Close-up
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NEW
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TEACHER’S BOOK
B2+
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Billie Jago
LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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LEARNING
© 2022 Cengage Learning, Inc.
Publisher: Rachael Gibbon
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New Close-up B2+ Teacher's Book, 3rd Edition
Author: Billie Jago
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.
“National Geographic”, “National Geographic Society” and the Yellow Border
Design are registered trademarks of the National Geographic Society
Marcas Registradas
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National Geographic Learning,
a Cengage Company
®
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Teacher's Book ISBN: 978-0-357-43410-9
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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 United Kingdom by Ashford Colour Press
Print Number: 01 Print Year: 2021
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p4
Welcome to New Close-up
p6
Unit walkthrough
Unit 1
p 32
p 55
p 66
p 78
p 90
Unit 8
p 102
Unit 9
p 114
Unit 10
p 125
Unit 11
p 137
Unit 12
p 149
Workbook answer key
p 161
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Unit 7
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Unit 6
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Unit 3
Unit 5
p9
p 20
Unit 2
Unit 4
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Student’s Book Contents
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Contents
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3
Student’s Book contents
Make
yourself at
home! p29
Video: Earthships
reading the question;
multiple choice with
one text
The back
of beyond
It’s a
technical
issue p101
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A working
life
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10
p113
©
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Streets
ahead
p125
12 Talking
points
p137
the news and
journalism; politics
future forms review;
future continuous, future
perfect and future perfect
continuous
reading the task;
multiple choice with
three extracts
reported statements;
reported questions, offers,
requests and commands
distractors; sentence
completion
Live well, study well: giving a presentation; coping with nerves
holiday
-ing form and infinitives
eliminating the wrong
accommodation
answers; matching
paragraphs to gaps
looking for key words;
matching prompts to
spoken text
Video: Matthew Henson
theatre and cinema;
Similar or different?;
matching four prompts books
to texts
understanding gist;
multiple choice with
three extracts
emphatic structures (1):
do / did; negative inversion
Live well, study well: getting creative; thinking outside the box
finding the information illness and treatments modals of ability;
modals of speculation
in the text; multiple
and deduction; modals
choice with one text
of obligation and advice
recognising distractors;
multiple choice with one
interview
Video: Namibian eye clinic
understanding general computers and
meaning; matching ten technology
sentences
checking the sense;
sentence completion
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8 Wellbeing
writing the words
you hear; sentence
completion
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Opening
night
p77
past simple and present
perfect simple; past simple
and past perfect simple
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Have you
seen the
news? p53
p89
listening for gist;
matching prompts to
spoken text
Live well, study well: who am I? finding your identity; acceptance of yourself and others
clothes; clothes
the passive
listening to a long text;
identifying opinion;
multiple choice with one
matching four prompts shopping
interview
to texts
p65
7
present simple and present
continuous; present perfect
simple and present perfect
continuous
Video: Ancient Mesopotamia
renting and buying;
looking for links;
building and design
matching paragraphs
to gaps
p41
6
senses and feelings;
personality
narrowing the options; history
matching ten sentences
It’s all in
the past
fits like
4 Ita glove
5
choosing the best
option; multiple choice
with one text
Live well, study well: stressful situations; managing stress
p17
3
Listening
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Vocabulary
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A feast for
the senses
Reading
zero, first, second and
third conditionals;
mixed conditionals
Live well, study well: the working world; wellbeing at work
skimming; matching
employment
relative clauses
four prompts to texts
Video: Photographing gauchos in Patagonia
city development and phrasal verbs; prepositional
looking at structure;
restoration
verbs and phrasal
matching paragraphs
prepositional verbs
to gaps
using deduction;
matching prompts to
spoken text
double negatives;
multiple choice with
three extracts
Live well, study well: social responsibility; thinking about others
recognising synonyms; communication
modifying comparatives and preparation for listening;
matching ten sentences
superlatives
multiple choice with
one interview
Video: Detroit’s urban beekeepers
Review units 1–12 pp149–160
Grammar reference pp161–179
Communication activities pp180–183
Vocabulary reference pp184–195
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Grammar
Use your English
Writing
talking about yourself; keeping
talking; interview
time expressions
writing to give advice; informal
word building; adjectives with
prepositions; idioms; thinking about letters and emails; managing
your time; writing an informal
meaning; multiple-choice cloze
letter
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Speaking
education and culture; linking
words and expressions; reading
the task; writing a discursive
essay
living in cities; giving yourself
time; discussion
future time expressions
idioms; expressions with put; filling
every gap; open cloze
accommodation; structure and
style in a report; thinking about
your reader; writing a report
fashion; comparing;
photo comparison
reporting with passives;
causatives
clothing idioms; compound nouns
and collocations; prepositions;
keeping the same meaning;
sentence transformation
fashion; structuring a for and
against essay; writing a for
and against essay; checking
your work
discussing current events;
using your time well;
collaborative task
reporting verbs
collocations with news; phrasal
verbs; lastly, at last, in the end and
eventually; multiple-choice cloze
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ways of studying; working
past continuous and past perfect phrases with time;
analysing the gap; word formation
collaboratively; collaborative task continuous; past simple, would
or used to
news and the media; formal
writing; using complex language;
writing a discursive essay
travel and tourism; justifying your verb + -ing form or to + infinitive; understanding the context;
opinions; discussion
sense verb + object + -ing form or open cloze
infinitive; verb + object + -ing form
or to + infinitive
tourism; being concise;
brainstorming; writing a report
emphatic structures (2): cleft
sentences; tag questions
collocations; word formation
reviewing a book, film or TV
series; structuring a review;
making an evaluation; writing a
review
describing likelihood; word focus:
take; collocations: illness and injury;
eliminating duplicated information;
sentence transformation
sports facilities; structuring
a proposal; focusing on the
purpose of a task; writing a
proposal
modals for past necessity;
modals for hypothetical past;
modals for past speculation
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ways of keeping fit; reaching a
decision; collaborative task
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entertainment activities; using
your own words; presenting
options
other expressions for
conditionals; inversion with
conditionals
technology; using informal style
expressions with keep; technology
idioms; adjectives with prepositions; in an article; using the material in
a task; writing an article
word building; open cloze
jobs; listening and taking
notes; discussing options and
presenting your decision
present participle clauses; past
and perfect participle clauses
studies and training; language
idioms with work; prepositions;
word building; prefixes and suffixes; in formal letters or emails;
describing your achievements;
word formation
writing a formal letter or email
places to live and work;
making the right choice;
photo comparison
linkers: conjunctions and
prepositions; linkers: adverbs
idioms; phrasal verbs; collocations;
sentence transformation
places in a town; descriptive
language; planning your writing;
writing a review
studying English; making a good
impression; interview
gradable and non-gradable
adjectives; so and such, too and
enough
collocations related to speech;
phrasal verbs with talk; idioms;
keeping a vocabulary notebook;
multiple-choice cloze
communication; giving examples
and reasons; achieving the best
scores; writing a discursive essay
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discussing technology; listening
to your partner; discussion
Irregular verbs p196
Writing reference pp197–204
Speaking reference pp205–206
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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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• Exam tasks and tips in the Student’s Book and Workbook have been updated to reflect changes to international exams.
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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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.
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Online Practice NEW TO THIS EDITION
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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).
FOR TEACHERS
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Teacher’s Book
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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
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 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, collaborating to construct meaning is a type of
mediation (see p21) 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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The Grammar guide presents the grammar points in a simple and clear way. Teachers can use the guide to explain the
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, some of 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 exercise. ‘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 exercise has been completed.
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ExamView® NEW TO THIS EDITION
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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:
• Teacher’s Book PDFs
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• Pacing Guides to adapt New Close-up to your timetable and learning needs
• CEFR correlations
• Ready-made unit and progress tests
• Grammar and vocabulary worksheets
• Student’s Book video and audio
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• New Close-up Online Teaching Toolkit – an implementation guide and lesson plans to support teachers delivering
online lessons
• Live well, study well videos for students, with author Katherine Stannett
• Workbook audio
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Self-study
• 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.
• 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.
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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
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It’s all in the past
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Each unit begins with an
engaging photo that works
with the unit title to introduce
students to the topic.
A visitor takes photos in front of an exhibit in the
National Museum of Anthropology, Mexico
1
Work in pairs. Look at the photo and
discuss the questions.
1 What do you think this exhibit might be?
2 Which historical sites around the world
would you most like to visit?
2
Work in pairs. Discuss the questions.
1 Why do you think many cities have
museums to tell people about local
history? Do you think they are interesting?
©
2 Do ancestors come before or after you?
Do you think your ancestors influence who
you are?
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017-027_CU3e_B2+_SB_34017_U02.indd 17
01/07/21 4:32 PM
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 exercises 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.
2
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1 Do you think history is an important subject to
study? Why? / Why not?
Exam TASK
2 What special skills do you think are necessary to be
a historian?
Matching ten sentences
In the article on page 19, four different historians
say why it is important to study history. Read the
article quickly and answer the questions.
You are going to read a magazine article in which
four historians say why it is important to study
history. For questions 1–10, choose from the
historians (A–D). The historians may be chosen more
than once.
1 Does it include any of your ideas from Exercise 1?
Which historian makes the following statements?
1 Learning about history means that we can
understand the background to many other
important subjects.
3 Historians have to consider where they get their
data from.
4 The writer doesn’t believe that we often find
identical situations today to those that existed
in the past.
5 Things that happened in the past still have an
effect on things that happen today.
7 One important area of study for historians is the
way that society works.
8 Some people claim that there is very little point
in studying history.
D History certainly does require study of the past –
but this only enhances your understanding of the
modern world.
9 By studying history we can relate better to
people who are different to us.
Read the Exam Tip. Then read the first paragraph
of the article and decide which sentences in the
Exam Task can be matched with it.
10 Identifying false information is an important skill
today.
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Write these adjectives from the text next to the
correct definitions.
complex entire foolish inescapable
misguided vanished worthless
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Exam TIP
impossible to avoid
2
no longer there, disappeared
3
of no, or very little value
4
involving lots of different parts,
complicated
5
complete, whole
6
very silly and stupid
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incorrect, based on wrong
information
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your
ideas
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50
D
Robert Denning
Knowledge of the past, and how past events affected
people differently, can create an understanding in the
present of how people in different social or financial
classes and groups feel and behave, even when their
history may be different from our own. Moreover,
history is important because it includes every other
field of human knowledge. There is a history behind art,
literature, maths, economics, biology and engineering.
None of those fields developed entirely on their own.
On the contrary, they developed within broader
political, social, cultural and religious contexts and were
influenced by those contexts. However, historians don’t
believe clichés such as ‘history repeats itself’ or ‘those
who ignore history are forced to repeat it’. In very rare
situations, we believe that knowledge of the past can
tell us what to do or what to avoid in the present, but
the circumstances are rarely exactly the same as they
were in the past. Instead, we believe that a thorough
understanding of the past will help present leaders make
well-informed decisions based on all available data.
Students in India visit Agra Fort, ancient residence
of the emperors of the Mughal Dynasty.
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Dr Alice Taylor
Historians are trained to analyse what they read
carefully. This means not just reading, looking at or
listening to a source but questioning it. Historians ask
questions of their material: Where does it come from?
Who wrote it, designed it, wanted it? Who paid for it
and why? How powerful and successful was this kind
of source or message? What kinds of evidence, data and
perception lie behind different views? In a world where
fake news can influence people’s choices, the methods
of the historian are needed more than ever before.
However, historians aren’t just people who analyse
sources; we have to think about the phenomenon of
society itself, in all its varieties, and communicate what
we think about it. Regardless of what period or place
a historian specialises in, all historians and students of
history have to think about how the society they are
studying operates. Not only the economic foundations of
that society but also how it justifies its very existence.
Jennifer Llewellyn and
Steve Thompson
For as long as human beings have studied history, some
people have dismissed it as a foolish indulgence – a
strange but worthless fascination with vanished
societies and dead people. This attitude was
demonstrated by American industrialist Henry Ford,
who in 1916 said that ‘History is more or less bunk
[nonsense] …’. Ford’s negative view of history, while
not uncommon, is narrow and misguided. History
certainly does require study of the past – but this
only enhances your understanding of the modern
world. Most history courses focus on common themes
and issues – for example, the ways in which people,
communities and nations interact; the nature of power
and leadership; the difficulties of government and
economic management; the impact of war and conflict
on societies; and the relationships between different
classes, wealth, property and labour. These themes,
issues and challenges remain unchanged in human
societies. Only the people, places and details change.
word
focus
Use a dictionary to find definitions or synonyms for
these words from the text:
take a long view of (phr)
perception (n)
cliché (n)
indulgence (n)
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23/08/21 3:57 PM
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Penelope J Corfield
If you could choose any period in
history to study, which period would you
choose? Why?
017-027_CU3e_B2+_SB_34017_U02.indd 18-19
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.
B
20
6 There are some common concerns and topics
which have always been present, throughout
history.
C Regardless of what period or place a historian
specialises in, all historians and students of history
have to think about how the society they are
studying operates.
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2 We interact with history on a daily basis through
our words and the objects that we use.
B Moreover, history is important because it includes
every other field of human knowledge.
Narrowing the options
• For this task, you have to match sentences
with four or five different texts or four or five
paragraphs in a longer text.
• Read the task instructions first and the title
of the text. This will give you an idea of the
context. Then read paragraph A carefully. Read
each of the sentences and mark ‘A’ by any
sentence that seems to match this first text.
• Continue with the remaining paragraphs. You
will probably find that you have matched some
sentences with more than one text. Read these
sentences and texts again carefully. Only one
text will accurately match the information,
attitude or opinion stated in each sentence.
• To check your answers, read through the
sentences one more time and underline the
information in the matching texts for each
sentence.
A
History is inescapable. It is the study of the past and
the consequences of the past on the present. Far from
being a ‘dead’ subject, it connects things through
time and encourages its students to take a long
view of such connections. All people and cultures
are ‘living histories’. To take a few obvious examples:
communities speak languages that come from past
generations. They live in societies with complex
cultures and traditions that have been created over
hundreds or even thousands of years. People use
technologies that they themselves have not invented.
And on a biological level, each individual is born with
their own personal version of the human genome – a
set of instructions which contains all the information
needed for us to grow and develop. This genome has
evolved during the entire life of the human species.
So understanding the connections between past and
present is a basic requirement for a good understanding
of what it means to be human.
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Read the sentences (A–D) from the article on
page 19. Then look at statement 1 in the Exam
Task. Which sentence is closest in meaning to the
statement?
A So understanding the connections between past
and present is a basic requirement for a good
understanding of the condition of being human.
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2.1
Now complete the Exam Task.
2 Whose opinion do you think is most interesting?
3
Why study history?
narrowing the options; matching ten sentences
Work in pairs. Discuss the questions.
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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.
SAMPLE COPY, NOT FOR DISTRIBUTION
10
The Vocabulary
lesson focuses on key
language required
to achieve success in
exams and in the world
beyond the classroom.
1
g
history
Read the text and write the words in bold next
to the correct definition (1–10).
2
3
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2 Vocabulary
Vocabulary introduced on the
page is often presented in a
text-level exercise that enables
students to see the new language
in a meaningful context and
provides them with additional
reading comprehension practice.
Cross out the word that does not belong in
each group.
1 revolution
civil war
campaign
2 firearm
election
bow
3 monument
demonstration
rebellion
4 prehistoric
contemporary
exhibit
5 kingdom
monarchy
imperial
Complete the sentences with the correct form of
one of the words from Exercise 2.
1 The Smithsonian Museum in Washington D.C.
is one of the biggest museums in the world, with
.
more than 137 million
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2 The Cueva de los Manos cave paintings in
times and are
Argentina date back to
at least 9,000 years old.
in the US every
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3 There is a presidential
four years.
THE HISTORY OF THE SUIT
OF ARMOUR
1
: the period from 3000 to 1200 BCE
: the period from 500 to 1500 CE
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What do you imagine when you hear the term ‘suit
of armour’? Some people think of a rich aristocrat
from medieval times, wearing metal protection,
carrying a long sword in one hand, and a shield
to protect him in the other. But in fact, armour
has been around on the battlefields of the world
for much longer than you may think. In 2014,
archaeologists discovered armour made out of
animal bones in Russia. They think it belonged to a
Siberian warrior more than 4,000 years ago, during
the Bronze Age. And around 2,000 years ago,
soldiers of the Roman Empire also wore a form of
armour, made out of pieces of metal and leather.
: an object carried by soldiers to
prevent themselves from being hit
4
: a person who has experience in
fighting in wars
5
: people who study ancient cultures
by studying things they left behind
6
: a number of countries that are
ruled by one person
7
: places where people fight, or
fought in the past
8
: protection worn by soldiers, made
of metal, leather or other materials
9
: a weapon with a handle and a
long, sharp blade
10
: a person from the highest social
class in society
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3
is the sudden and violent change
4 A
of a political system or ruler.
5 The Great Pyramid of Giza in Egypt is one of the
in the world.
most famous
6 The Terracotta Army is a collection of 8,000 statues
of soldiers in Shaanxi, China, which were buried
guards.
with the emperor to be his
4
Choose the correct options to complete the text.
Our shared family history
Researching our family history and finding out about
our 1 ancestors / successors has become increasingly
popular, especially now that genealogical 2 heritages /
archives – historical records such as lists of births,
deaths and marriages – are often available online.
You might discover that you are the 3 descendant /
generation of a member of the 4 aristocracy / kingdom
or, on the contrary, that your great-great-grandfather
was not part of the 5 ruling class / dynasty but in fact
a 6 president / labourer who worked on the land.
Whatever you find out, learning about your family tree
can help you to form a 7 connection / cause with the
past. In fact, we are all more closely 8 related / similar
than you may think. Scientists believe that all humans
share at least one common ancestor, who lived just a
few thousand years ago.
your
ideas
• Would you like to find out more about
your family history? Why? / Why not?
• Do you think it would be interesting to
be an archaeologist? What do you think
would be difficult about the job?
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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
11
past simple and present perfect simple; past simple and past perfect simple
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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.
Past simple and present perfect simple
Past simple and past perfect simple
1
3
Read the message and complete the rules (a–d)
with past simple or present perfect simple.
Hi Ferdi!
Match the sentences (1–2) with the paraphrases
(a–b). Then complete the rules with past simple
or past perfect simple.
1 When the king arrived, the villagers gathered in the
square.
I’ve just come back from an amazing weekend in
Tallinn, in Estonia. Have you ever been there? It’s
fantastic! I spent a month in Tartu two years ago,
but I’ve never been to the capital before.
2 When the king arrived, the villagers had gathered in
the square.
a The king arrived, then the villagers gathered in the
square.
Let’s meet up soon and I’ll tell you all about it.
b The villagers gathered in the square, then the king
arrived.
a We use the
to talk about finished
actions in the past, often with a fixed time.
to talk about
b We can use the
actions in the past when we don’t give a time.
to talk about very
c We often use the
recent actions.
to introduce
d We can use the
an experience we’ve had but we use the
to give more details.
• We use the 1
to describe a series of
events in the order they happened.
2
to describe an action
• We use the
that happened before an action that has already
been mentioned.
to emphasise
• We often use the 3
the completion of an action.
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Sofia xx
Grammar reference page 2.1, p162
2
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Grammar is presented
in the context of the
unit topic. Exercises
progress from
controlled practice
to more challenging
tasks.
Grammar reference page 2.2, p163
4
Choose the correct options to complete the text.
2.2
Listen to the sentences and write the
correct sequence of events for each sentence.
a 1 They started to walk home.
2 They found a Roman coin.
b
We went to the museum.
We read about the ancient Greeks.
c
The emperor died.
His son disappeared.
d
He heard the people cheering.
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Queen
Nefertiti
e
The soldiers entered the house.
The man escaped.
f
The demonstration finished.
The police arrived.
5
Choose the correct options to complete the text.
The Aztecs, a nomadic tribe, 1 travelled / have
travelled to Mesoamerica (now South Central Mexico)
in the early 13th century. They 2 built / had built their
capital city, Tenochtitlán in 1325 and 3 started / had
started to farm the land. When the Spanish soldier
Hernán Cortés and his army 4 arrived / has arrived in
Mexico in 1519, the Aztecs 5 became / had become
powerful rulers of more than five million people and
6
developed / had developed a sophisticated system
of agriculture. Their civilisation 7 hasn’t survived /
didn’t survive the Spanish invasion, but even today we
use words that 8 have come / had come from the Aztec
language, like avocado, chocolate and chilli.
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The bust of Queen Nefertiti is famous around the
world. It’s a statue of the head and shoulders of a
beautiful queen who 1 lived / has lived in Egypt over
three thousand years ago. Some historians believe
that Nefertiti 2 became / has become Pharaoh after
her husband Akhenaten 3 died / has died, but they
4
found / have found no evidence to prove this.
Archaeologists think that the sculptor Thutmose
5
made / has made the bust, as it was discovered in
his workshop. Many people 6 created / have created
replicas of the sculpture, which is now one of the
most copied works of ancient Egypt.
The warrior raised his sword.
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Students complete ‘rules’
which articulate what they
have learned through
the process of guided
discovery.
07/07/21 10:18 AM
Regular listening
exercises give students
the opportunity to hear
new vocabulary and
grammatical structures.
SAMPLE COPY, NOT FOR DISTRIBUTION
12
1
Work in pairs. Where and when do you think the
photo on this page was taken?
2
Read the sentences. Think about what kind of
information is missing in each gap.
1 The Berlin Wall was demolished in
5
2.4
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writing the words you hear; sentence completion
Now listen and complete the Exam Task.
Exam TASK
Sentence completion
.
caused the early opening of the
2 A
border between East and West Berlin.
which
3 The announcement of a new
permitted people to cross from East to West Berlin
was made by Günter Schabowski.
4 Schabowski should have also mentioned a special
application process for people who wanted to
the border.
2.3
Listen and complete the sentences in
Exercise 2. Use one to two words in each gap.
4
Read the Exam Tip. Then look at each gap in the
Exam Task carefully and think about what kind of
word or words might fit.
Trip to Berlin
After the talk, Tomoko will tell participants how
about her visit to
to access a (1)
Berlin.
Tomoko compares West Berlin to
which was surrounded by
(2)
East Germany.
According to the East German government, the
wall was constructed in order to (3)
in Europe.
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3
You will hear a student called Tomoko Myers
talking about visiting the Berlin Wall. For questions
1–8, complete the sentences with a word or short
phrase.
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2 Listening
The Listening and Speaking
lessons always culminate in an
Exam Task. After working their way
through the carefully scaffolded
exercises on the page, students
will be able to tackle the Exam Task
with confidence.
g
Pairwork exercises give
learners the opportunity
to develop their speaking
skills and encourage them
to review and evaluate
each other’s work.
Exam TIP
Legal visitors from East Berlin to West Berlin
included people who no longer worked and
a small minority of residents who were
by the East German
(5)
government.
Tomoko was especially interested to find out
about some people who had escaped through
.
a (6)
Tomoko and her friends cycled to the Square
of 9 November 1989, which was on
of Berlin.
(7)
They felt (8)
when they visited
the first place that was opened on the border
between East and West Berlin.
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Writing the words you hear
• In this type of task, you will listen to one long
monologue and complete sentences about it.
The monologue will be ‘informational’.
• Read the task instructions and the gapped
sentences first to understand the context. Then
try to predict what kind of words are missing.
• The words around each gap will probably
paraphrase the words in the monologue.
However, you must fill the gap with exactly
the word or words that you hear. Do not try to
paraphrase. For example, in the task, you see:
.
Rick was particularly worried about
In the monologue you hear:
One area of real concern was the weather.
The words particularly worried about in the
sentence mean the same as one area of real
concern in the monologue. So the missing
words are the weather.
• Read the completed sentences and check that
they are logical and grammatically correct.
Between 1949 and 1961, most people travelled
from East Germany to West Germany for
reasons.
(4)
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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.
SAMPLE COPY, NOT FOR DISTRIBUTION
13
The Speaking lesson
provides plenty of
opportunities for
students to put the
target language to use.
g
ways of studying; working collaboratively; collaborative task
4
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Speaking
Speaking topics focus
on functional language
essential for ‘real-life’
communication, as well
as success in exams.
Now work in pairs. Complete the Exam Task.
Use the Useful Language to help you.
Exam TASK
Collaborative task
Here are some different ways in which students
study and a question for you to discuss. First you
have some time to look at the task.
Talk to each other about the advantages and
disadvantages of studying in these different ways.
Now decide which two ways of studying are the
best.
Work in pairs. Look at the different types of
study resources and discuss the questions.
watching
videos
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What are the
advantages and
disadvantages of
studying in these
different ways?
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People working in the British Library, London, UK
apps
books
online articles
online practice activities
one-to-one discussions with your teacher
podcasts
slide presentations
videos
listening to
podcasts
making your
own notes
discussing
ideas with
a friend
reading lots
of books
1 Which resources have you used in the last week?
2 Which did you find most helpful / least helpful?
3 Are there any you would like to use but don’t have
access to?
2
Work in pairs. Read the Exam Tip. Then discuss
the questions. Use phrases from the Useful
Language to show that you are listening to
your partner.
lG
1 What differences are there between the way we
study today and how people studied 60 years ago?
2 Do you think that the way we study today is
better? Why? / Why not?
Exam TIP
3
Listen to two students discussing question
1 from Exercise 2. Look at the Useful Language
box and tick (✓) the phrases the students use.
2.5
Positive responses
That’s a really interesting idea.
That’s a good point.
I hadn’t thought of that.
Prompting your partner
Could you explain a bit more about … ?
Do you agree with me about … or do you have a
different opinion?
When you say … , do you mean … ?
Interrupting politely
I’d like to add …
Just to give my own point of view here …
Sorry to interrupt, but …
Asking for a decision
So, in general, do we agree that … ?
I think we can all agree that … , don’t you?
Shall we make our final decision then?
your
ideas
• How do you usually study? Do your
friends study in the same way?
• Do you think that different people study
better in different ways? Why? / Why not?
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Working collaboratively
• In this task, you have to work collaboratively
with your partner. This means that you should
listen to your partner’s suggestions, respond to
them and try to add more ideas. Look at your
partner when they are talking.
• Try to make sure that both you and your partner
speak for a similar amount of time.
• If your partner isn’t saying much, encourage
them by asking some questions. If you feel that
your partner is not giving you a fair chance to
speak, use strategies to interrupt them politely.
Useful LANGUAGE
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The Useful Language box provides
students with key expressions and
functional language that they can
put to direct use when completing
the Exam Task.
01/07/21 1:40 PM
The Speaking Exam Tasks
provide great all-round
exposure to the exam
process.
SAMPLE COPY, NOT FOR DISTRIBUTION
14
past continuous and past perfect continuous; past simple, would or
used to
Past continuous and past perfect
continuous
1
Read the sentences (1–5). Which verbs in bold
are past continuous (PC) and which are past
perfect continuous (PPC)?
Past simple, would or used to
4
Read the sentences (1–3). Then choose the
correct option to complete the rules (a–c).
1 We used to live in the country, but now we have a
flat in the city centre.
1 It was very wet in the garden because it had been
raining earlier.
2 A: When you were younger, you would get up at
five o’clock every morning.
2 It was raining hard and the wind was blowing.
B: Not every morning! I didn’t use to get up early
at the weekend!
3 I was trying to finish my history project when I
heard a noise outside.
3 She was scared of the dark when she was younger,
but she isn’t any more.
4 She had been trying to finish her history project for
two hours.
a We can talk about past habits / past states with
used to or would or the past simple. Both used
to and would emphasise that this is no longer
true.
b We can talk about past habits / past states with
used to or the past simple, but not with would.
c We usually use used to instead of would for
questions and negative sentences about past
habits / past states.
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5 While I was trying to finish my project, my sister
was singing loudly outside.
Read the explanation and match the sentences in
Exercise 1 (1–5) with the uses (a–e).
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2 Grammar
g
The second Grammar
lesson in the unit
introduces a new
grammar point as well
as revising the previous
grammar input.
The past continuous and the past perfect continuous
can both describe an action that was in progress at a
past time.
Grammar reference page 2.4, p164
The past continuous is used:
a to set a scene or create an atmosphere.
b with the past simple to describe an interrupted
action.
c to describe several activities that were
happening in the past.
5
Choose the correct options to complete the text.
A family anecdote
The past perfect continuous is used:
d to emphasise how long an activity took up to a
point in the past.
e to explain the cause of a situation in the past.
3
lG
Grammar reference 2.3, p163
Complete the sentences with the past continuous
or past perfect continuous form of the verbs.
1 I was tired because I
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2 Some people
while others
(study) all night.
(climb) over the wall
(celebrate).
(watch) the documentary on TV
3 They
when the electricity went off.
(demonstrate) outside
4 The women
the town hall since the early morning.
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5 The lecturer
and the students
(give) an interesting talk
(take) notes.
(wait) for our friends for half an
6 We
hour when they finally arrived.
7 The wind
(howl) and the waves
(crash) against the rocks as we walked
down to the shore.
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(build)
8 Civilisations in Latin America
pyramids for about 2,500 years when the Spanish
arrived in the 16th century.
My grandmother is a fantastic wildlife photographer.
When she was a child, she 1 used to live / would live
in India. She loved looking at the wildlife and 2 would
often take / was often taking photos with her father’s
camera. One day, she 3 was trying / had been trying
to photograph some birds in the garden. She
4
was lying / had been lying in the grass and watching
the birds for more than an hour when she suddenly
noticed a snake. It 5 was moving / had been moving
quickly along the ground towards her. She wanted to
run away but she couldn’t get up quickly because she
6
was keeping / had been keeping still for so long. So
instead, she started taking photographs of the snake.
After a while, it disappeared, and my grandmother
was safe. We 7 were looking / had been looking at
those photographs just last week and even though
they’re very old, they’re still amazing.
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The grammar points covered in the
unit are often consolidated in a textlevel exercise, guiding students to
successfully identify and produce the
target grammar appropriately.
SAMPLE COPY, NOT FOR DISTRIBUTION
15
phrases with time; word building; analysing the gap; word formation
Phrases with time
Exam TIP
Look at these phrases with time. Use the correct
phrase to complete the sentences (1–6).
at times
behind the times
for the time being
high time
it’s only a matter of time
take your time
1 My dad’s so
mobile phone!
– he doesn’t even have a
we bought some new reference
2 It’s
books for the library.
, but I
3 I’m working at the supermarket
hope to get a job at the museum in the near future.
4
, I wonder if I should have taken
history as my main subject.
6
before someone gets hurt on those
stairs – they’re so dangerous!
Word building
2
Complete the table with the correct form.
Verb
advise
construct
descend
discover
exhibit
investigate
3
Noun
Person
lG
research
2.6
You will hear three people talking. Choose
the correct word from Exercise 2 to describe the
job of each speaker.
na
Speaker 1:
Speaker 2:
Speaker 3:
Read the text below. Use the word given in
CAPITALS at the end of some of the lines to form a
word that fits in the gap in the same line.
Rapa Nui, or Easter Island, is a small
island in the Pacific Ocean which is
famous for the Moai statues. There
are nearly 1,000 statues, made from
stones which weigh
(1)
up to 74,000 kilogrammes.
is that
One common (2)
the statues are just heads. This is
because with the (3)
of the statues, only the heads are
, while the bodies
(4)
are buried in the earth. Many of the
statues stand in rows with their backs
the sea.
(5)
One of the biggest mysteries was
how these statues were transported.
(6) ____________ have recently
discovered that the statues can
easily be ‘walked’ by three teams
pulling on ropes, and this is now
the most (7) ____________ accepted
theory. This, and other mysteries
of the statues, were explored
recently in an (8) ____________ in a
museum in Manchester, UK.
MASS
STAND
MAJOR
VISION
FACE
RESEARCH
WIDE
EXHIBIT
Read the text in the Exam Task quickly and
choose the correct sentence (a–c). Then read the
Exam Tip.
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Exam TASK
Word formation
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5 You don’t need to make a decision today –
.
Analysing the gap
• In this task you have to change a given word
into the correct form to complete the text.
• Read the whole text first to get a general
understanding of the meaning.
• Then look at the gaps. Think about what word
form you need to complete the gap, and
whether you need to make the word negative.
• You might need to add a prefix (e.g. happy
– unhappy) or a suffix (e.g. entertain –
entertainment) or even both.
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Use your English
g
The Use your English lesson
introduces new vocabulary and
focuses on common expressions,
idioms and phrasal verbs. This is
particularly useful for many exam
tasks.
a The Moai statues are giant heads standing on the
ground in rows.
c The Moai statues have giant legs and feet and
stand on platforms.
5
Now complete the Exam Task.
©
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b The Moai statues are often buried in the ground, so
parts of their bodies are hidden.
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The Use your English lesson
always culminates in an Exam Task
that allows students to put the
language they have just learned
into practice.
SAMPLE COPY, NOT FOR DISTRIBUTION
16
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.
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.
education and culture; linking words and expressions; reading the task; writing a
discursive essay
Your class has attended a college meeting on how
to improve the library facilities. You have made the
notes below:
Linking words and expressions
When you write a formal essay, you should use a
variety of linking words and expressions to connect
ideas. To contrast different ideas, you can use
nevertheless, while, whereas, conversely, on the one
hand … on the other hand. These phrases have slight
differences in meaning.
• Nevertheless means ‘despite this fact’.
The current library is old and uncomfortable.
Nevertheless, it is very popular.
• On the one hand … on the other hand is usually
used to present two opposing points of view.
On the one hand, the library is old and
uncomfortable. On the other hand, it is popular.
• Whereas, while and conversely express a difference
between the first thing mentioned and the second.
The current library is old and uncomfortable,
whereas the ICT suite has the latest equipment.
While the current library is old and uncomfortable,
the ICT suite has the latest equipment.
The current library is old and uncomfortable.
Conversely, the ICT suite has the latest equipment.
Rewrite each pair of sentences as one sentence,
using linking words from the Learning Focus.
Then work in pairs and compare your sentences.
1 Museums can teach us a lot about history. Many
young people aren’t interested in visiting them.
2 There are always huge queues at the college
canteen. The quality of the food is not very good.
3 A large amount of money has been spent on
updating college facilities. Students complain
about the lack of face-to-face tuition.
5 There is very little funding for the arts. A lot of
money is invested in sport.
• install more comfortable seating
• invest in better technology
• subscribe to online magazines and newspapers
3 money given to an organisation
You may, if you wish, make use of the opinions
expressed in the discussion, but you should use
your own words as far as possible.
Read the example writing task. Are the
statements true (T) or false (F)?
Read this essay which a student wrote for the
task in Exercise 2. Has the student followed the
instructions?
After attending a college meeting about improving
the library facilities, I would like to share some of
my opinions. There is no doubt that the library is
a vital and popular part of our college, not only as
a resource centre, but also as a quiet place where
students can study. Nevertheless, it is definitely in
need of improvement and updating and there are
two areas which would benefit from extra funding.
The first suggestion is that the college could install
more comfortable seating. The current seating is
very old and there isn’t sufficient space for the high
numbers of students that use the library. While the
library should primarily be a place for study, students
often spend long periods of time working there, so
comfortable seating and an increase in the number of
seats would be a useful improvement.
An alternative possibility is that the college invests
in better technology. The computers in the library
are quite old and are increasingly slow. Furthermore,
the WiFi signal in the library is very poor, making it
difficult to do online research there. Most courses
expect students to access accurate information and
it is therefore important that the library provides
technology that allows them to do this.
1 You shouldn’t write more than 260 words.
2 You should include your opinion about all three
points.
3 You should state which point you support.
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4 You mustn’t use any of the ideas from the opinions.
Having considered both suggestions, I feel that the
college should spend its money on better technology
for the library. This will enable students to keep up to
date with the latest developments in their subject area.
Exam TASK
Your class has attended a community discussion on
how to encourage more people to attend your local
museum. You have made the notes below:
5 mainly
How can we encourage higher attendance at the
museum?
Paragraph 3
• visit schools to speak to students
• make a publicity video
• improve the website
6 different
7 correct
‘Students can access online newspapers and
magazines at home.’
Paragraph 4
8 make something possible
5
Complete the Exam Task. Use the Useful
Language to help you.
Writing a discursive essay
4 enough
‘Students need to use technology in their research.’
Write an essay discussing two of the ideas in your
notes. You should explain which idea is most
important, giving reasons in support of your answer.
6
Paragraph 2
‘Students need a pleasant place to study.’
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2
1 extremely important
2 making more modern
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4 The history department organises popular study
trips every summer. The geography department
has cancelled its last three excursions.
Paragraph 1
Some opinions expressed in the meeting:
3
Read the essay again. Find words that mean:
How to improve the library facilities
Write your answer in 220–260 words.
1
4
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Learning FOCUS
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2 Writing
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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.
Some opinions expressed in the discussion:
Read the Exam Tip. Then look at the three focus
points in the Exam Task. Choose two points to
include in your essay.
‘Young people don’t know about the museum.’
‘A video will help to highlight some of the exhibits.’
‘The current website is slow and dull.’
Exam TIP
Reading the task
• In this task, you are given three focus points, but
you should only write about two of them. Take
time to read the three focus points carefully
and think about what you can say about each of
them. Choose the two points about which you
have the most to say.
• Read the opinions – they might help you
to think of more ideas. However, make sure
that you don’t repeat the phrases used in the
opinions in your essay.
• You will always be asked to state which of
the two suggestions you are most in favour
of. Remember to give clear reasons for your
choice.
Useful LANGUAGE
Introducing the topic
There has recently been some discussion about …
It is generally accepted that …
There is little doubt that …
One area of concern for (the community / our
college / society) ...
Many people have expressed the opinion that …
After attending a discussion on … I would like to
explore some of the points ...
Concluding the essay
Having considered both options, in my opinion …
In conclusion, I believe that …
On balance, I would argue that …
Taking all this into consideration, …
Write an essay discussing two of the suggestions in
your notes. You should explain which suggestion
you are in favour of, giving reasons in support of
your answer.
You may, if you wish, make use of the opinions
expressed in the discussion, but you should use
your own words as far as possible.
Write your answer in 220–260 words.
7
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 used linking words to connect my ideas.
I wrote about two of the focus points in
the task.
I used appropriate language for a
discursive essay.
I expressed my opinion in the final paragraph.
27
23/08/21 3:57 PM
©
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017-027_CU3e_B2+_SB_34017_U02.indd 26-27
To prepare students
for some Exam Tasks,
an example writing
task and model
answer are provided.
This demonstrates
to students what is
required of them in
the Exam Task.
The Useful Language
box gives students
helpful phrases and
expressions that they
can use to complete the
Exam Task.
SAMPLE COPY, NOT FOR DISTRIBUTION
17
Units 2, 4, 6, 8, 10 and 12
contain a Video lesson.
Exercises on the page
help students with new
vocabulary to support their
understanding of the video
content.
The ‘Before you
watch’ exercise
introduces the topic,
engages students
and activates prior
knowledge.
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2 Video Ancient Mesopotamia
The ruins of the ancient city of Babylon, Mesopotamia
Before you watch
1
Work in pairs. Discuss the questions.
1 Look at the photo. What part of the world do you
think this is?
2 Babylon was one of the world’s first civilisations.
What do you think makes a ‘civilisation’?
While you watch
Watch the video. Choose the correct option
to complete the sentences.
1
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2
1 Mesopotamia was inhabited for 6,000 / 12,000
years.
na
2 It benefitted from a mainly peaceful population /
a good climate.
3 Mesopotamians developed a mathematics system
based around the number 60 / 360.
4 Their mathematics system also helped them to
study astronomy / literacy.
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5 They divided the year up into periods of time
which were named after famous Greeks /
constellations of stars.
6 ‘Cuneiform’ is the name of the Mesopotamian
writing / trading system.
7 The Mesopotamians started using written symbols
as a way of counting valuable goods / clay tablets.
©
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8 Even today, we all see some amazing
Mesopotamian buildings / use ideas developed
by the Mesopotamians.
After you watch
3
1
Complete the summary of the video with
these words. Then watch the video again and
check your answers.
astronomy
fertile
innovation
languages
palaces
settlements
soil
thrive
plain between
Mesopotamia was a 1
the Tigris and Euphrates rivers. The area had a stable
and a good supply of fresh
climate, rich 2
water, meaning that agriculture could 3
here. About 6,000 years ago, some of the small
developed into cities,
agricultural 4
which were almost constantly at war.
,
The Mesopotamians built incredible 5
developed advanced mathematics and studied the
,
stars in the sky. Their most important 6
however, was the development of a writing system
which used simple pictures drawn onto wet clay.
Over time, this system was adapted for many other
7
.
The invasion of Babylon in 539 BCE was the beginning
of Mesopotamia’s fall, but its developments in literacy,
still benefit society today.
law, maths and 8
your
ideas
What do you think we can learn today by
studying ancient civilisations?
28
028_CU3e_B2+_Video_34017_U02.indd 28
‘While you watch’
exercises are designed to
aid comprehension of the
video. These exercises
can be used to assess
students’ understanding
and determine how many
times to show the video.
09/08/21 12:06 PM
The ‘After you watch’
exercise often 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
2
Mind your Mind
Work in pairs. What kind of things make people
feel stressed? Think about work, studies and
personal life.
How do YOU deal with stress?
I feel stressed, I …
1 When
a want to cry.
b get very angry.
breathe deeply until I calm down.
had a bad day, I eat …
2 Ifa I’vesome
chocolate to cheer myself up.
c
a balanced meal.
I feel worried about something, I …
3 When
a need more sleep than usual.
b can’t sleep at all.
c
try to keep to my normal sleep routine.
feeling overwhelmed with work, I …
4 Ifa I’mwork
even harder.
b give up because I can’t concentrate on
anything.
c
stop and go for a short walk.
particularly anxious about something, I …
5 Ifa I feel
prefer to deal with it on my own.
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Work in pairs. Roleplay a conversation with a
friend who is feeling stressed because they
are about to leave home and start university.
• Discuss strategies that can be used to manage their
stress.
• Practise your conversation and then act it out in front
of the class.
lG
Reflect on how you deal with stress.
na
Work in pairs. Look at the quiz again and discuss
the questions.
Read the Mind your Mind information. What kind
of situations cause you most stress and which
strategies do you think you could try?
our
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• Think about what the friend might be anxious about
in this situation, e.g. making friends, packing up and
moving, finding their way in a new place, missing
people at home.
PROJECT 2
talk about it with one or two close friends.
2 Are there any options in the quiz that you think
could be helpful to you?
©
PROJECT 1
c
1 What do your answers tell you about your strategies
for dealing with stress?
4
Work in pairs. Stress is often considered to have
a negative impact on people. Can you think of
ways that moderate stress can have positive
benefits?
b discuss it with as many people as possible.
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3
5
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b nothing – I’m too upset.
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Managing stress
There are ways that you can manage
stress in your life so that it doesn’t make
you feel overwhelmed. Here are some things to try.
• Be aware of the situations that make you feel
stressed, e.g. exams, social events, friendship
problems, speaking in class.
• Find strategies that work for you when faced
with these situations. Some people may like to
practise meditation or mindfulness, others may
find exercise, playing music or doing another kind
of hobby helpful.
• If a particular situation is making you feel stressed,
pay attention to your feelings and try to express
them. Talking to a friend or family member can
help you feel better.
Do the quiz. Then compare your answers with
your partner. Do you and your partner react
differently to stress?
c
stressful situations; managing stress
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1 Live well, study well
1
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 managing
stress, coping with nerves and
thinking outside the box.
The main topic
is introduced via
a variety of text
types (infographics,
articles, quizzes, etc.)
which are designed
to provoke thought
and conversation.
ic
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.
• Think of a stressful situation that you dealt with
successfully.
• Make notes on what you did and why you think it
worked well.
• Write a list of tips for you to refer to next time you feel
stressed.
Useful LANGUAGE
Offering support to others
How about trying … ?
I’m sure you’ll find that …
You know, you could always …
Just try to remember that …
Reflecting on useful strategies
I find it really helps to ...
It can be useful to ...
One thing that has really worked for me is ...
16
016_CU3e_B2+_LWSW_34017_U01.indd 16
Critical-thinking
exercises encourage
students to reflect on
the topic, interrogate
the information and
see its relevance to
their own lives.
15/09/21 11:58 AM
Students can
use the Useful
Language box
as a handy
reference for
their project.
‘Your project’ gives students the opportunity to
demonstrate what they have learned and to
practise presentation skills. Two projects are
always given for students to choose from.
One requires students to work in a team and
one can be done alone or 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 A feast for the senses
g
EXTENSION: In pairs, students discuss which senses
they use for activities in their daily routine (e.g. taste –
eating breakfast, sight / hearing – in class, touch / sight –
playing computer games). Then, they rank the senses
from 1 (the one they use the most often) to 5 (the one
they use the least often).
EASIER: Brainstorm the jobs or activities in question 2
and write them on the board. Ask students to explain
why the people might need these senses.
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In the photo
A woman arranges pastries in a display cabinet in a
bakery in Paris, France. Paris is the capital city of France,
a country which is famous for its food, and particularly
for its bread and pastries. The photo is taken through the
window of the bakery, and in the reflection you can see
the building opposite.
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Unit Opener page 5
Grammar:
time expressions
Use your
word building; adjectives with
English:prepositions; idioms; thinking
about meaning; multiple-choice
cloze
Writing: writing to give advice; informal
letters and emails; managing your
time; writing an informal letter
Live well,stressful situations; managing
study well: stress
ic
Reading:choosing the best option;
multiple-choice with one text
Vocabulary: senses and feelings; personality
Grammar:present simple and present
continuous; present perfect simple
and present perfect continuous
Listening:listening for gist; matching
prompts to spoken text
Speaking:talking about yourself; keeping
talking; interview
page 5
1
• Students discuss the questions in pairs.
• Get feedback.
lG
EXTENSION: In pairs, students discuss why sight is
important when it comes to food. Elicit ideas (e.g. if the
food looks nice, we are more likely to buy it or want to
eat it; by looking at food we can get an idea of how it
might taste).
2
• Show the photo and article on page 7. Students say what
they see (some people smelling coffee) and what they
think the article might be about.
• Students read the title and the article, then compare
their answers in pairs.
• Get feedback. Model the pronunciation of hierarchy
/ˈhaɪəˌrɑː(r)ki/.
FAST FINISHERS: Students note down other examples
of hierarchy in society (e.g. in the workplace, at school, in
a family).
ANSWER
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• In pairs, students do the exercise.
• Get feedback. Ask students to say the incorrect detail
they added.
2
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EASIER: Before the exercise, in pairs, students discuss
what they can see in the photo (e.g. a woman, a
reflection of a building, pastries). Students then do the
exercise with another pair, who say what the incorrect
detail is.
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
3
• Go through the Exam Tip.
©
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EXTENSION: Ask If this photo was taken in your
country, what famous or traditional food do you think it
would show? Students discuss their ideas in pairs. Get
feedback.
c
Reading pages 6–7
choosing the best option; multiple choice with one text
1
• Ask What senses are you using right now? Elicit ideas.
• In pairs, students discuss the questions. Give examples
for question 2 if necessary (e.g. smell – perfumier,
taste – chef, hearing – musician, sight – designer,
touch – carpenter). Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
20
• Students do the exercise. Get feedback. Elicit the key
words in the first question (ability to talk about sounds).
SUGGESTED ANSWERS
Multiple choice with one text
• Students do the Exam Task. Remind them to
underline the key words and identify which part of the
text refers to each question.
• Students check their answers in pairs. Get feedback.
ANSWERS
2A
3D
4B
5B
6A
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TEACHING TIP: Remind students that they have a
limited amount of time to complete a multiple-choice
task, and a lot of information to read. Encourage
them to use strategies for managing their time such
as underlining key words in questions, scanning each
paragraph to understand its general meaning, and
identifying which part of the text refers to each question.
Remind students to use the context of a sentence to try
and figure out any unknown words, and only do this if
the word is essential to answering a question. Finally,
remind them to leave time to check their answers when
they finish.
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1.1
As reading text on page 7.
MEDIATION SKILLS
©
• In pairs, students discuss the questions.
• Ask them to say what they find it easier
to describe: sounds, tastes, feelings, sights
or smells, Encourage them to explain why. Get
feedback.
Vocabulary page 8
Senses and feelings
1
• As a class, brainstorm different verbs with a similar
meaning to see and understand (e.g. notice, recognise,
realise, watch).
• Students complete the matching exercise, then compare
their answers in pairs.
• Get feedback. Model the pronunciation of the words in
bold, particularly perceive /pə(r)ˈsiːv/, interpret /ɪnˈtɜː(r)
prɪt/ and identify /aɪˈdentɪfaɪ/.
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4 1.1
Exam TASK
1C
your
ideas
ic
The study revealed that cultures which particularly valued
their specialist musical heritage were able to describe
sounds better, even when non-musicians were tested.
• Students discuss their own backgrounds and make
suggestions on what they could learn from the ideas in
the text. Encourage them to ask questions to maintain
the focus of the discussion, e.g. Do you have a musical
background? Do you think it helps you describe
sounds. Do you find it difficult to talk about smell?
• This mediation skill can be practised throughout the
course by encouraging students to work together to
work out the meaning behind the words and ideas in a
text, then using the language in their own contexts.
g
Choosing the best option
• Explain that throughout the course, students will learn
strategies to help with the different exam tasks.
• In a multiple-choice task, students should underline
or highlight key words in each question to help them
find similar words or phrases in the reading text.
• Remind students that the questions are in the order
of the text, and this should help them find the section
that gives the answer to each question. For question 1,
the answer is likely to be in paragraph 1 or 2.
• Tell students to read the whole sentence when they
choose their answer to make sure it sounds correct.
They should leave time at the end to check what is
mentioned in the text matches their answer choices.
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Exam TIP
• Collaborating to construct meaning is a form of
mediation.
• Students will need to work together to develop their
ideas and discuss the ideas in the text.
• Encourage students to make notes on the relationship
between culture and the senses mentioned in the text
(e.g. cultures with a musical heritage describe sounds
better; all cultures found smell difficult).
EXTENSION: Students write three sentences using
three of the words. In pairs, students take turns to read
their sentences to their partner, omitting the verb. Their
partner says what the missing verb is.
FAST FINISHERS: Students write sentences about what
is happening in the photo using the words. Give an
example if necessary (e.g. The boys are trying to identify
what they can see on the leaf. They are looking at
something that cannot be detected by the human eye).
ANSWERS
1b
2d
3a 4e
5c
6f
2
• Ask How would you feel if someone broke your phone?
How do you feel when you have lots of work to do? Elicit
ideas.
• Students do the exercise, then compare their answers
in pairs. Get feedback. Model the pronunciation of the
words eager /ˈiːɡə(r)/, reluctant /rɪˈlʌktənt/ and ecstatic
/ɪkˈstætɪk/.
EASIER: Do the first item as a class (furious). Students
complete the remaining items in pairs.
EXTENSION: For each word, students brainstorm things
that can produce this emotion. For example, you might
be furious if someone is late, if someone is rude to you,
etc. Go around the class until students cannot think
of any more ideas for the first word, then go on to the
next word.
SAMPLE COPY, NOT FOR DISTRIBUTION
21
7 jealous
8 reluctant
Personality
3
• Students read the words in the box. Elicit the word type
(adjective).
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write three sentences about
themselves using the words. Encourage them to give
examples (e.g. I’m an optimistic person, because I always
try to see the positive side of a situation.).
ANSWERS
1 sensitive
2 moody
3 chatty
4 outgoing
5 optimistic
6 pessimistic
7 self-confident
8 unconventional
4 1.2
• Play the recording. Students choose one adjective to
describe each person.
• Play the recording again for students to check their
answers.
• Get feedback. Ask students to explain their answers.
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ANSWERS
Tanya: chatty
Igor: pessimistic
Dmitri: outgoing
Viktor: unconventional
Nadia: self-confident
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B:Oh, I like that photo on your phone! Is that your
family?
G:Yes, that’s right. Look, that’s my sister, Tanya. She
never stops talking! You can see, she’s got her mouth
open even while I’m taking the photo!
B: And who’s the man standing next to her?
G:That’s her husband, Igor. He’s frowning … as usual!
He was probably worried about something … he
always expects the worst. And the little boy in front
of Igor is their son, Dmitri.
B: How old is he?
G:Um, I think he’s … six? He’s so sweet and really
friendly. He’s always happy when he’s with other
people. And then the really tall guy – the one
standing behind Tanya – that’s my uncle Viktor.
B: Hmm … that’s an interesting hat he’s wearing.
G:Mmm. He does love wearing very odd clothes! And
his wife, my aunt Nadia, she’s the one in the green
dress. She wears amazing clothes too! I’d be worried
that I’d look silly, but she just knows she looks great!
©
• In pairs, students discuss the questions. Encourage them
to explain their answers.
• Get feedback.
EXTENSION: In pairs, students choose three feelings
and answer these questions:
When have you felt like this?
What made you feel that way?
your
• In pairs, students discuss the question. Check
ideas
understanding of pick up on (to react to
something you have noticed).
• Ask them to discuss ways to tell how someone is
feeling (e.g. body language, energy levels, facial
expressions). Get feedback.
Grammar page 9
Present simple and present continuous
GRAMMAR GUIDE: present simple and present
continuous
Present simple
Present continuous
facts and general truths actions in progress at the
Wood comes from trees. time of speaking
I’m having dinner now.
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TEACHING TIP: To expand students’ vocabulary,
encourage them to use an online dictionary to find
any common synonyms (similar words) and antonyms
(opposites) for vocabulary they learn, e.g.
chatty: talkative (syn); reserved, quiet (ant)
outgoing: extrovert (syn); introvert, shy (ant)
5
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4 emotional
5 eager
6 tense
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1 furious
2 overwhelmed
3 ecstatic
ic
ANSWERS
permanent situations
Pat works for the
council.
temporary / changing
situations
I’m studying to be a vet.
Tim is growing up fast.
habits / repeated actions annoying habits
I swim every day.
He’s always complaining!
future events based on
fixed arrangements for the
timetables
future
Our train leaves at 2 p.m. We’re moving next month.
narratives (stories, sports descriptions of pictures
commentaries, jokes)
And in this one Jim and
The Happy Prince smiles. I are walking in Vienna.
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 a consonant + y, we
remove the y and add -ies.
I try. She tries. / I play. She plays.
Spelling: -ing form
• Most verbs, we add -ing:
wear wearing
• One-syllable infinitives ending in one vowel + one
consonant, we double the consonant before -ing.
sit sitting
• Two-syllable infinitives ending in one vowel + one
consonant, we double the consonant before -ing if
the stress is on the second syllable.
admit admitting vs enter entering
• Infinitives ending in -l, we double the -l.
dial dialling
• Infinitives ending in -e, we remove the e.
Make making
SAMPLE COPY, NOT FOR DISTRIBUTION
22
! • Elicit examples of stative verbs (e.g. like, hear,
REMEMBER
g
2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
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TEACHING TIP: After each grammar point, the Student’s
Book gives the page number of the relevant summary
in the Grammar reference at the back of the book.
Encourage students to consult these summaries to revise
grammar or for support when they do the exercises.
believe, forget), and examples of verbs which
can be stative and action verbs (e.g. be, think,
have).
• Students write a pair of sentences using a verb
which can be either a stative or action verb. One
sentence should be in the present simple and
one in the present continuous.
• Students take turns to read their sentences to a
partner. Their partner explains the difference in
meaning between the sentences.
• Alternatively, write the following sentences on
the board:
1
I think the film was great. / I’m thinking about
booking tickets for the film.
2
Dark chocolate tastes strong. / The chef is
tasting the new dish.
3
I have a new car. / I’m having a great time.
4
I see what you mean. / She’s seeing her mum
tomorrow.
• In pairs, students explain the difference in the
meaning of the verbs in each pair of sentences.
Get feedback.
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Verbs that describe states rather than actions are not
normally used in continuous forms. These include
verbs to describe:
• emotions (dislike, hate, like, love, need, prefer,
want, wish)
• senses (appear, feel, hear, see, smell, sound, taste)
• a state of mind (agree, believe, doubt, forget, guess,
imagine, know, mean, recognise, remember, seem,
suppose, suspect, think, understand)
• possession (belong, have, own, possess)
Additional stative verbs are consist and contain.
Some verbs can be both stative and action verbs but
with a different meaning, e.g. be, expect, have, see,
smell.
Jim is very silly. (usual behaviour)
Jim is just being silly. (now, not usual behaviour)
Other verbs that can be both stative and action verbs
are: agree, appear, doubt, feel, hear, imagine, look,
measure, taste, think, weigh.
ic
Stative verbs
1
• Students decide if the sentences are present simple or
present continuous. Then, they complete the rules with
the correct tense.
• Students compare their answers in pairs. Get feedback.
Elicit the form of the present continuous (be + verb -ing).
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EASIER: Before the exercise, students read sentences 1
and 3. Elicit the names of the tenses (1 – present simple,
3 – present continuous) and tell them to underline the
verb forms. Elicit what time each sentence relates to
(e.g. 1 something permanent, they always live there;
3 in the future). In pairs, students then match the
sentences with the rules, before completing the exercise.
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EXTENSION: Students write two sentences in the
present simple about their usual routine and two
sentences in the present continuous about what they’re
doing today (e.g. I usually have English on Friday
afternoon. I’m meeting a friend after school today to
play badminton).
N
ANSWERS
©
a PS
b PC
c PC
d PS
e PS f PC
g PC h PS
FAST FINISHERS: Students write sentences 1, 3, 4,
6 and 7 as questions in the appropriate tense (1 Do
you always take the bus to college?; 3 Is your brother
always borrowing your stuff without permission?; 4 Does
Georgios work at a research lab near the university?;
6 Is he studying psychology in Düsseldorf?; 7 Does your
flight depart from Gate 15 at 10.45?).
ANSWERS
1 always take
2 sleep
3 ‘s always borrowing
4 works
5 ‘s visiting
6 ‘s studying
7 departs
8 are you playing
Present perfect simple and present perfect
continuous
GRAMMAR GUIDE: present perfect simple and
present perfect continuous
Present perfect simple
states that started in the
past and continue now
I’ve been awake all
night.
Present perfect
continuous
actions that started in the
past and continue now
Dan has been playing
football all evening.
to say how many
I’ve studied in many
countries.
to say how long
I’ve been studying here
for three years.
SAMPLE COPY, NOT FOR DISTRIBUTION
23
for a finished action
when we don’t say when
I’ve read all the books
you gave me.
for a recent finished or
unfinished action
Owen has been helping
me with my painting.
We also use the present perfect simple with
superlatives and ever and expressions like the first /
second time.
This is the best book I’ve ever read.
It’s the first time I’ve talked to him.
Some common verbs can be used in either tense, with
no difference in meaning, to talk about general facts
which are long term, e.g. work, study, live, stay.
He’s worked / He’s been working here for a long time.
My neighbour has lived / has been living here for
years.
B:That’s probably a good idea. I haven’t played my
new computer game yet, so maybe I’ll do that for
a bit.
A: Or take the dog for a walk.
B:Hmm, I don’t know about that. He’s already been on
three walks today. Look at him! He’s exhausted.
Listening page 10
listening for gist; matching prompts to spoken text
1
g
the result of a process
which might be continuing
I’ve been learning
Spanish for 15 years.
• Elicit synonyms for the words students already know,
(e.g. glad – happy, pleased; certain – sure).
• Students do the matching exercise, then compare their
answers in pairs. Get feedback.
Le
ar
ni
n
the result of something
which happened in the
past
I’ve passed my exam –
I’m so happy!
FAST FINISHERS: Students write the verb and noun
forms of concerned (concern, concern), irritated (irritate,
irritation), amazed (amaze, amazement), astonished
(astonish, astonishment), annoyed (annoy, annoyance)
and appreciative (appreciate, appreciation) in a table in
their notebooks. They use an online dictionary to check
their answers.
ic
3
ANSWERS
EXTENSION: Students write four sentences about
themselves – two using the present perfect simple and
two using the present perfect continuous. In pairs, they
take turns to read their sentences to their partner and
match the rules (a–f) with their partner’s examples.
3b
4 1.3
4d
5a
6c
lG
2f
4b 5a 6e
TEACHING TIP: Encourage students to look for the
verb, noun and adjective form of new vocabulary and
keep a note in their notebooks. Tell them to underline
or highlight any prefixes or suffixes that are added to
root words to help them remember new vocabulary and
notice any patterns.
2
ANSWERS
1e
1c 2d 3f
eo
gr
ap
h
• Students do the exercise, then compare their answers in
pairs.
• Get feedback.
• Students do the exercise. Play the recording for them to
check their answers. Get feedback.
EASIER: Do the first item as a class. Students do the
remaining items in pairs.
• Elicit or teach quote (the words that someone else has
said or written).
• Students do the exercise, then compare their
answers in pairs. Get feedback. Ask students to
explain their choices. Elicit the meaning of downside
(a disadvantage).
ANSWERS
ANSWERS
N
at
io
na
EXTENSION: In pairs, students discuss these questions:
• How long have you been studying English?
• What’s the best place you’ve ever been?
• What’s the strangest food you’ve tried?
• What series have you been watching recently?
EXTENSION: Explain that in listening tasks, students
may need to identify the speakers’ attitude or how they
feel. The speaker may express one viewpoint, then use
a linking word or phrase to contrast their opinion. As
a class, brainstorm other words or phrases that show
a contrast or change (e.g. but, although, on the other
hand, initially … now).
©
1 read
2 been working
3 been trying
4 had
5 played
6 been
1.3
A:Have you read this science journal article about the
five senses?
B:No, I haven’t had time. I’ve been working on this
physics problem all afternoon. My sister’s been trying
to help me, but I still don’t understand it!
A:Oh, well, maybe you should do something
completely different. I’m sure you’ll feel better when
you’ve had a little break.
1 b (The sentence starts with however, which introduces
an opposing point of view.)
2 a (The speaker had hoped to see lots of people, but
didn’t.)
3 b (The sentence begins with at first, which means
the speaker now has a different point of view than
before.)
4 b (No longer means the person doesn’t feel the same
way as they did before.)
SAMPLE COPY, NOT FOR DISTRIBUTION
24
3
ANSWERS
1F
• Students discuss the question in pairs. Get feedback.
4 1.4
EASIER: Before listening, students underline the key
words in each description and discuss in pairs if the
feeling in each sentence is positive or negative
(1 positive – proud; 2 negative – disappointed;
3 positive – wasn’t surprised).
ANSWER
lG
1
1.4
at
io
na
I’m not hugely self-confident, so it was a really big
deal for me to make a video of my song and send it
in. I recorded all the different parts myself – it took
ages, but I enjoyed it, even though it was a challenge. I
nearly gave up several times, but then I thought I would
always regret it if I didn’t just go for it. I was genuinely
astonished when my song was chosen to go through to
the final. I didn’t win first prize, but I’m so pleased with
myself for taking part.
N
5 1.5
Exam TASK
©
9D
10 A
1.5
N:You will hear five short extracts in which people talk
about changes that have happened in their lives.
Look at Task 1. For questions 1–5, choose from the
list (A–H) the main change in each person’s life.
Now look at Task 2. For questions 6–10, choose
from the list (A–H) how each speaker feels about
the change in their life. While you listen you must
complete both tasks.
Speaker 1
I always loved living in a big city. The bright lights, the
noise – I thought it was the most exciting place to be.
But then, about six months ago, I saw an advert for a job
as a caretaker of a really remote Scottish island. I applied
for a laugh, to be honest, and then I got the job! At first,
I thought I’d go absolutely crazy. I’m one of only twenty
inhabitants and our food is delivered by boat once a
week. Do I miss life in the city? Hmm. I miss my friends,
of course. I thought I’d be bored, but actually it’s worked
out really well. I’m fitter than I’ve ever been, I’ve read
loads of books and I’ve learned all about the wildlife
here. It’s fantastic.
Speaker 2
I was so looking forward to leaving home. I’d got a
place at a really good university; I was excited about my
course and I couldn’t wait to start living independently
by myself – going out when I wanted to, meeting new
people. But it’s been a bit of a struggle. Although I’m
pretty outgoing, and have made lots of friends, I still
miss my family more than I expected. It’s also been quite
challenging for me to organise my study time, so I didn’t
do as well in my end-of-term exams as I was hoping. But
I think things are really starting to get better now, and
I’m feeling confident about next term.
eo
gr
ap
h
• Play the recording. Students choose the best description,
then check their answer in pairs.
• Get feedback. Ask What words or phrases did the
speaker say to help you choose your answer? (I’m
not self-confident, I nearly gave up, I was genuinely
astonished … , I’m so pleased with myself).
7E 8B
g
Listening for gist
• Explain that in this task, students will listen to five
speakers. Each speaker will talk about their own
situation or experience, but the overall topic will be
the same. Students will need to answer both the first
and second parts of the task.
• Check understanding of gist (general understanding).
Tell students that the first time they listen, they can
listen to the gist of what the recording is about and
make a note of any potential answers. When they
listen for a second time, students should finalise their
choices.
• Although one approach is to listen and answer Task
One first, then Task Two the second time, remind
students there will be no time in between the
recordings to read the answer options in Task Two.
3B 4C 5D 6H
Le
ar
ni
n
Exam TIP
2H
ic
• Go through the Exam Tip.
Matching prompts to spoken text
Play the recording. Students complete the task, then
check their answers in pairs. Get feedback.
Speaker 3
When my grandad died, last autumn, my grandma came
and stayed with us for a while. She was so lonely, and
it was lovely to have her with us. And then … she just
decided that she didn’t want to go back to her own
home. We were really delighted, and we love having her
here. She’s been teaching my brother how to knit, she
helps look after my little sister and she makes the most
amazing bread. But there are some downsides as well.
She hates the music I listen to and she’s always making
comments on the clothes I wear, but I couldn’t imagine
our house without her now.
Speaker 4
I think we made the decision after watching a
documentary about climate change. We’ve always
had a car and not really thought about it, but then we
started to talk about whether it would be possible to
do without it and two weeks later we sold the car. We
definitely have to plan ahead more now. The bus service
isn’t too bad here, but it takes longer than driving. We
walk and cycle a lot more, so we’re getting much fitter! It
isn’t easy, and I’m not sure that we’re saving any money
SAMPLE COPY, NOT FOR DISTRIBUTION
25
either, because the bus is quite expensive, but it feels
like the right thing to have done.
• Students do the exercise, then compare their mind maps
in pairs. Get feedback.
Speaker 5
Up until about three months ago, I was working for a
small bookshop. The job was fine – I got to chat to the
customers, help them choose the right books, find out
about new publications. But my boss was a bit moody
and difficult to get along with and I still dreamed of
being an actor. Then an old friend from drama school
got in touch and asked if I wanted to join her theatre
company. It’s a tiny company – just four of us in total.
We travel around the country performing at schools
and community centres. Every day is different, and I am
grateful for that, even though I know I’ll never be rich
and famous in this job.
EASIER: Before the task, create a mind map on the
board as a class for one of the topics. Elicit ideas for
leisure time (e.g. spending time with friends: going to
the cinema, hanging out; fitness: doing exercise, playing
sports). Remind students they should talk about as many
different areas within the topic as they can, and not just
focus on one.
Speaking page 11
talking about yourself; keeping talking; interview
1
g
• Check understanding of geographical facts (facts about a
place, e.g. climate, location, type of place).
• Play the recording. Students do the exercise.
• Get feedback.
Le
ar
ni
n
N: Now listen again.
3 1.6
EXTENSION: Elicit what the speaker said on each point
(1 she went to visit her grandparents; 4 it’s one of her
favourite places, she recommends it; 5 she likes the
wonderful views, fresh air and mountains; 6 you can go
skiing; 8 a village, mountains, a National Park).
• In pairs, students discuss the question. Get feedback.
ANSWERS
1, 4, 5, 6, 8
ic
EXTENSION: Ask If the speaking exam topic was
studying, what things might you talk about? Give ideas
if necessary (e.g. plans for future studies, preferred
subjects, ways of studying). In pairs, students discuss
what they could talk about for each topic.
eo
gr
ap
h
E: Tell me about a recent holiday.
S:Well, last year I visited my grandparents in Slovenia.
They live in a beautiful village called Mojstrana. It’s
one of my favourite places. It’s near the Julian Alps,
so you can see the mountains from the village and,
of course, you can go skiing there. In fact, although
it’s not a big place, many famous Slovenian skiers
come from Mojstrana and there is even a Museum of
Skiing – the Slovenian Alpine Museum in the village.
It’s on the edge of the Triglav National Park and the
scenery is just stunning. So, if you love wonderful
views, fresh air and mountains, I would definitely
recommend visiting Mojstrana.
2
na
• Go through the Exam Tip.
lG
TEACHING TIP: Remind students that in this part of the
exam, they will be asked about themselves. Tell them they
will be marked on the language they use, and not how
interesting the situation is that they describe. It’s usually
easier to talk about something that actually happened
rather than something imaginary, but if students really
can’t think of anything, they can answer the question and
develop their answers with something related to the topic
of the question (e.g. I don’t often go on holiday, but if I
did, I’d like to go to Canada because …)
Exam TIP
©
N
at
io
Keeping talking
• Explain that this part of the exam is a warm-up.
Students can talk about themselves and become
comfortable with the examiner before more difficult
tasks. It is a chance for them to gain some easy marks.
• Remind students not to answer with just yes or no.
They should develop their ideas by adding extra
information (e.g. I’m from the south east of Spain, near
the coast). Tell them to make sure their ideas always
relate to the question and they justify their answers.
For example: E: What subjects do you enjoy studying?
S: I find history fascinating, because … ; E: What sort
of work would you like to do in the future? S: I’d like to
be a teacher, as I’m passionate about …
• Tell students not to write down or memorise their
answers in advance, because it won’t sound natural.
Encourage them to learn key words or make notes
around common topics as preparation.
4
• In pairs, students answer the question.
• Get feedback. Ask them to say what their partner did
well and suggest ways they could improve their answer.
EASIER: Before students discuss the question, give them
time to make notes.
5
• Go through the Useful Language.
• Students make notes of their ideas.
EXTENSION: In pairs, students discuss the questions.
Encourage them to use the Useful Language. If students
have access to video or audio recording equipment,
they could record themselves answering the questions.
Then, they listen back later and write two things they
did well and two things they could improve (e.g wider
vocabulary, better pronunciation, use of tenses).
TEACHING TIP: Useful Language boxes are designed
to teach or revise language ‘chunks’ and phrases that
students can use in speaking and writing activities. Go
through the language in these boxes and elicit example
sentences to check understanding.
SAMPLE COPY, NOT FOR DISTRIBUTION
26
6 1.7
Exam TASK
ANSWERS
1 she moves / she’s moved to Budapest
2 he’s come home
3 he sees you
4 she’s switched off her computer
Interview
• Explain that students are going to role play this part of
the speaking exam. They will hear the questions on the
recording and, in pairs, take turns to say their answers.
• Remind them to use the Useful Language in their
answers.
• Play the recording. Pause between each question to
give time for students to give their answers.
• Get feedback.
GRAMMAR GUIDE: time expressions with present
and past tenses
1.7
How do you spend your time when you’re not studying?
Where do you think you’ll be living in five years’ time?
How do you keep in touch with your family and friends?
Grammar page 12
time expressions
ic
lG
na
at
io
©
ANSWERS
present simple, present perfect
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
g
for, since
yet, never, always, so far
three / four times, many
times, lately, recently,
already, just, still, before
I’ve been to France three
times, but I haven’t been
to Paris yet.
3
• Students do the exercise, then compare their answers in
pairs. Get feedback.
ANSWERS
a present simple and past simple
b present continuous
c present perfect
d past simple
EASIER: Elicit the form and uses of the present perfect
(have / has + past participle).
FAST FINISHERS: Students write two sentences about
themselves using the time expressions and will / won’t.
now, at the moment, right
now, today, currently, for
the time being,
this week / month / year
always (annoying habits)
I’m sitting on the train at
the moment.
Adverb position
• We put before, lately, recently and yet at the end of
a sentence or clause.
• We put already, just, still, ever and never before the
main verb they relate to, but after the auxiliary or
the verb be. However, we put still before a negative
auxiliary, e.g. I still have your book, but I still
haven’t given your book back.
• The adverbs yet and still have a similar meaning
in negative sentences, but only still can be used
in affirmative sentences. Still means a situation is
continuing, whereas yet means something expected
has not happened.
N
• Students do the exercise, then compare their answers in
pairs. Get feedback.
2
Present perfect
last month / year /
winter, etc.
yesterday
two weeks / four
months / years ago
in 1997 / June / the past
year
We met at school in
2001.
your
ideas
GRAMMAR GUIDE: time expressions to talk about
the future
• We can use the time expressions if, until, when, after,
as soon as and before to talk about the future.
• We use will in the main clause and the present
simple or present perfect simple after the time
expression. We can’t use will after the time
expression.
I’ll talk to you when I phone later.
She’ll get in touch after she’s landed. (at any time
after the action of landing has completed)
I’ll tell you when I’ve spoken to him. (at any time
after the action of speaking to him has completed)
1
Past simple
eo
gr
ap
h
• Individually, students think of tips for keeping
calm, then share their ideas with a partner.
Present continuous
Le
ar
ni
n
FAST FINISHERS: Students brainstorm ways they
could have improved their answers to the questions.
Encourage them to think about their pronunciation,
grammatical structures, tenses used, range of vocabulary
and length and development of answers.
Present and past
simple
every day / week /
summer
once / twice a week /
month / year
sometimes, usually,
often, always, rarely,
never, frequently, hardly
ever
I rarely watch TV.
4
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students write three sentences
in any of the tenses, then swap their sentences with
another pair to add an appropriate time expression.
SAMPLE COPY, NOT FOR DISTRIBUTION
27
3 usually
4 always
5 already
6 hardly ever
5
• Students do the exercise. Get feedback.
EASIER: Before the exercise, students underline the
time expressions used in each sentence. Elicit the tense
each expression is used with. Encourage students to use
Exercise 3 to help them.
EXTENSION: Students change sentences 2, 3 and 4
to make them about themselves (e.g. My sister made
an amazing curry for dinner last night). In pairs, students
take turns to tell their partner their sentences.
ANSWERS
1 still haven’t replied
2 made
3 ‘re currently studying
4 has
5 Have you read
6 did you give
• Students complete the table, then compare their
answers in pairs.
• Get feedback. Elicit the spellings of the words.
EASIER: Before the task, write these words on the
board: creative, interesting, frightened, hopeless,
stressful, untidy, impossible, uncertain, international.
Elicit the prefixes and suffixes. Students use these
prefixes and suffixes to do the exercise in pairs.
FAST FINISHERS: Students choose one set of words
and write an example sentence for each, to practise
using each word form correctly. Give your own example
if necessary (e.g. I’m a caring person; Drive carefully, the
roads are icy).
g
1 lately
2 ago
EXTENSION: In pairs, students work out the negative
and positive adverb forms of care and doubt (carefully,
carelessly; doubtfully, undoubtedly), then check their
answers with a dictionary.
ANSWERS
6 1.8
1 taste
2 tasteless
3 tasty
4 care
5 caring
6 careful
7 careless
8 satisfy
9 satisfied
10 dissatisfied
11 relax
12 relaxing
13 doubt
14 doubtful
eo
gr
ap
h
ic
• Students do the exercise, then compare their answers in
pairs.
• Play the recording for students to check their answers.
Get feedback.
EXTENSION: In small groups, students take turns to
say a time expression. The person to their left makes a
sentence using the time expression. Repeat the steps for
all the time expressions in Exercise 6.
ANSWERS
1 for
2 just
3 last night
4 as soon as
5 always
6 already
1.8
N
at
io
na
lG
A:Where have you been? I’ve been trying to call you
for the last hour!
B: I’m really sorry. My guitar lesson’s only just finished!
A:Oh, OK. Well, I wanted to ask you about the data for
our science presentation.
B I sent it to you last night. Didn’t you receive it?
A:No, I didn’t. And you know we have to give this
presentation as soon as we get into school tomorrow.
B:I’m so sorry. There must be a problem with my email.
My computer’s always crashing.
A:OK, well, maybe you can come round to my house
this afternoon and we can work on it together. I’ve
already written the introduction, so it shouldn’t take
too long.
©
Use your English page 13
Word building
1
Le
ar
ni
n
ANSWERS
• Check understanding of root word (the basic form of a
word to which we can add prefixes and suffixes to make
a different word form). Elicit some examples of suffixes
to add to a root word to make an adjective (e.g. -ive,
-ful, -less, -ed, -ing), and prefixes to make an adjective
negative (e.g. in-, un-, de).
Adjectives with prepositions
2
• Elicit some examples of prepositions (to, for, in, at,
about, etc.). Write afraid, famous, worried, interested
and related on the board. Elicit the prepositions that
follow these adjectives (afraid of, famous for, worried
about, interested in, related to). Explain that adjectives
are often used with only one preposition.
• Students choose their answers, then compare in pairs.
Get feedback.
EXTENSION: In pairs, students discuss these questions:
• Have you ever been dissatisfied with something
you’ve bought?
• What jobs are you responsible for at home?
• Are you sensitive to other people’s feelings?
ANSWERS
1 on
2 about
3 to
4 with
5 about
6 for
7 about
8 about
TEACHING TIP: Adjectives with prepositions can be
very difficult to learn as they often don’t follow a rule.
Encourage students to keep a list of adjectives with
prepositions in a particular section in their notebooks to
add to throughout the course.
3
• Check understanding of criticism (when someone says
something is bad or could be improved).
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 dissatisfied
2 responsible
3 doubtful
4 careless
5 dependent
6 sensitive
SAMPLE COPY, NOT FOR DISTRIBUTION
28
Writing pages 14–15
Idioms
4
• Ask students to define what an idiom is (informal
language that has a different meaning to the meaning
of the words in the expression). Elicit any idioms they
already know.
• Students do the matching exercise, then compare their
answers in pairs. Get feedback.
writing to give advice; informal letters and emails;
managing your time; writing an informal letter
Learning FOCUS
Informal letters and emails
• Emphasise that in a writing task, it’s important to use
the correct register (formal, informal, semi-formal) for
the type of task. Ask What could be the issues with
writing to a teacher in an informal, colloquial style
in your own language? Elicit ideas (e.g. they may
offend the teacher, they may not be taken seriously).
• Ask students how they would start a letter or email
to complain about something. Elicit ideas and write
them on the board. Ask How would you start if you
were writing to a friend? Elicit ideas and write those
on the other side of the board.
• Elicit examples of phrasal verbs (give up, get
on with, etc.) and contractions (I’ve, she’s, we’d,
etc.). Ask Do you usually use phrasal verbs and
contractions in formal writing? (no) How about in
informal writing? (yes).
• Elicit other characteristics of informal language
(e.g. idiomatic phrases, contractions, informal words,
exclamation marks).
Le
ar
ni
n
g
EXTENSION: Students choose three idioms and include
them in three example sentences. In pairs, students take
turns to read their sentences to their partner, omitting the
idioms. Their partner guesses what the missing idioms
are. Elicit examples from the class (e.g. My sister can be a
pain in the neck. She’s so annoying at times.).
ANSWERS
1f
2c
3a
4e
5b
6d
5
• Go through the Exam Tip.
na
Exam TASK
lG
eo
gr
ap
h
Thinking about meaning
• Explain that in this exam task, there is a short text
with eight gaps and four possible answers for each.
The main focus of the task is vocabulary, particularly
‘chunks’ of language or set expressions such as
idiomatic phrases.
• Tell students to choose the answer that has the right
meaning in the sentence, but also fits grammatically
with the words around the gap, for example, an
adjective that is used with the preposition that
follows, a transitive verb if it’s followed by an object.
If they are unsure, encourage students to start by
eliminating options they know are definitely incorrect.
• Remind students to leave time at the end to read the
text again, including their answers. They should check
if they sound correct and make any final changes.
ic
Exam TIP
at
io
Multiple-choice cloze
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback.
MEDIATION SKILLS
• Adapting language for the audience is mediation.
• This exercise develops students’ writing skills and
understanding of register as they change language
from a formal to an informal register.
• During feedback, ask students which words or features
make the first sentences formal (1 delighted, receive
2 I was so sorry, unwell, no contractions 3 I look forward
to 4 emphasis with do, keep me informed 5 thrilled).
• Do the first item with the class (It was great to get your
letter).
• Students complete the remaining sentences, then
compare their answers in pairs. Get feedback.
EXTENSION: Students use the bracketed words to
write their own sentences. Encourage them to use the
language in a different context. Elicit examples from the
class, e.g. I was over the moon when I passed my driving
test. Let me know when you’re free to meet.
ANSWERS
©
N
EXTENSION: In pairs, students discuss these questions:
• Do you think you’re a supertaster? Why? / Why not?
• What tastes do you find disgusting? Why?
• Do you think the smell of food affects its flavour?
Why? / Why not?
1
ANSWERS
1D
2A
3C 4A
5D
6B 7C 8A
2
1 great to get
2 to hear that you’d been / you were ill
3 Hope to hear
4 Let me know
5 were all over the moon
• Students read the task. Check understanding by asking
Why is Becca writing? (to tell her friend about her new
job and to ask for advice).
• In pairs, students answer the questions. Get feedback.
ANSWERS
1 congratulations on the new job
2 music and sport
SAMPLE COPY, NOT FOR DISTRIBUTION
29
3
7
FAST FINISHERS: Students read the letter again and
underline or highlight words or phrases they could
recycle and use in their own informal letter or email (e.g.
phrasal verbs, adjectives). Encourage them to make a
note of these in their notebooks.
EXTENSION: Pairs read each other’s letters and tick the
things their partner has included, using the Reflection
Checklist.
• Check understanding of paraphrase (the same thing said
in a different way).
• Students read the letter again and do the exercise, then
compare their answers in pairs.
• Get feedback.
Live well, study well page 16
stressful situations; managing stress
Useful vocabulary
balanced meal (phr): a combination of the food groups
cheer (someone) up (phr v): to make someone feel
happier than they were
express feelings (phr): to say your emotions and how
you feel
meditation (n): giving your attention to one thing to
achieve a calm and relaxed state
mindfulness (n): being aware of your body, mind and
feelings to create a sense of calm
moderate (adj): neither too much nor too little
pack up (phr v): to gather all your things together
strategy (n): a plan for achieving success
EXTENSION: In pairs, students discuss these questions:
• Do you like exercising alone or are team sports more
your kind of thing?
• Are there any activities you get a lot out of?
• Go through the Exam Tip.
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5
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ANSWERS
1 As you know
2 I’m sure you’d get a lot out of
3 pop in
4 more your kind of thing
5 you could look into
6 You’re bound to
Exam TIP
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 students know
and then introduce the new vocabulary.
1
• In pairs, students discuss the question. Get feedback.
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Managing your time
• In some writing exams, students will write two texts.
One task is usually an essay, and the second is often a
choice of several options, usually including a letter or
an email.
• Before they write, students should spend five to ten
minutes making a plan. Remind them that an informal
letter or email should include a friendly introduction,
three or four paragraphs, as in the example, and an
informal ending.
• Students should spend around 25 minutes writing and
save five minutes at the end to check their work.
• Students look at the Exam Task and make a paragraph
plan. Then they compare plans in pairs.
6
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• Go through the Useful Language box.
Exam TASK
Writing an informal letter
• Students complete the Exam Task. Remind them to
use their paragraph plan and the Useful Language.
• Students exchange their writing with a partner, then
discuss if they made any similar suggestions.
• Get feedback. Ask What suggestions did your partner
make?
©
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4
• Students read the checklist and tick the things they did.
• In pairs, they discuss their checklist, then make any
necessary changes to their task.
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• Students read the letter, then discuss the question in the
same pairs as Exercise 2. Get feedback.
SUGGESTED ANSWERS
making decisions about the future, having
disagreements with friends or family, exams, when they
aren’t in control of a situation, a lot of homework
2
• Check students remember the meaning of overwhelmed
(from the Vocabulary on page 8).
• Students do the quiz, then compare their answers in
pairs and discuss the question.
• Get feedback.
EXTENSION: Encourage students to add any other
options if they have a different answer for the questions.
Discuss as a class if anyone else also uses these
techniques.
3
• In pairs, students discuss the questions.
• Get feedback. Elicit if students know any other positive
ways of dealing with stress.
SAMPLE COPY, NOT FOR DISTRIBUTION
30
• In pairs, students discuss the question. Encourage them
to think about the ideas they thought of in Exercise 1.
• Get feedback. Ask Do you already do any of these
things?
EASIER: Elicit the strategies for dealing with stress from
the Mind your Mind information before students discuss
the question (meditation, mindfulness, exercise, music,
hobbies).
5
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:
• one exercise at a time, checking answers as a class
• a section (Vocabulary then Grammar) at a time. You
could set a time limit for each section, e.g. ten minutes
• the entire review as one task.
Encourage students to reflect on their achievements
and weaknesses and decide which boxes to tick at the
bottom of the page.
ANSWERS: VOCABULARY
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• Elicit or teach moderate stress (not too much and not
too little stress).
• In pairs, students discuss the question.
• Get feedback. Ask students to explain their answers.
Review page 149
our
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y
• In groups, students read through and
roject
p
choose a project. Project 1 is pairwork and
involves roleplaying a conversation with a
stressed friend while Project 2 is individual
work and involves writing a list of tips to deal with
personal stress.
Project 1
• In pairs, students brainstorm a list of things their
friend might be stressed about in the situation.
• Students make a list of strategies for dealing with
the problems they mentioned in their brainstorm.
Encourage them to use the ideas from the Mind your
Mind information, the quiz in Exercise 2 and any
other methods they use.
• Students prepare and practise a conversation about
the situation. Remind them to use the phrases for
suggestions from the Writing lesson (e.g. How
about … ? If I were you, I’d …).
• Students present their conversations to the class. You
could also get them to create a poster to illustrate
their suggestions. The poster could include different
strategies for dealing with stress, positive quotes and
images.
Project 2
• Students work individually to think about a recent
stressful situation. If they need help to think of an
idea, students can discuss in pairs first. Encourage
them to think about the ideas from Exercise 1 and
strategies for dealing with stress from the Mind your
Mind information.
g
TEACHING TIP: The Mind your Mind information is
designed to give students information or ideas about
issues that affect their wellbeing and 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 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 is positive for your
mental health).
• Students should make notes on the steps they took to
manage the stressful situation, then produce their list.
• Encourage them to present the list in the form they
prefer (e.g. written, using images or diagrams).
• Students do not have to share their lists with the class,
though you may wish to check they have produced
something.
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• Go through the Mind your Mind information.
• Elicit or teach meditation and mindfulness (see the
definitions in the Useful Vocabulary box).
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4
1
1 outgoing, eager
2 sensitive, reluctant
3 self-confident, jealous
2
1d 2a
4 ecstatic, unconventional
5 moody, furious
3b 4e 5c
3
1 doubtful
2 caring
3 taste
4 relaxation
5 sensible
6 satisfaction
ANSWERS: GRAMMAR
4
1 he‘s always copying
2 departs
3 sleep
5
1 ‘s never left
2 ‘s been building
3 ‘ve been listening
4 They‘re playing
5 walks
6 I‘m studying
4 ‘s moved
5 ‘ve just got
6 ‘ve been trying
6
1 I’m sorry, but I haven’t finished my homework yet.
2 I’ll call you back after I’ve had lunch.
3 She spoke to him last Saturday.
4 As soon as they see/’ve seen him, they’ll guess what
he’s done.
5 Right now, I‘m making a cake for my niece.
SAMPLE COPY, NOT FOR DISTRIBUTION
31
2 It’s all in the past
page 17
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• Pairwork discussion tasks and Your ideas tasks can be
used throughout the course to practise this mediation
skill further.
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of historian (someone
who studies or writes about events in history). Elicit
other jobs ending in -ian (e.g. electrician, politician,
mathematician, musician, beautician).
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In the photo
A woman poses as a friend takes a photo in the
National Museum of Anthropology, Mexico. Behind her
is a replica of the Pyramid of the Feathered Serpent,
from Teotihuacan, Mexico. At its height, estimated to
be between 100 BCE and 650 CE, Teotihuacan was
probably the largest city in the pre-Columbian Americas,
covering eight square miles. The Pyramid of the
Feathered Serpent is the third largest pyramid at this site.
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Unit Opener
Grammar: past continuous and past perfect
continuous; past simple, would or
used to
Use your
phrases with time; analysing the
English:
gap; word formation
Writing: education and culture; linking
words and expressions; reading
the task; writing a discursive essay
Video:
Ancient Mesopotamia
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Reading:
narrowing the options; matching
ten sentences
Vocabulary: history
Grammar:
past simple and present perfect
simple; past simple and past
perfect simple
Listening:
writing the words you hear;
sentence completion
Speaking:
ways of studying; working
collaboratively; collaborative task
page 17
1
• In pairs, students look at the photo and discuss the
questions.
• Get feedback. Ask What do you know about Mexico?
(e.g. it is in the southern part of North America; it was
home to civilisations such as the Maya and the Aztecs;
the people built pyramids and lived in large cities).
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• In pairs, students discuss the questions.
• Get feedback. Model the pronunciation of ancestor
/ˈænsestə(r)/.
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EXTENSION: In pairs, students discuss these questions:
• Do you like visiting museums? Why? / Why not?
• Is there a museum in your town or city? What can
you see there?
• Do you know anything about your ancestors?
Reading pages 18–19
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narrowing the options; matching ten sentences
1
©
MEDIATION SKILLS
• Encouraging conceptual thought is mediation.
• In this exercise, students discuss if they think history is
an important subject to study. They should give reasons
for their answers. As they work together, they should
build on their partners’ 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 ideas for phrases students can use, e.g.
Why do you think …? Can you explain that a bit more?
Can you give an example?
EASIER: For question 2, ask What sorts of things do
historians do? (e.g. do research, read different records
and documents, analyse old objects and ancient sites,
present arguments for how and why things happened,
teach, write books or papers).
EXTENSION: In pairs, students discuss these questions:
• What periods of history have you studied before?
• Do you find history interesting? Why? / Why not?
SUGGESTED ANSWERS
2 A good memory, analytical skills, research skills,
problem-solving skills, a knowledge and understanding
of people and culture, communication and writing skills
2
• Show the photo and article on page 19. Students say
what they see (a group of people walking next to a
beautiful building) and how they think this is related to
history.
• Students read the article, then answer the questions.
• Get feedback. Elicit the ideas students discussed in
Exercise 1 that also appear in the article.
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
• Elicit or teach evolve (to change over time), justify (to
show there is a good reason for something), dismiss (to
refuse to accept something might be true or important)
and enhance (to improve something).
SAMPLE COPY, NOT FOR DISTRIBUTION
32
ANSWER
EXTENSION: Students choose a topic.
• an important historical object that vanished
• a foolish mistake made by someone from the past
• an object from the past that would be worthless today
They research their topic and make notes. In small groups,
students share the stories they found.
B – because ‘every other field’ and ‘many other
important subjects’ have a similar meaning.
ANSWERS
1 inescapable
2 vanished
3 worthless
4 complex
5 entire
6 foolish
7 misguided
4
• Go through the Exam Tip.
• In pairs, students discuss the question.
• Get feedback. Ask students to say what
people in the future might learn about the time
we live in today.
your
ideas
Vocabulary page 20
history
1
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Narrowing the options
• After reading the first paragraph, students may be
able to match a few sentences with it. To make sure
their answers are correct, they should underline the
specific words or phrases in the article that match the
key ideas in the sentence.
• They should then look at each paragraph in turn and
skim the paragraph to find any information related
to the sentences, making a note of any sentences
they think match the paragraph and underlining the
relevant words or phrases.
• If a sentence seems to match more than one
paragraph, students need to read carefully and
decide which paragraph matches the most closely.
For example, for sentence 1, Paragraph B and D both
look possible, but D mentions the focus of history
courses and world issues, whereas B mentions specific
subjects: there is a history behind art, literature,
maths, economics, biology and engineering.
• Remind students to use any time at the end to check
their answers.
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Exam TIP
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• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Elicit why the meanings of the other
statements are different.
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3
ANSWERS
2, 5
1 Bronze Age
2 medieval times
3 shield
4 warrior
5 archaeologists
6 empire
7 battlefields
8 armour
9 sword
10 aristocrat
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Exam TASK
ANSWERS
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• Students do the exercise, then compare their answers in
pairs. Get feedback.
• Before reading, ask students What is the man wearing
in the photo? Why did people use to wear this? (for
protection) What material is it made of? Elicit ideas.
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Model the pronunciation of the
words in bold, particularly armour /ˈɑː(r)mə(r)/,
medieval /ˌmediˈiːv(ə)l/, sword /sɔː(r)d/ and archaeologist
/ˌɑː(r)kiˈɒlədʒɪst/.
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Matching ten sentences
• Students complete the Exam Task.
• Play the recording. Students listen and read and
check their answers.
• Get feedback. Elicit the words or phrases in the article
that helped them choose their answers.
ANSWERS
©
1 B 2 A 3 C 4 B 5 A 6 D 7 C 8 D 9 B 10 C
2.1
As reading text on page 19.
6
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Before the exercise, choose a student to read
the first sentence in paragraph A. Elicit the answer.
Students use the context of the paragraph to help them
with their answers.
2
• Do the first item with the class. Elicit why it does
not belong in the set (revolution and civil war both
involve fighting, usually across a whole country, while a
campaign is a course of action to achieve a goal).
• Students do the task, then compare answers in pairs.
Get feedback. Elicit reasons why each word does not
belong in the set.
EASIER: Do another example with the class. Then, write
the definitions for these words on the board to help
students with their answers.
rebellion (violent action by a group of people trying to
change something), exhibit (to display something in
public or (as a noun) an object that is part of an exhibition)
and monarchy (a country ruled by a king or queen).
SAMPLE COPY, NOT FOR DISTRIBUTION
33
1 campaign
2 election – firearm and bow are both weapons
3 monument – demonstration and rebellion are both
actions taken by a group of people in order to
make change
4 exhibit – prehistoric and contemporary are both
adjectives relating to a time
5 imperial – kingdom and monarchy are both nouns
relating to countries ruled by a king or queen
Grammar page 21
Past simple and present perfect simple
GRAMMAR GUIDE: past simple and present perfect
simple
Past simple
something that
happened at a specified
time in the past
My sister wrote a book
last year.
3
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• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Check understanding of ruler (the leader
of a country).
to give detail about past
experiences
… but I only stayed for
three weeks.
to introduce experiences
in your life
I’ve been to Paris before
…
past routines and habits,
and actions that finished
in the past
As a child, I often rode
my bike in the park.
actions that began in
the past and are still in
progress
Anna has gone to the
shop. (She is still there)
actions that happened
one after the other
She got off the bus and
walked home.
something that happened
in the past but has
consequences for the
present
He’s broken his leg.
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EXTENSION: In pairs, students choose three of the
words from Exercise 2 and write three sentences.
They can use dictionaries or the internet to help them.
Pairs share their sentences with another pair, e.g. The
prehistoric era refers to human history before records
began; Our country once had a monarchy; The most
famous monument in my country is …
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TEACHING TIP: Get students using new language
by encouraging them to write their own sentences or
discussion questions to share with, or ask, a partner. This
gives students the opportunity to use the language for
themselves, whilst practising their speaking or writing
skills. Where possible, encourage students to write about
themselves or something personal to them.
ANSWERS
1 exhibits
2 prehistoric
3 election
Present perfect simple
actions that happened at
an unspecified time in the
past
We’ve visited Argentina.
g
ANSWERS
with the time
expressions: yesterday,
last night / week /
month … , one week /
month / year … ago,
in 2010 / 2012 … , on
Saturday / Sunday …
4 revolution
5 monuments
6 imperial
with the time expressions:
ever, never, recently,
lately, just, only just, until
now, up to now, so far, in
the last week / month /
year, for, since, already,
yet
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• Check understanding of family tree (a diagram that
shows how different people in a family are linked, often
including several generations).
• Students do the exercise, then check their answers in
pairs. Get feedback.
FAST FINISHERS: Students make a note of new
vocabulary and write their own definitions, using the
text and an online dictionary if necessary.
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EASIER: Complete the first rule as a class. Elicit the
finished action in the message (spent a month) and the
time expression (two years ago). Students complete the
remaining rules in pairs, then check their answers with
another pair.
ANSWERS
1 ancestors
2 archives
3 descendant
4 aristocracy
5 ruling class
6 labourer
7 connection
8 related
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FAST FINISHERS: Students find the time expressions
used in the message and use them in their own personal
sentences.
©
• In pairs, students discuss the questions.
• As a class, make a list of skills students think
archaeologists should have.
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Ask What is the form of the present
perfect simple? (have / has + past participle) How about
the past simple? (regular verbs end in -ed; irregular verbs
can vary).
ANSWERS
your
ideas
a past simple
b present perfect simple
c present perfect simple
d present perfect simple, past simple
SAMPLE COPY, NOT FOR DISTRIBUTION
34
EXTENSION: In pairs, students research a historical
discovery and write a short paragraph using the past
simple and present perfect simple. They can use the text
in Exercise 2 as a model. Students share their text with
another pair.
TEACHING TIP: It can sometimes be helpful to illustrate
the use of tenses with a time line like the one below.
Students can see which action happened first and which
action happened second. Encourage students to draw
their own illustrations in their notebooks to help them
remember the use of different tenses.
The class had started when he arrived.
past
now
class
started
ANSWERS
3
1 lived
2 became
3 died
4 have found
5 made
6 have created
he
arrived
future
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• Ask What can you see in the photo? Where do you think
it is from? Elicit ideas.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
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2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
Past simple and past perfect simple
EXTENSION: Ask these questions to check
understanding: In sentence 1, which action happened
first or did they happen at the same time? In sentence
2, which action happened first? Had the villagers finished
gathering when the king arrived in sentence 2?
GRAMMAR GUIDE: past simple and past perfect
simple
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ANSWERS
1 past simple
2 past perfect simple
3 past perfect simple
Past perfect simple
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We use the past perfect simple to:
• talk about something that happened before a certain
point in the past.
I’d eaten lunch by the time he arrived.
• talk about a past event that happened before
another action in the past. We use the past simple
for the later action. The clauses can be inverted with
no difference in meaning.
Anna had already left when I arrived at her house.
= When I arrived at her house, Anna had already
left.
• emphasise the completion of an event.
The painters had finished decorating the house.
• Check students remember warrior (a fighter/soldier) and
demonstration from the vocabulary lesson.
• Play the recording. Students do the exercise, then
compare their answers in pairs. Get feedback.
ANSWERS
a 1, 2
b 2, 1
c 1, 2
d 1, 2
e 2, 1
f 1, 2
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Past simple
4 2.2
We use the past simple to:
• talk about things in the order they happened.
I got home, did my homework then went to bed.
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2.2
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Time expressions with past perfect simple
• The past perfect simple makes it clear that the action
happened before the main action, therefore we
often use it without a time expression.
• After time expressions that make the order of the
events clear (e.g. after), we can use the past simple
or the past perfect simple with no difference in
meaning.
After the guests had arrived, we all sat down.
After the guests arrived, we all sat down.
• To emphasise that something is completed, we often
prefer to use the past perfect simple.
After I’d finished work, I rang Laura.
aThey had started to walk home when they found a
Roman coin in the middle of the field.
bBefore we went to the museum, we had read about
the ancient Greeks.
cWhen the emperor died, his son left the palace and
disappeared.
dAfter the warrior had raised his sword, he heard the
people cheering.
eWhen the soldiers entered the house, the man had
escaped.
fWhen the police arrived, the demonstration had
finished.
5
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Elicit the meaning of nomadic (moving
from one place to another) and tribe (a group of people
who live together and share the same language, culture
and history).
SAMPLE COPY, NOT FOR DISTRIBUTION
35
when the border between East Berlin and West Berlin
was opened to everyone. However, the wall wasn’t
actually taken down until 1990, and in fact, you can still
find the ruins of parts of the wall in Berlin today. Many
people don’t know that the sudden opening of the
border on the ninth of November happened too soon
because of a mistake! The East German politician Günter
Schabowski spoke at a press conference and declared
that there would be a new travel law allowing people
to cross the border. He was then supposed to say that
there would be a special application process before
people could go from East to West Berlin. However, he
hadn’t had time to read the announcement properly,
and instead he said that the borders would open
immediately. Within half an hour, people from both East
and West Berlin rushed to the wall and began crossing
to the other side.
In pairs, students write their own sentences about what
they think had happened to cause the situations, using
the past perfect simple and past simple. Give an example,
(e.g. My friend had woken up late and left her house in a
hurry.) Pairs share their ideas with another pair.
4
1 travelled
2 built
3 started
4 arrived
5 had become
6 had developed
7 didn’t survive
8 have come
page 22
Exam TIP
Writing the words you hear
• In this part of the listening exam, students hear a
monologue that lasts around four to five minutes.
They will hear the recording twice. Before they listen,
students have 45 seconds to look at the task and think
about possible answers.
• As they listen, students complete the sentences on
the exam paper. The words that they write in the gap
must be the exact words the speaker uses, spelled
correctly.
• The answers will either be a word, a short phrase, a
number or a date.
• The sentences in the task are in the same order as the
information in the listening.
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writing the words you hear; sentence completion
• Go through the Exam Tip.
ic
ANSWERS
Listening
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EXTENSION: Write the following question and
situations on the board.
What had just happened?
1 Your friend was late to class and didn’t have any
books or pens.
2 You saw your teacher in the classroom, laughing.
3 You saw your friend running in the opposite direction
to his house.
4 Your mum was angry and your brother / sister was
crying when you got home from school.
5 Your friend was wearing your favourite jacket.
1
• Show the photo. In pairs, students discuss the question.
• Get feedback and explain what the photo shows (the
Berlin Wall in Germany, taken on 10 November 1989
when people were allowed to travel between the two
parts of Germany for the first time since 1961 – an event
usually referred to as the fall of the Berlin Wall).
2
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• Check understanding of demolished (destroyed).
• Students do the exercise. Explain that they only need to
decide what type of information is missing, and not the
exact answers. Students compare their answers in pairs.
• Get feedback. Ask students to explain their choices.
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EASIER: Tell students to look at the words before the
gaps to help them think about what word form usually
follows them. Do the first item with the class, then
students do the remaining items in pairs.
ANSWERS
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1 a date / year
2 a noun (e.g. a reason / event)
3 a noun (e.g. law / decision)
4 a verb
©
3 2.3
• Play the recording.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 1990
2 mistake
3 travel law
4 cross
2.3
One of the most important events of the twentieth
century was the fall of the Berlin Wall in 1989. This was
• Students read the Exam Task and think about what type
of information is missing, then discuss their predictions in
pairs.
• Get feedback. Elicit reasons for their answers.
5 2.4
Exam TASK
Sentence completion
• Play the recording.
• Students complete the task, then check their answers
in pairs. Get feedback.
EXTENSION: In class or for homework, students
research an historical monument in their own country
and why it’s important. If practical, they can work in pairs.
In the next class, students share their findings in small
groups.
ANSWERS
1 video
2 an island
3 save peace
4 economic
5 trusted
6 tunnel
7 the outskirts
8 emotional
SAMPLE COPY, NOT FOR DISTRIBUTION
36
Speaking
page 23
ways of studying; working collaboratively;
collaborative task
1
• Ask What can you see in the photo? Elicit ideas.
• In pairs, students discuss the questions. Get feedback.
g
FAST FINISHERS: Students decide what resources
from Exercise 1 they prefer to use to study each subject:
history, science, maths and English.
Le
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2
• Go through the Exam Tip.
Exam TIP
Working collaboratively
• In this part of the speaking test, students will work
with one or two other students. If there are two
students, they will have two minutes to discuss the
ideas. If there are three students, they will have three
minutes. They will then have a further minute to agree
on the best two options.
• It’s important for students to show they can
communicate and collaborate effectively. Elicit
questions students could use to find out their
partner’s opinion, e.g. Do you agree? What do you
think? How about you?
©
N
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ic
2.4
N: You will hear a student called Tomoko Myers talking
about visiting the Berlin Wall. For questions 1–8,
complete the sentences with a word or short phrase.
T: Hi everyone. My name’s Tomoko Myers and I want to
talk to you today about my recent trip to Berlin to do
some research on the fall of the Berlin Wall in 1989. I’m
studying European history as part of my degree and
together with two other students in my study group, I
spent a few days in Berlin, finding out more about this
fascinating part of German history. Although I haven’t
written up my full report yet, we did make a short video
about the trip, and I’ll give you the link to that at the end
of this talk.
Everyone knows that the Berlin Wall, which was
43 kilometres long, divided East Berlin and West
Berlin. However, surprisingly, many people are unaware
that West Berlin before 1989 was like an island in the
middle of East Germany. Actually, 120 kilometres of wall
completely encircled West Berlin, making it very difficult
for residents of the city to travel to any other parts of
West Germany.
The Berlin Wall was a powerful symbol of the divide
between the communist countries of eastern Europe and
the western, democratic, capitalist countries. The East
German government said that by building the wall, in
1961, they would save peace in Europe. But the reality
was that since 1949, when Germany was divided into
East and West, more than two point five million East
Germans had moved to West Germany. Some of these
people moved for political reasons, or to reconnect with
family members, but the main motivation for this flow
from East to West was economic.
A very few trusted citizens and people who had already
retired were permitted by the East German government
to cross the border from East to West for short visits.
However, for most East Germans, travelling to West
Berlin was not allowed. During this time, there were
numerous attempts to cross over into the west – some
successful and some unsuccessful. About 5,000 East
Germans managed to reach West Berlin safely, but
another 5,000 were captured, and 191 were killed during
the actual crossing. We learned about many of these
attempts during our visit to the Mauer Museum. There
were some amazing stories about people who escaped
by hot air balloon, and even by submarine, and I was
particularly fascinated by the diary of three men who had
built a tunnel under the wall between Christmas 1971
and New Year 1972.
As well as spending many hours in the museum, we also
went on a cycle tour of the wall. Of course, we visited
the famous ‘Platz’, or Square of 9 November 1989, even
though, being on the outskirts of the city, it’s quite a
distance from the centre of Berlin. The crossing here was
the first place along the border to be opened on the
ninth of November 1989, and more than 20,000 people
crossed the Bösebrücke bridge from East Berlin to West
Berlin during that evening. There’s a small exhibition at
the Platz, and it was actually quite an emotional moment
for us to see the place that marks the beginning of such
an important event.
Well, now I’d like to move on to talk about some specific
documents we looked at …
N: Now listen again.
• Go through the phrases in the Useful Language box.
Elicit which ones are useful for showing that you are
listening (Positive responses – although the phrases in
Prompting your partner also show you were listening,
but didn’t understand or need clarification).
• Students discuss the questions. Get feedback.
EASIER: Before the task, brainstorm resources people
used to use to study in the past that are different from
today (e.g. books, encyclopedias, libraries).
3 2.5
• Play the recording. Students do the exercise, then
compare their answers in pairs.
• Get feedback. Students read the Useful Language box
again and tick any phrases they want to use in their own
discussions.
EXTENSION: Elicit the speakers’ answers to the question
and if their ideas were similar to those they discussed
with their partner.
ANSWERS
I hadn’t thought of that.
When you say … do you mean
That’s a really interesting idea.
Sorry to interrupt, but
That’s a good point.
2.5
A:Well, the most obvious thing to say is that we use
online resources today, and of course our parents
and grandparents didn’t have those. So, I think that
means that we actually know a lot more, because we
have access to so much information.
SAMPLE COPY, NOT FOR DISTRIBUTION
37
your
• In pairs, students discuss the questions.
ideas
• Elicit all the ways different students study and
write them on the board. How many people use
the same study methods and resources?
Grammar
page 24
Past continuous and past perfect continuous
g
GRAMMAR GUIDE: past continuous and past perfect
continuous
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B:Hmm, I hadn’t thought of that. Although, I would
also say that because we can always go online to
check things, perhaps our memories aren’t as good.
A:When you say our memories aren’t as good, do you
mean we’re not good at memorising facts?
B: Yes, that’s exactly what I mean.
A:That’s a really interesting idea. But, I’m not sure I
agree. After all, we have to memorise so many facts
for all our exams. We can’t access the internet when
we’re doing tests and I think the exams we do today
are more difficult than the ones my parents took. For
example …
B:Sorry to interrupt, but I’d just like to make the point
that when we learn facts for exams, it’s short term. I
mean, we can just forget them the day after the exam.
A: Hmm, yes, that’s a good point.
We use either the past continuous or the past perfect
continuous for actions that were in progress at a time in
the past.
4
Past continuous
We use the past continuous:
• to give background information in a story.
In those days, we were living on Oak Street.
• for actions in progress at the same time in the past.
I was working while Tim was reading.
• with the past simple to show one action interrupting
another.
I fell over while I was skiing.
MEDIATION SKILLS
ic
• Facilitating collaborative interaction is mediation.
• In this exercise, students will need to work together
to discuss the advantages and disadvantages of each
point and develop their ideas.
• Encourage them to make suggestions and ask
their partner questions to maintain the focus of the
discussion, e.g. What sort of videos would be helpful
for studying? How about documentaries on a particular
subject? If we’re studying history, we can watch
historical documentaries to give us information and we
can make notes.
• Students will continue to practise this skill throughout
the course. Whenever they collaborate on a task,
remind them to ask questions about their partner’s
opinions to participate actively in the task.
eo
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Time expressions
• as, while or a specific time, e.g. yesterday at 8 p.m.;
last week; three years ago.
As I was cooking dinner, the email arrived.
Exam TASK
Past perfect continuous
We use the past perfect continuous:
• for actions that were in progress up to a point in the
past.
Mia had been watching the news when I phoned.
• to show the cause and effect of an action or situation
that continued up to a point in the past.
I was so tired because I’d been studying every
night.
• to say how long an action continued up to a point in
the past.
I had been living in France for ten years when
I met Tom.
na
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Collaborative task
• Give students time to read the task and ask any
questions they have.
• Explain they have two minutes to discuss the
advantages and disadvantages, then one minute for
the final decision.
• Students complete the Exam Task in pairs. Remind
them to use the Useful Language.
• Get feedback. Ask What did you do well? What
phrases did you use to encourage each other to
speak? Did you speak for an equal amount of time?
• Give feedback. On the board, write down examples
of what students did well and any errors they made.
Elicit corrections for any errors.
at
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We do not normally use verbs that describe states
rather than actions in the continuous form (see Unit 1
page 23).
I had already known José for years when we started
working together. (not I had already been knowing ...)
N
Time expressions
• for, since, before, after, by the time, up to now /
then, until
She’d been staying at her friends’ house for six
months before she could afford her own place.
©
EXTENSION: Students complete the collaborative
task again, but with a different partner. This time, ask
students the same question, but give five different
options: using apps, reading online articles, looking at
slide presentations, online practice activities, revising
your notes.
TEACHING TIP: Give students the opportunity to
complete tasks with different partners. This allows them
to interact with a variety of learners and to learn from
each other. Exercises can be repeated or adapted to use
with a different partner.
1
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Ask What is the verb form for the past
continuous? (was / were + -ing), How about for the past
perfect continuous? (had + been + -ing).
SAMPLE COPY, NOT FOR DISTRIBUTION
38
EASIER: Compare sentences 1 and 2. Ask What is
the form in bold in each sentence? (1 had + been +
-ing form; 2 be + -ing form). Remind students of the
past perfect simple and present continuous. Ask What
auxiliary verb do we use in a continuous form? (be) And
in a perfect form? (have). Students complete the exercise
in pairs.
• states that existed for a long time in the past.
I used to be shy.
• questions and negative sentences about past habits.
I didn’t use to play football when I was little.
Did you use to go to the cinema often?
Would
2 PC, PC
3 PC
4 PPC
5 PC, PC
2
• Students match the sentences with the rules, then
compare their answers in pairs.
ANSWERS
1e
2c
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Check understanding of state (the way things
are rather than actions, e.g. appearance, possession,
feelings and opinions).
EXTENSION: Students write two true sentences and
one false sentence about themselves using used to,
would and the past simple. In small groups, students
share their sentences. The group decide which
sentences are false.
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EXTENSION: In pairs, students discuss the differences
in meaning between sentences 1 and 2, and 3, 4 and
5 (1 The rain happened earlier and has now finished.
The result is a wet garden. 2 The rain and wind were
continuing at a point in the past. It’s setting the scene.
3 Something interrupted the speaker studying. 4 The
focus is on the duration of her studying. 5 Two actions
are happening at the same time.). Get feedback.
4
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1 PPC
Le
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We don’t use would for past states.
ANSWERS
g
We use would + infinitive in positive sentences for:
• actions that happened regularly in the past. We
usually say when they happened.
As a child, I would go to that café every Saturday.
FAST FINISHERS: Students identify any other tenses
in the sentences (1 past simple: it was very wet; 3 past
simple: I heard a noise).
ANSWERS
3b
4d
5a
3
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
na
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1 had been studying
2 were climbing, were celebrating
3 were watching
4 had been demonstrating
5 was giving, were taking
6 had been waiting
7 was howling, were crashing
8 had been building
5
• Do the first item with the class. Elicit why this is the
answer (because live is a state).
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: In class or for homework, students write a
paragraph about something that happened in the past
to themselves or someone they know. Students use the
text in Exercise 5 as a model. Encourage them to use the
past continuous, past perfect continuous, used to, would
and the past simple where possible.
at
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Past simple, would or used to
a past habits
b past states
c past habits
ANSWERS
GRAMMAR GUIDE: past simple, would or used to
1 used to live
2 would often take
3 was trying
4 had been lying
Past simple
©
N
We use the past simple:
• for actions that happened regularly in the past (we
can also use would here).
When I was young, I went to camp every summer.
• for actions that happened only once in the past.
When we use the past simple in this way, we need to
give details about the time we refer to.
We visited the US in 2006.
• for states in the past.
I was the tallest in my class until I was ten.
Used to
We use used to + infinitive for:
• actions that happened regularly in the past,
particularly if they no longer happen.
I used to take the bus to school.
5 was moving
6 had been keeping
7 were looking
Use your English page 25
Phrases with time
1
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write their own personal
sentences using three of the expressions.
EXTENSION: In pairs, students discuss the meaning of
each of the expressions. Encourage them to write their
own definitions in their notebooks.
SAMPLE COPY, NOT FOR DISTRIBUTION
39
4
ANSWERS
1 behind the times
2 high time
3 for the time being
4 At times
5 take your time
6 It’s only a matter of time
• Show the photo. Elicit what students can see and if they
know anything about the place.
• Students skim the text and choose the correct
description of the Moai statues.
• Go through the Exam Tip.
Exam TIP
• Check students’ understanding of exhibit from the
Vocabulary lesson.
• Students complete the table, then compare their
answers in pairs. Get feedback.
EASIER: Before the exercise, elicit common suffixes to
form the name of a person (-ist, -ian, -ar, -er, -or, -ant).
Students work in pairs to complete the table.
ANSWERS
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advice, adviser
construction, constructor
descent, descendant
discovery, discoverer
exhibition, exhibitor
investigation, investigator
research, researcher
ANSWER
3 2.6
• Explain students will hear three people talking about
their jobs. Play the recording.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
2.6
1
na
1 adviser
2 researcher
3 investigator
lG
EASIER: Before listening, write the three jobs on the
board. Elicit what someone in each job does and where
they might work.
ANSWERS
N
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Yes, if you want to study medicine, you definitely do
need to get very good exam results in chemistry, biology
and physics. However, I would also suggest that you
think of other related careers – how about pharmacy, for
example?
2
g
2
Analysing the gap
• This type of task tests students’ knowledge of
prefixes, suffixes and word forms. Explain that in this
task, there is a short text with eight gaps and a word
for each gap which needs to be changed to complete
the text.
• Students will need to have a good understanding of
the text and should remember that a negative form of
the word may sometimes be needed.
• Remind students to write a word which has the right
meaning in the sentence and fits grammatically with
the words around the gap, (e.g. a / an / the + noun,
be + adjective / -ing form).
• If a word is spelled incorrectly, this will affect their
marks.
• Remind students to read the text first, ignoring the
gaps. They should read through the text again at the
end to check their answers makes sense.
Le
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Word building
©
I’ve been looking into this area of history for about
ten years now. I’ve read a lot of the original material
produced at the time, and of course, I’ve visited many
museums and spoken to the experts there.
3
At the moment, we don’t know who stole this exhibit
from the museum. But we are interviewing suspects and
checking out all the CCTV footage. I’m sure we’ll have a
better idea very soon.
b
TEACHING TIP: A good way for students to prepare
for this exam task is to keep a table in their notebooks
of root words with their different word forms (e.g.
noun, verb, adjective, adverb) as well as any positive or
negative forms of each word. Remind students to add to
their table at regular intervals.
5
Exam TASK
Word formation
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Check they have spelled the words
correctly.
EXTENSION: In pairs, students discuss these questions:
• Do you know of any other archaeological sites around
the world?
• What famous statues are there in your country?
• Have you ever been to an interesting exhibition?
ANSWERS
1 massive
2 misunderstanding
3 majority
4 visible
5 facing
6 Researchers
7 widely
8 exhibition
SAMPLE COPY, NOT FOR DISTRIBUTION
40
ANSWERS
pages 26–27
1T
2 F (two points)
3T
4 F (you may use the ideas but should use your own
words)
education and culture; linking words and expressions;
reading the task; writing a discursive essay
Learning FOCUS
3
SUGGESTED ANSWER
g
• Students read the essay, then discuss the question in
pairs. Get feedback.
Yes, the essay includes two of the points in the notes
(comfortable seating and better technology). It also
mentions the opinion that students need to use
technology in their research, and the writer expresses
the idea in their own words. It says which idea the writer
thinks is the most important, and explains why. The essay
is 241 words long, in line with the instructions
FAST FINISHERS: Students read the essay again and
underline or highlight the linking words or phrases.
4
ic
• Students find the words in the essay, then compare their
answers in pairs. Get feedback.
EASIER: Do the first item with the class and elicit where
they found the word (vital, paragraph 1, line 4). Students
complete the remaining items in pairs.
eo
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Linking words and expressions
• Ask students what different kinds of essays they have
written (e.g. opinion essays, for-and-against essays).
Elicit ideas for how an essay should be organised
(e.g. an introduction, one paragraph in favour of
the argument and one paragraph against, or one
paragraph for each point in a task, and a conclusion
paragraph).
• Ask How can you link similar or contrasting ideas
together? (using linking words or expressions). Elicit
examples of words or phrases to add further ideas
(additionally, furthermore, as well as … , moreover,
not only … but also) and words or phrases to
contrast ideas (e.g. despite / in spite of + - ing, in
contrast (to), unlike).
• Remind students they should also use phrases
to order their ideas if they make more than one
point. Elicit words or phrases they could use (e.g.
first / firstly, second / secondly, another / a further
reason … , in conclusion, finally).
Le
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Writing
1
• Students rewrite the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
1 vital
2 updating
3 funding
4 sufficient
5 primarily
6 alternative
7 accurate
8 enable
lG
EXTENSION: Write these topics on the board: studying
history, visiting historic places, giving money to maintain
historic sites. Students write one sentence giving their
opinion for each of the topics. Remind them to use
appropriate linking words from the Learning Focus box.
SUGGESTED ANSWERS
©
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1 While museums can teach us a lot about history, many
young people aren’t interested in visiting them.
2 The quality of the food at the college canteen is
not very good. Nevertheless, there are always huge
queues.
3 On the one hand, a large amount of money has been
spent on updating college facilities. On the other
hand, students complain about the lack of one-to-one
tuition.
4 The history department at the college organises
popular study trips every summer. Conversely, the
geography department has cancelled its last three
excursions.
5 There is very little funding for the arts, whereas a lot
of money is invested in sport
2
• Students read the task, then discuss the statements in
pairs. Get feedback.
FAST FINISHERS: Students make a note of the correct
answers to the false statements (2 you should only
discuss two of the ideas; 4 you can use the ideas but
express them in your own words).
5
• Go through the Exam Tip.
Exam TIP
Reading the task
• In many writing exams there is a compulsory essay
task. Therefore, it is important students feel confident
writing essays.
• In this type of task, students should read the three
points given to them and choose two ideas they
feel they can develop. If it helps them, encourage
students to make a few notes to help them choose.
However, they should spend no longer than five
minutes planning their essay.
• In the conclusion, students should summarise their
ideas but also offer their final opinion of which idea
they most agree with and why they agree with it. The
conclusion can be short (one or two sentences).
• Students look at the Exam Task and choose two points.
Then they compare their choices in pairs and explain
why they chose them.
• Ask students to read the Useful Language box and tick
any phrases they’d like to use in their essay.
SAMPLE COPY, NOT FOR DISTRIBUTION
41
6
ANSWERS
1 Ancient Babylon was around 60 miles south of what is
now Baghdad, in Iraq.
2 Possible answers include: cities, government to
organise society, writing, art and music, social
structure, religion
Exam TASK
While you watch
2
• 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: Students work in pairs, read each other’s
essays and tick the things their partner has included,
using the Reflection Checklist.
1
• Play the video. Students watch to get a general idea of
the topic.
• Play the video again. Students do the exercise, then
check their answers in pairs.
• Get feedback. Check understanding of astronomy and
literacy (see Useful vocabulary).
g
7
ANSWERS
Le
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Writing a discursive essay
• Students complete the Exam Task. Remind them
to use the Useful Language and linking words and
phrases.
1 12,000
2 a good climate
3 60
4 astronomy
5 constellations of stars
6 writing
7 valuable goods
8 use ideas developed by the Mesopotamians
ic
TEACHING TIP: Keeping a portfolio of their work is a
good way to motivate students. At the beginning of
the course, give each student a folder where they can
collect their writing. At the end of each term, allow
students to choose their favourite piece. These can then
be displayed in the classroom, or can be shared with
parents, family members or other teachers.
Video
eo
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After you watch
3
page 28
• Students complete the summary.
• Play the video again for students to watch and check
their answers.
Ancient Mesopotamia
Useful vocabulary
©
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agriculture (n): farming
astronomy (n): the study of the universe, e.g. space, the
moon, planets, stars.
civilisation (n): a society that has developed a culture
and structure
constellation (n): a group of stars forming a pattern in
the sky
dotted (adj): in many areas or parts of a place
envy (n): the feeling of wishing you had something
another person has
fertile (adj): good for producing a large quantity of
fruits, vegetables and other produce
inhabit (v): to live in a place
innovation (n): a new idea
literacy (n): the ability to read and write
plain (n): a large area of flat land
settlement (n): a place where people come to live
soil (n): the brown material on the ground in which
plants grow
thrive (v): to grow, develop or be successful
warfare (n): the activity of fighting a war, and the
weapons that are used
Before you watch
1
1
• Show the photo. Students say what they see and how
old they think the place in the photo is.
• In pairs, students discuss the questions. Get feedback.
• Check understanding of civilisation (see Useful
vocabulary). Elicit any other ancient civilisations students
know or have heard of, (e.g. Ancient Egyptians, the Incas).
ANSWERS
1 fertile
2 soil
3 thrive
4 settlements
5 palaces
6 innovation
7 languages
8 astronomy
your
• In pairs, students discuss the question.
ideas
• Get feedback. Ask students if they know of
any other things ancient civilisations did or
created that we still use or have today
(e.g. concrete – Romans, paper – ancient China).
EXTENSION: For homework, students research and
write a paragraph about another ancient civilisation.
Encourage them to include where they lived, what the
environment was like and their innovations.
1
The story of writing, astronomy, law – the story of
civilisation itself – begins in one place. Not Egypt, not
Greece, not Rome … but Mesopotamia.
Mesopotamia is a historic region situated on a fertile
plain between the Tigris and the Euphrates rivers. For
five millennia, this small strip of land, situated in what is
today Iraq, Kuwait and Syria, brought about innovations
that would change the world forever.
Inhabited for nearly 12,000 years, Mesopotamia’s stable
climate, rich soil and steady supply of fresh water made
it ideal for agriculture to develop and thrive. About
6,000 years ago, seemingly overnight, some of these
SAMPLE COPY, NOT FOR DISTRIBUTION
42
The Babylonians also used their sophisticated system of
mathematics to study astronomy and map the sky. They
divided one Earth year into twelve periods. Each was
named after the most visible constellations in the sky
– a tradition later adopted by the Greeks to create the
zodiac.
page 150
ANSWERS: VOCABULARY
1
1 ancestor
2 archaeologist
3 descendant
2
1 exhibition
2 discoveries
3 Bronze
4 sword
3
1 matter
2 being
3 take
But perhaps the most impactful innovation to come out
of Mesopotamia was literacy. What began as simple
pictures scrawled into wet clay to keep track of goods
and wealth developed into a sophisticated writing
system by the year 3200 BCE. This writing system
would come to be called cuneiform in modern times
and proved so flexible that, over three thousand years,
it would be adapted for over a dozen different major
languages.
ANSWERS: GRAMMAR
But Mesopotamia’s success, and in particular that of
the rich state of Babylon, also attracted envy. In 539
BCE, the Persian king Cyrus conquered Babylon and
took control of the whole of Mesopotamia. Eventually
Mesopotamia would fade, like its kings, into the mists of
history, and its cities and texts would sink beneath the
sands of Iraq.
1 saw, we had taken
2 went, had spoken
3 watched, had read
4 had completed, they gave
4
4 aristocrat
5 warrior
6 labourer
5 shield
6 prehistoric
7 connection
g
In the period between 4000 and 3100 BCE,
Mesopotamia was dotted with city-states, all
competing with one another. Despite near-constant
warfare, innovation and development thrived. The
Mesopotamians built on a monumental scale, from
palaces to giant temples known as ziggurats. They
also developed advanced mathematics, including a
system with the number 60 as its base, which created a
60-second minute, a 60-minute hour and a 360-degree
circular angle.
Review
Le
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agricultural settlements blossomed into some of the
world’s first cities.
4 behind
5 high
6 At
eo
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h
ic
1 ‘ve seen
2 studied
3 has just told
4 hasn’t found
5 ‘ve already visited, came
6
1 had been teaching, decided
2 were singing
3 was watching, was preparing
4 had been talking, realised
5 used to live
©
N
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lG
But its ideas would continue in literacy, law, maths,
astronomy, and the gift of civilisation itself.
5
SAMPLE COPY, NOT FOR DISTRIBUTION
43
3 Make yourself at home!
g
Grammar: future time expressions
Use youridioms; expressions with put;
English:
filling every gap; open cloze
Writing:accommodation; structure and style
in a report; thinking about your
reader; writing a report
Live well,
finding your identity;
study well: acceptance of yourself and others
Le
ar
ni
n
Reading:looking for links; matching
paragraphs to gaps
Vocabulary:renting and buying; building and
design
Grammar:future forms review; future
continuous, future perfect and
future perfect continuous
Listening:reading the task; multiple choice
with three extracts
Speaking:living in cities; giving yourself time;
discussion
page 29
• Students then read the first paragraph of the article and
check which problems are mentioned.
In the photo
In Brøndby Garden City, on the outskirts of Copenhagen,
houses and sheds are arranged in circles, with gardens
in the interior of the circle. The plots were originally set
up as allotments with sheds, for people to have access
to a garden in the city, but houses have been added to
the Garden City over the years. People can live in the
houses from April 1st to October 1st and at weekends
throughout the year. Built in 1964, the architect’s idea
was to increase social interaction and build a sense of
community between city residents. Copenhagen is the
capital city of Denmark, which is located in Northern
Europe.
EASIER: Brainstorm housing problems as a class before
the exercise (e.g. not enough affordable homes for
young people, rental costs too high, areas with poor
quality housing).
EXTENSION: In pairs, students discuss whether they
think their town or city could benefit from the housing
project in the article.
eo
gr
ap
h
1
lG
• Show the photo. In pairs, students discuss the questions.
• Get feedback. Ask students if they would like to live
in a place like this. Check understanding of allotment
(a small piece of land you can rent and use for growing
vegetables).
na
2
at
io
• In pairs, students discuss the questions.
• Get feedback. Ask students to explain their answers.
Elicit the meaning of bungalow /ˈbʌŋɡəˌləʊ/ (a house all
on one level), and chalet /ˈʃæleɪ/ (a house made of wood,
with a steep roof, usually found in mountain areas).
©
N
EASIER: Before the exercise, elicit or teach high-rise
(tall, with many levels), bungalow (see definition above),
residential (an area with only houses) and chalet (see
definition above).
EXTENSION: In pairs, students discuss what type of
building and area they live in.
Reading pages 30–31
looking for links; matching paragraphs to gaps
1
ic
Unit Opener page 29
• In pairs, students discuss the questions.
• Get feedback. Ask students to explain their answers to
question 2.
2
MEDIATION SKILLS
• Processing text in speech is mediation.
• In this exercise, students summarise the key information
from the article to answer the question. They use their
own words to discuss the different ways in which these
houses are unusual. Encourage students to explore the
ideas by comparing more traditional methods of house
building, and how the housing market usually functions.
• Students can practise this mediation skill throughout
the course by summarising the content of other reading
texts or online articles using their own words. They
should be expected to summarise and explain opinions
and ideas as well as key information.
• Students read the whole article quickly, then discuss the
question in pairs. Get feedback.
SUGGESTED ANSWERS
They are built in 24 hours; they are made by a 3D
printer; they are cheap but also strong and resilient;
the residents have input into their design; the houses
will be available to those who need them the most (not
those who pay the most).
TEACHING TIP: Scanning is a useful skill for finding
specific information. Explain that reading the first
sentence of each paragraph is a good way to get a
general idea of what a text is about. Then they can go
back and read specific paragraphs in detail in order
to find the information they are looking for. Remind
students that they won’t have a lot of time in the exam,
so scanning for information is a key skill.
SAMPLE COPY, NOT FOR DISTRIBUTION
44
3
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Elicit the key words from summary 1 (3D printer
cannot do) and ask which paragraphs mention 3D printers
(A, C, D, G). Students read the first line of each paragraph
and say which is the correct answer. Encourage them to
explain why. In pairs, students repeat the steps with the
remaining items.
2G 3D
4B
5A
6F
7E
ANSWERS
4
1D
• Go through the Exam Tip.
5B 6G
As reading text on page 31.
ic
• In pairs, students discuss the questions.
• Ask them to say what they like the most about
the place where they live and give reasons for
their answer.
your
ideas
Vocabulary page 32
lG
eo
gr
ap
h
Looking for links
• This task is an article with six missing paragraphs.
Students need to decide which paragraph belongs in
each gap. There is one extra paragraph.
• The task tests students’ understanding of the text
structure and the development of ideas.
• As students read the main text, they might find it
helpful to note some key words for each paragraph
to remind them of the main ideas. They should then
look at each gap in turn and highlight any reference
words that may help them with their answer (e.g. use
of pronouns referring back, use of verb tenses, linking
words showing cause and effect or a contrast).
• When they are sure of an answer, it is a good idea to
write the gap number next to the paragraph, so they
don’t choose any paragraphs twice.
• When they finish, they should read the text through
once more to make sure everything makes sense, and
that the reference words in the text fit logically and
grammatically with their chosen paragraph.
2F 3A 4E
3.1
Exam TIP
Le
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ni
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1C
EXTENSION: In pairs, students discuss these questions:
• Would you like to live in one of these houses? Why? /
Why not?
• Do you think there are any downsides to building
houses like this?
• Would you prefer to live in a big community, or in a
house far from others? Why?
g
ANSWERS
FAST FINISHERS: Students make notes of any new
vocabulary in their notebooks. Encourage them to
underline the stressed syllables in the words to help
them with pronunciation.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
na
ANSWER
a 3D printer – paragraph A
word focus
at
io
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
N
5 3.1
Exam TASK
©
Matching paragraphs to gaps
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask Did the Exam Tip help you
complete this task? Check students understand what
the reference words in each paragraph of the article
refer to in the answer paragraphs.
• Play the recording for students to listen to the whole
article with the missing paragraphs in place.
Renting and buying
1
• As a class, brainstorm the advantages and disadvantages
of renting and buying a property.
• Students do the exercise in pairs.
• Get feedback. Check understanding of terraced house
(a house joined to other houses on both sides). Model
the pronunciation of the words in bold, particularly
spacious /ˈspeɪʃəs/, refurbished /riːˈfɜː(r)bɪʃt/ and
vacant /ˈveɪkənt/.
EXTENSION: In pairs, students discuss the correct
answers for the false statements. Ask them to discuss
which of the two properties they would prefer to live in.
Encourage them to give reasons for their answers.
FAST FINISHERS: Students write their own definitions
for the words in bold in their notebooks.
ANSWERS
1T
2 F (shared courtyard)
3T
4 F (spacious)
5T
6 F (in need of renovation)
7 F (vacant)
8T
9T
10 T
TEACHING TIP: When students learn new vocabulary,
encourage them to write down the part of speech of each
new word. When the word is a verb, they should also write
down whether it is regular or irregular. For nouns, they
should write down if it is countable or uncountable.
2 3.2
• Play the recording. Students complete the summary,
then compare their answers in pairs.
• Get feedback. Ask students to explain the meaning of
the words.
SAMPLE COPY, NOT FOR DISTRIBUTION
45
ANSWERS
1 homeowner
2 deposit
3 mortgage
4 repayments
5 let
6 tenant
ANSWERS
1 exterior
2 interior
3 spacious
4 décor
5 layout
6 overlook
7 courtyard
8 homeowners
g
EXTENSION: In pairs, students identify and underline
the words or phrases which collocate with the words in
the box (become a homeowner, pay a deposit, take out a
mortgage, let out a room, find a tenant). Encourage them
to make a note of these phrases in their notebooks.
EASIER: Before the exercise, review the meanings and
word forms of each word as a class, then ask What type
of word do you need in gap 1? How do you know?
(a noun because it follows the). Elicit the answer
(exterior). Students fill the remaining gaps in pairs,
first deciding what type of word they need, then writing
their answers.
Le
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ni
n
EASIER: Play the recording once all the way through
for students to listen with their books closed. Then
play it again as students read the summary, stopping
after the key information they need for the gaps (e.g.
10% deposit, mortgage from the bank). Explain that
the information in the summary is not always in the
same order as on the recording. Supply a copy of the
audioscript if students still need help.
your
• In pairs, students discuss the question.
ideas
• Ask them to say if they think it will be easier
or harder for young people to buy a house in
the future. Encourage them to give reasons for their
answers.
Grammar page 33
Future forms review
ic
3.2
GRAMMAR GUIDE: future forms
Building and design
3
lG
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gr
ap
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M: Have you decided if you’re going to buy the house?
W:Yes, I’m definitely going ahead. I’ve got enough
money for a 10% deposit, and I can get a mortgage
from the bank.
M:That’s great news! You’ll be a homeowner at last!
Will the repayments be expensive?
W:Yes, they will. But I’ve decided to let out the second
bedroom, so then I’ll get some rent and that will
help me with the monthly payments.
M: Good idea. Have you found a tenant yet?
W: No … I haven’t bought the house yet, remember!
M:Sorry! Well, if you do go ahead and buy it, let me
know. My niece is looking for a room to rent and
she’d be a wonderful tenant.
at
io
na
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Explain that décor can be pronounced
either /ˈdeɪkɔː(r)/ or /ˈdekɔː(r)/.
N
FAST FINISHERS: Students use a dictionary to find
definitions for the words they didn’t use (extension and
loft) and write a sentence using each word (e.g. The loft
in my house is where my parents store old furniture and
toys. We’ve built an extension on the back of the house
so we can have a much bigger kitchen.).
©
ANSWERS
1 foundations
2 floor plan, layout
3 conservation, décor
4 crane
4
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Ask students to say whether they would
like to live in a place like this and give reasons for their
answers.
Future simple (will)
We use will:
• for future predictions based on opinion.
I think our team will win the match.
• for offers, promises, threats or other decisions made
at the time of speaking.
I’ll help you with your bags.
If you call him, I won’t speak to you again.
• to describe future facts.
The shops won’t be open tomorrow.
• to ask someone to do something.
Will you ask the teacher for me?
Be going to
We use be going to:
• for near-future predictions based on evidence or
present situations.
It’s going to rain this afternoon.
• for plans and intentions that are already decided.
We’re going to have dinner together later.
Present simple
We use the present simple for timetabled or scheduled
events in the future.
The lesson starts at 11 a.m. tomorrow.
Present continuous
We use the present continuous for definite plans and
future arrangements.
He’s picking up Ahmed from the airport tomorrow.
• There is often little difference between be going
to and the future use of the present continuous.
However, when we use the present continuous, we
are implying that the plans are more fixed.
I can’t meet up. I’m seeing my parents. (= it’s fixed
and can’t be changed)
SAMPLE COPY, NOT FOR DISTRIBUTION
46
1
• to say how long a state will have continued at a
point of time in the future.
Tomorrow, I will have worked here for two years.
• Students complete the rules, then match the sentences.
• Students compare their answers in pairs. Get feedback.
EASIER: Before the exercise, compare sentences 1, 2, 3
and 7. Ask Which form is used in each sentence? (1 be
going to 2 the future simple will 3 the present continuous
7 the present simple) and write them on the board.
Students match the sentences with the rules in pairs.
Future perfect continuous
EXTENSION: Students write a personalised sentence
using each future tense, then share their sentences with
a partner, e.g. I think I’ll pass the grammar test next
week. The next series of my favourite programme starts
on 13 May.
Some common time expressions with the future perfect
simple or continuous are in / by (2030), in a
day’s / week’s / month’s time, by then, next week /
month / year.
In a week’s time, I will have passed my driving test.
By 2023, I’ll have been studying my degree for
three years.
ANSWERS
6b
7f
2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Before the exercise, elicit the forms of the
present perfect (have / has + past participle), present
perfect continuous (have / has + been + -ing form) and
present continuous (be + -ing form). Write them on the
board. Elicit what we need to add to change these to the
corresponding future forms (will).
eo
gr
ap
h
FAST FINISHERS: Students match the rules in Exercise 1
with the sentences (e.g. 1: a prediction based on
evidence; 2: a definite arrangement for the future).
4
ic
1 the future simple (will)
2 be going to
3 the present simple
4 the present continuous
1e 2a 3g 4d 5c
Le
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ni
n
Time expressions
g
We use the future perfect continuous (will + have +
been + -ing form):
• to say how long actions will have continued at a
point in the future.
When I finish school, I will have been studying
English for more than ten years.
ANSWERS
lG
1 You’re going to fall – a prediction based on evidence
2 are starting – a definite future arrangement
3 opens – a future timetabled event
4 will – a fact about the future
5 I’m going to take – a plan for the future
6 I’ll visit – a promise
7 will be – a prediction about the future
3
na
• In pairs, students talk about their future plans.
• Get feedback. Find out what the most popular holiday
plans are.
at
io
Future continuous, future perfect and
future perfect continuous
GRAMMAR GUIDE: future continuous, future perfect
and future perfect continuous
Future continuous
©
N
We use the future continuous (will + be + -ing form):
• for actions that will be in progress at a specific time
in the future.
We’ll be visiting my parents that weekend, so we
can’t make it to the party.
• for future plans and arrangements for continuous
actions.
In tomorrow’s meeting, we’ll be talking about the
new project.
Future perfect simple
We use the future perfect (will + have + past participle):
• for actions that will be completed before a specific
time in the future.
By this time next month, I will have finished my
degree.
ANSWERS
1 we‘ll be starting
2 we‘ll have packed
3 we‘ll have been driving
5
• Students match the sentences with the rules, then
complete the rules.
• Students compare their answers in pairs. Get feedback.
FAST FINISHERS: Students use the time expressions in
sentences 1–3 to write sentences about themselves (e.g.
By the end of next week, I will have been working on my
science project for a month).
ANSWERS
1 c – future perfect continuous
2 a – future continuous
3 b – future perfect
6 3.3
• Students complete the sentences with the correct form
of the verbs, then compare their answers in pairs.
• Play the recording for students to check their answers.
Get feedback.
EXTENSION: In pairs, students discuss these questions:
• What do you think you will be doing this time
tomorrow?
• By the time you are 30, what do you think you will
have done?
• By this time next year, how long will you have been
studying English?
SAMPLE COPY, NOT FOR DISTRIBUTION
47
ANSWERS
ANSWERS
1 ‘ll be working
2 Will you have finished
3 won’t have completed
4 will you have been studying
1 F (he loves reading about it) 2 T
3.4
your
ideas
Listening page 34
reading the task; multiple choice with three extracts
1
lG
• Students do the exercise, then compare their answers in
pairs. Get feedback.
at
io
na
EXTENSION: Write the following statements on the
board:
• It’s better to buy a house that needs to be refurbished
than something you don’t need to do work on.
• It’s important for a house to overlook something
beautiful.
In pairs, students discuss if they agree or disagree with
the statements using the phrases from the exercise (e.g.
A: You can’t put too high a price on having a nice view.
B: I do get what you mean, but …).
N
ANSWERS
2a
3e 4d
Exam TIP
Reading the task
• In this task, students listen to three short recordings.
Each extract lasts for around 45 seconds, and
students hear each extract twice before listening to
the next.
• Remind students not to choose an option because it
includes a word they hear. They should listen to the
whole conversation as the speaker may change their
point of view or develop a point.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
eo
gr
ap
h
EXTENSION: Students write three questions – one in
each tense – to ask about their classmates’ future plans
and predictions, e.g. In five years’ time, what do you
want to have done? (e.g. passed a driving test, learned
how to play an instrument) Where do you think you will
be living in five years’ time? How long will you have
been living in your house this time next year? Students
walk around the room and take turns to ask and answer
with at least three different classmates. Get feedback.
• Go through the Exam Tip.
Le
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ni
n
• In pairs, students discuss the questions. Get
feedback.
3
ic
A:This time next year I’ll be working for an architecture
company in Tokyo.
B:That’s really exciting! Will you have finished your
studies by then?
A:No, I won’t. The job is part of my university degree.
I won’t have completed my studies until the year
after next.
B:Wow! How long will you have been studying by then?
A:Seven years! Degrees in architecture take much
longer than most other degrees.
g
M:I love reading about interior design and looking
at pictures of those beautiful restored houses with
amazing décor, but I have to admit that actually
doing the hard work – building, painting, decorating
and so on – it’s not for me.
W:Fair enough. Each to their own, I guess. Personally,
I love it.
3.3
1c
3T
5b
©
2 3.4
• Play the recording. Students complete the task, then
compare their answers in pairs.
• Get feedback. Elicit the words or phrases that helped
them with their answers. Elicit the meaning of manual
labour (physical work).
EASIER: Before listening, students underline the key
words in each statement, then compare their answers
in pairs.
SUGGESTED ANSWERS
1 positive aspect of the work
A doing renovations professionally
B saving, money
C personal achievement
2 think, doing the renovations
A prefers, current job
B doesn’t, desire, himself
C doesn’t, would like, by himself
4 3.5
Exam TASK
Multiple choice with three extracts
• Play the recording. Students complete the Exam Task,
then check their answers in pairs.
• Get feedback. If students have doubts, read the
relevant section from the audioscript.
ANSWERS
1C
2B 3A
4B 5A 6C
3.5
N:You will hear three different extracts. For questions
1–6, choose the answer (A, B or C) which fits best
according to what you hear. There are two questions
for each extract.
Extract One. You hear two friends talking about a
house renovation. Now look at questions 1 and 2.
M: How’s the house renovation going, Tessa?
W:Not too bad, thanks. Of course, it’s turning out to
be more expensive than I’d originally planned, but I
guess that’s just inevitable. Even though I’m doing a
lot of the work myself.
SAMPLE COPY, NOT FOR DISTRIBUTION
48
• In pairs, students discuss the questions.
• Ask them to say what jobs they’re responsible
for at home at the moment.
Speaking
your
ideas
page 35
living in cities; giving yourself time; discussion
g
1
Le
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ni
n
• In pairs, students discuss the questions.
• Get feedback. Ask students to explain their answers.
EXTENSION: As a class, brainstorm the things that
make somewhere a good place to live (e.g. lots of green
spaces, good public transport, good schools, low crime).
2 3.6
• Play the recording. Students complete the sentences,
then compare their ideas in pairs. Get feedback.
ic
EASIER: Before the task, give students time to read the
sentences. In pairs, they predict what type of information
is missing from each gap. Play the recording and pause
after the first conversation to go through the answers
(access, find work, public transport). Play the rest of the
recording, pausing after each conversation.
©
N
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na
lG
eo
gr
ap
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M:I don’t know how you manage it. After all, your day
job is pretty exhausting, isn’t it? And then to come
home and start demolishing walls and installing
basins … it wouldn’t appeal to me!
W:Well, I agree, it’s not exactly relaxing. But on the
other hand, I get a real sense of satisfaction from
feeling that I’m doing stuff myself, even though I do
make a lot of mistakes. And I’m learning a lot about
building. In fact, I reckon I could probably go into
this as a career if I ever got tired of teaching.
M:Really? Do you think you’d actually enjoy renovating
other people’s houses, though? It’s not the same as
working on your own.
W:Yes, that’s a good point. Well, anyway, I just keep
reminding myself that this time next month I’ll have
finished the kitchen.
M: And then you can invite me round for dinner!
N: Now listen again.
N:Extract Two. You hear two friends talking about a flat
for rent. Now look at questions 3 and 4.
M:What have you decided about that flat you saw last
weekend?
W:Hmm, I’m still not sure. It was pretty spacious and
I certainly can’t complain about the rent, but I’m a
little concerned about the area.
M:Well, yes, that is important. I mean you really have to
feel safe in the place that you live, especially as you’ll
sometimes be getting home late in your new job.
W:That’s not actually the problem. It’s more that there’s
just not a lot going on there. I’m sure it’s the perfect
place for families with young kids – you know, parks,
playgrounds, picturesque little cafés, all that sort of
stuff. And that’s fine ... but not for me. I want to be
somewhere a bit more vibrant, a bit more lively.
M:I do get what you mean, but I reckon that in the long
run you’d get used to it. It might seem dull to you
now, but you can’t put too high a price on a nice
quiet place when you’re trying to get to sleep on a
Friday night.
N: Now listen again.
N:Extract Three. You hear two people talking about a
new housing development. Now look at questions 5
and 6.
W:Have you seen the plans for the new housing
development by the canal?
M:Yes, I have. I think it’s a really positive move. I mean,
the developers are going to include lots of green
spaces and I like the design of the houses.
W:Hmm. Well, I can’t say I agree. The thing is, we
already struggle around here with not enough
schools, and massive amounts of traffic on the roads.
Adding another two hundred houses is just going to
make things so much worse.
M:But you have to bear in mind that people need
places to live! Sure, it would be great to have fewer
cars on the roads and small class sizes, but we can’t
just think about ourselves. Sometimes we need to
make sacrifices for the benefit of society. And there’s
a real problem with homelessness in this area … I
think this development could help.
W: Seriously? Have you seen the prices?
M:I know some of the properties are expensive, but
30% of the housing in that development is social
housing aimed at the poorest in the community.
N: Now listen again.
ANSWERS
1 access, find work, public transport
2 police, lighting, poverty
3 pollution, rules, restoring
3.6
1
E: What are some of the advantages of living in a city?
G:Well, one obvious advantage that I can think of is the
access to places like restaurants, theatres, cinemas
and other kinds of leisure activities.
B:Yes, that’s a good point. Although, that’s not the
most important thing from my point of view. For
me, the key advantage is that it’s often easier to find
work in cities.
G:That’s true. And, of course, public transport is usually
better than it is in rural areas.
2
E: How can we make our cities safe places to live?
G:Hmm, that’s a difficult question. I definitely think we
should have more police on the streets. What do
you think?
B:I’m not so sure about that. But I do think that it
would help if street lighting were improved. The
other thing to consider is that crime is often linked to
poverty.
G:Yes, I hadn’t thought about that. So what you’re
saying is, that if we try to support people who really
need help in our cities, we can also make the streets
safer?
B: Exactly.
SAMPLE COPY, NOT FOR DISTRIBUTION
49
• Go through the Exam Tip.
Exam TIP
g
MEDIATION SKILLS
• Encouraging discussion of concepts is mediation.
• In this exercise, students discuss an exam-type question
using the suggestions supplied. As they listen to their
partner, they should build on what their partner says
and ask questions to encourage their partner to clarify
their opinions, give reasons for their answers or expand
on their view. Elicit some ideas for phrases students
can use from the Useful Language box and from the
recording, e.g. Why do you think that? Could you give
an example? Can you explain that a bit more? Are you
trying to say that … ; What did you mean when you
said … .
• Pairwork discussion and Your ideas tasks can be used
throughout the course to practise this mediation skill
further.
eo
gr
ap
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Giving yourself time
• In this part of the exam, the examiner will ask
questions directed at both candidates. They should
give their opinion and encourage their partner to
express their point of view.
• Ask students how they feel when they are asked
questions in an exam-type interview. Explain that it’s
normal to feel nervous and that it’s useful to practise
strategies for dealing with this and gaining time while
they think about what they’re going to say. They can
ask the examiner to repeat the question, or ask for
clarification of a question. They can also use filler
words or expressions, or start by saying the question
themselves, e.g. Hmm … what’s the most important
thing to think about when choosing a place to live?
Well, for me … Students read the Useful Language
box for other ideas.
• Students should discuss their ideas with their partner
until the examiner stops them. If they run out of
things to say, they can ask their partner if they have
any other opinions, e.g. So do you agree? Is there
anything else?
4
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3 3.7
where you live, but you can’t change where it is.
Don’t you agree, Hugo?
H:Let me think about that. So, are you trying to say
that you think location is even more important than
the size of the place where you might live?
A: Yes, that’s right.
H:Hmm, well, I’m not sure I agree. For me, I’d really
prefer to live somewhere quite spacious. I can’t bear
being in small spaces.
ic
3
E:What improvements would you like to make to your
nearest big town or city?
G:Well, personally, a big issue for me is pollution in
my city. There’s a lot of traffic, so I would like to
see stricter rules about driving cars and vans in the
centre.
B:Yes, and also we’d need to improve public transport,
so that people have an alternative. Also, there are
some very beautiful buildings in our city, but some of
them are quite dirty or they need repairs. So, I think
we should spend some money on restoring them.
G:That’s a really good idea. Because, then, more
tourists might visit and that would actually bring
more money into the city.
• In pairs, students discuss the question. Get feedback.
5 3.8
• Play the recording. Students complete the questions,
then compare their answers in pairs. Get feedback.
ANSWERS
lG
1 renting, owning
2 live on your own, share a house
3 know someone well
4 safe, clean housing
3.8
na
1Which is preferable – renting a house or owning a
house? Why?
2Would you prefer to live on your own or to share a
house with other people? Why?
3Do you think it’s important to know someone well
before you share a house with them? Why? / Why
not?
4Do you think it’s likely that in the future everyone in
the world will have safe, clean housing?
• Play the recording. Students do the exercise. Get
feedback.
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FAST FINISHERS: Students make a note of the phrases
from the Useful Language box they’d like to remember
for their speaking exam.
ANSWERS
©
N
That’s an interesting question; Let me think about that;
So, are you trying to say that …
Both students give quite well-developed answers
despite initial difficulties.
3.7
E:Anna, what is the most important factor when you’re
thinking about a place to live.
A: Sorry, could you repeat that, please?
E:Yes, of course. What is the most important factor
when you’re thinking about a place to live?
A:Oh, um, well, that’s an interesting question. I think
the location is really important. I mean, you can do
a lot of things to change the interior of the place
6
Exam TASK
Discussion
• In pairs, students complete the Exam Task and discuss
the questions in Exercise 5. Remind them to use
phrases from the Useful Language box if they need
time to think.
• Encourage them to ask questions to elicit their
partner’s point of view.
• Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
50
ANSWERS
1 about
2 due
3 on the point
4 on the verge of
4
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Do the first item with the class (is bound to be
really angry). Students do the remaining items in pairs.
ANSWERS
1 ‘s bound to be really angry
2 on the verge of going out
3 is to make a decision
4 is due to call me tomorrow at midday
5 ‘re to go ahead once these floor plans are approved.
6 was on the point of buying some new curtains when I
found this material.
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GRAMMAR GUIDE: future time expressions
We can use a number of time expressions with be to
refer to the future even if we’re talking about the past.
• We use be bound to + infinitive to talk about a
future event which we are sure will happen.
The blue team is bound to win. They have all the
best players.
• We use be due to + infinitive to talk about
scheduled events in the future.
The show is due to start at 7.30 p.m.
• We use be on the point of + -ing form or be on the
verge of + -ing form to describe events that are
going to happen very soon.
The company was on the verge of closing.
She was on the point of leaving her job when she
was offered the promotion.
• We use be to + infinitive to talk about future formal
obligations or to give formal instructions.
The students are to put their pens down as soon as
the bell rings for the end of the exam.
You are to meet with our clients in the meeting
room at 9.30.
EXTENSION: In pairs, students write a response to the
email, using as many future time expressions as they
can but omitting a word from each time expression (e.g.
I’m so happy to hear you’re moving into your new flat.
You’re ___ to love living in that neighbourhood as there’s
always so much going on. I’m due ___ move out soon
too). Pairs give their email to another pair to complete.
g
future time expressions
• Students choose the correct options, then compare their
answers in pairs. Get feedback.
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Grammar page 36
3
ic
• In pairs, students discuss the questions.
• Ask them to say what they would find difficult
about sharing a house with friends, and what
they would find enjoyable.
your
ideas
Use your English page 37
1
lG
• Students complete the rules, then compare their answers
in pairs. Get feedback.
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EASIER: Choose a student to read the first sentence
aloud. Ask When does the phrase in bold refer to: past,
present or future? (future) Has the other person seen the
colour for the walls? (not yet) Does the speaker think the
other person will like the colour? (yes). Match be bound
to with the correct rule as a class (d). Students work in
pairs to complete the remaining items.
ANSWERS
N
a be on the point of / be on the verge of
b be to
c be due to
d be bound to
©
2
• Students match the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students complete the following
prompts so they are true for them:
• My friends are bound to …
• I’m on the verge of …
• Some students in the class are due to …
Idioms
1
• Elicit the topic of the idioms (house / home).
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write personalised
sentences using the idioms (e.g. When my friends come
over to my house, they always make themselves at home
and help themselves to snacks and drinks.).
EXTENSION: In pairs, students discuss these questions:
• Do you make yourself at home when you visit a
friend’s house?
• Is there anyone you get on with like a house on fire?
• Where have you visited that felt like a home from
home?
ANSWERS
1 on the house
2 make yourself at home
3 get on like a house on fire
4 close to home
5 home from home
ANSWERS
1c
2a
3e
4b
5d
SAMPLE COPY, NOT FOR DISTRIBUTION
51
Writing pages 38–39
Expressions with put
2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
accommodation; structure and style in a report;
thinking about your reader; writing a report
Learning FOCUS
EXTENSION: In pairs, students discuss synonyms or
definitions for the phrases in the exercise and make a
note in their notebooks.
Possible answers:
1 make (an offer)
2 make a house available for purchase
3 save money
4 construct
5 object to something
6 postpone
7 give your attention to something
8 live with something unpleasant
Le
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Structure and style in a report
• Some exams include a report option in the writing
section.
• The task will outline what information the report
should give. The different points in the task should
be covered in different paragraphs, for example:
Paragraph 1 – describe the situation, 2 – explain the
problems, 3 – make recommendations.
• Ask What is the purpose of a report? (to inform, to
state facts, to describe problems and offer solutions)
How is a report different to other genres of writing?
(It needs to be objective and not personal. It has
a practical purpose and is directed at somebody
specific.)
• Ask Do you think a report is formal or informal?
(formal) What type of language or structures should
you not use in a formal report? (contractions, idioms,
colloquial language).
• Students should give their report a main heading,
and each paragraph should have a separate heading
to explain the purpose of each section.
ANSWERS
1 in
2 on
3 aside
4 up
5 down
6 off
7 to
8 up
ic
3
• Go through the Exam Tip.
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Exam TIP
lG
Filling every gap
• Explain that in this exam task, there is a short text with
eight gaps and no answer options.
• If students are not sure about what answer to put for a
particular gap, they can skip it and go back to it later.
At the end, if they are still not sure, they should write
in a guess.
• Remind students to use any time at the end to read
through the completed text, check their answers and
make any final changes.
Exam TASK
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Open cloze
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback.
1
• Students read the task and report. They do the two parts
of the exercise, then compare their answers in pairs.
• Get feedback. Elicit the meaning of dormitory (a large
room with many beds).
EASIER: Students work in pairs to organise the report
and mark each new paragraph. Get feedback on
this stage first before they then go on to match the
headings.
EXTENSION: In pairs, students discuss if they would like
to stay at the youth hostel from the report. Encourage
them to give reasons for their opinions.
ANSWERS
Introduction: The main purpose ...
My stay: I stayed at the …
Description of facilities: The youth hostel has got …
Evaluation of facilities: Our dormitory was spacious …
Recommendations: In my opinion, the hostel …
EXTENSION: In pairs, students discuss which words
before and after the gaps helped them with their
answers.
N
ANSWERS
©
1 be
2 up
3 times
4 on
5 be
6 if
7 themselves
8 add / give
TEACHING TIP: New expressions often come up
when students are completing open cloze tasks. In
the feedback stage, it is a good idea to write these
expressions on the board and encourage students to
practise them. For example, elicit one or two example
sentences for (six) times the speed of … .
2
• In pairs, students look at the second example task and
discuss the questions. Get feedback.
ANSWERS
1 a charity
2 describe your work and accommodation, explain any
problems, suggest improvements
3 suggest any future improvements
SAMPLE COPY, NOT FOR DISTRIBUTION
52
3
6
EASIER: Students read the text and, in pairs, discuss
what each paragraph is about. Then, they come up with
a title for each paragraph and compare their ideas with
another pair.
EXTENSION: Pairs read each other’s reports and tick the
things their partner has included, using the Reflection
Checklist.
Live well, study well page 40
g
EXTENSION: In pairs, students read the reports
in Exercises 1 and 3 and underline the phrases for
introducing a report and making recommendations. They
then read the Useful Language and tick the phrases they
found in the reports. Students discuss which phrases
they think are very formal and less formal.
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist then make any
necessary changes to their report.
finding your identity, acceptance of yourself and
others
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• Students read the report, then write headings for each
paragraph.
• Students compare their answers in pairs. Get feedback.
Useful vocabulary
SUGGESTED ANSWERS
count someone as (phr): to see someone in a particular
way
identity (n): the things that make a person different to
other people
look up to (phr): to respect or admire
tradition (n): a belief or way of acting that people,
families or groups have followed for a long time
principle (n): a rule or idea that has an influence on how
something is done
values (n): the beliefs that influence the behaviour and
way of life of a group or community
1 Introduction
2 The building project
3 The accommodation
4 Problems
5 Recommendations
ic
4
• Go through the Exam Tip.
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Exam TIP
lG
Thinking about your reader
• Students should spend around five minutes planning
what to include in each paragraph before they start.
It is important that they take into account who their
report is aimed at during the planning stage.
• Explain that they always need to give appropriate
recommendations or suggestions at the end of their
report. Elicit phrases for making formal suggestions,
e.g. I’d recommend … , Perhaps you could
consider … , It may be useful / a good idea to … ,
You may want to think about … Students read the
Useful Language box for more ideas.
na
• Students do the exercise. Get feedback.
FAST FINISHERS: Students make a note of headings
they could use for their paragraphs.
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ANSWERS
describe accommodation, explain problems, suggest
improvements
5
N
Exam TASK
©
Writing a report
• Students complete the Exam Task. Remind them to
use the Useful Language.
• Students exchange their report with a partner, then
discuss if they made any similar suggestions or
recommendations.
• Get feedback. Ask What problems did your partner
talk about? What suggestions did they make?
1
• In pairs, students discuss the questions.
• Get feedback. Ask students to explain their answers.
2
• Choose students to read parts of the text aloud.
Students think about their answer to the question, then
compare their ideas with a partner.
• Get feedback. Ask Did you and your partner have the
same ideas? Are the four ideas a helpful way to think
about what makes you ‘you’?
EXTENSION: Students add any other things they think
make up their identity.
3
• In pairs, students discuss the questions.
• Get feedback. Ask Do you do different activities with
your different groups of friends?
4
• Go through the Mind your Mind information.
• Students discuss the question in pairs. Get feedback.
EXTENSION: In pairs, students discuss these questions:
• What activities make you feel good?
• Do you have any friends that you’re different to, but
get on very well with?
• What piece of advice would you give someone who
feels pressured into being a certain way?
SAMPLE COPY, NOT FOR DISTRIBUTION
53
ANSWERS: VOCABULARY
1
1d 2e
3f 4c 5g 6a 7b
2
1 overlooks
2 renovated
3 furnished
4 spacious
5 ensuite
6 vacant
3
1c 2a 3f 4b 5e 6d
ANSWERS: GRAMMAR
4
1 are you doing
2 I’ll stay
3 it’s going to be
4 I‘m going to
5
5 is
6 I‘ll help
7 you‘ll
1 will be packing
2 will have finished packing
3 will be watching
4 will have left, will be driving
5 will have been unpacking
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• In groups, students read through and
t
projec
choose a project. Project 1 is pairwork and
involves finding a list of common interests
with a classmate, while Project 2 is individual
work and involves making a spider diagram of their
own identity.
Project 1
• Individually, students brainstorm a list of their hobbies
and interests.
• In pairs, students compare their lists and identify the
hobbies or interests that are the same. Then tell them
to underline the ones that are different. Encourage
them to explain why they like each activity and give
details on each one.
• Students prepare a poster to show their similarities
and differences. They should illustrate their ideas with
images and text. The poster could include ideas for
why it’s important to be yourself and not try to be the
same as everyone else.
• In the next lesson, ask pairs to share their posters with
the class.
Project 2
• Students work individually to think about their sense
of self, and draw a spider diagram to illustrate what
makes them who they are.
• Encourage them to make notes on the topics in the
text in Exercise 2 as well as their culture, traditions
and any other important things about themselves,
before creating their diagram.
• Tell them to add any extra details about each point
they mention (e.g. what they enjoy doing with their
friends, something their family often does together,
when they do their hobbies).
• Students do not have to share their diagrams with
the class, though you may wish to check they have
produced something.
page 151
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your
Review
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• In pairs, students discuss the questions. Get feedback.
ic
5
6
4 to
5 bound
©
N
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lG
1 point
2 about
3 due
SAMPLE COPY, NOT FOR DISTRIBUTION
54
like a glove
4xIt fitsxxxxxx
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2 4.1
page 41
EXTENSION: Individually, students answer these
questions, then compare their answers with a partner.
• What was Frida Kahlo inspired by?
• What did she often wear?
• What do people believe about what she wore?
• What types of paintings did she often do?
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In the photo
A woman is wearing a dramatic red and purple outfit
made of various recycled materials, created by the
designer Kang Yen-ling. He uses environmentally-friendly
material in his designs and the model is sitting in front
of a wall made of recycled glass bottles. This design was
part of a fashion show in Taipei City.
• Check understanding of art critic (a person that writes or
gives reviews of art).
• Play the recording. Students do the exercise, then
discuss their ideas in pairs. Get feedback.
ic
Unit Opener
Grammar: reporting with passives; causatives
Use your
clothing idioms; compound nouns
English:and collocations; prepositions;
keeping the same meaning;
sentence transformation
Writing: fashion; structuring a for and against
essay; writing a for and against
essay; checking your work
Video:
Earthships
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Reading:identifying opinion; matching
four prompts to texts
Vocabulary: clothes; clothes shopping
Grammar:
the passive
Listening:listening to a long text; multiple
choice with one interview
Speaking:fashion; comparing; photo
comparison
page 41
1
• Students discuss the questions in pairs.
• Get feedback. Elicit the meaning of material (cloth or
fabric, or in general something you make things from)
and creation (something that has been created / made).
4.1
The Mexican artist, Frida Kahlo, was born in 1907.
She was inspired by her heritage and wore her own
interpretation of traditional Mexican clothes, with long,
brightly-coloured skirts, patterned blouses and heavy
jewellery. She also often wore flowers or ribbons in her
hair. Some people believe that she wore these bright
colours and long skirts to hide her disability and to
focus people’s attention on her head and shoulders. She
created one hundred and forty-three paintings, fifty-five
of which are self-portraits. Her self-portraits show her
distinctive sense of fashion but also use various objects
and symbols to represent her pain.
FAST FINISHERS: Students note down what items they
think might make up her dress, (e.g. a mask, old curtains,
other people’s clothes, feathers).
lG
2
• In pairs, students discuss the question. Get feedback.
na
EASIER: Before the exercise, brainstorm items of
clothing you might wear on each occasion and write
them on the board, e.g. a suit, a tie, a jumper, trousers,
a dress.
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EXTENSION: In pairs, students discuss and describe any
traditional clothes from their country or other countries
they know about. Encourage them to show pictures if
possible. Get feedback.
N
Reading pages 42–43
©
identifying opinion; matching four prompts to texts
1
• Show the photo. In pairs, students talk about the photo
and discuss the questions. Get feedback.
3
• Show the photo and text on page 43. Students say what
they see (colourful outfits on display in a glass case with
someone walking past).
• Students do the exercise, then compare their answers in
pairs. Get feedback.
ANSWERS
1a
2b 3b 4a
4
• Students discuss the questions in pairs. Get feedback.
EXTENSION: In small groups, students discuss other
people who have become more famous after their death.
EASIER: Discuss the first question as a class. Then, show
some images of Frida Kahlo’s paintings.
EXTENSION: Ask Do you think fashion is related to art?
In what ways?
SAMPLE COPY, NOT FOR DISTRIBUTION
55
Vocabulary page 44
Identifying opinion
• Before students read the text, they should read the
statements, underline key words and think about what
the question is asking. In question 1, for example,
they need to find a reviewer with a similar point of
view to reviewer A, on the point that the possessions
had more importance in the exhibition than the art.
They should think of clues they might find in the text,
e.g. words or phrases such as more / less important,
secondary, take first / second place.
• Once they have read the statements, they can look at
one question at a time and find the paragraph which
matches the idea. If they think there is more than one
possible answer, encourage them to make a note next
to the paragraph. Remind them that each paragraph
can be chosen more than once.
Clothes
1
• As a class, brainstorm different items of clothing and
accessories that students are wearing today.
• Students complete the definitions, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of ribbon
/ˈrɪbən/, cuff /kʌf/ and lining /ˈlaɪnɪŋ/.
g
Exam TIP
EXTRA ACTIVITY: To reinforce the language, draw a
simple outline of a jacket. Label the collar, cuffs, hood,
lining and zip with the letters a–e. In pairs, students
match the words with the parts of the jacket.
FAST FINISHERS: Students write sentences about what
they are wearing using the words (e.g. My jacket has a
black collar and cuffs. It has a silver zip, a black hood,
and lining which is made of cotton.).
ANSWERS
• Students do the exercise, then compare their answers in
pairs. Get feedback.
1 collar
2 zip
3 hood
4 cuff
word focus
2
6 4.2
Exam TASK
lG
Matching four prompts to texts
• Students complete the Exam Task, then compare their
answers in pairs.
• Play the recording for students to listen and read and
check their answers. Get feedback.
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Model the pronunciation of the words,
heel /hiːl/, bead, /biːd/, bow /bəʊ/, ragged /ˈræɡɪd/ and
loose /luːs/.
EASIER: Do the first item as a class (catwalk – d).
Students complete the remaining items in pairs.
EXTENSION: For homework, students use a dictionary
to note down the meanings of the words.
ANSWERS
na
FAST FINISHERS: Students decide if they would like
to go to this exhibition or not and the reasons for their
answer. Get feedback.
N
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TEACHING TIP: When going over the answers to
matching tasks, it is often easier to go through the
sections in order rather than going through the
questions in order. For example, ask Which statements
match Reviewer A? rather than What is the answer for
number 1? Going over the answers in this way makes it
easier to correct students’ mistakes.
ANSWERS
©
1C 2B
3C
5 lining
6 ribbon
7 buckle
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• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
Le
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• Go through the Exam Tip.
ic
5
4A
4.2
As reading text on page 43.
your
• In pairs, students discuss the questions.
ideas
• Ask them to do a quick illustration of their
own self-portrait by drawing on a piece of
paper.
• Students present their ideas in small groups and
describe the objects they would include.
1 catwalk – d
2 vest – b
3 waterproof – a
4 ragged – c
Clothes shopping
3
• Students choose the correct options, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students discuss these questions:
• Do you always keep the receipt when you buy things?
Why is it important?
• Have you ever bid on anything online?
• How often do you browse for clothes online?
ANSWERS
1 exchange
2 price tag
3 purchase
4 refund
5 loyalty card
6 checkout
7 bids
8 browsing
SAMPLE COPY, NOT FOR DISTRIBUTION
56
4
• Students discuss the questions in pairs. Get feedback.
5 4.3
• Play the recording. Students do the exercise, then
compare their answers in pairs.
• Get feedback. Check understanding of purchase from
the recording (something that you buy).
1
• Choose a student to read out the first sentence and elicit
the rules on how to form the passive.
• Students complete the exercise, then check their
answers in pairs. Get feedback.
ANSWERS
1b
2a
3d 4c
EASIER: Before listening, write the answers in a random
order around the board. Explain these are the words
students need to use.
2
ANSWERS
EXTENSION: Students correct the errors in the following
sentences:
1 Tickets to Frida Kahlo’s exhibition can being found
online. (can be found)
2 I remember be taught how to design clothes.
(remember being taught)
3 Most of my friends hate to buy second-hand clothes.
(hate buying)
4 My sister is excited about be taken to a real fashion
show. (about being taken)
5 loyalty card
6 discount
4.3
Grammar
page 45
the passive
lG
GRAMMAR GUIDE: the passive
g
ANSWERS
a formal
b infinitive
c to + the infinitive
d -ing
e to + infinitive
eo
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A: Hello, can I help you?
B:Oh, hi, yes. I bought this jacket yesterday, but the
zip has already broken, and there’s also a hole here,
look, in the lining.
A:Oh dear, yes, I can see that. Well, would you like to
exchange it? We have some other jackets here …
B:No, thanks – they’re not really my style. A bit too
plain. I’d like a refund, please.
A: Yes, of course. How did you pay – cash or card?
B: I used my debit card.
A:No problem. Well, if you’d like to come to the
checkout, I’ll process that for you now. Can I interest
you in our loyalty card? For every £50 you spend,
you get a 10% discount on your next purchase.
B: Not right now, thanks.
Le
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3 plain
4 refund
ic
1 zip
2 lining
• Students choose the correct options, then compare their
answers in pairs. Get feedback.
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Elicit the meaning of invoice (a document
giving details of something that must be paid for) and
stock (products available to buy).
EASIER: Do the first item with the class. Then, in pairs,
students identify the verb in each sentence they need
to change to the passive. They complete the exercise in
pairs.
ANSWERS
na
We use the passive in formal situations:
• when the person doing the action is unknown or
unimportant.
£5,000 has been stolen.
• to be more impersonal and objective, particularly in
academic writing.
The results of this research have been discussed in
several papers.
• to emphasise the action or the object rather than
the agent.
The house was built by my grandfather.
3
at
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1 will be sent to you tomorrow
2 is being mended at the moment
3 being taught how to knit by his grandmother
4 to be promoted soon
5 might have been designed by her uncle
6 were being sold at the market yesterday
7 must be sold off
8 being forced to wear smart clothes at work
©
N
We use the passive with certain verbs and expressions,
and with modal verbs. Depending on the verb, it may
be necessary to use a passive -ing form, infinitive or
to + infinitive.
My boss likes being kept updated.
We’ve asked to be informed as soon as possible.
Crimes can be reported by calling this number.
With some verbs we use to + infinitive + object. This
structure is usually used with reporting verbs such as
advise, agree, ask, encourage, expect, invite, order,
persuade, promise, remind, say, tell. It is also used with
see, hear, make and believe.
She was made to wear a coat.
He was advised to finish the essay.
4
• Students complete the text, then compare their answers
in pairs. Get feedback.
EASIER: Do the first two items as a class (1 are being
produced 2 will be sold). Students do the remaining
items in pairs.
FAST FINISHERS: Students write sentences about the
photo using the passive voice, e.g. A hat is being sewn
(by a man). The hat is made of recycled plastic.
SAMPLE COPY, NOT FOR DISTRIBUTION
57
2
EXTENSION: In pairs, students summarise, in their
own words, the main arguments the writer makes about
the impact of fashion on the environment and what
environmental groups or designers are doing to improve
the situation. Get feedback.
• In pairs, students discuss the meanings of the words in
bold.
• Get feedback. Elicit the meaning of ethical (following
principles of right and wrong) and justified (done with a
good reason).
3 4.4
• Play the recording. Students do the exercise, then
compare their answers in pairs. Get feedback.
EXTENSION: In pairs, students discuss a time:
• they were convinced by someone or something.
• they were proud of something they’d done or
achieved.
• they defended somebody or something.
• they denied something they were accused of.
g
• Processing text in speech and summarising the main
points of a text is mediation.
• In this extension activity, students summarise the main
points of the text. They can make notes about the most
important details to help them explain the information
in their own words to a partner. Encourage them to
give examples from their own experience to help
explain the main points.
• Students can be given further practice of this skill by
asking them to explain arguments, opinions or points of
view expressed in written texts or in spoken recordings.
ANSWERS
1a 2b 3a
ANSWERS
4.4
page 46
ic
lG
your
• In pairs, students discuss the question.
ideas
• Get feedback. Ask Do you often keep the
clothes you buy for long periods of time? What
do you do with old clothes you don’t wear anymore?
Listening
na
listening to a long text; multiple choice with one
interview
1
A: Although I was really thrilled to get a job in the
fashion industry, I couldn’t help worrying that I was
encouraging people to buy more unnecessary clothes.
B: Now, looking back on it, I realise that I probably
could have made some better choices in those first few
months.
C: I know that my designs aren’t the cheapest around,
but I would argue that high standards are always worth
paying a little extra for.
eo
gr
ap
h
1 are being produced
2 will be sold
3 to be offered
4 have been made / are made
5 may not be valued
6 could be thrown away
7 being worn / having been worn
8 are mended
9 is wasted
10 can be recycled
Le
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MEDIATION SKILLS
• Students discuss the question in pairs. Get feedback.
N
at
io
EASIER: Ask students to think back to the previous
lesson. Ask Is fast fashion good for the environment
or not? (not). Does that mean it’s sustainable or
unsustainable? (unsustainable) How could fashion be
more sustainable? (e.g. donating or recycling unwanted
clothes, using second-hand clothes and materials,
repairing clothing rather than throwing it away).
• Go through the Exam Tip.
Exam TIP
Listening to a long text
• In this task, students listen to an interview.
• The task has six questions. The questions are in the
same order as the recording. Usually, each question
corresponds to one of the questions that is asked by
the interviewer.
• Before listening, students have one minute to read
the questions and underline any key words.
• Students underline the key words in the questions. Get
feedback.
5 4.5
Exam TASK
Multiple choice with one interview
• Play the recording. Students complete the Exam Task.
• Get feedback.
©
EXTENSION: As a class, brainstorm the negative effects
of fast fashion, (e.g. we use more clothing than we need
and throw clothes away quickly; workers are often low
paid, sometimes with poor working conditions).
4
SUGGESTED ANSWER
Sustainable fashion refers to clothing that has been
designed, made and distributed in ways which are
environmentally-friendly.
SAMPLE COPY, NOT FOR DISTRIBUTION
58
FAST FINISHERS: Give students a copy of the
audioscript and tell them to make a note of any new
vocabulary, (e.g. sustainability, artisans, craftsmanship).
Encourage them to use the context of the sentence to
work out the meaning, then check their definitions in a
dictionary.
EXTENSION: In pairs, students discuss their answers
and the reasons for their choices.
4A
5B
6C
4.5
©
N
at
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eo
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ap
h
N:You will hear an interview in which two fashion
designers, Antonio and Li Na, are talking about their
careers. For questions 1–6, choose the answer (A, B,
C or D) which fits best according to what you hear.
I:I have in the studio with me today two fashion
designers who have made a real difference to the
way that we think about sustainability and fast
fashion – Antonio Santos and Li Na Chen. Antonio –
can we start with you – what first got you interested
in sustainable fashion?
A:Well, I’ve always loved fashion – since I was a really
young boy, and so I knew that I wanted to study
fashion at university. I loved the course, but I didn’t
really have a sense of direction. I suppose I hadn’t
yet discovered my style. Then, when I graduated,
I spent some time with a co-operative in São
Paulo. The designers there were working alongside
local artisans to produce jewellery and interior
design products. It was really wonderful to see this
traditional craftsmanship being used in the designs
and to know that the workers were being paid fairly
for their work. I became passionate about using local
craft workers and incorporating traditional art in my
own fashion pieces.
I: So … what happened next?
A:Good question! Well, first of all, I spent about six
months travelling around Brazil doing research:
meeting with artisans all around the country, talking
to them, finding out how they worked, looking at the
materials they used and so on. But, you know, I also
needed to make a living! So during this time, I wrote
a very successful blog and I began to build a social
media profile. That helped fund my travels, and it
also started to build interest in my brand.
I: And then you put on your first show …
A:Yes, my first show in Rio de Janeiro, with clothes
made from eco-friendly silk and cotton and
decorated with hand-sewn beads, using traditional
methods. And it was a big success!
I:I’m going to turn to Li Na now, because your story is
quite different, isn’t it?
L:Oh yes. I started off working for a big company as a
clothes designer. I was designing clothes that were
mass produced and sent out to some of the most
popular high-street shops around the world. It was
hard work – fast and fun, but ultimately it didn’t
mean much. I went to visit one of the factories where
some of my designs were being produced and I
was really shocked at the conditions there for the
workers. They were badly paid and worked long
Le
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2A 3D
ic
1C
g
ANSWERS
hours with very few breaks. And so much material
was being wasted as well.
I: So what did you do after that?
L:The first thing was that I started thinking about
how all the wasted fabric could be used to make
clothes, rather than being thrown away. And I
also talked to the factory workers about how their
working conditions could be improved. I went back
to the company I was working for and made some
suggestions about how we could make changes.
I: And what was their response?
L:At first, they really weren’t interested. They were
very focused on their profit margin – they wanted
to produce clothes as cheaply as possible and then
sell them quickly to make a profit. But I persuaded
them that there was a market for more sustainable
clothes which had been produced in factories with
better working conditions. So now I have my own
fashion line with this company and all the clothes
that we make are produced with the offcuts from the
manufacturing process.
I:So the offcuts – those are the pieces of material that
are usually thrown away when clothes are being
made?
L:Exactly. And we also visit the factories much more
frequently to check on the working conditions and
make sure that the people there are working in a
safe environment.
I:Very interesting. So, we just have time for one final
question for you both – what next? What are your
hopes for the future of fashion? Antonio?
A:Well, I’m hoping that people will start buying local.
Think about where your clothes come from. If they
have to be transported halfway across the world to
reach your wardrobe, that’s incredibly bad for the
environment. Support your local industries and small
independent businesses.
L:Well, I can see your point, but I would also say that
some countries really depend on the fashion industry
for their economy, and to provide jobs for people.
So, I would say that in my vision of the future, people
will just think a bit harder about how their clothes are
made and the impact on the planet. What materials
have been used in the production of these clothes?
I want people to take some time when they choose
a new item of clothing. Make sure it’s something that
you really love, and that it’s well made.
I:That’s great – a lot of things to think about there.
Thank you so much, Antonio Santos and Li Na Chen.
And now, let’s move on to …
N:Now listen again.
TEACHING TIP: The audioscript can be used in many
different ways. You can use it to support students by
allowing them to read and listen to the recording at the
same time. You can also give it to students after they’ve
listened for them to check their answers, find new words
or phrases, answer further comprehension questions
or identify grammar in context. You could also use it
to practise pronunciation by choosing new words or
phrases for students to repeat.
SAMPLE COPY, NOT FOR DISTRIBUTION
59
4.6
1
• Ask How confident would you feel in a speaking exam if
the topic was clothes and fashion? What sorts of things
might you be asked to talk about?
• In pairs, students discuss the questions. Get feedback.
2
• Students choose the options, then compare their ideas
in pairs.
• Get feedback. Do not confirm answers at this point.
Elicit any other points students would make about the
pictures.
EASIER: Before the task, brainstorm things students can
see in the photos and write any vocabulary on the board
(e.g. factory, sewing machine, material, factory worker).
ANSWERS
1 it looks as if
2 While
3 may, I should think, must
4 I would guess
5 probably
In both photos, it looks as if the people are making
clothes, but while in the first photo there are a lot of
people and they’re in a factory, in the second photo
there is just one person. From her surroundings, I would
guess that she’s working from home, or maybe she works
in a small shop.
In the first photo, I imagine that the people work here
full-time and they might have to do the same task again
and again, so it could be very repetitive. The people
may feel pleased that they have a good job, but I should
think that they must also feel quite bored if they have
to make the same thing every day. In the second photo
you can see some beautiful fabrics behind the woman.
It looks like a more creative kind of job, and perhaps
she makes clothes for individual clients. So, I think she
probably feels more satisfied in her work than the people
in the factory, although she probably doesn’t get a
weekly wage if she’s self-employed.
The other important difference is that the first photo
shows lots of people working together, so they would be
able to talk to each other and it might be quite sociable.
The woman in the second photo is on her own, so it
might be quite lonely.
g
fashion; comparing; photo comparison
Le
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page 47
4 4.7
ic
Speaking
Exam TASK
eo
gr
ap
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3 4.6
• Play the recording for students to check their answers to
Exercise 2.
• Go through the Exam Tip.
Exam TIP
©
N
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na
lG
Comparing
• In this task, students compare two photos. Students
sometimes begin their answer with In the first picture
I can see … but in the second picture I can see …
However this is not the most efficient way to organise
their response. It is better to begin by saying Both
photos are very similar because … or The two photos
both show … These phrases are useful because they
set the students up to make a comparison.
• Students should then answer the question they are
asked, which often requires them to make predictions
and speculations about the photos. They should make
it clear using phrases for speculation. Elicit ideas, e.g.
It looks as though, possibly / potentially.
• Students should speak until the examiner stops them.
If they run out of things to say about the question
they’ve been asked, they could make a general point
about the content or give a personal response related
to the question, e.g. The photo shows how difficult it
would be to make clothes in an environment such as
this. I wouldn’t like to work in a factory because …
• Play the recording again. Students discuss the question
in pairs. Get feedback.
Photo comparison
• Go through the Useful Language box.
• Put students into A / B pairs. Play the recording.
Students then turn to page 181 and take turns to
choose two photos and talk about them. Remind
them to focus on comparing the photos and to
answer the follow-up question.
• Encourage students to take notes while their partner
is speaking. After each round, ask What did your
partner do well? Do you have any advice for your
partner?
4.7
I’m going to give you three pictures. I’d like you to talk
about two of them on your own for about a minute. Here
are your pictures. They show people buying clothes.
I’d like you to compare two of the pictures and say why
people might choose to buy clothes in this way, and
what the disadvantages may be for them.
TEACHING TIP: By asking a slightly different question,
the same photos can be used multiple times. This gives
students additional practice and also prevents the
tasks from becoming repetitive. Use these additional
questions for the photos in this lesson.
What might be the advantages and disadvantages of
working in these ways?
What do you think would be most interesting about
this job?
ANSWER
Yes, the student compares the two photos, talks about
the similarities and differences, and speculates about
what might be happening, using clear language for
speculating.
• In pairs, students discuss the questions.
• Then ask Do you know how to mend or fix
anything else? What?
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
60
ANSWERS
EXTENSION: Write the following pairs of alternatives
on the board. In pairs, students discuss which one they
usually do and explain the reasons for their choices.
• mending your clothes vs buying new clothes
• wearing something different every day vs often
wearing the same things
• shopping online vs shopping in a physical shop
GRAMMAR GUIDE: personal passive
page 48
We can also use a personal passive structure to express
a generalised opinion. The subject of the reported
clause (e.g. the criminal) becomes the subject of the
passive sentence.
People believe the criminal has escaped.
The criminal is believed to have escaped.
• We use subject + be + past participle of reporting
verb + to + infinitive in the personal passive. We
cannot use that.
We know that many people have been fired.
Many people are known to have been fired.
• The verb be is in the same tense as the reporting
verb in the active sentence.
People say the company makes sustainable clothing.
The company are said to make sustainable clothing.
Le
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g
Reporting with passives
GRAMMAR GUIDE: reporting with passives
3
na
lG
eo
gr
ap
h
We can report what people in general are saying or
thinking using a passive reporting verb. This is more
formal and impersonal than an active sentence. When
we use a passive reporting verb, we don’t say who is
doing the saying or thinking.
• We use it + be + past participle of reporting verb +
that + clause in the impersonal passive.
It is rumoured that the couple are separating.
• The clause after that stays the same as in the active
sentence. It does not need to change.
They announced / It has been announced that they
are moving to Paris.
• We use the verb be in the same tense as the
reporting verb in the active sentence.
The company argued that they were the most
successful in history.
It was argued that the company was the most
successful in history.
• Some common reporting verbs to talk about what
people have said are: agree, announce, argue, claim,
confirm, estimate, predict, propose, report, say,
suggest.
• Some common reporting verbs to talk about
mental processes are: assume, believe, consider,
expect, feel, hope, know, recognise, suppose, think,
understand.
• We can also use: demonstrate, discover, establish,
find, observe, see and show.
ic
Grammar
1 is thought that Christian Dior was one of the greatest
designers
2 was claimed that the clothes were
3 is expected that the store will be
4 is said that he has bought more than a hundred pairs
of trainers
5 was believed that sustainable fashion would become
1
at
io
• Students read the sentences and choose the correct
answers, then check their answers in pairs. Get feedback.
N
FAST FINISHERS: Students write the tense next to each
pair of sentences (1 past simple 2 future simple
3 present simple).
ANSWERS
©
a past
b verb be
c the same as
2
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EASIER: Elicit the reporting verbs in each sentence
(1 think 2 claim 3 expect 4 say 5 believe) then do the first
item as a class, following the rules in the grammar box.
Students do the remaining items in pairs.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
ANSWERS
1 to + infinitive
2 do not use
4
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students write their own
sentences using the personal passive and the topics from
Exercise 4, (e.g. The shops are believed to be staying
open later next week. Designer clothes are said to be
found only in one area of our city.)
ANSWERS
1 are known to be very expensive
2 is thought to start tomorrow
3 was assumed to be a failure
4 were understood to be closed on Sunday.
Causatives
GRAMMAR GUIDE: causatives
We use the verbs have and get in passive causative
sentences to say that one person asked / paid another
person to do something. We can use it in a variety of
tenses. When we want to mention the agent, we use
by.
We use have + object + past participle:
• to describe arrangements.
My office had security cameras installed.
• to describe unpleasant events and experiences.
I had my car broken into last week.
We can also use get + object + past participle to
describe arrangements, but it’s more informal.
I got an app installed on my phone.
SAMPLE COPY, NOT FOR DISTRIBUTION
61
ANSWERS
1a
2c
3a
4b
6 4.8
1
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of glove /ɡlʌv/,
and sleeves /sliːvz/.
EASIER: As a class, discuss definitions for each of
the idioms. Encourage students to write them in their
notebooks.
g
• Students do the exercise, then compare their answers in
pairs. Get feedback.
Clothing idioms
EXTENSION: Students write personalised sentences
using the idioms (e.g. I’ve got a project due next week.
I need to roll up my sleeves / pull my socks up and get
it done.).
• Play the recording. Students complete the sentences,
then compare their answers in pairs. Get feedback.
ANSWERS
1 hat
2 socks
3 pocket
4 belt
5 glove
6 sleeves
7 boots
8 shirt
Compound nouns and collocations
2
eo
gr
ap
h
EXTENSION: Students say whether have can be
changed for get in each sentence (and vice-versa)
(1 yes: had the zip on her jeans mended; 2 no: the
person was employed to mend his clothes; 3 yes: had
her sister lend her her red skirt; 4 no: the person was
employed to make the waistcoat).
Le
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5
Use your English page 49
ic
We can also use have or get in an active causative,
when we want to emphasise who did something.
• We use have + person + infinitive when someone
orders or employs someone to do something.
I had the mechanic mend my car.
• We use get + person + to + infinitive when someone
persuades someone to do something, often
unwillingly.
The police got the suspect to confess.
ANSWERS
1 get the zip on her jeans mended
2 had a woman mend his clothes
3 get her sister to lend her her red skirt
4 had a waistcoat made
4.8
at
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lG
B:What are you going to wear to Daria’s party next
weekend?
G:Oh, I’m really not sure. I wanted to get the zip on my
jeans mended, but I don’t think I’ll have enough time
now.
B:My dad knows a woman who does mending and
alterations. He’s had her mend lots of his clothes.
Why don’t I get her details for you?
G:Oh, that’s really sweet, but it’s probably a bit late for
that now. I think I’ll try to get my sister to lend me
her red skirt with the silver beads.
B: Good plan.
G: What about you? What are you going to wear?
B:Hmm. I had this really cool waistcoat made for my
brother’s wedding and I’ve always wanted to wear it
again, so I think I’ll wear that with my black jeans.
©
N
TEACHING TIP: Sometimes, students confuse causatives
with other uses of have and get. Emphasise that these
are not the same as other uses (e.g. have as an auxiliary
in the present perfect, or get in adjectival constructions
such as get tired and get hungry).
• Brainstorm examples of compound nouns or adjectives
that students already know (e.g. bedroom, whiteboard,
haircut).
• Students match the words, then compare their answers
in pairs. Get feedback.
EXTENSION: In pairs, students brainstorm discussion
questions based on the words (e.g. Do you often go
window shopping? What sorts of clothing do people
get tailor made? Do you buy clothes that are on trend?).
Give students five minutes to talk about the questions
with a new partner.
ANSWERS
1f
2d 3a
4h 5g 6b
7e 8c
Prepositions
3
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write any new vocabulary
in their notebooks. Encourage them to write their own
example sentences using the phrases.
ANSWERS
1 out
2 on
3 of
4 for
5 in
6 to
your
• In pairs, students discuss the three things. Get
ideas
feedback.
• If students don’t have any personal experiences,
ask what kinds of things they have or get done for
them at home or in their daily lives (e.g. I get my
clothes washed by my parents. I have my hair cut by a
hairdresser every six weeks.).
SAMPLE COPY, NOT FOR DISTRIBUTION
62
4
• In the next paragraph, they should present the
points on one side of the argument, giving reasons
for each point. Many people prefer to state the
weaker arguments in this paragraph, so the third
paragraph and conclusion can focus on their own
opinion.
• In the third paragraph, students should state the
opposing opinions, again giving reasons for each
point they make.
• Remind them to use linking words to connect their
ideas. Elicit examples (e.g. furthermore, moreover,
not to mention (the fact that)).
• In the final paragraph, they should close the
argument by stating their opinion, but still in a
formal and balanced way. Elicit words or phrases
students know for giving a balanced argument, then
check if they appear in the Useful Language box. If
any new phrases are elicited, encourage students to
add these to the box.
• Go through the Exam Tip.
Exam TASK
lG
Sentence transformation
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Check that they followed all the
instructions.
ANSWERS
at
io
na
1 pull your socks up
2 is believed to be
3 being taken around the exhibition
4 will be assumed that
5 the suit turned out to be
6 the drop of a hat
Writing pages 50–51
N
fashion; structuring a for and against essay; writing a
for and against essay; checking your work
©
Learning FOCUS
Le
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• Students complete the matching exercise, then compare
their answers in pairs. Get feedback.
ANSWERS
1b
2
2c
3a
4d
eo
gr
ap
h
TEACHING TIP: The best way for students to prepare for
this exam task is by keeping lists of collocations, phrasal
verbs and fixed expressions, as well as the grammar
points they study at this level. Encourage them to
organise their notebook into sections to record different
types of language together. Remind them to update
these sections at regular intervals.
1
ic
Keeping the same meaning
• This type of task tests students’ knowledge of
collocations, phrasal verbs and fixed expressions,
and also certain grammar points (e.g. the passive,
conditionals, impersonal structures).
• Remind students to make sure they write their
sentence in the same tense as the first sentence. For
example, in this question:
The dress was far too small for me.
ENOUGH
The dress … for me.
if students write The dress isn’t big enough for me,
it is incorrect because the original sentence is in
the past. The correct answer is The dress wasn’t big
enough for me.
• Remind them to read the pairs of sentences when
they finish to check what they have written has the
same meaning as the original sentence.
g
Exam TIP
• Explain that in a for and against essay, students must
discuss both sides of an argument in an objective
way. In the concluding paragraph they should say
why they find one side more convincing than the
other.
• The introductory paragraph should state the topic
to be discussed. Students should not express an
opinion in this paragraph.
• Show the example task at the bottom of the page.
• In pairs, students discuss the questions. Get feedback.
ANSWERS
1b
2 No, but they should use at least one.
MEDIATION SKILLS
• Explaining data in writing is mediation.
• In this extension activity, students discuss and write
sentences about the significance of the data presented
in the exam task. Elicit phrases for describing data to
help students structure their discussion, (e.g. more than
half of … , the majority of … , less than half of …).
• You can give students further practice of this mediation
skill by encouraging them to look at English-language
essays, news articles, or articles or research papers that
include graphic data.
EXTENSION: Students look at the data in a and b in the
example task and, in pairs, write sentences explaining the
significance of the data (e.g. Only 40% of our clothes are
worn regularly, which means we do not really use over
half of our clothes. This represents a waste of resources.).
3
• Students read the essay, then discuss the question in
pairs. Get feedback.
FAST FINISHERS: Students read the letter again and
underline words or phrases they could recycle and use
in their own essay, e.g. Many people would say … ,
however, furthermore, the positive effect of this is …
Students then compare this with the Useful Language
box and tick the phrases that are used in the model
essay.
SAMPLE COPY, NOT FOR DISTRIBUTION
63
b
4
• Students read the essay again and find the words, then
compare their answers in pairs.
• Get feedback.
FAST FINISHERS: Students make a note of the
vocabulary in their notebooks and underline the stress in
each word to help them with pronunciation (experiment,
occasional, affordable, excluded, appalling, value).
ANSWERS
1 value
2 affordable
3 experiment
4 excluded
5 appalling
6 occasional
TEACHING TIP: Students will be more likely to
remember to check their writing once they finish if they
have a list of things to look out for. Students could
work in pairs or small groups to write their own writing
checklist or you could write one as a class. Elicit ideas
of what the checklist could include, e.g. punctuation:
capital letters, commas / semi-colons, full stops; spelling.
Encourage students to write it at the back of their
notebooks so they can find it easily, or you could print it
out and stick it in the classroom.
g
ANSWERS
• Students read their essay again and check for errors.
• Get feedback. Ask Did you make any changes to your
work?
8
• 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.
ic
EXTENSION: Pairs read each other’s essays and tick the
things their partner has included, using the Reflection
Checklist.
Video page 52
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5
• Students choose one or two pieces of information from
the Exam Task and plan their essay. Remind them to use
the structure presented in the Learning Focus.
6
Exam TASK
Earthships
Useful vocabulary
automobile (n): a car
can (n): a container for holding food or drink
cistern (n): a container for holding water
compound (n): an area surrounded by fences or walls
that contains a group of buildings
conservative (adj): using less than the real or expected
amount
conscious (adj): noticing that a particular person or
thing is present and being aware of it
contrived (adj): designed to produce a particular result
and not seeming to happen naturally
evolve (v): to develop gradually
funnel (v): to put something through an object with a
wide opening at the top and narrow at the bottom
generate (v): to produce something (e.g. energy)
life raft (n): a type of boat that is used for emergencies
power (v): to provide something with energy and the
ability to operate
sewage (n): waste, typically from people’s bodies
tyre (n): a thick, rubber cover that fits around the wheel
of a bicycle, car, truck, etc.
utility bills (n): the gas, water, electricity you pay for
every month/year for running your home
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Writing a for and against essay
• Students complete the Exam Task. Remind them to
use the Useful Language.
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EXTENSION: For homework, students write their own
essay for the topic in Exercise 2. Remind them to check
through their work once they have finished.
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• Go through the Exam Tip.
Exam TIP
N
Checking your work
• Remind students of the importance of checking their
writing for careless errors.
• Ask What do you think you should check for when
you read through your writing? Elicit ideas (e.g.
spelling, punctuation, tenses, grammatical structures,
prepositions). Tell students that they could lose marks
for careless mistakes if they do not take the time to
check what they’ve written.
• If they have 30 minutes to write their essay, students
should spend around 25 minutes writing and save five
minutes at the end to check their work.
©
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EASIER: Before the exercise, in pairs, students
brainstorm some positive and negative sides of fast
fashion. Once they have completed the task, they
discuss which of their ideas were mentioned in the essay.
Before you watch
1
• Show the photo. Ask What can you see? What do you
think this place is?
• In pairs, students discuss the questions. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
64
• Play the video. Tell students not to answer the questions
at this stage, just to watch to get the general idea of the
topic.
• Play the video again. This time, students complete the
exercise, then check their answers in pairs. Get feedback.
EASIER: Before watching, students read the questions
and underline the key words.
EXTENSION: In pairs, students discuss why the false
statements are false (1: He says he isn’t going to argue
(to try to convince people). 3: He said ‘why don’t we try
to build out of garbage?’ 4: The community is set up for
130 homes; there are probably 65. 5: She is conservative
with the water and doesn’t take half-an-hour showers.).
ANSWERS
1F
2T 3F
4F
5F
6T
After you watch
3
2
ANSWERS
1 argue
2 garbage
3 wind
4 snow
5 cost
6 utility
7 weather
8 evolution
2
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MR:People look at this and call it a Mad Max
compound.
‘What the heck, these people live like this?
W:
MR:You know, and I’m not gonna argue with them.
Like I’m not going to argue with the people
dancing on the top level of the Titanic before the
iceberg crash. If people don’t see disasters in their
horizon, you can’t convince them of that, they’re
gonna have to see it on their own and I’m just
making life rafts right and left.
N: Imagine living in a home that costs you nothing to
heat or cool, imagine building this home yourself,
imagine no utility bills, imagine Earthships.
An Earthship is a passive solar home made out of
natural and recycled materials. The major building
component of an Earthship is used automobile
tyres. An Earthship’s power is generated by the
sun and wind. Rain and snow is caught on the roof
and funneled into a cistern.
M:Heat comes from the sky, water comes from the
sky, sewage can go back into biology. I mean,
we don’t need all these systems that men have
created.
MR:The first can house was made in 1972 and I found
myself fresh out of architectural school and I
just said well, hell, we build out of trees, but we
don’t want to get rid of them, and we want to get
rid of garbage, why don’t we try to build out of
garbage? It started to be kind of a contrived effort
©
your
• In pairs, students discuss the question. Get
ideas
feedback.
• Ask students to say if they think these houses
will become more common in future and explain the
reasons for their answers.
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• Students complete the summary, then check their
answers in pairs.
• Play the video again. Students watch and check their
answers.
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2
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2
to recycle, and has ended up the best way I know
of to build, regardless of recycling.
The community’s set up to have about 130 homes,
and there’s probably 65 out there.
W:I love living here. I like that you have to be very
conscious living in an Earthship, conscious of what
the sun is doing, conscious of the weather. My
cistern’s full right now, but you’re conservative –
you don’t take a half-an-hour shower. The planter
is in my home, I live with my plants … um … I love
that.
MR:I think tradition and culture, you know, are nice;
they should be in magazines or on coffee table
books, but they shouldn’t be in our way of
evolution, and they are. Tradition and culture are
two of our biggest enemies in my opinion. They
stop us from evolving.
W:It seems that it would catch on because as things
get more desperate – it’s got to!
ic
While you watch
Review
page 152
ANSWERS: VOCABULARY
1
1 lining
2 hood
3 collar
4 bows
5 heels
6 shoelaces
2
1 to
2 on
3 of
3
1c
2f
3a
4 on
5 out
4h
5e
6d 7g
8b
ANSWERS: GRAMMAR
4
1 can be worn
2 expected to bring out
3 being complimented
4 being folded
5 is believed to be working
5
1 It is believed that
2 It was claimed that
3 The costs are understood to be
4 It is assumed that
5 These jeans are said to be
6
1 repaired
2 fix
3 cut
4 to mend
SAMPLE COPY, NOT FOR DISTRIBUTION
65
5 Have you seen the news?
page 53
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EXTENSION 2: Students make a checklist of things to
look out for when checking if a news item is true or not;
for example, check the sources (where it’s posted, who
wrote it), check whether other sites are reporting the story,
look at any images to see if they’ve been changed, etc.
2
• Show the photo and article on page 55. Students say
what is happening in the photo and how they think it
relates to the article (the ground has been painted to
look like a crevasse and people are pretending to fall
into it. It’s hard to tell what’s real and what is an illusion).
Check understanding of crevasse (a very deep crack in
ice or rock).
• Students read the text quickly then choose a summary.
• Get feedback.
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In the photo
A room full of photographers are standing and sitting in
two rows behind their cameras. There are lots of wires
on the floor, and all of the cameras are standing on
tripods. Some of the photographers are pointing and
waving. This photo was taken in Mumbai, India at a press
conference during the Indian elections. Mumbai is a
large, important city, with a population of 20 million, and
it is situated on the west coast of India.
reporting verbs
collocations with news; phrasal
verbs; lastly, at last, in the end and
eventually; multiple-choice cloze
Writing: news and the media; formal writing;
using complex language; writing a
discursive essay
Live well,
giving a presentation; coping with
study well: nerves
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Unit Opener
Grammar:
Use your
English:
ic
Reading:reading the question; multiple
choice with one text
Vocabulary: the news and journalism; politics
Grammar:reported statements; reported
questions, offers, requests and
commands
Listening:
distractors; sentence completion
Speaking:discussing current events; using
your time well; collaborative task
page 53
1
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• Students discuss the questions in pairs.
• Get feedback. Ask students to say the positive and
negative things about working as a journalist or
photographer. For example, with both jobs, you get to
work in lots of different places rather than working in
an office; as a journalist you may have to ask difficult
questions, but you might write about interesting stories;
as a photographer you might have to spend a long
time waiting for a shot, but your shot might be shared
globally.
2
na
• In the same pairs, students discuss the questions.
• Get feedback.
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EXTENSION: In their pairs, students research a recent
headline news story from around the world. They make
notes, then summarise the story to another pair.
N
Reading pages 54–55
reading the question; multiple choice with one text
©
1
• Ask How often do you read or listen to the news? Get
feedback from round the class
• Students discuss the questions in pairs. Get feedback.
EXTENSION 1: As a class, brainstorm the reasons why
disinformation can be harmful.
ANSWER
b
3
• Go through the Exam Tip.
Exam TIP
Reading the question
• Ask Why should you read the text first? (to get a
general understanding of what it’s about).
• Then, students should read the questions and
highlight or underline any key words. Ask Which
questions are incomplete sentences? (2, 3, 4, 5, 6).
Remind students that the whole sentence, and not
just the answer option, has to match what is written in
the text.
• Once students have read the questions, they should
look for the part of the text that relates to each
question. Ask Are the questions in the same order as
the information in the text? (yes).
• Students should read the relevant part of the text and
find information that they think answers the question.
Once they have chosen their answer, they should
underline that part of the text so it is easier to come
back to check their answers when they finish.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
66
ANSWERS
• Get feedback. Model the pronunciation of conference,
/ˈkɒnf(ə)rəns/, analysis /əˈnæləsɪs/ and anonymous
/əˈnɒnɪməs/.
1 paragraph 1
2 paragraph 2
3 paragraph 3
4 paragraph 4
5 paragraph 5
6 paragraph 6
EASIER: Do the first two items as a class. Students do
the remaining items in pairs.
ANSWERS
1 interest
2 conference
3 news
4 affairs
4 5.1
2
Exam TASK
• In pairs, students complete the exercise. Get feedback.
3B
4A
5D
6A
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ANSWERS
2C
EXTENSION: In pairs, students invent news stories to
complete these sentences.
1 We’ve just received some breaking news that …
(e.g. the local sweet factory is giving away free
sweets for an hour at lunchtime today)
2 An anonymous source has revealed that … (e.g. the
customer who won a round-the-world trip was, in
fact, an employee of the company)
3 A news conference is being held by … to …
4 A press release was issued by … because …
ic
Multiple choice with one text
• Students complete the Exam Task, then compare their
answers in pairs.
• Play the recording for students to listen to the text
and check their answers again. Get feedback.
1B
FAST FINISHERS: Students write sentences using the
words in the Word Focus.
ANSWERS
lG
EXTENSION: In pairs, students discuss these questions:
• Why do you think false news stories spread more
quickly than real news?
• Have you ever believed a story then later found out it
wasn’t true? What was it?
• Do you think it will be easier or harder to detect false
news stories in the future? Why?
5.1
5 analysis
6 source
7 review
8 release
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• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
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word focus
EXTENSION: In pairs, students discuss what they think
any of the words mean and how they are related to the
news and journalism.
As reading text on page 55.
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• In groups, students discuss the questions.
They find out how many people in the class
have done this, and why.
your
ideas
N
EXTENSION: For homework, students look for a real
news story, and invent a fake news story. They present a
short summary of each story in small groups in the next
class. The group decides which story is real and which is
fake.
©
Vocabulary page 56
1 current affairs
2 in-depth review
3 human interest
4 breaking news
5 press release
6 political analysis
7 news conference
8 anonymous source
3
• Students complete the text, then compare their answers
in pairs.
• Get feedback.
EASIER: Before the exercise, in pairs, students identify
the form of each word in the box. They look up any
words they don’t know in a dictionary. Then they
complete the exercise together.
FAST FINISHERS: Students write the words and their
form in their notebooks, then write their own definitions.
EXTENSION: Ask Do you think we will soon see the end
of printed news? Why? / Why not?
The news and journalism
ANSWERS
1
1 broadcast
2 panel
3 journalism
4 subscribers
5 trustworthy
6 circulation
7 contribute
8 Call in
• Elicit examples of compound nouns (e.g. classmate,
seafood, bus stop, self-confidence). Remind students
that compound nouns can be one word, two separate
words or hyphenated.
• Students do the exercise, then compare their answers in
pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION
67
Politics
5.2
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TEACHING TIP: When students do group or pairwork,
circulate to provide assistance, making notes of any
errors or good examples of the target language. After
getting feedback, put examples of errors on the board
and elicit corrections, then share good examples of the
target language.
ANSWERS
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1 activist, politics
2 manifestos, electorate
3 diplomat, councillor
4 opposition, policy
5 dictator, propaganda
6 referendum, constitution
5
• Students complete the text in pairs. Do not check
answers at this point.
N
EASIER: Before the exercise, students read the text and
discuss, in pairs, which type of word they think fits in
each gap. Do the first gap as a class (adjective).
©
6 5.2
• Play the recording for students to check their answers.
• Get feedback. Ask students to say which words they did
not use (dictator, propaganda).
ANSWERS
1 anonymous
2 opposition
3 policy
4 electorate
• In pairs, students discuss the questions.
• Get feedback. Find out which is the most
popular type of news students read.
your
ideas
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EXTENSION 2: Students write three sentences including
words from the exercise. They read the sentences to
their partner, omitting the word. Their partner says
what the missing word is, e.g. Environmental (activists)
were protesting in the streets at the weekend about the
pollution in inner cities.
g
EXTENSION 1: Elicit the meanings of the words (activist:
a person that takes part in activities intended to achieve
political or social change; electorate: everyone who
is allowed to vote in an election; manifesto: a formal
statement which outlines the aims and plans of a group
or organisation; councillor: a member of the council that
governs a place; diplomat: an official who represents
their government in a foreign country; opposition:
disagreement with a plan or policy; policy: a set of plans
or actions agreed on by a government; dictator: someone
who uses force to keep power in a country; propaganda:
information, often false, that is spread to influence
people’s ideas and beliefs; constitution: laws or principles
for a country; referendum: when everyone in a country can
vote to make a decision about a particular subject).
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• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of the words in
brackets, particularly electorate /ɪˈlekt(ə)rət/, propaganda
/ˌprɒpəˈɡændə/ and constitution /ˌkɒnstɪˈtjuːʃ(ə)n/.
F:And we have some breaking news, just coming in
now from our political editor. Tom?
T:Thanks Frieda. Yes, we’ve just heard that there
is apparently a lot of opposition from within the
government to the environmental policy changes
which they’ve been trying to push through this week.
F: Really? Do we have any names?
T:No, we don’t. The report is from an anonymous
source, and we don’t know who within the
government is opposing the proposed changes, but
we do know that there is a general feeling, among
many party members, that the government made
promises to the electorate about the environment in
its manifesto, and it is now breaking these promises.
F:And of course, the proposed policy has been
controversial anyway, hasn’t it?
T:Absolutely, Frieda. As you know, climate change
activists have been saying for some days now that
such a major change to policy should be put to the
public in a national referendum.
F:Well, that’s something to think about. Thanks Tom.
Now, moving on to the weather …
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4
5 manifesto
6 activists
7 referendum
Grammar page 57
Reported statements
GRAMMAR GUIDE: reported statements
Use
• When we tell somebody what another person said,
we can use direct speech or reported speech. In
direct speech, we give the exact words the person
said. When it is written, we use inverted commas.
He said, ‘I don’t care what you think!’
• When we use reported speech, we don’t give the
exact words the person said, but we give the general
idea.
He said that he didn’t care what she thought.
Form
In reported speech, the tense of the verb usually shifts
one step back.
‘I love my job.’ She said (that) she loved her job.
‘The meeting was interesting.’ He said (that) the
meeting had been interesting.
‘We can come early.’ They said (that) they could
come early.
‘I’ll be late’ She said she would be late.
However, we don’t use backshifting in the following
situations.
• With the past perfect simple, past perfect continuous,
would, should, could, might, ought to, used to and
had better.
‘You ought to work harder.’ She said I ought to
work harder.
• When the reporting verb is in a present tense, or the
present perfect.
‘It’s a bad idea.’ Jim says it’s a bad idea.
SAMPLE COPY, NOT FOR DISTRIBUTION
68
1
• Students do the exercise, then compare their answers in
pairs. Get feedback.
• Students write the sentences in reported speech.
Remind them to change pronouns and other words if
necessary. They then check their answers in pairs. Get
feedback.
ANSWERS
1 had released a statement about their actions
2 had been marching towards the government
buildings
3 they might be there until the following day
4 the news conference would begin that afternoon
g
Changes to time, place and pronouns
• Words relating to time and place often change.
Pronouns and possessive adjectives also change.
‘I’m busy now.’ Jack said he was busy then.
‘I can come tomorrow.’ Gina said she could
come the following day.
‘We’re here!’ They said they were there.
3
Reported questions, offers, requests and
commands
GRAMMAR GUIDE: reported questions, offers,
requests and commands
EASIER: Before the exercise, write the following on the
board:
1 When we give the exact words someone has said.
2 When we report what someone has said.
Ask students which definition matches reported speech
(2), and which matches direct speech (1). Ask Does the
email extract use reported or direct speech? (reported
speech) Are the sentences in the exercise reported
speech or direct speech? (direct speech). Students
complete the exercise in pairs.
Questions
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In reported questions, the verb follows the subject, as
in ordinary statements. We do not use question marks.
• To report a question with a question word, we use
the same question word.
‘Where is your office?’ My friend asked where
my office was.
• To report a yes / no question or an offer, we use if or
whether.
‘Do you like your job?’
My parents asked if / whether I liked my job.
‘Would you like a cup of coffee?’
She asked if / whether I would like a cup of coffee.
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ANSWERS
1 saw you
2 is
3 shares
4 be
2
Offers, requests and commands
• Students do the exercise, then compare their answers
in pairs. Get feedback. Elicit that the change in tenses is
called backshifting.
To report requests, we use ask + object + (not) + to +
infinitive.
‘Don’t tell anyone.’ She asked me not to tell
anyone.
To report orders or commands, we use tell + object +
(not) + to + infinitive.
‘Don’t do that!’ He told me not to do that.
We can also report offers using offer + to + infinitive.
‘I can lend you this book if you like.’ He offered to
lend me his book.
2 past perfect
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ANSWERS
1 goes back one tense
! • Elicit examples of adverbs of time and place
REMEMBER
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(e.g. now, then, here, there), pronouns (he, she,
it, they) and demonstratives (this, that).
• Students write a pair of sentences in direct
speech. They should include either an adverb of
time and place, a pronoun or a demonstrative.
Students swap sentences with a partner, who
rewrites the sentence in reported speech.
• Students check their sentences in pairs.
• Alternatively, write these sentences on the board.
Students rewrite them in reported speech.
1‘My sister is a journalist,’ said Anna. (Anna
said (that) her sister is a journalist.)
2‘I went on holiday last week,’ said Tim. (Tim
said (that) he had been on holiday the week
before.)
3‘I have a singing lesson today,’ he said. (He
said (that) he had a singing lesson that day.)
4‘I think it might rain this afternoon.’ she said.
(She said that she thought it might rain that
afternoon.)
• Get feedback. Ask students to explain the
changes they made in each sentence to a
partner.
N
©
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• When the sentence is still true, or is about
something still in the future.
‘You can’t be late’ Our boss said we can’t be late.
4
• Elicit the purpose of each sentence (1 a command,
2 a question, 3 a question, 4 a request).
• Students match the sentences with the rules. Get
feedback. Ask Which reporting verb do we use for
commands? (tell); Which reporting verb do we use for
requests? (ask).
FAST FINISHERS: Students write the heading Reported
speech with three subheadings (offers, requests,
commands) in their notebooks. They write the form
of each sentence in each column, and then their own
example sentence for each.
ANSWERS
1b 2d 3c 4a
5
• Students rewrite the sentences, then compare their
answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
69
ANSWERS
1 asked me why I had been talking to that reporter
2 told me not to vote for that party
3 asked (me) if I had checked my sources
4 asked me to rewrite that article
5 asked me if I would be at the press conference the
next day
Listening page 58
distractors; sentence completion
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1
• Students say what they can see in the photo.
• Then, in pairs, they discuss the questions. Get feedback.
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• In pairs, students discuss what they think the words
mean.
• Get feedback. Ask students to say what the word form is
of fanbase (n), tweet (v or n) and follower (n).
N
EXTENSION: In pairs, students discuss these questions:
• Do you tweet? Why? / Why not?
• Do you think it’s important to have a lot of followers
on social media? Why? / Why not?
• In which ways can social media journalists generate
engagement with their articles?
©
Exam TIP
g
Distractors
• Elicit the meaning of distractor (a word or phrase that
sounds like the right answer, but isn’t). It’s important
to try to understand the whole of what the speaker
says, and not choose an answer because it includes a
word the speaker says.
• Explain that often, the speaker will correct what
they have said, or mention something very similar
to one of the answer options, then change their
position. However, they can also start by giving the
important information, then follow it with a distractor.
Students should listen to the whole section and try to
understand the whole meaning of what the speaker is
saying before writing their answer.
• Elicit some phrases someone might use to change
the direction of the conversation, e.g. in fact, actually,
what I meant was ...
• Play the recording. Students complete the sentences,
then compare their answers in pairs. Get feedback.
EASIER: Play the first item then pause the recording.
Elicit the answer (straightforward) and the distracting
word used (challenging). Play extract 2 and repeat the
steps (researched; written). Play the rest of the recording
for students to complete the remaining items.
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EXTENSION 2: For homework, students find a press
release or a breaking news article online, written in
direct speech. They rewrite the main points of the article
using reported speech and bring it to the next lesson
to share with a partner. Alternatively, they could watch
a news story and write reported statements on what the
journalist said.
• Go through the Exam Tip.
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EXTENSION 1: Write the following on the board:
• online shopping vs going to the shops
• watching or listening to the news vs reading the news
• beach holidays vs adventure holidays
Students walk around the class and ask questions of
their classmates (e.g. Do you prefer online shopping or
going to the shops? ). Get feedback. Nominate students
to report on their conversations (e.g. I asked Louisa
whether she preferred online shopping or going to the
shops. She told me that she prefers online shopping
because …).
3 5.3
ic
EASIER: Before the exercise, as a class, identify which
of the sentences are questions, offers, requests or
commands (1 question 2 command 3 question
4 request 5 question). Students complete the exercise in
pairs.
SUGGESTED ANSWERS
1 the fans of a person, considered as a group
2 to make videos, blogs, etc. to share online
3 to get people interested in your content
4 a short message written on Twitter
5 someone who follows your social media channels
EXTENSION: Ask students what the distractors were
and how they knew these were not the correct answers.
Write any useful signalling words or phrases on the
board (in reality, the problem wasn’t so much … , but at
the last minute …).
ANSWERS
1 straightforward (distractor: challenging)
2 researched (distractor: written)
3 town hall (distractor: hospital)
4 fun (distractor: boring)
5 recipes (distractor: food photographs)
5.3
1 Although I was warned that moving to this new
position would be very challenging, in reality, it was
pretty straightforward.
2 The problem with the content they created wasn’t so
much that it was written badly, but more that it was
poorly researched.
3 We had been told that the press conference would be
held at the hospital, but at the last minute the location
was changed to the town hall.
4 People often think that my work is a lot of fun, and
while that’s true most of the time, of course there are
boring parts as well.
5 I had been developing my blog for several years and
had a very loyal fanbase who loved my recipes, but
actually when I moved away from that and started
posting food photographs, I saw a huge increase in
followers.
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70
5 5.4
Exam TASK
eo
gr
ap
h
• Play the recording. Students listen and complete the
Exam Task. Encourage them to take notes if they are
unsure of an answer.
• Get feedback. Explain any answers that students
found difficult to get and any distractors they noticed.
If necessary, show students the recording script or
give them a copy.
ANSWERS
lG
1 photographer
2 interview
3 telling a story
4 videos
5 backgrounds
6 updates
7 bullying
8 kindness
5.4
N
at
io
na
N: You will hear a woman called Gabi Suarez talking
about her job as a social media journalist. For
questions 1–8, complete the sentences with a word
or short phrase.
G: Hello. I’m Gabi Suarez and I’m going to talk to you
today about my job as a social media journalist. I
should just explain a bit about what that means –
I’m a journalist, but instead of working principally
through the medium of newspapers, or radio and
TV news, my work is mainly carried out through
social media.
I actually started out in newspapers as a
photographer after studying photography at
university. Then I retrained to be a journalist,
which I know is a job that many young people are
interested in. One of the main skills I learned back
then was how to research information and interview
people – asking the right questions to really
get at the heart of a story and get an in-depth
understanding of it, and particularly getting an
idea of the human interest angle. Then, obviously, I
needed really good writing skills. So, that’s not just
being able to write correctly, but also structuring
information so that it’s easy for the reader to follow,
and knowing how to engage people’s interest,
for example with the human-interest element, like
©
g
EASIER: Discuss the first gap as a class. Ask What type
of word do you find after ‘a’? (a noun), What category of
word do you think this will be? (a job), Why? (trained as).
Students discuss what information they think completes
the remaining sentences in pairs. Remind them, however,
that the answer will often not be something obvious, so
they should not become fixed on hearing a particular
answer.
I mentioned before. Really, creating successful
content – in whatever medium – is all about telling
a story, and that’s one of the things you have to
learn to do as a journalist.
As a social media journalist I need the same set
of skills. But I’d say that the main difference with
social media journalism is that my job is much
more varied and I’m creating a lot of different
types of content. Sometimes I might be writing an
article for a blog, but I might also be producing
videos, writing short tweets about breaking news
or ongoing stories, and I’m communicating all
the time with followers of the news company I
represent. So it’s important for me to relate to our
followers and to know how to connect with them
– and that can include people from a wide range
of age groups and backgrounds. I actually do a lot
of interacting with them – responding to feedback
and replying to queries, that kind of thing, and it’s
important to cultivate those relationships. But it’s
also interesting to watch what people have to say
and how they respond to the content that I’ve put
out there.
There are some difficult sides to this job. One
thing about social media is that it’s important to
constantly generate engagement with the content
you produce. This means thinking of ways readers
can interact with the stories by sharing them or
making comments. This tells us how popular a story
is. Another challenge is the fact that social media is
always ‘on’, and so, to some extent, am I. I mean,
it’s not like writing an article and sending it off, then
you can go home and forget about it. I have to be
constantly monitoring for updates to a story, seeing
what people are saying about it, and scanning
social media for any stories relevant to my areas of
interest.
Although I’m employed by a well-known news
company, I publish content under my own name
and I have a bit of a fanbase, which is usually really
nice. Most people are lovely and have interesting
things to say, so it’s quite rewarding to have these
ongoing relationships. But some people can say
some pretty awful things online when they know
that they can stay anonymous. I’ve been the target
of bullying and there have also been rumours
spread about me that are completely untrue. All I
can say is that the best thing to do is to rise above
it. These kinds of people are often looking for
attention and they want you to react with anger.
Instead, I always try my hardest to respond with
kindness.
Well, I hope I’ve given you some idea of my work
as a social media journalist. Has anyone got any
questions?
N: Now listen again.
Le
ar
ni
n
• Students read the sentences in the Exam Task and
decide what type of words are missing from the gaps,
then try to predict possible answers. They then compare
their answers in pairs.
• Get feedback.
ic
4
• In pairs, students discuss the question.
• Ask them to say what skills a social media
journalist might need.
your
ideas
SAMPLE COPY, NOT FOR DISTRIBUTION
71
discussing current events; using your time well;
collaborative task
1
• Show the photo at the bottom of the page. Use it to
elicit language related to newspapers, e.g. headline,
article, front page.
• In pairs, students discuss the questions.
• Get feedback. Make a list of the different news sites
students use or know and encourage them to say why
they use that particular channel or site.
2
• Go through the Exam Tip.
Exam TIP
EXTENSION: Students discuss the following collaborative
task, but with a different partner. This time, they discuss:
What personal qualities do you think are needed to do
these jobs?
social media journalist
photographer
entertainment reporter
newspaper editor
sports journalist
Then students decide which two jobs they think would
be the most challenging.
eo
gr
ap
h
Using your time well
• Elicit how long students have for this part of the
exam.
• Explain that the examiner will be listening to their
use of language rather than focusing on how many
points they’ve mentioned. The examiner will be
listening for the way students negotiate, how they
respond to what their partner says, how they agree or
disagree with their partner and how they engage in
the discussion. Remind students it is better to have a
good, in-depth discussion about three or four of the
points rather than rushing through them.
Collaborative task
• In pairs, students complete the Exam Task. Remind
them to use the Useful Language.
• Use a timer to monitor the duration of the task. Stop
students when two minutes have passed and and tell
them to move onto making a decision.
• As a class, discuss how they think their discussion
went, and how many of the points they managed to
discuss.
g
page 59
Exam TASK
Le
ar
ni
n
Speaking
3
ic
EXTENSION: For homework, students research other
jobs related to social media (e.g. sales and marketing
jobs, an influencer, a social media analyst) and prepare
a short presentation to share with the class or in small
groups.
at
io
na
lG
• Check the meaning of gossip columnist (someone who
writes articles about the private lives of famous people).
Go through the Useful Language box. Ask students to
tick any phrases they would like to use in their discussion
for the example task.
• Students complete the task in pairs.
• Get feedback. Ask students how easy or difficult it was to
complete the task within the time limit.
EASIER: Before the task, in pairs, students make notes
of their ideas. Then they complete the task with a
different partner.
©
N
EXTENSION: Students complete the task again with
another partner. This time, they choose three of the
phrases from the Useful Language box for their partner
to use.
• In pairs, students discuss the question.
• Ask them to say if they often talk about
current events with their friends or family.
your
ideas
Grammar page 60
reporting verbs
GRAMMAR GUIDE: reporting verbs
We use different reporting verbs with different
structures.
verb + to + infinitive
e.g. agree, claim, decide, refuse, offer, promise, refuse,
threaten
‘I won’t help you.’ She refused to help us.
verb + object + to + infinitive
e.g. advise, ask, dare, encourage, invite, order,
persuade, remind, warn
‘You should make up with your friend.’
She encouraged me to make up with my friend.
verb + -ing form
e.g. admit, deny, mention, recommend, regret, suggest
‘I didn’t cheat!’ He denied cheating.
verb + preposition + -ing form
e.g. admit to, apologise for, complain of, confess to,
insist on
‘I’m sorry I hurt your feelings.’
He apologised for hurting my feelings.
SAMPLE COPY, NOT FOR DISTRIBUTION
72
verb + that clause
e.g. admit, agree, announce, claim, complain, decide,
demand, deny, explain, insist, promise, propose,
recommend, request, suggest
‘I won’t be able to come with you.’
He announced that he wouldn’t be able to come
with us.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write seven headings in their
notebooks across the top of a double page spread. The
heading of each column is the form of each reporting
verb structure (as in the grammar box on page 60).
Students write verbs which follow each structure in each
column. Encourage them to add to their list when they
come across other reporting verbs.
ANSWERS
1 encouraged
2 denied
3 asked
4 promised
verb + indirect question (if / whether)
verbs that can be used with more than one structure
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Students read the first item. Elicit what the
function of the sentence is (to ask a yes/no question).
Ask What word/s do we need when we report a yes/no
question? (if / whether); Does this structure follow
‘enquire’? (yes). Ask students to complete the sentence.
Students do the remaining items in pairs.
eo
gr
ap
h
e.g. admit, claim, insist, promise, recommend, remind,
suggest, threaten, warn
She reminded me to return the library book. / She
reminded me that I needed to return the library book.
4
5 apologised
6 accused
7 decided
ic
e.g. ask, enquire, wonder, question
‘Is she thinking of changing her career?’
He enquired whether she was thinking of changing
her career.
g
e.g. accuse someone of, blame someone for,
congratulate someone on, warn someone against
‘What a high mark! Well done!’
She congratulated her brother on getting a high
mark.
3
Le
ar
ni
n
verb + object + preposition + -ing form
1
EXTENSION: Students choose three of the verbs from
Exercise 4 and write their own examples – one sentence
in direct speech and the other in reported speech, e.g.
My friend said, ‘I’m sorry that I cancelled our plans.’
My friend apologised for cancelling our plans.
EASIER: Do the first two items as a class. Choose
students to read the example sentences aloud, then
elicit the structure (a verb + to + infinitive; b verb + -ing
form). Students do the remaining items in pairs.
1 if / whether we had listened to the news that morning
2 me / us not to stay out too late
3 to make sure the story went viral
4 the man of being responsible for the car crash
5 he had cheated in the test
6 reading human interest stories
7 lying to me / us
lG
• Elicit examples of structures that follow verbs, e.g. agree
+ to + infinitive, like + -ing form.
• Students complete the rules, then compare their answers
in pairs. Get feedback. Explain that when students learn
a reporting verb, they also need to learn the structure
that goes with it.
ANSWERS
na
EXTENSION: In pairs, students discuss any other verbs
they know that follow these patterns. Get feedback.
2
at
io
a to + infinitive
b -ing form
c preposition
d object
e object
f that
g if
5 5.5
• Play the recording, twice if necessary.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ANSWERS
N
• Students choose the correct option, then compare their
answers in pairs. Get feedback.
©
EXTENSION: In pairs, students use sentences 2, 5,
6 and 7 to write sentences with their own ideas
(e.g. I wondered if Dan had chosen the photos for our
presentation; I suggested going to the cinema this
weekend). Get feedback. Check students are using the
correct structure after each verb.
ANSWERS
1 on checking
2 to write
3 that
4 of spreading
ANSWERS
5 to hold
6 subscribing
7 if
1 asked Billy where he had been
2 claimed he had been
3 accused him of eating
4 denied eating
5 warned him not to lie
6 admitted lying
7 insisted that he hadn’t
5.5
M: OK, Billy. Where were you at ten o’clock last night?
B: I was asleep in bed.
M:I don’t think so. I think you were in the kitchen,
eating the cake that was in the fridge.
B:I wasn’t eating the cake. That’s so unfair! Dad
probably ate it when he came home.
M: Don’t lie to me. You know I’ll find out!
SAMPLE COPY, NOT FOR DISTRIBUTION
73
B:OK, it’s true that I lied about being asleep. I was
actually playing a computer game. But I didn’t eat
the cake, honestly!
3
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
6
ANSWERS
• Students complete the sentences, then share their
answers with a partner. Get feedback.
Collocations with news
1
• Students do the exercise, then compare their answers in
pairs. Get feedback.
• Point out the different position of the words in the
sentence (lastly goes at the beginning of a sentence or
clause; at last and in the end go at the beginning or end
of a sentence or clause; eventually can go immediately
before the main verb in a sentence, or at the beginning
of a clause).
EXTENSION: In pairs, students discuss the differences in
meaning between the words and phrases. Get feedback
(eventually is used when something happens at the
end of a long process or period of time; lastly is used
to mention one more thing in a list of things; in the end
suggests a conclusion after a long and difficult process;
at last is used when something happens that you’ve
waited a long time for).
ANSWERS
FAST FINISHERS: Students write personalised
sentences using the idioms, e.g. I need to break the bad
news to my sister that our holiday has been cancelled.
lG
at
io
• Elicit some examples of phrasal verbs (e.g. turn down,
give up, take off ).
• Students do the task, then compare their answers in
pairs. Get feedback.
EXTENSION: Draw this grid on the board.
come up with
clear up
something
have a word
(with)
N
make sense
©
3 lastly
4 in the end
Exam TASK
na
1 old news
2 welcome news
3 break the bad news
4 Breaking news
5 that’s news to me
6 spread the news
2
1 eventually
2 At last
5
ANSWERS
Phrasal verbs
g
4
eo
gr
ap
h
• Review what a collocation is (two words commonly used
together).
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of union (an
organisation that protects workers in a particular
industry) and wages (money you earn for working).
Lastly, at last, in the end and eventually
Le
ar
ni
n
Use your English page 61
4 call for
5 come up with
6 get across
ic
EXTENSION: Students write the following verbs
on small, individual pieces of paper: admit, regret,
apologise for, recommend, persuade, encourage,
complain, congratulate someone on. Students fold
the papers up then take turns to choose one and say a
sentence in reported speech, using the reporting verb.
Their partner checks if their structure is correct. Repeat
the steps for the remaining verbs.
1 have a word with
2 make sense
3 clear up
get (something)
across
call for
Put students in pairs, A and B, to play the game. To win
a square, students must make a correct sentence using
the phrasal verb correctly in a sentence. When they win
it, they write their name in the square. The student to
win the most squares wins the game. In the case of a tie,
the first student to make a sentence with the collocation
welcome news wins.
Multiple-choice cloze
• Students read the title. Ask How do you think this
might be related to the news? Then they read the text
quickly to see if their ideas were correct.
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback.
EXTENSION: In pairs, students discuss these questions:
• Do you agree with the first sentence in the text?
Why? / Why not?
• Why do you think bad news is often reported more
than good news?
• Do you know of any news sources that post a lot of
good news?
ANSWERS
1B 2A
3D 4A
5D
6C
7B 8A
• In pairs, students discuss the question.
• Get feedback. Elicit different ways someone
could help explain a complex idea (e.g. using
illustrations, writing it down, giving examples).
your
ideas
ANSWERS
1d
2f 3a
4e 5b
6c
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74
Writing pages 62–63
5.6
1 In my opinion, there are both advantages and
disadvantages to social media.
2The importance of current affairs for our daily lives is
clear.
3 The news is read online by large numbers of people.
4 Over 50% of the global population owns a phone.
5For these reasons, I believe that online news is
preferable to printed news.
news and the media; formal writing; using complex
language; writing a discursive essay
Learning FOCUS
1
MEDIATION SKILLS
na
lG
• Adapting language for a different purpose is mediation.
In this exercise, students rewrite sentences in a more
formal style.
• This skill can be practised throughout the course by
asking students to rewrite information for a different
audience or purpose.
• Students could also do this at home using online
materials on a subject of interest.
at
io
• Choose a student to read out the first sentence and elicit
a more formal way of saying it, using the given words.
• Students rewrite the remaining sentences, then compare
their answers in pairs. Get feedback, but don’t check
answers yet
N
2 5.6
©
• Play the recording. Students check their answers.
Get feedback.
EASIER: Show the sentences from the audio on the
board for students to read at the same time as they listen.
SUGGESTED ANSWERS
See audioscript
3
Le
ar
ni
n
g
• Students read the example task, then do the exercise
and compare their answers in pairs.
• Get feedback. Ask students if they agree with the ideas
mentioned in the example essay.
EXTENSION: Students discuss the purpose of each
paragraph (c: introduction – introducing the topic;
a: discuss first benefit – keep us up to date with the
news; d: discuss second benefit – connects us to people
around the world; b: conclusion – personal opinion and a
recap of the main arguments).
ic
FAST FINISHERS: Students underline any linking words
or structures from the sample essay they can use in their
own essays.
ANSWERS
eo
gr
ap
h
Formal writing
• Explain that a discursive essay explores different
sides of a given topic. In this task, students will be
given three points and they should write about two
of them. There are also three opinions expressed
about a particular topic which students do not
necessarily need to mention.
• Students should think about what language to use
before they start writing their essay. Ask What should
you not use in formal writing? (e.g. contractions,
colloquial / informal language, abbreviations).
• Check students understand the information about
nominalisation. Write the following examples on the
board, and ask students to change the sentences to
use the noun instead of the verb form.
1 The number of people with a smartphone has
increased by 20%. (There has been a 20% increase in
the number of people with a smartphone.)
2 The managers of the company decided to employ
more staff. (The decision was taken to employ more
staff.)
3 The scientists analysed the data, which revealed
a change in online habits. (An analysis of the data
revealed a change in online habits.)
1c 2a
3d 4b
4
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Model the pronunciation of undoubtedly
/ʌnˈdaʊtɪdli/, integral /ɪnˈteɡrəl/ and consciously
/ˈkɒnʃəsli/.
FAST FINISHERS: Students write their own personalised
sentences using four of the words.
ANSWERS
1a
2a 3b
4a 5b
6b
5
• Go through the Exam Tip.
Exam TIP
Using complex language
• When students look at the task, they should think
about what words, phrases and structures they can
use. For example, the Exam Task talks about the
importance of understanding current affairs, so they
should think of synonyms for important, as this word
will likely be used a number of times in their essay.
Elicit ideas, e.g. essential, integral, key.
• Remind students to use linking words and phrases to
structure their ideas. They read the Useful Language
and tick any phrases they might want to use in their
essay.
• Before students begin writing, they should make
a plan, including words, phrases and grammar
structures they want to include.
• Remind students to begin their essay with an
introduction, then to include one point from the task
in each paragraph and finish with a conclusion.
SAMPLE COPY, NOT FOR DISTRIBUTION
75
6
Exam TASK
• In pairs, students discuss the questions.
• Get feedback. Elicit specific examples of what students
did to prepare and write them on the board.
EXTENSION: In pairs, students talk about how they felt
when they gave the presentation or talk, what they used
to present their information and who they presented to.
2
• In pairs, students read the tips on giving a presentation,
then do the matching exercise.
• Get feedback.
g
EASIER: Write the following words on the board. In
pairs, students look up advanced-level synonyms:
well-informed (educated, knowledgeable)
understand (comprehend, know about)
opinion (point of view, viewpoint, perception, theory,
assumption)
justify (defend, advocate, validate)
Students work in small groups to think of any other
common words they may need synonyms for.
1
Le
ar
ni
n
• Students do the exercise, then compare their plans and
words in pairs.
• Get feedback. Write any suggestions of advanced-level
words on the board and encourage students to write
them in their notebooks.
FAST FINISHERS: Students rate the tips in order of
how important they think they are to remember when
preparing to give a presentation (1 = not important,
4 = very important).
Writing a discursive essay
• Remind students to use the Useful Language and
their advanced-level words.
• Students write their essay.
EXTENSION: Encourage students to add any other
useful tips for preparing for a presentation or talk.
7
3
2c
3d
4a
ic
1b
• In pairs, students discuss the questions. Get feedback.
eo
gr
ap
h
• 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.
ANSWERS
EXTENSION: Students exchange essays with a partner
and tick the points in the Reflection Checklist that their
partner has done.
na
lG
TEACHING TIP: When giving back written work,
give students a few minutes to look at the errors they
made and write out each sentence or phrase correctly
in their notebooks. Encourage them to review these
errors periodically to stop them from making the same
mistakes more than once. Students can use colours to
keep track of what is correct and what is incorrect, or
they can use a marking system such as SP = spelling,
P = punctuation, WT = wrong tense, etc.
at
io
Live well, study well page 64
giving a presentation; coping with nerves
Useful vocabulary
• Go through the Mind your Mind information.
• Students think about the question, then share their ideas
with a partner.
• Get feedback. Remind students to give reasons for their
answers.
5
• In pairs, students discuss the questions. Get feedback.
MEDIATION SKILLS
• Managing interaction in a group discussion is
mediation. In Project 1, students work in small groups
and every member of the group can contribute towards
managing the interaction.
• Students need to make sure everyone is included in the
discussion and is able to contribute ideas, for example,
by allocating roles and asking questions to encourage
quieter students in the group to contribute.
• Brainstorm phrases for inviting suggestions and
allocating turns, e.g. What do you think? Do you have
any ideas? Who wants to start? / Shall I start? I think it’s
your turn now.
• Remind students to use any language for collaboration
that they have written in their notebooks.
• This mediation skill can be practised in any group
project or discussion.
©
N
assignment (n): work you must do as part of your
studies
focus (n): something that a person is concentrating on
or paying attention to
nerves (n): a feeling of worry or anxiety
overview (n): a description of the main features or
points
recap (v): to repeat the main points of something
sip (n): a small amount of a drink
visuals (n): drawings, photographs or images that help
explain something
4
SAMPLE COPY, NOT FOR DISTRIBUTION
76
ANSWERS: VOCABULARY
1 conference
2 policy
3 review
4 manifesto
2
1 subscriber
2 diplomat
3 anonymous source
3
1 make
2 across
3 up
5 electorate
6 opposition
7 activists
4 councillor
5 dictator
g
1
4 for
5 come
6 have
ANSWERS: GRAMMAR
4
1 shouldn’t have written that article
2 had been giving a speech when the news broke
3 might be able to lift the ban the following month
4 hadn’t heard any more news about the plans
5 wouldn’t be attending the following day’s meeting
eo
gr
ap
h
Project 2
• Students work individually to think about a free-time
activity that they could give a presentation on.
• Encourage them to plan their presentation and
decide what they want to include, e.g. facts about the
activity, why they enjoy it, how often they do it. They
should decide how they are going to present their
ideas (e.g. a slideshow, a sketch, a poster).
• Students can record their presentation or they can
present to another student.
• Encourage students to say what they think their
partner did well and what could be improved.
Students can use the tips in Exercise 2 to help them
give feedback.
page 153
Le
ar
ni
n
Project 1
• Students brainstorm the things about the local area
they want to include in their presentation.
• They should focus on three or four main points
and decide how they are going to present them
(e.g. a slideshow, a sketch, a video, a poster). Their
presentation should include a description of the local
area and images.
• Encourage students to make sure every student in
the group has a role and something to say when
presenting.
• In the next lesson, students present their ideas.
Review
ic
our
y
• In groups, students read through and
roject
p
choose a project. Project 1 is group
work and involves planning and giving a
presentation, while Project 2 is individual work
and involves planning and recording a presentation.
5
1 to send
2 not to reveal
3 if they had heard
6
4 confessed
5 accused
6 wondered
©
N
at
io
na
lG
1 agreed
2 insisted
3 advised
4 what
5 there were
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77
6 The back of beyond
g
EXTENSION: Put two sets of pairs together – A and
B. Pair A makes a list of other activities which might
be done on an eco-holiday, (e.g. learning the local
language, eating at local restaurants). Pair B makes a list
of other activities which are not good to do on an ecoholiday, (e.g. eating at chain restaurants, going jet-skiing).
They share their ideas with the other pair.
TEACHING TIP: This type of exercise can also be
organised as a pairwork debate. In this case, student
A should argue in favour of going to touristy beaches
and student B should argue against it. You could also
ask students to debate hunting animals and riding
elephants. In the feedback stage, students share their
real opinions.
eo
gr
ap
h
In the photo
This mountain shelter, called Bivak Pod Skuto, is located
at over 2,000m above sea level in the Slovenian Alps in
Central Europe. It is near Skuta mountain, close to the
town of Kamniška Bistrica. It is free to stay in and can
accommodate up to ten people. The cabin was built in
2015 to provide shelter to hikers and was designed to
withstand extreme weather conditions. The design was a
collaboration between architects from Slovenia and the
UK, and students from the Harvard University Graduate
School of Design in the US.
Le
ar
ni
n
Unit Opener page 65
Grammar: verb + -ing form or to + infinitive;
sense verb + object + -ing form or
infinitive; verb + object + -ing form
or to + infinitive
Use your
understanding the context; open
English:
cloze
Writing: tourism; being concise;
brainstorming; writing a report
Video:
Matthew Henson
ic
Reading:eliminating the wrong answers;
matching paragraphs to gaps
Vocabulary: holiday accommodation
Grammar:
-ing form and infinitives
Listening:looking for key words; matching
prompts to spoken text
Speaking:travel and tourism; justifying your
opinions; discussion
page 65
1
• In pairs, students discuss the questions.
• Get feedback. Ask students if there are any remote areas
in their country.
SUGGESTED ANSWERS
a, c, e, f
2
2
lG
• In pairs, students discuss the words.
• Get feedback. Model the pronunciation of foyer /ˈfɔɪeɪ/
and chalet /ˈʃæleɪ/.
• Show the photo and article on page 67. Students read
the article quickly, then discuss the question in pairs. Get
feedback.
ANSWERS
EASIER: Students use a dictionary to look up any words
they are unsure about.
na
Stay in local people’s houses
Learn to cook local cuisine
Go kayaking
Trek through the forest
at
io
EXTENSION: Brainstorm any other words for places
to stay, parts of a hotel or adjectives to describe
accommodation that students know.
Reading pages 66–67
N
eliminating the wrong answers; matching paragraphs
to gaps
©
1
• Elicit the meaning of eco-holiday (an environmentally
friendly holiday).
• Students discuss the question in pairs. Get feedback.
EASIER: Write the following statements on the board:
Doesn’t respect animals. Doesn’t respect the local
environment. Shows interest in local culture. Shows
interest in the local environment. As a class, ask students
to say which statement describes each activity.
3
• Students do the exercise in pairs.
• Get feedback. Elicit the meaning of hydroelectricity
(using water to produce electricity), mining (getting coal
or metal from under the ground) and timber (wood used
for building houses or making furniture).
SUGGESTED ANSWERS
Local tourist guides, the benefits of hydroelectricity and
the construction of an artificial lake are the least likely
to be covered, because the sentence before the gap
talks about a forest, and the sentence after the gap talks
about a tourist development.
SAMPLE COPY, NOT FOR DISTRIBUTION
78
5 6.1
• Go through the Exam Tip.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
ANSWERS
at
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lG
A(It doesn’t link to the topic of the forest in the line
before or ‘these developments’ in the sentence after
the gap. It refers to an elephant sanctuary rather than
a place for people to stay.)
B(It doesn’t link to the sentences around the gap;
the topic is cities and how tourists damaged the
environment.)
D(Chet is mentioned much later on in the text.)
E(The paragraph starts with ‘The lake’, which has not
been mentioned in the text before the gap.)
F(The sentence refers to ‘the dam’, which has not been
mentioned in the text before the gap.)
G(The paragraph says ‘after eating the delicious food’,
and food is not mentioned in the text before the gap.)
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
g
FAST FINISHERS: Students write sentences about the
text using the words from the Word Focus, (e.g. The
writer stayed in a timber bungalow on the edge of a lake.)
EXTENSION: For homework, students search online for
other eco-friendly holidays and choose one to present
in the next lesson. Ask them to explain what people can
do, where they can stay and what they can learn about
the local people and environment.
ANSWERS
1C 2E 3F
6.1
4A 5D
6G
As reading text on page 67.
• In pairs, students discuss the questions.
• Ask What other country would you like to
visit to find out about the local people and
environment?
your
ideas
Vocabulary page 68
holiday accommodation
1
• Show students the photo and title of the text. Ask if
they know anything about Stockholm (it’s the capital city
of Sweden, it’s in Northern Europe, it’s made up of 14
islands and more than 50 bridges).
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: In pairs, students discuss these questions:
• Do you like going on outings with a tour guide when
you go on holiday? Why? / Why not?
• Do you like going to touristy places or less
well-known places? Why?
• Would you prefer to stay somewhere luxurious on
your holiday, or somewhere more modest? Why?
ANSWERS
©
N
Matching paragraphs to gaps
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. For each sentence, ask students what
words helped them match the paragraphs to the gaps.
• Play the recording for students to listen to the
complete text and check their answers.
eo
gr
ap
h
Eliminating the wrong answers
• Remind students to read the text first to get a general
understanding of what it is about. Then they read the
paragraphs.
• Students need to read the sentence before and after
the gap to make sure they both make sense with
the paragraph. If they do not, they can eliminate this
option. Ask which topics seem most likely for the
paragraph for gap 1 (destruction of the rainforest or
ethical tourism, linking with the paragraphs before
and after).
• If more than one paragraph seems to be a possible
match, students should go on to the next gap and
come back to this one later. It’s a good idea not to
choose an option too quickly as it can cause problems
later on.
• Ask What other thing can you look for to help you find
the correct paragraph? (linking words, e.g. however,
before, after; pronouns or determiners referring back,
e.g. he, she, it; that, this, those).
• When they finish, students should read through the
text with their paragraphs in place and make any final
changes.
Exam TASK
Le
ar
ni
n
Exam TIP
ic
4
1 outings
2 luxurious
3 bed and breakfast
4 touristy
5 villa
6 full-board
7 modest
8 self-catering
2
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of pagoda (a building
traditionally built in Asia, with several levels).
SAMPLE COPY, NOT FOR DISTRIBUTION
79
1 luxurious
2 outing
3 modest
4 full-board
5 villa
6 touristy
7 bed and breakfast
8 self-catering
3
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: In pairs, students make a note in their
notebooks of the words they didn’t use and try to give a
definition, using a dictionary to help them if necessary.
ANSWERS
M:OK, then. Yes, could you book us into the luxury
lodge for two nights?
• In pairs, students discuss the questions. Get
feedback.
4
• In pairs, students discuss the questions. Get feedback.
your
ideas
EXTENSION: For homework, students create an advert
for their dream destination using the text in Exercise 1 as
a model. Students bring their adverts to the next lesson
and present them in small groups.
Grammar page 69
eo
gr
ap
h
1 honeymoon (it’s a type of holiday and not a place to
stay)
2 sunburn (it’s something you get from too much sun –
the other things protect you from the sun)
3 upgrade (it means to get something better, e.g. a
better seat on a plane or a better room – the other
words mean prices)
4 itinerary (it’s a plan for a holiday – the other words
refer to having space for someone, e.g. at a hotel)
5 homestay (it’s a type of accommodation – the other
words are nouns for people)
W:Well, why don’t I book you into the lodge, and then
if we get a cancellation in the hotel, we can upgrade
you to a hotel room. And our hotel restaurant is
open from 7 in the morning until 11.30 at night, so
you could still have all your meals there if you don’t
want to cook.
g
ANSWERS
M:Hmm. I don’t know. It’s my wife’s birthday, you see.
We just wanted to book somewhere full-board, to be
honest. Neither of us wants to do any cooking this
weekend!
Le
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ni
n
FAST FINISHERS: Students write three personalised
sentences using three of the words.
W:Our rates are very reasonable – just £120 per night.
Or £150 if you stay in our luxury lodge, with a hot
tub in the garden!
ic
EXTENSION: In pairs, students discuss if they agree with
sentences 4, 6 and 8 and give reasons for their answers,
(e.g. I disagree with sentence 4. I prefer going out and
trying local food in local restaurants or markets.).
-ing form and infinitives
GRAMMAR GUIDE: -ing form and infinitives
-ing form
as the subject of a
sentence or clause
Running keeps you fit.
to + infinitive
to explain purpose
I came to ask you a
question.
EASIER: Before the exercise, in pairs, students predict
what information might complete each gap. After
students have listened, you could give them a copy of the
audioscript to help them complete any missing answers.
after the verb go when
we talk about activities
We’re going camping
next week.
after too + adjective or
adjective + enough
I’m too tired to go to
the gym.
It’s hot enough to go
swimming.
after certain verbs and
phrases
I miss playing football.
She’s having problems
finding a job.
after certain verbs and
phrases
I promised to work
harder.
at
io
na
lG
• Play the recording. Students complete the sentences,
then compare their answers in pairs.
• Get feedback.
after prepositions
after some adjectives,
I’m not good at playing e.g. easy, difficult, afraid,
tennis.
scared, happy, glad,
pleased, sad
I’m so glad to see you!
5 6.2
ANSWERS
N
1 weekend
2 vacancies
3 self-catering
4 rates, luxury
5 full board, birthday
6 upgrade
6.2
©
W: Hello, Royal Hotel, can I help you?
M:Oh, yes please. I can’t get into your website for
some reason, and I was just wondering if you have
any rooms free for next weekend?
W:Next weekend. Let me see. No, I’m really sorry, we
don’t have any vacancies, not here in the main hotel.
But we do have some availability in our self-catering
lodges. Would you be interested in finding out
about those?
M: Well, I’m not sure. How much do they cost?
We use the infinitive (without to):
• after modal verbs and semi-modals.
I’m sorry, but I must leave right away.
• after had better and would rather.
You’d better be on time.
I’d rather go home now.
We can use help with or without to, and the meaning is
the same.
She helped me to bring in my bags.
She helped bring in my bags.
SAMPLE COPY, NOT FOR DISTRIBUTION
80
ANSWERS
a consider
b before
c sorry for
d should
e would rather
f decide
g difficult
TEACHING TIP: Students may find it difficult to remember
which verbs are followed by to + infinitive and which are
followed by an -ing form. Knowledge of these verbs can
help students speak more confidently and do well on
exam tasks such as sentence transformation. Point out
that we often use -ing forms to talk about an emotion, an
experience or process (e.g. I enjoy running. He spends
time practising the piano.), while we use to + infinitive to
talk about a future result, such as a decision (e.g. I planned
to go out for dinner. We arranged to pick you up.).
• Students complete the text, then compare their answers
in pairs. Get feedback.
EXTENSION: In pairs, students discuss these questions:
Why is it important to find out about the culture of the
country you visit? (e.g. to understand the world better, to
enhance your communication skills, to be respectful of
their customs and traditions)
Apart from the ways given in the text, how can you learn
about the local culture of the place you visit? (e.g. stay in
and visit places other than major cities, go to local shops
and restaurants, learn some of the local language, do
some volunteering)
g
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
Le
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ni
n
1
1 to find out
2 using
3 giving
4 to promote
5 to ensure
2
6 experience
7 to cook
8 prepare / to prepare
9 visiting
10 to hear
Listening page 70
FAST FINISHERS: Students write new sentences using
the verbs in brackets in Exercise 2.
looking for key words; matching prompts to
spoken text
1 checking
2 to stay
3 organising
4 come
5 spending
6 swimming
3
eo
gr
ap
h
1
ANSWERS
7 renting
8 to plan
• Students do the exercise, then compare their answers in
pairs. Get feedback.
lG
EASIER: Do the first item with the class. Ask What
type of word is ‘must’? (a modal verb) Is it followed by
the infinitive or the -ing form? (the infinitive) Why? (all
modals are followed by the infinitive). Elicit the first
sentence. Students do the remaining items in pairs.
at
io
na
EXTENSION: In pairs, students take turns to choose
a word from the grammar box in Exercise 1 for their
partner to use in a sentence, being careful to use the
correct form. For example, Student A: Important.
Student B: When you travel, I think it’s important to
learn a few words in the language of the country you’re
visiting.
ANSWERS
©
N
1 must confirm your booking by the end of today
2 waiting to hear whether her holiday has been
cancelled
3 After boarding the plane,
4 talented at surfboarding
5 stupid to lose your passport on the first day of your
holiday
6 instead of flying
4
ic
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
• Students read the title of the text and say what they
think it is about.
• Students scan the text to check. Elicit the meaning of
indigenous (people who are originally from a place, not
tourists, visitors or people who have moved there from
somewhere else).
• Show the photo. In pairs, students look at the photo
and discuss the question. Remind them that a holiday is
called a vacation in American English.
• Get feedback.
EASIER: Write the following on the board: backpacking,
business trip, safari. Ask students to say what type of
travel the photo shows (backpacking). Elicit a definition
or explanation of the word (travelling from place to place
with all your belongings in a backpack, usually staying in
cheap accommodation and using public transport).
EXTENSION: Students discuss whether many
backpackers visit their country and which places they visit.
2
• Students do the exercise, then compare their answers in
pairs.
• Ask students to explain the differences.
ANSWERS
1 S: In both sentences, they thought about travelling by
bus, but then travelled a different way.
2 D: Sentence a means that the points they made
before contrast with the opinion that follows (i.e.
there were lots of positive things about the holiday,
but they didn’t enjoy it). In sentence b, the points
they made before explain why they didn’t enjoy the
holiday.
3 D: In sentence a, the speaker thinks the best thing
to do is to book through the holiday company. In
sentence b, the person thinks it’s a bad idea to book
through that company.
4 D: In sentence a, the speaker is expecting it to be
cold. In sentence b, the person is not expecting it to
be cold.
5 S: In both sentences, the speaker didn’t expect the
experience to be very good and it was better than
they thought it would be.
SAMPLE COPY, NOT FOR DISTRIBUTION
81
EXTENSION 2: Give students a copy of the audioscript.
They underline the words or phrases that tell them how
the speaker feels.
ANSWERS
a3 b4 c5 d2 e1
6.3
1D 2E 3H 4A 5B
6 E 7 A 8 B 9 C 10 F
6.4
N: You will hear five short extracts in which people are
talking about recent holidays. Look at Task One. For
questions 1–5, choose from the list (A–H) the main
reason each speaker gives for choosing this holiday. Now
look at Task Two. For questions 6–10, choose from the
list (A–H) how the speaker felt about the holiday. While
you listen you must complete both tasks.
Speaker 1
My last holiday was to Malaysia. We travelled around by
bus, which was a great way to see the country and also
to meet the people. It was like a mixture of sightseeing
but also just relaxing as well. The highlight of the trip
was actually the day we spent at Tanjung National Park.
It’s tiny and difficult to get to, so there weren’t too many
people there, and we saw some amazing animals. I think
it was the best holiday I’ve ever been on. And the funny
thing is that we’d originally intended to go to India, but
then my flatmate found this amazing deal – really good
value, so we changed our minds, and I’m so glad we did.
eo
gr
ap
h
1It’s so annoying! The website crashed just as I was
about to confirm my booking.
2There’s no doubt about it. The plane leaves at
5.30 tomorrow morning.
3It wasn’t terrible, it just wasn’t as good as I was
hoping it would be.
4Do you know, I’ve only just realised that they speak
three languages in Switzerland! Isn’t that awful of me?
5Thank goodness you’re here! I thought you were
going to miss the train!
ANSWERS
g
EXTENSION 1: In pairs, students discuss their own
experience and what situations might make them feel
each of these emotions.
EXTENSION: In pairs, students discuss these questions:
• Would you like to travel around a country by bus?
Why? / Why not?
• Would you like to go on an active holiday? Why? /
Why not?
• What are the positive and negative things about
going to an all-inclusive resort?
Le
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n
• Tell students they are going to listen to five people
talking about situations related to travel.
• Play the recording. Students write the number of the
speaker next to the adjective that expresses how they
feel, then compare their answers in pairs.
• Get feedback. Ask students to say which words or
phrases were synonyms for the answer options (a it
wasn’t as good as I was hoping it would be; b Isn’t that
awful of me?; c Thank goodness; d There’s no doubt
about it; e It’s so annoying!).
ic
3 6.3
4
• Go through the Exam Tip.
lG
Exam TIP
N
at
io
na
Looking for key words
• Ask What should you do before listening? (underline
the key words in the options).
• Remind students that they may hear synonyms of the
words in the options, or longer phrases that express
the opinion or attitude of the speaker. Elicit some
phrases that might express the feelings in Exercise 3.
• Students look at option H in Task One. Ask What are
some synonyms you might hear for ‘itinerary’? (e.g.
travel plan, agenda, route, programme, timetable).
• Students read the instructions for Task One and Task
Two. Elicit what each task is asking them to listen for
(1 the speaker’s reason, 2 the speaker’s feeling).
©
• Students do the exercise, then compare their answers in
pairs. Get feedback.
5 6.4
Exam TASK
Matching prompts to spoken text
• Play the recording. Students complete the Exam Task,
then compare their answers in pairs.
• Get feedback. If students have doubts about any
of their answers, read the relevant section from the
audioscript.
Speaker 2
When my girlfriend suggested that this year we took a
staycation and stayed at home, I wasn’t too keen. But
I went along with it because I’d chosen our holiday
the year before. And actually, I was embarrassed to
discover how much there was around me that I’d never
seen before. We did a different outing every day, and
we set ourselves other challenges too, like trying a
new dish every day – not necessarily eating out, but
experimenting with cooking at home, and learning a few
new sports. I’ve now discovered that I’m pretty good
at climbing after we spent a day at our local climbing
centre. Having said all that, I’ll probably still want to get
away next year for a proper holiday.
Speaker 3
If you’re into active holidays, you couldn’t do better than
going to the place we were at last year. It was a special
sports resort – they had the most amazing facilities
– Olympic sized pool, tennis courts, running tracks,
dance studios – and basically you can just choose your
programme and do whatever sports you want to do.
That was what really attracted me to the place – being
able to create my own fitness programme for the week.
Of course, feeling part of a community and making new
friends were also factors. In fact, I’m meeting up next
week with a couple of people who were doing the same
yoga class as me.
Speaker 4
This year we stayed with our cousins up in the
mountains. They’ve got a really lovely cabin there – it’s
fairly basic and very remote, but the views are awesome
and it’s just so quiet and relaxing. In fact, we go there
every year and we really love it. But I’m not sure if I’ll
SAMPLE COPY, NOT FOR DISTRIBUTION
82
• In pairs, students look at the notes and discuss the
questions.
• Get feedback. Model the pronunciation of infrastructure
/ˈɪnfrəˌstrʌktʃə(r)/ and elicit the meaning (the systems
and services that a country uses, e.g. transport, power
supplies).
4 6.5
• Play the recording for students to check their answers.
Get feedback.
ANSWERS
1D
2A 3A 4D 5D
6A
6.5
ANSWERS
1 negative: b, c, e and h; positive: a, d, f and g
2
lG
• Go through the Exam Tip.
Exam TIP
at
io
na
Justifying your opinons
• In discussion tasks, the examiner is interested in
seeing whether students can communicate naturally,
express their opinions and justify them.
• Students will have around four minutes for the
discussion. The questions will be related to the topic
of the collaborative task.
• Tell students that by justifying their opinion, they will
be extending their response and ensuring they have a
more in-depth discussion. Remind them to stick to the
topic, and ensure they are answering the question.
• Elicit phrases for giving an opinion and phrases for
justifying it. Students look at the Useful Language box
and tick any phrases they didn’t think of.
• Remind students to interact with their partner to
develop the discussion. They should comment on and
reply to what their partner says. Elicit phrases students
could use to acknowledge what their partner has said
(e.g. That’s a good point, I didn’t think about that, I
see what you mean.).
N
• Students do the exercise in pairs. Get feedback, but
don’t confirm their answers yet
eo
gr
ap
h
travel and tourism; justifying your opinons; discussion
©
EASIER: Before the task, give students time to read the
sentences and make notes about whether they agree
or disagree with statements, and the reasons for their
opinion.
3
page 71
1
• Students do the exercise in pairs.
• Get feedback. Ask students to justify their answers using
the phrases in the Useful Language box.
ic
Speaking
• Discussing opinions in pairs involves collaborating to
construct meaning. This is mediation.
• In this exercise, students have to read the opinions,
decide whether they agree or disagree with the
statements, then present their ideas and justification to
a partner. Their partner should ask questions to invite
reactions, encourage further development of ideas and
maintain the focus of the discussion.
• Elicit questions that students can ask during the
discussion (e.g. What do you think? Do you agree?).
• In future lessons, this mediation skill can be practised in
discussions and practical collaborative tasks.
g
Speaker 5
So, last summer, we left it really late to book a holiday
and pretty much all we could find was one of those
all-inclusive deals at a big resort in Mexico. We basically
didn’t need to leave the resort for the whole week!
Everything was included – food, drinks, entertainment
… I have to admit that I’ve always thought something
like that sounded awful … you know, you should go out
and experience the real country, but it was just so lovely
to have everything organised for me. The place was
really well-run, our room was beautiful and the food was
fantastic. In fact, I’ve already booked a week at the same
place for next year!
N: Now listen again.
MEDIATION SKILLS
Le
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ni
n
go back again next year. I just feel maybe it’s time to
try something completely different, perhaps a city
break, visiting lots of museums and soaking up some
culture. Or a beach holiday. Although, of course, I’ve
been so lucky because I’ve never had to pay for my
accommodation, so it’ll probably be a bit of a shock
when I find out how much holidays usually cost.
B:I don’t think it’s true, really, that the only way to
experience the culture of a country is to stay with a
local family. The way I see it is that there are lots of
different ways to experience culture. I mean, a local
family is only going to give you one perspective,
isn’t it?
G:Hmm, well, yes, but it’s a real perspective. As far as
I’m concerned, staying with people who are actually
from the area is a unique way to understand daily
life. I feel that’s probably because you’re sharing
their house and their food. You’re seeing their reality,
not something that’s specially put on for tourists.
B:I understand what you’re saying, but on the other
hand, when you go to visit museums or historic
buildings, the information about those places is
provided by real experts. That’s not something you
can learn by staying with local people.
G:But that’s only one part of culture. The reason I say
that is because, actually, you can find out a lot of
that information from books or online. But an expert
can’t help you understand what it feels like to wake
up in another person’s house, or to smell the food
that they’re cooking or to watch the games that their
children are playing.
SAMPLE COPY, NOT FOR DISTRIBUTION
83
5 6.6
ANSWERS
1 different
2 the same
Exam TASK
6.6
g
EASIER: Do the first item as a class. Choose two
students to read sentences 1 and 2 aloud. Ask In
which sentence did they finish swimming? (1), In which
sentence did they stop doing something else in order
to start swimming? (2). Students complete the remaining
items in pairs.
EXTENSION: Organise the class into pairs and number
them A, B and C round the class. Allocate a verb to each
pair (A forget, B remember, C try). In their pairs, students
write two sentences with their verb – one followed by
the -ing form and the other followed by to + infinitive.
Then put pairs A, B and C together to explain the
differences in meaning to the group.
ANSWERS
1 swimming
2 to swim
3 to tell
4 spending
5 looking
6 to find
7 cancelling
8 to cancel
eo
gr
ap
h
1Do you think that travelling to different countries is
the best way of learning about the countries? Why? /
Why not?
2Do you think that the tourism industry is good or bad
for a country? Why?
3How important do you think it is to be able to speak
the language of a country that you visit?
4What are some of the benefits of travelling by
yourself? Would you like to? Why? / Why not?
5What are the different things that affect people’s
choice of holiday destination?
• Students choose the correct option, then compare their
answers in pairs. Get feedback.
Le
ar
ni
n
EXTENSION: For homework, students find an article
or video in English online that discusses the negative
effects tourism can have. Students write down the main
points and the justification for the ideas expressed. In
the next class, they share their findings with a partner.
Encourage them to write any useful phrases in their
notebooks.
2
ic
Discussion
• Play the recording. Pause after each question and
allow students one minute to discuss their answers.
Remind them to use the Useful Language.
• Get feedback. Ask Did your partner justify their
answers? What phrases did he/she use?
Grammar page 72
Sense verb + object + -ing form or infinitive
GRAMMAR GUIDE: sense verb + object + -ing form
or infinitive
We use sense verbs (e.g. see, hear, watch, notice) with
an object followed by either the infinitive or -ing form.
The meaning is slightly different.
• We use the infinitive to refer to a whole completed
event.
He heard the man say he was in trouble.
• We use the -ing form to refer to actions or events in
progress.
I heard her talking to the teacher about why she
hadn’t been in school.
• We can also use the -ing form to emphasise that an
action is repeated.
I watched her walking up and down the street for
at least half an hour.
• We use an -ing form after can or could + a sense
verb.
I could hear someone walking behind me.
lG
• In pairs, students discuss the questions.
• Ask them to say what activities they would
do in their own country or region if they took a
staycation.
your
ideas
na
Verb + -ing form or to + infinitive
©
N
at
io
GRAMMAR GUIDE: verb + -ing form or to + infinitive
• Some verbs can be followed by an -ing form or to
+ infinitive with no change in meaning, e.g. begin,
bother, continue, hate, like, love, start.
I loved tennis as a child, and I continued playing /
to play as an adult.
• Some verbs can be followed by an -ing form or to +
infinitive, but the meaning changes, e.g. forget, go
on, remember, stop, try.
They went on talking late that night. (They
continued talking.)
They went on to talk about his new book. (They
had been talking about something else, and then
started talking about his book.)
1
• Elicit some verbs followed by -ing or to + infinitive.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
3
• Students choose the correct option, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students make a note of any other
sense verbs they know (e.g. feel, see, watch, notice).
ANSWERS
1 -ing form
2 infinitive
SAMPLE COPY, NOT FOR DISTRIBUTION
84
• Students complete the conversations, then compare
their answers in pairs.
• Play the recording for students to check their answers.
Get feedback. Point out that help can be used with the
infinitive or to + infinitive and the meaning is the same.
It may be easier for them to remember this as one of the
set of verbs that take to + infinitive.
EXTENSION: In pairs, students look at Grammar
reference 6.4 on page 170. Give each pair three verbs
from the section. Students create a sentence with each
of the verbs they’ve been given.
g
GRAMMAR GUIDE: verb + object + -ing form or to
+ infinitive
• Some verbs can be followed by object + to
+ infinitive, e.g. advise, allow, ask, command,
encourage, expect, get, help, order, prefer,
recommend, remind, request, teach, tell, want.
The teacher told me to go and get some books
from the cupboard.
• We can also use would hate, would like and would
prefer + object + to + infinitive.
We’d like you to know how much we appreciate
what you did.
I’d hate you to leave early.
• Some verbs can be followed by object + -ing form,
e.g. dislike, hate, imagine, involve, keep, mind, not
like, prevent, remember, resent, risk, stop.
He dislikes me working so far from home.
6 6.7
ANSWERS
1 to pack, to check
2 to join, calling
3 to book, enjoying
4 playing, (to) pack, packing, to finish
Note: a few verbs can be used with an object +
infinitive (without to). We use let + object + infinitive
to say that we give permission for someone to do
something. In the passive we use be allowed to to
express the same meaning.
My teacher let us leave early. We were allowed to
leave early.
We use make + object + infinitive to say that someone
is forced to do something, but in the passive we use
to + infinitive.
My parents make me study. I am made to study
(by my parents).
6.7
ic
1 A:Oh no! I forgot to pack our passports.
B:That’s so annoying! I reminded you to check last
night.
2 A:I’ve invited Lena and Dmitri to join us on our trip
to the forest tomorrow.
B:That’s cool. Have you tried calling Marek as well?
I’m sure he’d love it.
3 A:Somehow, our cousins have persuaded Uncle Ben
to book a beach holiday.
B:Really! I can’t imagine him enjoying that much. He
can’t even swim!
4 A:Could you stop playing that game and help me to
pack our cases.
B:Sorry, of course I’ll help! I started packing, but I
got distracted and forgot to finish.
eo
gr
ap
h
4
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
na
lG
EXTENSION: Write these words on the board: allow,
expect, imagine, prefer, prevent, remind. In pairs,
students discuss which verb form follows an object after
these verbs (allow, expect, prefer, remind + object + to +
infinitive; imagine, prevent + object + -ing form).
at
io
a to + infinitive
b -ing form
5
Le
ar
ni
n
Verb + object + -ing form or to + infinitive
Use your English page 73
understanding the context; open cloze
1
• Students match the phrasal verbs with their definitions,
then compare their answers in pairs. Get feedback.
FAST FINISHERS: Students write a sentence about
themselves using two of the phrasal verbs.
ANSWERS
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
©
N
FAST FINISHERS: Students draw two columns in their
books with the headings Verb + object + to + infinitive,
and Verb + object + -ing form. They write the verbs from
the exercise in the correct column. Encourage them to
add to this page as they come across other verbs that
use these structures.
ANSWERS
1 to book
2 spending
3 chatting
4 visiting
5 to check
6 to take
1b 2e 3d 4c 5f 6a
2
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of sun stroke (an illness
caused by your body temperature getting too high).
EXTENSION: In pairs, students discuss these questions:
• Does it usually take you a lot of time to settle into
something new?
• Have you ever had an important event or match
called off? What happened?
• If you wanted to buy something and there was a long
queue, would you join the queue and wait or would
you decide not to bother?
SAMPLE COPY, NOT FOR DISTRIBUTION
85
ANSWERS
ANSWERS
1 of
2 off
3 same
4 Between
4 held up
5 line up
6 lead to
3
Writing pages 74–75
tourism; being concise; brainstorming; writing a
report
EASIER: Choose a student to read the first sentence.
Give students two answer options and elicit which one
they think is correct (e.g. in the same boat or off the
beaten track?). Repeat for each item (e.g. 2, smooth
sailing or in the same boat?).
Le
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Learning FOCUS
Being concise
• Remind students that a report is analytical and much
less personal than other types of writing, such as an
article or an essay, so the language should reflect
this and be more formal and concise.
• Tell students to include a sub-heading for each
paragraph to keep their report clear and easy to
navigate. They can also use bullet points when listing
any positive or negative points or recommendations.
EXTENSION: Students complete these sentences with
their own ideas.
1 … drives me up the wall because …
2 A time I went the extra mile was …
3 When things aren’t smooth sailing, I …
ANSWERS
1
• Students read the paragraph, then discuss the question
in pairs.
• Get feedback. Check students identified the main issues
with the text (e.g. it needs to be more direct and to the
point, it’s too wordy, too informal, too personal).
eo
gr
ap
h
1 off the beaten track (= far away from the places that
people usually visit)
2 in the same boat (= in the same difficult or unpleasant
situation)
3 smooth sailing (= easy, without any difficulty or
problems)
4 drive me up the wall (= annoy, irritate)
5 have itchy feet (= want to travel to different places)
6 go the extra mile (= make a special effort, do more
than just what is necessary)
g
• Students do the exercise, then compare their answers
in pairs.
• Get feedback. Students explain the meaning of the
expressions.
5 one
6 might / may / could
7 so
8 the
ic
1 settled in
2 fit in
3 call off
4
EXTENSION: In pairs, students discuss what
responsibilities a person might have if they worked in
a Tourist Information Centre.
SUGGESTED ANSWERS
• Go through the Exam Tip.
Sentence 1 should be cut: the first part is irrelevant to
the task, the rest is too personal and the information
about the work experience doesn’t belong in the
introduction.
The purpose of the report should be stated at the
beginning.
The language could be more formal and to the point.
lG
Exam TIP
at
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Understanding the context
• Encourage students to highlight any words before or
after each gap that may give them a clue. Elicit any
helpful words around the first gap (scared, flying).
Ask What type of word often follows an adjective and
is followed by an -ing form? (preposition). Elicit the
answer (of ).
• When they finish, tell students to read through the
text, including their answers, to check it makes sense
grammatically. They should also check their spellings.
N
Exam TASK
©
Open cloze
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback. Ask Which words around the gaps
helped you with your answers?
EXTENSION: In pairs, students discuss their answers to
the first two questions in the text. They say whether they
know anyone else who doesn’t like flying.
2
MEDIATION SKILLS
• Streamlining a text is mediation.
• In this exercise, students rewrite the paragraph. This
involves expressing the same information in fewer
words and more appropriate language, eliminating
personal opinions and sentences that do not contribute
relevant information.
• Students can start by underlining the key information
they want to include. Encourage them to rewrite this
information in their own words, linking ideas together
to form a coherent paragraph.
• This mediation skill can be practised throughout
the course by asking students to identify the key
information in texts and write it as a summary. Exercise
3 also gives further practice of this skill.
• Students write their paragraph, then compare it with a
partner. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
86
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback.
EASIER: Do the first item as a class. Students do the
remaining items in pairs.
SUGGESTED ANSWERS
1 The Information Centre was frequently busy and it
was therefore difficult to pay enough attention to
individual customers.
2 My colleagues at the centre were helpful and gave
me useful training in customer relations.
3 Much of the information requested by customers
could have been supplied in a free map.
4 I suggest that the centre occasionally opens to the
public later and uses this time for training purposes.
4
ANSWERS
three-week training programme, tour guide,
helping tourists with … problems, advising … places
to visit, write a report about your experience, evaluate
the programme, point out … problems, suggest changes
5
lG
• Students read the report, then discuss the questions in
pairs. Get feedback.
at
io
na
FAST FINISHERS: Students underline any useful words
or phrases in the example report to help them structure
their own writing (e.g. linking words, phrases for giving
suggestions).
ANSWERS
1 the Athens Tourist Agency
2 gaining experience in dealing with tourists’ queries
and giving information about places of interest
3 excellent training, extremely impressed with, wellorganised, friendly
4 They didn’t have time to do extra reading or research.
5 that the agency gives its trainees two hours per week
of study time away from the front desk
Brainstorming
• Ask students how long they think they should spend
planning before they write (around five minutes).
• Write the following on the board: You recently visited
a newly opened tourist information centre and the
manager has asked you to write a report about your
experience. Brainstorm some positive and negative
ideas students could mention if they were to write this
report (e.g. positive: great city centre location, lots
of useful information, clearly laid out and displayed;
negative: staff not very knowledgeable about the
area, unable to book excursions).
• Ask students how they think a report should
be structured (introduction, two or three main
paragraphs, conclusion). Remind them that there
should be a separate paragraph for each point
mentioned in the task. Use the Exam Task as an
example and elicit what should be included in
each paragraph (1 Introduction to the report, 2
the activities you did, 3 how well the holiday was
organised, 4 any future changes).
• Students read the Useful Language box and tick the
phrases they would like to include in their report.
• Students brainstorm their ideas in groups. Get feedback.
7
Exam TASK
Writing a report
• Students complete the Exam Task. Remind them to
use the Useful Language.
TEACHING TIP: Writing tasks can be given as
homework, or can be organised as timed activities in
class. As students get closer to their exams, it can be
helpful for them to practise writing tasks under exam
conditions.
8
• 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: Students swap their report with another
student. They read each other’s report and tick the
things their partner has included, using the Reflection
Checklist.
©
N
Exam TIP
eo
gr
ap
h
• Students read the example task and do the exercise,
then compare their answers in pairs.
• Get feedback. Ask questions to check understanding,
e.g. What do you need to write a report about? What
kind of recommendations should you make?
• Go through the Exam Tip.
g
3
6
Le
ar
ni
n
The main purpose of this report is to evaluate my recent
work experience at the Lima Tourist Information Centre
and to make recommendations for ways to increase
training opportunities in the future.
ic
SUGGESTED ANSWER
SAMPLE COPY, NOT FOR DISTRIBUTION
87
Video page 76
After you watch
3
Before you watch
1
lG
• Show the photo. Ask students to say what they can see,
then elicit what they know about the North Pole (it’s the
northernmost point of the Earth and one of the points
around which the Earth rotates; it’s in the Arctic Ocean;
it’s almost always covered in ice).
• In pairs, students discuss if the statements are true or
false. Get feedback.
2T
3F
4F
5F
at
io
1T
na
EXTENSION: In pairs, students discuss why people
might want to visit the North Pole.
ANSWERS
While you watch
2
3
©
N
• Play the video. Tell students not to answer the questions
at this stage, but just watch to get the general idea of
the topic.
• Play the video again. Students complete the sentences,
then check their answers in pairs. Get feedback.
ANSWERS
1 1866
2 13
3 1887
4 four
5 1909
6 forty-five
7 1955
g
EXTENSION: In small groups, students research and
prepare a short presentation on another winner of the
Hubbard medal. Their presentation should include the
following:
• name of the recipient
• why they received the medal
• information about their background.
Students present their findings to another group or
the class.
ANSWERS
1 explorer
2 Civil War
3 ship’s crew
4 store
5 navigator
6 Inuit
7 customs official
8 recognised
3
eo
gr
ap
h
cabin boy (n): a boy who worked on a ship as a servant
in the past
civil war (n): a war fought between different groups of
people in the same country
dog sledder (n): someone who drives a vehicle pulled
by dogs, used for carrying things over snow
contribution (n): something a person does to make
something successful
expedition (n): a long journey for a specific purpose,
often to a distant place
honour (n): a prize given to someone because they
have achieved something important
Inuit (n): people who live in northern Siberia, Canada,
Alaska and Greenland, or a language spoken by these
people
invaluable (adj): extremely useful
mission (n): an important piece of work that a person or
people do for an organisation
overlooked (adj): when something fails to be noticed
pass away (phr v): to die
store clerk (n): a person who works in a shop
valet (n): a person whose job it is to look after
someone’s clothes and cook their meals
• Students complete the summary.
• Play the video again for students to check their answers.
• Get feedback.
Le
ar
ni
n
Useful vocabulary
3
ic
Matthew Henson
Who was the first person to reach the North Pole? You
might think it was Robert Peary or Frederick Cook;
however, the title could actually belong to an African
American explorer named Matthew Henson.
Born in 1866, only a year after the end of the Civil War,
Henson grew up in Maryland. Forty-three years later,
some believe he became the first person to set foot on
the North Pole.
At just 13 years old Matthew Henson left home and
joined a ship crew as a cabin boy. He travelled the
world and learned to read and write. In 1887, Henson
was working as a store clerk in Washington D.C., where
he met the explorer Robert Peary. Peary hired him as a
valet, and the two men began a working relationship that
lasted for over two decades and half a dozen voyages.
Henson proved invaluable as an expert dog sledder,
hunter, craftsman and navigator, who even became
fluent in Inuit. Their team also included four Inuit guides
who helped them in their mission.
The explorers made several failed attempts before they
finally reached the North Pole in 1909. Legend has it
that Henson and two of the Inuit men arrived at the Pole
45 minutes before Peary – likely making one of them the
first to set foot on the North Pole. Henson later said, ‘I
think I am the first man to sit on top of the world.’
Peary’s achievements were recognised by the National
Geographic Society when he returned. He was awarded
the first ever Hubbard Medal, National Geographic’s
highest honour. But Henson’s contributions were mostly
overlooked by the scientific community. Henson went on
to work as an official in the US Customs House in New
York City, and passed away in 1955. It wasn’t until almost
a century after Peary was given the Hubbard Medal that
Henson was awarded the same honour.
SAMPLE COPY, NOT FOR DISTRIBUTION
88
Review page 154
ANSWERS: VOCABULARY
1
1 bed and breakfast
2 self-catering
3 luxurious
4 villas
4 tariff
5 vacancy
3
1 in
2 up
3 to
4 off
5 up
6 in
ANSWERS: GRAMMAR
4
1 to join
2 looking
3 get
1D
2S 3S
4D
5D
6
1 to stay
2 to pack
3 travelling
eo
gr
ap
h
5
4 thinking
5 to do
6 cancelling
Le
ar
ni
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1 porter
2 inn
3 sunblock / suncream
ic
2
g
5 modest
6 touristy
7 outings
©
N
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lG
4 to make up
5 being asked
6 spending
SAMPLE COPY, NOT FOR DISTRIBUTION
89
7 Opening night
g
• Play the recording again. Students complete the
summary, then compare their answers in pairs. Get
feedback.
EASIER: Before the exercise, in pairs, students read the
paragraph and predict what kind of information they
need to complete each gap, e.g. 1 a year, 2 a noun
(e.g. a type of company).
ANSWERS
1 1941
1
5 twenty-six
7.1
Many people still think that Citizen Kane is the best film
that has ever been made. It was released in 1941 and
tells the dramatic story of Charles Foster Kane, a very
successful newspaper owner, from his poor childhood
up until his death as a rich, but lonely old man. The
character of Kane was based on several famous
newspaper owners of the time. Orson Welles was only
twenty-six years old when he directed, produced and
starred in the film.
• Show the photo and the caption. Students discuss the
questions in pairs.
• Get feedback. Ask students if there are any traditional
dances in their country.
2
• In pairs, students discuss the questions. Get feedback.
lG
EASIER: Before the exercise, elicit genres of theatre or
film and check understanding, e.g. comedy, romance,
horror, thriller, action.
na
EXTENSION: In pairs, students discuss their favourite
film or theatre show and explain their reasons.
at
io
Reading pages 78–79
similar or different?; matching four prompts to text
1
2 newspaper 3 poor 4 lonely
eo
gr
ap
h
In the photo
The Legong dance is said to have originated in the
19th century as a form of royal entertainment. It can
now be seen on stages and in venues throughout Bali.
Performed by three dancers, the duration of the dance
and the style of movement depend on the story they are
telling. There are around 15 different types of Legong
dance.
Le
ar
ni
n
Unit Opener page 77
Grammar: emphatic structures (2): cleft
sentences; tag questions
Use your
English:
collocations; word formation
Writing: reviewing a book, film or TV series;
structuring a review; making an
evaluation; writing a review
Live well,
getting creative; thinking outside
study well: the box
ic
Reading:similar or different?; matching four
prompts to texts
Vocabulary:theatre and cinema; books
Grammar:emphatic structures (1): do / did;
negative inversion
Listening:understanding gist; multiple choice
with three extracts
Speaking:entertainment activities; using your
own words; presenting options
page 77
N
• Students discuss the questions in pairs.
• Get feedback. Find out if anybody has seen Citizen
Kane.
©
EXTENSION: In pairs, students look at the photo in
Exercise 2 and discuss what they think the film might
be about. If any students have seen it, they can try
to give a very brief summary of the story. This will be
checked in Exercise 2.
ANSWERS
1a
2 7.1
2b
3c
• Play the recording. Students check their answers to
Exercise 1.
3
• Go through the Exam Tip.
Exam TIP
Similar or different?
• In this task, students match four questions with four
different short texts or sections of a longer text.
• In the text, the writer may use phrases such as in my
experience / view … or I think … , or use adjectives to
express their personal opinion.
• Students read questions 1 and 2 in the Exam Task.
Ask if they are looking for a similar or different opinion
(1 similar, 2 different). Elicit phrases for agreeing or
disagreeing with an opinion that students might see
in the Exam Task.
• Students read the Exam Task, then discuss the question
in pairs.
• Get feedback. Elicit the words or phrases that helped
students with their answers (1 expresses a similar view,
2 has a different opinion, 3 shares reviewer B’s opinion,
4 agrees with).
ANSWERS
1, 3, 4 similar
2 different
SAMPLE COPY, NOT FOR DISTRIBUTION
90
ANSWERS
Question: effectiveness, inexperienced
Review B: this cast is about as perfect as any seen in a
film, and only a few of its members had previously been
on screen
• Get feedback. Explain that the word wright is an old
word for someone who makes things, e.g. a wheelwright,
a playwright. It isn’t connected to the word write, but
it has the same pronunciation. There are also several
job words with the word write, e.g. script writer, screen
writer. Students should be careful not to confuse the two
spellings.
FAST FINISHERS: Explain that one of the compound
words uses a hyphen. Students predict which word
it is then use a dictionary to check their answer
(award-winning).
word focus
5 7.2
Exam TASK
ANSWERS
2A
3D 4B
lG
EXTENSION: In pairs, students discuss these questions:
• Do you like tense films? Why? / Why not?
• Which film have you seen which has an excellent cast?
• Which film have you watched that ‘kept you alert at all
times’?
1B
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TEACHING TIP: When students explain their answers,
encourage them to reference the part of the text where
they found the information. For example, instead of
saying For number 1, I have review B, they can say I
chose review B for question 1 because the writer says …
7.2
As reading text on page 79.
your
ideas
©
N
• In pairs, students discuss the questions.
• Get feedback. Ask them to say what films
from today might still be discussed and
debated 50 years from now.
Vocabulary page 80
Theatre and cinema
1
1g 2f 3a
2
4e
5b 6c
7d
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Make sure students write the compound
words correctly as one word or hyphenated.
EXTENSION: Students complete these sentences with
their own ideas.
• An award-winning film / TV show I’ve seen is …
• A soundtrack I like is …
• I think … is a masterpiece because …
• A famous playwright I’ve heard of is …
eo
gr
ap
h
Matching four prompts to texts
• Students complete the Exam Task. Remind them that
they may be able to answer the first question already,
based on their initial reading in Exercise 4.
• Students check their answers in pairs. Play the
recording. Students listen and read.
• Get feedback. Ask students to say which words
or phrases in each review helped them with their
answers.
ANSWERS
ic
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
g
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Students say the key words they
underlined.
Le
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n
4
• Draw two columns on the board with the headings
theatre and cinema. With their books closed, students
brainstorm words related to each topic.
• Students complete the exercise, then check their
answers in pairs.
ANSWERS
1 soundtrack
2 blockbuster
3 playwright
4 award-winning
5 spotlight
6 screenplay
7 masterpiece
3
• Students choose the correct option, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of rehearsal
/rɪˈhɜː(r)s(ə)l/ and sequel /ˈsiːkwəl/. Remind students that
movie is American English. In British English, we use the
word film.
EXTENSION 1: In pairs, students use a dictionary to
check the meaning of the incorrect words. Then they
write example sentences using the words.
EXTENSION 2: Write these sentences on the board:
1 I loved that film, but it’s a pity there’s only one. There
should be a ___. (sequel)
2 It’s important to tell the audience about the
character’s ___ so they can understand the choices
she makes. (back story)
3 The ___ of the film was when the hero took action
against the villain. (climax)
4 The mountains behind the actors provided a beautiful
___ for the performance. (backdrop)
5 A comic is a type of ___ novel. (graphic)
6 The film The Goldfinch was ___ in 2019. (released)
Students choose the incorrect words from Exercise 3 to
complete the sentences (shown in brackets).
SAMPLE COPY, NOT FOR DISTRIBUTION
91
Grammar page 81
ANSWERS
1 adaptation, classic
2 dress rehearsal, opening night
3 road
4 cast
5 interval
Emphatic structures (1): do / did
GRAMMAR GUIDE: emphatic structures (1): do / did
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Ask students to say if they have seen or
would like to see the musical Hamilton.
1 award-winning
2 adaptation
3 cast
4 playwright
5 opening night
6 masterpiece
7 released
Books
5
eo
gr
ap
h
• Students do the exercise, then discuss the meanings of
the words in bold in pairs.
• Get feedback. Model the pronunciation of folk /fəʊk/.
FAST FINISHERS: Students make a note of any new
words in their notebooks. They underline where the
stress is in each word (autobiography, novelist, folk tale,
illustrations, moving, hilarious, anecdote).
ANSWERS
at
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It isn’t All about Me: 4, 6
From the Mountains to the Sea: 1, 5
On call: 2, 3
autobiography: a book about the life of the author
novelist: a person who writes novels (long, fictional
stories)
folk tales: stories that are traditional in a particular
country
illustrations: drawings
moving: making you feel emotional or sad
hilarious: very funny
anecdotes: stories (usually spoken) about real things that
happened
6
• In pairs, students discuss the questions. Get feedback.
N
EXTENSION: In pairs, students discuss the last
blockbuster they watched and what they thought of it.
©
ic
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ANSWERS
g
4
We use emphatic do or did in the present simple and
past simple. We use it in spoken rather than written
English and do or did is almost always stressed. We use
it:
• to add emphasis to a sentence and to make a point
more forcefully.
I do work really hard, even if my boss doesn’t
realise it.
• to contradict what someone has said or correct a
misunderstanding.
Max: ‘Jo doesn’t like sci-fi films.’ Jo: ‘I do like sci-fi
films, but I prefer comedies.’
In present simple affirmative sentences we use do /
does + infinitive of the main verb.
He really does love her.
In past simple sentences, we use did + infinitive.
She did cook dinner last night.
We don’t use do or did with modal verbs.
I can swim well. (not I do can swim well.)
In other tenses, we can add emphasis in the same way
by using the full form of the auxiliary verb, and stressing
it in speech.
I have seen Jim! I saw him yesterday.
I am listening to you! I’m just checking my phone at
the same time.
your
• In pairs, students discuss the questions.
ideas
• Get feedback. Ask them to say how often they
watch films at home compared to at the cinema.
1 7.3
• Play the recording. Students listen and read the
conversations. Then they complete the rules and
compare their answers in pairs.
• Get feedback. Choose students to read the sentences,
stressing the emphatic do or did.
EXTENSION: Write these sentences on the board.
In pairs, students identify the errors and rewrite the
sentences.
1 I did gave in my essay on time. (the main verb should
be in the infinitive: I did give in my essay on time).
2 I like do painting, but I don’t often get time to do it.
(‘do’ in wrong place – I do like painting, …).
3 He do speak quite good English. (‘do’ should be
‘does’ as it’s third person – He does speak quite
good English).
ANSWERS
1 affirmative
2 spoken
3 stressed
7.3
1 A:Are you still reading the same book? You don’t
read very quickly, do you?
B:I do read quickly – this is just a very long book!
2 A:What did you think of the film?
B:I didn’t think the acting was very good, but I did
like the soundtrack.
3 A:Hurry up! We’re going to miss the show!
B: I’m sorry, but I did say I might be late.
SAMPLE COPY, NOT FOR DISTRIBUTION
92
2 7.4
• Students do the exercise in pairs.
• Play the recording for students to check their answers.
Get feedback.
4
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
c second
d formal
EXTENSION: Students write their own responses to the
sentences in 1–5 using emphatic do or did.
a beginning
b auxiliary, main
ANSWERS
FAST FINISHERS: Students write two of their own
sentences using negative inversion.
2 A: What do you think of the new cinema?
B:I don’t like the location, but I do think the seats
are very comfortable.
3 A:I can’t believe how much these tickets cost!
B:I did tell you they would be expensive!
4 A: But you didn’t even see that film!
B: I did see it! I went to see it with Lucia.
g
! • Write these sentences on the board. Students
REMEMBER
rewrite them in the passive.
1Leonardo da Vinci painted the Mona Lisa in
the 1500s. (The Mona Lisa was painted in the
1500s by Leonardo da Vinci.)
2The businessman Thomas Andrews designed
the Titanic. (The Titanic was designed by the
businessman Thomas Andrews.)
• Get feedback. Ask What is being emphasised
in each sentence? (see underlined words in the
answers above)
eo
gr
ap
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5 A: Did you meet the playwright after the play?
B: No, but I did get a selfie with the leading actor.
Negative inversion
GRAMMAR GUIDE: negative inversion
5
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
ANSWERS
1 I had seen the film did I read the book
2 about halfway through the book did he realise that it
was set in the future
3 could we listen to the soundtrack
4 have we been to a dress rehearsal
5 could anyone deny that the film is a classic
6 had the show started than he fell asleep
at
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We can put certain negative words and expressions
at the beginning of a sentence for extra emphasis,
particularly in more formal writing. When we do this,
the word order after the negative adverb / phrase
changes to auxiliary verb + subject + main verb:
Not only is it raining, but there is lightning too!
If there is no auxiliary verb, we use do / does / did.
Rarely do I go to the gym.
After hardly, we use when to connect the two clauses;
after no sooner … , we use than.
Hardly had I got home from work when my work phone
started ringing.
No sooner had the match started than I got injured.
3
• Students read the sentences and discuss the question
in pairs. Get feedback.
©
N
FAST FINISHERS: Students make a note of the sentence
structure of the emphatic sentences.
ANSWERS
1a
2b 3a
Le
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7.4
1 A: You don’t cycle to college, do you?
B: I do cycle to college, but not when it’s raining.
EXTENSION: Write these sentences on the board.
Students find four mistakes and rewrite the sentences.
1 I’m so happy. Never I have received such great
feedback. (have I received)
2 Under no circumstances can you take photos during
the performance. (correct)
3 Never in a million years I didn’t think I’d see you here.
(did I think)
4 Not only you are late, but you also forgot your
homework. (are you)
5 Not since 2010 it rained so much. (has it / had it
rained)
ic
1 I do cycle to college, but not when it’s raining.
2 I don’t like the location, but I do think the seats are
very comfortable.
3 I did tell you they would be expensive!
4 I did see it! I went to see it with Lucia.
5 No, but I did get a selfie with the leading actor.
Listening page 82
understanding gist; multiple choice with three extracts
1
• Brainstorm phrases for agreeing and disagreeing.
• In pairs, students do the exercise. Get feedback. Explain
that speak for yourself is usually used after someone
expresses an opinion that they assume everyone agrees
with (e.g. ‘We had a really boring trip.’ ‘Speak for
yourself! I had a great time!’).
SAMPLE COPY, NOT FOR DISTRIBUTION
93
1D
2A 3D
4D
5A 6A
2
• Students match the words, then compare their answers
in pairs. Get feedback.
FAST FINISHERS: Students underline where the stress
is in each of the words (convincing, committed, bizarre,
stunning, dedicated, attractive, realistic, strange.
ANSWERS
1c 2a
3d
• Play the recording. Students choose the correct answers,
then compare their answers in pairs.
• Get feedback. Choose a student to read sentence 4.
Explain that in this sentence, actor refers to a female,
and that gendered words such as actress or waitress are
now not commonly used.
na
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ANSWERS
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1 A:3 How did your brother do in his exams?
B:3 Not bad at all. Mind you, he’s a very committed
student, so I’m not exactly surprised.
2 A:3 The costumes in the play were stunning.
B:3 Each to their own, I guess. I thought they were
completely over the top.
N
3 A:3 What did you think of the film last night?
B:3 It was quite bizarre. I didn’t really have a clue what
was going on.
4 A:3 I thought she gave a very convincing performance
last night.
B:3 You can say that again. Astonishing.
©
g
• Students look at the Exam Task, then discuss the
question in pairs.
• Get feedback. Elicit the purpose of each gist question.
ANSWER
Questions 1, 2 and 4
Exam TASK
3 7.5
7.5
Understanding gist
• Remind students that in this Exam Task, there will be
three extracts with three different conversations, and
there may be a lot of information to deal with.
• Students should try to quickly identify the purpose of
each question, e.g. identifying the speaker’s attitude
or opinion.
• The first time students listen to the recording they
should focus on understanding the gist of the
conversation. If they think they heard the answer,
they should make a note of it. They can finalise their
answer on the second listening.
• Remind students that the questions may not be in the
order they hear them, and the speakers will probably
not use the same words as in the questions.
5 7.6
4b
1 worked very hard
2 disagree
3 confused
4 believable
Exam TIP
eo
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ap
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EXTENSION: In pairs, students discuss a place they’ve
been that was stunning, something they are committed
to, and a bizarre film / TV show they’ve seen.
• Go through the Exam Tip.
Le
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ANSWERS
4
ic
EXTENSION: Write these prompts on the board:
1 reading a book vs watching a film
2 sci-fi films vs comedies
3 watching a film at the cinema vs at home
Students work in pairs. Student A gives an opinion using
the prompt in 1 (e.g. I think I prefer reading a book in
the evening than watching a film.). Student B then uses
a phrase from Exercise 1 to respond (e.g. Well, each
to their own. I don’t read much and I’d much rather
watch a film.). Students switch roles and have a similar
conversation for each prompt.
Multiple choice with three extracts
• Remind students that each extract will be played
twice before they hear the next one.
• Play the recording. Students complete the Exam Task.
• Get feedback. Ask them if the Exam Tip helped them
with each question.
TEACHING TIP: It can be helpful to read from the
audioscript after the recordings have been played. This
strategy is particularly helpful in questions related to the
speaker’s opinion, attitude or emotions because you can
exaggerate the speaker’s words to help students choose
the correct answer.
ANSWERS
1B
2A
3C
4B 5B
6C
7.6
N:You will hear three different extracts. For questions
1–6, choose the answer (A, B or C) which fits best
according to what you hear. There are two questions
for each extract.
Extract One. You hear two friends talking about a
play they have just seen.
Now look at Questions 1 and 2.
W:What did you think of the play then?
M:It was … interesting. All the reviews were so
positive, weren’t they? But I have to say that I
thought the dialogue didn’t always work. I don’t
know why, but I just couldn’t really get involved in
the story.
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94
Le
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Speaking
your
ideas
g
• In pairs, students discuss the questions.
• Get feedback. Ask students to say whether
they have read any of the children’s books their
classmates mention.
page 83
entertainment activities; using your own words;
presenting options
1
• In pairs, students discuss the questions. Get feedback.
EXTENSION: As a class, brainstorm any other factors
which are important to consider when organising an
event, e.g. guest list, dress code, music, time / day.
2
• In pairs, students discuss which points they think are
positive and negative. Get feedback.
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M:How’s the drama course going, Nadia? Are you still
enjoying it?
W:Well, it has its ups and downs. I absolutely loved the
first term. I learned so much and it was just great
to meet people who shared my interests and were
really into the same subject. But things are definitely
getting more challenging now. Apart from anything
else, there are just so many books and plays to read.
I really can’t see how I’ll find time to read all of these
texts and write my essays and attend rehearsals.
I don’t know. It just all feels a bit overwhelming at
the moment.
M:I remember feeling like that as well about halfway
through my first year. But look, I think that’s a good
sign. It shows you’re taking the course seriously and
that you are really committed to it.
W:Yeah, I suppose that’s true. And after all, I’m not in
any danger of getting bored, so that’s got to be a
good thing! So don’t worry, I’m not about to drop
out. I’ve just got to find the best way of managing
my workload.
N: Now listen again.
Extract Three. You hear two people talking about a
children’s book.
Now look at Questions 5 and 6.
something that you do every day – having tea with
your family. It showed me how a bit of imagination
can really change the way you look at the most
ordinary situations.
N: Now listen again.
ic
W:Hmm, I know what you mean. I actually thought the
script was great, as was the acting, so, I don’t know,
I should have got more out of it than I did. There
was just something lacking.
M:I think maybe it was just that I didn’t care enough
about any of the characters. It wasn’t that they
weren’t realistic … they were … but I didn’t really
warm to any of them.
W:Do you know what, I think you’ve hit the nail on the
head there. That was exactly my problem too. They
were all such convincingly awful people. Sometimes,
you just want to see someone on stage who’s
actually nice!
M:Oh well, it was still an evening out. I don’t regret
going.
W:No, me neither. It’s always good to see live theatre,
even if the tickets are a bit pricey.
N: Now listen again.
Extract Two. You hear two friends talking about a
course that the woman is taking.
Now look at Questions 3 and 4.
©
N
W:Ooh look, I meant to show you this book! My
mum sent it to me last week. She found it in my
old wardrobe. It used to be my absolute favourite
when I was about six or seven years old. Look at the
illustrations … they’re stunning, aren’t they?
M:Oh yes, they are beautiful. But I don’t know how
you can remember which books you read when you
were six. I love reading, but I don’t even have any
memory of what I read last week!
W:Yes, well, that’s because of the kinds of books
you read. I mean it’s all thrillers and stuff, isn’t it?
I bet if you read something that was a bit deeper,
something that really made you think, you might
remember it for a bit longer.
M:So this book from your childhood … that was
something that made you think?
W:Look, it might sound a bit crazy to you, but yes,
it did! It was just this magical mix of a bizarre
situation – a tiger turning up at your house – and
EXTENSION: In pairs, students discuss which activity
they would like to do and explain the reasons for their
choice.
SUGGESTED ANSWERS
Negative points
Ten pin bowling: centre is quite cold and not very clean
Funland Theme Park: no drinks or snacks included,
theme park gets very busy, cost £18.00
3
• Students do the exercise, then compare their answers in
pairs. Get feedback, but don’t confirm their ideas yet.
FAST FINISHERS: Students add any other ideas about
the two activities in Exercise 2, e.g. The price for the
activity is quite reasonable (B).
4 7.7
• Play the recording. Students listen for the phrases in the
notes and check their answers.
• Get feedback. Ask how many people’s answers were the
same as the student doing the task.
EXTENSION: Ask students if any other positive or
negative points were mentioned.
EASIER: Give students a copy of the audioscript to read
while they listen and check their answers.
ANSWERS
1 TP
2 TP
3 B 4 B 5 TP
6 TP
SAMPLE COPY, NOT FOR DISTRIBUTION
95
g
EXTENSION: Students change partners and do the task
again, using the other set of options. Students A now
present the points of Student B and vice versa.
• In pairs, students discuss the question.
• Ask them which activity they would least like
to do and to give reasons for their answer.
your
ideas
Grammar page 84
Emphatic structures (2): cleft sentences
GRAMMAR GUIDE: emphatic structures (2):
cleft sentences
We use cleft sentences to focus on a particular part of
the sentence and add emphasis.
There are different types of cleft sentences.
5
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• Go through the Exam Tip.
Exam TIP
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Using your own words
• Students need to think about how best to explain
their information to their partner. Remind them to
paraphrase the language. It can be helpful to group
the positive and negative points together (e.g. I think
X is a good option because … and … . The negatives
are … and … , but overall I think it’s a better
alternative).
• Ask students to look at Exercise 2 again and explain
one positive and one negative thing about each
activity in their own words (e.g. The bowling centre
is more affordable, but it wouldn’t last very long so I
don’t think it’s such a good option.).
• Ask Why is it important to make notes about
what your partner says? (so they can discuss the
options later).
• Students read the Exam Task.
• Put students into A/B pairs. Student A looks at page 180
and Student B looks at page 183 to do the exercise.
N
6
Presenting options
• In the same A/B pairs as Exercise 5, students do the
Exam Task. Remind them to use the Useful Language
and to make notes of what their partner says.
• Get feedback.
Le
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Another option is to visit the Funland Theme Park for
the day on Saturday. The theme park is further away, so
students would have to travel by minibus for 45 minutes,
and the trip would also be more expensive – £18.00
per student. However, although no snacks or drinks are
provided, the ticket price does include all the rides. The
trip would take the whole day, so even though the price
is higher, I think it represents good value for money.
On the other hand, because it’s on a Saturday, it will
probably be very crowded, as the theme park usually
gets very busy at the weekends.
Exam TASK
ic
7.7
So, one possibility is that we book a game of bowling
at the local bowling centre on a Thursday evening after
class. This option has several advantages – the price
for each student is quite low – only £8.50, and it’s also
very close to the college, so students could walk there.
Another plus point is that snacks and one drink per
student are included in the cost. However, there are also
some negative things to bear in mind. Although the
centre is cheap, it is quite cold and not very clean. Also,
the students would only be able to play two games in
total – each game lasting one hour, so it wouldn’t really
be enough entertainment for the whole evening.
MEDIATION SKILLS
clause with wh- word + be + emphasised word or
phrase
What annoyed me was his aggressive attitude.
• The information we want the listener to focus on is at
the end of the sentence.
What I didn’t understand was the relationship
between the characters.
• We often use verbs expressing an emotion or a
response to something, e.g. adore, dislike, enjoy,
expect, hate, impress, like, love, need, prefer, want.
• Instead of what, we can use phrases, such as the
thing that, the reason why, the person who, the place
where, the day when, etc.
The person who told me about the competition
was José.
Cleft sentences with it:
It + be + emphasised word or phrase + relative clause
It was the rain that cancelled the match.
• the information we want the listener to focus on is in
the middle of the sentence.
A: You organised the event, didn’t you?
B: No! It was Alonso that organised the event.
We use cleft sentences in both spoken and written
English.
©
• Listening and taking notes is mediation.
• In this Exam Task, students need to take notes about
the key points from their partner’s options as they listen
to their partner’s explanation.
• This mediation skill can be practised throughout the
course by encouraging students to take notes about
the information in recordings or about information
given by a partner in pairwork tasks.
Cleft sentences starting with a wh- clause
SAMPLE COPY, NOT FOR DISTRIBUTION
96
EXTENSION: Write the following sentences on the
board. In pairs, students identify the errors and rewrite
the correct sentences.
1 It was Wu left her bag on the bus. (It was Wu who left
her bag on the bus.)
2 The thing that we liked most the scenery. (The thing
(that) we liked most was the scenery.)
3 What I want a nice cold drink. (What I want is a nice
cold drink)
a at the end
b be
c in the middle
2
• Students do the exercise, then compare their answers in
pairs. Get feedback.
be, auxiliaries, modals:
You’re not Sam,
They haven’t been to Rome,
She can swim,
same verb:
are you?
have they?
can’t she?
present and past simple:
He lives in New York,
I met you at Ben’s party,
correct form of do/did:
doesn’t he?
didn’t I?
imperative:
Don’t spend all your money,
Call Aunt Sheila,
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?
3 7.8
• Play the recording. Students answer the questions, then
compare their answers in pairs.
• Get feedback. Ask students to say the sentences with
rising or falling intonation.
eo
gr
ap
h
EASIER: Elicit the sentence structure for a wh- clause
cleft sentence and write it on the board, then do the
first item as a class. Students do the remaining items
in pairs.
Question tag
ic
ANSWERS
Verb in the sentence
g
• Students complete the rules, then compare their answers
in pairs. Get feedback.
Le
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1
EXTENSION: In pairs, students identify the stressed
word in each cleft sentence, then practise saying them
(1 didn’t expect, 2 the soundtrack, 3 loved, 4 amazed,
5 ending, 6 most important, 7 love, 8 friend’s phone).
ANSWERS
at
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1 What I didn’t expect was the death of the main
character halfway through!
2 It was the soundtrack that was the best thing in
the film.
3 What she loved was the descriptions of the
countryside.
4 The thing that amazed us was the acting of the
little girl.
5 It’s the ending that always makes me cry!
6 The thing that is most important in a good film is
the screenplay.
7 What I’d love to do is make a film adaptation of
this book.
8 It was my friend’s phone that started ringing in the
middle of the film! / It was in the middle of the film
that my friend’s phone started ringing.
N
Tag questions
©
GRAMMAR GUIDE: Tag questions
Tag questions are short questions at the end of a
sentence. We use them to invite someone to respond,
or to check what we said is correct.
We use an affirmative question tag after a negative
sentence, and a negative question tag after an
affirmative sentence.
There aren’t many people here, are there?
You’ll be at the volleyball practice later, won’t you?
ANSWERS
a2 b1
7.8
1He’s the director of Inception, isn’t he?
[rising intonation]
2He’s the director of Inception, isn’t he?
[falling intonation]
4
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
a rising
b falling
5
• Students do the exercise in pairs. Get feedback.
EASIER: Choose students to read sentences 1 and 5.
Ask Why is there a positive tag question in sentence 1?
(because the sentence is negative – ‘didn’t’) Why is there
a negative tag question in sentence 5? (because the
sentence is positive).
FAST FINISHERS: Students change the sentences
from affirmative to negative, and vice versa, and add
the correct tag (e.g. You read her autobiography,
didn’t you?).
EXTENSION: Explain that when we answer a tag
question, we reply to the overall question, regardless of
whether the tag is positive or negative. Check students
understand how to answer the following question:
You’ve already seen the film, haven’t you? (Yes, I have,
or No, I haven’t.). In pairs, students take turns to ask and
answer the questions.
SAMPLE COPY, NOT FOR DISTRIBUTION
97
6 7.9
Word formation
7
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: In groups, each student writes a statement
on a piece of paper (e.g. It’s a lovely day today). They
take turns to choose a piece of paper and make a
tag question by adding a tag to the sentence. Other
members of the group answer the question.
g
• Explain that in this exercise, students may need to add
a suffix, remove a suffix or change an existing suffix.
Ask students to identify the suffixes on the words in the
exercise (1 -ed, 2 -al, 3 -tic, 4 -ing 5 -al, 6 -ing, 7 -, 8 -ical).
• Students do the exercise. Suggest they remove the suffix
and decide whether a different suffix is needed, or if the
root word is already a noun.
• Students compare their answers in pairs.
• Get feedback and discuss the meaning of the nouns.
EXTENSION: Students use the nouns or adjectives to
write three questions to ask a classmate, e.g. Do you like
going to the theatre? Do you ever read critics’ reviews?
What film have you seen that was really tense? In pairs,
students take turns to ask and answer each others’
questions.
ANSWERS
1 animation
2 critic / criticism
3 drama
4 lead
ANSWERS
Use your English page 85
Collocations
1
lG
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of convey (to
communicate ideas or feelings indirectly), harsh
(unpleasant or difficult) and rave (to speak or write in an
enthusiastic way about someone or something).
na
FAST FINISHERS: Students look up the pronunciation of
the words in a dictionary and practise saying them.
at
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ANSWERS
1d
2
2g
4
3c 4a
5f
6h
7b
8e
N
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
©
EASIER: Check students’ understanding of the
collocations by asking questions, e.g. Is a rave review
a positive or negative thing? Which expression means
that everyone knows or is aware of something? Which
collocation refers to the main actor in a film?
ANSWERS
1 high expectations, rave reviews
2 common knowledge
3 harsh reality
4 captured the imaginations
5 leading role
6 feature film
7 convey, emotion
5 sensation
6 support
7 tension
8 theatre
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
• Explain that in sentence 2, people often say the lead
which has the same meaning as leading role.
eo
gr
ap
h
1 won’t be very good, will it
2 have bought the tickets, haven’t you
3 should leave early tomorrow, shouldn’t we
4 did receive my message, didn’t he
5 isn’t sold out, is it
Le
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7.9
1 You didn’t read her autobiography, did you?
2 You didn’t read her autobiography, did you?
3 She can’t come tomorrow, can she?
4 She can come tomorrow, can’t she?
5 The film’s about to start now, isn’t it?
6 The film isn’t about to start now, is it?
3
ic
• Play the recording. Students check their intonation for
the sentences in Exercise 5.
• Get feedback. Ask students to model some of their
answers.
EASIER: Before the exercise, elicit if students think
each gap needs a noun or an adjective. Then students
complete the exercise in pairs.
ANSWERS
1 tension
2 lead, supporting
3 animated
4 critics
5 sensational
6 drama
7 theatre
5
Exam TASK
Word formation
• Remind students they saw this task in Unit 2. Ask
What do you need to do with the root words?
(change the form to complete the gap on the same
line) What could you add to a word to change its
form? (a prefix or suffix).
• Students complete the Exam Task, then compare
their answers in pairs.
• Get feedback. Check the spellings of the words.
EXTENSION: In pairs, students use the words and
collocations from the lesson to discuss the photo, e.g.
This is a very tense scene. The passengers are facing the
harsh reality that the ship is about to sink.
ANSWERS
1 reliable
2 lower
3 reality
4 earnings
5 unfortunate
6 undoubtedly
7 supporting
8 possibility
SAMPLE COPY, NOT FOR DISTRIBUTION
98
1
• Students read the sentences and match two with each
paragraph in the Learning Focus box.
• Students compare their answers in pairs. Get feedback.
ANSWERS
at
io
1 Recommendation
2 Personal opinion
3 Introduction
4 Recommendation
5 Personal opinion
6 Overview
7 Overview
8 Introduction
©
N
• Students read the example task, then discuss the
questions in pairs.
• Get feedback. Ask students to explain where in the text
the writer answered the questions.
ANSWERS
Yes; paragraph 3 says what the student learned and why
they enjoyed it
3
1 Because he/she has always wanted to visit Siberia.
2 stubbornly independent and full of determination
3 coming face to face with a large brown bear
4 that it gives the reader a fascinating view of the
Siberian people and culture
5 anyone who wants to find out more about Siberia
4
• Students discuss the question in pairs. Get feedback.
5
• Go through the Exam Tip.
Exam TIP
Making an evaluation
• Students often worry that they need to discuss real-life
examples, but if they can’t think of a real example that
answers the question, it’s OK to invent something.
• Remind students that if they are writing a film or book
review, they should not just retell the story, but should
express their opinions about the events or characters,
for example.
• Explain that real reviews usually include both positive
and negative points, but the balance does not need
to be fifty-fifty.
• Remind students to consider their audience and
where the review is going to be featured when
deciding how informal the language should be and
when making a recommendation.
• Students find and underline the phrases in the review.
• Get feedback. Ask students to read the phrases in the
Useful Language box and tick the ones they might use in
their own review.
ANSWERS
na
lG
FAST FINISHERS: Students write definitions for the
following words: biopic (a film based on the events of
someone’s life), debatable (not certain because people
have different opinions about it) and upbringing (the
way parents look after their children and teach them to
behave). They can use a dictionary to help them.
2
ANSWERS
eo
gr
ap
h
Structuring a review
• Ask Do you read reviews? What things are
often reviewed? (films, books, TV shows, hotels,
restaurants, etc.) What is the purpose of a review?
(to express an opinion about something).
• Explain that a review should be clearly organised.
Ask What should the first paragraph be? (an
introduction) What is the purpose of an introduction?
(to engage the reader, to say what you are
reviewing).
• Explain that in the second paragraph, they should
give more details about what they are reviewing.
Elicit what information you might give if you were
reviewing a film (e.g. where it’s set, the outline of the
story, an overview of the characters, the message
behind it).
• After that, students can express their personal
opinions. Remind them to justify any points they give
and to use linking words or phrases to connect their
ideas.
• In the final paragraph, students should say whether
they do or don’t recommend the thing they are
reviewing, giving reasons for their opinion. Elicit
phrases for making recommendations.
g
Learning FOCUS
Le
ar
ni
n
reviewing a book, film or TV series; structuring a
review; making an evaluation; writing a review
FAST FINISHERS: Students identify the two examples
of inversion in the text (Paragraph 1 – One place that
I’ve always dreamed of visiting is … ; Paragraph 3 – even
more interesting were the friendships that she made
during her journey).
ic
Writing pages 86–87
• Students answer the questions, then compare their
answers in pairs.
• Get feedback. Students say where they found their
answers in the text.
I was impressed by …
For me, however, even more interesting were …
6
MEDIATION SKILLS
• Expressing a personal response to a creative text is
mediation.
• In this Exam Task, students give their reactions to the
characters, plot and storyline as part of the ‘personal
opinion’ section of the review.
• In future lessons, this mediation skill can be practised
by encouraging students to write or discuss personal
responses to other books, films, stories or TV shows
either written in English or their own language.
Exam TASK
Writing a review
• Students plan their review, including expressions from
the Useful Language box, then write their review.
SAMPLE COPY, NOT FOR DISTRIBUTION
99
• 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: Students exchange their review with a
partner and tick the things their partner has included,
using the Reflection Checklist.
Live well, study well page 88
getting creative, thinking outside the box
Useful vocabulary
lG
1
na
• In pairs, students discuss the question.
• Get feedback. Ask students to give examples of times
they have been creative.
at
io
EXTENSION: In pairs, students discuss what creative
things they have done today.
2
5
• Choose a student to read the two questions aloud.
• Students discuss the questions in pairs, or speak to two
or three of their classmates.
• Get feedback. Ask Did you say the same as anyone you
spoke to, or were your answers different? Point out that
everybody is different and it’s good for students to be
aware of this.
In groups, students read through and choose
a project. Project 1 is group work and involves
thinking of creative ways to promote alternative
transport, while Project 2 is individual work and
involves planning a birthday event for a friend.
your t
projec
eo
gr
ap
h
chores (n): jobs that must be done regularly, often at
home
doodle (n): a pattern or picture you draw when you are
bored
greener (adj): better for the environment
obstacle (n): a difficulty or problem that prevents you
from achieving something
rewarding (adj): giving you pleasure or satisfaction
think outside the box (phr): to think in an original or
creative way
EXTENSION: Ask What other small changes could you
make in your life? Brainstorm ideas (e.g. walking up the
stairs instead of taking the lift, going for a walk at the
beginning or end of the day, trying a genre of film / TV
show you wouldn’t normally watch).
g
7
• Go through the Mind your Mind information.
• In pairs, students discuss the question.
• Get feedback. Ask Are you good at thinking outside
the box?
Le
ar
ni
n
TEACHING TIP: Students usually know many adjectives,
but they often neglect to include them in exam tasks.
Remind them that using interesting adjectives is a good
way to help their writing stand out. Once students have
finished their first draft, they should reread their work
and try to find places where adjectives can be added.
4
ic
EXTENSION: For homework, students write a review for
the example task in Exercise 2.
• Students read the article, then discuss the question
in pairs. Get feedback.
©
N
EXTENSION: In pairs, students discuss which of the four
ideas (A–D) they need to work on the most and suggest
three ways they can do this (e.g. B – take more risks, be
more decisive, follow my goals).
Project 1
• First, students brainstorm greener forms of transport.
Then they research and make notes about how places
have successfully encouraged people to use these
modes of transport.
• The group then discuss ways they can encourage
people to cycle or walk to school. They brainstorm
their ideas, then choose the best three ideas.
• Students choose how they want to present their
findings and plan to the class (e.g. poster, slideshow,
infographic). They should illustrate their ideas with
images and text.
• In the next lesson, you could ask groups to share their
presentations with the class.
Project 2
• Students work individually to plan an unusual birthday
event for a friend and make a poster or presentation
to explain it.
• Students think of a friend they would like to plan
a party for, then make notes on each bullet point.
Encourage them to add any extra details (e.g. why
they have chosen this place, the food they will eat,
the activities they will do).
• They should think of how they will present their plans.
• Students do not have to share their poster or
presentation with the class, though you may wish to
check they have produced something.
3
• In pairs, students discuss the questions, then share their
ideas in small groups. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
100
Review page 155
ANSWERS: VOCABULARY
1
1 dress
2 graphic
3 award
4 high
5 common
6 rave
3
1 animated
2 tension
3 critical
4 dramatic
5 supporting
6 sensational
ANSWERS: GRAMMAR
4
eo
gr
ap
h
1 You did see that film when it first came out, didn’t
you?
2 I don’t buy many books, but I do borrow a lot from
the library.
3 She does seem very upset about something, but I
don’t know what.
4 He’s not a fan of sci-fi films, but he does love Alien.
Le
ar
ni
n
1 harsh
2 leading
3 captures
ic
2
g
4 opening
5 road
6 folk
5
6
lG
1 has she written two novels, she’s also released a
poetry collection
2 have I felt so disappointed in a film
3 enjoyed more than anything else was the soundtrack
4 the director who decided to set the story in Scotland
5 she had given the interview did most people change
their minds
6 surprised her was the ending
©
N
at
io
na
1 didn’t enjoy the film, did you
2 ‘ve read this book, haven’t they
3 isn’t coming to the theatre tonight, is he
4 has been successful, hasn’t it
SAMPLE COPY, NOT FOR DISTRIBUTION
101
page 89
8.1
page 89
eo
gr
ap
h
In the photo
A man is jumping into the water at Polperro, Cornwall,
UK. He is wearing a wetsuit and other divers are watching
him from the pier. Polperro is a fishing village and popular
tourist destination on the south-west coast of England.
Cold water swimming has become popular in the UK at
places like this. It has been shown to be good for the
immune system, for circulation, for decreasing stress and
improving mental health. Average sea-water temperatures
at Polperro are between 8 and 14 degrees centigrade.
T:Hi, and welcome to … ‘I bet you didn’t know that!’
Today, we have Dr Judy with us. Dr Judy, you’ve just
written a book about sleep.
J:Yes, I have. It’s all about how important sleep is and,
while I was writing it, I learned some amazing facts.
T:Interesting … Now, I never remember my dreams,
but according to your book, we all dream a lot!
J:That’s right, Tim. You might not remember your
dreams when you wake up, but you do dream. In fact,
on average, we spend 600 hours a year dreaming!
T:Fascinating. I believe you also did some historical
research?
J:Yes, I did. And one thing I discovered is that,
although today most of us go to bed at night and
then get up in the morning, it wasn’t always like that.
In the seventeenth century, most people would sleep
for a few hours and then get up to read or socialise
with friends. After a couple of hours, they’d go back
to bed again for another few hours of sleep.
T:How extraordinary! And there’s a very interesting
chapter on animals and sleep. Is it true that some
animals never fully sleep?
J:Absolutely, Tim. Whales and dolphins, for example,
are only ever half asleep. One side of their brain
stays awake so that they can still rise to the surface of
the water to breathe.
T:Remarkable. Now, let’s talk a little bit about the
importance of sleep. In your book, you explore …
ic
Unit Opener
Grammar: modals for past necessity; modals
for hypothetical past; modals for
past speculation
Use your
describing likelihood; word focus:
English:
take; collocations: illness and injury;
eliminating duplicated information;
sentence transformation
Writing: sports facilities; structuring a
proposal; focusing on the purpose
of a task; writing a proposal
Video:
Namibian eye clinic
g
Reading:finding the information in
the text; multiple choice with
one text
Vocabulary: illness and treatments
Grammar:modals of ability; modals of
speculation and deduction;
modals of obligation and advice
Listening:recognising distractors; multiple
choice with one interview
Speaking:ways of keeping fit; reaching a
decision; collaborative task
Le
ar
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8 Wellbeing
1
lG
• Students look at the photo and discuss the questions in
pairs.
• Get feedback. Elicit the meaning of the lesson title:
wellbeing (a state when you feel good in yourself from
being in good health and happy, etc). Ask students if
they would like to do the activity in the photo.
2
at
io
na
• In pairs, students discuss the options to complete the
sentences.
• Get feedback. Elicit the meaning of hay fever (an allergy
caused by pollen), sling (a piece of cloth to support your
arm if it’s injured) and model the pronunciation of asthma
/ˈæsmə/.
ANSWERS
N
1 spring 2 food 3 breathing 4 sling
Reading pages 90–91
©
finding the information in the text; multiple choice
with one text
1
• In pairs, students discuss the question and complete the
exercise. Get feedback, but don’t confirm the answers yet.
2 8.1
• Play the recording. Students check their answers to
Exercise 1. Get feedback.
ANSWERS
1 600 2 17
th
3 Whales
EXTENSION: In pairs, students discuss what was
the most interesting information in the interview. Get
feedback.
3 8.2
• Students do the true / false exercise, then compare their
answers in pairs.
• Get feedback. Ask students to say where they found
information to back up their answers in the text.
EASIER: Students work in pairs. One student is
responsible for finding information for sentences 1 and
2, and the other is responsible for sentences 3 and 4.
They share their answers with their partner.
FAST FINISHERS: Students find the correct answers for
the false statements.
SAMPLE COPY, NOT FOR DISTRIBUTION
102
1T
2 F (We all go through different stages of brain activity.)
3 F (We don’t move during REM sleep.)
4T
8.2
As reading text on page 91.
4
• Go through the Exam Tip.
Exam TIP
• They can start by underlining the key information about
the stages of sleep that they want to include in their
notes. They should then think about the best way to
present the information, for example by using different
headings and bullet points, or using a flow chart.
• Students could display their information around
the class and discuss which way of presenting it is
the most effective.
• This mediation skill can be practised using long
informative texts or online articles.
Suggested answer
g
ANSWERS
Non-REM sleep
1 falling asleep – lasts a few minutes
2 light sleep – heart rate and breathing slows,
temperature falls
3 deep sleep = slow wave sleep:
– breathe deeply
– important for health
– some people sleep walk
Le
ar
ni
n
Finding the information in the text
• If the question doesn’t tell students where to look for
the answer, they should look for words or phrases that
paraphrase the key words in the question.
• When students find the part of the text they think
has the answer, they should underline it, then check
which answer option is the closest to the information
in the text.
• Remind students that the whole answer option has to
be correct, not just part of it.
REM sleep
– 70–90 minutes after falling asleep
– eyes move
– breathing speeds up
– we dream
– body becomes paralysed
eo
gr
ap
h
ANSWER
ic
• Students read the final question in the Exam Task, then
discuss the question in pairs. Get feedback.
the last paragraph
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped
them do this.
• In pairs, students discuss the questions.
• Get feedback. Ask students to brainstorm
suggestions to help someone fall asleep.
your
ideas
Vocabulary page 92
illness and treatments
5
lG
Exam TASK
at
io
na
Multiple choice with one text
• Remind students to read the questions and underline
the key words. If they think they can answer some of
the questions already, based on their initial reading,
remind them to check their answers carefully.
• Students complete the Exam Task, then compare their
answers in pairs.
• Get feedback.
N
FAST FINISHERS: Students write example sentences
using the words in bold.
©
EXTENSION: For homework, students write a summary
of the article. They say if any of the points surprised
them.
• Brainstorm words on the topic of illness.
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of diarrhoea
/ˌdaɪəˈriːə/, faint /feɪnt/ and poisoning /ˈpɔɪz(ə)nɪŋ/.
FAST FINISHERS: Students sort the words into the
following groups: treatments (transplant, stitches),
symptoms (diarrhoea, dizzy, faint, itchy, rash, swells) and
illnesses (allergy, food poisoning, hay fever). Ask Which
word does not fit into a category? (scar).
EXTENSION: Write allergy and food poisoning on the
board. In pairs, students discuss which of the words are
related to the headings and explain why, e.g. allergy –
hayfever, itchy, rash, swells.
ANSWERS
ANSWERS
1B 2D 3C
1
4A 5D 6B
MEDIATION SKILLS
• Breaking down complicated information is mediation.
• As an extension to the Exam Task, ask students to
reread the information about the different stages of
sleep (in paragraph 4) and present it in a clear format
that makes it easier to understand.
1 diarrhoea, food poisoning
2 hay fever, itchy
3 allergy, swells, rash
4 scar, transplant
5 dizzy, faint
6 stitches
SAMPLE COPY, NOT FOR DISTRIBUTION
103
2
A:Look, I’ll take you home now. Even if it’s just a mild
form of flu, you’d be better off in bed.
B:It’s so annoying. I’m usually pretty resistant to
whatever illnesses are going around. I can’t
remember the last time I had a cold.
A:I’m sure you’ll feel better soon. Just rest, take
some painkillers and drink plenty of water.
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
FAST FINISHERS: Students write the word form next
to each set of words (1 adjective 2 adjective 3 verb
4 adjective 5 adjective 6 verb).
g
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of fracture
/ˈfræktʃə(r)/.
ANSWERS
1c 2f 3a 4e 5b 6d
5 8.4
• Play the recording. Students do the exercise, then
compare their answers in pairs.
• Get feedback. Ask students what the physiotherapist in
the photo might be doing or saying.
EXTENSION: Students identify where the stress is
in each word (physiotherapist, surgeon, paramedic,
psychiatrist, nutritionist).
ic
TEACHING TIP: Encourage students to write down
related word forms whenever they learn new vocabulary.
These forms may include noun, verb, adjective and
adverb forms, as well as antonyms and other forms.
4
ANSWERS
1 unfit
2 mild
3 infect
4 non-infectious
5 vulnerable
6 scratch
eo
gr
ap
h
ANSWERS
a5 b4 c2 d3 e1
8.4
Speaker 1
I give people advice about the best food to eat so that
they can be healthy.
3 8.3
Speaker 2
I travel to emergency situations to help people who
are sick and injured. If necessary, I then take them to
hospital.
• In pairs, students complete the conversation. More than
one word might be possible.
• Play the recording for students to check their answers.
Get feedback.
Speaker 3
I treat people who have mental illnesses.
lG
EASIER: Write these words on the board: 1 mild, severe
2 itching, shivering 3 non-infectious, catching 4 infect,
heal 5 severe, mild 6 resistant, vulnerable. Students
choose their answers from the words.
Speaker 4
I perform operations on people.
Speaker 5
People often come to see me if they have pain in their
muscles, or if they have a sporting injury. I can advise
them about special exercises they should do.
na
at
io
EXTENSION: In pairs, students take turns to discuss one
of the health issues from Exercise 1 with a partner, using
the conversation as a model.
ANSWERS
N
1 severe
2 shivering
3 catching
4 infect
5 mild
6 resistant
©
Le
ar
ni
n
EASIER: Write these definitions on the board:
1 physically fit and healthy
2 serious / bad
3 get better
4 easily spread from one person to another
5 not likely to catch an illness
6 make short, quick movements
In pairs, students choose the two words in each group
in Exercise 2 which match the definition and say which
word does not. Get feedback.
8.3
A:Are you OK? You don’t look very well.
B:No, I feel awful. I’ve got a severe headache and
I’ve been shivering all morning.
A:Oh no! It sounds like you’ve got flu.
B:Do you think so? Oh dear, it might be catching.
I don’t want to infect anyone else. I should have
stayed at home.
6
• In pairs, students discuss the questions. Get feedback.
• In pairs, students discuss the questions.
• Get feedback. Find out how many students in
the class have broken a bone.
your
ideas
EXTENSION: For homework, students write five
sentences using at least five of the words from the
lesson.
SAMPLE COPY, NOT FOR DISTRIBUTION
104
Grammar page 93
Modals of speculation and deduction
We use various modal auxiliary verbs + infinitive to
make speculations or deductions in the present.
could, may, might
She could be on her way.
The class may / might be
cancelled.
certainty (sure
something is
true)
must
That must be her sister. They look
so similar.
g
possibility
(not sure if
something is
true)
Le
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n
GRAMMAR GUIDE: modals of ability
• We use could + infinitive to talk about general ability
in the past. We also use be able to, but it is a little
more formal.
I could / was able to ride a horse when I was ten.
• We use be able to after verbs which take the infinitive
or -ing form.
He likes being able to do what he wants.
• We use was able to (not could) and manage to to
talk about ability on specific past occasions. We use
couldn’t, wasn’t able to and didn’t manage to to talk
about inability. Manage to + infinitive suggests that
something was achieved despite difficulties.
I couldn’t / wasn’t able to / didn’t manage to find
out how much it cost.
• We use succeed in + -ing form to describe ability or
inability for something difficult in a specific situation.
She succeeded in passing her exam!
• We use be capable of to talk about the maximum
limit of someone or something’s abilities.
She’s capable of so much more than she’s doing
now.
GRAMMAR GUIDE: modals of speculation and
deduction
impossibility
can’t
(sure something Those can’t be your sunglasses,
isn’t true)
because yours are on your head!
3 8.5
• Play the conversation. Students complete the rules, then
compare their answers in pairs.
• Get feedback. Ask What form of the verb do you need
after the modal auxiliary? (infinitive without to).
ic
Modals of ability
ANSWERS
eo
gr
ap
h
1 can’t, could, may 2 must 3 can’t
1
8.5
• Students read the text and complete the rules, then
compare their answers in pairs.
• Get feedback.
ANSWERS
a could, was able to
b couldn’t
c manage to, succeed in
d be able to
lG
2
B:Where’s Theo? He said he’d meet us here at six
o’clock.
G:I don’t know. Do you think he could be at the gym?
B:No, he can’t be at the gym. It isn’t open on Thursday
evenings. I suppose he may just be running late.
G:Oh dear. Have you tried calling him? He might have
forgotten that we were supposed to meet up this
evening.
B:You know, I think you’re right. He must have
forgotten. In fact, look! This has just come up on my
social media. He’s at the football match with Lukas!
G:Uh oh! He’s in trouble.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
at
io
na
FAST FINISHERS: Students write personalised
sentences using these prompts:
I couldn’t believe …
I should be able to …
I remember being able to …
I succeeded in …
ANSWERS
©
N
1 couldn’t
2 be able to
3 could / was able to
4 was able to
5 being able to
6 succeeded in
TEACHING TIP: Modal verbs often come up in exams.
Encourage students to review the notes they have taken
about modals frequently to improve their performance in
exam tasks.
4
• Students look at sentence 1. Ask Do you think Thea is
certain her friend has hay fever or is she unsure? (unsure).
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
EXTENSION: Write these situations on the board. Each
one has more than one possible interpretation. In pairs,
students come up with explanations about what is
happening. Get feedback. As a class, decide on the best
explanation for each situation.
• Your friend tells you they feel dizzy.
• You see your neighbours carrying a sofa across the
street.
• You see someone who looks almost identical to your
teacher.
ANSWERS
1 could
2 can’t
3 might
4 might not
5 can’t
6 must
SAMPLE COPY, NOT FOR DISTRIBUTION
105
5
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
lG
ANSWERS
at
io
na
1 don’t have to / be allowed to
2 don’t have to / be allowed to
3 should / shouldn’t
4 be supposed to
5 must / mustn’t
6
• Elicit or teach amputation (to remove part of someone’s
body in an operation) and adaptive (changing in order to
deal with new situations).
• In pairs, students complete the text.
• Play the recording for students to check their answers.
• Get feedback. Elicit the meaning of impairment (when
a part of your body is unable to do something fully),
mobility (the ability to move part of your body) and
cerebral palsy (a medical condition caused by damage to
the brain, affecting movement and speech).
• Ask Do you know who the athlete is in the photo?
(Paralympian Keita Sato from Japan).
EXTENSION: In pairs, students discuss these questions:
• Do you think it is important to have the Paralympic
Games? Why? / Why not?
• Can you name any Paralympic athletes from your own
country?
ANSWERS
1 adaptive
2 disabled
3 disabilities
eo
gr
ap
h
Advice
• We use must to make strong recommendations and
invitations.
You must visit me if you come to LA!
• We use should / shouldn’t to ask for and give advice.
We can also use ought to in an affirmative sentence,
but not a negative or a question.
You should / ought to go to the dentist if you have
toothache.
• We use be supposed to to talk about other people’s
expectations.
They were supposed to tell us what happened at
the meeting.
• We can use could to make suggestions which are not
as strong as should.
You could ask her how she feels.
1 8.6
g
Obligation
• We use must / mustn’t + infinitive to talk about rules.
You must be at school before the bell rings.
• We use have to, need to and (not) be allowed to +
infinitive to talk about rules and obligations made by
other people.
We’re not allowed to walk home. We have to get
the bus.
• We use not have to, not need to or need not to
say there is no obligation (i.e. we can do what we
choose).
You don’t have to / need to bring anything to the
picnic.
recognising distractors; multiple choice with one
interview
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GRAMMAR GUIDE: modals of obligation and advice
Listening page 94
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Modals of obligation and advice
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
N
EASIER: Do the first item as a class. Students complete
the remaining items in pairs.
©
EXTENSION: In small groups, students write the
following on small pieces of paper: supposed to,
allowed to, ought to, have to, should, must, be able to,
couldn’t. Students take turns to choose a piece of paper
and make a sentence about themselves using the word
or phrase.
ANSWERS
1 supposed, allowed
2 have, should
3 ought
4 have
5 shouldn’t
6 must
4 amputations
5 intellectual
6 non-disabled
8.6
The Paralympic Games is an adaptive sports event
for disabled athletes. Examples of disabilities include
visual impairments, amputations, mobility limitations
or cerebral palsy as well as intellectual disabilities. The
Paralympic Games is one of the biggest international
sports events, with over 4,000 athletes taking part.
Disabled athletes can also compete in the Olympic
Games against non-disabled athletes.
2 8.7
• Play the recording. Students choose the correct options,
then compare their answers in pairs. Get feedback.
EXTENSION: Give pairs a copy of the audioscript. They
identify the distractors in the recording which might
make someone think the opposite answer is correct,
e.g. … but I didn’t really start entering competitions until
I was in my teens.
ANSWERS
1 as a young child
2 didn’t have
3 doesn’t feel
8.7
I’ve been crazy about swimming for as long as I can
remember, but I didn’t really start entering competitions
until I was in my teens. And then I’d been competing
for several years before I even thought about getting
some private coaching. That made all the difference
though, and I got into the national team when I was
seventeen. Initially, I was overwhelmed by how much
I had to do. The training was very intense. But my
coach was always there to remind me how far I’d come
already.
SAMPLE COPY, NOT FOR DISTRIBUTION
106
Recognising distractors
• Ask students to explain what distractors are.
• Write the first sentence from the audioscript in
Exercise 2 on the board as an example and ask
students to look at Exercise 2, sentence 1. Ask Did
she compete when she was a young child? (no) Did
she like swimming when she was a child? (yes). What’s
the distractor here? (I didn’t really start entering
competitions until I was in my teens.)
• Remind students to think carefully about what the
question is asking, and to listen to the whole section
before answering.
• When they listen the second time, students should
check they haven’t chosen the distractors by mistake.
It can be helpful to think about why the other options
are incorrect.
4 8.8
Exam TASK
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Multiple choice with one interview
• Students complete the Exam Task.
• They have one minute to look at the questions and
underline key words.
• Play the recording. Remind students to listen to the
whole sentence before choosing their answer.
• Get feedback.
g
Exam TIP
swimming. And in fact, I think I was sixteen, and it
was my swimming coach who mentioned that he was
starting a wheelchair basketball team, and he asked
if I wanted to try out for it.
I:And did you love it right from the start?
Ka:I did love it, but initially I felt really slow! I mean
some of the players on that court were phenomenal.
I’m good at throwing and shooting baskets, but I
really had to improve my skills so that I could catch
up with some of the other girls there. I’ll just say that
I put in a lot of practice. I mean, a lot of practice.
But you know, that’s the thing with any sport.
Doesn’t make a difference whether or not you have
a disability, if you want to get good at it, you have
to put in the work. And I was so lucky to have very
supportive parents, who were prepared to get up
at 5.30 three times a week and drive me to practice
while I was still at school.
I:Wow! 5.30! That is impressive. Turning to Kofi now
… Kofi, tell us a little about yourself.
Ko:Hi there. I’m a track athlete, 100 and 200 metres.
I had my left leg amputated just below the knee
when I was about a year old. So basically, I grew up
with a prosthetic leg. And like Katie, I’ve been into
sports for as long as I can remember. In fact, I was a
member of my school football team – that’s a nondisabled team – for five years before I even thought
about looking into adaptive sports. And I was on the
school athletics team as well. The thing is … I love
to run, so I just got into anything where I could be
moving as fast as possible.
I:What made you decide to move away from nondisabled sports and into adaptive sports?
Ko:To be honest with you ... funding. Most people
in adaptive sports need some pretty specialist
equipment. So although – I’m not going to lie –
funding at the grassroots level is pretty awful, once
you move up into the elite teams, I’m glad to say
that at last things are beginning to change. A local
business funded my running blade, which was
incredibly expensive. That made a huge difference
to my development as a runner. I now also have
weekly sessions with a personal trainer, which means
that I can really focus on my technique.
I:Do you have to get up at 5.30, like Katie, to get your
practice in?
Ko:Ha, well my family will tell you that I’m not a fan
of early mornings, but yes, I’m at the track every
morning before work, five days a week and I put in
some hours at the gym as well.
I:OK, that’s very impressive! So, Katie, you’re at
university at the moment, is that right?
Ka:Yes, I’m in my final year studying sports technology
– which is basically the design and manufacture of
sports equipment. My uni is very sports-oriented, so
there are fantastic facilities and training opportunities
here, which is great.
I:Awesome, and how about you, Kofi?
Ko:I’m working as a teaching assistant at a local school,
helping coach the football team. I’m so lucky
because the school – and the students actually –
have been incredibly supportive of my track career
and my progression, so at the moment this is the
perfect job for me.
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• Go through the Exam Tip.
ic
3
ANSWERS
lG
EXTENSION: Write these words from the audio on
the board: phenomenal, shooting baskets, prosthetic,
grassroots, elite. Give students a copy of the audioscript
to find the words. They use the context to work out the
meaning, then check their ideas in a dictionary.
8.8
na
1C 2C 3D 4A 5A 6B
©
N
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N:You will hear an interview in which two athletes, Katie
and Kofi, are talking about their sport. For questions
1–6, choose the answer (A, B, C or D) which fits best
according to what you hear.
I:Today we’re interviewing two up-and-coming
athletes who have their sights firmly fixed on the
next Paralympics. Welcome, Katie and Kofi.
Ka/Ko: Hi / Hello
I:Katie, let’s start with you. Your sport is wheelchair
basketball. Have you been a wheelchair user all your
life?
Ka:I have cerebral palsy, which I’ve had since birth. But I
don’t use a wheelchair all the time. Of course, I use it
in my sport, but my home is actually not adapted for
a wheelchair, and I don’t need to use a wheelchair
at all there. For getting around outside … well, then
I am dependent on it, especially as I currently don’t
drive.
I:How did you first get into wheelchair basketball?
Ka:I’ve always loved sport! All kinds of sport. You
name it – I’ve tried it! I’ve done judo, weightlifting,
SAMPLE COPY, NOT FOR DISTRIBUTION
107
ways of keeping fit; reaching a decision;
collaborative task
• In pairs, students discuss the questions. Get feedback.
2
MEDIATION SKILLS
na
lG
• This exercise reminds students to use mediation skills
to collaborate effectively, in particular being sensitive
to different perspectives, responding to suggestions
politely and proposing alternatives.
• The Useful Language gives them some polite phrases
to help them do this.
• Remind students to use phrases for collaborating
effectively that they have written in their notebooks and
to add phrases from the Useful Language box to be
used in future tasks.
• Go through the Exam Tip.
Exam TIP
N
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Reaching a decision
• Students are not always sure how to handle
disagreements in collaborative tasks. It doesn’t matter
if they disagree, as long as they explain their opinions
and eventually come to a conclusion in the final part
of the task.
• If students can’t agree on the same two points, they
should reach some sort of compromise, e.g. they each
choose their preferred option.
• Remind students to be polite and avoid overly direct
comments to respond to their partner; e.g. instead
of I think you’re wrong, students can say I don’t really
agree.
• Students read the Useful Language box and tick the
phrases they’d like to use in their exam task.
©
Exam TASK
g
3
Collaborative task
• In pairs, students complete the Exam Task. Remind
them to use the Useful Language.
• Get feedback. Ask Did you reach a decision? What
Useful Language did you use?
EXTENSION: Give students an additional collaborative
task for further practice.
Your school is trying to encourage students to become
more physically active. Talk to each other about how
effective each suggestion would be in getting students
to do more sports and exercise.
• starting an after-school running club
• building new tennis courts
• starting a school football team
• taking weekly trips to the local swimming pool
• increasing the number of fitness classes in the school
timetable
Now decide which two things would get the largest
number of students doing more physical activity.
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1
EASIER: Before the exercise, brainstorm ideas for each
point and write students’ ideas on the board, e.g. You
can still eat healthy food such as fruit and vegetables if
you don’t have much money.
Le
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Speaking page 95
• In pairs, students complete the exercise.
• Get feedback. Ask Did you reach an agreement? Did you
disagree on anything? How did you deal with it?
ic
I:Final question now for both of you. What does the
future hold?
Ko:Competing in the next Paralympics is every athlete’s
dream, of course. But I’m also really passionate
about sports education. I’ve visited a few schools
and sports clubs locally to talk to the kids there
about my experiences and I would love to do more
of that.
Ka:Yeah, like Kofi – like every disabled sportsperson
I know, I would absolutely love to represent my
country at the Paralympics! However, I do also need
to get a job. I’ll be graduating in July and I’ve got
an internship with a big sports brand starting in
September. With my degree, I’d really love to work
on making sports wheelchairs even lighter, faster and
more affordable for players like me.
I:Well, best of luck to both of you, and thank you so
much for coming along today. Now turning from
sport to transport, last week …
N:Now listen again.
your
• In pairs, students discuss the question. Get
ideas
feedback.
• Ask students to say what they can see in the
photo and say what other sports people often do
with friends.
Grammar page 96
Modals for past necessity
GRAMMAR GUIDE: modals for past necessity
We use didn’t need to + infinitive or needn’t have +
past participle to talk about something that wasn’t
necessary in the past.
• We use didn’t need to to say that something wasn’t
necessary and it might or might not have happened.
I didn’t need to study today.
I’m happy you came to help, but you didn’t need to.
• We use needn’t have + past participle to say
that something wasn’t necessary, but it definitely
happened.
You needn’t have worried about me. (You were
worried, but it wasn’t necessary.)
1
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
108
8.9
1 Katya, Rudi
2 Bella
G:Did you enjoy the bike ride yesterday?
B:Yes, I did. We went past your house actually! You
should have come too. You would have really
enjoyed it!
G:Did you get wet? It poured with rain in the
afternoon.
B:Yes, I did. I shouldn’t have forgotten my waterproof.
G:You could have come round to my house and
borrowed mine!
B:I didn’t think of that. I ought to have called you when
it started raining.
• Students complete the rules, then compare their answers
in pairs. Get feedback.
EXTENSION: Write these sentences on the board. In
pairs, students identify the errors and rewrite the correct
sentences.
1You didn’t need bring any food. We have enough.
(didn’t need to)
2He needn’t have cook so much for the four of us.
(needn’t have cooked)
3You needn’t bought another ticket for the show.
(needn’t have bought)
4I didn’t need to got up early yesterday. (didn’t need
to get)
4
• Students complete the rules, then compare their answers
in pairs. Get feedback.
ANSWERS
a could have
b would have
c should, ought to have
d ought to have
ANSWERS
1 Didn’t need to
2 Needn’t have
5
We use some modal verbs + have + past participle
when we imagine a past where things happened
differently.
past possibility
could have
We could have gone on holiday.
(but we didn’t)
imagined result would have
I would have passed that exam if I’d
studied more. (but I didn’t)
3 8.9
lG
should have, ought to have
I should have taken your advice.
(but I didn’t)
He ought to have known better.
(but he didn’t)
na
regret or
criticism of
somebody
else’s action
at
io
• Play the recording. Students do the exercise, then
compare their answers in pairs. Get feedback.
N
EXTENSION: Write the answers for Exercise 3 on
the board. Students use these phrases to write their
own sentences, then share their sentences in pairs,
(e.g. I should have come to school early today as I
had something to print out. I would have enjoyed the
weekend more if I’d seen my friends.).
©
EASIER: Do the first item as a class, then elicit the past
participle forms of the verbs in brackets. Students do the
remaining items in pairs.
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GRAMMAR GUIDE: modals for hypothetical past
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
ic
Modals for hypothethical past
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2
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ANSWERS
ANSWERS
1 should have come
2 would have enjoyed
3 shouldn’t have forgotten
4 could have borrowed
5 ought to have called
FAST FINISHERS: Students write their own personal
sentences using the modal verb structures in the
sentences.
ANSWERS
1 didn’t need to pay
2 shouldn’t have forgotten
3 would / could have won
4 needn’t have brought / didn’t need to bring
5 would have hated
Modals for past speculation
GRAMMAR GUIDE: modals for past speculation
We use some modal verbs + have + past participle to
speculate about the past.
possibility
(not sure if
something
was true)
could have, may have, might have
She could have been stuck in traffic.
We might / may have left it at home.
certainty
(sure
something
was or
wasn’t true)
must have, can’t have
My phone’s gone. I must have lost it.
He can’t have been there. I saw him at
home.
TEACHING TIP: Students often confuse the meanings
of must have and can’t have. Emphasise that must have
means you are sure something happened, and can’t
have means you are sure something didn’t happen or it
is impossible.
SAMPLE COPY, NOT FOR DISTRIBUTION
109
6
Collocations: illness and injury
3 must
4 Could
1 might
2 can’t
5 may
6 must
7
• In pairs, students discuss the situations. Remind them
to use a range of speculating verbs from Exercise 6. Get
feedback.
EXTENSION: Write these situations on the board. In
small groups, students take turns to speculate about
what could have happened in each situation. Get
feedback.
• Music is playing very loudly when you get home.
• The classroom is very messy.
• The camera on your phone won’t turn on.
• Two of your friends aren’t talking to each other.
Describing likelihood
1
• Brainstorm words or phrases students know for saying
something is possible.
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
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1 good chance that
2 wouldn’t bet on it
3 strong probability
4 chances are
5 believe it when I see it
lG
FAST FINISHERS: Students underline the words before
the gap that are often used before each phrase, e.g.
There’s a good chance that, The chances are.
ANSWERS
Word focus: take
2
©
N
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Ask Which expression means ‘to disagree
with’? (take issue with), ‘to accept something’? (take on
board), ‘to believe what someone is saying’? (take your
word for it), ‘to pay attention to something’? (take note
of), ‘to produce the intended results’? (take effect).
EXTENSION: In pairs, students write their own
sentences using the phrases and omit the noun. They
give their sentences to another pair to complete.
ANSWERS
1 issue
2 word
3 note
TEACHING TIP: Explain that collocations are useful to
learn because they are ‘chunks’ of language. It is easier
to use these chunks than to try to put together individual
words, and this helps make your speech sound more
natural and fluent.
ANSWERS
1 twisted
2 diagnosed
3 sustained, discharged
4 build up
5 contracted
4
• Go through the Exam Tip.
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Use your English page 97
FAST FINISHERS: Students underline the words in the
sentence that the gapped words collocate with, e.g.
twist my ankle, build up your immune system.
g
ANSWERS
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of immune system (the
way your body protects you against disease).
Le
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EXTENSION: In pairs, students discuss what they
think is happening in the photo, using modal verbs for
speculation.
3
ic
• Students choose the correct options, then compare their
answers in pairs. Get feedback.
4 board
5 effect
Exam TIP
Eliminating duplicated information
• Write the following on the board:
It wasn’t a good idea for you to stay up late before
your exam.
SHOULDN’T
You ___ late before your exam.
Elicit which words can be crossed out in the first
sentence as they already appear in the second
sentence (you, late before your exam) and which
words complete the gap (shouldn’t have stayed up).
• Ask What does this task type often test? (verb
patterns, fixed expressions, phrasal verbs, etc.).
• Students may need to use a word or expression that
is the opposite of that in the original sentence. Write
the following on the board and elicit the second
sentence.
My sister doesn’t do as much sport as she used to.
LESS (My sister does less sport than she used to)
Exam TASK
Sentence transformation
• Students complete the Exam Task, following the
suggestions in the Exam Tip.
• Get feedback.
ANSWERS
1 needn’t have arrived so early
2 must have broken
3 I’ll believe it/that
4 your advice on board
5 taken issue with
6 build up your
SAMPLE COPY, NOT FOR DISTRIBUTION
110
Writing pages 98–99
ANSWERS
1 benefit
2 fundamental
3 outdated
sports facilities; structuring a proposal; focusing on
the purpose of a task; writing a proposal
4
1
FAST FINISHERS: Students decide where in a proposal
they might find each sentence (paragraphs 1, 2, 3 or 4).
ANSWERS
1a 2b 3b 4a 5a 6b
2
2a 3c
4e
5d
lG
• Students read the task, then complete the proposal.
Students compare their answers in pairs. Get feedback.
1f
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FAST FINISHERS: Students underline any words or
phrases in the text they could use in their own proposal
(e.g. for instance, although, this proposal aims to …).
• Students read the proposal again and complete the
exercise, then compare their answers in pairs.
• Get feedback. Students say where they found their
answers in the text.
©
g
Focusing on the purpose of a task
• Students need to ensure they are writing with their
specific audience in mind. Remind them to underline
the important information in the task. Ask students to
identify the key details in the task in Exercise 2 as an
example (proposal for the local government, explain
why the sports centre should be kept, suggest how it
could be improved, who will use the facilities).
• In order to persuade the reader, students should
give examples that illustrate why their suggestion
makes sense. For example, to argue that the school’s
computer facilities need to be upgraded, a proposal
might explain that technology is a useful tool for both
teachers and students to do research and complete
their work.
• Remind students to use neutral language and to
use impersonal structures such as it is said / thought
that … or Many people agree that … , etc.
• Students answer the questions. Then they read the Exam
Task and answer the questions before comparing their
answers in pairs.
• Get feedback.
ANSWERS
1 the college
2 which facilities could be improved and how; how this
will benefit students and staff
5
Exam TASK
6b
EASIER: In pairs, students look at the missing sentences
and number them according to which paragraph they
might find them in (e.g. d – ‘I would suggest that’
makes a suggestion, so it would probably be found in
paragraph 3 or 4). Students complete the task in pairs.
3
Exam TIP
eo
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• Students read the sentences and complete the task.
• Get feedback.
• Go through the Exam Tip.
Le
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Structuring a proposal
• Ask What is the purpose of a proposal? (to suggest
changes that could be made) Do you think it’s formal
or informal? (formal) Explain that proposals are
similar to reports, but a report analyses a situation
and often recommends changes. A proposal focuses
on a problem and identifies a solution.
• Ask How many paragraphs should you write in
a proposal? (4) What should you include in the
introduction? (a clear sentence that states the aim of
the proposal). Elicit the purpose of the second and
third paragraphs (2 gives an overview of the current
issues, 3 makes recommendations to improve
the situation), and the conclusion (make final
recommendations and summarise your opinion).
• Elicit the features of formal language (e.g. passive
constructions, impersonal language).
ic
Learning FOCUS
ANSWERS
4 affordable
5 discouraged
6 investing in
Writing a proposal
• Go through the Useful Language.
• Students plan their proposal, including expressions
from the Useful Language box.
• Students complete the Exam Task. Remind them to
ensure they answer all the points in the question.
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: Students exchange their proposal with
a partner and tick the things their partner has included,
using the Reflection Checklist.
SAMPLE COPY, NOT FOR DISTRIBUTION
111
Video page 100
ANSWERS
1 crossed
2 hospitals
3 independence
4 state
Before you watch
1
• Show the photo and elicit descriptions. Then choose a
student to read out the caption. Ask Did you know it was
possible to cure blindness?
• In pairs, students discuss the questions. Get feedback.
2
4
lG
EXTENSION: Take a class vote on what students would
miss the most if they lost their vision.
While you watch
at
io
na
• Play the video. Tell students not to answer the questions
at first, but just watch to get a general idea of the topic.
• Give students time to read the sentences.
• Play the video again. Students complete the exercise,
then check their answers in pairs. Get feedback.
N
EXTENSION: In pairs, students discuss the correct
answers to the false statements (2 They built their own
schools; 3 She studied medicine in Leipzig, Germany;
5 Only 82 patients came).
ANSWERS
1T 2F
3F 4T 5F 6T
©
After you watch
3
4
g
I:Welcome to our popular programme. And now
we have a special guest in from Oshakati State
Hospital.
NS:Thank you Mendeshi. My name is Ndeshi Shikulo. I
am here to tell our people we are going to have an
eye camp at Oshakati State Hospital. We are here
to invite all the elder people, or everybody who is
at home that is not seeing to come and see us at
the eye clinic.
HN:My name is Dr Helena Ndume. I was born during
the apartheid system, where the education was
different for the black people and white people.
We left the country with three of my friends. We
crossed into Zambia.
I ended up in the refugee camps, where we
built hospitals. We built our own schools. And
we started going to school there. We had
mathematics, history, geography, English and all
that. It was completely eye opening. I ended up
going to university in Leipzig, Germany, to study
medicine.
When independence came to Namibia, I came
back home, I started my internship. I was the only
ophthalmologist working for the state.
You have to know that back then it is the belief
that when you are old you go blind. And that is
God’s willing. Nothing can be done about it. When
I started the eye camp, just 82 patients came.
Because they say, ‘If you go there, that young girl
is going to destroy your eyes.’ But then the 82 that
we operated on spread the message like wildfire.
The following year we couldn’t control the crowd.
They came in their thousands. Everybody now
wanted to be operated on. ‘We have doctors and
now we can see.’ No money in this world can pay
for the happiness of someone who was blind, and
suddenly you take off that eyepatch and they say,
‘Doctor, I can see.’
If I had to tell you the stories they tell you after they
regain their sight, we would spend the whole night
here. ‘Doctor, now that I can see, I’m going to work
hard and plough a lot of food.’ ‘Doctor, now that I
can see, I’m going to see my grandchildren that I
haven’t seen for five, six years.’ Or a mother, who
has given birth and she never saw her baby, came
to see the child after cataract surgery.
All of us went through difficult times during the
liberation struggle and the refugee camps. And that
is also what has connected us together, that we must
go back and help, just like we were helped.
We have to have a culture of giving back to
less fortunate people, so that they can also be
transformed just like I was transformed.
eo
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ap
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apartheid (n): the political system that existed in the
past in South Africa and Namibia, in which only white
people had political rights and power
cataract (n): a condition affecting your eyes in which
you gradually lose the ability to see
eye opening (adj): surprising but teaching you
something new
eyepatch (n): a piece of cloth used for covering one eye
independence (n): when a country gains freedom from
another country or organisation
internship (n): a temporary job someone takes in order
to get experience in the area they want to work in
ophthalmologist (n): a doctor who is an expert in
illnesses of the eyes
plough (v): to turn the soil before putting seeds into it
refugee camp (n): a place where people who have
escaped their country live
regain (v): to get something again that you lost
spread like wildfire (phr): when information becomes
known by more and more people very quickly
Le
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Useful vocabulary
5 eye camp
6 spread
7 connected
8 fortunate
ic
Namibian eye clinic
4
• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers. Get feedback.
your
• Students discuss the questions in pairs.
ideas
• Get feedback. Ask students to say what area
they would work in if they wanted to work in
medicine or nursing e.g. eyes, surgery, physiotherapy.
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112
Review
page 156
ANSWERS: VOCABULARY
1
1 acute
2 rash
3 scar
3
1d
2e
4 paramedics
5 discharged
6 physiotherapist
3a
4c
5b
ANSWERS: GRAMMAR
4
1 couldn’t
2 being able
3 managed to
4 could / was able to
5 be able to
5
1 supposed
2 needn’t
3 allowed
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ap
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4 may
5 have
6 ought
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1 twisted
2 agony
3 fracture
ic
2
g
4 dizzy
5 toned
6 vaccine
6
©
N
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1 could have come
2 would have loved
3 must have practised
4 can’t have broken
5 might have gone
6 shouldn’t have been
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113
9 It’s a technical issue
g
Grammar: other expressions for conditionals;
inversion with conditionals
Use your
expressions with keep;
English: technology idioms; adjectives
with prepositions; word formation;
open cloze
Writing: technology; using informal style in
an article; using the material in a
task; writing an article
Live well,
the working world; wellbeing
study well:
at work
Le
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Reading:understanding general meaning;
matching ten sentences
Vocabulary: computers and technology
Grammar:zero, first, second and third
conditionals; mixed conditionals
Listening:checking the sense; sentence
completion
Speaking:discussing technology; listening to
your partner; discussion
page 101
Reading pages 102–103
understanding general meaning; matching ten
sentences
1
• In pairs, students read the definition, then discuss the
questions.
• Get feedback. Ask students to say if they think AI is a
good or bad thing.
eo
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In the photo
A man is working in Facebook’s data storage centre in
Luleå, northern Sweden. This is Facebook’s first data
centre outside the US and is located on the edge of
the Arctic Circle. The warehouse opened in 2013 and,
according to Facebook, it is the most energy-efficient
computing facility ever built. Winter temperatures in
this area are -20°C, and freezing air is pumped into the
building – acting as a natural coolant – while hot air
generated by the servers circulates out. The data centre
runs on hydroelectric power generated by the nearby
Lule river.
ic
Unit Opener page 101
1
• Show the photo and the caption. Students look at the
photo and discuss the questions in pairs. Get feedback.
lG
2
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• In pairs, students discuss the questions.
• Get feedback. Ask students to say if there are any
advantages or disadvantages of being an early adopter
(e.g. advantages: you can influence the technology
if it’s still being developed, you can get access to the
technology first; disadvantages: new technology can
often be expensive, you may get bugs or problems with
a new or evolving product).
N
EASIER: Before the exercise, elicit the meaning of the
cloud (a place to save and access things remotely over
the internet – not saved on a computer’s hard drive).
SUGGESTED ANSWERS
©
1 An early adopter is a person who starts using a
product or technology as soon as it becomes
available.
2 Advantages: the files don’t take up space on your
computer; you won’t lose important files if your
computer is damaged. Disadvantages: your files could
be hacked, you might have to pay a subscription.
EASIER: Before students discuss the questions, check
understanding of chatbot (a robot that you have an
online conversation with, e.g. to resolve a problem) and
elicit examples of different GPS systems students use.
EXTENSION: Write students’ answers to question 1 on
the board. Then, for homework, students search online
for how AI is used in our daily lives. In the next lesson
they compare their findings in small groups.
TEACHING TIP: Artificial intelligence and technological
developments are often in the news. Discussions of
topics like this are a good opportunity to bring in
authentic materials such as news articles, blog posts or
social media posts.
2
• Elicit ideas for question 1 (e.g. in teaching, writing, caring
professions).
• In pairs, students discuss the questions.
• Get feedback. Elicit the most popular ideas for what
robots will be able to do.
EASIER: Before the exercise, check understanding of
rights. Elicit examples of the rights most humans have,
(e.g. freedom from poor treatment, right to liberty and
security, no punishment without trial).
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114
Understanding general meaning
• In this Exam Task, it’s a good idea for students to
make a note of the purpose of each paragraph next
to it as they do the first quick read.
• They should underline key words in the questions to
help them focus on the information they need to find,
then identify the paragraph where they think they
might find the answer. Remind them not to choose
a paragraph because it uses the same words as the
question. The question and the text section should
express the same idea.
• Students should underline where they found their
answers in the text so they can check them when they
finish.
• Students scan the text, then complete the exercise. They
compare their answers in pairs. Get feedback.
ANSWERS
1E
2D 3A
4B 5C
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
4 9.1
Exam TASK
1 B 2 D 3 A 4 C 5 E 6 A 7 C 8 E 9 D 10 B
9.1
As reading text on page 103.
• In pairs, students discuss the questions.
• Get feedback. Ask students to say if there
are any downsides to the way AI is used, as
mentioned in the text.
Vocabulary page 104
computers and technology
1
• Students brainstorm different technological devices they
often use. Then write the words computer / laptop on
the board. Elicit any vocabulary they know related to
these words.
• Students complete the exercise, then check their
answers in pairs.
• Get feedback. Elicit the meaning of store (to keep
something to be used later).
ANSWERS
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Matching ten sentences
• Students complete the Exam Task. Remind them to
underline key words in the questions.
• Play the recording. Students listen and read again and
check their answers.
• Ask Were there any questions which may have
referred to more than one part of the text? How did
you choose your final answer?
1 format
2 export
3 navigate
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students discuss these questions:
• Is your computer well-organised, with different folders
for different purposes?
• Have you ever had a new phone or laptop that was
difficult to navigate?
ANSWERS
1 folder
2 drop-down menu
3 select
MEDIATION SKILLS
• Writing a short summary of a text is a way of processing
text in writing, and is mediation.
• As an extension to the Exam Task, students
summarise the article, summarising each journalist’s
predictions about how AI might develop and what
the consequence of this might be. They can start
by underlining the key information they want to
include in their summary. They should then rewrite
the information in their own words to form a coherent
summary.
• In future lessons, this mediation skill can be practised
by looking at other texts or online materials such as
news articles and summarising the key information.
4 folder
5 select
6 drop-down menu
2
N
FAST FINISHERS: Students write sentences about
the text using the words in bold, (e.g. When there’s
a chat function on a website, often the responses are
automated.)
©
your
ideas
EXTENSION: In pairs, students have a debate. Student
A thinks AI will change the future of the world for the
better, and Student B thinks AI will only make our future
lives worse. Students discuss their points of view. Put two
sets of pairs together to share what they discussed.
eo
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EASIER: Students work in pairs. One student is
responsible for matching 1 and 2, and the other student
matches 3 and 4. They then share their answers and
match the final paragraph together.
ANSWERS
g
Exam TIP
EXTENSION: Students summarise the predictions made
by each journalist in the article.
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• Go through the Exam Tip.
ic
3
4 format
5 navigate
6 export
3
• Students do the matching exercise, then compare their
answers in pairs.
• Get feedback. Ask questions to check understanding,
e.g. Which word means to access a computer without
permission? (hack) Which word means to move up and
down? (scroll).
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115
1f
2d 3a
4b
5c
6e
4
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Elicit or teach that RAM stands for
‘random-access memory’ and it is a device’s short-term
memory. It is said as one word, /ræm/, rather than
individual letters. USB is pronounced as three individual
letters /ˌjuː es ˈbiː/.
ANSWERS
1 Bluetooth
2 graphics
3 RAM
4 USB
5 screenshots
6 spreadsheets
7 read-only
8 compatible
5 9.2
lG
• Students complete the conversations, then compare
their answers in pairs.
• Play the recording for students to check their answers.
Get feedback.
na
EASIER: Students identify the type of word that is needed
in each gap. Then they complete the exercise in pairs.
ANSWERS
at
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1 RAM, uninstall
2 hacked, screenshot
3 Bluetooth, swipe
4 cut, pasted, graphics
9.2
N
1
A: Can you help me? My computer’s so slow.
B:It probably hasn’t got enough RAM. You should
uninstall any programs you don’t use very often.
2
A:I think someone’s hacked my website. There’s a
strange message on the home page.
B: Can you send me a screenshot of the message?
3
A: How do I switch on Bluetooth on my phone?
B:You just need to swipe up and then you’ll see the
icon.
4
A:This isn’t your own work, is it? You’ve just cut and
pasted it from a website.
B:Well, yes, that’s true. But I did create all the graphics
to illustrate it.
©
EXTENSION: Students complete these prompts with
their own ideas.
• I usually use Bluetooth to / for …
• I sometimes take screenshots of …
• If I was hacked, …
• If you were to scroll through my recent search history,
you would find …
Grammar page 105
Zero, first, second and third conditionals
GRAMMAR GUIDE: zero, first, second and third
conditionals
We use the zero conditional to talk about:
• an action that always happens, something that is
always true or to give instructions. We can use when
or if.
If we buy less plastic, we can help the environment.
We use the first conditional to talk about:
• an action or situation that will probably happen now
or in the future. We can use a modal verb in the main
clause instead of will.
If you want to find out more, you’ll need to come to
the talk!
We use the second conditional to:
• talk about a present action or situation that is unreal,
or something that is unlikely to happen.
If I had more money, I would / could / might buy a
better laptop.
• give polite advice.
If I were you, I would contact the police about the
hacker.
We use the third conditional to talk about:
• imagined past events or situations that didn’t
happen.
If you had saved your files, you wouldn’t have lost
all your work. (you didn’t save your files, so you lost
your work).
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FAST FINISHERS: Students write three or four personal
sentences using the words from the exercise.
your
ideas
• In pairs, students discuss the questions.
• Get feedback.
g
ANSWERS
• In pairs, students give instructions to complete the tasks.
• Get feedback. Choose students to share their
instructions with the class.
Le
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FAST FINISHERS: Students make a note of the past
tense of the verbs (all +-ed except cut – cut).
6
ic
EXTENSION: Write these prompts on the board:
• It’s important to have strong passwords so …
• If I have no more space on my computer, I …
• If I want to look at a different picture on my phone, I
need to …
• To move something from one document to another, I
can …
In pairs, students discuss how they would finish the
sentences.
1
• Students complete the matching exercise, then check
their answers in pairs. Get feedback.
EXTENSION: Students match the sentences with the
types of conditional in Exercise 2.
ANSWERS
1b
2e
3a 4c
5d
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116
EXTENSION: Write these sentence parts on the board.
Students match the sentence parts, then say which
conditional is used in each sentence.
1 If you don’t save your work, … (d, 1st)
2 If you had more time, … (a, 2nd)
3 If you click this button, … (c, 0)
4 If you hadn’t lost your phone, … (b, 3rd)
a you could teach me how to export a file.
b you would’ve been able to call me.
c you can print the page.
d you’ll lose your changes.
TEACHING TIP: Remind students that in a conditional
sentence, the two clauses can go in either order with no
change in meaning. However, when the if clause goes
first, they need to include a comma: If you copy the text,
you can paste it in a new document. > You can paste the
text in a new document if you copy it.
EASIER: Do the first item as a class. Ask Which clause
refers to the past? (1) What time period does the second
clause refer to? (the present), then elicit the answer.
Students do the exercise in pairs.
EXTENSION: Students write three of their own mixed
conditional sentences. They give them to a partner who
explains the meaning of the sentences and whether each
clause refers to the past, present or future.
5 9.3
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Ask them to say what type of conditional
each sentence is.
lG
EASIER: Elicit the structure of the second half of each
sentence, e.g. 1 had + past participle (past perfect).
Students look at the rules in Exercise 2 and say which
conditional uses the past perfect (third). Students
complete the first item, then do the remaining items
in pairs.
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EXTENSION: In pairs, students write the following
prompts on small pieces of paper:
If I were you, …
If I go out tonight, …
When I go out with my friend, …
If I hadn’t met my best friend, …
If I could go anywhere on holiday, …
Students take turns to choose a piece of paper and
complete the sentence with their own ideas.
ANSWERS
N
ic
1c 2f 3e
4b
3
1 Would you have chosen
2 tell
3 wouldn’t live
4 don’t want
©
• Students match the sentences with the descriptions,
then compare their answers in pairs. Get feedback.
4b
5d 6a
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2a 3c
4
ANSWERS
ANSWERS
1d
• if we mix clauses from a second + third conditional,
we are describing an imagined present in relation to
a past event.
If you spent less time playing computer games, you
might have passed the exam.
A range of tenses can be mixed to have each clause
refer to different times, but the most common pattern is
mixed third / second or second / third.
g
• In pairs, students match the conditionals with the uses.
They can use the sentences from Exercise 1 to help
them. Get feedback.
Le
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2
5 gets
6 save
7 had to
8 didn’t read
Mixed conditionals
GRAMMAR GUIDE: mixed conditionals
We use mixed conditionals in situations where the two
clauses refer to different times. For example:
• if we mix clauses from a third + second conditional,
we are contrasting an imagined event in the past with
a present result.
If you’d taken my advice, you might be happier now.
• Students do the exercise, then compare their answers in
pairs.
• Play the recording for students to listen and check their
answers. Get feedback.
EXTENSION: Ask students which time each clause refers
to (1 present, future; 2 future, present; 3 past, present;
4 past, present; 5 present, past).
ANSWERS
1 understood
2 were going to go
3 wouldn’t be paying
4 had been able to
5 wouldn’t have got
9.3
A: What’s Maya going to study at university?
B:Well, if she understood statistics, she’d be going
to study data science. But instead, she’s opted for
computer science.
A:I think computer science will be very useful. If I were
going to go to university now, I’d probably choose
that subject. There are lots of jobs in computer
science.
B:Yes, good point. Actually, I wish I were better at
computer science. Maybe if I’d taken my computer
science lessons at school more seriously, I wouldn’t
be paying someone else to fix all my computer
problems now. And if I’d been able to fix my
computer last night, I’d be working now instead of
chatting to you.
A:Ah, well, it’s good to take a bit of time off, though,
isn’t it? If you took a break every now and then, you
wouldn’t have got so stressed over the last couple
of weeks.
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117
Listening page 105
concrete box I’d been working in for the last six months.
With my experience, I could stay where I am and move
up the ladder to become a senior developer in a few
years’ time. That would be the easy option. What I’d
really like to do, though, is to teach game design. It’ll
mean going back to college to get some teaching
qualifications, and I’m not the best student in the world,
but I think it’ll be worth it.
checking the sense; sentence completion
1
• Brainstorm jobs in technology that students know.
• Students match the jobs with the descriptions, then
compare their answers in pairs.
• Get feedback. Ask them to explain in their own words
what each job entails.
Exam TIP
g
3d
4c 5a
2
• Students discuss the questions in pairs.
• Get feedback. Ask Which of these jobs would you least
like to do? Why?
3
• Students read the sentences and, in pairs, predict the
types of words that are missing from the gaps.
• Get feedback.
4 9.4
• Play the recording. Students complete the sentences,
then compare their answers in pairs.
• Get feedback.
ANSWERS
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1 3D animation
2 anxious
3 spaceship
4 teach game design
lG
EASIER: Play the recording a second time. Pause after
each paragraph for students to discuss what they heard
with a partner, then complete the sentences.
9.4
N
When I was sixteen, my computer studies teacher at
school recommended that I did a week-long game
design course during my summer holidays. The course
was amazing. We covered graphics (that was the part
I found the trickiest), photography (which I loved), and
most crucially, 3D animation.
After the course, I knew that I really wanted to make a
career out of games design, and luckily enough one of
my tutors helped me get an internship with a small local
games developer. Now, looking back, I realise that this
was an incredible opportunity, and I should have been
more grateful to my teacher, but at the time I was just
really anxious about mixing with real professional games
developers.
I was there for six months before I got an interview at a
much bigger company – this time for a proper paid job. I
remember getting there really early – like an hour before
the interview – and just staring up at this huge place that
looked like a spaceship! It was very different from the
©
Checking the sense
• In this task, students should write the exact words
they hear.
• Remind students to read the instruction first to get a
general idea of the topic.
• The words students write must complete the sentence
logically and grammatically, so they should check they
have written the correct form of the word.
• Students complete the exercise, then compare their
ideas in pairs. Get feedback.
6 9.5
Exam TASK
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TEACHING TIP: It is useful for students to predict what
types of words are missing in any gapfill exercises. In
pairs, they can discuss what type of word is needed
grammatically, and make predictions on the possible
answer, using their grammatical knowledge to help
them, (e.g. a / an / the will be followed by a noun, to
often by a verb).
Le
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2e
ic
1b
5
• Go through the Exam Tip.
ANSWERS
Sentence completion
• Play the recording. Students complete the Exam Task.
• Get feedback. Ask Which sentences did you find the
most difficult to complete? Were there any answers
where you had to use your grammatical knowledge to
help you?
EXTENSION: In small groups, students come up with an
idea for a new app. They put together a presentation on
the details of their idea. They should include the purpose
of the app, who would use it, the price and how they
would market it. Groups present their idea to the class.
ANSWERS
1 mathematics
2 silly game
3 intensive coding course
4 language
5 community
6 second year
7 worried
8 little brother
9.5
N: You will hear a software engineer called Katya talking
about how she got her job. For questions 1–8,
complete the sentences with a word or short phrase.
K: Hi everyone! My name is Katya and I work as a
software engineer for one of the biggest tech
companies in the world.
Most people think that in order to get my kind
of job, you have to study computer science or
computer engineering at university. Well, you might
be surprised to find out that my subject was actually
mathematics … and, in fact, I never completed my
degree. While I was in my first year of studies I got
an idea for an app. It wasn’t anything of great social
value, I’m afraid; I wasn’t trying to change the world!
It was just inspired by a silly game that my friends
and I used to love playing. I thought – maybe I could
make an app out of this, so I did some research and I
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118
Exam TIP
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Listening to your partner
• After the collaborative task, students take part in a
discussion where each student answers two to four
questions on a topic linked to the collaborative task.
• This part of the exam allows students to show their
ability to exchange information, express and justify
their opinion and agree or disagree with their partner.
• Students need to listen to their partner’s responses,
as the examiner or the candidate may ask for their
opinion.
• Remind students they should neither dominate the
conversation, nor sit back and say nothing.
• Play the recording. Students discuss the question in
pairs. Get feedback.
EXTENSION: Play the recording again. Students write
down the questions the girl asked the boy to encourage
him to speak and any useful phrases for agreeing (What
do you think? Do you know what I mean? Yes, that’s a
good point. Yes, as you’ve said …).
ANSWERS
ic
he girl. The boy doesn’t respond to what she says, he
T
just carries on with his own arguments.
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eo
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couldn’t see anything similar out there on the market.
I didn’t want to give my idea to someone else to
develop, so I decided to teach myself how to code. I
really would have loved to take some evening classes
as well, or go on some intensive coding course, but
frankly, I was a student, and I just couldn’t afford it.
So, I searched online and found a free tutorial, which
pretty much taught me everything I needed to know.
Coding is like learning a language and, to be fluent,
you have to practise every day, so that’s what I
tried to do. I would say that when you’re trying to
learn anything new, there are three really important
factors – motivation, resources and community.
I had my motivation, and the resources were all
available online. But community was maybe the most
important part of the process. I joined online groups
on social media and through different websites, so
that when I had a problem, I was able to ask for help
and to swap ideas with other people. That was an
absolutely vital part of my journey.
Anyway, I worked really hard on my idea over
the summer holidays after my first year and
then I launched my app just as I was starting my
second year. It just started climbing up the charts
immediately, and the more popular it got, the more
people were talking about it. And then, I think it was
around the beginning of October, I got an invitation
to speak at a big tech conference. It was a really
exciting time. I’d never really spoken in public before
– so I was expecting to feel really nervous, but in
fact, although I was worried about it beforehand,
once I stood on the stage and started talking about
my app, I became very confident because I could
sense that the audience were interested and wanted
to hear my story.
As you probably know, the video of my presentation
went viral and within a couple of weeks, I’d had
job offers from several of the big tech companies.
I spoke to my parents, and to my lecturers at
university, but it was actually my little brother who
said to me, ‘If you don’t take this opportunity now,
you’ll always regret it.’ And I think that was probably
the best advice I’ve ever been given.
So now, let me tell you a little bit more about …
N: Now listen again.
Speaking page 107
discussing technology; listening to your partner;
discussion
N
1
©
• In pairs, students rank the technologies, then compare
their answers with another pair.
• Get feedback. Elicit the meaning of drone (an aircraft
controlled from the ground).
9.6
B:So, I think that it’s easy to waste time playing
computer games. I mean, they’re very addictive,
aren’t they? But that doesn’t mean that they’re
always a waste of time. Firstly, they can really help
you relax if you’re feeling stressed.
G:Yes, that’s a good point. Although, I would also
say that sometimes they can make you feel more
stressed! For example, if you’re playing some kind of
game where someone is chasing you … that can be
quite stressful. What do you think?
B:Another point is that you can actually develop some
useful skills by playing computer games, for example
hand–eye co-ordination or problem-solving skills.
G:Yes, as you’ve said, you can develop useful skills. In
fact, there’s a whole range of computer games that
have been designed in order to train your brain – like
puzzles and games that involve strategy. Do you
know what I mean?
B:In general, I think that playing computer games has
more positive than negative points.
TEACHING TIP: It is a good idea for students to
be familiar with the format of the exam they will be
taking. This can help them focus on their strengths and
weaknesses, and feel more relaxed during the exam.
Help students with this by regularly asking questions
such as: How many sections are there in your speaking
exam? Which section does this task correspond to?
EXTENSION: Pairs discuss if there are any other
technologies they would add to the list and where they
would fit in their rankings.
3 9.6
2 9.6
EXTENSION: Give pairs a copy of the audioscript.
Students discuss how the boy could improve his answers,
then roleplay the discussion.
• Go through the Exam Tip.
• Play the recording again. Students do the exercise, then
compare their answers in pairs. Get feedback.
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Grammar page 108
ANSWERS
5B
Other expressions for conditionals
4
MEDIATION SKILLS
• This exercise reminds students to use mediation skills
to collaborate effectively, in particular being sensitive
to different perspectives, listening to each other,
responding to opinions and proposing alternative
points of view.
• The Useful Language gives them some polite phrases
to help them do this.
• Remind students to use phrases for collaborating
effectively that they have written in their notebooks,
and to add phrases from the Useful Language to be
used in future tasks.
• In pairs, students discuss the questions. Remind them to
use the Useful Language.
• Get feedback. Ask students to explain their answers and
say which of the Useful Language phrases they used.
5 9.7
Exam TASK
eo
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Discussion
• Play the recording. Students complete the questions,
then discuss the questions in pairs.
• Get feedback. Ask What did your partner do well?
Did they show they were actively listening?
1 9.8
• Play the recording. Students complete the sentences,
then compare their answers in pairs. Get feedback.
ANSWERS
1 it looks as if
2 I wish I hadn’t
3 Supposing
4 Provided, Otherwise
5 As long as, unless
lG
EXTENSION: In pairs, students discuss these questions:
• Can technology help you study? Why? / Why not?
• What are some of the dangers of social media?
• Should children have access to the internet? Why? /
Why not?
ANSWERS
GRAMMAR GUIDE: other expressions for
conditionals
• In zero and first conditional sentences, we can use
provided (that), providing (that), on condition that
and as long as instead of if.
I will do the shopping provided that / providing
that / on condition that / as long as you help me.
• In first and second conditional sentences, we can use
unless instead of if not.
We won’t improve unless we work harder.
• We can use otherwise instead of an if clause.
Try to use less plastic. Otherwise, the oceans will
become even more contaminated.
• We can use suppose or supposing to ask questions.
Suppose / Supposing my phone breaks, how will I
contact you?
• We use wish + past perfect simple or continuous to
talk about a past situation we are not happy with, or
to say how we would like something to be different.
I wish I hadn’t bought that expensive phone and
then dropped it!
• We can use it looks as if / it looks as though to say we
think something is likely.
I’ve just received a phone call and it looks as if /
though I have to work late this evening.
g
4G
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2G 3B
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1B
1 the next big technological advance
2 our future use of technology
3 learn a language online
4 using mobile phones to communicate
na
9.7
9.8
A: You’re looking a bit down.
B:I’ve just checked my bank balance and it looks as if I
can’t afford a new laptop. I wish I hadn’t spent all my
money on that 3D printer. Supposing I had bought
something cheaper? I wouldn’t have spent so much
money, and now I’d be able to afford the laptop.
A:Oh well … provided you save carefully over the next
few months, you should have enough money by
September. Otherwise, you’ll have to put up with
your current laptop until next year.
B:Yeah, I suppose so. Still, as long as I’m careful, it should
last until then … unless someone drops it again!
A: I didn’t drop it. The cat knocked it off the table.
B: Sure.
©
N
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1What do you think will be the next big technological
advance?
2Are you optimistic or pessimistic about our future use
of technology?
3 Do you think it’s possible to learn a language online?
4What are some of the disadvantages of using mobile
phones to communicate?
• In pairs, students discuss the question.
• Have a class vote to find the most popular
piece of technology.
your
ideas
2
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
EASIER: Choose students to read the sentences in
Exercise 1 to help them do Exercise 2 as a class. After
eliciting each answer, elicit additional examples that
illustrate the use of the words in bold.
SAMPLE COPY, NOT FOR DISTRIBUTION
120
ANSWERS
ANSWERS
5f
6c
1 should
2 were
3
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students write three of their own
sentences using a conditional expression in each. They
omit the conditional expression and swap sentences
with another pair for them to complete (e.g. My friend
lost my notebook, so ____ I’ll have to buy a new one. –
it looks as if).
6
• Students complete the exercise, then compare their
answers in pairs. Tell them they should change sentences
1 and 5 to a conditional first.
• Get feedback.
EASIER: Do the first item as a class. Students do the
remaining items in pairs.
ANSWERS
ANSWERS
1 As long as
2 it looks as if
3 otherwise
4 Unless
1 Had he followed the instructions
2 Should you experience any problems
3 Were they to watch the video
4 Were your computers not so unreliable
5 Had she not refreshed the page
5 I wish I hadn’t
6 Supposing
7 Provided you’ve
4
• Students complete the sentences, then compare their
ideas in pairs. Get feedback.
Inversion with conditionals
Use your English page 109
Expressions with keep
1
GRAMMAR GUIDE: inversion with conditionals
• Elicit sentences or phrases using keep (e.g. I keep
making the same mistakes, I like to keep fit.).
• Students match the phrases with the definitions, then
compare their answers in pairs. Get feedback.
at
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5
na
lG
eo
gr
ap
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We use inversion with conditionals in very formal and
polite language.
• In first conditional sentences, we replace if with
should and change the verb to the infinitive form
(without to).
Should he pass the entrance exam, he’ll be able to
take the coding course.
• In second conditionals, we replace if with were and
change the verb to to + infinitive.
Were he to tell anyone, we would be in trouble.
• In third conditionals, we leave out if and invert the
subject and the auxiliary.
Had you told me, I could have been prepared.
• To make the sentences negative, we add not after
the subject. We do not use contractions in a negative
inverted conditional.
Had you not called me, I would’ve come anyway.
3 had
4 not
g
3d 4g
Le
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2b
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1 a, e
• Students complete the rules, then compare their answers
in pairs. Get feedback.
N
EASIER: In pairs, students discuss which conditional is
used in each sentence, e.g. 1 – third. Encourage them to
use the Grammar Reference on page 175 to help them.
Then they complete the rules in pairs.
©
EXTENSION: Write the following prompts on the board.
Students put the words in the correct order to make
conditionals with inversion.
1 invested / money / had / we / our …. we’d be better
off now. (Had we invested our money …)
2 more / people / should / get/ drones … there will need
to be more laws around how and where to use them.
(Should more people get drones …)
3 camera / we / buy / new / were / to / a ... we’d be
able to take better pictures. (Were we to buy a new
camera ...)
FAST FINISHERS: Students write example sentences
using the expressions.
ANSWERS
1b 2e 3d 4a 5c
2
• Students complete the questions, then discuss in pairs.
ANSWERS
1 their cool
2 your word
3 a low profile
4 track of
Technology idioms
3
• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Elicit the meaning of oiled (when oil is
used to make something move easily) and wavelength
(the radio wave used by a particular radio station).
FAST FINISHERS: Students underline the words in
the sentence that the gapped words collocate with,
e.g. running like a well-oiled machine, be on the same
wavelength.
EXTENSION: Write these definitions on the board.
Students match them with the expressions, then
compare their answers in pairs.
1 used sarcastically to mean something is not very
difficult.
2 thinking in a similar way
3 the most modern and advanced technology
4 a long way in front
5 very efficiently
SAMPLE COPY, NOT FOR DISTRIBUTION
121
ANSWERS
ANSWERS
1 it’s not rocket science
2 on the same wavelength
3 cutting edge
4 light years ahead
5 like a well-oiled machine
1 what
2 that
3 the
4 like
5 on
6 keep
7 order
8 though
Writing pages 110–111
4
technology; using informal style in an article; using the
material in a task; writing an article
Le
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Learning FOCUS
Using informal style in an article
• Writing an article is very different to writing an essay.
In an article, students are expected to persuade the
reader of their point of view rather than examine
both sides of an argument. Students’ ideas will be
more persuasive if they support their opinions with
reasons and examples from their experiences.
• They can use quotes or refer to research to make
their ideas sound more reliable, but the language
should remain informal.
EXTENSION: Students write three of their own sentences
using one of the adjectives in each, with the correct
preposition. Students compare their sentences in pairs.
ANSWERS
1 for
2 at
3 on
4 of
5 with
1
• Students read the sentences and complete the task.
• They then discuss their ideas in pairs, giving reasons for
their answers. Get feedback.
eo
gr
ap
h
Word building
5
• Students complete the table, then check their answers in
pairs.
• Get feedback. Remind them to make a note of any new
vocabulary in their notebooks.
FAST FINISHERS: Students decide in which section of
an article they would find each informal sentence.
EXTENSION: Remind students of what they learned
in Unit 5 about nominalisation. Elicit examples of
nominalisation from the sentences (1 increasing use,
positive development; 2 there are concerns that; 3 with
the increase of … there will be growth in …).
ANSWERS
lG
FAST FINISHERS: Students underline where the stress
is in each word (1 autonomous, autonomy; 2 chemical,
chemistry; 3 electronic, electronics; 4 energetic,
energy; 5 experimental, experiment, experimentation;
6 mechanical, mechanics; 7 private, privacy; 8 secure,
security; 9 technological, technology; 10 theoretical,
theory).
1 a F: In my opinion, increasing use, development
1 b I: There’s no doubt in my mind
2 a I: it’s only a matter of time, !
2 b F: There are concerns that
3 a I: take on, boring jobs
3 b F: With the increase of, growth in
6 mechanical
7 privacy
8 secure
9 technological
10 theory
N
6
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1 autonomous
2 chemical
3 electronics
4 energy
5 experimental
na
EASIER: Students work in pairs to complete the table.
ANSWERS
ic
• Students choose the correct prepositions, then compare
their answers in pairs.
• Get feedback. Remind students to make a note of
any new adjective / preposition combinations in the
appropriate section of their notebooks.
• Explain that aware of can also be followed by a noun
(e.g. Are you aware of the problem? ).
g
Adjectives with prepositions
©
Exam TASK
Open cloze
• Students complete the Exam Task. Remind them to
look at the words before and after the gap, and to
read through the whole text when they finish.
• Get feedback. Ask Did looking at the words before
and after the gap help you?
EXTENSION: In pairs, students discuss what the
advantages and disadvantages are of The internet of
things.
2
• Students read the example task, then complete the
exercise. They then compare their answers in pairs.
• Get feedback. Ask students to correct the false
statements.
MEDIATION SKILLS
• Explaining data in speech or writing is mediation.
• In this extension exercise, students discuss the data in
the visuals and explain the significance of the figures in
both speech and writing. They first make notes of the
key information individually, then discuss the data with
a partner. Encourage them to say what the data tells
them about the advantages and disadvantages of using
technology for completing homework.
• You can give students further practice of this mediation
skill by encouraging them to look at English-language
news articles online that include graphic data.
SAMPLE COPY, NOT FOR DISTRIBUTION
122
3
• Students read the article, then do the exercise in pairs.
• Get feedback.
EXTENSION 1: Students underline any other useful
words or phrases they could use in their own article, e.g.
How many times a day do you … ?, therefore, however,
I am in favour of … They write a plan for the model
article and say what information was included in each
paragraph.
SUGGESTED ANSWERS
lG
fter all: used to add information that shows what you
A
have just said is true
On top of this: used to add to the point mentioned
previously
Having said that: used to express contrast from the
previous points
The fact is that: used for emphasis to highlight an
important point
Digital native: people that have grown up using
technology
Move with the times: as technology changes, people
should adapt to the changes
na
4
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: Students exchange their article with a
partner and tick the things their partner has included,
using the Reflection Checklist.
Live well, study well page 112
the working world; wellbeing at work
Useful vocabulary
appropriately (adv): in a way that is suitable or right for
a particular situation
interact (v): to communicate with one another
outgoings (n): the money you have to spend regularly,
for example on rent or bills
paycheck (n): the money you receive from your job
(American English)
punctual (adj): arriving at the time agreed on
willing (adj): happy to do something when someone
asks you
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EXTENSION 2: Elicit how the article starts (with a
rhetorical question – a question that doesn’t require a
response). Ask Why might it be useful to start with a
rhetorical question? (to engage the reader). Elicit other
examples (e.g. Have you ever … ? What would life be
like if … ? What do you think about … ?).
Writing an article
• Students complete the Exam Task. As they have
45 minutes in the exam to write their article, this
could be done for homework instead of in class.
g
1 F (you must include at least one piece of information)
2 T (give your opinion)
3 F (it will be read by people who read the school
newspaper)
Exam TASK
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ANSWERS
5
ic
EXTENSION: Students note down the key information
from the visuals in Exercise 2. Then, in pairs, they discuss
the data that they would include in their article.
• Go through the Exam Tip.
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Exam TIP
©
N
Using the material in a task
• Students need to read the task carefully to understand
what the purpose of the article is, who the audience
is and what they need to include.
• Direct students to the Useful Language box and the
phrases to introduce a quote. Emphasise that they
must keep the original wording for the quote itself.
• Ask students to look again at the student’s example
article in Exercise 3. Ask them to identify a figure the
student has used from the example task, and how
they linked it to the point made before and after it
(e.g. Paragraph 2: … not all students are in favour
of the plans … In fact, research carried out in 2021
showed that …).
• Students read the Exam Task and do the exercise. Get
feedback.
1
• In pairs, students discuss the question. Encourage
them to think about the everyday things that might be
different, (e.g. having to dress smartly, travelling to work,
having set working hours). Get feedback.
EXTENSION: Students discuss whether the transition
from being a student to working is a difficult one to
make. Ask students to explain their answers.
2
• Students read the information and match the advice with
each quote. They compare their answers in pairs.
• Get feedback. Ask them to explain what they think the
information means by being friendly and willing to help.
Ask Who should you be friendly to, who could you help?
Why is this important?
EXTENSION: Brainstorm other ways people can make
a good impression at work, (e.g. making friends with
colleagues, working hard), then brainstorm things
someone might do that would give a bad impression
(e.g. taking too long a lunch break, doing online
shopping during work hours).
ANSWERS
a4
b3 c1
d2
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123
3
• In pairs, students discuss the questions. Get feedback.
Review page 157
ANSWERS: VOCABULARY
• In pairs, students discuss the questions. Get feedback.
MEDIATION SKILLS
• Summarising content from one language to another is
a way of processing text in speech, and is mediation.
• In Project 2, students interview people in their own
language and make notes of the answers they hear.
They then summarise their findings in their own words
in English, using their notes.
• Students can be given further practice of this skill
by asking them to interview people or conduct
research outside the classroom in their own
language, then summarising and explaining the
information in English.
your t
projec
4 refreshing
5 read-only
6 select
2
1 privacy
2 autonomous
3 energy
3
1 word
2 cool
3 track
4 experimental
5 mechanics
6 theoretical
4 profile
5 eye
ANSWERS: GRAMMAR
4
1 hadn’t fixed
2 would have asked
3 were designing
4 would have bought
5 had read
5
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• In groups, students read through and
choose a project. Project 1 is group work
and involves giving advice, while Project 2
is individual work and involves interviewing
people about their jobs.
1 hacked
2 format
3 folder
g
5
1
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• Go through the Mind your Mind information.
• Students answer the question, then compare their ideas
in pairs.
• Get feedback. Ask students to explain the benefits of
their tips.
ic
4
lG
Project 1
• In small groups, students brainstorm ideas for each
problem. They can use some of the information from
the page and their own ideas. Remind them to use
the Useful Language.
• Students then decide on the best two or three pieces
of advice for each problem. Encourage them to ask
each other questions to come to an agreement, e.g.
Do you agree? What do you think?
6
1 Had I studied computer science at university, I would
have designed my own app.
2 Were she to hear about this, she would be absolutely
furious.
3 Should you want to buy a new computer, I’ll be happy
to help you.
4 Had they not uninstalled the program, the computer
would have crashed.
5 Should he call again, I’ll pass on your message.
©
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Project 2
• Students write questions they could ask someone
about their first job.
• They interview older friends or family members for
homework. Remind them to use the Useful Language.
• Students may need to ask the questions in their own
language, then report back their findings in English.
1 unless
2 provided
3 wish
4 Supposing
5 otherwise
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124
xxxxxx
A
working
life
10
x
g
EXTENSION: Students discuss whether they would like
to do any of the jobs and say why / why not.
3
• Go through the Exam Tip.
Exam TIP
eo
gr
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In the photo
A woman plays with a baby panda while people look
on and take photographs. This photo was taken at the
Bifengxia Giant Panda Base in Sichuan Province, China.
The centre was established in 2003, with the purpose of
raising, breeding and rescuing pandas. It is now home
to over 20 giant pandas. Visitors can go to the centre to
see pandas in a natural environment.
Le
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Unit Opener page 113
Grammar: present participle clauses; past
and perfect participle clauses
Use youridioms with work; prepositions;
English: word building; prefixes and
suffixes; word formation
Writing: studies and training; language in
formal letters or emails; describing
your achievements; writing a
formal letter or email
Video:Photographing gauchos in
Patagonia
ic
Reading:skimming; matching four prompts
to texts
Vocabulary: employment
Grammar:
relative clauses
Listening:using deduction; matching
prompts to spoken text
Speaking:jobs; listening and taking notes;
discussing options and presenting
your decision
page 113
1
• Students look at the photo and discuss the questions in
pairs.
• Get feedback. Ask them to describe the job in the photo
and say what skills or qualities someone would need for
this job.
2
lG
• In pairs, students discuss the questions.
• Get feedback. Model the pronunciation of entrepreneur
/ˌɒntrəprəˈnɜː(r)/ and internship /ˈɪntɜː(r)nˌʃɪp/.
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EASIER: Before the exercise, elicit the meaning of
internship (a temporary job that a person takes in order
to get experience) and set up (to start).
N
EXTENSION: Ask Do you think that if a person gets
paid a lot of money for their job, they enjoy it more?
What are some of the reasons someone might do an
internship? What job would you be willing to do for little
money?
Reading pages 114–115
Skimming
• Skimming is a key skill for exams, as it helps students
make the best use of their limited time. When
skimming a text, it is useful for students to be aware
that the first sentence of a paragraph is usually a
topic sentence which indicates what the focus of the
paragraph is.
• Remind students to only look at the content words as
they skim (e.g. nouns, verbs and adjectives).
• Remind them to read the questions carefully and
underline the key words.
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EASIER: Students work in pairs. One student underlines
the key words in A and B, and the other student
underlines those in C and D. Then they share their
answers.
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
4
• Students match the summaries with the text sections,
then compare their answers in pairs. Get feedback.
2
ANSWERS
©
• In pairs, students do the quiz. Get feedback.
EASIER: Before the exercise, choose students to
read each summary aloud. Elicit the meaning of job
satisfaction (feeling happy at work) and bear in mind
(consider). Students do the exercise in pairs.
skimming; matching four prompts to texts
1
• Elicit the meaning of each job.
• In pairs, students discuss the jobs, deciding which ones
would be the best for them.
• Get feedback.
1D
2B 3A 4C
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125
5
• Students read the text and do the exercise, then
compare their answers in pairs.
• Get feedback. Students say where in the text they found
their answers.
Vocabulary page 116
employment
1
ANSWERS
• Students read the advertisements and do the exercise.
Point out that the context of the paragraph will help
them understand the meaning of the words.
• Students check their answers in pairs.
• Get feedback. Model the pronunciation of personnel
/ˌpɜː(r)səˈnel/ and recruitment /rɪˈkruːtmənt/.
1 on the cusp of (line 2)
2 place faith in (line 36)
3 reflect (line 53)
4 the bigger picture (line 57)
FAST FINISHERS: Students identify the stress in
each word (vacancy, finance, administrator, invoices,
suppliers, human resources, agency, sick leave,
recruitment, personnel).
Exam TASK
Matching four prompts to texts
• Students complete the Exam Task. Point out that
there may be paragraphs which do not match any of
the questions.
• Play the recording. Students listen and read again and
check their answers.
EASIER: Students read the adverts and definitions. Ask
Using the texts to help you, which of the words refer to a
person? Which word or words refer to a team of people
or department? Which word refers to illness? Students
then do the exercise in pairs.
eo
gr
ap
h
EXTENSION: Write these statements on the board:
• I often think strategically.
• I would rather work in a buzzing office than from
home.
• I have no aptitude for numbers.
In pairs, students discuss if they agree or disagree with
the statements and give reasons for their answers.
EXTENSION: In pairs, students identify the verb form
of supplier (supply) and recruitment (recruit), the noun
for a person for recruitment (recruiter) (a person doing
recruitment), recruit (a new member of an organisation)
and agency (agent) and the adjective form of vacancy
(vacant).
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6 10.1
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FAST FINISHERS: Students write their own personal
sentences using the words and phrases (e.g. I should
place more faith in myself and my abilities).
ANSWERS
4B
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1A 2D 3B
na
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TEACHING TIP: As students get closer to taking their
exams, it can be helpful to practise reading tasks under
exam conditions. Give students a few moments to study
their notes about the task type, then ask them to close
their Student’s Book. Set a time limit for completing the
task. When students have finished, tell them how many
marks they would have received in the real test.
N
©
1 agency
2 finance
3 human resources
4 invoices
5 recruitment
6 vacancy
7 sick leave
8 supplier
9 personnel
10 administrator
2
• Students complete the sentences. Explain they may have
to change the noun from singular to plural or vice versa.
• Students compare their answers in pairs. Get feedback.
EASIER: Before the exercise, check understanding
of statistical analysis (collecting and checking data to
find patterns and trends), let someone down (to make
someone disappointed by not doing what they hoped)
and literary (relating to books or writing).
EXTENSION: In pairs, students discuss this question:
Would you prefer to work in finance, human resources or
as an administrator? Why?
10.1
As reading text on page 115.
• In pairs, students discuss the questions.
• Get feedback. Ask them to say what jobs they
might like to do in the future.
ANSWERS
your
ideas
EXTENSION: For homework, students write a summary
of the points of view they agree with from the text.
ANSWERS
1 finance
2 human resources
3 sick leave
4 vacancies
5 invoice
6 recruitment
7 administrator
8 personnel
9 supplier
10 agency
SAMPLE COPY, NOT FOR DISTRIBUTION
126
MEDIATION SKILLS
EXTENSION 2: Students summarise the key points from
the audio in their own words. They should include:
• the two reasons why Cara left her job
• the three things Cara says about her new job
• the three points she mentions about finding her
current job.
They then share their summary with a partner.
ANSWERS
lG
10.2
5 hectic
6 tedious
7 supervisor
8 minimum wage
na
1 résumé
2 placement
3 intern
4 bonus
N
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M:Cara, I was wondering … why did you leave your
last job?
W:Well, first of all, the salary was terrible. I was on the
minimum wage, even though I was well qualified.
And then my supervisor was always criticising me.
M:Oh, that sounds awful. So what’s your current job
like, then?
W:Much better! I mean, it’s hectic – I don’t have a
moment’s break, but I’d rather it were like that than
really tedious and boring. I get on well with my
colleagues and, although the salary isn’t much better,
I get a bonus every month if I make my sales target.
M: That sounds great. How did you find it?
W:I emailed my résumé to lots of different companies
and just asked if I could possibly get some job
experience there. I finally got a placement at this
textile company as an unpaid intern for three
months. And when the three months were up, they
offered me a full-time job!
©
EXTENSION: In small groups, students debate
question 2 with another group. One group agrees with
having a minimum wage, and the other group does
not. Encourage them to brainstorm their ideas before
expressing their opinion and justifying their answers.
• In pairs, students discuss the question.
• Get feedback. Have a class vote to find out
how many prefer each option.
your
ideas
Grammar page 117
relative clauses
GRAMMAR GUIDE: relative clauses
We use relative clauses to give more information about
people, things and places.
Defining relative clauses
Non-defining relative
clauses
• give essential
information
• not separated using
commas
• can use that instead of
who or which
Ms Jones is the teacher
who / that helped me.
• give extra information
• separated using
commas
• cannot use that as a
relative pronoun
Ms Jones, who lives next
door, is my teacher.
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• Summarising information and relaying it in speech is
mediation.
• In this second extension exercise, students begin by
identifying the parts of the audio that are related to
why Cara left her job, the things she says about her
new job and what she did to find it. Then students
summarise the information in their own words.
• This mediation skill can be practised with other
audio material by asking students to summarise key
information and relaying the details to a partner.
• Students discuss the questions in pairs.
• Get feedback.
g
EXTENSION 1: In pairs, students write example
sentences to show the meaning of the words in the
exercise.
4
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• Play the recording. Students complete the email, then
compare their answers in pairs.
• Get feedback. Explain that résumé is often used in
American English, whereas in British English people
usually say CV.
• Ask questions to check understanding, e.g. Which word
means something is boring? (tedious) Which word or
words refer to how much someone is paid? (minimum
wage) Which word refers to an extra payment? (bonus)
Which word means something is very busy? (hectic).
ic
3 10.2
• In defining relative clauses, we can omit the relative
pronoun if it is not the subject of the clause. Whose
or where can never be omitted.
This is the friend (who) I told you about.
That’s the hotel where we stayed.
• When the relative pronoun is the object of a
preposition, the preposition can come before whom
or which. This is very formal.
The woman to whom I sent the email was on
holiday.
• It is more common to leave the preposition in its
original position, and leave out the relative pronoun.
The woman (who) I sent the email to was on
holiday.
1
• Students complete the matching exercise, then discuss
the questions in pairs.
• Get feedback. Write who, where, which, whose,
whom on the board and ask students to use them in a
sentence.
EXTENSION: Students write two sentences – one with
a defining relative clause and one with a non-defining
relative clause. They exchange their sentences with a
partner, who says which type of relative clause is used in
each sentence.
SAMPLE COPY, NOT FOR DISTRIBUTION
127
ANSWERS
ANSWERS
1a
2b
1 contains a defining clause
2 contains a non-defining clause
The ‘a’ sentences are more formal.
5
• Students choose the options to complete the rules, then
compare their answers in pairs. Get feedback.
ANSWERS
• Students complete the rules, then compare their answers
in pairs. Encourage them to refer to the sentences in
Exercise 1. Get feedback.
6
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Ask students to say which sentences are
formal and informal.
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EXTENSION: Write these sentences on the board.
Students complete them with the correct relative
pronoun.
1 I have a friend ___ sister is a pilot. (whose)
2 The job at the supermarket, ___ I applied for last
week, has already been filled. (which)
3 Susan, ___ lives next door to my parents, works in
recruitment. (who / that)
4 Don’t go in the room ___ your dad is working.
(where)
1 informal
2 formal
3 before
FAST FINISHERS: Students write two sentences about
the photo using relative pronouns (e.g. This is a film crew
that is filming in Germany).
EXTENSION: In pairs, students complete the sentence
I’d like a job which … in as many different ways as
they can.
ANSWERS
ic
1 non-defining
2 defining
3 non-defining
ANSWERS
1 a in which I had put the application
b (which) I had put the application in
2 a to whom she gave the job
b (who) she gave the job to
3 a for which he prepared
b (which) he prepared for
4 a to whom Nico is talking
b (who) Nico is talking to
5 a for which they work
b (which) they work for
6 a with whom he shares an office
b (who) he shares an office with
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3
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
EASIER: Students complete the exercise in pairs.
Encourage them to say the sentence aloud with and
without the relative pronoun to help them choose their
answers.
ANSWERS
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1 No (The relative pronoun is the subject of the relative
clause – the verb comes directly after the relative
pronoun.)
2 ✓ (The relative pronoun refers to the object of the
relative clause (the careers advisor).)
3 No (You can’t leave out where.)
4 ✓ (The relative pronoun refers to the object of the
clause (the summer job).)
5 ✓ (The relative pronoun refers to the object of the
clause (the agency).)
We can leave out the relative pronoun when it is the
object of the clause. However, we cannot leave out
where in a relative clause.
4
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©
• Students tick the formal sentence in each pair, then
compare their answers in pairs.
• Get feedback. Elicit what makes each sentence more
formal.
EASIER: Do the first item as a class. Choose a student to
read the first two sentences aloud. Elicit ideas about the
answer. Students complete the remaining items in pairs.
TEACHING TIP: Explain that relative pronouns are
often tested in the open-cloze sections of exams. In this
section, there is often one question where they need
to decide which relative pronoun to write in the gap.
Students should revise the rules about relative pronouns
periodically to ensure they get maximum points for these
questions in their exam.
Listening page 118
using deduction; matching prompts to spoken text
1
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: Students discuss if there are any other
reasons why someone might choose a job, (e.g. job
satisfaction, it challenges them, to contribute to society,
to help others).
EXTENSION: Write the following on the board: apply
for, speak to, be in. In pairs, students choose one of
the verbs + preposition and write a formal and informal
sentence using a relative clause.
SAMPLE COPY, NOT FOR DISTRIBUTION
128
EASIER: Before listening, give students time to read the
sentences. In pairs, they brainstorm some words they
might hear.
EXTENSION: Play the recording again. Students make
a note of the phrases they used to help them with their
answers, e.g. 1 I’ve finally come to realise … 2 It doesn’t
seem to matter what I say … .
ANSWERS
1 wasn’t
2 has
3 incorrect
4 understands
5 isn’t
• Students now listen to Speaker 2 from the same task.
• Play the recording. Students answer the questions.
Get feedback. Ask how many students had to change
their mind about their answer to Exercise 3 and why.
ANSWERS
Speaker 1: A (I’m beginning to worry)
Speaker 2: B (that’s not going to hold me back,
Nothing’s going to stop me now)
10.5
Speaker 2
Well, it’s my last day at school and, honestly, I am feeling
ready for this! I’m not ungrateful for my education, but
I don’t think it really taught me what I actually need to
know to survive in the world. That’s not going to hold me
back, though. Nothing’s going to stop me now!
5 10.6
Exam TASK
3 10.4
• Go through the Exam Tip.
Matching prompts to spoken text
• Before students listen, they should underline the key
words and think about what words or phrases the
speakers might use.
• Play the recording. Students listen and complete the
Exam Task. Get feedback.
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1I’ve finally come to realise that I’m not cut out for a
high-pressure job.
2It doesn’t seem to matter what I say to my manager –
she always listens to someone else’s ideas.
3I’d been led to believe that this was a six-month
contract.
4It’s taken me a while to understand the recruitment
process.
5I guess I ought to be happy that the office is so
close to my home, but I actually miss having that
commuting time to prepare for the day ahead.
ic
10.3
EXTENSION: Elicit the jobs from the recording and write
them on the board: diversity officer, mechanic, volunteer
for a wildlife charity, administrator, human resources.
Students rank them from 1 (the one they’d most like to do)
to 5 (the one they’d least like to do), then compare their
lists in pairs and explain their answers.
ANSWERS
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Exam TIP
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Using deduction
• In this task, students will hear five different speakers
talk on the same topic.
• Students can do one task on the first listening and
the other task on the second listening, or make notes
of their ideas for both tasks on the first listening and
confirm their answers the second time round.
• They should make a note of their ideas and listen
to the whole recording before choosing their final
answer.
• Remind them to check they have not repeated any of
the letters or left any questions unanswered.
• Play the recording. Students complete the exercise, then
compare their answers in pairs.
• Get feedback. Do not confirm answers at this point.
©
4 10.5
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• Explain that students are going to hear five people
speaking about their jobs.
• Play the recording. Students complete the exercise, then
compare their answers in pairs. Get feedback.
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2 10.3
10.4
Speaker 1
I can’t believe that I’m about to leave school! It’s been
something I’ve been looking forward to for so long,
and I’ve always been so sure that I would go out there
and prove myself to the world. But now it’s so close, I’m
beginning to worry a bit about how I’ll cope.
1E 2A 3G 4C 5D 6E 7H 8A
9 C 10 B
10.6
N:You will hear five short extracts in which people
are talking about their jobs. Look at Task One. For
questions 1–5, choose from the list (A–H) how each
speaker got their job. Now look at Task Two. For
questions 6–10, choose from the list (A–H) how the
speaker feels about their job. While you listen, you
must complete both tasks.
Speaker 1
I studied law at university, but before the course even
ended, I realised that I didn’t actually want to be a
lawyer. Then one day, in my final year, I bumped into an
old friend of my sister’s who was working as a diversity
officer for a big company. So that’s looking at the
inclusion of people of different ethnicities, religions,
social backgrounds and so on. Her job sounded
interesting and I asked if I could shadow her for a
couple of weeks. We got on really well, and I loved the
work, so I was thrilled when she offered me a job as her
assistant. It’s certainly not as well paid as the law career
I’d planned, but I’ve come to realise that things like job
satisfaction are more important than money.
SAMPLE COPY, NOT FOR DISTRIBUTION
129
Speaking page 119
jobs; listening and taking notes; discussing options
and presenting your decision
1 10.7
MEDIATION SKILLS
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• Listening and note-taking is mediation.
• Emphasise that students need to identify and note
down the key information, not try to write every word.
• Students can be given further practice of note-taking
using recordings throughout the course. Students can
also practise at home by listening to podcasts or online
videos in English and taking notes.
• Students read the job advertisement. Ask Where might
you find a job advert? What qualifications or experience
would you expect a good candidate for this job to have?
• Play the recording. Students make notes about each
candidate, then compare their ideas in pairs.
• Get feedback. Explain that this is a task from the
Michigan ECPE exam.
ic
EASIER: Play the recording once for students to
understand its general meaning. Then write the following
words down one side of the board: age, qualifications,
experience, languages, extra information, and write the
three names: Maria, Klaus, Nadia across the top. Play the
recording again for students to note down their answers
for each candidate under the headings.
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Speaker 2
I didn’t do brilliantly at school, because I’ve always
had problems with reading, but I was determined that
it wouldn’t hold me back. I got a job when I was just
sixteen, at my uncle’s garage, learning about car and
motorbike repairs. The other guys at the garage used
to tease me at first, because I was a girl in a typically
male job, but honestly, once they saw that I could work
as hard as them, they accepted me and we all got along
fine. But I wanted to improve my technical knowledge,
so I actually went back to school – I went to college to
get some vehicle mechanic qualifications and guess
what? I was top of the class! That proved to me that I
had the ability to succeed in exams and I could do what I
wanted to do.
Speaker 3
I don’t know how many careers advisors I’ve seen over
the past couple of years, and how many articles I’ve read
about finding the best job for you. But it doesn’t seem
to matter – whatever I try I just get frustrated and bored
really quickly. So now I’ve decided to work as a volunteer
for a wildlife charity for a year. I did quite a lot of online
research into all sorts of different charities and this
looked like an interesting opportunity. The place I’ll be
working for is small and not very well-known, so I think
that I’ll actually make a difference for them. Plus it’ll just
give me a chance to think about what I really want to do.
Speaker 4
When I started this job last summer, it really felt like the
opportunity of a lifetime. Although it was just an ad on
a local website, over one hundred people applied for
it, and I couldn’t believe that I was the one who actually
got the job. But I have to say that the reality of the dayto-day isn’t quite what I’d been led to believe at the
interview. I mean, my colleagues are very friendly, and
it’s a really cool place, but I was really hoping to have a
lot more direct communication with customers, instead
of just endlessly looking at survey results and filling out
forms. Well, anyway, I guess I should be grateful to have
a job at all.
Speaker 5
I have to be honest and admit that it’s taken me a while
to get used to this job. The thing is, it’s non-stop, from
the moment I get in in the morning, until I walk out
the door at the end of the day. But amazingly, I’ve now
discovered that I thrive in this kind of environment.
Funnily enough, I didn’t even apply for this job – I was
working in the human resources department and then
the boss asked if I could take on this role for a couple
of months. After panicking for the first couple of weeks,
I asked for some extra training and that really helped. I
realised that I was actually pretty good at this job and
decided to transfer here permanently.
N: Now listen again.
10.7
©
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B:Well, this candidate, Maria, is twenty-two years old.
She has a qualification in project management and
she’s been working as a sales assistant for a small
boutique for the last three years. She speaks English
and Spanish.
G:This candidate is called Klaus. He is twenty-five.
He has just completed a two-year qualification in
marketing. Before that, he worked as a costume
designer for a small theatre company. He speaks
German and a little English. In his free time, he
enjoys making his own clothes.
B:This candidate is Nadia and she’s thirty-one. She is
already working for the small clothes company as
an administrator but would like to move over into a
marketing role. She’s very popular at the company.
She speaks English, Arabic and French.
2
• In pairs, students discuss the candidates. Encourage
them to use their notes to help them. Get feedback.
EASIER: Brainstorm the advantages and disadvantages
of each candidate and write them on the board. Then, in
pairs, students discuss their opinions about each person
and choose the best person for the job.
3 10.8
• Students are going to listen to the next stage of the task
in Exercise 1.
• Play the recording. Students do the exercise, then
compare their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
130
EXTENSION: Write Positives and Negatives on the
board. Play the recording again. Students note down any
useful phrases to match each heading (positives: gives
her a big advantage, another point to bear in mind; one
final, important advantage that we wanted to highlight;
negatives: the disadvantage).
6
• In pairs, students discuss the candidates and choose the
best one. Encourage them to use the Useful Language.
• Get feedback. Ask Were your notes effective enough to
help you have a good discussion?
7
Exam TASK
ANSWERS
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EXTENSION: Encourage students to ask questions to
each presenting pair.
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B:We have chosen Nadia for the job. We both agreed
that Nadia’s experience of working for the company
gives her a big advantage over the other two
candidates. It means she has a good knowledge of
the fashion industry. She is also familiar with how the
company works, which will save them a lot of time
in training, and she is happy with the workplace and
gets on with the people there. Another point to bear
in mind is that the company is looking for someone
well-organised and efficient, and those are qualities
associated with administrative work.
G:The obvious disadvantage with Nadia is that she
doesn’t have any direct marketing experience.
However, we discussed this together and came to
the conclusion that as she works as an administrator
for the company, she has probably worked with the
marketing department, and she is keen to move
into marketing. One final, important advantage
that we wanted to highlight is that she speaks three
languages, and her English is particularly good.
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10.8
Part 2: presenting your decision
• Students read the task.
• First, they decide on the four strongest reasons for
their choice, from their discussion in Exercise 6. They
then choose two reasons each to present to the gym
owner. Remind students they must only speak English
during their planning stage. They can now refer to
their information sheets.
• Students present their decision to the class or
to another pair. They must be as persuasive and
convincing as possible.
• Ask the class Did they convice you of their candidate?
Why? / Why not?
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Boy: 1, 4
Girl: 2, 3
4
lG
• In pairs, students look at their notes and brainstorm
reasons to give Klaus the job. Encourage them to
expand on the information and develop their arguments.
• Get feedback.
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EASIER: Project the audioscript about Klaus from
Exercise 1 or hand out copies. Then brainstorm ideas as
a class and write students’ ideas on the board for pairs to
use in their discussion.
5
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• Go through the Exam Tip.
Exam TIP
©
N
Listening and taking notes
• Explain that in this Exam Task, it is very important for
students to listen to their partner and take effective
notes to use in their discussion. Students will not be able
to see their partner’s information during their discussion
so they will be dependent on their own notes.
• After students have reached a decision, they have to
present their decision to the examiner and convince
the examiner of their recommendation.
Exam TASK
Part 1: discussing options
• Students read the first part of the Exam Task and
turn to the relevant page to read their information.
They then do the task in pairs. Remind them to group
together the positive and negative points.
• Get feedback.
Grammar page 120
Present participle clauses
GRAMMAR GUIDE: present participle clauses
In a participle clause, a participle can replace the subject
and verb of a sentence only if the subject of both
clauses is the same. Participle clauses can add extra
information in fewer words and in a more elegant style.
She didn’t know about the test, so she hadn’t revised.
> Not knowing about the test, she hadn’t revised.
Participle clauses often carry a meaning that is not
stated, usually an implied sense of a reason, condition,
result or time.
Participle clauses do not have a specific tense. This is
understood by the verb in the main clause.
We often find participle clauses in written texts.
• If the verb in the sentence is active, the subject and
verb are replaced by a present participle.
Walking to school, Kyle lost his keys. (= As he was
walking …)
• In a negative participle clause, we use not before the
participle.
Not knowing where to go, she asked for directions.
(= Because she didn’t know …)
Participle clauses often follow prepositions, e.g. after,
before, instead of, on, since, in spite of, or when and
while.
After cooking, you need to wash the dishes.
Since getting the job, Markus has been happier.
1
• Students read the sentences and do the matching exercise,
then compare their answers in pairs. Get feedback.
SAMPLE COPY, NOT FOR DISTRIBUTION
131
4b
2
• Students complete the rules, then check their answers in
pairs. Get feedback.
EASIER: Elicit the verbs in the participle clauses in
Exercise 1 (glancing, dealing, disappointing, knowing).
Ask Do all these verbs take the same form? (yes). Elicit
the form (-ing form). Ask who the subject is in each
participle clause, e.g. Who glances at her phone? (Anna),
Who will deal with customer queries? (you). Students
then complete the rules in pairs.
ANSWERS
1 doesn’t change 2 the same as 3 before
3
• Students complete the sentences using a present
participle clause, then compare their answers in pairs.
Get feedback.
EASIER: As a class, identify the verbs to be used in
the participle clauses (1 feel, 2 drop, 3 start, 4 chew).
Students complete the exercise in pairs.
4
• Write on the board: I have worked here for five years.
Elicit the tense of the sentence and the verb forms
(present perfect; have + past participle). Ask how the
past participle is formed (verb + -ed, or irregular forms),
then ask students to find the past participle clauses in
the exercise.
• Ask students which sentences use a perfect participle,
and how it is formed (having + past participle).
ANSWERS
1 PE 2 PA 3 PE 4 PA
5
• Students choose the words to complete the rules, then
check their answers in pairs.
• Get feedback. Point out that sentence 3 has two
participles (the sentence is passive; be follows the
perfect participle so it changes to a past participle).
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EXTENSION: Students write four sentences of their own
with participle clauses, using Exercise 1 and Exercise 3 as
models. They could try to incorporate the four functions
in Exercise 1.
• If the verb is passive, the subject and verb are
replaced by having been + past participle.
Having been told what he needed to do, Julian
finally started working. (= Once he had been told)
• In negative perfect participle clauses, we can use
both not and never.
Not having expected that question, I wasn’t sure
what to say.
Never having thought about that issue, I had to do
some research.
ANSWERS
ANSWERS
1 passive
2 before
3 active
4 passive
5 been
1 Feeling nervous
2 dropping all the documents on the floor
3 Starting next month
4 Chewing his sandwich
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Past and perfect participle clauses
GRAMMAR GUIDE: past and perfect participle clauses
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Past participle clauses replace a clause with a passive
verb. We use past participle clauses:
• with a similar meaning to an if clause.
Told properly, your story could really scare people.
(= If you told your story properly …)
• to give a reason for an action.
Disappointed by the result, Clara called her parents.
(= because she was disappointed …)
• to add information about the subject of the main
clause.
Produced by a local company, the clothes will be on
sale in June.
Perfect participle clauses
• We can use a perfect participle clause when one
action is completed before another action. If the verb
is active, the subject and verb are replaced by having
+ past participle.
Having finished the assignment, Hamid decided to
watch TV. (= After he had finished …)
©
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2d 3a
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ANSWERS
6
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
EXTENSION 1: Elicit which structures are past
participles (PA), perfect participles (PE) and present
participles (PR) (1 PA, 2 PE, 3 PA, 4 PR, 5 PA, 6 PE).
EXTENSION 2: Write these prompts on the board:
1 After I have … , I usually …
2 Because I am … , I like …
3 If you aren’t … , you shouldn’t …
Students write sentences, then exchange their sentences
with a partner. They rewrite their partner’s sentences
using a participle clause (e.g. After I have lunch, I usually
chat with my friends. Having had lunch, I usually chat
with my friends.).
ANSWERS
1 Owned
2 Having spent
3 Founded
4 Taking
5 Sold
6 Having been helped
SAMPLE COPY, NOT FOR DISTRIBUTION
132
Use your English page 121
ANSWERS
1 growth
2 increase
3 increasingly
4 rely
5 reliable
6 / 7 production / producer (also ‘product’)
8 productive
9 productively
Idioms with work
1
EXTENSION: In pairs, students discuss these questions:
• What gets you worked up? Why?
• Do you think it’s easy for someone to work their way
up in a big company? Why? / Why not?
• Is there anything you’re doing currently that is a work
in progress?
ANSWERS
1 got, worked up
2 work in progress
3 do the donkey work
4 worked her way up
5 do the dirty work
6 make light work of
• Go through the Exam Tip.
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FAST FINISHERS: Students write two or three personal
sentences using the idioms.
4
Exam TIP
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• Students complete the sentences, then compare their
answers in pairs.
• Get feedback. Ask students to explain what the idioms
mean, using the context of the sentences.
• Ask Do you have any idioms similar to this in your
language?
Prefixes and suffixes
• Students should make sure they are familiar with the
common suffixes for different word types.
• At least one word in the task usually needs a prefix.
Elicit some common prefixes (e.g. un- dis- re- ir- il-).
If a sentence does not make sense with the first word
they think of, it may be that the opposite word is
needed (e.g. happiness > unhappiness).
ic
• Students read the Exam Task and make a note of their
ideas, then compare their ideas in pairs.
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EXTENSION: In pairs, students brainstorm words with
suffixes for people (e.g. -ist: – artist, dentist, receptionist,
scientist; -ian: comedian, electrician, historian, musician).
Prepositions
5
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• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of eligible
/ˈelɪdʒəb(ə)l/ and derived /dɪˈraɪvd/. Remind students
that prepositions are always followed by the -ing form or
a pronoun + noun.
na
EASIER: Before the exercise, elicit the meanings of
incapable (unable to do something), accustomed
(used to) and derived (obtained from something else).
Students do the exercise in pairs.
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EXTENSION: In small groups, students write the
adjectives from the exercise on small pieces of paper.
They take turns to choose a word and make a sentence
using the correct preposition.
ANSWERS
N
1 of
2 to
3 with
4 for
5 from
6 in
©
Word building
3
• Students complete the table, then compare their
answers in pairs. Get feedback.
EASIER: Write the suffixes they will need on the board:
-th, -ly, -y, -able, -ion, -er, -ive, -ively. Point out that one
of the words does not change from its noun to verb form
and that they may need to change the spelling of a word
before adding the suffix.
Exam TASK
Word formation
• Students complete the Exam Task, then check their
answers in pairs. Get feedback.
EXTENSION: In pairs, students discuss whether they
would like to be a digital nomad and give reasons for
their answers.
ANSWERS
1 increasingly
2 employers
3 growth
4 inexpensively
5 locations
6 reliable
7 surprisingly
8 productive
Writing pages 122–123
studies and training; language in formal letters or
emails; describing your achievements; writing a
formal letter or email
Learning FOCUS
Language in formal letters or emails
• Formal letter or email writing is a useful life skill, as
well as being needed for some exam writing tasks.
• Ask For what reason might you need to write
a formal letter or email? (to apply for a job, to
complain, etc.).
• Achieving the correct register is very important for
formal letters or emails. The tone should be polite
and not too personal.
SAMPLE COPY, NOT FOR DISTRIBUTION
133
ANSWERS
1e 2b 3c 4a 5d
5
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Encourage them to make a note of any
formal language in the appropriate section of their
notebooks.
ANSWERS
EXTENSION: Ask Why is it important to practise formal
letter or email writing? Have you ever written a formal
letter or email in your own language? For what purpose?
ANSWERS
1c 2a 3d 4b
2
• Students read the example task and underline the key
words, then compare their answers in pairs. Get feedback.
3
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1 the principal of the college
2 to say why you deserve a grant to study at the college
3 evidence that you are enthusiastic and hard-working;
details of why you deserve a grant and how you
would benefit
4
5a
6a
7b
8b
9b
• Go through the Exam Tip.
Exam TIP
Describing your achievements
• When applying for a job, students will often have to
write a ‘covering letter’ to accompany their CV.
• Explain that this should be tailored to the job they’re
applying for. It should explain why they are interested
in the job and outline the skills they have that are
relevant to the job.
• Ask students to look at the Useful Language and
adapt the phrases to suit their own experience
(e.g. In 2019, I took part in …).
• Explain that in a real-life situation, students may have
to include a reference. Elicit the meaning (a statement
from someone you know or have worked with, giving
information about your experience and skills).
• Students answer the questions, then compare their notes
in pairs. Get feedback.
7
Exam TASK
• Students discuss the questions in pairs. Get feedback.
ANSWERS
4b
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TEACHING TIP: In lessons focusing on formal language
or writing, it is useful to incorporate authentic materials
into your lessons as a way of motivating students and
showing them they are learning ‘real’ English. For
example, in this lesson, bring in a few examples of letters
and emails, some formal and some informal, and look at
the similarities and differences.
6
3b
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• Students read the sentences and do the matching
exercise, then compare their answers in pairs.
• Get feedback.
2b
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1a
1
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• Ask How can you leave a positive impression at the
end of your letter or email? (e.g. thank the reader
for his or her time, explain how he or she can get in
touch, say that you are looking forward to hearing
from them).
• The traditional convention is that you should end
a letter with Yours faithfully if you do not know the
name of the person and Yours sincerely when you
do know their name.
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• Students read the letter and match the paragraphs with
the descriptions, then compare their answers in pairs.
• Get feedback. Elicit or teach that a gazette /ɡəˈzet/ is an
old word for a newspaper, sometimes used in the name
of a newspaper.
8
• 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: Students exchange their letter with a
partner and tick the things their partner has included,
using the Reflection Checklist.
©
EASIER: In pairs, one student matches descriptions 1
and 2, and the other student matches descriptions 3 and
4. They match 5 together and share their answers.
Writing a formal letter or email
• Students complete the Exam Task, either in class or
for homework.
• Remind them to use the Useful Language.
EXTENSION: Ask What phrase does the writer use
to introduce their reason for writing? (I am writing
about …), Has the student used any participle clauses?
(Before starting university, giving conversation practice)
What phrases did they use to close the letter? (I hope
you will … I look forward to hearing from you).
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134
Useful vocabulary
1
• Show the photo. Without reading the caption, elicit
descriptions of the photo. Then choose a student to read
out the caption.
• Show a map of the world and point out the location of
Patagonia, Chile. Ask Would you like to visit here?
• Students discuss the questions in pairs. Get feedback.
While you watch
5
2b 3a 4b 5a 6a
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• Give students a moment to read the questions.
• Play the video. Tell students not to answer the questions,
but just watch to get a general idea of the topic.
• Play the video again. Students complete the exercise,
then check their answers in pairs, Get feedback.
ANSWERS
After you watch
3
5
The sky is beautiful here because you have all these
clouds, but that means that the light is changing
constantly.
We are in Patagonia in southern Chile photographing a
group of gauchos hunting wild bulls. It’s so difficult for
them to keep them in a fenced area so, after years, and
even generations, they go out into the wild and they are
very difficult to catch.
Suddenly you see the dog just running away. Then it’s
when you have to really catch up and be careful because
you can make a mistake, well, easily on your horse. This
narrow passage in the cliff, they really freak out with
that, and since we’re carrying 22 horses – trying to take
photos doing this is just … it was almost impossible.
I had to put the rope under my arm and try to take a
picture! All these muddy places – you cannot stop to
take photos of them going through. The guy in front of
you is going through the mud, then it’s your turn and
there is no room for you to stop. If you stop in front of
the horse then it can run over you.
I fell five … six times in total on this assignment.
Bulls and even cows are extremely dangerous. Even after
they are tied, if you are looking at a bull twenty metres
away it can be right over you in just a second or two.
There are two challenges here: one is to survive the
bulls, the other one is power. I usually edit every day
when I’m on assignment so I get to understand what I
am getting and what I’m missing, just to make sure that
everything is OK in the camera, just to see the pictures,
that they are fine, that there is no dust inside, to make
sure that I’m getting the photos.
They are extremely tough people, but they are incredibly
nice, which is a very special mixture. It’s like the
landscape here in Patagonia. It is very beautiful, but it’s a
very tough place to live in.
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Before you watch
2
EXTENSION: For homework, students research if other
countries have people similar to gauchos. They choose
a country, then make a note of the information they find.
They should find the answers to the following questions:
What are they called? What do they do? How do they
travel around? Students present their research in the
following class.
ic
challenge (n): something difficult to deal with or
achieve
edit (v): to make changes to a document or video
freak out (phr v): to become or make someone feel
angry, panicked or frightened
gaucho (n): a term often used in Argentina for a skilled
horseman, similar to a cowboy
incredibly (adv): extremely
muddy (adj): used to describe soft, wet earth
on assignment (phr): doing a job, particularly reporting
for a newspaper or TV station, etc.
passage (n): a long narrow area with walls on each side
that leads from one place to another
power (n): energy for operating equipment and
machines
run over (phr v): to hit someone or something with a
vehicle
tough (adj): strong, used to difficulties
g
Photographing gauchos in Patagonia
your
• In pairs, students discuss the question.
ideas
• Get feedback. Have a class vote to find out
how many students would like to do Tomás
Munita’s job. Elicit ideas of other places or subjects
for a photographer or videographer to record.
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Video page 124
5
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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.
©
ANSWERS
1 passage
2 freak out
3 muddy
4 run over
5 challenge
6 power
7 assignment
8 miss
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135
Review page 158
ANSWERS: VOCABULARY
1
1 agency
2 placement
3 administrator
1 eligible
2 involved
3 accustomed
3
1c 2f
3a
4 presented
5 incapable
6 derived
4d
5b
6e
ANSWERS: GRAMMAR
4
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5
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1 who
2 that
3 Who cannot be omitted.
4 Where cannot be omitted.
5 Which cannot be omitted.
6 which
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4 hectic
5 résumé
6 resources
1 Sitting down at her desk
2 Looking after recruitment
3 earning a big bonus
4 Not understanding the spreadsheet
6
1 Having failed
2 Reorganised
3 Reading
©
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4 Paid
5 Having been given
6 Not feeling
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136
xxxxxx
Streets
ahead
11
x
1 The plants are growing on a rooftop in a city
2 They are being grown without soil
3 This method is cleaner and more efficient than using
soil, and the plants will be less heavy.
2
• Students do the exercise in pairs. Get feedback.
ANSWERS
Five: Nature Urbaine, Paris; Pasona Urban Farm, Tokyo;
Sprout Hub, Singapore; Emile Street Community
Research Farm, Houston, Texas; Merwehaven dairy farm,
Rotterdam, Netherlands
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In the photo
A view of the harbour and skyscrapers in Dubai Marina.
Dubai is part of the United Arab Emirates (UAE), and
its neighbouring countries are Saudi Arabia and Oman.
Opened in 2003, Dubai Marina is an affluent residential
neighbourhood with many shops and restaurants. Dubai
Marina Mall, one of the main shopping centres in Dubai,
is also located here. Dubai is home to the world’s tallest
building, the Burj Khalifa, standing at 828 metres.
1
• Students look at the photo and discuss the questions in
pairs.
• Get feedback. Ask students to say the positive and
negative things about living in a skyscraper.
lG
EASIER: Before the discussion, students say what they
can see in the photo. Elicit words such as skyscraper,
marina and yachts.
2
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• Elicit a definition of vibrant (lively and exciting). In pairs,
students discuss the questions.
• Get feedback. Elicit the meaning of cosmopolitan
(a place influenced by many different countries and
cultures, or where there is a population of different
cultural backgrounds). Explain this can often be confused
with metropolitan, which refers to a large city and things
typically found in large cities (e.g. a population over
500,000).
©
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EXTENSION: In pairs, students discuss which other
cities they think are cosmopolitan, in their country or
around the world.
Reading pages 126–127
looking at structure; matching paragraphs to gaps
1
g
SUGGESTED ANSWERS
page 125
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Unit Opener
Grammar: linkers: conjunctions and
prepositions; linkers: adverbs
Use your
idioms; phrasal verbs; collocations;
English:
sentence transformation
Writing:places in a town; descriptive
language; planning your writing;
writing a review
Live well,
social responsibility; thinking about
study well: others
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Reading:looking at structure; matching
paragraphs to gaps
Vocabulary: city development and restoration
Grammar:phrasal verbs; prepositional verbs
and phrasal prepositional verbs
Listening:double negatives; multiple choice
with three extracts
Speaking:places to live and work; making the
right choice; photo comparison
page 125
• Show the photo on page 127. Students discuss the
questions in pairs.
• Get feedback.
FAST FINISHERS: Students make notes next to each
paragraph of what the paragraph is about.
3
• Go through the Exam Tip.
Exam TIP
Looking at structure
• This part of the exam tests students’ ability to follow
the development of a text. They need to be aware of
the different topics covered in each section in order to
find the paragraphs that logically fit in with the flow of
ideas.
• Elicit some ideas about how this article is structured (it
describes a series of different urban farms around the
world).
• Ask students to look at the first paragraph in the
text and identify the topic (it introduces the general
idea of urban farming), then ask them to look at
the first gap and the sentence that follows and say
what they think the missing paragraph will be about
(it introduces the first urban farm of the article: The
farming method used here …).
• To complete the rest of the task, students should pay
attention to the words before and after each gap, and
also any other clues in the text, (e.g. words or phrases
indicating time, cause and effect, paraphrasing,
determiners to refer back to someone or something,
use of pronouns, verb tenses).
• Finally, students should read the text again to make
sure that it flows.
SAMPLE COPY, NOT FOR DISTRIBUTION
137
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
4 11.1
Exam TASK
Vocabulary page 128
city development and restoration
1
• Students do the matching exercise, then compare their
answers in pairs.
• Get feedback. Model the pronunciation of municipal
/mjuːˈnɪsɪp(ə)l/.
• Explain that restore is often used for antiques or old
objects (e.g. I’d like to restore this old clock which
belonged to my grandfather).
FAST FINISHERS: Students identify the form of each
word (verbs: demolish, preserve, neglect, restore;
adjectives: run-down, municipal, car-free; noun:
landmark).
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Matching paragraphs to gaps
• Students complete the Exam Task, then compare their
answers in pairs.
• Play the recording for students to check their answers.
• Get feedback. Ask which words or phrases helped
them match the paragraphs.
EXTENSION: For homework, students research other
ways nature is being brought to cities (e.g. rooftop
gardens, green walls, container gardens, vertical forests).
They make notes then bring them to the next class to
share in small groups.
g
A: The volunteers, community
B: Still in Asia … south of Japan, school, residents,
plant their own …
C: Another farming method
D: Take Nature Urbaine in Paris, for example, rooftop
farm
E: The farm’s founders, growing food on the water
F: The farm, community spirit, built-up urban areas
G: on the other hand, special lighting … , office block,
meeting rooms
MEDIATION SKILLS
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• Amplyifying a dense text is mediation.
• In this extension exercise, students need to paraphrase
the key language about the purpose of an urban farm,
then give additional reasons and explanations. These
are useful mediation skills.
• Elicit an explanation of the farm in Paragraph B.
Students explain the key points and give examples
of what the farm does and their own ideas about why
it’s beneficial (e.g. This farm is located in the busy city
of Singapore in a repurposed building. It provides
spaces for locals to have an allotment to grow their
own produce. People can have access to fresh fruit
and vegetables, which are often more nutritious than
bought produce because they are fresher and picked
as soon as they’re ready).
• Students can start by underlining the information
they want to include. Encourage them to rewrite the
information in their own words, linking ideas together
to form a coherent paragraph. They should also use
persuasive language.
• This mediation skill can be practised by asking students
to identify the key information in complex texts and
rewriting it as a persuasive paragraph.
©
EXTENSION: Students choose one of the places
mentioned in the article and write a paragraph about
what the place does, including their own opinions and
explanations for why the farm grows things in this way.
They should try and persuade the reader why the farm
fulfils an important role.
ANSWERS
1D 2G 3B 4F 5A
6E
your
ideas
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SUGGESTED ANSWERS
• In pairs, students discuss the questions.
• Get feedback. Ask them to say whether they
think there will be more urban farms in the
future and give reasons for their answers.
ic
• Students do the exercise, then compare their answers in
pairs. Get feedback.
EXTENSION: Students write a description of places in
their town or city. Their description should include three
or four words from the exercise.
ANSWERS
1d 2g
3c 4f 5a 6b
7h 8e
2
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Check understanding of the words
(conservation area: an area of land that is protected
from being damaged; isolated: a long way from other
places; warehouse: a big building where a large amount
of goods are stored; congestion: being crowded with
people or vehicles; densely populated: with many
people living in a small area; landfill site: a large hole in
the ground where waste is buried).
FAST FINISHERS: Students use a dictionary to find the
meanings of the words they didn’t use (retail park: an
area where there are several large shops together in one
place; vibrant: lively and exciting (they came across this
in the unit opener); spread out: covering or distributed
across a large area). They then write example sentences.
EXTENSION: In pairs, students discuss these questions:
• Is there often a lot of congestion in your town or city?
How could it be turned into a car-free zone?
• Are there any conservation areas in your town or city?
If not, where can you go to find an area like this?
• How often do you visit a landfill site? What do you
take there?
11.1
As reading text on page 127.
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138
1 conservation area
2 isolated
3 warehouse
4 congestion
5 densely populated
6 landfill site
3 11.2
• Students read and complete the conversation.
• Play the recording for students to check their answers.
• Get feedback.
EASIER: Before the exercise, students discuss the form of
each word, then complete the conversation in pairs.
EXTENSION: In small groups, students debate if
gentrification is a good or bad thing. Half the group
agrees with gentrification, and the other half does
not. Encourage them to brainstorm their ideas before
expressing their opinions and justifying their answers.
Grammar page 129
Phrasal verbs
GRAMMAR GUIDE: phrasal verbs
1 retail park
2 chain stores
3 warehouse
4 restored
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ANSWERS
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ANSWERS
Phrasal verbs consist of two parts: a main verb and an
adverb particle. Sometimes, there are two particles.
When the particle is added to the verb, the verb takes
on a different meaning.
5 run-down
6 vibrant
11.2
Phrasal verbs are very common in English, often in
informal language.
A:Have you moved to the new office yet?
B:Yes, we moved last year. It’s next to the retail park,
so there are plenty of places to go shopping in our
lunch break, although there aren’t any independent
shops – they’re all chain stores.
A:Right. Is there anything else round there?
B:Well, we’re much closer to the warehouse, so if we
have any supply issues, we can call them and get
more stock sent over within an hour.
A:And what happened to your old office building?
B:It’s going to be restored and turned into flats.
A:Really? That’s cool. It’s amazing how that area has
changed. It used to be so run-down, but now it’s
quite an exciting, vibrant place.
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Transitive phrasal verbs
• Transitive phrasal verbs take a direct object and are
separable, i.e. the particle can be placed after the
verb or after the object.
Can you turn up the music? (particle after the verb)
Can you turn the music up? (particle after the
object)
• If the object is a pronoun, the particle must be
placed after the object.
Jaime switched on the TV. > Jaime switched it on.
• If the direct object is a long phrase, we usually put
the particle immediately after the verb rather than
at the end of the long phrase. This is because the
particle is important for the understanding of the
verb, so the sentence is easier to follow if the two
words are not too far apart.
He’s putting forward some plans for the new
school building.
(not He’s putting some plans for the new school
building forward.)
• If the verb is modified by an adverb, the adverb
must come before the verb or at the end of the
clause.
She quickly put on her shoes / put her shoes on.
She put on her shoes / put her shoes on quickly.
4
lG
• Check understanding of antonym (the opposite
meaning).
• Students do the exercise, then check their answers in
pairs.
• Get feedback. Model the pronunciation of ruin /ˈruːɪn/
and the word stress in developed.
na
EXTENSION: In groups of four, students roleplay a
meeting about this situation: There is a very old building,
which is run-down and has been neglected over the past
ten years. The local council want to demolish the building
in order to build a high-rise block with 50 flats. The local
residents are not happy with the proposal and want the
building to be restored and used as a community space.
Students take one of these roles: two local councillors,
two local residents and roleplay the meeting. Get
feedback. Ask What conclusion did you all come to?
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Intransitive phrasal verbs
• Intransitive phrasal verbs do not take a direct object.
The verb and particle are inseparable.
My car has broken down.
I usually wake up at 7 a.m.
N
ANSWERS
1S
2S
3A
4A
5A
6S
©
5
• Students discuss the questions in pairs. Get feedback.
your
ideas
• In pairs, students discuss the questions.
Encourage them to use the vocabulary from
the lesson (e.g. with gentrification, run-down
places are renovated, neglected buildings are
restored or demolished).
• Get feedback. Elicit the verb and adjective form of
gentrification (gentrify, gentrified).
1
• Students complete the exercise in pairs. Get feedback.
EXTENSION: In pairs, students make a note of synonyms
or meanings for the phrasal verbs in Exercise 1 (put off:
postpone; carry out: do; hold up: delay; break down:
stop working; check out: look at).
ANSWERS
a informal
b cannot
c must
d either before or after
e before
f after
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139
1 both a and b are correct (the object (tomorrow’s
meeting) is not a very long phrase so it can go before
or after the particle)
2 a is a better sentence because the object is a long
phrase (some new rules on cycling in the city centre),
so it’s best to put the particle immediately after the
verb and before the object
3 a is correct, b is incorrect (the object is a pronoun (it)
so it must come between the verb and particle)
4 both a and b are correct
5 a is correct, b is incorrect (the object is a pronoun (it)
so it must come between the verb and particle)
Prepositional verbs and phrasal prepositional
verbs
a does not
b always, after
TEACHING TIP: If students find it difficult to recognise
the difference between a prepositional verb and a
phrasal verb, it can be helpful to make a note of and
learn phrasal verbs with an object (e.g. look something
up, call something off ). This reminds students that an
object can go before the particle but doesn’t have
to. Remind students to make a note of this in their
notebooks when they learn new phrasal verbs.
4
• Students write the sentences, then compare their
answers in pairs. Get feedback.
EASIER: Look at the first pair of sentences, and elicit
the words from the first sentence that do not appear in
the second sentence (found a solution to this problem).
Elicit the phrasal verb (sort out) and the answer (haven’t
you sorted this problem). Students underline the verb or
verb phrase they need to paraphrase in each sentence
(2 leave, 3 be caused by, 4 search for, 5 must be
completed). Students complete the exercise in pairs.
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GRAMMAR GUIDE: prepositional verbs and phrasal
prepositional verbs
ANSWERS
Prepositional verbs
lG
Prepositional verbs consist of a verb and a preposition
which cannot be separated from each other. The
addition of the preposition to the verb does not
usually significantly change the meaning of the verb,
compared to phrasal verbs. The preposition relates
more to the object than the verb (e.g. get off the bus).
Prepositional verbs always have an object directly after
the preposition. The object can be a pronoun, a noun
phrase or an -ing form.
I’m looking after her while her parents are at work.
He’s dealing with a lot of stress at work.
I can’t cope with looking after six small children on
my own.
na
Phrasal prepositional verbs
EXTENSION: Write these phrases on the board: catch
up with, cut down on, deal with, do without, get on
with, listen to, look after, look forward to, look up to. In
pairs, students write four questions using the phrases,
then work with another pair to ask and answer their
questions (e.g. Who do you get on well with? Did you
catch up with anyone last weekend? What couldn’t you
do without?).
ANSWERS
1 sorted this problem
2 did he set off / out
3 can lead to
4 look this information up / look up this information
5 fill in this form / fill this form in
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Phrasal prepositional verbs consist of a verb + adverb
+ preposition. They always have a direct object, which
comes after the preposition.
In this type of phrase, the verb takes on a new
meaning.
We’ve run out of milk. (= we don’t have any left)
I need to get rid of these old clothes. (= throw away)
You should really cut down on the sweets you eat.
(= reduce)
©
3
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ANSWERS
EXTENSION: Write these phrases on the board:
• look after someone
• look like someone
• get rid of something
• cut down on something
• feel like something
Students write their own personalised sentences using
the phrases.
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• Students complete the exercise in pairs. They decide if
one sentence is better than the other, or if both sound
equally correct.
• Get feedback. Students explain their answers using the
grammar box in Exercise 1.
ic
2
• Students do the exercise, then compare their answers in
pairs.
• Get feedback. Elicit examples of any other phrasal
prepositional verbs students know (e.g. look up to, get
on with, watch out for).
Listening page 130
double negatives; multiple choice with three extracts
1
• Students do the exercise, then compare their answers in
pairs. Get feedback.
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140
ANSWERS
1a 2a 3b 4b 5b 6a
EXTENSION: Ask Is there a building in your town or city
you particularly like? Why?
ANSWER
2
11.3
Exam TASK
Multiple choice with three extracts
• Give students one minute to read the questions.
• Play the recording. Students complete the Exam
Task. Remind them to listen carefully for any double
negatives.
• Get feedback.
EXTENSION: Write these topics on the board:
• living in the country vs living in the city
• restoring old buildings vs building modern, cuttingedge buildings
In pairs, students discuss which of the two options they
prefer and explain their reasons.
lG
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I know that the architect was under a lot of pressure to
come up with something that was really cutting-edge,
you know, very contemporary and different. And I do
think that she achieved that, even though you might
look at it from the outside and see something quite
traditional. What’s so interesting about it is that it actually
reflects the diverse nature of the neighbourhood, so you
can see influences from so many different cultures, and
yet, it really fits in with the historic feeling of the place.
• Go through the Exam Tip.
1It isn’t that I dislike the shop. I’m just not convinced it’s
right for this part of town.
2The directors are not unaware of the problems that
they might have to deal with.
3Not unexpectedly, there was a lot of bad feeling about
the decision.
4Adam isn’t unused to this kind of criticism.
ic
• Check understanding of stand out (to be easy to notice
because it’s different). Ask What’s the opposite of ‘stand
out’ in Exercise 1? (fit in).
• Play the recording. Students choose the best answer,
then compare their answers in pairs. Get feedback.
3 11.4
11.4
4 11.5
2 11.3
Exam TIP
©
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Double negatives
• Explain that students may hear double negatives in a
listening exam when speakers express an attitude or
opinion. Double negatives are used when someone
wants to be more subtle with what they’re saying, or
are unsure about their opinions or reluctant to make a
strong statement.
• Write the following sentence on the board: He’s not
unconvincing. Ask What are the negative words?
(not, unconvincing) Does the speaker mean ‘he isn’t
convincing’? (no – two negative words together have
a positive meaning, so the speaker means he is quite
convincing).
• Explain that students are going to listen to some double
negative sentences.
• Play the recording. Students complete the exercise, then
check their answers in pairs. Get feedback.
EASIER: Project the audioscript or give students a copy
to help them choose and explain their answers.
3 expected
4 has
1 doesn’t hate
2 realise
g
FAST FINISHERS: Students write the form of each word
(adjectives: cutting-edge, diverse, handy; phr verb: fit in;
noun: pressure; verb: interact).
ANSWERS
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EXTENSION: In pairs, students discuss these questions:
• Would you say the population of your town or city is
diverse? Why? / Why not?
• Is it common where you live for people to interact
with each other on public transport?
ANSWERS
1B 2A 3C
4B 5A
6B
11.5
N:You will hear three different extracts. For questions
1–6, choose the answer (A, B or C) which fits best
according to what you hear. There are two questions
for each extract.
Extract One. You hear a man telling a woman about
his move to the city.
Now look at Questions 1 and 2.
W:When are you moving, Mark?
M:Next weekend. I’m so looking forward to moving
into town. Of course, my new place is much smaller
than where I am now, but it’s right in the city centre.
W:I’m not sure I could cope with city life. Don’t you
worry about all the noise and pollution? I mean, I
know the location’s handy … but still …
M:Yes, but you know as well as I do that there are
other problems when you live in the country. You’re
always complaining about the pressure of having
to catch a train every day, everyone in the village
knowing everything about you, having to make a
trip into town any time you want something more
exciting than a pint of milk. And it’s pretty noisy in
the countryside too. I get woken up every morning
at five when the farmer drives his tractor past my
bedroom window. I won’t miss that when I move!
W:Ha … that’s hardly the same as hearing sirens
throughout the night. Still, I suppose, to be fair, I’ve
never lived in a busy city and I’m never likely to, so I
guess I don’t know what it’s really like.
M:Well, come up and visit me once I’ve unpacked all
my furniture and then you can find out!
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141
Speaking page 131
places to live and work; making the right choice;
photo comparison
1
• Elicit language for expressing preferences (e.g. I’d prefer
to … , I’d rather … , I like the idea of … , X appeals to
me more than Y because …).
• Students discuss the questions in pairs. Get feedback.
Le
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EXTENSION: Students discuss any old, historic cities or
modern cities that they know in their country or around
the world.
2
• Show the photos. Ask students to say what they can see
(people at work in their offices).
• Students work in pairs and use the prompts to make
sentences about the photos.
• Get feedback.
ic
EASIER: Before the discussion, brainstorm words for
each photo and write them on the board (e.g. 1 highrise, formal; 2 informal, casual, relaxed ).
EXTENSION: Students say which of the environments
they would prefer to work in and give reasons for their
answers.
N
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N: Now listen again.
Extract Two. You hear part of a discussion
programme in which two journalists are talking about
bringing nature into cities.
Now look at Questions 3 and 4.
M:Helping city dwellers interact with nature has
proven benefits for mental health. In fact, we’re
already seeing so many diverse success stories.
We can rethink our attitude towards architecture
so that offices and tower blocks in the future will
be designed to bring the natural environment into
our buildings. We can make our cities green and
encourage the return of wildlife. With all these
opportunities to develop, it’s an exciting time.
W:That all sounds very worthy, but what I’m concerned
about is how much you’re actually involving the
communities in all this. So, you mention wildlife in
our cities – but is that always positive? Urban foxes,
for example, can be a real problem – they’re noisy
and they tear open rubbish bags and leave litter
all over the streets. They’ve been known to attack
pets and even small children. And talking about
architecture – really, we need to focus on dealing
with poverty and unemployment in our cities, before
we start spending money on making offices look
pretty for people who actually have jobs.
N:Now listen again.
Extract Three. You hear two people talking about a
new art gallery.
Now look at Questions 5 and 6.
W:What do you think of the new art gallery? It’s pretty
amazing, isn’t it?
M:Amazing … erm. It certainly stands out. I mean,
it isn’t exactly invisible. But I’m not sure whether
that’s a good thing or not. It doesn’t seem to be
part of our culture, it doesn’t say anything about our
heritage, it’s just a big, bold building. I would have
been much happier if the architect had thought
about how the gallery would fit in to the local area. It
could still look different but at the same time reflect
the city’s history.
W:I take your point. You’re absolutely right that it
doesn’t really say much about our city. But on the
other hand, it’s had so much attention that it’s bound
to bring in loads of tourists, and surely that can only
be a good thing for everyone. That part of the city
has been so run-down for so long, and this might
actually help bring it back to life again. And it might
inspire other architects to design more cutting-edge
buildings in the area.
N:Now listen again.
©
• In pairs, students discuss the question.
• Get feedback. Students say if the building
they live in stands out from or fits in with the
rest of the buildings around it.
your
ideas
TEACHING TIP: In this part of the exam, students speak
for one minute without interruption. If students are
nervous about speaking for this long, they may need
plenty of practice. Help them prepare thoroughly each
time they do the task, so they have plenty of ideas ready
to talk about. As they improve, encourage them to speak
for slightly longer when they do practice activities in class.
When students realise that they are capable of speaking
for longer amounts of time, it improves their confidence.
3 11.6
• Play the recording. Students listen then discuss the
question with their partner.
• Get feedback. Elicit the meaning of suburb (an area on
the edge of a city, where there are lots of houses).
11.6
Both pictures show people working in an office, but
whereas the people in the first picture are in a very
formal environment, in the second picture it seems much
more relaxed and informal. In the first picture it looks as
if the woman who is standing up is giving a presentation
to the other people. The office looks as if it’s in a highrise building in a big busy city, because it’s high up and
I can see lots of buildings through the windows. The
people in the second picture might not all work for the
same company – perhaps they just share an office space.
I don’t know if this office is in a city or in the countryside;
perhaps it’s in a town or a suburb and people work here
rather than commuting into the city. I like the view from
the office in the first picture, and I’m sure the facilities are
amazing, but I think I would prefer to work in the office
in the second picture. The woman is smiling and it looks
like a nice relaxed environment, while the office in the
first picture seems less friendly.
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142
4
Grammar page 132
Linkers: conjunctions and prepositions
g
Making the right choice
• In this Exam Task, students show their ability to
organise their ideas, express themselves and justify
their ideas. It’s important for them to choose the
photos that will give them the most to say.
• Remind students that they need to compare the
photos and make speculative statements, rather than
just describe what they see.
• Students read the Useful Language box and tick any
phrases they want to use in their own discussion.
• Elicit phrases for talking about similarities and
differences (e.g. An important similarity is … , Another
similarity is … , A key difference is … They can also
use phrases such as First of all … , Secondly … and
Finally …).
• Students must allow time to answer the main
question. If they do not leave enough time for this,
they may lose marks.
• They should try to keep speaking until the examiner
tells them to stop.
GRAMMAR GUIDE: linkers: conjunctions and
prepositions
Conjunctions
Conjunctions are linking words that connect ideas in
a sentence. We can use them at the beginning or in
the middle of a sentence, and they are followed by
a clause. When they are used at the beginning of a
sentence, we place a comma before the second clause.
Different conjunctions are used for different purposes.
reason
because, as, since, so
Because the air
conditioning was
broken, we were all
boiling. / We were all
boiling because the
air conditioning was
broken.
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• Students look at the Exam Task, turn to page 182 and
choose their photos.
5 11.7
Exam TASK
Photo comparison
• Put students in A / B pairs. Students look at the
photos they chose in Exercise 4. Play the recording.
• Students take turns to talk about their photos. Remind
them to compare the photos and make predictions
using the Useful Language. They ask and answer their
follow-up question.
• Get feedback. Ask Did your partner describe,
compare and speculate about the photos? What did
you think was good about their response?
Prepositions can also link two ideas in a sentence. We
can use them at the beginning or in the middle of the
sentence, followed by a noun, a noun phrase, an -ing
form or the fact that + clause. If a preposition is used at
the beginning of a sentence, we use a comma before
the second clause.
lG
©
EXTENSION: Students discuss which of these types of
places they have in their town or city.
11.7
I’m going to give you three pictures. I’d like you to talk
about two of them on your own for about a minute.
Here are your pictures. They show people visiting
different places in a city. I’d like you to compare two of
the pictures and say why people might be visiting these
places and how the places benefit the people who live
there.
contrast
but, though / although,
even though
Although it was raining,
we still had fun. / We still
had fun even though it
was raining.
Prepositions
reason
because of, due to, on
account of
Due to the weather, the
match was cancelled. /
The match was
cancelled due to the
weather.
na
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TEACHING TIP: Speaking tasks are a good opportunity
for students to learn from one another. Give
opportunities for them to provide feedback on their
partner, saying what they did well and if they could
have done anything differently (e.g. use a wider range
of vocabulary, pay attention to their intonation). This
can help students improve their speaking skills by being
aware of what they need to work on, and build their
confidence by hearing positive comments from a peer.
your
ideas
Le
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Exam TIP
• In pairs, students discuss the question.
• Get feedback. Students say whether they’ve
been to places like those in the photos and
what they did or saw there.
ic
• Go through the Exam Tip.
contrast
despite, in spite of
Despite missing the bus,
she still arrived on time. /
She still arrived on time
despite missing the bus.
1
• Students read the sentences and do the exercise, then
check their answers in pairs. Get feedback.
FAST FINISHERS: Students rewrite the sentences
with the clauses in a different order (1 Because of the
conservation area rules, the owners couldn’t replace the
windows. 2 The owners couldn’t replace the windows
since the building was in a conservation area. 3 The
owners replaced the windows despite being in a
conservation area. 4 The owners replaced the windows,
although the building was in a conservation area).
ANSWERS
1R 2R 3C 4C
SAMPLE COPY, NOT FOR DISTRIBUTION
143
EXTENSION: Write these sentences on the board.
Students find four mistakes and give reasons for their
answers.
1 Because of the new development their beautiful view
had now gone. (missing comma after ‘development’).
2 The teacher carried on speaking despite that the
class had finished. (despite the fact that the class had
finished).
3 She was happy to be back in the office because, she’d
been working from home for too long. (comma is
incorrect, no comma needed).
4 The building was so run-down, it had to be knocked
down since. (The linker can only go at the beginning or
in the middle of the sentence. In this case, it should be
at the beginning as the first clause gives the reason.)
4
• Students read the sentences and complete the
information, then check their answers in pairs.
• Get feedback. Check students remember eco-friendly
(causing as little harm as possible to the environment).
FAST FINISHERS: Students choose four adverbs – one
from a, one from b, etc. They write four of their own
sentences using the linkers.
ANSWERS
1 however
2 similarly
5
ANSWERS
1 two sentences
3 because of
4 despite
3
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Ask Has your town or city conserved
much of its regional architecture?
EASIER: Before the exercise, elicit the purpose of each
linker in the box (contrast: although; reason: because
of, since; similarity: similarly; result: consequently; extra
information: furthermore).
eo
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ANSWERS
6
2 second 3 comma
ic
1 since
2 although
3 therefore
4 furthermore
• Students choose the options to complete the rules, then
check their answers in pairs. Get feedback.
ANSWERS
Linkers: adverbs
lG
1 Despite (though would need to be followed by a clause)
2 Since (due to would need to be followed by a noun
phrase or -ing form)
3 Although (in spite of must be followed by a noun
phrase or -ing form)
4 as (because of must be followed by a noun phrase or
-ing form)
5 on account of (since would need to be followed by a
clause)
6 In spite of (although would need to be followed by a
clause)
EXTENSION: Write these prompts on the board:
1 Although some people work in high-rise office
buildings, …
2 Because of gentrification, …
3 There are now urban farms being developed to
introduce nature into cities. Moreover, …
4 Cities are expanding. Consequently, …
In pairs, students complete the sentences with their own
ideas.
ANSWERS
na
GRAMMAR GUIDE: linkers: adverbs
at
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We can use adverbs to connect ideas in two sentences.
We use the adverb at the beginning of the second
sentence, followed by a clause. We use a comma after
the adverb.
N
contrast
however, nevertheless,
even so
We’ve replaced the
doors. However, we’ve
kept the same windows.
©
g
• In pairs, students complete the rules. Get feedback.
Le
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2
result
therefore, consequently
The house is up for sale.
Therefore, we’ll be
moving soon.
1 Furthermore
2 Although
3 Because of
4 Similarly
5 since
6 Consequently
Use your English page 133
similarity
similarly, equally, in the
same way
This supermarket’s always
busy. Similarly, the one
across the street can be
crowded.
Idioms
give extra information
furthermore, moreover,
besides
The company has a new
CEO. Moreover, I now
have a new manager.
FAST FINISHERS: Students write two or three sentences
about themselves, or expressing their own opinions,
using the idioms.
1
• In pairs, students complete the sentences.
• Get feedback. Ask them to explain what the idioms
mean, using the context of the sentences.
• Ask Do you have any similar idioms in your language?
ANSWERS
1 middle-of-the-road
2 out on the town
3 go to town
4 right up your street
5 the man in the street
6 on the streets
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144
• Students complete the matching exercise, then compare
their answers in pairs.
• Get feedback. Ask Do you know of any buildings that
have been pulled down in your town or city? Have you
ever had something come off that you didn’t expect to?
EXTENSION: In pairs, students decide which phrasal
verbs are transitive and which are intransitive (transitive:
pull down, put someone up; intransitive: come up, come
off, stand for).
ANSWERS
1e
2b 3a
4c
ANSWERS
1 spite of being
2 to set off / out
3 due to the
Writing pages 134–135
places in a town; descriptive language; planning your
writing; writing a review
5d
3
Learning FOCUS
• Students complete the sentences. Explain they may
need to change the verb form or object pronoun.
• They compare their answers in pairs. Get feedback.
Descriptive language
• Students should think about what language to use
before they start writing their review. As an example,
elicit language related to good food (e.g. tasty,
delicious, sweet, spicy).
• Explain that students should try and use more
advanced language such as strong adjectives or
an adverb + adjective to add more detail to their
description. Elicit any intensifiers students know
(e.g. amazingly, completely, exceptionally, incredibly,
particularly, unusually), then elicit combinations
with adjectives to describe food (e.g. really tasty,
absolutely delicious, too sweet, terribly spicy).
eo
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EXTENSION: Students write three of their own
sentences using three of the phrasal verbs, omitting the
preposition. They give their sentences to a partner to
complete with the correct word.
ANSWERS
4 is right up his
5 even so, I don’t
6 to pull down
g
2
EXTENSION: In small groups, students come up with
a list of ideas for helping them remember phrasal verbs
and their meanings (e.g. flashcards, creating online
quizzes, writing them in sections in their notebooks). Get
feedback.
Le
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Phrasal verbs
1 putting me up / going to put me up
2 comes off
4 stands for
3 come up
5 pull down
4
• Students discuss the questions in pairs. Get feedback.
Collocations
1
MEDIATION SKILLS
5
lG
• Students do the exercise, then compare their answers in
pairs. Get feedback.
1 centrally – c
2 renewal – e
3 planning – a
4 development – b
5 inner – d
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ANSWERS
N
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EXTENSION: Write these prompts on the board:
1 Something in my town / city which is centrally located
is …
2 Some of the problems of town planning in my city
are …
3 We could improve inner city areas by…
In groups, students discuss how they would finish the
sentences.
©
6
Exam TASK
Sentence transformation
• Students complete the Exam Task. Encourage them
to think about the linkers from the previous lesson.
• Get feedback. Elicit the meaning of rush hour (a
time of day when there are lots of cars on the road
because people are travelling to and from work).
• Adapting language is mediation.
• In this exercise, students need to adapt the language
to make the descriptions more interesting, using the
suggestions in the box.
• This mediation skill can be practised by students
adapting authentic texts from online news sites or
blogs, or by replacing adjectives in their own previous
writing tasks.
• Students read the sentences and replace the underlined
words. They then compare their answers in pairs. Get
feedback.
FAST FINISHERS: Students write three of their own
sentences using the descriptive language in the box.
They can describe something real or invent a situation.
EXTENSION: Students find examples of real-life
reviews of food, films or presentations. They identify the
descriptive language used and say whether they think
the writer used a wide range of vocabulary. Encourage
them to write down any new language.
ANSWERS
1 mouth-watering
2 engaging, hilarious
3 tragic
4 adequate, outrageous
5 terrifying
6 devastating / tragic
SAMPLE COPY, NOT FOR DISTRIBUTION
145
1 students who go to the college
2 informal
3 why they love their favourite building and what it’s
used for
3
• Students read the example answer, then complete the
exercise.
• Students compare their answers in pairs. Get feedback.
FAST FINISHERS: Students identify which words
absolutely could be used with (stunning, fascinating,
charming, massive).
EXTENSION: Students describe one of these places,
using the language from the exercise. The place can be
real or invented.
• a museum
• a shopping centre
• a house
ANSWERS
1 significant
2 stunning
3 shabby
4 fascinating
5 charming
6 massive
Planning your writing
• It is important to answer the questions in the task.
Students should plan carefully how they are going to
address each point.
• Remind them that a review should be interesting and
engaging. In their plan, they can make a note of any
useful phrases or descriptive language to use in their
review.
• Once students have finished their review, they should
reread their work and look for places where they can
add extra description or change any grammatical
structures to something more complex. Write the
following sentence on the board: I like the design
of the museum. I also like how they always have a
different weekly exhibition. Elicit an alternative version
using inversion (e.g. Not only do I find the design of
the museum very attractive, but I also like …).
• Students read the Exam Task, then write their plan. They
compare their plans in pairs.
• Ask What descriptive language or Useful Language did
you include in your plan?
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Exam TASK
Writing a review
• Students complete the Exam Task. Remind them to
use the Useful Language.
• Students read the review again and complete the
exercise. Get feedback.
lG
EASIER: In pairs, one student looks at paragraphs one
and two, and the other student looks at paragraphs
three and four. Then they share their answers.
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1 Having said that
2 In fact
3 For me
4 pass through, check out
5
Exam TIP
7
4
ANSWERS
• Go through the Exam Tip.
g
ANSWERS
6
Le
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• Choose a student to read out the example task.
• Students discuss the questions in pairs. Get feedback.
ic
2
8
• 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: Students exchange their review with a
partner and tick the things their partner has included,
using the Reflection Checklist.
N
• Choose a student to read the paragraph aloud.
• Students do the exercise in pairs, then compare their
answers with another pair.
• Get feedback. Ask Which words did you replace? What
descriptive language did you use?
EXTENSION: Students exchange reviews with a partner.
They underline any sentences where they think their
partner could add more description.
©
EASIER: Do the exercise as a class. Elicit the language
in the paragraph which should be replaced, then
brainstorm descriptive language to replace it (e.g. It’s
got a nice lake → There’s an absolutely stunning lake …).
SAMPLE COPY, NOT FOR DISTRIBUTION
146
impact (v): to affect or influence
initiative (n): an action that is intended to solve a
problem
litter (n): rubbish that people drop, e.g. food wrappers,
plastic bottles
network (n): the group of people that are around you or
in your life
role model (n): someone whose behaviour is
considered to be a good example for people to copy
poverty (n): a situation when someone does not have
enough money to pay for their basic needs
scale (n): the size of something compared to something
else (on a small scale = in a small way)
1
Project 1
• In small groups, students brainstorm some activities
they could offer younger children that they would
enjoy, then discuss how they can use their own talents
and experiences to contribute to the activities.
• Students choose the top activity, then present their
ideas to the class. They can choose how they want to
share their ideas (e.g. slideshow, poster).
• Remind them to use the Useful Language.
• Students who are watching the presentation say
which activity idea they like the best and explain their
reasons.
Project 2
• Students think of someone who has helped
contribute towards a local or global problem. If they
cannot think of anyone, they can research someone
online.
• Once they have chosen someone, they make a poster
about the things the person has done.
• Their poster should include who the person is, where
they are from, what they did, and what issue they
helped with. Encourage them to use illustrations
or images on their poster. Remind them to use the
Useful Language.
• Students could share their work with a partner or in
small groups.
eo
gr
ap
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• Introduce the topic of the lesson. Ask What do you think
‘social responsibility’ means? (when people have a duty
to act in the best interests of their environment and
society).
• Students discuss the saying.
• Get feedback. Students explain their answers (It means
that we are responsible for making the world into the
place we want to live in.).
our
y
• In groups, students read through and
t
projec
choose a project. Project 1 is group
work and involves thinking of after-school
activities for younger children, while Project 2
is individual work and involves making a poster about
someone who has made an impact.
g
Useful vocabulary
• In pairs, students discuss the questions.
• Get feedback. Acknowledge that things we do for
people or at home can sometimes depend on our
culture.
Le
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social responsibility; thinking about others
5
ic
Live well, study well page 136
2
• Students read the information and answer the question.
They then share their answers with a partner.
• Get feedback. Ask Which of the things in the text could
you do to be more socially responsible?
lG
EXTENSION: In small groups, students think of one
more way of being socially responsible to add under
each heading (e.g. with friends and family: check in with
them more and ask if they need anything; globally: find a
cause I feel passionate about and find out what I can do
to contribute). Get feedback.
na
3
• Students discuss the questions in pairs. Get feedback.
4
©
N
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• Read out the first paragraph of the Mind your Mind
information. Elicit the meaning of network (see Useful
vocabulary). Ask Who’s in your network?
• Choose one or two students to read the rest of the Mind
your Mind information to the class.
• Students think about the exercise questions, then
compare their ideas with a partner.
• Get feedback.
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147
Review
page 159
ANSWERS: VOCABULARY
1
1 high-rise
2 vibrant
3 car-free
4 run-down
5 neglected
6 congestion
2
1 up
2 down
3 up
1 housing development
2 inner city
3 centrally located
4 urban renewal
5 town planning
ANSWERS: GRAMMAR
4
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ap
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5
1 due
2 Although
3 despite
6
2a
4 because
5 account
6 spite
3d
4b
©
N
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1c
ic
1 look it up
2 depending on you
3 carry out the necessary repairs
4 came across this article
5 get off the train
Le
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3
g
4 off
5 for
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148
xxxxxx
Talking
points
12
x
The article mentions sending smoke signals, telling
stories through songs, written language, printing press,
emojis, Egyptian hieroglyphics, eye contact, hand
gestures, facial expressions, body posture, email, social
media post, text messages.
3
• Go through the Exam Tip.
eo
gr
ap
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In the photo
Three men play chess in a café while drinking coffee in
Buenos Aires, Argentina. They have a chess clock on the
table, so they can keep track of the time it takes each
player to take their turn. Buenos Aires is the capital of
Argentina, on the southeastern coast of South America.
1
• Students look at the photo and discuss the questions in
pairs.
• Get feedback. Ask them to say what activities they often
do with friends, and what online platforms they use to
communicate with their friends.
2
• In pairs, students discuss the questions. Get feedback.
lG
EASIER: Before the exercise, elicit the meaning of
controversial (subjects or opinions people disagree about
or disapprove of) and conflicting (different or opposing).
at
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EXTENSION: In pairs, students discuss these questions:
• If you and a friend disagree on something, what do
you usually do to resolve it?
• What other ways might someone resolve a conflict
with a friend?
Reading pages 138–139
recognising synonyms; matching ten sentences
N
1
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ANSWERS
page 137
ic
Unit Opener
Grammar: gradable and non-gradable adjectives;
so and such, too and enough
Use your collocations related to speech;
English:
phrasal verbs with talk; idioms;
keeping a vocabulary notebook;
multiple-choice cloze
Writing: communication; giving examples and
reasons; achieving the best scores;
writing a discursive essay
Video:
Detroit’s urban beekeepers
Le
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Reading:recognising synonyms; matching
ten sentences
Vocabulary: communication
Grammar:modifying comparatives and
superlatives
Listening:preparation for listening;
multiple-choice with one interview
Speaking:studying English; making a good
impression; interview
page 137
©
• In pairs, students discuss the questions.
• Get feedback. Elicit the meaning of gesture (a movement
that communicates a feeling or instruction) and model
the pronunciation /ˈdʒestʃə(r)/.
2
• In pairs, students complete the exercise. Get feedback.
EASIER: Brainstorm ideas as a class, (e.g. sign language,
body language, facial expressions, gestures, music, art).
Students read the article to check their ideas.
Exam TIP
Recognising synonyms
• Ask Should you choose an answer based on a word
appearing in both the text and answer option? (no).
• Use sentence 5 in the Exam Task as an example.
Elicit the key words in sentence 5 (knowledge, words,
speak, language). Ask Which paragraphs mention
languages? (A, E). What does A say about languages?
(how many languages are in existence) What does E
say about language? (speaking a language is more
than translating the words).
• Students do the exercise, then compare their answers in
pairs. Get feedback.
SUGGESTED ANSWERS
1 … isn’t possible to multitask effectively: at the same
time, simultaneously, (C)
2 … connections, essential: a basic need to
communicate (A)
3 … don’t have to witness, results of actions: … rather
than having to deal with the other person’s reaction
face-to-face (D)
4 … ways, convey meaning haven’t altered: remain,
forms of communication (A)
5 … need more than, knowledge, words, speak,
language: … much more than translating the words (E)
6 Etiquette, communication, isn’t the same: … socially
acceptable (C)
7 … do, more important, say: 70%, communication,
non-verbal (B)
8 Technology, broadened opportunities, communicate:
see … on screens, talk, thousands of miles away (B)
9 Communication, third party, not as effective as person
to person: meaningful, speak directly (E)
10 … written messages, making us less empathetic:
care less about other people’s emotions (D)
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149
4
• Students find the words and phrases in the article and
choose the definitions, then compare their answers in
pairs.
• Get feedback. Students say where they found their
answers.
EASIER: Do the first item as a class. Students do the
remaining items in pairs.
1 essentially
2 comparable to
3 complicated
4 advantage
5 how we stand or sit
6 something that stops
you from concentrating
7 end
8 understanding of
word focus
• In pairs, students work out the meaning of the words in
bold, then use a dictionary to check their ideas.
5 12.1
Exam TASK
eo
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Matching ten sentences
• Students complete the Exam Task.
• Play the recording. Students listen and read again to
check their answers.
• Ask Did it help to look for synonyms and paraphrases
in the text?
ANSWERS
3D
4A
12.1
lG
EXTENSION: In small groups, students discuss if they
agree or disagree with sentences 1, 2, 5, 7, 8 and 10.
Get feedback.
1C 2A
EXTENSION: In pairs, students discuss conventions in
their country that may be different from conventions
elsewhere. They discuss what tone of voice would be
considered friendly or rude, the different ways people
are addressed (e.g. older people) and gestures for
greeting people. They say what could be difficult for
people visiting their country.
ic
ANSWERS
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FAST FINISHERS: Students write their own personal
sentences about communication using the words.
• In this extension exercise, student discuss social
conventions in their own culture and potential areas
of difficulty for visitors to their country. This will help
students in intercultural interactions.
• If the class includes students from different cultural
backgrounds, mix students up so they work with
people from a different culture. This will involve
additional mediation skills as they discuss differences
and similarities in their cultures. Remind them to be
open to different perspectives.
• This mediation skill can be practised whenever
students use reading or listening material about
different cultures. Make the most of these opportunities
to encourage them to be open and accepting of
differences in attitudes and behaviour.
• In any discussion, being sensitive to other people’s
views and ideas will also contribute to this mediation
skill.
5E
6C
7B
8B 9E
10 D
na
As reading text on page 139.
your
ideas
Intercultural communication means to successfully
communicate with people from different cultures and
backgrounds.
2
• Students complete the exercise, then compare their
answers in pairs.
• Get feedback. Explain that articulate is also a verb, and
that the verb /ɑː(r)ˈtɪkjʊleɪt/ is pronounced differently to
the adjective /ɑː(r)ˈtɪkjʊlət/.
EXTENSION: Ask questions to check understanding,
e.g. If I communicate in sign language, what type
of communication do I use? (non-verbal), If I give an
opinion which I know many people disagree with, what is
it? (controversial).
ANSWERS
at
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• In pairs, students discuss the questions.
• Get feedback. Ask them to say what form of
communication they think they use the most.
SUGGESTED ANSWER
1 convention
2 understanding
3 non-verbal
4 expectations
5 impression
Vocabulary page 140
N
communication
1
©
• Students discuss the question in pairs, then check their
answers in the text.
• Get feedback. Ask Do you agree with the ideas in the
text? Why? / Why not?
MEDIATION SKILLS
• Facilitating pluricutural space is mediation. The text in
Exercise 1 focuses on the importance of understanding
and appreciating different body language, gestures and
ways of communicating in different cultures, and how
these could result in misunderstandings or cause offence.
6 articulate
7 tone
8 gestures
9 convey
10 controversial
3
• In pairs, students complete the exercise.
• Get feedback. Explain that challenge can be both a noun
and a verb.
FAST FINISHERS: Students write the form for each word
(verb: relent, submit, contradict, challenge, provoke,
concede, settle, object, resolve; adjective: hostile,
open-minded, inflexible; noun: agreement, consensus,
confrontation, challenge).
SAMPLE COPY, NOT FOR DISTRIBUTION
150
12.2
EXTENSION: In pairs, students discuss these questions:
• Do you enjoy confrontation or do you prefer to avoid
it? Why?
• If someone says something that you strongly disagree
with, would you object or keep your opinions to
yourself? Why?
• Do you consider yourself an open-minded person?
Why? / Why not?
I: What did you think of yesterday’s debate, Marie?
M:Well, I couldn’t believe how hostile some of the
people in the audience were. They asked some really
tough questions.
I:Yeah, but that’s fair enough, isn’t it? I mean, the
speakers defended their ideas really well, and they
must be used to people objecting to their opinions.
M:Do you think they managed to persuade anyone
to reconsider their views, though? It’s a very
controversial topic, after all.
I:Hmm, no, probably not. I don’t like to generalise,
but I think most people came to that debate with
their minds already made up one way or another.
They wanted to hear the arguments that confirmed
their point of view, and then they got annoyed when
the other side challenged it.
ANSWERS
FAST FINISHERS: Students write four sentences using
words they didn’t choose.
ANSWERS
1 object
2 contradict
3 resolve
4 consensus
5 challenge
6 open-minded
5
lG
• Students complete the text, then compare their answers
in pairs.
• Get feedback. Ask students to say why communication
skills are important in a school environment.
at
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1 convey
2 impression
3 articulate
4 non-verbal
na
EASIER: Before the exercise, students identify the form
of each word (noun, verb, etc.), then complete the text
in pairs.
ANSWERS
5 resolve
6 challenge
7 confrontation
8 consensus
6 12.2
©
N
• Explain that students are going to listen to a
conversation between two people speaking about a
language-learning debate.
• Play the recording. Students choose the words, then
compare their answers in pairs. Get feedback.
ANSWERS
1 defending
2 objecting to
3 generalising
Grammar page 141
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EXTENSION: In pairs, students discuss sentence 5. They
say if they agree or disagree and discuss ways in which
people can challenge their own views.
Le
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• Students complete the exercise, then compare their
answers in pairs. Get feedback.
your
• In pairs, students discuss the question.
ideas
• Get feedback. Ask students to say what topics
they would be interested in seeing debated
and which topics they would feel passionate about
debating.
ic
4
g
1 confrontation (a negative word, meaning when
people argue)
2 contradict (say someone is wrong: the others mean to
accept defeat)
3 concede (give in or accept something is true)
4 object (be opposed to something)
5 open-minded (willing to consider new ideas)
4 confirm
5 persuade
6 reconsider
modifying comparatives and superlatives
GRAMMAR GUIDE: modifying comparatives and
superlatives
• We can make comparatives stronger or weaker by
adding certain words. Much, far, a lot, significantly,
considerably and way make the meaning stronger.
Slightly, a bit and a little make the meaning weaker.
The museum was far more crowded than I thought
it would be.
• We can make superlatives stronger by adding easily,
by far and by a long way. These phrases can be
added either before or after the superlative.
This is easily the biggest dessert I’ve ever had.
This is the biggest resort I’ve ever been to, by far.
1
• Students read the sentences and blog post, then do the
exercise.
• They compare their answers in pairs. Get feedback.
EASIER: Before the exercise, review comparative and
superlative structures in the Grammar reference on page
178. Ask questions to elicit what students know.
FAST FINISHERS: Students write the correct answers for
the false statements (see Answers).
TEACHING TIP: Both students and first language users
of English can find fewer and less confusing. Fewer
is used with countable nouns (e.g. buildings, people,
problems) and less is used with uncountable nouns (e.g.
time, effort, energy).
SAMPLE COPY, NOT FOR DISTRIBUTION
151
• Students complete the rules, then compare their answers
in pairs. They refer to the sentences in Exercise 1. Get
feedback.
EXTENSION: Write these words on the board:
sleep, exercise, homework, time, energy, food.
Students write personal sentences using the words and
modifying comparatives and superlatives (e.g. I have
considerably more homework to do this week than last
week.).
ANSWERS
1 comparative
2 superlative
3 comparative
3
EXTENSION: In pairs, students say whether they agree
or disagree with sentences 3 and 4 and explain why.
ANSWERS
lG
1 by far the most open-minded
2 to be slightly more interesting
3 Easily the most exciting thing that can happen
4 is considerably more difficult
GRAMMAR GUIDE: modifying comparisons with
as … as
N
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We can also modify comparisons using as + adjective /
adverb + as or not as / so ... as.
• We use quite as … as or just as … as to show that
two things are very similar or identical.
This restaurant is just as lovely as you said it would
be.
• We use not quite as … as, nearly as … as or almost
as … as to show there are slight differences between
two things or people.
Your presentation was almost as / nearly as good
as mine!
• We use nowhere near as … as, nothing like as … as
or not nearly as … as to emphasise differences.
This place is nowhere near as modern as it
looked in the photos.
We use as much … as with uncountable nouns, and as
many … as with countable nouns to compare amounts
or quantities.
I don’t make as much money in my new job as in my
old one.
There aren’t as many people here as last time.
©
EXTENSION: Ask questions to check students’
understanding (e.g. In sentence 1, does she think she’s
more tolerant than she actually is? (yes), In sentence 2, is
the new phone easier to use? (no)).
ANSWERS
a just as … as
b as much as, as many as
c not quite as
d nowhere near
5 12.3
• Students look at the example in 1. Explain there is more
than one possible answer for each sentence.
• In pairs, students take turns to make sentences.
• Play the recording for students to check their answers.
• Get feedback. Ask Did you make the same sentences as
you heard in the recording?
FAST FINISHERS: Students write two sentences – one
comparing two books they’ve read, and one about two
family members – using comparative or superlative
structures.
eo
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ap
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• Students complete the sentences, then compare their
answers in pairs. Get feedback.
• Students complete the rules, then check their answers in
pairs. Get feedback.
g
2
4
Le
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1T
2 F (The writer expected more people: There were far
fewer people than I had expected.)
3 F (They are only slightly cheaper: the tickets were
slightly more expensive than similar events)
4T
5T
ic
ANSWERS
ANSWERS
2He isn’t quite as articulate as his sister. / He is almost
as articulate as his sister. / He is nearly as articulate as
his sister.
3The scientist’s book was quite as amazing as the
philosopher’s book. / The scientist’s book was just as
amazing as the philosopher’s book.
4This film is a lot / considerably / far / way scarier than
the one we saw last week.
5Jan is by far / easily the most talkative of the three
sisters. / Jan is the most talkative of the three sisters
by a long way.
12.3
1This essay is nowhere near as controversial as your
last essay.
This essay isn’t nearly as controversial as your last
essay.
2 He isn’t quite as articulate as his sister.
He’s almost as articulate as his sister.
He’s nearly as articulate as his sister.
3The scientist’s book was quite as amazing as the
philosopher’s book.
The scientist’s book was just as amazing as the
philosopher’s book.
4This film is a lot scarier than the one we saw last week.
This film is considerably scarier than the one we saw
last week.
5 Jan is by far the most talkative of the three sisters.
Jan is the most talkative of the three sisters by a long
way.
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152
preparation for listening; multiple choice with one
interview
1
• In pairs, students read the definition, then discuss the
questions.
• Get feedback. Elicit the stress (polyglot).
EXTENSION: Ask What is a person called if they speak
two languages? (bilingual).
FAST FINISHERS: Students make a list of other ways
they think someone can become fluent in a language
(e.g. live in the country that speaks the particular
language, watch films / TV in that language).
2 12.4
EASIER: Before listening, elicit the meanings of the
words.
ANSWERS
1d 2b 3a 4c
12.4
na
lG
Speaker 1
I do know what you mean, it’s really tough trying to
speak on the phone in another language. I think it’s
because you can’t see the other speaker, so you don’t
get any clues from the body language. You’ll probably
get more confident if you keep practising, though.
at
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Speaker 2
Look, I’m impressed with your conviction. It’s great that
you feel so optimistic about it. But I just can’t quite see
how you’ll be able to pass this exam in a month’s time
when you’ve missed so many lessons.
N
Speaker 3
I’ve put so much work into this and I’m definitely not
going to give up, but sometimes it just feels as if I’m
not making any progress at all in my language learning,
however hard I try.
©
Speaker 4
Sure, I understand that others may think we’re crazy to
think of moving there when we don’t even speak the
language, but there is very little doubt in my mind that
we’re doing the right thing.
3
• Students read the questions and underline the key
words.
• They compare their answers in pairs. Get feedback.
4 12.5
Exam TASK
Multiple choice with one interview
• Play the recording. Remind students they will hear the
interview twice.
• Students complete the Exam Task.
• Get feedback.
eo
gr
ap
h
• Play the recording. Students do the matching exercise,
then check their answers in pairs.
• Get feedback. Ask students to explain their answers.
Preparation for listening
• Explain that this task is usually the longest part of a
listening exam. It is important for students to follow
the development of the interview or discussion and
recognise when the speaker moves onto a different
point.
• As there will only be a few seconds before the
recording starts, students should focus on the
question stems to help them know what to listen for.
• They can check and confirm their answers the second
time they listen.
g
Listening page 142
Exam TIP
Le
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your
ideas
ic
• In pairs, students discuss the question.
• Get feedback. Ask them to repeat the
exercise for a TV show or series they’ve
watched, and a song they’ve heard.
• Go through the Exam Tip.
MEDIATION SKILLS
• Processing text in writing is mediation.
• In this extension exercise, students listen to the
speakers and decide how they feel or what their
attitude is towards learning languages. Then they
write the speakers’ opinions in their own words, using
evidence from the recording.
• Students can be given further practice of this skill by
asking them to explain, in writing, arguments, opinions
or points of views expressed in written texts or spoken
recordings.
EXTENSION: Play the recording again. Students listen
and take notes, then write an overview of the speakers’
opinions from the recording, using their own words.
Alternatively, give this task for homework by giving
students a copy of the audioscript to use instead of
listening.
ANSWERS
1A 2C 3B
4C 5D
6C
12.5
N:You will hear an interview in which two polyglots,
Hanna and Lucas, are talking about learning
languages. For questions 1–6, choose the answer
(A, B, C or D) which fits best according to what you
hear.
I:In today’s podcast I’m going to be talking to two
polyglots who, I hope, are going to share with us
their top tips for learning a new language. Welcome,
Hanna Larsen and Lucas Cho! Lucas, let’s turn to you
first. Many people believe that you can only really be
fluent in a language if you learn it as a child. Would
you agree?
L:No, I wouldn’t. If you look at the statistics, it’s true
that there is an advantage to starting to learn a
SAMPLE COPY, NOT FOR DISTRIBUTION
153
ic
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very basic level, because they’re not challenging
themselves to go out there and communicate with
other people. Equally, I know people who’ve never
even left their home town, let alone their country of
birth, and yet have managed to achieve fluency in
several other languages.
I:OK, now I have a fairly controversial question for
you both. Why should we bother to learn languages
today? After all, with translation apps, maybe we can
just let the technology do the work?
L:Well, if you don’t want to learn a language, then fair
enough, an app can be very handy. But if you visit a
country and you make an effort to speak to people
from that country in their native language, they will
appreciate that. They will recognise the effort you
are making. When I think of the friendships I’ve
made across the world, I’m so glad that I’ve made
the effort to learn these different languages.
H:I couldn’t agree more. Apps have their place and
they can be incredibly useful. But I genuinely believe
that the sense of achievement that you get from
learning a new language and communicating with
others using that language is worth all the time and
hard work.
I:Well, thank you both so much for coming along
today, and good luck with the next language you
decide to learn!
L: Dzie̜kuje̜!
H: Arigatō gozaimashita.
N: Now listen again.
©
N
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language earlier in life. However, there are plenty
of late learners who do manage to achieve fluency.
Really, it’s about how much time you’re prepared
to put into it. The key thing about learning a new
language is to do a little practice every single day.
Twenty minutes of practice a day is far more effective
than putting in one three-hour session a week. And
you don’t have to be sitting at your desk to practise.
Listen to an audio course while you’re travelling to
work or college; practise speaking out loud as you
prepare your dinner; run through some flashcards
while you’re lying in the bath.
I: Hanna, what are your thoughts?
H:Oh, I’m with Lucas there, a hundred per cent. They
say practice makes perfect for a reason. But, at the
same time, I would stress that perhaps the most
powerful tool in your language toolkit is motivation.
Language learning should be fun and exciting so
that you look forward to your practice sessions. If
you’re not enjoying the process, think about using
a different book or app. Remember that different
people enjoy learning in different ways, so what
might be fun for one person isn’t necessarily so
for another. The other thing is to set yourself some
achievable targets. I want to speak Mandarin
fluently, for example, isn’t realistic. But, I want to
learn fifty new words by the end of this week, is.
When you achieve your goals, you feel good about
the experience and you want to carry on learning.
That’s a powerful way to keep your motivation going.
I:Now, one thing that I hear all the time from
language learners is that they get to a certain level
and then they get stuck. Achieving fluency seems to
be a real barrier. Lucas – any advice?
L:Once you’re at upper-intermediate level, you
should really be using not just textbooks or online
courses but also authentic material – material that’s
aimed at people who speak that language as their
first language. This is where it really does get fun,
because you can start to choose the topics that
appeal to you. I’m not particularly interested in
sport, for example, so I’m unlikely to want to read
a long article about a football match. On the other
hand, I love music, so I’ll be far more likely to make
an effort to understand a blog about my favourite
band or the lyrics of a song that I love. So listen to
podcasts and radio programmes, watch films, TV
shows and documentaries, and you should get to
the point where you’re not consciously translating
what you’re reading or listening to into your first
language, you’re simply understanding it. That’s the
moment when you can start to achieve fluency.
I:Lucas, you’ve spoken about the passive elements of
the language – reading and listening. Hanna, what
about speaking the language?
H:Well, the best way to get better at speaking a
language … is to speak it! I know that sounds
obvious, but I’m also aware that it can be quite
scary at first. However, you really have to be brave
sometimes. And now that we have video calls, it’s
never been easier to practise speaking to people
who speak the language that you’re learning.
You don’t have to live in the country to become
fluent. I know people who have been living abroad
for years and still haven’t progressed beyond a
• In pairs, students discuss the questions.
• Get feedback. Ask What other languages
would you like to learn? Why?
your
ideas
Speaking page 143
studying English; making a good impression; interview
1 12.6
• Play the recording. Students discuss the questions in
pairs. Get feedback.
EASIER: After listening, elicit how someone can sound
interested and engaged in a conversation (e.g. by using
positive adjectives or phrases, by using a lively tone of
voice, varying intonation).
EXTENSION: Brainstorm things students enjoy about
learning English.
ANSWERS
1 Student A: they use varied intonation which sounds
lively and interested and they develop their answer.
2 Student B: their speech is very flat and they use basic,
repetitive language.
12.6
E: What do you enjoy most about studying English?
Student A: I love the fact that studying English has
allowed me to talk to so many people from different
countries. I really enjoy speaking English and I do like
having lots of opportunities to practise it … both in the
classroom and at home. I’m also quite passionate about
SAMPLE COPY, NOT FOR DISTRIBUTION
154
• Play the recording again. Students do the exercise, then
discuss the questions in pairs.
• Get feedback. Ask Why shouldn’t you repeat the same
words? (to show you have a range of vocabulary and to
sound more interesting to the listener).
• Explain that like and love are low-level words, and
that students should use more advanced words and
more descriptive language. Students look at the Useful
Language and tick any phrases they’d like to use.
ANSWERS
Student A: 1, 2, 3, 4, 5
Student B: 2, 3
3
• Students answer the question in pairs.
• Get feedback. Ask What did your partner do to sound
interested and engaged? What language did they use?
4 12.7
• Go through the Exam Tip.
lG
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Making a good impression
• Ask What are some ways of making a good
impression the first time you meet someone? Elicit
ideas such as making eye contact, smiling, being
engaged and interested in what they’re saying, using
gestures. Explain that these things are also important
in an exam.
• The examiner will ask students questions about
themselves, and they should respond promptly, with
spontaneous and complete answers – never with just
one or two words. Remind students that if a question
is difficult, it’s OK to hesitate, but they should try to
say as much as they can.
• Write the following question on the board: What do
you like doing in your free time? Elicit some complete
responses.
• Remind students that using a variety of tenses
and a wide range of vocabulary will create a good
impression on the examiner.
N
1How do you think English will be useful for you in the
future?
2Is travelling to a different country the best way to
learn a language?
3 What do you think is your greatest achievement?
4What was the most important thing you learned at
school?
5Who do you listen to more, your friends or your
family?
6Who in your family has the biggest influence on you?
• In pairs, students discuss the questions.
• Get feedback. Ask students to say if they’ve
ever watched or listened to an interesting
interview and who or what it was about.
your
ideas
Grammar page 144
Gradable and non-gradable adjectives
Exam TIP
©
12.7
eo
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ap
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EXTENSION: Brainstorm different ways to talk about
things you like, (e.g. be keen on, be passionate about,
entertaining, interesting, fascinating).
EXTENSION: After the task, elicit answers to the
questions from different students in the class. The rest of
the class listens and gives feedback.
g
2 12.6
Interview
• Put students into A / B pairs. Play the recording.
• Students take turns to answer the questions.
• When students are listening to their partner, they
should think about each point, then give feedback.
• Get feedback. Ask What did your partner do well?
What could they improve?
Le
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n
Student B: There are lots of things I enjoy about studying
English. For example, I enjoy reading books and
newspapers in English and I also like the fact that I can
watch English films and TV programmes and understand
them easily. Another thing I like about studying English is
that I can learn the lyrics to English songs and sing them,
because I enjoy playing the guitar and singing.
Exam TASK
ic
reading, and although I don’t really read whole books
in English, I get a lot of pleasure from reading online
articles.
GRAMMAR GUIDE: gradable and non-gradable
adjectives
Adjectives can be categorised as either gradable or
non-gradable.
Gradable adjectives
• Gradable adjectives can vary in intensity and can be
used with modifiers such as a little, extremely, terribly,
so, fairly, very, etc.
The students were being extremely noisy.
• They have comparative and superlative forms.
The starter was tastier than the main course.
Non-gradable adjectives
• Non-gradable adjectives cannot vary in intensity.
They are often used alone.
I’m exhausted.
Her communication skills were excellent.
• They can be used with non-grading adverbs such as
absolutely, completely, utterly and totally.
We felt completely overwhelmed.
SAMPLE COPY, NOT FOR DISTRIBUTION
155
EASIER: Do the first two words as a class. Ask What
words come before ‘interesting’? (much more). So is
it gradable or non-gradable? (gradable) What about
‘stunning’? (used with absolutely, non-gradable).
ANSWERS
Gradable: interesting, good, successful
Non-gradable: stunning, magnificent, hilarious
2
TEACHING TIP: Use the grammar notes above to point
out that quite is most commonly used with gradable
adjectives, but it can also be used with non-gradable
adjectives. When it is used with non-gradable adjectives,
it has a very different meaning (e.g. quite exceptional =
absolutely exceptional).
ANSWERS
3
3 can’t
4 can’t
lG
1 can
2 can
na
• Students complete the text, then compare their answers
in pairs.
• Get feedback. They say which adjectives they didn’t use.
at
io
EASIER: Before the exercise, students discuss, in pairs,
which adjectives are gradable and which are nongradable. They then do the exercise in pairs.
N
FAST FINISHERS: Students write four personalised
sentences using the gradable and non-gradable
adjectives.
©
ANSWERS
1 small
2 surprised
3 vast
4 terrified
5 good
6 invaluable
so and such, too and enough
GRAMMAR GUIDE: so and such, too and enough
so and such
We use so and such to communicate emphasis. They
are stronger than very. We use so with adjectives or
adverbs, and such with nouns.
• We can use so + adjective or adverb, or with a
determiner (much / many / few / little).
His answers were so well developed.
There is so much time to do the project, we don’t
need to start now.
• We can use such (+ adjective) + noun.
He’s such a great person.
• We can also use so and such with a that-clause to
describe the characteristics that led to a particular
result.
We were both so busy that we couldn’t meet up.
We had such a nice time that we decided to go
again.
eo
gr
ap
h
• Students complete the rules, then check their answers in
pairs.
• Get feedback. Explain that really is very common in
spoken English.
g
• Students read the description and do the exercise, then
check their answers in pairs. Get feedback.
Le
ar
ni
n
1
EXTENSION: Write these sentences on the board.
Students find four mistakes and give reasons for their
answers.
1 The presentation was very brilliant. (brilliant is a nongradable adjective and cannot be used with very)
2 The price of the course was absolutely expensive.
(absolutely is used with non-gradable adjectives)
3 It was a slightly fantastic discussion. (fantastic is a
non-gradable adjective and cannot be used with
slightly)
4 At our first meeting, I was quite impressed by the
candidate. (correct)
5 His controversial opinion made me completely angry.
(completely is used with non-gradable adjectives)
ic
The modifiers really, fairly and pretty can be used with
both gradable and non-gradable adjectives.
We’re pretty pleased with our results.
Your new house looks really fantastic.
The word quite is usually used with gradable adjectives.
When it is used with non-gradable adjectives, it means
absolutely. However, this use is formal.
The weather was quite nice today. (= fairly nice)
I’m sure you’re quite wrong. (= very wrong)
too and enough
• We use too + adjective / adverb or too + much /
many + noun to communicate excess, or the idea
that we have more of something than is necessary.
The festival was too expensive.
You’ve put too much sugar in my coffee.
• We use adjective / adverb + enough or enough
+ noun to say that we have the right amount of
something. Not enough means that we have less
than we need.
It’s warm enough to sit outside.
I don’t have enough time to come with you.
• Structures with too and enough are often followed by
to + infinitive.
I’m too tired to go out tonight.
We have enough petrol to last the journey.
SAMPLE COPY, NOT FOR DISTRIBUTION
156
4
Phrasal verbs with talk
EXTENSION: Students write three or four sentences
about one of the following topics. They should include at
least one example each of so, such, too and enough.
• a presentation they’ve given or seen
• communicating with someone by message or email
• communicating with someone who speaks a different
language
• Students complete the sentences, then compare their
answers in pairs. Get feedback.
EXTENSION: In pairs, students discuss the meanings of
the phrasal verbs (1 to discuss something thoroughly;
2 to convince someone not to do something; 3 to reply
quickly and rudely; 4 to persuade; 5 to talk continuously
without allowing the other person to respond; 6 a
phrase used to introduce a new but connected topic of
conversation).
g
EASIER: Choose students to read the sentences aloud.
Ask what words are used after so and such (1 so + many;
2 such + adjective + noun; 3 so + adverb; 4 so + little).
Students complete the rules in pairs.
2
TEACHING TIP: When students learn new words,
encourage them to write them in the infinitive. This will
help keep their notes consistent.
ANSWERS
ANSWERS
c too
d enough
1 over
2 out
3 back
5
• Students look at the photo and say what they think the
text is going to be about.
• They complete the text, then compare their answers in
pairs. Get feedback.
ANSWERS
1 such
2 so
3 such
4 so
5 so
6 so
7 too
8 enough
9 such
lG
Use your English page 145
Collocations related to speech
na
1
at
io
• Students do the exercise, then check their answers in
pairs.
• Get feedback. Point out that you can also give a speech.
N
EXTENSION: Ask Have you ever:
• given a speech?
• conducted a debate?
• given a presentation?
Students explain their answers.
ANSWERS
©
1 deliver
2 make
3 conduct
3
• In pairs, students do the exercise. Get feedback.
eo
gr
ap
h
EXTENSION: For homework, students write about a
teacher they used to have or something they enjoyed at
school when they were younger. They should include so,
such, too and enough. Students bring their text to the
next lesson to share in small groups.
Idioms
4 round
5 at
6 of
ic
a so
b such
Le
ar
ni
n
• Students read the sentences and complete the rules,
then compare their answers in pairs. Get feedback.
4 have
5 give
6 hold
EXTENSION: Give students one minute to memorise
the idioms and their meanings. Then tell them to close
their books. In pairs, students write down as many
idioms and their meanings as they can remember. The
first pair to write down all five correctly is the winner.
ANSWERS
1a
2b 3b 4a 5a
4
• Go through the Exam Tip.
Exam TIP
Keeping a vocabulary notebook
• Remind students that before the exam, they should
revise their notes and the vocabulary they have been
writing down throughout the course.
• For the multiple-choice cloze task, students should
revise fixed expressions and patterns such as verbs
followed by certain prepositions and verbs followed
by an -ing form or an infinitive.
• Remind students that in this type of task, all the
options are designed to be similar, but only one will
be grammatically correct and make sense in the text.
• Students discuss their ideas in pairs.
• Get feedback. Elicit any other suggestions (e.g. have
a special page for collocations, one for phrasal verbs
and one for idioms; write words with the same word
form together; use colour coding or spider diagrams;
write example sentences). Ask Will you use any of these
suggestions to organise your own vocabulary notebook?
SAMPLE COPY, NOT FOR DISTRIBUTION
157
5
2
• Go through the Exam Tip.
EXTENSION 2: In pairs, students discuss these
questions:
• In what situations do people make small talk?
• When you have a problem, do you find it helpful to
talk it over with friends or family?
• Have you had second thoughts about anything
recently? If so, what was it?
• Do you think you’re quite set in your ways, or are you
interested in trying new things?
ANSWERS
2A
3C
4D
5A
Writing pages 146–147
6D
7C
8C
eo
gr
ap
h
1C
Achieving the best scores
• Ask What do you think examiners are looking for
when they mark your writing? Get feedback. Students
look at the Exam Tip box to check their ideas. Check
understanding of the different categories by asking
questions, e.g. What are you being marked on in
‘language’?
• Content: this means how well students have
completed the task and whether they’ve done what
they were asked to do.
• Communicative achievement: examiners will be
looking to see if students have used the appropriate
tone (e.g. a formal or informal register), if the writing
is appropriate for the task and if students’ ideas are
clearly expressed and hold the reader’s attention.
• Organisation: examiners mark students on their
ability to produce a logical, cohesive and wellstructured essay.
• Language: examiners look at the range of vocabulary,
the grammatical structures used, and the accuracy of
the language students use.
• Each of the four points are marked on a scale of 0–5,
with 0 being the lowest and 5 being the highest.
g
EXTENSION 1: Ask Do you think you’d be a good
public speaker? Why? / Why not?
Exam TIP
Le
ar
ni
n
Multiple-choice cloze
• Students skim the text to get a general idea of what it
is about, then complete the Exam Task.
• They compare their answers in pairs.
• Get feedback. Check comprehension of the incorrect
answers as well as the correct answers.
ic
Exam TASK
communication; giving examples and reasons;
achieving the best scores; writing a discursive essay
• Students read the task and discuss the question in pairs.
They should give marks out of five for each category.
• Get feedback. Ask them to give reasons for their scores.
SUGGESTED ANSWER
Learning FOCUS
N
at
io
na
lG
Giving examples and reasons
• Ask When you state a point of view in an essay, why
is it important to give examples? (to justify your
argument, to persuade the reader of your point, to
show there is evidence or you have experience to
support your claim).
• Remind students that their essay should be well
organised. They should start with an introduction,
then develop their arguments in the subsequent
paragraphs. They should finish their essay with a
conclusion to summarise their points and give their
own opinion.
• Remind students to use a range of expressions to
give reasons and examples to avoid being repetitive.
• It can be useful for students to make a note of the
reasons for their arguments in their plan before they
write their essay.
1
©
• Students read the task and answer the questions. Get
feedback.
EXTENSION: Ask Which two ideas would you include if
you were writing this essay? Why?
ANSWERS
1 Two
2 No; you can, but you should use your own words as
much as possible.
3 Minimum 220, maximum 260
The essay does well on all four criteria, and would be
likely to score 4 or 5 on each point.
3
• Students complete the text, then check their answers in
pairs.
• Get feedback. Students read the Useful Language for
other ways of introducing points and giving examples.
FAST FINISHERS: Students underline each reason or
example given by the writer.
EXTENSION: Ask Do you agree with the points stated in
the text? Why? / Why not?
ANSWERS
1 Having attended
2 There is no doubt that
3 One important factor
4 Similarly
5 Another point
6 On balance
4
Exam TASK
Writing a discursive essay
• Students read the Exam Task then plan their essay.
Their plan should include the main topic for each
paragraph, including reasons and examples and
words and phrases from the Useful Language.
• Students write their essay.
• When they finish, students look at the Exam Tip again
and check their essay.
SAMPLE COPY, NOT FOR DISTRIBUTION
158
5
After you watch
EXTENSION: Students exchange their essay with a
partner and tick the things their partner has included,
using the Reflection Checklist.
EXTENSION: Ask Are you interested in nature? What
aspects of nature are you interested in?
Le
ar
ni
n
• In pairs, students discuss the question.
• Get feedback. Ask What other animals or
things are important to conserve? Why?
6
your
ideas
Detroit is a place of, like, innovators, creatives. It’s a
great place to come and start over again. I think it’s
definitely important for people who belong to that
community to, kind of, help rebuild it.
eo
gr
ap
h
bankruptcy (n): when a person or business cannot pay
what they owe
expose somebody to something (v): to introduce ideas
or activities to somebody so they can learn more about
them
foreclosure (n): taking someone’s property because
they failed to pay the money back that they borrowed
to buy it
leadership (n): the position of being in charge of an
organisation or country
non-profit (adj): describes an organisation that works to
help people rather than making money
pollinate (v): to transfer pollen from one flower to
another so that they produce seeds
pollinator (n): an insect or other animal that transfers
pollen from one flower to another
raw (adj): food which is not cooked
5 educating
6 conservation
7 nature
8 leader
ic
Useful vocabulary
Before you watch
1
lG
• Show the photo and elicit words to describe it. Ask Why
are bees so important?
• In pairs, students complete the exercise. Get feedback.
na
at
io
While you watch
2
• Students complete the summary, then compare their
answers in pairs.
• Play the video again. Students watch and check their
answers. Get feedback.
1 vacant
2 transforming
3 remedies
4 typical
Detroit’s urban beekeepers
1 75%
2 50,000
3 25,000
4 one twelfth
6
ANSWERS
Video page 148
ANSWERS
3
g
• 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.
6
©
N
• Play the video. Tell students not to answer the questions,
but just watch to get a general idea of the topic.
• Play the video again. Students complete the exercise,
then check their answers in pairs. Get feedback.
EASIER: Before watching for the second time, students
read the sentences and check any words they aren’t
sure of.
ANSWERS
1 lost
2 urban farms
3 medicine
4 beekeepers of colour
5 have never seen a honeycomb before
6 didn’t come across many positive role models
During the crisis and during the foreclosure and
bankruptcy of Detroit, a lot of people lost their homes
and moved out. Unfortunately, within our area the city
is not building any new homes. By activating these
vacant spaces and transforming them into urban farms,
or bee farms, we’re able to have vast amounts of fresh
vegetables that our bees and our pollinators can cross
pollinate to provide for the community.
All my life I’ve been born and raised here, in the Motor
City. My grandmother would always create home
remedies whenever me and my brother would get sick.
So when I got sick in December, I went back to those
methods. I came across the power of local raw honey,
from a local store in Ferndale Michigan. When that
worked, it like … it clicked. Like, OK, let’s study more
about this honey and its medicinal properties. Since
we started, it has been the year of the ‘yes’! When
opportunities come, we say ‘yes’, and it has helped us
get to this!
We’re definitely changing the typical stereotypes of
beekeeping, particularly here in America, you typically
don’t see too many beekeepers of colour. By my interest
I’m gonna help inspire others that they can do the same
thing.
It’s important to, um, expose our children to something
they … that I know they’re not familiar with. For one,
we never know where it might take them. A lot of these
children have never even seen a honeycomb before,
and they have very little knowledge of bees, so it feels
great to educate them on the importance of honeybee
conservation.
Growing up as a kid, it wasn’t cool to be into science,
or to keep bees, or to be outside in nature, so we really
didn’t see a lot of those positive figures or people out
there, so I think it’s important for someone like me to be
SAMPLE COPY, NOT FOR DISTRIBUTION
159
in a position of leadership, to inspire other people that
it’s cool to learn about science, it’s cool to give back to
your environment and your community.
Review
page 160
ANSWERS: VOCABULARY
1
1 making
2 give
3 hold
4 conducting
5 have
3
1d
2a
3e
ic
4b
5c
ANSWERS: GRAMMAR
eo
gr
ap
h
4
1 by far
2 easily
3 considerably
4 slightly
5
1 many
2 just
3 absolutely
4 nowhere
5 very
6 nearly
©
N
at
io
na
lG
6
1 so
2 enough
3 such
4 enough
5 so
6 too
7 too
8 such
Le
ar
ni
n
2
g
1 tone, impression
2 understanding, confrontation
3 settle, reconsider
4 articulate, inflexible
5 challenge, object
SAMPLE COPY, NOT FOR DISTRIBUTION
160
Workbook answer key
Unit 1
Exercise 3
Exercise 1
Exercise 4
Exercise 2
1C
2A 3C
4A
5B
Exercise 5
6D
VOCABULARY
Exercise 1
1 detected
2 sensed
3 interpreted
4 identify
5 perceived
4 for
5 always
6 currently
7 still
8 yet
1 are normally
2 ’ve/have been doing
3 ’re/are studying
4 discussed
5 means
6 shows
7 are always smiling
8 have been presenting
9 spoke
USE YOUR ENGLISH
Exercise 2
1 overwhelmed
2 eager
3 emotional
Exercise 1
4 furious
5 ecstatic
3 sensible
4 doubtful
ic
1 caring
2 insensitive
5 careless
6 doubtfully
Exercise 2
Exercise 3
1 on
2 about
3 for
4 with
3 chatty
4 moody
eo
gr
ap
h
1 unconventional
2 optimistic
GRAMMAR 1
5 to
6 with
7 of
Exercise 3
Exercise 1
1 leaves
2 is always reminding
3 are doing
4 looks
5 I’m meeting
6 feels
Exercise 2
1 tastes
2 perceive
3 ’m/am trying
5 ’ve/have been working
6 ’ve/have written
7 have told
8 ’ve/have been trying
na
1 ’ve/have never had
2 ’ve/have always known
3 ’ve/have been having
4 have been feeling
lG
4 live
5 belongs
6 ’s/is always complaining
Exercise 3
1 ✗ – it means you are well informed and prepared
2✓
3 ✗ – it means they are really annoying or boring
4 ✗ – it means they are very rational and practical
5 ✗ – it means you’ve seen or heard this thing too
many times
6 ✗ – it means you’re really happy about something
Exercise 4
That the word fits with the text around it and that it fits
grammatically
Exercise 5
1A 2C
3C 4D 5B 6B 7C
8A
WRITING
at
io
LISTENING
1 recently
2 already
3 hardly ever
Le
ar
ni
n
Because some of the wrong answers may seem to be
correct the first time you read them.
3 recently
4 currently
g
READING
1 lately
2 at the moment
Exercise 1
Exercise 1
overall meaning
1I
2 N/F
Exercise 2
Exercise 2
3I
4 N/F 5 N/F
Possible answers: 2 So sorry to hear that … 4 Hope to
hear from you soon. 5 You’re bound to enjoy it.
GRAMMAR 2
Exercise 3
©
N
1B 2A 3E 4F 5H
6 B 7 F 8 C 9 A 10 D
3
Exercise 1
1 starts
2 until
3 I’ve finished
4 leaves
5 after
6 have
7 I’m sending
8 already
3✓
4 gets
5 have paid
6 have left
How about trying … , you could do worse than … , why
not give … a go?, If I were you, I’d ...
Exercise 5
Exercise 2
1 starts
2✓
Exercise 4
Count the exact number of words
SAMPLE COPY, NOT FOR DISTRIBUTION
161
Exercise 6
Exercise 2
Sample answer:
Hello Nina
Thanks for writing back to me. It’s great that things
are going well for you. I was sorry to hear about your
classmate though. If I were you, I’d try to do something
about it as the longer this goes on, the worse it is for you.
I think you could do worse than talking to your classmate
directly and telling him how you feel about him being
moody so often. That way you could understand if
there’s anything going on that’s making him so moody.
Maybe he’s having a difficult time at home or just
particularly sensitive to what people say at certain times.
By getting to know him better, you could offer some
support or the chance for him to talk to someone. I think
that would be the best way to deal with the situation, so
why not give it a go?
If you think that’s going to be difficult though, how about
trying to interpret your classmate’s moods? Maybe you
could learn to sense when he’s having a bad day and is
likely to be in a bad mood? That would help you avoid
saying certain things that could start an argument, for
example.
Anyway, if I were you, I’d talk to some other classmates
about it to see if they’ve noticed the same thing. If you
can’t get things to change, maybe you could ask the
teacher to move you next to somebody else for a bit.
Don’t worry, I’m sure you’ll sort this out in no time at all.
Keep in touch
Alex
1 lasted
2 had lived
3 had grown
4 had/have ever seen
5 were
READING
lG
Read everything again and find the sentence that exactly
matches the text
Exercise 2
at
io
1 empire
2 aristocrat
3 warrior
na
1 A 2 C 3 D 4 A 5 B 6 C 7 D 8 A 9 B 10 C
Exercise 1
Exercise 1
g
Paraphrases and synonyms of the words and expressions
in the listening
Exercise 2
1 diving classes
2 our past
3 ruins
4 our ancestors
Exercise 1
Le
ar
ni
n
GRAMMAR 2
5 19th/nineteenth century
6 firearms
7 illegal operators
8 breathe correctly
1 had been waiting
2 was doing
3 had been snowing
ic
Exercise 2
1 had been thinking
2 had been working
3 had been living
4 were working
4 had you been living
5 had been worrying
6 was living
5 were attending
6 had been fighting
7 were waiting
8 was hoping
Exercise 3
1 used to belong
2 used to have
3✓
4 There never used to be
5✓
6✓
7✓
8 Did you use to like
Exercise 4
Exercise 1
VOCABULARY
LISTENING
eo
gr
ap
h
UNIT 2
6 had been trying
7 fell
8 has managed
9 have continued
10 have found
4 battlefield
5 sword
USE YOUR ENGLISH
Exercise 2
N
1 rebellion
2 monument
3 contemporary
4 imperial
5 bow
6 demonstration
7 election
8 campaign
©
Exercise 3
1 heritage
2 archives
3 ancestors
4 related
5 descendant
6 labourers
7 generations
8 aristocracy
9 kingdom
10 revolution
11 ruling class
GRAMMAR 1
Exercise 1
1 At
2 being
3 matter
4 take
5 high/about
6 behind
Exercise 2
1 descendant
2 advisor
3 advice
4 investigators
5 discovery
6 exhibitors
7 investigation
8 constructors
9 sensor
10 exhibition
Exercise 3
Think about what kind of word is needed
Exercise 1
1 have just spoken
2 has decided
3 was
4 contacted
1 used to love
2 would usually come/usually used to come
3 was riding
4 had been raining
5 had been walking
6 would often find/often used to find/was often finding
7 was starting
8 were standing
9 had been looking
10 was feeling
5 were
6 have indicated
7 haven’t chosen
8 checked
Exercise 4
1 commonly
2 impressive
3 construction
4 historically
5 archaeologists
6 monarchy
7 Researchers
8 hidden
SAMPLE COPY, NOT FOR DISTRIBUTION
162
WRITING
GRAMMAR 1
Exercise 1
Exercise 1
Sample answer:
1 arrange a weekly language ‘brunch’ with invited
speakers
2 Practise the language and improve fluency by
discussing a film in a relaxed way.
1 will look
2 starts
3 is going to be
4 will work
Exercise 2
1 will have finished
2 ’ll/will be doing
3 will be refurbishing
Exercise 4
Repeating the original ideas
Exercise 5
Exercise 3
1 ’ll/will have been working
2 will be helping
3 ’ll/will have decorated
4 ’ll/will be starting
5 will have come
6 will be moving
LISTENING
Exercise 1
Because this does not automatically mean the option is
correct
Exercise 2
1C
2B 3C
4C 5A
na
lG
eo
gr
ap
h
Sample answer:
The student association has been organising events
throughout the year and we still have a small amount of
the budget provided by the school to spend on an endof-year activity. There has been some discussion about
what would be most appropriate and I would like to
share my opinions on these.
One option would be to visit a local historical site. While
some students may see this as boring, it offers the
chance for students to learn something and to see firsthand something they studied in class. This would help
justify the expense to the school as well.
An alternative would be to organise a games and activity
day where students could take part in outdoor team
games. This would give students the chance to have a
fun day together after the exam period and would be
something to look forward to. Nevertheless, this would
involve quite a lot of organising, especially if we need to
rent equipment and offer prizes.
Having considered both options, I personally feel that
the trip to a historical site would be the better option.
While a games day would probably be more enjoyable
for students, we need to remember that the school
student association was set up to offer after-school
educational and social activities, so it seems a good idea
to organise something linked to both these aspects.
at
io
UNIT 3
READING
Exercise 1
N
pronouns, determiners, linking words or time phrases
Exercise 2
2G
3A
4B
5E
Exercise 1
5 furnished
6 Tenants
7 repayments
8 let
9 mortgage
10 maintaining
4 floor
5 loft
6 décor
7 layout
8 conservation
Exercise 2
1 foundations
2 crane
3 extension
GRAMMAR 2
Exercise 1
1 bound
2 due to
3 on the verge of
4 are to
5 on the point of
6 bound to
Exercise 2
1 are bound to have
2 is due to come out
3 is to speak/is due to speak
4 was on the point/verge of leaving
5 was due to open
6 is bound to cause
Exercise 3
1 will you be spending
2 ’ll/will be staying
3 ’ll/will be helping
4 won’t have finished
5 ‘ll/will have done
6 ’ll/will be taking
7 will you be looking
8 ’ll/will have been studying
USE YOUR ENGLISH
1 close
2 from
3 house
VOCABULARY
1 spacious
2 ensuite
3 refurbished
4 exterior
6B
Exercise 1
6C
©
1D
g
Linking words and expressions: Nevertheless, On the
one hand, On the other hand, While
4 will have arrested
5 ‘ll/will be seeing
6 ‘ll/will have been living
Le
ar
ni
n
Exercise 3
Exercise 2
ic
Students’ own answers
5 runs out
6 Are you going to tell
7 won’t
8 I’m going to visit
4 house
5 make
Exercise 2
1 to
2 up
3 off
4 in
5 away
6 on
7 up
8 down
Exercise 3
Grammatical words and vocabulary items
SAMPLE COPY, NOT FOR DISTRIBUTION
163
VOCABULARY
Exercise 4
1 since
2 most
3 by
7 with
8 capable
Exercise 1
Suggested answers:
1 Introduction
2 Description of host family and accommodation
3 Evaluation of host family and accommodation
4 Recommendations
Exercise 2
1 catwalk
2 zip
3 heel
4 collar
5 flowery
6 cuffs
7 soles
Exercise 2
Exercise 3
Students underline: I found the bus system a bit
confusing and never knew if I had the right ticket; The
programmes were quite difficult to understand and there
were no subtitles to help
1 refund
2 purchase
3 price tag
GRAMMAR 1
Exercise 3
Exercise 1
Le
ar
ni
n
4 bound/likely
5 on
6 put
Who you are writing the report for
Exercise 4
1 to invite
2 being worn
3 had been sold
4 will be refunded
lG
na
at
io
N
©
7 bid
8 debit card
5 to be informed
6 was hearing
7 heard
Exercise 2
1 being shown how to repair
2 are checked
3 being made to wear
4 is thought to be closing
5 must have been created
eo
gr
ap
h
Sample answer:
Introduction
I recently spent three days at Bellevue Hotel and the
main purpose of my report is to check whether the hotel
and its accommodation are up to the standards we
require.
Description of hotel
Bellevue is a 3-star hotel located on the seafront. It is
a family-run hotel and it has been in operation for over
30 years. It has 45 rooms on three floors and a suite on
the top floor. The décor is a little dated and some of
the corridors are a little dark due to brown walls and red
carpets.
Hotel reception and check-in
I arrived on a Saturday morning and there were five
people in front of me waiting to check in. There was only
one person on duty, so I had to wait over 15 minutes to
check in. The person I spoke to on reception was friendly
and politely answered all my questions about my stay.
Rooms
I inspected several rooms and found them all to be bright
and spacious. My room had a terrace overlooking an
internal garden. The main problem with my room was that
I could hear people walking in the corridor and this woke
me up at times. The décor of the room is similar to the
general condition of the hotel and appears a little dated.
Recommendations
Taking the above factors into account, the hotel is
currently not up to the standard of the other hotels we
work with. However, the location is excellent and if the
owners are willing to carry out some refurbishments, we
should consider this hotel as an option for next season.
4 exchange
5 loyalty card
6 browse
g
Exercise 1
5 waterproof
6 beads
7 plain
ic
WRITING
1 buckle
2 lining
3 hood
4 ribbon
Exercise 3
1 are offered
2 must be sold
3 expect to be given
4 should be made
5 being advertised
LISTENING
Exercise 1
The use of certain adjectives
Exercise 2
1C 2C
3B 4A 5D 6A
GRAMMAR 2
Exercise 1
1I 2P 3P 4I 5I 6P
Exercise 2
1 I got my brother to help me with the exercises.
2 I’m having the heels repaired on my favourite boots.
3 Have you got someone to replace the zip yet?
4✓
5 Can’t you have someone buy it for you?
6 They’re having an expert check the real value.
Exercise 3
UNIT 4
READING
Exercise 1
Because they may be expressing different opinions
1 I have had my new earphones stolen.
2 She is going to get a new dress made.
3 I got my brother to drive us to the station.
4 I got a friend to design this poster for me.
5 You should have a specialist check your eyesight
every few years.
Exercise 2
1B
2C
3D 4A
SAMPLE COPY, NOT FOR DISTRIBUTION
164
UNIT 5
USE YOUR ENGLISH
Exercise 1
4 belt
5 sleeves
6 boots
7 glove
8 shirt
4 measure
5 trend
6 made
7 conscious
8 shopping
4a
5b
Exercise 4
That you have the right tense and all the original content
Exercise 5
4 are still in fashion
5 is believed (that)
6 being bought
WRITING
Students’ own answers
Exercise 2
Exercise 2
1 call in
2 journalism
3 broadcast
4 analysis
5 source
6 interest
7 review
8 conference
4 contribute
5 panel
6 circulation
7 subscribers
8 trustworthy
1 constitution
2 Activists
3 referendum
4 opposition
5 dictator
6 propaganda
7 policy, manifesto
8 electorate
GRAMMAR 1
eo
gr
ap
h
Sample answers: for: convenient; against: return by post
Exercise 3
Exercise 1
A and C
Exercise 4
Check for mistakes and that your essay makes sense and
is well-organised
Exercise 5
at
io
na
lG
Sample answer:
Nowadays, it is impossible to avoid images and adverts
for expensive designer clothes. These may put a lot of
pressure on people, especially the young, to conform.
However, it is also true that these images may give them
useful ideas on how to look good and ultimately feel
more self-confident.
One clear and obvious disadvantage of showing perfect
people wearing expensive clothes is that they may
make people feel unhappy and dissatisfied with the way
they look and the clothes they have. Surveys show that
86% of young people experience similar feelings. An
additional drawback is that parents may feel pressure to
buy their children clothes they cannot afford. This may
lead to arguments over what clothes they should be
buying, something three quarters of teenagers report as
being a problem.
While it is true that showing expensive brands and
designer clothes can create feelings of dissatisfaction,
it can also be argued that images of fashion can help
young people look better by giving them positive
ideas on how to dress well and look good. One clear
advantage is that buying nice clothes helps a person feel
confident in social situations and this may be particularly
beneficial for some.
Regardless of these advantages, it remains true that
young people are very strongly influenced by media
images. Presenting clothes that are out of their reach
will probably make them feel insecure about themselves.
It would be far better to oblige advertisers to show
realistic images of people wearing clothes they can
genuinely afford.
N
1 release
2 news
3 affairs
Exercise 3
Exercise 1
©
6D
Exercise 1
6e
1 fits you like a glove
2 are thought to last
3 will be assumed (that)
2D 3C 4B 5A
g
3c
1C
ic
2f
Exercise 2
VOCABULARY
Exercise 3
1d
Exercise 1
Because some of the answers may be true but not
answer the specific question
Exercise 2
1 buying
2 service
3 margin
READING
Le
ar
ni
n
1 hat
2 socks
3 pocket
1 (that) he had worked for the news channel for over
twenty years
2 the new manifesto would be out the following month
3 (that) the number of subscribers to their current affairs
magazine had gone up the year before
4 they hadn’t been expecting that kind of reaction
5 they would discuss the referendum in the next/
following call-in programme
6 they would discuss the need for an in-depth review
the following day
Exercise 2
1 told me to leave early as there would be lots of traffic
2 told Luke to make sure the journalist was trustworthy
before he did the interview
3 asked who was going to be on the panel that evening
4 asked if anyone had actually read their manifesto
5 asked if anything interesting had happened at the
news conference the day before
6 told her friend not to waste his/her vote on the
small parties
LISTENING
Exercise 1
Whether or not they are there as distractors
Exercise 2
1 interesting developments
2 internet
3 (busy) working weekend
4 soft
5 strong criticism
6 guarantees
7 job prospects
8 engineering expert
SAMPLE COPY, NOT FOR DISTRIBUTION
165
GRAMMAR 2
Exercise 1
5 remind
6 blame for
7 admit sb to
Exercise 2
5 warned
6 mentioned
7 whether
8 increasing
g
9 if
10 making
Exercise 3
1 1 warned against publishing 2 insisted on checking
3 suggested doing
2 4 encouraged me to apply 5 advised me to send
6 reminded me that
3 7 wondered if/whether 8 promised to send 9 refusing
to comment
4 10 admitted giving 11 apologised for causing
12 denied taking/receiving
USE YOUR ENGLISH
Exercise 1
1 welcome news
2 that’s news to me
3 break the bad news
1 have
2 sense
3 for
4 up
5 across
6 up
Exercise 3
1 in the end/eventually
2 eventually
WRITING
Exercise 1
Exercise 2
6A 7D
8B
na
Student’s own answers
5B
1C 2A 3F
at
io
She’s discussing point 3 (Most of the topic/news stories
are aimed at adults).
Exercise 3
Sample answer: by paraphrasing: young people find
many of the issues are irrelevant to them
Linking words: Moreover, In addition to this
N
Exercise 4
1 luxurious
2 bed and breakfast
3 Full board
1 holiday rep
2 rate
3 vacancy
4 homestay
5 sun cream
6 porter
7 honeymoon
8 guest house
Exercise 3
1 inn
2 availability
3 tariff
4 upgrade
5 itinerary
6 sunblock
7 sunburn
GRAMMAR 1
Exercise 1
1 to travel
2 spending
Exercise 5
Exercise 2
Sample answer:
There has been much discussion recently regarding
the fact that there are lower numbers of young people
voting in important national elections or referendums
and this apparent lack of interest seems to be a growing
problem.
One key reason given is that young people do not find
it convenient to vote as the opening times for voting
stations may not match their school or work schedules.
Furthermore, they are not encouraged to vote by the
4 villa
5 outings
6 touristy
Exercise 2
That it needs to be clear and easy to understand
©
4G 5B 6D
Exercise 1
lG
3D 4C
Exercise 2
VOCABULARY
3 At last
4 Lastly
Exercise 4
2C
Exercise 1
To make sure it fits logically in the text
Exercise 2
1B
READING
eo
gr
ap
h
4 breaking news
5 old news
6 spread the news
UNIT 6
Le
ar
ni
n
1 demanded
2 against
3 refused
4 admitted
ic
1 suggest
2 promise
3 advise
4 explain
large number of people they find at voting stations,
which could mean a long wait. Regarding this issue, a
solution may be to introduce voting by mobile phone
via a special app. Not only would this be of immediate
benefit, but it would also take advantage of technology
that young people are used to managing.
Another important point to consider is that young
people often mention that they are unclear about what
different candidates are proposing. Similarly, they report
that political parties make little effort to involve them
in discussing and creating their policies. This could
be helped by organising more small-scale meetings
between young people and candidates so they can have
an open exchange of views on what the most important
questions are.
On balance, I think the easiest and most direct way
to increase the number of young people voting is to
make the whole process easier. While more exchanges
with candidates are useful as a long-term solution, the
introduction of fast and convenient voting apps would
bring about immediate benefits and get more young
people involved.
1 us to do
2 check
3 receiving
4 to look
5 arranging
6 have
3 to take
4 thinking
5 setting off
6 staying
4 checking in
5 to be
6 sitting
7 to visit
8 decide
Exercise 3
1 spending
2 to find
3 getting
SAMPLE COPY, NOT FOR DISTRIBUTION
166
Exercise 3
Exercise 1
Sample answer: Most of the hotels are located on the
seafront and access may be difficult at certain times and
in busy periods. They are small family-run hotels and
some may find them a little too basic in terms of facilities
since the local 3-star definition does not correspond to
our own. The self-catering apartments have very few
kitchen utensils and no sheets or towels were provided
in several. Some owners were unable to speak any
language other than their own and this could cause
problems for some of our clients.
Exercise 2
1F 2C
6C 7F
3E 4D 5H
8 E 9 A 10 G
GRAMMAR 2
Exercise 1
1 to inform
2 to call
3 asking
4 to take
5 packing
6 to stay/staying
7 going
8 to fly/flying
Exercise 2
1 waiting
2 happen
3 talking
4 go
5 raining
6 speaking
3 phoning
4 enjoying
5 saying
6 to arrive
Exercise 3
1 getting
2 to accept
2e
3d 4c
5a
6b
Exercise 5
1 to accompany
2 saying
3 arguing
4 to hear
5 serving
6 going
7 getting
8 to get
9 treating
10 to change
USE YOUR ENGLISH
Exercise 1
3 call off
4 lead to
Exercise 2
Exercise 3
Just one
at
io
Exercise 4
4 get itchy feet
5 in the same boat
6 go the extra mile
na
1 smooth sailing
2 driving me up the wall
3 off the beaten track
5 fit in with
6 line up
lG
1 settle in
2 hold up
1 beaten
2 up
3 boat/situation
4 lead
Exercise 5
Sample answer:
Following the introduction of the new scheme to reduce
the number of cars in the town centre, I have been asked
to assess the effects of the scheme and suggest future
improvements.
The scheme
Bike rental is available at the following points:
- Seafront – 20 bikes
- Main square – 50 bikes
- External car parks – 30 bikes
The Shuttle bus runs every fifteen minutes from:
- the ten largest hotels
- designated points around the town.
The App is free to download and available in four
different languages.
Tourist feedback
Most visitors indicated that they found the scheme
well-organised and useful as it gave them several
alternatives to taking the car into the centre. Several of
the participants expressed dissatisfaction, however, that
there were too few bikes available and others mentioned
that they were unable to board the shuttle bus due to
overcrowding. One negative point about the App was
that it showed available parking spaces but did not
provide directions as to the exact location of these.
Improvements
There is a clear need to increase the availability of
alternatives to personal car transport in the busy
summer periods.
Suggestions
- double the number of bikes available and install new
rental points
- arrange more shuttle buses at critical times, such as
mid-morning and in the early evening when demand
is high
Finally, the App is useful for visitors but needs to be
integrated with an interactive map so people can find
the available parking spots easily.
eo
gr
ap
h
1f
Highlight the main points to include in your report
ic
Exercise 4
Exercise 4
Le
ar
ni
n
Think of synonyms or different ways of expressing the
same concept
g
LISTENING
5 mean/involve
6 looking/searching
7 such
8 let
N
WRITING
Exercise 1
©
Sample answer: Paragraph B uses shorter sentences and
makes the report layout clearer. Paragraph A includes
some unnecessary detail, for example about the beauty
of the place, and is repetitive: about the places I visited,
in several of the places I visited
UNIT 7
READING
Exercise 2
Exercise 1
Suggested answers:
1 mainly on the seafront, difficult to reach with luggage
2 different to our own
3 sheets or towels provided, do not speak
other languages
Because you need to know whether you are looking for a
similar or opposite opinion to the one given
Exercise 2
1B
2C 3C
4D
SAMPLE COPY, NOT FOR DISTRIBUTION
167
VOCABULARY
USE YOUR ENGLISH
Exercise 1
Exercise 1
1 masterpiece
2 an award-winning
3 playwright
4 spotlight
5 soundtrack
Exercise 2
7 reality
8 emotion
1 autobiography
2 novelist
3 folk tales
4 moving
5 illustrations
6 anecdotes
7 hilarious
1 tension
2 criticism
3 supporting
4 animation
5 sensational
6 theatrical
7 leading
8 dramatic
4 dramatic
5 rehearsal
6 adaptation
7 reality
8 unlikely
Exercise 3
1 excitement
2 acting
3 tension
WRITING
GRAMMAR 1
Exercise 1
the introduction is missing; A Recommendation
B Overview C Personal opinion
Exercise 2
Opinion: I was particularly impressed by, I found it both
moving and sincere
Recommending: if you enjoy theatre and seeing all the
issues involved in creating it, then No Child… is perfect
for you; I would recommend it to anyone
eo
gr
ap
h
1 Yes, it did win the prize.
2 No, actually I did enjoy it.
3 I do eat it when nothing else is open.
4 Actually, they did appear together briefly towards
the end.
5 No, but she did say one or two of the scenes are very
similar to what really happened.
6 No, but I do remember the director’s name.
ic
Exercise 1
g
7 sci-fi
8 climax
Le
ar
ni
n
4 sequel
5 interval
6 release
Exercise 3
Exercise 3
Exercise 2
1 it got to the halfway stage did I start enjoying the film
2 it won an award at the festival did the film become
a success
3 do films deal with such a controversial topic
4 have we had so many people queueing to see a film
5 had the play started than people started looking at
their phones
6 did this affect her performance
lG
LISTENING
Exercise 1
Exercise 2
3C
4A
5A
6B
at
io
GRAMMAR 2
na
That the information you hear may be in a different order
to the questions.
2B
4 reviews
5 feature
6 knowledge
Exercise 2
1 backdrop
2 opening night
3 adaptation
1C
1 role
2 imagination
3 expectations
Exercise 1
©
N
1 really shocked me was the poor quality of the
camera work
2 was the final scene that moved me the most
3 amazed me was the passion of the leading actors
4 surprises me the most is that the director agreed to
do the film
5 I’d love to watch is the original version of this film
Exercise 2
1 is quite long, isn’t it?
2 ’re/are going to see the film at the weekend, aren’t we?
3 ’ve/have bought the tickets for the opening night of
the film, haven’t you?
4 won’t be in the original language, will it?
5 didn’t enjoy filming the outdoor scenes, did they?
Exercise 3
1 Yes, they are
2 No, he couldn’t
3 Yes, there is
4 No, she wasn’t
Suggested answer: B is more personalised and
immediately attracts the reader’s interest more than A.
Exercise 4
To know which style you should use
Exercise 5
The Cousins is the latest novel by Karen M. McManus
and follows three cousins, Milly, Aubrey and Jonah, as
they spend the summer on the island where their rich,
elderly grandmother lives. The same grandmother who
sent their parents away years before and told them never
to come back.
The back story is the key to this novel. Why exactly did
the grandmother cut all links with her family after telling
them ‘You know what you did’. This element of mystery
and several plot twists keep the reader engaged until
the very end. The book touches on the complicated
relationships and secrets that can lie behind any family.
The story is told alternately from the three teenagers’
point of view, giving us some insight into their thoughts
as well as their fears and insecurities.
What stood out for me was the different personalities of
the cousins and the relationship between them. Aubrey
was my favourite, but Jonah also fascinated me with all
his secrets. I also really enjoyed the seaside location and
the idea of summer freedom, whilst not forgetting the
dark side of the family that threatens to surface at any
minute.
Overall, The Cousins is an exciting novel that will
surprise you in several ways. I would recommend this
to any young reader who is looking for a mystery book
that keeps you guessing but is also not too complicated.
Existing fans of Karen M. McManus will definitely not
be disappointed by a carefully planned story, believable
characters and a perfect pace throughout the book.
SAMPLE COPY, NOT FOR DISTRIBUTION
168
UNIT 8
USE YOUR ENGLISH
READING
1 chances are
2 strong probability
3 believe it when I see it
4 good chance that
5 wouldn’t bet on it
Exercise 1
Exercise 1
Highlighting the relevant part
Exercise 2
4B
5A
6B
Exercise 2
VOCABULARY
1c
Exercise 1
1 stitches
2 food poisoning
3 hay fever
4 swell
5 faint
6 itchy
7 rash
8 allergy
Exercise 2
1 toned
2 unfit
3 severe
4 heal
5 acute
6 catching
7 shiver
8 contagious
9 mild
10 scratch
Exercise 3
1 trauma
2 agony
3 vaccine
GRAMMAR 1
Exercise 1
1 was able to
2 be able to
3 couldn’t
4 was able to
5 being able to
6 succeeded in
7 managed to
8 could
Exercise 2
1 don’t have to
2 supposed to
3 should
lG
4 not allowed to
5 mustn’t
Exercise 3
1 must
2 might
3 can’t
4 must
at
io
LISTENING
na
5 may
6 might
6 could
4a
5b
Exercise 3
1 stitches
2 build up
3 diagnosed
4 discharged
5 sustained, twisted
6 contracted
Exercise 4
Check that both the grammar and the meaning are
correct
Exercise 5
1 didn’t need to go
2 can’t have been
3 might be
4 (will) take effect
5 wouldn’t bet on it
6 took issue with
eo
gr
ap
h
4 pandemic
5 fracture
6 clinic
2d 3e
g
3D
Le
ar
ni
n
2B
ic
1C
WRITING
Exercise 1
1A
2B 3A
4B 5B
Exercise 2
2 and 3: introduction; 1 and 5: outline the current
situation; 4: desired outcome
Exercise 3
Sample answer: I recommend that we introduce a mobile
clinic that visits the main square on several pre-arranged
days. It would be beneficial for local people to receive
basic treatment or advice without the need to travel.
Moreover, it would be advisable to arrange special
minibus transport for the same people. A telephone or
email system needs to be introduced to easily book this.
Exercise 4
The speaker may be referring to something different
from the option.
By maximising the benefits of your proposals
Exercise 5
Exercise 2
Sample answer:
Introduction
The aim of this proposal is to examine how we can
successfully use the available budget to improve
students’ wellbeing.
Current situation and why it needs to change
There are currently very few facilities that students can
use at the college to relax and socialise with other
students and most go straight home after lessons as
there is nowhere comfortable for them to meet up. In
addition, students feel they could be given more support
when they are having difficulties with their studies and
that it would be useful to speak with other students in a
similar situation.
N
Exercise 1
1C
2B
3D
4A
5B
6D
©
GRAMMAR 2
Exercise 1
1 could have gone
2 didn’t need to call
3 needn’t have taken
4 shouldn’t have gone
5 ought to have stayed
6 would have come round
Exercise 2
1 must have lived
2 must have made
3 might have broken
4 must have got
5 can’t have been
6 must have forgotten
SAMPLE COPY, NOT FOR DISTRIBUTION
169
UNIT 9
LISTENING
Exercise 1
Predict what word might be needed
Exercise 2
1 new headquarters
2 Online theft
3 large organisations
4 into the trap
5 cleverer
6 online sellers
7 their instincts
8 victims of cybercrime
g
GRAMMAR 2
Exercise 1
1b 2a 3d 4f 5e
Exercise 2
1 unless
2 provided that
3 it looks as if
Exercise 3
6c
Le
ar
ni
n
Suggestions and recommendations
We believe that a comfortable open space needs to be
created for students to have the opportunity to chat to
other students. The funds available should therefore
be used to create this common area, complete with
the purchase of games such as table football and table
tennis to create a relaxed environment. There are several
storage rooms that could easily be converted for this
purpose. In addition, it would be useful to invite experts
to give students advice on improving their study skills
and openly discuss any difficulties they are having. This
could be extended to creating study groups among
students, using the new common area, where people
can exchange experiences and give each other support.
Any important points that seem to be affecting a number
of students could then be referred to the college
authorities.
4 otherwise
5 I wish
6 Supposing
VOCABULARY
Exercise 4
Exercise 1
Come back and try to answer it later
eo
gr
ap
h
Exercise 2
Exercise 1
1 export, format
2 drop-down menu
3 navigate
4 select
Exercise 2
1 swipe
2 refresh
3 cut and paste
4 hacked
5 scroll
6 uninstall
Exercise 3
1 spreadsheet
2 RAM
3 USB
Exercise 1
lG
4 compatible
5 screenshot
6 read-only
na
GRAMMAR 1
N
at
io
1 read
2 knew
3 keep
4 ’d /would have downloaded
5 wouldn’t have managed
6 ’ll/will find
7 ‘d/would be able
©
5 third
6 first
7 second
Exercise 5
1 We won’t go ahead with the booking unless we don’t
get confirmation from you.
2 Had they not saved everything on a USB, they would
have lost all their files during the computer hack.
3 Had it not been for you, we wouldn’t be in
this situation.
4✓
5 I wish you hadn’t exported all my files. I can’t find
them now.
Exercise 1
1 your cool
2 an eye out for
3 a low profile
4 track of
5 your word
Exercise 2
Exercise 3
1 ’d/would be arriving
2 wouldn’t have occurred
3 ‘d/would have checked
1 Had you listened to me, you wouldn’t have
downloaded the wrong files.
2 Should you get lost, you can use the maps app to
help you.
3 I wouldn’t know how to manage were someone to
take my smartphone away from me.
4 Had we not shared our files online, everything would
have taken much longer.
5 Had you known about the risks, would you have gone
ahead anyway?
6 Were your computer to crash, would you know how to
fix it?
USE YOUR ENGLISH
Exercise 2
1 zero
2 second
3 zero
4 third
ic
1 D 2 A 3 D 4 C 5 B 6 C 7 A 8 B 9 D 10 B
1 I wish we hadn’t decided to go.
2 Supposing we tried calling/to call them?
3 It looks as if we’re going to win.
4 Unless you get home early, we won’t be able to go to
the cinema.
5 Your test will be fine provided that you check
everything before handing it in.
READING
4 wouldn’t need
5 ‘d/had bought
6 ‘d/would be travelling
1 edge
2 science
3 wavelength
4 machine
5 years
SAMPLE COPY, NOT FOR DISTRIBUTION
170
Exercise 4
1 experimental
2 privacy
3 mechanical
4 electronics
5 chemical
6 security
7 energetic
8 autonomous
Exercise 5
1 access
2 used
3 that/which
4 kept
5 edge
6 at
7 up
8 track/control
So, responsibility lies on both sides when it comes to
preventing students from copying from the internet.
Online resources are useful, so the key lies in more
awareness of the problem among students and greater
use of available technology by teachers to limit the
opportunities.
UNIT 10
READING
g
4✓
5 at
Exercise 1
To get the main idea of an article to see if we want to
continue reading it
Exercise 2
Le
ar
ni
n
Exercise 3
1 of
2 with
3 on
WRITING
1D
Exercise 1
VOCABULARY
No, but you need to use at least one piece
Exercise 1
Exercise 2
1 finance
2 agency
3 an administrator
4 suppliers
5 personnel
1 Formal 2 Informal 3 Informal 4 Informal 5 Informal
(quote formal)
Exercise 4
1 minimum wage
2 placement
3 résumé
4 intern
To include the source and to make sure the quote fits
well in your article
GRAMMAR 1
Exercise 5
1 who
2–
3 who
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Sample answer:
The amount of information available online has taken
off in the last twenty years and will continue to increase.
Whilst having lots of information available at your
fingertips is great, it’s not hard to imagine that this could
be used in the wrong way by students when they have
to write essays or do projects, and recent surveys show a
majority do so.
As the teacher suggests, there is great temptation to
copy and paste a few lines from someone else while
writing a paper. This isn’t in anyone’s interest, as the
whole point of writing an essay or a project report is
to come up with your own ideas and express your own
thoughts in your own words. The statistic that almost
sixty per cent of students present work that is not their
own is really depressing.
What can be done about this? I believe there are two
ways to overcome the problem. Firstly, students need
to be made aware of the problem of just copying other
people’s words and how this goes against the principles
of academic writing. Teachers should spend lesson time
explaining what they expect of students and getting
students to recognise what is acceptable and what is not.
The second thing is to keep a closer eye on students’
work for copying and pasting. Students are often quicker
to use new technology, so it’s clearly up to teachers to
keep up to date. Research indicating that only one tenth
of teachers use any kind of automatic software to check
whether students’ work is their own is pretty amazing
and suggests they need to do more.
6 invoices
7 sick leave
8 recruitment
9 human resources
10 vacancy
Exercise 2
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Exercise 3
4C
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Students should tick sentences 1, 4 and 5. (In sentence 2
the language is informal and appropriate, but the
information is different to the source (just over vs well
over). Sentence 3 does not indicate the source and the
language is too similar to the original sentence.)
2D 3A
5 hectic
6 supervisor
7 bonus
8 tedious
Exercise 1
4 which
5 where
6 who
7–
8 where
Exercise 2
1 I: The person (who) I spoke to was the human
resources manager. F: The person to whom I spoke
was the human resources manager.
2 I: The design agency (which) I sent my résumé to
works for several large companies. F: The design
agency to which I sent my résumé works for several
large companies.
3 I: The finance company (which) my cousin works for is
more than 100 years old. F: The finance company for
which my cousin works is more than 100 years old.
4 I: The job (which) she applied for was in marketing.
F: The job for which she applied was in marketing.
5 I: The interview which I prepared for went well.
F: The interview for which I prepared went well.
LISTENING
Exercise 1
To check at the end if you have already matched one of
these options to another speaker.
Exercise 2
1D 2F 3G 4H 5A
6 C 7 E 8 H 9 B 10 F
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171
GRAMMAR 2
Exercise 4
Exercise 1
Give an example to show evidence of the skill
1 Being late for the interview
2 disappointing her parents and friends
3 Not knowing which job to choose
4 Glancing at my watch
5 Not having much time
6 not expecting what would happen next
Exercise 5
Exercise 2
Exercise 3
1 Having been warned
2 Not knowing
3 knocking
4✓
5 Being
6 Having done
USE YOUR ENGLISH
Exercise 1
1 progress
2 way
3 light
4 donkey
Exercise 2
1 used to
2 incapable of
3 derived from
Exercise 4
4 involved in
5 eligible for
6 presented with
lG
1 growing
2 reliable
3 increasingly
5 up
6 dirty
4 products
5 reliance
6 productive
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Exercise 3
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1 Being chosen
2 Started
3 Having been introduced
4 checking
5 Being
6 having noticed
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Exercise 4
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Usually, yes, but on some words you may need to use
both
Exercise 5
N
1 creativity
2 growing
3 uncompetitive
4 reliance
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1 Having read the report
2 Presented well
3 Founded in the 1970s
4 Done correctly
5 Having visited the production area
Dear Sir or Madam
I am writing in response to the announcement on your
website regarding a person to make the documentary
about young people and work.
I am a 20-year-old Argentinian student living in Buenos
Aires and I would really like to be involved in this project.
Not only am I good at organising, but I also have
relevant experience in interviewing people.
I volunteer at an acting school for teenagers. In my
role there, I am responsible for booking the hall
that we use every week and for letting the group
know who is needed where and at what time for the
weekly rehearsals.
When I was at school, I also took several extra-curricular
classes in cinema and theatre making. This has enabled
me to develop my knowledge of creating and editing
short films.
I have very good communication skills, thanks also to my
experience working as a reporter on our college radio
station, which is run by a group of students. As part of a
busy operation, I often contact people and do interviews
with them. Most recently, I made a podcast about the
place of traditional arts and crafts in modern society.
For these reasons, I really believe that I would be the right
person for this exciting project. I hope you will consider
my application and I look forward to hearing from you.
Victor Flores
5 unbelievable
6 successfully
7 specialists
8 recruitment/recruiting
WRITING
©
Exercise 1
Paragraph B has the right level of formality and clearly
explains what the email is about.
Exercise 2
Ending A has the right level of language and confirms
the request for a refund.
Exercise 3
Sample answers: 1 later than expected 2 really poor
3 I consider this completely unacceptable 4 I would be
grateful if you could refund my money
UNIT 11
READING
Exercise 1
Synonyms, linking words and understanding the
general structure
Exercise 2
1C 2F
3A 4G 5B 6D
VOCABULARY
Exercise 1
1 demolished
2 car-free zone
3 neglected
4 run-down
5 landmark
6 restoring
7 preserve
8 municipal
Exercise 2
1 conservation area
2 congestion
3 vibrant
4 landfill
5 landmark
6 isolated
7 densely-populated
8 chain stores
Exercise 3
1 built up
2 sprawling
3 ruined
4 high-rise
5 developed
GRAMMAR 1
Exercise 1
1I 2I
3I
4S 5I 6S
Exercise 2
1T 2I
3T 4T
5I 6T
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Exercise 3
Exercise 3
5 A or B
6B
Exercise 4
1 broke into
2 look up
3 fill in
4 lead to
5 sort out
6 depends on
LISTENING
Exercise 1
Whether it is part of a double negative construction
Exercise 2
1A
2C
3B
4C
5B
Exercise 5
Exercise 1
3 Because of
4 since
5 Although
6 because of
Exercise 2
1 despite
2 Although
3 due to the fact that
4 In spite of
5 because of
Exercise 3
1 Nevertheless
2 due to
3 Furthermore
Exercise 1
1 man
2 middle of
3 go to
4 right up
Exercise 3
na
1 pull down
2 do away with
3 put someone up
4 came up/has come up
5 stands for
6 comes off
5 the streets
6 on the
lG
Exercise 2
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1 town planning
2 inner city
3 urban renewal
4 centrally located
5 housing developments
N
4 on account of
5 go to town
6 Due to the fact (that)
©
WRITING
READING
Because, despite the antonym, the meaning might be
the same
Exercise 2
1B
2C 3A 4D
5E 6D
7A 8B
9E
10 C
VOCABULARY
Exercise 1
1 totally good
2 utterly nice
UNIT 12
Exercise 1
Exercise 4
1 put you up
2 right up your street
3 to sort (out)
Sample answer:
There is an area in my town called the old market, which
was once a vibrant indoor food and vegetable market
up until about thirty years ago. Although it is really
run down and rather isolated now, I still feel it has the
potential to become a popular local meeting place.
The market building is a fine example of 18th century
architecture with an absolutely stunning main hall and
two upper floors. It is full of charming iron railings and
has a massive glass roof. Unfortunately, the arrival of
retail parks and other large shops meant that fewer and
fewer people were prepared to make the journey on foot
or by bike to the market as they had done in the past.
Not only did the owners close it down, but they then
refused to properly maintain the building, which they
were supposed to do as it is a protected building.
It is utterly depressing to see such a fine place reduced
to such a shabby state. However, I still go there at the
weekends as I love the wonderfully peaceful surrounding
area too. My proposal to the council would be to take it
over and to completely restore the building to its former
glory. It is the perfect site for a family entertainment
centre, which is currently missing in our town. They could
set up some small shops and cafés as well as providing
free play facilities for children. The result would be a
welcome meeting space for families when the weather is
bad, especially during the winter.
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4 Therefore
5 Similarly
USE YOUR ENGLISH
Exercise 4
To organise these into well-formed paragraphs
6C
GRAMMAR 2
1 Despite
2 because
Sample answer: One place that I really love to visit is the
food district. It is full of really unusual buildings, stunning
architecture and a mix of incredibly diverse shops and
people. I absolutely love walking there on warm summer
evenings and being able to eat utterly mouth-watering
street food. It is also great to listen to relaxing street
music and visit some completely amazing restaurants.
I think people come here to enjoy the incredibly
peaceful and friendly atmosphere.
g
3 B 4 A or B
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1 A or B
3 completely funny
4 totally ill
Exercise 2
Sample answers: good – absolutely amazing; nice –
incredibly nice; lovely – absolutely lovely; interesting –
absolutely fascinating; strange – really weird; quite good
– totally stunning
Exercise 1
1 controversial
2 impression
3 an expectation
4 conventions
5 tone
6 non-verbal
7 articulate
8 conveying
9 understanding
10 gestures
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Exercise 2
Exercise 4
6 relent
7 consensus
8 inflexible
9 contradict
10 confrontation, settle
Alphabetically, by topic or type of word
Exercise 5
1B 2C
3B 4B 5D
WRITING
GRAMMAR 1
Exercise 1
Exercise 1
1 The main reason for this is
2 such as
3 Take
4 for instance
1 by far
2 considerably
3 significantly
4 by a long way
5 by far
6 slightly
6A 7A 8C
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1 open-minded
2 challenge
3 hostile
4 object
5 concede
Exercise 2
1 is considerably easier/less difficult
2 by far the most flexible
3 a little better
4 way longer than
5 is far less enjoyable than
face-to-face meetings;
Supporting opinions: easier to look at documents
whilst sitting around a table together, easier to resolve
problems quickly
Exercise 3
Exercise 3
To make sure you include only relevant information
1 This is nothing like as difficult as communicating
through gestures only.
2 She’s not nearly as expressive as her younger sister.
3✓
4 It’s just as straightforward as it has always been.
5 This year’s exhibition is nowhere near as varied as
last year’s.
Exercise 4
Exercise 1
Read the question carefully and understand its focus
Exercise 2
1B
2C
3D 4A
5B
6C
GRAMMAR 2
Exercise 1
3 utterly
4 very
Exercise 2
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Exercise 3
5 normal
6 useful
7 rude
na
1 surprised
2 invaluable
3 astonished
4 amazing
5 absolutely
6 very
lG
1 very
2 absolutely
5 such
6 enough
7 enough
N
1 so
2 such
3 too
4 too
USE YOUR ENGLISH
Exercise 1
©
1 delivered
2 make
3 had
4 conduct
ic
Sample answer:
Living with a host family can be a wonderful experience
both from a language and a cultural point of view.
However, there are also plenty of opportunities for
misunderstandings to occur, especially as the guest is
probably on their first experience abroad.
One important factor to bear in mind is that
misunderstanding may be based on simple daily habits
and it is inevitable there will be some small problems
during a student’s stay. The most important thing is for a
student to notice what the other members of the family
do or don’t do, for example at meal times. Similarly, it
would be a good idea to talk with the hosts about what
they expect by asking, for example, ‘I noticed you were
a little surprised when I got up from the dinner table
the other evening. Was that something unusual?’ This
will help both sides appreciate each other’s habits and
routines better.
Secondly, appearing open and willing to chat can help
avoid giving the impression of being unfriendly or
uninterested. Students shouldn’t worry about making
mistakes but rather be ready to talk about themselves
and their home country. Both sides should then try to
find other topics that are fun and interesting to talk
about and this will greatly help improve the student’s
language skills.
On balance, I feel that creating a relaxed atmosphere
where the host family and student can exchange
ideas freely is the biggest potential benefit from these
experiences, while misunderstandings over habits and
rules of the house can be easily cleared up through
open dialogue.
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LISTENING
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Exercise 2
5 hold
6 given
Exercise 2
1 over/through
2 out
3 into
4 of/about
5 back
6 round
Exercise 3
1 set in their ways
2 have second thoughts
3 out of the question
4 on their side
5 twist their arm
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SAMPLE COPY, NOT FOR DISTRIBUTION