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 Starter
Starter A: People talking SB pages 4 & 5
1 S 1•02 Read through the words in the box with the class and
check that students understand them all. Students read the
texts and match them with the headings in the box.
Audio script, page T123
ANSWERS
1 Happiness
2 Fear
3 Love
4 Tears
5 Wealth
6 Regrets
7 Childhood

Helping hand
If students feel daunted by the texts, ask them to read text 1, then
ask: Which heading matches this text? Why? Elicit the answer,
then ask students to read text 2. Continue in this way, asking
students to read one text at a time and eliciting the correct
headings.

Fast finishers
Fast finishers can write their own short text to fit one of the
headings in the box. When you have checked answers, ask fast
finishers to read out their texts. Ask other students to match
the texts to the headings in exercise 1.

Starter T4

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 2 Elicit the question to fit answer 1 with the whole class. Point
out to students that they need to think about which tense to
use for each question, as some require a present tense and
others require a past tense. Students write the questions.
Check answers and deal with any difficulties students had.
POSSIBLE ANSWERS
1 Where does it come from?
2 a When did it happen? / strike?
b What was she doing when it happened / struck?
3 Do they do that / hold hands much these days?
4 Does she cry a lot?
5 Can wealth buy you sleep?
6 a Who did he hurt?
b Who forgave him?
7 Who was she walking with?
3 SPEAKING Students write their own answers to the questions.
Monitor and help while they are working. Ask individual
students the questions. When they answer, ask other students:
Was your answer similar? Do you agree or disagree? Why?
Alternatively, students can compare their answers in pairs or
small groups. Ask pairs or groups to tell the class which of
their answers were similar, and which were different.
Vocabulary
Verbs and adjectives + prepositions
4 Students choose the correct prepositions, then check their
answers in the texts. Students then complete the sentences
with their own ideas. Monitor and help as necessary.
ANSWERS
1 for 2 about 3 from 4 about 5 to 6 about 7 for
8 in 9 of 10 with 11 of 12 about 13 of 14 at
5 SPEAKING Speaking option Ask individual students to read
out one of their sentences. Ask: Whose answer was similar?
Whose answer was very different?
Alternatively, put students into pairs or small groups to
compare their answers. Ask pairs or groups to tell the class
which of their answers were similar or very different.
Grammar revision A
A Read examples a–d with the class and elicit the answers to
questions 1–3. Discuss how each tense is used. If students
have made a lot of mistakes in forming the negative
sentences and questions in 3, review the form of each tense.
ANSWERS
1 a present continuous; b past simple; c present simple;
d past continuous
2 a, d
3 a My love isn’t becoming stronger; Is my love becoming
stronger?
b I didn’t learn anything; Did I learn anything?
c Do I usually cry about things?
d I wasn’t sitting on the floor; Was I sitting on the floor?
T5 Starter
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LANGUAGE NOTE Students might forget that we use something
in positive sentences, but we use anything in negative
sentences and questions: I didn’t learn anything. NOT I didn’t
learn something.
B Read out the two sentences and elicit which is correct, and
why. Remind students that some verbs are stative verbs
and are not usually used in continuous forms. As a class,
brainstorm some other stative verbs and write them on the
board, e.g. see, want, understand, believe.
ANSWERS
The first sentence is incorrect.
We cannot use the verb ‘know’ in a continuous form. It is a
stative verb and expresses thought .
C Read out the two questions and elicit the correct answers. Use
the blue words in the questions to explain to students that who
refers to the subject in question 1 and the object in question 2.
Elicit which type of question needs an auxiliary verb.
ANSWERS
1 subject 2 object
An object question needs an auxiliary verb.
Grammar Workshop
The Grammar Workshop for the Starter Unit on pages 114–
116 has more information on all the tenses covered on this
page. You could refer students to it now to help them with
the practice exercises.
Practice
6 Students complete the dialogue. Check answers, using the
information in the Grammar Workshop to help students
understand how to form and use each tense.
ANSWERS
1 are you going 2 are you wearing 3 ’m going 4 had
5 do / did you know 6 told 7 was waiting 8 saw
9 Did you enjoy 10 weren’t having 11 were spying
12 were having 13 ’s working 14 aren’t working
15 ’s getting late
7 SPEAKING Students write their questions. Ask students in
turn to read out one of their questions. Choose a student to
answer the question.
Alternatively, put students into pairs or small groups to ask
and answer their questions. Monitor while they are working,
and note down any common errors to deal with in a feedback
session at the end. Ask some students to tell the class
something they learned about their classmates.
Reference and further practice
Photocopiable audio script, page T123
Grammar Workshop, SB pages 114–116
Speaking Workshop, SB pages 150–157
Starter, WB pages 4–7
Teacher’s Resource and Tests CD-ROM
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 Starter B: People: About you SB pages 6 & 7
1 Read out the job advert at the bottom of page 6. Check
that students understand full-time and part-time, then ask:
Who applied for this job? Remind students of the dialogue
they completed on SB page 5 between Kate and Shaun. Tell
students they are going to listen to Shaun’s interview.
Ask students to read the questions in exercise 1. Check that
students understand whereabouts (= where). Students choose
six questions that they would ask Shaun. Ask some students
to tell the class which questions they have chosen, and why.
2 S 1•03 Play the audio for students to listen and tick the
questions from exercise 1 that they hear. Check answers, then
ask: Did any of the questions surprise you? Why?
Audio script, page T123
ANSWERS
Are you looking for a part-time or full-time job?
What do you like doing in your free time?
What are you studying?
Have you had any experience of working in a restaurant?
Have you done much travelling yourself?
Do you have your own transport?
How long have you been driving?
3 S 1•03 Allow students time to read the questions, then play
the audio again for them to listen and answer the questions.
Check answers, then ask: Would you give Shaun the job? Why? /
Why not?
Audio script, page T123
POSSIBLE ANSWERS
1 He wants to be a waiter.
2 He studies German, Spanish and Media Studies.
3 He wants to go travelling.
4 He worked in a newsagent’s in town.
5 He enjoyed meeting customers in the shop.
6 She is happy because Shaun might have to work some late
evenings and the buses aren’t brilliant there at night.
4 SPEAKING Speaking & writing option Students choose ten
questions to ask a partner. Put students into pairs to interview
their partner. If possible, allow students to sit so that they are
facing their partner, as in a real interview. Tell students they
should make notes as their partner answers their questions,
because they are going to write a paragraph about their
partner. Monitor and help while students are working.
Students work individually to write their paragraphs. Monitor
and help while students are working, and encourage them
to use all the tenses they have revised in this unit. Ask some
students to read their paragraph to the class. Correct any
errors as a class, then ask: Would you give this person the job?
Why? / Why not?

Starter T6

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 Grammar revision B
A Read out the three examples to the class. Students choose the
correct words in 1–3.
ANSWERS
1 hasn’t 2 has changed 3 sometime in the past
LANGUAGE NOTE Students often forget that we use the
present perfect, not the past simple, for actions or experiences
sometime in the past: I’ve been to Italy a few times. NOT I went
to Italy a few times.
They may also forget that we use the present perfect, not the
present simple. for actions or states which haven’t finished:
I’ve lived here for ten years. NOT I live here for ten years.
B Read out the two examples. Students answer the questions.
ANSWERS
1 The action: b I’ve been driving for ten hours.
2 The result of the action: a They’ve driven to London.
C Read out the examples. Students match the concepts with
the green words.
ANSWERS
1 never 2 ever 3 for 4 since
LANGUAGE NOTE Students often forget that we use for + a
period of time, and since + a point in time: I’ve lived here for ten
years. NOT I’ve lived here since ten years.
D Students translate the sentences into their own language.
Check that students understand the meaning of all the words,
and elicit which two sentences have similar meanings. Point
out that yet is used at the end of a sentence, and is only used in
negative sentences and in questions.
ANSWERS
Sentences 1 and 3 have similar meanings.
Grammar Workshop
The Grammar Workshop for the Starter Unit on pages
116–117 has more information on the present perfect. You
could refer students to the Grammar Workshop now and go
through it as a class. Students can refer to the information to
help them with the practice exercises.
Practice
1 Briefly review the form of questions in the present perfect
simple and present perfect continuous. Students write the
questions. Ask students in turn to read out one of the questions.
Correct any errors, then ask other students to answer.
ANSWERS
1 have you been doing
2 Have you seen
3 have you been learning
4 Have you been concentrating
5 Has the weather been
6 Has the sun shone / Has the sun been shining
T7 Starter
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Fast finishers
Fast finishers can write one or two more questions using
the present perfect simple and continuous. When you have
checked answers, ask fast finishers to read out their questions.
Correct any errors of form, then ask other students to answer.
2 Refer students back to section D in the presentation to help
them complete the sentences with still, yet, already, or just.
ANSWERS
1 just 2 just 3 already 4 yet 5 still 6 yet
Fast finishers
Fast finishers can write one or two more sentences using
still, yet, already or just. When you have checked answers, ask
fast finishers to read out their sentences, leaving out still, yet,
already or just and pausing to indicate a gap. See if other
students can guess the missing words.
3 Read out the first sentence and elicit the rephrasing. Students
rephrase the remaining sentences.
ANSWERS
1 He has just scored a goal.
2 We still haven’t started the job.
3 I’ve already done this exam.
4 You haven’t answered my question yet.
4 Read out the information in the Key errors box. Students
correct the errors in sentences 1–4. Check answers, then ask:
Which of these errors do you make? How can you remember the
rules so you don’t make the same errors in future?
ANSWERS
1 I haven’t seen him for two weeks.
2 How long has he been at this school?
3 We still haven’t seen the film.
4 He’s gone to France. He’ll be home next week.
5 Students write four true and four false statements about
themselves. Monitor and help while they are working. Ask
some students to read their sentences to the class. Don’t
discuss yet whether the sentences are true or false, but correct
any errors in the sentences as a class.
6 SPEAKING Speaking option Ask students in turn to read their
sentences to the class. Ask other students to decide whether
the sentences are true or false. You could make this into a
game, where students get a point for each correct guess.
Alternatively, students could read their sentences to each
other in pairs or small groups and guess which are true and
false. Ask: Who guessed all the sentences correctly?
Reference and further practice
Photocopiable audio script, page T123
Grammar Workshop, SB pages 116–117
Speaking Workshop, SB pages 150–157
Starter, WB pages 4–7
Listening reference, WB pages 108–109
Teacher’s Resource and Tests CD-ROM
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 Starter C: People together SB pages 8 & 9
1 Focus on photos A and B and ask: What do the photos show?
What is happening in each one? Elicit some ideas, then ask
students to read the two texts, ignoring the gaps. Ask:
Which text compares the two photos? (Text B). Students then
complete the texts with the words in the boxes.
ANSWERS
Text A
1 garden 2 restaurant 3 celebrating 4 ages
5 grandparents 6 birthday 7 happy
Text B
1 groups 2 different 3 formal 4 birthday 5 relaxed
6 restaurant 7 friendlier
2 SPEAKING Focus on photo C and check that students know
the word beach. Read through the Key phrases with the class
and check that students understand them all. Students write
a description of the photo, including their answers to the
questions and using the key phrases. Ask some students to
read their descriptions to the class. Ask other students in what
ways their own descriptions were different.
POSSIBLE ANSWER
As you can see, this photo shows some people on a beach.
I suppose it is a holiday resort because a lot of people are on
holiday. The people are sitting in the sun or swimming in the
sea. Not many people are swimming in the sea. Maybe this is
because it’s a bit cold. It looks like it isn’t very warm because
there’s a woman at the front of the picture who’s wearing a
jumper. There’s a woman in an orange bikini in the front right
of the photo. It looks like she’s just come out of the sea. She
looks a bit cold, I think. Two people, a man and a woman, are
standing still. They seem to be watching some children playing.
I suppose they are watching their own children. I’ve been on
holidays like this a few times with my family. We often go to a
small beach in Greece. There aren’t many people there, and the
sea is lovely and blue. My sister and I love swimming in the sea,
but my parents prefer to relax on the beach. I think the beach is
a great place to relax and forget about all your worries.
3 SPEAKING Read through the Key phrases and check that
students understand them all. Students write a comparison
of the two photos using the Key phrases. Ask some students
to read their comparisons to the class. Ask other students to
listen and note down the Key phrases in the comparisons.
POSSIBLE ANSWER
Both photos show people who seem to be on holiday. The
pictures are similar in that way. The settings are different,
though. In picture C there are a lot of people on a beach. It
looks like a popular tourist beach. People are relaxing by sitting
on the beach, or swimming in the sea. On the other hand, in
picture D there are only four people. The situation is different
because they seem to be in a different country, maybe in Africa,
because they are looking at wild animals. You can see that it
is a different kind of holiday, maybe a safari holiday. You can
also see that they look quite serious. Anyway, I’d prefer to be in
the place in photo C because I enjoy swimming in the sea and
relaxing on the beach when I go on holiday.

Starter T8

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 Grammar revision C
A Read out the examples. Students choose the correct words in
sentences 1–3.
ANSWERS
1 after 2 before 3 articles and pronouns
B Read out the examples. Students translate the examples, then
answer the questions.
ANSWERS
1 Singular.
2 In questions and negatives we tend to use any-.
LANGUAGE NOTE Students often forget that in negatives
and questions we use forms beginning with any-: I didn’t see
anybody. NOT I didn’t see nobody. and Is there anything in the
fridge? NOT Is there something in the fridge?.
C Students match the descriptions 1–4 with the sentences A–F.
Check answers, then elicit the answer to the question.
ANSWERS
1 B, F 2 E 3 A, D 4 C
We use more with comparatives and most with superlatives
when the adjective has two or more syllables.
LANGUAGE NOTE Students often forget that we use than with
comparatives: He’s more intelligent than me. NOT He’s more
intelligent that me. They may also forget that we don’t use
more with comparatives ending in -er: She’s taller than me. NOT
She’s more taller than me.
D Read out the examples. Elicit the answers to the questions.
ANSWERS
a) Sentence 3 has the same meaning as Sentence 1.
b) Sentence 2 shows us that two photos are equally interesting.
The opposite of more is less. The opposite of most is least.
Grammar Workshop
The Grammar Workshop for the Starter Unit on pages
117–118 has more information on all the grammar points on
this page. You could refer students to the Grammar Workshop
now and go through it as a class. Students can refer to the
information to help them with the practice exercises.
Practice
4 Refer students back to section A of the Grammar presentation.
Students order the words and rewrite the sentences.
ANSWERS
1 All of us are blond.
2 My brother Rick and I both have short hair.
3 My sister Ellen and younger brother are both slightly
shorter than me.
4 Neither Rick nor I are football players.
5 My brother Tom and sister Ellen both play.
6 None of us ever misses a game.
T9 Starter
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Fast finishers
Fast finishers can write one or two more sentences using all,
both, etc. When you have checked answers, ask fast finishers
to read out their sentences. Correct any errors as a class.
5 Refer students back to section B of the Grammar presentation.
Read out the first sentence ending and elicit the answer.
Students then complete the remaining sentences with one of
the words in brackets.
ANSWERS
1 Nobody 2 something 3 everything 4 anything
5 Everybody 6 somebody
Fast finishers
Fast finishers can write one or two more sentences using
indefinite pronouns. When you have checked answers, ask fast
finishers to read out their sentences, omitting the indefinite
pronouns. Ask other students to guess the missing pronouns.
6 Refer students back to sections C and D of the Grammar
presentation. Ask students to read through the text quickly,
ignoring the gaps. Ask: What do you find most surprising about
this family? Students then complete the text with the correct
forms of the adjectives and more, less and as if necessary.
ANSWERS
1 as simple 2 largest 3 oldest 4 less complicated
5 more mature 6 younger / youngest 7 most difficult
8 the most / least organized 9 earlier
10 less / least expensive
Extra activity: Speaking
Ask: What do you think are the advantages and disadvantages
of a very big family like the Radfords? Allow students to prepare
their ideas, then ask individual students to tell the class what
they think. When they answer, ask other students: Do you
agree or disagree? Why?
Alternatively, put students into pairs or small groups to discuss
the question. Ask pairs or groups in turn to tell the class if they
think there are more advantages or more disadvantages to
having such a big family.
End-of-unit test, reference and further practice
Grammar Workshop, SB pages 117–118
Speaking Workshop, SB pages 150–157
Starter, WB pages 4–7
Teacher’s Resource and Tests CD-ROM
Starter Test, Teacher’s Resource and Tests CD-ROM
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 1 Experiences
3 SPEAKING Read out the adjectives in the box to model
Unit contents
Vocabulary Get, go, make & do, phrasal verbs (go), verbs and
-ed / -ing adjectives
Grammar Past tenses, used to and would
Speaking Telling a story
Listening Answering questions
Writing A narrative
Skills Extra lessons
Extra listening The man who sold his life
Extra video 999 emergency
1A Introduction: I’d really
like to … SB pages 10 & 11
Lead in
1 Students prepare their ideas individually. Ask
SPEAKING
individual students to tell the class about their experiences.
Ask who else has had or would like to have similar
experiences. See who in the class has had the most exciting
experiences. Alternatively, put students into groups or pairs
to discuss their ideas. Ask one student from each group to tell
the class about one of their classmates’ experiences.
2 Read through the lists with the class and teach any unfamiliar
vocabulary. Students decide which activities they would and
wouldn’t like to do. Ask them to choose the five activities they
would most and least like to do.
Ask individual students to tell the class which activities they
have chosen. Ask other students to agree or disagree, and
encourage them to give reasons.
pronunciation. Allow students time to prepare their ideas.
With stronger classes, ask students to think of a sentence
using each adjective. In a weaker class, students can choose
three or four adjectives and make sentences using these. Tell
all students they should give reasons for their answers.
Ask individual students to tell the class their ideas. Ask other
students if they agree. Ask: Are you more like Paul or Adrienne?
Why?
Extra activity: Speaking
As a class, brainstorm other adjectives for describing people’s
character. Write them on the board. Possible adjectives are:
outgoing, confident, brave, sensitive, caring, considerate.
Ask individual students which adjectives in the box and on
the board best describe them, and why.
Extra activity: Vocabulary
Point out that all the adjectives in the box are positive. Ask:
Which adjectives have an opposite? Elicit answers and write
them on the board: unadventurous, unambitious, impractical,
unromantic, unsociable.
Brainstorm other negative adjectives for describing people,
and write these on the board, e.g. selfish, lazy, boring.
Allow students time to record all the personality adjectives.
Remind them that it is a good idea to record vocabulary in sets.

Fast finishers
While students are choosing their activities, fast finishers could
add two more activities to each list that they think Paul and
Adrienne would enjoy. At the end, ask them to tell the class
which activities they chose, and why. Ask other students if
they agree.

Unit 1 T10

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 Vocabulary
Get, go, make & do
4 Do one or two examples with the class. Students copy and
complete the table.
ANSWERS
get: a tattoo, a good job, good grades (in my exams), fit,
married
go: hang-gliding, on a date (with Maria Sharapova),
backpacking (in Australia)
make: a (zombie) film, a website, a fortune
do: well (at school), (some) voluntary work, a (photography)
course
1 go 2 get 3 make 4 do
5 Check that students understand the words in the box.
Students add the words to the table.
ANSWERS
get: a rich girlfriend, better at tennis
go: climbing, sailing
make: a fantastic meal
do: a business course
6 SPEAKING Students complete the options with the correct
verbs. Check answers, then ask individual students the
questions. Encourage them to give reasons for their answers.
Alternatively, ask one student the first question. That student
then chooses one of their classmates and asks them the
second question. Continue in this way, with different students
asking and answering questions. You could go through the
questions twice, to make sure that all students participate.
Students could also ask and answer the questions in pairs or
small groups. Monitor while students are working, and ask
some students to tell the class something they learned about
their classmates.
ANSWERS
1 do 2 make 3 go 4 make 5 get 6 go
7 do 8 get
Webquest
Discuss the meaning of bucket list (see Fact file), then ask
students to search for some bucket lists online. They could
search for ‘my bucket list’ to find examples of individual lists.
They then choose six interesting ideas to note down.
Ask some students to read their lists to the class and give
reasons for their choices. Ask if any other students have similar
things on their lists.
Fact file
The term bucket list means a list of things you want to do
before you die. It comes from the informal expression to kick
the bucket, meaning ‘to die’. The idea was popularized by a
2007 American film called The Bucket List, a comedy about two
terminally ill men who go on a road trip with the aim of doing
as many of the things on their lists as they can before they die.
T11 Unit 1
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Video
7 VIDEO S 1•04 Play the video for students to watch and note
down the activities the people mention.
Video script, page T124
ANSWERS
Go hang-gliding.
Ride a Harley-Davidson across the USA.
Go to / See the Great Wall of China.
Do well (at school).
Make a fortune.
8 VIDEO S 1•04 Allow students time to read the sentences.
Play the video again for them to listen and complete the
sentences.
Video script, page T124
ANSWERS
1 try it
2 hang-gliding
3 the Grand Canyon in Arizona.
4 have a great big house and be unhappy.
5 a job that I don’t like.
6 go to another country
9 Read through the Key phrases with the class and ask students
to think of ways of finishing them. Ask some students to say
their sentences for the class. Correct any errors.
Make sure students understand that I’d rather … is another
way of saying I’d prefer to … . Point out that it is followed by
the plain infinitive, not to + infinitive: I’d rather go … .
10 SPEAKING Allow students time to make their lists. With stronger
classes, students could include ten items on their list. Weaker
classes could list six items.
Ask individual students to read their lists to the class. Ask other
students: Which of those things would you like to do? Students
respond, using the Key phrases.
This activity could also be done in small groups or pairs.
Monitor while students are working, and encourage them to
use the Key phrases to compare their ideas.
Speaking Workshop, SB page 150
Reference and further practice
Photocopiable video script, page T124
Vocabulary Workshop, SB pages 134–135
Speaking Workshop, SB pages 150–157
Vocabulary, WB Unit 1 pages 8–9
Listening reference, WB pages 108–109
Teacher’s Resource and Tests CD-ROM
VocApp
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