Pre-intermediate Teacher's Book

ASPIRE
Discover
Learn
Engage

Jaimie Scanlon and Mike Sayer

with David A. Hill

NATIONAL

□ GEOGRAPHIC
LEARNING i%
HEINLE
CENGAGE Learning-

Australia •Brazil •Japan •Korea •Mexico •Singapore •Spain •United Kingdom •United States
 NATIONAL
GEOGRAPHIC H E IN L E
C E N G A G E Learning'
LEARNING

Pre-intermediate Teacher's Book

ASPIRE Discover
Learn
Engage

Jaimie Scanlon and Mike Sayer WITH

with David A. Hill CLASS AUDIO CDS
Dear Teacher

Thank you for choosing to use A spire Pre-interm ediate with your students. As you are probably aware, this course is
different in a number of ways from other courses. Most noticeably, a great deal of the content (photography, text, and
video) is drawn from the vast resources of National Geographic.

For this reason, you will find that many of the topics are more varied than normal. Students will find they are learning
about diverse topics such as world geography, ancient cultures and modern anthropology but at the same time relating
the issues to the world they already know. For example, a unit such as Food (Unit 10) clearly provides a forum for
students to express their own personal likes and dislikes but the influence of National Geographic content means that
they are exposed to food and traditions from other parts of the world. In this way their critical-thinking skills are made to
work in tandem with effective language learning.

As a language teacher, you will also find a great deal that is reassuringly familiar in this book. For example, there is a
carefully graded grammar syllabus with key vocabulary needed at Pre-intermediate level. Students will have plenty of
opportunities to practise useful functional and communicative English.

National Geographic magazine was first published in 1888 and its extensive website (www.nationalgeographic.com)
of resources sets out a clear mission statement: 'Inspiring people to care about the planet'. In many ways this goal was
always uppermost in my mind when writing this book. To produce a course that would inspire students to care about
the planet and inspire them to learn English. I hope it achieves this for your students.

Good luck!

'S'cumton
 Contents

Letter from the Author

Aspire Pre-intermediate Overview

Aspire Map

Unit 1 My generation

Unit 2 Science and discovery

Unit 3 Law and order

Unit 4 Travel and adventure

Unit 5 Work

Unit 6 Nature and the environment

Unit 7 Art

Unit 8 Fitness and health

Unit 9 Shops and shopping

Unit 10 Food

Unit 11 English around the world

Unit 12 People and places

Workbook Answer Key

Workbook Audioscripts

Aspire Placement Test

Progress Test Units 1-12

End of Term Test 1 (first and second versions)

End of Term Test 2 (first and second versions)

End of YearTest (first and second versions)

Test Answers and Audioscripts

Video Scripts
 Main lesson types - A

Even on the skills and grammar spread, students

will have plenty of opportunity for speaking
practice. Students work in pairs and groups and
often present their ideas to the rest of the class.
The tasks aim to be intrinsically motivating as
well as useful for language practice.

6 Work in pairs. Find out how your

spend a surprise €500.
Listen ing 7 First or second conditional? The с
1 Do you think carefully before you buy something? choose depends on how likely (=
think the result is. Study sentence
2 What is your favourite kinds of shop? Which one is more optimistic? Wt
3 What are your favourite brands fo r... pessimistic?
■ clothes? a If you work hard, youll pass your exams.
(= I think that you are ready to work hard),
■ sportswear?
b If you worked hard, you'd pass your exam.
■ perfume? (= but I don't think you want to work hard).
■ music players?
8 Complete the sentences using either the first or Speaking
■ computers / game consoles?
the second conditional. Study the note first. 9 Think about your favourite shop. Think of five
■ mobile phones?
ways in which you would improve it if you were
4 f t 2.15 Candice Bryant is carrying в I W9fW ... the manager. Consider things such as ...
out some market research among ■ location
Wtoen we use the verb be with I in the second
teenagers. Listen to the interviews
conditional, it is considered more correct to use ■ opening timer
and complete the table.
If I were ... instead of If I w a s.. • Sail
Examples: ■ service
If I were a rich man, I'd never work again, ■ goods
tf I were you. I'd put the money, in the bank.
How they ■ sales and special offers
Who they go Types of shop 1 rf I __________ (have) a lot of money,
would spend ■ advertising
shopping with they go to I --------- (buy) a car.
€500________
2 If we___________(book) our tickets now, we 10 Work in pairs or groups. Imagine you had the
_________ _ (spend) less. So let's bookthem. opportunity to open a shop.
3 What__________ (you say) if 1 • Whatwould you sell?
(ask) to borrow your camera? ■ What would you call it?
4 I know you want to go by train, but we ■ Where would it be (e.g. in the city centre / in
(save) a lot if we_________ _ a large shopping centre)?
(take) the bus.
■ What would it look like?
5 If you-__________ (not spend) so much money
■ How would you encourage people to come to
on clothes, you - (can go) on holiday.
your shop?
6 If I __________ (be) you, I ----------
(not get) a credit card. 11 Present your decisions to the rest of the class.
G ram m ar: second conditional .
5 Study Candice's question and Steve
1 Identify the tenses in bold.
2 Are they discussing ...
П something that happened in the past?
□ an imaginary or unlikely situation in the future
Candice If someone gave you five hundred euros,
Steve If I had a lot of money,
3 Complete the rule.

If + subject+. subject +_ _ _ _ _ / could +

CONDITION CONSEQUENCE

Grammar is usually presented alongside a reading or listening text so that students

can see how grammatical structures are used in a variety of authentic contexts.
Students learn both by reading formal grammar presentations and also with
learn-through-discovery tasks. Discovery tasks are used for structures the students
will have seen before. Each presentation is accompanied with controlled practice
exercises as well as free practice and speaking tasks so that the new grammar can be
used in meaningful situations.

4
Main lesson types - В
The В spread focuses on
development of the receptive
skills of reading and listening.
Spotlight o n ... boxes provide
useful explanations and tips to
help students develop awareness
of what is involved in the process
of reading and listening.
shopping
Reading 3 Read the artide To buy or not to buy?* Match
1 Read about 'Buy Nothing Day1and discuss the
questions.
Once a year people in some countries join in ‘Buy
Nothing Day*. On Buy Nothing Day people decide nott«
buy anything to protest against the consumer society.
1 Do you think Buy Nothing Day is a good idea?
2 What would happen if eveiy day became Buy
Nothing Day?
-ffl.mMUl-----------
an reading skills: titles and first sentences
• Before you read an artide, take a moment to
think about its title as this will give you an idea
of whatthe artide is about.
• Always read the first sentence of a paragraph
4 Discuss the questions.
carefully as it often summarises the whole
paragraph.
2 Read the title of the newspaper artide. What do you
Toorbi/сыО
think rt w ill be about?
b o b i/ t y ?
1 П Yet in the richer countries people throw
away appliances that can be repaired, and
change cars or computersjust to have a
more up-to-datemodel. Everywhere we go,
advertisements create the desire for things
that we don't really need, and encourage us to
consume.
2 Ц So we can understand why some people
in the rich world show their disapproval ofthis
consumerism by deciding not to buy anything
for a day. But what would happen if we took
this idea to its logical conclusion and everyone
gave up buying things, notjust for a day, but
for months, or even a year? At first it may
appear an
attractive course of action, but if we think more
closely, the consequences could be terrible.
3 □ First ofall the shops would dose, followed a sport that needs lots of equipment. Buy that
by the factories that supplied them. The people dishwasher and throw away anything rn
who worked in them would lose theirjobs. All
the service industries that depertd on people
The listenings include a wide range of listening text
types (interviews, radio, news reports, etc.) and many
of them are drawn from National Geographic content.
There is always a pre-reading task
to help students think about the
topic before they read for gist
and specific information.
Vocabulary 10 f t 2.15 Listen to the talk again and puta tick {/ ) in
5 Join the phrases together to make five sentences. the correct box
1 We got lost •up yoga - then^ that went into 1 Fiona thinks that value for money is the most
sentences A-F with paragraphs 1-5. There is one and ended-. | away that old [j aforesL importantthing.
extra sentence. ТгиеП False □
2 You should I* shirt- Hand stop talking,
A Businesses would rapidly close down. take ч up on a smallJ I you'd feel less 2 Cotton and coffee growers don't receive
В In many parts of the world, people don't have a fair price.
3 Carry road--- ' * stressed.
enough food, and are too poorto own basic items True Д False О
4 Please don't \ on with your ‘ it's myfavourite,
such as a refrigerator or a washing machine. 3 The families of cotton and coffee farmers are
throw • work
С Shoppers want value for money. often hungiy.
6 Which of the phrasal verbs in bold means . .. ТгиеП False О
D This constant pressure to spend and consume has
gone too far. 1 to continue?__________ 4 Fairtrade can help farmer organisations process
E The people who would be most affected would 2 to begin a new activity- _ _ _ _ _
the coffee they grow.
True□ False
probably be the poor, or those in less rich 3 to finally be in a place m t u r n te<fx
countries. 5 Fairtrade improves the lives of farming
®o oo<pttn to t* & ___________
F Is there an alternative to the consumersodety? communities.
4 № put KimelNng you iv toneer пиоО N tfie
rvbttsh ten' ____ • True Q False I I
Gram m ar: too, enough
1 How do you think the author feels about Buy
Pronunciation 11 In sentences a-с, which word in italics comes
Nothing Day?
7 f t 2.14 Notice how these phrasal verbs 'link up'. ■ before a noun?
2 How well do you think Buy Nothing Day would
Example: take up -»/.teilcAp/ ■ before an adjective?
work in your country?
■ after an adjective?
Listen and repeat the list Then read the sentences what form of verb do we use after the words
from Exercise 5, making sure that you link up the in bold?
phrasal verbs.
a He will often be too poor to buy the basic
necessities of life,
Listening
b He may not eam enough money to educate his
8 Fiona Spicer is talking about Fairtrade and how to children.
be a better shopper. Before you listen, compare
с Farming communities become rich enough to
what you know about Fairtrade with a partner.
9 * 2.15 Listen to Fiona's talk and number the
build schools.
Set Crammar Reference, page 155
topics in the order she talks about them.
a С better than charity 12 Rearrange the words to form sentences.
пмпд irxxv* to гд оа иоде авврсл».
b С feeding the family 1 the / was / too / question / answer/ to / difficult
too сИт к ш г я к мсгкеге яга
Ю тм ш uw w M auw w ptaca С С more profit for growers 2 coat / enough / had / 1/ money/ buy / if / 1/
Customers could stop worrying about having d С health and education would / a / new
the latest fashion or household appliance, e С farmers 3 he / not/ old / was / to / enough / drive
because we would end up with nothing to buy. f С big brands and supermarkets 4 not/buy /could/1 /it/too/because/ it/
4 Q They are the ones who make and supply expensive / was
most of the everyday consumer goods. Soon,
5 a/enough/rich/if/were/they/school/
their citizens wouldn't be able to afford to buy
food or other basic necessities. By not buying they / build / could / new
anything we would make them even poorer.
13 Use too and enough to talk about some difficult
5 Q Perhaps the best thing is to shop more experiences you have had involving shopping /
wisely - that way we can help the poorest Look for this Mark sport / emotions / travel.
among the global population. But it is essential
Fairtiade products
that we carry on shopping and consuming.
In fact, it's the only thing that keeps the worlds www.fairtrade.org.uk
economy going. So go out and spend. Take up
than three years old. If we do these things,
we'll keep each other in work.
Project boxes appear from time to time and offer students the
opportunity to build on what they have learnt in the unit and
take responsibility for their own learning. Projects help students
develop interpersonal skills and improve team work. Quite often
they require some preparation at home before the next lesson.
Students may be asked to present their project to the class in
some way, so sometimes the teacher will need to set aside some
class time in the following lessons.
5
 Main lesson types - С

Students look at examples of transactional writing such as

letters, emails, notes as well as information-giving texts such
The С spread focuses on developing speaking skills by as notices and adverts. Exercises often draw attention to the
giving students useful expressions and the chance for structure of a text before analysing the language features used.
extended speaking in order to improve fluency. Typically, Every writing section concludes with a productive task in which
students listen to a model version of a conversation and students produce their own text. Note that the Workbook also
look at the kind of phrases used. Then they work in pairs offers extension practice with writing.
or groups to practise this language.

Shopping around
Listen in g and speaking
1 Study sentences 1-6 and make pairs of opposites
with the words in italics.
1 ' ™ t f W »o M*f o* tv, le - « я>
2 You'd better put on a coat - it's cold outside.
3 My jeans are so tight that I can't dose the zip.
4 If you wash that pullover in hotwater, it'll shrink.
5 These trousers are far too loose since I lost weight.
6 Don't sit with your knees under your sweater -
you'll stretch it.
2 f t 2 .16 Adriana is looking for some new trousers.
Listen to her conversation with a shop assistant
1 What is the first problem with the trousers?
2 What does the shop assistant say?
3 What is the second problem?
4 What does Adriana ask?
5 What does the shop assistant offer to do?
3 f t 2.16 Listen again and fit! in the missing words.
S = Shop assistant, A = Adriana
S Hi. (1 )_________________ some help?
A t e p n< r *c Ike m 12)
S Certainly. The (3 ) _
end You (4 )_____
A Do you think so? They're m i
_ round the middle and
they (6 ) _ _____ look fat Have you
got (7 ) -
(8) --- ___________ these are ourlast pair,
:thatthey'll stretch whenyou wearthem.
They're also (9 )________________
Well, we can shorten them for a small ex
If I (1 0 )___________________woul
(1 1 ) for free?
(12 ) talk to ti
(13 ) what I
W ritin g : a letter o f com plaint
5 Have you ever complained in a shop, or returned
USEFUL EXPRESSIONS an item to the shop where you bought it? What
happened?
Welcoming a customer
Can I h ep you? 6 Read Adriana’s letter to the Head Office of
Do you n e e d / 1Mould you like some help? Topmark. What was her reason for writing?
Asking about size
the DearSirorMadam,
Do you know your size?
>amwritingto complain aboutthetreatment
What size do you take/are you? bacftgron Mi *rece'ved inyourRickwood branchtwoweeksago.
Asking about and commenting on clothes to «•" ч " ' tnel^on3pairoftrousersI liked butfoundthat
How does that feel? докроши weretootight,Yoursalesassistantassured
metheywouldstretch,soI purchasedthem,
You look great. They suit you.
what hapjis^a WhenI washedthem,theyshrankandthezip
It's too large / loose /tig h t/ long.
to the thwvq ^broke.
They're not big/long enough. у eu bought I returnedto theshopandaskedfora refund.
They make me look fat. -«Themanagertold meyounevergiverefundson
They don't Ht. / They fit very well. what -^damaged goods.Thetrouserswereexpensive,
happer-ui soyouwillappreciatethatI wasextremely
Making a decision whew иou disappointedwiththisnsply.
111take them. toote It bactel
Underthecircumstances,I thinkyoushould
П! leave it, thanks. /refund in fullwhatI paidforthetrousers,
I need to think about it how you feel/ Furthermore,it is importantto train everyoneto
yourcustomershonestprofessionaladvice,
л/ Pleasefindenclosedthetrousersandthe
4 Work in pairs. Student A - you are the shop
assistant Student В - you need some smart shoes
.1 lookforwardto a positiveresponsetothis
for work. They can be either black or brown. i letter.
Yoursfaithfully,
AdrianaWilliams(Ms)
7 imagine that Adriana is writing an email to
L. -- a friend telling her what happened in the shop.
What would she write?
323'
USEFUL EXPRESSIONS__________________________
Complaining
l am writing about/to complain about...
As you can imagine,... / You will appreciate that...
Diplomatic language
/was angry. I was not at all happy.
I was angry and fed up. -*■I was extremely displeased
Try them on and say
why you're not sure
, about the took. ,
8 Read the reply from Topmark. Do you think
Adriana is satisfied? Why?
DearMsWilton
Following jfai letter I have
matter withthe m.
branch.
Id out view, she actedcorrectly,
give refunds onitems that have beenaltered
ordamaged. We are thereforeunable
toyourdemand:
However.^ie'Can understandthat you•
dissatisfied with theadvice thatyou received.
I hope you wffi asc“pHHES!cldBe3Ty- .
voucher. Youcan ependit inanyof ourиUrn**'
We hopethat you findthiasatisfactoryand
thatyou continuetoshopatTopmark.
Yourasincerely, \
C frv y ! Jackson
Chetyl Jackson, CustomerServicesManager
9 Find more examples of mure formal vocabulary
and expressions in the twn letters.
10 Study the situations. One half of the class write
a letter of complaint based on situation A and the
other half write a letter based on situation B. Then
exchange letters with a partner from the other
group and write your reply.
Situation A
During a sale you bought a pair of shoes. You
only tried on one of die shoes in the shop.
When you got home you tried on the other one.
Unfortunately, it feels much biggerthan the shoe
you tried on in the shop, and you thinkthat the
wrong size is marked on the shoe. When you took
it back to the shop, the shop assistant said they
could not exchange items bought in the sale.
Situation В
You bought a hairdryer. The first time you used
it, it gotvery hot and smoke started coming out
When you unplugged it, you got an electric shock.
Fortunately you are OK, butyou thinkthat the
hairdiyer was dangerous. You want a full refund.

6
Main lesson types - D
Vocabulary presentations appear throughout the units,
however, they are especially prominent on the Culture pages.
The vocabulary is either pre-taught to help students with the
extended reading or it is learnt by guessing the meaning of
the words from context.
Advertising campaigns
Reading and listening
1 Read the short biography of Roald Dahl on page 101
and explain his unusual name.Why is he famous?
2 f t 2 .17 One of Dahl's most famous books is
Charlie and the Chocolate Factory. Listen to the
summary and complete the notes.
^KarlieBucket»the(I)___________of(hestory.
CHelivesinasmallhousewithhisparentsandhis
Й___________veryold(i)___________ Their
townisfamousforits(4 )_
byMrWillyWonka.CharliesfamilyissoS)___________
thattheycanonlyeat(6)___________andmargarine.
andcabbageand(7)___________ Fachyearnnhis
birthday.Charliehasa(8)___________barofWonkas
(9) Onedaythereisanannouncement
that«usesa(10)_ defiveofthe
wrappersofWonka'schocolatetherearefive
(11 ) Theluckywinnerswill havea
(12 ) ofthefactoryandchoiolateInr the
(13 ) oftheir(14)___________ IThefirst
ticketwinnerisAugustus(.loop,avery(IS)_
andgreedyboy.ThesecondwinnerisVerucaSalt,whois
(16) - - - andspoilt.Thethirdwinner.Violetde
Beauregard.(17)___________all thetime,andthe
fourthticketiswonbyMikeTeavee.whoisobsessedby
Reading
3 In the extract on page (01, Charlie has some
exciting news for his family. Read the extract and
answer the questions.
1 What was Charlie's family doing when he got
home?
3 ■'(л* iW Qurtle gel the more» to U/f If*
3 Where was the golden ticket?
4 What was the reaction of the people in the shop?
5 How did Charlie's family first reactto his news?
4 What stages did Grandpa Joe go through from
hearing Charlie's news to celebrating his good luck?
Culture sections provide students with exposure to very
authentic texts taken from National Geographic. The
extended readings provide interesting insights into cultural
life in other countries and ask students to compare it with
their own experiences.
Vocabulary
5 Placing golden tickels inside chocolate bars is
a form of marketing. Read the text below and
match the bold words to definitions 1 - 10.
When companies wane to promote a new
product, they have to organise a marketing
campaign to go with it. You need to choose
a good name for your product and %short,
memorable slogan. You can even ask a composer
to write a jingle that w ill stick in people’s minds.
Then you can put posters on the underground
or on huge billboards. You can hire somebody to
give out вуегз on the street.
A T V commercial is an effective, but
expensive way of reaching a mass audience, or
you can sponsora spotting event. A dear logo
can help to create your brand image.
| The Golden Ticket
1 a symbol that represents a company
2 to advertise a product
3 to support an event by providing money and help
4 a short, memorable saying that describes
a product
5 an advertisement on television
6 all the different activities businesses use
to encourage people to buy a product
7 a very big noticeboard where you stick posters
8 a short song or piece of music that goes with the
product or business
9 the feelings and picture in people's minds when
they think about a company
1 0 a sheet of paperwith the information about
a business or product
Speaking
5 « r« « t A su p e rh e ro g et o m f
‘ " i every packet^
M oney o ff the
next time you buy
with th is packet
6 Do you think these promotions are a good idea
■ for companies? ■ for customers?
Is h fair to encourage people to consume more
than they realty need?
7 Look again at page 95, Exercise 10. Working
with the same partner, think about an
advertisement, slogan and logo for your shop.
Plan your marketing campaign.
/**■4 1!
Half of the Culture sections in the
book are supported by videos from
National Geographic.
R oald Dahi
(1916-1990) is one ofthe
I popular authors of books for
I young people. He was born
in Wales, but his parents were
* Norwegian. He was an
. airman in the Second World
I War and was badly wounded.
| Afterwards he became a
:r. He is famous for
I his short stories for adults
I and his stories for younger
I readers such asJames and the
i Giant Peach, Charlie and the
I Chocolate Factory, The B FG
• Friendly Giant) and Matilda.
1 A ll of these stories have
I been made into films.
harlie buret through the front door Then,very sofdy, GrandpaJoe
C
shouting ‘Mother! Mother! Mother!’ ‘You're pulling our legs. Charlie, aren’t
lire having a little joke?' 'I am nof.' cried
Mrs Bucketwas in the old grandpare Charlie, rushingup to the bed and holding out
room, serving them their eveningsoup. die Urge and beautiful Golden Ticket for him to
‘Mother!’ yelled Charlie, rushingin on them like a see. GrandpaJoe leaned forward and tooka close
hurricane. 'Look! I've got it! Look, Mother, look!The Igok, his nosealmost touching the ticket.The
lastGolden Ticket! It's mine. I found some money others watchedhim, waiting for the verdict.
in the street and I bought two bars ofchocolate and Then very slowly, with a slow and marvellous grin
the second one had the GoldenTicket and there were spreadingall overhis face, GrandpaJoe lifted his head
crowds ofpeople all around me wanting to see it and
and lookedstraightat Charlie.The colour was rushing
the shopkeeper rescuedme and I ran all the way home to his cheeks, and his eyes werewide open, shining with
and here I am! IT ’S TH E FIFTH GOLDEN TICKET, joy, and in the centre, in the black pupil, a little spark
M OTHER. AND I’VE FOUND IT!’ ofwild excitement was slowly dancing Then the old
Mrs Bucket simply stood and stared, while the four man took a deep breath, and suddenly, with no warning
old grandparents, who were sitting up in bed balancing whatsoever, an explosion seemed to take place inside
large bowb ofsoup on their laps, all dropped their him. He threw up his arms andyelled ‘Yippeeeseeee!’
spoons with a clatter and frozeagainst their pillows. And at the same time, his long bony body roseup out
For about ten seconds there was absolute silence in the ofthe bed and his bowl ofsoupwent flying into (he
room. Nobodydared to speak■* face ofGrandmaJosephine, and in one fantastic leap,
move. It was a magic this old fellow ofninety-six and a half, who hadn’t
beenoutofbed theselasttwenty years,jumpedon to
the floorand starteddoing a danceofvictory in his
*He threw up his
arms and yelled
‘Yippceeeecee!*
Reading texts are often taken from the National
Geographic magazine and other National Geographic
resources. These readings tend to be information-rich
and challenging both in terms of content and language.
Language and the texts and tasks are designed to
enhance students'critical-thinking skills.
7
 Main lesson types - Everyday English
The Everyday English page is a page which offers the chance
to hear and use English in a real situation. The situations chosen
reflect situations that students may find themselves in if they
ever visit a country where English is the first language.

The opening task always reflects the type of task

students have to complete in speaking exams.
Students look at the photograph and describe
what is happening.Then they relate the picture
to their own personal experience.

Listening and spgaking 4 An elderly person doesn't know howto operate

1 Describe the picture and answer the questions.
1 Why do you think the man in the picture is
smiling?
2 How good are you at negotiating? Why do you
think so?
2 i ^ 2.18 Vanessa wants to buy a new laptop
computer. Listen and answer the questions.
1 Does she get a discount?
2 What deal does she make with the salesman?
3 ^ 2 .1 8 Listen again and fill the gaps.
S = Salesman, V = Vanessa
a cash machine. He is asking Dave for help.
Put their conversation in the correct order.
D Dave, E = Elderly man
a О D That's right. And you select how much cash
you want. Well done. Now take your card
out and finally take your money. Don't
forget your receipt!
b О D You're welcome,
с I I E Excuse me, but I'm not sure how to operate
this machine. Could you help me?
d □ E Like this?
e □ E Thanks veiy much!

S Hello. Can I help you? f I | D No problem. Well, first of all put your card
into the machine. Now you type in your PIN
V Yes, I'm interested in this Contrix laptop. But is
number - 1promise I won't look- and press
€499 ( I ) ___________ .?
'Enter1. Good, now choose what you want to
S Well, it's the latest model so I can't (2 )___________ do by pushing one of these buttons.
but I (3 )___________ you an extra battery worth
€60. How (4 )___________ ? 5 (y 2.19 Listen and check your answers. Note
V Mm ...is (5 )_______ _ you can do? down any expressions you think are useful. List
the words and expressions that Dave uses to
S I'm afraid so. But (6) _ ______ cash I
order his instructions.
_ you an extra year's guarantee.
V OK, that sounds fair enough, (8) _ 6 Work in pairs. Student A, turn to page 145.
right away with the cash. Student B, turn to page 147.

Then they use the useful language in a similar situation

through role play and pair work.

8
Main lesson types - Case Study and Review

C ase S tu d y p a g e s
The Case Study pages focus on real-world events, people and issues. The material
includes comprehension tasks to ensure understanding and also offers questions
for stimulating class discussions.Teacher's notes include suggestions for the project
based developm ent of the themes as well as directions to the National Geographic
website for further exploration.

Case Study 1 > Finding your way around Review ) Unit 9

Vocabulary Functions

BPS
Thousands of years ago, travellers on land and sea could navigate half way round
1 Complete the sentences about different types of
shop w ith words from the box.
4 Bridget is in an electrical goods shop. Complete
her conversation with the salesman with the
words and phrases from the box.
the world using just the Sun and the stars as a guide. This seems incredible when so chain store street market
many of us today depend on a satellite navigator or GPS receiver to help us find our department store corner shop you bought it just for today would be so
way around our own town or city! GPS, which stands for Global Positioning System,
online shopping shopping centre you would be one of isn't it
helps us do many things today. But how much do you really know about it?
you can unlock it if you slide your finger
Th e h isto ry 1 I do a lot of _ .. A credit card
how much would this cost me
The launch of Sputo/H the first artificial satellite, in 1957 marked the start of an important and a click of the mouse are all you need.
how does it download all your favourite
age of space exploration. People soon realised that'artificial stars'would be a good way to
2 If you go to th e_____ ______________ towards I'll let you have it could give you
help with orientation here on Earth, since they knew exactly where they were at any time,
in 1993, the United States launched the 24thsatellite in what was originally a defence system the end of the morning, you can buy some really that's so cool far too expensive
The number 24 is important because that is exactly the number of satellites needed cheap fruit and vegetables.
to cover the whole world - in other words, for it to be truly global. 3 I'm going to buy some milk from th e _________ 5 = Salesman, В = Bridget
How does i t w o rk? _________ at the end of the street. S I see you're looking at the brand new Delta phone.
A receiver, such as the one in your car or on your It's beautiful, (1 )____________ .?
4 I iove going to the _ . because
mobile phone, uses radio signals В Mm, yes, so (2 )____________ work?
all the shops are under one roof.
to communicate with the
satellites orbiting the Earth. For 5 There is a branch of this________ S Well, (3 )____________ across the screen
a GPS system to give you reliable every town. (4 )---------- .
information about your location, В Wow, (5 ) _ _____ ! And there are lots
6 It's probably the most famous _
your receiver has to be able to'see'at least four satellites. Although we can't really see
. in the world, where you can buy of icons!
these satellites, there must be nothing in between the satellite and the receiver, so you
usually point your receiver towards the sky. everything you can imagine. S This one's for email, and this one's for the
A q u e stio n o f tim e Internet, it's even a camera and music player.
For GPS to work properly, we need to know the exact time. Many years before space travel, Grammar You can (6 )____________ songs.
physicists were looking for answers to questions about the universe. They invented the 2 Continue the 'logic chain' by writing sentences В That's amazing. So (7 ) ____________ ?
atomic clock - a dock that is accurate to within one billionth of a second.They had no idea with the second conditional. S Well, it's just €300. But |ust think!
that this would later help other scientists to create GPS!
1 if we stop buying things / factories have to stop (8 )____________ the first to have one. Your
making them friends (9 )____________ jealous.
Example: l-f w « stopped th u u g s, В But €300! That's .(1 0 )____________
Som e u ses fo r GPS Choose the correct answers, A or B.
factories, w o u ld h a v t to stop S But if ( 11) ____________ today, 1
• Police and fire services can find the location of a 1 In the first paragraph, the writer suggests that
crime or a fire. 12
( )_ . a €50 discount.
A we can easily get lost. 2 If factories stop making goods / shops have
• Rescue services can find ships lost at sea. В That sounds interesting.
В we can now travel great distances. nothing to sell
• Transport companies know exactly where their S And if you sign up to our phone operator,
vehicles are, 2 How is Sputnik I connected to the subject of CPS? 3 If shops have nothing to sell / they have to (1 3 )____________ for just €99! But this is
■ Pilots know their position even in the dark or A It carried the first CPS system into space. close down a special offer, ( 14 )------------
bad weather. В It made people think of other uses for satellites. 4 If shops and factories dose down / people В Wow. Let me ask my dad - he's paying!
lose their jobs
3 What happened in 1993?
5 If people lose jobs / they not able to go to
A We found the exact location of the Earth in
1 Match the words from the text to the definitions. restaurants or have their hair cut
space.
1 navigate a worldwide 6 If nobody work any more / we not able to buy □ buy things and make a complaint in a shop.
В We had enojgh satellites in space for a GPS
2 satellite b knowing which way is food and necessities П talk about shopping and advertising.
system.
east, for example □ write a letter of complaint.
4 What needs to happen before we can find out 3 Decide where too, very and enough belong in
с a device for picking up where we are? these sentences. □ use the second conditional.
signals A Our receiver must be in contact with three or 1 These trousers are much tight. I 1use too and enough with adjectives.
4 d something which circles more satellites. 2 You're not old to wear make-up, Jenny.
the Earth
В We need to have at least three receivers. 3 We were pleased to see you again.
5 artificial e which you can trust 5 What does the writer say about the atomic clock? 4 Sorry to keep you waiting.
6 orientation f find your way around A Physicists were trying to make it more accurate. 5 Have you had to eat?
7 communicate (with) g man-made В Physicists invented it while they were looking 6 This skirt is expensive, but I’m going to buy it anyway.
8 reliable * h contact for something else.

REVIEW UNIT 9 113

At the end of every unit there is a R e v ie w p a g e that

covers the key language presented. The students review
the target language (grammar, vocabulary, functional
language) by completing discrete item tasks individually,
then complete a short self-assessment task (Now I can ...).
The Review page can be done in class or set for homework.

9
 Other sections

Unit Opener The activities help students prepare for watching and
listening by activating their existing knowledge and
This gives the language aims for the unit. These aims
pre-teaching the most important new vocabulary.
are reviewed in the Review pages and in all the tests.
Word lists give additional support. Comprehension
Your students can use them as a checklist for revision
activities then ensure that students have a good gist
at the end of each unit as well as for end-of-term and
understanding of what they have seen and heard.
end-of-year revision. The photographs, listening activities
and discussion tasks are intended to activate students'
previous knowledge of both the topic and key language. Endmatter
There is a Grammar Reference for each grammatical
Video Worksheets point covered in the book and also additional information/
special attention on grammatical issues.
The Video Worksheets are designed to maximise
students' learning while they watch the videos.

■if r components

Workbook vocabulary and functional expressions. Students can also

make use of the Listen and respond feature which allows
Each unit in the Workbook accompanies the units in the
them to practise speaking on their own before trying it for
Student's Book and provides useful support. Usually,
real in class. There is also a page devoted to writing which
students will use the book at home or for self-study though
extends the writing work from the Student's Book. Every
you may wish to make use of it in class for consolidation
two units, there is a section with tasks where students
or further controlled practice of certain language points.
practise techniques in preparation for exams.
The first two pages of a unit focus on grammar. There next
two pages give more chance to practice reading, listening,

10
 Contents
Grammar Vocabulary Reading and Listening Speaking and Writing Culture

The present simple Hobbies and Reading: Volunteer work in Speaking: Meeting new Neighbourhoods

1
My generation
and the present
continuous; Adverbs
of frequency and
pastimes a shelter; Boot camp
Listening: Hobbies and
pastimes; Meeting new people
people;
Writing: A personal profile

5 time expressions;
Stative verbs
Unit 1 Everyday English: at the youth centre
Review
page 25

The past simple; Discoveries Reading: An unusual find; Speaking: Discussing Columbus and

2
Science and
The past simple and
the past continuous;
Subject and object
and
inventions
Two inspired inventions
Listening: An interview about
Alexander Fleming
discoveries and inventions
Writing: An informal
letter (about a trip)
the New World

discovery questions
page 15
Unit 2 Case Study: finding your way around Project page 22 Video:
Review Uncovering the
page 26 past
The past perfect; Law and order Reading: Two crime stories; A Speaking: Making and An extract from

3
Law and order
used to and would clean getaway; The game of
Cluedo
Listening: An interview with
a forensic scientist; Making and
accepting an apology
Writing: A letter of apology
The Red-headed
League by
Arthur Conan
Doyie
page 27
accepting an apology
Unit 3 Everyday English: at the police station
Review
page 47

The present perfect Travel Reading: A family affair; Speaking: Making The Edinburgh

4
Travel and
or the past simple;
Irregular verbs;
The present perfect
Blog trotter
Listening: Situations connected
with travel and travelling
arrangements
Writing: A formal letter
or email (requesting
Festival

adventure with ever information)

page 37
Unit 4 Case Study: an adventurer Video:
Review The future of
page 48 a village

m u st/ Jobs Reading: A trapeze artist Speaking: Discussing a job Gap year

5
Work
mustn't (expressing
obligation and
prohibition);
have to, make
Pauliina Rasanen;The real
price of fashion
Listening: Making a phone call
about a job
advertisement
Writing: A covering letter and
CV
page 49
and let

Unit 5 Everyday English: a job for the summer Video:

Review Peruvian
page 69 weavers

6
will and be going to; Natural Reading: Twister hunters; Speaking: Giving Born to be wild
The definite article disasters H20 - this precious liquid a presentation; - endangered
Listening: An expert talking Holding a debate animals
Nature and the about global warming Writing: A letter to
environment the editor (of
page 59 a newspaper)

Unit 6 Case Study: disaster! Video:

Review Kenya's
page 70 butterflies

11
 Grammar Vocabulary Reading and Listening Speaking and Writing Culture

Comparatives and Art Reading: Famous monuments Speaking: Planning a visit The Lascaux

7
Art
superlatives;
Ability in the past
and statues; A genius called
Leonardo
Listening: A tour guide in
a museum; Planning a visit
Writing: A thank-you letter paintings

page 71
Unit 7 Everyday English: a day in London
Review
page 91
The zero conditional; Fitness, Reading: Healthy body, healthy Speaking: Conversations Sport in the UK

8
Fitness
The first conditional;
unless
health, sport,
medicine
mind; Cryotherapy
Listening: Medical alternatives;
Medical problems -
between a patient and a
doctor or chemist
Writing: A note
and health giving advice
page 81
Unit 8 Case Study: a natural alternative Project page 88
Review
page 92
The second Shopping, Reading: Buy Nothing Day; Speaking: Discussing how to An extract from

9
Shops and
conditional;
First and second
conditionals;
too, enough
advertising Biography of Roald Dahl
Listening: Teenagers talking
about their shopping habits;
Talking about Fairtrade
improve a shop; Discussing

Writing: A letter of complaint

Charlie and
opening a shop; Buying clothes the Chocolate
Factory by
Roald Dahl
shopping
page 93
Unit 9 Everyday English: making a purchase
Review
page 113

10
The present perfect Food and Reading: Teenage chef Sam Speaking: Discussing cooking; The food and
with for and since ; cooking Stern; Protecting the name Describing dishes the festival -
The present perfect Listening: A conversation Writing: A recipe Burns' Night
Food and the past simple; about Roquefort cheese; A
page 103 Causative have (have conversation about Vietnamese
something done) 'street food'
Unit 10 Case Study: our daily bread Project page 107 Video:
Review Project page 110 Cheese-rolling
page 114 races

Direct / reported Language Reading: Signs and notices Speaking: Reporting what Varieties of

11
English around
speech;
Question tags
translated into English;
Translation for the European
Union
someone has said; Asking
polite questions
Writing: Presenting
English

the world Listening: An interview with an information

page 115 interpreter; A conversation about
doing an English course in Malta;
An expert on American English

Unit 11 Everyday English: describing things

Review
page 135

The passive; Important Reading: Sit down for your Speaking: Discussing The lost city of

12
People and
Active and passive
forms;
Relative pronouns
people and
places
rights; Architectural icons

about Buckingham Palace and

Windsor Castle; A tourist guide
how to celebrate local
Listening: A tourist guide talking and international heroes
and heroines; Giving a
presentation about a place of
Machu Picchu

places
talking about Shakespeare's interest
page 125
birthplace Writing: An informal
email (about a place)

Unit 12 Case Study: reach for the sky! Video:

Review The lost city of
page 136 Machu Picchu

Video worksheets pages 138-143 Communication activities pages 144-147

Grammar reference pages 148-158 Irregular verbs page 137

12
 l
My generation
Ц ш & Ш м

Topic young people, free time

Reading A helping hand, Boot Camp, Neighbourhoods
Listening what we like doing; meeting someone new; at the youth centre
Grammar present simple, present continuous
Function talking about likes
Vocabulary describing characteristics of a generation, describing international neighbourhoods
Pronunciation final -s, linking
Writing writing a personal profile
Speaking asking and talking about hobbies and interests, talking about interesting cities

Let's get started

Lead-in
Activating knowledge: Write My generation's hobbies on the board. Then brainstorm
as many hobbies as students can think of.
You could follow up by playing a mime game where students take turns to come to the
front of the class and mime a hobby from the board. The class must guess what it is.

Exercise 1
■ With books closed, write the title of the unit, My generation, on the board.
Explain or elicit an explanation for generation (people who were born at around
the same time and who are about the same age).
■ Ask students to think about the specific characteristics of their own generation.
Ask What are som e common characteristics o f people your age? What are
young people your age interested in? What kinds o f things do you like to do?
Elicit several answers from the class.
■ Ask students to work in pairs and give them about five minutes to discuss the
two Let's get started questions. Elicit responses from the class.

A nsw ers
1 The young person in the photo is snowboarding. It began as a sport in the USA in
the 1960s and 1970s and has been an Olympic sport since 1998. It is likely that the
snowboarder in the photo is a 'freestyler' as he is performing tricks.
Reasons why young people do this kind of sport are: it is physically challenging, you
move fast and can move freely in the air, you can enjoy the mountain scenery, it is
dangerous and exciting, you have to practise hard to become good, it impresses other
young people who admire the sport, it makes you seem brave and cool, it comes with
an exciting sub-culture of trendy clothes, cool music, etc.

Vocabulary
Exercise 2
■ Tell students they are going to learn some useful vocabulary to compare their
generation with past generations, i.e. their parents' generation.
■ Refer students to the vocabulary in the box. Ask students to repeat the
words and phrases after you, first chorally and then individually. Go over the
pronunciation and meaning of any unfamiliar words.
UNIT 1 OVERVIEW 13
 ■ Ask students to complete the table. Explain that there are no correct or incorrect
Extra activity---------
For higher-level classes,
encourage students to add
two or three of their own
adjectives to each column.
answers for this task; students should complete the table according to their
opinions.
Vocabulary note
Rather than merely translating unknown words, it is a good idea to get students to work with
words, to guess, and to show what they know. Ask students to work in pairs or groups to
see if they can find opposites or near opposites in the box. E.g. open-minded/ prejudiced,
generous/ careful with money, conservative/ fashion-conscious. Then ask them to think
of other words that are opposite to words in the box. E.g. hardworking/ lazy, so c ia b le /
shy, optim istic/pessim istic, conservative/ rebellious.

Pronunciation note: Primary syllable stress

Explain to students that all words in English have one syllable that is stressed more than
the others. Practise this concept using the new vocabulary words. Say the words with
slightly exaggerated stress and ask students to repeat them (conSERvative, creAtive,
GEnerous, etc.)

Grammar note: Hyphenated compound adjectives

Point out the three examples of hyphenated adjectives: open-minded, fashion-conscious,
law-abiding. See if students know any others, e.g. well-known, part-time, etc.

Exercise 3
■ Ask students to work in pairs to compare their notes, discussing any differences.

Exercise 4
■ Read the discussion question to the class and lead a brief class discussion about
the relationship between the generations.
■ To help guide the conversation, draw two columns on the board and label them
Similarities and Differences. Give some guiding topics such as: music, clothing,
education, work, hobbies, etc. Elicit ideas about the similarities and differences
between students' and their parents' generations and list them on the board.

UNIT 1 OVERVIEW

Extra activity------------
Point out collocations with
make, have and take in the
text. Do this by writing the
phrases below on the board
and asking students to find
the verbs that go with them
in the text:
breakfast (make)
a difference (make)
up my time (take)
me feel good (make)
a good time (have)
Extra activity -----------
Ask students to find all of
the examples of the present
simple in the reading text
and discuss which of the
uses is applied.
Examples
General fact: A lot of the
homeless people are young.
Personal information: It
makes me feel good about
myself.
Routine: I come two or three
times a week.
Extra activity------------
Use a simple drill to practise
pronunciation here. Elicit
the names of five or six
British cities. Then hold up
a picture of a boy and elicit
the question Does he live
in London / Manchester /
etc? Answer No, he doesn't.
Answer Yes, he does to the
final option. Then hold up a
picture of a girl and elicit Does
s h e . . . ? questions. Finally,
hold up both pictures and
elicit Do they... ? questions.
A helping hand 1A
Reading
Summary
Melinda Bradley is from London and volunteers at a local homeless shelter.
Lead-in
Write, volunteer and elicit a definition (to do work without being paid).
Exercise 1
■ Ask students to open their books and look at the pictures. Elicit the volunteer
activities depicted in each photo.
Answ ers
tutoring a child; helping the elderly
Exercise 2
Make sure students understand the following words and phrases from the
reading: shelter (a place where homeless people can get a meal and sleep for
the night), make a difference (do something meaningful or important), regret
(feel badly about), rewarding (making you feel good or satisfied). Also point out
the explanation of A levels.
■ Give students about two minutes to read the interview silently and then to work
in pairs to answer the questions. Focus on the last question and ask students
whether typical young people do volunteer work.
A nsw ers
1 young homeless people 2 She wants to help the community; It's rewarding. 3 students'
own answers
Grammar: present simple and present continuous
Lead-in
To review the forms of the present simple and the present continuous, ask students
to give you a couple of examples of each from the reading text: I live, I go to school,
I'm making, I'm working.
Exercise 3
-■ Give students about one minute to match the sentences with the uses.
Answers
1b 2 с 3 a
Exercise 4
Ask students to work individually or in pairs to complete the task.
Grammar note
Remind students to add s in the third person. Note that we add es after go and do and when
a verb ends with s, z, ch, sh orss. Check that students don't over-apply the add -s rule in
negative and question forms. E.g. He doesn't live ... NOT He doesn't lives ...
Point out that the auxiliary verb is always used in short forms. E.g. Yes, he does NOT Yes,
he lives ...
UNIT 1A A HELPING HAND 15

Extra activity-----------
Use a simple drill to practise
pronunciation here. Elicit the
names of different clothes.
Then ask students to say
what you are and are not
wearing. Then ask different
students to say what they
are or are not wearing and
to describe what their
classmates are wearing.
Extra activity ----------
Ask fast finishers to think of
other expressions that go
with the present simple,
e.g. every day, now and
then, rarely or present
continuous, e.g. this
afternoon, these days.
You could divide the class
into teams of four or five
students. Give teams five
minutes to write as many
sentences as they can, using
the expressions from the
box. After five minutes, have
teams share their sentences.
Teams get one point for
each correct sentence.
UNIT 1A A HELPING HAND
Pronunciation note
Point out the weak stress of do /da/ and does /daz/ in questions and the strong stress
in short answers, do /du:/ and /dAz/.
In negative sentences, don't /daunt/ and doesn't /'dAzant/ are strongly stressed.
A nsw ers
1 doesn't 2 do 3 does 4 do 5 Does 6 Do 7 does 8 don't 9 doesn't
Exercise 5
■ Make sure students understand that they should choose an appropriate verb for
each sentence. Students should refer to the reading on the previous page. More
than one answer may be possible in some cases.
A nsw ers
1 does, work / volunteer, works / volunteers 2 does, cook / make 3 does, go
4 do, want / need 5 Does, think / feel, does 6 Does, regret, doesn't, regret
Exercise 6
■ Tell students that the next set of exercises focus on the present continuous.
■ Give students a minute to match the sentences to the uses, then elicit the
answers from the class.
Answers
1b 2 с 3 a
Exercise 7
■ Go over the form of the present continuous (be + verb -ing). Elicit a few
examples and write them on the board.
Ask students to work individually or in pairs to complete the task, then check
answers by asking volunteers to read their completed sentences aloud.
Gramm ar note
There are a few spelling rules that students need to grasp here. Namely, that verbs that
end with e lose the e (e.g. making, living) and that short verbs that end consonant,
vowel, consonant, double the letter at the end (e.g. sitting, putting, digging). There are
exceptions, however (e.g. fixing, staying, visiting).
Pronunciation note
Point out that the main stress is on the main verb in affirmative and question forms,
e.g. She's MAKing ... Consequently, the auxilliary verb is abbreviated and weakly stressed.
In negative forms and short forms, the auxilliary verb is stressed.
Answ ers
1 is 2 ing 3 are 4 ing 5 is 6 ing 7 Are 8 ing
Exercise 8
■ Nominate a student to read the instructions and the time expressions / adverbs
of frequency aloud.
■ Ask the class to tell you which expressions are used with the present simple and
which are used with the present continuous.
Answers
Present continuous: at the moment, currently, right now, this morning, today
Present simple: always, never, occasionally, often, sometimes, usually
 Grammar note
The frequency adverbs: always, never, occasionally, often, sometimes, usually, are
generally used with the present simple. They usually go between the subject and main
verb. They go after the verb to be. Note, however, that always can be used with the
present continuous when talking about typical or annoying behaviour.
Time expressions that show frequency (from time to time ) or routine (every day /
morning ) go with the present simple, Time expressions that refer to now (at the moment,
currently, right now ) or around now (this morning, today) go with the present continuous.
Note that currently goes between subject and verb in the same way as frequency
adverbs. The other time expressions go at the start or (usually) the end of the sentence.

Extra activity------------
Exercise 9
Write a list of verbs on the
board in their base forms. ■ Make sure students understand that they should choose either the present
Ask students to draw a simple or the present continuous.
three-column table in ■ Ask students to complete the task individually. Remind students to think about
their notebooks with the the uses of each verb tense.
headings, /s/, /z/, and /iz/.
Students write the verbs from Answers
1 are you touching, are doing 2 plays, is finishing 3 are making, are saying
the board in the third person
4 don't go, are celebrating 5 do Ian and Anne visit 6 come, are coming
under the correct columns
according to the -s ending
Exercise 10 ( r CD 1/02
pronunciation.
■ Explain that there are three different ways to pronounce the third person endings
Extra activity----------- of present simple verbs. The first two add a sound, and the last adds a syllable.
This is an excellent way to ■ Write on the board: /s/, /z/, or /iz/, and ask students to practise saying each
ask students to practise sound. Here are the general rules for -s and - e s endings in the present simple,
the present simple and the you may wish to write them on the board.
present continuous forms. f Л
If the base verb Example Pronounce the Verb in simple
Bring a set of pictures to ends in ... base verb -(e)s ending present
class. You will need a set
of six to eight images for voiced vowels see /2/ sees
every four students in /Ь/, /d/, go goes
/д/, /1/, end ends
the class. Select photos, /б/, give gives
magazine pictures or /v/, /ei/, /п/ say says
Internet printouts that learn learns

include people (or animals)

unvoiced Л/, /к/, /р/, Л/, laugh N laughs
doing a variety of activities.
/а/ look looks
Ask students to ..work in stop stops
groups of four or five and talk talks

give each group one set of

N , ///, /tj/, /г/, /d3/ fix /iz/ fixes
pictures, placed face-up on
wash (add a syllable) washes watches
the desk. watch changes
change
One student chooses a
V J
picture but does not tell the
others which one it is. The ■ Play the recording and ask students to repeat the words.
other students must ask yes / -*-■ Ask students to find examples for each type of ending in the grammar exercises
no questions to guess the on page 7.
picture. E.g. Does the person
A u d io sc rip t CD 1/02
have brown hair? Is he eating
stops is wishes
something? Is he holding
a bag? Exercise 11
The student who correctly ■ Explain to students that they are going to work in pairs to role play a situation
guesses the picture can using the prompts.
choose the next one. ■ Ask students to choose a Student A and Student В in their pairs and to turn
to their respective pages for their character descriptions.
In feedback, you may want to ask one or two pairs to read their role play aloud.

UNIT 1A A HELPING HAND 17

 IB What we like doing
Extra activity-----------
For further listening practice,
ask additional questions
before or after you play
the recording. E.g. How
do Sally's parents feel
about her hobby? What is
orienteering? Who does
Mark play online gam es
with? Where does Hannah
work? What does she plan
to do with the money she
earns?
Extra activity-----------
After checking answers, ask
a few students to make
sentences about their own
hobbies and interests, using
the new expressions.
18 UNIT 1В WHAT WE LIKE DOING
Listening
Lead-in
Write mobile phone and computer on the board and brainstorm words from
students. Ask them what free time activities they can do with these machines.
Exercise 1
■ Ask students to look at the pictures. Explain that they are going to listen to young
people talking about what they like to do in their free time.
■ Elicit students' predictions about what the people like to do. Accept any
responses, as students should be encouraged to make guesses when predicting.
Exercise 2 ( r CD 1/03
-■ Explain to students that they are going to listen to four young people talking
about what they like doing in their free time.
■ Play the recording and ask students to complete the table. You may need to play
the recording more than once.
A u d io sc rip t f CD 1/03
Sally After dinner, I usually send text messages to people from school and my
friends. Then afterwards, I like chatting to my friends online. My parents don't
understand - they believe the best way to meet people is face to face. Anyway,
I don't usually spend more than a couple of hours a night, so I think it's all right.
Justin Alex Free time? Well, we're not really into computer games or stuff like that. We're
more outdoor types. We've got all-terrain bikes and love to go through woods
and forests. We're also really keen on orienteering - that's where you find
your way around using a map and a compass. We love being outside and
we're fascinated by nature. I like to feel the sun and smell the country air. It
usually takes up one day a week. I mostly use a computer for email or to do
research for my homework.
Mark Well, most evenings I'm on my computer - either I'm surfing the net for
skateboarding websites, or else I'm downloading music. The other thing I'm
mad about is online gaming - it's really cool. You can play against people all
around the world, who are in completely different time zones. Sometimes I
play for six or seven hours at a time.
Hannah A couple of evenings a week I play in a band with some of my friends - you
know, just in a garage - nothing serious for the moment. We're all crazy
about seventies music, but we think that playing is more interesting than
listening to it, if you know what I mean. On Saturday, I work in a supermarket
where I can earn a bit of money. I don't own my own drum kit and I want to
buy one of my own, you see. At the moment I'm just borrowing one.
A nsw ers
Sally sending text messages, chatting couple of hours a night
online
Justin and being outdoors, all-terrain bike, one day a week
Alex orienteering
Mark surfing the net, downloading six or seven hours at a time
music, online gaming
Hannah playing in a band, drumming couple of evenings a week
Exercise 3
■ Ask students if they remember the expressions that the speakers in the listening
used to talk about what they like to do.
■ Tell students that this exercise focuses on useful expressions for talking about
hobbies and things they like to do.
Ask students to work in pairs to complete the exercise. Encourage them to make
guesses if they don't know the answer.
 Vocabulary note
Point out that fond o f and keen on have a similar meaning to like whereas fascinated
by and crazy about have a much stronger meaning. I'm into ... is used to talk about
something that interests you very much and takes up a lot of your time.

Answ ers
1 on 2 in 3 of 4 by 5 about 6 into-

Pronunciation
Exercise 4 CD 1/04
■ Play the recording and ask students to repeat the sentences, first chorally and
then individually.
■ Ask students to work in pairs and have them look at the sentences in exercise 3.
Have pairs underline any places where they find final consonant followed by an
initial vowel. E.g. keen on. interestedin, etc.
■ Tell students to take turns to practise saying the sentences aloud, focusing on
the linked sounds.

Pronunciation note
Linking of the final consonant of one word with the vowel at the start of the next word is a
common feature of English. It is often called liaison. If your students have problems, show
them that it sounds as if the second word begins with the consonant. E.g. kee non or fon dof.

A u d io sc rip t (~r CD 1/04

Extra activity ----------- a I'm really keen_on handball. b l'mjnterested_in_other cultures.
For lower-level classes, do
Exercise 5
the first five or six verbs with
the whole class and ask ■ Nominate a student to read the information about stative verbs aloud. Explain that
students to explain why they stative verbs are different from action verbs. Go over the meaning of state (one's
choose each category. condition of being, e.g. wanting, needing, feeling, knowing, believing, etc.
-►■ Ask students to work individually or in pairs to complete the table. Then go over
For fast finishers or stronger
the answers with the class.
students, give them the
following words to categorise:
Grammar note
prefer, mean, agree, realise, If you speak to students in L I , it is a good idea to consider whether the use of stative verbs
deny, contain, recognise. in their LI is similar to the use in English. A good way of showing what makes a stative verb
is to write contrasting sentences on the board and ask students to tell you how they are
different. E.g. a I have a personal computer and a laptop at home, (possession)
Extra activity :---------- I'm having a rest at the moment, (action in process)
Ask students to form groups b He's tasting the cheese, (action)
of three or four. Tell them The cheese tastes good, (sense)
that they will have three
minutes to ask one another
Answers
questions. The aim is to find
States Senses and Emotions
as many things as they can
that all group members have knowledge and belief possession senses emotions
in common, for example, Do belong hear hate
believe
they all wake up at the same know have smell like
time? Are they all members of seem need taste love
think own want
a school sports team? Do they
understand wish
all play computer games, etc.
Set the time, and say Go!
Exercise 6
After three minutes, find out
what group members had in ■ Ask students to work in groups of four or five for their discussions.
common and which group had For lower-level classes, give students time to take some notes.
the most things in common. ■ Encourage students to ask follow-up questions to find out more about their
classmates' hobbies using questions, E.g. How much time do you spend .. . ?
Where do you .. . ? When did you start. . . ?

UNIT 1В WHAT WE LIKE DOING 19


Extra activity ----------
Ask students to predict more
information they might hear
in the listening. Ask What
other things do you think
they have to do in a boot
camp? How do you think
the boys feel? Do you think
this is an effective way of
dealing with the problems
the boys have?
20 UNIT 1В WHAT WE LIKE DOING
Reading
Summary
Students will read about a South Korean boot camp for teens who are addicted to
computers and the Internet where they are not allowed to use computers as part of
their treatment for computer addiction.
Lead-in
Ask What sort of things can people become addicted to? Elicit things like: chocolate,
TV, etc. Build up a list on the board.
Students work in groups to ask about the addictions on the board and find out how
much time and money different students spend on each.
Exercise 7
■ First call on a student to read the information in the Spotlight box. Explain that a
boot camp is a type of strict training camp.
■ Focus students' attention on the photo. Discuss what the two boys are doing
and why.
Exercise 8
■ Ask students to read the first paragraph silently. Then ask for volunteers to tell
you the answer to the question in exercise 7.
Exercise 9
■ Before students go to the text, ask if anyone can guess what any of the numbers
refer to. Then ask students to read the whole text.
■ Explain that this next task involves scanning the text - looking through quickly for
specific information. They do not need to read the entire text. Set a time limit of
two minutes.
Answers
1 90 per cent of homes have high-speed Internet 2 30 per cent of South Koreans are at
risk of Internet addiction 3 12 days - length of sessions at the camp 4 one hour - amount
of time students can use mobile phones every day 5 17 hours - amount of time Lee
Chang-hoon spends in front of the computer every day
Exercise 10
■ Set a time limit of three minutes and ask students to begin reading. Students
should mark the answers as they find them in the text.
Answers
1 True 2 False 3 True 4 False 5 False 6 True 7 True 8 True
Speaking
Exercise 11
■ Lead a whole class discussion, eliciting students' opinions about computer and
Internet use. Ask whether they think the boot camp is an effective idea.

Extra activity -----------
Ask students to work
in groups of three to
practise and role play the
conversation.
To focus further on language
for meeting someone for
the first time, ask What
phrase does Sam use to
introduce Lucy to Rebecca?
How does Rebecca
respond? What questions do
Rebecca and Sam ask?
Extra activity------------
Ask students to work in pairs
(or fours if your class is very
big) and ask each pair to think
of a different set of questions
to ask. Tell one pair they must
ask about hobbies, a second
pair must ask about sports, a
third about family, etc. Then
ask students to stand up,
mingle, ask their questions
and note responses.
After a few minutes, ask
students to sit down in their
original pairs (or fours) and
collate their information. In
feedback, they must tell the
class what information they
found out. E.g. Most students
like football but two people
prefer tennis ...
Meeting new people 1C
Listening and speaking
Lead-in
Focus students' attention on the photo, and ask What do you think each person is
saying? Ask students to write a three-line dialogue and act it out.
Exercise 1 ( r CD 1/05
■ Play the recording and ask students to work in pairs to complete the task.
A u d io s c rip t ( f CD 1/05
Sam Hello Rebecca. I'd like to introduce you to Lucy. She's from Scotland. She's staying
with us over the summer.
Rebecca Nice to meet you, Lucy. Is this your first visit to England?
Lucy Actually it isn't. But it is my first stay in Cambridge.
Rebecca And how are you finding it so far?
Lucy I'm having a nice time. It's a lovely city.
Rebecca So what do you do back home?
Lucy Well, I'm still at school - I have another two years at high school.
Rebecca And what do you like doing in your free time?
Lucy Well, I enjoy listening to music, and I really love playing tennis.
Rebecca So do I. Would you like to play tomorrow afternoon?
Lucy Yes, please. I'd love to.
A nsw ers
hobbies, studies, sport, home town and country
Exercise 2 ( r CD 1/05
Culture note
Cambridge /'keim brid3/ is a small city in East Anglia in the east of England, fifty miles
north of London. It is famous for its university which dates from the twelfth century and is
one of the world's premier universities.
Tell students they will hear the conversation from exercise 1 again. This time
they should fill in the missing information in the conversation.
A nsw ers
I I'd like to 2 Nice 3 is this your first 4 Actually 5 are you finding it 6 having a
nice time 7 what do you do at 8 like doing 9 enjoy listening 10 Would you like
I I I'd love to
Exercise 3
■ Ask students to work in pairs or threes to think of further questions for the
missing topics.
Exercise 4
-*-■ Tell students they are going to role play two students who are meeting for the
first time. Focus their attention on the conversation map.
Writing: a personal profile
Lead-in
Ask How did you m eet your friends? Are they people in your class? Are they people
who like the sam e sports or music as you? Does it matter whether you like the
sam e things?
UNIT 1C MEETING NEW PEOPLE 21

Extra activity -----------
You could do this as a jigsaw
reading. Divide the class
into groups of three. Ask the
three people in each group
to read different web pages,
then tell the others in their
group about their person.
Extra activity -----------
Ask fast finishers to write
one or two true sentences
about themselves using and,
or, so, but and because.
Extra activities----------
This can be done as
homework.
However, it is a good idea
to sometimes do writing in
class. Once students have
prepared their ideas for
writing the profile, divide the
class into groups of four. Tell
the students to write a rough
draft of their profile. Give
them six or seven minutes
to do this. Then, ask the
students to pass their written
work round their group. Each
student must read, correct
and write comments, then
pass it on. When the written
work returns to the writer, he
or she must write a second
draft incorporating the
suggestions and corrections
of classmates. When
students finish, collect their
profiles and give them back
the next day with prompts
for corrections.
Class web page
If class computers are
available, ask students to
create a class web page or
blog as a project. Include
a written profile for each
student.
22 UNIT 1C MEETING NEW PEOPLE
Exercise 5
-■ Give students about five minutes to read the three profiles silently. Then ask for
volunteers to tell you which person they have the most in common with.
Culture note
Nottingham is a city in central England, famous for its castle, its lace industry and the
Robin Hood legend.
Grey's Anatomy is a long-running American medical drama series, as is House or House MD.
Arsenal is one of England's leading football clubs. Based in North London, the club has
won premiership titles and reached the final of the Champion's League in recent years.
Vinyl is the name of the plastic material that records are made of. Before CDs, records were
called records or singles and LPs. However, nowadays, they are sometimes referred to as vinyl.
Manga is the name for a type of Japanese comic for older readers. They are usually in
black and white and can feature stories in any genre from science fiction to comedy.
Spotlight on writing skills: linkers (1)
Lead-in
Write the linkers on the board (and, but, or, because, so). Write the example
sentences from the Spotlight box on the board, leaving blanks for the linkers. Ask
students to work in pairs to determine which linker matches each sentence.
Gramm ar note
In this spotlight, and and or are linkers which combine nouns or noun phrases and
gerunds. Here, and is used to link words in affirmative sentences. The second clause is
abbreviated to avoid repetition, e.g. / like chips and I like fish. Or is used to link words in
negative clauses. Note, however, that in other contexts or can also be used to link options
or opinions, e.g. We could go out or stay in. But is used to express a contrast. It usually
links two clauses. However, the second clause may be abbreviated using words like not
or never when the meaning is clear, e.g. We drink tea, but never coffee. Because and so
link clauses. Because introduces a reason or cause, so shows a consequence. Note that
English inserts a comma before so (but not before but and b eca use ). When used after
so, that's why adds emphasis to the consequence.
Exercise 6
Read the instructions and give students about five minutes to work on joining
the sentences using the linkers.
A nsw ers
1 and 2 but 3 so 4 and 5 and 6 so 7 but 8 or
Exercise 7
■ Tell students they are going to scan the reading to look for examples of linked
sentences.
'Exercise 8
■ Give students time to read through the categories to include in their profiles.
Give them about ten minutes to write their profiles. Remind them that they
should use the linking words from the lesson.
■ If you want to give students some more preparation time, ask them to choose
five or six topics and draw a graphic organiser in their notebooks with one topic
written in each bubble (see example below). Ask them to complete the graphic
organiser with personal details, and then use their notes to write their profiles.
Study English in the UK Second year high school
 Neighbourhoods ID
Reading
Summary
Students will read about three multicultural cities, Berlin, London and San Francisco.

Lead-in
Write Berlin, London and San Francisco on the board. Elicit facts about the cities.
In groups of three, students must imagine they live in Berlin, London or San
Francisco, and describe their life in the city.

Culture note
Berlin is the capital of Germany and its most populous city. The Berlin Wall divided the city
into two between 1961 and 1989 and was symbolic of Europe's divide between capitalist
west and communist east. Its most famous buildings include the Brandenburg Cate, the
Reichstag building and the modern architecture of Potsdamer Platz. People of Turkish
origin make up 2.4Чъ of Germany's population. They first came to West Germany in the
1960s because of labour shortages in Germany.
San Francisco , on the east coast of California, has a population of 800,000. It is famous
for the Golden Gate Bridge, Chinatown and its steep streets and cable cars. It was
founded by the Spanish in 1776. People of EHispanic origin account for 1 4 % of San
Francisco's population.
London is the capital of England and the United Kingdom, and is a major world financial
centre. Its many famous sites include the Tower o f London, the H ouses o f Parliament
and Big Ben, and Buckingham Palace. It has a population of 8 million. The Bangladeshi
community in the UK numbers 300,000. They started emigrating in significant numbers
in the 1970s. Brick Lane in London's East End is famous for its curry houses.

Exercise 1
■ Ask students to look at the photos and guess which photo is of each of the three
cities.

Extra activity----------- Answers

Ask students to predict w hat A London В Berlin С San Francisco
they think the reading will be
about from the photos and Exercise 2
the vocabulary in exercise 2. ■ Check persecution (being mistreated by another person or group).
■ Ask students to work individually or in pairs to complete the matching task.
Extra activity
You could do this reading Pronunciation note
as a jigsaw. Divide the class Syllable stress: multiCULtural, IMmigrant, refuGEE, NEIGEIbourhood, comMUmty
into groups of three. Each
student in each group must
A nsw ers
read a different text. Once
1 community 2 immigrant 3 multicultural 4 neighbourhood 5 refugee
they have finished, students
work in their threes to do
Exercise 3
exercise 3. Finally, students
read the two texts they have Give students time to read the questions and go over any unfamiliar vocabulary

not yet read. such as cuisine (style of food, often the food of a particular country), remarkable
(special, interesting).
Advantages of doing a jigsaw
are that students don't
spend too long reading and
it creates an information
gap and lots of spoken
interaction.

UNIT ID NEIGHBOURHOODS 23
 |-*-и Give students about eight or ten minutes to read the text. Encourage them to
Extra activity------------
try guessing the meaning of any unfamiliar vocabulary from context clues before
Ask students to find and they use their dictionaries.
underline the following ■ When students finish reading, ask them to work in pairs to answer the questions
words in the text: look, in exercise 3. Have them go back and scan the text for any answers they are
attract, descent, waves, unsure of.
murals. Write the following Go over the answers with the class.
definitions on the board
and ask students to match Answers
the words to the definitions: 1 B 2 L 3 S 4 L 5 B 6 L 7 S
wall paintings (murals),
encourage to come Exercise 4
(attract), large numbers ■ Lead a class discussion about the three cities and which one students would
(waves), appearance (look),
most like to visit and why. Ask students to give specific reasons and details from
going from one generation the reading to support their choices.
to the next (descent).
Exercise 5
Extra activity -----------
Continue the whole class discussion, comparing cities in your country to
Write the following
those in the reading. Ask Name som e examples o f multicultural cities. Is our
statements on the board
city multicultural? Did anyone here move here from another country? What
1 Berlin is a lively, exciting city. countries are the immigrants from?
2 London is very multicultural.
3 Hispanic people have
added to the culture of San
Francisco.
Ask students to find words
in the text to support these
statements.
Answers
1 clubs, play music
and dance, international
festivals, jumping, energy
2 nationalities, communities,
languages, descendants,
Bangladeshi, welcoming
immigrants and refugees
3 art on walls, taste in
food, hear in music, culture,
tradition, murals

Extra activity------------
Once students have thought
of an area and a community,
ask them to find out how
large the community is, what
festivals and customs they
have, what skills and art they
bring to the city. In the next
lesson ask students to share
their ideas with others then
present them to the class.

24 UNIT ID NEIGHBOURHOODS

Extra activity -----------
It is important to support
students in a listening
exercise by getting them
to predict content and
vocabulary. Before listening,
write Equipment and
Documents on the board
and try to elicit some or all
of the suggested ideas and
vocabulary:
Equipment: boots, helmet,
rope, gloves, safety harness
Documents: passport,
medical certificate,
application or consent form,
ID card
в
At the youth centre Ei
Listening and speaking
Summary
In an interview, a youth centre officer answers enquiries about the price, the
equipment required, and the safety precautions needed when doing a wall climbing
course.
Lead-in
Write the title of the unit, At the youth centre, on the board. Ask the class what a
youth centre is (a place for young people to meet and enjoy spending free time).
Ask the class to brainstorm some types of activities they think would be good to offer
at a youth centre.
Exercise 1
■ Call on a student to read the preview questions aloud.
■ Ask students to work in pairs to discuss the questions. Then ask the questions to
the class and elicit responses from several volunteers.
Exercise 2
■ Nominate a student to read the youth centre posting and activity offerings aloud.
■ Ask students to tell you whether each activity is an indoor or an outdoor activity,
and to describe what they think each activity involves. Ask the class if anyone
has tried any of the activities and, if so, to say a little about their experience.
■ Take a class poll to find out which activity students think is the most interesting.
Vocabulary note
A mural /'mjuaral/ is a piece of artwork painted directly on to a wall or ceiling.
Exercise 3 Q CD 1/06
-■ Read the instructions and the questions to the class.
■ Ask students to predict answers to some of the questions, for example,
the safety precautions, the safety equipment and the price of the course.
■ Play the recording once or twice as needed.
■ Ask students to work in pairs or small groups to discuss the answers to the
questions. Then elicit the answers from the class.
A u d io sc rip t ( ' CD 1/06
Cindy Excuse me. Have you got a moment?
Samantha Yes, of course, Cindy. How can I help?
Cindy Well, I'd like to find out about the wall climbing course.
Samantha That's a good choice. What would you like to know?
Cindy Is it dangerous?
Samantha No, not at all. You always have a helmet and ropes. The instructor is an
experienced climber and knows how to teach beginners.
Cindy Do I need to buy any special equipment?
Samantha Just a pair of climbing trainers - we supply everything else.
Cindy How much does the course cost?
Samantha Well, it's sixty pounds for thirty one-hour sessions. You can pay in three
installments if you like.
Cindy Which day of the week is it?
Samantha It takes place on Tuesday evening from six thirty to seven thirty.
Cindy Do you have to be very strong or fit?
Samantha No, not really, but we'll need to see a medical certificate before we enrol you.
Your mum or dad needs to sign a consent form too.
Cindy When can I enrol?
Samantha Well, registration evening is next Thursday. There are only eight places, and it's
first come first served!
EVERYDAY ENGLISH AT THE YOUTH CENTRE 25
 Answers
1 danger 2 helmet and ropes 3 climbing trainers 4 60 pounds for 30 sessions 5 Tuesday
evenings 6 medical certificate, consent form 7 next Thursday 8 eight

Exercise 4 (<■ CD 1/06

Extra activity -----------
Once students have noted
the useful expressions,
it is a good idea to focus
■ Explain or elicit that each pair of expressions represents two ways to say the
same thing.
■ Play the recording and ask students to mark their answers.
-■ Ask students to work in pairs to compare answers.
Answers
1 a 2a 3a 4b 5a 6a 7a 8b 9a

on pronunciation and drill

them in preparation for the Exercise 5
pairwork activity in exercise 5. ■ Ask students to work in pairs and turn to pages 144 and 146.
Ask students to listen to ■ Play the recording. Then ask students to write down any additional expressions
and repeat some of the they think are useful.
questions, paying attention
to the strongest stress
(as marked):
What do you WANT to know?
What would you LIKE to
know?
How much does the
COURSE cost?
What's the PRICE o f the
course?
Which DAY o f the week is it?

26 EVERYDAY ENGLISH AT THE YOUTH CENTRE

 2
Science and
discovery
Topic science, inventions, new discoveries
Reading An unusual find, A piece of luck, Columbus and the New World
Listening interview about Alexander Fleming, listening for agreement / disagreement
Grammar past simple and past continuous, subject and object questions
Function agreeing and disagreeing
Vocabulary words for describing science and scientists
Pronunciation regular past endings, word stress in opinions
Writing dividing a letter into paragraphs, using linkers
Speaking asking for help in a store

Let's get started

Lead-in
Extra activity ----------- Ask What are the most important inventions and discoveries o f the last fifty years?
Ask the class to think of
famous people who have
Exercise 1
been: astronomers (Ibn ■ Ask students to work in pairs to discuss the two questions. Then discuss the
Al-Shatir, Copernicus, questions as a whole class.
Ibn Hazem, Galileo),
engineers (Brunei), Vocabulary
physicists (Curie, Einstein), Exercise 2
biologists (Darwin),
inventors (Ibn Firnas, Bell, Pronunciation note
Note the strong stresses and weak schwa sounds in the words:
Wright brothers; Marconi),
or mathematicians /э/ /э//э/ Да/ Д/ /а/ /ж/ /а/
asTROnomer engiNEER ’ PHYsicist biOLogist inVENtor mathemaTlcian
(Pythagoras). Ask students
to say what they know about
these people. Vocabulary note
Note that the word engineer covers a large variety of jobs which involve applying science
Extend the vocabulary by and technology to the construction of things. E.g. civil engineer, aerospace engineer,
asking students to think of electrical engineer and chemical engineer, to name a few. Don’t confuse astronomers
other jobs connected with (scientists who study stars) with astrologers (people who think that human personalities
science and technology are influenced by the position of the stars).

(researcher, chemist,
explorer, archaeologist), Ask students to work individually or in pairs to complete the task.
or by asking students
to think of words and A nsw ers
phrases connected with 1 inventor 2 engineer 3 physicist 4 astronomer 5 mathematician 6 biologist
the jobs (do research, carry
out experiments, design
buildings, have / test a
theory).

27
2А An unusual find
Reading
Summary
Canadian Wayne Mushrow went diving in Newfoundland in 1981 and found an
ancient sunken ship along with some amazing and valuable treasure.

Lead-in
Write lost and found on the board. Ask Have you ever found anything unusual or
valuable? and Have you ever lost anything important?

Exercise 1
и Ask students to look at the pictures and tell you what they see. Elicit some
predictions about what the story is about.
■ For lower-level classes, ask a few guiding questions such as, Who do you think
this man is? What do you think he found? Where and how did he find it?

Answers
The pictures show a man with a strange, old object (an astrolabe) and a set of very
old coins.

Exercise 2

Pronunciation and votabuian fiott

. . " ' .Prlk-V ' : '

• м il;». .. .

. ■ , '№ v ! U f ‘Tjr .
..... ' rsVv!ir 1

• To help students practise their paraphrasing skills, try to elicit an explanation for
each word from the class. E.g. A ship is a large boat.
Extra activity ------------ ■ Ask students to make further predictions about the story's content, based on the
Ask students fo vvoik in p.ms vocabulary.
to come up with d news
Exercise 3
story based on the pictures
■ Remind students that they do not need to read every word. They should scan
and the vocabulary. Give ;
the text quickly for the specific answers to the questions. Elicit some key words
them a couple oi minutes,
or phrases they might look for to help them get the answers, for example, to find
then ask. a few pair- to
out where Wayne Mushrow was diving, students should scan for the name of a
present their story as if it
place, a country or a city, the name of an ocean, etc.
were a news item.
■ Ask students to work in pairs and compare their answers.
This creates a readme: to:
prediction task - before
Answers
answering the questions in
1 off the coast of Newfoundland 2 an astrolabe 3 350 years old
exercise 3, ask students to
read the text quickly to see if Exercise 4
the story is similar to theirs.
■ Give students time to read the additional questions. Then ask them to read the
You could extend the text again.
vocabulary by adding the ■ For lower-level classes, students can underline the answers in the text or take
following extra words Irom notes on a separate piece of paper.
the text, to the words m the
box in exercise 2: discovery;
seabed, shiny, rescue,
valuable.

u n n IP, AN UNUSUAL FIND

Extra activity ----------- Culture note
Newfoundland is a province in the eastern part of Canada. Art astrolabe is flat and made
Ask students to find and of metal. It consists of a hollow disc that holds one or more flat plates, and several
underline the following other parts that can be rotated. This allows the user to locate and predict the positions
words: keen, sunken, of the sun, moon and stars. It was first invented in Ancient Greece. It was an important
seabed, shiny, dug, vital, instrument in the medieval Islamic world, and it was from there that it was reintroduced
into Europe in the fifteenth century.
valuable. Ask them to guess
meaning from context.
Ask students to work in small groups to compare their answers.
Write the following
definitions on the board
and ask students to match Answers
1 Canada 2 No (he did it in his free time) 3 No (he first found an anchor and some coins)
them to the words they
4 He took it home and washed it. 5 He looked through books. 6 To calculate the position
underlined: at the bottom of the stars for navigation.
o f the sea (sunken), bright
like silver (shiny), moved
Grammar: past simple
earth to make a hole (dug),
Lead-in
enthusiastic (keen), worth a
lot of money (valuable), very To introduce the past simple, write the following sentences from the text on page 16
important (vital), the bottom on the board and ask students to tell you the missing words.
o f the sea (seabed). Wayne M ushrow________________a milkman from Canada.
H e ________________ to look for sunken ships and interesting objects.
Extra activity ----------- He was swimming along the seabed when h e ________________an old ship's anchor.
While he was looking around, h e ________________a small shiny object in the sand.
For additional practice, ask
H e ________________down a n d ________________ it.
students to look back at the
reading text on page 16 and Exercise 5
find further examples of the
Give students about one minute to work in pairs to match the sentences with
past simple. Ask students
the uses.
to tell you which use in
exercise 5 applies in each
Answers
case.
1b 2 a 3 с
Extra activity------------
Exercise 6
Ask students to look back at
the text and make other past Grammar note
simple questions about what Remind students that for regular verbs add - (e )d (clean -> cleaned, create -> created)
Wayne did next. E.g. or -ied (study -> studied) to the infinitive form in order to make the past simple.
However, many common verbs are irregular (go -> went, find -> found, lose -> lost, etc.).
Where did Wayne take the The auxiliary verb did/didn't is used in questions, negatives and short answers.
object?
Watch out for the following common form errors: She studyed. They staied. She didn't liked
What did Wayne do with the the film. She was tired? You went to Canada? Did he went home?
object?
What did Wayne learn ■ Do the task with the whole class, eliciting answers from volunteers.
about the object?
Why were astrolabes vital? Answers
1 created 2 went 3 didn't 4 didn't 5 Did 6 Did 7 did 8 didn't 9 did 10 did
Why was Wayne's astrolabe
valuable?
Exercise 7
As an extension activity
Ask students to work individually or in pairs complete the exercise. Make sure
ask students to look back
they know that some words may be used more than once.
at the text and make a list
of regular past forms (e.g.
Answ ers
liked, discovered, proved,
1 was, was 2 did, do, did 3 were, were 4 did, find 5 Did, find, did 6 did, see, saw
rescued, washed, removed,
tried, searched, invented,
survived, worked ) and
irregular past forms (e.g.
was, made, found, saw,
dug, took, had, cam e).

UNIT 2A AN UNUSUAL FIND

 Exercise 8 (>■ 1/07
■ Focus students' attention on the table, and explain that there are three ways to
pronounce the regular past simple endings.

Pronunciation note
After voiced sounds, -ed is pronounced /d/. After unvoiced or voiceless consonants, -ed
is pronounced /t/. -ed is only ever pronounced /id/ after Д/ or /d/. Correct students
who overuse /id/ after other consonants. E.g. turning worked into /w3:kid/ and watched
into /WDt/ld/.

■ Elicit the three different ending sounds, /t/, Id / and /id/.

Extra activity --------- -*-■ Play the recording, for students to complete the table.
For additional practice, ask
A u d io s c rip t (' 1/07
students to work in groups
played removed
and ask them to add more watched washed
verbs they know to each waited cleaned
column. Refer them to the showed tried
reading text on page 16, if liked rescued
they need help. decided searched

Answ ers

Id/ N /id /
showed liked decided
removed washed
cleaned searched
tried
rescued

Grammar: past simple and past continuous

Lead-in
Ask students to change the following present simple sentences to the present
continuous.

I play tennis. - I am playing tennis.

Terry studies maths. - Terry is studying maths.
We eat pizza. - We are eating pizza.

Ask students how to change the present forms above into past forms.

Exercise 9
■ Ask students to work in pairs to match the sentences to the uses. Make sure
students understand interrupted (stopped).
■ Review the uses of the past simple, and point out that the past simple is used
for completed actions that happened at a specific point in the past, whereas the
past continuous refers to actions that occurred over a period of time.

Answ ers
1a/ с 2 b

Exercise 10
■ Ask for volunteers to tell you the name of the verb tense for each sentence.

Answers
a was swimming (past continuous); discovered (past simple) b were diving (past
continuous) с was looking (past continuous); saw (past simple)

UNIT 2A AN UNUSUAL FIND

 Exercise 11
Extra activities ■ Tell students to look carefully at all of the examples of the past continuous in
ГГ)! i C=!1 1 ,S(- dSk exercise 9.

s‘ol\ ■
; ■:I I, ■
0 Ii' S > ‘ ' i I'd
Piny fiJibi. a popular gam e
to I practising tin- past
simple arid p, 141 continuous
lorm Tell ‘''indent'- Hint
two students broke som e
laboratory equipm ent iri
■Mt-1 jenc< idh yestei loy
til five o’clock yesterday.
Then cixjore two strong and
' d i e " ft tifHi;f!i
is ill ч ! • ''
(or the incident. K Ti them to sit
1 ■' ■ 1 1 ■ ,1
they must decide where
they were at five o'clock.
•y! ■ ■
they w ere w ris how t
0 it 11ii" i I
■m • ■к •{ i vpj e liibi
nit! thetr •torn>s I" is- in •the
; i! !' .
i l ' i K'l! !llCJ
:■ -1"4 ill! '! -
■
el* 1u i i , *i ’с \ ■ Ask students to work individually to complete the rule. Then call on a student to
Grammar and pronunciation note
i j.-i •, ■ ■ !i!ci.!11 1'•i *1With ricfae veihs when there is duration. It is very much a
’sativi tr1:sc used \m;t‘ii s i!111 Mofi£“ . This could be when talking about a 'background'
У a- at the strut и! .n>1v щ din’edofe e.g. We wnro livnuj in Pam. in those days,
i'i -i in n,i 'n/ o n J thi' ./ii blowing, oi it could be when talking about a
i , ' 1 ' pp. (t 1 in'' "и ifCi ■ " i shorter oae, e.g. Thov wore watchmq TV when
■ ’"i • • n 1i '' s is . !l ■misi - ii "I .us is i i-sc-i : to imply a longei activity.
i^ .sn md vis. di vvd' it i fit rkmg students' understanding ot the difference between
■ i 'Si ■'wo tense s U • \ л am' hue, using a long wavv line to show the duration of
■ i p.-ci i ontiriiiDUs ass. .me! ,i . res. to show; that the past simple clause is shorter,
■ fed an ! e i t e r r i ' h i oim : , ' wo the example below for one ot the
- s im p le e n te i ■ : i
'ДОесе eves '.winnimnn
Now
He discoveied an onnivnr
to’!' ' that in past continuous affirmative sentences rind questions the stress is on the mam
■erb and was /waz/ and were /wa/ are weakly stressed In negatives, w asn’t /Vvozant/
ii.o 'i/orou ■/'wi:nt/ are strongly stressei.f
read the rule aloud.

Answ ers
i a t ' ; (Hiji1 •! ;i Tiie» 1 be 2 -ing
о is! ti I ,! ; -|1||1-,Г'П| I' l| ,
r.l mispr■t • •• ' th. и Exercise 12
vi'ibis, f■
с when ■ivt ‘ you a
Culture note
five o'clock vt-'s'erday? What
v ' j /i
мне1 ( io 'dveai (,m i tecember, 1 8 0 0 - 1 Julv, t HoO) was the first American to
It I K'l'11. i/I I '!'
-■ating r'.iiM ..I lubber and sulpfi ■ w a ' , i p i o r e s vulcanising rubber. He
you I к/1 t tiVe It 'I ! ь] . ii U isi rv.'i 'or! i he [in e i s , dost ri he'd in the text, in in mi nvl patented it on 1'.i inne, 1844.
the suspect, five minutes >iauiou' Am- a* ur tvn manufariurer, Cioodye.n, i named in hi-- iionour but was
tr> , И“ I о с I i. i 1’■ i A . -ii ■ ■I ' .-d1-- ,i-' up alto' Ins k.vil

! il’ .UMX ( t ’ !e ■1ti If

'ООП ii.! I I !'/. .1П . t ПГ>$6 Read the instructions to the class. Review the uses of the past continuous from
!m felt Hi ;ing -.1 ; I 1ii I! exercise 9.
1 ' 1! I III
•AiSfM *Wi I ‘I !hl- V '■ mute-', Vocabulary note
. , ti -' I'iiei ; i <i ' ha; к a "re i4 m '' -" iiftii i lit voi ribulap-'in Ihis text so you nidy wish to check it before or after
'iskmg si, -lens > ■!( As giriiriniar practice. Ask students to find and underline these
litci 'in a n ? ! ,; i tust ask
■oro- in tne tee , v , veo/ One), metis (goes soft or 1кцluj in heat), transform (change),
the second ;usp( i 1 simnnr b "in i hot metril o\/en), fl'-'\ibio (easy to bend and shape-). Ask students to guess the
q i1 '.tie ' . The a:iii is to meaning oi match them to the synonyms shown in brackets.
In id hoi*-, ii i their alibis. !n
ti . Iback ask tui -i iss what
Ask students to work individually or in pairs to complete the task.
(. Mil 1eili e-- i! I tilt ispects'
For lower-level classes, do the first several items with the whole class, eliciting
ti ii es jrt \ ii it in ! wnich the answer and the use for each verb.
showed tii it they > •-re lying.
As stuck ;nts is к ci.ii inswer
Answ ers
gin Mn 'iv , !i ,te ,i!i\ eirors m
1 tried 2 was working 3 made 4 was standing 5 was examining 6 dropped 7 melted
form, use ,-ind pront mciation 8 became 9 put 10 noticed 11 had
of past forms. At the end,
do an error feedback on the
board.

UNIT 2A AN UNUSUAL FIND

2В A piece of luck
Extra activity --------------------
Before asking students to
read the texts ask them
to look at the picture and
the title of their text and
make some predictions. Ask
How can you describe this
invention? What is it for?
Do you use it? What do you
think o f it?
Extra activity --------------------
Ask students to find and
underline the following
words in the text: stable
(not moving), spring
(a thin strip of metal pressed
tight so that it jumps out
when released), firm
(company), spoilt (ruined),
hook (curved shape), loop
(round shape with a hole
in it). Ask students to guess
meaning from context. Write
the definitions (shown in
brackets) on the board and
ask students to match the
words to them.
Extra activity ---------------------
Write buttons, zips and
Velcro on the board. Ask
Which is the most useful
invention and why? Divide
the class into three teams.
Each team defend an
invention. Give the teams
five minutes then ask a
spokesperson for each group
to deliver their arguments.
Which is the best fastener?
UNIT 2B A PIECE OF LUCK
Reading
Exercise 1
■ Go over the meanings of inspiration (something that gives you a new idea) and
perspiration (sweat).
■ Discuss the meaning of the quote with the whole class.
Answer
b
Exercise 2
■ Ask students to read the text and call on for volunteers to explain whether the
author thinks inspiration or perspiration is most important in the process of
inventing something.
Answer
hard work (perspiration) often leads to unexpected inspiration.
Exercise 3
Culture note
James invented the slinky in the early 1940s. It became popular after it was
demonstrated at Gimbels department store in Philadelphia in November 1945. Slinky
dogs and worms can be bought. Georges de Mestral invented Velcro in 1941 ..He settled
on nylon as the best material from which to make the fastener.
Remind students that they should read the text first, and then complete the table.
Vocabulary note
Slinky can be used as an adjective to describe a movement that is sinuous and graceful.
Burrs are seeds which bear hooks or teeth which attach themselves to fur or clothing of
passing animals or people.
Give students about five minutes to read the text silently and then complete
the table in pairs.
Answers
Slinky Velcro
1 Richard James, American engineer Georges de Mestral
2 He wanted to make ships more He wanted to find an alternative to
stable in bad weather. breaking zip fasteners.
3 The spring 'walked' down some The burrs had hundreds of hooks that
books. made them stick to anything.
4 The children loved it as a toy. He understood how to create a better
alternative to the zip fastener.
5 very successful very successful
Exercise 4
Ask the question to the whole class, and elicit ideas from several students.
Answers
Both; Slinky, chance played a bigger part; Velcro, observation was more important.

Extra activity -------------------
Instead of telling students
the answers, give them
a copy of the audioscript
and ask them to find the
answers. In feedback, ask
which words or phrases in
the audioscript helped them
find answers when they
listened. Ask if any words or
phrases misled them.
Listening
Culture note
Alexander Fleming (1 8 8 1 -1 9 5 5 ) was born in Scotland and died in London. He
discovered the antibiotic substance penicillin from the fungus Penicillium notatum in
1928, for which he shared the Nobel Prize in Physiology or Medicine in 1945 with
Howard Walter Florey and Ernst Boris Chain. Florey and Chain worked out how to
produce penicillin in large quantities. The importance of penicillin was that it cured
diseases like typhoid and pneumonia which were previously major killers.
Exercise 5
■ Read the vocabulary in the box and go over the meaning of any unknown
words.
Vocabulary and pronunciation note
slide (the small piece of glass you put microscopic things on before looking at them
under a microscope), radioacTlvity (nuclear energy produced by atomic particles),
bocTEria (microscopic organisms that can cause illness), CULture (a small amount of a
substance placed on a slide to study), inFECtions (illness caused by bacteria).
■ Ask students to look at the photographs of Fleming and the penicillin bacillus
and predict which words might be associated with him.
Exercise 6 ( r CD 1/08
Tell students they will hear an interviewer asking questions about Alexander
Fleming.
Vocabulary note
Point out the following phrases: discover the properties o f penicillin (i.e. what it is made
of) do research into infectious diseases, make a discovery, examine (something) under
a miscroscope (i.e. look at carefully), identify the substance, mass-produce the antibiotic
(i.e. make large amounts of it)
■ Play the recording and ask students to answer the questions.
A u d io s c rip t ( t CD 1/0 8
Interviewer Around the world, many hospitals and clinics carry the name of Alexander
Fleming, the person who discovered the properties of penicillin. But who was
this man?
Dr Cole Well, during the First World War, Fleming was a doctor in battlefield hospitals.
A huge number of people died from infections, so after the war he decided
to do research into infections and infectious diseases. He eventually became
Professor of Bacteriology at St Mary's Hospital in London.
Interviewer I see - so people already knew about Fleming and his work before his famous
discovery?
Dr Cole Yes, they did.
Interviewer So what was Fleming like, then?
Dr Cole Well, he was a modest man, and a brilliant researcher, but his laboratory was
always a mess. However, this mess helped him make his important discovery.
Interviewer How exactly did it help him?
Dr Cole Well, Fleming did a lot of his research on cultures that he grew and studied. He
was looking into ways of fighting infection. One day in 1928, he came back to his
lab after a long holiday and discovered that a lot of his slides were contaminated.
He was about to clean them when he discovered one area where bacteria
didn't grow. He examined it under a microscope and identified the substance as
penicillin.
Interviewer So it was just luck then, that he identified penicillin?
UNIT 2B A PIECE OF LUCK 33

Extra activity--------------------
For extra practice, write a
few more sentences on the
board and ask students to
recognise subject and object
and write two questions,
one about the subject, and
one about the object.
Tom played football.
Who played football?
What did Tom play?
Anna called Tina.
Who called Tina?
Who did Anna call?
Extra activity -------------------
For additional practice, ask
students to work in pairs or
small groups. Refer them to
the reading texts about the
Slinky and Velcro on page
18 and ask them to choose
one text. Tell them to write
three questions about the
text using who or what as
the subject (i.e., without
the auxiliary do), and three
questions with the auxiliary
do or did. When students
finish, elicit the questions
and play a quiz game with
the whole class trying to
answer each question.
34 UNIT2B A PIECE OF LUCK
Dr Cole Yes and no. Fleming admitted that he came across penicillin by chance. But it
was his years of research experience and powers of observation that meant he
understood the importance of his discover/.
Interviewer And was penicillin an immediate success?
Dr Cole Not really. Other scientists who followed Fleming needed to develop ways of
mass-producing the antibiotic. However, in the end they and Fleming shared
the Nobel Prize for their work.
Answers
1 B 2 A 3 C 4 B 5 C
Speaking
Exercise 7
■ Give lower-level classes a few sentence starters on the board: The most surprising
invention for me was ... because . . . ; I think the most important discovery was ...
Grammar: subject and object questions
Exercise 8
■ Review the terms subject (the person or thing in a sentence that does the
action), verb (the action word), object (the person or thing that receives the
action).
Answers
a Subject: De Mestral, Verb: invented, Object: Velcro, b Subject: Fleming, Verb: noticed, Object:
something interesting, с Subject: Several scientists, Verb: shared, Object: the Nobel Prize.
Exercise 9
■ Ask students to work in pairs to discuss the two questions.
Answers
1 a, d, object 2 b, с
Exercise 10
ш Ask the class to complete the rule.
Answers
1 don't use 2 use
Exercise 11
Culture note
Sir Henry Royce (1 8 6 3 -1 9 3 3 ) and Charles Rolls (1 8 7 7 -1 9 1 0 ) started working together
in 1904 and formed Rolls-Royce Limited in 1906. Royce was the engineer, winning
accolades for his brilliant engine design. Rolls was from an aristocratic family and had
both the financial backing and entrepreuneurial skills to make the company successful.
Rolls was the first Briton killed in a plane accident when his Wright Flyer crashed in 1910.
Royce continued to develop luxury cars right up until his death. Today Rolls-Royce Motors
continues to produce high-quality cars as a subsidiary of BMW. A separate Rolls-Royce
company produces engines for the aircraft industry.
■ Ask students to complete the task in pairs.
Answers
1 Who made the Royce 10? 2 What did Royce make in 1904? 3 Who opened a car factory?
4 What did Rolls and Royce do? 5 What happened to Rolls-Royce cars?

Extra a ctiv ity --------------------
For additional practice, ask
students to work in groups
of three to practise reading
the dialogue aloud. When
they have read through
a few times, ask them to
practise again, substituting
the highlighted phrases with
expressions from the Useful
expressions box.
Good luck 2C
Listening and speaking
Exercise 1
■ Ask students to work in pairs to discuss their ideas.
Exercise 2
■ Tell students to answer the question and then work in pairs to mark their responses.
Vocabulary note
trust (your) inner feelings = rely or depend on how you feel inside, not what others say
Exercise 3
■ Tell students to turn to page 145, and read the explanation of their answers. Let
them discuss in pairs whether they agree with the explanations. Elicit responses.
Exercise 4 ( J CD1 /0 9
■ Review the first two questions from the questionnaire in exercise 2.
■ Play the recording and ask students to work in pairs to discuss their answers.
A u d io s c rip t ( t CD 1/0 9
Frank Megan, did you see the questionnaire about luck in this weekend's magazine?
Megan Oh, yes, 'Are you lucky?' Yes, I looked at it, but I didn't do it. What does it say?
Frank Well, basically, it claims that we get the luck we deserve. Do you think that's true?
Megan Yes, by and large, I do. I believe that people who are positive and who work hard
tend to be the ones who are lucky.
Simon There's some truth in that, but sometimes you can see an opportunity but you can't
afford to take a chance. So I can't make up my mind. Anyway, what's your view on
this, Frank?
Frank Personally, I think you can create your own luck if you trust your feelings.
Simon I hear what you're saying, Frank, but what happens if our feelings are wrong? We can
end up losing everything. As far as I'm concerned, it's better to be safe than sorry.
Frank I totally disagree, Simon. As I see it, all successful people take risks.
Megan On the whole I agree with you, Frank, but I can see Simon's point of view, too.
Answers
Question 1 Megan: I agree. Simon: I don't know. Frank: I agree.
Question 2 Megan: I don't know. Simon: I disagree. Frank: I agree.
Exercise 5
■ Introduce the Useful expressions box. Say the expressions and ask students to repeat.
Vocabulary note
See means understand here. It tends to be used informally. Expressions like /Is I see it, ...
and I see what you mean are more informal than In my opinion and I understand.
Elicit any other phrases students know, e.g. I fe e l/ suspect/ reckon t h a t H o w do you
see it? If you ask me . . I don't see / get your point; Don't talk rubbish\f Absolutely!
Give students tim e to complete the matching task either individually or in pairs.
Make sure they know that some expressions may be used more than once.
Answers
It claims - According to, By and large - In general, I believe - In my opinion / From my
point of view, I can't make up my mind - I can't decide, What's your view? - What do
you think? Personally, I think - In my opinion / From my point of view, I hear what you're
saying - I understand what you're saying / I see what you mean, As far as I'm concerned -
In my opinion / From my point of view, I totally disagree - I don't agree, As I see it, - In
my opinion / From my point of view, On the whole, I agree with - In general, I think
you're right, I can see Simon's point of view - I understand what Simon means
Exercise 6
■ Students start by sharing opinions on the first statement on the questionnaire.
UNIT 2C GOOD LUCK 35

Extra activities --------------------
Write a list of simple,
controversial statements on
the board:
■ Watching football is boring.
■ Science is a more
important subject than
history.
■ The school day is too short
Divide the class into groups
of four and label each
member of the group, А, В, С
and D. Tell the students that
A must express an opinion
about the first statement, В
must agree or disagree then
ask С what he / she thinks,
С must offer an opinion, and
finally D must mention what
the others think and agree
or disagree. Once students
have done this, they should
move on to the second
statement, and В starts.
You may need to act this out
first so that students get the
idea of how their discussion
should go.
To support this activity,
design a simple flow diagram
for students to follow when
having this discussion.
A: give an opinion -> '
B: agree / disagree -> ask
C's opinion
C: give an opinion -♦
D: mention what others
think -» agree / disagree
Prepare small pieces of card
or paper with the headings
from the Useful expressions
box on them. E.g. AGREE,
DISAGREE, MENTION THE
OTHERS'OPINIONS, SAY
YOU'RE UNCERTAIN. Give
a set to each group which
should be placed in a pile
face down. A must express
an opinion, then В must
pick up the first card and say
something dependent on its
heading. С and D then follow.
UNIT 2C GOOD LUCK
Pronunciation
Exercise 7 ( r CD 1/ 10
■ Read the instructions to the class. Make sure students understand that they
should mark (underline) the stressed words.
Pronunciation note
Point out that the stressed words all focus on the speaker; therefore they emphasise that
he or she is expressing a personal opinion.
■ Play the recording once and ask students to work in pairs to compare answers.
A u d io s c rip t ( r CD 1/ 10
1 In my opinion
2 As far as I'm concerned
3 From my point of view
4 Personally, I believe
Answers
1 In my opinion 2 As far as Гщ concerned 3 From my point of view
4 Personally, i believe
Exercise 8
■ Explain that students should use the expressions from exercise 7 to express their
opinions of the items listed here in exercise 8.
■ Elicit a few examples from the class.
For lower-level classes, allow students to write their statements first.
Writing: an informal letter
Lead-in
Write London on the board. Ask What do you know about London?
Exercise 9
Culture note
The British Museum, which dates from 1753, is a museum of human history and culture
and houses one of the world's largest collection of artefacts. The Elgin Marbles and The
Rosetta Stone are just two of its highlights.
Covent Garden is a lively part of London set around an eighteenth centuiy piazza near
the Royal Opera House. It is full of markets, shops and buskers.
The Natural History Museum is in Kensington and is famous for its dinosaur skeletons.
Oxford Street is London's busiest shopping street.
Buckingham Palace is the London home of Queen Elizabeth II.
Baker Street, which was laid out in the eighteenth century, is a busy street in the
Marylebone district of London. It is famous as the fictional address of Sherlock Holmes
who lived at 2 2 1 B.
Madam Tussaud's is a world-famous wax museum.
Mamma Mia is a famous musical based on the songs of the Swedish 1970s pop group ABBA.
■ Make sure students understand coincidence (two things that happen by chance).
Vocabulary note
come across (something or somebody) = find by accident or while doing something else,
e.g. The miners were looking for gold when they came across the remains of an ancient fort.
bump into (somebody) = meet by chance, e.g. I was shopping in the High Street when,
to my surprise, I bumped into an old friend from primary school.
■ Give students tim e to read the letter.
■ When students finish, ask them to work in pairs to find the answers.
Answers
1 Sally saw their old camp leader. 2 Covent Garden, the Natural History museum,
Buckingham Palace, Oxford Street, Baker Street, Madame Tussaud's

Extra activity ------------------------
Write these three sentences
on the board:
8am: Jake got up.
8.03am Jake had a shower.
8.30am: Jake ate breakfast.
Ask students to make as
many sentences as they
can using the linkers in
this lesson. You could ask
students to work in pairs
with a tim e limit to write
sentences as fast as they
can. In feedback, make
sure you get examples of
linkers that go before the
first event, that go between
the first and second event,
afterwards and that directly
link two events. Make sure
students are differentiating
between events immediately
following each other, and
those following each other
but not immediately.
Extra activity ---------------------
Here is an alternative way
of organising this writing
activity: First, ask students
to work in pairs to prepare
the letter. They must decide
on the subject and recipient
of the letter then they must
work together to plan out
and write down detailed
notes of what they would
like to include in the letter.
Next, ask pairs of students
to exchange their notes
with a different pair. The
pairs must now look at what
the others wrote and work
together to suggest ways of
improving the letter, by using
paragraphs and linkers to
join up the sentence notes.
After five minutes, ask the
pairs to hand back their
letters to the pairs who
originally wrote the notes.
Pairs must now complete
and write their letters using
the ideas suggested.
Exercise 10
■ Review what a paragraph is: a group o f sentences that are about one thing.
Remind students that they should divide the letter into three paragraphs.
■ Ask students to work individually or in pairs to complete the task.
■ To wrap up, ask students why they think the paragraphs should be divided that
way. (The first paragraph talks about the day they arrived, the second about
Monday, and the third, yesterday.)
Language note
Point out the following about letters:
Date in the top right
Hi Tom followed by a comma
Point out the fixed expressions at the start and end of the letter and these alternatives:
Hi Tom, (Dear Tom,)
Just a quick note from ... (I'm writing to you from ..., Greetings from ...)
See you in the summer (See you soon / Looking forward to seeing you)
Best wishes (All the best / Best wishes / With love)
PS stands for post scriptum (after writing) and is used to add extra information that the
writer forgot to put in the letter. It's often used to remind the receiver about something.
Answers
Paragraph 1: From beginning of letter to .. Covent Garden.'
Paragraph 2: From, 'On Monday to 50 pounds!'
Paragraph 3: From 'Yesterday morning ...'to end of letter
Spotlight on writing skills: linkers (2)
■ Ask students to read the information in the Spotlight box. Then give them a few
minutes to find all of the examples of linkers used in the letter: After, Then, After
that, Afterwards.
Grammar note
Note that the linkers or conjunctions when, as soon as and after link two clauses. They go
before the first event in real time. However, the sentence order can be changed: After we
unpacked[ we explored Covent Carden. We explored Covent Carden after we unpacked.
Note also that the past perfect may be used to show the earlier event but it isn't
necessary as the linker shows the time relationship of the two events: After we (had)
unpacked' we explored Covent Carden.
Then, afterwards and after that always go at the start of the second sentence and show
sequence. They are generally followed by a comma, that in After that refers back to the
previous sentence.
Exercise 11
■ Give students tim e to add linkers to improve the letter. Make sure students know
there is more than one answer possible.
Possible answers
We played softball. After that, we rested and walked in the park and I met my uncle and
aunt and my cousin. Then we went to the cinema to see an action film and had pizza at an
Italian restaurant. Afterwards, we had ice cream. We ate and laughed a lot. My friends paid
the bill because it was my birthday. It was a really perfect day.
Exercise 12
■ Give students tim e to think about who they want to write to, as well as to
choose a holiday, trip or special day they want to write about.
■ Give students about 1 5 -2 0 minutes to write their letters. Remind them to divide
the letter into paragraphs and to use linkers.
■ When students finish, collect the papers, to return later with your written
comments and suggestions on the letter form, use of paragraphs and linkers.
UNIT 2€ GOOD LUCK 37
 2D Columbus and the New World
Reading
Summary
In 1492, Columbus, an Italian explorer serving the King and Queen of Spain, sailed
around the world in search of a direct route to bring spices from Asia to Europe.

Lead-in
Ask the class to brainstorm anything they know about Christopher Columbus (his
home country, when he lived, what he did, e tc ) and write it on the board.

Exercise T
■ Give students about ten minutes to read the text silently.
■ Ask students to work in pairs to go over the answers.

Culture note
Christopher Columbus made four voyages across the Atlantic and established various
colonies, notably the one on the island of Hispaniola. By the time of his death, in Castile
in 1506, his reputation had been tarnished. In running his colonies in the New World, he
had ruled barbarically which had led to him being imprisoned for a time and deprived
of his position as governor. His name in English is an anglicisation of his Latin name. In
Spanish, his name is Cristobal Colon. In Italian, Cristoforo Colombo.

Answers
1 Italy 2 America 3 Spain 4 India

Exercise 2
■ Tell students that this task focuses again on finding the topic of a paragraph.
■ Make sure students know that one heading will not be used.
■ Elicit some information students might look for in each paragraph to help them
identify the correct headings.

Answers
1 E2 A3 D4 F 5 B

Exercise 3

Vocabulary note
claim as their own = say that (he / it) belongs to them
in common with = in the same way as
Extra activity ---------------------
You could also get students to find words connected with sea and ships: sail' voyage,
Ask students to work in pairs ship, boat; sailor,; crew, coast.
to look at the text about
Columbus again and write
■ Set a tim e limit of five minutes for students to complete the task. Encourage
five more wh- questions
them to scan the text to find the answers quickly, and to check all of their
about the text. Make sure
answers when they finish.
they are different from the
questions in exercise 1. Then
Answers
put pairs together into groups
1 False 2 True 3 True 4 False 5 False 6 False 7 False 8 True
of four to ask and answer
their questions without
looking back at the text.

38 UNIT 2D COLUMBUS AND THE NEW WORLD

 Listening
Exercise 4 (7 CD 1/11

Extra activity --------------------
An alternative approach
is to play the recording
with books closed first
before following the steps
■ Tell students they will learn some more interesting facts related to Columbus'
above. To create a task, ask
students to listen and try
■ Before playing the recording, ask students to work in pairs to try to predict the
to hear the names of two
cities, two continents, two
explorers and two countries.
Culture note
Alexandria is a great port on the northern coast of Egypt.
Leif Ericsson was born in Iceland in about 970 and is believed to have established a
settlement called Vinland in what is now Newfoundland in present day Canada.
The man who named America after the Italian explorer Amerigo Vespucci, was Martin
Waldseemuller. He did so on a map he drew in 1507.
The Portuguese fleet under Pedro Alvares Cabral arrived in what is now Brazil in 1500.
It's the only Portuguese-speaking country in the Americas and the fifth largest country in
the world.
The Treaty of Tordesillas (1494) was responsible for dividing South America between the
Spanish and Portuguese.
story.
missing information. Elicit the type of information students should listen for in
each item.
Play the recording once and ask students to work in pairs to compare answers.

A u d io s c rip t CD 1/11
1 Nowadays you can buy a hundred grams of pepper for a couple of euros. But five hundred
years ago it was a different story! In India a kilo of pepper cost one gram of silver. By the
time it got to Alexandria, its price was ten grams, and in Venice 14 grams. And European
consumers paid 25 grams of silver per kilo!
2 People say that Columbus was the first European to cross the Atlantic, but in fact it was the
Viking Leif Ericsson. He was the first to go across the Atlantic to North America in 1,000 AD.
He named the land he found Vinland.
3 You may think it strange that we don't call the whole of America Colombia, rather than just
a single country in South America. This is because America is named after the Italian sea
captain Amerigo Vespucci. He was a sailor who explored the coast of the new world over
several voyages. His map maker named the continent after the captain, and the name stayed.
4 Do you wonder why in Brazil they speak Portuguese while everywhere else in Latin America
people speak Spanish? Well, this is because Spain and Portugal were great sea rivals.
Columbus claimed the lands he discovered for Spain, but Portugal wanted to have a share
too. To avoid war the two countries agreed to divide up the New World. Portugal had the
right to colonise the north east of Brazil and Africa, and Spain the rest.

Answers
1 10 2 14 3 25 4 1,000 5 Italian 6 Brazil 7 Portuguese 8 war 9 Brazil

Project
■ Ask students to work in groups of four or five.
■ Give groups tim e to choose an inventor or explorer who they would like to
research, make sure there is no overlap between groups.
■ Encourage groups to assign roles for the project, e.g. finding maps, writing Did
you know facts, making posters and visuals, etc.
■ Set a tim e in class for students to present their projects. Depending on class
size, ask groups to present to one or two other groups, or to the whole class.

UNIT 2D COLUMBUS AND THE NEW WORLD 39

 Review
Units 1 and 2
Unit 1 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self-assessment box.

Answers
Exercise 1
1 selfish 2 generous 3 sociable 4 prejudiced 5 creative 6 conservative

Exercise 2
1 smells 2 are you doing 3 am cooking 4 takes 5 always try 6 are 7 is 8 do you
prepare 9 usually make 10 am cooking 11 is studying 12 tastes 13 don't you stay

Exercise 3
1 с 2 b 3 a 4 a 5a 6a 7 a 8 c 9 b 10b 11b 12c 13b 14b 15c

Exercise 4
Philip, I'd like to introduce you to Marco. He is staying here for three months to improve
his English.; Hi Marco, I'm pleased to meet you. So, whereabouts in Italy are you from?;
I'm from Milan, in the north.; You have two really great football teams. Which one do
you support?; I'm an Inter fan. I'm really crazy about them. What about you?; Well, I'm
more interested in rugby, but I like watching football too. Do you go to the matches?;
I sometimes go, but tickets are so expensive. I usually watch them on a big screen in a
cafe.; There is a Champions' League match on TV tonight. Would you like to come to
my house to watch it?; Yes please, I'd love to, but I need to check with Alex first

Unit 2 review

Answers
Exercise 1
1 was 2 tied 3 released 4 watched 5 floated 6 disappeared 7 landed 8 was
9 contacted 10 decided 11 discovered 12 had 13 were 14 owned

Exercise 2
1 was 2 Did; didn't 3 did; floated; disappeared 4 did 5 found 6 had; had

Exercise 3
1 were travelling 2 went 3 were walking 4 saw 5 decided 6 was looking 7 found
8 reminded 9 opened 10 found

Exercise 4
1 In my opinion, research on space travel is a waste of money. 2 From my point of
view, life must exist somewhere in the universe. 3 According to scientists, the earth is
about five billion years old. 4 As far as I'm concerned, aliens don't exist. 5 I hear what
you're saying, but we don't have enough proof. 6 What's your view on UFOs?

REVIEW UNITS 1 AND 2

 3
Law and order
■s
Topic crime, criminal justice
Reading Catching a thief, Where's the proof. The detectives, The Red-headed League
Listening interview with a forensic scientist, interview with the author of a book about
Sherlock Holmes
Grammar past perfect, used to / would
Function making and accepting an apology, filing a police report
Vocabulary describing crimes and criminals
Pronunciation used to, stress on key words
Writing writing a letter of apology
Speaking reporting a loss, describing a criminal and crime

Lead-in
With books closed, write Law and order on the board, and elicit students' ideas
about w hat the Unit may include. You may wish to write any useful vocabulary they
give or ask for on the board.

Let's get started

Exercise 1
■ Ask students to look at the two pictures and discuss the four questions with a
partner. Elicit information from the whole class.

Answers
1 They are both fictional detectives.
2 They were both created by Agatha Christie.
3 Students' own answers
4 They both look old-fashioned, with clothes from an earlier time.

Exercise 2
Extra activity------------------- -► ■ Ask students to read the descriptions to themselves and decide on some other
Before students do Exercise things they can say about the tw o people in the pictures. Elicit ideas from the
2, you could give them whole class.
some examples of the
language of speculation Answers
Students' own answers
first, e.g. he might be . ..
she could be. ...perhaps
he... maybe she... she's
possibly. ...he's probably....
This will help them to
structure their comments
later.

42 UNIT 3 OVERVIEW

Extra activity — -----------------
Read the vocabulary
in the box, and have
students repeat the words
chorally and individually to
check word stress in the
multi-syllable words, which
is as follows: investigation,
burglary,; misunderstanding ;
evidence, suspect,; o//b/’
witness, fingerprints,
statement.
Vocabulary
Exercise 3
■ Read through the vocabulary with the class. Elicit the meaning of each word, or
make this a dictionary work activity.
■ Ask students to complete the sentences individually and check with a partner.
Answers
1 burglary 2 witness / statement 3 clue 4 fingerprint 5 investigation / evidence
6 suspect / alibi / cell 7 crime / misunderstanding
Culture note
Agatha Christie (1890-1976) was a British writer of crime fiction, of the genre known
colloquially as the whodunit (meaning who did it?', in which the reader tries to work out
who committed a crime).
She was a prolific writer of short stories and novels, and is the best-selling writer of all
time, with over four billion novels sold. Her work has been translated into more than
103 languages. She also wrote several plays, of which The Mousetrap is the best-known,
because it has been performed continuously since 1952, and continues, with over
24,000 performances!
Her first novel - The Mysterious Affair at Styles - was published in 1920, and introduced
her most famous detective, the Belgian Hercule Poirot. She wrote a further 33 novels
and 54 short stories featuring him. There have been several feature films, and those in
which Peter Ustinov played Poirot are of particular note. Since 1989, David Suchet (main
photograph) has played Poirot in the long-running ITV.
Christie's other famous detective - Miss Jane Marple - first appeared in 1926, in a short
story called The Tuesday Night Club, and featured in a further 12 novels and a number
of short stories. Many famous women actors have played Miss Marple, but the best
known is probably Joan Hickson (small photograph), who appeared in the BBC TV films
of the twelve novels between 1984 and 1992.
UNIT 3 OVERVIEW 43
ЗА Catching a thief
Extra activity --------------------
Look at the verbs which are
used for the criminal activity
in the first story: to get into,
to take, to escape, friend.
You could ask students if
they know any other, more
specific words which could
be used instead. Elicit or
give them the following:
to get into - to break into
to take - to steal
to escape - to make one's
getaway
friend - accomplice
Also make sure that they
are familiar with the word
ja il - also spelt gaol - for
prison. The words are not
exact synonyms, in that ja il
is often something local,
and short-term, whereas
prison is usually national and
long-term.
Extra activity --------------------
You could do this reading
as a jigsaw. Divide the class
into pairs. One student in
each pair reads the first text,
the other reads the second.
The pairs must rem em ber
and tell each other their
stories and decide which
criminal was the cleverest.
At the end, let the students
read the other text.
UNIT ЗА CATCHING A THIEF
Reading
Exercise T
Give students about five minutes to read the two stories. Remind them that they
do not need to understand every word in order to answer the question. When
thy have read them and decided on their answers, ask them to compare their
ideas with a partner. Then elicit answers from the whole class, giving reasons for
them. If there are any disagreements, encourage a discussion.
Answer
In the first story, Brian Fortune was not very clever, because he dropped his phone so the
police could trace him easily.
The German prisoner had a clever idea for escaping, but you could argue that he wasn't
clever to leave the evidence of his escape when got out of the van.
Grammar: past perfect
Exercise 2
■ Ask students to complete the task individually.
■ Ask students to tell you the verb in the past perfect (had stolen).
Answers
1 b 2 a 1st b 2nd
Exercise 3
Give students a few minutes to complete the rules individually.
Answers
1 had dropped 2 found
Exercise 4
■ Make sure students understand the correlation between the diagram and the
actions in sentence 1. Ask guiding questions: In sentence 1, there are two
actions. What are they? Which action came first? What did the thief do second?
Grammar note
The past perfect is a narrative tense. It is used when telling stories and allows the speaker
or writer to change the order of verbs and refer back to a previous past time.
It is important to communicate to students that the past perfect is used to talk about a
past action that happened before another past action, even though in a sentence it may
be mentioned after. For example:
In sentence order 1st 2nd
In real time 2nd 1st
He went to bed after he had cleaned his teeth.
Note that when the past perfect is used with linkers like after, before or as soon as, using
the past perfect (especially in spoken English) becomes optional because it is obvious from
the linker that the past event happened before:
Jack went home after he (had) played football.
It is possible that students may think that the past perfect is used for a distant or historical
past, e.g. When I was a child[ I had lived in the country. This is incorrect.
Extra activity -----------------------
For additional practice, write
the following sentences on
the board and ask students
which events happened
first and second. Then ask
the class to brainstorm
additional sentences based
on the reading texts.
The teacher walked into
the classroom he had
taught in. (The teacher
taught in the classroom.
Then he walked in.)
When the driver returned
to the truck, the sheep
had escaped. (The sheep
escaped. Then the driver
returned.)
Audioscript
■m Ask students to complete the diagram for sentence 2.
Answers
1 The other prisoners finished work. 2 The man hid.
Exercise 5 Q CD 1 /1 2
■ Call on two students to read the model sentences. Tell students to find the
auxiliary had in each sentence.
■ Read the instructions. Ask students to repeat the contracted 'd form, and the
weak form /(h )a d /.
Pronunciation note
In spoken English, had is almost always contracted with pronouns (I'd, he'd, we'd, you'd,
etc.) but is rarely contracted with nouns and names (James had, etc.) and in questions
(What had they said? etc.). Here, the weak stress is used. Point out that strongly stressing
had with its full value is wrong, as it results in wrongly emphasising the auxiliary verb.
In negative sentences hadn't is strongly stressed. In short answers, had and hadn't
are stressed.
■ Play the recording once or twice as needed. Then go over the answer with the class.
( r CD 1 / 1 2
Detectives found the phone under some flowers where Brian had dropped it.
He didn't realise that he'd dropped his phone.

Answers
1 weak form 2 contraction

Extra activity ---------------------
Students often find it difficult
to hear contracted had in a
sentence. You could do a quick
minimal pairs exercise to test
this: Write the following pairs of
sentences on the board then
read out the sentences with
an asterisk. Find out if students
can hear which sentence you
are saying:
We played football before.
We'd played football before *
They lived a b roa d for
m an y years. *
Theyd lived abroad for
m any years.
Exercise 6 ( / CD 1 / 1 2
■ Play the recording, pausing between phrases for students to repeat
-■ Explain that while it isn't imperative that students use this pronunciation when
they speak, it is important that they are able to recognise it when they hear it
Exercise 7
■ Go over how to form the past perfect (had + past participle).
■ Give students tim e and ask them to work either individually or in pairs to
complete the task.
Answers
1 hadn't worn 2 had broken into 3 had borrowed 4 had taken 5 had emptied
6 had seen, had interviewed
Exercise 8
■ Give students tim e to match the sentences to the pictures.
■ Elicit the answers, asking which action came first, second, or whether the two
actions happened at the same time.
Answers
1с 2 b 3 a

UNIT ЗА CATCHING A THIEF 45

зв Where's the proof?
Extra activity--------------------
Elicit/Give students the basic
vocabulary for playing board
games: board, dice, spinner,
counter (piece), to spin
the spinner/roll the dice, to
move the piece (forw ard/
backwards), to throw a six,
to land on a square, to get
home, to win, to lose. Ask
them to get into groups and
choose one board game;
they must work together to
explain how to play it. They
can then tell other groups.
If possible, bring a board
game into class to show the
various parts, and actions.
UNIT SB WHERE'S THE PROOF?
Lead-in
Check students know the meaning of the noun proof and its related verb to prove,
by elicit it, and some examples of use (e.g. Finding Brian Fortune's mobile phone
was proof that he had been there. The police have to prove that Fortune was in
the house.).
Reading
Exercise 1
■ Ask students to look at the three opening questions individually and think about
their answers for a couple of minutes. Then elicit the names of some popular
board games.
■ Ask for their opinion of board games.
Exercise 2
■ Ask students to read the article and decide on the title. Elicit their suggestions.
Discuss it if there are different ideas.
Answer
с
■ Focus on the Spotlight box with the class, and suggest that these are important
study skills for them to rem em ber when dealing with a text.
Exercise 3
■ Ask students to do this matching activity individually, then check with a partner.
■ Call back answers from the whole class.
Answers
1 G 2 A 3 В 4 D 5 С 6 F (E is the extra sentence)
Culture Note
Cluedo was devised by Anthony E. Pratt, a solicitor's clerk from Birmingham, England. It
was originally called Murder! and was intended to pass the time when people were in
air raid shelters during World War II. It was eventually published by Leeds-based game
makers Waddingtons in 1949. As originally published, there were six characters all staying
at a house with nine rooms where a murder has taken place, with one of six murder
weapons (a candlestick, a dagger, a lead pipe, a revolver (gun), a rope and a spanner).
The object of the game is to decide who committed the murder, in which room and with
which weapon. This is done by asking the five other players questions. The American
version was called Clue and there some small differences. There have been many
versions over the years, and it has produced film, TV, computer game and book spin-offs.
Grammar: used to / would
Exercise 4
■ Ask students to read the sentences and answer the question, then elicit the
answer.
Answers
The happened on a regular basis

Extra activity ----------------------
Ask students if they have
played Scrabble in English,
or in their own language.
Ask anyone who has played
it to describe how to play
it and what they felt about
it If nobody has played it,
ask them to describe any
other word games they have
played, or ask if anyone
does crosswords.
Extra activity --------------------
Ask students to write two
sentences using used to and
two using would which are
true for them. Elicit some
examples from the whole
class. Check carefully for
pronunciation as they give
them to you.
Extra activity ---------------------
Ask students to work in
pairs or groups to think of
a recent high-profile court
case. Ask them to prepare to
tell the story of the trial using
vocabulary from the box. Ask
a few pairs to tell the class
their story.
Exercise 5
Ask students to do this individually, then check with a partner.
■ Elicit answers from the whole class.
Answers
1 When I was a child I used to belong to a chess club, but I don't any more.
2 They used to invite friends to play Scrabble every Saturday evening, but they stopped a
long time ago.
3 My grandmother only used to take ten minutes to do the crossword, but she no longer
does.
4 I never used to play football when I was younger, but now I play twice a week.
Culture note
Scrabble is game in which players have to make words with tiles that have letters on
them, by putting them onto a 15 x 15 grid board. They get points depending on where
they put them, and the winner is the person with the most points when there are no
more letters to put down. It was invented by Alfred Butts in 1938, when it was called
Crlss-Crosswords. Butts couldn't sell it, so he sold the manufacturing rights to James
Brunot in 1948; Butts got a royalty for each game sold. It still didn't sell well, but when
Macy's started stocking it, Scrabble really took off. In 1955 it was first marketed in the UK
and Australia by Spears. Since then 150 million sets have been sold in 121 countries and
29 different language versions.
Exercise 6
■ Read through the grammar note with the students and check that they
understand the difference between the use of would and used to.
Answer
There is only one other example of would in the passage, in sentence G we would take
out some of the board games.
Exercise 7
■ Ask the whole class which form is correct in these two sentences.
Answers
1 only used to 2 would and used to
Pronunciation
Exercise 8 ( * CD 1/13
■ Give students tim e to read the sentences silently and try to decide what the
pronunciation should be. Then play the recording one or twice, as necessary.
A udioscript (< CD 1/13
You used the clues to help you work out who the culprit was.
We used to spend two weeks by the sea.
Answers
a /ju :z d /
b /ju:st/
Exercise 9 (/ CD 1/13
Play the recording, and pause it for students to repeat the sentences chorally
and individually.
■ Point out the essential nature of this different pronunciation, because it affects
the meaning of the word used.
Exercise 10
■ Students now work in groups to make as many sentences as they can.
-► ■ Elicit one or two sentences from each group.
UNIT 3B WHERE'S THE PROOF? 47

Extra activity----------------------
Ask students to work in
pairs. One student is the v
interviewer. Ask him or her
to look at the questions in
exercise 14 and choose five
or six he or she would like to
ask a forensic scientist. Ask
them to think of at least one
other question to ask. The
other student is a forensic
scientist. Hand out copies of
the audioscript for students
to note how Dr M ortimer
answers the questions. After
two or three minutes, ask
the scientist to close his or
her book. The interviewers
must ask the scientist the
questions they chose to
ask. The scientists must
improvise answers, recalling
what Dr M ortimer said.
Ask students to swap roles
or act out their conversations
for the class.
UNIT 3 i WHERE'S THE PROOF?
Listening
Exercise 11
■ Allow students to use their dictionaries to check the meaning of forensic, if necessary.
■ Ask students to work in pairs to compare their ideas.
Answers
Forensic scientists study evidence from a crime in order to determine the details of what
happened, when, how, etc.
Exercise 12
■ Give students tim e to read the explanation of the TV show and elicit the
meaning of the acronym, CSI from the rubric.
Culture note
CSI: Crime Scene Investigation, which is also known as CSI: Las Vegas, is an American
crime series which was first aired on CBS in October 2000. The series follows Las Vegas
forensic investigators as they use physical evidence to solve horrible murders. The drama
combines detective stories with popular central characters. CSI: M iam i and CSI: NY are
spin-offs which follow the same format.
Exercise 13
■ Ask the class whether anyone has seen the show CSI (or a show like it) and, if
so, what they like or dislike about it.
Exercise 14 ( r CD 1/14
■ Give students tim e to read the list of questions. Tell them to circle any unfamiliar
vocabulary.
■ To encourage students to share information and ask peers for help in class, ask
students to work in groups of three or four to share the vocabulary they circled.
Students should explain any words they know to the group.
■ Focus students attention on the question words at the beginning of each question
(when, who, where, etc.) Remind them to think about the type of information
they need to listen for in order to answer each one (a name, a place, a time, etc.).
■ Play the recording once and ask students to complete any questions they can.
Tell them that they can note down their answers on a separate piece of paper.
■ Play the recording again, so students can complete any questions they missed.
►■ Ask students to work in pairs or small groups to compare answers before you go
over the answers with the class.
A udioscript ( j CD 1/ 14
Andy So how recent is forensic science in police work?
Dr Mortimer Well, the most important developments have been in the last hundred years.
Before that the police depended on witness statements or finding someone
with stolen property and so on. Fingerprints started to be used systematically in
criminal investigations in the 1900s. But progress is being made all the time -
for analysing blood or fibres from clothes, for matching bullets to guns and so on
Andy And what about DNA?
Dr Mortimer Well, DNA is much more recent. It was first used in 1986 to convict a killer.
Also, and as importantly, it was used to prove the innocence of another
suspect. It has also saved a lot of people on 'death row' in the States.
Andy And is it completely reliable?
Dr Mortimer Well, if there is a complete match it is, but investigators still need to explain
how the DNA got there and how it was discovered.
Andy I see. Now, tell me, what do you think about all TV series like CSI - Crime
Scene Investigation.
Dr Mortimer Well, I am a fan of the show, but we need to remember that it isn't real life.
It's great television, but some of the techniques they use simply don't exist.
Andy So is this a problem?
Dr Mortimer Mm yes, there is the CSI effect in trials. Jury members who have watched CSI
think they are experts. They are refusing to convict guilty people because they
say there isn't enough forensic evidence to support a conviction. The other
problem is that it tells criminals what they have to do to destroy any evidence
that they leave behind at the crime scene.

Answers
1 in the last hundred years 2 in the 1900s 3 using fingerprints and DNA 4 in 1986
5 convicted a killer, proved the innocence of another suspect 6 very reliable (if there is a
complete match) 7 how the DNA got there and how it was discovered 8 some techniques
don't exist 9 a lot of forensic evidence 10 They tell criminals how to hide evidence.

UN IT 38 WHERE'S THE PROOF?

зс Lost and found
Lead-in
Ask students to look at the picture at the top right of the page. Ask Who are these
two people? What do you think they are saying ? Elicit possible conversations.

Listening and speaking

Exercise 1 ( f C D 1 /1 5
■ Play the recording once. Then ask for volunteers to tell you the answers.

A udioscript ( r CD 1/15
Simon Excuse me. Could you help me?
Officer What seems to be the problem?
Simon It's my suitcase - I think someone has stolen it.
Officer Oh dear! What does it look like?
Simon Well, it's a small blue suitcase with wheels and a handle for taking on a plane.
Officer What were you doing when you saw it last?
Simon I was buying a drink. When I turned round it wasn't there any more.
Officer I see. Had you noticed anyone suspicious?
Simon No, nobody. My case has got everything, my clothes, my computer and even my
passport.
Officer What a pity. There are thieves and pickpockets at this station - I'm afraid a lot of
bags get stolen.
Simon Oh no! What a disaster.
Officer We'll look at the CCTV, but I can't promise anything.

Answers
1 С 2 clothing, computer, passport 3 Look at the CCTV.

Exercise 2 (e CD 1 /1 5
■ Give students tim e to read the partial sentences from the audioscript.
■ Play the recording again, pausing as necessary for students to fill in the blanks.

Answers
1 What seems to be the problem? 2 What does it look like? 3 What were you doing when
Extra activities ---------------- you saw it last? 4 Had you noticed anyone suspicious? 5 What a pity. 6 What a disaster.
Check vocabulary by asking
students to add phrases Exercise 3
from the audioscript to
■ Give students tim e to read the partial conversation before completing the
the correct category in
conversation individually.
the Useful expressions
box. Then ask students to Answers
suggest categories for the See Audioscript CD 1/ 16
other phrases.
Apology: I hope you'll Exercise 4 CD 1 /1 6
forgive me.
Vocabulary note
Relief: Thank goodness; Compare:
What a relief!
by accident/ by mistake = not intentional
For additional practice on purpose = intentional
with the phrases, ask / didn't mean to ... = I didn't intend to ...
students to work in pairs or
groups of three to create a
^ ■ Play the recording so students can check their answers and go over the phrases
conversation using at least .
in the Useful expressions box.
two of the phrases.

UNIT 3C LOST AND FOUND

 A u d io s c rip t ( f CD 1/ 16
Boy Excuse me, are you looking for this?
Simon Oh thank goodness - it's my case. Where did you find it?
Boy I took it by mistake. I'm so sorry! I've got one that is exactly the same. Mine's over
there. I hope you'll forgive me - I didn't mean to take it.
Simon Please, don't worry about it. It was just an accident. You didn't do it on purpose.
What a relief!

Answers
See Audioscript CD 1 /1 6

Pronunciation: stress on key words

E xercise 5 ( f CD 1 /1 6
■ Play the recording, pausing between lines for students to repeat.

Pronunciation note
It's important to get students to exaggerate stress and intonation here as English is a
stress-timed language with a very wide intonation range, so the more students exaggerate
the more likely they are to sound English. Point out that flat intonation indicates
disinterest or rudeness.
Notice the strong stress (in capitals) and the intonation pattern of the phrases below;

Oh DEar! What a diSAster! I'm SO SOrry. I didn't MEAN to take it.

Exercise 6
■ Go over any unfamiliar vocabulary. Make sure students are clear on the
differences between lend, borrow, and let you borrow.
■ Ask students to work in pairs and to decide on Student A and В roles.
■ Give students a few minutes to think about what they are going to say. Remind
them to refer to the Useful expressions box.
Extra activity------------------- To wrap up, call on a different pair to present each situation for the class.
Divide the class into
groups of four. Ask each Writing: a letter of apology
student to prepare three L e a d -in
small pieces of paper Ask the class to think about situations for which they might need to write a letter of
(you could cut up and apology, for example, borrowing something and breaking it, etc. Elicit some phrases
prepare the paper before or sentences that might be included in a letter of apology for each situation.
the lesson - each piece
need be no larger than a Exercise 7
business card). On each ■ Give students tim e to read the letter. Then ask them to work in pairs to compare
piece of paper, students their answers.
must write the name of
another student in their Answers
group and invent a mistake 1 He wants to apologise. 2 He took the wrong suitcase, mistaking another guest's luggage
for his own.
that student has made, e.g.,
Dina has forgotten -to give
■ For higher-level classes, focus students' attention on the formal tone of the letter.
my pen back; Karim said
■ Elicit particular phrases that make the tone sound more polite and formal: help
that he would phone me
me to resolve a problem concerning (instead of simply help me to sort out a
yesterday but he forgot.
problem with), please accept m y apologies (instead of I'm sorry.), etc.
Ask students to shuffle and
place the cards in a pile.
Students turn over the first
card. The student whose
name is on the card must
apologise. The student who
wrote the card must accept
the apology.

UNIT 3C LOST AND FOUNT 51


Extra activity ----------------------
Divide the students into pairs.
Ask each pair to imagine
that Ben forgot to return
his best friend's house key
when he left after staying
for the weekend. However,
it was his friend's only key
so he caused him a lot of
problems. Ask each pair to
look at the formal letter on
page 39 and think of how to
change the phrases so that
they are appropriate for an
informal letter or email of
apology.
E.g. Hi not Dear, All the best
not Yours sincerely I'm so /
really sorry not / would like
to apologise for .
Ask the pairs to rewrite
the formal letter so that
it is appropriate for the
new situation. When they
have finished, ask them to
exchange their letters with a
different pair. You could then
ask that pair to write a reply,
forgiving their friend, or you
could ask them to rewrite
the letter to make it formal
again w ithout looking at the
formal letter on page 35.
UNIT 3€ LOST AND FOUND
Exercise 8
Language note
The writer of a formal letter should always put his or her address in the top right corner of
the letter. It should be the full address without abbreviations and including the postcode.
It should not include the writer's name. It should be blocked to the right as shown in the
letter or to the left with each line starting immediately beneath the previous one (more
typical in hand-written letters).
Note that companies often have their address on headed paper as shown in the second
letter.
The address of the recipient should be included in the top left corner. It may be placed
as shown or written lower down on the page to the writer's address. Except in very formal
letters, including the recipient's address is optional.
The date should be written below the writer's address with a one line space between.
Dates should always be written in full with capitals on the months, as 12th February or
February 12th.
A comma is normally placed after D e a r____, and after Yours sincerely/ faithfully. A way
to remember when to you use sincerely and when to use faithfully is to remember that
you can't put the two S's of Sir and sincerely together.
Commonly, especially in business letters, women use Ms in place of M ss (unmarried
woman) or Mrs (married woman). It is correct to use Ms in a formal letter if you do not
know which title a woman normally uses.
Point out that words and phrases are not shortened in a formal letter, e.g. I am afraid' not
I'm afraid.
■ Ask students to complete the task individually, circling the answers in Ben's letter.
Answers
1 top left. / top right / below his address 2 a comma 3 capital
Exercise 9
■ Remind students to scan the text specifically for how the manager feels.
■ Ask students to tell you the words or phrases that helped them.
Answers
She feels it is not a problem. (She writes Do not worry it can happen to anyone.)
Exercise 10
■ Ask students to work in pairs and to tell you why they think the format is different
(because the hotel's letter uses a business letter layout on printed headed paper).
Answers
Position of return address and date.
Exercise 11
■ Give students about three minutes to underline the phrases.
Answers
Apologising: I would like to apologise, please accept my apologies
Forgiving: Do not worry, can happen to anyone.
Exercise 12
Encourage students to create a written brainstorm of useful words, phrases and
expressions they can use in their letter.
 The detectives 3D
Listening
Lead-in
Write the name Sherlock Holmes on the board and ask students to brainstorm any
words or phrases they can think of that relate to the name.
E.g. pipe, hound[ deerstalker hat, logic, nineteenth century, stories, Londonf
detective, Watson, Baker S tre e t ...

Exercise T

Culture note
The most famous Holmes stories include the novel The Hound o f the Baskerviiles
(an attempted murder on Dartmoor inspired by the legend of a terrible hound), and
the short story The Red-Headed League (in which Holmes investigates a mysterious
organisation that employs red-headed men).

■ Ask for volunteers to share any Sherlock Holmes stories they have read or
movies or TV programmes they have seen. Encourage them to share as many
details as they can about the story.

Exercise 2
■ Ask students to work in pairs or small groups to complete the task. Tell each
group to choose a secretary to write down the group's ideas.
■ Ask students to join another pair or group and compare their information.
■ Elicit one or two pieces of information about each topic from the class.

Culture note
Holmes' creator, Sir Arthur Conan Doyle (1 8 5 9 -1 9 3 0 ), started out as a physician in
Plymouth in the south of England before becoming a writer. He was a prolific writer who
wrote poems, plays, science fiction and historical novels as well as the Sherlock Holmes
stories. He was a fine sportsman and very interested in politics - he ran for parliament twice.
In the stories, Holmes is described as thin and tall (over 6 feet or 1 metre 90) with black
hair, grey eyes, thin lips and a hawk-like nose. He wears a deerstalker hat and carries a pipe.
Objects associated with Holmes include his hat, his pipe, his magnifying glass, and his
violin. He is a brilliant violinist.
■ Holmes lives at 2 2 1 В Baker Street, described as a first-floor flat at the upper end of
the street in one of the novels.
■ His closest friend is Dr Watson, who is amiable and good-humoured but no
intellectual match for Holmes. He is the narrator of most of the stories.
■ Holmes' greatest enemy is Professor James Moriarty, a mathematical genius with a
flair for crime. Moriarty and Holmes fight and fall to their deaths over the Reichenbach
Falls in The Adventure o f the Final Problem (published in 1891). In this story, Conan
Doyle tried to kill off his hero so he could concentrate on other work. However, in
1894, he revived Holmes following pressure from his fans and publisher.
■ His popular expression or 'catchphrase' is, 'Elementary, my dear Watson'.
Note that some of the answers above are revealed in the listening, so you may not wish to
tell students everything at this stage.

Answers
See culture note

Exercise 3 f C D 1 /1 7
■ Tell students they are going to listen to an interview about Holmes and his
creator, Sir Arthur Conan Doyle.
■ Play part A of the recording once or twice as needed and ask students to work in
pairs to discuss their answers.

UNIT 3D THE DETECTIVES 53


Extra activity----------------------
Note that there are some
interesting words connected
with writing in the listenings
which you could focus on:
novel (story in a book), edition
(published version of a novel),
plot (story line), adaptation
(when you change a book to
a film or play)
Other words: fed up with =
bored with; re-enacted =
acted out something that
had happened in the past
UNIT 3D THE DETECTIVES
A u d io s c rip t ( f CD 1/ 17
Interviewer Tell us about Arthur Conan Doyle, the author of the stories.
Sally Well, he was born in Edinburgh and trained as a doctor. He wrote his stories
while waiting for his patients.
Interviewer Really! And when did the first Holmes story come out?
Sally In 1887, in a magazine. It was an immediate success'. Holmes eventually
appeared in 56 stories and four novels. People used to queue up for the latest
edition of the magazine.
Interviewer Wow! Why did, and do, people like the stories so much?
Sally Well, first of all the plots are good, then his method of solving mysteries using
observation and logical reasoning was original. Finally, I think readers like his
relationship with Dr Watson. Holmes is a cold and distant person, but he is
close to Watson. They even share a flat together.
Interviewer At 221 b Baker Street.
Sally Mm, that's right. And Watson's diary, of course, is where the stones are
supposed to come from.
Interviewer And was there a real Holmes?
Sally Well, Conan Doyle probably based his hero on a Scottish doctor called
Joseph Bell, who used to make clever diagnoses through careful observation.
Holmes is observant and a good scientist. He solves one mystery through his
knowledge of cigar ash!
Interviewer Just-like CSI!
Sally If you like!
Answers
1 he wrote while he was waiting for his patients 2 1887 3 in a magazine 4 56 stories
and 4 novels 5 221 b Baker St., London, Dr. Watson 6 good plots, uses observation and logic,
his relationship with Dr. Watson 7 Scottish doctor, Joseph Bell
Exercise 4 ( f CD 1 /1 8
■ Give students tim e to read the questions before you play the recording for part B.
Play the recording once or twice as needed. Then check the answers with the class.
A u d io s c rip t f CD 1 /1 8
Interviewer But didn't Conan Doyle kill Holmes at one point?
Sally Mm, yes he did. He was fed up with Holmes. In 1893 Holmes and his enemy
Professor Moriarty fell to their deaths after a fight above a waterfall. But Holmes
fans were so sad and angry that Conan Doyle had to bring his hero back to life.
Interviewer Is interest in Sherlock Holmes as strong as ever?
Sally Absolutely! There are always new film and TV adaptations of the stories.
Interviewer What do you think of the way he is shown?
Sally Well, all we know from the books is that he is tall and thin. The strange hat he
wears and that funny curved pipe are not in the original stories. He does use a
magnifying glass from time to time, though.
Interviewer People write to him too, don't they, at Baker Street?
Sally That's right. Although at the time of writing the stories the address didn't exist. It's
now the home of the Sherlock Holmes Museum and the Sherlock Holmes Society.
Interviewer You mean those weird people who dress up and do re-enactments?
Sally Yes, but before you say anything else, I'm a member! A few years ago, some
of us went to Switzerland. Two members dressed up as Holmes and Moriarty
and re-enacted their fight.
Answers
1 It shows a scene when Holmes falls to his death after a fight. 2 Fans were angry,
so Conan Doyle brought Holmes back to life. 3 He doesn't wear a hat or smoke a pipe
in the original. 4 221 b Baker St, London. People dress up and do re-enactments of
Holmes' stories.
Reading
Summary
Sherlock Holmes is called upon to help shopkeeper Jabez Wilson. Wilson wants to
find out what happened to the Red-headed League, an organisation started by an
American who wants to help people with red hair.

Extra a ctivity -------------------—
Ask students to work in pairs
or small groups to write
the final paragraph of the
story. Tell them to include
information about how
Holmes solved the case
and what happened when
Holmes confronted the
thieves.
Pin the students' stories
on the walls round the
classrooms. Ask students
to walk round and read the
concluding paragraphs then
vote on which is the best
and why.
Exercise 5
■ After reading the introduction, ask a few questions to check understanding: Who
is Jabez Wilson? What does he do at his new job? Who is his employer? Why
does Wilson go to Sherlock Holmes for help?
■ Ask students to work in pairs to think of a possible explanation for the Red-headed
League.
Exercise 6
■ Ask students to read the extract once to get the general idea, and then tell them to
scan for the answers to the questions.
■ When students finish, ask them to work in pairs to compare answers.
Answers
1 a His right hand is larger than his left, b He wears an arc-and-compass breast pin. с His tattoo
could only have been done in China; Chinese coin on his watch chain, d His left cuff is worn.
2 He is surprised, does not understand how Holmes knew the information.
3 He says he realises Holmes didn't do anything clever after all - just used observation.
Exercise 7
■ Tell students they will now have a chance to try to solve the mystery themselves.
Culture note
In the story, Holmes deduces that Spaulding and his accomplice had set up the
Red-headed League and employed Wilson just to keep him out of his own shop. While
Wilson was working on useless but highly-paid clerical work, Spaulding was digging a
tunnel from Wilson's shop to the bank next door with a view to robbing it. The hollow
sound under the pavement, Spaulding's dirty knees, the fact that he had only recently
started work in Wilson's shop, and the close proximity of the bank, all pointed to this plot.
■ Ask students to work in groups of four to six and give them about ten minutes to
discuss the evidence and make guesses about the case.
When groups finish, reassemble the class, and elicit students' ideas.
UNIT 3D THE DETECTIVES 55
 At the police station
Listening and speaking
Exercise 1
■ Ask students to look at the picture and describe what they see, then discuss
the questions.
■ For higher-level classes, expand the conversation by asking students to discuss
which they think is more important: citizens' rights to privacy or catching criminals.

Culture note
CCTV or closed circuit television uses video cameras to transmit a signal to a specific
place on a limited set of monitors. Its use is very common in the UK where an estimated
five million cameras are employed.
Arguments in favour of CCTV are that it deters crime, makes people feel safer knowing
their property and streets are under surveillance, and it helps solve crimes. It has been
used, notably, to track down missing children and to catch criminals.
Arguments against are that it is very expensive, an invasion of privacy, and that it does
not solve many crimes (a 2008 report concluded that a mere 3% of crimes were
solved by CCTV).

Exercise 2 ( 7 CD 1 /1 9
■ Set the scene by reading the instructions to the class. Then give students tim e to
read the report document. Make sure students understand terms such as, build
(body size, shape and type), dress (what the person was wearing), distinguishing
features (aspects that make a person look different from other people).
■ Play the recording once and ask students to just listen. Then play it again,
pausing occasionally to allow students to fill in the blanks.
■ Ask students to work in pairs to compare their reports before you go over the
answers with the class.

A u d io s c rip t CD 1 /1 9
Teenager Hello. I'd like to report an incident.
Officer I see. Can you tell me what happened?
Teenager I was cycling through the park when a man jumped out and pushed me off my
bike. Then he took my rucksack and rode away.
Officer I see. Can you describe him?
Teenager Well, he was about twenty. He was tall and skinny. He was wearing jeans and a
brown leather jacket.
Officer Can you remember anything special about him?
Teenager Yes, he had a small scar under his right eye, and an earring in one ear.
Officer Hair?
Teenager Erm ... he had short dark hair.
Officer Straight? Curly?
Teenager Oh, it was spiky. Yes, it had gel on it.
Officer Could you describe the bike?
Teenager Well, it's just an ordinary bike. I'm more worried about my stuff that was in the
rucksack.
Officer So what was in the rucksack? Tell me about its contents.
Teenager Well, there was my mobile phone. Oh and my ID card and credit cards. Luckily
my cash and keys were in my pocket. What do I have to do now?
Officer Well, fill in this form with your name and contact details. Then you'd better
contact the bank and cancel the cards.
Teenager Oh no. Do you think you'll catch him?
Officer Yes, this isn't the first report we have had. We'll get him sooner or later.

56 EVERYDAY ENGLISH AT THE POLICE STATION


Extra a c tiv ity -------------------
For additional practice,
hand out a copy of the
audioscript. Ask students to
work in pairs to practise the
conversation, substituting
phrases from the Useful
expressions box.
Answers
Place: the park
Description of suspect: man, short, spiky, dark hair
Age: about 20
Height and build: tall and skinny
Dress: jeans, brown leather jacket
Distinguishing features: small scar under right eye, tattoo, earring in one ear, pierced lip
Items stolen: rucksack, bike
Violence: yes
Contents: mobile phone, ID, credit cards
Exercise 3 ( r CD1 / 2 0
■ Ask students to work in pairs to study the Useful expressions box. Tell partners
to take it in turns to read the phrases aloud. Then ask them to change roles and
read the list again.
Vocabulary note
Note that the answer to What did he look like1. is a physical description. E.g. He was tall
and slim. You can't say He looked like slim.
skinny = thin in a negative way; slim = thin in an attractive way
a scar = a mark on the face or body caused by a cut that has healed
■ Play the recording and ask students to tick the expressions they hear.
■ Elicit the answers from the class.
Answers
I b 2 b 3 a 4 a 5 b 6 b 7 a
Exercise 4
■ Ask students to work in pairs. Tell them to decide who will be Student A and
Student B.
■ Give students tim e to think of their descriptions. Refer them to the police report
docum ent in exercise 2, so that they include as many details as they can.
■ Give students about five minutes each to give their reports. Remind them to use
phrases from the Useful expressions box.
EVERYDAY ENGLISH AT THE POLICE STATION 57
 4
Travel and adventure

Topic travel
Reading The Edinburgh Festival
Listening at a travel agent's travel situations
Grammar present perfect and past simple
Function making arrangements
Vocabulary travel
Pronunciation contracted have / has, intonation
Writing writing a formal letter or email
Speaking making suggestions.

Let's get started

Lead-in
Ask students to think about their travel experiences. Ask What is the most e xcitin g /
interesting place you have ever been to? How did you get there? What did you do /
see? What did you like most about the place?

Exercise 1
■ Tell students to look at the picture. Ask who they think the person is and what
she is doing.
■ Read the two discussion questions aloud. Make sure students understand the
amount of money millions o f dollars.

Culture note
Space tourism is new and limited but possible. By 2010, seven multi-millionaires had
paid between US$20-35 million to fly aboard a Russian Soyuz spacecraft to visit the
International Space Station in orbit around the Earth.

■ Ask students to work in pairs to discuss the questions. Then ask for volunteers to
share their ideas with the class. Encourage students to explain their answers.

Vocabulary
Exercise 2
■ Before students do the task, ask them to cover the vocabulary in the box with a
piece of paper. Then ask them to work either individually or in pairs to read the
sentences and try to predict the missing words.
■ When students finish, ask them to uncover the word box. Go over the
pronunciation, asking students to repeat the words after you, first chorally and
then individually.

58 UNIT 4 OVERVIEW
 Pronunciation note 6 FEStival
Note the strong stress: 7 GAllery
1 SCEnery /'sim ari/ 8 hiSTOric
2 souveNIR /'suiva.nia/ 9 BIRthplace
3 GUIDEbook 10 muSEum
4 SIGHTseeing /'sa it.sin rj/ 11 STAtue /'staetfu:/
5 TOUrism /'tu a riz m / 12 MOnument

■ Give students time to complete the sentences.

Extra activity--------------------
Check students understand
the words in feedback by
asking questions: What do
you call a building full of
paintings? (gallery) What
do you call something you
buy or take to help you
remember a place you visit?
(souvenir)
•■ When students finish, check answers by asking for volunteers to read the
complete sentences aloud.
Answers
1 scenery 2 souvenir 3 guidebook 4 sightseeing 5 tourism 6 festival 7 gallery
8 historic 9 birthplace 10 museum 11 statue 12 monument
Exercise 3
■ Give students time to read the instructions and to think of some answers on
their own.
■ Ask students to work in pairs to brainstorm their ideas. Tell them to make notes,
so they can share their answers later.
■ To make the task into a fun game, tell pairs they will receive one point for each
original idea on their list, i.e. an idea that the other pair does not have.

Exercise 4
Extra activity-------------------- •■ Combine pairs to form groups of four and ask pairs to compare their ideas.
Once the groups have ■ When groups finish, ask for volunteers to share their lists with the class. As
prepared their ideas, ask students give their answers, ask them to say whether they have visited the place
them to design a poster with and, if so, what they thought about it.
their information. It should
read something like this:
See the amazing______in
the art gallery / museum at

Visit the mountains in

______, etc.
Ask students to put their
posters on the walls, then
walk round and ask each
other about the information
on their posters. At the end,
decide whose poster was
the most interesting.

UNIT 4 OVERVIEW 59
 4А Adventurers
Extra activity--------------------
Ask students to work in
pairs. Tell them that they are
going to interview Camilla,
who has just returned
from her trip to the North
Pole. Give the pairs three
or four minutes to think of
questions to ask.
Tell students to stand up,
walk round and sit down
with a student from a
different pair. Tell the new
pairs to take it in turns to
interview each other, one
person being a journalist,
the other playing Camilla.
Extra activity -------------------
Ask students to find other
examples of the present
perfect in the text.
60 UNIT 4A ADVENTURERS
Reading
Summary
David Hempleman-Adams is a famous explorer from Great Britain. He has had
many exciting adventures, including a week-long ski trip to the North Pole with his
daughter, Camilla.
Lead-in
Ask students to look at the picture. Tell them that the two people are famous
adventurers from Great Britain. Write some words from the text on the board:
explorer, risk, solo, balloon, expedition, ski. Check the words then ask students to
predict the content of the text from the words.
Exercise 1
■ Go over any unfamiliar vocabulary: motivate (make you want to do something),
have something in common (share a similar trait or situation).
Vocabulary note
You may need to check the following words in context: risk (danger; to take a chance),
solo (alone), expedition (trip to a difficult place), suspended (hanging). Check snoring by
referring students to the picture and acting out the sound.
■ Give students about five minutes to read the story. Remind them to focus on
finding the answers to the questions.
Culture note
David Hempleman-Adams was born in Wiltshire in 1956. He is the first man in history
to achieve The Adventurers Grand Slam, which is reaching the Geographic and Magnetic
North and South Poles as well as climbing the highest peaks in all seven continents. He
describes these journeys in his book Walking On Thin Ice, and describes his balloon feats
in At the Mercy of the Wind.
Camilla achieved her feat of skiing to the North Pole in March 2008.
When students finish reading, put them into groups of three or four to discuss
their answers to the questions.
Answers
1 He has climbed the highest mountain on each continent, been to both Poles, completed
a solo expedition to the North Pole. 2 (Answers will vary.) His love of danger. 3 They both
have a love of excitement and danger. 4 She is the youngest British woman to ski to the
North Pole. 5 death, attacks from polar bears 6 The snoring in the tent.
Grammar: present perfect or past simple
Exercise 2
■ Tell students that in this next section, they are going to practise verbs in the
present perfect and past simple.
Ask students to complete the task individually, then go over the answers with the
whole class.
Answers
1 have 2 ate 3 eaten
Exercise 3
■ Give students time to answer the questions on their own.

Extra a c tiv ity -------------------
You could devise a simple
prom pt drill here to practise
form and pronunciation.
Write the following prompts
on the board:
I fly over the North Pole
You take a risk
He climb a mountain
She be / go to both poles
We
They
Point to a pronoun and
phrase and get the class to
produce a whole sentence.
Encourage students to
reduce and weakly stress
the auxiliary. Drill chorally
and individually
Extend the drill by pointing
to a pronoun and phrase
and asking students to
produce negative sentences
or questions.
You could further extend
this drill by adding phrases
other than those in the
text: sail across the Atlantic;
walk across a desert; drive
a sports car, ride a camel.
You could also personalise
by getting students to
make true sentences about
themselves.
Grammar note (form)
You need to remind students that has is used in the third person, that a regular past
participle adds -ed and looks the same as the simple past form, and that there are many
irregular forms that need to be learnt.
Questions are formed by inverting the auxiliary verb have / has with the subject.
Answers
1 We invert the subject and the form of the auxiliary verb have.
2 We use yes or no + the subject + the form of the auxiliary have.
3 We use the form of the auxiliary have + not (or -n't)
4 I / we / you / they = have; he / she / it = has
Exercise 4
■ Ask students to work individually or in pairs to complete the task. Then go over
the answers with the class.
Answers
1 no 2 present perfect 3 yes 4 past simple
Exercise 5
■ Give students tim e to read the instructions. Make sure they understand that they
should underline the correct choices to form the rules.
Grammar note
One way of visually showing the difference in use between the past simple and present
perfect is to use time lines. Draw the following two timelines on the board and ask
students to match them to the examples and rules and to explain why:
1 past_____________ X?___X?___X?_________________ >now
2 past_________________ X2005_________________ >now
The answer is that 1 shows the present perfect because it does not say when or how
many times. 2 shows one event and says when.
■ To check answers, ask for volunteers to read the rules to the class.
Answers
1 past simple 2 present perfect
Exercise 6
■ Ask students to work in pairs and give them about five minutes to go through
the text and find examples of the verb tenses. Explain (or elicit) that for the past
simple, they should look for tim e expressions such as years, dates, etc. Tell them
to underline the examples of the present perfect and circle the past simple forms.
Answers
Present perfect: has taken; has climbed; has been; has flown; have eaten; have been
Simple past: completed, flew, became, spent, risked
Exercise 7 ( j CD1 / 2 0
■ Explain that in the present perfect, the auxiliary have or has are often contracted
and have a reduced (shortened) pronunciation.
■ Elicit some examples of the contracted forms (I've, You've, They've, He's, She's, etc.)
■ Play the recording once or twice and ask the class to repeat the sentences first
chorally and then individually.
Ask students to work in pairs and tell them to take it in turns to read the present
perfect sentences from the text on page 38.
Audioscript (7 CD 1 /2 0
a He's flown over the North Pole.
b They've been on an expedition together.
UNIT 4A ADVENTURERS 61

Extra activity--------------------
You could devise a simple
prom pt drill here to practise
form and pronunciation.
Write the following prompts
on the board:
/ fly over the North Pole
You take о risk
He climb a mountain
She be / go to both poles
We
They
Point to a pronoun and
phrase and get the class to
produce a whole sentence.
Encourage students to
reduce and weakly stress
the auxiliary. Drill chorally
and individually.
Extend the drill by pointing
to a pronoun and phrase
and asking students to
produce negative sentences
or questions.
You could further extend
this drill by adding phrases
other than those in the
text: sail across the Atlantic;
walk across a desert drive
a sports car, ride a camel.
You could also personalise
by getting students to
make true sentences about
themselves.
Grammar note (form)
You need to remind students that has is used in the third person, that a regular past
participle adds -ed and looks the same as the simple past form, and that there are many
irregular forms that need to be learnt.
Questions are formed by inverting the auxiliary verb have / has with the subject.
Answers
1 We invert the subject and the form of the auxiliary verb have.
2 We use yes or no + the subject + the form of the auxiliary have.
3 We use the form of the auxiliary have + not (or -n't)
4 I / we / you / they = have; he / she / it = has
Exercise 4
■ Ask students to work individually or in pairs to complete the task. Then go over
the answers with the class.
Answers
1 no 2 present perfect 3 yes 4 past simple
Exercise 5
■ Give students tim e to read the instructions. Make sure they understand that they
should underline the correct choices to form the rules.
Grammar note
One way of visually showing the difference in use between the past simple and present
perfect is to use time lines. Draw the following two timelines on the board and ask
students to match them to the examples and rules and to explain why:
1 past_____________ X?___X?___X?_________________ >now
2 past_________________ X2005_________________ >now
The answer is that 1 shows the present perfect because it does not say when or how
many times. 2 shows one event and says when.
■ To check answers, ask for volunteers to read the rules to the class.
Answers
1 past simple 2 present perfect
Exercise 6
■ Ask students to work in pairs and give them about five minutes to go through
the text and find examples of the verb tenses. Explain (or elicit) that for the past
simple, they should look for tim e expressions such as years, dates, etc. Tell them
to underline the examples of the present perfect and circle the past simple forms.
Answers
Present perfect: has taken; has climbed; has been; has flown; have eaten; have been
Simple past: completed, flew, became, spent, risked
Exercise 7 (j CD 1 /2 0
■ Explain that in the present perfect, the auxiliary have or has are often contracted
and have a reduced (shortened) pronunciation.
■ Elicit some examples of the contracted forms (I've, You've, They've, He's, She's, etc.)
■ Play the recording once or twice and ask the class to repeat the sentences first
chorally and then individually.
Ask students to work in pairs and tell them to take it in turns to read the present
perfect sentences from the text on page 38.
A u d io s c rip t ( 7 CD 1/ 2 0
a He's flown over the North Pole.
b They've been on an expedition together.
UNIT 4A ADVENTURERS 61
 Pronunciation note
have /(h )a v / and has /(h )a z / are weakly stressed in a ffirm : . e s e ':-" and
questions. The main stress is on the participle. In affirmat .e ,\ r subject
pronouns, have and has are often reduced (they've seer . e : -. - : e-
In negative sentences and short answers, the strong stress s a°y. E.g. haven't
/haevnt/, Yes, 1have /haev/.

Learning irregular verbs

■ Provide a review on the board of the past simple anc ::as: participle forms,
particularly of irregular verbs. Write: do, hove, be, go, see, become, begin,
come, make, say; steal, teach, wear, write. Then go cver :~e past simple and
present perfect forms.
■ Ask students to work individually to add at least two r r o re verps to each
category.

Grammar note
Note that it is also possible to follow an ABA pattern:

Extra a c tiv ity --------------------- come came come

run ran run
For additional review of the
third person and negative
forms, ask students to Possible answers
interview their partner to AAA put, cost, hit, hurt ABB have, feed, buy, hear ABC be, see Dse, break
find out which of Marina's
experiences their partner has Exercise 8
and has not done. Then ask Ask students to work in pairs to talk about Marina's expert :es. Elicit that the
for volunteers to report their tense they will be using is the present perfect because th '.\ ll be talking about
partner's answers to the class. general experiences without specific times attached.

Extra activity--------------------- Answers

1 She has ridden a camel. 2 She has swum in the Indian Ocean. 3 She has been a girl
You could easily extend
guide. 4 She has gone bungee jumping. 5 She has spoken to someone famous. 6 She
this into a class survey. Ask
has seen the Taj Mahal. 7 She has flown in a hot-air balloon. 8 She has written a job
students to work in groups of application.
four. They should think of six
interesting questions to ask Exercise 9
the rest of the class about
■ Tell students that now they are going to write sentences to describe when
their experiences. You could
Marina had each of the experiences.
guide students by giving
■ Call on students to tell you the tim e expression in each sentence. Elicit that the
them examples or by giving
past simple should be used because the sentences will give a specific time
them verbs they must use.
when the action was done.
When the students have their ■ Give students tim e to complete the task individually.
questions ready, they must Ask them to work in pairs to compare answers before you go over the answers
stand up and walk round, with the class.
interviewing as many students
from other groups as they can Answers
in five minutes. They must 1 She rode a camel when she visited Tunisia. 2 She swam in the Indian Ocean when she
ask Have you ...? questions went to India on holiday. 3 She was a girl guide between the ages of 14 and 17. 4 She
and, if they get a yes, they was terrified when she went bungee jumping. 5 She spoke to the Prime Minister when he
came to her school. 6 She saw the Taj Mahal for the first time in 2009. 7 She flew around
must ask follow-up when,
the world two years ago. 8 She wrote a job application last summer.
who or what questions.
After five minutes, ask students
to sit down in their original
groups and compare answers.
Ask groups to share any
interesting information they
found with the rest of the class.

UNIT 4A ADVENTURERS
 Keep moving! 4B
Reading
Summary
Rebecca Campbell is a 26-year-old Australian wom an w ho is always on the go. She
took a non-stop 15 country tour around the world to raise money for charity and
promote a new kind of mobile phone.

Lead-in
Brainstorm as many different means of transport as you can from the class: car,
plane, boat, train, helicopter, bus, coach, horse, camel, elephant, bike, motorbike,
lorry, van, rickshaw, gondola, balloon.

Exercise 1
■ Check their understanding of the exercise by asking students to tell you what
part of the article they should read (the introduction) and what information they
should look for (the two reasons for her trip).

Answers
to raise money for charity; to promote a new kind of mobile phone

Exercise 2
■ Make sure students understand that these are the questions Rebecca answers
on her blog, and remind them that there is one extra question.

Vocabulary and culture note

A blog is a web log - a sort of online diary. Blog trotter plays on the word globetrotter,
which is used to describe someone who travels around the world a lot.
A rickshaw is a small cart on two wheels which carries one passenger and is pulled by
a person. It is found in developing countries. Bicycle or motorbike rickshaws are also
common.
You could check the following words in context: publicise (advertise), revolving (going
round), itinerary (plan or timetable), appeal (when you ask people to give money),
donations (money that people give to charity), downside (disadvantage).

■ Go over the guidelines in the Spotlight box before students begin.

Extra activity -r---------- :----- ■ Ask students to complete the task individually. Then elicit the answers from the class.
For additional review of this
Answers
unit's grammar point, ask
1 D 2 E3 A 4 B 5 F
students to work in teams
and ask them to race to
find and circle all of the Grammar: present perfect with ever
examples of the present Exercise 3
perfect in the blog. The first ■ Call on three students to read the model conversations aloud.
team to find all of them
wins. Grammar note
ever means at any time. It is only used in questions and goes between the subject and
participle.

■ Give students tim e to find the answers to the questions. Remind them to refer
to the conversations.

Answers
1 Have you ever ...1 2 present perfect 3 Yes, I have; No, I haven't. 4 past simple

UNIT 4B KEEP MOVING!


Extra a c tiv ity ---------------------
Alternatively, turn this into a
class survey. Ask groups to
think of their own questions.
Design a handout so they
can note responses and then
walk round and interview the
rest of the class. In feedback,
students can collate and
present their findings.
Extra activity ---------------------
Play Find someone who ...
Extend the list in the
Student's Book to ten
questions with the following
additions:
... see a play?
... cook dinner?
... play in a school team?
... lose something important?
Students stand up, walk
round, and ask the rest of the
class the questions. They can
only ask each person one
question. Then they must
move on to another student
When they find someone
who says yes, they must ask
a different question. They
must write down the name
of anyone who says yes next
to the question. The aim of
the game is to be the first
student to find someone
who answers yes for each
question.
UNIT 4B KEEP MOVING!
Pronunciation
Exercise 4 CD 1/ 2 1
■ Highlight that even if the pronunciation of each individual word is perfect,
incorrect intonation can make their English sound unnatural.
Pronunciation note
English has a very wide intonation. Point out that if the stucents r e i r intonation high
and exaggerate the pattern, they will sound more interested :’г5~ ' pattern is flat.
Draw an exaggerated version of the intonation pattern shown in т е n:o<; on the board and
point to it as individual students speak to encourage them.
■ Play the recording two or three tunes and ask the class to repeat the sentences
chorally, following the correct intonation patterns.
A u d io s c rip t ( 7 CD 1/ 2 1
a Have you ever spoken to a famous person?
b Have you ever been to Ireland?
Exercise 5 ( / CD 1/21
m Give students tim e to make Have you ever ...? questions using the prompts
provided. Encourage lower-level students to write their questions down.
Ask students to work in pairs to ask and answer the questions.
Listening
Lead-in
Ask Have you ever lost an important document? Have you ever missed a bus, a
train or a plane? Have you ever won a prize, a competition or an award?
Exercise 6 ( * CD 1/2 2
■ Students will listen to six short situations related to travel.
■ Make sure they understand they should match the letters of the situations to
the numbers of the speakers below. One situation is not used.
Vocabulary note
You could check the following words: excursion (trip), proceed (go directly), hire (rent or
pay to use for a short time), cruise (trip on a boat).
A u d io s c rip t (7 CD 1/2 2
1 Woman Excuse me, I'd like to find out more about the excursion to Hampton
Court and Kew Gardens.
Receptionist Certainly madam - the coach leaves from outside the hotel at 9.15 and
returns at around 5.30. It's £52 - that includes the coach, guide and
entrance fees.
This is the last call for flight BA456 to Hamburg. Will passengers Jung and
Hartmann proceed immediately to gate 17, as the flight is about to depart.
3 Man I've lost my passport. I don't know if I can fly back home without one.
Official Oh dear - fill in this form and we'll see about providing you with a
temporary travel document.
4 Adam You've been to Amsterdam, Gemma. What's the best way of getting
around the city?
Gemma The public transport is good, but otherwise I'd think about hiring a bike.
5 Jerry Hurry up, Claire, here comes the bus. Run, run ... there it goes. We've
missed the last bus again, thanks to you.
Claire Stop moaning - we can always take a taxi.
Jerry Oh yeah? And who's going to pay for that?
6 Seb It's amazing! Sixty thousand euros. The first thing I am going to do is book
a world cruise.
Other person Erm ... actually, I, er, I meant...
Seb What do you mean, you forgot to buy my ticket?
Answers
1 C 2 F 3 A 4 E 5 B 6 D
 Vocabulary
Exercise 7
■ Read the vocabulary in the box aloud and ask students to repeat after you. Go
over the pronunciation of some of the more difficult words.

Vocabulary and pronunciation note

travel /'traeval/ = general word to describe the activity of travelling; the verb
flight / f la it / = travel by plane
itinerary /a i'tin a ri/ = plan or timetable
journey / 'd 33 :n i/ = long trip
excursion /ik'sk3:Jn/ = usually a short trip taken to visit an interesting place
voyage /'v o n d ^ / = a journey by sea
trip = short journey
cruise /k ru :z / = holiday trip on a boat

■ Before students begin, tell them that some of the words in this exercise have
similar meanings: trip, journey, voyage. Tell them that if they are unsure which
Extra activity -------------------- one to use, it's OK to make a guess.
Play Just a minute. Write the ■ Ask students to work in pairs or individually to complete the task.
following list on the board:
a flight, о holiday excursion, Answers
1 journey 2 trip 3 travel 4 voyage 5 excursion 6 flight 7 cruise, itinerary
the trip to school\ a cruise or
a voyage, a train journey, a
bicycle ride. Divide students Exercise 8
into groups of four, and label ■ Explain that certain words often go together. This is called collocation.
them A to D. Point to the first
topic (a flight). Student A in Vocabulary note
Take a bus refers to going from A to В by bus, e.g. Jo took the bus from Manchester
each group must talk about a
to London. Catch a bus refers to getting on the bus, e.g. Jill caught the bus outside
flight for one minute without her house.
stopping or deviating from the
Miss (a bus, a train, etc.) means fail to catch it. Lose (a wallet, an ID card) means you
subject. They could talk about leave it or drop it somewhere. You cannot lose a bus (unless you are a forgetful bus
a flight they went on or a flight company).
they have heard about. You Hire is a near synonym of rent. In British English, hire tends to be used with cars, boats
could model this first to show and smaller, moveable objects. Rent tends to be used with big things - rent a house /
students what you want, apartment. However, note that rent a car, boat or bicycle is possible.
e.g. The last flight I went on
was from London to ... I ■ Give students tim e to work either individually or in pairs to complete the task.
arrived at the airport at nine Encourage them to write down the various collocations.
and bought some duty free ■ To check answers, write the verbs in a horizontal row across the board, and ask
then I ... for volunteers to come to the board and write the possible corresponding verbs
under each one.
If a student stops talking or
deviates from the subject,
Answers
another student can say
catch hire take lose miss
challenge. If the rest of the
group decides it is a good a taxi a taxi a taxi a bicycle a bus
a bus a bicycle a bus a passport / a train
challenge, then that student
a train a train an ID card a connection
takes over and has to talk a passport /
about the topic from that an ID card
m om ent until the end of the
minute.
Exercise 9
After one minute, the
■ Ask two students to model the task for the class.
students who are still talking
■ Ask students to work in pairs to ask and answer their questions. Encourage
about the topic get- a point.
students to ask questions to get more details, and to ask How about you? to get
Then it is B's turn with the
their partner's answer.
second topic. At the end, find
Challenge higher-level classes by telling them to try to keep their conversations
out who has most points.
going for as long as possible.

UNIT 4B KEEP MOVING! 65

4С Travel arrangements
Extra activity-------------- :-------
You could extend this
activity and provide further
controlled practice by getting
students to talk about trips
to cities they know.
First, write the names of two
or three cities on the board.
Then ask students to close
their books. Tell them to
remember and improvise
the dialogue in threes and
with books closed, using
their own knowledge of
how to get to one of the
cities. Prompt one student
to begin, Let's go t o _____ .
How shall we get there?
UNIT 4C TRAVEL ARRANGEMENTS
Lead-in
Ask students to look at the photo. Tell them that these students are planning a trip.
Ask the class to brainstorm the types of information they might be looking for online.
Listening and speaking
Exercise 1 ( j CD 1 /2 3
■ Make sure students know where Edinburgh is.
Culture note
Edinburgh /'e d irjb rA / is the capital city of Scotland. It is famous for its castle and its
medieval and Georgian architecture, and it is the seat of the Scottish parliament. It is
also famous for an international arts, music and comedy festival, which takes place every
August.
■ Play the recording once or twice as needed.
■ Ask students to work in pairs to compare answers. Then confirm the answers
with the class.
A udioscript ( r CD 1 /2 3
Abbie So how shall we get there? Does anyone have any suggestions?
Becky Why don't we fly? It only takes an hour.
Caroline Yes, but flying is incredibly expensive.
Abbie That's true. We could go by train, but that's expensive too.
Becky I know. How about taking the coach? That's really cheap.
Caroline That's not a bad idea. How long does it take?
Becky About eight hours I think.
Abbie Eight hours! How far is it?
Caroline Only five hundred kilometers, but there's a lot of traffic.
Abbie I see. What if we take the overnight coach?
Caroline Yes, that way we can sleep a few hours.
Becky ... and have an extra day for sightseeing.
Abbie OK. The coach it is! Let's have a look on the Internet at prices
Answers
1 an hour 2 It's expensive. 3 eight hours 4 five hundred km. 5 There's a lot of traffic.
6 an overnight coach; so they can sleep for a few hours
Exercise 2 ( f CD 1 /2 3
■ Ask students to work individually or in pairs to complete the conversation.
Grammar and pronunciation note
You could focus students on the form and pronunciation of the language of making
arrangements by pointing out the features shown below:
Asking for suggestions: Making a suggestion
/J9l/ /Э /
How shall we get there? How about + ing
Why don't we + base form
What about
/k a d /
We c o u ld ... What if we ...
Let's ...
Answers
See Audioscript CD 1/2 3
.
Exercise 3
Ask students to work in groups of three to practise the conversation.
Exercise 4

Culture note
In the UK, a guesthouse differs from a hotel in that it is usually much smaller and offers
a friendly family service.
Bed and Breakfast or B&B is a term used to describe a small guesthouse which offers
bed, breakfast but no other meals. Often, a B&B is a family home which caters for
travellers.
A youth hostel is a cheap, basic type of hotel offering dormitory rooms and aimed at
young people.

■ Ask students to stay in their groups from exercise 3.

■ Review some of the phrases used in the listening conversation for suggesting
and asking for ideas: How shall we Why don't we ..., We co u ld ...,
What if we Let's ...
■ Give students about five minutes for their conversations.

Exercise 5
■ Ask students to stay in their groups from exercise 4. Alternatively, change
the groups.
я If supplies are available, give each group felt pens and a sheet of poster paper,
so that they can write the final itinerary on it.
■ Give groups about 20 minutes to complete the task.

Vocabulary note
You could help students to prepare their presentations by pointing out some useful
language:
First of all, we're going to ...
Then, we plan to ...
We intend t o ...
Finally, we hope to ...

■ Tell groups that they will present their itineraries in the next activity. Students
should take turns presenting the information.

Exercise 6
■ Ask for a volunteer group to present their itinerary to the class first.
■ Set a time limit of three to five minutes for each presentation.
■ When groups have finished presenting, take a class poll to find out which
itineraries students think sounded the most interesting / educational / exciting /
fun / relaxing, etc.

Writing: a formal letter or email

Lead-in
Review some of the features of a letter format from unit 3.

Exercise 7
■ Give students time to read the email. Then ask them to work in pairs to compare
their answers.

Answers
1 three nights 2 7am 3 2pm

UNIT 4C TRAVEL ARRANGEMENTS 67

 Exercise 8
■ Read the instructions to the class.
■ Elicit the formal expressions used in the letters (Dear Sir or Madam, I look
forward to hearing from you, Yours faithfully Yours sincerely etc.)

Extra activity----------------------
Tell students you are going
to dictate a formal email.
They must write it down but
Vocabulary note
Point out that in formal letters and emails, no abbreviations are used, e.g. I am writing ...
not I'm writing ..., conditional forms such as would and could are used (in preference to
will and can), and certain set questions and very formal words are used, eg. Further to
your enquiry ...

must correct any errors as English is flexible about how dates are expressed in the body of a letter, so the nights of
18 to 2 0 September could also be rendered as the nights o f (the) 18th /e ig h te e n th to
they go along. Dictate the
(the) 20th / twentieth (of) September or as the nights o f September 18 to 20, or as the
following:
nights o f September (the) 18th / eighteenth to (the) 20th / twentieth. Note that when
Dear Mr Edward Strong, read out, the thes, o/s and ordinals are generally stated.
I write to enquire about a Note that in formal letters there are certain conventions regarding the address and date
room in your hotel. Would it required which are not relevant to emails.
be possible booking a single
room for the night of five ■ Lead a brief class discussion on formal expressions used for letter writing, and
December? ask students to compare them with those used in the two emails.
I'm looking forward to ■ Call on students to read the phrases in the Useful expressions box aloud, and
hearing from you ask the class to tell you which ones are used in the two emails to the left.
Give students tim e to read the information in the Spotlight box. Then ask
Yours faithfully
Which expressions should you use when you don't know the person's name?
Mr Hill
When you know it? What punctuation do Mr, Mrs, and Ms have after them in
Ask students to work in pairs
British English?
to check. Write the correct
answers on the board. Exercise 9
Answer
Dear Mr Strong, Culture note
I am writing to enquire The Lake District is a region in Cumbria in north-west England which comprises dramatic
hills and beautiful lakes. It is very popular with walkers and climbers. Kendal is a small
about a room in your hotel.
town on the River Kent and is a major tourist centre for the region.
Would it be possible to
book a single room for the ■ Read the instructions to the class. Give students tim e to read the situation
night of 5 December / 5th and think about what they want to write. Encourage them to create a written
December / December 5th? brainstorm of useful words, phrases and expressions they can use in their email.
I'm looking forward to ■ Give students about 1 5 -2 0 minutes to write their emails. Remind them to use
hearing from you. phrases from the Useful expressions box.
Yours sincerely
Exercise 10
(John) Hill
■ Give them about ten minutes to write a brief reply.
Extra a c tivity --------------------- ■ When students finish, collect the papers, to return later with your written comments
Ask students to work in pairs and suggestions on the email format, content and grammar.
to role play a conversation
based on the information in
exercises 9 and 10.
Divide the class into pairs.
One student is a tourist and
must call the other student
at Kendal Youth Hostel and
ask to book a dormitory for
the nights given. The other
student must respond,
explaining the difficulties.
You could elicit some useful
phrases to help students
improvise their dialogues.

UNIT 4C TRAVEL ARRANGEMENTS

 The Edinburgh Festival
Extra activity ---------------------
To help students understand
and apply the skills
summarised in the Spotlight
box, it is a good idea to do
number 1 of the practice
activity as a class.
Ask students to read
question 1 carefully. Then
ask questions to make sure
they know what they're
looking for. So, ask If A is
correct, what words will
tell you it is one event?
Elicit single or only. If it is
incorrect, what words will
they see? Elicit many. Then
ask students to find and
underline the answers
(they should underline
events, collectively and no
single event).
With B, elicit times that
would make it true, e.g. a
few days; a fortnight and
times that make it not true,
e.g. a month or so. In the
text they should underline
lasts / about three weeks.
With C, focus students on
exactly so that they are
aware that about three
weeks and early September
are inexact dates.
With D, students need to be
made aware that explosion
o f events is metaphorical
and doesn't refer to
fireworks.
Extra practice -------------------
Ask students to work in
groups of four to design a
poster to advertise a festival
they all know. Ask them
to include information on
when and where it is, who
is performing, and what you
can do there.
4D
Reading
Summary
This is a text about the various different festivals that make up the annual Edinburgh
Festival.
Lead-in
Ask students to look at the pictures from the Edinburgh Festival and tell you what
they see. Ask which activities or attractions they would most like to do or see.
Exercise 1
■ Give students about five minutes to skim the article. Remind them that they
should read quickly for the general idea of each section.
Exercise 2
■ Explain that multiple choice questions are frequently used on tests. In this
activity, students will learn reading strategies to help them answer these types
of questions more effectively.
Give students tim e to read the Spotlight box, as well as the multiple choice
questions.
Vocabulary note
You could check the following words in context: explosion (sudden happening),
collectively (together), phenomenon (amazing event), stages (puts on), anarchic
(unplanned and disorganised), highlight (best event), spectators (people who watch).
Ask students to find and underline the words then match them to the definitions shown
in brackets (which you could write on the board).
Ask students to work individually to complete the task.
Culture note
Fringe means border or edge, and a common use is to say on the fringe o f society,
meaning not part of normal society. That is the derivation of the word used in Edinburgh
Fringe Festival, a festival of experimental and new performances and plays which runs
alongside the official Edinburgh International Festival of performing arts. Today, in August,
literally hundreds of performers fill the tents, theatres and streets of Edinburgh.
Many top comedians from all over the English-speaking world started out in Edinburgh,
including John Cleese (Monty Python) and Rowan Atkinson (Mr Bean). The comedian in
the top left photo is Paul Merton, who is very well-known in the UK.
Tattoo was originally used to describe a military drum performance. Nowadays, it describes
any ceremonial army display.
Answers
1 B 2 D 3 D 4 A 5 C 6 A 7 B
Exercise 3
L Lead a whole-class discussion about any similar festivals students know, and ask
students to share any related memories or experiences they have.
UNIT 4D THE EDINBURGH FESTIVAL
 Case
Study 2 An adventurer
Lead-in
■ Ask students what they think someone described as on adventurer would have
to do in order to be called this. What would the person be like? Ask the whole
class to discuss it.

Exercise 1
■ Ask students to do this individually and produce their own list, which they can
then compare with a partner.
■ Elicit the answers from the whole class - you may want to list them on the
board.

Answers
Kit DesLauriers has:
learnt cross-country skiing and downhill skiing
been the women's world freeskiing champion twice
learnt ski mountaineering
climbed up, and skied down, the 'Seven Summits' including Everest
worked in search and rescue teams
been a member of a helicopter crew
helped to rescue a woman who had fallen while climbing
run camps which aim to teach women
helped to start an organisation called Pursue Balance.

Exercise 2
■ Ask students to try and work out the meanings of the six words from the context,
and only use a dictionary of they are really stuck.
■ Ask students to compare ideas with a partner, then elicit answers from the class.

Answers
Suggested answers (students may wish to translate into their own language)
1 expedition - trip, adventure
2 devoted - spent, given
3 achievement - something good/difficult that someone has done
4 concerned about - interested in, worried about
5 pass on - give, tell people about
6 respect - think about, care for

Exercise 3
■ Ask students to get into pairs to do this. Elicit the answers from the whole class
and compare them, explaining why we use a particular tense if necessary.

Answers
2 After that, Kit won the freeskiing championship. The first time was in 2004.
3 When Kit went to India, she wished she had taken her skis with her.
4 After Kit (had) climbed Mount Everest, she came down on skis.
5 Kit has rescued injured people. The first time was in 1995.
6 Kit has worked for/w ith/in Pursue Balance. It started in 2006.

Find out more!

Explore this topic further by thinking about these questions:
■ What are the Seven Summits?
■ Who has climbed them all?
■ What records are connected to them?
Have a look at the National Geographic website to find answers to these and your
own other questions: www.nationalgeographic.com

70 CASE STUDY 2 AN ADVENTURER

 Review
Units 3 and 4
Unit 3 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self-assessment box.

Answers
Exercise 1
1 began 2 used to accompany 3 used to 4 wasn't 5 made 6 had seen

Exercise 2
1 was travelling 2 managed; had forgotten 3 were trying; realised; had locked
4 caught; had not worn; had left 5 turned on; noticed; had accessed

Exercise 3
1 fingerprints 2 cell 3 witness 4 investigation 5 statement 6 evidence 7 alibi
8 suspect 9 guilty 10 detective

Exercise 4
1 d 2 b 3g 4 c 5 f 6 e 7a

Exercise 5
1 Can I help you 2 What happened 3 What did he look like 4 What was he wearing
5 How old was he

Unit 4 review
Answers
Exercise 1
1 excursion; missed 2 flight; balloon 3 gondola 4 itinerary; trip 5 connection 6 cruise;
voyage; sightseeing; souvenirs

Exercise 2
1 Have you ever flown in a plane 2 Have you ever forgotten an address 3 Have you ever
lost an important document 4 Have you ever seen a shooting star 5 Have you ever swam
in the Baltic 6 Have you ever worn a traditional costume 7 Have you ever won a prize
8 Have you ever written to a foreign pen-friend

Exercise 3
1 has travelled 2 has swum 3 has done 4 has trained 5 swam 6 has attacked 7 saw
8 pulled 9 knew 10 has worked

Exercise 4
1 e 2d 3 g 4 b 5 f 6 h 7a 8c

REVIEW UNITS 3 AND 4

 5
Work

Topic jobs and occupations

Reading Fashion victims, Gap year
Listening gap year, making phone calls
Grammar expressing obligation and prohibition, have to, make and let
Function calling to enquire about a job
Vocabulary jobs
Pronunciation have to, need to, mustn't; could you, would you
Writing writing a covering letter and CV
Speaking speaking on the phone, asking for information

Let's get started

Lead-in
Play a quick game with students to review occupations vocabulary. Divide the class
into tw o teams. Name an occupation, beginning with the letter a, for example,
astronaut. A student from the first team m ust then name an occupation that
begins with the letter b, for example, baker. The other team names an occupation
beginning with c. Teams continue to answer in turns, trying to go through the entire
alphabet. If a team cannot think of an occupation, the letter is written on a side of
the board designated for their team. At the end, the team with the fewest letters on
the board wins.

Exercise 1
■ Tell students to look at the picture and elicit the title of the occupation from the
class. Ask the class if they would (or would not) like to have this job, and why.
■ Ask students to work in pairs to discuss the questions.
■ In the same pairs, ask students to discuss their dream jobs. Then ask for
volunteers to share their responses with the class. Encourage students to explain
their answers.

Vocabulary
Exercise 2
■ Ask students to listen while you read the beginnings of the sentences aloud.
■ Call on individual students to read the sentence completions.
■ Give students tim e to work individually or in pairs to complete the task. Point out
that if students are unsure of the word meanings, the grammar of the sentences
will help them choose the correct answers.

72 UNIT 5 OVERVIEW
 Vocabulary note
Point out the following:
ambitious /aem 'bijas/ = wants to do well in a job
career /к э 'п э / = type of job that you follow through life
good prospects = opportunities for promotion, better pay or more interesting work
retired /ri'ta ia d / = finished work because you are a certain age
pension /'p a n jn / = money people get after they finish working
secure /sikyu a / = safe
high status /'ste ita s/ = people respect people in this type of job
Wage tends to be used with low status jobs and often refers to a short period of time,
e.g. Joe earned a weekly wage o f two hundred euros in the supermarket. Salary is used
with higher status jobs and usually expressed annually, e.g. Doctors have an annual
salary o f over a hundred thousand euros.
A profession is a high status job, e.g. doctor, lawyer.
You could point out collocations here: earn a wage; give jo b satisfaction; have good
prospects; get a pension

Extra activity---------------- -■ Go over the answers when students have finished.

For additional practice,
ask students to make Answers
I d 2 b 3 e 4 f 5 a 6 c
new sentences using the
vocabulary words.
Exercise 3
■ Elicit the meaning of ambitious (having a strong desire to achieve personal
goals), as well as some examples of ambitions or goals people may have
(becom ing a doctor, starting ones own company, etc.).
Extra activity-------------------- -■ Ask the question to the class and elicit responses from several students.
You could do a quick class Alternatively, ask students to work in pairs or groups to discuss their ambitions.
survey to find the most Then ask for volunteers to share them with the class.
ambitious person. Ask
students to work in pairs
to think of four or five
questions to ask people
about career ambitions,
e.g. What job would you
like to have? How much
money do you want to
earn? Ask students to walk
round and ask three people
their questions. Then ask
students to sit with their
original partner, compare
notes, and decide which of
the people they interviewed
is most ambitious and why.

UNITS OVERVIEW 73
 Iff

Me and my job
Reading
Summary
Pauliina Rasanen is a trapeze artist in the Canadian circus troupe, Cirque du Sole’ll.
In this reading, she describes the daily routines of her interesting occupation.

Lead-in
Write circus on the board and brainstorm jobs you can do in a circus: ringmaster,
clown, liontamer, acrobat, trapeze artist, horseback rider, juggler, tightrope walker

Exercise 1
■ Read the question and elicit several answers from the class.

Possible answers
trapeze artist, circus performer, acrobat.

Exercise 2
■ Read the second question and give students tim e to read the introduction and
find out how Pauliina became a trapeze artist.

Answer
She did ballet and gymnastics as a child; joined the youth circus at age 14.

Exercise 3
■ Before students read the article, ask them to predict how important skill and
talent are for a trapeze artist.
■ Set a tim e limit of one minute and ask students to skim the article. Explain that
the article does not answer the question directly; students need to form their
own conclusions by reading the description of the job.

Answers
Both skill and talent are important. You have to be talented, but the job also requires a lot
of practice and training.

Exercise 4

Culture note
Cirque du Soleil Л згк duisolei/, which means circus o f the sun in English, was founded
in Montreal, Quebec in Canada in 1984. It is a modern form of circus which uses constant
live music and special effects and lighting in its shows. It features performers from all over
the world. Today, Cirque du Soleil puts on shows in venues all around the world.

■ Give students tim e to read the questions. Make sure they understand that these
are the questions Pauliina answers in the article, and remind them that there is
one extra question.

Vocabulary note
You could ask students to work out the meaning of the following words in the context of
the text. Ask students to find and underline the words then match them to the definitions
shown in brackets (which you could write on the board): warm up (do exercise before
an activity), flexibility (ability to stretch and bend your body, legs and arms, deal with
(manage), intense (hard and demanding), negotiate your contract (have talks with your
employer to agree on how much you should get paid)

74 UNIT 5A ME AND MY JOB


Extra a c tiv ity ----------------------
For additional reading
comprehension practice, ask
some or all of the following
questions about the reading:
How many times a week
does Pauliina perform?
What kinds o f exercises
does she do?
How many people come to
their shows?
Do all performers make the
same salary?
At what age do trapeze
artists usually retirel
Extra activity --------------------
For additional practice and
review of occupations, ask
the class to brainstorm a list
of occupations. Ask students
to talk about the duties and
responsibilities of each job,
using have to / don't have
to, need t o / d o n 't need to,
and m u s t/m u s tn 't . E.g. To
be a pilot, you have to wear
a uniform. You mustn't be
late for work.
-► ■ Ask students to complete the task individually and then to work in pairs to
compare answers.
Answers
1 F 2 E3 C4 D5 A
Grammar: expressing obligation and prohibition
Exercise 5 CD1 /2 4
■ Give students tim e to read the instructions and the sentences silently.
Pronunciation note
When a sound changes (as w ith /h a e fta /) it is called assimilation. When a sound is
lost (as with /m A s a n t/) it is called elision. Assimilation and elision take place when, in
continuous speech, it is difficult to say two sounds together. For example, it is hard to
follow the voiced consonant / v / with an unvoiced Д /, so the unvoiced / f / is substituted.
Similarly, putting a voiced / 6 / and voiced / t / together is very hard to say.
Give students a chance to listen to and repeat the sentences in the recording. Note that
the strong stresses is on have, need and must, and on perFORM, STRONG and HEAvy.
■ Play the recording once or twice.
■ Ask students to work in pairs to discuss the questions. Then call on students to
tell you the answers.
Answers
i А / 2 1d ! з t
A udioscript ( / CD 1 /2 4
a You have to perform,
b You need to be strong,
с You mustn't be heavy.
Exercise 6 ( / CD1 /2 4
■ Briefly go over the terms obligation (something that is necessary; that you are
required to do) and prohibition (som ething that isn't allowed). Elicit which
phrases from exercise 5 can be used for obligation: (or lack thereof): have to,
need to, and which one is for prohibition: mustn't.
■ Ask students to read Pauliina's sentences and find them in the text.
Exercise 7
Grammar note
Modal verbs are followed by the base form.
have to and need to are semi-modals. In form, they behave like regular verbs. So, they
use auxiliaries like do and have, e.g. I haven't had to ... Do you need to ...?
Students may find it confusing that must and have to have similar meanings (both
express obligations and requirements), but mustn't (prohibition) and don't have to (lack
of obligation or necessity) have opposite meanings. Point out that modals need to be
learnt according to their use not their form. They can't be made negative like a regular
verb without a change of meaning.
The difference between must (a personally-imposed obligation) and have to (an
obligation imposed from outside) is subtle and probably not worth explaining in too
much detail - native speakers interchange them anyway.
Note that needn't is possible as well as don't need to.
m Give students a few minutes to read the instructions and the sentences in the
box. Highlight the note at the bottom of the box regarding the past and future
forms of must. Elicit the negative forms didn't have to and won't have to.
■ To make sure students understand the differences between the three
expressions, try to elicit a sentence or two for each phrase.
^ ■ Ask students to complete questions one to five individually and then ask them
to work in pairs to compare answers.
UNIT 5A ME AND MY JOB 75
 Answers
1 must 2 have to 3 mustn't 4 don't need to 5 must

Extra activity --------------------
In class or for homework,
ask students to write a job
advertisement for one of
the jobs, e.g.:
PRIMARY SCHOOL TEACHER
You have to be good with kids.
You need to ... etc.
Alternatively, if you have lots
of time, you can ask students
to work in pairs to write a job
advertisement for a different
unusual job. Ask each pair
to pin their ad to the wall or
on the desk next to them.
Student A in each pair stays
with the ad. Student В
stands up and goes to work
with a different Student A.
Ask Student Bs to read the
Exercise 8
■ Ask students to look at the photos. Ask What jobs are they doing? What do you
have to do in these jobs?
■ Divide the class into A and В pairs. Ask the pairs to read the information on
pages 142 and 144 and look at the prompts a to d. Students then prepare
questions that they could ask the people in the photos. Possible questions are:
How much do you earn? What's the salary and career path like? What skills and
talents do you require? What do you do on a typical day? What's good about
your job?
•■ Then ask the pairs to find their information on pages 142 and 144 and read it
carefully. Then tell students to take it in turns to ask and answer questions about
each other's jobs.
Vocabulary
Exercise 9
■ Read the instructions to the class. Give students time to read the words in each
box silently, and to ask you any questions about pronunciation. For lower-level
classes, ask students to repeat the words first chorally and then individually.
Vocabulary and pronunciation note
efficient = good at doing things quickly, on time and to a good standard

new ads. Ask Student As to
interview the Bs, asking about
their experience, qualifications
and aptitude for the job.
В must improvise answers.
persuasive = able to make other people do what you want or see your point of view
Note the weak stress at the end of actor /'aekta/, doctor /'d o kta /, etc.
honest /'D n is t/ has a silent h.
Stress is on the first syllable except for the following: proFEssionaf reCEPtionist, efFlcient,
enthusiAStic, perSUAsive, poLITE

и Ask students to work in pairs or groups of three or four.

Extra activity-------------------- ■ This task is a student-centred one, so it will be important to encourage students
You could turn this into a to share information and help one another understand the vocabulary. For
game. Divide the class into lower-level classes, designate one group member as the dictionary, in charge of
groups of four. Ask each looking up any words that no one in the group knows.
group to write a list of-six Exercise 10
typical jobs on a piece
■ Tell students to stay in their pairs or groups from exercise 9.
of paper. Ask the groups ■
■ Give students about ten minutes to complete the task. If supplies are available, give
to pass their list to two
each group a sheet of poster paper and felt pens, so that they can share their lists with
students in the group next
the class when they finish.
to them. These two students
must look at the new list but Exercise 11
keep it secret from the other
■ Ask students to remain in the same groups.
two students in their group.
■ Give students time to prepare their advice, using the framework provided.
Make sure each group has
Ask each group to present its advice to the class. Alternatively, in larger classes,
a list of six and no jobs on it
ask each group to present to one or two other groups.
are too obscure.
Tell the pairs with the list to
describe the first job (using
the prompts in exercise 11)
without naming the job. The
other two students must
guess the job and shout it -
out. The group to describe
and guess all six jobs first is
the winner.

76 UNIT 5A ME AND MY JOB


Extra activity -------------------
To expand the task, use
the text for some student-
centred vocabulary-building.
Ask students to underline
any remaining unfamiliar
words in the text, and then
to select three to five that
they want to learn. Ask them
to look those words up in
the dictionary and write
them in their notebooks
with the definitions, parts of
speech, and the example
sentence from the text.
Fashion victims 5B
Reading
Summary
Most people appreciate a bargain when it comes to buying clothing, and many people
buy cheap clothes without thinking about who made them or how they were made.
A group of young British women took part in an experiment and learnt a lot about this
subject, including how difficult the conditions are for some clothing industry workers.
Lead-in
Write sweatshop, sewing machines, shopping mall[ high fashion, low pay, low-cost
Check students know the words then ask what connects them.
Exercise 1
■ Ask students to look at the photo and read the title of the article and make
some predictions about what kind of information might be included.
■ Ask students to work in pairs or groups to discuss the questions. Alternatively,
lead a brief whole-class discussion.
Exercise 2
Culture note
New Delhi, in the north of India, is the capital of the country. Mumbai, on the west coast,
is the most important commercial city in India. In size of population, it is the largest city in
the world.
■ Set a tim e limit of five minutes to read the text. Remind students to read the
entire text w ithout stopping to mark their answers.
Vocabulary note
You could check the following words in context: tiny (very small), supervisors
(managers / people who give orders), enormous (very big), turning point (m oment
when everything changed), realised (suddenly understood), refuge (a place for people
with problems to live)
You could also check the difference between workshop (where things are made by
hand), factory (where things are made by machine) and sweatshop (a workshop where
the workers are exploited).
■ When students finish, elicit the answers from the class, and ask students to
explain where in the text they found the answers.
Answers
1F2 T3 T4 F5 T6 F
Vocabulary
Exercise 3
■ Ask students to work in pairs to complete the task.
■ To check answers, ask for volunteers to write the terms on the board in random
order. Then ask the class to tell you which terms relate to making clothing and
which refer to money.
Answers
Making clothing: produced the fashions, sew on collars and sleeves, sewing, putting
buttons on shirts, pick the cotton, (sewing) machines
Money: cheap, wage, earned, low-paid, support (his family), salary, (find a) bargain,
raise money
UNIT 5B FASHION VICTIMS 77

Extra a c tiv ity -----------------------
Ask students to brainstorm
actions - direct or
indirect - which they
might do in order to
help improve the lives of
sweatshop workers. Once
they have a few ideas, put
them in groups to draw
up a five-point action plan,
expressing their ideas using
modals, e.g.:
We must stop buying cheap
clothes.
We need to support factories
that pay their workers good
money.
Extra activity --------------------
Put students in groups of
three. Ask them to make a
list of things they had to do,
and things that the teachers
made or let them do when
they were at primary school.
Get the groups to write
their lists under the heading
SCHOOL RULES. Ask a few
groups to present their lists
to the class.
UNIT 5B FASHION VICTIMS
Exercise 4
■ Ask students to work in pairs or small groups for their discussions, or discuss
the questions with the class. Alternatively, this activity may be done as a written
assignment.
Grammar: have to, make and let
Exercise 5
Grammar note
The point of these exercises is to get students to realise that the same verb can have
different meanings depending on the context.
Notice the pattern after make and let when talking about obligation and permission:
verb + object + base form. Let's watch is short for Let us watch and, therefore, has the
same pattern as let them leave.
■ This exercise focuses on the difference between, have something and have to
do something.
■ Ask students to select their answers, and then to work in pairs to compare.
Check the answer with the class.
■ Ask students to find and circle the other examples of have to used in the text.
■ Follow this same procedure for exercises 6 and 7.
Answers
1 b 2a
Exercise 6
■ This exercise focuses on the difference between, make something and rriake
someone do something.
Answers
1 b 2a
Exercise 7
■ This exercise focuses on the difference between, let's do something and let
someone do something.
Answers
1a 2 b
Exercise 8
■ For lower-level classes, give students tim e to re-read the article quickly.
■ Ask students to work individually or in pairs to complete the interview.
■ For additional practice, ask pairs to practise the whole interview changing roles
once.
Answers
1 had to work 18 hours a day 2 let us 3 made us 4 let us 5 made us
Exercise 9
■ To help students get started, discuss the first topic or two with the class. Share
some of your own personal stories of your upbringing.
■ Ask students to work in pairs and give them about seven or eight minutes for
their discussions.
■ To wrap up, ask pairs to tell you how their upbringings were similar and different
to their partner's.

Extra activity -----------------
If your class has experience
of applying for jobs, get
students to describe to the
class, or in groups, what
they did the last tim e they
applied for a job and went
for interview. The students
should try to use the new
vocabulary when relating
their stories.
Looking for work 5C
Lead-in
Ask the class to brainstorm any vocabulary they can think of related to looking for or
finding a job. Write their ideas on the board. Then ask them to open their books and
check whether any of their words match the ones in the vocabulary box.
Vocabulary
Exercise 1
Vocabulary and pronunciation note
A covering letter is a short formal letter in which the job applicant briefly says what job he
or she is applying for and what qualifications and experience he or she has. CV /si: vi:/
stands for curriculum vitae - it is a record of the personal details, qualifications and job
history of the job applicant. In US English, it is called a resume.
The stress is on the first syllable of these words, except for: qualifiCAtions, apPLY,
reCRUIT, appliCAtion
Point out collocations: fill in a form; apply for a job; go for an interview; offer a job;
a job vacancy
■ Give students tim e to read the partial sentences and complete any examples
they know. Tell them that they can use a dictionary to complete the rest.
Answers
1 interviews 2 vacancy 3 qualifications 4 apply for 5 CV 6 covering letter
7 application form 8 recruit 9 references, candidate
Speaking
Exercise 2
■ Give students time to read the job advertisement. Ask questions to confirm their
understanding What type o f business is Blunt's? What vacancies do they have?
When would the job start? What are the desired qualifications? What should
people do if they are interested?
■ Ask for volunteers to tell you whether they would be interested in the
opportunities, and why or why not.
Listening: making a phone call
Exercise 3 (? CD 1 /2 5
■ Before students listen, ask them to predict what Bernadette and the receptionist
might say during the phone call.
■ Play the recording once. Then elicit the answers from the class.
■ Go over any challenging vocabulary, e.g. Human Resources (the departm ent
of a business or company that deals with hiring employees), direct line (direct
phone num ber for a certain department).
A udioscript ( r CD 1/25
Receptionist Blunt's Department Store. How may I help?
Bernadette Hello, I'm calling about your advertisement for holiday work.
Receptionist I'll put you through to Human Resources. Could you hold the line, please?
I'm afraid there's no one there to take your call. Would you like to leave a
message?
Bernadette I'll call back later if that's OK.
Receptionist That's fine. Let me give you their direct line - it's ...
Answers
1 There's no one in Human Resources to take her call. 2 The direct line to Human Resources.
UNIT 5C LOOKING FOR WORK
 Exercise 4 ( j CD 1 /2 6
■ Play the recording once and give students tim e to answer the questions.
■ If needed, play the recording again for students to confirm their answers.
■ Ask students to work in pairs to compare answers.

A u d io s c rip t ( j CD 1/ 2 6
Mark Human Resources. Mark Dean speaking.
Bernadette Hello, I'm calling about temporary work. Do you still have vacancies?
Mark Yes, we are still recruiting. Could you tell me something about yourself?
Bernadette Well, my name's Bernadette Miller. I'm 17 years old and I'm in my final year of
school. Afterwards I hope to go on to university.
Mark I see. Are you interested in the shop or storeroom positions?
Bernadette Well, I think I'd rather work in the shop.
Mark OK - and do you have any experience of shop work, Bernadette?
Bernadette Actually I don't, but I am willing to learn.
Mark That's good - we provide full training. Let me send you an application form.
Bernadette Thank you - I'll fill it in straightaway. Shall I send my CV too?
Mark No, just the application form is fine.

Answers
1 go on to university 2 in the shop 3 none 4 fill in the application form

Exercise 5 ( f CD 1 /2 6
■ Check that students understand the meaning of the expressions, and go over
any that are unclear.
■ Play the recording for both telephone conversations and ask students to tick
their answers as they listen.
■ To offer additional practice, hand out a copy of the audioscripts, and ask
students to work in pairs to practise the conversations, changing roles and using
expressions from the Useful expressions box.

Answers
1 b 2a 3a 4a 5a 6a

Pronunciation: Could you and Would you

Exercise 6 ( t CD 1/27
■ Play the recording and ask students to repeat the phrases first chorally and
then individually. Focus first on just the pronunciation of could you and would
you. Then move on to the sentences. Call on individual students to repeat the
phrases. Encourage them to try to m im ic the intonation on the recording.

Pronunciation note
Notice that the range of intonation is wide and rises at the end - this indicates interest
and politeness.
Please could you HOLD the LINE?
Would you like to LEAVE a MESsage?

■ Ask students to work in pairs to practise reading the sentences. Ask them to take it
in turns, and continue practising until they can say the sentences at a natural speed.
■ Ask for volunteers to say the sentences aloud for the class, using the correct
pronunciation and intonation.

Audioscript ( r CD] / 27
Could you ...?
Would you ...?
Could you hold the line, please?
Would you like to leave a message?

80 UNIT 5C LOOKING FOR WORK


Extra activity ----------------------
Ask students to work in pairs.
Tell them to take out a piece
of blank paper and write
Hello.____ speaking at the
top of the paper. In the space
they must write one of their
names. Then they pass the
paper to another pair. This
pair must write the next line
of the dialogue then pass it
on. This next pair write the
next line, and so on until the
paper is back with the original
pair or the students run out of
things to write. Tell students to
use phrases from the lesson.
Once students have their
original piece of paper
back, tell them to check the
dialogue for errors, then
ask them to work in pairs to
practise it.
Extra activity --------------------
For higher-level classes,
ask students to use the
information in Julia's CV, and
to role play a job interview
with one student taking the
role of the hotel manager and
the other the role of Julia.
Extra activity--------------------
Find a webpage of
interesting seasonal jobs
for teenagers on an English
language website. Or write
the list below on the board:
WORK ON A YACHT IN THE
CARIBBEAN
BE AN EXTRA ON A
HOLLYWOOD MOVIE SET
HELP IN A CLUB FOR
DISABLED CHILDREN
WEEKEND HELPERS
REQUIRED BY ZOO
Ask students to read and
decide which job they
would like to do, then write
a covering letter based on
Julia's to apply for the job.
Exercise 7 (c CD 1/28
■ Play the recording and ask students to listen one more time to the pronunciation.
•■ Ask students to work in pairs to practise saying the sentences.
A udioscript CD 1/28
1 Would you like to call back later?
2 Could you put me through to Paola Harper?
3 Would you tell her that Mel called?
4 Could you spell that for me, please?
Writing: a covering letter and CV (c CD 1/28
Lead-in
Tell students that the next lesson focuses on writing covering letters and CVs. Elicit
some types of information usually included in these documents. Ask the class how
many students have written covering letters and CVs, and what resources they used
to help them.
Exercise 8
Culture note
Brighton is a seaside town on the south coast of England.
Give students time to read the covering letter. Then ask them to work in pairs to
compare their answers.
To exploit the letter text further, ask students to tell you the specific information
the writer included about her experience, for example, personal qualities,
ambitions, etc.
Answers
a 2 b3 с 1 d e3
Exercise 9
■ Remind students that they learnt this information in unit 4.
■ Elicit the answer from the class.
Answer
Yours sincerely
Exercise 10
■ Call on students to read the topics in the box aloud. Check that they
understand reference ( information from someone who knows you, which
describes whether you are suitable for the job.)
-■ Ask students to complete the task individually and then to work in pairs to
compare answers.
Answers
Personal details, Education, Skills and qualifications, Languages, Work experience, Hobbies
and interests, References
Exercise 11
■ Tells students they are going to write their own CVs based on the information in
Julia's CV.
■ Give students time in class to create a draft version and ask them to work in
pairs to share their drafts.
■ Ask students to make any necessary revisions to their CVs. Then as a computer
lab or homework assignment, ask them to type them up and print them.
•■ Collect the completed assignments and hand them back later with written
comments on the content and format.
UNIT 5C LOOKING FOR WORK 81
 5D Gap year
Reading
Summary
Charlotte Hindle is a travel writer and photographer. She wrote a book for young
people with advice for planning a gap year where they can see the world and
possibly make money at the same time.

Lead-in
Ask After you finish school, what are you planning to do? Are you planning to travel,
work or study? Where would you like to go? What would you like to do?

Exercise 1
■ Introduce the term gap year and elicit or explain its meaning to the class (a year
after graduating from school when students travel, volunteer, or do something
else before they begin further studies or training). Discuss the question.

Exercise 2
Extra activity--------------------- Remind students to read the article all the way through once, before they begin
A useful approach to doing marking their answers.
this activity is to read a
Vocabulary note
paragraph then try to predict
You could check the following words in context: option (choice), placement (job
what the question might be position), under-privileged (poor and lacking opportunities in life), to crew (to work
before looking at the list and as one of the workers on a boat), steamer (ship powered by steam), insight (deep'
choosing the best answer. understanding)
Ask students to read the first
paragraph, then elicit from the ■ Give students about five minutes to complete the task. Remind them that there
class possible questions that is one extra question.
could go with the paragraph ■ Ask students to work in pairs to compare answers.
before they look at the list
Answers
of questions A to J. Once
A3B5C8D6E1 F 4 G 7 H not used I 2
students have had a few
guesses, ask them to look
Exercise 3
at the list and find the one
closest to their guess.
Culture note
Find out if the strategy / The Gap Year Book is published by Lonely Planet, which is the largest travel guide book
worked for the students publisher in the world. It has published over 500 guides to travelling and exploring the
culture of different countries. The guides are largely aimed at backpackers.
before instructing them to
use the same technique with
■ Give students tim e to read the text again and answer the questions.
the rest of the paragraphs.

Answers
1 Part III 2 earlier 3 two 4 3) Northern Lights

82 UNIT 5D GAP YEAR


Extra activity --------------------
For additional listening
comprehension practice, ask
Where did Cindy go during
her gap year? What was her
job? How did she find it?
Where did Felix go? Why did
he choose the activity? How
long did he spend there?
Who paid for the trip?
Extra activity --------------------
Alternatively, ask students
to work in pairs to plan the
itinerary for their gap year.
Tell them to consider the
following (which you could
write on the board):
/1 place you want to go to
An activity you want to try
A course you want to do
Students must work together
to agree on doing the same
things, so they'll need to
negotiate. Once students
have a few ideas, let them
tell the class.
Exercise 4
■ Encourage students to make notes on the pros and cons of each choice, so that
they can support their choices with reasons.
Exercise 5
■ Ask students to work in pairs to share their choices. Remind them to explain
their answers.
Exercise 6
■ Ask students to think about the advantages and disadvantages of taking a gap
year, and list their ideas on the board.
■ To wrap up, take a class poll to find out how many students in the class would
like to take a gap year.
Exercise 7 ( J CD 1 /2 9
Vocabulary note
nanny = a person who is trained and qualified to look after other people's young children
isolated = remote, far from anywhere
Play the recording once and ask students to just listen. Then play it again and
ask them to mark their answers then go over the answers with the class.
A u d io s c rip t (7 CD 1/2 9
Cindy Well, when I finished school I had no idea what I wanted to do, so I decided to take
a gap year. I worked in a supermarket and then I saw an advertisement for a nanny
in Milan. The family interviewed me over the phone and sent me a plane ticket.
So I spent the next nine months taking care of Luca aged two, and Marcella three
and a half. The family were really kind, and I managed to save quite a lot of money
and learn some Italian. It helped me decide that I would like to get a job where I
could travel, so when I came back home I started a course in tourism and hotel
management.
Felix Well, I'm studying to become a doctor, so when I finished high school I knew I had
six years of really hard work in front of me. I wanted to do something that didn't have
anything to do with medicine so I volunteered to help on an aid project in Bolivia.
My grandmother very generously paid for my plane tickets and living costs. For seven
months I was part of a team that helped build a school in an isolated part of the
country. I didn't earn a penny, but the experience made me rich in other ways. Even
though people had very little, I admired their optimism and their love of life. It made
me realise that too many people in Britain complain about nothing. When I finally
qualify as a doctor I would like to work in a developing country for a while.
Answers
1 Felix 2 Cindy 3 Felix 4 Felix 5 Cindy
Exercise 8
■ Ask students to work in groups of four or five to discuss their ideal gap year.
Encourage them to share their reasons.
■ Ask for volunteers to share their ideas with the class.
UNIT 50 GAP YEAR 83
 A job for the summer
Extra a c tiv ity -------------------
Here, or as a lead in to
this section, you could get
students to brainstorm a
list of personal qualities
on the board. You could
even get students to make
a list of the five m ost
im portant and put them
in order, e.g. qualities: fun,
patient, kind, enthusiastic,
a good listener, lively,
approachable.
84 EVERYDAY ENGLISH A JOB FOR THE SUMMER
Listening and speaking
Exercise 1
■ Ask students to look at the photo and tell you what they see. Ask Where do you
think they are?
■ Read the questions to the class. Ask students to work in pairs to discuss their
answers. Then elicit some ideas from the class.
Exercise 2
■ Give students tim e to read the advertisement.
■ Ask students whether they would be interested in the sort of job described, and
why or why not.
Exercise 3 (j CD1 / 3 0
■ Remind students that they should listen for whether Margie Greenaway has the
desired personal qualities and other qualifications they listed in exercise 1. For
lower-level classes, review the desired qualifications, and elicit some qualities that
might not be desirable for the job, for example, lack of experience with
children, etc.
■ Play the recording once or twice as needed. Then check the answer with the
class and ask students to explain their reasons.
A u d io s c rip t ( 7 CD 1/ 3 0
Margie Hello, Margie Greenaway speaking.
Pete Hi Margie, this is Pete Velios from English Realm. I'm ringing about your application for
summer work. I would like to ask you a few more questions. Can you spare me a couple
of minutes?
Margie Mm, yes of course.
Pete Have you got any experience of dealing with older kids?
Margie Yes - I've looked after ten-year-old twins.
Pete OK. And I see from your form that you are keen on sport. Can you give me some
more details?
Margie Well, I'm a strong swimmer and I hold a life-saving certificate.
Pete Mm, that's great - we're looking for swimming pool supervisors. Do you have any
other skills we could use?
Margie Well, I can play simple tunes on the guitar.
Pete That's fine for young kids. Is there anything you'd like to ask?
Margie Yes, please. How many children I would be in charge of?
Pete Well, you'd be in charge of six to eight girls. You'd be like a big sister and handle
their needs and problems.
Margie And when do you want people to start?
Pete Well, we're looking for people for July and August. Are you available then?
Margie Yes, I am. And what are the conditions?
Pete Well, you get full board and lodging, and one day off a week, and we provide
English Realm T-shirts.
Margie And can you tell me something about the working hours?
Pete Well, to tell you the truth, we don't count the hours. You really do live the job while
you're with us.
Margie I see. And how much do you pay?
Pete It's forty dollars a day plus medical insurance.
Margie And do you cover travel expenses?
Pete Yes we do, within reason!
Answers
Yes: She has experience at taking care of older children, a swimming and first aid certificate,
can play guitar, is available for July and August
 Exercise 4 ( c CD 1 /3 0
■ Give students tim e to read the partial sentences.

Vocabulary note
You could explain some of the following words from the audioscript:
spare me (some time) = take some time to speak to me
keen on = like; enthusiastic about
tunes = songs or melodies
in charge o f = in control of; managing
handle = manage; deal with

Extra p ra c tic e -------------------- ■ Play the recording again and ask them to complete the missing information.
For additional practice, hand
out copies of the audioscript. Answers
1 couple 2 dealing 3 form 4 skills 5 anything 6 charge 7 available 8 conditions
Ask students to work in pairs
9 working 10 pay
to practise the conversation.

Exercise 5
■ Give students tim e to think of and write their special skills and questions.
■ When students are ready, ask them to work in pairs for their interviews.

Exercise 6
■ Ask students to work in pairs and ask them to choose Student A and В roles.
■ Ask them to turn to their respective pages in the Student's Book and follow the
instructions.

EVERYDAY ENGLISH A JOB FOR THE SUMMER 85


Topic
Reading
Listening
Grammar
Function
Vocabulary
Pronunciation
Writing
Speaking
Extra activity--------------------
Play a game to check
students' understanding of
the words. Draw a sketch
on the board to represent
one of the words. As you
draw, students should try to
guess the word. Continue
until students have guessed
all of the words. This could
also work as a lead-in
activity to see if the students
know the words before you
teach them .
86 UNIT 6 OVERVIEW
Nature and
the environment
nature, animals, the environment
Storm chasers, water, story of a young lion
global warming, an emergency
will and be going to, the definite article
giving a presentation
disasters, weather, environment, animal endangerment
the before vowels and consonants
writing a letter to the editor
presenting information
Let's get started
Lead-in
Write Hot and Cold on the board. Ask students to think silently for a m om ent of a
place and a tim e when they were very hot or very cold. Ask Why were you there?
Who were you with? What were you doing there? How did you feel?
Exercise 1
■ Tell students to look at the photo and describe what is happening. Elicit vocabulary
words related to the topics of nature, environment, natural disasters, etc.
■ Ask the class to discuss the two questions. Guide students to think about
examples of natural disasters they may have heard about.
Answers
l a storm, a tornado 2 medical aid, food supplies, housing, etc.
Vocabulary
Exercise 2
■ Read the vocabulary in the box aloud and ask students to repeat the words.
Vocabulary and pronunciation note
tornado /toi'nercteu/, drought I draut/, flood /fU d/, pollution /pa'luijn/, volcanic eruption
/vDl'kaenik I'rApJn/
You could extend the list of disasters by asking students if they know any more words
or by drawing or miming the following: earthquake, tidal wave or tsunami, war, terrorist
attack, famine, epidemic, hurricane.
■ For lower-level classes, before students do the task, ask for volunteers to read
the sentences aloud.
Ask students to work individually or in pairs to complete the task. Then check the
answers with the class.
Answers
1 tornado 2 drought 3 flood 4 pollution 5 volcanic eruption
 Exercise 3
■ With the whole class, go through the disasters one at a tim e and discuss
whether they are natural or man-made.
■ Ask students to brainstorm as many different examples and types of pollution as
they can.

Answers
Pollution is the only man-made disaster in exercise 2.

Exercise 4
■ Read the question to the class, and ask students to work in pairs to discuss
their ideas.
Extra a ctivity --------------------- •■ Elicit specific examples in the recent or distant past that students may know
Write a list of words on about.
the board connected with
each disaster until students
guess the word, e.g. river,
rain, water, drown ... wait
until someone guesses
flood. Then write desert, dry,
thirsty, hot until someone
says drought. Ask students
to add other words to each
list after they have guessed
the disaster.
Here are some examples of
possible lists: windy, blow,
fall, destroy, dangerous ...
(tornado); hot, lava, flow,
fire ... (volcanic eruption);
dirty, grey, fumes, factories,
cars... ( pollution)

UNIT 6 OVERVIEW
 6А Storm chasers
Extra activity------------------
For additional practice, ask
students to work in pairs
and ask them to re-tell the
story, using only the notes.
88 UNIT 6A STORM CHASERS
Lead-in
Ask students to look at the picture and tell you what they think the term, Storm
chaser means. Encourage them to make guesses, and accept all answers.
Reading
Summary
Twister hunters are people who follow tornadoes in order to study and take pictures
of them. This group of people includes both amateur hobbyists and scientists.
Journalist Jeff O le a ry joins scientist Hannah Klein on a twister-hunting expedition.
Exercise 1
Culture note
Most storm chasing takes place in spring and summer on the Great Plains of North
America in Canada and in states such as North Dakota and Oklahoma in the USA. Storm
chasers travel thousands of miles following storms in the hope of getting up close to one.
The movie Twister (1996) popularised the activity.
■ Introduce the term twister (another word for tornado ). Explain that for this task,
students will need to read Jeff's story, Twister hunters, and complete his diary
notes about his experience.
Vocabulary note
You could check the following words in context: strike (hit), vast (very big - used with open
spaces); tiny (very small); huge (very big); terrified (very frightened); accelerates (goes faster)
half asleep means not completely awake; fully awake means completely awake
An orange alert is not quite as bad as a red alert.
You may wish to explain the difference between the following words which are used to
describe similar things:
storm = a powerful mix of rain and wind
tornado or twister = a specific type of storm in which the wind and rain blows round and
round in one particular spot
gale = a very strong wind
hurricane = an incredibly strong wind that smashes everything
■ Give students tim e to read the partial notes.
■ Tell students to read the story once to get the main idea, and then complete any
notes they can. Then ask them to read the story again and fill in any notes they
missed. Tell students that they can use their own words to complete the notes,
where appropriate.
Answers
I Hannah Klein 2 to hunt twisters 3 seven o'clock 4 an orange alert 5 frightened
6 student 7 drive 8 puts down probes 9 a farm 10 puts the last probe down
I I die 12 moves away
Grammar: will and be going to
Exercise 2
■ Explain that the next set of exercises will focus on two forms used to talk about
future events in English: will and be going to. The rules for when to use which
form depend on whether we want to make a prediction, express intention or
make a spontaneous decision.
■ Ask students to read the instructions and complete the task individually. Allow
them to use a dictionary if necessary.

Extra a ctivity --------- -----------
For additional practice,
w rite the follow ing
sentences on the board
and ask students which
usage each one reflects.
Thomas is going to visit Italy
this summer.
I hope she'll be on time.
Let's go to the movies.
I'll pay for the tickets.
It's going to rain soon.
■ Ask students to work in pairs to compare answers before you confirm the
answers with the class.
Answers
1с 2 a 3 b
Exercise 3
Grammar note
Check the form: will or II + base form and be going to + base form.
Use concept check questions to get students to think about the difference between will
and be going to in these situations. With predictions, ask Is there evidence now? (If yes,
use be going to) Is it your personal opinion? (If yes, use will). With intentions, ask Did
the speaker decide before the mom ent o f speaking? (If yes, be use going to) Did the
speaker decide at the mom ent o f speaking? (If yes, use will).
Note that in many situations, native English speakers seem to interchange the uses, for
example, saying Tomorrow's party will be fun (a personal prediction) or Tomorrow's party
is going to be fun (a prediction based on the evidence of all the planning) are both
likely to be appropriate uses. Remind students that it is all about the point of view of the
speaker - both are correct but they have different implied meanings.
■ Ask students to work in pairs to com plete the task, discuss the rationale for
their choices.
^ ■ Elicit the answers from the class, and ask students to explain what information
in the sentences helped them get the answers, for example, in sentence a, the
word tomorrow indicates that the action is already planned.
Answer
1d 2 b 3 с 4 a
Exercise 4
■ Ask students to find the use of will to make a promise in the text.
Grammar note
Will is a modal verb. Consequently, it can be used to express functions such as promising
(I'll marry you), offering (I'll carry it), threatening (I'll kill you) and warning (You'll hurt
yourself). It is as likely to be referring to the present as the future.
Answer
I'll be there.
Exercise 5
■ Give students tim e to read the sentences silently.
■ Ask them to work individually or in pairs to complete the task. Alternatively, for
lower-level classes, do the task as a whole-class activity.
Answers
1 spontaneous decision 2 intention (planned or decided) 3 prediction (can see it
happening) 4 prediction (guessed or imagined) 5 prediction (guessed or imagined)
6 prediction (guessed or imagined)
Exercise 6
■ Explain that for this activity, students must match statements with responses.
Remind them to consider the use of will or be going to for each situation.
■ Ask students to complete the task individually and then to work in pairs to
compare answers.
■ To check answers, call on pairs to read the statements with the responses.
Answers
I e 2 d 3 f 4 b 5 a 6 c
UNIT m STORM CHASERS 89
 Exercise 7 (r CD 1/ 3 1
■ Read the instructions. Make sure students understand that they will hear sounds
rather than conversations. They must use their imaginations to decide what
might happen next.
■ To give an example, play the recording for the first sound and elicit several ideas
from the class.
■ Play the recording, pausing after each sound for students to note down their
ideas.
■ Ask students work in pairs to compare ideas. Then elicit a couple of ideas from
the class for each sound. Encourage students to make personal predictions with
will as well as the more obvious predictions from evidence using be going to.
Extra activity----------------------
Audioscript CD 1/31
You could set up other
1 [sound of extremely strong wind blowing, tree creaking increasingly loudly as if about to
situations to get students to fall]
differentiate between will 2 Good dog, Good boy [sound of dog growling increasingly angrily]
and going to. 3 [sound of orchestra tuning up, a conductor's baton tapping and then silence]
4 Look out! [sound of car brakes and car skidding]
Situation 1 (predictions)
5 [sound of birds twittering happily, then a rumble of thunder]
Draw a stick figure of a 6 [sound of a door opening, man comes in, panting, clink of him picking up glass, sound of
doctor with a stethoscope. glass filling with water from tap]
Say He is studying medicine. 7 [sound of a small child running, the sound of child falling and then sounds of distress]
Elicit He's going to be a
doctor. Say The doctor and Answers
his wife have just bought 1 The tree is going to fall. / It'll hurt someone. 2 The dog is going to bite him.
3 The orchestra is going to play. / I think they'll play some music. 4 The car is going to
a new house in France.
crash. 5 It's going to rain. 6 He's going to drink a glass of water. 7 The child is going to cry.
Elicit They're going to live in
France. Say She has decided
to work as a writer. Elicit Exercise 8
She's going to be / work as
■ Give students time to think about their predictions. Encourage them to make
a writer.
some notes to help them remember their ideas.
Now, write the following ■ Ask students to work in pairs or small groups to share their ideas.
on the board: marriage, Give students about five minutes to discuss Situation 1. Then elicit some ideas
children, work, live and from each pair or group before they move on to Situation 2.
when? And where? Tell the
students to work in pairs
to make predictions about
their own lives. Remind
them to use will as it's only
a guess or personal opinion.
In feedback, elicit a few
interesting predictions.
Situation 2 (intentions)
Tell the class that it is your
birthday tomorrow. Divide the
students into groups of four.
They must all tell each other
what present they intend to
get you. They should use will.
When they have decided,
ask the students to tell the
class their decision. Now,
they should use be going to
as the decision has already
been made.

90 UNIT 6A STORM CHASERS

 The blue planet 6B
Lead-in
Ask students what they think is meant by The blue planet . Elicit that Earth is called
this because it is mostly covered by water.
Do a quick quiz. Write the biggest ocean, the longest river, the widest river, the largest
lake. Ask students to work in groups of four to discuss answers and find out which
team got most correct. (Answers: Pacific, Nile, Amazon, Lake Superior in Canada).

Reading
Summary
Water is one of the Earth's most precious resources, but global warming presents a
threat to the Earth's water supply.

Exercise 1
■ Give students tim e to read the questionnaire. Answer any questions they may
have about the vocabulary.
■ Ask students to work in pairs to complete the questionnaire. Encourage them to
make guesses if they are not sure of the answers (answers in exercise 2).

Exercise 2
■ Tell students they will now have a chance to check their answers.
■ Explain that they should read the text quickly. Elicit that they should scan
specifically for the answers to the questionnaire.

Vocabulary note
You could check the following words in context: precious (very important); available (that
we can use), causing (making happen); running dry (becoming empty of water); access
(ability to go to)
There are also words connected with water you could introduce as a lexical set: ice,
melting, freezing, frozen, wells, taps, liquid

■ When students finish, elicit the answers from the class, and ask students to
explain where in the text they found the answers.

Answers
1 с 2 c 3 b 4a 5a

Exercise 3
■ Give students tim e to read the sentences. Tell them to read the text once
through before they begin marking their answers.
Extra a c tiv ity -------------------- When students finish, call on students to read sections of the text aloud,
For additional reading inserting the sentences.
comprehension practice, ask
some or all of the following Vocabulary note
questions about the reading: Useful language here includes the following:

Where is most o f the world's Save water by -f-ing

fresh water? Collect water from pipes and drains / in the garden / in water containers
Switch o ff taps
What effect is global
Don't leave taps running
warming having?
Re-use shower / bath water
What is the main cause of
Don't drink bottled water
infant mortality?
What does the organisation,
7 collect water' do?

UNIT 6B THE BLUE PLANET 91


Extra activity----------------------
Ask students to work in
groups of four to design
a poster as part of an
advertising campaign to get
people to use less water. Ask
them to think of a catchy title,
e.g. SAVE OUR PRECIOUS
WATER, then write five or six
instructions on how to save
water. Students can add
pictures if they wish.
When they have finished,
ask students to pin their
posters on the wall. Ask
students to walk round and
say which group designed
the best poster.
Extra activity--------------------
For additional practice, ask
students to summarise who
Janina Ochojska-Okoiiska is
in their own words.
92 UNIT 6B THE BLUE PLANET
Answers
1 D 2 F 3 A 4 C 5 E 6 C
Exercise 4
■ Lead a whole-class discussion about how people can conserve water in their
everyday lives. Tell students to use the pictures to help them, as well as to share
any ideas of their own. Ask individual students whether they use any of the
water-saving strategies.
Grammar: the definite article
Exercise 5
Grammar note
We use a when we mention something for the first time, and the when we mention it
for the second time. E.g. John ate an apple. The apple tasted delicious. This is because
the speaker or writer knows that the listener or reader knows exactly which apple is being
spoken of - in that sense it is now a specific or definite apple rather than an unspecified
any apple.
Using the with places is notoriously tricky. You may wish to contrast some of the following
(or at least have answers prepared if any students ask):
Africa (a continent), France (a country), Cairo (a city), Mount Everest (one mountain),
but the United States and the Netherlands (a country expressed plurally), the Middle
East (a region), and the Alps (a mountain range)
Lake Superior but the Mediterranean Sea and the Atlantic Ocean and the (River) Nile
Cyprus (an island) but the Isle of Wight and the British Isles
■ Tell students that in this lesson, they will practise using the definite article, the -
the most com m only used word in English.
■ Nominate a student to read the instructions aloud, and give students tim e to
read the partial sentences and uses silently.
■ Ask students to complete the task individually.
■ When students finish, ask for volunteers to tell you the answers.
Answers
1 с 2a 3 e 4 f 5 d 6 b
Exercise 6
■ Ask students to go back to the text on page 62 and circle all of the instances of
the definite article, the.
■ Ask students to work in pairs to discuss which use best describes each example.
■ Combine pairs to form groups of four and ask students to compare their ideas,
discussing any differences.
■ When groups finish, go over any questions students may have and clarify any
examples students found unclear in the text.
Exercise 7
■ Ask students to read the text once silently before they do the task.
■ Give students tim e to complete the task individually. Then ask them to work in
pairs to compare answers.
■ To check answers, ask for volunteers to read the text, inserting (or om itting) the
articles.
Answers
1 the 2 the 3 a 4 0 5 the 6 0 7 the 8 the 9 0 10 the 11 the

Extra activity
To practise the words and
lead in to the listening,
ask students to work in
pairs to say what links the
words in the box. E.g. Using
fossil fuels pollutes the
atmosphere. In feedback,
make a list of other words
students expect to hear on
the recording.
Pronunciation: the f CD 1 /3 2
Exercise 8
Pronunciation note
Students may also need practice in producing the voiced consonant sound / 6 / . Show
students that they should start with the tip of their tongue touching their upper teeth,
then they should retract it as they pronounce / 6 / .
■ Play the recording once and ask students to just listen. Then play it again and
ask them to repeat the phrases.
■ Ask students to work in pairs to discuss the questions. Then call on students to
tell you the answers.
■ For additional practice, ask students to try reading the text from exercise 7 aloud,
focusing on the pronunciation of the.
Audioscript CD 1/32
1 the earth
2 the main cause
3 the poorest people
4 the Antarctic
Answers
Before consonants w e pronounce the / 5 э / ; before vowels, w e say / 5 i : /.
Vocabulary
Exercise 9
■ Give students time to read the words and definitions silently. For lower-level
classes, ask students to repeat the words first chorally and the individually.
Pronunciation note
atmosphere /'aetm as.fia/; global /'g la u b l/; fossil A d s I/; polar /'p a u la /; glacier /'g laesia/
Ask students to match the words and definitions. This task may be done
individually with the help of students' dictionaries, or students can work in pairs
or groups and share the meanings of any words they may already know.
Answers
1 atmosphere 2 global warming 3 fossil fuel 4 greenhouse 5 polar ice caps 6 glacier
Listening
Exercise 10
■ Elicit students's ideas about some of the causes of global warming. Ask
higher-level classes to discuss whether they feel that global warming is always a
bad thing.
Exercise 11 (J CD 1/33
■ Call on a student to read the questions aloud. Ask higher-level classes to make
some predictions about the answers.
■ Play the recording once or twice as needed.
■ Ask students to work in pairs to discuss their answers.
UNIT 6B THE BLUE PLANET 93
 Audioscript ( j CD 1/33
Part A
Today I'm going to talk about global warm ing and how it is affecting our planet. The first
thing to say is that it is not always a bad thing. Global warm ing has always been with us. Our
atm osphere is like a warm coat that has allowed life to exist. Nowadays, w hen w e talk about
global warming, w e usually mean the recent increase in the tem perature of the atm osphere
caused by man. The main cause is the increase in carbon dioxide that is produced from
burning fossil fuels like coal and oil. The earth now has an extra blanket around it, so more of
the sun's heat is trapped and tem peratures rise. This greenhouse effect' is like being inside a
car on a sunny day.

Answers
1 It keeps the atm osphere warm enough to support life. 2 It allows life to exist.
3 An increase in the earth's tem perature caused by man. 4 burning fossil fuels
5 the warm ing of the earth caused by excess carbon dioxide in the atm osphere

Exercise 12 CD 1/34
■ Give students time to read the partial summary.

Vocabulary note
You could check these words from the listening: affecting (making things different); exist
(live); blanket (thick woollen cover on a bed); trapped (unable to leave or escape);
current (flow of w ater)

■ Play the recording once and ask students to try completing the summary.
If necessary, play the recording again, so students can confirm any answers
they may have missed.
Extra activity -------------------- To check answers, ask students to write their answers on the board.
Write the following words
Audioscript ( f CD 1/34
on the board in order:
Part В
global warming, planet; Anyway, w hat are its effects? Well first of all it is responsible for a lot of the recent extreme
atmosphere, temperature, w eather such as storms and hurricanes. It is also melting the glaciers and the ice caps at the
carbon dioxidef sun, North Pole and South Pole. Countries like the Netherlands or the Maldives are at risk from
greenhouse effect; storms; flooding from rising sea levels. For Western Europe the big worry is that global warm ing could
stop the Gulf Stream. This is the warm current that flows across the Atlantic Ocean. Without it,
hurricanes, Л/огй Pole,
Britain could have the same climate as Siberia.
Netherlands, Maldivesf
Western Europe, Gulf
Stream, Atlantic Ocean, Answers
1 warm 2 Glaciers 3 ice caps 4 Netherlands 5 Gulf 6 warm 7 Atlantic Ocean
Britain, Siberia.
8 Siberia
Ask students to work in
pairs to try to remember-
and recreate the speech on
global warming using the
words as prompts. Ask one
or two pairs to give their
recreated versions of the
speech. Comment on how
accurately they use the.

UNIT 68 THE BLUE PLANET

 Viewpoints 6C
Listening and speaking
Exercise 1 ( r CD 1 /3 5
■ Ask students to look at the photo and tell you what the woman is doing (giving
a presentation about saving the planet).
■ Before you play the recording, ask students to work in pairs to try to predict
some of the missing information on the poster.

Vocabulary note
You could check these verbs from the listening which form a useful lexical set: burn,
bury, dump (rubbish); save, (re)use, recycle, sort; separate (plastic bags); reduce, cut
(dow n on) (w aste); pollute, poison (the atm osphere), batteries /'b a eta riz/ = small
electricity storage devices used to power machines, appliance /a 'p la ia n s / = machines
such as dishwashers and fridges that are powered by electricity, biodegradable = if
thrown aw ay it will naturally break down without polluting the environment

■ Play the recording once and ask students to just listen. Then play it again as
students complete the poster.

Audioscript ( j CD 1/ 3 5
Today w e are going to talk about how to save our planet.

Many people believe that they can do nothing, but w e believe everyone can make a
difference. Our message is recycle, save water, and turn off appliances.
I am going to talk about recycling.

As you can see from my poster, rubbish is buried, burned or dum ped. This means that the
ground is polluted, the air is full of poisonous gas, and our countryside is covered in rubbish.
Britain produces enough rubbish to fill an Olympic-size swimming pool every three and a half
minutes! So what can w e do? I believe that w e can cut this by following three simple steps. First
of all w e can sort our rubbish - w e can take glass to the bottle bank, separate metal and plastic,
and take newspapers to paper banks. Next w e can take batteries to collection points so that
they don't pollute the earth. Last but not least w e can ask supermarkets to reduce packaging on
their products, and w e can help by using reusable shopping bags - it can take one thousand
years for a plastic bag to disappear. So, to sum up, I have discussed three ways w e can help the
planet. I'm now going to hand you over to Henry w ho is going to talk about saving energy

Answers
1 recycle 2 save 3 appliances 4 burn 5 take glass to the 6 metal 7 newspapers to the
8 take batteries 9 reduce packaging on their products 10 reusable shopping bags

Exercise 2
■ Ask students to work in pairs or groups and assign each group an A (Henry) or
В (Melanie) role.
■ Ask students to turn to their Student's Books and go over the instructions for
each presentation.

Vocabulary note
You could check these words from the role play tasks before students start: stand-by (not
in use); take for granted (use without thinking); scarce (rare); flush the toilet (mime the
flushing action); dripping (use mime)

■ Go over the Useful expressions and presentation tips on page 64, and tell
students they will need to use them in their presentations.
■ Set a tim e lim it of three to five minutes per presentation.
■ Allow pairs or groups 2 0 - 3 0 minutes of planning tim e in class. Consider also
allowing planning and preparation tim e outside of class, so that students have
enough tim e to create posters and visuals for their presentations.

UNIT 6C VIEWPOINTS 95

Extra a ctivity ----------------- —
Have a personalised
discussion to follow up. Ask
Which of these things do you
and your family do? After
hearing the presentations,
are there any suggestions
that you will now start doing?
Why? How can the school
be more environmentally
aware?
Extra a c tiv ity -----------------------
An interesting vocabulary set
you could introduce here is on
containers. Write box, can, tin,
envelope, packet, bottle, paper
bag, plastic bag, jar on the
left of the board. Then write
dustbin, litter bin, bottle bank,
paper bin on the right Check
meaning by asking What can
you find in the containers
on the left? In what sort of
bin (on the right) would you
throw away the containers?
UNIT 6C VIEWPOINTS
Exercise 3
■ Read the list of bulleted points to the class.
Depending on class size, ask groups to present to the whole class, or combine
groups and ask them to present to one or two other groups.
Writing: a letter to the editor
Exercise 4
■ Ask the question to the class. To expand the topic, include school newspapers,
online forums, blogs, etc.
■ Elicit responses from several students. If no one has written a letter to the editor,
elicit the types of topics and issues people might write about, and ask students
to share any issues they think would be good ones to write about.
Exercise 5
Culture note
In Britain, the council is often used to refer to the local government of an area. In many areas,
this is the county council, an elected body of local politicians who are major employers with a
great variety of functions in the areas of education, social services, libraries, the fire service, etc
■ Give students time to read the letter. Remind them that they should skim the letter for
the main idea and think about whether they agree or disagree with Brenda's opinion.
Vocabulary note
You could check these words from the reading: brochure (small leaflet providing information);
green (environmentally aware); huge (very big); bins (big plastic or metal containers)
■ When students finish, ask some guiding questions to check comprehension:
What was the brochure that Brenda received about? Does she support the idea
of recycling? What issue is she writing about? What suggestion does she make?
Ask for volunteers to say whether they agree with the letter, and why or why not.
For higher-level classes, ask the class to discuss any similar issues in their
communities.
Exercise 6
■ Elicit the equivalent for however and although.
Exercise 7
Grammar note
The conjunctions or linking words of contrast, however and although, have similar
meanings but are used differently.
Although joins two clauses. It generally goes at the start of the sentence and the clauses
are separated by a com m a (Although it was late, he decided to go out.)
However joins two sentences. It goes at the start of the second sentence and is followed
by a com m a (The government raised taxes. However, it was less of an increase than last
year.) However is used in written English more often than spoken English, and tends to
join two longer sentences.
Although expresses a surprising or unlikely contrast. Note that even though is used to
really emphasise a contrast that is very surprising.
■ Ask students to complete the task individually.
■ Ask students to work in pairs to compare answers. Then ask for two volunteers
to write the rewritten sentences on the board.
■ Highlight the fact that when however is used, the sentence must be broken into
two separate sentences.
Answers
a Although it was a very interesting brochure and contained a lot of interesting advice,
my nearest bottle bank is two kilometres away,
b The council is sincere about recycling, I'm sure. However, it should think of ways of
making this a practical reality.

Extra a c tiv ity --------------------
H e re are s o m e ideas fo r
a d d itio n a l activities to do
w ith th e c o m p le te d letters:
Collect the letters and
publish them in a class /
school newspaper
Find websites or blogs that
deal with environmental
issues and encourage
students to send or post
their letters there.
Encourage students to
mail letters about local
issues to their City Hall or
Mayor's office.
Exercise 8
■ Do this activity with the whole class, so that you can check students' grasp of the
grammar p oint Review any points with which students are still having trouble.
Possible answers
1 Although the docum ent was interesting, it m ade m e worried.
2 Nuclear power doesn't produce C 0 2. However, it is dangerous for the environment.
3 Although it was winter, people w ere walking around without coats.
4 W e have insulated our hom e. However, our gas bill is still high.
Exercise 9
■ Elicit examples of other linkers that students have learned in previous units.
E.g. so, butf and, etc.
■ Give students tim e to look through the letter and underline the other linkers used.
■ Ask them to work in pairs to compare answers. Then elicit the answers from the class.
Possible answers
Everybody is talking about what w e can do to reduce waste and help the environment,
so I was very happy to read it.
It was a very interesting brochure and contained a lot of useful advice.
... my nearest bottle bank is two kilometres away, so I have to drive there ...
This is a huge am ount of waste, but there are simply not enough bins ...
Exercise 10
■ Go through the Spotlight box and emphasise each point by referring students to
the letter in exercise 5. Elicit the specific sentences or phrases in the letter that
connect to each topic listed in the Spotlight box.
■ Nominate a student to read the instructions and the situation aloud. Tell students
they may choose another topic if they like.
■ Before they begin writing their letters, give students tim e to brainstorm some
ideas for their letters. Encourage them to make notes, writing down any
vocabulary or phrases they may want to use.
■ Give students tim e to write their letters. For higher-level classes, ask pairs of
students to exchange papers and check that their partner's letter follows the
suggestions in the Spotlight box.
^ m To wrap up, ask for volunteers to read their letters to the class.
UNIT 6С VIEWPOINTS 97
 6D Born to be wild
Vocabulary
Exercise 1
■ Ask students to work in pairs to look at the pictures and try to name all of the
animals and the regions where they come from.

Culture notes and answers

The mountain gorilla is found in Africa - in Rwanda, the Democratic Republic of Congo,
and Uganda. It is on the critically endangered list, as poaching and hum an encroachm ent
are real threats.
The African elephant is found in Africa. It is widespread throughout sub-saharan Africa.
It is in no danger of extinction. In fact, culling is used to control the size of som e herds.
However, the encroachm ent of humans on to its habitats and poaching for ivory are
causes for concern.

The giant panda is found in central China, in bam boo forests in the highlands. It is on the
endangered list but conservations has resulted in slowly climbing numbers - there are
two to three thousand in the wild.

The polar bear is found in the Arctic. It has a very wide range. There are 2 0 0 0 0 to
2 5 0 0 0 in the wild. However, global warm ing is now a major threat to their habitat and
their ability to hunt.

The leopard is found mostly in Southern Africa, but there are also leopards in parts of
Asia including Indonesia, Pakistan, India and China. It is becoming threatened because it
is disappearing from its traditional habitats in Asia.
The giant tortoise is found in tropical islands, such as Madagascar, Mauritius and the
Galapagos Islands. Its populations are healthy There are over 1 0 0 0 0 0 tortoises on the
Seychelles.

Exercise 2
■ Ask students to repeat the words in the box first chorally and then individually.
■ Give students tim e to complete the task. Remind them that they may use
dictionaries if necessary.

Answers
1 extinct 2 endangered 3 wildlife 4 breed 5 conservation

Exercise 3
■ Ask the question to the class and elicit responses from several volunteers.

Possible answers
poaching, habitat destruction for land use by humans, pollution, etc.

Reading
Summary
In 1969, two furniture shop owners purchased a lion cub in the hopes of attracting
customers to their store. In time, as he grew, their pet proved too costly to keep, so
they set about finding a way to return him to his natural habitat in Africa.

Exercise 4
■ Ask students to look at the pictures and predict what the story will be about.
Encourage and accept all guesses and predictions at this stage.

98 UNIT 6D BORN TO BE WILD

 Exercise 5

Culture note
The King's Road in Chelsea, an expensive area of west London, is full of fashionable
designer clothes shops. In the 19 6 0 s it was particularly fashionable as it was where
fam ous bands like the Rolling Stones would go to shop.

Throughout the 196 0 s and 1970s, George and his wife Joy Adamson ran a wildlife
conservation programme in the Kora National Reserve in Kenya. They reintroduced
orphaned lion cubs to the wild. The movie, Born Free, which told the story of George and
Joy's reintroduction of a lioness called Elsa to the wild, was made in 19 6 6. A documentary
was made in 1972. It tells the story that is in the article.

■ Give students about five minutes to read the story and determine the correct
order of the paragraphs.

Vocabulary note
There is an interesting set of vocabulary connected with the topic here: cub (baby lion);
mane (hair on a male lion's head); reserve (place w here wild animals are protected);
habitat (place w here animals live naturally); pet (an animal kept by humans as a
companion rather than for its usefulness); cage (a container or enclosure in which an
animal is kept, usually m ade of wire or metal bars); fierce = (wild and dangerous)

■ Ask students to work in pairs to compare answers.

Answers
Extra activity ---------------------- 1 C 2 E 3 B 4 A 5 D
Before having the debate,
you may wish to brainstorm Exercise 6
a few arguments to the ■ Ask students to work in groups of three or four and tell them they will have
board first. Alternatively, about eight to ten minutes for their discussions.
get students to think of ■ For lower-level classes, write some helpful prompts on the board: I think
arguments in their groups, In my opinion . . What do you think ...?, Do you agree ...?
then brainstorm them and m To wrap up, ask each group to summarise its conclusions for the class.
help with vocabulary before
they prepare to debate. Speaking
Exercise 7
Arguments for zoos
■ Depending on class size, divide the class so that there is an even num ber of
Good place for people to
teams.
learn about wild animals
■ Pair up the teams and ask them to decide which team will speak in favour of the
Can educate people on m otion and which will speak against it.
issues of conservation
Only place that protects Exercise 8
species that are going ■ To prepare for the debate, tell groups to choose a chairperson, and to decide the
extinct in the wild order in which the other members will speak.
Breeding programs that ■ Go over the Useful expressions box, and give groups tim e to prepare their
keep some species going statements. Each speaker should make individual notes according to the points
he or she will make during the debate. Remind the class that in a debate, it is
Fun, entertaining;
very important to support one's ideas with examples and reasons.
educational
■ Allow about 1 5 -2 0 minutes for the debate.
Arguments against zoos
Cruel to keep animals in
cages
Unnatural way to see
animals
Encourages people to see
animals as objects for their
entertainment
Some zoos still take animals
from the wild

UNIT 6D BORN TO BE WILD 99

 Case
Study 2
Disaster!
Lead-in
■ Ask students to tell you some different types of natural disaster (e.g. earthquake,
tsunami, volcanoes, meteor strike, tornadoes, forest fires, flooding). Talk about
what the most recent one was, where, when and what happened.

Exercise 1
■ Ask students to do this exercise in pairs, then discuss their ideas with the whole
class.

Answers
Students' own answers

Exercise 2
■ Ask students to do this exercise individually and very briefly, then compare their
notes with a partner. Elicit the answers from the whole class.

Answers
1 three of the following: ash, lava, rock, gas, steam
2 the Pacific Ocean, the USA, Africa and Iceland
3 M ount Tambora
4 extinct, dormant, active

Exercise 3
■ Ask students to do this exercise individually, then check with a partner. Elicit the
answers from the whole class.

Answers
1 F 2 T 3 F 4 T 5 F 6 F

Find out more!

Explore this topic further by thinking about these questions:

■ What is the biggest volcano in Europe?

■ Which country has most volcanoes?
■ What happened to Pompeii when Mount Vesuvius erupted?
■ What is the most recent volcano to erupt?

Have a look at the National Geographic website to find answers to these and your
own other questions: www.nationalgeographic.com

100 CASE STUDY 2 DISASTER!

 Review
Units 5 and 6
Unit 5 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self-assessment box.

Answers
Exercise 1
1 must 2 don't allow 3 mustn't 4 have to 5 have to 6 have to 7 are not allowed to
8 must 9 don't allow 10 make

Exercise 2
1 advertisement 2 vacancy 3 application 4 qualifications and skills 5 experience
6 covering 7 interview

Exercise 3
1 Hello. I'm calling about the hotel receptionist job. Is the vacancy still available?
2 Yes, w e're still looking for som eone. 3 Let m e put you through to the manager.
That's Karen Marsh. 4 Hold on a m o m en t while I try to find her. 5 I'm afraid that there's
no answer. 6 Would you like to leave a message? 7 I don't think so, I'll call back later.
8 W hen would be a good tim e for m e to ring? 9 Try again in about half an hour.
10 I'll tell Ms Marsh to expect your call. 11 OK. I'll ring back in half an hour.

Exercise 4
Students' own answers

Unit 6 review
Answers
Exercise 1
1 pollution 2 volcanic eruption 3 drought 4 hurricane 5 global warm ing 6 tornado

Exercise 2
1 I'm going to see; I'll give 2 are you going to invite; I'm going to ask 3 I'll call her back
4 are you going to do; are going to see

Exercise 3
1 a 2 The 3 the 4 0 5 the 6 0 7 the 8 the 9 the 10 the 1 1 0 12 the 13 0
14 the 15 a

Exercise 4
1 Thank you for coming along. 2 I am going to give you 3 As you can see 4 First of all
5 next 6 last but not least 7 That's enough to fill a swimm ing pool. 8 To sum up,
9 I'm now going to pass you on

REVIEW UNITS 5 AND 6 101

 7
Art

Topic art, travel plans

Reading statues, Leonardo da Vinci, The Lascaux paintings
Listening The Mona Lisa, planning a visit, making arrangements
Grammar comparative and superlative, ability in the past, present continuous
for future plans
Function making arrangements
Vocabulary art
Pronunciation intonation
Writing writing a thank-you letter
Speaking expressing plans and preferences

Let's get started

Lead-in
Play a brief trivia game to introduce the topic. Ask the class to brainstorm great artists
from around the world, living or dead, and then to try to name one famous piece of
art done by each one. For higher-level classes, elicit the names of any contemporary
artists students may know and continue with a class discussion of how art has
changed over the centuries.

Exercise 1

Culture note
W hether graffiti is art or vandalism is a m atter of opinion and context. However,
arguments in favour of it having value include:

Graffiti has an ancient history. Graffiti artists existed in ancient Greece and Rome.
Graffiti has been used to make important social statements (graffiti on the Berlin Wall, for
exam ple).

Graffiti is a key part of m any popular artistic or musical cultures, notably hip hop.
These days, graffiti artists have had their work displayed in galleries and published in art
books. The British artist Banksy is a good example of this.

■ Tell students to look at the picture and describe w hat is happening. Elicit or
explain the term, graffiti (painting, usually with spray cans, pictures or words in
a public place).
■ Ask the class to discuss the two questions. Remind them to use expressions for
agreeing and disagreeing when they give their opinions. Ask students whether
there are any areas in their town or city where there is graffiti and, if so, what
they think of it.

102 UNIT 7 OVERVIEW

 Vocabulary
Exercise 2

Pronunciation note
Note the difficult pronunciations: portrait /'p D itr e it/, landscape /'laend.skeip/,
sculptor / 's M p t a / , exhibition /.tk s i'b ijn /, sfaftve /'staetju:/

■ Read the vocabulary in the box aloud and ask students to repeat the words.
■ Ask for volunteers to briefly explain the meanings of any words they know and
to give an example sentence.
■ Ask students to complete the task individually or in pairs. Then check the
answers with the class.

Answers
1 portrait 2 landscape 3 gallery 4 still life 5 sculptor 6 exhibition 7 foreground,
background 8 Statue 9 masterpiece 10 fram e

Exercise 3
■ Ask the question to the class. For lower-level classes, give an example by first
sharing one or two of your favourite works of art and explaining the reasons why
you like them.
Extra a c tiv ity ----------------------- ■ Elicit responses from several volunteers.
Bring in a couple of
good-sized pictures of
well-known modern pieces
of a rt Something by Jackson
Pollock and Picasso, for
example. It is easy to find
and download such pictures
from the Internet
Pin the pictures on the
board and ask students to
walk past and look at the
paintings as if they were in
an art gallery.
Ask students to work in pairs
to describe the paintings, say
how they feel about them,
and compare them. Have a
brief class feedback.

U N IT ! OVERVIEW 103
 7А Statues
Lead-in
On the board, write the names of the four statues from the reading. Ask students if
they know where the statues are and to say any information they may know about
each one.

Reading
Summary
The history and significance of four famous statues from four different countries: The
Angel of the North from the UK, The Stature of Liberty in the USA, the Dog on the
Tuckerbox in Australia, and Chopin's statue in Poland.

Exercise 1
■ Ask students to discuss their ideas in pairs and then to share them with the
class.

Exercise 2

Culture note
The Angel o f the North was designed by British sculptor Antony Gormley, w ho was born
in 1 9 5 0 . He creates hum an figures which he sets in unusual places.

The Statue of Liberty was presented by the French government to com m em orate the
centennial of the signing of the USA Declaration of Independence. It was sculpted by
Frederic Bartholdi ( 1 8 3 4 - 1 9 0 4 ) .
A (long or imperial) ton (as used in the UK and USA) is 1016.3kg. A tonne (or metric
ton) is 1000kg.

■ Ask students to look at the pictures and read the titles of the statues described
in the reading excerpts. Point out that the fourth text can be found at the bottom
o f page 73.
■ Ask students to read the instructions and the questions silently. Go over any
unfamiliar vocabulary in the questions, e.g. venue - place where an event is held,
immigrants - people w ho come to one country from another, faithful - loyal.
■ Give students about five minutes to scan the reading texts and complete the
questions.

Vocabulary note
You could check the following words in context: road and rail users (people who drive
cars and travel by train); foundation (bottom part); model (original on which the main
statue is based); selection (choice); recognised (known by sight); stonemason
(a craftsman who works in stone as opposed to a sculptor who is m ore artistic); unveiled
(presented to the public for the first tim e); reconstructed (built again)

■ Ask students to compare answers in pairs before you go over the answers with
the class.

Answers
1 D 2 C 3 A 4 D 5 B 6 D 7 C 8 B 9 C I OC 11 A 1 2 D

104 UNIT 7A STATUES


Extra activity--------------------
Books closed. Do a quick
quiz to see what students
rem em ber about the
statues. Ask Which is the
biggest / smallest / oldest /
heaviest / least expensive /
widest / most famous
statue? See how much
students can remember.
Extra a c tiv ity -----------------------
For additional practice, ask
students to find any other
examples of comparatives in
the reading texts.
Alternatively, put students in
pairs to choose two of the
statues in the texts and write
->*ш
as many sentences as they
can, using the adjectives
in the box in exercise 5.
M onitor and check. Then ask
one pair to read out their
sentences w ithout saying
the names of the statues,
e.g. Statue 1 is wider than
Statue 2. Statue 1 isn't as
old as Statue 2. The rest of
the class must guess which
statues are being compared.
Exercise 3
■ Ask students to read the instructions. Elicit some words and phrases students
should look for in order to help them find the information, for example, words
for materials such as types of metal (steel, copper, etc.).
Answers
A steel, concrete В stone С copper, steel D material not mentioned.
Grammar: making comparisons
Exercise 4
■ Explain that the next set of exercises will focus on making comparisons between
two or more things.
■ Ask students to read the instructions and complete the task individually, students
then work in pairs to compare answers.
Grammar note
With adjectives of one syllable, add -er. Note that if the adjective ends with e just add -r
(w ider) and if the adjective ends consonant-vowel-consonant double the consonant
(bigger, fatter). Some consonants (wf у x, for exam ple) don't double (slower).
With two syllable adjectives that end with y, change у to / and add -er (busier, livelier,
friendlier).
With other two syllable adjectives, it is a debatable area. Some sound
best with -er (yellower).
Most take more (m ore modern, m ore fam ous). Native speakers som etim es use both
forms with som e words (com m oner, more com m on).
With three or more syllables, always use more. Be careful that students do not over-apply
rules and say, more famouser, for example.
Answers
a smaller than b more important, than
1 With short adjectives, w e add -er to the adjective. (With longer adjectives, w e add more
before the adjective.)
2 The word than links the two things being compared.
Exercise 5
■ Give students about three minutes to scan the text for the adjectives. Then elicit
the answers from the class.
Answers
wider, m ore famous, smaller, older, more important, bigger, more impressive, heavier
Exercise 6
■ Give students a few minutes to find the sentences in the text and complete
the models.
■ To check answers, call on two students to read the completed sentences aloud.
Check students' comprehension of the structures by asking In the first sentence,
which statue is taller? In the second sentence, which statue is more famous?
Answers
1 as tall as 2 less fam ous than
UNIT 7A STATUES 105

Extra a c tiv ity -----------------------
For additional practice, elicit
some other comparative
sentences about the statues,
e.g. The Angel of the North
is newer than the Statue
of Liberty. The Dog on the
Tuckerhox isn't as large as -
the others. Then ask students
to repeat them using the
appropriate stress pattern.
106 UNIT 7A STATUES
Exercise 7
Grammar note
With adjectives of one syllable, add -est. Note that if the adjective ends with e just add -st
(widest) and if the adjective ends consonant-vowel-consonant double the consonant
(biggest, fattest). Some consonants (w, y, x, for exam ple) do not double (slowest).
With two syllable adjectives that end with y, change у to i and add -est (busiest).
With other two syllable adjectives, it is a debatable area. Some sound best with -est (yellowest).
Most take most (most modern, most famous). Native speakers sometimes use both forms
with some words (commonest, most common).
With three or m ore syllables, always use most or least.
Always use the before a superlative - as it is unique and requires a definite article
(the biggest in the world).
■ Briefly explain the difference between comparative (a comparison between two
or more things) and superlative (citing one thing that is exceptional in some way
among several or many).
■ Ask students to read the instructions and complete the task individually, then to
compare answers in pairs before you confirm the answers and discuss the two
questions with the whole class.
Answers
a the smallest b the most fam ous с the least recognised
1 With short adjectives, w e add -est to the adjective.
(With longer adjectives, w e add most or least before the adjective.)
2 The word the always com es before the superlative.
Exercise 8
■ Give students tim e to find more examples of superlatives in the texts.
■ To add an elem ent of competition, ask students to work in pairs and give them a
tim e lim it of one minute to find and underline as many superlatives as they can
in the text. After one minute, ask students to work with their partner to compare.
The student with the most correct examples wins.
Exercise 9
■ Explain that in English, comparative and superlative adjectives have specific
spelling patterns.
■ Ask students to look at the three examples given, and to tell you the rule
for each (Column 1 (regular): add -er / -est; Column 2 (consonant-vowel-
consonant): double the final consonant and add -er / -est; Column 3 (adjectives
ending in -/): drop the у and add -ier / -iest.
■ Give students about five minutes to find examples in the texts.
■ To check answers, draw a simple three-columned table on the board and ask for
volunteers to come to the board and complete the table with their examples.
Exercise 10 (7 C D 2 /0 2
Pronunciation note
You could also point out other features of continuous speech in comparative sentences.
The -er at the end of a comparative is a very w eak / э / . The / г / is not pronounced.
/Э //Э /
John's taller than Jack.
There is linking between the adjective and as in as ... as sentences:
/э/ /э/
John's as tall as Jack.
■ Give students tim e to read the instructions and the sentences silently.
Play the recording once and ask students to just listen. Then play it again and
ask them to repeat first chorally and then individually.
A udioscript (7 C D 2 /0 2
a It is smaller than the one in N ew York,
b It isn't as tall as the Statue of Liberty.

Exercise 11
■ Explain that some adjectives in English have irregular comparative and
superlative forms. Point out the examples in the table.
■ Ask students to try to complete the table individually and then to work in pairs to
compare their answers.
■ Go over the answers with the class.

A n s w e rs
r
com parative superlative ^
good better the best
bad worse the worst
far further the furthest
little less the least
jnany more the most y

Exercise 12
■ Make sure students understand that more than one word may be written in
each blank. Remind students about using than after comparatives and the
before superlatives.
■ Ask students to complete the task individually or in pairs. Go around the class as
students work, checking that they are using the correct forms.
■ To check answers, ask students to write their answers on the board, and ask the
class to correct spelling if necessary.

A n s w e rs
1 less expensive, easier 2 the strangest 3 as tall as 4 heavier 5 the most charming
6 as fam ous as, younger 7 more difficult 8 as tall as 9 the biggest 10 the most
interesting

Exercise 13
■ This activity may be done as a spoken or written task.
■ Ask students to read the instructions and the words in the box. Give them tim e
to complete the task. Remind them that they should use both comparative and
superlative forms.
■ Elicit one or two sentences for each adjective from the class.

UNIT 7A STATUES 107

7В A genius called Leonardo
Lead-in
Write the title of this unit on the board and ask students to guess who Leonardo is.

Reading
Summary
A short biography of the life of Leonardo da Vinci

Exercise 1

C u ltu re n o te
In relation to the pictures:
A shows Leonardo's design for a helicopter.

В shows the Mona Lisa, which can be seen in the Louvre in Paris; it is the portrait of an
unknown lady, and is known as La Giaconda in Italian.

С shows Leonardo's design for a tank.

D shows his painting Lady with an Ermine. An ermine is the nam e given to a stoat - a
small carnivorous animal related to the weasel - when, in the northern parts of the world,
it develops a white coat in winter for protection. This fur has been used for centuries and
is particularly prized.

■ Ask students to complete the task individually Encourage them to make guesses
if they aren't sure of the answers.

A n s w e rs
1 D 2 С ЗА 4 В

Exercise 2

C u ltu re n o te
Andrea del Verrocchio ( 1 4 3 5 - 1 4 8 8 ) worked at the court of Lorenzo de Medici in
Florence.

The Duke o f Milan, Ludovico Sforza, ruled Milan and the surrounding region of Lombardy
from 1 4 7 6 to 1 4 9 9 , when he was driven out by the French. The lady with an ermine is
reputedly a lady of his court.
Francis I ( 1 4 9 4 - 1 5 4 7 ) was France's first Renaissance monarch. He was a great patron of
the arts and began the collection at the Louvre.

Note that English often anglicises place names: Milan (M ilano), Florence (Firenze),
Venice (Venezia), Rome (Rom a).

■ Tell students to read the entire text first for general understanding, and then
again to find the specific answers to the questions. Give students about five
minutes to complete the task. Encourage them to underline the places in the
text where they found the answers.

V o c a b u la ry n o te
You could check the following words in context: an extraordinary talent (an unusual and
amazing natural ability); arranged (m ad e plans); apprentice (a young person w ho lives
and works with an artist or craftsman in order to learn his skills); patron (a rich person
w ho financed the career of an artist); appreciated (understood and adm ired); fall (loss
of power); rival (com petitor); couldn't stand (hated); reputation (ho w history sees him );
sketches (quick drawings)
An interesting lexical set is the adjectives used to describe Leonardo: extraordinary
remarkable, superior, talented, peculiar (strange), ahead o f his time

UNIT7BAGENIUSCALLED LEONARDO
Extra a c tiv ity -----------------------
You could extend this activity
by getting students to
improvise dialogues around
Leonardo facts.
Ask students to work in
pairs. Ask them to look at
the text and find five other
facts about Leonardo. Tell
them to rewrite the true
facts so that they are a little
bit wrong.
Mix pairs. Students take it
in turns to read their facts.
The other students must
correct the fact, using the
phrases in exercise 3 and
remembering information
from the text.
Extra a c tiv ity -----------------------
As a homework task,
you could get students
to research information
from the text In class,
tell students to choose a
person or a painting from
the text, e.g., Francis I or
Michelangelo, the Mona
Lisa or Vitruvian Man. Tell
them to write five questions
about the person or painting
that they would like to know
the answer to.
For homework, students
should research their
person or painting on the
Internet and find answers
to the questions. In the next
lesson, students can present
their findings to the class.
Answers
1 His father recognised his artistic abilities. 2 He recognised da Vinci's superior abilities.
3 The Duke was his master; Michaelangelo was his rival; the King loved and respected him.
4 He could write and paint equally well with both hands; he could mirror-write as naturally
as ordinary writing. 5 thousands of sketches, designs for a tank and a flying machine
Spotlight on reading skills
■ Do question one with the whole class. Elicit the three references to the King of
France in the example text (Francis I, the young king, the monarch).
■ Ask students to work in pairs to complete the second task.
Exercise 3
■ Read the italicised portions aloud, modelling the correct intonation, and ask
students to repeat them after you.
■ Give students a few minutes to think about how to correct the statements.
To check answers, read the statements aloud and ask students to tell you their
corrections.
Possible answers
1 I'm not sure that's right. He was very intelligent.
2 Really? I've read som ewhere that he lived in France as well.
3 I don't think that's true. He was a vegetarian.
4 Well, actually, he already knew how to paint well when he started working with
Verrocchio.
5 Actually, he also studied human biology and botany.
6 Actually, the artist who painted The Last Supper was da Vinci.
7 I'm not sure that's right. He sketched them , but he didn't make them .
8 I don't think so. I think he died in France.
Grammar: ability in the past
Exercise 4
-► ■ Ask students to complete the task individually.
Answers
1 could 2 was able to 3 couldn't 4 wasn't able to
Exercise 5
G ra m m a r a n d p ro n u n c ia tio n n o te
Point out the form: can / can't and could/ couldn't + base infinitive; be able to +
infinitive
Could and was / were able to are used interchangeably with general abilities in the past.
E.g. I could swim when I was six or I was able to swim when I was six. With a specific
ability on one occasion, however, w e can use was / were able to but not could.
E.g. I was able to unlock the door last night with this key. In this sense, was / were
able to has a similar meaning to managed to.
Note that could is weakly stressed in affirmative sentences and questions:
/кэб/. It is strongly stressed in negatives and short answers: /киб/.
■ Give students a few minutes to complete the table individually. Remind them
that there are several forms for the verb be, and ask them to write all forms.
A n s w e rs
can / be able to
can + base form be able to + base form
present can be (am, is, are) able to
past could was / were able to
past negative couldn't wasn't / weren't able to
UNHT7S AGENIUSCALLED LEONARDO 109

Extra a c tiv ity ----------------------
Extend this activity to
practise questions and short
answers by introducing the
question forms Could you ...?
and Were you able to ...?
and the short answers
Yesf I c o u ld / was and No,
I couldn't/ wasn't, then
putting students in pairs to
ask and answer using the
noun prompts in exercise 6.
Play Find someone who.
Ask students to work in
pairs to write a list of eight
abilities in the left column
of an otherwise blank piece
of paper. When ready,
ask students to stand
up, walk round, and ask
other students about their
abilities when they were six
years old. After a couple of
minutes, change the age to
seven, then eight, etc.
Extra a c tiv ity -----------------------
Get students to predict key
words to listen for from the
questions.
Here are some suggestions:
1 other names, 2 surprised,
3 landscape, 4 specific
dates, 5 a type of material,
6 smoky, 1 self-portrait - an
opinion, 8 real - a person's
name?, 9 two things
When students are ready,
play the recording. For
lower-level classes, ask
students to just listen, and
then to listen again and take
notes to help them answer
the questions.
Ask students to work in pairs
to compare answers before
you confirm the answers
with the class.
110 UNIT IB A GENIUS CALLED LEONARDO
Exercise 6
■ For lower-level classes, give students tim e to write down their ideas before they
share them in pairs.
■ For additional practice, ask students to change partners and tell their new partner
about their previous partner's past abilities.
Listening
Lead-in
Ask students to look at the picture of the Mona Lisa on page 74. Ask What do you
know about the painting?
- Exercise 7 ( 7 C D 2 /0 3
■ Give students tim e to read the Spotlight box. Check understanding by asking
What should you do before you listen? How will it help you?
A udioscript ( 7 C D 2 /0 3
Part A
W e are now standing in front of the most fam ous painting in the world. Let's move round so
that everyone can get a good look at it. It is of course the Mona Lisa, or 'La Gioconda' to give
it its other nam e. People are surprised at how small it is considering its enorm ous reputation.
It is a portrait of a young w om an sitting with her hands folded in front of her. In the
background there is a landscape which is almost certainly imaginary.
Leonardo began it in 1 5 0 3 but didn't finish it until just before he died in 1 519. He was able
to carry it with him because it was small and painted on wood. He achieved its mysterious,
smoky-looking appearance by using thousands of tiny brush strokes. There are all sorts of stories,
about the wom an in the painting - som e people have even said it was a self-portrait — which
is, of course, totally ridiculous. She was almost certainly the wife of a rich merchant from
Florence. The merchant's nam e was Giocondo, which is w here w e get the nam e La Gioconda
from. The thing that has fascinated centuries of admirers is her secret smile. And of course her
eyes that seem to follow you around. It is an absolute masterpiece.
Answers
1 La Gioconda 2 because it is so small 3 it is probably imaginary 4 1 5 0 3 ,1 5 1 9
5 w ood 6 by using thousands of tiny brush strokes 7 It's totally ridiculous. 8 the w ife
of a rich m erchant from Florence 9 her secret smile and her eyes
Exercise 8 ( j C D 2 /0 4
Vocabulary note
You could check the following words from the listening: hands folded (one on the other);
ridiculous (stupid, unbelievable); merchant (an old word for som eone w ho trades in
goods)
You could revise som e key 'art' words before doing the listening: portrait, frame,
paintbrush, brush strokes, masterpiece, version, copy
Give students tim e to read the summary. Elicit some predictions for the missing
information.
Culture note
Louis XIV is pronounced Louis /lu :i:/ the fourteenth. He ruled France as an absolute ruler
from 1 6 4 3 to 1 7 1 5.
 j - ^ ш
Extra activity---------------------
Ask students to work in pairs
to read the summary and
make five questions about
the information in it, e.g.
Which king did the painting
belong to? Then mix pairs.
Students take it in turns to
ask their questions. Their
partner must remember
and answer with the correct
information.
Play the recording once or twice as necessary.
A udioscript ( r C D 2 /0 4
Part В
Tourist 1 Can I ask a question? Leonardo produced other marvellous paintings, like The
Lady with Ermine that w e have in Krakow. Why is the Mona Lisa much more
famous?
Lucia Well, that's a very interesting question. First of all I think it was because it was
associated with som e very fam ous people - the French King Louis XIV owned it,
and then Napoleon Bonaparte had it in his bedroom . However, the event that
m ade her fam ous was in 1 9 1 1 , w hen a thief stole her from the Louvre m useum .
He simply took it out of its fram e and walked out with it under his coat Eventually
the police caught the thief and it returned to the Louvre, but by now it was so
fam ous that everybody knew about it. It's now a must-see part of any visit to Paris.
Even so, people only spend 15 seconds in front of it.
Tourist 2 To tell you the truth I feel slightly disappointed.
Lucia That's quite com m on - I think it's because everybody is so familiar with the
painting. Did you know that in the 20 th century over 2 ,0 0 0 advertisements used
it. It is also the subject of a lot of funny versions or copies. It's no surprise that she
has lost som e of her mystery. Anyway, here com e som e more people, so we'd
better move on.
Answers
1 Louis XIV 2 Napoleon Bonaparte 3 1911 4 fram e 5 coat 6 15 seconds 7 2 ,0 0 0
UNIT 7B A GENIUS CALLED LEONARDO 111
 Planning a visit
Listening and speaking
Lead-in
Before you play the recording, ask students to work in pairs and guess the topic of
the conversation between Kathy and her aunt.

Exercise 1 ( j C D 2/05
■ Remind students that for this first listening, they should just listen for the reason
for Kathy's call.

Audioscript ( r C D 2/05
Kathy Aunt Julie. It's Kathy here.
Julie Hi, Kathy! So, you're coming to visit me at the weekend, then?
Kathy Yes - I hope it's still OK. I'm having an interview at the university on M onday
morning, so it would be a good chance to see you.
lulie Of course it's still OK! How are you travelling?
Kathy I' m getting the coach. That's why I'm phoning, actually - to tell you that I'm arriving
at 7 .1 5 .
Julie That's great - see you at the coach station then!

Answer
Kathy has called to make plans for her aunt to pick her up w hen she goes to visit her
this weekend.

Exercise 2 (c C D 2 /0 5
■ Give students tim e to read the partial conversation. Ask them to fill in any
missing information they think they know.
■ Play the recording once or twice as needed.

Answers
I you're coming 2 I'm having 3 are you travelling? 4 I'm phoning 5 I'm arriving

Exercise 3

Grammar note
The present continuous form is used to refer to the future when talking about personal
future arrangements. A good way of thinking about it is that it is the diary future. In other
words, if you can write it in your diary, then use the present continuous, e.g. I'm ploying
tennis on Tuesday; I'm meeting Sam on the 5th.
The present continuous and be going to + infinitive are often interchangeable. This is
because arrangements tend also to be intentions. If both are possible, however, the
present continuous is preferred. Note the contrast here: We're going to the burger
restaurant later and I'm going to order the biggest burger they have. The present
continuous is used with the first verb as it is an arrangement and the speaker wants to
avoid saying going to go. Going to is used with the second verb as it is the speaker's
intention. He hasn't actually arranged to order the burger.

■ Ask students to look back at the conversation and tell you which tense is used
in the gaps (present continuous), which examples are in the future, and which
ones are about now.

Answers
In 4, Kathy is talking about now. In the other examples, she is talking about future
arrangements.

Exercise 4
■ To do the task with the whole class, ask a student to tell you his or her plans for
this evening / summer. Then that student asks another student, etc.

112 UNIT 7C PLANNING A VISIT

E xercise 5
■ Ask students to look at the pictures from Liverpool. Tell them that the picture shows
some things for which the city is famous. Elicit ideas from several students.

Culture note and answers

Liverpool is a port city at the mouth of the River Mersey in the north-west of England.
Historically, it played a major role in Britain's industrial revolution as it was a major port in
cotton and the slave trade.
Today, tourists go to visit the Beatles Museum (the Beatles' Story), the Walker Art Gallery,
the renovated docklands area, which has many restaurants, museum s and entertainm ent
centres, and the football stadium.

Exercise 6 ( j C D 2 /0 6
■ Tell students that now they will hear Kathy and her aunt making plans for how to
spend the day in Liverpool.

A udioscript ( j C D 2 /0 6
Julie So, w hat do you feel like doing this afternoon?
Kathy I'm not sure. What do you suggest?
Julie Well, would you like to go to a museum? There are som e really interesting galleries
here.
Kathy Well, to tell you the truth, I'm not very keen on museums. I prefer sightseeing and
being outside to being indoors.
Julie Well, I could take you to the Liverpool football ground, or there's a bus tour round
the city.
Kathy Well, I'm not a big football fan. I think I'd rather take the bus tour.
Julie Perhaps w e could stop off and go to the Beaties' Story on the way.
Kathy Yes, that sounds fun. I love their music. I'd love to do that.

Answers
1 She prefers sightseeing and being outdoors. 2 football 3 take the bus tour

Exercise 7 ( r C D 2 /0 6
■ Ask students to try to complete the conversation individually. Then play the
recording so that they can confirm their answers.

Answers
See Audioscript C D 2 /0 6

Pronunciation: intonation
Exercise 8 ( j C D 2 /0 7

UNIT 7C PLANNING A VISIT 11

 pM i
Extra activity — ----------------
Ask students to w rite a
dialogue using the phrases
in exercise 7. Tell th e m to
set the dialogue in their
hom e tow n. Ask a fe w pairs
to act out their dialogue for
the class.
Extra activity ---------------------
Bring in a page showing
British terrestrial channels
(there are five) with times,
program m es and very
brief descriptions. Give out
enough copies for students
to have one between two.
Then ask students to briefly
read the TV page and
decide what they would like
to watch between 7pm and
midnight.
Once they have decided,
get students to produce
dialogues based on the one
in exercise 8.
Extra a c tiv ity ---------------------
As homework, ask students
to write a thank-you letter
to a friend or relative who
has recently helped them,
looked after them or given
them something. It could be
a letter to an aunt who sent
them a birthday present or
a friend's father who gave
them a lift back from sport
or music practice.
114 UNIT 7C PLANNING A VISIT
Play the recording once and ask students to just listen. Then play it again and
ask them to repeat the sentences.
A udioscript ( r C D 2 /0 7
1 So, what do you feel like doing this afternoon?
2 I'm not sure. What do you suggest?
3 Well, to tell you the truth, I'm not very keen on museums.
4 I prefer sightseeing and being outside to being indoors.
5 Well, I'm not a big football fan.
6 I think I'd rather take the bus tour.
7 Perhaps w e could stop off and go to the Beatles' Story on the way.
8 Yes, that sounds fun.
9 I love their music.
Exercise 9
Grammar and vocabulary note
I like / / prefer + ing but I'd like / I'd prefer + infinitive and I'd rather + base infinitive
(without to)
keen on / fond o f + ing (English always uses -ing after a preposition)
adore /э 'с Ь :/ and detest /d i'te s t / are very strong and need to be strongly stressed
when used.
■ Give students tim e to read the conversation prompts and to think about how
they might expand them. Tell them that they can refer back to exercise 7 on
page 76 if they need help. Encourage lower-level classes to write down the
conversation.
■ Ask students to work in pairs to practise the conversation. Ask them to practise
several times, changing roles a few times, and to try to use natural intonation.
■ To wrap up, ask for several volunteer pairs to read the conversation aloud.
Exercise 10
■ Ask students to read the pairs of choices in the box and think about their
personal preferences in each case.
Exercise 11
■ Ask the class to brainstorm a list of things to do in Liverpool.
■ Refer the class back to the conversation in exercise 7 on page 76 and tell them
they should try to have a similar conversation with their partner, using the activities
they have selected.
Writing: a thank-you letter
Exercise 12
Vocabulary note
You could check the following: show (som eone) around (^ give them a tour); thoughtful
( = kind and considerate); fingers crossed ( = let's hope I'm lucky) You could point out the
following features of an informal thank you letter: use of first names, Dear, Lots o f love
(also, All the best , Best wishes), a PS (which stands for post scriptum in Latin, meaning:
here's som ething extra I wanted to say)
■ Tell students that in the next activity, they will have a chance to write a similar
thank-you letter, and ask them to underline any words, phrases or expressions
which they think will be useful.
Exercise 13
■ Give students tim e to brainstorm and write notes about what they would like to
write about as well as any phrases or expressions they will use.
■ Give students about 15 minutes to write their letters.
 The Lascaux paintings 7D
Reading
Summary
In 1940, two teenage boys were playing in the woods and found a hole beneath
a tree. When they explored further, they found something amazing - paintings of
animals from 16,000 years ago.

Exercise 1

Vocabulary note
You could check the following words in context: extinct (no longer living),
striking (amazing to see), so far (until now), replica (copy)

■ Set a tim e limit of two minutes and ask students to scan the text. Then give
them another minute to complete the written task.

Answers
1 about seventy 2 16 ,t)0 0 3 2 ,0 0 0 4 four 5 five metres 6 second 7 1 ,0 0 0 8 1 9 6 3
9 1983

Exercise 2
■ Give students about five minutes to read the text and two more minutes to
complete the written task in pairs.

Answers
1 Two boys were playing in the woods and found a hole under a tree. 2 mostly animals -
horses, cats, bulls 3 no 4 possibly a shaman - a priest or magician 5 to bring them luck
with the hunt 6 Yes, the pictures were being badly dam aged. 7 No, there are still threats,
for example, air conditioning / fungus.

Exercise 3
■ Give students tim e to read the true / false statements silently and mark any
answers they rem em ber from the first reading.
■ Set a tim e limit of three minutes for students to read the text and complete
the task.

Answers
1 True 2 True 3 False 4 True 5 False 6 False 7 True 8 False

Extra activity------------------ Exercise 4

Once students have ■ Groups should first select one of the sites and then make a plan for their
researched and prepared research. For more efficient group work, each student can be assigned a role.
their description, you could When students have finished their descriptions, ask them to join one or two
put students in pairs with other groups and present their findings.
someone from another
group to interview each
other about the information
they have found.
One person plays a
journalist, the other an
expert. The journalist must
ask any questions they
would like to know the
answers to about the place
the expert researched.

UNIT 7D THE LASCAUX PAINTINGS 1

 A day in London
Lead-in
Brainstorm as many tourist sites in London as you can from your class. Write them
on the board. Put students in pairs to decide which of these places they would be
mostly like to visit and why.

Listening and speaking

Exercise 1
■ Ask students to look at the picture and tell you what they see.
■ Read the questions to the class. Ask students to work in pairs to discuss their
answers. Then elicit some ideas from the class.

Exercise 2 (7 C D 2/08
■ Tell students they will hear a conversation between a brother and sister who are on
holiday in London. Ask the class to predict some of the places they might want to visit.
■ Give students tim e to preview the map.

Culture note
The Tower o f London is a royal fortress by the River Thames which dates from the
eleventh century. It is fam ous for the Beefeaters, its traditional guards who still wear
sixteenth century uniforms, and for its collection of royal jewels.
Tower Bridge is the ornate nineteenth century bridge over the Thames which has two towers.
The London Eye is a recently-built huge Ferris w heel with amazing views of London.
Shakespeare's Globe is a recently-built copy of Shakespeare's original sixteenth century
theatre. Every summer, performances of Shakespeare's plays take place there.
The Houses o f Parliament, also known as the Palace o f Westminster, are the buildings in
which the British Parliament meets.
Mamma Mia is a musical based on the music of the Swedish pop group ABBA.

■ Play the recording once and ask students to circle the places on the map.
Then elicit the answers from the class.
■ To wrap up, ask whether anyone has visited London or any of the places on the
map and, if so, what their experience was like.

Audioscript (c CD2/08
Daisy Shall we have a look at the map?
Helena Yes, let's. There's so much to choose from.
Daisy Where do you feel like going? ,
Helena Why don't we take this route that goes to the Tower of London? It goes over Tower
Bridge too.
Daisy That's a good idea. That will take up the morning. What are we going to do this afternoon?
Helena Well, I'm meeting Caroline at the London Eye. We want to have a panoramic view
over London. Do you want to come too?
Daisy Mm, no thanks. I don't fancy that. I can't stand heights. I'll go to Shakespeare's Globe
Theatre instead. I've always been interested in the theatre. But let's get together later.
Helena Sure. How about meeting in front of the Houses of Parliament? Then we could take
a riverboat trip together.
Daisy Mm, that's a nice idea. I fancy going along the river.
Helena What time shall we see each other?
Daisy Shall we say two o'clock? Is that OK by you?
Helena Yes, that should be fine. If I have a problem, I'll text you.
Daisy One last thing. I need to be back at the hotel by six o'clock. I'm going to the theatre
tonight. I'm seeing Mam ma Mia.
Helena You lucky thing!

Answers
The Tower of London, Tower Bridge, London Eye, Shakespeare's Globe theatre

116 EVEiYDAY ENGLISH A DAY IN LONDON

 Exercise 3 ( r C D 2 /0 8
■ Play the recording again. Encourage students to make some notes while
they listen.

Answers
1 He can't stand heights. 2 in front of Westminster Abbey 3 take a riverboat trip together
4 text each other 5 because Derek is going to the theatre to see Mamma Mia

Exercise 4 ( j C D 2 /0 8
Extra activity--------------------
For additional practice,
hand out the audioscript
L
■ Play the recording again while students tick the expressions they hear.
Ask students to work in pairs to compare answers.

and ask students to practise Answers

the conversation in groups la 2 b 3 b 4a 5a 6 b 7 b 8 b 9a 10b
of three, substituting the
phrases from the Useful Exercise 5
expressions box. ■ Tell students to read the role play information carefully and to review the Useful
expressions box for any expressions they may want to use.
Extra activity-------------------- Give pairs about five minutes for their conversations.
Photocopy an English-
speaking guide to London or
some other major city. Make
enough copies so that there
is one for each group of four
students in your class.
Tell students they have to
plan a Saturday in the city.
Ask students in groups of
four to read the guide briefly
and choose three things
they would like to do. Then
ask students to talk together
and agree on one thing to
do in the morning, one for
the afternoon, and one for
the evening.
In feedback, ask groups to
describe their itineraries to
the class.

EVERYDAY ENGLISH A DAY IN LONDON 11 7

 Fitness and health
UNIT OVERVIEW
Topic health, fitness, injuries, treatments
Reading alternative medicine, sport in Britain
Listening describing health problems, in hospital
Grammar zero and first conditional
Function visiting the doctor, giving advice
Vocabulary sport, health problems and treatments
Pronunciation sentence stress
Writing a web page, a note
Speaking giving advice

Let's get started

Lead-in
Write the title of the unit Fitness and health on the board, and elicit students' ideas
about what the unit may include.

Exercise 1
■ Tell students to look at the picture and describe what the man is doing.
■ Ask students to work in pairs to discuss the two questions. Give them about
three minutes for their discussions. Encourage them to ask questions to find out
more information.

Vocabulary
Exercise 2
■ Explain that in English, we use different verbs to talk about different types of
sports, (go, do, play, practise)
■ Give students tim e to match the verbs to the sports.

Answers
1 b 2 c 3a

Exercise 3
■ Ask the class if anyone does (or has done) any of the sports.
■ Ask students to complete the task individually and then to work in pairs to
compare answers.

118 UNIT 8 OVERVIEW

 p*- ■
Extra a c tiv ity -----------------------
For additional practice, write
(or brainstorm) some other
sports on the board and ask
the class to tell you which
verb each one takes.
Suggested sports: bowling,
hockey, karate, hiking,
basketball aerobics, judo,
golf, football, athletics, rugby.
Exercise 4
■ Ask students to work in groups of three or four and ask them to choose one
Extra activity--------------------
Make the guessing game
more competitive. Divide the
class into groups of four. Ask
each group to write a list of
15 sports on a blank piece
of paper. Ask each group to
pass their list to two people Exercise 5
in another group.
■ Ask students to work in pairs to compare their ideas.
The two people with the list
in each group must describe
the sports in their list in
order w ithout saying the
name of the sport. The other Exercise 6
two people in the group
must listen and write the
names of the sports being
described. The first team to
write all fifteen sports in the
correct order is the winner.
Ask the class to look at the completed table and to draw some conclusions
about which types of sports use play (normally sports for which a ball is used),
do/practise (martial arts, exercise), and go (sports ending in -ing).
Vocabulary and pronunciation note
Squash /skw oj/ is a game played on an indoor squash court in which two players hit a
ball against a wall with a racquet. It is very popular in Britain, Australia and Pakistan.
yoga /'ридэ/ is a series of postures and breathing exercises practised to achieve control
of the body and mind.
t'ai chi /tai tji:/ is a Chinese martial art which involves slow, athletic movements.
Sports that end with ba ll have a strong stress on the first one or two syllables:
e.g. VOLLEYball, HANDball\ FOOTball.
Answers
N
go do / practise play
swimming yoga squash
horse riding tennis
running chess
V
handball J
Vocabulary note
A club /к1лЬ/ is a long-handled implement with a metal or wooden head used m golf
to hit the ball. Students may also know its other meaning as an association that you can
join, as in football club or tennis club.
A racquet /'raekit/ has strings and is used in tennis. In American English, it is racket.
In basketball, it's a basket. In football, it's a net.
Another area of vocabulary to exploit here is verbs that collocate with the words in the box:
h it/ kick / throw / pass a ball; score a go al / basket.
person to write the group's ideas.
Possible answers
club: golf, racquet: tennis, racquetball, squash, badminton, bat: baseball, cricket,
ball: volleyball, tennis, basketball, handball, board: surfing, skateboarding, snowboarding,
net: tennis, basketball, badminton, football, basket: basketball, goal: hockey, football,
handball.
Answer
beach volleyball
Students should take it in turns to describe a sport while the others try to guess.
Ask the class to brainstorm the types of clues they might give, e.g. where the
sport is played, what kinds of equipment is used (if any), etc.
UNIT 8 OVERVIEW 11
8А Teenagers and sport
Extra a c tiv ity ------------------------
You could lead in to the
reading activity in exercise 3
by asking students to predict
from the title. Ask What
makes a healthy body? Is
there a connection between
being physically healthy and
being mentally alert?
For additional reading
practice, ask the following
comprehension questions:
- What sport does the
author take part in?
- What advice does the
author give about parents?
- What are the advantages
of team sports?
- What kind of safety
equipment does the author
mention?
UNIT 8A TEENAGERS AND SPORT
Lead-in
Take a class poll to find out how much time students spend exercising each week.
Ask individual students what kinds of exercise they do, and how they stay fit and
healthy in general.
Reading
Summary
In today's computer world, it's all too easy for teens to spend their time sitting in front
of the TV or computer. But there are many healthy and fun options they can choose
if they want to lead a healthier lifestyle and be fitter.
Exercise 1
■ Ask students to work in pairs to discuss their ideas and then to share them with
the class. Ask them to give reasons for their opinions.
Exercise 2
■ Read the second question and give students time to figure out their body mass
index. Do not ask students to share the information with the class, as some
students may feel uncomfortable. Instead tell them that this information is for
their own reference only.
Exercise 3
Vocabulary note
You could check the following words in context: burn calories (use stored energy); grades
(academic scores); challenges (these are difficult and demanding but make you feel good);
resist (say no to); risk (the chance that something bad will happen)
Note that the phrasal verbs in bold are checked in exercise 10 on page 83.
-*-■ Give students about two minutes to read the article. Tell them not to worry if
they encounter unfamiliar vocabulary; it is not important to understand every
word. They should either skip over unknown words, or try to understand the
general meaning from the context.
■ Remind students as they read to focus on the questions: whether the article
gives good advice and whether they think there is anything untrue or difficult
to prove.
■ When students finish reading, lead a brief class discussion to find out their ideas.
Ask them to support their opinions with examples from the article.
Exercise 4
■ Give students time to read the questions.
■ Ask them to work in pairs to discuss their answers. Then elicit responses from
volunteers.
■ For additional practice, ask students to find and underline all of the examples of
the zero conditional in the reading passage.
Answers
1 always true 2 present simple

Extra a c tiv ity ----------------
For additional practice, ask
students to tell you some
of the sports that they
themselves do. Then ask
the class to give you soYne
advice on how to excel in
those sports, using zero
conditional sentences.
Grammar
Exercise 5
Grammar note
The zero conditional uses the present tense in both the condition and result clause and is
used to express general truths: e.g. If you eat too much, you get fat. See the note below
after exercise 6 for how it differs from the first conditional.
The use of the impersonal you is com mon in English. Using one, as in If one works hard[ the
rewards are great is possible. However, in modern English it can sound old fashioned and
very formal..
■ Make sure students understand the concept of the impersonal you: the pronoun
you has the same meaning as anyone.
■ Ask students to work individually or in pairs to complete the sentences.
To check answers, call on students to read the complete sentences aloud.
Answers
1 you have to be careful about w hat you eat and drink 2 you risk hurting yourself
3 you need to train for four hours a day 4 a first-class tennis player, you need excellent
hand-eye coordination
Exercise 6
Grammar note
The zero conditional differs from the first conditional in that it expresses general truths
rather than likely specific results. Compare the following:
If you eat too much, you get fa t (i.e. this is w hat happens to anyone in general in this
situation - it's a general truth)
If you eat too much , you'll get fat. (i.e. you in particular will get fat - it is a warning of a
likely outcom e)
Note that although the modal verb will or 7/ is used in the result clause, this does not
mean that it is referring to the future. It is just as likely to be referring to an im m ediate
result as a future one. E.g. If you take this pill now, you'll feel better immediately or If you
take this pill now, you'll feel better later.
■ Give students tim e to read the instructions and think about their answers to the
questions.
■ Discuss the questions with the whole class, offering additional explanation and
examples as needed.
■ Ask students to read the information in the box. Then check comprehension
by asking What word should we not use in the if clause in the first conditional?
What punctuation do we need after the if clause?
Answers
1 the first half 2 the second half 3 present simple, future 4 both: now and the future
Exercise 7
■ Make sure students understand that the question asks which conditional is used
to talk about a real future situation as opposed to something that may possibly
happen (the zero conditional).
■ Ask students to work in pairs to find other examples of both conditionals in the
reading passage on page 82. Tell them to discuss whether they are the zero or
first conditional.
UNIT 8A TEENAGERS AND SPORT 121

Extra a c tiv ity -------------------
For additional practice, ask
students to write a brief
paragraph about how they
got involved in a sport, or
about a sport they would
like to try, using as many
of the phrasal verbs in the
paragraph as they can.
Play noughts and crosses
with phrasal verbs. Write
the following noughts and
crosses table on the board
cut down w ent for
give up take up
put on sit around
Divide the class into two
groups - Group X and
Group 0. The Xs must
choose a square and work
together to come up with a
good sentence that shows
the meaning of the phrasal
verb to win the square.
Then it is Team 0's turn. If
a team makes an incorrect
or inadequate sentence,
the other team can win the
square by making a good
sentence. Continue until
one team wins the game
by lining up three squares
(XXX or 0 0 0 ) in a row
vertically.
122 UNIT 8A TEENAGERS AND SPORT
Exercise 8
■ To review the form and use of the conditionals, ask students to tell you whether
they will be using the zero or the first conditional, and whether the sentences
talk about real situations, statements that are usually true or real future
possibilities. Elicit that the first conditional uses the present simple in the
if clause and the future (will) in the other half of the sentence.
Answers
2 trains, will get into 3 will feel, stays up late 4 don't hurry up, w on't see 5 w on't play,
don't eat
Exercise 9
■ Give students tim e to think about advice for each situation. Remind them to
refer to the reading passage on page 82 if they need ideas.
■ Ask students to work individually or in pairs to complete the task.
Possible answers
1 If you watch TV all day, you w on't have any energy. 2 If you w ant to improve at tennis,
you need to work hard and practise a lot. 3 It w on't get better if you don't rest it. 4 Your
dad w on't be upset if you explain the situation. 5 If you don't wear helmets and knee-
protectors, you'll hurt yourself. 6 If w e don't w arm up, we'll be sore tomorrow!
Vocabulary
Exercise 10
■ Explain that students will now have a chance to practise phrasal verbs - verbs
that include two or three words.
Vocabulary note
Phrasal verbs often have non-literal meanings where the verb and particle do not
obviously com e together to create the meaning of the phrasal verb. Here, for example,
give up seems non-literal whereas cut down has some literal meaning.
Grammatically, phrasal verbs can be intransitive (warm up) or transitive (put on weight),
and they can be separable (put on; give up a sport or give a sport up) or inseparable
(go for a sport). Note that separable verbs are always separated w hen the object is a
pronoun (give it up).
Perhaps the best way for students to develop their ability to use multi-word verbs is for them
to learn eight to ten at a time in the same lexical set Here, this group of verbs is very useable
with the topic of sport.
■ Refer students to the text on page 82 and ask them to read the verbs in bold.
Give students about three minutes to complete the task. Ask them to work
individually or in pairs.
Answers
a take up b carry on с sit around d w arm up e go for f put on g cut down h give up
Exercise 11
■ Give students tim e to read the partial sentences silently.
■ Ask them to complete the task individually and then to work in pairs to compare
answers.
Answers
1 cut down 2 w ent for 3 give up 4 take up 5 put on 6 sit around 7 carried on
8 warm up

Extra a c tiv ity -----------------------
Review the zero conditional
by asking students to give
advice for each of the health
problems e.g. If you have
hiccups, you can try.... you
need to ... you ought to ...
You could even turn this
into a simple dialogue role
play. In pairs, one student
complains about a problem
from the list and the other
student advises using first
or second conditional
sentences, e.g.:
A: I have a sore throat.
B: You need to drink honey
and lemon if you have a
sore throat. You'll feel better
if you try some.
Extra a c tiv ity -----------------------
To get students started,
and show them how to do
the activity, do the first as
an example. Ask the class
to read the first paragraph
without looking at the
questions А-I. Before looking
at the questions, ask students
what they think the question
that goes with the paragraph
might be. Elicit a couple of
ideas then ask the students
to look through the list and
find the best answer.
Medical alternatives 8B
Lead-in
Write the title of this unit on the board and ask students what they think it means.
Elicit or explain that alternative refers to a different option, other than traditional
medicine. Try to elicit some examples of alternative medicine that students may know.
Reading
Summary
Cryotherapy - or exposing the body to very cold temperatures - is a new type of
treatm ent which some say can relieve a variety of health problems.
Exercise 1
■ Explain that folk remedies refers to traditional home methods of treating injuries
or illness. They are often remedies passed down from generation to generation
and often differ from culture to culture.
Vocabulary and pronunciation note
Sprained /s p r e in d / means that the ligaments are painfully twisted. It collocates with
ankle, wrist, knee (or other joint).
Sore /s э : / means tender and painful. It collocates with head and nose, as well as throat.
Hiccups /'h ikA p s / or hiccoughs are the involuntary noise w e make when w e have air
stuck in our bodies. It's a spasm of the diaphragm.
■ Give students tim e to read the list of remedies and problems. Use the pictures
to explain any unfamiliar vocabulary.
■ Do the task with the whole class. As students suggest each answer, ask them
w hether they have tried the remedy, whether they think it is effective, and any
other remedies they know.
■ To wrap up, lead a brief class discussion about comm on home remedies.
Encourage students to share any remedies used in their own families.
Answers
1 d 2b 3a 4c 5e
Exercise 2
Culture and pronunciation note
Cryotherapy /.k ra ia u 'G e ra p i/ comes from the Greek word for cold. It is som etim es called
ice treatment.
Rheumatism /'r u im a t iz m / is a painful disorder of the muscles, joints or connective
tissues.
Tell students they will read about a new type of alternative treatm ent called
cryotherapy. Ask the class to predict what types of information may be included
in the reading passage.
Give students tim e to read the passage once to get the main idea.
When they finish, call on a student to read the questions aloud. Tell students
they should match the questions to the answers provided in the article.
Give students two or three minutes to complete the task. Ask them to work in
pairs to compare answers before you confirm the answers with the class.
Answers
1 I 2 B 3 H 4 E 5 C 6 A 7 G 8 F
UNIT 8B MEDICAL ALTERNATIVES

Extra activity -----------------------
Have a general discussion
about health and illness.
Write the following prompts
on the board:
- suffer from / allergies / ?
- last time / ill / ?
- What / symptoms / ?
- ever / have an injection / ?
- ever / break a bone / ?
■ last time / go to the
doctor's / 1
Ask students to work in pairs
to write questions from
the prompts. Then mix the
pairs. Ask students to ask
each other their questions,
adding follow-up questions
depending on the answer. In
feedback, ask a few students
to tell the class about their
partner.
Extra a c tiv ity --------------- --------
Play a sentence halves
matching game. Ask
students to work in pairs
to write five conditional
clauses about sport, exercise
or health, beginning with
unless or i f ... not
Tell the pairs to exchange
their sentence halves with
another pair w ho must now
complete the sentences.
When the students have
finished they must return
the sentences to the first
pair who can then correct
and com m ent on the
sentences.
124 UNIT 8B MEDICAL ALTERNATIVES
Exercise 3
Vocabulary and pronunciation note
swollen /'s w a u la n /; symptom /'s im p ta m z /; cure /к у и э /; relieve / r i'liiv /
Point out collocations here: give / have a check-up; swollen knee / ankle / wrist;
have / show symptoms; give / have an injection; cure an illness / a disease; relieve pain
You could also get students to find other words connected with body and medicine in the
text: body blood ' joints, injuries, nervous diseases, aches and pains, cuts, broken bones,
painful' internal organs
■ Ask students to read the partial sentences and try to predict the missing words,
using the context.
■ Give them tim e to locate the words in bold on page 84.
■ Ask students to work in groups of three or four and ask them to discuss the
meanings of the bold words.
Ask students to work individually, in pairs or in groups to complete the task.
Answers
1 check-up 2 swollen 3 suffers from 4 symptoms 5 injection 6 cure, treatments 7 relieve
Grammar: unless
Exercise 4
Grammar note
Unless is a conjunction, best translated as except under the circumstances that.
Effectively, it is synonymous with if not.
■ Give students tim e to read the information in the box.
■ Ask students to underline the correct rules and then to work in pairs to
compare them.
■ Check the answers with the class.
Answers
1 if not 2 condition 3 present simple
Exercise 5
■ Tell students to read the sentences before they do the task.
■ To make sure students understand the difference between if and unless, do the
first item or two with the whole class.
■ Ask students to complete the task and then to compare answers in pairs before
you confirm the answers with the class.
Answers
1 unless 2 if 3 unless 4 if 5 if
Exercise 6
■ Give students tim e to read the sentence stems.
■ For lower-level classes, ask the class to brainstorm some possible ways to
complete the first sentence.
■ Ask students to work individually to complete the task, writing down their ideas,
and then to work in pairs or small groups to compare their answers.
Elicit several ideas for each item.
Possible answers
1 ... you'll hurt your feet. 2 ... you will get tennis elbow. 3 ... you'll have to start a diet.
4 ... your grades w on't improve.
-

Extra a c tiv ity --------------------
For additional listening
practice, ask the following
questions and play the
recording again. Then elicit
students' answers: Why
does Daniel recommend
acupuncture? How does
cupping work? What
does Hannah think about
Daniel's suggestions?
Extra a c tiv ity -----------------------
You could extend this into a
research task on alternative
therapies. Write the following
questions on the board:
What is it?
What do you do or take
-►■
when trying this therapy?
How does it work?
What do you think of it?
For homework, ask students
to research an alternative
therapy in the library or on
the Internet then present
their findings to the class
in the next lesson.
Possible alternative therapies
to research: aromatherapy;
homeopathy; herbalism; yoga
Listening
Lead-in
Ask students to look at the photo. Ask them what they know about acupuncture.
Use the opportunity to introduce key words: needles; stick ... in, relieve, treat
Exercise 7 ( / C D 2 /0 9
Vocabulary and pronunciation note
You could check the following words from the listening: stick needles in (put into your
skin very thin, sharp pieces of metal usually used when dressmaking); flame (fire);
bruises / ’b ru :z iz / (black and blue marks on your body)
■ Tell students they will hear a conversation between a brother and sister.
Nominate a student to read the instructions aloud, and give students tim e to
read the questions.
■ Play the recording once and ask students to just listen. Then play it again
w hile they mark their answers. For higher-level classes, try playing the
recording just once.
■ To check answers, ask for volunteers to read the complete sentences aloud.
A udioscript ( j C D 2 /0 9
Daniel Hi Hannah, what's wrong?
Hannah It's my shoulder, it's really painful. I've been to the doctor and I've tried different
things but nothing seems to work.
Daniel Have you thought of acupuncture?
Hannah Acupuncture. That's w here they stick needles in you - no thanks. I'm scared of
needles.
Daniel That's a pity, because w hen I had the same problem, acupuncture really worked.
Hannah What does it do then?
Daniel Well, the idea is that it balances the energy in your body. There are different lines of
energy and different points that you stick the needles into. It means that they can
treat a problem in your leg by putting a needle in your hand.
Hannah Strange. I still don't think I'd like to try that.
Daniel Well, there's also 'cupping' - that's a similar thing, but instead of using needles it
uses little glass cups. They create a vacuum in the cup by using a candle and then
they place it on your body.
Hannah It sounds painful. Doesn't it burn you?
Daniel No, not at all. The flam e just removes the air, that's all. You can feel it and it really
works, it gives you instant relief. The only problem is that it leaves bruises on
your body.
Hannah Yuck, still, it sounds better than needles.
Answers
1 B 2 C 3 A 4 B 5 B
Exercise 8
■ Read the question to the class and ask students to discuss their answers in pairs.
Alternatively, lead a whole-class discussion.
Elicit other types of alternative treatments and ask the class if anyone has tried
any of them and, if so, whether the treatments were effective.
UNIT 8B MEDICAL ALTERNATIVES 125
 Medical problems
Listening and speaking
Lead-in
Brainstorm words under the headings At the doctor's and At the pharmacy. Exam­
ples include: symptoms; diagnosis, flu, a cold\ prescription, appointment; medicine,
pills; antibiotics, broken / swollen / sprained ankle, feel sick, have a headache/
stomach ache.

Exercise 1
■ Ask students to give you reasons for why they do or do not visit the doctor.

Exercise 2 (7 C D 2 /1 0
■ Make sure students know the meaning of diagnosis (final assessment of
the problem).
■ Go over a few key terms students will need to complete the task, e.g. prescription
(a doctor's written permission to get medicine), antibiotics (medication for bacterial
infections), X-ray (a photo of a person's bones), gastric (related to the stomach
and digestive system).
■ Ask students to work in pairs to compare their tables.

Audioscript ( j C D 2 /1 0
Patient 1
Doctor Hello, Benjamin. So what's the matter today?
Benjamin Well, I've got a cold and a tem perature and my throat really hurts.
Doctor Mm , let's have a look. Open wide. Say 'aah'. M m , it looks very sore. Right - here's
a prescription for a course of antibiotics.
Benjamin Can 1 go to school? I've got an important test.
Doctor No, you'd better stay at hom e for the next three days. I'll write a note for your
teacher.
Patient 2
Doctor Good evening, Rachel. So, what seems to be the matter?
Rachel Well, I've hurt my ankle. It's really painful.
Doctor Let m e have a look at it. M m , yes, it feels very swollen. Well, I don't think it's
broken but you'd better have an x-ray just in case.
Patient 3
Pharmacist Good morning - how can I help?
James Well, I've got a stomach ache and I keep feeling sick.
Pharmacist It sounds like gastric flu. You ought to see a doctor.
James I know, but I'm just too busy at the m om ent.
Pharmacist Well, I can give you something for the symptoms. Take this three times a day.
But if you don't feel better in two days, you should definitely see the doctor.

Answers
Patient 1 Patient 2 Patient 3

symptoms cold, temperature, painful, swollen stomach ache,

sore throat ankle feeling sick
diagnosis cold not broken gastric flu
treatment antibiotics, stay home x-ray medicine three
V
for three days times a day

Exercise 3 (7 C D 2 /1 0
■ Before you play the recording, ask students to read the partial sentences and try
to reconstruct the conversation on a separate piece of paper.
■ Play the recording once or twice as needed and ask students to correct any
errors and fill in any missing information.

126 UNIT 8C MEDICAL PROBLEMS


Extra a c tiv ity -----------------------
Divide the class down the
middle: Group A and Group
B. Put a question mark on
the board then m im e a sore
throat. Elicit from Group A
the question What's the
matter? Model it and make
the group repeat it. Then
m im e a sore throat to Group
В and elicit I've got a sore
throat. Model it and make
the group repeat. Use mime
to elicit It looks swollen or
It feels sore from Group A.
Model and repeat Then
say Advice? and elicit, e.g.
You'd better see a doctor
from Group A. Model and
repeat Then go back to the
beginning and see if the
class can rem em ber the
dialogue you have elicited
and they have practised.
So, Group A ask What's
the matter? Then Group В
say I've got a sore throat
And Group A say It looks
swollen. You'd better go to
the doctor's. Switch roles
so Group A have Group B's
lines. Then elicit another
dialogue in the same way.
Answers
See Audioscript C D 2 /1 0
Exercise 4 ( 7 C D 2 /1 0
■ Play the recording once or twice as needed and ask students to work in pairs to
compare answers. Then go over the answers with the whole class.
Answers
See Audioscript C D 2 /1 0
Pronunciation: sentence stress
Exercise 5 (7 C D 2/1 1
■ Briefly explain the difference between content words (words, such as nouns and
main verbs, that carry the important meaning of a sentence) and function words
(words like conjunctions, auxiliary verbs, etc. that do not carry much meaning).
Ask students which types of words are usually stressed (content).
Vocabulary, grammar and pronunciation note
Intonation is also important when asking what's wrong. Note the approximate patterns:
What seems to be the trouble?
What's the matter?
Note: sore /s э :/; hurt /h 3 :t/; throat /G ra u t/; should /J u d /; ought /o :t/
It looks / sounds / feels + adjective. (It feels sore)
It looks / sounds / feels like + noun (It sounds like gastric flu)
You'd better + infinitive is an abbreviation of had better. It is used to offer strong advice,
suggesting that it would be wrong or dangerous to ignore the advice. Should + infinitive
and ought to + infinitive also offer strong advice.
Before you play the recording, ask students to try to determine which words
should be stressed in each sentence. Tell them to put a small tick above the
words.
■ Play the recording once or twice as needed, and ask students to underline the
stressed words.
A udioscript ( 7 C D 2 /1 1
W hat seems to be the trouble?
What's the m atter?
I've got a sore throat
I've hurt my ankle.
M y throat hurts.
My foot is painful.
It looks sore.
It sounds like gastric flu. It feels swollen.
You'd better have an x-ray.
You should make an appointm e n t
You ought to see a doctor.
Vocabulary
Exercise 6
Vocabulary and pronunciation note
cough / k o f /
An upset /'A p s e t/ stomach /'s tA m a k / means it feels strange and you want to be sick
You could revise and extend here by brainstorming all the other words students know
on this topic: headache, stomach ache, sprained wrist, sore throat, etc
UNIT 8C MEDICAL PROBLEMS 127

Extra a c tiv ity ------------------------
Play a m im e game. Mime
some doctor procedures
and ask students to say what
you are doing. E.g. putting a
bandage on a broken arm;
taking medicine for an upset
stomach; putting an ice
pack on your head because
of a bad headache.
Students have to say what
you are doing and what the
problem is. You could get
some students in front of
the class to mime.
Extra activity -----------------------
A way of extending this is to
put the class into pairs, telling
half the pairs they are patients,
and half that they are doctors.
Tell the patients that they have
a strange tropical illness with
lots of symptoms. They have
one minute to decide exactly
what the symptoms are. Tell
the doctors they are specialists
in strange diseases with
specialist diagnoses and cures.
After a minute or two, tell
doctors to sit by themselves
at a free desk and tell patients
to stand up, walk round and
visit a doctor. Students should
begin by asking the patient
What's the matter?
Extra a c tiv ity -----------------------
Put students in small groups
of four to create an advice
leaflet for new students titled
Your first day at our school.
Start by getting students to
brainstorm six to eight things
they could suggest to new
students starting at their
school. Then ask them to
design and write up a leaflet'
with their ideas bulletted
using the useful expressions
in the box.
128 UNIT 8C MEDICAL PROBLEMS
■ Tell students to match the phrases to the pictures. Point out that the temperature
on the therm om eter is in Fahrenheit and not Celsius.
Answers
1 B 2 E 3 A 4 D 5 F 6 C
Exercise 7
■ Ask the class to brainstorm treatments for the health problems.
Vocabulary and pronunciation note
Antibiotics /.a e n tib a i'o tik s / such as penicillin are used to fight bacterial infections.
Painkillers include aspirin, ibuprofen and paracetamol.
Make sure students understand that more than one treatm ent may be possible.
Possible answers
A a bandage, an X-ray, an ice pack, painkiller В eye drops, medicine, an ice pack
С medicine, antibiotics D an X-ray, medicine, antibiotics, painkiller E an X-ray, an ice pack,
plaster F medicine, antibiotics
Exercise 8
■ Give students some tim e to think about phrases and expressions they can use in
their conversations.
Ask students to choose one, two, or three problems each to discuss.
Writing: a note
Exercise 9
Grammar note
The imperative form is used in most of these expressions, which is of course identical to
the infinitive form. The negative is form ed by putting Don't or Never in front of the verb.
Mind means Be careful.
■ Highlight that when writing notes, we often miss unim portant words out.
■ For question 2, ask students to work in pairs and imagine they are Malcolm and
Susie and create a conversation based on the information in the note.
Exercise 10
■ Allow about ten minutes for students to complete the task. Remind them that
they do not need to write every word, as it is a casual note.
Reading and writing
Exercise 11
■ Ask students to work in pairs to complete the task. Set a tim e limit of three
minutes.
■ To preview the next activity, ask the class to tell you which pieces of advice they
think would be useful to travellers to their country.
Exercise 12
■ Tell students they will now have a chance to create a travel tips website for
travellers to their country.
Allow students to work independently, in pairs, or in groups of three.
■ As an alternative, assign this exercise as an online project, with students creating
actual websites.
 Sporting world 8D
Lead-in
Ask students to tell you some sports they know of that are popular, or that originated
in Britain, e.g. cricket, polo, football, rugby, etc.

Reading
Summary
A description and brief explanation of many of today's modern sports which
originated in Britain.

Exercise 1
■ Set a tim e limit of five minutes for them to fill in as much information as they
can in the table. Emphasise that not all of the answers are in the text. Make sure
they know that they will complete the last two rows when they do exercise 2.

Answers
N
1 France/Britain 1873 twisted knees, ankles,
tennis elbow

2 Scotland 600 years sprained wrists, painful

ago shoulders

3 Britain (Rugby) 1823

4 Greenwich 1981 sprained ankles, pulled
muscles

5 Britain/British and 1300s sprained and broken

Commonwealth countries fingers

I6 Scotland cut feet J

Exercise 2

Culture note
There are two major reasons why Britain is responsible for inventing or organising so
many sports. The first is the public school system of Britain during the nineteenth century.
It was considered character-building for young boys to play team sports so all the schools
developed their own ball game with its own rules. Over tim e these developed as games
w here the ball was carried by hand (as at Rugby School) or kicked. Once the pupils left
school, they form ed old boys clubs and started codifying the rules so that they could play
against ex-pupils of other schools. The second reason is the British Empire. British soldiers
and administrators exported their games to countries like Australia and South Africa
(w here rugby and cricket are major sports), and India and Pakistan (w here cricket and
hockey are major sports).
The British army officer w ho designed and patented tennis in 1 8 7 3 was called Major
Walter Wingfield. He called his gam e sphairistike, but the nam e never caught on and
soon changed to lawn tennis. The first W im bledon championships took place in 1 8 7 7.

The unique landscape of the Scottish coastline was a major reason why golf developed.
It is rugged, slightly hilly grassland along a sandy shore - perfect for playing golf. In the
twelfth century, shepherds would walk along this coast hitting stones with their crooks
into small holes. The world's oldest golf course, St Andrew's in Scotland, dates from 1754.
Major championships are still held there. Britain's premier annual golf tournam ent is the
Open. It began in 1 860. Competitors play over four days, playing 18 holes of golf
each day.

There are two forms of rugby. One is Rugby Union, a l 5-a-side game which first developed
from the game played at rugby school. The Rugby Football Union was started in 18 7 1, the
year of the first international between England and Scotland. The other is Rugby League,
a rival 13-a-side game which was invented w hen teams that wanted to go professional
broke away from the Rugby Football Union.

UNIT 8D SPORTING WORLD 129

 Cricket was an organised sport in England as early as the sixteenth century, and in the
eighteenth century it was hugely popular, drawing huge crowds who enjoyed betting
on the matches. The first te st (international) match between England and Australia took
place in 1877. Test matches last five days. There is a shorter form of the game played
over one day. Cricket is the second most popular team sport in the world (after football),
and is huge in India and Australia.

Extra activity — --------------- Give students tim e to read the information and then to share it with their partner.
If your class have access As students listen to their partner, they should ask questions to complete the
to the In te rn e t you could table, e.g. Where did it originate? Who does it? When was it invented? etc.
pet them to research and
Vocabulary note
m a k° pre^Mnt Иions on
You could check these words in context: jo in a club (becom e a member of a club); rivals
o n r> utf K a t originated
(opponents); w o u n d e d (injured in a war); a g ility (ability to bend and move quickly)
in Britain: hockey, football,
badminton, squash , billiards
Answers
and snooker.
/"
7 Aintree - near 1836 Jockeys and horses are
Liverpool injured jumping over
hedges
8 River Thames - 1829 boats can sink
Universities of Oxford
V
and Cambridge J

Listening
Exercise 3 ( t C D 2 /1 2
■ Play the recording once and ask students to discuss the questions in pairs.

A udioscript ( 7 C D 2 /1 2
Stella What's the most popular sport in Britain?
Jerry Well, fishing is the most popular pastime, but football is the most popular team or
spectator sport. Definitely.
Stella Who plays it?
Jerry Well, mostly boys and men. Kids learn at school and it's an important part of the
school programme. Many adults belong to a five-a-side team , or a w eekend football
team . Millions m ore watch it.
Stella Is it true that England is the hom e of football?
Jerry Yes and no. Football has been played in many countries, but in 1 8 6 3 the English
Football Association fixed the rules that w e know today.
Stella And how popular is rugby?
Jerry Not as popular as football - people are generally supporters of one or the other.
There is a saying that, 'football is a gentleman's gam e played by hooligans, and rugby
a hooligans' gam e played by gentlemen'.
Stella Ha ha - I must rem em ber that. But seriously, there was a tim e w hen English football
had a bad nam e because of the behaviour of football hooligans.
Jerry Yes, in the 19 7 0 s and 1980s. They invaded football pitches and were involved in
a lot of violence. Things are much better now, but today's fans are treated with
suspicion, particularly when English clubs play abroad.
Stella And English team s are very successful in European football, aren't they?
Jerry Yes they are. Top team s like Liverpool, M anchester United; or London clubs like
Arsenal and Chelsea often do well in European competitions.
Stella Why's that?
Jerry 'Cos basically the clubs are so rich that they can hire the best players in the world.
Their football grounds are amazing too.
Stella But you don't sound very pleased.
Jerry No - there are so many foreign players that som e top clubs are only English in
nam e. And this has w eakened the national team , 'cos young English players do not
get enough experience at the highest level. England has only won the World Cup
once, in 1 9 6 6.
Stella But there are other competitions. Have you got a favourite?
Jerry The FA cup, no question. This is a competition w here am ateur team s can find
themselves against a top team like Arsenal or Manchester United. And som etim es
there are som e real surprises!

130 UNIT 8D SPORTING WORLD

 Answers
1 fishing 2 They belong to a five-a-side or weekend team . 3 English Football Association
fixed the rules. 4 football hooligans, violence 5 gentleman's sport, hooligans, hooligan's
sport, gentlem en 6 They are so rich they can hire the best players in the world. 7 So
many foreign players; some top clubs are English only in nam e 8 Am ateur teams mix
with pro teams; som etim es there are som e real surprises.

Exercise 4
■ Allow plenty of time for students to complete the task. It may be done as a
whole-class or group activity, and students may benefit from some research time
outside of class.

Exercise 5
■ Give groups time to work on their paragraphs. Remind them that they should
work together and all group members need to participate actively.

Exercise 6
■ Tell groups to select, print, cut out, or draw images to accompany their paragraphs.
Extra a c tiv ity ------------------- Ask for volunteers to collect the paragraphs and images and to compile the class
Alternatively, you could get publication.
students to research unusual
team sports that are big
in other countries. Some
suggestions: bandy
(big in Sweden); roller
hockey (big in Portugal and
Italy); korfball (Holland);
netball (UK).

UNIT 8D SPORTING WORLD 131

 Natural alternatives
Lead-in
Ask if students know about any of the alternatives to conventional medical treatment
(e.g. herbalism, homeopathy, acupuncture, kinesiology, Bach flower remedies). Have
students tell the class what they know. If they have had treatment, ask what it was like.

Exercise 1
■ Ask students to do this exercise individually, then check with a partner. They
should use a dictionary if necessary. Elicit answers from the whole class.

Answers
1 roots 2 berries 3 wounds 4 chewing 5 bleeding 6 bark 7 twigs 8 leaves

Exercise 2
■ Ask students to do this exercise individually, then check with a partner. Elicit
answers from the whole class.

Answers
1 arnica, juniper, wintergreen, witch-hazel, yarrow 2 (the boiled bark of the) aspen
(tree) 3 willow, aspen, wild cherry 4 arnica 5 bathed in w ater containing yarrow leaves
6 witch-hazel 7 sage or sagebrush 8 echinacea

Exercise 3
■ Ask students to discuss plant remedies in pairs. Then ask the whole class to
present their ideas.

Find out more!

Explore this topic further by thinking about these questions:
■ What other plants can we use to help us?
■ What plants are dangerous for humans?
■ What are the names for some other treatments which use plants?
Have a look at the National Geographic website to find answers to these and your
own other questions: www.nationalgeographic.com

132 CASE STUDY 4 NATURAL ALTERNATIVES

 Review
Units 7 and 8
Unit 7 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self-assessment box.

Answers
Exercise 1
1 fram e 2 graffiti 3 statue 4 portrait 5 gallery 6 draw 7 sculptor 8 exhibition
9 foreground 10 landscape

Exercise 2
1 more interesting 2 the heaviest and most expensive 3 better, the best 4 the most
fascinating 5 newer, older 6 the greatest

Exercise 3
1 big as 2 better book 3 the most dramatic painting 4 the most fam ous 5 as fast

Exercise 4
1 What do you feel like doing this afternoon? 2 Well, I haven't got any plans. W hat do
you suggest? 3 Well, would you like to go to the Walker Gallery? 4 To tell you the truth,
I'm not very keen on staying inside on such a lovely day. 5 I would prefer walking around
to visiting museums. 6 So what would you rather do? Have you got a suggestion?
7 I think I would rather explore the city, or go on the Beatle's bus tour. 8 I don't mind
doing that, but let's do something!.

Unit 8 review

Answers
Exercise 1
I e 2 f 3 a 4 b 5 d 6 c

Exercise 2
A 3 В 4 С 2 D 1 E5 F6

Exercise 3
1 will lend, help 2 goes to bed, feels 3 have to, w ant 4 don't do, w on't be able to
5 will wait, arrive / arrives

Exercise 4
1 We'll play tennis unless it rains. 2 You'll hurt yourself unless you warm up. 3 Dan won't
com e unless Karl is there. 4 They'll never win unless they create a better team spirit.

Exercise 5
l c 2 i 31 4 d 5 f 6 b 7j 8g 9a 10 к 11 h 12 e

REVIEW UNITS 7 AND 8 133

 9
Shops and shopping
llilll

Topic shopping, consumerism

Reading attitudes to shopping, Charlie and the Chocolate Factory
Listening fair trade, at a shop
Grammar second conditional; too and enough with adjectives
Function making a purchase, making complaints
Vocabulary shopping, advertising
Pronunciation linked consonants and vowels
Writing a letter of complaint
Speaking asking for help in a shop, negotiating

Let's get started

Lead-in
Askrstudents to tell you about places to shop in their town or city.

Exercise 1
■ Tell students to look at the photo. Ask where they think the market is.
■ Give students a few minutes to work in pairs to discuss the questions.

Vocabulary
Exercise 2
■ Give students tim e to read the definitions silently. Then tell them to match them
to the words.

Culture, vocabulary and pronunciation note

Note that the word shop is the general word for a place that sells things to the public
in British English. In American English, .the com m on word is store / s b : / . So, in British
English, w e say corner shop, but in American English, corner store. However, both
varieties of English use department or chain store for large shops.
Chain stores are som etim es called high street stores or shops. Com m on ones in Britain
include Boots (cosmetics and medicines), WHSmith (newspapers, magazines, books and
CDs) and Marks & Spencer (clothes and food).
London's most fam ous departm ent stores are Harrods in Kensington and Fortnum &
Mason in Piccadilly. Other fam ous examples include Macy's in N ew York and Printemps
and Galleries Lafayette in Paris. The world's largest departm ent store is Shinsegae in
Busan, South Korea.
The French word boutique / b u : ’ti:k / is only used for small, fashionable clothes shops.

A mall ( / it d iI/) is an American word. Shopping centre is more com m on in the UK.
However, mall is used in the UK (w here it is pronounced /m a s l/) to describe very large
shopping centres.

134 UNIT 9 OVERVIEW


Extra activity
You could elicit other types
of market, e.g. flea market;
antiques market, wholesale
market hypermarket
or types of shop, e.g.
newsagent's, pharmacy
bookshop, grocer's, baker's,
butcher's.
j- ^ и Ask students to work in pairs or small groups to compare answers.
Answers
1 department store 2 chain store 3 market 4 supermarket 5 mail order 6 online
shopping 7 boutique 8 corner shop 9 mall
Exercise 3
[-► ■ Read the question to the class and elicit responses from several students.

Extra a c tiv ity ----------------------

To expand the discussion,

take a class poll to find out
how many students prefer
online shopping to visiting
a shop, how often they
shop online / at shops, and
what kinds of things they
purchase.
Alternatively, ask further
questions How often do
you go shopping? What
sort o f things do you buy?
Who does the supermarket
shopping in your family?
Where do you go? What
are the best clothes shop in
your town?

UNIT 9 OVERVIEW 135

9А Shopping choices
Extra a c tiv ity ----------------------
There are lots of other words
connected with money that
you could get students to
find in the audioscript and
categorise under nouns,
verbs, adjectives and
phrases: pay (for), buy,
expensive, cash, credit
cards, save. Get them to
add more of their own.
Check the words by
following up with a
discussion based on the
new words. Ask Have you
ever paid a fortune for
something? What was
it? Are you saving to buy
something? What?
UNIT 9A SHOPPING CHOICES
Listening
Lead-in
Check designer brands (named makes of items such as clothes, watches or
perfume). Brainstorm a few brands on the board.
Exercises 1- 3
■ Ask students to read questions 1 -3 silently and think about their answers before
they work in groups of three or four to discuss the questions.
■ Tally all the class results to find out the most popular brands among students in
the class.
Exercise 4 ( r C D 2 /1 3
Vocabulary and pronunciation note
You could check the following words: window shopping (shopping without buying
anything); afford /s'fDid/ (have enough money to buy); о good deal (an inexpensive,
good value price); pay a fortune (pay a lot of money); a logo /Чэидэи/ (a brand's
particular symbol)
■ Make sure students understand carry out market research (ask questions to f i r :
out people's habits and preferences).
■ Tell students that the Me row will be completed in a later exercise.
■ Play the recording once or twice as needed as students complete their notes.
Ask students to compare their tables in pairs.
Audioscript ( 7 C D 2/13
1
Candice Who do you go shopping with?
Gemma Well, with my friends for fun - we go to the shopping mall and go window
shopping.
Candice And how do you pay for things?
Gemma With my pocket money. But if it's for something expensive, I ask my dad.
Candice And what would you do if someone gave you five hundred euros?
Gemma I would buy presents for my family, and then I'd spend the rest on the designer
brands I can't usually afford.
2
Candice So, tell me, Steve, who do you go shopping with?
Steve Mostly on my own. 1only like two kinds of shops - games shops and sportswea^
shops.
Candice And how do you pay for things?
Steve By card. I don't carry much cash.
Candice I see. And if someone gave you five hundred euros, how would you use it?
Steve If I had a lot of money, I would buy one of the latest games consoles.
Candice Where would you buy it from - a chain store or a department store?
Steve Oh no, I wouldn't do that. If I wanted to buy something expensive, I'd look online
first of all for a good deal. But I'd never buy a brand that I hadn't heard of.
3
Candice So who do you go shopping with, Sally?
Sally With Davina - she's my sister. We don't go shopping very often because we're
students, so we don't have a lot of money to spend.
Candice And where do you do your clothes shopping?
Sally Well, mostly at the market. We like to create our own style.
Candice And how do you pay for the things you want?
Sally In cash. Always. We hate credit cards.
Candice And what would you do if someone gave you five hundred euros? Would you bu.
yourself some expensive clothes?
Sally I don't think so. Even if I had a lot of money, I wouldn't go for expensive brands -
hate paying a fortune for a stupid logo. I think I'd save it for a rainy day.

Extra a c tiv ity ----------------------
Expand this task by writing
the following prompts on
the board find 50 euros in
the street; your friend had
no money for lunch; your
favourite shop has a big sale
Ask students to work in pairs
to ask each other What
would you do i f ... questions
using the prompts.
Extra a c tiv ity ---------------------
For additional practice of
this point, provide some
prompts on the board and
ask students to complete
them as second conditional
sentences, e.g.
- If I / b e / five years
younger...
- If I / b e / the teacher of
this class ...
Answers
'l friends mall pocket money / ask dad presents for family and
for expensive things designer clothes
2 on my own games, sportswear card game console
shops
3 sister market cash save it
V J
Grammar: second conditional
Lead-in
Preview by asking the class the question from the listening If you had 500 euros,
how would you spend it? Find out how accurately the students answer the question
(but don't correct), and see if they can use the second conditional.
Exercise 5
■ Ask students to work in pairs to complete the task.
■ Elicit the answers from a few volunteers.
Answers
1 past, would 2 an imaginary situation 3 past simple, would
Exercise 6
■ Ask students to think about their own answers to the question posed in the
listening What would you do if someone gave you €500?
-►■ Ask them to work in pairs to share their responses.
Exercise 7
Grammar note
The second conditional is used to talk about an imaginary or hypothetical present or
future. It differs from the first conditional which is used to talk about a likely, real present
or future. Compare:
If I see Jenny at school[ I'll invite her to a party, (seen as a likely condition)
If I saw Brad Pitt at a party, I'd ask him to get me a role in his next film, (seen as a very
unlikely or imaginary condition)
If I were a penguin, I'd live in the Arctic, (an impossible condition)
In English, the second conditional uses the past form rather than a subjunctive form
(which most other European languages do). Using the past, distances the hypothesis
from reality.
Note the use of were rather than was in If I / he / she were ... Nowadays, many native
speakers say If I was ... However, it is still considered more correct to use were when
hypothesising.
A typical error is for students to try to use would after If (If I would see ...) so check the
form.
■ Review the form and meaning of the first conditional: If + present simple + will.
■ Make sure students understand, optimistic (feeling that something positive is
likely to happen) and pessimistic (feeling that something negative is likely to
happen).
Answers
1 a optimistic 2 b pessimistic
Exercise 8
Ask students to complete the written task individually, and then to work in pairs
to compare answers. Make sure they know that some answers will be in the first
conditional and others will be in the second.
UNIT m SHOPPING CHOICES
 Answers
1 had, would buy 2 book, will spend 3 would you say, asked 4 would save, took
5 didn't spend, could go 6 were, w ouldn't get

Speaking
Exercise 9
■ Give students tim e to think about what they would change about their favourite
shop, focusing on the bulleted list of features. For lower-level classes, elicit some
features or qualities students like in a shop, and some which they do not like.
List them on the board for students' reference.
■ Remind students that they should imagine they are the manager of the shop,
and ask them which conditional form they should use (second).
■ Give students tim e to think about their responses individually. Ask them to
write their five ideas, as writing the sentences will help reinforce the form of the
conditional.
■ When students finish, elicit some ideas from the class, and ask students to
explain the reasons for their suggestions.

Exercise 10
■ Tell students they will now have a chance to work in groups to create an idea for
a new shop.
■ Ask students to work in groups of four or five. Remind them that all group
members should play an active role in brainstorming, selecting ideas, and
making decisions.
■ If supplies are available, hand out poster paper and felt markers to each group, so
that they can create a visual representation of their ideas to share in exercise 11.
Encourage students to be creative and to think of a type of shop that does not
already exist in their community.
■ Allow at least 2 0 - 3 0 minutes of class tim e for students to complete the task.

Exercise 11
■ Tell students that if possible, all group members should take it in turns and
should play an active role in presenting the information.
■ Give groups tim e to discuss how they will present their ideas and to practise
their presentations.
■ When students are ready, ask for volunteer groups to present their ideas to the
class.
Extra a c tiv ity ---------------------- To wrap up, hold a class vote to determine the most original / practical /
Ask the class to think of how unusual idea.
they would improve the
classroom if they could. Tell
them to think about moving
furniture, redecorating,
using posters, plants and
ornaments.
Ask students to work in
groups of four to discuss
what they would do and
draw a picture of the
redesigned classroom. Ask
some groups to present
their ideas to the class.

138 UNIT 9A SHOPPING CHOICES


Extra a c tiv ity -----------------------
The title of this article is very
open and can be interpreted
in many ways. If you want
to guide students closer
to the topic of the text, try
these questions In what
ways do you think it is good
or 'right' that we do a lot
of shopping and buy a lot
of things? (makes shops
successful; keeps people in
jobs; keeps the economy
vibrant) In what ways is it
bad or wrong? (wasting our
money; encouraging greed;
living beyond our means;
creates a selfish, competitive
society).
Down with shopping 9B
Lead-in
Write the title of this lesson on the board and ask students what they think it means.
To introduce the general topic, ask students the following questions and take a brief
class poll How often do you buy things you don't really need? Do you ever buy
things used?
Reading
Summary
The author reacts to the idea of Buy Nothing Day, a day when people around the
world stop buying consumer goods in order to protest against consumer society.
Exercise 1
■ Discuss the questions with the class and ask students to give reasons to support
their opinions.
Exercise 2
■ Give students tim e to read the Spotlight box.
*■ я Ask students to work in pairs to read the title of the article and discuss what they
think the reading will be about.
Exercise 3
Vocabulary note
You could check the following words in context: up-to-date (m o dern ); consume (buy and
use products); disapproval (disagreem ent w ith); supplied (provided products for); wisely
(intelligently)
■ Tell students to read each paragraph to get the main idea before they begin
matching the sentences.
■ Give students about three minutes to complete the task.
■ For additional fluency practice, ask students to work in pairs and take it in turns
to read the article aloud, focusing on clear pronunciation and natural intonation.
Answers
1B2D3A4E5F
Exercise 4
■ Ask students to work in pairs to discuss the first question.
■ Elicit the answer and then discuss the second question as a whole class.
Vocabulary
Exercise 5
■ Elicit some phrasal verbs students know and write them on the board. Ask
students to explain the meanings.
■ Give students tim e to read the phrases in the three columns and tell them to
match them by drawing a line as in the example.
UNIT 9B DOWN WITH SHOPPING 139
 Answers
2 You should take up yoga - then you'd feel less stressed. 3 Carry on with your .work and
stop talking. 4 Please don't throw away that old shirt - it's my favourite.

Exercise 6

Vocabulary note
Note the way these phrasal verbs can be used.

Separable, transitive verbs: give up (yoga) or give

(yoga / it) up; take up (yoga) or take (it) up; throw away
(a shirt) or throw (it) away.

End up in / on / at (a place)
Carry on with (som ething)
Note that in multi-word verbs the particle up often has the idea of completeness. For example,
e a t/d rin k up = eat / drink everything; give up = completely stop; end up = finally end

Extra a c tiv ity ---------------------- ■ Give students about two minutes to work individually or in pairs to complete
Read out the statements the task.
below and get students to
Answers
produce responses using the
1 carry on 2 take up 3 end up 4 throw away
phrasal verbs:
I have hundreds of old
Pronunciation
newspapers in my house.
Exercise 7 ( 7 C D 2 /1 4
I haven't finished my
homework. Pronunciation note
I'm not very fit. A way of thinking about linking between the final consonant sound of one word and the
initial vowel sound of the next word is that the consonant joins the next word:
I eat ten bars of chocolate
en dup / ‘en.cUp/
every day.
ta k(e)up Л е 1 ,клр/
This meat has been in the Note that the vowel sounds at the end of carry and throw are joined to the vowel sounds
fridge for a month. at the start of on and away with an inserted consonant:

Last weekend; we walked in carry on /'k a e rijo n /

the forest for hours without throw away /'0 re u w a ,w e i/
a map.
■ Briefly explain the concept of linking: when a word that ends in a consonant
is followed by a word that begins with a vowel, the final consonant and initial
vowel sounds are linked, i.e. there is no pause between the words when we
say them.
■ Ask the class to repeat the example, take up, first chorally and then individually.
■ Before students begin, ask them to locate the linked words in each sentence in
exercise 5.

A udioscript ( r C D 2 /1 4
ended up take up carry on th ro w a w a y

Listening
Exercise 8
■ Ask students to tell you whether they have heard of the Fairtrade organisation or
the concept of fair trade and, if so, what they know about it.
■ Elicit or explain that through fair trade, organisations partner with farmers,
merchants, artists, etc. in poorer countries to ensure that they are paid fairly for
goods and services.

Vocabulary note
You could check the following words from the listening: a good deal (a fair price or
contract); take care o f (look after or protect); wealthy (rich); a hand up (helping people
to do better); a hand out (giving people charity or aid)

140 UNIT 9B DOWN WITH SHOPPING


Extra a c tiv ity -----------------------
For additional practice, play
the recording again, and ask
students to note down any
key words or phrases that
helped them understand the
topic of each section.
Extra activity-------------------
Ask students to work in
■-►и
pairs to try to recreate
Fiona's talk w ithout looking
at the audioscript. Write the
following useful expressions
on the board:
I'd like to talk to you about
(how)...
Firstly, ...
Secondly; ...
On the one hand, ...
On the other hand, ...
Finally, ...
To sum up, ...
Then ask students to recreate
the speech using the
headings in exercise 9 and
the useful expressions.
Culture note
Fairtrade labelling is overseen by an organisation that sets standards and an organisation
that audits producers and traders independently. The aim is to independently assess
w hether a product has been fairly traded, so that farmers on low incomes in less wealthy
parts of the world are treated properly. Sales of goods (mostly handicrafts, flowers, wine
and foodstuffs such as coffee, tea and chocolate) carrying-the Fairtrade logo amounts to
about $3 billion dollars a year worldwide, and approximately 6 0 countries benefit.
Exercise 9 ( j C D 2 /1 5
■ Make sure students understand that they will not hear the numbers on the
recording. They should listen for the topics and num ber them in the order they
hear them.
Audioscript ( j C D 2 /1 5
Hello everyone, I'd like to talk to you about how w e can be better shoppers. However, I'm not
going to talk about how w e can get the best deal for ourselves, but how w e can get a better
deal for the people who produce the things w e consume.
Let's take a pair of jeans and a jar of instant coffee as our example. The cotton that is used to
make the jeans is produced by farmers w ho get very little for w hat they have grown.
As for our jar of instant coffee ... with big-name brands it is the company and the supermarket
that keep most of the money. The people who actually grow and harvest the coffee beans get
very little - a few pence if they are lucky.
So it doesn't matter if the farm er is growing cotton, or coffee. He will often be too poor to take
care of his family or feed them properly.
This is where Fairtrade comes in. Products with a FAIRTRADE Mark guarantee that producers are
paid a fair price for what they have produced. It may also allow coffee grower organisations to
process their coffee themselves and keep more of the wealth they add to their beans. The logo
promises products that benefit producer communities and that m eet environmental standards.
O f course this may mean that our jeans or coffee cost a little extra, but at least w e know that
w e are doing something practical to make the world a fairer place. Farming com munities
becom e rich enough to build schools, better hom es and clinics. So they becom e healthier and
better educated.
Finally, Fairtrade is a much better solution to helping poor farmers than giving aid. By buying
Fairtrade goods w e are giving people a hand up, not a hand out. Thank you for listening.
Answers
1 e 2 f 3b 4c 5d 6a
Exercise 10 ( j C D 2 /1 6
Play the recording once while students mark their answers.
Answers
1 False 2 True 3 True 4 True 5 True
Grammar: too, enough
Exercise 11
Grammar note
The form used with these forms is: too + adjective + to + infinitive, (not) + adjective +
enough + to + infinitive or (not) enough + noun + to + infinitive. Note how too is used
with nouns: He's got too much money (too much + uncountable noun; too many +
countable noun)
UNIT 98 DOWN WITH SHOPPING 141

Extra activity---------------------
For additional practice
ask students to form new
sentences about life for
producers in developing
countries using too +
adjective + infinitive, (not)
enough + noun + infinitive,
or (not) adjective +
enough + infinitive.
For higher-level classes, ask students to work individually or in pairs to complete
the task. With lower-level classes, discuss the questions with the whole class.
Answers
Enough comes before a noun. Too comes before an adjective. Enough comes after an
adjective. W e use the to- infinitive following phrases with too or enough.
Exercise 12
■ Ask students to work individually or in pairs to complete the task.
Answers
1 The question was too difficult to answer. 2 If I had enough money, I would buy a
new coat. 3 He was not old enough to drive. 4 I could not buy it because it was too
expensive. 5 If they w ere rich enough, they could build a new school.

Exercise 13
Extra activity--------------------- -■ To get students started, give them a few example sentences from your own
Write the following adjectives experience, e.g. My computer is broken, but I don't have enough money to buy
on the board: expensive, a new one.
difficult, far, old, long,
cold, hot, uncomfortable,
dangerous, high. Ask
students to work in pairs
to think of and write down
things that are too + these
adjectives, e.g. a Ferrari is
too expensive to buy. See
which pair is the quickest to
produce ten sentences.
You could follow up by
getting students to write
sentences using opposite
adjectives and enough.

142 UNIT 9B DOWN WITH SHOPPING


Extra a c tiv ity --------------------
For additional practice, ask
students to work in pairs to
role play the conversation.
For realistic practice, ask
them to stand and act out
the scenario.
Shopping around 9C
Lead-in
Elicit that shopping around means going to lots of different shops in the high street
or online in order to find exactly what you want or to get the best deal.
Listening and speaking
Exercise 1
■ Go over the instructions, making sure that students understand that they should
make three pairs of opposites.
■ For additional practice, ask students to make new sentences using the italicised
words.
Pronunciation note
tight / t a i t / ; loose /lu :s /; shrink /J riq k /; stretch /s tr e tj/
Answers
put on / take off, tight / loose, shrink / stretch,
Exercise 2 ( j C D 2 /1 6
■ Play the recording once and ask students to discuss their answers in pairs.
Answers
1 The trousers are too small. 2 They are the last pair; they will stretch. 3 They are too
long. 4 Would you turn them up for free? 5 talk to the manager
Exercise 3 ( r C D 2 /1 6
Vocabulary note
You could check the following words from the listening: they suit you (you look good in
them ); they fit you (they are the correct size); lengthen (opposite of shorten); extra charge
(m ore m oney to pay); turn (them) up (m ake the leg shorter by folding material up)
Before you play the recording, explain that the missing portions may be single
words or entire phrases, so they will need to listen and follow along closely.
Play the recording once or twice as needed, so students can hear the full
conversation.
Make sure students have understood some of the new expressions from the
conversation. Ask questions such as Where can Adriana try on the trousers?
How does she ask for a bigger size? What does she want the store to do with
the trousers? etc.
Audioscript C D 2 /1 6
Sales Assistant Hi. Would you like som e help?
Adriana Yes please, I'd like to try on these trousers.
Sales Assistant Certainly. The changing room's at the end.
...You look great. They really suit you.
Adriana Do you think so? They're not big enough round the middle and they
m ake m e look fat. Have you got the next size up?
Sales Assistant I'm afraid these are our last pair, but I'm sure that they'll stretch when
you wear them
Adriana They're also too long in the leg.
Sales Assistant Well, w e can shorten them for a small extra charge.
Adriana If I bought them , would you turn them up for free?
Sales Assistant Let m e talk to the manager. I'll see w hat I can do.
UNIT SC SHOPPING AROUND 143

Extra a c tiv ity ------------------
Find a page showing
different types of shoes
from a clothes catalogue.
Make copies so that there
are enough for each pair.
Having some pictures of
shoes to refer to will help
the students role play.
144 UNIT 9C SHOPPING AROUND
Answers
1 would you like 2 try on 3 changing room 4 look 5 big 6 make m e 7 the next size
8 I'm afraid 9 too long 10 bought them 11 turn them up 12 Let m e 13 I'll see
Exercise 4
Pronunciation note
To be polite, the intonation pattern of the shop assistant needs to be exaggerated and
end with rising intonation with the question forms:
Can I help you?
■ Ask students to form pairs and choose A and В roles. Give them tim e to think
about useful expressions they can use in their conversations.
m Give students about five minutes for their role plays. Then ask them to change
roles and practise the conversation again.
Writing: a letter of complaint
Lead-in
Ask the class to brainstorm some specific situations in which they might need to
write a letter of complaint.
Exercise 5
■ Read the question to the class and elicit responses from several students.
Exercise 6
■ Remind students to scan for the specific reason Adriana wrote the letter. .
Vocabulary note
You could check the following words in context: tried on (put on to see if they are good
to buy); refund (m o ney back); appreciate (understand)
■ Highlight the red text to the left of the letter, and explain that it is a suggested
form at for a letter of complaint
Answer
The salesperson told her the trousers would stretch, but they shrank and the zip broke. The
manager did not give her a refund.
Exercise 7
■ For lower-level classes, elicit the text of the email, line by line, from students and
write the email on the board.
Sample answer
Hi Alice,
How are you? Remember those trousers I bought at Topmark? Well, I just finished writing
a letter of complaint to the company about them. When I washed them, they shrank and
the zip broke. I tried to take them back for a refund, but the manager said they don't give
refunds. Can you believe it? I was so angry!
Exercise 8
■ Before students read the reply letter, ask the class to predict the type of
response Adriana might get from the company.
■ Draw attention to the text in red and go over the structure of the letter.

Extra p ra ctice ------------------
For additional practice, ask
students how they would
express the formal phrases
they have found more
informally.
Exercise 9
■■ Ask students to work individually or in pairs to find other useful phrases and
expressions to include in a formal letter of complaint or in response to one.
Vocabulary note
Formal language in the letters includes:
Letter in exercise 6: Dear Sir or Madam; assured me; a refund; you will appreciate that
I was extremely disappointed with this reply; Under the circumstances; refund in full;
Furthermore, it is important to ...; Please find enclosed; I look forward to; Yours faithfully
Letter in exercise 8: Following; I have discussed; In our view; we are therefore unable to;
However; dissatisfied; We hope that; Yours sincerely

E xercise 10
Extra activity--------------------- ■ Explain that students will now have a chance to practise writing and responding
A guided way of getting to letters of complaint.
students to do this task is ■ Ask students to think about useful phrases and expressions they m ight use in
the following: 1 Ask students their letters.
in pairs to match the ■ To wrap up, call on students to tell you what the company offered to do in its
information in their situation reply, and whether or not they are satisfied with the reply.
to the headings in red next
to the letter of complaint in
exercise 6; 2 Ask students
to note useful language they
could use at each stage
of the letter writing; 3 Ask
students to work together
in pairs to write a complaint
letter quickly and in rough;
4 Exchange the letter with
another pair who had the
same situation then make
comm ents on the other
pair's letter, correcting errors
and suggesting changes;
5 Return the letters to the
students w ho first wrote
them - students now
rewrite the letter neatly
incorporating any suggested
changes - this tim e students
work individually and write
their own letters; 6 Students
send their letters to another
student from the other
group; 7 Students read
the letters. They then plan
a response by once more
matching what they want to
say to the headings in red
(this tim e in exercise 8);
8 Students write a response
and return it to the person
w ho wrote the letter of
complaint.

UNIT 9C SHOPPING AROUND 145

 9D Advertising campaigns
Extra a ctivity------------------
Ask students to work in
pairs to re-read the text and
make five questions about
the information in it. E.g.’
Why is Willie Wonka's town
famous?
Mix pairs. Students must ask
each other their questions
and answer w ithout looking
at the text.
146 UNIT 9D ADVERTISING CAMPAIGNS
Lead-in
Ask the class to brainstorm as many ways as they can think of that companies
advertise their products.
Reading and listening
Summary
A biography of Roald Dahl, author of Charlie and the Chocolate Factory
Exercise 1
Culture note
Roald Dahl /'re u a l 'd a :l/ wrote children's stories that w ere very unsentimental and dark.
That is why they are so popular. Charlie and the Chocolate Factory published in 1 9 6 3,
was his third children's story. It was m ade into a Hollywood movie in 1971 (with Gene
Wilder) and in 2 0 0 5 (with Johnny Depp).
■ Make sure students understand that this information can be found in the brief
biography next to the author's photo.
Answers
His parents w ere Norwegian. He wrote short stories for adults and books for children.
Exercise 2 ( t C D 2 /1 7
■ For higher-level classes, ask for a brief summary of the story in students' own
words. For lower-level classes, ask guiding questions, e.g. Who is the main
character? What happens to him? Who is Willy Wonka? etc.
Vocabulary note
You could check the following words in context: a bar (long piece) o f chocolate; spoilt
(used to describe a child whose parents are not strict enough)
Explain that students will hear a summary of the story. However, the words are
not exactly the same as the written summary in the Student's Book, so they will
need to listen carefully in order to complete the missing information.
Audioscript ( j C D 2 /1 7
Charlie Bucket, the hero of the tale, is a small boy w ho lives with his parents and four very old
grandparents in a tiny house by a big town. Wonka's fam ous chocolate factory is in the town
but nobody ever enters or leaves it.
Charlie's family is so poor that they can only eat bread and margarine, and cabbage and potatoes.
The only thing Charlie can look forward to is a small bar of Wonka's chocolate on his birthday.
Then, one day there is an announcem ent that causes a sensation all around the world. There
are five golden tickets hidden in five bars of Wonka chocolate. The lucky people w ho discover
them will be Wonka's guests on a guided-tour of the factory and have chocolate for the rest of
their lives!
The first ticket is discovered by the enormously fat and greedy Augustus Gloop. The second
belongs to the extremely rude and spoilt Veruca Salt whose father has bought thousands of
chocolate bars to find the golden ticket Violet Beauregarde, w ho chews gum all the time,
discovers the third ticket; while the fourth is found by television obsessed Mike Teavee. This
means that there is just one m ore ticket left.
Extra a c tiv ity --------- ------------
Ask students what they find
out about Charlie's family in
the text.
Extra a c tiv ity ---------------------
For additional vocabulary
building, ask students to
underline any words in
the text which they did not
understand and then write
them in their notebooks.
Ask students to work in
groups to compare lists
l>m
and explain the meaning
of the words they know,
writing the definitions in
their notebooks as they go
along. Group members then
divide any remaining words
evenly and each take charge
of looking them up in the
dictionary. Finally, they take
it in turns to teach the words
to the rest of the group.
Extra a c tiv ity -----------------------
Check understanding by
getting students to do the
following in groups:
Draw three famous logos.
Sing two well-known jingles.
Name a successful slogan.
Name two funny TV
commercials.
Name a sponsor of a
well-known football team.
Name one advertisement
on a billboard in your city.
Extra a c tiv itie s --------------------
1 Ask students to design
a marketing campaign for
a possession they have.
It could be their English
coursebook, their mobile
phone, etc.
2 Ask students to talk about
marketing campaigns that
have been successful with
them. Ask if they have
bought anything because
of advertising. Ask what
they find effective: catchy
slogans, funny or interesting
commercials, fashionable
logos, free gifts, discounts, etc.
Answers
1 hero 2 four 3 grandparents 4 chocolate factory 5 poor 6 bread 7 potatoes 8 small
9 chocolate 10 sensation 11 golden tickets 12 tour 13 rest 14 lives 15 fat 16 rude
17 chews gum 18 television
Reading
Exercise 3
Vocabulary note
You could check the following words in context: burst through (ran through quickly);
stared (looked at something very intently); laps (the tops of your legs when you're sitting);
pillows (soft things you put your head on when sleeping); pulling our legs (making a
joke); grin (w ide smile); yelled (shouted)
Tell students to read the text once for general meaning, and then once again
focusing on finding the answers to the questions.
Answers
1 having dinner (soup) 2 He found it in the street. 3 inside the chocolate bar 4 They
crowded around him. 5 His m other stood and stared, and the others dropped their soup
spoons.
Exercise 4
If necessary, give students tim e to go back and read the description of Charlie's
grandfather's reaction in the text.
Answers
First he asked w hether Charlie was joking. A smile spread across his face and colour
rushed to his cheeks. He took a deep breath and yelled, "Yippeeeeeee!"
Vocabulary
Exercise 5
Vocabulary and pronunciation note
Logo /le u ,g e u /; promote /p r e 'm e u t/; sponsor /'s p o n se /; slogan /'s le u g e n /;
commercial /k e 'm e :s e l/; flyer /'fla ie /
A bill is a word used to describe a large advertising poster. Hence, billboard.
Flyers are w hat people habitually hand out in the street to passers-by in order to advertise
a product.
Give students a minute or two to read the text and the definitions before
matching them.
Answers
1 logo 2 prom ote 3 sponsor 4 slogan 5 TV commercial 6 marketing campaign
7 billboard 8 jingle 9 brand image 10 flyer
Speaking
Exercise 6
■ Lead a brief class discussion using the questions provided. Elicit ideas from
several students and ask them to give reasons to support their opinions.
Exercise 7
■ Tell students to form the same pairs or groups as for exercise 10 on page 95.
Allow at least 20 to 30 minutes of class time for students to brainstorm ideas
and develop their marketing campaigns.
UNIT 9D ADVERTISING CAMPAIGNS 1 47
 Making a purchase
Extra a ctivity--------------------
For additional practice, ask
students to work in pairs to
practise the conversation
several times, switching roles
once.
You could ask students to
improvise the dialogue by
changing details. For example,
substituting laptop for a
mobile phone or MP3 player.
148 EVERYDAY ENGLISH MAKING A PURCHASE
Lead-in
Write on the board: discount, guarantee, cash, receipt, credit card, PIN number
Ask students what connects the words (m oney) and when you would use the words
(when making a purchase in a shop).
Listening and speaking
Exercise 1
■ Ask students to look at the picture and describe what is happening.
■ Explain or elicit the meaning of negotiating (trying to get a lower price or free
additional services when purchasing an item).
■ Ask students to work in pairs to discuss their answers. Then elicit some ideas from
the class. Ask whether negotiating is common and in what contexts.
Exercise 2 (7 C D 2 /1 8
■ Tell students they will hear a conversation between a customer (Vanessa)
and an electronics shop assistant. Ask them to predict some of the words and
phrases they may hear.
■ Play the recording once or twice as needed. Ask students to discuss their
answers in pairs.
A udioscript ( r C D 2 /18
Salesman Hello. Can I help you?
Vanessa Yes, I'm interested in this Contrix laptop. But is € 4 9 9 your best price?
Salesman Well, it's the latest model, so I can't give a discount, but I could offer you an
extra battery worth € 6 0 . How does that sound?
Vanessa M m , is that the best you can do?
Salesman I'm afraid so. But if you paid cash I could give you an extra year's guarantee.
Vanessa OK, that sounds fair enough. I'll be back right away with the cash.
Answers
1 no 2 an extra battery and an extra year's guarantee
Exercise 3 (7 C D 2 /1 8
Vocabulary and pronunciation note
You could check the following words in context: give a discount (reduce the price);
guarantee (prom ise to replace the goods or return m oney if there is a problem ); worth
(having the value of)
Give students tim e to read the partial conversation. Elicit some predictions for
the missing information.
Play the recording once and ask students to compare answers in pairs. Then play
the recording again, so students can complete and confirm their answers.
To check answers, call on two students to read the conversation aloud, inserting
the answers.
Answers
See Audioscript C D 2 /1 8
Exercise 4
■ Ask students to work in pairs to try putting the conversation in order before
* they listen.
■ Then ask students to work in different pairs to compare answers, discussing any
differences.
 Answers
1 с 2 f 3d 4a 5e 6b

Exercise 5 ( 7 C D 2 /19
■ Play the recording once and ask students to check their answers.
■ Elicit the words Dave uses to order his instructions (first of all, now, and, finally).

A udioscript ( j C D 2 /1 9
Elderly man Excuse me, but I'm not sure how to operate this machine. Could you help me?
Dave No problem. Well, first of all put your card into the machine. Now you type
in your PIN number - I promise I won't look - and press 'Enter'. Good, now
choose what you want to do by pushing one of these buttons.
Elderly man Like this?
Dave That's right. And you select how much cash you want. Well done. Now take
your card out and finally take your money. Don't forget your receipt!
Elderly man Thanks very much!
Dave You're welcome

Exercise 6
Extra activity------------;-------- Ask students to turn to the appropriate pages in their Student's Books and follow
Ask students to work in the instructions.
groups of four. Each student
must think how to perform
an action to show how to
use something that they
have in the classroom.
They could describe how
to change the tim e on their
watch, send a text or take
a photo with their mobile
phone, or look up a word in
their dictionary.
Brainstorm (or help w ith)
words students will need.
Then give them a couple of
minutes to prepare how to
describe the function. When
students are ready, they
describe the task to the rest
of their group.

EVERYDAY ENGLISH MAKING A PURCHASE 149

 10
Food

Topic food, cooking, international cuisine

Reading Teenage chef, Protecting the name, Burns' Night
Listening a Vietnamese street stand, at an English restaurant
Grammar present perfect with for and since, causative have
Function talking about food, recipes, menus
Vocabulary food, cooking
Pronunciation contractions, linking
Writing a recipe
Speaking describing dishes and explaining cooking procedures, at a restaurant

Let's get started

Lead-in
Ask students to work in groups of four and discuss their favourite and least favourite
local food, and international food. Elicit some of their preferences and discuss them
with the whole class Ask. what they know about British food. Have they tried any
dishes from the UK? Would they like to?

Extra activity ----------------------
As an introduction to the
next exercise, ask students
to work in pairs and come
up with five facts about Fast
Food in three minutes. Elicit
ideas from the whole class -
you might list them on the
board.
Exercise 1
■ Ask students to look at the pictures and think about the questions. Ask them to
discuss their feelings with a partner. Then elicit comments from the whole class.
Answers
1 O ne shows a family eating formally at hom e and the other shows a girl eating chips in
the street. 2 Students' own answers
Culture note
There is a long tradition in the UK of eating fish and chips in the street. You go to the
local fish and chip shop (chippie) and buy fish deep fried in batter, and deep fried
chipped potatoes. Traditionally it was served in newspaper, to keep it warm. That is now
not considered to be hygienic, so it is served in white newsprint paper. People often
eat fish and chips with their fingers, but you can use a little wooden fork, like the girl in
the photo. The fish and chips are often sprinkled with salt and vinegar, or you can have
tom ato ketchup or 'brown sauce', a savoury sauce m ade from fruit, spices and malt
vinegar. The fish is white fish, often cod or plaice. The traditional vegetable dish that is
som etim es served with fish and chips is 'mushy peas' - green marrowfat peas cooked
until they form a soft paste.

150 UNIT 10 OVERVIEW

 Vocabulary
Exercise 2
■ Ask students to read the paragraph and then com m ent on it to the class.

Answer
Students' own answers

Exercise 3
Extra activity-------------------- •■ Ask students to do this individually, then check with a partner. Elicit the answers
Work on the word stress from the whole class.
in the multi-syllable words
by saying them and having Answers
1 encouraging 2 customers 3 traditional 4 m ovem ent 5 prom ote 6 network
students repeat them
7 environm ent 8 fair 9 principles 10 responsible 11 m em bers 12 events
chorally and individually.
Stress on the first syllable:
movement, principles,
members, customers,
network
Stress on the second
syllable: events,
environment, encouraging,
promote, traditional,
responsible

UNIT 10 OVERVIEW 151

 10А Teenage chef
Lead-in
Tell students that some friends are coming for dinner. Tell them to close their eyes
and think what they will cook them.

Reading
Exercise 1

Culture note
Born in 1990, Sam Stern is real. As of 2010, he is at Edinburgh University studying
politics and sociology. He has written four cookbooks. His food is easy to cook, healthy
and aimed at the teenage palate or the student budget.

■ Give them a few minutes to discuss their answers in pairs. Then elicit the
answers from the class.

Answers
1 a cookbook 2 Sam Stern -a teenage chef 3 teenagers

Exercise 2
■ Ask for volunteers to tell you whether they would be interested in receiving the
book as a gift and to explain why or why not.

Exercise 3
■ Ask students to work in pairs or groups to discuss their ideas, or elicit the
answers from the whole class.

Answers
Food from a fast-food restaurant (typically burgers, chips, fried chicken, etc.) usually frozen
and pre-packaged.
Takeaway meal: pre-packaged meals one can take out of a restaurant to eat at home
Ready meal: pre-made and packaged meals that one buys from a shop and then simply
heats and serves.

Exercise 4

Vocabulary note
You could check the following words in context: keen (enthusiastic); copies (numbers of
the same book); series (a sequence of TV programmes shown every week)
There is an interesting lexical set of words connected with food to focus students on:
mixing, ingredients, decorate. You could extend it to other cooking words: boil, fry, peel,
cut; slice, stir, etc.

■ Tell students to read the text once for the main idea.
■ Give students about two minutes to read the text and complete the task.
Encourage them to underline the answers to the questions in the text.

Answers
1 at the age of four 2 his mother 3 She thought it would only sell about ten copies.
4 He wanted to concentrate on schoolwork, football and cooking. 5 football
6 a book based around his friends' favourite ingredients of pasta, cheese, tomatoes and
chocolate 7 how many people eat ready meals and takeaways 8 to encourage families
to cook together

152 UNIT 10A TEENAGE CHEF


Extra a ctivity---------------------
Ask students to tell you
about famous chefs. Ask
What are they like? Why are
they famous? What sort of
food do they cook?
You could make this a
research task. Ask students
to find out about other
famous British chefs, such as
Jamie Oliver, Nigella Lawson
and Gordon Ramsay.
Extra a c tiv ity -----------
A good way of checking that
students understand the
concept of for and since
is to write some times on
the board and ask students
to decide in pairs which
preposition they go with.
Write up the following at
random: 2000; my birthday;
ten minutes; July; ages;
I was born; a moment;
lunchtime; a while; a
millennium; Saturday.
You could follow up by
getting students to think
of true present perfect
sentences to go with the
time expressions.
Speaking
Exercise 5
Ask students to work in groups of three or four to discuss their ideas. For lower-level
classes, give students time to think about their answers before they discuss them in
groups. Alternatively, lead a whole-class discussion using the questions.
Grammar: present perfect with for and since
Exercise 6
■ Review the form of the present perfect: have + past participle.
■ Tell students they are now going to practise using the present perfect with for
and since, to say how long something has been true.
Answers
1 when he was four 2 yes 3 for = a specific time, since = a specific date
Exercise 7
■ Ask students to look at the timeline. Tell them to notice the past and present
(now). Ask Which lines show periods of time? Which line starts at a specific
point in the past?
■ Ask students to complete the task individually.
Answers
1 for 2 since
Exercise 8
Grammar note
The present perfect is formed with the auxiliary verb have / has + past participle. The
auxiliary inverts to form questions (Have you been . . .?) and takes not or usually n't to
form negatives (/ haven't been ...). In short answers, the auxiliary is used, so Yes, I have
not Yes, I been.
It is worth getting students to think about how for and since are expressed in their own
language and to say how it is different from English.
■ Give students time to study the question and answer forms.
Make sure they understand duration (length of time).
Answers
1 We invert the subject and the auxiliary h as/ have; Yes, he has. / No, he hasn't.
2 How long
Exercise 9 (* CD2/20
Pronunciation note
for reduces to /fa/ and been reduces to a short /bin/ when unstressed. Point out that
the strongly-stressed syllables carry the meaning, so, Sam, keen cook, four, and then
cooked and fourteen.
's is pronounced /z/ here: He's /hi:z/.
■ If necessary, explain contractions (when two words are put together, as in He is to form
He's) and weak forms (words that are pronounced in a reduced [not full] form).
■ Play the recording twice and ask students to just listen before answering
questions.
A udioscript (7 CD2/20
a Sam's been a keen cook since the age of four,
b He's cooked for more than fourteen years.
UNIT 10A TEENAGE CHEF 153
 Answers
1 Sam's, He's 2 /fa/ and /bin/

Exercise 10 CD2/21
■ Play the recording and ask students to repeat the question with the same
pronunciation.

Extra activity -------------------- Pronunciation note

In this sentence, the strong stress is on long and keen cook. Intonation rises over How
To provide further practice long and falls at the end. Notice the linking around the weak stresses:
of How long, for and since, /lor]_avja/ /bi:n_a/
try the following game:
How long have you been a keen cook?
Divide the class into groups
of three. Tell them to cut ■ Elicit where the linking is in the sentence: long have you = /longaviu/
up a piece of paper into
12 small pieces (the size A udioscript ( j CD2/21
of a business card). Write How long have you been a keen cook?
12 random time phrases
on the board similar to Exercise 11
the following: 2002;
my sixth birthday; ten Grammar note
Check that students are clear about when to use past simple or present perfect by asking
•minutes; ages; I was born; check questions about the use of the two tenses. Ask Do we say ’when’? Is it finished? If
a moment; lunchtime; I got yes students should use the past simple.
up; a thousand years; the
weekend; a fortnight. Ask
■ Ask students to think about what kind of information they would like to find out
each group to copy them
about Sam and to brainstorm some questions they could ask him.
on to their pieces of paper
■ Tell students to read the partial conversation. Remind them that the questions
then place the paper in a
may be in the present perfect or in the simple past. They should pay attention to
pile face down.
whether the action is still continuing, or whether it is finished.
To play the game, Student A
must first ask a How Answers
long ...? question. He or she 1 have you been 2 Ve cooked 3 started 4 Did you write 5 helped 6 have you sold
can ask a question from the 7 have reached
lesson or one they make
up, e.g. How long have you Exercise 12
lived in this town? or How ■ Ask students to complete the task individually.
long have you been in this ■ For additional pronunciation practice, give students time to practise reading their
lesson? Student В must turn questions with contractions and linking consonants and vowels.
over the first card and form
a sentence to answer. So, if Answers
the student turns over my 1 How long have you lived in this town? 2 How long have you known your best friend?
sixth birthday he or she can 3 How long have you played your favourite sport?
say I've lived in this town
since my sixth birthday or Exercise 13
I've been in this lesson ■ Tell students they will now have a chance to interview a classmate, using their
since my sixth birthday. questions from exercise 12.
If the answer is credible and Remind them to try to keep their conversations going with follow-up questions.
possible, the player wins the
card. If it is not credible, the
player must place the card
at the bottom of the pile
and the next player, C, turns
over the next card and has .
to form an answer.
In the next round, В asks C,
and so on.

154 UNIT 10A TEENAGE CHEF


Extra a c tiv ity-----------
For additional reading
practice, ask students
some or all of the following
questions about the reading:
How is Danish apetina
different from feta?
How many cheeses does
France have on the PDO?
What is turron made of?
What product from Hungary
is on the list?
Regional food 10B
Lead-in
Ask students to tell you some foods that are unique to their country, as well as any
that are famous from a particular region.
Reading
Summary
The PDO (Product of Designated Origin) system helps the makers of speciality foods
in certain countries and regions protect their methods and their identity.
Exercise 1
Culture note
EU /i:ju:/ stands for European Union. PDO /piidiisu/.
Melton Mowbray /'meltan 'm0 ubrei/ is a small, attractive town in Leicestershire in the
East Midlands.
A pie /pai/ is meat or vegetables or fruit inside a pastry casing with a pastry top. A pasty
/ paesti/ is meat and vegetables inside a pastry casing that is folded together.
Pastry / peistri/ is made of flour, butter, salt and water.
■ Ask students to look at the pictures and try to identify the four foods and where
they are from. Encourage them to make guesses if they do not know the
answers.
Vocabulary note
You could check the following words in context: classifying (grouping according to origin or
quality); imitation (a false copy); object (argue against); upset (made angry or sad); huge
(very big)
■ Allow about three minutes for students to read the text and answer the
questions. Elicit the answers from the class.
Answers
1 A chestnuts - Portugal; В brie - France; С turron - Spain; D feta cheese - Greece
2 a system for protecting foods made in a certain regions so that makers in other regions
cannot make a similar product and use the same name 3 France and Italy.
Exercise 2
^ ■ Give students about three minutes to complete the task. Ask them to work in
pairs to compare answers.
Answers
1 True 2 True 3 True 4 False 5 True 6 False 7 True 8 True
Grammar: causative have (have something done)
Exercise 3
■ Establish the contrast between regular active voice and the causative have by
writing an example on the board: I fixed my car. / 1had my car fixed.
и Elicit that we often use have something done when we talk about services we
pay for, and with verbs such as: fix, repair, wash, clean, etc. Highlight that with
the causative structure, we do not specify the person or people who are doing
the action.
UNIT 1OB REGIONAL FOOD 155

Extra activity----------
Tell students that preparations
are being made for the visit
of an important person to
the school. Ask them to work
in groups of four to come
up with five things that the
school is having done, e.g.
the school is having the hall
decorated / the grounds
tidied / a cake made. Elicit
ideas and write them on the
board.
156 UNIT 10B REGIONAL FOOD
Answers
1 no 2 yes 3 the producers
Exercise 4
Grammar note
In the structure have (.something) done, the causative verb have expresses the idea that
someone caused the action to take place but did not do the action him or herself.
Note that we can use get in place of have, especially in spoken English (He got his car
cleaned).
■ Go over the instructions, making sure students understand how to form the
causative.
Ask students to complete the task individually and then to work in pairs to
compare answers.
Answers
1 Pamela had her wedding cake made. 2 The author had his picture taken for the book
cover. 3 They had Thanksgiving dinner made.
Listening
Exercise 5
■ Discuss what students know about Roquefort cheese.
Exercise 6 (7 CD2/22
■ Tell students they will hear Sophie talking to her cousin Marc about Roquefort
cheese.
■ Go over any unfamiliar vocabulary, such as, geographical origin (where the
cheese is made), tradition (in this case, how long people have made it),
production method (how it is made).
A udioscript ( r CD2/22
Marc Would you like to try some French cheese?
Sophie Mm, yes, I would. Thank you very much.
Marc Tell me what you think of this.
Sophie Mm, it's delicious, it's quite strong, what's it called?
Marc It's called Roquefort.
Sophie Roque...?
Marc Roquefort. It's made here, in the south of France. People have made it here for
hundreds of years.
Sophie Mm. It's delicious. What kind of cheese is it?
Marc It's a sheep's cheese, you know made from sheep's milk.
Sophie Mm. I love it. How is it produced?
Marc Well, the milk comes from local specially bred sheep which are allowed to roam on
the fields by the mountains. Afterwards the shepherds make the cheese using the
raw milk.
Sophie So it's not pasteurised.
Marc No, it's completely natural. They leave the basic cheese to mature in the Roquefort
caves for three months, where the temperature and humidity are just right to
develop the special taste and appearance of the cheese.
Sophie Well, it's really fantastic. Is it famous in France?
Marc Mm, yes it is. And we've had it recognised for PDO status, you know only producers
from the Roquefort region can call their cheese Roquefort.
Sophie I must try and take some home with me.
Answers
Roquefort; Roquefort caves; people have made it for hundreds of years; leave it to mature
in caves for months.
 Exercise 7
■ Ask students to work in groups of four of five. Check that groups have all chosen
different products.
■ Give groups time to list what they know about the product's name / history,
ingredients and manufacturing. If necessary, allow, additional research time either
in or outside of class.
■ Ask each group to briefly present its product to the class.

Project

Culture note
Cheddar cheese is originally made in the English village of Cheddar in the county of
Somerset. It is hard with a yellow to off-white colour and accounts for over 50% of sales
of cheese in the UK. There are many imitation cheddar cheeses. However, only cheddar
cheese from the south west of England can be called West Country Farmhouse Cheddar.

Provide a large piece of poster paper, or several pieces taped together and ask
for a volunteer to make an outline of the map of your country, including a few of
the larger cities.
Extra activity---------- Ask the groups who worked together in exercise 7 to write their products in the
You could get groups to appropriate locations on the map. Tell them to also write any important details
briefly present their food to about the product (ingredients, history, etc.).
the class before putting it on
the map.
Support students by
introducing key language
from the listening to help
them put together their
presentation: We'd like to
talk about...; It tastes/
looks/ smells ...; strong/
sweet / sour / spicy; It's
made o f... / It's made in /
by ...; First; p ut/ take/
cook/ b o il/ mix ...; Then/
Next/ Afterwards, add/
h e a t/etc...

UNIT 10B REGIONAL FOOD 157

 юс Exotic tastes
Extra activity----------
For additional practice, ask
students to work in pairs
to read the conversation
several times, changing
roles once. Encourage
them to try the look up and
say technique: look at the
conversation and remember
the line; then look up,
make eye contact with your
partner and say the line.
This technique more closely
mirrors real communication
and can help students
internalise new language
and structures.
158 UNIT IOC EXOTIC TASTES
Listening and speaking
Exercise 1
■ Ask students to work in pairs to discuss the questions. Then take a class poll to
find out how often students eat in the various locations. Ask students to explain
why they like or dislike the different venues.
Exercise 2
■ Ask the question to the class, and elicit responses from several volunteers. Ask
them to tell the class about the last time they went to the restaurant. Ask What
was the occasion? Who did you go with? What did you eat?
Exercise 3 ( j CD2/23
■ Ask students to tell you what they know about Vietnam, and if anyone has ever
tried Vietnamese food.
■ Play the recording once and ask students to work in pairs to discuss their
answers. Then play the recording again, so students can complete and confirm
the answers.
Audioscript ( 7 CD2/23
My Hanh Let's stop here.
Hazel Wow, yes. It all looks really delicious, and it smells amazing.
My Hanh Yeah. I often come here. So what would you like to eat?
Hazel Well, what do you recommend?
My Hanh Well, let's look at the menu. There is pho. That's a soup with noodles - it's served
with beef or chicken.
Hazel Mm, that sounds nice. How is the beef cooked? I don't like it rare.
My Hanh Don't worry, it's well done. ... And there's mixao. That's crispy noodles with meat,
seafood and vegetables. You could also try cha ca.
Hazel Cha ca. What's it made of?
My Hanh Well it's made of fish, peanuts, onions and herbs, mixed and fried into a patty
shape.
Hazel Mm, you're making my mouth water.
My Hanh Or if you want to be adventurous, you can go for snail with lemon leaves and
ginger.
Hazel Mm, I'm not that keen on snails. But there's so much to choose from - I can't
make up my mind.
My Hanh Well, we're both hungry, so why don't we order a selection of dishes and share?
Hazel Yeah, that sounds great!
Answers
1 beef or chicken 2 meat, seafood and vegetables 3 fish 4 snail 5 a selection of dishes
to share
Exercise 4 ( j CD2/23
Vocabulary note
You could check: crispy (hard and breaks easily); noodles (thin strips made from wheat,
often eaten in Asian food), patty (small flat cake), snail (a small garden animal that
carries a shell on its back)
■ Give students time to read the partial conversation. Ask them to fill in any
information they remember from the first listening and to try to predict the rest.
■ Play the recording once or twice as needed.
Answers
See Audioscript CD2/23

Extra activity --------
For additional practice with
the words, ask students
to name particular foods
or dishes that use each
method of cooking.
Extra activity ----------
For additional practice you
could again ask students to
say what sort of foods you
do the action with. Or, for
example, you could say How
do you prepare carrots for
cooking? (slice, chop) How
do you put coffee in cups?
(pour)
You could add extra words:
peel' squeeze, blend, crush,
heat, freeze, drain, wash,
serve.
Exercise 5
■ Ask the class to brainstorm several examples of street foods that can be found in
your country.
■ Ask students to work in pairs and choose two or three of the foods to describe.
■ Tell each pair to imagine that one partner is a foreign visitor and the other a local
student.
Writing: a recipe
Lead-in
Ask students to think of their favourite dish and to work in groups of three or four to
play a guessing game. One student describes the ingredients and preparation of his
or her favourite dish and the others try to guess what the dish is.
Exercise 6
■ Tell students that they are going to learn how to write a recipe - instructions for
how to prepare a particular dish.
■ Ask students to work in pairs to discuss the questions.
Answers
1 They were originally cooked for the Chinese Spring Festival 2 different date, lasts for
15 days 3 fresh vegetables
Exercise 7
Vocabulary note
You could check the following words in context: stock (made from meat juices and flour);
starch (carbohydrate stored in plants)
■ Ask students to read the instructions and the ingredients and to tell you where
they could find the ingredients on the list in their city or town.
Vocabulary
Exercise 8
Pronunciation note
fry /frai/; boil /toil/; roast /raost/
Give students time to match the words to the definitions and then ask them to
work in pairs to compare answers.
Answers
1 e 2 b 3 d 4 a 5c
Exercise 9 ( r CD2/24
■ Ask students to look at the pictures. Read the cooking verbs and ask students to
repeat them after you.
■ Play the recording and ask students to mime the actions as they hear them.
A udioscript CD2/24
a stir b chop с slice d mix e drain
f pour g add h sprinkle
Exercise 10
Ask students to work in pairs to play a game of charades. Students take it in
turns to mime one of the cooking verbs while the other guesses which verb it is.
UNIT IOC EXOTIC TASTES 159
 Exercise 11
■ Give them time to complete the ordering task individually or in pairs. Point out
that the first item has been done for them.

Answers
2 g 3 d 4 b 51 6 e 7 a 8 j 9 f 10 h 11c

Exercise 12
■ Elicit a couple of examples of the sequencing expressions from the class (first of all,
next).
m Give students time to complete the task individually and then ask them to work
in pairs to compare their answers.

Answers
while, next, afterwards, when, then, first of all

Exercise 13
Extra activity---- >-■ Ask students to work in pairs or groups of three or four and choose a dish.
Once students have Encourage them to select a special or unusual family recipe, a traditional
prepared their recipes in favourite or delicacy, or simply a group member's favourite dish.
pairs, change the pairs and
ask them to describe their
recipes to each other. The
listening partner must show
their understanding by
miming the actions of the
recipe described.

160 UNIT 1ОС EXOTIC TASTES

 The food and the festival 10D
Lead-in
Write Scotland on the board and ask students to think of five things they know about
Scotland. Some things they might mention include: Edinburgh, Glasgow, Loch Ness,
Highlands, kilt; tartan, bagpipes, haggis, golf.

Listening and reading

Exercise 1 (r" CD2/25

Culture note
St Andrews is Scotland's oldest and most prestigious university. It is located north of
Edinburgh on Scotland's east coast. St Andrew is the patron saint of Scotland and his
cross is represented on the national flag (a white X on a blue background).

■ Give students time to read the partial paragraph and elicit some of the types
of information students might need to listen for (dates, numbers, names, etc.).
Make sure students know that the recording is not in the exact words of the text
in their Students' Books, so they will need to listen and follow along carefully in
order to complete the task.

A udioscript ( 7 CD2/25
When I was in Scotland I was invited to the annual Burns' Night dinner that celebrates the life
and work of the poet Robert Burns. Robert Burns is considered Scotland's national poet. Burns'
Night is held every year on January 25th, the anniversary of his birth. He was born in 1759
and came from a poor farming family. He had a limited formal schooling and he was mostly
self-taught. He collected Scottish folk songs, and he wrote many poems and songs in his short
life. Probably his most famous poem is Tam O'Shanter,' about a man who is chased by witches.
Many of his poems contain examples of Scottish dialect. He also supported radical causes like
the French revolution. Although he was famous, he died a poor man at the age of thirty-seven.

Answers
national poet; January; 1759; poor farming; taught; Scottish folk songs; poems; songs;
witches; French; thirty-seven

Exercise 2
■ Give students time to look at the menu.
■ Tell students to read the passage once for the general idea before they begin
completing the menu.
■ Ask students to discuss the questions in pairs.

Answers
Starter: soup with potato, leek, chicken
Main course: haggis, mashed potatoes, yellow vegetable (neeps)
Dessert: cranachan - oatmeal, honey, cream, raspberries

Exercise 3
Extra a c tiv ity ----------
Here are some further Culture note
questions to ask about the Auld lang syne /auld laeqzain/ is actually in Scottish English (not Gaelic). The Scottish
text: Where did the writer version of English was at one time so different from English as spoken in England that it was
more or less a different language. Even today, there are many Scottish words (wee instead
attend Burns' Night? What
of small, bairn instead of child) that are in common use in Scotland but not England.
are the ingredients of
New Year's Eve is a special event in Scotland - much more special than it is in England.
haggis? What did people
It's called Hogmanay
make speeches about?
Which two nights do people
■ Before students complete the task, point out that the first item has been done
sing Auld Lang Syne?
for them.

UNIT 10D THE FOOD AND THE FESTIVAL 161

 Vocabulary note
You could check the following words in context: delicate (not strong); recited (spoke
poetry); linked (joined); chorus (repeated part of a poem or song)
chieftain of the puddin' race = a chieftain is an old word for a leader or king and a
puddin(g) is a dish that is made of a mix of ingredients and boiled.
You may also need to check Scottish references (kilt).

■ To practise the sequencing expressions, ask students to describe the events of the
evening in pairs using expressions such as, first of all, then, afterwards, next, etc.

Answers
1 f 2 с 3 g 4 d 5e 6a 7b

Exercise 4
■ Give students time to read the poem silently. Go over any unfamiliar vocabulary.
■ Ask the class to tell you how the author feels about haggis, and what words or
phrases from the poem indicate his feeling.

Answers
He loves it.

Exercise 5
■ Give students time to read the instructions and the questions.
■ Allow about two minutes for students to complete the task.

Answers
1 Burns' Night 2 sheep's meat 3 boiled slowly in a pan 4 the author's grandmother
5 neeps and potatoes

Exercise 6
■ Tell students they will now have a chance to create their own poems about a
special food.
■ Ask students to work in groups of four of five and tell them to choose a dish for
their poem. Encourage groups to be creative and to add humour to their poems
if they so wish.
■ Ask for a volunteer from each group to recite the poem to the class.

Project
■ Ask students to work in pairs or groups of three or four and tell them to choose
an event to write about for their article.
■ If possible, allow some time outside of class for students to research and
prepare their articles. Remind them that all group members should take an
active role in brainstorming, researching, and writing the article.
■ Ask groups to create a first draft of their article and hand it in for feedback and
corrections.
■ Hand back the articles with written suggestions for improvement. Ask groups to
correct their articles and encourage them to find or draw pictures of the event to
accompany their final article.
■ Collect the final articles and compile them to form a class food traditions guide.

162 UNIT 10D THE FOOD AND THE FESTIVAL

 Case
Our daily bread Study 5

Lead-in
Ask students to talk about the bread they eat. What is it made of? What shape is it?
Do they always eat the same kind? Where do they get it? etc.

Exercise 1
■ Ask students to work in threes or fours to discuss the questions. Elicit answers
from the whole class.

Answers
Students' own answers

Exercise 2
■ Ask students to read just the right-hand column of the text to answer the
questions. They should work in pairs to create their answers. Elicit answers from
the whole class.

Answers
1 what we eat each day 2 not sweet 3 food that contains all we need 4 easy to find
or get 5 die of hunger 6 left the country

Exercise 3
■ Ask students to read the rest of the article and answer the questions. They can
compare with a partner before you elicit the answers from the class.

Answers
1 Naan/Chapati/Paratha 2 in Africa and Latin America 3 beans / milk and dairy products
4 in South America 5 cereals 6 rice

Find out more!

Explore this topic further by thinking about these questions:
■ What foods are the staple diets in different parts of the world?
■ What are the problems with growing and storing food?
■ What problems face the world in the next 50 years with regard to food?
Have a look at the National Geographic website to find answers to these and your
own other questions: www.nationalgeographic.com

CASE STUDY 5 OUR DAILY BREAD 163

 Reviews
Units 9 and 10
Unit 9 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self-assessment box.

Answers
Exercise 1
1 online shopping 2 street market 3 corner shop 4 shopping mall 5 chain store
6 department store

Exercise 2
2 If factories stopped making goods, shops would have nothing to sell. 3 If shops had
nothing to sell, they would have to close down. 4 If shops and factories closed down,
people would lose their jobs. 5 If people lost their jobs, they would not be able to go to
restaurants or have their hair cut. 6 If nobody worked anymore, we wouldn't be able to
buy food and necessities.

Exercise 3
1 These trousers are much too tight. 2 You're not old enough to wear make-up, Jenny.
3 we are very pleased to see you again. 4 Very sorry to keep you waiting. 5 Have you had
enough to eat? 6 This skirt is very expensive, but I'm going to buy it anyway.

Exercise 4
1 isn't it 2 how does it 3 if you slide your finger 4 you can unlock it 5 that's so cool
6 download all your favourite 7 how much would this cost me 8 you would be one of
9 would be so 10 far too expensive 11 you bought it 12 could give you 13 I'll let you
have it 14 just for today

Unit 10 review
Answers
Exercise 1
1 three-course 2 recipe 3 chef, cuisine 4 dish 5 dessert 6 cook 7 bill

Exercise 2
A boil В fry С bake D roast E grill

Exercise 3
1 long have you been 2 I have been one for ten years 3 I started at university where I
wrote articles 4 How many countries have you visited since you started? 5 I've been to
more than thirty 6 we've been in 7 we all went 8 we ate some 9 How many books have
you written? 10 I've written about six myself 11 I've edited 12 I finished 13 started
14 it's grown 15 What's the worst thing you've ever eaten? 16 I've eaten all sorts o f ...

Exercise 4
1W2W3W4W5C6C7W8C9W 10C 11 W 12C

Exercise 5
1925344751261 7683910 102 11 11 128

164 REVIEWS UNITS 9 AND 10

English around
11
the world
Topic English, varieties of English, languages
Reading The European Union, translators
Listening translators, asking for information at a language fair, describing something when
you don't know the word
Grammar reported speech, question tags
Function conducting a survey, describing things
Vocabulary language, numbers and percentages
Pronunciation stress and intonation in question tags
Writing presenting information
Speaking asking polite questions

Let's get started

Lead-in
Ask students to think about where they can see English used in their cities, towns
and communities, e.g. on some restaurant menus, street signs, in bus or train
stations, etc. Ask why and for whom they think English is used in those particular
places. Brainstorm English words that have entered the students' language in recent
years. Get students to think about words that have come from technology (computers,
mobile phones, etc) or political events.

Exercise 1
■ Give students a few minutes to work in pairs to discuss the questions.
■ When students finish, ask some volunteers for their ideas about where they
would like to study English. Elicit the reasons for their choices. If any students
have already studied English in another country, ask them to share what their
experiences were like.

UNIT 11 OVERVIEW 165


Extra activity----------
Give higher-level classes
additional practice by asking
them to cover the text and
use the vocabulary words to
tell you in their own words
who Joseph Conrad was.
Extra activity------ ----
Ask students to work in
groups of four to come up
with the top three reasons
why English is important to
them. Ask each group to
present their three reasons
to the class.
Alternatively, use the
questions below to extend
the activity into a discussion.
Ask How important is it to
speak English in a job these
days? Which jobs particularly
require English? In what
ways is speaking English
culturally useful? How often
have you used English for
real and why?
166 UNIT I I OVERVIEW
Vocabulary
Exercise 2
Culture note
Joseph Conrad was born Jozef Teodor Konrad Korzeniowski. He was born in the city of
Berdyczow, which is now Berdychiv in Ukraine, but later spent part of his childhood in
Warsaw. His father was a patriotic but poor Polish noble who was exiled for his part in an
uprising against Imperial Russian authorities. Following his parents' death, the eleven year
old Joseph was placed in his uncle's care in Krakow.
At the age of 16, Conrad began his adventurous life as a seaman. His exciting voyages
to Venezuela, India and into the Congo in Africa inspired some of his greatest novels,
Nostromo, Lord Jim and Heart of Darkness. In 1886, he changed his name and became
a British citizen. In 1891, he retired from the sea as a first mate, became a writer, married
an Englishwoman, had two sons, and spent the rest of his life living in London and Kent.
He is buried in Canterbury in Kent.
Most of Conrad's novels are based on his adventures at sea and are stories in which the
human spirit must face up to great personal trials. His prose shows tragic sensitivity and
influenced many modern writers.
Many films have been made based on his novels. Most famously, Apocalypse Now is based
on Heart of Darkness, with the action updated from colonial Congo to the Vietnam War.
■ Before students begin the task, ask students to tell you what (if anything) they
know about Joseph Conrad.
Vocabulary and pronunciation note
Check the following words in context: pick up a language (learn it quickly from talking
to people); catch what (someone) is saying (hear and understand what they say);
accent (tone and inflection of the voice); jargon (words and expressions particular to a
community of people)
accent /'aeksant/; jargon /с^а:дзп/; bilingual /bai'liqgwal/
■ Give students about two minutes to complete the task. Tell them to read the text
first and then to read it again and fill in the gaps. Make sure they know that they may
need to change the verb tense to fit the sentence in one case (pick up = picked up).
■ Do not go over the answers yet, as you will do so in the next exercise.
Answers
1 mother tongue 2 bilingual 3 picked up 4 jargon 5 accent 6 catch 7 native speaker
Exercise 3 ( r CD2/26
■ Play the recording and ask students to follow along and check their answers.
To confirm the answers, ask for volunteers to read part of the text aloud.
Audioscript (c CD2/26
England's Polish Genius
Joseph Conrad, the famous English writer, was actually a Pole, so his mother tongue was
Polish. In fact, English was his third language after Polish and French, in which he was bilingual!
Sailing on English ships in his youth, he picked up a lot of English, including the special jargon
spoken by sailors. Later in his life he wrote many novels based on his experiences. Conrad's
Polish accent was so strong that it was sometimes difficult to catch what he was saying.
However, when he wrote, no one could tell that he wasn't a native speaker.
Exercise 4
■ Before you begin this task, ask for volunteers to tell you what kinds of activities
they use English for outside of class.
■ Give students time to read the list of activities.
■ Tell students to tick the things they use or hope to use English for.
Ask students to work in pairs to compare their answers. Remind them to ask
their partner questions to find out more information. For lower-level classes, ask
the class to brainstorm possible follow-up questions first, and write them on the
board for students' reference.

Extra activity----------
Working in groups of three,
have student A pretend to
be the cousin of student B,
and student С an English-
speaking friend. Student A
should speak to student С
in their own language.
Student В has to translate
into English for student C.
Student С answers what
they heard in English and
student В has to translate
back into their own language
for student A. They should
then swap roles and practise
again. To wrap up, ask
students to tell you which
phrases they found more
difficult to translate, and
whether any translations
given were surprising to
them.
Extra activity----------
Ask students to report what's
on the signs and notices
using It says th a t... and
It's telling you to ... , e.g. It
says that they speak English
there. It's telling you to walk
carefully
By word of mouth 11A
Lead-in
Focus on the title of the lesson, By word of mouth. Explain that this is an idiom
commonly used in English. Then explain that by word of mouth describes the way
information is passed verbally, from one person to another, in casual conversation.
Reading
Exercise 1
■ Ask students to work in pairs or in small groups to discuss the two questions.
Alternatively, discuss the questions with the whole class.
■ Ask for volunteers to share any experiences they had when translating for
someone. Ask Was it difficult or easy? How did they feel about it?
Possible answers
Be careful - it's slippery; For today only - no ice-cream; We can send or deliver your bags
anywhere in the world; If you have a complaint, the office is open between 9 and 11 a.m.;
(American) English is spoken (well) here; Give any food you have for the animals to the
zoo keepers
Exercise 2
■ Tell students to look at the conversation. Ask what they notice about the way Sylvie
reports what her grandmother says.
->~ш Ask students to work individually or in pairs to complete the task, looking at
Sylvie's interpretation and working out what Sylvie's grandmother would have
said if she had been speaking directly to Tara in English.
Grammar
Exercise 3
Grammar note
Note that when reporting speech the pronoun often changes from I or you to he and
she, or from we to they.
When reporting orders, we use to and the infinitive (tell/ask (someone to do something)).
When reporting questions, the word changes from question to statement word order and •
auxiliaries are lost (He's asking where you live NOT He's asking where do you live). With
yes / no questions, if is used (He's asking if you're tired).
Note that there is no change of tense when reporting these questions as the reporting
(or translating) is being done on the spot.
■ Tell students the next set of exercises focuses on reported speech, i.e. telling
someone what someone else has said.
■ Ask students to complete the task individually, and to work in pairs to compare
answers.
■ Elicit the answers from the class and go over the word order and omission of
the auxiliary do when reporting questions.
-►■ For additional practice, call on pairs of students to help you. Say the English
sentences on the left of the table to Student A, who then translates it into reported
speech for Student B. Student В then gives an appropriate response, e.g.
Teacher: I am very pleased to meet you. Student A (to Student B): She says
she is very pleased to meet you. Student B: I'm pleased to meet you, too.
Answers
1 is very pleased to meet you 2 to sit down 3 have a sponge cake 4 if you want tea
or coffee 5 which part of England you come from
UNIT 11A BY WORD OF MOUTH 167

Extra activity----------
For additional practice, ask
students to work in pairs and
take in it turns to practise
the reported speech.
Student A says the direct
statements / questions and
Student В responds with the
reported speech.
Extra activity---------
You could ask students to
turn the letter into direct
speech, and to write the
dialogue between Tara and
Sylvie's grandmother.
Alternatively, see if students
can improvise the dialogue
in pairs, following the letter
while playing the two roles
and speaking in direct
speech.
168 UNIT 11A BY WORD OF MOUTH
Exercise 4
■ Give students about five minutes to complete the task individually. Remind them
to refer to the examples in the table on page 116 if they need help.
■ For additional practice, ask the class to tell you which phrases introduce
statements (She is telling you ... / She says th a t...) and which ones introduce
questions (She asks i f ... / She wants to know i f ...).
Answers
1 She says Oxford is a beautiful city. 2 She asks if you have ever eaten French food.
3 She is telling you to try a sponge cake 4 She wants to know if this is your first visit to
France. 5 She is telling you that she has cousins in London. 6 She says that you have
lovely red hair. 7 She asks if you know any French words or expressions / expressions or
words. 8 She wants to know if you will come again next week.
Exercise 5
Ask students to work in pairs to discuss the answers. Remind them that they
may need to change the subject pronoun (She = I / You) in some cases, and
change word order or add the auxiliary do as well as add a question mark to
questions.
Answers
1 Oxford is a beautiful city. 2 Have you ever eaten French food? 3 Try a sponge cake.
4 Is this your first visit to France? 5 I have cousins in London. 6 You have lovely red hair.
7 Do you know any French words or expressions / expressions or words? 8 Will you
come again next week?
Exercise 6
■ Highlight that students should read for any additional information they find out
about Magda's grandmother.
■ Give students about two minutes to read the email silently or call on a student
to read the message aloud. Alternatively, do this as a listening task. Ask students
to close their books and listen while you read the message.
To wrap up, ask students to read the text again and underline the examples of
reported speech in the email. Elicit the examples from the class.
Answers
Sylvie's grandmother gave Tara the sponge cake. She has cousins in London.
She likes English detective stories and has read all of Agatha Christie's novels. She is
going to give Tara some books.
Exercise 7
Grammar note
Here, Tara is reporting what was said before. The reported speech goes one tense back,
therefore, present simple or continuous to past simple or continuous, present perfect to
past perfect, etc. Note that both the past simple and present perfect go one tense back
to the past perfect.
Past continuous changes to past perfect continuous (he said he had been cleaning). Past
perfect forms in direct speech do not change in reported speech - there is no further
past to go to!
can (for ability) changes to could and will to would. Must and have to (for obligation)
change to had to. May often changes to might. However, be careful with modals as their
past forms are often dependent on their uses, e.g. I must go -» He said he had to go but
I must be late - » He said he must have been late.
 ■ Explain that for this task, students should use all of the information they know
about the conversation with Sylvie's grandmother.
■ Ask students to work individually or in pairs to complete the task. Tell them to
complete the sentences in the reported speech forms first, and then go back
and write in the tenses.
■ To check answers, go over the reported speech forms first. Then discuss the
tense change in each example, highlighting that in the present perfect, we
change the form to the past.

Answers
Oxford was a beautiful city - past simple
to know which part of England I was from - past simple
she was reading a book by Agatha Christie - past continuous
if I had been to France before - past perfect
she had written to them last week - past perfect
I could take the rest of the box - could
she would give me something in translation - would

Speaking
Exercise 8
■ Give students time to read the questionnaire and think about their answers.
■ Ask students to work in pairs or groups of three and tell them to take turns
asking one another the questions. Encourage them to ask follow-up questions
and to take notes to help them remember their partner's answers.

Exercise 9
■ Give students time to review their notes from exercise 8 and think about how to
rephrase the answers as reported speech. Point out the suggested phrases they
can use in the Student's Book.
■ Ask them to change partners and tell their new partner about their previous
partner's answers.
Extra activities -------- ■
■ To assess students' grasp of reported speech overall, call on individual students
You could extend this by to tell the class about their partners' answers to the questionnaire.
getting students to work
in pairs to think of other
questions to ask someone
about one of the following
topics:
Learning English (What do
you find difficult? What's
your favourite word? etc.)
English language culture
(What's your favourite
English language movie /
actor / song? Have you ever
read a book in English?)

UNIT 11A BY WORD OF MOUTH 169

 U lil Lost in translation
Lead-in
Brainstorm jobs where you need to speak more than one language. E.g. modern
language teacher, interpreter, translator, diplomat, air steward, hotel receptionist;
tour guide. Ask What other skills do people with these jobs need?

Exercise 1
■ Tell students to look at the picture of Kasia. Ask them to tell you where they
think she is.

Culture and vocabulary note

An interpreter translates spoken speech into another language. It is a very stressful
and demanding job in which you need to be quick-witted, able to concentrate for long
periods and linguistically resourceful.
The word translator is used to describe someone who translates one language into
another in written form.

■ Discuss the two questions with the class, eliciting that Kasia is an interpreter.
Explain or elicit that in the picture she is inside an interpreter's booth with audio
equipment that allows her to hear the speakers outside the booth and them to
hear her translation through earphones.

Exercise 2

Vocabulary note
You could check the following words in context: widely-used (used in most places);
mother tongue (first language); acts as a bridge (joins two things together); diplomatic
(careful and polite)

■ Give students about three minutes to scan the text and find out what the
numbers refer to. Encourage them to underline the answers in the text

Culture note
1 billion = 1,000,000,000.
Irish Gaelic is the first official language of the Republic of Ireland and has minority status
in Northern Ireland. It is mostly spoken in the west of the country but plays an important
cultural role in the life of the nation. It is a Celtic language, similar to other surviving minority
Celtic languages in Britain (Welsh - as spoken in Wales and Scots Gaelic) and France
(Breton - spoken in Brittany).
Basque is the official language of the Basque country which borders Spain and France.
It is a pre-lndo-European language and unique in Europe.
Catalan is spoken in the region of Catalonia around the city of Barcelona in north-east
Spain. It is a Latin language similar to Spanish and French.
Maltese, as spoken on the island of Malta, is a language descended from an Arabic dialect
that developed on the island between the ninth and fourteenth centuries. Its vocabulary
has a lot of Italian, French and English words. (Note that there is a text about Malta in
section 11C.)

Answers
23 - official languages in the EU
506 - language interpreting combinations
€1 billion - amount EU spends on translation per year
2 per cent - Gaelic spoken as mother tongue in Ireland
€2 - translation costs per citizen

170 UNIT 11В LOST IN TRANSLATION


Extra activity----------
Play translation whispers.
Divide the class into groups
of five or six. If possible,
get the groups to sit close
together in a circle. Then
get each group to write
down five sentences.
Each sentence must have
seven to ten words. Walk
round and make sure the
sentences are correct
Once the groups have
prepared their sentences,
they must pass the list to
another group. Student A in
each group has the list. He
or she must whisper the
first sentence to Student B,
the student to their left.
В must listen, remember
the sentence, then translate
it into their language and
whisper it into Student C's
ear. С must translate it into
English and whisper it into
D's ear. D tells E in their own
language. Then E tells F in
English. F (or E if you only
had five in a group) then
writes the sentence down
and compares it to the
sentence A has.
Continue with the next
sentence. In feedback, find
out how accurate the final
sentences were.
Extra activity ---------
Ask students to complete
a simple form with the
following information: name,
age, home town, telephone
number, school[ favourite
subjects, hobbies, favourite
sports, pets, achievements,
qualifications.
Students then take turns
to interview each other,
confirming the information
on the form.
Exercise 3
■ Give students time to read the questions and answer choices.
■ Set a time limit of about five minutes for students to mark their answers to the
questions.
Answers
1C2A3D4A5B
Exercise 4
■ For lower-level classes, allow students some time to think and write down their
answers before you begin the class discussion.
■ To extend the task, ask students to research minority languages in their country,
and find out: where they are spoken, how many people speak them, whether
the languages are taught in any schools, how they are passed down, any
literature written in the languages, etc.
Listening
Exercise 5 (* CD2/27
■ Play the recording only once, and then elicit the answers from the class. Ask
students to tell you any key words or phrases they remember that helped them
arrive at the answers.
Vocabulary note
You could check the following words in the listening: based in / at (the main place
you work); colleagues (people at work); challenging (difficult but rewarding to do);
sophisticated (technically complicated)
You could check words connected with interpreting: translate, booth, microphone, head/
earphones, channel
Play the recording again, so students can hear any answers they missed the first
time. Ask for volunteers to correct the false statements.
A udioscript f CD2/27
Interviewer So, Kasia, how long have you been an interpreter?
Kasia For about ten years. I joined the EU two years ago.
Interviewer And you're based in Luxembourg, aren't you?
Kasia Actually, I'm based at the European Commission in Brussels, but I work in
Luxembourg from time to time.
Interviewer What qualifications do you need to work there?
Kasia Basically, you need a degree and previous experience. You also have to pass a
competitive oral examination.
Interviewer So it wasn't easy, was it?
Kasia No it wasn't, but it was worth it.
Interviewer What's a typical working day like?
Kasia Well, I start work at 10.00 a.m. Then I have a one and a half hour lunch break
around 1.00 p.m. The afternoon session lasts until 6.30 p.m. I meet my two
colleagues in our booth. We change over about every twenty minutes.
Interviewer So you aren't on your own?
Kasia No, one of us has the microphone while the others have a rest. Interpreting
is very intensive. You have to concentrate really hard. At the end of a full day
session we are completely exhausted.
Interviewer But you enjoy it, don't you?
Kasia Oh yes, absolutely - I like the fact that it is challenging, and that I can use my
strengths: my love of languages and the ability to communicate clearly.
Interviewer Do you translate from Polish into English too?
Kasia No, an interpreter at the EU translates into his or her mother tongue.
Interviewer OK. How do each country's representatives at the meeting listen to what is said?
Kasia Well, each language has its own channel, so there is some very sophisticated
sound equipment. If somebody in the room speaks English, I can hear them
through my headphones on the English channel. I listen to them and, with
a delay of several seconds, I put in Polish what this person said in English.
People in the room who want to listen to interpretation in Polish hear me on
the Polish channel through their headphones.
UNIT 11B LOST IN TRANSLATION 171

Extra activity---------
Brainstorm as many false
friends as students can
think of between their own
language and English. Write
them on the board. Ask
students what problems or
confusions any of the words
might present to someone
translating between the
languages.
172 UNIT 11B LOST IN TRANSLATION
Answers
I T 2 T 3 T 4 F 5 F 6 T 7 T 8 T 9 F 10F
Exercise 6 ( r CD2/28
■ Tell students they will now hear Kasia talking about a misunderstanding that
occurred as a result of a translation.
Vocabulary note
Race can only be used to describe people: the human race, racial characteristics;
Different types of wild animals are called species. Different types of dogs, cats, sheep or
other domesticated animals are called breeds.
■ Give students time to look at the notes. Encourage them to make some
predictions about the missing information.
■ Play the recording and then ask students to compare answers in pairs.
■ For additional speaking practice, ask students to recreate the story in their
own words.
A udioscript ( 7 CD2/28
Once I was at a meeting where there was a person from Rottweil in Germany. In English,
he said, Tm from Rottweil, which is famous for its dog-race.'1 thought he meant a running
race so this is how I put it in Polish. My listeners were confused because Rottweilers are
big, heavy dogs - it is difficult to imagine them running a race. Later I realised that it was a
misunderstanding - the word race in many languages, including Polish means also a breed or
type of dog, but in English it is not used in this way. It is a classic example of a false friend.
Answers
1 Germany 2 dog race 3 running 4 big 5 heavy 6 breed, dog
Exercise 7
■ Ask students to think of any similar language-related misunderstandings they
may have had or heard about.
-►■ Tell them to work in pairs to share any experiences. Then elicit a few from the
class.
Grammar: question tags
Exercise 8
■ Discuss the questions with the class.
■ Highlight that rather than asking a real question in order to find out the answer,
tag questions serve to confirm information we think we already know.
Answers
1 agree 2 no
Exercise 9
Grammar note
Form is quite complicated here and requires a good understanding of grammatical terms.
It is worth asking guided questions to show students how to work out form.
Write the following on the board (and ask the questions in brackets):
You like swimming,__________________________ ? (What's the subject? You)
You like swimming,__________________________ you? (What's the auxiliary? do)
(Make the affirmative negative: don't)
You like swimming, don't you?
Encourage students to follow this procedure when doing exercise 11.
■ Ask students to work in pairs to complete the task.
■ Go over the answers with the class.

Extra activity---------
Write six to eight simple tag
starters on the board (e.g.
You've had breakfast; We
aren't doing Maths; etc.)
Ask students to work in
pairs. A reads out the
sentences with the correct
intonation. В answers
(Yes, I am; Yesr I have;
No, we aren't). Change
roles. Monitor and make
sure students are using
falling intonation.
Answers
1 auxiliary 2 pronoun 3 order 4 opposite 5 statement
Pronunciation: saying question tags
Exercise 10 CD2/29
Pronunciation note
Notice that the strong stress is on the auxiliary in a tag question and that the intonation
pattern actually rises over the auxiliary then falls over the subject.
It wasn't easy, was it?
Falling intonation suggests certainty so it is logical to use it when the speaker is
merely expecting confirmation. Notice that rising intonation suggests uncertainty and
tentativeness. Rising intonation is used on question tags when the speaker is unsure of
the response. For example, a worried mother asking a doctor about her ill child:
He will be all right, won't he?
■ Read the instructions and ask a student to explain the meaning of falling
intonation (the voice goes down). Contrast this and give an example of rising
intonation with a yes / no question.
■ Play the recording, pausing between sentences for students to repeat chorally.
Call on individual students to say the sentences, and correct the intonation as
necessary.
A udioscript ( f CD2/29
a You're based in Luxembourg, aren't you?
b It wasn't easy, was it?
с You enjoy it, don't you?
Exercise 11
■ Give students about five minutes to work individually or in pairs to complete the task.
■ Remind them to follow the steps in exercise 9. For lower-level classes, do the
first item or two with the whole class.
■ For additional practice, ask students to repeat the questions, focusing on the
falling intonation pattern. Then ask students to work in pairs and tell them
to take it in turns to ask the tag questions and give answers based on the
information in exercise 5.
Answers
1 isn't it? 2 doesn't she? 3 didn't she? 4 does she? 5 isn't it?
6 don't they? 7 does she? 8 is it?
Exercise 12
■ Ask students to form groups of three or four.
■ Give them time to think of tag questions. To help them get started, ask the class
to brainstorm several additional topics to ask questions about (school, school
subjects, sports, weather, etc) and write the topics on the board.
UNIT 11В LOST IN TRANSLATION 173
 lie Question and answer
Lead-in
Ask students to tell you what they think the advantages might be of studying English
in another country.

Exercise 1 ( f CD2/30

Vocabulary note
You could check the following words from the listening: spore a couple of minutes (give
me two minutes of your time); host family (a family that you stay with in their house)

■ For lower-level classes, tell students that Richard asks about three things.
■ Play the recording once. Then go over the answers with the class.

A udioscript (7 CD2/30
Richard Do you speak English?
Carmelita Yes I do. Can I help you at all?
Richard Can you spare me a couple of minutes?
Carmelita Mm yes, of course.
Richard I'm thinking of doing a language course in Malta. Could I have one of your
brochures?
Carmelita Yes, of course.
Richard And is it all right if I ask you some questions?
Carmelita Certainly - I'll do my best to answer them. What would you like to know?
Richard Well, what are the advantages of studying in Malta?
Carmelita Well, first of all our school is excellent and it's a lot cheaper than going to London.
And of course the weather is fantastic.
Richard Can you tell me if people speak good English?
Carmelita Certainly. Nearly everybody is bilingual in Maltese and English. They are both
official languages.
Richard What's the social programme like?
Carmelita Well, there are activities every evening and weekend, so you'll never get bored.
Richard I'd like to know where students live during their studies.
Carmelita Well, most of them live with a host family. That's what we recommend.
Richard Thanks very much for your time.
Carmelita You're welcome.

Answers
the advantages of Malta, accommodation, social programme

Grammar: asking polite questions

Exercise 2 ( j CD2/31
■ Tell students this exercise focuses on asking questions politely in English.
■ Ask students to look at the partial sentences and try to reconstruct Richard's
questions from the listening in exercise 1. Then play the recording.

A udioscript ( J CD2/31
1 Do you speak English?
2 Could I have one of your brochures?
3 Can you tell me if people speak good English?
4 What's the social programme like?
5 I'd like to know where students live during their studies.

Answers
1 Do you speak 2 Could I have 3 Can you tell me 4 What's the 5 I'd like to know

174 UNIT 11С QUESTION AND ANSWER

Exercise 3

Grammar note
In indirect questions, question word order changes to statement word order e.g. I'd
like to know where they live NOT I'd like to know where do they live. As with reported
questions, yes / no questions use if e.g. Can you tell if he's here?
Notice that modals such as would or could are used to sound tentative and therefore
polite in indirect questions e.g. Could you tell me , I'd like to ...

■ For additional practice, ask students to think of more questions to ask about a
prospective school, using indirect question forms.

Answers
1 1-3 are direct questions, 4 and 5 are indirect questions (5 is a statement, which
serves as a question) 2 1-3 3 4 and 5

Pronunciation: polite intonation

Exercise 4 ( r CD2/32
■ Play the recording once or twice as needed. Ask students to underline the
stressed words in each sentence. Remind them that stressed words are usually
the words carrying the important meaning in a sentence.
■ Ask students to work in pairs to compare answers.

A udioscript ( f CD2/32
1 Do you speak English?
2 Could I have one of your brochures?
3 Can you tell me if people speak good English?
4 What's the social programme like?
5 I'd like to know where students live during their studies.

Answers
1 speak English 2 brochures 3 social programme 4 speak good English
5 where students live

Exercise 5

Pronunciation note
The wider and more emphatic the intonation pattern, the more polite the indirect
questions sound, so encourage students to have a go. English has a very wide intonation.

1 Do^/etrspeal^^Dglish^
2 Q ^ u l4 ^ fia v ^ ^ yoi ir

3 What's the se^t^rogran^rme-iike^

4 Gafl-yoy^eltTnesf people speak good-f rrgfrslt?

5 I'd 1 s t u d e n t s live during theip-sfadi£5.

■ Play the recording again, pausing between sentences for students to repeat.
■ Call on individual students to repeat the sentences. Correct intonation and stress
patterns as needed.

Speaking
Exercise 6
■ Give students time to read the Useful expressions box on page 120 silently.
■ Give students time to read the questionnaire.
■ Ask students to work in pairs and discuss how to rephrase the questions in a polite
form. Tell them that there may be more than one way to express each question.

UNIT 11C QUESTION AND ANSWER 1


Extra activity ----------
To support students in
reporting the survey, and to
revise reported speech, try
the following procedure.
Divide the class into groups of
five. Make sure that students
in each group are not with
the partner they worked with
when doing exercises 6 and
7. Ask students to share their
information. They should
have information about ten
people. That is enough to be
able to present meaningful
statistics.
Write (or brainstorm) these
phrases to the board:
We asked ... if / why /
which ...
Half the students we
interviewed said that...
One/Two of the students
told us th a t...
70% of the students said
that...
Ask the groups to prepare a
report on the findings using
the phrases. Listen to a few
of the groups' reports.
Extra activity ----------
Ask students to research and
write about another polyglot
country. It is easy for them
to find information on the
Internet. Ask students to
draw a bar or pie chart and
to present information about
the different languages
and who speaks them.
Suggested countries include:
Spain, Canada, India,
South Africa.
176 UNIT 11С QUESTION AND ANSWER
Possible answers
1 I'd like to know which languages you speak. 2 Can you tell me why you are studying
English? 3 Can you tell me if you speak English or another language outside of school?
4 I'd like to know which accent you find more difficult to understand. 5 Could you tell me
if it's easier to understand English spoken by native speakers or other foreigners?
Exercise 7
■ Tell students to take it in turns to ask and answer the questions and to make notes
on their partner's answers. Encourage higher-level classes to ask follow-up questions.
Exercise 8
When students finish their interviews, ask for several volunteers to collect and
compile the results of the survey. Give them time outside of class if needed.
Writing: presenting information
Exercise 9
Vocabulary and pronunciation note
33.3 per cent (thirty three point three per cent)
per cent /pa'sent/; quarter /'kwDita/; third /03:d/; half /ha:f/
■ Nominate several students to read the percentages in the box aloud.
■ Give students time to complete the task individually. Tell them not to worry if
they are unsure of any answers. Remind them that some numbers are used
more than once.
Answers
a 25 per cent b 33.3 per cent с 90 per cent d 50 per cent e 25 per cent
f 66.6 per cent g 10 per cent h 10 per cent i 75 per cent
Exercise 10
Vocabulary note
You could check the following words in context: polyglot (speaking many languages); reflects
(shows); occupied (arrived and controlled as a foreign power); origin (coming from);
Culture note
Malta (/'тэ:кэ/) is an island in the Mediterranean between Sicily and Tunisia. Historically,
it was controlled by the Romans and Byzantines before falling to Arab rulers in the tenth
century who introduced the fundamentally Arabic language that would eventually become
Maltese.
Malta was part of the British Empire between 1814 and independence in 1964. That's
why English is the other official language and commonly spoken on the island.
■ Go over the terms bar chart and pie chart and make sure students know which
one is which. Point out that the bar chart shows the number of people who
speak the languages in Malta, and the pie chart shows preferred first languages.
■ Explain that students should read Richard's report and decide which languages
should go in the blanks in the charts.
Answers
(bar chart from left to right) Maltese, English, Italian, French
(pie chart, from largest section to smallest) Maltese, English, Italian
Exercise T1
■ Tell students they are going to write a summary of the results of the class
language use survey from exercises 6 to 8.
■ Give each group the compiled survey results. If supplies are available, hand out
poster paper and felt pens and tell groups to create a graph/chart to help show
their results.
 Varieties of English 11D
Lead-in
Elicit or explain that there are many different varieties of English spoken around the
world, depending on the geographical location, e.g. British English, American English,
Australian, Irish, Scottish, etc. Accents and vocabulary also vary within a country.

Listening
Exercise 1 (7 CD2/33
Vocabulary note
You could check the following words from the listening: exaggerated (said to be more
different than they are); no big deal (not very important); cleared up (explained or solved)

■ Parti - Give students time to look at the table. Make sure they understand the
abbreviations for British and American English (BrE and AmE).
■ Explain that the speaker, Damian, is giving some examples of differences between
these two varieties of English. Give students time to read the information in the
table and to try to predict the missing examples before playing the recording.
■ Part 2- Ask students to read the lists of words and match any they already know
or remember from the first listening, play the recording again so students can
confirm the answers.

A udioscript CD2/33
Interviewer Some of our listeners are worried about differences between British and
American English At school they mostly study British English, so they worry that
they won't be able to understand Americans, or make themselves understood.
Damian Well, first of all, I don't think people should worry. There are some differences
between the two versions, but they are often exaggerated.
Interviewer OK, but what about grammar. There are some important differences there,
aren't there?
Damian Well Americans say 'Did you eat yet', instead of 'have you eaten' and 'a quarter
of ten' instead of 'a quarter to'. Prepositions can be used differently too, in
British English we ask what someone is doing at the weekend, but in the
States it would be 'on the weekend'. But I don't think any of these differences
interfere with communication. It's no big deal, as the Americans would say.
Interviewer And what about vocabulary, then?
Damian Well, there are certainly quite a few differences. For instance, in English we
talk about the 'bonnet' and the 'boot' of a car, in American English it is the
'hood' and the 'trunk'. Americans live in an 'apartment' and the British in a 'flat',
in New York they take the 'elevator' but in London we take the lift'. We have
a 'biscuit' with our tea, and the Americans have 'coffee and cookies'. All the
same, I really don't think this matters that much, it's easy to understand what
people are talking about from the context, isn't it?
Interviewer Yes, I suppose so. But are there cases when there could be a real
misunderstanding?
Damian Let me think, I suppose one example is with the word 'mad'. In British English
it means 'crazy', whereas in the US it means 'angry'. But these differences are
easily cleared up.
Interviewer So basically you're telling listeners not to worry if they go to the States.
Damian That's right. They should just relax and enjoy themselves! I think more
communication problems arise from dealing with very strong regional accents
and dialects than anything else, and that can happen even in your own
language in your own country!

Answers
1 AmE a quarter to ten AmE What did you do on the weekend? BrE Have you eaten?
21c2a3e4d5b

UNIT 11D VARIETIES OF ENGLISH 177


Extra activity ----------
To expand the conversation,
elicit some of the spelling
differences between the
two varieties of English,
e.g. colour / color, flavour /
flavor, learnt / learned,
practise / practice, etc.
178 UNIT 11D VARIETIES OF ENGLISH
Exercise 2
■ Ask students to tell you the other pairs of English and American words they
may know.
Possible answers
British / American differences (British first)
chips / fries; crisps / chips; torch / flashlight; rubber / eraser; motorway / highway;
petrol / gas; tin / can; pram / carriage; jam / jelly; post / mail; film / movie; cinema /
movie theater; queue / line; trousers / pants; full stop / period; car park / parking lot;
pavement / sidewalk; lorry / truck; dustbin / trash can; holiday / vacation; postcode /
zip code; football / soccer; underground / subway
Exercise 3
Culture note
Grammatically, differences between British and American English are quite small.
American, for example, uses some different past participles (gotten for got; sawed
for sawn, sni/c/: for sneaked). It also uses the past simple with just, already and yef (/
already ate). American English avoids have got and have got to, favouring I have a car
or I got a car and I have to go or (emphatically) I got to go. American English does not
use shall or shan't.
As the speaker says, differences between American and British English are largely down
to vocabulary. Speakers of standard versions of each have no problems understanding
each other but are often surprised by each other's choice of words.
The major differences in pronunciation between standard British and American English lie
in the length and pronunciation of vowels. Standard British English is clipped with much
shorter vowel sounds (in general) than American - a drawl. In the standard received
pronunciation English of the south east of England, vowels are often rounded: /a:/ as in
bath /ba:th/ and /л/ as in cut /kAt/. In American these sounds are long and flat: /ае/
as in bath /baeth/ and /и/ as in cut /kat/.
-■ Ask students to comment on which accent they find easier to understand, for
example, when they watch movies or hear native speakers of each variety.
Reading
Lead-in
Write Australia, New Zealand and South Africa on the board. Then write Facts and
Opinions. Ask students to work in pairs to think of at least one fact and one opinion
about each country. Brainstorm some ideas to the board.
Exercise 4
Culture note
The Australian penal colony of New South Wales was set up in the late eighteenth century
and many of the prisoners sent there were from major British cities, notably London.
As a result Australian English is influenced by Cockney (the working class accent of east
London). It is also influenced by Irish settlers and by American English (many Americans
came to Australia during the mid-nineteenth century gold rushes). New Zealand differs
only a little from Australian - the pronunciation of /I/ may come from the greater
influence of Scottish settlers in the country.
Settlement by English speakers began in South Africa after the cape became a colony
in 1806. Although only the fifth most common language, it is the most used in public
life and in commerce.
India has 90 million English speakers. However, only 250,000 are speakers of English as
a first language.
English-speaking countries in the Caribbean include Jamaica, Antigua, Barbados,
Guyana, Trinidad and Tobago, Grenada and many others. The variety of English spoken
on each island varies quite considerably. Slaves were first brought to Jamaica in the
seventeenth century.
■ Ask students to try to predict the answers to the questions.
■ Give students about five minutes to complete the task. Encourage them to read
the text once through before trying to answer the questions.

Answers
1 They add -o and -ie. 2 Cockney - the London accent 3 it rises at the end. 4 because
of Australian TV programmes 5 tell the difference between people from Australia and
New Zealand 6 one in ten 7 Some people have adopted the pronunciation; sounds
like New Zealand accent.

Spotlight on reading skills: guessing meanings

■ Give students time to find the bold words in the text and mark what they think
the words mean.
■ To check answers, ask students to tell you the meanings and any words or
information in the text that helped them guess.

Answers
1b 2 a 3 с

Exercise 5

Vocabulary note
You could get students to work out the following words from context: led to (resulted
in); upsets (makes someone feel sad or angry); treated (used); influence (big affect on
something); mockingly (in a way that means it is being laughed at)

■ Ask students to work in pairs and assign A and В roles.

■ Give students about three minutes to complete the reading task. Tell them to
make notes, or underline the places in the text where they found the answers.
■ Do not check the answers, as students will exchange the information in exercise 6.

Answers
Indian English Carribbean English
1 Ex-British colony Ex-British colony
2 Can feel negative, reminder of being an
ex-colony
3 Present continuous instead of present Use Me instead of /
simple; isn't it (for all tag questions)
4 Hindi-English Jamaican-English
5 People feel English is polluting Hindi Makes parents and teachers crazy
language

Exercise 6
■ Give students about five minutes to share their information. Tell them to take
notes on their partner's information.
■ To check answers, draw two columns on the board and ask for volunteers to
come up and write their answers.

UNIT 11D VARIETIES OF ENGLISH

 Е'
Ei
Describing things
Listening and speaking
Lead-in
Ask students how many of them have eaten at a restaurant in a foreign country. Ask
them to describe the experience and what made it challenging and what helped
make it easier for them.

Exercise 1
■ Ask students to look at the picture and describe the scene.
■ Ask them to work in pairs to discuss their answers to the two questions. Then
elicit some ideas from the class.

Exercise 2 (7 CD2/34
■ Elicit the information students need to listen for: the name of the two things
Natalie wants.

A udioscript f CD2/34
1
Natalie Have you got one of those things for putting paper together?
Jim What, one of these - a paper clip?
Natalie No, it's a sort of machine. What do you call it in English?
Jim Oh, you must mean a stapler.
Natalie A sta...? I didn't catch that. How do you spell it?
Jim S-T-A-P-L-E-R.
Natalie Oh, a sta... how do you pronounce it?
Jim Stapler

2
Natalie Have you got any of that sticky stuff?
Jim What? Glue?
Natalie No, not glue. A kind of plastic ribbon. We call it 'scotch'.
Jim Let me think ... oh, you mean sticky tape.

Answers
1 a stapler 2 sticky tape

Exercise 3 (7 CD2/34
■ Give students time to read the partial conversations.
■ Ask them to try to complete any information they remember from the first
listening, and to try to make some guesses where they don't remember.
■ Play the recording once or twice as needed.
■ To check answers, call on two pairs of students to read the conversations aloud.

Answers
See Audioscript CD2/34

Exercise 4
■ Give students about one minute to complete the task individually, elicit the
answers from the class.

Answers
one of those things for putting paper together, it's a sort of machine, that sticky stuff, kind of
plastic ribbon, We call it scotch.

180 EVERYDAY ENGLISH DESCRIBING THINGS

 Exercise 5
■ Read the question to the class and elicit the answers.

Answers
I didn't catch that How do you spell it? What's it called again? You must mean a stapler. You
mean sticky tape.

Exercise 6
Extra activity--------------------- •■ Ask students to work in pairs and tell them to choose A and В roles.
A guessing game. Divide ■ Tell students to turn to the appropriate pages in their Student's Books and follow
students into pairs. Ask each the instructions.
pair to write a list of ten
common, small items. They
can use dictionaries but
should choose simple things
to describe (a rubber, a
plug, a bottle top, etc).
Once they have a list ask
them to give their list to
another pair. They must
think how to describe the
words, using the vocabulary
from the lesson.
Now divide the pairs again.
Make sure students are
with a partner who did
not prepare their intitial
list. Students take turns
to describe their objects.
Their partner must write
the names of the objects.
At the end, students should
compare and find out how
many they got right, and
should give the English word
for any objects their partner
did not know.

EVERYDAY ENGLISH DESCRIBING THINGS 181

 12
People and places

Topic important events, influential people, interesting places

Reading famous architecture, Machu Picchu
Listening safety warnings, on a group tour
Grammar the passive, relative pronouns
Function guiding and warning
Vocabulary important people and places, descriptive adverbs and adjectives
Pronunciation sentence stress and voice range
Writing an informal email, making descriptions interesting
Speaking planning and giving a tour, giving safety warnings

Let's get started

Lead-in
Tell students that this unit will focus on important historical events, influential people,
and interesting places in the world. Ask the class to predict some of the events, peo­
ple, and places the unit will contain. Encourage students to make as many guesses
as they can.

Exercise 1
■ Ask students to look at the picture. Try to elicit which event is depicted.
(;Roundheads from The Sealed Knot prepare for battle.)
■ Read the instructions and the two questions to the class. Make sure students
understand re-enactment (a dramatic performance that portrays a historical
event).
■ Give students a few minutes to work in pairs to discuss the questions.
■ When students finish, ask for some volunteers to tell you what they know about
The Sealed Knot and the Civil War in England.
■ Ask the class about any historical events in their country that are celebrated in
re-enactments.

Vocabulary
Exercise 2
■ Call on a student to read the questions aloud.
■ Give students about a minute to scan the text for the answers to the questions.
Remind them that they do not need to understand every word; they should
focus simply on finding the answers to the questions.
■ When students finish, go over the answers with the class.

Answers
1 The Parliamentarians (Roundheads) defeated the Royalists (Cavaliers).
2 The Sealed Knot are a group who dress up as Roundheads and Cavaliers and
re-enact the battle.

182 UNIT 12 OVERVIEW


Extra activity ---------
For additional practice, ask
students to create new
sentences using the words
in bold.
Exercise 3
■ Read the words in bold in the text and ask students to repeat them after you.
■ Give students time to read the definitions. Remind them to use the reading skill
from unit 8 - guessing meaning from the context.
я Ask students to work in pairs to compare answers before you confirm the
answers with the class.
Answers
1 festival 2 highlight 3 re-enactment 4 dressed up 5 commemorate 6 parade
Exercise 4
■ Ask the question to the class and lead a discussion about national and regional
events in their country and how they are celebrated. Remind students to try to
use the vocabulary they learned in exercise 3.
UNIT 12 OVERVIEW 183
 12А A heroine and a hero
Extra activity ---------
Play a quiz-style game with
the class to give students
practice scanning for details.
Write specific details from
the text on the board,
e.g. cotton farms, 1913, 11,
1955, Martin Luther King,
Henry Ford Museum.
Divide the class into two
to four teams (depending
on class size), and ask
teams to scan the text and
write a question for each
piece of information on
the board. For example, for
. cotton farms, they could
write Where did most of
the African American slaves
work? The first team with a
correct set of corresponding
questions wins.
Extra activities --------
1 For additional practice,
ask students to find and
underline other examples of
the passive in the text.
2 Do a simple drill to review
and practise past participles,
especially irregular ones.
Write the following sentences
and prompts on the board:
- The teacher gave her the
answer.
- The theatre showed the
movie twice.
- Someone saw the thieves
leaving.
- Someone broke the lamp.
- The police caught the man.
- The class chose Tim as
president.
- We ate the cake quickly.
- We heard the sound from
far away.
- He stole the ring from a
jewellery store.
Point to each sentence and
call on a student to change
it to a passive sentence.
Lead-in
Ask students what they know about the history of African Americans in the USA.
Try to elicit some information about slavery, the civil rights movement, and the
names of any civil rights leaders they may know.
Reading
Summary
Rosa Parks was an African American woman living in Alabama in the 1950s. In 1955
she broke the law by refusing to give up her seat on a bus, which was an influential
moment in American history.
Exercise 1
■ Ask students to look at the picture and predict who and what the story is about.
Accept all answers, as students should be encouraged to make guesses at the
prediction stage.
Exercise 2
■ Read the questions to the class.
-■ Give students about three minutes to read the text and answer the questions.
Tell them to read the text once for general meaning before they try to answer
the questions.
■ Ask students to work in pairs to discuss their answers. Then elicit the answers
from the class.
Answers
1 Alabama 2 They had been slaves in the past. 3 They were treated as second-class
citizens. 4 She refused to give up her seat for a white man on the bus. 5 She was
arrested. Black people began to protest. The law was changed.
Grammar: the passive
Exercise 3
■ Give students time to read the example sentences.
■ Elicit the verbs in the sentences (refused\was taken).
я Ask students to work in pairs to discuss the questions. Then go over the answers
with the class.
Answers
1 she refused 2 took her to the police station 3 the police
Exercise 4
■ Ask students to complete the rule.
Elicit the answers from a volunteer.
Answers
be, past participle
Exercise 5
■ Explain (or elicit an explanation of) the terms active and passive. (An active verb
describes an action that the subject does; a passive verb describes an action
done to the subject by someone or something else.)
■ Give students time to read the active sentences in the table. Encourage
higher-level classes to try to complete the answers without looking back at the
text, and then go back and check their answers.

184 UNIT 12A A HEROINE AND A HERO

 Answers
1 Alabama is known for its aerospace industry and cotton. 2 Black people were treated as
second-class citizens. 3 Rosa was called 'the mother of the civil rights movement'. 4 They
had been given their freedom by Abraham Lincoln. 5 The bus where Rosa made her protest
can be seen in Detroit. 6 An African American will be chosen as the American president.

Exercise 6
■ Ask students to listen while you read the biography of Barack Obama aloud.
■ Go over the first few sentences with the class, asking students to change the
verbs to the passive where possible.
■ Ask students to complete the task individually, re-writing the biography on a
separate piece of paper.
■ Collect students' papers and hand them back later with your feedback,
corrections, and suggested improvements.

Speaking
Exercise 7

Culture note
Martin Luther King - 15 January 1929-4 April 1968; American clergyman, activist and
civil rights leader
Mahatma Gandhi - 2 October 1869-30 January 1948; leader of the Indian
independence movement.
Nelson Mandela - 18 July 1918-present; former President of South Africa; anti-apartheid
activist, leader of the African National Congress
Mother Theresa - 26 August 1910-5 September 1997; Albanian Catholic nun with
Indian citizenship, founded the Missionaries of Charity in Calcutta, India in 1950, worked
in India for over 45 years helping the poor, sick, and dying
Millicent Fawcett - 11 June 1847-5 August 1929; English suffragist (person who
fought for women's voting rights) and an early feminist, worked to improve women's
opportunities for higher education, co-founded Newnham College, Cambridge in 1871

■ Before you begin this task, ask students to look at the pictures. Ask for volunteers to
read the names of the people aloud. Try to elicit what country each person is from.
■ Call on a student to read the list of causes aloud. Go over any unfamiliar
vocabulary, e.g. votes (the right to choose a country's leadership), apartheid
(separation of black and white people).

Answers
A civil rights in the USA В independence С end of apartheid D helping the sick
E votes for women

Exercise 8
■ Before you begin this task, ask the class to brainstorm ways in which influential
people are honoured (statues, parades, etc). List students' ideas on the board.
■ Ask students to form groups and decide on a local hero or heroine that they will
honour.
■ Give students about 20 to 30 minutes to brainstorm ideas and create their plan.
If supplies are available, hand out poster paper and felt pens and encourage
groups to draw maps, diagrams, or bulleted lists for their plans.
■ When groups finish, ask them to take it in turns to present their ideas to the
class. Alternatively, ask each group to present to one or two other groups.

UNIT 12A A HEROINE AND A HERO

 12В Architectural icons
Lead-in
Before class, prepare a list of about 10 or 12 famous buildings and landmarks from
around the world, e.g. Angkor Wat, the Great Pyramid, Stonehenge, Buckingham
Palace, the Eiffel Tower. Divide the class into two teams. Read the names of the
landmarks one at a time. The first team to tell you what country the landmark is in
gets a point. The team with the most points in the end wins.

Reading
Exercise 1
■ Give students time to read the questions. Encourage them to try to predict the
answers.
■ Allow students about ten minutes to complete the task. Tell them to read all of
the texts once before they begin answering the questions.
■ To extend the activity, ask students to close their books and work in pairs to
discuss what they remember about each of the four places.

Answers
1C2A3D4B5D6B7B8C9D Ю С П С 12A

Exercise 2
■ Ask students to work in groups of three or four to discuss the questions.
■ Elicit responses from several volunteers. Ask students to give reasons for their
opinions.

Exercise 3
Extra activity --------- *■■ Ask students to work individually or in pairs to find and underline all of the
Divide the class into examples of the passive in the text.
four groups and assign
each group one of the Grammar: relative pronouns
architectural icons from the Exercise 4
text. Their job is to read the
text and become experts on Grammar note
their assigned architectural When the relative pronoun is used as an object, it can be omitted, e.g. This is the building
that we are studying in school.
icon. Each group must use
the text to come up with Point out to students that when writing sentences with the relative pronoun which, the
use of commas usually sets off the which clause, e.g. Very little is left of the original
three to five quiz questions
building, which has been destroyed.
about their icon.
When groups finish, ask
students to form new ■ Explain that which is a relative pronoun - a word that can be used to join two
groups comprising one separate sentences together. Highlight that in the model sentence, which is used
so that the writer does not need to repeat the phrase the original building.
member from each of the
four previous groups.
Answers
Group members take it in which; the original building
turns to ask the rest of the
group their quiz questions.
Exercise 5
The student who first
■ Give students time to read the instructions and the relative pronouns in the box.
answers a question correctly
■ Ask students to complete the task individually and then work in pairs to check
gets one point. The student
their answers.
with the most points in the
end wins.
Answers
1 who 2 why 3 that / which 4 when 5 whose 6 where

186 UNIT 12B ARCHITECTURAL ICONS

Exercise 6
■ Do the first item or two with the class, to ensure that students understand how
the relative pronouns are used.
■ Give students about five minutes to work individually or in pairs to complete the task.
Remind students to think about the word or words the relative pronoun will replace in
order to select the correct pronouns. Ask Is it a person? A thing? A place? etc.

Answers
1 Sydney Opera house was designed by architect Jnrn Utzon, who left the project
before it was finished. 2 The roof is a series of shells which have been covered with
over a million white tiles. 3 It's a concert hall where they world's top artists love to
perform. 4 Thomas Hardy was a novelist whose heroine Tess met her destiny at
Stonehenge. 5 The White House was damaged in 1814 when the English tried to
burn it down.

Exercise 7
■ Give students about five minutes to check their answers, and find and circle all
of the relative pronouns from exercise 6 in the text on page 29.

Listening
Exercise 8 (> CD2/35
■ Elicit any information students know about Buckingham Palace and Windsor
Castle. Ask Where are they? Who lives there?
■ Play the recording once and then check the answers with the class. Then play
the recording again, so students can hear any items they may have missed.

A udioscript (7 CD2/35
So, anyway, the two we are going to visit are Buckingham Palace and Windsor Castle. The
palace, which was built for the Duke of Buckingham, was built in 1703. But the part of the
building everyone knows from television was only built in 1913. We can't go into the palace
but we're going to be there for the changing of the guard. In the summer, it takes place
every day at around eleven thirty, but at this time of the year it's every other day. The coach
is going to drop us off half an hour early so we can get a good place - wear comfortable
shoes because you'll be standing. It's an amazing and complicated ceremony and lasts about
forty-five minutes - I'm sure you'll enjoy it. Visitors often ask me when the Queen is in
residence. The simple answer is to look at the roof! If the monarch is there then you can see
the Royal Standard, the monarch's personal flag. When she isn't there, then you can only see
the Union Flag.
Tomorrow, we're going to Windsor Castle, which takes about fifty minutes from the hotel by .
coach. The Queen loves Windsor, where she spends a lot of her weekends. It is surrounded
by a marvellous park with some magnificent trees. Unfortunately, towards the end of 1992, a
fire destroyed part of the castle, which has since been restored. A lot of the castle is open to
the public, but obviously the Queen's private rooms are closed. Two things you mustn't miss
are St George's chapel and the Dolls' House. People come from all around the world just to
see the Doll's House. It was made for Queen Mary, the wife of King George V. I'm sure you'll
agree that it's a miniature masterpiece. It even has a working toilet for the dolls! But I'll tell you
more about everything on the way there tomorrow.

Answers
1 False 2 True 3 False 4 True 5 False 6 True 7 False 8 True

UNIT 12B ARCHITECTURAL ICONS 187

 12С A place of interest
Extra activity----------
For additional practice, ask
students to work in pairs to
take it in turns to practise
reading the text, focusing on
stress and voice range.
It is helpful to practise voice
range and tone in a dramatic
context. Give students the
following set of sentences
and questions:
- What are you doing?
- Please stop.
- Let's go.
- Where are we going?
-OK.
Write the following
emotions on the board:
excited[ worried[ happy;
angry; sad, afraid.
Ask students to work in
pairs or groups and practise
saying each of the sentences
with the emotions.
After students practise, you
can ask them to use the
sentences in a dialogue.
188 UNIT 12C A PLACE OF INTEREST
Listening and speaking
Exercise 1 CD2/36
■ Check students' understanding of the exercise by asking them to tell you what
specific information they need to listen for (the safety warnings).
■ Play the recording once or twice. For lower-level classes, encourage students to
take notes as they listen. Ask students to work in pairs to compare their answers.
A udioscript ( j CD2/36
Before we go in, I'd like to say a few words about safety. First of all, it's an ancient building,
which means the floor is not level and the doors are low. So mind your heads, and remember
to watch out when you go through doorways. May I also remind you that flash photography
is not allowed. This is to protect the exhibits, which are very old and precious, from strong
light. So if you'd like to follow me, we'll begin the tour. Mind the step! We are standing in the
visitors' centre, which is dedicated to Shakespeare's life and times. May I draw your attention
to these early editions of his plays. Let's take a look at the workshop. This is where his father
made his gloves. As you can see, there are examples of traditional tools and gloves. Now we
are going upstairs to the bedroom where the poet was probably born. Do be careful because
the stairs are very dangerous. We don't want any accidents!
Answers
mind your heads, remember to watch out when you go through doorways, flash
photography is not allowed, mind the step, be careful because the stairs are very
dangerous
Exercise 2 ( r CD2/36
■ Ask students to work individually, in pairs, or in groups of three to complete the
task. Then play the recording, so students can check their answers.
Answers
1 like to 2 which means 3 to watch 4 remind you 5 which are 6 Mind the 7 which is
8 attention to 9 is where 10 can see 11 bedroom where 12 be careful
Exercise 3
■ Tell students to select three to five expressions from Katie's talk which they think
are particularly useful.
■ Ask students to write the expressions in their notebooks. Elicit some of students'
selections and ask students to tell you why they chose them.
Pronunciation
Exercise 4 CD2/37
■ Explain to students that we often stress certain words and use our voice to
express different emotions. Depending on the situation, we can sound happy,
sad, shocked, angry, disappointed, etc.
■ Read the instructions and tell students to listen and pay attention to Katie's
general tone - What makes her sound enthusiastic and excited?
■*41 Play the recording, pausing after every couple of sentences for students to
repeat. Encourage them to try to repeat with the same pacing, rhythm and tone
as the recording.
A udioscript ( j CD2/37
Good morning, everybody. I'm Katie Harper and I am going to be your guide today. On
behalf of Culture Tours, I'd like to welcome you to the birthplace of England's famous poet
and playwright, William Shakespeare.

Extra activity -------- -
Ask students to work in
groups of three or four and
tell them to take it in turns
playing the role of Katie and
giving her farewell to the
group of tourists.
Exercise 5 f CD2/38
■ Ask students to read the text and underline the words they think should be stressed.
■ Play the recording and ask students to listen and underline any additional
stressed words they may have missed. Then play it again, pausing after every
few sentences for students to repeat.
■ Give students time to practise reading the text in pairs, focusing on sentence
stress and voice range.
A udioscript ( j CD2/38
I hope that you have enjoyed today's visit. Don't forget to visit the souvenir shop, where
you can find postcards and gifts. Do take the opportunity to enjoy the calm of the beautiful
gardens. Enjoy the rest of your stay in Stratford. Goodbye!
Exercise 6
■ Ask students to work in groups of four or five and to choose a place of interest
in their country. It may be a place that one or more group members has visited,
or one that no one has visited.
■ Allow enough class time (and time outside of class) for students to research
their sites and prepare a detailed tour.
■ If supplies are available, hand out poster paper and felt pens for students to
draw map routes and list interesting features and information.
■ Emphasise that all group members should have a role in giving the tour. Suggest
that groups decide which member will discuss history, architecture, etc.
■ When groups are ready, ask them to present their tours to the class, imagining
that their classmates are a group of tourists.
Writing: an informal email
Exercise 7
Culture note
New Zealand is an island country in the Pacific, next to Australia. There are reportedly more
sheep than people living there. The Maori are the indigenous people. New Zealanders are
affectionately known as kiwis, after the indigenous bird called the kiwi.
■ Ask the question to the class and elicit responses from several students. Try to
elicit some commonly known facts about New Zealand.
Exercise 8
■ Give students about two minutes to read the email.
■ When students finish, ask for volunteers to tell you some of the things Rudi
has done.
Answers
did a bungee jump, saw beautiful scenery, took a tour of locations where The Lord of the
Rings was filmed
Exercise 9
■ Ask students to read the text again, underline relative clauses, and circle relative
pronouns.
UNIT 12C A PLACE OF INTEREST 189

Extra activity -------------------
For additional pronunciation
practice, ask students
to read the email aloud,
focusing on sentence stress
and voice range.
Extra activity ---------
For additional practice, ask
students to create new
sentences using the words.
Extra activity ---------
To review reported speech
from Unit 11, as well as
the vocabulary from this
unit, ask for volunteers to
tell you about a classmate's
imaginary trip, what he or
she did, and how he or she
described it in the email.
190 UNIT 12C A PLACE OF INTEREST
Exercise 10
■
■ Do this task with the whole class. Ask students to scan the text for words,
phrases, expressions, or sentences that express enthusiasm about the trip.
Possible answers
It certainly has been worth it. So far, it has been full of excitement. The scenery here is
unbelievably gorgeous.... it is so unspoilt I even held one of the swords ... He gave
us a fascinating guided tour...
Exercise 11
■ Give them about three minutes to complete the task.
■
■ To wrap up, ask students to tell you the sentences from the text that use the words.
Answers
1 fascinating 2 terrifying 3 gorgeous 4 exhausting 5 ridiculous
Exercise 12
■ Give students about two minutes to complete the task individually.
■ To extend the task, ask students to tell you about a trip they have taken, using
the phrases.
Answers
totally exhausting, absolutely terrifying, unbelievably gorgeous, completely ridiculous
Exercise 13
Ask students to brainstorm four or five good places for a visitor to their country.
They can do this individually or in pairs or groups.
Give students time to brainstorm a brief description for each place, using some
of the new vocabulary they learned in exercises 9 and 10.
Go over the information in the Spotlight box.
Exercise 14
Give students about 15 to 20 minutes to write their emails. Tell them to use the
places and descriptions they created in exercise 13.
Remind them that this is an informal email, so the language and tone should be
friendly and casual.
When students finish, ask them to work in pairs or groups to exchange papers
and read one another's emails.
The lost city of Machu Picchu 12D
Lead-in
Ask students to tell you what they know about the ancient city of Machu Picchu.
Try to elicit the location, who lived there and what's special about it.

Reading
Exercise T
■ Ask students to look at the picture.
■ Read the questions and elicit responses from the class.

Exercise 2
■ Nominate a student to read the questions aloud.
■ Give students one or two minutes to scan the text and find the answers. Remind
them just to read the introduction.
■ Ask students to work in pairs to discuss the answers. Then check the answers
with the class.

Answers
1 about 300 years 2 very big (stretching from Peru into Colombia, Ecuador, Chile)
3 Spanish conquistador Pizarro conquered them. 4 They were great architects
and builders.

Exercise 3
■ Give students time to read the information in the table. To make sure students
understand the task, ask them to tell you what types of information they need to
read for in order to complete the table (numbers and dates). Remind them not
to read every word, but to scan for the specific required information.
■ Give students about five minutes to complete the task.

Answers
two and a half thousand metres, 1460, 1532, 1867, 1911,1983, many hundreds a day.

Exercise 4
■ Tell students to read the questions.
■ Give them about three minutes to complete the task.
■ Ask students to work in pairs to discuss their answers before you confirm the
answers with the class.

Answers
I sunny, surrounded by foggy mountains 2 It's one of the magnetic centres of the world.
3 They probably died of smallpox. 4 Hiram Bingham 5 dedicated an entire edition of its
magazine to it 6 Augusto Berns

Exercise 5
■ Focus students' attention on the title of the article, Heritage in Danger. Ask what
they think it means with regard to Machu Picchu, and what reasons there might
be that the site is in danger.
■ Give students time to read the quotations. Explain that students should read the
rest of the text and decide which opinion belongs to which person mentioned in
the reading.
■ Give students about five minutes to complete the task.

UNIT 120 THE LOST CITY OF MACHU PICCHU

 ■ When they finish, ask them to work in pairs to discuss their answers. Then go
over the answers with the class.
■ For higher-level classes, ask students to close their books and summarise the
four different points of view expressed by the people in the reading.

Answers
1С 2 A 3 D 4 В

Exercise 6
■ For higher-level classes, this activity may be done as a class debate, with teams
choosing one of the optional solutions and defending their rationale to the other
teams.
■ Ask students to think about the different opinions expressed in the reading.
Elicit the advantages and disadvantages mentioned by the different people.
■ Give students time to read the possible solutions. Allow lower-level classes to
make some notes before you begin the class discussion.
■ Lead a whole-class discussion about the various options, discussing the possible
advantages and disadvantages of each one. Encourage students to propose any
additional ideas they may have.
■ Take a class poll to find out the most popular option.

Exercise 7
■ Ask students to complete this task individually, either in class or for homework.
■ Allow additional time for research outside of class.
■ When students finish, ask them to present their ideas in groups.

192 UNIT 12D THE LOST CITY OF MACHU PICCHU

 Case
Reach for the sky! Study 6

Lead-in
■ Ask students what the tallest building their town/the nearest town is; also the
tallest building in their country, and in the world.

Exercise 1
■ Ask students to work in threes or fours to discuss the questions. Elicit ideas from
the whole class and open a wider discussion.

Answer
Students' own answers

Exercise 2
■ Ask students to do this activity individually, then compare their answers with a
partner. Elicit the answers from the whole class.

Answers
1 e 2 d 3 b 4 c 5a

Exercise 3
■ Ask students to read through the questions to focus their reading of the texts on
the page. Students can check with a partner before you elicit the answers from
the class.

Suggested Answers
1 Because the materials weren't suitable for high constructions / Because the lower areas
were too small / Because people could not climb too many stairs.
2 To cut down the stress on the building from the wind.
3 They need to plan for earthquakes, wind and severe storms. They need to provide lifts
which will carry large numbers of people quickly and safely, as well as water and electricity
to people who live and work there.
4 A very high/tall building / A building over 100 metres tall.

Find out more!

Explore this topic further by doing these tasks:

■ Find out about one tall building in detail

■ Which tall building do you find most attractive, and why?
Have a look at the National Geographic website to find answers to these and your
own other questions: www.nationalgeographic.com

CASE STUDY 6 REACH FOR THE SKY! 193

 Review
Units 11 and 12
Unit 11 review
Ask students to complete the exercises in class or set the review for homework. After
they have completed the exercises, students should evaluate their own performance,
using the self assessment box.

Answers
Exercise 1
Ic2d3a4f5e6b

Exercise 2
1 was free 2 wasn't English, I was from 3 I was from the United States 4 I had a lovely
accent, came from Boston 5 I was from San Diego in California 6 how long I had
been 7 had been there, was going home.
Exercise 3
1 isn't it 2 aren't they 3 can't we 4 is she 5 does he 6 wasn't it

Exercise 4
1 can you spare me a minute to answer some questions? 2 What do you want to know
3 what nationality are you? 4 can you tell me how old you are? 5 could you look at
this list 6 Is it all right if I ask you where you are studying? 7 I'd like to know if you

Unit 12 review
Answers
Exercise 1
commemorate, anniversary, festival, parade, dressed up, costumes, re-enactment,
highlight, firework

Exercise 2
1 ridiculous 2 gorgeous 3 exhausting 4 fascinating 5 terrifying

Exercise 3
2 The classroom has been decorated by someone. 3 Tickets for these events are sold
online by someone. 4 Josh was sent home by a teacher for fighting. 5 Three men have
been arrested by the police. 6 All the beds have been made by someone!

Exercise 4
1 Good afternoon everybody, my name is Danuta and I will be your guide today. 2 It
gives me great pleasure to welcome you to Malbork castle which has an important place
in Polish history. 3 The castle was built entirely by brick but was badly damaged during
the last war. 4 But as you can see, it has been restored to its former glory. 5 Now if you
would like to follow me, we can begin the tour.

Exercise 5
Malbork Castle is a fine example of gothic military architecture which is why it is a World
Heritage Site. It was built by the Teutonic Order whose members wore a white cloak with
a black cross over their armour. It remained under the order's control until 1457 when
the Poles took it over. The Teutonic knights was a military order which formed in the
12th century. This is St Anne's chapel where you can find the tombs of eleven of its grand
masters.

194 REVIEW UNITS П AND 12

Unit 1 Page 8
Page 4 2 1 h 2 j 3b 4 e 5d 6g 7c 8i
9 a 10 f
1 1 are you doing 2 are practising 3 are you
waving 4 Do you wear 5 gets 6 do you 3 1 That's really kind, but I'm going away next
usually perform 7 are dancing 8 does your weekend. 2 Would you like to come to a picnic
group practise 9 usually practises 10 takes this weekend? 3 What do you do back home?
11 are learning 12 become 13 are looking 4 Whereabouts? 5 Students' own answers.
6 How are you finding it here?
2 1 always has a cello lesson 2 nearly always goes
out dancing with her friends 3 occasionally visits 4 If 2d 3a 4 g 5h 6b 7e 8c
her grandmother 4 often plays tennis 5 never
goes horse-riding 6 sometimes goes to
Page 9
3 1 is having 2 smells/are you cooking/tastes 5 1 generation 2 community 3 refugees
3 hates 4 have they got 5 do you think 4 immigrants 5 neighbourhood
6 belongs 7 always wears 8 is Marek/usually 6 multicultural society 7 prejudice
goes
Unit 2
Page 5
Page 10
1 1 are you 2 come 3 live 4 don't know
1 1 was 2 studied 3 taught 4 was watching
5 do you want 6 is the weather 7 is shining
5 realised 6 worked 7 was teaching 8 made
8 think 9 is always 10 often rains 11 am
9 saw 10 wasn't 11 was looking 12 found
12 am doing 13 Do you like 14 meet
13 had 14 changed 15 proved 16 was
15 go out 16 miss 17 hate 18 understand
spinning 17 discovered 18 were 19 died
19 feel 20 is studying 21 calls 22 complains
20 didn't know
23 love 24 think 25 tastes 26 prefers
27 seems 28 are you doing 29 usually have 2 1 was Wozniak working? 2 did Steve Jobs
30 am not working persuade him to do? 3 they have any money?
4 sold 5 wrote most of 6 did he create
Page 6 7 was the computer's 8 happened 9 was flying
11C 2 В 3D 4 В 5 D 6D 10 did Wozniak and Jobs receive 11 present it
12 did Wozniak leave
Page 7
Page 11
1 A 2 B3 C l D 4
1 1 Will Wright created(the Sims?) 2 Kate Winslet
2 gotten Oscaj)for her role in The Reader.
On the head On the feet Colour of clothes 3 Christopher Columbus discovered(/\merica)
Angelina large hat black blue, black 4 Bill Gates startedCMicrosofb
boots
2 Students' own answers.
Henry black hat pointed blue, black
boots 3 In all the a sentences, when means at that time. In
Melody (small) white black, white the b sentences, when means after.
(flowery) hat boots
4 1 left 2 set out 3 was 4 was shining 5 was
Seth — enormous grey, black 6 were carrying 7 spent 8 climbed 9 were
boots
10 heard 11 brought 12 was 13 asked
3 / 4 adjectives 14 went 15 reached 16 turned out 17 was
18 measured 19 found 20 went down
clothes: contrasting, elegant, plain, smart, tight
21 tried 22 did 23 heard 24 helped
patterns: checked, flowery
25 named
verbs
have on
Page 12
nouns
1 1 E 2 G ЗА 4 F 5 D 6C
clothes: blouse, jacket, shirt, skirt, waistcoat
shoes/accessories: bow tie, boots
Page 13
11B 2 С 3C 4 С

WORKBOOK ANSWER KEY 195

 2 1 come across 2 find out 3 look for 2 1 After they had got John's bank details, they stole
4 come up with 5 give up 6 turn into his money. 2 While he was reading his emails, the
bank manager phoned him. 3 There were many
3 1 turn/into 2 come up with 3 look for cases of credit card fraud in 2011 4 The bank
4 came across 5 found out 6 give up had never asked me for these details before. 5 A
4 1 17 2 25 3 1908 4 4 November 1922 report in yesterday's paper said that electronic crime
5 70,000 6 4 p.m. 26 November increased greatly last year. 6 The bank had just
7 over 5,000 8 18 added a new protection service to its website, so
withdrawing money online was safe. 7 When the
5 1 F 2 F 3 F 4 F 5 T 6 F 7 T 8 F criminals realised the police had found out about
9 F the phishing scam, they tried to get rid of their
computers. 8 Some criminals stole my brother's
Page 14 card details from an ATM last week. The police said
they had fixed a scanner inside, to record users'
1 1 ARCHAEOLOGIST 2 EXCAVATE 3 PHARAOH
PINs. 9 I saw a man outside the bank yesterday;
4 PYRAMID 5 TOMB 6 HIEROGLYPH
he had a camera. I told the security guard I thought
7 MUMMY 8 TOMB RAIDER
he was trying to photograph people while they were
4 using the ATM. 10 The guard went outside to
look, but the man had already gone.
Giving/Introducing According to / From my point of
an opinion view / As far as I'm concerned/ 3 1 used to be/became 2 went/used to live
Asking for an Do you think ... / What's your 3 used to take/stole 4 caught/used to let
opinion opinion 5 used to tell/informed 6 arrested, sent
Agreeing with an 1couldn't agree more, that's a very 4 in 3, 4 and 5
opinion good point/ Yes; you're right
Page 17
Acknowledging an Yes, but/1know what you mean /
opinion 1hear what you're saying / 1see 1 1 went 2 left 3 took 4 invited 5 decided
what you both mean 6 had had 7 left 8 went 9 came back
Saying 'in general' by and large / Essentially 10 saw 11 had stolen 12 had to 13 found
14 was 15 discovered 16 returned 17 were
Saying you're not Basically 1can't make up my mind.
18 had behaved 19 was 20 had done
sure
2 1 a 2c 3b 4 d 5 e
Page 15
5 1 the huge skeletons of dinosaurs 2 the fossil Page 18
collection 3 the Darwin exhibition 4 Yes. It was 1 1 C 2 A 3 D 4 F 5 B
excellent and I learned a lot. 5 Yes. The queue
was terrible but the restaurant was bright and clean 2
and the food was good value. 6 Excellent
7 Students' own answers. Real crime-scene
CSI TV show investigations
6 1 Did you travel to the site by bus? 2 Did you equipment same same
visit the Imhotep Museum? 3 Did you hire a fingerprints held on database searched by scientists
guide/a local guide? 4 What was your favourite
DNA instant up to one week
part of the site? 5 How many (royal) pyramids are
there at Saqqara? 6 Did you visit the cafe? If yes, cases one at a time up to 20 at a time
how did you find it? 7 Further comments
3 armchair detective, crime scene, dramatic increase,
field experience, forensic science, scientific
Unit 3 evidence, take place
Page 16
1 1 was 2 was 3 provided 4 was looking Page 19
5 noticed 6 had never sent 7 opened 8 said 1 Down: 1 LAWYER 2 CONFESS 3 JUDGE
9 were 10 had always kept 11 wondered 5 GETAWAY 6 HOLDUP 8 INNOCENT
12 had happened 13 replied 14 gave 10 SHOPLIFTER 12 KIDNAPPER
15 (had) asked 16 was getting 17 received Across: 4 MUGGER 7 TRIAL 9 WITNESS
18 had taken 19 had paid 20 answered 11 HACKER 13 JURY 14 EVIDENCE
21 hadn't withdrawn 22 hadn't used 15 PICKPOCKET 16 BURGLAR
23 explained 24 said 25 wasn't
26 replaced 2 1 D 2 С ЗА 4 В

31В 2А ЗА 4 В

196 WORKBOOK ANSWER KEY

Page 20
1 1 (d) Yes certainly. What seems to be the problem?
2 (e) Oh dear! What does/did it look like? 3 (a)
Where were you sitting? 4 (f) And which screen
were you in? 5 (b) Was anyone next to you?
6 (c) Did they look suspicious?
2 1 g 2 j 3 e 41 5c 6n 7a 8 h 9k
10 d 11 f 12 m 13 b 14 i
3 Students' own answers.
Page 21
1 1 C 2 B 3 C 4 A 5 B 6 B 7 C 8 C
9 В 10 A
2 1 I am writing to say ... 2 thank you for
helping me 3 I am so sorry for causing you so much
trouble. 4 You'll never guess ... 5 Anyway, the
main thing is ... 6 Once again thank you ... 7 I'll
always remember your kindness.
3 Students' own answers.
4 1 Thank you very much for your lovely letter.
2 I was very glad that I was able to help you.
3 I was pleased to hear... 4 1understand why
you want...
5 Students' own answers.
Unit 4
Page 22
1 1 Have you ever heard 2 have completed
3 became 4 reached 5 was 6 has always
loved 7 began 8 scaled 9 got 10 told
2 1 haven't seen 2 have you been 3 have just
come back 4 did you go 5 visited 6 emigrated
7 got 8 did you stay 9 were 10 stayed
11 travelled 12 Have you ever been
13 I haven't 14 have ever travelled 15 have
ever seen 16 saw 17 went 18 visited
3 1 came 2 do 3 ate 4 seen 5 wrote
6 feel 7 find 8 get 9 have 10 keep
11 leave 12 meet 13 say 14 sell 15 sleep
16 spend 17 tell 18 understand 19 bring
20 buy
Page 23
1 1 I haven't eaten 2 has recorded 3 have
known 4 have lived 5 has sent
2 1 has explored 2 has set 3 described 4 has
broken 5 (has) organised 6 went 7 was
8 has been 9 lead 10 became 11 were
12 have managed 13 turned 14 has always
been 15 has climbed 16 stopped 17 reached
18 have raised
Page 24
3 1 came from Africa 2 began 60,000 years ago
3 DNA 4 the gaps about humankind's ancient
migration stories 5 ancient migration 6 The
project is a partnership with Dr Wells and other
international scientists and IBM researchers.
7 buy a kit 8 anonymous 9 it's a non-profit
project 10 will (eventually) be available
to the public
Page 25
Vocabulary
1 1 museum 2 festival 3 gallery 4 birthplace
5 statue 6 historic 7 souvenir 8 scenery
9 tourism 10 monument 11 guide
Mystery word: sightseeing
Listening
3 1 M 2 G 3 M 4 G 5 S 6 G 7 M
8 S 9 S 10 M
4 1 Krakow 2 guests 3 Berlin 4 crazy 5 rent
6 email/phone 7 put them in a cupboard
5 do the housework, make a mistake/contact/friends/
money, spend money/the weekend, take a risk,
waste money/the weekend
Page 26
1 1 shall we 2 don't we 3 I'd like 4 How
about 5 that's a good idea 6 How long 7 How
far 8 What if 9 let's have 10 we could
2 1 How far is it from London to Bristol?
2 How long does it take to get there by coach?
3 I'd like to know the times of the trains
to Liverpool. 4 Let's have a look at the timetable.
5 How about taking the overnight train to
Edinburgh? 6 Why don't we go to the tourist
office for information?
3 (possible answers) 1 How about watching the
documentary about Japan tonight? 2 How far is
it from London to Cambridge? 3 How long does it
take to get from London to Liverpool by coach?
4 Why don't we play table tennis? 5 Shall we
have a look at a guidebook to New York?
Page 27
1 been to Lazise, seen some (marvellous) old
castles, gone on the cable car up to the top
of Monte Baldo
2 1 d 2b 3 к 4 g 5 h 6j 7a 8 e 9 f
10 i 11 с
3 Students' own answers.
WORKBOOK ANSWER KEY 197
Unit 5 2 Adrian: E Bella: С Catherine: В Dilip: A
Page 28 3
1 (possible answers) 1 You mustn't use your camera/
flash photography/take photos. 2 You mustn't What they
park here. 3 You mustn't smoke here. 4 You Why they like/don't
Name/job Hours and pay do it like
mustn't wear shorts.
Adrian twice a week enjoys in winter
2 1 weren't allowed to speak anything but English Job: early in the spending when cold
during English lessons 2 weren't allowed to delivering morning; time in and dark
bring any sharp objects on board 3 wasn't milk couple of with his and icy
allowed to leave the room without my teacher's pounds uncle;
permission 4 weren't allowed to touch the paintings likes early
morning
3 1 let me stay out 2 makes me laugh especially
3 let me pay 4 makes us work in spring
Bella weekends; easy; likes giving up
4 Dear Sir or Madam, Job: £5 an hour kids social life on
I am writing to apply for a job as an au pair. babysitting Friday and
I am nineteen years old and I come from a small Saturday
nights; easy
village outside Montpellier in France.
way to make
I am in my last year of high school and I want to money
go to England to improve my language. I have Catherine 30 mins/day; dad made Sunday
experience of taking care of young children. Job: £10 a week her papers
I look forward to hearing from you. delivering weigh a lot
newspapers
Yours faithfully,
Dilip 12 hours/week; quick; smell of
Gisele Ricart
Job: minimum wage good burgers
working in memory;
Page 29
a fast food reliable
1 1 must 2 have to 3 have to 4 must restaurant
5 have to 6 have to 7 must 8 has to
9 must 10 had to 11 must/have to Page 32
12 had to 13 do/have to 1 1 Could I speak to 2 How can I help 3 I'm
2 1 needn't buy 2 needn't finish 3 needn't ringing up about 4 vacancy 5 Hold on 6 I'm
leave 4 needn't come 5 needn't hurry afraid she's busy 7 Would you like to give me
8 I'll try again later 9 a good time to call
Page 30 l OS h al l we s ay 11 I'll ring back then
1 1 D 2 E 3 F 4 A 5 С 6 В 2 a 6 b 3 с 14 d 8 e l f 9 g 1 2 h 4
i 11 j 2 к 15 I 7 m 13 n 5 о 10
2 1 F 2 T 3 T 4 F 5 T 6 F 7 F 8 T
9 T 10 T 3 Students' own answers.
3 1 employment 2 unemployed 3 employer
4 employees 5 employable Page 33
1-2
Page 31 Students' own answers.
1 adjectives
to describe work: challenging, well-paid Unite
to describe character: ambitious, efficient,
Page 34
enthusiastic, hardworking
1 1 c 2d 3b 4a
expressions
be a good listener, go for an interview, 2 1 are going to pick up 2 are going to become
have good people skills 3 are going to watch 4 are going to go
verbs 3 1 are you going to buy 2 am going to adopt
fill in 3 will love 4 is going to visit 5 will have
pay 6 will buy 7 won't say
recruit
4 1 - 2 the 3 the 4 the 5 a 6 the
nouns
7 a 8 a 9 The 10 the 1 1 - 12 the
work/finding work: application form, career, covering
13 - 14 - 15 The
letter, CV, qualifications, references, skill, vacancy
money: pay, pension, salary wage

WORKBOOK ANSWER KEY

Page 35 Page 41
1 1 the 2 the 3 a 4 the 5 The 6 the 1 1 the best 2 more modern than
7 the 8 - 9 the 1 0 - 1 1 a 1 2 - 1 3 - 3 older than 4 the most crowded 5 the
14 the 15 the 16 - 17 the 18 - 19 the longest 6 the biggest 7 the latest
20 an 21 the 22 the 23 the 24 - 25 the 8 the most famous
26 - 27 - 28 the 29 the 30 - 31 -
32 the 33 - 34 the 35 the 36 the 37 - 2 1 than 2 as 3 better 4 as 5 as 6 cheaper
38 the 39 the 40 The 41 The 42 the 7 more 8 as
43 a 44 - 45 - 46 the 47 the 48 the 3 1 I would rather stay at home than go to the
49 the 50 the 51 the 52 the cinema tonight. 2 Would you rather see a musical
or a romantic comedy? 3 She would rather not
Page 36 go to the exhibition by herself.
1 1 D 2 6 3 G 4 H 5 A 6E 7C 8F
4 I prefer Impressionist paintings to Surrealist
2 1 С 2D 3C 4 В 5 A 6C paintings. 2 He prefers listening to audiobooks
to reading normal books. 3 They prefer
Page 37 contemporary art to medieval art. 4 We prefer
Vocabulary lying on the beach to visiting museums.
1 1 HABITAT 2 GLACIER 3 ENDANGERED
5 1 I would rather not go/would prefer not to go to
4 FLOOD 5 WILDLIFE 6 EXTINCT 7 BREED
Steve's party tonight. 2 We prefer going to the
8 DROUGHT 9 TORNADO 10 ENVIRONMENT
cinema to spending time in cafes. 3 She would
2 1 tornado 2 environment 3 breed 4 drought prefer to go/She would rather go to Givemy and
5 extinct 6 flood 7 glacier 8 wildlife see Monet's house than go to Disneyland. 4 Most
9 endangered 10 habitat poets prefer writing about love to writing about
hatred. 5 They prefer hiking to mountain climbing.
Listening
3 1 A 2 С 3C 4 С 5 A Page 42
1
4 1 carry on 2 give up 3 cut out 4 give up
5 give up 6 give up/cut down on 7 keeps on Vincent Van Gogh Salvador Dali
when and where Holland, 1853 Figueras, Spain,
Page 38 born 11 May 1904
1 1 E 2 С ЗА 4 D 5 F 6B family life brother Theo not mentioned
supportive
2 1 before I begin, first of all, finally 2 for instance
artists and impressionists, classical painters,
3 So what can we do? 4 let's 5 Did you know
influences Japanese Picasso
that... 6 thank you for listening 7 Now, I'm
going to hand you over to ... 8 Part A 9 Part D subject and style bright, colourful based on strange
of paintings and disturbing
Page 39 dreams, almost
photographic
1 1 Dear 2 so 3 However 4 Not only 5 but
they also 6 Although 7 If 8 then artistic Post-impressionist Surrealist
9 Furthermore 10 should 11 How could he 'movement'
12 Yours faithfully mental health mentally ill - cut eccentric but not
off ear, went 'mad'
2 1 f 2b 3 e 4 h 5c 6 i 7a 8d 9g into an asylum,
committed suicide
U n it 7 fame and riches obscurity; sold only very rich and
Page 40 in their lifetime one painting in his successful
lifetime
1 1 is the oldest/is the most recent 2 is bigger than/
as big as 3 is the most dramatic 4 is the most 2 1 sold hundreds 2 died in poor obscurity 3 was
beautiful/the least interesting 5 is as interesting as/ married to Gala 4 was mentally ill 5 portrait of
is more beautiful
Dr Gachet sold for over 80 million dollars
2-3 3 in the public eye, famous, unknown, obscurity
Students' own answers.
4 infamous
4 1 can 2 wasn't able to 3 could 4 is able to
5 is able to 6 was able to

WORKBOOK ANSWER KEY 199

 Page 43
Vocabulary
1 masterpiece, foreground, sculptor, gallery,
statue, frame, background, drawing, landscape,
watercolour, portrait, graffiti, exhibition
2 1 foreground/background 2 exhibition
3 masterpiece 4 sculptor 5 statue
6 portrait 7 drawing 8 graffiti 9 frame
10 landscape 11 watercolour 12 gallery
3 1 pendant 2 good luck charm 3 necklace
4 brooch 5 bracelet 6 earring 7 cufflinks
8 ring
4 1 necklace, pendant 2 bracelet 3 brooch
4 ring 5 earring 6 good luck charm
7 cufflinks
Listening
5 1 thousand 2 fair 3 (fossilised) resin
4 was covered in forest 5 (now) extinct
6 warm 7 light 8 growing teeth
9 knees or shoulders
6 rings, bracelets, necklaces, brooch, earrings,
cufflinks
7 1 an insect 2 from DNA found inside a piece of
amber
Page 44
1 1 I am not that keen on guided tours. 2 I would
much rather visit somewhere on my own.
3 She would really like to go to Italy and visit
Florence. 4 I can't stand it when people call
graffiti art. 5 I prefer walking to the metro/
the metro to walking. 6 On the whole, I prefer
museums to monuments/monuments to museums.
2 1c 2 i 3 a 4 h 5e 6k 7 g 8b
9 f 10 d 11 j
3 Students' own answers.
Page 45
1 Dear Matgosia,
I just wanted to write a few words to say thank
you for the lovely time I had in Gdansk. It was very
kind of you to show me around your fascinating
city. I shall always remember our visit to the amber
workshops. They were marvellous! I am sure that
my family will love the gifts that we chose for them.
I am writing this letter from my hotel in
St Petersburg. It is a cold, wet day, but it is nice
and warm indoors. I couldn't resist sending you this
postcard of the amber room from the Catherine
Palace in Pushkin, which is just outside the city. The
original room was lost in the Second World War,
but the reconstruction is amazing. Amber is such a
beautiful material, isn't it?
200 WORKBOOK ANSWER KEY
Once again, thank you for taking such good care of
me when I came to visit Gdansk. Anyway, I know it
is a long way, but if you ever come to England, you
can be sure of a warm welcome too. I shall write to
you again once I get back home.
Love,
Sandra
P.S. Please send my best regards to your family.
1really enjoyed meeting them and very much
appreciated their hospitality.
2 1 I just wanted to write a few words to say ...
2 it was very kind of you to ... 3 1shall always
remember... 4 I am writing this letter from ...
5 I couldn't resist sending you this postcard ...
6 Once again, thank you ... 7 you can be sure
of a warm welcome too 8 I shall write to you
again ... 9 Please send my best regards ...
Unit 8
Page 46
1 1 If we eat more than we need, we will put on
weight. 2 If you want to be a doctor, you have
to study for years. 3 If you want to stay healthy,
(you should/need to/have to) eat five portions of
fruit and vegetables. 4 If you want to feel more
energetic, (you should/need to/have to) exercise.
2 1 will we do 2 isn't 3 lose 4 won't be
5 isn't 6 will have to 7 will ask 8 is 9 wait
10 will know 11 has 12 will give 13 Will you
give 14 find out 15 will call 16 have
3 1 if 2 unless 3 unless 4 if 5 if 6 unless
4 1 I think you should warm up first. 2 I think you
should see a skin specialist. 3 I think you'd better
have some tests. 4 I don't think you should go
out into the cold just wearing a pullover. 5 I don't
think you should spend so long in the sun.
6 I think you'd better still go to the dentist/not
cancel your appointment.
5 2 If you want to learn English, join our intensive
summer course (now). 3 If you want to look like a
top model, visit our beauty centre. 4 If you don't
have enough money to study abroad, ask for help
from our loan advisor. 5 If you leave your old car
with us, you will get money off a new one.
Page 47
1 2 Babies cry if/when they are hungry. 3 Iron rusts
if/when it gets wet. 4 Plants die if/when you don't
water them. 5 Water boils if/when you heat it.
2 2 If you take care of your teeth, you visit the
dentist twice a year. 3 If you mix red and yellow,
you get orange. 4 If you put water in the freezer,
it turns to ice. 5 If you don't use aerosols, you
don't destroy the ozone layer.
3 2 If you help the old lady, you will earn £5 an hour.
3 If you enter our lottery, you will always win/never
lose. 4 If you pick fruit, you will get it for free.
5 If you do your shopping in BestMarket, you will
collect points with our loyalty programme. 6 If you
want to clean up the neighbourhood, join the 'Keep
the Earth Clean' programme.
4 2 How much will he pay if he goes to
Cardiff? 3 What places will he visit if he goes to
Brighton? 4 When should he go if he wants to
get a discount?
5 2 If he goes to Cardiff, he will pay £320. 3 If
he goes to Brighton, he will visit London and
Eastbourne. 4 If he wants to get a discount, he
should go in December.
Page 48
1 1 B 2 D 3 A 4 F 5 E
2 zapping through, TV channels, show, talent,
audition, perform, performance, programme,
act, performers, judges, audience, comedian,
saxophonist, acrobats, dancers, singing, amateurs,
gymnastic troupe, show, singers, songs, street
dance group, world famous, million-selling records,
take part, series
Page 49
1 Across; hospital, sprained, flu, crutches,
prescription, allergy, swollen, patient, twisted,
plaster, healthy, ache, injure
Down: symptom, temperature, muscle, sore, ankle,
hurt, injection, illness, broken, pain, suffer, blood,
nurse, bruise
2 1 team/players 2 fan/supporter 3 hooligan
4 pitch/ground 5 match
Page 50
l i e 2D ЗА 4 В
2 1 В 2 В 3 С 4 A
3 1с 2d 3 f 4 a 5 h 6 e 7 b 8 g
4 1 What seems to be the trouble? 2 Well, I've
twisted my ankle. 3 Oh dear! Let's have a
look. 4 Mm ... yes, it looks very swolen.
5 Are you able to move your foot around?
6 Yes I am, but it's really painful. 7 Well, I don't
think it's broken. 8 But you'd better have an
X-ray, just in case. 9 I'll ask the nurse to put an
ice pack on it. 10 Afterwards she can put a tight
bandage on it. 11 Will I need crutches? 12 You
definitely shouldn't put any weight on your ankle.
5 1 Yes, I have got a terrible headache. 2 Have
you got any painkillers? 3 Yes, here you are.
But didn't you have a headache yesterday?
4 Yes, I did. I keep getting them in the afternoon.
I think I spend too much time in front of my
computer. 5 When did you last change your
glasses? 6 I don't really remember. Three or four
years ago. 7 You should make an appointment
with the optician. 8 Yes, you are right. Do you
know a good one? 9 Wait a moment. Here is
her number. You'd better call her now. 10 You
usually have to wait a long time to see her.
Page 51
1 1 Thanks 2 Remember 3 Don't 4 Put
5 forget 6 Mention 7 P.S.
2 Students' own answers.
Unit 9
Page 52
1 1 were/wouldn't buy/would wait 2 bought/
would be 3 would you do/won 4 spent/
would get 5 started/would save 6 used/would
reduce 7 would you say/gave 8 purchased/
would get
2 A If I were younger, I'd apply for the job - but I'm
not, so I can't. В If you spent less, you'd be able
to afford to go on holiday - but you have never
saved a euro in your life! С If you take me to the
airport, I'll pay for the petrol - that's fair, isn't it?
3 1 С 2 A 3 В
4 1 went/would have 2 spend/won't
have 3 had/would buy 4 wait/will check
5 lived/would have 6 bought/would cost
5 Students' own answers.
Page 53
1 2 If I had a computer, I wouldn't have to go to the
Internet cafe every day. 3 If you weren't afraid
of heights, we could/would go on a climbing
wall. 4 If she had enough money, she could/
would (afford to) buy an MP4 player. 5 If I was/
were the Minister of Education, I could/would make
school holidays longer.
2-3
Students' own answers.
4 1 too young 2 too dangerous 3 old enough
4 too late 5 too long
5 2 This MP4 player is too expensive to buy. 3 This
cola is too warm to drink. 4 This soup is too salty
to eat. 5 These trousers aren't long enough to
wear. 6 These shopping bags are too
heavy to carry. 7 The gallery is too far away
to visit. 8 This article isn't interesting enough
to read. 9 This story is too complicated to
understand. 10 I'm not tall enough to reach the
top shelf.
6 Students' own answers.
WORKBOOK ANSWER KEY
 Page 54
1 2 number of departments 3 number of
employees 4 year when grocery store
(specialising in tea) was set up 5 year when store
burnt down 6 year when world's first moving
staircase was installed 7 year when Harrods was
purchased byAI Fayed brothers 8 money spent
modernising store 9 cost of Madame Tussauds
waxwork of yourself 10 year when live cobra was
used to protect jewel-covered shoes 11 number
of customers on busy days 12 takings per hour
on day of sales
2 1 If you are too badly dressed or showing too
much bare stomach. 2 He expanded
the range of goods. 3 The moving staircase.
4 There are two memorials in the store.
5 A luxury food hamper. 6 Book early.
7 The winter sale. 8 A celebrity opens the event.
Page 55
Vocabulary
1 1 goods 2 bargain 3 stationery 4 purchase
5 customer 6 delivery 7 brand 8 range
9 hamper
2 marketing campaign, bargain hunter, brand image,
chain store, consumer society, designer clothes, fair
trade, mail order, online shopping, winter sale
3 1 chain store 2 online shopping 3 brand image,
designer clothes 4 fair trade 5 consumer
society 6 bargain hunters 7 winter sale
7 marketing campaign 8 mail order
Listening
4 1 H 2 K 3 H 4 S 5 S 6 K
Page 56
l l h 2 k 3m 4a 5 e 6c 7 g 8n 9 i
10 b 111 12 d 13 f 14 j
2 1 took out/would still be 2 went/would ask
3 gave/would take 4 gave 5 offered
3 (possible answers) 1 If you helped me with
my maths homework, I'd help you with
English. 2 What if we went camping to save
money? 3 If we queued outside the shop, we
would be the first inside. 4 How much do you
want for it?/What if offered you €100?/l would
take €125.
Page 57
1 1 Sir or Madam 2 I am writing to complain
3 in fact 4 In addition 5 You will appreciate
6 Under the circumstances 7 should provide
8 find enclosed 9 as 10 look forward
11 faithfully
2 Students' own answers.
202 WORKBOOK ANSWER KEY
Unit 10
Page 58
1 1 has lived 2 went 3 met 4 has owned
5 has been 6 was 7 loved 8 became
9 opened 10 has given 11 have run
12 was 13 has been 14 have also helped
15 has found out
2 1 Why has The Green Man become famous?
2 How many fish has Daniel put batter on?
3 Has he/Daniel ever used frozen chips?
4 How much steak and kidney pie have they sold?
5 Why is Daniel proud of what they have done?
3 1 He has been allergic to strawberries ever since
he was a baby. 2 It's the most disgusting thing
1have ever tasted. 3 She has been in charge of
the school canteen for 25 years. 4 She has
refused to eat meat since she saw a documentary
on TV. 5 This is the first time I have tried
Indian food.
Page 59
1 1 have been/was 2 have known/haven't seen
3 hasn't passed/has taken 4 have lived
5 became/has been 6 have finished 7 have
seen/saw 8 has had/bought
2 A How long have you been a restaurant critic?
В I have worked as a restaurant critic for eight
years now. Before that I worked as a chef in a
restaurant for a couple of years. A So what
is the most unusual thing that you have ever
tried? A And have you ever tried something
really disgusting? В I have tried plenty of strange-
tasting things in m y lifetime. But I've never eaten
anything as disgusting as the soup my four-year-old
daughter made for me.
3 1 Have you ever been to a surprise party?
2 Have you ever eaten Mexican food? 3 Have
you ever had deja vu? 4 Have you ever fallen
asleep during a lesson? 5 Have you ever done
bungee jumping?
4 2 It's the first time I have ever seen a film like that.
3 It's the first time Alex has ever been to Paris.
4 It's the first time she has ever played the trumpet.
5 It's the first time I have ever had such a bad
headache. 6 It's the first time I have ever read
such a ridiculous article!
5 2 I have the lawn mown once a month. 3 I have
had the taps repaired in the bathroom. 4 I had
the carpets washed last week. 5 I was having new
windows fitted in the kitchen at 5 p.m. yesterday.
6 I will have all of my clothes washed tomorrow.
7 I am going to have the curtains changed in my
bedroom. 8 I must have dinner prepared for my
family.
Page 60 2 2 her (that) it was 3 (him) how long he was
1 1 C 2 D 3 A 4 C 5 B 6 C planning 4 (that) (he was planning to stay
for) nine months/was going to study at the
2 1 Christmas 2 summer holidays University of New South Wales 5 if/whether
Charlie had 6 her (that) he would show her the
3 Students' own answers.
letter 7 (that) she would (just) 8 if/whether
Charlie had a return ticket 9 her (that) (he did
Page 61 and that) he would 10 (that) it all seemed to be
Vocabulary in order
1 ways of cooking: bake, boil, fry, grill, roast
3 1 and America are two countries (that are) divided
ways of cutting: chop, slice by a common language 2 of my death have
other preparing verbs: beat, drain, mix, pour, been wildly exaggerated 3 you have anything to
sprinkle, stir declare/have nothing to declare except my genius

2 1 waiter 2 menu 3 as a starter 4 a local 4 1 (that) it was impossible for an Englishman

delicacy 5 main course 6 ingredients to open his mouth without making some other
7 dessert 8 their speciality 9 chef 10 recipe Englishman hate him. 2 (that) education was a
wonderful thing, provided you always remembered
Listening that nothing worth knowing could ever be
3 milk, salmon, jam, sandwiches, cream, cakes, sugar taught. 3 that when he was fourteen, his father
was so ignorant he could hardly stand to have him
4 1 four or five 2 country 3 1661 4 Portugal around. But when he was 21, he was astonished at
5 1800 6 nineteenth 7 women 8 factories how much his father had learnt in seven years.
9 four 10 biscuits
Page 65
5 tea, cafe, treat, meal, cup, biscuit 1 1 tells 2 say 3 tells 4 telling 5 tell
6 tell 7 say 8 say 9 say 10 say
6 tableware: cup, pot, saucer, teaspoon 11 says 12 tell 13 say
places: cafe, restaurant tea room
2 1 if/whether I was working at that moment.
other nouns: treat, meal
2 what kind of job I was interested in 3 if/
food: fruit, sandwich whether I had ever worked abroad 4 where I
sweet food: biscuit, jam, muffins, scone had found out about the programme 5 who had
contacted me (from their agency) 6 if/whether
Page 62 1liked learning new skills 7 how many foreign
1 c, f, d, h, a, g, e, b languages I could speak 8 how long I was going
to stay in the USA 9 how much money I expected
2 Soups and starters: goat's cheese salad,
to earn
minestrone, tomato soup
Main courses: fish and chips, grilled salmon, grilled 3 1 He asked us to look at the question paper.
steak, lamb casserole, roast chicken, spaghetti 2 He asked us if/whether we understood the
Bolognese questions. 3 He told us not to use our books or
notebooks. 4 He promised to give us the test
Desserts: apple pie, cheesecake, chocolate
results at the start of the next/following lesson.
pudding, fresh fruit salad, ice cream
4 2 I'll finish the project by Friday. 3 I've never seen
3 Student's own answers.
a more beautiful sight. 4 I've never been here/
there before. 5 Stop talking. 6 We go to this/
Page 63 that cafe every weekend. 7 Where are you going?
1 1 g 2e 3a 4n 5 h 6b 7 k 8d
9 m 10 i 1 1 c 12 I 13 j 14 f Page 66
2 So let's start with, First, Next, Finally, When 1 1 E 2 A 3 F 4 G 5 С 6 D (В not used)

3 Students' own answers. 2 1 С 2 A 3 В 4 A 5 В 6 С

3 1 В 2 A 3 A 4 В 5 В 6 A
Unit 11
Page 64
1 1 said 2 asked 3 told 4 asked 5 asked
6 told/asked 7 wanted 8 said 9 told
10 wanted

WORKBOOK ANSWER KEY

 Page 67
1 1 Biatystok in the east of Poland 2 Poles, Jews,
Russians and Germans 3 He thought it would
help to create understanding and brotherhood and
help them settle their differences. 4 around two
million 5 They grow up in an international family
where Esperanto is the common language. 6 a
congress for speakers of Esperanto. 7 No, there
are still wars.
2 1 T 2 F 3 F 4 F 5 T 6 T 7 F 8 T
3 happiness, difference, belief, understanding,
achievement, pronunciation, knowledge,
brotherhood, friendship
Page 68
1 1 Can you spare me five minutes to answer some
questions 2 first of all, can you tell me what your
first language is 3 Is it alright if I ask you how
many languages you speak 4 you think this is
a good use of money 5 you think it would be
better to have just three official languages 6 you
tell me which single language you would
choose 7 it be better to use a language like
Esperanto 8 can I ask how you feel about English
2 1 how long you have studied English 2 if I
borrow your dictionary 3 where the principle's
office is 4 tell me how much student
accommodation costs 5 what you find most
difficult about learning English 6 do an
entrance test
3 Student's own answers.
Page 69
1 1 Do you prefer to work from a textbook or
worksheets supplied by a teacher? 2 Do you
have a monolingual dictionary? If so, which
one? 3 What methods do you prefer for finding
something out? A asking the teacher, В referring to
your textbook, С looking in a grammar book or D
going online? 4 Do you prefer to A be in a class
with other students, В study on your own using a
computer programme or С study on your own with
grammar exercise and textbooks? 5 What is your
main reason for learning English? A pleasure/travel,
В future studies or С other? 6 Which skill do you
think is the most important when learning English?
A listening, В reading, С writing or D speaking?
2 1 one and a quarter 2 one half 3 three
quarters 4 three eighths 5 three tenths
6 two thirds
3 1 5/6 2 1 1/2 3 Уз 4 ЗУ4 5 % 6 6Vz
4 2 two in seven; two out of seven 3 five in
eighteen; five out of eighteen 4 three in eight;
three out of eight
5 Students' own answers.
204 WORKBOOK ANSWER KEY
Unit 12
Page 70
1 1 was given a job in South Africa 2 was
deeply affected 3 was beaten by a train driver
and forced 4 was forced 5 were organised
by Gandhi and his followers 6 of Indian
demonstrators were killed 7 were told 8 was
eventually given its independence 9 was
assassinated
2 1 has been sprayed 2 will have to clean 3 are
given 4 had already been stolen 5 were
destroyed in 1942 by the enemy army 6 have
restored 7 will meet the visitors at the station
3 1 which 2 where 3 which 4 where
5 who 6 which 7 which
8 where 9 whose 10 where
Page 71
1 1 An old painting has been found in an attic.
2 A valuable sculpture has been stolen from a
London Museum. 3 Ancient ruins have been
discovered in a small Italian village. 4 A man was
hit by a tree. 5 A bomb was found at the airport
last Friday. 6 The match was watched by 20
million viewers.
2 1 She had never been sent away before 2 She
was given a lift (by her father) 3 she was greeted
by one of the teachers 4 Parents weren't allowed
to enter the building. 5 Susan was taken to her
room (by older students).
3 2 were sent 3 should be informed 4 has been
discovered 5 is taken 6 are going to be painted
4 1 was stolen 2 were arrested 3 have been
questioned 4 was committed 5 had been
planned 6 has been found 7 had been
seen 8 will be checked
5 2 The attic has been redecorated. 3 A new oven
has been bought. 4 The bathroom has been
tiled. 5 A new shower has been installed.
6 A swimming pool has been built. 7 The front
door has been painted.
6 2 are produced 3 are used 4 are spent
S is wasted
Page 72
Reading
1 fortress, palace, prison, tourist attraction, zoo, royal
mint, home to the Crown Jewels
2 1 It's unlikely. 2 people accused of treason/
traitors 3 to commemorate their founder,
King Henry VI 4 They disappeared because
Richard wanted to be king. 5 You rarely left
alive. 6 Beefeaters 7 He tried to steal the Crown
Jewels. He charmed King Charles II. 8 It was a
 gift from the King of Norway. 9 You could bring Page 74
a dog or a cat for the lions. 10 If they ever leave 111 2d 3 g 4 i 5a 6 k 7 e
the Tower, the monarchy will fall. 8 j 9 b 10 f 11 h 12 с

Vocabulary 2-5 Students' own answers.

3 1 CROWN 2 THRONE 3 REIGN 4 ROYALTY
Page 75
5 MONARCHY 6 EMPEROR
1 1 so 2 where 3 But 4 because 5 finally
4 famous monument, notorious prison, important 6 still 7 through 8 Afterwards
landmark, bloody history, audacious adventurer,
wedding gift, tourist attraction, entrance fee 2 Some examples: past simple: was really excited,
was a warm sunny day, boarded, was also used as
a prison, was a very difficult place to escape from,
Page 73
felt, stood, had, thought, were able to, realised;
Vocabulary past continuous: was walking, were living; past
1 1 historic 2 remind 3 unforgettable perfect: had read, had been imprisoned, had been
4 remember 5 memory 6 memorial 7 forget kept, had scratched, had never had; the w ill future:
will never forget
Listening
3 Some examples: excited, warm, sunny, beautiful,
2 1 F 2 T 3 T 4 F 5 T 6 F 7 F
wonderful, dark, difficult, moved, awful, luckier
8 F 9 T 10 T
4 Students' own answers.
Pronunciation
3 In sentence a there are commas separating
the non-essential clause.

Vocabulary
5 1 c 2a 3 e 4 d 5b

6 1 expanded and improved 2 restored

3 fagade 4 converted 5 stately homes

WORKBOOK ANSWER KEY 205

Unit 1, Listening, Exercise 1 (• ' CD 1/02
1 Welcome to Mortimer High School's end-of-year Fashion
Show. It's great to see so many of you here tonight, and
I can tell you you're going to see a really great set of clothes.
So, let's start. And first up is Angelina. She has on a very
interesting set of party clothes - the kind of thing to go
to a summer afternoon festival in. The large hat protects
her from the sun, while the very strong blue patterns on
the blouse attract your attention. But then suddenly the
straight black skirt contrasts strikingly, and takes us right to
the ground. You can't see her black boots - but I can tell
you, they're lovely! Thank you, Angelina!
Next on is Henry. He's wearing some more clothes for
going out to a party in. The black hat on top is contrasted
by a white shirt and a smart long black jacket, and a
touch of interest is given to these plain blacks and whites
by the checked trousers and the very pointed boots.
Thank you, Henry?
Our third model is Melody. Her clothes are plainly for an
evening out, and they are very simple, but elegant. The
hat is small and flowery, in contrast to the plain white
trouser suit going down to the white boots. Only the
flares on the trousers offer something more flowing here.
Lovely. Well done, Melody.
Fourth up is Seth; and he looks set for an evening out too.
Quite a frilly grey shirt there, contrasting with the string
bow tie and simple white waistcoat. The surprise comes in
the tight black trousers and the enormous boots that they
disappear into. Not so good for dancing, Seth! And next
on is Holly. She's wearing a lovely blue ...
Unit 2, Listening, Exercises 4 and 5 ( ' CD 1/03
Interviewer Dr Lynette Harris is here today to talk about
about one of the most famous discoveries
of all - the tomb of Tutankhamen, and the
man who discovered it, Howard Carter. So,
Dr Harris, when did Carter first go to Egypt?
Dr Harris As an artist when he was only seventeen.
Archaeologists needed artists to copy
hieroglyphs - photography wasn't practical.
He eventually became an archaeologist in his
own right, and at twenty-five, an inspector of
monuments. Then in 1908 he had a meeting
that would change his life.
Interviewer With Lord Carnarvon.
Dr Harris Exactly. Carnarvon was a rich and enthusiastic
amateur archaeologist who was looking for
someone to supervise his excavations.
Interviewer I see. And was it a successful relationship?
Dr Harris Yes, they made several important discoveries,
but Carter wanted to find the tomb of
Tutankhamen. Pharaohs weren't put in Pyramids
anymore, but in tombs cut into the rock of the
Valley of the Kings. Carnarvon paid for years
of unsuccessful research until he told Carter
he would finance just one more season. Then
on the fourth of November 1922, Carter came
across the steps leading to the tomb.
Interviewer Did Carter make this discovery alone?
Dr Harris No, not at all. Carter had help from many
local workers, and some even travelled from
Cairo to help him. Their involvement in the
discovery of the tomb is often forgotten.
Interviewer What happened when he found the steps?
Dr Harris No Well, his team had to remove seventy
thousand tons of sand and stone in their
quest. Then at 4 p.m. on the 26th of
November, Carter made a small hole in the
wall. Carnarvon asked Carter what he could
see. 'I can see wonderful things,' he replied.
Interviewer What did the tomb contain?
Dr Harris Over 5,000 objects. Including, of course, the
sarcophagus with its mummy. They were in
a marvellous state of preservation. If you look
at them now, you'd think they were finished
yesterday. It was one of the few to escape
tomb raiders. Tutankhamun was only eighteen
when he died, but he left us the most
important Egyptian treasure ever discovered.
Unit 2, Everyday English, Exercise 3 CD1 /04
Alex Is there any piece of technology you would
'uninvent', Mum?
Mum You know this already, Alex! The mobile phone!
It's at the top of my list.
Cassie As far as I'm concerned, it's the worst thing of all.
Kids even text in class!
Alex I hear what you're saying, but aren't they useful in
emergencies?
Mum Yes, but they probably cause more accidents than
the ones they help.
Alex Yes, you're right - people walking or driving
without looking where they're going.
Cassie And according to some scientists they give off
dangerous waves. From my point of view, we
shouldn't ignore these risks. So what's your
opinion, Alex?
Alex I see what you both mean, but I can't imagine life
without my mobile.
Alex Do you think the Internet's useful for your students,
Cassie?
Cassie Not really. Essentially, a lot of my students just copy
and paste from the Internet.
Mum Yes, I know what you mean. Some of my students
think downloading information is the same as
understanding it.
Alex So you're against the Internet then?
Mum I didn't say that. Basically, I can't make up my
mind. Some students use it wisely. But by and
large, students should understand what's in their
textbook first.
Cassie I couldn't agree more. That's a very good point.
Unit 3, Listening, Exercises 2 and 3 ( j CD 1/05
1 In my opinion there's no point in sending young people to
jail. They come out worse than when they went in. People
who commit a crime when they're young generally become
honest citizens when they reach their mid-twenties. In
my opinion, probation, or electronic tagging are better
choices than prison. Prison's just a university of crime.
2 There has been an increase in the number of burglaries
and we're asking the public to help us with some simple
but effective measures for crime prevention. Make sure
that you have two locks on your front door and fit locks
to your windows. In addition, don't leave any valuables in
your vehicle. Help us in the fight against crime by helping
yourselves.
WORKBOOK AUDIOSCRIPTS 207
 3 Well, it was amazing really. On Saturday night we were
called to a break-in at a supermarket. When we got there
the thieves had already left. Anyway, when I returned
to the crime scene on Monday morning to speak to the
manager, we heard noises coming from the cold room.
One of the thieves had hidden there and couldn't get out.
His partner in crime had left him there. He was half-frozen
but I arrested him anyway.
4 I am speaking on behalf of residents of the Greentrees
Estate. We're suffering from a crime wave of young
children who are out of control. They commit acts of
vandalism and mug elderly people in the street. The
police aren't interested because the kids are only ten
and eleven. They think we're making a fuss. I am afraid
that one day people are going to take the law into their
own hands. Where are their parents? That's what I want
to know.
Unit 4, Listening, Exercises 3 and 4 (- CD 1/06
Gareth So how are you spending the long weekend, Milton?
Milton I'm spending two nights on a sofa in Krakow at a
young couple's home.
Sonia Why sleep on someone's sofa, Milton? You earn a
good salary - you could stay in a hotel.
Milton Well, it's not about saving money, Sonia. It's about
making contact with people. They show you a
side of their city that's not usually open to tourists.
You're like a guest. You make friends with people
from other cultures.
Sonia I see. And have you ever had people to stay?
Milton Oh yes, I had someone from Berlin last week. You
should try it.
Gareth No way! You have no idea who's going to arrive
at your place ... or who's inviting you to stay. It
sounds as though you're taking a big risk to me.
Sonia Yes, I think I'll stick with my two weeks' holiday in
a nice hotel.
Gareth But haven't you ever thought of home swapping,
Sonia? It seemed crazy to leave a house in
Cambridge empty and waste a lot of money renting
somewhere else. I've done it a couple of times with
my wife and kids.
Milton I suppose it works for families.
Sonia Well, I've never thought of it before. So where have
you been?
Gareth To Florida and we've had a marvellous holiday in
Northern Spain.
Milton You said couch surfing was risky - but how do
you know the people are OK? What happens
if you make a mistake with who you lend your
home to?
Gareth Well, they send you photos of their place, and
there are a lot of emails and phone calls to
organise everything.
Sonia I see. But my place is quite small. I don't know who
would want it.
Gareth Lots of people. You don't need a fantastic home,
but it helps to live in somewhere interesting like
Cambridge.
Milton But what do you do with your private things?
Gareth Well, you put them in a cupboard. You do the
housework and make sure everything is clean and
tidy and arrange for them to pick up the keys.
Sonia Mm, it sound interesting. Can you give me the
website address?
Gareth Sure. What about you, Milton? Would you like it too?
Milton No, thanks. I don't think I could handle the tidying
up. Couch surfing is much more relaxed.
208 WORKBOOK AUDIOSCRIPTS
Unit 5, Listening, Exercises 2 and 3 (* CD1 /07
Adrian A lot of people complain about getting up
early, but I think that first thing in the morning
is the best. The spring is my favourite time of
year. It's less fun in the winter when it's cold
and dark or if the ground's icy. I help my uncle
Bob with his deliveries twice a week. He drives
the milk van and I take the fresh bottles and
pick up the empty ones. He gives me a couple
of pounds, but I would do it for nothing. I like
being with my uncle. He always makes me
laugh. I buy sweets and chocolates with the
money he gives me.
Bella - Well, it's not great for your social life, because
you have to give up your Friday or Saturday
nights to look after someone else's kids. But it's
a great way of making a lot of money. Parents
are out for at least four hours, so if they pay
you five pounds an hour you can make twenty
pounds! It's an easy way of making money,
especially if the children are asleep. You just
sit and watch TV! I like children a lot anyway.
I'm saving up for a skiing trip this winter. And
it's better than fruit picking. I did that last
summer - it was such hard work - never again!
Catherine Well, my dad had one when he was a boy,
so he made me take one up when I was old
enough. It takes me about half an hour if I'm
quick. I have fifty houses on my round.
I only get ten pounds a week. I spend it on
m agazines and clothes. The w orst thin g is
at the weekend, the Sunday papers are
enormous - they weigh a lot and it's hard to
get them through the letter box. When I'm
sixteen I'm going to look for a Saturday job in
a pizza place or a shop. I don't want to end up
with this job for ever.
Dilip I mostly work weekends. You have to be really
quick and have a good memory for people's
orders. You need to have good people skills,
especially when the queues are long. When
I was 21 my boss had to put up my salary to
the full minimum wage, but my boss kept
me because I am reliable even if I am quite
expensive. He knows that I'll always turn up
on time. I generally do about twelve hours a
week in term time and all the hours I can get
in the holidays. I don't like the smell of burgers
on my clothes and ifi my hair - so when I get
home, it's straight into the shower to clean up.
I'm studying law at university, so I really need
to keep this job.
Unit 5, Everyday English, Exercise 3 ( j CD1 /08
Employee Megaburgers. How can I help?
Speaker Say why you're ringing and ask to speak to
the manager.
Employee I'm afraid she's not available at the
moment. Would you like to leave a
message?
Speaker Say you can phone back. Ask for a good time
to ring.
Hannah Black Megaburgers, Hannah Black speaking.
Speaker Say you're calling back and explain the reason
for the call. Ask if there are still vacancies.
Hannah Black So you're looking for a job as a counter
staff. Tell me something about yourself.
Speaker Say who you are, your age and so on.
Hannah Black I see, and do you have any experience?
Speaker Tell the manager about your experience. If
you don't have any say you're a fast learner!
Ask about the conditions.
Hannah Black OK, we pay the minimum wage and there's
a free uniform. But I need to meet you first.
Speaker Ask for an appointment.
Unit 6, Listening, Exercise 3 (/ CD 1/09
Michael So tell me then, what's the best way we can all
save water? * would cover the state of Louisiana. All this, just
Sandi Well, the best way's by changing what we eat.
We need to cut down on meat, and other
animal-based products like eggs and milk!
Michael What, give up meat and become a vegetarian!
And cut out milk and eggs?
Sandi I said cut down, not cut out! OK, I've got a
question for you: how much water does it take
to produce one little beef burger?
Michael Don't know. No idea - 10 litres.
Sandi No, at least two thousand litres. Beef cattle
consume food and grass that need enormous
amounts of water to grow. With the water you
use for one beef burger you can produce enough
wheat for three loaves of bread. Another thing
is if we carry on eating meat, more and more's
going to be lost to cattle.
Michael OK. And what about eggs and so on?
Sandi Well, producing any kind of food from animals
uses a lot of water - it can take 250 litres to
produce a single egg, because you have to raise
the chicken that lays the egg, you see.
Michael So what about milk?
Sandi Good question. Young children need milk, there's
no doubt about it. But by the time we're adults
we need so much. But we're addicted to milk and
milk products. You also need 500 litres of water
for one litre of milk. That's what's needed to grow
the grass cows eat and what they actually drink
themselves.
Michael Wow! I am not sure how much I believe that, but
ask me another one anyway.
Sandi All right then. How much water does it take to
produce one litre of soda? You know, for the
whole production process.
Michael Like coke. I don't know. Five litres - something
like that.
Sandi W rong again. You need 250 litres.
Michael Come on! That's just not possible.
Sandi Oh, yes it is. You need just two and a half litres
to produce the litre of cola, but then you need
the rest to clean the machinery and to grow the
sugar that you put in the coke to make it taste
sweet. Growing the sugar is the thing that uses
the most.
Michael I knew it was a trick question, but we can't keep
on wasting water like this.
Unit 6, Everyday English, Exercise 1 ( j CD 1/10
Felicia Hello, everybody. It's great to see so many people
here. I am going to talk about our love affair with
milk and the danger it poses to the planet. Before I
begin I'd like to say that babies and young children
need it for healthy teeth and bones. But for adults
it's unnecessary.
Yet we still keep consuming it. It's also hidden
in cakes and cookies, in ice-cream and our
cappuccinos and lattes. But the cows we need to
produce it are having a devastating effect on our
environment.
Cows are beautiful, calm and gentle creatures,
but consume enormous amounts of water and
grass, take up land for growing crops, and the
methane gas they produce contributes to global
warming. Did you know that there are almost
ten million cows and sixty-five thousand dairy
herds in the USA? If we put them together, they
to satisfy our milk habit!
So what can we do? Well, first of all, we need to
be aware of the problem. Next we need to change
our eating and habits. For instance, we can switch
to a vegetable-based substitute like soya milk.
And finally, if you don't like it, you can always
take your coffee black! Remember, if we take
these steps we reduce our dependence on cows.
So everyone, let's end our love affair with milk
right now! Now I am going to hand you over to
Christopher, who is going to talk about disposable
diapers. Thank you for listening!
Unit 7, Listening, Exercise 5 (? CD1/11
Part A
Sandra Where are you taking me, Matgosia?
Matgosia Gdansk's famous for its amber jewellery. Every
visitor must go to one of its workshops,
jewellery-making has a thousand-year history.
Each year in March there's a fair where buyers
come from all over the world.
Sandra Wow! And erm, what is amber, exactly? Is it a
kind of stone?
Matgosia Oh, no, not at all. It's actually fossilised resin,
you know, from trees. Millions of years ago the
whole of the Baltic Sea and region was covered
in forest. These trees are now extinct. Here, feel
my bracelet.
Sandra So warm and light - it's not cold and heavy like
a stone.
Matgosia And another thing, amber is supposed to help
babies who are growing their teeth. They can
get relief from wearing an amber necklace. If
you have problems with your knees or shoulders
it can help with the joints.
Unit 11, Listening, Exercises 6 and 7 (<• CD1/12
Part В
Matgosia It's a wonderful material for jewellers to work
with and some of the most beautiful amber and
silver jewellery is made here in Poland. We're
coming up to a shop now.
Sandra There are some really beautiful things here.
Rings and bracelets and necklaces. My mother
would love that brooch. What's that in it? Is it
an insect?
Matgosia Yes, that's right. It was trapped in the resin
millions of years ago.
Sandra Amazing. Oh, yes, I remember that film Jurassic
Park. It begins with a mosquito taking the blood
from a dinosaur and getting caught in the resin
of a tree.
Matgosia And then the scientists create dinosaurs from
the DNA they find inside a piece of amber. It
was a great film, wasn't it?
WORKBOOK AUDIOSCRIPTS 209
 Sandra Mm, yes. Look at those earrings. I love them. Helen Leave Steve alone, Karl. You're crazy about German
I think I'll buy something for my mother. And cars. You even have posters of them on your
what do they have for men? bedroom wall.
Matgosia Those things just there, you know, for holding Karl Yeah, but that's different. They're the best and most
your shirt together. reliable in the world.
Sandra Oh, cufflinks. Steve Really? Japanese cars are supposed to be the most
Matgosia Cufflinks - that's it. reliable and they're much cheaper than a Mercedes
or a BMW.
Unit 8, Listening, Exercises 1 and 2 (* CD 1/13 Karl But I'd still rather have a German car.
Steve But a Spanish Seat or a Czech Skoda has got the
same engine as a Volkswagen and is better value
Carlos I keep on coughing and sneezing. I think I'm going
for money. They just have a different badge on the
down with something.
front.
Emily Wait a moment. I have got this special stuff made
Helen So you'd pay a higher price for an expensive car just
from herbs that will help you fight it off. I take it every
because it's made in Germany, but you wouldn't
day at this time of year - it seems to work for me.
pay for a designer polo shirt.
Carlos What's it called?
Karl OK, you win. I know it doesn't make sense. I
Emily It's called echinacea.
suppose we just want different things. But I still
Carlos Echinacea. I've never heard of it, but I'm ready to
wouldn't spend money on a designer shirt.
give it a try.

2 Unit 10, Listening, Exercise 3 ( CD 1/1 5

Melanie It was so hot in the carriage that all of a sudden I Part A
started to feel faint. The next thing I knew I was Now listen, Carlos, you have to understand about afternoon
lying on the platform. tea. It's a meal, not just a drink of tea. You do get tea to
Suzanne You poor thing, Melanie. I passed out once. It's drink a pot of black tea, and here a lot of people have it with
horrible, isn't it? So what happened next? milk and sugar. But then you have food; sandwiches first:
Melanie Well, when I came round there was this girl, who they can have anything in them, but they often have egg or
took care of me. salmon, with cucumber. After that, there are sweet things to
Suzanne Oh, really? eat: there's a special little cake called a scone, which you eat
Melanie Yes, she's a medical student. She looked after me with cream and strawberry jam, and then there are usually
really well. other cakes, too. It's very nice.

Miss Brownlow Welcome back, Mr Granger. How are you

feeling?
Mr Granger I'm a lot better, thanks, Miss Brownlow.
I have been off for a week though.
Miss Brownlow Yes, this 'flu' that's going around is really
unpleasant, isn't it?
Mr Granger Yes, it takes ages to get over it. I'll need
to speak to the person who taught my
class while I was off
Miss Brownlow I'm afraid you can't. That was Mrs
Willoughby, but now she's off sick too.
Doctor OK, then, Alan. Let's have a look at your foot. Mm,
just as I thought. You have picked up some kind of
infection. Have you been swimming lately?
Alan Yes, I train a couple of times a week.
Doctor Well, I'm afraid you won't be able to go until this
gets better. Here's a prescription for some special
cream to put on it. Put it on twice a day and don't
share a towel or socks with anyone. Understood?
Unit 9, Listening, Exercise 4 (7 CD 1/1 4
Helen You look nice, Steve. Is that a designer polo shirt
you're wearing?
Steve Thanks, Helen. I got it in the sale. It only cost thirty
pounds - that's half price.
Karl Thirty pounds! You'd get more or less the same thing
if you spent fifteen pounds at Marks and Spencer.
Steve Yes, Karl, but it's not the same, is it? You know
the quality of a brand with a logo's going to be
much better.
Karl Yes, but not two or three times better. Anyway, I'm
sure that factories just put a different logo and label
on the same polo shirts.
Unit 10, Listening, Exercises 4 and 5 (7 CD 1/16
Part В
The thing is, most people don't have afternoon tea any
more. It's something you have at four or five o'clock in
special cafes in nice towns in the country, as a special treat.
It's a very old tradition. People have drunk tea in England
since Catherine of Braganza married King Charles II in 1661
and brought it with her from Portugal. And then Anna
Russell, Duchess of Bedford, invented the idea of afternoon
tea as a light meal around 1800. It became a very
popular part of each day in the nineteenth century, when
everybody started drinking tea. However, in the twentieth
century, as women started to work more, it almost stopped,
although in some offices and factories they still have a cup
of tea at around four o'clock in the afternoon, and maybe
a couple of biscuits with it. It's a pity, because it was a nice
tradition.
Unit 11, Listening, Exercise 1 ( f CD 1/ 17
Part A
Interviewer So why did Zamenhof create Esperanto? It
Petra
seems a strange thing to do.
Well, Zam enhof was from Bialystok in
the east of Poland. At that time Poles,
Jews, Russians and Germans lived there.
Each group spoke a different language
* and looked at the others with suspicion.
Zamenhof's basic belief was that a neutral
and universal language would help to create
understanding and brotherhood between
different nationalities and help them settle
their differences.
Interviewer That's a nice ambition. How many people
speak it worldwide?

210 WORKBOOK AUDIOSCRIPTS

Petra Maybe two million people, which is quite an
achievement. There are even a few hundred
people who speak it as their first language.
Interviewer Really, how come?
Petra This is where there's an international family
where Esperanto's the common language. So
kids grow up hearing Esperanto and learn it
that way.
Interviewer And is it the recipe for friendship and
happiness that Zamenhof wanted?
Petra Well, there has been an annual congress
for speakers of Esperanto for the past one
hundred years. But of course it hasn't
stopped the wars in between.
Unit 11, Listening, Exercise 2 CD 1/1 8
Part В
Interviewer How hard is it to learn Esperanto for
someone like me?
Petra Quite easy really. For someone with a
knowledge of a European language the
grammar and pronunciation are familiar.
The grammar's simple, the word order is
subject verb and object and there are no
difficult cases like in Polish or German.
Interviewer And vocabulary?
Petra Well, it uses a lot of international words. So
overall, it's easy to learn for someone who
already speaks a European language.
Interviewer And what about verbs?
Petra Well, they're easy too because there are just
three tenses and no conjugations. And of
course there are no irregular verbs. So
overall, someone who already speaks a
European language can learn Esperanto in
a quarter of the time it would take them to
learn a European language.
Interviewer But what about for people who don't have a
European mother tongue?
Petra Well, they will face more difficulties.
Interviewer And is there another constructed or artificial
language that's truly global?
Petra Mm, yes, there's one called Ido and another
one called Lojban. Lojban's based on the
world's six most widely-used languages:
Mandarin Chinese, Hindi, English, Spanish,
Arabic and Russian.
Interviewer Wow! That must be difficult to learn.
Petra And of course we mustn't forget Klingon!
Interviewer What, from Star Trek?
Petra Yes, some linguists have created a Klingon
language too.
Unit 11, Everyday English, Exercise 1 (7 CD 1/19
Stephen Can you spare me five minutes to answer some
questions?
Rita Yes, OK, I haven't got anything else to do!
Stephen So, first of all, can you tell me what your first
language is?
Rita It's Dutch.
Stephen Is it all right if I ask you how many languages
you speak?
Rita Well, Dutch naturally, English, German and a
little bit of French.
Stephen Wow! The EU spends a billion pounds a year on
translation costs. Do you think this is a good use
of money? '
Rita No, I think it's a scandal!
Stephen Do you think it would be better to have just
three official languages?
Rita What, like English, French and German? It would
be better, I suppose.
Stephen Can you tell me which single language you
would choose?
Rita Well, it would have to be English. Nearly
everyone speaks it.
Stephen Would it be better to use a language like
Esperanto?
Rita No, I don't think so. Anyway, I don't know
enough about Esperanto.
Stephen And can I ask how you feel about English?
Rita Well, it's a useful international language. You
can go anywhere in the world and get by. But I
feel sorry for English people. If you never learn
another language, you never really understand a
foreign culture.
Unit 12, Listening, Exercise 2 CD 1/20
Hampton Court Palace is a large stately home which stands
next to the River Thames to the east of central London.
There were important buildings at Hampton Court as early
as the eleventh century, and later they were used as farm
buildings and offices by some knights.
In 1494, the buildings were bought by Giles Daubeney,
who changed them into a large private house. In 1514
Thomas Wolsey, who was Chancellor of England, took over
Hampton Court. He converted the large private house into
a huge palace. He added private rooms for himself and his
guests, but also for the King, Henry VIII, his wife, Katherine
of Aragon, and their daughter, Princess Mary. But Wolsey
and King Henry became enemies, and in 1528 the King
took over Hampton Court, and for the next twelve years
expanded and improved it. He added huge kitchens, the
Great Hall for large banquets, tennis courts and gardens,
a hunting park, and also running water and toilets. He
rebuilt his own rooms at least six times.
The next round of building work came under King William III
and King Mary II, Queen Anne and Kings George I and II.
The architects who worked on the buildings were the best
ones of their time. By 1732, Hampton Court had a very
different appearance, with classical facades, and interiors by
the best designers of the day.
After George II, no king or queen lived at Hampton Court.
In 1796, Queen Victoria decided to restore it and in 1838,
when the restoration was completed, it was opened to
the public. After a bad fire in 1986, another period of
restoration took place, and in 2007, after a gap of 275 years,
a new building was added to Hampton Court: the Clore
Education Centre. The palace is one of Britain's most popular
tourist sites, with thousands of visitors every week.
Unit 12, Pronunciation, Exercise 4 ( f CD 1/21
a In 1514 Thomas Wolsey, who was Chancellor of England,
took over Hampton Court,
b The architects who worked on the buildings were the
best ones of their time.
WORKBOOK AUDIOSCRIPTS 211
 1 My name Asia. 1 9 My toothache is _______ than yesterday.
a am b is с are d have I need a dentist.
2 T h e y__________ from Italy. a bad b good с best d worse
a am b is с are d have 2 0 Everest is th e __________ mountain in the
3 My uncle__________ two dogs and a cat. world.
a is b are с have got d has got a highest b higher с high d most high
4 We live in __________ house. 21 Richard__________ at university when she
a a b an с two d old leaves school.
5 Th ere__________ twenty students in my class. a is going to studies b is going
a has got b have got с are d is с is going to study d is going study
6 h e ___________ in London? 2 2 That's a song. Play it again.
a do / live b do / lives с does / live a beauty b beautiful с beautifully
d does / lives d most beautifully
7 A: Do you like tennis?
2 3 It's raining and I my umbrella.
B: No, I __________ .
a do b does с don't d doesn't a haven't brought b hasn't brought
с haven't bring d didn't brought
8 My brother ca n __________ the piano
very well. 2 4 In 1969, a hum an_______ on the moon.
a play b plays с to play d to plays a land b landed с is landing d has landed
9 I'd like__________ bread, please. 2 5 Daphne plays the guitar really__________ .
a a b an с some d any a good b goodly с best d well
1 0 Bill and M ary__________ for a bus at the 2 6 James lives in Barcelona but at the moment he
moment. English in London.
a wait b waits с is waiting d are waiting a studies b has studied с is studying
11 W h y__________ our teacher___________ us d will study
a test today? 2 7 I think people _______their cars in the
a does / give b is / give с are giving future.
d is / giving a fly b will с will fly d flying
1 2 My grandfather a professional 2 8 W h y__________ late for school?
football player in 1950!
a always is he b is always he с he is always
a is b was с were d could d is he always
13 A famous English k in g __________ in this city. 2 9 W h o __________ my cake? It was here a
a live b don't live с lived d living minute ago.
1 4 Last year, w e __________ to London for a did take b has taken с was taking
three days. d takes
a go b is going с goes d went _______ football last year.
30 H e _______
15 Y o u __________ talk when your teacher is a used to b has played с used to play
talking. d played
a mustn't b has to с have d must to 31 W hat__________ when you told her the truth?
1 6 Yesterday the class__________ take an exam. a happened b did happen
с has happened d was happening
a must b had to с have to d did must
32 H ow __________ have you had your new car?
17 My parents _______ have mobile phones
when they were young. a long b long time с much time
d many time
a use to b didn't use to с doesn't used to
d don't use to 33 They met each other their studies.
1 8 Oxford is a city than London. a during b while с for d when
a small b smaller с smallest d not small

© 2013 National Geographic Learning, a part of Cengage Learning PH0T0C0PIABLE

34 W hat__________ when I phoned you last night? 5 0 English school children wear a uniform, but in
the USA, children__________ wear a school
a have you done b were you doing
uniform.
с had you done d did you
a mustn't b don't have to с shouldn't
35 Oh no, we haven't g o t __________ cereal left,
d don't must
so we must buy another packet.
a many b some с none d any 51 Let's__________ a new website for our school.

3 6 We don't have__________ before the train a start b to start с starting d started

leaves. 5 2 How about__________ T-shirts to raise money?
a long b much с little d few a sell b to sell с selling d to selling
3 7 Look at those dark clouds. It __________ very 5 3 Is this th e __________ you have?
soon.
a big b biggest с bigger d most big
a will rain b rains с would rain
d is going to rain 5 4 It was the best pizza I ___________

3 8 Don't cry, Sally. I __________ you another a have ever eaten b ever ate с was eating
ice-cream. d ever eaten
a 'II buy b am buying с buy d 'd buy 5 5 A s __________ as I am concerned, it's a bad
idea.
3 9 I am w riting__________ about the treatment
I received in your restaurant. a soon b long с far d if
a for complain b a complain 5 6 I wouldn't buy that scooter if I __________
с for to complain d to complain you.
4 0 W e __________ as soon as she gets here. a am b will be с were d have been
a begin b will have begun с will begin 5 7 W hat__________ you give me if I cleaned your
d are beginning bedroom?
41 They left after th e y__________ their meal. a will b do с can d would
a finishing b had finished с were finishing 5 8 That's the m an__________ wife owns the
d have finished English bookshop.
4 2 Have you ever been t o __________ United a who b that с whose d which
States of America? 5 9 I can't give you this book. I t __________ to
a a b an с the d [no article] someone else.
4 3 I'd like__________ ticket t o ___________ a owns b lends с borrows d belongs
Budapest, please.
6 0 Jam es__________ me if I knew Andrew's
a a / the b a / [no article] с the / the phone number.
d [no article] / a a told b said с asked d demanded
4 4 In school terms I have to get u p ___________
61 A cheetah runs__________ faster than a cow!
a more early b earlier с earliest d earlily
a slightly b a bit с many d a lot
4 5 How__________ people volunteered to help us?
6 2 A cricket team and a football team __________
a much b many с some d lots have eleven players.
4 6 If you e a t__________ fruit, you'll become sick. a either b every с neither d both
a a few b too few с a little d too little 6 3 I don't like junk fo o d __________ .
4 7 Y o u __________ for hours. Take a break and a either b too с neither d both
start again later!
6 4 Sheila is someone__________ achieves 100%
a painted b were painting с have painted on everything.
d have been painting
a who b when с whose d which
4 8 Generations of my family have been living in
this house ,__________ 1901. 6 5 Chess__________ on a board.
a in b from с for d since a plays b is played с has played
d had played
4 9 M ike__________ by the time I arrived, so I
didn't see him. 6 6 Currently, many types of anim als__________
by humans.
a went b has gone с had gone
d was going. a kill b are being killed с are killing d is killed
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOP ABLE 213
 6 7 Have you any idea w hen __________ ?
a starts the film b does the film start
с the film starts d the film start
6 8 The policeman asked me if I __________ the
burglar the night before.
a would see b had seen с saw d was seeing
6 9 Th e y__________ you 10% off at that shop if
you spend over 100 euros.
a have given b 'II give с 'd give d gave
7 0 We'd love to come if w e __________ any spare
time.
a have b will have с would have d had
71 I __________ if I'd known Sarah was coming
too!
a wouldn't have come b won't have come
с wouldn't come d hadn't come
7 2 My uncle is a ve ry__________ business man.
He's made millions!
a success b succeed с successful
d unsuccessful
7 3 At the weekends, my mum makes us all
__________ some housework before we can
go out.
a do b make с clean d have
7 4 Y o u __________ wear a coat because it's cold
outside.
a would better b had better to С had better
d would be better to
7 5 Julia comes from Boston,__________ she?
a isn't b hasn't с wasn't d doesn't
7 6 S h e __________ borrowing my clothes without
asking - it's annoying.
a keeping on b always с is always
d is keeping
7 7 T h is__________ delicious. Can you give me
the recipe?
a tasty b is tasting с tastes d tasteful
7 8 I'm really looking__________ my holidays.
a forward to going b forward to go с forward
d forward to
7 9 Harry joined the arm y__________ he was
under eighteen.
a however b although с despite d while
8 0 Her parents__________ her to practise the
violin every day before lunch.
a let b made с forced d insisted
81 William has ve ry__________ close friends.
a little b few с a little d a few
214
8 2 Your hair looks nice___________ ?
a Did you do them b Have you had it done
с When have you done it d Was it done
8 3 I would rather w e __________ at home this
evening.
a stay b will stay с would stay d stayed
8 4 Three ships w ere__________ in the storm.
a disappeared b vanished с gone d lost
8 5 The engineer pushed a button and the bridge
a was raising b lifted с raised d rose
86 Can you tell me what tim e__________ ?
a the train leaves b does the train leave
с leaves the train d will leave the train
8 7 Helen__________ Lawrence to make a
doctor's appointment.
a reminded b remembered с suggested
d said
8 8 The victim was attacked__________ a large
stone.
a from b by с with d for
8 9 Tennis is a great sport. You should___________
a take it up b take up it с take up
d up take it
9 0 By this time tomorrow we w ill__________ in
Sydney.
a arrive b have arrived с have been arriving
d be arriving
91 Hi Miranda, I __________ you for ages.
a didn't see b haven't seen с hadn't seen
d don't see
9 2 He doesn't play football any more but he
a used to playing b used to с got used to
d was used to
9 3 I wish y o u __________ making that horrible
noise.
a will stop b stopped с would stop
d would have stopped
9 4 The roads are icy. Drive carefully,__________
you?
a aren't b don't с won't d wouldn't
9 5 I think we should drive___________ we'll have
to take the train.
a Unless b Otherwise с Provided d If
9 6 Yo u __________ blonde hair when you were a
baby.
a would have b was having с used to have
d had had
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
 97 He should__________ a long prison sentence 99 It w a s__________ hot an afternoon that
for what he did. everyone fell asleep.
a give b be give с have given a so b such с very d too
d have been given
100 Don't worry. I'm not really crying.
98 No sooner__________ the door than she I __________ onions, that's all!
realised her keys were still inside. a cut b was cutting с had cut
a had she closed b she had closed d have been cutting
с did she close d she closed

(1 mark for each correct answer. Total_______ /100)

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 215

Part 1: Listening (7 CD3/02
1 Listen to the passage and complete the notes.
You will hear it twice.
Prince Charles founded the Prince's Trust in
1976 In Britain one young person out of
(1)_______________________ is not in work,
education or (2)_______________________ . The
Trust teaches new (3)_______________________ and
build people's (4) self-_______________________ .
It also gives (5) to
start businesses. It helps three groups: the
(6)_______________________ , people with
problems at (7)_______________________ and
young people from (8)_____________________
homes. It even helps those in trouble with the
(9)_______________________ . The Trust lets people
have the life they (10)_______________________ ,
not the one they (11)
It has helped (12) _ of
thousands of young people.
Part 2: Grammar
2 Change the verbs into the present simple or
continuous.
Example: At the moment she is textim (text) her
best friend.
1 Frank and Hannnah___________ (watch) a
talent show on TV.
2 She___________ (not know) your brother.
3 I t ___________ (take) half an hour to get there.
4 She________ (catch) the 7.45 train every
morning.
5 What's cooking? I t ________ (smell)
delicious.
3 Expand the prompts in italics to make
questions.
Example: You're new here; where / you /b e /
from = Where are you from?
1 The children are very quiet, what / they / do
2 how often / they visit their grandmother?
3 you / understand this exercise? It's very difficult.
4 what / you / read? / Is it interesting?
5 you / look for / Mr Green's office? It's over here.
Part 3: Vocabulary
4 Complete the words to fit the definitions.
Example: Someone who only thinks about himself.
self ___ = selfish
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
A part of town with a clear identity,
neighbour_____
Someone originally from another country,
im m _________
A group of people of around the same age.
gen--------
Someone who works for free, vo lu _______
A person between the ages of 1 3 and
19. teen______
Part 4: Communication
5 Imagine you are in England where you are
studying English.
Complete the dialogue. Be yourself.
Maxwell: Hi, I'm Maxwell. I live next door.
Example: You: Hi Maxwell' I'm Anna
I'm from Spain
Maxwell: Where in Spain are you from?
You: (1) I'm___________ It's___________
Maxwell: I see. So what (2)____________
You: I'm studying English and staying with an
English family.
Maxwell: What do you do back home?
You: Well, I (3 )_____________
Maxwell: What do you like doing in your spare time?
You: I (4 )______________
Maxwell: Would you like to go to the cinema
tonight. They're showing Twilight III.
You: (5 )_____________
Part 5: Reading
6 Complete the passage about life on the island
of Foula by matching sentences а- f to gaps 1-5.
There is one sentence you do not need to use.
a Amy Ratter, 32, grows her own vegetables,
raises animals, and owns a pony called Piper.
b Often it is so w ind y that the birds fly
backwards.
с She believes that hard w ork is the key to
happiness,
d It's a breathtaking experience,
e Sometimes she feels trapped and wishes she
could leave.
f M y heart is beating fast as we come in to land
on the w ind y runway.
Living on the edge of the world.
Foula is Britain's most remote inhabited island. It is
three miles west of Shetland and on the same latitude as
St Petersburg. To the west and the north, there are five
enormous hills and the highest cliffs in the country.
(1) ______________________
Twice a week, when the weather seems reasonable
a ferry visits Foula, but we are arriving on the small
plane that also brings essential supplies for the island's
population. (2)_______________________ The island has
got no shops, there's just a tiny post-office. Twenty or so
people live on its 23 square kilometres including a 90 year
old. There is also a classics professor.
Not everyone relies on supplies from the outside.
(3)_______________________ After years away at school
and living in London, she asked herself. 'What on earth
am I doing over there, working for someone else? What
am I doing living anywhere else but here?' Now she
lives in her grandfather's old cottage and works for the
water company, and is a member of the fire brigade.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
She likes to spend most of her time looking after her
four farms. Right now, she is loading hay on to Piper's
cart. (4)_______________________
Up in the north, pony breeder and bird monitor Penny
Gear doesn't regret her decision to come back to her
childhood home. 1 love the freedom, the beauty, the na­
ture, the life.' Her sons go to the school and are its only
two pupils! Sometimes, she goes and watches the huge
waves. (5)_______________________ She occasionally
wishes for an easier life, but never thinks of living
anywhere else.
217
 Part 1: Listening (/ CD3/03
1 Listen to the story about Post it notes and answer
the questions by choosing between a, b or c.
Example: Karen thinks George is going to
a damage the book b borrow the book
с stop her from using the book
1 Spencer Silver was looking for
a a strong glue b a glue you could use more
than once с a glue remover
2 The problem with the glue was
a it didn't stick at all b it wasn't strong
enough с it left a mark.
В Spencer Silver thought his discovery
a was useless b had an immediate use
с could be useful
4 Spencer's colleague__________ the glue
a didn't know about b was surprised by
с found a good use for
5 The company started to sell the notes in
a 1961 b 1971 с 1981
Part 2: Grammar
2 Change the verbs in brackets into the simple
past or the past continuous.
Philips Petroleum (1)_______________________
(enter) the plastic's business quite by accident.
In June 1951 two young research chemists were
(2 ) (look into) ways of
producing a more efficient fuel. To their surprise they
(3 ) (notice) that a sticky
white substance (4 )______________________
(block) their laboratory equipment. They
immediately (5)_______________________ (see)
the value of their discovery. They carefully
(6)_______________________ (record) the results
as the process (7) ____________________
(happen). They (8)_______________________ (call)
the resulting plastic polypropylene and soon after
(9)_______________________ (make) polyethylene.
In 1953 Philips (10)_______________________
(invest) $50m to build the first giant factory.
Nowadays these substances are the basis of a
wide range of plastics.
3 Read the story and make questions for the
answers.
Food chain: A chicken ate a worm, but then an
eagle ate the chicken for lunch. A fox then ate the
eagle. Then, when the fox swam across the river,
a crocodile ate it!
Example: What / chicken eat? A worm
_______What did the chicken eat?_____
1 What / the eagle eat? A chicken.
2 What / eat the chicken? The eagle.
218 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
3 What / eat / the eagle? The fox.
4 What / eat the fox? A crocodile!
5 What / the crocodile eat? The fox
Part 3: Vocabulary
4 Complete the words to form a scientific
profession.
Example: With the aid of a microscope a
biologist_______can detect organisms invisible to
the eye.
1 The numbers that we use in Europe today were
invented by Arab math__________ s.
2 The astron__________ Galileo was criticised
for confirming Copernicus's theories.
3 Marie Curie was a phys_______ , famous
for her research on radioactivity.
4 Thomas Edison was the inven__________ of
the electric light bulb.
5 Gustave Eiffel is the e n g __________ who
designed and built the famous tower in Paris.
Part 4: Communication
5 Steve, Charlene and Gary are talking about
the dangers of waves from masts for mobile
phones. Complete their conversation by
substituting gaps for letters.
Steve: What do you think about this fuss
about mobile phone masts?
Gary: Well, as (1) f _ _ as I'm
(2) с ___________ they shouldn't
put them near schools.
Charlene: (3) A ___________ to some scientists,
the waves can cause serious illnesses.
Steve: I (4) h ___ what you're saying, but
where is the scientific proof?
Gary: (5) F ___ my (6) p ______of
(7) v ___ , there's a lot of proof
already. It's like smoking in the old
days, nobody wanted to believe the
evidence.
Charlene: Yes, on the (8) w _____ I agree with
Gary Do we have to wait until there is
an epidemic?
Gary: (9) _ _ my (10) о ________ it's better
to be safe than sorry.
Part 5: Reading Just like penicillin?
6 Read the passage and answer the questions by Quite a few scientific discoveries are the result of
choosing between a, b, с and d. chance combined with a good eye. We all know that
1 The writer thinks that scientific discoveries ... penicillin, the wonder drug was discovered as the
result of a messy laboratory and some dirty slides.
a are by chance, But it took a dedicated scientist to recognise the
b usually happen by accident, importance of what he saw before his eyes. I wonder
с are sometimes missed, how many marvellous discoveries were not made
d are never just a question of luck. because people quite simply didn't recognise the
importance of what was going on in front of them.
2 The w riter... the legend, One area where chance discoveries occur is
a would like to believe with food. Most of us have heard of that wonderful
b doesn't believe creamy blue cheese from France called Roquefort,
с heard about but how many of us know how it was invented? A
lovely legend I came across in an old book gives an
d is unsure about the truth of explanation; whether it has any foundation in truth is
3 The shepherd ... another matter. Once upon a time a lonely shepherd
a tried to find the girl, was eating his midday meal of bread and sheep's
cheese when he saw a shepherdess on the horizon.
b imagined the girl,
He left his lunch in a nearby cave and went to speak
с saw her in the distance, to her. But he could not find her. A few months later
d managed to find the girl. he returned to the cave. Imagine his surprise when he
noticed an incredible transformation had taken place
4 The shepherd ...
in his absence. By the light of the setting sun he saw
a wanted to throw the cheese away, that his plain white cheese was now streaked with a
b was too hungry to care. blue mould - a bit like penicillin!
с immediately realised how wonderful Instead of throwing the cheese away he was so
the cheese was. hungry that he bit into it and discovered it was
delicious. The fungus in the cave and the grain used to
d thought the cheese looked disgusting.
make the bread worked together to turn plain sheep's
5 What made the cheese turn into Roquefort? cheese into the fabulous blue cheese we know today
a a combination of elements, as Roquefort.
b the fungus in the cave,
с the shepherd's hunger,
d the sun's rays.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 219

Part 1: Listening (* CD3/04 5 H e___________ (be) in the army before he
___________ (become) a policeman.
1 Listen to the news reports and answer the
questions. Part 3: Vocabulary
1 1 How many paintings did they steal? 4 Unscramble the letters and complete the
sentences.
2 Where did they steal them from?
ilinh
Illd U nenonict nectecns ceenvide
sinsewt sefsonc
3 How much were the paintings worth?
Example: The police said he had a perfect
4 Where did they keep the paintings? alibi
1 T he ___________ saw two women entering the
5 Who found the paintings?--------- shop with a bag.
2 1 When was Mrs Jones arrested?___________ 2 I didn't do it! I'm ____________
2 What was she carrying at the time? 3 The judge gave him a ___________ of five years
in prison.
3 Apart from clothes what two sorts of things 4 When the lawyer said that, he had to
did police find at her home? to the crime.
a ___________ b ____________ 5 The police couldn't find any___________ in
4 When had she stolen these things? his flat.

Part 4: Communication
Part 2: Grammar 5 Complete the sentences by matching a
2 Complete the sentences by putting the verbs in beginning with a suitable ending.
brackets into the simple past, past continuous 1 What a relief — a - 1didn't do it on
or past perfect. 2 I'm sorry about ^ purpose.
John hadn't teen (not be) to that part of town 3 I'm sorry about b - it can happen to
for a long time, and he (1 )____________________ breaking your anyone
(be) surprised to see how poor it (2)____________ camera с - any inconvenience 1
(look) now. While he ( 3 ) ______________________ 4 1took his umbrella have caused you.
(walk) down one particular street, he by mistake ^ d - someone has handed
(4 )______________ (notice) two men in my passport.
5 What a disaster
wearing black clothes who (5)__________________
6 Please don't worry e - he has failed his
(stand) outside a jewellery shop. John
about it exams again
(6)____________ just-----------
(pass) them when one of them (7 )_____________ f - it looked just
(say) 'Now!' John (8)__________________________ like mine.
(turn) round in time to see the smaller man throw
a large stone through the shop window. The two
Part 5: Reading
men quickly (9) ________________________ (take) 6 Read the passage and decide if statements
all the jewellery and (10)_______________________ 1-10 are true or false.
(put) it into a bag, before running off down the Example: Arthur Conan Doyle T 0 f D
street. wrote the Holmes stories
3 Complete the sentences using the simple past 1 The Sherlock Holmes Society t D F□
or used to. is exclusively British.
Example: He used to have (have) trouble with his 2 They are re-enacting some of t D F□
school work when he was (be) a teenager. the mysteries from his stories.
1 I ___________ (have) a lovely old watch but 3 Members wear clothes from t D F□
then someone___________ (steal) it. the Victorian period.
2 H e ___________ (like) his neighbourhood, but 4 Watson rescues the woman at T □ F□
then h e _______:____ (go) to live in another the hot springs.
country. 5 The hot weather means they t D F□
3 She___________ (live) in Glasgow before she have to stop their walk.
___________ (come) to Edinburgh 6 Meiringen is embarrassed by t D F□
4 I was surprised h e ___________ (take) the its connection with Holmes.
money. H e___________ (be) so honest.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

 7 Holmes fights to the death тП
with Moriarty.
8 Charles Milner admits that t D
everyone is a little bit crazy.
9 The society's visits receive a T □
lot of attention.
10 Moriarty enjoys his role. тП
The Sherlock Holmes society
The London branch of the Sherlock Holmes Society is
for fans of Arthur Conan Doyle's legendary detective.
Members are from many European countries and the
United States too. Some of the society's members are
travelling around Switzerland with some crimes of their
own to solve. They are a day away from the big event
of their eight-day trip. The members are wearing the
latest Victorian fashions. They are eating their breakfasts
floating on trays in the hot springs. Suddenly a woman's
terrible scream interrupts their meal. Dr Watson is
there but is unable to help her. He can't explain her
mysterious death. Our hero arrives at the scene, he is
immediately recognisable: he is wearing his famous
hat, has got a magnifying glass in one hand, and pipe in
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
f D his mouth. After a quick examination he declares that
the woman is the victim of a jelly-fish. Its victim's body
leaves covered by the British Union Jack.
f D
The society's members put on their costumes, copies
of fashions from the Victorian era, and in spite of the heat
f □ set off on a two and a half hour walk. After a journey by
steam-train, they arrive at the town of Meiringen. The
f D town is proud of Holmes, there is even a statue and a
museum dedicated to him. On Wednesday the mayor
presents him with honorary citizenship. Yet less than
24 hours later Holmes disappears with his arch-enemy
Moriarty after a struggle at the nearby Reichenbach Falls.
The question is whether these people are mad or just
a little eccentric. Dr Watson (alias Charles Milner from
London) gives his opinion. 1 don't think we are eccentric
at all. This is quite normal behaviour for anyone who
enjoys a good time. All the members of the Sherlock
Holmes Society say that they enjoy playing the game.
Their visits receive a lot of attention and show that
the world is still interested in Sherlock Holmes. In an
exclusive interview Professor Moriarty, the villain of
the trip, confesses it is satisfying to be the 'Napoleon of
crime'. There are no boundaries for me. I can do what I
like. I can plot my plans and nobody can stop me.'
221
Part 1: Listening ( / CD3/05 (7) I ___________ (never fly) anywhere.
I'm scared of planes you see! But I
1 Listen to the story about five tourists' (8 ) (travel) all around
frightening adventure and answer the Europe by train. Each year I buy an
questions with short notes or sentences. inter-rail card. So far I
Example: How many divers were there? five (9 ) (visit) eighteen
1 How long did their adventure last? different countries.
Beate: That sounds fun. (10) I ___________
(only be) to Scotland on a school trip.
2 What distance did the current take them?
Part 3: Vocabulary
3 What did they see? 4 Make complete words by taking a beginning
and finding an ending. Write the words in
a list.
4 How did they feel when they got to the island?
-nery; -tival; -ery; -book; -seeing;
-ism; -venir; -oric; -tue; -eum;
5 How big can a Komodo dragon be? -place

Example: sce-nery
6 It can kill an animal its size.
see- 1 sou-_____ 2 tour- _
7 What did the divers do to keep away the dragons? 3 sta- _____ 4 mus- _
5 hist-_____ 6 gall- _
8 What does Frank Winkler do? 7 birth- _ 8 sight-
9 fes- __ 10 guide-

9 How did he know where to look for the divers?
10 Who saw the people on the island?
Part 2: Grammar
2 Complete the sentences by changing the verb
into the simple past or the present perfect.
Example: I did not (not see) him last night.
1 Dennis is a real Globetrotter, h e ___________
(live) in Thailand, Argentina and Sri Lanka.
2 She is very adventurous, she___________ (eat)
snails on her trip to France.
3 (you be) here before? It's my
first time.
4 I ___________ (never/fly) across the Atlantic,
but I'd like to one day.
5 We'll need to go back home, I ___________
(forget) the plane tickets.
Complete the conversation by putting the verbs
into the simple past or the present perfect.
Example: Hi Mate, you've got a lovely tan, where
have you teen (You / be)?
Beate: (1) Yesterday I ___________ (come)
back from Peru. (2) I ___________ (be)
there for three months.
Anya: Peru! Wow! So what ( 3 ) ___________
(you do) while you were there?
Beate: I (4 )___________ (work) as a volunteer
on an aid programme. Have you
(5 )___________ (ever visit) Peru?
Anya: No, I (6 )___________ (not). In fact I
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Part 4: Communication
5 Miranda and Gabby are discussing a trip to
Manchester from Liverpool. Create questions
from the prompts.
Example: Ask for a cheap and fast way of travelling
from Liverpool to Manchester.
What do you think is the best way of getting to
Manchester from Liverpool?
1 Suggest taking an air-conditioned coach.
W h y ______________________________________ '
2 Ask the time needed for the journey from
Liverpool to Manchester by coach.
How______________________________________
3 Ask the distance between Liverpool and
Manchester.
How______________________________________
4 Ask for a suggestion about where to stay?
W here____________________________________ '
5 Make a suggestion about where to stay.
W e _________________ camping
youth hostel.
Part 5: Reading
6 Look at the tips for travellers. Read the text
and answer the questions by answering / for
japan; 5 for Saudi Arabia; T for Thailand or С
for China.
Where ... ?
Example: should you avoid pointing ш
at someone with the foot?
 1 don't you wash in the bath?
2 don't you show the soles of your feet?
3 should you never talk loudly?
4 should you avoid giving something
in 'fours'?
5 do you cover your face if you're ill?
6 shouldn't you wear shorts?
7 should you be careful not to seem greedy?
8 do you have to eat with a particular hand?
9 should you never touch someone on
the head?
10 should you avoid sitting on tables?
Japan
In Japan people bow or shake hands to greet each other
When you go into someone's flat, make sure that you
take off your shoes. There are special slippers by the
door for guests.You wash yourself outside the bath - the
bath is simply there for relaxing. Never blow your nose
in public, even if you have a cold. When people have
colds they cover their noses and mouths with masks.
In the home, never sit on tables. It is common to drink
food, particularly soup noisily!
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
□ Saudi Arabia
□ Make sure that you dress modestly and never wear
shorts. Women should keep their hair covered. When
□
you enter someone's home remove your shoes, but be
□ careful never to show the bottom of your feet to other
people as this is considered rude. Always eat with your
□ right hand, as it is taboo to eat with the left one. When
□ men and women visit someone's home they may be
entertained separately, so that the men and women eat
□
in different rooms.
□
□ Thailand
It is important to show respect in Thailand. Never raise
□ your voice or speak angrily. Never touch people on
the head as this is considered a sacred area. Feet, as in
many cultures are considered dirty so never point to
someone with your foot.
China
It is customary to give small gifts; if you can, give
something from your country. Wrap it in red paper
as red is a lucky colour. Four is an unlucky number
in China as it sounds like 'death'! So never give four
cups, for example, or four flowers. It is polite to refuse
food a couple of times so as not to appear greedy. Do
not wave your chopsticks around or leave them in
your food. Leave a little to show that you are no longer
hungry.
223
 Part 1: Listening (7 CD3/06 4 Someone who is determined to succeed or
have power is a m __________
1 Listen to five different people talking about
their jobs. Match speakers 1-5 to the job 5 If you are excited and interested in what you
titles a-f. There is one job you do not need. do you are enth____________

a car mechanic Speaker 1 Part 4: Communication

b teacher Speaker 2
5 Susie is telephoning about a summer job. Use
с police-officer Speaker 3 the cues to complete the conversation.
d nurse Speaker 4 Marco: Parade Ices.
e hotel receptionist Speaker 5 Example: Susie: Hello I / ring / about / jobs /
f hospital chef summer stuff
Hello, i’m ringing about thejo ts for summer staff.
Part 2: Grammar
1 Marco: You need / speak / my father
2 Complete the sentences by underlining the
correct choice.
2 But / I / be / afraid / he not be / here / moment
Example: You haven't / mustn't borrow books
without permission
1 He has to / have to close the shop when 3 you like / leave / message?
everybody goes home.
2 We had to / must get up early yesterday 4 no, thanks / I / call back / later
morning to catch the train.
3 I really must / don't need to find a summer job
5 when / be / good time / call?
4 You haven't to / don't have to wear a uniform to
work here.
5 She will must / have to stop studying full-time Part 5: Reading
if she wants to find work.
6 Read about working conditions in Britain
3 Re-arrange the jumbled sentences. during the industrial revolution and match the
Example: we - to - fill - opens - have - shelves - the - headings to the paragraphs. There is one extra
before - shop - the heading you do not need.
We have to fill the shelves before the shop opens. a A servant's life.
1 made -they - me -again. - late -work b A change for the better
с Improved standard of living
2 not -you -to -do -have -work -Saturdays. -on d New cities, new dangers
e Danger at work
3 his -did -boss -let -have -not -him -a -coffee - f No childhood for the poor
break.
(1) __________________________________________
4 not -must -be -rude -you -the -customers. -to Britain was the workshop of the world for over a
century, but the new working class carried the cost.
The poor from the countryside went to new cities like
5 she - not - bus. -did -to - need -the -take Manchester in search of a better life. In fact, conditions
in the factories and new towns were often much worse.
Entire families lived in tiny houses or single rooms.
Part 3: Vocabulary Disease spread through bad water and killed large
numbers of people.
4 Complete the words to match the definition.
Example: The money you are paid every day or week, (2 ) _________________________________________________
w ____ = wage People of all ages had to work -there was no real
1 What workers receive when they retire. difference between adults and children. Children as
young as seven worked up to eighteen hours a day six
P _________
days a week. Children and pregnant women worked in
2 Money you are paid every month, s _______
the mines pulling loads of coal. Nor was their any limit
3 The period of someone's life that they spend on the hours that people had to work. Slaves probably
working, с _______ led better lives.

224 © 2013 National Geographic Learning, a part of Cengage Learning PH0T0C0PIABLE

(3) (5)
Mines and factories were extremely dangerous places Even though not all employers exploited their workers
and there were often accidents caused by unsafe it wasn't until 1833 and 1844 that new regulations
machinery. In textile factories children were expected to concerning the employment of children became law.
clean under the machines while they were in operation. Children under nine were no longer allowed to work at
The materials they worked with were often extremely night, and the working day of children under eighteen
dangerous too - girls who worked in match factories was limited to 12 hours. The labour and trade union
developed illnesses from working with phosphorus. movements gradually improved conditions for all
workers, including children.
(4)____________________________________________
Despite the large numbers employed in factories and
the mines, domestic service was the biggest employer
for young women. Life was still incredibly hard for
girls who were as young as eleven or twelve. Their
days usually began at six when they had to clean and
make up the fires throughout their master and
mistress's house.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 225

 Part 1: Listening (7 CD3/07
1 Melissa talks about her visit to the Eden Project
in Cornwell. Listen and complete her notes.
The Eden project in Cornwall is in the
(1 ) /____________ of England.
It was created in a deep hole that was left after
(2 ) activity.
There are two (3)___________ called 'biomes'.
One biome is (4 ) ___________ and has vines and olive
trees. The other biome creates the environment of the
(5)____________ It is (6)____________ hectares large
and (7)___________ metres high. There is a walkway
that takes you through the (8) ____________ There
are no (9)___________ or spiders! You can find
bananas, (10)___________ plants and bamboo.
Part 2: Grammar
2 Complete the sentences by choosing between
w ill and going to.
Example: The phone is ringing, I w ill / am going to
answer it.
1 It w ill / is going to be cold today, you'd better
wear a coat.
2 Don't bother to cook. I w ill / 'm going to buy a
couple of pizzas.
3 How can we get to the party? I know, I w ill /
going to ask Sebastian for a lift.
4 What w ill you / are you going to do this
evening? Have you got any plans?
5 We w ill / are going to watch a documentary
about polar bears.
Part 3: Vocabulary
3 Complete the sentences by creating a word
based on the one at the end of the sentence.
Example: In recent years, environmental problems
have increased. ENVIRONMENT
1 The last serious___________ was in 1931.
ERUPT
2 Experts are thinking of ways to reduce global
WARM
3 The oil industry can produce a lot of
POLLUTE
4 T h e ___________ ice-cap is melting at a
frightening rate. POLE
5 The polar bear is a n ___________ species.
DANGER
6 Climate change___________ the existence of
many animals. THREAT
226 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Part 4: Communication
4 Complete the presentation with the words and
expressions from the box.
what can we do to sum up but not least
did you know as you can see
today I am going to hand you over
our message but in fact first of all
(1 )_________________ talk about energy saving
in the home. (2 )_________________ is reduce,
conserve and switch off. ( 3 ) _________________
from this infra-red photograph, some of the
houses are losing enormous amounts of energy.
( 4 ) _________________ that our town uses as
much as electricity as the whole of central Africa
put together? Many people think that there is
nothing they can do, (5 )_________________ they
can cut their energy bills by a third by following a
few simple measures. So (6 )_________________ ?
Well, ( 7 ) _________________ we should turn off
lights and use low energy bulbs, next we should
make sure that our roofs and doors are well
insulated. And last (8 )_________________ we
should block up chimneys and make sure that
windows are closed. So, (9 ) _________________,
I have given you a little advice about how
to save energy. I am now going to
(10)_________________ to Steffi Hancock who is
going to tell you about grants that are available
to people who want to insulate their home.
Part 5: Reading
5 Complete the passage about an expedition by
the Wildlife Conservation Society by matching
sentences a -f to gaps 7-5. There is one
sentence you do not need to use.
a Global warming is melting the ice caps.
b Dr Fay and his team have walked more than
2000 kilometres through some of the wildest
land in Africa.
с Their next challenge is to climb some strange-
looking stone hills.
d He and his team will travel 2000 miles through
the rainforests of Congo and Gabon.
e Saving these areas of natural land will allow
certain animals to live and increase in numbers.
f It is under threat.
It's September in the Congo. Dr Michael Fay from the
Wildlife conservation society is leading a group across
the Congo basin. (1) _________________ The basin
contains almost a quarter of the world's rainforest. It has
almost half of all the wild plants and animals in Africa.
The aim of the Wildlife Conservation Society (WCS)
is to protect a wide range of animals. Some of the
world's animals are endangered, or currently disappear­
ing. The WCS is also involved in the protection of animal
environments. (2)_________________ This work is
becoming increasingly difficult. Humans are taking over
more and more of the places where animals used to live.
Dr Fay thinks that this may be the last chance to
document the wildlife here. He and his team are
planning to document the trees, plants and animals
they see there. It is going to take a long time!
After months of travelling the group arrives in Gabon.
(3)_________________ Once they get to the top they
have a 360° view. There isn't a single human road or
village. It's unusual to be in a place where there are no
people.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
The next step of the journey is the Kongou Chutes,
another part of the landscape the team wants to protect.
(4)_________________ More and more trees are being
cut down. This will be catastrophic for the animals
and plants in the area, and bad for the land. W ill they
manage to cross the rapids? In fact it takes all day for
Fay and his team to cross the rapids safely.
After fifteen months they reach the Atlantic ocean - it
is the end of their journey. (5)_________________ Along
the way they documented as many of the things they
found as possible.
227
 Part 1: Listening ( ' CD3/08 5 Hannah and Tessa are twins, but Tessa was
born five minutes after Hannah.
1 Gina is telling Ben about the Catalan artist
Hannah is five minutes'___________ than Tessa.
Antonio Gaudf. Listen to their conversation
and decide if the statements are true or false.
Part 3: Vocabulary
Example: Barcelona is in Spain. True 0 False EH
4 Continue the words to match each description
1 Gina has been to True Q False Q of a picture.
Barcelona once.
Example: It is a wonderful l a n d s c a p e , you feel
2 Gaudi was Catalan. True П False П
as though you are in the middle of nature and the
3 Gaudi was an architect. True П False П countryside.
4 The Palau Guell is known True EH False EH a I've never understood the point of
is in Madrid. (1) s______I_____paintings. Who wants to
5 The Palau Guell is well True EH False EH waste their time looking at a bowl of fruit?
known for having b Van Gogh's most famous (2) self-p_________ _
three domes. shows the artist with a bandage over his ear.
6 Gaudi has a unique style. True EH False EH с This work is considered to be his
7 Gaudf built a number of True EH False EH (3) m_______________. In the (4) f_____________
houses for his clients. there is a farmer working in his field. In the
8 You can visit the Casa True EH False EH (5) b______________ there is a ship that is
Batllo. sailing by, there in the bottom right hand
corner we can see Icarus falling into the sea.
9 Gaudf was killed by a True EH False EH
tramp.
Part 4: Communication
Part 2: Grammar 5 In each of the sentences there is an extra and
unnecessary word. Write the word at the end
2 Complete the table. You must show correct of the line.
grammar and correct spelling.
Example: I prefer documentaries to be watching
Adjective comparative superlative (the)
series be
rich richer richest
1 I am not a keen on westerns either.
good 1 ____________ _____2 ____________
2 I am prefer sport to documentaries.
bad 3 ____________ _____4 ____________
3 What would you rather to do?
big 5 ____________ _____biggest
4 What's it on television this evening?
heavy 6 ____________ _____7 ____________
5 For to tell you the truth
beautiful + more than 8 +____________
9 __________ than the least 6 Complete the conversation by choosing the
sentences from 1-5 above.
3 Complete the second sentence in each pair
Neil: What do you feel like doing tonight?
with one or two words.
Gail: I don't know. (1 )___________ ?
Example: There isn't a higher building than this in
London. Neil: Well there's a Champions league match,
or else there's a documentary on
This is the highest in London.
Van Gogh.
1 I've never been so frightened in my life.
Gail: Oh really! That sounds interesting.
It was___________ frightening experience of (2 )___________ I find football boring.
my life.
Neil: Oh! Really? (3 )___________ myself; but if
2 Melanie and Laura are the same height. you like there's a western on Channel Five.
Melanie is___________ ta ll_______ ____ Laura. Gail: A western. (4 )____________
3 This first painting is better than the second one. Neil: Oh dear, we can't agree at all.
The second one is___________ than the So (5 )____________
first one. Gail: Well, why don't we go out for a meal?
4 I've never seen a funnier film. Neil: Now that is a good idea.
It is___________ film I have ever seen.

228 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

Part 5: Reading
7 Read the short biographies of five famous
English artists and answer the questions by
writing Г for Turner, С for Gainsborough,
S for Stubbs, В for Blake or С for Constable
after each question.
Which artist________ ?
Example: specialised in painting animals J3_
1 went abroad a lo t---
2 left the countryside for London---
3 combined portraits with landscapes---
4 is considered the greatest landscape artist---
5 was a little bit m ad---
6 illustrated and published his own books of
poetry---
7 had an effect on later artists---
8 made his name as an anatomist---
9 also tried painting on porcelain---
10 painted the same building several times---
J. M. William Turner 1775-1851
He was born in London the son of a barber but
showed great promise as a young artist. He joined the
Royal Academy school when he was in his early teens
and became a full member of the academy when he
was just 27. He travelled widely and found inspiration
in Venice and the Swiss mountains. A landscape and
seascape painter he worked in oil and water-colours.
Often the sea, the air and the sky seemed to become
one. His work greatly influenced the Impressionist
painters later in the century.
Thomas Gainsborough 1727-88
He was born in Suffolk but as he became better known
moved his studio to Bath which was much more
fashionable. Although he enjoyed painting landscapes,
he is best known for his portraits of rich and prominent
people. His most famous painting is probably the Blue
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Boy that shows a young man dressed in a suit of blue
silk. Some of his full length portraits show his subjects
against a background of woods and countryside. Few
painters could rival his ability to capture the texture
and light on fabrics.
George Stubbs 1724-1806
Stubbs is best known as a painter of animals, in
particular horses. He established his reputation with
his series of prints called The Anatomy of the Horse. He
made a fortune from painting the horses and carriage of
his rich patrons. His most painted subject, however, is
of a horse being frightened by a lion. Later in his career
he experimented with painting on ceramic panels for
the Wedgewood family, famous for producing high
quality porcelain.
William Blake 1757-1827
He was an extraordinary artist who was also a poet
and philosopher, who developed his own mythology.
He was a mystical artist who experienced visions and
lived on the edge of sanity. He was a student at the
Royal Academy but hated any kind of authority. He
produced unusual engravings that appeared in his
books of poetry. His paintings were used to illustrate
scenes from famous books. He was a supporter of rev­
olutionary causes and spent his life in London.
John Constable 1776-1837
The son of a rich miller, Constable is undoubtedly
Britain's most famous landscape artist. He was brought
up and worked in Suffolk. He made hundreds of oil
paintings that showed how changes in the weather
and clouds affected light. At the time, he was more
popular in France than in England. He concentrated
on large landscapes and paintings of Salisbury
Cathedral, which he painted in different types of
weather. In 1821 he moved to Hampstead village,
then north of London, where he continued to paint
views of the famous wild area called the Heath.
229
 Part 1: Listening (j CD3/09
1 Trudy has skin problems. Her friend Jacky is
telling her about a treatment she read about.
Listen and complete the notes.
Example: Trudy's skin always feels worse in cold
weather.
1 Jacky read an article in a ___________
2 The fish__________ dry and dead skin.
3 Trudy thinks they sound like being___________
4 Jacky says the results are___________
5 Trudy thinks that the idea of doing this is
6 Afterwards your skin is soft and___________
7 The fish are known as '__________ fish'.
8 The fish originally came from ___________
9 There is even a spa in ___________
10 Trudy is going to continue putting__________
on her body.
Part 2: Grammar
2 The 'flu' virus is very contagious but here are
some simple steps that people can follow. Put
the sentences that all use the zero conditional
into the correct order.
Example: immediately -you -a -headache -have -if
-home -a temperature -and -go.
If you have a headache and a temperature, go home
immediately.
1 If - symptoms - to - show - need - you -
responsibly - act
If____________________________________ _
2 your - hands - door - wash - if - touch - you -
a - handle.
If_____________ :________________________
3 if - want - mouth - to - you - put - your -
sneeze - over - hand - your.
If______________________________________
4 If - you - in - are - with - an - contact - infected -
wear - person - a - face-mask.
If______________________________________
5 If - have - the - places - flu - you - away - from -
keep - public.
If______________________________________
3 Change the verbs in brackets to form
sentences that use the first conditional.
Example: If you are (be) a brave boy 111(buy) you
an ice-cream.
1 If you__________ (not wear) a hat, you
__________ (catch) a cold.
2 You__________ (not get better) unless you
__________ (take) your medicine.
230 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
3 She___________ (not go) to the doctor's if
there___________ (be) a queue.
4 If the y___________ (not have) the vaccination,
the y___________ (not be able to) travel.
5 They___________ (not agree) to the transplant
unless she___________ (stop) smoking.
Part 3: Vocabulary
4 Solve the anagrams and complete the
sentences.
Example: Sam has a high temperature, she should
stay in bed. UTEPMAERTER
1 There is no point in just treating the
___________ if you can't find the reason why
someone's ill. YSMPTMSO
2 She has got a terrible___________ from
smoking so much. OCUHG
3 Take this___________ to the chemist.
SRTRECOIPPIN
4 I ___________ my wrist playing squash. PARISNDE
5 It's painful and really____________ LSOWELN
Part 4: Communication
5 Expand the prompts to make full sentences.
Example: Doctor: Good morning, so what / seem /
be / problem
Good morning, so what seems to be the problem?
1 Patient: Well, it / be / my knee, doctor. I /
twist / it while I / play / tennis.
2 Doctor: Let / have / look / it, shall we?
Mm, it look / very swollen. It be / painful?
3
Patient: Ouch. Yes it is.
Doctor: I / not think / it / be / anything serious.
4
... but / you / better have / X-ray, just in case.
5
Part 5: Reading
6 Read the passage and answer the questions by
choosing between a, b, с and d.
1 Kabbadi ...
a is played with a ball.
b is like a game schoolchildren play.
с uses a special kind of raquet.
d has a large goal.
 2 Kabbadi has its origins ...
a in military training.
b in the last century,
с in religious tradition,
d in the way animals act.
3 Kabbadi...
a can be played on a full basketball court,
b has more than nine different varieties,
с has no boundaries,
d has an agreed version for international
matches.
4 If you are a defender.
a you are 'out' if you breathe,
b you have no defence against an attacker,
с you can also be a raider,
d you can block the return of the raider.
5 Kabbadi ...
a didn't become popular with TV viewers,
b only appeals to the Asian community,
с has never been shown on western TV.
d is mostly popular with rich people.
It is extraordinary that people are able to invent so
many different kinds of game. I was travelling in
Bangladesh when I came across people playing a
game called Kabaddi. It is like a sophisticated form
of playground 'tag', you know where you run after
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
someone and catch and wrestle them. The goal is to
eliminate the opponents of the opposite team.
Apparently a form of the game has been played for
around four thousand years. It is still used in some
countries as part of the training programme for soldiers.
It is based on the observation of animal behaviour
where the hunter selects the weakest member of
another group as its prey.
I couldn't understand how it was played until
somebody explained the rules to me. Basically it is
played on a pitch which is about half the size of a
basketball court. There are different versions of the
game but in the international one there are two teams
of seven players. Each team has some members who
tend to be defenders and some who are raiders, that is,
who mainly attack. Raiders go into enemy territory and
catch and defeat an opponent who is then 'out'. They
do this by wrestling their opponent to the ground. The
defenders link hands and try to prevent the attacker
returning to his territory. It sounds simple, I know,
but all the time the attacker does this he has to hold
his breath and say the word Kabbadi continuously
without taking a breath! If you breathe in when you're
in enemy territory then you are out! Defenders form a
chain to prevent the attacker returning to home.
It is a pity that the game is more or less unknown in
the west, as it is quite exciting to watch. There was
an attempt a few years ago to show it regularly on
British TV, but even with a large Asian community the
audience numbers were so poor that it was quickly
dropped from the TV schedule.
231
 Part 1: Listening (7 CD3/10 3 He isn't old to have a mobile phone.

1 Frank is talking to Delia about how he shops.

Listen and decide if the statements are true or 4 She was angry when she opened the packet.
false.
F ra n k ... 5 We were ill to go shopping.
Example: has never bought True □ False и
anything online
Part 3: Vocabulary
1 enjoys normal shopping. True □ False □
4 Complete the sentences with phrasal verbs.
2 buys books and music True □ False □ The first letter of the verb is given to you.
online.
Example: Can you look / after the baby while I go
3 doesn't even like going True □ False □ shopping?
into book shops.
1 If you can't take care of your money you'll
4 enjoys supermarket True □ False □ e_ _ / _ _ with nothing.
shopping.
2 Why don't you t____ / ___ a hobby to help pass
5 had to send back True □ False □ the time?
some shirts.
3 My mum t_____ /a _____my favourite pair of
6 agrees that it is more True □ False □ trainers because she said they were dirty.
inconvenient than going
4 Shop around or else you'll e _ _ / _ _ paying
to a shop.
too much.
7 never takes risks when True □ False П
buying things on-line. Part 4: Communication
8 admits that shops True □ False П
sometimes give you 5 Complete the dialogue in a clothes shop with
a better choice. the words and phrases from the list.
9 has never bought True □ False П a you like to try it on
anything from e-Bay. b can I help you-
10 has sold things through True □ False П c loose
e-Bay. d feels tight
e size are you
Part 2: Grammar
f I'm looking for
2 Put these sentences into the second g very latest
conditional.
h take them in
Example: If she looked (look for) a job, she
would find (find) one.
i suits you
j I think I'll leave
1 If I ___________ (be) you, I (wait)
until the sales. Shop assistant: Good afternoon, can I help you?
Customer: (1 )___________ a summer suit to
2 She__________ (buy) a new lap-top if she
wear to a wedding.
(have) more money.
Shop assistant: What (2)
(lend me) your i-pod if I Customer: Well, I think I'm large.
(promise) to look after it? Shop assistant: I have got just the thing. Would
4 W h at_____________(you do) if y o u ____ (3 ) ?
(find) a wallet in the street? Ah yes, you look very smart. It really
5 If I ___________ (pay) cash,____________ (4 )
(you give me) a discount? Customer: Do you really think so? The trousers
are so (5 )___________ they are
3 Re-write the sentences adding too, very almost falling down. I feel like a
or en oug h . clown!
Example: I feel tired today. Shop assistant: Don't worry, we can
_____________ I feel very tired today,_____________ (6 )___________ at no extra charge.

1 He is far irresponsible to have a credit card.

2 I don't think we have money to go on holiday.

232 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

Part 1: Listening (7 CD3/11
1 Marina has just come back from holiday
where she went to an interesting restaurant.
Listen and answer the questions by choosing
between a, b and c.
Example: Marina was on holiday in ...
a Burma b Thailand с Singapore
1 The restaurant she went to serves
food.
a raw b sea с vegetarian
2 At Annalakshmi, there is no ...
a meat b Indian food с vegetables
3 The people who work there are ...
a not well paid b nearly all volunteers
с professional cooks
4 People pay ...
a what they think the meal is worth
b a fixed price с what they can afford
5 The diners are mostly ...
a expatriates b Singaporeans с tourists
Part 2: Grammar
2 Complete the passage by changing the verbs
in brackets into the present perfect or the
simple past.
I don't know what we would do without Mrs
Hudson our cook. SheJmnMQo\r\) the school forty-
two years ago and she (1 )___________ (be) with
use ever since. Even though she is almost seventy
she refuses to retire. She ( 2 ) ___________ (stop)
for six years to have her three children but then
she (3 )___________ (come back) to work. Her
children and now grandchildren (4 )___________
(be) at this school and (5 )___________ (eat) her
marvellous meals.
3 Amanda Heath is a famous writer of cookery
books. Complete the interview by making
questions.
Example: How long have you been (you be)
interested in cooking, Amanda?
Ever since I was a student at university, until then
I'd never cooked a thing.
1 How many cookery books___________
(you write)?
Five altogether. My first came out in 1998.
2 How lonq___________ (you have) your own
TV show?
For five years now.
3 How many recipes _ ________ (you cooked)?
I've no idea. Hundreds.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
4 How long___________ (live) in this beautiful
farm-house?
I bought it with the money from my first book.
Now all the TV programmes are filmed here.
5 (ever have) problems with visitors?
Yes, I have. Sometimes people turn up at the
door and ask me for my autograph, or to give
me some of their ideas.
Part 3: Vocabulary
4 Complete the words to match the definitions.
Example: Something that you eat and serve food on!
dish
1 Many meals consist of three с _______ s.
2 Something to eat at the beginning of a meal.
s _________
3 The list of instruction for cooking a dish,
r _______
4 The food you need to make a dish,
i _______________
5 Something sweet at the end of the meal,
d _________
Part 4: Communication
5 Complete the conversation by expanding the
prompts.
Example: Customer: Could we have a table for
two please?
Waiter: you/book/table?
_________________ Have you booked з table?_________________
Customer: No, we haven't.
Waiter: Never mind, you / like / come. / this way?
1
five minutes later
Waiter: you / be / ready / order?
2
Customer: I / think / we / have the roast beef
and Yorkshire pudding.
3
Waiter: It's very good. And what / you like /
drink / with your meal?
4
Customer: Just a large bottle of sparkling
water, please.
What / you recommend / dessert?
5
Waiter: Well, the tarte tatin and whipped cream
is absolutely delicious.
Customer: That sounds good. I'll have that.
Part 5: Reading
6 Read the text and decide if the statements are
true or false.
The writer ...
Example: /. thinks there are too True CH False СИ
many reality TV shows on TV.
1 says there are six different
meals.
2 says nobody knows the
marks the other people
give him.
3 tells us contestants aren't
just marked on the food.
4 isn't that interested in
the food.
5 thinks the programme
makers want to create
conflict.
6 there are people who
don't care if they lose.
7 thinks most people have
a sense of fair play.
8 suggests that the last
meal deserved a
high mark.
9 believes the woman
knew she was behaving
unfairly.
10 is shocked the programme
makers did nothing.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Unfortunately for viewers, reality programmes have
taken over our TV screens. Even so there is a programme
I always enjoy watching called Come Dine with Me.
It is a competition where five people take it in turns to
cook dinner in their own homes for the others. Each
evening the diners go to someone else's house for
something to eat and then they secretly give each other
True D False EH a mark out of ten for how they think the evening went.
They are supposed to take into account the way the
True CH False CH table is decorated, how good the food was, of
course - and what kind of atmosphere there was
during the evening. The one who gets the best mark
walks away with a £1000 cash prize at the end of the
True П False П
final evening.
For me, the least interesting part of the programme
True П False П is the food. The two things I find interesting are the
relationship between the guests and how they score each
True П False П other. The programme makers seem to choose people
they know won't get on. In fact by the end of the five
evenings together, at least two of the contestants hate
True D False П each other! The other thing is how they mark each other.
Let's be honest about this, each one of them would like
to be the winner of the final prize. Even so, most people
True П False П
play fair and give their host an honest mark. However,
sometimes the mark they give can be ungenerous and
True D False П destroy someone else's chances. On one occasion
three of the four guests had given the final meal of the
competition eight or nine out of ten, which it appeared
True CH False CH to deserve. Unfortunately the final voter, until that point
the most successful hostess, gave the evening just five.
She had wanted to win at all costs and walked away
True П False D with the thousand-pound prize. Essentially she cheated -
there is no other word for it. I was surprised that the
programme makers allowed her to do it.
235
Part 1: Listening (7 CD3/12
1 Kirsten is talking to Alex about the kind of
problems companies can have when they
translate their names and messages into
another language. Listen and complete the
notes using one to three words.
Example: One firm translated Schweppes Tonic
Water into toilet water!
1 Nova wasn't a good name for a car South
America because in Spanish 'no va' means
2 W hen___________ - ____________ was
translated into Chinese it became the very
strange 'eat the wax tadpole'.
3 Pepsi's slogan '___________ with the Pepsi
generation' came out as 'if you drink Pepsi your
ancestors will come back to life.'
4 Kentucky Fried Chicken's 'finger licking
good' came out as '___________ your fingers
5 Microsoft offered to help, 'if you don't know
where y o u ___________ '.
Part 2: Grammar
2 Imagine that you are an interpreter. Report
what people say using the present simple /
continuous.
Example: Angela: Dutch is a difficult language.
Angela says that Dutch is a difficult language.
1 Paolo: How are you?
Paolo wants to know ___________ .
2 Karen: Which area of Germany are you from?
Karen is asking___________ .
3 Hannah: Have a cup of coffee and a piece of
cake, Lewis.
Hannah is telling Lewis___________ .
4 Peter: Where are you staying?
He wants to know___________ .
5 Peter: Are you having a good time?
He wants to know___________ .
3 Complete the second sentence respecting the
rules of full reported speech.
Example: 'Have you ever tried sponge cake?'
grandmother asked Sam.
Grandmother asked Sam if he had ever tried
sponge cake.
1 'My favourite team is playing tomorrow,'
Stephanie said.
Stephanie said that h e r____________________
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
2 Patrick shouted, 'I have passed my driving test'.
Patrick told everyone th a t_________________
3 'Has Melanie finished her homework?' Uncle
Henry asked.
Uncle Henry wanted to know ___________
4 'I'll give you a lift to the airport, John',
Richard said.
Richard told John th a t______________________
5 'Can you lend me €50?,' Cheryl asked Bob.
Cheryl asked Bob if _______________________
Part 3: Vocabulary
4 Complete the sentences by changing the word
at the end into a suitable form.
Example: Hindi is the most widely spoken language
in India. WIDE
1 There is sometimes a b ig ___________ between
an English and American accent. DIFFERENT
2 What is th e ___________ of this word?
PRONOUNCE
3 I can't make sense of th e ___________ of these
instructions. TRANSLATE
4 I am sorry for th e ___________ ; I didn't mean
to upset you. UNDERSTAND
5 If you want to be a n ___________ , you need
to know at least two languages extremely well.
INTERPRET
Part 4: Communication
5 Re-phrase the orders as requests by putting
the words in the correct order.
Example: Fill in this form!
I -ask -form -you -to -can -this -fill -in?
Can I ask you to fill in this form?
1 Can I borrow your dictionary?
is - dictionary -alright - it - if - I -your - borrow
__________________________________________ ?
2 What is your mother tongue?
would - like -1-what - know - is -your -
mother -tongue -to
__________________________________________ ?
3 Did you study German at school?
you -tell - can -school -studied - me -
if -German -you -at
?
 4 When does the train leave?
you - me - leaves -tell -can -when -train -the
__________________________________________ ?
5 Can you tell me what this word means?
you - means -think -you -word -could -
me -tell -what -this
__________________________________________ ?
Part 5: Reading
6 One of the most difficult arts to master is the
art of translation. Read the passage and match
sentences o -f to gaps 7-5. There is one extra
sentence you do not need.
a In English we call this tower 'the keep'.
b For instance, an English person overhearing
the word karawan in a Polish conversation
would imagine a little house on wheels you pull
behind your car to go on holiday.
с An excellent bilingual dictionary is an
indispensable tool.
d I don't know how many brochures they had
printed, but it shows what can happen when a
true friend turns out to be false,
e It is the kind of place where enemies of the king
were sent and forgotten for years,
f Once upon a time noblemen used to go
hunting with these birds.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Different European languages have many words that
look and sound similar, and have similar meanings.
Things can go wrong when words have an entirely
different meaning in another language. These 'false
friends' can lead to funny mistakes or confusion.
(1 ) In Polish, a karawan is a the car that
takes a dead person to the cemetery! I shall never
forget going on holiday to France and finding a
professional-looking brochure for a castle that was
open to the public. The castle was proud of its
falconcry display - a show where birds of prey like
eagles and falcons performed.
(2 ) The title of the English version of the
brochure was the 'Lords of the Dungeon' - referring
to these magnificent birds. Now, in English the word
'dungeon' refers to the dark, damp underground jail
you find in medieval castles. (3)___________ This
seemed a strange way of describing the show, as birds
are as free as the air. When I took a look at the French
version I immediately understood what had happened.
Basically, the word they had wanted to translate from
French was the word 'donjon' - which refers to the
very high tower that is at the centre of the castle. This
is where an eagle would build its nest. (4)___________
So instead of giving the title the 'Lords of the Keep' to
the show, they had called it the 'Lords of the Dungeon'
because of it sounded like 'donjon'. (5)___________
You should check something out with a native speaker,
although even then, that may not always work.
237
Part 1: Listening (r CD3/13
1 Listen to a report about a statue of Nelson
Mandela and complete the gaps in the notes
with one to three words.
Mandela spent 2 7 years in prison. Most of his
captivity was on Robben (1 )_____________ . The last
few months were at Groot Drakenstein prison. The
statue stands (2 )_____________ the prison. It is made of
(3 )_____________ marble. It is (4 )______________tall
and weighs (5 )_____________ kilos. He finally left prison
in (6 )_____________ and became president in
(7 )_____________ . There are bronze statues of Mandela
in Parliament Square in (8 )_____________ and another
in a (9 )_____________ in Johannesburg. The Groot
Drakenstein statue was paid for by (10 )_____________ .
Part 2: Grammar
2 Continue the second sentence using the
passive voice.
Part 4: Communication
Example: People speak three different official
languages.
Three official languages are spoken.
1 Michelangelo designed St Peter's Square
in Rome.
St Peter's Square in Rome
Part 3: Vocabulary
4 Replace the words in bold with a single
adjective. The first letter of each adjective is
given to you.
Example: It's really cold freezing outside you'd better
put on a coat.
1 It is a extremely interesting f__________
place, I could walk round it for hours.
2 The climb to the top of the tower was really
tiring e__________ .
3 We had a very frightening t __________ drive
over the mountains.
4 It was a completely stupid r___________
excuse.
5 You look really lovely g__________ ; are you
going to a wedding?
5 You are giving some tourists a guided tour of a
place in your country. Re-order the sentences
to give them some rules they have to follow.
Example: your - through -when -heads -you -door -
go -mind - the.
Mind your heads whenyou go through the door.

2 The jury will choose the winning plans next 1 your - check - please - off - that - phones -
Monday. switched - are - mobile
The winning plans_______________________
2 wander - do - own - off - not - on - your
next Monday (by the jury).
3 They are going to give the examination results 3 remind - photography - may - not - 1- you -
tomorrow. that - permitted - flash - is
The examination results
4 would - to - 1- draw - painting - like - attention -
4 They rebuilt the city of Coventry after the war.
your - to - this
The city of Coventry_______________________ . 5 to - midday - remember - by - be - at - back -
5 Someone had deliberately started the fire. the - coach
The fire_______________________
(by someone).
Part 5: Reading
3 Complete the sentences using a relative
pronoun. 6 Read the passage and answer the questions by
choosing between a, b, с and d.
Example: She is the person who gave me the
information.
1 The majority of people believed ...
she lied. a that the Iliad was just a story,
1 That's the reason
2 He's the person son won first b the Trojan war was a historical fact,
prize. с that Homer was more than one person,
3 Over there is the place we used d there really was a Troy.
to live. 2 Heinrich Schliemann ...
4 It was the time the country was a was a Russian businessman,
ruled by war lords.
b had trained as an archaeologist,
5 He trained the dog played the
с thought a lot in the Iliad was true,
main role in the film.
d became interested in Troy in middle age.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

 3 Schliemann ...
a started excavating on the wrong site.
b was the first to identify Troy.
с does not deserve all the credit for Troy's
discovery.
d was quickly followed by Calvert.
4 Priam's treasure ...
a was discovered by a workman,
b was legally exported from Turkey,
с was worn by Schliemann's wife,
d is back in Germany.
5 Schliemann ...
a found a city that had been destroyed by
warfare.
b probably didn't identify the right Troy,
с realised he had been wrong,
d discovered five cities.
For centuries people have enjoyed Homer's stories
about the Trojan war told in the Iliad. But most people
considered these stories to be no more than ancient
legends. Many doubted the existence of Troy as a place.
Nevertheless, a number of archaeologists believed that
there had really been an Ilium. (Troy).
In modern times, Heinrich Schliemann is the name
we most associate with the re-discovery of the lost city.
He was a rich German businessman who had made
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
a fortune in Russia. Fascinated by the ancient world
since childhood, he decided to dedicate himself to
archaeology at the age of forty-one. Using the Iliad as his
guide, he travelled around Greece and Turkey believing
that the clues contained in the great poem would direct
him to the site of Troy. Other people shared his ideas.
Indeed an Englishman called Frank Calvert had begun
excavations on Hisarlik Hill seven years before the
arrival of the Schliemanns. Before Calvert a man called
Maclaren in 1822 had suggested that the hill was the site.
In 1871 Schliemann's workmen were digging when
Schliemann noticed gold in one of the trenches.
He sent his workmen off and together with his wife
discovered the so-called treasure of King Priam: this
was a large selection of gold and silver objects which
he then smuggled out of Turkey. There are photographs
of his wife Sofia wearing it. This treasure disappeared
from Germany at the end of the Second World War
and re-surfaced in Moscow! Schliemann discovered
what he thought were four separate cities on the same
site, one of which had been destroyed by fire so he
became convinced that his was the Troy of legend.
Since Schliemann's time, nine different cities have
been identified on the site of Troy. The one of Homer's
legend was probably number 7b. Schliemann's Troy
was too early.
239
 Part A 9 James Dyson is th e ___________ of the vacuum
cleaner without a bag. (INVENT)
Listening 10 Do you think he was really a ___________ ?
1 ( j CD3/14 Melinda is having an interview for (CRIME)
a job in a fast food restaurant. She is talking to 11 They knew he was guilty but they had no
Betty the manager. . (PROVE)
(1 mark for each correct answer: Total___/10) 3 Complete the sentences with words to do with
Listen and decide if the statements are true tourism and work.
or false (1 mark for each correct answer: Total__ /10)
1 The restaurant is looking True □ False 0 1 The Louvre is the most visited m ueeum in
for full time staff. the world.
2 Melinda has worked True П False □ 2 Every year they hold a folk music f___________
in a restaurant before. that lasts five days.
3 She has experience of True □ False □ 3 It was the most important h___________ event
serving the public of the last century.
4 It's the first time she has True □ False □ 4 You should buy a good g___________ book to
been to the restaurant. Rome so that you can plan your trip.
5 Staff have to be ready True □ False □ 5 William Shakespeare's b___________ was
to work all weekend. Warwickshire in England.
6 Melinda doesn't want True □ False □ 6 She bought a silver necklace as a
to be a cook. s___________ of her trip.
7 Melinda needs to work True □ False □ 7 Mrs Foster had a thirty-year с ___________ as a
to pay for her school fees. science teacher.
8 Melinda wants to work less True □ False □ 8 You need to be more a___________ if you want
than twenty-five hours. a promotion.
9 Staff are paid the True □ False □ 9 When my parents got married my dad's
minimum wage. s___________ was just twelve pounds a week.
10 There are no True □ False □
10 Grandmother only gets a small government
extra benefits. p___________ so she has to be careful with
11 Staff wear something that True □ False □ money.
shows they work there. 11 A lot of older English people go to live in Spain
when they r___________ from their working lives.
Vocabulary
Grammar
2 Complete the sentences by changing the word
in brackets into the right form. 4 Complete the sentences by changing the verbs
in brackets into the present simple or the
(1 mark for each correct answer: Total__ /10)
present continuous.
1 Left-handed people are often very creative (1 mark for each correct answer: Total__ /5)
(CREATE)
2 Don't be so __________ , Justin, share your 1 Where is Simon working (Simon work) at the
sweets with your sister. (SELF) moment?

3 She has a goo d __________ with her parents 2 They___________ (speak) so quickly I can't
(RELATION) understand anything.

4 Sally is a n __________ person. (OPTIMIST) 3 How often___________ (cook) for yourself?

5 They have a goo d __________ of how 4 W h at___________ (think) is the most difficult
computers work. (KNOW) thing about English?

6 She arrived in the country as a __________ 5 W e ___________ (not often go) to the cinema.
from Uganda. (REFUGE) 6 W h at___________ (the children do) - they are
7 I really like m y __________ ; it's always very unusually quiet.
lively and there are lots of different shops.
(NEIGHBOUR)
8 Marie Curie, the famous__________ , was
born in Poland. (SCIENCE)

240 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

 5 Change the verbs in brackets into the simple
past or past continuous.
(1 mark for each correct answer: Total__ /10)
When people (1) saiy (see) the Aston
Martin go into the lake, they (2 )___________
(think) they (3 )___________ (watch) filming for
the latest James Bond film. They (4 )___________
(not be) entirely wrong, but nobody
(5 )___________ (film) and 007 (6 )____________
(not drive). In fact an Aston Martin technician
(7 )___________ (deliver) the car to the film set
when he (8 )___________ (lose) control and
(9 )___________ (go) into the lake. In Bond fash­
ion he (10)___________ (escape) from the car and
(11)___________ (swim) to safety.
6 Change the verbs in brackets into the simple
past, past continuous or past perfect.
(1 mark for each correct answer: Total_____/5)
Steve Wells (1) was driving (drive) his van
through London when he (2 )___________ (fall)
into a big hole in the ground that some workman
(3 )___________ (leave) open. He (4 )____________
(go) to the police-station to report the incident.
On returning to his vehicle he (5 )___________
(discover) a traffic warden (6 )___________ (put) a
ticket on his windscreen.
7 Complete the sentences with the prepositions
in the box.
(1 mark for each correct answer: Total_____/5)
about by into in of or
1 I'm not very keen on team sports.
2 They are fa s c in a te d _________ the Beatles -
they have all their albums.
3 She is crazy___________ old postcards, she has
a huge collection.
4 Pauline is___________ arts and crafts, her
bedroom is like a workshop.
5 I'm not interested___________ visiting
museums any more.
6 He is quite fond___________ chess but he
prefers computer games.
8 Complete the sentence by underlining the
most appropriate form.
(1 mark for each correct answer: Total___/5)
1 Restaurant staff haven't got to / don't need to
bring food as a good lunch is provided.
2 You mustn't / don't have to jump down the
stairs, kids. You'll hurt yourselves.
3 Don't worry, you mustn't have / don't need to
have previous experience, we'll train you.
4 When the audience arrives I have to / must
show people to their seats.
5 We absolutely must / need to pay that bill.
We don't want the lights to go out!
6 You really need to / must hear her latest CD, it's
even better than the others.
Part В
Communication
9 Complete the second sentence so that it has a
similar meaning to the one above.
(2 marks for each correct answer: Total_____/10)
1 As I see it, it doesn't really matter.
From my point of view it doesn't really
matter.
2 Is this your first visit to England?
Have yo u ___________ to England before?
3 What's the price of the course?
How ___________ the course cost?
4 It is difficult to decide between the blue and
the red one.
I can't___________ mind between the blue
and the red one.
5 In my opinion they should ban cars from the
city centre.
As fa r___________ concerned they should ban
cars from the city centre.
6 Let's go to the cinema this evening.
How ___________ to the cinema this evening?
10 Some friends are in Brighton. They are
discussing a trip to Oxford. Expand the
prompts to form statements and questions.
(2 marks for each correct answer: Total_____/10)
1 How / we / get there?
How shall we get there?
2 we not / hire / car?
Well, w h y __________________________________
3 you / ever / drive on
_______________ left side of the road? It's scary!
4 I think / I / rather take / coach.
5 How long / it / take / get there?
________________________?
6 How far / it / be?
About three hours________________________ ?
Only about a hundred miles.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 241

 Reading
11 Complete the text by matching sentences a -f
to gaps 7-5. Write the letter of the sentence
in the gap. There is one extra sentence you do
not need to use.
(2 marks for each correct answer: Total___/10)
a Even if it means losing his bet, Fogg decides to
rescue him.
b By the time they realise Fogg is innocent it is
too late for him to get to his club in time.
с With his manservant Passepartout he leaves
London by train and gets to Suez in Egypt just
in time to catch the steamship to Bombay.
d My favourite scene is a balloon chase over the Alps.
e There have been several films made of the story.
f However, the railway isn't finished so they have
to do part of the their journey by elephant.
One of Jules Verne's most famous books is
Around the World in 80 Days. It begins in London
on October 2nd 1872 when Phileas Fogg, a rich
English gentleman, accepts a £20,000 bet that
he can travel around the world in 80 days.
(1)___________ . They are followed by a
Scotland Yard detective called Fix who thinks
Fogg is a notorious bank robber.
Fogg pays the ship's engineer a reward for
getting to Bombay early and on they go to
Calcutta by train. (2)___________ . On the
way they rescue a young Indian woman called
Aouda. From Calcutta they travel to Hong
Kong where Fix arrests Fogg. Despite Fix's
efforts to stop them Fogg and Passepartout
242 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
sail to Yokohama in Japan and then on to San
Francisco. During the train journey to New York,
Native Americans attack them and Passepartout
becomes their prisoner. (3)___________ They
have to gain time by hiring a sledge to Omaha
in Nebraska from where they travel to Chicago
and New York. The resourceful Fogg finds a ship
going to France and pays the crew to take them
to Ireland. From Ireland they take the ferry to
Liverpool where Fix finally arrests Fogg.
(4)___________ However, they realise that they
have gained a day because of the time change.
So Fogg gets to the Reform club just in time to
win his bet. (5)___________ Recent versions
include a balloon flight, which in fact never
figured in the original.
Writing
12 You would like to apply for this summer job.
(1 mark for each correct sentence: Total___/10)
Handshake is looking for students to act as guides
and helpers for groups of physically disabled chil­
dren at our annual summer camp. The children are
between 10 and 14 and for most of them this is
their first time abroad and away from their families.
If you think you have what it takes to make their
stay a happy and rewarding one, write to us a t ...
Say why you would like to be considered.
Describe your qualities.
Say how you can help the children.
Say what you can bring to the job/what special
skills you have.
Talk a little about your ambitions for the future.
P a rt А (2)______________ (think) they (3)_______________
(watch) filming for the latest James Bond film.
Listening They (4 )______________ (not be) entirely wrong,
but nobody (5 )______________ (film) and 007
1 (* CD3/14 Melinda is having an interview for
(6 )______________ (not drive). In fact an Aston
a job in a fast food restaurant. She is talking to
Martin technician (7 )______________ (deliver) the
Betty the manager.
car to the film set when he (8 )______________
(1 mark for each correct answer: Total__ /10) (lose) control and ( 9 ) ______________ (go) into
the lake. In Bond fashion he (10)______________
Listen and decide if the statements are
(escape) from the car and (11)______________
true or false.
(swim) to safety.
1 The restaurant is looking True □ False 0
for full time staff. 4 Change the verbs in brackets into the simple
2 Melinda has worked True □ False □ past, past continuous or past perfect.
in a restaurant before. (1 mark for each correct answer: Total___/5)
3 She has experience True □ False □
Steve Wells (1) was driving (drive) his van
of serving the public.
through London when he (2)______________
4 It's the first time she has True □ False □ (fall) into a big hole in the ground that some
been to the restaurant. workman ( 3 ) _____________ (leave) open. He
5 Staff have to be ready True □ False □ ( 4 ) ________________ (go) to the police-station to
to work all weekend. report the incident. On returning to his vehicle
6 Melinda doesn't want True □ False □ he ( 5 ) ________________ (discover) a traffic warden
to be a cook. ( 6 ) ________________ (put) a ticket on his windscreen.
7 Melinda needs to work True □ False □ 5 Complete the sentences with the prepositions
to pay for her school fees. in the box.
8 Melinda wants to work less True □ False □
(1 mark for each correct answer: Total___/5)
than twenty-five hours.
9 Staff are paid the True □ False □
about by into in of or
minimum wage.
10 There are no extra True □ False □ 1 I'm not very keen on team sports.
benefits. 2 They are fascinated___________ the Beatles -
11 Staff wear something that True □ False □ they have all their albums.
shows they work there. 3 She is crazy___________ old postcards, she has
a huge collection.
Grammar
4 Pauline is___________ arts and crafts, her
2 Complete the sentences by changing the verbs bedroom is like a workshop.
in brackets into the present simple or the present 5 I'm not interested___________ visiting
continuous. museums any more.
(1 mark for each correct answer: Total__ /5) 6 He is quite fond___________ chess but he
prefers computer games.
1 Where is Simon working (Simon work) at the
moment? 6 Complete the sentence by underlining the
2 They___________ (speak) so quickly I can't most appropriate form.
understand anything.
(1 mark for each correct answer: Total___/5)
3 How often___________ (cook) for yourself?
1 Restaurant staff haven't got to / don't need to
4 W h a t___________ (think) is the most difficult
bring food as a good lunch is provided.
thing about English?
2 You mustn't / don't have to jump down the
5 W e ___________ (not often go) to the cinema.
stairs, kids. You'll hurt yourselves.
6 W h a t___________ (the children do) - they are
3 Don't worry, you mustn't have / don't need to
unusually quiet.
have previous experience, we'll train you.
3 Change the verbs in brackets into the simple 4 When the audience arrives I have to / must
past or past continuous. show people to their seats.
(1 mark for each correct answer: Total__ /10) 5 We absolutely must / need to pay that bill. We
don't want the lights to go out!
. When people (1 )_____ san/ (see) the
6 You really need to / must hear her latest CD, it's
Aston Martin go into the lake, they
even better than the others.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 243

 Vocabulary
7 Complete the sentences with words to do with
tourism and work.
(1 mark for each correct answer: Total__ /10)
1 The Louvre is the most visited m useum in the
world.
2 Every year they hold a folk music f______________
that lasts five days.
3 It was the most important h______________
event of the last century.
4 You should buy a good g______________ -book
to Rome so that you can plan your trip.
5 William Shakespeare's b______________ was
Warwickshire in England.
6 She bought an silver necklace as a
s______________ of her trip.
7 Mrs Foster had a thirty-year с______________
a science teacher.
8 You need to be more a______________ if you
want a promotion.
9 When my parents got married my dad's
s______________ was just twelve pounds a week.
10 Grandmother only gets a small government
p______________ so she has to be careful with
money.
11 A lot of older English people go to live in Spain
when they r______________ from their working
lives.
8 Complete the sentences by changing the word
in brackets into the right form.
(1 mark for each correct answer: Total__ /10)
1 Left-handed people are often very
creative (CREATE)
2 Don't be so______________ , Justin, share your
sweets with your sister. (SELF)
3 She has a good ______________with her
parents. (RELATION)
4 Sally is a n ______________ person. (OPTIMIST)
5 They have a good______________ of how
computers work. (KNOW)
6 She arrived in the country as a ______________
from Uganda. (REFUGE)
7 I really like m y ______________ ; it's always very
lively and there are lots of different shops.
(NEIGHBOUR)
8 Marie Curie, the famous______________ , was
born in Poland. (SCIENCE)
9 James Dyson is th e ______________ of the
vacuum cleaner without a bag. (INVENT)
10 Do you think he was really a ______________ ?
(CRIME)
11 They knew he was guilty but they had no
(PROVE)
244 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Part В
Communication
9 Complete the second sentence so that it has a
similar meaning to the one above.
(2 marks for each correct answer. Total___/10)
1 As I see it, it doesn't really matter.
From my point of view it doesn't really matter.
2 Is this your first visit to England?
Have y o u ___________ to England before?
3 What's the price of the course?
H ow ___________ the course cost?
4 It's is difficult to decide between the blue and
the red one.
I can't___________ mind between the blue
and the red one.
5 In my opinion they should ban cars from the
city centre.
As fa r___________ concerned they should ban
cars from the city centre.
6 Let's go to the cinema this evening.
H ow ___________ to the cinema this evening?
10 Some friends are in Brighton. They are
discussing a trip to Oxford. Expand the
prompts to form statements and questions.
(2 marks for each correct answer: Total___/10)
1 How / we / get there?
How shall we aet there?
2 we not / hire / car?
Well, whv
3 you / ever / drive on
left side of the road? It's scarv!
4 1think / 1/ rather take / coach.
5 How long / it / take / get there?
?
6 How far / it / be?
About three hours ?
Only about a hundred miles.
Reading
11 Complete the text by matching sentences a-f
to gaps 1-5. Write the letter of the sentence
in the gap. There is one extra sentence you do
not need to use.
(2 marks for each correct answer: Total___/10)
a Even if it means losing his bet, Fogg decides to
rescue him.
b By the time they realise Fogg is innocent it is
too late for him to get to his club in time.
с With his manservant Passepartout he leaves
London by train and gets to Suez in Egypt just
in time to catch the steamship to Bombay.
 d My favourite scene is a balloon chase over
the Alps.
e There have been several films made of the
story.
f However, the railway isn't finished so they have
to do part of the their journey by elephant.
One of Jules Verne's most famous books is
Around the World in 80 Days. It begins in London
on October 2nd 1872 when Phileas Fogg, a rich
English gentleman, accepts a £20,000 bet that
he can travel around the world in 80 days.
(1)___________ . They are followed by a
Scotland Yard detective called Fix who thinks
Fogg is a notorious bank robber.
Fogg pays the ship's engineer a reward for
getting to Bombay early and on they go to
Calcutta by train. (2)___________ . On the way
they rescue a young Indian woman called Aouda.
From Calcutta they travel to Hong Kong where
Fix arrests Fogg. Despite Fix's efforts to stop them
Fogg and Passepartout sail to Yokohama in Japan
and then on to San Francisco. During the train
journey to New York, Native Americans attack
them and Passe-partout becomes their prisoner.
(3)___________ They have to gain time by hiring
a sledge to Omaha in Nebraska from where they
travel to Chicago and New York. The resourceful
Fogg finds a ship going to France and pays the
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
crew to take them to Ireland. From Ireland they
take the ferry to Liverpool where Fix finally arrests
F°gg-
(4)___________ However, they realise that they
have gained a day because of the time change. So
Fogg gets to the Reform club just in time to win
his bet. (5)___________ Recent versions include
a balloon flight, which in fact never figured in the
original.
Writing
12 You would like to apply for this summer job.
(1 mark for each correct sentence: Total___/10)
Handshake is looking for students to act as guides
and helpers for groups of physically disabled
children at our annual summer camp. The children
are between 10 and 14 and for most of them this is
their first time abroad and away from their families.
If you think you have what it takes to make their
stay a happy and rewarding one, write to us a t ...
Say why you would like to be considered.
Describe your qualities.
Say how you can help the children.
Say what you can bring to the job/what special
skills you have.
Talk a little about your ambitions for the future.
245
 Part А Language
7 the regional pronunciation of a language,
Listening
ac_____
1 ( j CD3/15 Jacob is speaking to his 8 someone who speaks two languages equally well,
grandmother about working in a hotel. Decide bi__________
if the statements are true or false. 9 a person who speaks a language as his/her
(1 mark for each correct answer: Total /10) mother tongue.
n_______ speaker
1 Jacob is still a student. True □ False □
10 someone who translates speech from one
2 He saw different parts True □ False □
language into another.
of hotel life.
in______________
3 He was bored some of True □ False □
11 the specialist languages used by scientists,
the time.
doctors etc.
4 He accepted that he True □ False □ ja_____
had to work at weekends.
5 He expected to earn more. True □ False □ 3 Solve the anagrams in brackets to complete the
sentences with a word on the topic of shops
6 Most of the people in True □ False □
and shopping.
Jacob's class earned
more than he did. (1 mark for each correct answer: Total_____/10)
7 He had to share the tips True □ False □ 1 There's a lovely new boutique that sells
with the rest of the French and Italian designer clothes. (OBUIEQTU)
hotel staff.
2 When you go to th e ___________ can you
8 Jacob made more than True □ False □ get some eggs, coffee and washing powder?
three hundred euros. (SPURERMKAET)
9 He doesn't want to work True □ False □ 3 Macy's is New York's most famous___________
in the hotel restaurant store. (EPDATRTEMN)
business any more. 4 I usually wait until th e ___________ to buy my
10 He has discovered what True □ False □ clothes; it's so much cheaper. (LSASE)
he wants to do.
5 I hate to spend money just because it has a
famous___________ on the front. (GOOL)
Vocabulary
6 Today's___________ society depends on
2 Write the word that matches these definitions people buying and spending. (OCNSRMUE)
on the topics of art and language. The first 7 I bought this sofa for just €200, what a
letter/s of each word are given to you. ! (ANBGRAI)
(1 mark for each correct answer: Total_____ /10) 8 I always pay for things in ___________ , that
way I know what I have spent. (ASCH)
Art
9 He bought lots of things using his___________ -
1 The front part of a scene, the part closest to the ____________ , now he has enormous debts he
viewer. can't pay back. (ERDICDTCRA)
fo r e g r o u n d
10 If you buy this today I can give you a ten per
2 The best piece of work produced by an artist. cent___________ . (ISODTNCU)
ma____________________
11 W h at___________ of washing powder does
3 An artist who creates statues from stone, your mother use? (DBARN)
sc_________
4 A painting of a person. Grammar
P__________ 4 Change the second sentence so that it is
5 A painting of a outdoor scene. similar in meaning to the one above.
I__________________
(2 marks for each correct answer: Total_____/10)
6 A painting or drawing of a bowl of fruit, food etc.
st____ life 1 Richard is older than Mary.
Mary isn't as old as Richard.
2 Is this the biggest size you have?
Do you have___________ size than this?

246 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

 Marina is more intelligent than her brother Part В
and sister.
intelligent of the three Communication
Marina is________
children. 7 Put the conversation in the correct order by
4 There isn't a better restaurant in town. writing the numbers 1-11 against sentences a-k.
This is___________ restaurant in town. (1 mark for each correct answer: Total______ /10)
5 Paris is a lot more beautiful than London.
a Shop assistant: Here's your size. We have
London is much___________ Paris. them in green and navy. □
6 I've never eaten such a bad meal. b Shop assistant: Well, we can turn them up for
This is___________ meal I've ever eaten. you while you wait. □
Complete the sentences using the second с Shop assistant: Winter trousers, what size are
conditional. yo u ? Q
d Marco: I'm a 34 inch waist □
(2 marks for each correct answer: Total. _/10)
e Marco: Oh, can you? I can't decide between
1 I would help you (help you) if I had the green and the navy pair. □
(have) the time.
f Shop assistant: Yes, of course, the changing
If she_________ (know) Gerry better I'm room's over there.... So how do they feel? □
sure she_______ __ (like) him.
g Marco: Hello, I'm looking for some winter
If I (pay) cash trousers. [T]
(you give me) a reduction?
h Marco: OK, that sounds fair. I'll take both of
W h a t___________ (you do) if you them. □
(be) me?
i Marco: They look nice. Can I try them on? □
She________ (buy) a new scooter if she
j Marco: They're warm and comfortable, but
(have) enough money,
they're a bit long. □
6 What (you do) if you
к Shop assistant: Well, if you took both pairs, I
(see) an accident?
could give you a twenty per cent discount. □
Max Ridley runs a successful restaurant in
Manchester. Complete the interview by Reading
changing the verbs into the present perfect 8 Read the text about Joseph Conrad and
simple or the simple past. Make any other answer the questions by choosing between
changes that are necessary. o, b, с and d.
(1 mark for each correct answer: Total _ _/10) (2 marks for each correct answer: Total _ _/10)

Interviewer: How long (1) have you h^d (you Joseph Conrad was England's Polish genius. He
have) your own restaurant? wrote many stories and novels in his third language:
Max: Well, I (2 )___________ (open) it English. One of the most famous is Heart of
three years ago. Since then, Darkness. A group of people are on a boat on the
(3) I ___________ (run) it with my river Thames in London, when they hear a strange
wife, Morag. tale. Marlow, the narrator, describes his experience
Interviewer: (4) W hen________ (do you) of travelling into the interior of the Congo in central
first start to cook? Africa. He had been hired by a trading company to
Max: (5)1------ (begin to) cook find one of its most successful agents, a man called
when (6) I _______ _____ (leave) Kurtz. The story is about Marlow's journey into the
home to go to university! heart of Africa, and the darkness that lies at the
Interviewer: And do you still enjoy it? centre of a man's soul.
Max: It (7 )___________ (be) my Marlow arrives at a trading station where the
greatest pleasure these past company is trying to build a railway and many native
twenty years. And now it's my workers are dying of illness. It is a place where there
full-time job. are no rules and white men can do what they want.
Interviewer: (8)___________ (ever have) any The traders are jealous of Kurtz and hope that the
formal training? terrible conditions in the interior and loneliness
Max: No, I (9 )____________ I'm have destroyed him. Marlow develops a deep dislike
self-taught. for the traders he meets and their desire to exploit
Interviewer: What's the worst thing that the natives as much as possible. The natives are
(10)___________ (ever happen)? described in terms that are scarcely human.
Max: Well, we (11)___________ (not After a long trip up river, Marlow finally finds
have) any real disasters so far, Kurtz's steamboat. It takes months to fix it during
but sometimes things don't go which time he hears further tales of Kurtz. Eventually
according to plan. he sets off with his crew but as they approach the

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 247

 final station his boat is attacked by arrows from the 4 The handwritten note in Kurtz's article suggests ...
jungle. The ship's whistle frightens the attackers away. a he had managed to keep his ideals.
Marlow realises that Kurtz has become a kind
b he could see a way of improving the natives'
of ruler to the natives. From being an idealist
lives.
he has turned into a cruel and evil man. Kurtz,
however, is dying and is taken on board Marlow's с he was a lost soul.
boat. Nevertheless he crawls back to the jungle d he recognised the humanity of the natives.
before being 'recaptured'. Before Kurtz dies he
5 When he meets Kurtz's fiancee Marlow ...
asks Marlow to take his papers and an article about
how the white man could bring progress to the a confesses his love for her.
natives of the Congo. At the end of the article he b tells her about his trip,
had written 'exterminate the brutes'. Kurtz's last с hides the truth,
words are 'the horror, the horror' - and show how
d refuses to lie.
much he realises he has lost his ideals. Returning
to Europe, Marlow finds Kurtz's fiancee but is
Writing
unable to tell her the truth. He says to her that
Kurtz's last word was her name. 9 You have received a message from a friend
that tells you he/she has the flu and can't go to
1 Heart of Darkness ...
school for the rest of the week. Write an e-mail
a takes place in north Africa, to your friend.
b is set in London,
(1 mark for each correct sentence: Total______ /1 0)
с connects two separate things,
d is an after-dinner conversation. - say you were sorry to hear the news
- promise to explain to his/her teachers the
2 The traders ... problem
a have no checks or controls, - say you will take notes and details of
b admire Kurtz and what he stands for. homework
с take their civilising roles seriously, - ask if there is anything he/she wants you
d treat the natives fairly. to do
- tell them you hope they get better soon / ask
3 Kurtz ...
when you can go to see him/her.
a wants to return to European civilisation,
b is in good health,
с is attacked by the natives,
d rules the natives.

248 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE

Part А 3 Complete the sentences using the second
conditional.
Listening
(2 marks for each correct answer: Total. _/10)
1 ( f CD3/15 Jacob is speaking to his
1 1would help vou (help vou) if 1had (have) the time.
grandmother about working in a hotel. Decide
if the statements are true or false. 2 If she (know) Gerrv better I'm
sure she (like) him.
(1 mark for each correct answer: Total ./10)
3 Ifl (oav) cash (vou
1 Jacob is still a student. True □ False □ give me) a reduction?
2 He saw different parts True □ False □ 4 What (vou do) if vou
of hotel life. (be) me?
3 He was bored some of True □ False □ 5 She (buv) a new scooter if she
the time. (have) enough money.
4 He accepted that he True □ False □ 6 What (vou do) if vou
had to work at weekends. (see) a ghost?
5 He expected to earn more. True □ False □ Max Ridley runs a successful restaurant in
6 Most of the people in True □ False □ Manchester. Complete the interview by
Jacob's class earned changing the verbs into the present perfect
more than he did. simple or the simple past. Make any other
7 He had to share the tips True □ False □ changes that are necessary.
with the rest of the (1 mark for each correct answer: Total _ _/10)
hotel staff.
8 Jacob made more than True □ False □ Interviewer: How long (1) have you had (you
three hundred euros. have) your own restaurant?
9 He doesn't want to work True □ False □ Max: Well, I (2 )___________ (open) it
in the hotel restaurant three years ago. Since then,
business any more. (3) I ___________ (run) it with my
wife, Morag.
10 He has discovered what True □ False □
Interviewer: (4) W hen___________ (do you)
he wants to do.
first start to cook?
Grammar
Max: (5)1________ (begin to) cook
when (6) I _____ _____ (leave)
2 Change the second sentence so that it is home to go to university!
similar in meaning to the one above. Interviewer: And do you still enjoy it?
Max: It (7 )___________ (be) my
(2 marks for each correct answer: Total _ -/10) greatest pleasure these past
1 Richard is older than Mary. twenty years. And now it's my
full-time job.
Mary isn't аз old a s Richard.
Interviewer: (8 )___________ (ever have) any
2 Is this the biggest size you have? formal training?
Do you have___________ than this? Max: No, I (9)_______ . I'm
3 Marina is more intelligent than her brother self-taught.
and sister. Interviewer: What's the worst thing that
Marina is________ intelligent of the three (10)___________ (ever happen)?
children. Max: Well, we (11)___________ (not
have) any real disasters so far,
4 There isn't a better restaurant in town. but sometimes things don't go
This is___________ restaurant in town. according to plan.
5 Paris is a lot more beautiful than London.
Vocabulary
London is m uch___________ Paris.
6 I've never eaten such a bad meal. 5 Solve the anagrams in brackets to complete
the sentences with a word on the topic of
This is___________ meal I've ever eaten.
shops and shopping.
(1 mark for each correct answer: Total. - / 10 )

1 There's a lovely new boutique that sells

French and Italian designer clothes. (OBUIEQTU)

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 249

 2 When you go to th e ___________ can you
get some eggs, coffee and washing powder?
(SPURERMKAET)
3 Macy's is New York's most famous__________
store. (EPDATRTEMN)
4 I usually wait until th e ___________ to buy my
clothes; it's so much cheaper. (LSASE)
5 I hate to spend money just because it has a
famous___________ on the front. (GOOL)
6 Today's___________ society depends on
people buying and spending. (OCNSRMUE)
7 I bought this sofa for just €200, what a
! (ANBGRAI)
8 I always pay for things in ___________ , that
way I know what I have spent. (ASCH)
9 He bought lots of things using his
___________ -___________ , now he
has enormous debts he can't pay back.
(ERDICDTCRA)
10 If you buy this today I can give you a ten per
cent___________ . (ISODTNCU)
11 W h a t___________ of washing-powder does
your mother use? (DBARN)
6 Write the word that matches these definitions
on the topics of art and language. The first
letter/s of each word are given to you.
(1 mark for each correct answer: Total______ /10)
1 The front part of a scene, the part closest to the
viewer.
fo re g ro u n d
2 The best piece of work produced by an artist,
ma_____________
3 An artist who creates statues from stone,
sc_________
4 A painting of a person,
p--------
5 A painting of a outdoor scene.
6 A painting or drawing of a bowl of fruit, food etc.
st____ life
Language
7 the regional pronunciation of a language,
ac______
8 someone who speaks two languages equally well,
bi__________
9 a person who speaks a language as his/her
mother tongue.
n_______ speaker
10 someone who translates speech from one
language into another.
in______________
11 the specialist languages used by scientists,
doctors etc.
ja----
250
Part В
Communication
7 Put the conversation in the correct order
by writing the numbers 1-11 against
sentences a-k.
(1 mark for each correct answer: Total______ /10)
a Shop assistant: Here's your size. We have them
in green and navy. EH
b Shop assistant: Well, we can turn them up for
you while you wait. EH
с Shop assistant: Winter trousers, what size are
you? □
d Marco: I'm a 34 inch waist EH
e Marco: Oh can you? I can't decide between the
green and the navy pair. EH
f Shop assistant: Yes, of course, the changing
room's over there.... So how do they feel? EH
g Marco: Hello, I'm looking for some winter
trousers. ED
h Marco: OK, that sounds fair. I'll take both of
them. EH
i Marco: They look nice. Can I try them on? EH
j Marco: They're warm and comfortable, but
they're a bit long. EH
к Shop assistant: Well, if you took both pairs,
I could give you a tw enty per cent discount. EH
Reading
8 Read the text about Joseph Conrad and answer
the questions by choosing between o, b, с and d.
(2 marks for each correct answer: Total______ /10)
Joseph Conrad was England's Polish genius. He
wrote many stories and novels in his third language:
English. One of the most famous is Heart of
Darkness. A group of people are on a boat on the
river Thames in London, when they hear a strange
tale. Marlow, the narrator, describes his experience
of travelling into the interior of the Congo in central
Africa. He had been hired by a trading company to
find one of its most successful agents, a man called
Kurtz. The story is about Marlow's journey into the
heart of Africa, and the darkness that lies at the
centre of a man's soul.
Marlow arrives at a trading station where the
company is trying to build a railroad and many
native workers are dying of illness. It is a place where
there are no rules and white men can do what they
want. The traders are jealous of Kurtz and hope that
the terrible conditions in the interior and loneliness
have destroyed him. Marlow develops a deep dislike
for the traders he meets and their desire to exploit
the natives as much as possible. The natives are
described in terms that are scarcely human.
After a long trip up river, Marlow finally finds
Kurtz's steamboat. It takes months to fix it during
which time he hears further tales of Kurtz. Eventually
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
 he sets off with his crew but as they approach the 4 The handwritten note in Kurtz's article suggests ...
final station his boat is attacked by arrows from the a he had managed to keep his ideals.
jungle. The ship's whistle frightens the attackers away.
Marlow realises that Kurtz has become a kind of
b he could see a way of improving the natives'
lives.
ruler to the natives. From being an idealist he has
turned into a cruel and evil man. Kurtz, however, с he was a lost soul.
is dying and is taken on board Marlow's boat. d he recognised the humanity of the natives.
Nevertheless he crawls back to the jungle before
5 When he meets Kurtz's fiancee Marlow ...
being 'recaptured'. Before Kurtz dies he asks Marlow
to take his papers and an article about how the white a confesses his love for her.
man could bring progress to the natives of the Congo. b tells her about his trip,
At the end of the article he had written 'exterminate с hides the truth,
the brutes'. Kurtz's last words are 'the horror, the
d refuses to lie.
horror' - and show how much he realises he has lost
his ideals. Returning to Europe, Marlow finds Kurtz's
Writing
fiancee but is unable to tell her the truth. He says to
her that Kurtz's last word was her name. 9 You have received a message from a friend
that tells you he/she has the flu and can't go to
1 Heart of Darkness ... school for the rest of the week. Write an e-mail
a takes place in north Africa, to your friend.
b is set in London, (1 mark for each correct sentence: Total______ /10)
с connects two separate things,
- say you were sorry to hear the news
d is an after-dinner conversation.
- promise to explain to his/her teachers the
2 The traders ... problem
a have no checks or controls, - say you will take notes and details of
homework
b admire Kurtz and what he stands for.
- ask if there is anything he/she wants you
с take their civilising roles seriously,
to do
d treat the natives fairly.
- tell them you hope they get better soon /
3 Kurtz ... ask when you can go to see him/her.
a wants to return to European civilisation,
b is in good health,
с is attacked by the natives,
d rules the natives.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 251

Listening CD3/16
1 A scientist discusses how genetics and life-style
affect our health. Listen to the conversation
and decide if the statements are true or false.
(1 mark for each correct answer: Total _______ / 10)
1 Scientists can predict
future health problems.
2 The interviewer thinks this
knowledge is a good thing.
В The interviewer thinks that
people will lose friends if
they are likely to become ill.
4 It may be possible to
prevent an illness
developing.
5 Lifestyle is an important
consideration.
6 The scientist thinks
genetics are 60%
responsible for health.
7 The interviewer believes
many things are out
of our control.
8 The scientist agrees that
some of our choices
are limited.
9 There are a lot of simple
things people can do
to stay healthy.
10 Websites often say
the same thing
11 People should avoid
this kind of website.
Grammar
Complete the sentences by choosing between
a, b, с and d.
(1 mark for each correct answer: Total _
1 That's the place b criminals were sent.
a which b where с whose d why
2 I am w riting ___________ about the meal I had
in your restaurant.
a to complain b complaint
с for to complain d for complaining
В We don't have___________ money to go on
holiday this summer.
a too b very с enough d many
4 You___________ take your umbrella.
a must to b would с need d had better
5 I ___________ British English to American English
a rather b would rather с am prefer
d prefer
6 She's from Germany,___________ she ?
a doesn't b does с isn't d won't
7 If y o u ___________ Harriet, you'll like her.
a met b would meet с are meeting
d meet
8 Your hair looks lovely have y o u __________
True 0 False □ a had it done b done it с done it by
yourself d have it yourself
True □ False □ 9 You___ ______ to take photographs inside
the caves, it's forbidden.
True □ False □ a aren't allowed to b mustn't с ought
d are made to
10 We w ere___________ after the walk.
True □ False П
a very exhausting b absolutely tiring
с really tired d extremely tiring
True □ 11 When he was little h e ___________ blond
False □
curly hair.
True □ False Q
a would have b was used to having
с used to have d got used to have
\ Complete the sentences by underlining the
True □ False СИ correct answer.
(V2 mark for each correct answer: Total _ -/5)
True □ False СИ Three of (1) a / the / 0 most popular movies of
(2) a / the / 0 past few years have been (3) a / the
/ 0 Ice-age films which star (4) a / the / 0
mammoths, squirrels and even (5) a / the / 0
True СИ False □
friendly sabre-toothed tiger. (6) A / The / 0 third
film included (7) a / the / 0 dinosaurs even though
they had become extinct millions of years earlier! I
True □ False СП took (8) a / the / 0 my nephew and he really loved
(9) a / the / 0 film. He is only eight but he already
True □ False СП knows about (10) a / the / 0 theory of evolution so
when (11) a / the / 0 dinosaur appeared he didn't
seem at all worried.
4 Complete the second sentence so it has a
similar meaning to the sentence above.
(2 marks for each correct answer: Total _ -/10)
_/10)
1 What do you do in your free time?
Haw do you spend your free time?
2 Do you have a bigger size than this?
Is this___________ size you have.
В Maisie: Where do you live, Gemma?
Maisie asked Gemma___________ .
4 The last time I saw her was five years ago.
I ___________ her for five years.
5 It's the first time I've eaten bird's nest soup.
I ___________ bird's nest soup before.
6 The mayor is going to welcome the guests.
The guests___________ by the mayor.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
Vocabulary 7 Complete the sentences with a word on the
topic of crime. The first letter is given to you.
5 Complete the phrasal verbs by choosing
between a, b, с or d. (1 mark for each correct answer: Total______ /5)

(1 mark for each correct answer: Total_____/10) 1 The best way of having a fair t r i a I is in front
of a jury of other citizens.
1 You'll never guess who I bumped с at the
supermarket. 2 The w_________ who claimed to identify the
robber who had stolen her purse.
a off b up с into d out
3 The police knew he had robbed the bank but
2 You should g o ___________ a gentle sport like
he had a strong a______. Four people said he
badminton
had spent the day with them.
a to b up с for d into 4 The jury found him g_______ and the judge
3 You don't need to dress___________ ; it is an sent him to prison for three years.
informal occasion.
5 He knew he had to с_________ what he had
a down b in с up d into done.
4 I'm furious! Mum has throw n___________ my 6 They are searching the crime scene for
favourite pair of jeans. e__________ of who was responsible for the fire.
a in b up с off d away. 8 Complete the sentence by changing the word
5 Carry___________ as usual. Pretend that I'm in brackets into a suitable form.
not here.
(1 mark for each correct answer: Total /5)
a off b up с on d out
6 Do I need to f ill___________ an application 1 Hang-gliding is an extremely damerous sport.
form? (DANGER)
a up b in с through d into 2 He is an for the European Union.
(INTERPRET)
7 She has p u t___________ a lot of weight since
we last saw her. 3 Burns's night is a Scottish festival.
(TRADITION)
a on b off с out d across
4 It is a very important for diabetes
8 He needs to c ut___________ on the number of
sufferers. (DISCOVER)
chocolates he eats.
5 Is that book ? (INTEREST)
a off b out с away d down
6 He is the FBI's most wanted . ('CRIME')
9 We got lost and ended___________ in Wales.
a up b over с down d across Communication
10 We came___________ this lovely vase in a
9 Write what you would say in the following
second-hand shop.
situations. Write about thirty words for each
a out b up with с into d across answer. Use a separate piece of paper if you
11 In a few weeks' time it will tu rn ___________ need to.
a beautiful butterfly.
(4 marks for each situation: 2 marks for communication,
a up b off с into d out 1 mark for grammar, 1 mark for vocabulary: Total______ /20)

6 Complete the sentences with a word on the 1 You are at the doctor's. You hurt your hand
topic of travel. The first letter is given to you. during a football match.
(1 mark for each correct answer: Total_____/5) What do you say when the doctor asks 'What
seems to be the trouble?'
1 We are organising a one day e x c u r s i o n to
the salt mines. Weil doctor, it's my hand, I hurt it while I was playing
volleyball It is swollen and very painful. Do you think
2 In the old days the sea v_______ to America
I have broken it?
took seven weeks.
2 You meet a foreign student at school. What do
3 My dad has to go on a business t____ to
you reply when they say, 'Tell me about yourself'.
New York.
4 I met a really interesting person on the train
j------- .
5 The f_______ has been cancelled because of
snow on the runway. 3 Someone asks you for a traditional recipe from
6 Life has become difficult for t_______ agents your country. How do you answer?
since the Internet.

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 253

 4 A foreign visitors asks, 'I am staying in your
town for two days, what can I do, and what is
there to visit?'
5 A foreign visitor wants to know something
about a typical festival from your town or
country. What do you tell them about the
festival, its origins, and how it is celebrated?
6 The parents of a friend you are visiting ask you
about your ambitions. How do you answer?
Talk about your studies, career plans and / or
personal projects.
Reading
10 Answer the questions by writing the letter of
the text that has the answer.
(1 mark for each correct answer: Total______ /10)
Which creatures ...
1 can follow features on the ground a only grows in this area. These butterflies have never
2 need to lay their eggs on a special plant_____
3 appeared to follow the stars_____
4 were tricked by scientists_____
5 exploit a warm ocean current_____
6 may follow the sun_____
7 manage to return home without seeing_____
8 return to a mysterious place in the ocean_____
9 use smell to return to the place where they
were born_____
10 travel for more than ninety weeks_____
11 use the earth's invisible forces to find their way
around_____
a Birds and pigeons
The wind carries small birds but others fly under their
own power. So how to do they find their way? One
theory is that they use the sun and the stars. Birds kept
in an indoor planetarium turn towards the artificial stars.
254
Pigeons seem very gifted. Homing pigeons even follow
roads and rivers like a map. Yet, incredibly, in one scien­
tific experiment, pigeons with black contact lenses still
managed to find their way home too.
b Turtles
Large sea creatures seem to exploit magnetic fields and
travel long distances. Scientists followed a sea turtle by
satellite as it swam 20,558 kilometres from Indonesia to
the coast of Oregon. Its journey took 647 days! Evidence
suggests that other large sea creatures like whales and
dolphins use magnetic fields too. Scientists have been able
to make them lose their way by playing with the magnetic
fields that guide them.
с Salmon and European eels
Salmon probably use smell to find their way back to
their breeding ground. They remember the smell of
the river where they were born. Unlike other fish,
European eels go from fresh water to the ocean to
breed. Their final destination is probably the Sargasso
sea, a very deep part of the Atlantic that is covered in
seaweed. Scientists still know very little about it. The
warm current, the gulf stream, takes the tiny larvae
back to Europe. Eels spend up to 80 years in fresh
water before returning to the ocean.
d Monarch butterflies
Every fourth or fifth generation, millions of monarch
butterflies make the 3000-kilometre journey from
North America to a small area by a Mexican volcanic
peak. They lay their eggs on a plant that is so rare it
been there before. As several generations separate the
different butterflies they seem to get there by instinct.
Another idea is that they use their body clock and the
sun to guide them.
Writing
11 You were walking through town when you
saw two men rob a jewellery shop. Write
a statement for the police.
(1 mark for each correct sentence: Total______ /10)
Say who you are and what you were doing.
Describe how the robbers were dressed /
disguised.
Say how the robbery happened.
Describe how they left the shop and what
they were carrying.
Describe the driver of the getaway car and
the car.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
 7 She has p u t _____________ a lot of w eig h t since
Listening f r CD3/16 we last saw her.
1 A scientist discusses how genetics and life-style a on b off с out d across
affect our health. Listen to the conversation 8 He needs to c u t_____________ on the num ber
and decide if the statements are true or false. of chocolates he eats.
(1 mark for each correct answer: Total_______ /10) a off b out с away d down

1 Scientists can predict future True \

7\ False П 9 We got lost and e n d e d _____________ in Wales.
health problems. a up b over с down d across
2 The interviewer thinks this True Q False □ 1 0 We c a m e _____________ this lovely vase in a
knowledge is a good thing. second-hand shop.
3 The scientist compares genetics True □ False П a out b up w ith с into d across
to a game of football. 11 In a few weeks' tim e it w ill t u r n _____________
4 It may be possible to prevent True □ False Q a beautiful butterfly.
an illness developing. a up b off с into d out
5 Lifestyle is an important True □ False □
3 Complete the sentences with a word on the
consideration.
topic of travel. The first letter is given to you.
6 The scientist thinks genetics True □ False □
are 60% responsible for health. (1 mark for each correct answer: Total_____ /5)
7 The interviewer believes many True □ False П 1 We are organising a one day e x c u r s i o n to
things are out of our control. the salt mines.
8 The scientist agrees that some True Q False Q 2 In the old days the sea v________ to America
of our choices are limited. took seven weeks.
9 There are a lot of simple things True □ False П 3 M y dad has to go on a business t____ to
people can do to stay healthy. N ew York.
10 Websites often say the same T ru e Q False П 4 I m et a really interesting person on the train
thing. j-------- •
11 People should avoid this kind True Q False Q 5 The f________ has been cancelled because of
of website. snow on the runway.
6 Life has become difficult for t________ agents
Vocabulary since the Internet.
2 Complete the phrasal verbs by choosing 4 Complete the sentences with a word on the
between a, b, с or d. topic of crime. The first letter is given to you.
(1 mark for each correct answer: Total______ /10) (1 mark for each correct answer: Total_____ /5)
1 You'll never guess who I bumped_____ с_____ 1 The best w ay of having a fair t r i a l is in fro nt of
at the supermarket. a ju ry of other citizens.
a off b up с into d out 2 The w __________ w ho claimed to identify the
2 You should g o ___________ a gentle sport like robber w ho had stolen her purse.
badminton. 3 The police knew he had robbed the bank but
a to b up с for d into he had a strong a______ . Four people said he
3 You don't need to dress___________ ; it is an had spent the day w ith them.
informal occasion. 4 The ju ry found him g________ and the judge
a down b in с up d into sent him to prison for three years.

4 I'm furious! Mum has throw n___________ 5 He knew he had to с__________ to w h at he had
my favourite pair of jeans. done.

a in b up с off d away 6 They are searching the crime scene for

e____________ of w ho was responsible for
5 Carry___________ as usual. Pretend that
the fire.
I'm not here.
a off b up с on d out 5 Complete the sentence by changing the word
in brackets into a suitable form.
6 Do I need to f ill___________ an application
form? (1 mark for each correct answer: Total_____ /5)
a up b in с through d into 1 Hang-gliding is an extremely dangerous
sport. (DANGER)

© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE 255

 2 He is a n ___________ for the European Union. (5) a / the / 0 friendly sabre-toothed tiger.
(INTERPRET) (6) A / The / 0 third film included (7) a / the /
3 Burns's night is a ___________ Scottish festival. 0 dinosaurs even though they had become
extinct millions of years earlier! I took
(TRADITION)
(8) a / the / 0 my nephew and he really loved
4 It is a very important___________ for diabetes (9) a / the / 0 film. He is only eight but he
sufferers. (DISCOVER) already knows about (10) a / the / 0 theory
5 Is that book___________ ? (INTEREST) of evolution so when (11) a / the / 0 dinosaur
appeared he didn't seem at all worried.
6 He is the FBI's most wanted____________ (CRIME)
8 Complete the second sentence so it has a
Grammar similar meaning to the sentence above.
6 Complete the sentences by choosing between (2 marks for each correct answer: Total______ /10)
a, b, с and d.
1 What do you do in your free time?
(1 mark for each correct answer: Total_____/10)
How da you spend your free time?
1 That's the place_____ b criminals were 2 Do you have a bigger size than this?
sent.
Is this___________ size you have.
a which b where с whose d why
3 Maisie: Where do you live, Gemma?
2 I am w riting ___________ about the meal I had
Maisie asked Gemma____________
in your restaurant.
4 The last time I saw her was five years ago.
a to complain b complaint с for to complain
d for complaining I ___________ her for five years.
3 We don't have___________ money to go on 5 It's the first time I've eaten bird's nest soup.
holiday this summer. I ___________ bird's nest soup before.
a too b very с enough d many 6 The mayor is going to welcome the guests.
4 You___________ take your umbrella. The guests___________ by the mayor.
a must to b would с need d had better Communication
5 I ___________ British English to American
English 9 Write what you would say in the following
situations. Write about thirty words for each
a rather b would rather с am prefer
answer. Use a separate piece of paper if you
d prefer
need to.
6 She's from Germany,___________ she?
(4 marks for each situation: 2 marks for communication,
a doesn't b does с isn't d won't 1 mark for grammar, 1 mark for vocabulary: Total____ /20)
7 If y o u ___________ Harriet, you'll like her.
1 You are at the doctor's. You hurt your hand
a met b would meet с are meeting during a football match.
d meet
What do you say when the doctor asks 'What
8 Your hair looks lovely have y o u ___________ ? seems to be the trouble?'
a had it done b done it Well doctor, it's my hand. I hurt it while I was playing
с done it by yourself d have it yourself volleyball It is swollen and very painful. Da you think I
9 You___________ to take photographs inside have broken it? __________________________________
the caves, it's forbidden. 2 You meet a foreign student at school. What do
a aren't allowed to b mustn't с ought you reply when they say, Tell me about yourself'.
d are made to
10 We w ere___________ after the walk.
a very exhausting b absolutely tiring
с really tired d extremely tiring
3 Someone asks you for a traditional recipe from
11 When he was little h e ___________ blond your country. How do you answer?
curly hair.
a would have b was used to having
с used to have d got used to have

7 Complete the sentences by underlining the 4 A foreign visitors asks, 'I am staying in your
correct answer. town for two days, what can I do, and what is
(V2 mark for each correct answer: Total_____/5) there to visit?'

Three of (1) a / the / 0 most popular

movies of (2) a / the / 0 past few years have
been (3) a / the / 0 Ice-age films which star
(4) a / the / 0 mammoths, squirrels and even
256 © 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
 5 A foreign visitor wants to know something
about a typical festival from your town or
country. What do you tell them about the
festival, its origins, and how it is celebrated?
6 The parents of a friend you are visiting ask you
about your plans and ambitions. How do you
answer? Talk about your studies, career plans
and / or personal projects.
Reading
10 Answer the questions by writing the letter of
the text that has the answer.
(1 mark for each correct answer: Total_____ /10)
Which creatures ...
1 can follow features on the ground a Every fourth or fifth generation, millions of monarch
2 need to lay their eggs on a special plant_____
3 appeared to follow the stars_____
4 were tricked by scientists_____
5 exploit a warm ocean current_____
6 may follow the sun_____
7 managed to return home without seeing_____
8 return to a mysterious place in the ocean_____
9 use smell to return to the place where they
were born_____
10 travelled for more than ninety weeks_____
11 use the earth's invisible forces to find their way
around_____
a Birds and pigeons
The wind carries small birds but others fly under their
own power. So how to do they find their way? One
theory is that they use the sun and the stars. Birds kept
in an indoor planetarium turn towards the artificial stars.
Pigeons seem very gifted. Homing pigeons follow even
follow roads and rivers like a map. Yet, incredibly, in
one scientific experiment, pigeons with black contact
lenses still managed to find their way home too.
© 2013 National Geographic Learning, a part of Cengage Learning PHOTOCOPIABLE
b Turtles
Large sea creatures seem to exploit magnetic fields and
travel long distances. Scientists followed a sea turtle by
satellite as, it swam 20,558 kilometres from Indonesia
to the coast of Oregon. Its journey took 647 days!
Evidence suggests that other large sea creatures like
whales and dolphins use magnetic fields too. Scientists
have been able to make them lose their way by playing
with the magnetic fields that guide them.
С Salmon and European eels
Salmon probably use smell to find their way back to
their breeding ground. They remember the smell of the
river where they were born. Unlike other fish, European
eels go from fresh water to the ocean to breed. Their
final destination is probably the Sargasso sea, a very
deep part of the Atlantic that is covered in seaweed.
Scientists still know very little about it. The warm
current, the gulf stream, takes the tiny larvae back to
Europe. Eels spend up to 80 years in fresh water before
returning to the ocean.
d Monarch butterflies
butterflies make the 3000-kilometre journey from
North America to a small area by a Mexican volcanic
peak. They lay their eggs on a plant that is so rare it
only grows in this area. These butterflies have never
been there before. As several generations separate the
different butterflies they seem to get there by instinct.
Another idea is that they use their body clock and the
sun to guide them.
Writing
11 You were walking through town when you
saw two men rob a jewellery shop. Write a
statement for the police.
(1 mark for each correct sentence: Total______ /10)
Say who you are and what you were doing.
Describe how the robbers were dressed /
disguised.
Say how the robbery happened.
Describe how they left the shop and what they
were carrying.
Describe the driver of the getaway car and
the car.
257
 Placement Test Listening audioscript CD3/02
1 b 2 с 3 d 4 a 5 с 6 с 7 с 8 In 1976, Prince Charles founded the Prince's Trust,
9 с 10 d 11 d 12 b 13 с 14 d his charity to help young people. One young British
15 a 16 b 17 b 18 b 19 d person in five isn't in work, education or training.
20 a 21 с 22 b 23 a 24 b 25 d The charity helps young people by giving them
26 с 27 с 28 d 29 b 30 d 31 a practical support to change their lives. The trust's
32 a 33 a 34 b 35 d 36 a 37 d programmes help young people learn new skills and
38 a 39 d 40 с 41 b 42 с 43 b develop their self-confidence. It also gives money
44 b 45 b 46 d 47 d 48 d 49 с to help them set up in business. It focuses on those
50 b 51 a 52 с 53 b 54 a 55 с who need help most, like the unemployed, young
56 с 57 d 58 с 59 d 60 с 61 d people who find school difficult and those who come
62 d 63 a 64 a 65 b 66 b 67 с from children's homes. It also gives a helping hand to
68 b 69 b 70 d 71 a 72 с 73 a people who have had trouble with the law. It helps
74 с 75 d 76 с 77 с 78 d 79 b young people to build the life they choose rather than
80 с 81 b 82 b 83 d 84 d 85 d the one they have got. The trust has helped tens of
86 a 87 a 88 с 89 a 90 b 91 b thousands of young people.
92 b 93 с 94 с 95 b 96 с 97 d
98 a 99 a 100 d Unit 2
The scores on this placement test correspond to
the four books at these levels:
Part 1: Listening
1 1 a 2b 3c 4 a and с 5 с
1-20 Elementary
21-50 Pre-intermediate
Part 2: Grammar
51-80 Intermediate
2 entered 2 looking into 3 noticed 4 was
81-100 Upper intermediate blocking 5 saw 6 recorded 7 was
happening 8 called 9 made 10 invested
Progress Tests 3 1 What did the eagle eat? 2 What ate the
chicken? 3 What ate the eagle? 4 What ate the
Unit i fox? 5 What did the crocodile eat?
Part T: Listening
Part 3: Vocabulary
1 1 five 2 training 3 skills 4 confidence 4 ematician 2 omer 3 icist 4 tor 5 ineer
5 money 6 unemployed 7 school
8 children's 9 law 10 choose 11 have got
Part 4: Communication
12 tens
5 1 ar 2 oncerned 3 ccording 4 ear
5 rom 6 oint 7 iew 8 hole 9 In
Part 2: Grammar
10 pinion
2 1 are watching 2 doesn't know 3 takes
4 catches 5 smells Part 5: Reading
3 1 What are they doing? 2 How often do they 6 1 a 2d 3c 4c 5a
visit their grandmother? 3 Do you understand
this exercise? 4 What are you reading? Listening audioscript (7 CD3/03
5 Are you looking for Mr Green's office? George Karen, can you pass me a post-it note, please?
Karen A what?
Part 3: Vocabulary George A post-it note - one of those sticky squares.
Karen You're not going to put it in that library book, are
4 1 neighbourhood 2 immigrant
you? It's going to make a mark.
3 generation 4 volunteer 5 teenager George No it won't, I promise, there is an interesting
story behind it.
Part 4: Communication (example answers) Karen Oh yes, go on then, I know you want to tell me.
5 1 I'm from Rome. It's the capital city George Well, there was a research-chemist who worked
for 3M, the big American company. Anyway,
2 are you doing here? 3 am an electrician
Spencer Silver - that was the scientist's name -
4 like watching movies 5 Oh, yes please!
was trying to create a really strong glue.
Unfortunately he only managed to create one
Part 5: Reading that had none of the qualities he was looking for.
6 1 b 2f 3a 4c 5 dD o not use sentence e. Karen What, it didn't stick at all?

258
George Not quite, but something that stuck just a little
bit. The glue he invented could be re-used and
it didn't leave a mark. He went to his bosses and
told them about his discovery but they weren't
interested, even though Spencer thought it could
have a use.
Karen So what happened to change things?
George Well, one day a colleague needed to mark the pages
in a book, and knew about Spencer's non-glue. He
used a little bit of the glue on pieces of paper to stick
on the pages. After that, the rest is history. Eventually
in 1981, 3M started to sell post-it notes.
Karen Incredible! It's difficult to imagine an office
without them.
George Yes. Erm, Karen, can you give me one, please?
Unit 3
Part T: Listening
1 1 15 2 the Castle Museum 3 £480,000
4 In their father's garage 5 a workman
2 1 Yesterday 2 four dresses 3a kitchen
equipment b electrical goods 4 in the past
few months
Part 2: Grammar
2 1 was 2 looked 3 was walking 4 noticed
5 were standing 6 had ... passed 7 said
8 turned 9 took 10 put
3 1 used to have; stole 2 used to like; went
3 used to live; came 4 took; used to be
5 used to be; became
Part 3: Vocabulary
4 1 witness 2 innocent 3 sentence
4 confess 5 evidence
Part 4: Communication
5 2-c 3-a 4-f 5-e 6-b
Part 5: Reading
6 1 F 2 T 3 T 4 F 5 F 6 F 7 F
8 F 9 T 10 T
Listening audioscript CD3/04
Here is the news.
Two brothers were sentenced at a Liverpool court
this morning. They were charged with stealing fifteen
paintings worth £480,000 from the Castle Museum
in Shipton last month. They had kept the paintings
in a garage belonging to their father while they tried
to find a buyer. However, a workman had discovered
them when he had gone to repair the garage roof.
Mrs Rosemary Jones was helping police with their
inquiries yesterday after she had been arrested in
Johnson's Clothes Shop in Bristol Street, carrying four
dresses which she had not paid for. When police later
searched her home, they found that it was full of new
things - kitchen equipment, electrical goods, and
many more clothes - which Mrs Jones had stolen over
the past few months.*
Unit 4
Part 1: Listening
1 1 48 hours 2 40 km 3 a small island
4 thirsty and exhausted 5 3 metres long
6 twice 7 throw stones 8 worked out where
they could be 9 he saw someone waving
10 search party crew
Part 2: Grammar
2 1 has lived 2 ate 3 Have you been
4 have never flown 5 have forgotten
3 1 came 2 was 3 did you do 4 worked
5 ever visited 6 haven't 7 have never flown
8 have travelled 9 have visited 10 have only
been
Part 3: Vocabulary
4 1 souvenir 2 tourism 3 statue 4 museum
5 historic 6 gallery 7 birthplace
8 sightseeing 9 festival 10 guidebook
Part 4: Communication
5 1 Why don't we take an air-conditioned coach?
2 How long does it take to get from Manchester
to Liverpool by coach? 3 How far is Manchester
from Liverpool? 4 Where do you suggest we
stay? 5 We could go camping or stay at the
youth hostel.
Part 5: Reading
6 1 J 2 S 3 T 4 C 5 J 6 S 7 C
8 S 9 T 10 J
Listening audioscript - Part 1 (7 CD3/05
Five divers who travelled to Indonesia in search of
adventure got more than they expected. They spent
the most frightening 48 hours of their lives. They were
diving together when a strong current carried them
40 kilometres. Eventually they saw a small island and
swam towards it. They were thirsty and exhausted but
immediately faced a new enemy: the Komodo dragon,
the world's largest and most deadly lizard. Komodo
dragons grow up to three metres long and can kill
animals more than twice their size. The five had to
keep their eyes open and throw stones to keep the
dragons away. Luckily for the divers, Frank Winkler a
German who runs a diving school, worked out where
they could be. He was driving the boat one of the
search party crew noticed someone who was waving
at them from the island.
Unit 5
Part 1: Listening
1 1a 2 f 3c 5 e 6 b Do not use d
Part 2: Grammar
2 1 has to 2 had to 3 must 4 don't have to
5 have to
259
 3 1 They made me work late again. 2 You do not
have to work on Saturdays. 3 His boss did not let
him have a coffee break. 4 You must not be rude
to the customers. 5 She did not need to take
the bus.
Part 3: Vocabulary
4 1 pension 2 salary 3 career 4 ambitious
5 enthusiastic
Part 4: Communication
5 1 You'll need to speak to my father. 2 But I'm
afraid he isn't here at the moment. 3 Would you
like to leave a message? 4 No thanks, I'll call back
later. 5 When would be a good time to call?
Part 5: Reading
6 ld 2 f 3 e 4a 5 b Do not use с
Listening audioscript (7 CD3/06
Speaker A
It's almost impossible to fix anything yourself these
days. Most of the time I spend trying to find out
what's wrong with a computer. Me, I drive a ten year
old car that is before all these modern electronics. It's
fun to play around with it in my free time.
Speaker В
I'm in charge of a hospital canteen. We have over
eight hundred meals to make each day. We have to
think about the different requirements of the patients
and staff. I am in charge of the main courses. I have
quite a large team working for me.
Speaker С
We generally travel around in pairs or threes, you
have to keep you eyes open when there's trouble on
a Saturday night. When I joined the force ten years
ago it was a lot less violent and dangerous. We wear
special vests and a lot of protection these days.
Speaker D
I spend all my time talking to clients. They either come
to my desk or else they ring up because they want to
make a booking or to talk to someone about hiring
a room for an event like a conference or wedding
reception.
Speaker E
I've wanted to work with children ever since I was small.
When I was little I used to have my own classroom
with my dolls and teddies, and stand in front of them
pretending to give them lessons.
Unite
Part 2: Grammar
2 1 is going 2 will 3 will 4 are you
going to 5 are going to be
Part 3: Vocabulary
3 1 eruption 2 warming 3 pollution 4 polar
5 endangered 6 threatens
Part 4: Communication
4 1 Today I am going to 2 Our message
3 As you can see 4 Did you know 5 but in
fact 6 what can we do? 7 first of all 8 but not
least 9 to sum up 10 hand you over.
Part 5: Reading
5 1 d 2 e 3c 4 f 5 b Do not use a
Listening audioscript (7 CD3/07
Two weeks ago we went to the Eden project in
Cornwall. Cornwall is in the south west of England.
They have recreated the natural environments that
you find in different parts of the world. It was made in
a very deep hole left after mining. These are covered
in a clear plastic roof and keep the temperature just
right. One of these domes is for a Mediterranean
biome where you can find vines and olive trees. But
for me the best thing was the rainforest biome - it is
the biggest greenhouse in the world and is very hot
and humid inside. It is one and a half hectares large
and an incredible 55 metres high. There's a waterfall
and a walkway that takes you through the treetops.
Fortunately there aren't any scary snakes or spiders!
There are bananas growing on banana trees and
coffee and rubber plants as well as giant bamboo.
Unit 7
Part 1: Listening
1 1 F 2 T 3 T 4 F 5 F 6 T 7 T
8 T 9 F
Part 2: Grammar
2 1 better 2 best 3 worse 4 worst
5 bigger 6 heavier 7 heaviest 8 the most
9 less
3 1 the most 2 as, as 3 worse than
4 the funniest 5 older
Part 3: Vocabulary
4 1 still life 2 portrait 3 masterpiece
4 foreground 5 background

Part 1: Listening Part 4: Communication

1 1 south west 2 mining 3 domes 5 1a 2 am 3 to 4 it 5 for
4 Mediterranean 5 rainforest 6 one and a half
7 55 8 treetops 9 snakes 10 coffee and rubber 6 1 4 2 5 3 2 4 1 53

260
Part 5: Reading 4 I don't think it is anything serious. 5 but you
7 1 T 2 С 3 G 4 С 5 В 6 В 7 Т better have an X-ray just in case.
8 S 9 S 10 С
Part 5: Reading
Listening audioscript CD3/08 6 1 b 2d 3d 4 d 5a
Ben I'm going to Barcelona in Spain next week. Have you
ever been there, Gina? Listening audioscript (7 CD3/09
Gina Mm yes, several times, it's one of my favourite cities. Jacky Hi Trudy. How is everything going?
It is in Spain, but for the people who live there it is in Trudy Well my skin always feels dry and itchy in this cold
Catalonia. weather.
Ben Right, of course. What are the best places to visit? Jacky Well, I read a magazine article that might interest
Gina Top of my list is anything to do with the Catalan you. It was about a cure for people who have skin
architect Antonio Gaudf. problems.
Ben Gaudi. Oh yes, I think I've heard something about Trudy And you thought about me, that's very nice.
him. Anyway, what was it about?
Gina That's right, he designed many buildings in his Jacky Well, apparently you go and there is this special
lifetime. I'd really like to see the Palau Guell, a kind of fish called that eats, you know nibbles away
beautiful family house he built in Barcelona. at your skin and takes all the dead and dry bits off.
Ben So what is it like? Trudy Oh my goodness. It sounds like being eaten alive
Gina Well, it has a huge entrance and is well known for by piranhas!
its double domes. You can see other examples of his Jacky No, not at all, it is like a tickling sensation that is all.
work as you go around Barcelona. The Casa Vicens Apparently the results are amazing and you are left
and the Casa Batllo are two of the houses he built with a beautifully soft clear skin.
for rich clients. Trudy Ugh ... stop - it sounds absolutely disgusting. So
Ben Can you visit them? where do people go to have this done?
Gina Well the Casa Batllo is a museum. But the other Jacky Well, you can go to Turkey, which is where the
places have private owners. doctor fish ...
Ben So, what happened to him? Trudy Doctor fish! Is that what they're called?
Gina Well, he had a tragic end. He was knocked over Jacky Yeah, to Turkey where these erm doctor fish come
by a tram you see. He was dressed so poorly that from or else there are spas in Europe. There are
people thought he was a tramp. It was only later on even doctor fish clinics in Ireland.
in that they realised he was the city's most famous Trudy Mm, thanks, but no thanks. I think I'll give it a miss.
architect. I'll carry on putting cream on my body, it's much
nicer.
Unit 8
Unit 9
Part 1: Listening
1 1 magazine 2 eats 3 eaten alive 4 amazing Part 1: Listening
5 disgusting 6 clear 7 doctor 9 Ireland 1 1 F 2 T 3 F 4 F 5 T 6 F 7 T 8 F
10 cream 9 F 10 F

Part 2: Grammar Part 2: Grammar

2 1 If symptoms show, you need to act responsibly. 2 1 were, would wait 2 would buy, had
2 Wash your hand if you touch a handle 3 Would you lend me, promised 4 would
3 If you want to sneeze, put your hand over your you do, found 5 paid, would you give me
mouth. 4 If you are in contact with an infected
person, wear a face mask. 5 If you have the flu, 3 1 He is far too irresponsible to have a credit card.
stay away from public places. 2 I don't think we have enough money to go on
holiday. 3 He isn't old enough to have a mobile
3 1 don't wear, you'll catch 2 won't get better, take phone. 4 She was very angry when she opened
3 will not go, is 4 have not had, will not be the packet. 5 We were too ill to go shopping.
able to 5 will not, stops
Part 3: Vocabulary
Part 3: Vocabulary 4 1 end up 2 take up 3 took away 4 end up
4 1 symptoms 2 cough 3 prescription
4 sprained 5 swollen Part 4: Communication
5 1 f 2 e 3a 4 i 5c 6 h 7 d
Part 4: Communication 8 g 9 j
5 1 Well, it is my knee, doctor. I twisted it while I
was playing tennis. 2 Let's have a look at it, shall Part 5: Reading
we? 3 Mm, it looks very swollen. Is it painful? 6 1 e 2 f 3d 4a 5 c Do not use b.

261
 Listening audioscript (7 CD3/10 Listening audioscript CD3/11
Delia Have you ever bought anything online? Steve So you've just come back from Singapore,
Frank Oh yes, I do it all the time. I can't stand normal Marina. Did you have any good food while you
shopping. All the books and music I buy over the were there?
Internet. Marina Mm, lots, it's really delicious and there's a huge
Delia But don't you miss going shopping? choice. You can have Chinese, Malay and Indian
Frank No, not at all, although I do like going into music food.
and book shops still. The only other kind of Marina But the best place I went to was a place called
shopping I do is at the supermarket for food and Annalakshmi.
stuff, but that's only because I have to. Steve Annalakshmi! That's an unusual name. What kind
Delia What about clothes? of restaurant is it?
Frank I buy most of them online too. I bought four shirts Marina It is vegetarian restaurant, so no meat or anything.
last week. They serve traditional Indian food.
Delia But what about if they don't fit? Steve What was so special about it?
Frank Well, you simply send them back. In fact, that's Marina Well, its philosophy really. Nearly everyone who
what I had to do with these shirts. works there is a volunteer and the people in
Delia But that's a real bore isn't it, sending stuff back? charge are monks. The way it works is you pay
Frank Yes, but there is no guarantee when you buy a shirt what you can afford. So, if you like, richer diners
from a shop that it is going to fit when you put it pay for the poorer ones.
on when you get home. Steve Who are the diners?
Delia That's true. But aren't you ever worried about Marina Well, all sorts of people. There are ordinary
security and things. Singaporeans and expatriates, you know, foreigners
Frank No, not really, I only buy some from well-established who live in Singapore. But mostly it's tourists.
online shops.
Delia And is it cheaper? Unit 11
Frank No, not necessarily, but that's not the point. The
thing about the internet is that if you search long Part 1: Listening
enough you are usually able to find exactly what
you want. In a normal shop you have to choose 1 1 doesn't go 2 Coca-Cola™ 3 come alive
from what's there. 4 eat, off 5 want to go
Delia And what about eBay?
Frank Well, I buy stuff through them as well. I got these Part 2: Grammar
shoes at half the normal price. They were a real
2 1 how you are 2 which area of Germany you
bargain. I've never sold anything on eBay though.
are from 3 to have a cup of coffee and a piece
of cake 4 where you are staying 5 if you are
Unit 10 having a good time
Part 1: Listening 3 1 favourite team was playing tomorrow 2 he had
1 1 a, b and с 2 a 3b 4c 5c passed his driving test 3 if Melanie has finished
her homework 4 he would give him a lift to the
Part 2: Grammar airport 5 he could lend her €50
2 1 has been 2 stopped 3 came back
4 have been 5 have eaten Part 3: Vocabulary
4 1 difference 2 pronunciation 3 translation
3 1 have you written 2 have you had 3 have you 4 misunderstanding 5 interpreter
cooked 4 have you lived 5 Have you ever had
Part 4: Communication
Part 3: Vocabulary
5 1 Is it all right if I borrow your dictionary?
4 1 courses 2 starter 3 recipe 4 ingredients 2 I would like to know what your mother
5 dessert tongue is? 3 Can you tell me if you studied
German at school? 4 Can you tell me when the
Part 4: Communication train leaves? 5 Do you think you could tell me
5 1 Would you like to come this way? 2 Are you what this word means?
ready to order? 3 I think we'll have ... 4 What
would you like to drink with your meal? Part 5: Reading
5 What do you recommend for dessert? 6 1 b 2 f 3 e 4a 5 d Do not use c.

Part 5: Reading Listening audioscript ( j CD3/12

6 1 F 2 T 3 T 4 T 5 T 6 F 7 T 8 T Alex What's so funny, Kirsten?
9 T 10 T Kirsten Well, it's this article I'm reading about translating
slogans from one language to another.
Alex Go on. I'm listening.
Kirsten Another company wrongly translated Schweppes
'Tonic Water' into toilet water!

262
Alex Oh dear. in front of it. The colours symbolise the reconciliation
Kirsten Well, when General Motors introduced the between the different races. It is three metres tall and
Nova car into Spanish speaking South America weighs 490 kilos. Mandela was finally freed in 1990
they didn't realise that in Spanish 'no va' means and four years later, he became South Africa's first
doesn't go!
democratically elected president. There are bronze
Alex Oh dear, that's not a good name for a car!
statues of Mandela in London's Parliament Square,
Kirsten There are big problems for soft drinks. When
Coca-Cola was translated in China it came out as
and there is another bronze statue of Mandela in one
'eat the wax tadpole'. of Johannesburg's shopping malls. The statue at Groot
Alex That's weird. Drakenstein was paid for by a rich businessman.
Kirsten And Pepsi's slogan, 'come alive with the Pepsi
generation' was translated as 'if you drink Pepsi,
your ancestors will come back from the dead.' End of Term Test 1
Alex How extraordinary. I think I heard a story about (first version)
Kentucky Fried Chicken, too.
Kirsten Mm yes, it's in the article too. In English we
say 'finger licking good' but in Chinese it was
Part A
translated as, 'eat your fingers off'!
Alex Wow!
Listening
Kirsten And Microsoft's slogan, 'Where do you want Exercise 1
to go today?' sounded less helpful when it was 2 F 3 T 4 F 5 F 6 T 7 F 8 T 9 T
translated into Japanese as, 'If you don't know
10 F 11 T
where you want to go, we'll make sure you get
taken there.'
Alex It just shows how careful you have to be when
Vocabulary
you are in business. Exercise 2
2 selfish 3 relationship 4 optimistic
Unit 12 5 knowledge 6 refugee 7 neighbourhood
8 scientist 9 inventor 10 criminal 11 proof
Part 1: Listening
1 1 Island 2 in front of 3 black and white Exercise 3
4 three metres 5 490 kilos 6 1990 7 1994
2 festival 3 historic 4 guide 5 birthplace
8 London 9 shopping mall 10 a rich
6 souvenir 7 career 8 ambitious 9 salary
businessman
10 pension 11 retire

Part 2: Grammar
Grammar
2 1 was designed by Michelangelo 2 will be
chosen 3 are going to be given tomorrow Exercise 4
4 was rebuilt after the war 5 was deliberately 2 are speaking 3 do you cook 4 do you think
started 5 don't often go 6 are the children doing

3 1 why 2 whose 3 where 4 when 5 that

Exercise 5
2 thought 3 were watching 4 weren't
Part 3: Vocabulary
5 was filming 6 wasn't driving 7 was delivering
4 1 fascinating 2 exhausting 3 terrifying 8 lost 9 went 10 escaped 11 swam
4 ridiculous 5 gorgeous
Exercise 6
Part 4: Communication
2 fell 3 had left 4 went 5 discovered
5 1 Please check that your mobile phones are switched 6 had put
off. 2 Do not wander off on your own. 3 May I
remind you that flash photography is not permitted.
Exercise 7
4 I would like to draw you attention to this painting.
5 Remember to be back at the coach by midday. 2 by 3 about 4 into 5 in 6 of

Part 5: Reading Exercise 8

6 1 a 2d 3c 4c 5b 2 mustn't 3 don't need to 4 have to 5 must
6 need to
Listening audioscript CD3/13
Nelson Mandela spent twenty-seven years in prison Part В
in his fight to establish equal rights for people of all
races in South Africa. Although he spent most of his Exercise 9
time in prison on Robben Island, his last few months 2 ever been 3 much does 4 make up my
of captivity were at the Groot Drakenstein prison. 5 as I am 6 about going
Now a black-and-white marble statue of him stands
 Exercise 10 Exercise 4
2 don't we hire a car 3 have you ever driven on the 2 fell 3 had left 4 went 5 discovered
4 think I'd rather take a coach 5 how long does it 6 had put
take to get there 6 how far is it
Exercise 5
Reading
2 by 3 about 4 into 5 in 6 of
Exercise 11
1c 2 f 3a 4b 5 eDo not use d. Exercise 6
2 mustn't 3 don't need 4 have 5 must 6 must
Listening audioscript - Exercise 1 ( 7 CD3/14
Melinda Hi, I noticed that you're looking for part-time staff. Vocabulary
Betty Yes, I'm looking for counter staff to serve
customers. Have you got any experience of this Exercise 7
kind of work? 2 festival 3 historic 4 guide 5 birthplace
Melinda No, I haven't. But I have worked in a supermarket
6 souvenir 7 career 8 ambitious 9 salary
as a cashier so I know what it's like to deal with
10 pension 11 retire
the public. And, of course, I've eaten here lots of
times!
Betty OK. Now we're looking for people to work Exercise 8
evenings and weekends. 2 selfish 3 relationship 4 optimistic
M elinda Would that be every weekend?
5 knowledge 6 refugee 7 neighbourhood
Betty No, we give people one either Friday or Saturday
8 scientist 9 inventor 10 criminal 11 proof
night off and one Sunday every two weeks. That
way your social life doesn't suffer too much.
Melinda That's great. And would I have to cook? Part В
Betty No. We have kitchen staff who prepare the food.
But we also train people to do it, if you're interested. Exercise 9
Melinda Not really, to tell you the truth.
2 ever been 3 much does 4 make up my
Betty Anyway, why are you looking for work?
Melinda Well, I'm studying at the university and I need 5 as I am 6 about going
to work part time to pay the rent of my studio.
How many hours can you offer a week? Exercise 10
Betty Well, it works out at between eighteen and 2 don't we hire a car 3 have you ever driven on
twenty-two hours a week. How does that sound?
the 4 think I'd rather take a coach 5 how long
Melinda I think I could manage that, but I wouldn't
does it take to get there 6 how far is it
want to do more. And what's the pay like?
Betty Well, it's the minimum wage. And if you work a
four-hour shift you have a fifteen-minute break Reading
in the middle when you can have a free meal. Exercise 11
M elinda That sounds good. And what about a uniform?
Betty Well, there isn't a full uniform but everyone 1c 2 f 3a 4b 5 e
has to wear an apron and a cap, but we supply
those. And a name badge of course. Listening audioscript - Exercise 1 (7' CD3/14
Melinda Hi, I noticed that you're looking for part-time
End of Term Test 1 staff.
Betty Yes, I'm looking for counter staff to serve
(second version) customers. Have you got any experience of this
kind of work?
Part A M elinda No, I haven't. But I have worked in a
supermarket as a cashier so I know what's it's
Listening like to deal with the public. And, of course, I've
eaten here lots of times!
Exercise 1
Betty OK. Now we're looking for people to work
2 F 3 T 4 F 5 F 6 T 7 F 8 T 9 T evenings and weekends.
10 F 11 T Melinda Would that be every weekend?
Betty No we give people one either Friday or
Grammar Saturday night off and one Sunday every two
weeks. That way your social life doesn't suffer
Exercise 2 too much.
2 are speaking 3 do you cook 4 do you think Melinda That's great. And would I have to cook?
5 don't often go 6 are the children doing Betty No. We have kitchen staff who prepare the
food. But we also train people to do it, if you're
Exercise 3 interested.
2 thought 3 were watching 4 weren't M elinda Not really, to tell you the truth.
Betty Anyway, why are you looking for work?
5 was filming 6 wasn't driving 7 was delivering
8 lost 9 went 10 escaped 11 swam

264
Melinda Well, I'm studying at the university and I need Reading
to work part-time to pay the rent of my studio.
How many hours can you offer a week?
Exercise 8
Betty Well, it works out at between eighteen and 1 с 2 a 3 d 4 с 5 с
twenty two hours a week. How does that
sound? Listening audioscript - Exercise 1 CD3/15
Melinda I think I could manage that, but I wouldn't
Grandm a Hello, is that Jacob?
want to do more. And what's the pay like?
Jacob Hi, Grandma. It's nice to hear your voice.
Betty Well, it's the minimum wage. And if you work a
Grandm a I was just ringing up to find out how your work
four-hour shift you have a fifteen-minute break
placement went.
in the middle when you can have a free meal.
Jacob Oh that's kind. It's strange to be back at school
Melinda That sounds good. And what about a uniform?
Grandm a So what did you do then?
Betty Well, there isn't a full uniform but everyone
Jacob Well, you know, I helped out a bit in reception
has to wear an apron and a cap, but we supply
and in the restaurant, and the kitchen, too. I
those. And a name badge of course.
even prepared some of the bedrooms. So there
was no time to get bored.
End of Term Test 2 Grandm a Goodness, so did you have to work very hard,
then?
(first version) Jacob Well, I had to work weekends and most evenings.
Grandm a Well, I suppose that's part of the job, isn't it?
Fart A Jacob Yes, you have to work when most other people
are free, but they gave me two days off during
Listening the week. So it wasn't too bad.
Exercise 1 Grandm a And did you make lots of money?
Jacob Well, they didn't have to pay me anything
1 T 2 T 3 F 4 T 5 F 6 F 7 F 8 T because it was work experience, but they gave
9 F 10 T me two hundred euros as a thank you.
Grandm a Well, that was kind of them, I suppose.
Vocabulary Jacob To tell you the truth, I wasn't expecting
anything. Most of the people in my class didn't
Exercise 2 get anything at all.
2 masterpiece 3 sculptor 4 portrait Grandm a Oh, didn't they? So you did well then. I'm very
5 landscape 6 still life 7 accent 8 bilingual proud of you.
9 native speaker 10 interpreter 11 jargon Jacob Yes, and they also let me keep the tips, and I
made another hundred and twenty euros on top.
Grandm a OK. So that wasn't too bad. When I was a
Exercise 3 waitress, we had to share the tips. So have you
2 supermarket 3 department 4 sales changed your mind about hotel work?
5 logo 6 consumer 7 bargain 8 cash Jacob Oh no, not at all. The part I enjoyed most was
9 credit card 10 discount 11 brand working in the kitchens. I didn't cook anything
but the chef realised that I was interested in
cooking, so he allowed me to watch him while
Grammar
he cooked - and that's what I want to do more
Exercise 4 than anything else.
2 a bigger 3 the most 4 the best
5 less beautiful 6 the worst End of Term Test 2
Exercise 5
(second version)
2 knew, would like 3 paid, would you give me Part A
4 would you do, were 5 would buy, had
6 would you do, saw Listening
Exercise 1
Exercise 6
1 T 2 T JF 4 T 5 F 6 F 7 F 8T
2 opened 3 have run 4 did you first 9 F 10 T
5 began to 6 left 7 has been 8 have you ever
had 9 haven't 10 has ever happened
Grammar
11 haven't had
Exercise 2
2 a bigger size 3 the most 4 the best
Part В 5 less beautiful 6 the worst
Communication
Exercise 3
Exercise 7
2 knew, would like 3 paid, would you give me
2 с 3 d 4a 5 i 6 f 7j 8b 9 e
4 would you do, were 5 would buy, had
10 к 11 h
6 would you do, saw

265
S
 I

Exercise 4 Grandm a OK. So that wasn't too bad. When I was a

waitress, we had to share the tips. So have you
2 opened 3 have run 4 did you first 5 began to
changed your mind about hotel work?
6 left 7 has been 8 have you ever had 9 haven't
Jacob Oh no, not at all. The part I enjoyed most was
10 has ever happened 11 haven't had working in the kitchens. I didn't cook anything
but the chef realised that I was interested in
Vocabulary cooking, so he allowed me to watch him while
he cooked - and that's what I want to do more
Exercise 5
than anything else.
2 supermarket 3 department 4 sales
5 logo 6 consumer 7 bargain 8 cash
9 credit card 10 discount 11 brand End of Year Test
(first version)
Exercise 6
Listening
2 masterpiece 3 sculptor 4 portrait
5 landscape 6 still life 7 accent 8 bilingual Exercise 1
9 native speaker 10 interpreter 11 jargon 2 F 3 F 4 T 5 T 6 F 7 T 8 T 9 T
10 F 11 T
Part В Grammar
Communication Exercise 2
Exercise 7 2 a 3 c 4 d 5 d 6c 7 d 8a 9a
2 c 3d 4 a 5 i 6 f 7 j 8 b 9 e 10 с 1 1 c
10 к 11 h
Exercise 3
Reading 2 the 3 the 4 0 5 a 6 the 7 0
8 0 9 the 10 the 1 1 a
Exercise 8
1 с 2 a 3 d 4 с 5 с
Exercise 4
2 the biggest 3 where she lived 4 haven't
Listening audioscript - Exercise 1 /С CD3/15
seen 5 have never eaten 6 are going to be
Grandm a Hello, is that Jacob?
welcomed
Jacob Hi, Grandma. It's nice to hear your voice.
Grandm a I was just ringing up to find out how your
work placement went.
Vocabulary
Jacob Oh that's kind. It's strange to be back at school Exercise 5
Grandm a So what did you do then?
2c 3c 4 d 5c 6 b 7 a 8 d
Jacob Well, you know, I helped out a bit in reception
9a 10 d 1 1 c
and in the restaurant, and the kitchen, too. I
even prepared some of the bedrooms. So there
was no time to get bored. Exercise 6
Grandm a Goodness, so did you have to work very hard, 2 voyage 3 trip 4 journey 5 flight 6 travel
then?
Jacob Well, I had to work weekends and most
evenings. Exercise 7
Grandm a Well, I suppose that's part of the job, isn't it? 2 witness 3 alibi 4 guilty 5 confess
Jacob Yes, you have to work when most other people 6 evidence
are free, but they gave me two days off during
the week. So it wasn't too bad.
Exercise 8
Grandm a And did you make lots of money?
Jacob Well, they didn't have to pay me anything 2 interpreter 3 traditional 4 discovery
because it was work experience, but they gave 5 interesting 6 criminal
me two hundred euros as a thank you.
Grandm a Well, that was kind of them, I suppose. Communication
Jacob To tell you the truth, I wasn't expecting
anything. Most of the people in my class didn't
Exercise 9
get anything at all. There are 4 marks for each answer.
Grandm a Oh, didn't they? So you did well then. I'm very (Communication: If it answers the question fully and
proud of you. the student writes enough they can get 2 marks.
Jacob Yes, and they also let me keep the tips, and
I made another hundred and twenty euros Language/accuracy: 1 mark.
on top. Vocabulary: Good range of vocabulary 1 mark.
Vi mark for limited range.)

266
Reading Vocabulary
Exercise 10 Exercise 2
2 d 3 a 4 b 5c 6 d 7a 8c 2 a 3 c 4 d 5 с 6 b 7 a 8 d
9 с 10 b 11 9a 10 d 11 с

Listening audioscript - Exercise 1 Q CD3/16 Exercise 3

Interview er Nowadays, scientists like you can say what 2 voyage 3 trip 4 journey 5 flight 6 travel
kind of health problems people will have
later in life. Isn't it a bad thing to have that
Exercise 4
kind of knowledge? I don't really want to
know if we can't do anything to change 2 witness 3 alibi 4 guilty 5 confess 6 evidence
it. If I find out that I might get ill, it might
mean that I can't get insurance or that Exercise 5
someone will not want to give me a job.
2 interpreter 3 traditional 4 discovery
Scientist I don't agree. Our genetic make-up, what
we inherit from our parents, is just one
5 interesting 6 criminal
thing to consider.
Interview er What do you mean by that? Grammar
Scientist Well, even though there may be a
Exercise 6
possibility of developing a certain illness or
condition, this is only part of the story. The 2a 3c 4 d 5 d 6c 7d 8a
way we live and the lifestyle choices that we 9a 10 с 1 1 c
make are often responsible for whether the
condition develops. Doctors can also take Exercise 7
action to stop a condition developing.
2 the 3 the 4 0 5 a 6 the 7 0
Interview er So what do you think the balance is?
Scientist Personally, I think it is sixty-forty, sixty per 8 0 9 the 10 the 11 a
cent lifestyle and forty per cent genetics.
Interviewer OK, but going back to choice. Let's be Exercise 8
realistic, we are never entirely free to make 2 the biggest 3 where she lived 4 haven't seen
our own choices, are we? I mean, a lot of 5 have never eaten 6 are going to be welcomed
choices are to do with how much money
we have, whether we live in the town or the
country and so on. Communication
Scientist Yes, of course, you're right. But we can Exercise 9
choose whether we smoke, how much
we eat and the exercise that we take. We There are 4 marks for each answer.
can choose whether or not to take the lift (Communication: If it answers the question fully and
or walk up the stairs for instance. We can the student writes enough they can get 2 marks.
decide not to put sugar in our coffee, salt
on our food, or eat too much fast food. Language/accuracy: 1 mark.
Interview er I see what you mean. What do you think of Vocabulary: Good range of vocabulary 1 mark.
these websites where you can find out how V2 mark for limited range.)
long you are going to live?
Scientist I think it is terrible to treat this subject as
though it were some kind of party game. Reading
Another thing is that a lot of these sites Exercise 10
seem to contradict each other. You could
2d 3a 4b 5c 6 d 7 a 8 c
give the same answers on two entirely
9c 10 b 1 1 b
different sites and come up with some very
different results - so personally, I think you
should avoid them. Listening audioscript - Exercise 1 CD3/16
Interview er Nowadays, scientists like you can say what
kind of health problems people will have
End of Year Test later in life. Isn't it a bad thing to have that
kind of knowledge. I don't really want to
(second version) know if we can't do anything to change it. If
Listening I find out that I might get ill, it might mean
that I can't get insurance or that someone
Exercise 1 will not want to give me a job.
2 F 3 F 4 T 5 T 6 F 7 T 8 T Scientist I don't agree. Our genetic make-up, what
9 T 10 F 11 T we inherit from our parents is just one thing
to consider.

267
 Interview er What do you mean by that?
Scientist Well, even though there may be a possibility
of developing a certain illness or condition,
this is only part of the story. The way we live
and the lifestyle choices that we make are
often responsible for whether the condition
develops. Doctors can also take action to
stop a condition developing.
Interview er So what do you think the balance is?
Scientist Personally, I think it is sixty-forty, sixty per
cent lifestyle and forty per cent genetics.
Interview er OK, but going back to choice. Let's be
realistic, we are never entirely free to make
our own choices, are we? I mean, a lot of
choices are to do with how much money
we have, whether we live in the town or the
country and so on.
Scientist Yes, of course, you're right. But we can
choose whether we smoke, how much we
268
drink and the exercise that we take. We
can choose whether or not to take the lift
or walk up the stairs for instance. We can
decide not to put sugar in our coffee, salt on
our food, or eat too much fast food.
Interviewer I see what you mean. What do you think of
these websites where you can find out how
long you are going to live?
Scientist I think it is terrible to treat this subject as
though it were some kind of party game.
Another thing is that a lot of these sites
seem to contradict each other. You could
give the same answers on two entirely
different sites and come up with some very
different results - so personally I think you
should avoid them.
Uncovering the past
NARRATOR: These people are archeologists.
They are looking for old things. Here, they find
plates and bones.
Archaeology is the study of ancient things.
They look at old buildings and houses.
They look for things like jewelry, pots and plates.
Archeologists also study paintings in caves.
They also study fossils - the bones of old animals.
And they study human remains, like these skulls.
To find things, archaeologists get dirty.
Teams work with shovels and spades.
It is slow work.
The work can be exciting.
This is a Mayan city.
The beautiful carvings made by the Maya tell their
history.
The archaeologists who found these writings are
discovering Maya civilization.
Archeologists work in many places - in South
America, in cities, in Asian jungles.
Sometimes the work is dangerous.
But it is always interesting.
The future of a village
NARRATOR: In Essaouira, Morocco, the fishermen
are preparing for another year out on the water.
All around the port, you can hear the sounds of
boat building and smell fresh paint in the air.
Everything seems great in Essaouira ...
But in reality, things are not very good. In
Essaouira, fishing is no longer such a good job.
The number of fish has gone down. Some of the
fishing work has moved to the south.
The small boats which leave out of this port can't
compete with the big fishing boats. Those boats,
or trawlers, can simply catch more fish.
ABDELHADI, FISHERMAN: The life of a fisherman
now is hard. Sometimes you work for one day;
then you don't work for two days. Then you work
for one week, then no work for fifteen days.
NARRATOR: The fishing industry here is trying to
survive, but now there's new hope. Recently, this
town has a new breadwinner- tourism. Last year,
thousands of tourists visited Essaouira and this
tourism has brought hope and money to the town.
Essaouira's first tourist boom was in the 1960s.
Rock stars and people from many different cultures
visited the village. Now, the small town is trying to
bring in tourists again. They want a different way
to make money. The plan is working well. Since
1996, tourism in Essaouira has increased by more
than three hundred percent.
It's not difficult to see why people like the historic
village. Essaouira's 'medina', or historic town
centre, was built in the 1 700s and was recently
put on UNESCO's World Heritage List.
Essaouira now has a very good chance to develop
tourism and help its economy. But they must also
try not to sell out the local people, culture and the
environment.
The people who are developing tourism say that
conservation is important to them. However, for
the people of Essaouira, there are still questions
about water, land use and pollution.
Perhaps fishing may now be part of Essaouira's
past. Maybe the town has a chance to make a new
life for itself.
Will the people of Essouira choose well? No one
knows, but the future of this village may depend
on the decisions they make today.
Peruvian weavers
NARRATOR: In a small village high in the Andes, it
all starts with the sheep. Just one, that loses it's
warm, winter wool. First, a few people from the
village, or villagers, catch the sheep and prepare
the knife. Then, they carefully tie up the sheep so
that it can't move.
Finally, they use the knife to cut the sheep's winter
coat of wool. After that, one of the newest and
most important industries in Chinchero begins.
The methods they use are traditional, but these
villagers are part of something new. The wool
they're collecting is for a new and different
business - a weavers' cooperative that the women
here manage.
Every Monday and Saturday, 46 women and girls
cut wool from their sheep and llamas. Then, they
spin it into yarn for making cloth. Nilda Cayanupa
is the leader of the Centre for Traditional Textiles
which manages the cooperative.
NILDA CAYANUPA, CENTER FOR TRADITIONAL
TEXTILES: Any of my age in my town was
learning to weave. So it was kind of sad that
weaving was disappearing. So, because that,
always my dream was that the younger generation
should learn so the weaving won't die.
NARRATOR: Nilda grew up in the Andean
countryside, where many of the men are farmers.
CAYANUPA: Chinchero is a farming village. We are
the best. I'm not saying because I am from this
village - but we are the best producers of the
potatoes, and many things like quinoa ... barley ...
NARRATOR: Farming has long been a tradition
in Chinchero. Many farmers here continue the
traditions of the Inca people who lived in the
Andes for centuries. However, farming no longer
brings in enough money to support a whole
VIDEO SCRIPTS 269
 family here. So, with the changes in the economy,
traditional ideas are changing, too.
Until now it's always been the men who have
farmed and the women have cooked and cared for
the children. They have also taken wool from the
sheep and woven it into cloth. It's this weaving
that's now becoming more and more important.
Nilda says that these women weavers are
becoming the main economic supporters of the
family. As an example, she tells of one woman
whose husband has started helping with the
sheep. She explains that this wasn't very common
in the past. Men only farmed the land and didn't
help with weaving.
CAYANUPA: Today, this group of the ladies can make
... not a lot of money ... but a reasonable amount
of money.
NARRATOR: Now in Chinchero, weaving isn't just a
tradition. It's a way to make money and live well.
Weaving has also become more important for
the culture of Chinchero. It has become a way to
make the textile tradition stronger and to keep a
part of the past alive.
GUADALUPE, WEAVER: I learned when I was in the
third grade of school with very basic weaving.
Today, I weave blankets, shawls, ponchos and
prepare my own yarn.
NARRATOR: Older women now teach the younger
girls. The goal is to bring back the strength of
the textile tradition of the past. They want to
keep the Peruvian weaving traditions alive. As the
young women of Chinchero learn to weave, they
also learn to be self-sufficient. They can sell the
blankets and clothes that they make in their free
time.
ROSITA, WEAVER: I do my weaving in my house, in
the afternoons and early morning. And here on
Monday and Saturday, too.
NARRATOR: Weaving groups like the Chinchero
cooperative are giving new life to the textile
tradition. In the end, their cooperative may prove
that many threads together are stronger than one
alone.
Kenya's butterflies
NARRATOR: The Arabuko Sokoke Forest is home
to more than a third of Kenya's eight hundred
and seventy species of butterfly. The demand for
unusual butterfly species for public and private
collections has long been a threat to natural
environments such as this Kenyan forest. In the
past, butterfly collectors caught thousands of
insects from the wild, sending live animals to
Europe and the US. It's sad to say that most
probably died before they arrived. Several years
ago local farmers decided to use their skills
for a different project: rearing caterpillars. The
caterpillars are sent around the world as pupae
and arrive just in time to become adult African
VIDEO SCRIPTS
butterflies. These butterflies'have a survival rate of
nearly one hundred percent.
WELLINGTON COMBO, KENYAN WILDLIFE
SERVICE: Arabuko Sokoke Forest is important
because it is the largest remaining coastal forest in
East Africa.
NARRATOR: Now people are better educated, and
they can see the benefits of keeping the forests.
They earn money from butterfly farming, bee
keeping and from plants that can be used for
medicine.
WELLINGTON COMBO, KENYAN WILDLIFE
SERVICE: So at least they have seen the benefits
of having the forest stay.
NARRATOR: This is the project's headquarters, right
in the heart of the forest. Farmers from all over the
region come here to breed the butterflies. Much
of the credit for the project's success must for to
this man: Washington lemba.
WASHINGTON IEMBA, KIPEPEO BUTTERFLY
PROJECT: The Butterfly Farm started in 1993 and
the objective then was to develop local support for
the conservation of the Abuku Sokoke Forest.
NARRATOR: He says that farming butterflies has now
become attractive, as it is a new source of income.
WASHINGTON IEMBA, KIPEPEO BUTTERFLY
PROJECT: Now, most of the farmers even know
the botanical names like any university student.
NARRATOR: The process involves community
members first catching a small number of
butterflies. These are then carefully released into
a closed area. The females lay their eggs and
caterpillars finally emerge. After they pupate, or
enter their cocoons, the caterpillars are brought
to the project centre where the farmers receive
money for their work.
WASHINGTON IEMBA: Thank you. What do you
have for us today? These ones are very good,
in fact you can see they are shaking, shaking,
showing that they are still very fresh. But if you
remember to have Monideas, because Monideas
at the moment is the one that has a lot of market
space.
NARRATOR: Each farmer keeps a small number of
pupae so that the entire process can be repeated
without having to collect new insects from the
wild.
WASHINGTON IEMBA: In a year we sell pupae worth
almost sixty thousand US dollars...Of these, sixty
percent goes to the local communities mostly
for food and their school uniforms, school fees,
hospital bills. The most attractive aspect has been
that, unlike other programmes introduced in forest
areas, this has quick returns. Within one month of
farming butterflies one is able to generate income
and use it, and therefore adding more value to the
programme itself.
NARRATOR: In the beginning, one hundred workers
cooperated to start the project. Now there are
 more than one thousand. The success of the
Butterfly Project has resulted in similar projects
being established in parks all over Kenya.
Cheese-rolling races
NARRATOR: 'Cheese-rolling' has been a tradition
in the town of Brockworth since the early 1800s.
First, the competitors come together at the top
of 'Cooper's Hill' and wait. Then someone pushes
a very large wheel of cheese down the steep
slope. And after that? Things get a little wild! The
cheese may reach up to 40 miles per hour. The
competitors go pretty fast, too! The first one to
the bottom wins. What's the prize? The wheel
of cheese - of course! The first winner of the day
is Craig Brown, a pub worker. Craig's plan was
simple.
CRAIG BROWN, PUB WORKER: Keep going ... and
try to get your balance back. Because it's steeper
than you could ever think. You'd have to run
down there to really believe how steep it is!
NARRATOR: Many people enjoy the cheese-rolling
races, however they can be dangerous. A few
years ago, 30 people were injured in an accident
at a race. One of the cheeses rolled down the
hill too quickly... and unexpectedly went into
the crowd. Now, the competition route has
crash barriers to protect the crowd. It's not just
spectators who get injured, competitors do as
well ... especially when it's cold or there hasn't
been much rain.
EVENT ORGANIZER: It's when the ground is really
hard... that's when the injuries are going to
happen.
NARRATOR: Craig's plan to just 'keep on going' failed
in his second race. At the time, he was trying to
get the competition's version of a 'double play' -
winning two cheese wheels in one day. So, what
drives these runners? Are they crazy? One cheese
runner thinks they may be.
CHEESE RACER: "It is dangerous. If I'm running
down... must be crazy..."
NARRATOR: Yeah, I must be crazy! These cheese
racers may be crazy. But year after year the crowds
keep on cheering, and the competitors keep on
running. Is it for the fame? Is it for the fun? We
may never know, but you can be sure of one
thing... It's more than just cheese that makes
people want to win Brockworth's annual cheese-
rolling race!
The lost city of Machu Picchu
NARRATOR: This beautiful, quiet place is covered in
sunshine and has mountains all around it. Its name
is Machu Picchu. It's sometimes called the 'Lost
City of the Inca', and it's nearly 8,000 feet up in
the Andes.
JULIO, TOUR GUIDE: It's a magic attraction that you
can feel here. It's known all over the world that
Machu Picchu is one of the magnetic centres of
the ancient world.
NARRATOR: Machu Picchu is more than 500 years
old. Today, it's a favourite place for visitors from all
over the world.
Even in the rain and fog, it's wonderful to walk
through the ruins.
When the Inca civilization ended, few people knew
Machu Picchu existed. For a long time it was lost
to the outside world. Then, in 1911, an explorer
named Hiram Bingham found it again.
At first, very few people visited Machu Picchu. But
now, hundreds of tourists come here every day.
They walk up the steps of the ancient city and
climb over the ruins.
Machu Picchu is no longer quiet. It's full of the
sounds of tourists. Some people in Peru hope that
more tourists will come here. They think it will
mean more business and money for the country.
However, some conservationists worry that
more visitors won't be good for Machu Picchu.
They say that tourism may not be good for the
environment.
Jose, a local hotel owner says Machu Picchu and
Peru can take a few more visitors.
JOSE, HOTEL OWNER: Why not be like the rest of the
world? Why not expose and show Machu Picchu
to the rest of the world? It's such a wonderful
place ... why keep it to a few?
NARRATOR: The truth is that parts of Peru are
very poor, and tourists bring money to these
communities.
Aguas Calientes is a town that grew suddenly near
an area where visitors get on buses to get to the
summit of Machu Picchu. The people here live
completely on money from tourism. The town is
just a group of stalls where local people sell art
and things they have made to visitors.
The 'Lost City' is no longer lost. Tourists have
found it. The modern world is coming closer to
this ancient world every day.
Time may be running out for the 'Lost City of the
Inca'. More and more people are discovering it. In
the end, it may be the modern world that forever
changes this ancient city.
VIDEO SCRIPTS 271
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Aspire Pre-intermediate Teacher’s Book
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Pre-intermediate Teacher's Book CEFR: B1

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