Close-up
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NEW
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TEACHER’S BOOK
B1
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Phillip McElmuray
LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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LEARNING
© 2022 Cengage Learning, Inc.
National Geographic Learning,
a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
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New Close-up B1 Teacher's Book, 3rd Edition
Author: Phillip McElmuray
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“National Geographic”, “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society
Marcas Registradas
Publisher: Rachael Gibbon
®
Senior Development Editor: Sarah Ratcliff
Director of Global Marketing: Ian Martin
Product Marketing Manager: Anders Bylund
For permission to use material from this text or product,
Heads of Regional Marketing:
submit all requests online at cengage.com/permissions
Charlotte Ellis (Europe, Middle East and Africa)
Further permissions questions can be emailed to
permissionrequest@cengage.com
Justin Kaley (Asia and Greater China)
Irina Pereyra (Latin America)
Senior Content Project Manager: Nick Ventullo
Teacher's Book ISBN: 978-0-357-43407-9
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Media Researcher: Jeffrey Millies
National Geographic Learning
Cheriton House, North Way,
Andover, Hampshire, SP10 5BE
United Kingdom
Art Director: Brenda Carmichael
Operations Support: Avi Mednick
Manufacturing Manager: Eyvett Davis
Manufacturing Buyer: Elaine Bevan
Composition: SPi Global
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Locate your local office at international.cengage.com/region
©
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Visit National Geographic Learning online at ELTNGL.com
Visit our corporate website at www.cengage.com
Printed in China by RR Donnelley
Print Number: 01 Print Year: 2021
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p4
Welcome to New Close-Up
p6
p9
Unit walkthrough
Unit 1
p 20
Unit 2
p 32
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Unit 3
Unit 6
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Unit 7
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Unit 4
Unit 5
p 43
p 54
p 64
p 74
p 84
p 94
Unit 9
p 104
Unit 10
p 113
Unit 11
p 123
Unit 12
p 133
Workbook answer key
p 144
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Student’s Book Contents
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Contents
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Student’s Book contents
for
1 Perfect
the job
Reading
Vocabulary
Grammar
Listening
understanding the
whole text; matching
sentences to gaps
jobs; personality
adjectives
present simple and
present continuous;
stative verbs
choosing the correct
picture; multiple choice
with picture options
p5
2 Delicious!
p17
taste; cooking verbs;
choosing the correct
option; multiple-choice
cloze
Video: Food truck nation
geographical features;
reading for general
understanding; multiple climate change
choice with one text
3 It’s natural
p29
4
identifying the key
words; multiple choice
with one conversation
present perfect simple;
present perfect
continuous
predicting the type of
answer needed; gap fill
Live well, study well: the environment; achieving change
clothes and materials
relative clauses
understanding new
words; matching
sentences to gaps
That’s the
fashion
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p41
5
past simple; past
continuous
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reading for detail;
matching people to
texts
Video: From fleece jackets to your food
housing; household
identifying the main
objects (1)
message; multiple
choice with five short
texts
Where we
live
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Live well, study well: being a team player; having confidence in yourself
will; be going to
listening for similar
words; multiple choice
with six conversations
identifying opinion;
multiple choice with one
conversation
p65
7
ave a great
H
trip!
Video: Mounted archery
travel
understanding
attitudes and opinions;
multiple choice with
one text
p89
Live well, study well: improving your performance; staying motivated
free-time activities and
modals and semi-modals
checking the
verbs of opinion
(1)
information; multiple
choice with five short
texts
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My own
time
question tags; subject
and object questions
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p77
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6 Go for it!
Live well, study well: dealing with difficult situations; positive problem solving
zero and first conditional; checking spelling;
sports and sports
identifying the key
unless
gap fill
equipment; finding the
points; matching
wrong options;
people to texts
multiple-choice cloze
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9 Digital world
Video: The tables
identifying topics;
matching sentences
to gaps
computers and
technology
the passive (1); passive
sentences with modals;
by and with
matching all parts of the
option; multiple choice
with six conversations
predicting what you will
hear; multiple choice
with picture options
listening again;
multiple choice
with one conversation
p101
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10 Show time!
p113
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11 Life lessons
Live well, study well: using social media; keeping it positive
film and TV
reported speech:
understanding key
statements; changes to
information; multiple
pronouns, possessives,
choice with five short
time and place
texts
Video: Filming hummingbirds in slow motion
education
finding distractors;
matching people to
texts
the causative
completing information;
gap fill
listening for feelings;
multiple choice with
six conversations
p125
and
12 Body
mind
Live well, study well: learning styles; enjoying learning
parts of the body
adjectives; adverbs;
choosing the best
so and such
option; multiple choice
with one text
keeping calm; multiple
choice with picture
options
p137
Video: Learning another language
Review units 1–12 pp149–160
Grammar reference pp161–172
Communication activities p173
Vocabulary reference pp174–182
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Vocabulary
Grammar
Writing
talking about your life; giving
detailed answers; interview
employment vocabulary;
life events
countable and uncountable nouns;
quantifiers
using informal language;
including all the information;
writing an email
describing food; paraphrasing;
photo description
tableware, packaging and
quantities
used to and would; be used to and
get used to
using adjectives; planning and
organisation; writing an article
talking about the environment;
listening to instructions;
picture discussion
environment verbs;
prepositions (1)
articles
including useful expressions;
planning your work; writing an
email
giving reasons for your choice;
solving a problem
shopping; phrasal verbs (1)
clauses with time expressions;
understanding the whole meaning;
open cloze
expanding on the topic;
general conversation
household objects (2);
home expressions
future plans and events; future
predictions
responding to news; using
appropriate language;
writing an email
giving opinions;
picture discussion
sports clothes; verb + noun
collocations; word building
second conditional
giving reasons and examples;
organising your essay;
writing an opinion essay
describing details;
photo description
holiday accommodation;
travel collocations; adjectives
for travel
past perfect simple; past perfect
continuous
using narrative tenses; using
structure; writing a story
modals and semi-modals (2);
expanding your vocabulary;
open cloze
linking words and phrases (1);
adding details; writing an article
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phrasal verbs (2); adjectives
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listening to the question;
elaboration questions
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Speaking
organising a story; thinking of
ideas; writing a story
technology verbs;
prepositions (2)
the passive (2)
presenting your ideas in order;
writing about your opinion;
writing an opinion essay
guessing and giving reasons;
photo description
phrasal verbs (3); predicting
possible answers;
multiple-choice cloze
reported speech: questions and
requests
showing the order of events;
checking your story;
writing a story
agreeing on an option;
picture discussion
education expressions;
prepositions (3)
-ing form; infinitives
linking words and phrases (2);
stating facts and opinions;
writing a letter
showing interest;
general conversation
injuries and illnesses
comparison of adjectives and adverbs; using formal language; thinking
about structure; writing an essay
thinking about the type of word;
open cloze
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being fair; advantages and
disadvantages task
Irregular verbs p183
Writing reference pp184–189
Speaking reference pp190–191
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WELCOME TO NEW CLOSE-UP
With each new edition of Close-up we have listened to teachers’ feedback about what works well and where they would
like more support. This has enabled us to build on the elements of the series that teachers and learners value the most,
while developing winning new features that will make you glad you chose New Close-up.
Teachers told us they can rely on Close-up to provide:
• comprehensive skills development with a rich range of tasks to actively develop students’ reading, listening, speaking
and writing skills.
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• a clear structure with well-signposted pages, so that students know what the objectives of each lesson are and what is
expected of them.
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• a strong focus on exams and developing students’ skills and confidence to improve their chances of success.
• authentic and informative National Geographic content that helps students connect with their world as they transition
from their teens into adulthood.
What’s new in New Close-up?
• The content of each unit has been extensively revised to be up-to-date, engaging and aligned with the global viewpoint
of today’s students. A clear new design helps students and teachers navigate each unit with ease.
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• All exam tasks and tips in the Student’s Book and Workbook have been updated to reflect the Cambridge 2020 update
for Key and Preliminary. An all-new ExamView test generator provides further opportunity for students to familiarise
themselves with the exam formats and prepare for exam success.
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• Brand-new Live well, study well lessons focus on life and study skills to help equip students with the competencies
they need to manage their academic and personal lives. Students engage with texts and useful tips on topics such as
managing stress, social media and friendships. Activities are designed to promote independent thought and stimulate
discussion. Each lesson culminates in a project that encourages learner autonomy and provides opportunities for
students to practise presentation skills and working in a team.
• Every Student’s Book contains six fascinating new videos to give students the opportunity to engage with authentic
audio-visual content. These videos were selected to expand students’ knowledge of the world they live in, while
accompanying tasks in the Student’s Book aid comprehension and promote further discussion of the topic.
• In line with the latest CEFR benchmarking, New Close-up includes at least two mediation activities in each unit. Notes
on how to approach these and get the most out of them are included in the Teacher’s Book. (See further notes on this
feature on page 7.)
FOR STUDENTS
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Student’s Book
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New Close-up overview
• Twelve topic-based units with a range of tasks that actively develop students’ reading, listening, speaking and
writing skills.
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• Exam Tips that provide step-by-step advice and strategies for how best to approach exam tasks, and Exam Tasks that
provide the opportunity to put the advice into practice.
• Useful Language boxes in the speaking and writing lessons that support students with appropriate language when
completing communicative tasks.
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• Opportunities for discussion and personalisation in the Your Ideas sections.
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• Review pages (at the back of the Student’s Book) which consolidate the vocabulary and grammar taught within each unit.
Students can use the Can do statements to check their progress.
• Extensive reference material at the back of the Student’s Book includes:
- a Grammar reference giving detailed explanations to support the grammar focus within each unit;
- a
Writing reference with a summary of the important points to remember for each genre of writing, as well as
a checklist;
- a Speaking reference bringing the Useful Language presented throughout the course together in one place;
- a Vocabulary reference highlighting key vocabulary for the relevant Cambridge exam.
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6
Workbook
• The Workbook provides additional practice of the vocabulary and grammar covered in the Student’s Book, as well as
providing further content-rich exercises based around the unit topic.
• Each Workbook unit continues the focus on exam practice, with Exam Reminders that reinforce the Exam Tips learned in
the Student’s Book. Students then have the opportunity to consolidate what they have learned with an Exam Task of the
same type as the one in the Student’s Book.
• Twelve Review pages are included at the back of the Workbook, allowing students to check their progress.
NEW TO THIS EDITION
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Online Practice
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• The mobile-compatible Online Practice allows students to continue their studies at home or when on the move.
• The Online Practice revises the language covered in the Student’s Book units and provides additional exam-style tasks.
• The teacher interface allows teachers to set up classes, assign work and review students’ performance.
• The Online Practice is designed to be assigned to students when they have completed each unit of the Student’s Book.
• Students can also access the eBook via the Online Practice.
• Information on how to access the Online Practice platform can be found on the inside front cover of the Student’s Books
(for those students who have purchased the Student’s Book with Online Practice and Student’s eBook version of the book).
Teacher’s Book
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FOR TEACHERS
The New Close-up Teacher’s Book is an easy-to-use resource that provides support for all teachers using the course, no
matter their level of experience.
Inside the redesigned and revised Teacher’s Book, you will find the following features and resources:
Easier, Extension and Fast finisher tasks
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Each unit contains plenty of ideas to help both weaker and stronger students. ‘Easier’ boxes give useful tips on how to
provide extra support and guidance for students that need it. These tips can also function as useful warm-up ideas and / or
to assess students’ existing knowledge. ‘Extension’ boxes provide further exercise ideas that will challenge able students
and help teachers to make the most of the rich, authentic content. ‘Fast finisher’ tasks support teachers with ideas for short,
fun exercises that will keep students busy while they wait for their classmates to complete their work.
Mediation skills notes
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Mediation can seem daunting to many students and teachers. In New Close-up, we demystify this skill and build classroom
confidence.
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Every Student’s Book unit contains activities that develop students’ mediation skills. These are highlighted in the Teacher’s
Book, and teachers are supported with clear notes that explain what aspect of mediation is featured and how the activity
can be used.
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Once a teacher becomes familiar with the types of activities that practise different mediation skills, they will be able to
apply the principles to similar exercises. In this way, the mediation skills provided can be used to form a bank of knowledge
that can be applied as students progress through the course. For example, adapting language as appropriate to the
task and audience is a type of mediation (see p29 of this Teacher’s Book) and the principle can be applied to other texts
throughout the course. This gives students a wealth of practice which will equip them well for academic exams and develop
their ability to communicate effectively in a range of situations.
Grammar guide
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grammar rules and give students example sentences, without the need to look for this information elsewhere.
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Teaching tips
Teaching tips are provided in every unit and include a range of useful devices to get the most out of an activity, advise the
teacher on how best to approach a particular topic, or help with the quirks of the English language.
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7
Classroom Presentation Tool
• The Classroom Presentation Tool (CPT) is easy to use and contains the Student’s Book pages, Workbook pages and all
accompanying audio and video.
• In addition, the Easier, Extension or Fast finisher activities in the Teacher’s Book can be launched from the CPT and
are identified by stars at the end of the notes on the Teacher’s Book. ‘Easier’ ones (called ‘Preparation’ on the CPT)
are identified by black stars next to the activity number on the CPT and should be used before the activity. ‘Extension’
and ‘Fast finisher’ ones are identified by a white star in a black circle and can be found on the left of the last item of an
activity, to be launched after the activity has been completed.
NEW TO THIS EDITION
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ExamView®
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• ExamView® is a flexible assessment program that allows teachers to administer ready-made tests and customise or
create their own tests.
• ExamView® can be used to evaluate students’ progress after each unit, after a number of units, at the mid-course or
end-of-course point.
FOR TEACHERS AND STUDENTS
Companion Website
The course website (ELTNGL.com/newcloseup) includes sections for teachers and students with additional learning
resources, professional development support and audio and video files from New Close-up. It includes:
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• Teacher’s Book PDFs
• Pacing Guides to adapt New Close-up to your timetable and learning needs
• New Close-up Online Teaching Toolkit – an implementation guide and lesson plans to support teachers delivering
online lessons
• Ready-made unit and progress tests
• Writing worksheets
• Student’s Book video and audio
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• CEFR correlations
• Live well, study well videos for students with author Katherine Stannett
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• Workbook audio
Self-study
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• New Close-up is accompanied by an interactive eBook, a comprehensive Workbook and Online Practice material that
allows students to continue their studies at home.
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• Additionally, within the Student’s Book there are plenty of opportunities for self-study and home learning. For example,
videos can be assigned as homework; students can be encouraged to research topics further online, and projects on the
Live well, study well page can be completed outside the classroom. The rich, authentic content of the course means that
there is endless scope for extension activities around the topics.
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• Students can also be directed to the companion website to access the course audio and video – including additional
Live well, study well videos – enabling them to study from home.
Components
FOR TEACHERS
Student’s Book
Student’s Book with Online Practice and Student’s eBook
Workbook
Teacher’s Book
Classroom Presentation Tool
ExamView® Assessment Suite
©
FOR STUDENTS
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8
Unit walkthrough
2
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Delicious!
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Each unit begins with an
engaging photo that works
with the unit title to introduce
students to the topic.
Traditional sweets at a market in Beijing, China
Work in pairs. Look at the photo and discuss
the questions.
©
1 What is unusual about this food? Do you want
to try it?
2 What’s the strangest / most delicious / most
disgusting food you’ve ever eaten?
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Warm-up questions engage
students and promote
discussion. The Teacher’s Book
notes include background
information on the photo.
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9
The Reading lesson begins with
warm-up activities to introduce
key vocabulary and get students
thinking about the topic. Students
are encouraged to relate the
topic back to their own lives and
provide personal responses.
6
Work in pairs. Discuss the questions.
1 Who usually prepares the food in your house?
2 How often do you eat out at a café or a restaurant?
3 How often do you eat a takeaway?
2
If you had to choose a restaurant for a meal out
with your family, what would be most important?
Number these things from 1 (the most important)
to 6 (the least important). Then compare your
answers with your partner.
•
•
price
decor (the furniture and style of the
restaurant)
portion size
a relaxed feel
vegetarian / vegan options
quality of food
•
•
•
•
3
Matching people to texts
The people below all want to go out for a meal.
On the opposite page there are descriptions of
eight restaurants.
Decide which restaurant would be the most suitable
for the people below.
1
Ewa has got three young
children. They are all very
active and love being outside
and walking in the country.
They don’t really like Italian
food.
2
Raquel wants to celebrate her
birthday with a visit to a very
good restaurant. She is happy
to spend a lot of money and
wants to visit some shops after
her meal.
3
1
2
3
4
can you eat vegetarian food?
do you not have to spend a lot of money?
can you eat award-winning food?
are fish dishes recommended?
Exam TIP
4
Ahmed wants to try some
traditional food and he
doesn’t want to travel far from
the centre of Barcelona. He
loves art and wants to be in a
calm, quiet restaurant.
5
Pierre is very hungry, but he
doesn’t want to spend a lot
of money. He’d like to go to a
fast-food place where he can
listen to some rock and roll
music.
your
ideas
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B
C
30
50
Lasarte
This restaurant is on the ground floor of the
Monument Hotel in a designer shopping district
and it is definitely a place for a very special
occasion. It’s extremely expensive, but the food is
award-winning and absolutely delicious. If you
want to try modern, creative, high-quality food,
this is the place to go.
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Mamarosa Beach
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Peggy Sue’s
You won’t get traditional Spanish food at this
restaurant! Peggy Sue’s is an American diner,
serving burgers, fries and milkshakes. Its 1950s
furniture, pink walls, retro music and bright
lights will make you think that you’ve gone back
in time! The food here is simple, but the portions
are big and the prices are low.
Xavier Pellicer Restaurant
Xavier Pellicer is the owner and head chef
here and he has created an amazing menu. The
restaurant has won awards for its unusual
vegetable-based meals. However, if you can’t
live without meat, you can also choose to add
something to some of the dishes!
D
F
At this stylish, modern restaurant, you can enjoy
excellent Italian food while looking out at the sea.
It’s perfect for families with children, who can
play on the beach while they wait for their food.
You can choose pizza or pasta, but the fish and
seafood is also very good.
Pudding
At Pudding, you can enjoy snacks, salads and
sweet treats and keep your children happy at the
same time. This lovely café serves inexpensive,
home-made food. It also has special areas for
children with children’s books, paper, pens and
craft activities.
20
40
H
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Restaurant Vinyanova
Vinyanova is about 40 minutes’ drive from
Barcelona, but you can easily spend the whole
day at this family-friendly restaurant and farm.
It serves traditional food, including vegetarian
options, and has a special menu for children. After
enjoying your meal, you can visit the animals on
the farm or walk around the beautiful gardens.
word
focus
award (n): prize
district (n): area, part of a town or city
absolutely (adv): very, completely
stew (n): meat or vegetables cooked in liquid
queue (n): a line of people who are waiting for something
retro (adj): from the recent past
24/12/20 11:30 AM
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Agut
At this traditional Catalan restaurant, you can
try many different small plates of food. The fish
dishes are particularly good, but there are also
excellent meat and vegetable options. The desserts
are all home-made; they look and taste delicious!
Look out for the beautiful 20th-century Catalan
paintings on the walls.
Can Vilaró
Can Vilaró is in front of the Sant Antoni food
market, and many of the ingredients in its dishes
come from the market. Its regular customers come
back here every week for the restaurant’s cheap,
tasty Spanish stews with meatballs or beef and
there are often long queues of people waiting
outside at lunchtime.
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Students are
provided with an
Exam Tip to help
them tackle the
Exam Task. Each
tip teaches them
a new strategy
for exam success
which they can
apply directly to
the Exam Task
that follows.
10
E
Barcelona is an amazing city with so much
to do and see … and eat! Here are our
recommendations for the best places to eat
in and around this wonderful city.
A
Which restaurant from the article would
you like to visit? Why?
Do you prefer to go out to eat or to get a
takeaway? Why?
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Reading for detail
• In this task, you have to match descriptions
of five people with the best texts out of eight
texts in total.
• Read the descriptions of the people first. Make
sure that you look at all the information about
each person.
• Sometimes more than one text might seem to
match a person. Read the description of the
person again and check every detail against
the texts. For example, John wants to find a
restaurant where he can take his two young
children. He doesn’t have a lot of time and
wants to eat a quick, light meal.
• Texts B, F and H all mention children or families.
But the restaurant in text H is far away, and only
text B mentions snacks and sandwiches. Text B
is therefore the best choice.
2.1
1
Stan doesn’t eat meat, but his
wife does. They know a lot
about food and like visiting
well-known restaurants. They
always enjoy trying new and
different food.
Read the Exam Tip. Then read the descriptions
of the people in the Exam Task and underline the
key points.
Read the article again and answer the questions.
In which restaurant(s) ...
Restaurants in Plaça Reial, Barcelona, Spain
Exam TASK
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Now complete the Exam Task.
Look at the article on page 19. Which is the best
description of the article?
A a website about different restaurants around the
world
B a blog about the writer’s favourite restaurants
C descriptions of restaurants in one city
D an article about Spanish food
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reading for detail; matching people to texts
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1
Target grammar and vocabulary
is presented through engaging
reading texts from a variety of
genres. These texts use the
target language in natural and
appropriate linguistic contexts
and provide a model for
language production.
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2 Reading
The focus of
each lesson is
shown at the top
of each page.
The Exam Task gives
students the opportunity
to test themselves with
tasks aligned with those
they will encounter in
international exams.
Students will grow in
confidence as they
become more familiar
with exam formats,
preparing them for
success on the big day.
The ‘Word Focus’
provides a glossary of
words that are important
to the meaning of the
text but are above
the target CEFR level.
Students are encouraged
to work out the meaning
of words from the
context before checking
them in the ‘Word
Focus’, as this is also an
important exam skill.
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10
taste; cooking verbs; choosing the correct option; multiple-choice cloze
4
1
Choose the best adjective to complete the
sentences.
1 This coffee is very bitter / sweet. Can I have some
sugar, please?
2 This curry has got a lot of chilli in it and it’s very
sour / spicy.
3 Salty / Bitter snacks, like crisps, aren’t very healthy.
4 I love spicy / sweet foods like cake, chocolate and
biscuits.
5 Yoghurt and lemon are two examples of sour /
salty food.
Cooking verbs
2
Write these cooking verbs under the correct photo.
bake
barbecue
boil
fry
grill
roast
Read the Exam Tip. Then complete the Exam
Task.
Exam TIP
Choosing the correct option
• In this task, you have to choose the correct
words to complete a short text.
• Look at the words before and after each gap
carefully. Think about what word might go in
the gap.
• If there is a verb before or after the gap, think
about the form of that verb. For example, the
verb after gap 3 is cooking. Which of the four
options is followed by an -ing form and works
in the gap?
• Read the whole text again and check that it
makes sense with your chosen options.
ph
ic
Taste
Le
ar
ni
n
2 Vocabulary
g
The first Vocabulary
lesson focuses on key
language required
to achieve success in
exams and in the world
beyond the classroom.
Exam TASK
Multiple-choice cloze
For each question, choose the correct answer.
eo
gr
a
The delicious hamburger is one of the most
(1)
foods in the world, but where did
it come from? Nobody really knows.
na
3
2
5
6
Another story is that immigrants to America from the
city of Hamburg in Germany brought their ‘Hamburg
meat
steak’ with them – a type of (4)
in bread.
Or perhaps Otto Kuase from Hamburg made the
meat with
first hamburger. Otto (5)
eggs, cooked it and put it between bread and sold
it to hungry sailors for their lunch. When the sailors
back to America, they asked
(6)
their families to make the same dish, and so the
hamburger was born.
1 A popular
B likely
C positive D taste
2 A walked
B drove
C rode
D sat
3 A not
B don’t
C never
D without
1 Let’s eat outside today. We could barbecue / boil
some lamb chops.
4 A prepared B fried
C tasted
D vegetable
2 Can you please boil / grill some water for the pasta?
3 Alfie’s going to roast / bake a cake for his dad’s
birthday tomorrow.
5 A mixed
B added C cut
6 A returned B went
D did
C reached D arrived
4 I usually bake / fry steak, but I want to eat more
healthily, so tonight I’m going to grill / boil it.
N
©
One theory is that about 800 years ago Mongolian
soldiers, who didn’t have fridges or cookers, put
meat under their saddles while they
their horses to make it soft. In the
(2)
evening they ate the meat (3)
cooking it.
Choose the correct verb to complete the
sentences.
at
io
3
4
lG
1
5 Before you roast / barbecue the potatoes in the
oven, it’s a good idea to grill / boil them in water
for a few minutes.
overset
20
Vocabulary introduced on the
page is presented in a sentence
or text-level exercise that
enables students to see the
new language in a meaningful
context and provides them
with additional reading
comprehension practice.
017-027_CU3e_B1_SB_33980_U2.indd 20
05/10/20 7:24 PM
SAMPLE COPY, NOT FOR DISTRIBUTION
11
Grammar is
presented in
the context of
the unit topic.
Activities progress
from controlled
practice to more
challenging tasks.
g
past simple; past continuous
Past simple
Past continuous
1
3
Look at the verbs in bold. Match the sentences
(1–3) with the uses of the past simple (a–c).
Look at the verbs in bold. Match the sentences
(1–4) with the uses of the past continuous (a–d).
1 Rachel went to the shops, bought a pizza and
took it home.
1 Yasmin was watching TV while her dad was
cooking dinner.
2 I prepared supper last night.
2 It was raining, the wind was blowing and we were
shaking from the cold.
3 James had a tuna sandwich every day for lunch
when he was at school.
3 I was making breakfast at six o’clock this morning.
4 Lin was preparing lunch when the phone rang.
We use the past simple …
Grammar reference 2.1, p163
Complete the text with the past simple form of
the verbs.
A giant pizza!
a for an action that was in progress at a point in
time in the past.
b for two or more actions that were in progress at
the same time in the past.
c for an action that was in progress in the past that
was interrupted by another action.
d to give background information in a story.
!
REMEMBER
We don’t use stative verbs in the continuous form.
Grammar reference 2.2, p163
eo
gr
a
Pizza as we know it now 1
(start) in Italy
as a Neapolitan pie with tomato. Today, it’s so popular
that there’s even a World Pizza Championship, which
takes place every year in Italy. People also try to
break the record for the largest pizza. In California,
(work) together
in 2017, pizza chefs 2
for many hours to make a record-breaking pizza.
(be) two kilometres long! They
It 3
4
(use) more than 2,200 kilograms
of cheese and 1,300 kilograms of sauce! The
(eat) some of it and they also
chefs 5
6
(give) more than 20,000 pieces of
pizza to homeless people.
We use the past continuous …
ph
ic
a for past routines and habits.
b for actions that happened one after the other in
the past.
c for actions or situations that started and finished
in the past.
2
Le
ar
ni
n
Grammar
The Grammar reference
is found at the back of
the book. It provides a
useful summary of the
grammar point, with
extended explanations
and additional examples.
4
1 A: What / you / do / at one o’clock / on Monday
B: I / eat / my lunch / and / listen to / the radio
2 This time last week / we / grill / burgers / in my
aunt’s garden
3 Candice / not / dance /at the party / because /
she / serve / food / to the guests
lG
na
at
io
N
Write sentences using the past continuous.
4 Maria and Alfred / argue / about the best pizza
toppings / for hours / last night
5
Complete the sentences with the past simple or
past continuous form of the verbs.
1 We
then we
2
(Ludmila / call) you while you
(watch) the cookery show on TV?
3 My mum
(cook) the dinner on
(be) ill.
Saturday because Dad
4 Daisy and Tom
Marcus
5 I
supper; I
6 Dee
Pete
(make) biscuits when
(walk) into the kitchen.
(not / fry) the burgers for last night’s
(grill) them.
(tidy) the kitchen while
(help) Dan with his homework.
©
overset
(finish) cleaning the kitchen and
(eat) some ice cream.
21
017-027_CU3e_B1_SB_33980_U2.indd 21
Students complete ‘rules’
which articulate what they
have learned through
the process of guided
discovery.
05/10/20 7:24 PM
The ‘Remember!’ feature appears
in some Vocabulary and Grammar
lessons. It provides useful explanations
and reminders about language
structure to raise learner awareness
and address common errors.
SAMPLE COPY, NOT FOR DISTRIBUTION
12
identifying the key words; multiple choice with one conversation
2
2.2
Listen to these numbers. Then work in
pairs. Practise saying the numbers.
1 A 15
B 50
C 80
2 A 220
B 222
C 200
3 A 7th August
B 8th August
C 18th August
4 A 25th
B 20th
C 21st
5 A 2
B 3
C 4
2.3
Read the Exam Tip. Then listen and answer
the questions. Use the answer options (A–C) from
Exercise 1.
1 How many people came to the girl’s party?
2 How much did the meal cost?
3 When is Billy’s birthday?
4 When will the boy arrive in Mexico?
Read the Exam Task and underline the important
words in the questions and the A–C options.
2.4
Now listen and complete the Exam Task.
na
4
lG
5 How many slices of pizza has the girl eaten?
3
Exam TIP
at
io
Identifying the key words
• Before you listen, read the questions and the
options carefully so that you know what the
listening will be about.
• Underline the important words and information
in the questions and A–C options.
• You might hear words from all three options
in the listening text. However, only one of the
options will actually be the correct answer to
the question.
• Check your answers carefully and read each
question again when you listen the second
time.
N
©
Exam TASK
Multiple choice with one conversation
For each question, choose the correct answer.
You will hear a radio interview about a restaurant
festival.
eo
gr
a
1
ph
ic
Le
ar
ni
n
2 Listening
The Listening and Speaking
lessons always culminate in an
Exam Task. After working their way
through the carefully scaffolded
activities on the page, students will
be able to tackle the Exam Task
with confidence.
g
Task types in the Listening lesson
build in complexity to guide
students towards successful
completion of the Exam Task.
The audio tracks use the unit
vocabulary and grammar, giving
students the opportunity to hear
them in new contexts.
1 How long is the festival?
A two weeks
B one month
C two months
2 How many restaurants take part in the festival?
A about 70
B about 215
C about 250
3 Which kind of restaurants are part of the
Amazing Spaces collection?
A restaurants where you can see the city from
the windows
B restaurants with interesting furniture and
design
C restaurants that are very modern
4 How does the festival encourage sustainability?
A It has set up a website about reducing food
waste.
B It has information about environmentallyfriendly restaurants.
C It gives money to local food markets.
5 What does the Gourmet Odyssey offer people?
A three courses in three different restaurants
B travel between different restaurants in a bus
C a visit to three different restaurants in one
building
6 At the London Festival masterclasses,
A people can find out how to become a top
chef.
B people can learn how to make different
dishes.
C people can teach each other how to make
their favourite meals.
22
017-027_CU3e_B1_SB_33980_U2.indd 22
05/10/20 7:24 PM
Pairwork activities give
learners the opportunity
to develop their speaking
skills and encourage them
to review and evaluate
each other’s work.
SAMPLE COPY, NOT FOR DISTRIBUTION
13
The Speaking lesson
provides plenty of
opportunities for
students to put the
target language to use.
1
Work in pairs. Discuss the questions.
1 Can you prepare a meal / bake a cake / make a
smoothie?
2 What’s your favourite food? What’s your least
favourite food?
3 Do you prefer food cooked at home or food
cooked in a restaurant? Why?
2
g
describing food; paraphrasing; photo description
Exam TASK
Photo description
Work in pairs.
Student A: Look at the photograph. It shows people
eating a meal together. Talk about the photograph.
Then listen to Student B.
Work in pairs. Look at the photo. Discuss the
answers to these questions.
1 How many people are in the photo?
2 What do the people look like?
U02_10P - use 680516773
instead (highlighted in
RP), but it will need to be
cropped square to fit this
space - I've cropped out
the figure on the right
eo
gr
a
5 What other things can you see in the background?
ph
ic
3 Where are they?
4 What are they doing?
Le
ar
ni
n
Speaking
In many Speaking
Exam Tasks, students
take turns to act out
the role of examiner
and candidate. This
provides great allround exposure to
the exam process.
Speaking
topics focus
on functional
language essential
for ‘real-life’
communication,
as well as success
in exams.
Student B: Turn to page 173.
Useful LANGUAGE
2.5
Listen to a student describing the photo.
Does the student answer all the questions in
Exercise 2? Does he add any other details?
4
Read the Exam Tip. Then work in pairs. Write
down all the things you can see in the photos
in the Exam Task. If you don’t know the correct
words, think of other ways to describe them.
na
lG
3
Work with a new partner. Complete the Exam
Task. Use the Useful Language to help you.
Exam TIP
Paraphrasing
• When you describe a photo, first begin with a
general description of what you can see.
• Then focus on some of the details in the photo.
• If you don’t know the exact words to describe
things you can see, try to think of other ways to
describe them. For example, if you don’t know
the word for barbecue in Student A’s photo, you
can say The people are cooking / grilling food
outside.
your
ideas
•
•
Do you eat traditional food from your
own country when you go out, or do you
eat food from other countries?
What country’s food do you like best?
©
N
at
io
5
Describing a photo
This photo shows people (at a restaurant / in a
park / at home / on a beach).
The woman (in the hat / with the glasses / holding
the burger) is …
They are outside / inside.
The weather is warm / cold.
They are (enjoying the food / having fun /
feeling happy) …
In the background / foreground, I can see
(some buildings / trees / people).
23
017-027_CU3e_B1_SB_33980_U2.indd 23
The Useful Language box provides
students with key expressions and
functional language that they can
put to direct use when completing
the Exam Task.
05/10/20 7:24 PM
The ‘Your Ideas’ feature
appears throughout the
course. It provides prompts
for students to talk in pairs
or groups about the topic
with reference to their own
experiences and views.
SAMPLE COPY, NOT FOR DISTRIBUTION
14
tableware, packaging and quantities
1
Work in pairs. Name the objects in the photos.
Then discuss the questions.
1 Do you drink tea or coffee from a cup and saucer
or from a mug?
2 When do you use a spoon?
3 Think of at least five things you can pour from
a jug.
5 Think of at least four things that people usually
keep in bottles.
6 Think of at least four different types of food that
people serve in a bowl.
2
3
Cross out the incorrect word in each phrase.
1 a slice of pizza / pasta / bread
2 a glass of bread / juice / milk
3 a bunch of bananas / grapes / strawberries
4 a packet of milk / biscuits / crisps
5 a piece of cake / cheese / rice
6 a tin of tuna / beans / pizza
eo
gr
a
4 Think of at least four things that people usually
keep in jars.
ph
ic
Le
ar
ni
n
2 Vocabulary
g
The second Vocabulary lesson
introduces new vocabulary
and consolidates the language
presented throughout the unit.
Choose the correct option to complete the
sentences.
4
2.6
Complete the conversation with these
words. Then listen and check your answers.
bottles
bowl
box
jar
knife
slices
lG
3 There are six cups / jars of homemade raspberry
jam in the cupboard.
4 I’ve already put the knives and saucers / forks on
the table.
na
5 The waiter brought a big pot of tea, two cups / jars
and plates / saucers and a small jug / bowl of milk.
6 My brother gave me a box / jug of chocolates for
my birthday.
at
io
7 Why didn’t you do the washing up? Dinner’s ready,
but all the boxes / plates are dirty!
8 Can you put some water in the dog’s plate / bowl,
please?
What do you want for breakfast today?
Amal:
I think there are still a couple of
1
of pizza in the takeaway
2
from last night.
Omar:
Oh no, I don’t want to eat pizza for breakfast!
I’d prefer something healthier. Have we got
any bananas?
Amal:
Yes, there’s a big 3
in the 4
Omar:
Great. And how about milk?
Amal:
Let me check. Yes, we’ve got two
5
of milk in the fridge.
Omar:
And we’ve got this 6
of really
delicious honey. So I can make a banana
smoothie.
Amal:
That’s a good idea. Here’s a 7
to cut up the bananas. I’ll wash the
8
.
N
9 Could I have a spoon / fork to eat my yoghurt with?
©
glasses
Omar:
1 I always take a bottle / box of water with me when
I go to the gym.
2 Have you got a better fork / knife? I can’t cut up
these vegetables with this one.
bunch
your
ideas
•
•
of bananas
on the kitchen table.
Do you like to try new food? Why? /
Why not?
What’s your favourite smoothie flavour?
24
017-027_CU3e_B1_SB_33980_U2.indd 24
05/10/20 7:24 PM
Regular listening activities give
students the opportunity to
hear the correct pronunciation
of new vocabulary.
SAMPLE COPY, NOT FOR DISTRIBUTION
15
used to and would; be used to and get used to
Le
ar
ni
n
Grammar
g
The second Grammar lesson
in the unit introduces a new
grammar point as well as revising
the previous grammar input.
be used to and get used to
3
Read the sentences (1–2). Then answer the
questions (a–b).
1 I’ve worked in this restaurant for six years, so I’m
used to the late nights!
2 I started working here two weeks ago, and I’m
getting used to the late nights.
a Which sentence describes something that is
already usual or familiar?
b Which sentence describes something that is quite
new and becoming familiar?
Grammar reference 2.4, p163
Choose the correct option (a–c) to complete the
sentences.
1 I
eating fruit and yoghurt for
breakfast – I’ve had the same thing for years!
used to and would
1
ph
ic
4
Read the sentences (1–4) and look at the words
in bold. Then complete the rules (a–b) with used
to or would.
3
3 We used to / would meet in the park for picnics
when the weather was good.
b Are you getting used to
lG
Grammar reference 2.3, p163
na
2 Sara used to eat a lot of rice when she lived in
Japan.
at
io
3 Did you use to like cabbage when you were
younger?
4 I didn’t use to own a microwave, but now I do.
5 We used to have barbecues in our garden every
weekend.
6 These chocolates used to cost much less.
c Were you used to
4 Eloise loved India, but she
food.
8 My little sister used to throw her food on the floor
when she was a baby.
the spicy
a didn’t use to b couldn’t get used to c used to
5 Sonia and Masha
new school.
a are getting used to
6
the lunches at their
b used to
c get used to
his new healthy eating plan?
a Did Haru use to
b Is Haru used to
c Is Haru getting used to
7 I
vegetarian.
eat a lot of meat before I became a
a was used to
8
b am getting used to c used to
help prepare dinner when you were
younger?
a Did you get used to
b Did you use to
c Were you used to
your
ideas
When you were a child …
• what used to be your favourite food?
• what did you use to eat if you were ill /
on your birthday / as a special treat?
©
N
7 Did Klaus use to be a chef?
c used to
a Did you use to
Which words in bold can be replaced with
would? Tick the sentences.
1 My dad used to prepare a cooked breakfast for us
every Sunday morning.
be a chef.
preparing food when you lived at
home?
a We can use
to describe states or
repeated actions in the past.
to describe repeated
b We can use
actions in the past, but not to talk about past
states.
c am getting used to
b is used to
2 My grandmother used to / would make her own
pasta when she lived in Naples.
4 They used to live near the Japanese restaurant.
2
b used to
a is getting used to
eo
gr
a
1 Lisa used to like olives when she was young.
a am used to
2 My cookery teacher
25
017-027_CU3e_B1_SB_33980_U2.indd 25
The grammar points covered in
the unit are often consolidated in
a sentence or text-level exercise,
guiding students to successfully
identify and produce the target
grammar appropriately.
05/10/20 7:24 PM
‘Your Ideas’ questions
encourage students to
apply the grammar point
they have just learned in
a group / pair discussion
to consolidate learning.
SAMPLE COPY, NOT FOR DISTRIBUTION
16
The Useful Language
box gives students
helpful phrases and
expressions that they
can use to complete the
Exam Task.
The Learning Focus
feature provides
students with useful
tips on how to
approach the writing
topic. Examples of
useful words and
phrases give students
the building blocks to
write with confidence.
using adjectives; planning and organisation; writing an article
4
Using adjectives
• When you write descriptions, try to use a range of
interesting adjectives. However, we don’t usually
use more than two adjectives before a noun.
• Remember to use this order: opinion (delicious),
size (tiny), age (old), shape (square), colour (purple),
origin (German) and material (cotton).
1
• What kind of restaurants are in your local area?
• What do they serve?
Write an article answering these questions
and we will put it in our magazine.
2 We sat at a big round table by the window.
Write your answer in about 100 words.
3 Have you been to that Chinese fantastic restaurant?
1 You should write about the type of restaurant you
most like to visit.
4 The walls have got modern interesting pictures.
2 You should write about the food you usually eat at
home.
5 There were lovely fresh flowers on the table.
4 You should include some information about the
different food you can eat locally.
5 Your article shouldn’t be more than 100 words.
Choose the correct adjective to complete the
sentences.
5
1 The vegetarian pizza was delicious / horrible. I ate
three slices!
Local restaurants
3 My sister likes really mild / spicy food like a hot
Indian curry.
I really enjoy going to restaurants that serve Chinese
food, but there aren’t any restaurants like that in my
local area. There’s a nice small café near my house and
there’s a fast-food place and a big expensive Italian
restaurant in the shopping centre.
4 This salad looks really tasty / boring! It’s bright and
colourful / dull.
5 A lot of fresh / processed food isn’t good for you.
lG
The café sells snacks, sandwiches and cakes. The food
is 1 inexpensive / busy and the service is very 2 modern /
friendly. The fast-food restaurant serves burgers and
chips. It’s 3 traditional / popular and cheap, but the
food isn’t very 4 tasty / bad. The Italian restaurant is
my 5 favourite / best restaurant. They have lots of
6
different / difficult pasta dishes and their salads are
also 7 excellent / horrible.
8 I hate still / sparkling drinks like lemonade or cola.
Work in pairs. What do these adjectives usually
describe? Write them in the correct group.
cheap
fast
polite
,
service
,
decor
,
price
,
Paragraph 3:
8
Give basic details about restaurant:
1
type of food
2
where it is
why I went there 3
Describe:
4 enchiladas
food
,
spicy
decor
service
Say why I liked /
didn’t like it.
Exam TASK
Writing an article
You see this notice on an English-language website.
5
Articles wanted
RESTAURANTS
6
7
delicious
Write about a restaurant you have visited
recently.
,
Did you enjoy the food? Would you
recommend it?
Look at the Useful Language. Which adjectives
are positive (P) and which are negative (N)?
Write an article answering these questions
and we will put it on our website.
Useful LANGUAGE
Giving your opinion
I think that … / In my opinion …
It’s a great place for …
I would / wouldn’t recommend …
Adjectives for food
bitter burnt colourful delicious dull
healthy raw tasteless tasty unhealthy
Adjectives for restaurants
bright charming dirty messy modern
old-fashioned rude slow unfriendly
Write your answer in about 100 words.
10
Complete the Reflection Checklist. Then discuss
your answers with your partner.
REFLECTION CHECKLIST
How did you do? Tick ✔ the sentences that you
think are true.
I made a writing plan.
I organised my ideas clearly into paragraphs.
I answered the questions in the task.
I used different adjectives.
A chef preparing corn tortillas at a restaurant in
Oaxaca, Mexico
I used correct adjective order.
I don’t go out to eat very often because I love eating at
home with my family. However, it’s good to have some
local restaurants for 8 usual / special occasions.
,
,
,
,
6
Work in pairs. Read the student’s answer in
Exercise 5 again. Is it a good answer? Why? /
Why not?
at
io
26
comfortable
delicious
expensive
friendly
inexpensive
modern
spicy
tasty
traditional
food
Paragraph 2:
Exam TIP
Planning and organisation
• Always make a plan before you begin writing.
• Think about how you will organise your
information into paragraphs.
• Include some key words in your plan. Try to use
lots of different adjectives and not the same
ones all the time.
na
3
Look at a student’s answer to the task in
Exercise 4. Choose the best options to complete
the article.
2 This meat is raw / burnt. It’s black!
7 I forgot to drink my tea and now it’s hot / cold.
Fernando’s
Paragraph 1:
3 You should write about more than one restaurant.
6 I recommend their tasty little pizzas.
Now complete the Exam Task. Remember to
make a plan before you begin and to think about
different words you can use. Use the Useful
Language to help you.
birthday
cheap
colourful
delicious
friendly
Mexican
enchiladas
near cinema
spicy
LOCAL RESTAURANTS
• What’s your favourite kind of restaurant?
9
Read the Exam Tip. Then read the Exam Task.
Complete the writing plan with these words.
ARTICLES WANTED
Tick the correct sentences. Then rewrite the
incorrect phrases in bold.
6 We usually eat grilled / fried fish because it’s
healthier.
7
You see this notice in an English-language
magazine.
1 The waiters were wearing blue nice uniforms.
2
Read this example task. Then read the sentences
(1–5). Are the sentences true (T) or false (F)?
ph
ic
Learning FOCUS
eo
gr
a
2 Writing
Le
ar
ni
n
g
The Writing lesson gives
students the opportunity
to demonstrate their newly
gained language skills
through a variety of writing
tasks, including emails,
blog posts and stories.
27
24/12/20 11:30 AM
©
N
017-027_CU3e_B1_SB_33980_U2.indd 26-27
To prepare students
for some Exam Tasks,
an example writing
task and model
answer is provided.
This demonstrates
to students what is
required of them in
the Exam Task.
After finishing the Exam
Task, students complete
the Reflection Checklist.
This useful tool gets
students to revisit and
review their work to
ensure that they have
done everything required
of them. This encourages
self-reflection and the
practice of peer reviewing
as students talk about their
work with a partner.
SAMPLE COPY, NOT FOR DISTRIBUTION
17
Live well,
well
2 Video
Foodstudy
truck nation
#
Le
ar
ni
n
making friends, being yourself
After you watch
eo
gr
a
1
ph
ic
A food truck in Los Angeles,
California
Before you watch
Work in pairs. Look at the photo and discuss the
questions.
1 Would you like to eat food from this truck?
Why? / Why not?
2 Do you see food trucks where you live? What kind
of food do they serve?
While you watch
1
Watch the video. Complete the factsheet
with these numbers.
lG
2
50
236
5 million
5,000
43,000
828 million
75,000
na
Food trucks – facts and figures
Earnings of the US food
truck industry
1
$
Average cost of a truck
2
$
Total cost to get a food truck
ready for business
3
$
% of adult Americans who
have eaten from a food truck
4
Number of trucks sending
tweets
5
Number of tweets sent by
food trucks
6
Number of cities where
trucks were active
7
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©
g
The ‘Before you
watch’ task introduces
the topic, engages
students and activates
prior knowledge.
Units 2, 4, 6, 8, 10 and 12
contain a Video lesson.
Activities on the page
help students with new
vocabulary to support their
understanding of the video
content.
3
1
Complete the summary of the video with
these words. Then watch the video again and
check your answers.
catering
costs
quality
home-cooked
range
reasonably
social media
tweets
Food trucks are popular because they serve
1
food at low prices. They are a good
business
way for people to start in the 2
3
are low compared to
because the
4
of
opening a café. The chefs provide a
specialties like sandwiches and cheeseburgers. Lots of
people like using the trucks because the food is high
5
and 6
priced. But in order
,
to succeed, food trucks need to use 7
including Twitter and Facebook. As they move around
to let their
so much, they send out 8
customers know where they are.
your • Do you prefer food that is high quality or
ideas reasonably priced? Can food be both at
%
•
the same time?
Do you use Twitter to find out what is
happening now?
28
028_CU3e_B1_SB_33980_U02_Video.indd 28
‘While you watch’
activities are designed to
aid comprehension of the
video. These activities
can be used to assess
students’ understanding
and determine how many
times to show the video.
05/10/20 3:38 PM
The ‘After you watch’
activity requires
students to complete a
summary of the video.
This encourages them
to engage with the
details of what they
have seen.
‘Your Ideas’ invites
students to give a
personal response to
the video and have the
opportunity to put the
new vocabulary they
have learned to use.
SAMPLE COPY, NOT FOR DISTRIBUTION
18
The main topic
is introduced via
a variety of text
types (infographics,
articles, quizzes, etc.)
which are designed
to provoke thought
and conversation.
being a team player; having confidence in
yourself
Mind your Mind
Having confidence in yourself
• It can be difficult to work in a team if
you are quiet or not very confident.
Remember that everybody is important in a team,
and everybody has something worth saying.
• Don’t be afraid to share your ideas. Learn to have
confidence in your opinion.
• It’s important to listen to other people –
encourage quiet team members to speak up.
• A good team has lots of different skills. Find your
strength and do things that you know you can
do well. When you are confident doing that, try
something new – you might develop a new skill.
be reliable
do your share
How to work
in a team
communicate
your ideas
support team
members
1 Have you ever worked in a team? What was it like?
2 Who were the best team players? Why?
3 Were some people bad team players? Why?
Look at the list of items you can have to help you.
Number them in order from 1 (the most important) to
10 (the least important). You must all agree on an order.
It’s important to listen to others and respect
their ideas. Work in pairs. Rewrite the replies
in the conversations (1–4). What would a good
team player say?
lG
na
Work with a new partner. Do you agree with
these statements?
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1 People who have lots of brothers and sisters are
better team members.
2 Some people are natural leaders.
3 It’s important to make people listen to your opinion.
4 It’s important to have fun when working in a team.
N
Work in teams. You are on a desert island.
eo
gr
a
3
1 A: Let’s ask Karl to give the presentation.
B: No way! Lee is much better.
2 A: I think we should have a red background.
B: Red? No, I want blue.
3 A: Who should we ask to plan the event?
B: Don’t ask Erica. She won’t do a good job.
4 A: We need to discuss the research now.
B: That’s not important. I want to talk about …
©
our
y
t
projec
PROJECT 1
Number the ideas in the diagram in order of
importance (1–6). Can you add any other ideas?
5
Do you feel confident or shy in a group?
How can confident people help others?
How can shy people make their voice heard?
How can working in a team help your confidence?
Work in pairs. Look at the information and
discuss the questions.
2
4
Work in pairs. Discuss the questions
1
2
3
4
listen to
others
1
6
ph
ic
respect other
people
g
1 Live well, study well
The Mind your Mind feature
focuses on different aspects of
social and emotional wellbeing.
Students engage with authentic
information and useful tips on
issues such as stress, social
media and happiness.
Le
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Units 1, 3, 5, 7, 9 and 11 contain a
Live well, study well lesson which
introduces a life / study skill and a
linked wellbeing topic. It is
designed to help equip students
with the skills they will need
to manage their personal and
academic life and future career.
Read the Mind your Mind information. Discuss
the questions.
1 Are the tips useful for you? Why? / Why not?
2 Do the tips make you feel differently about working
in a team?
sun cream
fishing equipment
ten metres of rope
a radio a compass several tins of beans
several bars of chocolate a laptop
matches blankets
Present your order to the class and explain your reasons.
PROJECT 2
Work in teams. You want to raise money for a group in
your community. Make a plan of action.
Think about:
• what event or activity you might do to raise money
• the strengths of each team member and the tasks
they might do
• how to divide up the tasks so that everyone is happy.
Present your plan to the class.
Useful LANGUAGE
Which item do you think is the most important, (Jan)?
I think (a compass is the most important) because …
What about (matches)? They could be (useful).
You could use … to …
I like that idea, but … might be more important
because …
That’s a great suggestion. Well done.
Shall we vote for a (team leader / presenter)?
Does everybody understand what they need to do?
Are you any good at … ? / Do you know how to … ?
16
016_CU3e_B1_SB_33980_U01_LWSW.indd 16
Critical thinking
activities get
students to reflect
on the topic,
interrogate the
information and
see its relevance
to their own lives.
05/10/20 3:40 PM
Students can
use the Useful
Language box
as a handy
reference for
their project.
‘Your project’ gives students the opportunity to
put what they have learned into practice. It gives
them a platform to practise presentation skills
and to work effectively as part of a team. Two
projects are always given for students to choose
from and can usually either be done as part of a
team or alone at home as part of self-study. This
allows the teacher to be flexible depending on
time limitations and the needs of their students.
SAMPLE COPY, NOT FOR DISTRIBUTION
19
1 Perfect for the job
In the photo
Jeju is the largest island off the Korean peninsula.
Haenyeos are professional female underwater divers.
They dive for food such as seaweed, octopus, sea
cucumbers and shellfish. The haenyeos do not use
breathing equipment when they dive. They follow strict
rules to ensure that fishing is sustainable. They often
keep fishing well into their 80s.
ANSWER
lG
1 An octopus
pages 6–7
understanding the whole text; matching sentences
to gaps
na
1
at
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• Elicit some jobs that students know and write their ideas
on the board. Show students the activity and check
understanding of the adjectives in the box. Students see
if any of the jobs they thought of appear in 1–8.
• In pairs, students discuss the qualities needed for each job.
• Get feedback. Students give reasons for their answers.
©
N
EXTENSION: In pairs or small groups, students use
the adjectives in the box to describe other jobs, e.g. A
doctor should be careful and friendly. A builder should
be fit and strong. etc. Alternatively, they could think of
other adjectives to describe jobs 1–8.
POSSIBLE ANSWERS
1 clever, careful
2 strong, fit
3 creative, friendly
4 friendly, kind
• In pairs, students discuss the questions with their partner.
• Get feedback. Ask Can you think of other jobs that need
a costume or a uniform? (costume: a clown, a children’s
party entertainer; uniform: police officer, nurse, pilot).
ANSWERS
Students’ own answers
3
1.1
word focus
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words
they guessed correctly and which words helped them
to do this. Elicit or teach training course (a programme
for teaching people how to do a task the right
way), performance (a play, music, etc. presented for
entertainment) and salary (money we get for doing a
job).
eo
gr
a
• Ask Why is the woman in the photo excited? Check
students understand fishing (the activity of catching fish
in rivers, lakes or the sea). Elicit or teach octopus, wetsuit
and mask by pointing at the picture.
• In pairs, students discuss the questions. Get feedback.
Reading
g
2
page 5
ph
ic
Unit Opener
Vocabulary: employment vocabulary; life events
Grammar: countable and uncountable nouns;
quantifiers
Writing: using informal language; including
all the information; writing an email
Live well,
study well: being a team player, having
confidence in yourself
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Reading: understanding the whole text;
matching sentences to gaps
Vocabulary: jobs; personality adjectives
Grammar: present simple and present
continuous; stative verbs
Listening: choosing the correct picture;
multiple choice with picture
options
Speaking: talking about your life; giving
detailed answers; interview
page 5
5 careful
6 fit, honest
7 friendly, kind, polite
8 funny, friendly, polite
• Students read the article quickly and check their ideas
from Exercise 2.
• Get feedback. Students give reasons for their answers.
ANSWERS
Students’ own ideas
4
• Go through the Exam Tip.
Exam TIP
Understanding the whole text
• Explain that in order to identify where each sentence
should go, students need to understand the whole
text.
• Explain that there will usually be two or three sentences
that are possible answers in terms of content, but only
one will fit both grammatically and logically.
• Remind students to re-read the text to check if their
choices make sense.
• Students underline the word that follows the first gap in
the article (They). Ask what this shows (that the missing
sentence will be about a plural noun). Ask Who or
what do they refer to? (the zebras). Ask Which missing
sentences contain the word zebras? (B, D and G).
SAMPLE COPY, NOT FOR DISTRIBUTION
20
5
Exam TASK
Vocabulary
Jobs
1
• Do the first item with the class (hairdresser). Ask what
words helped them choose the answer.
• Students match the jobs to the statements, then
compare their answers in pairs.
• Get feedback. Students say what words in the sentences
helped them to find their answers.
ANSWERS
1 hairdresser
2 politician
3 athlete
4 actor
5 architect
6 soldier
ANSWERS
4A
5D
Personality adjectives
6
• Students answer the questions, then compare their
answers as a class. Get feedback.
• Play the recording so students can check their answers.
ANSWERS
1 pedestrians, drivers, children and tourists
2 They are careful, friendly, funny, kind and polite.
3 They give people a performance and they make
people laugh.
1.1
MEDIATION SKILLS
lG
As reading text on page 7.
• Students complete the sentences, then check their
answers with a partner. Get feedback.
EXTENSION: Students write a sentence for each word in
the activity that wasn’t part of an answer.
ANSWERS
1 generous, hard-working
2 nervous, relaxed
3 sociable, unkind
eo
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a
EXTENSION: Students describe the photo on page 7
in further detail. Elicit or teach the words top hat, scarf,
school bus, striped costume, zebra crossing, traffic light,
handbag, waving, headlight, wheel, windscreen and
bumper by pointing to them.
2
ph
ic
3H
7 camera operator
8 librarian
9 firefighter
10 astronaut
11 lawyer
12 cook
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Matching sentences to gaps
• Students complete the task, then compare their
answers in pairs.
• Get feedback.
1G 2E
page 8
g
Which is the correct answer? (G, because the article
begins by describing the scene. Sentences B and D
don’t do this, so they can’t be the correct answers.)
• You could ask students to underline the words or phrases
that follow the other gaps in the article (2 Another zebra;
3 In La Paz; 4 This part-time job; 5 They).
• Remind students to look at words before the gaps as
well, as they will also give clues about the correct answer.
©
N
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• Encouraging discussion of concepts in a group is
mediation.
• In this activity, students discuss the jobs of Zebra
Educators. As they work together, they should build on
their partner’s ideas and ask their partner questions to
encourage them to clarify their opinions, give reasons
for their views or expand on their thinking.
• Elicit some phrases for this and write them on the
board (e.g. I think … How about you? Why do you
think … ? Why would you like …?) Encourage students
to use the phrases as they do the activity.
• Pairs can then share their ideas with the rest of the class
or with another pair.
• This mediation skill can be practised through the
course whenever there is a pairwork discussion or
Your ideas task.
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Students give reasons for their
answers. Ask if there are any places where they
live that need Zebra Educators. Do they think Zebra
Educators are better for teaching road rules than
police officers? Why? / Why not?
4 reliable, lazy
5 confident, patient
6 miserable, cheerful
3
• Ask Where was the photo taken? (Africa or Asia). How do
you know? (because there’s a lion in it.) What is the man
in the photo doing? (He’s filming the lion.)
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of operator (a person
who can use a type of machine easily), break (a short
amount of time when you rest), and situation (what is
going on). Ask students what words in the text helped
them find their answers.
TEACHING TIP:
Students can expand their vocabulary by getting into the
habit of writing the opposites of adjectives or phrases in
their notebooks. Examples from this lesson include:
hard-working, lazy; relaxed, nervous; honest, dishonest;
unkind, kind; shy, sociable; reliable, unreliable; calm,
nervous; patient, impatient; cheerful, miserable;
dangerous, safe
ANSWERS
1 hard-working
2 patient
3 dangerous
4 nervous
5 calm
6 reliable
• In pairs, students discuss the questions.
• Get feedback. Ask students to describe a
friend or family member to the class.
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
21
GRAMMAR GUIDE: Present simple and present
continuous
Use
Present simple
Present continuous
Facts and general truths.
Wood comes from trees.
Actions in progress at the
time of speaking.
I’m having dinner now.
Temporary / changing
situations.
I’m studying to be a vet.
Tim is growing up fast.
Annoying habits.
He’s always complaining!
Fixed arrangements for
the future.
We’re moving next week.
Descriptions of pictures.
In this one Jim and I are
walking around in Rome.
Permanent situations.
Pat works for the council.
Habits / repeated actions.
I swim every day.
Future events based on
schedules.
Our train leaves at 2 p.m.
Narratives (stories, sports
commentaries and plots).
The Happy Prince smiles.
Adverbs of frequency
Present continuous
For habits / repeated
actions: always, usually,
often, sometimes, rarely,
hardly ever, seldom,
never.
I always walk to school.
You’re always late.
For annoying habits:
always, continually,
constantly, forever.
She’s constantly texting.
Time expressions
Present continuous
at the moment, (right)
now, for the time being,
this morning / afternoon /
evening / week / month /
year, today, etc.
Dad’s working tonight.
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every day / week /
month / summer, every
other day, once a week,
twice a month, at the
weekend, in June, in the
morning / afternoon /
evening, at night, on
Sundays, on Friday
mornings, etc.
I practise twice a week.
lG
Present simple
N
Form
• For the affirmative, negative, question and short
answer form, please see the Student’s Book
Grammar Reference on page 161.
Spelling – present simple he / she / it
• If the infinitive ends in -s, -sh, -ch, -x, -o, we add -es.
I watch TV. He watches TV.
• If the infinitive ends with consonant + y, we remove
the y and add -ies.
I try. She tries. / I play. She plays.
©
1
• Students match the examples and rules, then compare
their answers in pairs. Get feedback.
ANSWERS
1c 2b 3d 4a
2
• Students do the exercise individually, then check their
answers with a partner.
• Get feedback. Elicit the meaning of temporary (lasting a
short time) and annoying (making you angry). You could
ask students how to make the negative forms of the
verbs.
ANSWERS
eo
gr
a
Present simple
g
Present simple and present continuous
Spelling – -ing form
• One-syllable infinitives ending in 1 vowel + 1
consonant double the consonant before -ing.
sit sitting
wear wearing (two vowels + consonant)
• Two-syllable infinitives ending in 1 vowel + 1
consonant double the consonant before -ing if the
stress is on the second syllable.
admit admitting
enter entering
• Infinitives ending in -l double the -l.
dial dialling
• With infinitives ending in -e, we remove the e.
make making
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page 9
ph
ic
Grammar
1d
2c 3b 4a
5e
TEACHING TIP: After each grammar point, the Student’s
Book gives the page number of the relevant summary in
the Grammar reference section at the back of the book.
Encourage students to consult these summaries to revise
grammar or for support while they do the exercises.
Stative verbs
GRAMMAR GUIDE: Stative verbs
Use
Verbs that describe states rather than actions are not
normally used in continuous tenses. These include verbs
to describe:
• emotions (hate, like, love, need, prefer, want);
• senses (feel, hear, see, smell, sound, taste);
• mind actions (believe, doubt, forget, imagine,
know, mean, remember, seem, suppose, think,
understand);
• possession (belong, have, own, possess);
• a few other verbs: be, consist, contain, cost.
Some can be both stative and action verbs, but with a
different meaning. For example:
SAMPLE COPY, NOT FOR DISTRIBUTION
22
I expect you liked it.
(think)
I’m expecting an email.
(wait for)
I have a great bike.
(own)
He’s having dinner.
(eat)
I think this is great.
(opinion)
I’m thinking about him.
(have on your mind)
‘He’s very tired.’ ‘I see.’
(understand)
I’m seeing Ali at the park.
(meet)
6
• Students skim the text and say what it is about
and where they might see it (a student’s university
experience, a personal blog).
• Students complete the text, then compare their answers
in pairs. Get feedback.
EASIER: In pairs, students decide whether the gaps
need to be completed with the present simple or
present continuous, then complete the text together.
g
Action
Amy is just being silly.
(not her normal
behaviour)
EXTENSION: Using the text as a model, students write
their own paragraph about what they are doing at the
moment. Remind them to include stative verbs and
time expressions in their text.
This lasagna smells great. The cat is smelling food.
(have a smell)
(perceive a smell)
ANSWERS
3
1 ‘m/am studying
2 is
3 finish / ’m/am finishing
4 love
5 have
6 go
loves, understand, tastes, owns
continuous
Listening
4
ANSWERS
1b 2a
LOOK!
lG
Go through the Look! box. Ask students what form of
have / have got they would use in an email to: a friend
(have got), a teacher they don’t know well (have), a
family member (have got) and a job application (have).
na
5
page 10
choosing the correct picture; multiple choice with
picture options
1
eo
gr
a
• Students do the task then compare their answers in
pairs. Get feedback.
7 ‘m/am working
8 ‘re/are designing
9 ’m/am sharing
10 like
11 are always leaving
ph
ic
• Students underline the verbs and choose the rule, then
compare their answers in pairs.
• Get feedback. Elicit which sentences give an opinion
(1 and 3).
ANSWERS
Le
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Stative
Jim is very silly.
(usual behaviour)
N
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• Do the first item with the class. Elicit why are you be is
the wrong answer (we form the present continuous with
the present of be + -ing, not + infinitive).
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students to underline the
time expressions in the sentences (today, this week, later
today, every weekend).
©
FAST FINISHERS: Students match the sentences to
the uses of the present simple and continuous listed
in Exercises 1 and 2 (1 actions happening now, 2
permanent situations, 3 temporary situations, 4 future
plans, 5 permanent situation, 6 and 7 habits and
repeated actions, 8 permanent situations).
EXTENSION: In pairs, students describe the people
in the photos for their partner to guess. They should
describe details such as appearance, clothes and what
they are doing, e.g. He’s got a beard. He’s wearing a hat.
He’s working inside. He’s working in a kitchen. etc.
ANSWERS
a hairdresser
2
b firefighter
c cook (or waiter)
1.2
• Students look at the pictures and brainstorm some
personal qualities needed to do the jobs in Exercise 1,
e.g. a sociable, friendly, creative; b careful, fit, strong,
reliable; c careful, creative, hard-working.
• Play the recording. Students listen and complete the
exercise, then compare their answers in pairs.
• Play the recording again if necessary. Get feedback.
Ask students if they heard any words from their
brainstorming activity.
ANSWERS
1b2c3a4c5a6b
ANSWERS
1 are you being
2 I don’t remember
3 is working
4 He’s seeing
• In pairs, students briefly look at the photos and decide
which jobs the people are doing.
• Get feedback. Students give reasons for their answers.
You could elicit or teach words like scissors, comb,
haircut, hard hat, firefighter’s uniform, apron, display tray,
etc. by pointing at items in the pictures.
5 looks like
6 I take
7 visits
8 do you think
1.2
1 It’s a very physical job and you have to be very fit.
2I love planning the meals, as well as preparing the
food.
SAMPLE COPY, NOT FOR DISTRIBUTION
23
• Remind students to listen carefully to everything that
each speaker says before choosing their answers. The
speakers may mention words that suggest different jobs.
• Play the recording. Students match the speakers with the
photos from Exercise 1, then compare their answers in
pairs.
• Play the recording again if necessary. Get feedback.
Students give reasons for their answers.
ANSWERS
1b
2c
3a
1.4
Exam TASK
Multiple choice with picture options
• Students underline the key words in the Exam Task
questions (1 Which girl, her sister; 2 What, girl’s uncle
do; 3 time, man leaving; 4 Where, live now; 5 What,
do on Sunday; 6 the boy, think of, friend’s mother).
Remind them to look carefully at the pictures and think
about the possible words they may hear for each.
• Play the recording. Students complete the task, then
compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
g
1.3
5
ANSWERS
1.3
1B 2C
1.4
3A
4A 5B 6A
N:For each question, choose the correct answer. Look
at question 1.
1 Which girl is her sister?
M:Here they come now. Is your sister the one with the
short hair?
F: No, my sister’s got long, straight hair.
M: Is she wearing shorts?
F: Yes, that’s her!
N: Now listen again.
eo
gr
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Speaker 1
My work is exciting. It’s different every day and I know
that I help people. But it isn’t an easy job. Sometimes
we’re so busy that I don’t even get a chance to eat
lunch … or dinner … or breakfast. We work shifts,
so sometimes I’m working all through the night and
sometimes I don’t start work until half past eleven in the
morning. Last week, I was actually at the hairdresser’s
when I got a call and had to run out of the shop and get
straight into work!
ph
ic
3
• In pairs, students look at the pictures in the first question
and discuss what they see and what they might hear.
• Get feedback. Ask What differences are there between
the three girls? What words will you probably hear?
(sister, red skirt, blue shorts, long hair, short hair).
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3I’m very sociable and that’s good because I have to
talk to my customers.
4When lots of people are hungry and they all want to
eat quickly, you have to work really fast.
5I’m very honest. If someone asks for a particular
hairstyle but I don’t think it’s a good idea, I’ll say so.
6We visit schools and talk to children about safety at
home and at school.
lG
Speaker 2
How did I choose this job? Hmm. It was chance, really.
My dad was a hairdresser and I started working with him.
But I didn’t really enjoy it. Then I did a cooking course
one weekend and I loved it! I trained and got a job at
a local community centre café. I do a lot of cooking at
home with my children as well. But they’re like me – they
don’t want to do the same job as their dad. They both
want to be firefighters!
N
4
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Speaker 3
Hello and thank you for calling. We’re so sorry, but
we are closed this weekend due to a fire last night in
the kitchens of the café next door. Fortunately, the
firefighters arrived quickly and no one was hurt, but we
now have no electricity until Monday. If you would like to
make an appointment for a haircut for next week, please
leave a message after the tone. Have a great weekend!
©
• Go through the Exam Tip.
Exam TIP
Choosing the correct picture
• Explain that in this type of listening exam task,
students need to understand the meaning of
conversations, not individual words. They should
study the questions and pictures carefully before they
listen, make notes of the differences between the
pictures and think of the words they might hear.
• Speakers sometimes start by saying something, and
then change it because something happened, or they
changed their minds, etc.
N: 2 What does the girl’s uncle do?
F: My uncle was on TV last night!
M:Your uncle? He was at your birthday party last
weekend, wasn’t he? Is he an actor?
F: No, he isn’t. He’s a politician.
M:That’s a surprise. He doesn’t look like a politician –
he looks more like an athlete.
F:Ah, well, he used to be an athlete about twenty
years ago.
N: Now listen again.
N: 3 What time is the man leaving?
M:What time do we need to leave to collect Dad from
the station?
F:Well, his train’s arriving at 2.30 and it takes about 40
minutes to drive there, so we should leave at about
1.50.
M:Oh, I was planning to leave just after 2.00, but
you’re right, we should give ourselves more time to
make sure we’re not late.
N: Now listen again.
N: 4 Where do Sophie and her family live now?
F:My cousin Sophie and her family are going to move
to London.
M:Oh really? I thought they liked Brighton. They seem
very happy here. Do they come from London then?
F: No, they’re from Oxford originally.
N: Now listen again.
N: 5 What are they going to do on Sunday?
M: Do you want to come for a picnic in the park this
Saturday?
SAMPLE COPY, NOT FOR DISTRIBUTION
24
POSSIBLE ANSWERS
F: Oh, I’m sorry, but I’m going to see my grandparents.
They live a long way away and we’re taking the train
up on Friday. We could go on Sunday though.
M:OK. I’ll get some things at the market on Saturday
morning.
F: That’s great, thanks!
N: Now listen again.
1 Yes, I do. I’ve got two sisters and one brother. Our
grandparents also live with us. I really like being part
of a big family.
2 I usually have a lot of homework, but after I’ve done
that, I like to play tennis with friends or listen to music.
3 Yes, I do, but I don’t like flying. I’ve travelled to
several countries by train and my favourite place was
Budapest in Hungary. We went there last year and I
loved it!
4 I’m not sure. I think I’d like to work with animals,
perhaps I’ll get a job in a zoo or a wildlife centre.
5 My best friend is called Gloria. She’s short with long
dark hair, and she’s also very friendly and sociable.
I like her a lot.
6 I live in a flat. It’s a small flat with two bedrooms and it
hasn’t got a garden. But it’s very close to some good
shops. I like living there.
Talking about your life; giving detailed answers;
interview
1
• Show the activity. In pairs, students ask and answer the
questions.
• Get feedback. Ask which questions are about a habit or
routine. (3 and 4).
FAST FINISHERS: In pairs, students discuss their
answers to questions 3 and 4, e.g. Why do you take the
bus to school every day? I take the bus because it stops
in front of my house / it’s the fastest way to get there.
2
1.5
ANSWERS
na
lG
• Play the recording. Students match the questions in
Exercise 1 with the responses.
• Play the recording again if necessary. Students compare
their answers in pairs.
• Get feedback. Students give reasons for their answers.
A2 B4
4
• Go through the expressions in the Useful Language box.
• In pairs, students ask and answer the questions from
Exercise 3, giving true answers.
• Get feedback. Ask one or two pairs to share what they
discussed.
TEACHING TIP: Useful Language boxes are designed
to teach or revise language ‘chunks’ and functional
language that students can use in speaking and writing
activities. Go through the expressions in these boxes
and check that students understand how to use them by
asking for example sentences.
eo
gr
a
EASIER: Before starting the activity, elicit ways of going
to school / work and activities that families do together.
Le
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ni
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page 11
ph
ic
Speaking
g
N: 6 What did the boy think of his friend’s mother?
M:I’m a bit scared of your mum! She looks very
serious.
F: Oh, don’t worry, that’s just because she was trying
to finish a work project.
M: So, she’s not always like that?
F:Not at all! When she’s relaxed, she’s actually very
friendly.
N: Now listen again.
C1 D3
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1.5
©
N
A:I’m a student, but I also have a weekend job at a café
near the library.
B:We all really love swimming so we often go to the
beach at the weekend in the summer. In the winter,
we sometimes go to the cinema.
C:I’m from a town called Gdansk in Poland, but at
the moment I’m living with a family in Vancouver,
Canada.
D:I usually walk or take the bus. It takes about twenty
minutes to walk or five minutes on the bus.
3
5
• Go through the Exam Tip.
Exam TIP
Giving detailed answers
• Remind students that the purpose of a speaking exam
is to show they can speak English, so they should say
as much as they can.
• They can use phrases such as just a moment, that’s
a good question or let me think to show they are
thinking about their next answer.
Exam TASK
Interview
• Show students the Exam Task box. Teach or elicit
typical (normal) and college (a place where we can
study after we finish secondary school).
• In pairs, students take turns to interview each other.
Remind them to give extra information in their
answers.
• Get feedback. Ask one or two pairs to share what
they discussed.
• Show the activity and the example question and answer.
• In pairs, students ask and answer the questions. Get
feedback.
FAST FINISHERS: In pairs, students add reasons to each
answer, e.g. I play tennis with friends because we’re in a
tennis club. I listen to music because it helps me relax.
SAMPLE COPY, NOT FOR DISTRIBUTION
25
• Play the recording again if necessary. Get feedback.
page 12
ANSWERS
Employment vocabulary
1c 2d
1
1.6
• Ask students about the jobs of some people they know,
and how often they work (every day, just at weekends,
etc.).
• Show the activity. Students match the words and
definitions, then compare their answers in pairs. Get
feedback.
g
My grandfather was born in Cairo in 1956, but he was
brought up in Giza. He left school in 1974 when he was
eighteen years old. He didn’t go to university, but he
got a job as a cook at a big factory. He started going out
with my grandmother in 1976, but then they split up for
a few years. They met again in 1980 and got married.
Then, in 1982, he went to university and studied law.
He left university in 1987 and now he works as a lawyer.
ANSWERS
2b
3a
4c
5f 6d
5
Life events
2
• Show the list and elicit life event (when something really
important happens in someone’s life).
• Students look at the photo and identify the life event
(get married).
• Students choose the correct options, then compare their
answers with a partner.
• Get feedback.
ANSWERS
1 get
2 up
3 to
4 out
5 up
6 out
7 up
8 for
na
lG
TEACHING TIP: In this activity, grow up, go out with,
split up with, be out of and brought up by are phrasal
verbs (verbs + prepositions, where the preposition
changes the literal meaning of the verb). Tell students
to create a phrasal verb section in their notebook.
Encourage them to add phrasal verbs as they learn them
in the Student’s Book, writing a short definition and an
example sentence for each one.
3
at
io
• Students skim the text and say what it’s about (the life
story of someone’s mother).
• Students complete the text, then compare their answers
with a partner.
• Get feedback. Ask students to tell you the phrasal verbs
in the text (brought up, grew up).
©
N
FAST FINISHERS: Students use the text as a model to
write about the life events of a family member. Remind
them to include words and phrases from Exercise 2.
ANSWERS
1 up 2 up
4
3 to
4 for
6
• Ask students to work with another pair and share
the information they acquired from their partners in
Exercise 5. Students take turns until they’ve all spoken.
Get feedback.
5 got
your
ideas
• In pairs, students discuss the questions.
• Get feedback. Ask students to describe a
good part-time job for students. You could ask
them how they think work will change in the future.
eo
gr
a
EXTENSION: Elicit other examples of life events
(e.g. finishing secondary school or university, getting
your first job, having a child, buying a house, retiring,
etc.). Encourage students to list them in their notebooks
and add to the list as they learn new expressions.
• In pairs, students talk about the life of someone they
know using phrases from Exercise 2.
• Ask students to take notes about the person that their
partner talks about.
• Get feedback.
ph
ic
1e
3b 4f 5e 6a
Le
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Vocabulary
Grammar
page 13
Countable and uncountable nouns
GRAMMAR GUIDE: Countable and uncountable
nouns
Use
• Most nouns are countable and have singular and
plural forms. The verb agrees with the number of
these nouns.
• Some nouns are uncountable. They only have a
singular form, although they can end in -s. They
always take the third person singular form of the
verb and are replaced by the singular pronoun it.
I’m afraid the news is bad.
The furniture was very old. We threw it away.
This information is out of date, so we can’t use it.
• Nouns that are countable in one language can
be uncountable in another language and vice
versa. This can sometimes cause confusion among
learners. While the best way to learn uncountable
nouns is to remember them individually, grouping
them as follows may help:
1.6
• Tell students to skim the list and think about the possible
order of the events. Elicit some ideas.
• Play the recording. Students order the events, then
compare their answers in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION
26
areas of
knowledge
other
biology, engineering, history*,
literature, maths, medicine*
equipment, homework, money, music,
rubbish, traffic
4
• Students decide on the noun forms, then compare their
answers in pairs.
• Get feedback. Encourage them to explain the meaning
of each word.
EASIER: Show item 1, elicit the answers and ask students
to justify them (1a is countable because the indefinite
article shows that it refers to a piece of chocolate; 1b is
uncountable because it refers to the food).
Some nouns can be *both, depending on how they’re
used, e.g.:
Uncountable
I love French cheeses.
I don’t eat cheese.
Two coffees, please!
Coffee is bad for you.
They need medicines.
She studies medicine.
Two glasses of juice, please! This is made of glass.
To talk about part of an uncountable noun we use some
or the expression a piece of.
She gave me a great piece of advice.
1
• Students decide whether the nouns are countable or
uncountable, then compare their answers in pairs. Get
feedback.
2C
3U
4U
5C
2
lG
• Students complete the rules, then compare their answers
in pairs.
• Get feedback. You could ask students to find additional
(unbolded) nouns in Exercise 1 and say whether they
are countable or uncountable (post office, school, email;
they are all countable).
ANSWERS
1 Countable 2 Uncountable
na
3
• Explain to students that some nouns can be both
countable and uncountable, but have a different
meaning. Write a room and room on the board. Elicit
or teach that a room (countable) is a space in a house,
building, etc., e.g. There are seven rooms in my house,
but room (uncountable) is the space around us, e.g.
There isn’t a lot of room in here. We have to sit close
together.
• Students think about the meaning of the sentences,
then compare their ideas in pairs.
• Get feedback. Students give reasons for their answers.
Give further examples from the Grammar Guide if
necessary.
• Students complete the table and compare their answers
with a partner.
• Get feedback. Elicit which noun is an irregular plural
form (people) and ask for the singular (person).
EXTENSION: Play an uncountable / countable noun
association game. Students work in pairs. Write the word
literature on the board and elicit whether it is countable
or uncountable (uncountable). Ask What’s a countable
noun to do with literature? In their pairs, students think
of a word, e.g. book, text. The first pair to think of a
word gets a point. Continue with other uncountable
nouns, prompting when necessary, e.g. furniture (desk,
chair); technology (computer, smartphone); education
(teacher, student); environment (tree, animal), etc.
ANSWERS
Countable: qualification, candidate, people, family
Uncountable: advice, food, information, love, maths,
traffic
!
REMEMBER
• To revise irregular plurals, write the singular form
of the following words on the board and elicit
the plural:
person (people), man (men), woman (women),
child (children), foot (feet), tooth (teeth), mouse
(mice), ox (oxen), fish (fish), deer (deer), knife
(knives), leaf (leaves), scarf (scarves).
• Elicit or teach some uncountable nouns that
end in -s, e.g. news, maths, athletics, physics,
economics and politics.
©
N
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5
eo
gr
a
ANSWERS
1C
1 a C (a piece of chocolate) b U (chocolate as a food)
2 a U (an amount of hours, minutes, etc.) b C (a time as
a single occasion)
3 a C (two cups of coffee) b U (coffee as a drink)
4 a U (the sport) b C (the ball used in the sport)
ph
ic
Countable
ANSWERS
g
liquids
abstract
nouns
bread, fruit, rice, pasta, salt*, sugar*,
cheese*
milk, oil*, water*
advice, health, information, love,
knowledge, news, weather, time
Le
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n
some foods
ANSWERS
1 means her whole head of hair
2 means the individual hairs
SAMPLE COPY, NOT FOR DISTRIBUTION
27
Quantifiers
ANSWERS
Countable: a number of, a few, many
Uncountable: a little, much
Both: a lot of, a kilo of, any, lots of, some
GRAMMAR GUIDE: Quantifiers
C,
U
C,
U
• Do the first conversation as an example and elicit that
milk is uncountable. Explain that a little in the answer
refers to milk in the question.
• Students complete the conversations, then compare
their answers with a partner. Get feedback.
FAST FINISHERS: Students write a two-line conversation
of their own that includes quantifiers and countable /
uncountable nouns.
ANSWERS
1 some, a little
2 some
3 many, lots of
4 a, an
C,
U
U
Writing
pages 14–15
ph
ic
C,
U
5 a kilo of, some
6 some
7 some
8 some, a
Using informal language; including all the information;
writing an email
Learning FOCUS
Using informal language
• Ask students if, in their own language, they
write in the same way to their best friend, their
grandparents, the school head teacher and a
stranger, and, if not, what the differences are.
• Show the examples of written informal language
and elicit some more examples, e.g. asking for
permission using can instead of could or may, using
short greetings and closing remarks like Hi, See
you, Bye.
C
U
C
1
C,
U
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eo
gr
a
affirmative sentences; requests; offers
We’ve got some bread.
some
Could I have some sweets, please?
Would you like some coffee?
negative sentences; questions
We haven’t got any milk.
any
Don’t give him any biscuits!
Have you got any information?
affirmative sentences with negative
meaning
no
There are no children here.
We have no milk.
affirmative sentences; negative
a lot of /
sentences; questions
lots of /
My friend eats lots of bananas.
plenty of /
He doesn’t do enough exercise.
all (the)/
All people are equal.
enough
Have you got plenty of vegetables?
negative sentences; questions
much
There wasn’t much sugar in the bowl.
How much milk do you want?
negative sentences; questions
many
Not many people came.
How many eggs do you need?
affirmative sentences; little = less
a little /
than expected
little
We only had a little water.
Little is known of what happened.
affirmative sentences; few = fewer
a few /
than expected
few
There were a few apples on the tree.
Few people came. (= hardly anyone)
affirmative sentences; negative
sentences; questions
specific
We need one kilo of apples.
quantity
We haven’t got two jars of jam.
Do we need one or two litres of water?
7
g
We use quantifiers before nouns to indicate the amount
of something.
C = with countable nouns; U = with uncountable nouns
Le
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n
Use
We also use several / a (large) number of with countable
nouns and a bit of / a great deal of / a (large/small)
amount of with uncountable nouns.
FAST FINISHERS: Students underline the examples
of informal language (I’d love, All the best, Can’t wait,
Awesome), contractions (I’d, Can’t) and exclamation
marks (party!, photo!) in the sentences.
ANSWERS
1I
2F
3F
4I 5F
6I
7I 8F
©
N
Several people didn’t turn up.
A large number of books is missing.
We haven’t got a great deal of money.
You need to add a bit of salt.
• Students complete the task, then compare their answers
with a partner.
• Get feedback. Students give reasons for their answers.
6
• Do the first item with the class (a lot of goes in the Both
column; give or elicit examples, e.g. a lot of bananas, a
lot of milk).
• Students complete the table, then compare their
answers with a partner. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
28
5
2
• Students rewrite the phrases, then compare their
answers in pairs. Get feedback. Explain that you could
also say your place instead of your house.
Exam TASK
Writing an email
• Go through the expressions in the Useful Language
box.
• Students write their emails following their plan. Remind
them to use informal language and contractions.
ANSWERS
Students’ own answers.
6
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s email and tick the
things their partner has included using the Reflection
Checklist.
POSSIBLE ANSWERS
1 See you at your place at three.
2 I’d love to meet your cousins!
3 Lovely / Great meal!
4 Hi Erik / Erik
5 Take care / All the best
6 Thanks for your letter.
ph
ic
Live well, study well
Useful vocabulary
eo
gr
a
confidence (n): the feeling that you can succeed at
something, even if it is difficult
divide up (phr v): split or separate into smaller pieces
make your voice heard (phr): make sure everyone
knows how you feel
presentation (n): a speech or talk where ideas or work
are shown to an audience
raise money (phr): collect or get money for a special
reason
respect (v): show care and politeness to other people, a
place, a thing, etc.
speak up (phr v): share your opinion on something
without being asked
strength (n): a special talent
support (v): give help if it is needed
team player (n): a person who plays or works well in a
group of other people
Exam TIP
na
lG
Including all the information
• Explain that in this exam task, students will respond to
an email based on a set of notes.
• Before they write their answer, they should think of
answers to all the points in the notes. The form of the
answer should match the point, e.g. if a point says
No, because …, students need to give an explanation
in their answer.
• Remind them to re-read their email when they have
finished to check they have answered all the points.
at
io
• Ask students if they write emails and, if so, who they
write them to and why.
• Students read the task and identify the four points they
have to include. Then they answer the questions and
compare their answers with a partner.
• Get feedback. Students give reasons for their answers.
N
ANSWERS
©
1 The student didn’t ask Gregor a question about the
job fair.
2 Thank you so much for your email. / With kind regards
4
• Students read the Exam Task. Elicit or teach the phrase
I’m so pleased that … (I’m very happy that …).
• Students make their plan, then compare their ideas with
a partner.
• Get feedback. You could ask one or two students to
write their plan on the board.
ANSWERS
Students’ own answers.
page 16
Being a team player; having confidence in yourself
3
• Go through the Exam Tip.
g
• Adapting language as appropriate to the task and
audience is mediation.
• In Exercise 1, students have to identify the register of
the language used, then in Exercise 2 they rewrite the
formal sentences so they are appropriate for an email
to a friend.
• This mediation skill can be practised in writing sections
throughout the course, where students are often
required to write in a particular register (e.g. formal,
informal, personal, objective). It is good practice
for them to rewrite sentences or short extracts in a
different register. They can also practise this at home,
finding short texts in magazines or online, and rewriting
them in a less formal way.
Le
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ni
n
MEDIATION SKILLS
TEACHING TIP: The Useful vocabulary lists can be used
in several ways. You could:
• write the words on the board and elicit their
meanings, teaching or explaining the others;
• print and give the list to students as a reference
• ask students to identify categories (or do it for them)
and group the words in lists, tables or mind maps
• introduce the vocabulary throughout the lesson when
it’s useful. Start by eliciting expressions that students
know and then introduce the new vocabulary.
• Remind students to add the phrasal verbs divide
(something) up and speak up to their notebooks.
1
• Revise the phrase working in a team (getting together
with a group of people to do a task or project) and elicit
examples of teams of people, e.g. sports team, online
gaming teams.
SAMPLE COPY, NOT FOR DISTRIBUTION
29
• In pairs, students discuss the questions.
• Get feedback.
ANSWERS
Students’ own answers.
6
• In pairs, students discuss the questions.
• Get feedback.
ANSWERS
Students’ own answers.
ANSWERS
Students’ own answers.
3
ANSWERS
Students’ own answers.
4
ANSWERS
na
lG
• Elicit or teach natural in this context (having a talent for
something).
• In new pairs, students discuss the statements.
• Get feedback. Students give reasons for their opinions.
Students’ own answers.
5
at
io
• Go through the Mind your Mind box.
Mind your Mind
N
TEACHING TIP: The Mind your Mind boxes are
designed to give students information or ideas about
issues that affect their wellbeing and to encourage them
to reflect on and think about what is good for them.
©
Explain that to mind something is to take care of or
look after it. Your mind is the part of you that makes it
possible for you to think, feel emotions and know about
things. Ask What does ‘mind your mind’ mean? (to
pay attention to the way you feel, and act in a way that
makes you happy).
• Explain that these tips can help us share our ideas with
others.
• In pairs or small groups, students discuss the questions.
Get feedback.
ANSWERS
Students’ own answers.
g
eo
gr
a
• Do the first item with the class. Give examples of ways to
respond politely, e.g. That’s a good idea (for agreeing) or
Perhaps Lee should give the presentation because he’s a
confident speaker (for disagreeing politely).
• In pairs, students rewrite the responses, then compare
ideas with another pair. Get feedback.
our
y
• In groups, students read through and
roject
p
choose a project. Project 1 involves
ordering items to take to a desert island
and Project 2 involves raising money for a
community group.
• If necessary, help students decide how to work as
a group and allocate the project tasks. Ensure that
everyone has a task and ask students to swap work
for peer correction in Project 2.
Project 1
• Elicit or teach sun cream (a liquid we put on our skin
so the sun doesn’t burn it), fishing equipment (things
we use to catch fish), rope (a strong, long, thick string
that is used to tie things together), compass (a small
device for finding directions with a needle that always
shows north), tin of beans (a container made of metal
containing seeds from a plant cooked in tomato
sauce), matches (a tool made of wood or paper used
to start a fire) and blanket (a warm cover made of
cloth that we sleep under to stay warm).
• In teams, students use the phrases in the Useful
Language box to discuss and decide the item order.
They then prepare how to present their decision to
the class.
• Teams present their order, giving reasons for their
choices. You could allow time for the class to ask
questions about the order at the end of each
presentation.
Project 2
• Students discuss the project task and bullet points,
and develop their plan using the phrases in the Useful
Language box.
• The presentations could be a video, a PowerPoint
slideshow or a poster.
• Set a date for the presentations. Students take turns
to present their ideas to the class.
Le
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ni
n
• Elicit or teach reliable (be on time, answer emails about
the project, be available to meet as a group); do your
share (do the same amount of work as everyone else);
support team members (help team members if they have
a problem, provide solutions for them); respect other
people (listen to their ideas, remember people’s feelings
when you respond to them).
• Show the diagram and elicit examples of each idea, e.g.
be reliable: turn up on time; do your share: complete
your tasks, etc.
• Students number the ideas individually, then compare
their answers in pairs.
• Get feedback. Students share other ideas they thought
of, e.g. make a schedule, assign tasks, ask for help from
the teacher, etc.
ph
ic
2
Review
page 149
TEACHING TIP: You can use the review:
• as informal assessment, making sure students know it
isn’t an exam and that they won’t be working in pairs.
• as revision, for additional practice and consolidation.
• as homework.
In the classroom, you can administer it in different ways:
• an exercise at a time, checking answers as a class.
• a section (Vocabulary then Grammar) at a time,
checking answers as a class. You could set a time limit,
e.g. 10–15 minutes for each section.
• the entire review as one task, checking answers as a
class. If you set a time limit, alert students when half of
it has passed.
Encourage students to reflect on their achievements
and weaknesses and decide which boxes to tick at the
bottom of the page.
SAMPLE COPY, NOT FOR DISTRIBUTION
30
ANSWERS: VOCABULARY
2
1 cheerful
2 nervous
3 miserable
4 honest
4 camera
operator
5 athlete
6 hairdresser
7 astronaut
5 relaxed
6 patient
7 lazy
8 confident
9 shy
10 sociable
3
1 unemployed
2 qualifications
3 up
4 for
g
1 cook
2 firefighter
3 architect
Le
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n
1
5 part-time
6 retired
7 out
ANSWERS: GRAMMAR
4
1 Do you know
2 I’m seeing
3 belongs
5
1 ’m/am talking
2 ’s/is studying
3 live
4 like
5 are you thinking
6 don’t remember
7 knows
8 ’m/am studying
6
1 a few
2 some
3 much
eo
gr
a
4 some
5 information
6 is
ph
ic
4 are coming
5 I always sleep
6 I often take
7
1 lots of
2 any
3 many / any
©
N
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na
lG
4 a little
5 much
6 a few
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31
page 17
Unit Opener
page 17
In the photo
Dragon’s Beard or Dragon Hair candy is a popular sweet
in many parts of Asia. It is made from sugar, syrup,
peanuts, coconut and rice flour. It isn’t easy to prepare
and it is said that it should be eaten as soon as it’s made
as it only remains fresh for up to six minutes after it’s
been prepared!
ANSWERS
na
Students’ own answers
lG
EXTENSION: Students list a few traditional foods /
dishes from their area. Ask if people eat them only at
certain times in the year.
Reading
pages 18–19
at
io
reading for detail; matching people to texts
1
N
• Elicit or teach eat out (to eat in a restaurant, café, etc.)
and takeaway (food that we order from a restaurant, café,
etc. to eat at home). Remind students to add eat out to
their phrasal verb notebooks.
• In pairs, students discuss the questions.
• Get feedback.
©
ANSWERS
Student’s own answers
2
g
EXTENSION: Using the list as prompts, students write a
short text describing their perfect restaurant.
FAST FINISHERS: In pairs, students list other details
about a restaurant or café that are important to them,
e.g. good service, friendly waiters, great desserts, etc.
ANSWERS
Students’ own answers
3
eo
gr
a
• Show the photo. Ask what colours are in the picture
(green, yellow, brown, pink, blue, black) and elicit or
teach traditional (the particular way a culture has done
something for a long time).
• In pairs, students discuss the questions. Get feedback.
Vocabulary: tableware, packaging and
quantities
Grammar:
used to and would; be used to
and get used to
Writing: using adjectives; planning and
organisation; writing an article
Video:
Food truck nation
Le
ar
ni
n
Reading: reading for detail; matching
people to texts
Vocabulary: taste; cooking verbs; choosing the
correct option; multiple-choice
cloze
Grammar:
past simple; past continuous
Listening: identifying the key words; multiple
choice with one conversation
Speaking: describing food; paraphrasing;
photo description
ph
ic
2 Delicious!
• Students number the items, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of portion size (the
amount of food or drink that is usually served), relaxed
feel (a casual environment) and vegan (free of meat or
animal products such as milk or cheese).
• Show the photo. Ask What are the people in the photo
doing? (They’re enjoying a meal or having coffee or
drinks at a café.) Would you like to visit this place?
Why? / Why not?
• Students skim the article and choose the best
description.
• Get feedback. Students give reasons for their answers.
ANSWER
C
TEACHING TIP: Skimming is an effective technique for
finding information in a text. Elicit or teach skim (read
a text quickly to find its general meaning) and ask for
examples of when we use skimming (to find the main
idea or ideas of a whole text).
4
• Go through the Exam Tip.
Exam TIP
Reading for detail
• Tell students that it is helpful to underline the key
words / details in the five descriptions.
• While reading the text, students could underline the
words in the text that match what they underlined in
the descriptions.
• Students underline the key points in the descriptions of
the people. Get feedback.
EASIER: Go through the descriptions and underline key
words as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION
32
2.1
word focus
• In pairs, students work out the meaning of the words in
bold then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do this.
Elicit or teach recommendation (a suggestion for a good
place to visit or thing to do), inexpensive (cheap), craft
activities (an activity in which you make something with
your hands), head chef (the main cook in a restaurant)
and diner (a small, informal restaurant).
• Play the recording. Students read the article again and
answer the questions, then compare their answers in
pairs. Get feedback.
ANSWERS
3 C, D
2.1
As reading text on page 19.
4 A, F
lG
TEACHING TIP: Scanning is an effective technique for
finding information in a text. Elicit or teach scan (read
a text quickly to find specific information) and ask for
examples of when we use scanning (to find details such
as certain words, dates or numbers in the text).
6
na
Exam TASK
at
io
Matching people to texts
• Students do the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask students which words and phrases
in the descriptions helped them find the answers.
ANSWERS
2D 3C
N
1H
4A
Taste
1
• Elicit some examples of sweet and salty foods and ask
students which kind of foods they prefer. Do the first
item with the class (bitter) and ask students to give the
reason for their answer (because sugar makes bitter
foods taste sweeter).
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of curry (an Indian
food, often a stew or soup), chilli (a hot pepper) and
biscuits (small, hard cakes baked in an oven).
• Ask students which words in the sentences helped them
find their answers (2 chilli; 3 crisps; 4 cake, chocolate,
biscuits; 5 yogurt, lemon).
ANSWERS
1 bitter
2 spicy
3 Salty
4 sweet
5 sour
Cooking verbs
2
• Elicit the foods in the photos (1 eggs; 2 toast;
3 potatoes; 4 courgettes, peppers, sweetcorn, garlic;
5 chicken; 6 cakes). Do the first item with the class (fry).
• Students write the verbs, then compare their answers in
pairs.
• Get feedback. You could ask students which food in the
photos they like the most.
eo
gr
a
1 A, C, H 2 B, E, G
page 20
g
5
Vocabulary
Le
ar
ni
n
1 three young children, very active, love being outside,
walking in the country, don’t really like Italian food
2 celebrate her birthday, very good restaurant, happy to
spend a lot, visit some shops
3 doesn’t eat meat, but his wife does, like visiting
well-known restaurants, enjoy trying new and
different food
4 try some traditional food, doesn’t want to travel far,
loves art, calm, quiet restaurant
5 very hungry, doesn’t want to spend a lot, fast-food
place, rock and roll music
ph
ic
ANSWERS
5G
©
your
• In pairs, students discuss the questions.
ideas
Encourage them to give reasons for their
answers.
• Get feedback. Ask students if they have a favourite
restaurant or café and why they like it.
EXTENSION: Students write a short review of a café or
restaurant they have been to. They should describe the
place and what they ate, if they liked it, and if they would
recommend it.
FAST FINISHERS: Students decide which meal the foods
in the photos are eaten at (there could be more than one
answer in some cases), e.g. 1 breakfast / lunch / dinner;
2 breakfast / lunch; 3 lunch / dinner; 4 lunch / dinner;
5 lunch / dinner; 6 lunch / dinner / snack
ANSWERS
1 fry 2 grill 3 boil 4 barbecue 5 roast 6 bake
EXTENSION: Students brainstorm foods that can be
cooked using the verbs in the activity, e.g. bake: potatoes,
fish, a cake; barbecue: chicken, steak, vegetables, etc.
3
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of lamb chops (a piece
of meat from a young sheep) and steak (a thick piece of
beef).
TEACHING TIP: To revise or extend students’
vocabulary, think of categories based on a lesson topic
and create a mind map. For example, write cooking in
the middle, and then branches called adjectives for food,
cooking utensils, ways of cooking, etc. In pairs or small
groups, students write as many words in each category
as they can. Books could be closed for this activity. Get
feedback, teaching new vocabulary as necessary.
ANSWERS
1 barbecue 2 boil
3 bake
4 fry, grill 5 roast, boil
SAMPLE COPY, NOT FOR DISTRIBUTION
33
4
• One-syllable infinitives ending in 1 vowel + 1
consonant double the consonant before -ed.
stop stopped
gear geared (two vowels + consonant)
• Two-syllable infinitives ending in 1 vowel + 1
consonant double the consonant before -ed if the
stress is on the second syllable.
admit admitted
enter entered
• Infinitives ending in -l double the -l.
cancel cancelled
• With infinitives ending in -e, we only add d.
close closed
• With infinitives ending in consonant + y, we remove
the y and add -ied.
try tried
• Go through the Exam Tip.
Exam TIP
Le
ar
ni
n
g
Choosing the correct option
• In this exam task, students should first skim the text
for the general meaning and think of vocabulary they
know related to the topic.
• If they’re not sure of an answer, they can cross out any
options that they know are wrong, then choose from
the remaining possibilities.
Exam TASK
ANSWERS
Grammar
6B
Irregular verbs
eo
gr
a
1A 2C 3D 4B 5A
For the past simple of irregular verbs, see the list on
p183 of the Student’s Book.
page 21
Past simple
1
GRAMMAR GUIDE: Past simple
Use
at
io
na
lG
We use the past simple for:
• actions or situations that finished in the past.
We baked Mum’s birthday cake yesterday.
• past routines / habits, often with adverbs of
frequency.
At university, classes usually started early.
• actions that happened in sequence in the past.
Ali went into the kitchen and made tea.
N
Time expressions
• We can use these past time expressions: yesterday,
last night / week / month / summer, two days / a
week / month / year ago.
• We can also use these expressions when they refer
to the past: once / twice a day / week / month, at
the weekend, in March, in the morning / afternoon /
evening, at night, on Thursdays, on Monday
mornings, etc.
©
be
• The past simple of be is was / were.
I / He / She / It was happy.
You / We / They were happy.
• For the negative, we use wasn’t / weren’t.
I / He / She / It wasn’t happy.
You / We / They weren’t happy.
• For questions, we use was / were + subject, and for
short answers we use Yes, + subject + was / were or
No, + subject + wasn’t / weren’t.
Was Jane happy?
Yes, she was. / No, she wasn’t.
ph
ic
Multiple-choice cloze
• Students skim the text for the topic (the hamburger
and where it came from). Then they complete the
Exam Task.
• Students compare their answers in pairs.
• Get feedback. Elicit the meaning of saddles (a seat
put on the back of a horse for riding), immigrants
(people who move from one country to another to
live), sailors (people who work on ships), dish (a type
of meal) and positive (feeling good about something).
• Ask students which words before and after the gaps
helped them find the answers.
Form – spelling
• For the affirmative, negative, question and short
answer form, please see the Student’s Book
Grammar Reference on page 163.
• We make the past simple of regular verbs by adding
-ed to the end of the infinitive.
I / He / She / It / We / You / They watched TV
last night.
• Students match the examples and rules, then compare
their answers in pairs.
• Get feedback. You could elicit the infinitive forms of
the verbs in the sentences (1 go, buy, take; 2 prepare;
3 have, be).
EASIER: Ask a student to read each sentence aloud,
then elicit the correct rule as a class.
ANSWERS
1b
2c
3a
MEDIATION SKILLS
• Breaking down complicated information is mediation.
In an extension to Exercise 2, students can do a quick
task to break the article down into a fact file of key
information.
• Ask students to write the details of the record-breaking
pizza made in California. They should first identify and
underline the key facts about this topic, ignoring other
information in the text, then write a fact file of simple
bullet points about the event.
• You can give students further practice of this mediation
skill by asking them to break down texts in various
ways, e.g. they could rewrite an informational or
instructional text as a series of bullet points, or identify
the main arguments in an essay or article and write
them in a logical order (e.g. grouping positive and
negative points together).
SAMPLE COPY, NOT FOR DISTRIBUTION
34
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of championship (a
contest that lots of people take part in) and record (the
best achievement in a particular activity).
!
FAST FINISHERS: Students form the past tense of the
other verbs in the text (know – knew, be – was, take –
took, try – tried, break – broke, make – made).
TEACHING TIP: Encourage students to keep a list of
past tense verbs in a separate part of their notebooks.
They should write the infinitive form in one column
and the past simple form in a second column. Students
could also add a third column for past participles (which
appear from Unit 3 onwards). Tell students that they have
to learn the irregular past forms by heart.
Past continuous
GRAMMAR GUIDE: Past continuous
4
• Do the first item with the class.
• Students write the sentences, then compare their
answers with a partner. Get feedback.
Le
ar
ni
n
1 started 2 worked 3 was 4 used 5 ate 6 gave
• Review stative verbs with students, e.g. think,
understand, believe, like, love, hate, prefer,
want, appear, be, feel, hear, look, see, seem,
smell, taste.
• Give one or two examples, e.g. we say I
didn’t understand a word he said. (not I wasn’t
understanding a word he said.) or They loved
your cake. (not They were loving your cake.)
EASIER: In pairs, students identify the verbs in each item
before beginning the task. Elicit the continuous forms.
Students do the activity.
FAST FINISHERS: Students form questions in the past
continuous with sentences 2–4 as the answers, e.g.
2 What were you doing this time last week?; 3 Was
Candice dancing at the party?; 4 What were Maria and
Alfred arguing about?
ph
ic
ANSWERS
REMEMBER
g
2
ANSWERS
Use
lG
Time expressions
We can use while, when, as and the usual past time
expressions.
na
Form
©
N
at
io
e form the past continuous with was / were + -ing
W
form of the main verb. The word order for affirmative,
negative, question forms and short answers is the same
as for the present continuous.
I was listening to a podcast.
We were talking about the film.
She wasn’t listening to a podcast.
They weren’t talking about the film.
‘Was he listening to a podcast?’ ‘Yes, he was.’
‘Were you talking about the film?’ ‘No, I wasn’t.’
3
1 A: What were you doing at one o’clock on Monday?
B: I was eating my lunch and listening to the radio.
2 This time last week we were grilling burgers in my
aunt’s garden.
3 Candice wasn’t dancing at the party because she was
serving food to the guests.
4 Maria and Alfred were arguing about the best pizza
toppings for hours last night.
eo
gr
a
We use the past continuous for:
• an action in progress at a point in time in the past.
Amy was studying for her exam this morning.
• for two or more actions in progress at the same time
in the past.
I was reading while Ben was watching TV.
• background information in a story.
It was raining when the police arrived at the scene.
• for an action in progress in the past that was
interrupted by another action.
I was talking to Jim when I lost the connection.
• Students match the examples and rules, then compare
their answers in pairs.
• Get feedback. Elicit the meaning of blow (when the air
moves strongly in one direction), shake (move from side
to side very quickly), interrupt (stop something) and
background (describing the details of something that
happened before a story).
5
• Students complete the sentences, then compare answers
in pairs.
• Get feedback. Students give reasons for their answers.
You could write the sentences in timelines to illustrate
how the actions occurred in the past.
EASIER: Elicit the time phrases in the sentences (then,
while, on Saturday, when, last night’s, while) before
students do the activity.
EXTENSION: Students write a short text about a
cooking experience using the past simple and past
continuous tenses. They should write about what they
made, who they were with, what they did to prepare the
food, if they enjoyed it, etc.
ANSWERS
1 finished, ate
2 Did Ludmila call, were watching
3 cooked, was
4 were making, walked
5 didn’t fry, grilled
6 was tidying, was helping
ANSWERS
1b
2d 3a
4c
SAMPLE COPY, NOT FOR DISTRIBUTION
35
Listening
5
Boy: Do you want some more pizza?
Girl:No thanks! I’m too full for any more – I’ve had
three pieces already!
page 22
identifying the key words; multiple choice with one
conversation
• Elicit or teach cardinal numbers (numbers that define a
quantity, e.g. two slices of pizza) and ordinal numbers
(numbers that define the place of something in a series,
e.g. second place in a contest).
• Play the recording. Students listen to the numbers, then
practise saying them in pairs.
• Get feedback. Ask Which numbers are ordinal numbers?
(7th, 8th, 18th, 25th, 20th and 21st).
3
• Students do the activity, then compare answers in pairs.
• Get feedback. Students give reasons for their answers.
POSSIBLE ANSWERS
1 How long, festival
2 How many restaurants, take part
3 Which kind of restaurants, Amazing Spaces collection;
A where you can see the city; B with interesting
furniture; C very modern
4 How, festival, encourage sustainability; A
website, reducing food waste; B has information,
environmentally-friendly; C gives money
5 What, Gourmet Odyssey, offer people; A three
courses; B travel, bus; C three different restaurants,
one building
6 London Festival masterclasses, A become a top chef;
B learn how, make different dishes; C teach each
other, make, favourite meals
g
2.2
Le
ar
ni
n
1
2.2
As exercise on page 22.
EXTENSION: In pairs, one student says a cardinal
number (e.g. 13) and the other says the corresponding
ordinal number (13th).
2
2.3
• Go through the Exam Tip.
4
2.4
Exam TASK
Multiple choice with one conversation
• Tell students that they will hear the audio twice.
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. You could ask students if they would
like to go to a food festival and why / why not.
eo
gr
a
Identifying the key words
Tell students that key words are usually verbs, adjectives or
nouns / noun phrases. They aren’t usually prepositions or
articles. Question words, e.g. when, how many, what, etc.,
can also help identify information students might hear.
ph
ic
Exam TIP
lG
• Students read the questions and identify key words (1
How many people, girl’s party; 2 How much, meal cost;
3 When, Billy’s birthday; 4 When, boy arrive, Mexico;
5 How many slices, girl eaten). Check answers as a class.
• Play the recording. Students listen and do the activity,
then compare their answers in pairs.
• Get feedback. Ask one or two students to share their
answers.
ANSWERS
2 €222
3 7th August
at
io
1 15
na
EASIER: Pause the recording after each speaker to allow
students to choose their answers.
4 on the 21st
ANSWERS
1B 2C
2.4
John:
2.3
Faye:
N
©
6B
For each question, choose the correct answer. Look at
questions 1 to 6 now. You have 45 seconds.
You will hear a radio interview about a restaurant festival.
5 three
1
Boy: How many people were at your party last night?
Girl:Well, I was expecting eighteen, but a few people
couldn’t come. So, there were fifteen of us.
2
Girl:How was your meal at that new restaurant last
weekend?
Boy:Amazing … but expensive. The bill came to over
€200. In fact, it was €222!
3
Boy: How old is Billy?
Girl:He’s seven. But he’s going to be eight on the
seventh of August.
4
Girl: When are you going to Mexico?
Boy:I’m leaving on the 20th, but I won’t get there till
the 21st.
3B 4B 5A
John:
Faye:
Good evening, and welcome to the Restaurant
Review Show. With me in the studio tonight is
Faye, who has her own food and restaurant blog.
Tonight, we’re talking about the London Restaurant
Festival, which starts in two weeks’ time. It’s a
month-long event and celebrates eating out. So,
Faye, tells us a bit about the festival.
Hello John. Well, the London Restaurant Festival
is about helping people learn about and try some
of the fantastic restaurants in our city. The festival
started more than ten years ago, and today more
than 250 restaurants take part and there are over
seventy different events.
Wow, that’s a lot of restaurants! So, what do they
have to do?
Well, all the restaurants will prepare a special
menu with dishes that show their chef’s skills.
There are different categories – London With a
View, for example, includes restaurants that have
amazing views of London, and Amazing Spaces
is a collection of restaurants with really unusual
décor. This means a great variety of restaurants are
taking part from the traditional to the trendy, and
everyone can enjoy the festival.
SAMPLE COPY, NOT FOR DISTRIBUTION
36
John:
Faye:
John:
Speaking
page 23
describing food; paraphrasing; photo description
1
at
io
na
lG
• Ask the following questions: What did you have for dinner
last night? Who usually does the cooking in your house?
When did you last eat out? Conduct a brief class discussion.
• Elicit or teach smoothie (a drink made with fruit mixed
with milk, yoghurt or juice). In pairs, students ask and
answer the questions.
• Get feedback. Ask one or two pairs to share what they
discussed.
2
2.5
• Students read the two questions in the task and predict
the kind of information they think they will hear.
• Play the recording. Students listen and answer the
questions, then discuss their answers in pairs.
• Play the recording again if necessary. Get feedback.
Ask What are the items in the photo the speaker didn’t
know the name of? (the object with the biscuits on it, the
objects on the wall). Elicit or teach these objects (tray
and utensils).
g
ANSWERS
The speaker answers all the questions. He adds details
about what is on the table and what some of the people
are wearing.
2.5
Le
ar
ni
n
John:
Faye:
3
In this picture I can see some young people. They are
eating biscuits. I think there are six people in the photo,
but it’s a bit difficult to tell. They are all standing, or
maybe sitting around a table. The biscuits are on the
table and they’re on a – I don’t know the word for this,
but it’s like a special metal plate that you put in the oven
for baking things. So, they’ve just come out of the oven.
The people look happy. The girl in the foreground is
wearing a yellow top. They’re in a kitchen – I think it’s a
kitchen because I can see some things on the wall in the
background – like special kitchen spoons.
ph
ic
Faye:
That sounds good! And I heard that one of the
nice things about the festival is that as well as
promoting restaurants and offering tasty meals, it’s
encouraging sustainability.
That’s right. Sustainability is important, so
the festival supports restaurants that help the
environment; for example, restaurants that are
trying to reduce their food waste, or use less
plastic packaging. Or restaurants that buy their
food locally. You can find out more about these
places on the festival’s website.
And what else will happen during the festival?
Well, an interesting part of it is the ‘Gourmet
Odyssey’. The idea is that you eat each course
of a three-course lunch in a different restaurant!
Some of the restaurants are all on different floors
in the same place – so you can just take a lift
to get from one to another, and for others you
take a traditional London bus to get to the three
restaurants. Prices are between £95 and £125.
Now, I’ve heard that there are also some
masterclasses?
That’s right. If you want to develop your own cooking
skills, you can go to one of these amazing classes
and learn all about how to make special dishes, for
example sushi, from one of the top chefs in London.
Classes last three hours and they cost £75.
Well, Faye I’d love to do that! Sushi’s my favourite
food. Anyway, I’m sure we’ll read all about the
festival in your blog. Thanks so much for coming
into the studio today.
4
• Go through the Exam Tip.
eo
gr
a
John:
• In pairs, students ask and answer the questions about
the photo. Get feedback.
©
N
FAST FINISHERS: Students describe what was
happening during the hour before the photo was taken
using the past simple and past continuous, e.g. They
were making the biscuits and talking and chatting. Then
they put the biscuits in the oven.
POSSIBLE ANSWERS
1 5 or 6
2 One girl has got long black hair and is wearing a
yellow jumper. Another girl has got long black hair
and is wearing a red T-shirt. She is eating a biscuit.
They could be students. Maybe they are flatmates.
3 They’re in a kitchen.
4 They’re eating biscuits.
5 You can see the kitchen walls, and there are small
metal objects on the wall.
Exam TIP
Paraphrasing
• In this exam task, students should describe the basic
elements of the photo, e.g. what / where / when
and who, then focus on some specific details of the
picture. It’s enough to describe two or three details,
if they try to do more than that they may run out of
time, or not give enough of a description of what they
are focusing on.
• Give examples of useful language for paraphrasing,
e.g. it’s something we …, it’s someone who … it’s
somewhere we (+ verb), The person is / people are …
+ -ing, It / He / She / They looks / look (+ adjective).
• In pairs, students make notes on details in the photos
and brainstorm ways to paraphrase objects or details
they don’t know the words for. Do not get feedback at
this stage.
5
Exam TASK
Photo description
• Go through the Useful Language box.
• In pairs, students take turns describing the photos,
paraphrasing where necessary.
• Get feedback. Ask students which paraphrasing
techniques they used. Elicit or teach kebabs (sticks of
meat or vegetable pieces grilled on a barbecue) and
curtains (material we use to cover windows to keep
light out of a room).
SAMPLE COPY, NOT FOR DISTRIBUTION
37
EXTENSION: Students bring a photo of people making
or eating food. In pairs, they take turns to describe
each other’s photos, using paraphrasing techniques as
necessary.
• In pairs, students discuss the questions.
• Get feedback. Ask students which traditional
dishes are popular in their country. Do they like
them? Why? / Why not?
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Ask students to say the correct quantity /
container for the words that they crossed out.
your
ideas
ANSWERS
1 pasta
2 bread
3 strawberries
g
EXTENSION: In pairs, students replace the crossed-out
words in the exercise with another word that fits the
quantity / container.
page 24
tableware, packaging and quantities
• Show the photos. Ask What time of day do we serve
these foods? (in the morning)
• In pairs, students do the task.
• Get feedback. Elicit the names of the items in the
pictures (saucer, jug, jar, pancakes, blueberries, cottage
cheese and crackers) and the meaning of the verb pour
(to transfer a liquid from one container to another).
1
2
3
4
5
6
lG
at
io
na
• Students complete the sentences, then compare their
answers with a partner.
• Get feedback. Elicit the meaning of gym (a place where
people do exercise) and raspberry (a small, reddish-pink
fruit).
• Ask students what words in the sentences helped them
choose their answers (1 water; 2 cut up; 3 jam; 4 knives;
5 tea, milk; 6 chocolates; 7 washing up, dirty; 8 water,
dog’s; 9 yoghurt).
©
N
FAST FINISHERS: Students create sentences using the
options they didn’t choose, e.g. I always buy a box of
sweets when I go to the cinema. Have you got a fork?
There are six cups of coffee on the kitchen table.
ANSWERS
1 bottle
2 knife
3 jars
4 forks
2.6
• Students skim the conversation and say what it is about
(two people deciding what they want for breakfast).
• Students complete the conversation, then compare their
answers in pairs.
• Play the recording for students to check their answers.
Get feedback.
ANSWERS
students’ own answers
to eat soup or ice cream, etc.
milk, water, fruit juice, lemonade, cream
jam, marmalade, olives, honey
lemonade, cola, fruit juice, mineral water
soup, fruit salad, desserts, ice cream
2
4
eo
gr
a
FAST FINISHERS: In pairs, students change the food
and drink items in the photo on the left to show an
example of a lunch or dinner e.g. a plate of chicken with
vegetables and rice and a cup of tea or a glass of cola,
then describe the meal to their partner.
TEACHING TIP: Students remember new vocabulary
better when they learn it in context. For this lesson,
encourage them to group lists of tableware, packaging
and quantities, and food and drink according to the type
of meal, e.g. breakfast (a bowl of cereal), snacks (a glass
of milk), main meals (a slice of pizza) etc. They can add
more items to their lists as they learn them.
ph
ic
1
POSSIBLE ANSWERS
4 milk
5 rice
6 pizza
Le
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Vocabulary
3
5 cups, saucers,
jug
6 box
7 plates
8 bowl
9 spoon
1 slices
2 box
3 bunch
4 bowl
5 bottles
6 jar
7 knife
8 glasses
2.6
Omar:What do you want for breakfast today?
Amal:I think there are still a couple of slices of pizza in
the takeaway box from last night.
Omar:Oh no, I don’t want to eat pizza for breakfast!
I’d prefer something healthier. Have we got any
bananas?
Amal:Yes, there’s a big bunch of bananas in the bowl
on the kitchen table.
Omar:Great. And how about milk?
Amal:Let me check. Yes, we’ve got two bottles of milk
in the fridge.
Omar:And we’ve got this jar of really delicious honey.
So I can make a banana smoothie.
Amal:That’s a good idea. Here’s a knife to cut up the
bananas. I’ll wash the glasses.
• In pairs, students discuss the questions.
• Get feedback. You could ask students to
describe a new food they tried recently and
what they liked / didn’t like about it and why.
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
38
page 25
• We use get used to + -ing form / noun to talk about
learning a new habit or becoming familiar with
something new.
Aki is getting used to having lunch at his desk at
work.
(in the past he always had lunch somewhere else,
but now he always has lunch at his desk and it
doesn’t feel unusual anymore.)
used to and would
GRAMMAR GUIDE: used to and would
Use
• We use both used to and would for actions that
were habitual or repeated in the past and no longer
are.
When I was ten, I used to steal figs from that tree.
When I was ten, I would steal figs from that tree.
• We use used to for past states that no longer exist.
We don’t use would like that.
Beth used to play tennis before her injury.
g
Form
• We use get used to in all forms, for example:
Yes, it’s fun, but don’t get used to it!
We’re getting used to our new home.
I’ve got used to cycling everywhere.
We got used to the constant noise.
You’ll get used to it too.
• We don’t use be used to in continuous or perfect
forms.
I’m used to eating breakfast in a hurry.
We weren’t used to the constant noise.
She’s a teacher. She’ll be used to noisy children.
Form
ph
ic
• Students answer the questions, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of familiar (something
we know well).
ANSWERS
a1
b2
4
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1
b would
at
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a used to
na
ANSWERS
lG
• Students complete the rules, then compare their answers
in pairs.
• Get feedback. Ask Which sentences describe states
in the past? (1, 4) Which sentences describe repeated
actions? (2, 3).
2
3
eo
gr
a
• In the affirmative, we use the infinitive after both
used to and would.
We used to take the bus to school.
We would take the bus to school.
• In the negative, we use didn’t (did not) use to /
wouldn’t (would not) + infinitive.
We didn’t use to take the bus to school.
We wouldn’t take the bus to school.
• In questions with used to, we use did + subject +
use to + infinitive. For the short answers, we use Yes
+ subject + did or No + subject + didn’t.
Did you use to go to school by bus?
Yes, I did. / No, I didn’t.
• In questions with would, we use would + subject +
infinitive. For the short answers, we use Yes + subject
+ would or No + subject + wouldn’t.
Would you always go to the same beach?
Yes, we would. / No, we wouldn’t.
Le
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Grammar
N
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Ask students to identify which sentences
describe past states and which ones refer to repeated
actions in the past.
ANSWERS
©
Students tick 1, 2, 5, 8
be used to and get used to
GRAMMAR GUIDE: be used to and get used to
Use
• We use be used to + -ing form / noun to talk about
something that is usual or familiar.
Aki is used to having lunch at his desk at work.
1a
2c
3c
4b
5a
6c
7c
8b
EASIER: Students underline the verb or object that
follows the gaps in the sentences. Ask What form of the
verb follows used to and would? (the infinitive) What
form of verb follows be used to and get used to? (the
-ing form) What other part of speech can follow be
used to and get used to? (a noun). In pairs, students
complete the sentences.
EXTENSION: Students write four sentences about their
experiences with food using used to, would, be used to
and get used to.
your
• Elicit or teach treat (something that we don’t
ideas
eat every day, usually sweets or cake). In pairs,
students discuss the questions.
• Get feedback. Ask: What food did you use to hate as
a child but like now? Why didn’t you like it? Why do
you like it now?
SAMPLE COPY, NOT FOR DISTRIBUTION
39
pages 26–27
EXTENSION: Students write a short paragraph about
a restaurant they know, using two adjectives from each
category.
using adjectives; planning and organisation; writing an
article
Using adjectives
• Ask Do you use adjectives when you write in
your own language? Why? / Why not? Elicit a few
adjectives to describe food, e.g. delicious, tasty,
awful, bitter, sweet, sour, spicy.
• Write the words French lovely little old round white
wooden on the board and elicit the correct order
of the words (lovely, opinion; little, size; old, age;
round, shape; white, colour; French, origin; wooden,
material).
4
• Elicit the text type and what it is asking for (it’s an advert
asking for articles about local restaurants).
• Students decide if the sentences are true or false, then
compare their ideas in pairs.
• Get feedback. Ask students to correct the false
sentence (2, you should write about your favourite local
restaurants).
g
Learning FOCUS
EASIER: Students underline key words in the example
task, e.g. favourite kind of restaurant, your local area,
What do they serve, write, 100 words. Check answers
as a class.
1
1T
ANSWERS
1 nice blue
2✓
3 fantastic Chinese
ANSWERS
1 inexpensive
2 friendly
3 popular
4 tasty
5 favourite
6 different
7 excellent
8 special
6
• Students work in pairs and discuss the questions.
• Get feedback. Students give reasons for their opinions.
POSSIBLE ANSWERS
It’s a good answer as it covers all the points in the task.
Paragraph 1 talks about the student’s favourite type
of restaurant (bullet 1), then it talks about what kind of
restaurants are in the area (bullet 2). Paragraph 2 answers
the third bullet, saying what kinds of food they serve,
and also says whether they are good or bad.
at
io
FAST FINISHERS: Students write sentences about a
meal they had using adjectives from the exercise, e.g.
Last night I ate a delicious vegetarian pizza. Encourage
students to use two adjectives per sentence.
7
ANSWERS
N
4T 5T
• Students complete the article, then compare their ideas
in pairs.
• Get feedback. Ask Which is the writer’s favourite local
restaurant? (the Italian restaurant).
na
lG
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of burnt (damaged
by fire or heat, often black), processed (changed many
times, has things added to it which may not be healthy)
and sparkling (fizzy because of gas bubbles).
©
3T
5
4 interesting modern
5✓
6✓
2
1 delicious
2 burnt
3 spicy
4 tasty, colourful
2F
eo
gr
a
FAST FINISHERS: Students think of similar adjectives
to replace some of the ones in the sentences, e.g.
1 attractive, stylish; 2 large, huge; 3 terrific, amazing;
4 new, exciting; 5 beautiful, pretty; 6 delicious, small.
ANSWERS
ph
ic
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Ask students how many adjectives are
in each sentence (two) and remind them that we rarely
use more than two adjectives to describe something (it
sounds unnatural).
Le
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Writing
5 processed
6 grilled
7 cold
8 sparkling
3
• Students group the adjectives, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
food: delicious, spicy, tasty
service: fast, friendly, polite
decor: comfortable, modern, traditional
price: cheap, expensive, inexpensive
• Go through the Exam Tip.
Exam TIP
Planning and organisation
• Ask students to look at the text in Exercise 5 and
say how many paragraphs it has (three) and what
the topic of each paragraph is (restaurants in the
local area, a description of each restaurant, the
writer’s opinion about eating out). Explain that using
paragraphs in writing helps organise ideas clearly, and
makes a text easier to read.
• Students complete the writing plan with the words, then
compare their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
40
ANSWERS
logo (n): a symbol or small design a company uses so
people recognise their products
permit (n): a document that gives someone permission
to do something
specialties (n): particular things that a person, company,
etc. is well-known for and an expert in (also specialities)
5 colourful
6 friendly
7 delicious, cheap
8
ANSWERS
Positive: colourful, delicious, healthy, tasty; bright,
charming
Negative: bitter, burnt, dull, tasteless, unhealthy; dirty,
messy, rude, slow, unfriendly
Either: modern, old-fashioned, raw
9
Exam TASK
Writing an article
• Students complete the Exam Task. Remind them
to make a plan for their answer that includes three
paragraphs and adjectives.
g
• Ask students what they know about Los Angeles. Ask if
they can point it out on a map, what it’s famous for (film),
if they’d like to visit and why / why not.
• Show the picture and elicit a brief description of the
truck. Ask How do you get food from this place? (You
order and pay for your food at the truck and then take it
away with you.)
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their answers.
ANSWERS
Students’ own answers
While you watch
1
MEDIATION SKILLS
10
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist then make any
necessary changes to their task.
na
lG
EXTENSION: Pairs read each other’s article and
tick the things their partner has included using the
Reflection Checklist.
page 28
at
io
Food truck nation
Useful vocabulary
average (n): the result when you add several numbers
together and divide by the total amount of numbers
bring in (v): attract
catering (n): a service that provides food for different
types of events
earnings (n): a total amount of money that a person or
business makes
factsheet (n): a paper that gives useful information
about a subject
figures (n): numbers that give official information about
something, often money
food truck (n): a vehicle that sells food
industry (n): an economic activity that produces goods
or offers a service
it’s no wonder … (phr): a phrase that means it’s easy to
believe that …
N
1
eo
gr
a
Students’ own answers
©
Before you watch
2
ANSWERS
Video
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Remind students to add the phrasal verb bring in to their
phrasal verb notebooks.
ph
ic
• Go through the Useful Language box.
• In pairs, students discuss the meaning of the adjectives.
• Get feedback. Ask: What adjectives would you use to
describe the restaurant in the photo at the bottom of
the page? (possible answers: bright, charming, oldfashioned).
Le
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1 Mexican
2 near cinema
3 birthday
4 enchiladas, spicy
• Relaying specific information in writing from spoken
language is mediation. Students listen for the specific
information in the video and use it to complete the
factsheet.
• Students can be given further practice of this
mediation skill by asking them to note specific
information from audio recordings through the
book. Notes should be short and focus on the key
information.
• Students can also practise at home by listening to
podcasts in English on topics that interest them, and
noting the key information to relay to their friends or
display in class.
• Play the video for students to get a general idea of the
topic.
• Students look at the factsheet to see what information
they need to fill in. Play the video again.
• Students compare their answers in pairs. Get feedback.
EASIER: Pause the video after information that answers
a question to give students time to write it.
ANSWERS
1 828 million
2 43,000
3 75,000
4 50
5 5,000
6 5 million
7 236
SAMPLE COPY, NOT FOR DISTRIBUTION
41
The low cost makes it a good way for people to start out
in the catering business, and there is a range of foodtruck specialties to choose from. High quality, reasonably
priced food attracts hungry Americans, and nearly 50%
of adults in the US have eaten at a food truck. But low
costs and delicious food aren’t enough to make a truck
successful. Food trucks use social media like Twitter
and Facebook to let people know where they are, and
to bring in new customers. Twitter is especially popular.
We can use the tweets to find out how many food trucks
are in business across the US. In 2014 more than 5,000
trucks sent nearly five million tweets to their customers in
236 US cities. It’s no wonder food trucks in the US have
found the road to success.
3
1
1 sweet
2 sour
3 spicy
4 salty
5 bitter
2
1 grill
2 boil
3 barbecue
3
1 slice 2 packet
4
4 roast
5 bake
6 fry
3 tin
1 saucer 2 box 3 jar
4 bunch
4 knife
5 piece
5 jug
ANSWERS: GRAMMAR
5
1 arrived, was watching
2 started
3 was sitting
4 was snowing, woke up
5 did you have to
6
1 used to like
2 used to swim
3 Did (your dad) use to be
4 didn’t use to eat
7
1 would
2 Did you use to
3 we’re getting used to
4 I’m used
5 used to
6 used to
5 quality
6 reasonably
7 social media
8 tweets
na
1 home-cooked
2 catering
3 costs
4 range
1
lG
• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers.
• Get feedback. Choose students to read out sentences
with the correct answers.
ANSWERS
ANSWERS: VOCABULARY
eo
gr
a
After you watch
For ideas on how to use the Review section with your
students, see page 30.
g
One reason for the success of the industry is the low cost
of starting a business. For example, the average price for
a truck is $43,000; add a logo and design, electronics,
city permits, cooking supplies and ingredients, and the
cost is around $75,000 to get a food truck ready for
business. The costs are generally much lower than for
opening a café in a building – though this cost can be
very different in different places.
page 150
Le
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In 2014, the food truck industry in the US earned
$828 million.
Review
ph
ic
1
Food trucks are everywhere now and people love their
home-cooked food and low prices.
N
at
io
your
• In pairs, students discuss the questions.
ideas
Encourage them to give reasons for their
answers.
• Get feedback. Ask How do you find out what’s going
on where you live? Do you use social media?
Why? / Why not?
©
EXTENSION: Students write a description of a food
truck they would like to have. They should think of a
name for the truck, write about what food they sell
and how much it costs and describe where the truck
sells food. Remind them to use adjectives in their
descriptions.
SAMPLE COPY, NOT FOR DISTRIBUTION
42
page 29
Reading
page 29
In the photo
An aurora borealis, or Northern Lights, is a natural light
display that can sometimes be seen in the regions
that are closer to the North Pole. They happen when
electrically charged particles from the sun enter the
Earth’s atmosphere and collide with gases like nitrogen
and oxygen. When that happens, the particles emit light
of varying colour.
1
• Students briefly brainstorm some words they associate
with the sea, e.g. boat, fish, beach, etc.
• Students discuss the question in pairs.
• Get feedback. You could write their ideas on the board
in different categories, e.g. big sea animals, small sea
animals, mammals, fish.
eo
gr
a
• Elicit a brief description of the photo (some people are
standing in the snow looking at the northern lights – see
explanation above).
• In pairs, students discuss the questions.
• Get feedback.
pages 30–31
reading for general understanding; multiple choice
with one text
ph
ic
Unit Opener
Vocabulary: environment verbs;
prepositions (1)
Grammar:
articles
Writing: including useful expressions;
planning your work; writing an
email
Live well,
study well: the environment; achieving
change
g
Reading: reading for general understanding;
multiple choice with one text
Vocabulary: geographical features; climate
change
Grammar: present perfect simple; present
perfect continuous
Listening: predicting the type of answer
needed; gap fill
Speaking: talking about the environment;
listening to instructions; picture
discussion
Le
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3 It’s natural
ANSWERS
lG
EXTENSION: Students imagine they’re the people in
the photo. In pairs, they describe what they’re doing,
what they’re wearing and how they feel, then compare
their ideas with another pair.
at
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na
1 Students’ own answers
2 The sun blows solar winds towards the Earth, and that
causes these colourful lights.
3 Sweden, Norway, Finland, Denmark (especially
Greenland), Canada, Russia, the US and Iceland
Students’ own answers
2
• Students discuss the question in pairs or small groups.
• Get feedback. Elicit the meaning of climate change
(global changes in weather due to pollution from planes,
cars, factories, etc.), flood (an excess of water due to
heavy rains that covers normally dry land) drought (a long
period of no rain that makes land very dry), hurricane
(a violent storm with very strong winds and heavy rain),
wildfire (a fire that starts in a forest, woodland, etc. and
spreads fast).
EXTENSION: Students discuss other ways that
climate change affects the planet, e.g. it causes global
temperatures and ocean levels to rise, weather is
generally more extreme, there are more forest fires,
more droughts, etc. They can work in pairs and then
share ideas, or you can have a class discussion.
©
N
TEACHING TIP: Describing photos is a good way
to extend students’ vocabulary and give them more
speaking practice. Begin by asking students a few
general questions about the photo, e.g. what’s
happening, where it was taken, who’s in it, what they are
doing, etc. To practise past and future tenses, you could
ask students to imagine what was happening before the
photo was taken, what they think is going to happen
next, etc.
ANSWERS
ANSWERS
Students’ own answers
3
• Students skim the article and check their ideas from
Exercise 2. Get feedback.
ANSWERS
Students’ own answers
SAMPLE COPY, NOT FOR DISTRIBUTION
43
ANSWERS
when she was six years old; she was amazed to see a
whole new world; She knew then that she wanted to
learn more about sea life.
3.1
• In pairs, students work out the meaning of the words in
bold then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
Elicit or teach marine biologist (a person who studies
sea animals and plants) and snorkelling (an underwater
activity that allows us to see sea animals using a mask
and a tube to breathe), coral reef (a rock-like ridge or
line in the sea made of sea animals’ skeletons) and form
(create).
• Play the recording. Students read the article again and
answer the questions, then compare their answers in
pairs.
• Get feedback. You could ask students where they found
their answers in the text (1 line 5; 2 line 9; 3 line 21;
4 lines 17–19).
Exam TASK
Multiple choice with one text
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask students which words and phrases
in the text helped them choose their answers.
EASIER: As a class, underline the information that gives
the general message in each paragraph of the text.
Students then answer the Exam Task questions in pairs.
ANSWERS
1C 2B 3C 4B 5B
• In pairs, students discuss the questions.
• Get feedback. Ask students if there are
environmental problems where they live, and if
so, what they are.
eo
gr
a
EXTENSION: Write the following headings on the
board. Students read the text again and complete the
factfile.
Name: (Emma Camp)
Job: (explorer, marine biologist)
Works for: (National Geographic)
Lives: (Sydney, Australia)
Studied: (marine biology in the UK)
Job description: (exploring coral reefs around the world)
Future plans: (study more about coral reefs in very
warm seas)
6
lG
ANSWERS
at
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1 She learned about marine biology in the UK.
2 Polyps have skeletons made of limestone that join
together to make coral reefs.
3 The algae leave the corals and the corals die.
4 Because coral reefs are home to 25% of all marine
species, provide food for millions of people and
protect the coast from storms.
Vocabulary
1
• Ask students to cover the word box. Brainstorm some
geographical features, e.g. forest, mountain, hill, river,
etc. and write them on the board. Students then look at
the activity and check if any of their ideas appear in it.
• Students write the correct words, then compare their
answers in pairs.
• Get feedback. Ask students which of these geographical
features their country has.
ANSWERS
As reading text on page 31.
N
Exam TIP
Reading for general understanding
Remind students of the technique of skimming a text the
first time they read it (as outlined in the Teaching Tip in
Unit 2, page 32) to understand its general meaning. Tell
them they should then read it again more carefully to
think about the ideas presented in the text.
©
page 32
1 stream
2 glacier
3 valley
4 cave
• Go through the Exam Tip.
your
ideas
Geographical features
3.1
5
g
word focus
ph
ic
4
• Students do the exercise, then compare their answers in
pairs.
• Get feedback.
Le
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EXTENSION: Ask questions about the photo, e.g. What
can you see in the sea? (coral reefs) What colours can
you see? (orange, yellow, white, purple, green) Where
is Emma? (on a boat or ship) What is she wearing? (a
wetsuit, diving equipment).
2
5 rainforest
6 coast
7 ocean
8 cliff
3.2
• Students complete the sentences, then listen and check
their answers.
• Get feedback. Elicit the meaning of mammals (animals
with warm blood, e.g. cats, horses, humans, etc.) and
Antarctica (the most southern continent on Earth).
ANSWERS
1 coast, ocean
2 rainforest
3 valley
4 stream
5 glaciers
6 cliff
7 cave
SAMPLE COPY, NOT FOR DISTRIBUTION
44
Climate change
3
• Students read the text and match the words, then
compare their answers in pairs.
• Get feedback. Elicit the meaning of factories (buildings
where things, e.g. cars, food, etc. are made or put
together).
ANSWERS
1e 2a 3b 4c 5d
at
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TEACHING TIP: Collocations are important to vocabulary
development, as learning language in chunks greatly
improves students’ ability to recall whole phrases.
Encourage students to keep a collocation section in
their notebooks and to add to it as they encounter new
ones. They could categorise the collocations according
to grammar parts, e.g. noun + noun (fossil fuel), adjective
+ noun (renewable energy, solar power), verb + noun
(produce electricity), adverb + adjective (e.g. heavily
polluted), and adverb + verb (e.g. completely destroy).
4
N
• Students match the sentences, then compare their
answers in pairs.
• Get feedback. Ask students what words helped them
choose the answer.
ANSWERS
©
Present perfect simple
GRAMMAR GUIDE: Present perfect simple and past
simple
Use
g
We use the past simple for states and actions that
started and ended in a finished time.
We use the present perfect simple for past states and
actions that are linked to the present. This can be
because:
• the state / action is unfinished.
I’ve worked here for five years. (I started five years
ago)
I worked here for five years, between 2000 and
2005.
• the state / action is finished, but the time isn’t.
I’ve done a lot of work today.
I did a lot of work yesterday.
I’ve never been to Japan. (unfinished life)
Shakespeare never went to Japan. (finished life)
• the state / action is finished, but we don’t mention
the time.
She’s told him.
She told him a minute ago.
• the experience or achievement has an effect on the
present (and we don’t mention a finished time).
I’ve painted this room. I love the colour.
I painted this room yesterday.
A: Have you ever been to Prague?
B: Yes, I’ve been there twice. I went last year.
eo
gr
a
FAST FINISHERS: Students find two other collocations
in the text (comfortable temperature and energy
sources).
page 33
Le
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EXTENSION: In pairs or small groups, students discuss
which geographical features in Exercise 1 they’d like to
visit and why. Write the following questions on the board
as prompts: What activities can you do there? What is
the best type of clothing to wear? What are some good
things to bring with you? Who would you like to visit the
place with and why?
Grammar
ph
ic
3.2
1My aunt lives in a house on the coast and swims in
the ocean every morning.
2There are 427 different types of mammals in the
Amazon rainforest.
3There was a deep valley between the two mountains.
4 We filled our bottles with water from the stream.
5 Many tourists visit Antarctica to see its huge glaciers.
6Don’t stand so close to the edge of the cliff! It’s
dangerous.
7In 1940, four boys discovered some amazing
paintings in a cave in Lascaux, France.
1e 2c 3d 4b 5a
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Ask students which places are
good for producing solar power (warm, sunny
places, deserts), wind power (places near the sea, in
open fields or up on hills) and hydro (water) power
(the ocean, sea and rivers).
been and gone
The verb go has two past participles: been and gone.
Jim has been to Athens. (he visited Athens and went
back home)
Jim has gone to Athens. (he went to Athens and is still
there)
for and since
We use for and since with a variety of verb tenses.
• We use for + a measure of time.
They’ve known each other for 30 years.
They discussed it for hours.
• We use since + the beginning of something.
We’ve known each other since 1990.
They’ve been arguing since the trip to Rome.
Other time expressions
already, yet, ever, never, once, twice, three times, just,
lately, recently, so far, until now.
Form
• We form the present perfect with have / has + past
participle of the verb.
I’ve talked to Jim about this.
• For the negative form, we use haven’t / hasn’t.
She hasn’t watched it.
• For questions, we use have / has before the subject.
For short answers, we use Yes, + subject +
have / has or No, + subject + haven’t / hasn’t.
Have you been here long?
Yes, I have. / No, I haven’t.
SAMPLE COPY, NOT FOR DISTRIBUTION
45
The past participle of regular verbs and of many
irregular verbs is the same as the past simple. The past
participle of some irregular verbs is different. For the
forms of irregular verbs, see the list on page 183 of the
Student’s Book.
• recently finished actions when we don’t mention a
finished time.
She’s just told him.
She’s just been telling him.
• finished actions that have an effect on the present
when we don’t mention a finished time.
I’ve painted this room.
I’ve been painting this room.
1
• Students complete the rule, then compare answers in
pairs. Get feedback.
Differences
• We use the present perfect simple to draw attention
to the results.
• We use the present perfect continuous to draw
attention to the action and its duration.
I’ve painted this room myself. Do you like it? (result)
I’ve been painting this room all day and I’m
exhausted. (action / effort)
Additionally, we use the present perfect simple and not
the present perfect continuous:
• when we mention specific quantities or repetitions of
a finished action.
She’s made two cakes!
I’ve told you three times already.
• for experiences with ever and never.
This is the best cake I have ever had.
Have you ever been to Paris?
I’ve never been to a rock concert.
• with stative verbs.
I’ve always preferred dark clothes.
Le
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FAST FINISHERS: Students change sentences 1, 2 and
4 into the negative present perfect simple:
1 The scientist hasn’t won many prizes.
2 The students haven’t just completed their project.
4 I haven’t lost my water bottle.
ANSWERS
a have b past participle
• Students match the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of achievement
(something done successfully because of effort or skill).
ANSWERS
1b 2a 3c 4d
Form
• We form the present perfect continuous with have /
has + been + -ing form of the main verb.
I’ve been talking to Jim about this.
• For the negative form, we use haven’t / hasn’t.
She hasn’t been watching it.
• For questions, we use have / has before the subject.
Have you been waiting long?
eo
gr
a
TEACHING TIP: Encourage students to add past
participle forms to the present simple and past simple
verb tables in their notebooks. From this point, they can
add all three forms for every new verb they encounter.
ph
ic
2
3
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students to match the rules
from Exercise 2 to the uses of the present perfect simple
in the sentences (1 b, 2 a, 3 d).
na
1 has had, travelled, went
2 has just bought
3 have changed, studied
lG
ANSWERS
at
io
Present perfect continuous
4
• Students read the sentences and complete the rule, then
compare their answers in pairs. Get feedback.
N
ANSWERS
a have
Time expressions
• Present perfect: already, yet, ever, never, once,
twice, three times.
• Present perfect continuous: all day / night / week.
• Both: for (years / a long time / ages), since June,
just, lately, recently, so far, until now.
b been c -ing form
©
GRAMMAR GUIDE: Present perfect simple and
present perfect continuous
Use
We use both the present perfect simple and the present
perfect continuous for past states and actions that are
linked to the present. Specifically, we use them for:
• unfinished states or actions.
I’ve worked here for five years.
I’ve been working here for five years.
5
• Students match the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1b 2a 3c
!
REMEMBER
• Write the following incorrect sentences on the
board:
She’s been visiting Venice three times. (She’s
visited Venice three times.)
I have been answering 20 emails already. (I have
answered 20 emails already.)
• In pairs, students correct the sentences. Get
feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
46
6
3 has been getting
4 has caught
MEDIATION SKILLS
3.3
• Play the recording. Students listen and complete the
sentences.
• Get feedback. Elicit the meaning of dolphin (a grey sea
mammal that lives in the water and is very intelligent),
tail (the long part of some animals’ lower bodies) and
smell (one of the five senses; we use our noses to
identify it).
ANSWERS
1 4 to 5
2 grey
3 3,000
3.3
4 Dolphins
5 tail
6 Smell
Great White Sharks are approximately four to five
metres long. However, the biggest Great White ever
recorded was seven metres long and weighed about
3,200 kilograms. Despite its name, most of the body
of a Great White Shark is grey. Great Whites’ teeth are
extremely sharp, and each shark has around 3,000 of
them! They usually eat seals or dolphins. They normally
swim quite slowly, but their powerful tails mean that they
can also swim very fast. Sharks can’t see or hear very
well, but their sense of smell is extremely good.
3
7
na
lG
• Elicit a brief description of the photo (there’s a large ship
sailing in the sea / ocean, there are large pieces of ice /
icebergs in the water).
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of icebergs (very large
pieces of ice in the sea), sink (go below the surface of
water) and patrol (a group that watches something to
make sure nothing bad happens to it).
at
io
EASIER: In pairs, students underline the time phrases
in the text (in the past, In the last 200 years, in 1912,
in 1914, Ever since then) then complete the text.
ANSWERS
N
1 were
2 have sunk
3 hit
4 died
©
Listening
5 formed
6 has been giving
7 has probably saved
• Go through the Exam Tip.
Ask Do you like sharks? Why? / Why not? Elicit one or two
answers.
• In pairs, students match the types of word to the
sentences, then compare their answers with another pair.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of approximately (close to, nearly),
Exam TIP
Predicting the type of answer needed
• Before a listening task, students should look at the
gaps in a text and think about what type of word will
complete it, e.g. a part of speech, a number, date,
time, address, etc. The words before and after the
gaps can give students this information, e.g. number
of people, approximately (number), takes place on
(date), starts at (time).
• Students can check their answers when they listen to
the recording the second time.
• Students look at the Exam Task and decide what kind
of word completes each sentence, then compare their
ideas in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1 a number
2 a country
3 a noun
page 34
predicting the type of answer needed; gap fill
1
2
eo
gr
a
• Streamlining a text in writing is mediation.
• In an extension task to Exercise 7, ask students to
summarise what the International Ice Patrol is and
how it has saved lives. They need to find the relevant
information in the original text and rewrite it in a way
that’s appropriate for the task. This will also involve
reorganising the information so the main focus is on the
International Ice Patrol.
• Students can start by underlining the information that
is relevant to the new task. They can then rewrite that
information to form a coherent paragraph.
• Students can be given further practice of this mediation
skill using written texts and recordings from the
Student’s Book. Students can also practise at home,
using written or spoken materials in English or their
first language. These could include podcasts or videos,
articles, stories, websites, etc.
1c 2b 3c 4a 5d 6e
g
1 has become
2 has caused
ANSWERS
Le
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ANSWERS
seal (a sea mammal that catches fish and lives in the
water and on land) and sense (a way we understand the
world around us, e.g. seeing, hearing and tasting).
ph
ic
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of melt (change from a
solid to liquid form, e.g. ice to water).
• Ask students to identify a phrase that expresses the
number of times or a quantity. Ask them which tense we
use with it. (4 50 kilos, present perfect simple).
4
4 a part of the body
5 a number
6 an adjective
3.4
Exam TASK
Gap fill
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
47
ANSWERS
ANSWERS
1 Write
2 Recycle
3 Plant
4 Take
4 bones
5 100 million
6 expensive
3.4
• In pairs, students ask and answer the questions.
• Get feedback. Encourage students to give reasons for
their answers.
TEACHING TIP: Pair up stronger and weaker speakers
from time to time and encourage them to help each
other.
3
3.5
• Go through the Exam Tip.
Exam TIP
Listening to instructions
• Before a speaking exam, students must listen carefully
to the examiner’s instructions. If there is anything they
don’t understand about the task, they should ask
the examiner to repeat what they said, e.g. I’m sorry,
I didn’t understand. Can you repeat the question,
please? Could you repeat the last thing you said,
please?
• Students should discuss the pictures, talking about
how each one relates to the instructions so that, in the
end, they can choose the one that best answers the
task.
eo
gr
a
So, why do some sharks attack people? We don’t know
exactly, but we think that they’re really just investigating
what the person is. Sharks want to discover information
about objects in the sea and, as they don’t have hands,
they do this by biting the object with their very sharp
teeth. In most cases, sharks take one bite of a human
and then swim away because they aren’t interested in
them. Why aren’t they interested? Because, unlike seals
or sea lions, humans have got lots of bones, and not
enough fat!
2
g
Hello. I’m a marine biologist and I want to talk to you
today about sharks. Many people have seen the Jaws
films, and so they think of sharks as terrifying and
dangerous, but although shark attacks on humans get
a lot of publicity, they are actually not very common. In
fact, sharks don’t eat people – they prefer fat seals or
dolphins. In 2019, there were 64 recorded shark attacks
on people, but only two of those people were actually
killed. The majority of these attacks happened in the US,
although there were also eleven attacks in Australia.
FAST FINISHERS: Students write four more sentences
using the verbs from the exercise, e.g. I have reduced
the amount of plastic I use. We have been planting trees
at school. etc.
ph
ic
For each question, write the correct answer in the gap.
Write one or two words or a number or a date or a time.
Look at questions 1 to 6 now. You have 20 seconds. You
will hear a talk by a scientist who studies sharks.
5 Reduce
6 walk
7 Talk
8 clean
Le
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12
2 US
3 information
na
lG
Today, many species of shark are in danger of
disappearing. Compared with the 64 shark attacks
on humans that I told you about before, humans kill
around 100 million sharks every year. That’s an incredible
number. Sharks are killed for sport, by mistake by
fishermen, or to make some expensive foods. The
food industry uses methods which are also extremely
cruel. This means that many species are now in danger
of extinction. I hope that by encouraging people to
understand more about sharks, we can protect them
better and shark populations will recover soon.
your
ideas
at
io
• In pairs, students discuss the questions.
• Get feedback. Ask students if there are any
expensive foods that are typical in their country.
Why are they expensive? Have students ever tried
them?
N
Speaking
page 35
©
talking about the environment; listening to
instructions; picture discussion
1
• Ask What is the person in the photo doing? (putting /
planting a small plant in the ground).
• Students complete the poster, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of environmental action
(organised things we do to help take care of the world
around us).
• Play the recording. Students complete the instructions.
• Students compare their answers in pairs.
• Get feedback. Elicit the meaning of committee (a group
that gets together and makes decisions).
ANSWERS
1 two
2 school
3 projects
4 protect
5 different
6 best
3.5
In this part of the test you’re going to talk about
something together for about two minutes. I’m going
to describe a situation to you. A school committee is
trying to decide which projects its students could do to
help protect the environment. Here are some ideas. Talk
together about the different things the students could
do and then say which project would be best.
EXTENSION: Students write short notes paraphrasing
the instructions in Exercise 3. Tell them to try to do this
from memory, but they can look at the text if they need
to. Students then compare their notes in pairs, e.g.
Speaking Exam Task
– talk together for two minutes
– committee is deciding projects to help protect
environment
– talk about the projects
– decide which one would be best
SAMPLE COPY, NOT FOR DISTRIBUTION
48
4
ANSWERS
1 before
2 over
3 from
4 into
Exam TASK
EXTENSION: Extend the Exam Task by changing the
instructions and asking students to repeat the task
with another partner. They could discuss the two best
projects, or the project that would be the least useful.
• Elicit some verbs related to the environment from earlier
in the unit, e.g. recycle, reduce, clean.
• Students match the verbs and the definitions, then
compare their answers in pairs.
• Get feedback. Remind students to add set up to their
phrasal verb list.
page 37
• Ask students to identify the countable and uncountable
nouns in the sentences (countable: cave, place, trees,
forest, scientist, university, species, years, problem,
whales, sea; uncountable: grass, pollution).
• Students match the sentences to the rules, then
compare their answers in pairs.
• Get feedback. Elicit the meaning of grass (a small green
plant that often covers large areas of ground) and whale
(a sea animal, the largest animal on earth).
ANSWERS
eo
gr
a
EXTENSION: Students write sentences with the verbs to
help them remember the meaning.
1e 2a 3d 4b 5c 6f 7f
GRAMMAR GUIDE: Articles
ANSWERS
3h
4b
5c
6e
7f
8d
Use
Indefinite article: a / an
2
at
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na
lG
• Elicit a brief description of the photo.
• Students skim the text and say what it’s about (a problem
with garbage, or rubbish in British English, in the North
Pacific Ocean).
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of patch (an area of
land, sea, etc. that’s different from what is around it),
turtle (a sea animal with a very hard shell), inventor (a
person who creates something completely new), design
(create) and ton (a unit of weight which is about 900
kilograms).
ANSWERS
©
N
1 breaks
2 destroys
3 prevents
4 reaching
5 survive
6 set up
7 collects
8 remove
Prepositions (1)
3
g
1
page 36
1
2a
Grammar
articles
Environment verbs
1g
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Ask students if they can think
of other kinds of pollution, e.g. air pollution,
water pollution, etc. and how we can improve them.
ph
ic
Vocabulary
FAST FINISHERS: Students write more sentences using
the prepositions in the activity.
Le
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Picture discussion
• Go through the Useful Language box.
• In pairs, students complete the task, following the
instructions from Exercise 3.
• Get feedback. Ask one or two pairs to share which
project they chose and why. You could also ask which
phrases from the Useful Language box students
found most helpful in their discussion.
5 to
6 in
7 onto
8 at
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of eco club (a club for
people who want to protect the environment), decade
(a period of ten years), pond (a small pool of still water,
often found in gardens), bacteria (a very small form of life
that you can’t see).
We use a before consonant sounds and an before
vowel sounds.
a bottle; a university an adventure; an hour
We use a / an:
• with singular countable nouns we mention for the
first time.
I bought a new house. The house has got a garden.
• to say what someone’s job is.
She’s an engineer.
Definite article: the
We use the with countable and uncountable nouns to
talk about something specific.
Let’s meet outside the cinema at 7.00.
• We use the with:
adjectives used as nouns
the British; the poor
play + musical instruments I play the guitar.
unique nouns
the Acropolis
cinemas, theatres, ships,
hotels
deserts, mountain ranges
the Odeon
oceans, seas, rivers
the Atlantic; the Nile
some countries
The Netherlands; the
United Kingdom; the US
the Sahara; the Andes
SAMPLE COPY, NOT FOR DISTRIBUTION
49
We don’t use articles with:
proper names
Jane, Jim Smith
sports, games, colours
football, chess, red
days, months, holidays
Thanksgiving
areas of knowledge
English, maths
most countries, states
Algeria, Scotland
streets, squares, most
bridges
parks, stations
Tower Bridge
continents, mountains,
lakes, islands
Asia, Mount Everest,
Loch Ness, Sicily
EXTENSION: Students use the text as a model to write
a short paragraph describing a famous geographical
feature of their country. Remind them to think about the
use of articles in their text.
Writing
including useful expressions; planning your work;
writing an email
Learning FOCUS
Le
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Central Park
Including useful expressions
• Ask who we can use informal language with and who
we must use formal language with.
• Ask what happens if we use formal language with a
friend (we sound cold).
• Ask what happens if we use informal language with
the headteacher (it’s rude because it’s disrespectful).
• Revise common types of language we use in informal
emails, e.g. colloquial expressions, contractions,
exclamation marks and short sentences.
• nouns used in general and not to refer to a specific
item.
General
Specific
Pass me the sugar,
please.
The cat is hungry.
• bed, church, school, hospital, prison, university,
college, court used with reference to the purpose of
the place and not the building (or thing).
Purpose
Thing
I’m going to bed.
The bed in my hotel is
too soft.
The new hospital is wellequipped.
1
• Show the photo. Ask What are the volunteers holding?
(boxes for recycling) Why have they got three boxes? (to
separate the recycling) What goes in the middle box?
(food items)
• Students answer the questions, then compare their
answers in pairs. Get feedback.
eo
gr
a
He’s in hospital.
ph
ic
Sugar is bad for your
health.
I love cats.
pages 38–39
g
Zero article
ANSWERS
!
REMEMBER
Go through the Remember box and ask students
to give one additional example of each item.
lG
2
at
io
ANSWERS
na
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Students could match the examples of
articles to the rules from Exercise 1. (1 b, c; 2 b; 3 f; 4 e,
a; 5 e; 6 d; 7 e, e; 8 b, c; 9 b, e)
1 an, The
2a
3–
4 the, a
5 The
6 The
FAST FINISHERS: In pairs, students brainstorm activities
that could feature in the writing task, referring back to
page 35 for ideas, e.g. cleaned up the beach, recycled
some bottles, told friends and family members to use
less plastic, planted trees, etc.
2
7 The, the
8 an, The
9 an, the
N
3
1 an email
2 a friend
3 things you’ve done to protect the environment
4 informal
©
• Students skim the text and say what it’s about (the
highest waterfall in the world).
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of outside world (the
rest of the world), land (fly a plane down to the ground
safely) and injury (damage done to a person or their
body).
ANSWERS
1 the 2 – 3 the 4 the 5 the 6 the 7 an 8 the
9 the 10 the 11 – 12 the 13 an 14 – 15 a 16 the
• Students skim the email and say what it is about (ways to
look after the environment).
• Students decide if the sentences are true or false, then
compare their answers in pairs.
• Get feedback. Ask students to explain where they found
their answers. (1 I really miss you! 2 started walking to
school, repaired my sister’s old bag, be more eco-friendly,
stopped using plastic knives and forks, they don’t sell
bottled water, recycling; 3 I repaired my sister’s old bag;
4 see answers to item 2).
ANSWERS
1F 2F
3T
4T
3
• Students underline the expressions, then compare their
answers in pairs. Get feedback.
ANSWER
Hi, How are things?, Write soon
SAMPLE COPY, NOT FOR DISTRIBUTION
50
1d
2a 3b
4c
5
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share what they
discussed.
6
• In pairs, students think of nouns and phrases, then
compare their ideas with another pair.
• Get feedback. Elicit the meaning of second-hand
(something that has been previously used) and supplier
(a person who provides things that are needed, e.g. a
service).
EXTENSION: Students could design posters about
protecting the environment using the ideas in the
activity. You could make a display of their work or ask
students to present their ideas to the class.
7
• Go through the Exam Tip.
Writing an email
• Go through the Useful Language box.
• Students complete the Exam Task. Remind them to
use informal greetings, questions and endings in their
answer. They can refer to Exercises 4 and 6 if they
need help with ideas.
9
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s email and tick the
things their partner has included using the Reflection
Checklist.
Live well, study well
page 40
the environment; achieving change
Useful vocabulary
break down (phr v): when something becomes smaller
and smaller until it disappears completely
end up (phr v): arrive at a place in a way that wasn’t
planned
gas (n): a type of air, which is sometimes harmful
journey (n): trip, travel from one place to another
persuade (v): get someone to do something by giving
good reasons or arguments about it
eo
gr
a
Exam TIP
Exam TASK
g
ANSWERS
8
Le
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• Elicit the types of paragraphs found in an email, e.g.
introduction, main idea, conclusion.
• Students match the paragraphs, then compare their
answers in pairs.
• Get feedback.
ph
ic
4
na
lG
Planning your work
• Before answering an exam task, students should read
the questions carefully and underline the key points,
then make notes about what information they plan to
include, in this case opening, main idea and closing
paragraphs.
• When making their plan, students should use short
phrases and not whole sentences to save time for the
main task.
• Encourage them to read their completed notes to
check they make sense and answer all the information
in the Exam Task.
N
at
io
• Students underline the information in the Exam Task,
then compare their ideas in pairs.
• Get feedback. You could ask more questions to check
understanding, e.g. How many words should you write?
(100–130) What should you do before you start writing?
(plan your email) Should you write whole sentences in
your plan? (No, you should write short phrases.).
ANSWERS
©
an email … to a friend ... about things you and your
friends have done … look after the environment …
describe the things you have done at home and …
at school
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Remind students to add the phrasal verbs break down
and end up to their phrasal verb notebooks.
1
• Write the section headings from the poster on the board.
• In pairs, students predict the information that will appear
in each section, then read the poster to check their
ideas.
• Individually, students order the activities. Do not get
feedback at this stage.
2
• In pairs, students discuss their answers.
• Get feedback. Ask one or two pairs to share their
answers, giving reasons for their choices.
3
• In pairs, students discuss the questions. For the last
two questions, they can talk about a habit of a friend or
family member if they prefer.
• Get feedback. Elicit the meaning of habit (an activity
done on a regular basis).
SAMPLE COPY, NOT FOR DISTRIBUTION
51
EXTENSION: Students describe something they would
like to achieve and the steps they need to take to do it,
e.g. learning English better and passing an exam, tidying
their room, improving their study habits, etc.
Project 2
• Individually, students write down five tips they want to
include, using the Useful Language box to help them.
• Students plan their poster, taking into account all the
stages of their work (e.g. research, design, checking
grammar and spelling, etc.)
• They can design their poster on a piece of paper or
use the whiteboard if possible.
• They present their poster to the class. You could take
a vote on the best one and invite questions after each
presentation.
g
• Go through the Mind your Mind box.
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of achieve (reach an
end result through hard work), goal (an end result that
we work towards) and relative (a family member).
• Ask one or two pairs to share what they discussed.
Le
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4
5
• In small groups, students do the exercise and agree on a
plan for the changes they could make.
• Ask a few groups to share their ideas.
eo
gr
a
ph
ic
our
y
• Project 1 involves discussing how to
roject
p
encourage friends to change their habits in
order to help the environment and Project 2
involves making a poster which gives people
tips for changing their habits in order to help the
environment.
• If necessary, help students decide how to work as
a group and allocate the project tasks. Ensure that
everyone has a task and students swap projects for
peer correction.
• Set a date for the presentations.
MEDIATION SKILLS
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lG
• All group project work develops mediation skills
as it involves collaboration.
• Project 1 activates mediation skills by getting
students to collaborate in a simple task. They
should work together to achieve their goal,
asking questions to invite other group members
to respond to ideas and give their opinions (e.g.
What do you think, Jana? Do you think it would
be a good idea to ...? How about ...?). Students
have to agree on the best ideas and relay them to
the rest of the class in their presentation.
• Project 2 activates mediation skills via data
processing and the relaying of specific
information, which they will put on their posters.
• These types of mediation skills can be practised
in any group or pair discussion, and in Live Well
Study Well projects throughout the course.
©
N
Project 1
• Students discuss the task and brainstorm ideas,
then assign a part of the presentation to each group
member.
• Students work on their ideas individually, then discuss
their presentation together. They should check that
their ideas answer all the questions in the task.
• Students prepare their presentations, using the Useful
Language box to help them.
• Students give their presentation. Allow time for
others to ask follow-up questions.
SAMPLE COPY, NOT FOR DISTRIBUTION
52
Review
page 151
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1 glaciers
2 Rainforests
3 oceans
2
1 fossil fuels
2 Climate change
3 power station
1 prevent
2 removes
3 destroyed
4 collected
5 set up
6 survive
4
1 before
2 from
3 at
5
1 We’ve been
2 have become
3 hasn’t called
4 I’ve received
eo
gr
a
5 I’ve been following
6 We haven’t heard
7 I haven’t seen
8 She’s called
ph
ic
4 into
5 in
ANSWERS: GRAMMAR
6
1 started
2 has been travelling
3 has met
4 have set up
5 have been trying
6 have been saying
7 have been giving
na
lG
5 –, –
6 The, –, –
7 an
8 –, –
©
N
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1a
2 –, the
3 a, –
4a
Le
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4 renewable energy
5 Solar power
3
7
g
4 cliffs
5 coast
6 caves
SAMPLE COPY, NOT FOR DISTRIBUTION
53
4 That’s the fashion
g
Vocabulary: shopping; phrasal verbs (1)
Grammar: clauses with time expressions;
understanding the whole meaning;
open cloze
Writing: organising a story; thinking of
ideas; writing a story
Video:
From fleece jackets to your food
Unit Opener page 41
ANSWERS
Students’ own answers
TEACHING TIP: Take opportunities to revise previous
unit themes, vocabulary, grammar points and approaches
to exam tasks, etc. where possible. For Unit 4, you could
revise the topic of Unit 1 (jobs) by asking students about
jobs in fashion as well as any lower level clothing words.
You could also revise the Unit 1 Reading Exam Task type,
which appears again in this lesson.
eo
gr
a
• Show the photo. Ask What’s the person’s job? (a model)
What’s she doing? (wearing / modelling clothes in a
fashion show). Elicit the meaning of jacket, skirt and belt
buckle by pointing at them.
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
Ask students if they would like to go to or take part
in a fashion show and why / why not. You could also
elicit more jobs in the fashion industry, e.g. designer,
photographer.
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their answers.
ph
ic
In the photo
Junko Shimada is a very successful Japanese-born
fashion designer. She lives and works in Paris. A Fashion
Week is an event where fashion designers display their
latest collections in fashion shows. Traditionally, the most
important fashion weeks have been held in New York,
London, Milan and Paris. Lately, other cities (São Paulo,
Berlin and others) have hosted their own fashion weeks.
Le
ar
ni
n
Reading: understanding new words;
matching sentences to gaps
Vocabulary: clothes and materials
Grammar:
relative clauses
Listening: listening for similar words; multiple
choice with six conversations
Speaking: giving reasons for your choice;
solving a problem
page 41
3
• Students skim the article and choose the best
description.
• Get feedback. Students give reasons for their answers.
Reading
lG
ANSWER
pages 42–43
understanding new words; matching sentences to gaps
na
1
N
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• Brainstorm clothes words and write them on the board.
Elicit the following special occasions: wedding (when
two people get married), graduation (a celebration to
finish high school or university) and awards ceremony
(a celebration in which awards are given for special
achievements).
• In pairs, students discuss the situations, then compare
their ideas with another pair.
• Get feedback. Students give reasons for their answers.
©
EXTENSION: Students write a short description of an
event from Exercise 1 that they have attended. They
should describe what the event was, what happened and
what they and other people were wearing.
ANSWERS
Student’s own answers
2
• Ask What are the people in the photos doing? (dancing
in the street, walking down the street). Elicit a brief
description of what the people are wearing.
C
4
• Go through the Exam Tip.
Exam TIP
Understanding new words
• When students come across a new word in a text,
reading the words before and after the new word (the
context) can give them clues about what it means.
• Write the sentence: Joshua has to buy his clothes
because he doesn’t know how to sew. On the board.
Ask What does sew mean? To wear, make or sell
clothes? (to make clothes). Ask students how the
context helped them work out the meaning (he has
to buy clothes because he doesn’t know how to make
(sew) them).
• Students try to understand the words, then compare
their ideas in pairs. Do not get feedback at this stage.
ANSWERS
1 wear beautiful clothes
2 way of greeting, their feet on the ground
3 able to make their own clothes
SAMPLE COPY, NOT FOR DISTRIBUTION
54
5
• Students choose the synonyms, then compare their
ideas in pairs.
• Get feedback. Students explain which words and phrases
in the text helped them find their answers.
FAST FINISHERS: Students write sentences that include
the words elegant, stamp and tailor to contextualise
them, then compare them in pairs.
1
• Ask students to cover the word box and elicit brief
descriptions of the photos. Encourage them to use
adjectives in their descriptions. When they have finished,
they check the word box and see if they guessed any of
the words.
• Students match the items to the photos, then compare
their answers in pairs. Get feedback.
3a
4.1
word focus
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
• As the Exam Tip focuses on understanding new words,
don’t elicit or teach the meaning of other potentially
new words in the text until students have completed the
Exam Task.
EXTENSION: Elicit descriptions of other items in the
photos, e.g. a necklace, an orange shirt / blouse, a head
scarf; b a grey suit, purple shirt, (in the background) a
dark blue jacket, brown trousers, a white shirt; c a white
hat, a brown bag / rucksack.
ANSWERS
Photo a: bracelet, ring, earrings, (scarf)
Photo b: button, glasses, handkerchief, pocket,
tie, watch
Photo c: coat, glove, scarf, button, pocket
2
Exam TASK
• Students match the adjectives to the meanings, then
compare their answers in pairs. Get feedback.
FAST FINISHERS: Students write sentences about the
photos in Exercise 1 using adjectives 1–8.
at
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na
lG
eo
gr
a
Matching sentences to gaps
• Remind students that this Exam Task type appeared in
the Unit 1 Reading lesson. They should also use what
they learned in the Exam Tip to work out the meaning
of new words in the text.
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask students which words helped
them choose their answers. Elicit the meaning of
extraordinary (incredible, not normal), society (a
special club or group), watch (an object worn on the
wrist to tell the time), fans (people who really love and
support a person, sports team, etc ), running water
(water in your kitchen or bathroom which you can use
at any time), swap (exchange something with another
person), pop video (a short film that mixes a song
with images), advertising campaign (a collection of
adverts about a particular product) and prove (show
that something is true).
• Play the recording. Students listen and check their
answers.
ANSWERS
1G 2F
3C 4A
Le
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6
2c
clothes and materials
ph
ic
1b
page 44
g
ANSWERS
Vocabulary
5D
N
4.1
1e
2d 3f
4g 5a 6h
7c 8b
3
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of jewellery by pointing
to the accessories in photo a in Exercise 1.
ANSWERS
Students’ own answers
4
• Brainstorm materials. Ask What materials appear in the
text on page 43? (silk and leather).
• Students choose the options, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of wool, plastic, metal
and cotton by pointing to items in the classroom.
• You could ask students which words helped them choose
their answers. (1 jumper; 2 raincoat; 3 shoes, ties; 4 hot,
blouse; 5 watch)
ANSWERS
As reading text on page 43.
©
1 wool 2 silk 3 leather, silk 4 cotton 5 metal, glass
EXTENSION: Students write a description of what they
would wear as a sapeur or sapeuse. Remind them that
sapeurs and sapeuses dress elegantly and encourage
them to write about a variety of clothes and accessories.
• In pairs, students discuss the questions.
• Get feedback. Ask students to describe any
people where they live who wear interesting or
unusual clothes.
ANSWERS
TEACHING TIP: Encourage students to use real-life
situations to practise vocabulary. For example, with
materials, they could find items in their house, a café, a
shop, etc. made of a particular material, e.g. plastic, and
write them in their notebooks.
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
55
5
ANSWERS
• we use whose to refer to possessions, when to refer
to time and where to refer to places;
• we can omit the relative pronoun if it is the object in
the relative clause.
This is my friend. I walk to school with her.
This is the friend (who / that) I walk to school with.
Students’ own answers
Non-defining relative clauses
• In pairs, students find items in the classroom made of
different materials. Remind them that the items don’t
have to be clothes-related, e.g. glass windows, plastic
pen, metal desk, etc. Get feedback.
We use these to give additional information that is not
necessary to identify a person or thing mentioned in
the main clause. In non-defining relative clauses:
• we don’t use that to refer to people;
• we never omit the relative pronoun;
• we usually put the non-defining relative clause
between commas.
6
EASIER: Students underline the key words in the
conversations, e.g. 1 cold; 2 scarf; 3 hands warm;
4 wearing to party, skirt; 5 jacket; 6 beautiful; 7 They’re
made of; 8 check the time; 9 silk. Get class feedback.
Students complete the task in pairs.
ANSWERS
1 coat 2 wool gloves 4 blouse 5 leather 6 earrings
7 glass 8 watch 9 tie
EXTENSION: In pairs, students use the conversations as
a model to write a new short conversation about clothes.
When they’ve finished, they role play their conversation
in front of another pair or the class.
page 45
relative clauses
lG
Grammar
na
GRAMMAR GUIDE: Relative clauses
Use
1
• Students match the clauses to the descriptions, then
compare their answers in pairs. Get feedback.
ANSWERS
1a
2b
!
REMEMBER
• Write the following sentences on the board.
The dress which I wore to a wedding has got a
huge hole in it. (defining, yes)
My fashion class, which meets three times a
week, has got an awesome instructor. (nondefining, no)
• Students identify the type of relative clause
and say whether the relative pronoun can be
replaced with that.
eo
gr
a
your
ideas
• In pairs, students discuss the questions.
• Get feedback. You could ask students in what
situations they wear comfortable clothes (e.g.
studying, relaxing at home) or stylish clothes (e.g.
going out, going to a party).
Jim is my friend. He lives next door.
Jim, who lives next door, is my friend.
ph
ic
FAST FINISHERS: In pairs, students practise reading the
conversations aloud.
Le
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g
• Students complete the conversations with the correct
words, then compare their answers in pairs. Get feedback.
©
N
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When two sentences mention the same noun or name,
we can replace it in the second sentence with a relative
pronoun to link the sentences and avoid repetition.
This is the bus driver. He drives our school bus.
This is the bus driver who / that drives our school bus.
This is the test. I got it wrong.
This is the test which / that I got wrong.
That’s the boy. His mother helped me.
That’s the boy whose mother helped me.
That was the day. We first met that day.
That was the day when we first met.
This is the place. We first met here.
This is the place where we first met.
Defining relative clauses
We use these to identify the person or thing mentioned
in the main clause of a sentence. In defining relative
clauses:
• we use who or that to refer to people;
• we use which or that to refer to things;
2
• Students complete the rules, then compare their answers
in pairs. Get feedback.
EXTENSION: Students write a sentence about
themselves using all the pronouns in the word box.
ANSWERS
1 who 2 which, that 3 whose 4 when 5 where
3
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Ask students if the clauses in the
sentences are defining or non-defining and why. (They
are all defining; the relative sentences need the main
clauses to make sense, and none have commas around
them.)
ANSWERS
1 whose 2 which 3 where 4 when 5 that 6 whose
4
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Ask Do the sentences still make sense
without the relative clauses? (Yes, the relative clauses
add additional information.).
SAMPLE COPY, NOT FOR DISTRIBUTION
56
ANSWERS
ANSWERS
1 , which is red,
2 , which is silk,
3 , who makes her own clothes
4 , who was buying a suit at the department store
5 , which is black with yellow spots
1 disappointed
2 impressed
FAST FINISHERS: Students write four sentences (that
include defining relative clauses and a variety of relative
pronouns) describing objects they see in the classroom.
ANSWERS
1 A mobile phone is something which we use to call
friends.
2 A cinema is a place where we watch films.
3 A zoo is a place where we see animals.
4 A teacher is a person who teaches people.
5 A backpack is a bag which we carry on our backs.
6 A raincoat is a coat which we wear when it rains.
• Summarising the main points of what somebody says
is mediation. Here, students have to listen for key
information that tells them about the feelings of the
person speaking, then choose the option that best
summarises these feelings.
• For further mediation practice, ask students to explain
what the people said that helped them recognise their
feelings or the situation.
• Students can practise this mediation skill throughout
the course by summarising the content of audio
recordings, videos, their own pairwork discussions or
reading texts, using their own words. They should be
expected to summarise opinions, feelings and ideas as
well as key information.
• In pairs, students read the questions and predict topics,
words and phrases that they might hear.
• Play the recording. Students listen and choose the
correct options.
• Play the recording again and ask students to make notes
on what each speaker says (e.g. the speaker is depressed
because she is not getting on well with her friends and not
enjoying school), then compare their answers in pairs.
• Get feedback. Elicit the meaning of respect (like and
admire, look up to), proud (pleased because you or
someone you know has done something good) and
relieved (not stressed or anxious any more).
eo
gr
a
6
MEDIATION SKILLS
g
EASIER: Before beginning the task, elicit whether the
sentences will include defining or non-defining relative
clauses (defining) and if we use commas with that type of
clause (no).
4.2
Le
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ni
n
• Students do the exercise, then compare their answers
in pairs. Get feedback. You could ask students in
which sentences they could use the pronoun that
(1, 4, 5 and 6).
ANSWERS
1b 2b
ANSWERS
4.2
na
1 which 2 who 3 which 4 who 5 where
6 which 7 which
Speaker 2
I used to be really good friends with a girl I met at
college, but recently we’ve disagreed on loads of things
and got angry with each other, so we don’t speak to
each other any more.
at
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EXTENSION: Students write a short paragraph about an
item of clothing they’re wearing, including one defining
and one non-defining relative clause.
Listening
Speaker 3
My new boss is great! She’s really relaxed, even when
there are problems, and I think it’s amazing how she
understands the people she works with! She’s so
professional!
page 46
N
listening for similar words; multiple choice with six
conversations
1
Speaker 4
I was so anxious about the history test yesterday – I
revised for hours, because I always get really nervous
in exams. But actually, it was fine. I answered all the
questions and I got a good mark .
©
• Students write the adjectives, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of curtains (material
that hangs from the top of windows to keep out light)
and washing instructions (advice on how to correctly
clean clothes in a washing machine).
• Ask students which words in the sentences helped
them choose the answers. (1 looking forward to, but; 2
amazing; 3 don’t understand; 4 worried; 5 angry).
3a 4a
Speaker 1
I’m feeling really depressed right now. I’m not really
getting on with my friends very well at the moment and
I’m not enjoying school. I wish I could talk to someone
about how I feel.
lG
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of professor
(a university teacher), lose interest (not be excited about
something anymore) and arrange (organise and make
something happen). You could ask students which
relative clauses are non-defining (1, 2, 7) and which are
defining (3, 4, 5, 6).
5 annoyed
ph
ic
5
2
3 confused
4 anxious
3
4.3
• Students read the sentences to notice the differences
between the a / b options.
• Play the recording. Students listen and choose the
correct options, then compare their answers in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION
57
2b
3a
4a
5b
4.3
1I like the trouser suit, but I think the silk dress is nicer.
2I wanted to buy a pair of leather gloves, but they
didn’t have any in the right size for me.
3Although this shop isn’t cheap, the clothes are very
good quality.
4 We can’t go out until we’ve finished our homework.
5I used to wear glasses when I was younger, but now I
don’t need to.
4
• Go through the Exam Tip.
Exam TIP
Listening for similar words
• Explain to students that they will often hear words
and phrases in the listening that are different from the
answer options but mean the same thing.
• Write the following words on the board and elicit
synonyms, antonyms, or short phrases with similar
or opposite meanings, e.g. beautiful (pretty, lovely /
ugly, not pretty); disappointed (sad, upset / happy,
relieved); cheap (not expensive, low cost / expensive).
EASIER: In pairs, students identify and think of synonyms
and similar phrases for the key words in the answer options.
ANSWERS
4.4
Exam TASK
lG
Students’ own answers
5
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Multiple choice with six conversations
• Before playing the recording, remind students
that they will probably hear each option in the
conversations, but only one will be correct.
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
N
ANSWERS
1C 2B
3C 4C
5B
6B
4.4
©
N:4 You will hear a woman telling a friend about a
new coat.
M: Is that a new coat?
F:Yes, it is! I got it while I was on holiday in Canada last
month. It was quite expensive, but I needed to get
something thick to wear while I was there because it
was so cold.
M: Didn’t you take a coat with you?
F:Yes, I did, but then I left it on the plane! It was so
annoying, because I actually preferred the colour of
my old one. I mean, I really like this coat, but I wish it
were blue, not black.
N: Now listen again.
eo
gr
a
• Students identify the key words in the questions and
options, and write synonyms and antonyms for them.
They compare their ideas in pairs.
• Get feedback. Ask one or two pairs to share their ideas.
N:2 You will hear a girl telling a friend about a school
project.
M:Did you get your project back from Mr Harman?
F:Yes, I did. It’s funny, because I didn’t think it was very
good, but he gave me a really high mark for it.
M: Well done!
F:Thank you. It wasn’t my favourite subject. I’m just
not very interested in fashion. Anyway, I’ve done it
and now I can relax and spend some time on stuff
that I really enjoy.
N: Now listen again.
N:3 You will hear two friends talking about buying a
birthday present.
M: Have you got a present for Aimee yet?
F:Yes, I have. I went to that new shop by the library.
They’ve got some fantastic things there! I got a
really cool backpack.
M: Wow! That’s a nice present.
F:Oh, that’s not for her. That’s for me! No, I couldn’t
decide between some lovely blue glass earrings and
a silk scarf. They were both the same price and …
M: … I got Aimee some earrings!
F:Well, that’s lucky then, because I got her the scarf.
N: Now listen again.
g
1a
Le
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ANSWERS
M:No. And it’s really difficult to find the different things.
They should definitely make the design clearer.
N: Now listen again.
ph
ic
• Get feedback. Students give reasons for their answers.
N: For each question, choose the correct answer.
N:1 You will hear two friends talking about an online
clothes shop.
F:Have you used that new online clothes shop yet?
M:Yes, I have. In fact I bought a jumper from there. It
wasn’t cheap, though!
F: Really?
M:Oh yes. It hasn’t got a lot of choice and most of the
clothes are very expensive.
F:Oh. That doesn’t sound like my kind of website!
N:5 You will hear two friends talking about the boy’s
brother.
F: Are you OK, Mark? You look really miserable.
M: Oh, it’s my little brother. He’s driving me crazy!
F:Is it his singing? I know he loves singing very loudly.
M:I don’t mind that. That’s fine. I can close my
bedroom door and then I don’t hear him. It’s just that
he never helps around the house. He’s just so selfish!
F:I think you’re being a bit unkind, Mark. He’s only six.
Did you help out much when you were six?
M: I did more than he does!
N: Now listen again.
N:6 You will hear two friends talking about a film
they saw.
M: What did you think of the film?
F:Hmm. I was a bit disappointed, to be honest.
I mean, I didn’t laugh once. Did you?
M:No. You’re right. It wasn’t exactly a comedy. It was
interesting, though.
F:Do you think so? I was a bit bored. Anyway, at least
it was only 80 minutes long. So, we’ve got time for a
quick snack in the café before we have to catch our
train.
N: Now listen again.
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58
page 47
giving reasons for your choice; solving a problem
• Get feedback. Ask students what the disadvantages of
buying the necklace are according to the speaker.
ANSWERS
1
1 Students’ own answers 2 Yes
• In pairs, students discuss their preferences.
• Get feedback. Elicit the meaning of independent (not
part of a chain of shops, often family-run) and secondhand (not new, previously owned by another person).
4.6
I think the scarf would be a better present for your
grandmother because, as you said, you know that she
loves scarves. This means that you can be sure she will
wear it. Also, you mentioned that the department store
is close to your home and that you haven’t got a lot of
time. I think it is easier for you to buy a scarf there in time
for her birthday tomorrow. Although the necklace is also
a really lovely idea, I don’t think you will have enough
time to go to the shop and choose it. Another reason
that I wouldn’t choose the necklace is that perhaps your
grandmother won’t like it. But if she doesn’t like the
scarf, it will probably be much easier for her to take it
back to the department store and get a different scarf.
2
g
EXTENSION: In pairs or small groups, students discuss
the advantages and disadvantages of buying clothes
from the different types of shops. Get feedback.
4.5
• Play the recording. Students listen and complete the
sentences, then compare their answers in pairs.
• Get feedback.
ANSWERS
1 grandmother
2 department store
3 independent shop
4 necklace
5 scarf
5
4.7
Le
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n
Speaking
Exam TASK
4.5
ph
ic
Solving a problem
• Ask What do you think the problem might be?
(deciding on a place to go shopping).
• Play the recording. In pairs, students complete the
Exam Task. Get feedback.
4.7
eo
gr
a
M: What is the problem?
F:The problem is that it’s my grandmother’s birthday
tomorrow and I have to buy her a present. I haven’t
got a lot of time, but I want to get her something
really special.
M:OK, and what are the possible options for you?
F:Well, I could get her a silk scarf from a department
store. There are lots of beautiful scarves there and
they aren’t too expensive. The second option is
that I go to a small independent shop which is a bit
further away. They sell jewellery, so I could get her a
necklace.
M:I see. So, what are the advantages of each option?
F:Well, for the scarf – I know that she loves scarves and
the department store is very close to my home, so
I don’t have to travel very far. The advantage of the
second option is that the gift would be really original –
because they make the jewellery at the shop.
My family is planning a shopping trip with the exchange
student. We are trying to decide where to go shopping.
The first option is that we could go to a small town near
to our home. It’s got some small independent shops and
a few cafés.
lG
The second option is that we go to a big shopping
centre out of town. We could visit lots of big well-known
shops and have a meal there as well.
na
3
Well, the advantage of the small town is that it’s easy
to get to. The shops are quite unusual and you can find
some really interesting things there.
For the second option, the advantage is that there is so
much choice. There are lots of different shops and plenty
of places to eat as well.
at
io
• Go through the Exam Tip.
Exam TIP
©
N
Giving reasons for your choice
• In this type of task, students will be given a situation
or problem and will have to choose a solution to the
problem from two options. Students need to explain
their choice.
• Students should show they understood all the
information the examiner gave them and they can do
this by explaining why they didn’t choose the other
option.
EXTENSION: In pairs, students think of another shopping
problem, e.g. items are too expensive, need to buy a pair
of shoes to play tennis, difficult to find good quality items,
etc., provide two solutions to the problem and discuss
why one is better than the other. You could get students to
present their problems and solutions to the class.
Vocabulary
page 48
Shopping
• Go through the Useful Language box.
• In pairs, students discuss which option they would
choose, giving reasons for their answers.
• Get feedback. Ask one or two pairs to share their ideas.
4
4.6
• Play the recording. Students answer the questions, then
compare their answers in pairs.
1
• Elicit some words and phrases related to shopping and
write them on the board. Ask Do you like shopping?
Why? / Why not?
• Students match the words and definitions, then compare
their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
59
4.8
FAST FINISHERS: Students write sentences in their
notebooks to contextualise the words from the exercise.
A: Can I help you?
B: Yes, I’m looking for a shirt to go with these trousers.
A:Well, we have this purple shirt here. It’s a bargain –
only €15.
B:Yes, that’s really nice. And I’d like to try on this jacket
as well.
A:Yes, of course. The changing room is just over there.
…
A: How is it?
B:The jacket’s too big, but the shirt is perfect. Can I
pay for it with my credit card?
A: I’m really sorry, we only take cash here.
B: Oh, OK. Here you are.
A: Don’t forget your receipt, sir!
B: Thank you.
ANSWERS
1c
2d 3b
4f 5a
6e
2
g
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of purse (a very small
bag that holds money, coins, credit cards, etc.).
1 bargain
2 credit card
3 receipt
4 cash
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ANSWERS
5 customer
6 label
EXTENSION: Elicit more problems that can happen
when you buy something from a shop, e.g. an item is
the wrong size, you don’t like it when you get home, it
has a hole in it, you lose the receipt, you can’t return it
because it was on sale, etc. Write the students’ ideas on
the board. In pairs, students choose one of the problems
and role play a conversation about it.
• In pairs, students discuss the questions.
• Get feedback. You could ask students to list
the advantages and disadvantages of shopping
in real shops or online.
3
clauses with time expressions; understanding the
whole meaning; open cloze
1
• Elicit some time expressions, e.g. before, after, until, as
soon as, etc.
• Students underline the verbs, then compare their
answers in pairs. Get feedback.
eo
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a
• Students skim the text and say what it’s about (how the
writer shops for clothes).
• Students find the verbs and complete the phrases, then
compare their answers in pairs.
• Get feedback. Students could write the phrasal verbs in
the corresponding section of their notebooks.
ph
ic
Grammar page 49
Phrasal verbs (1)
ANSWERS
ANSWERS
1 out 2 with 3 at 4 for 5 up 6 around 7 on 8 out
4
1 has 2 go 3 have worn out 4 leave 5 arrives
GRAMMAR GUIDE: Clauses with time expressions
• Students complete the questions, then compare their
answers in pairs. Get feedback.
• In pairs, students ask and answer the questions.
• Get feedback. Students give reasons for their answers.
lG
In time clauses about the future, we use the present
simple and not will.
We’ll do the shopping before we go to the cinema.
You’ll see the result when you get here.
FAST FINISHERS: In pairs, students write questions for
the phrasal verbs in Exercise 3 not used in the activity
(go with, look at, pay for, pick up), then ask and answer
their questions with another pair.
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To emphasise when the action in the time clause needs
to finish before the other one begins, we use the
present perfect simple.
I’ll phone as soon as I have / I’ve had the result.
We won’t go out until Amy arrives / has arrived.
ANSWERS
1 around
5
2 out
3 on 4 out
2
©
N
• Students skim the conversation and say what it is about
(a man looking for a new shirt).
• Students choose the options, then compare their
answers in pairs. Do not get feedback at this stage.
6
4.8
• Play the recording. Students listen and check their
answers. Get feedback.
EXTENSION: In pairs, students write their own similar
short conversation, then present it to the class.
ANSWERS
1 go with
2 bargain
3 try on
your
ideas
4 pay for
5 credit card
6 cash
7 receipt
• Students read the sentences again and complete the rule.
• Get feedback. You could ask students to identify what
tense is used after the time phrases in Exercise 1. (1, 2, 4
and 5 present simple; 3 present perfect simple).
ANSWERS
1 present simple
2 present perfect simple
LOOK!
Go through the Look! box. Show Exercise 1. Ask Which
sentence emphasises that one action must finish before
another starts? (Sentence 3).
SAMPLE COPY, NOT FOR DISTRIBUTION
60
3
Open cloze
• Students skim the text and say what it is about (a
birthday celebration). Remind them to look at the
words before and after the gaps in the text before
they choose their answers.
• Students complete the Exam Task.
• Get feedback. Ask students which words in the text
helped them choose their answers.
ANSWERS
1 as
2 with
3 which
ANSWERS
3 The moment
4 delivers
5 until
6 has saved
4
• Students complete the sentences then compare their
answers in pairs.
• Get feedback. Ask students which action happens first in
each sentence.
EASIER: In pairs, students underline which action
happens first in each sentence. Get feedback before
they do the activity.
ANSWERS
1 before
2 As soon as
3 as soon as
4 until
Writing
organising a story; thinking of ideas; writing a story
Learning FOCUS
Organising a story
• Ask students to identify the beginning, middle and
end of a popular story.
• Ask them what shows the passage from the
beginning to the middle and from the middle to the
end of the story.
• Students complete the sentences, then compare their
ideas in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1
Students’ own answers
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EXTENSION: Write the following questions on the
board. In pairs, students ask and answer them, using full
sentences and time expressions, e.g. When I get home
today, I will check my email.
What will you do when you get home today?
What will you do as soon as you finish dinner?
What can’t you do until you’ve finished your homework?
What will you do before you go to bed?
6
• Students skim the story and say what it is about (A boy is
doing his homework. He sees another boy who drops a
map of his village on a path. He starts to follow the map
to a place marked with a cross).
• Students complete the text, then compare their answers
in pairs.
• Get feedback.
• Ask What was the cross on the map for? Elicit one or two
ideas.
ANSWERS
1 One day 2 Suddenly 3 Then 4 At first 5 But then
N
• Go through the Exam Tip.
Exam TIP
Understanding the whole meaning
• Before doing this exam task, students should skim
the text to understand the general theme and main
idea or argument. They should ignore the gaps at this
stage.
• During this first reading, students should also think
about the tenses used in the text, as this may affect
the word they need to complete a gap – verb forms
must match those in the rest of the sentence.
• The words needed to complete an open cloze text
are often part of a phrasal verb or fixed expression, a
time word, a relative pronoun, or an auxiliary verb.
©
pages 50–51
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5
5 before
6 Until
EASIER: In pairs, students underline key words before
and after the gaps in the text (1 as soon, he gets; 2 will
go, his favourite trousers; 3 trousers, are from 4 tried it,
yet; 5 We, leave; 6 say happy birthday, go to bed), then
complete the Exam Task.
ph
ic
1 as soon as
2 finish
4 on
5 will
6 before
g
FAST FINISHERS: Students identify which action will
happen first in each sentence. (1 I’ve found the receipt;
2 finish university; 3 Jenny arrives; 4 delivers the parcel;
5 I’ve found a present; 6 has saved enough money).
Exam TASK
Le
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• Students complete the sentences, then compare their
ideas in pairs.
• Get feedback. Elicit the meaning of parcel (a package
that comes in the post).
• Ask students which sentences emphasise that an action
must finish before another starts. (1, 5, 6)
EXTENSION: Elicit more sequencing words, e.g.
once, in the beginning, one morning / afternoon /
evening / night, all of a sudden, after that, next, etc.
and write them on the board. Students could use these
sequencing words to replace the ones in the text, e.g. 1
One afternoon / evening; 2 All of a sudden, etc.
2
• Students read the task and answer the questions, then
compare their answers in pairs. Get feedback.
ANSWERS
1 No
2 about 100 words
SAMPLE COPY, NOT FOR DISTRIBUTION
61
ANSWERS
1b
2d
3a
4c
4
• Students decide if the sentences are true or false, then
compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
MEDIATION SKILLS
7
• Go through the Exam Tip.
Exam TIP
Thinking of ideas
• Elicit why it’s important to plan your ideas before
beginning a writing task (to organise your thoughts, to
save time, to be sure your story makes sense).
• Students plan their ideas for the beginning, the
middle and the end of their story, writing notes for
each section.
• Students list the characters and the setting, and
include adjectives to make their story interesting.
• Students read the Exam Task and plan their ideas.
• Get feedback.
8
Exam TASK
Writing a story
Students complete the Exam Task. Remind them to use
sequencing words from Exercise 1 and phrases from the
Useful Language box in their stories. Get feedback.
eo
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a
• Expressing a personal response to a story is mediation.
Students can talk about what they liked about the
story and discuss how they think the character in the
story felt and how they might personally feel in the
same situation.
• This mediation skill can be practised throughout
the course by asking students to give their personal
response to reading texts, listening texts or videos,
and to think about the feelings of the people in the
stories and how they can relate to those feelings.
• Students answer the questions, then compare their ideas
with a partner. Remind students to use the phrases in the
Useful Language box to help them. Get feedback.
g
EASIER: Students read the paragraphs and underline
the time phrases (a none; b At first, But then; c Then;
d suddenly). Get feedback before they order the story.
6
Le
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• Ask What can you see in the photo? (a girl standing at
a window) What do you think the story will be about?
(something the girl saw).
• Students skim the paragraphs quickly to get the general
idea of the story and compare their ideas in pairs.
• Students number the paragraphs in order, then compare
their answers in pairs.
• Get feedback. Ask Does the story have a clear
beginning, middle and end? (Yes) How does the writer
end the story? (with a mystery).
ph
ic
3
na
lG
EXTENSION: Students discuss in pairs or small groups
how they think the girl is feeling and why this might
be. They can also discuss what their own response to
the story is (Do they want to find out where the earring
came from, why the bird had the scarf and who wrote
the note? How would they feel if they were the girl in the
story?). Get feedback. Ask one or two groups to share
their ideas.
at
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ANSWERS
1T
5
2F
3F
4T
©
N
• Ask What type of words do we use to describe things?
(adjectives).
• Go through the Useful Language box.
• Students complete the sentences, then compare their
ideas in pairs. Get feedback.
FAST FINISHERS: Students write follow-up sentences to
one of the sentences in the exercise using phrases from
the Useful Language box. Encourage them to include
sequencing words.
ANSWERS
1 relaxed 2 warm 3 busy / noisy 4 excited
5 old / dirty / clean
9
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s stories and tick the
things their partner has included using the Reflection
Checklist.
Video
page 52
From fleece jackets to your food
Useful vocabulary
balloon (n): a small rubber bag filled with air, often used
as a decoration or children’s toy
fleece (n): a material made of plastic which feels similar
to wool
microbeads (n pl): extremely small round bits of plastic
rubbish (n): things we throw away
synthetic (adj): not organic, made from plastic or other
material that’s not from a plant
toothpaste (n): a cream we use to clean our teeth
surface (n): the outside or top part of something
tiny (adj): very small
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Elicit a brief description of the photo (A big fish (whale
shark) is about to eat a plastic bag. In the background
there’s more plastic).
SAMPLE COPY, NOT FOR DISTRIBUTION
62
Before you watch
ANSWERS
1
1 clothes
2 tiny
3 microplastics
4 chemicals
2
• Elicit the meaning of fleece, microbeads, balloon and
synthetic (see the Useful Vocabulary list above).
• Play the video. Tell students not to complete the activity,
just watch to get the general idea of the topic.
• Play the video again. Students tick the items, then
compare their answers in pairs.
• Get feedback. Ask What else can cause plastic pollution?
(plastic bottles, knives, forks , spoons, etc. straws,
takeaway containers, etc.)
ANSWERS
1√
3√ 4√
6√
2
EXTENSION: Students research about another type
of pollution, e.g. air pollution, street rubbish,
computer / old appliances waste etc. They write a short
text similar to the summary in Exercise 4. Assign the
task as homework; students bring their work to the next
lesson and compare it in pairs. Ask a confident student
to present their work to the class.
Review
It’s showing up in honey, it’s showing up in different food
products that should not be contaminated with plastics.
3
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What we’ve learned over the last few years, what the
science community has learned over the last few years, is
that this is getting into the water from washing your fleece
jackets; it’s washing your synthetic clothing in general; it’s
coming from the microbeads that are in your face washes,
the little blue things that show up in your toothpaste,
that we think of as these ‘miracle scrubbers’! No! They’re
plastics and you’re putting plastics into your mouth, into
your bloodstream, and then they make their way into our
oceans and into the bloodstream of the planet.
ANSWERS: VOCABULARY
1
1 ring
2 glasses 3 scarf 4 gloves
N
ANSWERS
©
contaminate
scrub
shed
with the naked eye
5 float
6 plankton
7 bloodstream
After you watch
4
2
1 old-fashioned
2 loose
3 casual
3
1 metal
4 fashionable
5 smart
2 silk 3 leather
4 glass
4
1 bargain
2 credit card
3 label
5
1 at
2 around
4 receipt
5 customers
3 out
4 on 5 with
ANSWERS: GRAMMAR
• Students write the words, then compare their answers in
pairs.
• Get feedback.
1
2
3
4
page 152
For ideas on how to use the review section with your
students, see page 30.
eo
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One thing I bet you didn’t know is that every time you
wash your fleece jacket 2,000 pieces of plastic get shed
right into the waterway. The plastics are so small you
can’t see them with your naked eye – they’re called
microplastics. These tiny little plastics, as they float their
way down the rivers and into our oceans, they’re picking
up different chemicals; they act like little sponges,
picking up DDT and PPA and pseudo oestrogens. That
matters because the fish and other marine life that think
that it’s plankton will end up eating those plastics. Bigger
fish eat those fish and eventually, the fish make their way
onto our dinner tables.
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Students give reasons for their
answers. Ask students what materials their
clothes are made of. Can they read clothes labels to
check materials?
g
2
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While you watch
ph
ic
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
5 contaminated
6 toothpaste
7 scrub
2
• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers.
• Get feedback.
6
1 where
2 which
7
1 who
2 which / that
8
1 arrives
2 you’ve done
3 before
9
1 before
2 as soon as
3 that
4 whose
5 that
6 where
3 whose
4 which / that
5 who
6 which
4 the moment
5 when
6 we’ve finished
3 until
4 after
SAMPLE COPY, NOT FOR DISTRIBUTION
63
word focus
page 53
In the photo
There is evidence of human settlements in Sham Shui
Po, Kowloon as early as 2000 years ago. It is one of
the earliest developed areas of Hong Kong. Most of its
buildings are residential, but it is currently considered
one of the coolest areas in the city, retaining its historical
street markets and buildings mixed with excellent
restaurants and shopping centres.
Reading
lG
1
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• Ask What’s your morning routine? Elicit some ideas from
students.
• In pairs, students discuss the questions.
• Get feedback. Ask students what they used each item
for, e.g. electricity to make breakfast, running water to
have a shower, etc.
ANSWERS
Students’ own answers
N
©
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share what they
discussed.
ANSWERS
Students’ own answers
3
ANSWERS
1F
pages 54–55
identifying the main message, multiple choice with
five short texts
2
• Play the recording. Students read the article and decide
if the sentences are true or false, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of resident (a person
who lives in a place permanently).
• Ask students which words in the text helped them find
their answers (1 Most of us pay for services … don’t really
think about; 2 so that they can live in a way that doesn’t
harm the environment; 3 you can visit as a tourist and
stay … for a week or two; 4 by 2030 more than 70% ...
electricity connections will be off grid).
eo
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• Elicit a brief description of the photo (a series of
skyscrapers / apartment blocks).
• In pairs, students discuss the questions.
• Get feedback. Ask one or two students to describe their
dream home, e.g. how many and what kind of rooms /
floors it has, where the house is located, what’s near the
house, etc.
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
ph
ic
Unit Opener
Grammar: future plans and events; future
predictions
Writing: responding to news; using
appropriate language; writing an
email
Live well,
study well: dealing with difficult situations;
positive problem solving
Le
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Reading: identifying the main message;
multiple choice with five short texts
Vocabulary: housing; household objects (1)
Grammar:
will; be going to
Listening: identifying opinion; multiple choice
with one conversation
Speaking: expanding on the topic; general
conversation
Vocabulary:
household objects (2); home
expressions
page 53
g
5 Where we live
5.1
• Elicit a brief description of the photo (a treehouse in a
forest or jungle).
2T
3F 4T
5.1
As reading text on page 54.
your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could ask students what
activities they could do at Finca Bellavista,
e.g. go for a morning walk, go bird watching, do
gardening, collect plants / flowers, etc.
4
• Do the first item with the class. Ask What kind of text
is this? Who wrote it? Who will read it? (an advert;
someone who wants to let a flat; people looking at
a noticeboard in a shop, people looking online for
somewhere to live, etc.) Ask what words or what about
the appearance of the text helped them choose their
answers.
• Students skim the texts and decide where they might
find each one, then compare their answers in pairs.
• Get feedback. Elicit the meaning of rent (to pay money
every week or month to use a flat, house, office, etc.),
appliances (devices that do particular tasks such as cook
food, wash clothes, etc.) and exhibition (a public display
of artwork, or interesting items).
SAMPLE COPY, NOT FOR DISTRIBUTION
64
ANSWERS
ANSWERS
1 in a newspaper or shop window or online
2 on a phone
3 in a newspaper or magazine or online
4 on a computer / phone
5 on a website or in a magazine
1f 2b 3h
Exam TIP
ANSWERS
Identifying the main message
• In this exam task, students should first decide on each
text type, e.g. email, text message, notice, etc. They
should then underline the key words in the text and
answer options.
• To decide if an option is true or false, students should
compare the parts around the key words in both the
text and the options. For example, the word lift in the
first item: the text says ‘no lift’ and the option says ‘the
lift in the building doesn’t work.’ As there isn’t a lift in
the building, the option is false, so it’s a wrong answer.
ANSWERS
6
lG
Multiple choice with five short texts
• Students complete the task, then compare their
answers in pairs.
• Get feedback. Ask students to explain the main
message in each text.
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EXTENSION: For homework, students research and
prepare a short presentation about an off-grid house.
They should write a few sentences describing the house,
its location and how the people who live there get water,
electricity, etc. They could then present their house to
the class.
ANSWERS
1C 2B 3B 4B 5C
N
Rania: Have you moved into your new flat yet?
Erik:Yes, I have. It’s great. My flatmates are really
friendly – they even made me dinner on my first
night there.
Rania: So, where is it?
Erik:It’s in a big apartment block near the railway
station.
Rania: Is it expensive?
Erik:It’s not too bad. The rent is 180 euros per week.
I’m trying to save money because I want to buy
my own property in the future.
Rania:Oh good luck! My dream is to have a sweet
little cottage in the countryside, but I think it will
probably always be just a dream!
Household objects (1)
Exam TASK
Vocabulary
5.2
4 rent
5 property
6 cottage
eo
gr
a
text: flat next to bus stop and close to shops, no lift,
no pets
options: A lift, doesn’t work; B bus stop, next to shops;
C can’t have animals
1 flat
2 flatmates
3 apartment block
ph
ic
• Students underline the key words in the first text and
Question 1, then compare their answers in pairs.
• Get feedback.
5.2
• Students skim the text and say what it is about (someone
moving into a new flat, talking about dream homes),
then complete the conversation.
• Play the recording. Students check their answers.
• Get feedback. Elicit the use of the adjective sweet to
describe an object (very cute, attractive, nice).
g
• Go through the Exam Tip.
7e 8d
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5
2
4c 5g 6a
page 56
©
Housing
1
• Elicit some brief descriptions of houses and apartments
where students live.
• Students match the words to the definitions, then
compare their answers in pairs. Get feedback.
FAST FINISHERS: Students write four sentences that
include vocabulary from the exercise, then compare their
sentences in pairs.
3
• Students circle the odd word out, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
FAST FINISHERS: Students write sentences using the
odd word out in each item, e.g. I put books on the shelf
in my bedroom., etc.
ANSWERS
1 shelf (furniture; microwave and oven are used for
cooking)
2 balcony (part of a house; ladder and bucket are used
for cleaning)
3 shower (in a bathroom; freezer and dishwasher are in
a kitchen)
4 garage (part of a house / building; iron and kettle are
electrical goods)
5 ceiling (part of a room; bin and brush are household
items / used for cleaning)
6 kitchen (a room; fridge and washing machine are
household appliances)
EXTENSION: Students work in pairs or small groups. Say
the name of a place in the home and set a time, e.g. two
minutes, for students to write down the names of objects
that can be found in that place. Get feedback. Award a
point for each word that no other team has on their list,
then repeat with another room. The team with the most
points is the winner.
SAMPLE COPY, NOT FOR DISTRIBUTION
65
• Get feedback. You could ask students to match each
item with the rules in Exercise 1. (1 f; 2 e or f; 3 a; 4 b;
5 d; 6 e or f)
ANSWERS
1 I think she will start her own company one day.
2 Will we live underground one day?
3 Will you buy me a coffee later?
4 I will help you with your homework.
5 If you don’t stop now, I will call the police.
6 We won’t read books in the future.
ANSWERS
1a
2b
3c
4b
5c
6c
7c
• In pairs, students discuss the questions.
• Get feedback. You could ask students if
people in their country live mostly in cities or in
the countryside.
Grammar
your
ideas
be going to
GRAMMAR GUIDE: be going to
Use
We use be going to for:
• future plans and intentions
They’re going to turn the old bedroom into a study.
• predictions for the near future based on present
situations or evidence
Watch out! The glass is going to fall over!
page 57
will
GRAMMAR GUIDE: will
Use
ph
ic
Form
• For the affirmative form, we use subject + the correct
form of be + going to + infinitive.
We’re going to have pizza tonight.
• For the negative form, we use the negative of be.
We’re not / aren’t going to have pizza tonight.
• For questions, we use be before the subject.
What are we going to have for dinner tonight?
be going to vs. will
be going to and will can both be used to talk about
intentions and predictions, but there are differences.
eo
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will
We use will + infinitive for:
• decisions made at the moment of speaking;
Sorry, I have to go now. I’ll call you later.
• uncertain predictions based on personal opinion /
feelings;
I don’t think he’ll pass the exam.
• promises and threats;
OK, I won’t tell anyone.
If you do that, I’ll never talk to you again.
• future facts;
After this exam, you’ll be a vet!
• offers or requests;
I’ll help you look for a new place to live.
Will you open the window, please?
Form
Intentions
na
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• We use subject + will (’ll) + infinitive to form the future
simple for all persons.
I / you / he / she / we / they’ll be there at 4.00.
• For negative forms, we use subject + will not (won’t) +
infinitive.
I / you / he / she / we / they won’t be there tomorrow.
• For questions, we use will + subject + infinitive.
How will I / you / he / she / we / they get here?
• For short answers, we use Yes, + subject + will or No, +
subject + will not (won’t).
A: Will you be here at 4.00?
B: Yes, I will. / No, I won’t.
at
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• Revise or teach promise (a statement in which you say
you will definitely do something for someone), threat (a
statement that says that something bad will happen if a
person does / doesn’t do something else), prediction (a
guess about the future) and sudden (without warning).
• Students match the sentences with the rules, then
compare their answers in pairs. Get feedback.
1g
2
2d 3f
4h 5b
6e
7a
8c
decisions
already made
A: Why did you buy
all those eggs?
B: I’m going to
make a cake.
will
decision made
at the moment
of speaking
A: I’m bored.
B: Me, too. I’ll
make a cake.
be going to
based on present Slow down! You’re
evidence; near
going to fall off
future
your bike!
will
based on
personal opinion
/ feelings;
uncertain future
You always ride too
fast. You’ll fall off
your bike sooner or
later.
Time expressions
©
ANSWERS
be going to
Predictions
N
1
g
• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
Le
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4
Future time expressions we often use with will and be
going to are: this / next week / month / year / summer,
tonight, this evening, tomorrow (morning / afternoon),
at the weekend, in January, in a few minutes, etc.
3
• Students match the sentences with the uses, then
compare their answers in pairs.
• Students write sentences and questions using the
prompts, then compare their answers in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION
66
1a
2b
4
• Students choose the options, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of turn down (lower,
make something less loud or less bright).
• Students give reasons for their answers.
(1 is a sudden decision; 2 is a promise; 3 is a future plan;
4 is a future fact; 5 asks someone to do something; 6 is
a threat)
ANSWERS
1 won’t
2 I’ll
3 is going to
4 will
5 Will you
identifying opinion; multiple choice with one
conversation
1
• Students briefly describe the four homes in the photos.
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of houseboat (a house
that floats on the water), campervan (a large vehicle that
several people can stay or live in), portable (something
that can be moved easily), miniature (very small), greenroof (a roof that has plants growing on it).
ANSWERS
Students’ own answers
2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
6 I’ll
ANSWERS
5
3
ANSWERS
1d
EXTENSION: In pairs, students write a short
conversation with will and be going to, then read their
conversation to another pair.
4 going to fall
5 will be
at
io
• Students skim the text and say what it is about (a person
moving to Singapore).
• Students complete the email, then compare their
answers in pairs.
• Get feedback.
©
N
EXTENSION: Students use the text as a model to write
an email about future plans. Encourage them to use
will and be going to and to include vocabulary they have
studied in this unit.
ANSWERS
1 ’m going to leave
2 ’ll live
3 ’ll share
4 ’m going to study
5 will look
6 Will we live
7 will we create
8 are you going to do
9 ’ll come
3e
4b 5c
5.3
na
1 are you going to get
2 will you close
3 won’t do
2a
aOh, I think it was around September time, three
years ago.
bIt’s difficult to say. At the moment, I love it, but of
course if I get a job somewhere that isn’t close to
water, then things might change in the future.
cYes, I would. Of course, it’s not always perfect, and
when the weather’s bad, I dream about being on
land, but most of the time I love it.
dI think it’s probably the maintenance. I mean, we
have to repair things on the boat all the time. It’s
hard work.
eSometimes I do. I’d love to have a bit more space.
But then, I think if I lived in a normal house, I’d be
dreaming about going back to my boat!
lG
ANSWERS
6
5.3
• In pairs, students think of possible answers to Question 1
in Exercise 2. Elicit one or two answers, e.g. cold in
winter, hard to sleep if the house is moving, etc.
• Play the recording. Students match the answers to the
questions, then compare their answers in pairs.
eo
gr
a
EASIER: As a class, decide which rule the conversations
follow before students do the exercise. (1 future plans;
2 to express a sudden decision / to ask someone to
do something; 3 for promises; 4 predictions based on
present evidence; 5 future facts)
1 is, present
2 did … move, past
3 Do … miss, present
4 ’ll … live, future
5 Would … recommend, present
ph
ic
• Students complete the conversations, then compare
answers in pairs.
• Get feedback. Students give reasons for their answers.
(1 future plans; 2 to express a sudden decision / to ask
someone to do something; 3 for promises; 4 predictions
based on present evidence; 5 future facts)
page 58
g
ANSWERS
Listening
Le
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FAST FINISHERS: Students form negative sentences
and questions from sentence 1. (They aren’t going to
build an apartment block here next year. Are they going
to build an apartment block here next year?)
4
5.4
• Play the recording. Students listen and check their
answers to Exercise 3. Get feedback.
5.4
A: What is the biggest problem about living on a boat?
B:I think it’s probably the maintenance. I mean, we
have to repair things on the boat all the time. It’s
hard work.
A: When did you first move onto a boat?
B:Oh, I think it was around September time, three
years ago.
SAMPLE COPY, NOT FOR DISTRIBUTION
67
A:Do you miss living in a house on dry land?
B:Sometimes I do. I’d love to have a bit more space.
But then, I think if I lived in a normal house, I’d be
dreaming about going back to my boat!
A:Do you think you’ll always live on a boat?
B:It’s difficult to say. At the moment, I love it, but of
course if I get a job somewhere that isn’t close to
water, then things might change in the future.
A: Would you recommend living on a boat?
B:Yes, I would. Of course, it’s not always perfect, and
when the weather’s bad, I dream about being on
land, but most of the time I love it.
g
A:Well, we do need some money to live!
B:Oh, of course we do! But do we need a lot of money?
A: Good question. So, describe your house to us.
B:Well, my whole house is about the size of a small
bus. I’ve got a kitchen downstairs, a really tiny
shower room with a toilet and a living room with a
small sofa. Then my bed is in the sleeping loft.
A: The sleeping loft?
B:Yes, so my house doesn’t have a second floor, or
stairs, but there’s a platform on top of my kitchen
cupboards, and that’s where my bed is.
A:So, you climb up to your bed at night? That doesn’t
sound very easy.
B:It’s fine for me, and I sleep very well!
A:And how about storage? Where do you put all your
things?
B:First of all … I don’t have many things! But it’s true
that storage is a problem. There isn’t much space for
my stuff, but I’m naturally very organised and I know
exactly where everything is. I have a lot of boxes
with a lot of labels!
A:Tell me about some of the advantages, then.
B:The biggest advantage for me is that I’m much
freer. I don’t have to work really long hours to pay
for a big house. Isn’t it crazy that people work fifty,
sixty hours a week doing a job they hate to pay
for a house … and then they never spend time in
that house because they’re always at work? Also,
my utilities are much cheaper. I pay very little for
electricity and gas. And next year I’m going to put in
solar panels on my roof, so that I can go off-grid for
my electricity.
A:Now I’m guessing that it’s probably difficult to invite
your friends round to your tiny house?
B:At first, yes, it wasn’t easy to spend time with my
friends at home. There really isn’t enough space for
more than two people. But, now I just put a table
outside in the summer and we sit there and enjoy
nature. And in the winter, we meet up at the library
or we go to a café in town. I like that – it means
we’re always going to new places.
• Go through the Exam Tip.
Le
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5
eo
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Identifying opinion
• Remind students that they should always start by
reading the questions and underlining the key words.
Some questions are about facts, but some may be
about opinions. Verbs such as think, believe, feel,
imagine, prefer, like, find and according to indicate
questions about opinions.
• Students need to identify whose opinions the
question is about.
• They also need to identify whether the question is
about a current opinion or a past one. For example,
if the speaker says, I used to like football, but I’m not
so keen on it now., the option She likes football. is a
wrong answer.
ph
ic
Exam TIP
• Students identify the questions that ask about the
speaker’s opinion, then compare their ideas in pairs.
• Get feedback. Elicit the meaning of possessions (things
we own). Ask students which words helped them choose
their answers.
ANSWERS
6
5.5
na
Exam TASK
lG
Questions 1, 4 and 6 ask about the speaker’s opinion
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Multiple choice with one conversation
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1B
2B
3C 4B
5B
6A
N
5.5
©
For each question, choose the correct answer.
Look at questions 1 to 6 now. You have 45 seconds.
You will hear an interview with Rebecca, who is part of
the Tiny House Movement.
A:Today in the studio with me, I’ve got Rebecca
Cheung, who has recently joined the Tiny House
Movement. Rebecca – what is the Tiny House
Movement?
B:Well, it’s basically a move away from the belief
that bigger is better. Very often in Western society,
we’re always trying to get more. A better job, more
money, more possessions, a bigger house. But
actually, that doesn’t really bring us happiness.
Speaking
page 59
expanding on the topic; general conversation
1
• In pairs, students ask and answer the questions.
Encourage them to give as much detail in their answers
as possible.
• Get feedback. Ask one or two pairs to share what they
discussed.
2
• Elicit a few things students like and don’t like about their
neighbourhood, e.g. There are great parks, but it’s not
easy to use public transport.
• Students do the exercise, then compare their answer in
pairs.
• Get feedback. Encourage students to give reasons for
their answers and see if other students in the class agree
with them.
EXTENSION: In pairs, students ask and answer
questions about their neighbourhood, using the list of
advantages and disadvantages.
SAMPLE COPY, NOT FOR DISTRIBUTION
68
3
• Students order the list items from Exercise 2 then
compare their ideas in pairs.
• Get feedback. Ask one or two pairs to share how
similar / different their lists are.
4
MEDIATION SKILLS
your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could ask students how
they could get to know their neighbours
better (e.g. invite them for dinner, include them in
neighbourhood activities, etc). You could take a class
vote on the students’ favourite place to live in the
world and ask students why they want to live there.
Vocabulary
lG
5
at
io
na
• Ask students to describe the photos briefly (e.g. what
type of housing it is, if it’s got a lot of rooms, if there are
neighbours around, etc.).
• In pairs, students look at the photos and discuss the
questions.
• Get feedback.
N
• Go through the Exam Tip.
Exam TIP
©
Expanding on the topic
• To expand on topics, students can give their opinions
and reasons for their answers, e.g. I prefer living in
a … because …. I don’t enjoy living in the … as it’s
too ….
• They could also give advantages and disadvantages
related to the topic, talk about how to improve a
situation, describe a problem and offer a solution, and
end by giving a summary of their opinion.
page 60
Household objects (2)
1
• Students match the words to the photos, then compare
their answers in pairs.
• Get feedback.
ANSWERS
eo
gr
a
• Collaborating in a group involves mediation. In
this activity, students discuss questions in relation
to two photos, brainstorming the advantages and
disadvantages of each place. As they work together,
they should ask questions about their partner’s opinions
and encourage them to give reasons for their views.
They should be encouraged to reformulate and repeat
back what other members of the group say to check
understanding and keep the development of ideas
on course. (e.g. So, you’d prefer the house in photo a
because you like to be near other people?)
• Write some questions on the board for students to use
in their discussion: Do you mean ...? So, do you think ...?
Is that right? Why do you prefer ... / do you think ...?
• Pairs of students can then join with another pair and
explain their ideas to each other, again giving opinions
and reasons. They should present the ideas they agreed
on as well as areas where they disagreed and why.
• Students will continue to practise this skill through
the course. Whenever students collaborate on a task,
remind them to ask questions about their partner’s
opinions to participate actively in the task.
General conversation
• Go through the Useful Language box.
• In pairs, students complete the Exam Task, taking
turns to ask and answer their questions. Remind them
to expand on the question topic where possible.
• Get feedback. Ask one or two pairs to share what
they discussed.
g
1 A 2 A 3 A 4 D 5 A 6 A 7 A 8 A 9 D 10 A
Exam TASK
Le
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POSSIBLE ANSWERS
6
ph
ic
FAST FINISHERS: In pairs, students think of two or three
more items for each category. Write their ideas on the
board, e.g. advantages: lots of space, lots of windows,
good heating, close to cafés, friendly neighbours;
disadvantages: expensive, dangerous, loud neighbours,
very old house, far from public transport, etc.
1 duvet
2 wardrobe
3 blanket
4 pillow
5 sheet
6 cushion
7 chest of
drawers
8 bookcase
2
• Students choose the correct options, then compare their
answers with a partner.
• Get feedback. Elicit the meaning of wrap (cover or
enclose something in paper or soft material), put away
(store something in its usual / normal place), cover
(a piece of material that goes on, over or around
something else) and go with (match something else
well).
• Ask students which words helped them choose their
answers. (1 cold; 2 put T-shirts away in; 3 coat is in;
4 clean … on my bed; 5 new cover; 6 sofa; 7 back
problems; 8 dictionary)
EXTENSION: In pairs, students take turns to describe a
room in their house. Their partner draws the room on a
piece of paper. When they’ve finished, students look at
their drawings and comment on how accurate they are.
ANSWERS
1 blanket
2 chest of
drawers
3 wardrobe
4 sheet
5 duvet
6 cushions
7 pillow
8 bookcase
• Students read the Exam Task and think of three more
questions to ask their partner.
SAMPLE COPY, NOT FOR DISTRIBUTION
69
Grammar
3
• In pairs, students discuss the question.
• Get feedback. You could ask students what their
favourite item in their wardrobe or bookcase is.
Future plans and events
GRAMMAR GUIDE: Future plans and events
The choice of verb form to talk about plans depends on
how definite the arrangements are.
Students’ own answers
4
FAST FINISHERS: Students write a short conversation
using three expressions from the activity.
ANSWERS
3 a lot of noise
4 a coffee
5 the oven
6 the table
American English
wash the dishes
take a shower
take a break
take a seat
eat breakfast / lunch /
dinner
ANSWERS
1b 2c 3a
2
• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
(1 a timetabled event; 2 a fixed plan; 3 a future intention;
4 a fixed plan; 5 a timetabled event; 6 a future intention)
lG
ANSWERS
1 leaves
2 We’re having
3 going to buy
at
io
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students to write a short
text about their daily routine using as many of the
collocations as possible.
ANSWERS
N
• Students match the sentences to the rules, then compare
their answers in pairs.
• Get feedback. Elicit the meaning of cleaner (a person
who cleans homes or workplaces as a job), intend (have
a plan to do something), definite arrangements (plans
that are going to happen).
EXTENSION: Students write three sentences about
future plans and events, one for each tense presented in
Exercise 1, then check them in pairs.
na
British English
do the washing up
have a shower
have a rest
have a seat
have breakfast / lunch /
dinner / supper
1
present simple
They only deliver on
Saturdays.
eo
gr
a
TEACHING TIP: It is a good idea to highlight differences
between British English and American English when
they appear. Students can record both forms of a word
/ phrase / collocation in their notebooks to remember
them. Some examples are:
©
present continuous
I’m buying a sofa on
Saturday.
ph
ic
• Students choose the incorrect nouns, then compare their
answers in pairs.
• Get feedback. You could ask students to add these
collocations to their vocabulary list in their notebooks.
Encourage them to write a sentence for each collocation.
1 your room
2 have
3 a mess
4 move
fixed arrangements
made
timetabled
arrangements
Home expressions
5
be going to
I’m going to buy a sofa.
g
ANSWERS
no fixed
arrangements made
Le
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EXTENSION: Students write a short text about their
bedroom that includes the target vocabulary. They can
say which item in the room is their favourite, and give a
general opinion about their bedroom.
1 a rest
2 dinner
page 61
5 the housework
6 a break
7 the washing up
8 lunch / dinner
• In pairs, students discuss the questions.
• Get feedback.
your
ideas
4 I’m staying
5 is
6 going to live
Future predictions
GRAMMAR GUIDE: Future predictions
The choice of verb form to talk about predictions
depends on how confident we are they will come true:
be going to expresses the most confidence, may /
might express the least.
based on present
evidence
be going to
In this storm, we’re going to
be late.
based on personal
opinion
will
I think we’ll be late.
possibility
may / might
Jim is still at work. We might
be late.
SAMPLE COPY, NOT FOR DISTRIBUTION
70
3
• Thanking someone: Thanks so much!, Many thanks
for …
• Accepting / declining invitations and requests: I’d
love to come / help you …, I’m sorry I can’t come /
help you …
• Giving advice: I think you should …, Have you
tried …?
• Students underline the verb forms, then compare their
answers in pairs.
• Get feedback.
ANSWERS
1 will probably deliver
2 ’s going to finish
3 might move
ANSWERS
a be going to b might c will
5
• Students match the sentence halves, then compare
answers with a partner.
• Get feedback. Elicit the meaning of ideal (perfect). You
could ask students which words helped them choose
their answers.
ANSWERS
ANSWERS
1 going to
2 are meeting
3 leaves
4 is showing
5 start
lG
7
na
• In pairs, students ask and answer the questions.
• Get feedback. Ask one or two pairs to share some of
their answers.
Students’ own answers
at
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pages 62–63
responding to news; using appropriate language;
writing an email
N
g
2
• Students match the functions and notes, then compare
their answers in pairs.
• Get feedback. Elicit the meaning of housewarming (a
party to celebrate moving to a new house, flat, etc.).
Students skim the email and say what it is about (moving
house, a housewarming party).
eo
gr
a
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students to match the
sentences to the uses in Exercise 1 (1 c, 2 b, 3 a, 4 b, 5 a).
Learning FOCUS
Responding to news
Useful phrases for responding to email themes include:
• Apologies: I’m so sorry about …, I apologise for …,
I’m (really) sorry, but …
• Explanations: Let me explain …, You won’t believe
what happened …
• Expressing enthusiasm: That’s amazing!, I’m so
happy for you!, That’s great news!
• Asking for / giving information: I’d like to know if …,
Tell me more about …, Here are the details …,
©
EXTENSION: Students write two questions they might
put in an email, e.g.: Can we study together next week?
Have you heard? I’m going to Spain on holiday! etc. and
exchange them with a partner. Their partner replies to
them using some of the strategies from the activity.
Students’ own answers
6
Writing
• Ask students what type of reply they need to provide
to each question (1 declining requests; 2 expressing
enthusiasm; 3 accepting a request; 4 giving information /
an explanation; 5 giving advice; 6 giving advice).
• Students complete the replies, then compare their ideas
in pairs.
• Get feedback. Ask one or two students to share their
replies.
ANSWERS
1f 2a 3e 4c 5d 6b
ANSWERS
1
Le
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• Students complete the rules, then compare their answers
in pairs.
• Get feedback. Students match the sentences in Exercise
3 with the rules (1 c, 2 a, 3 b).
ph
ic
4
FAST FINISHERS: Students identify the tenses the writer
uses to talk about their future plans and the reasons
for the choices (we’re moving house, fixed plan; we’re
having a housewarming party, fixed plan).
ANSWERS
1c 2a 3b 4d
3
• Students make notes on possible responses, then
compare their answers in pairs.
• Get feedback. Ask one or two pairs to share their ideas.
ANSWERS
Students’ own answers
4
• Students read the reply, then discuss their ideas in pairs.
Get feedback.
• Ask students to identify which phrases / questions in
Selma’s email match the functions in Exercise 2 (1 I’d
love to come to your party; 2 It will be great fun; 3 Why
don’t you see if there’s a local football team or a youth
club?; 4 Have you decided on a date yet?).
ANSWERS
Students’ own answers
SAMPLE COPY, NOT FOR DISTRIBUTION
71
5
• Students answer the questions, then compare their
answers in pairs. Get feedback.
ANSWERS
1 yes, she does 2 no, she doesn’t 3 yes, she does
Live well, study well
dealing with difficult situations; positive problem
solving
Useful vocabulary
6
brilliant (adj): incredible
carry on (phr v): continue
demand (v): ask for something in a strong way
stain (n): a spot where food or liquid has fallen on
clothing, furniture, etc. and made a mark that is difficult
to remove
refund (n): money a shop employee gives back to you
when you return an item with a problem
respect (v): care about and be kind to something or
someone
ANSWERS
1e 2d 3c 4a 5b
7
• Go through the Exam Tip.
Using appropriate language
Elicit some examples of formal and informal language
e.g. formal: I hope you are well. I would like to attend
your party. Unfortunately I will not be able to attend.
Best wishes; informal: How’s it going? I’m doing well. I’d
love to come, I’m sorry but I can’t make it.
• Go through the Useful Language box. Students
complete the headings, then compare their answers in
pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
Writing an email
na
Exam TASK
lG
1 Making suggestions
2 Accepting / Declining invitations
3 Responding to news
1
• Elicit a brief description of the photo (a woman in a
coffee shop is angry / annoyed. Maybe her order was
wrong or she’s had to wait a long time to get served).
• Students skim the text. Ask What is the text about?
(difficult situations) What’s the main topic of paragraph 1?
(buying a computer game with a problem) What’s the main
idea of paragraph 2? (a friend borrowing a T-shirt and
giving it back with a stain).
• Students read the text again and, in pairs, discuss how
they would deal with the two situations.
• Get feedback. As a class, students discuss whether their
reactions are the best way of dealing with the situations
and give reasons for their answers.
eo
gr
a
EXTENSION: Students complete the open-ended
phrases for making suggestions with their own ideas
(e.g. If I were you, I’d come to the party. It’s going to be
great!).
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Remind students to add the phrasal verb carry on to
their phrasal verb notebooks.
ph
ic
Exam TIP
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• Students match the email parts with the notes, then
compare their answers in pairs.
• Get feedback.
8
page 64
at
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Students complete the Exam Task. Remind them to refer
to the Useful Language box and include a greeting and
a sign off in their email.
©
N
TEACHING TIP: Make sure you review students’ writing
often. If students make consistent mistakes, go over
them as a class. It’s also important to check that students
are writing an appropriate number of words as specified
by the task. They could lose marks in an exam if they
don’t write enough, or if they write too much.
2
• Present the following situation and ask students how
they would respond: You order a pizza at your favourite
restaurant. They take a very long time to serve it and
when it arrives, it’s the wrong order.
• Students match the actions and the responses, then
compare their answers in pairs.
• Get feedback. Ask students which actions are positive
(2, 4) and which are negative (1, 3).
ANSWERS
1d 2a 3b 4c
3
• Go through the Mind your Mind box.
• In pairs, students discuss the questions.
• Get feedback. Encourage students to share the tips they
use in their daily life.
9
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s email and tick the
things their partner has included using the Reflection
Checklist.
SAMPLE COPY, NOT FOR DISTRIBUTION
72
Review
EXTENSION: Write the scenarios below on the board.
In small groups, students role play the situation below
using the advice from the Mind your Mind box. One
or two students in the group should be the mediators
in each scenario, calming the other people down and
aiming to find a solution. Students should take turns
playing the role of mediator.
• A waiter spilling food on you
• A friend breaking your phone
• Someone crashing into your car by accident
• Someone cutting in front of you in a queue
• Your teacher marking a right answer wrong
ANSWERS: VOCABULARY
1 neighbours
2 apartment block
3 rent
2
1 dishwasher
2 freezer
3 washing machine
3
1 sheets
2 duvet
3 cushions
4
• Elicit one or two ideas about how an angry person would
respond to a difficult situation.
• In pairs, students discuss the personality traits and
how they could affect a person’s response in a difficult
situation.
• Get feedback. Students give reasons for their answers.
your t
na
lG
• Explain that students will choose a project
projec
in which they have to solve problems in
different ways.
• Students choose a project. Project 1 involves
role playing a problem and Project 2 involves writing
advice. Elicit or teach role play (a performance of an
imaginary situation).
4 flatmate
5 accommodation
g
1
1 make
2 moved
3 take / have
4 microwave
5 iron
6 kettle
4 chest of drawers
5 blanket
6 wardrobe
4 have / take
5 tidy
6 do
ANSWERS: GRAMMAR
5
1 He’s going to have
2 I’ll use
3 is going to visit
eo
gr
a
4
For ideas on how to use the review section with your
students, see page 30.
Le
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• Facilitating communication in difficult situations is
mediation. The role play in the exension activity is
useful practice for real-life situations.
• The mediator should be prepared to listen to both
sides of the argument and help both parties calm down
and think about possible solutions.
• They should enourage both sides to think of solutions
and help them reach a resolution.
• This skill can be practised throughout the course
wherever there is a debate or a discussion about two
different sides of an argument. Asking students to
take turns playing the role of mediator gives students
practice in helping reach a compromise.
page 153
ph
ic
MEDIATION SKILLS
6
1 starts
2 I’m going to visit
3 I’m going
4 they’re going to cancel
5 will be
6 Will you
4 I’m going to do
5 arrives
6 We’re having
7
1 are you going to leave
2 will work
3 ’ll / will go
4 are you going to see
5 will be
6 Will you hang
7 ’ll / will call
8 ’s / is going to rain
N
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Project 1
• Students discuss the task and think of responses
for the two different situations, using the Useful
Language box to help them. They should make notes
about what they would say.
• Students change partners and role play the two
conversations using their notes and ideas.
©
Project 2
• Individually, students plan what to write for each of
the bullet points. They could brainstorm ideas with a
partner first, then write their advice individually, using
the Useful language box to help them.
• Set a date for students to present their advice to
the class.
SAMPLE COPY, NOT FOR DISTRIBUTION
73
page 65
ANSWERS
page 65
In the photo
Cricket is a sport which originated in England, possibly
as early as the sixteenth century. There are two teams:
one team tries to hit the wicket (three vertical sticks
of wood, called ‘stumps’, with two pieces of wood,
called ‘bales’, balanced across the top of the stumps)
with a ball. The other team defends the wicket with
a bat so that the bales will stay on the stumps. Girls’
cricket is popular in many countries around the world
and particularly in Pakistan where there is a national
programme encouraging school girls to take it up.
Reading
pages 66–67
identifying the key points; matching people to texts
lG
1
4
• Revise parts of speech with students. In pairs, students
identify the parts of speech for items 1–6 (1 noun; 2 verb;
3 adjective; 4 verb; 5 verb; 6 noun).
• Students scan the article and find the forms of the words,
then compare their answers in pairs.
• Get feedback.
eo
gr
a
• Elicit a brief description of the photo (some girls are
playing cricket in a remote mountain location).
• In pairs, students discuss the questions. Get feedback.
You could ask students if cricket is popular in their
country.
Three water sports: paddleboarding, scuba diving,
skurfing
A winter sport: snowboarding
Three texts that mention teachers: B, C, G
Three indoor sports: scuba diving, judo, ice-skating
Four outdoor sports: paddleboarding, cycling, skurfing,
snowboarding
One sport that can be played indoors or outdoors:
handball
ph
ic
Unit Opener
sports clothes; verb + noun
Vocabulary:
collocations; word building
Grammar:
second conditional
Writing: giving reasons and examples;
organising your essay; writing an
opinion essay
Video:
Mounted archery
g
Reading: identifying the key points;
matching people to texts
Vocabulary: sports and sports equipment;
finding the wrong options;
multiple-choice cloze
Grammar:
zero and first conditional; unless
Listening:
checking spelling; gap fill
Speaking:
giving opinions; picture discussion
EXTENSION: Students find the follwing additional word
forms in the article:
____ (n) ____ (n) (swimmer, swimming)
swim
combine
____ (n) (combination)
begin
____ (n) (beginner)
equip
____ (n) (equipment)
danger
____ (adj) (dangerous)
ANSWERS
at
io
na
• Brainstorm sports that students know and write their
ideas on the board.
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share what they
discussed. You could refer back to the ideas on the
board and ask students to identify land and water sports.
1 athletic
2 competition
3 confidence
ANSWERS
Students’ own answers
2
Le
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6 Go for it!
N
• In pairs, students discuss and list the reasons.
• Get feedback. Write students’ ideas on the board.
©
FAST FINISHERS: Students could order the reasons
people do sport from most to least common / popular in
their country.
ANSWERS
4 enjoyment
5 instructor
6 succeed
5
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of coach (a person who
leads a sports team).
ANSWERS
1 competitions
2 instructor
3 athletic
4 confidence
5 enjoyment
6 succeed
Students’ own answers
3
• Elicit the sports in the photos (paddleboarding,
snowboarding).
• Students skim the article and find the bulleted items,
then compare their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
74
Identifying the key points
• To identify key points, students underline phrases that
show preference in each description, e.g. He / She’d
like to …, He / She’d prefer to …, He / She’s not
interested in …, He / She hates …, etc.
• Students should also look for synonyms of words in
the descriptions and the main text, e.g. teacher =
instructor, along with similar ideas expressed in
different ways, e.g. hates boats = wouldn’t like rowing
or motorboats; hasn’t got money = can’t do expensive
lessons, won’t rent or buy equipment.
• Remind them that only five texts need to be matched
to descriptions, so three won’t be used. Students
should attempt to eliminate descriptions that don’t
include all the details mentioned in the main text.
• Students underline the key words in the descriptions,
then compare their ideas in pairs. Get feedback.
ANSWERS
7
Vocabulary
page 68
sports and sports equipment; finding the wrong
options; multiple-choice cloze
1
• Ask Which sports in the box are indoor? (gymnastics,
judo, yoga) Which are outdoor? (cycling, running,
skiing, snowboarding, tennis, volleyball) Which can be
both? (athletics, basketball, swimming, cycling, tennis,
volleyball and yoga).
• Students match the sports to the verbs, then compare
their answers in pairs. Get feedback.
EXTENSION: Write go, do and play on the board. In
small groups, students brainstorm all the sports they
can think of that collocate with the verbs. Get feedback.
Groups get a point for each sport they mention that no
other group has thought of. The winning group is the
one with the most points at the end of the activity. Point
out that usually go is for outdoor sports, do is for indoor
sports, and play is for sports involving a ball.
eo
gr
a
1 wants to, meet people, doesn’t want to buy or rent
2 wants, organised class, all year round, hasn’t got a lot
of money
3 loves swimming in the sea, hates noisy boats, loves
surfing, watersport
4 can’t swim, isn’t good at ball sports, outdoor sport, on
her own, meet up with other people occasionally
5 good at gymnastics, doesn’t want to do outdoor
sport, enjoy himself, hates exams and tests
6.1
As reading text on page 67.
g
Exam TIP
EXTENSION: Students write a short text about their
favourite sport. They should talk about why they like
it, and say where and how often they do it. When they
have finished, they could swap texts with a partner and
discuss what they have written.
Le
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• Go through the Exam Tip.
ph
ic
6
ANSWERS
go: cycling, running, skiing, snowboarding, swimming
do: athletics, gymnastics, judo, yoga
play: basketball, tennis, volleyball
6.1
word focus
Exam TASK
lG
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
©
N
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Matching people to texts
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of combination (a
mix of two or more things), rowing (moving a boat
with oars – a long stick with a wide, flat end), kneel (sit
on your knees), paddle (a stick with a wide flat part at
one or both ends used for canoeing, kayaking, etc.),
skates (boots with a long thin blade or wheels on the
bottom), life jacket (a vest which helps you float in the
water) and shoot (throw or kick a ball towards a goal).
Students give reasons for their answers.
ANSWERS
1H 2C 3A 4D 5E
• In pairs, students discuss the questions.
• Get feedback. You could ask students if they
prefer team sports or sports you can do on your
own, and why.
your
ideas
2
• In pairs, students ask and answer the questions.
• Get feedback. Ask one or two pairs to share their ideas.
ANSWERS
3
Students’ own answers
• Elicit sports that can go with each word in the first
question, e.g. football pitch, tennis court, and establish
that these are places. Students find the other place in
the box (track).
• Students complete the word groups, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
EXTENSION: Students write a sentence for each of the
words in the box, then compare their answers in pairs.
TEACHING TIP: Tell students that as there are no rules
for these types of collocations, e.g. why we say baseball
bat but tennis racket, etc., it is a good idea for students
to record them in the collocations part of their notebook
and try to memorise them.
ANSWERS
1 track
2 stick
3 net
4 team
5 tournament
6 athlete
7 goal
SAMPLE COPY, NOT FOR DISTRIBUTION
75
4
• There are four types of conditionals: zero, first,
second and third.
We use the zero conditional to talk about:
• possible conditions + results that are certain or
always true;
If you kick the football into the net, you get a point.
We use the first conditional to talk about:
• possible conditions + possible results;
If they win the match, they’ll be champions.
If you don’t want to play, we could go for a walk.
• possible conditions + requests or orders;
If you need help, call me.
If this light goes red, don’t touch anything.
• Students choose the correct words, then compare their
answers in pairs.
• Get feedback.
ANSWERS
4 stick
5 bat, runs
6 stadium
5
g
• Go through the Exam Tip.
Exam TIP
• Students think about which options could be wrong
or don’t make sense in the gaps, then compare their
answers in pairs. Get feedback.
1 B, D 2 B, D 3 A, C
Exam TASK
na
lG
Multiple-choice cloze
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask students to explain how they
chose their answers.
1C 2A 3D 4A 5C 6B
N
at
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your
• In pairs, students discuss the questions.
ideas
• Get feedback. Students give reasons for their
answers. You could ask students which sports on
the page they think are safe or dangerous, and why.
Grammar
Main clause
zero present simple
present simple
If you win the Olympics, you get a gold medal.
first present tense
If you win the match,
will + infinitive
we’ll celebrate.
present tense
If I’m annoying you,
imperative
just say so.
present tense
can / could / may /
might + infinitive
some rest might help.
If your foot is hurting,
• We can use unless in the if-clause instead of if … not.
You won’t win unless you work harder.
Unless you’re on a high mountain, water boils at 100°C.
• We can use when in the if-clause instead of if.
When you win the Olympics, you get a gold medal.
• The if-clause can go before or after the main clause.
When it goes first, we use a comma after it. There’s
no comma after the main clause.
If you win the match, we’ll celebrate.
We’ll celebrate if you win the match.
4 B, C, D 5 B, D 6 A, C
6
ANSWERS
If-clause
eo
gr
a
POSSIBLE ANSWERS
Form
ph
ic
Finding the wrong options
• Write the following example on the board: We play
tennis on an outdoor ____ at the park. and give pitch,
point, court and racket as answer options.
• Ask what type of word is missing (a noun describing a
place) and which ones they think are obviously wrong
and why (point and racket are not places).
• Ask how they can decide between the two remaining
options (collocation: you need to know the name of
the place you play tennis on, which is court. A pitch is
where you play football and rugby).
Le
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1 racket, court
2 track
3 pitch, goal, goals
page 69
©
zero and first conditional
GRAMMAR GUIDE: Zero and first conditional
Use
• We use conditional sentences to talk about actions
and situations that need to happen in order for other
actions or situations to also happen.
• Conditional sentences have at least two clauses: the
if-clause, which describes the condition, and the main
clause, which describes the result of the condition if it
happens.
1
• Students complete the rules, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of get fit (become
healthy) and coach (a person who organises and
manages a sporting team).
ANSWERS
a first b zero c zero d first
!
REMEMBER
• Write the following sentences on the board and
ask students to add the commas:
If we get to the game early we’ll get the best
seats. (comma after early)
If you get the basketball into the net you score
two points. (comma after net)
When I grow up I want to be a professional
tennis player. (comma after up)
• Ask what How can we write these sentences
without commas? (write the main clause first)
Elicit We’ll get the best seats if we get to the
game early; You score two points if you get the
basketball into the net; I want to be a champion
tennis player when I grow up.
SAMPLE COPY, NOT FOR DISTRIBUTION
76
2
ANSWERS
1 Unless you say sorry for shouting at the coach, you
might lose your place in the team.
2 Unless Stella starts practising, she won’t play in the
match.
3 If you don’t do exercise, you won’t get any fitter.
4 If they don’t leave right now, they’ll miss the start of
the competition.
• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. You could ask students to identify which
sentences are zero conditional (2) and which are first
conditional (1, 3, 4).
1 see, will you tell
2 score, always celebrate
3 won’t pass, don’t work
4 practise, might get
3
• Students complete the sentences, then compare their
answers in pairs. Remind students that for some sentences,
they can use a modal other than will.
• Get feedback. Ask students to identify the type of
conditional structure and match the sentences to the uses
(a and b) in Exercise 1 (1 b; 2 a; 3 a; 4 b; 5 a; 6 b).
ANSWERS
at
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lG
1 win
2 will / could / may / might be
3 won’t / may not / might not improve
4 get
5 will / could / may / might have
6 take
4
• Students choose the correct meaning and option, then
compare their answers in pairs.
• Get feedback. You could ask students to write three
sentences with unless and then rewrite them with if.
N
ANSWERS
a, if … not
©
5
g
ANSWERS
1 join 2 visit 3 will find 4 want 5 pay 6 ‘ll ask
6.2
A:Hello. I’d like to find out about joining the gym,
please.
B:We have a special offer on at the moment; if you
join today, you only pay £25 per month for the first
six months.
A:Does that include the classes?
B:Yes, it does. If you visit our website, you will find a
full list of all our classes.
A:OK, thank you. And if I want to bring a friend to a
class, how much will it cost?
B:It usually costs £2 per class, unless you pay today.
There is a free ‘friends’ invitation’ today, so you can
bring someone to the class for no charge.
A:Great! I’d also like to look at the gym, please.
B:Yes, of course. If you wait a moment, I’ll ask one of
our instructors to show you around.
A: Thank you!
eo
gr
a
EXTENSION: In small groups, students practise chains
of first conditional sentences. Give the first sentence,
e.g. If you study hard, you will pass the exam. The first
student makes the if-clause with your main clause, and
completes the sentence, e.g. If you pass the exam, you
will go to university, and so on. After a few minutes, start
the chain with a new first conditional sentence. Award
a point for each correct sentence, two points for each
correct sentence with unless. The team with the most
points is the winner.
6.2
• Students skim the conversation and say what it’s about
(joining a gym). Students complete the conversation,
then compare their answers in pairs.
• Play the recording. Students listen and check their
answers.
• Get feedback. Ask students to identify the types of
conditional sentences used for each gap. (1 zero; 2 – 4
first; 5 zero; 6 first).
Le
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ANSWERS
6
ph
ic
FAST FINISHERS: Students rewrite sentences 1 and 3
using may, might or could.
1 If you see Ken tomorrow, could you tell him about the
match?
3 You might / may not pass your exam if you don’t work
hard.
• Ask students to identify the if clause in the first sentence
and elicit how we change this clause so that it works with
unless (we change don’t say to say.)
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
Listening
page 70
checking spelling; gap fill
1
• Elicit some ideas about what the people in the photo are
doing.
• Students cross out the wrong options, then compare
their answers in pairs.
• Get feedback. Elicit the meaning of limits (the most of
something you can do), deal with (manage), carry on
(continue), cope with (handle or manage something
difficult) and success (the act of achieving a goal).
Remind students to add the phrasal verbs in item 3 to
their notebooks.
ANSWERS
1 limits 2 incredible 3 carry on 4 windiest 5 success
2
6.3
• Get students to say the alphabet as a class, modelling
any difficult letter pronunciation as necessary. Write the
complete alphabet on the board as a reference, then ask
students to practise saying it in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION
77
• Explain that when a speaker says double before a letter,
they mean to write that letter twice, e.g. carry = c-adouble r-y.
• Play the recording. Students listen and write the words,
then compare answers in pairs.
• Get feedback. You could ask students to ask and answer
questions in pairs, to spell their name and surname to
each other.
Hello, I’m reporting for Sports Life and today I’m
standing in the Atacama Desert, that’s A-T-A-C-A-M-A,
in Chile, South America. The Atacama Desert isn’t a hot
desert, but it is very dry. In fact, it’s the driest place on
Earth. One of the most challenging races in the world
starts right here – the Four Deserts Race. Competitors in
this incredible race have to run through four deserts on
four different continents!
Let’s take a look at some of the difficulties the runners
could have. Now, each part of the race is 250 kilometres
long and takes seven days. Runners have tents and
medical care, but they have to carry all their own clothes
and food.
ANSWERS
g
1 Bennett 2 Chile 3 Jigsaw Lane 4 Paul Cezanne
6.3
Le
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1My name is Mr Bennett. That’s B-E-double N-Edouble T.
2 He lives in Chile. That’s C-H-I-L-E.
3 The shop is in Jigsaw Lane. That’s J-I-G-S-A-W.
4This was painted by Paul Cézanne. That’s C-E-Z-Adouble N-E.
After the Atacama Desert, competitors go to the Gobi
Desert in China. Like the Atacama, it can be boiling
hot during the day here, but after the sun goes down,
temperatures can drop to below freezing with strong
winds. In the mountains there’s even snow sometimes.
So, competitors need lots of different kinds of clothes for
this part of the race!
3
• Go through the Exam Tip.
What happens after the Atacama and Gobi? The next
part of the race is in Egypt, in the famous Sahara Desert.
One of the main problems for the runners here is the
sand. It’s everywhere! Strong winds can blow the sand
into sandstorms and it can be hard to breathe.
Exam TIP
Students find words from the lesson with double letters,
e.g. success, challenging, carry, and practise spelling
them with a partner.
lG
SUGGESTED ANSWERS
And now to the final desert that runners have to cope
with – Antarctica! Many deserts are hot and sandy, but
this one is covered in snow and ice. The conditions
might be very difficult, but runners have the chance to
see some amazing wildlife. Of course, there aren’t any
polar bears in Antarctica, but they’ll see seals and whales
and they might even have some penguins join them on
the race! The difference between this desert race and
the others is that athletes won’t need a tent for this part
of the race as they have beds on a ship that travels with
them, and they also have food provided.
eo
gr
a
• Show students the Exam Task. Ask What will you be
listening to? (some information about a race) What is the
name of the race? (The Four Deserts Race) How many
gaps do you complete? (six).
• Students think about what information could go in each
gap, then compare their ideas in pairs.
• Get feedback. Students give reasons for their answers.
They could write the possible type of word next to each
gap to help them during the task.
ph
ic
Checking spelling
Well, these deserts are all very hard environments, but
I’m sure competitors in the Four Deserts race will have
an amazing experience.
1 place 2 number 3 type of weather 4 verb
5 animal 6 object
6.4
na
4
Exam TASK
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Gap fill
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs, focusing on the
spelling of items.
• Get feedback. Ask students to spell the words in
each gap.
ANSWERS
©
1 The Atacama
2 250
3 winds
4 breathe
5 whales
6 beds
6.4
For each question, write the correct answer in the gap.
Write one or two words or a number or a date or a time.
Look at Questions 1 to 6 now. You have 20 seconds.
You will hear some information about a race in extreme
parts of the world.
EXTENSION: Students research another sporting activity
that happens in extreme conditions. They should say
what the sport is, give a brief description of it, and add
additional information that they find exciting, interesting,
dangerous, incredible, etc. They could present their
activity to the class in the next lesson.
Speaking
page 71
giving opinions; picture discussion
1
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of competitive (really
wanting to win a sport, game, etc.) and argument
(reasons to support a particular idea).
2
• Elicit that whether something is an advantage or
disadvantage is a personal decision.
• Students decide if the items on the list are advantages or
disadvantages, then compare their answers in pairs.
Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
78
aA bD cD dD eA fD gA hA
3
Sports clothes
1
• Elicit examples of sports equipment from earlier in the
unit, e.g. racket, bat, stick and write them on the board.
Students give other examples if possible.
• Students match the words to the photos, then compare
their answers in pairs. Get feedback.
ANSWERS
• Students order the list items from Exercise 2.
• Get feedback. Students give reasons for their answers.
1 helmet
2 tracksuit
3 gloves
ANSWERS
Students’ own answers
2
• In pairs, students compare their lists from Exercise 3.
Encourage them to discuss the similarities and
differences between their ideas and give reasons for
their priorities. Get feedback.
ANSWERS
Students’ own answers
5
• Go through the Exam Tip.
Exam TIP
• In pairs, students think of two sports for each item of
clothing, then compare their ideas with another pair. Get
feedback.
FAST FINISHERS: Students write sentences about the
sports they have chosen, e.g. You wear a helmet when
you go cycling. You also wear one to skateboard and
snowboard.
EXTENSION: In pairs, one student describes the
equipment used to do a sport without saying what it is
(e.g. You wear trainers and you use a racket.) and their
partner tries to guess the sport (tennis).
SUGGESTED ANSWERS
lG
eo
gr
a
Giving opinions
• Tell students they can give examples to support
their opinions, e.g. I think water-skiing is dangerous
because you move very fast. For example, if you fall in
the water, you could get hurt.
• Elicit some phrases to disagree politely, e.g. I think
your idea is OK, but I prefer …, I see your point, but I
suggest … because …, etc.
• Elicit phrases to present their final choice to the
examiner, such as We’ve decided to choose …
because …, Our choice is …, as we think that …, etc.
4 trainers
5 swimming costume
6 ice skates
ph
ic
4
page 72
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SUGGESTED ANSWERS
Vocabulary
Le
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FAST FINISHERS: Students write three more
advantages and disadvantages for different sports, e.g.
Advantages: It keeps you fit. It makes you think. It’s very
exciting; Disadvantages: It needs a lot of practice. It’s
hard to find a place to do it. The rules are confusing.
6
at
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• Students skim the Exam Task. Ask What is the situation?
(A friend wants to take up a new sport and needs
advice.) What will you be doing in the task? (talking
together about the activities and choosing the best one
for your friend.) How many sports are in the task? (five).
• Students could make notes about the advantages and
disadvantages of each sport.
Exam TASK
©
N
Picture discussion
• Go through the expressions in the Useful Language
box.
• In pairs, students complete the Exam Task, deciding
on the best activity.
• Get feedback. Ask one or two pairs to share the
activity they chose and why.
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Ask one or two pairs to
share their ideas. You could take a class vote
on whether indoor or outdoor sports are the most
popular.
1 cycling, mountain biking
2 running, aerobics
3 boxing, baseball
4 running, tennis
5 swimming, scuba diving
6 ice-skating, ice-hockey
Verb + noun collocations
3
• Elicit some sports collocations from earlier in the unit,
e.g. play cricket, go swimming, do yoga.
• In pairs, students match the verbs with the nouns, then
compare their answers in pairs.
• Get feedback.
MEDIATION SKILLS
• Making information more accessible by presenting it in
a visual way is mediation.
• Presenting sports collocations in a mind map will
help many students remember the different sets of
collocations.
• Students can be given further practice of this mediation
skill by asking them to use visualisation methods
to explain concepts. This could include time lines,
diagrams and flow charts.
EXTENSION: Students make mind maps for sports
collocations. They write a verb from Exercise 3 in a
circle, e.g. ride, then write nouns that collocate in a
circle around it, e.g. a horse, a bike, a motorbike, a
skateboard. Each verb (1–8) will be at the centre of a new
diagram, and students should think of other nouns that
they know that collocate with this verb. Get feedback
and write lists on the board for students to check.
SAMPLE COPY, NOT FOR DISTRIBUTION
79
ANSWERS
• We normally use were for all persons.
If he were here, he’d tell you what happened.
• We can use unless in the if-clause instead of if … not.
I wouldn’t enter the race unless I had a better bike
1g 2a 3d 4f 5c 6h 7e 8b
Word building
ANSWERS
1 compete
2 dangerous
3 deep
4 dive
5 fit
6 free
7 professionally
8 strong
1
• Elicit or teach Wimbledon (an international tennis
competition, held in London every year).
• Students complete the rule, then compare their answers
in pairs. Get feedback.
g
• Elicit the difference between adjectives and adverbs
(adjectives describe nouns and adverbs describe verbs,
adjectives and other adverbs). Ask What do adverbs
often end in? (-ly).
• Students complete the table, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students rewrite Sentences 1 and 2
without commas. (1 I would eat healthier food if I were
you. 2 I’d be famous if I won Wimbledon!).
ANSWERS
5
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4
a past simple b would
ANSWERS
1 competitive
2 fit
3 strong
4 divers
5 depth
6 freedom
7 professional
8 dangerous
page 73
second conditional
GRAMMAR GUIDE: Second conditional
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Use
ANSWERS
1b 2a
3
• Students complete the rule, then compare their answers
in pairs. Get feedback.
EXTENSION: Write the following prompts on the board:
If I went on holiday, …; If I joined a gym, …; If I had lots
of money, …; If I owned a car, …; If I lived in Hawaii, ….
Students complete the sentences, then compare their
ideas in pairs.
ANSWER
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Grammar
• Students match the sentences from Exercise 1 with the
uses, then compare their answers in pairs.
• Get feedback. Ask How do we know that sentence 1
is advice? (because there is a suggestion in the main
clause).
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a
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their
answers. You could ask students why they think
that free diving is a dangerous sport.
your
ideas
2
ph
ic
• Ask students to briefly describe the photo (a man is
diving in the sea; he’s looking at fish, he doesn’t have
any oxygen) and skim the text to say what it is about
(free diving).
• Students complete the text, then compare their answers
in pairs. Get feedback.
4
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of sports centre (a
place where people do sport or train for sport) and
grades (marks for assignments or exams).
• You could ask students to match the sentences to the
uses of the second conditional in Exercise 2.
(1 a; 2 a; 3 a; 4 b; 5 a; 6 b).
ANSWERS
1 lived
2 would / could buy
3 didn’t enjoy
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We use the second conditional to talk about:
• conditions that are not true now + unlikely results;
We would play better if we had a coach.
(we haven’t got a coach)
• conditions that we consider unlikely in the future +
results we don’t expect to happen;
You would play better if you trained harder.
(I don’t think you will train harder)
• imaginary conditions + consequently impossible results;
If days were longer, we could play until late.
• to give advice.
If I were you, I wouldn’t play for that team.
could
Form
If-clause
Main clause
past simple / continuous
If you were annoying me,
would + infinitive
I’d tell you.
past simple / continuous
If I had the equipment,
could / might + infinitive
I could have better
results.
4 practised
5 would / could get
6 wouldn’t feel
5
• Students rewrite the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 If I had a bike, I wouldn’t get the bus to the football
club.
2 If he did some exercise, he would get fit / fitter.
3 If she was / were better at running, she would get
chosen for teams.
SAMPLE COPY, NOT FOR DISTRIBUTION
80
4 If we had some money, we could buy new team
uniforms.
5 If we had enough players, we wouldn’t have to cancel
the match.
6 If my friends had tickets, they could come into the
stadium.
1
• Elicit the structure for giving reasons which appears in
the example answer. (I think that … as).
• Students write sentences, then compare their answers in
pairs. Encourage them to use a variety of phrases from
the Learning Focus box. Get feedback.
6
SUGGESTED ANSWERS
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of cupboard (a place or
piece of furniture used for storage) and medal (a metal
disc given as a prize in a competition, as an award, etc.).
• Students give reasons for their answers and identify the
type of conditional used in each sentence.
1 were, wouldn’t play
2 will he win
3 open, ’ll / will see
4 ’ll / will make
5 would you do, would run
6 were, would you play
g
• Students underline phrases, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of selfish (not wanting
to share things, doing things only for yourself).
ANSWERS
I think … because, In my opinion …, I also believe …,
For example …
3
• Students decide which points the writer mentions, then
compare their answers in pairs.
• Get feedback. Ask students which words and phrases
in the essay helped them find their answers. (2 helps
you keep fit; 3 make new friends; 6 learn how to
communicate with each other).
pages 74–75
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TEACHING TIP: Revise the general concepts of the
conditional sentences students have learnt so far:
zero, first and second. Remind them that a conditional
sentence describes two events that are connected: one
doesn’t happen without the other.
• It has two parts: an if clause and a main clause.
• The if clause describes something that may or may
not happen, e.g. If we take ice out of the freezer …
• The main clause describes the result of the if clause
if it happens, e.g. … it melts. The main clause can’t
happen without the if clause, so it depends on it.
•A quick reference you could give students for
remembering the use of zero, first and second
conditional sentences and the basic differences
between them is:
zero conditional – scientific facts
first conditional – likely conditions
second conditional – unlikely conditions
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ANSWERS
2
ph
ic
FAST FINISHERS: Students write two short
conversations similar to the ones in the activity, then read
them out to each other in pairs.
2 I think that every child should learn to swim as they
need to be safe in the water.
3 Individual sports are important. For example, they
encourage independence.
4 I believe that playing computer games is a good
idea because it improves coordination and helps you
concentrate.
5 I think that walking regularly is good for your health
as it keeps you fit and makes you feel calmer.
giving reasons and examples; organising your essay;
writing an opinion essay
Learning FOCUS
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Giving reasons and examples
Write or perform the following conversation:
A: I’m right.
B: No, you’re wrong. I’m right.
A: You don’t know anything. You’re wrong. I’m right.
B: No, you don’t know anything. I’m right.
• Ask Are these two people ever going to understand
each other? Why should you always present your
arguments when you give your opinion in any
situation?
ANSWERS
2, 3 and 6
4
MEDIATION SKILLS
• Facilitating collaborative interaction with peers is a
mediation skill. Students encourage their partner to
share their opinions and give reasons for and against
the four statements.
• Students read statements and discuss their
interpretations, thinking of reasons to agree or disagree
with each one. They should help each other formulate
reasons or examples.
• Elicit phrases for responding positively, and agreeing
and disagreeing politely and write these on the board.
(e.g. That’s a good idea. I agree. I think that’s true,
but ... Why do you think ... ?)
• Remind students to add phrases for collaborating to
the relevant page in their notebook.
• This mediation skill can be applied to any exercise that
involves discussing ideas and reaching a conclusion,
including exam collaborative tasks and some Live Well
Study Well projects.
• In pairs, students think of reasons for and against the
statements, then compare their ideas with another pair.
• Get feedback. Encourage pairs and groups to explain
their reasons.
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81
5
• Go through the Exam Tip.
Exam TIP
Mounted archery page 76
Useful vocabulary
g
ancient (adj): very old, from the past
damage (v): to break or make something useless
goat (n): an animal with horns, kept for milk and meat
herd animal (n phr): a type of animal that lives with
many other similar animals
horseback (n): being mounted on a horse
mounted (adj): riding an animal, usually a horse
secret (n): something that few people know about
sheep (n): an animal kept for wool, meat and milk
shoot (v): send something away from you at a fast speed
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Ask students what they know about Japan, e.g. its
capital city, cuisine, customs and traditions, etc. Ask if
they’d like to visit Japan and why / why not.
Before you watch
1
• Elicit a brief description of what the man in the photo is
wearing and doing.
• In pairs, students find the items in the photo.
• Get feedback. Ask Have you seen this sport before?
What two things does the athlete have to do at the same
time? (ride the horse and shoot an arrow) Have you been
to any similar competitions? Would you like to? Why? /
Why not?
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Organising your essay
• Elicit the basic structure of an essay (introduction,
main paragraphs, conclusion) and explain that in an
opinion essay, students should organise their writing
further into an introduction paragraph with their first
(and main) point and a reason / example, second
and third paragraphs with reasons / examples and a
conclusion.
• Ask students to look back at the model essay on page
74 and identify the main focus of the essay and main
point of each paragraph, phrases from the Useful
Language box and the opinion expressed in the essay
conclusion.
Video
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1 For: Sport stars entertain millions of people and are
incredible at their job.
Against: Many sports stars make millions, but they
don’t do really important work.
2 For: If children try harder at sports, they might try
harder at everything.
Against: If children become too competitive, they
may become stressed.
3 For: Academic work is important for the job world.
Against: Many subjects can benefit a child in life, so
they should study all of them at school.
4 For: Children might think that it’s OK to hit someone.
Against: If parents are around when children watch
boxing, the parents can explain that it’s just a sport.
ph
ic
POSSIBLE ANSWERS
lG
• Students read the Exam Task. Elicit the essay question
(What do you think about competitive sports?).
• Students plan their essay, then compare their ideas in
pairs. Remind them that they should make notes rather
than write whole sentences.
• Get feedback. Choose one or two students to share their
plan.
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Exam TASK
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Writing an opinion essay
• Go through the Useful Language box.
• Students complete the Exam Task. Remind them to
include reasons or examples for each of their three
points, and leave five minutes at the end of the task
to check their answer. Get feedback.
7
©
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s essay and tick the
things their partner has included using the Reflection
Checklist.
ANSWERS
archer: the person on the horse
arrow: the object that the person is shooting at the
target
bow: the object that the person is holding
target: the black and white diamond with the red circle
While you watch
2
3
• Play the video. Tell students not to answer the questions,
just watch to get the general idea of the topic.
• Play the video again. Students choose the correct
options, then compare their answers in pairs.
• Get feedback. Elicit the meaning of connection (a link or
relationship with another person, animal or thing).
ANSWERS
1 equipment
2 easy
3 shoot
4 an ancient
5 protect
6 training
7 connection
8 successful
3
Archery is a popular sport around the world. It involves
using a bow to shoot arrows at a target.
This man is preparing his bow and arrows for a
competition. The equipment can be very expensive, but
also very beautiful. It’s important to look after the bow
carefully and avoid damage by heat or damp. The string
is attached to the bow just before the competition. If it
is left on the bow, both the bow and the string can be
damaged.
SAMPLE COPY, NOT FOR DISTRIBUTION
82
The connection between human and horse is the most
important thing.
It’s important for the archer to get used to the feel of
his or her horse. Some mounted archers believe this will
help the archer read the horse’s mind, and that this is the
secret to the skill of a successful archer.
This is a challenging sport, but its popularity has
been growing around the world in recent years. Now
competitions take place in Europe, the US and Australia,
as well as in many Asian countries, and teams travel from
around the world to take part in the International games.
1 skiing / snowboarding, snowboarding / skiing
2 Swimming
3 basketball
4 running
5 yoga
2
1 racket
2 tournaments
3
na
EASIER: Students read the sentences and predict the
part of speech which goes in each gap (1 adjective;
2 noun; 3 verb; 4 noun; 5 noun; 6 noun; 7 noun;
8 noun; 9 noun), then do the task.
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4 arrow
5 horseback
6 control
3 courts
4 track
1 helmet
2 swimming costume
4
1 scored
2 sail
5 net
6 runs
3 trainers
4 tracksuit
3 joined
4 ride
ANSWERS: GRAMMAR
5
1 I’ll come
2 we attack
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• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers.
• Get feedback. Choose students to read the complete
sentences aloud.
1 ancient
2 hunting
3 protect
1
1 would
2 were
3
ANSWERS
ANSWERS: VOCABULARY
6
After you watch
3
For ideas on how to use the review section with your
students, see page 30.
g
Bambang Minarno explains that the whole movement
of the archer is done without using the eyes, from taking
arrows, placing the arrows in the bow, and controlling
the horse without looking.
page 154
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It is an ancient skill that has been practised for thousands
of years. Archery on horseback started in the area
between Turkey and Iran and Mongolia. Traditionally, the
skill was important in daily life. It was used to hunt for
food and to protect herd animals, such as horses, goats
and sheep, from attack by wolves. Of course, it was also
very important in battle. It is a difficult skill and requires
huge amounts of training.
Review
ph
ic
These people are taking part in a competition in
Indonesia, where mounted archery is becoming
increasingly popular. The archers have to take an arrow
and shoot it at a target – while riding on horseback!
3 they train
4 won’t
5 you do
6 unless
3 Wouldn’t it
4 was
5 would
6 wasn’t
7
1 were
2 train
3 had
4 could ask
5 won’t / will not take up
6 look
7 joined
8 ’d / would be
7 connection
8 secret
9 mind
©
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your
• In pairs, students discuss the questions and
ideas
give reasons for their answers. Get feedback.
• Ask students if they can think of any other
sports where you have to do more than one difficult
thing at the same time.
EXTENSION: Students research and write a short text
about an ancient sport or sport event. They should say
whether it’s dangerous or exciting, whether they would
like to try it or not and why.
SAMPLE COPY, NOT FOR DISTRIBUTION
83
7 Have a great trip!
page 77
In the photo
Iguazú Falls are waterfalls of the Iguazú River on the
border between Argentina and Brazil. Together, they
make up the largest waterfall in the world. The falls
divide the river into the upper and lower Iguazú. The
falls are considerably higher than Niagara Falls (between
the USA and Canada). They are less high than Victoria
Falls in Africa (between Zambia and Zimbabwe) but
wider. They are surrounded by a national park that
covers land in both Argentina and Brazil.
g
EXTENSION: In pairs, students discuss solutions for the
problems they brainstormed in Exercise 2, e.g. tourists
leave rubbish behind; there should be lots of rubbish
bins in tourist areas. Get feedback. Ask one or two pairs
to share their solutions.
ANSWERS
Students’ own answers
3
7.1
word focus
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do this.
Reading
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• Ask students what things they would take if they visited
the place in the photo, e.g. a camera, something to eat
and drink, comfortable shoes, a backpack, sunscreen, etc.
• Elicit the meaning of viewpoint (a position with a great
view of an area), scenic (a very beautiful area of nature)
and jungle (a thick forest in a warm, rainy part of the
world).
• In pairs, students discuss the questions. Get feedback.
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Unit Opener
Vocabulary: holiday accommodation; travel
collocations; adjectives for travel
Grammar: past perfect simple; past perfect
continuous
Writing: using narrative tenses; using
structure; writing a story
Live well,
study well: improving your performance;
staying motivated
ph
ic
Reading: understanding attitudes and
opinions; multiple choice with one
text
Vocabulary: travel
Grammar: question tags; subject and object
questions
Listening: matching all parts of the option;
multiple choice with six conversations
Speaking: describing details; photo
description
page 77
pages 78–79
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understanding attitudes and opinions; multiple choice
with one text
1
7.1
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• Write the word holiday in the middle of the board with
four lines extending from it, ending in the words place,
transport, food and activities. Elicit some ideas for each
category, e.g. hotel, plane, ice cream, surfing and write
them on the board in the relevant place.
• In pairs, students discuss the questions. Encourage them
to ask follow-up questions, e.g. Did you go with your
family? How long were you there? What did you do? etc.
Get feedback.
• Elicit a brief description of the photo (a family or some
friends riding bikes in the countryside, there is a town in
a valley in the background). Ask What could the hidden
costs of a holiday be? Elicit one or two ideas.
• Play the recording. Students read the article and check
if any of their ideas are mentioned, then compare their
ideas in pairs.
• Get feedback. Elicit the meaning of CO2 (carbon dioxide,
a gas in the atmosphere that makes the planet hotter),
suffer (experience pain or problems) and cheetah (a wild
cat that can run very fast).
ANSWERS
Student’s own answers
2
• Elicit whether the example relates to a positive or
negative thing about travelling (negative). In pairs,
students discuss the question.
• Get feedback.
As reading text on page 79.
ANSWERS
Students’ own answers
4
• Students match the words and phrases, then compare
their answers in pairs.
• Get feedback. Ask students which words and phrases in
the article helped them choose their answers.
EASIER: In pairs, students underline the key words in the
text that give clues to the meaning of the words in the
exercise.
FAST FINISHERS: Students write two sentences: one
using affect and one with effect, e.g. Tourism can affect
a country in different ways. You can see the effects of
pollution in the air and the water.
SAMPLE COPY, NOT FOR DISTRIBUTION
84
5
• Students read the text and think about the questions,
then discuss their ideas in pairs.
• Get feedback. Encourage students to give reasons for
their answers.
SUGGESTED ANSWERS
affect the environment, harmful to the environment,
the negative effect of your flight, this causes …
overcrowding, independent local restaurants, rather than
international chains
They are mostly used with a negative meaning, except
for independent, which is used positively to suggest
creating less environmental impact.
6
2
7.2
• Students complete the conversations, then compare
their ideas in pairs.
• Play the recording. Students listen and check their
answers.
• Get feedback. Ask students which words in the
conversation helped them choose their answers.
1 reservation / journey / fare
2 visa / destination / journey
3 visa / currency / baggage
4 border / reservation / visa
5 baggage / currency / fare
EXTENSION 1: Students write conversations based on
the activity, including words from Exercise 1, then read
them aloud in pairs.
EXTENSION 2: Students copy the table below, then
research two trips online and complete it with their own
ideas.
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Exam TASK
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Multiple choice with one text
• Students complete the task, then compare their
answers in pairs.
• Get feedback. Ask which questions are about the
writer’s opinion (1, 3, 4). Ask How do you know?
(1 is about what the writer believes, 3 is about what
the writer suggests, 4 is about why the author thinks
something is a good idea).
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1A 2C 3C 4D 5B
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• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share
their ideas. You could ask students what types
of places people they know visit on holiday and why.
©
EXTENSION: Students research and write a short
description of an environmentally-friendly holiday. They
should write about where the holiday is, what you can
do, how you can travel around, etc.
page 80
travel
1
1f 2d 3h 4e 5a 6g 7c 8b
ph
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Exam TIP
Understanding attitudes and opinions
• Questions about the writer’s opinion often use verbs
such as believe, suggest, feel and think.
• Writers express their opinion directly (e.g. This is good.)
or indirectly by using positive or negative language.
Students need to identify the opinions expressed
indirectly.
Vocabulary
ANSWERS
EASIER: Give students fewer words to choose from for
each conversation:
• Go through the Exam Tip.
ANSWERS
• Students match the words to the definitions, then
compare their answers in pairs.
• Get feedback. Elicit the meaning of arrangement (a
plan or preparation for something that will happen),
permission (allowing someone to do something) and
official (relating to a government or authority).
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1c 2a 3e 4f 5b 6d
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ANSWERS
• In pairs or small groups, students brainstorm words
related to travelling. Prompt with questions such as How
do we often travel to places that are near or far away?
What do you take with you when you travel abroad?
Trip
Means of transport
Cost
Travel time
Students bring their tables to class and compare their
trips with a partner. Ask one or two pairs to share what
they discussed.
ANSWERS
1 fare, reservation
2 journey, destination
3 baggage
4 visa, border
5 currency
7.2
1 A:How much is the coach fare from here to Buenos
Aires?
B:It’s $45.00. Would you like to make a reservation
now?
2 A:How long is the journey from Mombasa to
Nairobi?
B:I think it’s around eight hours. But we’re not
staying in Nairobi. Our final destination is
Kampala.
3 A:Do you know how much baggage we can take
with us?
B: No, but I think they let you take two suitcases.
4 A: Do we need to get a visa for our holiday?
B:Yes, we do, because we’re going to cross the
border from Mexico to the US.
5 A:I didn’t have time to get any money for our trip to
Japan. What’s the currency there?
B:It’s the yen. But don’t worry. You can change
some money at the airport tomorrow.
SAMPLE COPY, NOT FOR DISTRIBUTION
85
3
• to ask someone to do something;
You will call when you get there, won’t you?
• to express disapproval or disbelief.
You haven’t lost your phone again, have you?
• Students cover the word box and brainstorm words for
each category.
• Students complete the table, then compare their
answers in pairs.
• Get feedback. Ask students if any words they
brainstormed appeared in the box.
EASIER: Students do the activity in pairs.
ANSWERS
4
• Students skim the email and say what it is about
(a journey with a lot of problems).
• Students complete the email then compare their answers
in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
same:
are you?
isn’t he?
have they?
can’t she?
present and past simple:
He lives in New York,
You play football,
She doesn’t speak English,
I met you at Ben’s party,
correct form of do:
doesn’t he?
don’t you?
does she?
didn’t I?
imperative
Don’t spend all your money,
Call Aunt Bessie,
will
will you?
won’t you?
Irregular question tags:
• I am:
Sorry, I’m always late, aren’t I?
• Let’s (= let us):
OK, let’s all calm down, shall we?
• When the subject is a determiner or an indefinite
pronoun, the subject in the question tag needs to be
adjusted:
Everyone works hard, don’t they?
That wasn’t a clever thing to say, was it?
Those T-shirts are great, aren’t they?
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• Write the following sentences on the board.
Students complete them with check in, check-in, or
check out.
Excuse me, where is the hotel ____? (check-in)
Get your things together; we need to ____ at 12.
(check out)
My camera is in my suitcase, which I left at the
airport ____. (check-in)
We can’t ____ until 3 p.m., so let’s have a coffee first.
(check in)
Question tag
be, auxiliaries, modals:
You’re not Sam,
He’s sleeping upstairs,
They haven’t been to Rome,
She can swim,
ph
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1b 2a 3b 4b 5a 6c 7c 8c
LOOK!
Verb in the sentence
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Hotel: check out, double room, reception
Airport: boarding pass, customs, duty free
Road: coach, roundabout, traffic jam
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Form
We use:
• negative question tags after affirmative sentences.
You're seventeen, aren't you?
• affirmative question tags after negative sentences;
You aren't sixteen, are you?
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• In pairs, students discuss the questions.
ideas
Explain that students can describe a journey
to school, through the place they live in, etc.
• Get feedback. Ask students what are their favourite
or least favourite things about travelling and journeys,
e.g. They are exciting because everything is new. In
the morning you have to hurry to catch the bus to
school, etc.
Grammar
• Elicit the difference between a statement (an affirmative
or negative sentence) and a question (a sentence to ask
something).
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
a negative
b affirmative
c do / don’t or does /
doesn’t
page 81
N
question tags
GRAMMAR GUIDE: Question tags
Use
©
1
Question tags are short questions at the end of
sentences. We use them:
• to check that what we said in the main sentence is
correct;
You’re from Spain, aren’t you?
• to invite someone to respond to a comment we
made, instead of just making the comment;
That was a terrible film, wasn’t it?
• to ask for something in an informal way;
You haven’t got a charger, have you?
d did / didn’t
e be
f can
g have / has
2
• Students match the sentences to the question tags, then
compare their answers in pairs.
• Get feedback.
FAST FINISHERS: Students write a few sentences that
contain question tags using a variety of tenses, then read
them aloud to a partner.
ANSWERS
1e 2b 3a 4g 5f 6h 7d 8c
SAMPLE COPY, NOT FOR DISTRIBUTION
86
EXTENSION: In small groups, students read the text on
page 79 again. Ask each student to choose a paragraph,
decide on the main idea and turn it into a statement
using a question tag, e.g.
Paragraph 1: We should all think about the environment
on holiday, shouldn’t we?
Students in the rest of the group say whether they
agree or not. The group should make a note of how
many of them agree and disagree with each statement,
then present a summary to the class e.g. We all feel it’s
important to think about the environment on holiday.
or Some of us feel it’s important to think about the
environment on holiday, but others feel it’s better to just
have a good time. etc.
ANSWERS
1S 2S 3O 4S 5O 6O
5
g
• Students write the questions, then compare their
answers in pairs. Get feedback.
EASIER: Students underline the subjects in each
sentence before they do the task.
ANSWERS
1 Who takes the train to school with Sandy?
2 Who was talking to the flight attendant?
3 Who went on holiday with Gemma and Ana?
4 Who borrowed the new blue suitcase?
5 Who asked for their tickets?
6 Who is pointing to the castle?
7 Who left her passport at home?
8 What hit the cruise ship?
Listening
page 82
matching all parts of the option; multiple choice with
six conversations
eo
gr
a
subject and object questions
FAST FINISHERS: Students write a subject question and
an object question, then ask a partner to identify which
is which.
Le
ar
ni
n
• Processing text in speech is mediation.
• In groups, students read a text and summarise the
important points, then formulate tag questions about
the content of the text.
• They then summarise the results of their discussion to
present to the class.
• Students can practise this mediation skill throughout
the course by summarising the content of audio
recordings, videos, their own pairwork discussions or
reading texts, using their own words. They should be
expected to summarise opinions and ideas as well as
key information.
EASIER: In pairs, students write example answers to
each question, then do the activity.
ph
ic
MEDIATION SKILLS
3
at
io
na
lG
GRAMMAR GUIDE: Subject and object questions
• When the question word is the subject of a question,
the word order of the question is the same as in an
affirmative sentence.
Who took your bags?
What caused the flight delay?
Which train goes to Glasgow?
Who can help me with my bags?
• When the question word is the object of a question,
the verb or auxiliary goes before the subject as in the
normal question form.
Who are you going to Rome with?
What did the guide recommend you visit?
Which train did you take?
What can you tell me about what happened?
©
N
• Elicit or teach subject (the noun or phrase in a sentence
that does the action) and object (the noun or phrase in
a sentence that is affected by the action). Students look
at the sentence in Exercise 3 and identify the subject
(Jamal) and the object (a hotel room).
• Students answer the questions, then compare their
answers in pairs. Get feedback.
ANSWERS
1 Jamal 2 a hotel room 3 A 4 B 5 B 6 B
4
• Explain that thinking of an answer to a question can help
students identify whether it’s a subject question or an
object question.
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
1
• Explain that items 1–6 are sentences that the woman
said, and items A–C are a summary of what she said.
• Do the first item as a class. Read sentence 1 and ask
which of the three options, A, B or C, says something
similar and why (It was slower than she expected / It
wasn’t quick at all).
• In pairs, students match the sentences with the options.
• Get feedback. Students say which words helped them
choose their answers. (2 couldn’t get reservation;
3 ticket really expensive; 4 queues terrible; 5 see
beautiful countryside; 6 train crowded).
ANSWERS
1C 2A 3B 4C 5B 6A
2
7.3
• Play the recording. Students tick the sentences they hear
from Exercise 1, then compare their answers in pairs. Get
feedback.
EASIER: Pause the recording after each speaker to allow
students to choose their answers.
ANSWERS
3, 5, 6
7.3
Man:
Woman:
Man:
Woman:
Did you take the bus to Manchester last
weekend?
No, I decided to take the train. It’s so much
quicker, but the ticket was really expensive.
How was your journey?
Well, I got to the station late, because there
was so much traffic on the way there. So, I was
SAMPLE COPY, NOT FOR DISTRIBUTION
87
• Play the recording again. Students choose the correct
option to answer the question, then compare their
answer in pairs.
• Get feedback. Students say which words helped them
choose their answer (ticket, really expensive, see some
beautiful countryside). Elicit why answers A and C are
incorrect (A She had a seat reservation, so she could sit
down. C She bought her ticket online, so it was easy to
get a ticket).
ANSWER
B
4
• Go through the Exam Tip.
Exam TIP
ANSWERS
Students’ own answers
na
7.4
lG
• Students read the conversation contexts and think about
the words they might hear, then compare their ideas in
pairs. Get feedback.
5
3 You will hear a woman telling a friend about her new
suitcase.
F:I bought some new luggage for my trip to New York
next month.
M:Really? But you’ve got that big blue bag, haven’t
you? It’s really strong. What’s wrong with that?
F:Oh yes, I know. It is a good size and I can fit lots of
stuff in it, but it’s really heavy. This new case is much
lighter. It wasn’t cheap though.
M:Can I borrow your old blue bag, then? It’ll be
perfect for my camping trip next weekend.
Now listen again.
eo
gr
a
Matching all parts of the option
• Revise context (the situation in which something
happens, e.g. where, when, how and why it happens,
who is involved, etc.)
• Say You will hear two friends talking about a TV
programme. What did the boy think of it? Elicit
ideas about what type of language they might hear
(informal) and what type of vocabulary (e.g. talking
about likes and dislikes, verbs to express opinion,
maybe words about the content of the programme).
2You will hear two friends talking about a trip to
Mexico City.
M:Have you seen my holiday photos? Look – this is a
street market. See all the different flowers and food.
It was amazing!
F: That looks great. Did you eat at the market as well?
M:Yes, we did, but I think the best meal we had was
at my friend’s house. He prepared some traditional
Mexican food and it was fantastic.
F: What else did you do?
M:Well, we visited a really interesting museum. It had
some beautiful paintings in it. But actually, I most
enjoyed walking round the street market. That’s the
experience I’ll always remember.
Now listen again.
g
7.3
Le
ar
ni
n
3
M: Well, I guess that’s much cheaper.
F:True, but I think she’s more worried about the
environment. She really doesn’t want to fly
anywhere. Actually, I hate flying and she loves it, but
she’s trying to be eco-friendly.
M:Hmm. Maybe you could go on a camping holiday
somewhere local?
Now listen again.
ph
ic
really glad that I’d already bought my ticket
online. And the train was very crowded. But I
had a seat reservation, so it was fine. It was a
bit noisy, but I just put my headphones on and
looked out of the window. You can see some
beautiful countryside on the way.
Exam TASK
N
at
io
Multiple choice with six conversations
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of luggage (baggage, bags you
take on holiday).
ANSWERS
©
1C 2A 3B 4A 5B 6A
7.4
For each question, choose the correct answer.
1 You will hear two friends talking about holiday plans.
M:Have you and your sister booked your summer
holiday yet?
F:No, we haven’t. We can’t decide where to go. At
first I wanted to visit our aunt in Abu Dhabi, but
the flights are really expensive. My sister thinks we
should stay at home and just go on day trips to local
places.
4 You will hear two friends talking about a
TV programme they saw.
F:Did you watch that programme about eco-tourism
last night?
M:Yes, I did. I was looking forward to it because I think
the environment’s a very important subject and I
usually love travel programmes.
F:Me too. But I didn’t really learn anything new.
I enjoyed the interviews with different travel
companies.
M:Yes, they were good. But I agree with you, I’ve
heard a lot of that information before. It was quite
interesting, but not amazing.
Now listen again.
5 You will hear a woman telling her friend about Kylie’s
party.
M: How was Kylie’s party last night?
F:Oh, it was great, thanks! We all had a really good time.
M: Was it at Kylie’s house?
F:Well, that was the plan, but then she changed her
mind because her house is quite far from the station.
So, we actually had the party at Rick’s house. It isn’t
as big as Kylie’s place, but it’s much easier to get to.
M:Oh yes, I think I’ve been there. He’s got a great
garden, hasn’t he?
F:Yes, he has, but it was raining last night, so we
stayed indoors.
Now listen again.
SAMPLE COPY, NOT FOR DISTRIBUTION
88
page 83
1
• Ask What do you like to do on holiday? and elicit a few
ideas.
• In pairs, students ask and answer the questions.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of historic (important in history),
souvenirs (objects bought to remember a holiday,
a special place, etc), hiking (the activity of going for
long walks) and wildlife (animals that live in nature in a
particular place).
2
• Elicit a brief description of the photo.
• In pairs, students discuss the questions, then compare
their ideas with another pair. Get feedback.
lG
EASIER: Go through the questions as a class and write
students’ ideas on the board.
na
FAST FINISHERS: Students write three sentences about
the photo.
g
TEACHING TIP: Revise syllables to help students with
pronunciation. A syllable is a unit of speech containing
at least one vowel sound. A syllable can be a single
word (stop) or a part of a longer word, e.g. border (two
syllables), currency (three syllables).
• Identifying syllables in English words can be difficult
because they are based on pronunciation and sounds,
not spelling. Written vowels may combine into one
sound, e.g. road, or be silent, e.g. plane /pleɪn/, live
/lɪv/, or lived /lɪvd/, which are all one syllable. Note
that some consonants form syllables on their own,
e.g. /m/ in rhythm /ˈrɪð.əm/ (two syllables), /l/ in
double /ˈdʌb.əl/ (two syllables).
• In most dictionaries, syllables are separated by a full
stop and / or primary and secondary stress marks
in the pronunciation notation, e.g. destination
/ˌdes.tɪˈneɪ.ʃən/.
at
io
Exam TIP
N
• Go through the Exam Tip.
• In pairs, students discuss the questions.
• Get feedback. You could ask students what an
ideal holiday for their family would be and why.
your
ideas
EXTENSION: Students write a description of a holiday
photo, including the type of details they’ve studied in
the lesson.
1 taking photos, going on a boat trip
2/3 Students’ own answers
3
Photo description
• Go through the Useful Language box.
• In pairs, students complete the Exam Task, including
as many details as possible in their answers.
• Get feedback.
eo
gr
a
Students’ own answers
ANSWERS
Exam TASK
EASIER: In pairs, students brainstorm details in the
pictures, then work with a different partner for the Exam
Task.
describing details; photo description
ANSWERS
4
ph
ic
Speaking
TEACHING TIP: Regularly discussing pictures helps
improve students’ vocabulary and their confidence in
speaking English. Students find or take pictures that relate
to a particular topic and bring them to class. In pairs, small
groups or as a class students discuss the details of the
pictures, using the questions in the Exam Tip.
Le
ar
ni
n
6 You will hear two friends talking about a school trip.
F:What was the geography trip like last Thursday?
M:It was pretty good, once we got there, although it
was very rainy. But the journey was awful!
F: Oh no, why was that? Were the roads really busy?
M:There were lots of other cars on the roads, but that
wasn’t the problem. It was the noise.
F:Do you mean from the coach? Were you on one of
those really old noisy coaches?
M:No, I mean the noise from everyone else on the
coach. They were singing stupid songs the whole
time. I had a headache by the time we got there! I
was actually happy to get out of the coach and into
the rain!
Now listen again.
©
Describing details
• Remind students that the purpose of a Speaking
exam is to show they can speak English, so they
should say as much as they can.
• Suggest that they can try and imagine what the people
in the photo feel like and include it in their description.
They can use expressions like I think she’s happy, He
looks sad or They’re probably in a hurry, etc.
• Students use the questions in the Exam Tip to describe
the photo in Exercise 2, including as many details as
possible.
• Get feedback. Students give reasons for their answers.
Vocabulary
page 84
Holiday accommodation
1
• In pairs, students take turns to describe a photo. Their
partner guesses the photo they’re describing.
• Students write the words under the photos, then
compare their answers in pairs. Get feedback.
FAST FINISHERS: Students think of places where
they could find these types of holiday accommodation,
e.g. 1 city; 2 countryside; 3 beach, countryside; 4 beach,
city; 5 countryside, beach.
ANSWERS
1 hostel 2 cabin 3 holiday home 4 hotel 5 campsite
SAMPLE COPY, NOT FOR DISTRIBUTION
89
• Students underline the key words in the situations and
give reasons for their choices.
• They choose the correct accommodation, then compare
their answers in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1 campsite
2 hotel
3 hostel
4 holiday home
FAST FINISHERS: Students write an example holiday
situation for each of the adjectives, e.g. relaxing – being
by the beach, exciting – going on a boat ride, etc.
EXTENSION: Students identify which adjectives are
positive (relaxing, exciting, comfortable, calm, lively) and
which are negative (stressful, noisy, crowded).
5 cabin
ANSWERS
1 relaxing
2 comfortable
Travel collocations
• Students cross out the words, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of on board (be on
transport such as a ship, plane, boat, etc. with other
people).
FAST FINISHERS: Students write three sentences using
some of the collocations in the activity, then compare
them in pairs.
• Some students may be uncomfortable discussing the
topics in this activity, so make it clear they can skip a
question if they don’t want to answer it.
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
EXTENSION: In small groups, students make a list of
aspects of holiday accommodation, then order them
from the most to the least important. Ask one or two
groups to share their ideas.
ANSWERS
4
7.5
ANSWERS
1F 2T 3F 4T 5F 6T
Students’ own answers
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Students could describe the
advantages and disadvantages of camping.
Ask Would you prefer to stay at a campsite or in a
comfortable hotel? Why?
eo
gr
a
• Students skim the questions and find four cities. Elicit
or teach that these are the capital cities of countries
in Central Europe (Vienna, Austria; Warsaw, Poland;
Prague, Czech Republic (Czechia); Budapest, Hungary).
• Play the recording. Students decide whether the sentences
are true or false, then compare their answers in pairs.
• Get feedback.
ANSWERS
ph
ic
1 car 2 journey 3 the boat 4 a bike
5 crowded
6 lively
Le
ar
ni
n
6
3
3 calm
4 stressful
g
2
Grammar
page 85
Past perfect simple
GRAMMAR GUIDE: Past perfect simple
7.5
A:Have you booked your holiday yet?
B:Yes, we have. We’re going to travel around Europe
by rail. Stella wants to fly to one city and stay in a
holiday home there, but the rest of us really want to
go to lots of different places.
A:And have you booked your hotel rooms as well?
B:We aren’t staying in any hotels. We’re staying at
campsites in Prague and in Budapest and we’re
going to look for some good hostels when we get
to Vienna and Warsaw.
A:That sounds like a good idea. How will you travel
around the cities?
B:Well, Marie hates travelling by car or bus. She gets
really travel sick. So we want to go on foot or hire
bikes. It won’t be fast, but it will be cheap and we’ll
probably see a lot more.
lG
Use
at
io
na
We use the past perfect simple to show that a past action
or event happened before another past action or event.
I had read the novel before I saw the film.
(I read the novel, then I saw the film.)
I met Ali yesterday. I hadn’t seen him for months.
(I didn’t see Ali for months, then I met him.)
By the time she was 15, she had become a star.
(She became a star, then she turned 15.)
©
N
Form
• For the affirmative form, we use subject + had + past
participle of the main verb for all persons;
I had just started eating when the phone rang.
• For the negative form, we use subject + hadn’t (had
not) + past participle of the main verb;
We hadn’t realised how unhappy he was.
• For questions, we use had before the subject. For
short answers, we use Yes, + subject + had or No, +
subject + hadn’t.
A: Had he told you before I called you?
B: Yes, he had. / No, he hadn’t.
Adjectives for travel
5
• In small groups, students brainstorm adjectives that can
describe travelling. Encourage them to talk about how
they feel before they travel, while they’re travelling and
after they’ve come back from travelling.
• Students choose the correct adjectives, then compare
their answers in pairs.
• Get feedback. Ask if any adjectives that students
brainstormed appeared in the activity.
1
• Students underline the verbs in the sentences and
answer the questions, then compare their answers in
pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
90
ANSWERS
1 had forgotten, went 2 had travelled
a They forgot their passports.
b He travelled all over the world.
!
2
• Students look back at sentences 1 and 2 in Exercise 1
and decide if the rule is true or false, then compare their
answer in pairs. Get feedback.
ANSWERS
REMEMBER
Remind students that they studied stative verbs
(verbs that describe states or conditions) in
Unit 1. Elicit a few examples. Remind students that
we generally don’t use stative verbs in continuous
tenses.
5
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
g
T
Use
• We use the past simple to talk about actions or events
in the order they happened.
I waited for hours and then three buses arrived.
• We use the past perfect to show that a past action or
event happened before another past action or event.
When I arrived at the bus stop, my bus had just left.
(my bus left, then I arrived)
• If we want to emphasise its duration or effect on
another past action or event that followed it, we use
the past perfect continuous.
I’d been waiting for hours when three buses arrived.
She won because she’d been training hard.
1 had returned
2 had never played
3 Had they already called
6
at
io
3
na
lG
Form
• For the affirmative form, we use subject + had + been
+ -ing form of the main verb for all persons;
By the age of 18, he’d been working for two years.
• For the negative form, we use subject + hadn’t (had
not) + been + -ing form of the main verb;
We hadn’t been waiting long before he arrived.
• For questions, we use had before the subject. For
short answers, we use Yes, + subject + had or No, +
subject + hadn’t.
A: Had he been waiting long before I arrived?
B: Yes, he had. / No, he hadn’t.
N
• Elicit one or two examples of continuous tenses (present
continuous, past continuous, etc.) and elicit what
continuous tenses have in common (they show actions in
progress, they all use a form of the verb be + -ing form).
• Students underline the verbs, then compare their
answers in pairs. Get feedback.
ANSWERS
©
1 had been walking, were
2 had been driving, realised, were
4
• Students match the sentences in Exercise 3 with the
rules, then compare their answers in pairs. Get feedback.
ANSWERS
a2 b1
4 had never been
5 had worked
6 had flown
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of buried treasure
(treasure hidden under the ground) and midday (the
middle of the day, around 12 p.m.).
ANSWERS
1 had been living
2 had been teaching
3 Had she been waiting
eo
gr
a
We don’t make the past perfect continuous of stative
verbs.
ANSWERS
Le
ar
ni
n
GRAMMAR GUIDE: Past perfect continuous
EASIER: In pairs, students identify the past participle
forms of the verbs in brackets, then complete the activity.
ph
ic
Past perfect continuous
4 hadn’t been walking
5 had you been digging
6 had been playing
7
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
EASIER: In pairs, students underline the time phrases in
each item (1 after hours; 2 for months; 3 since last July;
4 before; 5 –; 6 for six months before, 7 –;
8 –, then complete the sentences.
ANSWERS
1 had finally reached
2 had been preparing
3 had been planning
4 had bought
5 hadn’t imagined
6 had been studying
7 had been looking
8 had left
EXTENSION: Students write a short story about a
holiday experience, either real or imaginary. Encourage
them to use the past perfect simple and the past perfect
continuous in their story. Students compare their stories
in pairs.
Writing
pages 86–87
using narrative tenses; using structure; writing a story
Learning FOCUS
Using narrative tenses
• Write the four most common narrative tenses on the
board and ask students to give you some examples
of what they did before the class using each one,
SAMPLE COPY, NOT FOR DISTRIBUTION
91
EXTENSION: Students look at questions 4 and 5 in
Exercise 4 again and underline examples of narrative
tenses, adjectives and adverbs in the story. You could ask
them to explain one or two of the tense examples, e.g.
‘The boys jumped into the sea’ is a completed action in
the past. ‘The sun was shining brightly’ sets the scene of
the story. etc.
ANSWERS
1F 2T 3T 4T 5T 6F
1
ANSWERS
1 threw
2 were sitting / had been
sitting
3 had made / was making
4 had been running
5 left
6 was shining, was
blowing
7 heard
8 kept
2
ANSWERS
na
1T 2T 3F 4F
lG
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
3
N
at
io
• Students skim the story and say what it is about (two
boys swimming in the sea got caught in a storm, but
some dolphins saved them).
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of lightning (a flash of electricity that
appears in a storm), anxious (nervous) and dolphin (point
to the photo on the page).
ANSWERS
a2 b4 c1 d3
6
• Ask students why it is good to include adjectives in
stories (because they make a story more interesting).
• Students find the adjectives, then compare their ideas in
pairs.
• Get feedback. You could ask students which adjectives
are usually positive (calm, relieved, clear, warm) and
which are usually negative (anxious, exhausted, dark (if
describing the sky).
ANSWERS
1 calm, anxious, exhausted, relieved
2 clear, warm
3 dark
7
• Go through the Exam Tip.
©
1 was shining
2 had been looking
3 had finished
4 wanted
5 were trying
6 was getting
7 were beginning
8 swam
9 led
10 had saved
• Students read the story again and decide if the
sentences are true or false, then compare their answers
in pairs. Get feedback.
Exam TIP
Using structure
• Ask students why it is important for a story to have a
clear structure (it’s easier for the reader to read it, the
writer’s ideas are more easily understood).
• Elicit examples of stories (novels, films, songs) which
students found confusing. Ask what didn’t work in the
structure.
• Give students a few minutes to make their plans. Remind
them to only use notes and think about adjectives and
tenses they can use in their story. Get feedback.
EASIER: Students write their plans in pairs.
8
Exam TASK
ANSWERS
4
g
• Revise summary (a short version of a longer text that
includes its most important details).
• Students match the paragraphs and summaries, then
compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
eo
gr
a
FAST FINISHERS: Students choose a sentence from
the activity and write a sentence to follow it using other
narrative tenses, e.g. He packed his suitcase and left
the house. While he was walking to the train station, he
realised he had forgotten his passport.
5
ph
ic
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of gentle (light or soft)
and softly (done in a light, easy way).
• Ask students to explain why we need to use these tenses
with these particular examples. (1 a series of past actions;
2 an action in progress at a certain point in the past; 3 a
past action that happened before another past action;
4 an action in progress for a length of time in the past
before another past action; 5 a series of past actions;
6 actions that set the scene; 7 a past action that
interrupts another action in progress in the past; 8 a state
in the past).
Le
ar
ni
n
e.g. I woke up early. I was packing my school bag
when my mum called me. I realised I had forgotten
my pens when I was at school. I had been thinking
about this lesson when the class bell rang.
• Ask the class why narrative tenses might be
important in writing (to show a clear order of events,
especially when telling a story).
Writing a story
• Go through the Useful Language box.
• Students complete the Exam Task. Remind them to
check their text when they’ve finished.
9
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
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92
EXTENSION: Pairs read each other’s story and tick the
things their partner has included using the Reflection
Checklist.
MEDIATION SKILLS
Useful vocabulary
achieve (v): be successful in doing something
balanced diet (n phr): eating a variety of food every day
that is good for your health
motivated (adj): having an interest / reasons for doing
things
performance (n): the act of doing something
recover (v): return to a normal state of health,
strength, etc.
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
1
• In small groups, students brainstorm ideas on how to
stay healthy. Write their ideas on the board, or have a
confident student come to the board and write them.
• Students complete the tips, then compare their answers
in pairs.
• Get feedback. Ask Do you follow this advice? Why? /
Why not? Ask one or two students to share their ideas.
Review
1 sleep 2 energy 3 exercise 4 change
2
• In pairs, students discuss the question.
• Get feedback. Students give reasons for their answers.
3
lG
• In pairs, students discuss the situation.
• Get feedback. You could ask a pair to volunteer their
answers.
4
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• Go through the Mind your Mind box.
• Ask Why is it good to be motivated? Elicit one or two
ideas.
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their answers.
You could take a class vote on the best tip.
5
Project 2
• Individually, students plan which information and
advice they will include on their poster, using the
Useful Language box to help them.
• Students create their poster, paying attention to
design and adding images, colours, etc, if possible.
• Students take turns to present their posters to the class.
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ANSWERS
• Making information clearer by presenting it in a
different way and adding illustrations is mediation.
• Students think about ways to help sportspeople
stay motivated, then present their ideas in a poster,
advert, flyer, etc. in as persuasive a way as possible.
• Encourage students to think about how they can
make their posters more effective (e.g. repeating key
words, giving concrete examples, illustrating their
ideas visually, using graphics to show how ideas are
linked).
• The posters can be displayed for the rest of the class
to see.
• Students can be given further practice of this
mediation skill by asking them to present information
in different ways and to think about how to get ideas
across clearly.
g
improving your performance; staying motivated
Le
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page 88
ph
ic
Live well, study well
help them express advice. After finishing the task,
volunteers can present one of their group situations
and their advice to the class.
our
page 155
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1 destination
2 duty free
2
1 fare
2 baggage
3
1 holiday home
3 boarding pass
4 reservation
2 hostel 3 on
4
1 on
2 by
3 by
Project 1
• Students make notes individually about the situation
they want to share with the group and think about
each of the three bullet points.
• Students take turns to present their situation to the
group. They should use the Useful Language box to
8
N
ANSWERS: GRAMMAR
5
1 don’t you 2 wasn’t it
6
5 currency
6 visa
4 lively
5 stressful
7 campsite
8 comfortable
9 crowded
4 air
5 at
6 cabin
y
• In pairs or small groups, students
roject
p
brainstorm things that motivate them, e.g.
doing well in an exam, winning a prize,
spending a great time with friends, signing up
for interesting lessons, etc. Get feedback.
• In pairs or small groups, students choose a project.
Project 1 involves giving advice in a group context
and Project 2 involves creating a poster to help
people stay motivated while training for something.
©
3 reception 4 coach
3 haven’t you 4 is it
1 doesn’t she 2 isn’t there
3 did they
4 could they
7
1 did Dan give my sister, gave my sister a lovely book
2 did the teacher ask for, asked for our homework
1 we’d been travelling
2 I’d never been
9
1 had already left
2 had been raining
3 They’d owned
4 We’d been going
3 had belonged
4 had already bought
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93
4
page 89
In the photo
Free running is an activity that combines moving quickly
in a city environment around buildings and objects with
elegant and skilful acrobatic moves. It differs from parkour
(which derives from a military type of obstacle training) in
that in parkour the emphasis is on efficiency, while in free
running it is on the artistic side of the movements.
Reading
pages 90–91
checking the information; multiple choice with
five short texts
lG
1
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• In pairs or small groups, students brainstorm free-time
activities. Write their ideas on the board.
• In pairs, students discuss the activities and order them
from the most to the least enjoyable.
• Get feedback. Ask one or two pairs to share what they
discussed.
ANSWERS
Students’ own answers
2
N
• In pairs, students talk about their activities, then compare
their ideas with another pair.
• Get feedback. Students give reasons for their answers.
©
ANSWERS
Students’ own answers
3
• Elicit where the person in the photo is (in a cave).
• Elicit ideas about the activity in the photo. Students
check if they appear in the article.
• Get feedback. Ask students if they’ve ever been in a cave
and if so, whether they enjoyed it, or if they’d like to visit
one and why / why not.
ANSWERS
word focus
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words
they guessed correctly, and which words helped
them do this. Elicit the meaning of nightmare (a bad
dream), tunnel (a long passage underground that you
can walk or drive through), cave (a large, natural hole
underground), bat (a small flying mammal that often
lives in caves), narrow (having a small distance from
side to side, usually in relation to length; the opposite
of wide) and footprints (marks left by feet or shoes in
the ground or on a surface).
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• Elicit a brief description of the photo and ask students to
point at the lamp post. Students brainstorm adjectives to
describe the activity.
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their
answers. Ask Do you know any other urban sports?
(skateboarding, rollerblading, etc.)
8.1
ph
ic
Unit Opener
Vocabulary: phrasal verbs (2); adjectives
Grammar: modals and semi-modals (2);
expanding your vocabulary; open
cloze
Writing: linking words and phrases (1);
adding details; writing an article
Video: The tables
g
Reading: checking the information; multiple
choice with five short texts
Vocabulary: free-time activities and verbs of
opinion
modals and semi-modals (1)
Grammar:
Listening: predicting what you will hear;
multiple choice with picture options
Speaking: listening to the question;
elaboration questions
page 89
Le
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8 My own time
• Students match the paragraphs in the text to the
headings, then compare their answers in pairs.
• Get feedback. You could ask students what words
or sentences helped them choose their answers.
(1 worst nightmare, love the excitement; 2 contain many
interesting features; 3 helmet, light, gloves, food and
drinking water; 4 falling, very narrow space, body gets
too cold; 5 look after them, never leave rubbish).
MEDIATION SKILLS
• Summarising the main points of a text is a mediation
skill.
• Ask students to read the text again, and make notes
about the information given in the text about caving
and caves. They will need to decide what is important,
but they can also include details that they think another
person might find interesting or entertaining.
• Students then relate this information verbally to a
partner in their own words. Emphasise that they should
not try to memorise or recount the whole reading text
to their partner.
• Students can practise this mediation skill by
summarising the content of reading texts, grammar
texts, etc. using their own words. They can also
summarise the content of films, books or TV
programmes they have watched in their first language.
8.1
As reading text on page 90.
ANSWERS
1c 2e 3a 4d 5b
Students’ own answers
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94
Exam TIP
Checking the information
• Remind students that it is important to identify the
text type of each short text, as this will give them a
context for who will read it and the kind of information
that will be in it, e.g. if a text is an advertisement, it
is for a potential buyer / customer and will probably
contain information about a product, prices, etc.
• Remind them that this type of task checks if they
understand texts. For this reason, the wording in the
options is often different from that in the text, so they
need to match the meaning in the texts and in the
options, not the words.
EXTENSION: In pairs, students discuss how often they
do the activities in Exercise 1. Encourage them to use
adverbs of frequency or time phrases in their responses.
ANSWERS
1c 2b 3d 4g 5h 6f 7e 8a
2
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of gallery (a place that
displays and sometimes sells works of art).
• Ask which words helped students choose their answers
(e.g. 1 prepares lunch; 2 new exhibition, City Gallery;
3 play, theatre; 4 make a leaflet; 5 around Vietnam;
6 racket, game; 7 spend time with real friends, face to
face; 8 boat).
g
• Go through the Exam Tip.
Exam TASK
ANSWERS
1 cooking
2 sculpture
3 drama
4 graphic design
Multiple choice with five short texts
Students complete the Exam Task. Do not get feedback
at this stage.
1B 2C 3A 4C 5A
• Elicit or teach adore (really like a lot, love) and can’t
stand (really don’t like), and explain the difference
between quite like (like a lot) and like … a bit (like a little
but not a lot) if necessary.
• In pairs or small groups, students discuss the activities
from Exercise 1. Encourage them to try and find
similarities and differences in their opinions.
• Get feedback. Ask one or two pairs / groups to share
their ideas.
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TEACHING TIP: Encourage students to write useful
details from the Exam Tip boxes in their notebooks.
Under the Exam Tip heading they should write a brief
strategy based on the points in the Student’s Book.
Encourage them to review the section regularly as part
of their exam preparation.
ANSWERS
6
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• In pairs, students compare their answers. If they have
chosen different answers, they should explain their
choices. Get feedback.
na
EXTENSION: Students write a short text about an
activity of their choice along with three answer options,
making sure only one is correct. They then exchange
texts with a partner and answer each other’s questions.
Students’ own answers
4
• In pairs, students write activities from Exercise 1 next to
the photos and discuss their additional answers.
• Get feedback. You could ask students if they own any of
these items and if they use them with any of the activities
from Exercise 1.
ANSWERS
your
• In pairs, students discuss the questions.
ideas
• Get feedback. In pairs or small groups,
students could think of ways to explore a
cave safely, e.g. don’t go too deep, go with an
experienced explorer, take torches, use lights to help
you get back out, etc.
a using social media
b backpacking
c squash
d sailing
e graphic design
f sculpture
Other activities: Students’ own answers
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©
Vocabulary
5
page 92
free-time activities and verbs of opinion
1
5 backpacking
6 squash
7 using social media
8 sailing
ph
ic
3
ANSWERS
Le
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5
• Brainstorm a few free-time activities from earlier in the
unit. Students match the activities to the definitions, then
compare their answers in pairs.
• Get feedback. You could ask students if they’ve ever
done any of these activities or which ones they would
like to try and why.
• Students cross out the incorrect verbs, then compare
their answers in pairs. Get feedback. Elicit the meaning
of podcast (a digital file you download and listen to),
clip (a short film or video, or part of a longer film or
video) and poetry (a type of literature that expresses
feelings, images and ideas through stylistic writing and
rhythm).
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95
necessity
You need to work harder to pass the test.
You needn’t worry. Everything’s fine.
You ought to work harder to pass the
test.
You should work harder to pass the test.
You don’t have to do it if you don’t
want to.
I must go before the shops close.
ANSWERS
4 do
5 make
6 listen to
7 make
8 go to
Grammar
page 93
modals and semi-modals (1)
GRAMMAR GUIDE: Modals and semi-modals
ability
can, could, be able to
The baby can’t speak yet.
I could already swim when I was five.
Soon you’ll be able to swim well.
permission can, could, may, might, be allowed to
na
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You can’t use your mobile during a class.
You may not use your mobile during a
class.
We couldn’t talk during the exam.
Can / Could / May I go out, please?
They said we might use a dictionary.
You won’t be allowed to leave early.
can, could, may, might
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possibility
©
certainty
obligation
could, should, ought to, must
You could ask Sarah for help.
You should see a doctor about that.
Should I tell her what he did?
You ought to know better than that.
You must meet Angham – she’s great!
willingness will, shall
(offers)
I’ll help you.
Shall I make you a cup of tea?
willingness can, could, will, would
(requests)
Can you help me, please?
Could you tell me the price, please?
Will you wait for me, please?
Would you ask Sam to call me, please?
Form – modals
• In the affirmative, we use subject + modal + infinitive.
We use them as auxiliaries, so they take not to form
the negative, go before the subject to form questions
and are used in short answers.
They can swim.
They can’t swim.
A: Can they swim?
B: Yes, they can. / No, they can’t.
• We use the same form for all persons.
I can swim. He can swim too.
• They don’t have the -ing form or past participle, so we
can’t use them in continuous or perfect forms, nor as
gerunds. We use semi-modals with similar meaning
instead.
I’ve been able to swim since I was five.
I’m having to study hard for this exam.
I haven’t been allowed to use my phone.
Being able to speak English helped me get my job.
I’m used to having to wear a uniform
• They don’t have the infinitive, so we don’t use two
modals together: only a verb or a semi-modal can
follow a modal.
I will be able to give you the results shortly.
You’ll have to tell George about this.
We must be allowed to see the results.
Also note the following:
• in requests, could is more polite than can, may is
more polite than could, might is very formal, would is
more polite than will.
• could, might, would and should can be used as the
past of can, may, will and shall and as backshift in
reported speech.
I could do this when I was five, and I still can.
“I’ll do it.” He said he would do it.
• must has no past form. We use had to instead.
I must do it.
I had to do it.
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Use
• Modals are verbs that express modality, which is
the speaker’s attitude or opinion about what they’re
saying.
• Semi-modals are verbs that can be used to express
modality, but have other uses as well.
For a list of modals and when they’re used, see the
Student’s Book Grammar Reference on pages 168–169.
Here’s a list arranged by modality:
advice
Le
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your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could ask which free time
activities in the lesson students think are easy, or
difficult, and why.
ph
ic
1 go to
2 read
3 perform
need, ought to, should, not have to, must
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FAST FINISHERS: Students write three sentences that
use correct collocations from the activity in context, then
compare their ideas in pairs.
Jim can be difficult to deal with
sometimes.
She could be stuck in traffic.
It may be too late.
We might find it in that shop.
must, can’t, have to
The house is dark. She must be out.
They’re identical. They must be twins.
I know Amy well. This can’t be true.
Everyone else had an alibi, so the butler
had to be the culprit.
must / mustn’t, have to, should / shouldn’t
You must have a ticket to get in.
You mustn’t talk during a written exam.
You have to be 18 to be able to vote.
You shouldn’t talk to your father like that.
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96
ANSWERS
1 a can’t
2 a can’t
3 a couldn’t
4 a should
b might
b must
b can
b shouldn’t
4
Le
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g
• In pairs, students discuss the situations.
• Get feedback. Ask one or two pairs to share their advice.
EXTENSION: In pairs, students invent a situation and
role play giving and responding to advice.
Listening
page 94
predicting what you will hear; multiple choice with
picture options
1
• Elicit the names of the objects or scenes in the photos
(car, coach, train; theatre, clothes shop, restaurant / café).
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
SUGGESTED ANSWERS
1 The pictures are all forms of transport.
2 The pictures are all places.
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1
• Students match the groups to the headings, then
compare answers in pairs. Get feedback.
ANSWERS
1c 2a 3b
2
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
SUGGESTED ANSWERS
2
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• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. Ask students which words from the
first sentence in each item helped them choose their
answers.
at
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EASIER: Students underline the key words in the first
sentence of each item and then choose their answers.
(1 It’s a good idea; 2 I’m certain; 3 are able to; 4 ought
not to; 5 was able to; 6 It’s possible; 7 it’s a good idea;
8 weren’t able to).
ANSWERS
N
1c 2a 3b 4c 5c 6c 7c 8a
©
TEACHING TIP: Encourage students to practise
grammar outside the classroom. Direct students to
online resources with quizzes designed similarly to Exam
Task types, e.g. multiple-choice cloze, open cloze, word
formation and sentence transformation, etc.
3
FAST FINISHERS: Students write a similar set of
sentences for their partner to complete.
ph
ic
Form – semi-modals
• In the affirmative, we use subject + correct form of
semi-modal + infinitive.
I’m able to do this.
She’s allowed to do this.
I need to do this. / He needs to do this.
I have to do this. / He has to do this.
• In the negative and questions, there are differences:
be able to and be allowed to follow the rules of be.
Sorry I wasn’t able to join you.
Were they allowed to play?
Yes, they were. / No, they weren’t.
have to follows the rules of main verbs,
She doesn’t have to do that.
You didn’t have to do that.
Does he have to do that?
Yes, he does. / No, he doesn’t.
In the present simple, need can follow the rules of
both main verbs and of modal verbs.
You needn’t worry. / You don’t need to worry.
She needn’t worry. / She doesn’t need to worry.
Need I say more? Do I need to say more?
Yes, you do. / No, you don’t.
In all other tenses, need follows the rules of main
verbs.
They didn’t need to apologise.
Will you need to revise your modals?
Yes, I will. / No, I won’t.
• Invite students to think about the situations in the
sentences, if they’re about ability, possibility and
certainty, or advice and suggestions.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
1 1 travelling; 2 going to a place
2 1 car, coach, train; 2 theatre, clothes shop, café
3
8.2
• Play the recording. Students listen and check their ideas.
Do not get feedback at this stage.
8.2
1 How is the girl going to travel to Scotland?
M: So, have your parents decided how you’re going to
travel to Scotland yet?
F: Well, I think we’ll probably take the train, because
we can travel overnight and sleep on the train.
M: What about going by coach? That’s much cheaper.
F: Yes, but it takes longer and it isn’t as comfortable.
We could drive, but my dad doesn’t want to. We
could stop whenever we wanted in the car, but dad
says driving is too tiring.
2 What has the woman planned to do first?
F: I’m really excited about spending time with
Elizabeth tomorrow.
M: What have you got planned?
F:Well, in the evening we’re going to the theatre,
but before that we’re going to go shopping. We’ll
be hungry after all that shopping, so I’ve booked a
table at her favourite restaurant for an early dinner
before the show.
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97
4
F: No, he wanted to, but there wasn’t any windsurfing
at that beach, so he tried water-skiing instead, and
he loved it.
M: Really? They do sailing there as well. I’d love to
try that!. I thought he wanted to try that, but he
obviously changed his mind!
Now listen again.
8.2
• Play the recording again. Students listen and choose the
correct answers from Exercise 1.
• Get feedback. Students give reasons for their answers.
ANSWERS
1C 2B
5
3 Which concert is the boy not going to buy a ticket
for?
M: I think I’ll buy my cousin tickets to a concert for her
birthday.
F: That’s a nice idea. What sort of concert? A pop
concert? Some great bands are playing in town next
month.
M:I was thinking about an orchestra actually. She loves
classical music because she plays the violin. There’s
also a famous pianist giving a piano recital, which
she might enjoy.
F: Mmm, both of those sound nice. I think she’d enjoy
either of those.
Now listen again.
• Go through the Exam Tip.
g
Exam TIP
SUGGESTED ANSWERS
6
5 Where is the tennis racket?
F: I can’t find my tennis racket. Have you seen it?
M: Well, last time I saw it, it was on the bed.
F: No, I moved it from there and I thought I left it on
the chair.
M: Ah, I can see it now. It’s on the table, under your
jacket.
Now listen again.
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a
1 seven o’clock, seven thirty, eight o’clock
2 sailing, water-skiing, windsurfing
3 pop, jazz, classical, piano
4 plain, spotted, striped, red, white
5 on, under, bed, chair, table, jacket
6 twenty pounds, thirty pounds, fifty pounds
7 cooking, gardening, surfing the internet
4 Which bag does the boy prefer?
F:Which bag do you think I should buy? I really like
the striped one.
M: Well, personally, I think the spotted one looks better.
F: Really? What do you think of this plain one?
M: Well, it’s OK, but it’s not as nice as the spotted one.
Now listen again.
ph
ic
• Students read the Exam Tip. Then they look at the
pictures in the Exam Task and think about what words
they might hear.
• Students compare their ideas in pairs. Get feedback.
Le
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Predicting what you will hear
• Remind students that identifying the context will help
them predict and understand better what they will
hear.
• They should think about the similarities and
differences between the pictures, but they should also
remember that they will hear something related to
all three pictures, so they’ll need to understand the
conversations, not just identify the words.
8.3
6 How much does the woman pay per month for
her gym?
M: I’m thinking of joining a gym, but it’s so expensive.
F:Really? Mine’s only £30 a month. I don’t think that’s
too bad.
M: £30 a month? The one in the town centre is £50 a
month, but I think a lot’s included in the price.
F:Wow! That’s £20 a month more! It must be good for
that price!
Now listen again.
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Exam TASK
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ANSWERS
na
Multiple choice with picture options
• Play the recording. Students do the Exam Task, then
compare their answers in pairs.
• Get feedback. Ask which words helped them choose
their answers. Did they hear any of the words they
predicted?
1C 2B 3A 4B 5C 6B 7C
7 What was the girl’s grandma doing today?
F:I went to visit my grandma today. She really is
amazing.
M: Well, I know she likes cooking. What delicious thing
did she cook this time?
F: Actually, she was surfing the internet all afternoon.
M:I don’t believe it! Normally, she’s cooking, or
gardening! She’s pretty cool, though, isn’t she?
Now listen again.
8.3
N
For each question, choose the correct answer.
Look at Question 1.
©
1 What time does the girl’s music lesson start?
M: What time does your music lesson start tonight?
F: Seven-thirty.
M:Are you sure? I thought it was starting at 8 tonight,
because there’s a celebration in the hall at 7 o’clock.
F:Oh yes, you’re right! It was in that note from my
teacher. Thanks for remembering.
Now listen again.
2 Which sport did Ed try?
F:Have you heard from Ed about his holiday?
M: No, I haven’t. He went on a windsurfing course,
didn’t he?
Speaking
page 95
listening to the question; elaboration questions
1
• Elicit a brief description of the photo (a girl is painting,
she’s outside. There is a series of paintings on easels).
SAMPLE COPY, NOT FOR DISTRIBUTION
98
• Students complete the sentences, then compare their
ideas in pairs. Get feedback.
EASIER: Students complete the sentences in pairs, then
compare their ideas with another pair.
ANSWERS
8.4
ANSWERS
1N 2P 3P 4N 5P 6N
8.4
na
4
lG
• Play the recording again. In pairs, students discuss the
sentences and write two more.
• Get feedback. Ask one or two pairs to share their
answers and sentences.
Students’ own answers
g
6
Exam TASK
Elaboration questions
• Go through the Useful Language box.
• In new pairs, students complete the Exam Task.
• Get feedback. Ask one or two pairs to share their
answers.
Vocabulary
1
• Elicit some phrasal verbs that students practised in
Unit 4, e.g. find out, go with, look at, pay for, pick up,
shop around, try on, wear out. Elicit how phrasal verbs
are formed (with a verb and one or two prepositions).
• Students match the phrasal verbs to the meanings, then
compare their answers in pairs.
• Get feedback. Encourage students to write the phrasal
verbs in their notebooks along with meanings and
example sentences.
FAST FINISHERS: Students think of nouns that collocate
with each phrasal verb, e.g. come round to my house,
get together for a party, give up junk food, etc.
ANSWERS
1d 2a 3h 4b 5f 6g 7e 8c
• Go through the Exam Tip.
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page 96
Phrasal verbs (2)
eo
gr
a
As Exercise 2 on page 95.
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EXTENSION: Students categorise adjectives into
positive and negative columns, then write further
examples with free-time activities from a previous lesson,
e.g. backpacking, cooking, graphic design, etc.
EASIER: In pairs, students brainstorm responses to each
question, then do the activity with another partner.
ph
ic
EASIER: Students read the sentences and underline the
adjectives before they listen.
ANSWERS
opinion: questions 2 and 3; personal experience: 1
• In pairs, students discuss the questions from Exercise 4.
• Get feedback. Ask one or two pairs to share their answers.
8.4
• Play the recording. Students read the sentences and
decide if they’re positive or negative, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of messy (not tidy or
clean), clearing up (cleaning, tidying up), concentrate
(focus your attention on a particular task or thing) and
stressful (causing anxiety). You could replay the recording
and ask students what positive and negative expressions
they hear (positive: calm, relaxed; negative: messy, not
interested, stressful, never happy).
3
ANSWERS
5
Students’ own answers
2
• Get feedback. You could ask students how to make
Question 2 about personal experience. (What are some
different ways that you can use your creativity?)
Exam TIP
• Students complete the sentences, then compare their
answers with a partner.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of board game (a game played with
two or more players on a flat surface such as paper or
wood, e.g. chess, snakes and ladders, etc.).
ANSWERS
1 set up
2 hang out
3 taken up
©
N
Listening to the question
• Remind students that in a speaking exam they should
say as much as possible. Reassure them that the
questions about their personal experience won’t be
very personal or intrusive.
• Remind students that they can ask the examiner to
repeat a question politely using phrases such as I’m
sorry, could you repeat the question? I’m sorry, I didn’t
understand the question, could you say it again? etc.
• Elicit further details students can include in answers
to questions about personal experience, e.g. what
the weather was like, what they were wearing, what
they ate, etc. and examples of language used to
give reasons for their answers, e.g. I think that …
because…, I believe that…, as …, etc.
2
• Students read and categorise the questions, then
compare their ideas in pairs.
4 come round
5 get along with
6 give up
7 join in
8 get together
3
• Students complete the questions then compare their
answers in pairs.
• Get feedback. Elicit the meaning of hobby (a free-time
activity).
ANSWERS
1 up 2 up 3 out 4 along 5 up
SAMPLE COPY, NOT FOR DISTRIBUTION
99
Adjectives
5
• Elicit a few similar adjective pairs from students before
beginning the task, e.g. lovely and nice, cold and
freezing.
• Students write the adjectives, then compare their
answers in pairs.
• Get feedback. You could ask students which adjectives
from the box are usually positive (awesome, challenging,
enjoyable) and which are usually negative (awful, crazy,
frightening).
ANSWERS
1 challenging
2 crazy
3 enjoyable
4 frightening
5 awesome
6 awful
6
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Ask students to give examples
of good places and situations in which to play
board games, e.g. a camping holiday, on a car trip, at
home on a rainy day, at a café, etc.
EXTENSION: Students write a short text about a
challenge they would like to complete (e.g. run a 15 km
race) using phrasal verbs and adjectives from the lesson.
Grammar
1
• Students match the groups to the headings, then
compare answers in pairs. Get feedback.
1 enjoyable
2 difficult
7
3 scary
4 awesome
8.5
5 terrible
6 crazy
na
lG
• Students skim the sentences and predict what the
conversation will be about (two people talking about
new hobbies).
• Play the recording. Students choose the correct options,
then compare their answers in pairs.
• Get feedback.
ANSWERS
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1b 2a 3b 4a 5b 6b
8.5
N
Minato:Hi Sakura, it’s Minato here. Do you want to play
tennis with me this afternoon?
Sakura:Oh, I’m really sorry, I haven’t got time today.
I’ve just taken up squash and I’ve got a lesson
in half an hour.
Minato: Oh wow, that sounds amazing. Is it difficult?
Sakura:It is quite challenging, yes. You have to be very
fit … and I’m not!
Minato: What are you doing after your lesson?
Sakura: I’m probably going to hang out with my cousin.
He’s trying to set up a new board game club at
school and I promised to help him.
Minato: I didn’t know you liked playing board games!
Sakura: Ha! I don’t! Actually I think most board games
are really awful! But I’m going to help him
design a poster for the club. I’m not going to
play the games!
©
ANSWERS
1c 2b 3a
ph
ic
2
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students which heading
from Exercise 1 corresponds to each sentence. (1 b; 2 a;
3 b; 4 c; 5 b; 6 a; 7 a; 8 b). Elicit the meaning of materials
(things we need to make something) and ankle (the part
of your leg between your leg and your foot).
eo
gr
a
ANSWERS
page 97
modals and semi-modals (2); expanding your
vocabulary; open cloze
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Play a game. Put students in two
groups and write a target adjective on the board,
e.g. enjoyable. In their teams, students write as many
sentences with that adjective as they can in a set amount
of time, e.g. two minutes. Get feedback, giving a point
for each valid answer, before moving on to the next
adjective.
g
• In pairs, students discuss the questions in Exercise 3.
• Get feedback. Ask one or two pairs to share their ideas.
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4
EASIER: Students underline the key words in the
sentences and then choose their answers.
EXTENSION: Students write five rules about a hobby
they enjoy using the target grammar.
ANSWERS
1a 2c 3b 4c 5a 6a 7a 8b
3
• Go through the Exam Tip.
Exam TIP
Expanding your vocabulary
• Open cloze exam tasks are challenging because
students have to think of the word to complete the
gap themselves.
• To choose the correct words, they should read the
text carefully and decide what the text type and main
topics are.
• Remind students of the importance of recording
new phrasal verbs and prepositional phrases they
learn as they are often tested in this type of exam
task. Students should write definitions and example
sentences next to each new verb or phrase to help
remember them in context.
• Students skim the Exam Task and say what the text type
and main topics are (an email, a new hobby).
• Students look at the words before and after the gaps to
predict the answers.
SAMPLE COPY, NOT FOR DISTRIBUTION
100
2
• Students skim the task and say what it’s about (a notice
in a school magazine asking students to write about their
favourite sports).
• Students answer the questions, then compare their
answers in pairs. Get feedback.
ANSWERS
1 favourite sports
2 personal information
3 magazine readers
ANSWERS
1 up 2 on 3 with 4 for 5 to 6 have
EXTENSION: Students write a similar email, this time
about a school activity, and say what they have to do,
what they don’t have to do, etc. When they finish, they
can compare answers in pairs.
3
• Students match the sentences to the questions, then
compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
Elicit the meaning of technique (a special way to do
something).
pages 98–99
ANSWERS
linking words and phrases (1); adding details; writing
an article
Learning FOCUS
4
• Students skim the text and say what the writer’s main
ideas are (sailing, how often the writer does it, the last
time the writer did it).
• Students circle the linking words and phrases in the
article, then compare their answers in pairs. Get
feedback.
ANSWERS
1 as, and, For example
2 Unfortunately, because, However, and then, as well as
3 The last time, when, and, as well, since
eo
gr
a
Linking words and phrases (1)
• Elicit when we use linking words (e.g. to connect
ideas, to explain the reason for something, to add
information).
• Elicit linking words students already know and what
we use them for.
1a 2b 3b 4c 5a 6c
ph
ic
Writing
g
Open cloze
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask Which gaps have phrasal verbs? (1
take up, 3 get along with).
Le
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Exam TASK
lG
TEACHING TIP: Encourage students to keep a section
in their notebooks for linking words and phrases. They
can group the words and phrases into different kinds of
writing, e.g. writing an email, opinion essay, invitations,
for and against essay, etc. This will serve as a useful
reference when students want to practise exam tasks or
authentic writing in English.
1
©
N
at
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na
• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
• Elicit the meaning of cartoon (a humorous drawing or
animation), pastime (a hobby) and ice hockey (a sport
played on ice; players hit a puck into a net with a stick to
score goals).
• You could ask students to identify the position of
the linking words in the sentences (1 between two
adjectives, 2 between two independent clauses, 3 at the
beginning of the sentence, 4 between two independent
clauses, 5 between two dates, 6 before an example,
7 between two independent clauses, 8 at the end of the
sentence).
FAST FINISHERS: Students write three sentences about
their own hobbies / pastimes using a variety of linking
words.
ANSWERS
1 as well as
2 because
3 For example
4 since
5 and
6 like
7 as
8 as well
5
• Students read the article in Exercise 4 again and find
the words, then compare their answers in pairs. Get
feedback.
ANSWERS
1 as 2 Unfortunately 3 However 4 since
MEDIATION SKILLS
• Breaking down complicated information is mediation.
Texts often contain many details and being able to pick
out the key information is a useful skill.
• Students read the article in Exercise 4 and find the key
information that answers the exam task. They should
ignore additional details and examples, and focus only
on the information that answer the questions. This will
help give a purpose to the task.
• They should write the information as simply as possible,
using short sentences or bullet points.
EXTENSION: Students write a short summary of the
student’s answer in Exercise 4 (e.g. 1 Her favourite
sport is sailing because it is challenging / difficult, and
it’s an opportunity to visit different places. 2 She goes
sailing every day when she visits her grandparents every
summer. 3 The last time was three months ago at her
grandparents’. They all had a good time.)
SAMPLE COPY, NOT FOR DISTRIBUTION
101
6
Before you watch
Adding details
• Explain that in English articles and essays the first
sentence of a paragraph introduces its main idea and
the rest of the paragraph expands the idea by adding
details, e.g. descriptions, reasons and opinions about
why it is good / bad, examples.
• Remind students that repetitions are boring and that
they should use a variety of expressions.
• Students read the Exam Task and make a plan of how
they will answer the questions in their article. Remind
them to follow the Exam Tip when they write each
paragraph. Do not take feedback at this stage.
1
• In pairs, students discuss the questions about the photo.
• Get feedback. Ask students to volunteer their answers.
Ask Does this seem like a good place to relax? Where do
you like to spend your free time? Why?
SUGGESTED ANSWERS
1 Two people are playing a game of table tennis in a park.
2 In a city (New York).
2
g
Exam TIP
• Students match the words, then compare their answers
in pairs. Get feedback.
ANSWERS
Le
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• Go through the Exam Tip.
1f 2a 3g 4c 5b 6d 7e 8h
While you watch
7
3
Writing an article
• Go through the Useful Language box.
• Students write their articles following their plan.
Encourage them to use language or grammar they
have studied in this unit, e.g. modal verbs, phrasal
verbs, linking words and phrases, etc.
4
• Students read the sentences and check vocabulary. Elicit
one or two predictions about what the video will be
about.
• Play the video. Tell students not to answer the questions,
just watch to get the general idea of the topic.
• Play the video again. Students decide if the sentences
are true or false, then compare their answers in pairs.
• Get feedback.
ph
ic
Exam TASK
ANSWERS
8
1F
2T
eo
gr
a
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
Video
page 100
The tables
na
Useful vocabulary
lG
EXTENSION: Pairs read each other’s articles and tick
the things their partner has included using the Reflection
Checklist.
©
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block (n): a hard object that is usually square on all sides
de-stress (v): to lose stress, to relax
different walks of life (phr): a phrase that describes
people who are from different places and have different
backgrounds and experiences
foster home (phr): a home for children who don’t have
anyone to look after them
gentleman (n): a polite way of referring to a man
ping pong (n): a sport where two players hit a very light
ball across a table which has a small net across it; in
British English – table tennis
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Ask students what country New York City is in and if they
know where it is on a map. Ask if any students have been
there. If not, would they like to visit? Why? / Why not?
3T
4 Students’ own answer
4
I was actually walking by one day, I look over and I see
ping pong balls in the air, and I said ‘Wow, tables!’
‘Welcome to Bryant Park.’
‘Sometimes you come out of work, and there you have
the tables. They’re like your buddies there waiting for
you to come and get the stress out.’
‘I take the bus to the train, and then the train to another
train just to get here.’
Bryant Park has a nice, New York type of atmosphere,
all walks of life and all the ping pong players come
from all over the world to play at this park. Behind each
individual there’s a story. As I got to know these people,
it was fascinating for me to find out what they went
through, and everything led to this place. And it made
me feel like, I’m not the only one, you know.
‘I discovered ping pong, when I was about eleven,
twelve years old. I lived in a foster home, and I was the
youngest out of six foster children in the home. And they
had a ping pong table in the basement, and my older
foster brothers did not want me to play, and my foster
mother said ‘you gotta let him play’ and that’s how I
learned how to play the game.’
Who are the interesting characters that come to Bryant
Park?
‘Maybe Darren. He might be the funniest guy in the
park, he always has something clever to say.’
‘Darren’s a real open guy, laughing and joking with
everybody, always comes and feeds everybody …’
SAMPLE COPY, NOT FOR DISTRIBUTION
102
‘Wally Green. As far as I know he’s a professional table
tennis player.’
‘When you think you’re good, you look at someone like
Wally and realise you have a far way to go!’
‘There’s another character, whose name is Sergio. I don’t
know how old he is, but he’s got to be past 70. Sergio’s
a real attack player; if you give him a high ball, he will
smash it and smash it and smash it.’
‘There’s a gentleman by the name of Gregory.’
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1 cooking
2 squash
3 social media
2
1 listening to
2 watch
3
‘Gregory is the rock of the park. He’s always there, you
can trust him to be here.’
1 take up
2 hang out
‘He’s kind of like the boss. You don’t really know it, but
he’s kind of like the boss of the tables.’
4
4 graphic design
5 drama
3 designs
4 can’t stand
5 would like
3 gave up
4 join in
5 get together
1 awesome 2 frightening 3 challenging 4 enjoyable
ANSWERS: GRAMMAR
After you watch
5
4
• Students complete the descriptions, then compare their
answer in pairs.
• Play the video again. Students watch and check their
answers. Get feedback.
6
1 can’t
ANSWERS
1 Wally 2 Gregory 3 Darren 4 Tyrone 5 Sergio
3 ought to
4 shouldn’t
2 was able to 3 can
7
1 May
2 needn’t
eo
gr
a
EXTENSION: In pairs, students discuss how group
sports can help a community (e.g. who can play, the
benefits of bringing people together, benefits to the
mind and body, etc.). Ask a few students to share their
ideas with the class.
1 might
2 could
ph
ic
4
page 156
g
‘I like to say when I’m playing really hot, I’m tough to
beat. With my block of wood!’
Review
Le
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‘We have Tyrone, which … we call him ‘Crazy’,
sometimes he brings a wood paddle – just a piece of
wood, though.’
8
1 need to
2 don’t have to
3 can
3 mustn’t
4 Could
5 was able to
6 may
4 may
5 have to
5 needn’t
6 have to
4 may
5 shouldn’t
6 couldn’t
©
N
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na
lG
your
• In pairs, students discuss the questions.
ideas
Encourage them to give reasons for their
answers.
• Get feedback. You could ask students if there are any
places where they live where people from all walks of
life gather together. If not, where would be a good
place? Why?
SAMPLE COPY, NOT FOR DISTRIBUTION
103
3
page 101
In the photo
Panela is unrefined whole cane sugar, typical of Central
America and of Latin America in general, although it’s
known throughout the region by different names. It’s
made by extracting and collecting the juice of crushed
sugar cane, which is then boiled and poured into
moulds, where it hardens into blocks.
ANSWERS
1 a solar panel and a light
2 Students' own answers
pages 102–103
lG
Reading
identifying topics; matching sentences to gaps
1
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• Write the following categories on the board: common
devices, information providers, types of information we
receive. Students brainstorm items for each category, e.g.
– common devices: TV, radio, mobile phone, laptop
– information providers: the internet, news channels,
websites, blogs
– types of information we receive: news, entertainment,
weather, timetables, maps
N
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their
answers. Ask what technology they've used recently.
©
ANSWERS
Student’s own answers
2
ANSWERS
1 information 2 send 3 photographs 4 data
4
word focus
• In pairs, students work out the meaning of the words in
bold then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do this.
• Elicit the meaning of spacecraft (ships that travel in
space), satellite (a device that sends and receives
information from space), 3D printer (a printer that makes
physical objects), bounce (to move quickly away from
something, e.g. a hard surface, after hitting it), herd
(a group of large animals, e.g. cows or buffalo), stage
(a part of an event that changes over time), signal
(information sent by a device to other devices).
eo
gr
a
• Elicit or teach steam (a white cloud that rises from very
hot water), ladle (a large bowl-shaped spoon with a long
handle). Ask students how they think the title of the unit
could be related to the photo.
• In pairs, students discuss the questions. Get feedback.
Elicit the meaning of solar panel (point to it in the photo).
• Students skim the article, check their ideas, then
complete the summary.
• Get feedback.
ph
ic
Unit Opener
Vocabulary: technology verbs; prepositions (2)
Grammar:
the passive (2)
Writing: presenting your ideas in order;
writing about your opinion; writing
an opinion essay
Live well,
study well: using social media; keeping it
positive
g
Reading: identifying topics; matching
sentences to gaps
Vocabulary: computers and technology
Grammar: the passive (1); passive sentences
with modals; by and with
Listening: listening again; multiple choice
with one conversation
Speaking: being fair; advantages and
disadvantages task
page 101
Le
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9 Digital world
• In pairs, students discuss the question. Elicit one or two
ideas from the class.
• Go through the Exam Tip.
Exam TIP
Identifying topics
• Remind students of the technique of skimming to
understand the general idea of a text. As the main
topics are usually mentioned in the first one or two
sentences of a paragraph, students can read those to
get the general meaning first.
• Then they should read the whole text and pay
attention to the details.
• Students match the paragraphs to the topics, then
compare their answers in pairs. Get feedback.
• Play the recording for students to check their answers.
ANSWERS
A5
B3 C2 D4 E1
9.1
As reading text on page 103.
ANSWER
A satellite
SAMPLE COPY, NOT FOR DISTRIBUTION
104
5
ANSWERS
1 webcam
2 invention
3 equipment
4 mouse
Exam TIP
Matching sentences to gaps
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask students if identifying the topics
and key words (clues) first helped them choose their
answers.
3
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EXTENSION: Students write five sentences using the
new vocabulary from Exercises 1 and 3.
1D 2G 3B 4F 5A
ANSWERS
EXTENSION: Students write a list of how satellites
provide information on the place where they live, e.g. on
TV channels, online weather sites, radio stations, etc.
1 install, crash
2 equipment, instructions
3 changed, developed
4
ANSWERS
1 instructions
2 webcam
3 crashed
page 104
eo
gr
a
computers and technology
1
Hugo:Were there any instructions with this new
webcam? It isn’t working and I have to make a
video call this afternoon.
Lucia: No, sorry. Maybe you can find some online.
Hugo:Yes, that’s a good idea. Oh no! Now my
computer’s crashed.
Lucia: Perhaps you need to install some new software?
Hugo:I don’t think that will help. The problem is that
the hardware is so old!
Lucia:Well, why don’t you use your smartphone for
the call?
Hugo: Hmm. I think I’ll have to.
na
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1 smartphone
2 invention
3 webcam
4 equipment
lG
FAST FINISHERS: Students make a list of items from the
box that they have in their home and write a sentence
for each saying how often they use them.
ANSWERS
5 mouse
6 software
7 hardware
8 server
©
N
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of tablet (a small, handheld computer with a screen that we can touch to use
the internet, watch programmes, etc.), video call (a call
made on your computer or smartphone using a camera
and screen so you can see who you are talking to). Ask
students which words helped them find their answers.
EASIER: Students underline the key words in the
sentences before doing the task (1 video calls; 2 in
1989, changed the way we communicate; 3 making …
podcasts; 4 move … picture onto next page; 5 software,
doesn’t work … computer, really old; 6 information,
saved; 7 program, doesn’t work on tablet; 8 playing
games on it).
4 install
5 hardware
6 smartphone
9.2
• Elicit a brief description of the photo and ask students
what they think the machine is (an old computer from
the 1940s or 50s).
• Students complete the definitions, then compare their
answers in pairs. Get feedback.
2
9.2
4 connection, internet
5 lab, test
• Students skim the conversation. Elicit the topic (solving
problems with technology). Students complete the
conversation.
• Play the recording. Students check their answers, then
compare their answers in pairs.
• Get feedback. Ask How did Hugo solve his problem?
(He used his smartphone for the call.)
ph
ic
your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could elicit other types
of technology, e.g. high-speed internet /
broadband, software programs, remote-control
devices, high-tech kitchen devices, drones, etc., and
get students to discuss the pros and cons of each in
pairs or small groups.
Le
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ANSWERS
Vocabulary
5 hardware
6 server
7 software
8 smartphone
5
• In pairs, students act out the conversation. Invite one or
two pairs to act it out in front of the class.
EXTENSION: In pairs, students write a short
conversation about a problem with technology, using the
words and phrases from the lesson, then take turns to
act out their conversations with another pair.
• In pairs, students discuss the questions.
• Get feedback. Ask What types of technology
are easy to learn to use? What types are
difficult? Why?
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
105
Passive sentences with modals
page 105
The passive (1)
GRAMMAR GUIDE: Passive sentences with modals
• We can use modals and semi-modals in passive
sentences + be + past participle.
All phones must be switched off.
The computers will be delivered tomorrow.
• We form negative sentences and questions with the
negative and question form of the modal or semimodal.
Phones must not be used during the exam.
Can this tablet be repaired?
When will your account be deleted?
GRAMMAR GUIDE: The passive (1)
Form
• Students read the sentences and complete the rule, then
compare their answer in pairs. Get feedback.
ANSWERS
infinitive
4
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 is checked
2 will be delivered
3 should be read
4 must be downloaded
5 was stolen
6 was installed
7 can be repaired
8 has to be handed in
eo
gr
a
• We form the passive with the correct form of be +
the past participle of the main verb.
I was given this tablet as a present.
She has been given this tablet as a present.
He’s going to be given a tablet as a present.
• For the negative, we make the negative of the form
of be.
I wasn’t given this tablet as a present.
She hasn’t been given this tablet as a present.
He’s not going to be given a tablet as a present.
• For questions, we use be or the auxiliary before the
subject.
Were you given this tablet as a present?
Has she been given this tablet as a present?
Is he going to be given a tablet as a present?
• To show the agent we use by.
This program was invented by my son.
3
ph
ic
• We use the passive when the object or result of the
action is more important than the agent (the person
or thing doing the action).
The software is updated regularly.
• We also use the passive when we don’t know who
did something or when we don’t want or need to
say it.
My personal data was stolen from this website.
• In a passive sentence, the subject is the object of
another’s action (not the person or thing doing the
action). The agent may not even be in the sentence.
Compare:
Amy told me I can buy this webcam online.
I was told I can buy this webcam online.
• Only transitive verbs (i.e. verbs that can take a direct
object) can be passive.
g
Use
Le
ar
ni
n
Grammar
by and with
lG
GRAMMAR GUIDE: by and with
• We use by to indicate the agent of a passive
sentence. The agent can be a person, a thing or an
event.
This program was invented by my son.
The computer was damaged by a virus.
The house was destroyed by a flood.
• When a thing or an event is not the real agent but an
instrument, we use with. Compare:
The cars are washed by a machine. (an automated
machine washes the cars)
The cars are washed with a machine. (someone uses
a machine to wash the cars)
na
1
at
io
• Students answer the questions about the sentences,
then compare their answers in pairs. Get feedback.
ANSWERS
N
a1
b2
c They
d Cameras
2
e present simple
f present simple
g past participle
©
• Students complete the rules, looking back at Exercise 1
to find the answers, then compare their answers in pairs.
Get feedback.
ANSWERS
1 be 2 object
5
• Students answer the questions, then compare answers in
pairs.
• Get feedback. Ask What type of noun usually follows by?
(a person) What type of noun usually follows with? (a thing)
ANSWERS
a by b with
6
• Students write sentences, then compare their answers in
pairs. Get feedback.
FAST FINISHERS: Students write four extra sentences
using by and with.
SAMPLE COPY, NOT FOR DISTRIBUTION
106
Listening
page 106
listening again; multiple choice with one conversation
1
• In pairs, students complete the sentences, then compare
their answers with another pair. Get feedback. Students
give reasons for their answers.
ANSWERS
1 France
2 isn’t
3 are
2
4 Not everything
5 isn’t
6 isn’t
9.3
4F
5F
lG
9.3
• In pairs, students read the Exam Task and underline
the key words. Get feedback. Elicit the meaning of
professional (doing a specific activity as a main, paid
job), robot kit (a set of parts that you can use to build a
robot) and test (try out).
• Ask one or two students to share their predictions about
what they think they will hear for each question.
ANSWERS
Students’ own answers
4
9.4
Exam TASK
Multiple choice with one conversation
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Ask students if their predictions were
correct or not, and why.
ANSWERS
1B 2C 3A 4A 5B 6A
ANSWERS
1F 2T 3T
Listening again
• Remind students to start exam tasks by reading the
questions and underlining key words. This helps them
identify the context and predict the type of language
they will hear.
• Explain that if they start choosing answers the first
time they listen, they may miss parts of the recording.
It's better to listen once for the main ideas, and use
the second time to choose the answers.
eo
gr
a
• Students read the sentences before you play the
recording.
• Play the recording. Students decide if the sentences are
true or false, then compare their answers in pairs.
• Get feedback. Elicit the meaning of model (a copy of a
real object).
Exam TIP
g
1 A new type of mobile phone was developed by
manufacturers last month.
2 This software was designed by my sister.
3 The video was made with a smartphone.
4 The program was installed by a computer engineer.
5 The equipment was covered with plastic.
6 My webcam was eaten by my dog!
• Go through the Exam Tip.
Le
ar
ni
n
ANSWERS
3
ph
ic
EXTENSION: Students write a short text about an
important building, place, statue etc. in their town,
including information on when it was built, who it was
built by, what it was used for, what it’s used for today,
etc. in the past / present simple passive.
na
Speaker 1
I’ve started a course on green technology at my local
college, but I don’t think it’s right for me really. It’s aimed
at people who want to become professionals and I just
wanted to learn about good technology to use at home.
at
io
Speaker 2
I might get a mountain bike for my birthday, but they’re
quite expensive and I want to find out how much I enjoy
it first. Luckily, my cousin says I can test his next week.
©
N
Speaker 3
Oh, why is this new technology so complicated? It says
that it’s an energy-saving device, but it won’t use any
energy at all if I can’t understand how to switch it on!
Speaker 4
At school they tell us how important science and
technology are, and they want more girls to study these
subjects. I’m really interested in them and our school
takes us to a really good exhibition every year where you
use some of the latest technology. It’s great!
Speaker 5
I made a model boat last year. It was pretty cool – it
was powered by a battery and controlled by a remote
control, until I crashed it! I want to make a solar-powered
one this time.
9.4
For each question, choose the correct answer. Look at
questions 1–6 now. You have 45 seconds.
You will hear an interview with a woman called Julia, who
is one of the organisers of a technology exhibition.
Int:Hello. I’m reporting from the New World
Technology Exhibition and with me is Julia, one
of the event organisers. Julia, can you tell us a bit
about the exhibition?
Julia:Well, the New World Technology Exhibition
started four years ago and, although it was
originally just a very small event, it’s grown every
year since then. This year, we’re expecting more
than ten thousand people!
Int: Wow, that’s exciting!
Julia: Yes, we’re really pleased. Of course, you
don’t have to be a scientist or an engineer to
come here – in fact, you don’t even need to
be interested in science and technology. The
exhibition has something for everyone, adults and
children. And there are lots of different things to
do.
Int:Really? So people can take part in the
exhibition …
SAMPLE COPY, NOT FOR DISTRIBUTION
107
Julia: Exactly! For example, these are solar-powered
toys and models. These models – planes,
helicopters and cars – have a solar panel attached
to them. Some of them work only when they’re
in the light. Others have a special battery so they
can continue working when they’re not in direct
light. So, you can buy one, or you can build your
own, which is much more fun, isn’t it?
SUGGESTED ANSWERS
1 P 2 P 3 N 4 P 5 N 6 N 7 P 8 N 9 P 10 N
3
ANSWERS
1 opinions 1, 3, 4, 5, 7, 8, 9
2 She thinks there are more advantages.
Int:Sounds good to me! I must try that! And I hear
you have competitions for the strangest design
and some races to find the fastest solar-powered
car! With some great prizes too!
9.5
There are advantages and disadvantages to owning a
phone. On the one hand, I know that a lot of people
say we waste time on our phones. I suppose that is true.
I know that sometimes I use it to play stupid games,
but then, on the other hand, it is good to take a break
sometimes, isn’t it? Another disadvantage to owning
a smartphone is that they are often very expensive.
However, it is possible to get cheaper smartphones –
you don’t have to buy the most expensive brands. I got
my smartphone second-hand. One more point against
smartphones is that sometimes we do less physical
activity because we’re always looking at our phones
instead of doing exercise. I agree that we all need to be
fitter. But there are lots of smartphone apps that actually
encourage healthy living. I go running every day and
I use an app to keep a record of how many kilometres
I run. On the whole, I think that owning a smartphone
has more advantages than disadvantages. For example,
I can use my smartphone to send messages, to look
up information and to find my way around. Of course, I
can use other apps, like social media, to communicate
with my friends on my smartphone, even if they live in
a different part of the country or a different part of the
world. So, I would definitely say that smartphones are
really convenient and useful. To be honest, I don’t know
how I’d live without my phone.
eo
gr
a
Julia: Well, that’s not the main aim of the exhibition,
but a lot of the new technology here is green and
a lot of our exhibitors are working to protect the
environment. For example, we’ve also got waterpowered technology and there are areas where
kids can have fun and build their own equipment
with recycled materials.
ph
ic
Julia: That’s right! We have several fantastic robot kits
to give away.
Int:Now, one question … is everything at the
exhibition eco-friendly?
9.5
• In pairs, students predict an advantage and a
disadvantage that they might hear in the recording.
• Play the recording. Students answer the questions, then
compare their answers in pairs.
• Get feedback. Ask students if they heard the advantage
and disadvantage they predicted.
g
Int:Great! So, science and technology isn’t boring at
all!
• Get feedback. Elicit the meaning of waste of time (an
activity that is not good to do and not worth the time to
do it) and good value (a bargain).
Le
ar
ni
n
Julia: That’s right! You’ll find about 4,000 useful,
amazing and fun things that you might want to
use in your own life. And you can make your own
technology, try things out and enter competitions
too!
Int:That’s good news. And what other eco-friendly
things can we find here?
na
lG
Julia: Well, we’ve also got new technology that saves
energy, like special battery-powered bikes and
all the latest eco-friendly entertainment and
music technology. And, of course, you can try out
everything that’s for sale here at the exhibition –
that’s not something you can usually do in shops.
Int:Julia, thanks very much for talking to me. I’m off
to make an eco-friendly robot for my daughter …
at
io
Now listen again.
4
being fair; advantages and disadvantages task
• In pairs, students discuss the additional advantages and
disadvantages of owning a smartphone, then compare
their ideas with another pair.
• Get feedback. Ask one or two pairs to share their ideas.
1
MEDIATION SKILLS
page 107
N
Speaking
©
• Brainstorm some everyday devices, e.g. smartphone,
tablet, webcam, printer, etc. and write students’ ideas on
the board.
• In pairs, students ask and answer the questions.
Encourage them to ask follow-up questions and give
extra information in their answers where possible.
• Get feedback. Ask one or two pairs to share what they
discussed.
• Summarising the main points of a discussion in speech
is mediation. In Exercise 4, students discuss a topic,
then work with another pair to share their ideas and
report the outcome of their discussion.
• This mediation skill can be practised through the
course by asking students to relay information from
their pairwork discussions, or from listening to the
audio recordings.
2
• In pairs, students decide if the opinions are positive or
negative and whether they agree with them. They give
reasons for their answers.
SAMPLE COPY, NOT FOR DISTRIBUTION
108
2
Being fair
• Explain that this type of task tests students' ability to
present and contrast ideas in an effective manner.
• Say that it's easy to lose track of your thoughts if
you mix advantages and disadvantages together. So
before they start talking, students should think about
two advantages and two disadvantages, and then
present them in order.
• Students can start with any of the two sets, but
suggest that if you're trying to persuade someone,
it's often more effective to start with the things you
disagree on, and end with the ones that are the most
important to you.
• They should conclude with their overall opinion of the
topic. If they haven't got strong feelings one way or
the other, it is also fine to say so.
• Students read the Exam Task, then think of two
advantages and two disadvantages to buying an
expensive computer.
• Get feedback. Write students’ ideas on the board.
6
ANSWERS
1 to 2 to 3 on 4 on 5 from 6 on
3
• Students underline the phrasal verbs in the questions
(upload to, download from, download onto, switch off,
chat with).
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share what they
discussed.
g
Exam TIP
• Students skim the conversation. Elicit what it is about
(getting help with a technology-related issue).
• Students complete the conversation (they should try
to answer without looking at Exercise 1), then compare
their answers in pairs. Get feedback.
Le
ar
ni
n
• Go through the Exam Tip.
EXTENSION: Students conduct a class survey using the
questions in Exercise 3.
• Put students in four groups and assign each group a
question. Each student interviews three classmates
from the other groups and makes notes of their
answers.
• Students get back into their original groups, compare
the answers and present their findings to the class.
ph
ic
5
ANSWERS
Exam TASK
Students’ own answers
Prepositions (2)
eo
gr
a
Advantages and disadvantages task
• Go through the Useful Language box.
• In pairs, students complete the Exam Task. Remind
them to include both advantages and disadvantages
and to state their overall opinion at the end of their
answer.
• Get feedback.
na
lG
your
• In pairs, students discuss the questions. Get
ideas
feedback.
• Ask Have you taught an older relative how to
use technology? What did you do? How did it go?
Technology verbs
1
• Students complete the phrases, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of communicate (share
or exchange ideas, news, information, etc.)
• Encourage students to write the verb + preposition
phrases in their notebooks and to try to memorise them.
ANSWERS
1 with 2 in 3 for 4 in 5 out 6 of
FAST FINISHERS: In pairs, students test each other on
the verb + preposition phrases, with their books closed.
5
page 108
at
io
Vocabulary
4
©
N
• Students brainstorm technology verbs. You could
turn this into a game: write the name of a piece of
technology in the centre of the board, e.g. smartphone.
Students call out verbs that they associate with the noun,
e.g. call, turn on, etc., getting a point for each verb they
mention. Write the verbs around the noun in the form of
a spider diagram. Students copy the diagrams in their
notebooks.
• Students complete the phrases, then compare their
answers in pairs. Get feedback. Elicit the meaning of app
(a program for a computer or smartphone).
• Ask What can you see in the photo? (a very old phone
– you hold the white piece to your ear to listen to what
someone is saying).
• Students complete the text, then compare their answers
in pairs. Get feedback. Elicit the meaning of trillion
(a million - often used to indicate a very large number).
ANSWERS
1 with 2 of 3 in 4 in 5 out
EXTENSION: In small groups, students research and
present an old-fashioned device using images and the
verbs from the lesson, explaining what it did and when
people used it.
ANSWERS
1 upload
2 sign up
3 chat
4 switch
5 delete
6 download
7 click, drag
8 connect
SAMPLE COPY, NOT FOR DISTRIBUTION
109
Grammar
page 109
the passive (2)
GRAMMAR GUIDE: The passive (2)
• To use the passive in any tense, we use that tense of
be + past participle.
• We use the passive in the present continuous,
but not in the future continuous, present perfect
continuous or past perfect continuous.
My computer is being repaired.
See the Grammar Guide on the passive on page 106
or the comparison of active and passive forms in the
Student’s Book Grammar Reference on page 169.
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their answers.
ANSWERS
Students’ own answers
EXTENSION: In pairs or small groups, students describe
the photo and discuss if they think technology is being
used to improve the learning experience of students
and, if so, how.
Writing
Learning FOCUS
Presenting your ideas in order
• Ask students if they ever read opinion essays (e.g.
blogs) and, if they do, who their favourite writers are
and why.
• Ask why they think they should discuss different
ideas in separate paragraphs (e.g. because the
reasoning is clearer).
• Ask if they use separate paragraphs starting with
topic sentences when they write in L1 and why /
why not.
• Encourage students to add the new linking words to
the list in their notebooks.
1c 2d 3a 4b
eo
gr
a
2
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
a is / are being
b has / have been
c had been
d was / were being
lG
3
ph
ic
ANSWERS
pages 110–111
presenting your ideas in order; writing about your opinion;
writing an opinion essay
1
• Students match the sentences, then compare their
answers in pairs.
• Get feedback.
g
• In pairs, students discuss the questions.
• Get feedback. Ask What are the advantages
of communication by text and face-to-face
communication? What are the disadvantages?
Students brainstorm their ideas, then discuss them in
pairs or groups.
5
Le
ar
ni
n
your
ideas
na
• Students complete the sentences, then compare their
answers in pairs. Get feedback. You could ask students
to name the verb tenses in the passive sentences.
at
io
EASIER: Students underline the verbs in the first
sentences to focus on what they need to change for the
passive structures, then complete the activity.
1
• Elicit what an opinion essay is (an essay that shows what
a writer thinks about a subject and gives examples of
how and why this is the case).
• Students number the paragraphs, then compare their
answers in pairs.
• Get feedback. Elicit or teach the meaning of unkind (not
nice).
FAST FINISHERS: Students identify the main use of
each paragraph (B introduction, E present an opinion,
A present another opinion, D present a third opinion,
C conclusion).
ANSWERS
ANSWERS
N
1 have been sent
2 is being repaired
3 had been broken into
4 was being tested
4
5 has been watched
6 are being used
7 has been developed
8 was being downloaded
©
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 were being downloaded
2 are being taught
3 hadn’t been sent yet
4 has just been invented
5 were being photographed
6 is being fixed
7 has already been installed
8 had been sold
A3 B1 C5 D4 E2
2
• Elicit some examples of the formal style of writing used
in essays (no short forms, no colloquial expressions, the
passive, etc.)
• Students answer the questions, then compare their
answers in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1 yes 2 yes 3 yes
SAMPLE COPY, NOT FOR DISTRIBUTION
110
3
• Students tick the ideas in the essay, then compare their
answers in pairs.
• Get feedback. Ask students to explain where they found
their answers.
EXTENSION: In pairs, students discuss the statements
and identify the ones they agree on and why.
ANSWERS
7
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
g
1, 2, 3, 5
EASIER: Elicit phrases that we use to express opinions
in an essay, e.g. I believe that …, I feel that …, In my
opinion, …, I think that … Alternatively, they could refer
back to the Useful Language box in the speaking lesson
on page 107 for useful phrases on expressing opinions.
1 In my opinion, this technology
2 This means that
3 For example, we can
4 I believe that this encourages us
5 To sum up, I think that
5
• Go through the Exam Tip.
Live well, study well
page 112
using social media; keeping it positive
Useful vocabulary
face to face (phr): in person, not using technology
personal information (noun phr): details such as our
address, phone number, bank details, passwords, etc.
post (v): to place a message, thought, idea, etc. on the
internet
reduce (v): do something less often
say to someone’s face (phr): tell someone something
in person
survey (noun): a series of questions we ask to the general
public to learn many people’s beliefs and opinions about
a topic
take a break (phr): stop doing something for a period
of time
take seriously (phr): to treat something as if it is important
tips (n): pieces of advice
eo
gr
a
ANSWERS
EXTENSION: Pairs read each other’s essay and tick the
things their partner has included using the Reflection
Checklist.
Le
ar
ni
n
• Students skim the example essay and say what it is about
(whether technology makes our lives better or worse).
• Students complete the essay, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of social network (all
the people we know, e.g. friends, family, schoolmates,
etc.).
• Ask What’s the writer’s opinion of technology? (that it
has improved our lives); What examples does the writer
give to support their opinion? (we have more people to
support us in difficult times, we can learn about different
cultures, etc. more easily, we can live more healthily); Is
all this true?
ph
ic
4
Exam TIP
at
io
na
lG
Writing about your opinion
• Remind students to plan an opinion essay before
they start by writing the topic sentences for each
paragraph.
• Then they should expand their paragraphs with
explanations, reasons and examples. They should
write their introduction and conclusion last.
• Remind them to present opinions as opinions, not as
facts.
©
N
• Remind students that they should only spend a short
time on their essay plan. They should write brief notes
and words / phrases, not full sentences.
• Students complete their essay plans, then compare their
ideas in pairs.
• Get feedback. Ask one or two students to share their
plans.
6
Exam TASK
Writing an opinion essay
• Go through the Useful Language box.
• Students complete the Exam Task. Remind them to
leave five minutes at the end of the task to revise their
essay. Get feedback.
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
1
• In pairs, students read the tips and answer the questions,
then compare their ideas with another pair. Encourage
them to give reasons for their answers. Get feedback.
2
• In different pairs to Exercise 1, students discuss the
questions.
• Get feedback.
3
• In pairs, students discuss the question. Encourage
students to make a note of their answers. Get feedback.
Write students’ ideas on the board.
EXTENSION: In small groups, students decide which of
the causes of stress in Exercise 3 happen most often and
are the most serious. After they have discussed the issue,
get class feedback.
4
• Go through the Mind your Mind box.
• In pairs, students discuss the tips. Encourage them to
give reasons for their answers.
• Get feedback. Choose one or two pairs to share their
other tips.
SAMPLE COPY, NOT FOR DISTRIBUTION
111
• Both of these projects involve mediation skills,
including collobarating, processing text, relaying
information, etc.
• Project 1 involves managing interaction. During
the discussion, ask one student to take the role of
’chairperson‘, to oversee the discussion, make sure it
stays on track and all members of the group have a
chance to contribute. Students then need to organise
the presentation, which involves assessing the work
needed, organising it into different tasks and allocating
roles.
• Project 2 involves explaining data. After students have
carried out the survey, they should present the data
visually, e.g. using pie charts or bar charts, and write a
short report summarising and explaining the data.
your
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1 server
2 smartphone
3 webcam
4 equipment
5 software
2
1 install
2 instructions
3 crashed
3
1
2
3
4
5
download
upload
chat
connect
drag
4 developed
5 connection
6 click
7 for
8 out
9 of
10 in
ANSWERS: GRAMMAR
4
1 be uploaded
2 be deleted
3 are using
4 by
5 must be checked
6 with
5
1 The equipment should be checked by an expert once
a month.
2 Pictures can be uploaded directly to the website.
3 Most webcams are made in China.
4 Messages will be deleted from the server after two
months.
5 The project must be finished by this evening at the
latest.
6 The server is being repaired, so we have no internet
connection.
7 All our software was updated recently.
6
1
2
3
4
5
was damaged
was being updated
were deleted
is being uploaded
had already been sold
©
N
at
io
na
lG
eo
gr
a
• In groups, students choose a project.
t
projec
Project 1 involves creating a presentation
about giving teenagers advice and Project
2 involves writing survey questions about how
people use social media.
• If necessary, help students decide how to work as
a group and allocate the project tasks. Ensure that
everybody has a task and students swap texts for
peer correction.
Project 1
• In groups, students discuss the task and brainstorm
ideas for their presentation. They use the Useful
Language box to help them.
• Students prepare their presentations together. They
could make a poster similar to the one about social
media tips if they like.
• Students give their presentations to the class.
Project 2
• Students go through the bullet points and think of
questions for their survey. They could think of one or
two questions individually or brainstorm ideas as a
group and write the questions together. They then
decide whether they are going to conduct the survey
in the class, at home or online.
• Individual students or groups carry out their surveys
and present their findings during the following
week. To help them present their findings, write the
following plan on the board:
Title of survey: ___
Number of people surveyed: ___
Survey question 1 (state question): ___
Responses: ___ (how people answered and the
number of people with that answer)
Survey question 2: ___
Responses: ___
page 157
g
MEDIATION SKILLS
Review
Le
ar
ni
n
• Elicit a second conditional structure sentence about
technology (e.g. If there were no more social media,
I would miss chatting with my friends on it) and ask
students to use similar structures in their discussion.
• In pairs, students discuss the questions. Get feedback.
ph
ic
5
(Continue with questions / responses)
Conclusion (give a brief summary of your findings): __
SAMPLE COPY, NOT FOR DISTRIBUTION
112
2
page 113
In the photo
Bregenz Festival is a performing arts festival (with
programmes that include opera, orchestra concerts and
modern theatre productions) which is held every July
and August in Bregenz (Vorarlberg, Austria). It features
the world’s largest floating stage on Lake Constance,
where the main event is held.
ANSWERS
The instruments are made of rubbish / recycled
materials.
3
• Students read the article, check their ideas from
Exercise 2 and choose the best title.
• Get feedback. Ask What are the instruments made of?
(recycled materials, rubbish, oil cans, waterpipes, etc.).
eo
gr
a
• Elicit or teach stage (a floor, usually in a theatre where
singers, actors, etc. perform), audience (the people who
watch a performance) and opera (a musical play where
most of the words are sung to live music). Ask Would you
like to watch a show like this? Why? / Why not? In pairs,
students discuss the questions. Get feedback.
• Elicit the instruments in the photo (violin, cello, harp) by
pointing at them.
• In pairs, students discuss the questions.
• Get feedback. Ask What rubbish could be used to make
these instruments? Elicit one or two ideas.
ph
ic
Unit Opener
Vocabulary: phrasal verbs (3); predicting
possible answers; multiple-choice
cloze
Grammar: reported speech: questions and
requests
Writing: showing the order of events;
checking your story; writing a story
Video: Filming hummingbirds in slow
motion
Le
ar
ni
n
Reading: understanding key information;
multiple choice with five short texts
Vocabulary: film and TV
Grammar: reported speech: statements;
changes to pronouns, possessives,
time and place
Listening: completing information; gap fill
Speaking: guessing and giving reasons; photo
description
g
xxxxxx
Show
time!
10
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Reading
lG
EXTENSION: Write the following questions on the
board: Have you ever been to a live performance?
Can you describe it? Where did you see it? Did you
enjoy it? Do you ever watch live streamed performances?
Are they better or worse than live performances? Why?
In pairs or small groups, students discuss the questions.
Get feedback.
pages 114–115
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understanding key information; multiple choice with
five short texts
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
©
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EXTENSION: Play a game of hangman with musical
instruments and other music-related words. Split the
class into two teams. Write v _ _ _ _ _ on the board. The
teams take turns to guess letters to complete the word
(violin). The first pair or group to guess the word gets
a point. Continue with guitar, drums, keyboard, piano,
singer, opera, pop music, rock concert, classical music,
musician and radio.
ANSWERS
Students’ own answers
ANSWER
b
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Elicit different types of music,
e.g. pop, classical, rock, jazz, heavy metal, blues,
folk, country, local traditional music, and write them
on the board. You could also take a class vote on
students’ favourite types of music.
4
10.1
word focus
• In pairs, students work out the meaning of the words in
bold, then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do this.
Elicit the meaning of proper (correct, right for a situation
or occasion), clarinet (a long, thin, black wooden
instrument; we press keys and blow into it to make
music), saxophone (a metal instrument we press keys
and blow into to make music, often used in jazz music),
waterpipe (a long metal or plastic tube that brings water
to homes), heavy metal (a type of very loud, electricguitar-based rock music) and royalty (people like kings,
queens, princes, princesses, etc.)
• Play the recording. Students read the article again and
decide if the sentences are true or false, then compare
their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
113
FAST FINISHERS: Students rewrite the false statements
so they are true (e.g. 1 The instruments look like normal
instruments. 2 Favio came to Cateura to work for a
recycling project. 3 The orchestra makes money from its
concerts around the world.)
EXTENSION: Find a clip of an orchestra online. Play it
and ask students to discuss what they think of the music.
10.1
page 116
film and TV
1
• Ask students what they watch on TV, if they stream
TV shows or watch TV channels and what kinds of
programmes they like.
• Elicit where you can find a TV guide (online, on cable TV,
etc.) and why people use them (to decide what to watch).
• Get feedback. Elicit the meaning of murder (a crime in
which a person kills another person). Students match
the programmes to the descriptions, then compare their
answers in pairs.
• Ask Do you watch any of these types of programmes?
Why do you like them?
1F 2F 3T 4T 5F
5
• Students match the text types to 1–5, then compare
their answers in pairs.
• Get feedback. You could ask students where they
might find these messages, e.g. 1 on a smartphone;
2 at a music shop / online; 3 at home, on the kitchen
table; 4 on a phone / laptop; 5 on a notice board, in a
newspaper, online).
ANSWERS
1b 2c 3a 4e 5d
6
• Go through the Exam Tip.
Exam TIP
1 chat show
2 documentary
3 soap opera
4 drama
2
lG
na
• Students read the Exam Task and answer the first
question then compare their answers in pairs. Get
feedback.
FAST FINISHERS: Students write definitions for the
vocabulary in the activity. They can use dictionaries to
help them if necessary.
EXTENSION: Students write sentences with the words
not used in the Exercise 2 answers.
ANSWERS
1 presenter
2 celebrities
3 scene
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7
Exam TASK
©
Multiple choice with five short texts
Students complete the Exam Task, then compare their
answers in pairs. Get feedback.
ANSWERS
1B 2C 3A 4B 5A
EXTENSION: Students use text 2 or 5 as a model
to write their own advert for a concert or selling an
instrument.
4 channel
5 series
6 programme
3
• Students discuss the questions, then compare their
answers in pairs.
• Get feedback. Ask one or two pairs to share their
answers.
POSSIBLE ANSWERS
1 The text is a text message from one friend to another.
The key words are: the play starts in five minutes; I’ll
leave your ticket at the ticket office.
The answer is B (Harry should collect his ticket himself).
5 thriller
6 talent show
7 horror
8 quiz show
• In pairs or small groups, students briefly brainstorm TV
and film vocabulary.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
eo
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Understanding key information
• Explain that some questions in exam tasks are about
the implied meaning of a text. This means that they
are about something that is not stated in the text, but
can be understood or inferred from the text.
• To clarify the idea of implied meaning, write I want
to introduce Rosie to Janey. on the board. Then ask
Do Rosie and Janey know each other? (no). Does
the sentence say that? (no). How do you know then?
(because introduce implies that they’ve never met).
ANSWERS
ph
ic
ANSWERS
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g
As reading text on page 114.
Vocabulary
ANSWERS
Students’ own answers
4
10.2
• Students skim the conversation and say what it is about
(watching TV shows).
• Students complete the conversation with the words in
the box.
• Play the recording. Students check their answers, then
compare their ideas in pairs.
• Get feedback. Elicit the meaning of embarrassing
(making you feel uncomfortable), and review (an article
about what someone thought of a TV programme, book,
play, etc.).
ANSWERS
1 talent
2 programmes
3 celebrity
4 presenters
5 quiz
6 documentary
7 channel
8 series
SAMPLE COPY, NOT FOR DISTRIBUTION
114
A: Oh, I love them! It’s cool to see someone who looks
really ordinary but is actually a brilliant singer. And
the two presenters on the show are so funny.
B: Well, I prefer watching quiz shows. I love trying to
answer the history questions and you can always
find out new interesting facts.
A: Have you seen that documentary about the history
of Russia? It got really good reviews.
B:
No, I haven’t. Which channel is it on?
A: Oh, I can’t remember. But it’s part of a series called
500 Years of History. I think you’d really enjoy it.
EXTENSION: Students practise the conversation in
pairs. Encourage students to change some of the details
to personalise it.
Grammar
page 117
Reported speech: statements
eo
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a
your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could ask students for
their opinions about other types of programme
as well, e.g. reality shows, news programmes,
documentaries, cartoons, etc. You could take a vote
on students’ favourite types of programmes at the
end of the discussion.
Form – reporting verb in a past tense
When we use a reporting verb in a past tense, we make
the following additional changes:
• direct speech verbs in the present simple,
continuous and perfect backshift to past simple,
continuous and perfect in reported speech.
‘I’m hungry.’ He said he was hungry.
‘I’m eating now.’ He said he was eating then.
‘I’ve eaten it.’ He said he’d eaten it.
• direct speech verbs in the past simple and
continuous backshift to past perfect simple and
continuous.
‘I ate it.’ He said he’d eaten it.
‘I was eating it.’ He said he’d been eating it.
• direct speech modals change to their past forms.
‘I can eat it.’ He said he could eat it.
‘I may eat it.’ He said he might eat it.
‘I must eat it.’ He said he had to eat it.
‘I will eat it.’ He said he would eat it.
• We don’t backshift direct speech verb tenses that
cannot be made “more past”: past and present
perfect, could, might, would.
‘I’d been trying to tell you for days.’
She said she’d been trying to tell me for days.
‘I couldn’t be there on time.’
He said he couldn’t be there on time.
• Additionally, we don’t change should, ought to, used
to and had better.
‘I know He said he knew
I shouldn’t go.’ he shouldn’t go.
• Usually this changes to that and these change to
those, while that and those don’t change.
‘I can’t give you this book.’
She said she couldn’t give me that book.
‘I can’t give you that book.’
She said she couldn’t give me that book.
• Time expressions need to be adjusted as follows:
g
B: No, I didn’t. I really don’t enjoy those programmes.
It’s just embarrassing to watch people trying to sing
or dance. I don’t know why everyone wants to be a
celebrity nowadays!
the people involved aren’t in the same place.
Tim: Tell Mum I’m going to be there at 10.
Jim: Mum, he says he’s going to be here at 10.
Le
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Did you watch the new talent show on TV last night?
ph
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10.2
A:
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GRAMMAR GUIDE: Reported speech: statements
©
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Use
• We use the representation of someone’s exact words
as direct speech mostly, but not only, in writing. We
identify the exact words by putting them in inverted
commas.
She looked at him and said, ‘It can’t be true!’
‘Ali, I’m going to be late tonight,’ he said.
I couldn’t believe it, but he said, ‘I won’t do it.’
• We can use reported speech during conversations,
for example when we relay what someone is telling
us on the phone to someone who can’t hear them.
Tim: Tell Mum I’m going to be late.
Jim: Mum, Tim says he’s going to be late!
Mum: Well, tell him his pizza will be cold.
Jim: Mum says your pizza will be cold.
• We can also report what someone else said after it
was said.
Tim called me and said he was going to be late.
Mum said his pizza would be cold.
• We can use that after the reporting verb or omit it.
Mum says that your pizza will be cold, then.
Mum said that his pizza would be cold, then.
Form – reporting verb in a present tense
When we introduce reported speech with a reporting
verb in a present tense, we usually need to adjust
pronouns, possessives and sometimes place words, if
Direct speech
Reported speech
now
then
today
that day
tonight
that night
this morning / afternoon
that morning / afternoon
yesterday
the day before / the
previous day
two / three etc. days ago two / three etc. days
before
(a / two / three etc.)
(a / two / three etc.)
week(s) / month(s) /
week(s) / month(s) /
year(s) ago
year(s) before
last night / week /
the night / week /
month / year
month / year before
the previous night /
week / month / year
tomorrow
the next day / the
following day
next week / month / year the following week /
month / year
at the moment
at that moment
SAMPLE COPY, NOT FOR DISTRIBUTION
115
1
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
present continuous; past continuous
2
b earlier
c the day before
d the following day
e the night before
5
• Students complete the sentences, then compare answers
in pairs. Get feedback. Elicit the meaning of learn my
lines (practise lines in a play and memorise them).
Students give reasons for their answers.
EXTENSION: Students play “Friends not talking to each
other”. Work in groups of three.
• Student A asks Student B to give a message to
Student C by saying Please tell (C) that ... . Student B
uses reported speech to pass the message on to
Student C, e.g. (A) said that ... .
• Student C sends a message back to Student A by
telling Student B Please tell (A) that ... . Student B
reports the message back to Student A.
• Students switch roles and repeat, with A and B not
talking to each other and C reporting, and then
again with B and C not talking to each other and A
reporting.
FAST FINISHERS: Students transform the direct speech
in the final sentence of the reading text on page 114
into reported speech. (Favio said the world sent them
rubbish and they sent back music.)
eo
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a
• Students read the sentences and complete the table,
then compare their answers in pairs.
• Get feedback. Ask What happens to present tenses in
reported speech? What happens to past tenses? (present
tenses change to past tenses; past tenses change to past
perfect tenses.)
ANSWERS
g
We can use different verbs to introduce reported
statements.
• We use say and tell to introduce a statement without
describing it. We always use an object after tell; we
can use to + object after say, but we often don’t.
‘Tim, I’m tired.‘ He said he was tired.
He said that to Tim.
He told Tim he was tired.
• Other reporting verbs describe the statement with
different structures. For example:
He suggested
‘I think we
should stop.’
we stopped.
He admitted he was wrong.
I was wrong.’
She offered to help us.
‘OK, I’ll help you.’
She promised to help us.
She replied she would help us.
She agreed to help us.
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Reporting verbs to introduce statements
• Get feedback. Ask questions to clarify the grammar
points, e.g. Why does my in sentence 1 change to her?
(The speaker is female). Why does your in sentence 2
change to my? (They are speaking to the writer).
ph
ic
Please see the Student’s Book Grammar Reference on
page 170 for examples.
ANSWERS
1 she had enjoyed the party the night before
2 Gabriel and Hugo would help her learn her lines
3 she had to finish her film review then
4 Ahmed had joined the drama group the month before
lG
EASIER: Students work in pairs to identify the tenses
and complete the table.
ANSWERS
na
FAST FINISHERS: In pairs, students take turns to read
out the direct and reported sentences to practise the
structures.
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a past simple b past perfect simple c past perfect
simple d was / were going to e could f would
g had to
N
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
©
1 had heard
2 would listen
3 were going to
4 had to practise
Changes to pronouns, possessives, time and place
4
• Briefly revise pronouns, possessive adjectives and time
and place expressions, eliciting examples from students.
• Students read the sentences and complete the rules,
then compare their answers in pairs.
Listening
page 118
completing information; gap fill
1
• In pairs, students discuss the different types of music.
• Get feedback. Students give reasons for their answers.
ANSWERS
Students’ own answers
2
10.3
• Play the recording. Students choose the correct words,
then compare their answers in pairs.
• Play the recording again if necessary. Get feedback.
EXTENSION: Play the recording again and ask students
to write what musical instruments they can hear.
(1 piano; 2 keyboards; 3 violin; 4 cello; 5 singer / voice;
6 acoustic guitars)
ANSWERS
1 jazz
2 pop
3 classical
4 modern
5 opera
6 folk
SAMPLE COPY, NOT FOR DISTRIBUTION
116
6
Completing information
• Remind students to always start by reading the task
and the questions to understand the context for the
speech (or conversation) and what type of language
to expect.
• Then, they should read the text and think about what
type of information should go in each gap (a place, a
date, etc.).
• Play the recording. Students choose the correct option
to complete the sentences. Do not get feedback at this
stage.
Exam TASK
Gap fill
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Ask students which words helped them
choose their answers.
ANSWERS
1 drama studio
2 two
3 traditional
10.5
ANSWERS
g
Exam TIP
10.5
4 Europe
5 theatre
6 (the) 30th (of) June
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10.4
• Go through the Exam Tip.
1b 2b 3a 4c 5c
For each question write the correct answer in the gap.
Write one or two words or a number or a date or a time.
10.4
Look at questions 1–6 now. You have 20 seconds.
1
We usually meet in the library on Saturday mornings, but
next weekend we’ll be in the music studio, which is next
to the computer room.
2
Four new students are joining us next week. In fact, we
have enough desks for twenty-five students in total,
although at the moment there are only eighteen of us in
the class.
This is an announcement for all secondary school
students. The Youth Music and Dance Society is
organising its national music and dance competition, so
if you are good at singing, dancing or playing musical
instruments, keep listening! Your performance should
be between 20 and 30 minutes long and you can use
the drama studio for your practice sessions after school.
There’s a form up in the main hall for you to book the
studio. You need to have four main performers: one
musician, one singer and two dancers, and then you
can also have two extra team members to help with
costumes, planning and so on.
eo
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3
When I was younger, I would only ever listen to pop
music. Actually, I still prefer listening to that rather than
anything else, though I love jazz too and I play classical
music on my flute.
You will hear a teacher talking about a music and dance
competition.
ph
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3
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4
My cousin’s just come back to Japan from Brazil. He was
studying Portuguese there, but now he’s got a job in
Tokyo.
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5
The final date for entries to our art competition is the
12th of October and the results will be announced on
the 17th of October. If you’d like to see the winners’
pictures, they will be shown at the Russell Gallery on the
8th of November.
N
• In pairs, students compare their answers to Exercise 3.
• Play the recording again. Students listen and check their
answers.
• Get feedback. Students give reasons for their answers.
5
©
• Students read the Exam Task and predict the words that
could complete the gaps, then compare their ideas in
pairs.
• Get feedback. Elicit the meaning of contemporary
(modern) and academy (a school for higher learning,
often in a specific subject, e.g. dance, music).
ANSWERS
1 a place
2 a number
3 a type of performance
4 a country
5 a place
6 a date
As you may know, this competition happens every year
and the Youth Music and Dance Society always asks for
different kinds of entertainment. In the past, there was
musical comedy and modern dance and I’m sure you
remember last year’s winners with their wonderful jazz
show. This year, the Society is looking for something
traditional.
The judges for the competition this year are Martin
Wilson, who has his own dance company in Ireland
for teenagers, and GG Cool K, a young rapper from
America who has just come back from her tour of
Europe. And there are some great prizes for the winners
this year. The first-prize winners will get a visit to the
Westbeat International Academy – where many stars
of television and film have studied – and other prizes
include a trip to a West End theatre in London and £100
to spend on music and dance equipment.
More than fifty schools around the country usually take
part in this competition and the final five best teams will
be announced on the 15th of June. These will then go
on to perform at the National Youth Centre on the 30th
of June.
So, talk to your friends, organise your teams and enter
the competition! There are forms to fill in here – make
sure you return them by this Friday, the 12th of April!
Now listen again.
SAMPLE COPY, NOT FOR DISTRIBUTION
117
5
page 119
guessing and giving reasons; photo description
2
• Give students one minute to read through all the
questions and think about their answers.
• In pairs, students complete the description, then
compare their ideas with another pair.
• Get feedback. You could elicit further descriptions of the
photo, e.g. what people are wearing, how they feel, etc.
ANSWERS
Students’ own answers
3
10.6
• Play the recording. Students listen and compare their
ideas with the speaker’s description.
• Get feedback. Ask Are there street performers where
you live? What do they do? Do you watch them? Why? /
Why not?
10.6
I can see five people in the photo – four men and one
woman. They are all playing musical instruments.
MEDIATION SKILLS
• Linking to previous knowledge is mediation. Encourage
students to find out what different experiences their
partner has of singing or playing music, and how these
experiences make or made them feel. They should use
these experiences to inform their discussion: did they
benefit from the experience or did it have any negative
effects?
• This mediation skill can be practised throughout the
course by encouraging students to link new topics
to previous learning. During pairwork activities, they
should be prompted to ask questions to draw on their
partners’ previous knowledge.
your
• Elicit some places and situations in which
ideas
students might sing or play an instrument,
e.g. when they listen to music, for fun with
a friend, in a small band or group when they’re
practising for a performance, participating in a choir,
etc.
• In pairs, students discuss the questions. Get
feedback.
eo
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The woman is singing and playing the guitar.
Photo description
• Go through the Useful Language box.
• In new pairs, students take turns to talk about their
photos. Remind them to give reasons for any guesses
they make.
• Get feedback.
Le
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• In pairs, students ask and answer the questions. Students
give reasons for their answers.
• Get feedback. You could ask students if they think some
instruments are easier to play than others, and why.
Exam TASK
ph
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1
One of the men is singing as well. He’s playing the cello.
Two of the men are sitting down on a seat. I think one of
them is playing a kind of drum. I don’t know the name
of the instrument that the other man is playing, but it’s a
folk music instrument.
One man, he’s got curly hair, is playing the clarinet.
lG
They are all outside. The weather is very hot. Two of the
men are wearing T-shirts.
Behind the musicians, there is another man. He is
looking at the boat and I think he’s taking a photo.
na
In the background there is a bridge and a river. There’s a
big boat on the river.
4
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I think everyone looks very happy in this photo because
they are all smiling.
• Go through the Exam Tip.
Vocabulary
N
©
• In pairs, students look at the Exam Task and make
guesses about the photos. Ask them to give reasons for
their answers. Do not get feedback at this stage.
page 120
phrasal verbs (3); predicting possible answers;
multiple-choice cloze
1
• Elicit some verb + preposition collocations / phrasal
verbs e.g. communicate with, look for.
• Students match the phrasal verbs with the meanings,
then compare their answers in pairs.
• Get feedback. Remind students to add the phrasal
verbs to their notebooks, along with definitions and an
example sentence.
ANSWERS
Exam TIP
Guessing and giving reasons
• It is important for students to describe photos in
Exam Tasks in detail to show they have a good
knowledge of vocabulary and can use strategies to
describe things they don’t know the words for.
• When students don’t know the word for something
they want to include, they can describe it instead.
Elicit expressions to use in such cases, e.g. I’m not
sure what you call this, but ..., It’s a thing you use
for + -ing form, You can use this to + infinitive, etc.
g
Speaking
1b 2f 3e 4a 5d 6c
2
• Students complete the sentences, then compare their
answers with a partner. Get feedback.
FAST FINISHERS: Students write three sentences with
the phrasal verbs in Exercise 1 and Exercise 2 (e.g. Turn
off the TV.; Turn on the radio.; etc.).
ANSWERS
1 out
2 into
3 on
4 down
5 up
6 off
SAMPLE COPY, NOT FOR DISTRIBUTION
118
3
• Students choose the meanings, then compare their
answers in pairs.
• Get feedback. Remind students to add the phrasal
verbs to their notebooks, along with definitions and an
example sentence.
1
• Students read the sentences and underline the main
verbs, then compare their answers in pairs. Get
feedback. Ask What verb was used in all the reported
questions? (ask)
ANSWERS
ANSWERS
1 do you like, liked 2 Did you enjoy, had enjoyed
3 Can I borrow, she could borrow
1a 2a 3b 4b 5a 6b
4
2
g
Exam TIP
• Students read the questions again and complete the
rules, then compare their answers in pairs. Get feedback.
ANSWERS
Predicting possible answers
a use
b whether
c doesn’t
Remind students to start by reading the whole text to
identify the context.
• Students cover the answer options, then skim the text,
and predict which words might go in the gaps. Then
they look at the options and check if their ideas are
mentioned. Do not get feedback at this stage.
ANSWERS
Students’ own answers
• Students use the words in brackets to complete the
questions, then compare their answers in pairs.
• Get feedback. You could ask students to identify the Whquestions (3, 4, 6) and the yes / no questions (1, 2, 5).
Multiple-choice cloze
ANSWERS
1B 2A 3D 4D 5C 6A
page 121
ANSWERS
1 if I could turn off
2 whether I was listening to
3 where I had put
4 why I was singing
5 if I could hear
6 when I was going to join
eo
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Students complete the Exam Task, then compare their
answers in pairs. Get feedback.
ph
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Exam TASK
lG
reported speech: questions and requests
GRAMMAR GUIDE: Reported speech: questions and
requests
4
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 if / whether I could turn down my music
2 where the concert hall was
3 if / whether I liked rap music
4 if / whether we could watch that programme on TV
5 if / whether we had liked the film
6 what time the film started
7 if / whether I was going to learn the piano
8 if / whether I could get him a ticket for the play
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Form
• We normally use ask as a reporting verb for
questions.
‘What time is it?’
He asked what time it was.
He asked me what time it was.
• Reported questions are not questions, so the word
order is the same as in statements.
‘Where are you from?’
He asked me where I was from.
• When we report Yes/No questions and requests,
we use if or whether to introduce the reported
question.
‘Do you like cooking?’
She asked me whether I liked cooking.
‘Will you help me fix my bike, please?’
He asked me if I would help him fix his bike.
• In reported requests we can also use ask + to +
infinitive.
He asked me to help him fix his bike.
©
d could
e don’t use
FAST FINISHERS: Students choose three items from the
activity and write the direct questions, e.g. Could you
turn off the television? Are you listening to the radio?
etc.
5
Grammar
3
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• Go through the Exam Tip.
5
• Students write the direct speech, then compare their
answers in pairs. Get feedback.
ANSWERS
2 ‘Do you like the song?’ asked Tori / Tori asked Pavel.
3 ‘I’ve been chosen for the school band,’ said Adele /
Adele told us.
4 ‘Can / Could you download some songs for me?’ she
asked.
5 ‘What type of music are you listening to?’ asked
Kristoph.
6 ‘I’m going to join the orchestra,’ said Julia / Julia told
her friend.
7 ‘Why are you playing the drums so loudly?’ he asked.
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119
ANSWERS
pages 122–123
1 First of all
2 after
3 Then
showing the order of events; checking your story;
writing a story
4 While
5 Finally
4
Showing the order of events
• Ask students if they know anybody who is very
bad at telling stories and what is bad about how
they do that (e.g. they forget details and go back,
there are too many irrelevant details, the sequence
is confusing, their stories are confusing, boring,
repetitive, too long, they don’t make sense, you lose
track of who’s who).
• Establish why sequencing words are important in a
story (to help show the order of events, e.g. what
happened before, during and after other things).
1
• Students complete the plan, then compare their answers
in pairs. Get feedback.
ANSWERS
2, 3, 1
5
• Students underline the words, then compare their
answers in pairs.
• Get feedback.
FAST FINISHERS: Students find four adjectives in
the text in Exercise 3 (anxious, excited, amazed and
wonderful).
• Students put the words in order, then compare their
sentences in pairs. Get feedback.
ANSWERS
1 She had been practising her guitar piece for weeks …
2 Rafael started to sing a song that he had written.
3 While he was singing, Anna …
4 perfectly, quietly, slowly, loudly
ph
ic
ANSWERS
6
• Discuss the question as a class. Invite students to share
their ideas from Exercise 2 and give reasons for their
answers.
eo
gr
a
1 First of all, the actor came onto the stage.
2 Then he began to read a poem.
3 He spoke beautifully and then he started to sing. / He
spoke and then he started to sing beautifully.
4 The audience listened while he performed.
5 After he had finished, the curtain closed.
6 Finally, the audience cheered and clapped.
g
Learning FOCUS
Le
ar
ni
n
Writing
ANSWERS
2
• In pairs, students discuss the questions, then compare
their ideas with another pair.
• Get feedback.
3
at
io
na
lG
• Students skim the story and say what it is about (what
happened during a talent show).
• Students complete the story, then compare their answers
in pairs.
• Get feedback. Elicit the meaning of piece (in this context,
a single song or section of music) and coin (a small, round,
thin piece of metal that is used as money). Ask students
what other sequencing words could be used in gaps 1
and 5. (1 first, firstly; 5 in the end, lastly).
MEDIATION SKILLS
7
• Go through the Exam Tip.
©
Exam TIP
Checking your story
• Remind students to plan their time for a writing exam
task: they should take five minutes to plan their text
and allow at least five minutes at the end to check
their work.
• Encourage students to memorise the five points in the
list.
• Students find and correct the mistakes in the sentences,
then compare their answers in pairs.
• Get feedback. Students identify the problem in each
sentence, e.g. 1 grammar; 2 spelling; 3 word order;
4 punctuation; 5 punctuation; 6 word choice.
ANSWER
N
• Expressing a personal response to creative texts is
mediation. Students read the story and answer the
following questions: What is the story about? Who are
the characters? What can you tell about Anna from the
story? (Point out the key words: practising for weeks,
perfectly, quietly, practice, slowly. Anna sounds like a
quiet and serious person, and she has worked hard on
her piece.)
• Ask students how they would feel in this situation, and
how they feel about Anna.
• This mediation skill can be practised throughout
the course by asking students to give their personal
response to reading or listening texts or videos, and to
think about the feelings of the people in the stories and
how they can relate to those feelings.
Students’ own answers
1 watch watched
2 realy really
3 was she she was
4 simon Simon
5 couldnt couldn’t
6 out up
8
• Students make a paragraph plan, then compare it with a
partner.
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120
9
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Remind students to write the phrasal verbs carry out and
deal with (along with the definitions) in their notebooks.
Before you watch
1
• Ask students if they have ever seen a hummingbird, and
if so, where.
• Students complete the definitions, then compare their
answers in pairs. Get feedback.
ANSWERS
10
EXTENSION: Pairs read each other’s story and tick the
things their partner has included using the Reflection
Checklist.
Video
2
5
• Students read the sentences and check vocabulary.
• Play the video. Tell students not to answer the questions,
just watch to get the general idea of the topic.
• Play the video again. Students decide whether the
sentences are true or false, then compare their answers
in pairs. Get feedback.
FAST FINISHERS: Students correct the false sentences
in the task, e.g. Anand Varma worked with another
scientist for ten years. The birds were filmed to see how
they deal with rain. The camera takes one thousand
shots each second.
ANSWERS
Filming hummingbirds in slow motion page 124
Useful vocabulary
lG
cage (n): a metal structure you can keep animals, birds,
etc. in
carry out (phr v): to successfully do something
custom-built (adj phr): built for a particular use
na
deal with (phr v): to do something, often solve a
problem
dish (n): a small plate
at
io
divide (v): split
e hand-made
f tongue
g high-speed
While you watch
eo
gr
a
TEACHING TIP: Encourage students to regularly
conduct peer reviews of each other’s writing. Peer review
is a good way for students to bond as well as practise
their English skills. If they write a task on their computer,
they could email it to a classmate to look at. When
they review other students’ work, they should use the
checklist on page 123 to help them.
a captured
b experiment
c forked
d shot
ph
ic
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
g
Writing a story
• Go through the expressions in the Useful Language
box.
• Students complete the Exam Task following their
plans. Remind them to include linking words and
phrases, narrative tenses and adverbs in their story
and leave five minutes at the end of the task to revise
their work.
Le
ar
ni
n
Exam TASK
collaboration (n): working with someone, a group,
team, etc. to do something
droplet (n): a very small amount of water or other liquid
N
fog (n): thick cloud close to the ground which it is
difficult to see through
©
frame (n): one single photo in a series taken with a
camera
high quality (adj phr): of very good standard
hummingbird (n) – a small, tropical bird whose wings
move so quickly that it can fly backwards
record (v): to film a live event e.g. on a phone, camera,
etc. to look at or listen to later
swallow (v): move food from your mouth to your
stomach through your throat
wonder (n): the state of being amazed
1F
2T
3T
4F
5T
6F
5
Now the work that I’m most proud of is the result of a
ten-year long collaboration with a scientist who studies
hummingbirds. This is a story on what we have learned
about hummingbirds thanks to modern science. The
most fun I had working on this project was getting to
point the high-speed camera at hummingbirds to show
these discoveries in a new way.
We are in the lab of Chris Clark at UC Riverside, and
what we’ve got here is a cage that’s recreating an
experiment and it’s trying to look at how hummingbirds
deal with rain. And we’re using this fancy, top-of-the-line
Phantom Flex 4k high-speed camera to try to film this
hummingbird at a thousand frames a second, to see how
it’s going to deal with this … all these rain droplets and
what it’s going to do to dry itself off.
And it is that sense of wonder and that joy of discovery
that drew me to photography, and it is those feelings I
hope to spark in other people.
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121
Review
• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers.
• Get feedback. Choose students to read the completed
sentences aloud.
ANSWERS
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1d 2f 3b 4e 5c 6a
2
1 channel
2 programmes
3 series
6 deal
7 droplets
8 sense
9 joy
3
your
ideas
• In pairs, students discuss the questions.
Encourage them to give reasons for their
answers.
• Get feedback. You could ask students whether they
think Varma’s job is difficult and why / why not.
EXTENSION: Students research and create a factfile
about a type of bird. They should say what kind of bird it
is, where it lives, and one or two interesting facts about
it. They could find a photo of the bird as well, then share
their ideas in pairs or small groups in class.
1 into
2 down
4
1 is into
2 put off
3 get on with
4 celebrities
5 talent shows
Le
ar
ni
n
1 collaboration
2 discoveries
3 experiments
4 tongue
5 machine
page 158
3 out
4 up
4 was over
5 ran out of
6 ended up
ANSWERS: GRAMMAR
5
ph
ic
3
5
g
After you watch
1 loved
2 hadn’t seen
3 ’d/had never met
4 he was going to watch
5 could change
6 had to watch
6
eo
gr
a
1 (that) she would see Francoise the next day
2 (that) they had watched a quiz show the night before
3 (that) she had seen the film just a few weeks before
4 (that) they couldn’t come the following weekend
1 where Molly lived
2 why they had changed channel
3 if I could turn the volume down
4 if I was / we were going to watch the film with them
5 what channel the quiz show was on
6 if he would help them with their essay
©
N
at
io
na
lG
7
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122
3
page 125
In the photo
Flamingo Bob is a flamingo which veterinarian Odette
Doest rescued in 2016, after the bird slammed into a
hotel window and got a concussion. Doest discovered
that Bob had been domesticated: he was very relaxed
around people, but he suffered from bumblefoot, a
chronic foot disease common in captive birds, which
would have impaired his ability to catch food in the wild.
For this reason, she decided to keep him in her sanctuary
for educational purposes.
pages 126–127
lG
Reading
• Identifying the essential information in a text for a
particular purpose is mediation. Students underline or
highlight the key information in the article that seems
to match the requirements, then use this to help them
do the task.
• This is an important mediation skill in everyday life as
well as academic studies. It involves identifying the most
important information and eliminating details that are
less important, or irrelevant to the task. Students can
practise this skill with any factual reading texts in the
coursebook. They can also practise this themselves using
online materials in English such as informative websites.
eo
gr
a
• Elicit or teach flamingo by pointing at it in the photo.
Ask Why do you think the boy is carrying the flamingo?
Elicit a few ideas.
• In pairs, students discuss the questions.
• Get feedback. Ask one or two pairs to share their ideas.
You could ask if students have ever had experiences with
animals at school, and if so, what they were.
MEDIATION SKILLS
ph
ic
Unit Opener
Vocabulary: education expressions;
prepositions (3)
Grammar:
-ing form; infinitives
Writing: linking words and phrases (2);
stating facts and opinions; writing
a letter
Live well,
study well:
learning styles; enjoying learning
Le
ar
ni
n
Reading: finding distractors; matching
people to texts
Vocabulary: education
Grammar:
the causative
Listening: listening for feelings; multiple
choice with six conversations
Speaking: agreeing on an option; picture
discussion
page 125
g
xxxxxx
Life
lessons
11
x
• Students scan the article and underline key information
they find that matches the requirements of the six
people. Then they complete the exercise.
• Get feedback. Elicit the meaning of wild camping
(camping done in a place that is not a campsite, with no
organised facilities). Choose students to read their answers
aloud and explain where they found them in the text.
finding distractors; matching people to texts
ANSWERS
1
1 A, (F)
2E
3C
4F
5G
6 D, (F), H
at
io
ANSWERS
na
• Elicit school subjects.
• Discuss the question as a class. Students give reasons for
their answers.
Students’ own answers
2
N
• Check understanding of the subjects in the list.
• Students think about the question individually, then
compare their ideas in pairs. Get feedback.
©
EXTENSION: Elicit or teach the items / equipment and
place associated with each subject, e.g. dance: ballet
shoes, dance studio; drama: costumes, theatre; design:
computer, drawings; film-making: camera, film studio; IT:
computer, computer room / lab.
ANSWERS
Students’ own answers
4
11.1
word focus
• In pairs, students work out the meaning of the words in
bold then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do this.
Elicit the meaning of range (a big variety), loaf (a complete
piece of bread before it is sliced), tutor (a type of teacher
or teacher’s assistant), Renaissance (a period in history that
happened from the 1300s to the 1600s), novel (a long
book with a made-up story), encouragement (positive
words meant to help someone feel like doing something),
suitable (proper and correct for a certain purpose),
animation (a moving picture that’s similar to a cartoon) and
tango (a type of dance from South America).
• Go through the Exam Tip.
SAMPLE COPY, NOT FOR DISTRIBUTION
123
• Students follow the Exam Tip instructions to complete
the activity, then compare their answers in pairs.
• Get feedback. Students give reasons for their answer.
ANSWERS
ANSWERS
1 essay
2 course
3 mark
4 study
5 application
6 handwriting
2
• Students complete the sentences, then compare their
answers in pairs. Get feedback. Elicit the meaning of hand
in (give a finished assignment to a teacher / boss, etc).
g
Finding distractors
• Explain that parts of the texts will match more than
one person, and that parts of the description of each
person will match more than one text. However, only
one person and one text will match completely.
• To cross-check their answers, students should focus
on one description at a time, find the texts that
match, then look through each of these texts to see if
there’s any information that makes the answer wrong.
EXTENSION: As a class, students think of other words
that could go in each category (1–6).
Le
ar
ni
n
Exam TIP
FAST FINISHERS: Students write sentences for the
words they didn’t choose.
1F
ANSWERS
11.1
1a 2b 3b 4b 5a 6a
3
As reading text on page 127.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
5
Exam TASK
ANSWERS
1 clever, behave
2 primary, secondary
3 pass, fail
4 qualifications, courses
ph
ic
Matching people to texts
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask one or two students to share how
and where they found their answers.
4
• Students complete the questions, then compare their
answers in pairs. Get feedback. Elicit the meaning of revise
(look at previous work, notes, etc. to prepare for an exam).
eo
gr
a
ANSWERS
1F 2D 3C 4E 5B
FAST FINISHERS: Students make notes on how they
might answer each question. Remind them not to write
full sentences, just notes.
ANSWERS
na
lG
TEACHING TIP: Review relevant Exam Tips from other
lessons before students do an exam task. Before this
Exam Task, you could revise understanding a whole text,
reading for detail, and identifying topics. Students read
the texts. Ask What is the general idea in these texts?
(learning something new) What details are included?
(types of courses, length of course, tasks involved,
locations) How can you identify the topic of each
paragraph? (by reading the headings).
at
io
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Elicit other activities or courses
students could do at a college and write their
ideas on the board. Do students do any of these
activities outside of school? If so, where?
N
Vocabulary
5 miss, lose
6 candidate, examiner
7 subject, lesson
8 accent, pronunciation
page 128
education
©
1
• Write the word education on the board and ask students
to brainstorm words and phrases related to the topic.
Write their ideas on the board.
• Students cross out the incorrect options. Remind them
that if they don’t know a word, they should try to guess
the answer using the process of elimination. Students
compare their answers in pairs. Get feedback.
FAST FINISHERS: Students write three sentences using
the new vocabulary in context.
1 pronunciation
2 qualifications
3 revise
4 courses
5 pupils
5
• In pairs or small groups, students ask and answer the
questions from Exercise 4.
• Get feedback. Students give reasons for their answers.
EXTENSION: Students write a short text as a response
to one of the questions, then swap their text with a
partner and compare their answers.
ANSWERS
Students’ own answers
your
• In pairs, students discuss the questions.
ideas
• Get feedback. You could ask students which
two subjects they wouldn’t mind taking away
from their timetable. Alternatively, they can discuss
which subjects they’d like to spend more time doing.
Encourage them to explain their answers and remind
them that it’s OK if they don’t like a subject. Ask Why
is it important to learn the subject that you don’t like?
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124
4
GRAMMAR GUIDE: The causative
Use
• We use have + object + past participle to say that
person A did something for person B because B
asked them to, but we don’t mention person A (the
agent) because the emphasis is on the process.
I’m having my hair cut tomorrow. (I made an
appointment with someone who’s cutting my hair)
He had the book delivered yesterday. (he ordered
the book and asked for it to be delivered to his house)
• We can also use get + object + past participle to
mean the same thing in a more informal way.
I’m getting my hair cut tomorrow.
He got the book delivered yesterday.
• We also use have + object + past participle to say
that something unpleasant happened to someone
who did not cause it. We do not use the structure
with get like that.
They had their car stolen. (their car was stolen and
it wasn’t their fault)
ANSWERS
1 Has our teacher had his hair cut?
2 I will have my project marked by the teacher.
3 Are the students going to have their paintings
exhibited in the gallery?
4 The teachers had their photos taken at the end of the
year. / At the end of the year, the teachers had their
photos taken.
5 Children under 16 must have their application signed
by their parents.
6 We haven’t had our staff trained in first aid yet.
EXTENSION: In pairs, students discuss who did the task
in each sentence, e.g. 1 a hairdresser; 2 the teacher; 3 a
gallery owner; 4 a photographer; 5 their parents; 6 first
aid trainers.
5
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 had his laptop repaired during the weekend
2 has had new computers installed
3 have a new key made for me
4 will have her essay typed for her by her friend
5 having a swimming pool built at our school
6 has her children driven to school every day
7 have their tests marked (by the teachers) by Friday
8 had new desks delivered
1
lG
eo
gr
a
Form
• We can use these structures in all tenses by
conjugating have or get accordingly.
I will have my room redecorated by tomorrow.
• We form the negative by adding not to the auxiliary
or to the correct form of do.
She isn’t going to have her book published.
They didn’t get their computer fixed.
• We form questions by putting the auxiliary or the
correct form of do before the subject.
Has she had her book published?
Did they get their computer fixed?
• Students write the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the tense of have in each sentence
(1 present perfect; 2 future simple; 3 be going to; 4 past
simple; 5 modal with must; 6 present perfect).
g
the causative
Le
ar
ni
n
page 129
ph
ic
Grammar
• Students read the sentences and answer the questions,
then compare their answers in pairs. Get feedback.
ANSWERS
na
a sentence 2 b sentence 1
2
6
• Students ask and answer the questions. Remind them to
use the causative in their answers.
• Get feedback. Elicit the meaning of test your eyes (go to
the eye doctor (optician) to check your vision) and dye
your hair (change the colour of your hair).
ANSWERS
at
io
• Students complete the rule, then compare their answers
in pairs. Get feedback.
ANSWER
have
3
N
• Students tick the correct sentence, then compare their
answers in pairs. Get feedback.
©
ANSWER
Sentence 1
!
REMEMBER
Write the following sentences on the board.
Underline the verb have in the different tenses to
highlight the point.
I have my house cleaned every week.
I’ve been having my house cleaned every week.
I will be having my house cleaned every week.
Students’ own answers
Listening
page 130
listening for feelings; multiple choice with six
conversations
1
• Ask What is happening in the photo? (students are
probably getting the results of a test, exam, etc.). Ask
students to describe what the students might be feeling.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 depressed
2 upset
3 amazed
4 curious
5 delighted
6 ashamed
SAMPLE COPY, NOT FOR DISTRIBUTION
125
1 amazed
2 depressed
3 delighted
4 ashamed
5 curious
6 upset
11.2
1Wow! I can’t believe you’ve come to my party!
I thought you were in France!
2I don’t know why I feel like this. Everything in my life
is fine, but I just can’t cheer up.
3Oh, what a beautiful gift! Thank you so much!
4I wasn’t very kind to my sister last night. I yelled at
her, even though I know that she’s really stressed at
the moment.
5I’d love to learn more about who painted this picture.
It’s so interesting.
6Oh no! I got such a low mark in my history test. I feel
really bad!
3
• Go through the Exam Tip.
Exam TASK
Multiple choice with six conversations
• Remind students that they will hear the conversations
twice. Play the recording. Students complete the
Exam Task, then compare their answers in pairs.
• Get feedback. Ask students what adjectives they
heard in Question 2 (pleased, proud, annoyed,
nervous).
ANSWERS
1A 2C 3B 4A 5C 6B
11.2
For each question, choose the correct answer.
1You will hear two friends talking about exercise
classes.
F:Are you going to sign up for one of these exercise
classes this term?
M:Yes, I think so. I’ve got the application form for the
yoga class here.
F:That sounds good. But it is quite expensive, isn’t it?
The dance class is much cheaper.
M:True, but I did a dance class last term and I didn’t
really enjoy it. And I’d love to do badminton, but all
the badminton classes are already booked up. So,
I’m going to fill in this form tonight.
Now listen again.
eo
gr
a
Exam TIP
11.3
g
ANSWERS
4
Le
ar
ni
n
11.2
• Play the recording. Students choose the feelings, then
compare their answers in pairs.
• Get feedback. Students give reasons for their answers
(e.g. 1 The speaker sounds excited to see the other
person has come to their party. excited = amazed).
ph
ic
2
©
N
at
io
na
lG
Listening for feelings
• Explain that speakers of different languages may
express the same feeling using a different intonation,
and that the same intonation may express different
feelings in different languages. This is why in a
listening exam task students need to understand the
meaning of the expressions the speakers use and not
rely on intonation.
• Remind students to start by reading the questions, to
identify the context, predict the type of language they
will hear, and focus on what they need to listen for.
• Say that speakers may not mention a feeling directly,
or they may say how their feelings changed, and
therefore mention more than one feeling. Write the
following sentences on the board:
1 I was excited before my exam, but to be honest,
I’m not sure I did well.
2 We were really nervous before the race, but I can’t
believe how well my team did.
3 I really enjoyed my holiday abroad, but I’m a bit
depressed now that it’s over.
• Ask how the speakers feel (possible answers:
1 nervous / worried / disappointed;
2 happy / relieved / surprised;
3 depressed)
• Students read the Exam Task and choose the question.
• Get feedback. Ask What words gave you the answer?
(the adjectives in the answer options).
ANSWERS
question 2
2You will hear two students talking about an exam.
M:How did you do in the exam?
F:I got 75%. I know I should be really pleased with
that, but I worked so hard for this exam, and I
thought that I’d got all the answers correct.
M:I think you can be very proud of yourself. I only got
60%! My parents were pretty annoyed with me, but
I always get so nervous in exams.
F:I know, you’re right. But still, I really wanted to get
full marks. I really don’t understand how I lost marks
on that final question.
Now listen again.
3You will hear two students talking about their
classroom.
F:What do you think of our classroom? You know they
had it decorated over the spring holidays.
M:I don’t know why they spent so much on it. I mean,
it looks great and the walls are a lovely colour, but
I’d rather we had better equipment in the science
labs.
F:Well, it’s true – the science labs are really old now,
but I think our classroom looks fantastic and that
helps us feel good about our work and focus more.
M:Really? Sorry – I know it looked terrible before,
but I can’t agree that it was the most important
improvement to make.
Now listen again.
4You will hear two friends discussing the girl’s
teacher.
M: Are you enjoying your graphic design course?
F:It’s really interesting – I’ve learned so much. The
only problem is the teacher.
M: Oh really? Don’t you like him?
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126
agreeing on an option; picture discussion
1
ANSWERS
g
• Put students in pairs or small groups and give them
a time limit to brainstorm as many school subjects in
English as they can. When the time limit is up, pairs /
groups call out their answers, getting a point for each
correct subject. Write their ideas on the board.
• In pairs, students ask and answer the questions.
• Get feedback. Ask one or two pairs to share what they
discussed.
Students’ own answers
2
• Students match the items to the definitions, then
compare their answers in pairs. Get feedback. Elicit the
meaning of browse (look for things in a casual way), dive
(jump into the water so your head and arms enter first)
and water polo (a sport where players try to throw a ball
into a net in a swimming pool).
ANSWERS
1 football pitch
2 gym
3 computer room
4 library
5 swimming pool
6 canteen
7 laboratory
MEDIATION SKILLS
lG
eo
gr
a
6You will hear two friends talking about a school trip.
M: How was your school trip to France?
F:It was pretty good. I stayed with a really nice family
and there was a girl the same age as me, who was
very friendly. I felt a bit shy at first, and the food was
very different, but I got used to it and I tried some
lovely new dishes. It was quite exhausting to speak
French all the time, but I think I’ve really improved,
so that’s good.
M: Didn’t you miss home then?
F:I did a bit. It was great to come back to my family,
but I’m glad I went.
Now listen again.
page 131
Le
ar
ni
n
5You will hear two students talking about an end-ofterm class picnic.
F:Are you bringing something for the end-of-term
picnic tomorrow? I think I’m going to make some
biscuits.
M:That’s a good idea! I could bring some fruit –
strawberries, grapes – that kind of thing.
F:Nice idea, but Anya bought lots of fruit from the
supermarket yesterday, so she’s bringing that.
M:Hmm, well, I could make some cheese and ham
sandwiches, but that’s a bit boring … and I don’t
even like sandwiches.
F:How about I bring the sandwiches and you make
some biscuits. Those chocolate ones you made for
my birthday last month were amazing.
M: Good plan!
Now listen again.
Speaking
ph
ic
F:No, it’s not that. He’s actually very helpful and
popular. It’s just that he’s never on time!
M:That is annoying. So does that mean that you won’t
manage to finish everything on the curriculum? Are
you worried about the exam?
F:No, not really. We’re all pretty well-prepared. It’s just
that I don’t like hanging about waiting for him at the
beginning of the lesson.
Now listen again.
na
• Noting the key points of a talk or conversation is
mediation. For additional practice of this skill, write the
following questions on the board:
©
N
at
io
1 What information do you hear about the exercise
classes?
2 How did the girl and the boy do in the exam?
3 What do the students think about the school
improvements?
4 How does the girl feel about her course?
5 What are the different people bringing to the picnic?
6 What were the good points of the school trip?
Play the Exam Task recording again and ask students
to listen for the information they need to answer the
questions. They should take brief notes only as they listen,
then report the information to the rest of the class.
• In pairs, students discuss the questions.
• Get feedback. You could ask students what
activities make them feel anxious, upset or
delighted.
your
ideas
3
• Go through the Exam Tip.
Exam TIP
Agreeing on an option
• Ask students what they do if they need to make a
decision with someone else but they disagree.
• Elicit that they should try to understand the other
person's point of view and see if they are right. Then
if they still think their choice is better, they should try
to persuade the other person by giving good reasons
to support their choice. Remind them that the reasons
need to be good for the other person too.
• Elicit ways of disagreeing politely, e.g. I see what
you mean, but ..., I understand, but you also need to
consider ... .
• Go through the Useful Language box.
• In pairs, students take turns to agree and disagree.
Encourage them to find something they can both agree
on.
• Get feedback.
4
Exam TASK
Picture discussion
• In pairs, students complete the Exam Task, discussing
all the options and deciding on the best one together.
• Get feedback. Ask one or two pairs to share the
option they chose and give reasons for their decision.
SAMPLE COPY, NOT FOR DISTRIBUTION
127
I often get very nervous in exams and sometimes I make
a mistake when I actually know the right answer. I hope I
don’t do that this time. I’ve made an effort to study hard
and I’ve done a lot of revision already. My teacher says
that I’ve made progress and my marks are much better
than they were a year ago.
EASIER: In pairs, students discuss the advantages and
disadvantages of each option, then work with another
partner to do the main Exam Task.
your
ideas
Vocabulary
page 132
Education expressions
1
• Elicit some education-themed collocations from the
previous vocabulary lesson, e.g. pass / fail an exam, do
well / badly, get a degree / certificate / diploma, pay
fees / a deposit, etc.
• Students choose the correct options, then compare their
answers in pairs. Get feedback.
ANSWERS
1b 2b 3b 4b 5a 6a
na
11.4
lG
TEACHING TIP: Phrases like make progress, break the
rules and make an effort are verb + noun collocations that
students need to memorise. Remind students that they
may see this type of expression in a multiple-choice cloze
exam task. Test students regularly on collocations they have
learned throughout the course. You can do this by writing
verbs on the board and asking students to brainstorm
nouns and prepositions that collocate with them.
2
at
io
• Students skim the text and say what it’s about (preparing
for some important exams).
• Students complete the text with the correct form of the
expressions, then compare their ideas in pairs.
• Play the recording. Students check their answers. Get
feedback.
ANSWERS
©
N
1 break up
2 take notes
3 break the rules
g
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of concentrate (focus on
a particular thing), speak up (give your opinion or speak
loudly so people can hear you) and satisfied (happy,
pleased). Elicit or teach that the Sorbonne is a famous
French university, one of the best in Europe. Encourage
students to write the prepositional phrases in their
notebooks, regularly revise them and memorise them.
EXTENSION: Elicit a brief description of the photo. (Some
young people are organising a game of football. They
might be choosing teams.) In pairs, students write four
sentences about the picture using collocations, expressions
and prepositional phrases from the lesson, e.g. If you
break the rules, you might have to stop playing. You must
concentrate on kicking the ball into the goal to score
points. You have to make an effort to win the match. etc.
ANSWERS
1 in, at
2 on
3 of, on
eo
gr
a
FAST FINISHERS: Students write three sentences using
the collocations and expressions from the activity.
3
Le
ar
ni
n
EXTENSION: In pairs or small groups, students discuss
what facilities would improve their school and why.
They can then present their ideas to the class for a class
discussion.
Prepositions (3)
ph
ic
• In pairs, students discuss the questions.
• Get feedback. You could ask if students like to
study with friends or alone, and why.
4 make a mistake
5 made an effort
6 made progress
11.4
I’ve been studying really hard this term and I can’t
wait to break up and have a rest – perhaps go to the
beach! However, I won’t be able to take too much time
off over the holidays, as we have some very important
exams as soon as we go back to school. I’ll probably
do some extra reading and take notes so that I don’t
forget everything. I might do some online tests as well,
although it’s very easy to break the rules with those kinds
of tests and look up the answers.
4 from
5 for, at
6 about
7 at
8 with
your
ideas
• In pairs, students discuss the questions.
• Get feedback. Elicit ideas on the best ways
to concentrate on work / study for exams.
Encourage students to discuss their ideas using the
phrases in the Useful Language box on page 131.
Grammar
page 133
-ing form
GRAMMAR GUIDE: -ing form
We use the -ing form:
• as the subject or the object of a sentence;
Revising is very important.
I need to do some revising.
• after a preposition;
You need to start thinking about revising.
• after for to express the purpose of a thing;
This section is for revising the passive.
• to indicate an activity after the verb go;
I’ve done enough revising and I’m going running.
• after the following verbs and expressions:
admit
avoid
be used to
can’t help
can’t stand
deny
dislike
mind
enjoy
fancy
feel like
finish
hate
have difficulty
imagine
involve
it’s no good
it’s no use
it’s (not) worth
keep
like
love
miss
practice
prefer
prevent
risk
spend time
suggest
SAMPLE COPY, NOT FOR DISTRIBUTION
128
a 2, 3, 4 b 1 c 5 d 1, 2, 3, 4
Infinitives
GRAMMAR GUIDE: Infinitives
We use to + infinitive:
• to express the purpose of an action;
We should meet to revise history.
• after too + adjective and adjective + enough;
I’m too tired to revise.
I’m well enough to revise.
• after some common adjectives.
It’s difficult to revise with this noise.
generous
glad
happy
hard
horrified
impossible
lucky
kind
odd
proud
• after the following verbs:
plan
prepare
pretend
promise
refuse
seem
want
would like
lG
fail
hope
invite
learn
manage
need
offer
persuade
na
agree
allow
appear
arrange
ask
choose
decide
expect
relieved
ridiculous
rude
sad
selfish
silly
sorry
stupid
surprised
wise
2
N
at
io
• Elicit some example sentences using to + infinitive.
Write students’ examples on the board.
• Students match the sentences with the uses, then
compare their answers in pairs.
• Get feedback. Explain that as with -ing verb forms,
students should memorise the verbs that are followed
by the infinitive verb form.
ANSWERS
a3 b4 c1 d2
©
!
forget
I forgot to tell Amy.
(I didn’t do it)
I forgot telling Amy.
(I did it and then I forgot I’d done it)
remember
I remembered to tell Amy.
(I did it)
I remembered telling Amy.
(I remembered that I had told her)
stop
I stopped to talk to Amy.
(I stopped what I was doing so that I could talk to her)
I stopped talking to Amy.
(I was talking to her and then I no longer was)
go on
I went on to talk about New York.
(I was talking about something else and I moved on to
talk about it)
I went on talking about New York.
(I talked about New York for too long and people didn’t
like it)
eo
gr
a
amazed
angry
awkward
careless
clever
crazy
delighted
difficult
disappointed
easy
GRAMMAR GUIDE: -ing form or infinitive?
• Some verbs can be followed by both the -ing form
and to + infinitive, with no change in meaning. Some
common ones are begin, bother, continue and start.
I began to revise yesterday.
I began revising yesterday.
• Some verbs can be followed by both the -ing form
and to + infinitive, but the meaning changes.
g
ANSWERS
3
Le
ar
ni
n
• Students read the sentences and answer the questions,
then compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
Explain that they should write examples of verbs and
phrases followed by the -ing form in their notebooks,
regularly revise them and memorise them.
ph
ic
1
REMEMBER
• Go through the Remember Box.
• Elicit three sentences with three different modal
verbs (can, must and should) to practise the
structure modal + infinitive.
regret
I regret to tell you that you failed the exam.
(I’m sorry to have to tell you this)
I regret telling you that you failed the exam.
(I’m sorry I told you and I wish I hadn’t)
try
I’ll try to talk to Amy.
(I’ll make an effort)
I’ll try talking to Amy.
(I’ll make an attempt)
• Students read the sentences and answer the questions,
then compare their answers in pairs.
• Get feedback. Students give reasons for their answers.
Tell students to study the Grammar Reference section
in the back of the book to learn more verbs whose
meaning changes depending on whether they are used
in the -ing or infinitive form.
ANSWERS
a2 b1 c3 d4
EXTENSION: Students write sentences using verbs that
have a different meaning when followed by the -ing
form or the infinitive, then exchange their sentences
with a partner to check. Their partner has to explain the
difference between the two meanings.
SAMPLE COPY, NOT FOR DISTRIBUTION
129
4
• Students choose the correct options, then compare their
answers in pairs.
• Get feedback. Ask students which rules from Exercises
1 and 2 match these sentences. (1 2d; 2 1a; 3 2b; 4 2d;
5 2c; 6 1b)
• Get feedback. Ask Which ideas mentioned in the letter
are similar? (create websites, make animations, research
films, study podcasts and video games) Which are
different? (big class, but have time to ask questions and
find out more about things they’re interested in).
ANSWERS
As well as; In addition; in spite of
ANSWERS
5
• Students skim the text and say what it is about (a
school in South Africa where students spend time in
nature instead of being in a classroom all day.) Students
complete the text, then compare their answers with a
partner. Get feedback.
ANSWERS
1 to go
2 to be
3 attending
4 do
5 looking
6 to study
7 counting
8 becoming
9 to teach
10 caring
Writing
pages 134–135
linking words and phrases (2); stating facts and
opinions; writing a letter
Learning FOCUS
lG
Linking words and phrases (2)
• Remind students that in order to communicate
ideas clearly (and keep the readers interested), they
need to use linking words and phrases to show the
connection between their ideas.
na
1
at
io
• Students complete the sentences, then compare their
ideas in pairs.
• Get feedback.
ANSWERS
4 As well as
5 Although
6 In spite of
N
1 In addition,
2 However,
3 Despite
©
FAST FINISHERS: Students rewrite the sentences using
the word they didn’t choose, e.g. 1 The school has four
tennis courts as well as a new swimming pool.
2
• Go through the Exam Tip.
Exam TIP
Stating facts and opinions
• Give students two sentences e.g. Many students use
computers to do their schoolwork. and Computers
are very helpful for doing schoolwork. and ask them
to identify which is fact (the first) and opinion (the
second).
• Ask what happens when someone presents an
opinion as a fact (possible answers: they're making
a false statement, an open discussion becomes very
difficult).
• Explain that students should always present the
facts first, and then give their opinion (presented as
opinion, not as fact).
• In pairs or small groups, students brainstorm rules
about what they can wear at school. Get feedback. Ask
students how they feel about these rules.
• Ask students to look at the a/b options and decide which
relates to facts (a) and which to opinions (b).
• Students complete the task, then compare their answers
in pairs.
• Get feedback. Encourage students to explain their
answers.
eo
gr
a
EXTENSION: Students write a short text using the target
forms presented in the Grammar lesson. They can talk
about something they’re interested in doing / studying /
learning and use a variety of infinitives and -ing forms.
3
g
5 to attend
6 training
Le
ar
ni
n
3 to learn
4 get
ph
ic
1 to go
2 studying
• Elicit a brief description of the photo and the information
students think might be in the letter.
• Students underline the linking words, then compare their
answers in pairs.
FAST FINISHERS: Students underline the linking words
and language for expressing opinions in the sentences.
(1 like; 2 For me, it’s important; 3 In addition; 4 Although;
5 However, I feel that; 6 Despite; 7 I don’t believe).
ANSWERS
a sentences 3, 4, 6, 8 b sentences 1, 2, 5, 7
4
Exam TASK
Writing a letter
• Go through the expressions in the Useful Language
box and elicit more informal letter openings and
closings. (e.g. Hi; Hey (person’s name); How’s it
going?; Write back soon; Bye for now).
• Students write their letters. Encourage them to use a
variety of linking words in their letters and to express
the difference between facts and opinions clearly.
5
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
SAMPLE COPY, NOT FOR DISTRIBUTION
130
Useful vocabulary
auditory learner (noun phr): someone who learns best
through listening
visual learner (noun phr): someone who learns best
through watching
read / write learner (noun phr): someone who learns
best through reading and writing
kinaesthetic learner (noun phr): someone who learns
best through practising and doing
solitary learner (noun phr): someone who learns best by
themselves
social learner (noun phr): someone who learns best
working with others
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
1
eo
gr
a
• Elicit the meaning of learning style (a way to learn a
subject, activity, etc. that works best for someone).
• Students do the quiz, then turn to page 173 to find out
their learning style. Do not get feedback at this stage.
g
page 136
learning styles; enjoying learning
Le
ar
ni
n
Live well, study well
our
y
• Show students the activity. Project 1
roject
p
involves creating a presentation about how
to enjoy studying, and Project 2 involves
making a learning plan. On their own,
students write a list of ideas for each of the bullet
points in each project.
• Students then choose one of the projects.
• Students form groups for Project 1 and work in pairs
for Project 2. While doing their projects, students
should refer to the notes they made for each of the
task points under the rubric.
Project 1
• In groups, students discuss the task and the ideas
they came up with for the three bullet points. They
should refer to the Useful Language box while they
plan their presentations.
• Once they’ve decided on a set of ideas for the three
bullet points, they should decide whether they want
to present the information visually or through a
spoken presentation. Students should choose an idea
to work on alone, then present their idea to the other
group members for feedback.
• Set a date for groups to give their presentations to
the class.
Project 2
• Students discuss the ideas they came up with for each
of the bullet points and make notes for their answers.
They could organise their learning plans as follows:
Learning style: a style that works best for them
Goals: keep track of progress, what they want to
achieve, special focus
Schedule: daily, two / three days a week, weekends
Study groups: who to study with, where, or if they
will study alone
• In pairs, students discuss their plans. You could ask
them to identify their partner’s learning style, e.g.
visual social learner, read / write solitary learner, etc.
Encourage students to ask questions about each
other’s learning plans, providing suggestions to
improve them if possible.
• Ask one or two pairs to share what they discussed.
ph
ic
EXTENSION: Pairs read each other’s letters and tick the
things their partner has included using the Reflection
Checklist.
2
• In pairs, students discuss their quiz answers.
• Get feedback. Ask Were you surprised by your results?
Why? / Why not? Do you think your learning style
applies to the way you learn English?
3
na
lG
• In pairs, students discuss the questions.
• Get feedback. You could give students some subjects or
activities and ask which strategies could help different
types of learners best learn that subject, e.g. art, music,
maths, literature, making furniture, farming, science
experiments, team sports, athletics, etc.
4
at
io
EXTENSION: Students write short descriptions of how
they learn different school subjects or activities best and
what strategies work best for them.
©
N
• Go through the Mind your Mind box.
• In pairs, students discuss the questions, then compare
their ideas with another pair.
• Get feedback. Students give reasons for their answers.
5
• Briefly brainstorm ideas on how students could change
their study habits and write them on the board.
• In pairs, students discuss the ideas, then compare their
ideas with another pair.
• Get feedback. Students give reasons for their answers.
SAMPLE COPY, NOT FOR DISTRIBUTION
131
Review
page 159
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
1 degree
2 instructors
3 research
2
1 clever
2 accent
3 examiner
1 ’m/am making progress
2 break the rules
3 take notes
1 on
2 with
3 of, on
Le
ar
ni
n
4 pronunciation
5 fail
6 behaved
3
4
g
4 fees
5 application
4 make an effort
5 break up
4 from
5
eo
gr
a
1 ’m/am going to have my homework checked
2 had her phone repaired a few days ago
3 had a new alarm installed yesterday
4 had a friend cut her hair / had her hair cut by a friend
5 is having a new IT centre built
7 to get
8 accept
9 getting
10 to continue
11 spending
12 studying
©
N
at
io
1 to study
2 learning
3 failing
4 to pass
5 leaving
6 to remember
na
7
lG
6
1 to make making
2–
3 missing to miss
4 passing to pass
5–
6 to study studying
ph
ic
ANSWERS: GRAMMAR
SAMPLE COPY, NOT FOR DISTRIBUTION
132
xxxxxx
Body
and
mind
12
x
page 137
In the photo
Yoga is a very ancient group of physical, mental and
spiritual disciplines that originated in India and seems
to have been taught since as early as 3000 BCE. There
isn’t one single yoga school, practice or theory. There
are considerable differences between the yoga practised
in western countries and the original Indian disciplines.
It is popular around the world, and is a good form of
exercise thought to reduce stress and help people relax.
g
FAST FINISHERS: Students write more messages using
the code in the activity, e.g. 7H3 L4RG35T 0RG4N IN
7H3 HUM4N B0DY I5 TH3 5KIN.
ANSWERS
This message shows how our minds can do amazing
things! In the beginning it was hard but now, on this line,
your mind is reading it without any problems.
eo
gr
a
• Ask students to read the title and guess what the unit will
be about. Ask about the photo Where do you think the
people are? What time of day do you think it is? Who is
on the red and white boxes? Elicit one or two ideas.
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their answers.
• Encourage students to read the whole sentence first,
then read it again more slowly, making a note of any
words they think they know.
• Get feedback. Ask What number means E? (3) What
does 7 refer to? (T) What number means S? (5), etc.
• Students write their sentence, then exchange with a
partner to see if they can read each other’s sentence.
Get feedback.
ph
ic
Unit Opener
Vocabulary: injuries and illnesses
Grammar: comparison of adjectives and
adverbs; thinking about the type of
word; open cloze
Writing: using formal language; thinking
about structure; writing an essay
Video:
Learning another language
Le
ar
ni
n
Reading: choosing the best option; multiple
choice with one text
Vocabulary: parts of the body
Grammar:
adjectives; adverbs; so and such
Listening: keeping calm; multiple choice with
picture options
Speaking: showing interest; general
conversation
page 137
pages 138–139
na
Reading
lG
EXTENSION: In pairs or small groups, students
brainstorm relaxing activities and places in their town, or
even a place in their home that they find relaxing. Write
their answers on the board. Ask if students do these
activities and, if so, how often.
1
at
io
choosing the best option; multiple choice with
one text
©
N
• Ask Where is / are the heart / brain / lungs / skin /
bones / blood in our body? and elicit the answers.
• Students do the quiz, then compare their answers in pairs.
• Get feedback. Elicit the meaning of organ (a part of
our body with a specific function), weight (how heavy a
person or thing is), and kg (short for kilogram). Students
check their answers against the key. Ask Did any of the
answers surprise you?
EASIER: Show pictures of the body parts (heart,
lungs, brain, skin, bones, blood) to illustrate the target
vocabulary in the activity.
ANSWERS
Students’ own answers
2
• Elicit or teach code (a system of letters, numbers,
symbols, etc. that take the place of other words).
3
• Students skim the article and answer the question.
Get feedback.
ANSWERS
to go out and play a game of football (do exercise)
4
• Students scan the article and complete the definitions,
then compare their answers in pairs. Get feedback.
ANSWERS
1 signals 2 mood 3 structure 4 sense 5 organs
5
• Go through the Exam Tip.
Exam TIP
Choosing the best option
• Remind students to always read the text first to get
the general idea and then to read the questions and
underline the key words.
• For each question, students should first identify the
part of the text it refers to. Then they should read the
options and the section of the text carefully, and when
they find something showing that one of the options
is false, they should cross the option out.
• In the end, they should identify the part of the text
that refers to the only option they haven’t crossed
out to check that they match and that option is the
correct answer.
SAMPLE COPY, NOT FOR DISTRIBUTION
133
• Students underline the key words in each question and
identify which section in the text has the information to
answer each question, then compare their ideas in pairs.
Get feedback.
POSSIBLE ANSWERS
1 neurons
2 computers
3 do something new
4 exercise
5 writer’s opinion, brain
Text sections:
1 lines 7–10
2 lines 11–14
3 lines 19–22
4 lines 26–30
5 general idea of whole text
ANSWERS
1 d 2 g 3 c 4 f 5 i 6 j 7 a 8 b 9 h 10 e
3
word focus
lG
Multiple choice with one text
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Students give reasons for their
answers.
na
EXTENSION: Students research more interesting facts
about the human brain for homework, then share them
in pairs or small groups.
at
io
1C 2A 3B 4D 5B
12.1
As reading text on page 139.
N
Vocabulary
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of sore (when
something hurts) and painful (feeling like it’s hurt, or
doing something that hurts).
• Ask students which words helped them choose their
answers (1 can’t run; 2 face; 3 bit, was eating;
4 backpack, heavy; 5 can’t turn my head; 6 wash,
before you eat).
EASIER: In pairs, students underline the key words in the
sentences before they do the exercise.
FAST FINISHERS: Students describe how we might hurt
the parts of the body that they didn’t choose as answers,
e.g. You could hurt your chin if you fall down. You could
hurt your thumb if you are cutting vegetables. etc.
eo
gr
a
• In pairs, students work out the meaning of the words in
bold then read the Word Focus to check their answers.
• Get feedback. Ask some students how many words they
guessed correctly and which words helped them do
this. Elicit the meaning of nerve cells (very small parts
of your body that allow you to feel things), race (go
very fast), beat (the regular movement of the heart as it
sends blood around the body) and chemical (a particular
substance that has certain qualities that are always the
same).
Exam TASK
Le
ar
ni
n
g
EXTENSION: Say the name of a body part, e.g. head.
In pairs or small groups, students brainstorm items
of clothing and accessories associated with the body
part, e.g. hat, cap, scarf, sunglasses, etc. Get feedback,
writing useful vocabulary on the board.
12.1
ANSWERS
• Students match the words to the parts of the body,
then compare their answers in pairs.
• Get feedback. You could point to other parts of the
body on yourself and elicit the words, e.g. ear, hair,
eyes, nose, hand, foot, mouth.
ph
ic
6
2
page 140
parts of the body
©
1
• Elicit parts of the body students already know by
pointing to them on yourself, e.g. arm, leg, head, face,
chest, foot, etc.
• Students complete the table, then compare their
answers in pairs. Get feedback.
ANSWERS
Arm: elbow, finger, hand, shoulder, thumb
Leg: ankle, heel, knee, toe
Mouth: lip, teeth, tongue
ANSWERS
1 knee
2 teeth
3 tongue
4
4 shoulders
5 neck
6 hands
12.2
• Ask students if they know any amazing facts about the
human body.
• Students choose their answers, then compare their ideas
in pairs.
• Play the recording. Students check their answers.
• Get feedback. Elicit the meaning of reveal (share
information that is surprising or was a secret), beard (hair
that grows on the chin and cheeks of a man’s face) and
right- and left- handed (do most tasks, e.g. write, with
your right / left hand). Demonstrate eyebrow by pointing
at it and blink, sneeze, swallow and breathe by doing
or miming the actions. Ask Did any of the facts surprise
you? Why? / Why not?
ANSWERS
1b 2a 3b 4a 5b 6a 7b
12.2
And now it’s time to reveal the answers and find out how
much you really know about the human body.
Question 1 - What contains between seven and fifteen
thousand hairs -– a man’s eyebrow or a man’s beard?
Well ... the answer is beard. And in fact, if you include
the hairs from a man’s moustache, some men’s beards
contain about thirty thousand hairs. Amazing.
SAMPLE COPY, NOT FOR DISTRIBUTION
134
On to question 2 ... On average, does a person blink or
laugh fifteen thousand times a day? I’m sure you got the
right answer here ... it’s blink. We have to blink to keep
our eyes protected and healthy and to stop them from
drying out.
Grammar
Adjectives
GRAMMAR GUIDE: Adjectives
Ordering adjectives
Question 3 … What is used for speaking as well as
tasting food? Of course, it’s our tongue, not our neck.
• When we use more than one adjective before a
noun, the adjectives usually appear in the following
order before the noun.
opinion, size, age, shape, colour, origin, material
I bought a lovely Italian dress for the party.
(opinion before origin)
I bought a yellow silk dress for the party.
(colour before material)
I bought a long black Italian dress for the party.
(size before colour, colour before origin)
• It’s unusual to use more than two or three adjectives
before a noun.
I bought a lovely, long, red, French silk dress.
• Some opinion adjectives, like good, nice or lovely,
give a generic description that doesn’t say what is
good, nice or lovely about the noun. Other opinion
adjectives are more specific. When we use more
than one opinion adjective, we start with the most
generic.
This is a nice, comfortable bed.
We ate a great, spicy Indian meal.
Le
ar
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g
Now, question 4 … You can’t keep your eyes open
while you ... sneeze ... or while you cough? Have you
ever tried to keep your eyes open when you sneeze?
It’s impossible! Scientists aren’t sure why, but it might
be because we want to protect our eyes from the same
thing that is making us want to sneeze.
How are you doing so far? We’re more than halfway
through. Let’s look at question 5 … Are more males than
females right-handed or left-handed? It’s left-handed.
OK, there’s not a huge difference, but in most studies,
more men are left-handed than women.
Adjectives ending in -ed and -ing
• We use -ed adjectives to describe how people feel.
She’s bored.
I’m really tired today.
• We use -ing adjectives to describe something that
causes an emotion, a feeling or a situation.
This lesson was boring. (it bored me)
The journey was very tiring. (it tired me)
eo
gr
a
So, what was your final score? How much do you know
about the human body?
ph
ic
On to question 6 … Do the muscles or the bones in the
heart work automatically? Well, the answer is definitely
muscles, because we don’t have any bones in our hearts.
And finally, question 7 ... On average, does a person
swallow or breathe 23,000 times a day? The answer is ...
breathe. We actually only swallow about six hundred
times a day.
page 141
5
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EASIER: Elicit the parts of speech of the items in the
word box, e.g. breathe, swallow, speak – verbs; chin,
muscles, thumbs, toes, tongue – nouns. Students use
the information to help them complete the gaps.
Form
lG
• All -ing and -ed adjectives take more in the
comparative form and the most in the superlative
form.
She is more interesting than me.
He was the most frightened I had ever seen him.
at
io
na
EXTENSION: Students write a short description about
a part of the body similar to the sentences in Exercise
5, e.g. Your shoulders are at the top of your chest and
on the sides of your body. They allow you to move
your arms in lots of different directions. Ask one or two
students to share their sentences.
ANSWERS
1 toes
2 thumbs
3 chin, speak
4 muscles, breathe
5 tongue, swallow
1
• Elicit a few adjectives and how we use them (to describe
nouns).
• Students underline the adjectives and answer the
questions, then compare their answers in pairs. Get
feedback.
©
N
ANSWERS
• In pairs, students discuss the questions and
try the activities.
• Get feedback. Ask students if they can move
their bodies in any other unusual way.
a beautiful, extraordinary,
gorgeous
b yellow, blue
c Italian
your
ideas
d huge
e straw, leather
f before
2
• Students write the adjectives in order, then compare
their answers in pairs. Get feedback.
EASIER: In pairs, students identify the category of the
adjectives in brackets, then write them in the correct
order.
SAMPLE COPY, NOT FOR DISTRIBUTION
135
ANSWERS
• The order is the same when we have place and time
expressions.
He practised quietly in his room after school.
• With verbs of movement we usually put place before
manner.
I usually walk to school slowly after a snowstorm.
1 lovely short blonde
2 new French silk
3 amazing huge metal
4 expensive pink diamond
5
• Students match the adverbs and explanations, then
compare their answers in pairs. Get feedback.
ANSWERS
3
• Students read the pair of sentences and complete the
rules, then compare their answers in pairs.
• Get feedback. You could ask What is the difference
between a person who is bored, and a person who is
boring? (A bored person is someone who doesn’t enjoy
what they’re doing, and a boring person is someone
who isn’t interesting).
Le
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a 1, 2, 4 b 1, 3 c 5 d 6 e 1
EXTENSION: Write the following words on the
board. Students put them in the correct order to
make sentences:
at the hospital / yesterday / I went to visit my uncle /
immediately
(I went to visit my uncle at the hospital immediately
yesterday.)
before the exam / Lara revised / at school / quickly
(Lara revised quickly at school before the exam.)
a -ed b -ing
4
so and such
GRAMMAR GUIDE: so and such
We use so and such for strong emphasis.
• We use so + adjective / adverb. We also use it to
intensify quantifiers.
Everybody was so nice to me.
You shouldn’t work so hard.
Thank you so much.
• We use such + a / an (+ adjective) + singular noun.
She’s such a genius!
He’s such a great friend.
• We use such (+ adjective) + plural noun.
These are such great pictures.
• We can also use so and such with a that-clause to
emphasise characteristics that lead to a certain result
or action.
The film was so sad that she cried at the end.
It was such a shock that he nearly fainted.
eo
gr
a
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of rollercoaster (an
amusement park ride in which a small train goes around
a steep track very fast) and funfair (a type of amusement
park).
quietly / please / leave / after the play / the theatre
(Please leave the theatre quietly after the play.)
ph
ic
ANSWERS
FAST FINISHERS: Students write sentences that use
two forms of an adjective, e.g. surprised and surprising,
frightened and frightening, etc.
ANSWERS
3 boring, bored
4 amazing, amazed
lG
1 interesting, interested
2 exciting, excited
Adverbs
na
GRAMMAR GUIDE: Adverbs
at
io
Adverbs add information about verbs and adjectives.
There are five types of adverbs:
I always revise alone.
You’re always late.
manner (how?)
after main verb, but also before
He left quietly.
He quietly left.
time (when?)
sentence beginning or end
I’m playing tonight.
Tonight, I’m playing.
place (where?)
after main verb, but also before
We stopped there.
There we stopped.
degree (to what extent?)
before adjective
enough after adjective or verb
It’s pretty cold today.
It’s not warm enough.
You’ve said enough.
N
frequency (how often?)
before main verb, after be
©
g
TEACHING TIP: Students should make notes on
adjective order in their notebooks. To remember
adjective order in English, suggest they memorise a
sentence that contains one adjective from each category
in the correct order, e.g. The nice little old clock in the
square white box goes on the French metal table.
Order of adverbs
• The order of adverbs in a sentence is usually manner
+ place + time.
I briefly looked in afterwards.
She played loudly outside yesterday.
6
• Students read the sentences and complete the rules.
• Elicit answers as a class. Elicit more example phrases or
sentences with so and such.
ANSWERS
a adjective b noun
7
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. You could ask students what rule from
Exercises 5 and 6 apply to the sentences. (1 5d; 2 5c;
3 5d; 4 6a; 5 5e; 6 5d; 7 5b; 8 6b)
ANSWERS
1 always brush
2 too
3 almost
4 so
5 to the gym on Saturdays
6 are usually
7 eat healthily
8 such a
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136
page 142
keeping calm; multiple choice with picture options
1
• With books closed, read sentences 1–4 aloud. In pairs,
students think of a body part associated with each
statement.
• Show the activity. Students choose the options, then
compare their answers in pairs. Get feedback.
2
3 knee
4 heel
12.3
• Play the recording. Students choose their answers, then
compare their ideas in pairs.
• Get feedback. Students give reasons for their answers.
ANSWERS
1a 2c 3b 4b
12.3
1 Well, I can put my shoe on, but I can’t walk.
2 I’m in a lot of pain and I can’t turn my head at all.
3 These three are OK, but this one, next to the thumb,
won’t move at all.
3
• Go through the Exam Tip.
Keeping calm
Exam TIP
lG
Tell students it’s normal to be nervous before and during
a listening exam, but following the exam strategies
they’ve learned will help them stay calm.
12.4
na
• Students look at the Exam Task and think about what
they will hear. Students note differences between the
pictures.
4
When will the man leave hospital?
2
M:I can’t wait to get out of this place. I’ve been here
a week already, but now I’m getting better and the
doctors are finally saying that I can leave tomorrow.
I’m really looking forward to going home! Mind
you, they’ve said I’ll need to rest for two weeks, so I
won’t be able to go back to work immediately.
Now listen again.
3 How does the girl think she hurt her shoulder?
F: I’ve had this terrible pain in my shoulder for three
days now. I’m not sure what I did, but Mum says I’ll
have to go to the doctor if it’s not better soon.
M: It was probably that tennis match last week.
F: Well, I don’t think so, because I didn’t feel anything
at the time and I was fine until three days ago. My
mum thinks I probably slept in a strange position
during the night.
M: Well, do you know what I think? I think you’ve been
sitting for too long in front of the computer. It’s very
bad for you.
F: Well, yes, I think you’re right. I do spend a lot of
time chatting to friends or playing games.
Now listen again.
eo
gr
a
4 I had to cover them, one at a time, and read some
letters off a board across the room.
Le
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1 tongue
2 nose
g
ANSWERS
F: Or on the computer when we’re not studying!
M: Well, why don’t we go running for an hour before
school?
F: Running? You must be joking! And it’s too cold in
the mornings. I think we should go to the gym at
the sports centre after class.
M: But it’s really expensive, isn’t it?
F: Mmm, I’m not sure. The other option is walking in
the mountains at the weekend. We have more time
for that …
M: But I often go away at weekends to my
grandparents. Maybe we should do something after
school.
F: OK I’ll check the prices at the sports centre online.
Now listen again.
ph
ic
Listening
at
io
Exam TASK
N
Multiple choice with picture options
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. Ask students which strategies they
used from the Exam Tip box, and why they were
useful.
©
ANSWERS
1B 2C 3B 4C 5C 6B
12.4
For each question, choose the correct answer. Look at
Question 1.
1
What activity do the friends decide to do?
F: I feel really unfit! I need to do more sport, but I
haven’t got time.
M: I know, I feel the same. We spend hours sitting
studying for exams …
4 Which picture shows what disability the boy’s
uncle has?
M:At school we’ve been learning about people with
disabilities. It’s incredible the way that blind people
can understand things just by hearing, touching
and smelling things. And people who can’t walk
can develop really strong arms and shoulders. My
uncle had an accident and he’s in a wheelchair, but
he’s really fast and is an amazing basketball player.
I’ve also got a new friend at school who is deaf. I’m
learning sign language to communicate with him.
Now listen again.
5
Which part of her body did the woman hurt?
F:It’s very painful two days later, and I can’t move any
part of my arm now! If I try to move my fingers,
when I’m getting dressed, for example, it really
hurts. That’s not the area I hit, but even my shoulder
is painful. Obviously, when you hit that middle part
of the arm so hard, it affects everything above and
below that spot! It must be a really sensitive part of
the arm, I suppose.
Now listen again.
SAMPLE COPY, NOT FOR DISTRIBUTION
137
1
• Write the phrase Healthy lifestyle on the board. In pairs
or small groups, students think of words and phrases
related to the topic, e.g. eating well, doing exercise, etc.
Write their ideas on the board.
• In pairs, students ask and answer the questions.
• Get feedback.
2
EXTENSION: Students change the bad ideas in the
list into good ones, e.g. watching TV for an hour a day,
sleeping for eight hours a night, rarely eating fast food.
SUGGESTED ANSWERS
lG
na
• Play the recording. Students answer the questions, then
compare their answers in pairs.
• Get feedback.
at
io
1 the boy 2 the boy 3 the boy
12.5
N
Examiner:What do you do when you feel stressed or
worried?
Girl:Um, I usually listen to music. Sometimes I
take my dog for a walk.
Examiner: How about you, Karl?
Boy:Well, taking your dog for a walk sounds
nice. I don’t have a dog, but I do love to
be outside if I start to feel stressed. For
example, yesterday, when I was worrying
about this exam, I went to my local lake and
watched the birds. I think that it really helps
to see nature. Don’t you agree, Agnes?
Girl:
Yes, I do.
Boy:And also, if I feel worried about something,
I try to talk to my friends. How about you,
Agnes?
Girl:Yes, me too. You can also look on the
internet for advice.
©
Showing interest
• Explain that when students speak to each other or
an examiner, they should try to sound interested as
it shows they are paying attention to what the other
person is saying.
• To do this, they can use phrases such as That sounds
interesting; I’d love to see that; That’s really cool! etc.,
ask questions about their partner’s answers, or give
extra information to an examiner, e.g. examples or
personal anecdotes to add details to their answers.
MEDIATION SKILLS
• Collaborative interaction with peers is mediation. The
boy in the recording presents a model of effective
interaction in a collaborative task. He demonstrates
how students should ask questions to interact with their
partner and encourage them to participate, then listen
and respond to their partner. Students then practise
these skills with a variety of different topics.
• This mediation skill can be applied to any exercise that
involves discussing ideas and reaching a conclusion,
including exam collaborative tasks and some Live well,
study well projects.
• In pairs, students discuss the exam question in
Exercise 3.
• Get feedback.
Tick: 2, 3, 4, 5, 8
Cross: 1, 6, 7
ANSWERS
Exam TIP
eo
gr
a
• Students read the list and check if any of the ideas they
mentioned in Exercise 1 appear.
• They decide whether the ideas are good or bad for you,
then compare their ideas in pairs.
• Get feedback. Students give reasons for their answers.
12.5
• Go through the Exam Tip.
Le
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page 143
showing interest; general conversation
3
4
ph
ic
Speaking
Boy:Hmm, I think that’s a good idea, but
sometimes the advice there isn’t really
personal. I mean, it might be good for some
people, but not for you. I really prefer talking
to people in real life.
g
6
What does the man decide to buy?
M: Oh, this is hopeless! I can’t find any clothes I like.
This one T-shirt is nice, but they don’t have it in my
size. I quite like these trousers, but they’re too short.
F: What about these shorts?
M: Won’t it be too cold to wear them?
F: No, I don’t think so.
M:Oh, OK, I’ll have them then. They’ll look good with
the T-shirts I have at home.
F: Oh good, I am pleased!
Now listen again.
5
• Ask students to cover up the Exam Task and write three
questions.
• Students read the Exam Task to see if any of their
questions are mentioned there.
• Get feedback. Choose students to read their questions
aloud.
EXTENSION: Revise the food items in the photo and
ask students to discuss which of these foods they like or
don’t like and why.
6
Exam TASK
General conversation
• Go through the Useful Language box.
• In pairs, students complete the Exam Task, taking
turns to ask and answer the questions. Remind
them to show interest and ask questions about their
partner’s answers.
• Get feedback. Ask one or two pairs to share what
they discussed.
SAMPLE COPY, NOT FOR DISTRIBUTION
138
• In pairs, students discuss the questions.
• Get feedback. Students discuss the traditional
diets in their country, say if they have changed
in recent times and, if so, how.
3
(coughing) Oh sorry, I can’t stop! (coughing). Can you
get me some water, please?
page 144
4
I’ve got quite a high temperature and all my muscles
hurt. Oh, and I’m so tired. I just want to sleep.
injuries and illnesses
FAST FINISHERS: Students write three sentences that
include collocations from the activity. Alternatively,
they could write gapped sentences and give them to a
partner to complete.
6
I’m so annoyed! It doesn’t hurt much any more, but I
can’t write anything. I can’t play the guitar. I can’t even
use my game controllers.
4
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their answers.
Ask students if they or anyone they know has ever had
any of the problems or illnesses.
ANSWERS
Students’ own answers
ANSWERS
5
eo
gr
a
1d/f/g 2a 3f 4b 5c 6e 7h 8d/g
2
• Students skim the text and say what it’s about (a person’s
story about their illness and their dad’s accident).
• Students complete the text, then compare their answers
with a partner. Get feedback.
ANSWERS
at
io
1 felt
2 took
3 make
4 wrote
5 had
6 broke
7 have
8 feel
N
12.6
©
• Play the recording. Students choose the problems, then
compare their answers in pairs.
• Play the recording again if necessary. Get feedback.
ANSWERS
1 a sore throat
2 earache
3 a cough
• Students cross out the incorrect words, then compare
their answers in pairs.
• Get feedback. Elicit the meaning of put on (gain or add).
Remind students to add any new collocations to their
notebooks.
FAST FINISHERS: Students write a collocation with
the verb they didn’t choose in each item, e.g. make an
appointment, take medicine, have a headache, feel ill,
do a workout, go for a walk, etc.
ANSWERS
na
lG
EXTENSION Students write a short text about a
personal experience (it could be real or imaginary)
similar to the text in Exercise 2, using vocabulary from
Exercise 1. They should say what happened, what they
were doing when it happened, how they felt, what they
did about it, and who helped them.
3
5
I haven’t broken anything, I haven’t got a cut or an injury,
but I’ve got this ache coming down from my neck to the
top of my arm.
ph
ic
• Brainstorm words or phrases related to illness, e.g.
headache, cold, flu, a broken (arm), a cut, medicine,
hospital, nurse, etc. and write them on the board.
• Students match the verbs to make collocations, then
compare their answers in pairs.
• Get feedback. Elicit the meaning of prescription (written
permission from a doctor to buy and take medicine),
temperature (how hot or cold something is), tablet (a pill;
a small, solid piece of medicine) and operation (a type
of medical procedure; a doctor cuts a body to repair
damage, replace something, etc.).
g
1
Le
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Vocabulary
2
Can you get me some aspirin when you go to the
chemist, please? I’ve got a cold and my left ear is really
painful at the moment.
your
ideas
4 flu
5 a painful shoulder
6 an injured finger
1 make
2 take
3 have
4 feel
5 do
6 go
6
• Students complete the sentences, then compare
their answers in pairs. Get feedback. Elicit or teach
thermometer (a device we use to check the temperature)
and ladder (a long object with steps which we climb to
reach high places).
ANSWERS
1 flu
2 operation, hospital
3 fit
4 temperature
5 sore, appointment
6 weight
7 back, ambulance
8 prescription, take
12.6
1
It’s really painful when I eat food and when I speak. Even
drinking water hurts.
SAMPLE COPY, NOT FOR DISTRIBUTION
139
comparison of adjectives and adverbs; thinking about
the type of word; open cloze
GRAMMAR GUIDE: Comparison of adjectives and
adverbs
far
fast
hard
high
late
likely
live
long
low
right
wide
wrong
lG
close
daily
early
Example
-e
+ -r
safe
-y
remove y, + -ier
friendly
1 vowel + 1 double the
consonant
consonant + -er
na
They gave him an early warning.
We arrived early.
It fell on a hard surface.
He works really hard.
It’s a live record.
The match is live on TV.
©
N
at
io
• Some of these adverbs have an additional form
ending in -ly that has a different meaning.
They live close to their parents. (near)
Read this closely. (carefully)
He works hard. (puts a lot of effort in it)
He hardly does any work. (almost no)
Put the books high on that shelf. (in a high position)
She has a highly paid job. (very well)
He arrived late. (after the agreed time)
I haven’t seen him lately. (recently)
You did it right / wrong. (in the right / wrong way)
She rightly / wrongly thought he was lying.
(correctly / incorrectly)
Form – comparatives
• We add -er to one- and some two-syllable adjectives
and to one-syllable adverbs.
Jim is fast. He’s faster than Bill.
Today it’s raining hard – harder than yesterday.
safer
hot
friendlier
hotter
• We may or may not mention the second element of
the comparison. If we do, we use than to introduce
it.
This is more complicated than I thought.
Can you go faster?
Form – superlatives
• We use the before a superlative and add -est to oneand some two-syllable adjectives and to one-syllable
adverbs.
Jim is the fastest in his team.
Today it’s raining the hardest in the whole year.
• We use the most before adjectives and adverbs with
two or more syllables and before adjectives ending
in -ed.
I’m the most tired I’ve ever been.
In this class, Bill solves maths quizzes the most
quickly.
• There are some additional spelling rules for
adjectives:
eo
gr
a
Use
• We use comparative adjectives to compare two
items.
Jim is taller than Bill.
• We use comparative adverbs to compare how two
actions are performed.
Jim runs faster than Bill.
• We use superlative adjectives to compare one item
to others in the same group.
Jim is the tallest in the class.
• We use superlative adverbs to say how an action (or
a state) performed by one person / thing compares
with others in the same group.
Jim runs the fastest in the school.
• We form most adverbs by adding -ly to the
adjective. However, some adjectives and adverbs
have the same form.
Spelling
g
page 145
Ending
Le
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Grammar
• We use more before adjectives and adverbs with
two or more syllables and adjectives ending in -ed.
I’m more tired today than I was yesterday.
I did this exercise more quickly than the other one.
• There are some additional spelling rules for
adjectives:
ph
ic
your
• Students briefly brainstorm jobs that can be
ideas
done in a hospital. Write their ideas on the
board.
• In pairs, students discuss the questions.
• Get feedback. Ask Would you like to drive an
ambulance for work? Why? / Why not? Which job
would you prefer to do? Why?
Ending
Spelling
Example
-e
+ -est
safe
-y
remove y, +
-iest
friendly
1 vowel + 1
consonant
double the
consonant
+ -er
hot
safest
friendliest
hottest
• Some adjectives and adverbs are irregular:
good / well
better
the best
bad / badly
worse
the worst
more
the most
little
less
the least
far
further /
farther
the furthest / farthest
many
much
• The comparative and superlative of early are the
same as adjective and as adverb.
I love his earlier records.
He arrived earlier than me.
This was one of his earliest performances.
He arrived the earliest.
(not) as … as …
• We use (not) as + adjective / adverb + as to show
that two people or things are similar in some way.
Anna is as tall as Julia.
Anna works twice as fast as Julia.
My tablet is not as good as your laptop.
He doesn’t dance as elegantly as you.
SAMPLE COPY, NOT FOR DISTRIBUTION
140
ANSWERS
a sentences 2, 4 b sentences 1, 3
2
• Students answer the questions, then compare their
answers in pairs. Get feedback.
6
Exam TASK
Open cloze
• Students complete the Exam Task, then compare
answers in pairs.
• Get feedback. Students give reasons for their
answers.
EASIER: Elicit the type of words needed in each gap
before students do the activity (1 comparative;
2 comparative; 3 passive structure; 4 superlative;
5 verb phrase; 6 article).
g
• Students identify the base adjectives and adverbs in the
sentences (long, big, loud, early).
• Students answer the questions, then compare their
answers in pairs.
• Get feedback. Ask What do you notice about the spelling
in the comparative form? (big becomes bigger, with 2 g’s;
early becomes earlier, as the y changes to an i).
Le
ar
ni
n
1
ANSWERS
ANSWERS
a Dad b No, she can’t.
1 than 2 as 3 is 4 most 5 from 6 a
3
• Students use Exercise 2 as a reference to complete the
rules. Get feedback.
ANSWERS
Writing
using formal language; thinking about structure;
writing an essay
a as, as b not
4
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
na
lG
1 as early as
2 as far as
3 the best
4 laughs more loudly than
5 as well
6 faster than
5
at
io
• Go through the Exam Tip.
ph
ic
Learning FOCUS
Using formal language
• Elicit some situations where students need to
use formal writing, e.g. an essay, an email to an
organisation, an email to someone we don’t know.
• Elicit the characteristics of formal language in
English (long verb forms, no colloquial expressions,
no exclamation marks - or one at most, no emojis,
passive voice).
eo
gr
a
EXTENSION: Students work in small groups. Write a
base adjective on the board. In their groups, students
think of the comparative / superlative adjective and
adverb form of the adjectives. The first group to give
you all four correct answers wins a point. Base adjectives
you could test include thin, close, dangerous, pretty,
safe, simple, brave, friendly, etc.
pages 146–147
1
• Students read the sentences and decide if they’re
formal or informal, then compare their answers in pairs.
Encourage them to refer to the Learning Focus box to
help them.
• Get feedback. Students give reasons for their answers.
ANSWERS
1I
2I
Exam TIP
5I
6F
2
• In pairs, students rewrite the sentences, using the
Learning Focus box to help them.
• Get feedback. Ask one or two pairs to share their
sentences.
SUGGESTED ANSWERS
N
Thinking about the type of word
• Explain that an open-cloze task tests students’
ability to understand a text and their knowledge of
vocabulary and grammar.
• Highlight the difference between a multiple choice
cloze, in which students are given three or four
options to choose from, and an open cloze, in which
no options are given. Students need to identify the
missing word on the basis of the context only.
3F
4F
©
1 Recently, I started using this excellent app.
2 In my opinion, taking daily exercise is a very good
idea.
5 You can find a very good recipe in this book.
3
• Students match the paragraphs to the descriptions, then
compare their answers in pairs.
• Get feedback. You could ask students for the main idea
of paragraphs 2 and 3 (causes of not sleeping, solutions
to not sleeping).
SAMPLE COPY, NOT FOR DISTRIBUTION
141
7
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any
necessary changes to their task.
EXTENSION: Pairs read each other’s essay and tick the
things their partner has included using the Reflection
Checklist.
Video
Learning another language
Useful vocabulary
powerful (adj): strong, able to do things
swap (v): change from doing one thing to doing
another
silly (adj): strange and a little bit funny
uncomfortable (adj): not feeling good about a situation
ANSWERS
c paragraph 1
d paragraph 2
4
• Go through the Exam Tip.
Exam TIP
Before you watch
1
lG
eo
gr
a
Thinking about structure
• Remind students that an essay is a formal type of
composition.
• Remind students that one of the most important
things in an essay is that the ideas are clearly
presented.
• Elicit the elements of a good essay (clear paragraph
structure, separation of facts and opinions, reasons to
support arguments, examples).
• Refer to page 29 for tips on how to use the Useful
vocabulary box.
• Ask students what languages they speak. Students
give examples of how to say Hi or count to five in other
languages, if possible.
ph
ic
a paragraph 3
b paragraph 4
page 148
g
• Breaking down complicated information is mediation.
• For additional practice of this skill, ask students to
identify the key points in the essay in Exercise 3. They
should note the main ideas using bullet points or short
sentences, like an essay plan. They should not include
details such as examples or explanations.
• When they have finished, students exchange and
compare summaries and check that their partner has
included all of the important information.
• Identifying the key ideas in a text and writing them
concisely is a useful skill. It can help students record
and relay information to others in a format that is easy
to understand.
• Students can be given further practice of this skill by
asking them to break down texts in various ways, e.g.
they could rewrite an informational text as a series of
bullet points, or identify the main arguments in an essay
or article and write them in a logical order (e.g. grouping
positive and negative points together).
Le
ar
ni
n
MEDIATION SKILLS
at
io
5
na
• Students re-read the essay and check it against the Exam
Tip.
• Get feedback. Ask Did the student follow the advice in
the Exam Tip? (Yes). Students give examples for their
answers from the essay.
• In pairs, students look at the Exam Task, then add their
ideas to the notes.
• Get feedback.
N
6
Exam TASK
©
Writing an essay
• Go through the Useful Language box.
• Students write their essays using the notes from
Exercise 5. Remind them to write in an appropriate
formal style and to refer to the Learning Focus.
• Elicit a brief description of the photo.
• In pairs, students discuss the questions. Encourage
them to use the words in the box in their answers. Get
feedback.
While you watch
2
6
• Play the video. Tell students not to answer the questions,
just to watch to get a general idea of the topic.
• Students read the words in the word box and the
definitions.
• Play the video again. Students complete the definitions,
then compare their answers in pairs.
• Get feedback. You could ask students which of the words
have a positive meaning (opportunity, privilege) and a
negative meaning (embarrassing, struggle).
6
‘I know my English is not perfect, I always make grammar
mistakes, and especially, when it comes to the tense, the
past tense and present tense, I always make mistakes.’
‘In this specific moment, we were entering into a very
powerful discussion, and it was a discussion spoken
in English, so at some moment I asked the group to
swap from English to Chinese, in order for those, that
English was their first language, to notice the privilege,
and the rank and the power that comes when you feel
comfortable with your own language.
SAMPLE COPY, NOT FOR DISTRIBUTION
142
‘What I loved was that this is the most I’ve heard him
talk! So I was like … What?!’
‘When I can’t speak Italian … very good, I am
really afraid to talk with others, and I think it’s also
embarrassing for … for the other side.’
For ideas on how to use the review section with your
students, see page 30.
ANSWERS: VOCABULARY
1
2
‘Oh, that’s a lot.’
3
5 embarrassing
6 struggle
After you watch
6
• Students match the opinions to a speaker, then compare
their ideas in pairs.
• Play the video again for students to check their answers.
• Get feedback. Ask Do you agree with the speaker’s
opinions? Why? / Why not?
4
1 fit
2 diet
3 ill
4 flu
5 appointment
1 lovely green
2 amazing Spanish
3 red cotton
eo
gr
a
a3 b1 c4 d2
na
lG
TEACHING TIP: Encourage students to watch content
in English as often as possible, e.g. news clips,
documentaries, etc. Students can enable close-caption
(CC) subtitles while they watch so they can write down
new words and phrases, or note down questions they
have about what the speakers are saying. You could
conduct class sessions where students discuss interesting
videos they have watched.
your
ideas
at
io
• In pairs, students discuss the questions.
• Get feedback. Students give reasons for their
answers.
• Ask Do you think you can learn from mistakes you
make while you are speaking? Why? / Why not? Do
you ever correct yourself?
EXTENSION: Students write a short text about their
experience of learning a language. Tell them to include
adjectives / words from Exercises 1 and 2 in their text.
4 swallow
5 thumb
4 wrote
5 sore
6 operation
6 ambulance
7 hospital
8 weight
9 recovered from
ANSWERS: GRAMMAR
5
ANSWERS
4 interesting
5 excited
6 tiring
6
1 never go
2 my friends at the weekend
3 often late
4 so
5 such
6 quite tired
7
1 the most boring
2 worse
3 as fit
4 faster
5 hard as
8
1 don’t get up earlier than
2 the worst cold I’ve ever had
3 feel as fit as
4 is as painful as
©
N
1 a sore
2 feel
3 took
ph
ic
3 privilege
4 rank
1 breathe
2 muscles
3 tongue
4 toe
5 elbow
6 knees
Le
ar
ni
n
‘I took Spanish for eight years, so the struggle with
learning Spanish … whenever they would talk about
languages, I always thought about me trying to learn
Spanish.’
1 specific
2 opportunity
page 160
1 shoulder
2 ankle
3 neck
ANSWERS
3
Review
g
And it was important for the Americans to notice how
it felt, to have in that moment the powerful language
not being English. So, everybody had an opportunity
to experience the privilege of their own language.’
SAMPLE COPY, NOT FOR DISTRIBUTION
143
Workbook answer key
Unit 1
VOCABULARY 2
Exercise 1
READING
1d 2b 3e
Exercise 1
4a
5f
Exercise 2
1C 2F 3G 4A 5B
Exercise 3
VOCABULARY 1
1 got
2 out
3 brought up
7 lawyer
8 soldier
9 librarian
10 politician
11 athlete
12 architect
actor
camera operator
firefighter
hairdresser
cook
astronaut
Exercise 2
1 lazy
2 shy
3 patient
4 confident
5 cheerful
6 sociable
Exercise 3
6 cheerful
7 reliable
8 honest
9 generous
10 patient
anxious
nervous
hard-working
shy
confident
Exercise 4
generous
hard-working
relaxed
lazy
5
6
7
8
GRAMMAR 1
9 unkind
10 patient
11 calm
12 dangerous
na
Exercise 1
miserable
jealous
reliable
confident
lG
1
2
3
4
at
io
1 take
2 helps
3 work
N
Exercise 1
Countable: candidate, friend, person, qualification
Uncountable: advice, information, milk, news
Both: coffee, dinner, family, hair, tea
Exercise 2
1
2
3
4
1
2
3
4
1
2
3
4
4C
5A
a few
any
some
much
5 lot of
6 many
7 a number
a little
a few
much
a kilo
Exercise 6
WRITING
3A
5
6
7
8
a little
some
a kilo
a
Exercise 1
2A
9 is
10 are
are
’s / is
’s / is
is
Exercise 4
LISTENING
1B
5
6
7
8
’s / is
are
’s / is
is
1
2
3
4
Exercise 2
advice
a break
a qualification
milk
Exercise 3
Exercise 5
Read the questions and look at the pictures.
5
6
7
8
information
a friend
hockey
an architect
4 I don’t like
5 tastes
6 We’re meeting
5 says
6 start
7 don’t think
8 is always telling
are
don’t believe
works
’s / is doing
©
1
2
3
4
GRAMMAR 2
1
2
3
4
Exercise 3
7 to
8 for
6 out of work
7 applied for
8 candidates
9 got married
10 retired
grew up
was brought up
go to university
went out with
split up with
4 have
5 ’m / am watching
6 are you leaving
Exercise 2
1 owns
2 I’m seeing
3 is
1
2
3
4
5
eo
gr
a
1
2
3
4
5
Exercise 4
4 grew up
5 split up with
6 with
ph
ic
Exercise 1
4 unemployed
5 qualification
Le
ar
ni
n
Exercise 2
1 candidate
2 full-time, part-time
3 retired
g
1 Read the whole text first.
2 The words before and after the gap
1
2
3
4
5
6
6c
5
6
7
8
a lot
little
some
number of
much
any
many
few
Exercise 1
1b 2c 3a
4e
5d 6f
SAMPLE COPY, NOT FOR DISTRIBUTION
144
Exercise 2
Exercise 3
Suggested answers:
1 See you this evening / later!
2 Bad news!!
3 Sorry, can’t come to your party.
4 I’d love to meet your friends
5 This restaurant is awesome / amazing!
1
2
3
4
5
6
Exercise 3
LISTENING
Four
Exercise 1
Exercise 4
Key words
No, he doesn’t reply about meeting after school on
Friday.
Exercise 2
Unit 2
READING
Exercise 2
2A 3D 4B
VOCABULARY 1
5G
na
Exercise 1
lG
Three
1 salty
2 sour
3 spicy
g
Le
ar
ni
n
5B 6C
VOCABULARY 2
Exercise 1
1 bunch
2 glass
3 tin
Exercise 2
1b 2c
Exercise 3
1
2
3
4
4 slice
5 piece
6 packet
3a 4e
5d
tin
jugs
cups
box
5
6
7
8
jar
knife
bowl
plate
5
6
7
8
jars
knife, fork
plates
jug
5
6
7
8
packets
bowl
glass
jar
5
6
7
8
would often stay
didn’t use to be
Would your parents
used to
Exercise 4
1
2
3
4
at
io
1 bake
2 boil
3 barbecue
4 fry
5 grill
6 roast
N
Exercise 3
3D 4B
5A
6C
saucers
cups
box
bowl
©
Exercise 1
3 gave
4 started
5 spent
6 lost
Exercise 2
1 was watching
2 was having
3 was cooking,
was reading
bowl
cup
slices
bottles
GRAMMAR 2
Exercise 1
used to
didn’t use to
Did you use to
used to eat
Exercise 2
1 used to / would help
2 used to / would wait
3 used to have
4 did, use to live
5 didn't use to watch
6 used to grow
Exercise 3
GRAMMAR 1
1 found
2 took
1
2
3
4
1
2
3
4
4 sweet
5 bitter
Exercise 2
1A 2B
3B 4A
Exercise 5
Exercise 1
1E
2A
eo
gr
a
Sample answer:
Hi Viktor
Everything’s OK at school, thanks. I’m studying a lot,
too! I’m quite confident about my exams, but you never
know. I’m sure you’ll do really well.
I’m sorry, but we can’t study maths together because I’ve
got my final test tomorrow morning. Really hope it’s not
too difficult.
Thanks for the invitation for the holidays. I’d really
love to come and stay with you and your family in July.
Can you tell me something more about the place? Is it
possible to go climbing there? I love that. What else can
we do there? Is it warm in July?
Take care and good luck with the exams.
Bye
1A
ph
ic
Exercise 5
7 was cooking
8 was coming
9 came
10 were trying
11 apologised
12 wasn’t
was working
was helping
was frying
rang
went
forgot
4 was snowing
5 was driving
6 were shopping
1
2
3
4
get used to
I’m not used to
get used to
got used to
5
6
7
8
They didn’t get used to
wasn’t used to
can’t get used to
aren’t used
5
6
7
8
get used to
weren’t used to
’m / am not used to
get used to
Exercise 4
1
2
3
4
’m / am used
'm / am used to
get used to
Are, used to
SAMPLE COPY, NOT FOR DISTRIBUTION
145
GRAMMAR 1
3 would, to
4 used, getting
Exercise 1
4 dirty
5 unhealthy
6 friendly
Exercise 2
WRITING
Exercise 1
1 fried
2 rude
3 raw
Exercise 2
1
2
3
4
5
6
big round Italian
fantastic old black
tasty little chocolate
clean old-fashioned French
wonderful modern Indian
colourful round metal
1 ’ve / have just finished
2 ’s / has worked
3 ’ve / have just eaten
1
2
3
4
5
6
’ve / have been getting
hasn’t been training
have been travelling
’ve / have been studying
Have, been waiting
’ve / have been looking
Exercise 3
1
2
3
4
5
6
Exercise 3
Make a good plan.
Exercise 5
’ve / have completed
haven’t seen, have you been doing
has spent
haven’t met
Have you seen
’ve / have been trying
No, the answer doesn’t explain the student’s opinion of
the Empress.
LISTENING
Exercise 6
A number or a date
ph
ic
Exercise 1
Exercise 2
1 100 / one hundred
2 97% / per cent
3 wind farms
4 2015
5 15,000
6 fossil fuels
VOCABULARY 2
lG
eo
gr
a
Sample answer:
I recently ate in the Boathouse restaurant in my local
town with my brother. It’s a popular new modern
restaurant and everybody says it’s good – it isn’t!
We arrived on time, but as we were sitting down, the
waiter told us the table was already booked. We had to
wait another 20 minutes.
The food, when it finally arrived, was dull and not very
tasty. My chicken was burnt and the waiter was very rude
to us when we asked for a jug of water.
We spoke to the manager and he said he was very sorry
that we’d had a bad experience. He offered us a free
meal but we don’t think that we’ll go back there.
I definitely wouldn’t recommend this place.
4 ’ve / have won
5 ’s / has changed
6 ’ve / have left
g
1 used, ’m / am
2 use, did
Le
ar
ni
n
Exercise 5
na
Unit 3
READING
Exercise 1
at
io
1 The main ideas
Exercise 2
1C 2C
3B 4A
5B
N
Exercise 1
©
valley
glacier
rainforest
coast
5
6
7
8
caves
cliff
stream
ocean
Exercise 2
1 solar power
2 fossil fuels
3 renewable energy
4 climate change
5 power station
reached
destroyed
prevented
survived
5
6
7
8
set up
broke
collect
remove
5
6
7
8
collect
destroy
prevent
remove
5
6
7
8
over
at
onto
before
Exercise 2
1
2
3
4
set up
reach
survive
break
Exercise 3
1
2
3
4
from
in
into
to
1 from
2 in
3 at
4 into
5 onto
6 to
7 before
8 over
GRAMMAR 2
Exercise 1
1D 2D
3N
4I
5N
6D
7D
8I
9 D 10 D
Exercise 2
a1 b9
c3 d7
e4
f6
g2
h 10
i 5, 8
Exercise 3
Exercise 3
1 renewable energy
2 solar power
3 fossil fuels
1
2
3
4
Exercise 4
VOCABULARY 1
1
2
3
4
Exercise 1
4 power station
5 climate change
1
2
3
4
the
a
a
5 -, -, -, the
6a
7 the
8 the, the, the
SAMPLE COPY, NOT FOR DISTRIBUTION
146
Exercise 4
Exercise 3
1 the valley
2✓
3 a doctor
4✓
5 the guitar
6 the new head teacher
Exercise 5
5
6
7
8
a
the
the
WRITING
3S
4S
5S
2T 3F
4T
5T
6E
7E
8E
9E
10 S
Exercise 2
1F
GRAMMAR 1
Exercise 1
1 whose
2 who
3 which
1 beach clean
2 cool group
LISTENING
Exercise 4
Exercise 1
4 where
5 when
6 that
4 which
5 whose
6 who
READING
Exercise 2
1B
2B 3C
4C
lG
Decide if the word is important. If it is, look at the words
before and after to try to guess the meaning.
Exercise 2
4 B 5G
N
2D 3A
VOCABULARY 1
©
5
6
7
8
gloves
pocket
watch
bracelet
9 earrings
10 ring
11 button
12 scarf
Exercise 2
1
2
3
4
casual
loose
smart
original
6C
VOCABULARY 2
Exercise 1
1 cash
2 bargain
3 customer
4 label
5 receipt
6 credit card
3 label
4 cash
5 credit card
6 receipt
4 at
5 out
6 for
7 with
8 on
4 wear out
5 look at
6 trying on
7 go with
8 pay for
Exercise 2
1 customer
2 bargain
Exercise 3
1 around
2 out
3 up
Exercise 4
1 shop around
2 find out
3 pick up
Exercise 1
1
2
3
4
as soon as
before
until
when
5
6
7
8
the moment
until
When
the moment
5
6
7
8
leave
’ve done
we visit
will let
Exercise 2
Exercise 1
tie
coat
glasses
handkerchief
5A
GRAMMAR 2
at
io
Exercise 1
na
Unit 4
7 which
8 who
Those with a similar or opposite meaning
eo
gr
a
Sample answer:
Hi Katy
Thanks for your email. You asked me what we’ve been
doing in my local group to reduce pollution. Well, we’ve
been quite busy. We’ve organised a plastic bottle bank
at school where people get five cents for every bottle
they give us. We then take them all to the recycling
centre and they give us our money back.
We’ve also organised a project for people to share cars
when they go to school. If people live a long way from
school and have to drive, they can log on to a special
app we created and other people can travel with them
so the car is full for the journey.
I’d really like to organise a Green Day at school where
everybody does something to help the environment.
Write back soon and let me know what you’re doing too.
Bye
Faith
1
2
3
4
4 which you can
download for free, N
5 that sell local food, D
6 where we used to go at
lunchtime, N
g
1 who
2 which
3 whose
Exercise 3
Exercise 3
1E
6a
Le
ar
ni
n
2E
5b
Exercise 2
Exercise 1
1E
3a 4c
1 who is a colleague of
mine, N
2 which is just out of
town, N
3 who live in that house, D
9 the
10 11 12 a
the
the
the
-
2b
ph
ic
1
2
3
4
1c
5
6
7
8
old-fashioned
fashionable
antique
tight
2, 4, 6
Exercise 3
1 have finished
3 leave
5 go
Exercise 4
1
2
3
4
has finished
I’m
’ll take
’ve downloaded
SAMPLE COPY, NOT FOR DISTRIBUTION
147
Exercise 5
Exercise 4
5 too
6 before
7 that / which
as
with
until
on
Exercise 1
2c 3a
Exercise 2
Alice.
At a shopping centre.
Yes, a boy.
Alice thinks her shopping bag has moved.
The boy comes back with Alice’s shopping bag; he’d
taken it by mistake.
Exercise 4
Unit 5
lG
Exercise 1
Exercise 2
na
When you can’t find similar information in the text.
5B
at
io
3C 4A
VOCABULARY 1
Exercise 1
apartment block
cottage
flatmates
property
N
1
2
3
4
5
6
7
8
rent
accommodation
neighbours
flat
©
Exercise 2
1
2
3
4
cottage
Property
flat
apartment block
5 rent
6 accommodation
7 flatmate
Exercise 3
1
2
3
4
5
6 won’t
7 will
8 I’ll get
9 will
10 I’ll
g
1 are you going to move
2 is going to call
3 ’ll / will be
4 are you going to do
5 ’m / am not going to sell
6 ’ll come
7 ’re / are going to live
8 will be
9 ’ll / will find
10 is going to close
11 ’ll / will call
LISTENING
Exercise 1
Because an opinion can change
Exercise 2
1C 2A
3A 4B 5C
6B
VOCABULARY 2
Exercise 1
1
2
3
4
5
6
7
8
duvet
cushion
sheets
pillow
chest of drawers
wardrobe
blanket
bookcase
Exercise 2
READING
1C 2A
is going to
is going to
aren’t going to
I’ll
Will you
eo
gr
a
Sample answer:
Hannah woke up and realised something was wrong.
There was total silence in the house, which was
impossible in a family of five children.
She got up and went downstairs. As soon as she entered
the kitchen, she felt confused. There were used cups and
plates everywhere. ‘They had breakfast and left without
telling me,’ she thought. She put on her gloves and scarf
to go and look outside. Nobody was there. Where had
they gone?
Just then she saw her mum’s car coming out of the
garage with her brothers and sisters in the back. ‘Sorry
Hannah, I knew you were tired and I wanted to let you
sleep a bit longer!’ said her mum. ‘Come on, get your
stuff, we’re going skating.’
9 c 10 a
Exercise 1
Exercise 2
2F 3F
Exercise 3
1
2
3
4
5
4b 5c 6b 7b 8a
Le
ar
ni
n
1T
3b
GRAMMAR 1
1
2
3
4
5
WRITING
1b
1c 2a
ph
ic
1
2
3
4
ceiling
bin
ladder
balcony
washing machine
6 microwave
7 brush
8 kettle
9 garage
10 fridge
1 f 2 d 3 b
4c/e 5a 6e/c
Exercise 3
1
2
3
4
make
move
take / have
have / take
5
6
7
8
tidy
do
make
have
6
7
8
9
do the washing up
tidy up
do the housework
move house
Exercise 4
1
2
3
4
5
make a lot of noise
make my bed
take / have a break
have a coffee
have / take a shower
GRAMMAR 2
Exercise 1
1
2
3
4
5
starts
We’re going to decide
finish
does your plane leave
I’m going
6 We’re meeting
7 are going to buy
8 is
9 are you going
10 I’m going to visit
Exercise 2
1 might
2 are going to be
3 will
4 might
5 will
6 will
SAMPLE COPY, NOT FOR DISTRIBUTION
148
Exercise 3
GRAMMAR 1
1 ’s / is going
2 ’s / is meeting
3 isn’t going to live
4 ’s / is going to study
5 is going to be
6 ’ll / will have to / ’s / is going to have to
7 start
8 ’ll / will be
9 might visit
10 are going to stay
11 ‘ll wait
Exercise 1
WRITING
1S
4 are
5 might not
6 ’ll go
Exercise 2
train, ‘ll / will run
bounces, lose
doesn’t get
score, celebrate
2D
3S
People’s names
Exercise 2
Exercise 3
Because the language will be formal or informal
depending on who you are writing to.
Exercise 4
Pavicic
2004
different countries
Karrukinka
520
promote responsible tourism
VOCABULARY 2
Exercise 1
1 swimming costume
2 tracksuit
3 helmet
na
lG
eo
gr
a
Sample answer:
Hi Ekaterina
You’re going to NY! That’s a really cool place and I’m so
pleased for you. You’re going to love studying there.
You asked me about where to stay. If I were you, I’d stay
with a family. It will give you more chance to practise the
language and you’ll also learn about the local culture.
You could share with somebody from another country.
That way you can make a new friend too.
For the guide, there are lots of great websites or you
could buy a guide book to keep. They’re usually very
clear and useful.
I’d love to have a video call. How about Thursday
evening around 8 p.m.?
Speak soon
1
2
3
4
5
6
ph
ic
1 Yes
2 Yes
3 Informal
1
2
3
4
joined a club
ride a horse
scored a goal
sail a boat
1
2
3
4
5
6
fitness
competitively
strength
strengthen
tracksuit
trainers
at
io
1 were
2 knew
3 was
N
No, there are three extra texts.
Exercise 2
1 ’d / would buy
2 had
3 wouldn’t be able
©
Exercise 1
4 go
5 do
6 play
7 do
Exercise 2
Find the wrong ones and cross them out.
Exercise 3
2C 3D 4A
5C
7 gloves
8 dangerous
9 competitors
10 fit
11 professional
4 asked
5 studied
6 got
Exercise 2
4D 5E
VOCABULARY 1
1B
practise a skill
hit a ball
do a workout
enter a competition
GRAMMAR 2
Exercise 1
1 go
2 play
3 does
5
6
7
8
Exercise 3
Exercise 1
3A
4 trainers
5 ice skates
6 gloves
Exercise 2
READING
1G 2C
doesn’t rain, ’ll / will go
break, won’t buy
‘ll / will feel, don’t eat
‘ll / will damage, hold
Exercise 3
Exercise 1
Exercise 2
Unit 6
5
6
7
8
g
1
2
3
4
LISTENING
1 Edinburgh
2 some furniture
3 collect Nathan from the station
7 ‘ll leave
8 get
Le
ar
ni
n
Exercise 1
1 train
2 is
3 ’ll call
6B
4 did
5 wore
6 wouldn’t help
Exercise 3
1
2
3
4
5
If I liked swimming, I’d go to the pool more often.
If my sister trained hard, she’d get into the school team.
If the rider was good, his horse would win the race.
If my brother studied, he’d get good results.
If we concentrated during matches, we’d score more
points.
6 If we did some workouts, we’d be fit.
SAMPLE COPY, NOT FOR DISTRIBUTION
149
Exercise 4
GRAMMAR 1
1 had
2 were
3 found
4 wouldn’t be
5 Would you prefer
6 could
Exercise 1
WRITING
1 do
2 won’t
3 isn’t
Exercise 1
Exercise 2
Three
1 was it
2 did he
3 could we
Exercise 2
2, 3, 4, 5, 7
4 are they
5 aren’t you
6 didn’t we
1S 20
3S
Exercise 4
three
1
2
3
4
5
Exercise 5
LISTENING
Exercise 1
Three
Exercise 2
1A 2A
3C
4B 5C
READING
Exercise 1
Exercise 1
1 campsite
2 hostel
3 holiday home
lG
5C 6B
VOCABULARY 1
N
©
4 baggage
5 reservation
6 visa
7 border
8 journey
Exercise 2
1
2
3
4
reservation
visa
baggage
fare
5
6
7
8
border
journey
currency
destination
Exercise 3
1 boarding pass
2 coach
3 double room
1 on foot
2 on board
3 by sea
4 at the airport
5 at the bus stop
6 in a car
Exercise 3
1
2
3
4
relaxing
stressful
exciting
calm
5
6
7
8
comfortable
noisy
crowded
lively
holiday home
at the airport
crowded
by air
by sea
6 at the bus stop
7 on time
8 on board
9 on holiday
10 relaxing
GRAMMAR 2
Exercise 1
1 currency
2 destination
3 fare
Exercise 2
1
2
3
4
5
Exercise 2
1A 2C 3D 4B
4 hotel
5 cabin
Exercise 4
at
io
Adjectives
na
Unit 7
6B
VOCABULARY 2
eo
gr
a
Sample answer:
Some people think all students should do sports lessons
at school. I do not think that is a good idea because I
believe students prefer to choose the sports they like
most. If the school decided for them, they might not
enjoy it.
Another point against sports lessons in schools is that it
takes time away from more important subjects. Students
have exams in things like maths and science, so most of
them don’t want to spend a lot of time on sports and get
bad marks in those subjects.
Moreover, students might not want to do sports with
other students from their class. They may worry that they
are not very good at them and that their classmates will
laugh at them.
In conclusion, I think it’s a bad idea to ask students to
do two or three lessons a week on sports. If they like a
sport, they will find time to do it outside school.
has visited Spain
did he meet last night
‘s / is coming to stay
did she sell her smartphone to
went to the cinema with Ava and Rico
ph
ic
Exercise 4
4S
Le
ar
ni
n
I believe that, In my opinion, In my view
One example of this is
Moreover, In addition, Furthermore
To sum up
g
Exercise 3
Exercise 3
1
2
3
4
4 didn’t
5 haven’t
6 isn’t
4 roundabout
5 duty-free
6 traffic jam
Exercise 1
1 ’d / had left
2 had arrived
3 had gone
4 ’d / had already visited
5 ’d / had seen
6 ’d / had flown
Exercise 2
1
2
3
4
5
6
’d / had been waiting
’d / had been working
hadn’t been playing
had you been looking
’d / had been raining
’d / had been cleaning
SAMPLE COPY, NOT FOR DISTRIBUTION
150
Exercise 3
Exercise 3
1 had been walking
2 had been running
3 ’d / had had
4 had packed
5 had been waiting
6 had known
1
2
3
4
6
7
8
9
Exercise 4
Exercise 4
’d / had been waiting
’d / had left
’d / had started
’d / had paid
’d / had been raining
’d / had stopped
hadn’t arrived
’d / had cleared
’d / had always thought
4 lot
5 adore
6 would
1 Yes, some teenagers.
2 Scared
3 Possible answers: look for help, try to find the next
town / village
Exercise 2
2D 3C 4A
1 PC 2 AS 3 A 4 AS 5 A 6 PC
Exercise 2
1
2
3
4
may
should
mustn’t
wasn’t able to
Exercise 3
Exercise 3
Le
ar
ni
n
Exercise 1
Exercise 1
LISTENING
Exercise 4
lG
na
at
io
Exercise 1
Where you might find the text and who wrote it.
Exercise 2
1B 2B 3A 4C 5A
N
VOCABULARY 1
©
graphic design
drama
cooking
Using social media
5
6
7
8
sculpture
Squash
sailing
backpacking
Exercise 2
1 tent
2 trainers
3 life jacket
must
can’t
ought to
can’t
Try to think about what you might hear.
Exercise 2
1A 2B 3A 4C 5C
VOCABULARY 2
Exercise 1
1
2
3
4
get together
take up
join in
come round
5
6
7
8
set up
hang out
give up
get along with
Exercise 2
1
2
3
4
5
awesome
awful
scary
strange
amazing
6 frightening
7 pleasant
8 challenging
9 crazy
10 enjoyable
Exercise 3
1
2
3
4
5
6
set up
take up
hang out
join in
amazing
get along with
7 give up
8 enjoyable
9 scary
10 challenging
11 crazy
12 get together
GRAMMAR 2
Exercise 1
1
2
3
4
8 PC
Exercise 1
eo
gr
a
Sample answer:
They were walking down to the beach when they heard
a strange noise behind them. Ivan and Lia turned round.
There was a dog lying on the ground. It had hurt its leg
and was in a lot of pain. ‘Poor thing’ thought Lia.
Ivan and Lia were staying with some friends in a cabin
but they’d decided to spend a few hours by themselves.
The sun was shining and they felt calm and relaxed.
They’d only been walking for a few minutes when they
found the injured dog.
They looked around but there was nobody else there. Lia
went to find help.
A few minutes later, she came back with a young girl.
The girl ran over to the dog and hugged it. She had
been looking for it all afternoon.
READING
5
6
7
8
7 AS
1a 2b 3b 4b
D – the second
Unit 8
g
GRAMMAR 1
WRITING
1B
1 can’t
2 quite
3 hate
listens
watch
photograph
watch
ph
ic
1
2
3
4
5
5
6
7
8
makes
play
write
play
4 paintbrush
5 smartphone
6 computer
Exercise 1
1 A 2 B 3 A 4 C 5 C 6 B 7 B 8 C 9 C 10 A
Exercise 2
1 can
2 mustn’t
3 have
4 needn’t
5 ought to
Exercise 3
1
2
3
4
up
can
need
have / ought / need
5 in
6 out
SAMPLE COPY, NOT FOR DISTRIBUTION
151
WRITING
GRAMMAR 1
Exercise 1
Exercise 1
1 too
2 like
3 For instance
4 As
5 such as
6 since
Exercise 2
Exercise 3
1 as well / too
2 as well / too
3 as / since / because
4 For example / For
instance
5 such as / like
Exercise 4
Introduce your main idea
Exercise 5
READING
Exercise 1
Exercise 2
1F 2D 3C 4G 5A
at
io
na
VOCABULARY 1
5
6
7
8
mouse
server
software
equipment
5
6
7
8
equipment
instructions
developed
test
Exercise 2
created
install
crashes
designed
©
N
1
2
3
4
internet
invention
changed
connection
experiment
Exercise 1
Try to understand the general meaning.
Exercise 2
1B 2A 3C 4B 5C
VOCABULARY 2
deleted
click
signed up
download
drag
6
7
8
9
connect
upload
chatted
switch
6
7
8
9
switch off
upload, to
downloaded, from
drag, to
Exercise 2
1
2
3
4
5
connect to
deleted, from
sign up for
chatting to
click on
Exercise 3
1 out
2 in
3 in
4 for
5 of
6 with
Exercise 4
1 looking for
2 expert in
3 succeeded in
4 carried out
5 instead of
6 communicate with
GRAMMAR 2
Exercise 3
1
2
3
4
5
was tested in the laboratory
was broken by a friend of mine
will be repaired by one of our staff
must be read by users before starting
LISTENING
1
2
3
4
5
lG
Nouns, pronouns, linking words
smartphone
invention
hardware
webcam
1
2
3
4
Exercise 1
Unit 9
1
2
3
4
Exercise 3
eo
gr
a
Sample answer:
I really enjoy getting together with my friends and
cooking a meal. We meet at somebody’s house and
cook a dish from a particular country, such as lasagne or
a paella.
My favourite activity on my own is reading. I buy lots
of books online and read about two or three of them a
month. I sometimes write reviews of them online too.
I probably meet my friends about once a month to
prepare a meal. The thing I like most is the preparation.
I love looking for the recipe online and then going
shopping to find the ingredients. I often read for an hour
before going to sleep. I like the fact that you never know
how the story’s going to end.
1 This software was developed by our competitor a few
years ago
2 Your computer screen must be cleaned with a special
liquid
3 Your computer should be checked by one of our
engineers
4 My mouse was damaged by my son yesterday
5 I was shown around the offices this morning by one of
my new colleagues
6 The door can only be opened with a special key.
g
2 Three
Le
ar
ni
n
1 No
Exercise 1
4 has just been installed
5 was used
6 will be sent
ph
ic
Exercise 2
1 can be downloaded
2 will be tested
3 must be read
6 lab
7 servers
8 webcam
9 install
10 instructions
Exercise 1
1
2
3
4
is being used
has been stolen
had been
was being
5
6
7
8
hadn’t been
are being
has been
was being
SAMPLE COPY, NOT FOR DISTRIBUTION
152
VOCABULARY 1
Exercise 2
1 is being washed
2 was being updated
3 has been turned into
4 had been stolen
5 was being painted
6 have been deleted
Exercise 3
have been followed
is being filled
had been completed
is being checked
have been sent
is being repaired
1 channel
2 presenter
3 scene
g
4 channel
5 documentaries
GRAMMAR 1
Exercise 1
1 What you think about something
2 Decide on your opinion.
Exercise 2
E3
eo
gr
a
Exercise 3
1 she was taking the last train
2 had seen some good paintings at the exhibition
3 I could go to the party
4 my brother had to learn an instrument to join the band
5 they would come round later
6 I / we hadn’t visited them recently
7 they would arrive a bit late the following morning
8 she had spoken to her cousin the night before
9 he had called my mobile an hour before / earlier
10 she couldn’t watch the film the day before
11 they weren’t coming to my birthday party the
following week
12 they would meet me / us outside the cinema that
afternoon
ph
ic
Exercise 1
D1
4 celebrity
5 series
6 programme
1 programmes
2 chat shows
3 quiz shows
WRITING
C5
chat show
talent show
soap opera
thriller
Exercise 3
ever been attacked
is being repaired
were being deleted
were being operated
had been attacked
had been arrested
have been damaged
is being done
A4 B2
5
6
7
8
quiz show
horror
documentary
drama
Exercise 2
Exercise 4
1
2
3
4
5
6
7
8
1
2
3
4
Le
ar
ni
n
1
2
3
4
5
6
Exercise 1
Firstly, Furthermore, Lastly, In conclusion
Exercise 4
Other people’s opinions / contracted forms like I’m
Exercise 2
Exercise 5
1 ‘I haven’t seen you for a while’
2 ‘I’ve been busy with my family for the last few days’
3 ‘There’s a good horror film on TV this evening. You’re
welcome to come round and see it with me’
4 ‘I saw one a few weeks ago and I never want to see
one again’
5 ‘I’m going home now, but I’ll be in touch tomorrow’.
Exercise 6
lG
The one about not using contracted forms.
©
N
at
io
na
Sample answer:
It is very common to hear that the internet makes
students lazy. In my opinion, this is not correct at all.
Firstly, students can learn a lot from the internet. They
can download materials such as books and films that can
teach them important new knowledge and skills. This
can also make school subjects more interesting.
Secondly, it is a big mistake for students to simply copy
online material. They need to understand the most
important points and then put these in their own words.
Lastly, being online allows students to be connected
with other students worldwide. They can exchange
experiences and information with them.
In conclusion, I think the internet definitely does not
make students lazy if they use it correctly.
Unit 10
READING
LISTENING
Exercise 1
Think of words that could be put in the gaps.
Exercise 2
1 summer
2 30,000
3 second city
VOCABULARY 2
Exercise 1
1 into
2 up
3 off
Two
Exercise 2
Exercise 3
1C 2B 3C 4B 5A
4 out
5 down
6 on
Exercise 2
1 up
2 on
3 out
Exercise 1
4 less famous
5 most sustainable
6 city centre
1 was over
2 get on with
4 off
5 over
6 into
3 ran out of
4 ‘s / is into
5 ended up
6 put off
SAMPLE COPY, NOT FOR DISTRIBUTION
153
Exercise 4
The band played their hits for over two hours. It was
an incredible experience for Sierra. Her first concert
had turned out really well and she was already looking
forward to the next one.
Try to guess the missing word.
Exercise 5
1A 2C 3B 4D 5C 6A
Unit 11
He asked the reporters why they were following him.
I asked where they came from.
✓
✓
Mum asked if I’d already finished my homework
She asked what I wanted to drink.
1 if / whether I could turn down the music / turn the
music down
2 what channel the film was on
3 how the show had turned out
4 if / whether they had to watch that terrible soap opera
Exercise 3
‘Have you got / Do you have time for a coffee?’
‘Emily, will you turn down the music?’
‘Why did you do so badly in the test yesterday?’
‘Can I borrow your bike?’
Exercise 4
6 couldn’t
7 had / had got
8 could
9 didn’t have / hadn’t got
10 would have
how she was
she was
had just finished
was going out
wanted
2 you
at
io
1 First
2 Then
3 After
lG
Exercise 3
4 After
5 Then
6 First
na
1 story
4 Finally
5 while
Exercise 4
Read everything again to check for mistakes.
Exercise 5
N
Sample answer:
This was her very first trip to a music concert.
Sierra had been waiting for it for months and now the
time had come. It was a hot day, and she had arrived
at the stadium very early. First of all, she got something
to eat and drink. Then she went right to the front and
waited patiently for the concert to start. More and more
people arrived and it was getting very crowded. She
spoke to a few people around her and asked them
where they’d come from. Some had travelled hundreds
of miles to come to the concert.
As soon as the band came on stage, everybody started
jumping up and down excitedly. It was amazing to see
her favourite group so close.
©
3G
4A
5H
VOCABULARY 1
Exercise 1
1
2
3
4
degree, economics
instructors
an essay
deposit
Exercise 2
1 IT
2 beginner
3 diploma, certificate
5
6
7
8
physics
pupils
intermediate
handwriting
4 fees
5 subjects
6 mark
Exercise 3
1
2
3
4
clever
behaves
passes
failed
5 subject
6 examiner
7 accent
Exercise 1
Exercise 1
Exercise 2
Exercise 2
GRAMMAR 1
WRITING
1 Finally
2 while
3 Before
Because they seem to be the correct answers but they’re
not.
eo
gr
a
1
2
3
4
5
Exercise 1
1D 2F
Exercise 2
1
2
3
4
READING
ph
ic
1
2
3
4
5
6
g
Exercise 1
Le
ar
ni
n
GRAMMAR 2
2, 3, 5
Exercise 2
1
2
3
4
Have you had your hair cut?
My friend is having his eyes tested
Why didn’t you have your photo taken?
Will you have your temperature checked at the
doctor’s?
5 I want to have my phone repaired.
Exercise 3
1
2
3
4
5
6
7
8
‘m / am having my computer checked
had her photo taken by a professional photographer
having your jacket cleaned
had their car repaired by the mechanic
’m / am having my smartphone checked
was having his temperature taken by a nurse
didn’t have the car washed
‘m / am going to have my eyes tested
LISTENING
Exercise 1
From the tone of their voice.
Exercise 2
1A 2A 3B 4A 5B 6C
SAMPLE COPY, NOT FOR DISTRIBUTION
154
Exercise 4
Exercise 1
Sample answer:
Hi Rob
Hope everything’s OK with you.
The main use of technology at my school is the
interactive whiteboard. For example, we can write
sentences or essays on a tablet, upload them and
immediately have them corrected by the teacher. In
addition, we have recently started class discussions with
other schools using video conference programs. We had
a link with some students in India the other day and
talked about differences between our schools.
Despite this, we still do a lot of traditional lessons where
the teacher explains things and we take notes. For
me, we could use technology more to carry out some
interesting research and then use webpages and forums
to discuss this with other students.
Let me know if you need any other information.
Nadya
4 making progress
5 break the rules
6 made a mistake
Exercise 2
1 making progress
2 made a mistake
3 break the rules
4 take notes
5 make an effort
6 break up
Exercise 3
5
6
7
8
at
on
for
from
9 with
10 of
at
in
about
on
Exercise 4
1
2
3
4
5
6
7
8
apply for
good at
increase in
suffer from
concentrate on
spent, on
worried about
satisfied with
GRAMMAR 2
READING
Exercise 1
7 Writing
8 coming
9 to have
10 to walk
11 to revise
12 to get
paying
getting
becoming
studying
meet
going
Exercise 2
Exercise 3
doing
going
making
to upload
N
go
to take part
deciding
to study
following
to do
5
6
7
8
to learn / learning
to ask for / asking for
to improve
coming
7 find out
8 Choosing
9 to give
10 take
11 teaching
12 to get
©
WRITING
Exercise 1
1 letter
2 your school
VOCABULARY 1
4 finger
5 neck
6 elbow
1
2
3
4
5
neck (not part of foot)
knee (not part of arm)
heel (not part of hand)
ankle (not part of mouth)
thumb (not part of head)
Exercise 3
1
2
3
4
5
6
muscles
swallow
left-handed
eyebrows
blink
bone
7 sneeze
8 beard
9 breathe
10 cough
11 laugh
12 neck
GRAMMAR 1
Exercise 1
1
2
3
4
delicious cheap Italian
lovely big woollen
interesting old German
funny modern Greek
Exercise 2
Exercise 2
1 Although
2 As well as
1C 2B 3B 4A 5D
Exercise 2
Exercise 4
1
2
3
4
5
6
Exercise 2
1 toes
2 tongue
3 heels
at
io
1
2
3
4
No, it could be in several sentences.
Exercise 1
lG
remember to lock
stopped playing
stopped to have
remember going
remember to text
stop to visit
remember telling
stop to look
na
1
2
3
4
5
6
7
8
Exercise 1
eo
gr
a
1
2
3
4
5
6
Unit 12
ph
ic
1
2
3
4
Le
ar
ni
n
1 make an effort
2 take notes
3 break up
g
VOCABULARY 2
3 However
4 Despite / In spite of
Exercise 3
By using expressions like I believe, personally, in my
opinion, to my mind.
1
2
3
4
5
6
I was absolutely amazed by their decision.
✓
They weren’t interested in the details at all.
The lesson was very boring for the students.
✓
We found the visit very interesting.
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155
Exercise 3
Exercise 3
1 My friends and I play volleyball on Saturdays. / On
Saturdays, my friends and I play volleyball.
2✓
3 He walked quickly to the station. / He walked to the
station quickly.
4✓
5 The walk was quite tiring, but I enjoyed it.
6 They are often at my local gym in the mornings.
1
2
3
4
5
6
Exercise 5
4 so
5 such
6 so
1 that / which
2 up
3 to
LISTENING
WRITING
Because it’s difficult to listen to something when you’re
nervous.
Exercise 2
1C 2B 3A 4A 5C
VOCABULARY 2
Exercise 1
1 call
2 broke
3 took
4 felt
5 recovered from
6 wrote
illness
sick
temperature
call
flu
Exercise 5
6 prescription
7 tablets
8 throat
9 call
10 hospital
7 operations
8 recover from
9 painful
10 put on
11 diet
12 healthy
GRAMMAR 2
©
Exercise 1
1 tidier
2 saddest
3 colder
A4 B1
C3
D2
Use of contractions: I’ll try = I will try, It’s true = It is true,
Let’s look at = Let us look at
Informal phrase: it’s awful that … = it is not acceptable
that …, things like = items such as
Use of exclamation marks
Exercise 4
In a logical order
Exercise 5
at
io
exercise
fit
ill
weight
accident
bone
N
1
2
3
4
5
6
5 eat
6 lost
lG
1
2
3
4
5
3 take
4 catch
9 operation
10 appointment
na
Exercise 4
Exercise 2
eo
gr
a
5 flu
6 finger
7 accident
8 better
Exercise 3
1 went
2 keep
Sample answer:
Para 1 (introduction)
Para 2 (problem) – high cost of gyms / sports clubs
Para 3 – use things in home instead of gym equipment,
team sports with groups of friends, use parks,
tournaments
Para 4 – possible to keep fit cheaply
Exercise 3
Exercise 2
sore
earache
shoulder
cough
Exercise 1
4 than
5 most
6 without
ph
ic
Exercise 1
1
2
3
4
Two
Le
ar
ni
n
1 so
2 such
3 such
Exercise 4
g
Exercise 4
as hard as
as early as
as well as
the best book
can’t speak German as fluently as
can run as fast as my cousin
4 faster
5 cheerful
6 worse
Sample answer:
In some countries people live longer because of what
they eat, so young people’s diet is very important for
their future health.
I believe that young people can improve their diet by
eating simple, fresh things. They should also avoid
eating out a lot because the food may not be very fresh
or healthy. I would also recommend eating lots of fish,
vegetables and fruit where possible.
It is also important that schools help by offering healthy
food in the school canteen. I think they should offer
more salads and pasta instead of just hamburgers and
chips all the time.
To sum up, a good diet is really important for young
people. They should eat a variety of food and schools
should help them by offering healthy options in
canteens.
Exercise 2
1
2
3
4
5
6
I think this film is better than her last one.
That’s the highest temperature I’ve ever had.
The test wasn’t as difficult as I’d expected.
✓
I finished the test earlier than my classmates.
✓
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156
g
Le
ar
ni
n
ph
ic
eo
gr
a
lG
na
at
io
N
©
SAMPLE COPY, NOT FOR DISTRIBUTION
g
Le
ar
ni
n
ph
ic
eo
gr
a
lG
na
at
io
N
©
SAMPLE COPY, NOT FOR DISTRIBUTION
g
Le
ar
ni
n
ph
ic
eo
gr
a
lG
na
at
io
N
©
SAMPLE COPY, NOT FOR DISTRIBUTION
g
Le
ar
ni
n
ph
ic
eo
gr
a
lG
na
at
io
N
©
SAMPLE COPY, NOT FOR DISTRIBUTION