C a m b r id g e

Garan Holcombe
with Helen Hadkins,
Samantha Lewis and
Joanna Budden
Garan Holcombe
with Helen Hadkins,

MM C a m b r id g e
UNIVERSITY PRESS
 ■■

Contents
Student’s Book contents 4
Introduction 6
Interaction Language Reference 9

r ■\

1 Connected 10
2 W ell played! 17
Review 1 and 2 24

3 M ulticultural matters 25
4 Adrenaline rush 33
Review 3 and 4 40

5 M an and beast 41
6 Take action 49
Review 5 and 6 56

7 Self-image 57
8 Som ething for nothing 65
Review 7 and 8 72

9 Keep your cool 73

10 Creating a buzz 80
Review 9 and 10 87

11 Just the job 88

12 Changing times 96
Review 11 and 12 103
J

Skills4Real: Units 1 -4 104

Skills4Real: Units 5 -8 106
Skills4Real: Units 9 -1 2 108

W orkbook Answers 110

Contents
© '
 Student’s Book contents
G ra m m a r V o ca b u lary In teractio n , S p eakin g L istening, R eading
an d P ro n u n ciatio n a n d P o rtfolio

■ Sim ple and * O n lin e « Interaction 1: M e e tin g face- • Read: Social

c o n tin uo u s co m m u n ica tio n to-face n e tw o rk in g
tense review • Phrasal verbs « Speak: D iffe re n t form s o f and teenagers
• Perfect tense w ith up co m m u n ica tio n • Listen: YouTube and
review • P ronunciatio n:///, / d y and fam e
/tf/ • P ortfolio 1: A n em ail to
a friend

Infin itive and • Sports • Interaction 2: M aking and • Read: Football crazy?
-ing review e q u ip m e n t responding to excuses • Listen: A ttitu d e s to
remember, stop • Sports • Speak: Sports question and sport
and try w ith collo cation s answ er • P o rtfolio 2: A fact file
-ing and th e • P ronunciation: H om ophones
in fin itiv e

R evie w 1 a n d 2 G ra m m a r V ocabulary C orrect it! H o w are yo u doing?

15 • be used to and ® Extended fa m ily * Interaction 3: E m pathising Read: A new life in

L.
3 ge t used to » B ritis h / • Speak: C ould you live in th e U K
±*
3 l
L/il • as, like and such A m erican a n o th e r country? Listen: Learning
w
s +■> as vocabulary • P ronunciation: British and languages at school
3 %
2 £ A m erican p ro n un ciation P ortfolio 3: A w ebpage
fo r a school exchange

• A dverbs • Verbs o f fear • Interaction 4: Listening • Read: The a ttra ctio n

<u « M aking • Expressions o f actively o f fear
c
"to com parisons fear • Speak: A d renalin e a d d ic t o Listen:
r• H o rro r film
c
scaredy cat? suspense techniques
K s n:
■o i3 • P ronunciation: Stressing • P ortfolio 4: B eginning a story
< Xm
adverbs and adjectives

R e vie w 3 a n d 4 G ra m m a r V ocab ulary C orrect it ! H o w are y o u d o ing?

Expressing • The anim al • Interaction 5: C hallenging • Read: M e e t th e A n im al

contrast kingdom som eone’s ideas People
Reflexive • Physical habits • Speak: Saving endangered • Listen: A prim ate
p ronouns and species sanctuary
each o th e r • P ronunciation: P ronunciation • P o rtfolio 5: A n o p in io n essay
o f ea

Future review * C am paigning • Interaction 6: Persuading • Read: G et

Future perfe ct • Phrasal verbs people to do things cam paigning w ith
and fu tu re w ith take • Speak: Your ideal youth cafe B a ttlefrontl
p erfect • P ronunciation: Elision in • Listen: A yo u th cafe
co ntin uo us fu tu re form s • P o rtfolio 6: A re p o rt

R eview 5 a n d 6 G ra m m a r V ocab ulary C orrect it! H o w are y o u d o in g ?

Student’s Book contents

 G ra m m a r V o ca b u lary In teractio n , S p eakin g Listening, R eading
a n d P ro n u n ciatio n an d P o rtfolio

® Passive review • D escribing ® Interaction 7: C om paring Read: W h a t y o u r taste

• h a v e /g e t clothes and
som e thing done m aterials
• Body idiom s
tw o pictures says a b o u t you
* Speak: Item s fo r a tim e Listen: A body a rt
capsule e xh ib itio n
® P ronunciation: Intrusive /]/, P ortfolio 7: A m agazine article
/r / and / w /

Third Phrasal verbs * Interaction 8: Talking a bout Read: The m oney-less

co n d itio n a l and expressions m oney man
review w ith give • Speak: A n in te rv ie w w ith Listen: Things to do in
Expressions o f N um bers and M a rk Boyle London fo r free
purpose, reason sym bols • Pronunciation: Large P ortfolio 8: W ritin g a b o u t
and result num bers survey results

R eview 7 a n d 8 G ra m m a r V ocab ulary C orrect it! H o w are yo u doing?

r —
im * should, o u g h t to • A d jectives of • Interaction 9: N eg o tia tin g • Read: House Rules
3
O and h a d better character and responding • Listen: H ow to argue
>>
a • Expressing • Expressions fo r • Speak: A serious problem ? • P ortfolio 9: A sking fo r
<0
<u
o
* ou w ishes and argum ents • P ronunciation: Unstressed and giving advice
O' regrets vow el sounds /a / and / i /

• R epo rtin g verbs • A d ve rtisin g Interaction 10: G iving a • Read: H ow to create

1»0 * P articiple • Phrasal verbs presentation buzz
c N
N clauses w ith come Speak: O pinions a b o u t • Listen: Privacy and
3 advertising th e in te rn e t
2? ■Q
u ns P ronunciation: Pitch in • P ortfolio 10: A p ro d u c t
o
T- signalling w ords review

R e view 9 a n d 10 G ra m m a r V ocab ulary C orrect it! H o w are yo u d o ing?

,..............

• M odal verbs • C o m p ou n d • Interaction 11: A jo b • Read: A day in th e life

o f d e d u ctio n adjectives in te rvie w o f a teen detective
and possibility • Job collo cation s • Speak: O pinions on jobs • Listen: The best jobs
review • P ronunciation: In to n a tio n in in th e w orld?
• Q uestion tag question tags • P o rtfolio 11: A jo b
review a p p lication

• R eported • Expressions w ith Interaction 12: K eeping a • Read: W hich English

speech review tim e conversation going do you speak?
• Relative clause • Loan w ords in Speak: Fad in fo rm a tio n swap • Listen: Fads and trends
review English P ronunciation: P ronouncing • P o rtfolio 12: C orrecting
loan w ords in English yo u r ow n mistakes

R evie w 11 a n d 12 G ra m m a r V o cabulary C orrect it! H o w are y o u doing?

S kills4 R ea l: U n its 1 -4 S kills4R eal: U n its 5 - 8 S kills4 R eal: U n its 9 -1 2 In te ra c tio n : S tu d e n t A

In te ra c tio n : S tu d e n t B In te ra c tio n : S tu d e n t C; U n its 7 a n d 10 Speaking a ctivitie s W ordlist
Irre g u la r verbs P honem ic c h a rt

Student’s Book contents

Teacher’s Book introduction
Welcome to Interactive, a course designed to
maximise your students’ communication in real,
effective English. Interactive by name. Interactive
by nature.
Interactive communication
For m any foreign-lang uage students, th e secondary
school classroom provides th e o nly o p p o rtu n ity th e y get
to speak English. For this reason, it is essential th a t th e
a m o u n t o f English th e y use in th e classroom is m axim ised.
Interactive has been designed w ith co m m u n ic a tio n as
one o f its m ain objectives, and students are p rovided
w ith real o p p o rtu n itie s to co m m u n ic a te in class.
H ow ever, o p p o rtu n ity a lone is som etim es n o t enough.
M an y students struggle to fin d th e language required
w h e n try in g to express them selves in English. Interactive
th e re fo re provides stud e nts w ith in n ova tive m eans w h ich
help students o f all a b ilitie s m axim ise th e ir p o te n tia l fo r
co m m u n ic a tin g in real English:
Language R efere n c e is a list o f fu n c tio n a l English phrases,
co n v e n ie n tly placed on a ga te fold cover. Students can
use th e fla p o f th e cover w he n d o in g an a c tiv ity in th e
classroom . Exam ples are ‘It’s m y go’ fo r playing games and
‘W h a t do you have fo r a )?’ w h e n com p a rin g answers w ith
a partne r. This fa cilita te s m a xim u m use o f English in th e
classroom as it provides th e necessary language students
need to co m m u n ica te sp on tan eo u sly w ith th e te a cher
and o th e r students. T here is th e re fo re no reason to use L1
du rin g a class activity.
A n In te ra c tio n sectio n in every u n it gives students th e
o p p o rtu n ity to practise fu n c tio n a l language in real-life
situ a tion s such as asking fo r d irectio ns, o rd e rin g food
and d rin k. It also gives students th e a b ility to express
them selves m ore clea rly in giving opinions, expressing likes
and dislikes etc. A liste nin g exercise gives students a m odel
o f th e language, fo llo w e d by a co m m u n ic a tive a c tiv ity
w h e re students can use th e p ro m p ts on th e language
reference to help th em . As an a d d itio n a l o p tio n , th e
In te ra c tio n m aterial is also m o d e lle d on th e accom panying
D VD, p ro vid in g a visual c o n te x t fo r th e language.
P ro n u n c ia tio n is a vita l area o f c o m m u n ic a tio n th a t
is o fte n overloo ke d. Every u n it in Interactive has fun,
challenging a ctivitie s such as to n g u e tw is te rs to practise
sounds in th e c o n te x t o f a sentence. The D V D provides
an o p tio n a l visual guide to all th e p ro n u n cia tio n exercises,
using native speakers as m odels. Students are given a clear
v ie w o f h o w to fo rm th e sounds and p ro d uce natural-
sou nd ing English. Teachers can rely on th e D V D fo r extra
s u p p o rt and ap proach this challenging area o f language
te ach ing w ith confidence.
Introduction
Extra p ro n u n cia tio n lesson plans on th e Interactive Teacher
W ebsite encourage th e use o f th e a ttra c tiv e ly illustra ted
p h o n e m ic c h a rt a t th e back o f th e S tu d e n t’s Book.
Interactive technology
T he te ch n o lo g ica l advances o f th e last fe w decades have
had a pro fo u n d e ffe c t on how students learn and process
info rm a tio n . T w e n ty -firs t c e n tu ry teenagers have grow n up
w ith a w o rld o f te c h n o lo g y at th e ir fin g e rtip s and e x p e c t
instant answ ers and easy m e thods o f c o m m u n ica tio n .
They are also fa r b e tte r at m u lti-ta skin g th a n previous
generations and o fte n bring this in to th e learning
e n v iro n m e n t, w h ich can som etim es be a challenge fo r
th e teacher. Research has show n th a t teachers o fte n fin d
th e challenge o f teaching c o m p u te r-lite ra te teenagers
daunting. Interactive has a n u m b e r o f easy-to-use
e le c tro n ic co m p o n e n ts fo r each level, m aking it sim ple
fo r you to integrate te c h n o lo g y in to th e classroom .
The S tu dent W ebsite offers all you w o u ld e x p e c t from
a C D -R O M and m ore. The w ebsite provides in te ra ctive
exercises and games to help students practise gram m ar
and vocabulary. These can be set fo r h o m e w o rk o r used
in class. A C om ic B u ilder gives students th e o p p o rtu n ity
to create th e ir ow n stories in a fu n and im aginative way,
p ro v id in g a creative o u tle t fo r m ore visual learners.
The Teacher W ebsite offers s u p p o rt to you, w ith teaching
tips videos, e x tra resources and an on lin e c o m m u n ity fo r
teachers. Go to h ttp ://in te r a c tiv e .c a m b rid g e .o rg .
The Classware D V D -R O M (IW B so ftw a re ) has an
in te ra c tiv e fu n c tio n , e nabling audio and D V D fo o ta g e to be
played a t th e click o f an icon and a ctivitie s to be enlarged
o r hid d e n as required.
The Testm aker C D -R O M and A u d io C D enables teachers
to generate th e ir ow n tests b o th p rio r to th e course and
at any stage d u rin g th e te rm . Tests can be created fo r
gram m ar, vo ca b u la ry and skills w ith th e p ossibility o f e xtra
questions to challenge m ore advanced students. T hey can
be ta ilo re d to y o u r s tu d e n ts’ needs. D iffe re n t students
can receive th e sam e questions in a d iffe re n t order, or
even d iffe re n t tests based on th e sam e m aterial. T here is
also th e o p tio n o f e d itin g tests on screen and an easy
p rin t-o u t facility.
As m e n tio n e d previously, th e Class D V D contains a visual
o p tio n fo r b o th th e In te ra ctio n and P ronunciatio n sections,
he lp in g students see how to fo rm th e p ro n u n cia tio n and
p u ttin g fu n c tio n a l language in c o n te x t. Talking Heads
p ro vid e unscripted conversations w ith teenagers from
d iffe re n t parts o f th e U K w h ile th e m ore s tru ctu re d
Interview s provide b oth cu ltu ra l and linguistic insights
in to th e lives o f real British people.

Interactive authentic English
and culture
Interactive provides a w e a lth o f references fro m British
and in te rn a tio n a l p o p u la r c u ltu re th a t students can
id e n tify w ith :
C u ltu re pages can be fo u n d th ro u g h o u t th e book: The
C u ltu re N o tice b o a rd is U K-focused and is a c o lle ctio n of
real flyers, postcards, photos and stickers th a t m ig h t be
co lle cte d fro m a to u ris t a ttra c tio n o r event. T h rou gh th e
c o m p le tio n o f a series o f a ctivities, students have exposure
to a u th e n tic m aterials and de ve lop th e ir reading skills,
p a rtic u la rly scanning q u ic k ly to fin d in fo rm a tio n , ju s t as
th e y m ig h t in a real-life situ a tio n . T he C u ltu re W o rld is,
as th e nam e suggests, w o rld -fo cuse d. Students look at
a m agazine-style a rtic le a b o u t a p a rt o f th e w o rld and
th ro u g h a series o f a ctivitie s de velo p d iffe re n t reading
skills fro m th e ones above. T he final task in b o th these
sections is th a t students prepare a sim ilar-style p roject,
w rite questions a b o u t it and ideally p u t th e m a round th e
classroom , fo r o th e r stud en ts to answer.
As th e nam e suggests, Skills4Real sections at th e back o f
th e b o o k fe a tu re real te x ts and real people. T he unscripted
recordings fe a tu re native and n o n -n a tive speakers, ta lk in g
and answ ering questions, and th e a u th e n tic , u n e d ite d
reading m aterial links in to e a rlie r un its o f th e book. This
enhances th e s tu d e n t exposure to real English in real
c o n te xts ra th e r th a n th e usual audio reco rd ed in a studio.
Sim ilarly, th e Talking Heads section on th e D V D provides
unscripted, a u th e n tic language.
C u ltu re V u ltu re is an icon in every u n it th a t inform s
stu de n ts o f cu ltu ra l aspects o f th e English-speaking w o rld
in a lig h t-h e a rte d way. T h e y a c t as a discussion p ro m p t and
stu de n ts w ill be able to com pa re these to local cultures
w h ich w ill h ig h lig h t awareness o f o th e r countries.
C heck it o u t! boxes in every u nit, and C o rre c t it! sections
on each review page, a le rt stu de n ts to co m m o n learner
errors fro m th e C am bridge English C orpus. T he C am bridge
English C orpus is a m u lti-b illio n w o rd c o lle c tio n o f w ritte n
and spoken English. It includes th e C am bridge Learner
C orpus, a u n iqu e bank o f exam c a nd id ate papers.
Each level contains an age-a p pro pria te , b e a u tifu lly
illustra te d G raphic N ovel to encourage students to read
fo r pleasure. This is one sto ry s p lit in to th re e episodes.
O u tw a rd ly, th is appears as a read-for-pleasure section as
th e re are no exercises on th e page. T he T eacher’s Book,
how ever, contains a ctivitie s fo r e x p lo itin g th e m aterial fully.
Interactive C o m p o n e n ts
Each level o f th e series contains th e fo llo w in g com ponents:
• S tu d e n t’s Book
• Class A u d io CDs
• W o rk b o o k w ith D o w n lo a d a b le A u d io
• S tu dent W ebsite h ttp ://in te ra c tiv e .c a m b rid g e .o rg
• Teacher’s Book
• Teacher’s Resource Pack
• D VD
• Classware D V D -R O M
• Testm aker C D -R O M and A u d io CD
• Teacher W ebsite h ttp ://in te ra c tiv e .c a m b rid g e .o rg
Interactive S tu d e n t’s B o o k
Interactive Level 4 corresponds to CEF level B2.
S tu d e n t’s B ook 4 consists o f tw e lv e topic-based units.
Each u n it is m ade up o f a m ain section o f six pages and
tw o final pages o f skills and p ro je c t w o rk . T here are also
Review pages a fte r every pair o f units. A t th e end o f th e
bo o k th e re are th re e Skills4Real spreads, fo llo w e d by th e
In te ra ctio n p a irw o rk activities, an irregular verb ta b le and a
ph o n e m ic chart.
Each u n it o f th e S tu d e n t’s B ook contains:
• Tw o th e m e d lexical sets.
• Tw o context-based gram m ar presentations w ith
practice a ctiv itie s and guided discovery to enable
students to w o rk o u t th e rules them selves.
• A s tru c tu re d speaking task w ith an outcom e.
• A core reading te x t based on a u th e n tic m aterial o f
d iffe re n t genres, chosen to be o f in te re st to teenagers.
• P ro nunciatio n exercises relating to a gra m m a r o r
a vo ca b u la ry area.
• U n it th e m e d liste ning texts.
• In te ra ctio n task based on using fu n c tio n a l language in
a real c ontext.
• A m odel-based P o rtfo lio w ritin g task o f a specific
w ritin g genre w ith d e ta ile d language w ork.
• T he final pages o f each u n it vary b e tw e e n e ith e r
C u ltu re U K, C u ltu re W o rld , G raphic N ovel and Song
pages.
• A review page every o th e r u n it gives students th e
o p p o rtu n ity to tra c k th e ir progress w ith fo llo w -u p
practice a ctiv itie s on th e S tudent W ebsite
h ttp ://in te r a c tiv e .c a m b rid g e .o rg .
Introduction
Interactive W o r k b o o k
Key feature s o f th e W o rk b o o k include:
• G ram m ar and vo ca b u la ry exercises th a t p ro vid e fu rth e r
varied language pra ctice o f th e areas covered in th e
S tu d e n t’s Book.
• E ye-catching C heck it o u t! boxes th a t cla rify aspects of
gram m ar o r vocabulary.
• H elp y o u rs e lf sections th a t a llo w students to e xtend
th e ir kn o w le d g e o f gram m ar o r vocabulary.
• P ro nu nciatio n exercises th a t de velop po in ts in tro d u c e d
in th e S tu d e n t’s Book, w ith d o w n lo a d a b le audio.
• Listening tasks th a t encourage students to develop
d iffe re n t skills such as liste nin g fo r gist o r m ore specific
in fo rm a tio n , w ith d o w n lo a d a b le a u d io available on th e
S tu dent W ebsite h ttp ://in te r a c tiv e .c a m b rid g e .o rg
Interactive W eb Zone
h ttp ://in te r a c tiv e .c a m b rid g e .o rg
In te ra c tiv e S tu d e n t W e b s ite
Access to all o f th e m aterial fro m th e S tudent W ebsite
include:
• In te ra ctive G ram m ar and V o cab ulary practice activities.
• Interactive games th a t re fle c t th e gram m ar and
vo ca b u la ry c o n te n t o f th e units.
• D o w n lo a d a b le W o rk b o o k a u dio M P3 files w ith co m p le te
transcripts.
• In te ra ctive C om ic Builder.
In te r a c tiv e T e a c h e r W e b s ite
Access to all o f th e m aterial fro m th e S tudent W ebsite, plus:

• Reading te xts accom panied by graded tasks th a t guide • A tw e lve -p a g e p rin ta b le S tart U p section th a t can be
students to m o re general o r d e ta ile d com prehension. used w ith co m p le te beginners o r w ith classes at CEF
level A1 as diagnostic m aterial. This has accom panying
• P o rtfo lio sections th a t relate closely to th e u n it to p ic , b u t
w o rk b o o k pages, d o w n lo a d a b le MP3 audio and te a c h e r’s
p ro vid e d iffe re n t tasks fro m those in th e S tu d e n t’s Book.
notes w ith answ er keys and transcripts.
• A q uiz at th e end o f every u n it encourages students to
• P lacem ent Test w ith w ritte n and oral te s t m aterial.
review th e S tu d e n t’s B ook c o n te n t in a fun co n te xt, w h ile
p ro m o tin g learner autonom y. Students th e n w rite th e ir • The In te ra ctive P honem ic C h a rt w ith bonus
ow n questions in prep ara tion fo r a w hole-class quiz. p ro n u n cia tio n activities.
• Editable G raphic N ovel pages.
Interactive T e a c h e r’s B o o k
• In te ra ctio n sections fro m th e D V D w ith bonus
Key features o f th e Teacher’s B ook include: com prehension and speaking activities.
• S tep-by-step in stru ctio n s o f ho w to e x p lo it th e course • T eacher’s notes and answ er keys fo r th e DVD.
m aterial in th e classroom and p le n ty o f guidance and
• D o w n loadable, translated w ordlists in several languages
s u p p o rt fo r lesson prep ara tion .
to use fo r reference, as a m in i-d ic tio n a ry o r to a d a p t fo r
• A nsw ers and tra n scrip ts fo r all th e exercises in th e tests.
S tu d e n t’s Book, plus W o rk b o o k answ er key.
• CLIL m aterial.
• A n at-a-glance copy o f th e In te ra ctio n Language
• Teaching Tips videos.
Reference on th e cover o f th e S tu d e n t’s Book.
• Tw o free u n it tests fo r each level o f th e Testm aker C D-
• Language N otes to g ra m m a r areas in th e S tu d e n t’s Book
ROMs.
to p rovid e s u p p o rt fo r less exp e rie nce d teachers.
• Testm aker user guide.
• O p tio n a l classroom a ctivitie s th a t relate to th e language
o r to p ic o f th e S tu d e n t’s Book. • ESOL C o rre la tio n C harts fo r th e Key, P relim inary and
First exams.
• O ptio na l activities fo r m ulti-level groups and fast-finishers.
• Discussion Forum on o u r Facebook page, w ith w eblinks
• B ackgrou nd and cu ltu ra l in fo rm a tio n fo r to p ics in th e
to sites o f fu rth e r interest.
S tu d e n t’s Book.
See you at h ttp ://in te r a c tiv e .c a m b rid g e .o rg !
Interactive T e a c h e r’s R e s o u rc e P a ck
Key features o f th e Teacher’s Resource Pack include:
• P h o to co pia b le in te ra c tio n activities, th a t aim to activate
th e language students have e n co u n te re d in each unit.
• P h o to cop ia ble gram m ar and vo ca b u la ry practice
a ctiv itie s fo r fu rth e r c o n solid atio n o f each unit.
• A p h o to c o p ia b le p ictu re d ic tio n a ry fo r students to
c o m p le te and fo rm th e ir o w n v o c a b u la ry record fo r th e
S tu d e n t’s Book.
• A n sw e r keys fo r th e gram m ar and vo ca b u la ry practice
a ctivitie s and p ic tu re d ic tio n a ry pages.

Introduction
Interaction Language Reference
A g re e in g
You’re (a bso lu tely) right!
T h a t’s (d e fin ite ly ) true !
You’ve go t a p o in t there.
I see (exactly) w h a t
you m ean.
T h a t’s (ju st) w h a t I think.
Yes, I s u p p o se /g u e ss/
reckon y o u ’re right.
Exactly! / A b solute ly!
D is a g re e in g
A ctually, I th in k /
reckon ...
I d o n ’t know a b o u t tha t.
I’m n o t sure I agree w ith
you there.
O h, I w o u ld n ’t say th at.
T h a t’s ridiculo us!
I’m n o t convinced
(b y th a t).
W ell, a c tu a lly ...
In te ra c tio n 1
M eeting face-to-face
It’s great to fin a lly m eet
you.
You loo k d iffe re n t to how
I’d im agined.
I feel like I know you
already.
Are you still in to u ch
w ith ...?
W e’ve got so m uch in
com m on.
W h a t else are you into?
D o you know ...?
In te ra c tio n S
M aking and responding
to excuses
I need to ta lk to you
a b o u t tha t.
I’ve got a b it o f a problem .
The th in g is, I can’t ...
It’s ju s t th a t I have to ...
I’m really sorry.
These things happen,
I suppose.
Thanks fo r le ttin g m e
know.
In te ra c tio n 3
Empathising
Things w ill get better,
y o u ’ll see.
You’ll feel b e tte r soon.
It m ust be very d iffic u lt.
A s k in g fo r c la rific a tio n
I’m n o t (really) sure w h a t
you m ean.
I d o n ’t (really) know w h a t
y o u ’re g e tting at.
W h a t do you mean,
exactly?
W h a t are you g e tting at,
exactly?
A g re e in g u p to a
p o in t, a n d th e n
d is a g re e in g
T h a t’s a good p o in t, b u t
w h a t a b o u t ...?
T h at m ay w ell be the
case, b u t ...
I s e e /k n o w w h a t you
m ean, b u t ...
I agree up to a point,
b u t ...
T h a t’s p a rtly tru e , b u t ...
___________________ J
You m ustn’t le t it get
you dow n.
I kno w ho w you feel.
Everyone feels a b it
(hom esick) a t first.
Being (hom e sick) can
be aw ful.
In te ra c tio n H
Listening actively
Say th a t again ...
H ang on a sec!
C arry on ...
Go on ...
N o way!
You’re kidding!
If you le t m e get a w o rd in,
I’ll te ll you!
Let m e finish, w ill you?
In te ra c tio n 5
Challenging someone’s
ideas
Y ou’re n o t serious, are you?
D o you really m e a n /th in k
that?
Have you considered the
fa ct t h a t ...?
You have to lo o k at it from
b o th sides.
I guess I can see your
point.
I can’t believe w h a t I’m
se ein g/h ea rin g !
D on ’t change th e s u b je c t/
to pic.
In te ra c tio n 6
Persuading people to
do things
H o w do you feel a b o u t
...?
W hy d o n ’t you have a go
a t ...?
You’d be good at doing
th a t so rt o f thing.
You’re so m uch b e tte r at
(w ritin g ) than me.
You’d be g r e a t...
W ell, I really w anted
to ...
I’m n o t very good a t ...
In te ra c tio n 7
Com paring two
pictures
O ne sim ila rity is th a t
b o th p ic tu re s ...
They both seem to be
o f ...
O ne big difference is th a t
one picture ...
It’s (m essy), w hereas the
o th e r (b e d ro o m ) is
very (tid y).
This (ro o m ) is m uch
(m essier) th a n th e
o th e r one.
It looks like it has
been ...
It appears to have
been ...
In te ra c tio n 8
Talking about money
Can you afford it?
I can’t afford it.
T here’s (te n pounds) off.
T h a t’s a bargain.
It’s reduced by (10)% .
C ould you lend me
(seven pounds)?
I prom ise I’ll pay you
back.
You ow e m e (seven
pounds).
W h a t a rip-off!
In te ra c tio n 9
Negotiating and
responding
I was ju st w o n d e rin g i f ...
If you d o this, I’l l ....
I prom ise!
I w o u ld n ’t ask, b u t ...
Cheers! I ow e you one.
You always d o this, it’s
n o t fair!
W h a t’s in it fo r me?
I’ll do it, b u t ju s t th is once.
O K, b u t th is is th e last tim e!
In te ra c tio n 10
Giving a presentation
Today w e’d like to ta lk
a b o u t...
First w e’re going to look
a t ...
N e xt w e'll m ove on to ta lk
a b o u t...
Then fin a lly w e’d like to
e xplain w h y ...
Anyw ay, as I was s a y in g ,...
N o w I’ll pass you over to
(Frank), w h o is going to
ta lk a b o u t...
As (Sarah) s a id ,...
In te ra c tio n 11
A jo b interview
W h a t languages do you
speak?
W ould I have to w ear a
uniform ?
H o w m uch w o u ld I get
paid?
W h a t hours w o u ld I w ork?
W ould you give me any
training?
W hen w ill you le t m e know
if I’ve got th e job?
In te ra c tio n IS
Keeping a
conversation going
H o w ’s it going?
So, w h a t’s new?
W h a t a b o u t you?
Let m e think.
By th e way, I w a n te d to
ask you ...
I know w h a t I was going to
ask you.
I know w h a t you m ean.
T h a t’s good to know.
Introduction
 Connected
Unit aims:
T opic: C o m m u n ica tio n
G ra m m a r
Sim ple and co n tin u o u s tense review
P e rfe ct tense review
V o c a b u la ry
O n lin e co m m u n ic a tio n
Phrasal verbs w ith up
In te ra c tio n , S p eaking an d P ro n u n c ia tio n
Speak: A d vantages and disadvantages o f
d iffe re n t form s o f c o m m u n ic a tio n
P ronunciation: / / / , / & $ / and / t f /
in te ra ctio n 1: M e e tin g face-to-face
Listening, R eading an d P o rtfo lio
Read: Social n e tw o rks and social life
Listen: YouTube and fam e
P o rtfo lio 1: A n em ail to a frie n d
Song
( I f Love C ould O nly Live) O nline by
T he K im Band
1 Read and listen
Books closed. In tro d u ce th e phrase social netw ork.
A sk students to nam e som e exam ples o f social
n e tw o rk sites (e.g. Facebook, Twitter, MySpace)
and w rite th e nam es o f th e sites on th e board.
Tell stu de n ts to ope n th e ir books a t page 4.
Read th e q u estio n w ith th e class and check th a t
students un d e rsta n d h ang o u t (to spend tim e
in fo rm a lly in a place). Students skim th ro u g h
th e te x t q u ickly to get a general idea o f th e
c o n te n t. You m ay w a n t to pre-te ach som e o f th e
key vo ca bu lary: leading expert, o nline presence,
accessorise. O nce stud en ts have read th e te x t,
e lic it th e answ er to th e q ue stion and ask students
to sum m arise its m ain th em es (e.g. teenagers and
social n e tw o rk in g , o n lin e id e n tity, frie n d s h ip on
th e in te rn e t).
A nsw ers
Yes, she thinks it is a good idea.
11.2 A sk students to read th ro u g h sentences
1 -6 . Play th e recording. Tell students to w o rk
a lone to co m p le te th e exercise. Tell th e m to
c o rre c t th e w ro n g sentences. Students can
10 ? Unit 1
com pare answ ers in pairs before you check
answ ers w ith th e w h o le class.
A nsw ers
1 / 2 / 3 X T h e y m a in ly use th e m to
in te ra c t w ith frie n d s th e y a lre a d y have. 4 -
5 X T h e y w o u ld p re fe r to spend tim e
w ith frie n d s in real s itu a tio n s . 6 /
S tudents w o rk in pairs to discuss th e questions.
C heck th a t students u nderstan d d ig ita l fo o tp rin t
(th e e x te n t to w h ich som eone is visible on th e
in te rn e t). Set a th re e -m in u te tim e lim it fo r this
speaking a ctivity. A sk a s tu d e n t fro m each pair to
re p o rt th e ir answ ers to th e class.
Optional activity
Put students in to small groups to design th e ir
ow n social n e tw o rk site. Students should
th in k o f a nam e fo r th e ir site, as w ell as a
specific fe a tu re w h ich makes it d iffe re n t to its
c o m p e tito rs on th e in te rn e t. Set a te n -m in u te
tim e lim it fo r this a ctivity. Ask one person from
each group to present th e ir w ebsite to th e class.
(2) Grammar
Simple and continuous tense
review
Books closed. R em ind students a b o u t danah’s
research, w h ich th e y read a b o u t on page 4. Ask:
W h a t d id danah do? (She travelled a ro u n d the US
ta lk in g to young people a b o u t social n etw orks.)
W hat is she also studying? (The v isib ility o f young
people online.) W ho does she w ork for? (She is a
senior researcher a t M icro so ft Research.) W h a t did
she discover in her research? (T h a t m any teenagers
are becom ing aw are o f th e ir online visibility.)
Students open th e ir books at page 5. Read o u t the
exam ple sentences and draw p a rticu la r a tte n tio n
to th e form o f th e w ords in bold. Students com plete
th e m atching exercise. Check answers.
A nsw ers
1 p a s t sim p le 2 p re s e n t c o n tin u o u s
3 p re s e n t sim p le 4 p a s t c o n tin u o u s
 Students lo o k a t th e uses and m atch th e m to th e
e xam ple sentences in Exercise 2a. A sk students
to co m p are answ ers in pairs before you check
answ ers w ith th e w h o le class.
A nsw ers
A 3 B 2 C 1 D 4
W e a k e r classes: You can revise th e sim ple and
co n tin u o u s form s m o re th o ro u g h ly , e licitin g
e xam ple sentences fro m students to describe
th e ir ow n lives, e.g. I s ta rte d using social n e tw o rk
sites tw o years ago, I'm using Facebook a lo t a t the
m om ent, I spend tw o hours a day on social ne tw o rk
sites, I was spending a ll m y tim e on M ySpace when I
firs t discovered Twitter.
Language notes
1 Rem ind students th a t th e present continuous
can be used to refer to an action th a t is in
progress around th e present tim e, as w ell as
an action happen ing at th e exact m o m e n t of
speaking, e.g. I ’m learning French a t n ig h t school.
2 R em ind stud e nts th a t verbs o f e m o tio n (e.g.
like, love, hate, need, w a n t) are n o t usually used
in th e co n tin u o u s fo rm . H ow ever, in in form al
conversational English, students w ill hear
sentences such as She’s w a n tin g to go there, o r
I ’m lovin g this T V show.
A sk stud en ts to read th ro u g h th e te x t q u ic k ly to
g et a general idea o f its co n te n t. Ask: W ho is Clay
Shirky? (A w rite r a n d teacher.) Students w o rk alone
to co m p le te th e te x t w ith th e c o rre c t ve rb form s.
C heck answers.
A nsw ers
1 is 2 ran 3 w as w o rk in g 4 b e ca m e
5 is re se a rc h in g 6 re fe r 7 d o n ’t k n o w
8 b elieve s 9 a ffe c t 10 are n o t
Background inform ation
C lay S h irky
Clay Shirky becam e w ell kno w n in 2008 a fte r th e
p u b lica tion o f his boo k Here Comes Everyone, w hich
analyses th e w ay in w hich groups form online.
Shirky has established an in te rn atio n al re p u ta tio n
as a c o m m e n ta to r on th e cultural, social and
econom ic im plications o f digital technology.
Read o u t th e fo u r thing s w h ich stu de n ts are going
to ta lk a b o u t. A llo w th e m som e tim e to prepare
th e ir ideas, th e n p u t th e m in to pairs to speak.
Encourage stu de nts to ask fo llo w -u p q uestions fo r
e xtra in fo rm a tio n .
i,3j Vocabulary
Online communication
11.3 Students w o rk in pairs to do th e exercise
and can use d ictio n a rie s to check new w ords. Play
th e recording, th e n check answ ers w ith th e class.
Audioscript/Answers
digital footprint - G a record of your online activity
friend/defriend - C to accept/get rid of as a friend
friend request - A to ask to be someone's friend on a
social networking site
go viral - F information that spreads around the
internet in an uncontrolled way
link - H a connection between pages on the internet
privacy settings - E controls that decide how much of
your online profile people can see
spam - D unwanted email, often advertising
tag (a photo) - B to label a photo with a name
b) D o th e firs t sentence as an exam ple. Students
w o rk alone o r in pairs to c o m p le te th e sentences
w ith w ords fro m Exercise 3a. C heck answers.
A nsw ers
1 lin k 2 ta g g e d 3 p riv a c y s e ttin g s
4 d ig ita l fo o tp rin t 5 d e frie n d 6 spam
© G ive students tw o m inutes to w rite d o w n as m any
o th e r w ords a b o u t o n lin e co m m u n ic a tio n as th e y
can. Exam ples c ould inclu de: to tweet, a tweet, to
poke someone (on Facebook), to fo llo w someone
(on Twitter). W rite th e w ords on th e board. Ask
s tudents to record these, to g e th e r w ith th e w ords
fro m Exercise 3a, in th e v o c a b u la ry section o f th e ir
n o te b o o k.
S tudents w o rk in groups to ask and answ er th e
a
questions. A sk one s tu d e n t fro m each group to
re p o rt back to th e class.
Optional activity
Before th e lesson, w rite th e ‘o nline
c o m m u n ic a tio n ’ phrases fro m Exercise 3a on
d iffe re n t pieces o f paper. D ivide th e class into
tw o team s. A s tu d e n t fro m each team in tu rn
com es to th e fro n t o f th e class, takes a piece
o f paper, and describes th e ir w ord. T h e ir team
m ust guess th e w ord. The team w h ic h guesses
th e m ost w ords is th e w inner.
(4 ) Listen
Read o u t th e questions and th e n discuss th e m
b rie fly w ith th e class.
11.4 Tell students th e y are going to listen to
tw o frie n d s ta lk in g a b o u t onlin e videos. You may
 w a n t to pre-te ach to g et noticed and n o t m y thing.
Play th e recording. Students tic k th e subjects th e y
hear Jo rdan and K a telyn ta lk a b o u t.
Audioscript
Katelyn: jordan, I'm home. Hey! That's my laptop!
Jordan: Alright, alright, I'm just watching Ben's
new video on YouTube. You know he
wants to be a chef?
Katelyn: No.
Jordan: Well, he's been filming himself cooking and
putting the videos on YouTube. I told him
I'd have a look and tell him what I think.
Katelyn: Really? Ben? Ben Turner? On YouTube?
Jordan: Do you want to have a look?
Katelyn: Of course!... Turn it up a bit, I can't hear
him!
Ben Turner: 'So, when you've added the lemon and
garlic to the chicken it's time to put it in
the oven. It should stay in for about an
© 11.4
h o u r...'
Katelyn: Wow! He's quite good. How many views
has he had?
Jordan: Only 37 so far, but I really think he could
become famous!
Katelyn: 37 views! Well, I guess you never know ...
he may be the next Lauren Luke!
Jordan: Who's Lauren Luke?
Katelyn: You've never heard of Lauren Luke? Well,
I suppose you wouldn't have if you're not
into make-up!
Jordan: Hmmm ... no, not really my thing.
Katelyn: Her story is great. You see, she'd been
working at night in a taxi office for years
and hated her job, but had always loved
doing make-up. Well, one day she started
making really simple YouTube videos about
SZ
how to put on make-up. It was just her and
the camera in her bedroom. Her videos
went viral and she gave up her job. Now
she's had over 88 million views! She's built
up a huge number of fans and even written
-
a book. I read online the other day that
she's going to start her own TV programme
soon, too.
Jordan: You see, it's easy to become famous on
the net! Ben's got the right idea.
Katelyn: Don't be ridiculous. It's nearly impossible
to get noticed online. For every successful
person there are thousands... millions
who don't get noticed, and you've got to
come up with an original idea.
Jordan: I know, but what about Sam Haber?
Katelyn: I've never heard of him.
Jordan: He's this American guy who rides a
unicycle.
Katelyn: Oh yeah?
Jordan: He's a really amazing unicyclist. I saw
his videos online and they are so cool.
Since he joined YouTube he's met lots of
12 1 Unit 1
other people who also ride unicycles and
they've formed an online community to
share advice and ideas.
Katelyn: Huh? Well, I guess online videos can be a
good way to learn new stuff. Apparently,
in a few years more than 90% of the
data on the internet is going to be video.
Anyway, tell Ben I love his video. I'll post
a link to it on my Facebook page.
Jordan: Great, cheers sis!
Katelyn: No worries. And don'tforget to charge up
my laptop before itruns out of battery.
Jordan: Yeah, w ill do.
A nsw ers
c o o k in g , d o in g m a ke -u p , u n ic y c lin g
A sk students to read th e gapped
sentences. Play th e recording. Students listen and
answ er th e questions.
Play th e recording again, pausing w here appropriate
to check th e answers. Elicit any o th e r inform ation
th a t students have picked up from th e interview.
A nsw ers
1 c h e f 2 good 3 ta x i o ffic e 4 88 m illio n
5 a d v ic e and ideas 6 90%
Read o u t th e fo u r in c o m p le te sentences. Give
students th re e o r fo u r m inutes to co m p le te th e
sentences w ith th e ir ow n ideas. M o n ito r and
help as necessary. Students th e n com pare th e ir
answ ers in pairs. A sk one s tu d e n t fro m each pair
to re p o rt back to th e class.
Vocabulary
Phrasal verbs with up
I l. s Books closed. W rite get up on th e board
and say: I get up early every m orning. Explain
th e basic s tru c tu re o f phrasal verbs (verb +
pre p o sitio n o r adverb) and e lic it any phrasal verbs
th a t students know.
Students open th e ir books at page 6 and w o rk in
pairs to m atch th e phrasal verbs w ith th e definitions,
using dictionaries to check new words. Play the
recording and then check answers w ith th e class.
Audioscript/Answers
1 turn up - B to increase the volume
2 set up - C to start or establish
3 build up - D to develop
4 give up - F to stop doing something
5 make (something) u p - A to invent
6 come up with - H to think of
7 look (something) up - G to search for
8 charge up - E to plug into an electricity system
b Tell students to read th ro u g h th e gapped
sentences. Go th ro u g h th e firs t sentence as an
exam ple. Students th e n w o rk in pairs to co m p le te
th e sentences. C heck answers.
A nsw ers
1 set 2 c h arge 3 give 4 b u ild
5 m a k in g 6 lo o k
© G ive students tw o m inutes to w rite d ow n any
m ore exam ples o f phrasal verbs w ith up th a t th e y
know . Exam ples could include: catch up, h u rry up,
w arm up, wake up, all o f w h ich have been seen in
previous levels o f th e Interactive course. W rite th e
w o rd s on th e board. A sk students to record these,
to g e th e r w ith th e w ords fro m Exercise 5a, in th e
v o c a b u la ry section o f th e ir n o teb o o k.
Put stu de nts in to pairs and set a tim e lim it o f fo u r
o r five m in ute s fo r th e m to w rite a m ini-dialo gue
using as m any phrasal verbs w ith up as th e y can.
M o n ito r and help as necessary. G ive students
tim e to practise th e ir dialogues in th e ir pairs, th e n
ask pairs to p e rfo rm th e ir dialogues fo r th e class.
Discuss as a class w h ic h pair has used th e m ost
phrasal verbs, and w h ich m in i-d ialo gu e is th e m ost
c re a tiv e /in te re s tin g .
Optional activity
Students w o rk in pairs. Th ey use th e phrasal
verbs w ith up in Exercise 5a to ask and answ er
questions, e.g. H o w can y o u b u ild up a fo llo w in g
online? D o y ou k n o w anyone who makes things
up a b o u t th e ir ow n life? W ould you like to set up
a website o r on lin e business?
6 Grammar
Perfect tense review
Books closed. Rem ind students a b o u t th e recording
in Exercise 4. Ask: W hat has Ben been doing? (H e ’s
been p u ttin g videos on YouTube.) H o w m any views
has he had? (37) W h a t h a d Lauren Luke been doing
before she started uploading videos a b o u t m ake-up
on YouTube? (She’d been w orking in an office.) H ad
she always loved d oing m ake-up? (Yes, she had.)
Tell students to open th e ir books at page 7. Read o u t
th e exam ple sentences and draw particular a tte n tio n
to th e form o f the w ords in bold. Students then
com plete th e m atching exercise. Check answers.
A nsw ers
1 B 2 A 3 D 4 C
Language notes
You should encourage students to see th a t th e
p e rfe c t tenses c o n n e c t d iffe re n t points in tim e.
T he present p e rfe c t relates th e past to th e
present, w hereas th e past p e rfe c t joins tw o events
w h ich b o th take place in th e past. For exam ple,
w h ile ta lk in g a b o u t a vid e o you have on YouTube,
you m ig h t say I t ’s h a d 40,000 views (fro m th e past
in to th e present). In a sentence such as I ’d been
w orking a t n ig h t in a ta x i office before I s tarted
uplo a d in g videos, th e speaker links a pe rio d o f
tim e s pent w o rk in g in a ta x i o ffic e w ith th e later
a c t o f sta rtin g to upload videos.
b Students w o rk alone. T hey can refer to th e
exam ples in Exercise 6a w hen c o m p le tin g th e
sentences. C heck answers, asking students to
ju s tify th e ir choice o f tense in each case.
A nsw ers
1 Have, fo llo w e d /b e e n fo llo w in g 2 had
w a tch e d 3 Has, crashed 4 had, fa lle n o u t
5 ’ve been le a rn in g 6 had be e n p la y in g
G ive students a m in u te o r so to skim th ro u g h th e
em ail. Ask: W h a t has M e l been doing? (A n online
video e d iting course.) Students th e n w o rk in pairs
to choose th e c o rre c t answers to co m p le te th e
em ail. C heck answers.
W e a k e r classes: P o int o u t to students th a t th e y
should use th e c o n te x t to h elp th e m choose th e
c o rre c t w ord. For exam ple, th e em ail begins w ith
‘s o rry ’, w h ich alerts us to th e fa c t th a t th e verb in
th e firs t gap m ig h t be negative.
A nsw ers
1 B 2 C 3 B 4B 5 B 6C
d Students w o rk alone o r in pairs to o rd e r th e w ords
in th e sentences. C heck answers.
A nsw ers
1 H ave yo u been le a rn in g a n y th in g new
recently? 2 H ave you ever had a bad
e x p e rie n c e socialising o nline? 3 H o w m uch
English had you stu d ie d b e fo re you s ta rte d
th is course?
Give students a m in u te to th in k a b o u t th e ir
answ ers to th e questions. Students th e n w o rk in
pairs to ask and answ er th e questions. A sk one
s tu d e n t fro m each pair to re p o rt back to th e class.
Unit 1 f 13
 . # « • ® * • • • • • mm ♦ * ♦ «, * # # » » # # # * • # ♦ • • • »
Check it out!
A sk students to loo k a t th e in fo rm a tio n in
th e box. To te s t stu d e n ts ’ u n d e rsta n d in g o f
th e d iffe re n ce b e tw e e n these prepositions,
read o u t a series o f w ords and expressions
(e.g. tw o weeks, Christm as, last week, three
days). Students say w h e th e r th e w ords and
expressions are used w ith fo r o r since.
C orpus e xa m p le s fo r use o f f o r and since
1 I have been stu dyin g English since six years.
C o rre c t sentence: I have been stu d yin g English
fo r six years.
2 W e ’ve been d a tin g since a w eek. C o rre c t
sentence: W e ’ve been da tin g fo r a w eek.
. #
7) Speak
Ask students to describe th e pictures. Students
th e n w o rk in pairs to discuss th e form s o f
co m m u n ic a tio n seen in th e pictures.
Possible answ ers
Talking face to face: advantage - it’s m o re
personal; disadvantage - y o u r facial expression
can reveal th in g s you m ay w ish to hide.
T ele p h o n e : ad va n ta g e - y ou can
c o m m u n ic a te w h ile on th e m ove;
d isa dva n ta ge - y o u m ay lose signal re c e p tio n .
C o m p u te r: a d v a n ta g e - yo u can
c o m m u n ic a te w ith p e o p le all o v e r th e w o rld ;
d is a d v a n ta g e - it can be an im p e rs o n a l and
a n o n y m o u s fo rm o f c o m m u n ic a tio n .
W ritin g : a d v a n ta g e - m o re space in w h ic h to
d e v e lo p ideas; d is a d v a n ta g e - it ta k e s lo n g e r
to w rite th a n it do e s to ty p e .
Students c o n tin u e th e conversation th e y began
in Exercise 7a, this tim e focusing on w h ich th re e
form s o f c o m m u n ic a tio n th e y th in k are th e m ost
im p o rta n t. G ive students a fe w m inutes to do this
a ctivity. M o n ito r and help as necessary.
Put students in to new pairs. Students th e n tell
each o th e r a b o u t th e ir ideas fro m Exercises 7a and
7b. You c o uld have a class vote on w h ich form s of
co m m u n ic a tio n are th e m ost and least popular.
f m eans ‘in th e presence o f a p erson’, e.g. we can
8 Pronunciation
A s an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
/ ; / , / d 3 / and / f /
11.6 Play th e recording. A sk students to listen
to th e re cording and to repeat th e w ords. W rite
th e w ords on th e board and h ig h lig h t th e / / / ,
/ d 3/ and / t j / sounds: social, danger, future. Isolate
and repeat th e sounds, sensitising students to th e
differences b e tw e e n them .
11.7 Play th e recording. Students listen to th e
w ords and decide w h ich o f th e th re e sounds th e y
hear in each w ord.
11.8 Play th e reco rd in g fo r students to check
th e ir answ ers to Exercise 8b and repeat th e w ords.
Audioscript/Answers
/;/ / d 3/ IV
fashion enjoy kitchen
nation digital virtual
Russia object question
ocean nature
teacher
Tell students th a t th e y have to find th e ir w ay through
th e puzzle by fo llow ing w ords w hich contain th e / / /
sound. Students w o rk in pairs to do this.
[1.9 Play th e re co rd in g fo r students to check
th e ir answers to Exercise 8d.
Audioscript/Answers
washing, machine, demonstration, delicious, mushrooms,
fashionable, imagination, patience, passion
Culture Vulture
Ask students to read th e in fo rm a tio n in th e
box. Discuss th e questions w ith th e class. Ask
fo llo w -u p questions such as: Do you th in k it is
rig h t th a t websites like Facebook have so m uch
in fo rm a tio n a b o u t p e o p le ’s lives? W hy do you
th in k Facebook has becom e so successful?
Interaction 1
<3uE> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Meeting face-to-face
[ 1.10 Books closed. W rite m eeting face-to-face
on th e board. Explain th a t th e phrase face-to-face
ta lk to people online o r we can ta lk to them face-
to-face. Pre-teach dressed up (dressed in sm art
clothes) and log on (to c o n n e c t to th e in te rn e t o r a
p a rtic u la r w ebsite).
Students open th e ir books at page 8. Tell students
th a t th e y are going to hear a conversation
b e tw e e n tw o peop le w h o are m e e ting face-to-face | t.to Read o u t th e phrases. Play th e re cording
fo r th e firs t tim e . Play th e reco rd in g and e lic it th e again. Students listen and decide w h ich person
answ er to th e question. says w h ich phrase.

Audioscript A nsw ers

Becky: Excuse me, are you Marta? 1 B 2 M 3 M 4 B 5 B 6 M 7 B
Marta: Yes, it's me. Hi, you must be Becky.
Becky: Yes, I am. It's great to finally meet you.
Revise th e phrases fo r m e e tin g face-to-face.
How are you?
D ivide th e class in to S tu dent A and B pairs. Tell
Marta: I'm good, thanks. It's so nice to meet you
students th e y are going to role play m e e tin g in
too! You look different to how I'd imagined
real life fo r th e firs t tim e . S tu dent A tu rn s to page
from your college profile picture!
118 and S tudent B tu rn s to page 120. Read o u t th e
Becky: Yes, the photo on my profile page was
in stru ctio n s and refer students to In te ra c tio n 1 on
taken at a wedding, so I was dressed up.
th e cover gatefold. G ive students a fe w m inutes
You look the same as yours. Anyway - here
to read th ro u g h th e in fo rm a tio n . S tudents w o rk in
we are, we can actually talk for a change!
pairs to prepare and practise th e ir conversations.
Marta: I know, isn't that weird? I feel like I know
you already, even though we've only met
on the college website up until now.
Becky: Are you still in touch with Sarah?
Marta: Yeah, I am. Are you?
Becky: Yes, we chat quite a lot. We chatted online An email to a friend
with our webcams the other day so I Books closed. Ask: D o you keep in touch w ith
-
feel like I've met her too - well, almost! people you have o n ly m e t online? Elicit stu d e n ts’
It's funny, Marta, we've got so much in answers. Students open th e ir books at page 9 and
common. I saw on your blog that you're look a t Paolo’s em ail to Jordi. They th e n skim th e
making a jacket for your main fashion em ail q u ic k ly to fin d th e answ er to th e question.
project, aren't you?
Marta: Yeah. Maybe we can share some ideas. I've A nsw ers
seen your jackets too and they're really They norm ally spend tim e to g e th er online.
cool. So, what else are you into?
Becky: I've just finished a project on shoe design, S tudents w o rk alone to fin d exam ples in th e te x t
b
it was great. The tutor was based in New o f th e tenses in th e list. C heck answers.
York. I designed some pretty crazy sandals
for it. I'll show you if you want. Possible answ ers
Marta: Great. Have you got photos? A W h a t do you th in k o f my artw ork?
Becky: Yeah, I just posted them on my blog. I'll get B I’m w riting you an em ail for a change!
my laptop out and show you. By the way, C I did it yesterday.
your latest comment on my blog was really D I was hoping to see you online.
interesting. E I haven’t heard from A kira lately.
Marta: Thanks. Wow - these are fantastic! Oh look, F I’ve been studying loads recently.
Sarah's online. Shall we say hi? She won't G H e ’d had loads o f exams.
believe we're actually together in a cafe. H H e said he’d been having a p retty hard
Becky: Good idea! Let's surprise her. I know what tim e at school.
I've been meaning to ask you. Do you know

Marta:
Joe? He's a good friend of Sarah's.
Not Joe who uses the picture of a motorbike
© Tell students th e y are going to w rite a reply from
Jordi to Paolo. A sk a stu d e n t to read o u t th e fo u r
as his profile picture? things th e y m ust include in th e ir em ail. Tell students
Becky: A motorbike? Yeah, now you mention it, he th a t th e y should use th e kind o f inform al language
does! That's him. used in Paolo’s em ail (e.g. Hi, it was good to chat,
Marta: I do, actually, he's doing the same course D o you reckon, loads). S e ta 15-m inute tim e lim it fo r
as my brother at college. We message each the co m p le tio n o f this activity. M o n ito r and help
other sometimes. Huh, it's a small world ... w ith vocabulary as necessary.
Ha! Here's Sarah.
Students swap th e ir em ail w ith a partner. Students
id e n tify th e d iffe re n t tenses used in th e em ail and
A nsw ers
com pare how m any d iffe re n t tenses th e y used.
T hey m et online.

Unit 1 f 15
 Song
(If Love Could Only Live) Online
' : ~ ~ ~ ' ' ~ ~
Background inform ation
T h e K im Band
T he K im Band was created by C anadian singer-
so n g w rite r K im B ingham in 1999. Bingham has
released several album s and p e rfo rm e d w ith th e
w e ll-k n o w n C anadian singer N e lly Furtado.
Ask: H o w can you show people yo u care a b o u t o r
love them ? Elicit stu d e n ts ’ ideas. Students w o rk in
pairs to o rd e r th e ideas in th e list fro m th e m ost
to th e least rom an tic. Students th e n th in k o f m ore
ways th a t peop le show th a t th e y care a b o u t or
love others. C heck answers.
|1.11 Play th e b e gin n ing o f ( I f Love C ould O nly
Live) O nline. Students listen and th e n decide how
th e singer is feeling. C heck answers.
A nsw ers
T h e singer feels sad and dissatisfied.
Students w o rk in pairs to m atch th e w ords
w ith th e d e fin itio ns. Encourage stud en ts to use
d ictio n a rie s to check new w o rd s and phrases.
C heck answers.
11.12 Play th e song again. A sk fo u r d iffe re n t
students to read o u t th e questions. Students th e n
w o rk in groups to discuss th e questions. Set a five-
m in u te tim e lim it fo r this a ctivity. A sk one s tu d e n t
\ fro m each group to re p o rt th e ir ideas to th e class.
fT
12 5ound check
j 1.13 Explain o r e lic it th e m eaning o f th e w o rd
rhyme. Ask: Can you th in k o f any song lyrics th a t
rhym e? Elicit ideas and w rite th e m on th e board.
Play-the recording. Students listen fo r th e rhym ing
w ords and th e w ords w h ich have th e same vow el
sounds.
Students m ake w o rd pairs fro m th e box and p u t
these in to one o f th e tw o colum ns in th e table.
Encourage students to read th e w ords aloud so
th a t th e y can id e n tify w h e th e r th e w ords rhym e or
have th e sam e vow el sound. M o n ito r th ro u g h o u t
this a ctivity, help in g students to id e n tify th e w o rd
pairs. Play th e re cording again fo r students to
listen and check th e ir answers.
A nsw ers
Rhyming words: a re -fa r, circu itry-m e
W ord pairs w ith th e sam e vow el sounds:
o n lin e -m in d , d o w n -aro u n d

A nsw ers
1 C 2 H 3 A 4 I 5 B 6 G 7 D 3} Musical notes
8 E 9 F
Love songs
11.12 G ive students a m in u te to read th e
a in c o m p le te song lyrics. Play th e song. Students
jl.1 4 Ask: W hich are y o u r fa vourite love songs
in English? Elicit ideas and w rite th e m on the
listen and co m p le te th e lines in th e lyrics. C heck board. Students th e n read th e te x t a b o u t love
answers and th e n check s tu d e n ts’ u n d e rsta n d in g songs. A sk som e c o m prehension questions, e.g.
o f th e fo llo w in g phrases: be ju s t fine, on m y m in d , H o w long have people been w ritin g love songs?
o n ly goes so far. (For thousands o f years.) W hen were love songs
Audioscript/Answers banned? (In the M id d le Ages.)
I'm dialling up all my time Read o u t th e nam es o f th e fo u r d iffe re n t styles o f
Your technology's on my mind music. Elicit e v e ry th in g th a t students k n o w a b o u t
Everything would be just fine these styles o f music, in clu d in g fam ous bands,
If love could only live online musicians and songs. Then play th e recording.
Sending information outlines who you are S tudents listen and decide w h ich style o f m usic is
Still we're not connecting being used in each case. C heck answers.
The superhighway only goes so far
I wanna know how you shut down A nsw ers
Is there a virus hanging around, 1 Reggae 2 Blues 3 Folk
Crashing without a sound? 4 A ltern ative Rock

Download, images of Paris just for me

Read o u t th e questions. Students w o rk in groups to
Though we'll never go there
ask and answ er them . Encourage students to ask
We travel through the cyber circuitry
any fo llo w -u p questions th e y can th in k of. Ask one
s tudent from each group to re p o rt back to th e class.

16 I Unit 1
0 Well played!

Explain th a t a w o rd w eb is a w ay o f organising
b
vocabulary item s related to a particular subject. Ask
Topic: S p ort students to look at th e w o rd w eb fo r oar. Students
G ra m m a r then make th e ir ow n w o rd webs, using th e sports
In fin itive and -ing review e q u ip m e n t v ocabulary from Exercise 1a and any
remember, stop and try w ith -ing and the o th e r related vocabulary th e y can th in k of.
in finitive
Possible answ ers
V o c a b u la ry
goggles: swim m ing, skiing, snowboarding
Sports e q u ip m e n t
racket: tennis, badm inton, squash
Sports collo cation s
pads: skateboarding, skating, B M X biking
In te ra c tio n , S p eaking and P ro n u n c ia tio n helm et: cycling, ice hockey, A m erican
Speak: Sports q u e stion and answ er football
P ro n u n c ia tio n : H o m op ho n es
In tera ctio n 2: M a kin g and responding to
excuses
Listening, R eading an d P o rtfo lio
Check it out!
Read: Football crazy? A sk students to look at th e in form ation in th e box.
Listen: A ttitu d e s to s p o rt Remind th e m th a t racket is used fo r tennis.
P o rtfolio 2: A fa c t file
C u ltu re U K
1.16 Students w o rk in pairs to co m p le te
M an che ster
th e ta b le . Play th e re co rd in g fo r students to
R e vie w 1 and 2
check th e ir answers. Test students on th e new
v o c a b u la ry by asking questions, e.g. Where do you
p la y ice hockey? Where do y ou go skiing?

Vocabulary Audioscript/Answers
A pitch - 3 football
Sports equipment B c o u r t- 1 basketball
C ri nk- 4 ice hockey
0 ^ 1 . 1 5 Books closed. W rite sports e quipm ent
D piste - 5 skiing
on th e board. A sk students to w o rk in pairs to
E pool - 2 diving
w rite d o w n as m any w o rd s as th e y can fo r sports
e q u ip m e n t. A sk stud en ts to com e to th e fro n t o f G ive students tw o m inutes to add as m any o th e r
th e class in tu rn and w rite th e w ords on th e board. sports to th e places in Exercise 1c as th e y can.
C o rre c t any spelling m istakes. Exam ples could inclu de: ru g b y (pitch), tennis
(court), ice skating (rink), snow boarding (piste),
Students op en th e ir books at page 12 and w o rk in
sw im m ing (pool). W rite th e w ords on th e board.
pairs to m atch th e w ords w ith th e pictures. M ake
A sk students to record these, to g e th e r w ith th e
sure students have d ictio n a rie s fo r this a ctivity, b u t
w ords fro m Exercises 1a and 1c, in th e vo ca b u la ry
ask th e m to guess as m any o f th e answ ers as th e y
section o f th e ir n o teboo k.
can. Play th e re co rd in g fo r students to check th e ir
answers. You m ay like to p o in t o u t th a t racket is Ask tw o students to read o u t th e exam ple.
also sp elt racquet. Students w o rk in pairs to describe sports, saying
w h e re and w ith w h a t e q u ip m e n t th e y are played.
Audioscript/Answers
A lte rn a tive ly, you could play this as a class game,
A 4 net F 7 racket
w ith students ta k in g tu rn s to describe a s p o rt and
B 2 goggles G 9 stick
th e class try in g to guess.
C 3 helmet H 1 board
D 6 pads I 5 oar
E 8 skates

Unit 2 17

Pronunciation
<3Si> As an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
Homophones
11.17 Books closed. W rite to and tw o on th e
board. Say th e w ords slow ly and ask students
if th e w o rd s are p ro n o u n ce d d iffe re n tly o r th e
same. Explain th a t th e w ords to and tw o are
exam ples o f hom op ho n e s, w ords w h ich have th e
sam e p ro n u n cia tio n , b u t a d iffe re n t spelling. Ask
students if th e y can th in k o f any o th e r exam ples o f
h om o p ho n es. Elicit ideas and w rite th e w ords on
th e board.
Tell students to op e n th e ir books a t page 12. Play
th e reco rd in g fo r stu d en ts to listen to th e w ords.
11.18 Play th e recording. Students listen
and decide w h ich tw o o f th e th re e w ords are
h om ophon es.
11.19 Play th e re co rd in g fo r students to listen,
check and repeat.
A nsw ers
1 th e re th e ir 2 o n e w o n 3 h e a r here
4 h o u r o u r 5 m a il m ale 6 no k n o w
7 sea see 8 w a it w e ig h t
Students w o rk in pairs. T h ey ta ke tu rn s to te st
one a n o th e r on th e p ro n u n cia tio n o f th e w ords
in th e ta b le in Exercise 2b. M o n ito r th ro u g h o u t
this a ctivity, m aking sure th a t stu de nts are
p ro n o u n cin g th e w ords correctly.
Read and listen
Books closed. A sk students to w o rk in pairs to
w rite d ow n as m any ball sports as th e y can (e.g.
Ay Grammar
football, rugby, A m e rica n football, basketball,
baseball, golf, tennis). Ask: W h a t’s y o u r favourite
b a ll sport? W h a t’s the m ost unusual b a ll s p o rt you
have heard of?
Students ope n th e ir books at page 13 and look
a t th e p icture s o f th e fo u r sports. Read o u t th e
question. Students loo k at th e pictures, skim read
th e te x t and answ er th e question.
A nsw ers
T h e sports in th e pictures are unusual
variations on th e gam e o f football.
11.20 A sk students to read th ro u g h sentences
1 -8 . You m ay w a n t to go th ro u g h th e firs t question
as an exam ple, e licitin g th e c o rre c t answ er and
asking stu de nts to id e n tify th e p a rt o f th e te x t th a t
gave th e m this answer.
Play th e reco rd in g w h ile students read and listen.
W hen th e y have co m p le te d th e exercise, th e y
can com pare answ ers in pairs before you check
answers w ith th e w h o le class.
A nsw ers
1 F 2 B 3 S 4R 5 S 6 B 7 S 8 F
Read o u t th e questions. Students w o rk in pairs to
discuss th e m . Set a th re e -m in u te tim e lim it fo r this
activity.
Culture Vulture
The firs t W o rld C up was w on by U ruguay
in 1930. A fte r Brazil, th e m ost successful
c o u n try in th e h is to ry o f th e to u rn a m e n t is
G erm any, w h ich has appeared in th e W orld
C up final seven tim es, w in n in g th re e tim es.
Ask students to read th e in fo rm a tio n in th e box.
Then discuss th e questions brie fly w ith th e class.
Optional activity
Students w o rk in small groups to create th e ir
o w n version o f fo o tb a ll. They should th in k o f a
nam e fo r th e ir new s p o rt and som e basic rules.
They should also decide w h e re th e s p o rt w ill be
played. Encourage students to be im aginative
and to use th e exam ples o f unusual types o f
fo o tb a ll on page 13 to inspire th e m . M o n ito r
and help w h ile students are w o rk in g , feeding
in ideas and vo ca b u la ry as necessary. A sk a
stu d e n t fro m each g roup to read o u t th e ir
de scription. You c ould have a class vote on
w hich new s p o rt sounds th e m ost interesting.
Infinitive and -in g review
Students look at th e exam ple sentences fro m th e
te x t on page 13. Focus on th e w ords in bold and
th e tw o d iffe re n t verb p a ttern s th a t are in tro d u ce d
(verb + in fin itiv e ; verb + -ing). Students th e n use
th e exam ples to help th e m co m p le te th e rules.
A fte r checkin g answers, e licit fu rth e r exam ple
sentences o f these verb p a ttern s and w rite th e m
on th e board.
A nsw ers
• -ing
• in fin itiv e
• -ing
• in fin itiv e
 Students w o rk a lone to fin d exam ples o f th e w ords
in th e te x t on page 13. (As like also occurs in th e
te x t as a p re p o sitio n , m ake sure th a t students
u n d e rsta n d th a t th e y should loo k fo r its use as
a verb.) Students n o te d o w n w h e th e r th e w ords
in th e box are fo llo w e d by -ing o r th e in finitive.
C heck answers.
Read o u t th e fo u r in c o m p le te sentences. Students
w o rk alone to c o m p le te th e sentences w ith
in fo rm a tio n a b o u t them selves. Students th e n
com pare th e ir answ ers in pairs. A sk one s tu d e n t
fro m each pair to re p o rt back to th e class.

A nsw ers
(51 Speak
w a n t to tr y s o m e th in g d iffe re n t (in fin itiv e )
Ask students to describe th e p ictu re . Put students
e x c itin g to w a tc h (in fin itiv e )
in to A /B pairs. A sk S tu dent A to co m p le te th e
like g e ttin g d ir ty (-in g )
questions on page 14. S tudent B com pletes th e
players can ch o ose w h e th e r o r n o t to w e a r
questions on page 124. M o n ito r and help as
p ro te c tiv e pads (in fin itiv e )
necessary.
e v e ry o n e can e x p e c t to g e t c o v e re d in m u d
(in fin itiv e )
A nsw ers
im a g in e k ic k in g a fo o tb a ll w h ile yo u are
Student A: 1 d o in g 2 to m e e t 3 to learn
w e a rin g skates (-in g )
4 ta k in g up
easy to le a rn (in fin itiv e )
Student B: 1 to do 2 to le a rn 3 w o rk in g
it keeps b u rn in g (-in g )
4 try in g
to o d a n g e ro u s to p ic k u p th e b a ll (in fin itiv e )
W e c e le b ra te special days by p la y in g th e
Students w o rk in pairs to ask and answ er
g am e (-in g )
th e questions th e y co m p le te d in Exercise 5a.

© Ask students to read th ro u g h th e te x t quickly to get

a general idea o f its content. Ask: W ho is Usain B o lt?
Encourage students to ask any fo llo w -u p questions
th e y can th in k of.

(an athlete) W hat does he w an t to do in the future? Ask one m e m b e r fro m each pair to re p o rt back to
(He wants to p lay foo tb a ll professionally.) Students th e class on w h a t th e y learned a b o u t th e ir partner.
w o rk alone to com plete th e te x t w ith th e correct
verb form s. They can com pare answers in pairs
before you check answers w ith the w h ole class.
,6.) Vocabulary
W e a k e r classes: If necessary, go th ro u g h th e
w h o le exercise, h e lping students to choose th e Sports collocations
c o rre c t fo rm o f th e ve rb by re fe rrin g th e m back to 11.21 Books closed. W rite collocations on th e
th e in fo rm a tio n in Exercise 4a. board and explain th a t collo cation s are w ords
w h ich go to g e th e r such as send and email. Tell
A nsw ers
students th e y are going to focus on som e sports
1 to w a tc h 2 to t r y 3 b e c o m in g
collocations.
4' to p lay 5 to im p ro v e 6 le a rn in g
7 to jo in g p ra c tis in g Students open th e ir books at page 15 and w o rk in
pairs to circle th e tw o nouns th a t m atch each verb.
Play th e recording. Check answers.

Check it out! Audioscript/Answers

1 A score a goal, B score a point
A sk students to lo o k at th e in fo rm a tio n in th e
2 A beat a team, C beat a time
box. To te s t stu d e n ts ’ u n d e rs ta n d in g o f this
3 B win a match, C win a game
s tru ctu re , you could w rite a list o f verbs on
4 A break a record, B break a rule
th e b oard and ask stu de n ts to use th e m w ith
5 A play at home, C play a game
a negative verb: choose (e.g. M y sister chose
6 A hold a record, C hold a sports event
n o t to go to university): hope (e.g. M y friend
hopes n o t to fa il his d rivin g test): decide (e.g. M y Students w o rk alone to co m p le te th e sentences
parents decided n o t to go on holiday). using a w o rd fro m Exercise 6a. C heck answers.

A nsw ers
1 b e a t 2 h o ld 3 p la y in g 4 w on
5 h o ld s 6 score

Unit 2 19
 m• * * • « • • • • • * • * * # • • • • • * * • • • • •• »

Check it out! Optional activity

A sk students to loo k at th e in fo rm a tio n in th e
box. P oint o u t th a t th e d is tin c tio n b e tw e e n ‘c’
in th e noun fo rm and ‘s’ in th e ve rb fo rm is also
seen in o th e r co m m o n w o rd pairs, e.g. lic e n c e /
license; advice/advise.
C orpus ex am p les fo r use o f p ra c tic e and
p ra c tis e
1 I need to pra ctice every day.
C o rre c t sentence: I need to practise e very day.
2 I need m ore practise w ith verbs.
C o rre c t sentence: I need m ore p ra ctice w ith
verbs.
S tudents w o rk in pairs to do role plays. S tudent
A is a sports star, S tudent B is a jo u rn a list.
S tudent A has ju st do n e som e th in g (e.g. broken
a record, scored a goal, w on a m atch) th a t
S tudent B w ants to ta lk a b o u t. Encourage
students to use as m uch o f th e vo ca b u la ry in
Exercise 6a as th e y can, e.g. Jou rn a list: So, you
scored five goals in to n ig h t’s m atch. F ootball
star: Yes, I d id ! A n d I broke the club record!
Jo u rn a list: W ell done. Was it go o d to beat the
o th e r team ? They are y o u r oldest rivals. S tudents
can p e rfo rm th e ir role plays fo r th e class.

11.22 Students w o rk a lone o r in pairs to make (7 1 Listen

c o llo catio n s w ith sports. Play th e re co rd ing fo r
students to check th e ir answers.

Audioscript/Answers B ackground inform ation

Adjective or noun + sports: Tai chi
2 competitive sports Tai chi is a m a rtia l a rt fro m C hina w h ic h consists
3 contact sports o f various slow stre tch in g and balancing
5 extreme sports exercises.
8 individual sports
Yoga
10 team sports
Yoga orig in a te d in India. It is a system of
11 winter sports
physical and m e n ta l exercise, in volving
Sports + noun breath ing, stre tch in g and balance.
1 sports centre
4 sports event
6 sports fan 11,23 Books closed. Ask: W h a t sports do you
7 sports kit do? H o w often do you exercise? A sk students to
9 sports star share th e ir answers w ith th e class.
10 sports team
S tudents open th e ir books at page 15 and describe
Give stud en ts tw o m inutes to w rite d o w n as m any th e pictures. A sk if th e y have done any o f these
exam ples o f th e d iffe re n t type s o f s p o rt listed as sports. Play th e recording. Students w rite the
th e y can. Elicit ideas and w rite th e w ords on th e n u m b e r o f th e speaker n e x t to th e s p o rt o r a c tiv ity
board. A sk students to record these, to g e th e r w ith th a t th e y m ention.
th e w ords fro m Exercise 6a, in th e vo ca b u la ry
Audioscript
section o f th e ir n o te bo o k.
It's National Sports Day next week, so we asked some
Possible answ ers people the question, 'What does sport mean to you?'
1 in d iv id u a l s p o rts : te n n is , g o lf Here's what they said.
2 c o m p e titiv e s p o rts : ru gb y, b a ske tb a ll 1 Sport for me means football. I love it. I play for a team
3 e x tre m e s p o rts : bu n g e e ju m p in g , at the local sports centre and we train two or three
k ite s u rfin g times a week. I don't score many goals, but I enjoy
4 te a m s p o rts : fo o tb a ll, baseball playing. I love watching football too, I go and watch
5 w in te r s p o rts : skiin g , s n o w b o a rd in g my team play whenever they're at home. I remember
6 s p o rts stars: Leo M essi, N o va k D jo k o v ic going to my first match when I was six, and I've been
going to watch them ever since. If I can't go to the
match because I'm working or something, I'll stop
what I'm doing to listen to it on the radio.
2 Sport for me means keeping fit and being healthy.
A few years ago I was unfit and overweight and a
friend said I should try doing some exercise. It can
be difficult to learn something new at my age, but
she took me to a Tai Chi class and I loved it. I've been
doing Tai Chi twice a week ever since. Some people

2 0 } Unit 2
 don't think of Tai Chi as a sport, but it's actually
a very good form of exercise. I have more energy
than I did five years ago and now I've started going
swimming too. I think it's important to look after
your body, especially as you get older. I also try to
eat healthy food because I think what we eat is as
important as physical exercise.
3 I'm not a big sports fan. I hated doing sport at school
and I remember leaving my sports kit at home on
purpose on the days when I had PE lessons. The
problem is that I don't really like team sports. Some
individual sports are OK, and when I left school I
started going to a gym, but I didn't really like it so I
stopped going. I'd like to find a sport that I enjoy so
I can do some exercise. Perhaps I should try doing
something more relaxing like yoga.
4 I've always done lots of sport, it's everything to me. At
school I played team sports like basketball and hockey
and I did lots of competitive sports like athletics. Now
I still try to do as much sport as I can. I play hockey
three times a week and I go running every day. I have
a running machine at home and I'm always trying
to beat my fastest time on it. My friends sometimes
worry about me doing so much exercise and tell me
I should take it easy, but I love it. I think I might be
addicted to exercise because I could never give it up.
A nsw ers
1 fo o tb a ll 2 ta i ch i 3 g o in g to th e gym ,
yoga 4 h ockey, a th le tic s
b S U i.23 A llo w students tim e to read sentences
A -F . Play th e reco rd ing again. Students listen and
m atch one o f th e sentences to each o f th e fo u r
speakers. M ake sure th a t students unde rstan d
th a t tw o o f th e sentences do n o t need to be used.
Students can co m pare answers in pairs before you
check answers w ith th e w h o le class.
A nsw ers
1 C 2 A 3 D 4 E
C Read o u t th e questions. Put stud en ts into
pairs and give th e m five m inutes to discuss th e
questions. Encourage th e m to ask fo llo w -u p
questions fo r e xtra in fo rm a tio n . M o n ito r and help
if necessary. O ne s tu d e n t fro m each pair re p o rts
back to th e class.
8 Grammar
rem e m b e r, stop and try with
-in g and the infinitive
Students lo ok at th e exam ples in th e book. Focus
a tte n tio n on remember, stop and try and explain
th e y have a d iffe re n t m eaning d e p e n d in g on
w h e th e r th e y are fo llo w e d by a verb in th e -ing
fo rm o r th e in fin itive .
Students w o rk in pairs to co m p le te th e rules.
C heck answers.
A nsw ers
• -in g
• th e in fin itiv e
• th e in fin itiv e
• -ing
• th e in fin itiv e
• -ing
Language notes
The distinction betw een try to d o /try doing is not
always observed in everyday speech. If som eone
says try to talk to him o r fry talking to him th e n it is
possible th a t th e intended m eaning is very sim ilar
in both cases: ta lk to him and see if th a t solves the
problem . W hile th e focus in th e firs t sentence is on
e ffo rt and th e focus on th e second is on experim ent,
th e difference betw een these tw o ideas can
som etim es be so subtle as to go unnoticed.
Optional activity
To give students fu rth e r practice o f try + -ing
te ll th e m th a t you have a p roblem w ith y o u r
laptop. Explain th a t it is being v e ry slow and
you d o n ’t k n o w w h a t to d o a b o u t it. Students
can suggest things th a t m ay get y o u r c o m p u te r
w o rk in g again using try + -ing: e.g. try sw itching
it on an d off; try deleting old files. You could
th e n te ll th e m a b o u t o th e r problem s: e.g.
y o u ’re learning French and can’t re m e m b e r
vocabulary; you can’t open th e w in d o w in y o u r
ba th ro o m , etc.
v _________________________________________________ y
Check it out!
A sk students to lo o k a t th e in fo rm a tio n in th e
box. Ask: Does this use o f ‘tr y ’ suggest you s till
do the activity? (N o, it suggests th a t you do n o t
do it any m ore.) To practise, ask students to tell
th e class a b o u t a fo rm o f exercise o r a sp o rt
th e y have trie d , e.g. I ’ve trie d basketball, I ’ve
trie d running.
Explain th a t students have to co m p le te th e second
sentence so th a t it has th e sam e m eaning as th e
first. Go th ro u g h th e firs t sentence as an exam ple.
Students th e n w o rk in pairs to do th e exercise.
C heck answers.
Unit 5 I 21 1-
 S tro n g e r classes: If s tudents finish quickly, ask
th e m to w rite pairs o f sentences using remember,
stop and try. Students should w rite o ne sentence
w ith th e -ing fo rm and one w ith th e in fin itive , e.g. /
rem em ber g o ing there on ho lid a y; Rem em ber to do
y o u r hom ew ork.
W e a k e r classes: If students need e xtra help,
w rite remember, stop and try on th e board. Elicit
e xam ple sentences w ith these verbs and both th e
-ing and th e in fin itiv e fo rm (e.g. I trie d d rin kin g
m ore w a te r/l trie d to d rin k m ore w ater). H ig h lig h t
th e d iffe re n c e in th e m eaning b e tw e e n th e
sentences. Students th e n do th e exercise in pairs.
A nsw ers
1 to take 2 to have 3 le a rn in g 4 to w in
Ask fo u r d iffe re n t students to read o u t th e
questions. Students the n w o rk in pairs to ask and
answer the questions. Encourage th e m to ask follow -
up questions fo r extra inform ation. O ne student
fro m each pair the n reports back to th e class.
Interaction E
' As an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
Making and responding to
excuses
11.24 A sk students to lo o k at th e p ictu re and
to say w h a t th e y th in k is happening. Explain th a t
th e y are going to hear a conversation b e tw een
a stu d e n t and a teacher. Before stu de nts listen
you m ay like to pre-te ach som e key vocabulary,
e.g. h a n d it in, be th ro u g h to. Play th e recording.
Students listen and answ er th e qu e stion . They can
com pare th e ir answers in pairs befo re you check
answ ers w ith th e w h o le class.
Audioscript
Teacher: Hello, Ed.
Ed: Hello, Miss.
Teacher: Don't forget you've got volleyball practice
after school today. I need the whole team
there.
Ed: Er, yes. Actually, I need to talk to you
about that.
Teacher: Oh, yes?
Ed: Well, the thing is ... I can't make it today.
Teacher: Why not? You know we've got an
important league match this weekend and
we need to practise. What's the matter?
Ed: Well, I've got a bit of a problem. Er, it's
just that I have to finish my science project
by tomorrow and I've still got loads of
work to do.
2 2 1 Unit 2
Teacher: But you've had three weeks to do the
project! I remember Mr Jones telling me.
You really must try to organise your time
better in future.
Ed: Yes, I know, but if I don't hand it in
tomorrow I'll fail the project.
Teacher: Look, Ed, you know that this match is
important. If we win this weekend, we'll
be through to the semi-finals of the
tournament.
Ed: Yes, I know. I'm really sorry.
Teacher: OK, never mind. These things happen, I
suppose. Let's see ... e r ... how about
coming to the first part of volleyball
practice and I'll let you leave early. I'll
also tell Mr Jones you're coming. Does that
sound OK?
Ed: Well, OK. Thanks, Miss.
Teacher: Alright, Ed. Thanks for letting me know.
See you later and don't forget!
Ed: No, Miss.
A nsw ers
H e wants to be excused from volleyball
practice. H e has to finish a science project.
11 .24 A llo w students tim e to read th ro u g h th e
phrases. Play th e reco rd in g again. Students listen
and decide w h ich phrases are used by th e person
m aking an excuse, and w h ich phrases are used by
th e person responding to th e excuse.
A nsw ers
1M 2 M 3 R 4M 5M 6 M 7 R
8 R
Revise th e phrases fo r m aking and responding
to excuses, m aking sure students k n o w how to
use th e m . D ivide th e class in to S tu dent A and B
pairs. Tell students th e y are going to m ake and
respond to excuses. S tudent A tu rn s to page 118
and S tu dent B tu rn s to page 120. Read o u t th e
instru ctio n s and refer students to In te ra c tio n 2 on
th e cover gatefold. G ive students a fe w m inutes to
read th ro u g h th e in fo rm a tio n . They w o rk in pairs
to prepare and practise th e ir conversations.
Portfolio E
A fact file
Books closed. W rite n e tb a ll on th e board. Ask:
W hat do you k n o w a b o u t this sport? Elicit ideas
and w rite th e m on th e board. Tell students to
open th e ir books at page 17. Read th e bu lle te d
facts a b o u t netball and ask students w h ich th e y
th in k are c o rre ct. Then ask students to read th e
fa c t file and decide w h ich in fo rm a tio n is correct.
C heck answers.

A nsw ers
Players c a n n o t to u c h th e o th e r players.
Players c a n n o t go in all areas o f th e c o u rt.
Students read th e fa c t file again qu ickly and tic k
th e features o f a fa c t file. They th e n decide w hich
tw o features w e d o n ’t include. C heck answers.
A nsw ers
in fo rm a l language
p e rso n a l e x p e rie n c e
Read o u t th e in stru ctio n s and m ake sure students
u nd e rsta n d w h a t th e y have to do. Explain th a t th e
idea o f a fa c t file is to p ro vid e essential in fo rm a tio n
a b o u t a subject. G ive stu d en ts a m in u te to choose
w h ich s p o rt th e y w a n t to w rite a b o u t and make
sure th a t th e e n tire class isn’t w ritin g a b o u t th e
sam e sp o rt! G ive students p le n ty o f tim e to plan
and w rite th e ir fa c t file. M o n ito r th ro u g h o u t this
a c tiv ity and help w ith vo ca b u la ry as necessary.
S tudents w o rk in pairs to read o th e r’s fa c t files.
(M ake sure th a t b o th stud e nts in each pair have
w ritte n a b o u t d iffe re n t sports.) C hoose one
s tu d e n t fro m each pair to re p o rt back to th e
class on w h a t th e y th in k a b o u t th e ir p a rtn e r’s
sport. A lte rn a tiv e ly , pin th e fa c t files a ro u nd th e
classroom so th a t students can lo o k a t th e m all
and com pare. You could ge t th e m to vo te fo r th e
best o r m ost interesting.
Culture UK: Manchester
Background inform ation
M a n c h e s te r
M anchester, in th e n o rth w e s t o f England, was
a t th e ce n tre o f th e in d u stria l re v o lu tio n . The
o p e n in g o f its canals and c o tto n m ills in th e
e ig h te e n th c e n tu ry m arked th e b e g inn in g of
th e m o d e rn in d ustria l city. In th e tw e n tie th
ce n tu ry, M an ch e ste r becam e ve ry w e ll k n ow n
fo r its p o p u la r m usic, w ith bands such as H appy
M ondays, T h e Stone Roses and Oasis achieving
grea t success. M a n ch e ste r U n ite d is o ne o f th e
m ost successful clubs in w o rld fo o tb a ll, w in n in g
m any league title s and European tro ph ies.
Books closed. W rite M anchester on th e board.
Ask: W h a t do you k n o w a b o u t M anchester?
B rain storm e v e ry th in g students kn ow a b o u t th e
city, in clu d in g fam ous p eople, places, events etc.
W rite stu d e n ts ’ ideas on th e board.
Students open th e ir books at page 19. Focus on
th e m ap and p o in t o u t th e lo ca tio n o f M anchester
in th e n o rth w e s t o f England. Students th e n read
th ro u g h th e questions. C heck th e ir u n d e rsta n d in g
o f track, sell o u t, eating out. C o m p le te q u estion 1
w ith th e class as an exam ple. Show students th a t
th e y firs t have to id e n tify th e rig h t te x t and th e n
lo o k fo r th e in fo rm a tio n th e y need w ith in th e te x t.
S tudents w o rk in pairs to co m p le te th e exercise.
Set a te n -m in u te tim e lim it fo r this a ctivity.
A nsw ers
1 th e v e lo d ro m e a t th e N a tio n a l C yclin g
C e n tre
2 yes
3 £15
4 22 (in 2012)
5 yes
6 C yclin g is h e a lth y, e n v iro m e n ta lly frie n d ly
a n d a ffo rd a b le . T h e C o u n c il is also
in v e s tin g in im p ro v e d in fra s tru c tu re fo r
cyclists.
£ Read o u t th e d e fin itio n s and deal w ith any
vo ca b u la ry issues. Elicit th e ty p e o f w o rd students
w ill search fo r in each case, e.g. a verb in 1, a noun
in 3, an ad je ctive in 6. Students w o rk in pairs to
fin d th e w ords and co m p le te th e puzzle.
A nsw ers
1 c h e c k o u t 2 h o s t 3 s ta m in a
4 ta ilo r-m a d e 5 spare 6 g rim y
7 v e lo d ro m e 8 c o n g e s tio n 9 s e ll-o u t
M y s te ry w o rd : ch a m p io n s
Students discuss th e q u estion b rie fly in pairs.
Encourage th e m to give reasons fo r th e ir answers.
A sk som e pairs to te ll th e class a b o u t th e ir
preferences. You could end w ith a class vo te to
d e te rm in e th e m ost p o p u la r a ctivity.
Optional activity
A sk students to fin d o u t five things a b o u t
M anchester. They could research fam ous
people, m onum ents, events etc. If you have
access to th e in te rn e t you could do this a c tiv ity
in class. If not, you could set th e a c tiv ity fo r
h om ew ork.
i, U Your noticeboard
A sporting event where you live
Read o u t th e list o f things th a t students have to
th in k a b o u t. Students w o rk in small groups to th in k
o f as m any s p o rtin g events as possible th a t th e y
c ould enjoy in th e ir area. If you have access to th e
in te rn e t, students can do research a b o u t local
s p o rtin g events online.
Students use th e ir in fo rm a tio n fro m Exercise 2a
to m ake a le a fle t to advertise th e ir s p o rtin g event. '* >■ * Vocabulary
Students w rite a m a xim um o f 120 w ords and can
illu stra te th e ir leaflets. Encourage students to w rite L E 0 'D H 0 M (L I N JC ) B
-
a firs t d ra ft w h ich th e y can re tu rn to, e d it and
0 E K I E s L G B W P V
im pro ve upon. Th ey can design th e ir final leaflet
0 P F G Y 0 U G U U R H
(s
on a c o m p u te r o r by w ritin g on a sheet o f paper.
p D X I Z P A MJ I I Q
w E R T Y X J I E // r) V B
Review O and o Y F Y A S T P vy/ 4 a A N
Z R Y N W G/ 'V T C H

Grammar V I A 0 0 u/ /o T E Y Z
A E D T V// E / 4 j R A I U K
1 ’m w ritin g B N M P,/ S / / z A X I D
/s
0
2 ’m R Y ( l> V F u B F B E
3 got
F X Z F N (G 0 V I R A L)
4 w as h o p in g
5 ’m le a rn in g b 1 m ade
1 H e has bee n tra in in g fo r th e c o m p e titio n fo r 2 turn
six m o n th s . 3 set
2 T h e y had been w a itin g a t th e a irp o rt fo r h ours 4 built
b e fo re th e flig h t w as ca n ce lle d . 5 charge
3 H e had ta k e n p a rt in tw o O ly m p ic G am es 6 looking
b e fo re he w o n a m ed al. 7 cam e
4 H e had th o u g h t a b o u t th e p la n fo r m o n th s 8 speed
b e fo re he m ade th e d ecisio n . C 1 goggles
5 I have alw ays h a te d s tu d y in g a t th e w e e ke n d . 2 helm et
1 w a tc h in g 3 net
2 p la y in g 4 oar
3 to be 5 racket
4 jo in in g 6 stick
5 to im p ro v e 7 rink
6 p la y in g 8 court
7 to b e co m e d 1 B 2D 3 F 4 A 5 E 6 C
8 b e in g
9 to tra in
Correct it!
1 w a tc h in g
2 e a tin g 1 H e b e a t m e at tennis last w eek.
3 to have 2 A re you interested in le a rn in g Japanese?
4 to ge t 3 S w im m in g is th e best exercise.
5 c h a n g in g 4 H e ’s thinking ab o u t g o in g to China in th e
summer.
1 B 2 A 3 C 4 B 5 A 6 C 5 She’s lived in th e same tow n since she was
born.
6 W e h a d been p la n n in g th e trip for months
w hen they cancelled th e flight.
7 H e ’s been learning Chinese for five months
now.
8 They w ould like to go to th e U K this sum m er
if possible.
9 She stopped sm o k in g as soon as it was
banned.
10 You need to look th a t w ord up in the
dictionary.
 Multicultural matters
i * mm * « # * * * • « * » * • * * # * © « ># # mm mmmm4
Unit aims:
Topic: Living in a n o th e r c o u n try
G ra m m a r
be used to and g et used to
as, like and such as
V o c a b u la ry
E xtend ed fam ily
B ritis h /A m e ric a n vo ca bu la ry
In te ra c tio n , S p eaking and P ro n u n c ia tio n
Speak: C ould you live in a n o th e r coun try?
P ronunciatio n: British and A m e rican
p ro n u n cia tio n
In te ra ctio n 3: Em pathising
Listening, R eading an d P o rtfo lio
Read: S ta rting over in th e U K
Listen: Learning languages at school
P o rtfo lio 3: A w ebpage fo r a school exchange
C u ltu re W o rld
Canada
15 Read and listen
Books closed. W rite s ta rtin g over on th e board.
Ask students w h a t th e y th in k th e phrase refers to.
Elicit o r e xplain th a t it refers to s ta rtin g so m ething
again, o r s ta rtin g a new life.
Students open th e ir books at page 22, loo k at th e
th re e photos and answ er th e questions. A t this
p o in t students should n o t look a t th e te x t to find
th e answers to th e questions. Elicit a fe w answers
fro m th e class. Students th e n read th e te x t quickly
to discover if th e ir pred ictio ns w e re correct.
Encourage students to skim th e te x t to fin d the
im p o rta n t in fo rm a tio n . A t this stage th e y do n o t
need to focus on details. A sk som e students to
te ll th e class h ow m any o f th e ir pre diction s w ere
correct.
Background inform ation
G e o rd ie
‘G e o rd ie’ refers to a person fro m N ew castle
upo n Tyne in th e n o rth e a st o f England and to
th e d ia le c t o f English th a t is spoken in th is area,
e.g. She’s a Geordie, she speaks Geordie.
g jg j 1.25 A sk students to read th ro u g h th e
questions. You m ay w a n t to pre-teach som e o f
th e key vo ca b u la ry fro m th e te x t, e.g. picturesque,
picked up English, homesick, claustrophobic,
bullied, s ta rtin g a craze, charm . Play th e recording
w h ile students read and listen. W h e n th e y have
co m p le te d th e exercise, th e y can com pare
answers in pairs before you check answers w ith
th e w h o le class.
A nsw ers
1 A ltyn ay’s m other, Im ran’s m other and
stepfather, M arshal’s m other
2 H e r old hom e tow n was a capital city, but
her new hom e to w n is a small village.
3 th e lack o f space and th e bullying
4 by starting a craze for cricket
5 H e could speak English fluen tly and had
good looks and charm .
6 A ltynay and Marshall
7 Im ran
Read o u t th e questions. Students w o rk in pairs
to discuss th e questions. M o n ito r and give help
w h e re necessary. A sk a s tu d e n t fro m each pair to
re p o rt th e ir answ ers to th e class.
Optional activity
W rite th e fo llo w in g q u e stio n on th e board:
W hat w ould people com ing to live in y o u r
co u n try fin d d iffic u lt a b o u t life there? S tudents
discuss th e q u e stio n in small groups. Ask a
s tu d e n t fro m each g roup to re p o rt th e ir ideas to
th e class.
2 Grammar
be used to and g e t used to
Tell students to open th e ir books at page 23 and
look at th e exam ples taken fro m th e te x t on page
22. Focus on th e w ords in bold. Read o u t th e
in fo rm a tio n a b o u t th e use o f be used to and get
used to. Students th e n w o rk in pairs to m atch th e
exam ples w ith th e uses and choose th e c o rre c t
w ords to co m p le te th e rule. C heck answers.
A nsw ers
1 A 2 B
• infinitive form
Unit 3 I 2 5
 Language notes
1 Emphasise th a t be used to refers to how fa m ilia r
so m e th in g is fo r som eone (e.g. I ’m used to
g e ttin g up early), w h ile ge t used to refers to th e
process o f so m e th in g b e com ing fa m ilia r ( I ’m
g e ttin g used to g e ttin g up early).
2 Point o u t th a t be used to and get used to can also
be used in o th e r tenses: I m s used to g e tting up
early. I soon g o t used to ge ttin g up early.
b Students w o rk in pairs to m atch th e sentences
w ith th e ir m eaning. C heck answers. To te st
stu d e n ts’ u n d e rsta n d in g o f th e diffe re n ce be tw e e n
these s tru ctu re s w ith used to, you c o uld read
o u t th e fo llo w in g sentences and ask students to
respond to th e m , using th e sentences in Exercise
2b as a m odel, e.g. I ’m used to the rain. ( I t ’s n o rm a l
fo r me.), I'm g e ttin g used to the rain. ( I t ’s becom ing
m ore a n d m ore n o rm a l fo r me.), I ca n ’t g et used to
the rain. ( I ’ve trie d to feel c o m fortab le w ith it, b u t
i t ’s s till too strange fo r me.), I ’m n o t used to the
rain. ( I t ’s strange fo r m e.)
A nsw ers
1 B 2 A 3D 4 C
Check it out!
Ask stud en ts to lo o k at th e in fo rm a tio n in th e
box. Elicit o th e r exam ples o f I used to ... to ta lk
a b o u t situations in th e past (e.g. I used to love
rid in g m y bike when I was y oung).
C orpus ex am p les fo r use o f b e /g e t u s e d to
an d u s e d to
1 i’m used to live in a big c ity w h e n I was a child.
C o rre c t sentence: I used to live in a big c ity
w h en I was a child.
2 I’m n o t used to speak English.
C o rre c t sentence: I’m n o t used to speaking
English.
C Go th ro u g h th e firs t gap as an exam ple. Focus
on th e clue in th e sentence (s till) w h ich a lerts us
to th e fa c t th a t g et used to is re q uired and th a t
w e need to use a co n tin u o u s tense. Encourage
students to read th e sentences ca re fu lly and to
loo k fo r clues to help th e m choose b e tw e e n th e
d iffe re n t structures w ith used to.
W e a k e r classes: If necessary, go th ro u g h th e
w h o le exercise w ith th e class, h e lping students to
decid e w h ic h s tru c tu re w ith used to is needed fo r
each gap. Students can th e n w o rk in pairs to w rite
th e s tru ctu re s in to th e gaps in th e c o rre c t form .
2 6 1 Unit 3
A nsw ers
1 getting used to 2 get used to
3 w e ’re getting used to 4 ’m used to
5 not used to 6 get used to
d Ask th re e d iffe re n t students to read o u t th e
questions. Give students a m o m e n t to th in k o f
th e ir answers. T hey th e n w o rk in pairs to ask and
answ er th e questions. A sk one s tu d e n t fro m each
pair to re p o rt back to th e class.
(3) Vocabulary
Extended family
a [301.26 Students read th e d e fin itio n s and
m atch th e m w ith th e w ords. Students w ill need
to use th e ir dictio n a rie s fo r th is a ctivity. Play th e
re cording fo r students to check th e ir answers.
Audioscript/Answers
1 ex-husband - D your form er husband
2 great-grandfather - E your grandm other or
grandfather's father
3 half-sister - A a sister who shares one parent w ith
you
4 m other-in-law - C your husband or w ife's mother
5 second w ife - F your w ife from a second marriage
6 stepbrother - B the son of your mother or father's
new husband/wife
b 001-27 Ask students to look a t th e e xte n d e d
fa m ily vo ca b u la ry in 1 -6 . Tell students th e y are
going to listen to six questions and th e y m ust
choose th e c o rre c t answers. Play th e recording.
Students listen and circle th e c o rre c t w ord. They
can com pare answ ers in pairs before you check
answers w ith th e w h o le class.
Audioscript
1 Who is your father's w ife to you if she is not your
mother?
2 Who is your m other's sister's son or daughter to you?
3 Who is your mother's m other to your children?
4 Your brother has got divorced from Sue. Who is Sue to
him?
5 Who is your brother's w ife to you?
6 Your m other got married again to someone w ith a
son. Who is the son to her?
A nsw ers
1 your stepm other 2 your cousin
3 th eir great-grandm other 4 his ex-w ife
5 your sister-in-law 6 her stepson
C Give students tw o m inutes to w rite dow n as many
oth e r w ords fo r extended fam ily as they can.
Examples could include: niece, aunt, uncle, grandson,
granddaughter. Elicit a range o f w ords and w rite
 th e m on th e board. Ask students to record these
words, to g e th e r w ith th e ones from Exercise 3a, in
th e vocabulary section o f th e ir notebook.
A sk tw o students to read o u t th e exam ple
exchange. A llo w students tim e to p repare th e ir
sta tem e n ts in d iv id u a lly be fo re th e y w o rk in pairs
to exchange th e m and guess w h ich are co rrect.
A sk students to re p o rt back to th e class on
w h e th e r th e y guessed w h ich o f th e ir p a rtn e r’s
state m en ts w e re false.
Optional activity
S tudents w o rk in pairs. S tu de nt A defines a
w o rd fro m Exercise 3a, S tu d en t B guesses th e
w o rd , e.g. W ho is y o u r m o th e r’s g ra n d m o th e r
to you? M y g reat-grandm other. Students th e n
swap roles and c o n tin u e u n til th e y have defined
V___________
and guessed all th e new v o c a b u la ry item s.
J don't need them if you speak English. I like
Speak
A sk students to describe th e pictures. Read
o u t th e questions. Students ask and answ er th e
questions in pairs. M ake sure students th in k
ca re fully a b o u t w h ich c o u n try th e y w o u ld like
to live in. This w ill be im p o rta n t in th e fo llo w in g
exercise. Ask o ne s tu d e n t fro m each pair to re p o rt
back to th e class.
A sk students to read th ro u g h sentences 1 -6 .
Give students five m inutes to w rite tw o answers
fo r each sta te m e n t. Tell students th a t th e re is no
rig h t answ er here. M ake sure students w rite th e ir
answers in a d iffe re n t o rd e r to th e statem ents.
(This w ill be necessary fo r th e n e x t exercise.)
M o n ito r and help w h ile students are w orkin g ,
fe e d in g in ideas and v o c a b u la ry as necessary.
D e m o n stra te th e a c tiv ity by g e ttin g a s tu d e n t to
read o u t one o f th e ir answers. G et th e class to
guess w h ich s ta te m e n t it m atches. Elicit som e
questions th e y could ask a b o u t th e answer.
Students th e n w o rk in pairs to m atch th e
in fo rm a tio n and ask questions.
Ask in d ivid u al students in tu rn to tell th e class
a b o u t th e ir list, saying if any o f th e in fo rm a tio n on
it also appeared on th e ir p a rtn e r’s list.
Listen
Books closed. Ask: W hich languages do you speak?
Which languages are you learning? W hich languages
w ould you like to learn? Ask students to share th e ir
answers and ideas w ith th e class.
Tell students to open th e ir books at page 24. Read
th e sentences w ith th e class and ask students if
th e y th in k th e y are tru e o r false.
b S S 3 1.28 Tell students th e y are going to listen to
fo u r people ta lk in g a b o u t learning foreign languages
in school. Before students listen, explain th a t AS
Level exam form s p a rt o f th e final school exams
th a t students take in England, W ales and N o rth e rn
Ireland w hen th e y are seventeen o r eighteen. You
could also pre-teach semester, w hich refers to a
division o f th e academ ic year into tw o 15-18-w eek
term s. Play th e recording. Students listen to see if
th e ir guesses in th e previous exercise w ere correct.
C heck answers.
Audioscript
Poppy: Most of my friends stopped taking language
lessons as soon as they could, after a couple
of years at secondary school. They think you
them, though, so I carried on w ith French
- that's the most popular second language
in Britain. I think I'm going to start Spanish
at AS Level next year, too. My grandparents
have retired to Spain and we go and see
them every year. I don't really know what I
want to do when I leave school. Maybe I'll
study something like international business
w ith French. That would be interesting.
Marek: I was born in the UK but my family is Polish. I
do speak a bit of Polish at home, but I speak
English 95% of the time, like most of my
Polish friends, so it isn't very good. I'm hoping
to improve enough to stop my Polish cousins
laughing at my accent! Students in the UK are
now studying languages such as Chinese or
Japanese much more than a few years ago.
My school has recently started giving classes
in Mandarin Chinese so I'm thinking about
doing that. It'll be really useful in the future,
but the writing is so difficult. They've got
thousands of different characters and we only
have 26 letters in our alphabet. A friend of
mine is doing Chinese and he says the sounds
aren't too bad. But then his family is from
Beijing, so it's easier for him.
Priti: I'm learning German because I like it,
even though it's becoming less popular at
my school as Spanish becomes more and
more popular. My school has an exchange
programme every year with a town in
Germany and I went last year. It was really
cool to be able to walk into a shop and
speak a completely different language and
be understood, even though I didn't speak
much German then. The family I stayed with
were really nice. Anna, my exchange partner,
and I sometimes talk on Skype. We try and
speak half in English and half in German, but
 her English is brilliant and we usually end
up speaking more in English. I also speak a
bit of Hindi, that's one of the main Indian
languages, at home. My grandmother doesn't
really like speaking English, even though she's
been living here for over forty years!
Justin: I take a class in Spanish, that's the number
one foreign language in the US, and last
semester I started ASL, American Sign
Language. Where I live, California, ASL is
regarded as a foreign language and you can
learn it instead of Spanish in high school.
Some people do it because they want to
work as translators, but I decided to do it
because it seemed fun. There are some deaf
kids who come into our class sometimes.
They're like extra teachers and signing with
them is so cool. I think a lot of Americans
are like the British, we both think everyone
speaks English, but I study Spanish because
my fam ily often goes on vacation to Mexico
and here in Los Angeles people speak
Spanish everywhere.
A nsw ers
1 false, it’s French 2 true
3 false, it’s Spanish
( 5 1 1.28 G ive students a m in u te to lo o k th ro u g h
th e questions. Play th e reco rd in g again. Students
listen and choose th e c o rre c t answers. They
can com pare answers in pairs before you check
answ ers w ith th e w h o le class.
A nsw ers
1 B 2 B 3 A 4A 5 B 6 C
Read o u t th e th re e statem ents. Before students
begin you c o uld p u t som e discussion v o cabulary
on th e board fo r students to use, e.g. in m y
opinion, in m y view, I think, I agree, I disagree,
y o u ’re rig ht, th a t’s n o t rig ht, etc. Students discuss
th e s ta tem e nts in pairs. M ake sure th a t students
u n de rstan d th a t th e re is no rig h t o r w ro n g answ er
here. This a c tiv ity gives students th e o p p o rtu n ity
to express th e ir opinions.
Culture Vulture
Ask stu de n ts to read th e in fo rm a tio n in
th e box and th e n discuss th e questions w ith
th e class. A sk fo llo w -u p questions such as:
W h a t’s the best w ay to learn a language? W hich
languages w ill be the m ost im p o rta n t in the
future?
Optional activity
S tudents w o rk in groups o f th re e o r four. W rite
th e fo llo w in g q uestion on th e board: Should
there be a w o rld language? R em ind students
th a t Esperanto was created at th e end o f th e
n in e te e n th c e n tu ry in th e hope th a t it w o u ld
help brin g a b o u t a m ore peaceful and co ­
o p e ra tive w o rld . Students discuss th e question
in th e ir groups. A sk a stu d e n t fro m each group
to re p o rt th e ir ideas to th e class.
V __________________________________________________/
(6 .| Vocabulary
British/American vocabulary
a m T29 Books closed. Ask: D o yo u kn o w any
words in A m erican English w hich are different in
British English? Elicit s tu d e n ts’ ideas and w rite
th e m on th e board.
Students open th e ir books at page 25. T hey m atch
th e w ords w ith th e pictures and label each w o rd
as British o r A m erican. Play th e reco rd in g fo r
students to check th e ir answers.
Audioscript/Answers
A 4 chips (British) - 7 French fries (American)
B 1 autumn (British) - 6 fall (American)
C 8 garbage (American) - 1 5 rubbish (British)
D 12 lorry (British) - 1 8 truck (American)
E 9 garden (British) - 20 yard (American)
F 2 biscuit (British) - 5 cookie (American)
6 13 pants (American) - 17 trousers (British)
H 10 gas (American) - 1 4 petrol (British)
I 11 holiday (British) - 1 9 vacation (American)
J 3 candy (American) - 16 sweets (British)
b A sk students to look at sentences 1 -4 . Students
w o rk alone o r in pairs to co m p le te th e sentences
w ith one o f th e w ords in th e box and decide if
th e speaker is British o r A m erican. W ith w eaker
classes do th e firs t sentence as an exam ple. C heck
answers.
A nsw ers
1 chips, biscuits: British
2 garbage, yard: A m erican
3 garden, holiday: British
4 gas, truck: A m erican
C Students w o rk in pairs to re w rite sentences 1 -4 in
Exercise 6b so th a t th e A m e rica n w ords are British
and vice versa. W ith w eaker classes d o th e firs t
sentence as an exam ple. C heck answers.

A nsw ers
1 I’m really full. I had a ham burger and fries,
then four cookies!
2 Could you take o u t th e rubbish? Leave it in
th e garden.
3 M y parents are going to put m ore flowers
in th e yard during th e sum m er vacation.
4 H ow m uch petrol do I need to put in the
lorry?
G ive stu de n ts tw o m inutes to w rite d o w n as m any
o th e r exam ples o f d ifferences b e tw e e n A m e rican
and British English v o c a b u la ry as th e y can.
Exam ples could inclu de b ill (\J K )/ch e ck (US), crisps
(U K )/c h ip s (US), m o to rw a y (U K ) / freew ay (US),
p avem ent (U K )/sid e w a lk (US). W rite th e w ords on
th e board. A sk students to record these w ords,
to g e th e r w ith th e ones fro m Exercise 6a, in th e
vo ca b u la ry section o f th e ir n o te b o o k.
# * .# • 9 9 9 9 • • * • • # 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 -9
Check it out!
A sk students to lo ok at th e in fo rm a tio n in th e
box.
' • 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 * *
A sk students to lo ok a t th e questions. Students
w o rk in pairs to ask and answ er th e m . A sk one
s tu d e n t fro m each pair to re p o rt back to th e class.
Pronunciation
< 33i> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
British and American
pronunciation
H i 1.30 Read o u t th e in fo rm a tio n . Play th e
recording. M ake sure students u n de rsta n d th a t
th e firs t p ro n u n cia tio n is B ritish, fo llo w e d by
th e A m erican . A fte r playing th e recordin g, go
th ro u g h each w o rd in tu rn and ask students if
th e y can id e n tify th e d ifferences b e tw e e n the
tw o pro nu n ciatio ns. Encourage students to th in k
o f d iffe re n t w o rd stress in a d u lt, m agazine and
advertisem ent, th e A m e ric a n p ro n u n cia tio n o f / r /
in lib ra ry and advertisem ent, and th e British / a : /
as co ntrasted w ith th e A m e rica n / e i / in tom ato.
Audioscript
advertisement adult library magazine tomato
vitamins
b| M 131 A sk students to lo o k at sentences
1 -5 . Before you play th e recording, ask students
to h ig h lig h t th e key w ords in th e sentences
(m agazine, library, a d v ertisem ent, a d ult, to m a to ).
Play th e recording. Students listen and decide
if th e speaker is using B ritish o r A m e rica n
p ro n u n cia tio n . C heck answers.
Audioscript/Answers
1 Look at this magazine article about celebrities. (British)
2 He can't find the book he wants in the library. (British)
3 Have you seen this advertisement for vitamins?
(American)
4 You need an adult to supervise you in the laboratory.
(British)
5 Can you w ater the tomato plants today? (American)
C 0 0 1 .3 1 Play th e re cording again. Students listen
and repeat.
d | Students w o rk in pairs. They say th e sentences
in Exercise 7b w ith e ith e r A m e rica n o r British
*
* pro n u n cia tio n fo r th e ir p a rtn e r to guess w h ich it is.
• This is a te stin g exercise and it m ay be a good idea
to play th e reco rd in g again before students begin.
M o n ito r th ro u g h o u t, m aking sure th a t students
|
are able to distinguish b e tw e e n th e British and
A m e rica n pro n u n cia tio n s o f th e w ords.
(8) Grammar
as, like and such as
a Tell students th a t th e y are going to look a t ways
o f giving exam ples, ta lkin g a b o u t sim ilarity and
referring to jobs or roles. Read th ro u g h th e exam ple
sentences, all o f w hich are taken from Exercise 5
on page 24. Explain th a t it is easy to confuse as, like
and such as due to th e fa ct th a t these w ords are
used to express sim ilar things and can som etim es
be used synonym ously. Students th e n w o rk in pairs
to com plete th e rules. C heck answers.
A nsw ers
• as
• as
• like
• such as
• as or like
Language note
Like is preferred to such as o r as in inform al spoken
English, e.g. H e ’s visited lots o f countries, like
France, Kenya, N ew Zealand. I ’m g o in g to live in
Paris, like m y D ad did.
 9 • • • • • « •. # t
Check it out! •f
*g
A sk students to lo o k at th e in fo rm a tio n in ♦«.
th e box. To te s t u n d e rsta n d in g o f these th re e
d iffe re n t uses o f like, ask students to describe
frie nd s o r m em bers o f th e ir fa m ily to each *
other, e.g. W h a t’s y o u r sister like? She’s friendly J-
a n d a b it lazy. *
I,. _ W
A sk students to lo o k a t sentences 1 -8 . Go th ro u g h
th e firs t sentence as an exam ple, show ing th a t
like is th e c o rre c t w o rd because as ca n n o t be
used w ith a noun to express sim ilarity. This is a
challenging a ctivity, so m o n ito r th ro u g h o u t and
help as necessary.
W e a k e r classes: Tell students to u n d e rlin e th e
w ords a fte r like / as / such as in th e sentences
and th e n check th e rules in Exercise 8a. Also
encourage students to m atch each sentence to a
use in tro d u c e d in th e rules.
A nsw ers
1 like 2 as 3 as 4 like 5 such as 6 as
7 like 8 like
A sk stud en ts to lo o k at th e in c o m p le te sentences.
S tudents w o rk alone to co m p le te th e sentences so
th a t th e y are tru e fo r th e m . M o n ito r, m aking sure
th a t students are using as, such and like correctly.
S tudents w o rk in pairs to com pare th e ir answers
to Exercise 8c. A sk one s tu d e n t fro m each pair to
re p o rt back to th e class.
Optional activity
S tudents w rite a b rie f d e scrip tion o f a frie n d
o r fa m ily m em ber, using as, like and such
as, e.g. M y b ro th e r works as a jo u rn a lis t. He
works in an office, like m y sister. He does lots o f
d iffe ren t things in his job, such as w ritin g stories,
in te rvie w in g people a n d travelling.
Interaction 3
As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Empathising
| i- 3 2 A sk stu de nts to describe th e p icture. Tell
th e m th e y are going to listen to Paola ta lk in g to
Lara and Sam. Play th e recording. Students listen
and answ er th e questions. C heck answers.
Audioscript
Lara: Hi, Paola, how are things?
Paola: Oh, good thanks.
Sam: How are your English classes going?
Paola: Fine.
Lara: Is everything OK? Is your room all right?
Paola: Oh, yes. It's fine. I'm just feeling a b i t ... not
too happy, at the moment.
Sam: You haven't had bad news from home, have
you?
Paola: No, no. But I was talking to my fam ily on
the phone last night and I really miss them.
And I miss my friends. I'm not sure it was a
good idea to come here.
Lara: Oh, it must be very difficult. But I think
everyone feels a bit homesick at first when
they're in a different country. It's normal
to miss your friends. Things w ill get better,
you'll see.
Paola: Yes, I suppose so.
Lara: I know how you feel. Being homesick can be
awful, but you m ustn't let it get you down.
When I went to France for three months I
really missed home and wanted to come
back. But when I'd settled in I was OK. Then
I had such a good tim e that I didn't w ant to
come back! You'll feel better soon, when
you've settled in a bit.
Paola: Yeah?
Sam: What are the people on your course like?
Paola: They seem nice. I m ight go out w ith some of
them this weekend.
Lara: That's a good idea, I'm sure you'll make new
friends here. By the way, we're going out to
the cinema later. Do you want to come with
us?
Paola: Maybe. I've got some homework to do. Can I
tell you later?
Lara: Yeah, sure. W e'll be leaving at 7 o'clock.
Paola: OK. And thanks!
A nsw ers
Paola is hom esick. A t th e end o f the
conversation she feels a little m ore cheerful.
11.32 A sk students to look at th e sentences.
Explain th a t th e y are used in conversation to
express em pathy (th e id e n tific a tio n w ith som eone
else’s th o u g h ts or feelings). Go th ro u g h each
o f th e sentences, exp la in in g how th e y are used.
Then play th e recording again. Students o rd e r
th e sentences. Play th e recording once m ore
and pause th e reco rd in g a fte r each phrase. Ask
students to repeat th e sentences and encourage
th e m to copy th e in to n a tio n th e y hear. (E xplain
th a t it is im p o rta n t to sound sensitive and
u n d e rs ta n d in g w hen using these sentences!)

A nsw ers
3, 7 ,1 ,6 , 4, 2 ,5
D ivid e th e class in to S tudent A and B pairs. Tell
s tudents th e y are going to e m pathise w ith each
other. S tu de nt A tu rn s to page 118, S tu dent B turns
to page 121. Read o u t th e instru ctio n s and refer
students to In te ra c tio n 3 on th e cover gatefold.
G ive students a fe w m in ute s to read th ro u g h th e
in fo rm a tio n . They w o rk in pairs to prepare and
practise th e ir conversations.
A webpage for a school
exchange
Books closed. W rite school exchange on th e board.
Elicit o r explain th e idea o f s tudents fro m a school
in one c o u n try going to spend tim e in a school in
a n o th e r co u n try. Ask: Have you ever studied in a
school in a n o th e r country?
Students op en th e ir books at page 27. Tell th e m
th e y are going to read a w ebpage o ffe rin g a guide
fo r fo reign exchange students. Before th e y do so,
ask th e m to describe th e pictu re . Students then
read th e w ebpage and m atch th e headings w ith
th e paragraphs. C heck answers.
A nsw ers
1 D 2 E 3 A 4 C 5 B
Students w o rk alone to fin d exam ples o f item s 1 -5
in th e te x t. Students can co m pare answers in pairs
before you check answ ers w ith th e w h o le class.
A nsw ers
1 you should be prepared
2 you can enjoy, you’re sure to find
3 you’ll soon get used to it
4 such as, like
5 like, enjoy, love; friendly, tasty; easily
Explain th a t students are going to w rite an a rticle
fo r a school w ebpage fo r exchange visitors to th e ir
school. Tell th e m to use phrases fo r givin g advice,
m aking suggestions, em pathising, givin g exam ples,
as w ell as th e kind o f positive verbs, adjectives and
adverbs h ig h lig h te d in Exercise b.
G ive stu de nts tw o m in utes to read th ro u g h th e
to pics in th e box and choose w h ich one th e y
w o u ld like to w rite a bo ut. You could go th ro u g h
each to p ic in tu rn , b ra in sto rm in g som e ideas
w h ich stud en ts could th e n draw on in th e ir
w ritin g . G ive stu de nts 10-15 m inutes to c o m p le te
th e w ritin g a ctivity. M o n ito r and help w ith
v o ca b u la ry as necessary. A lte rn a tiv e ly , you could
set this exercise fo r h o m e w ork.
Students w o rk in pairs to read each o th e r’s articles.
C hoose one person fro m each pair to re p o rt back
to th e class on w h e th e r th e y th in k th e a rticle
w o u ld be helpful to a foreign exchange v isito r and
if positive verbs, adjectives and suggestions have
been included.
U Culture World: Canada
Background inform ation
C an ad a
C anada is a c o u n try in N o rth A m e rica . It is the
second largest c o u n try in th e w o rld , b u t o nly
has a p o p u la tio n o f around 35 m illion. C anada
is fam ous fo r its m ountains, forests, lakes and
prairies. The capital c ity o f C anada is O tta w a ,
b u t th e m ost w e ll-k n o w n cities are V a nco uve r
on th e w est coast, and T o ro n to and M o n tre a l in
th e east.
Books closed. W rite C anada on th e board.
B rainstorm e v e ry th in g students kn o w a b o u t th e
c o u n try (e.g. location, languages, history, cu ltu re )
and w rite th e ir ideas on th e board.
Students open th e ir books at page 29. Ask them to
describe th e photographs. Students read the fo u r
statem ents and decide if they are tru e or false. Then
they read through th e article quickly to check th e ir
predictions.
A nsw ers
1 * 2 / 3 * 4 /
Elicit o r explain th e m eaning o f som e o f th e key
vo c a b u la ry fro m th e article, e.g. staggering , in te r­
racial, open-m inded, c u ltu ra l values. Ask d iffe re n t
students to read o u t questions 1 -6 and check th a t
th e m eaning is clear. Then students re-read th e
te x t to co m p le te th e exercise.
A nsw ers
1 It ’s m aking th e m m ore to leran t to
foreigners than th e ir parents.
2 School funding, youth institutions, open-
m inded parents, access to new technology
3 Th e fam ily didn’t have m uch m oney and
she spoke little English.
4 She had to deal w ith bills, banks and
landlords because her parents couldn’t
speak English.
5 His fath er is from th e Philippines and his
m other is from Canada.
6 A cting, w riting and playing ice hockey
Unit 3
 Students w o rk in pairs to fin d th e w ords in th e
article . Students could guess th e w ords before
searching fo r th e m in th e article. R em ind students
to scan th e a rtic le to fin d th e p a rt o f th e te x t th a t
w ill help th e m w ith th e ir answers.

A nsw ers
1 satisfied 2 professor 3 m oney was tight
4 accom m odation 5 cosm opolitan
6 conflicts

Read o u t th e th re e q uestions and m ake sure

stud e nts un d e rsta n d th e m . Students th e n w o rk in
pairs to discuss th e questions. Set a fo u r-m in u te
tim e lim it fo r this a ctivity. A sk a s tu d e n t fro m each
pair to re p o rt th e ir answ ers to th e class. W ith
th e w h o le class discuss th e positive and negative
aspects o f life in Canada.

Optional activity
A sk stud en ts to fin d o u t five th in gs a b o u t
Canada. Th ey could research fam ous people,
m o nu m e nts, events, etc. If you have access to
th e in te rn e t, you c o uld do this a c tiv ity in class.
If not, you could set th e a c tiv ity fo r h om ew ork.
V _________________________________________________ s

§Your project
Emigrants from your country
Read o u t th e in fo rm a tio n a b o u t th e exercise
and check th a t stu de n ts u n d ersta n d w h a t th e y
have to do. If you have access to th e in te rn e t, do
this exercise in class. If not, set th e a c tiv ity fo r
h o m e w o rk. It is u n like ly th a t e ve ry s tu d e n t w ill
k n o w enough a b o u t th e sub je ct o f e m igration
fro m th e ir c o u n try to be able to do this exercise
w ith o u t research. If you set this exercise fo r
h o m e w o rk, ask students to c o lle c t p hotographs
th a t th e y w ill th e n be able to use in Exercise 2b.

Put stu de nts in to small groups o f th re e o r four.

Students use th e ir in fo rm a tio n fro m Exercise 2a to
m ake a po ste r a b o u t e m igrants fro m th e ir country.
If you have access to com p ute rs, students can
use th e m to design th e ir posters. Set a tw e n ty -
m in u te tim e lim it fo r this a ctivity. M o n ito r and help
w ith vo ca b u la ry as necessary. If possible, display
s tu d e n ts’ finished w o rk on th e w all.
A Adrenaline rush

»• # » » 4
Read o u t th e questions. Students w o rk in pairs to
Unit aims: discuss th e m . Set a th re e -m in u te tim e lim it fo r this
Topic: Fear a ctivity. A sk one s tu d e n t fro m each pair to re p o rt
G ra m m a r back to th e class.
A dverbs
M a kin g com parisons
V o c a b u la ry
Verbs o f fear
(2 Vocabulary
Expressions o f fear Verbs of fear
In te ra c tio n , S p eaking and P ro n u n c ia tio n 11.34 Books closed. W rite fear on th e board.
Speak'. A d re n a lin e a d d ic t o r scaredy cat? Ask: W h a t do you do when you feel fear? W hat
P ro n u n c ia tio n : Stressing adverbs and happens to y o u r body? Elicit som e ideas and w rite
adjectives useful vo ca b u la ry on th e board.
In tera ctio n 4: Listening a ctively
Students open th e ir books at page 31. M ake sure
Listening, R eading an d P o rtfo lio
th e y have d ictio n a rie s to check th e m eaning o f
Read: T he a ttra c tio n o f fear
th e verbs in th e list. Play th e re cording and get
Listen: H o rro r film suspense techn iq ue s
students to m atch th e verbs w ith th e sounds.
P o rtfolio 4: B e ginn ing a sto ry
G rap h ic novel 11.35 Play th e reco rd in g and check answers
Ille ga l Copy w ith th e class.

R eview 3 an d 4
A nsw ers
♦♦••♦•••••••••••♦••••I
1 shout 2 w hisper 3 scream 4 gasp
5 giggle 6 stutter

1} Read and listen S tudents w o rk in pairs. O ne s tu d e n t makes a

Books closed. Ask: W hat are you scared of? Elicit
stu d e n ts ’ ideas and w rite th e m on th e board.
Teach th e w o rd scary. Students open th e ir books
at page 30, lo o k at th e p h o to and discuss th e
q uestions in pairs.
Students read th ro u g h th e te x t q u ic k ly to check
th e ir ideas. Elicit som e answers to th e questions
fro m th e w h o le class.
A nsw ers
Th e photo was taken on a rollercoaster.
People enjoy scary rides because it gives
them an adrenaline rush.
11 .33 A sk stu de nts to lo ok at questions 1 -5 .
Play th e re co rd in g fo r students to read and listen.
Students choose th e c o rre c t answers. They can
com pare answ ers in pairs before you check
answers w ith th e w h o le class.
A nsw ers
1 C 2 C 3 A 4 A 5 A
noise, th e o th e r guesses w h ich verb in Exercise 2a
th e ir p a rtn e r is th in k in g of. Students swap roles
and c o n tin u e w ith th e a c tiv ity u n til all o f th e w ords
have been used.
11.35 Students w o rk alone to m atch the
verbs w ith th e definitions. M ake sure th e y have
dictionaries to check th e m eaning o f th e verbs.
They m ay have d iffic u lty in distinguishing betw een
to shake and to shiver. Explain th a t both verbs can
refer to in vo lu n ta ry m ovem ents o f th e body, b u t
shiver m eans to shake slightly, o fte n because you
are cold. Play th e recording fo r students to listen
and check th e ir answers.
Audioscript/Answers
1 beat fast - C when your heart pumps blood quickly
around your body.
2 breathe quickly - E take air in and out of your lungs
fast
3 s h a k e -B make small, quick movements
4 s h iv e r-A shake slightly
5 s w e a t- 0 when moisture comes out through your
skin
 Students w o rk in pairs to choose th e co rre ct w ord
in each sentence. They can use th e ir dictionaries to
rem ind them selves o f th e m eanings o f new w ords,
as w ell as checking th e d e finition s in Exercise 2d.
A nsw ers
1 scream ing 2 shivering 3 giggling
4 shaking 5 beating 6 breathing
Read o u t th e fo u r questions. Give students th re e
o r fo u r m in ute s to ask and answ er th e questions.
Encourage stu de nts to ask fo llo w -u p questions fo r
e xtra info rm a tio n . Ask one s tu d e n t fro m each pair
to re p o rt back to th e class.
Check it out!
Ask stud e nts to lo ok at th e in fo rm a tio n in th e
box. P o int o u t th a t nouns beco m in g verbs is a
c o m m o n fea ture o f English. Refer students back
to th e w ords in Exercise 2a. A sk students to
check in th e ir d ictio n a rie s w h ich w ords can be
b o th a verb and a noun.
Optional activity
Students w o rk in pairs. S tudent A defines a
w o rd fro m Exercises 2a and 2d fo r S tu dent B to
guess. Students th e n swap roles and co n tin u e
u n til all th e w ords have been defined.
c? Pronunciation
<3E5> As an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
Stressing adverbs and adjectives
11 .3 7 Read th e inform ation a b o u t stress in
th e instructions to Exercise 3a. Play th e recording.
Students listen to th e sentences. Encourage them
to listen particularly to w here the stress is in
each o f th e words. Point o u t th a t th e underlined
adverbs and adjectives are given extra stress in
th e sentences as a means o f d em onstrating strong
feelings o r opinions on th e p a rt o f th e speaker. Play
th e recording again fo r students to listen and repeat.
11.3a Play th e recording. Students listen and
u n d e rlin e th e w o rd s w h ich have been given extra
stress in th e sentences. Students can com pare
th e ir answ ers w ith a partner. Play th e recording
again and check answers, g e ttin g students to
re pe a t each sentence.
3 4 | Unit 4
Audioscript/Answers
1 That ride is so scary!
2 It goes incredibly fast!
3 It made me feel really sick!
4 I'm definitely not doing that again!
5 The water ride is totally amazing!
6 Suddenly, evervthing w ent completely black.
A sk tw o students to read o u t th e exam ple
dialogue. Encourage th e m to stress th e adverbs
and adjectives. Students th e n w o rk in pairs to
w rite sim ilar dialogues a b o u t having had a really
good tim e. M o n ito r w h ile students w rite th e ir
dialogues and help w ith vo ca b u la ry as necessary.
M ake sure students u n derstan d th a t th e y have to
inclu de adjectives and adverbs in th e ir dialogues.
Students th e n read th e ir dialogues to th e class.
Encourage th e m to give e xtra stress to th e
•i adjectives and adverbs.
•
* Culture Vulture
* T he w o rld ’s longest steel ro lle rco a ste r is
* Steel D ragon 2000, w h ich is located in th e
N agashim a Spa Land am usem ent park in
K uw ana in Japan.
A sk students to read th e in fo rm a tio n in th e box
Discuss th e questions w ith th e class.
(4 Grammar
Adverbs
Books closed. W rite adverbs on th e board. Elicit
exam ples o f adverbs (e.g. slow ly, happily, never,
usually) and w rite th e m on th e board. Ask: H o w
are adverbs used? Elicit o r teach th e idea th a t
adverbs are used to m o d ify th e m eaning o f verbs,
adjectives and o th e r adverbs (e.g. m y frie n d runs
auicklv. the film was absolutely b rillia n t, she sings
extrem ely w e ll).
Students open th e ir books at page 32. Read
th ro u g h th e exam ples and ask students to focus
on th e po sitio n o f th e adverbs in th e sentences.
Students th e n use th e exam ple sentences to help
th e m circle th e c o rre c t w o rd to co m p le te th e
rules. C heck answers.
A nsw ers
• verb
• th e same as
• an adjective
• before
• beginning
 Language note
P oint o u t th a t -ly is a co m m o n e n d in g fo r adverbs,
b u t th a t it is n o t th e case th a t every w o rd th a t
ends w ith -ly is a ctu a lly an adverb. Students may
b ecom e confused by w o rd s such as lovely, elderly,
frien d ly and ugly, w h ich are adjectives. Students
also need to be m ade aw are o f irreg ular adverbs
such as fast, well, h a rd and late.
Read o u t th e w ords in th e box and e lic it th e
adverb fo rm o f each w ord. W rite th e adverbs on
th e board. Students th e n w o rk alone to c o m plete
th e sentences using th e adverbs. C heck answers.
A nsw ers
1 quietly 2 incredibly 3 fast 4 easily
5 Personally 6 totally
Students w o rk in pairs to re w rite th e sentences
using adverbs. C o m p le te th e firs t sentence as an
e xam ple w ith th e class. C heck answers.
W e a k e r classes: B efore students begin th e
exercise, e lic it and w rite on th e board th e adverbs
fro m th e adjectives in brackets.
A nsw ers
1 T h e new ride goes incredibly fast, up to
1 6 0 k m /h .
2 Suddenly, th e rollercoaster began to move.
3 H e rode his bike carefully across th e ic e /
across th e ice carefully.
6 Vocabulary
4 You’re absolutely right!
5 Does he speak Spanish well?
Students w o rk alone to com ple te th e sentences.
M ake sure th a t students understand th a t this
exercise offers th e m free practice. There are
no right o r w ro n g answers. O nce students have
c om pleted th e ir sentences, th e y can com pare them
w ith a partner. Ask som e students to read th e ir
sentences to th e class, and ask o th e r students if
th e y agree or have had sim ilar experiences.
(5 Speak
A sk students to describe th e ca rto o n . T hen p u t
th e m in to A /B pairs. The A students o rd e r th e
questions in Exercise 5a on page 32, w h ile th e B
students do th e same w ith th e questions on page
124. C heck answers.
A nsw ers
Student A:
1 W ould you ever go bungee jum ping?
2 W ould you ever ride a m otorbike
dangerously w ith o u t a helm et?
3 W ould you ever touch a really big snake?
4 W ould you ever go on a rollercoaster
com pletely alone?
5 W ould you ever sing loudly in front o f your
friends?
6 W ould you ever w alk slowly through a
forest at night?
Student B:
1 W ould you ever try kite-surfing?
2 W ould you ever skate dow n a hill
incredibly fast?
3 W ould you ever w atch an extrem ely scary
horror film alone?
4 W ould you ever touch an extrem ely hairy
spider?
5 W ould you ever give a presentation in
fro n t o f th e w hole school?
6 W ould you ever sleep alone in an
incredibly old house?
Go th ro u g h th e w ords and expressions in th e box,
m aking sure students k n o w how to use them .
Pay p a rtic u la r a tte n tio n to to n e o f voice. Ask tw o
students to read o u t th e exam ple exchanges.
Students th e n w o rk in pairs to ask and answ er th e
questions th a t th e y ord e re d in Exercise 5a.
Students w o rk w ith a new p a rtn e r to com pare th e
answers th e y gave to th e questions in Exercise 5b.
Expressions of fear
11.39 Tell students th e y are going to lo o k at
som e co m m o n expressions to describe fear. Read
o u t and check th e m eaning o f th e w ords in th e
box. C o m p le te th e firs t sentence as an exam ple.
Students th e n w o rk in pairs to co m p le te th e rest
o f th e exercise. Play th e recording fo r students to
check th e ir answers.
Audioscript/Answers
1 D If something makes your blood run cold, it scares
you a lot.
2 H You hold your breath when you're w aiting for
3
something scary or exciting to happen.
E If you have butterflies in your stomach, you feel
nervous and scared.
4 G If your heart misses a beat, you suddenly feel
scared or excited.
If you shake like a leaf, you shake w ith fear.
If you frighten the life out of someone, you scare
someone a lot.
7 F If you're on the edge of your seat, you're ready
for something exciting or scary to happen.
8 C If you almost jum p out of your skin, you suddenly
jum p because you're scared.
Unit H | 3 5
 i###• * «
Check it out!
A sk students to lo o k at th e in fo rm a tio n in th e
box. A sk stu de nts if th e rule is sim ilar in th e ir
ow n language.
Tell stu d en ts th e y are going to co m p le te sentences
1 -6 using th e id io m a tic expressions fro m Exercise
6a. C o m p le te th e firs t sentence as an exam ple.
Students w o rk in pairs to co m p le te th e rest o f th e
exercise. C heck answers.
A nsw ers
1 butterflies 2 beat 3 skin 4 life
5 blood 6 breath
© Read o u t th e exam ple exchange. Students w o rk
a lone to w rite six sentences (th re e tru e , th re e
false). R em ind students to th in k o f th e fo rm th e y
need in each case (e.g. I get b u tte rflie s in m y
stom ach. It frig h te n e d th e life o u t o f me). Students
th e n read o u t th e ir sentences to th e ir partner, w h o
has to guess w h ich ones are tru e and w h ich false.
O ne s tu d e n t fro m each p air re p o rts back to th e
class on h ow m any th e y guessed correctly.
Optional activity
Split th e class in to tw o team s. Read o u t th e first
p a rt o f an expression fro m Exercise 6a, e.g. to
be on the edge ... Students p u t th e ir hands up
if th e y th in k th e y can co m p le te th e expression.
Students receive one p o in t fo r a c o rre c t answer.
Students can receive an e xtra bonus p o in t if
th e y can p u t th e expression in to a sentence
(e.g. I was on the edge o f m y seat d u rin g the last
few m inutes o f the m atch).
7 ) Listen
B ackground inform ation
P sycho
Psycho is one o f A lfre d H itc h c o c k ’s m ost
fam ous film s. It was released in 1960 and was
responsible fo r th e cre atio n o f th e slasher
genre, a ty p e o f h o rro r film w h ich usually
features a psych op a th ic serial killer.
Jaw s
Jaws tra n s fo rm e d its yo u n g dire cto r, Steven
Spielberg, in to an in te rn a tio n a l star. A d a p te d
fro m a novel by Peter Benchley, S pielberg’s
1975 film h e lpe d create th e sum m er
b lo c k b u s te r m ovie.
3 6 I Unit H
The B la ir W itc h P ro je c t
<*k Released in 1999 and m ade on a ve ry low
budget, The B la ir W itch Project began a tre n d
fo r film s w h ich claim ed to be m ade fro m fo u n d
* fo o ta g e show ing actual events.
Z o m b ie la n d
P art o f th e m o d e rn c o m e d y zo m b ie genre th a t
includes Shaun o f the Dead, Z o m b ie la n d stars
W o o d y H arrelson and Jessie Eisenberg.
T w ilig h t
Based on Stephenie M e y e r’s bestselling novels
a b o u t vam pires, th e T w ilight m ovies m ade
a global star o u t o f its lead, th e B ritish a cto r
R obert Pattinson.
The W o lfm a n
The W olfm an is a 2010 rem ake o f an original
film released in 1941. It stars Benicio del Toro,
A n th o n y H opkins and Em ily B lu n t and tells th e
s to ry o f a w erew olf.
11.40 Books closed. Ask: D o y o u w atch h o rro r
film s? W hich are y o u r favourite h o rro r films?
Students open th e ir books at page 33 and describe
th e pictures. Ask students if th e y have seen any o f
these film s, and if th e y enjoyed them .
Tell students th e y are going to listen to a film
e x p e rt ta lk in g a b o u t th e te ch n iq u e s w h ich h o rro r
film s use to scare people. Play th e recording.
Students listen and tic k w h ich film s in Exercise 7a
are m e n tio n e d . C heck answers.
Audioscript
Good morning. I'm very pleased to be back here at the
film school today. Today I'm going to talk to you about
how and w hy good horror films frighten the life out of
you! Now, first of all, if any of you have seen The Blair
Witch Project, you w ill know it is possible to make a
successful film w ith ou t lots of expensive special effects
or famous film stars. I've made a list of some of the best
techniques in film to keep the audience on the edge of
their seats. Let's have a look.
OK ... number 1. We see through the killer's eyes.
One of the best examples of this camera technique is in
Steven Spielberg's movie Jaws. The audience sees the
swim m er's legs under the water, as if they were the
shark. Gradually, the camera gets closer and closer to
the victim and this creates tension because we can see
w hat's going to happen before it happens.
Number 2 is The unexpected.
Horror films frequently use unexpected events to frighten
their audiences. One of the most common examples
is when we think the killer is dead, and they suddenly
move again, like in The Wolfman. Another version of this
technique is where the camera focuses on something
like a curtain moving in front of an open window, just
moving gently and suddenly a cat jumps through the
 window. The audience expects the killer to be behind
the curtain, so when it's only a cat, they still scream. The
more unexpected the event is, the more frightening it
w ill be for the audience.
Technique number 3 is What we can hear, but can't see.
What we can't see is often much scarier than what
we can, as we have to use our imagination to create
an image of w hat's happening off screen. Instead of
watching a killer attack someone, for example, you just
hear the attack and the victim screaming and then ...
silence. Another advantage of this technique is that it's
cheaper than using lots of special effects.
The next technique, number 4, is Blood.
Blood is one of the most im portant elements of a
horror film . Professional fake blood is expensive to buy,
but you can make your own blood more cheaply w ith
tomato sauce or food colouring. It's alm ost as good as
professional blood, but for close-up shots blood made by
professional make-up artists looks more realistic.
The final technique, number 5, is the use of Music.
Music is essential for creating the right atmosphere in
a horror film . It can really increase the feeling of terror,
like the deadly shower scene in Hitchcock's Psycho.
Some films have a kind of theme tune that the audience
associate w ith its monsters, like in Jaws.
However, sometimes no sound at all is better than music.
Silence can be as scary as music and is often used to
create tension and fear.
So there you have it, some great techniques that w ill
help you to make a really scary movie. Thank you.
A nsw ers
The B la ir W itch Project, Jaws, The W olfm an,
Psycho
11.40 A sk stu de nts to lo o k at sentences 1 -5 .
Explain th a t th e sentences are a b o u t th e film
e x p e rt’s ta lk and th a t som e are rig h t and som e are
w rong. Play th e re co rd in g again. Students listen
and decid e if th e sentences are rig h t o r w rong.
M ake sure stu de nts c o rre c t th e w ro n g sentences.
C heck answers.
A nsw ers
1 X Some successful films do not use
expensive special effects, e.g. The B la ir W itch
P roje ct 2 / 3 * W e see it through the
killer’s eyes. 4 / 5 * Silence can be as
scary as music in creating tension and fear.
© Read o u t th e questions. Students w o rk in small
groups to ask and answ er th e m . Encourage
students to ask fo llo w -u p questions fo r extra
in fo rm a tio n . A sk one s tu d e n t fro m each g roup to
re p o rt back to th e class.
8 Grammar
Making comparisons
Tell students th a t th e exam ple sentences are all
taken fro m th e listening in Exercise 7. A sk students
to focus on th e w ords in bold and te ll th e m th a t
th e y are going to lo o k at d iffe re n t ways o f m aking
com parisons. Students use th e exam ples to help
th e m and w o rk alone to co m p le te th e rules. T hey
can th e n com pare th e ir answ ers in pairs before
you check answ ers w ith th e w h o le class.
A nsw ers
• adjectives or adverbs
• changes continuously
• alike
• depends
Language note
Students m ay p roduce sentences such as (n o t)
m -b e tter-as w hen try in g to use th e as.. .as
com parative. P oint o u t th a t th e base fo rm o f th e
ad je ctive o r adverb is used in th is kind o f sentence,
n o t th e c om parative fo rm o f th e adje ctive (worse,
happier, ta lle r etc.).
Check it out!
A sk students to lo o k at th e in fo rm a tio n in th e
box. P oint o u t th a t w e can say a g o o d deal as
w ell as a g re a t deal.
b C o m p le te th e firs t sentence as an exam ple.
Explain th a t m ore freque ntly is th e c o rre c t answ er
because it is fo llo w e d by than. Students w o rk in
pairs to choose th e c o rre c t w ords. C heck answers.
A nsw ers
1 m ore freq u en tly 2 slightly
3 m ore m odern, b e tte r 4 good
5 m ore and m ore
Ask students to describe th e photos. Students can
0
th e n read th e te x t q u ic k ly to get a general idea o f
th e subject-m atter. Ask: W hat is the te xt about?
(T he te x t is a com parison b e tw e e n th e original
and m o d e rn versions o f T he W o lfm a n .) Students
w o rk alone to co m p le te th e te x t. They can th e n
c om pare th e ir answers in pairs before you check
answers w ith th e w h o le class.
W e a k e r classes: Go th ro u g h th e firs t sentence as
an exam ple, e n c ouraging students to look a t th e
w ords s u rro u n d in g th e gap in th e te x t, e.g. th e as
before th e gap alerts us to th e fa c t th a t w e need
to use th e as...as c o m p a ra tive here. Focus on th e
Unit 4 C 3 7
 w ords in brackets and e lic it w h ich fits th e m eaning
o f th e sentence. Students th e n do th e same as
th e y w o rk th ro u g h th e rest o f th e te x t.
A nsw ers
1 popular 2 m ore advanced 3 b e tte r
4 more detailed 5 longer 6 more advanced
7 b e tte r 8 realistic 9 scarier
A sk fo u r students to read o u t th e fo u r statem ents.
S tudents th e n w o rk in pairs to discuss th e m . Tell
s tudents th a t th e y m ust give reasons fo r agreeing
o r disagreeing w ith th e statem ents. A sk one
s tu d e n t fro m each pair to re p o rt back to th e class.
Interaction H
in, I'll tell you! She makes friends w ith Owen
and then th e y -
Leo: So does he become a vampire too, or does
he turn into a w erew olf or something?
Anya: Let me finish, w ill you?
Leo: OK, OK, go on ... I'm listening.
A nsw ers
A nya gets annoyed w ith Leo because he
interrupts her several times.
11.41 Students w o rk in pairs and decide w hich
o f th e th re e colum ns th e 8 phrases go in. Play th e
re cording fo r students to check th e ir answers.
M ake sure students u nderstan d how each o f th e
phrases is used. Play th e re cording again. Students
listen and repeat th e phrases.

«■” '»» As an o p tio n a l visual a lte rn a tive to th e audio A nsw ers

CD, this exercise is available on th e DVD. In te r ru p t an d show in te re s t:
Say th a t again ...
Listening actively H ang on a sec!
N o way!
11.41 Tell students th e y are going to listen to
You’re kidding!
tw o friends talking a bo ut film s. Pre-teach: gross Tell so m e o n e to c o n tin u e :
(disgusting), turn into (to transform fro m one th in g
C arry on ...
into another). Play th e recording. Students listen and
Go on ...
answer th e questions. They can com pare answers
Show you w a n t to co n tin u e:
before you check answers w ith th e w h ole class.
If you let m e get a w ord in, I’ll tell you!
Audioscript Let m e finish, will you?
Anya: Hi Leo. How's it going? Good weekend? Hey,
I've got to tell you about this film I watched Before students begin, revise th e phrases used
on Saturday! w h e n in te rru p tin g som eone o r asking som eone to
Leo: Oh yeah, which one? c o n tin u e ta lkin g , m aking sure students k n o w how
Anya: Let me in. It's about a - to use th e m . D ivide th e class in to S tudent A and
Leo: Say that again? B pairs. Tell students th e y are going to practise
Anya: Let me in. Have you seen it? listening actively. S tudent A tu rn s to page 118
Leo: Hang on a sec! Is that the one about all the and S tudent B tu rn s to page 121. Read o u t th e
books everyone was reading? in stru ctio n s and refer students to In te ra c tio n 4 on
Anya: Er, no, I don't think so. It's abo ut- th e cover gatefold. G ive th e m a fe w m inutes to
Leo: Ah no, that was Twilight. Carry on. read th ro u g h th e in fo rm a tio n . Students w o rk in
Anya: OK, w ell the main actors are ... oh, what are pairs to prepare and practise th e ir conversations.
their names? Erm ... Katie Martin, Moran or Students th e n re p o rt back to th e class, saying
something ... w h e th e r th e ir p a rtn e r trie d to in te rru p t to o m uch.
Leo: Do you mean Katie Marshall?
Anya: Yeah, that's her.
Leo: Yeah, she's really good. She played the main Portfolio 4
character in Bloodlines. Have you seen it?
Anya: Er, no I h a v e n 't... anyway, so she's this Beginning a story
12-year-old vampire who needs to -
Leo: No way! Vampires are much older than that! Books closed. W rite h o rro r stories on th e board and
Anya: Yeah, well not this one. And she has to drink e lic it som e exam ples o f fam ous w rite rs o f horror,
lots of blood, even if her victims are still a live - e.g. Edgar A lla n Poe, Stephen King. Ask: W hy do
Leo: You're kidding! Ugghh! That's gross! Alive? people read h o rro r stories? Elicit stu d e n ts ’ ideas and
That's absolutely disgusting! w rite th e m on th e board.
Anya: And so she meets this boy, O w en- Students open th e ir books at page 35 and describe
Leo: Yeah, yeah, I know and now you're going to th e picture. Tell students th e y are going to read
tell me she drinks his blood too. th e beginning o f a h o rro r story. Students read the
Anya: No, w ait a minute, if you let me get a word story and answ er th e questions. They can use th e ir

3 8 I Unit H
 d ictionaries to lo ok up any new w ords. W hen going
th ro u g h th e answers to th e first question a b o u t th e
use o f language, take ju st one o r tw o exam ples here
(verbs such as screamed, adverbs like desperately).
Language w ill be th e focus o f Exercise b.
Students read th e sto ry again and u n d e rlin e
exam ples o f th e language item s in th e list. They
can co m p are answers in pairs before you check
answers w ith th e w h o le class.
Possible answ ers
verbs an d expressions o f fe a r:
ahhhhhh, scream ed, stam m ered, shivering,
beating, w ith fear, her blood ran cold
a d je ctive s and adverbs to give d e ta il:
soaked, heavily, desperately
n a rra tiv e tenses:
it had rained, it was dark, was raining
d ire c t speech:
Thanks for letting m e borrow your te n t,
W e need a torch
Ask: W ha t makes fo r a g o o d h o rro r story? Elicit
ideas, e.g. in te re stin g characters, an e xcitin g and
surprising p lo t, an in trig u in g setting, tension, th e
g e ne ra tion o f fear. The n ask: W h at makes fo r a
g o o d b eg in n in g to a h o rro r story? Elicit ideas,
e.g. c re a ting a m ood and a series o f problem s fo r
th e characters, surprising th e reader, m aking th e
s e ttin g and characters im m e d ia te ly vivid.
A sk students to read th ro u g h th e list o f things
th e y have to inclu de in th e ir h o rro r stories. Tell
th e m to use th e exam ple in Exercise a as a m odel
to fo llo w . R em ind students to use th e narrative
tenses (p a st sim ple, past con tinu ou s, past perfect).
G ive students 15 m in ute s to plan and w rite th e
beg inn in g o f a h o rro r story. M o n ito r and help w ith
vo ca b u la ry as necessary. A lte rn a tiv e ly , you could
set this exercise fo r h om e w ork.
S tudents read th e ir p a rtn e r’s sto ry and answ er
th e questions a b o u t it. If a s tu d e n t th in k s th a t
th e ir p a rtn e r’s story does n o t in clu d e h o rro r sto ry
language o r exam ples o f d ire c t speech, th e y can
say h o w th e y w o u ld add to th e sto ry to im prove it.
A lte rn a tiv e ly , pin th e stories a ro un d th e classroom
fo r students to read. Students c ou ld vote fo r th e
one th e y m ost w a n t to read m ore of.
Optional activity
If you have access to film s and a vid e o o r D VD
player, play th e b e g inn in g o f a classic h o rro r or
th rille r film such as Psycho o r Jaws. Students
w a tch and m ake notes a b o u t w h a t happens.
Th en stop th e v id e o and re-create th e o p e n in g
w ith th e w h o le class, using n arra tive tenses,
verbs and expressions o f fear, adjectives and
adverbs fo r detail, etc.
V __________________________________________________ /
illegal copy
W rite graphic novel on th e board. Ask students if
th e y read com ics o r graphic novels and fin d o u t
w hich titles are th e students’ favourites. Discuss w ith
students w hich features o f graphic novels are the
m ost im p o rta n t, e.g. impressive a rtw o rk, interesting
dialogue, m em orable characters, narrative tension.
In tro d u c in g themes
A sk students to th in k a b o u t m o d e rn celebrity.
You m ay like to discuss th e fo llo w in g questions:
W hy are we so obsessed w ith celebrity? Is someone
m ore interesting because they are fam ous? W hat
effect does being fam ous have on the p riva te lives
o f fam ous people? Elicit stu d e n ts’ ideas and w rite
th e m on th e board. D o n o t go in to great d epth
here. The idea is to generate in te re st in som e o f
th e them es fe a tu re d in th e graphic novel.
Read
Tell students th a t this is th e first p a rt o f a story w hich
w ill continue in U n it 8. W rite th e follow ing question
on th e board: W hy does the nurse call Ruby Sandra?
You can ask students to read th e sto ry on th e ir
ow n o r you m ay w a n t to assign roles to d iffe re n t
students w h o read to th e class. If s tudents read
q u ie tly to them selves, set a fo u r-m in u te tim e
lim it. W h e n students have finished reading, e lic it
answers to th e q uestion on th e board. H elp
students w ith vo ca b u la ry fro m th e firs t p a rt o f th e
story: to p rom ote a film , to be in a relationship,
rum our, to go o u t w ith someone, unconscious.
Read, listen and speak
0 1 ] i . 4 2 Play th e recording. Students listen and
read th e sto ry again. Then p u t students in to small
groups to discuss th e co m prehension questions
below . (You m ay w a n t to p u t th e questions on a
w o rk sh e e t to hand o u t, o r you can w rite th e m on
th e board.)
1 W hy is Ruby g ivin g a press conference?
2 W h a t does D an w a n t Ruby to confirm ?
3 W h a t is Karen w orried about?
4 W hy does Ruby drive so fast?
5 W h a t happened to Ruby in the crash?
6 H o w does the nurse surprise Ruby?
Suggested answ ers
1 To prom ote her new film Crazy.
2 If Ruby is in a relationship w ith Carl W iseman.
3 T h at Ruby is struggling to keep her
relationship w ith Carl a secret.
4 Because she is late for her secret dinner w ith
Carl and is being chased by a paparazzo.
5 She was knocked unconscious.
6 By calling her Sandra.
 Optional activities Review _)a( nd (_)
1 Speech bub bles
W rite quotes fro m p a rt one on th e board in
speech bubbles. Students have to re m e m b e r
1} Grammar
w h o said th e m . You can also w rite a series o f 1 used to, got used to
quo te s o u t o f sequence and ask stu de nts to p u t 2 used to, got used to
th e m in order. 3 used to, is used to
2 R e te llin g th e story 1 as a teacher 2 like my sister 3 such a s /
Students w o rk in small groups o r in pairs. They like Facebook 4 as one of the best golfers
close th e ir books and retell th e story, try in g in th e world 5 like/as the w eather forecast
to re m e m b e r as m uch as th e y can a b o u t w h a t predicted 6 like/as I had imagined it from the
h appen ed in p a rt one. movies
3 R ole play 1 quiet, quietly 2 totally, total 3 Suddenly,
In pairs, stu d en ts do role plays based on th e sudden 4 Usually, usual 5 easy, easily
events o f p a rt one: 6 careful, carefully
- S tudent A is Dan, S tu de n t B is Ruby. Dan
and Ruby are at th e press conference. Dan is A harder B w orst A fewer, fa r B m ore A as
asking Ruby q uestions a b o u t he r professional 1 use to like cheese, but now she loves it
and p riva te life. 2 looks like his dad 3 cheaper to buy a second­
- S tu dent A is Karen, S tu dent B is Dan. Karen hand car 4 as tall as you 5 are becom ing
and Dan are at th e press conference and faster and faster 6 you’d be good at certain
a rguing w ith each o th e r over th e questions jobs, such as a nurse or doctor
th a t D an is asking Ruby.
- S tu dent A is Ruby, S tudent B is Karen. Ruby
and Karen are in R uby’s dressing room ,
discussing R uby’s p riva te life. ,2) Vocabulary
4 D e sc rib in g th e ch a ra c te rs 1 step fath er 2 step sister 3 brother-in-law
W rite Karen, Dan and Ruby on th e board. 4 half-broth er 5 cousin 6 great-grandm other
Ask th e students w h a t w e kno w a b o u t these
1 garbage 2 gas 3 French fries 4 candy
characters so fa r and h o w w e m ay describe th e
5 pants 6 truck 7 fall 8 vacation
characters. Karen is c o n tro llin g ; Dan is d ire ct;
Ruby is tire d and stressed. 1b 2d 3a 4 f 5 c 6e

5 P u ttin g th e s to ry in o rd e r 1 scared 2 life 3 leaf 4 skin 5 blood

The g rap h ic novel pages are available w ith
and w ith o u t speech bubbles on th e Interactive
Teacher W ebsite:
h t t p : //in t e r a c tiv e . c a m b rid g e .o rg
You could p rin t these o ff and c u t th e m up so
students have to p u t th e sto ry in th e rig h t order.
Th ey could try to re m e m b e r th e dialogue,
re -w rite it, o r even use th e p ictures to create a
new story.
6 C re a tin g a grap h ic novel
In groups o r individ u ally, stu de nts can get
really creative w ith th e C om ic B u ild e r on
th e In te ra ctive S tu de nt W ebsite:
h t t p ://in te r a c tiv e . c a m b rid g e .o rg
H ere th e y can choose th e ir o w n design,
a rtw o rk and characters, w rite th e ir ow n sto ry
and p rin t it. If s tud en ts have d iffic u lty th in k in g
up ideas, th e y could tr y to rep ro d u ce th e story
in th e S tu d e n t’s Book.
V_____________________________________ s
6 sw eat 7 butterflies 8 seat 9 heart
10 breath
Correct it!
1 I didn’t use to eat fish w hen I was little.
2 H e w ants to w ork as a com puter
program m er.
3 People com m unicate less by traditional
means, such as th e telephone.
4 You should be m ore c a re fu l w hen you cross
th e road.
5 W h en I was younger I used to go to a prim ary
school.
6 H e m ade things w orse by trying to help.
7 They have less holiday tim e this year.
8 The com pany should tre a t its em ployees
better.
9 I am w riting to com plain ab o u t th e to ta lly
unsatisfactory service.
10 She’s used to w o rk in g nights now, she’s done
it for tw o years.

4 0 J Unit H
Q Man and beast
Unit aims:
T opic: A nim als
G ra m m a r
Expressing c o n tra st
R eflexive pron ou n s and each o th e r
V o c a b u la ry
T he anim al kingdom
(2) Vocabulary
Physical habits
In te ra c tio n , S p eaking an d P ro n u n c ia tio n
Speak: Saving endangered species
P ron u ncia tio n : P ro n un cia tio n o f ea
In te ra ctio n 5: C halleng ing so m e o n e ’s ideas
Listening, R eading an d P o rtfo lio
Read: The A n im a l People
Listen: The M O N A Foundation
P o rtfo lio 5: A n o p in io n essay
Song
I ’m Like a B ird by N e lly F urta do
(1 j Speak
Books closed. Ask: W h a t anim als can you nam e?
Elicit th e anim als students kno w and w rite th e
w ords on th e board. W rite endangered on th e
board and e lic it o r teach th e m eaning. P oint to th e
anim al nam es on th e b oard and ask w h ich ones
are endangered.
Students op en th e ir books at page 40. Focus on
th e anim als in th e p ictu re s and e lic it th e ir names
(tiger, penguin, p o la r bear, walrus, gorilla, tortoise,
rhinoceros, tuna, b u tte rfly, panda). Put students
in to small groups o f th re e o r fo u r to discuss th e
questions.
Read o u t th e in fo rm a tio n and m ake sure th a t
students u n de rsta n d w h a t th e y have to do. If you
have access to th e in te rn e t, students can research
in fo rm a tio n a b o u t these anim als o nlin e before
th e y discuss th e questions. You could p u t up th e
fo llo w in g phrases on th e board fo r stud e nts to use
in th e ir discussion, e.g. W h a t do yo u think? W h a t’s
y o u r o pinion? I th in k we sho u ld save I a g re e /
I disagree, I ’m n o t sure, I th in k so too, etc. M o n ito r
and help w ith v o c a b u la ry w h ile stud en ts are
w orking .
Students w o rk w ith a p a rtn e r fro m a d iffe re n t group
to share th e ir ideas fro m th e previous exercise.
W ith th e w h o le class, decide w h ich tw o anim als
th e im aginary cam paign organisation should save.
This w ill give students fu rth e r o p p o rtu n ity to p u t
fo rw a rd and defend an argum en t. Encourage
students to debate and share ideas.
The animal kingdom
11.43 Students m atch th e w ords w ith th e
d e fin itio n s. They w ill need th e ir dictio n a rie s fo r
this a ctivity. Play th e recording fo r students to
check th e ir answers.
Audioscript/Answers
1 cage - 1a space surrounded by bars to keep animals in
2 endangered - A animals or plants which may not
exist soon because there are very few left
3 habitat - E the natural environm ent in which an
animal or plant usually lives
4 hunt - G to chase and try to catch an animal, for
food, sport or money
5 rare - H very unusual or uncommon
6 sanctuary - F protection or a safe place for animals or
birds
7 species - B a fam ily of animals or plants which have
sim ilar characteristics
8 survival -J the state of continuing to live or exist
9 tame - D not w ild or dangerous
10 w ild - C animals or plants that live independently of
people in natural conditions
S tudents w o rk in pairs to co m p le te th e sentences
w ith w ords fro m Exercise 2a. A llo w students tim e
to com pare th e ir answ ers in pairs before you d o a
class check.
A nsw ers
1 ta m e 2 habitat 3 cage 4 hunts
5 rare 6 survival
S tro n g e r stu d en ts: Students w h o finish Exercise
2b q u ic k ly can w rite th e ir ow n sentences using th e
v o c a b u la ry fro m Exercise 2a. C o lle c t and check
stu d e n ts ’ w ork.
Give students tw o m inutes to w rite d ow n as
m any o th e r w ords fo r th e anim al kingdom as
th e y can. Exam ples could inclu de beasts, w ildlife,
hibernation, hunter, survive, extinct. W rite th e
w ords on th e board. Ask students to record these,
to g e th e r w ith th e w ords fro m Exercise 2a, in th e
vo ca b u la ry section o f th e ir n o teboo k.
Unit 5 © .
Optional activity
Students w o rk in pairs to test each o th e r on th e
spelling o f th e new anim al kingdom vocabulary.
S tudent A closes th e ir book. S tudent B reads o u t
one o f th e w ords fro m Exercise 2a. S tudent A
spells th e w ord. Students th en swap roles
and co ntin u e until all th e w ords have been used.
Read and listen
Books closed. Ask: Have y o u ever seen anim als
like lions, wolves o r bears in the zoo o r in the w ild?
S tudents can share th e ir stories and experiences
w ith th e class.
S tudents open th e ir books at page 41 and w o rk in
pairs to m ake a list o f jobs peo ple do th a t involve
w o rk in g w ith anim als. Elicit ideas fro m th e class
and discuss as a class w h ich anim als are m ost
useful to hum ans.
S tudents read th ro u g h th e te x t q u ickly to fin d o u t
w h a t anim als are m e n tio ne d.
A nsw ers
lions, wolves, eagles and bears
11 .44 Before students do th e exercise, help
o u t w ith new vocabulary, e.g. scratched, nowadays,
p io neering expedition. Play th e reco rd in g w h ile
s tudents read and listen and w rite th e c o rre c t
names. C heck answers.
A nsw ers
1 Kevin Richardson 2 Ruth M u n iz Lopez
3 Ruth M u n iz Lopez 4 Tim o thy Treadw ell
5 Kevin Richardson 6 Shaun Ellis
Read o u t th e questions. Students w o rk in pairs to
answ er th e questions. Ask one stu de nt from each
pair to re p o rt back to th e class.
Optional activity
Students w o rk in pairs to ro le-pla y in te rvie w s
b e tw e e n a jo u rn a lis t and one o f th e peo ple in
th e te xts. Elicit questions fro m th e students
th a t th e y can use in this a ctivity, e.g. H o w did
you s ta rt w o rking w ith anim als? W hy do you like
lions/w olves/eagles? W h a t is the m ost d iffic u lt
aspect o f y o u r w ork? Students can take it in
tu rn s to play th e tw o d iffe re n t roles.
(4 Grammar
Expressing contrast
Books closed. W rite on th e board: M y b ro th e r is
t a ll, I am short. Elicit th e m issing w o rd b u t
and p o in t o u t th a t b u t is used to express contrast.
Ask: Can you th in k o f any o th e r ways o f expressing
contrast in English? Elicit how ever and w rite an
e xam ple sentence on th e board: M y b ro th e r is tall.
However, I am short.
Tell students to open th e ir books at page 42 and
look at th e exam ple sentences, all o f w h ich are
taken fro m th e te x t on page 41. Focus a tte n tio n
on th e w ords and phrases in bold. Explain th a t
these w ords and phrases are all a lte rn a tive ways
o f expressing c o n tra st in English. Students w o rk
in pairs to co m p le te th e rules. M ake sure th a t
students use th e ir dictio n a rie s to translate th e
w ords and phrases in to th e ir ow n language. It is
a good idea fo r students to translate such purely
gram m atical w ords and phrases as are in tro d u ce d
in Exercise 4a, as these w ords can be d iffic u lt to
re m e m b e r and use correctly. C heck answers.
A nsw ers
• even though
• in spite of
• in spite of
• though
Language note
P oint o u t th a t in spite o f is used in m ore form al
co n te xts in spoken and w ritte n English. A lso p o in t
o u t th a t th o u g h is ve ry co m m o n ly used at th e
end o f a sentence in inform al spoken o r w ritte n
English, e.g. Kevin never feels in d a nger w ith the
lions. You w onder i f he should, though.
Optional activity
As a means o f sensitising students to the
differences betw een th e w ords and phrases
introduced in Exercise 4a, ask students to say
w hich w ords and phrases can be substituted fo r
th e others in th e exam ple sentences, e.g. Can
we say ‘Despite R u th ’s w ork involves catching
these enorm ous beasts, she’s ha d no serious
injuries’? Can we say ‘A lth o u g h he has been badly
scratched, he has never been seriously h u r t’?
Ask students to look at sentences 1-6. Go through
th e first sentence as an example. Students then w ork
alone to choose th e correct w ords. W hen checking
answers, ask students to say w hy they chose the
w ords and phrases they did, e.g. in num ber 1, in spite
o f is th e correct answer because th a t phrase is used F 3 chew
w ith a noun (in spite o f his injury), w hereas although G 1 blink
is used w ith a subject + verb. H 4 hiccup

b| B B 12.2 Play th e recording. Students listen and

A nsw ers
nu m b e r th e w ords. C heck answers.
1 In spite of 2 Even though 3 despite
4 A lthough 5 even though 6 though
A nsw ers
1 sneezing 2 chew ing 3 hiccups
C o m p le te th e firs t sentence as an exam ple.
4 burping 5 scratching 6 yaw ning
Students th e n w o rk w ith a p a rtn e r to make one
sentence fro m tw o . C heck answers.
(C ; A sk students to lo o k at sentences 1 -6 . Go th ro u g h
W e a k e r classes: Go th ro u g h each o f th e th e firs t sentence as an exam ple. Students th e n
sentences w ith th e class, asking students to note w o rk alone to co m p le te th e exercise. They can
d o w n th e g ram m atical fo rm needed fo r each com pare answers in pairs before you check
expression o f c o n tra st (e.g. a lth o u g h + su bject + answers w ith th e w h o le class.
verb). D o in g this w ill encourage stud e nts to th in k
n o t o n ly o f th e w ay each w o rd and phrase is used A nsw ers
in a sentence, b u t ho w th e w ords and phrases 1 burp 2 rubbed 3 scratched 4 chew
d iffe r fro m one another. 5 yaw ning 6 blink

Possible answ ers

1 She visited th e sanctuary even though Optional activity
she’s scared o f crocodiles.
D ivide th e class into tw o teams. Choose one
2 A lthough his alarm was set for 8am , he
s tudent from each team . Say a w ord from
w oke up at 6am .
Exercise 5a. The students have to spell it betw een
3 H e ’s never been bitten, despite th e fact
them , taking it in turns to say a le tte r each. If
th a t he works w ith snakes.
neither student makes a mistake, both team s get
4 H e was determ ined to film th e lions, in
a point. If one student makes a mistake, th e o th e r
spite o f the fact th a t it was very dangerous.
can w in th e p o in t fo r th e ir team by spelling the
5 I w ork in th e same zoo as my friend,
w hole w ord correctly. C ontinue w ith new pairs
though I hardly ever see her.
and diffe re n t w ords to spell. The team w ith the
6 She w ants to have a pet m onkey, even
m ost points at th e end wins.
though it’s not recom m ended.
V _________________________________________________ s

A sk a s tu d e n t to read o u t th e in co m p le te
sentences. Students w o rk alone to co m p le te th e
sentences so th a t th e y are tru e fo r th e m . M o n ito r
6 Listen
and check th a t students are using th e c o ntrast
a i S l 2 . 3 Books closed. Ask: D o you k n o w any
w ords and phrases co rre ctly. Students th en
organisations th a t look a fte r anim als? Elicit
com pare th e ir ideas w ith th e ir p artner. Ask one
stu d e n ts ’ ideas and w rite th e m on th e board (e.g.
s tu d e n t fro m each pair to re p o rt back to th e class.
G reenpeace, W o rld W ild life Fund fo r N ature).
Students open th e ir books at page 43 and describe
th e pictures.
Vocabulary Tell students th e y are going to listen to a stu d e n t
give a p re se n ta tio n on an anim al sanctuary. Play
Physical habits
th e recording. Students listen and o rd e r th e
|j§|§ 1.45 Read o u t th e list o f w ords in th e box. pictures. C heck answers.
Students listen and repeat th e w ords a fte r you.
Audioscript
They th e n w o rk in pairs to m atch th e w ords w ith
For my presentation today, I've chosen to talk about the
th e pictures. They w ill need to use th e ir dictionaries
MONA Foundation in Spain, an animal sanctuary which
fo r this activity. Check answers and p o in t o u t th a t
looks after primates such as monkeys and chimpanzees.
all th e w ords in th e box are regular verbs.
The MONA Foundation was set up in the year 2000 and
Audioscript/Answers it's run com pletely by volunteers. It's in Catalonia in the
A 6 scratch northeast of Spain and I visited it last summer when I
B 5 rub was on holiday.
C 8 yawn In the past it was very common for some primates
D 7 sneeze to be used as tourist attractions at popular holiday
E 2 burp destinations. They would 'w o rk ' on beaches w ith their
owners and people would have their photographs taken
w ith them ! It m ight seem strange now that some people
wanted photos of themselves w ith these animals, but
forty or fifty years ago it was very fashionable!
Primates dressed as humans used to feature in
advertising campaigns or on greetings cards. These
'w o rking ' animals were often mistreated. They were kept
chained up in cages where they couldn't exercise or eat
properly. In order to get a primate to stand up and w alk
like a human, it takes many hours of training and it's
extrem ely painful for the animal.
Primates are also sold, often illegally, as pets. In fact
in the USA it's become very cool to keep them as if
they were your children by dressing them up in baby
clothes! The owners often abandon the primates when
they realise how strong they can be, and how much
destruction they can cause in the home.
V„
When the rescued animals arrive at MONA they often
have psychological problems and are traumatised. At
first, some of them hurt themselves and each other by
scratching and biting. They need tim e to adapt and are
(7 Pronunciation
introduced to the other members of their new primate
'fa m ily ' slowly. They are usually very scared of human
beings because of the bad experiences they've had in
the past and have to get used to the idea that humans
can help them and look after them, not just hurt them.
At the sanctuary there's lots of space to relax and have
fun and play. The animals w ill never be able to return to
the w ild, so for them, this is their home for the rest of
their lives.
One of the primates at MONA is a monkey called Toni. He
was used in a TV advert for McDonalds and he worked
in a circus before being rescued by MONA. The volunteer
explained to us that Toni used to be very unsociable. He
only wanted to be by himself, but now all the monkeys
play w ith each other and he enjoys it when visitors come
and see him.
Toni was my favourite of all the monkeys we saw, so
I gave some money to the sanctuary to care for him. I
think the w ork that the MONA Foundation does is really
im portant, and I'm glad I could help the sanctuary and
the primates they look after.
Thanks! Does anyone have any questions? Yes, Tanya...
A nsw ers
1 E 2 D 3 C 4 A 5 B
!.3 G ive students a coup le o f m in ute s to
read th ro u g h th e questions. C heck u n d e rsta n d in g
o f th e fo llo w in g vocab ula ry: abandon, destroy,
gradually, volunteer. Play th e re co rd in g again.
Students listen and answ er th e questions. They
can co m p are answ ers in pairs be fo re you check
answers w ith th e w h o le class.
A nsw ers
1 A 2 B 3 C 4 A 5 B 6 C
S tudents w o rk in pairs to discuss th e th re e
questions. Set a th re e -m in u te tim e lim it fo r this
a ctivity. Ask a s tu d e n t fro m each pair to re p o rt
th e ir ideas back to th e class.
Optional activity
Students w o rk in small groups o f th re e o r fo u r
to w rite th e ir ow n presentations, based on
th e exam ple in Exercise 6a. T hey can research
organisations such as th e W orld W ild life Fund
fo r N ature, T he Royal Society fo r th e P revention
o f C ru e lty to A nim als and G reenpeace.
Students can th e n give th e ir p re sentation to
th e class. If you have access to th e in te rn e t,
this a c tiv ity can be done in class; if not, set th e
a c tiv ity fo r hom ew ork.
<23*> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Pronunciation of ea
12 .4 Books closed. Ask: Is English pronou nce d
as It is w ritte n ? Explain o r e licit th e idea th a t th e
sounds o f w ords and th e spelling o f w ords do n o t
always correspond in English, w hereas th e y do in a
language such as Spanish. W rite ea on th e board.
Elicit w ords co n ta in in g this pair o f le tte rs and w rite
th e m on th e board (e.g. read, dead, steak). Tell
s tudents th e y are going to focus on d iffe re n t ways
o f p ro n o u n c in g s .
Tell students to open th e ir books at page 43. Play
th e recording. Students listen to th e d iffe re n t
pronun ciations. You can play th e re cording again
fo r students to listen and repeat th e w ords.
la m 2 .5 Focus on th e w ords in th e table,
m o d e llin g th e p ro n u n cia tio n and p o in tin g o u t
th e p h o n e tic sym bols. Students w o rk in pairs to
p u t th e w ords in th e box in th e ta ble. Play th e
recording fo r students to check th e ir answers.
Audioscript/Answers
N M /e i/ /ra /
beast head break year
teach bread steak hear
cheat weather seal
breath
12 .6 Students w o rk alone o r in pairs to circle
th e w o rd w ith a d iffe re n t vow el sound. Play th e
re cording fo r th e m to check th e ir answers.
A nsw ers
1 real 2 m eat 3 dead 4 clean 5 sw eat
6 fear
 Students w o rk in pairs to add th e w o rds in Exercise
1 Students th e n w o rk in pairs to c o m p le te th e
7c to th e ta b le in Exercise 7b. C heck answers.
A nsw ers
/i : / : m eat, breathe, m ean, clean, reach,
beach, dream , team
/ e / : ready, read, dead, sweat
/e i/:
/r a /: real, dear, m eal, near, clear, fear
8) Grammar
Reflexive pronouns and each
o th e r
Books closed. M im e knockin g yo u r fingers on th e
table. W ince as if you are in real pain and ask: W hat
did I do? Say I h u rt m yself and w rite it on th e board.
U n de rlin e I and m yself and tell students th a t they
are going to lo ok at d iffe re n t ways o f linking actions
to subjects and objects in a sentence.
Tell students to ope n th e ir books at page 44 and
u n d e rlin e th e reflexive p ronouns in th e exam ple
sentences. Students can th e n use th e exam ple
sentences to help th e m co m p le te th e rules. C heck
answers, focusing on th e d is tin c tio n b e tw e e n each
o th e r and reflexive pronouns.
A nsw ers
them selves, him self
• after
• subject
Language note
1 P oint o u t th a t verbs re fe rrin g to everyday
a ctiv itie s (e.g. g e t up, wake up, wash, dress) are
o n ly used re fle xively in English w h e n w e w a n t
to express surprise th a t som eone has done
an a ction on th e ir ow n, e.g. A lth o u g h he was
seriously in ju re d in the ca r crash, Jim was s till
able to wash an d dress himself.
2 It is a good idea to in tro d u c e students to
verbs w h ich are o fte n used re fle xive ly in o th e r
languages, b u t w h ich are n o t used re flexively
in English, e.g. relax, concentrate, feel, e.g. I felt
sorry fo r h er n o t I fe lt m yself sorry fo r her.
b Students w o rk a lone to co m p le te th e ta b le
w ith th e reflexive pronou ns, using th e exam ple
sentences in Exercise 8a to help th e m . Check
answers.
A nsw ers
m yself
him self
your selves
C o m p le te th e firs t sentence as an exam ple.
exercise. C heck answers.
W e a k e r classes: Tell students to ask them selves
a q uestion a b o u t each o f th e sentences, e.g. Who
do people make ill? W ho does he o n ly th in k about?
W ho do A n ne an d N icola see tw ice a week? This
w ill m ake it easier fo r students to decide if th e y
need to use a reflexive p ro n o u n o r each other.
A nsw ers
1 them selves 2 him self 3 each other
4 each other, ourselves 5 each other
Read o u t th e verbs in th e box and check th a t
students u n derstan d th e ir m eaning. C o m p le te
th e firs t sentence as an exam ple. Students w o rk in
pairs to co m p le te th e exercise. C heck answers.
A nsw ers
1 enjoyed m yself 2 behave them selves
3 scratched ourselves 4 defend them selves
5 looking at herself 6 blam e m yself
nteraction 5
€ > As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, th is exercise is available on th e DVD.
Challenging someone’s ideas
12 .7 Books closed. Ask: D o we always agree
w ith each other? Elicit any phrases students know
fo r agreeing and disagreeing and w rite th e m on
th e board.
Tell students to open th e ir books a t page 44 and
describe th e p h o tograph. Tell students th e y are
going to listen to A n n a and Em ily discussing circus
anim als. Play th e recording. Students m ake a note
o f th e anim als th e y m ention. C heck answers.
Audioscript
Anna: I hate seeing posters for circuses. They
should be banned!
Emily: What? Why do you want to ban circuses? I
love them.
Anna: But they treat animals so badly! I mean, look
at the photo of that elephant. It's cruel!
Emily: No, these days circuses look after animals
really well.
Anna: You're not serious, are you? These are
w ild animals. They shouldn't be kept in
cages, travelling around the country for the
entertainm ent of human beings. Do you
really mean that?
Emily: Yes. I imagine they're happy enough, and
lots of people love going to see animals
perform in the circus.
Unit 5 f 4 5
Anna: Emily - 1 can't believe w hat I'm hearing!
Circus animals are treated terribly, and
trained to do things that aren't natural for
them . Don't you think they would be happier
in the wild? In their natural habitats?
Emily: But circus animals are usually born in captivity.
They're not 'real' wild animals. That would be
too dangerous. I mean, have you considered
the fact that if it w asn't for circuses, those
animals probably w ouldn't even exist!
Anna: Don't be ridiculous. That's no excuse. I can't
believe that people actually enjoy going to
the circus. The animal side of it is horrible.
Emily: Yes, but you eat meat, don't you?
Anna: I do, but that's got nothing to do w ith it.
Don't change the subject!
Emily: I'm not. But how can you defend circus
animals when you just ate part of a cow for
your lunch?! You have to look at it from both
sides. The cow you ate d idn't have a very
nice life either!
Anna: That's totally different!
Emily: Why? Because one is an elephant and one is
a cow?
Anna: Hmm ... I guess I can see your point. Well, I
was thinking about giving up meat anyway!
You've just convinced me that's the right
thing to do. B u t...
A nsw ers
elephants, cows
H E ! 2 .7 Play th e re co rd in g again. Students listen
and circle th e c o rre c t w ords. If necessary, play th e
re co rding a n o th e r tim e . C heck answers.
A nsw ers
1 serious 2 m ean 3 hearing 4 fact
5 subject 6 sides 7 see
Revise th e phrases fo r challenging ideas, m aking
sure th a t students kno w h o w to use th e m . D ivide
th e class in to S tu d en t A and B pairs. Tell students
th e y are going to role -pla y challenging ideas and
expressing a g re e m e n t o r disagreem ent. S tudent A
tu rn s to page 119 and S tu de nt B tu rn s to page 121.
Read o u t th e in stru ctio n s and refe r students to
In te ra ctio n 5 on th e cover gatefold. G ive students
a fe w m inu tes to read th ro u g h th e in fo rm a tio n .
Th ey w o rk in pairs to prepare and practise th e ir
conversations.
~ ..................
Culture Vulture
Ask stu d e n ts to read th e in fo rm a tio n in
th e box. Discuss th e questions w ith th e class.
A sk fo llo w -u p questions such as: D o hu m an
beings have a m o ra l o b lig a tio n to tre a t anim als
well?
An opinion essay
a Books closed. Ask: D o you have any pets? W hat
are they? Elicit a range o f answers, th e n ask: Do
you th in k i t ’s O K to keep w ild anim als as pets?
Why? Elicit a fe w answers.
Students open th e ir books at page 45 and lo o k at
th e notes, w h ich refer to a class discussion a b o u t
w h e th e r w ild anim als should be kept as pets.
Discuss th e notes w ith th e class. Students say
w hich ideas th e y agree and disagree w ith .
b Students read th ro u g h th e essay q u ickly to fin d
th e ideas fro m Exercise a th a t are m e n tioned.
Encourage students to scan th e te x t to fin d th e
in fo rm a tio n th e y need. C heck answers.
A nsw ers
A g re e
can be illegal (Paragraph 1: ‘often illegally’)
a hom e doesn’t usually have enough space
for a w ild anim al (Paragraph 2: ‘th ey simply
d on’t have th e space they need ...’)
anim als grow (Paragraph 3: ‘they often find
th a t as th e anim al g ro w s ...’)
will th e anim al be happy away from its
natural surroundings? (Paragraph 2: ‘... and
usually they are happier in th e com pany of
other anim als’)
D isag ree
if you love th em , w hy not? (Paragraph 3:
‘can give th e anim al love ...’)
for som e people, th e anim al is th e ir passion,
an im p o rtan t part o f th eir lives (Paragraph 3:
‘th e anim als are th e ir passion’)
C A sk a s tu d e n t to read o u t fu n c tio n s A -D . Explain
th a t th e fu n c tio n s in question refer to ways o f
organising in fo rm a tio n in an essay. Ask: W hy does
an essay need to be organised? Elicit th e idea th a t
an essay needs to be organised so th a t it is clear
and easy fo r a reader to follow .
S tudents w o rk alone to read S im on’s essay again.
They m atch th e paragraphs w ith th e functions.
W hen checkin g answers, ask students to look
th ro u g h th e essay to h ig h lig h t th e phrases w hich
are ty p ic a lly fo u n d in this form o f w ritin g , e.g. in
spite o f the fa ct th a t, in m y view, despite the fa ct
that, even though, we m ust take in to account that,
however, on the o th e r hand, to conclude, I stro n g ly
believe, in m y opinion.
A nsw ers
1 D 2 A 3 C 4 B
d Read o u t th e fo u r to pics and deal w ith any
v o c a b u la ry issues. Elicit ideas a b o u t each o f th e
to p ics and w rite th e m on th e board, e.g. fox
h u n tin g is cruel; b u ll fig h tin g is a c u ltu ra l event;
pets can h u rt yo u n g child ren; lo o kin g a fte r anim als
is as im p o rta n t as lo o kin g a fte r people; English is
to o d o m in a n t as a language, etc.
Tell students to choose one o f th e to p ics fro m th e
list to w rite a bo ut. A lte rn a tiv e ly , th e y can choose
a to p ic o f th e ir ow n to w rite a b o u t. Read o u t th e
in fo rm a tio n th a t stu de nts have to th in k a b o u t
w h en w ritin g th e ir essays.
b
G ive students 20 m inutes fo r this a ctivity.
Encourage th e m to use S im on’s essay as a m odel
to follow . M o n ito r w h ile students w rite th e ir
essays, he lp in g o u t w ith vo ca b u la ry as necessary.
You could also set th is exercise fo r h om ew o rk.
e Students swap essays w ith a p a rtn e r and say
© 12 .9
w h e th e r th e y agree o r disagree w ith th e views
expressed. Ask one s tu d e n t fro m each pair to
re p o rt back to th e class. You can th e n co n tin u e
th e discussion w ith th e w h o le class.
© Song
I’m Like a Bird
-
Background inform ation
I’m Like a B ird
N e lly F u rta d o ’s I ’m Like a B ird was released in
2000. It was th e firs t single to be released fro m
Furtado's d e b u t a lbu m Whoa, N e lly ! and it
b ro u g h t th e singer in te rn a tio n a l re co g n itio n . It
w e n t to n u m b e r 1 in C anada and m ade th e to p
te n in th e US and th e U K.
Students look at th e pictures. They w o rk in pairs
- -
to answ er th e question. Give th e m a few m inutes
to th in k o f exam ple songs in English to m atch
pictures A -D . Check answers. The songs suggested
below are classic British and A m erican love
songs. However, encourage th e class to th in k o f
co n te m p o ra ry love songs th a t th e y know and like.
Possible answ ers
A T hey are both in love w ith each other.
Exam ple songs: I W a n t To H o ld Y our H a n d
(T h e Beatles), I C a n ’t H elp F a llin g In Love
W ith You (Elvis Presley), W hen A M a n
Loves A W om an (Percy Sledge)
B N either of them are in love w ith each other.
Example songs: M ake It Easy O n Yourself
(T h e W alker Brothers), D id n ’t I (B lo w Your
M in d This Tim e) (T h e Delfonics), D o n ’t You
W a n t M e (H um an League)
C T h e girl is in love w ith th e boy. Example
songs: K illin g M e S o ftly (R o b erta Flack),
W alk O n B y (D io n n e W arw ick), You
D o n ’t H ave To Say You Love M e (D usty
Springfield)
D The boy is in love w ith th e girl. Exam ple
songs: Is She R eally G oing O u t W ith H im ?
(Joe Jackson), Creep (R adiohead), W a itin g
in Vain (B ob M arley)
12.8 Play th e firs t verse and chorus o f th e
song. Students listen and decide w hich p ictu re best
m atches th e th e m e o f th e song. C heck answers.
A nsw ers
B
Read o u t th e lines fro m th e firs t verse o f
th e song. Pre-teach: rare, fade. Play th e recording.
Students listen and o rd e r th e lines. C heck answers.
Audioscript/Answers
You're beautiful, that's for sure
You'll never ever fade
You're lovely but it's not for sure
That I w o n 't ever change
And though my love is rare
Though my love is true
12.10 Students w o rk alone o r in pairs to try
and co m p le te th e end o f th e song w ith th e w ords
in th e box. Play th e recording. Students listen
and check th e ir answers. C heck answ ers w ith th e
class, th e n check stu d e n ts’ u n d e rsta n d in g o f th e
fo llo w in g w ords and phrases: faith, brings me to
tears, give yo u away.
A nsw ers
1 tears 2 years 3 tell 4 w ell
5 goodbye 6 m e 7 scared 8 through
12.11 Read o u t th e th re e sum m aries. C heck
stu d e n ts ’ u n d e rsta n d in g o f th e fo llo w in g phrases:
it w o n ’t w ork out, she doesn’t have any roots, a
co m m itte d relationship. Play th e re co rd in g again.
Students listen and choose th e best sum m ary o f
th e w h o le song, u n d e rlin in g any re levant lyrics in
th e song. They can th e n com pare answ ers in pairs
before you check answ ers w ith th e w h o le class.
A nsw ers
3 is th e best summ ary. The singer doesn’t
have roots ( ‘I don’t know w here my
hom e is’) and doesn’t w a n t a com m itted
relationship w ith anybody ( ‘I’m like a bird I’ll
only fly aw ay’).
U n its f 4 7 )..■ m*\d
 Sound check
E 5 1 2.12 Play th e recording. Students listen and
u n d e rlin e th e stressed w ords.

A nsw ers
I’m, bird, fly away
I, know, soul, hom e
baby, need, know

H I 2.13 Play th e recording. Students listen and

read th e chorus. If th e y w ish to, th e y can sing
along w ith it at th e sam e tim e , stressing th e m ain
w ords and co pying th e in to n a tio n . H ow ever, do
n o t insist th a t students d o this as th e y m ay feel
u n c o m fo rta b le a b o u t singing aloud in class.

] Musical notes
Music around the world
IS M 2.14 A sk students to read th e te x t a b o u t
N e lly Furtado. C heck th e ir u n d e rsta n d in g o f
th e te x t by asking questions, e.g. Where was she
born? W h a t languages does she sing in? Where
d id she g ro w up? Then ask students to lo ok at th e
typ es o f m usic in th e box. Elicit any in fo rm a tio n
students k n o w a b o u t these m usical styles. Play
th e recording. Students listen and w rite d ow n th e
typ es o f m usic. C heck answers.

A nsw ers
1 L a tin 2 A sia n 3 E u ro p o p 4 A fric a n

Read o u t th e questions. Students w o rk in small

groups to ask and answ er th e m . Encourage
students to ask any fo llo w -u p questions th e y can
th in k of. A sk one s tu d e n t fro m each g ro up to
re p o rt back to th e class.

Optional activity
Students research a singer w h o sings in a
d iffe re n t language. The y can w rite a s h o rt
p re sen ta tio n a b o u t th e singer and brin g in som e
o f his o r her m usic to play to th e class. T he class

V_________________________ y
can th e n ask questions a b o u t th e singer.
 Take action

5 raise awareness - B to increase people's knowledge

Unit aims: about something
6 raise money - G to make money for an organisation
Topic: C am paigning
7 support - D to agree w ith an idea, or give help to a
G ra m m a r group or a person
Future review 8 voluntary w ork - H unpaid work to help a group or
Future p e rfe c t and fu tu re p e rfe c t co n tin u o u s individual
V o c a b u la ry
C am paignin g
Phrasal verbs w ith take Check it out!
In te ra c tio n , S p eaking an d P ro n u n c ia tio n A sk students to lo o k a t th e in fo rm a tio n in th e
Speak: Y our ideal y o u th cafe box. P o int o u t th a t th e p ro n u n cia tio n o f -er and
P ronunciation: Elision in fu tu re form s -o r in these w ords is th e same. A sk students if
Inte ra ction 6: Persuading peo ple to do things th e y can th in k o f any sim ilar nouns e n d in g in -er
L istening, R eading an d P o rtfo lio o r -or. Elicit a range o f answers.
Read: G et cam p aign ing w ith B a ttle fro n t
Listen: A y o u th cafe
C o m p le te th e firs t sentence w ith th e class as an
P o rtfo lio 6: A re p o rt
exam ple. Students th e n w o rk in pairs to co m p le te
C u ltu re U K
th e exercise. C heck answers.
C um bria
R eview 5 an d 6 A nsw ers
1 charity 2 flyers 3 support
4 awareness 5 raise 6 m ake

Vocabulary G ive students tw o m inutes to w rite d o w n as m any

Campaigning
|§ ||2 . 1 5 Books closed. Elicit o r teach th e
m eaning o f cam paign, th e n ask: Can you th in k o f
a ny fam ous cam paigns in y o u r c o u n try o r a round
the w o rld ? Encourage students to th in k o f social,
c u ltu ra l, p o litica l, s p o rtin g o r e n v iro n m e n ta l
cam paigns. Exam ples fro m th e English-speaking
w o rld could in clu d e th e anti-slavery cam paign
o f th e n in e te e n th ce ntury, th e cam paign fo r civil
rights in th e 1960s o r th e fe m in ist cam paigns fo r
e q u a lity in th e 1970s.
o th e r cam paign w ords and phrases as th e y know .
Exam ples could include: p e tition, slogan, leader,
cam paign director, to ru n a cam paign, to chant.
W rite th e w ords and phrases on th e board. Ask
students to record these, to g e th e r w ith th e w ords
fro m Exercise 1a, in th e v o c a b u la ry section o f th e ir
n o te b o o k.
Read o u t th e tw o questions. Students discuss th e
questions in pairs and ask fo llo w -u p questions fo r
extra in fo rm a tio n . A sk som e students to re p o rt
th e ir ideas back to th e class.

Students ope n th e ir books at page 48 and m atch Optional activity

th e w ords in th e box w ith th e d e fin itio n s. Students
Students w o rk in groups to th in k o f im aginative
can use d ictio n a rie s fo r th is a ctivity. Play th e
ways o f raising m oney fo r charity. O ne s tu d e n t
re co rd in g and th e n check answ ers w ith th e class.
fro m each group th e n re p o rts th e ir ideas back
Audioscript/Answers to th e class.
1 campaign - A different activities to achieve a specific
aim
2 charity - C an organisation that helps people,
animals, etc.
3 flyer - F a piece of paper w ith inform ation about an
event or organisation on it
4 make a donation - E to give money to an organisation

Unit 6 j 4 9

Listen
Books closed. W rite free tim e on th e board and elicit
th e things th a t students usually do in th e evenings
and at th e w eekend. D o a quick vote w ith th e class
to fin d o u t th e m ost po p u la r activities.
Students open th e ir books at page 48 and w o rk
in pairs to discuss th e questions. A sk som e o f th e
students to re p o rt back to th e class.
12.16 Tell students th e y are going to listen
to Liz S hepherd ta lk in g a b o u t a cam paign she
is organising. Pre-teach o r check th e fo llo w in g
vo cab ulary: to hang out, to b o th e r someone,
troublem akers, to com plain, to c h ill out. Play
th e recording. Students listen and answ er th e
questions.
Audioscript
Presenter: ... and now to today's Take Action
interview. Where do you go when you
want to meet your friends? A group of
teenagers from the small town of Frome,
in the south of England, had nowhere to
meet, so they decided to start their own
campaign for a youth cafe - a safe place
where they could hang out w ith their
friends. Here's Liz to tell us about it.
Liz: Hi, Andy. Well, we wanted somewhere
we could have a good tim e w ithout
bothering anyone in our town, so we
started a campaign for a youth cafe.
Frome is a nice place but there isn't
much for people under 18 to do, so we
meet in the street and in parks, and
adults don't like that. They think we're
troublemakers, but we're not. We just
w ant to meet our friends and have fun.
Presenter: Have people in the town complained
about you?
Liz: Yes, sometimes they call the police
and they come and ask us to move on
somewhere else, but the problem is that
there's nowhere to move on to!
Presenter: Right, so you decided you need your
own place to go. You've already got
help from the TV programme Fixers,
haven't you?
Liz: Yeah, the programme has been great.
They've got us on TV and the radio
and they've provided special campaign
T-shirts. We'll be getting flyers soon, too.
Presenter: Wow, the T-shirts are great!
Liz: I'll get you one, if you like. We've also
got support from the town council and
the police. We had a meeting w ith them
last week, which was really successful.
It means we w on't be campaigning on
our own, as we have their support.
Presenter: That's excellent. And what exactly w ill
the youth cafe look like?
Liz: Well, there's a cool cafe in Weston-
super-Mare called Barcode that we want
to model our cafe on. We're going to
see it later this week to get some ideas.
Presenter: What kind of things can you do there?
Liz: Everything! Listen to live music, play
pool, play video games, or you chill out
on the sofas and comfy chairs and talk
to your friends. The atmosphere is really
friendly and of course it's a lot safer
than being on the street.
Presenter: Who is the cafe aimed at, exactly?
Liz: Anyone aged from 11 to 18. There's open
access, you don't need to be a member.
Presenter: And the opening hours?
Liz: Half past five until half past nine most
evenings. It opens much earlier at the
weekend and in the holidays. We'd like
to do something sim ilar eventually.
Presenter: So when w ill you be opening your cafe,
do you think?
Liz: Good question! We're opening the cafe in
February, so hopefully in a few months
w e'll be chilling out in our own space.
Presenter: Well, the very best of luck w ith the
campaign!
Liz: Thanks, Andy. I'm really looking forward
to getting the cafe up and running. It's
going to be absolutely amazing!
A nsw ers
L iz a n d h e r frie n d s a re c a m p a ig n in g fo r a
y o u th c a fe in t h e ir to w n . It is f o r p e o p le
a g e d 1 1 -1 8 . Yes, th e c a m p a ig n has b e e n
s u c c e s s fu l.
12.16 A sk students to lo o k at th e sentences.
C heck th e m eaning o f a w fu l and council. Then
play th e re cording fo r students to decide if th e
sentences are rig h t o r w rong. M ake sure th a t
students c o rre c t th e w ro n g sentences. Students
can th e n com pare answ ers in pairs before you
check answ ers w ith th e w h o le class.
A nsw ers
1 X I t ’s a n ic e p la c e t o liv e , b u t th e r e ’s
n o t m u c h t o d o th e re . 2 / 3 X A TV
c o m p a n y has p a id fo r T -s h irts a n d p u t L iz
a n d h e r frie n d s o n T V . 4 / 5 /
6 X It’s open from 5:30pm until 9:30
m ost evenings, but it’s open earlier at th e
w eekend.
Ask a stu d e n t to read o u t th e tw o questions.
Students w o rk in small groups to discuss the
questions and should ask fo llo w -u p questions fo r
extra inform ation. A sk one stu d e n t fro m each group
to re p o rt back to th e class a b o u t th e ir partner.
 Culture Vulture
T he c h a rity C om ic R elief was fo u n d e d in
1985 in response to th e fa m in e in E th iop ia o f
th a t year. T he c h a rity was created by com edian
Lenny H e n ry and s cre e n w rite r and d ire c to r
Richard C urtis, w h o w ro te Four W eddings an d a
Funeral. Every tw o years C om ic R elief organises
Red Nose Day. O n th a t day p e op le in th e U K
w ea r plastic red noses and raise m illions o f
pounds fo r m any d iffe re n t charities.
Ask stud en ts to read th e in fo rm a tio n in th e box.
Th en discuss th e q uestions b rie fly w ith th e class.
(3 Grammar
Future review
a Books closed. W rite ta lk in g a b o u t the fu ture on
th e board. Ask: Flow m an y d iffe re nt ways o f ta lk in g
a b o u t the fu ture do you k n o w in English? Elicit
stu d e n ts’ ideas and w rite th e m on th e board.
Tell stu de nts to op en th e ir books at page 49.
Read o u t th e e xam ple sentences. Explain th a t th e
sentences all refe r to th e fu tu re and th a t th e y are
taken fro m th e re co rd in g on page 48. Students
th e n w o rk in pairs to co m p le te th e rules. W hen
ch eckin g answers, ask students to c o n n e c t each o f
th e uses to th e exam ples.
A n sw ers
• arrangem ents in
• predictions abou t
• g o in g to
• w ill
• be in progress
• are arranged
Language note
1 W h ile be g oin g to and th e p resent co n tin u o u s
can b o th be used to refer to fu tu re plans, th e
use o f th e p resent co n tin u o u s o fte n suggests
th a t all necessary a rran gem ents fo r a p a rticu la r
fu tu re plan have been m ade, e.g. I ’m m eeting
Jack a t 6 o ’clock on Sunday.
2 Be g o in g to is c o m m o n ly used in inform al
spoken and w ritte n contexts.
b 5 ® 2.17 A sk students to describe th e picture.
Students can th e n read th e dialogue to get a
general idea o f its sub je ct-m a tte r. Ask: W hat are
Joe a n d K e rry ta lk in g abou t? ( W h a t they p lan to do
a t the m usic festival). Students circle th e c o rre c t
w ords in th e dialogue. Play th e re co rd in g fo r
students to check th e ir answers.
A nsw ers
1 you’re going 2 I’m going 3 w o n ’t m ake
4 w ill be perform ing 5 I’ll 6 I’m going to
7 are you guys going to 8 w ill be singing
9 will be playing
C Students w o rk alone to co m p le te th e sentences
w ith th e ir ow n ideas. Students th e n com pare th e ir
ideas w ith a partner, before reading o u t som e o f
th e ir sentences to th e class.
4*5p eak
a Tell students th e y are going to plan th e ir ow n
y o u th cafe. A sk d iffe re n t students to read o u t th e
six questions. Students th e n w o rk in small groups
to design th e ir ow n y o u th cafe. They can th in k o f a
nam e fo r th e ir cafe.
(b j Students present th e ir plan fo r th e ir y o u th cafe to
th e class. Have a class vote on w h ic h cafe sounds
th e m ost fun.
5 Read and listen
{a : Books closed. W rite ways o f p ro m o tin g a cam paign
on th e board. Students w o rk in pairs to th in k of
h ow to p ro m o te a cam paign. Encourage th e m to
consider all types o f m edia, e.g. TV, radio, p rin t,
th e in te rn e t. Students th e n open th e ir books at
page 50 and read th e te x t q u ic k ly to fin d o u t how
m any o f th e ir ideas are m e n tio n e d . Students th e n
te ll th e class a b o u t w h ich o f th e ir ideas th e y fo und
in th e te x t.
b H R ] 2.18 A sk students to look a t sentences 1 -6 .
Play th e re cording w h ile students read and listen.
Students co m p le te th e exercise. Tell students to
c o rre c t th e w ro n g sentences. C heck answers.
A nsw ers
1 / 2 - 3 K (she wants to save waste and
trees) 4 / 5 - 6 X (w hen th e campaigns
finish on TV, they continue online)
C Students w o rk in pairs to answ er th e questions.
Encourage students to ask any fo llo w -u p questions
th e y can th in k of. Set a th re e -m in u te tim e lim it fo r
this a ctivity. A sk a s tu d e n t fro m each pair to re p o rt
th e ir answers to th e class.
Optional activity
Students can w atch an episode o f B a ttle fro n t
on th e C hannel 4 w ebsite (if still available) and
re p o rt back to th e class on w h a t th e y th in k o f
th e cam paigns th e y w atched.

;6 Grammar
Future perfect and future
perfect continuous
a Look at th e exam ples w ith th e class. H ig h lig h t
th e fo rm o f th e w ord s in bold (w ill have + past
p a rtic ip le and w ill have + been + ve rb + -ing). Ask
s tu d en ts if th e y can e xplain h o w each fo rm is used
to re fe r to th e fu tu re . D o n o t c o n firm th e ir answers
a t this p o in t. Students th e n w o rk in pairs to
co m p le te th e rules, using th e e xam ple sentences
to help th e m . C heck answers.
Answers
• before
C A sk tw o students to read o u t th e exam ple. M ake
• will
• w ill still be happening
• not later than
Language note
P oint o u t th a t adverbial fu tu re tim e expressions
such as by tom orro w , by now, by fo u r o ’clock, fo r
tw o weeks, n e xt ye a r are c o m m o n ly used w ith th e
fu tu re p e rfe c t and th e fu tu re p e rfe c t continuous.
b Students w o rk in pairs to co m p le te th e sentences
w ith th e verbs in th e fu tu re p e rfe c t o r th e fu tu re
p e rfe c t co n tinu o us. Encourage stu de n ts to lo o k in
th e sentence fo r w o rd s such as by and fo r w h ich
w ill help th e m decide w h ic h fo rm o f th e verb th e y
need. C heck answers.
W eaker classes: Encourage students to focus
on th e m eaning o f each sentence first. O nce th e y
have de cide d if th e sentence refers to an action
th a t is finished o r in progress at a ce rta in p o in t
in th e fu tu re , th e y can th e n th in k a b o u t p u ttin g
th e verb in to th e c o rre c t fo rm . Tell students to
read each sentence a fe w tim es, as it m ay n o t be
im m e d ia te ly a p p a re n t w h e th e r th e y need to use a
p e rfe c t o r a c o n tin u o u s form .
Answers
1 will have finished 2 will have been
learning 3 have w ritte n 4 will have
m ended 5 will have been w orking
(7 Pronunciation
6 will have cleaned up
a 2.19 A sk students to consider th e difference
• • • • * • • • • • • • • • • • • • • • • * • • • • •: # • •
♦ ' ' ' ' " ■■ •
.*« . .Check
. it out! »!
1 Ask students to lo o k at th e in fo rm a tio n in
• th e box a b o u t fo r and during. M ake sure th a t
•• students und e rsta n d th a t these w ords are used *■
•
j in d iffe re n t ways. Elicit exam ple sentences using n
j fo r and d u rin g and w rite th e m on th e board.
• •
j Corpus exam ples for use o f during and for
J 1 W e stayed in Paris d u rin g one w eek.
C o rre c t sentence: W e stayed in Paris fo r one 2
2 w eek. 2i
I 2 I’ve lived th e re d u rin g five years. Jj
\ C o rre c t sentence: I’ve lived th e re fo r five years. |
#•
a n o th e r q uestion fro m th e w ords in th e box
and w rite it on th e board as a fu rth e r exam ple.
Students th e n w o rk in pairs to m ake m ore
questions. M o n ito r th ro u g h o u t this activity,
m aking sure th a t students are fo rm in g th e
questions correctly.
Students w o rk in pairs to ask and answ er the
questions, using th e in form ation in th e box. A sk one
s tu d e n t fro m each pair to re p o rt back to th e class.
W eaker classes: Elicit th e fo rm o f th e fu tu re
p e rfe c t and fu tu re p e rfe c t co n tin u o u s questions
and th e n w rite tw o exam ple questions w ith th e
class, m aking sure to h ig h lig h t th e d iffe re n ce in
use be tw e e n th e tw o tenses.
Possible answers
W ill politicians have ended w orld poverty by
2020 ?
W ill engineers have invented undersea
houses by next year?
W ill w e have been living in cities on other
planets for m any years by 2050?
W ill scientists have stopped global w arm ing
by 2080?
W ill scientists have found a new planet by
2050?
< S > As an o p tio n a l visual a lte rn a tive to th e audio
CD, th is exercise is available on th e DVD.
Elision in future forms
betw een spoken and w ritte n styles o f language
and th e difference betw een inform al and form al
ways o f speaking. Introdu ce or e licit th e idea th a t in
inform al spoken language th e use o f contractions
changes th e pronun ciation o f certain words.
 Play th e recording. S tudents listen to th e d iffe re n t
p ro n u n cia tio n s o f th e a u x ilia ry verbs. Play th e
re co rd ing again and ask students to copy th e
p ro n u n cia tio n th e y hear.
12.20 Play th e recording. Students listen
and decide ho w m any w ords th e y hear in each
sentence. P o int o u t th a t c o n tra ctio n s c o u n t as tw o
w ords, e.g. I ’m = 2 w o rd s (/ am ).
Audioscript/Answers
1 She'll be there at eight. (=6)
2 I'm going to travel around the world. (=8)
3 We'll be going tom orrow night. (=6)
4 He'll have been playing tennis for three hours. (=9)
5 They're going to make a poster. (=7)
6 James w ill have worked here for six years next
month. (=10)
12 .2 0 Play th e re co rd in g again fo r students to
check th e ir answ ers to Exercise 7b. Students listen
and re p e a t th e sentences.
8 Vocabulary
Phrasal verbs with take
]2 .2 1 Students w o rk in pairs to m atch th e
phrasal verbs w ith th e d e finition s. Encourage
students to use d ictio n a rie s to check n ew w ords
and phrases. Play th e re co rd in g and th e n check
answ ers w ith th e class.
Audioscript/Answers
1 I think I'm going to take up karate at a sports club. -
C to start doing a new activity
2 I really hope my campaign is going to take off! - D to
become successful (used for things)
3 Sometimes it can be d ifficult to take in a lot of
inform ation. - A to understand completely
4 Thanks for offering to help me. I'll take you up on it!
- B to accept somebody's offer
5 If you don't like the photo I tagged on Facebook, I'll
take it down. - H to remove something from a wall or
a website
6 Take away this leaflet so you can read it later. - G to
remove something (general)
7 I know you're upset, but d on't take it out on me! - E
to treat somebody badly because you are unhappy
8 This project is going to take up a lot of my tim e. - F
to occupy tim e or space
Language note
P o int o u t th a t phrasal verbs are n o ta b le fo r
having ve ry specific m eanings. For exam ple, to
take som eone up on som ething m eans ‘to accept
so m e b o d y ’s offer.’ H ow ever, ‘ta ke u p ’ is n o t a
synonym fo r ‘a cce p t’. W e can’t say th e follo w in g :
I to o k up the present from m y parents. Students
need to learn phrasal verbs as set phrases w hich
can be used in a lim ite d n u m b e r o f contexts.
Go th ro u g h th e firs t sentence as an exam ple.
Students th e n w o rk alone o r in pairs to co m p le te
th e sentences w ith th e c o rre c t fo rm o f th e phrasal
verbs fro m Exercise 8a. C heck answers.
Answers
1 taken o ff 2 take in 3 takes up
4 take up 5 takes, o u t on 6 take, out
7 take, dow n 8 take, up on
G ive students tw o m inutes to w rite d ow n as
m any o th e r phrasal verbs o r expressions w ith take
as th e y know . Exam ples could inclu de: to take
place, to take p a rt, to take a p h o tograph, to take
o ff (clothes), to take o ff (an aeroplane). W rite th e
w ords on th e board. A sk students to record these,
to g e th e r w ith th e w ords fro m Exercise 8a, in th e
vo ca b u la ry section o f th e ir n o te b o o k.
A sk d iffe re n t students to read o u t th e five
questions. Deal w ith any vo ca b u la ry issues. Give
students a fe w m inutes to discuss th e questions in
pairs. M o n ito r and help if necessary. O ne stu d e n t
fro m each pair re p o rts back to th e class.
Interaction 6
As an o p tio n a l visual a lte rn a tive to th e audio
CD, th is exercise is available on th e DVD.
Persuading people to do things
12.22 Books closed. W rite persuading
someone to do som ething on th e board. Elicit
o r in tro d u c e th e idea th a t this phrase refers to
e n c ouraging som eone to do so m e th in g th a t th e y
m ay n o t necessarily w a n t to do o r m ay be nervous
a b o u t doing, e.g. I d id n ’t w a n t to go to the party,
b u t m y frie n d persuaded me. Ask: A re you go o d a t
persuading people to do th in g s ? H o w do you do it?
Students open th e ir books at page 52. Tell students
th e y are going to listen to th re e friends ta lking
a b o u t organising a cam paign to raise m oney fo r a
sports centre. Explain th a t th e friends are try in g to
persuade each o th e r to do things. Pre-teach: get
sorted (arrange or organise), every question th a t
m ay come up (every question w hich may present
itself fo r discussion). Play th e recording. Students
listen and make a note o f w hich frie n d decides to
do w hich job. C heck answers.
Audioscript
Oanny: Right, let's decide who's doing what.
The first thing we need to get sorted is
a poster. You can draw, Lola, so you'd be
good at doing that sort of thing. Are you
happy w ith that?
Lola: Well, I really wanted to organise the event,
and that w ill take up a lot of tim e. You're
Unit 6
 brilliant at Art, Marcus. Why don't you have
a go at making it?
Marcus: Er, all right, I can do that.
Danny: Great.
Lola: We need someone to go on the local news
to raise awareness about the campaign.
You'd be great on TV, Danny.
Danny: I'm not sure. I'm not very good at speaking
in public. You have to think very quickly
when you're talking in that situation and I
think I'd feel nervous.
Marcus: We'll help you w ith what to say.
Lola: Yes, we can prepare answers for every
question that might come up.
Marcus: Go on!
Danny: OK, I'll do it if one of you w rites the
prom otional letter to the newspaper. I'm
not very good at that sort of thing.
Marcus: How do you feel about w riting the letter,
Lola?
Lola: I don't know. I really wanted to organise
the event, and that w ill take ages. I'll have
to try and find a local celebrity who wants
to take part, and a band or two.
Danny: You can do that too, but the letter's really
im portant - it'll get more people to come
to the event.
Lola: You'll have tim e, w on 't you, Marcus?
Marcus: Yes, but you're so much better at w riting
than me. It w on 't take you long.
Lola: Oh, all right then, I'll organise the event and
w rite the letter. But you'll have to help me!
gatefold. Give students a few minutes to read
through the information about the role-play.
Students can have five minutes to do their role-
play. Students then report back to the class, saying
w hether they w ere able to persuade their partners
to do things.
Portfolio 6
A report
Books closed. Ask: W ho writes reports? Elicit
stu d e n ts ’ ideas and w rite th e m on th e board, e.g.
teachers, p o liticians and m anagers w rite reports.
Students th e n open th e ir books at page 53 and
describe th e p ictu re . Read o u t th e in fo rm a tio n
a b o u t th e re p o rt on th e y o u th centre. Students
read th e re p o rt q u ic k ly and o rd e r th e paragraphs.
C heck answers.
Answers
1 D 2 A 3 C 4 E 5 B
Read o u t th e five fu n ctio n s and make sure students
understand them . Students read th ro u g h th e essay
quickly to m atch th e underlined phrases w ith the
functions. Students can com pare answers in pairs
before you check answers w ith th e w h o le class.
Answers
A 5 B 1 C 3 D 4, 6, 7 E2

Answers
M ake a poster M Check it out!
W rite to a new spaper L
Go on T V D A sk students to lo o k a t th e in fo rm a tio n in
Organise an event L th e box. P o int o u t th a t such conventions o f
organisation and expression are a fe a tu re o f
12.22 Give stu de nts a m in u te to look th ro u g h fo rm a l styles o f w ritin g .
b
th e sentence halves. Play th e re cord in g again.
Students listen and m atch th e sentence halves.
W h e n checkin g answers, m ake sure students Elicit or introduce some of the features of formal
u nd e rsta n d h o w each o f th e phrases is used. writing, e.g. the use of the full form ( the y o u th
centre does n o t open), the use of w o u ld (/ w ould
recom m end), the use of formal equivalents for
Answers
3 G 4A 5 B 6 D 7 E certain words (e.g. draw back instead of problem ),
1 C 2 F
the use of set phrases (e.g. The aim o f this report,
Revise th e phrases used fo r persuading people In general, To sum up). Students w ork in pairs to
c
to do things, m aking sure stud en ts k n o w how to find the formal ways of writing the three sentences
use th e m . D ivid e th e class in to groups o f th re e : which the exam ple report uses. Check answers.
S tu de n t A, B and C. If y o u r class w o n ’t divid e
n ea tly in to groups o f th re e , som e groups can
have tw o S tu de nt As, etc. Tell students th e y are
going to try to persuade each o th e r to do d iffe re n t
a ctiv itie s fo r a fu n d ra isin g cam paign. S tudent A
tu rn s to page 119, S tu dent B tu rn s to page 121 and
S tu d e nt C to page 123. Read o u t th e in structions
and re fe r students to In te ra ctio n 6 on th e cover

5 4 j Unit 6
 A nsw ers
1 I w ould recom m end m ore funding o f staff
for th e centre.
2 I w ould also suggest having m ore types
o f games in th e centre and some sofas to
provide m ore seating.
3 M an y people w ould like to be able to play
or listen to music in th e centre, so sound
eq u ip m en t w ould be useful.
Tell stud en ts th e y are going to w rite a fo rm al
re p o rt on h o w to m ake a fa c ility in th e ir to w n
m ore appe aling to teenagers. Elicit ideas a b o u t
each o f th e to pics and w rite th e m on th e board,
e.g. th e sports ce n tre could have a cafe, a m useum
could organise special evenings w he n teenagers
could m e e t local artists, an arts ce n tre could have
a th e m e n ig h t organised by teenagers, a y o u th
c e n tre /c a fe could have live music, etc.
Tell stu de nts to choose one o f th e places in th e
box to w rite a b o u t. Read o u t th e in fo rm a tio n
a b o u t w h a t students have to inclu d e in th e ir
re p o rts and m ake sure th a t students understan d
th a t th e y should use th e kind o f fo rm a l language
seen in th e exam ple re p o rt.
G ive stud en ts 20 m inutes fo r this a ctivity.
Encourage th e m to use th e re p o rt on page 53 as a
m odel to fo llo w . M o n ito r w h ile stud en ts w rite th e ir
rep orts, he lp in g o u t w ith vo ca b u la ry as necessary.
You could also set this exercise fo r h om ew ork.
Students swap re p o rts w ith a p a rtn e r and say
w h e th e r th e y th in k th e re p o rt is organised in a
logical w ay and w h e th e r th e a p p ro p ria te form al
language has been used.
Optional activity
Class discussion. Ask students w h y th e y th in k
languages have d iffe re n t levels o f fo rm a lity
and w h e th e r th e y believe th e re needs to be
such a d is tin ctio n b e tw e e n fo rm a l and inform al
registers.
1} Culture UK: Cumbria
Background inform ation
C u m b ria
T he m o d e rn c o u n ty o f C um bria in th e
n o rth w e s t o f England was created in 1974 o u t
o f tw o o ld e r regions called C u m berland and
W estm orland . C um bria is k now n in te rn a tio n a lly
fo r th e Lake D istrict. This is an area fu ll o f
lakes and m ou n ta in s th a t is very p o p u la r w ith
w alkers. T he Lake D is tric t is also w ell k n o w n fo r
its association w ith th e R om antic poets W illia m
W o rd s w o rth and Samuel Taylor C oleridge, b o th
o f w h o m lived there.
Tell students th a t England is m ade up o f regions
called counties and th a t th e te x ts on page 54 are
a b o u t a c o u n ty called C um bria. If any students
kn o w a n y th in g a b o u t C um bria o r have ever been
there, invite th e m to say w h a t th e y k n o w a b o u t
th e place. Focus a tte n tio n on th e m ap on page 55
and show students th a t C um bria is located in th e
n o rth w e s t o f England.
Give students a c o uple o f m inutes to lo o k th ro u g h
th e questions. Elicit o r teach th e idea th a t a th re a t
refers to an in d ic a tio n o f possible danger o r harm .
Students read th e te x t and answ er th e questions
in pairs. M ake sure students have dictio n a rie s fo r
this a ctiv ity . C heck answers.
A nsw ers
1 tourism
2 phosphates in laundry and dishwashing
detergents
3 They are larger, b e tte r able to survive
harsh w eath er and food shortages, they
o ut-com pete th e red squirrels for food and
also breed m ore successfully.
4 T hey can assist w ith population surveys
and m onitoring, provide education
program m es and teaching m aterial, give
educational walks and talks and events.
5 T hey have taken centuries to evolve and
take a lot of w ork to rebuild.
6 £2
7 The person w ho gets th e most applause
for th e ir ugly face wins.
8 It is said th a t th e gurning com petition
originates from th e faces th e locals m ade
w hen they bit into th e apples, w hich have
a sharp, sour taste.
Unit 6 I 5 5
Read o u t th e d e fin itio n s and m ake sure students
u n de rstan d th e m . Students th e n w o rk in pairs
Review © and
to fin d th e w ords in th e te x t and co m p le te th e
puzzle. Encourage stu de n ts to th in k o f th e ty p e o f
w o rd th e y are searching fo r in th e te x t (e.g. verb,
\ 1 > Grammar
adjective, noun). C heck answers.
1 A 2 B 3 B 4A 5A 6 B
3
Answers b 1 them selves 2 each o th e r 3 - 4 herself
1 co n to rt 2 hang gliding 3 breed 5 each o th er 6 -
4 leaflet 5 lam bing tim e 6 quirky 1 I’m going to apply 2 I’m going 3 are you
7 nesting site 8 scariest going 4 I’ll go 5 I’ll be travelling 6 I’ll be
M ystery phrase: th e Lakes w orking 7 I probably w o n ’t have 8 I’ll get

Students discuss th e questions b rie fly in pairs. A sk 1 will have closed 2 will have been w orking
som e pairs to te ll th e class a b o u t th e ir discussion. 3 w on’t have finished 4 will have been running
A lte rn a tiv e ly , ask stu d en ts to research these
1 C 2 B 3 C 4 B 5C 6 A
q uestions fo r h o m e w o rk and th e n have a class
discussion at th e s ta rt o f th e n e x t lesson.

(21 Vocabulary
Your noticeboard
A local campaign
W rite cam paign on th e board and rem in d students
th a t it refers to an organised and c o -o rd in a te d
plan to achieve a p a rtic u la r aim . Ask: W hich
cam paigns are referred to in the texts on page
55? (T h e cam paign to deal w ith phosphates in
th e Lake D is tric t; th e cam paign to save th e red
squirrel).
D ivid e th e class in to small groups. Read o u t th e
in stru ctio n s and go th ro u g h th e list o f things w h ich
students have to th in k a b o u t w h e n p la nning th e ir
cam paigns. A dvise students to th in k carefully
a b o u t w h a t issue th e y w a n t to cam paign on. It
is very im p o rta n t th a t th e issue m a tte rs to th e
students. G ive th e groups p le n ty o f tim e to plan
th e ir cam paigns. M o n ito r th ro u g h o u t, giving help
and s u p p o rt w h e re necessary.
Students use th e in fo rm a tio n fro m Exercise 2a to
create a plan o f a c tio n fo r th e ir local cam paign.
T h e y can illu stra te th e ir plans w ith pictu res or
photographs. Students can th e n prese nt th e ir plan
to th e class.
Optional activity
Students can research c u rre n t local and
national cam paigns in th e ir country.
These cam paigns can be social, cu ltural,
e n v iro n m e n ta l o r p o litical. In th e n e x t class, ask
stu de n ts to te ll th e class a b o u t th e cam paign
th e y looked into. You can th e n discuss th e
cam paign w ith th e w h o le class.
1 survival 2 protected 3 endangered
4 cage 5 h abitat 6 ta m e 7 sanctuary
8 species
1 blink 2 scratch 3 yawn 4 chew 5 rub
6 burp 7 hiccup 8 sneeze 9 rub
8 burp
1 volunteering 2 donation 3 cam paigner
4 awareness 5 organisation 6 flight
1 take up 2 taken o ff 3 take down 4 taking
up 5 take you up on 6 take it o u t on
Correct it!
1 W h y haven’t you decided w h a t you are going
to do yet?
2 N o w I have taken th e exam and my English
course w ill have finished soon as well.
3 D o n ’t expect a five star hotel, w e will be
staying in tents.
4 It was an exciting experience and I enjoyed it
a lot.
5 A fte r a w eek I started to th in k in English and
speak fluently, despite m aking mistakes.
6 A lth o u g h w e w e re n ’t supposed to pay any
extra money, during th e trip w e paid for all
our meals.
7 The next tim e w e see each o th e r, I’ll tell you
ab o u t th e trip.
8 W e have to ask ourselves how healthy w e
really are.
9 M aybe an advertising c a m p a ig n could make
people understand this.
10 I’d like to accept your invitation in July.
H Self-image

12 .2 3 Play th e recording. Students listen and

Unit aims: check th e ir answ ers to Exercise 1b. Go th ro u g h th e
Topic: Fashion answ ers w ith th e class.
G ram m ar
Passive review Answers
h a v e /g e t so m e th in g don e 1 E 2 B 3D 4F 5 A 6 C

V ocabulary
A sk th re e d iffe re n t students to read o u t th e
D escribing clothes and m aterials
questions. Students th e n w o rk in groups to discuss
Body idiom s
them . Set a th re e -m in u te tim e lim it fo r this activity.
In te rac tio n , Speaking and Pronunciation
A sk a s tu d e n t fro m each group to re p o rt th e ir
Speak: Item s fo r a tim e capsule
answers to th e class.
P ronunciation: Intrusive / ] / , / r / and / w /
Inte ra ction 7: C o m p a rin g tw o pictures
Listening, Reading and Portfolio
Optional activ/ity
Read: W h a t y o u r ta ste says a b o u t you Students read th e te x t again. Ask th e m
Listen: A bo d y a rt e x h ib itio n to decide w h e th e r th e y are extro ve rts,
P o rtfolio 7: A m agazine article conservative o r sensitive people, according to
C u lture W orld th e in fo rm a tio n in th e te x t.
Jam aica

Vocabulary
1'! Read and listen Describing clothes and
Books closed. W rite on th e board: W hat is y o u r materials
taste in m usic/clothes/film s? Elicit th e idea th a t taste 12 .2 4 Books closed. Ask: D o y ou like clothes?
refers to a liking fo r som ething. Ask students to D o y o u enjoy shopping fo r clothes? H o w often do
discuss th e questions in pairs, th en re p o rt back to you b u y n ew clothes? A sk som e students to answ er
th e class on how sim ilar or d iffe re n t th e ir tastes are. th e questions.
Students open th e ir books a t page 58 and look Students open th e ir books at page 59 and p u t th e
at th e pictures o f th e bedroom s. Read o u t th e w ords in to th e c o rre c t place in th e table. M ake
questions. Students no te d o w n th e ir ideas a b o u t sure th e y have dictio n a rie s fo r this a ctivity. Play
w h a t s o rt o f p e o ple th e b edroo m s m ay be long to. th e recording. C heck answers.
Students th e n read th e te x t q u ickly to see if th e ir
p re d ic tio n s w e re co rre ct. Audiostript/Answers
Pattern
Tell students th a t th e y have to p u t sentences 2 checked 3 flow ery 4 plain 7 spotted
A - F in to places 1 -6 in th e te x t. This is a very 8 striped
challen g ing exercise and students w ill need
Opinion
som e guidance w ith it. Tell students to th in k n o t
5 scruffy 10 trendy
o nly a b o u t th e m eaning o f each sentence, b u t
also th e c o n te x t. T he q u e stio n th e y have to ask Size and shape
them selves is: W hat relates this sentence to the 1 baggy 6 short-sleeved 9 tight
text? S tudents should lo o k fo r con ne ction s. If G ive students tw o m inutes to w rite d o w n any
one o f th e sentences A - F begins w ith : ‘They are o th e r w ords th e y k n o w fo r describing clothes and
very interested in a r t . . .’, th e n stu de n ts should m aterials. Exam ples could include: com fortable,
ask them selves w h o they refers to in th e te x t. fashionable, old-fashioned, long-sleeved. W rite th e
H ig h lig h tin g o r u n d e rlin in g w o rd s in th e te x t may w ords on th e board. A sk students to record these,
help th e m to id e n tify co n n e ctio n s in th e te x t. to g e th e r w ith th e w ords fro m Exercise 2a, in th e
M o n ito r th ro u g h o u t, he lp in g students to make vo ca b u la ry section o f th e ir n o teboo k.
co n n e ctio n s b e tw e e n th e sentences and th e te x t.
Unit 7 t 5 7
 12 .2 5 Tell stud en ts to read th e sentences.
Q u ic kly check th e m eanings o f th e adjectives. Check it out!
Play th e recording. Students listen and circle th e A sk students to lo o k a t th e in fo rm a tio n in th e
c o rre c t adjectives. C heck answers. You could th e n box. P o int o u t th a t these suffixes are a com m on
play th e re cordin g a second tim e and ask students fe a tu re o f inform al English. A sk students to
to say w h a t th e peo ple are ta lk in g a b o u t in each o f describe som e th in g th a t som eone in th e class is
th e s h o rt conversations. w earing, using an adjective e n d in g in -ish o r -y.
• • • < • • • • • • « • • « • * * * • . « •
Audioscript
1
Read o u t th e list o f things w hich students have to
Girl: Oh, this is quite cool.
describe. Students th e n w o rk in small groups and
Boy: Mmm, it's OK.
describe th e d ifferent things fo r th e ir group to guess.
Girl: It's your size.
Boy: Yeah, but it's got big flowers all over it. I
wanted a T-shirt w ithout a pattern.
Girl: I think they've got some like that over there. 3} Grammar
2
Mother: Bryan! Passive review
Bryan: What?
Books closed. W rite on th e board th e sentence:
Mother: I've never seen anything like it. You look so
People dow n lo a d m illions o f songs every day online.
neat and tidy.
Ask: Can you rew rite this sentence using the passive?
Bryan: Well, I'm m e e tin g ... some friends. Bye,
Mum. W rite th e passive sentence on th e board (M illio n s
3 o f songs are dow nloaded every day online) and ask:
Woman: Wow, look at these curtains. W hy d o n ’t we need to a d d ‘b y p e o p le ’? If necessary,
Man: They're a bit bright, aren't they? revise th e basic fo rm and use o f th e passive.
Woman: No, they're great. They'd look good in your Students open th e ir books at page 59 and look
mum's kitchen. at th e exam ple sentences. Students w o rk in pairs
Man: I'm not sure about red spots on a green to co m p le te th e rules. As you check th e answers,
background. draw a tte n tio n to th e essential use o f th e passive,
Woman: Go on, she'll love them. w h ich is to place th e focus o f a tte n tio n on an
4 a ctio n ra th e r th a n an agent.
Boy: Hey, Steph, do you like this?
Steph: It's OK. A nsw ers
Boy: You don't sound very sure. • passive
Steph: No, it's all right. It's just that it's the kind of • be
jacket my Dad wears. • past participle
Boy: Oh. • by
Steph: It looks a bit scruffy and it's not very
fashionable, is it?
Boy: No. OK, I'll try to find another one. Language note
5
Girl 1: I know, we could get her a cushion. 1 Emphasise th a t it is th e verb be w h ich needs to
Girl 2: Mmm, good idea. I like this striped one in be changed in o rd e r to d e n o te th e tense in th e
red and w hite. passive sentence.
Girl 1: Yeah, it's nice. Or how about this one? She
likes checks, doesn't she? 2 P oint o u t th a t th e passive is fre q u e n tly used in
Girl 2: Yes, and she's into black and w hite. Let's academ ic and technical language, as w ell as in
get that one. journalism .
6 3 It m ay be in te re stin g fo r students to consider
Father: Those jeans are a bit big for you, aren't they? th e w ay th e passive can be used to evade
Son: No, that's the style, Dad. re sp o n sib ility fo r an action, e.g. com pare The
Father: That's the style? That's ridiculous, they're crim e w ill be investigated w ith I w ill investigate
falling down. the crime.
Son: They're not, they're fine.
C o m p le te th e firs t sentence as an exam ple.
Students can th e n w o rk in pairs to co m p le te th e
A nsw ers
rest o f th e exercise. R em ind students to consider
1 flo w ery 2 scruffy 3 spotted
w h ich tense th e verbs need to be in. C heck
4 tren d y 5 checked 6 baggy
answers.

'"Hi.1- • 5 8 I Unit 7
 W eaker classes: Go th ro u g h th e sentences w ith
th e class, e licitin g th e past p a rtic ip le fo rm s o f th e
verbs. You c o uld also e lic it w hich tense should be
used in each sentence befo re students co m p le te
th e exercise.
Answers
1 is cleaned every evening
2 was shown at th e fashion event
3 w ill be closed because o f fog
4 has been used by designers to share ideas
fo r a lo n g tim e
5 was first w orn by m en to bring th e m luck
in battle
A sk students to read th e te x t q u ickly to get a
general idea o f its su bje ct-m a tte r. Ask: W h a t are
the facts a bout? (p e rfu m e , um brellas, hats and
c lo th in g ) Students th e n w o rk alone to c o m p lete
th e gaps in th e te x t w ith th e verbs in e ith e r th e
active o r passive fo rm . T h ey can co m pare answers
in pairs befo re you check answ ers w ith th e w h o le
class. A sk students w h ich fa c t th e y fin d th e m ost
and th e least surprising.
Answers
1 was first m ade 2 dyed 3 w ere fined
4 th ro w a w a y
4| Speak
Background inform ation
Tim e capsules
Tim e capsules are receptacles containing objects
o r docum ents characteristic o f co n te m p o ra ry
life. The idea is th a t fu tu re generations w ill one
day find th e capsules and th e re b y learn a b out
o u r lives now. T im e capsules have been buried in
m any places around th e w orld , inclu ding Osaka
and N e w York. Several tim e capsules have even
been sent in to space. The International Tim e
Capsule Society a t O g le th o rp e U n iversity in the
U nite d States docum ents tim e capsule projects
fro m around th e w orld.
Books closed. Ask: H o w can futu re generations
learn a b o u t o u r lives now ? Elicit stu d e n ts ’ ideas and
w rite th e m on th e board. Th e n in tro d u c e th e idea
o f th e tim e capsule.
S tudents open th e ir books at page 60. Read o u t
th e info rm a tio n . Students w o rk a lone to m ake a
list o f thin g s to p u t in a tim e capsule. M ake sure
th e y u n d e rsta n d th a t th e y have to choose objects
w h ich are re p re se n tative o f th e lives o f teenagers
in th e ir cou ntry.
Read o u t th e phrases in th e box. P oint o u t the
p a ttern s i t ’s used + in fin itiv e (it's used to make
phone calls) and i t ’s used fo r + -ing ( it ’s used fo r
m aking phone calls). S tudents w o rk in pairs to
explain th e ir tim e capsule lists to each other. Give
students a m a xim um o f five m inutes to choose th e
six m ost im p o rta n t item s fro m th e ir co m b in e d lists.
M o n ito r, m aking sure th a t students are using th e
phrases in th e box correctly.
S tudents w o rk in small groups to explain th e ir new
tim e capsule lists. G ive students a m a xim um o f five
m inutes to choose th e final six item s fro m th e ir
co m b in e d lists.
G roups com pare th e ir lists. A t this p o in t, if th e re is
significant d iffe re n ce in term s o f th e th in g s chosen
to go in to th e tim e capsule, encourage students to
defend th e item s on th e ir ow n list and challenge
th e item s in clu ded on th e lists o f o th e r groups.
5 Listen
j 2 .2 6 Books closed. Ask: W h a t examples o f
body a rt can you th in k of? Elicit stu d e n ts ’ ideas
and w rite th e m on th e board.
Students open th e ir books at page 60 and describe
th e pictures. M o d e l p ro n u n cia tio n o f ta tto o and
piercings if necessary. Tell students th e y are going
to listen to a radio pro g ra m m e a b o u t a bo d y a rt
e x h ib itio n . Play th e recording. Students listen and
tic k th e things th a t th e presenter talks to people
about.
Audioscript
Presenter: Hi there. Do you have a tattoo? Pink
hair? Crazy clothes? If so, what does this
say about you to the world? Well, I'm
here at the Sydney Tattoo and Body Art
Expo to find out. It's not only tattoos on
display at the Expo. There are people
here w ith amazing piercings, unique
tattoos, astonishing hairstyles, and
clothes and accessories that are ... well,
let's just say very different as w ell! Let's
go and have a look around.
Sales girl: Hi there, can I show you some
accessories? This is our Gothic jew ellery
range.
Presenter: Gothic jewellery?
Salesgirl: Yes, it's inspired by horror films. Here's
a lovely vampire teeth necklace. We
also do a lot of punk clothing. How
about these tights w ith skeletons on
them?
Presenter: Yes, they're, urn, incredible! Thanks,
I'm just looking around at the moment.
There are lots of people here w ith
really bright multi-coloured hair. Hi, are
Unit 7 f 59
 you selling hair dye? What's your most
popular colour?
Salesman: Red, but two-tone is big at the moment,
tw o colours. We've got all the colours
you could want: blue, orange, green,
purpley pink ... any colour for any
mood! You can also have your hair dyed
here at the Expo if you like. Free if you
buy the hair dye!
Presenter: OK, I'll think about it. Now, let's talk to
this man about his tattoo. Hello, where
are you from?
Rawiri: Hi, I'm Rawiri, I'm a Maori from New
Zealand. We use the term 'moko', not
tattoo to talk about skin art. We have
these unique spiral designs, which are
very traditional in our culture. Men are
often covered in moko from head to foot,
but traditionally women only have it on
the face or the chin, and sometimes they
have their lips coloured blue.
Presenter: Thanks for explaining that to me. Now
... I'm going to go over here ... and
m eet Jules from the studio Tattoo You.
Hi Jules, is getting a tattoo done very
expensive?
Jules: Well, no, it doesn't have to cost an arm
and a leg. But if you w ant to have a
tattoo done, you need to think about
safety more than the cost. It is vital that
safe procedures are followed for tattoos.
Also think about the artistic ability of
the artist. Your tattoo is for life, so you
must be sure you like it!
Presenter: And w hat are the most popular tattoo
designs at the moment?
Jules: There's a huge variety, but stars and
angels are very popular, and w riting in
ancient foreign languages, like Sanskrit
from India.
Presenter: And how old do you have to be before
you can get a tattoo?
Jules: You have to be 18, otherwise it's illegal.
Presenter: Good point. And even if you are 18, you
should think carefully before getting a
tattoo done. It's a very serious decision to
make. And now I'm going over to speak
t o ...
A nsw ers
jew ellery, clothing, hairstyles, tattoos
12 .2 6 Ask students to read th e gapped
S sentences. Play th e re co rd in g again. Students
listen and co m p le te th e sentences. Students
can co m pa re answ ers in pairs before you check
answ ers w ith th e w h o le class.
© Unit 7
A nsw ers
1 Sydney 2 horror films 3 hair dye
4 N e w Zealand 5 face and chin
6 safety 7 life 8 18
© Read o u t th e questions. G ive students five m inutes
to discuss th e questions in pairs. Encourage
s tudents to ask fo llo w -u p questions fo r extra
in fo rm a tio n . M o n ito r and help if necessary. O ne
s tu d e n t fro m each pair re p o rts back to th e class.
Culture Vulture
T he G irl Scouts o f th e USA is a yo u th
o rganisation set up in 1912. T he organisation
teaches girls practical skills and a tte m p ts to
encourage a sense o f re sp o n sib ility th ro u g h
in v o lve m e n t in c o m m u n ity w o rk and cam ping.
A sk students to read th e in fo rm a tio n in th e box
and th e n discuss th e questions w ith th e class.
Ask fo llo w -u p questions such as: W hy do clothes
m a tte r so m uch to some people? S hould we ju d g e
people on w h a t they wear?
6) Pronunciation
<2EE> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, th is exercise is available on th e DVD.
Intrusive / j / , / r / and / w /
[ 2 .2 7 Books closed. W rite go up on th e board.
M o d e l p ro n u n cia tio n o f th e w ords separately, th e n
say th e m to g e th e r quickly. See if students can
id e n tify th e / w / sound th a t appears b e tw e e n go
and up. Explain th a t w h e n w e ta lk n a tu ra lly and
flu e n tly o u r w ords c o n n e c t w ith one another, o fte n
w ith th e a d d itio n o f new sounds.
Students open th e ir books at page 61. Read
th ro u g h th e task w ith th e class, th e n play th e
recording. Students listen fo r th e e x tra sounds.
Language note
P o int o u t th a t th e intrusive sounds / j / , / r / and
/ w / o ccur b e tw e e n tw o w ords w h e n one w ord
ends in a vow el sound and th e n e x t w o rd starts
w ith a vow el sound.
b 12.28 Play th e recording. Students listen and
add one o f th e sounds ( / j / , / r / , / w / ) b e tw e e n th e
u n d e rlin e d w ords. This is a challenging a ctivity.
You m ay need to play th e reco rd in g tw o o r th re e
tim es. C heck answers.
A nsw ers
1 /)/ 2 /r/ 3 /w / 4 /}/ 5 /w / 6 /r /
 Ask students to lo ok at th e puzzle. Explain th a t Answers
students fin d th e ir w ay th ro u g h it by fo llo w in g 1 get it cut 2 get it repaired 3 are having
w o rd s w h ich co n ta in th e / ] / sounds. Read o u t He it painted 4 have th eir shopping delivered
is here and ask students to id e n tify th e / ] / sound. 5 have a conservatory built
Students w o rk in pairs to co m p le te this exercise.
M o n ito r th ro u g h o u t th e a ctivity, h e lp in g students Read o u t th e questions. Students w o rk in pairs
to id e n tify th e sounds if necessary. to ask and answ er th e m . G ive students a couple
o f m inutes to discuss th e questions. Encourage
12.29 Play th e re co rd in g fo r students to check
students to ask fo llo w -u p questions fo r extra
th e ir answers.
in fo rm a tio n . M o n ito r and help if necessary. O ne
s tu d e n t fro m each pair re p o rts back to th e class.
Answers
H e is here, She’s crazy abou t rap, Baby
elephants, She earns a lot, In my opinion,
T h re e or four, H e isn’t coming 8 Vocabulary
Body idioms
Optional activity 12 .3 0 Students w o rk in pairs to m atch th e
Students can w rite and th e n practise a sh o rt idiom s w ith th e d e finitions. Encourage th e m to
conversatio n in w h ich th e y inclu d e som e o f use d ictio n a rie s to check new w ords. Play th e
th e sentences in Exercises 6b o r 6c, o r sim ilar recording. C heck answ ers w ith th e class.
sentences th a t use th e sam e features o f Audioscript/Answers
c o n n e cte d speech. 1 Can I be nosy and have a look? - C to be very
interested in other people's business
2 I set my heart on going to university in London.
Grammar 3
- G to w ant something very much
Men are often covered in moko from head to foot. -
h a v e / g e t something done 0 all over the body
4 It costs an arm and a leg. - B to be very expensive
Books closed. W rite th e fo llo w in g sentences on
5 Stop complaining. You're being a real pain in the
th e board: I g o t m y house p a in te d last week. I ’m
neck. - F to be very annoying
havin g m y c a r repaired on Saturday.
6 Oh dear, I put my foot in it there. I shouldn't have
Ask: D id I p a in t m y house? A m I g o in g to re p a ir m y said that. - H to say something by accident which
car? Elicit stu d e n ts ’ answers, b u t do n o t co n firm upsets somebody else
w h e th e r th e y are rig h t o r w rong. 7 He's always talking about his good marks. He's so
big-headed. - A to think you are more im portant or
Students ope n th e ir books at page 61 and read th e
clever than you really are
exam ples. Th ey th e n w o rk in pairs to co m p le te
8 That can't be true. You're pulling my leg! - E to joke
th e rules. C heck answ ers and th e n ask stu d ents to
w ith or tease somebody
lo o k at th e Check it o u t! box.
C om ple te th e firs t sentence as an exam ple.
Answers Students th e n w o rk alone to c o m plete th e rest o f
• som ebody does a service for us th e exercise. Students can com pare answers in pairs
• by before you check answers w ith th e w h o le class.

*» • • # * • • • • • • • • ® # * * • • • • » * #
t A nsw ers
1 a pain in th e neck 2 put my fo o t in it
Check it out!
3 pulling my leg 4 nosy 5 set her heart on
Ask students to lo ok at th e in fo rm a tio n in the 6 costs an arm and a leg 7 big-headed
box. A sk th e m if th e y use a sim ilar s tru c tu re 8 from head to foot
in th e ir language to ta lk a b o u t thin gs th a t
som eone else does fo r you. Ask students if th e y have any sim ilar b o d y idiom s
I: ,_®t
* .# ..« > » , . » . « • • • • • • * . # . * . « • # • » ,* ,# ;.* :* * .* * * . • .• *
in th e ir language. Elicit ideas fro m th e class. Ask
students to record th e idiom s fro m Exercise 8a in
C o m p le te th e firs t sentence w ith th e class as an
th e vo ca b u la ry section o f th e ir n o te b o o k.
exam ple. Students th e n w o rk alone to co m p le te
th e exercise. T h ey can co m pare answ ers in pairs Read o u t th e th re e questions. Students w o rk in
be fore you check answers w ith th e w h o le class. pairs to ask and answ er th e m . Ask one s tu d e n t
fro m each pair to re p o rt back to th e class.

Optional activity
Students w o rk in pairs to role -pla y a
conversation in w h ich th e y try to use all th e
b o d y idiom s in Exercise 8a. Tell stu de n ts th a t
th e y are tw o old frien ds w h o b u m p in to each
o th e r in th e stre e t and w a n t to share th e ir
news. Students m ust try to get as m any o f th e
bo dy idiom s in to th e conversation as th e y can.
Pairs can role -p la y th e ir conversations fo r th e
class, and th e class can vote fo r th e best or
m ost original.
I nteraction 7
<G3E> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Comparing two pictures
J 2.31 Tell students th e y are going to listen
to tw o frie n d s co m p a rin g tw o pho to s in an exam .
You could explain th a t co m p a rin g pictu res form s
p a rt o f th e C am bridg e First C e rtific a te exam . Pre­
teach o r check th e m eaning of: sim ilarity, a rtw o rk,
in te rio r designer. Play th e recording. Students listen
and answ er th e questions. C heck answers.
Audioscript
Examiner: Now, Jasmine and Luca, I'd like you to
look carefully at these tw o pictures and
then compare them for me. Tell me
about the differences and sim ilarities.
Jasmine: Well, one sim ilarity is that both pictures
are of bedrooms.
luca: Yes, they both seem to be of teenagers'
bedrooms. The posters of pop groups
and the artw ork on the walls are the
kind of thing that teenagers have in
their rooms. The books on the desk in
the picture on the left look like school
textbooks, but there aren't any books in
the picture on the right.
jasmine: This photo looks like my bedroom. It
hasn't been tidied for ages.
Luca: Yes, it's messy, whereas the other
bedroom is very tidy. It looks like it has
been cleaned recently. What's more,
it appears to have been designed by
a professional. You know, an interior
designer.
jasmine: An interior designer, yes.
Luca: Although this room is much tidier than
the other one, I prefer the messy room.
It is much more personal, you feel you
know a bit about the person when you
look at the room. I would guess that the
picture on the wall was painted by the
room's owner, w hile the other person
( 6 2 } Unit 7
probably had the room painted by
professionals. Do you think so, jasmine?
jasmine: Yes, I agree.
Examiner: Okay. Now what a b o u t...
A nsw ers
Luca does th e task b e tte r because he
com pares th e pictures, uses a range of
vocabulary, makes guesses abou t w ho
lives in th e rooms pictured, and offers his
personal view of th e style o f th e rooms.
Jasmine, by com parison, m erely repeats
Luca’s ideas and offers little o th e r than short
factual statem ents.
12.31 Give students a m in u te o r so to read
th e seven sentences. Play th e re co rd in g again.
Students listen and decide w h ich o f th e sentences
th e y hear. C heck answers.
A nsw ers
1, 2, 4, 5, 6
Revise th e phrases used fo r co m p a rin g tw o
pictures. D ivide th e class in to S tu d e n t A and B
pairs. Tell students th e y are going to com pare
tw o pictures. Students A and B b oth tu rn to page
123. Read o u t th e in stru ctio n s and refer students
to In te ra c tio n 7 on th e cover gatefold. Before
students begin, e lic it any specific vo ca b u la ry
students w ill need to describe th e pictures and
w rite th is vo ca b u la ry on th e board. Students
com pare th e pictures in pairs. M o n ito r th ro u g h o u t,
m aking sure th a t students are using th e phrases
fro m Exercise 7b.
Portfolio 7
A magazine article
Books closed. W rite on th e board: A re you
m aterialistic? Elicit o r teach th e m eaning o f
m aterialistic. A sk students if th e y have any
fa v o u rite possessions. Students can te ll th e class
a b o u t a possession o f th e irs th a t th e y love very
m uch (e.g. a m usical in stru m e n t, an item o f
clothing, a sm art phone).
Students open th e ir books at page 63, read th e
a rtic le and choose th e best title fo r it. C heck
answers.
A nsw ers
M y lucky leath er jacket
Students w o rk alone to fin d exam ples o f item s 1 -5
in th e te x t. Students can com pare answers in pairs
before you check answers w ith th e w h o le class.
 A nsw ers
1 old, w orn, cracked, thick black, silver, silky
red
2 It belonged to th e w rite r’s m other, it’s very
practical, it doesn’t need to be ironed, it
never needs to be cleaned and it keeps th e
w rite r w arm and dry.
3 The w rite r le ft th e jacket in a cafe and a
stranger found it, ran a fte r th e w rite r and
returned th e jacket.
4 W hy do I love my jacket?
5 M y favourite possession is old, w orn and
cracked.
Check it out!
' 'U
A sk stud en ts to lo o k at th e in fo rm a tio n in
th e box. Encourage students to invest in a
thesaurus, w h ich w ill a llo w th e m to b u ild th e ir
vocabulary.
Ask: W h a t makes a g o o d m agazine article? Elicit
s
stu d e n ts ’ ideas and w rite th e m on th e board,
e.g. an in te re stin g beginning, a style p a rticu la r
to th e w rite r, a personal quality, intelligence,
hum our. Explain th a t stu de nts are going to w rite
a m agazine a rtic le a b o u t one o f th e ir fa vo u rite
things. Read o u t th e th re e thing s th a t students
have to in clu de in th e ir articles.
G ive stud en ts a fe w m inu tes to th in k a b o u t a
possession o f th e irs th a t th e y w ish to w rite about.
T hen give students 10-15 m inutes to co m p le te th e
w ritin g a ctivity. M o n ito r and help w ith v oca bulary
as necessary. A lte rn a tiv e ly , you could set this
exercise fo r h om e w ork.
Students w o rk in pairs to read each o th e r’s
articles. Students decid e if th e ir p a rtn e r’s a rticle
contains a su fficie n t n u m b e r o f personal details
and de scrip tive adjectives. If students believe
th e ir p a rtn e r’s a rtic le is lacking in either, th e y
can suggest am e n dm e n ts. A lte rn a tiv e ly , pin th e
articles a rou nd th e class so th a t students can read
th e m all. Students could vo te fo r th e best or m ost
interesting.
1 Culture World: Jamaica
Background inform ation
Jam aica
Jam aica is an island c o u n try situated in th e
C aribbean Sea. It’s located to th e sou th -e a st o f
Cuba and has a p o p u la tio n o f less th a n th re e
m illion. T he island was colonised by th e Spanish
in th e s ixte enth c entury, b u t becam e a British
c o lo n y in th e seventeenth century. Jam aica
becam e an in d e p e n d e n t c o u n try in 1962. Like
th e rest o f th e C aribbean islands, it is k now n fo r
its beaches and sun, m aking it a ve ry po p u la r
d e s tin a tio n fo r tourists. T h e c o u n try is also
; fam ous fo r its m usic, p a rtic u la rly reggae, w hich
is still m ost p o p u la rly associated w ith Bob
M arley, th e m usician responsible fo r ta k in g th e
island’s m usic to th e w o rld .
*
R astafarianism
Rastafarianism is a religious m ovem ent w hich
began in Jamaica. Rastafarians, o r Rastas, believe
th a t Em peror Haile Selassie I o f Ethiopia (1892—
1975) w as th e Messiah, and th a t his follow ers w ill
one day re tu rn to th e prom ised land o f Africa.
Rastafarians o fte n w ear dreadlocks and use
cannabis as a spiritual practice.
Books closed. W rite Jam aica on th e board.
B rainstorm e v e ry th in g students k n o w a b o u t th e
c o u n try (e.g. lo cation, language, history, cu ltu re )
and w rite th e ir ideas on th e board.
Students tu rn to page 65. A sk th e m to describe
th e photographs on page 64. Students tic k th e
things in th e box w h ich th e y believe in fluence th e
c lo th in g th a t p e ople w e a r in Jam aica. T hen th e y
read th ro u g h th e a rtic le q u ickly to check th e ir
predictions.
A nsw ers
hot w eather, a variety of cultures, th e
Rastafarian m ovem ent, an easy-going
attitu d e
Give students a m in u te o r so to read th ro u g h
questions 1-7. C heck th e meaning o f fabrics,
headwear, accessories. Students re-read th e a rticle
and answ er th e questions in pairs. C heck answers.
A nsw ers
1 It’s m ade from light fabrics because
o f th e tropical clim ate. 2 headscarves,
bandana, rastacap 3 cotton, linen, calico,
w ool, hem p 4 They w ear it for special
celebrations and traditional dancing. 5 at
th e beach 6 red, green, gold 7 C aribbean
Fashion W eek and Style Jam aica W eek
Unit 7 I 6 3
Students w o rk in pairs to fin d th e w ords in th e
a rticle. R em ind stu de nts to scan th e a rtic le to find
th e p a rt th a t w ill help th e m w ith th e ir answers.
C heck answers.

A nsw ers
1 fusion 2 vibrant 3 opt for
4 national costum e 5 catw alk

Read o u t th e th re e questions and m ake sure

s tud e nts un d e rsta n d th e m . Students th e n w o rk in
pairs to discuss th e questions. Set a fo u r-m in u te
tim e lim it fo r th is a ctivity. Ask a s tu d e n t fro m each
pair to re p o rt th e ir answ ers to th e class.

Optional activity
A sk stu de nts to fin d o u t five th in g s a b o u t
Jam aica. T h e y c o uld research fam ous people,
fo o d , m usic, cu lture, etc. If you have access to
th e in te rn e t, do th is a c tiv ity in class. If not, set
th e a c tiv ity fo r h o m e w o rk.

Your project
What people wear in my
country
Read o u t th e inform ation a b o u t th e exercise and
check th a t students understand w h a t th e y have to
do. Students w o rk in small groups to make a list of
the clothes and accessories th a t people w ear in th e ir
co u n try on th e occasions m e ntioned in th e box.

Students use th e ir in fo rm a tio n fro m Exercise 2a

to m ake a po ster a b o u t c lo th in g in th e ir country.
If you have access to com p ute rs, students can use
th e m to design th e ir posters. Set a tw e n ty -m in u te
tim e lim it fo r this a ctiv ity . M o n ito r and help w ith
v o c a b u la ry as necessary.

S tudents co m p le te th e ir posters w ith p ictures

o r photos. These can be fo u n d o n lin e o r in
m agazines. If possible, display stu d e n ts ’ finished
w o rk on th e w all.
 Something for
Unit aims:
Topic: M on e y
G ra m m a r
T h ird c o n d itio n a l re vie w
Expressions o f purpose, reason and result
V o c a b u la ry
Phrasal verbs and expressions w ith give
N u m b e rs and sym bols
In te ra c tio n , S p eaking an d P ro n u n c ia tio n
Speak: A n in te rv ie w w ith M a rk Boyle
P ro n u n c ia tio n : Large n um bers
Inte ra ction 8: Talking a b o u t m oney
Liste ning, R eading an d P o rtfo lio
Read: T he m oney-less m an
Listen: Things to do in London fo r free
P o rtfo lio 8: W ritin g a b o u t survey results
G rap h ic novel
Ille ga l Copy
R e vie w 7 and 8
11 Read and listen
Books closed. Ask: Is m oney the m ost im p o rta n t
th in g in life? Can you live w ith o u t m oney? Discuss
th e questions w ith th e w h o le class, b u t keep th e
discussion brief.
Students op en th e ir books at page 66 and try to
guess w h a t M a rk B o yle’s b o o k is a b o u t by looking
at th e pictures. Students th e n read th e te x t q u ickly
to check th e ir ideas.
j 2 .3 2 G ive stud e nts a m in u te to lo o k th ro u g h
th e questions. Before you play th e recording , p re ­
teach th e fo llo w in g : eco -w a rrio r (so m e o ne w h o
cam paigns to p ro te c t th e e n v iro n m e n t), to m ake a
change in the w o rld , edible, to m ake som eone th in k
tw ice a b o u t som ething. Play th e re co rd in g w h ile
students read and listen. Students choose th e
c o rre c t answers and co m p are th e ir answ ers w ith a
p artne r. C heck answ ers w ith th e w h o le class.
Answers
1B 2B 3 B 4 B 5 C
Read o u t th e in c o m p le te sentences. Students
w o rk alone to co m p le te th e sentences so th a t
th e y re fle c t th e ir ow n ideas. M o n ito r th ro u g h o u t
th is a ctivity, he lp in g students to fo rm sentences, if
necessary. Put students in to pairs to com pare th e ir
sentences. A sk som e students to read o u t th e ir
sentences to th e class.
Optional activity
S tudents w o rk in small groups and com e up
w ith a list o f ways o f saving m oney. A sk one
person fro m each g roup to re p o rt th e ir ideas
back to th e class.
2 Grammar
Third conditional review
Books closed. Elicit exam ple sentences using th e
firs t and second co n ditionals, e.g. I f we pass o u r
exams, w e’ll ao aw ay fo r the weekend. I f I h a d
time, I 'd learn Chinese. Elicit th e idea th a t th e firs t
c o n d itio n a l is used to ta lk a b o u t so m e th in g th a t
m ay a c tually happen in th e fu tu re , w hereas th e
second c o n d itio n a l is used to ta lk a b o u t som e th in g
th a t is un like ly o r unreal. C om pare th e fo rm o f th e
verbs in th e exam ple c o n d itio n a ls th a t y ou have
p u t on th e board.
Tell students th e y are going to focus on th e th ird
co n d itio n a l. Students open th e ir books a t page 67
and read th e exam ple sentences. T h e y th e n w o rk
in pairs to answ er th e questions and co m p le te th e
rules. C heck answers.
Answers
Sentence 1: 1 no 2 no
Sentence 2: 1 yes 2 yes
Sentence 3: 1 no 2 m ig h t
M ig h t is used to show th a t som ething was
possible, b u t was not certain to happen.
• didn’t happen
• past perfect
• can
Language note
R em ind students th a t th e tw o clauses in th e
c o n d itio n a l sentence can go in e ith e r order, e.g. I f
I ha d gone to the p arty, I w ould have h a d a good
time. / I w ould have h a d a go o d tim e i f I h a d gone
to the party. A lso p o in t o u t th a t if th e //c la u s e
com es second in th e c o n d itio n a l sentence, th e re is
no com m a be tw e e n th e tw o clauses.
Unit 8 f 6 5
 Students w o rk in pairs. T h ey read each o f th e
sentences tw ice , firs t using one o f th e bold m odal
verbs (w o u ld /m ig h t/c o u ld ), th e n th e other. They
th e n decid e ho w th e use o f th e d iffe re n t m odal
verbs changes th e m eaning o f th e sentence.
Students m ay n o t be accustom ed to th in k in g
a b o u t gram m ar in this way, and som e w ill fin d
this challenging. M o n ito r w h ile stud e nts do th e
exercise, h elpin g th e m to see th e differences
b e tw e e n th e sentences.
A nsw ers
1 M ig h t indicates th a t w inning th e match
w ould have been possible; w o u ld indicates
th a t w inning th e m atch w ould definitely
have occurred.
2 W ould indicates th a t m oney definitely
w ould have been saved; could indicates
th a t it w ould have been a possibility.
>•
Check it out!
A sk stu de nts to lo o k at th e in fo rm a tio n in th e
box. P o int o u t th a t such c o n tra ctio n s are a
ro u tin e fe a tu re o f in form a l spoken and w ritte n
language.
> « • • • ♦ • 1&JUULM :§A':
R ewrite th e first sentence w ith th e class as an
exam ple. Students the n w o rk in pairs to rew rite the
rest o f th e sentences in th e exercise. Check answers.
W e a k e r classes: Encourage stu de nts to first
id e n tify th e tw o actions in th e sentence. T he firs t
th in g th e y m ust do is decide w h ich o f th e tw o
a ctions goes in th e //cla use . O nce th e y have done
this, th e y can try to w rite th e ir sentences.
A nsw ers
1 bought a new jacket, he w ould have saved
his birthday money.
2 have passed th e exam w ith a good m ark if
you hadn’t studied lots for it.
3 fallen asleep in th e sun, they w ouldn’t
have got really burnt.
4 have felt sick if she hadn’t eaten a w hole
box o f chocolates.
Read o u t th e questions. Elicit som e possible
answ ers to th e q uestions and h ig h lig h t th e fa c t
th a t stu de nts do n o t need to use th e fu ll th ird
c o n d itio n a l fo rm in th e ir answers, e.g. I'd have
gone hom e, I'd have been surprised. Students
th e n w o rk in small groups to ask and answ er th e
questions. Encourage stu de nts to ask any fo llo w -
up q uestions th e y can th in k of. Set a tim e lim it
o f th re e o r fo u r m in ute s fo r this a ctivity. Ask one
s tu d e n t fro m each g ro u p to re p o rt th e ir ideas back
to th e class.
6 6 1 Unit 8
3 Speak
D ivide th e class into Student A and B pairs. Tell
students they are going to role play an interview
betw een a journalist and M ark Boyle from Exercise 1.
Student A reads th e inform ation on page 67, Student
B turns to page 124 and reads th e inform ation there.
Give students a few m inutes to read throug h the
inform ation and prepare fo r the role play.
Students w o rk in pairs to role play th e ir interview s.
A sk som e pairs to te ll th e class a b o u t any
in te re stin g questions and answers fro m th e ir
interview s. You c ould also ask som e pairs to
p e rfo rm th e ir role plays fo r th e class.
4 Vocabulary
*
Phrasal verbs and expressions
with give
12 .3 3 Books closed. Ask students if th e y can
re m e m b e r any o f th e phrasal verbs w ith up o r take
w h ich w ere in tro d u c e d in U nits 1 and 6, e.g. b u ild
up, set up, m ake up, take off, take away, take down.
Students open th e ir books at page 68 and w o rk in
pairs to m atch th e phrasal verbs and expressions
w ith th e d e fin itio n s. Play th e reco rd in g and th e n
check answ ers w ith th e class.
Audioscript/Answers
1 He often gives away the extra food - H to give
something to somebody else voluntarily
2 I need to give back the shirt I borrowed from my
friend. - F to return something to someone
3 She gave in and adm itted she was wrong. - A to
finally agree to something you originally didn't want
to do
4 Mark has given money-less living his all. - E to put a
lot of effort into doing something
5 He had never ridden a horse before, but he decided
to give it a go. - G to attem pt to do something
6 The politician gave his opinion on the new
government. - B to say what you think about
something
7 Laura gave out flyers to her school's charity event. -
C to hand something to each person in a group
8 Shall I give you a hand w ith your homework? - 0 to
help somebody w ith something
[2 .3 4 Students w o rk in pairs to co m p le te th e
sentences w ith a phrasal verb o r expression from
Exercise 4a. Play th e recording. Students listen and
check th e ir answers.
A nsw ers
1 back 2 hand 3 aw ay 4 up
© Explain th a t a q uote is a passage fro m a book, film ,
speech, etc. Students w o rk in groups to discuss th e
quotes in Exercise 4b. Students th e n w rite th e ir
o w n quote. A sk one s tu d e n t fro m each g roup to
re p o rt back to th e class.
Check it out!
Ask stud en ts to lo ok at th e in fo rm a tio n in th e
box. Explain th a t th e alte rn ative s are m ore
fo rm a l and m ore specific in m eaning th a n give.
Elicit som e exam ple sentences using th e w ords.
Optional activity
Students w o rk in pairs. T h e y w rite th re e
questions using som e o f th e phrasal verbs and
expressions w ith give in Exercise 4a, e.g. Have
you ever given a n y th in g aw ay? D o yo u always
like to give an o p in ion on a subject? W hen have
you given y o u r all?
Students can th e n jo in to g e th e r w ith a n o th e r
pair to ask and answ er th e ir questions.
5 Listen
Background inform ation
Po dcasting
T he w o rd podcast is a p o rtm a n te a u w o rd
fo rm e d fro m a c o m b in a tio n o f iPod and
broadcast. A p od ca st is an a ud io o r visual
re co rd in g th a t you can d o w n lo a d fro m th e
in te rn e t to a c o m p u te r o r M P3 player.
Books closed. Ask: W h a t w o u ld m ake a weekend
a
g re a t fo r you? Elicit stu d e n ts ’ ideas (seeing friends,
going to th e cinem a, having a party, etc.) and w rite
th e m on th e board.
Students th e n open th e ir books at page 68.
Read o u t th e w ords in th e box. Students w o rk
in small groups to o rd e r th e w ords in th e box
fro m th e m ost to th e least im p o rta n t. T he idea
is fo r stud en ts to try to com e to an agreem ent.
Encourage th e m to give reasons fo r th e ir ideas,
e.g. I ’d p u t friends a t n u m b e r one. The m ost
im p o rta n t th in g fo r m e is to see friends a n d enjoy
myself. A sk one person fro m each g ro up to re p o rt
back to th e class.
E 12 .3 5 A sk students to describe th e pictures.
Then te ll stu d en ts th e y are going to listen to a
pod cast a b o u t a ctivitie s th a t can be enjoyed fo r
fre e in London. You m ay w a n t to p re-te ach: a poll,
to h it the streets. Play th e recording. Students listen
and o rd e r th e pictures. C heck answers.
Audioscript
Presenter: Hi there, and welcome to this week's
Money Matters. As a result of our online
poll - where over 70% of you voted for
this topic - we're out and about on the
streets of London. In a capital city w ith
a population of almost eight and a half
million and an area of more than one
and a half thousand kilometres, we want
«: to know: can you have fun in one of the
#
world's most expensive cities for free?
We hit the streets and asked people
what you can do in the capital w ithout
spending any money. Let's find out what
they told us.
Speaker 1: Hmm ... w ell, I'm actually on my way
to the Victoria and Albert museum right
now. I'm a design student and I go
there to look at historical clothes and
jew ellery. It's an amazing place!
Presenter: And is it free to get in?
Speaker 1: Yeah, absolutely. I try and go during the
week so that it's less crowded.
Presenter: So, it's a free day out for you?
Speaker 1: Well, apart from the train to get into town
and buying lunch and drinks it is! I reckon
it's almost impossible to really enjoy a
city w ithout spending any money.
Speaker 2: Right, e r ... w ell, I'm really into roller
skating as you can see and once you
have the skates that costs nothing. The
parks in London are great for skating
and every Friday night I meet up w ith a
huge group of people and we all go out
skating together. Last week we didn't
go due to bad weather, so we w ent on
Sunday instead, but it's a regular event.
Presenter: Really? Sounds brilliant.
Speaker 2: It's great fun. Sometimes there are
over tw o hundred of us, we take over
the roads! Saves loads of money on
transport too, which is a bonus.
Speaker 3: Oh, that's a tricky one! Let me th in k ...
I know. I sometimes go to Samba dance
classes at a Brazilian restaurant, and it's
totally free. It's a great way to meet new
people, too. Everyone's really friendly.
Presenter: I bet you have to have dinner there
though, don't you?
Speaker 3: No, you don't, actually. I mean, you can
if you w ant to, but most people just go
for the classes. They're great fun, so I go
regularly. I've made some good friends
there from lots of different countries.
Presenter: That sounds fantastic. Thanks very much
for telling us about it.
Speaker 3: No problem.
Unit 8 ( 6 7
Speaker 4: Mmm ... e r ... OK, w e ll... I know. There
are the most wonderful concerts at St
M artin's-in-the-Field church. It's really
close to Trafalgar Square and every
couple of days at lunchtime there's free
music. I go regularly just so as to get out
of the office for a while.
Presenter: That sounds great.
Speaker 4: Oh yes, I'm a huge music fan and
sometimes pay more than fifty pounds
to go to a concert. But I've seen some
amazing orchestras and singers at these
free concerts, too. I'd highly recommend
them.
Presenter: Thanks a lot. I m ight go one day! OK,
so w e've given you loads of great
ideas for activities you can do in one
of the w orld's most expensive cities,
w ithout spending a penny! Now there's
no excuse not to get out there and try
something new in London. For more
inform ation, check out our website at
w w w .m o n e ym a tte rs...
A nsw ers
1 B 2 A 3D 4 C
[ 3 ^ 2 . 3 5 G ive stu de n ts a m in u te to read th ro u g h
th e sentences. Play th e reco rd in g again. Students
listen and m atch th e speakers to th e sentences.
M ake sure th a t stud e nts u n de rstan d th e re is one
e xtra sentence. C heck answers.
A nsw ers
A 4 B 1 C - D 2 E 3
Read o u t th e questions. Students th e n w o rk in
pairs to ask and answ er th e m . A sk one stu d e n t
fro m each pair to re p o rt back to th e class.
Optional activity
Students w o rk in pairs to tell th e ir p a rtn e r
a b o u t th e best w eekend th e y have ever had.
They e xplain w h a t th e y did and w h y th e y had
such a good tim e.
__________________________________________ J
Grammar
Expression of purpose, reason
and result
a Ask students to read th e exam ple sentences.
Focus on th e expressions in bold. A sk students
if th e y can explain th e ways these expressions
are being used. D o n o t co n firm th e ir ideas at
th is p o in t. Refer students to th e th re e headings
and ask th e m to m atch th e headings to the
expressions. C heck answers.
A nsw ers
Purpose
fo r + noun or -in g
to / in o rd e r to / so as to + infinitive
so th a t + subject + verb (often w ith c a n /
c o u ld or w ill/w o u ld )
Reason
due to + noun or -in g
as a re s u lt o f + noun or -in g
R esult
so + subject + verb
th e re fo re + subject + verb
Language note
P oint o u t th a t th e expressions in ord e r to, so as to,
as a result o fa n d therefore are used in m ore form al
co n te x ts in spoken and w ritte n English.
b Go th ro u g h n u m b e r 1 as an exam ple, show ing
how th e tw o sentences can be re w ritte n as one
sentence. Students th e n w o rk in pairs to re w rite
th e rest o f th e sentences in th e exercise. You could
p o in t o u t th a t in n u m b e r 3 students w ill need to
re o rd e r th e w ords. C heck answers.
W e a k e r classes: W o rk th ro u g h th e e n tire exercise
w ith th e class. P o int o u t h ow each expression
fits in to th e sentence and w hy any changes
to th e sentence occur. Encourage students to
recognise any gram m atical d iffe re n c e b e tw e e n th e
expressions.
A nsw ers
1 I travelled across tow n to buy my favourite
ice-cream .
2 H e ran to th e bus stop so th a t he didn’t
miss th e bus.
3 As a result o f doing research, w e know a
lot abou t teenagers’ spending habits.
4 She always rides a bicycle in order to save
money.
 Tell students th a t th e em ail th e y are going to read
Language note
is very form al. G ive th e m a m in u te to read th e
em ail to get a general idea o f its subject-m atter.
Ask: W h a t problem does Em ily Phillips have? (She
is u n h ap p y w ith th e service she received a t a
resta ura n t.) Go th ro u g h th e w ords and expressions
in th e box, checkin g th a t students understan d
th e ir use and m eaning. Students th e n w o rk in pairs
to c o m p le te th e em ail. C heck answers.
A nsw ers
1 to inform 2 As a result of 3 D ue to
4 Therefo re 5 to give
0 is n o u g h t in th e U K, w hereas it is zero in th e US.
W hen n um bers are said one figure at a tim e , in a
phone n u m b e r fo r exam ple, 0 is c o m m o n ly said oh
in th e U K , e.g. th e n u m b e r 402917 w o u ld be said:
‘4 oh 2917’.
In m ost sports, 0 is n il in British English (e.g.
Liverpool beat M anchester U nited three nil.) w hereas
it is zero in A m erican English (e.g. The Green Bay
Packers lead 10 to zero.) H owever, in tennis 0 is love
(e.g. N a d a l is w inning tw o sets to love.).

W hen re fe rrin g to te m p e ra tu re 0 is zero in both

Read o u t th e questions. Students w o rk in pairs to
ask and answ er th e questions. Encourage students
to ask any fo llo w -u p q uestions th e y can th in k of.
Ask one s tu d e n t fro m each pair to re p o rt back to
th e class.
B ritish and A m e ric a n English.
12 .3 8 Students w o rk in pairs to m atch th e
sentence halves. Play th e recording fo r students to
check th e ir answers.

A nsw ers
1 C 2 G 3 H 4 E 5 A 6 F 7 B 8D
( 7 j Vocabulary
12 .3 9 P o int o u t th a t dates, phone num bers,
Numbers and symbols sums and a m ounts o f m oney w ill fe a tu re in th e
12 .3 6 Tell students th e y are going to listen recording. Play th e recording. Students listen
again to th e in tro d u c tio n to th e M oney M atters and w rite d o w n th e num bers th e y hear. Play th e
radio program m e th a t feature d in Listening reco rd in g again. C heck answers.
exercises on page 68. Play th e recording. Students Audioscript/Answers
listen and w rite d o w n th e num bers th e y hear. 1 Eighteen m illion, four hundred and sixty-seven
Check answers. thousand, three hundred and tw e nty-tw o dollars and
fifteen cents. ($18,467,322.15)
A nsw ers
The 23rd of October 2017
70
Fifty-tw o point eight percent. (52.8%)
eight and a half million
Sixteen plus sixty equals seventy-six. (16 + 60 = 76)
one and a half thousand
Oh eight nine eight, four six five, eight three two
one. (0898 465 8321)
12 .3 7 Students w o rk in pairs to m atch th e
Four m illion, five hundred and seventy-two thousand,
w ords to th e sym bols. Play th e reco rd ing fo r
nine hundred and sixty-three euros. (€4,572,963)
students to check th e ir answers. Go th ro u g h th e
answers w ith th e class.

Audioscript/Answers
1 degree G
8 Pronunciation
2 divided by D
<G2E> As an o p tio n a l visual a lte rn a tiv e to th e audio
3 equals / is E
CD, th is exercise is available on th e DVD.
4 kilogram m e j
5 minus B Large numbers
6 m ultiplied by / times C
7 oh / zero / nought / nil
12 .4 0 Read o u t th e in fo rm a tio n . Explain th a t
8 percent F th e ways large num bers are said in English may
9 plus A be c o m p le te ly d iffe re n t to th e w ay th e y are said
10 point H in th e stu d e n ts ’ language. Play th e recording.
S tudents listen to th e w ay th e speakers pause
w h e n saying th e num bers.

12.41 Show students h o w th e n u m b e r

has been d ivid e d up in th e exam ple. Play th e
recording. Students listen and draw lines w h e re
th e y th in k th e speaker pauses in th e num bers.
C heck answers.
 Audioscript/Answers Mel: Yeah, yeah, just don't forget, OK? You
1 So call me later. My number's 020 | 8863 | 2197. owe me seven.
2 He earns £132 | 480 a year. Sally: Oh no! Look!
3 The world population at the moment is estimated to Mel: What?
be around 6 1976 | 200, 000. Sally: That stall's got the T-shirt, too. Look,
4 His phone number is 0034 | 65 | 874 | 983. purple, in extra small, and there's ten
5 He has $8 | 743 | 695 | 211 in his bank account! pounds off!
Mel: Oh, no. You could have got it for
Students w o rk in pairs to d ic ta te th e phone
fifteen.
num bers and large nu m bers in Exercise 8c to
Sally: Don't! I wish I hadn't seen that!
each other. M o n ito r, m aking sure th a t students
Mel: Heh, that's a bargain! I might get one,
are p u ttin g th e pauses in th e c o rre c t places in th e
except I can't afford it now because I
num bers. A lso m ake sure th a t th e s tu d e n t listening
lent you my money!
to th e n u m b e r does n o t have th e ir bo o k open!
Sally: Twenty-five pounds I paid! What a rip-
off!

I nteraction A nsw ers

B
<32s> As an o p tio n a l visual a lte rn a tiv e to th e audio She is angry because she had just paid £25
CD, this exercise is available on th e DVD. for a T-shirt and th en saw th e sam e T-shirt
for only £15.
Talking about money
j 2 .4 2 Books closed. Ask: D o y o u often go B U I 2 .4 2 Play th e re cording again. Students listen
shopping fo r clothes? D o you enjoy lo o kin g fo r and decide th e o rd e r o f th e nine sentences, all
bargains w hile shopping? o f w h ich are co m m o n phrases fo r ta lk in g a b o u t
m oney. W h ile checkin g answers, m ake sure
Students open th e ir books a t page 70. Tell
students und e rsta n d how th e phrases are used.
students th e y are going to listen to tw o friends
sho p pin g in a m arket. Pre-teach: a rip -o ff (a phrase
A nsw ers
to describe som e th in g w h ich costs th e b uyer
1 It’s reduced by 10% .
fa r m ore th a n th e o b je c t is a ctu a lly w o rth ). Play
2 Can you afford it?
th e recording. Students listen and answ er th e
3 Could you lend m e seven pounds?
q uestion. C heck answers.
4 I prom ise I’ll pay you back.
Audioscript 5 You ow e m e seven.
Sally: Oh Mel, look at this. They've got it! 6 T h e re ’s ten pounds off.
Mel: Got what? 7 T h a t’s a bargain.
Sally: The Roxy T-shirt I've been looking for. 8 I can’t afford it.
Oh, nice! Purple, in extra small, that's 9 W h a t a rip-off!
it!
Stallholder: That's the last one, love. If you'd come Revise th e phrases used fo r ta lk in g a b o u t m oney.
last week you could have had more D ivid e th e class in to S tu dent A and B pairs. Tell
choice of colours but they've sold s tudents th e y are going to m ake and respond to
really quickly. excuses. S tu dent A tu rn s to page 119 and S tudent
Mel: It's your lucky day, Sally! B tu rn s to page 122. Read o u t th e instru ctio n s
Sally: How much is it? and refer students to In te ra ctio n 8 on th e cover
Stallholder: Twenty-five for you, love! It's reduced gatefold. G ive students a fe w m inutes to read
by 10% 'cos it's the last one. th ro u g h th e in fo rm a tio n . T hey w o rk in pairs to
Sally: Twenty-five? prepare and practise th e ir conversations.
Mel: Can you afford it?
Sally: No. I've only got eighteen pounds left. Culture Vulture
Oh, Mel, could you lend me seven
Ask students to read th e in fo rm a tio n in
pounds?
th e box. Discuss th e questions w ith th e class.
Mel: Phhh ... not really, Sally.
Ask fo llo w -u p questions such as: W h a t do you
Sally: Oh, go on, I promise I'll pay you back
spend y o u r m oney on? D o yo u p re fe r to spend o r
next Saturday.
save m oney?
Mel: Oh, all right. Go on then - but you
have to give it back as soon as you
can.
Sally: Thanks, Mel. I love you!

Unit 8
 Portfolio 8
Writing about survey results
Read th ro u g h th e task w ith th e class. Ask: W hat
do y ou th in k m ost teenagers w o u ld spend th e ir
m oney on? Elicit a fe w ideas. Students th e n read
th e analysis o f th e c h a rt q u ickly and th e n say w h o
spent th e m o st in each category. C heck answers,
th e n ask students w h a t th e y w o u ld spend th e ir
m on ey on.
A nsw ers
Food and snacks: Lynn
Clothes and accessories: Paula
Going out: Jenny
O ther: Jenny
Read o u t phrases 1 -5 and m ake sure th a t
students und e rsta n d th e m . Students th e n read
th e te x t again and u n d e rlin e exam ples o f w ords
and phrases th a t have th e same m eaning as th e
phrases listed in Exercise b. T he y can com pare
answers in pairs before you check answ ers w ith
th e w h o le class.
A nsw ers
1 over th ree-q u arters
2 only a few
3 th e m ajority / alm ost everybody
4 m ore than 50%
5 in th e m inority
Ask students to lo ok a t th e pie c h a rt. Go th ro u g h
it, m aking sure th a t stud en ts u n d e rstan d how th e
in fo rm a tio n is organised in th e chart.
Students th e n w rite a s h o rt te x t to describe th e
pie chart. Tell th e m to use th e exam ple in
Exercise a as a m od el to fo llo w . R em ind students
to use th e phrases in tro d u c e d in Exercise b and
give th e m 15 m inu tes to plan and w rite th e ir te x t.
M o n ito r and help w ith v o c a b u la ry as necessary.
A lte rn a tive ly, you c o uld set th is exercise fo r
h o m e w o rk.
Students look a t th e ir p a rtn e r’s te x t and check it
fo r factual mistakes. If a stu de nt th in ks th a t th e ir
p a rtn e r’s te x t includes a mistake, th e y can co rrect it.
Optional activity
To pro vid e fu rth e r practice o f th e language
fo r w ritin g a b o u t survey results, ask students
to d ra w a pie c h a rt sh ow in g how th e ir fa m ily
spends its annual incom e. Students can th e n
w rite a s h o rt te x t to describe th e pie chart.
illegal copy
A sk th e students to nam e th e characters and say
w h a t happen ed in th e firs t p a rt o f th e s to ry at th e
end o f U n it 4. Then ask students w h a t th e y th in k
w ill happen in p a rt tw o . Discuss b rie fly w ith th e
class.
In tro d u c in g themes
Ask students h ow th e y th in k th e y w o u ld feel in
R uby’s situation. Discuss w ith th e class th e fa ct
th a t Ruby is scared and confused and beginning
to q uestion e v e ry th in g a round her. In tro d u ce th e
idea o f ‘p lo ttin g against som e o n e ’ (e.g. Karen, Carl
and th e nurse are p lo ttin g against Ruby).
Read
Tell students th a t th is is th e second p a rt o f a s to ry
th a t w ill finish in U n it 12. W rite th e fo llo w in g
q u estion on th e board: W hy does no one believe
th a t Ruby is Ruby?
You can ask students to read th e sto ry on th e ir
o w n o r you m ay w a n t to assign roles to d iffe re n t
students w h o read to th e class. If students read
q u ie tly to them selves, set a fo u r-m in u te tim e
lim it. W h e n students have finished reading, e licit
answ ers to th e q u estion on th e board. H elp
students w ith v o c a b u la ry fro m th e second p a rt
o f th e story: d riv e r’s licence, injection, oh dear, get
engaged.
Read, listen and speak
1 5 1 2 .4 3 Play th e recording. Students listen and
read th e s to ry again. They th e n w o rk in groups to
discuss th e c o m prehension questions below . (You
m ay w a n t to p u t th e questions on a w o rk sh e e t to
hand ou t, o r you can w rite th e m on th e board.)
1 W h a t does Ruby realise?
2 W h a t do we discover a b o u t the nurse?
3 W hy does R uby’s m o th e r n o t believe Ruby?
4 W h a t sto ry does Ruby h ear on the news?
5 W ho recognises Ruby in the cafe?
Suggested answ ers
1 T h a t she has to escape from th e hospital.
2 T h at th e nurse is attem p tin g to deceive
Ruby.
3 Because Ruby’s m o th er believes th a t the
person sitting on her sofa is th e real Ruby.
4 T h at Carl is going to m arry th e fake Ruby.
5 Dan.

Optional activities
1 Speech b ub bles
W rite q uotes fro m p a rt tw o on th e board in
speech bubbles. Students have to re m e m b e r
w h o said th e m . You can also w rite a series o f
quotes o u t o f sequence and ask stud en ts to p u t
th e m in order.
2 R e te llin g th e story
Students w o rk in small groups o r in pairs. They
close th e ir books and re te ll th e story, try in g
to re m e m b e r as m uch as th e y can a b o u t w h a t
h ap pen ed in p a rt tw o .
3 R ole play
In pairs, students do role plays based on th e
events o f p a rt tw o :
- S tu d e nt A is th e nurse, S tu de n t B is Ruby. The
nurse and Ruby are in th e hospital. Ruby tries
to explain w h o she is to th e nurse.
- S tu d e nt A is Ruby, S tu de n t B is Dan. Ruby
and Dan are in th e cafe. Dan asks Ruby w h a t
has happen ed to her.
If M aggie hadn’t been very nervous during
th e test, she w ould have passed it.
If w e had taken th e dog to th e v e t’s, it
w o u ld n ’t have died.
If Darrell hadn’t w on a singing com petition,
he w ould have stayed at school to do his
final exams.
If M aria had had a coat, she w o u ld n ’t have
been very cold.
If it had snowed, w e w ould have gone
snowboarding.
If w e hadn’t played badly, w e w ould have
won th e match.
If C athy hadn’t driven very fast, she
w o u ld n ’t have had an accident.
If I had saved some money, I could have
bought a com puter.
10 If th e rain hadn’t been heavy, th e river
w ouldn’t have flooded.
1 to visit 2 so th a t 3 due to 4 so as to
5 for 6 C onsequently 7 As a result of
8 T herefore

4 P u ttin g th e s to ry in o rd e r
T he graphic novel pages are available w ith 2 Vocabulary
and w ith o u t speech bubbles on th e In teractive
Teacher W ebsite: 1 plain 2 baggy 3 trendy 4 short-sleeved
h t t p : //in t e r a c tiv e . c a m b rid g e .o rg 5 scruffy 6 striped
You could p rin t these o ff and c u t th e m up so
1 big-headed 2 an arm and a leg
s tu d en ts have to p u t th e sto ry in th e rig h t order.
3 from head to foot 4 pain in th e neck
T h ey could try to re m e m b e r th e dialogue,
5 put my foot in it 6 set your h eart on it
re -w rite it, o r even use th e pictures to create a
7 pulling my leg 8 be nosy
new story.
c 1 E 2 A 3 F 4 H 5 C 6G 7 B S D
5 C re a tin g a grap h ic novel
In groups o r individ u ally, stu de n ts can get d 1 tim es 2 percent 3 nought 4 minus
really creative w ith th e C om ic B u ild e r on 5 degrees 6 plus 7 equals 8 point
th e In te ra ctive S tu d en t W ebsite:
h t tp ://in te r a c t iv e . c a m b rid g e .o rg
Correct it!
H ere th e y can choose th e ir ow n design,
a rtw o rk and characters, w rite th e ir o w n story 1 If w e had created m ore natural parks, now
and p rin t it. If students have d iffic u lty th in k in g w e w o u ld n ’t have so m any sad animals.
up ideas, th e y could try to rep ro d u ce th e story 2 C onsequently, I am w riting to apply for the
in th e S tu d e n t’s Book. holiday job.
3 Please send m e th e registration form so th a t I
can return it as soon as possible.
4 The tem p eratu re inside th e bus was very
Review cold. As a result, I got a cold.
5 T h e kim ono w ill be w o rn in countries outside
Japan.
Grammar 6 This is due to th e lack o f funds received this
year.
1 w ere m ade 2 are w orn 3 was invented,
7 I’m just pulling y o u r leg.
was nam ed 4 will be used 5 is m ade, is used
8 O nly 4 p e rc e n t of prisoners w ere w om en.
1 h a v e /g e t it cut 2 h a v e /g e t it redecorated 9 Tw o hours later th ey appeared to give m e a
3 h a v e /g e t it pierced 4 h a v e /g e t it repaired hand.
5 h a v e /g e t it rebuilt 10 becam e red from h e a d to foot.

1 If I had seen Jack, I w ould have given him

your message.
Q Keep your
A sk d iffe re n t students to read o u t th e th re e
Unit aims: questions. Tell students to w o rk in groups to
Topic: Problem s discuss th e questions. Set a th re e -m in u te tim e
G ra m m a r lim it fo r this speaking a ctivity. A sk a s tu d e n t fro m
should, o u g h t to and h a d b e tte r each g roup to re p o rt th e ir answers to th e class.
Expressing w ishes and regrets
V o c a b u la ry Culture Vulture
A d je ctive s o f c ha ra cter A sk students to read th e in fo rm a tio n in
Expressions fo r argum ents th e box. Discuss th e questions w ith th e class.
In te ra c tio n , S p eakin g an d P ro n u n c ia tio n A sk fo llo w -u p questions such as: W hy do you
Speak: A serious problem ? th in k re a lity TV shows are so p opular? D o you
P ronu n ciatio n: U nstressed vow el sounds / a / w atch re a lity TV shows? W h a t’s y o u r favourite
and h i re a lity TV show?
In teraction 9: N e g o tia tin g and responding
L istening, R eading and P o rtfo lio
Read: H ouse Rules
Listen: H o w to argue
Optional activity
P o rtfo lio 9: A sking fo r and givin g advice Put students in to small groups to design th e ir
Song ow n re a lity T V show involving teenagers. The
The A n th e m by G ood C h a rlo tte show should help teenagers get on b e tte r w ith
th e ir parents. Students should com e up w ith
a general c o n ce p t w h ich makes th e ir show
d iffe re n t to its co m p e tito rs . Set a te n -m in u te
11 Read and listen tim e lim it fo r th is a ctivity. A sk one person fro m
each g ro u p to present th e ir ideas to th e class.
Books closed. Ask: W hy do people argue w ith
each other? Elicit stu d e n ts ’ ideas and have a b rie f
discussion w ith th e class.

Students ope n th e ir books at page 76 and w o rk

(2
in pairs to th in k o f fo u r reasons w h y parents and
teenage rs argue w ith each other. Students th e n
read th e a rtic le q u ickly to see if it m e ntio ns any o f
th e ir ideas.
A nsw ers
The te x t gives th e follow ing reasons why
teenagers argue w ith th e ir parents: they
d on’t spend enough tim e doing schoolwork,
d o n ’t respect rules and boundaries and
argue w ith siblings.
12 .4 4 A sk stu de nts to read th ro u g h sentences
1 -6 . You m ay w a n t to pre-te ach som e o f th e key
vo ca b u la ry: argum en tative, disrespectful, g e ttin g
h e r ow n way, grounded. Play th e recording.
S tudents w o rk a lone to co m p le te th e exercise.
C heck answ ers w ith th e w h o le class.
A nsw ers
1 / 2 / 3 - 5 X 6 /
Vocabulary
Adjectives of character
12 .4 5 Books closed. W rite c h a ra c te r/
pe rso n a lity on th e board and ask students w h a t
th e y un d e rsta n d by these w ords.
S tudents open th e ir books at page 77 and
w o rk in pairs to do th e exercise. Students can
use d ictio n a rie s to check new w ords. Play th e
reco rd in g and th e n check answ ers w ith th e class.
Audioscript/Answers
1 H Someone who is aggressive can be angry or
violent w ith people.
2 A Someone who is cheerful is happy.
3 I Someone who is enthusiastic shows a lot of
interest and excitement in something.
4 D Someone who is im aginative thinks of new and
interesting ideas.
5 E Someone who is jealous is angry or unhappy
because someone else has something they want.
6 C Someone who is rebellious breaks rules and
doesn't like authority.
Unit 9 f 7 3
 7 B Someone who is reliable can be trusted and
depended on.
8 F Someone who is smart is very clever or intelligent.
9 J Someone who is spoilt behaves badly because they
are always given or allowed to do what they want.
10 G Someone who is stubborn is determined to do
what they want.
Students w o rk alone to decid e if th e adjectives
in Exercise 2a are positive o r negative. Students
can co m pa re answ ers in pairs before you check
answ ers w ith th e class.
Possible answ ers
P o sitive: cheerful, enthusiastic, im aginative,
reliable, sm art
N e g a tiv e : aggressive, jealous, rebellious,
spoilt, stubborn
Go th ro u g h th e firs t sentence as an exam ple.
Students w o rk alone o r in pairs to co m p le te th e
sentences w ith th e cha ra cte r adjectives from
Exercise 2a. C heck answers.
A nsw ers
1 spoilt 2 reliable 3 im aginative
4 aggressive 5 enthusiastic 6 sm art
Check it out!
Ask stud en ts to lo o k at th e in fo rm a tio n in th e
box. Elicit o th e r exam ples o f adjectives w ith
th e prefixes. Encourage students to record
such adjectives in a specific section o f th e ir
vo ca b u la ry no teb oo ks, listing adjectives w ith
th e sam e p re fix tog eth e r.
G ive stu de nts tw o m in u te s to w rite d o w n as m any
o th e r c ha ra cte r adjectives as th e y can. Examples
could in clu de chatty, m oody, sym pathetic, laid-back
and cheeky, all o f w h ic h w ere seen in In teractive
S tu d e n t’s B o ok 3. W rite th e w ords on th e board.
Ask students to record these, to g e th e r w ith th e
w ords fro m Exercise 2a, in th e v o c a b u la ry section
o f th e ir no te b o o k.
Read o u t th e questions. Students w o rk in pairs to
ask and answ er th e questions. Ask one stu d e n t
fro m each p air to re p o rt back to th e class.
Optional activity
Students w o rk in pairs to te st each o th e r on
th e c h a ra cte r adjectives. S tudent A tu rn s th e
b o o k face do w n . S tu de n t B describes one o f
th e adjectives fro m Exercise 2a. Students th e n
swap roles and c o n tin u e in this w ay u n til all th e
adjectives o f c h a ra cte r have been covered.
7 4 ) Unit 9
(3 l Pronunciation
<35E> As an o p tio n a l visual a lte rn a tiv e to th e a u dio
CD, this exercise is available on th e DVD.
Unstressed vowel sounds / a /
and / i /
12 .4 6 Read o u t th e in fo rm a tio n a b o u t
unstressed vow el sounds. Play th e recording. M ake
sure th a t students can distinguish be tw e e n th e
schwa / a / and th e / i / sound.
b u s 2 .4 7 Tell students th e y are going to decide
w h e th e r th e u n d e rlin e d w ords in th e ta b le have
th e / a / o r th e / i / sound. Play th e recording.
Students listen and co m p le te th e exercise.
12 .4 8 Play th e re cording fo r students to check
th e ir answ ers to Exercise 3b. Play th e recording
again, pausing fo r students to re p e a t th e w ords.
Audioscript/Answers
N
jealous strictest
argument respect
reliable imaginative
advice punish
Tell students th a t th e y have to fin d th e ir w ay
th ro u g h th e puzzle by fo llo w in g w ords w hich
co n ta in th e / a / sound. Students w o rk in pairs to
do this.
12 .4 9 Play th e reco rd in g fo r students to check
th e ir answers to Exercise 3d.
Audioscript/Answers
temper, stubborn, internet, famous, another, control,
expression, sister, Ireland, answer, different, again
U Grammar
should, o u g h t to and h a d b e tte r
Books closed. Ask: H o w can we give someone
advice in English? Elicit stu d e n ts’ ideas and w rite
th e m on th e board.
Students open th e ir books at page 78. P oint o u t
th a t th e exam ple sentences are all fro m th e te x t
on page 76. Read o u t th e sentences and th e n ask
students to co m p le te th e rules. C heck answers.
A nsw ers
• w ith
• w ill
• w ith o u t
Language note
P o int o u t th a t h a d b e tte r is co m m o n ly used
in info rm al spoken English and th a t it is o fte n
c o n tra c te d t o ’d better.
<0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0:0 0 0 0 :
Check it out!
Ask students to look at the inform ation in th e box.
To test students’ understanding o f the structure,
ask students to make som e suggestions as to how
th e ir school, city and c o u n try could be im proved,
e.g. I t ’s tim e we stopped doing so m any exams. I t ’s
tim e we cleaned up the city.
i 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 „9 sf
Ask students to lo ok a t sentences 1 -6 . Go th ro u g h
th e firs t sentence as an exam ple. S tudents w o rk
alone to co m p le te th e exercise. C heck answers.
A nsw ers
1 b e tte r not 2 ought 3 It’s tim e he
4 b e tte r 5 shouldn’t 6 They ought to
Students w o rk in pairs to co m p le te th e second
sentence so th a t it has th e same m eaning as th e
first. W ith w ea ker classes go th ro u g h th e first
sentence as an exam ple. C heck answers.
A nsw ers
1 behave if you w a n t to go out
2 to be m ore reliable
3 b e tte r not tell anyone th e news yet
4 you started helping around th e house, if
you w a n t us to get on w ell to g e th er
S tro n g e r classes: If s tudents finish quickly, ask
th e m to w rite th re e sentences using should, o u g h t
to and h a d b e tte r to describe rules o f b e h aviour
th e y th in k teenagers should abide by.
W e a k e r classes: If stu de nts need e x tra help, go
th ro u g h each o f th e sentences, h ig h lig h tin g th e
d iffe re n ce in th e m eaning and use o f th e tw o
o ptions. Students th e n do th e exercise in pairs.
Students w o rk a lone to co m p le te th e sentences
w ith th e ir ow n ideas. Students th e n com pare th e ir
ideas w ith a partne r, before reading o u t som e o f
th e ir sentences to th e class.
Optional activity
Students w o rk in pairs. O ne s tu d e n t describes
som e o f th e ir m ore e xtra va g a n t fu tu re plans,
e.g. I ’m th in k in g o f leaving school before m y
exams an d becom ing a rock star. T h e ir p a rtn e r
th e n offers som e sensible advice, e.g. You’d
b e tte r n o t do that. Your fa m ily w o uld be very
u nh a p p y w ith you. S tudents th e n swap roles.
5 Speak
fa A sk students to read th e problem s posted on th e
message board. Students w o rk alone to n u m b e r
th e problem s fro m m ost to least serious.
Students w o rk in pairs to te ll each o th e r a b o u t th e
o rd e r o f problem s th e y decided on in Exercise 5a.
Encourage students to give reasons fo r th e o rd e r
th e y chose. If s tudents num b e re d th e problem s
d iffe re n tly, th e y m ust try to com e to a greem e nt
a b o u t a new o rd e r fo r th e problem s.
S tudents w o rk in pairs to discuss solutions to th e
« problem s in Exercise 5a. M o n ito r th ro u g h o u t,
m aking sure th a t students are using should, o u g h t
to, ha d b e tte r m b i t ’s tim e correctly.
Students te ll th e class w h ich o f th e problem s in
Exercise 5a th e y consider to be th e m ost serious.
Encourage students to d e bate w ith each other.
sz Vocabulary
Expressions for arguments
13 .2 Books closed. Ask: W hen d id yo u last
have an argum ent? W ho w ith? W h a t was it about?
Students w o rk in pairs to tell th e ir p a rtn e r a b o u t
th e last a rg u m e n t th e y had.
Students open th e ir books a t page 79. T hey m atch
th e tw o parts o f th e sentences. Play th e reco rd in g
fo r students to check th e ir answers.
Audioscript/Answers
1 D If you keep your cool, you stay calm during an
angry situation.
2 F If you lose your temper, you suddenly become
angry.
3 A If you wind someone up, you annoy them
intentionally.
4 G If you storm out, you leave the room suddenly
and angrily.
5 B If someone gets on your nerves, he/she annoys
you a lot.
6 H If you see someone else's point of view, you
understand h is/her opinion.
7 E If you keep the peace, you stop other people
fighting or arguing.
8 C If you lose it, you stop being able to control your
emotions and shout or cry.
A sk students to read th e te x t q u ickly to get a
general idea o f its subject-m atter. Students w o rk
alone o r in pairs to co m p le te th e te x t w ith th e
expressions fro m Exercise 6a. C heck answers.
A nsw ers
1 keeps th e 2 seeing, of view 3 loses
4 w inds 5 gets on my 6 lose 7 storm
Unit 9 I 75

C Discuss th e q u estio n w ith th e class. Encourage
students to th in k o f h o w th e y m ig h t say th e
expressions in Exercise 6a in th e ir ow n language.
d Read o u t th e th re e questions. Students w o rk in
pairs to ask and answ er th e m . A sk one stu d e n t
fro m each pair to re p o rt back to th e class.
(7 Listen
A sk d iffe re n t stud en ts to read o u t th e questions.
Students w o rk in pairs to discuss th e questions.
A sk one s tu d e n t fro m each pair to re p o rt back to
th e class.
13 .3 Tell stu de nts th e y are g oing to listen to
b DJ:
D o c to r M u rra y ta lk in g a b o u t h o w to argue. Play
th e recording. Students listen and tic k th e advice
w h ich D o c to r M u rra y gives. C heck answers.
Audioscript
Dj: Today in the studio we're talking about
how you can change your behaviour to
improve how you get on w ith people
around you, and now we have Doctor
Jade Murray here to give us some tips on
how to argue. Hello, Dr Murray.
Dr Murray: Hi there.
DJ: Is it possible to learn how to argue
effectively?
Dr Murray: Yes, absolutely! There are good and bad
ways of arguing and it's useful for all of us
to learn how to argue and stay in control.
DJ: I'm sure that many people listening today
wish they knew how to stay in control
during an argument with a brother or
sister, a parent or even a friend.
Dr Murray: Of course, and I have some great ideas
to help those listeners keep their cool.
DJ: When I was young, I used to argue a lot
w ith fam ily and friends and I remember
thinking, I wish they would see things
from my point of view.
Dr Murray: That's right! Most arguments happen
because both people involved think
they are right. For example, take
parents and their teenage children.
Teens can help their parents see their
point of view by keeping calm and
explaining that they want to take part
in decisions that affect them. Teens can
then suggest alternatives for decisions
they don't agree w ith.
DJ: That's good advice. What else should
people do?
Dr Murray: Well, try to argue fairly. By this, I mean
say what you want to say, but also listen
w ithout interrupting or shouting. And
keep to the topic, so don't start talking
76 Unit 9
about other things, or afterwards you
may find yourself thinking, 'Maybe I
shouldn't have said that'.
DJ: Yes, good point. How many times after
an argument have you said that to
yourself?
Dr Murray: Exactly. And however angry you feel
inside, if you lose your temper, it w on 't
solve the problem and m ight make the
situation even worse.
DJ: So what should you do if you feel you're
going to lose it?
Dr Murray: Move away from the situation. Some
people can do this mentally, by
counting to ten in their head and others
have to physically leave the room. But,
don't just storm out, leave calmly.
OK. Anything else?
Dr Murray: Well, choose carefully when to argue.
Nobody wants a friend, child or sibling
who argues all the time.
DJ: Good point!
Dr Murray: You w ill be taken far more seriously if
you only argue about important things,
rather than everything that winds you up.
DJ: So staying in control is the key.
Dr Murray: Yes, people who are calm w ill be taken
more seriously by others during an
argument.
DJ: So listeners, next tim e you feel angry,
stop and think first. You may avoid the
argument altogether. Thanks, Dr Murray
- you've given us lots of good ideas I
should have thought about when I was
younger. If only I'd learned a few of
them earlier!
Dr Murray: Well, don't worry. These ideas are
useful for everyone; it's never too late
to use some of them!
A nsw ers
keep your cool, leave th e room , stay in
control, count to ten in your head
13 .3 A sk students to lo o k a t sentences 1 -6 .
0
Explain th a t th e sentences are a b o u t th e in te rv ie w
w ith th e doctor. Play th e re co rd in g again. Students
listen and co m p le te th e sentences. C heck answers.
A nsw ers
1 good and bad 2 th in k th ey are right
3 suggest alternatives fo r 4 shout
5 leave th e room 6 everything
Read o u t th e questions. Students w o rk in small
groups to ask and answ er th e m . Encourage
students to ask fo llo w -u p questions fo r extra
in fo rm a tio n . A sk one s tu d e n t fro m each g roup to
re p o rt back to th e class.
/ r
i 8 Grammar
Expressing wishes and regrets
Books closed. P retend th a t you feel sad. You
could p u t y o u r fis t to y o u r chin, shake y o u r head
in a m e lan cho lic w ay and sigh. Say: I wish I h a d n ’t
shouted a t m y friend, b u t I wish m y frie n d w ould
listen to m e sometimes. Ask: W ha t am I feeling?
Elicit th e w o rds wish and regre t and w rite th e
w ords on th e board.
Students ope n th e ir books at page 80 and read
o u t th e sentences. Focus on th e w ords in bold and
explain th a t th e y are all ways o f expressing regret.
Students th e n w o rk in pairs to co m p le te th e rules.
C heck answers.
A nsw ers
• present
• futu re
• past
• did not
Language note
P o in t o u t th a t w he n w e ta lk a b o u t o u r wishes fo r
th e fu tu re w e usually use hope, e.g. I hope m y team
wins the m atch n o t I wish m y team wins the m a tch .
G o th ro u g h th e firs t sentence w ith th e class,
show ing h o w th e second sentence can be
c o m p le te d so th a t it m eans th e sam e as th e first.
Students th e n w o rk in pairs to co m p le te th e rest o f
th e sentences in th e exercise. C heck answers.
W e a k e r classes: Encourage students to first
id e n tify th e verb in th e firs t sentence th a t th e y need
to use in th e second sentence. O nce th e y have
done this, th e y can try to w rite th e ir sentence.
A nsw ers
1 have studied 2 w ould let 3 have told
4 w e re n ’t 5 hadn’t le ft 6 have w atched
ft #*## *»#• • «.••» •i • •• *
• I
• Check it out!
• «|
• «|f
• Ask students to lo o k a t th e in fo rm a tio n in th e
• •
• box. Elicit sim ilar sentences using I wish + could
* and w rite th e m on th e board.
i *>
l C orpus ex a m p les fo r use o f I w is h + could
; 1 I w ish I can see him again.
C o rre c t sentence: I w ish I could see him again. |
I 2 I w ish you can be here w ith us.
I C o rre c t sentence: I w ish you could be here *
w ith us. *
- •
A sk d iffe re n t students to read o u t th e five
sentences. Students th e n w o rk in pairs to th in k
o f situations in w hich som eone m ig h t say th e
sentences. A s tu d e n t fro m each pa ir th e n reports
back to th e class.
Possible answ ers
1 A fte r a terrib le arg u m en t w ith a friend.
2 A fte r seeing some people you don’t like.
3 A fte r hearing ab o u t a great party.
4 A fte r seeing som eone th ro w rubbish in the
street.
5 A fte r getting dressed up to go to an
expensive restaurant.
Optional activity
Students w o rk in pairs. S tu dent A is a son or
daughter. S tu dent B is th e m o th e r o r father.
S tu dent A has failed all th e ir exams. S tu dent B
is n o t happy a b o u t it and w ants to k n o w w h a t
w e n t w rong. S tudent A tries to explain, using
th e expressions o f regret, e.g. I should have
studied more. I s h o u ld n ’t have gone o u t a ll the
time. I f o n ly I ’d gone to bed earlier. Students can
th e n swap roles.
Enteraction 9
<23E> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Negotiating and responding
13 .4 Tell students th e y are going to listen to
Kai and his sister Leila arguing w ith each other.
Pre-teach: W hat are you up to?, th a t’s m ore like it, I
owe you one. Play th e recording. Students listen and
answ er th e questions. They can com pare answers
before you check answers w ith th e w h o le class.
Audioscript
Kai: Lei? Leila? What are you up to at the moment?
Leila: Not much, why?
Kai: Well, Mum's asked me to take the dog to
the vet, but I can't because I've got to meet
* Nadia in half an hour.
j Leila: So?
j Kai: Well, I was just wondering i f ...
Leila: No, I'm not doing it. You just don't want to
j
w alk into town, so you're trying to be smart
and get me to do it.
Kai: It's not that! Look, I w ouldn't ask, but Nadia's
going back to university tomorrow.
Leila: Well, you should have done it before! Look,
you always do this, it's not fair!
Kai: Oh, go o n ... please! I w on't see her for a
month after today.
Leila: What's in it for me?
Unit 9
 Kai: Look, if you do this, I'll do your washing up
tonight. I promise!
Leila: No way, that's so unfair! It's going to take
me much longer to go to the vet.
Kai: OK, OK. You can be so stubborn sometimes!
All right, I'll do your washing up for the rest
of the week.
Leila: Now, that's more like it. OK then. I'll do it,
but just this once.
Kai: Oh cheers, I owe you one.
Leila: OK, but this is the last time!
A nsw ers
Kai is supposed to take th e dog to th e vet,
but he can’t do it. Kai promises to do the
w ashing up for Leila, if she takes th e dog to
th e vet.
Cjb 0 0 3 . 4 Play th e re co rd in g again. Students listen
and decid e w h o says w h ic h phrase. Play th e
re co rd in g fo r stud en ts to check th e ir answers.
W h en che ckin g answers, m ake sure students
un d e rsta n d th e m eaning and use o f th e phrases.
Play th e re co rd in g again. Students listen and
rep ea t th e phrases.
A nsw ers
IK 2K 3 L 4 L 5K 6 L 7K 8L
C Revise th e phrases used fo r negotiating and
responding. D ivide th e class into S tudent A and
B pairs. Tell students th e y are going to role-play a
conversation in w hich th e y negotiate a solution to a
problem . S tudent A tu rn s to page 119 and S tudent
B turns to page 122. Read o u t th e instructions
and refer students to Interaction 9 on th e cover
gatefold. Give th e m a fe w m inutes to read th roug h
th e info rm a tion . Students w o rk in pairs to prepare
and practise th e ir conversations. Students then
re p o rt back to th e class, saying w h e th e r th e y w ere
able to fin d a solution to th e problem .
"""T""\
Portfolio 9 dfc?
Asking for and giving advice
a Books closed. Ask: D o you ever read problem pages
in m agazines o r o n lin e ? Is it h e lp fu l to g et advice
in this way? Discuss th e questions b rie fly w ith
th e class.
Students op en th e ir books at page 81 and read
Elene’s le tte r on th e w eb site p ro b le m page. They
choose th e best title fo r it and th e n th in k o f som e
advice to o ffe r Elene. M ake sure stud e nts d o not
read A n d y ’s advice to Elene at this p o in t. C heck
answ ers and ask som e stu de nts to te ll th e class
w h a t advice th e y w o u ld give Elene.
7 8 j Unit 9
A n sw er
She’s so disrespectful!
b Students read A n d y ’s advice. They can th e n tell
th e class if th e y had any advice to o ffe r Elene th a t
was sim ilar to A n d y ’s.
C Students read th e tw o le tte rs again. T h e y th e n
w o rk in pairs to p u t th e language in to th e c o rre c t
colum n. C heck answers.
A nsw ers
Elene uses phrases explaining th e problem .
A ndy uses phrases for giving advice.
E x p lain in g th e p ro b le m
H e /S h e is always + -ing
W h a t should I do?
I wish h e/sh e w ould ...
G ivin g advice
It’s tim e you + past simple
I understand your problem
Try + -in g
You sho u ld /o u g h t to /c o u ld ...
You shouldn’t have + past participle
d Tell students to th in k o f a p roblem th e y are
having (this doesn’t have to be an actual problem ,
students can in ve n t one if th e y prefer).
G ive students 15 m inutes to w rite th e ir le tte r
to A ndy. Encourage th e m to use th e language
fo r asking fo r advice seen in Exercise c. M o n ito r
w h ile students w rite th e ir letters, he lp in g o u t w ith
v o c a b u la ry as necessary. You c ould also set this
exercise fo r h om ew ork.
e Students swap le tte rs w ith a p a rtn e r and th e n
w rite new letters, o ffe rin g advice to th e ir partner.
f Students read th e ir p a rtn e r’s le tte r and decide if
th e advice c o n ta in e d w ith in it is good o r not. Ask
som e students to re p o rt back to th e class.
1 Song
The Anthem
3 Read o u t th e questions a b o u t m aking decisions.
Students w o rk in pairs to discuss th e questions.
A s tu d e n t fro m each pair th e n re p o rts back to
th e class.
b 0 0 3 . 5 Tell students th e y are going to listen to
a song called The A n th e m by G ood C harlotte.
Explain th a t an a n th e m is th e national song o f a
c o u n try (e.g. th e a n th e m o f th e USA is called The
Star Spangled B anner) o r a song th a t has becom e
so p o p u la r th a t p e ople sing it on specific occasions
(e.g. Q u e e n ’s We A re The C ham pions has becom e
a s p o rtin g a nthem ).
 Play th e recording. Students listen and o rd e r th e
lines fro m th e song. C heck answers.
Audioscript/Answers
It's a new day, but it all feels old
It's a good life, that's w hat I'm told
But every day, it all just feels the same
At my high school, it fe lt more to me
Like a jail cell, a penitentiary
My tim e spent there, it only made me see
C 0 0 3 . 6 Play th e recording o f th e n e xt p a rt of the
song. Students com plete th e chorus using th e w ords
in th e box. They can com pare answers in pairs
before you check answers w ith th e w h o le class.
A nsw ers
1 like 2 do 3 hear 4 ever 5 you
6 just 7 anthem 8 w anna
d BUS! 3 .7 Students w o rk a lone to m atch th e tw o
parts o f th e sentences. Play th e re co rd in g fo r
students to check th e ir answers.
A nsw ers
1 C 2 F 3D 4B 5 A 6 E
e 0 0 3 . 8 Play th e w h o le song. Read o u t th e
questions and discuss th e m w ith th e w h o le class.
Encourage students to re fer to specific lyrics in th e
song w h e n givin g th e ir answers.
Possible answ ers
1 H e com pares it to a prison cell because he
feels trap p ed w ithin it.
2 H e is talking to him self and to o th e r young
people.
3 H e doesn’t w a n t to go to college or
university. H e feels th a t he w ould be
follow ing th e crow d if he w ere to do that.
4 Students’ ow n answers.
5 Students’ ow n answers.
Optional activity
T he singer o f The A n th e m suggests th a t going to
u n ive rsity is a co nve n tio n a l th in g to do. A rrange
a class debate. Ask: Is the singer rig h t? W h a t is
u niversity for? Discuss th e questions w ith th e
class, enco urag in g stu de nts to de fend th e ir
view s as w ell as challenge tho se o f others.
2 Sound check
a 0 0 3 . 9 R em ind students th a t th e w ords w hich
carry th e stress in an English sentence are th e
w ords w h ich also c a rry m uch o f th e m eaning
o f th a t sentence. Play th e chorus to th e song.
Students listen and say th e stressed w ords.
b Students w o rk in pairs to try to co m p le te th e lyrics
fro m Exercise 2a w ith th e unstressed w ords in
each line. C heck answers.
A nsw ers
don’t ever, like
don’t w anna, the, you
I’m, gonna, the, you
don’t ever, d o n ’t ever, be, don’t
be, like
.c ; HSU3 -10 Play th e recording. Encourage students
to try and say o r sing as m any o f th e lyrics to th e
song as th e y can w h ile th e y listen.
f3,5 Musical notes
Background inform ation
Haiti
H aiti is a c o u n try in th e C aribbean, located in
th e w estern p a rt o f th e island o f H ispaniola
(th e eastern p a rt o f th e island is th e D o m in ica n
R epublic). C olonised in tu rn by th e Spanish,
French and A m ericans, H aiti experienced great
p o litica l tu rm o il in th e tw e n tie th c e n tu ry and
rem ains one o f th e p o o re st c o untries in th e
w o rld . T h e 2010 earth q u a ke o n ly m ade things
m uch w orse fo r th e peo p le o f H aiti.
a 0 0 3 .1 1 Students read th e te x t a b o u t G ood
C h a rlo tte . Ask: When d id the b a n d form ? (In
1996) W hat d id the b a n d do fo r H a iti? (T hey
raised m oney fo r victim s o f th e 2010 e a rthq uake.)
T hen ask w h a t students k n o w a b o u t H aiti. Elicit
s tu d e n ts’ ideas and w rite th e m on th e board. Play
th e recording. Students listen and w rite th re e
adjectives to describe each m usical style. Elicit
adjectives fro m th e class, and decide as a class on
th e th re e best adjectives fo r each style.
b Ask students to research this at hom e. They could
ask o ld e r m em bers o f th e ir fa m ily o r look fo r
in fo rm a tio n on th e in te rn e t. Encourage th e m to
listen to som e o f th e m usic th e y research. They
can re p o rt back and share ideas in th e n e x t lesson.
 © Creating a buzz

7 slogan - A a short phrase to advertise a product

Unit aims: 8 target customers - D a group of people for whom a
product is intended
Topic: A d ve rtisin g
G ra m m a r 13.13 Tell students th e y are going to listen to
R e po rtin g verbs six conversations o r announ cem e nts. Students
P a rticip le clauses have to decide w h ich w o rd fro m Exercise 1a best
describes w h a t th e y hear. Play th e recording.
V o c a b u la ry
Students can com pare answ ers in pairs before you
A d ve rtisin g
check answ ers w ith th e w h o le class.
Phrasal verbs w ith come
In te ra c tio n , S p eakin g an d P ro n u n c ia tio n Audioscript

Speak: O p in io n s a b o u t adve rtisin g 1

P ronunciation: Pitch in signalling w ords Girl: Yeah, check out this clip.
In te ra ctio n 10: G iving a p re se nta tion Boy: It's not doing anything.
Girl: That's weird. Oh hang on, it's because of
L istening, R eading an d P o rtfo lio
this advert. I hate it when they come up
Read: H o w to create buzz
on the screen like that!
Listen: Privacy and th e in te rn e t
Boy: Just click on the window and it should
P o rtfo lio 10: A p ro d u c t review
close.
C u ltu re U K 2
Bristol Man: So buy Sportfresh and fight your thirst
R e vie w 9 an d 10 during exercise. Sportfresh. Your sport.
Your drink.
3
Woman: ... so for advertising the IX4 phone
Vocabulary we've decided to focus on TV and radio
promotion. We're going to make a
Advertising television advert that w ill go out first on
Saturday night when Pop Talent is on.
1 3 .t2 Books closed. Ask: D o you w atch adverts
Man: To follow this, we're going to advertise in
on TV o r pa y a tte n tio n to adverts online? B riefly
three technology magazines, and offer a
discuss th e q ue stion w ith th e class.
free app for the IX4 phone that customers
Students open th e ir books at page 84 and w o rk can download online.
in pairs to m atch th e w ords w ith th e d e finitions. Woman: After this, we're going to advertise in
P o in t o u t th a t som e o f th e w ords m ig h t be sim ilar newspapers. We th o u g h t...
to w o rds in th e ir language (e.g. logo, cam paign). 4
Encourage students to use d ictio n a rie s to check Boy: What do you think of my new Boxster
new w ords. Play th e reco rd in g and th e n check jacket?
answ ers w ith th e class. Girl: Yeah, I like it. Have they changed the logo
Audioscript/Answers
though?
1 advertising agency - C a business which helps people Boy: I think so. It used to be a bird on a circle,
advertise products but now it's three small birds instead. I
2 brand - F a type of product made by a particular like it, though.
company Girl: I think I prefer the old one, but it's still
3 launch - H to start a campaign or put a product on really cool!
the market 5
4 logo - E a design or symbol used to advertise a Woman: Hello, hello everyone. Hello again, and
product welcome to our annual swimwear event.
5 marketing campaign - 6 planned activities or events Tonight, I'm proud to present the mermaid
to sell a particular product line, featuring our new range of bikinis
6 pop-up - B an advert which appears in a new and sw im suits...
window on a website page

8 0 ; Unit 10
 6
Man: When we were thinking about the
customers for the new Panther fam ily
car, we looked at our existing customers.
The average person who buys a Panther
is male, in his late 30s and is married
w ith either one or tw o children. These are
obviously people we w ant to buy the new
car, but we also want to attract younger
p e o p le ...
A nsw ers
1 pop-up 2 slogan 3 m arketing cam paign
4 logo 5 launch 6 ta rg e t customers
A sk fo u r d iffe re n t students to read o u t th e
questions. Students th e n discuss th e q uestions in
pairs. A sk one s tu d e n t fro m each pair to re p o rt
back to th e class.
Optional activity
D ivide th e class in to tw o team s. Say a w o rd from
Exercise 1a, w hich team s take turn s to spell.
If n e ith e r team makes a m istake b oth team s
w in a point. If one team makes a mistake, give
th e o th e r team th e chance to w in th e p o in t by
spelling th e w h o le w ord correctly. The team w ith
th e highest score at th e end is th e w inner.
.•****.
[2 j Speak
- Read o u t th e s tate m en ts in th e box, m aking
sure th a t stu de nts u n de rsta n d th a t th e line
u n d e rn e a th each sentence represents a g re em e nt
o r d isa gree m e nt w ith th e sta te m e n t. Students
w o rk alone to p u t an X on each line to ind icate
th e ir vie w on th e sta tem ents. Students can th e n
c o m p are th e ir answ ers in pairs.
b Students w o rk in groups to discuss th e statem ents
in Exercise 2a, giving reasons fo r th e ir views. Ask
o ne s tu d e n t fro m each g ro up to re p o rt back to
th e class. W rite on th e board th e phrases: none
o f us, some o f us, m ost o f us, a ll o f us. C heck th a t
s tudents u n d e rsta n d th e phrases, and encourage
th e m to use th e phrases w h e n th e y re p o rt back on
th e ir g ro u p ’s discussion.
Culture Vulture
A sk s tud en ts to read th e in fo rm a tio n in
th e box. Discuss th e q uestions w ith th e
class. As fo llo w -u p questions ask: W hy do
some adverts becom e very p op u lar? A re we
surrounded b y too m a ny a d verts?
(3) Read and listen
a Books closed. Ask: W h a t d iffe re n t ways can
com panies use to advertise th e ir products? Elicit
s tu d e n ts ’ ideas and w rite th e m on th e board.
Students op e n th e ir books at page 85 and w o rk in
pairs to try to guess th e m eaning o f th e headings.
C heck answ ers and explain th e m eaning o f th e
headings if necessary.
A nsw ers
1 Publicity stunts: m arketing campaigns
designed to a ttract atten tio n due to its
originality
2 Buzz agents: people paid to create buzz
ab o u t a product
3 N egative buzz: bad publicity
4 Catch th e cool kids: attra c t th e
fashionable and popular kids
5 O nline buzz: great excitem ent, gossip and
rum our on th e in tern et w ith regard to a
new film , T V show, pair o f trainers, etc.
b Students skim th ro u g h th e te x t q u ic k ly and m atch
th e headings w ith th e paragraphs. You m ig h t w a n t
to pre-teach som e o f th e key vocabulary, e.g.
scenario, raving, viral video, backfire. A sk students
to com pare answ ers in pairs before you check
answ ers w ith th e w h o le class.
A nsw ers
A 2 B 5 C 1 D 4 E 3
© j 3 . 1 4 A sk students to read th ro u g h sentences
1 -6 . Play th e re cording w h ile students read and
listen. Students co m p le te th e exercise. Tell th e m
to c o rre c t th e w ro n g sentences. C heck answers.
A nsw ers
1 Talking positively abou t a brand to
increase its value.
2 Buzz can involve th e creation o f fake fan
websites or people pretending to like a
product in return for money.
3 For groups o f people to gather in public
places to do things for fun.
4 T hey offered school children m oney and
free consoles to give to th e ir friends.
5 T hey hired actors w ho pretended to be
tourists and told people they m e t how
good th eir cam era phone was.
6 It is not illegal, b u t m any com panies avoid
doing it, or do not ad m it to doing it.
Read o u t th e th re e questions. Students w o rk in
pairs to discuss th e questions. Set a th re e -m in u te
Unit 10 ; 81
 tim e lim it fo r this activity. A sk a stu d e n t from each
pair to re p o rt th e ir answers to th e class.
Optional activity
Students w o rk in groups. T h ey choose a
p ro d u c t to a dvertise and th e n com e up w ith
a ‘flash m o b ’ idea to advertise it. O ne person
fro m each g rou p re p o rts th e idea to th e class.
Grammar
Reporting verbs
Books closed. Ask: W h a t verbs can we use to re p o rt
w h a t people have said? Elicit stu d e n ts ’ ideas and
w rite th e m on th e board.
Students op en th e ir books at page 86 and look
at th e e xam ple sentences. Focus on th e m eaning
o f th e fo u r re p o rtin g verbs and m ake sure th a t
students u nd e rsta n d th e m . Students th e n m atch
th e exam ples w ith th e structures. C heck answers.
A nsw ers
She recom m ends going to see it. B
She had prom ised to ta lk positively abou t
th e film . A
Is buzz persuading us to buy things? D
Bloggers can also m ake m oney on the
in tern et by suggesting th a t people buy
certain clothes. C
Language note
P oint o u t th a t in in form a l spoken and w ritte n
language, said is o fte n used to re p o rt com plaints,
re co m m e nd atio n s, a n n o u n ce m e n ts, explanations
and persuasion. H ow ever, in m ore fo rm a l styles o f
English, p a rtic u la rly in journa lism , o th e r re p o rtin g
verbs are o fte n used.
»» * • # '#.■# #.m:mm mmm ». ■« « # • • ♦ • •• # * «■• # # # # # * « •
Check it out!
A sk students to loo k at th e in fo rm a tio n in the
box. You could e lic it fu rth e r exam ple sentences
using th e verbs in th e box, in o rd e r to check
stu d e n ts ’ u n d e rsta n d in g o f th e w ay these verbs
are used to re p o rt in fo rm a tio n .
C orpus e xa m p le s fo r use o f re p o rtin g verbs
1 I reco m m e n d to visit this m useum .
C o rre c t sentence: I re com m e nd v is itin g /th a t
you visit th is m useum .
2 I prom ised him to com e to M oscow.
C o rre c t sentence: I prom ised him th a t I w o u ld
com e to M oscow.
Students w o rk in pairs to locate th e verbs in th e te x t
on page 85 and m atch th e m w ith th e structures.
A nsw ers
m ention C agree A
suggest C invite D
convince D ad m it B
A sk students to look at sentences 1 -6 . Go th ro u g h
th e firs t sentence as an exam ple. Students th e n
w o rk alone to choose th e c o rre c t fo rm o f th e verb.
They can check answ ers in pairs before you check
answ ers w ith th e w h o le class.
A nsw ers
1 to try
2 to buy
3 to be
4 thinking
5 th a t th e cam paign was
6 m e not to go
S tro n g e r classes: Students can w rite exam ple
sentences o f th e ir ow n using th e re p o rtin g verbs
fro m Exercise 4a.
W e a k e r classes: If necessary, go th ro u g h th e
w h o le exercise w ith th e class, helping students
to recognise th e verb p a tte rn th a t is used w ith
each o f th e verbs. As fu rth e r practice, e lic it e xtra
exam ple sentences using th e re p o rtin g verbs and
w rite th e m on th e board.
Read o u t th e in c o m p le te sentences. C o m p le te th e
firs t tw o so th a t th e y are tru e fo r you and w rite
th e co m p le te d sentences on th e board. Students
w o rk alone to c o m p le te th e sentences so th a t th e y
are tru e fo r th e m . M o n ito r and help, as necessary.
Students com pare sentences w ith th e ir partner.
A sk one s tu d e n t fro m each pair to re p o rt back to
th e class.
5 Listen
Ask: H o w free are we online? Does anyone
w atch w h a t we do online? B riefly discuss th e
questions w ith th e class. Then read o u t th e th re e
statem ents. Students w o rk alone to decide if th e
statem ents are tru e o r false.
3 0 3 . 1 5 Tell students th e y are going to listen
to a pre se n ta tio n a b o u t a n o n y m ity online. Pre­
teach th e fo llo w in g vo cabulary: b illb o a rd , facial
recognition technology, tracking, creepy, influential.
Play th e recording. Students listen to check th e ir
answers to Exercise 5a.
Audioscript
Hi everyone. In my presentation today I'm going to A nsw ers
talk about w hy we are not as anonymous online as 1 False 2 False 3 True
we think we are. I'd like to look at w hy it's im portant
for teenagers to be aware of developments in new C S H 3-15 A sk students to look a t sentences 1 -6 .
technology so we know what kind of inform ation we can Play th e re cording again. Students listen and
be telling people about ourselves when we are surfing decide if th e sentences are rig h t o r w ro n g . M ake
the internet. sure th a t students c o rre c t th e w ro n g sentences.
C heck answers.
The film M inority Report was made in 2002 but is set in the
future. In one scene, walking along in a shopping mall, Tom
A nsw ers
Cruise passes advertising billboards that shout his name
1 X Billboards in Japan can determ in e
to try and attract his attention. Back then that seemed
w h e th e r you are m ale or fem ale, as w ell as
like science fiction. But now adverts can actually look at
your approxim ate age.
us. In Japan, digital advertisements in the street use facial
2 /
recognition technology to find out whether you are male or
3 /
female and your approximate age. They then show you an
4 X T hey know alm ost everything, except
advert which they think you'll like. Having measured how
our names.
long you spend looking at the ad, the camera then saves
5 /
the information and it is sent to the advertiser.
6 X T h ere are few regulations online.
Amazing. But really that's nothing compared to what
happens to all of us every day online. Have you ever come d Read o u t th e questions. Students th e n w o rk in
across a computer ad that seems aimed directly at you? pairs to answ er th e m . Set a th re e -m in u te tim e lim it
That's not an accident. Advertisers have come up w ith a fo r this a ctivity. A sk one s tu d e n t fro m each pair to
brilliant idea called tracking. Having installed special tools re p o rt back to th e class.
in our computers w ithout our knowledge, they follow
nearly everything we do. The software they use builds
up profiles of our computer activities. While searching for
information online, very often we are being recorded. (6 Grammar
Later the profiles can be bought by advertisers who send
us personalised adverts. They know our age, tastes,
Participle clauses
shopping habits, location ... almost everything except our a Tell students th a t th e sentences in th e box are
name. I'll come back to the issue of privacy later. fro m th e liste ning a b o u t in te rn e t a nonym ity. Focus
So w hy is this a problem? Often, it isn't. Although it can on th e w ords in bold, exp la in in g th e d iffe re n t
be creepy when ads especially meant for us come up types o f p a rtic ip le clause th a t fe a tu re in th e
on our screens, targeted advertising can be useful for exercise. Students w o rk in pairs to co m p le te th e
consumers. Someone who likes Twilight or Glee m ight rules, using th e exam ple sentences to help th e m in
be interested in buying related products such as DVDs th is task. C heck answers.
or T-shirts. Another im portant point is that money from
A nsw ers
advertising keeps many sites free, so we don't have to
• always
pay to use them.
• often
So, how much is tracking used? Well, over 80% of online
• a passive
advertising campaigns in 2009 involved tracking of some
• before
sort. Not knowing this, someone chatting or w riting
• subject
an email online gives them even more inform ation.
The Wall Street Journal recently looked at sites popular
w ith US teenagers and they found that they used about Language note
30% more tracking technology than sites popular w ith
adults. Apparently teenagers are more impulsive buyers P oint o u t th a t p a rtic ip le clauses are a fe a tu re o f
online than adults, so advertisers try and get us to spend m ore fo rm a l spoken and w ritte n styles o f English.
money on things that maybe we w ouldn't buy if we
thought about it more, like junk food.
b Go th ro u g h th e firs t sentence as an exam ple.
Students th e n w o rk in pairs to co m p le te th e
At the moment, there isn't much happening to control
sentences w ith th e c o rre c t w ords. C heck answers.
this. The regulations controlling advertising are based on
studies done in the 1970s on how TV influences young A nsw ers
people, so that was long before the internet came along. 1 surfing 2 Looking 3 chosen 4 Having
Many experts think that the internet is much more forgotten 5 having 6 having done
influential than TV because of its interactive nature, and I
think stricter guidelines for privacy are needed. Another
point to consider i s ...
Unit 10
 Students w o rk alone. P oint o u t th a t th e y can refer
to th e exam ples in Exercise 6a w h e n c o m p le tin g
th e sentences. C heck answers, asking stud ents to
explain th e ir answ er in each case.
A nsw ers
1 carrying out 2 Being 3 sent 4 hearing
5 having 6 having driven, crossing
W e a k e r classes: If necessary, go th ro u g h th e
w h o le exercise w ith th e class, h e lp in g students to
see w h y each sentence requires a past o r present
p a rticip le . As fu rth e r practice, e lic it e x tra exam ple
sentences using past and p resent p a rticip les and
w rite th e m on th e board.
Refer stu de nts to sentences 1 -4 . Tell students to
S3 w o rk alone to co m p le te th e gaps in th e sentences
w ith th e ir ow n ideas. W ith w eaker classes,
co m p le te th e sentences so th a t th e y are tru e
fo r you and th e n w rite each o f th e co m p le te d
sentences on th e board. Students can use these
exam ples as m odels to fo llo w w h e n w ritin g th e ir
ow n sentences. Students can com pare th e ir
sentences in pairs.
7 Vocabulary
Phrasal verbs with com e
13.16 Books closed. Elicit exam ples o f phrasal
verbs th a t stud en ts should already be fa m ilia r w ith
fro m th e course, e.g. b u ild up, speed up, take away,
take dow n, give away, give back. R em ind students
th a t phrasal verbs are fo rm e d w ith verbs and
pre po sitio ns o r adverbs.
Students open th e ir books at page 87 and lo o k at
th e e xam ple sentences. Students w o rk a lone to
m atch th e phrasal verbs w ith th e d e fin itio n s. Play
th e re co rd in g fo r stu d en ts to check th e ir answers.
Audioscript/Answers
1 Have you ever come across an ad that seems aimed
just at you? - F to find by chance
2 They've come up w ith a brilliant idea called tracking.
- D to suggest or think of a new idea or plan
3 I'll come back to privacy later. - A to return to a place
or an idea
4 It can be creepy when personalised pop-up ads come
up on our screens. - E to appear unexpectedly
5 That was long before the internet came along.
- G to arrive
6 My aunt came over last night. It was really nice to
see her. - H to pay a casual visit to someone
7 A film about social networking has just come out.
- C to become available for people to buy or see
8 You've lost all your documents! How did that come
about? - B to happen
8 4 1 Unit ID
R ew rite th e firs t sentence w ith th e class, p u ttin g
th e new sentence on th e board. Students then
w o rk in pairs to re w rite th e rest o f th e sentences
using a phrasal verb w ith come in th e c o rre c t form .
M o n ito r th ro u g h o u t, m aking sure th a t students are
fo rm in g th e sentences correctly. C heck answers.
A nsw ers
1 I’ve just com e up w ith a great idea for an
advert.
2 T h eir new album will com e o u t in th e
spring.
3 H e said he was going to com e back to th e
house before he w e n t out tonight.
4 M y m o th er cam e across these old photos
w hen she was tidying up.
5 I w aited ages for a bus, th en th ree cam e
along at once!
6 M y com p uter has crashed, I d o n ’t know
how th a t cam e about.
Optional activity
Students w o rk in pairs. They w rite sentences fo r
an o th e r pair to co m p le te w ith a suitable phrasal
verb from Exercise 7a, e.g. Steve J o b s ________
the idea fo r A pple in the 1970s. Students then
swap th e ir sentences and com plete th e m using
one o f th e phrasal verbs in th e co rre ct form .
Check it out
A sk students to look at th e in fo rm a tio n in
m
th e box. Encourage students to use a good
d ic tio n a ry to check w h e th e r new phrasal verbs *
are separable o r non-separable. You should
also encourage students to use so m e b o d y /
som ething w h e n re cording new phrasal verbs, |
e.g. if th e y w rite ‘take som e th in g o f f in th e ir J
n o te b o o k, th e y w ill kn o w th a t th e phrasal verb *
‘take o f f is separable. *
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • a * *
Give students tw o m inutes to w rite d o w n as
m any o th e r phrasal verbs w ith come as th e y can.
Exam ples could inclu de: com e in, come on, come
back. W rite th e w ords on th e board. A sk students
to record these, to g e th e r w ith th e w ords from
Exercise 7a, in th e vo ca b u la ry section o f th e ir
no te b o o k.
Read o u t th e questions. Students w o rk in pairs to
discuss th e questions. Set a fo u r-m in u te tim e lim it
fo r th is a ctivity. A sk a s tu d e n t fro m each pair to
re p o rt th e ir answ ers to th e class.

■8 Pronunciation
< E * > As an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
Pitch in signalling words
13 .1 7 Read o u t th e in form atio n a b o u t pitch in
signalling w ords. Play th e recording. Students listen
to th e exam ples o f signalling. Explain th a t signalling
w ords are im p o rta n t in a presentation because
th e y tell listeners th a t th e speaker is going to say
s om ething im p o rta n t o r change to a new topic.
13 .1 a Play th e firs t sentence o f th e re cording
and e lic it th a t R ig ht is a signalling w o rd . Play th e
rest o f th e recording. Students listen and u n d e rlin e
th e signalling w ords in th e p re se ntatio n . C heck
answers.
Audioscript/Answers
Right, everybody sit down, please. I'll just let everybody
get settled. OK/ I'll start. Well, firstly. I'd like to talk
about how adverts are made. First, a client comes
along w ith a product they want to sell. Then the sales
team talks to them about how much money they want
to spend, and so on. After that, the creative team get
involved. They are the people who come up w ith ideas
for the advertising campaign. Next, they ...
13.18 Play th e recording. Students listen and
c idea repeated a lot on TV, on the internet,
read th e te x t aloud. M ake sure th a t students are
using th e rig h t in to n a tio n on th e signalling w ords.
Students w o rk in pairs to practise reading th e
p re se n ta tio n to each other. The focus is on th e use
o f a high e r pitch on th e signalling w ords. Students
should c o rre c t each o th e r w h e re th e y feel th e
rig h t in to n a tio n is n o t being used.
I interaction 10
<33E> As an o p tio n a l visual a lte rn a tiv e to th e audio
CD, this exercise is available on th e DVD.
Giving a presentation
Background inform ation
M em es
T he worci m em e com es fro m th e G reek
m im em a, m eaning ‘to im ita te o r c o p y ’. T he w o rd
was coin ed in th e 1970s by th e e v o lu tio n a ry
b iologist Richard D aw kins as a play on th e
w o rd gene. T he w o rd is used to describe
th e transm ission o f c u ltu ra l ideas fro m one
in d ivid u a l to another. T h e w o rd has becom e
standard on th e in te rn e t as a w ay o f describing
th e w ay ideas becom e p o p u la r online.
13.19 Books closed. W rite G iving a
presentation on th e board. Ask: W hat makes a
go o d presentation? Elicit stu d e n ts ’ ideas and w rite
th e m on th e board.
Students open th e ir books at page 88. Tell students
th a t th e y are going to listen to a presentation a b o u t
viral videos. Play th e recording. Students com plete
th e title s o f th e videos. Check answers.
Audioscript
Teacher: OK everyone, our guests are ready to
begin. I'd like to introduce Sarah and Frank
from Direct D igital Marketing, who are
going to talk about some aspects of digital
advertising. Sarah, over to y o u ...
Sarah: Good m orning, everyone. Today we'd
like to talk about viral videos. First we're
going to look at how they started, and
next w e 'll move on to talk about different
types of video. Then finally we'd like to
explain why they are im portant in modern
advertising. Right, one of the first viral
videos was the Dancing Baby made in
1996. It was passed from person to person
by e-mail until it became an internet
sensation. This was before video-sharing
sites like YouTube. People liked seeing
a baby dance and the idea of a dancing
baby has become a 'm em e', which is an
etc. Anyway, as I was saying, viral videos
really took o ff later. In 2006, people went
crazy for a video called The Evolution o f
Dance and its dancer became a star. Now
I'll pass you over to Frank, who is going to
talk about another meme.
Frank: Hello, yes, as Sarah said, a meme is a basic
idea which is repeated, often in slightly
different forms. In 2007, Tay Zonday posted
a song called Chocolate Rain on YouTube
and it went viral - millions of people
viewed it. A lot of people sang variations
of it online, and then an animated version
of Tay Zonday appeared on South Park and
Family Guy. After th a t...
A nsw ers
1 D a n c in g 2 e v o lu tio n 3 C h o c o la te
13.19 Tell students to read th ro u g h th e
gapped sentences. Play th e re cording again.
Students listen and co m p le te th e sentences.
C heck answers.
A nsw ers
1 lik e t o ta lk 2 lo o k a t 3 m o v e o n
4 fin a lly 5 w a s s a y in g 6 o v e r t o 7 as
Unit ID 85
D ivid e th e class in to S tu de n t A and B pairs. Tell
students th e y are going to give a prese n tation.
S tu dent A and S tu d en t B b oth tu rn to page 123.
Read o u t th e in stru ctio n s and refer students
to In te ra c tio n 10 on th e cover gatefold. Give
students a fe w m in u te s to read th ro u g h th e
in fo rm a tio n . Students w o rk in pairs to prepare
th e ir presentations. Students th e n give th e ir
p re se nta tion to th e class.
(l
Portfolio 1
A product review
Books closed. Ask: H o w do you decide w hich new
products to buy? D o y ou g e t in fo rm a tio n from
adverts? D o y ou read p ro d u c t reviews? Discuss
answ ers to th e questions w ith th e class.
Students ope n th e ir books at page 89 and tic k th e
item s in th e box th a t w o u ld usually app ear in a
p ro d u c t review. C heck answers.
-
A nsw ers
You m ight expect a review to featu re all th e
types o f inform ation.
Students read th ro u g h th e p ro d u c t review and
decid e w h ich in fo rm a tio n fro m Exercise a is
inclu ded. W h en checking answers, ask students to
refer to th e p a rt o f th e te x t w h e re th e in fo rm a tio n
is inclu ded.
A nsw ers
The review features all o f th e inform ation
from Exercise a, except a com parison w ith
a nother product.
Students read th ro u g h th e te x t again to find
exam ples o f th e item s in 1 -5 . C heck answers.
S am p le answ ers
1 are designed
2 trendy
3 negative: th e shoes are rath er expensive;
positive: th e shoes are certainly very
com fortab le
b
4 Having w orn my trainers for a w eek now ...
5 I w ould recom m end buying them .
Tell students to choose one o f th e products
from th e box. Explain th a t students are going
to w rite a review o f th a t prod u ct. Tell th e m to
use th e language focused on in Exercise c. Give
students 10-15 m inutes to co m plete this activity.
M o n ito r and help w ith vocabulary as necessary.
A ltern atively, this a c tiv ity could be set fo r
hom ew ork.
Students read th e ir p a rtn e r’s p ro d u c t review to see
if passive tenses have been used. S tudents should
also check th e review to see if it feature s personal
o p inions and a re c o m m e n d a tio n . A lte rn a tiv e ly , pin
th e review s a round th e classroom fo r students to
read. T he class could vote fo r th e best.
Culture UK: Bristol
Background inform ation
B ristol
B ristol is th e largest c ity in th e so u th w e st o f
England. It has been a significant p o rt since
th e tw e lfth c e n tu ry and becam e a ce n tre o f
s h ip b u ild in g d u rin g th e industrial re vo lu tio n .
M uch o f th e c ity w as destroyed in th e Second
W o rld War, b u t has since been redeveloped.
Ask: D o y o u k n o w a n y th in g a b o u t Bristol? P oint
to th e lo ca tio n o f th e c ity on th e m ap on page 91,
and explain th a t Bristol is a c ity in th e so u th w e st o f
England. If any students have visited th e city, invite
th e m to say w h a t th e y saw and did there.
Read o u t th e questions. Then ask students to w o rk
in pairs to fin d th e answers. Students can w o rk
a lone o r in pairs to co m p le te th e exercise. C heck
answers.
A nsw ers
1 trip -h o p
2 C hicken Run, The W ro ng Trousers
3 D ream W orks
4 Because Fry’s produced th e U K ’s first
Easter egg.
5 Fry’s and C adbury
6 hot air balloons at th e Bristol International
Balloon Fiesta
7 Chipping Sodbury
8 H ollyw ood A-listers and celebrities
9 on walls in Bristol
Read o u t th e d e fin itio n s and check th a t th e y are
clear. Students th e n w o rk in pairs to fin d th e w ords
and co m p le te th e puzzle. You could help students
here by te llin g th e m w h ic h parts o f th e a rtic le to
look at fo r each d e fin itio n . C heck answers.
A nsw ers
1 sw eet 2 hot air 3 brand 4 logo
5 aw ard 6 featu re 7 graffiti 8 fam iliar
9 box office 10 pound 11 Oscar
M ystery w ord: w orld-fam ous
© Students w o rk in pairs to say if th e y have heard o f
any o f th e th in gs o r pe o p le fro m Bristol. Students (?) Vocabulary
th e n m ake a list o f things th a t w e re m ade o r
invented in th e U K . A sk o ne s tu d e n t fro m each 1 aggressive 2 sm art 3 stubborn
pair to re p o rt back to th e class. 4 rebellious 5 jealous 6 cheerful
7 spoilt 8 reliable

Optional activity 1 up 2 te m p e r 3 nerves 4 peace 5 out

6 cool 7 of view
Students w o rk in pairs to research Bristol
online . Students research places to go and 1 com e up w ith 2 cam e out 3 com e back
thing s to d o in th e city. A t th e end, students 4 com e across 5 comes along 6 com e over
7 com e ab o u t 8 com e up
re p o rt back to th e class on w h a t th e y ’d like to
see and do in B ristol, exp la in in g a little a b o u t 1 customers 2 launch 3 pop-up 4 logo
th e d e s tin a tio n and th e activities. 5 agency 6 brand 7 slogan

Correct it!
2 Your noticeboard 1 M aybe he s h o u ld n ’t have shouted at Jane like
that.
An advertisement for your 2 Th e show should have begun at 7pm but it
town: ‘Made in started late.
Read o u t th e in fo rm a tio n , m aking sure th a t 3 I love having fun w hile I am w orking and I am
students u nd e rsta n d w h a t th e y have to do. G roups re liable.
can use th e in te rn e t to fin d th e in fo rm a tio n th e y 4 I ’d rather w ear old clothes to paint th e room.
need to w rite th e ir list o f fam ous local people and 5 W hen I thin k ab o u t this situation, I lose my
p ro d u cts. G ive th e groups p le n ty o f tim e to discuss tem per.
and plan. M o n ito r and give help and s u p p o rt 6 They suggested b u y in g videos w hich they
w h e re necessary. could use during th e ir lessons.
7 Thank you for having in fo rm e d m e ab o u t the
S tu d e nts use th e ir in fo rm a tio n fro m Exercise com petition results.
2a to p ro d u c e a poster. T h e y can illu s tra te 8 H e r role is to be a designer and com e u p w ith
th e ir p o s te r w ith p h o to s, d ra w in gs, ca rto o n s , new ideas.
logos and a d v e rtis e m e n ts , all o f w h ic h should 9 Shopping is not always enjoyable. You
c o m p le m e n t th e te x t. S tu d en ts th e n p re s e n t can com e across a very disagreeable shop
th e ir p o ste rs to th e class. assistant.
10 W e ’re launching our advertising c a m p a ig n
next w eek.
Review 0 and 0
Grammar
- 1 b e tte r 2 should
5 shouldn’t
3 ought 4 b e tte r not

1 got 2 w ould 3 have com e 4 hadn’t

5 shouldn’t 6 hadn’t 7 could

© 1 to send
6 to take
2 th a t 3 arriving 4 th a t 5 tc

d 1 Listening 2 said 3 looking 4 used

5 won 6 planned

- 1 C 2 B 3 A 4 D 5 C 6 B

Unit 10 I 87
 | j | Just the job
># • » » * • #«
Unit aims:
T op ic: Jobs
G ra m m a r
M od al verbs o f d e d u c tio n and possib ility
review
Q u e stio n ta g review
V o c a b u la ry
C o m p o u n d adjectives
Job co llo ca tio n s
In te ra c tio n , S p eakin g an d P ro n u n c ia tio n
Speak: O p in io n s on jobs
P ron un cia tio n : In to n a tio n in q u e stio n tags
in te ra c tio n 11: A jo b in te rv ie w
L is tening, R eading an d P o rtfo lio
Read: A day in th e life o f a tee n d e te ctive
Listen: The best jobs in th e w orld?
P o rtfo lio 11: A jo b a p p lica tio n
C u ltu re W o rld
The G reat B arrie r Reef
11 Read and listen
Books closed. Ask: D o y ou read detective stories
o r w atch film s a b o u t detectives? N am e tw o or
th re e exam ples o f fam ous d e te ctives (e.g. A rth u r
C onan D o yle ’s S herlock H olm es, A g a th a C h ristie ’s
H ercule P oirot, Ian R ankin’s John Rebus) and w rite
th e m on th e board. D ivid e th e class in to groups of
th re e o r four. G ive th e m a fe w m in utes to discuss
th e ir fa v o u rite stories and film s a b o u t detectives.
Ask groups to re p o rt back to th e class.
Students ope n th e ir books at page 94 and w o rk
in pairs to th in k o f five th in gs a p rivate d e te c tiv e
m ig h t do. Students th e n read th e te x t q uickly
to see w h a t it says a b o u t th e thing s private
d e te ctive s do.
A nsw ers
T h e te x t m entions sitting in cafes and cars
for hours, dressing up, follow ing people,
film ing people w ith hidden cameras,
researching people online and w riting to p -
secret reports.
b Tell stu de n ts th a t th e y have to p u t sentences
A -E in to places 1 -5 in th e te x t. This is a very
challenging exercise. Students w ill need some
8 8 j Unit 11
guidance w ith it. T h e y should th in k n o t only
a b o u t th e m eaning o f each sentence, b u t also its
co n te xt. T hey should also look fo r c onnections
b e tw e e n th e sentences and th e te x t. For instance,
if one o f th e sentences begins, ‘She’s a t an age
w here, w ith th e rig h t c lo th e s ...’, students should
ask them selves w ho is at th a t age. H ig h lig h tin g or
u n d e rlin in g w ords in th e te x t m ay help students to
id e n tify connections. M o n ito r th ro u g h o u t, helping
students to m ake co n n e ctio n s b e tw e e n the
sentences and th e te x t.
!S113 .2 0 Play th e recording. Students listen and
-
check th e ir answers.
A nsw ers
1 B 2 E 3 A 4 D 5 C
Read o u t th e vo ca b u la ry in th e list, e licitin g or
e xp la in in g th e m eaning o f each w o rd o r phrase.
Students th e n w o rk in pairs to decide w hich th re e
qualities a good priva te d e te c tiv e needs. Put pairs
to g e th e r fo r students to com pare th e ir answers.
Ask one s tu d e n t fro m each pair to re p o rt back to
th e class.
'. 2 . Vocabulary
Compound adjectives
f i H 3-21 Books closed. Elicit all th e w ords fo r
jobs th a t students know , e.g. doctor, actor, teacher,
etc. and w rite th e m on th e board. Elicit o th e r
w ords to do w ith w o rk th a t students know , e.g.
pay, rich, boring. W rite these on th e board.
S tudents open th e ir books a t page 95. Focus
on th e adjectives and p o in t o u t th a t th e y are all
c o m p o u n d adjectives. Students w o rk in pairs
to m ake th e co m p o u n d adjectives. Encourage
s tudents to use d ictio n a rie s to check new w ords.
Play th e re cording and th e n check answ ers w ith
th e class. Elicit w h ich co m p o u n d adjectives are
used to ta lk a b o u t jobs (badly paid, part-tim e,
six-day).
Audioscript/Answers
badly paid
last minute
part-tim e
short-sighted
six-day
top quality
 Ask students to lo ok at th e sentences. Students
th e n w o rk alone to co m p le te th e sentences w ith
th e c o m p o u n d adjectives. C heck answers.
A nsw ers
1 badly paid 2 last-m inute 3 short-sighted
4 to p -q u a lity 5 part-tim e 6 six-day
* Check it out!
*
i"
• A sk stu de nts to lo o k at th e in fo rm a tio n in th e
•
• box. Explain th a t these rules a b o u t th e use o f
• hyphens in co m p o u n d adjectives o ffe r a very
j general guide, b u t th e re are exceptions, and
I students should always check in a d ic tio n a ry
J w h e th e r a co m p o u n d a d je ctive is usually
• h y p he na te d o r not.
•
• ••••••••••••••••••••••••••••••A*
Read o u t th e categories. Students w o rk in groups.
Give stu d en ts tw o m inutes to w rite d o w n as m any
ideas in each o f th e categories as th e y can. Ask
one s tu d e n t fro m each group to re p o rt back to
th e class.
Optional activity
Students w o rk in groups. They ask and answer
questions using th e co m pound adjectives in
Exercise 2a, e.g. W hich jobs do you th in k are badly
paid? D o you know anyone who is sho rt sighted?
Grammar
Modals of deduction and
possibility review
Books closed. W rite th e m odal verbs must, m ight,
c a n ’t, may, c ou ld on th e board. Elicit exam ple
sentences using these m odal verbs to ta lk a b o u t
d e d u c tio n and possibility, e.g. They m ig h t go to
the p arty. M y parents m u st be a t home. W rite one
o r tw o sentences on th e board and ask students
if th e y can p u t these sentences in to th e past, e.g.
They m ig h t have gone to the p arty. M y parents
m ust have been a t home.
Students th en open th e ir books at page 95, read
thro ug h th e exam ples and w o rk in pairs to com plete
the rules fo r modals o f deduction and possibility.
A nsw ers
• not sure
• past
• sure
• sure
Language note
P oint o u t th a t it is n o t possible to use m odals of
d e d u c tio n fo r th e past w ith th e past sim ple form
o f th e verb. W e say: He m ig h t have gone to the
cinem a n o t He m ig h t w ent to the cinem a.
Students w o rk in pairs. They read th e tw o pairs o f
sentences and discuss th e differences in m eaning.
C heck answers.
A nsw ers
1 The first sentence refers to an obligation,
w hile th e second refers to a future possibility.
2 T h e speaker o f th e first sentence is sure
th a t w h at they say is true, w hereas the
speaker o f th e second is not sure.
Go th ro u g h th e firs t sentence, show ing how it can
be re w ritte n using th e verb in brackets. Students
th e n w o rk in pairs to re w rite th e rest o f th e
sentences in th e exercise. C heck answers.
W e a k e r classes: Encourage students to first
id e n tify th e actions th a t th e verb in brackets is
going to qualify. O nce th e y have d o n e this, th e y
can try to w rite th e ir sentence.
A nsw ers
1 I m ight go to th e party on Saturday.
2 H e can’t have been Brazilian because he
d idn’t speak Portuguese.
3 I m ay go aw ay at th e w eekend, but I’m not
sure yet.
4 H e is a really good driver so he m ust have
had lots o f practice.
5 You m ight pass th e exam if you study a bit
m ore.
6 T h at was th e phone, but it can’t have been
Jack - he’s in a m eeting.
A sk fo u r d iffe re n t students to read o u t th e
questions. Students th e n w o rk in pairs to ask and
answ er th e questions. O ne s tu d e n t fro m each pair
th e n re p o rts back to th e class.
4} Speak
Ask students to lo o k at th e list o f jobs in th e box.
Explain to students th a t th e y m ust choose w h ich
jo b th e y w o u ld m ost and least like to do and
why. G ive students a m in u te o r tw o to m ake th e ir
choices and prepare th e ir reasons. M o n ito r and
help as necessary. Students th e n w o rk in pairs to
explain th e ir choices. You could p u t th e fo llo w in g
sentence on th e board w h ich students could use
at th e beginning o f th e ir conversations, e.g. I ’d
m o s t/le a s t like to be a . A sk one stu d e n t
fro m each pair to re p o rt back to th e class.
 Read o u t th e questions. C heck stu d e n ts ’ Audioscript
u n d e rsta n d in g o f ‘m ost and least valued by 1
so c ie ty ’. Students th e n w o rk in pairs to discuss th e A: Good m orning, Miss Clarke. My name's Mr
questions. This exercise is designed to encourage Miller, I'm the Managing Director of the
students to de bate w ith each other. M ake sure company and this is Mrs Percy, head of
th e y u nd e rsta n d th a t th e y do n o t have to arrive at human resources.
a ‘c o rre c t’ answ er fo r each o f th e questions. B; Hello, hello, nice to meet you.
A: Thank you for coming in today. We'll
Put stud en ts in new pairs to discuss th e ir ideas
start by just asking you to give us a brief
fro m Exercise 4b. O ne s tu d e n t fro m each pair can
summary of your work experience to date.
th e n re p o rt back to th e class.
2
A: I'm exhausted! This week I'm working
10pm to 6am every day and then I get a
Vocabulary day off, before changing to mornings. I
find it really hard to stay awake sometimes
Job collocations at night, then I can't sleep well in the day!
13.22 Students w o rk in pairs to m atch th e jo b
Please take a seat, Mr Grass.
collocations. Encourage students to use dictionaries
Thank you.
to check new w ords and phrases. Play th e recording
I'm sorry to be the one to tell you this, but
and th e n check answers w ith th e class.
I'm afraid we w on 't need you to w ork here
Audioscript/Answers any more. The financial crisis is really bad
1 B The company has just invited me to have an and there's not enough work.
interview on Wednesday at 10 o'clock. 4
2 E Most nurses and factory workers w ork shifts, as Melissa: Come in, Jack, and take a seat.
their place of w ork is open all the time. jack: Thanks, Melissa.
3 G He is hoping to be promoted to a better position Melissa: Jack, I'm pleased to say I've got some
in the company soon. good news for you. Plus Paper is opening
4 H She's unemployed now; she was fired for always a new factory in Spain and we would like
arriving late to work. you to be the manager!
5 C There are fifty -tw o members of staff in the Jack: Really? Me? The manager?
m arketing department. Melissa: That's right. We're very pleased w ith your
6 F All the teachers stopped w orking and w ent on performance, Jack. Well done!
strike to protest against longer w orking hours.
7 A He has applied for a job as a chef, but hasn't had A nsw ers
an interview yet. 1 Miss C larke is having an interview .
8 D You must w rite your CV and send it to companies 2 The m an is w orking shifts.
when you are looking for a job. 3 The man is being fired.
4 Jack is being prom oted.
Go th ro u g h th e firs t sentence as an exam ple.
S tudents th e n w o rk alone o r in pairs to co m p le te
S tudents w o rk in pairs to th in k o f th re e good
th e sentences w ith th e jo b c o llo ca tion s from
reasons fo r d o in g each o f th e things in th e list.
Exercise 5a. C heck answers.
C heck answers.
A nsw ers
Possible answ ers
1 w ork shifts 2 m em bers of staff
1 doing your job w ell, m aking a lot o f m oney
3 was fired 4 had an interview
for th e com pany
5 w rite your C V 6 w e n t on strike
2 stealing from w ork; th e com pany has
financial problem s; th e com pany is closing
13 .2 3 Play th e firs t p a rt o f th e recording. Elicit
dow n
a s h o rt sentence de scribing th e situ atio n. Play th e
3 to dem and b e tte r conditions; to stop
rest o f th e recording , pausing a fte r each dialogue
fello w em ployees from being fired;
fo r stud en ts to w rite a s h o rt d e scrip tio n o f w h a t
to protest ab o u t th e actions o f the
is happening . Tell stud en ts to use th e vo ca b u la ry
m anagem ent
fro m Exercise 5a in th e ir descriptions. C heck
4 if you love w h a t you do, it w o n ’t feel like
answers.
w ork; to realise a dream ; you m ight feel
m ore inspired to w ork hard

9 0 1 Unit II

Optional activity
Students w o rk in pairs. S tu de nt A defines a jo b
co llo ca tio n fro m Exercise 5a, S tu de nt B guesses
w h ich it is. Students th e n swap roles and
c o n tin u e u n til th e y have de fin e d and guessed
all th e new vo ca b u la ry item s.
V__________________ ____________________ y
6 Listen
a S i 3 -2 4 Books closed. Ask: W h a t is the best jo b
in the w orld? Elicit ideas and w rite th e m on th e
board. Students ope n th e ir books at page 97 and
w o rk in pairs to co m p le te th e jobs.
Tell students th e y are going to listen to a m o th e r
ta lk in g to he r tw o c h ild re n a b o u t a list o f th e best
jobs in th e w o rld . Play th e recording. Students
listen and check th e ir answ ers to Exercise 6a.
Audioscript
Mum: Have you seen this? Look, a list of the best
jobs in the w orld! This might help you tw o to
decide what you want to study at college.
Bren: Yeah, maybe. What's on the list?
Mum: Here's one for you, Gillie: a music festival
blogger. That'd be your dream job, w ouldn't it?
Gillie: Sounds amazing, Mum! Imagine being paid
to go to festivals around the world when all
you have to do is blog about them to get
paid. I'd love a job like that!
Bren: I don't know. I think you'd get bored of
all the travelling. The festivals themselves
would be great, but you m ight get fed up of
airports and sleeping in a tent!
Gillie: I w ouldn't! I'd love every minute of it. What
about this one? Computer games tester.
Bren, you could do that, couldn't you?
Bren: I could, and I would, if I had the chance. I'd
be good at it, too!
Mum: That's for sure. Making money from your
hobby. What a nice idea! It w ouldn't be like
going to w ork though, would it?
Gillie: But you'd probably have to fill in
questionnaires about the games or w rite
reports or something. It w ouldn't just be
playing games all day.
Bren: I'd still like to give it a try though. Hmm.
Hey, here's one for you, Mum - chocolate
taster. You'd love that!
Mum: What? Tasting the best chocolate in the
world, and being highly paid for it? Oh yes,
that's the job for me!
Gillie: I'm not sure. I imagine I'd feel sick after a
few hours, w ouldn't you? I w ouldn't like it.
You'd have to eat chocolate day after day in
that job. Urgh!
Bren: What about this one? Water park tester. You
have to visit loads of w ater parks and say if
they're any good. That isn't exactly difficult.
Gillie: Well, I'm sure you have to test the quality of
the w ater for safety, too, so it m ight actually
be quite complicated. I mean, this 'w orld's
best jobs' list is a nice idea, but it's not very
realistic, is it?
Mum: What do you mean?
Gillie: Well, chocolate tasters don't just eat
chocolate all day. They probably have to
do loads of research, travel to factories, do
interview s, w ork shifts, and so on.
Bren: True - and I bet being a computer games
tester is really badly paid because so many
people would apply to do it.
Mum: Look at you tw o! I thought I'd found you
some inspirational jobs! Looks like you'd
better carry on studying for now, hadn't you?
Get the best marks you can and then think
about w hat jobs you want to do.
Gillie: Yeah, thanks, Mum! It was you that brought
up the w hole idea of the best jobs in the first
place!
Mum: Yeah, it was, w asn't it? Sorry. Oh no, it's
eight th irty already. I'd better fly. I'm on
night-shift! See you in the morning.
Bren: Being a nurse is the best job in the world,
isn't it, Mum?
Mum: Yeah, right. Well, you know, actually it has its
moments! Bye!
A nsw ers
1 musical festival blogger 2 com puter
games tester 3 chocolate taster 4 w ater
park tester
b EH] 3 .2 4 A sk students to look at sentences 1 -6 .
Play th e recording. Students listen and decide if
th e sentences are rig h t o r w rong. R em ind th e m to
c o rre c t th e w ro n g sentences. C heck answers.
A nsw ers
1 X H e thinks she’d get bored w ith travelling,
tents and airports.
2 /
3 X She thinks she w ould feel sick a fte r a few
hours.
4 /
5 /
6 X She says th a t being a nurse ‘has its
m om ents’.
C| Read o u t th e questions. D ivide th e class into pairs.
Give students five m inutes to discuss th e questions.
They can ask fo llo w -u p questions fo r extra
inform ation. M o n ito r and help if necessary. O ne
student fro m each pair reports back to th e class.
2 Grammar Optional activity
S tudents w rite th e b e g inning o f five sentences
Question tag review
w ith q u estion tags, e.g. You like film s , ?
Books closed. W rite on th e board: They th e n pass th e ir sentences to th e ir p a rtn e r
You're students___________ ? w h o has to co m p le te th e m using th e c o rre c t
Ask: Can you com plete the question tag? q uestion tag.
W rite th e com pleted question ta g on th e board. Tell V__________________________________________________ /
students th e y are going to review question tags.

Students op en th e ir books at page 97 and read th e

e xam ple sentences. Students th e n w o rk in pairs
1 81 Pronunciation
to c o m p le te th e rules. C heck answers. You could
<3SE> As an o p tio n a l visual a lte rn a tive to th e audio
th e n re m ind students o f th e d iffe re n ce b e tw e e n
CD, this exercise is available on th e DVD.
have and have g o t in q u e stion tags, e.g. She's g o t a
ca t, h asn’t she?, She has a cat, doesn’t she? Intonation in question tags
A nsw ers a ESS 3 .2 5 Elicit an exam ple o f a question tag and
• m odal w rite it on th e board. Explain th a t th e m eaning of
• do a question ta g depends on th e in to n a tio n th a t is
• negative, positive used. Play th e recording. Students listen and m atch
• spoken th e sentences to th e meanings. C heck answers.

C o m p le te th e firs t sentence w ith th e class as an A nsw ers

exam ple. W rite th e co m p le te d sentence on th e 1 A 2B
board. Students th e n w o rk in pairs to co m p le te
th e exercise. C heck answers. b 0 0 3 . 2 6 piay th e recording. Students listen and
tic k th e rig h t colum n.
A nsw ers
C 0 0 3 . 2 7 Play th e reco rd in g fo r students to listen
1 isn’t she 2 don’t th e y 3 will you
and check th e ir answers. You could get students to
4 can’t you 5 doesn’t it 6 didn’t he
listen again and re p e a t th e sentences, co pying th e
in to n a tio n on th e recording.
Students w o rk alone to co m p le te th e sentences.
Students can com pare answ ers in pairs before you
A nsw ers
check answ ers w ith th e w h o le class. C h e c k in g in fo rm a tio n : 1, 4, 6
W e a k e r classes: Tell students to u n d e rlin e th e A s k in g fo r a g re e m e n t: 2 ,3 , 5
w o rd s in th e q ue stion ta g (is she?, w o u ld n ’t you?
etc). Th ey can th e n check w h ich fo rm o f th e verb (d ) Students w o rk in pairs. S tudent A reads a
th e y need to p u t in to th e space by checkin g th e sentence in Exercise 8b w ith e ith e r rising or
gram m atical rules in Exercise 7a (e.g. if th e ta g is fa llin g in to n a tio n . S tudent B has to guess w hich
negative, th e s ta te m e n t is positive). in to n a tio n is being used. Students th e n swap roles
and c o n tin u e u ntil th e y have w o rke d th e ir w ay
A nsw ers th ro u g h all o f th e sentences.
1 She isn’t 2 You w ould 3 H e w ill
4 H e was

Students w o rk in pairs to w rite a dialogue using

as m any q ue stion tags as th e y can. M o n ito r
th ro u g h o u t, m aking sure th a t stu d en ts are fo rm in g
q uestion tags correctly. G et som e stu de nts to
p e rfo rm th e ir dialogues fo r th e class.
^• »• « ♦ • # • • # • • • # # * • • « * • • • .♦ • • • • ft #
••*••••

Check it out! V
Ask stud en ts to lo o k a t th e in fo rm a tio n in th e
. box on th e fo rm o f irre g ula r q u estio n tags.
 Interviewer: Yes, of course. At Go Sushi all our
Interaction 11 staff do a two-day training course. We
consider training to be vital, even for
£ > As an o p tio n a l visual a lte rn a tiv e to th e audio our part-tim e workers.
CD, th is exercise is available on th e DVD. Cathy: That's great. So, when w ill you let me
know if I've got the job?
A job interview Interviewer: I'll phone you by the end of the week
and let you know if you've been
13 .2 8 Books closed. W rite jo b in te rvie w on th e
successful. Thank you, Cathy.
board. Ask: W h at questions are usually asked in
Cathy: OK, thanks very much. Goodbye.
interview s? Elicit stu d e n ts ’ ideas and w rite th e m on
Interviewer: Bye.
th e board.
Students open th e ir books at page 98. Tell A nsw er
s tudents th a t th e y are going to hear C athy in a job p a rt-tim e
in tervie w . Play th e reco rd in g and e lic it th e answ er
to th e question. J 3 .2 8 G ive students a m in u te to read th ro u g h
Audioscript th e questions. Play th e reco rd in g again. Students
Interviewer: Please come in and take a seat. It's listen and decide w h ich questions fe a tu re in th e
Cathy Taylor, isn't it? in terview . C heck answers.
Cathy: Yes, that's right. Thank you.
Interviewer: Welcome to Go Sushi. I'm Patricia Evans
A nsw ers
and I'm head of human resources. I'll
1 ,2 , 4 ,7 ,9 ,1 0
be doing the interview.
Cathy: Great. D ivid e th e class in to S tu dent A and B pairs. Tell
Interviewer: I see from your CV that you've worked students th e y are going to role play an interview .
in a cafe before, so could you tell me S tudent A tu rn s to page 120 and S tu dent B tu rn s
about your work experience to date? to page 122. Read o u t th e instru ctio n s and refer
Cathy: That's right. I've worked in a beach students to In te ra c tio n 11 on th e cover gatefold.
cafe for the last two summers and I G ive students a fe w m inutes to read th ro u g h th e
also worked part-time in a local library, info rm a tio n . Students w o rk in pairs to prepare and
so I've got experience as a waitress practise th e ir interview s. You could th e n ask th e
and a lot of experience working in te rv ie w e rs w h e th e r o r n o t th e y w o u ld give th e ir
directly w ith the general public. in terview ee s a job.
Interviewer: That's good. Could you tell me why
you've applied for the job here at Culture Vulture
Go Sushi? Ask students to read th e in fo rm a tio n in
Cathy: Yes, w ell, I come here sometimes th e box and th e n discuss th e questions w ith th e
w ith my friends and I really like the class. A sk fo llo w -u p questions such as: W hat
atmosphere. I also think that the food p a rt-tim e jo b w o u ld yo u like to do?
is good quality and it's not over­
priced. There are lots of places to eat
in the city centre, but Go Sushi is one
of my favourites.
Interviewer: Glad to hear it! You're not just saying
that, are you?
Cathy: No, not at all!
Interviewer: OK, so what hours could you work?
Cathy: Well, I'm studying law at university,
but I've got a 4-day week, so I could
work on Fridays and at weekends.
Interviewer: Really? That's w onderful. Well, this all
seems fine, Cathy. Now, have you got
any questions for me?
Cathy: Yes, I do actually. How much would I
get paid?
Interviewer: We pay £5.80 an hour and 'double
pay' on Sundays and bank holidays.
Cathy: Hmmm, and would you give me any
training?

Unit 11 I 9 3
 Portfolio 11
A job application
Books closed. Ask: H ave you ever w ritte n a le tte r
- to a p ply fo r a jo b ? W hat in fo rm a tio n should you
include? Elicit stu d e n ts ’ ideas and w rite th e m on
th e board.
Students op en th e ir books at page 99. Students
read th e jo b a d v e rtis e m e n t and th e le tte r o f
a pp lica tio n . Discuss w ith th e class w h e th e r o r n o t
th e w rite r o f th e a p p lic a tio n should ge t th e job.
A nsw er
Beth is a good candidate because she has
experience w ith young children, speaks
French and a little Spanish and can offer
several activities to th e club. H ow ever, given
th a t she can only w ork on W ednesdays, it is
unlikely she w ould get th e job.
b Read o u t th e fo u r fu n ctio n s. Students w o rk alone
to m atch th e paragraphs w ith th e fu nctions.
Students can com pa re answ ers in pairs before you
check answ ers w ith th e w h o le class.
A nsw ers
1 C 2 D 3 A 4 B
1 Culture World: The Great
Barrier Reef
Background inform ation
T h e G re a t B a rrie r R eef
The G reat B arrier Reef is th e w o rld ’s m ost
fam ous coral reef. It is located in th e n o rth -e a s t
o f A u stralia, o ff th e coast o f Q ueensland. It
becam e a UNESCO W o rld H eritage site in 1981.
Books closed. W rite The G reat B a rrier Reef on
-
th e board. B rainstorm e v e ry th in g students kn o w
a b o u t it (e.g. w h e re it is, w h a t lives th e re ).
Students tu rn to page 101 and tic k th e tasks in th e
list th a t p e ople usually have to d o w h e n ap p lyin g
fo r a job.
A nsw ers
have an interview
w rite a C V
w rite a letter
Students read th e m agazine page q u ickly to check
w h a t Ben had to do to get th e jo b o f c are ta ke r at
th e G reat B arrier Reef.

A nsw ers
Explain th a t stu de nts are going to w rite a le tte r
© m ake a on e-m in u te video, have an interview ,
o f a p p lica tio n . Read o u t th e fo u r thing s th a t th e y
English test, health checks, fun activities
m ust in clu d e in th e ir letters. Tell students to use
B e th ’s le tte r in Exercise a as a m o de l to follow .
Elicit o r explain th e m eaning o f som e o f th e key
G ive stud en ts a fe w m in ute s to read th e jo b
©
vo ca b u la ry fro m th e article, e.g. position vacant,
a d v e rtis e m e n t and th e notes. Deal w ith any tough com petition. A sk d iffe re n t students to read
questions th a t students m ay have. Then give o u t sentences 1 -6 and check th a t th e m eaning is
stu de n ts 10-15 m inu te s to co m p le te th e w ritin g clear. T hen students re-read th e te x t to c o m p le te
a ctivity. M o n ito r and help w ith v o c a b u la ry as th e exercise.
necessary. A lte rn a tiv e ly , you could set th is exercise
fo r h o m e w o rk. A nsw ers
1 X 2 / 3 / 4 / 5 X 6 X
4 Students w o rk in pairs to read each o th e r’s letters.
Choose one person fro m each pair to re p o rt back
Students w o rk in pairs to fin d th e w ords in th e
to th e class on w h e th e r th e y th in k th e ir p a rtn e r
article. Students could guess th e w ords before
has a good chance o f g e ttin g th e job.
searching fo r th e m in th e article. R em ind students
to scan th e a rtic le to fin d th e p a rt o f th e te x t th a t
Optional activity w ill help th e m w ith th e ir answers.

Students can role play in te rvie w s based on th e

A nsw ers
le tte rs o f a p p lic a tio n w h ic h th e y have w ritte n in
1 caretaker 2 m aintain 3 reef
Exercise c.
4 nesting season 5 ambassador

■ ' 9 4 - J Unit 11
 Read o u t th e tw o q uestions and m ake sure
students un d e rsta n d th e m . P o int o u t th a t th e firs t
q u e stio n uses th e th ird co n d itio n a l. Elicit som e
possible responses and revise th e tenses used in
th e th ird c o n d itio n a l if necessary. Students th e n
w o rk in pairs to discuss th e questions. Set a four-
m in u te tim e lim it fo r this a ctivity. A sk a stu d e n t
fro m each p air to re p o rt th e ir answ ers to th e class.

Optional activity
A sk stud en ts to fin d o u t a b o u t natural w o nders
in A ustralia. They could research U lu ru (A ye r’s
Rock), th e Bungle Bungles o r th e Kakadu
N a tio n a l Park and th e n te ll th e class a b o u t w h a t
th e y learnt. If you have access to th e in te rn e t,
you could d o this a c tiv ity in class. If not, you
could set th e a c tiv ity fo r h om ew o rk.
V _______________________ /

5 Your project
Job advertisement: The best
job in my country
Students w o rk in groups to com e up w ith a list o f
th e best jobs th a t p e op le could do in th e ir country.
Encourage students to th in k o f jobs th a t w o u ld be
p a rtic u la r to life in th e ir c ou ntry, e.g. w o rk in g in a
p a rtic u la r m useum o r at a p a rtic u la r m o n u m e n t.

Ask: W h a t makes a g o o d p u b lic ity cam paign? Elicit

stu d e n ts ’ ideas and w rite th e m on th e board. Read
o u t th e in fo rm a tio n , m aking sure th a t students
u n de rstan d w h a t th e y have to do. G ive students
te n m inu tes to prepare th e ir advert.

Students use th e ir in fo rm a tio n fro m Exercise

2b to m ake th e ir a dvert. If you have access to
com pu ters, stud en ts can use th e m to design th e
adverts. Set a tw e n ty -m in u te tim e lim it fo r this
a ctivity. M o n ito r and help w ith vo ca b u la ry as
necessary. If possible, display s tu d e n ts’ finished
w o rk on th e wall.
 0 Changing times
Unit aims:
Topic: Fads and tre nd s
G ra m m a r
R eported speech review
R elative clause review
V o c a b u la ry
Expressions w ith tim e
Loan w ords in English
In te ra c tio n , S p eakin g an d P ro n u n cia tio n
Speak: Fad in fo rm a tio n swap
P ro n u n c ia tio n : P ron ou ncing loan w o rds in
English
Inte ra ction 12: K e epin g a conversation going
Liste ning, R eading an d P o rtfo lio
Read: W h ich English do you speak?
Listen: Fads and tre nd s
P o rtfo lio 12: C o rre c tin g y o u r o w n m istakes
G ra p h ic novel
Illeg al Copy
R eview 11 an d 12
1 Listen
13 .2 9 Books closed. Ask: W h a t products
are very p o p u la r a t the m om ent? W hy do you
th in k certain pro du cts becom e so p o pu la r? Elicit
stu d e n ts ’ ideas and w rite th e m on th e board.
Students open th e ir books at page 102 and
lo ok a t th e picture s o f p ro d u c ts w h ich have
had e x tra o rd in a ry p o p u la rity. Discuss th e tw o
questions w ith th e class. Play th e recording.
Students listen to th e in te rv ie w and tic k th e
pictures th a t are m e n tio n e d . C heck answers.
Audioscript
DJ: ...a n d now to today's Trend Spot. From
tim e to tim e a new fad comes along and
the w hole world goes crazy, from buying
the latest gadget to wearing a certain
brand of shoes. But why? Yesterday our
reporter about town, Kiara, talked to cool
hunter jenny Black whose job it is to tell
people about w hat exactly w ill be the next
fashionable thing. Hello, Kiara.
Kiara: Hi there.
Dj: So, w hat did you find out from Jenny?
Kiara: Well, first I asked her w hat a fad was
exactly. She said it's when a large number of
9 6 } Unit 12
people suddenly w ant to do the same thing,
wear the same clothes or have the same
object at the same tim e, but they usually
only last for a short time.
DJ: Can you give me an example?
Kiara: Yeah, one very popular fad you m ight
remember was Silly Bandz. You know, those
rubber bracelets that everyone wore on their
wrists.
DJ: Oh, I remember those, they were all
different colours and different shapes, like
animals or letters.
Kiara: That's right. Jenny told me that the Silly
Bandz company had sold over 100 m illion
dollars' w orth of bracelets by the end of last
year, which is an incredible amount.
DJ: And w hy were they so popular?
Kiara: Well, one reason was because they were so
cheap, so everyone could afford to buy them
and they were easy to collect and swap.
Also, famous celebrities like Sarah Jessica
Parker were seen wearing them and when
famous people wear or use a certain product
it can make something even more popular or
desirable.
DJ: What about other types of bracelets, like the
yellow Livestrong ones? They've been very
popular for a few years now, haven't they?
Kiara: That's right. Each colour bracelet supports a
different campaign, for example the black
and white bracelets support the anti­
racism campaign started by the footballers
Ronaldinho and Thierry Henry. I asked Jenny
why awareness bracelets had been so popular
and she said that they were an easy way for
people to support im portant campaigns.
DJ: I see.
Kiara: The yellow bracelets were sold for the first
tim e in 2004 by the cyclist Lance Armstrong
who recovered from cancer and then won
the Tour de France an amazing seven times!
People started buying the bracelets like
crazy and Jenny told me that over 70 m illion
Livestrong bracelets had been sold.
DJ: That's incredible! And w hy does Jenny think
fads are so popular w ith young people?
Kiara: Well, she explained that most of the time
young people like to feel part of a group, so
if certain people start to use something or
wear something, then others w ill copy them
because they want to belong to the group too.
DJ: Did she mention what the biggest fad of all
tim e had been?
 Kiara: Yes, she did. 3 Most of the time people who take part in fads want
DJ: What did she say? to belong to a group. - C usually
Kiara: She said that the biggest fad ever was 4 Fads usually only last for a short time. - D not very
Pokemon. It's one of the most successful video long
game brands of all time and has also been 5 One of the biggest fads of all time has to be
made into popular manga, card games and Pokemon. - B ever
films, too. Finally, I asked whether she thought 6 New fads appear all the time. - A again and again /
another big fad would come along soon. constantly
DJ: What did she say?
b Go th ro u g h th e firs t sentence w ith th e class as an
Kiara: She didn't know what exactly, but predicts
exam ple. Students th e n w o rk in pairs to c o m p le te
that there'll be some exciting social
th e exercise. C heck answers.
networking fads soon as new social media is
growing and changing all the time. A nsw ers
1 at th e same tim e 2 o f all tim e
A n s w e rs
3 all th e tim e 4 for a short tim e
3 ,5 ,6
5 most o f th e tim e, from tim e to tim e

b E5H 3 -2 9 W rite cool h u n te r on th e board.

C G ive students five m inutes to w rite th re e tru e
Explain th a t this phrase refers to a m a rke ting
and th re e false sentences a b o u t them selves using
professional w hose jo b it is to p re d ic t fu tu re
th e tim e expressions fro m Exercise 2a. Students
tre n d s in fashion o r m edia. T he phrase is inform al
th e n w o rk in pairs to tr y to guess w h ich o f th e ir
and has n o t ye t beco m e a standard fe a ture o f
p a rtn e r’s sentences are tru e and w h ic h false.
m o d e rn English. G ive stu d en ts a m in u te to look
th ro u g h th e m u ltip le -c h o ice questions. Play th e
recording. Students listen and choose th e c o rre c t
answer. Encourage stu de nts to m ake a n ote o f 3: Grammar
th e in fo rm a tio n in th e re co rd in g w h ic h helped
th e m choose th e ir answer. C heck answers, asking Reported speech review
students to ju s tify th e ir choice o f answer. a Books closed. Ask: W h a t do you rem em ber a b o u t
reported speech? Elicit e v e ry th in g th a t students
A n s w e rs
can re m e m b e r a b o u t th e rules o f re p o rte d speech
1 A 2 C 3 B 4 C 5 B 6B and w rite th e in fo rm a tio n on th e board.

Students op e n th e ir books a t page 103 and w o rk

Optional activity a lone to co m p le te th e sentences in d ire c t speech.
C heck answers. Students th e n w o rk in pairs to
Put stu de nts in to small groups to w o rk as cool c o m p le te th e rules. C heck answers.
hunters. W rite : W h a t w ill the n ext big th in g
o n lin e be? G ive stu de nts a few m in ute s to A nsw ers
discuss th e question. A sk one s tu d e n t fro m is
each g roup to re p o rt back to th e class. have, been
V ____________________________________________ S was
W ill
• past
i.2) Vocabulary • past perfect
• statem ent
Expressions with tim e • w hether
a B ill 3 .3 0
Books closed. Ask: D o y o u k n o w any • w ill
English expressions w ith ‘tim e ’? Elicit stu d e n ts’
ideas and w rite th e m on th e board.
Language note
S tudents open th e ir books a t page 102 and w o rk
in pairs to m atch th e phrases in bold w ith th e P oint o u t th a t th e rules governing re p o rte d speech
d e fin itio ns. Play th e recording. C heck answers. are n o t always observed in inform al spoken o r
w ritte n English. H ow ever, students should be
Audioscript/Answers
m ade aw are o f th e fa c t th a t th e y w ill need to
1 From tim e to tim e a new fad comes along. - E
m aster th is area o f language to be able to use
sometimes
m ore fo rm a l styles o f w ritte n and spoken English
2 Everyone wants to wear the same thing at the same
co nfidently.
tim e. - F together

Unit 12 97

Check it out!
A sk students to lo ok at th e in fo rm a tio n in th e
box. To te st stu d e n ts ’ u n d e rsta n d in g o f this
p o in t a b o u t keeping th e verb in th e sam e tense,
say som e sentences and ask stud en ts to re p o rt
th e m , e.g. I love film s (You said th a t you love
film s), I live in a fla t (You said th a t you live in a
fla t), I like m eeting m y friends (You said th a t you
like m eeting y o u r friends).
R ew rite th e firs t sentence w ith th e class and p u t
f
th e sentence on th e board. Students th e n w o rk
in pairs to co m p le te th e exercise. Tell students to
5) Read and listen
firs t id e n tify th e ve rb in d ire c t speech th a t is to
be re p o rte d . The y can th e n th in k lo o k a t w h e th e r
th e y are re p o rtin g a sta te m e n t, an in fo rm a tio n
q u estio n o r a y e s /n o question. M o n ito r
th ro u g h o u t this a ctivity, h e lp in g stud en ts fo rm th e
sentences if necessary. C heck answers.
A nsw ers
1 Jenny said th a t most fads hadn’t lasted for
a lo n g tim e .
2 Jenny explained th a t Lance A rm strong had
w on th e Tour de France seven tim es in a
row b e tw een 1999 and 2005.
3 Karl asked if/w h e th e r Lance Arm strong
had started a fad.
4 A lana explained th a t th e w ord w ik i m ean t
q uick.
5 M ia ’s dad asked her w hy she was arguing
so m uch w ith her brother.
6 Alice w an ted to know if/w h e th e r the
in tern et had influenced advertising.
Read o u t th e th re e questions. Put students in to
small groups o f th re e o r four. Students discuss th e
q uestions and m ake a n ote o f th e answers.
A sk o ne s tu d e n t fro m each g ro up to re p o rt
som e o f th e ir g ro u p ’s answers to th e questions in
Exercise 3c back to th e class.
Speak
Tell students th e y are going to ta lk a b o u t som e
p o p u la r fads. Put stu de nts in to pairs. S tudent A
com p le tes th e in fo rm a tio n on page 103; S tu dent B
tu rn s to page 124 and com pletes th e in fo rm a tio n
there.
Students w o rk in pairs. The y ask and answ er
q uestions w ith th e ir p a rtn e r and co m p le te th e fa ct
files a b o u t th e fads.
S tudents w o rk in pairs to com pare th e ir fa c t files,
m aking sure th a t th e y b o th have th e c o rre c t
in fo rm a tio n .
Optional activity
W ith th e w h o le class, discuss th e p o p u la rity
o f fads such as Tam agotchi and R ubik’s cube,
asking students if th e y can explain h o w these
fads cam e to w o rld w id e a tte n tio n .
Books closed. Ask: W here is English spoken in the
w orld? Elicit stu d e n ts ’ ideas and w rite th e m on th e
board.
Tell students to open th e ir books a t page 104 and
c o m p le te th e q uiz questions in pairs. Students
th e n skim read th e te x t to check th e ir answers to
th e questions.
A nsw ers
1 A round 1.5 billion.
2 U K, USA, Australia, India, Singapore, Kenya
3 Hindi
4 Turkish
jjg | | 3 . 3 l A sk students to read questions 1 -6 . You
m ay w a n t to go th ro u g h th e firs t q uestion as an
exam ple, e licitin g th e c o rre c t answ er and asking
students to id e n tify th e p a rt o f th e te x t th a t gave
th e m this answer.
Play th e recording. Students read and listen.
W hen th e y have co m p le te d th e exercise, students
can com pare answ ers in pairs before you check
answers w ith th e w h o le class.
A nsw ers
1 400 million: th e num ber of native speakers
of English in th e US, U K and Australia
350 million: th e num ber o f speakers of
Hinglish in India
20: 20 years’ tim e - w hen th e w rite r
w onders w h at English people w ill be
speaking
2 India, Singapore, Kenya
3 British and A m erican English
4 Hinglish (H in d i and English), Spanglish
(Spanish and English)
5 In France it is illegal to use an English w ord
in an official docu m ent if a French word
exists.
6 Loan words are w ords w hich one language
borrow s from another.
Read o u t th e fo u r statem ents. Students w o rk in
groups to discuss them . Encourage students to give
Language note
reasons fo r th e ir answers. Students should also ask
fo llo w -u p questions fo r extra inform ation. Set a five-
m inu te tim e lim it fo r this activity. Ask one student
fro m each group to re p o rt back to th e class.
Optional activity
W rite th e fo llo w in g q ue stion on th e board:
W hich words from y o u r language do y o u th in k
English shou ld b orro w ? Students w o rk in small
groups to discuss this question. Students w rite
a s h o rt list o f w ords. T h ey can th e n share th e ir
ideas w ith th e class.
Culture Vulture
A fte r India gained its in d e p e n d e n ce in
1947, thousands o f im m ig ra nts cam e to th e U K
fro m w h a t had been th e B ritish Raj. T h e im pact
o f th e Indian s u b -c o n tin e n t on c o n te m p o ra ry
British lite ra tu re , cuisine, sport, and cu ltu ra l life
has been considerable.
Ask students to read th e in fo rm a tio n in th e box.
T he n discuss th e questions b rie fly w ith th e class.
Grammar
Relative clause review
Books closed. Elicit relative pro no u ns {w hich,
whose, where, e tc.) and w rite th e m on th e board.
Ask: H o w are these words used in relative clauses?
Elicit som e exam ple sentences and w rite th e m on
th e board.
S tudents open th e ir books at page 105 and read
th e e xam ple sentences. Focus stu d e n ts ’ a tte n tio n
on th e tw o types o f relative clause. Students
th e n w o rk in pairs to co m p le te th e rules. C heck
answers. R em ind students th a t n o n -d e fin in g
relative clauses are a fe a tu re o f m o re fo rm al
spoken o r w ritte n styles o f English. In m ore
info rm al styles s h o rte r sequences o f sentences are
o fte n preferred.
A nsw ers
• people, things
• places, possession
• essential, extra
• defining
• non-defining
P oint o u t th a t in in form al c o n te xts th e relative
p ro n o u n in d e fin in g relative clauses tends to be
o m itte d , b u t th a t th e relative p ro n o u n can o nly
be o m itte d if it is th e o b je c t o f th e sentence, e.g.
The m an (w h o /th a t) I to ld you a b o u t is s ittin g over
there. B u t in The m an w h o /th a t lives n e x t d o o r
to me is s ittin g over there, th e relative p ro n o u n
c a n n o t be o m itte d because it is th e subject o f th e
sentence.
Tell students th a t this exercise tests u n d e rsta n d in g
o f d e fin in g relative clauses. Before students begin
th e exercise, ask th e m to explain th e fo rm and use
o f this ty p e o f clause. Students th e n w o rk in pairs
to co m p le te th e exercise. C heck answers.
W e a k e r classes: Tell students to id e n tify th e
w ords fro m th e firs t sentence w h ic h need to be
o m itte d in th e second sentence. O nce th e y have
done this, th e y can try re w ritin g th e firs t sentence.
A nsw ers
1 is speaking Spanish is my sister
2 he speaks are English and Chinese
3 train is delayed are w aiting on th e platform
4 w e stayed was very m odern
5 is spoken on T V is standard English
Tell students th a t th is exercise tests u n d e rsta n d in g
o f n o n -d e fin in g relative clauses. Before students
begin th e exercise, ask th e m to explain th e fo rm
and use o f th is ty p e o f clause. Focus on th e use o f
com m as and th e fa c t th a t th a t c a n n o t be used in
this ty p e o f clause. Students th e n w o rk in pairs to
co m p le te th e exercise. C heck answers.
A nsw ers
1 w h o comes from M exico, is very funny
2 w hich are words borrow ed from English,
are becom ing m ore com m on in other
languages
3 w hose m o th er tongue is H indi, are Indian
4 w hich is spoken by 71% , is preferred to
Singlish in form al com m unication
Read o u t th e th re e in c o m p le te sentences.
Students w o rk alone to co m p le te th e sentences
w ith in fo rm a tio n a b o u t them selves. Students th e n
com pare th e ir answers in pairs. A sk one stu d e n t
fro m each pair to re p o rt back to th e class.
Vocabulary
Loan words in English
[3 .3 2 Tell students th a t English has b o rro w e d
all th e w ords in th e list fro m o th e r languages. Read
th e w ord s o u t, e licitin g th e m eaning o f each in
tu rn . Put stu de nts in pairs to co m p le te th e ta b le
w ith th e w ords. R ather th a n asking students to
check in dictio n a rie s fo r th e o rigin o f these w ords,
you should use this exercise as a te s t o f linguistic
sensitivity. Students can use any k no w le dg e of
o th e r languages th a t th e y m ay have to help th e m
co m p le te th e exercise. Play th e recording. C heck
answers.
Audioscript/Answers
Chinese: 5 ketchup, 11 kung fu
French: 1 ballet, 2 champagne
Italian: 8 piano, 9 spaghetti
Japanese: 4 karaoke, 10 sushi
Spanish: 3 fiesta, 7 mosquito
Turkish: 6 kiosk, 12 yoghurt
Discuss th e q ue stion w ith th e class. W rite th e
w ords on th e board.
[ 3 . 3 3 Play th e re co rd in g o f d e fin itio n s o f
w ords fro m Exercise 7a. Students listen and w rite
d ow n th e w ords. C heck answers.
8 } Pronunciation
C 22i> As an o p tio n a l visual a lte rn a tive to th e audio
CD, this exercise is available on th e DVD.
Pronouncing loan words in
English
13 .3 4 Read o u t th e in fo rm a tio n a b o u t th e
p ro n u n cia tio n o f loan w ords in English. Play th e
recording fo r students to hear th e original and th e
English pro n u n cia tio n s o f th e w ords.
ESB13 -3 5 Play th e recording. Students listen
and decide w h e th e r th e w ords in th e ta b le are
p ro n o u n ce d in English firs t o r w ith th e ir original
p ro n u n cia tio n first. C heck answers.
A nsw ers
T h e p ro n u n c ia tio n is firs t in English in 2, 3, 7
and 8.
[3 .3 6 Play th e recording. Students listen and
repeat th e English p ro n u n cia tio n o f th e w ords in
Exercise 8b.
Students w o rk in pairs to w rite m ini-dialogues
using th e loan w ords fro m th e unit.

Audioscript
1 It's something you eat. It's made of m ilk and is white.
nteraction IE
2 It's a type of entertainm ent where you sing along to
<3SE> As an o p tio n a l visual a lte rn a tive to th e audio
music.
CD, this exercise is available on th e DVD.
3 It's a type of pasta that is long and thin.
4 It's a small flying insect that bites people and Keeping a conversation going
animals.
5 It's a type of food made w ith fish and rice. 13 .3 7 Ask: W h a t should you try to do when
6 It's a type of elegant dance. You need to wear special you have a conversation In English? Elicit stu d e n ts ’
shoes to do it. ideas. Play th e reco rd in g fo r students to listen.
Discuss th e answ er to th e q uestion as a class.
A nsw ers Audioscript
1 yoghurt 2 karaoke 3 spaghetti Conversation 1
4 m osquito 5 sushi 6 ballet Stephan: Hi, Iona. How's it going?
Iona: Hi, fine thanks.
Give stu de nts tw o m inu tes to m ake a list o f any Stephan: What do you think of Cambridge?
o th e r loan w ords in English th a t th e y know. Iona: It's OK.
Students can th e n share th e ir ideas w ith th e class. Stephan: Oh, I really like it. Do you know any good
places to go in the evenings here?
Iona: No, I don't.
Stephan: Right. You don't know where I can buy an
English dictionary, do you?
Iona: No, sorry.
Stephan: Oh, OK. See you around, then.
Iona: Bye.
Conversation 2
Alain: Hi. How's it going? I'm sorry, I can't
remember what your name is.
Yoko: That's OK, it's Yoko. So w hat's new?
Alain: Oh, loads. I really like it here in
Cambridge. It's my first tim e here. What
about you?
Yoko: Me? Yes, me too. There's so much going
on, isn't there?
Alain: 1 Yeah, I know w hat you mean. Oh, I know
what I was going to ask you. Do you
know where the students go out in the
evenings?
Yoko: Sure! There's loads of cool places to go
out here. We're going to the Kasbah cafe
later, w hy don't you come? It's karaoke
night tonight.
Alain: Really? That sounds great, but I don't
know where it is.
Yoko: Oh, don't worry. We can meet first and I'll
show you the way.
Alain: OK, thanks! Oh, by the way, I wanted to
ask you something. You don't know where
I can buy an English dictionary, do you?
Yoko: A dictionary? Er, oh I'm not sure, erm ...
let me think. Do you know where the
main street is?
Alain: Mm-hm. I think so.
Yoko: Well, there's a great bookshop there. It's
next to the museum, I think. I think they
have discounts for students, too.
Alain: Discounts? Really? That's good to know.
I'll check it out! Thanks, Yoko.
Yoko: No worries. See you later then.
Alain: Yeah, sure. Shall we meet here at the
school?
Yoko: Mm-hm, er, shall we say 7 o'clock?
Alain: Great. See you then.
Yoko: Bye!
A nsw ers
Conversation 2 is b e tte r because th e
speakers are interested in each other, ask
questions and a tte m p t to develop th e
conversation.
J 3 .3 8 Read th ro u g h th e phrases, e licitin g or
e xp la in in g th e m eaning o f each in tu rn . T hen play
th e re co rd in g again. Students listen to th e second
con ve rsatio n and decide w h o says w h ich phrase.
C heck answers.
A nsw ers
1 A 2 Y 3 A 4A 5A 6 A 7Y 8A
D ivide th e class into S tudent A and B pairs.
Tell students th e y are going to try to keep a
conversation going. S tudent A turns to page 120
and S tudent B tu rns to page 122. Read o u t the
instructions and refer students to Interaction 12 on
th e cover gatefold. Give students a fe w m inutes to
read th ro u g h th e inform ation. Students th en w o rk
in pairs to prepare and practise th e ir conversations.
Portfolio 1
Correcting your own mistakes
Books closed. Ask: H o w can language websites
help you w ith y o u r English? Discuss th e question
b rie fly w ith th e class.
Students open th e ir books at page 107. Students
read th e w ebsite message and H asan’s reply to it.
T hey th e n answ er th e questions. C heck answers.
A nsw ers
1 You need English in Turkey to get into
university or to get a good job.
2 Hasan w ants to be a doctor.
Refer students to th e hig h lig h te d sections o f
H asan’s em ail and explain th a t these sections are
languages m istakes w h ich need to be corrected.
Students w o rk in pairs to c o rre c t th e m istakes in
th e em ail. C heck answers.
A nsw ers
fo r not since (a g o is also not necessary)
like ta lk in g not like ta lk
easier not m o re easy
s lo w ly not slow
English is not is English
w a n t to go not w a n t go
a jo b not a w o rk
a ll th e tim e not every tim e
im p o rta n t to speak not im p o rta n t speak
m o re d iffic u lt not d iffic u lte r
whose not w ho
w h a t not h o w
G ive students a fe w m inutes to lo o k back at all th e
w ritin g th e y have do n e in th e P o rtfo lio sections o f
th e In te ra ctive S tu d e n t’s Book. Students should
id e n tify th e m istakes th e y usually m ake w hen
w ritin g , en d e a vo u rin g to avoid these m istakes
in th e w ritin g exercise w hich follow s. M o n ito r
th ro u g h o u t this a ctiv ity , answ ering any questions
th a t students m ay have a b o u t th e ir w ritin g .
Tell students th e y are going to w rite a b o u t
them selves fo r English Zone. Read o u t th e
in fo rm a tio n th a t students have to th in k a b o u t
w hen w ritin g th e ir messages.
G ive students 20 m inutes fo r this a ctivity.
Encourage th e m to use H asan’s message as a
m odel to follow . M o n ito r w h ile students w rite
th e ir messages, help in g o u t w ith vo ca b u la ry as
necessary.
Students swap messages w ith a p a rtn e r and check
w h e th e r all th e in fo rm a tio n fro m Exercise d has
been included. Students th e n w rite a c o m m e n t on
th e ir p a rtn e r’s message.
Unit IB f 101
 Optional activity Suggested answers
1 Because he has seen her on th e news
Put stud en ts in to small groups to design th e ir every day.
ow n language learning w ebsite. Students 2 Because he is trying to catch her o u t and
should th in k o f a nam e fo r th e ir site, as w ell as reveal her as a fake.
a specific fe a tu re w h ich makes it d iffe re n t to 3 A secretary at th e film company.
its co m p e tito rs . Set a te n -m in u te tim e lim it fo r 4 Because th ey did n ’t w an t to delay the
this a ctiv ity . A sk one person fro m each g roup to prem iere.
p resent th e ir w e b site to th e class. 5 Because Carl was m ore interested in his
V /
career th an in Ruby.

illegal copy Optional activities

1 Speech bub bles
Tell students th a t this is th e final p a rt o f Illegal
W rite quotes fro m p a rt th re e on th e board in
Copy. A sk th e m to say w h a t h ap pen ed in th e firs t
speech bubbles. Students have to re m e m b e r
tw o pa rts o f th e sto ry in U n its 4 and 8. T hen ask
w h o said th e m . You can also w rite a series o f
th e m w h a t th e y th in k w ill happen in p a rt th re e by
quotes o u t o f sequence and ask students to p u t
w ritin g th e fo llo w in g q u e stion on th e board: H o w
th e m in order.
do you th in k the s to ry w ill end? Discuss b rie fly w ith
th e class. 2 R e te llin g th e sto ry
Students w o rk in small groups o r in pairs. They
In tro d u c in g themes
close th e ir books and retell th e story, try in g
W rite press conference on th e board and e lic it
to re m e m b e r as m uch as th e y can a b o u t w h a t
th e m eaning. Ask: D o you th in k stars enjoy press
h appen ed in p a rt three.
conferences? W h a t types o f question are stars
usually asked a t press conferences? 3 R ole play
In pairs, students do role plays based on th e
Read events o f p a rt th re e :
- S tudent A is Dan, S tu dent B is fake Ruby. Dan
Tell stu d en ts th a t th is is th e final p a rt o f a story.
and fake Ruby are in th e press conference.
W rite th e fo llo w in g q u e stio n on th e board: H o w
Dan is asking fake Ruby som e u n c o m fo rta b le
w ill the tru th a b o u t Ruby be revealed?
questions.
You can ask stu de n ts to read th e sto ry on th e ir - S tudent A is Dan, S tu dent B is Ruby. Dan and
ow n o r you m ay w a n t to assign roles to d iffe re n t Ruby are in a cafe, discussing e v e ry th in g th a t
s tud e nts w h o read to th e class. If stu de nts read has happened.
q u ie tly to them selves, set a fo u r-m in u te tim e
4 D escrib in g th e ch aracters
lim it. W h en students have finished reading, e licit
A sk th e students w h a t w e kn o w a b o u t th e
answ ers to th e q ue stion on th e board. H elp
m ain characters and how w e m ay describe th e
students w ith v o c a b u la ry fro m th e th ird p a rt o f
differences b e tw e e n them .
th e story: forehead, concentrate on som ething,
sore throa t, to ge t rid o f som ething, to th in k things 5 P u ttin g th e sto ry in o rd e r
throug h, to confess to som ething, plastic surgery. T he graphic novel pages are available w ith
and w ith o u t speech bubbles on th e Interactive
Read, listen and speak Teacher W ebsite:
h ttp ://in te r a c tiv e .c a m b rid g e .o rg
m i 3 .3 9 Play th e recording. Students listen
You c ould p rin t these o ff and c u t th e m up so
and read th e s to ry again. Th en p u t th e m in small
students have to p u t th e s to ry in th e rig h t order.
groups to discuss th e com preh en sio n questions
T hey c ould try to re m e m b e r th e dialogue,
below . (You m ay w a n t to p u t th e questions on a
re -w rite it, o r even use th e pictures to create a
w o rk sh e e t to hand o u t, o r you can w rite th e m on
new story.
th e board.)
6 C re a tin g a g rap h ic novel
1 W hy is D an surprised by R uby’s story?
In groups o r in d ividu ally, students can get
2 W hy does D an ask the fake Ruby to sing?
really creative w ith th e C om ic B u ild e r on th e
3 W ho is the real Sandra?
In te ra ctive S tudent W ebsite:
4 W hy d id the film com pany tu rn Sandra in to a
h ttp ://in te r a c tiv e .c a m b rid g e .o rg
fake Ruby?
H ere th e y can choose th e ir ow n design,
5 W hy does Ruby n o t w a n t to ge t m a rrie d to Carl?
a rtw o rk and characters, w rite th e ir o w n story
 and p rin t it. If students have d iffic u lty th in k in g f K (Y 0 G H U R I fp] V
T) Q
up ideas, th e y could try to rep ro d uce th e story
U B C X U K 0 S R I R F
in th e S tu d e n t’s Book.
N C F N P I A U D A F A
7 Discussion points
1 W ou ld you like to be a big star? W hy?
G (F I E S T A) w E N C P
W h y not? F S R 0 F (K A R A k K E)
2 Should new spapers be a llow ed to publish l U, B F M V (b A L L E T) T
stories a b o u t th e p rivate lives o f fam ous W D E B (m 0 S Q U I T o)
people? W hy? W h y not?

A sk stud en ts to w o rk in small groups to

V 0 (c H A M P A G N E) E

exchange ideas. T hen discuss in class.

v y
Review fjf) and
(jj&prammar
1 may 2 must 3 can’t 4 m ight 5 can’t
6 must w ant
1 don’t you 2 are th ey 3 has he
4 shouldn’t w e 5 is she 6 shall w e
1 she had finally finished all her exams. 2 if
she was going on holiday soon. 3 she was
going to th e beach th e follow ing w eek. 4 if she
was going to D ec’s p arty on Saturday. 5 she
didn’t know yet, w ho was going. 6 if she
w anted to com e w ith them .
1 w h o /th a t 2 , w hich I have been learning
since I was 11, 3 th a t/w h ic h 4 .w h e re
I was born, 5 , whose m other tongue is
Tulu, 6 w h ic h /th a t
Correct it!
1 You m u s t be so excited th a t you are getting
m arried.
2 Som etim es th e noise is so loud th a t w e c a n ’t
sleep.
3 I have a p a rt-tim e job at a restaurant.
4 It is hard but a w onderful jo b .
5 I w ear shorts and T-shirts a ll the tim e.
6 Th e M ajestic H otel sounds good, but it is
very expensive, is n ’t it?
7 H e said th a t he c o u ld play th e guitar.
8 In your last le tte r you asked m e w h e th e r I
h a d b o u g h t th e com p uter or a bicycle.
9 Your group has been booked into the Palace
H o tel, whose address you will find in the
leaflet.
10 She’s th e person w h o /th a t my sister knows.

1 must be 2 m a y /m ig h t have spoken

3 can’t he 4 she had never had
5 if/w h e th e r Peter had always w anted
6 w hich was w ritte n by G eorge O rw ell,

2 Vocabulary
a 1 E 2A 3 G 4 B 5 H 6 F 7 C 8 D

b 1 strike 2 staff 3 shifts 4 C V 5 prom oted

6 interview 7 fired 8 a job

C 1 M ost of th e tim e 2 all th e tim e

3 at th e same tim e 4 from tim e to tim e
5 of all tim e 6 for a short tim e
W _ _ _ I
S k ills ^ R e a l
UNITS 1-4
Speaking
Ask: H o w m any hours a day do you spend in fro n t o f
a m obile phone, laptop o r TV screen? Elicit students’
ideas. Read o u t th e d e fin itio n o f screenager. Point
o u t th a t this w ord is inform al and n ot w id e ly used
yet. Refer students to th e list and give th e m a few
m inutes to co m plete th e o rd ering activity.
Students w o rk in pairs to discuss th e ir lists.
Encourage stu de nts to ju s tify th e o rd e r o f a ctivities
th e y cam e up w ith in Exercise 1a.
2j Reading
Ask: H o w m a ny social n e tw o rk in g sites can y ou
nam e? Elicit th e nam es o f w ebsites such as
Facebook and T w itte r and w rite th e nam es on th e
board.
Pre-teach o r check th e m eaning of: resources,
staying in touch, checking in and appropriately.
T hen give students a m in u te to read th e
in tro d u c tio n to th e que stion na ire. Discuss th e
q u e stion w ith th e class, enco urag in g students to
defend th e ir o w n ideas as w ell as challenge th e
ideas o f o th e r students.
Pre-teach o r check th e m eaning of: in m in d and
interact. T hen give students a fe w m in ute s to read
and answ er th e questio nn aire . O nce students have
finished reading th e que stion na ire , p u t th e m in
pairs to com pa re th e ir results.
Read o u t th e d e finitio ns. Tell students to look
© good thing?
fo r th e w o rds in c o n te x t in th e q uestionnaire.
S tudents can com pare answers in pairs before you
check answers w ith th e w h o le class.
A n s w e rs
1 C 2 D 3 A 4 E 5 B
Read o u t th e questions. Students w o rk in pairs to
discuss th e questions. A sk one s tu d e n t fro m each
p air to re p o rt th e ir ideas to th e class.
31 Listening
13 .4 0 A sk th re e stu de nts to read o u t the
sentences, th e n play th e recording. Students listen
and m atch th e o p in io ns w ith th e speakers. C heck
answers.
Audioscript
1
Rachel
I: Do you use social netw ork sites?
R: I do.
I: How often do you use them?
R: Every day.
I: And which ones do you use?
R: I use Facebook and Twitter.
I: Have social network sites changed the way you keep
in touch w ith your friends?
R: Yes, I sometimes message people on Facebook rather
than sending them an email or phoning them. I
probably speak to people less now.
I: Do you think in general social netw ork sites are a
good thing?
R: In some ways they're good. I like keeping in touch
w ith people and looking at their photos but it does
mean that I have less contact w ith my friends.
I: And how do you think social netw ork sites w ill
change in the future?
R: I think th e y 'll enable you to do much more so you'll
be able to share all sorts of things and arrange meet-
ups and holidays and that sort of thing.
2
Nick
I: Do you use social netw ork sites?
N: Yes, I do.
I: How often do you use them?
N: I suppose most days.
I: And which ones do you use?
N: Well, the famous one, Facebook I suppose, but not
much, I don't really like that. But I use Linkedln,
which is a business social network site.
I: Have social network sites changed the way you keep
in touch w ith your friends?
N: Yes, they have. I find that people that I hardly ever
get a chance to see I can still keep in touch w ith.
I: Do you think in general social netw ork sites are a
N: Well, I think like anything it's only as good as what
you use it for, so if you've got a good reason for
using them they're good. People can use them in
careless, clumsy ways but I think they're good things.
3
Helen
Do you use social netw ork sites?
No, I don't. I use email but I don't like social netw ork
sites like Facebook or Myspace or Bebo.
Why not?
H: Well, I've never really used it, so I understand that
lots of people think it's great, because you can look
at other people's lives and look at their pictures, but I
just see people spending a lot of tim e on these sites
and to me it looks like they're wasting a lot of tim e
on these sites, and people just updating all the tim e
saying 'Hello, I'm now having a cup of coffee ... I'm
now reading the paper.' And it seems really strange
to me.
 I: So how do you keep in touch w ith your friends?
H: I think that if they're a good friend anyway, you're
probably in touch anyway and you see them regularly
and ... phonecalls, and I suppose emails, maybe
letters. I think I'm in touch w ith the people that I'm
friends w ith and I don't need Facebook.
A nsw ers
1 N ick 2 Rachel 3 H elen
£b | S I S 3 .4 0 Play th e reco rd in g again. Students listen
and w rite d o w n th e questions th a t are asked.
Students also m ake notes a b o u t th e responses to
th e questions. You m ay need to play th e recording
tw o o r th re e tim es. C heck answers.
A nsw ers
D o you use social n etw o rk sites?
H o w often do you use them ?
W hich ones do you use?
H ave social n etw o rk sites changed th e way
you keep in touch w ith your friends?
D o you th in k in general social n e tw o rk sites
are a good thing?
H ow do you th in k social n e tw o rk sites will
change in th e future?
R achel: She uses social netw ork sites every
day; she uses Facebook and Tw itter; her
w ay o f keeping in touch w ith friends has
changed: som etim es she messages people
on Facebook rath er than sending th em an
em ail or phoning th e m . She probably speaks
to people less now; in some ways she thinks
social netw orking sites are good, as she likes
keeping in touch w ith people and looking at
th e ir photos; she thinks th e sites w ill enable
you to do much m ore so you’ll be able to
share all sorts o f things and arrange m eet-
ups and holidays and th a t sort o f thing.
N ic k: H e uses social n etw o rk sites most
days; he uses Facebook and Linkedln; social
netw orking sites have changed th e w ay he
keeps in touch w ith friends: he finds th a t
people th a t he hardly ever gets a chance to
see he can still keep in touch w ith; he thinks
people can use such sites in careless, clumsy
ways but th a t th e y are good things.
H e le n : She doesn’t use social netw ork
sites, she uses em ail instead; she doesn’t
understand w hy people w a n t to tell each
o th er w h at they are doing all th e tim e; she
keeps in touch w ith her friends by seeing
th e m , calling th em , em ailing th em and
som etim es w riting letters.
C Students w o rk in pairs to com pare th e notes th e y
to o k in Exercise 3b. The y th e n ask and answ er th e
q uestions fro m th e liste nin g exercise.
(4 1 Writing
a W rite m icro -b lo g g in g on th e board. Elicit or
teach th e idea th a t m icro -b lo g g in g is a fo rm o f
blogging w h ich involves th e w ritin g o f ve ry s h o rt
messages. Read o u t th e in fo rm a tio n , p o in tin g o u t
th a t tw eet refers o n ly to messages sent on th e
social n e tw o rk in g site T w itte r. You could also p o in t
o u t th a t tw eet is used as b o th a noun and a verb.
A sk students to read th e tw o tw e e ts. Discuss th e
messages w ith th e class. D raw stu d e n ts ’ a tte n tio n
to th e use o f th e a b b re via tio n ‘sn’ fo r social
n e tw o rk in g in th e firs t message.
A nsw ers
Th e first tw e e t offers advice, w hereas th e
second tw e e t is an invitation.
b Put students in to small groups o f th re e o r fo u r to
w rite tw e e ts. Read o u t th e list o f ideas o f w h a t
to inclu de in th e s h o rt message. Students w o rk
alone to w rite th e ir tw e e ts. R em ind th e m to use
abbreviations w h e re possible and to take care n o t
to exceed th e 140-character lim it! You could p u t
som e co m m o n a bbreviations and signs used on
T w itte r on th e board, e.g. LOL (la u g h in g o u t loud),
D M (d ire c t message), RT (re tw e e t).
C J Students ta k e it in tu rn s to show th e messages
th e y w ro te in Exercise 4b to th e group. Each
m e m b e r o f th e g roup th e n w rite s a new message
in response.
O nline resources
h ttp ://tw itte r.c o m
h ttp ://e n -g b .fa c e b o o k .c o m
h ttp s ://w w w .tu m b lr.c o m
h ttp ://w w w .b e b o .c o m
A c tiv ity
Students can look at one or m ore o f th e social
n e tw o rk in g w ebsites listed above and decide
w h ich one th e y prefer. They th e n re p o rt back
to th e class, giving reasons fo r th e ir choice. A sk
students to consider th e fo llo w in g : th e design o f
th e site; h o w easy it is to m ove fro m page to page;
h ow w e lc o m in g th e c o m m u n ity is; h o w inte ra ctive
th e site is.
SkillsHReal
 Skills 4Real
UNITS 5-8
1 Speaking
Ask: Should governm ents provide free local
3 j Listening
activities an d services such as c u ltu ra l centres
a n d libraries? W hy? W hy not? B rie fly discuss
th e qu e stio n w ith th e class. T hen read o u t th e
questions in Exercise 1a. Students w o rk in pairs to
ask and answ er th e questions.
Students discuss th e ir ideas w ith a n o th e r p air and
see w h o cam e up w ith m ore ideas.
2 Reading
Students q u ic k ly read th ro u g h th e le a fle t to see
how m any o f th e ideas th e y discussed in
Exercise 1a are referred to. M ake sure th a t
students have d ictio n a rie s fo r this a c tiv ity ; th e re
is a lo t o f v o c a b u la ry in th e lea flet th a t w ill
need to be checked, e.g. w rite r’s block, prom pts,
constructive feedback, crocheters, yarn, gauge,
geek, geek out, skit, a c t a fool. You could consider
pre -te a ch ing som e o f this vocabulary, p a rtic u la rly
geek out, a m o d e rn phrasal verb m eaning ‘to
becom e ve ry excited due to being able to
ta lk a b o u t o r share y o u r in te re st in som eth ing
considered to be geeky, such as com puters,
c o m p u te r gam es o r g ra ph ic novels’.
Go th ro u g h sentences 1 -6 w ith th e class. C heck
students u n d ersta n d th e fo llo w in g vocab ulary:
im provising, th e a tric a l sketches, fantasy role-playing
games. Students co m p le te th e exercise, m aking
sure to u n d e rlin e o r h ig h lig h t th e p a rt o f th e article
th a t helped th e m answ er each o f th e questions.
C heck answers.
A nsw ers
1 A cting Up: Teen Im prov! 2 Teen A ctivity
Board; Stix: get your knit on!
3 The Danger: D iabolique Com ic Book Club
4 A nim e Days 5 Teen A ctivity Board
6 D ungeons and Dragons
Ask stud ents to read th ro u g h th e de finition s.
Students can try to do th e m a tch in g exercise
be fo re th e y lo o k fo r th e w ords in c o n te x t in th e
article . C heck answers, asking stud en ts to refer to
th e p a rt o f th e te x t w h e re th e w o rd o r phrase can
be fo un d.
A nsw ers
1 E 2 D 3 A 4 F 5 B 6 C
106 SkillsMReal
I
Students discuss th e questions in pairs. Encourage
students to explain th e ir ideas as fu lly as possible.
Then ask students to te ll th e class a b o u t th e ir
p a rtn e r’s ideas.
13.41 Read o u t th e com m ents. Play the
recording o f three people talking a b o u t activities
th a t can be done cheaply o r fo r free. Students match
th e com m ents to th e speakers. C heck answers.
Audioscript
1
Elsa
I: What do you like doing at the weekend for free, or
for very little money?
E: Well, music is one of my greatest passions and so I
really like busking, which is basically going out on
the streets and playing music for free, but generally
you get money for it, if people like your music. It's
really, really good fun, especially w ith your friends.
I: What are your favourite summer activities that don't
cost much?
E: When it isn't raining, because it rains a lot in
England, it can get really, really hot, and so I suppose
swim m ing in the river can cool you down. Camp-outs
as w ell, you can camp out either by the river or in
your garden and have a little camp fire and toast
marshmallows and things over the top, which is
really, really nice.
I: What inexpensive activities do you like doing in your
nearest big town?
E: One thing if you don't have any money, which can
be incredibly good, is going into a shop and doing
something called w indow shopping, which is where
you essentially try on a lot of clothes, particularly
dresses, and you'll take lots of photos of them and
then you leave the shop w ithout buying anything,
which is kind of a more girly thing to do, really.
2
Molly
I: What do you like doing at the weekend for free, or
for very little money?
M: Well, at the weekend I like going out w ith friends,
and w ell, that's completely free. We hang around
town, which is good fun and there's places to go like
the skate park and the bandstand which is fun in
some ways - it's really pretty, the bandstand ... and
yeah, it's just a nice place to hang out.
I: What are your favourite summer activities that don't
cost much?
M: My favourite summer activities is, w ell, one of the
big ones is going to the beach, it's really, really fun,
you can do all sorts there and it's completely free
and it's really good swim m ing in the sea. It's a bit
scary though because you don't w ant to get your toes
bitten off by crabs or anything!
 What inexpensive activities do you like doing in your
nearest big town?
Well, the cinema is a good one. It's inexpensive if
you leave out the popcorn, it's got a really large
variety of films you can go see and it's just a chance
to get out w ith your friends and go have some fun
and see whatever you w ant to see.
What do you like doing at the weekend for free, or
for very little money?
M: Iguess the thing Ido the most that doesn't cost me
much money i s ... I take a lot of photographs, I do
quite a bit of photography, which ... it cost me quite
a bit of money to sort of start and get the camera
but on a weekend, each weekend I can go out and
w alk around for hours taking pictures of different
things. That obviously doesn't cost me anything, now
everything's digital.
I: What are your favourite summer activities that don't
cost much?
M: Going to the pool, definitely, going to the pool. If
you get a season ticket I think it works out at about
sort of three or four Euros each tim e you go and I can
spend hours just lying in the sun, going in the pool.
I: What inexpensive activities do you like doing in your
nearest big town?
M: I I
think inexpensive, probably going to the park. live
quite near a massive park, it's just round the corner
from where I live and either going for a w alk around
there, I can do that, but also there's lots of other
different th in g s ... I sometimes go rollerbiading, lots
of people go, especially on Sunday mornings.
A n sw ers
1 M ick 2 Elsa 3 M olly
1 3 .4 t Play th e re cordin g again. Students listen
and w rite d o w n th e questions th a t are asked.
Students also m ake notes a b o u t th e responses to
th e questions. You m ay need to play th e recording
tw o o r th re e tim es. C heck answers.
A n sw ers
W h a t do you like doing at th e w eekend for
free, or for very little money?
W h a t are your favourite sum m er activities
th a t don’t cost much?
W h a t inexpensive activities do you like
doing in your nearest big town?
Elsa: H er favourite free w eekend activity is
busking: swimming in th e river and camping
out are her favourite summer activities: in her
nearest big tow n she enjoys w indow shopping.
M o lly : H er favourite free w eekend activity is
going o u t w ith friends in tow n, at th e skate
park and at th e bandstand; going to the
beach and sw im m ing in th e sea are her
favourite sum m er activities; in her nearest
big tow n she enjoys going to th e cinem a.
M ic k : His favourite free w eekend activity
is taking photographs; lying in th e sun and
going to th e pool are his favourite sum m er
activities; in his nearest big to w n he goes
w alking in th e park or rollerbiading.
Students w o rk in pairs to com pare th e notes th e y
to o k in Exercise 3b. T hey th e n ask and answ er th e
questions fro m th e listening exercise.
4} Writing
A sk students to lo o k at th e fre e e vent le aflet in
Exercise 2 again. Ask: H o w is the in fo rm a tio n
presented on the page? W hat s o rt o f in fo rm a tio n is
included? Elicit stu d e n ts ’ ideas and w rite th e m on
th e board. Students th e n w o rk w ith a p a rtn e r to
decide w h ich a ctivitie s to in clu de in th e ir advert.
Encourage students to th in k o f a ctiv itie s o th e r than
those w h ich fe a tu re in th e list. G ive students th re e
o r fo u r m inutes to choose th e ir activities. M o n ito r
th ro u g h o u t this a ctivity, he lp in g students w ith
vo c a b u la ry as necessary.
G ive students fifte e n m inutes to w rite th e ir
adverts. R em ind students th a t th e ir descriptions
should m ake use o f im peratives. Elicit som e
phrases th a t th e y can use, fo r exam ple:
M e e t new people.
Learn how to ...
M ake great food.
B ring y o u r friends.
C heck o u t o u r w ebsite.
Everyone w elcom e.
Join us f o r ...
W hen describing th e kind o f event on offer, students
should use colourful and positive adjectives, e.g.
wonderful, brilliant, fun, exciting, cool.
Students swap th e ir advert w ith another pair and
decide if they th in k th e events are interesting enough
to attend. Students then share w ith th e class th e best
o f th e ir events featured in the free event adverts.
O nline resources
h ttp ://w w w .tim e o u t.c o m
A c tiv ity
Students w o rk in small groups to look at th e
Time O u t w ebsite and plan a w eekend in London.
Students should o n ly choose a ctiv itie s w h ich are
free o r cost very little . G ive students te n m inutes
to plan th e ir w eekend. Students th e n te ll th e class
a b o u t th e w eekend th e y have planned.
SkillsHReal

Speaking
Elicit adjectives o f em otio n (e.g. excited, happy, sad,
bored, scared) and w rite th e m on th e board. Ask: Do
you fin d it easy o r d iffic u lt to control y o u r em otions?
Discuss th e question b riefly w ith th e class.
Refer stu de nts to th e situations in th e box. Pre-
teach: tell som eone off. Students th e n w o rk in
pairs, saying w h ich e m o tio n th e y w o u ld feel in
each o f th e situations in th e box.
2 ) Reading
W rite a n ge r on th e board. Ask: W hat makes you
feel angry? W h at happens to us when we get
angry? Elicit stu d e n ts ’ ideas. W rite th e ideas on
th e board. Students th e n read th ro u g h th e a rtic le
q u ickly to select th e best o f th e th re e descriptions.
C heck answers.
A nsw ers
2 said that they couldn't come, that would make me
Go th ro u g h th e q uestions w ith th e class. C heck
stu de n ts u n d ersta n d th e fo llo w in g vocab ulary:
stress horm ones, heartbeat, sweat. Students
co m p le te th e exercise, m aking sure to u n d e rlin e or
h ig h lig h t th e p a rt o f th e a rtic le th a t helped th e m
answ er each o f th e questions. C heck answers.
A nsw ers
1 anger, fear, excitem ent, anxiety
2 adrenaline and cortisol 3 Blood moves
aw ay from your gut to your muscles, to get
you ready for action; blood also goes to your
brain to focus your m ind. Your h ea rt rate,
blood pressure and respiration increase,
I",'; '
your body te m p e ratu re rises and you
a*B lii sweat. 4 It can cause headaches, digestion
problem s, insom nia, increased anxiety,
depression, high blood pressure, skin
problem s like eczem a, strokes and h eart
attacks. 5 They use th e ir anger as a w ay to
feel pow erful. 6 It can im prove your m ood
and reduce stress levels.
A sk stu de nts to read th ro u g h th e defin itio ns.
Students can try to d o th e m a tchin g exercise
before th e y lo o k fo r th e w ords in c o n te x t in
th e a rticle. Students should try to w o rk o u t th e
m eanings o f th e w ords fro m th e c o n te xt. H owever,
th e y m ay need to check ce rta in w o rd s in th e
SkillsHReal
dictio n a ry. C heck answers, asking students to refer
to th e p a rt o f th e te x t w h e re th e w o rd o r phrase
can be found.
A nsw ers
1 B 2 C
Students w o rk in groups to discuss th e advice
given in th e a rtic le fo r how to deal w ith anger.
Encourage students to explain th e ir ideas as fu lly
as possible. Then ask one s tu d e n t fro m each group
to te ll th e class a b o u t th e ir g ro u p ’s ideas.
SZ
3 Listening
a 0 ! 3 - 4 2 Read o u t th e com m ents. Play th e
re cording o f th re e p e ople ta lk in g a b o u t w h a t
makes th e m angry. Students m atch th e com m ents
to th e speakers. C heck answers.
Audioscript
1
Jessica
I: Is there anything that makes you feel angry
sometimes?
J: I get quite angry and frustrated if friends let me
down, like if I was to go out for my birthday meal,
for example, and right at the very last minute they
angry. Also if somebody arranged to give me a lift
somewhere or pick me up, and last minute they
told me that they couldn't and I would have to then
rearrange w ith somebody else, it's not very nice
being let down.
I: When you feel angry, is there anything you do to
help you calm down?
J: Well, speaking to my friends or fam ily or my
boyfriend helps calm me down, or having a bath and
reading a book, or watching a funny film , that calms
me down.
2
Sophie-Jayne
I: Is there anything that makes you really angry
sometimes?
SJ: I'm a university student, and when I'm in a lesson,
a lecture or a seminar and we get a piece of work
back or an assessment and people don't do as well
as they think they were going to, or get a particularly
bad mark, and then they moan about it, when you
know that they don't put in as much e ffo rt as they
could, don't do as much work as they could, or learn
as much as they could, and then are surprised by the
mark they get, so that makes me really angry.
I: When you feel angry, is there anything you do to
help you calm down?
SJ: When I feel angry norm ally w hat I do is take a few
deep breaths to stop me saying something that I
m ight regret later, and norm ally if I'm annoyed for a
 long period of tim e, when I get home I'll lie on my
bed, put on some music, and just try and chill out,
maybe have a cup of tea or a cup of coffee and just
relax and try not to think about w hat's annoyed me.
3 ask students h ow peo p le can deal w ith such
Ollie
I: Is there anything that makes you feel angry
sometimes?
0: Well, I live in Cornwall, which is quite a popular
tourist destination, and it's quite d ifficult in the
summer because everywhere gets clogged up w ith
tourists, and the way they drive, and where they
park, and you can't get anywhere, and that sort of
stuff. It's quite annoying really.
I: Is there anything you do when you're angry, to help
you to calm down?
0: Well, it's generally quite d ifficult because when
you're angry, you're generally w orking, that's the
tim e that I tend to get most angry. So you can't really
do anything at that tim e, but you tend to bottle it
up until the end of the day and then go out in the
evening w ith friends or whatever and relax that way.
A nsw ers
1 Sophie-Jayne 2 O llie 3 Jessica
B H 3 .4 2 Before stud en ts listen again, you could
pre-teach th e fo llo w in g voca bu lary: p ick someone
up, le t som eone down, m oan, p u t e ffo rt in, b o ttle
som ething up, clogged up. Play th e recording.
Students listen and w rite d o w n th e q uestions th a t
are asked. Students also m ake notes a b o u t th e
responses to th e questions.
A nsw ers
Is th e re anything th a t makes you feel angry
sometimes?
W he n you feel angry, is th ere anything you
do to help you calm down?
Jessica: She feels angry w hen friends let her
dow n; she speaks to fam ily or friends, has a
bath, w atches a funny film.
S o p h ie-Jayn e: She feels angry abou t lazy
students m oaning abou t bad marks; she
takes a few deep breaths, goes to bed,
makes a drink, and tries not to thin k about
w h a t m ade her angry.
O llie : H e feels angry abou t tourists visiting
Cornw all; he tends to b o ttle anger up and
then relax later w ith friends.
Students w o rk in pairs to com pare th e notes th e y
to o k in Exercise 3b. T he y th e n ask and answ er th e
questions fro m th e liste ning exercise.
(4 Writing
3 Read o u t th e exam ple in fo rm a tio n and then
p roblem s as anxiety, em barra ssm ent and fear.
W rite stu d e n ts ’ ideas on th e board. Put students
in to groups. Students choose a negative e m o tio n
(this could be one o f th e e m otions listed in
Exercise 1a o r any o th e r e m o tio n th e students
w ish to w rite a b o u t) and make a list o f s ituations
w hen peo p le feel th a t e m o tio n . Students th e n
w rite a list o f ways o f dealing w ith th a t e m o tio n .
M o n ito r th ro u g h o u t this a ctivity, he lp in g o u t w ith
vo ca b u la ry as necessary.
© Read o u t th e in fo rm a tio n a b o u t th e le a fle t th a t
s tudents have to w rite . You could b rie fly discuss
p e rs o n a lity types w ith th e class (e.g. outg o in g , shy,
nervous) as w ell as e licitin g language fo r giving
advice, e.g. W hy d o n ’t yo u ...? You s h o u ld ... You
o u g h t to ... You ha d b e tte r... .T e ll students to
use headings in th e ir leaflets and to organise th e
in fo rm a tio n in such a w ay as to m ake it easy fo r
som eone to read. Give students tw e n ty m inutes
to w rite th e ir leaflets. Students can th e n present
th e ir leaflets to th e class, exp la in in g th e ideas it
contains.
O nline resources
h ttp ://w w w .th e e m o tio n m a c h in e .c o m /5 0 -w a y s -to -
c o n s tru ctive ly-ch a n n e l-n e g a tive -e m o tio n s
h ttp ://w w w .ih h p .c o m /q u iz .p h p
A c tiv ity
Students read th e ideas in th e firs t w ebsite listed
above fo r how to deal w ith negative em otions.
T hey th e n discuss th e ideas w ith a partner, saying
w h ich th e y like and w h ich th e y dislike. Encourage
students to give reasons fo r th e ir ideas. Students
th e n w o rk alone to co m p le te th e te st o f e m o tio n a l
intelligence, w h ich can be fo u n d on th e second
w ebsite listed above. Students can com pare th e
results o f th e te s t w ith a partner.
 Workbook Answers
Unit 1 Connected Grammar
a 1 / 2 / 3 X 4 / 5X 6 /
Gram m ar
b 1 I’ve 2 seen 3 hadn’t 4 been doing
a 1 ’re chatting 2 closes 3 w ere w alking
5 been playing 6 been reading, finished
4 bought 5 ’strain in g 6 don’t play
7 didn’t get 8 w asn’t w earing 1 A 2B 3B 4 C 5A 6 C 7B
1 W he re are you going? C 8 A 9 B
2 H ow often do you send emails? E
Pronunciation
3 W hy did M ike call you yesterday? B
4 Is A nna working today? A a jacket, enjoy, bridge, digital, message,
5 W h a t was he doing there? G energy
6 Does it cost anything to join th e club? F 1 cheap 2 chair 3 shoes 4 wish
7 W ere you studying? D 5 catch 6 wash

1 are ...d o in g 2 ’m uploading 3 took 1 /tj/ 2 /// 3 /d 3 / 4 /t// 5 ///

4 was dancing 5 didn’t see 6 w ere 6 / d 3/
talking 7 do ... look 8 don’t w ant
9 was 10 enjoyed :7 Read
a A
2 Vocabulary
b 1 / 2 / 3
a| 1 viral 2 request 3 digital 4 tag
7 X 8 -
5 links

1 A 2 B 3 C 4 B 5 B 6 A
b

Listen
Quiz l
1 B
a B
21 C 2A 3D 4 B
:'b 1 David 2 A m y 3 David 4 Am y, Lisa 3 I don’t know w h at AN was doing yesterday.
5 David 6 Lisa 7 David 8 Lisa I sent him a te x t at 4 o’clock, but he didn’t
answ er it.
4 } Vocabulary 4 1 B 2 C 3 A
ai 1 D 2 G 3 H 4 F 5 A 6 C 7 E 5 link
8 B 6 B

b 1c 2s 7 set, build
8 Unicycling.
3l 0 0 K E D
9 1 appeared 2 had seen 3 have becom e
M T 10 catching, picture
4g A V E 5t U R N
I
6m N Unit 5 Well played!
7c H A R G E D
1 ;■ Vocabulary
K
1 h elm et 2 board 3 skates 4 stick
E
5 oar 6 goggles
Help yourself Extra w ord: racket
1 B 2 A 3 C 1 / 2 / 3 X 4 / 5 X 6 X 7 /
8 /
1 down 2 off 3 in 4 out
Help yourself
1 D 2 C 3 B 4 F 5 H 6 A 7 E 8 G
tennis 2 fishing 8 boxing 3 football 5
ice-skating 7 running 4 sailing 1 horse racir

. © Workbook Answers
2 Grammar 7 beat, scored
81 D 2 C 3 A 4 B
1 watching 2 to get 3 to come 4 to buy
3 9 A X B X C /
5 winning 6 to bring 7 using 8 crashing
10 hour, our
b 1 to get 2 in joining 3 at running
4 to ride 5 to understand 6 in /w ith
finding 7 to seeing 8 to w atch
Unit 3 Multicultural matters
1 to go 2 coming 3 surfing
4 skateboarding 5 to try 6 to learn {1 : Grammar
7 to have 8 starting 9 to becom e
a 1 A 2 C 3 C 4A 5 B 6 B
10 practising
b 1 d five driving 2 sit t ing sit 3 b e get
3 } Vocabulary 4 used use 5 doe sn’t isn’t 6 use used

a I 1 w e n beat 2 broke held 3 t e ams team

2 ;• Vocabulary
4 C o m p et it ion C om petitive 5 staying
playing 6 e x tre m e individual a 1 great-grandm other 2 nephews
3 sister-in-law 4 ex-w ife 5 great-uncle
1 sports events 2 score ... points
6 m other-in-law
3 contact sport 4 w in te r sports
5 break th e record 6 w in th e m atch b 1 Emma 2 Sara 3 Lou 4 A ndy
5 Alice 6 O w en
4 Listen 1 Elena 2 Sam 3 A m y 4 fath er-in-law
a 1 hockey 2 football 3 baseball 5 brother-in-law 6 great-granddaughters
4 tennis 5 volleyball 6 football / great-grandchildren
7 running
3 Read
b 1 one 2 Italy 3 fifteen 4 Rafael Nadal
5 18 m etres 6 Benfica 7 Usain Bolt Ruth

b 1 Don 2 D iane 3 Ruth 4 D iane

Gram m ar 5 Don 6 Ruth 7 Don 8 Ruth 9 D iane
a 1 / 2 / 3 X 4 / 5 / 6 X
4 Vocabulary
b 1 buying 2 skydiving 3 to post
4 to have 5 to do 6 loving a 1 vacation 2 garbage 3 truck 4 fall
5 gas 6 yard 7 cookie 8 pants 9 candy
Pronunciation Extra expression: French fries

fa 1 nose, knows 2 son, sun 3 ate, eight b 1 trousers, pants 2 garden, yard
4 by, buy 5 saw, sore 6 w eak, w eek 3 chips, French fries 4 lorry, truck
7 w ear, w here 8 been, bean 5 petrol, gas 6 biscuit, cookie
7 autum n, fall 8 rubbish, garbage
1 rode, road 2 threw , through 3 th e y ’re,
b 9 sweets, candy 10 holiday, vacation
th e ir 4 knew, new 5 hear, here

W e ’ll be ready by half past eight. H e lp yourself

©
T hey are n ’t sure w h e th e r th e y ’ll be allow ed 1 socialise, neighbours 2 travelled, realised
to come. 3 organising, theatre 4 m em orised, favourite
N o one knows w here Julie was last w eek. 5 apologise, behaviour

Read 5 : Pronunciation
a A a U K 1, US 2 b U K 2, US 1 c U K 2, US 1
5 d U K 1, US 2 e U K 2, US 1 f UK 1, US 2
1 B 2 C 3 B 4A 5 A 6 C
b g U K 2, US 1 h UK 2, US 1

b 1 w eekend, w e e kend

Quiz E 2 m agazin e, magazine

3 laboratory, laboratory
1 Indonesia
4 advertisem ent, advertisem ent
2 goggles
5 kilom etre, kilom eter
3 oar, board, bat, pads
6 address, address
4 1 running 2 to do 3 w inning
1 US 2 US 3 UK 4 US 5 UK 6 UK
5 three times ©
6 breaking, record Workbook Answers
 6 ;• Gram m ar 2 Gram mar
a 1/ 2 X 3 / 4X 5 / 6/ a 2 c a re fu lly , p u t 3 in c re d ib ly , s tu p id
4 h eavily, w as ra in in g 5 flu e n tly , speaks
b 1 / 2 Itke as 3 sueb-as a s/like 4 /
6 late, going to arrive 7 absolutely,
5 dees is 6 as like / such as
delicious 8 e x tre m e ly , fa st
c 1 Josef is good at com petitive sports like
rugby and basketball. b 1 a b s o lu te ly 2 lo u d ly 3 fa st
2 I don’t often eat red m eat, such as beef 4 s u d d e n ly 5 s lo w ly 6 safely 7 w e ll
and lamb. 8 P e rso nally
3 M y great-aunt used to w ork in Spain as a
journalist.
3 } Pronunciation
4 N ew York is often referred to as ‘the Big b 1 so exciting 2 just brilliant
A pple’. 3 really am azing 4 Honestly, w orst, ever
5 The D utch language is a bit like Germ an. 5 never, stupid
6 H e’s hoping to study at Cam bridge
University, as his parents did.
4 Read
7 T heir music is am azing - they sound like
* *
professional singers.
b 1 spectacularly 2 am azing 3 extrem ely
4 suddenly 5 lucky 6 excited 7 illegal
7 ; Listen
a music, festivals, historical inform ation
1 /
8 /
2 X 3 / 4 / 5 / 6 * 7 /

b 1 A 2 B 3 C 4 B 5 B 6 A
5 } Vocabulary
a 1 C 2 E 3 A 4 F 5 B 6 D
Quiz 3 b 1 h e a rt b lo o d 2 b re a th e b re a th
1 Zim babw e
3 fro m of 4 m ade missed 5 back edge
2 1 C 2 A 3 B
6 th e her 7 shive ring shaking 8 m y th e
3 1 live 2 was used 3 get
4 French 6 ■ Grammar
5 1 sister-in-law 2 great-uncle 3 ex-w ife
a 1 X 2 / 3 X 4 /
4 father-in-law
6 M u m ’s second husband Philip is my stepfather 1 Dolphins are much m ore intelligent than
and th eir daughter is my half-sister. fish.
7 vacation 2 C om puters are becom ing m ore and more
powerful.
8 T h ey ’re in th e USA.
3 Cars ca n ’t tra v e l as q u ic k ly in th e c ity as
9 A yard B pants C cookie
on m o to rw a ys.
10 1 like 2 as 3 like
4 T h e fa s te r th e ro lle rc o a s te r w e n t, th e
m o re lo u d ly w e scream ed.

Unit H Adrenaline rush 5 H e speaks Spanish a little m ore fluently

than me.

1 Vocabulary c) 1 m ore 2 much 3 m ore and m ore

a Sounds: gasp, shout, scream, stutter,
4 slightly 5 as, the

w hisper
Listen
M ovem ents: shake, breathe, sweat, shiver
3 Psycho
b 1 shivering 2 shaking 3 whispering
4 breathe 5 sweating 6 giggling 1 sound effects 2 frighten ... life
3 extrem ely scary 4 main character
Help yourself 5 really terrifying 6 as good
1 buzzing 2 smashed 3 gurgled 4 knocking 7 killer rabbits 8 horror m ovie
5 growl 6 rattling 9 com pletely mad

■■{112 1 Workbook Answers

Quiz H 4 ;■ Vocabulary
1 rollercoaster, screaming a 2 b lin k 3 c h e w 4 b u rp 5 h ic c u p
2 s and e (sw eat, shake, shiver) 6 s cra tch 7 sneeze 8 ru b
3 1 C 2 A 3 B b U sing y o u r m o u th : yaw n, chew , burp, hiccup
4 happily, incredibly, hard U sing y o u r nose: sneeze
5 Personally, I thin k th e film is too long, although U sing y o u r fin g e rs : scratch, ru b
it’s extrem ely powerful. U sing y o u r eyes: b lin k
6 beat, stomach c 1 sneezes 2 ru b b in g 3 y a w n in g
7 A You frightened the life out o f me. 4 b lin k e d 5 scratch 6 h ic c u p in g
B I nearly jum ped out of my skin.
C I was on th e edge o f my seat. 5 ;■ Pronunciation
8 The W o lf M a n , 1941 a 1S 2D 3 D 4 S 5S 6 D 7D
9 B and C 8 S 9 D 10 D
10 as, easily
b / e / : dead, ready, w e a th e r, b re a d , h e althy,
head, b re a th , le a th e r, heavy, m easure
/ i : / : beach, m e a t, cheap, speak, teacher,
Unit 5 Man and beast b re a th e , increase, easily, season, re p e a t

1 Vocabulary
a 1 a re n ’t 2 cage 3 is 4 hunted
5 survival 6 sanctuary
b 1 w ild 2 h abitat 3 cages 4 sanctuary
5 ta m e 6 endangered 7 rare 8 survival
9 hunting
6 ;■ Grammar
a 1 m y s e lf 2 yo u 3 h im 4 h im s e lf
5 she 6 its e lf 7 us 8 yourselves
9 th e y 10 th e m se lve s
b 1 h im s e lf 2 yourselves 3 each o th e r
4 each o th e r 5 th e m se lve s

Help yourself c 1 h im s e lf 2 each o th e r 3 h e rs e lf

1 sheep C 2 w olf E 3 cat B 4 bull D 5 rat A 4 each o th e r 5 y o u rs e lf 6 h e rs e lf
7 each o th e r 8 each o th e r
2 ; Grammar
7 } Read
a 1 D 2E 3 F 4 B 5 A 6 C
a 1E 2 B 3D 4 A
b 1 run quite fast, although it may w eigh over
5,000 kg. b 1A 2 A 3 C 4B 5 C
2 Even though gorillas are an endangered
species
3 despite / in spite of the rain Quiz 5
4 despite / in spite o f the fact th a t they 1 ta m e
d o n ’t often attack humans 2 species, sanctuary, survival
5 breathe like fish, (even ) though they 3 bears
swim under water. 4 C ru e lty, A n im a ls
5 A lth o u g h , d e sp ite
: 3 ) Listen 6 ru b , scratch
a C 7 b lin k
b 1 In th e 18th century. 8 1 each o th e r 2 the m se lve s 3 each o th e r
2 Russia, Eastern Europe 9 MONA
3 250 10 1 B 2D 3 A 4 C
4 Because they w ould attract tourists.
5 D eer
6 Sheep Unit 6 Take action
1 Vocabulary
a 1 A 2B 3 B 4 A 5 B

b 1 c a m p a ig n 2 aw areness 3 v o lu n ta ry
4 raise 5 c h a rity 6 d o n a tio n 7 s u p p o rt

Workbook Answers
2 Gram m ar ( 7 > Read
a 1 C 2A 3 E 4 B 5 D

b 1 w ifi are 2 be raising raise 3 Greg-is b 1 B 2 C 3 B 4 A 5 C 6 C

is G reg 4 be be liev ing believe 5 sit be
sitting 6 I’m going to I’ll 7 D o es she wW
W ill she Quiz 6
1 m a k in g ... d o n a tio n
3 : Listen
2 1 B 2 C 3 A
3 B 3 road safety
b 1 X 2 / 3 / 4 X 5 / 6 X 4 C o m ic R e lie f/R e d N ose Day
7 X 8 / 5 I’m g o in g to visit, she’ ll be fe e lin g , I’ ll com e
6 up, o ff
4 } Vocabulary 7 I’m g o in g to ta k e yo u up on y o u r o ffe r to h elp
a 1 aw ay 2up 3 dow n 4 o ff 5 up me.
6 on 8 C

b 1 ta k e ... in 2 take ... out on 3 to o k up 9 will have been

4 Take ... aw ay 5 taken o ff 6 take ... up 10 Emma will have been w o rking in th e library.
on 7 take ... dow n 8 takes up

Help yourself Unit 7 Self-image

1 up 2 out 3dow n 4 w ith 5 in 6 around
1 Vocabulary
5 Gram m ar
a 1 On 22nd Septem ber the sale will have 3 1 2 3 4 5 6 7 8 9 10
begun. S B P A 0 T I G H R
2 On 20th Septem ber th e sale w on’t have
started. 11 12 13 14 15 16 17 18 19 20
3 The shop will have closed by th e end of C U F Y E L N D K w
September.
4 W ill th e band have started playing by
7 o’clock?
5 W ill th e concert already have taken place
on 9th April?

b 1 will have been raining 2 w o n ’t have

been w orking 3 will have been travelling
4 w i l l ... have been doing 5 w o n ’t have
been w aiting 6 will ... have been studying

C 1B 2 A 3 A 4A 5 A

6 ;■ Pronunciation
a 1B 2 A 3 B 4 B 5 A 6 B

b 1 M ichael w ill have left bv tom orrow .

2 M y cousins will have been using the
com puter.
3 W e will have a rrived by six o’clock. b 1 spotte d checked, long-sleeved short-
sleeved
4 T hey will have been sw im m ing in th e
river. 2 tigh t baggy, checke d striped
5 W h e n will you have finished your lunch? 3 ptain flowery, tre ndy scruffy

6 H ow long will she have been w o rking?

Workbook Answers
Gram m ar : 7 : Listen
a 1 is produced 2 w ill be 3 stolen
4 w orn 5 w ere 6 been
b 1 w ar 2 covered 3 knee 4 short
b 1 Jean-Paul G a u ltie r’s fashion show was 5 hat 6 turned 7 hair 8 trousers
held last m onth in Paris.
2 This shirt is m ade of cotton.
3 I hope this problem will be solved in the
future.
Quiz 7
1 tight
4 M o re than 200,000 new books are
2 sleeved, checked, spotted
published every year in th e UK.
3 striped, flow ery
5 The Egyptian Pyramids w ere built abou t
4,500 years ago. 4 The film was m ade tw o years ago, but it still
6 In South A m erica, olive trees have been hasn’t been released as a D VD.
grown since th e 16th century. 5 w ere dam aged, can be repaired
6 tatto o, piercing, jew ellery
c 1 ’s m ade 2 was designed 3 w ere
7 T h ey’re having th eir house designed by an
reduced 4 ’s ... been released 5 w asn’t
architect.
included 6 are ... w ritte n 7 was
recorded 8 arm , leg
9 C
Help yourself 10 1 A 2 C 3 B
1 must be w orn 2 m ight be m ade 3 w ould be
delivered 4 must have been sold 5 should have
been taken Unit 8 Something for nothing
Read 1 : Grammar
a B a 1/ 2/ 3 / 4 X 5 / 6 X
b 1 E 2 C 3 A 4 F 5 B 6D b 1 If Chris had done m ore research, he
w ould have w ritte n a b e tte r essay.
Pronunciation
2 I w ould have finished th e cleaning by
a 1 /w / 2 /j/ 3 /w / 4 /r / 5 /r / 6 /j/ now if you’d given m e a hand.
7 /w / 8 /r / 3 W e w ould have arrived earlier if th e train
hadn’t been late.
Gram m ar 4 If you’d seen Luisa in her costume, you
a 1 E 2 A 3D 4 C 5 F 6B w ouldn’t have recognised her.
5 H ow w ould w e have got here if w e hadn’t
b 1 having her hair washed
had a map?
2 get th e T V repaired
3 got some pizzas delivered
2 } Vocabulary
4 had his jacket cleaned
5 having th eir house painted a 1 a hand 2 aw ay 3 back 4 o p in io n
6 got her eyes tested 5 your all 6 in 7 o u t 8 a go

b 1 a hand 2 a go 3 it y o u r 4 in
Vocabulary
5 opinion 6 back 7 o u t
a 1 neck 2 foot 3 h eart 4 nosy 5 leg
6 foot 7 headed 8 arm , leg Help yourself
b 1 big-headed 1 / 2 / 3 X 4 X 5 / 6 /
2 put my foot in it
3 cost an arm and a leg
4 set his heart
5 pain in th e neck
6 nosy
7 pulling your leg
8 from head to foot

Workbook Answers
 Grammar Quiz 8
a 1B 2 F 3 E 4 D 5 A 6 C 1 B

1A 2 C 3 B 4 C 5 B 6 A 2 1 had 2 w o u ld
3 w o u ld h ave b o u g h t, ’d h a d
1 to th e superm arket to /in order to buy
4 If she h a d n ’t h u r t h e r fo o t, s h e ’d h a ve b e e n a b le
some cheese
to p la y b a s k e tb a ll.
2 to call a taxi so as to save tim e
5 d e la y
3 has gone up due to th e high price of
6 away
petrol
7 o u t, a h a n d
4 £10 from my sister so th a t I could get
8 A and D
some new sunglasses
9 A 45 B 3.05
5 overcrow ded as a result o f a /th e big
increase in population 10 A / B X CX D /

4 ;• Vocabulary
1 28 kg 2 72% 3 19° 4 86.013
Unit 9 Keep your cool
5 - 4 5 6 3 - 0 7 $8,214 8 2 5 /1 2 /2 0 1 2
1 Vocabulary
9 6,491,701

1 plus 2 minus 3 divided by 1 2 3 4 5 6 7 8 9 10

4 equals 5 kilograms 6 point E N T H U S I A C M
7 degrees 8 percent 9 zero /n o u g h t
10 thirty-firs„t 11 12 13 14 15 16 17 18 19 20

Pronunciation J L 0 G B R P V F

a 1 374 6181 N H U
2 0149 327 8523
M
3 0565 608 422
4 01 379 824 O U
5 03 5501 8366
6 0033 864 2995
U O N A
6 : Listen
G
1 D 2 G 3 A 4 E 5 C
M G
1 a £79 b £59 13
o R
2 a 01886 537 294 b 0403 975 821
E
3 a 01576398 b £15,910.20
4 a 3 -0 b 45,670
u
5 a 14:45 b 15:03

Read H U
a 1 C 2 A 3 E 4 B

1 B 2 A 3 B 4 C 5B 6 A 1 im aginative 2 jealous 3 aggressive

© 4 reliable 5 enthusiastic 6 cheerful

1 unreliable 2 im polite 3 unfriendly

4 irresponsible 5 disrespectful

H elp yourself
1 com petitive 2 protective 3 poisonous
4 am bitious 5 successful 6 painful
7 volcanic 8 rom antic 9 fashionable
10 valuable 11 flow ery 12 silky

Workbook Answers
Grammar Quiz 9
1 park 2 W e ’d 3 try 4 to understand 1 H ouse Rules
5 learned 6 You’d b e tte r not 2 s p o ilt
3 e n th u s ia s tic
Vocabulary 4 d is re s p e c tfu l, u n im a g in a tiv e , im p o lite
1 lose your te m p e r 2 lose it 5 A le x w o u ld h a d b e tte r b e n o t n o t be la te f o r his
3 storm o u t 4 get on your nerves a p p o in tm e n t. H e o u g h t c a tc h to c a tc h th e 8.15
5 w ind som eone up 6 keep th e peace bus.
7 see som eone’s point of view 6 B
8 keep your cool 7 A s to rm o u t B w in d s o m e o n e u p C lose it
1 puts gets 2 th e your 3 th e m it 8 n e rv e s, c o o l
4 aw ay out 5 kee p lose 6 p a m t point 9 had, have sp e n t
10 s tu b b o rn , a ttra c tio n , e q u ip m e n t
Read
a parents

1 conflict 2 privileges 3 obey Unit 10 Creating a buzz

4 contribute 5 consequences
6 strengthens
1 Vocabulary

© 1 positive 2 isn’t 3 ought to

4 see o th er peop le’s point o f view 5 may
2P 3m
Gram m ar 4s L 0 G A N
1 X 2 X 3 / 4 X 5 / 6 / p R N
b 1 If only it w ould stop raining! I shouldn’t u K u N
have left my um brella at hom e. p E o
2 I wish w e had some coffee! You should
6t A
have bought a packet yesterday.
I o
3 I wish I knew w h e re A nna was. If only she
w ould call me! 7b R A N D
4 I wish I hadn’t caught this train. If only it G
w asn’t so crow ded!
2 :■ Grammar
Pronunciation 1 w arn ed 2 denied 3 com plaining
aw ard / a / dam age / i / control / a / 4 advised 5 convince 6 agreed
delay / i / featu re / a / reduce / i / 7 refused 8 announced
neutral / a / d e cide / i /
1 get t ing to get / th a t I should get
protective 1 2 furniture 2 1 2 people to buy buying / th a t people buy
researcher 2 1 hurricane 2 1 3 th a t it include d to include
am azing 1 2 punishm ent 2 1 4 delive ring to deliver / th a t they w ould
delicious 2 1 advantage 1 2 deliver
5 it to be th a t it was
Listen
6 not to w ork did n ’t w ork
1 M rs H a rt 2 D anny 3 M rs H a rt 7 th a t th ey to
4 Mrs H a rt 5 Mrs H a rt, D anny
8 to not not to
6 D anny 7 M rs H a rt 8 Danny

1 cheerful, enthusiastic 3 } Vocabulary

b
2 in his room 1 D 2 F 3 B 4 H 5 A 6 C 7 G
3 he wants som ething 8 E
4 she w anted to clean it
1 comes out 2 com e along
5 his problems a t school 3 cam e across 4 com e back 5 comes up
6 keeps his cool 6 cam e abou t 7 com e up w ith
7 w en t into his room and moved his things 8 com e over
8 needs to be indep endent / isn’t a child

Workbook Answers
 H elp yourself
1 a / b / 2a / b / 3a / b /
Unit U Just the job
4a / b / 5a / b X 1 Vocabulary
Read a 1 s p o k e n s p e a kin g 2 o w n o w n e d 3 p a r t
s h o rt 4 w e e k s w e e k 5 tim e m in u te
a 1 B 2A

b A 7 B 3 C 2 D 5 E 1 F4 G8 © 1 p a rt-tim e 2 th re e -d a y 3 fu ll-tim e
4 h ig h ly paid 5 to p -q u a lity 6 w o rld -
H 6
fa m o u s

5 : Gram m ar H elp yourself

1 L o o k in g 2 H a vin g le ft 3 g o in g 1 w a rm -h e a rte d 2 p ig -h e a d e d 3 th ic k -
-
4 H a vin g ta k e n 5 w o rk in g 6 h a ving s kin n e d 4 b lu e -e y e d 5 a b s e n t-m in d e d
live d

1 s ta n d in g 2 m a de 3 a d v e rtis e d
2 Grammar
b
4 c o m in g 5 c o m p la in in g a ID 2 C 3 F 4 E 5 A 6 B
6 re c o m m e n d e d b 1 C 2 A 3B 4 A 5 C 6B
1 w e a rin g th e s trip e d ju m p e r, H a ving 7 C 8A
@
b ro k e n h e r w ris t
2 W h ile tra v e llin g in B ra zil, spoken th e re
3 } Vocabulary
3 H a vin g s to le n th e je w e lle ry , p a rke d 1 w rite y o u r C V 2 a p p ly fo r a jo b
a
o u ts id e 3 have an in te rv ie w 4 be p ro m o te d
5 be fire d 6 go o n strik e
Pronunciation
b 1A
a 1,3,5
2P R 0 3m 0 T E D
b 1,3, 4, 6
P E
b 1 no, p a s s p o rt 2 Hey, b rillia n t L M 4F
3 w h ite 4 my, give
Y B I

Listen E R

C raig: 4 E Tara: 2 D A m y: 6 C
5s T R I K E
a H D
J o s h :1 B
I
1 large b la c k s p id e r c o m in g 2 go and
© see th e film 3 to send yo u a fre e p riz e F 6c
4 th a t p o p -u p s are a pain in th e neck 7I N T E R V I E W
5 s ta n d in g on o n e side 6 clever, fu n n y S
7 p e o p le o v e r 40 8 used th e p ro d u c t

4 } Listen
Quiz 10 1 B
1 flash mob b 1 Yes 2 h a rd -w o rk in g , c o n fid e n t, sociable,
2 pop-up s y m p a th e tic , re lia b le 3 N o 4 N o 5 N o
3 launch, logo, slogan
c 1 60 2 tra n s p o rt, m eals, h o te l
4 1 C 2 A 3 B ro o m s 3 15 4 tw o 5 12,18
5 taking, to drive
6 A / B X C X Gram m ar
7 H e a ring Having heard, recording recorded
1 / 2 ts r r tis 3 / 4 w o u ld w ill 5 d td
8 W hile w aiting for th e bus I saw a m otorbike a
have 6 d e tY t w o u ld n ’t 7 h a d n ’t d id n ’t
painted green. 8 /
9 B
b 1 w a s n ’t he 2 d id yo u 3 s h ould
10 about, out
th e y 4 w o n ’t it 5 hasn’t she 6 can
w e 7 a re n ’t I 8 d o e s n ’t it

118 1 Workbook Answers

 6 : Pronunciation Listen
a! 1 2 1 2 1 2 3 1 2 4 2 1 512 a
1 c 2D 3 A
6 2 1
b 1 w e re /h a d been a big fad
171 2 51 3 51 471 5 7 ) 651 2 had over 100 B eanie Babies
3 w ould com e back into fashion
151 271 351 451 571 6 7 )
4 was 2,500
: 7 : Read 5 had a big collection
6 was hoping to win
aJ H e ’s an actor (in interactive m urder
7 played Space Invaders
m ysteries).
8 m oved across th e screen
1 C 2 A 3 B 4A 5 C 6 B
9 a spaceship appeared

4 Grammar
Quiz 11 1 w h ic h m e a n s to m a to s a u c e D
1 She’s a p riv a te d e te c tiv e .
2 w h o ta lk d u rin g a film D
2 C, D
3 . w h o s e fa th e r is a T V jo u r n a lis t. N
3 E n glish-speaking, p a rt-tim e , p riv a te ly o w n e d
4 t h a t w e n o rm a lly s p e a k a t h o m e D
4 T h e in fo rm a tio n m ay n o t be on th e database.
5 w h e re J o h n w o rk s D
5 1 C 2 B
6 , w h o liv e in S w e d e n . N
6 A strike B interview C m em ber
7 , w h o s e f la t is n e x t d o o r t o o u rs . N
D prom oted
8 w h e re w e ’ ll b e s ta v in g D
7 ap p ly, w o rk shifts
8 She’s a c h o c o la te taster. 1 w h e re 2 (n e ig h b o u r) , w h o ... (tic k e t),
9 w on’t 3 ( film ) , w h ic h 4 w h o s e 5 w h o
6 (Is a b e l), w h o s e ... (S p a n is h ), 7 t h a t /
10 d o e s n ’t he, is it
w h ic h 8 (S tre e t), w h e re

1 C a n y o u see th e b u ild in g t h a t / w h ic h is

Unit IS Changing times g o in g u p o v e r th e re ?

2 T h a t ’s th e s ta d iu m w h e re th e a th le tic s
1 Vocabulary c h a m p io n s h ip s w ill b e h e ld .
3 D o y o u k n o w th e m a n w h o is ta lk in g to
1 X 2 X 3 / 4 / 5 x
y o u r m o th e r?
1 f o r a s h o rt tim e 2 o f all tim e 3 a t th e 4 H e ’s M r Lao, w h o s e fa m ily ru n s th e Red
sam e tim e 4 all th e tim e 5 fro m tim e to L a n te rn re s ta u ra n t.
tim e 6 m o s t o f th e tim e
5 I tr ie d o n e o f t h e ir d u c k d is h e s , w h ic h
w a s d e lic io u s .
{ 2 ; Gram m ar
1 she w as w a tc h in g 2 his, had
b o u g h t 3 her, w a s n ’t 4 he w o u ld
co m e 5 she h a d n ’t m e t m y 6 he co u ld
in s ta ll, m e /u s
1 C 2 C 3 B 4 A 5 A 6 B

1 w h a t th e y th o u g h t o f h e r ja c k e t
2 it lo o ke d gre at
3 he h a d n ’t seen a n y th in g like it
4 w h e re she had b o u g h t it
5 she had m ad e it h e rs e lf
6 if/w h e th e r she c o u ld tr y it on
7 it w o u ld p ro b a b ly be a b it to o big fo r her
8 she w o u ld n ’t w a n t to give it back

Workbook Answers
: 5 } Vocabulary Quiz 15
2 3 4 5 6 7 8 9 10 1 B
1
2 Lance Arm strong
K I 0 s M A P Y G H
3 all th e tim e, most of th e tim e, from tim e to tim e,
at th e same tim e
11 12 13 14 15 16 17 18 19 20
4 of all tim e
U R T L E B Q C N F
5 he didn’t thin k it was going to rain
6 A m y asked if C harlie had spoken to me.
V 2| 3o 4s 1K 16b
7 Spanglish
5m 6a 7P 6a
8 which, w here
CO>

3o 9 g 1°H 11u 12r 13t 6a 7P 14l

9 Czech isn’t a difficult language for Olga, whose
4s 6A 9g 2I 14l m other tongue is Russian.
17q 3o 18c 1°H 6 a 5m 7 P 6 a 9 g 19n 15e 10 cham pagne, sushi, piano, spaghetti
11u V 15e 19n 13t
2I 15e 13t 3o
13t 13t
Grammar practice
3o 20f 2 I 15e 4s 13t 6 a (i)
1 didn’t see 2 W ere ... studying
b 1 k e tc h u p 2 kio s k 3 b a lle t 3 ’m feeling 4 didn’t pass 5 was raining
4 m o s q u ito 5 sushi 6 s p a g h e tti 6 don’t like 7 m ade 8 was trying
9 told 10 know 11 happens
:6 Pronunciation 1 2 ’m planning

b M e x ic o 2 B e rlin 1 M a d rid 2 T o kyo 1

P o rtu g a l 1 B uenos A ire s 2 B razil 2
Paris 1 1 m ade 2 be e n s ittin g 3 been ra in in g
4 m e t, been g o in g 5 lost, seen
c 1 R om e 2 P rague 3 Lisbon 4 V e nice
5 S eville 6 M o s c o w 7 N aple s 1 h a s ... com e, ’s been w o rk in g
8 A th e n s 2 ’ve d e c id e d , h a v e n ’t been g e ttin g
3 has been p la n n in g , H a s ... b o o k e d
Help yourself 4 ’ve been try in g , have ... been d o in g
E xam ple answ ers 5 has been lo o k in g , hasn’t fo u n d
1 p o rta b le , re p o rt, tra n s p o rt, s u p p o rt
2 s c rip t, d e scrib e , d e s c rip tio n
3 v id e o , (in )v is ib le , visio n , te le v is io n 1 E 2 H 3 G 4 B 5 A 6D
4 science, s c ie n tis t, s c ie n tific 7 C 8 F
5 lo ca te , lo c a tio n , local
6 fa c t, fa c to ry , m a n u fa c tu re 1 h a v e n ’t h a d n ’t 2 b e e n losing lo st
3 / 4 g e t be e n g e ttin g 5 /
7 ; Read 6 I’d -b e g u n I began

a Paul 4 M a tth e w 1 O liv ia 3

b 1 Paul 2 O liv ia 3 Paul 4 O liv ia 1 A 2 A 3 B 4 C 5 C 6A

5 M a tth e w

c 1 Because th e y ta lk to o q u ic k ly .
2 W h e n i t ’s a film th a t he has seen b e fo re .
3 F re n ch -sp e a kin g m usic w e b site s.
4 T h in g s th a t in te re s t th e m /a re re le v a n t to
th e m .
5 Because she’s go o d a t le a rn in g th e
g ra m m a r an d v o c a b u la ry .
6 To t r y to c o m m u n ic a te .
(s )
1 W ill w e have 2 W e ’re g o in g to g e t
3 is going, g oing to lo o k 4 I’m g o in g to p u t, I’ll
give 5 w o n ’t need, isn’t le a vin g 6 is s ta rtin g ,
It ’s g oing to be 7 I’m g o in g to p a in t, i t ’ll lo o k
8 W e ’re m e e tin g , W ill yo u get, I w o n ’t be
( is )
1 ’II be re la x in g 2 ’II be fly in g 3 ’II be sta yin g
4 ’II be w a itin g 5 w ill ... be d o in g 6 w o n ’t be
singing

Workbook Answers
 14;
1 ’II have been sitting 2 will have been w aiting
3 will ... have left 4 w o n ’t have had
5 will ... have been w orking 6 will have been
7 w on’t have been cooking 8 w on’t have finished
a 1 hate 2 im agine 3 recom m end
4 enjoy 5 keep 6 choose 7 w ant
8 decide 9 expect 10 hope
15;
b 1 to get 2 riding 3 for preparing
4 to swim 5 to see 6 in repairing
7 to finish 8 to seeing
c 1 to get 2 to do 3 taking 4 getting
5 to do 6 running 7 playing 8 to kick
9 getting 10 to try
1 tthe as 2 such as like 3 ttke as 4 /
5 such as as 6 as like 7 / 8 /
1 to check my emails
2 w ere dam aged as a result of th e flood
3 a second job in order to earn some extra m oney
4 is used for connecting th e cam era to the
com puter
5 unsafe to drink due to th e fact th a t th e river is
polluted
a 1 The dish was served w ith chips and salad.
2 The problem hasn’t been solved yet.
3 W h a t are those machines used for?
4 Skateboards must not be ridden here.
5 W hen was th a t novel w ritten?
6 The w inner will be chosen by three judges.
b 1 was taken 2 H a s ... been delivered
3 was received 4 are ... sent
5 has been drunk 6 was brought
7 is grown 8 isn’t supplied 9 are sold
10 can be ordered

a 1 specially 2 terrib le 3 easy

16
4 com pletely 5 late 6 accidentally
7 badly 8 unluckily 9 early
10 good 11 unbelievably 12 basically
;
1 has her hair cut 2 get his car repaired
3 are having th e ir garden redesigned
4 had it altered 5 get piercings done
6 got a special cake m ade

b 1 Eduardo played th e violin beautifully.
2 M y co m p uter is w orking w ell now.
3 M u m has to get up incredibly early.
4 Personally, I thin k th a t idea is com pletely
crazy!
5 H e was driving th e car extrem ely fast.
6 I absolutely love a really exciting gam e of
football.
;
17
a 1 E 2G 3D 4F 5A 6H
7 C 8 B
b 1 w ould have tried 2 had been
3 could have bought 4 hadn’t spent
5 w ould have played 6 hadn’t been
7 hadn’t missed 8 m ight have been

c 1 B 2A 3 C 4 B 5 B 6 A
7 A 8 C
a 1 E 2 D 3 F 4 A 5 C 6 B
b 1 th e n than 2 nervously nervous
3 very much 4 so as 5 m ore early earlier
18 ;
a 1B 2E 3F 4A 5D 6C
6 m ore b e tte r b e tte r
b 1 / 2 you’d stop you stopped
3 She She’d 4 / 5 /
6 I hadn’t b e tte r I’d b e tte r not
1 although 2 though 3 In spite
4 Even though 5 having 6 o f th e rain
7 th e fact th a t 8 A lthough
19 ;
a 1 w ould com e 2 w e re n ’t 3 have
4 w e had 5 I’d been 6 have left
7 didn’t 8 hadn’t forgotten
1 herself 2 m yself 3 each o th e r 4 myself
5 each o th e r 6 yourselves 7 yourself b 1 w ould ask 2 shouldn’t have said
8 ourselves 9 him self 3 hadn’t done 4 w ould stop 5 w ere
6 w ere

Workbook Answers f 121

 a 1 / 2 / 3 / 4 X 5 X 6 /
b 1 H a vin g le ft 2 W o rk in g 3 b u ilt
4 H a vin g b o o k e d 5 p a in tin g
6 H a vin g had 7 s ta rrin g , d ire c te d
8 w ritte n , g ro w in g
c 1 H a vin g m issed th e ir tra in , w a itin g a t th e
s ta tio n
2 Sitting alone on th e beach, rising over
th e ocean
3 H a vin g read th e m e n u , co o k e d w ith w ild
m u sh ro o m s
4 ta k e n last year, c o ve re d w ith snow
(21}
a 1 m u s t 2 m a y /m ig h t 3 c a n ’t
4 m a y /m ig h t 5 m u s t 6 c a n ’t
b 1 Jo a n n a c o u ld w in th e c o m p e titio n .
2 This box must w eigh m ore than tw o kilos.
3 They may have gone to th e shopping
centre.
4 You m ight not enjoy this song.
5 Those m en can’t have been police officers.
6 She must have w ritte n th e lyrics for th a t
song.
a 1 th a t they organised
2 w here you’ll find lots of inform ation
3 whose birthday is th e same as mine
4 w ho com e from C anada
5 w here Jessica lives
6 w ho is in hospital
7 w hose car was stolen last night
8 w hich lives in Cuba
b 1 w ho-her whose 2 / 3 w hose w h o ’s
4 / 5 w hich w h ere 6 food food,
7 th a t w hich
c 1 That building on th e corner is the National
Bank, w here Pete’s m other works.
2 For lunch I had a m ushroom o m elette
w hich was served w ith salad.
3 T h e shirt w hich A lex is w earing was a
present from H elen.
4 Can you rem em ber the nam e of the
actor w ho starred in Psycho?
5 I got a lift to th e station w ith Fiona,
w hose boyfriend has a car.

• 22}
a 1 D 2A 3 F 4E 5 B 6C
© 1 w e re th e y 2 has it 3 d id n ’t th e y
4 w o u ld n ’t he 5 w ill yo u 6 a re n ’t I

(23}
1 he had d e c id e d to go to th e scie nce m u seum
la te r
2 if/w h e th e r she w a n te d to co m e
3 M ik e w h y he w as g o in g th e re
4 w a lk in g ro u n d a m u se u m d id n ’t so un d like fu n
5 if/w h e th e r she had e v e r bee n th e re
6 w as b rillia n t
7 th e y had c re a te d h u n d re d s o f in te ra c tiv e
e x h ib its
8 w a sn ’t like an o ld -fa s h io n e d m u seu m
9 th a t she w o u ld n ’t re g re t it

(24}
a 1 m e to co m e 2 th a t she w as
3 see in g 4 n o t to 5 b re a k in g 6 to b u y

b 1 g e ttin g a n g ry 2 n o t to te ll a n y b o d y
3 Sania to tell her parents
4 th a t J u lie w as p ra c tis in g fo r th e play
5 g o in g to th e cin e m a
6 Diego not to give up

1 2 2 J Workbook Answers
 Interactive is an exciting course for teenagers, packed with
up-to-the-minute, stimulating content. It will get your students
talking and keep them talking, using real, contemporary English.

Interactive gets students com m unicating Optional activities for every page of
from day one, by providing th em w ith the Student’s Book develop grammar,
th e fram ew o rk and tools th ey need. vocabulary, reading and listening skills.
The Teacher’s Book contains full explanations Background cultural information is
o f how to exploit th e S tudent’s Book m aterial provided w here relevant, w ith weblinks
as well as answ er keys fo r th e S tudent’s Book following on from the Skills4Real sections.
and W o rk b o o k .
Additional reading, listening and speaking
■ The introduction includes the rationale activities are included to accompany the
behind the course, how to use each section ‘Read for pleasure’ graphic novel in the
and a full com ponent listing. Student’s Book.

C a m b r id g e E S O L exam s: T h e Interactive W eb Z o n e contains a w e a lth o f

e xtra m a terial to get your students practising
F ir s t (F C E )
English in lively and creative ways, including:
I n t e ra c tiv e 3
P r e l i m i n a r y (P E T ) ■ Fun games and interactive practice activities
In t e r a c tiv e 2
K e y (K E T ) ■ A unique Com ic B uilder - students can create,
I n t e ra c tiv e 1
w rite and print their own stories
■ Extra lesson plans and resources for teachers
■ Full downloadable audio recordings to
accompany the W orkbook

Visit http://interactive.cambridge.org to find out more.

The W eb Zone access code is at the back of the Teacher’s Book.

T h e C a m b rid g e En glish C o rp u s is a
The course m u lti-b illio n w o rd co lle ctio n of w ritte n
and spoken English. It in clu d e s the
C a m b rid g e Lea rn er C orp us, a unique
Student’s Book w ith W eb Zon e access bank o f exam ca n d id ate papers.
O u r au th o rs s tu d y the C o rp u s to see how English is
W orkbook w ith D ow nloadable Audio really used, and to id e n tify ty p ic a l lea rn er m istakes.
T h is m**3" ' th a t ram hrirlorp m a te ria ls heln stu d e n ts to
Teacher’s Book w ith W eb Zone access
Teacher’s Resource Pack
Class A udio CDs

Pairuuork Film, TV
andGroupwork and M usic

ISBN 9 7 8 0 521 15359 1 ISBN 9 7 8 0 521 7 16 33 8 ISBN 9 7 8 0 521 7 2 8 3 8 6