Teacher's Book

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 CONTENTS
INTRODUCTION 4
What is High Note? 4
What is the High Note methodology? 4
Key concepts behind High Note 6
Course components 8
High Note unit walkthrough 10
High Note videos 16
Teaching pathways 17
How to teach for exams with High Note 18
How to flip the classroom with High Note 19

STUDENT’S BOOK PAGES WITH TEACHER’S NOTES 20

Contents 20
01 Looking good 22
02 The digital mind 36
03 Active and healthy 52
04 Time to move 66
05 The next step 82
06 Do the right thing 96
07 In the spotlight 112
08 Consumers’ world 126
09 The power of nature 142
10 Justice for all 156
Culture Spot 172
Literature Spot 176
Watch and Reflect 180
Grammar Reference and Practice 190
Use of English 199
Communication 202

CULTURE NOTES 204

STUDENT’S BOOK AUDIO SCRIPT 212
STUDENT’S BOOK VIDEO SCRIPT 231
WORKBOOK ANSWER KEY 244
WORKBOOK AUDIO SCRIPT 257
CLASS DEBATES 264
GRAMMAR VIDEOS – EXTRA ACTIVITIES 266
PHOTOCOPIABLE RESOURCES 270

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 INTRODUCTION
WHAT IS HIGH NOTE?
High Note is a dynamic and intensive five-level course for
upper secondary students, ranging from A2 to C1 level of
the Common European Framework of Reference (CEFR) and
from 30 to 85 on the Global Scale of English (GSE).
The course aims to bridge the gap between school reality
and young adult life. It has been designed to inspire and
challenge modern teenagers so that they can fulfil their
ambitious goals: pass school-leaving and external exams,
communicate fluently and accurately in English in a variety
of situations, become successful university students and
increase their employability perspectives. This is achieved
by equipping learners with a combination of language skills
and life competencies as well as systematically building their
confidence when speaking English.
Not only does High Note present new vocabulary and
grammar, practise receptive and productive skills and
acquaint students with typical exam tasks but it also teaches
practical, everyday life skills that students will find useful
both now and in the future. A specially prepared Life Skills
development programme develops the types of skills
that are needed at school, at university and at the future
workplace:
• academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career),
• social skills (e.g. working in a team, understanding how
the media works, identifying fake news) and
• personal development skills (e.g. time management,
improving memory, setting SMART goals).
Throughout the course, students are also encouraged to think
critically, use their creativity, assimilate new information
and points of view, express and defend their opinions,
develop research techniques, work alone and with others
and reflect on their own learning. Additionally, High Note
deepens students’ understanding of important social issues
and increases their cultural awareness, which helps them
become fully rounded citizens of the global community.
The High Note syllabus is based on a combination of school
curricula, school-leaving and external exam requirements
and the Global Scale of English. This ensures comprehensive
language coverage and the right balance of general English,
exam and life skills. Students will be learning the right
language and getting the right kind of practice to help them
excel in their exams and communicate with confidence.
Although the course has been designed for use in state
sector schools, it is also suitable for use in private language
schools, and the activities will work well with both smaller
and larger groups. It offers a lot of flexibility of use as it
contains a wealth of materials to provide extra support or
further challenge for students, and extra ideas and resources
for teachers to allow them to tailor their teaching package to
their classroom.
WHAT IS THE HIGH NOTE METHODOLOGY?
High Note is the direct result of extensive research and
analysis of learners’ needs and wants. This research has
shown that the learning objectives of many students aged
15–19 are increasingly ambitious. The course addresses these
needs by building on four notions: inspiration, intensity,
interaction and independence.
4 INTRODUCTION
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INSPIRATION
The course material has been carefully prepared to appeal
to students’ interests, inspire discussion and engage them in
learning English both inside and outside the classroom.
Relevant
The lessons in High Note are relevant to students in that they
connect to their experiences. The reading and listening texts
cover topics that learners at this age are naturally interested
in and talk about in their everyday lives, such as technology,
media, travel, relationships and sport, but also psychology,
culture and future careers. New vocabulary and grammar are
practised through questions about the students’ own lives
and experiences, which makes lessons more personal and
memorable.
Authentic
Wherever possible, reading and listening texts come from
authentic sources. Authentic Documentary Videos tell the
stories of real people and present real places and events.
Grammar Videos – ‘vox pop’ interviews with real people
filmed on the streets of London – introduce students to
authentic accents and real experiences and stories. All of this
encourages authentic language learning.
Purposeful
Each lesson in High Note has a clear purpose, whether it
is vocabulary and grammar presentation and practice,
general language skills development or exam practice. Every
unit begins with a list of unit objectives to help students
understand the learning goals. There is also a clear can-do
statement at the foot of each lesson so that students and
teachers know exactly what they are doing, and which
students can tick when they feel they have achieved the
lesson aim.
The purposefulness of the material is enhanced by the
practical Life Skills lessons, which help practise new
competencies through engaging content and in a practical,
discussion-driven way.
Absorbing
The texts in High Note are thought-provoking and
information-rich. They enhance students’ knowledge of the
world and allow them to further investigate the themes they
find interesting. Also, well-known topics are presented from
unusual angles with the intention of sparking off natural
opinion sharing, agreement and disagreement. Students’
knowledge of British culture and other English-speaking
countries is systematically developed throughout the course
through a variety of curious cultural facts in the main units,
as well as in the Culture Spot and Literature Spot sections at
the back of the Student’s Book.
Well-balanced
High Note is a course which is well-balanced on many
different levels and helps students engage more with the
material. In terms of topics, there is a balance of light,
humorous issues and more serious themes. In terms of
lessons, there is a harmonious topic flow from one lesson
to another. Exam training is also seamlessly woven into
the course: students increase their exam readiness through
step-by-step activities and task-based exam tips. Finally,
video clips are naturally integrated into the lessons, and the
course components complement one another.
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 INTENSITY
High Note challenges students both at a cognitive and
linguistic level.
The reading and listening texts push them to think critically
and to raise their cultural and social awareness.
The intensive grammar syllabus and wide vocabulary
coverage encourage them to explore the language,
understand how it works and improve accuracy. The video
material, audio recordings and numerous speaking activities,
(discussions, debates and role-plays), naturally foster fluency:
students become immersed in the language and learn to talk
at length in a variety of personalised and meaningful contexts.
INTERACTION
When students are involved in the course material, the
progress of their learning is quicker. In High Note, learners
are encouraged to interact with the course and actively
participate in every stage of the learning process.
Grammar
• Students analyse examples of language and arrive at the
grammar rules themselves; the guided inductive approach
helps them understand and remember the rules better.
• Watch out! boxes draw students’ attention to areas of
special difficulty and help pre-empt common errors.
Vocabulary
• New lexis is presented and activated in most lessons, with
the main lexical set of the unit in a separate Vocabulary
lesson. It is then recycled, consolidated and practised in
the following lessons.
• There are references to the language students have already
come across in the course, which are called Think Back. This
activates the knowledge students have already acquired.
• The Remember More section activates the words from the
word list through a series of exercises. Additionally, the
Active Vocabulary boxes provide practical tips on how to
activate the students’ memory when learning new words.
• Vocabulary Extension sections in the Workbook introduce
more words and phrases, focusing on such areas as phrasal
verbs, collocations and wordbuilding.
Skills strategies
• Active Reading and Active Listening boxes contain crucial
general reading and listening skills strategies, such as
predicting, understanding the main idea, finding specific
information or dealing with new words. These boxes also
include critical thinking skills like distinguishing facts from
opinions or identifying the author’s opinion. Students
can experience the strategy by completing exercises that
accompany it.
• Active Writing boxes in the Workbook highlight the crucial
stages in the process of writing a specific type of text.
Pronunciation
Active Pronunciation boxes in the Listening sections in the
Workbook help students perceive the interdependencies
between sounds and give tips on how to pronounce
particular sounds correctly.
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INDEPENDENCE
High Note reinforces students’ independence by making
them responsible for their own learning. In the context
of language learning, independent learners are those
who are able to recognise their learning needs, locate
relevant information about language and develop relevant
language skills on their own or with other learners. This
results in increased recognition of strengths, weaknesses
and progress, greater levels of confidence, more motivation,
better management of learning and improved performance.
High Note supports independent learning in a variety of
different sections and exercises in the book.
Clear learning goals and models for success
The goals at the beginning of each unit describe what
the student will be able or better able to do at the end of
the lesson.
Skills strategies
Active Reading and Active Listening boxes contain concise
descriptions of the most important skills strategies, which
students can actively practise through a series of exercises
and use in the future.
Exam strategies
Strategy boxes contain useful tips on how to deal with most
typical exam tasks.
Active Writing boxes in the Workbook
These contain a series of scaffolded tasks designed to
develop the skills students need to write a given text type.
Project work
The Life Skills projects help students develop creative and
collaboration skills and make decisions about the learning
process and how to complete the project.
Resources for self-study
Resources such as word lists with the Remember More section
at the end of each unit, the Grammar Reference and Practice
section at the back of the Student’s Book, the Workbook,
Online Practice and extra digital activities reinforce active
consolidation of the material from the main units.
Self-assessment sections in the Workbook
These provide an opportunity for students to assess their
progress and reflect on their learning.
INTRODUCTION 5
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 KEY CONCEPTS BEHIND HIGH NOTE
21ST-CENTURY EDUCATION
In today’s world of an ever-increasing flow of information
and a rapidly changing workplace, an education based on
learning facts at a one-size-fits-all pace does not seem to
work anymore. These days, learners can find answers to any
questions they might have in just a few seconds and can
teach themselves about any topic they are interested in.
They do not need school to do what they can do themselves.
What they do need, however, is guidance in how to use
the available information in smart and efficient ways and
the development of social and professional skills that
are needed to succeed in the modern world. The aim of
21st-century education is, therefore, to equip students with
those skills and help them grow in confidence to practise
them both at and beyond school.
21st-century students
We believe that today’s students are sophisticated,
intelligent and independent. They multitask very capably and
usually know a lot about other cultures. They are comfortable
with global and intercultural communication, and feel at
ease with using different types of technology. They typically
have a point of view and are not afraid of expressing
themselves. They are also comfortable with change and
keen to keep their interests and abilities up to date. In terms
of their future career, they would like to find a job that
reflects their interests and offers flexibility (e.g. living and
working anywhere in the world, choosing their own hours
and office space, working with peers across the globe). All
these characteristics and skills provide a unique opportunity
for teaching English. When students realise their needs and
interests are met and feel inspired by the course, the learning
process can be quick and extremely rewarding.
21st-century teachers
Modern teachers are forward-thinking leaders who are ready
to address their students’ needs. With such a widespread
access to information and resources of all kinds, it may often
be the case that students will know more than teachers in
some areas. Most likely, they will also be a step ahead of
teachers in using technology. This means that the teacher’s
role is likely to shift from an all-knowing expert to that of
a guide or a mentor who supports students in the learning
process, challenges them and motivates them.
21st-century skills and High Note
High Note provides students not just with English language
skills, grammar and vocabulary, but also develops the key
skills needed in the global 21st-century community.
Learning and Innovation Skills (the five Cs)
Communication and collaboration: These skills are practised
throughout the entire course. The large number of
discussions and role plays entail natural communication and
collaboration among students. Additionally, the Life Skills
projects require students to decide on their roles in a team
and take responsibility for their work.
Creativity: This skill is developed through a range of
thought-provoking questions students need to answer
and a variety of authentic problems and tasks they need to
solve, e.g. in the Life Skills projects. In Level 3, there is also
a separate Life Skills lesson that offers tips on how to increase
one’s creativity.
6 INTRODUCTION
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Cultural awareness: Students have numerous opportunities
to discuss various culture-related issues (Reflect: Culture
exercises). Documentary Videos cover a range of cultural
topics and Grammar Videos expose students to a wide variety
of native and foreign accents, which will develop their
sensitivity to other cultures and their listening skills. At the
back of the Student’s Book, students will also find Culture
Spot lessons, which provide a wider perspective of cultural
aspects linked to the unit topics and enable learners to
compare cultural aspects of the English-speaking world with
their own. The Literature Spot lessons, in turn, familiarise
students with well-known literary works that have made an
impact on popular culture.
Critical thinking: Problem solving and reasoning skills
are developed throughout the course, especially via the
reading and listening activities. Students are encouraged to
differentiate facts from opinions, critically assess different
viewpoints, look at problems from various perspectives,
assimilate new information and points of view, as well as
express and defend their own opinions.
Digital Literacy
The content, as well as the means of delivery of High Note,
are rooted in today’s digital environment and reflect the
way today’s teenagers already manage their lives: the
topics cover up-to-date technology and media, the Life Skills
projects encourage the use of digital tools, and the digital
components of the course increase students’ engagement
with the course material.
Life and Career Skills
High Note offers a specially prepared Life Skills development
programme which focuses on three key educational paths:
academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career), social skills (e.g. working
in a team, understanding how the media works) and personal
development skills (e.g. time management, improving
memory). The programme is introduced through the Life Skills
lessons at the end of every second unit. They offer engaging
content and practise new competencies in an active,
discussion-driven way. The Life Skills projects at the end of
each Life Skills lesson involve research, collaboration, critical
thinking and creativity.
THE COMMON EUROPEAN FRAMEWORK
FOR LANGUAGES
The Common European Framework of Reference for
Languages: learning, teaching, assessment (CEFR) is a
guideline published in 2001 by the Council of Europe which
describes what language learners can do at different stages
of their learning. In 2017, the CEFR Companion Volume with
New Descriptors was published, which complements the
original publication. The document enriches the existing
list of descriptors and gives a lot of focus to cross-linguistic
mediation and plurilingual/pluricultural competence.
The term mediation is understood as mediating
communication, a text and concepts. It combines reception,
production and interaction and is a common part of
everyday language use. It makes communication possible
between people who, for whatever reason, are unable to
communicate successfully with each other: they may speak
different languages and require a translation, they may not
have the same subject knowledge information and need an
explanation or simplification, they may not be of the same
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 opinion and need someone to identify common ground.
Mediation can also involve written texts – with the reader
summarising, paraphrasing or interpreting the information
for a different audience.
High Note contains numerous mediation activities.
They include open reading and listening comprehension
tasks, transformation tasks, gapped summaries, rewriting
texts in a different register, picture description, speculating
or drawing conclusions. There are also tasks which cater
for mediating concepts and communication such as
communicative pairwork or groupwork tasks, projects or
problem-solving activities.
THE GLOBAL SCALE OF ENGLISH
The Global Scale of English (GSE) is a standardised, granular
scale that measures English language proficiency. Using
the Global Scale of English, students and teachers can now
answer three questions accurately: Exactly how good is my
English? What progress have I made towards my learning goal?
What do I need to do next if I want to improve?
Unlike some other frameworks that measure English
proficiency in broad bands, the Global Scale of English
identifies what a learner can do at each point on a scale from
10 to 90, across each of the four skills (listening, reading,
speaking and writing) as well as the enabling skills of
grammar and vocabulary. This allows learners and teachers
to understand a learner’s exact level of proficiency, what
progress they have made and what they need to learn next.
The Global Scale of English is designed to motivate learners
by making it easier to demonstrate granular progress in
their language ability. Teachers can use their knowledge of
their students’ GSE levels to choose course materials that
are precisely matched to ability and learning goals. The
Global Scale of English serves as a standard against which
English language courses and assessments worldwide
can be benchmarked, offering a truly global and shared
understanding of language proficiency levels.
Visit www.english.com/gse for more information about
the Global Scale of English.
ASSESSMENT FOR LEARNING
With the GSE as the solid framework for syllabus design
and assessment, High Note offers a uniquely sound and
comprehensive Assessment for Learning package.
Any test can be used either as an assessment of learning
or an assessment for learning. Assessment of learning
usually takes place after the learning has happened and
provides information about what the student has achieved
by giving them a mark or grade. You can also use tests as
assessment for learning by providing specific feedback on
students’ strengths and weaknesses, and suggestions for
improvement as part of the continual learning process. It
is the combination of both types of assessment which can
provide a powerful tool for helping your students’ progress.
Assessment for Learning is embedded throughout the High
Note materials: in the Student’s Book, Workbook, Online
Practice and Assessment Package.
F01 High Note TB3 09593.indd 7
Student’s Book
Every unit begins with a list of unit objectives to help
students understand the learning goals. There is also a clear
can-do statement as the end line of each lesson so that
students and teachers know exactly what they are doing.
Students can tick the can-do box when they feel they have
achieved the lesson aim.
Every unit has a Revision section which includes exam
training. Its goal is to provide examples of and practice in
the specific tasks students are likely to face in test situations,
focussing particularly on the relevant Cambridge English and
Pearson Test of English General exams.
Workbook
Every unit contains a Self-assessment page where students
assess how well they did in each lesson: in which areas
they feel confident and where they feel they need more
practice. This encourages students to reflect on their
learning and helps them become independent learners.
The Self-assessment page is followed by a Self-check page
where students can do activities checking their knowledge
of vocabulary and grammar from the unit with an additional
focus on Use of English. The key to these exercises is
at the end of the Workbook so that students can check
their answers.
Assessment Package
There are downloadable tests in A and B versions.
The Assessment Package includes:
• Placement test
• Grammar quizzes
• Vocabulary quizzes
• Unit tests:
– Vocabulary, Grammar, Use of English
– Dictation, Listening, Reading and Communication
– Writing
• Cumulative review tests: Vocabulary, Grammar, Use of English
• Exam Speaking tests
Each test is provided in a Word format, so it can be easily
modified if needed.
The full Assessment Package is provided through an access
code in the Teacher’s Book.
Extra digital activities and
Online Practice (interactive workbook)
By doing digital exercises, students can check their readiness
for class tests and monitor their progress. For most exercises,
wrong answer feedback and correct answers are provided.
When teachers set up classes and assign activities, the
gradebook function collects students’ results so that it
is possible to diagnose and adjust one’s teaching to the
performance of each individual or class.
INTRODUCTION 7
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 COURSE COMPONENTS 01

01 Looking good
VOCABULARY Appearance, clothes, footwear and accessories, fashion
GRAMMAR

SPEAKING
Present Simple and Continuous, state and action verbs, articles
Use of English > page 191
Participating in conversations
Present Simple and Present Continuous
3 Match sentences 1–6 with meanings a–f in the Grammar
box. Then find one more example underlined in the text
for each rule.
1
2
3
4
□ Everyone is waiting for their results.
□ I think smart clothes are OK.
□ Preparations often cost a fortune.
□ No one is worrying about grades tonight.
5 1.2 Complete the conversation with the correct
Present Simple or Present Continuous form of the verbs
in brackets. Then listen and check.
Alice I can’t believe we 1 're wearing  (wear) the same
dress! What a nightmare!
Clara Ha ha! Yep. I 2                (know) how you feel.
Alice Why didn’t I think? Everyone 3                (wear) pink
this summer! 4                 (you/think) of going home

STUDENT’S BOOK
and getting changed at all?
WRITING An informal email
5 □ Prom nights are becoming more common in the UK. Clara Not really. I 5                (live) quite far from here.
VIDEO Grammar Documentary Communication 6 □ I usually dress casually. Alice Maybe you should. I’ll pay for your taxi.

remember
Clara No, thanks … I 6                (begin) to think it doesn’t
Present Simple and Present Continuous matter.
We use the Present Simple for: Alice Really?

A night to a facts and general truths

b routines and habits
Clara Yeah, it 7                (not seem) worth it. I 8                (not
think) you should worry. Let's just enjoy ourselves.
Alice Yeah, we both 9                (look) great in this dress
c state verbs (e.g. want, know, prefer, remember,
understand, mean, imagine, sound, appear, seem, own, anyway.
It’s 9 p.m. and in the ballroom of a large UK hotel, a group of belong to)
well-dressed secondary school students are dancing,
dancing gossiping and Time expressions: always, every day, regularly, most
6 Find four of the phrases from the box in the text on
page 4. Then use the phrases in the box to complete
taking selfies. xams are finished and everyone is waiting for their days, usually, often, sometimes, hardly ever, never the sentences.
results. owever, this is the school’s first prom, and no one is worrying We use the Present Continuous for:
about grades tonight. d actions happening right now dress casually dressed up as get dressed get dressed up
get undressed overdressed underdressed well-dressed

• 10 topic-based units divided into seven main teaching lessons

roms first became popular in the in the s. or some teens, e temporary situations happening around now
this night to remember’ is their first real chance to f changing situations 1 Oh no! I’m the only person not wearing a suit. I’m
get dressed up. reparations often cost a fortune, and Time expressions: now, at the moment, these days, totally underdressed  .
the average family spends nearly , per nowadays, this year 2 Oh dear! Everyone else is wearing jeans and I’m in
child on clothing, accessories, hair, etc. a dress. I’m completely                .
Grammar Reference and Practice > page 172 3 These formal clothes are OK but I still prefer to                .
The high cost of proms and the pressure to
look good mean that attitudes are changing.
changing 4 I only                for weddings and funerals.

• 5 Life Skills sections at the end of every second unit which teach competencies
Organisations such as Operation Prom,
WATCH OUT! 5 It’s a shame nobody is                super heroes.
which provide low income students with 6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should
free formal clothing are becoming State verbs are usually only used in the Present Simple get up,                and get going.
more and more popular. oreover, because they express states, beliefs, opinions or feelings.
7 I was so tired after the prom I didn’t                and went
an increasing number of students However, a small group of these verbs can be used in the
to bed in my suit. It looked terrible in the morning.
are organising their own cheaper, Present Continuous with a change of meaning, e.g. think,
have, look, see, for example: 8 Appearance is important and I want people to think

indispensable to success in 21st century society

more relaxed celebrations.
At the same time, prom nights
are becoming more common in
the UK, probably thanks to the
in uence of merican film and
culture. veryone here in the
hotel tonight seems happy and
I’m a                person.
We think proms are a great idea. (think
think = opinion)
Emma: “People usually organise their own end-of-year celebrations, but this
is great fun! It’s nice to get together and everyone looks brilliant.” I’m thinking of going home. (think
think = mental activity) 7 SPEAKING Use the phrases from Exercise 6 to make
three true sentences and one false one about yourself.
Guy: “I decided to wear trainers and a T-shirt with my suit, but I regret it now. 4 Choose the correct forms to complete the sentences. Can your partner guess which one is false?
I feel underdressed. I’m thinking of going home and getting changed.”
1 My girlfriend and I take / are taking salsa dancing lessons
this month and tonight we ’re learning / learn a new 1 Read the questions and watch the video.
Brandon: “I didn’t buy a suit because I’m
’m saving for a holiday. This one belongs to my dance routine. Say what the speakers answer. Then in pairs, ask

• Flexible order of lessons apart from the first spread (Grammar and Vocabulary)
relaxed, but what do they really
think of their first prom night
brother. I usually dress casually, but actually I think smart clothes are OK. Several
people have told me I look good, although one of them was my mum.”
2 It gets / ’s getting late but I don’t want / ’m not wanting
to leave the dance floor!
3 I ’m not really enjoying / don’t really enjoy myself, to be
honest. It all is seeming / seems a bit too much, like
and answer the questions.
1 What’s everyone wearing this year?
2 What clothes styles are you wearing this season?

GRAMMAR VIDEO
a Hollywood movie.
4 I ’m thinking / think there’s a lot of pressure to come

and the last spread (Writing)

1A GRAMMAR AND VOCABULARY
1 In pairs, look at the photo and the title of the text and
answer these questions.
1 What do you think the people in the photo are
celebrating?
2 When do you wear formal outfits? Do you like them?
2 Read the first paragraph of the text to check your
answer to question 1 in Exercise 1. Then read the rest
of the text to answer these questions.
1 How much does the average US family spend per child
on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK
to the prom with a date, but I don’t see / ’m not seeing
anyone at the moment so I just came with a friend.
5 My best friend hates / ’s hating dancing so unfortunately
we ’re never going / never go dancing together.
6 People love / are loving those dancing shows on TV
and ballroom dancing is becoming / becomes more
popular because of them.

• Clear lesson objectives (‘I can…’) based on the Global Scale of English (GSE)
these days?
Say why.
4 □ I can use Present Simple and Present Continuous to talk about habits and temporary situations. 5

• Video in every unit (grammar, documentary, communication)

• Revision for every unit: practice of language and skills in an exam task format
• Word list at the end of each unit with exercises activating key vocabulary and na miarę nowej szkoły
tips on how to learn new words PEARSON ENGLISH PORTAL DLA NAUCZYCIELA ONLINE PRACTICE DLA UCZNIA

• Grammar Reference and Practice: detailed explanations of all the grammar topics HIT!

covered in the units with examples and exercises. Online Practice to cyfrowe wsparcie dla ucznia, które obejmuje:
 dostęp do materiału audio i wideo do kursu,

• Use of English: more exam-orientated practice of the language  Grammar Checkpoints, czyli dodatkowe interaktywne ćwiczenia utrwalające zagadnienia gramatyczne
z rozdziału,
 Vocabulary Checkpoints, czyli powtórka słownictwa w wygodnej interaktywnej formie,

• 2 Culture Spots  Unit Checkpoints, czyli zestawy interaktywnych zadań dających okazję do przećwiczenia zagadnień
gramatycznych, leksykalnych i komunikacyjnych przed sprawdzianem.

• 2 Literature Spots
• Watch and Reflect: worksheets for the Documentary Videos

Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES

• Grammar and Vocabulary Checkpoints to help students check
their readiness for class tests and monitor their progress
• Reading, Listening and Use of English banks of texts and exercises Lubisz korzystać
z rozwiązań cyfrowych?
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• Student’s Book audio

• Workbook audio
• Video

STUDENT’S BOOK with ONLINE PRACTICE

This version of the Student’s Book contains everything

described above (Student’s Book, extra digital activities
and resources, Pearson Practice English app) PLUS:
• Interactive Workbook with instant feedback
• Gradebook to review students’ performance

WORKBOOK

• Mirrors the Student’s Book unit structure

• Additional grammar, vocabulary and skills practice to reinforce
material in the Student’s Book
• New reading and listening texts
• Vocabulary extension in the Reading and Listening lessons
• Pronunciation programme
• Self-Checks after each unit
• Self-Assessment sections after each unit
• Lists of phrasal verbs and dependent prepositions

8 INTRODUCTION

F01 High Note TB3 09593.indd 8 29/08/2019 14:06

 Are you a fashionista?
RESOURCE 4 1E GRAMMAR (Articles)

Backstage
RESOURCE 3 1C LISTENING AND VOCABULARY
(Audio script: extra activities)

Sketch artists
RESOURCE 2
TEACHER’S BOOK
1B VOCABULARY (Appearance)
Complete the interview with the correct forms of the verbs in brackets. Who helped make trousers popular on
1930s?
(tell) you the truth about working in
(report) from Marlene Dietrich b Kate Moss c Coco Chanel
Party night
RESOURCE 1 1A GRAMMAR AND VOCABULARY
the day with make-up artist Blake
world?
most famous fashion week in

Paris Fashion Week

(Present Simple and Present Continuous)
. Tell us, who’s this and what Madrid Fashion Week
Abu Dhabi Fashion Week
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
(film) a new series at the moment and …

Party night | Student A

• Student’s Book pages with an overprinted answer key

Read your questions to Student B. He/She checks the articles against the key. Then listen to Student B and check the
slim
Ahem! I can’t tell you skinny thewide
anymore – hipsare secret – but this is Christine, one of the stars.
details
1 You are phoning Student B, who is at a party. Complete the thin waist well-built
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets. plus size
3 fullthe
Do figure
quiz. Circle the answers you think are correct. Then listen to the teacher, check your score and read your results.
a I’m sad, too. Gilly always (have) great parties. heavily-built
What (happen) at the moment? broad
forshoulders

•
(prepare) her a scene where we see her character as 1–4 points: a fashion flop

Ideas for extra activities

b Sure I do. He (go) to the same hip-hop club muscular overweight (try) to make her twenty-five-year-old face look
Not bad. Keep learning. Knowledge Never mind! What’s important is on
as you, doesn’t he? the inside!
c 1 Hi there. So, tell me, how is the party going (the party/go)?
shoulder bag
d Maybe I will! I (really/love) hip-hop and (add) some wrinkles and giving
I (really/enjoy) dancing.
belt cap her bags under the eyes. And I’m
(also/give) you a double chin.
e I (think) so. You (plan) to surprise

• References to additional materials and the course assessment

6
her with a song, aren’t you?
f OK. Let’s catch up tomorrow. It (sound) like you bow
At least you can tie it all off! One day you’ll look
wash handbag
like this all the time!
(really/enjoy) yourself.
designer sunglasses
g A personalised song! What a great gift! Photo slideshows (have) very full lips, so we 13
(become) really popular at parties, but your (make) those look thinner. We also need to do something about these shaped eyebrows
idea is really original.

•
and long eyelashes, but I think we’ll let her keep her lovely brown eyes.

Student’s Book audio and video scripts

fashionable Who said, ‘Clothes are like good meal,
2 Work with Student B. Put sentences a–n in the correct order to smart (just/try) to make me feel better.
casual good movie, and great pieces of music.’
make a conversation. fleece
(you/enjoy) it? John Galliano b Michael Kors c Marc Jacobs
stylish
fur 9 cool
most of the time
time.. The best part is Who popularised the mini-skirt in 1960s?
(enjoy) choosing and organising all the
Bo Derek b Marilyn Monroe c Mary Quant
stunning (spend) several thousand pounds a year on

•
handsome

Workbook audio script

Who is one of world’s highest-paid models?
Party night | Student B glamorous
(you/have) any heroes in the business? I mean,, anyone whose Kendall Jenner b Miranda Kerr c Marie Claire
1 You are at a party. Student A is phoning you. Complete the
sentences from your conversation with the correct Present
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
Simple or Present Continuous forms of the verbs in Describe
brackets.Gabrielle and Lou for Student B to draw. Then listen to Student B’s description and draw Fiona and Andrew.
Listen to Student A and check the articles in his/her quiz questions using the key below. Then read your questions to
While you are drawing, you can ask Student B additional questions about Fiona’s and Andrew’s appearance,
h Right now, Gilly (open) her presents.

• Workbook answer key

(you/know) about Gilly’s surprise present?
Well, I’ve done a lot of TV, but not many films, so I’d really like to work on a film next –
i Original and a lot of work! Hey, can you guess who
Work with
ideally, one where the actors need to be completely Student A. Do
transformed, the quiz. Circle
so something like the answers you think are correct. Then listen to the teacher, check your score
I  (stand) next to right now? Tiger, Tiger Styles.
(you/remember) him?
j Yes, I am! I (want) to have a party like this Look at the expressions in bold in the interview. In pairs, discuss how you say them in 1–4 points: a fashion flop
for my birthday! Speak to you tomorrow. Bye! your language. Then write example sentences or mini-conversations with the expressions.

• 44 photocopiable resources
k Yes, that’s right. We
just for her. We usually
birthday song, but we
different this year.
l Yes, he does. We
You should join!
Not bad. Keep learning. Knowledge Never mind! What’s important is on
(want) to sing a song that’s the inside!
(sing) the traditional
(do) something very
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020 291
(meet) every Thursday.

• Culture notes
m 2 We ’re having (have) a great time. We’re sad you can’t come.
n Hey, I need to go. We (prepare) to sing Jilly’s song.

2 Work with Student A. Put sentences a–n in the correct order to

make a conversation.

• Ideas for debate lessons

Andrew

• Extra activities for the Grammar Videos PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020 287

Access code to:

PRESENTATION TOOL
• Front-of-class teacher’s tool with fully interactive version of
Student’s Book and Workbook activities with integrated
audio and video
• Easy navigation via either book page or lesson flow

ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES

• Teacher view of Online Practice and extra digital activities
• Access to the Gradebook and student’s performance area
• Assigning tasks to the whole class, groups or individual students
• Automatic marking to save time

TEACHER’S RESOURCES
• Photocopiable resources • Word lists with audio recordings
• Culture notes • Assessment Package consisting of ready-made tests in versions A and B
• Ideas for debate lessons • Lesson plans
• Extra activities for the Grammar Videos • A series of video clips on how to use the course material
• Student’s Book and Workbook answer keys
• Audio and video with scripts

CLASS AUDIO CDS

Audio material for use in class (Student’s Book)

EXAM PRACTICE BOOKS

A series of booklets which provide additional, intensive practice and support for important
international exams. These books work alongside the Level 3 Students’ Book:
• Cambridge English Preliminary and First
• Pearson Test of English General Level 2 and 3 (B1+/B2).
The audio and answer keys are available in the Teacher’s Resources.

Additional information and support available on www.english.com/highnote

INTRODUCTION 9

F01 High Note TB3 09593.indd 9 29/08/2019 14:06

 HIGH NOTE UNIT WALKTHROUGH
Each Student’s Book unit is divided into seven lessons (Lessons A-G). It always starts with Grammar and Vocabulary (Lesson A) and
ends with Writing (Lesson G). The order of the other lessons varies from unit to unit and is determined by the most natural and
harmonious flow of the presented topics. This helps make teaching and learning more flexible and varied.

GRAMMAR

There are two grammar lessons in each unit:

• The first grammar point is introduced at the beginning of each unit and is combined with vocabulary for more integrated
learning (Lesson A: Grammar and Vocabulary). This lesson is additionally supported by Grammar Videos, which provide authentic,
manageable chunks of the target grammar in a real context. The grammar is then recycled throughout the rest of the unit.
• The second grammar lesson comes later in the unit and introduces another grammar point.

1
03

03
Clear summary of unit
contents. Active and healthy 4 Past Simple, Past Continuous and Past Perfect
3 Identify the tenses of the verbs in bold: the Past
6 Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the Past Perfect.
Simple, the Past Continuous and the Past Perfect.
Then match sentences 1–5 with meanings a–e in the
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition Grammar box. Unlucky Katie
GRAMMAR Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
1 □ While he was performing in Brazil in 2012, he
successfully jumped a fiteen-metre gap. Katie Ormerod is a world-class snowboarder who qualified for the
SPEAKING Being polite 2 □ … he fell, but he was determined to succeed, so 2018 British Winter Olympic team and she 1 was  (be) a favourite

1 WRITING
VIDEO
A short story
Grammar Communication Documentary 3
he tried again.
□ The boys had just arrived at the local skate park
when Brian had an idea.
to take home a medal. In 2017, she had injured her back, but by
the time the 2018 season started she 2 (recover).
Katie 3 (arrive) in South Korea before the 2018 Games
□ At the time, he was working on a new trick …
2
‘Wheelz’Fotheringh
am
4 and 4 (start) practising on the Olympic course. She
5 □ … on the evening of 7 September the Brazilians 5
(only do) a few practice runs when she 6 (fall)

Learning objectives
were cheering him on again. and broke her wrist. Thankfully, it wasn’t serious so she

5 Past Simple, Past Continuous and Past Perfect decided to carry on. Two days later, she 7
when she 8
(train) again
(crash) and broke her heel in two places!

with an immediate We use the Past Simple:

a to describe finished actions and tell the main events
This time it was serious, and she was out of the Games.

3
Aaron Fotheringham was born with a disease which made walking of a story in order.
impossible. However, by the time he was four, he had learned to get
opportunity for around on crutches. A few years later, he left the crutches behind and
began using a wheelchair. He and his brother Brian soon became
a regular sight on the streets of their neighbourhood in Las Vegas,
Time expressions: yesterday, last night/week/year/
Wednesday, when I was young, two months ago,
in 2017, one day/evening
7 Complete the questions with the correct form of the
highlighted words in the texts about Aaron and Katie.
Then ask and answer the questions in pairs. 7
self-assessment. Aaron in his wheelchair and Brian on his BMX.
One life-changing day, the boys had just arrived at the local skate
park when Brian had an idea. Perhaps his younger brother could try
We use the Past Continuous:
b for longer actions interrupted by shorter ones.
For shorter actions we use the Past Simple.
1 Have you ever suffered an  injury 
school? What happened?
 injury   while doing a sport at

2 Do you know anyone who started out as an

one of the ramps in his chair. Aaron accepted the challenge. On his c for temporary situations/habits. athlete then turned ? What do you know about
first attempt he fell, but he was determined to succeed, so he tried d to describe things which were in progress at
their career?
again. At the end of the day, he realised he had found a sport that he a precise time in the past. 3 Has a team from your school ever won a ? Had
loved. He called it wheelchair motocross (WCMX). they taken part in an event like that before?
Time expressions: as, when, while, at noon, this time
Aaron started out as an amateur athlete, entering BMX competitions last week, all last night 4 Has a team from your country ever for the finals
and posting his videos online. At the time he was working on a new of a major sporting competition? What happened?
trick. His dedication paid off when he eventually managed to do a We use the Past Perfect:
5 Can you name someone from your country who has set
backflip. No one had ever done that in a wheelchair before! A few years e to talk about an action in the past that was completed a world ? What was it?
later, ‘Wheelz’ as he was now known, set another record: the first ever before another action or a time in the past. We often
double backflip.In 2010, Aaron turned professional and joined the 6 Does your country usually a lot of medals from

3
contrast an action in the Past Simple with an earlier one
action sports show Nitro Circus Live. While he was performing in Brazil in the Past Perfect. the Olympic Games? For which sports?
in 2012, he successfully jumped a fifteen-metre gap. The crowd went
Grammar presented 8
Time expressions: after, already, as soon as, before, by, SPEAKING In pairs, talk about a time when you or
wild. Four years later, on the evening of by the time, just, once, until someone you know did well in a sport, a performance

6
7 September, the Brazilians were
or some other kind of challenge. Use the prompts on
cheering him on again. This time Grammar Reference and Practice > page 176

through a variety of text

page 197 to help you.
Aaron was there to open the Rio
Paralympics. 4 In pairs, answer the questions using full sentences. I won a silver medal at the school’s championships. I’d never
Though he has suffered a few Then check your answers in the text. run in a competition team before …

types (blogs, magazine injuries, Aaron takes safety very

injuries 1 What had Aaron learned to do by the age of four?

8
seriously. Through his passion, 2 How did Aaron react to his brother’s idea in the 8 Read the question below and watch the video.
he wants to change the way skate park? Say what the speakers answer. Then in pairs, ask and

articles, dialogues, the world thinks about people

in wheelchairs, and to inspire
everyone, disabled or not, to
3 Why was Aaron’s first backflip special?
4 What did Aaron do in 2012?
answer the question.
Tell me about a sports injury you had.

charts, etc.) or recorded
overcome their own challenges. 5 What did he do the second time he went to Brazil?

GRAMMAR VIDEO
5 Choose the correct tense to complete each sentence.

conversations.
1 When Aaron arrived at the skate park, his friends
3A GRAMMAR AND VOCABULARY already left / had already left.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
1 In pairs, answer the questions. 2 Look at the photos of Aaron ‘Wheelz’ Fotheringham.
3 After Aaron had broken / was breaking his first
1 How many extreme sports can you list in one minute? Write three questions you would like to ask Aaron
wheelchair, he got a new stronger one.
about his life as a professional athlete. Then read the
2 Which have you tried? 4 The crowds in Brazil were amazed when they saw /
text. Does it answer your questions?
3 Which would/wouldn’t you like to try? were seeing how far Aaron jumped.

34
2 □ I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions. 35

4
Guided discovery 3 6
specials
Today’Stas rter
Grammar Reference and Practice
approach to grammar s
Rabbit pâtd
é 3A Past Simple, Past Continuous and Past Past Perfect 1 3A Choose the most suitable tense. 4 3D Choose the most suitable form. In some cases, both

Tuna sala__ Perfect forms are possible.

makes new language

Affirmative Negative
______ Past Simple I/You/ I/You/
Lance Armstrong, an American cyclist who 1was winning /
won the Tour de France seven times, 2lost / was losing
1 When I was at school, I didn’t use to keep / didn’t keep
fi t but now I do sports three times a week.
Mains Affirmative Negative
He/She/
It/We/
had won
He/She/
It/We/
had not
(hadn’t)
won
a medal. all his titles in 2012 when a US Anti-Doping Agency 2 I would never like / never used to like judo but now I’m
n riso tto a medal. 3
discovered / was discovering that he 4had used / used crazy about it.
Salmo chips I/You/He/She/ jumped I/You/He/She/ did not (didn’t) They They

more memorable and

It/We/They and fell. It/We/They jump and fall. drugs during his cycling career. While he 5was trying / 3 My grandfather would cook / used to cookcook delicious
and __
Steak__ Yes/No questions Short answers
had tried to fi ght back against the Agency’s decision, meals for the whole family when he lived with us.
__ __ Yes/No questions I/you/ es, I/you/he/she/it/we/they had. all Armstrong’s sponsors 6left / had left
left him. At fi rst, he 4 Ben used to swim / swam very well at the school

Vegan dishesil pâté

Did she jump and fall? he/she/ competition last year.
Had won No, I/you/he/she/it/we/they 7
didn’t want / had not wanted to admit he 8used / had used
it/we/

enhances motivation.
a medal? had not (hadn’t). illegal substances but he fi nally 9had told / told the truth 5 I used to eat / would eat
eat frozen food every day when
lent Wh- questions Subject questions they
Onion andm lasagne Why did you jump and fall? Who jumped and fell? Wh- questions
when he 10answered / was answering Oprah Winfrey’s I was at university. Now I eat only fresh products.

Mushroo questions in her TV show in 2013. 6 When you were a small child, did you use to believe
I/you/he/she/it/ / would you believe that processed food is full of
We use the Past Simple: Why had won a medal?
we/they vitamins?
to describe finished actions I broke my leg yesterday
3D GRAMMAR 4 Study the sentences in Exercise 3. Then decide when we use evening. Subject questions 5 3D Complete the text with the correct forms of used to
to tell the main events in a story in order or would and the verbs in brackets. Sometimes both

1 Write six ways in which you, your life, your
friends or your family are different from before.
Then compare your sentences in pairs.
When I was little I was super active, and now
I hardly ever leave the house.
I watched TV every day when I was little but now
I hardly ever watch it.
5
used to and would. Tick the correct boxes in the Grammar box.
I ran to the school gym, opened the door, and saw him!
Used to and would Common time expressions used with the Past Simple:
yesterday, yesterday morning/afternoon/evening,
We use used to and would to talk about things that were true but
last night/year/week/Saturday, when I was five/ten, ten years
are not true anymore. ago, in September
September, in 2011:
used to would
Where were you yesterday?
• for habitual/repeated actions in the past She went to the swimming pool a week ago.
• for past states with verbs like have, be, Past Continuous
Who had won a medal?
forms are correct. Where neither is possible, use the
We use the ast erfect
Past Simple.
to talk about an action in the past that was completed
before another action or a time in the past When I was in my teens, I 1didn’t use to like (not like)
When I arrived at the skate park, my friends had already left. any sports. I 2 (often/watch) football league
to talk about what happened before another event in the shows on TV with my friends but that was it. My
past. It is used with the ast Simple or ontinuous favourite form of ‘exercise’ was playing video games.
The road was dangerous because it had snowed during I3 (spend) hours on my computer every day,
the night. It snowed. Then, as a result the road became which made my parents mad. They 4

6
I believed in Santa Claus but now I don’t. believe, love ... (think) that
Affirmative Negative dangerous.
reall needed to ta e p a sport to e fitter ver thing
2 1.29 Look at the photo and the menu. Then Grammar Reference and Practice > page 176 I/He/ I/He/ was not
We were driving slowly because we had seen an accident.
changed once I 5 (fall) in love with Cori, who was
was We saw an accident and drove more carefully afterwards.
listen to a conversation and answer the questions. She/It She/It (wasn’t) 2 3A Complete the sentences with the words from the a big fan of CrossFit. I wanted to impress her so

5
performing. performing. Common time expressions used with the Past Perfect:
1 How has Colin’s life changed since he had You/We/ You/We/ were not box.
were after, already, as soon as, before, by, by the time, just, once, until. I6 start doing it too t first 7 (go)
a skiing accident? WATCH OUT! They They (weren’t)
after before by the time just once until to the club once a week but then CrossFit (and Cori)
2 What do Colin and Daisy order?

Grammar boxes with

Yes/No questions 3D Used to and would 8 (become) my healthy obsession. Now I work
I used to go skiing every year when I was younger. = I went skiing
3 What problem do they have? Was he performing? 1 The patient was lucky. The ambulance arrived before it
many times. out four times a week, and I’m still going out with Cori.
Used to and would was too late to help him.
One day someone knocked me over on a ski slope. = It happened Wh- questions Subject questions
Used to and would 2 months of training, our team won the race!

4
once. Affirmative I used to go to the gym every Monday.
Where were they performing? Who was performing? I would go to the gym every Monday. 3 as they reached the stadium, the game started.
3

clear explanations, 7
1.29 In pairs, complete extracts 1–7 with
Negative I didn’t use to go skiing every year. 4 They watched the game the end though it was
phrases or sentences a–g. Listen again and check. 5 1.30 Study the Grammar box and Watch out! again. Then We use the Past Continuous:
He wouldn't go skiing every year. rather boring.
1 I used to come here a lot. e . rewrite the text changing the underlined verbs to used to for longer activities interrupted by shorter ones in the
wherever possible. Listen and check. past: Yes/No questions Did he use to be in a football team? 5 we got to the swimming pool, the competition
2 They didn’t use to have many vegetarian had already fi nished.
dishes . I was jogging in the park when I saw an accident. Wh- questions What did he use to like?

enabling students to
I had used to have a very unhealthy diet when I was growing up. for temporary situations in the past 6 she started going to Zumba classes, she
3 I used to be into winter sports. Subject questions Who used to eat unhealthy food? quickly got into shape.
I loved cakes and biscuits. I ate chips with almost every meal. We were meeting at the gym twice a week.
whenever I could.
4 But one day, someone knocked me over on the
I never ate fresh fruit and I didn’t drink water, just cola. I believed to describe things which were in progress at or around
We use used to and would for habitual/repeated actions in
3 3A Imagine you saw a celebrity at a sports event. Write
it was good for you. We didn’t sit at the table to eat, we ate in a fixed time in the past a story to describe the event. Use the questions below
ski slope and . front of the TV. So I was overweight and unfit. But then one day, the past:
At 9 a.m. I was relaxing in the steam room. to help you.

check their guesses

5 After the yoga class and that’s where my friend Dev invited me to eat with his family. It was amazing. As a teenager, I used to/would go to the swimming pool
I got into healthy eating. We had a fantastic meal with salad and lots of fresh fruit. That to set the scene in a story or give background information every Sunday. 1 What sport event did you go to?
was the day I changed the way I eat. I was cycling to school one morning when … 2 Why did you decide to go there?
6 I used to love my leather biker’s jacket and my We use used to (not would) for past states with state verbs
cowboy boots. . go to 1A, page 1 2 3 Who did you go with?
I didn’t use to love yoga. But I do now. 4 What was the celebrity doing when you saw him/her?

about the grammar.

7 . I used to have a pair just the same.
a but now they’ve even got vegan options.
b I got a serious back injury.
c I’d go skiing and snowboarding
d I’d wear them almost every day.
e It’s different now.
f we’d often go to a vegetarian café nearby
g Your canvas shoes are very nice.
6 1.31 Now rewrite the text in Exercise 5 changing used to She used to think positive thoughts. But she doesn’t any more. What was he/she wearing?
to would wherever possible. Listen and check. We don’t use would when asking about past actions:
5 Did you speak to him/her?
Did you use to do any sports when you were younger?
7 SPEAKING In pairs, use used to and would to talk about We use the ast Simple not used to or would), if something
6 What happened next? How did you feel about the
changes in your life. Remember to use the Past Simple if whole incident?
happened only once in the past
something only happened once. I went skiing last winter. 7 Had anything similar happened to you before?
but: I used to/would go skiing every year when I was
A Did you use to do any sports that you don’t do any more?
younger.
B I used to be in a football team but …

38 □ I can use used to and would to talk about past habits and routines.
2 176 177

6 7 8
Grammar Reference and Practice section at the Variety of exercises Grammar Videos provide authentic
back of the book, with more explanations and provide meaningful examples of the presented
exercises. It can be used for remediation, extra practice of new structures grammar, which students can use
practice or in a flipped classroom scenario. in relevant contexts. as a model for their speaking.

10 INTRODUCTION

F01 High Note TB3 09593.indd 10 29/08/2019 14:06

 VOCABULARY
Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed.
• The first lesson (Lesson A) combines new grammar with new vocabulary.
• There is a separate Vocabulary lesson which presents the main lexical set(s) of the unit.
• There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons.
• There are extra exercises activating the word lists and tips on how to best memorise new words.
1 5
Main lexical input of the unit in a
separate Vocabulary lesson (the page
in the same colour as the course
level, i.e. blue).
2
Vocabulary introduced through a
variety of reading and listening texts
and activities.
3
Watch Out! boxes draw students’
attention to areas of special difficulty
and help pre-empt common errors.
4
Frequent opportunities for using
the new vocabulary in speaking
contexts.
5
Additional vocabulary input in
the Reading, Listening, and some
Speaking and Writing lessons (in blue
boxes or with blue highlight).
6
Clearly organised word lists include
all the explicitly taught vocabulary
from the unit. All entries are recorded,
which facilitates pronunciation
practice.
7 8
Remember More section provides further
vocabulary practice and activates the words from
the list, which helps more efficient learning.
WORKBOOK
• Vocabulary Extensions in Reading and Listening lessons introduce more words and phrases, focusing on such areas as
phrasal verbs, collocations and word building.
• There is also an extra Unit Vocabulary Practice section, which gathers the lexis from the entire unit.
F01 High Note TB3 09593.indd 11
1 3B VOCABULARY | Sports, activities, fitness and exercise
1 4
THINK BACK Make a list of sports and fitness activities you
enjoy/don’t enjoy. Then compare your lists in pairs.
I enjoy: swimming, yoga, …
I don’t enjoy: Zumba, cycling, …
2 Read the leaflet for BFITA and the comments below. Which
sports and activities does it mention? What special offer does
the leaflet mention? Is BFITA a good club? How do you know?
2
Special offer
For our 16th anniversary, we’re giving
away one month’s free membership
for all 16–18-year-olds.
• Make the most of our tennis and squash courts,
a basketball court and a full-size outdoor football pitch with
an athletics track.
• Try our state-of-the-art gymnasium, now with brand new rowing
machines!
u your muscles in our weightlifting centre.
• Lift weights and build up
• Climb our 10-metre-high rock climbing wall.
• Swim in our 25-metre swimming pool and relax in the Jacuzzi,
sauna or steam room.
• Find motivation with our expert fitness coaches and personalised
training programmes.
programmes
• Chill, chat and watch sports in our award-winning café.
GET FITTER with BFITA!
e ne er been a sporty person and d ne er oined a leis re entre
be ore so had no idea how m h n it wo ld be to keep fit (Ali)
was so nfit ot o t o breath limbin the stairs B t really ot into
shape thanks to B T en the han in room is awesome (Keira)
t first was totally o t o shape elt e ha sted B t now
reat B T did me a world o ood (James)
3 Use the words and phrases highlighted in the leaflet to
complete the questions. Then ask and answer the questions
in pairs.
1 Has your school got: a football pitch ; a tennis
a swimming ; an athletics
a rowing ; a rock climbing
things does a school need?
2 Should students get a personalised training
PE class? Say why.
3 What are the changing
How could they be better?
4 Have you ever joined a leisure
like? If not, would you like to?
5 Have you ever tried lifting
not, why not?
□ I can talk about sports, activities, fitness and exercise.
36
Word List
REMEMBER MORE
7 1 Find names of places on the
word list where you can …
1 play football:
2 go running:
3 play basketball:
4 play squash:
2 Complete the sentences with
verbs from the word list.
If you’re not careful, you could …
1 your head against the
door.
2 your hand in hot water.
3 your muscle playing
volleyball.
4 your leg skiing.
3 Write the missing negative
prefixes. Then check with the
word list.
1 You understood what
I said.
2 Sandy never gets any exercise,
so she’s really fit.
3 There are huge areas of
used land in this part of
the country.
4 -profit associations use
all their money to help people.
4 Complete the sentences with the
adjectives from the word list.
1 At 3 a.m. I was still wide
I was too excited to fall asleep.
2 I always buy vegetables from
shops which sell - recover (v) /rɪˈkʌvə/
produce from organic farms.
3 drinks, such as cola, are
bad for your teeth.
4 - eggs are
believed to be healthier than
factory-farmed eggs.
8
ACTIVE
VOCABULARY | Flashcards
Use ‘smart’ flashcards to review
new vocabulary. On one side of the
card, write a short sentence that
you will find easy to remember
including the word or phrase you
want to learn, e.g. I always start my
workout on a rowing machine. On
the back of the card, write the word
translated into your language.
When you are doing a vocabulary
review, look at the translation
on each card and try to recall the
word or phrase and the example
sentence that you have written.
44
BFITA
LEISURE
CENTRE
courts a boxing ring,
ring
wall
eel
; muscles?
; a boxing ; 4 Do you find it easy to get into shape?
? Which of these
in their
in your school gym like?
? If so, what was it
? If so, what’s it like? If
3A GRAMMAR AND VOCABULARY
5.15
amateur (adj) /ˈamətə/
athlete (n) /ˈæθliːt/
attempt (n) /əˈtempt/
break your wrist/heel  /ˌbreɪk jə ˈrɪst/ˈhiːl/
carry on (phr v) /ˌkæri ˈɒn/
challenge (n) /ˈtʃæləndʒ/
championships (n) /ˈtʃæmpjənʃɪps/
cheer on (phr v) /ˌtʃɪər ˈɒn/
course (n) /kɔːs/
crutches (n) /ˈkrʌtʃɪz/
dedication (n) /ˌdedəˈkeɪʃən/
determined to do sth  /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/
disabled (adj) /dɪsˈeɪbəld/
disease (n) /dɪˈziːz/
enter/win a competition  /ˌentər/ˌwɪn ə
ˌkɒmpəˈtɪʃən/
flip/backflip (n) /flɪp/ˈbækflɪp/
gap (n) /ɡæp/
have/suffer an injury  /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure (v) /ˈɪndʒə/
inspire (v) /ɪnˈspaɪə/
overcome (v) /ˌəʊvəˈkʌm/
Paralympics (n) /ˌpærəˈlɪmpɪks/
passion (n) /ˈpæʃən/
pay off (phr v) /ˌpeɪ ˈɒf/
. outdoor  (adj) /ˌaʊtˈdɔː/
qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
ramp (n) /ræmp/
run (n) /rʌn/
set a (world) record  /ˌset ə (ˌwɜːld) ˈrekɔːd/
skate park (n) /ˈskeɪt pɑːk/
snowboarder (n) /ˈsnəʊbɔːdə/
start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
succeed (v) /səkˈsiːd/
take home a medal  /ˌteɪk ˌhəʊm ə ˈmedl/
turn professional  /ˌtɜːn prəˈfeʃənəl/
wheelchair motocross (WCMX) (n) /ˌwiːltʃeə
ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class (adj) /ˌwɜːld ˈklɑːs/
3B VOCABULARY
athletics track (n) /æθˈletɪks træk/
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
bang your head  /ˌbæŋ jə ˈhed/
basketball court (n) /ˈbɑːskətbɔːl kɔːt/
boxing ring (n) /ˈbɒksɪŋ rɪŋ/
1.24 In pairs, read the leaflet again. Then
complete the sentences with the words from the
box. Listen and check.
build get (x 2) good keep lift shape unfit
John I’m really out of 1 shape . My gran’s fitter
than I am! I’m so 2 that I 3 out
of breath when I run for the bus!
Jackie You really need to 4 into shape. Why
don’t you come to the leisure centre? You
can 5 up your muscles, do exercises
and 6 weights – that really helps me
7
fit.
John No, thanks.
Jackie Come on! It’s done me a world of 8
They’ve got great fitness coaches and a …
5 1.25 Study Watch out! Then complete the
sentences with the correct form of the phrases in
the box. Listen and check. Does John agree to try
the leisure centre? Why?
bang/head break/leg dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
1 John’s dad dislocated his shoulder during a match.
2 John’s mum in two places when she was
playing hockey.
3 John when he scored a goal – he was
unconscious for several minutes.
4 John’s sister when she was jogging on
a rocky path.
5 Jackie in her leg because she didn’t warm up.
6 John when he fell in the shower.
WATCH OUT!
We say she banged her head or broke her leg. NOT the
head or the leg.
leg
But we say she pulled a muscle in her back NOT her muscle.
This is because we have lots of muscles but only one
head, two legs, etc.
6
SPEAKING Work in pairs. Use the examples below
and the vocabulary in Exercises 3–5 to ask and
answer the questions.
1 How fit are you? What do you do to get/keep fit?
2 Do you often get out of breath? When?
3 Do you think it’s a good idea to build up your
5 Can you think of something that does you a world
of good?
6 Have you ever twisted your ankle/broken your
leg/ …? How did it happen?
7 Imagine you joined the BFITA Leisure Centre
a week ago. Write a description of your first week
there. Mention the things you have done and an
injury you had. Use the vocabulary in this lesson
and the past tenses from lesson 3A.
6
break your leg  /ˌbreɪk jə ˈleɡ/
build up your muscles  /ˌbɪld ˌʌp jə ˈmʌsəlz/
changing room (n) /ˈtʃeɪndʒɪŋ ruːm/
chill (v) /tʃɪl/
climb the stairs  /ˌklaɪm ðə ˈsteəz/
dislocate your shoulder  /ˌdɪsləkeɪt jə ˈʃəʊldə/
do exercises  /ˌduː ˈeksəsaɪzɪz/
do sb the world of good  /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊd/
exhausted (adj) /ɪɡˈzɔːstɪd/
fitness coach (n) /ˈfɪtnəs kəʊtʃ/
football pitch (n) /ˈfʊtbɔːl pɪtʃ/
full-size (adj) /ˌfʊl ˈsaɪz/
get into shape  /ˌɡet ˌɪntə ˈʃeɪp/
get out of breath  /ˌɡet ˌaʊt əv ˈbreθ/
get/keep fit  /ˌɡet/ˌkiːp ˈfɪt/
gymnasium (n) /dʒɪmˈneɪziəm/
hockey (n) /ˈhɒki/
Jacuzzi (n) /dʒəˈkuːzi/
leisure centre (n) /ˈleʒə ˌsentə/
lift weights  /ˌlɪft ˈweɪts/
make the most of sth  /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/
membership (n) /ˈmembəʃɪp/
motivation (n) /ˌməʊtəˈveɪʃən/
out of shape  /ˌaʊt əv ˈʃeɪp/
personalised (adj) /ˈpɜːsənəlaɪzd/
pull a muscle  /ˌpʊl ə ˈmʌsəl/
rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/
rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/
sauna (n) /ˈsɔːnə/
school gym (n) /ˌskuːl ˈdʒɪm/
sporty (adj) /ˈspɔːti/
sprain your wrist  /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/
steam room (n) /ˈstiːm ruːm/
swimming pool (n) /ˈswɪmɪŋ puːl/
tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/
training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/
5.16
twist your ankle  /ˌtwɪst jər ˈæŋkəl/
unconscious (adj) /ʌnˈkɒnʃəs/
unfit (adj) /ʌnˈfɪt/
weightlifting (n) /ˈweɪtˌlɪftɪŋ/
Zumba (n) /ˈzʊmbə/
Active Vocabulary boxes provide tips for students on how
to improve their ability to remember and learn new
words, encouraging their independent learning skills.
3F READING AND VOCABULARY
1 Make a list of healthy and unhealthy foods that you
2 Look at the photo and the title of the article. What do
3 Read the text again. Match sentences A–H with gaps
. 4
5
FACT BOX American eating habits
1 Last year Americans ate over2 400
that’s enough to circle the world.
2 52% of Americans believe doing
figuring out how to follow a yourself.
3 The average American consumes
every day, most of it in drinks and
4 Junk food first became popular 2 in the US in the 1920s, but customer are talking about?
it really took off in the 1950s thanks to TV
5 Native Americans were already
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
3
40
□ I can understand the development
4
3C LISTENING AND VOCABULARY
5.17
ambulance service (n) /ˈæmbjələns ˌsɜːvəs/
badly hurt  /ˌbædli ˈhɜːt/
bleed (v) /bliːd/
burn down (phr v) /ˌbɜːn ˈdaʊn/
burn (your hand) /ˌbɜːn (jə ˈhænd)/
call an ambulance  /ˌkɔːl ən ˈæmbjələns/
concussion (n) /kənˈkʌʃən/
cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/
dial (v) /daɪəl/
elbow (n) /ˈelbəʊ/
emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/
faint (adj) /feɪnt/
fire alarm (n) /ˈfaɪər əˌlɑːm/
fire service (n) /ˈfaɪə ˌsɜːvəs/
heart attack (n) /ˈhɑːt əˌtæk/
hurt your head  /ˌhɜːt jə ˈhed/
in shock  /ˌɪn ˈʃɒk/
knock down (phr v) /ˌnɒk ˈdaʊn/
lose some blood  /ˌluːz səm ˈblʌd/
painful (adj) /ˈpeɪnfəl/
relieved (adj) /rɪˈliːvd/
report a crime  /rɪˌpɔːt ə ˈkraɪm/
ring (v) /rɪŋ/
see double  /ˌsiː ˈdʌbəl/
set fire to sth  /ˌset ˈfaɪə tə ˌsʌmθɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
3D GRAMMAR 5.18
dish (n) /dɪʃ/
knock over (phr v) /ˌnɒk ˈəʊvə/
mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/
onion (n) /ˈʌnjən/
rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/
salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/
ski slope (n) /ˈskiː sləʊp/
starter (n) /ˈstɑːtə/
steak (n) /steɪk/
tuna salad (n) /ˌtjuːnə ˈsæləd/
vegan options (n) /ˈviːɡən ˌɒpʃənz/
3E SPEAKING AND VOCABULARY
5.19
free-range eggs (n) /ˌfriː ˌreɪndʒ  ˈeɡz/
freshly-squeezed juice  /ˌfreʃli ˌskwiːzd ˈdʒuːs/
gluten (n) /ˈɡluːtn/
imported (adj) /ɪmˈpɔːtɪd/
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
Healthy things I usually eat: bananas, yoghurt, …
6 Complete the sentences below with the words from
the box. Then ask and answer the questions in pairs.
calories diet fizzy foods fresh full ingredients junk
outlets processed
Unhealthy things I usually eat: crisps, muffins, fried
1 Do you know much about the food you eat? Which
bacon, …
foods are high in calories ? Which are of
vitamins?
you think the text is about? Read it quickly to check. 2 In your family, do you cook meals with raw or
do you buy ready-made foods that are
ar high in
fat, sugar and salt?
1–5 in the article. There are three extra sentences. 3 Do you think you have a healthier or unhealthier
A And perhaps even more importantly, it has brought
a community together.
than your parents? Say why.
4 What are your favourite comfort ? When and
B It might seem expensive but it can actually cost less. where do you eat them?
C In 2011, three women decided to do something
about it.
5 Do you prefer
juice or still water?
drinks, freshly-squeezed orange
D Nobody in that area had tried anything like that
03
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
1
Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs,
ask and answer your questions.
2
1 What / think / AFC?
3C LISTENING 3
2 What / rap / about?
AND VOCABULARY
3 Where / AFC / start?
4 How / start?
1 Look
What do you think of Appetite at the photos and the Fact Box. In what situations
for Change? 4 1.27 Listen and choose the correct answers. Use
do you need to call an emergency number? Active Listening to help you with questions 1 and 4.
In pairs, read the Fact Box. Which statement do you
think is false? Which oneFACT
1 You are going to hear a school pupil talking to
BOXinteresting/
is the most Emergency phone numbers a teacher. What’s his main purpose?
shocking? How is the situation in your country similar/
different? In the UK, the emergency number for police, ambulance
03
and fire service is 999, but you can also use the European
number, 112. In the USA, dial 911.
3E SPEAKING AND VOCABULARY
million
In pairs, hamburgers
work –
out the meaning of the highlighted words.
In each emergency 1thanorInipairs, take turns to describe what you can see
COMMUNICATION VIDEO
their taxes
ambulance isre
or fi easier
service,
in the photo and answer the questions below.
healthy diet.
1 A 22
carteaspoons of sugar 1 What kind of shop is it? What is happening?
knocked down
candyand
bruises bars.she’s 2 What do you think the shop assistant and the
A neighbour
advertising. 3 How are the people in the photo feeling?
a heart attack
3 eating popcorn over
The school 2 9 1.32 Watch or listen to a conversation
4 You want to in a health food store. Does Marie find her first
to a car. day in the shop easy?
5 You hurt your head
3 double
painful, and you’re seeing 1.33 Study
– youthe Speaking
think you box and complete
have a concussion the polite requests and refusals with one
word in each gap. Listen and check.
6 Your cat is stuck up a tree.
1 Would you mind  telling 
 telling  me where the
7 Your little brother
organic kale is?
8 A shop in your street is
2 That’s very
of ideas in an article
1 You should call the police and
of you, dear, but I think I’ll
and talk about eating habits.
manage.
the ambulance service.
3 I’d like to whether your fruit and veg
3 1.26 Study Active Listening. Then listen
is locally grown. and choose
the correct answer.
4 Have you got any whether it's local?
You are going to
5 I'm sure they look lovely but I’m it's
students. What’s her main purpose?
local or nothing for me.
a to persuade them to run6asIfast as they canhave any free-range eggs.
if you
b to advise them to be careful
7 you possibly tell me where I can find
c to complain about their attitude
those towards
eggs? P.E.
8 No, that’s , thanks. I’ll be fine.
ACTIVE LISTENING
9 Do you to know if you've got any
wholemeal bread in there?
When someone speaks, they have a purpose for speaking. 4 Rewrite the questions as indirect questions.
It may be to inform, to explain, to express an opinion,
SPEAKING | Being polite 1 Are these apples organic? → I wonder …
to agree, to complain, to advise, to persuade or to make
an arrangement, an offer, aAsking
request, or a suggestion. I wonder if/whether these apples are organic.
politely
The context, the language the
We speakers
often use use
tone of voice can help you identify
requeststheir
and questions
indirect
or topurpose.
their to make polite
ask for opinions and information
2 What time does the juice bar in the gym close? → I was
wondering …
Understanding the speaker’s purposeUse
in English. canthe
help you to
polite take below and
phrases 3 Does this bread contain gluten? → Have you got any idea …?
part in a conversation and respond appropriately.
affirmative word order. 4 Could I have soy milk? → Do you think …?
Indirect questions 5 Where can I buy freshly-squeezed apple juice? → Would you
□ I wonder if/whether you could help me.
= Could you help me?
mind …?
6 How much is a wholemeal loaf? → I’d like to know …
Could you (possibly) tell me how much this is? 7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?
= How much is it?
5
Do you think it will take long? 1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
= Will it take long?
1 Could you tell me how much it is?
Other phrases
I was wondering ... 2 Would you mind telling me what this is?
I’d like to know … 3 I don’t know really.
4 I’m going to ask my colleague.
Have you got any idea …?
5 You’ve got to eat more fruit.
Do you (happen to) know/have/sell, etc. …?
Would you mind telling me …? 6 Check that you understand the adjectives in the box. In groups,
Refusing politely use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid … free-range freshly-squeezed locally grown organic
No, that’s alright thanks. wholemeal
Thanks for the offer, but … Would you mind telling me whether you buy any organic food?
Thank you, but I’m alright.
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.
□ I can use indirect questions to make polite requests or to ask for opinions and information. 39
03
locally grown (adj) /ˌləʊkəli ˈɡrəʊn/ poison (n) /ˈpɔɪzən/
organic (adj) /ɔːˈɡænɪk/
soy milk (n) /ˈsɔɪ mɪlk/
poor diet  /ˌpɔː ˈdaɪət/
processed food (n) /ˌprəʊsest ˈfuːd/
wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/ raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/
ready-made (adj) /ˌredi ˈmeɪd/
3F READING AND VOCABULARY
rent (v) /rent/
5.20
solution (n) /səˈluːʃən/
affordable (adj) /əˈfɔːdəbəl/
appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/
step (n) /step/
still water (n) /ˌstɪl ˈwɔːtə/
ban (v) /bæn/
strengthen (v) /ˈstreŋθən/
bring together (phr v) /ˌbrɪŋ təˈɡeðə/
supporter (n) /səˈpɔːtə/
candy bar (n) /ˈkændi bɑː/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/
take off (phr v) /ˌteɪk ˈɒf/
comfort food (n) /ˈkʌmfət fuːd/
teaspoon (n) /ˈtiːspuːn/
community (n) /kəˈmjuːnəti/
tool (n) /tuːl/
concerned about sth (adj) /kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/ unused (adj) /ˌʌnˈjuːzd/
consume (v) /kənˈsjuːm/ urban (adj) /ˈɜːbən/
co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/ urge sb to do sth  /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
do your taxes  /ˌduː jə ˈtæksɪz/ vegan (n) /ˈviːɡən/
economic prosperity  /ˌekəˌnɒmɪk prɒˈsperəti/ wealth (n) /welθ/
fake (adj) /feɪk/ workshop (n) /ˈwɜːkʃɒp/
fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/
3G WRITING 5.21
figure out (phr v) /ˌfɪɡər ˈaʊt/
at full speed  /ət ˌfʊl ˈspiːd/
fizzy drink (n) /ˌfɪzi ˈdrɪŋk/
bubble (n) /ˈbʌbəl/
foodstuff (n) /ˈfuːdstʌf/
clear (adj) /klɪə/
fresh produce (n) /ˌfreʃ ˈprɒdjuːs/
consider (v) /kənˈsɪdə/
full of vitamins  /ˌfʊl əv ˈvɪtəmɪnz/
cool (adj) /kuːl/
ground (n) /ɡraʊnd/
creature (n) /ˈkriːtʃə/
grow (v) /ɡrəʊ/
deep blue (n) /ˌdiːp ˈbluː/
have/follow a healthy diet  /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈdaɪət/ fearless (adj) /ˈfɪələs/
fin (n) /fɪn/
have an unhealthy diet  /ˌhæv ən ʌnˌhelθi ˈdaɪət/
golden (adj) /ˈɡəʊldən/
heart condition (n) /ˈhɑːt kənˌdɪʃən/
gorgeous (adj) /ˈɡɔːdʒəs/
high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/
grab (v) /ɡræb/
high in calories/fat/sugar/salt  /ˌhaɪ ɪn ˈkæləriz/
ˈfæt/ˈʃʊɡə/ˈsɔːlt/ head to sth (v) /ˈhed tə ˌsʌmθɪŋ/
hot dog (n) /ˈhɒt dɒɡ/ octopus (n) /ˈɒktəpəs/
in favour of sth  /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/ panic (v) /ˈpænɪk/
junk food (n) /ˌdʒʌŋk ˈfuːd/ powerful (adj) /ˈpaʊəfəl/
kebab (n) /kəˈbæb/ punch sb in the face  /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
land (n) /lænd/ ride on the waves  /ˌraɪd ɒn ðə ˈweɪvz/
misunderstand (v) /ˌmɪsʌndəˈstænd/ shallow (adj) /ˈʃæləʊ/
native American (n) /ˌneɪtɪv əˈmerəkən/ shark (n) /ʃɑːk/
non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/ surfer (n) /ˈsɜːfə/
nutrition (n) /njuːˈtrɪʃən/
obesity (n) /əʊˈbiːsəti/
terrified (adj) /ˈterəfaɪd/
two-legged (adj) /ˌtuː ˈleɡɪd/
pick (v) /pɪk/ wide awake (adj) /ˌwaɪd əˈweɪk/
45
INTRODUCTION 11
29/08/2019 14:06
 READING
The Reading lessons feature a variety of information-
rich and thought-provoking texts. They contain
a range of exercises that practise reading for
the main idea, followed by focusing on specific
information, vocabulary practice and discussion.
The Active Reading boxes cover all crucial skills
strategies, which students can actively practise
through a series of exercises. This lesson is
additionally supported by Documentary Videos, which
provide highly engaging clips that can be used as an
extension to the themes raised in the reading texts.
1
Main comprehension
exercises in the format of
exam-specific tasks.
4
2 Reflect exercises develop critical thinking, asking
Vocabulary-from-the-
text activities encourage
students to notice and
absorb new words and
phrases.
3 5
All reading texts are
recorded so that students
can listen to them in their
own time to focus on
pronunciation.
WORKBOOK
New reading texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice.
LISTENING
The Listening lessons offer varied text types and tasks, and numerous
opportunities for students to practise listening skills with new vocabulary.
1 AND VOCABULARY
New vocabulary is clearly highlighted or presented in coloured
boxes, making it easy to find.
2
Active Listening boxes cover all crucial skills strategies, which
students can actively practise through a series of exercises.
3 have a concussion.
Main comprehension exercises in the format of exam-specific tasks.
WORKBOOK
• New listening texts recycle the grammar and vocabulary covered in the
Student’s Book and provide more skills practice.
• Active Pronunciation boxes help students see superintendencies between
sounds and give tips on how to pronouns particular sounds correctly.
12 INTRODUCTION
F01 High Note TB3 09593.indd 12
3F READING AND VOCABULARY
1 Make a list of healthy and unhealthy foods that you
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
Healthy things I usually eat: bananas, yoghurt, …
Unhealthy things I usually eat: crisps, muffins, fried
bacon, …
2 Look at the photo and the title of the article. What do
you think the text is about? Read it quickly to check.
3 Read the text again. Match sentences A–H with gaps
1
1–5 in the article. There are three extra sentences.
A And perhaps even more importantly, it has brought
a community together.
B It might seem expensive but it can actually cost less.
C In 2011, three women decided to do something
about it.
D Nobody in that area had tried anything like that
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
4 Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs,
ask and answer your questions.
1 What / think / AFC? 5 What / aims / organisation?
2 What / rap / about? 6 What / three steps?
3 Where / AFC / start? 7 Where / money / from?
4 How / start? 8 How / successful?
What do you think of Appetite for Change?
5 In pairs, read the Fact Box. Which statement do you
think is false? Which one is the most interesting/
shocking? How is the situation in your country similar/
different?
5
FACT BOX American eating habits
1 Last year Americans ate over 400 million hamburgers –
that’s enough to circle the world.
2 52% of Americans believe doing their taxes is easier than
figuring out how to follow a healthy diet.
3 The average American consumes 22 teaspoons of sugar
every day, most of it in drinks and candy bars.
4 Junk food first became popular in the US in the 1920s, but
it really took off in the 1950s thanks to TV advertising.
5 Native Americans were already eating popcorn over
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
40 □ I can understand the development of ideas in an article and talk about eating habits.
students to think more deeply about various
social, cultural and value-related issues and
consider various viewpoints. They can be found in
different lessons within a unit and provide extra
speaking practice and help build fluency.
Watch and Reflect sections with authentic
Documentary Videos that extend the topics of
the reading texts. The clips are accompanied
by the video worksheets at the back of the
Student’s Book.
2 03
6 Complete the sentences below with the words from
the box. Then ask and answer the questions in pairs.
calories diet fizzy foods fresh full ingredients junk
outlets processed
1 Do you know much about the food you eat? Which
foods are high in calories ? Which are of
vitamins?
2 In your family, do you cook meals with raw or
do you buy ready-made foods that are
ar high in
fat, sugar and salt?
3 Do you think you have a healthier or unhealthier
than your parents? Say why.
4 What are your favourite comfort ? When and
where do you eat them?
GROW FOOD,
5 Do you prefer drinks, freshly-squeezed orange
juice or still water?
6 How often do you eat food like burgers, hot
EAT WELL,
dogs, or kebabs?
7 How many fast food are there in your
neighbourhood?
BE HEALTHY
8 Is it hard to buy produce like fruit and
vegetables where you live? AFC’s mission is ‘to use food as a tool to build health, wealth and
social change’. 3 They achieve this in three steps.
3
7 SPEAKING The Education Authority wants to encourage 35 1 Urban Agriculture. AFC turns unused urban land into
healthy eating at schools in your area. In pairs, discuss cooperative farms where kids and adults grow and pick fresh
1.35
the ideas below. Which are the best? Say why. Can you produce.
think of any better ideas? A group of kids from a historically
underprivileged neighbourhood in the American 2 Good Food Policy. The organisation argues in favour of
• Ban unhealthy snacks, fizzy drinks, sweets, crisps and
mid-west made a music video of a hip-hop track. healthy eating and persuades people to swap junk food high in
junk food from schools.
40 calories for natural food full of vitamins and to eat meals made
• Show videos and films that demonstrate the negative It was called ‘Grow Food!’ and the lyrics urged
with raw ingredients rather than processed foods.
effects of unhealthy diets. 5 people to grow their own food and cook their
3 Community Cooks Project. AFC organises cooking workshops
• Organise a cooking competition for students in the area. meals with natural ingredients; to drink water
in which people come together to cook a meal, to eat and to
and milk, not fizzy drinks full of sugar; to give up
• Include ‘Diet and Nutrition’ as part of the P.E. class and talk about the changes they want to see in their community.
fake food that puts ‘poison in your brain’ and to
have all students sit an exam on it.
• Open an affordable café serving healthy food in every eat better options, like broccoli, salad and fresh
school. 10 fruit instead. 1 So far, it’s had over half a 45 All of this costs money, of course, so how does AFC pay for it?
4
In addition, they run two successful money-making
million views. That’s pretty amazing, and so is 4
8 REFLECT | Society People today consume more the organisation that inspired it. projects:
unhealthy food and drink than ever before. Do you
North Minneapolis is similar to many urban • Small local businesses rent the Kindred Kitchen to help
think that’s true? Say why. Discuss in groups.
areas across North America. There is a lack them run their food trucks, catering businesses and meal
preparation services.
10 WATCH AND REFLECT Go to page 164. Watch
15 of shops, development projects, and healthy 50
food options. Many of the residents suffer from • The Breaking Bread café sells delicious healthy comfort
the documentary Pushing yourself to the limit and
do the exercises. bad health, partly because of unhealthy diets foods and gives job opportunities to young members of the
community.
with too much junk food. 2 Along with
DOCUMENTARY VIDEO
young community members, they concluded AFC has been a great success. It has improved people’s health and
20 there were thirty-eight fast food outlets within 55 created jobs. 5 Its strongest supporters are young people
two miles of where they lived, but there was concerned about the unhealthy food full of fat, sugar and salt
nowhere you could sit down to eat a nutritious that damages the health of their friends, families and neighbours.
meal. They knew that poor diets were causing The lyrics of their rap send out their message loud and clear.
serious health problems, for example, heart
conditions, high blood pressure and obesity.
PLEASE CHANGE THE FOOD
25
GOOD.
5
The community also suffered from high
IN MY SCHOOL, MAKE IT
03 WATCH AND REFLECT Pushing yourself to the limit
1 5
10 SPEAKING In pairs, look at the photo of a woman running SPEAKING In pairs or small groups, discuss the
an ultramarathon and answer the questions. Then watch the questions.
video to check your answers. 1 What other extreme or dangerous sports can
1 How is an ultramarathon different from a normal marathon? you think of that require a lot of training?
2 What problems could the runner have during the race? Can you order them from the easiest to the
most difficult and from the safest to the most
2 10 Watch the video again and complete the information. dangerous?
parachuting, waterfall kayaking, mountain
Long trail ultramarathon
Distance: 440 km – over 1 ten times longer than
a normal marathon
climbing …
2 What’s your opinion of ultramarathons and
people who complete them? How would you
react if a friend suggested training for one?
Current world record: 2
and 30 something minutes
days,
Nicky has been training for the race for 3
hours 3 Can Nicky’s example really inspire people to
do sports or lead a healthier lifestyle? Say
why.
years. Yes, because
Y No, because
she makes it the idea of an ultramarathon
Number of people on her support team: 4
look fun. would put people off.
Nicky beat the previous women’s world record by
over 5 . 6 WRITING TASK Write a description of an
ultramarathon giving facts about the course
and what the runners do during the four or five
days it takes.
3 What is the toughest exercise or sport you have done? How
did you feel while you were doing it and afterwards?
GLOSSARY
4 10 Complete the sentences with the correct words formed
from the words in bold. Then watch again and check.
1 This is one of the toughest sports in the world. It's long, it's
crave – to want something very much
endurance – ability to withstand pain or extreme
conditions
hard and it can be painful . PAIN
equivalent – the same as
2 The long trail is a course. Participants run up and
down the hill. HILL favour something – to prefer something
3 The support team are there to provide , especially school of thought – an idea held by a group of people
when she gets tired or demotivated, and to give her
help when she feels unwell or gets injured. ENCOURAGE,
MEDICINE
4 Her is planned by the team doctor, who is preparing
to the limit – to the maximum amount/degree/
level possible
willpower – strong determination
her meal plans and how much she needs to eat. NUTRIENT
5 Fighting tiredness is a real test of physical
willpower. ENDURE
and
6 She is close to an incredible – she is the fastest woman
ever to finish the trail. ACHIEVE
164
03
1
3C LISTENING 3
1 Look at the photos and the Fact Box. In what situations
do you need to call an emergency number?
4 1.27 Listen and choose the correct answers. Use
Active Listening to help you with questions 1 and 4.
1 You are going to hear a school pupil talking to
3
FACT BOX Emergency phone numbers a teacher. What’s his main purpose?
In the UK, the emergency number for police, ambulance a to express an opinion
and fire service is 999, but you can also use the European b to offer to call an ambulance
number, 112. In the USA, dial 911. c to inform her about an accident
2 You are going to hear the teacher calling 999.
2 Where is Eric?
In pairs, work out the meaning of the highlighted words.
In each emergency decide if you should call the police, a on a path near the river
1 ambulance or fire service, or if you should deal with it
yourself.
1 A car knocked down a girl, she’s got a few cuts and
b at the foot of a hill
c on a railway line
3 You are going to hear a man from the school calling
bruises and she’s in shock.
Eric’s mother. How does she seem by the end of the
2 A neighbour fainted and is unconscious; it might be conversation?
a heart attack.
a fine b worried c relieved
3 The school fire alarm is ringing.
4 You are going to hear a bus driver talking to
4 You want to report a crime – someone has set fire a policeman. Why is he talking to him?
to a car.
a to explain what happened
5 You hurt your head, you’re not bleeding but it’s quite
painful, and you’re seeing double – you think you b to complain about something
6 Your cat is stuck up a tree.
c to persuade him to do something
5 You are going to hear a conversation between Eric
7 Your little brother burned his hand when he was cooking.
8 A shop in your street is burning down.
and his father. What does Eric think of his mother’s
driving?
a she drives too fast b she’s a safe driver
1 You should call the police and the ambulance service. c she doesn’t always pay attention
3 1.26 Study Active Listening. Then listen and choose 5 1.28 Complete the sentences with the words and
the correct answer. phrases from the box. Listen to the extracts and check.
You are going to hear a P.E. teacher talking to her
students. What’s her main purpose? blood concussion cuts and bruises elbow fainted
heart hurt painful shock sprained twisted
a to persuade them to run as fast as they can
b to advise them to be careful 1 The bus driver sprained her wrist. It was really .
She didn’t know if the car driver was badly .
c to complain about their attitude towards P.E.
2 Eric got some , broke his leg, his ankle,
and suffered a .
ACTIVE LISTENING | Identifying the speaker’s purpose
2 When someone speaks, they have a purpose for speaking.
It may be to inform, to explain, to express an opinion,
3 Eric’s mum lost a little
and banged her head. She was in
better now.
, dislocated her
but she’s
to agree, to complain, to advise, to persuade or to make
an arrangement, an offer, a request, or a suggestion.
The context, the language the speakers use and their
4 Eric’s dad didn’t have a
because of stress.
attack, he
6 SPEAKING In pairs, use the tenses in lesson 3A to retell
tone of voice can help you identify their purpose. the story in this lesson from two different points of
Understanding the speaker’s purpose can help you to take view. Student A, imagine you are Eric. Student B,
part in a conversation and respond appropriately. imagine you are Eric’s mum.
□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents. 37
29/08/2019 14:06
 SPEAKING
3E SPEAKING AND VOCABULARY 03
The Speaking lessons prepare students for everyday interactions 1 In pairs, take turns to describe what you can see
1

COMMUNICATION VIDEO
1
in the photo and answer the questions below.

such as participating in conversations, being polite or agreeing 1 What kind of shop is it? What is happening?
2 What do you think the shop assistant and the

and disagreeing. They are supported by snappy Communication

customer are talking about?
3 How are the people in the photo feeling?

Videos, which present the functional language in a real-life 2 9 1.32 Watch or listen to a conversation
in a health food store. Does Marie find her first

context, making it meaningful and memorable. 3

day in the shop easy?

1.33 Study the Speaking box and complete

the polite requests and refusals with one
word in each gap. Listen and check.

1
1 Would you mind  telling 
 telling  me where the
organic kale is?
Snappy Communication Videos present the key 2 That’s very
manage.
of you, dear, but I think I’ll

language in a real-life context. The videos are also 3 I’d like to

is locally grown.
whether your fruit and veg

available in audio-only format. 4 Have you got any whether it's local?
5 I'm sure they look lovely but I’m it's
local or nothing for me.
6 I if you have any free-range eggs.
7 you possibly tell me where I can find
those eggs?
8 No, that’s , thanks. I’ll be fine.
9 Do you to know if you've got any
2 wholemeal bread in there?
4
Speaking boxes contain key functional language.
Rewrite the questions as indirect questions.

2 SPEAKING | Being polite 1 Are these apples organic? → I wonder …

The phrases are recorded in the Workbook. Asking politely

We often use indirect questions to make polite
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
requests or to ask for opinions and information wondering …
in English. Use the polite phrases below and 3 Does this bread contain gluten? → Have you got any idea …?
affirmative word order. 4 Could I have soy milk? → Do you think …?
Indirect questions 5 Where can I buy freshly-squeezed apple juice? → Would you
I wonder if/whether you could help me. mind …?
= Could you help me? 6 How much is a wholemeal loaf? → I’d like to know …

3 Could you (possibly) tell me how much this is?

= How much is it?
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?

Pronunciation exercises focus students’ attention on Do you think it will take long?
= Will it take long?
5 1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences. 3
different aspects of pronouncing individual sounds and Other phrases 1
2
Could you tell me how much it is?
Would you mind telling me what this is?
I was wondering ...
groups of sounds. I’d like to know … 3
4
I don’t know really.
I’m going to ask my colleague.
Have you got any idea …?
Do you (happen to) know/have/sell, etc. …? 5 You’ve got to eat more fruit.
Would you mind telling me …? 6 Check that you understand the adjectives in the box. In groups,
Refusing politely use them to prepare polite questions about your teacher's
That’s very kind of you, but ... eating habits. Use the phrases from the Speaking box.
They look/sound very nice, but I’m afraid … free-range freshly-squeezed locally grown organic
4 No, that’s alright thanks. wholemeal

Pairwork activities and role plays encourage students Thanks for the offer, but …
Thank you, but I’m alright.
Would you mind telling me whether you buy any organic food?

to use the functional language from the lesson and 7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199. 4
increase their confidence in speaking English. □ I can use indirect questions to make polite requests or to ask for opinions and information. 39

WRITING

The Writing lessons are carefully staged: they begin with an engaging input text relevant to students’ lives,
which is followed up by a series of preparation exercises that lead to students completing the final writing task.

1 03
Engaging and relevant model text. 3G WRITING | A short story
1 In pairs, use the pictures and the words in the box to 2 How do you think the surfer, the lifeguard, the people 3 Study the Writing box and answer questions 1–7 about the 5 Read the story below ignoring the gaps. How is
tell a story. Then read the story below and compare it to on the beach and the shark felt after the events on the story on page 42. it connected to the story on page 42? From which
yours. beach? point of view is it written, first person or third
1 From which point of view is the story written, first or third-
I think the surfer was probably terrified. person?
lifeguard surfer fin shark punch person?
2 Where does the story take place?

2
3 What information does the writer give in the first line?
1 2 4 What is the main event in the story? 1
 That afternoon  the water was cool and clean.

Writing boxes with useful tips and

5 Which tenses has the writer used to describe the action?
The waves looked gorgeous 2 they
6 Which sentences introduce the lifeguard and the shark?
How does the writer make them dramatic? moved above me. I’d just eaten a delicious

key language.
7 How does the writer finish the story? octopus lunch and I decided to head to the
beach to see what the two-legged creatures

2
WRITING | A short story were doing. 3
I got there, some of them
were standing on those strange long things
General
and riding on the waves. I’m really not sure
Short stories are usually written in either the first or third person
point of view. why they do that, but I watched them for a
while. 4
I noticed one of them, it was
Beginning
male I think, kicking its legs and making those
Catch the reader’s attention: use a detail related to the place

3 where the story begins or a statement by one of the main bubbles I love. Friends are always telling
characters. me not to go too close, but... those beautiful

Graded writing tasks provide 3 4

That day the skies were clear, the sun was hot, and the sea was
a beautiful deep blue.
Say where and/or when the story happened. Use longer
bubbles!
nowhere. 6
5
, a female came out of
, it punched me in the face!
Right on the end of my nose where it really

students with opportunities to

sentences to set the scene.
Ava was at the beach lying on the golden sand, listening to the hurts. What on earth is wrong with these
radio and happily watching the surfers riding the powerful waves. creatures? They really shouldn’t be allowed

practise their writing skills. Middle in our water. I considered a second lunch if
Describe the action. Use mainly the Past Simple with the you know what I mean, but 7 , I decided
occasional Past Continuous and Past Perfect. Avoid long strings to be the grown up one and just swim away.
of the Past Simple. Horrible, violent creatures.
Use direct speech to express the characters thoughts or give
them a voice.
‘This is the life’ she thought.
Use a variety of verbs to report speech e.g. scream, whisper, ask, 6 Complete the story in Exercise 5 with the
shout, etc. linkers from the box. Sometimes more than
From nowhere, a lifeguard ran past her at full speed, shouting one answer is possible.
at people to get out of the way.
all of a sudden as in the end that afternoon
Use shorter sentences and/or dramatic linkers to add drama. then when without warning
That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Ava

1 was on the beach lying on the golden sand, listening to the radio and happily watching
the surfers riding the powerful waves. It was busy, and families were playing in the warm,
All of a sudden, the huge, dark fin of a shark appeared.
End
Describe how you or the main characters felt at the end, what
7 The underlined adjectives in the story on page
42 help the reader to visualise characters,
shallow water near the beach. you/they learned from the story, or decisions you/they made events and objects. Find and underline similar
because of what happened. adjectives in the story in Exercise 5.
‘This is the life’ she thought, and turned over to get some sun on her back. She had just That was the day Ava decided to become a lifeguard. cool, clean, …
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full 8 Work in pairs. Follow the instructions on page
speed, shouting at people to get out of the way. Everyone on the beach sat up and watched 4 Add the words in bold from the story to the appropriate 197 to tell another story.
group of linkers.
as she dived in and swam towards a guy who was kicking his legs, waving his arms and 9 WRITING TASK Write a short story. Use your own

3
• Start the action: (at) first, in the beginning, 1  that day  /
day 
shouting something. All of a sudden, the huge huge, dark fin of a shark appeared. People in the morning/evening; ideas or write the story you told in Exercise 8.
Use the Writing box and the tips in this lesson
water started screaming. They grabbed their children and swam for their lives. Now wide • Move the action: 2 , next, later, after that/a while, by
to help you.
the time;
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
• Introduce a dramatic moment: suddenly, just then, out of
raised her arm and… punched the shark in the face! Amazingly, it turned and swam away. the blue, without warning, 3 ,4 ;
• Describe events that happen at the same time: when, at
While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety. the same time (as), 5 ,6 ;
She had saved his life. That was the day Ava decided to become a lifeguard. • Finish the action: finally, eventually, in the end.

42 □ I can write a short story. 43

WORKBOOK
The Active Writing section guides students through all the stages of the process of writing a specific type of text.

INTRODUCTION 13

F01 High Note TB3 09593.indd 13 29/08/2019 14:06


REVISION
Unit revisions reinforce skills and
practise the language covered
in the unit. They have two parts:
a review of vocabulary and
grammar with a focus on the Use
of English type of tasks, and an
integrated skills section.
1 juice to start the day.
The Vocabulary and
Grammar section focuses on
reviewing the key language
from the unit.
2
• The Use of English section
consolidates the grammar
and vocabulary through task
types that are often used
in exams.
• The Use of English section
at the back of the Student’s
Book provides more
exam-oriented practice of the
language taught in the unit.
3
Graded exam-style reading
tasks (and listening tasks in
other units) help students to
review and practise reading/
listening skills.
4
Useful strategies to deal with
typical exam task types.
WORKBOOK
• The Self-assessment page
provides an opportunity
for students to assess their
progress and reflect on their
learning.
• The Self-check page lets
students verify how much they
have learnt with regard to the
unit objectives.
14 INTRODUCTION
F01 High Note TB3 09593.indd 14
03 Revision
VOCABULARY AND GRAMMAR 4 6
1
Tick the correct verb forms 1–10 and correct the incorrect Complete the second sentence using the word in bold
ones. so that it means the same as the first one. Use between Jack
1 Complete the collocations with the words from the two and five words, including the word in bold.
box. Met Aunt Gina while I was walking the dog and
1 I’d like to know what time the restaurant opens. we’ve gone for a coffee. Dinner is in fridge. Heat
amateur ankle challenge competition medal MIND lasagne in microwave for ten minutes. There’s also
record professional Would you mind telling me what time the restaurant some salad to go with it. Back soon.
opens?
1 accept / overcome a challenge   Dad
2 When I was a child, I would spend hours in this park. TO
2 start out as an      
3
4
enter / do well in a
become a / turn      
When I was a child, I in this park.
3 Thanks for the offer, but I don’t need any help. KIND
you, but I don’t need any help.
3 a Jack’s dad will cook dinner this evening.
b Jack knows the recipe for lasagne.
5 set a       c Jack’s dad is telling Jack what to do for dinner.
4 He wanted to get fit, so he went running every day.
6 take home a      
INTO
7 twist / sprain / break your       Road ahead closed apart from
He went running every day because he wanted .
2 Choose the correct word in each sentence.
1 When she’s depressed, she eats fizzy / comfort /
5 Could you help me, please? IF
I help me?
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
poor food. 6 When he was young, my father used to go fishing
2 As part of his healthy diet he has locally grown / raw / every weekend. WOULD
wholemeal bread for breakfast. My father every weekend when he was young. 4 a People who live in this road will not be allowed to
drive along it on Saturday morning.
□
3 They are very health conscious and never eat When I was at school I 1 would love loved/used
oved/used to love b There will be a speed limit in force for any vehicles
processed / organic / fresh food.
□
sports. I 2used to play for the school netball and hockey Use of English > page 192 on the road on Saturday morning.
4 After a competition the athletes always eat foods
teams, which 3was □ fun. However, our head teacher c A sporting event will close the road to pedestrians
3
that are high in junk / ingredients / calories.
5 The new stadium will have a world-class athletics
track / ring / court.
4
would believe□ that academic subjects were more important
than sports, so she didn’t spend much money on sports facilities.
□
READING
7 Read texts 1–4 and choose the correct answers a, b or c.
and all vehicles on Saturday morning.
6 She always uses the rowing pitch / wall / machine The P.E. teachers 5used to organise a sports day every year SPEAKING
to warm up before a training session.
7 The goalkeeper dislocated / banged / pulled his
but it 6wouldn’t be□ very good. Luckily for me, though, when
I was eleven, my family 7used to move □ to a new house, which
4
STRATEGY | Multiple choice 8 In pairs, role play the situation below. Then change 5
□
head hard when he fell. Read each text and identify what kind of text it is and roles and do the task again.
was next door to the local tennis club. I 8would spend hours where it would appear. Before you read the questions, Student A
8 We got out of breath / weights / muscles after thirty
there in the summer playing with my friends. I wasn’t very good think what the main message of each text is.
minutes of running.
□
but I 9used to enter the club tournament every July and once
You are speaking to a teacher about your class project for
the school health week. You’d like to set up a lunchtime
9 There’s nothing like freshly-squeezed fat / food /
□
I even 10would win the junior championship! I don’t play health food café in school. In the conversation discuss
2
To: aty the points below:
tennis these days but I still love sports.
3 From: enny
Complete the sentences with the Past Simple, Past • Explain what you’d like to do and give examples of
Continuous or Past Perfect forms of the verbs in ot yo r in itation to dinner this mornin Thanks healthy food the café could sell.
brackets. • Say you will ask parents and teachers to donate food.
USE OF ENGLISH eally lookin orward to it yo re s h a ood ook
1 By the time they arrived at the stadium, the game lease remember that d doesn t eat meat e ll brin • Suggest the money the café makes goes towards
(already/start). 5 Complete the text with one word in each gap. a ho olate ake or dessert ee yo abo t Be paying for new school sports equipment.
2 While she (travel) round South America, she • Explain that students would like to organise
reat to at h p
(visit) Rio de Janeiro.
Lee’s blog everything themselves and thank the teacher for
3 I (rock climb) yesterday evening between 6 his/her offer to help.
1 Jenny is writing to
and 7 o’clock, which is why I (not hear) your I’m a nurse in the accidents and emergencies department Student B
call. at a big hospital. However, I started my professional life a invite Katy to a meal she’s going to cook.
You are Student A’s teacher. You are discussing Student
4 What (you learn) to do by the time you working 1 as a secretary in a big company! Although I never b suggest that Katy makes a chocolate dessert.
A’s class project for your school’s health week. Use the
(be) five years old? really enjoyed working in an office, I 2 regularly tell c remind Katy that someone is a vegetarian. phrases below to help you. You start first.
5 I (run) after the ball when suddenly I my family and friends how interesting my job was.
• Have you got any ideas for our school health week?
(pull) a muscle. It (feel) as if someone One lunchtime I was crossing a road near my office listening
to music on my earphones 3 a car knocked me Is competition a good or bad thing? • Would you mind telling me who is going to pay for the food?
(shoot) me!
down. I can’t remember much about what happened • Would you like the teachers to help?
6 It (be) a lovely day when I woke up. The sun Come to the weekly debate after school in the Main Hall.
(shine) and the birds (sing), but then because I fainted as 4 as the car hit me. Luckily, • Thank you. That’s a very good idea.
a very kind passer-by 5 seen everything and called Arrive before 4.15 as only 100 people can be seated.
all of a sudden it (start) to pour with rain. Debate starts at 4.30.
for an ambulance right away. She realised I was 6
7 I (ask) for freshly squeezed orange juice so WRITING
shock and lent me her jacket to keep me warm. Amazingly,
6
I was upset when I (see) the waiter pouring ten minutes later I was in hospital.
me an orange drink from a bottle. 2 a Students should arrive early as numbers are limited. 9 Write a story beginning with this sentence.
That was 7 day my life changed forever. I trained
8 They (decide) to follow a healthier diet b People who arrive after 4.30 will not be allowed I walked into the gym and looked around.
as a nurse and now I have a very rewarding job. It’s true
after they (see) a documentary about the into the debate.
that I 8 to earn a lot more before, but money isn’t
effects of processed foods. everything! c The debate is part of a school competition.
46 47
Use of English
5 Unit 3 Unit 4
Carefully developed 2 1 Complete the sentences with the correct forms of the
words in brackets. Add extra words where necessary.
1 Complete the second sentence so that it means the
same as the first one. Use between two and five words
speaking activities help
in each gap.
1 When I joined the ‘Young chef competition’,
I hadd already finished (already/finish)
a cookery course.
1 Laptops have to be switched off during take-off.
Passengers must switch off their laptops during
students review and practise 2 My older sister (use/order/meal) take-off.
at a fast food restaurant every Saturday but now she
eats only homemade food.
2 My uncle learned to fly a plane when he was 25.
My uncle to fly a plane since he
speaking skills. 3 I sprained my wrist while I (work/ was 25.
gym) on Saturday.
4 The boy burnt his hand while he
(try/set fire) an old garden shed.
3 You shouldn’t walk to the station. Going by bus is
a better option.
You ought a bus to the station.
5 When you were a kid,
any team sports?
6 Our team played very well but they still
(you/use/play) 4 You mustn’t carry any sharp objects in your hand
luggage.
You are not carry any sharp
(not/qualify/final) of the school basketball objects in your hand luggage.
championships. 5 I had enough food on the plane as free snacks were
6
7 The students stopped talking as (soon/ served.
teacher/enter) the classroom. I buy food on the plane.
8 I lost ten kilos when I (give/junk
Writing exercises are based
6 Peter lent me his car. I’m driving it.
food) and fizzy drinks.
I’m driving the car from Peter.
2 Choose the correct words a–c to complete the text. 7 This is the girl who lent me the bike helmet.
on the most frequent exam
I’m wearing it now.
My first personal This is the girl I’m wearing now.
training
aining session 2
task types.
Complete the text with one word in each gap.
WHAT TO DO IF YOU LOSE
I was nervous before my first personal training
session as I didn’t know what to expect. I tried to
keep fit but I didn’t have any training routine.
I1 go to the gym to do some exercise twice YOUR PASSPORT
a week, but didn’t feel much fitter. 2 I arrived A passport is one of the most valuable things we
at the club, I was greeted by David, my new fitness pack when we go 1 on holiday abroad. If it gets
coach. He explained to me how the 3 works and
lost or stolen, you won’t be 2 to hire a car or,
how to warm up. David was really motivating and
at worst, return home.
encouraging. He showed me the best techniques
to lift weights and do push-ups. David also showed So if you want to avoid having trouble, you ought to
me how to use the Bosu ball. I 4 the ball before take some steps before you set 3 on your trip.
I joined the club and I wasn’t sure what to do with it. It is a good idea to scan and print your passport and
But it was great fun! The day after the session I had other forms of identification and leave copies with
a sore feeling in my body. I was afraid I had 5 a family member or a close friend. 4 could
a muscle but my coach explained to me that it often save you time and money if the worst happens.
happens after a workout. He also told me that if I You 5 not, under no circumstances, carry the
want to build muscles, I should have meals which are
copies of the documents with you. Otherwise the
high 6 protein. Working with a personal trainer
person 6 steals them will have more than he
was a really rewarding experience – it really helped
me to 7 into shape fast. or she has ever dreamt of having. It’s also a good idea
to travel with an extra passport photo in case you
7
to apply for an emergency travel document.
1 a would b could c should
If your passport does go missing, 8 first thing
2 a Soon b Until c The moment
to do is to get it cancelled, even if you hope that it
3 a track b machine c equipment will be found. Cancelling the passport as 9 as
4 a wasn’t using b hadn’t used c used to possible is the best way to guarantee that no one
5 a sprained b pulled c dislocated else will use it illegally.
6 a with b on c in
7 a get b be c keep
192
03 Self-assessment Self-check 03
1 For each learning objective, write 1–5 to assess your ability. GRAMMAR AND VOCABULARY USE OF ENGLISH
1 = I don’t feel confident. 5 = I feel very confident. 1 Match the words to make collocations. 5 Choose the correct answers.
3A
Learning objective
I can use the Past Simple, the Past Continuous and the Past
Course material
Student’s Book pp. 34–35
How confident I am (1–5) 1
2
□ football
□ squash
a
b
wrist
fit
□ world
Perfect to talk about past actions. 3 c leg
4 □ leisure d court
□ changing
3B I can talk about sports, activities, fitness and exercise. Student’s Book p. 36
5 e muscle
□ sprained
3C I can identify the speaker’s purpose and specific Student’s Book p. 37 6 f breath
information in conversations and talk about accidents.
7 □ broken g pitch
3D I can use used to and would to talk about past habits and Student’s Book p. 38 8 □ pulled h room
□ out of
routines.
9 i centre
3E I can use indirect questions to make polite requests or to Student’s Book p. 39 10 □ keep j record
ask for opinions and information. /5
3F I can understand the development of ideas in an article
and talk about eating habits.
Student’s Book pp. 40–41
2 Complete the sentences with the words from the box.
There are two extra words.
3G I can write a short story. Student’s Book pp. 42–43
bruise burn fizzy injury junk organic wholemeal Martha 1                never tried squash before because
2 Which of the skills above would you like to improve in? How?
none of her friends 2                play it. When she saw it
1 Mike needs to rest after that bad                .
on TV though, she was fascinated and wanted to try.
Skill I want to improve in How I can improve 2 Sue’s got a horrible purple                 where she banged
She found a leisure centre where there was a squash
her leg. 3
                and played her first match. It’s a very hard
3 We prefer to buy                 fruit and vegetables where
possible.
sport, but although Martha was out of 4                by
the end, she loved the game. Now she plays all the
4 I don’t think                 drinks are very good for you.
time and next week she’s going to take part in her first
5 Mark put on weight after eating a lot of                 food. 5
                – good luck, Martha!
/5
3 Complete the sentences with the correct forms of
the verbs in brackets. Use the Past Simple, the Past
1 a hadn’t b was c had d would
Continuous or the Past Perfect.
2 a did b use to c would d used
1 We decided to try marathon running while we                
(watch) one on TV! 3 a court b machine c track d pitch
2 Josh                 (not try) snowboarding before and was 4 a fit b breath c shape d fitness
amazed by how much fun it was. 5 a medal b concussion c competition d injury
3 Why                 (the player/lie) on the pitch when we got
/5
there? Was he injured?
3 What can you remember from this unit? 4                 (you/hear) of the sport of curling before you 6 Complete the text with one word in each gap.
saw it at the Winter Olympics?
New words I learned and most want Expressions and phrases I liked English I heard or read outside class 5 The team                 (not perform) well at that point so I can’t believe what happened last night. I had just
to remember the coach changed the players. fallen asleep when I heard a 1                alarm ringing.
/5 I jumped out of bed because I thought a house was
burning somewhere. The emergency services arrived
4 Choose the correct verb forms to complete the blog
quickly – someone 2                called them straight
post.
away. I got dressed and went to see if I could help.
When I was a child I 1 used to / would think that fizzy But there was no emergency. My neighbour, who
drinks were fantastic. I 2 didn’t know / wasn’t knowing loves chips, had 3                fire to his kitchen with the
that they were bad for me because they’re full of sugar. chip pan! Luckily he was able to put the fire out by
My mother used to make freshly-squeezed orange himself, but of course the smoke alarm went off. I’m
juice for me, but I 3 was always refusing / would always glad his house didn’t burn 4               , but by the time
refuse it! I 4 didn’t used / didn’t use to like the bits in I got home I was really tired. I’ve got sports practice
the juice! What else 5 did I use to / would II hate as this morning and I’m going to feel exhausted on the
a child? Vegetables! Today I love eating salads and football 5               .
fresh vegetables. But guess what? I still hate fruit juice
with bits in it!
/5
/5 / 30
38 39
29/08/2019 14:07

ADDITIONAL LESSONS
LIFE SKILLS
The Life Skills lessons at the end of every second
unit teach practical skills that are indispensable to
achieve success in the modern 21st-century world.
1
LIFE SKILLS
Engaging content and an integrated skills
A Sponsored Content
approach help practise new competencies
in an active, discussion-driven way.
B 5
1 Do you keep up with the news? If yes, how?
If not, why not? Discuss in pairs.
2
2 Read headlines A–B above. Which article would
you choose to read? Say why.
3 Read the two online news items on page 153
How to … boxes summarise the lessons and
and match headlines A–B with the texts 1–2.
4
Read the news items again and answer the
questions.
Which text:
give useful life skills tips.
1 suggests an easy solution to a complex
2 □uses more neutral language?
3 □contains various opinions on the topic?
4 □quotes a source you can’t check?
5 □mainly aims to give information?
6 □asks the reader to do something?
5 In pairs, discuss the questions.
1 What do you think is the main purpose for
3
writing each text?
2 Do the photos provide evidence to the claims in
the texts?
Life Skills projects involve research and
3 Do you think these are real news stories or fake?
Why? What evidence can you find in the texts?
4 How would you check out the stories to see if
they are real or not?
encourage collaboration, critical thinking
6 4.15 Listen to an extract from a radio
programme about fake news. Answer the
questions.
1 What is fake news?
and creativity.
2 What is the main reason why people spread
fake news?
3 How is false information often used during
elections?
4 Why is fake news a bigger problem today than
in the past?
5 What recent fake news does Professor Ashton
describe?
152
CULTURE SPOTS
Culture Spot lessons provide intriguing and useful
information about various aspects of British culture.
1
Culture topics are introduced through reading texts,
all of which have been recorded.
2
Listening exercises extend the information introduced
in the reading texts and offer extra skills practice.
3
New, culturally relevant vocabulary is introduced.
4
The final activity (Reflect I Culture) encourages
students to compare the introduced aspects of
British culture with those of their own culture.
LITERATURE SPOTS
The Literature Spot lessons familiarise students with
well-known literary works that have made an impact
on popular culture.
1
The literary texts have been carefully selected to
offer a mixture of classic and contemporary writing
and to appeal to students at this age. The language
difficulty has been adjusted to the course level.
All reading texts have been recorded.
2
Fact Boxes contain crucial information about the
author of the literary text.
3 From Page to Life boxes explain why this particular literary text
New vocabulary is introduced and practised.
F01 High Note TB3 09593.indd 15
LIFE SKILLS How to give a presentation 01–02
Using body language 7 7 1.23 Watch or listen again. Match the photos
A–D with the descriptions below.
5 In pairs, discuss the questions about using body
language when giving a presentation. 1 □ Chopping gesture
1 Where should a speaker stand? 2 □ Open palm gesture
LIFE SKILLS How to take part in a debate 03–04
Work in pairs. Choose one of the presentation topics
below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
Some people say that beauty is more than just your
What is a debate? Chairperson and timekeeper
physical appearance. How do you define beauty?
A chairperson opens the debate, introduces each speaker and makes
Do you think people could live on another planet?
sure everybody follows the rules. The timekeeper checks the time and
A competitive debate is an argument with some rules. gives signals to speakers to show that they will soon run out of time.
Edith Head, an American costume designer, said: ‘You
It involves two teams of two or more people. The teams are Judges and audience can have anything you want in life if you dress for it.’
Usually a panel of judges gives points to the teams and decides who
05–06
should win. Sometimes the audience votes to choose the winner.
LIFE SKILLS How to set SMART goals
A m finishing m first ear of nglish
at uni soon and it definitel hasn t t rned 6 Teams hear the topic and take positions (for and against).
2.39 Listen again. Complete the gaps with the words
out as I’d hoped. When I was at school, from the box. There are two extra words.
I joined a student drama club. It was my The speakers for the proposition and opposition present the
passion to act and I dreamt of a career on deadlines easy how important possible what when
the stage. But everyone told me it was too Teams discuss the arguments of the opposing team and try to
‘rebut’ them, that
• isGive
explain
yourwhy
talktheir arguments
to the arelisten
class and wrong.to other students’
LIFE SKILLS How to be more creative 07–08
This continues until
• Useall speakers
presentation.
have spoken
the checklist
Think
you’ll know
on pageand thetolast
196 assess each other’s
about the way the presentations
that
What do we 7 Read the
Read the article and check youradvice.
answers
to Exercise 6. Explain why some of
forthe
to you.
Why do you think
achieving the goal.
these points are
mean when statements are incorrect.
8 Would you now give the same advice to the authors of the
Study the Life Skills box and match the
tips for developing creativity 1–5 with
09–10
Match statements a–e with questions 1–5 from the SMART
How to identify fake news
• Prepare well. Use logical arguments to support your
How
I want to reach to beby
my goal more creative
the end of the term when we
• Don’t get personal. Challenge what someone says, but
1 □
Dutch teen inventor about to launch innovative
project to clean the world’s oceans
Hey – check this out! A really simple answer created by
students can help solve the problem of unwanted plastics
in the world’s seas. Unbelievable! Donate now! Plastics are
– ask my friends to help me revise vocabulary before tests,
Try approaching problems in a different
I will keep track of theamarks
Read the statement. In small groups, make
list ofI arguments
get in Englishfor
tests
andtoagainst
check if that you could use
I get higher scores. I’d like to improve my average score by 10%.
killin o r fish help s kill the plasti When you’re working on a school essay,
ask others what they It’sthink
betteroftoyour
spend holidays in your own country than abroad.
ideas.
I usually get lower marks in my English tests because I find it
THIS GROUND-BREAKING DISCOVERY
A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes When you
these have a new idea, write it down, need English to
clever
WILL MAKE THE OCEANS CLEAN AGAIN students have developed can identify different types of plastics found in rivers and use a simple chemical formula to
When you go to school, switch off your
dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith. phone and look around. Try toteams
Work in two observe
andasprepare for a debate in the next
The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expertclass. Use the tips from the lesson and the language from
7 Match tips 1–7 in the box with extra information a–g. 10 in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come Thinkin. of More
a new way of doing things. For 33
example, for a school
• Useproject, instead in Exercise              
the statements 4 or 8, or choose a topic
2
research will mean that this process can start to be used. It would only take six months to completelyofclear the oceans information online,
LIFE SKILLS | How to identify fake news just researching
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight• Discuss points and examples for your side of the debate.
1 □ Check the source. to save the oceans by clicking here.
2 □ Check the facts. By DannyHow Sharkfar do•you agree with the
Research
information online and prepare your speeches.
□ Check the style. opinion that technology is improving
3 • Debate the statement against another team in class, in
4 □ Check the author. 2 □ Think about the points below:
5 □ Check the image source. • The class votes on the winner of the debate. Use the
6 □ Check other reports of the same news.
□ Check your beliefs.
□ 7 Jackie Edwards, science correspondent
Byy Jack using new programmes and applications,
63
problem? a Can you find it on other news websites? A recent study has found an increasing build-up of plastic waste in the Pacific
b Is it a real person? What else has he/she written? Ocean. The most affected area is a large stretch of ocean lying between California
c Research the facts on other websites or use a fact-checking and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes
of plastic are estimated to be currently floating in the water.
1
website.
d Does it contain any grammar, spelling or structural mistakes?
e Is it used anywhere else? Use reverse image check – upload
a photo you think is fake and find its origin and other places
5
T his mass of waste will present a huge challenge
to the team led by a young Dutch inventor, • Work in pairs. Think of as many different
uses for an umbrella as you can (apart from
it’s used.
Boyan Slat. They have recently launched an
ambitious clean-up project to collect plastic from
f Could your opinions or preferences encourage you to • Choose your best idea and present it to the
this vast area.
believe a story without checking?
g Is the website real, what’s its history, its main purpose? Has it 10 As part of the project, a giant barrier, 600 m 93
got a long, complex domain name? long, made up of sections of tube will float on
the surface of the water, with a three-metre-deep
8 Study the news items on page 153 again. In pairs, discuss screen, hanging below it. It will move slowly with
what you could do to check the stories out. Use the
the wind and currents in a U shape collecting
information from the Life Skills box to help you.
15 plastics in its centre. Ships will visit the system
9 REFLECT | Society What impact do you think fake news may every six weeks to remove the waste. The system
have on the things in the box? Discuss in pairs. is expected to remove 50% of the plastics in the
area within five years.
education democracy social media your life
However, some oceanographers are sceptical that
10 Do the task below. 20 the project can successfully remove such large 123
3
amounts of plastic. Critics also fear that marine
LIFE TASK | Project life may suffer during this process and that the
money and energy involved would be better spent
• Work in small groups. Write a fake news story and find a real in stopping litter from entering the oceans in the
news story online. 25 first place. The efficiency of the system will not be
• Present both stories to the class. known for a few years.
• Ask students to decide which story is real and which is fake.
For more articles about innovative solutions to
• Use the tips from the lesson to help you.
environmental problems click here.
153
CULTURE SPOT 2 The British music scene
Manchester
1 Work in pairs. Give an example of a singer or 5 Complete the sentences with the correct words from the box.
Manchester, another big city, east of Liverpool, band for each style of music and then add more
has always been an important centre for styles to the box. Which do you prefer? Say why. go household rising show stand strong top wonders
30 British music, but it is best known for
Three big British a musical and cultural scene in
the late 1980s which was called
blues folk grime hip-hop jazz rap rock’n roll
skiffle
1 One of my favourite one-hit-wonders was ‘Crazy’ by Gnarls
Barkley in 2006! Whatever happened to them?
It was ‘Chasing Pavements’ in 2008 that made Adele a
. She’s never looked back since then.
CULTURE SPOT 1 Tea drinking in the UK
It was a good gig with lots of great performers, but Ed
The Stereophonics are my mum’s favourite band, and
C D
A B
What do you know about 5 Tell your partner about these situations. stars in
tea in Britain? 1 A recent disagreement that was ‘a storm in
a tea cup’. with ‘Shotgun?’ Was
1 How many Britons drink tea every day? 2 Something that you wouldn’t do ‘for all the
tea in China.’ down in music history as
A 41% B 80% C 93%
3 Something you refused to do recently
the Madchester period include the Smiths, the Stone Roses, Happy
2 How many cups of tea are drunk every day in Britain? because Music artists
it wasn’t yourare very
‘cup of aware
tea.’ of social problems these days
Mondays and many, many more, some of which are still performing A 60 million B 165 million C 210 million 4 A time recently when you really ‘fancied
today. Of course, one of the most popular bands influenced by the 3 When did tea first become popular in Britain?
I a cuppa’.
2
H atmosphere and music from that time was the Britpop band Oasis, A 16th century B 17th century C 18th century
F
G who hit the headlines for 6 4.17 Listen to a radio programme with
E all the wrong reasons. They were typical of the laid-back, rebellious 4 How long did it take for the first ships to bring tea to a tea expert.
AnTick
artistthe
whothings
stole we should
the show at do.
an event you saw live or on TV.
Britain? Which is the strangest, in your opinion?
A 3 months B 1 year C 2 years 1 □ You should take the
A favourite teaofbag
artist out
your after that is still going strong
parents
1
one minute.
Of course, London is remembered as the capital of the ‘Swinging
Sixties’ with the amazing fashions and pop music. But more recently
5 Where was the tea bag invented?
A USA B China C UK
2 □ Tea is ready to drink when it reaches sixty
degrees.
□ You should
it has become famous for a completely different type of music
Grime! The London music scene is buzzing with the rise of one of 6 Which of these is not a kind of tea? 3 What are the pros
always pourand
milkcons
first.of watching live music as
the most exciting and influential types of music for decades. ‘Grime’ 4 □ Stir your tea across the cup.
in Britain
A chai tea B bubble tea C tapioca
□ It’s good mannerswatching
The most popular drink
was born in the London streets and council estates. It is directly 5 musiccup
to hold your award
withceremonies? Say why.
associated with angry, teenage, mixed race or black, working class.
What musical
an extended little figenres
nger. are popular in your country at the
garage, jungle, hip-hop
and the lyrics are delivered in machine- 7 Complete the sentences with the correct
gun rapping. These artists use the music to show their frustration1 Match the words below with the photos A–I on page 154. verbs from the box. Choose a music artist either from your
scones, with jam and cream,
with societyisand
known as a cream
the politicians tea.decisions have affected
whose country or another who you think has made or will make
china cup scones straws tea bags tapioca balls boil slurp strain squeeze
4.16 You can also pay a lot of money
them. in topanswers.
They demand hotels where teain the early noughties
It started a difference to thespill
musicsipscene.
gulp stir
Research this artist and
might be served with (a cucumber sandwiches andas delicate tea cosy teapot tea strainer three-tier stand
1
cooler way of saying 2000s) an underground movement with prepare to give a short presentation to the class. Think
 Ask anyone around the world what they think is 1 You should strain the tea, otherwise you
fancy cakes on the traditional
its music firstthree-tier
played onstands.
pirate radio stations such as Rinse FM. Then
typically British and they would probably mention tea. 2 Work in pairs. Answer the questions in the questionnaire above. get leaves in the bottom of the cup!
5
it went on to get mainstream recognition with artists such as Dizzee
And it’s true. In Britain a cup of tea is far more popular 40 Traditional tea drinkers in Britain make tea from Then scan the text to check your answers. 2 It’s a good idea to the tea bag
Rascal and more recently, Stormzy and Lady Leshurr. Grime artists
than a cup of coffee and 80 percent of Britons drink it every leaves in a teapot. A teapot is often covered with a tea against the side of the cup with a spoon.
are very young as a group, Dizzee Rascal and Kano getting their first
day. In fact, an amazing 165 million cups of tea are drunk
5 cosy to keep it warm. When the tea is ready, it is poured
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only si 3 Read the text again and match the headings to the text. There is 3 Never your tea because it’s bad
daily – which adds up to an incredible 60.2 billion cups through a strainer into a cup. However, today 96 percent one extra heading.
Grime is passionate, confrontational and impossible to ignore manners to make noises when you drink.
a year! The traditional ‘cuppa’ is normally drunk with milk of cups of tea are made with tea bags. It’s easy and quick,
A How tea got to Britain E The story of tea in Britain 4 If your tea is too hot, it slowly.
in a china cup, but today a mug is more popular and it’s 45 and believe it or not the invention of the tea bag was an
a custom to ‘dunk’ a biscuit in your tea. Tea has also made accident! Thomas Sullivan, a tea seller in the USA, used to B The changing face and taste of tea F An accidental invention 5 You should your tea in a clockwise
10 its way into the English language – with phrases like send samples of his tea to customers in small silk bags. C The important job of tea tasting G A very British habit direction, otherwise it’s bad luck.
‘a storm in a teacup’ and ʼnot for all the tea in China!’ Some customers thought the idea was to put the bag in D Not only a drink 6 If you fill your mug right to the top, you F Oasis
2
hot water and the tea bag was born! might the tea.
So, why did tea become so popular in Britain? Firstly,
4
6
European explorers brought tea from China to Europe. 50 Tea drinking in the UK is not standing still – new Complete the conversations with the correct common phrases
7 The water must before you pour it
In 1662, Catherine of Braganza, King Charles II’s wife, traditions with new types of tea are becoming very a–e related to tea.
onto the tea.
15 made the drink fashionable and instantly popular in popular. Back in the 1980s a new tea drink was developed A 1 How
w do you take your tea? 8 Don’t piping hot tea quickly or you’ll
England. Less alcohol was sold, and the government was in Taiwan and has now spread all over the world. Bubble B With milk and five sugars, please. burn your tongue.
angry because they lost money from taxes. As a result, tea uses cooked tapioca balls (often called ‘pearls’) and
they started to tax tea heavily, and, at one point, the tax 55 refreshing fruit teas which are shaken up to create a A Do you fancy going to the opera with me tonight? 8 In pairs, invent two new rules for drinking or
was 119 percent. It was so expensive that smuggling tea creamy topping. It can be drunk ice cold or piping hot. B Thanks for inviting me but 2 making tea. Compare with the class.
4
20 became common and often other things were added to The sweet, chewy balls are sucked up through a big
tea – like used tea leaves or even dung! straw. Nitro tea is when the bubble tea is kept cold with A Are you and Dave still not talking after your argument? 9 REFLECT | Culture In groups, answer the
3
nitroglycerin, which makes the tea also a little fizzy. Then B Oh, we're fine now. 3 questions.
The big, heavy ships that brought tea from China to 60 there’s Chai tea which was originally an Indian drink. This
England in the 1800s took nearly a year! In the 1850s the 1 What’s the most popular hot drink in your
is a sweet and spicy drink made from tea with both warm A Wow! That looks exciting. Would you like to have a go?
British started to use ‘clippers’. These were much faster country? Is it your favourite too? 157
water and milk. It is supposed to be very healthy! And the B No way! 4
25 ships, very tall with lots of sails and the first one made
future of tea drinking in Britain? Who knows – but it will 2 How do people in your country usually take
the journey in 97 days. In 1869, the Suez Canal in Egypt their tea/coffee/hot chocolate? How about
certainly never disappear from our tables! A 5
opened and the distance to bring the tea got shorter. The you?
clippers stopped because they couldn’t sail through it and B Cool. I'd love one.
3 Some people say that having good table
GLOSSARY
3
different types of ships were used instead.
a It was just a storm in a teacup. manners isn’t very important today. Is it true
430 The British tradition of ‘afternoon tea’ started with the
Duchess of Bedford in 1841. She got hungry in the middle
dung – solid waste from animals, especially cows
dunk – to put something into a liquid quickly and then
b I wouldn’t try that for all the tea in China!
c I’m afraid it’s not my cup of tea!
in your country and do you agree with this
opinion?
of the afternoon and asked for some bread and butter take it out (e.g. a biscuit in your tea)
and a cup of tea. It soon became the fashion to enjoy tea piping hot – very hot d Fancy a cuppa?
with small sandwiches or cakes between 4 and 5 o’clock. topping – something you put on top of food to make it e How do you take your tea?
35 Today it is very popular in tea shops where tea and
look nicer or taste better
154 155

LITERATURE SPOT 2

The Mystery of Edwin Drood

1 Have you read, or do you know anything about The
Mystery of Edwin Drood, by Charles Dickens? If not, look
at the photo from the film based on this book and read
7 In pairs, discuss how the words in bold help Dickens
build atmosphere in the book. What images and
impressions do they create?
The Mystery of Edwin Drood
the Fact Box about its author. Discuss what the book The lantern is not wanted, for the moonlight strikes in at
1 prowling around
nd old graves and ruins like a ghoul
the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
black shade, but between them there are lanes of light.
LITERATURE SPOT 1 The Time Machine Durdles drinks quickly from the bottle given him
by Mr Jasper and soon he becomes so very uncertain,
The Time Machine
(line 61) both of foot and speech, that he half drops, half throws
wake the dead himself down, by one of the heavy pillars. He begs his
1 Y are going to read a fragment of a novel about time
You 7 Choose the correct adverbs and adjectives. ‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
travel. In pairs, talk about books, comics, films or TV 1 You’re absolutely / slightly right. I couldn’t agree
programmes on this topic that you have read or seen. Durdles is asleep at once; and in his sleep he dreams
more. Why do you think crime novels are so popular?
2 Read the text quickly and say why the Time Traveller 2 Only a shiny / tiny percentage
Would youofprefer
the world’s
to read a crime novel or watch
population can understand quantum mechanics.
It is not much of a dream, considering the vast world
invited his friends to his home. of dreamland and its wonderful creations; it is only
3 The drawings of theWhich
modeliswere
your very cheerfully
favourite crime/ novel/film/series? strange for being unusually restless and unusually real.
3 Read the text again. Match sentences A–G with gaps 1–5 in delicately done. He dreams of lying there, asleep, and yet counting his
companion’s footsteps as he walks up and down. He
the text. There are two extra sentences. 4 I am attentively / genuinely convinced What dotime
that you think should happen to
dreams that the footsteps die away into distance of
A He passed his hand through the space in which the travel is possible.Jasper if he were guilty of killing Edwin Drood? Discuss time and space, and that something touches him, and
machine had been. 5 It was a subtle / visible plan but it worked. that something falls from his hand. Then something
B At that moment, the idea suddenly seemed possible. Choose one of the topics for your writing clinks and gropes about, and he dreams that he is alone
1
C And if it travelled into the future, it would still be here
8 SPEAKING In groups, discuss the questions. for such a long time that the lanes of light take new
1 If you could travel in time, would you go to the directions as the moon moves along her path. From deep
now. Write Jasper’s account of what he did while Durdles
future or the past? Say why. sleep he passes into a dream of slow cold unease; and
D Why did you do that? 4.20 painfully awakes to an awareness that the lanes of light
2 If you went to the future, how many years would
E Are you serious about this? Write Durdles’ account of the evening for a police The thing the Time Traveller held in are really changed, just as he had dreamed – and of
you travel?
F He placed it on a low table in front of the fire. his hand was a shiny metal framework,
3 If you went to the past, which historical period only slightly larger than a small clock,
G Except for the lamp, the table was empty. ghttime
and place would you visit first? Say why. and very delicately made. 1
‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
4 Order sentences a–h to make a summary of the text. Then 4 Do you believe that time machines will exist one day? The only other object on the table
5
read the text again to check your answers. 5 How do you think your country/the world will was a small lamp. Its bright light fell
‘I did. I might as well have tried to wake the dead.’
a □ When the model disappeared, the witnesses were change in the next 100 years? upon the mechanism. There were also
amazed. perhaps a dozen candles about the
9 WRITING TASK Imagine that you are the Time
b □ He confessed that he wasn’t entirely sure if the model Traveller in The Time Machine and live in the year has inspired many films, 10
room. I sat in an armchair between the
Time Traveller and the fireplace. Filby sat behind him, looking 45 ‘Into the future or thelooks
As Durdles remembers the touching in his dream, he
past – Idown
don’t, on
for certain,
the floorknow
andwhich.’
sees the key of the crypt
time machine had gone to the future or the past. 1895. You travel in time starting with
to the two silent
present day. movies
Write in 1909 and 1914.
c □ To show his friends that he wasn’t trying to cheat them, a diary entry about your Thereimpressions
have been two feature films and in 2012 the
of how
over his shoulder. The Medical Man watched him from the
right, the Psychologist from the left. We were all watching
Suddenly, the Psychologist spoke. ‘It must have gone
into the past if it has gone‘Ianywhere.’
dropped you, did I?’ he says, picking it up, and
he got one of them, the Psychologist, to press the lever. life now is different BBC produced
to life in 1895.an excellent
Include theTV miniseries. The book ‘Why?’ said the Timerecalling
Traveller. that part of his dream. As he gathers himself up
d □ The Time Traveller explained that once he pressed a lever, following: was also made into several plays and a popular
musical called ‘Drood’, which started in 1985 and
attentively. Any kind of trick, however subtle, seemed
impossible under these conditions. ‘Well, I presume thatagain it has into an upright
not moved position,
in space. 4 he is again conscious of
the machine would travel into the future and disappear. • your first impressions when you left the time machine Because to get to the future, it must travel through this time.’
□ Before the experiment began, all of the witnesses
15 The Time Traveller looked at us. ‘This little model,’ he said, ‘is 50
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
e • the things that you find the most surprising a prototype for a machine to travel through time.’ The Medical ‘But,’ said I, ‘If it travelled into the past, it would have
could examine the device carefully to make sure there • what you like and dislike about the world in the Man got up and peered at it. ‘It’s beautifully made,’ he said. been visible when we came first into this room; and last
were no tricks. present day Thursday when we were*eat your bones – melt, slowly destroy bones
here!’
□ Then the Time Traveller revealed that in his laboratory
‘It took two years to make,’ replied the Time Traveller.
f ‘No,’ said the Time Traveller. Then he turned to the
4
Once we had all examined the model, he said: ‘I am going
there was a full-size version of the machine, in which 20 to press this lever, and the machine will vanish, pass into future 55 Psychologist. ‘Think. You can explain it.’ Charles Dickens (1812–1870)
he intended to travel through time.
g □ When his friends wondered why the model was not FROM PAGE TO LIFE – underground room in church used as burial place Time, and disappear. Have a good look at the thing. Look at the
– evil spirit, believed to feed on dead bodies table too, and satisfy yourselves there are no tricks.’
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
Charles Dickens is one of England’s most famous and
see this machine, any more than we can see a bullet flying
greatest novelists. He wrote fifteen major books and
visible, the Psychologist explained that it was because There are three film versions
– try tooffiThe Time Machine:
nd something in the dark by feeling with There was a minute’s pause perhaps. Then the Time through the air. If it is travelling through time a hundred
many short stories about life in Victorian England. His
it was travelling so fast it couldn’t be seen. from 1960, 1978 and 2002. The director of the Traveller reached towards the lever. ‘No,’ he said suddenly. times faster than we are, if it gets through a minute while
h □1 A man who wanted to travel through time invited 2002 film was Simon Wells, a great grandson of 60 we get through a second, the
work gives us an understanding of what it was like
impression
poor anditlive
creates will
25 He took the Psychologist’s hand and told him to extend his to be in London at that time. His skill is
several friends to his house to witness an experiment H.G. Wells. It starred Guy Pearce. However, the be only a tiny part of what in it would make if it were not
finger so that it was the Psychologist who sent the model creating wonderfully memorable characters and
with a small model time machine he had built. 1960 version with Rod Taylor got much better travelling in time.’ 5 ‘You see?’ he said,
Time Machine on its voyage. We all saw the lever turn. I am writing with bothlaughing.
humour and compassion. He wrote
2
reviews. There is also a–Time
tall, Machine
strong support
Marvel for a building (often stone)
comic.
absolutely certain there was no trick. There was a breath of many of his major works in sections in magazines,
5 If you were one of the Time Traveller’s friends, would you Wells was the first person to use the phrase ‘time
try to prevent him from travelling in his time machine? machine’. It is now the general name for
– chemical all time used to burn things
compound wind, and the lamp flame jumped. One of the candles was FACT BOX Herbertwith the story
George developing as people were reading
Wells
is set in Cloisterham,
30 blown out, and the little machine suddenly swung round,
Discuss in pairs. travelling machines such as the car in Back to the Herbert George Wells was born in Bromley, England,
became indistinct like a ghost for a second; and it was gone - a cathedral town that has strong links with London.
Future, or the Tardis in the BBC series Doctor Who. in 1866. He was a prolifiEdwin
c author, whowaswrote
Drood Dickens’ final book and was left
6
3
In pairs, check you understand the highlighted verbs in the vanished! 2
dozens of novels, short stories, biographies and
text on page 159. Then use their correct forms to complete Everyone was silent for a minute. The Psychologist social and political articles. He is best known for
the story below. GLOSSARY recovered and looked under the table. The Time Traveller
35 laughed cheerfully.
his science fiction novels, which include The Time 161
The passenger fell into the sea and 1 vanished under the bullet – a small piece of metal that you fire from a gun Machine, The War of the Worlds, The Island of Doctor
waves. Immediately, the ship 2 around to go back and ‘Well?’ he said. We stared at each other. Moreau and The Invisible Man. His books involve
framework – the main structure of a building, vehicle
look for him. Everyone 3 into the sea but there was no ‘Look,’ said the Medical Man, ‘3 Do you genuinely space and time travel, alien invasion, invisibility
or object
sign of the man. The captain believe that that machine has travelled into time?’ and experimentation by a mad scientist. Along with
impression – the mark left by something, e.g. a shoe
4
the man was dead but then suddenly, one of the ‘Certainly,’ said the Time Traveller. ‘What is more, I have Jules Verne, Wells has often been called the father
on wet ground
passengers saw the man. She 5 her arm and 6 40 a big machine nearly finished in there.’ He indicated the of modern science fiction. The Time Machine tells
mechanism – a part of a machine or set of parts that the story of a Victorian inventor who builds a device
where the unfortunate man was. Then laboratory and continued. ‘And when that is put together,
a sailor 7 a lever and the lifeboat dropped to the does a certain job for travelling through time. He travels far into the
I mean to have a journey myself.’
water. The man was cold and shaking but once they got him prototype – a model of an invention used to test the future to the year 802,701, where he discovers a very
‘You mean to say that that machine has travelled into the
on board, he soon 8 . design strange and dangerous world.
future?’ said Filby.
158 159
4
is important for mass culture and what impact it has made.
INTRODUCTION 15
29/08/2019 14:07
 HIGH NOTE VIDEOS

GRAMMAR VIDEOS (VOX POPS)

These are short clips of real people filmed on the streets of London,
answering questions about their lives and opinions, following
the topics and themes of the lesson. The purpose of this type
of video is to provide short, manageable chunks of the target
grammar structures presented in the lesson in a real context, which
students can use as a model for their own speech, thus improving
their productive accuracy. Because the vox pops are unscripted,
authentic, spontaneous speech, students are exposed to real
language uttered by speakers of English from the UK as well as from
other countries.
Number of videos: 10 (1 per unit)
Place in the book: first grammar lesson in the unit (first spread)
Video activities: in the Teacher’s Book (pages 266–268)

DOCUMENTARY VIDEOS

These are 3–4-minute-long authentic, thought-provoking

documentary films produced in cooperation with ITN Productions.
The intention for the High Note documentaries concept is to provide
film extension to the topics and themes raised in the reading
texts, which will enable students to get more insight into a given
issue, think about it critically and discuss it at length. Authentic
documentary videos will boost students’ motivation, expose them
to natural, real-life language, extend their vocabulary and develop
their receptive fluency and critical thinking skills.
Number of videos: 10 (1 per unit)
Place in the book: Reading lessons
Video activities: in the Watch and Reflect section at the back of
the Student’s Book

COMMUNICATION VIDEOS

These are situational, stand-alone videos presenting the key functional

language of the Speaking lessons. All the video clips are available in
audio-only format on the class audio CDs for those classrooms where
video is not readily available. The purpose of these videos is to present
the target language of the lesson in a way that is truly engaging
and meaningful. When new language is supported by visual clues
and context (location, action, body language, facial expression), it
transforms the learning experience so that language is acquired rather
than just learnt. This will improve both students’ receptive skills and
their fluency in speaking.
Number of videos: 10 (1 per unit)
Place in the book: Speaking lessons
Video activities: integrated into the Speaking lessons

LIFE SKILLS VIDEO In High Note 3, there is an extra Life Skills Video. It is an integral part of
the first Life Skills lesson (Life Skills 01–02) which teaches techniques of
using body language in presentations.

16 INTRODUCTION

F01 High Note TB3 09593.indd 16 29/08/2019 14:07

 TEACHING PATHWAYS
There are many different ways to teach English, which are influenced by such factors as a teacher’s specific teaching context,
a preferred teaching style, the number of students in class, their level and background. For this reason, High Note was designed
to be easily customised for each unique teaching situation. It was also created to make it easy and rewarding to integrate digital
tools in one’s teaching in a gradual, step-by-step way.
This diagram describes how High Note was prepared to be used and how all the components fit together to enable students to
achieve the stated learning objectives most efficiently.

INPUT
IN CLASS
SB

COURSE ASSESSMENT AND

PRACTICE
TEACHER EXAM PREPARATION
IN CLASS or
ASSIGNED ONLINE EXTRA DIGITAL
EXAM HOMEWORK SB WB
TESTS PRACTICE ACTIVITIES
BOOKLET

REMEDIATION /
FURTHER PRACTICE PRODUCTION /
ONLINE PERSONALISATION
HOMEWORK SB WB IN CLASS
PRACTICE ONLINE EXTRA DIGITAL
SB WB
TEACHER’S EXTRA DIGITAL PRACTICE ACTIVITIES
RESOURCES ACTIVITIES
REVIEW
IN CLASS ONLINE EXTRA DIGITAL
SB WB
PRACTICE ACTIVITIES

This diagram shows the estimated numbers of hours needed to cover specific sections of the Student’s Book. Depending on one’s
teaching situation, these numbers may vary.

+ Watch and Reflect

+ Photocopiable
Core units 1–10 + Culture Spot + Use of English
+ Life Skills Resources
and Revisions + Literature Spot + Grammar Reference
110–130 hours + Tests
100–120 hours 118–138 hours and Practice
168+ hours
148–168 hours

INTRODUCTION 17

F01 High Note TB3 09593.indd 17 29/08/2019 14:07

 HOW TO TEACH FOR EXAMS WITH HIGH NOTE
High Note is a general English course that is beneficial for RESOURCES FOR SELF-STUDY
both exam and non-exam students. It provides a number of
There are numerous resources which provide opportunities
resources that help develop the technical skills students need
for self-study, give supplementary information and further
to deal with exam tasks, while also improving and extending
practice. These can be used in class or at home. They include:
their general language skills.
• a Word List at the end of each unit in the Student’s Book
Exam training is woven seamlessly into the flow of a lesson.
Each unit includes types of exam tasks that are typical of most • a Use of English section at the back of the Student’s Book
school-leaving and international exams such as multiple • a Grammar Reference and Practice section at the back of the
choice, matching or gap fill and which test crucial subskills Student’s Book
such as finding specific information or identifying facts • audio scripts for the listening tasks
from opinions. Students are exposed to realistic tasks with
a focus on the target language of the unit. Over the course • the Workbook/Online Practice
of the book, students build their exam strategies and their • extra digital activities
confidence through step-by-step activities and task-based
exam tips. EXAM PRACTICE BOOKS
High Note comes with a series of booklets which provide
DEVELOPMENT OF LANGUAGE additional practice and support for Pearson Test of English
Exam tasks require students to demonstrate a range of General exams and Cambridge English exams. The books
language at the appropriate level. The grammar and have been matched to the specific levels of the course.
vocabulary sections in High Note develop this range in topic- Please see page 9 for more details.
related units, which makes it easy for students to apply them
to exam tasks and to the real world.
EXAM CORRELATION
The table below shows the correlation between the
SKILLS STRATEGIES language level of each part of the High Note series and
High Note carefully develops students’ general reading and international exam requirements.
listening strategies which students can use both in exams
and in real life. The Active Reading and Active Listening boxes GSE CEFR EXAMS
contain concise descriptions of such crucial sub-skills as
understanding the main idea, finding specific information, Pearson Test of
differentiating fact from opinion, understanding the author’s English Level 1,
attitude, understanding links in a text, and summarising. The High Note 1 30–40 A2/A2+ Cambridge Key (KET)
descriptions are then followed by a series of practice exercises and Preliminary
which help students apply and internalise a given strategy. (PET)
Pearson Test of
GRADED EXAM TASKS English Level 1
High Note 2 37–52 A2+/B1
Exam tasks are introduced to students early in the course, & 2, Cambridge
but in a graded way. This may mean that a task has fewer Preliminary (PET)
questions or a simpler text or that it tests a more limited
range of language. This helps them understand the exam Pearson Test of
task and therefore learn to deal with it more effectively. English Level 2
B1+/
High Note 3 50–62 & 3, Cambridge
B2
Preliminary (PET)
EXAM STRATEGIES and First (FCE)
There are exam strategies in every Revision section. They focus
Pearson Test of
on those aspects of a given exam task that will help students B2/
High Note 4 61–75 English Level 3 & 4,
deal with it effectively. The tips help students understand B2+
Cambridge First (FCE)
exactly what is being tested, what to look out for and develop
a bank of appropriate exam techniques that they can refer to. Pearson Test of
As they work through the Student’s Book and become familiar English Level 4,
with the tips, the exam tasks become easier. High Note 5 73–85 B2+/C1
Cambridge Advanced
(CAE)
WRITING TASKS
To help students identify good practice in writing tasks, It is worth noting that a careful development of language in
lessons in the Student’s Book provide model texts. There High Note, its systematic development of skills strategies, and
are also tasks that encourage students to analyse the model a wide variety of exam tasks covered in the course may prove
texts, which gives them greater understanding of how to beneficial also for those students who intend to take other
complete the tasks themselves. There is a task at the end international exams than those described above, e.g. TOEFL,
of each Writing section which mirrors the model so that IELTS or International GCSE.
students can practise writing an answer themselves. In the
Workbook, there is an Active Writing section which guides
students through all the stages of the process of writing
a specific type of text.

18 INTRODUCTION

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 HOW TO FLIP THE CLASSROOM WITH HIGH NOTE
The flipped classroom is an approach where classroom
instruction is given to students at home via a video, tasks
are usually given for homework and then completed in
class with the teacher’s support. Teachers who flip their
classrooms believe that the approach allows students to
become more independent in their learning: rather than
receive information in the classroom, they take more control
and ensure they learn outside the classroom. In class,
students have time to ask the teacher questions if they still
do not understand and choose when they need support.
This autonomy can motivate students and may result in
a higher level of engagement. What is more, they gain more
practice time and receive more feedback from the teacher
on performance.
In English language learning, flipping the classroom means
students listen to or read information about language at
home before a lesson, leaving more time for practice of
that language in the classroom. Alternatively, it could be
information about an exam technique or how to write
a specific type of text. Students can tackle the same tasks or
collaborate in groups on different tasks to ensure they work
at a level suitable for them.
In the lesson, the teacher begins by checking students’
understanding of the material that was set as homework
(video, reading, listening or a grammar explanation), then
gives several practice tasks to complete. Finally, at the end
of the lesson, students reflect on what they have learnt
to help them identify progress and areas where they still
need to improve. This reflection allows students to gain
a greater understanding of their strengths and weaknesses,
and encourages them to set achievable learning goals for
future lessons.
High Note provides the following resources that will help flip
the classroom:
VIDEO
The teacher can ask students to watch any of the wide variety
of video clips at home. This allows the teacher to check
understanding before the lesson and adjust their lesson
plan if students have found the language particularly easy or
difficult.
VOCABULARY: WORD LISTS AND
THE REMEMBER MORE SECTION
The teacher can also start a unit by checking students’
knowledge of the unit vocabulary with the aim of identifying
the areas which need more focus and maximising student’s
exposure to the new words. For this purpose, he or she can
ask students to analyse the word lists at the end of each unit
and complete the exercises in the corresponding Remember
More section.
WORKBOOK SUPPORT
The Workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
the Grammar lesson to check what students already know.
With students at this level, the grammar is unlikely to be
completely new to them and so a test-teach-test approach
can be used. Alternatively, the Workbook exercises can be
completed in class to provide as much practice as possible
while the teacher is available to offer support and clarify any
confusing aspects of the language.
ONLINE PRACTICE
Similarly to the paper Workbook, some of the exercises
can be completed online prior to the lesson to maximise
learning. This is particularly beneficial as the interactive
Workbook exercises have an instant feedback functionality,
which enables students to quickly check their answers.
EXTRA DIGITAL ACTIVITIES
The extra digital activities contain Grammar and Vocabulary
Checkpoints as well as Reading, Listening and Use of English
banks of texts and exercises which help students prepare
for class tests, check their progress and exam readiness.
A teacher may choose to ask students to complete them
before the class.

READING AND LISTENING TEXTS

The teacher can also set a reading text (and its recorded
version) or a listening text in a lesson as homework for the
next class. By doing this, the time in class can be spent on
checking comprehension and the actual discussion about the
text rather than reading it or listening to it for the first time,
which usually takes a lot of time. Another advantage of this
approach is that students’ involvement with the text will be
greater if they have seen it several times, which accelerates
the learning process.

GRAMMAR REFERENCE AND PRACTICE

The Grammar Reference and Practice section at the back of
the Student’s Book contains detailed information about the
meaning, function and form of the target language, with
examples and practice exercises. These can be used by the
teacher in class, when explaining language, but they can
also be set as homework for students.

INTRODUCTION 19

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 CONTENTS
UNIT GRAMMAR VOCABULARY
01 Looking good pp4–5 Present Simple and Present Continuous, pp4–5 Verb phrases with dress
state and action verbs Grammar Video p6 Appearance, clothes, footwear and accessories, fashion
p10 Articles Pronunciation: /ðə/ and /ðiː/ p7 Facial features
pp8–9 Phrasal verbs
pp14–15 Word List

02 The digital mind pp18–19 Present Perfect Simple and Continuous pp18–19 Scientific research pp20–21 Technology
Grammar Video p22 Science, phrases with think and mind
p23 Verb patterns p24 Uses of drones
pp26–27 Health and computers
pp28–29 Word List

LIFE SKILLS How to give a presentation Life Skills Video pp32–33

03 Active and healthy pp34–35 Past Simple, Past Continuous and Past pp34–35 Sports collocations
Perfect Grammar Video p36 Sports, activities, fitness and exercise
p38 Used to and would p37 Injuries, accidents and emergencies
pp39–41 Diet and nutrition
pp44–45 Word List

04 Time to move pp48–49 Modal and related verbs Grammar Video pp48–49 Air travel pp50–51 Holiday phrases
p53 Relative clauses Pronunciation: Intonation in p52 Travel essentials, travel phrases
sentences with relative clauses p54 Urban transport
pp58–59 Word List

LIFE SKILLS How to take part in a debate pp62–63

05 The next step pp64–65 Talking about the future Grammar Video p64 Personality adjectives
p66–67 Future Continuous and Future Perfect p66 Phrasal verbs related to studying
p69 Work and jobs
pp70–71 Future jobs
pp74–75 Word List

06 Do the right thing pp78–79 The first and the second pp78–79 Truth and lies
conditionals Grammar Video pp80–81 Communicating
p83 The zero conditional and alternatives to if p82 Emotions
p85 Relationships, conflicts and problems
pp88–89 Word List

LIFE SKILLS How to set SMART goals pp92–93

07 In the spotlight pp94–95 Reported speech Grammar Video pp94–95 TV news

p100 Reported questions p96 Viewing habits Pronunciation: Syllable stress
p97 Success and failure
pp98–99 Describing art, films, books and plays
pp104–105 Word List

08 Consumers’ world pp108–109 The passive Grammar Video pp108–109 Advertising

p115 have/get something done p110 Spending habits
p111 Money
pp112–113 Payments, trading and banking
pp118–119 Word List

LIFE SKILLS How to be more creative pp122–123

09 The power of nature pp124–125 The third conditional Grammar Video
p128 I wish/If only for regrets
pp124–125 Water and the ocean
p126 Natural disasters and dealing with them
p127 Environmental responsibility
pp130–131 Urban and rural life
pp132–133 Sustainable homes
pp134–135 Word List

10 Justice for all pp138–139 Modal verbs for speculating about the pp138–139 The courtroom
present Grammar Video p140 Law and punishment
p141 Modal verbs for speculating about the past pp142–143 Phrasal verbs related to justice
p145 Voting
pp148–149 Word List

LIFE SKILLS How to identify fake news pp152–153

pp154–157 Culture Spot pp158–161 Literature Spot pp162–171 Watch and Reflect (Documentary Video worksheets)

20

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 READING
pp8–9 The power of appearance p7 A podcast about jobs in
Documentary Video
pp20–21 Science fiction or
science fact?
Active Reading: Skimming and
scanning
Documentary Video
pp40–41 Grow food, eat well,
be healthy
Documentary Video
pp50–51 How to survive
a holiday with your parents
Active Reading: Identifying
author’s attitudes
Documentary Video
pp70–71 The world of work in
2030
Documentary Video
pp80–81 If you keep it, we’ll
be rich
Documentary Video
pp98–99 What is and isn’t art?
Documentary Video
pp112–113 The way we pay
Active Reading: Understanding spending and saving money
links in a text
Documentary Video
pp130–131 How a music video
changed my life
Active Reading: Summarising
texts
Documentary Video
pp142–143 Scottish mum hugs
bike thief
Documentary Video
pp172–189 Grammar Reference and Practice
M01 High Note TB3 09593.indd 21
LISTENING SPEAKING WRITING REVISION
p11 Participating in pp12–13 An informal pp16–17
entertainment conversations email Revision 01
Active Listening: Listening Communication Video
Use of English > p191
effectively
p24 An interview about drones p25 Making choices pp26–27 A blog post pp30-31
Pronunciation: /iə/, /iː/ and /ɜː/ Communication Video Revision 02
Use of English > p191
p37 Conversations about p39 Being polite pp42–43 A short story pp46–47
accidents Pronunciation: Linking Revision 03
Active Listening: Identifying Communication Video
the speaker’s purpose Use of English > p192
p54 A radio programme about p55 Agreeing and pp56–57 A formal pp60–61
urban transport and pollution disagreeing email of enquiry Revision 04
Communication Video
Use of English > p192
p69 An interview about the gig p68 Describing strengths pp72–73 Personal pp76–77
economy and weaknesses statement as part of a Revision 05
Active Listening: Taking notes Communication Video university application
Use of English > p193
p82 A radio programme about p84 Asking for, giving and pp86–87 A for-and- pp90–91
winning a lottery reacting to advice against essay Revision 06
Pronunciation: The schwa /ə/ Communication Video
sound Use of English > p193
p97 A radio programme about p101 Describing a personal pp102–103 A review of pp106–107
promoting your work on social experience a play Revision 07
media Communication Video
Use of English > p194
p110 A podcast about p114 Complaints pp116–117 An opinion pp120–121
Pronunciation: Sounds: essay Revision 08
/eɪ/ and /aɪ/
Use of English > p194
Communication Video
p126 An interview about p129 Expressing and pp132–133 An article pp136–137
surviving an earthquake responding to regrets Revision 09
Pronunciation: unstressed
have/not have Use of English > p195
Communication Video
p145 A radio discussion about p144 Comparing and pp146–147 A formal pp150–151
voting contrasting photographs letter Revision 10
Active Listening: Facts, Pronunciation: /ð/ and /θ/
opinions and speculation Use of English > p195
Communication Video
p190 Irregular Verbs pp191–195 Use of English pp196–199 Communication
21
29/08/2019 14:08
 01 Looking good
VOCABULARY Appearance, clothes, footwear and accessories, fashion
GRAMMAR

SPEAKING
WRITING
VIDEO
Present Simple and Continuous, state and action verbs, articles
Use of English > page 191
Participating in conversations
An informal email
Grammar Documentary Communication

A night to
It’s 9 p.m.
remember
and in the ballroom of a large UK hotel, a group of
well-dressed secondary school students are dancing,
dancing gossiping and
taking selfies. xams are finished and everyone is waiting for their
results. owever, this is the school’s first prom, and no one is worrying
about grades tonight.
roms first became popular in the in the s. or some teens,
this night to remember’ is their first real chance to
get dressed up. reparations often cost a fortune, and
the average family spends nearly , per
child on clothing, accessories, hair, etc.
The high cost of proms and the pressure to
look good mean that attitudes are changing.
changing
Organisations such as Operation Prom,
which provide low income students with
free formal clothing are becoming
more and more popular. oreover,
an increasing number of students
are organising their own cheaper,
more relaxed celebrations.
At the same time, prom nights
Emma: “People usually organise their own end-of-year celebrations, but this
is great fun! It’s nice to get together and everyone looks brilliant.”
are becoming more common in
the UK, probably thanks to the Guy: “I decided to wear trainers and a T-shirt with my suit, but I regret it now.
in uence of merican film and I feel underdressed. I’m thinking of going home and getting changed.”
culture. veryone here in the
hotel tonight seems happy and Brandon: “I didn’t buy a suit because I’m
’m saving for a holiday. This one belongs to my
relaxed, but what do they really brother. I usually dress casually, but actually I think smart clothes are OK. Several
think of their first prom night people have told me I look good, although one of them was my mum.”

Exercise 2
1 nearly $1,000
2 because prom night is
too expensive and not
relaxed enough
3 probably because
of the influence of
American film and TV
culture
4
1A GRAMMAR AND VOCABULARY
1 In pairs, look at the photo and the title of the text and
answer these questions.
1 What do you think the people in the photo are
celebrating? the end of the school year/their exams
2 When do you wear formal outfits? Do you like them?
Say why.
2 Read the first paragraph of the text to check your
answer to question 1 in Exercise 1. Then read the rest
of the text to answer these questions.
1 How much does the average US family spend per child
on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK
these days?

REFERENCES EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 7.

VIDEO SCRIPT page 231 • After Exercise 2, get students to talk
CULTURE NOTES page 204 about how they celebrate the end of
the school year. They could do this in
pairs, small groups or as a whole class.
Students write questions about the
way their classmates or celebrities
dress using vocabulary from Exercise 6,
the Present Simple and the Present
Continuous. In pairs, they then ask and
answer their questions.

22

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 01
Present Simple and Present Continuous 5 1.2 Complete the conversation with the correct
Exercise 3
Present Simple or Present Continuous form of the verbs
3 Match sentences 1–6 with meanings a–f in the Grammar
in brackets. Then listen and check.
Examples from
box. Then find one more example underlined in the text the text:
for each rule. Alice I can’t believe we 1 're wearing  (wear) the same a spends

□e Everyone is waiting for their results. dress! What a nightmare! b organise

1 c  seems
2 □c I think smart clothes are OK. Clara Ha ha! Yep. I 2                (know) how you feel. d are dancing

3 □a Preparations often cost a fortune. Alice Why didn’t I think? Everyone 3                (wear) pink e ’m saving
f  are changing
□d No one is worrying about grades tonight.
this summer! 4                 (you/think) of going home
4 and getting changed at all?
5 □f Prom nights are becoming more common in the UK. Clara Not really. I 5                (live) quite far from here. Exercise 5
6 □b I usually dress casually. Alice Maybe you should. I’ll pay for your taxi.
2 know
3 is wearing
Clara No, thanks … I 6                (begin) to think it doesn’t 4 Are you thinking
Present Simple and Present Continuous matter. 5 live
6 ’m beginning
We use the Present Simple for: Alice Really? 7 doesn’t seem
a facts and general truths Clara Yeah, it 7                (not seem) worth it. I 8                (not 8 don’t think
think) you should worry. Let's just enjoy ourselves. 9 look
b routines and habits
c state verbs (e.g. want, know, prefer, remember, Alice Yeah, we both 9                (look) great in this dress
understand, mean, imagine, sound, appear, seem, own, anyway. Exercise 6
belong to) In the text:

Time expressions: always, every day, regularly, most

days, usually, often, sometimes, hardly ever, never
We use the Present Continuous for:
d actions happening right now
e temporary situations happening around now
f changing situations
Time expressions: now, at the moment, these days,
nowadays, this year
Grammar Reference and Practice > page 172
WATCH OUT!
State verbs are usually only used in the Present Simple
because they express states, beliefs, opinions or feelings.
However, a small group of these verbs can be used in the
Present Continuous with a change of meaning, e.g. think,
have, look, see, for example:
We think proms are a great idea. (think
think = opinion)
I’m thinking of going home. (think
think = mental activity)
4 Choose the correct forms to complete the sentences.
1 My girlfriend and I take / are taking salsa dancing lessons
this month and tonight we ’re learning / learn a new
dance routine.
2 It gets / ’s getting late but I don’t want / ’m not wanting
to leave the dance floor!
3 I ’m not really enjoying / don’t really enjoy myself, to be
honest. It all is seeming / seems a bit too much, like
6 Find four of the phrases from the box in the text on dress casually,
page 4. Then use the phrases in the box to complete get dressed up,
the sentences. underdressed,
well-dressed
dress casually dressed up as get dressed get dressed up 2 overdressed
get undressed overdressed underdressed well-dressed 3 dress casually
4 get dressed up
1 Oh no! I’m the only person not wearing a suit. I’m 5 dressed up as
totally underdressed  . 6 get dressed
7 get undressed
2 Oh dear! Everyone else is wearing jeans and I’m in 8 well-dressed
a dress. I’m completely                .
3 These formal clothes are OK but I still prefer to                .
4 I only                for weddings and funerals.
5 It’s a shame nobody is                super heroes.
6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should
get up,                and get going.
7 I was so tired after the prom I didn’t                and went
to bed in my suit. It looked terrible in the morning.
8 Appearance is important and I want people to think
I’m a                person.
7 SPEAKING Use the phrases from Exercise 6 to make
three true sentences and one false one about yourself.
Can your partner guess which one is false?
1 Read the questions and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the questions.
1 What’s everyone wearing this year?
2 What clothes styles are you wearing this season?
GRAMMAR VIDEO

a Hollywood movie.
4 I ’m thinking / think there’s a lot of pressure to come
to the prom with a date, but I don’t see / ’m not seeing
anyone at the moment so I just came with a friend.
5 My best friend hates / ’s hating dancing so unfortunately
we ’re never going / never go dancing together.
6 People love / are loving those dancing shows on TV
and ballroom dancing is becoming / becomes more
popular because of them.

□ I can use Present Simple and Present Continuous to talk about habits and temporary situations. 5

FURTHER PRACTICE • Photocopiable resource 1: Party night, NEXT CLASS

• Photocopiable extra Grammar Video
activity 1, page 266
• Grammar Reference and Practice,
Student’s Book page 172
• Workbook pages 4–5/Online Practice
pages 272, 287
Ask students to bring photos of celebrities
• Extra digital activities: Grammar
whose style they like or fashion bloggers
Checkpoint 1A
they follow. Alternatively, they could
ASSESSMENT choose a few photos online and have
them available on their phones.
Grammar Quiz 1A

23

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Exercise 1
Suggested answers:
Clothes: anorak,
blouse, boxer shorts,
bra, blouse, cardigan,
coat, dress, hoody,
jacket, jeans, jersey,
jumper, kilt, parka,
pyjamas, raincoat,
shirt, shorts, skirt, socks,
sweatshirt, tights, top,
tracksuit, tracksuit
top/bottoms, T-shirt,
underwear
Footwear: boots,
flip-flops, shoes,
slippers, sneakers,
trainers
Accessories: belt,
bracelet, chain,
earrings, glasses,
gloves, handbag,
hat, necklace, scarf,
sunglasses, tie/bow tie,
woolly hat
Exercise 2
Ashley Graham is
unique because she’s
the most famous
plus-size model in the
world. Tinie Tempah
is unique because his
style is very flexible.
Exercise 4
Materials: fake fur,
leather, nylon
Patterns: plain, with
a logo on it
Shape: loose-fitting,
tight, wide
Other: casual, designer,
matching
Exercise 6
Ashley: well-built,
full figure, wide hips,
straight hair, stunning,
glamorous, elegant,
stylish
Tinie: slim, handsome,
curly hair, fashionable
6 □ I can talk about physical appearance and clothes.
REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put students
in new pairs or small groups and ask them
to take it in turns to describe the photos
they have brought in using vocabulary from
Exercises 3 and 6. You could also ask them
24
M01 High Note TB3 09593.indd 24
1B VOCABULARY | Appearance
1 THINK BACK Work in pairs. Add as many words as 6 Look at the vocabulary map and use the words to describe
you can to these categories. Ashley and Tinie.
Clothes: trousers, vest, …
Hair/facial hair Opinions
Footwear: sandals, wellies, … balding clean-shaven elegant fashionable
Accessories: cap, shoulder bag, … moustache straight/curly glamorous handsome
wavy/medium-length stunning stylish
2 Look at the photos and read the texts below. Why
unshaven
are these people unique?
3 Look at the photos again and, in pairs, match items PHYSICAL
1–14 in the photos with their names in the box. APPEARANCE
13 b tie 6 faded/ripped jeans 2 fake fur jacket
bow
Body
5 high-heeled shoes 3 loose-fitting dress
broad shoulders full figure heavily-built
1 matching handbag 7 nylon jacket
muscular overweight pale/dark/tanned skin
12 plain white shirt 9 trainers 10 shiny suit
skinny slim thin waist well-built wide hips
14 sunglasses 8 T-shirt with a logo on it
11 tight trousers 4 wide leather belt
7 SPEAKING In pairs, look at the photos of style icons and
follow the instructions. Student A, go to page 196. Student B,
4 Add the highlighted words from the texts to these go to page 199.
categories.
Materials: cotton , denim,               , gold,               , 8 REFLECT | Society Fashion shows often present size-zero
linen,               , silk, wool. models. Do you think this is a problem? Say why. Discuss in
Patterns: checked,               , striped,               . pairs.
Shape: baggy,               , narrow,               ,               .
9 Who is your style icon at the moment? Find a photo
Other:               , full-length,               ,               . of this person and write a description of him/her.
5 In pairs, discuss what you usually wear on school
days and at the weekend. Use the words from
Exercises 3–4.
14
13
7
12
10
GREAT STYLE
HAS NO SIZE
My style icon is Ashley 2 8
Graham. She is stunning and
glamorous. She has dark eyes,
pale skin and long, straight
4
hair. She’s also well-built with
a full figure and wide hips. In 11
this photograph, she’s wearing
6
an elegant fake fur jacket
over a loose-fitting black DIFFERENT LOOKS FOR
DIFFERENT TIMES
cotton dress, a wide leather
belt and stylish black high- 3
heeled shoes with a matching My style icon is Tinie Tempah. He is slim and
handbag. Ashley is probably handsome with short curly hair. This rapper and
the most famous plus-size TV personality often appears on lists of the
model in the world. She world’s best-dressed men. But Tinie doesn’t
believes the fashion industry 1 always dress the same. When he performs on
is wrong to use skinny stage, he usually wears casual clothes. In the
9
size-zero models and tours photo on the right he’s wearing a white cotton
schools to talk about the T-shirt with a logo on it, a short blue nylon
importance of accepting one’s jacket, faded ripped jeans, designer sunglasses
body shape. and white trainers. But in the photo on the left,
5 Tinie is all dressed up. He looks fashionable in
a shiny red suit with tight trousers, a plain white
shirt and a black bow tie. I love his flexible style!
to look for similarities and differences in ASSESSMENT
the people’s appearance.
Vocabulary Quiz 1
FURTHER PRACTICE
NEXT CLASS
• Workbook page 6/Online Practice
Students look for examples of extreme
• Photocopiable resource 2: Sketch
changes in celebrities’ appearance (e.g.
artists, pages 272, 288–289
for a role, concert or video clip). They make
• Extra digital activities: Vocabulary notes and if possible, also find a photo
Checkpoint 1 showing these changes.
29/08/2019 14:08
 01
MARGOT ROBBIE JARED LETO BEFORE & AF TER

4 In pairs, look at the sentences in Exercise 5 again and Exercise 1

decide what kind of information you need in order to Suggested answers:
complete each sentence. Can you guess or remember any They work out/get fit/
of the missing words? go to the gym.
They cut off/colour/
1C LISTENING AND VOCABULARY 5 1.3 Study the 'While you are listening' section of
Active Listening. Then listen again and complete the
grow their hair.
They wear costumes.
They use CGI (computer-
sentences with one or two words in each gap. generated imagery).
1 Look at the photos. In what ways do actors change 1 Blake can’t give too much information about the TV
their appearance in films? series because it’s a secret .
Exercise 4
They wear a lot of make-up. 2 Blake’s job is to transform Christine so she appears 1 an adjective to
to be                years old. describe the details of
2 You are going to listen to a podcast about jobs in
3 He wants to make Christine’s lips look               . a TV series
the entertainment industry. Study the ‘Before you 2 a number
listen’ section of Active Listening and the sentences 4 He enjoys the                part of his job most of all. 3 an adjective to
in Exercise 5. Then answer questions 1 and 2. 5 Make-up and equipment cost Blake                pounds describe lips
4 an adjective to
1 What are the names of the people you will hear in every year. describe part of a job
the podcast? Blake, Christine 6 In the future, Blake would love to do make-up for a               . 5 a number
6 a noun (something
2 What do you think their jobs are? make-up artist, actor
6 Would you enjoy Blake’s job? Discuss in pairs. a make-up artist would
work on)
I wouldn’t like it because I’m not into make-up, but my sister
ACTIVE LISTENING | Listening effectively would love it because she’s very artistic.
Exercise 5
Before you listen 7 Which of these features can you see in the photos? 2 70/seventy
• Read each question carefully to understand the 3 thinner
situation. bags under the eyes double chin full lips 4 creative
long eyelashes shaped eyebrows smooth skin wrinkles 5 several thousand
• Use your experience to predict what the people 6 (superhero) film
might say.
• Predict what kind of information you need to
8 Work in pairs. Use the phrases in Exercise 7 to write seven
sentences about people you know.
answer each question – a number, a place,
an adjective, etc. My grandfather has got a double chin.
While you are listening 9 SPEAKING In groups, say which of these statements you
• Listen for key words and phrases to: agree with.
– help you understand the main ideas, 1 With make-up, less is more.
– check your predictions. 2 It is not appropriate to wear make-up at school.
3 No one under the age of sixteen should wear make-up.
3 1.3 Listen and check your answers to Exercise 2. 4 Make-up is not for men.

□ I can listen effectively and talk about physical appearance. 7

REFERENCES about extreme changes in actors’ or FURTHER PRACTICE

AUDIO SCRIPT page 212
• After Exercise 9, students choose one
CULTURE NOTES page 204
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
at home (and their photos, if they have
them) students work in pairs to talk
other celebrities’ appearance.
of the four statements to write a short
paragraph about, explaining why they
agree/disagree with it.
• Workbook page 7/Online Practice
• Photocopiable resource 3: Backstage,
pages 272, 290
NEXT CLASS
Ask students to think of different
professions and the kind of outfits which
are associated with them, and make notes. 25

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Exercise 5
1 I’m broad-shouldered
and curly-haired.
2 I can’t decide
whether to wear
a short-sleeved or
a long-sleeved shirt.
3 I’m pale-skinned but
my best friend is dark-
skinned.
4 I’m short-haired
but my friend is long-
haired.
5 I’m blue-eyed but my
sister is brown-eyed.
1D READING AND VOCABULARY
1 SPEAKING In pairs, talk about your favourite/least
favourite clothes and accessories. Why do you like/
dislike them? How do you feel when you wear them?
I love my long black coat. It’s really warm and fashionable
and I feel glamorous when I wear it. My friends say it’s
really elegant.
2 In pairs, look at the photos, the captions and the title
of the article. What do you think it is about? Then read
the article quickly to check your predictions.
the power of appearance and stereotypes
3 Read the article again and choose the correct answers.
1 Why did Séan Garnier pretend to be an old man?
a To have the chance to play football with teenagers.
b To show that old people can play football well.
c To take part in a sports match.
d To persuade people to take up sport.
2 Katherine Quigg started her blog
a because she wanted to work in fashion.
b as part of her engineering degree.
c in order to shock her fellow engineers.
d to show that fashionable women can be scientists.
3 In the third paragraph, what does the writer suggest?
a The way you dress affects what you think of other
people.
b In some fields, women who dress like men are
more successful.
c Teachers know more if they dress well.
d People who wear uniforms are better listeners.
4 How can putting on a white coat influence you?
a It can make you believe you’re a doctor.
b It can help you concentrate better.
c It can help you control other people.
d It can make you feel stronger.
5 What would be the most suitable sub-heading for this
5 Study Watch out! and rewrite sentences 1–5 using
compound adjectives. Then in pairs, use compound
adjectives to talk about the people you know.
1 I’ve got broad shoulders and curly hair.
2 I can’t decide whether to wear a shirt with short
sleeves or long sleeves.
3 I’ve got pale skin but my best friend has dark skin.
4 My hair is short, but my friend has long hair.
5 My eyes are blue, but my sister’s are brown.
My dad is middle-aged but he isn’t grey-haired, he’s
brown-haired.
WATCH OUT!
We can use compound adjectives to describe clothes
and people.
If a person has grey hair, we say he/she is grey-haired.
If shoes have high heels, we say they’re high-heeled shoes.
If a person is neither young nor old, we say he/she is
middle-aged.
6 SPEAKING How do these things make you feel? Discuss
in pairs.
a uniform your pyjamas a football strip
a formal dress a white coat a suit and tie
cool sunglasses a pair of glasses a superhero costume
When you wear a uniform it makes you feel strong and
important, it makes you feel like a soldier.
7 REFLECT | Values Appearance is not important. It’s what
inside that counts. Do you agree? Discuss in groups.
2 WATCH AND REFLECT Go to page 162. Watch
the documentary Beauty belongs to everyone and
do the exercises.
DOCUMENTARY VIDEO

article?
a Some stereotypes are false, but the way people
look does tell us a lot about them.
b Stereotypes are always wrong: we need to
challenge them at all times.
c The way we look affects what people think of us
and how we feel and behave.
d Studies show it’s better to dress well if you want to
be successful in life.

4 In pairs, rewrite these statements using the

highlighted phrasal verbs from the article. Then say if
the statements are true for you.
1 I admire people who have their own sense of style. look up to
I look up to people who have their own sense of style.
2 I like to take part in conversations about fashion. join in
3 My sister is stylish but she doesn’t think she’s better
than people (like me) who don’t care about fashion. look down on
4 I’d like to start my own fashion design company one day. set up
5 My parents often make a mistake when
they buy me clothes. get it wrong

8 □ I can understand the main idea and identify specific details in an article and talk about stereotypes.
REFERENCES EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 231 • Start the class by referring students to
CULTURE NOTES page 204 their notes and getting them to talk
about the different professions and
outfits. They could do this in pairs,
small groups or as a whole class. Ask
them to think about why they think we
stereotype certain professions when
it comes to appearance. Is this a good
thing? Why/Why not?
• After Exercise 4, students write true
sentences about them using the
phrasal verbs from the article.
• This activity can be done at the end of the
lesson. Write the following statement on
the board: Modern society pays too much

26

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 01

The
of appearance
He’s skinny, grey-haired and he walks like an old man. The boys 30 the well-dressed and look down on those who dress badly.
don’t want him to play because they assume he’s no good. It’s a sad fact that if a woman dresses in a masculine style,
5 However, he insists on joining in.in At first, he’s useless: she has a better chance of getting a job. People consider
he can hardly kick the ball. But then he starts playing brilliantly. teaching assistants wearing formal clothes to be more
He runs circles around the boys and scores an amazing goal. intelligent than those who dress casually. We show more
The thing is, he isn’t really an old man. He’s thirty-five-year- 35 respect to people in uniforms and are more likely to listen
old freestyle footballer Séan carefully to a doctor when he or she is wearing a white coat.
10 Garnier, who’s disguised to look
the way
The clothes we wear affect not only what we think of others,
old for an advert encouraging
but also what we think of ourselves. If we wear lovely
people look
active lifestyles.
clothes, we feel more attractive and if we wear a suit and
This story shows how you can 40 tie, we feel more important. What’s more, clothes can also
get it wrong if you judge people by affects what change the way we behave. In one fascinating experiment
15 their appearance. Unfortunately, it’s
something we often do. We assume
we think scientists showed that if you wear a white coat that you
believe belongs to a doctor, your ability to pay attention
overweight people can’t run, young of them increases sharply. However, if you wear the same white coat
people are irresponsible and pretty 45 believing it belongs to a painter, there’s no improvement
young women are not interested in in your ability to concentrate. As the scientists behind the
20 science. But stereotypical assumptions are frequently experiment stated, ‘The clothes we wear have power not
wrong. For example, Katherine Quigg is a glamorous young only over others, but also over ourselves.’2
woman. She’s also an engineer. After graduating, she realised
So our physical appearance and clothes influence the opinions
many people working in STEM1 were shocked that a stylish
50 people have of us and their behaviour towards us. This can
woman with a passion for fashion could be an engineer. So she
sometimes make them use unfair stereotypes. But it seems that
25 set up a fashion blog called Engineering In Style to prove
the clothes we wear also have a powerful effect both on how we
these people wrong by encouraging stylish young women
feel and how we act. Perhaps that’s worth remembering the next
to work in STEM.
time you’re trying to decide what to wear.

1 Science, Technology, Engineering, Mathematics 2 Adam and Galinsky, The Journal of Experimental Social Psychology
9

attention to appearance. Get students to NEXT CLASS

discuss the statement in pairs or groups.
What do they think it means? Do they
agree? Get brief feedback from the class.
FURTHER PRACTICE
Workbook pages 8–9/Online Practice
Ask students to interview different people
in their family/social circle about fashion
trends when they were teenagers: what
was in style then? What did young people
use to wear? Ask them to make notes and
bring in photos if possible.

27

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 RE A D E RS ’ LET TE RS
This week’s star letter is from Trudy in Oxford. She has won the £100 prize!

The wheel of fashion

I’m a sales assistant in a boutique in a shopping centre in Oxford. The boutique
specialises in fashion from the USA and from Europe, especially Italy and
France. It’s the ideal job for me because I’m really into clothes: I go to fashion
shows, I read fashion magazines, I know all about the latest styles and the
first thing I do when I get paid every month is buy some new clothes. But in
my opinion, the most important thing to know about fashion is that it’s like
a wheel. It turns round and round. The cool looks of the past that nobody
wears any more often become the cool looks of the future. Denim dungarees
from the 1980s and bright neon colours from the 1990s are back in fashion.
Today I’m wearing a leather jacket. The jacket looks great but it isn’t new.
My mother bought it thirty years ago! So, don’t throw away last year’s
clothes – they may be out of fashion now but sooner or later,
it’ll come back into style.

3 1.5 Complete the gaps with ø (no article), a/an or

the. Then listen and check.
They say that 1 ø girls care more about clothes than
2
ø boys but I think shopping for clothes is 3 the most
1E GRAMMAR boring thing in 4 the world. Today I’m wearing 5 an
old pair of jeans and 6 a cotton top. 7 The jeans were
8
a present and 9 a friend gave me 10 the top
Exercise 1 1 ‘Fashion is like a wheel.’ What does that mean? Discuss because it was too small for her. My best friend is from
Suggested answer: in groups. Then read the text and look at the photos to 11
ø Italy. He loves 12 ø clothes and he’d like to be
It means that clothes check your ideas. 13
a fashion designer in 14 the future.
that were fashionable
in the past become
fashionable again after Articles 4 In pairs, complete the sentences with ø (no article),
some time. a/an or the.
2 Study the Grammar box and match the underlined
1 I think ø sport is more fun than ø fashion.
words in sentences 1–8 with rules a–g. Use one rule
Exercise 2 twice. Then find more examples of the rules in the text. 2 I think the best jeans come from ø Japan.
Examples from
1 □e She has won the £100 prize.
prize 3 I saw a pair of shoes in the shop last Monday that
□d I’m a sales assistant.
the text:
I loved, but when I went back on Tuesday the shoes
a readers’ letters, 2
specialises in fashion,
3 □b The boutique specialises in fashion from Europe
Europe.
were gone.

□a I’m really into clothes.

fashion shows, fashion 4 The last thing I do before I go out in the morning
magazines, denim 4 is to look in the mirror by the door. I’d love to be a
dungarees, bright neon
5 □f The most important thing to know about fashion … model.
□c … is that it’s like a wheel.
colours
b Italy and France 6
c a shopping centre
7 □f Dungarees from the 1980s are back in fashion. 5 1.6 PRONUNCIATION Study Watch out! Then in
pairs, read sentences 1–3 and underline the when it is
e the wheel of fashion,
the ideal job, the cool 8 □g I’m wearing a leather jacket.
jacket The jacket looks great. pronounced /ðiː/. Listen to check and repeat.
looks of the past/future
f the USA, the latest 1 The American jeans are cheaper than the European ones.
Articles
styles, the first thing, 2 The haircut was the worst mistake of my life.
the past, the future, a We use no article (ø) with plurals and uncountable
the 1990s
3 The expensive shoes are less comfortable than the
g a boutique …
nouns to talk about something/someone in general. cheap ones.
the  boutique b We use no article (ø) with continents, most countries
and cities. WATCH OUT!
c We use a/an to talk about a singular countable thing/
We pronounce the in two ways:
person when it is one of many or one of a group; not
the only one. 1 /ðə/ – before a consonant or vowels that are
pronounced /w/, e.g. one, or /j/, e.g. UK.
d We use a/an with occupations.
the shop / the ones over there / the universe
e We use the to talk about a specific thing/person, e.g.
because he/she/it is the only one or when it’s clear 2 /ðiː/ – before a vowel.
which thing/person we mean. the ideal job / the only thing / the umbrella
f We use the with superlatives, ordinal numbers,
periods (e.g. the 1980s) and some countries (e.g. the 6 SPEAKING In pairs, discuss the questions.
USA). 1 Which clothes from the past are back in fashion?
g We use a/an when we mention something/someone 2 Which clothes from the past do you like?
for the first time and the when we mention it again. 3 Do you ever borrow clothes from your parents or
grandparents? Would you like to? Say why.
Grammar Reference and Practice > page 172

10 □ I can use articles to talk about general and specific things.

REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by asking students
to present their findings about fashion
trends of the past. Are any of the styles/
clothes/accessories in fashion today?
Would students wear them? Depending
on the size of your class and the time
available, this activity can be done in
pairs, small groups or as a whole class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 172
• Workbook page 10/Online Practice
• Photocopiable resource 4: Are you
a fashionista?, pages 272, 291
• Extra digital activities: Grammar
Checkpoint 1E
ASSESSMENT
Grammar Quiz 1E

28

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 1F SPEAKING 01
1 What is the longest time you have queued for COMMUNICATION VIDEO Exercise 1
anything? What was it for? What do you think a fashion fashion victim –
victim is? Discuss in groups. someone who always
wears fashionable
2 In pairs, say if you agree or disagree with these things, even if they are
opinions. Say why. uncomfortable or make
him/her look bad
1 Shoppers can make money from limited edition
models.
Exercise 4
2 It’s a waste of time to queue for something for hours.
1 Because previously
3 We shouldn’t judge people by the clothes they wear. she said she wouldn’t
4 In my opinion, fashion victims don’t exist. queue for a long time
for any item of clothing
5 Some people believe brand-name clothes make them and insisted she wasn’t
look like models in adverts. a fashion victim, and
now she’s planning
3 3 1.7 Watch or listen to the conversation to queue for a very
between friends. Which opinion (1–5) in Exercise 2 expensive jacket.
2 They think she’s
is not expressed in the video? opinion 4
6 1.8 Study the Speaking box and complete the joking and can’t believe
she’s going to stand in
4 1.8 Listen to another conversation between the conversation from Exercise 4 with two or three words the queue for hours.
three friends and answer these questions. in each gap. Listen again and check.
1 Why is Penny so embarrassed when she meets up with Sam Wow, it looks great. Exercise 6
her friends again? Penny I love it! I want it so badly! It’s just ... 2 you saying
2 What do Penny’s friends think of her? Pete Sorry 1 to interrupt but aren’t you saving for 3 me finish
4 get it
3 Do you think Penny is a fashion victim? Say why. a holiday?
5 thing is
Penny Yes, but a holiday lasts a week and a jacket is for 6 make sense
5 Complete the Speaking box with headings a–f. life! 7 what you mean
a Ask for explanation or clarification 8 didn’t get
Pete Are 2       that you only have one jacket? 9 mention
b Ask for repetition Penny Hold on! Hold on! Let 3      . This jacket is the 10 mean
c Clarify your message latest fashion. It’s really special. It’s so cool!
d Get others to speak Sam Ah right! Now I 4      ! You just want to be the
e Hold attention coolest girl in the group! You’re really a fashion
victim but you don’t like to admit it.
f Interrupt politely
Pete And look at the price – that means no holiday this
year, or next!
SPEAKING | Participating in conversations Penny The 5      , it’s really my style and I just have to
have it! Does that 6      ?
When you’re speaking When someone else
is speaking Pete OK, I see 7      . Anyway, it’s your money, you
1
 Clarify your message 
decide how to spend it!
What I mean is ...
4
     f   
Penny Yes, but there is a problem … It goes on sale
The thing is, ... Excuse me, can I say
tomorrow and the queue is already two blocks
Let me put it another something?
long ...
way. That’s true/a good point, but ...
Sam Sorry, I 8       that. Did you 9       a queue?
2
     e    Sorry to interrupt but …
Pete You’re joking, aren’t you?
Just a second,
5
     b   
Sam Do you 10       you have to go and stand in the
I haven’t finished. Sorry, I didn’t get that. Could queue today?
Hold on! Let me finish! you say it again?
Check others I’m sorry, I missed that. 7 Work in groups. Use the phrases from the Speaking box
6
     a    to discuss these statements.
understand
Do you know/see Do you mean ...? • Shopping for clothes is boring.
what I mean? I’m not sure what you mean. • There aren’t any good clothes for young people in this
Does that make town.
Are you saying ...?
sense? • Good clothes are really expensive
Did you say/mention …?
Do you get it? • Fashion magazines are boring – they’re just advert
Confirm you understand after advert.
3
     d   
Right, I’ve got that.
What do you think?
Yes, I know/see/get what you
Tell us what you think. mean.
What’s your opinion? Ah right! Now I get it.

□ I can participate in and maintain a conversation effectively. 11

REFERENCES EXTRA ACTIVITY IN CLASS NEXT CLASS

VIDEO/AUDIO SCRIPT page 231 After Exercise 7, put students in new
groups and get them to discuss the
opinions in Exercise 1 using phrases
from the Speaking box.
FURTHER PRACTICE
Workbook page 11/Online Practice
Ask students to find information online
about the Carnival of Venice. They should
note down any facts/information they
find interesting, to share with the class in
the next lesson. You could also ask them
to bring a few photos.
29

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 From: Molly
To: Chloe
Re: Saturday fancy dress party

Hey Chloe,
How’s it going? Great to see you Saturday night. I ate so much!!! The pizza in that place is the best.
Charlie had nine slices! Got your message, thanks. I can’t wait for Charlie’s fancy dress party! Have you
chosen a costume yet? I’m trying to decide what to wear. Actually, hoping you can help pls pls pls
Thinking of one of these, but can’t decide. Want something funny. What do you reckon?
Do you fancy going together in the horse costume? Or maybe you have another idea. We could go
together, but as something else. Anyway, it doesn’t have to be a costume for two, but let me know. Still
plenty of time to sort it out. Btw the ones in the pics are from the hire shop, but we could just make our
own. Right, I’m off to make some dinner (finally hungry again after all that pizza!) Message me later.
Bye 4 now
Molly, xx

1G WRITING | An informal email

1 REFLECT | Culture Read about the Carnival of Venice.
Then in pairs, answer the questions.
1 Why did people wear masks? Choose from the reasons
listed below.
• to feel more confident
• for fun
• to hide their social status ✓
• to feel part of a group, e.g. sports fans
• to forget about personal problems
• to celebrate a cultural event ✓
2 Are there any famous carnivals in your country? Talk
about them.
Carnival of Venice
The annual Venice Carnival began in 1162
and became extremely popular in the
eighteenth century. Making and wearing
masks and costumes has always been an
important part of the culture of Venice and
of the carnival. Originally, people at the
carnival probably covered their faces so
no one knew who they were. This meant
that rich and poor, ordinary and powerful
could celebrate together without worrying
about the strict social rules that normally
kept them apart. Nowadays, over three
million people visit Venice and join in the
celebrations.

12

REFERENCES the text they have just read? What else FURTHER PRACTICE
did they find out about the event?
CULTURE NOTES page 205 Workbook page 12/Online Practice
• Before students write their reply to
EXTRA ACTIVITIES IN CLASS Molly in Exercise 10, put them in pairs NEXT CLASS
to plan their email. They should think
• After discussing question 1 in Exercise 1, about how to organise the information Ask students to study the word list and
ask students to tell the class what they in their email and which phrases/ do the Remember More exercises on
found out about the Carnival of Venice. strategies from the Writing box they Student’s Book pages 14–15.
Was any of the information in can use.
30

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 01
2 Read Molly’s email. Why is she writing to Chloe? 6 Put lines a–g in order to make a short reply from Chloe
She wants Chloe’s help to choose a fancy-dress costume. to Molly.
3 Work in pairs. Which costume do you think Molly □
a 5 Maybe you should be Harley and I’ll go as the Joker?
should wear? Say why.
□
b 6 Anyway let me know. Homework time now.
4 Read Molly’s email again. In pairs, identify five □
c 4 I have a suggestion for a costume for the two of us. Exercise 4
features that make it informal. Shall we go as the Joker and Harley Quinn?
□
• She writes in a chatty
She starts with ‘Hey’ instead of ‘Dear …’ d 7 Love Chloe xx style.

5
□
e 1 Hey Molly, • She uses short simple
Study the Writing box and check your ideas in
Exercise 4. Then complete the Writing box with
□
f 3 And this weekend it’s Charlie’s fancy dress party.
sentences.
• She uses informal
Here we go again! words and expressions,
examples from Molly’s email.
□
g 2 How are you doing? Just back from the gym. Last
exclamation marks,
emojis, abbreviations
weekend was great, wasn’t it?
WRITING | An informal email and contractions.
• She leaves out some
Beginning your email 7 Complete Molly’s next message to Chloe with the words.
phrases from the box. There are two extra phrases.
• Start with a friendly greeting,
e.g. Hi there, …/1   Hey   Do you fancy … Can’t wait for … How’s it going? Exercise 5
• Mention your last contact with the other person, e.g. I’m off to … … sort something out CU soon Hi there 2 Great to see you on
Hoping you can help. Saturday night.
Long time no see. (when you haven’t seen the person
3 Got your message,
for a long time)/2       thanks.
• Mention the message you are replying to, 4 Do you fancy …
e.g. Thanks for the invitation./3       5 btw
6 can’t
Sounding informal From: Molly 7 hoping you can help
• Write in a chatty style, similar to the way you speak. To: Chloe 8 Right, I’m off to make
Re: Saturday fancy dress party some dinner.
• Use short, simple sentences. 9 Message me later.
• Choose informal words and expressions, 10 Bye 4 now
e.g. What do you reckon? instead of What do you think?  Hi there, 
1

/4       instead of Would you like to … 2

           Been to the gym AGAIN? Stop making me Exercise 7
• Use exclamation marks (!), emojis and abbreviations feel lazy . 3           Charlie’s fancy dress party. 1 Hi there
(LOL = laugh out loud/5       = by the way), but don’t 2 How’s it going?
overuse them. I love your suggestion! We’ll make perfect super 3 Can’t wait for
villains! 4           coming over later? My mum has 4 Do you fancy
• Use contractions, 5 sort something out
a suitcase full of old clothes. She wore some pretty
e.g. How’s …? instead of How is …?/6       instead of 6 CU soon
I cannot … crazy stuff when she was young, so I think we might
find our costumes in there. Anyway, let me know,
• Leave out words like pronouns (usually I), and verb
to be, e.g. Great to see you … instead of It was great to and we’ll 5           .
see you …/7       instead of I’m hoping you can help. Got to take Flash
by the door 6          
🐕🐕 for a walk now. He’s waiting
Ending your email
• Give a reason for ending your message, Molly, xx
e.g. Anyway, got to do my homework now./8          
• Send greetings or refer to future contact, 8 In groups, discuss these questions.
e.g. Give my love to Emma. or See you on Saturday. or 1 Do you like dressing up and wearing costumes?
Give me a call next week./9          2 Do you think homemade or hired costumes are
• Finish with a friendly goodbye, better? Say why.
e.g. CU soon/10             3 Have you ever been to a fancy dress party? What did
you wear?

9 SPEAKING Imagine you are also going to Charlie’s

party. Choose a costume for yourself. Use your own
ideas, one of the ideas in the photos, or one from the
list below. Explain your choice to a partner.
a cartoon character a famous person
a horror character a sci-fi character a superhero

10 WRITING TASK Reply to Molly’s email. Tell her which

costume you like best for her, describe the costume you
are planning to wear and explain why you chose it.

□ I can write an informal email giving news or opinions. 13

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 Word List
REMEMBER MORE
1 Match the two parts of the
collocations. Then check with the
word list.
1 □c cost a lessons
2 □d get b respect
□b show
3 c a fortune
4 □a take d dressed
Exercise 2
2 Find the opposites of these
adjectives on the word list.
1 dark
2 overweight 1 pale/ skin
3 casual
2 skinny/ model
4 long
5 straight 3 smart/ clothes
4 short/ sleeves
5 curly/ hair
3 Complete the phrasal verbs with
the prepositions in, up or down.
Then check with the word list.
1 look down on someone
(you don’t respect)
2 look up to someone
(you respect very much)
3 set up (a company)
4 dress in the style
(of the 90s)
5 dress up as someone
(e.g. a clown)
4 Complete the compound
adjectives from the word list.
1 high- heeled shoes
2 middle- aged man
3 grey- haired woman
4 well- dressed TV presenter
5 heavily- built sportsman
6 clean- shaven face
ACTIVE
VOCABULARY | Phrases
When you want to remember
a new word, it helps to create
a meaningful phrase with it,
e.g. join in – join in the
conversation; leather – elegant
leather boots. You can use an
online dictionary to help you,
e.g. www.ldoceonline.com.
Look at the word list, find ten
words you’d like to learn, and
make phrases with them. Use
a dictionary.
14
EXTRA ACTIVITIES IN CLASS • Students play Taboo. Put them in pairs
• Individually, students write gap-fill
sentences with words from the word
list. To make the exercise easier,
they could supply the first letter of
each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner.
32
M01 High Note TB3 09593.indd 32
1A GRAMMAR AND VOCABULARY
5.1
accessories (n) /əkˈsesəriz/
attitude (n) /ˈætətjuːd/
average (adj) /ˈævərɪdʒ/
ballroom (n) /ˈbɔːlrʊm/
ballroom dancing (n) /ˌbɔːlrʊm ˈdɑːnsɪŋ/
clothing (n)  /ˈkləʊðɪŋ/
cost a fortune  /ˌkɒst ə ˈfɔːtʃən/
dance floor (n) /ˈdɑːns flɔː/
dancing show (n) /ˈdɑːnsɪŋ ʃəʊ/
date (n) /deɪt/
dress casually  /ˌdres ˈkæʒuəli/
dress up as sb (phr v) /ˌdres ˈʌp əz ˌsʌmbɒdi/
end-of-year celebration (n) /ˌend əv ˌjɪə
ˌseləˈbreɪʃən/
funeral (n) /ˈfjuːnərəl/
get changed  /ˌɡet ˈtʃeɪndʒd/
get dressed  /ˌɡet ˈdrest/
get dressed up  /ˌɡet ˌdrest ˈʌp/
get going  /ˌɡet ˈɡəʊɪŋ/
get undressed  /ˌɡet ʌnˈdrest/
gossip (v) /ˈɡɒsəp/
influence (n) /ˈɪnfluəns/
it’s a shame  /ˌɪts ə ˈʃeɪm/
low-income (adj) /ˌləʊ ˈɪŋkʌm/
outfit (n) /ˈaʊtfɪt/
overdressed (adj) /ˌəʊvəˈdrest/
pressure (n) /ˈpreʃə/
prom night (n) /ˈprɒm naɪt/
regret (v) /rɪˈɡret/
save for sth (v) /ˈseɪv fə ˌsʌmθɪŋ/
see sb (v) /ˈsiː ˌsʌmbɒdi/
smart/formal clothes  /ˌsmɑːt/ˈfɔːməl kləʊðz/
suit (n) /suːt/
take lessons  /ˌteɪk ˈlesənz/
underdressed (adj) /ˌʌndəˈdrest/
well-dressed (adj) /ˌwel ˈdrest/
What a nightmare!  /ˌwɒt ə ˈnaɪtmeə/
1B VOCABULARY 5.2
baggy (adj) /ˈbæɡi/
balding (adj) /ˈbɔːldɪŋ/
belt (n) /belt/
body shape (n) /ˈbɒdi ʃeɪp/
bow tie (n) /ˌbəʊ ˈtaɪ/
broad shoulders  /ˌbrɔːd ˈʃəʊldəz/
cap (n) /kæp/
and ask them to choose 8–10 words
from the word list they would like to
remember and write each word on a
separate piece of paper. On the same
piece of paper, they should write three
more words which should not be used
when giving a definition of that word.
Join pairs together into groups of four
and get them to put their cards in two
casual (adj) /ˈkæʒuəl/
checked (adj) /tʃekt/
clean-shaven (adj) /ˌkliːn ˈʃeɪvən/
cotton (n) /ˈkɒtn/
denim (n) /ˈdenəm/
designer sunglasses (n) /dɪˌzaɪnə ˈsʌnˌɡlɑːsəz/
elegant (adj) /ˈeləɡənt/
facial hair (n) /ˌfeɪʃəl ˈheə/
faded/ripped jeans  /ˌfeɪdɪd/ˌrɪpt ˈdʒiːnz/
fake fur jacket (n) /ˌfeɪk fɜː ˈdʒækət/
fashion industry (n) /ˈfæʃən ˌɪndəstri/
fashionable (adj) /ˈfæʃənəbəl/
flexible (adj) /ˈfleksəbəl/
footwear (n) /ˈfʊtweə/
full figure  /ˌfʊl ˈfɪɡə/
full-length (adj) /ˌfʊl ˈleŋkθ/
glamorous (adj) /ˈɡlæmərəs/
gold (n) /ɡəʊld/
handbag (n) /ˈhændbæɡ/
handsome (adj) /ˈhænsəm/
heavily-built (adj) /ˌhevəli ˈbɪlt/
high-heeled shoes (n) /ˌhaɪ hiːəld ˈʃuːz/
hips (n) /hɪps/
leather (n) /ˈleðə/
linen (n) /ˈlɪnən/
logo (n) /ˈləʊɡəʊ/
long/straight/curly/wavy/medium-length hair 
/ˌlɒŋ/ˌstreɪt/ˌkɜːli/ˌweɪvi/ˌmiːdiəm ˌleŋθ ˈheə/
looks (n) /lʊks/
loose-fitting (adj) /ˌluːs ˈfɪtɪŋ/
matching (adj) /ˈmætʃɪŋ/
material (n) /məˈtɪəriəl/
moustache (n) /məˈstɑːʃ/
muscular (adj) /ˈmʌskjələ/
narrow (adj) /ˈnærəʊ/
nylon (n) /ˈnaɪlɒn/
overweight (adj) /ˌəʊvəˈweɪt/
pale/dark/tanned skin  /ˌpeɪl/ˌdɑːk/ˌtænd ˈskɪn/
pattern (n) /ˈpætən/
plain (adj) /pleɪn/
plus-size model (n) /ˌplʌs saɪz ˈmɒdl/
sandals (n) /ˈsændəlz/
shape (n) /ʃeɪp/
shiny (adj) /ˈʃaɪni/
shoulder bag (n) /ˈʃəʊldə bæɡ/
silk (n) /sɪlk/
size zero (n) /ˌsaɪz ˈzɪərəʊ/
piles face down on the desk. They take it
in turns to pick one card from the other
pair’s pile and give a definition of the
word on the card without using the
‘taboo’ words. If their partner guesses
the word, they win a point. If not, or if the
student giving the definition uses one of
the taboo words, the card is ‘burnt’ and
no points are scored. The pair with the
most points at the end are the winners.
29/08/2019 14:08

skinny (adj) /ˈskɪni/
slim (adj) /slɪm/
striped (adj) /straɪpt/
stunning (adj) /ˈstʌnɪŋ/
style icon (n) /ˈstaɪl ˌaɪkɒn/
stylish (adj) /ˈstaɪlɪʃ/
thin waist  /ˌθɪn ˈweɪst/
tight (adj) /taɪt/
trainers (n) /ˈtreɪnəz/
unshaven (adj) /ʌnˈʃeɪvən/
vest (n) /vest/
well-built (adj) /ˌwel ˈbɪlt/
wellies (n) /ˈweliz/
wide (adj) /waɪd/
wool (n) /wʊl/
1C LISTENING AND VOCABULARY
5.3
artistic (adj) /ɑːˈtɪstɪk/
bags under the eyes  /ˈbæɡz ˌʌndə ði ˌaɪz/
double chin (n) /ˌdʌbəl ˈtʃɪn/
full lips  /ˌfʊl ˈlɪps/
long eyelashes  /ˌlɒŋ ˈaɪlæʃɪz/
shaped eyebrows  /ˌʃeɪpt ˈaɪbraʊz/
smooth skin  /ˌsmuːð ˈskɪn/
wear make-up  /ˌweə ˈmeɪk ʌp/
wrinkles (n) /ˈrɪŋkəlz/
1D READING AND VOCABULARY
5.4   short/long sleeves (n) /ˌʃɔːt/ˌlɒŋ ˈsliːvz/
ability to do sth  /əˌbɪləti tə ˈduː ˌsʌmθɪŋ/
act (v) /ækt/
admire (v) /ədˈmaɪə/
affect (v) /əˈfekt/
assume (v) /əˈsjuːm/
assumption (n) /əˈsʌmpʃən/
behave (v) /bɪˈheɪv/
behaviour towards sb (n) /bɪˈheɪvjə təˌwɔːdz
ˌsʌmbɒdi/
challenge (v) /ˈtʃæləndʒ/
concentrate (v) /ˈkɒnsəntreɪt/
consider (v) /kənˈsɪdə/
cool (adj) /kuːl/
costume (n) /ˈkɒstjʊm/
deceiving (adj) /dɪˈsiːvɪŋ/
disguised (adj) /dɪsˈɡaɪzd/
dress in a style  /ˌdres ɪn ə ˈstaɪl/
encourage (v) /ɪnˈkʌrɪdʒ/
fashion blog (n) /ˈfæʃən blɒɡ/
FURTHER PRACTICE
Workbook page 13/Online Practice
NEXT CLASS
Ask students to revise Unit 1.
M01 High Note TB3 09593.indd 33
01
fashion design (n) /ˈfæʃən dɪˌzaɪn/ in fashion/out of fashion  /ˌɪn ˈfæʃən/ˌaʊt əv ˈfæʃən/
fashion show (n) /ˈfæʃən ʃəʊ/ latest styles  /ˌleɪtəst ˈstaɪəlz/
football strip (n) /ˈfʊtbɔːl strɪp/ look in the mirror  /ˌlʊk ɪn ðə ˈmɪrə/
freestyle  (n) /ˈfriːstaɪl/ neon colours (n) /ˌniːɒn ˈkʌləz/
get sth wrong  /ˌɡet ˌsʌmθɪŋ ˈrɒŋ/ sooner or later  /ˌsuːnə ə ˈleɪtə/
grey-haired (adj) /ˌɡreɪ ˈheəd/ specialise in sth (v) /ˈspeʃəlaɪz ɪn ˌsʌmθɪŋ/
have power over sth  /ˌhæv ˈpaʊər ˌəʊvə ˌsʌmθɪŋ/ top (n) /tɒp/
heel (n) /hiːl/ wheel (n) /wiːl/
improvement in sth (n) /ɪmˈpruːvmənt ɪn ˌsʌmθɪŋ/
increase sharply  /ɪnˈkriːs ˌʃɑːpli/
1F SPEAKING 5.6
brand-name (adj) /ˈbrændˌneɪm/
influence (v) /ˈɪnfluəns/
comfort (n) /ˈkʌmfət/
insist on doing sth  /ɪnˌsɪst ɒn ˈduːɪŋ ˌsʌmθɪŋ/
exist (v) /ɪɡˈzɪst/
irresponsible (adj) /ˌɪrɪˈspɒnsəbəl/
fashion victim (n) /ˈfæʃən ˌvɪktəm/
join in (phr v) /ˌdʒɔɪn ˈɪn/
get sth (v) /ˈɡet ˌsʌmθɪŋ/
judge sb by sth (v) /ˈdʒʌdʒ ˌsʌmbɒdi baɪ ˌsʌmθɪŋ/
last (v) /lɑːst/
look down on sb (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmbɒdi/
limited edition (n) /ˌlɪmətəd ɪˈdɪʃən/
look up to sb (phr v) /ˌlʊk ˈʌp tə ˌsʌmbɒdi/
mean (v) /miːn/
masculine (adj) /ˈmæskjələn/
meet up with sb  /ˌmiːt ˈʌp wɪθ ˌsʌmbɒdi/
middle-aged (adj) /ˌmɪdəl ˈeɪdʒd/
mention (v) /ˈmenʃən/
passion for sth (n) /ˈpæʃən fə ˌsʌmθɪŋ/
miss sth (v) /ˈmɪs ˌsʌmθɪŋ/
persuade sb to do sth  /ˌpəsweɪd ˌsʌmbɒdi tə ˈduː
ˌsʌmθɪŋ/ queue (n, v) /kjuː/
powerful effect on sth  /ˌpaʊəfəl ɪˈfekt ɒn ˌsʌmθɪŋ/ shopper (n) /ˈʃɒpə/
pretend to be sb  /prɪˌtend tə ˈbi ˌsʌmbɒdi/ want sth badly  /ˌwɒnt ˌsʌmθɪŋ ˈbædli/
prove sb wrong  /ˌpruːv ˌsʌmbɒdi ˈrɒŋ/ waste of time  /ˌweɪst əv ˈtaɪm/
pyjamas (n) /pəˈdʒɑːməz/
1G WRITING 5.7
sense of style  /ˌsens əv ˈstaɪl/
annual (adj) /ˈænjuəl/
set up (phr v) /ˌset ˈʌp/
be off  /ˌbi ˈɒf/
carnival (n) /ˈkɑːnəvəl/
show respect  /ˌʃəʊ rɪˈspekt/
come over (phr v) /ˌkʌm ˈəʊvə/
state (v) /steɪt/
confident (adj) /ˈkɒnfədənt/
stereotype (n) /ˈsteriətaɪp/
cover (v) /ˈkʌvə/
stereotypical (adj) /ˌsteriəˈtɪpɪkəl/
fancy doing sth  /ˌfænsi ˈduːɪŋ ˌsʌmθɪŋ/
tie (n) /taɪ/
fancy dress party (n) /ˌfænsi ˈdres ˌpɑːti/
tracksuit (n) /ˈtræksuːt/
hide (v) /haɪd/
unfair (adj) /ˌʌnˈfeə/
hire shop (n) /ˈhaɪə ʃɒp/
uniform (n) /ˈjuːnəfɔːm/
keep sb apart  /ˌkiːp ˌsʌmbɒdi əˈpɑːt/
useless (adj) /ˈjuːsləs/
message (v) /ˈmesɪdʒ/
white coat (n) /ˌwaɪt ˈkəʊt/
ordinary (adj) /ˈɔːdənəri/
worth (remembering)  /ˌwɜːθ (rɪˈmembərɪŋ)/
pretty (crazy)  /ˌprɪti (ˈkreɪzi)/
1E GRAMMAR 5.5 reckon (v) /ˈrekən/
be back in fashion/style  /bi ˌbæk ɪn ˈfæʃən/ˈstaɪl/ slice (n) /slaɪs/
boutique (n) /buːˈtiːk/ social status (n) /ˌsəʊʃəl ˈsteɪtəs/
dungarees (n) /ˌdʌŋɡəˈriːz/ sort sth out (phr v) /ˌsɔːt ˌsʌmθɪŋ ˈaʊt/
fashion designer (n) /ˈfæʃən dɪˌzaɪnə/ strict rules  /ˌstrɪkt ˈruːlz/
get paid  /ˌɡet ˈpeɪd/ stuff (n) /stʌf/
haircut (n) /ˈheəkʌt/ villain (n) /ˈvɪlən/
15
33
29/08/2019 14:08
 01 Revision

VOCABULARY AND GRAMMAR 5 Complete the text with ø (no article), a/an or the.
1 Choose two words that go with each noun. DID YOU KNOW THAT 1 ø SECOND-HAND CLOTHES
1 faded / fur / ripped jeans SHOPS ARE POPULAR IN 2 the UK?
2 loose-fitting / tight / well-built dress
3 skinny / high-heeled / matching shoes
4 tanned / plain / pale skin
5 glamorous / stunning / long girl
6 overweight /narrow/ muscular man

Exercise 2 2 Complete the sentences with the words from the box.
2 wide casually denim dressed up silk wavy wide
3 denim
4 silk
1 He’s s always casually dressed. He hates formal
5 wavy
6 dressed up clothes!
2 I can’t put my jeans on. My hips are too . My aunt works as 3 a shop assistant in the new second
hand shop in town. My best friend bought 4 a full-length
3 is my favourite material. I’ve got three shirts
made from it and lots of jeans. winter coat and 5 an amazing leather jacket there last
week. I love 6 ø things like that! Coats like my friend’s
4 You have to iron clothes made from very
‘new’ one were popular in 7 the 1980’s and now they’re
carefully because it’s so delicate.
back in fashion! All the clothes in the shop are from countries
5 Her hair is neither curly nor straight. It’s lovely and
like 8 ø France and 9 the USA. I loved 10 the
.
shop where my aunt works the first time I walke in there. The
6 We are in our party clothes because we’re clothes are unique and it’s efinitely 11 the best place to
going out!
buy cheap clothes. I’m thinking about applying for 12 a
3 Complete each pair of sentences with the word that Saturday job there!
matches both sentences.
1 Can you help me carry these bags ? USE OF ENGLISH
He’s got bags under his eyes.
2 Her clothes are too formal: she’s over dressed.
6 Choose the correct words a–c to complete the text.
I’m a few kilos over weight, so I go jogging twice f .
Our neighbour, Mr. Johnson, is a quiet man in his fifties
a week. Although he’s 1 b , he hasn’t got much grey hair. He’s
3 He’s dressed up as a vampire. pale-skinned and has a kind face. Mum thinks he was very
I look up to people who care about others. 2
c when he was younger.
4 He hasn’t got a beard, he’s clean shaven. We hardly ever see him 3 c the morning. He’s
She forgot to load the washing machine, so she hasn’t working in London at the moment, so he has to get up
got any clean clothes.
very early. He’s always very tidy and is never 4 c .
5 Her hair is long and straight like her mother’s. He wears different clothes every day.
Go straight on when you get to the High Street.
However, on Saturday nights this quiet, shy man becomes
Exercise 4 4 Complete the conversation with the correct Present a completely different person! He doesn’t wear a suit, but
2 am going Simple or Present Continuous forms of the verbs in a plain white open-necked shirt, tight black trousers with
3 Do (you) want brackets. a wide leather 5 c and shiny black shoes. The first
4 sounds A Hi there.1 Are you going (go) home? time we saw him in this outfit we couldn’t believe our
5 don’t (usually) go
6 have B No, I’m not. I 2 (go) to the shopping centre. eyes but then yesterday Mr. Johnson told us he was
7 belongs 3
you (want) to come? a Latin dance champion and that he was thinking 6 c
8 are selling
A That 4 (sound) like a good idea! I 5 becoming a dancing professional!
9 Do (they) have
10 are getting usually (not go) there because I never 6
11 think (have) time.
12 am (just) thinking B There’s a really good clothes shop there called Sam’s. 1 a young b middle-aged c old
It 7 (belong) to my neighbours. They 8 2 a pretty b stunning c handsome
(sell) everything at half price at the moment because 3 a on b at c in
it’s the end of the season. 4 a unshaven b faded c baggy
A 9 they (have) loose-fitting jackets? They 5 a belt b cap c jacket
10
(get) really popular this season.
6 a in b of c on
B Yes, I 11 (think) so. What’s the matter?
A Wait a second … I 12 (think). Oh, no! I can’t buy Use of English > page 191
anything! I left my money at home ...

16

FURTHER PRACTICE ASSESSMENT

• Use of English, Student’s Book • Unit 1 Language Test (Vocabulary,
page 191 Grammar, Use of English)
• Class debates pages 264–265 • Unit 1 Skills Test (Dictation, Listening,
• Self-assessment 1 and Self-check 1, Reading, Communication)
Workbook pages 14–15/Online Practice • Unit 1 Writing Test
• Extra digital activities: Use of English,
Reading, Listening
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 READING A Rock costume show

7 Read the texts and match people 1−4 with most
suitable events A–E. There is one extra event.
1 E Julie looks great in her stylish blue
and white top, black skirt and black
high-heeled shoes. She hopes she’s
wearing the right make-up because she
wants to make a good impression. She
felt confident when she left home but
she’s beginning to feel nervous. She’s
carrying a fashion magazine to appear
knowledgeable and motivated, but she
hopes they won’t ask her any difficult
questions about fashion because it’s a new area for her.
She’d love to learn more about it though.
A Jason has a great sense of style.
2
He’s wearing his favourite clothes and
a leather jacket. As always, he looks very
cool. He paid special attention to his
outfit today just in case he is caught on
camera. Well, you never know! He’s very
curious which stars will be featured. He’s
glad his mobile phone has got a really
good camera so he can take lots of
photos to post on social networks.
3 C Matt is sure he’s going to have
fun because he loves live music. He’s
wearing his favourite casual clothes but
unfortunately, he doesn’t have his black
leather jacket with him because he left
it at a friend’s house. He’s carrying a
rucksack on his back with everything
he’ll need for the night and two bottles
of water. He hopes it won’t rain. It would
be a great shame.
4
D Isabel isn’t certain she’s made the
right dress choice. Although the event is
being held at a fashionable venue, she
decided to dress casually as she knows
she’ll feel more relaxed. She looks nice
in her green top and smart black jeans.
She feels a little bit nervous as she has
never been to an event like this before.
She’s looking forward to getting to know people who are
interested in the same things she is. She’s very organised and is
carrying a small case to keep her beauty products in.
SPEAKING
All you rockers out there will just love this show! Top models
will be showing off outfits that were made famous by rock
heroes of the past and present. The audience will vote for
their favourite costume! This event is going to be televised so
you might be able to see yourself on TV afterwards!
B Musical evening
The ‘Five Strings’ music school is giving a short concert in the
school auditorium next Friday 6 June. We would appreciate it
if those attending this event wore smart clothes. Please note
we will be filming the performance to put it on our website.
Those wishing to stay overnight will be able to book a room in
a free student accommodation at a very reasonable price.
C ‘Heavy fest’ is here again!
This year’s heavy metal festival is being held in the
town’s park from 6–7 July. There will be three stages,
an area with food and drink stalls, and there will be a
place where you can camp too. You can buy one-day
or two-day tickets if you bring your tent! Come casually
dressed and wear denim and leather if you can!
D Networking conference
This year’s ‘You Make a Difference!’ conference is for
make-up artists who want to meet others, share experiences
and learn more techniques in an informal environment.
It’s taking place in a five-star hotel, and the dress code is
smart-casual. We look forward to meeting you!
E Job interview
Soraia’s Fashion is looking for a new shop assistant with
a sense of style. He or she doesn’t need to be glamorous
but must be well-dressed and be interested in fashion.
Experience is ideal although not essential. We are looking
for someone who is keen, enjoys discussing the latest
trends and loves learning.
WRITING
9 Read this email you received from a friend and the
notes you have made. Reply to your friend using all
the notes.
Hi Jamie, Fantastic!
How are you getting on?
Well, I hope.
What a pity.
pity You
I’m
m feeling
f a bit down. My
need to do more fun
school work isn’t going so well
this term and my girlfriend
things together.

8 In pairs, take it in turns to ask and answer the questions. doesn’t seem to like me anymore.
1 What clothes do you like wearing? Why? I feel like doing something fun That would be
this weekend but I’m not sure great!
2 Do you prefer going out with one or two friends or in what. I’d love to hang out with you
a group? Why? and Lisa. On Saturday
3 Tell me about something you like doing with your family. Are you free?
4 What do you usually wear at parties? What do you reckon we could do?
5 Do you prefer buying clothes alone or with a friend? Go for a walk in
All the best, the mountains?
Say why. Jeremy
17

35

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 02 The digital mind
VOCABULARY Scientific research, phrases with think and mind, uses of drones, science,

GRAMMAR

SPEAKING
WRITING
VIDEO
technology
Present Perfect Simple and Continuous, verb patterns
Use of English > page 191
Making choices
A blog post
Grammar Documentary Communication

The Voyager programme

PHYSICS PROJECT Kit Hart & Jennifer Jordan

The mission of the Voyager space probes is to

study the outer planets and to voyage beyond our
solar system into interstellar space.

They’ve 1travelled / been travelling for over forty

years. Voyager 2 left Earth on August 20 1977,
and sixteen days later, on 5 September, Voyager 1
was launched.

Voyager 1 has 2travelled / been travelling over

21 billion kilometres. No man-made object has
ever 3gone / been going so far from the Sun. It has
4
flown / been flying past Jupiter and Saturn and
their moons. Since August 2012 it’s 5travelled /
been travelling through our galaxy in the direction
of the constellation Ophiuchus.

Voyager 2 hasn’t 6gone / been going quite as far

I'VE BEEN THINKING ABOUT OUR as its sister spaceship
spaceship. It’s 7travelled / been

PHYSICS PROJECT travelling about 17.6 billion kilometres and it’s

8
visited / been visiting four planets: Jupiter, Saturn,
Kit Hi, Jen. How’s it going? Uranus and Neptune. However, it hasn’t
Jen I’m fed up. I’ve been revising Chemistry all day. 9
reached / been reaching interstellar space yet.
Kit All day? Seriously? How long have you been revising?
Jen I’ve been revising for hours, ever since I had breakfast. Since they began their amazing
So far, I’ve read three units of the book and voyages,, the probes have
voyages
I’ve memorised almost all the formulas. 10
continuously sent / been
How have you been getting on? continuously sending back radio
Kit I haven’t been revising. waves together with images and
Jen No? What have you been doing? other scientific data. So far, they’ve
Kit I’ve been thinking about our Physics project. 11
sent / been sending tens
Jen The project? I haven’t had time to think about that. of thousands of photographs
Have you come up with any good ideas? and a lot of valuable information
Kit I’ve been working on a text about the Voyager space about the planets and their
probes. I’ve written a first draft. satellites.
Jen Sounds good. What about the visuals?
Kit I’ve been searching on the Internet and I’ve found
some cool photos. I’ll send you what
I’ve done.

18

REFERENCES on page 18 and write questions
about the Voyager programme using
VIDEO SCRIPT page 232 the Present Perfect Simple and the
CULTURE NOTES page 205 Present Perfect Continuous (e.g. How
long have the Voyager space probes
EXTRA ACTIVITIES IN CLASS been travelling? How far has Voyager 1
• Do this activity after Exercise 5. Ask travelled?). Then put them in pairs to
students to look at Kit and Jen's project ask and answer their questions.
• After Exercise 8, put students in new
pairs and ask them to think of more
prompts like the ones in Exercise 8.
They should aim for ‘visible results
(of an action) in the present’ (e.g.
I’m out of breath. My eyes are red. My
clothes are covered in chocolate.). When
they are ready, get them to swap

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 2A GRAMMAR AND VOCABULARY 02
1 Which areas of science do you find most interesting: 7 In pairs, ask and answer the questions in Exercise 3
astronomy, biology, chemistry, earth science, physics? Exercise 6. Then replace Biology with another 1
Discuss in pairs. science, change partners and ask and answer a No, but we know she
the questions again. did it recently.
2 1.9 Read and listen to the conversation between Kit b Yes, we know that
and Jen on page 18. What are they talking about? 8 Work in pairs. Choose from the prompts below. she has finished
revising Chemistry and a Physics project Then use the Present Perfect Continuous to reading those units.
2
Present Perfect Simple and Continuous explain each situation.
a No, we don’t. She
• I’ve got glue on my hands. may still be revising
3 Study sentences 1 and 2 and answer the questions.
• I’ve got a sore back. Chemistry.
1 I’ve read three units of the book. b Yes, all day.
• My eyes hurt. c Yes, she’s fed up.
a Do we know exactly when Jen read those units? • I'm exhausted.
b Do we know if Jen has finished reading those three units? Exercise 6
A I’ve got glue on my hands.
2 I’ve been revising Chemistry all day. I’m fed up. 2 haven’t been
B Why? What have you been doing? studying
a Do we know if Jen has finished revising Chemistry for the
day? A I’ve been making a model of the International 3 have you been doing
Space Station. 4 ’ve been doing
b Do we know how long she’s been doing it? 5 have you done
c Do we know how she feels because of it? 9 Complete these sentences with the highlighted 6 ’ve carried
7 Have you ever
words from Kit and Jen’s Physics project on
4 Study the Grammar box and find more examples of the page 18.
thought
8 hasn’t crossed
Present Perfect Simple and the Present Perfect Continuous 9 ’ve always been
1 The Earth is the third planet from the Sun.
in the conversation. 10 Have you heard
It has one moon .
11 ’ve been following
2 There are eight planets in our . 12 ’ve heard
Present Perfect Simple and Continuous 13 haven’t been
3 Ursa Major is a that looks like a large
following
• We use the Present Perfect Simple to talk about a finished bear.
activity in the past if we don’t say exactly when it happened or if 4 On 6 February 2018, the Falcon Heavy rocket
it happened recently. We focus on the result. We often say how a red sports car into space. Exercise 9
much/many things we’ve done, how many times something has 2 solar system
5 The Millennium Falcon is a very fast 3 constellation
happened or how far we’ve travelled.
in Star Wars. 4 launched
• We use the Present Perfect Continuous to talk about an activity 6 With current technology the from the 5 spaceship
that started in the past and may still be continuing. We focus Earth to Mars would take about nine months. 6 voyage
on the activity, not the result. We often mention how long the 7 galaxy
activity has been going on. We use this tense for a recent finished 7 There could be 100–200 billion stars in our
or unfinished activity that explains something in the present. .

Time expressions: since 2016/January/Monday, for two years/ 10 SPEAKING In pairs, role play the situations.
three months/a week Student A, go to page 196. Student B, go to
page 199.
Grammar Reference and Practice > page 174

4 Read the question and watch the

5 Look at Kit's draft of the Physics project on page 18 and choose
video. Say what the speakers answer. Then
the correct forms to complete it.
in pairs, ask and answer the question.
6 1.10 Complete the conversation with the correct form What have scientists been working on recently?
of the words in brackets. Use the Present Perfect or Present
GRAMMAR VIDEO

Perfect Continuous. Then listen and check.

How long 1have you been studying (you/study) Biology?
(not/study) Biology for long, only since I started high

3
(you/do) in class recently?
4
(do) projects and experiments with light and plants.
How many experiments 5 (you/do)?
So far, we 6 (carry) out three experiments.
A 7 (you/ever/think) of studying Biology at university?
8
(not/cross) my mind. I 9 (always/be)
more interested in astronomy. 10 (you/hear) about the
mission to Mars? It’s fascinating. I 11 (follow) it on the
SpaceX website.
A Yes, I (hear) of it but I 13 (not follow) it closely.

□ I can distinguish between the Present Perfect Simple and the Present Perfect 19
Continuous to talk about recent finished or unfinished activities.

prompts with another pair and have
similar conversations explaining each
situation. They should use the Present
Perfect Continuous.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 2, page 266
• Grammar Reference and Practice, ASSESSMENT
Student’s Book page 174
Grammar Quiz 2A
• Workbook pages 16–17/Online Practice
NEXT CLASS
• Photocopiable resource 5: Space
convention, pages 273, 292 Ask students to think about the
• Extra digital activities: Grammar advantages and disadvantages of using
Checkpoint 2A robots in everyday life and make notes.

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 2B READING AND VOCABULARY
Exercise 3 1 In pairs, list three ways humans are better than 6 Complete the second sentence so that it means the
2 2045 computers and three ways computers are better than same as the first one by changing the underlined verb
3 intelligence humans. Compare your ideas with another pair. into a noun. Then, in pairs, say if the sentences are true
4 (physical) body Computers are better at processing information quickly. for you and add more details.
5 harm
6 safety (procedures) Humans can feel emotions. 1 I’ve achieved something amazing.
It’s an amazing  achievement  for me.
2 Study Active Reading, skim the text and answer 2 I’ve created something wonderful.
Exercise 6 questions 1 and 2. Then discuss questions 3 and 4 with It is a wonderful .
2 creation a partner.
3 disagreement 3 My parents and I disagree strongly on one important
4 identification 1 Where would you see a text like this one? a (print) magazine issue.
5 procedure 2 What is the main idea? the future safety of AI There is a strong between my parents and I on
6 recognition one issue.
7 proposal 3 What do you know about the topic?
4 I always have to identify myself at the school
4 What do you expect to learn from the text?
entrance.
I always have to show my at the school
ACTIVE READING | Skimming and scanning entrance.
5 I don’t know how to proceed with applying to
Skimming and scanning are ways of searching for university.
information in a text quickly and effectively. When you I don’t know the for applying to university.
skim or scan a text, you do not need to read every word.
6 My new phone can recognise my fingerprints.
• Skimming – looking at photos and reading the title,
My new phone has a fingerprint .
headings, captions and the first line of each paragraph to
get the general idea of what a text is about. 7 I propose we use more technology to learn English.
I have a . Why don’t we use more technology to
• Scanning – reading parts of the text to find specific
learn English?
information such as key words, dates or names.
I’ve achieved something amazing. I’ve won a photography
competition. It’s an amazing achievement for me.
3 Scan the text to complete the notes with one or
two words from the article. Then read the text more 7 SPEAKING How could AI help you in the following
carefully if necessary. areas of your life? How might it make things better or
1 Recent developments in AI have altered the way worse? Discuss in pairs.
we  interact  with our electronic devices. • homework and studying • parents and siblings
2 Some experts believe general AI might be possible by • cooking and housework • health and fitness
. • friendship and love
3 The example of elephants shows that control comes AI could help me with my homework; for example, it could
from rather than strength. search for information faster!
4 Unlike human intelligence, artificial intelligence can
exist without a . 8 REFLECT | Society What would be the benefits and
5 One way AI may create problems is by causing drawbacks of living in a world in which it’s impossible
as it tries to do something helpful. to tell the difference between a human and a robot?
6 Research into needs to develop more quickly.
5 WATCH AND REFLECT Go to page 163.
4 Do you think AI will make the world a better place in Watch the documentary The
T future of AI and
the future? Discuss in pairs. do the exercises.

5 Complete the table with the words from the article.

DOCUMENTARY VIDEO

Verbs Nouns
achieve achievement
create creation
develop development
disagree disagreement
exist existence
identify identification
interact interaction
possess possession
proceed procedure
propose proposal
recognise recognition
require requirement

20 □ I can understand the main idea and identify specific details in an article and talk about artificial intelligence.
REFERENCES EXTRA ACTIVITIES IN CLASS • After Exercise 8, refer students to the
quote at the bottom of page 21 and
VIDEO SCRIPT page 232 • Before Exercise 7, refer students to discuss it briefly with the class. Do
CULTURE NOTES page 205 the notes they made at home and get students think that machines can really
them to discuss the advantages and become more intelligent than people?
disadvantages they thought of. They If they can, how would students
could do this in pairs, small groups or answer the question in the quote?
as a whole class.

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 Science fiction 02
or science fact?

1.11
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
However, in today’s world, science fiction is quickly becoming science fact. From facial
identification systems in our phones, to algorithms that help us search the Internet,
the development of Artificial Intelligence (AI) has changed the way we interact with technology.
What is AI? Will there be evil robots?
5 There are two types of AI, narrow and general. Are super-intelligent machines going to take over the world
Narrow AI is already a part of our lives. It focuses 30 and make us their slaves? Most researchers agree that computers
on one particular task and can be used for our will never experience love or hate in the same way we do.
GPS systems or the voice-recognition systems This means that, despite sensational stories in the tabloid press,
that let us talk to our devices. General AI is a kind the rise of the killer robots is definitely more science fiction
10 of machine super-intelligence and is still more than scientific fact. physical body is not a requirement
of an idea than a reality. It is designed to do 35 for the existence of super-intelligence. In fact, all that is really
better than humans in all tasks that require necessary is electricity and the Internet. AI is more likely
mental e ort. here are disagreements about to do something ‘evil’ because humans tell it to. Either that,
when general AI might become a reality. Some or we will programme it to do something helpful, but it will
15 experts say never, while others believe it could cause harm as it attempts to achieve this.
happen as early as 2045.
How can we make sure AI is safe?
Why are some experts worried? 40 Experts have proposed that we speed up research on AI safety
The rapid progress of research into general AI immediately. It may take longer to design important safety
worries big names such as Elon Musk and Bill procedures than to develop general AI itself. There are many
Gates. They have been warning of the possible other basic but important questions about a world shared
20 dangers of AI for some time. One of the biggest with artificially intelligent beings. or example, how will we earn
questions is who will be in control when machines 45 money if machines can do most jobs? What legal rights and
become more intelligent than people. Elephants responsibilities will robots and other super-intelligent machines
are stronger than humans for example, but have? What will happen when it becomes impossible to tell
we can control them. We are able to do this the di erence between a human and a machine ltimately,
25 because we possess greater intelligence than we need to begin an important conversation about what sort
them. When our technological creations become 50 of future we want and how AI can help us get there.
more intelligent than us, will we control them
or will they control us?

One of the biggest

questions is who will be
in control when machines
become more intelligent
than people.

21

FURTHER PRACTICE NEXT CLASS

• Workbook pages 18–19/Online Practice Ask students to think about their ideal
• Photocopiable resource 6: Back to museum and make notes: what exhibits
the moon, pages 273, 293 would they like to see in it? What would
they like to be able to do there?

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 2C VOCABULARY | Science, phrases with think and mind
1 Discuss the questions in groups.
1 What is the most interesting or boring museum you’ve
ever been to? What did/didn’t you like about it?
2 Have you ever been to a science and technology
museum or exhibition? What was it like?
3 Do you read the information museums provide about
their exhibits? Say why.
Exercise 2 2 Complete the museum information with the words
2 pressure from the box.
3 radiation
4 cells
cells gravity organism pressure radiation research
5 organism
6 research
4 1.13 Read the visitors’ comments. Match the
highlighted expressions a–h to their definitions 1–8.
Then listen and check.
a blew my mind. e broadens your mind.
b I didn’t think much of
f I’ve changed my mind.
c I’ve made up my mind
g my mind has gone blank.
d think outside the box.
h You can’t hear yourself think!
1 d To invent something life-changing or to do some
truly original research, it’s sometimes necessary to
think in a new or creative way.
2 g What have I learned? Oh goodness, so much but
suddenly I can’t remember anything.
3 c I’ve decided – that I want to study Physics.
4 f I thought science was a bit dull but after today
I have a different opinion.
5 a The section on radiation really impressed me.
6 e I think a visit to any museum increases your
knowledge and understanding of the world.
7 h Stay out of the cafeteria. It’s extremely noisy.
8 b I wasn’t impressed by the robotics exhibition.

5 1.14 Choose the correct word from the box. Use

the definitions in brackets to help you. Then listen and
check.
twice again seriously ahead big

1 I’ve learned that we should always think big g (have

ambitious plans) even if something seems impossible.
 Gravity  on the moon is weaker than on 2 I’ve learned that the planet is a living organism and
1 Earth – that’s why astronauts bounce and we need to think seriously (think about an issue that’s
important) about how we treat it.
float.
3 And after seeing the part about industrial farming, I’ll
certainly think twice (think carefully before you do
In the deep oceans, the water is
2 too strong for humans to dive there.
something) before I eat meat again.
4 If you think museums are boring, this one will definitely
make you think again (reconsider).
Astronauts in space are exposed to
3 from the Sun.
5 Anyway, think ahead (think about what might
happen in the future) and wear comfy shoes and
you’ll be fine.
Did you know that there are over 37
4 trillion in the average human body? 6 SPEAKING Complete the sentences so that they are true
for you. Then compare with a partner.
The largest living in the world is 1 I’ve recently changed my mind about .
5 not a coral reef, it’s actually a fungus that
lives in Oregon, in the US.
2 The last thing that blew my mind was .
3 The best way to broaden your mind is to .
4 I didn’t think much of when I went there.
According to , noise pollution can
6 damage your health.
5
6
It’s important to think ahead before you .
Young people today need to think seriously about
.

3 1.12 Listen to some visitors describing their 7 Should entry to museums be free? Say why.
experience at a science museum. Have they enjoyed I think entry to museums should be free so that everyone
their visit? Yes, they have. can visit them.

22 □ I can talk about science.

REFERENCES
AUDIO SCRIPT page 212
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by referring students
to the notes they made at home and
inviting them to tell the class about their
ideal museum. The class could then vote
for the best/most interesting museum.
40
FURTHER PRACTICE NEXT CLASS
• Workbook page 20/Online Practice Ask students to think about these
• Photocopiable resource 7: A survey on questions: How good are you at
remembering names/faces/numbers/dates/
museums, pages 274, 294
etc.? Do you find it easier to remember
• Extra digital activities: Vocabulary
things that you read or things that you hear?
Checkpoint 2
What is your earliest memory?
ASSESSMENT
Vocabulary Quiz 2

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 QUIZ true or false? 02
What do you know about your brain and mind and how they work?
Complete our quiz to find out.

1 MEMORY Most people can remember

as many as 1000 faces. T F 4 MUSIC To improve your performance
in a range of school subjects,
experts recommend that you

2 READING As lnog as the frist and

lsat ltteres of wrods are in the rghit
practise playing a musical
instrument regularly. T F
place, msot pepole still manage
to read them. This is because your
mind looks at the whole word and 5 BRAIN HEALTH People who
enjoy doing crosswords, or love
not each letter. T F reading, are more likely
to maintain a healthy brain. T F

3 AGE Our brains begin ageing from

around the age of twenty. By the time
we are sixty, they actually begin 6 SLEEP It is safer to let someone
sleepwalk because the shock
to shrink. T F of being woken up can cause
serious brain damage. T F

2D GRAMMAR
1 Do the quiz. Then in pairs, check your answers
on page 196. Which facts did you find most
surprising?
Verb patterns
2 Study and complete the Grammar box with the
underlined verbs from the quiz.
Verb patterns
We use the -ing form after some verbs (admit,
avoid, can’t stand, don’t mind, fancy, hate,
imagine, keep, like, miss,
1
practise , 2 enjoy , 3 love ). (in any order)
We use the infinitive with to after some verbs:
(agree, allow, appear, decide, expect, hope,
need, learn, offer, promise, refuse, seem, want,
would like, 4 manage ).
We use the infinitive without to after:
• modal verbs (must, might, should, will 5 can ),
• make and 6 let .
We use some verbs with the -ing form and
infinitives with no difference in meaning (start,
continue, 7 begin ).
Grammar Reference and Practice > page 174
3 Replace the underlined verbs with the verbs
in brackets and rewrite the sentences. Tick the
sentences you agree with or that are true for
you. Then compare with a partner.
1 I’m interested in learning to swim.
(‘d like to)
2 You must continue to learn new things to
exercise your brain. (keep)
3 Parents should read to their young children
regularly. (need)
4 I’d like to start reading more regularly.
(begin)
4 Study Watch out! Then match the verb patterns in bold with
meanings a or b.
1 a I forgot to buy my girlfriend a birthday present.
b I’ll never forget buying my first car.
a not remember to do something
b not remember something that you did earlier
2 b She stopped to do an online quiz.
a She stopped doing online quizzes.
a no longer do something
b stop doing one thing so you can do another
WATCH OUT!
Some verbs (forget, regret, remember, stop, try) can be followed
by an -ing form or an infinitive but the meaning is different
depending on the form used:
I remembered to switch off my computer.
(remember something, then do it)
I remember switching off my computer.
(do something and remember it later)
5 Complete the text with the correct forms of the verbs in brackets.
How to look after your brain
You can’t expect 1 to have  (have) a healthy body if you don’t try
2
to exercise(exercise) regularly. Similarly, if you want 3 to keep (keep) your
brain fit, you need to remember 4 to use (use) it. Many people enjoy Exercise 3
1 I’d like to learn to
5
reading (read), which is both pleasurable and good for your
swim.
imagination. You could also try 6 doing (do) sudoku or crossword 2 You must keep
puzzles regularly, or, if you hate 7 solving (solve) puzzles, perhaps you’d learning new things to
prefer 8 to learn (learn) a strategic game such as chess or Go. If you exercise your brain.
3 Parents need to read
don’t fancy 9 trying (try) any of these, you could learn 10 to play (play)
to their young children
a musical instrument. You will 11 find (find) plenty more advice online! regularly.
4 I’d like to begin
reading/to read more
6 SPEAKING Student A, go to page 196, Student B, go to page 199. regularly.
Take it in turns to choose a number between 1 and 6, then
follow your partner’s instructions.

□ I can use a range of verbs taking the infinitive or the -ing form. 23

REFERENCES FURTHER PRACTICE ASSESSMENT

CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Start the class by referring students to the
questions they thought about at home.
Put them in pairs to discuss their answers,
then get brief feedback from the class.
• Grammar Reference and Practice, Grammar Quiz 2D
Student’s Book page 174
NEXT CLASS
• Workbook page 21/Online Practice
• Photocopiable resource 8: Verb pattern Ask students to do some online research
battleships, pages 274, 295 on drones. They should list their different
uses and also note down any facts they
• Extra digital activities: Grammar find interesting/surprising.
Checkpoint 2D
41

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2 Commercial
Exercise 3
2 (commercial)
deliveries
3 search (and rescue)
4 law (enforcement)
5 map (making)
Exercise 6
There are a lot of legal
issues to be sorted out
before commercial
drone deliveries
become a part of
everyday life. However,
we are already using
drones to deliver blood
and medical supplies.
24
REFERENCES
AUDIO SCRIPT page 212
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, refer students to the
notes they made at home and invite
them to share their findings with the
class. List the different uses of drones
students mention on the board.
42
M01 High Note TB3 09593.indd 42
1 Aerial filming and photography
mmercial 3 and rescue 4 enforcement
forcement 5 making 6 forecasting
2E LISTENING AND VOCABULARY
1 Work in pairs. Have you ever seen or flown a drone? Where 5 In your opinion, which of the uses of drones are
and when? Would you like to fly one? Say why. the most important for society?
I’ve never flown a drone, but I would like to try to because I’m
interested in aerial photography.
6 1.16 Listen and write down exactly what you
hear.
2 1.15 Listen to a podcast about drones and choose the
best summary of what the interview is about. 7 1.17 PRONUNCIATION How do you say ‘ea’ in
a □ Women in the drone industry
the words in the table? Listen and write the words
you hear in the correct columns. Then practise
□
b ✓ Different uses of drones saying the words.
c □ Legal issues connected to the use of drones
/iə// area
ar /iː/ speaker /ɜː/ search
3 Complete the uses of drones shown in the photographs
with the words from the box. appeared, cleared leading reading earthquakes, heard
deliveries law map photography search weather
8 SPEAKING Tick the statements about drones you
agree with. Then compare with a partner.
4 1.15 Listen again and decide if statements 1–6 are
true (T) or false (F), or if the information is not given (NG). 1 □ I worry about my privacy because of drones.
□
1 F Simon Porter began flying drones when he was 19. 2 □ I would like drones to deliver things to my home.
□
2 T The presenter of the podcast has never flown a drone 3 □ Drones could cause serious accidents.
using first-person view. 4 □ Drones are noisier than cars. You can’t hear
□
3 T Some drone racing competitions offer valuable yourself think!
prizes. 5 □ like to travel in a drone taxi in the future if it
I'd
□
4 F Simon says drones can be used to predict earthquakes. is possible.
□
5 T Commercial drone deliveries are not yet legal. 6 □ Drones are just harmless fun.
□
6 NG Sally French has appeared on television several times.
□ I can identify the main idea and key details in an interview and talk about technology.
• After Exercise 2, refer students to the NEXT CLASS
list on the board. Get them to listen
again and check which of the uses Ask students to imagine they are going to
listed are mentioned in the podcast. meet up with some friends this weekend.
Ask them to list as many activities as they
FURTHER PRACTICE can think of which they could do with
their friends.
• Workbook page 22/Online Practice
• Photocopiable resource 3: Drone Boy,
pages 274, 296
29/08/2019 14:09
 2F SPEAKING
COMMUNICATION VIDEO
02
SPEAKING | Making choices Exercise 2
1 Suggestion 1: to go
Making suggestions to the science museum.
Emma thinks it’s
What/How about (… ing)/this? a terrible idea because
What do you think of … ing …? they’ve been there
many times.
Why don’t we …? Suggestion 2: to order
Let’s … loads of pizza and play
video games all day.
Expressing and justifying opinions Kevin doesn’t think it’s
You can’t go wrong with … a good idea because
they play video games
(That) sounds good/like a good idea. almost every weekend;
(Personally,) (I think) that’s a great/terrible idea another reason is they
because ... had pizza yesterday,
the day before that, and
It’s not a bad idea but it’s not a good one, the day before that.
either. Suggestion 3: to go to
I don’t think much of that idea, to be honest. see a scientist’s talk at
the university. Emma
The main reason is … says she doesn’t want to
Another reason is … spend Sunday at a talk.
Suggestion 4: the Zero-G
Comparing options experience, a simulated
It isn’t nearly as good/bad as … flight. It’s too expensive.
2 to go to a drone show
It’s almost/It isn’t quite as good/bad as … at Reading airfield
That’s even better/worse than … 3 to stay home and eat
pizza because it’s raining
That’s by far the best/worst idea. outside
Reaching decisions
That’s the best idea we’ve had. Exercise 4
That’s the one!/(Let’s) go for it! 2 And the rain isn’t quite
1 Do you ever get bored at the weekend or do you always find as heavy as it was.
something fun to do? 4 Use the words in brackets to rewrite the
3 I think the exhibition
sounds like a good idea.
I usually find something fun to do at the weekend, such as ... sentences below without changing their 4 I don’t think much of
meaning. that idea.
2 6 1.18 Watch or listen to three friends discussing what
1 Also it’s boring. Let’s stay in. It’s raining. 5 Staying at home isn’t
to do. Answer the questions. nearly as interesting as
(another) going to the exhibition.
1 What are the first four suggestions the friends make? Why do
Another reason is it’s boring. 6 The main reason is
they reject them? (that) it’s too expensive.
2 And the rain is a bit lighter than it was.
2 What do the friends finally agree to do? 7 How about going
So, let’s go! (not/quite/heavy) to the technology
3 What do they do in the end? Why?
3 I disagree. I think the exhibition is a good exhibition?
idea. (sound) 8 I think that’s by far the
3 1.19 Study the Speaking box. Then complete the sentences best idea (we’ve had).
with the words from the box. Listen and check. 4 I don’t think that’s a very good idea.
(think/much)
about as don’t far idea let’s main much of one 5 It’s much more interesting than staying
reason quite sounds How worse at home. (not/nearly/go/exhibition)
1 Why don’t we do something different today? 6 Mainly because it’s too expensive. (reason)
2 That’s a terrible idea . 7 Why don’t we go to the technology
3 I don’t think much of that idea, to be honest. exhibition? (How/about)
4 How about ordering loads of pizza and playing video games 8 Why not? I think it’s much better than all the
all day? other ideas we’ve had. (by/far)
5 The main reason is that we play video games almost every 5 Use the rewritten sentences in Exercise 4
weekend. And another reason is we had pizza yesterday. to make a dialogue. Add other sentences if
6 What do you think of going to see Bryony Fox? necessary. Then read it out in small groups.
7 That is by far the worst idea I’ve ever heard.
8 It’s not quite as good as video games and pizza, is it?
6 Make a list of things to do at the weekend on
a sunny day and on a rainy day. Then in small
9 It’s not nearly as good. It’s even worse than the Science groups discuss and reach a decision about
Museum. what to do. Use the language in the Speaking
10 What about this? The world's biggest drone show. box.
11 That sounds good. Sunny day: picnic, playing basketball, …
12 Yeah, that’s the one ! Come on, let’s go! Rainy day: cinema, board games, …

□ I can make suggestions, express opinions, compare options and reach decisions. 25

REFERENCES copy the list on the board into their
notebooks. Ask them to watch or
VIDEO/AUDIO SCRIPT page 233 listen and tick the activities the friends
EXTRA ACTIVITIES IN CLASS mention. Do they mention any other
activities which are not on the list?
• Before Exercise 1, refer students to the
• After Exercise 6, put students in new
lists they made at home. Elicit their groups and refer them again to the
ideas and list them on the board. lists they made at home. Ask them to
• Before Exercise 2, get students to imagine they are going to meet up this
weekend. Using language from the
Speaking box, they should discuss their
options and decide on two things to do
when they meet.
FURTHER PRACTICE
Workbook page 23/Online Practice
43

M01 High Note TB3 09593.indd 43 29/08/2019 14:09

 BELINDA’S BLOG
Switch it off!
It’s bad for your brain!
‘Stop staring at that screen! It’s bad for
you! Switch it off!’ Parents have been
telling teenagers things like that for years.
But is tech really bad for your brain?
Maybe so. After all, it’s true that technology causes
sleep disorders.
disorders The blue light from screens stops you
from sleeping and a lack of sleep means you feel stressed
and depressed and find it harder to concentrate.

Technology may also cause memory loss.loss I read recently

that millennials* are more forgetful than the over-55s.
Apparently, too much information and constant
interruptions prevent our short-term working memories
from becoming permanent long-term memories. Now,
what was I saying? What’s more, the Internet has
become our brain’s external hard drive: Why memorise
anything when you can find it online? Why remember What do you think? Click here to
send your comments. (Be polite!)
directions when you have GPS?
TamBam 11.24 a.m.
However, don’t throw away your phone and tablet yet.
Another interesting post, Belinda, but I don’t agree
Technology’s not all bad. It offers a world of information
with everything. It’s true my parents aren’t nearly
at the touch of a screen. In addition, it provides stimulation as good at multi-tasking as I am but there’s no
and variety and that’s good for your brain. Millennials may way that their memory’s better than mine. They’re
have more distractions, but we’re also way better at always forgetting stuff.
multitasking.
multitasking
Marcia 11.28 a.m.
To sum up, technology is like salt. It’s good in moderation. I’m in two minds about this. I realise that too much
You can’t live without it but too much can harm you. screen time is bad for me but at the same time
I know that these days you’ve got to be switched-on
* millennial – a young person who became an adult in this all the time or you don’t know what’s going on.
century

2G WRITING AND VOCABULARY | A blog post

Exercise 3 1 Look at the photo and answer the questions below. 3 In pairs, use the highlighted words and phrases in the
1 memory 1 What do you think the blog is about? text to complete the sentences. Then tick the sentences
2 lack, disorders that are true for you and compare with your partner
3 concentrate
4 multi-tasking,
2 Have you ever …
• forgotten what you were doing because you got
1 □ I’m not nearly as forgetful
rgetful as my grandmother
– I think she’s starting to suffer from loss.
a message on social media?
□ I don’t suffer from a
distractions
5 stressed, depressed 2 of sleep or any other
• fallen asleep in front of a computer, tablet or phone
sleep – I get eight hours a night.
screen?
3 □ I like coffee – it helps me to .
• spent a weekend without your mobile phone or
access to the Internet? 4 □ I’m good at . I can do several things at the
same time and I find it easy to deal with .
If so, say when, why and how you got on.
5 □ I often feel before exams but I don’t
2 Read Belinda’s blog post. What’s her opinion on become when I get a bad mark.
everyday technology?
It’s good in moderation.
26

REFERENCES
CULTURE NOTES page 206
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 9, to help
• Lead in to Exercise 1 by asking students
to discuss the following questions: How
many hours a day do you spend on your
computer? What about online? What do
you use your computer for? What do you
44
usually do when you go online? If there
is time, get students to discuss the
questions in pairs or small groups first,
then elicit answers around the class.
students with ideas for the writing
task in Exercise 10. Once students
have discussed their ideas in groups in
Exercise 9, invite representatives from
different groups to share their ideas
with the class. List students’ ideas on
the board and get them to copy the
list into their notebooks. This will give
them a larger pool of ideas to choose
from when they do the writing task.
FURTHER PRACTICE
Workbook page 24/Online Practice

M01 High Note TB3 09593.indd 44 29/08/2019 14:09

 02
4 Read the comments to Belinda’s blog. Write your own
WRITING | A blog post
comment to the blog in no more than 50 words. Compare
your comments in groups. Introduction
Mention the key point you want to make in your
5 Read the tips on how to write a good blog post and decide post. Start with one of these:
how well Belinda has followed them. very well
• an interesting fact, e.g. There are almost 4 billion
Internet users in the world.
How to write a good blog post • an inspiring quotation, e.g. ‘I do not fear
computers. I fear the lack of them.’ (Isaac Asimov)
• a thought-provoking question, e.g. Is tech really
1 Choose a topic that you know well and care about bad for your brain?
and that you think will interest and inform your Main body (2–3 paragraphs)
readers. Give one or more arguments supporting your key
point:
2 Choose a title that attracts people’s attention,
It’s true that …
e.g. something beginning with ‘How to…’ or
It seems to me that …
an intriguing question.
(This) means …
3 Use a chatty, informal style with short, clear X causes Y.
sentences and paragraphs and avoid repetition. Studies suggest that …
According to …
4 hec your te t for mista es hen you re finishe .
Most people believe that …
5 Use images to make your text attractive and easier Obviously, …
to understand. What’s more, …
but … also …
This is mainly due to …
6 Look at this table showing the draft and final versions of To write a balanced post, mention arguments that
fragments of the blog post. Match tips 1-5 from Exercise 5 to don’t support your key point:
these fragments (A-D). However, …
On the other hand, …
Draft Final version
Although …
A 4□ Parents have said teenagers Parents have been telling Despite …
things like that since years. teenagers things like that
for years. Conclusion
Sum up your post and finish with something
B 2□ Technology and health Switch it off ! It’s bad for
thought-provoking or amusing:
To sum up, …/In the end, …/So …
your brain!

C 1□ The effect of computers on The effect of technology 8 SPEAKING To raise money for charity your school
your body. on your mind. wants students to give up one technological
device for a week. In groups, choose one thing to
D 3□ In conclusion, technology is To sum up, technology give up. Use the Speaking box in Lesson 2F to help
very similar to salt because is like salt. It’s good in you.
although it is good in moderation. You can’t live A What do you think of giving up our phones for
moderation and obviously, without it but too much a week?
nobody can live without can harm you.
it, there is no doubt that B Personally, I think that’s a terrible idea. How
excessive salt damages your about games consoles? A games console isn’t
health, may result in death nearly as essential as a phone.
and can kill you.
9 REFLECT | Society Discuss in groups. How has Exercise 7
computer technology made our lives better? 2 Obviously, …
3 Although …
7 Study the Writing box and find synonyms for these words Think of things like education, communication,
4 What’s more, …
and phrases. health, sports and leisure, transport, etc. 5 To sum up, …
1 But … However, … 6 In my opinion, … 6 It seems to me …
10 WRITING TASK Write a blog post about how 7 Despite …
2 Clearly, … 7 In spite of … mobile phones, computers and the Internet have 8 Studies suggest
3 Even though … 8 Research has shown that … helped people and made their lives easier. Use that …
9 This is mainly
4 In addition, … 9 This is largely because of … the information in the Writing box, the tips from
due to …
Exercise 5 and your ideas from Exercise 9 to help 10 X causes Y.
5 In conclusion, … 10 Y is a result of X.
you.

□ I can write a blog post. 27

NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 28–29.

45

M01 High Note TB3 09593.indd 45 29/08/2019 14:09

 Word List
REMEMBER MORE
1 Choose the correct words. Then
check with the word list.
1 Which adjective describes
a model, robot, etc. that looks
exactly like a real person or
thing? lifelike / life-changing
2 What force makes objects
fall to the ground? gravity /
radiation
3 What do you do when you plan
things that are difficult but very
impressive? think twice / think
big
2 Make nouns from these verbs.
Then check with the word list.
1 require – requirement
2 propose – proposal
3 exist – existence
4 possess – possession
5 interact – interaction
3 Complete the phrases with ø (no
article), a/an or the. Then check
with the word list.
1 tell thedifference between
somebody and something
2 lack of ø sleep
3 access to the Internet
4 think outside the box
4 Complete the statements with
words from the word list. Then
decide which of the statements
are false.
1 □ The Great Wall of China is
the only m an - made
structure visible from space.
2 □ The first v oyage to the
Moon took 75 hours and 50
minutes.
3 □ The Sun is the ultimate
source of energy for all
living o rganisms.
□
4 Radio w aves travel at the
speed of sound.
5 □ People with m emory l oss
can forget days, weeks or
even years of their life.
5 Do the task below.
Write your own science quiz
similar to the one in Exercise
4 above. Find some interesting
facts and write 4–5 true/false
sentences or multiple-choice
questions. You may challenge
your classmates or publish your
quiz online.
28
EXTRA ACTIVITIES IN CLASS
• Write the following verbs on the board:
create, achieve, identify, recognise,
disagree. Ask students to form nouns
from the verbs, then check their
answers in the word list for Lesson 2B.
• Ask students to choose 3–4 words or
phrases from the word list and write
each word/phrase on a piece of paper.
46
M01 High Note TB3 09593.indd 46
2A GRAMMAR AND VOCABULARY
5.8
astronomy (n) /əˈstrɒnəmi/
beyond (prep) /bɪˈjɒnd/
billion (num) /ˈbɪljən/
carry out experiments  /ˌkæri ˌaʊt
ɪkˈsperəmənts/
constellation (n) /ˌkɒnstəˈleɪʃən/
continuously (adv) /kənˈtɪnjuəsli/
cross sb’s mind  /ˌkrɒs ˌsʌmbɒdiz ˈmaɪnd/
current (adj) /ˈkʌrənt/
Earth science (n) /ˈɜːθ ˌsaɪəns/
estimate (v) /ˈestɪmeɪt/
ever since  /ˈevə ˌsɪns/
first draft (n) /ˌfɜːst ˈdrɑːft/
follow sth closely  /ˌfɒləʊ ˌsʌmθɪŋ ˈkləʊsli/
formula (n) /ˈfɔːmjələ/
galaxy (n) /ˈɡæləksi/
get on (phr v) /ˌɡet ˈɒn/
glue (n) /ɡluː/
hurt (v) /hɜːt/
International Space Station (n) /ˌɪntəˌnæʃənəl
ˈspeɪs ˌsteɪʃən/
interstellar space (n) /ˌɪntəˌstelə ˈspeɪs/
launch (v) /lɔːntʃ/
man-made (adj) /ˌmæn ˈmeɪd/
memorise (v) /ˈmeməraɪz/
mission (n) /ˈmɪʃən/
moon (n) /muːn/
object (n) /ˈɒbdʒɪkt/
outer planet (n) /ˌaʊtə ˈplænət/
radio waves (n) /ˈreɪdiəʊ weɪvz/
reach (v) /riːtʃ/
revise (v) /rɪˈvaɪz/
rocket (n) /ˈrɒkət/
satellite (n) /ˈsætəlaɪt/
scientific data (n) /ˌsaɪənˌtɪfɪk ˈdeɪtə/
so far  /ˌsəʊ ˈ fɑː/
Sounds good!  /ˌsaʊndz ˈɡʊd/
space exploration (n) /ˈspeɪs ekspləˌreɪʃən/
space probe (n) /ˈspeɪs prəʊb/
spaceship (n) /ˈspeɪsˌʃɪp/
the solar system (n) /ðə ˈsəʊlə ˌsɪstəm/
visuals (n) /ˈvɪʒuəlz/
voyage  (n, v) /ˈvɔɪdʒ/
valuable (adj) /ˈvæljuəbəl/
Collect all the pieces of paper, put
them in a bag and get each student
to take out 3–4 pieces of paper. They
must write one sentence with each
of the words/phrases they picked. To
make the activity more challenging,
you could ask them to use the words/
phrases in such a way that they form
a cohesive piece of writing.
2B READING AND VOCABULARY
5.9
achieve (v) /əˈtʃiːv/
achievement (n) /əˈtʃiːvmənt/
algorithm (n) /ˈælɡərɪðəm/
alter (v) /ˈɔːltə/
Artificial Intelligence (AI) (n) /ˌɑːtəˌfɪʃəl
ɪnˈtelədʒəns (ˌeɪ ˈaɪ)/
artificially intelligent  /ˌɑːtɪˌfɪʃəli ɪnˈtelədʒənt/
attempt to do sth  /əˌtempt tə ˈduː ˌsʌmθɪŋ/
basic (adj) /ˈbeɪsɪk/
be in control  /ˌbi ɪn kənˈtrəʊl/
become a reality  /bɪˌkʌm ə riˈæləti/
being (n) /ˈbiːɪŋ/
cause harm  /ˌkɔːz ˈhɑːm/
control (n, v) /kənˈtrəʊl/
create problems  /kriˌeɪt ˈprɒbləmz/
creation (n) /kriˈeɪʃən/
despite (prep) /dɪˈspaɪt/
develop (v) /dɪˈveləp/
disagree (v) /ˌdɪsəˈɡriː/
disagreement (n) /ˌdɪsəˈɡriːmənt/
electricity (n) /ɪˌlekˈtrɪsəti/
electronic device (n) /ˌelɪkˌtrɒnɪk dɪˈvaɪs/
evil (adj) /ˈiːvəl/
exist (v) /ɪɡˈzɪst/
existence (n) /ɪɡˈzɪstəns/
experience (v) /ɪkˈspɪəriəns/
facial identification system (n) /ˌfeɪʃəl
aɪˌdentəfəˈkeɪʃən ˌsɪstəm/
focus on sth (v) /ˈfəʊkəs ɒn ˌsʌmθɪŋ/
GPS (n) /ˌdʒiː piː ˈes/
human (n, adj) /ˈhjuːmən/
identify (v) /aɪˈdentəfaɪ/
interact with sth (v) /ˌɪntərˈækt wɪð ˌsʌmθɪŋ/
interaction (n) /ˌɪntərˈækʃən/
issue (n) /ˈɪʃuː/
killer (n) /ˈkɪlə/
legal rights (n) /ˌliːɡəl ˈraɪts/
lifelike (adj) /ˈlaɪf laɪk/
make sure  /ˌmeɪk ˈʃɔː/
mental effort (n) /ˌmentl ˈefət/
narrow/general AI  /ˌnærəʊ/ˌdʒenərəl ˌeɪ ˈaɪ/
possess (v) /pəˈzes/
possession (n) /pəˈzeʃən/
procedure (n) /prəˈsiːdʒə/
proceed (v) /prəˈsiːd/
• Students choose 6–8 words from
the word list (or one word from each
lesson) to describe to a partner. In
pairs, they take turns to describe
the words for their partner to guess.
In weaker classes, instead of a
description/definition, students can
say their chosen words in their own
language, for their partner to give
the English words.
29/08/2019 14:09
 02
programme (v) /ˈprəʊɡræm/ impress (v) /ɪmˈpres/ harmless (adj) /ˈhɑːmləs/

progress (n) /ˈprəʊɡres/ increase your knowledge  /ɪnˌkriːs jə ˈnɒlɪdʒ/ law enforcement (n) /ˈlɔː ɪnˌfɔːsmənt/

proposal (n) /prəˈpəʊzəl/ industrial farming (n) /ɪnˌdʌstriəl ˈfɑːmɪŋ/ map making (n) /ˈmæp ˌmeɪkɪŋ/

propose (v) /prəˈpəʊz/ invent (v) /ɪnˈvent/ predict (v) /prɪˈdɪkt/

rapid (adj) /ˈræpəd/ life-changing (adj) /ˈlaɪf ˌtʃeɪndʒɪŋ/ privacy (n) /ˈprɪvəsi/

recent developments in sth  /ˌriːsənt living organism (n) /ˌlɪvɪŋ ˈɔːɡənɪzəm/ racing competition (n) /ˈreɪsɪŋ ˌkɒmpəˌtɪʃən/
diˈveləpmənts ɪn ˌsʌmθɪŋ/ make up your mind  /ˌmeɪk ˌʌp jə ˈmaɪnd/ search and rescue (n) /ˌsɜːtʃ ənd ˈreskjuː/
recognise (v) /ˈrekəɡnaɪz/ noise pollution (n) /ˈnɔɪz pəˌluːʃən/ weather forecasting (n) /ˈweðə ˌfɔːkɑːstɪŋ/
require (v) /rɪˈkwaɪə/ not think much of sth  /ˌnɒt θɪŋk ˈmʌtʃ əv
requirement (n) /rɪˈkwaɪəmənt/ ˌsʌmθɪŋ/ 2F SPEAKING 5.13
research on/into sth (n) /rɪˈsɜːtʃ ɒn/ˌɪntə ˌsʌmθɪŋ/ pressure (n) /ˈpreʃə/ by far  /ˌbaɪ ˈfɑː/

researcher (n) /riˈsɜːtʃə/ provide information  /prəˌvaɪd ˌɪnfəˈmeɪʃən/ light/heavy rain  /ˌlaɪt/ˌhevi ˈreɪn/

rise (n) /raɪz/ radiation (n) /ˌreɪdiˈeɪʃən/ science talk (n) /ˈsaɪəns tɔːk/

sensational story  /senˌseɪʃənəl ˈstɔːri/

reconsider (v) /ˌriːkənˈsɪdə/ stay in (phr v) /ˌsteɪ ˈɪn/

research (n) /rɪˈsɜːtʃ/
siblings (n) /ˈsɪblɪŋz/
robotics (n) /rəʊˈbɒtɪks/
2G WRITING AND VOCABULARY
slave (n) /sleɪv/ 5.14
sb’s mind has gone blank  /ˌsʌmbɒdiz ˌmaɪnd əz
speed up (phr v) /ˌspiːd ˈʌp/ access to the Internet  /ˌækses tə ði ˈɪntənet/
ɡɒn ˈblæŋk/
strength (n) /streŋθ/ be in two minds about sth  /ˌbi ɪn ˌtuː ˈmaɪndz
stay out of sth (phr v) /ˌsteɪ ˈaʊt əv ˌsʌmθɪŋ/
əˌbaʊt ˌsʌmθɪŋ/
superintelligent (adj) /ˌsuːpərɪnˈtelədʒənt/
think again  /ˌθɪŋk əˈɡen/
concentrate (v) /ˈkɒnsəntreɪt/
technology (n) /tekˈnɒlədʒi/
think ahead  /ˌθɪŋk əˈhed/
directions (n) /dəˈrekʃənz/
take over (phr v) /ˌteɪk ˈəʊvə/ think big  /ˌθɪŋk ˈbɪɡ/
distraction (n) /dɪˈstrækʃən/
tell the difference (between)  /ˌtel ðə ˈdɪfərəns think outside the box  /ˌθɪŋk aʊtˌsaɪd ðə ˈbɒks/
(bɪˌtwiːn)/ essential (adj) /ɪˈsenʃəl/
think seriously  /ˌθɪŋk ˈsɪəriəsli/
the tabloid press (n) /ðə ˌtæblɔɪd ˈpres/ fall asleep  /ˌfɔːl əˈsliːp/
think twice  /ˌθɪŋk ˈtwaɪs/
ultimately (adv) /ˈʌltəmətli/ feel stressed/depressed  /ˌfiːl ˈstrest/dɪˈprest/
treat (v) /triːt/
unlike (prep) /ʌnˈlaɪk/ forgetful (adj) /fəˈɡetfəl/

voice recognition system (n) /ˈvɔɪs rekəɡˌnɪʃən 2D GRAMMAR 5.11 harm (v) /hɑːm/

ˌsɪstəm/
age (v) /eɪdʒ/ in moderation  /ɪn ˌmɒdəˈreɪʃən/

brain damage (n) /ˈbreɪn ˌdæmɪdʒ/ interruption (n) /ˌɪntəˈrʌpʃən/

2C VOCABULARY 5.10
ambitious (adj) /æmˈbɪʃəs/ do crosswords  /ˌduː ˈkrɒswɜːdz/ lack of sleep  /ˌlæk əv ˈsliːp/

blow sb’s mind  /ˌbləʊ ˌsʌmbɒdiz ˈmaɪnd/ imagination (n) /ɪˌmædʒəˈneɪʃən/ leisure (n) /ˈleʒə/

improve your performance  /ɪmˌpruːv jə memory loss (n) /ˈmeməri lɒs/
bounce (v) /baʊns/
pəˈfɔːməns/
broaden sb’s mind  /ˌbrɔːdn ˌsʌmbɒdiz ˈmaɪnd/ millennials (n) /mɪˈleniəlz/
maintain (v) /meɪnˈteɪn/
can’t hear yourself think  /ˌkɑːnt hɪə jɔːˌself ˈθɪŋk/ multitasking (n) /ˈmʌltiˌtɑːskɪŋ/
pleasurable (adj) /ˈpleʒərəbəl/
cell (n) /sel/ prevent sb from doing sth  /prɪˌvent ˌsʌmbɒdi
shrink (v) /ʃrɪŋk/ frəm ˈduːɪŋ ˌsʌmθɪŋ/
change your mind  /ˌtʃeɪndʒ jə ˈmaɪnd/
sleepwalk (v) /ˈsliːpwɔːk/ result in sth (phr v) /rɪˈzʌlt ɪn ˌsʌmθɪŋ/
coral reef (n) /ˈkɒrəl riːf/
solve puzzles  /ˌsɒlv ˈpʌzəlz/ screen time (n) /ˈskriːn taɪm/
damage your health  /ˌdæmɪdʒ jə ˈhelθ/
strategic game (n) /strəˌtiːdʒɪk ˈɡeɪm/ short-/long-term memory (n) /ˌʃɔːt/ˌlɒŋ ˌtɜːm
deep (adj) /diːp/ ˈmeməri/
dive (v) /daɪv/ 2E LISTENING AND VOCABULARY sleep disorder (n) /ˈsliːp dɪsˌɔːdə/
5.12
dull (adj) /dʌl/ stare at sth (v) /ˈsteər ət ˌsʌmθɪŋ/
aerial filming/photography (n) /ˌeəriəl ˈfɪlmɪŋ/
entry (n) /ˈentri/ fəˈtɒɡrəfi/ stimulation (n) /ˌstɪmjəˈleɪʃən/

exposed to sth (adj) /ɪkˈspəʊzd tə ˌsʌmθɪŋ/ commercial delivery (n) /kəˌmɜːʃəl dɪˈlɪvəri/ suffer from sth (v) /ˈsʌfə frəm ˌsʌmθɪŋ/

float (v) /fləʊt/ earthquake (n) /ˈɜːθkweɪk/ switched-on (adj) /ˌswɪtʃt ˈɒn/

fungus (n) /ˈfʌŋɡəs/ first-person view (n) /ˌfɜːst ˌpɜːsən  ˈvjuː/ tech (n) /tek/

gravity (n) /ˈɡrævəti/ fly a drone  /ˌflaɪ ə ˈdrəʊn/ variety (n) /vəˈraɪəti/

29

FURTHER PRACTICE
Workbook page 25/Online Practice
NEXT CLASS
Ask students to revise Unit 2.

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 02 Revision

VOCABULARY AND GRAMMAR 4 Complete the sentences. Use the Present Perfect
Simple or the Present Perfect Continuous. Use the
1 Choose the correct words to complete the sentences. Present Perfect Continuous wherever you can.
1 The Sun is one of many stars in our creation / galaxy /
voyage.
2 Many rockets and spaceships have been required /
launched / concentrated from Cape Canaveral in
Florida.
3 Governments have spent a lot of money on scientific
research / cells / organism.
4 Drones can be used for map forecasting / multi-tasking /
making.
5 People can float in space because there isn’t any
pressure / gravity / radiation.
6 Earth is the fifth biggest planet in our solar universe /
system / spaceship.
7 Drones are used to make commercial search and rescue / A I 1have just finished (just/finish) work. I 2
deliveries / distractions. (work) in the lab all weekend.
8 My dad loves his high-pressure job, but he sometimes B How’s the project?
feels artificial / impressed / stressed. A I think the experiments 3  (go) very well but it’s
9 A lack of sleep can cause memory / enforcement / only the beginning.
disorder loss. B 4
(you/make) much progress?
A No, we 5  (not make) much progress yet but it’s
Exercise 2 2 Complete the sentences with the correct forms of the
early days.
2 existence words from the box. There are two extra words.
3 achievement B 6
 (you/see) the latest ‘Science Today’
4 disagreements achieve create disagree exist identify interact magazine?
5 recognition possess proceed recognise
A Yes, I have. My colleagues 7  (talk) about it all day.
6 procedures
7 identification 1 Her kitchen robot is her favourite possession . B I8 (only/read) one article so far because
2 Some people believe in the of life in outer I9 (not have) time but I want to read the others.
Exercise 3 space. A The research is fascinating. They 10 (ask)
2 mind 3 The first landing on the moon in 1969 was an Professor Munroe to make a TV documentary!
3 broadens incredible . B 11
(she/agree)?
4 seriously
5 box
4 There have been many about how robots can A Yes, she has. In fact a journalist 12 (interview)
6 think help human beings. her all afternoon!
7 blank 5 The award he won gave his project the public A 13
(you/have) dinner yet? I 14 (think)
8 blew it deserved. about food since four o’clock!
6 We need to have safety in place to ensure B No, not yet. Let’s go out!
Exercise 4 artificial intelligence is used well.
2 have been working
7 You have to show photo to get into the
3 have been going
4 Have you made research building. 5 Complete the sentences with the -ing form or the
5 haven’t made infinitive form of the verbs in brackets.
6 Have you seen 3 Complete the sentences with the missing words. 1 He keeps making (make) the same mistakes!
7 have been talking 1 I didn’t think much of the food in the new restaurant.
8 have only read 2 She got up late but she managed (catch) the
9 haven’t had
I thought it would be better. train.
10 have asked 2 He was never interested in Physics, but he has 3 My parents didn’t let me (go) to bed late when
11 Has she agreed changed his m and now he wants to study it at I was a child.
12 has been university!
interviewing 4 You should (concentrate) more in your science
13 Have you had 3 Travelling improves your understanding of the world. lessons.
14 have been thinking It really b your mind.
5 We started (take) an interest in astronomy
4 I think the course could be very useful. You should after the trip to the planetarium.
Exercise 5 think s about taking it.
6 I remember (see) a drone for the first time a
2 to catch 5 She always has interesting ideas. She’s very good at couple of years ago.
3 go thinking outside the b .
4 concentrate 7 I must remember (phone) my grandma this
5 to take/taking 6 It’s extremely noisy here. I can’t hear myself t ! evening.
6 seeing 7 I never forget a face but when it comes to names 8 Can you imagine (walk) on the moon?
7 to phone sometimes my mind goes b .
8 walking 9 We hope (study) artificial intelligence at
9 to study 8 That film was absolutely brilliant. It really b  my university.
10 buying mind!
10 Now I regret (buy) you a new mobile phone!

30

REFERENCES FURTHER PRACTICE ASSESSMENT

AUDIO SCRIPT page 213 • Use of English, Student’s Book • Unit 2 Language Test (Vocabulary,
CULTURE NOTES page 206 page 191 Grammar, Use of English)
• Class debates pages 264–265 • Unit 2 Skills Test (Dictation, Listening,
• Self-assessment 2 and Self-check 2, Reading, Communication)
Workbook pages 26–27/Online Practice • Unit 2 Writing Test
• Extra digital activities: Use of English, • Units 1–2 Cumulative Review Test
Reading, Listening • Units 1–2 Exam Speaking
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 USE OF ENGLISH 2 You hear a man talking about a gadget.
Exercise 6
What is he doing?
6 Complete the second sentence using the word in bold a He’s persuading a friend to buy it.
2 make up my mind
3 is not quite as good
so that it means the same as the first one. Use between 4 I have ever seen
two and five words, including the word in bold. b He’s explaining how to use it. 5 How long have you
1 I haven’t seen a commercial drone before. FIRST c He’s helping a friend with a problem. been
6 She hasn’t been
This is the first time I’ve seen a commercial drone. 3 You hear a woman on TV. What is she doing?
7 He regrets saying
2 I really can’t decide which course to study. MIND a She’s giving information about a recent event. 8 How about (having)
I can’t about which course to study. b She’s discussing technological innovations in
education. Exercise 7
3 The film is a little better than the book. QUITE
c She’s giving information about the people who are 2 seven pounds fifty/
The book as the film.
attending the event. £7.50
4 I have never seen a documentary as interesting as this 3 café
4 You hear a couple talking about kitchen robots. 4 worksheet
one. EVER
The woman agrees with her partner that 5 Taking photos
This is the most interesting documentary . 6 fly a drone
a it’s a great idea to buy a kitchen robot.
5 When did you become interested in artificial
intelligence? LONG b food cooked by a robot isn’t as good as home cooking.
interested in artificial intelligence? c a robot could be useful when they’re very busy.
6 It’s two years since she last went to the cinema! BEEN
to the cinema for two years! SPEAKING
7 It was silly of him to say he would finish the essay 9 Work in groups of three. A friend is having his/her
today. REGRETS birthday soon. Look at the ideas below and talk about
he would finish the essay today. which objects would be the best present for him/her.
8 Why don’t we have a picnic tomorrow? HOW
a picnic tomorrow? STRATEGY | Collaborative task
Use of English > page 191 When you do this task, use the language for making
suggestions (e.g. How about …? What do you think of …?)
LISTENING and for reaching a decision (Let’s go for it!).

7 1.20 You are going to listen to a teacher speaking 1 2

about a school trip. Complete the notes below with
one to three words in each gap.

STRATEGY | Note completion

Be careful about distractions in the recording. Sometimes
when you think you need to listen for a number (e.g.
a price or time), there could be another price or time 3
mentioned in the recording. Make sure you complete the
sentence with the correct answer.

Trip to the Digital Age Exhibition

• Coach leaves at 17.30 .
• Group members pay 2 each for tickets.
• Lunch recommended in the 3 . WRITING
• Remember to complete a 4 during the visit.
10 You see this ad in a magazine about space.
• 5
is not allowed in the exhibition centre.
• Great activities! Meet robots, watch videos, 6 ! Write an article and win a book about
space travel!
8 1.21 You are going to hear four recordings. Read
• Why do people want to travel into space?
questions 1–4 and the possible answers. Then listen
and choose the correct answer for each recording. • What are the pros and cons of going on
a space trip?
1 You hear a radio advertisement. Who might be
interested in buying the gadget? • Would you like to travel in space?
a someone who has a limited budget
b someone who wants a small phone Write your article for the competition.
c someone who needs a videophone

31

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 LIFE SKILLS
Exercise 2
Structuring your presentation
1 You leave your
audience with a clear
1 How often do you give presentations? Do you find it easy to
memory of your
presentation and your
main points. 2 Work in pairs. In which part of the presentation a–c (a = the
2 Your audience can
see how the talk will
develop and what
to expect in your
presentation.
3 This will ensure your
audience understands
your point of view.
4 You will clearly show
the order of your
points and help your
audience follow your
presentation more
easily.
5 This makes your 3 1.22 Study the presentation plan. Listen to a student and
points real and
therefore easier to
remember and clearer
to your audience.
6 This opens the
presentation and
catches the attention of
your audience.
7 This means your
audience has an
opportunity to
contribute and engage
with the topic.
Exercise 3
Possible answers:
1 By choosing the
clothes we like, we
can express our
individuality; clothes
say a lot about your
personality.
2 We learn to dress
appropriately: what
to wear and not to
wear in various social
situations.
3 We learn not to judge
people by the clothes
they wear.
32
REFERENCES
AUDIO SCRIPT page 213
VIDEO SCRIPT page 233
50
M01 High Note TB3 09593.indd 50
How to give a presentation
give presentations? Say why.
beginning, b = the main part, c = the end) would you include
points 1–7? Say why.
□
1 c Summarise e your points and give your opinion.
2 □a Outline the points you
you’re
re going to cover in the presentation.
3 □b Make your points clear. 4 1.22 Study the Speaking box. Listen to the
4 □b Indicate when you move on to another point. presentation again and tick the expressions
5 □b Give examples to illustrate your points. you hear.
□a Introduce yourself and welcome the audience.
6
7 □c Ask your audience if they have any questions. SPEAKING | Structuring your presentation
Starting a presentation
✓ The purpose of my talk today is …
note down what she says about the main points 1–3 in her
presentation. The subject of my presentation is …
✓ First/Firstly, I’ll talk about … And then I’ll
BEGINNING
explain/discuss/point out/say …
Introduction: Presenting main points
Introduce yourself and welcome the audience. I’ve divided my talk into three parts.
Purpose of the presentation: Firstly, … Secondly, … And finally, …
✓ Let’s start with …
Outline the reasons for not having a dress code.
✓ Let’s move on to my second point.
MAIN PART ✓ My next/second/third point is that ...
Point 1 Lastly, I must say that ...
Dress code and freedom of choice. Adding information
✓ In addition to this … And another thing is …
Point 2
✓ Let me give you an example.
What can we learn from not having a dress code?
✓ For example, …
Point 3
Referring to visuals
Respecting others.
✓ Have a look at the first slide …/Now let’s look at
slide two.
END
If you look at the handout ...
Summary and conclusion Ending your talk
No dress code at school means that you have freedom ✓ To conclude/sum up, I’d like to say that …
of choice. You learn to dress appropriately and respect ✓ Thanks for listening.
others.
✓ Now, have you got any questions?
EXTRA ACTIVITY IN CLASS NEXT CLASS
Invite students to tell the class about Students think about their classmates’
a presentation they found boring. Why feedback from Exercise 9 and prepare a
was it boring? What exactly didn’t they new presentation. They record it and play
like about it? What would they change in it for the class in the next lesson or, if time
it to make it more interesting? If there is allows, give their new presentations in
time, let them discuss in pairs/groups first, front of the class. Have a brief feedback
then share ideas with the class. session: was their classmates’ feedback
helpful? Did it help them improve? How?
29/08/2019 14:09
 01–02
Using body language 7 7 1.23 Watch or listen again. Match the photos
A–D with the descriptions below.
5 In pairs, discuss the questions about using body
language when giving a presentation. 1 □A Chopping gesture
1 Where should a speaker stand? 2 □B Open palm gesture
2 Where should they look? 3 □D Open body position
3 What should they do with their hands? 4 □C Smiling and showing enthusiasm
4 Should they move or stay still?
8 Work in pairs. Choose one of the presentation topics
5 What can you do when you feel nervous? below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
6 7 1.23 Watch or listen to a class on using body Exercise 6
language in presentations. Complete the advice below 1 Some people say that beauty is more than just your
2 point
with the words from the box. physical appearance. How do you define beauty?
3 forward
2 Do you think people could live on another planet? 4 backwards
backwards centre forward point smile stare Say why. 5 stare
6 Smile
3 Edith Head, an American costume designer, said: ‘You
can have anything you want in life if you dress for it.’
LIFE SKILLS | Using body language in presentations Do you agree?
• Posture
Stand facing the audience.
9 Do the task below.

Stand in the 1 centre of the room.

• Gestures
LIFE SKILLS | Project
Use small open gestures to involve your audience. Use your plan from Exercise 8 to give a five-minute
Don’t 2 your finger directly at the audience. presentation.
• Movement • Prepare a presentation based on your plan.
Move from time to time to keep the people’s attention. • Practise your presentation and observe your body
language. Use the tips from the lesson.
Move 3 when making a new point.
• Give your talk to the class and listen to other students’
Move 4 when making a comment or giving an
presentations.
example.
• Use the checklist on page 196 to assess each other’s
• Facial expressions
presentation. Think about the way the presentations
Make eye contact with your audience. Don’t 5 at were structured and delivered.
one person. 6 to show enthusiasm.
LIFE SKILLS VIDEO

A B

C D

33

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 03 Active and healthy
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
GRAMMAR

SPEAKING
WRITING
VIDEO
Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
Being polite
A short story
Grammar Communication Documentary

m
‘Wheelz’F o t h e r in g h a
Aaron Fotheringham was born with a disease which made walking
impossible. However, by the time he was four, he had learned to get
around on crutches. A few years later, he left the crutches behind and
began using a wheelchair. He and his brother Brian soon became
a regular sight on the streets of their neighbourhood in Las Vegas,
Aaron in his wheelchair and Brian on his BMX.
One life-changing day, the boys had just arrived at the local skate
park when Brian had an idea. Perhaps his younger brother could try
one of the ramps in his chair. Aaron accepted the challenge. On his
first attempt he fell, but he was determined to succeed, so he tried
again. At the end of the day, he realised he had found a sport that he
loved. He called it wheelchair motocross (WCMX).
Aaron started out as an amateur athlete, entering BMX competitions
and posting his videos online. At the time he was working on a new
trick. His dedication paid off when he eventually managed to do a
backflip. No one had ever done that in a wheelchair before! A few years
later, ‘Wheelz’ as he was now known, set another record: the first ever
double backflip.In 2010, Aaron turned professional and joined the
action sports show Nitro Circus Live. While he was performing in Brazil
in 2012, he successfully jumped a fifteen-metre gap. The crowd went
wild. Four years later, on the evening of
7 September, the Brazilians were
cheering him on again. This time
Aaron was there to open the Rio
Paralympics.
Though he has suffered a few
injuries, Aaron takes safety very
injuries
seriously. Through his passion,
he wants to change the way
the world thinks about people
in wheelchairs, and to inspire
everyone, disabled or not, to
overcome their own challenges.

3A GRAMMAR AND VOCABULARY

1 In pairs, answer the questions.
1 How many extreme sports can you list in one minute?
2 Which have you tried?
3 Which would/wouldn’t you like to try?
2 Look at the photos of Aaron ‘Wheelz’ Fotheringham.
Write three questions you would like to ask Aaron
about his life as a professional athlete. Then read the
text. Does it answer your questions?

34

REFERENCES EXTRA ACTIVITIES IN CLASS • After Exercise 8, students write

VIDEO SCRIPT page 234 • After Exercise 2, ask students if they
CULTURE NOTES page 206 find Aaron’s story inspiring. If yes, how?
What can they learn from it? Do they
know of any other people who have
overcome similar challenges?
a paragraph about a similar experience
they or someone they know had. As
with the speaking task in Exercise 8,
they can use the prompts on page 197
to help them.

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 03
Past Simple, Past Continuous and Past Perfect 6 Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
3 Identify the tenses of the verbs in bold: the Past
Continuous or the Past Perfect. Exercise 3
Simple, the Past Continuous and the Past Perfect. 1 Past Continuous,
Then match sentences 1–5 with meanings a–e in the Past Simple
Grammar box. Unlucky Katie 2 Past Simple (x3)
□
1 b While he was performing in Brazil in 2012, he
3 Past Perfect,
Past Simple
successfully jumped a fiteen-metre gap. Katie Ormerod is a world-class snowboarder who qualified for the 4 Past Continuous
□
2 a … he fell, but he was determined to succeed, so 2018 British Winter Olympic team and she 1 was  (be) a favourite 5 Past Continuous
he tried again. to take home a medal. In 2017, she had injured her back, but by
□
3 e The boys had just arrived at the local skate park the time the 2018 season started she 2 (recover). Exercise 4
when Brian had an idea. Katie 3 (arrive) in South Korea before the 2018 Games 1 He had learned to get
□
4 c At the time, he was working on a new trick … and 4 (start) practising on the Olympic course. She
around on crutches.

□
5 d … on the evening of 7 September the Brazilians 5
(only do) a few practice runs when she 6 (fall)
2 He accepted his
brother’s challenge.
were cheering him on again. and broke her wrist. Thankfully, it wasn’t serious so she 3 Aaron’s first back flip
was special because
Past Simple, Past Continuous and Past Perfect decided to carry on. Two days later, she 7 (train) again no one had ever
when she 8 (crash) and broke her heel in two places! done a back flip in
We use the Past Simple: This time it was serious, and she was out of the Games.
a wheelchair before.
4 In 2012, Aaron
a to describe finished actions and tell the main events
jumped a 15-metre
of a story in order. gap.
Time expressions: yesterday, last night/week/year/ 7 Complete the questions with the correct form of the 5 The second time
he went to Brazil, he
Wednesday, when I was young, two months ago, highlighted words in the texts about Aaron and Katie.
opened the Paralympics.
in 2017, one day/evening Then ask and answer the questions in pairs.
We use the Past Continuous: 1 Have you ever suffered an  injury 
 injury   while doing a sport at
Exercise 6
b for longer actions interrupted by shorter ones. school? What happened?
2 had recovered
For shorter actions we use the Past Simple. 2 Do you know anyone who started out as an 3 arrived
c for temporary situations/habits. athlete then turned ? What do you know about 4 started
their career? 5 had only done
d to describe things which were in progress at 6 fell
a precise time in the past. 3 Has a team from your school ever won a ? Had 7 was training
they taken part in an event like that before? 8 crashed
Time expressions: as, when, while, at noon, this time
last week, all last night 4 Has a team from your country ever for the finals
of a major sporting competition? What happened? Exercise 7
We use the Past Perfect:
5 Can you name someone from your country who has set 2 amateur, professional
e to talk about an action in the past that was completed a world ? What was it? 3 competition
before another action or a time in the past. We often 4 qualified
contrast an action in the Past Simple with an earlier one 6 Does your country usually a lot of medals from
5 record
in the Past Perfect. the Olympic Games? For which sports? 6 take home
Time expressions: after, already, as soon as, before, by, 8 SPEAKING In pairs, talk about a time when you or
by the time, just, once, until someone you know did well in a sport, a performance
Grammar Reference and Practice > page 176 or some other kind of challenge. Use the prompts on
page 197 to help you.
4 In pairs, answer the questions using full sentences. I won a silver medal at the school’s championships. I’d never
Then check your answers in the text. run in a competition team before …
1 What had Aaron learned to do by the age of four?
2 How did Aaron react to his brother’s idea in the 8 Read the question below and watch the video.
skate park? Say what the speakers answer. Then in pairs, ask and
answer the question.
3 Why was Aaron’s first backflip special?
Tell me about a sports injury you had.
4 What did Aaron do in 2012?
5 What did he do the second time he went to Brazil?
GRAMMAR VIDEO

5 Choose the correct tense to complete each sentence.

1 When Aaron arrived at the skate park, his friends
already left / had already left.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
3 After Aaron had broken / was breaking his first
wheelchair, he got a new stronger one.
4 The crowds in Brazil were amazed when they saw /
were seeing how far Aaron jumped.

□ I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions. 35

FURTHER PRACTICE • Photocopiable resource 10: Lionel ASSESSMENT

Messi – the football genius, pages
• Photocopiable extra Grammar Video 274, 297 Grammar Quiz 3A
activity 3, page 266
• Extra digital activities: Grammar NEXT CLASS
• Grammar Reference and Practice, Checkpoint 3A
Student’s Book page 176 Ask students to make notes about their
• Workbook pages 28–29/Online Practice favourite sport and why they like it.

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 3B VOCABULARY | Sports, activities, fitness and exercise
1 THINK BACK Make a list of sports and fitness activities you
enjoy/don’t enjoy. Then compare your lists in pairs.
I enjoy: swimming, yoga, …
I don’t enjoy: Zumba, cycling, …
4 1.24 In pairs, read the leaflet again. Then
complete the sentences with the words from the
box. Listen and check.
build get (x 2) good keep lift shape unfit

Exercise 2
Sports and activities
in the leaflet: tennis,
squash, boxing,
basketball, football,
athletics, rowing,
weightlifting, rock
climbing, swimming
Special offer: one
month free for all
16–18-year-olds
Judging by the
members’ comments,
BFITA seems to be
a good club.
Exercise 3
1 court, pool, track,
ring, machine, wall
2 programme
3 rooms
4 centre
5 weights
Exercise 5
2 broke her leg
3 banged his head
4 twisted her ankle
5 pulled a muscle
6 sprained his wrist
John agrees to try the
leisure centre because
Jackie says that you can
get injured anywhere
at any time.
2 Read the leaflet for BFITA and the comments below. Which John I’m really out of 1 shape . My gran’s fitter
sports and activities does it mention? What special offer does than I am! I’m so 2 unfit that I 3 get out
the leaflet mention? Is BFITA a good club? How do you know? of breath when I run for the bus!
Jackie You really need to 4 get into shape. Why
don’t you come to the leisure centre? You
can 5 build up your muscles, do exercises
and 6 lift weights – that really helps me
7
keep fit.
John No, thanks.
Jackie Come on! It’s done me a world of 8 good .
They’ve got great fitness coaches and a …
Special offer BFITA
5 1.25 Study Watch out! Then complete the
sentences with the correct form of the phrases in
the box. Listen and check. Does John agree to try
For our 16th anniversary, we’re giving LEISURE the leisure centre? Why?
away one month’s free membership CENTRE
for all 16–18-year-olds. bang/head break/leg dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
• Make the most of our tennis and squash courts,
courts a boxing ring,
ring
a basketball court and a full-size outdoor football pitch with 1 John’s dad dislocated his shoulder during a match.
an athletics track. 2 John’s mum in two places when she was
• Try our state-of-the-art gymnasium, now with brand new rowing playing hockey.
machines!
3 John when he scored a goal – he was
u your muscles in our weightlifting centre.
• Lift weights and build up unconscious for several minutes.
• Climb our 10-metre-high rock climbing wall.
wall 4 John’s sister when she was jogging on
• Swim in our 25-metre swimming pool and relax in the Jacuzzi, a rocky path.
sauna or steam room.
5 Jackie in her leg because she didn’t warm up.
• Find motivation with our expert fitness coaches and personalised
training programmes.
programmes 6 John when he fell in the shower.
• Chill, chat and watch sports in our award-winning café.
GET FITTER with BFITA! WATCH OUT!
We say she banged her head or broke her leg. NOT the
e ne er been a sporty person and d ne er oined a leis re entre head or the leg.
leg
be ore so had no idea how m h n it wo ld be to keep fit (Ali)
But we say she pulled a muscle in her back NOT her muscle.
was so nfit ot o t o breath limbin the stairs B t really ot into This is because we have lots of muscles but only one
shape thanks to B T en the han in room is awesome (Keira) head, two legs, etc.

t first was totally o t o shape elt e ha sted B t now eel 6 SPEAKING Work in pairs. Use the examples below
reat B T did me a world o ood (James) and the vocabulary in Exercises 3–5 to ask and
answer the questions.
3 Use the words and phrases highlighted in the leaflet to 1 How fit are you? What do you do to get/keep fit?
complete the questions. Then ask and answer the questions 2 Do you often get out of breath? When?
in pairs. 3 Do you think it’s a good idea to build up your
1 Has your school got: a football pitch ; a tennis ; muscles?
a swimming ; an athletics ; a boxing ; 4 Do you find it easy to get into shape?
a rowing ; a rock climbing ? Which of these
things does a school need? 5 Can you think of something that does you a world
of good?
2 Should students get a personalised training in their
PE class? Say why. 6 Have you ever twisted your ankle/broken your
leg/ …? How did it happen?
3 What are the changing in your school gym like?
How could they be better? 7 Imagine you joined the BFITA Leisure Centre
4 Have you ever joined a leisure ? If so, what was it a week ago. Write a description of your first week
like? If not, would you like to? there. Mention the things you have done and an
5 Have you ever tried lifting ? If so, what’s it like? If injury you had. Use the vocabulary in this lesson
not, why not? and the past tenses from lesson 3A.

36 □ I can talk about sports, activities, fitness and exercise.

REFERENCES
AUDIO SCRIPT page 214
EXTRA ACTIVITY IN CLASS
Before Exercise 1, students look at the
notes they made at home. Then, they talk
in pairs about their favourite sport. Once
they have finished, invite a few students
to share their answers with the class.
54
FURTHER PRACTICE
• Workbook page 30/Online Practice
• Photocopiable resource 11: What
happened to you?, pages 275, 298–299
• Extra digital activities: Vocabulary
Checkpoint 3
ASSESSMENT
Vocabulary Quiz 3
NEXT CLASS
Students think about a time when they or
someone they know called an emergency
number. What happened? They should
make notes so they can share their story
with the class in the next lesson.

M01 High Note TB3 09593.indd 54 29/08/2019 14:10

 03

3C LISTENING 3

AND VOCABULARY
1 Look at the photos and the Fact Box. In what situations 4 1.27 Listen and choose the correct answers. Use Exercise 2
do you need to call an emergency number? Active Listening to help you with questions 1 and 4. 2 You should call an
1 You are going to hear a school pupil talking to ambulance.
FACT BOX Emergency phone numbers a teacher. What’s his main purpose? 3 You should call the
fire service.
In the UK, the emergency number for police, ambulance a to express an opinion 4 You should call the
b to offer to call an ambulance police and the fire
and fire service is 999, but you can also use the European
service.
number, 112. In the USA, dial 911. c to inform her about an accident 5 You could go to see
2 You are going to hear the teacher calling 999. a doctor but perhaps
2 In pairs, work out the meaning of the highlighted words. Where is Eric? it’s better to call an
ambulance.
In each emergency decide if you should call the police, a on a path near the river 6 You shouldn’t call the
ambulance or fire service, or if you should deal with it b at the foot of a hill fire service; you should
yourself. get the cat down
c on a railway line yourself.
1 A car knocked down a girl, she’s got a few cuts and 7 You shouldn’t call
bruises and she’s in shock. 3 You are going to hear a man from the school calling
an ambulance. If it’s
Eric’s mother. How does she seem by the end of the
2 A neighbour fainted and is unconscious; it might be not too serious, you
conversation? can treat it at home.
a heart attack.
a fine b worried c relieved Otherwise, you
3 The school fire alarm is ringing. should take him to the
4 You are going to hear a bus driver talking to doctor’s.
4 You want to report a crime – someone has set fire a policeman. Why is he talking to him? 8 You should call the
to a car.
a to explain what happened fire service and maybe
5 You hurt your head, you’re not bleeding but it’s quite the police too.
painful, and you’re seeing double – you think you b to complain about something
have a concussion. c to persuade him to do something
6 Your cat is stuck up a tree. 5 You are going to hear a conversation between Eric
7 Your little brother burned his hand when he was cooking. and his father. What does Eric think of his mother’s
driving?
8 A shop in your street is burning down.
a she drives too fast b she’s a safe driver
1 You should call the police and the ambulance service. c she doesn’t always pay attention
3 1.26 Study Active Listening. Then listen and choose 5 1.28 Complete the sentences with the words and
the correct answer. Exercise 5
phrases from the box. Listen to the extracts and check. 1 painful, hurt
You are going to hear a P.E. teacher talking to her 2 cuts and bruises,
students. What’s her main purpose? blood concussion cuts and bruises elbow fainted twisted, concussion
heart hurt painful shock sprained twisted 3 blood, elbow, shock
a to persuade them to run as fast as they can 4 heart, fainted
b to advise them to be careful 1 The bus driver sprained her wrist. It was really .
She didn’t know if the car driver was badly .
c to complain about their attitude towards P.E.
2 Eric got some , broke his leg, his ankle,
and suffered a .
ACTIVE LISTENING | Identifying the speaker’s purpose 3 Eric’s mum lost a little , dislocated her
and banged her head. She was in but she’s
When someone speaks, they have a purpose for speaking.
better now.
It may be to inform, to explain, to express an opinion,
to agree, to complain, to advise, to persuade or to make 4 Eric’s dad didn’t have a attack, he
an arrangement, an offer, a request, or a suggestion. because of stress.
The context, the language the speakers use and their 6 SPEAKING In pairs, use the tenses in lesson 3A to retell
tone of voice can help you identify their purpose. the story in this lesson from two different points of
Understanding the speaker’s purpose can help you to take view. Student A, imagine you are Eric. Student B,
part in a conversation and respond appropriately. imagine you are Eric’s mum.

□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents. 37

REFERENCES the class. In bigger classes or if time NEXT CLASS

AUDIO SCRIPT page 214
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by referring students
to the notes they made at home and
getting them to share their stories with
is short, they could do this in pairs or
small groups.
FURTHER PRACTICE
• Workbook page 31/Online Practice
• Photocopiable resource 12: There’s
been an accident!, pages 275, 300
Ask students to look up people who
have changed their life around. They
can be celebrities or any other people
with inspiring or interesting life stories.
Students should choose two or three
people and make brief notes about what
changes they have made in their lives.
55

M01 High Note TB3 09593.indd 55 29/08/2019 14:10


Tod Starters
Exercise 2
1 He’s given up winter
sports. He does yoga
now. He’s become
a vegan and he doesn’t
wear leather shoes or
clothes any more.
2 Colin orders the onion
and lentil pâté and the
mushroom lasagne.
Daisy orders the rabbit
pâté and a steak.
3 The waiter mixes up
the starters, so Daisy
eats some of Colin’s
onion and lentil pâté
and Colin eats some of
Daisy’s rabbit pâté.
Exercise 5
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I used to
eat chips with almost
every meal. I never
used to eat fresh fruit
and I didn’t use to drink
water, just cola. I used
to believe it was good
for you. We didn’t use
to sit at the table to eat,
we used to eat in front
of the TV. So I used to be
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
Exercise 6
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I would
eat chips with almost
every meal. I would
never eat fresh fruit
and I wouldn’t drink
water, just cola. I used
to believe it was good
for you. We wouldn’t
sit at the table to eat,
we would eat in front
of the TV. So I used to be
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
38
REFERENCES
AUDIO SCRIPT page 215
EXTRA ACTIVITY IN CLASS
Do this activity at the end of the lesson.
Refer students to the notes they made
at home and get them to tell a partner
about the people’s past and present using
used to, would and the Past Simple.
56
M01 High Note TB3 09593.indd 56
a y s
’ s p e c ia ls
é
Rabbit apâlatd
Tu_na_s____
_ _
Mains
otto
Salmon rischips
Stea_ k an_d___
__ _
s
Vegan disheil pâté
lent
Onion andm lasagne
Mushroo
3D GRAMMAR 4 Study the sentences in Exercise 3. Then decide when we use
used to and would. Tick the correct boxes in the Grammar box.
1 Write six ways in which you, your life, your Used to and would
friends or your family are different from before.
Then compare your sentences in pairs. We use used to and would to talk about things that were true but
are not true anymore.
When I was little I was super active, and now
I hardly ever leave the house. used to would
I watched TV every day when I was little but now • for habitual/repeated actions in the past ✓ ✓
I hardly ever watch it. • for past states with verbs like have, be, ✓
I believed in Santa Claus but now I don’t. believe, love ...
2 1.29 Look at the photo and the menu. Then Grammar Reference and Practice > page 176
listen to a conversation and answer the questions.
1 How has Colin’s life changed since he had
a skiing accident? WATCH OUT!
2 What do Colin and Daisy order?
I used to go skiing every year when I was younger. = I went skiing
3 What problem do they have?
many times.
One day someone knocked me over on a ski slope. = It happened
Used to and would once.
3 1.29 In pairs, complete extracts 1–7 with
phrases or sentences a–g. Listen again and check. 5 1.30 Study the Grammar box and Watch out! again. Then
1 I used to come here a lot. e . rewrite the text changing the underlined verbs to used to
2 They didn’t use to have many vegetarian wherever possible. Listen and check.
dishes a .
I had used to have a very unhealthy diet when I was growing up.
3 I used to be into winter sports. c
I loved cakes and biscuits. I ate chips with almost every meal.
whenever I could.
I never ate fresh fruit and I didn’t drink water, just cola. I believed
4 But one day, someone knocked me over on the
it was good for you. We didn’t sit at the table to eat, we ate in
ski slope and b . front of the TV. So I was overweight and unfit. But then one day,
5 After the yoga class f and that’s where my friend Dev invited me to eat with his family. It was amazing.
I got into healthy eating. We had a fantastic meal with salad and lots of fresh fruit. That
was the day I changed the way I eat.
6 I used to love my leather biker’s jacket and my
cowboy boots. d .
7 g . I used to have a pair just the same.
6 1.31 Now rewrite the text in Exercise 5 changing used to
a but now they’ve even got vegan options. to would wherever possible. Listen and check.
b I got a serious back injury.
c I’d go skiing and snowboarding 7 SPEAKING In pairs, use used to and would to talk about
changes in your life. Remember to use the Past Simple if
d I’d wear them almost every day.
something only happened once.
e It’s different now.
A Did you use to do any sports that you don’t do any more?
f we’d often go to a vegetarian café nearby
B I used to be in a football team but …
g Your canvas shoes are very nice.
□ I can use used to and would to talk about past habits and routines.
FURTHER PRACTICE ASSESSMENT
• Grammar Reference and Practice, Grammar Quiz 3D
Student’s Book page 176
NEXT CLASS
• Workbook page 32/Online Practice
• Photocopiable resource 13: Eating Ask students to make a list of 5–6
habits – past and present, pages questions they often ask shop assistants
275, 301 when they are shopping (e.g. Do you have
this in a smaller size?). Encourage them to
• Extra digital activities: Grammar think about different shops and products.
Checkpoint 3D
29/08/2019 14:10
 3E SPEAKING AND VOCABULARY 03
1 In pairs, take turns to describe what you can see

COMMUNICATION VIDEO
Exercise 1
in the photo and answer the questions below. 1 It’s a health food
1 What kind of shop is it? What is happening? store. A customer
is talking to a shop
2 What do you think the shop assistant and the assistant.
customer are talking about? 2 The customer is
3 How are the people in the photo feeling? asking the shop
assistant a question
2 9 1.32 Watch or listen to a conversation which the shop
assistant isn’t sure how
in a health food store. Does Marie find her first to answer.
day in the shop easy? No, she finds it difficult. 3 The customer feels
slightly irritated.
3 1.33 Study the Speaking box and complete The shop assistant
the polite requests and refusals with one feels embarrassed/
confused. The other
word in each gap. Listen and check.
shop assistant in the
1 Would you mind  telling 
 telling  me where the background seems
organic kale is? annoyed.
2 That’s very kind of you, dear, but I think I’ll
manage.
3 I’d like to know whether your fruit and veg
is locally grown.
4 Have you got any idea whether it's local?
5 I'm sure they look lovely but I’m afraid it's
local or nothing for me.
6 I wonder if you have any free-range eggs.
7 Could you possibly tell me where I can find
those eggs?
8 No, that’s alright , thanks. I’ll be fine.
9 Do you happen to know if you've got any
wholemeal bread in there?
4 Rewrite the questions as indirect questions. Exercise 4
SPEAKING | Being polite 1 Are these apples organic? → I wonder … 2 I was wondering
what time the juice bar
I wonder if/whether these apples are organic.
Asking politely in the gym closes.
We often use indirect questions to make polite 2 What time does the juice bar in the gym close? → I was 3 Have you got any
requests or to ask for opinions and information wondering … idea if/whether this
bread contains gluten?
in English. Use the polite phrases below and 3 Does this bread contain gluten? → Have you got any idea …? 4 Do you think I could
affirmative word order. 4 Could I have soy milk? → Do you think …? have soy milk?
5 Would you mind
Indirect questions 5 Where can I buy freshly-squeezed apple juice? → Would you telling me where I can
I wonder if/whether you could help me. mind …? buy freshly-squeezed
= Could you help me? 6 How much is a wholemeal loaf? → I’d like to know … apple juice?
Could you (possibly) tell me how much this is? 6 I’d like to know how
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …? much a wholemeal
= How much is it? loaf is.
Do you think it will take long? 5 1.34 PRONUNCIATION Listen to how the underlined words 7 Do you happen to
= Will it take long? are pronounced. Then practise saying the sentences. know who writes the
‘Healthy Living’ blog?
Other phrases 1 Could you tell me how much it is?
I was wondering ... 2 Would you mind telling me what this is?
I’d like to know … 3 I don’t know really.
Have you got any idea …? 4 I’m going to ask my colleague.
Do you (happen to) know/have/sell, etc. …? 5 You’ve got to eat more fruit.
Would you mind telling me …? 6 Check that you understand the adjectives in the box. In groups,
Refusing politely use them to prepare polite questions about your teacher's
That’s very kind of you, but ... eating habits. Use the phrases from the Speaking box.
They look/sound very nice, but I’m afraid … free-range freshly-squeezed locally grown organic
No, that’s alright thanks. wholemeal
Thanks for the offer, but … Would you mind telling me whether you buy any organic food?
Thank you, but I’m alright.
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.

□ I can use indirect questions to make polite requests or to ask for opinions and information. 39

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

VIDEO /AUDIO SCRIPT page 234
After Exercise 4, refer students to the Workbook page 33/Online Practice
questions they wrote at home. They
should rewrite them as indirect questions, NEXT CLASS
using phrases from the Speaking box. Ask students to make a list of the different
foods and drinks sold at their school
canteen and if possible, bring photos of
(some of) them.
57

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Exercise 2
The text is about
a community
organisation that aims
to help people have
healthier diets.
Exercise 4
Possible questions
and answers:
2 What is their rap
about? It’s about
growing your own
food and eating
healthy food.
3 Where did AFC start?
In North Minneapolis,
Minnesota, USA.
4 How did it start? In
2011 a group of people
were shocked that in
their community there
was nowhere to eat
good, healthy food,
so they decided to do
something about it.
5 What are the aims
of the organisation?
To encourage
healthy living,
strengthen families,
create economic
prosperity and reduce
unemployment
and crime in their
community.
6 What are the three
steps? 1. Urban
Agriculture – growing
food in urban areas;
2. Good Food Policy –
persuading people to
adopt healthy diets;
3. Community Cooks
Project – cooking
workshops where
people eat and talk
about how to change
their community.
7 Where do they get
money from? The
government, private
donations and two
money-making
projects: the Kindred
Kitchen, which small
businesses pay to
use, and the Breaking
Bread café.
8 How successful has
AFC been? It’s been
a huge success.
Exercise 6
1 full
2 ingredients,
processed
3 diet
4 foods
5 fizzy
6 junk
7 outlets
8 fresh
40
REFERENCES
VIDEO SCRIPT page 234
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put
students in groups and refer them to
the lists they made at home (and their
58
M01 High Note TB3 09593.indd 58
3F READING AND VOCABULARY
1 Make a list of healthy and unhealthy foods that you 6 Complete the sentences below with the words from
eat. Then compare your lists in groups. Who do you the box. Then ask and answer the questions in pairs.
think has the healthiest/unhealthiest diet?
calories diet fizzy foods fresh full ingredients junk
Healthy things I usually eat: bananas, yoghurt, … outlets processed
Unhealthy things I usually eat: crisps, muffins, fried
bacon, … 1 Do you know much about the food you eat? Which
foods are high in calories ? Which are of
2 Look at the photo and the title of the article. What do vitamins?
you think the text is about? Read it quickly to check. 2 In your family, do you cook meals with raw or
do you buy ready-made foods that are
ar high in
3 Read the text again. Match sentences A–H with gaps fat, sugar and salt?
1–5 in the article. There are three extra sentences. 3 Do you think you have a healthier or unhealthier
A And perhaps even more importantly, it has brought than your parents? Say why.
a community together. 4 What are your favourite comfort ? When and
B It might seem expensive but it can actually cost less. where do you eat them?
C In 2011, three women decided to do something 5 Do you prefer drinks, freshly-squeezed orange
about it. juice or still water?
D Nobody in that area had tried anything like that 6 How often do you eat food like burgers, hot
before. dogs, or kebabs?
E The idea is to have a chain of healthy food from the 7 How many fast food are there in your
ground to your plate. neighbourhood?
F The kids uploaded the video to YouTube and it went viral. 8 Is it hard to buy produce like fruit and
G They get some support from government and vegetables where you live?
generous individuals.
H What’s more, most people didn’t realise how
7 SPEAKING The Education Authority wants to encourage
healthy eating at schools in your area. In pairs, discuss
unhealthy their diets were.
the ideas below. Which are the best? Say why. Can you
think of any better ideas?
4 Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs, • Ban unhealthy snacks, fizzy drinks, sweets, crisps and
ask and answer your questions. junk food from schools.
1 What / think / AFC? 5 What / aims / organisation? • Show videos and films that demonstrate the negative
effects of unhealthy diets.
2 What / rap / about? 6 What / three steps?
• Organise a cooking competition for students in the area.
3 Where / AFC / start? 7 Where / money / from?
• Include ‘Diet and Nutrition’ as part of the P.E. class and
4 How / start? 8 How / successful?
have all students sit an exam on it.
What do you think of Appetite for Change? • Open an affordable café serving healthy food in every
school.
5 In pairs, read the Fact Box. Which statement do you
think is false? Which one is the most interesting/ 8 REFLECT | Society People today consume more
shocking? How is the situation in your country similar/ unhealthy food and drink than ever before. Do you
different? think that’s true? Say why. Discuss in groups.
FACT BOX American eating habits 10 WATCH AND REFLECT Go to page 164. Watch
1 Last year Americans ate over 400 million hamburgers – the documentary Pushing yourself to the limit and
do the exercises.
that’s enough to circle the world.
2 52% of Americans believe doing their taxes is easier than
DOCUMENTARY VIDEO
figuring out how to follow a healthy diet.
3 The average American consumes 22 teaspoons of sugar
every day, most of it in drinks and candy bars.
4 Junk food first became popular in the US in the 1920s, but
it really took off in the 1950s thanks to TV advertising.
5 Native Americans were already eating popcorn over
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
The false statement is 1. Last year Americans ate 13 billion hamburgers –
that’s enough to circle the world more than 32 times.
□ I can understand the development of ideas in an article and talk about eating habits.
photos, if they have them). They should FURTHER PRACTICE
decide whether the items on their lists
are healthy or unhealthy, and whether Workbook pages 34–35/Online Practice
their school canteen should continue to NEXT CLASS
sell these items. If time allows, they could
then use their photos to create a poster Ask students to bring some photos from
with a healthy menu for a school canteen. their holidays (or to have them available
on their phones).
29/08/2019 14:10

GROW FOOD,
EAT WELL,
BE HEALTHY
1.35
A group of kids from a historically
underprivileged neighbourhood in the American
mid-west made a music video of a hip-hop track.
It was called ‘Grow Food!’ and the lyrics urged
5 people to grow their own food and cook their
meals with natural ingredients; to drink water
and milk, not fizzy drinks full of sugar; to give up
fake food that puts ‘poison in your brain’ and to
eat better options, like broccoli, salad and fresh
10 fruit instead. 1 F So far, it’s had over half a
million views. That’s pretty amazing, and so is
the organisation that inspired it.
North Minneapolis is similar to many urban
areas across North America. There is a lack
15 of shops, development projects, and healthy
food options. Many of the residents suffer from
bad health, partly because of unhealthy diets
with too much junk food. 2 C Along with
young community members, they concluded
20 there were thirty-eight fast food outlets within
two miles of where they lived, but there was
nowhere you could sit down to eat a nutritious
meal. They knew that poor diets were causing
serious health problems, for example, heart
conditions, high blood pressure and obesity.
25
The community also suffered from high
unemployment, which is a major cause of crime.
The solution, they thought, was to encourage
healthy living, to strengthen families and to
30 create economic prosperity. So they set up
a non-profit, community-owned association
called ‘Appetite for Change’ (AFC).
M01 High Note TB3 09593.indd 59
03
35
AFC’s mission is ‘to use food as a tool to build health, wealth and
social change’. 3 E They achieve this in three steps.
1 Urban Agriculture. AFC turns unused urban land into
cooperative farms where kids and adults grow and pick fresh
produce.
2 Good Food Policy. The organisation argues in favour of
healthy eating and persuades people to swap junk food high in
40 calories for natural food full of vitamins and to eat meals made
with raw ingredients rather than processed foods.
3 Community Cooks Project. AFC organises cooking workshops
in which people come together to cook a meal, to eat and to
talk about the changes they want to see in their community.
45 All of this costs money, of course, so how does AFC pay for it?
4
G In addition, they run two successful money-making
projects:
• Small local businesses rent the Kindred Kitchen to help
them run their food trucks, catering businesses and meal
50 preparation services.
• The Breaking Bread café sells delicious healthy comfort
foods and gives job opportunities to young members of the
community.
AFC has been a great success. It has improved people’s health and
55 created jobs. 5 A Its strongest supporters are young people
concerned about the unhealthy food full of fat, sugar and salt
that damages the health of their friends, families and neighbours.
The lyrics of their rap send out their message loud and clear.
OD
PLEASE CHANGE THE FO OD.
GO
IN MY SCHOOL, MAKE IT MY ’HOOD.
OUTTA
GET THAT FAKE FOOD UP MISUNDERSTOOD.
HOPE THE MESSAGE NOT OWN FOOD –
GROW AND COOK YOUR
YES, YOU COULD! 41
59
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 3G WRITING | A short story
Exercise 2 1 In pairs, use the pictures and the words in the box to 2 How do you think the surfer, the lifeguard, the people
Suggested answers: tell a story. Then read the story below and compare it to on the beach and the shark felt after the events on the
Surfer: relieved, yours. beach?
shocked, grateful, I think the surfer was probably terrified.
happy to be alive lifeguard surfer fin shark punch
Lifeguard: proud,
shocked, exhausted
People on the beach:
surprised, amazed,
1 2
frightened
Shark: unhappy,
confused, shocked,
hungry

3 4

That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Ava
was on the beach lying on the golden sand, listening to the radio and happily watching
the surfers riding the powerful waves. It was busy, and families were playing in the warm,
shallow water near the beach.

‘This is the life’ she thought, and turned over to get some sun on her back. She had just
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full
speed, shouting at people to get out of the way. Everyone on the beach sat up and watched
as she dived in and swam towards a guy who was kicking his legs, waving his arms and
shouting something. All of a sudden, the huge huge, dark fin of a shark appeared. People in the
water started screaming. They grabbed their children and swam for their lives. Now wide
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
raised her arm and… punched the shark in the face! Amazingly, it turned and swam away.

While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety.
She had saved his life. That was the day Ava decided to become a lifeguard.

42

EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 8. Put
students in pairs and ask them to share
the photos they have brought in (or have
on their phones) with their partner. In
their pairs, they brainstorm ideas for
a story using their photos, and then write
their story. If time is short, you could get
them to plan their story in class and then
set the writing task for homework.
FURTHER PRACTICE
Workbook page 36/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 44–45.

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 03
3 Study the Writing box and answer questions 1–7 about the 5 Read the story below ignoring the gaps. How is Exercise 3
story on page 42. it connected to the story on page 42? From which 1 third-person
point of view is it written, first person or third 2 on a beach
1 From which point of view is the story written, first or third-
person? It’s the same story told from the shark’s 3 details about the
person? point of view; first-person. weather and the
2 Where does the story take place? location
4 A lifeguard punches
3 What information does the writer give in the first line? a shark in the face
4 What is the main event in the story? and saves the life of
1
 That afternoon  the water was cool and clean. a surfer.
5 Which tenses has the writer used to describe the action?
The waves looked gorgeous 2 they 5 Past Simple, Past
6 Which sentences introduce the lifeguard and the shark? Continuous, Past Perfect
How does the writer make them dramatic? moved above me. I’d just eaten a delicious 6 'All of a sudden,
7 How does the writer finish the story? octopus lunch and I decided to head to the the huge, dark fin of
a shark appeared' –
beach to see what the two-legged creatures short sentence with
WRITING | A short story were doing. 3 I got there, some of them a dramatic linker; 'From
nowhere, a lifeguard
were standing on those strange long things ran past her at full
General
and riding on the waves. I’m really not sure speed, shouting at
Short stories are usually written in either the first or third person people to get out of her
point of view. why they do that, but I watched them for a way' – dramatic linker
while. 4 I noticed one of them, it was 7 She describes
Beginning a decision she made
male I think, kicking its legs and making those
Catch the reader’s attention: use a detail related to the place because of what had
where the story begins or a statement by one of the main bubbles I love. Friends are always telling happened.
characters. me not to go too close, but... those beautiful
That day the skies were clear, the sun was hot, and the sea was bubbles! 5 , a female came out of Exercise 4
a beautiful deep blue. 2 then
nowhere. 6 , it punched me in the face!
Say where and/or when the story happened. Use longer 3–4 from nowhere,
Right on the end of my nose where it really all of a sudden (in any
sentences to set the scene. order)
Ava was at the beach lying on the golden sand, listening to the hurts. What on earth is wrong with these
5–6 as, while (in any
radio and happily watching the surfers riding the powerful waves. creatures? They really shouldn’t be allowed order)

Middle in our water. I considered a second lunch if

Describe the action. Use mainly the Past Simple with the you know what I mean, but 7 , I decided Exercise 6
occasional Past Continuous and Past Perfect. Avoid long strings to be the grown up one and just swim away. 2 as/when
3 When
of the Past Simple. Horrible, violent creatures. 4 Then
Use direct speech to express the characters thoughts or give 5 All of a sudden/
them a voice. Without warning
6 Without warning/
‘This is the life’ she thought.
All of a sudden
Use a variety of verbs to report speech e.g. scream, whisper, ask, 6 Complete the story in Exercise 5 with the 7 in the end
shout, etc. linkers from the box. Sometimes more than
From nowhere, a lifeguard ran past her at full speed, shouting one answer is possible.
at people to get out of the way.
all of a sudden as in the end that afternoon
Use shorter sentences and/or dramatic linkers to add drama. then when without warning
All of a sudden, the huge, dark fin of a shark appeared.
End 7 The underlined adjectives in the story on page
Describe how you or the main characters felt at the end, what 42 help the reader to visualise characters,
you/they learned from the story, or decisions you/they made events and objects. Find and underline similar
because of what happened. adjectives in the story in Exercise 5.
That was the day Ava decided to become a lifeguard. cool, clean, …

8 Work in pairs. Follow the instructions on page

4 Add the words in bold from the story to the appropriate 197 to tell another story.
group of linkers.
• Start the action: (at) first, in the beginning, 1  that day  /
day  9 WRITING TASK Write a short story. Use your own
morning/evening; ideas or write the story you told in Exercise 8.
Use the Writing box and the tips in this lesson
• Move the action: 2 , next, later, after that/a while, by
to help you.
the time;
• Introduce a dramatic moment: suddenly, just then, out of
the blue, without warning, 3 ,4 ;
• Describe events that happen at the same time: when, at
the same time (as), 5 ,6 ;
• Finish the action: finally, eventually, in the end.

□ I can write a short story. 43

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 Word List
REMEMBER MORE
1 Find names of places on the
word list where you can …
1 play football: football pitch
2 go running: athletics track
3 play basketball: basketball court
4 play squash: squash court
2 Complete the sentences with
verbs from the word list.
If you’re not careful, you could …
1 bang your head against the
door.
2 burn your hand in hot water.
3 pull your muscle playing
volleyball.
4 break your leg skiing.
3 Write the missing negative
prefixes. Then check with the
word list.
1 You misunderstood what
I said.
2 Sandy never gets any exercise,
so she’s really unfit.
3 There are huge areas of
un/dis used land in this part of
the country.
4 Non -profit associations use
all their money to help people.
4 Complete the sentences with the
adjectives from the word list.
1 At 3 a.m. I was still wide awake .
I was too excited to fall asleep.
2 I always buy vegetables from
shops which sell home - grown
produce from organic farms.
3 Fizzy drinks, such as cola, are
bad for your teeth.
4 Free - range eggs are
believed to be healthier than
factory-farmed eggs.
ACTIVE
VOCABULARY | Flashcards
Use ‘smart’ flashcards to review
new vocabulary. On one side of the
card, write a short sentence that
you will find easy to remember
including the word or phrase you
want to learn, e.g. I always start my
workout on a rowing machine. On
the back of the card, write the word
translated into your language.
When you are doing a vocabulary
review, look at the translation
on each card and try to recall the
word or phrase and the example
sentence that you have written.
44
EXTRA ACTIVITIES IN CLASS
• Students play Memory Challenge. Give
them 2–3 minutes to study the word list,
then ask them to close their books. Write
Sports and fitness and Diet and nutrition
on the board, put students in pairs or
small groups and set a time limit (e.g.
3 minutes). In their pairs/groups, they
should write as many words under each
62
M01 High Note TB3 09593.indd 62
3A GRAMMAR AND VOCABULARY
5.15
amateur (adj) /ˈamətə/
athlete (n) /ˈæθliːt/
attempt (n) /əˈtempt/
break your wrist/heel  /ˌbreɪk jə ˈrɪst/ˈhiːl/
carry on (phr v) /ˌkæri ˈɒn/
challenge (n) /ˈtʃæləndʒ/
championships (n) /ˈtʃæmpjənʃɪps/
cheer on (phr v) /ˌtʃɪər ˈɒn/
course (n) /kɔːs/
crutches (n) /ˈkrʌtʃɪz/
dedication (n) /ˌdedəˈkeɪʃən/
determined to do sth  /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/
disabled (adj) /dɪsˈeɪbəld/
disease (n) /dɪˈziːz/
enter/win a competition  /ˌentər/ˌwɪn ə
ˌkɒmpəˈtɪʃən/
flip/backflip (n) /flɪp/ˈbækflɪp/
gap (n) /ɡæp/
have/suffer an injury  /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure (v) /ˈɪndʒə/
inspire (v) /ɪnˈspaɪə/
overcome (v) /ˌəʊvəˈkʌm/
Paralympics (n) /ˌpærəˈlɪmpɪks/
passion (n) /ˈpæʃən/
pay off (phr v) /ˌpeɪ ˈɒf/
qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
ramp (n) /ræmp/
recover (v) /rɪˈkʌvə/
run (n) /rʌn/
set a (world) record  /ˌset ə (ˌwɜːld) ˈrekɔːd/
skate park (n) /ˈskeɪt pɑːk/
snowboarder (n) /ˈsnəʊbɔːdə/
start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
succeed (v) /səkˈsiːd/
take home a medal  /ˌteɪk ˌhəʊm ə ˈmedl/
turn professional  /ˌtɜːn prəˈfeʃənəl/
wheelchair motocross (WCMX) (n) /ˌwiːltʃeə
ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class (adj) /ˌwɜːld ˈklɑːs/
3B VOCABULARY 5.16
athletics track (n) /æθˈletɪks træk/
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
bang your head  /ˌbæŋ jə ˈhed/
basketball court (n) /ˈbɑːskətbɔːl kɔːt/
boxing ring (n) /ˈbɒksɪŋ rɪŋ/
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element to the game,
you could award one extra point for each
correctly spelt item.
break your leg  /ˌbreɪk jə ˈleɡ/
build up your muscles  /ˌbɪld ˌʌp jə ˈmʌsəlz/
changing room (n) /ˈtʃeɪndʒɪŋ ruːm/
chill (v) /tʃɪl/
climb the stairs  /ˌklaɪm ðə ˈsteəz/
dislocate your shoulder  /ˌdɪsləkeɪt jə ˈʃəʊldə/
do exercises  /ˌduː ˈeksəsaɪzɪz/
do sb the world of good  /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊd/
exhausted (adj) /ɪɡˈzɔːstɪd/
fitness coach (n) /ˈfɪtnəs kəʊtʃ/
football pitch (n) /ˈfʊtbɔːl pɪtʃ/
full-size (adj) /ˌfʊl ˈsaɪz/
get into shape  /ˌɡet ˌɪntə ˈʃeɪp/
get out of breath  /ˌɡet ˌaʊt əv ˈbreθ/
get/keep fit  /ˌɡet/ˌkiːp ˈfɪt/
gymnasium (n) /dʒɪmˈneɪziəm/
hockey (n) /ˈhɒki/
Jacuzzi (n) /dʒəˈkuːzi/
leisure centre (n) /ˈleʒə ˌsentə/
lift weights  /ˌlɪft ˈweɪts/
make the most of sth  /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/
membership (n) /ˈmembəʃɪp/
motivation (n) /ˌməʊtəˈveɪʃən/
out of shape  /ˌaʊt əv ˈʃeɪp/
outdoor  (adj) /ˌaʊtˈdɔː/
personalised (adj) /ˈpɜːsənəlaɪzd/
pull a muscle  /ˌpʊl ə ˈmʌsəl/
rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/
rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/
sauna (n) /ˈsɔːnə/
school gym (n) /ˌskuːl ˈdʒɪm/
sporty (adj) /ˈspɔːti/
sprain your wrist  /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/
steam room (n) /ˈstiːm ruːm/
swimming pool (n) /ˈswɪmɪŋ puːl/
tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/
training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/
twist your ankle  /ˌtwɪst jər ˈæŋkəl/
unconscious (adj) /ʌnˈkɒnʃəs/
unfit (adj) /ʌnˈfɪt/
weightlifting (n) /ˈweɪtˌlɪftɪŋ/
Zumba (n) /ˈzʊmbə/
• Write anagrams of 6–8 words from
the word list on the board. Individually
or in pairs, students try to solve
the anagrams as quickly as they can.
The first student/pair to do so wins.
To make the activity easier, you could
choose words from a category (e.g.
Sports and fitness activities) and give
students that category before they begin.
29/08/2019 14:10
 03
3C LISTENING AND VOCABULARY locally grown (adj) /ˌləʊkəli ˈɡrəʊn/ poison (n) /ˈpɔɪzən/
5.17 organic (adj) /ɔːˈɡænɪk/ poor diet  /ˌpɔː ˈdaɪət/
ambulance service (n) /ˈæmbjələns ˌsɜːvəs/
soy milk (n) /ˈsɔɪ mɪlk/ processed food (n) /ˌprəʊsest ˈfuːd/
badly hurt  /ˌbædli ˈhɜːt/
wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/ raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/
bleed (v) /bliːd/
ready-made (adj) /ˌredi ˈmeɪd/
burn down (phr v) /ˌbɜːn ˈdaʊn/ 3F READING AND VOCABULARY
rent (v) /rent/
burn (your hand) /ˌbɜːn (jə ˈhænd)/ 5.20
solution (n) /səˈluːʃən/
affordable (adj) /əˈfɔːdəbəl/
call an ambulance  /ˌkɔːl ən ˈæmbjələns/
step (n) /step/
appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/
concussion (n) /kənˈkʌʃən/
still water (n) /ˌstɪl ˈwɔːtə/
ban (v) /bæn/
cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/
strengthen (v) /ˈstreŋθən/
bring together (phr v) /ˌbrɪŋ təˈɡeðə/
dial (v) /daɪəl/
supporter (n) /səˈpɔːtə/
candy bar (n) /ˈkændi bɑː/
elbow (n) /ˈelbəʊ/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/
emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/
take off (phr v) /ˌteɪk ˈɒf/
comfort food (n) /ˈkʌmfət fuːd/
faint (adj) /feɪnt/
teaspoon (n) /ˈtiːspuːn/
community (n) /kəˈmjuːnəti/
fire alarm (n) /ˈfaɪər əˌlɑːm/
tool (n) /tuːl/
concerned about sth (adj) /kənˈsɜːnd əˌbaʊt
fire service (n) /ˈfaɪə ˌsɜːvəs/
ˌsʌmθɪŋ/ unused (adj) /ˌʌnˈjuːzd/
heart attack (n) /ˈhɑːt əˌtæk/
consume (v) /kənˈsjuːm/ urban (adj) /ˈɜːbən/
hurt your head  /ˌhɜːt jə ˈhed/
co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/ urge sb to do sth  /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
in shock  /ˌɪn ˈʃɒk/
do your taxes  /ˌduː jə ˈtæksɪz/ vegan (n) /ˈviːɡən/
knock down (phr v) /ˌnɒk ˈdaʊn/
economic prosperity  /ˌekəˌnɒmɪk prɒˈsperəti/ wealth (n) /welθ/
lose some blood  /ˌluːz səm ˈblʌd/
fake (adj) /feɪk/ workshop (n) /ˈwɜːkʃɒp/
painful (adj) /ˈpeɪnfəl/
fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/
relieved (adj) /rɪˈliːvd/ 3G WRITING 5.21
figure out (phr v) /ˌfɪɡər ˈaʊt/
report a crime  /rɪˌpɔːt ə ˈkraɪm/ at full speed  /ət ˌfʊl ˈspiːd/
fizzy drink (n) /ˌfɪzi ˈdrɪŋk/
ring (v) /rɪŋ/ bubble (n) /ˈbʌbəl/
foodstuff (n) /ˈfuːdstʌf/
see double  /ˌsiː ˈdʌbəl/ clear (adj) /klɪə/
fresh produce (n) /ˌfreʃ ˈprɒdjuːs/
set fire to sth  /ˌset ˈfaɪə tə ˌsʌmθɪŋ/ consider (v) /kənˈsɪdə/
full of vitamins  /ˌfʊl əv ˈvɪtəmɪnz/
unconscious (adj) /ʌnˈkɒnʃəs/ cool (adj) /kuːl/
ground (n) /ɡraʊnd/
creature (n) /ˈkriːtʃə/
grow (v) /ɡrəʊ/
3D GRAMMAR 5.18 deep blue (n) /ˌdiːp ˈbluː/
dish (n) /dɪʃ/ have/follow a healthy diet  /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈdaɪət/ fearless (adj) /ˈfɪələs/
knock over (phr v) /ˌnɒk ˈəʊvə/
fin (n) /fɪn/
have an unhealthy diet  /ˌhæv ən ʌnˌhelθi ˈdaɪət/
mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/
golden (adj) /ˈɡəʊldən/
heart condition (n) /ˈhɑːt kənˌdɪʃən/
onion (n) /ˈʌnjən/
gorgeous (adj) /ˈɡɔːdʒəs/
high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/
rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/
grab (v) /ɡræb/
high in calories/fat/sugar/salt  /ˌhaɪ ɪn ˈkæləriz/
salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/ ˈfæt/ˈʃʊɡə/ˈsɔːlt/ head to sth (v) /ˈhed tə ˌsʌmθɪŋ/
ski slope (n) /ˈskiː sləʊp/ hot dog (n) /ˈhɒt dɒɡ/ octopus (n) /ˈɒktəpəs/
starter (n) /ˈstɑːtə/ in favour of sth  /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/ panic (v) /ˈpænɪk/
steak (n) /steɪk/ junk food (n) /ˌdʒʌŋk ˈfuːd/ powerful (adj) /ˈpaʊəfəl/
tuna salad (n) /ˌtjuːnə ˈsæləd/ kebab (n) /kəˈbæb/ punch sb in the face  /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
vegan options (n) /ˈviːɡən ˌɒpʃənz/ land (n) /lænd/ ride on the waves  /ˌraɪd ɒn ðə ˈweɪvz/
misunderstand (v) /ˌmɪsʌndəˈstænd/ shallow (adj) /ˈʃæləʊ/
3E SPEAKING AND VOCABULARY
5.19 native American (n) /ˌneɪtɪv əˈmerəkən/ shark (n) /ʃɑːk/

free-range eggs (n) /ˌfriː ˌreɪndʒ  ˈeɡz/ non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/ surfer (n) /ˈsɜːfə/

freshly-squeezed juice  /ˌfreʃli ˌskwiːzd ˈdʒuːs/ nutrition (n) /njuːˈtrɪʃən/ terrified (adj) /ˈterəfaɪd/

gluten (n) /ˈɡluːtn/ obesity (n) /əʊˈbiːsəti/ two-legged (adj) /ˌtuː ˈleɡɪd/

imported (adj) /ɪmˈpɔːtɪd/ pick (v) /pɪk/ wide awake (adj) /ˌwaɪd əˈweɪk/

45

• In pairs or groups, students play Hangman

with words from the word list.
FURTHER PRACTICE
Workbook page 37/Online Practice
NEXT CLASS
Ask students to revise Unit 3.

63

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 03
VOCABULARY AND GRAMMAR
1 Complete the collocations with the words from the
2 Choose the correct word in each sentence.
Exercise 3 3 Complete the sentences with the Past Simple, Past
1 had already started
2 was travelling, visited
3 was rock climbing,
didn’t hear
4 had you learnt, were
5 was running, pulled,
felt, had shot
6 was, was shining,
were singing, started
7 had asked, saw
8 decided, had seen
Exercise 4
4 believed/used to
believe
6 wasn't/didn't use
to be
7 moved
10 won
46
FURTHER PRACTICE
• Use of English, Student’s Book page 192
• Class debates pages 264–265
• Self-assessment 3 and Self-check 3,
Workbook pages 38–39/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
64
M01 High Note TB3 09593.indd 64
Revision
4 Tick the correct verb forms 1–10 and correct the incorrect
ones.
box.
amateur ankle challenge competition medal
record professional
1 accept / overcome a challenge  
2 start out as an amateur      
3 enter / do well in a competition      
4 become a / turn professional     
5 set a world record
6 take home a medal      
7 twist / sprain / break your ankle      
1 When she’s depressed, she eats fizzy / comfort /
poor food.
2 As part of his healthy diet he has locally grown / raw /
wholemeal bread for breakfast.
3 They are very health conscious and never eat When I was at school I 1 would love□ loved/used
oved/used to love
processed / organic / fresh food.
□
sports. I 2used to play for the school netball and hockey
4 After a competition the athletes always eat foods
that are high in junk / ingredients / calories. □
teams, which 3was ✓ fun. However, our head teacher
5 The new stadium will have a world-class athletics
4
□
would believe ✗ that academic subjects were more important
track / ring / court. than sports, so she didn’t spend much money on sports facilities.
6 She always uses the rowing pitch / wall / machine □
The P.E. teachers 5used to organise ✓ a sports day every year
to warm up before a training session. □
but it 6wouldn’t be ✗ very good. Luckily for me, though, when
7 The goalkeeper dislocated / banged / pulled his □
I was eleven, my family 7used to move ✗ to a new house, which
head hard when he fell.
8 We got out of breath / weights / muscles after thirty
□
was next door to the local tennis club. I 8would spend ✓ hours
there in the summer playing with my friends. I wasn’t very good
minutes of running.
□
but I 9used to enter ✓ the club tournament every July and once
9 There’s nothing like freshly-squeezed fat / food /
juice to start the day. □
I even 10would win ✗ the junior championship! I don’t play
tennis these days but I still love sports.
Continuous or Past Perfect forms of the verbs in
brackets.
1 By the time they arrived at the stadium, the game
USE OF ENGLISH
(already/start). 5 Complete the text with one word in each gap.
2 While she (travel) round South America, she
(visit) Rio de Janeiro.
3 I (rock climb) yesterday evening between 6
Lee’s blog
and 7 o’clock, which is why I (not hear) your I’m a nurse in the accidents and emergencies department
call. at a big hospital. However, I started my professional life
4 What (you learn) to do by the time you working 1 as a secretary in a big company! Although I never
(be) five years old? really enjoyed working in an office, I 2 would regularly tell
5 I (run) after the ball when suddenly I my family and friends how interesting my job was.
(pull) a muscle. It (feel) as if someone One lunchtime I was crossing a road near my office listening
(shoot) me! to music on my earphones 3 when a car knocked me
6 It (be) a lovely day when I woke up. The sun down. I can’t remember much about what happened
(shine) and the birds (sing), but then because I fainted as 4 soon as the car hit me. Luckily,
all of a sudden it (start) to pour with rain. a very kind passer-by 5 had seen everything and called
for an ambulance right away. She realised I was 6 in
7 I (ask) for freshly squeezed orange juice so shock and lent me her jacket to keep me warm. Amazingly,
I was upset when I (see) the waiter pouring ten minutes later I was in hospital.
me an orange drink from a bottle.
That was 7 the day my life changed forever. I trained
8 They (decide) to follow a healthier diet as a nurse and now I have a very rewarding job. It’s true
after they (see) a documentary about the that I 8 used to earn a lot more before, but money isn’t
effects of processed foods. everything!
ASSESSMENT
• Unit 3 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 3 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 3 Writing Test
29/08/2019 14:10
 6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I’d like to know what time the restaurant opens.
MIND
Would you mind telling me what time the restaurant
opens?
2 When I was a child, I would spend hours in this park. TO
When I was a child, I in this park.
3 Thanks for the offer, but I don’t need any help. KIND
you, but I don’t need any help.
4 He wanted to get fit, so he went running every day.
INTO
He went running every day because he wanted
5 Could you help me, please? IF
I help me?
6 When he was young, my father used to go fishing
every weekend. WOULD
My father every weekend when he was young.
Use of English > page 192
READING
7 Read texts 1–4 and choose the correct answers a, b or c.
STRATEGY | Multiple choice
Read each text and identify what kind of text it is and
where it would appear. Before you read the questions,
think what the main message of each text is.
To: aty
From: enny
ot yo r in itation to dinner this mornin Thanks
eally lookin orward to it yo re s h a ood ook
lease remember that d doesn t eat meat e ll brin
a ho olate ake or dessert ee yo abo t Be
reat to at h p
1 Jenny is writing to
a invite Katy to a meal she’s going to cook.
b suggest that Katy makes a chocolate dessert.
c remind Katy that someone is a vegetarian.
Is competition a good or bad thing?
Come to the weekly debate after school in the Main Hall.
Arrive before 4.15 as only 100 people can be seated.
Debate starts at 4.30.
2 a Students should arrive early as numbers are limited.
b People who arrive after 4.30 will not be allowed
into the debate.
c The debate is part of a school competition.
M01 High Note TB3 09593.indd 65
Exercise 6
Jack 2 used to spend hours
3 That’s (very) kind of
Met Aunt Gina while I was walking the dog and
4 to get into shape
we’ve gone for a coffee. Dinner is in fridge. Heat 5 wonder/was
lasagne in microwave for ten minutes. There’s also wondering if you could
some salad to go with it. Back soon. 6 would go fishing
Dad
3 a Jack’s dad will cook dinner this evening.
b Jack knows the recipe for lasagne.
c Jack’s dad is telling Jack what to do for dinner.
. Road ahead closed apart from
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
4 a People who live in this road will not be allowed to
drive along it on Saturday morning.
b There will be a speed limit in force for any vehicles
on the road on Saturday morning.
c A sporting event will close the road to pedestrians
and all vehicles on Saturday morning.
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You are speaking to a teacher about your class project for
the school health week. You’d like to set up a lunchtime
health food café in school. In the conversation discuss
the points below:
• Explain what you’d like to do and give examples of
healthy food the café could sell.
• Say you will ask parents and teachers to donate food.
• Suggest the money the café makes goes towards
paying for new school sports equipment.
• Explain that students would like to organise
everything themselves and thank the teacher for
his/her offer to help.
Student B
You are Student A’s teacher. You are discussing Student
A’s class project for your school’s health week. Use the
phrases below to help you. You start first.
• Have you got any ideas for our school health week?
• Would you mind telling me who is going to pay for the food?
• Would you like the teachers to help?
• Thank you. That’s a very good idea.
WRITING
9 Write a story beginning with this sentence.
I walked into the gym and looked around.
47
65
29/08/2019 14:10
 04 Time to move
VOCABULARY Air travel, holiday phrases, travel essentials, travel phrases, urban transport
GRAMMAR

SPEAKING
WRITING
VIDEO
Modal and related verbs, defining and non-defining relative clauses
Use of English > page 192
Agreeing and disagreeing
A formal email of enquiry
Grammar Documentary Communication

Your career in the sky starts here

Here are some of the weird and wonderful things our customers
ask for during their flights. Thanks to all the patient Do we have to fly so high?
flight attendants who contributed to this list. I’m afraid of heights.

Could we go back to the airport? I left my

hat in the café. It’s only been ten minutes
so we can still turn the plane around.

Excuse
xcuse me, when I went to the I’m so uncomfortable!
bathroom, I couldn’t find the May I lie on the
showers. Where are they? floor?

I really must get some sleep.

Please ask the pilot to turn off
the engines.

Can you ask that baby to

You ought to warn passengers stop crying!? I can’t hear
about the lack of air. myself think!
Can I open a window?

I was just looking

out of the window and
Please tell the pilot we mustn’t fly
I saw another plane.
so close to Windsor Castle because
Someone should
the planes annoy the Queen.
tell the pilot.

Excuse me, but why can’t we

fly over New York? I’ve always
wanted to see it.
4A GRAMMAR AND VOCABULARY
1 What do you think are the best and worst parts of the job of I understand we may not smoke in our
a flight attendant? Discuss in pairs. seats, but could you tell me where the
smoking area is, please?
2 Read the passenger comments and choose the funniest one.
What would you say in reply to them?
48

REFERENCES EXTRA ACTIVITY IN CLASS transport. Then hold a class debate in

AUDIO SCRIPT page 215 Do this activity after Exercise 11.
VIDEO SCRIPT page 235 Divide the class into three groups, A,
B and C. Assign car to group A, plane
CULTURE NOTES page 207
to group B and train to group C. Ask
each group to brainstorm advantages
and disadvantages for their means of
which each group tries to convince the
other groups that travelling using their
means of transport is better. They should
use the advantages they have thought of
to prepare arguments in support of their
view, and the disadvantages to anticipate
counterarguments from the other groups.

66

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 04
Modal and related verbs 5 2.1 Listen to a podcast and complete the Exercise 5
collocations with the verbs from the box.
3 Look at the underlined modal verbs on page 48 and 2 choose
answer the questions. Check your answers in the 3 leave
book choose fasten fold go go through leave 4 go through
Grammar box. put (x2) raise switch watch 5 go
Which modal verbs do we use to … 6 put
1 book a flight 7 fasten
1 say something is necessary? have to , must 8 switch
2 say something is not allowed? mustn’t , can’t , may not 2 an aisle/window seat 9 watch
3 say something is a duty, or to give advice? should , 3 your luggage unattended 10 put
11 fold
ought to (in any order) 4 security 12 raise
4 ask for permission to do something? can , could , 5 to your gate
may (in any order) 6 your hand luggage in the overhead locker Exercise 7
5 ask someone else to do something? can , could 7 your seatbelt Possible answers:
6 say something is possible? can Hotel: can’t leave
8 your phone to flight mode without paying;
7 describe an ability (or lack of it) in the present 9 the safety demonstration mustn’t make lots of
or past? can , could noise in your room;
10 your seat in an upright position
may not smoke in
Modal and related verbs 11 away your tray table public areas; should
12 your window blind respect other guests;
• We use must and have to to talk about necessity. We have to leave your key
at reception
often use must when we think something is necessary, 6 2.2 Complete the advice with the verbs from the Campsite: can’t light
and have to when it is a rule or a law. box. There is one extra verb. Then listen and check. fires next to your tent;
• We use mustn’t, can’t and may not to talk about things mustn’t play loud
that are not allowed. can have to may mustn’t ought to should music; should clean
up your rubbish; have
• We use should and ought to to talk about duty, or to give 1 You  should  book your flight as early as possible to get to pay for water and
advice. the best price. electricity
• We use can, could and may to ask for permission. Library: mustn’t speak
2 Passengers can usually choose an aisle or a window loudly; can’t write in
• We use can and could to make requests. seat. books; may not borrow
• We use can to talk about possibility. 3 You mustn’t bring any dangerous items with you in your books without a card;
should put books back
• We use can/could to talk about ability in the present/past. luggage. in the right place; have
4 Once you have a boarding pass, you may go to pay a fine if books
Grammar Reference and Practice > page 178 through security. are late
Petrol station: can’t
5 Towards the end of the flight, you will have to put your smoke; mustn’t use
4 Study Watch out! Then choose the best option to seat in the upright position, fold away your tray table matches or a lighter;
complete the travellers’ comments. and raise your window blind. may not leave without
paying; have to drive
1 The hotel room was really noisy. I can / could hear the
sea the whole time. 7 SPEAKING In pairs, choose a place and write what you slowly and carefully
can’t, mustn’t, may not, should and have to do there. Read Hospital: can’t have
2 There was too much sand on the beach. We must / had your list to another pair. Can they guess your place?
visitors outside visiting
to shower every evening! hours; mustn’t smoke;
A You mustn’t lean over the side. may not bring pets;
3 Can’t we / Do we have to go through security? It’s so should speak quietly;
boring. B Is it a boat? have to register when
4 Can / May you explain why the time is different in you arrive
11 Read the question and watch the video. School: can’t wear
Spain? too much make-up;
5 Since we landed, I haven’t been able to / couldn’t hear Say what the speakers answer. Then in pairs, ask mustn’t use bad
properly. and answer the question. language; may not skip
If you are travelling by tube, what should you and lessons; should respect
6 I must / have to buy a travel pillow. My neck aches. other students; have
what mustn’t you do?
7 Someone ought to / may warn guests that there are to do your homework/
fish in the sea. wear a uniform/switch
GRAMMAR VIDEO

your phone off in class

8 The flight attendant says we don’t have to / may not
smoke on the plane.

WATCH OUT!
We only use must in the present tense. In other tenses we
use have to:
We didn’t have to wait long.
Will I have to share a room?
We use can to talk about ability in the present and could to
talk about ability in the past. In other tenses we use be able to.
We won’t be able to land in this weather.
□ I can use a variety of modal and related verbs. 49

FURTHER PRACTICE • Photocopiable resource 14: Vietnam: NEXT CLASS

• Photocopiable extra Grammar Video
activity 4, page 266
• Grammar Reference and Practice,
Student’s Book page 178
• Workbook pages 40–41/Online Practice
know before you go, pages 276, 302
Ask students to think about the
• Extra digital activities: Grammar
advantages and disadvantages of going
Checkpoint 4A
on holiday with friends and make notes.
ASSESSMENT
Grammar Quiz 4A

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 How
ow to
survive
a holiday
with your
parents
2.3
1 When was the last time you hit the
dance floor with your mum, heard
stories about when your dad was a
rebellious teenager, or buried your
annoying younger brother in the sand?
Well, these were just some of the
highlights of this year’s family holiday
to Spain.
2 When my parents invited me to join them on
holiday, my first thought was that I’d rather
spend a week at the dentist having all my teeth
pulled out. Then I thought again. ‘In September,
I’ll be leaving home and heading for university
and I won’t see them nearly as often after that.
My bank account is almost empty, so I can’t
afford my own week in the sun. Plus, although my
brother can sometimes be a pain, he’s more fun
than he is annoying, and he does tend to think I’m
pretty cool.’ Perhaps, I thought, I ought to grab the
opportunity and, for the last time, head off with my
family on holiday.
3 So, how was it? Well, I survived, and to be fair,
it was surprisingly fun. What had seemed like
a terrible idea, turned out to be a memorable
experience. What made it a success? Read on for
my three golden rules …
50
Rule 1 □c
4 As you read this, your parents are probably searching online
for tips on ‘how to survive a holiday with teenagers’. Packing
a positive attitude can help things go smoothly for everyone.
Try to appreciate simple pleasures such as sun, sea and a lack
of homework. Plan to ask your parents some questions. What
were family holidays like when they were teenagers? They’ll
appreciate you showing some interest, and you might uncover
some juicy gossip. Even if you aren’t 100% happy, try not to
go on about it all the time. So the evening entertainment at
the hotel isn’t exactly Beyoncé live? Well, at least you’re not
revising for exams.
Rule 2 □d
5 Things will probably go wrong, but try to see the funny side.
In Spain, we decided to go off the beaten track and visit the
ruins of an ancient castle. We hired a car,
car planned the route,
hit the road and got lost almost immediately. Using his non-
existent Spanish, my dad asked a farmer the way. Whatever
my dad said, the farmer thought it was hilarious. Soon we
were all laughing along with him, though we still don't really
know why! We turned back and eventually found the castle
we were looking for, but the farmer who made us laugh is
what we’ll really remember from that day.
Rule 3 □a
Your parents may well need a break more than you do,
6
so let them have it. If you are sharing a room and want to
spend ages in the bathroom, pick a time when they aren’t
there. If they want a lie-in, be careful not to wake them
up too early. One or two kind gestures from you such as
volunteering to do some shopping, or bringing everyone
a cold drink will help make the holiday better for them. Oh,
and remember your headphones and a good book. There
will be times when you need some peace and quiet, too.
So those are my golden rules for enjoying a holiday
with your family. In the end, it’s all about being patient,
looking for fun and respecting each other’s needs. Well
that, and taking as many embarrassing photos of them
as possible :) !

REFERENCES pairs or small groups. If time allows, FURTHER PRACTICE

you could then invite students from
VIDEO SCRIPT page 235 different pairs/groups to share their
CULTURE NOTES page 207 views with the rest of the class.
• After Exercise 7, put students in pairs
EXTRA ACTIVITIES IN CLASS
or small groups and get them to
• Start the class by referring students discuss the statements in items 1 and
to the notes they made at home and 4. Are these statements true for them?
getting them to discuss their views in Encourage them to give reasons.
68
• Workbook pages 42–43/Online Practice
• Photocopiable resource 15: What
a hotel!, pages 276, 303
NEXT CLASS
Ask students to make notes about apps/
websites that help people while travelling.

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 4B READING AND VOCABULARY 04
1 Work in pairs. Make a list of good and bad things 6 Read the whole blog again and choose the correct
Exercise 3
about holidays with your parents. Then compare answers a–d.
1 I'd rather spend a
your list with another pair. Are there more pluses or 1 Which is NOT a way to make a holiday with parents better? week at the dentist
minuses? having all my teeth
a Avoid a negative attitude.
Your parents probably pay for everything. pulled out
b Enjoy uncomplicated things. 2 he is more fun than
You might have to share a room with them. he is annoying; positive
c Always say how you feel.
3 surprisingly (fun)
2 Read paragraphs 1–3 of the blog post. Did the d Find out some things about your family. 4 positive
blogger go on a holiday with his family? Was it the 2 The blogger compares hotel entertainment to the work
right decision? Yes, he did. Yes, it was. of a famous singer in order to
Exercise 7
a say how professional it is.
3 Study Active Reading. Then read paragraphs 1–3 of 2 ask the way
3 hire a car
the blog again and answer the questions below. b criticise it.
4 go off the beaten
1 What exaggeration in the text shows the blogger’s c advise how to improve it. track
initial feelings about the invitation to join his d say how enjoyable it is. 5 plan the route
6 turn back
parents on holiday? 3 In ‘Rule 2’ the blogger felt that the day was memorable 7 hit the road
2 What comparison in the text shows the blogger’s because
attitude to his younger brother? Is it positive or a his father made a hilarious joke.
negative? b they met a fascinating person.
3 Which adverb does the blogger use to say that the c they visited an interesting place.
holiday was more enjoyable than he had expected?
d a stressful situation became a funny one.
4 Does the sentence that includes the adjectives
terrible and memorable express a positive or 4 In ‘Rule 3’ the blogger suggests teenagers can make
negative attitude? a holiday more relaxing for their parents by
a helping to buy things for the family.
ACTIVE READING | Identifying author’s attitudes b never spending a long time in the bathroom.
c getting up early.
Writers use these techniques to express positive,
negative and neutral attitudes: d letting them read in peace.
• choice of words, e.g. awful or surprisingly,
7 Complete the sentences with the correct form of the
• exaggeration, e.g. the bed was as hard as rock, highlighted phrases in the text.
• comparisons to express their attitude, e.g. ‘fishing is 1 I don’t know how people managed before sat nav.
more fun than it looks’. I would get lost  all the time without it.
When trying to identify attitude, look at full sentences, 2 We’re lost! This man looks like a local. Let’s stop and .
not just single words, e.g. It seemed like an awful
3 It’s cheaper to for a day than to buy train tickets.
(negative word) idea, but actually we have never had so
much fun (positive attitude). 4 I like to when I go on holiday. I enjoy being far
away from the rest of the world.
4 Do the following extracts express a positive (+), 5 There’s no need to . I’ve got my maps app!
negative (–), or neutral (0) attitude? 6 We're lost! This is not the right way. Let’s and ask
1 □ What was supposed to be the trip of a lifetime
– someone in that village we have just gone through.
7 So, are you ready? Let's ! It’s time to go!
was actually a very frustrating experience.
2 □+ The turquoise waters were as warm and 8 SPEAKING Work in groups. Prepare a presentation for
welcoming as a bath.
3 □- Our day trip to the spice plantation was parents called ‘How to survive a holiday with teenagers’.

unexpectedly dull.
4 □0 The ‘world’s greatest wildlife park’ was OK, but 12 WATCH AND REFLECT Go to page 165. Watch the
documentary Off the beaten track and do the exercises.
certainly not great.
5 □0 The rooms were fine and the food reasonable.
DOCUMENTARY VIDEO

6 □- It wasn’t nearly as much fun as we had hoped.

5 Read paragraphs 4–6 of the blog and match
sentences a–d to the Rules 1-3. There is one extra
sentence. Which rule do you think is most useful?
a Make space for each other.
b Make plans to escape.
c Leave negativity at home.
d Pack a sense of humour.

□ I can identify the author’s attitudes in an article about holidays. 51

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 4C VOCABULARY | Travel essentials, travel phrases
1 Discuss the questions in pairs.
1 When you go on holiday, do you prefer to travel
light or pack for every possibility? Do you usually
pack a backpack or a suitcase?
2 Do you find lists, apps or websites helpful when
deciding what to pack? Say why.
When I go on holiday, I prefer to pack for every
possibility. I usually pack in a suitcase.
6 2.6 Choose the correct words to complete the travel
phrases. Then listen again and check.
1 I wish I could ________
escape
cape (leave / escape) the crowds and go
off the beaten track for my holidays.
2 Are you stopping _______
off (onon / off) somewhere on the way?
3 I’m taking a _______
direct (direct / straight) flight to Portland.
4 What time do you have to _______ set (go / set) off?
5 I’ll _______
reach (reach / arrive) my destination at 8 a.m. local

2 Read the packing tips below. Which are the most time (time / hour).
_______
difficult to follow and why? Can you add any more 6 Have you got a guidebook? How are you going to find
tips? your _______
way (route / way) around?
7 I’ll be staying within easy _______
reach (distance / reach) of the
3 Look at the picture and match letters A–L to the items shops.
in the packing list.
8 Let me know you’ve arrived _______ safely (safely / safe).

Exercise 4 4 2.4 Listen to a conversation between Alice and 7 SPEAKING Complete the sentences so that they are true
Alice is going to Suzy. Where is Alice going? What is the weather for you. Then compare with a partner.
Portland, Oregon, USA. going to be like there?
The weather is going to 1 I always take with me on long journeys in case …
be hot and sunny. 5 2.5 Complete the sentences with travel 2 No one should go on holiday without
essentials from the packing list. Then listen and because …
Exercise 5 check. 3 I think it’s important to stay within easy reach of
2 travel pillow 1 I’ve got  sunblock  so my beautiful fair skin doesn’t on holiday …
3 ear plugs get burnt in that hot sunshine. 4 The first thing I do when I reach my destination after
4 insect repellent
5 first-aid kit 2 Have you got a so you don’t get a stiff neck? a long journey is .
6 travel adapter 3 You ought to take some in case it’s really 5 Before I set off on holiday, I always .
noisy on the plane. I always take a power bank in case I can't plug in to charge
4 Have you got some ? I read that Oregon has my phone and a pocket guide book for times when I don't
some very hungry mosquitoes. have access to the Internet.
5 I’ve got a little in case of minor injuries.
6 Are the electric plugs the same or do you need
a ?

How to pack A

like a pro B
C

Heading off for a gap year or

a backpacking adventure? G
Consult our packing tips and tick
off the items on our packing list. F

E
• Go small – Whether you’re running
through the airport to catch your flight,
or climbing on the roof of the train to
the next Indian town, you’ll be glad
you packed small and light.
L
• Pack fours – 4 t-shirts, 4 pairs of socks,
4 pairs of underwear. One to wear,
J
one as a spare, one to wash, and one
to dry. Packing list
Electronics Health and hygiene Other
• Think flexibility – trousers that you
can unzip to become shorts, a jacket □
1 E phone & charger □
5 D first aid kit □
10 K penknife
that is also a travel pillow, a scarf that □
2 F headphones □
6 C insect repellent □
11 L torch
may be used as a hat, bag, towel etc. □
3 J travel adapter □
7 G sunblock □
12 H pocket
□
4 B power bank □
8 A travel pillow guidebook
52 □ I can use language related to travel. □
9 I ear plugs

REFERENCES • After Exercise 5, put students in pairs FURTHER PRACTICE

and ask them to imagine that they are
AUDIO SCRIPT page 216 going on a two-week trip to Oregon. • Workbook page 44/Online Practice
EXTRA ACTIVITIES IN CLASS Refer them to the packing list at the • Photocopiable resource 16: Define and
bottom of the page and tell them that guess!, pages 276, 304
• After Exercise 1, refer students to the they can only pack six of the items. In • Extra digital activities: Vocabulary
notes they made at home. How can their pairs, they should decide which Checkpoint 4
the websites/apps they found help items to take with them. Encourage
travellers? Which ones have students them to give reasons for their choices. ASSESSMENT
used/would they like to use?
70 Vocabulary Quiz 4

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 04
Re: Oregon

Hi Suzy,
Oregon’s great! I’m staying with a guy who is a friend of
Jamie’s. He’s the American that visited Jamie’s family last year,
Exercise 2
remember? Not the guy you didn’t like, the other one. The one
Alice is in Oregon,
whose sister looks like Emma Stone. His name’s Ryan. The staying with Ryan,
town where he lives is on the west coast. It’s an area which is a friend of Jamie’s.
Yesterday, she visited
great for hiking. The Siuslaw National Forest, where you can a place called Thor’s
walk for miles, is right on his doorstep! Ryan, who is really into Well. Thor’s Well is a sea
photography, by the way, is a great guy. I’m attaching a photo fountain.
he took. The photo, which he took with his phone, believe it
or not, shows a sea fountain that we visited yesterday. Thor’s Exercise 3
Well, whose name comes from the Norse god Thor, looks like 1 a) which, that;
b) where, which, that;
a big hole in the ocean. Water shoots way up before falling c) who, that; d) whose
back into the hole, which is about 7 metres deep. It’s amazing. 2 Sentence a: different
(he and you); Sentence
Got to go. Ryan and his sister are taking me for a drive. b: same (he); We can
I’ll send more photos tomorrow, that’s a promise. leave out the relative
Love, pronoun when the
subject is different in
Alice each clause.

5 Find four defining and four non-defining relative

4D GRAMMAR clauses in Alice’s email. Exercise 4
The relative clause
6 In pairs, use non-defining relative clauses to in sentence 1 tells
1 Which places in the USA would you most like to visit? combine the ideas into single sentences. you who Ryan is.
The relative clause in
Say why. 1 Oregon is the ninth largest state in the USA. It is just sentence 2 gives more
north of California. information about him.
2 Read the email. Where is Alice? What did she do Oregon, which is just north of California, is the ninth
yesterday? What is Thor’s Well? largest state in the USA. Exercise 6
2 The President is a powerful political figure. He/She 2 The President, who
Relative clauses lives in a big white house in Washington. lives in a big white
house in Washington,
3 Look at the underlined pronouns in the email and 3 Taylor Swift was born in 1989. Her songs often tell is a powerful political
answer questions 1–2. stories about her life. figure.
4 The bald eagle is not in danger of extinction. It is 3 Taylor Swift, whose
1 Which pronouns do we use for a) things, b) places, songs often tell stories
c) people, d) possessions/relations? the national symbol of the USA.
about her life, was born
2 Is the subject the same or different in the two clauses 5 Hollywood is in Los Angeles. They make the world’s in 1989.
in sentences a–b? When can we leave out the relative most famous movies there. 4 The bald eagle, which
is the national symbol
pronoun in the relative clause? 6 The Grand Canyon is 446 km long, 29 km wide and
of the USA, is not in
a He’s the guy (who/that) you didn’t like.
like 1.86 km deep. It is in Arizona. danger of extinction.
5 Hollywood, where
b He’s the American who/that visited Jamie last year.
year 7 2.7 PRONUNCIATION Study Watch out! Then listen they make the world’s
and repeat the sentences in Exercise 6. most famous movies, is
4 Look at sentences 1–2. Which relative clause tells in Los Angeles.
you who Ryan is? Which relative clause gives more 6 The Grand Canyon,
information about him? Study the Grammar box to WATCH OUT! which is in Arizona, is
check your answers. 446 km long, 29 km
When you listen to a non-defining relative clause, wide and 1.86 km
1 I’m staying with a guy who is a friend of Jamie’s. you can hear the commas because the speaker deep.
2 Ryan, who is really into photography,
photography is a great guy. pauses slightly before and after the clause and often
pronounces the clause in a lower tone.
Relative clauses
Defining relative clauses show which person, thing or
8 SPEAKING In pairs, use defining relative clauses to
write a quiz about your country. Write two pieces of
place we are talking about. information for each person, thing or place in your
Non-defining relative clauses give extra information about quiz. Then do your quiz with another pair.
people, things and places.
It’s in the north-west. It’s a place where people often go
We use commas before and after a non-defining relative clause. hiking.
We can’t leave out the relative pronoun (who, which) in
non-defining relative clauses. 9 In groups, use non-defining relative clauses to
We can’t use the relative pronoun that instead of who/which combine the sentences from your quiz in Exercise 8.
in non-defining relative clauses. The Lake District, where people often go hiking, is in the
north-west.
Grammar Reference and Practice > page 178

□ I can use defining and non-defining relative clauses. 53

REFERENCES FURTHER PRACTICE ASSESSMENT

CULTURE NOTES page 207
EXTRA ACTIVITY IN CLASS
After Exercise 6, students write similar
pairs of sentences about people or places
in their country. They exchange sentences
with a partner and join them using
non-defining relative clauses.
• Grammar Reference and Practice, Grammar Quiz 4D
Student’s Book page 178
NEXT CLASS
• Workbook page 45/Online Practice
• Photocopiable resource 17: Match and Ask students to think of things that would
combine, pages 277, 305 make a city/town an ideal place to live.
• Extra digital activities: Grammar
Checkpoint 4D
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 A Air pollution in India B A busy bike lane in Amsterdam, Holland

4E LISTENING AND VOCABULARY

1 In pairs, describe the photos. Then answer
the questions below.
1 Which photo is most like the place where
you live?
2 On a scale from 1 (very clean) to 10 (very
polluted) how clean is the air you breathe?
3 What is the air like in the centre of your
nation’s capital city during rush hour?
Photo B is more like my city because there are
a lot of bikes.
Exercise 2 2 2.8 You are going to hear a radio
presenter talking about air pollution. Tick
2 toxic
3 diesel, pollution the words you hear from the box below.
4 renewable, Then use the words you ticked to complete
environment the sentences below.
□✓ congestion □✓ diesel □✓ environment
5 fuels, sustainable
6 Smog
□✓ fuels □exhaust fumes □motorway
3 2.8 Listen again. In pairs, say if the statements are true or false.
1 □F In Delhi, India, in November 2017, nobody was allowed to go
outside because of air pollution.
2 □T Due to poor visibility at that time there were a lot of road
accidents.
3 □T The World Health Organisation claims that no other city in the
world has pollution as bad as Delhi.
4 □T Traffic causes most of the air pollution in London.
5 □F The speaker thinks the best solution is to wear masks.
4 2.9 Listen to the call-in and match each caller with three
ideas. There are three extra ideas. (not mentioned: a, g, k)
Monica b □ □f □h □ □ □l
Ciaran c d Michelle e□ □i □j
a Allow drivers to use their phones in traffic jams.
b Build more and better bike lanes.
c Cut down on noise pollution.

□✓ pollution □✓ renewable □✓ smog d Encourage car sharing schemes.

□sustainable □✓ toxic e Go on foot.
f Learn from other places.
1 Cyclists and pedestrians should wear
g Make everyone use bikes.
masks in busy streets to avoid breathing
in exhaust fumes  from cars and other h Make more safe parking areas for bikes.
vehicles. i Obey the traffic regulations.
2 If a company pollutes our rivers or j Respect each other.
produces air, their executives k Stop cyclists from riding on pavements.
should go to prison.
l Use electric and hybrid vehicles.
3 It’s better not to buy cars with
engines because they cause more 5 Choose the correct options to complete the sentences.
than petrol cars.
1 Cyclists should ride on the bike lane//pavement if there is one.
4 It’s clear that energies are better for
2 Cyclists should always give way to//run over pedestrians.
the .
3 Cyclists should always stop at one-way systems//red lights even
5 As long as fossil are cheaper,
if there are no cars coming.
people will keep using them even though
they are not . 4 If a driver knocks down//picks up a pedestrian on a zebra
crossing, he/she should lose his driving licence for a year.
6 , which is a mixture of smoke and
fog, is bad for your health, so it’s a good 5 Carpooling//Congestion helps cut down pollution by sharing our
idea to get an app which tells you when journeys to work or school.
it’s safe to go out. 6 The speed limit/traffic jams in cities should never be more than
20 km per hour.

6 SPEAKING In pairs, say if you agree or disagree with the sentences

in Exercise 5. Say why.

54 □ I can identify specific information in a talk and a radio programme about urban transport and pollution.
REFERENCES made at home. Get them to discuss their FURTHER PRACTICE
ideas in pairs or small groups. Encourage
AUDIO SCRIPT page 216 them to think about features that are • Workbook page 46/Online Practice
CULTURE NOTES page 207 common for people of different ages. • Photocopiable resource 18: The air
After 3–4 minutes, invite students from we breathe, pages 277, 306
EXTRA ACTIVITY IN CLASS different pairs/groups to share their ideas
with the class. Encourage them to expand NEXT CLASS
Use this activity as a brief lead-in, before
Exercise 1. Write An ideal town/city on the on their answers. Ask students to make a list of the different
board and refer students to the notes they transport options in their area.
72

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 4F SPEAKING 04
1 In pairs, ask and answer the questions.

COMMUNICATION VIDEO
Exercise 2
1 When was the last time you were in a traffic jam? bikes/cycling; cars/
How bad was it? driving; car sharing
schemes and apps;
2 What can you do to kill time when you’re stuck electric cars; taxis;
in a traffic jam? public transport: bike
I was in a traffic jam this morning on my way to sharing, buses, trains,
underground; walking/
school. It wasn’t too bad. on foot

2 In pairs, make a list of all the transport options

available in a big city like London. Exercise 3
The speakers mention
Buses, …
buses, bikes/cycling;
the underground,
3 13 2.10 Watch or listen to the conversation. bike sharing; cars/
Which of the transport options you listed in Exercise 2 driving; electric cars.
do the friends mention? Why do Brian and Zoe laugh Brian and Zoe laugh
at Alex? at Alex because he
argues strongly against
4 2.11 Study the Speaking box and complete the using cars but then he
tells them his sister is
extracts from the conversation with two words in each
gap. Listen and check.
5 2.12 Choose the correct answers a, b or c to complete picking him up in a car.
these mini-dialogues. Then listen and check.
1 I’m sorry but I don’t agree!
agree I take the bus a lot.
1 It’s better to walk than to take the bus. Exercise 4
2 I Zoe. She’s right. The bus service isn’t bad. 2 agree with
a I don’t think so either.
3 You can’t ! Buses are a joke. 3 be serious
b I agree up to a point. But not when it’s raining. 4 off it
4 Come ! Cycling’s much cheaper. 5 a point
c You’re joking, right? The bus service is hopeless.
5 OK, you’ve got , but the problem with bikes is 6 see what
2 The trains on that line are old and dirty. 7 might be
they're too easy to steal.
a That’s for sure. They used to be a lot cleaner. 8 exactly how
6 I you mean, but you don’t need to have your 9 You’re joking
own bike. b Maybe that’s true, but I don’t think they’re very good. 10 think so
7 You right, Alex. Maybe I’ll try it. c You can’t be serious! They’re terrible!
8 That’s I feel. It’s a crime against the 3 Cycling’s dangerous.
environment to use a car. a I agree with you 100%. It’s the best way to get
9 What? , right? Of course, they cause pollution. around.
10 A I don’t think that’s realistic. b I see what you mean but it’s not safe.
B I don’t either. c Come off it! It’s fine as long as you wear a helmet.

6 The council of your nearest big town or city wants to

SPEAKING | Agreeing and disagreeing
Agreeing
You’re (absolutely) right.
That’s exactly how I feel.
I don’t think so either.
That’s for sure.
You’re not wrong.
I agree with … (100 per cent).
Partly agreeing
I agree up to a point.
You’ve got a point, but …
Maybe that’s true, but …
You might be right, but …
Yes, but don’t you think that …
I see what you mean, but …
* informal, perhaps rude for people you don’t know well
improve urban transport. There is only enough money
for one of these ideas. In groups, discuss which ones you
Disagreeing would choose.
I’m sorry, but I disagree/
• Pedestranise more streets in the centre.
don’t agree.
• Develop a free public bike-hire system and build more
You’re joking, right?*
bike lanes.
You can’t be serious.*
• Offer free public transport.
Come off it!*
• Start a park and ride scheme (big car parks outside a city
Come on, get real!* with shuttle buses to bring people into the centre).
No way!*
7 REFLECT | Society In Tallinn, Estonia public transport is
free for all residents. Do you think that’s a good idea?
Say why. Do you think that could happen in your
country?

□ I can show degrees of agreement using a range of language. 55

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

VIDEO/AUDIO SCRIPT page 236 This activity can be done before or after Workbook page 47/Online Practice
CULTURE NOTES page 208 Exercise 1. Put students in pairs or small
groups and refer them to the list of NEXT CLASS
transport options they made at home. Get Students find information online about
them to tell each other how they move the Scottish Highlands. They should
around their town/city: which of the note down any information they find
transport options on their list do they use? interesting, to share with the class in
What do they use them for? the next lesson.
73

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 A mountain biking B rock climbing C survival skills

Explore
xplore Scotland with AYE
and have the adventure holiday of a lifetime
Who are we?
Adventures for Young Explorers (AYE) is a non-profit making organisation that organises
expeditions to some of the wildest and most beautiful parts of the Scottish Highlands. Our aim
is to challenge young people, to change who they are and who they can be in the future.

Expeditions
Climbing
imbing in the Cairngorms; Mountain biking from coast to coast; Survival skills on the Isle
of Skye; Canoeing from Loch Tay to the North Sea. Those
ose are just four of the many adventure
holidays and expeditions that we organise for young people in the Highlands every year.

How to apply
Places
aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
find in the link below. Then write us an email to book your place with AYE.

D canoeing

Damian Hartley
To: CooperClare@aye.com
Re: Cairngorms climbing expedition

Dear Ms Cooper,
I am writing to enquire about the Cairngorms climbing expedition, which begins on Sunday 1 June June.. I would
really like to take part. However, I have a few queries.
queries
On your website, it states that you must be aged 16 to 21 to participate. I will turn 16 on 5 July, four days after
the expedition begins.1Could you let me know if I would be allowed to take part or if I would have to choose
another expedition later in the year?
2
With regard to dates and times,
times, I wonder if you could confirm what time the expedition will end on July 8. I have
an exam on 9 July. Therefore, I need to be in Stirling by 3 p.m. in order to travel back to Manchester.
As for food, 3could you confirm there are vegetarian options available during the expedition?
Finally, I am keen to raise funds to help finance the expedition. Unfortunately, the relevant page on your website
is under construction. I would greatly appreciate it if you could send me some information on fund-raising.
4

I am really looking forward to the expedition and I hope to hear from you soon.
Best regards
egards,
Damian
amian Hartley

56

REFERENCES EXTRA ACTIVITIES IN CLASS • Before students do the writing task in

AUDIO SCRIPT page 217 • Use the information students found out
CULTURE NOTES page 208 about the Scottish Highlands to lead in
to Exercise 1. Invite different students
to share their information with the
class, then ask them if they would like
to visit the Highlands. Encourage them
to give reasons.
74
Exercise 8, put them in pairs to plan
their email. They should think about:
a) the details of the expedition they are
going to write about, b) the questions
they are going to ask, c) how they are
going to organise the information in
their email and d) which phrases from
the Writing box they can use.

M01 High Note TB3 09593.indd 74 29/08/2019 14:11

 4G WRITING | A formal email of enquiry 04
1 Look at the website and read the information. In groups, 6 Read another student's email and rewrite it in Exercise 2
discuss which of the expeditions A–D you would most like a more formal style. Use the phrases below to Possible answers:
to participate in. Say why. help you. Add anything that’s missing and cut any • dates and times
irrelevant information. • prices
2 Imagine you want to participate in the ‘Climbing in the • Dear Ms Cooper,
• age limits
Cairngorms’ expedition. In groups, make a list of what • location of the base
information you would look for on the website. • Finally, • transport to and from
the base
• However, I am not sure which expedition would
Dates, …. • accommodation
be the most suitable for me. • food and dietary
3 Read the email. Which of your ideas from Exercise 2 does • I am a keen musician and it might be fun to play requirements
Damian enquire about? some music. • clothes, shoes and
equipment to take
• I am interested in taking part in • equipment provided
4 2.13 Find four queries Damian has in the email and
• I am looking forward to hearing from you soon. • number of people
predict the answers. Then listen and check. per group
• I wonder if you could let me know how far • number of monitors
5 Study the Writing box. Tick the things which Damian does • Kind regards, • monitors’ experience
in his email. Then complete the box with the underlined • a full description of
• Therefore, I would greatly appreciate it if you the route and activities
words and phrases from Damian's email. could for each expedition
• With regard to • insurance
WRITING | A formal email of enquiry Hi Clare, Dear Ms Cooper,
• fundraising tips

Subject
□ Fill in the subject box with your reason for writing.
Exercise 3
• age limits
Greeting Hi Clare, • dates and times
□✓ If you know the person’s name, write Dear + name. How’s it going? Well, I hope. • food and dietary
requirements
If you don’t know the person’s name, write Dear Sir/Madam. I fancy doing something different so I was thinking of trying • fundraising tips
one of your adventure holidays this summer.
Opening
□✓ State clearly why you are writing: There are two things I quite fancy doing: ‘Mountain biking
from coast to coast’ and ‘Survival skills on the Isle of Skye,’ Exercise 4
1
I am writing to enquire about … but I can’t decide which one is more my cup of tea. So, Possible answers:
1 He will be allowed
I would (really) like to … can you answer a few questions about them to help me
to take part. They’re
I am interested in/keen to … decide? making an exception
First off, the mountain biking trip. I kind of like cycling but for him.
2
         /some doubts.
I’m worried I’m not fit enough. I could do with losing a kilo 2 It will end by 12 a.m.
Be polite or two!! So how far do we have to cycle every day and are on 8 July.

□✓ Write in a polite style with complete sentences, use full there a lot of steep hills? (Even though my name is Hill,
I prefer cycling where it’s flat. )
3 Yes, there are.
4 That is not necessary
forms instead of contractions and use more formal linkers: because the
however, furthermore and 3        . Now, about the survival skills thing – it sounds cool but how fundraising page on
many people are there in each group, and what are the the website is now
You can use indirect questions and formal requests: sleeping arrangements? available.
4
       … Is it OK to bring pets? I’ve got the cutest little kitten and
I wonder if you could confirm what time … I don’t want to leave her. Exercise 5
Oh! One more thing, I’d like to bring my trumpet with me.
5
       … 2 I have a few queries
What do you reckon? I’m really into music and I could 3 therefore
You shouldn’t use slang words, smileys ( ), abbreviations knock out some tunes in the evenings. 4 Could you let me
(lol, btw, pls), exclamation marks (!) or leave out words Right, I’m off to the library now. Got an exam coming up know if
like pronouns, articles or the verb to be. soon. 5 I would greatly
appreciate it if you
Signal topics Write back soon, pls ‘cause I really need to plan something
□
could
✓ Signal new topics: for my hols. Don’t want to go to my gran’s again!! 6 With regard to
Hope to CU this summer. 7 As for
6
         …, Concerning …, 7         …, 8 I am really looking
Turning to … and Finally. Bye 4 now. forward to
Hayley 9 Best wishes
Be relevant
□✓ Don’t include irrelevant information, ask silly questions
or try to be funny.
7 SPEAKING In groups, use the Speaking box in
Ending lesson 4F to agree on the best expedition or
□✓ Conclude your email in a formal way, by writing: adventure holiday you could realistically do in
your country.
8
       …
I hope to hear from you soon.
8 WRITING TASK Use the Writing box to write an
9
         (Kind) regards, email of enquiry about another expedition.
Yours sincerely (if you know the person’s name) or Yours Include at least three queries from your list in
faithfully (if you don’t) and your name. Exercise 2.

□ I can write a formal email requesting information. 57

FURTHER PRACTICE
Workbook page 48/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 58–59.

75

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 Word List

REMEMBER MORE 4A GRAMMAR AND VOCABULARY gesture (n) /ˈdʒestʃə/

5.22   get/be lost  /ˌɡet/ˌbi ˈlɒst/
1 Add more words and phrases afraid of heights  /əˌfreɪd əv ˈhaɪts/
Exercise 4 go off the beaten track  /ˌɡəʊ ˌɒf ðə ˌbiːtn ˈtræk/
from the word list to the
Things to take on annoy (v) /əˈnɔɪ/
holiday:
vocabulary maps. go on about sth (phr v) /ˌɡəʊ ˈɒn əˌbaʊt ˌsʌmθɪŋ/
backpack, charger, book a flight  /ˌbʊk ə ˈflaɪt/
go smoothly  /ˌɡəʊ ˈsmuːðli/
earplugs, first aid THINGS TO TAKE choose a window seat/an aisle seat  /ˌtʃuːz
kit, insect repellent, ON HOLIDAY ə ˈwɪndəʊ siːt/ən ˈaɪl siːt/
golden rule (n) /ˌɡəʊldən ˈruːl/
penknife, pocket
guidebook, sunblock, grab the opportunity  /ˌɡræb ði ˌɒpəˈtjuːnəti/
power bank contribute to sth (v) /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/
torch, towel, travel head off (phr v) /ˌhed ˈɒf/
adapter, travel pillow delay (n) /dɪˈleɪ/
Problems in cities: highlights (n) /ˈhaɪlaɪts/
engine (n) /ˈendʒən/
air/noise pollution,
congestion hire a car  /ˌhaɪər ə ˈkɑː/
busy street, exhaust fasten your seat belt  /ˌfɑːsən jə ˈsiːt belt/
fumes, rush hour, hit the dance floor  /ˌhɪt ðə ˈdɑːns flɔː/
smog, traffic jam PROBLEMS IN fold away your tray table  /ˌfəʊld əˌweɪ jə ˈtreɪ
CITIES ˌteɪbəl/ hit the road  /ˌhɪt ðə ˈrəʊd/
go through security  /ˌɡəʊ ˌθruː sɪˈkjʊərəti/ in peace  /ˌɪn ˈpiːs/
2 Which preposition completes all go to your gate  /ˌɡəʊ tə jə ˈɡeɪt/ juicy gossip  /ˌdʒuːsi ˈɡɒsəp/
three sentences?
item (n) /ˈaɪtəm/ lie-in (n) /ˈlaɪ ɪn/
1 When we are on holiday, we
lean over the side  /ˌliːn ˌəʊvə ðə ˈsaɪd/ local  (n) /ˈləʊkəl/
often go off the beaten track.
2 Even if I set off very early, I am leave your luggage unattended  /ˌliːv jə ˌlʌɡɪdʒ make space  /ˌmeɪk ˈspeɪs/
often late for school. ˌʌnəˈtendəd/
maps app (n) /ˈmæps æp/
3 I’m going to stop off in Paris look out of the window  /ˌlʊk ˌaʊt əv ðə ˈwɪndəʊ/
memorable (adj) /ˈmemərəbəl/
for a day or two. ought to (v) /ˈɔːt tuː/
negative attitude  /ˌneɡətɪv ˈætɪtjuːd/
3 Match the two parts of the put your hand luggage in the overhead locker 
negativity (n) /ˌneɡəˈtɪvəti/
collocations. Then check with the /ˌpʊt jə ˈhænd ˌlʌɡɪdʒ ɪn ðə ˌəʊvəˌhed ˈlɒkə/
word list. non-existent (adj) /ˌnɒn ɪɡˈzɪstənt/
□b raise a the opportunity
put your seat in an upright position  /ˌpʊt jə ˌsiːt
1 ɪn ən ˌʌpraɪt pəˈzɪʃən/ pack a positive attitude  /ˌpæk ə ˌpɒzətɪv
2 □d escape b your window raise your window blind  /ˌreɪz jə ˈwɪndəʊ blaɪnd/ ˈætətjuːd/
3 □a grab blind peace and quiet (n) /ˌpiːs ən ˈkwaɪət/
□c reach c your destination
smoking area (n) /ˈsməʊkɪŋ ˌeəriə/
4
switch your phone to flight mode  /ˌswɪtʃ jə ˌfəʊn plan the route  /ˌplæn ðə ˈruːt/
d the crowds
tə ˈflaɪt məʊd/ pull out a tooth  /ˌpʊl ˌaʊt ə ˈtuːθ/

Exercise 4
4 Complete the sentences with the
correct words formed from the
1 unattended
2 renewable words in bold. Then check with
3 survival the word list.
4 safety
1 Remember never to leave your
luggage at the airport.
It could be taken away and
destroyed. ATTEND
2 The production of energy
such as solar power should be
widely promoted. NEW
3 At the camp we learned various
skills which can help you
in critical conditions. SURVIVE
4 You should always watch the
demonstration before the
plane takes off. SAFE
5 Do the task below.
Imagine you had the worst
possible holiday. Say where you
went and what unfortunate
things happened on the way to
and/or at your destination. Use
words and phrases from the
word list.
turn sth around (phr v) /ˌtɜːn ˌsʌmθɪŋ əˈraʊnd/ reasonable (adj) /ˈriːzənəbəl/
warn (v) /wɔːn/ rebellious (adj) /rɪˈbeljəs/
watch the safety demonstration  /ˌwɒtʃ ðə ˈseɪfti relaxing (adj) /rɪˈlæksɪŋ/
demənˌstreɪʃən/
respect sb’s needs  /rɪˌspekt ˌsʌmbɒdiz ˈniːdz/
weird (adj) /wɪəd/
sense of humour  /ˌsens əv ˈhjuːmə/
show interest  /ˌʃəʊ ˈɪntrəst/
4B READING AND VOCABULARY
5.23 simple pleasures  /ˌsɪmpəl ˈpleʒəz/
advise (v) /ədˈvaɪz/
spice plantation (n) /ˈspaɪs plænˌteɪʃən/
ancient castle  /ˌeɪnʃənt ˈkɑːsəl/
stressful (adj) /ˈstresfəl/
ask the way  /ˌɑːsk ðə ˈweɪ/
surprisingly (adv) /səˈpraɪzɪŋli/
at least  /ˌət ˈliːst/
tend to do sth  /ˌtend tə ˈduː ˌsʌmθɪŋ/
be a pain  /ˌbi ə ˈpeɪn/
to be fair  /tu bi ˈfeə/
bury (v) /ˈberi/
trip of a lifetime  /ˌtrɪp əv ə ˈlaɪftaɪm/
compare sth to sth (v) /kəmˈpeə ˌsʌmθɪŋ tə
turn back (phr v) /ˌtɜːn ˈbæk/
ˌsʌmθɪŋ/
turn out (phr v) /ˌtɜːn ˈaʊt/
criticise (v) /ˈkrɪtəsaɪz/
turquoise (adj) /ˈtɜːkwɔɪz/
escape (v) /ɪˈskeɪp/
uncover (v) /ʌnˈkʌvə/
evening/hotel entertainment (n) /ˌiːvnɪŋ/həʊˌtel
ˌentəˈteɪnmənt/ unexpectedly (adv) /ˌʌnɪkˈspektɪdli/
frustrating (adj) /frʌˈstreɪtɪŋ/ wildlife park (n) /ˈwaɪldlaɪf pɑːk/

58

EXTRA ACTIVITIES IN CLASS
• Ask students to choose 6–8 verb + noun
collocations from the word list (e.g.
raise an eyebrow, make an excuse, break
somebody’s heart). Get them to divide
a piece of paper into two columns,
headed A and B, and to write the verbs
from their chosen collocations in a
numbered list in column A (e.g. 1 raise,
76
2 make, 3 break). Then ask them to write
the second part of the collocations in
a lettered list in column B, in random
order (e.g. a) somebody’s heart, b) an
excuse, c) an eyebrow). Put them in pairs
and get them to swap papers with their
partner. They should complete their
partner’s matching task and then check
their answers with their partner.
• Individually, students write gap-fill
sentences using the collocations they
matched in the previous activity. They
should only gap one word from each
collocation. To make the exercise
easier, they could supply the first letter
of each word. Then, in new pairs, they
swap sentences, complete them and
check their answers with their partner.

M01 High Note TB3 09593.indd 76 29/08/2019 14:11


4C VOCABULARY 5.24
arrive safely  /əˌraɪv ˈseɪfli/
backpack (n) /ˈbækpæk/
backpacking (n) /ˈbækˌpækɪŋ/
catch a flight  /ˌkætʃ ə ˈflaɪt/
charge (v) /tʃɑːdʒ/
charger (n) /ˈtʃɑːdʒə/
earplugs (n) /ˈɪəplʌɡz/
electric plug (n) /ɪˌlektrɪk ˈplʌɡ/
escape the crowds  /ɪˌskeɪp ðə ˈkraʊdz/
find your way around  /ˌfaɪnd jə ˌweɪ əˈraʊnd/
first aid kit (n) /ˌfɜːst ˈeɪd kɪt/
flexibility (n) /ˌfleksəˈbɪləti/
gap year (n) /ˈɡæp jɪə/
get burnt  /ˌɡet ˈbɜːnt/
hygiene (n) /ˈhaɪdʒiːn/
insect repellent (n) /ˈɪnsekt rɪˌpelənt/
local time (n) /ˌləʊkəl ˈtaɪm/
minor injury  /ˌmaɪnə ˈɪndʒəri/
mosquito (n) /məˈskiːtəʊ/
pack for every possibility  /ˌpæk fər ˌevri
ˌpɒsəˈbɪləti/
packing list (n) /ˈpækɪŋ lɪst/
penknife (n) /ˈpennaɪf/
plug in (phr v) /ˌplʌɡ ˈɪn/
pocket guidebook (n) /ˌpɒkət ˈɡaɪdbʊk/
power bank (n) /ˈpaʊə bæŋk/
pro (n) /prəʊ/
reach your destination  /ˌriːtʃ jə ˌdestəˈneɪʃən/
set off (phr v) /ˌset ˈɒf/
stop off (phr v) /ˌstɒp ˈɒf/
sunblock (n) /ˈsʌnblɒk/
sunshine (n) /ˈsʌnʃaɪn/
take a direct flight  /ˌteɪk ə dəˌrekt ˈflaɪt/
torch (n) /tɔːtʃ/
towel (n) /ˈtaʊəl/
travel adapter (n) /ˈtrævəl əˌdæptə/
travel light  /ˌtrævəl ˈlaɪt/
travel pillow (n) /ˈtrævəl ˌpɪləʊ/
unzip (v) /ʌnˈzɪp/
within easy reach  /wɪðˌɪn ˌiːzi ˈriːtʃ/
4D GRAMMAR 5.25
bald eagle (n) /ˌbɔːld ˈiːɡəl/
coast (n) /kəʊst/
Grand Canyon (n) /ˌɡrænd ˈkænjən/
great for (hiking)  /ˌɡreɪt fə (ˈhaɪkɪŋ)/
• Students choose one or two words
from each lesson that they want
to remember and write example
sentences. Tell them to try to think
of sentences about themselves or
people they know if possible. This
will help them remember the words.
M01 High Note TB3 09593.indd 77
04
guy (n) /ɡaɪ/ share a journey  /ˌʃeər ə ˈdʒɜːni/
hole (n) /həʊl/ smog (n) /smɒɡ/
in danger of extinction  /ɪn ˌdeɪndʒər əv speed limit (n) /ˈspiːd ˌlɪmɪt/
ɪkˈstɪŋkʃən/
stop at red lights  /ˌstɒp ət ˌred ˈlaɪts/
national symbol (n) /ˌnæʃənəl ˈsɪmbəl/
sustainable (adj) /səˈsteɪnəbəl/
ocean (n) /ˈəʊʃən/
toxic  (adj) /ˈtɒksɪk/
political figure (n) /pəˌlɪtɪkəl ˈfɪɡə/
traffic jam (n) /ˈtræfɪk dʒæm/
right on the doorstep  /ˌraɪt ɒn ðə ˈdɔːstep/
traffic regulations (n) /ˈtræfɪk ˌreɡjuˌleɪʃənz/
sea fountain (n) /ˈsiː ˌfaʊntən/
visibility (n) /ˌvɪzəˈbɪləti/
state (n) /steɪt/
WHO / World Health Organisation (n) /ˌdʌbəljuː
eɪtʃ ˈəʊ/ wɜːld helθ ˌɔːɡənaɪˈzeɪʃən/
4E LISTENING AND VOCABULARY
zebra crossing (n) /ˌzebrə ˈkrɒsɪŋ/
5.26
air/noise pollution (n) /ˈeə/ˈnɔɪz pəˌluːʃən/
4F SPEAKING 5.27
bike lane (n) /ˈbaɪk leɪn/ bike/car hire system (n) /ˈbaɪk/ˈkɑː haɪə ˌsɪstəm/
busy street  /ˌbɪzi ˈstriːt/ bus service (n) /ˈbʌs ˌsɜːvəs/
capital city (n) /ˌkæpətl ˈsɪti/ crime against sth (n) /kraɪm əˈɡenst ˌsʌmθɪŋ/
carpooling/car sharing (n) /ˈkɑːˌpuːlɪŋ/ˈkɑː get around (phr v) /ˌɡet əˈraʊnd/
ˌʃeərɪŋ/
helmet (n) /ˈhelmət/
car sharing scheme (n) /ˈkɑː ˌʃeərɪŋ skiːm/
kill time  /ˌkɪl ˈtaɪm/
congestion (n) /kənˈdʒestʃən/
park and ride scheme (n) /ˌpɑːk ənd ˈraɪd skiːm/
cut down on sth (phr v) /ˌkʌt ˈdaʊn ɒn ˌsʌmθɪŋ/
pedestrianise (v) /pəˈdestriənaɪz/
cyclist (n) /ˈsaɪklɪst/
public transport (n) /ˌpʌblɪk ˈtrænspɔːt/
diesel engine (n) /ˈdiːzəl ˌendʒən/
realistic (adj) /rɪəˈlɪstɪk/
electric/hybrid vehicle (n) /ɪˌlektrɪk/ˌhaɪbrəd
ˈviːɪkəl/ shuttle bus (n) /ˈʃʌtl bʌs/
environment (n) /ɪnˈvaɪrənmənt/
4G WRITING 5.28  
executive (n) /ɪɡˈzekjətɪv/
canoeing (n) /kəˈnuːɪŋ/
exhaust fumes (n) /ɪɡˈzɔːst fjuːmz/
confirm (v) /kənˈfɜːm/
fossil fuel (n) /ˈfɒsəl ˌfjuːəl/
enquire (v) /ɪnˈkwaɪə/
give way to sb  /ˌɡɪv ˈweɪ tə ˌsʌmbɒdi/
flat (adj) /flæt/
junction (n) /ˈdʒʌŋkʃən/
fundraising (n) /ˈfʌndˌreɪzɪŋ/
knock down a pedestrian  /ˌnɒk ˌdaʊn ə
pəˈdestriən/ get left behind  /ˌɡet ˌleft bɪˈhaɪnd/
mask (n) /mɑːsk/ hill (n) /hɪl/
motorway (n) /ˈməʊtəweɪ/ hols (n) /hɒlz/
obey (v) /əʊˈbeɪ/ keen (adj) /kiːn/
on foot  /ɒn ˈfʊt/ limited (adj) /ˈlɪmətəd/
one-way system (n) /ˌwʌn weɪ ˈsɪstɪm/ mountain biking (n) /ˈmaʊntən ˌbaɪkɪŋ/
parking area (n) /ˈpɑːkɪŋ ˌeəriə/ query (n) /ˈkwɪəri/
pavement (n) /ˈpeɪvmənt/ raise funds  /ˌreɪz ˈfʌndz/
pedestrian (n) /pəˈdestriən/ relevant (adj) /ˈreləvənt/
pick up (phr v) /ˌpɪk ˈʌp/ sleeping arrangements (n) /ˈsliːpɪŋ
əˌreɪndʒmənts/
pollute (v) /pəˈluːt/
steep (adj) /stiːp/
renewable energy (n) /rɪˌnjuːəbəl ˈenədʒi/
survival skills (n) /səˈvaɪvəl skɪlz/
ride (v) /raɪd/
under construction  /ˌʌndə kənˈstrʌkʃən/
run over (phr v) /ˌrʌn ˈəʊvə/
rush hour (n) /ˈrʌʃ aʊə/
59
FURTHER PRACTICE
Workbook page 49/Online Practice
NEXT CLASS
Ask students to revise Unit 4.
77
29/08/2019 14:11
 04
Exercise 4
2 Could/Can you ask
the people in the
room next door to
stop shouting?
3 You have to/must
wear a swimming hat
in the pool.
4 I couldn’t speak
English well when
I started this job but
now I can.
5 You may not/can’t/
mustn’t bring pets to
the hotel.
6 The hotel ought to/
should change the
towels every day.
7 I didn’t have to show
my passport the last
time I stayed.
8 If it rains tomorrow,
we won’t be able to go
to the beach.
Exercise 5
2 People who enjoy
travelling off the
beaten track can
get lost.
3 The hotel where
we stayed/The hotel
(that) we stayed in last
summer was heated
by renewable energy
sources.
4 People who have
heavy hand luggage
ought to be careful
when they put it in the
overhead lockers.
5 Toxic air, which is
a big contributor to
global warming, is
still produced by some
factories.
6 Jo Brown, who is a
well-known football
player, was on a flight
that couldn’t land
because of smog.
7 Wind power, which
is a form of sustainable
energy, is growing in
popularity.
8 Cycling, which is
environmentally-
friendly, is a popular
means of transport.
Exercise 6
2 unattended
3 demonstration
4 survival
5 repellent
6 congestion
7 renewable
60
REFERENCES
AUDIO SCRIPT page 217
78
M01 High Note TB3 09593.indd 78
Revision
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the
sentences.
1 If you want a good price, you should leave / book /
switch a flight in advance.
2 Please close / put / fasten your seatbelt. The plane
is going to take off.
3 You should throw / fold / hide away your tray
table before take-off and landing.
4 You should answer questions the staff ask when
you go by / through / between security at the
airport.
5 Can you raise your window blind / curtain / cover
so I can see the view, please?
6 They had a good trip and arrived home carefully /
safely / securely.
2 Match the words from the box with the
definitions.
charger first aid kit penknife power bank
sunblock torch travel adapter travel pillow
1 You need this when your phone runs out of
power. charger
2 This protects your skin from the sun. sunblock
3 It stores electrical energy that you can use later to
charge your devices. power bank
4 Take this object with you so that you can see at
night. torch
5 You need this to charge your electronic devices in
a foreign country. travel adapter
6 A small, pocket-sized gadget you can cut things
with. penknife
7 Put your head on this when you are travelling by
plane or train. travel pillow
8 You need one at home and one in the car for
health emergencies. first aid kit
3 Complete the sentences with one word in each
gap.
1 Before the plane takes off you must put your seat
in an upright
pright position and switch your phone to
f light mode.
2 We h ired a car for a week on our last holiday
to Spain. We always h it the road early to
avoid traffic.
3 Dad loves choosing places no one knows for our
holidays, but I don’t really like going off the
b eaten track.
4 It was easy to find their way a round so they
didn’t need a map.
5 When they’re driving, they always plan the
r oute so they can e scape the crowds. They
hate going to busy places.
6 Although her office is within easy r each , she
leaves home early because of the traffic congestion
in the city centre.
FURTHER PRACTICE
• Use of English, Student’s Book page 192
• Class debates pages 264–265
• Self-assessment 4 and Self-check 4,
Workbook pages 50–51/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
4 Rewrite the sentences with the correct form of the verbs
from the box. Sometimes more than one answer is possible.
can/can’t could/couldn’t must/mustn’t may/may not
(not) have to ought (not) to (not) be able to should (not)
1 I feel it’s important to get up early tomorrow.
I must get up early tomorrow.
2 Please ask the people in the room next door to stop shouting.
3 It’s necessary to wear a swimming hat in the pool.
4 I wasn’t able to speak English well when I started this job
but now I am.
5 You are not allowed to bring pets to the hotel.
6 It would be a good idea if the hotel changed the towels
every day.
7 It wasn’t necessary for me to show my passport the last
time I stayed.
8 If it rains tomorrow, it won’t be possible for us to go to the
beach.
5 Combine the two sentences to create one sentence with
either a defining relative clause (1–4) or with a non-
defining relative clause (5–8). Put the pronoun in brackets
if it can be omitted.
1 I saw an advertisement on the website. It wasn’t up to date.
The advertisement (which/that) I saw on the website
wasn’t up to date.
2 People enjoy travelling off the beaten track. They can get lost!
3 We stayed in a hotel last summer. It was heated by
renewable energy sources.
4 Some people have heavy hand luggage. They ought to be
careful when they put it in the overhead lockers.
5 Toxic air is still produced by some factories. It is a big
contributor to global warming.
6 Jo Brown was on a flight that couldn’t land because of
smog. He is a well-known football player.
7 Wind power is growing in popularity. It’s a form of
sustainable energy.
8 Cycling is a popular means of transport. It’s
environmentally-friendly.
USE OF ENGLISH
6 Complete the sentences with the correct words formed
from the words in bold.
1 The key to getting on well with your parents on holiday
is flexibility . FLEXIBLE
2 You should never leave your luggage at the airport.
ATTEND
3 Please watch the safety carefully. DEMONSTRATE
4 You need good skills for some types of adventure
holiday. SURVIVE
5 There are a lot of flies here. Has anyone got any insect
? REPEL
6 They were very late because of the traffic in the city
centre. CONGEST
7 Countries should invest in energies such as wind
and water power. RENEW
ASSESSMENT
• Unit 4 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 4 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 4 Writing Test
• Units 3–4 Cumulative Review Test
• Units 3–4 Exam Speaking
29/08/2019 14:11
 7 Choose the correct words a–d to complete the text. SPEAKING
9 Your friend is going on holiday without their
I’ve just got back from the 1 of a lifetime to Spain. It was a great parents for the first time. In pairs, talk about why
holiday but it didn’t start well. each piece of advice is important and then decide
which is the best advice.
I was going to go with my friend Jack but unfortunately, he was too ill to
travel. So, I set 2 for the airport alone! I checked in and went through
security. It took so long that I thought I was going to miss my flight! 3 STRATEGY | Collaborative task
, I needn’t have worried as it was two hours late! Once I was on the plane, Make sure you ask your partner questions about
things didn’t get any better. I had booked 4 seat so I could get off their opinion. It is important to use language for
the plane more quickly after landing. Unfortunately, someone had made agreeing and disagreeing (I’m sorry but I disagree.,
a mistake, so I had to sit in a window seat. Finally, when we were almost That’s exactly how I feel.) You do not have to agree
with your partner.
at our 5 , the captain announced, ‘We are sorry but we won’t be able
to land for another fifty minutes due to a bad storm.’ Despite this terrible
start, everything went 6 and I had a fantastic holiday. go with one or two
good friends take a charger

1 a voyage b journey c trip d walk WHICH IS THE BEST

ADVICE?
2 a on b up c down d off
3 a Although b However c Furthermore d Therefore
4 a a side b a fold c an aisle d a window take a lot
5 a aim b target c objective d destination choose a destination of money
6 a badly b worse c smoothly d good near home

Use of English > page 192

call your parents
every day
LISTENING
8 2.14 You are going to hear people talking in five
different situations. For questions 1–5 choose the best 10 Discuss these questions with a partner.
answers a, b or c. 1 Do you think you would follow any of this advice
1 You are going to hear a tour guide talking to visitors to if you went on holiday without your family? Say
the Greek island of Rhodes. What is she doing? why.
a giving the visitors information about Rhodes 2 Why do you think many people prefer to choose
active holidays?
b welcoming the visitors
3 Some people say there are more important things
c giving the visitors details about their accommodation
to spend your money on than holidays. How far
2 You are going to hear a radio traffic report. What are do you agree with this opinion?
the presenters the most surprised about?
a the bad weather on the M25 WRITING
b a car crash on the M26
c the reason for traffic congestion on the M26 11 You have seen this advertisement for cycle tours.
3 The speaker is announcing that
a there is a change of gate for flight 285. City cycle tours!
b flight 285 is delayed for technical reasons. Get to know the city and keep fit at the same time!
We organise day and half-day tours for all ages.
c flight 285 is ready for boarding.
Interested? Then send Brian Philips an email
4 You are going to hear a telephone conversation
to find out more!
between two friends. Why is the boy calling?
We look forward to hearing from you!
a To ask the girl to lend him something.
b To ask for advice about travelling on a long flight.
Write an email asking for more information. Ask
c To tell the girl he’s going away.
about the meeting point and time, how long
5 You are going to hear a business woman who travels and difficult the ride is, the price and the lunch
a lot talking about flying. What is her attitude to arrangements.
flying?
a She finds it exciting.
b She thinks it’s a practical way of travelling.
c She says it pollutes the environment.
61

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 LIFE SKILLS
Exercise 3
2 Some speakers speak
for and others against.
3 They try to convince
the audience and
judges that their point
of view is right.
4 The text doesn't
say this.
7 Rebutting means
explaining why the
other side’s arguments
are wrong.
Exercise 5
1 1) The vegan diet
is the best way to
improve your health
because it contains
only healthy and
nutritious foods. This
diet is good for your
weight and heart.
2) Producing meat has
a harmful effect on the
environment.
2 1) A strict vegan diet
doesn’t contain all the
important nutrients,
especially proteins
and some vitamins. A
healthy diet includes
plants as well as animal
products. 2) A vegan
diet may also have
some negative impacts
on the environment.
This is because the
exotic foods vegans
buy are transported
from different parts
of the world. It is
more eco-friendly to
eat meat products
produced locally.
62
REFERENCES
AUDIO SCRIPT page 217
80
M01 High Note TB3 09593.indd 80
How to take part in a debate
1 In pairs, discuss the questions. 3 Read the text What is a debate? with rules for members
1 Describe a situation when you took part in a debate at of the debating club. Are the statements below about
a debate true or false? Explain why the false ones are
home or at school.
incorrect.
2 How do you think debating skills can be useful a) at
□
school b) in future jobs? 1 T Every debate has two sides.
□
2 F All the speakers speak for and against
2 Read the announcement. Would you like to join the the debate statement.
□
club? Say why. 3 F In a debate, the speakers try to persuade
the second team to accept their point of view.
□
4 F A timekeeper may extend the time limit
R
Roundhills Debating Club □
for a speaker.
5 T The audience may decide on the outcome
of a debate.
Do you like taking part in discussions?
□
6 T The speakers in both teams take turns to talk.
Are you looking for a chance to broaden your horizons?
□
7 F Rebutting means finding additional arguments to
If yes, don’t hesitate and join Roundhills Debating Club! prove a team is right.
We meet every Thursday at 15.30 in the School Hall. 4 Work in pairs. Read the debate statement below and
We discuss topics that are important to young people, which last make a list of arguments for and against a vegan diet.
year ranged from the best pizza topping to how to take exams. Everyone should become a vegan.
Still not sure you’d like to join? Here’s why it's useful to learn
how to debate. 5 2.15 Listen to part of a debate on the statement
1 It oosts o r confidence o won t feel scared the ne t time in Exercise 4. Answer the questions. Are the students’
you have to give a presentation. arguments similar to yours?
1 What two arguments in favour of the statement does
2 o can also improve your communication skills.
the first speaker give?
3 o learn to look at both sides of complex questions and 2 What two arguments against the statement does the
think critically. This will help you do better at school and write
second speaker give?
excellent essays.
3 Who do you think has stronger arguments and should
win the debate? Say why.
And finally, debating is just great fun!
Come and find out for yourself!
NEXT CLASS
After students hold their debate, get them
to discuss their experience in groups or as
a whole class. Did they use language from
the Speaking box? Did they follow the
tips from the lesson? Were they helpful?
What did they find easy/difficult? What do
they think went well? What would they do
differently next time?
29/08/2019 14:11

What is a debate?
A competitive debate is an argument with some rules.
It involves two teams of two or more people. The teams are
given a controversial statement to discuss and a set period
of time to prepare.
03–04
Chairperson and timekeeper
A chairperson opens the debate, introduces each speaker and makes
sure everybody follows the rules. The timekeeper checks the time and
gives signals to speakers to show that they will soon run out of time.
Judges and audience
Usually a panel of judges gives points to the teams and decides who
should win. Sometimes the audience votes to choose the winner.

Proposition and opposition Structure of the debate

The team which argues in favour of the statement are called
‘proposers’. The team which argues against the statement are called
the ‘opposers’.
Goal of the debate
The goal of a debate is for the teams to prepare a good argument in
a short time. The speakers in a team must work together to convince
the audience and judges that they are right.
Length of speeches
Participants can only speak for a specified period of time, for example
3−5 minutes.
A typical debate has the following format:
• Teams hear the topic and take positions (for and against).
• Teams discuss their topic and come up with arguments.
• The speakers for the proposition and opposition present the
main arguments.
• Teams discuss the arguments of the opposing team and try to
‘rebut’ them, that is explain why their arguments are wrong.
• Speakers from both teams present their rebuttals.
• This continues until all speakers have spoken and the last
speakers sum up their points.

6 2.15 Study the Speaking box. Then listen again and 7 Read the advice. Why do you think these points are
tick the expressions you hear. important when debating?

SPEAKING | Debating LIFE SKILLS | How to take part in a debate

Presenting the motion and the speakers • Be calm and confident.
□✓ We are going to speak in favour of/against the • Speak clearly and slowly.
motion that … • Prepare well. Use logical arguments to support your
□ Today I hope to persuade you to agree that … point of view.
□ This morning we have the easy task of convincing you • Don’t get personal. Challenge what someone says, but
don’t attack the person saying it.
that …
□✓ First, I will talk about … I shall also argue that …The • Pay attention to the time.
next speakers will explain why … • Be polite at all times.
□✓ I, as the first speaker will be talking about … My • Work as a team and support each other.
colleagues will later discuss …
Presenting your arguments 8 DEBATE Read the statement. In small groups, make
□✓ My first/second argument is … a list of arguments for and against that you could use
□✓ Let me come to my first/second/next argument. in a debate.

□✓ Let the facts speak for themselves. It’s better to spend holidays in your own country than abroad.

□ Perhaps I should also mention that … 9 Do the task below.

□✓ To begin with, …
□✓ In addition, … What’s more, … LIFE SKILLS | Project
Stating a strong opinion
□ I firmly believe that … Work in two teams and prepare for a debate in the next
class. Use the tips from the lesson and the language from
□✓ We are convinced that … the Speaking box to help you.
□✓ It is our belief that … • Use the statements in Exercise 4 or 8, or choose a topic
on page 197.
Supporting an opinion with examples/evidence
□✓ New studies confirm that … • Discuss points and examples for your side of the debate.
□✓ Recent research has shown that … • Decide who will present each point.
• Research information online and prepare your speeches.
Summarising
□✓ So, to sum up, … • Debate the statement against another team in class, in

□ All in all, … front of other students.

□✓ To conclude, let me stress that … • The class votes on the winner of the debate. Use the
checklist on page 197 to assess the participants.

63

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 05 The next step
VOCABULARY Personality adjectives, studying, work and jobs
GRAMMAR

SPEAKING
WRITING
VIDEO
Talking about the future, Future Continuous and Future Perfect
Use of English > page 193
Describing strengths and weaknesses
Personal statement as part of a university application
Grammar Communication Documentary

Katy OK, a I’ll get the tickets.

tickets … What? Oh,
yeah, I’ll ask them but b I don’t think
they’ll come.
come. Bye!

Katy Katy What are you two doing after the

exam? c I’m meeting Andy at Mario’s
Maya and then we’re going to see a movie.
Do you want to come?
Jake Jake No, thanks. After this exam, d I’m going
to lie down in a dark room.
room
Katy Well, I'm sure you
you’ll enjoy that. What
about you, Maya?
Maya What time does the film start?
Katy e
It starts at six.
six.
Maya I can’t make it then. I’m meeting Mo at
the library at seven.
Katy Why are you going to the library?
Maya To study.
Jake Are you going to revise for the Maths
exam?
5A GRAMMAR AND VOCABULARY Maya No, I don’t need to. I’ll definitely pass
Maths. I’m going to study French.

1 In pairs, choose the adjectives that best describe a person who

does well in exams. Katy Any last-minute predictions?
competitive curious dedicated determined eager to learn Jake Yes, I’ll fail, f you might pass and …
gifted hard-working inventive mature overconfident Katy What do you mean I might pass? I’m
responsible sensible sharp going to walk this exam.
You need to be eager to learn to do well in exams. Jake No, you’re overconfident. And Maya
will probably get every single
2 How do you feel before exams? Choose the sentence which is question right.
most true for you. Then talk about your answers in pairs. Maya I definitely won’t get a 100 percent,
1 I usually feel confident that I’m going to pass but occasionally, Jake. Chemistry’s hard. And I’m sure
I get a nasty surprise. you won’t fail. You never fail.
2 I enjoy exams. I think it’s exciting to have a chance to show Jake That’s not true. I failed Art in Year 9.
everything I’ve learned. Anyway, I’m not going to pass this
3 I get butterflies in my stomach, I can’t sleep the night before exam. I know it.
and I’m sure I’m going to fail. Teacher OK, g the exam is about to begin so
please stop talking and turn over your
3 2.16 Read and listen to the dialogue. Then match the exam papers.
speakers: Katy, Jake and Maya to sentences 1–3 in Exercise 2.
Katy – 1; Maya – 2; Jake – 3 Jake Oh no! I haven’t studied this. h I’m
64 going to fail!

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

VIDEO SCRIPT page 236 This activity can be done after Exercise 8
or 9. Ask students to think about their
future and where they see themselves in
five/ten/fifteen years’ time. They should
write down their predictions and then
discuss them in pairs or small groups.
• Photocopiable extra Grammar Video
activity 5, page 267
• Grammar Reference and Practice,
Student’s Book page 180
• Workbook pages 52–53/Online Practice

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 05
Talking about the future 6 Study Watch out! Then rewrite the underlined phrases in Exercise 5
sentences 1–5 in the negative so that they make sense.
4 In pairs, read the underlined sentences a–h in 2 ’m taking
the text and match them to the explanations 1–8. 1 I think I’ll pass all my exams but I think I’ll pass most of them. 3 leaves
4 ’ll come
Then study the Grammar box and check. 2 I’ll probably start studying seriously next weekend. I’ve got 5 might be
1 □b In my opinion, this won’t happen. too much to do. 6 not going to go
2 □d That’s my plan. 3 I’ll definitely leave before the end of the exam. It’s a tough 7 going to walk

□e That’s what the website says.

8 ’re coming
subject.
3 9 ’ll pass
4 □a I promise to do that. 4 I think I’ll go to university when I leave school. I want to get 10 is about to leave/is

□f It’s not impossible but it’s not guaranteed. a job. going to leave
5
6 □h I’ve seen the questions, I know I can’t pass. 5 I’ll certainly fail Maths – it’s my best subject.

□g It’s going to start very soon.

Exercise 6
7 1 I don’t think I’ll pass
8 □c We’ve arranged to do that. WATCH OUT! 2 I probably won’t start
3 I definitely won’t
We often use think and be sure before will: leave
Talking about the future I’m sure you’ll enjoy that. 4 I don’t think I’ll go
In negative sentences I don’t think they’ll come is more usual 5 I certainly won’t fail
When we have already decided or planned than I think they won’t come.
something in the future, we use:
The adverbs definitely, probably and certainly come after will but Exercise 7
• the Present Simple for timetables and scheduled before won’t: 3 I promise I won’t
events It will probably happen. It probably won’t happen. cheat in any of my
• the Present Continuous for personal arrangements exams.
4 We might/may/could
• going to + infinitive for plans and intentions
7 Tick the sentences in which the correct future structure is get a surprise test next
week – it’s a possibility.
When we announce a decision we have just made used and correct the ones which are wrong.
□ I’m sure I’m about to pass my next English test.
6 The bell is going/
or offer/promise to do something, we use will + 1 about to ring for the
infinitive. end of the class.
I’m sure I’ll pass …
When we predict the future, we use: 2 □✓ I’m sitting an exam tomorrow – it starts at 9 a.m.
• going to + infinitive for predictions based on 3 □ I promise I’m not cheating in any of my exams.
evidence
4 □ We’ll get a surprise test next week – it’s a possibility.
• will + infinitive for predictions based on opinions
and beliefs 5 □✓ It’s an important exam so I’m going to study all night.
• may/might/could + infinitive to talk about 6 □ Look at the time – the bell will ring for the end of the
possibilities class.

When we talk about something in the very near
future, we use be about to + infinitive.
Grammar Reference and Practice > page 180
5 2.17 Complete the conversation with the
correct future form of the verbs in brackets. Then
listen and check.
Katy Please help me study for the Physics exam.
I’ll buy you a cake.
Maya I can’t. I 1 'm going (go) to my gran’s. It’s
her sixtieth birthday. I’ve got to get to
the station. I 2 (take) the train. It 3
8 SPEAKING In pairs, ask and answer the questions. Use the
language from the Grammar box and Watch out! Student A,
go to page 196. Student B, go to page 199.
9 Do you think exams are the best way to measure students’
ability? Say why. What other ways might be better?
14 Read the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
What skills do you think you will need to learn for your future
career?
GRAMMAR VIDEO

(leave) at half past.

Katy No problem. I 4 (come) with you!
Maya What? I’m not sure but my gran 5 (be)
a bit surprised to see you. She’s never met
you.
Katy Don’t be silly. I 6 (not/go) to your
gran’s! I’m just 7 (walk) with you
to the station.

Maya So it’s arranged? You 8 (come) round

to mine on Sunday at four, right?
Katy Yes! I’m sure I 9 (pass) if you help me.
Maya Sorry, I’ve got to run! The train 10 (leave).

□ I can use a variety of forms to talk about future events and situations. 65

• Photocopiable resource 19: Future NEXT CLASS evening? and c) the environment/
choices, pages 277, 307 conditions: do they work best in silence
Ask students to think about how they or listening to music? Alone or with a
• Extra digital activities: Grammar
prefer to study and make notes. They partner? Do they find background noise
Checkpoint 5A
should think about a) the place/ distracting?
ASSESSMENT surroundings: where do they prefer to
study? b) the time of day: do they prefer
Grammar Quiz 5A to study in the morning/afternoon/

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 5B VOCABULARY | 5C GRAMMAR
Phrasal verbs related to studying

VOCABULARY 1 2.18 Complete the text with the correct forms of the 1 Look at the online information about a university
Exercise 1 phrasal verbs from the box. Then listen and check. open day for future students. Which parts of the day
2 get down to look most interesting to you?
3 come up with catch up on come up with drop out hand in
4 go over get down to go over put off 2 2.19 Listen to Tom and Natalie discussing
5 hand in their plans for the open day. Complete Tom’s plan
6 catch up on Are you tired of  putting off (delaying) your exam revision?
1
with the events from the online information in
7 drop out Do you need to 2 (start) work in comfortable
Exercise 1.
surroundings? At Riverside Café, we’ve 3 (created)
just what you need. Drop in to one of our Sunday Study
VOCABULARY
Exercise 3 Sessions in May, and enjoy a comfortable, quiet atmosphere 08
08.50 – 09.05 listen to welcome speech
with unlimited coffee and cake for just £3.99. Whether you
2 up
have piles of notes to 4 (study), an important essay to
09.10 – 09.45      explore the campus and library
09
3 together
4 over/through 5
(give to your teacher) next week, or lots of reading 10.00 – 11.00       attend subject talks
10
5 up to 6 (do something you haven’t been able to do 11
11:30 – 12.30       see the sports facilities
6 up recently), Riverside Café’s Sunday Study Session is the place
7 behind
to be. Don’t 7 (leave school before you’ve completed 12.30 – 13.00 have lunch
8 up
9 down your studies) of school; drop in to Riverside Café instead! 13.00 – 14.00       visit the information desks
10 on
2 Match the highlighted phrasal verbs with definitions a–f. 14.00 – 15.00    tour the halls of residence
Then check with a partner.
GRAMMAR
Exercise 3 □
1 e My history teacher says I need to pull my socks up or
Future Continuous and Future Perfect
a action in progress = 1, I won’t pass the exam.
3; completed action = 2
b point in time = 1, 2;
□
2 d I think I’ll be able to keep up with Maya. I’m as 3 Look at extracts 1–3 from the conversation and
dedicated as she is. answer questions a–b. Then study the Grammar box
period of time = 3
□
3 f I tend to pick up languages easily but I really have to and check your answers.
work hard at Maths. 1 At 9.00 we’ll be listening to the welcome speech.
GRAMMAR
Exercise 4 □
4 a Two of my classmates put together a great 2 We’ll have finished the talks by 11.00.
presentation on the Amazon rainforest. 3 For the next four years you will be studying for
□
1 But soon you will
have finished your 5 b I really hope algebra comes up in the test tomorrow. your undergraduate degrees.
exams. (rule c)
2 Over the next □
6 c You’re going to fall behind if you miss any more a Which sentences refer to an action in progress and
few months you’ll classes. which to a completed action?
be deciding which
a research and write d work as quickly as b Which sentences refer to a point in time and which
universities to apply
to. (rule b); Will you be b appear e work harder to a period of time?
studying at Langchester c progress too slowly f learn
at this time next year? Future Continuous and Future Perfect
(rule a, question form)
3 Add the missing words, then match beginnings 1–6 with a We use the Future Continuous for actions that will be
endings a–f. In pairs, say if the sentences are true for you. in progress at a certain time in the future.
1 Although it’s tempting to put 1   off  revision until the last b We also use the Future Continuous for actions that
minute … will be in progress over an extended time in the future.
2 Sometimes it can be difficult to keep 2 with all my will/won’t + be + -ing
schoolwork …
Time expressions: at this time next month,
3 If I’m absent from a lesson for any reason … tomorrow at 5 p.m., etc.
4 I quite enjoy putting 3 presentations … c We use the Future Perfect for actions that will be
5 It’s a good idea to go 4 your notes before an exam … completed before a certain time in the future.
6 I don’t pick 5 new English words easily … will/won’t + have + past participle

a □5 … but success depends mostly on which questions We often use by + a time phrase with the Future
Perfect.
come 6
on the day.
b □2 … and occasionally I fall 7
.
I’ll have had enough of open day by eleven o’clock.

c □4 … but I’m less keen on standing up and presenting Other time expressions: by the time I’m twenty, two
hours from now, etc.
them.
d □6 … so I have to come 8
with different ways of Grammar Reference and Practice > page 180
remembering them.
e □1 … it’s better to get 9
to work as soon as 4 Find more examples of the two tenses on the
3 possible. university website. Match them to rules a–c in the
f □ … I always try to catch up 10
what I’ve missed Grammar box.
and hand in the homework.

66 □ I can talk about studying.

EXTRA ACTIVITY IN CLASS FURTHER PRACTICE ASSESSMENT
Start the class by referring students • Workbook page 54/Online Practice Vocabulary Quiz 5
to the notes they made at home and • Photocopiable resource 20: Study
getting them to compare and discuss NEXT CLASS
phrasal verbs!, pages 278, 308
their preferences in pairs or small groups. Ask students to look up ‘open day’ online
• Extra digital activities: Vocabulary
Encourage them to elaborate. If time and make notes. What is a university
Checkpoint 5
allows, invite a few students to share open day? Who is it for? What can visiting
their answers with the class. students do on open days?
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 LANGCHESTER 05
UNIVERSITY
UN

Undergraduate Open Day

EVENTS
visit the information desks
Saturday 10 May 8.45 a.m.–3.00 p.m.
explore the campus and library Right
ght now you are working harder than ever. But soon you will have
attend subject talks finished your exams. Over the next few months you’ll be deciding
which universities to apply to. These are exciting times.
see the sports facilities
tour the halls of residence
Wi you be studying at Langchester at this time next year?
Will
Find out more at our open day. Meet our students and talk
to our academic staff.
click
click here for times and locations

5 Choose the correct forms to complete the 7 2.20 Complete the conversation between Tom and Natalie. Exercise 6
sentences. Use the Future Continuous or the Future Perfect forms of the 2 By 09.50 he’ll have
1 What will you be doing / have done at midday verbs in brackets. Then listen and check. explored the campus
and the library.
tomorrow? Natalie Shall we meet tomorrow and go over our options for next
3 At 10.30 he’ll be
2 I can’t meet you at 7 p.m., I’ll have had / be year? How about Riverside Café? They 1 will be serving  attending the talk on
having a driving lesson. (serve) unlimited coffee and cake for just £3.99 all the veterinary medicine.
way through May! I heard it on the radio. 4 By 12.30 he’ll
3 I’m not going camping next weekend have seen the sports
because I won’t be finishing / have finished my Tom Do you ever think about anything else except coffee?
facilities.
science project. Natalie Occasionally. Shall we say 10? 2 (you/wake up) by 5 By 13.05 Tom and
4 At this time next year, I’ll be studying / have then or 3 (you/still/lie) in bed? Natalie will have had
lunch.
studied at university. Tom Cheeky! Actually, I 4 (play) football at 10, we start 6 At 13.30 they’ll be
5 Will you have decided / be deciding what you at 9, but we 5 (finish) by 11.30, so I could meet you visiting the information
want to study at university by the end of the at 12. desks.
month? Natalie No, sorry. I 6 (have) lunch with my parents at 12. 7 At 14.30 the two
friends will be touring
6 For the next four years, you’ll be living / have How about 1.30 at the café? the halls of residence.
lived in student accommodation. Tom I might get there a bit earlier to catch up on some
reading, but I 7 (wait) for you inside at half one.
6 Look at Tom’s plan in Exercise 2 and write Natalie With a huge pot of coffee, please!
Exercise 7
sentences with the Future Perfect or the Future 2 Will you have
woken up
Continuous and at or by. 8 SPEAKING In pairs, ask and answer the questions. 3 will you still be lying
1 09.00 / Tom / listen to the welcome speech. What will you be doing: What will you have done: 4 ’ll be playing
5 ’ll have finished
At 09:00 Tom will be listening to the welcome 1 at 9 p.m. this evening? 5 by the end of this lesson? 6 ’ll be having
speech. 6 24 hours from now? 7 ’ll be waiting
2 at midday on Saturday?
2 09.50 / he / explore the campus and library. 7 in one year’s time?
3 at this time next week?
3 10.30 / he / attend the talk on veterinary 8 by the time you are 25?
4 next year?
medicine.
4 12.30 / he / see the sports facilities. A What will you be doing at 9 p.m. this evening?
5 13.05 / Tom and Natalie / have lunch. B I’ll be watching a film.
6 13.30 / they / visit the information desks. 9 Work in groups. Plan an open day for students who want to
7 14.30 / the two friends / tour the halls of study at your school. Write a schedule for the day and prepare
residence. a short welcome speech. Use the Future Continuous and the
Future Perfect to give information about the day.

□ I can use the Future Continuous and the Future Perfect to talk about future events and situations. 67

REFERENCES with the class. Do they think open days • Extra digital activities: Grammar
are a good idea? Would they like to Checkpoint 5C
AUDIO SCRIPT page 218 attend one? Why/Why not?
CULTURE NOTES page 208 ASSESSMENT
FURTHER PRACTICE
EXTRA ACTIVITY IN CLASS Grammar Quiz 5C
• Grammar Reference and Practice,
Start the class by briefly discussing Student’s Book page 180 NEXT CLASS
university open days with students. Refer • Workbook page 55/Online Practice Ask students to practise their welcome
them to the notes they made at home speech (from Exercise 9) at home.
• Photocopiable resource 21: Order and
and invite them to share their information 85
match, pages 278, 309

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 5D SPEAKING
5 16 2.22 Complete the Speaking box with the

COMMUNICATION VIDEO
Exercise 4
Chen follows all words from the box. Then watch or listen again and
the tips: she is there check. What are Chen's strengths and weaknesses?
on time. She is
smartly dressed. She develop difficult fast manage pressure tend
remembers Lily’s name.
She doesn’t answer
her phone or check her
messages during the
SPEAKING | Describing strengths and weaknesses
interview. She doesn’t
Describing strengths
read from her CV or
application form. She I have good communication/English/organisational skills.
adds details about her I’m self-motivated.
strengths, experiences,
motivations, etc. She I 1manage my time carefully.
doesn’t talk about I work well/better under 2 pressure /in a team.
irrelevant details.
I’m good at multi-tasking/meeting deadlines.
I’m a 3 fast learner.
Exercise 6
I enjoy solving problems.
/s/ progress,
impossible, missing Describing weaknesses
/ʃ/ impression,
My biggest weakness is probably Maths.
professional, session
I 4 tend to spend too much time checking my homework.
I find it 5 difficult to talk to large groups of people.
I’m trying to 6 develop my public speaking skills.
I’m working on my typing skills.

6 2.23 PRONUNCIATION How do you pronounce 'ss'?

Add these words to lists 1 and 2. Then listen and check.
impossible impression missing professional
progress session

1 /s/ weakness, … 2 /ʃ/ pressure, …

7 Complete the extract from an interview with answers a–e.

Lilly Tell me, how do you manage your time, Mark?
Mark 1
    b   
Lilly I see. And, how good are you at meeting deadlines?
Mark 2
e      
Lilly That’s great. Are you a fast learner?
1 Look at the photos. Colin and Chen have just arrived Mark 3
d      
at their interviews for a gap year placement with Lilly Very good. Now, tell me about a time you worked
a video games company. Who do you think will well in a team.
make a better impression? Say why. Mark 4
a      
2 Complete these interview tips with do or don’t. Can Lilly Well done! Finally, what’s your biggest weakness,
you add any more tips? and what are you doing to improve it?
1 Do    arrive ten minutes early so you are relaxed Mark 5
c      
and ready when your name is called.
a Two classmates and I worked on a Science project
2 Do dress smartly and make sure you smell nice. together and we won the first prize.
3 Do listen carefully and try to remember names. b I use a weekly planner and I write lists.
4 Don’t use your phone during the interview. c It’s probably my handwriting. I’m trying to make it
5 Don’t read from your CV or application form. neater and I type whenever possible.
6 Do give details and examples. d Yes, I think so. I picked up quite a lot of conversational
7 Don’t talk about irrelevant details. Spanish on our two-week holiday this year.
e Very good, I think. I never hand in schoolwork late
3 15 2.21 Watch or listen to Colin’s interview. unless I’m ill.
Does he follow any of the tips in Exercise 2? no
8 In pairs, take turns to role play a job interview. Student
4 16 2.22 Watch or listen to Chen's interview. A, ask the questions in Exercise 7. Student B, ask the
What does she do better than Colin? questions on page 199.

68 □ I can carry out a simple interview and describe my strengths and weaknesses.
REFERENCES would they like to attend it? Which Exercise 7 and two from page 199
parts of the day sound most interesting to ask the ‘interviewee’. In stronger
VIDEO/AUDIO SCRIPT page 236 to them? classes, you could ask students to think
EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 8. Put of their own questions as interviewers.
students in pairs and ask them to Students role play the interviews
• Start the class by getting students to imagine they are interviewing for in their pairs, taking turns to be the
give their welcome speeches from the their dream job. Their partner is the interviewer and candidate.
previous lesson to the rest of the class. interviewer. First, they should tell their
After each speech, the class gives brief FURTHER PRACTICE
partner what their dream job is. He/She
feedback on the open day presented: then chooses two questions from Workbook page 56/Online Practice
86

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 5E LISTENING AND VOCABULARY 05
1 THINK BACK In groups, write a list of jobs you know. 5 Study Active Listening and look at the notes. Which Exercise 2
Divide the jobs from your list into: full-time jobs, advice did the writer follow/not follow? Possible answers:
part-time jobs you can do at weekends and temporary Pros: you can work at
summer jobs. home, you can get up

Receptionist, doctor, …
Gig economy & world of work – changes & future when you like, you are
not dependent on one
employer
2 Look at the cartoon and read the definition below. Use • Gig economy dates from crisis in 1 2009     Cons: no stability, not
a dictionary to help you. What pros and cons of the gig enough money
economy can you think of? • Many people, especially young - several part-time jobs,
frequent temporary jobs Exercise 5
0
.0 • Companies want flexibility → 2freelance workers; She followed most of
15 the advice: she didn’t
zero-hours contracts; unpaid shifts try to write down
0–

Tu
every word. She wrote
.0

e
.&
. 10

• Pros for workers: work experience; meet people; no need key words instead of
full sentences. She

Th
Fri

to 3commute - work from home; variety, your own boss used symbols and

ur
numbers. She guessed
Mon. –

. 16.00–18.00 • Cons for workers: hard to refuse work; long hours, something she wasn’t
sure she understood
low wages, no 4overtime or holiday pay OR not enough (2.8 million people).
work/money She corrected a mistake
with similar sounding
words (15% changed to
• In last year 5 4.4% of population work in gig economy = 50%) but she didn’t use
2.8 million people
50% check any contractions.

• + 15% of gig economy workers aged from 18-6 34      

Exercise 7
Possible notes:
• Tendency will continue
• Carla has 3 jobs:
freelance translator,
Mo 0
0.0
salsa instructor,
n., W
ed. & Fri. 18.00–2 ACTIVE LISTENING | Taking notes children’s entertainer
• tired but enjoys
her jobs
gig economy
• Don’t try to write down every word, just the key points. • salsa classes – from
• Don’t write complete sentences when a few words will 6–8 on Mon, Wed, Fri
In the gig economy people often have several part-time jobs
do. You can omit words such as articles and auxiliary verbs. • children’s parties –
instead of one full-time job. The jobs are often temporary
temporary, not usually weekends but
permanent. Gig economy workers are often self-employed. • Use abbreviations, e.g. min = minute, yr = your; sometimes Tue & Thu
symbols, e.g. &, %, =, → and numbers, e.g. 4 not four. after school
• Be careful not to confuse words which sound similar, • translates mostly
3 2.24 Listen to a radio show about the gig economy e.g. numbers such as fifteen and fifty. mornings but
and answer the questions. sometimes at night
• Don’t jump to conclusions. The first reference to • doesn’t accept every
1 Who is the guest on the show? an economist something may not tell the whole story so keep job but it can be hard
2 How does he feel about the gig economy? listening. to turn down work –
expensive life in London
a mostly positive • If you’re not sure of what you hear, write something • occasionally gets
b mostly negative that makes sense in the context and check it later. paid overtime at sports
centre
c totally negative
• doesn’t want a full-
6 2.24 Listen to the show again and complete the time job now – enjoys
4 Match phrases 1–8 with definitions a–h. notes in Exercise 5 with one or two words in each gap. variety
□
1 g commute □
5 d low wages
7
□
2 h deadline □
6 c shift
2.25 Listen to a caller on the radio show. Take notes

□
3 f freelance □
7 b temporary
of what she says, following the advice from Active
Listening. Compare your notes in pairs.
□
4 a overtime □
8 e unemployed
a extra work, often paid more
8 SPEAKING In groups, discuss the questions. Justify your
opinions.
b lasting for only a short time, not permanent
When you finish studying, would you rather:
c period of work, often 8 hours, sometimes at night
• have one full-time job or several part-time jobs?
d poor pay
• have a permanent job ‘for life’ or lots of different jobs
e out of work and careers?
f self-employed, working for several employers or • work for an employer or be self-employed/work
clients freelance?
g travel to and from work When I finish studying, I’d rather have two part-time jobs
h the time/date you must finish a job by to have two sources of income.

□ I can take effective notes while listening to an interview and talk about jobs. 69

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

AUDIO SCRIPT pages 218–219 After Exercise 1, refer students to the list • Workbook page 57/Online Practice
CULTURE NOTES page 208 of summer jobs and put them in pairs • Photocopiable resource 22: The
to discuss the ones they would most/ changing world of work, pages 278,
least like to do. Encourage them to give 310
reasons for their choices.
NEXT CLASS
Students do an online search for jobs
which have disappeared and make a list. 87

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Exercise 1
1 He’s worried that
robots will take over his
job. He’s probably right
to be worried.
Exercise 3
Text A
1 self-service
checkouts, self-parking
cars, telephone
personal assistants
2 because those jobs
will probably disappear
because of automation
3 unpredictable
jobs and jobs which
involve creating things
and managing or
interacting with people
4 to show that
technological change
creates jobs as well as
destroys them
5 We'll have shorter
working weeks and
more leisure time, jobs
will be enjoyable.
Text B
6 400–800 million
7 predictable and
repetitive, low-skill,
low-wage blue collar
and white-collar jobs
8 because technology
will have advanced
9 It improves our
self-esteem, gives
us identity, status
and a social life and
it provides us with
a salary.
10 He thinks it’s
improbable.
Exercise 5
2 risk
3 opportunities
4 unemployment,
generate
5 interact, process
6 conditions, repetitive,
salary
Exercise 6
2 Some jobs will
definitely be safe.
3 Most families are
likely to have robot
servants.
4 Teachers are unlikely
to lose their jobs.
5 We’re sure to have
a shorter working
week.
70
REFERENCES
VIDEO SCRIPT page 237
CULTURE NOTES page 208
88
M01 High Note TB3 09593.indd 88
5F READING AND VOCABULARY
1 Look at the photos and the title of the text. Then
answer the questions in pairs.
1 Why do you think the man in the photo is worried?
Is he right to be worried?
2 How old will you be in 2030? What job do you think
you will be doing?
2 In pairs, scan the texts. How many different jobs
can you find? Which jobs do you think will have
disappeared by 2030? Which ones will still exist?
3 Work in pairs. Student A, read text A. Student B, read
text B. Answer the questions below.
Text A
1 What examples of automation does the author
mention in the first paragraph?
2 Why does the author not recommend training to be
a lorry driver or technical translator?
3 What kind of work do robots not do well?
4 Why does the author mention the Industrial 6 SPEAKING In pairs, rewrite these predictions for the
Revolution? year 2030 using the words in brackets. Do you agree
5 How does the author think automation will improve with them or not? Then use the words in brackets to
our lives? make predictions about your future.
Text B 1 There is likely to be less demand for secretaries.
(probably)
6 How many people could become unemployed
because of automation? There will probably be less demand for secretaries.
2 Some jobs are sure to be safe. (definitely)
7 What kind of jobs can robots and machines take over
more easily? 3 Most families will probably have robot servants. (likely)
8 Why does the author think that robots will take over 4 Teachers probably won’t lose their jobs. (unlikely)
most jobs in the future? 5 We’ll definitely have a shorter working week. (sure)
9 Why does the author think work is good for us?
10 How probable does the author think a Universal Basic 7 SPEAKING In pairs, describe your dream job and your
Income is? nightmare job. Use the vocabulary from lesson 5E and
from Exercise 5 to help you. Guess from your partner’s
4 Read your partner’s text and check his/her answers to descriptions, what jobs he/she is describing.
the questions. Then discuss which text – A or B – you In my dream job I have to interact with people. The salary
find more convincing and why. isn’t bad but it’s not the most important thing.
5 Complete the questions with the words from the box. 8 REFLECT | Society In groups, read the quote and say if
Then ask and answer the questions in pairs. you agree with it or not. Justify your opinion.
blue conditions generate interact opportunities
process repetitive risk salary unemployment The only way to enjoy life is to work.
Work is much more fun than fun.
1 Do you think white collar jobs should be better paid Noel Coward (English writer)
than  blue collar jobs?
2 Which jobs do you think are most at                from
automation? 17 WATCH AND REFLECT Go to page 166. Watch
the documentary Handcrafts in the 21st
st century and
3 Which professions do you think offer the best do the exercises.
career               ?
4 Will there be more                in the future or will new
DOCUMENTARY VIDEO
technologies                even more jobs
jobs?
5 Would you rather have a job in which you                with
people or one in which you have to collect and               
data?
6 Would you rather have an unpredictable, challenging
job with poor working                or a boring,                job
with a high                ? Why?
□ I can identify specific details in an extended text and talk about the future of work.
EXTRA ACTIVITIES IN CLASS that these jobs would still be useful/
necessary? Is their disappearance a sign
• Before Exercise 2, tell students that of progress?
they are going to read two texts about
• If your class has Internet access, you could
jobs which may disappear in the future
get students to look for more quotes
as a result of automation. Refer them
about work like the one in Exercise 8.
to the notes they made at home and
They can then share and discuss their
ask them to share their findings with
quotes in pairs, small groups or, if time is
the class. Then briefly discuss them
short, as a whole class.
as a whole class. Do students think
29/08/2019 14:11
 2.26
A
A world where
work is fun In 2030
Tracy Bright robots will be
doing the dirty work
Many people worry that and people will be
automation will bring mass free to do work
unemployment. But look
that’s fun.
around you: automation is
here already. We’ve got self-
service checkouts, self-parking cars
and ultra-intelligent personal assistants
inside our phones. And yet, there are still plenty of jobs
available.
As technology progresses, machines and robots will take
over more jobs so it’s probably not a good career move to
train to be a lorry driver or technical translator. But don’t
worry: not all jobs are in danger of extinction. Unpredictable
jobs are unlikely to be lost. It’s hard to program machines
to work as gardeners, plumbers or construction workers.
And robots are no good at creating things or managing or
interacting with people. So we’ll still need entertainers,
executives, social workers, teachers and therapists. And with
an increasingly aging population, there will definitely be
plenty of jobs in health care.
Another reason to look on the bright side is that new
technologies generate new jobs. The Industrial Revolution
destroyed many jobs in the 18th and 19th centuries. But it
also created new jobs with better working conditions. Over
the last few decades personal computers have destroyed 3.5
million jobs in the USA but they’ve created over 19 million
new ones. Automation will lead to millions of new technology
jobs, jobs that are not common today such as data detectives
and personal memory managers.
By 2030 automation will have made the economy more
efficient. We’ll definitely have a shorter working week and
more leisure time as we share the work that’s available.
Machines and robots will do the boring jobs and we’ll be free
to do jobs we enjoy. We’ll be living in a world where work is
fun.
FURTHER PRACTICE
Workbook pages 58–59/Online Practice
M01 High Note TB3 09593.indd 89
05
B
The robots are coming
and they want your job
Stephen Glum
According to a recent report* 400-800 million
I admit it.
workers around the world will lose their When it comes
jobs by 2030 because of automation. to the future
Obviously, the jobs most at risk are those of work, I’m a
which are predictable and repetitive. These pessimist.
are often blue collar jobs with low skills and
low wages: drivers, fast food workers and machine
operators in factories. But white collar jobs in offices and
banks, especially those which involve collecting and processing data, will
also be in danger. In the near future, the report claims, there is likely to be
less demand for secretaries, administrative assistants or bank tellers.
Many people assume that some jobs are sure to be safe. They argue
we’ll always need humans to carry out tasks that robots will never be
able to do. They also say that technological changes will create lots of
new career opportunities. But what if they’re wrong?
I believe that by 2030 technology will have advanced so far that robots will
be doing almost every job you can imagine. There will be robot singers,
graphic designers, sports stars, childcare workers and doctors. There will
even be nano-robots that we inject into our bodies to protect our health.
What will our lives be like when there are no jobs? Work is good for
our well-being. It improves our self-esteem. To a large extent, our
jobs define who we are. They give us our identity, a status and a social
life. On a more basic level, how will people survive if they don’t earn
a salary? Perhaps automation will make our economies so productive
that a generous government will provide a Universal Basic Income: free
money for everyone!
But I’m not holding my breath.
After all, I am a pessimist.
* Jobs lost, jobs gained: workforce transitions
in a time of automation. McKinsey Global
Institute December, 2017.
71
NEXT CLASS
Ask students to look up ‘personal
statement’ online and make brief notes.
What is a personal statement? When is it
used? If possible, they should also look
for examples of personal statements
and note down the kind of information
included.
89
29/08/2019 14:11

Exercise 3
1 a teaching course/
primary education
2 volunteered at
a summer activity
camp, musical and arts
and crafts skills, work
experience at a primary
school, sports taught
her teamwork
3 running a sports team
at school, becoming
a head teacher
Exercise 4
She hasn’t included
DJing or passing her
driving test because
they aren’t relevant to
the course she wants
to study.
72
REFERENCES
AUDIO SCRIPT page 219
CULTURE NOTES page 208
90
M01 High Note TB3 09593.indd 90
5G WRITING | Personal statement as part of a university application
1 In groups, discuss the questions.
1 What university course would you like to do, and
why?
2 What will you have to do to apply for a place on
that course?
3 What skills, achievements and interests could help
you receive an offer to study your chosen course?
2 2.27 Listen to some information about personal
statements and tick the sentences that are true.
A personal statement …
a □ is necessary to apply for a place on a course
at a UK university.
b □ is another name for a CV.
□
c ✓ is a formal piece of writing.
□
d ✓ says why you are excited about the subject you
want to take.
□
e is organised like an interesting article.
□
f ✓ provides evidence of relevant skills and
achievements.
□
g ✓ explains how these skills and achievements
could help you do better on the course.
3 Look at Lucy’s notes on her personal statement and
answer the questions.
1 What subject do you think Lucy wants to study at
university?
2 What relevant skills and experience does she have?
3 What long-term ambitions does she mention?
AArt. Music. DJing. Sport. Family. My
younger brothers ask so many questions
and I love answering them. I want to learn
how to do it professionally. My gran - 'A
grown up that cares and shows interest
can make any child a great success.'
Volunteered at a summer acti
vity
camp for kids last year. Good
for my
confidence. Enjoyed it as much
as the
children! Used my guitar play
ing. Also
arts and crafts skills.
Love sport. Team
Work experience at local primary work. Could run sp power of hard
school. Helped individuals with reading. in future.
Supervised at play time. Learnt a bit
about running a classroom. Patience,
discipline and preparation.
JJust passed my driving test –
learn new skills easily.
EXTRA ACTIVITIES IN CLASS
• Before Exercise 2, refer students to the
notes they made at home and elicit
what they found out about personal
statements. Encourage different
students to contribute. List the points
students mention on the board.
4 Read Lucy’s personal statement. Which two things from
her notes hasn’t she included and why?
20 June 2018
Dept. of Teacher Studies
Langchester University
Subject: Application for admission to Bachelors of Primary
Education
Dear Sir/Madam,
‘A grown-up that cares and shows interest
1
can make any child a great success.’
That’s something that my grandmother used to say to me and for
2
me it summarises why I am so excited about studying Primary
Education. I want to help children create their own success
stories.
I have two younger brothers, who are very curious and always
f lling when I can help them learn
asking questions. I find it fulfi
the answers. By studying Primary Education, I hope to make
this satisfaction part of my professional life.
Last year I volunteered at a summer activity camp for eight- to
3
ten-year-olds. I probably enjoyed it as much as the children!
4
I used my guitar playing skills, and my love of arts and crafts.
By the end of the week, it was clear that the children liked
working with me, and as a result I felt more confident.
During work experience at a primary school this past spring
I helped children with reading, supervised at play time and
learnt about running a classroom. This taught me that working
with children is not only fun and rewarding, but also requires
patience, discipline and preparation.
4 5
I am quite competitive and I enjoy sport. I play for
a successful football team and, through my sporting
achievements I have learned the value of teamwork. In the
future, I hope to run sports teams to help children learn that
same life lesson.
6
I know that teaching is a challenging career choice, but I am
hard-working, determined and eager to learn. I am confident
that I have the patience and dedication to succeed as
a teacher and7perhaps even to become a head teacher.
Yours sincerely,
Lucy Johnson
work,
orts teams at scho
ol
Teaching = difficu
lt but satisfying. Ea
to learn. Head tea ger
cher one day?
• After Exercise 2, you could ask students
to listen again and check which of the
points on the board/in their notes the
recording mentions.
• Do this activity after Exercise 7. Put
students in pairs and ask them to read
each other’s personal statements and
give their partner feedback. Has he/she
followed the tips in the Writing box?
29/08/2019 14:11
 05

5 Study the Writing box. Find examples of how Lucy
followed tips 1–7 in her personal statement.
WRITING |
Personal statement as part of a university application
General
• Be positive and don’t be too modest. The idea of a
personal statement is to advertise yourself.
• Don’t just describe your experience, reflect on it and
say how it will help you on the course or in the job.
• Do not include irrelevant information.
• Write in a formal, concise style.
Opening paragraph(s)
• 1Begin with a sentence or quote that catches the
reader’s attention and makes them want to read more.
• 2Say why you are interested in the course you are
applying for and what excites you about the subject.
Main body
• 3Give details of any relevant work experience,
volunteering or other experience, and the skills you
learnt while doing it.
• 4Mention any activities or hobbies that are connected
to the subject you want to study.
• 5Mention any training or achievements and say how
they will help you on the course or in your career.
Conclusion
• 6Emphasise your enthusiasm and say why you deserve
a place on the course.
• 7Mention any long-term ambitions connected to
employment or further studies.
6 Match justifications a–e with general statements 1–5.
□
1 b After having lessons for years, I play the piano very
well.
□
2 a I volunteered to collect litter in the local
community.
□
3 d I update my blog twice a week, every week.
□
4 c I play for the school hockey team and we won the
league.
□
5 e I really enjoy video gaming.
a Doing this made me realise that sometimes you have
to solve problems that you didn’t create yourself.
b The process has shown me that to get good at
something, you have to work hard and practise a lot.
c The experience has taught me that success often
comes through working closely with others.
d Doing something so regularly takes dedication and
has taught me to respect deadlines.
e This hobby has taught me to think strategically and to
concentrate for long periods of time.
7 WRITING TASK Prepare to write your own personal
statement. Follow the instructions.
1 Make notes on your reasons for choosing the subject
you would like to study at university and why you feel
you would be good at it. Use Lucy’s notes in Exercise 3
as a model.
2 Follow the tips in the Writing box and develop your
notes into a personal statement.
3 Check your spelling, grammar and punctuation
carefully.

□ I can write a personal statement as part of a university application. 73

Has he/she organised the information NEXT CLASS

into clear paragraphs? Is his/her
spelling, grammar and punctuation
correct? What has he/she done well?
What could be improved?
FURTHER PRACTICE
Workbook page 60/Online Practice
• If you did the peer feedback activity
above, you could ask students to
rewrite their personal statements
following their partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 74–75.
91

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 Word List
REMEMBER MORE
1 Complete the text with one word
from the word list in each gap.
I like challenges and I’m e ager
1 cheeky (adj) /ˈtʃiːki/
to learn Science. I can say I try not
to fall 2b ehind with any school
work. But last week the teacher
gave us 3p iles of exercises to
do – over 100, I suppose. Since
I can’t work under 4p ressure ,
I didn’t 5hand them in on time
(but I was only two days late!) The
teacher gave me fifty more to do
for failing to meet the 6d eadline .
I got a really 7n asty surprise!
2 Complete the sentences with
verbs from the word list.
1 No one can keep up with Bob.
He can swim 100 metres in sixty
seconds.
2 You’d better pull your socks
up, if you don’t want to fail the
Maths test tomorrow.
3 Whenever I go to England,
I pick up a lot of useful
colloquial expressions.
4 We were all happy that the
irregular verbs didn’t come up
in yesterday’s test.
3 Match the two parts of the
compound nouns. Then check
with the word list.
1 □c gig a time
□d zero-hours
2 b choice
3 □b career c economy
□a leisure
4 d contract
Exercise 4
4 Find words with opposite
meanings on the word list.
1 weaknesses
2 absent 1 strengths –
3 temporary
2 present at the lesson –
4 high
from the lesson
5 blue-collar
3 permanent job – job
4 low salary – salary
5 white-collar job – - keep up with sb/sth (phr v) /ˌkiːp ˈʌp wɪð
job
ACTIVE
VOCABULARY | Stories
Write a short story using the new
words and phrases you want
to learn. Try to make it close to
your personal experience and
add some humour to it. That
way, you’ll find it easier to recall
the words later – just retell your
story.
74
EXTRA ACTIVITIES IN CLASS adjective on their list and the team
with the most points are the winners.
• In teams and with books closed,
• Write Phrasal verbs related to studying
students list as many personality
on the board. Dictate short definitions
adjectives from Lesson 5A as they can in
of phrasal verbs from Lesson 5B,
a given time limit. When the time is up,
e.g. You do this when you give your
the team with the most adjectives write
homework to your teacher. (hand in).
them on the board. The other teams
Students supply the correct phrasal
take it in turns to add more adjectives.
verb for each definition.
They all get one point for each correct
92
M01 High Note TB3 09593.indd 92
5A GRAMMAR AND VOCABULARY 5C GRAMMAR 5.31
5.29   academic staff (n) /ˌækəˌdemɪk ˈstɑːf/
bell (n) /bel/
campus (n) /ˈkæmpəs/
competitive (adj) /kəmˈpetətɪv/
curious (adj) /ˈkjʊəriəs/
open day (n) /ˈəʊpən deɪ/
dedicated (adj) /ˈdedəkeɪtəd/
sports facilities (n) /ˈspɔːts fəˌsɪlətiz/
determined (adj) /dɪˈtɜːmənd/
subject talk (n) /ˈsʌbdʒɪkt tɔːk/
eager to learn  /ˌiːɡə tə ˈlɜːn/
undergraduate (n) /ˌʌndəˈɡrædʒuət/
get a (nasty) surprise  /ˌɡet ə (ˌnɑːsti) səˈpraɪz/
welcome speech (n) /ˈwelkəm spiːtʃ/
get butterflies in your stomach  /ˌɡet ˈbʌtəflaɪz ɪn
jə ˌstʌmək/
5D SPEAKING 5.32   
get sth right  /ˌɡet ˌsʌmθɪŋ ˈraɪt/
conversational (Spanish)  /ˌkɒnvəˌseɪʃənəl
gifted (adj) /ˈɡɪftəd/ (ˈspænɪʃ)/
hard-working (adj) /ˌhɑːd ˈwɜːkɪŋ/ develop your skills  /dɪˌveləp jə ˈskɪlz/
inventive (adj) /ɪnˈventɪv/ fast learner  /ˌfɑːst ˈlɜːnə/
lie down (phr v) /ˌlaɪ ˈdaʊn/ find it difficult to do sth  /ˌfaɪnd ɪt ˌdɪfɪkəlt tə ˈduː
ˌsʌmθɪŋ/
mature (adj) /məˈtʃʊə/
handwriting (n) /ˈhændˌraɪtɪŋ/
overconfident (adj) /ˌəʊvəˈkɒnfɪdənt/
have good communication/English/
responsible (adj) /rɪˈspɒnsəbəl/
organisational skills  /ˌhæv ˌɡʊd
sensible (adj) /ˈsensəbəl/ kəˌmjuːnəˈkeɪʃən/ˈɪŋɡlɪʃ/ˌɔːgənaɪˈzeɪʃənəl skɪlz/
sharp (adj) /ʃɑːp/ irrelevant (adj) /ɪˈreləvənt/
turn over (phr v) /ˌtɜːn ˈəʊvə/ manage your time carefully  /ˌmænɪdʒ jə ˌtaɪm
ˈkeəfəli/
5B VOCABULARY 5.30   meet the deadlines  /ˌmiːt ðə ˈdedlaɪnz/
absent from sth (adj) /ˈæbsənt frəm ˌsʌmθɪŋ/ neat (adj) /niːt/
Algebra (n) /ˈældʒəbrə/
placement (n) /ˈpleɪsmənt/
atmosphere (n) /ˈætməsfɪə/ schoolwork (n) /ˈskuːlwɜːk/
catch up on (phr v) /ˌkætʃ ˈʌp ɒn/
self-motivated (adj) /ˌself ˈməʊtəveɪtəd/
come up (phr v) /ˌkʌm ˈʌp/
solve a problem  /ˌsɒlv ə ˈprɒbləm/
come up with (phr v) /ˌkʌm ˈʌp wɪð/
strengths and weaknesses (n) /ˌstreŋkθs ən
ˈwiːknəsɪz/
delay (v) /dɪˈleɪ/
drop in to sth (phr v) /ˌdrɒp ˈɪn tə ˌsʌmθɪŋ/ type (v) /taɪp/
drop out of school  /ˌdrɒp ˌaʊt əv ˈskuːl/ typing/communication/public speaking
skills (n) /ˈtaɪpɪŋ/kəˌmjuːnəˈkeɪʃən/ˌpʌblɪk
fall behind (phr v) /ˌfɔːl bɪˈhaɪnd/ ˈspiːkɪŋ skɪlz/
get down to sth (phr v) /ˌɡet ˈdaʊn tə ˌsʌmθɪŋ/ unless (conj) /ʌnˈles/
go over sth (phr v) /ˌɡəʊ ˈəʊvə ˌsʌmθɪŋ/
weekly planner (n) /ˌwiːkli ˈplænə/
hand in (phr v) /ˌhænd ˈɪn/
work well under pressure/in a team  /wɜːk ˌwel
ˌʌndə ˈpreʃə/ɪn ə ˈtiːm/
ˌsʌmbɒdi/ˌsʌmθɪŋ/
pick up (phr v) /ˌpɪk ˈʌp/ 5E LISTENING AND VOCABULARY
5.33  
piles of sth (n) /ˈpaɪəlz əv ˌsʌmθɪŋ/
client (n) /ˈklaɪənt/
pull your socks up  /ˌpʊl jə ˈsɒks ʌp/
commute (v) /kəˈmjuːt/
put off (phr v) /ˌpʊt ˈɒf/
crisis (n) /ˈkraɪsəs/
put together a presentation  /ˌpʊt təˌɡeðər ə
ˌprezənˈteɪʃən/ date from (phr v) /ˈdeɪt frəm/
research (v) /rɪˈsɜːtʃ/ deadline (n) /ˈdedlaɪn/
study session (n) /ˈstʌdi ˌseʃən/ employer (n) /ɪmˈplɔɪə/
surroundings (n) /səˈraʊndɪŋz/ freelance (adj) /ˈfriːlɑːns/
unlimited (adj) /ʌnˈlɪmətəd/ frequent (adj) /ˈfriːkwənt/
• Students choose 4–6 words/phrases
from the word list and write short
definitions for them. In weaker classes,
the definitions could be in the students’
own language. When they are ready,
put them in small groups. They take it
in turns to read out their definitions for
the group to guess the word/phrase.
29/08/2019 14:11

full-time/part-time job  /ˌfʊl taɪm/ˌpɑːt taɪm
ˈdʒɒb/
gig economy (n) /ˌɡɪɡ ɪˈkɒnəmi/
holiday pay (n) /ˈhɒlədi peɪ/
low wages  /ˌləʊ ˈweɪdʒɪz/
out of work  /ˌaʊt əv ˈwɜːk/
overtime (n) /ˈəʊvətaɪm/
permanent job  /ˌpɜːmənənt ˈdʒɒb/
poor pay  /ˌpɔː ˈpeɪ/
pros and cons  /ˌprəʊz ən ˈkɒnz/
self-employed (adj) /ˌself ɪmˈplɔɪd/
shift (n) /ʃɪft/
source of income  /ˌsɔːs əv ˈɪŋkʌm/
temporary job  /ˌtempərəri ˈdʒɒb/
tendency (n) /ˈtendənsi/
unemployed (adj) /ˌʌnɪmˈplɔɪd/
unpaid (adj) /ˌʌnˈpeɪd/
variety (n) /vəˈraɪəti/
work freelance  /ˌwɜːk ˈfriːlɑːns/
zero-hours contract (n) /ˌzɪərəʊ ˌaʊəz ˈkɒntrækt/
5F READING AND VOCABULARY
5.34    preparation (n) /ˌprepəˈreɪʃən/
administrative assistant (n) /ədˌmɪnəstrətɪv
əˈsɪstənt/
advance (v) /ədˈvɑːns/
aging population  /ˌeɪdʒɪŋ ˌpɒpjəˈleɪʃən/
at risk  /ət ˈrɪsk/
automation (n) /ˌɔːtəˈmeɪʃən/
bank teller  /ˈbæŋk ˌtelə/
career move (n) /kəˈrɪə muːv/
career opportunities (n) /kəˌrɪə ˌɒpəˈtjuːnətiz/
carry out a task  /ˌkæri ˌaʊt ə ˈtɑːsk/
challenging (adj) /ˈtʃæləndʒɪŋ/
childcare worker (n) /ˈtʃaɪldkeə ˌwɜːkə/
claim (v) /kleɪm/
collect/process data  /kəˌlekt/ˌprəʊses ˈdeɪtə/
common (adj) /ˈkɒmən/
data detective (n) /ˈdeɪtə dɪˌtektɪv/
decade (n) /ˈdekeɪd/
define (v) /dɪˈfaɪn/
demand for sb/sth (n) /dɪˈmɑːnd fə ˌsʌmbɒdi/
ˌsʌmθɪŋ/
destroy (v) /dɪˈstrɔɪ/
efficient (adj) /ɪˈfɪʃənt/
entertainer (n) /ˌentəˈteɪnə/
gain (v) /ɡeɪn/
gardener (n) /ˈɡɑːdnə/
generate jobs  /ˌdʒenəreɪt ˈdʒɒbz/
FURTHER PRACTICE
Workbook page 61/Online Practice
NEXT CLASS
Ask students to revise Unit 5.
M01 High Note TB3 09593.indd 93
05
graphic designer (n) /ˌɡræfɪk dɪˈzaɪnə/ working conditions (n) /ˌwɜːkɪŋ kənˈdɪʃənz/
high salary  /ˌhaɪ ˈsæləri/ working week (n) /ˌwɜːkɪŋ ˈwiːk/
hold your breath  /ˌhəʊld jə ˈbreθ/ workplace (n) /ˈwɜːkpleɪs/
in danger  /ɪn ˈdeɪndʒə/
5G WRITING 5.35
in the near future  /ɪn ðə ˌnɪə ˈfjuːtʃə/
admission (n) /ədˈmɪʃən/
identity (n) /aɪˈdentəti/
arts and crafts (n) /ˌɑːts ənd ˈkrɑːfts/
increasingly (adv) /ɪnˈkriːsɪŋli/
as a result  /əz ə rɪˈzʌlt/
Industrial Revolution (n) /ɪnˌdʌstriəl ˌrevəˈluːʃən/
Bachelor of Education (n) /ˌbætʃələr əv
inject sth into sth (v) /ɪnˈdʒekt ˌsʌmθɪŋ ˌɪntə ˌedjʊˈkeɪʃən/
ˌsʌmθɪŋ/
career choice (n) /kəˈrɪə tʃɔɪs/
interact with people  /ˌɪntərˌækt wɪð ˈpiːpəl/
collect litter  /kəˌlekt ˈlɪtə/
involve (v) /ɪnˈvɒlv/
confidence (n) /ˈkɒnfədəns/
leisure time (n) /ˈleʒə taɪm/
discipline (n) /ˈdɪsəplən/
look on the bright side  /ˌlʊk ɒn ðə ˈbraɪt saɪd/
do sth professionally  /ˌduː ˌsʌmθɪŋ prəˈfeʃənəli/
lorry driver (n) /ˈlɒri ˌdraɪvə/
get good at sth  /ˌɡet ˈɡʊd ət ˌsʌmθɪŋ/
low skills  /ˌləʊ ˈskɪlz/
life lesson (n) /ˈlaɪf ˌlesən/
machine operator (n) /məˈʃiːn ˌɒpəreɪtə/
long-term ambitions  /ˌlɒŋ ˌtɜːm  æmˈbɪʃənz/
manage people  /ˌmænɪdʒ ˈpiːpəl/
motivational speaker (n) /ˌməʊtɪˌveɪʃənəl ˈspiːkə/
mass unemployment  /ˌmæs ˌʌnɪmˈplɔɪmənt/
patience (n) /ˈpeɪʃəns/
new technologies  /ˌnjuː tekˈnɒlədʒiz/
period of time  /ˌpɪəriəd əv ˈtaɪm/
no good at sth  /ˌnəʊ ˈɡʊd ət ˌsʌmθɪŋ/
personal statement (n) /ˌpɜːsənəl ˈsteɪtmənt/
plumber (n) /ˈplʌmə/
poor working conditions  /ˌpɔː ˈwɜːkɪŋ
Primary Education (n) /ˌpraɪməri ˌedjʊˈkeɪʃən/
kənˌdɪʃənz/
predictable/unpredictable (adj) /prɪˈdɪktəbəl/ professional life (n) /prəˌfeʃənəl ˈlaɪf/
ˌʌnprɪˈdɪktəbəl/ quote (n) /kwəʊt/
productive (adj) /prəˈdʌktɪv/ relevant skills/achievements/experience 
/ˌreləvənt ˈskɪlz/əˈtʃiːvmənts/ɪkˈspɪəriəns/
program (v) /ˈprəʊɡræm/
require (v) /rɪˈkwaɪə/
progress (v) /prəˈɡres/
rewarding (adj) /rɪˈwɔːdɪŋ/
repetitive job  /rɪˌpetətɪv ˈdʒɒb/
run a classroom/a team  /ˌrʌn ə ˈklɑːsrʊm/ə ˈtiːm/
report (n) /rɪˈpɔːt/
satisfaction (n) /ˌsætəsˈfækʃən/
robot servant (n) /ˌrəʊbɒt ˈsɜːvənt/
satisfying (adj) /ˈsætəsfaɪɪŋ/
self-esteem (n) /ˌself ɪˈstiːm/
success story (n) /səkˈses ˌstɔːri/
self-parking car (n) /ˌself ˌpɑːkɪŋ ˈkɑː/
summarise (v) /ˈsʌməraɪz/
self-service checkout (n) /ˌself ˌsɜːvɪs  ˈtʃekaʊt/
supervise (v) /ˈsuːpəvaɪz/
social life (n) /ˈsəʊʃəl laɪf/
think strategically  /ˌθɪŋk strəˈtiːdʒɪkli/
social worker (n) /ˈsəʊʃəl ˌwɜːkə/
value (n) /ˈvæljuː/
sports star (n) /ˈspɔːts stɑː/
work closely with sb  /ˌwɜːk ˈkləʊsli wɪð
status (n) /ˈsteɪtəs/
ˌsʌmbɒdi/
technical translator (n) /ˌteknɪkəl trænsˈleɪtə/
therapist (n) /ˈθerəpəst/
to a large extent  /tu ə ˌlɑːdʒ ɪkˈstent/
train to be sb  /ˌtreɪn tə ˈbiː ˌsʌmbɒdi/
transition (n) /trænˈzɪʃən/
ultra-intelligent (adj) /ˌʌltrə ɪnˈtelədʒənt/
well-being (n) /ˌwel ˈbiːɪŋ/
white/blue collar job (n) /ˌwaɪt/ˌbluː ˈkɒlə dʒɒb/
workforce (n) /ˈwɜːkfɔːs/
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 05 Revision

VOCABULARY AND GRAMMAR 4 Complete the sentences with the Future Perfect or the
Future Continuous.
Exercise 1 1 Complete the dialogue with the correct forms of the
words from the box. 1 The presentation won’t have finished (not finish) by
2 hand five o’clock.
3 keep up
4 determined
determined down to drop out fall behind hand 2 What do you think you (do) this time next
5 pull keep up pull put salary unemployed year?
6 down to
A I’ve 1 fallen behind with my Geography homework. 3 They (not land) in Australia by 7 p.m.
7 put
8 drop out I still haven’t done last week’s project. 4 the professor (come) to a decision by
9 salary
B Why don’t you 2 it in on Monday? tomorrow?
10 unemployed
A I don’t know if I’ll have enough time. I’m finding it 5 At this time tomorrow we (sit) in the exam
hard to 3 with the class. room with the question paper in front of us!
Exercise 3 6 I can’t have coffee at ten tomorrow because I
2 overtime B What’s wrong? I know you’re usually so 4 . You
(play) tennis.
3 do shift work never give up. So 5 your socks up and do it this
weekend!
4 full-time job
5 work part-time 5 Choose the correct words to complete the three
6 permanent
A Starting is the hardest part. I find it really difficult to conversations.
7 are sometimes self- get 6 work at the moment.
A 1
What time may / does the train leave?
employed B I understand but you mustn’t 7 it off any longer.
B 2
At five thirty but it’s five thirty already! It is going to
A Maybe I’ll 8 of school and look for a job. be / is being late.
Exercise 4
B Don’t be silly! Go and ask the teachers for help. If you
2 you will be doing
don’t finish school, you won’t have qualifications A 3
We will go / are going to the cinema after school.
3 won’t have landed Would you like to come?
4 Will (the professor) and you won't get a job with a good 9 and you
have come might even end up being 10 . B 4
Great! What time do you meet / are you meeting?
5 will be sitting
6 will be playing 2 Which adjectives match these definitions? A 5
I think I will have / will have had a gap year when I
1 A person who likes winning. competitive
ompetitive finish school. I’m sick of studying.
2 Someone who always wants to know B 6
That’s a big decision. Are you sure you may not /
more about everything. curious       won’t regret it?
3 This person has too much faith in themselves. overconfident      
4 A person who has lots of ideas. i nventive USE OF ENGLISH
5 A person with natural talent. gifted 6 Complete the text. Write one word in each gap.
6 This describes someone with a grown-up
attitude. mature
‘What are you going to do when you 1 leave
3 Replace the underlined words in the text with school?’ is a question teens are often asked.
the expressions from the box.
Some young people have a clear vision of what
are sometimes self-employed commute do shift work they want 2 their future life to be like and might
full-time job overtime permanent work part-time reply, ‘By the time I’m twenty-three, I’ll have
fini e ni e it n 3
be working in
In some ways the world of work in the past and at fin nce 4However
, a considerable number of young
present is similar. For instance, many people don’t people don’t have such concrete plans. The value
live near their workplace and have to 1travel to work of getting work experience for those in 5 such
commute in their car or by public transport. Some a dilemma is sometimes overlooked. For instance,
people work 2extra hours and others, such as nurses if a teen is thinking about following a career in
and factory-workers, 3have schedules that change.
change ini t ti n t ette t fin t if e
Just like in the past, young people and students e i e in in n ffice 6 than to get
often find temporary employment for a month or a temporary summer job in one? Although doing
two before they get a 4job to dedicate all their time to. a repetitive holiday job with low wages might not
Of course, some people with limited time decide not sound like much fun, it can teach a young person
to 5work every day
day. the value of hard work and how to work 7 under
However, our attitudes towards work and pressure. This all contributes to their ability
expectations are very different from the past. Then, to understand themselves and to choose an
people wanted a 6regular job, whereas these days appropriate university course or job.
young people change jobs more often to climb the
career ladder and 7sometimes work for themselves.
Use of English > page 193
Are jobs for life a thing of the past?

76

FURTHER PRACTICE ASSESSMENT

• Use of English, Student’s Book page 193 • Unit 5 Language Test (Vocabulary,
• Class debates pages 264–265 Grammar, Use of English)
• Self-assessment 5 and Self-check 5, • Unit 5 Skills Test (Dictation, Listening,
Workbook pages 62–63/Online Practice Reading, Communication)
• Extra digital activities: Use of English, • Unit 5 Writing Test
Reading, Listening

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 READING SPEAKING
7 Read the text. Match sentences A–F with gaps 1–5 in the text. 8 Look at the photos. In pairs, take turns to
There is one extra sentence. describe them.
• Talk about the person.
STRATEGY | Gapped text • Talk about the place.
• Talk about other things in the photo.
Skim the text first ignoring the gaps to get its general meaning.
Then try to choose the missing information to complete the text,
paying special attention to the words that come before and after
the gap.

THE BEST SUMMER EVER?

As soon as the boat sailed, I knew I had made a mistake. It wasn’t as if
I’d never had a job before. Throughout my second year at university
I had worked as a waitress at an Italian restaurant in town. 1 F As
well as helping me nancially, it was something I really en oyed. I got on
well with the rest of the staff and met lots of different people.
I also had a passion for travelling and I was really excited when my mother
phoned me just before the end of summer term. ‘I’ve found you a summer
job on a cruise ship!’ she said. ‘It’s only four weeks and you’ll have
nished efore uni ersity starts again, ow his was a real opportunity.
2 C In my opinion it was going to be the best summer ever.
You’ve probably guessed by now. I hadn’t considered the actual work side
of this. hen I arri ed on oard, I found out I was sharing a ery small ca in
with three other girls. They were kind enough, but they hardly had time to
say hello before they had to rush off to start their shifts. 3 A After all,
I was experienced in restaurant work. At the door of the dining area,
however, I hesitated. In front of me was an enormous space. It was at least
ten times bigger than the Italian restaurant I’d worked in!
Someone important-looking, in a spotless uniform, came up to me.
WRITING
‘You’re the new girl?’ he asked. 4 D ‘As you’re new, you will be
responsible for the two tables the furthest from the kitchen.’ He pointed
to two tables set for six people each. ‘There are three courses, and of STRATEGY | Competition entry
course, the passengers like to be served at the same time. And they will Start and end the letter in a formal way. Begin
be expecting hot food.’ the letter by explaining your reason for writing.
My mind started to swim; twelve people, three courses, miles to walk back
and forth to the kitchen. That’s when the ship started to move. I could feel 9 You have read this advertisement on
the oor ecoming slightly unsteady under my feet. I pictured myself a university website.
a tray in each hand, piled with bowls of soup, trying to maintain my
balance and reach my tables safely. 5 B I turned to say, ‘Thanks
ut I , when a loud ell sounded, and people started to ood into the Free language course!
restaurant. The ship had sailed, and I couldn’t escape.
The university is offering a free place on
a two-week English course in the UK. All
A I hurried off too, to the restaurant to get my instructions, full of expenses paid!
confidence. To apply, write a letter telling us about your
B No, this was not what I had expected. language learning background, why you would
C I would get to travel the Mediterranean, visit loads of different like to study English in the UK and why we
countries completely free AND get paid for doing it! should choose you.
D And before I had a chance to respond, he was leading me
through all the tables towards the very back of the restaurant. Write your letter. Use the beginning below.
E As soon as he showed me the way to the kitchen, I realised that
waitressing on a cruise would not be such an easy job as I had Dear Sir/ Madam,
imagined.
I would like to apply for the free place on the
F The money I earned there helped towards paying for my books English course in the UK that I saw advertised
and allowed me to have a bit of a social life. on your website. …

77

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 06 Do the right thing
VOCABULARY Truth and lies, communicating, relationships, conflicts and problems
GRAMMAR

SPEAKING
WRITING
VIDEO
The first and the second conditionals, the zero conditional and
alternatives to if Use of English > page 193
Asking for, giving and reacting to advice
A for-and-against essay
Grammar Documentary Communication

Jodie OK, let me do the talking.

Part 1
Dylan Why?
Louise It’s our anniversary next weekend so what would Jodie Because I can lie through my teeth. If I talk to them,
you say if I booked a trip to Paris? they’ll believe me. They’ll fall for it. But if you talk,
Paul Hmm, it would be great but there’s so much going they’ll know you’re lying.
on next weekend … Would it be OK if we didn’t Dylan I don’t know about that.
go? Maybe some other time?
Jodie You can’t fool anyone. If you open your mouth,
Louise Well, it wouldn’t be the end of the world if we they’ll see right through you.
stayed here but …
Dylan But what will I do if they ask me a question? Won’t
Paul I’d love to go, but there’s Jodie’s concert on they be suspicious if I don’t speak?
Saturday and Dylan’s match on Sunday. They’d
Jodie If they ask you a question, I’ll cover for you.
be so disappointed if we weren’t there. How
would you feel if you were a teenage kid and your Dylan How?
parents missed your big day? Jodie I’ll make something up. I know! I’ll say you’ve lost
Louise OK, if I were a kid, I’d feel bad. But, Paul, it’s our your voice.
wedding anniversary! Dylan If you say that, they definitely won’t go.

78

REFERENCES may say to their parents. Encourage
them to think about questions/favours
AUDIO SCRIPT page 219 they may ask – give them one or two
VIDEO SCRIPT page 237 examples if necessary: If I finish my
homework on Friday, will you let me go
EXTRA ACTIVITIES IN CLASS shopping with Ella on Saturday? Will you
• After students write their sentences for get me that new smartphone now if I
Exercise 7, ask them to think of similar promise not to ask for a birthday present
first conditional sentences that children in May?
96
• You could do this activity after Exercise 9
or after the Grammar Video activity.
Write the following question on the
board: If you could ask a friend to do
something for you, what would it be?
Ask students to answer the question in
as many different ways as possible in
1–2 minutes. Then put them in pairs to
compare and discuss their answers.

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 6A GRAMMAR AND VOCABULARY 06
1 2.28 Look at the photo and read and listen to the 6 2.29 In pairs, match fragments 1–6 with a–f to form Exercise 1
dialogues. Then in pairs, answer the questions. six sentences. Then listen again and check. 1 Louise and Paul
1 What is the relationship between the four people? 1 □e She’s right. If the concert’s off, are Jodie and Dylan’s
2 Why does Louise want to go to Paris? 2 □b Yeah, well, we would be able to go to Paris parents.

□d You won’t become a good player

2 Because it’s their
3 Why does Paul want to stay at home? 3 wedding anniversary.
4 Does Jodie think Dylan is good at lying? 4 □a If I were you, 3 Because there’s a

□c You’re right. If we don’t book soon,

lot going on at the
5 What do Jodie and Dylan want their parents to do? 5 weekend: Jodie has

2 Match the highlighted words and phrases from Part 2

6 □f Well, if your gran can’t look after you, a concert and Dylan has
a big match.
a I’d book your tickets straight away. 4 No, she thinks he’s
of the dialogue with the definitions. Can you usually
a bad liar.
tell when people are lying? b if Dylan didn’t have a match. 5 They want them to go
1 Believe a lie. fall for c the price will go up. to Paris.
2 Not believe someone’s lies. see right through somebody d if you start missing matches.
3 Invent, e.g. a story or excuse. make something up e we’ll be able to go to Paris. Exercise 3
1 Yes, it is.
4 Say something totally false. lie through my teeth f we won’t be able to go to Paris. 2 They’ll believe her.
5 Say something to protect someone. cover for somebody 3 No, she isn’t.
6 Trick someone, make them believe you’re telling the
7 2.30 Listen and write down the first conditional 4 No, it’s impossible.
sentences. What other sentences like that do parents 5 Yes, she can.
truth. fool somebody
often say to their children? 6 Jodie’s
7 Louise’s
1 If I find out you’re lying, I’ll be very upset.
The first and second conditionals
3 Read these sentences from the dialogues and answer
8 Complete the first part of these second conditional Exercise 7
sentences with the correct forms of the verbs in 2 We’ll let you have a
the questions. brackets. Then finish them so that they are true for you. party if you promise not
Jodie If I talk to them, they’ll believe me. to be noisy.
1 If I won (win) the lottery, I’d buy a zoo . 3 You won’t pass your
Louise If I were a kid, I’d feel bad. 2 If I (be) an animal, . exams if you don’t
study.
1 Is it possible that Jodie will talk to her parents? 3 If I (can) be anyone in the world, . 4 If you don’t try
2 How does she think they’ll react if she talks to them? 4 If my parents (go) away for the weekend, harder, you won’t get
. anywhere in life.
3 Is Louise a kid? 5 If you tell the truth,
4 Is it possible for her to be one? 5 If I (not/have) to study so much, . I won’t get angry.
6 You’ll be late if you
5 Can she imagine how it feels to be a kid? 9 Complete the questions with the verbs/phrases from don’t hurry.
6 Whose sentence is about a situation that is likely to Exercise 2. Then in pairs, ask and answer the questions.
happen? 1 If you accidentally broke a window at home, would Exercise 8
7 Whose sentence is about an imaginary or impossible you tell the truth or would you a story? 2 were
situation? 2 If you told your parents a lie, would they it or 3 could
4 went
would they you?
4 Study the Grammar box. Then find more examples of 5 didn’t have
conditional sentences in the dialogues. 3 If a friend wanted to stay out late, would you
him/her?
Exercise 9
The first and second conditionals 1 make
18 Read the question below and watch the 2 fall for, see through
We use the first conditional for situations in the future video. Say what the speakers answer. Then in pairs, 3 cover for
that are possible or likely: ask and answer the question.
The condition The result If you could go anywhere for a weekend, where
if + Present Simple, will + infinitive would you go and who with?
We use the second conditional for situations in the
GRAMMAR VIDEO

present or future that are imaginary, impossible or very

unlikely:
The condition The result
If + Past Simple, would + infinitive
We sometimes use were instead of was after I/he/she/it,
especially in more formal or written English and to give
advice: If I were you, I’d apologise.

Grammar Reference and Practice > page 182

5 2.29 In pairs, say why you think Jodie and Dylan

want their parents to go away. Then listen and check.
They want their parents to have a great wedding anniversary.
□ I can use the first and second conditional to talk about possible and hypothetical situations. 79

• As an extension to the Grammar Video FURTHER PRACTICE • Photocopiable resource 23: Complete
activity, you could ask students to and match, pages 279, 311
discuss the following questions in their • Photocopiable extra Grammar Video
• Extra digital activities: Grammar
pairs: If you could buy any one thing for activity 6, page 267
Checkpoint 6A
yourself, what would you buy? If you • Grammar Reference and Practice,
could buy any one thing for someone Student’s Book page 182 ASSESSMENT
else, what would you buy and who for? • Workbook pages 64–65/Online Practice Grammar Quiz 6A
Encourage students to give reasons for
their answers.
97

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Exercise 5
Ways of speaking:
groan, murmur, sigh
Ways of looking: gaze,
glance, stare
Facial movements:
frown, grin, raise an
eyebrow, roll your
eyes, wink
Body movements:
hug, shake your head,
shiver, shrug your
shoulders
Exercise 8
When the couple
were trying to cash in
the prize, they were
arrested for stealing.
6B READING AND VOCABULARY
1 SPEAKING In pairs, answer the questions.
1 What would you do if you found a sports bag at a bus
stop and you were the only person there?
2 What would you do if you opened the bag and found
$5,000 inside?
3 Would your decision be different if you knew the
money belonged to a poor/rich person/a criminal?
Say why.
4 If you decided to keep the money, would you make
up a story about where you got it or would you tell
the truth?
5 If you lied about where you got the money, would
your friends and family fall for your story or would
they see right through you?
2 Look at the picture and the title of the story. In pairs,
say what you think the person in the picture will do.
Read the story quickly to check your ideas.
3 Read the story again. Match sentences A–H with gaps
1–5 in the story. There are three extra sentences.
A They didn’t know the story was covered by news
channels nationwide.
B Lola thanked him for returning her money.
C Had they made the right decision?
D It probably belongs to a criminal!
E Then he glanced at the money on the table.
F ‘Thanks to all the publicity in the media, we raised
over $12,000!’
G ‘I didn’t know then what I know now,’ he said.
H ‘But nobody will ever know you took it,’ she said.
6 Choose the correct verbs.
1 If you don’t want someone to hear you, you sigh /
whisper.
2 If you’re in pain, you groan / murmur.
3 It’s rude to glance / stare at someone.
4 He gazed / winked into the eyes of the girl he loved.
5 You frown / grin when you’re not happy.
6 You hug / shiver when you’re cold or frightened.
7 Parents don’t like it if you raise / roll your eyes at them.
8 If you don’t want to do something, you shake / shrug
your head.
7 In pairs, speak, look or move in ways that match the
verbs above. Guess what your partner is doing.
Student A speaks very quietly.
B You’re whispering.
A Yes, your turn.
Student B smiles widely.
A You’re grinning.
8 2.32 SPEAKING In pairs, discuss what you would do
in the situation below. Then listen. What happened to
the couple who actually were in that situation?
1 What would you do if you found a lottery ticket on the
pavement?
2 If you kept the ticket and it turned out to be the
winning ticket, what would you do then?
9 REFLECT | Values In groups, discuss the quotes. Which do
you agree/disagree with? Say why.

4 In pairs, ask and answer the questions.

1 In your opinion, did Trent do the right thing?
Crime never pays in the end.
Anonymous
2 What do you think Trent and Freya will do with the
rest of the money?
3 What would you do if you were in their position? Integrity is doing the right thing
even when no one is watching.
5 In pairs, check the meaning of the highlighted words C.S. Lewis, English author
and phrases in the text. Then add their infinitive forms
to the vocabulary map.

19 WATCH AND REFLECT Go to page 167. Watch

Ways of speaking Ways of looking the documentary W
Why
hy do we lie? and do the
whisper,
whisper , , , , exercises.
DOCUMENTARY VIDEO

COMMUNICATING

Facial movements Body movements

, , , , , ,
,

80 □ I can understand the development of ideas in a short story and talk about being honest.
REFERENCES for the verbs in italics they did not • If your class has Internet access, you
choose. Point out that in items 7 and 8, could get students to look for more
AUDIO SCRIPT page 219 they need to define collocations (and quotes about integrity like the ones
VIDEO SCRIPT page 238 not single words, as in items 1–6). Elicit in Exercise 9. They can then share and
CULTURE NOTES page 208–209 or give them the correct collocations discuss their quotes in pairs, small
for the two verbs (raise an eyebrow, groups or, if time is short, as a whole
EXTRA ACTIVITIES IN CLASS shrug your shoulders). If you think your class. They could also select a few of
students will struggle with these, you the quotes and make them into posters
• After checking answers to Exercise 6,
could ask them to only write definitions to display around the classroom.
get students to write similar definitions
for the verbs in 1–6.
98

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IF YOU KEEP IT, WE’LL BE RICH
2.31
‘If you keep it, we’ll be rich,’ whispered Freya.
Trent glanced at the bag. There was enough money in it for
them to pay off all their debts, to get a decent place to live and
to mend his broken bicycle.
5 ‘I don’t know, Freya,’ he sighed. ‘With my luck, it’ll just
cause problems if I keep it.’
Freya raised an eyebrow.
eyebrow 1 H
That was true, he thought. He’d found the bag at a bus
stop. Nobody had seen him pick it up, he was sure of that.
10 And there were no security cameras there.
‘We really need the money, Trent’ insisted Freya, staring
at the bag.
Trent frowned. ‘But if I kept it, I’d feel bad … dishonest.
What if the money belongs to someone that needs it more
15 than we do?’
Freya rolled her eyes. ‘Nobody can need the money more
than we do!’ she groaned. ‘We’re out of work and we live in
a lousy trailer, for goodness’ sake!’ She shivered. It was cold.
Trent wasn’t convinced. ‘We should give it back to the
20 rightful owner,’ he murmured.
‘But we don’t know whose money it is,’ argued Freya. ‘If we
knew who it belonged to, we could give it back to them but
we don’t know! Anyway, which honest person would carry
$5,000 in cash in a sports bag? 2 D o we sho ld keep
25 it, right?’
Trent gazed into her eyes. Then he made up his mind.
He took her hand in his and shook his head.
The next day, Trent took the money to the police. Then he
returned to his usual life, washing car windscreens during
30 the day and sleeping in the trailer at night.
Three days later Trent and reya woke p to find a T
crew at the door. Standing behind them was a young woman.
‘Trent Jamieson?’ asked the reporter, who Trent vaguely
recognised from the days when he owned a TV.
FURTHER PRACTICE
Workbook pages 66–67/Online Practice
NEXT CLASS
Ask students to make a list of different
things a lottery winner might do with
the money they win.
M01 High Note TB3 09593.indd 99
06
35 ‘Yes,’ he replied. There was a red light flashing on the camera.
‘This is Lola García.’ The reporter pulled the young woman
forward. ‘It was her money you found.’
Lola explained the money had come from selling her car.
‘I had to sell it to pay my fees,’ she said. ‘They were going
40 to throw me out of college. I can’t thank you enough.’
Trent shrugged his shoulders. ‘It was the right thing to do,’
he said.
Neither Trent nor Freya saw the TV report. 3 A
So there was no way they could know what Lola was doing.
45 Two weeks later the TV crew returned to the campsite with
Lola. This time she had a large envelope in her hands and
a huge smile on her face.
‘I wanted to reward you for your honesty so I set up
a crowdfunding site,’ she said. 4 F
50 Lola hugged Trent, Freya grinned and the reporter winked
at the cameraman.
There was more good news to come. A businessman
who’d seen the story on TV was so impressed with Trent’s
honesty that he offered him a job as a security guard. Trent
55 and Freya moved into an apartment and the day before he
started work Trent ot his bike fi ed
‘What shall we do with the rest of the money?’ asked Freya
when Trent ame home tired b t happy rom his first day at
work.
60 Trent thought for a second. 5 E e sho ld i e it to
someone who really needs it,’ he said. ‘I mean, it’s not really
ours, is it?’
GLOSSARY
lousy – awful
trailer – mobile home
81
99
29/08/2019 14:12
 6C LISTENING AND VOCABULARY
Exercise 2 1 Which of these things is the least likely to happen to a 6 Complete the table with the noun forms of the
The radio show reveals person in their lifetime? Discuss in pairs. adjectives. Use a dictionary if necessary.
that winning the lottery
is the least likely event
becoming an astronaut being struck by lightning
Adjectives Nouns
listed in Exercise 1. winning a lottery jackpot winning an Oscar
winning an Olympic gold medal happy happiness
Exercise 4 lonely loneliness

The show suggests 2 2.33 Listen to the beginning of a radio programme sad sadness
that the following and check your ideas from Exercise 1.
are good choices: embarrassed embarrassment
remain anonymous, 3 Work in pairs. Which of the following do you think are disappointed disappointment
donate to charity, good choices for a lottery winner? Say why.
make investments, excited excitement
stay active. buy expensive cars donate to charity envious envy
give the money to your parents
jealous jealousy
Exercise 7 go on expensive holidays make investments
2 happiness remain anonymous stay active stop working sympathetic sympathy
3 envy
4 disappointment
5 loneliness
4 2.34 Listen to the rest of the programme and check 7 Complete the sentences with nouns from the table in
6 embarrassment your ideas from Exercise 3. Exercise 6.
7 sympathy 1 Jealousy is a useless emotion and I try not to waste
8 excitement 5 2.34 Listen again and choose the correct answers. time on it.
1 Dale Glover’s book After the Jackpot is about 2 I think we need to experience sadness, so we can
Exercise 9 a how to win the lottery. appreciate .
• sadness, happiness 3 I don’t feel any for famous people. I’d prefer to
b the history of lotteries.
• jealousy, sympathy
c people who won the lottery. be anonymous.
• disappointment, 4 I’d never buy a lottery ticket because I know it’s
embarrassment, 2 Dale suggests that the example of Jane Park shows
almost certain to end in .
excitement a a millionaire’s lifestyle isn’t right for everyone.
5 If I lived alone, I don’t think I’d be able to cope with
b having too much money is as bad as having too the .
little.
6 I find it very difficult to hide my when someone
c relationships are easier when people are rich. gives me a compliment in public.
3 Which of the following is not true of Jane’s 7 I feel for anyone who is attacked on social
relationships after her win? media whether they are famous or not.
a Her relatives are extremely jealous. 8 I enjoy the of doing the lottery even though
b She can’t always tell if people are being honest I know I’m not likely to win.
with her.
c People she doesn’t know are mean to her online. 8 In pairs, say if the sentences in Exercise 7 are true for
you or if you agree with them.
4 When you win a lottery, it’s never a good idea to
a stay anonymous. 9 2.35 PRONUNCIATION Listen and find the schwa /ə// /
b stop being active. sounds in the words below. Then read out the
c donate to charity. sentences in Exercise 7 and focus on pronouncing the
schwa sound.
• loneliness,
ss, sadness, happiness
• jealousy, sympathy
• disappointment, embarrassment, excitement

10 SPEAKING What would you do if you suddenly received

a huge amount of money? Discuss in groups.

82 □ I can identify specific details in a radio programme and talk about winning a lottery.
REFERENCES
AUDIO SCRIPT page 219–220
EXTRA ACTIVITIES IN CLASS
• Before Exercise 3, refer students to the
lists they made at home and elicit ideas
around the class. Write students’ ideas on
the board and then get them to compare
their lists with the one in Exercise 3.
100
• After Exercise 8, students choose one of
the emotions in the table in Exercise 6
and then, in small groups, talk about
a time when they felt that way.
FURTHER PRACTICE
• Workbook page 68/Online Practice
• Photocopiable resource 24: After
the jackpot, pages 279, 312
NEXT CLASS
Students prepare a short quiz for a partner.
They should think of three or four different
ways to complete the question: What
would you do if you saw somebody … ? They
should write down their questions so that
they can ask a partner in the next lesson.

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 QUIZ Are you in touch with your feelings and those of other people?
Take our empathy test and find out!
06
For each statement say whether you agree strongly (AS), agree (A),
disagree (D), or disagree strongly (DS).
1 If people are unhappy, I enjoy 5 I’m not really interested in how 9 I can talk to almost anyone as long
making them feel better. other people feel unless it affects as they show an interest in having
me directly. a conversation with me, too.
2 When I upset someone, I feel bad.
6 I don’t share personal information 10 Provided that they aren’t dangerous,
3 I find it hard to guess how someone
with people until I know them very I generally prefer animals to people.
is feeling unless they are a close
well.
friend.
7 Before I discuss my problems with
4 After I have an argument with
others, I try to solve them myself.
someone, I’m usually the first one to
try to make up with them. 8 As soon as someone starts crying,
I begin to feel irritated.

6D GRAMMAR
1 In pairs, discuss the meaning of the word 'empathy'. Then Exercise 1
ask and answer these questions: WATCH OUT! Empathy is the ability
1 Who is the most empathetic person you know? Say why. to understand other
Remember that unless = if not. people’s emotions and
2 Do you find it easy or difficult to empathise with others? I don’t share personal information with people unless problems.
I know them well.
2 In pairs, do the quiz. Then check your scores on page 197.
I don’t share personal information with people if I don’t
Do you agree with your results? Exercise 3
know them well. 1 always
2 the first (if) clause
The zero conditional and alternatives to if gives the condition, the
4 Use the prompts and if or when to write zero second (main) clause
3 Look at sentences a–b and answer the questions. Then conditional sentences. Be careful with commas. gives the result
read the Grammar box and Watch out! and check. 1 I / nervous about something / I / start sweating 3 both Present Simple
4 when
a If people are unhappy, I enjoy making them feel better. When I’m nervous about something, I start sweating. 5 remove the comma
b I enjoy making people feel better when they are unhappy. 2 I / feel embarrassed / my cheeks / go red
1 Do the sentences refer to something that is true only in 3 my dad / eat a lot of chocolate / he / feel stressed Exercise 4
4 my mum / talk very quickly / she / get excited 2 If/When I feel
the present, only in the future, or always?
embarrassed, my
2 In sentence a, which clause gives the condition and 5 my sister /ask / her friends for advice / she / have cheeks go red.
which gives the result? a personal problem 3 My dad eats chocolate
in bed if/when he feels
3 Which tenses are used in each clause?
5 Make Wh- questions about the situations in stressed.
4 Which word could you use instead of if without Exercise 4. Then in pairs, ask and answer the 4 My mum talks very
significantly changing the meaning of the sentence? quickly if/when she
questions.
gets excited.
5 When you change the order of the clauses (sentence b), 1 What do you do when you feel nervous? 5 My sister asks her
what change to punctuation do you need to make? friends for advice
6 Choose the best alternative to if to complete the if/when she has
sentences. a personal problem.
The zero conditional and alternatives to if
1 I don’t tend to say very much before / as soon as
We use the zero conditional to talk about real situations that Exercise 5
I have my morning coffee.
are always true. 2 What do you do
2 I don’t find people attractive after / unless they are
The condition The result when you feel
good listeners. embarrassed?
If + Present Simple, Present Simple 3 As soon as / As long as I see my best friend, I know 3 What does your
In all conditional sentences the if clause can come before or how he or she is feeling. dad do when he feels
after the result clause. When the if clause is first, it is followed stressed?
4 Before / As long as I trust someone, I’m comfortable 4 What does your mum
by a comma.
asking for personal advice. do when she gets
Alternatives to if 5 After / Before I tell someone my problems, I usually excited?
In zero conditional sentences we can use when instead of if 5 What does your
feel better. sister do when she has
with little or no change in meaning.
6 I don’t truly relax until / provided that I’m alone in a personal problem?
In conditional sentences we can also replace if with unless, as my room.
soon as, as long as, until, provided that, before, after.
7 SPEAKING In pairs, say if the statements in Exercise 6
Grammar Reference and Practice > page 182 are true for you.

□ I can use the zero conditional to talk about real situations that are always true. 83

EXTRA ACTIVITY IN CLASS FURTHER PRACTICE ASSESSMENT

Start the class by putting students in
pairs or small groups to ask and answer
the quiz questions they prepared at
home. They should take it in turns to
ask a question for their partner/group
to answer. When they have finished,
ask them to share any interesting or
surprising answers with the class.
• Grammar Reference and Practice, Grammar Quiz 6D
Student’s Book page 182
NEXT CLASS
• Workbook page 69/Online Practice
Ask students to think of different
• Photocopiable resource 25: How good
situations in which they have been asked
a friend are you?, pages 279, 313–314
for advice and make notes.
• Extra digital activities: Grammar
Checkpoint 6D
101

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 6E SPEAKING
1 What’s the best and worst way to tell

COMMUNICATION VIDEO
a friend that you have to cancel an
arrangement to meet?

Exercise 2 2 20 2.36 Watch or listen to Part 1

1 She was invited to of a story and answer the questions.
a party and she really 1 Why does Sally ask for Claire’s advice?
wants to go, but she
was supposed to be 2 What advice does Claire give to Sally in
going to Brighton that the end?
weekend to stay with 3 What would you do if you were Sally?
Jane, her best friend at
primary school. 4 How do you think Jane will feel when
2 Claire advises Sally to Sally calls her to explain?
tell Jane the truth.
3 21 2.37 Watch or listen to Part 2
of the story. How are Jane’s and Sally’s
situations similar?
They both got other invitations for the weekend.
4 Complete the Speaking box with the
words from the box.
better helpful problem thought
were wonder

| Asking
SPEAKING for, giving and
reacting to advice
Asking for advice
I 1 wonder if you could give me some
advice.
What do you think I should/ought to do?
Do you think I need to/should …?
I’ve got a bit of a 2 problem and I don’t know
what to do.
I’ve no idea how/what to ...
I’d really appreciate your advice.
I’m at (a bit of) a loss.
Giving advice
You could/ should(n’t)/ought (not) to…
I (don’t) think you should ...
You’d 3 better (just) tell her the truth.*
You’d better not do this ...
It’s probably (not) a good idea to …
The first/best thing to do is …
If I 4 were you, I’d go to Paris.
Reacting to advice
Thanks. That’s really 5 helpful .
You’re right, that’s good advice, thanks.
I never thought of that, (it’s a) good idea.
I don’t know if it’ll work but I’ll give it a try.
I 6 thought of that but I’m pretty sure ...
I thought about doing that but ...
* strong advice, similar to ‘you have to’
5
Choose the correct answers to complete the dialogues.
1 A I really can't go to Pam’s party … I’m thinking of making an
excuse and telling her I’m not feeling well. Do you think that’s
a good idea?
B a No, I don’t think you should do that.
b That’s really helpful, thanks.
2 A What do you think I should do: text my friend to cancel our plans,
or give her a call?
B a I never thought of that, good idea.
b If I were you, I’d call her.
3 A I’m afraid my friend won’t understand. I’ve no idea what to tell
him.
B You’d better talk to your mom, she'll know what to do.
A a I’d really appreciate your advice.
b I don’t know if she can help me but I’ll give it a try.
4 A I'm at a loss. How can I tell Susan that she can't visit me this
Saturday? I have a cold!
B a I thought about doing that, but it will not work.
b You should explain the situation and invite her on
a different weekend.
6 In pairs, offer advice in these situations. Use the language from the
Speaking box.
• Your friend is thinking of shaving his/her head.
• Your cousin wants to become a vegan.
• Your friend wants to drop out of school and get a job in a burger bar.
A I’m thinking of shaving my head.
B If I were you, I wouldn’t do it.
7 In groups, ask for and give advice about real or invented problems.
Use the language from the Speaking box.
A My parents won't let me buy a motorbike. What should I do?
B If I were you I'd listen to them, it's a dangerous sport.

84 □ I can ask for, give and react to advice on a wide range of subjects.
REFERENCES their notes and role play them. They to raise their hand every time they see
should take it in turns to ask for and or hear one of the characters do one
VIDEO/AUDIO SCRIPT page 238 give advice using phrases from the of the things in the vocabulary map.
EXTRA ACTIVITIES IN CLASS Speaking box. Pause the video and elicit the correct
• This activity revises vocabulary from verb/verb phrase each time.
• Do this activity after Exercise 6 or 7. Lesson 6B and is best done at the end
Refer students to the notes they FURTHER PRACTICE
of the lesson. Copy the vocabulary map
made at home and put them in pairs. from Exercise 5 in Lesson 6B onto the Workbook page 70/Online Practice
Depending on the time available, board. Play the communication video
get them to choose 2–4 situations from from this lesson again, asking students
102

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 6F VOCABULARY | Relationships, conflicts and problems 06
Dilemma
P
Pbea3 My older sister is in a serious relationship but her boyfriend has changed recently. He
spends most of his time with his friends and ignores her! She’ss crazy about him but he’s
making her unhappy. Everyone thinks she should break up with him but I’m worried it
will break her heart if they split up.
up What should I tell her? How can I help her?
Ex-friend
Joyoloyo I’ve fallen out with my best friend. She makes lots of promises but in the end she
always lets me down! Now another friend told me she’s been talking about me
behind my back . I’m m through with her. I’ve forgiven her before but this
his time
we won’t make up.up We’re finished.
Afraid
LukU I’ve fallen in love with a girl. I know I should ask her out but I’d be

Amy’s
heartbroken if she refused to go out with me or if we didn’t hit it off.
off
What should I do?
Help!
phillingXJ
This guy at school is really mean! He bosses me around and makes fun of me. If
I complain, he just laughs at me and insults me. I’ve had enough! I can’t put up
advice
with it anymore. I’m worried I’ll lose my temper,
trouble.
temper do something stupid and get into
site
1 What kind of advice would you ask these people for? 5 In pairs, choose the correct options to complete Amy’s
Discuss in groups. advice. Do you agree with her? Say why.
a blogger a teacher your best friend your parents
Joyoloyo,
I’d ask my dad about computer stuff and my best friend I know how you feel. It’s hard to 1 with it when
about … a friend insults you or 2 . However, before you
2 Read the texts from Amy’s advice site. In pairs, decide decide to end this friendship maybe you should give her
which person has the most serious problem. What another chance. When I was younger, I 3 with my
advice do you think Amy will give them? best friend because she was always 4 me around
and telling me what to do. But a few weeks later, when
3 Look at the highlighted words and phrases in the texts I5 , she stood by me in my time of need. She didn’t Exercise 3
and add them to the lists below. 6
. We 7 and now we’re still best friends. 1 be crazy about sb,
make up (with sb), fall
1 Happy relationships: be in a serious relationship, … in love with sb, ask sb
2 Problems and conflicts: break up with sb, … 1 a fall out b put up out, go out with sb,
hit it off
2 a hits it off b talks behind your back
4 In pairs, complete Amy’s advice to LukU with one word
3 a fell out b made up
2 break sb’s heart, split
up (with sb), fall out
in each gap. Do you agree with her? Say why. with sb, let sb down,
4 a breaking b bossing talk behind sb’s back,
5 a got into trouble b lost my temper be through with sb, be
heartbroken, boss sb
LukU, 6 a ask me out b let me down around, make fun of sb,
Keep cool. You’ve got to realise that 7 a made up b were through insult sb, put up with,
when you ask someone 1 out , it doesn’t lose your temper, get

always lead to a serious 2 . The girl 6 Write a reply giving advice to either Pbea3 or into trouble
phillingXJ. Use the vocabulary in this lesson and the
might not agree to 3 out with you
phrases in the Speaking box in lesson 6E to help you. Exercise 4
but you won’t know if you don’t try. I’m
2 relationship
sure it won’t really 4 your heart if 7 SPEAKING In pairs, ask and answer these questions. 3 go
she says no. If she says yes, don’t worry 4 break
1 Have you ever lost your temper and got into trouble?
if you don’t 5 it off immediately. Do you know anyone who has? What happened? 5 hit
Just because you’re 6 about 6 crazy
2 Do you know anyone who likes to boss other people 7 fall
someone doesn’t mean they’ll 7 in
around? Who? What do you think of him/her?
love with you straight away. Give it time.
3 How would you feel if you heard a good friend
talking about you behind your back?
4 Have you ever fallen out with a friend? What
happened? Did you make up again?

□ I can talk about relationships, conflicts and problems. 85

EXTRA ACTIVITY IN CLASS FURTHER PRACTICE ASSESSMENT

Depending on your teaching situation
and if you think your students will feel
comfortable doing so, after Exercise 7,
get them to discuss a few more personal
questions using vocabulary from the
lesson: Has anyone ever: a) made fun
of you? Who? When? b) insulted you?
What happened? How did you react?
• Workbook page 71/Online Practice
• Photocopiable resource 26: Love and
War, pages 279, 315
• Extra digital activities: Vocabulary
Checkpoint 6
Vocabulary Quiz 6
NEXT CLASS
Ask students to think of different
situations in which they would prefer to
lie rather than tell the truth. They should
make notes about the situations and also
note down their reasons.
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 6G WRITING | A for-and-against essay

Is honesty always
the best policy?
1 Most of us say we value honesty, yet we are all dishonest occasionally. Should you always attempt to tell
the truth, or can it sometimes be acceptable to lie?

2 There are many reasons why you should always try to be honest. To begin with,
with lying is morally wrong
because it deceives and misleads people. Furthermore, although many pu lic gures set a poor e ample,
most adults know it is wrong to lie for personal or nancial gain, or to hide guilt or co er for someone who
has done wrong. Finally, lies create distance and destroy relationships. For this reason, lying to someone
you love is particularly unacceptable.

3 Having
aving said that,
that it may sometimes be preferable not to tell the whole truth. For instance, when we want
to avoid hurting someone’s feelings or appear to be well-mannered, we might agree that a friend’s new
haircut is ‘nice’, or thank someone for a ‘lovely’ gift, regardless of how we actually feel about these
things. What is more, people sometimes lie or make up stories to avoid upsetting someone vulnerable. For
example, it may be easier for a young child to accept that the family dog ‘has gone to live on a farm’, than
to try to deal with the death of a much-loved pet.

4 TTofor conclude, honesty is generally the best policy, but there are times when lying can make things easier
other people. Personally, I believe it’s usually better to tell a harmless white lie than to hurt someone.

86

EXTRA ACTIVITIES IN CLASS
• Start the class by referring students
to the notes they made at home and
getting them to discuss the situations
and their reasons. They could do this in
pairs, small groups or as a whole class.
104
• Before students attempt the writing
task in Exercise 9 on their own, you
could get them to plan another for-
and-against essay in pairs, using one
of the topics in Exercise 8. They should
follow steps 1–2 in Exercise 9 to plan
their essay. They can then write their
essay for homework, using the plan
they made with their partner.
FURTHER PRACTICE
Workbook page 72/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 88–89.

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 06
1 In pairs, discuss these questions. 5 Look at the linking words and phrases underlined in Exercise 2
1 A ‘white lie’ is a lie about a small or unimportant the essay and put them in the correct group. The writer believes it’s
thing, usually told to avoid hurting someone’s • Introducing new arguments: 1  To begin with ;
with  First of usually better to tell
feelings. Can you think of some common examples? a white lie than to hurt
all; Secondly; Furthermore; 2 , Another point is;
someone.
2 Is it possible to always tell the truth? Some/Most of us know/agree/say; Finally;
• Giving examples and support: For example; 3 ;
2 Read the essay and answer the questions. Such as; According to; 4 ;
Exercise 4
For:
1 Does the writer mention any of the things you • Introducing a contrast: However; On the other hand; … most adults know
discussed in Exercise 1? 5
;6 , Nevertheless; it is wrong to lie for
2 What is the writer’s personal opinion and do you • Introducing a conclusion: In summary; In conclusion; personal or financial
agree with it? gain, or to hide
7
; guilt or cover for
3 Match paragraphs 1–4 with descriptions a–d. • Introducing your own opinion: In my opinion; someone who has

□3 Arguments against always telling the truth. Ultimately, I think; 8 . done wrong. … lies
a create distance and
b □3 The author’s view on always telling the truth. 6 Choose the most suitable linking phrase in each
destroy relationships.

□2 Arguments for always telling the truth.

For this reason, lying
c sentence. In one sentence both are possible. to someone you
d □1 An introduction to the topic of honesty and 1 Although / In summary other teenagers may
sympathise, they don’t always have the experience
love, is particularly
unacceptable.
dishonesty. Against:
necessary to offer good advice. … when we want
4 Study the Writing box. Then find more arguments for 2 When we make a mistake, we learn from it and for to avoid hurting
and against always telling the truth with reasons and/ this reason / furthermore, young people should be someone’s feelings
or examples in the essay. or appear to be well-
allowed to make their own decisions now and again.
mannered, we might
3 There is almost no chance of winning, nevertheless / agree that a friend’s
WRITING | A for-and-against essay another point is people seem to enjoy taking part in new haircut is ‘nice’, or
lotteries. thank someone for a
A for-and-against essay should be formal in tone. ‘lovely’ gift, regardless
4 On the other hand / Such as, there are also some strong of how we actually feel
Paragraph 1 arguments for lotteries. about these things.
Begin with some general points, or say that an issue is 5 Another point is / What is more, no one understands
controversial: what a teenager is going through better than another Exercise 5
Most of us say we value honesty, yet we are all teenager. both possible 2 What is more
dishonest occasionally. 3 For instance
End with a statement or question that mentions both
7 REFLECT | Values Is it unethical for parents lie to their 4 For this reason
young children about the existence of mythical figures, 5 Having said that
sides of the issue: 6 Although
such as the Tooth Fairy? Discuss in groups.
Should you always attempt to tell the truth, or can it 7 To conclude
sometimes be acceptable to lie? 8 Work in pairs. Match the sentences in Exercise 6 with 8 Personally, I believe

Paragraph 2 the essay topics a–c.

Give several arguments for the issue and support with a □2 Young people should always do exactly as their
examples and reasons: parents tell them.
To begin with, lying is morally wrong because it b □1 □5 Friends are the best source of advice for
deceives and misleads people. teenagers.
Paragraph 3 c □3 □4 National lotteries do more harm than good.
Give several arguments against the issue and support
with examples and reasons:
9 WRITING TASK Choose one of the topics in Exercise 8
to write a for-and-against essay about. Follow the
What is more, people sometimes lie or make up stories instructions.
to avoid upsetting someone vulnerable. For example,
it may be easier for a child to accept that the family dog 1 Make notes on arguments for and against the topic
‘has gone to live on a farm’, than to try to deal with the you have chosen.
death of a much-loved pet. 2 Think of supporting examples and reasons to include
in your essay.
Paragraph 4
3 Use the Writing box and the phrases in Exercise 5 to
Summarise the debate briefly: write your essay.
To conclude, honesty is generally the best policy, but
there are times when lying can make things easier for Topic: National Lotteries do more harm than good.
other people. Arguments for:
Add your own opinion: 1 A lot of money from lotteries goes to charity.
Personally, I believe it’s usually better to tell a harmless 2
white lie than to hurt someone. Arguments against:
1 Lotteries give people false hope.
2

□ I can write a for-and-against essay. 87

105

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 Word List

REMEMBER MORE 6A GRAMMAR AND VOCABULARY insist (v) /ɪnˈsɪst/

1 Complete the sentences with the
correct verbs. Then check with
the word list.
1 Bob will break Beth’s heart if he
tells her he doesn’t love her
anymore.
2 I’m not sure restarting my
phone will help, but I will give
it a try.
3 Tracy is very sociable but she
would never talk behind
anybody’s back.
4 Mum tried hard not to lose her
temper when she saw our test
results.
5.36 integrity (n) /ɪnˈteɡrəti/
break a window  /ˌbreɪk ə ˈwɪndəʊ/
keep (v) /kiːp/
cover for sb (phr v) /ˈkʌvə fə ˌsʌmbɒdi/
lottery ticket (n) /ˈlɒtəri ˌtɪkət/
fall for sth (phr v) /ˈfɔːl fə ˌsʌmθɪŋ/
lousy (adj) /ˈlaʊzi/
false (adj) /fɔːls/
mend (v) /mend/
find out (phr v) /ˌfaɪnd ˈaʊt/
murmur (v) /ˈmɜːmə/
fool (v) /fuːl/
nationwide (adv) /ˌneɪʃənˈwaɪd/
insist on sth (phr v) /ɪnˈsɪst ɒn ˌsʌmθɪŋ/
news channel (n) /ˈnjuːz ˌtʃænl/
invent a story/an excuse  /ɪnˌvent ə ˈstɔːri/ən
ɪkˈskjuːs/
own (v) /əʊn/
pay (v) /peɪ/
lie (n, v) /laɪ/
pay off debts  /ˌpeɪ ɒf ˈdets/
lie through your teeth  /ˌlaɪ θruː jə ˈtiːθ/
lose your voice  /ˌluːz jə ˈvɔɪs/ publicity (n) /pʌˈblɪsəti/

2 Complete the sentences with the
verbs from the word list.
When you …
1 shrug your shoulders, you show
that you’re not interested or
you don’t care.
2 shake your head, you show that
you don’t agree with someone.
3 roll your eyes, you show that
you’re annoyed or bored.
4 lie through your teeth,
you say something that is
completely false.
make sth up (phr v) /ˌmeɪk ˌsʌmθɪŋ ˈʌp/
miss (v) /mɪs/
see right through sb  /ˌsiː raɪt ˈθruː ˌsʌmbɒdi/
straightaway (adv) /ˌstreɪtəˈweɪ/
suspicious (adj) /səˈspɪʃəs/
tell the truth/a lie  /ˌtel ðə ˈtruːθ/ə ˈlaɪ/
trick (v) /trɪk/
upset (adj) /ˌʌpˈset/
wedding anniversary (n) /ˈwedɪŋ ænəˌvɜːsəri/
win the lottery  /ˌwɪn ðə ˈlɒtəri/
pull sb forward (phr v) /ˌpʊl ˌsʌmbɒdi ˈfɔːwəd/
raise an eyebrow  /ˌreɪz ən ˈaɪbraʊ/
reporter (n) /rɪˈpɔːtə/
return (money) (v) /rɪˌtɜːn (ˈmʌni)/
reward sb for sth (v) /rɪˈwɔːd ˌsʌmbɒdi fə
ˌsʌmθɪŋ/
rightful owner  /ˌraɪtfəl ˈəʊnə/
roll your eyes  /ˌrəʊl jər ˈaɪz/
rude (adj) /ruːd/
security camera (n) /sɪˈkjʊərəti ˌkæmərə/
security guard (n) /sɪˈkjʊərəti ɡɑːd/

3 Which verb from the word list 6B READING AND VOCABULARY set up a website  /ˌset ʌp ə ˈwebsaɪt/
completes these phrases? 5.37 shake your head  /ˌʃeɪk jə ˈhed/
for something cameraman (n) /ˈkæmərəmən/ shiver (v) /ˈʃɪvə/
fall in love convinced (adj) /kənˈvɪnst/
shrug your shoulders  /ˌʃrʌɡ jə ˈʃəʊldəz/
out with somebody cover a story  /ˌkʌvər ə ˈstɔːri/
sigh (v) /saɪ/
crowdfunding site (n) /ˈkraʊdfʌndɪŋ saɪt/
a promise stare at sb (v) /ˈsteər ət ˌsʌmbɒdi/
make something up decent (adj) /ˈdiːsənt/
trailer (n) /ˈtreɪlə/
up wih somebody dishonest (adj) /dɪsˈɒnəst/
TV crew (n) /ˌtiː viː ˈkruː/
do the right thing  /ˌduː ðə ˌraɪt ˈθɪŋ/
TV report (n) /ˌtiː ˈviː rɪˌpɔːt/
into trouble envelope (n) /ˈenvələʊp/
get vaguely (adv) /ˈveɪɡli/
excited
facial/body movements  /ˈfeɪʃəl/ˈbɒdi
whisper (v) /ˈwɪspə/
ˌmuːvmənts/
4 Do the task below. fees (n) /fiːz/
windscreen (n) /ˈwɪndskriːn/
Look at the word list and choose wink (v) /wɪŋk/
fix (v) /fɪks/
5–8 verbs or phrases you want to
winning ticket  /ˌwɪnɪŋ ˈtɪkət/
learn. Write a sentence with each flash (v) /flæʃ/
of them. Begin your sentence frown (v) /fraʊn/
with a name that starts with the 6C LISTENING AND VOCABULARY
same letter as your verb, e.g. Mark gaze (v) /ɡeɪz/ 5.38
murmured something in my ear. give back (phr v) /ˌɡɪv ˈbæk/ be struck by lightning  /bi ˌstrʌk baɪ ˈlaɪtnɪŋ/

glance at sth (v) /ˈɡlɑːns ət ˌsʌmθɪŋ/ cope with sth (v) /ˈkəʊp wɪð ˌsʌmθɪŋ/

grin (v) /ɡrɪn/ disappointed (adj) /ˌdɪsəˈpɔɪntɪd/

groan (v) /ɡrəʊn/ disappointment (n) /ˌdɪsəˈpɔɪntmənt/

honesty (n) /ˈɒnəsti/ do the lottery  /ˌduː ðə ˈlɒtəri/

hug (v) /hʌɡ/ donate to charity  /dəʊˌneɪt tə ˈtʃærəti/

88

EXTRA ACTIVITIES IN CLASS
• Play True or False with vocabulary
from the word list. Divide students
into teams. Give teams in turn true/
false statements about a word/
phrase, e.g. You complain when you’re
happy about something. (F) When you
• Put students in pairs. Student A says
boss somebody around, you tell them
what to do. (T). Students have to decide
106
if each statemet is true or false. In
stronger classes, students could also
play in groups, with players taking it in
turns to give statements for their group
to decide if they are true or false. Each
correct answer gives teams one point
and the team with the most points wins.
a word from the word list. Student B
spells it and then gives the translation
or, in stronger classes, a simple
definition in English. Then it is Student
B’s turn to give a word for A to spell and
translate/explain. Pairs continue for
3–5 minutes. Students win one point
for spelling a word correctly and one
for each correct translation/definition.
The student with the most points at the
end wins.

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 06
embarrassed (adj) /ɪmˈbærəst/ trust (v) /trʌst/ split up (phr v) /ˌsplɪt ˈʌp/

embarrassment (n) /ɪmˈbærəsmənt/ upset (v)  /ˌʌpˈset/ stuff (n) /stʌf/

envious (adj) /ˈenviəs/ talk behind sb’s back  /ˌtɔːk bɪˌhaɪnd ˌsʌmbɒdiz

envy (n) /ˈenvi/
excited (adj) /ɪkˈsaɪtɪd/
excitement (n) /ɪkˈsaɪtmənt/
give sb a compliment  /ˌɡɪv ˌsʌmbɒdi ə
ˈkɒmpləmənt/
happiness (n) /ˈhæpinəs/
hide (v) /haɪd/
honest with sb (adj) /ˈɒnəst wɪð ˌsʌmbɒdi/
jealous (adj) /ˈdʒeləs/
jealousy (n) /ˈdʒeləsi/
loneliness (n) /ˈləʊnlinəs/
lonely (adj) /ˈləʊnli/
lottery jackpot (n) /ˈlɒtəri ˌdʒækpɒt/
lottery win (n) /ˈlɒtəri wɪn/
make investments  /ˌmeɪk ɪnˈvestmənts/
mean to sb (adj) /ˈmiːn tə ˌsʌmbɒdi/
millionaire (n) /ˌmɪljəˈneə/
remain/stay anonymous  /rɪˌmeɪn/ˌsteɪ
əˈnɒnɪməs/
sad (adj) /sæd/
sadness (n) /ˈsædnəs/
sympathetic (adj) /ˌsɪmpəˈθetɪk/
sympathy (n) /ˈsɪmpəθi/
waste time on sth  /ˌweɪst ˈtaɪm ɒn ˌsʌmθɪŋ/
6D GRAMMAR 5.39
be in touch with your feelings  /bi ɪn ˌtʌtʃ wɪð jə
ˈfiːəlɪŋz/
cry (v) /kraɪ/
empathetic (adj) /ˌempəˈθetɪk/
empathise with sb (v) /ˈempəθaɪz wɪð ˌsʌmbɒdi/
get excited  /ˌɡet ɪkˈsaɪtəd/
good listener  /ˌɡʊd ˈlɪsənə/
irritated (adj) /ˈɪrɪteɪtɪd/
make up (with sb) (phr v) /ˌmeɪk ˈʌp (wɪð
ˌsʌmbɒdi)/
nervous about sth (adj) /ˈnɜːvəs əˌbaʊt
ˌsʌmθɪŋ/
personal problem/advice  /ˌpɜːsənəl ˈprɒbləm/
ədˈvaɪs/
personal information (n) /ˌpɜːsənəl ˌɪnfəˈmeɪʃən/
sb’s cheeks go red  /ˌsʌmbɒdiz ˌtʃiːks ɡəʊ ˈred/
share information  /ˌʃeər ˌɪnfəˈmeɪʃən/
show an interest in sb/sth  /ˌʃəʊ ən ˈɪntrəst ɪn
ˌsʌmbɒdi/ˌsʌmθɪŋ/
sweat (v) /swet/
6E SPEAKING 5.40
be at (a bit of) a loss  /ˌbi ət (ə ˌbɪt əv) ə ˈlɒs/
cancel your plans  /ˌkænsəl jə ˈplænz/
explain the situation  /ɪkˌspleɪn ðə ˌsɪtʃuˈeɪʃən/
feel well  /ˌfiːl ˈwel/
give sb a call  /ˌɡɪv ˌsʌmbɒdi ə ˈkɔːl/
give sth a try  /ˌɡɪv ˌsʌmθɪŋ ə ˈtraɪ/
helpful advice  /ˌhelpfəl ədˈvaɪs/
make an excuse  /ˌmeɪk ən ɪkˈskjuːs/
shave your head  /ˌʃeɪv jə ˈhed/
6F VOCABULARY 5.41
ask sb out (phr v) /ˌɑːsk ˌsʌmbɒdi ˈaʊt/
be crazy about sb  /ˌbi ˈkreɪzi əˌbaʊt ˌsʌmbɒdi/
be in a serious relationship  /ˌbi ɪn ə ˌsɪəriəs
rɪˈleɪʃənʃɪp/
be through with sb  /ˌbi ˈθruː wɪð ˌsʌmbɒdi/
boss sb around (phr v) /ˌbɒs ˌsʌmbɒdi əˈraʊnd/
break sb’s heart  /ˌbreɪk ˌsʌmbɒdiz ˈhɑːt/
break up with sb (phr v) /ˌbreɪk ˈʌp wɪð
ˌsʌmbɒdi/
complain (v) /kəmˈpleɪn/
dilemma (n) /dəˈlemə/
do sth stupid  /ˌduː ˌsʌmθɪŋ ˈstjuːpəd/
ex-friend (n) /ˌeks ˈfrend/
fall in love with sb  /ˌfɔːl ɪn ˈlʌv wɪð ˌsʌmbɒdi/
fall out with sb (phr v) /ˌfɔːl ˈaʊt wɪð
ˌsʌmbɒdi/
forgive (v) /fəˈɡɪv/
get into trouble  /ˌɡet ˌɪntə ˈtrʌbəl/
go out with sb (phr v) /ˌɡəʊ ˈaʊt wɪð
ˌsʌmbɒdi/
have enough  /ˌhæv ɪˈnʌf/
heartbroken (adj) /ˈhɑːtˌbrəʊkən/
hit it off  /ˌhɪt ɪt ˈɒf/
ignore (v) /ɪɡˈnɔː/
insult (v) /ɪnˈsʌlt/
laugh at sb (phr v) /ˈlɑːf ət ˌsʌmbɒdi/
lead to sth (v) /ˈliːd tə ˌsʌmθɪŋ/
let sb down (phr v) /ˌlet ˌsʌmbɒdi ˈdaʊn/
lose your temper  /ˌluːz jə ˈtempə/
make a promise  /ˌmeɪk ə ˈprɒməs/
make fun of sb  /ˌmeɪk ˈfʌn əv ˌsʌmbɒdi/
make up (phr v) /ˌmeɪk ˈʌp/
put up with sb/sth (phr v) /ˌpʊt ˈʌp wɪð
ˌsʌmbɒdi/ˌsʌmθɪŋ/
ˈbæk/
6G WRITING 5.42
appear (to be)  /əˌpɪə tə ˈbi/
deal with sth (phr v) /ˈdiːl wɪð ˌsʌmθɪŋ/
death (n) /deθ/
deceive (v) /dɪˈsiːv/
destroy (v) /dɪˈstrɔɪ/
dishonesty (n) /dɪsˈɒnəsti/
distance (n) /ˈdɪstəns/
do more harm than good  /ˌduː mɔː ˌhɑːm ðən
ˈɡʊd/
do wrong  /ˌduː ˈrɒŋ/
false hope (n) /ˌfɔːls ˈhəʊp/
financial gain  /fəˌnænʃəl ˈɡeɪn/
gain (n) /ɡeɪn/
go through sth (phr v) /ˌɡəʊ ˈθruː ˌsʌmθɪŋ/
guilt (n) /ɡɪlt/
harmless (adj) /ˈhɑːmləs/
hurt sb’s feelings  /ˌhɜːt ˌsʌmbɒdiz ˈfiːəlɪŋz/
make sth easier  /ˌmeɪk ˌsʌmθɪŋ ˈiːziə/
mislead (v) /ˌmɪsˈliːd/
morally wrong  /ˌmɒrəli ˈrɒŋ/
much-loved (adj) /ˌmʌtʃ ˈlʌvd/
mythical figure (n) /ˌmɪθɪkəl ˈfɪɡə/
now and again  /ˌnaʊ ənd əˈɡen/
offer advice  /ˌɒfər ədˈvaɪs/
pet (n) /pet/
policy (n) /ˈpɒləsi/
public figure (n) /ˌpʌblɪk ˈfɪɡə/
regardless of sth (adv) /rɪˈɡɑːdləs əv ˌsʌmθɪŋ/
set a poor example  /ˌset ə ˌpɔːr ɪɡˈzɑːmpəl/
tell the whole truth  /ˌtel ðə ˌhəʊl ˈtruːθ/
unacceptable (adj) /ˌʌnəkˈseptəbəl/
unethical (adj) /ʌnˈeθɪkəl/
value (v) /ˈvæljuː/
vulnerable (adj) /ˈvʌlnərəbəl/
well-mannered (adj) /ˌwel ˈmænəd/
white lie (n) /ˌwaɪt ˈlaɪ/

89

FURTHER PRACTICE
Workbook page 73/Online Practice
NEXT CLASS
Ask students to revise Unit 6.

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 06 Revision

VOCABULARY AND GRAMMAR 3 Complete the sentences with the words from the box.

Exercise 4 1 Complete the story with one word in each gap. ask back crazy fun go love put temper trouble up with
1 get
2 say, disagree ‘Will you 1cover for me this afternoon at the 1 If you fancy someone, you should ask them out but don’t worry
3 knocks, start club, Georgie?’, Michael asked me today. He if they won’t go out with you.
4 lose, feel was supposed to help at the gymnastics club 2 If I were you, I wouldn’t make fun of your sister. You might
5 will win, trains
after school. Michael was very good at get into trouble !
6 win, will be able to
2 aking
7 won’t buy, gets m things up but he hadn’t made an 3 Just because you’re crazy about someone doesn’t mean they’ll
8 pay, will lend 3 xcuse
e to her about why he couldn’t be fall in love with you.
there. He had told her the 4t ruth . He didn’t 4 You should never put up with a friend talking behind your
Exercise 5 try to lie to me either because I always saw back .
2 saw straight 5through him and, anyway, I knew 5 If you lose your temper with your best friend and fall out with
3 were the story. him or her, you should apologise.
4 would go
5 (would) explain Michael had fallen for a girl who he really 6 Splitting up with someone can make you feel lonely at
6 went liked, and they started 6going out. The first – but it is only temporary.
7 would be problem was he got really 7jealous when she
8 wouldn’t put up
spoke to other boys. She is a really nice girl 4 Complete sentences 1–4 with the zero conditional form of the
9 had words in brackets, and sentences 5–8 with the first conditional
10 wouldn’t go who would never 8let anyone down and
form of the words in brackets. Then choose the correct word in
11 spoke disappoint them, but Georgie started to boss
12 asked italics for each sentence.
her 9a round so she 10broke up with him.
Although she had broken his 11heart , 1 Until / When people I don’t know talk (talk) to me, I (get)
very nervous.
I hadn’t felt much 12sympathy for him at the
time because of the way he’d behaved. 2 They always (say) what they think if/ before they
(disagree) with someone.
But now that Michael was going to ask her to
3 If / Unless a stranger (knock) on the door, the dogs
forgive him, I changed my mind and said ‘Yes,
(start) barking.
I will cover for you.’
4 After / Provided that I (lose) my temper, I usually
(feel) embarrassed.
2 Choose the correct words to describe the 5 She (win) the race unless / as long as she (train)
pictures. hard.
6 Unless / After you (win) the lottery, you (be able)
to buy a car.
7 He (not buy) a new house as long as / unless he
(get) a well-paid job.
8 Provided that / Until you can (pay) me back by Saturday,
I (lend) you the money.

5 Complete the conversation with the second conditional form of

the verbs in brackets.
1 frown / grin 2 hug / glance
Alex Hi Jack. What 1 would you do (do) if you 2 (see)
someone bullying a friend at school?
Jack Why? Has something happened?
Alex Yes, it has and I’ve no idea what to do.
Jack Well, if I 3 (be) you, I 4 (go) straight to your class
teacher and I 5 (explain) what you saw.
Alex I thought about that, but if I 6 (go) to the teacher, my
best friend 7 (be) through with me.
3 shake your head / 4 raise an eyebrow / Jack Really? Your best friend?
shiver shrug shoulders Alex Yes, he’s, unfortunately, the bully.
Jack How come he’s your friend then? I 8 (not put up) with
that sort of behaviour.
Alex He’s got problems at home.
Jack That’s no excuse. If I 9 (have) problems, I 10 (not
go) round bullying people.
Alex I’m really at a loss.
Jack If you 11 (speak) to him about it and 12 (ask)
him to apologise to the student he was bullying, it might
5 roll your eyes / wink 6 stare / whisper help him too.
Alex Thanks!
90

REFERENCES FURTHER PRACTICE ASSESSMENT

AUDIO SCRIPT page 220 • Use of English, Student’s Book page 193 • Unit 6 Language Test (Vocabulary,
• Class debates pages 264–265 Grammar, Use of English)
• Self-assessment 6 and Self-check 6, • Unit 6 Skills Test (Dictation, Listening,
Workbook pages 74–75/Online Practice Reading, Communication)
• Extra digital activities: Use of English, • Unit 6 Writing Test
Reading, Listening • Units 5–6 Cumulative Review Test
• Units 5–6 Exam Speaking
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 USE OF ENGLISH SPEAKING
6 Complete the second sentence using the word in bold 8 In pairs, role play the situation below. Then change Exercise 6
so that it means the same as the first one. Use between roles and do the task again. 2 If I was/were braver
two and five words, including the word in bold. Student A 3 I were you, I’d
1 Jane doesn’t focus so she makes a lot of mistakes. 4 raised an eyebrow
You recently had an argument with your classmate. 5 had better start
FOCUSED You’d like to make up and you talk about this with revising
If Jane focused, she would make fewer mistakes. a friend from the UK. In the conversation discuss the 6 Unless we buy the
points below: tickets
2 I’m not brave enough to tell them I lied. BRAVER 7 as long as they
, I would tell them I lied. • Talk about your relationship with your classmate.
3 I think you should tell her how you feel. YOU • Explain the reason for the argument and ask for
Exercise 7
advice.
If tell her how you feel. 1 social worker
• Accept Student B’s advice. 2 website
4 She looked very surprised when she heard the news.
• Say what you can do to get on better with the 3 love and relationships
EYEBROW 4 bullying
classmate.
She in surprise when she heard the news. 5 their family
Student B 6 loneliness
5 You should start revising because the exams begin
You are Student A’s friend from the UK. You are discussing 7 sympathetic
next week. HAD
how to resolve his/her conflict with a classmate. Use the
You because the exams begin next week.
phrases below to help you. You start first.
6 The price of the tickets is going up, so we must buy
• How do you usually get on?
them soon. UNLESS
• So, what happened exactly?
soon, they will be more expensive.
• If I were you, I’d apologise.
7 I forgive people quickly provided that they say sorry. LONG
• What can you do to improve your relationship?
I forgive people quickly say sorry.
Use of English > page 193 WRITING
9 Read the task below and write an essay.
LISTENING
7 2.38 You are going to hear a woman talking about STRATEGY | Essay
her work. Complete the notes below with a word or
a short phrase. Read the essay question and make a note of the points
you need to include in the answer. In the task, you need
to address the two aspects mentioned in the task as well
STRATEGY | Notes completion as discuss one aspect of your own.
Read each gap and check what kind of information or
word is missing. Write exactly what you hear and do not Parents shouldn’t try to control the lives of their
change the words in any way. children who are over sixteen. Do you agree?
Write about:
1 going out at night
• As well as working as an agony aunt, June is 2 using technology
also a 1 . 3
• June communicates through social networks
and her 2 .
• In the last century, teens needed information
about 3 .
• Modern technology has created some new
problems for teenagers today such as
cyber-4 .
• She says some teens don’t want to talk to
5
about problems.
• June thinks the key problem people suffer
from nowadays is 6 .
• June thinks agony aunts need to be 7 .

91

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 LIFE SKILLS
Exercise 4
Possible answers:
A not clear about which
goal he/she wanted to
achieve; didn’t choose
a goal he/she really
wanted to achieve
B didn’t train hard
enough; took it too
lightly
C didn’t plan well
enough
92
REFERENCES
AUDIO SCRIPT page 221
110
M01 High Note TB3 09593.indd 110
How to set SMART goals
1 In pairs, discuss the questions.
1 Compare the colourful and black and white photos. What goals did the
people have? Have they achieved them or failed?
2 How important do you think it is to set yourself goals for the future?
3 What are some of your educational and personal goals for this year?
2 Do you have plans to achieve the goals you mentioned in Exercise 1? What
are you going to do and when?
3 Read the forum entries about failed goals. Match statements 1–4 with
entries a–c. There is one extra statement.
The speaker …
□
1 b failed to achieve a goal because of a lack of preparation.
□
2 a wasn’t sure which goal he/she wanted to achieve.
□
3 c did not do enough research to achieve a goal.
4 □ chose a goal that was impossible to reach.
4 Work in pairs. Why did the people fail to achieve their goals? What didn’t
they do? What advice would you give them?
5 2.39 Listen to an expert talking about setting goals. What is she talking
about? Choose the correct answer.
a Where to get advice on what our goals should be.
b How important it is to have big ambitions.
c How to make our goals easier to achieve.
d What to do if we fail to achieve a goal.
EXTRA ACTIVITY IN CLASS NEXT CLASS
After Exercise 4, put students in pairs and Students can create a SMART chart like
ask them to tell their partner about a goal the one in Exercise 8 to use in their
they failed to achieve. Why do they think presentations.
they failed? What didn’t they do? What
advice would their partner give them?
29/08/2019 14:12

A m finishing m first ear of nglish
at uni soon and it definitel hasn t t rned
out as I’d hoped. When I was at school,
I joined a student drama club. It was my
passion to act and I dreamt of a career on
the stage. But everyone told me it was too
challenging and I should choose a more
traditional job. So I thought I could study
something to do with languages because
was prett good at nglish and tho ght
maybe I could be a teacher. Bothoth of my
Nick04
parents are teachers and they seem to
enjoy their jobs. My favourite subject
at school was History though, but I just
didn’t think there’d be many jobs available.
o went for nglish in the end ost
niversities have nglish co rses and
I didn’t think too much about what was
on the course as long as I got a degree.
But the course is boring, and I often skip
classes. I may not come back next year …
B W When my friend suggested we take
part in the City half-marathon which takes
place once a year, I thought it was a great
idea have to admit m not that fit reall
– I don’t do a lot of sport. But you see
marathons on television with thousands
taking part so I thought I could manage
it. After all, I wasn’t out there to break
any records! Of course, I had these great
plans to train regularly and I went running
Charli3 after school with my friend for a couple of
evenings – but then school work got in the
way so I didn’t really do much. The result
is that I did the half-marathon last Saturday
– but my legs went to jelly after a couple of
kilometres and I had to stop. It was
a bit embarrassing – but I guess I’m just
not built for running long distances. I shall
stick to exercises at home in the future!
C Just got back from my trip to Spain,
France and Italy and I have to say it wasn’t
a success. I went with my Spanish friend
and the idea was to travel by train and
buses along the coast, stopping off at
interesting places on the way. Sounds a
cool idea, doesn’t it? Well, we thought so.
I cut down my spending a bit in the month
before we left so I’d have enough money
and we checked out the route which
Buster56 loo ed definitel doa le he pro lem was
that the fares and accommodation were
more than we had thought and I ran out of
money pretty early on. It’s a pity we didn’t
check how much these things cost and
didn’t plan a budget or how much time
we needed to save enough money. We
didn’t enjoy ourselves nearly as much as
we'd hoped to. I stayed in Barcelona at my
friend’s house for a week, but we were
both disappointed.
M01 High Note TB3 09593.indd 111
05–06
6 2.39 Listen again. Complete the gaps with the words Exercise 6
from the box. There are two extra words. 1 what
2 when
deadlines easy how important possible what when 3 possible
4 important
5 deadlines
LIFE SKILLS | How to set SMART goals
S (SPECIFIC) Define exactly 1 what you want to achieve.
M (MEASURABLE) Think about how and 2 you’ll know that
you’ve achieved your goal.
A (ACHIEVABLE) Set goals that are 3 to achieve.
R (RELEVANT) Choose a goal which matters and is 4 to you.
T (TIME-BOUND) Set yourself 5 for achieving the goal.
7 Would you now give the same advice to the authors of the
forum entires? Say why.
8 Match statements a–e with questions 1–5 from the SMART
diagram.
a I want to reach my goal by the end of the term when we
have a big test.
b I will do the following to help me achieve the goal:
– record new words after each lesson in a notebook,
– draw mind maps and pictures,
– ask my friends to help me revise vocabulary before tests,
– write an article in English for the school’s website.
c I will keep track of the marks I get in English tests to check if
I get higher scores. I’d like to improve my average score by 10%.
d I want to improve and expand my English vocabulary.
I usually get lower marks in my English tests because I find it
difficult to learn new words.
e I want to pass my exams in English well. I also need English to
chat with my friends online.
Make a SMART goal
Your goal: improve my English, learn new vocabulary
S Specific What do you exactly want to achieve? 1
d               
M Measurable How will you know when your goal is met? 2 c
A Achievable What steps can you take to achieve your goal? 3
b   
R Relevant Why is your goal important to you? 4 e
T Time-bound How long will it take you to reach your goal? 5
a
9 Do the task below.
LIFE SKILLS | Project
• Think of a goal related to education or your personal life.
• Follow the tips from this lesson about SMART goals and
answer the questions in the SMART chart in Exercise 8.
• Present your SMART goal to the class in the next lesson.
• Discuss each other’s goals. Do you think they are easy to
achieve? Can you think of other steps to reach them?
93
111
29/08/2019 14:12
 07 In the spotlight
VOCABULARY TV news, viewing habits, success and failure, describing art, films,

GRAMMAR
SPEAKING
WRITING
VIDEO
books and plays
Reported speech, reported questions Use of English > page 194
Describing a personal experience
A review of a play
Grammar Documentary Communication

And finally …

Exercise 1
‘And finally …’ reports
are news items that
often come last in a
TV news programme.
They are often human
interest stories or
involve animals.
94
1
And finally, a popular new trend in the .
air facing is a way of brushing your hair so
it covers your face completely. o find out
more about it, we talked to some teenagers
at their school in righton. hey told us that
hair facing was becoming really popular
there. hey agreed the trend would last
because it was fun. ne girl explained she
had only started hair facing a few days
before. he confessed she had always
looked down on it until she had tried it.
nother girl claimed she felt more relaxed
with her hair over her eyes. teacher said he
didn’t like the fashion. e complained that
he couldn’t see his pupils’ faces so he didn’t
know if they were sleeping in class. e said
he would ban it if he could. owever, another
teacher told him not to criticise it if he’d
never tried it.
2
And finally, the second orld og urfing hampionships are
taking place in alifornia. arlier today, we spoke to one of the
organisers. e said that about fifty dogs were competing in this
year’s championships. hat doesn’t sound like a lot but he asked us
to remember that only five dogs had taken part the year before.
e also pointed out that the event had attracted more spectators
and media interest than ever. e explained there were di erent
pri es depending on the weight of the dogs and the si e of the
waves. e admitted the dogs couldn’t surf as well as humans but
claimed that the dogs were learning fast and predicted that the
performances would be better than the previous year’s. e added
that there were also pri es for the best dressed dogs.
7A GRAMMAR AND VOCABULARY
1 Read the information below and work out the meaning of the
highlighted words. What is an ‘And finally,…’ report?
TV news programmes always begin with the headlines followed
by the most important stories or breaking news. They often finish
with a curious or amusing news item which the newsreader
usually introduces with the words ‘And finally,…’. These reports
tend to be human interest stories or to involve animals.
2 In pairs, ask and answer the questions.
1 What TV or newspaper headlines do you remember from this
week’s news?
2 Can you remember a time when a newsreader interrupted
a programme to report some breaking news? What was it?
3 Which curious or funny human interest stories can you
remember from the news?
3 Look at the photos and read both ‘And finally, …’ news items.
Which one do you think is true and which fake? Say why.
Story 1 is fake and story 2 is true.

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

AUDIO SCRIPT page 221 This activity can be done before or after • Photocopiable extra Grammar Video
VIDEO SCRIPT page 239 Exercise 10. Put students in (new) pairs activity 7, page 267
and get them to tell each other about • Grammar Reference and Practice,
CULTURE NOTES page 209
some of the funniest and strangest things Student’s Book page 183
people have said to them. Remind them
• Workbook pages 76–77/Online Practice
that they should use reported speech
and encourage them to use different
reporting verbs where possible.
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 07
Reported speech 6 Choose the correct reporting verbs in sentences. Exercise 4
4 3.1 Listen to two interviews. Then read 1 ‘After I had read the headlines last night my throat felt dry so 1 Present Continuous
news item 1 again. How are quotations below I decided to take a drink,’ Jack told / said us. Past Continuous;
here ➔ there
reported in the text? How are the reported 2 ‘There’s always a glass of water on the desk while I’m reading 2 They agreed the trend
sentences different from the originals? the news but I don’t usually touch it,’ he asked / pointed out. would last because it
1 ‘Hair-facing is becoming really popular 3 ‘I was in a hurry and spilt the water all down my shirt,’ he said / was fun. will ➔ would;
it’s (Present Simple) ➔ it
here.’ told.
was (Past Simple)
They told us that hair-facing was becoming 4 ‘Don’t laugh,’ his producer added / warned him. 3 One girl explained she
really popular there. 5 ‘Once I started laughing, I couldn’t stop,’ Jack explained / had only started hair-
facing a few days before.
2 ‘It’ll last because it’s fun.’ predicted. I ➔ she; only started
3 ‘I only started hair-facing a few days ago.’ 6 ‘It’s the first time anything like that has ever happened to me,’ (Past Simple) ➔ had only
4 ‘I had always looked down on it.’ he claimed / replied. started (Past Perfect);
a few days ago ➔ a few
5 ‘I feel more relaxed with my hair over my 7 ‘It won’t happen again in tomorrow’s programme,’ he admitted / days before
eyes.’ promised. 4 She confessed she
8 ‘I can’t believe I’m the human interest story on my own TV had always looked
6 ‘I can’t see my pupils’ faces.’ down on it. I ➔ she; had
channel,’ Jack agreed / confessed.
7 ‘I would ban it.’ always looked (Past
Perfect) ➔ no change
8 ‘Don’t criticise it!’ 7 3.2 Rewrite the quotes in Exercise 6 in reported speech to 5 Another girl claimed
complete the news story. Listen and check. she felt more relaxed
5 Study the Grammar box and check your answers
Jack told us that after he had read the headlines the night before his with her hair over
to Exercise 4. Then read news item 2 again her eyes. I ➔ she; feel
and find more examples of reported speech. throat had felt dry so he … (Present Simple) ➔ felt
(Past Simple); my ➔ her
8 In pairs, transform the sentences to reported speech using the 6 He complained that
Reported speech words in brackets. he couldn’t see his
pupils’ faces. I ➔ he;
Direct speech Reported speech 1 ‘I watched the news last night.’ (Rose/tell/friends)
can’t ➔ couldn’t;
Present Simple → Past Simple Rose told her friends that she’d watched the news the previous night. my ➔ his
2 I hadn’t watched the TV news for ages. (She/claim) 7 He said he would ban
Present Continuous → Past Continuous it. I ➔ he; would ➔ no
Past Simple → Past Perfect 3 I don’t think I’ll watch it again in the near future. (She/add) change
4 I can get all the news I need on my phone. (She/explain) 8 Another teacher told
Present Perfect → Past Perfect him not to criticise it.
will → would 5 Check all the information you get online because a lot of it is Don’t criticise ➔ not to
false. (Mo/warn/the others) criticise
can → could
In reported sentences,
6 I don’t believe everything I see on the news. (He/point out)
must → had to verb tenses, pronouns
The Past Perfect, would, could, should and might 9 REFLECT | Society Which news sources (TV, radio, the Internet,
and time expressions
may change.
don’t change in reported speech. newspapers, etc.) do you trust the most/least? Say why.
With imperatives we use (not) to before the verb.
‘Remember!’ → She asked/told me to 10 SPEAKING Work in pairs. Use reported speech to talk about Exercise 7
a time when someone said something that made you feel See audio script 3.2 on
remember. page 222.
annoyed, confused, embarrassed, happy or relieved.
‘Don’t forget!’ → She asked/told me not
to forget. I was annoyed about something and my sister told me to calm
down. That made me laugh because she gets annoyed more than Exercise 8
These expressions usually change: anyone I know. 2 She claimed that she
hadn’t watched the TV
Time: now → then/at that time; a few days ago news for ages.
→ a few days before; yesterday → the day before/ 22 Read the question and watch the video. Say what 3 She added she didn’t
the previous day; last year → the year before/the the speakers answer. Then in pairs, ask and answer the think she would watch
previous year; tomorrow → the day after/ the next question. it again in the near
day. future.
What's the one thing your parents always told you to do? 4 She explained that
Places and things: here → there; this → that; these she could get all the
GRMMAR VIDEO

→ those. news she needed on

her phone.
People: I/you → he/she, me/you → him/her; 5 Mo warned the
my/your → his/her; we → they; our → their others to check all the
information they got
Reporting verbs: add, admit, agree, ask, claim, online because a lot of
complain, confess, explain, point out, predict, it was false.
promise, reply, say, tell, warn. 6 He pointed out that
he didn’t believe
everything he saw on
Grammar Reference and Practice > page 183 the news.

□ I can use reporting verbs to report stories. 95

• Photocopiable resource 27: What’s that NEXT CLASS

line?, pages 280, 316
Ask students to find out about the viewing
• Extra digital activities: Grammar
habits of people in their country and
Checkpoint 7A
make notes. What types of shows are
ASSESSMENT popular with different age groups? Which
shows are people’s favourites? You could
Grammar Quiz 7A ask them to look for information online
and/or interview different people in their
family/social circle.
113

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 7B VOCABULARY | Viewing habits
1 Work in pairs. What types of shows do you
2 Look at the statistics on viewing habits in the
Exercise 3 3 In pairs, ask and answer questions based on
Possible questions:
Do you binge-watch
(multiple episodes of
a series in one sitting)?
Is binge-watching one
of your main hobbies?
Does binge-watching
a show make it better? 4 Use a dictionary to check the meaning of
Do you sometimes
watch more on-
demand content than
you intend to?
Does this cost you sleep
and leave you feeling
tired?
Are you afraid that
spoilers will reveal
the endings of your
favourite shows?
Are you trying to cut
down your screen time
in some way?
Have you ever
pretended to be sick so
you can stay at home
and binge-watch?
96
REFERENCES
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
After Exercise 5 or 6, dictate only the first
or second part of each of the compound
adjectives in Exercise 5. Tell students
where the hyphen goes each time so
they’ll know which part is missing.
114
M01 High Note TB3 09593.indd 114
like watching? Which are your favourite
shows and why? How many episodes do you
usually watch in one sitting?
UK at the bottom of the page and match the
highlighted phrases to the definitions. Which
statistic do you find most surprising?
1 A multi-part television show. series
2 One part of a multi-part television show. episode
3 Watching television for a long time in one
sitting. binge-watching
4 Total amount of time spent watching
television. screen time
5 Bits of information about what happens
in a film or television show you haven’t
watched yet. spoilers
6 TV shows and films that you can watch
whenever you want. on-demand content
7 An internet-based television service you
pay for each month. subscription streaming service
8 People who watch television. viewers
the information from the survey. Add more
details about services, shows, times, etc.
A Do you use subscription streaming services?
B No, I tried one for a month, but I hardly
watched it.
the words from the box. Then use them to
complete the sentences. Which of them are
true for you? Compare with a partner.
credits dialogue seasons subtitles
title sequence trailers
1 When I’m binge-watching a TV show on
a subscription streaming service, I always
skip the  title sequence  at the beginning of
the episode and go straight to the action.
2 When I go to the cinema, I like to stay and
watch the credits at the end so I’m often
the last to leave.
3 I’m not into TV shows or films that are full
of dialogue.
I prefer action to discussion.
4 I find that watching English language
shows with the English subtitles helps me
learn new words and phrases.
5 For me, most shows get boring after three
or four seasons .
6 I think most trailers show too much of the
story and that spoils the film or series for
me.
□ I can talk about viewing habits.
Students try to complete the compound
adjectives as fast as they can.
FURTHER PRACTICE
• Workbook page 78/Online Practice
• Photocopiable resource 28: Viewing
habits survey, pages 280, 317
• Extra digital activities: Vocabulary
Checkpoint 7
Viewing Habits in the UK
• 76 percent of 16-24-year-olds reported using subscription
streaming services.
• 79 percent of adults admitted binge-watching multiple
episodes in one sitting.
• 55 percent of 18-24-year-old viewers said binge-watching
was one of their main hobbies.
• 35 percent said that binge-watching a series made it better.
• 74 percent said they sometimes watched more
on-demand content than they intended to and 32 percent
p
said that this cost them sleep and left them feeling tired.
• 25 percent of binge viewers said they were afraid that
spoilers would reveal the endings of their favourite shows.
• 47 percent of 16-24-year-olds said they were trying to cut
down their screen time in some way.
• 3 percent of adults admitted they had pretended to be
sick so they could stay at home and binge-watch.
5 Form adjectives with the words from boxes A and B. Then match
them to the descriptions of shows below.
A little feature eagerly thought award well
B -reviewed -known -length -winning -provoking -awaited
1 This show got really good reviews.
well-reviewed
2 This show won lots of awards. award-winning
3 People have been waiting for this show to start and are excited
about it. eagerly-awaited
4 This show really makes you think. thought-provoking
5 Not many people have watched or heard about this show. little-known
6 Some of the episodes in this show are as long as a film. feature-length
6 Work in pairs. Use the adjectives in Exercise 5 to talk about your
favourite TV shows.
… is one of my favourite shows. It was really well-reviewed. In fact
it’s award-wining, thought-provoking and some of the episodes are
feature-length. The best thing about it is …
7 3.3 PRONUNCIATION Match the words in the box to the correct
syllable stress patterns. Then practise saying them.
binge-watching dialogue discussion
statistics subscription subtitles
surprising episode
discussion, statistics, binge-watching, dialogue,
subscription little-known, subtitles
8 REFLECT | Culture According to studies, sixty-eight percent of
adults in the UK say that watching TV shows and films brings
the family together. Do you agree? Do you think people feel the
same way in your country? Say why.
ASSESSMENT
Vocabulary Quiz 7
NEXT CLASS
Students visit the social media page(s) of
an artist/performer they like and make
notes about the different ways in which
he/she promotes his/her work through
social media.
29/08/2019 14:13
 7C LISTENING AND VOCABULARY 07
1 Which artists/performers do you follow on social media? 4 Decide if the highlighted phrases refer to Exercise 4
Whose posts are the most interesting and why? success or failure. Then match them with the Success: make a name
definitions below. for yourself, got my first
2 3.4 Study the ideas for promoting one’s work on social 1 It’s not easy to become popular so how did break, took off, not look
media. Then listen to four interviews and match speakers 1–4 you make a name for yourself?
yourself back, best-seller, go
with ideas a–d. viral, sell-out
2 A few months ago I got my first break when Failure: huge flop,
How to promote your work on social media the people at this gallery contacted me. came to nothing,
a pay for pop-up ads on the Internet setback, went back to
3 Although the play was a huge flop, I got square one
b start a dedicated social media page for your work good reviews. It started off OK but in the end,
c upload some videos to your own YouTube channel it came to nothing. I didn’t get many views at
first but then it really took off. Exercise 6
d self-publish your writing online Tony pointed out he
4 That was a bit of a setback but I didn’t
Speakers had made his first film
□
1 b Keira, an artist
give up. A major publisher took it on and
I haven’t looked back since. I’m the author
three years before but

□
he admitted that he
2 c Andy, an actor and comedian of a best-seller. had been too young
□
3 d Selena, an author 5 It only sold about a hundred copies. What
and the film had been

□
4 a Tracy, a singer and musician
3 3.4 Listen again and choose the correct answer for each
question.
1 Where is Keira now?
A B
2 What was Andy doing when he made a key decision in his life?
A B
a complete disaster.
a disaster! So after that we went back to He told Terence that
square one. The video went viral in January he had got his first
2017 and now we’re big stars! Every show’s break with a music
a sell-out. video. He explained
that fortunately, it had
a A big failure. a huge flop gone viral and had
b Start to do well. take off been a huge success.
C He agreed that the
c Become famous. make a name for yourself video had really helped
d Have no success. come to nothing him make a name for
himself and added that
e A slight disappointment. a bit of a setback after that he hadn’t
f Keep on progressing. not look back looked back. He said
that he was working
g A big literary success. a best-seller
on an adaptation of
h Receive an opportunity. get (my) first break Selena Starr’s new
i Return to the beginning. go back to square one best-seller. He claimed
it was the best novel
j Quickly become successful online. go viral he’d ever read.
k An event where all the tickets are sold. a sell-out
C
l A catastrophe. a disaster

5 3.5 Choose the correct words or phrases to

complete what film director, Tony, said in an
interview. Listen and check.
I made my first film three years ago but
I was too young and the film was a complete
1
disaster / sell out. … I 2got my first break / took
off with a music video. Fortunately, it 3was
3 Which of Selena’s projects was the most successful? a setback / went viral. It was a huge success.
A B C … Yes, the video really helped me 4came to
nothing / make a name for myself. After that
I haven’t 5looked back / gone back to square
t one. … I’m working on an adaptation of Selena
Selena 4 U Liagnhd life Starr’s new 6best-seller / flop. It’s the best novel
ital e
DiSgunshin I’ve ever read.
6 Use the reporting verbs in the order below to
report what Tony said in Exercise 5.
point out admit tell explain agree add
4 When did Tracy’s group make their first music video?
say claim
A B C
In the interview,
interview Tony pointed out he had made
his first film …

7
2015 2016 2017 SPEAKING What are the pros and cons of being
an artist or performer? Discuss in pairs.

□ I can identify specific details in a radio programme and talk about artists and performers on social media. 97

REFERENCES work? When students have completed NEXT CLASS

AUDIO SCRIPT page 221–222
EXTRA ACTIVITY IN CLASS
Before Exercise 2, refer students to the
notes they made at home and put them
in pairs to tell each other about the artist/
performer they chose. How does social
media help him/her promote his/her
Exercise 2, you could ask them if they
talked about any of the ideas (a–d)
mentioned in the interviews.
FURTHER PRACTICE
• Workbook page 79/Online Practice
• Photocopiable resource 29: Art and
social media, pages 280, 318
Ask students to make notes about their
favourite piece of art. What is it? Who
is it by? What do they know about it?
Why do they like it? If appropriate, they
could also bring photos (or look for some
online and have them available on their
phones).
115

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Exercise 1
Possible answers:
ceramics, drawing,
photography, film,
literature, architecture,
dance, graphic design,
fashion design, music,
theatre, ballet
Exercise 5
Always positive:
atmospheric,
breathtaking,
expressive,
meaningful, profound,
sophisticated,
spectacular
Depends on the
context: abstract,
puzzling, realistic,
shocking, unique
Exercise 6
1 expressive,
sophisticated,
meaningful,
atmospheric, profound,
spectacular
2 They are talking
about the glasses that
the teenagers put on
the floor in a gallery in
San Francisco.
Exercise 7
2 I don’t get it.
3 it speaks to me
4 It leaves me cold.
5 It gets you thinking.
6 I could do better
myself.
98
REFERENCES
AUDIO SCRIPT page 222
VIDEO SCRIPT page 239
CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
116
M01 High Note TB3 09593.indd 116
7D READING AND VOCABULARY
1 Work in groups. How many art disciplines can you
name in sixty seconds? Can you name a famous artist
from each discipline?
painting, sculpture …
2 Look at the two works of art pictured in the article.
Which do you think is a real piece of art and which
isn’t? Read the article quickly to find out.
Neither one is a real piece of art.
3 Read the article again and choose the correct answers.
1 The two incidents described in the first two
paragraphs illustrate that
a all modern art is worthless.
b only an artist can create a work of art.
c it is often difficult to decide what art is.
d social media can help us understand art.
2 In the third paragraph, the author suggests that
a it is easier to recognise classic examples of fine art
than of modern art.
b all art demonstrates the artistic skills of the artist.
c modern art is generally worth more money than
classical art.
d if experts say something is art, it must be art.
3 Belgian researchers showed that
a only an expert can answer the question ’What is art?’
b both experts and non-experts struggle to recognise
true art.
c passport photographs are art.
d non-experts were worse at identifying real works
of art.
4 The concluding paragraph suggests that the answer to
‘What is art?’
a may be different for each of us.
b has finally been answered in this article.
c depends on the individual artist.
d is impossible to answer.
5 The author writes ‘you are probably not going to like
this’ in the final paragraph because she
a doesn’t think the reader will like her works of art.
b doesn’t provide the reader with the solution to the
challenge she set.
c asked the reader to think like an expert.
d played a trick on the reader.
4 Work in pairs. Which of the modern pieces mentioned
in the article do you think are or are not art? Do you
agree with the author of the article when she says her
creations are not art?
I think the piece ‘Where shall we go dancing tonight?’ is
art because it makes a comment on an important issue.
□ I can identify specific details in an article and talk about art.
at home (and their photos, if they have
them) students tell a partner about
their favourite piece of art.
• After Exercise 8, students describe
the artwork they talked about in the
previous extra activity. They should
use adjectives from Exercise 5 and
expressions from Exercise 7.
5 In pairs, work out the meaning of the highlighted
adjectives in the text. Which of them are always
positive? Which can be positive, neutral or negative
depending on the context?
realistic – positive, neutral or negative, depending on the
context
6 .7 Listen to two visitors to an art gallery and
3.7
answer the questions.
1 Which adjectives from Exercise 5 can you hear?
2 Which exhibit from the article are they talking about?
7 Replace the underlined sections in the sentences with
the phrases from the box.
Call that art? I could do better myself. I don’t get it.
It gets you thinking. It leaves me cold. it speaks to me
1 What ‘s this then? Ha! I don’t think it’s art. There’s
nothing to it. Call that art?
2 I don’t understand what the artist is trying to say. It’s
just a pair of glasses on the floor!
3 Well, it has a special meaning for me. It’s about the
experience of viewing art.
4 Well, I don’t feel anything. I have no interest in it.
5 The artist is saying…‘make up your own mind about
art’. There is a lot to consider.
6 It doesn’t demonstrate any skill. Are you sure it’s really
part of the exhibition?
8 Use adjectives from Exercise 5 and expressions from
Exercise 7 to describe the artworks on page 198.
9 SPEAKING Work in groups. Do you agree or disagree
with these statements about art? Explain your
answers.
• Whether you like it or not, if it gets you talking, it’s art.
• If experts and critics agree that something is great art,
then it must be.
• There is a lot of skill, but little art in painting a picture
or making a sculpture that looks 100% real.
• Art is whatever the artist says it is.
23 WATCH AND REFLECT Go to page 168. Watch the
documentary Living
iving art and do the exercises.
DOCUMENTARY VIDEO
FURTHER PRACTICE
Workbook pages 80–81/Online Practice
NEXT CLASS
Ask students to write down three or
four questions they would like to ask
a celebrity they admire.
29/08/2019 14:13

What is and isn’t art?
by Sandi Jones
3.6
M odern art is rubbish; at least that’s what cleaners at a
gallery in Bolzano, Italy were probably thinking when
they threw away an installation called ‘Where shall we go
dancing tonight?’ To be fair, the installation was a room
5 designed to look like there had been a party there the night
before. It was filled with empty bottles and party decorations,
and was meant to be a comment on corruption in Italy in the
1980s. Unfortunately, it was so realistic that the cleaners
missed the message and threw the whole thing away.
10 Interestingly, rather than asking the artist to go back to square
one, the gallery owners went through the bins and rebuilt the
piece more or less as it was originally.
On the other side of the world, at the Museum of Modern Art
in San Francisco, two teenage visitors were impressed by
15 many of the sophisticated and occasionally shocking works of
art on display there. However, they found some of the pieces
to be more puzzling than inventive, and others to be the sort
of thing they could probably do themselves. And that’s what
they did. When nobody was looking, one of them placed their
20 glasses on the floor below an official-looking piece of paper.
Within minutes, people began to stop in front of the ‘unique’
exhibit to discuss and photograph it. At the same time, the
two teenagers photographed the people and posted the
images on Twitter, where they quickly went viral.
25 These parallel stories raise a familiar question; ‘what is and
isn’t art?’ Most would agree that Michelangelo’s spectacular
ceiling of the Sistine chapel, the expressive face of Da Vinci’s
Mona Lisa and the atmospheric paintings of Claude Monet are
great examples of classical art. Such works demonstrate great
30 skill, express the artists’ emotions, and often make political,
social or historical points. When it comes to more modern and
abstract art,
rt, however, opinions are divided. Does, for example,
M01 High Note TB3 09593.indd 117
07
35
Andy Warhol’s unchanging 8-hour single shot film of the
Empire State Building really demonstrate artistic skill? What
is there to say about Damien Hirst’s series of over a thousand
paintings of dots of different colours and sizes? Are these
artists revealing their inner-thoughts and connecting with
others, or are they making huge amounts of money from
exploiting the audience? If their work gets you talking, does
40 that make it art? If the artist, the critics and the experts say a
work of art is meaningful
meaningful, should we simply agree?
Sometimes even specialists struggle to decide whether
something is art or not. Belgian researchers showed experts
and non-experts a series of photographic portraits, some of
45 which were valuable works of art and others simple passport
photographs. The results revealed that the experts were
no better at identifying the recognised works of art than
the non-experts. In fact, the researchers reported that the
experts were more likely to mistake the valuable works of art
50 for the simple photographs. And, what about you? Can you
tell what is art and what isn’t? Have a go: which of the two
pieces in the photographs at the bottom of the page do you
think is a real work of art?
This article has asked far more questions than it has
55 answered, so drawing conclusions is difficult. Presumably
you weren’t expecting a definitive answer to ‘What is and
isn’t art?’ in a short article like this, anyway. Perhaps it’s safe
to say that it is for the individual to decide. Some modern
art is breathtaking
breathtaking, skilful and profound
profound, and some classical
60 art lacks exactly those qualities. Finally, what about the
challenge from the previous paragraph? Which of the works
of art is ‘real’? Well, you are probably not going to like this, but
the answer is neither of them!hem! I’m not an artist and I did them
both on my laptop in less than two minutes. Art?
99
117
29/08/2019 14:13

Exercise 4
2 Michael asked
(Bella)/wanted to
know how it had gone.
3 Michael asked
(Bella)/wanted to
know what had
happened.
4 Michael asked/
wanted to know if/
whether Bella had
been nervous.
5 Michael asked/
wanted to know if/
whether Bella had
waited a long time.
Exercise 5
Bella fell over during
the audition. Yes, she
did get through to the
next round.
Exercise 6
2 How long have you
been dancing for?
3 What type of dance
are you going to do?
4 What music did you
choose/have you
chosen?
5 Did/Have you hurt
yourself?
6 Do you want to start
again?
Exercise 7
Possible questions:
How long have you
been able to do this?
How did you get
interested in it? Where
did you learn your
talent or skill? Why do
you enjoy it? What’s
the most challenging
part? Where can I learn
this skill? Do you (have
to) practise a lot? Is it
difficult to do/learn?
Do you always enjoy
it? Could anyone do it?
Is there anything you
don’t enjoy about it?
100
REFERENCES
AUDIO SCRIPT page 222
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
After Exercise 7, students work in pairs
roleplay interviews with their chosen
celebrities, using the questions they
118 wrote at home. Then, in groups of four,
M01 High Note TB3 09593.indd 118
So You Think You Can Dance
audition in Dallas, Texas
7E GRAMMAR
1 In pairs, discuss the questions.
WATCH OUT!
1 Would you like to appear on a TV talent show? Which
one? Say why. When we report questions, we do not use question word
2 Read the definition below. Have you ever auditioned order. In reported questions, the subject comes before
for anything? How did you feel? Were you successful? the verb.
I asked them why it was called the green room.
audition (v) – give a short performance to show NOT I asked them why was it called the green room.
room
you are suitable for a part in a play or a place in
a competition 4 Report the questions Michael asked Bella during their
phone call.
2 3.8 Listen to a phone call. What kind of talent show
has Bella just auditioned for? a dance show 1 Are you OK?
Michael wanted to know if Bella was OK.
Reported questions 2 How did it go?
3 What happened?
3 Study the examples and choose the correct options.
4 Were you nervous?
Check your answers in the Grammar box and Watch out!
5 Did you wait a long time?
Direct questions Reported questions
Did you audition last year? They asked if I’d auditioned 5 3.9 Listen to the second part of the conversation
the year before. between Michael and Bella. What went wrong during
Where are you from? They wanted to know where the audition? Did Bella get through to the next round
I was from. of the competition?
1 When we report questions, we usually use tell / ask / 6 Change the reported questions that Bella was asked
want to know as the reporting verb. during the audition into direct questions.
2 When we report yes/no questions / wh- questions, we 1 A girl came and asked if I was ready.
use if or whether.
Are you ready?
3 When we report questions, the subject comes before /
after the verb. We use / don’t use auxiliary verbs (do, does, 2 One of them wanted to know how long I had been
dancing for.
did).
4 When we write reported questions, we use / don’t use 3 Another one asked me what type of dance I was going
a question mark. to do.
4 He also asked me what music I had chosen.
Reported questions 5 One of the judges asked if I had hurt myself.
6 She asked me if I wanted to start again.
Direct questions Reported questions
• Yes/No questions 7 SPEAKING Follow the instructions below.
Do you need anything? → They kept asking me if/whether • Write three yes/no questions and three wh- questions
I needed anything. to ask a classmate about their hobby, talent or skill.
Have we met before? → She wanted to know if/whether What are you really good at?
we had met before. • Swap questions with another student. Work with a
• Wh- questions different partner and interview each other by reporting
the questions you received. Make a note of your
Why is it called the → I asked them why it was called
green room? the green room. partner’s answers.
Mark wanted to know what you are really good at.
Where have you been? → They wanted to know where
I had been. • Talk to the person who wrote the questions and report
the answers using reported speech.
Grammar Reference and Practice > page 183 Maria told me she was really good at playing the drums.
□ I can use reported questions to talk about what someone else said.
they take turns to introduce their celebrity • Extra digital activities: Grammar
and report their interviews. Checkpoint 7E
FURTHER PRACTICE ASSESSMENT
• Grammar Reference and Practice, Grammar Quiz 7E
Student’s Book page 183
NEXT CLASS
• Workbook page 82/Online Practice
Students make notes about the most
• Photocopiable resource 30: What’s
exciting experience they have ever had.
your line of work?, pages 281, 319
29/08/2019 14:13
 7F SPEAKING 07
1 Work in groups. Think of different kinds of 3 3.11 Study the Speaking box and complete the Exercise 2
performances and talk about what can go wrong extracts from the dialogue with one word in each gap. The first speaker fainted
during a play, concert or fashion show. Use the Listen and check. during a play but a
prompts below to help you. 1 You guys won’t believe what last night. fellow actor kept her
on the stage instead of
a costume tears can’t stop laughing 2 It was really . taking care of her.
feel ill while on stage forget their lines 3 night was our first performance. The second speaker
trip and fall over there are sound or light problems was singing in a talent
4 , I couldn’t hear anything. show and the sound
5 The thing I know, I woke up backstage. didn’t work.
2 24 3.10 Watch or listen to three actors
6 I felt like , to be honest.
The third speaker had
discussing times when things went wrong. What to shave his head for a
7 I was in a talent show. role in a play.
happened? Which of their experiences would you
find the most embarrassing? 8 first, I was really excited. then, when
I got to the first day of rehearsals, the director turned to Exercise 3
me and said, ‘Okay, ready to shave your head?’
SPEAKING | Describing a personal experience 1 happened
2 embarrassing
Say when and where it took place 4 3.12 Use the Speaking box to help you choose the 3 Last
correct words to complete the story. Then listen and check. 4 Suddenly
Have I ever told you about the time …? 5 next
You won’t believe what happened … last night! 6 crying
Have I ever told you about the time when I made a TV
7 appearing
It happened a few weeks ago/last year. advert? It happened a few years 1ago / before. I was 8 At, But
It was maybe a year ago. working with a well-known entertainer. 2Although /
Because she’s a celebrity, she was really nice. We’d 3just /
I was appearing in a talent show/play …
soon started and things were going well. But then she
Connect the different parts of your story had to say the line ‘It’s really rather refreshing, Roger’.
At first, ...., but then...
4
Although / Despite trying her best, she just couldn’t get
The next thing I know, … it right. 5Immediately / Suddenly, she started laughing. Of
course that made me laugh, too. At first, the director was
Suddenly, … calm, 6but / so then he got really angry. He told us we
As soon as .../Immediately after .../We’d just ... 7
had / have to stop laughing. Then he said ‘time is money,’
On the first day/The following night/In the end but that just made us laugh more. Finally, we calmed
Although/Because/Despite/So down and started to record the advert. Unfortunately, as
soon as I walked in front of the camera, I tripped and fell.
Say how you felt I couldn’t 8believe / understand it. I felt so 9embarrassed /
I couldn’t believe it. relieved. But in the 10end / finish, it all worked out.
I felt like crying.
I (just) felt (really/so) silly/embarrassed!
5 Describe a personal experience where something went
I was so nervous/embarrassed. wrong or you were embarrassed by something.
It was really/so embarrassing! • Think of an embarrassing or funny event when things
We were so relieved. went wrong for you or make up a story. Make notes
about what happened and how you felt.
Use direct speech and reported speech
• Use the Speaking box to help you tell your story.
He said, ‘Yes. This role requires you to shave your head.’
• Tell your stories in small groups. Guess which stories are
He said that the role required me to shave my head.
true and which are invented. Whose story is the funniest?
COMMUNICATION VIDEO

□ I can describe a personal experience. 101

REFERENCES EXTRA ACTIVITY IN CLASS students could tell their story to the
whole class – the class can then vote for
VIDEO/AUDIO SCRIPT page 239 You could do this activity before or after the most exciting experience.
Exercise 5. Using the notes they made at
home, students tell a partner about their FURTHER PRACTICE
exciting experience. Remind them to
Workbook page 83/Online Practice
use language from the Speaking box to
help them tell their story. In small classes,

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 7G WRITING AND
D VOCABULARY | A review of a play

FOURTH ANNUAL
SHORT PLAY
COMPETITION
Each play should have no more than six
actors and should take no more than
ten minutes.
The three winning groups will perform
their plays in the Assembly Hall every
Friday in April.
The group behind the winning play
will receive an all expenses paid trip
to London’s West End to see a play
and will also represent the school
in the South of England short play
competition in May.

Exercise 1
Possible answers:
You need to:
• have an audition to
choose the cast, to find
the right actor for each
part or role.
• design and make
the costumes for the
actors.
• use make-up and
wigs to create the right
look for each character.
• learn your lines.
• design and make
the set.
• plan the lighting for
each scene and have
someone operate it.
• find the right props
for each scene in the
play.
• rehearse/have
rehearsals again and
again.
Exercise 4
He/She thinks it’s
brilliant.
Adjectives used:
breathtaking, simple
but atmospheric,
dramatic, sharp, witty,
talented, convincing,
stunning, impressive,
spectacular, unique,
entertaining
MA C D E A T H
1 If anyone’s ever told you that Shakespeare was boring, then you
must see Macdeath, this year’s winner in the short play competition.
It’s an utterly breathtaking version of Shakespeare’s tragedy,
Macbeth, starring Joel, Mary and Tommy from Year 11.
2 The play features all the major scenes, including the witches, the
death of Banquo, Lady Macbeth’s sleepwalking and the death of
Macbeth. All in just ten minutes with only three actors and a few
basic props!
3 The set is simple but atmospheric, the lighting is dramatic, the
dialogues are sharp and quite witty, and the actors are so talented!
Joel is totally convincing in the role of Macbeth. Mary plays a
seriously terrifying witch and a stunning Lady Macbeth. And I was
amazed to see Tommy play so many parts so well. He’s particularly
impressive as Banquo’s ghost.
4 It has been quite a good competition this year but Macdeath is the
best play I’ve seen. It’s spectacular and unique. Several spectators
said they were surprised that such young students could create
such a thoroughly entertaining show. I can’t recommend it highly
enough. It’s on again next Friday. Get your tickets now.
It’s sure to be a sell-out!
1 Look at the photo and use the words in
the box to say what you need to do or
have before you put on a play.
audition cast costume lighting
lines make-up part/role prop
rehearse/rehearsal set stage wig
You need to have an audition to choose the
cast, to find the right actor for each part.
2 In pairs, ask and answer the questions.
1 Have you ever taken part in a play? If
so, what was it like? What part did you
play? If not, would you like to? Say why.
2 When was the last time you saw a play?
What did you think of it?
3 How is a play different from and similar
to a film? Which one do you prefer and
why?
3 Read the poster. In pairs, discuss how
easy or difficult it would be to take part
in this competition. Give reasons.
I don’t think it would be too hard to write
a play but it might be hard to convince my
friends to take part in performing it.
4 Read the review. What does the reviewer
think of the play? Find some adjectives
that describe the vewier's impressions of
the play.

102

REFERENCES should a review include in order to help FURTHER PRACTICE

CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
• Use the following questions before
Exercise 4, to lead in to the topic of
reviews: Do you read reviews before
deciding whether to watch a play or
film? Why/Why not? What information
120
the reader decide whether a play or film
is worth watching? Workbook page 84/Online Practice
• If students do the writing task in class, NEXT CLASS
you can put them in pairs for some
peer correction. They check each Ask students to study the word list and
other’s work and make suggestions do the Remember More exercises on
for improvements. They then rewrite Student’s Book pages 104–105.
their reviews, in class or as homework,
following their partner’s feedback.

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 07
5 Read the review again and match points a–d below with 8 Read the review of Ro & Jules and complete it with
paragraphs 1–4. phrases a–j.
a □3 Give your opinion on the acting, dialogue, directing, a confusing version g sound natural
lighting, etc. You may also mention other aspects such as b extremely hard h very silly and rather
the price and the location. boring
□
b 4 Summarise your opinions and make a recommendation.
c forgetting his lines
i were you
□
c 1 Give key information: the name of the play and the author,
d
e
quite a disappointing
seems longer j you’d better avoid
the actors’ names, where and when it took place, etc.
□
d 2 Describe the performance. Mention the plot, the characters
f so quiet
and the setting but don’t give any spoilers.

Ro & Jules
6 Study the Writing box and find more examples of these Exercise 6
categories in the review of Macdeath. Adverbs + adjectives:
• Adverbs + adjectives: utterly breathtaking, … totally convincing,
seriously terrifying,
• Other adjectives: boring, … particularly
impressive, thoroughly
entertaining
WRITING | A review of a play If you like Shakespeare, 1you’d better avoid Other adjectives: basic,

• Begin with an interesting opening sentence:

If anyone’s ever told you that theatre was boring, then you must
see …
Well, that’s ten minutes of my life that I’ll never get back.
• Use a variety of adjectives, e.g. breathtaking, hilarious,
forgettable, dull but avoid vague adjectives like good, bad, nice.
• Modify some of the adjectives (but not all) with adverbs, e.g.
utterly, completely, really, rather, slightly, very.
• Summarise your opinion:
It stands head and shoulders above the other plays.
Unfortunately, this play is a complete flop. It left me cold.
I have mixed feelings about this play.
• Make recommendations:
I can’t recommend it highly enough. Get your tickets now.
If I were you, I’d stay at home and watch something on TV.
7 Find examples of quite, so and such in the review. Then study
Watch out! and rewrite the sentences.
1 The concert was so loud. → It was such a loud concert.
2 The show was quite long. → It was show.
3 The actors are so funny. → They are actors.
4 The seat I had was quite good. → I had seat.
5 The play was so amusing. → It was play.
WATCH OUT!
Adverbs like really, quite and so come before adjectives:
She is really/quite/so good.
We use such (not so) before an adjective + noun phrase:
They are such good actors. NOT They are so good actors.
Be careful with the position of the indefinite article
(a/an) in sentences with such and quite.
He is a really good actor.
He is quite a good actor. NOT He is a quite good actor.
He is such a good actor. NOT He is a such good actor.
Ro & Jules, one of the short plays in this year’s simple, atmospheric,
dramatic, sharp, witty,
competition. It’s a 2 a of Romeo and Juliet, with talented, stunning,
Melanie, Nick and Jeremy from Year 10. amazed, good,
spectacular, unique,
The play lasts just over ten minutes but it 3 e . surprised
The problem is the group has tried to include too
many scenes. As a result, it’s sometimes 4 b to
understand everything.
The set looks professional and the lighting is cool
but unfortunately, the dialogues don’t 5 g . The
actors all try hard but Melanie is unconvincing in the
role of Juliet. She manages to be both 6 h at the
same time. Nick is quite good as Romeo but his voice
is 7 f it’s hard to hear what he’s saying. Jeremy
plays many parts, all with great energy. It’s just a pity
he has a special talent for 8 c .
Exercise 7
It’s been 9 d competition this year so Ro & 2 quite a long
Jules isn’t the worst play I’ve seen. However, a few 3 such funny
4 quite a good
spectators said they found it uninspiring. It’s on again 5 such an amusing
next Friday. If I 10 i , I’d read the play first so you
know what’s going on.
9 Rewrite the review of Macdeath to make it
more negative or rewrite the review of Ro &
Jules to make it more positive. Then compare
your version with a partner.
10 REFLECT | Culture Live theatre and other
performances have survived despite the
invention of cinema, radio, TV and the Internet.
Why do you think that is?
11 WRITING TASK Write a review off a play, live
show or other performance you have seen. Use
the Writing box, Watch out! and the vocabulary
in this lesson and in lessons 7C and 7D to help
you.

□ I can write a review of a play. 103

121

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 Word List
REMEMBER MORE
Exercise 1
1 Add more words and phrases
from the word list to the
Films and series: credit,
dialogue, episode,
vocabulary map.
feature length, screen
time, season, spoiler, subtitles
title sequence, trailer,
adaptation, part/role,
cast, costume, directing, FILMS AND SERIES
make-up, plot, prop,
scene, set
People: newsreader,
organiser, spectator,
publisher, critic, cast PEOPLE
binge viewer
2 Match the two parts of the
adjectives. Then check with the
word list.
1 □ award-
d a demand
□e little-
2 b awaited
□a on-
3 c provoking
4 □b eagerly- d winning
5 □c thought- e known
3 Complete the sentences with the
correct verbs. Then check with
the word list.
1 A role in a popular show
helped Aaron to make a name
for himself and become
popular.
2 The vlogger’s efforts toattract
media interest came to nothing.
3 I decided to start a new life
and not look back or focus on
missed opportunities.
4 I’m sure she’s going to give
a great performance in the
show.
ACTIVE
VOCABULARY | Drawing idioms
A good way to remember an
idiom is to draw a sketch which
shows its different parts. The
picture will help you recall
the idiom and create a mental
picture of it in your mind. For
example, you could draw the
idiom go back to square one to
look like the picture below. Try
to draw another idiom from the
word list.
1 2 3 4
104
EXTRA ACTIVITIES IN CLASS
• Put students in groups of four and
divide each group into two pairs.
• In pairs, students write sentences with
Assign one category from Exercise 1 to
each pair (Films and series and People).
Each pair writes anagrams with three
or four words from their category, then
close their books. Point out that they
should not show their anagrams to the
122
M01 High Note TB3 09593.indd 122
7A GRAMMAR AND VOCABULARY
5.43
attract media interest  /əˌtrækt ˌmiːdiə ˈɪntrəst/
breaking news (n) /ˌbreɪkɪŋ ˈnjuːz/
brush your hair  /ˌbrʌʃ jə ˈheə/
calm down (phr v) /ˌkɑːm ˈdaʊn/
confess (v) /kənˈfes/
criticise (v) /ˈkrɪtɪsaɪz/
feel dry  /ˌfiːl ˈdraɪ/
get annoyed  /ˌɡet əˈnɔɪd/
headline (n) /ˈhedlaɪn/
human interest story (n) /ˌhjuːmən ˈɪntrəst ˌstɔːri/
look down on sth (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmθɪŋ/
news item (n) /ˈnjuːz ˌaɪtəm/
news source (n) /ˈnjuːz sɔːs/
newsreader (n) /ˈnjuːzˌriːdə/
organiser (n) /ˈɔːɡənaɪzə/
point out (phr v) /ˌpɔɪnt ˈaʊt/
report (n, v) /rɪˈpɔːt/
spectator (n) /spekˈteɪtə/
surf  (v) /sɜːf/
surfing (n) /ˈsɜːfɪŋ/
throat (n) /θrəʊt/
trend (n) /trend/
TV news programme (n) /ˌtiː ˌviː ˈnjuːz ˌprəʊɡræm/
7B VOCABULARY 5.44
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
binge viewer (n) /ˌbɪndʒ ˈvjuːə/
binge-watch (v) /ˌbɪndʒ ˈwɒtʃ/
credits (n) /ˈkredɪts/
cut down (phr v) /ˌkʌt ˈdaʊn/
dialogue (n) /ˈdaɪəlɒɡ/
eagerly-awaited (adj) /ˌiːɡəli əˈweɪtɪd/
episode (n) /ˈepəsəʊd/
feature-length (adj) /ˌfiːtʃə ˈleŋθ/
in one sitting  /ɪn ˌwʌn ˈsɪtɪŋ/
little-known (adj) /ˌlɪtl ˈnəʊn/
on-demand content (n) /ɒn dɪˈmɑːnd ˌkɒntent/
reveal the ending  /rɪˌviːl ði ˈendɪŋ/
screen time (n) /ˈskriːn taɪm/
season (n) /ˈsiːzən/
series (n) /ˈsɪəriːz/
skip (v) /skɪp/
spoiler (n) /ˈspɔɪlə/
5 statistics (n) /stəˈtɪstɪks/
subscription streaming service (n) /səbˌskrɪpʃən
ˈstriːmɪŋ ˌsɜːvəs/
other pair. Pairs then swap lists and
the first pair to solve all the anagrams
are the winners.
verb + noun/phrase collocations from
Lessons 7C and 7D and gap the verb
from each collocation. They then join
together into groups of four, swap
sentences with the other pair and try
to complete them as fast as they can.
subtitles (n) /ˈsʌbˌtaɪtlz/
thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/
title sequence (n) /ˌtaɪtl ˈsiːkwəns/
trailer (n) /ˈtreɪlə/
viewing habits (n) /ˈvjuːɪŋ ˌhæbɪts/
well-reviewed (adj) /ˌwel rɪˈvjuːd/
7C LISTENING AND VOCABULARY
5.45
adaptation (n) /ˌædæpˈteɪʃən/
best-seller (n) /ˌbestˈselə/
catastrophe (n) /kəˈtæstrəfi/
come to nothing  /ˌkʌm tə ˈnʌθɪŋ/
dedicated (adj) /ˈdedəkeɪtəd/
disaster (n) /dɪˈzɑːstə/
get many views  /ˌɡet ˌmeni ˈvjuːz/
get your first break  /ˌɡet jə ˌfɜːst ˈbreɪk/
go back to square one  /ɡəʊ ˌbæk tə ˌskweə ˈwʌn/
go viral  /ˌɡəʊ ˈvaɪərəl/
huge flop  /ˌhjuːdʒ ˈflɒp/
keep on doing sth  /ˌkiːp ɒn ˈduːɪŋ ˌsʌmθɪŋ/
key (adj) /kiː/
make a name for yourself  /ˌmeɪk ə ˈneɪm fə jɔːˌself/
not look back  /ˌnɒt ˌlʊk ˈbæk/
pop-up ad (n) /ˈpɒp ʌp æd/
promote (v) /prəˈməʊt/
publisher (n) /ˈpʌblɪʃə/
self-publish (v) /ˌself ˈpʌblɪʃ/
sell-out (n) /ˈselaʊt/
setback (n) /ˈsetbæk/
take off (phr v) /ˌteɪk ˈɒf/
take on (phr v) /ˌteɪk ˈɒn/
YouTube channel (n) /ˈjuːtjuːb ˌtʃænl/
7D READING AND VOCABULARY
5.46
abstract art (n) /ˌæbstrækt ˈɑːt/
artistic skill  /ɑːˌtɪstɪk ˈskɪl/
atmospheric (adj) /ˌætməsˈferɪk/
breathtaking (adj) /ˈbreθˌteɪkɪŋ/
ceiling (n) /ˈsiːlɪŋ/
chapel (n) /ˈtʃæpəl/
classical art (n) /ˌklæsɪkəl ˈɑːt/
connect with sb/sth (v) /kəˈnekt wɪð ˌsʌmbɒdi/
ˌsʌmθɪŋ/
corruption (n) /kəˈrʌpʃən/
critic (n) /ˈkrɪtɪk/
definitive answer  /dɪˌfɪnətɪv ˈɑːnsə/
The first pair to complete all their
sentences are the winners.
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
29/08/2019 14:13
 07
demonstrate a skill   /ˌdemənstreɪt ə ˈskɪl/ sophisticated (adj) /səˈfɪstəkeɪtəd/ dramatic (adj) /drəˈmætɪk/

discipline of art  /ˌdɪsəplən əv ˈɑːt/ spectacular (adj) /spekˈtækjələ/ entertaining (adj) /ˌentəˈteɪnɪŋ/

divided (adj) /dəˈvaɪdɪd/ struggle to do sth  /ˌstrʌɡəl tə ˈduː ˌsʌmθɪŋ/ extremely (adv) /ɪkˈstriːmli/

dot (n) /dɒt/ throw away (phr v) /ˌθrəʊ əˈweɪ/ feature (v) /ˈfiːtʃə/

draw conclusions  /ˌdrɔː kənˈkluːʒənz/ to be fair  /tə bi ˈfeə/ forgettable (adj) /fəˈɡetəbəl/

exhibit (n) /ɪɡˈzɪbɪt/ unchanging (adj) /ʌnˈtʃeɪndʒɪŋ/ ghost (n) /ɡəʊst/

exploit (v) /ɪkˈsplɔɪt/ unique (adj) /juːˈniːk/ hilarious (adj) /hɪˈleəriəs/

express emotions  /ɪkˌspres iˈməʊʃənz/ worthless (adj) /ˈwɜːθləs/ impressive (adj) /ɪmˈpresɪv/

expressive (adj) /ɪkˈspresɪv/ include (v) /ɪnˈkluːd/
7E GRAMMAR 5.47
familiar (adj) /fəˈmɪliə/ lighting (n) /ˈlaɪtɪŋ/
appear on a show  /əˌpɪər ɒn ə ˈʃəʊ/
get sb talking  /ˌɡet ˌsʌmbɒdi ˈtɔːkɪŋ/ lines (n) /laɪnz/
audition for sth (v) /ɔːˈdɪʃən fə ˌsʌmθɪŋ/
have a go  /ˌhæv ə ˈɡəʊ/ make-up (n) /ˈmeɪkʌp/
give a performance  /ˌɡɪv ə pəˈfɔːməns/
incident (n) /ˈɪnsədənt/ mixed feelings (n) /ˌmɪkst ˈfiːəlɪŋz/
part (n) /pɑːt/
individual (n) /ˌɪndəˈvɪdʒuəl/ part/role (n) /pɑːt/rəʊl/
play the drums  /ˌpleɪ ðə ˈdrʌmz/
inner thoughts  /ˌɪnə ˈθɔːts/ particularly (adv) /pəˈtɪkjələli/
talent show (n) /ˈtælənt ʃəʊ/
installation (n) /ˌɪnstəˈleɪʃən/ perform a play  /ˌpəfɔːm ə ˈpleɪ/

inventive (adj) /ɪnˈventɪv/ 7F SPEAKING 5.48 plot (n) /plɒt/

lack (v) /læk/ backstage (adv) /ˌbækˈsteɪdʒ/ prop (n) /prɒp/

leave sb cold  /ˌliːv ˌsʌmbɒdi ˈkəʊld/ fall over (phr v) /ˌfɔːl ˈəʊvə/ rather (predeterminer) /ˈrɑːðə/

make a comment on sth  /ˌmeɪk ə ˈkɒment ɒn feel ill  /ˌfiːl ˈɪl/ rehearse (v) /rɪˈhɜːs/
ˌsʌmθɪŋ/
feel like (crying)  /ˌfiːl laɪk (ˈkraɪɪŋ)/ represent (v) /ˌreprɪˈzent/
make a political/social/historical point  /ˌmeɪk ə
forget your lines  /fəˌɡet jə ˈlaɪnz/ scene (n) /siːn/
pəˌlɪtɪkəl/ˌsəʊʃəl/hɪˌstɒrɪkəl/ˈpɔɪnt/
refreshing (adj) /rɪˈfreʃɪŋ/ seem (longer) (v) /ˌsiːm (ˈlɒŋɡə)/
meaningful (adj) /ˈmiːnɪŋfəl/
rehearsal (n) /rɪˈhɜːsəl/ set (n) /set/
mistake sth for sth (phr v) /məˈsteɪk ˌsʌmθɪŋ fə
ˌsʌmθɪŋ/ relieved (adj) /rɪˈliːvd/ setting (n) /ˈsetɪŋ/
modern art (n) /ˌmɒdn ˈɑːt/ require sb to do sth  /rɪˌkwaɪə ˌsʌmbɒdi tə ˈduː sharp (adj) /ʃɑːp/
ˌsʌmθɪŋ/
more or less  /ˌmɔː ə ˈles/ sleepwalking (n) /ˈsliːpˌwɔːkɪŋ/
silly (adj) /ˈsɪli/
non-experts (n) /ˌnɒn ˈekspɜːts/ slightly (adv) /ˈslaɪtli/
tear (v) /teə/
on display  /ˌɒn dɪˈspleɪ/ sound (natural) (v) /ˌsaʊnd (ˈnætʃərəl)/
trip (v) /trɪp/
originally (adv) /əˈrɪdʒɪnəli/ stage (n) /steɪdʒ/
try your best  /ˌtraɪ jə ˈbest/
parallel (adj) /ˈpærəlel/ stand head and shoulders above sb/sth  /ˌstænd
turn to sb (phr v) /ˈtɜːn tə ˌsʌmbɒdi/ ˌhed ənd ˌʃəʊldəz əˈbʌv ˌsʌmbɒdi/ˌsʌmθɪŋ/
photograph (v) /ˈfəʊtəɡrɑːf/
work out (phr v) /ˌwɜːk ˈaʊt/ starring  /ˈstɑːrɪŋ/
piece (n) /piːs/
take part in a play  /teɪk ˌpɑːt ɪn ə ˈpleɪ/
place (v) /pleɪs/
7G WRITING AND VOCABULARY
terrifying (adj) /ˈterəfaɪɪŋ/
play a trick on sb  /ˌpleɪ ə ˈtrɪk ɒn ˌsʌmbɒdi/ 5.49
acting (n) /ˈæktɪŋ/ thoroughly (adv) /ˈθʌrəli/
presumably (adv) /prɪˈzjuːməbli/
amusing (adj) /əˈmjuːzɪŋ/ totally (adv) /ˈtəʊtli/
profound (adj) /prəˈfaʊnd/
audition (n) /ɔːˈdɪʃən/ tragedy (n) /ˈtrædʒədi/
puzzling (adj) /ˈpʌzlɪŋ/
cast (n) /kɑːst/ unconvincing (adj) /ˌʌnkənˈvɪnsɪŋ/
quality (n) /ˈkwɒləti/
completely (adv) /kəmˈpliːtli/ uninspiring (adj) /ˌʌnɪnˈspaɪərɪŋ/
raise a question  /ˌreɪz ə ˈkwestʃən/
confusing (adj) /kənˈfjuːzɪŋ/ utterly (adv) /ˈʌtəli/
realistic (adj) /rɪəˈlɪstɪk/
convince (v) /kənˈvɪns/ version (n) /ˈvɜːʃən/
rebuild (v) /riːˈbɪld/
convincing (adj) /kənˈvɪnsɪŋ/ wig (n) /wɪɡ/
recognised work of art  /ˌrekəɡnaɪzd ˌwɜːk əv ˈɑːt/
costume (n) /ˈkɒstjʊm/ witch (n) /wɪtʃ/
set a challenge  /ˌset ə ˈtʃæləndʒ/
dialogue (n) /ˈdaɪəlɒɡ/ witty (adj) /ˈwɪti/
shocking (adj) /ˈʃɒkɪŋ/

shot (n) /ʃɒt/ directing (n) /daɪəˈrektɪŋ/

skilful (adj) /ˈskɪlfəl/ disappointing (adj) /ˌdɪsəˈpɔɪntɪŋ/

105

FURTHER PRACTICE
Workbook page 85/Online Practice
NEXT CLASS
Ask students to revise Unit 7.

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 07
VOCABULARY AND GRAMMAR
Exercise 1 1 Complete the conversation with the words from the box.
2 breaking
3 break
4 looked back
5 spoilers
6 demand
7 programme
8 newsreader
Exercise 3
2 He told me not to
forget to come to their
play that evening.
3 They said they had
seen me on the news
programme the night
before/the previous
night.
4 She confessed she
couldn’t go to the
theatre with us/me the
following week/the
week after.
5 The optician warned
Tom (that) if he
watched too much TV,
he would have eye
2 Choose the correct words to complete the sentences.
problems.
6 They agreed (that)
the news report had
been very thought-
provoking.
7 We pointed out she
had to work very hard if
she wanted to make a
name for herself.
Exercise 4
2 asked them if/
whether they had ever
binge-watched their
favourite series.
3 asked her what she
thought would happen
in the next/following
episode.
4 asked him if/whether
he thought that was a 3 Use the prompts to report what the people said.
fake news item.
5 asked me where
I was going then.
6 asked them if/
whether that had liked
the new art installation.
Exercise 5
2 entertainment
3 choice
4 viewers
5 unconvincing
6 eagerly
7 productions
8 subscription
106
FURTHER PRACTICE
• Use of English, Student’s Book page 194
• Class debates pages 264–265
• Self-assessment 7 and Self-check 7,
Workbook pages 86–87/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
124
M01 High Note TB3 09593.indd 124
Revision
4 Report the questions using the object pronouns in
brackets.
1 Why did you decide to become an actor? (me)
break breaking headlines looked back newsreader
She asked me why I had decided to become an
on-demand programme spoilers actor.
2 Have you ever binge-watched your favourite
A Can we watch the eight o’clock news?
series? (them)
B OK, but just the 1 headlines if that’s OK. A good film is
about to start on Channel 2. He .               
A I’d like to hear the 2 news about the new political 3 What do you think will happen in the next
scandal. episode? (her)
B I’m sorry, you know I don’t want to miss the film. I didn't I .                
see it at the cinema. Peter Smith got his first big 3 4 Do you think this is a fake news item? (him)
with this film. He hasn’t 4 since. We .                
A Well, I saw it at the cinema. I can show you a site that tells 5 Where are you going now? (me)
you all about what happens. They .                
B I hate 5 ! I don’t want to know what happens. I want 6 Did you like the new art installation? (them)
to find out for myself!
She .                
A Well, I’m sure you’ll be able to see it at the weekend.
There’s so much 6 content these days you can see
almost anything whenever you want. USE OF ENGLISH
B Ok, I give in. Let’s watch the news 7 . And, anyway, 5 Complete the text with the correct words formed
I like the 8 . She's got a lovely voice. from the verbs in bold.
TV today
1 Even though I’ve been acting for ages, I always get
nervous before an episode / audition.
2 The director believes the actors should only have a few People watch TV for all sorts of reasons. Some
meaningful props / sets.
people watch it for 1 information (INFORM),
3 The first night was disappointing as the leading actor kept
forgetting his plot / lines! whereas others do it for 2 (ENTERTAIN). In
4 They were pleased they had booked the tickets in advance addition, it also provides company for those with
as the play was a flop / sell-out. no family or job.
5 The painting was so abstract / realistic that no one could These days, though, deciding which programme to
understand what it was about.
watch is a major challenge as there is such a big
6 Despite the initial setbacks, the show really came to
3
nothing / took off. (CHOOSE)! The news headlines always
7 Despite being a little-known / award-winning actor, he attract a large number of 4 (VIEW), as do
managed to get the part. sports programmes and films. On the other hand,
many people are addicted to drama series, even if
1 ‘I don’t like watching the news because it’s depressing.’ the acting is sometimes 5 (CONVINCE) and
(She explained ...)
the plot puzzling. Some drama series shown on TV
She explained she didn’t like watching the news because it in the UK have been running for decades! However,
was depressing.
perhaps two of the most 6 (EAGER)-awaited
2 ‘Don’t forget to come to our play this evening!’
types of programmes are reality shows and talent
(He told me ...) 
3 ‘We saw you on the news programme last night!’ contests. The quality of some of these 7
(They said ...) (PRODUCE) is undoubtedly excellent.
4 ‘I can’t go to the theatre with you next week.’ Whether people watch TV in real time at home, use
8
(She confessed ...) (SUBSCRIBE) streaming services or access
5 ‘If you watch too much TV, Tom, you will have eye problems.’ it via a mobile device, the only conclusion we can
(The optician warned ...) draw is that it’s as popular as ever!
6 ‘We think the news report was very thought-provoking.’
(They agreed ...)
7 ‘You must work very hard if you want to make a name for Use of English > page 194
yourself, Jane.’
(We pointed out...)
ASSESSMENT
• Unit 7 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 7 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 7 Writing Test
29/08/2019 14:13
 READING SPEAKING
6 You are going to read a magazine article about popular British 7 Work in pairs. Take turns to describe the photos.
sitcoms. For questions 1–6 choose from paragraphs A–D. You
may choose the paragraphs more than once.
STRATEGY | Long turn
STRATEGY | Matching Look at the picture carefully and think what it shows
and what the people are doing. If you are not sure
Scan the texts quickly to find the information. Remember that the about what is happening, use phrases like Maybe
information will be rephrased, so don’t look for the exact words. he/she/it ..., The photo probably shows …, Perhaps
they are …
Which sitcom
□
1 D was written by a married couple? • Talk about the people.
□
2 D stars an actor who was already known worldwide from • Talk about the place.
another television show? • Talk about other things in the photos.
□
3 B is set in several different periods? Student A
□
4 B features an actor who went on to have great global
success?
□
5 C introduces famous sayings and anecdotes and is set during
a war?
□
6 A presents the financial misfortunes of the characters?

Best British Sitcoms

In a recent opinion poll, the British public voted for their
favourite British sitcom. Here is the final top four!
A Only Fools and Horses tells the story of the ups and downs of an
ambitious market trader, Derek ‘Del Boy’ Trotter, his brother Rodney Student B
and their grandfather, later replaced by Uncle Albert. Del and Rodney
are continually trying to get rich through doing all sorts of strange
business but most of their attempts fail. Much of the show’s humour
comes from Del’s lack of good manners and Rodney’s stupidity, and,
of course, from Uncle Albert, whose war anecdotes have already
entered the English language.
B Blackadder is set in more than one historical era and follows
the misfortunes of Edmund Blackadder, played by Rowan Atkinson.
In each series he is a member of a British family at different
important events in British history from the Middle Ages to World
War I. Apart from Atkinson, the show also stars Hugh Laurie, who
later became hugely popular worldwide thanks to his role as Doctor
House. In addition to its biting humour, Blackadder is also a hit due
to its large, often reappearing cast. WRITING
C Dad’s Army
Army, set during World War II, focuses on the adventures
of a group of British soldiers who are totally unprepared for a real
8 You
Y have recently seen this advertisement on
a website for students of English.
war. There is Private Frazer, a Scotsman who is always complaining
about everything; Lance Corporal Jones, who is far too old for the
army; and Private Pike, a mummy’s boy who, in contrast, is not old Write a review
enough to be a soldier. The show is famous for the brilliant acting
of your
ur favourite TV series!
and the memorable catch-phrases. Write about the plot and characters.
D Fawlty Towers presents the hilarious adventures of Basil, an Tell us what you think of them, why you
exceptionally rude hotel owner; Sybil, his domineering wife; a British liked the series and if you would
waitress, Polly; and a Spanish waiter, Manuel. The latter is in a recommend it to viewers of all ages.
constant struggle to master the English language, with varying The best reviews will be
degrees of success! It achieved remarkable global acclaim thanks published on our website.
to the fantastic script-writing of John Cleese, an ex-member of the
world-famous comedy series Monty Python’s Flying Circus, and
his then wife Connie Booth, as well as brilliant acting from the cast Write your review.
including Cleese himself in the leading role.

107

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Exercise 2
1 on drink machines, on
lockers, on school buses,
in the school corridors, in
the restrooms
2 He doesn’t think
a school is the right place
for adverts. There are
already enough adverts
everywhere else. Studies
show that adverts have
a negative effect on
children’s minds leading
to problems such as
low self-esteem and
a consumerist mentality.
3 It provides money for
facilities such as a new
gym or pool.
108
REFERENCES
AUDIO SCRIPT page 223
VIDEO SCRIPT page 240
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 1. Put
students in new pairs and get them
126
M01 High Note TB3 09593.indd 126
08 Consumers’ world
VOCABULARY Advertising, spending habits, money, payments, trading and banking
GRAMMAR
SPEAKING
WRITING
VIDEO
The passive, have/get something done Use of English > page 194
Complaints
An opinion essay
Grammar Documentary Communication
KYLE
YLE’’s BLOG
Watch out
f ads at school!
for
Last
ast year some
ome drinks machines were installed in the school
corridors. The machines were welcomed by most students
even though only one brand of drinks is sold (and they’re not
recommended for your health).
Last month,, our school lockers were repainted with colorful
adverts and our school buses were turned into mobile
billboards. Huge ads were printed on the sides of the vehicles.
Now,
ow, TV
V screens have been installed on the buses, and when I got
to school yesterday, I saw that more screens and posters were
being put up in the corridors and restrooms! The plan is that
news programs with frequent commercials will be shown for
12 minutes a day!
Studies
tudies show that children’s minds are affected by too much
advertising. It can cause low self-esteem and encourage
consumerism. We are already bombarded with advertising
slogans, jingles and corporate logos on public transport, on
the streets and in the media. Our phones and computers are
polluted with pop-up ads and
spam emails. So why can’t kaMa185m 19.17
schools be kept free from ads? I agree. Products shouldn’t be promoted in schools.
Write in and tell me your views. This must be stopped!
madja25 19.29
I see your point, Kyle but the money from ads is
needed to pay for facilities like computers for the
8A GRAMMAR AND VOCABULARY library or a new gym or pool.
1 In pairs, work out the meaning of the highlighted words.
Then talk about some of the adverts you have seen or WATCH OUT!
heard so far today.
American English British English
• A billboard or poster that you saw on your way to school.
colorful colourful
• A jingle from the radio (sing it!).
billboard hoarding
• A logo that is really well known.
restroom bathroom/toilet
• A TV or radio commercial that made you laugh.
program programme
• An advertisement/advert/ad that you love/hate.
• An advertising slogan that everybody knows. 2 Read the blog and answer the questions in pairs.
• A pop-up ad you saw on your phone screen. 1 Where have the ads appeared at Kyle’s school?
• A spam email you received. 2 Why is he against advertising in schools?
The first ad I heard today was on the radio. It was for a car. It 3 Why is madja25 in favour of it?
had a really annoying jingle but the slogan was good, it was … 4 What do you think of having advertising in schools?
to take it in turns to give a definition the passive (e.g. Where were drinks
of a word from Exercise 1 for their machines installed at Kyle’s school? How
partner to guess. In weaker classes, many brands of drink are sold at the
the definitions can be in the students’ drinks machines? What was printed on
own language. the sides of the school buses?) In pairs,
• This activity can be done after Exercise they then swap questions, answer
6 or 7. Refer students back to Kyle’s them and check their answers with
blog and get them to write three their partner.
or four questions about it using
29/08/2019 14:13
 08
The passive 6 3.13 Complete the dialogue with the correct passive Exercise 4
form of the verbs in brackets. Then listen to check.
3 Compare the active and passive sentences and Key:
answer the questions below. Kyle Myra, have you seen what’s happening? A huge Present Simple
picture of a hamburger 1 is being painted (paint) Past Simple
Active Past Continuous
on the outside of the gym! Present Perfect
Last year a company installed some drinks machines
Myra So? The gym 2 (not/paint) for years. It needs future with will
in the school corridors. Most students welcomed the modal verbs
a coat of paint.
machines even though they sell only one brand of
drinks. Kyle Yeah, but all last month we 3 (encourage) to
Passive eat a healthy diet! How’s a huge hamburger going to Exercise 5
do that? Personally, I think all the adverts should 1 active 2 passive
Last year some drinks machines were installed in the 4
(remove) from the school. 3 passive 4 active
school corridors. The machines were welcomed by In sentences 1 and 4 the
most students even though only one brand of drinks Myra The school’s signed a contract and nothing can focus is on the person
is sold.
5
(do). who did the action.
In sentences 2 and 3 the
1 In passive sentences we focus more on … Kyle But it wasn’t democratic! The decision 6 (take) action (what happened)
in a private meeting last month. 7 is more important than
a an action. b who does the action.
(we/consult)? No, we weren’t. who did it (the agent).
2 To form the passive we use be + the ...
Myra I like the adverts. They’re colourful. And next week
a infinitive. b past participle. every student 8 (give) a free backpack. Anyway, Exercise 6
3 To mention the agent (the person, organisation or I don’t think teenagers 9 (influence) by adverts. 2 hasn’t been painted
thing responsible for the action) we use ... Kyle You can’t be serious! Of course, they are. 3 were being
a by. b for. encouraged/were
7 Look at the underlined verbs and rewrite the sentences in encouraged
4 Study the Grammar box and check your answers to the passive.
4 be removed
5 be done
Exercise 3. Then find examples of passive sentences 1 Channel One showed the first TV commercials in US 6 was taken
in the blog for each tense in the Grammar box. schools in 1989. 7 Were we consulted?
8 will be given
The first TV commercials were shown in US schools in 1989 9 are influenced
The passive
by Channel One.
We use the passive when the action is more important 2 Head teachers may accept adverts in schools in England Exercise 7
than the agent. We often use it when we do not know but most teachers don’t welcome them. 2 Adverts may be
or care who did something. We use the word by before 3 Some companies in England are installing drinks accepted by head
the agent to say who is responsible for the action. machines with adverts in schools. teachers in schools in
We form the passive with the verb to be and the past England, but they are
4 In Scotland, the government does not permit advertising not welcomed by most
participle: on drinks machines in schools. teachers.
This product is made in France. (Present Simple) 5 Some fast-food chains will offer free meals to US students 3 Drinks machines
with adverts are being
A new logo is being designed. (Present Continuous) with good grades. installed in schools by
That commercial was filmed in Paris. (Past Simple) some companies in
Someone coughed while the jingle was being
8 SPEAKING In groups, discuss the statements below. Justify England.
your opinions. 4 Advertising on drinks
recorded. (Past Continuous) machines in schools
1 Too many commercials are shown on TV.
The company’s new advertising slogan has been is not permitted by
announced. (Present Perfect) 2 Lots of jobs are being created in advertising so it’s a good the government in
career choice. Scotland.
Our new commercial will be shown tomorrow. 5 Free meals will be
(future with will) 3 Large billboards next to motorways should be banned. offered to US students
Our brand name can’t (must/may/should) be 4 I don’t mind when TV series are interrupted by commercials. with good grades by
some fast food chains./
changed. (modal verbs) US students with good
25 Read the question and watch the video. Say what grades will be offered
Grammar Reference and Practice > page 185 the speakers answer. Then in pairs, ask and answer the free meals by some fast
question. food chains.
5 Do these sentences sound more natural in the Should adverts be shown to children and teenagers?
active or in the passive? What is more important in
GRAMMAR VIDEO

each sentence – the person or the action?

1 a I don’t notice ads anymore.
b Ads are not noticed by me anymore.
2 a A company in Japan made my phone.
b My phone was made in Japan.
3 a Someone filmed that commercial in Prague.
b That commercial was filmed in Prague.
4 a Then we’ll watch a film.
b Then a film will be watched by us.

□ I can use the passive to talk about different actions. 109

FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 8, page 268
• Grammar Reference and Practice,
Student’s Book page 185
• Workbook pages 88–89/Online Practice
• Photocopiable resource 31: Are you
an ads expert?, pages 281, 320
• Extra digital activities: Grammar school. It can be any product (real or
Checkpoint 8A invented) and they can use any form
of advertising (e.g. a billboard ad they
ASSESSMENT would print on the side of a school
Grammar Quiz 8A bus, a recorded radio commercial,
a TV commercial they will video on their
NEXT CLASS phones). Students can present their
adverts in the next lesson, and you could
Students create an advert for a product
do a class vote for the best one.
they think could be advertised at their
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8B LISTENING AND VOCABULARY
Exercise 2 1 In pairs, answer the questions.
The teens in the survey
spent the largest
percentage of
their money on food
and clothing, and the
smallest percentage 2 Study the results of a survey in the text. What did the
on books, magazines,
furniture and room
accessories.
Exercise 3
Speaker 1: books
Speaker 2: food
Speaker 3: magazines 3 3.14 Listen to a podcast. Which categories of
and games
Speaker 4: personal
care products
Speaker 5: clothes 4 Match the highlighted phrases 1–8 with definitions
Exercise 4
Good value for money =
phrases 1, 2, 6, 7, 8
Poor value for money =
phrases 3, 4, 5
110
REFERENCES
AUDIO SCRIPT page 223
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 4. Students
study the collocations in Exercise 4 for
a minute, then close their books. In pairs,
they take it in turns to say the first part of
128
M01 High Note TB3 09593.indd 128
1 Where do teens usually get their money from?
2 What do young people usually spend their money on?
4 Do you ever manage to save any of your money?
teens in the survey spend the largest and smallest
percentage of their money on? How does the
information compare to your spending habits?
I never spend money on furniture and I probably spend
more than seven percent of my money on video games.
products mentioned in the survey results in Exercise 2
do the speakers talk about/spend their money on?
a–h. Which phrases are about ‘good value for money’
and which are about ‘poor value for money’?
• I always look for things 1on special offer, you know,
like 2two for the price of one.
• The coffee is 3a rip-off
off considering it’s just hot water
and a few coffee beans.
• The latest games are really expensive so I have to
choose very carefully before I 4spend a fortune on one.
• The products are usually very expensive…my dad
thinks it’s all 5a waste of money.
• It takes time to 6go bargain hunting, but it pays off
when you 7get a good deal.
• I paid next to nothing for a pair of designer jeans last
8
weekend.
□
a 4 spend a lot of money
□
b 6 go shopping especially to find things that are good
value for money
□
c 7 get a lot for your money
□
d 5 a bad use of money
□
e 2 buy one, get one free
□
f 1 cheaper than usual for a limited time
□
g 8 pay very little for something
□
h 3 much more expensive than it should be
□ I can identify specific details in a podcast and talk about spending habits.
a collocation, for their partner to provide
the second part. (e.g. A: a waste … B: of
money).
FURTHER PRACTICE
• Workbook page 90/Online Practice
• Photocopiable resource 32: I spend my
money on …, pages 282, 321
Check out these survey results
I found online on teenagers’
spending habits.
Teens spend a higher percentage of their money on
food than on anything else – 21%. Clothing comes close
behind food at 20% but if you add up the amount spent
on accessories, personal care and cosmetics (10%) and
on shoes (9%), then you can see how much value teens
give to looks and fashion. Entertainment and having
fun is obviously very important to teens, too, so it’s no
surprise that they spend 8% on electronics and gadgets,
7% on video games and systems, 5% on music and
movies (CDs and DVDs) and another 5% on concerts,
cinema and sports events. More surprisingly, they spend
8% on cars. They don’t spend too much on books and
magazines (just 2%) or on furniture and room accessories
(another 2%). They also spend 4% of their money on
a category called other. I wonder what that
could be.
5 3.14 Listen again and match speakers 1–5 with
what they say about spending and saving (a–f). There
is one extra option.
Speaker:
□
1 f 2 b □ □
3 e □
4 c □
5 a
a He/She saves money by buying used items.
b He/She spends money in the company of friends.
c He/She ignores their brother’s advice on saving
money.
d He/She is saving their money for a major item.
e He/She likes to read up before spending his/her
money.
f He/She buys his/her favourite product online.
6 SPEAKING Choose the correct option in the questions. In
pairs, discuss the questions.
1 Which shops are the best in your city if you want to go
deal / bargain hunting?
2 When was the last time you bought something on
special offer / price?
price? What was it and why was it such
a good value / deal?
3 Have you ever bought a product that was a value /
rip-off? What was it?
4 What product or service is the biggest waste of money
/ price in your opinion?
5 If you had lots of money, what kind of products or
services would you happily spend / pay a fortune on?
7 REFLECT | Society Should teenagers receive pocket
money from their parents or earn it? Say why.
NEXT CLASS
Students write a for-and-against essay
answering the question in Exercise 7.
Encourage them to refer back to the
Writing lesson in Unit 6 (6G) and the
Writing box on page 87 to help them
structure their essay correctly.
29/08/2019 14:13
 8C VOCABULARY | Money 08
1 In groups, discuss the sayings. What do you think 3 3.15 In pairs, think about the meaning of the Exercise 1
they mean? How true are they? highlighted words and phrases. Then match sentences Money doesn’t grow on
• Money doesn’t grow on trees. 1–8 in Exercise 2 with sentences a–h below. Listen and trees = It’s not easy to
check. find or get money.
• A fool and his money are soon parted.
□
a 6 But I wouldn’t say he’s mean, just careful with money. A fool and his money

□
are soon parted =
2 Read sentences 1–8 and try to work out the b 5 No, he isn’t. Actually, he’s got huge debts and his Stupid people spend
meaning of the highlighted phrases. Then choose company is in the red. their money without
the correct definition for each one. □
c 8 Not much. Just some loose change.
thinking about it.

1 My sister spends money like water. □

d 1 Sometimes I think she has more money than sense.
a spend money without thinking □
e 4 Sorry, I can’t lend you a penny. I’m broke.
Exercise 4

□
1 with
b be careful with money f 2 I can think of two ways to raise money: one- take out 2 run
2 How can I finish developing my app? I’ve run out of a loan; two – try crowdfunding. 3 change
money! □
g 7 While almost half the world’s population live in
4 afford
5 money
a go to the bank quickly poverty. It’s not right! 6 worth
b have no money left □
h 3 You know we can’t afford a holiday in Florida so stop 7 made
8 raised/raising
3 Sometimes I wonder if you think we’re made of going on about it!
9 in, sense
money!
a be very generous
4 SPEAKING Use the vocabulary in Exercises 2 and 3 to
complete sentences 1–9 with one word in each gap. In
b be very rich pairs, discuss the questions.
4 I’m a bit short of money right now. Can I borrow 1 Do you spend money like water or are you careful
twenty quid? money?
a not have much money 2 What do you usually do when you out of money?
b have enough money 3 Do you always check your after buying
5 Look at the car he’s driving. He must be rolling in something?
money! 4 What can you do if you want to buy something you can’t
a be quite poor ?
b be very rich 5 If you had to burn, what would you buy first?
6 My dad believes in getting his money’s worth; he 6 Have you ever felt you didn’t get your money’s ?
hates getting ripped off. Tell me about it.
a pay what you should and no more 7 Do you think most teenagers believe their parents are
b avoid paying of money?
7 A tiny minority of people in the world have money 8 Do you know of anyone who’s money through
to burn. crowdfunding? Who? What for?
a be very rich 9 Think of a celebrity who is rolling money. Do you
think he/she has more money than ? Why?
b dislike money
8 Have you got any money on you? 5 REFLECT | Society People often say that money can’t buy
a wear expensive clothes happiness … but it helps. Do you agree? Discuss in groups.
b have cash with you

I’ve forgotten my
wallet – have you got
any money on you? Can’t you see?
I’m MADE
of money!

□ I can talk about money. 111

REFERENCES swap sentences, complete them and check ASSESSMENT

their answers with their partner.
CULTURE NOTES page 210 Vocabulary Quiz 8
FURTHER PRACTICE
EXTRA ACTIVITY IN CLASS NEXT CLASS
• Workbook page 91/Online Practice
After Exercise 3, students write gap-fill Ask students to look online for memes
• Photocopiable resource 33: Money
sentences with words and phrases from or interesting quotes which reflect their
talks, pages 282, 322
Exercises 2 and 3. To make the exercise attitude to money.
easier, they could supply the first letter of • Extra digital activities: Vocabulary
each gapped word. Then, in pairs, they Checkpoint 8
129

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 8D READING AND VOCABULARY
Exercise 4 1 Check you understand the highlighted words and 6 Read the whole text again. Which fact about the
The sentence before phrases. Then ask and answer the questions in pairs. history of money do you find the most interesting or
the gap mentions ways 1 How do you/your parents usually pay for things? surprising?
of paying for things In cash or with a bank card?
you buy. Sentence c
2 Where do you carry your notes and coins – in a purse/
7 Find these words in the text on page 113. Then use
asks a question about them to complete the tips below.
buying things. wallet or in your pocket?
The word So introduces
3 Do you ever buy anything from vending machines? account cashpoint charged contactless currency
a question that links credit exchange PIN prepaid purchase (v) withdraw
back to the previous What?
sentence. 4 Have you ever bought anything online or paid for
The sentence after something with your phone? What was it?

Coming to the UK?

the gap answers the
question in sentence c. 5 Have you ever taken money out of an ATM?

2 Read the text on page 113 quickly. Where do you think Read these money tips first
Exercise 7 you might find a text like this one?
2 currency on a website, in a scientific magazine
3 purchase
4 credit
3 Choose the best sentence A–C to fill gap '0' in the first
paragraph of the text.
• probably
Don’t exchange money at the airport – you’ll
1

get a better exchange rate at a bank.

5 charged
6 withdraw A But was the lack of cash a problem? • UK).
Take some cash in the local (pounds in the
You’ll need it for small transactions, for
2

7 prepaid
B Life wasn’t as easy then as it is now.
8 PIN example, when you 3 food and drink.
9 cashpoint
10 contactless
C So how did people buy things? • be
Get a ‘travel-friendly’ debit or card. You may
up to three percent if you use the wrong
5
4

11 account 4 How did you decide the correct answer in Exercise 3? kind of card to 6 cash from an ATM.
How does it link with the sentences that come before
and after? Study Active Reading to check your answers. • you
A card that you can load with cash before
7

travel is a great idea.

ACTIVE READING | Understanding links in a text

• you
Don’t let anyone see your
enter it in a shop or at a
number when
,
8

When working on their texts, writers use: • Don’t lose your credit card! Anyone can
10

spend up to £30* with it several times without

• lexical links to connect sentences by repeating words, knowing your PIN code.
using synonyms (e.g. cash = money), related words
(e.g. coins, notes = buy) and paraphrases (e.g. barter =
• For longer stays (study or work) you may want to
open a British bank . If so, you’ll need a
11

swapping one thing for another), passport or ID card and proof of your UK address.
• logical links to connect ideas (e.g. reason and
consequence), * this amount may rise in the future

• linking words to connect ideas (e.g. They tried

something to fix the problem. However, it didn’t work).
• referencing words to refer back to someone or
8 SPEAKING In groups, ask and answer the questions.
something (e.g. he/him/his, that, which, there, then), 1 How old do you think you should be before you can
open a bank account or get a credit card?
• questions and answers within the text.
2 How do you think people will pay for things in the
future? Will there ever be a cash-free society?
5 Read the text again. Match sentences A–H with
3 What do you think of online swapping services?
gaps 1–7 in the text. There is one extra sentence.
A For example, the Ancient Romans used handwritten
agreements to pay. 26 WATCH AND REFLECT Go to page 169. Watch the
B Are we heading towards a cash-free society where all uy or borrow? and do the exercises.
documentary Buy
payments are made electronically?
DOCUMENTARY VIDEO

C This is because money has more than one function in

society.
D Therefore, people began to give value to small things
that were easy to carry.
E Since then M-commerce has become a hugely popular
way of paying for things.
F Why would anyone exchange a beautiful gold bowl
for something less valuable?
G Leather money was mainly used in times of crisis or
war when metal for coins was in short supply.
H These little pieces of plastic were revolutionary.

112 □ I can understand links and identify specific details in a text and talk about money.
REFERENCES EXTRA ACTIVITIES IN CLASS FURTHER PRACTICE
VIDEO SCRIPT page 240 • Start the class by getting students to • Workbook pages 92–93/Online Practice
CULTURE NOTES page 210 present the quotes or memes they have • Photocopiable resource 34: Digital
found. Briefly discuss them with the class. money, pages 282, 323
• After Exercise 7, get students to discuss
the money tips in pairs or groups.
Would these make good tips for people
travelling to their country?
130

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 The way
we pay
3.16
The way we pay has changed
a lot throughout history.
Penny Cash takes a look at
the chronology of money.
1 Barter: a long time ago
In the beginning, there was no money.
No coins, notes or credit cards. 0
Barter: swapping one thing for another.
‘I’ll give you a rabbit for that bowl,’ said
the hunter to the potter. ‘Make it two and
it’s a deal,’ replied the potter.
2 Currency: 3,000 BCE
The problem with barter is portability.
It might be all right carrying a rabbit
or two around when you go shopping
but what if you have a deer to trade? It
could break your back. 1 d The
solution was money. The first currency
was probably invented 5,000 years ago in
Mesopotamia. A grain called the shekel
was used as money. Later, the Chinese
started keeping shells in their purses.
Animals, feathers, seeds, salt and cocoa
beans have all been used as money.
3 Coins: 1,000 BCE
Things like shells and feathers,
however, are fragile, they can break.
Consequently, from about 3,000
BCE, the Chinese started making
shells from metal. Eventually, these
metal shells were replaced by metal
coins. But there was a problem:
cheap metal coins were no good for
buying expensive items. 2 f Incidentally, don’t get excited if you
The solution was to make coins from
precious metals such as gold and silver.
The Greeks and Turks started doing
this about 2,700 years ago.
NEXT CLASS
Ask students to think of two or three
situations where they would be likely
to make a complaint as a customer
and make notes. They should explain
what the situation/problem is and, if
appropriate, what they would expect
as compensation.
M01 High Note TB3 09593.indd 131
4 Notes: 806 CE
The first notes weren’t made of paper
but of animal skin. 3 g The
first proper paper banknotes were
probably printed in China in 806 CE.
At first, people were suspicious of
paper money and wouldn’t accept it
but gradually, of course, they got used
to it.
5 Cheques: 1717
A cheque is basically an ‘I Owe You’,
a piece of paper promising to pay in
the future. Such forms of payment
have been around for thousands
of years. 4 a The first bank
to issue a modern printed cheque
with a serial number that you could
check was the Bank of England in
1717. However, although cheques
were commonly used until the 1990s,
they’re seldom used today.
6 Cards: 1950s & 1960s
The first credit cards were introduced
in the US in the 1950s. 5 h They
allowed us to go shopping without
cash and to get money from ATMs
(first introduced in 1967). Ever since
then, we’ve been suffering trying
to remember our PIN numbers.
see ‘Free Cash Withdrawals’ on a
UK cashpoint. It means you won’t be
charged to withdraw your money, not
that they’re giving away cash. The
08
The problem with
barter is portability.
1980s saw the introduction of debit
cards where payments come directly
from the user’s bank account. The
first contactless cards were produced
in 2007. They save time and have
one huge advantage: you don’t need
to remember your PIN for small
transactions.
7 E-commerce: 1990s
Online commerce has taken off in
the last few decades thanks to the
Internet. The first online sale dates
from 1994 when someone bought
a CD by British singer Sting. The
first mobile phone payment was
made in 1997 when a fizzy drink was
purchased from a vending machine
in Finland. 6 e Especially for
young people and in developing
countries. With a prepaid card, you
don’t even need a bank account.
8 The future
f
What does the future hold? 7 b
That’s the financial future they’re
planning to have in Sweden. However,
strangely, in one way, electronic
communications have sent us back
to the past. It’s becoming common
to swap goods and services on the
Internet without exchanging money.
Barter has made a comeback!
113
131
29/08/2019 14:13

Exercise 2
1 Janet calls to make
a complaint about
a double booking.
2 No, he cancels both
her bookings, so
she calls up again to
complain.
3 The manager
explains the morning
sessions are fully
booked and offers
her a session in the
afternoon. Janet says
that’s not possible.
Exercise 3
The manager sorts out
Janet’s problem and
books her a morning
session, but then
Janet’s friend calls to
say he and the other
friends can’t go to the
escape room in the
morning and ask if she
could book it for the
afternoon.
Exercise 7
available, complaint,
escape, eight, mistake,
replacing, weight
designed, height, mind,
price, satisfied, slight,
website
114
REFERENCES
VIDEO/AUDIO SCRIPT page 241
CULTURE NOTES page 210
EXTRA ACTIVITY IN CLASS
After Exercise 8, put students in new pairs
and refer them to the notes they made at
132
M01 High Note TB3 09593.indd 132
8E SPEAKING
1 Have you ever been to an escape room? Would you like
COMMUNICATION VIDEO
to go to one? Say why.
2 27 17 Janet is calling a company called M.Y.E.
3.17
(Make Your Escape). Watch or listen to Part 1 and
answer the questions.
1 What is Janet's complaint?
2 Does Bradley solve the problem?
3 Why is Janet so frustrated? What happens at the end?
3 28 3.18 How do you think Janet’s story will
end? Make predictions in pairs. Then watch or listen to
Part 2 and check.
4 Look at the phrases a–f. Do you use them to make a
complaint or to respond to it? Add them to the right
sections in the Speaking box.
a I’ll see what I can do.
b Would you like a refund?
c I want to talk to the manager.
d I wonder if you could help me.
e I’ve got a (slight) problem with the booking.
f There was a problem with our website but we’ve
sorted it out. 6 3.19 Listen to these conversations and match the
complaints with the replies.
SPEAKING | Complaints □
1 e I wonder if you can help me.
□
2 f I’d like to return these jeans, please.
Making a complaint
(I’m) Sorry to bother you, but …
□
3 b I’m not satisfied with this laptop. There’s a problem
with the screen.
I’d like to make a complaint/return this/cancel my
booking, please.
□
4 a I complained about my meal and the waiter was
rude to me.
Would you mind doing that for me, please?
I’m not happy about/satisfied with …
□
5 c I’ve been waiting for 20 minutes to book in. I want
to talk to the manager.
1
I wonder if you could help me.
□
6 d I wonder if you could exchange these for another
2
     c    pair. I can’t find the receipt.
3
     e    a I’m sorry about that. I’ve spoken to him. It won’t
happen again.
Responding to a complaint b We’ll be happy to replace it or would you like a refund?
I’m (so/very) sorry (about that). c I’m so sorry, the hotel is very busy today. I’ll get her at
I/We can offer you store credit/another time. once.
Can I have your receipt/booking reference? d Sorry, in that case, there’s nothing I can do about it.
It was (entirely) our fault. e Sure, what can I do for you?
I’m afraid we’re fully booked. f Yes, of course. Have you got the receipt?
Sorry, there’s nothing I can do about it.
4
     a   
7 3.20 PRONUNCIATION Look at the underlined
vowels in the words and put them in the correct place
5
     b    in the table. Listen and check.
6
     f   afraid
afr d available
av lable complai
complaint
nt desig
designed
ned esca
escape heigh
eight
ke mind
like m nd mistake
mist neigh
eighbour
eigh bour price
pr replacing
5 REFLECT | Culture Study Watch out! Do people start d sligh
satisfied slightt website
webs te weight
w
complaints in the same way in your country?
/eɪ/ /aɪ/
WATCH OUT!
afr d
afrai like
In Britain, it is typical to start making a complaint by
apologising to avoid having a confrontation with
someone, even if you are angry: 8 In pairs, read the situations on page 198. Take turns to
I’m sorry to bother you but there’s a mistake in my bill. make and respond to complaints. Use the expressions
from the Speaking box.
I’m afraid my MP3 player isn’t working properly.
□ I can make and respond to complaints.
home. Get them to roleplay the situations NEXT CLASS
using language from the Speaking box.
They should take turns to make and Ask students to make a list of services they
respond to complaints. or their parents use regularly. Explain
that they should think about things they
FURTHER PRACTICE ask (and pay) other people to do for
them and give them a few examples
Workbook page 94/Online Practice
if necessary (shopping delivery, car
washing, computer servicing, etc.).
29/08/2019 14:13
 8F GRAMMAR 08
1 Look at the photos and answer the questions. 5 Complete the sentences with the correct form of the
Exercise 1
words in brackets.
1 What services are shown in the photos? 1 bike servicing/repairs,
1 My mum  has her hair dyed  (have/hair/dye) once a month. dog walking
2 Do you or your parents do these things yourselves,
or do you pay someone else to do them for you? 2 I’m going to the beautician tomorrow and
(get/ears pierced). Exercise 3
3 What else do you or your parents pay other people
to do? 3 Have you (have/phone/fix)? 1 a = something we
do ourselves,
4 How long has it been since you (have/this
2 3.21 Listen to a radio show and tick five more passport photograph/take)?
b = something someone
else does for us
services that the hosts Max and Kerry mention. 5 You’ll (have/back and neck/massage) by the 2 past participle
□ beauty treatments □ car servicing □ cleaning physiotherapist.
□ dog walking □✓ eye-testing □✓ hairdressing 6 Last month Tom was on a special diet and
□✓ house decoration □✓photography
Exercise 4
(get/meals/deliver).
□ shopping delivery □ social media management
2 has it delivered
7 Is it lazy to (have/car/wash)? 3 have it decorated
4 ’s going to have her
6 SPEAKING In pairs, look at the services in the box and car/it serviced
Have/Get something done answer the questions.
5 have them managed
6 have them walked
3 Look at the sentences from the dialogue and answer cut or dye your hair fix your computer paint your nails
7 has had them done

the questions. Then study the Grammar box and check. pierce your ears repair your watch get is not a possible
alternative to have in
a I’m servicing my car next week. service your bike or skateboard take a profile photo
sentence 7
Do you manage your social media accounts? 1 Do you do any of these things yourself?
b I‘m getting my car serviced next week. I service my bike myself. I don’t have it serviced. Exercise 5
Do you have your social media accounts managed? 2 getting my ears
2 Which of these things have you had done recently?
pierced
1 Which sentences – a or b – describe something When and where? 3 had your phone fixed
we do ourselves and which describe something 3 Which of them are you going to have done soon? 4 had this passport
someone else does for us? photograph taken
4 Can you recommend any good places to have these 5 have your back and
2 How do we form the structure in the b sentences? things done? neck massaged
Choose the correct option: 6 got his meals
delivered
have or get + object + the infinitive / past participle 7 have your car washed

Have/Get something done

When we pay someone to do a job for us instead of
doing it ourselves, we use:
the correct form of have/get + object + past participle.
Get is more informal than have and is not normally used
with the Present Perfect tense.
I had my bike repaired. (at a bike shop)
When are we getting our photo taken?
(by a photographer)
You haven’t had (NOT: got) your nails done for a long
time. (by a beautician)

Grammar Reference and Practice > page 185

4 Complete the sentences about Kerry and Max with

have + object + past participle. In which sentence is
get not a possible alternative to have?
1 Max doesn’t cut his own hair, he  has it cut .
2 Kerry doesn’t deliver her own shopping, she  .
3 Max will decorate his own Christmas tree this year,
he won’t  .
4 Kerry is not going to service her own car next week,
she is going to  .
5 Kerry manages her own social media accounts, she
doesn’t  .
6 Max thinks people should walk their own dogs and
not  .
7 Kerry hasn’t done her own nails, she  .

□ I can use have/get something done to talk about services. 115

REFERENCES FURTHER PRACTICE ASSESSMENT

AUDIO SCRIPT page 223
EXTRA ACTIVITY IN CLASS
After Exercise 6, refer students to the lists
they made at home and elicit ideas on the
board. They should answer the questions
in Exercise 6 about any services on the
board they haven’t already discussed.
• Grammar Reference and Practice, Grammar Quiz 8F
Student’s Book page 185
NEXT CLASS
• Workbook page 95/Online Practice
• Photocopiable resource 35: My busy Ask students to imagine they’ve got
day, pages 283, 324–325 £1,000 to spend, think about what they
would spend it on and make notes.
• Extra digital activities: Grammar
Checkpoint 8F
133

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 Is it better to spend
your money
on experiences
or possessions?
1 Most young people have to be careful with money, so
deciding what to do with it requires thought. It is my firm
belief that spending money on experiences brings greater
happiness than spending it on possessions.

2 My first reason for this opinion is that experiences change

you as a person. We are the result of everything we’ve
seen and done in our lives, and not of the things we’ve
bought. In other words, unlike an experience, a thing
can never become part of us. For example, getting a
new phone didn’t change me, but the camping trip
with my friends last summer certainly did.

3 Another reason I prefer experiences is that they

bring people together. Sharing a new experience
strengthens relationships and creates lasting
memories. For instance, I am still in touch with some
of the teenagers I met on our family holiday three
years ago, but I hardly remember any of the things
I bought or was given back then.

4 My final point is that, while some people say that

they get pleasure simply from owning things,
I think that using your possessions is more
enjoyable. For example, I spend most of my
spare money on new parts for my old mountain
bike, but I love the experience of cycling, not
owning bike parts!

5 To sum up, experiences make us who we are

and strengthen our relationships. As far as I’m
concerned, this makes them a better thing to
spend money on than possessions. Consider
this next time you want to buy yourself
something.

8G WRITING | An opinion essay 3 Read the essay. Do you agree or disagree with the writer?
Say why.

1 Which of the following would you rather spend
your money on? Say why.
• A subscription to a music streaming service or
tickets to a concert?
• A new pair of trainers or a backpacking trip with
friends?
• A trip to the cinema or a new computer game?
I’d rather spend my money on tickets to a concert
because I love listening to live music.
4 Look at the essay again. In which paragraphs does the
writer do the following things?
□
a 5 Summarise their opinion.
□
b 1 State their overall opinion for the first time.
□
c 4 Consider an opposing opinion and state why they
disagree with it.
□□
d 2 3 Provide further viewpoints and examples which
support their overall opinion.
□
e 5 Leave the reader with a statement or question to consider.

2 Read the title of the essay. In pairs, give your

□
f 1 Restate the essay question in their own words.

opinion and justify it.

116

EXTRA ACTIVITIES IN CLASS partner feedback. Is the information NEXT CLASS

• Start the class by referring students to
the notes they made at home. If time
allows, let them share and compare
their answers in pairs or groups first,
then get feedback from the class.
• Do this activity after Exercise 9. Put
students in pairs and ask them to read
each other’s essays and give their
134
organised into five paragraphs? Are
the ideas expressed clearly? Has their
partner used phrases from Exercise 7?
What has he/she done well? What
could be improved?
FURTHER PRACTICE
Workbook page 96/Online Practice
• If you did the peer feedback activity
above, you could ask students to
rewrite their essays following their
partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 118–119.

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 08
5 Study the Writing box. Then find examples of the main 7 Add the underlined linkers in the essay on page 116 to Exercise 5
point, supporting arguments and a personal example the correct group. Main points:
in paragraphs 3 and 4 of the essay. Phrases to give your overall opinion • Another reason
I prefer experiences …
This essay will argue that … bring people together.
WRITING | An opinion essay 1
 It is my firm belief that    
that  • My final point is …
2
is more enjoyable.
It is very important to support your opinions and provide Supporting argument:
examples in an opinion essay. Each paragraph in the body Phrases to add further support Sharing a new
of the essay should include: 3
      experience … creates
The main point lasting memories.
4
     
My first reason for this opinion is that experiences Personal examples:
It is also worth pointing out that … • For instance, I am still
change you as a person.
in touch … was given
5
     
Supporting arguments back then.
Phrases to emphasise your opinion by repeating it • For example,
We are the result of everything we’ve seen and done in I spend … not owning
To put it another way …
our lives, and not of the things we’ve bought. In other bike parts!
words, unlike an experience, a thing can never become
6
     
part of us. Phrases to introduce an opposing opinion Exercise 7
A personal example It is true that … 2 As far as I’m
Some people do not agree and feel that … concerned, …
For example, getting a new phone didn’t change me, 3 My first reason for this
but the camping trip with my friends last summer 7
      opinion is …
certainly did. 4 Another reason … is
8 Complete each sentence with one word. Then, in 5 My final point is …
6 Match main points 1–3 with supporting arguments a–c pairs, say whether they belong in the introduction, the 6 In other words, …
7 While some people
and personal examples i–iii to make three paragraphs supporting body paragraphs, or the opposing opinion
say that … I think …
from an essay. What do you think the essay question paragraph.
was? Essay question: Is it better to make or buy 1 For   example 
  example , studies show that people spend more
presents for your friends? (or similar) when using a credit card. supporting body paragraph Exercise 8
Main points 2 argue, introduction
1 My first reason for this opinion is that making a 2 This essay will that the world would be a 3 pointing, supporting
present for someone means you don’t have to spend a better place without credit cards. body paragraph
3 It is also worth out that credit cards tempt 4 put, supporting body
lot of money.
□ □ii
c people to spend more than they can afford. paragraph;
5 reason, supporting
2 Another reason is that you can give someone 4 To it another way, credit cards make you feel body paragraph
something really personal. you have more money than you really do. 6 true, opposing

□b □i 5 My first for this opinion is that buying things

on credit can make them much more expensive in the
opinion paragraph

3 A third reason is that doing something creative such as

making presents is an enjoyable way to spend your time.
□a □iii
Supporting arguments
a If you like spending time in the kitchen, make your
friend some food, or if you enjoy art, paint them
a picture.
b The present can be based on a shared experience or
a joke between you and your friend.
c It doesn’t cost a lot to cook something for someone
or to make some simple jewellery, for example.
Personal examples
i I made my friend some very spicy chilli oil because we
are always competing to see who can eat the spiciest
food.
ii I can easily make a cake for a lot less than it costs to
buy one.
iii I’d rather spend time making a present than walking
round the shops trying to find something suitable.
long term.
6 It is that credit cards are useful for online
shopping, but a bank transfer is usually also an option
and doesn’t require you to borrow money.
9 WRITING TASK You are going to write an opinion essay.
Read the question and follow the instructions. Use the
Writing box and Exercise 7 to help you.
When it comes to receiving presents, is it better to ask for
what you want or to wait for a surprise?
1 Decide what your overall opinion on the topic is and
make a list of supporting arguments, reasons and
examples.
2 Consider an opposite opinion and note down why you
disagree with it or how you feel about it.
3 Organise your ideas into a simple 5-paragraph plan
and write your essay.

□ I can write an opinion essay. 117

135

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 Word List
REMEMBER MORE
1 Complete the money phrases
with the missing words. Then
check with the word list.
1 You can’t have both a new
smartphone and a laptop – I’m
not made of money!
2 They spend money
like water. They
really should try to save some.
3 Unless you’ve got money
to burn , you should
really get a less expensive car.
4 We didn’t need a new
dishwasher. It was a total
waste of money. The old
one is still working.
2 Complete the text with the
correct prepositions. Then check
with the word list.
My parents say I’m not careful
1
with money. The fact is, I rarely
have money 2 on me, but that’s
because I usually pay 3 with a bank
card, not 4 in cash. I love
shopping and I often buy things
which are 5 on special offer. As
a result, I’m often short
6
of money or even broke.
I promised my parents to change.
I’ll start next month, when the
sales are over.
3 Complete the missing letters in
the mini crossword. What is the
mystery word? mystery word: credit
1 C O M M E R C I A L – an
advertisement on television or
radio, or at the cinema
2 R IP O F F – to charge someone
too much money for something
3 E -C O M M E R C E – buying and 
selling goods and services
using a computer and
the Internet
4 D E B T – money that one person
has borrowed from another
and now owes it to this person
5 I D – an identity card
6 T R A N S A C T I ON–
a business deal or action, such
as buying or selling something
4 Do the task below
Write your own mini-crossword
like the one in Exercise 3 above.
Decide what your mystery word is
and write clues for each answer.
Use the words from the wordlists
and an online dictionary (e.g.
www.ldoceonline.com) to help
you.
118
EXTRA ACTIVITIES IN CLASS • Choose phrases of three or more words
from the word list. Say the first part of
• Students choose one or two words/ the phrase and get students to complete
phrases from each lesson that they it, e.g. spend money like … (water), two
want to remember and write example for the price of … (one), open a bank …
sentences. Tell them to try to think of (account).
sentences about themselves or people
• Students play Collocation Bingo. Ask
they know if possible. This will help
them to draw a 3x3 grid onto a piece
them remember the words/phrases.
136
M01 High Note TB3 09593.indd 136
8A GRAMMAR AND VOCABULARY 8B LISTENING AND VOCABULARY
5.50 5.51
advertisement/advert/ad (n) /ədˈvɜːtəsmənt/ for a limited time  /fər ə ˌlɪmɪtɪd ˈtaɪm/
ˈædvɜːt/æd/
get a good deal  /ˌɡet ə ˌɡʊd ˈdiːl/
advertising slogan (n) /ˈædvətaɪzɪŋ ˌsləʊɡən/
go bargain hunting  /ˌɡəʊ ˈbɑːɡən ˌhʌntɪŋ/
bathroom/toilet (BrE)/rest room (AmE) (n) 
good value for money  /ˌɡʊd ˌvæljuː fə ˈmʌni/
/ˈbɑːθrʊm/ˈtɔɪlət/ˈrest ruːm/
bombard sb with sth (phr v) /bɒmˈbɑːd ˌsʌmbɒdi on special offer  /ɒn ˌspeʃəl ˈɒfə/
wɪð ˌsʌmθɪŋ/
pay next to nothing for sth  /ˌpeɪ ˌnekst tə ˈnʌθɪŋ
brand (n) /brænd/ fə ˌsʌmθɪŋ/
brand name (n) /ˈbrænd neɪm/ read up (phr v) /ˌriːd ˈʌp/
coat of paint  /ˌkəʊt əv ˈpeɪnt/ rip-off (n) /ˈrɪp ɒf/
colourful (BrE)/colorful (AmE) (adj) /ˈkʌləfəl/ save money  /ˌseɪv ˈmʌni/
commercial (n) /kəˈmɜːʃəl/ spend a fortune on sth  /ˌspend ə ˈfɔːtʃən ɒn
ˌsʌmθɪŋ/
consult (v) /kənˈsʌlt/
consumerism (n) /kənˈsjuːmərɪzəm/ two for the price of one  /ˌtuː fə ðə ˌpraɪs əv ˈwʌn/
corporate (adj) /ˈkɔːpərət/ waste of money  /ˌweɪst əv ˈmʌni/
cough (v) /kɒf/
8C VOCABULARY 5.52
democratic (adj) /ˌdeməˈkrætɪk/
afford (v) /əˈfɔːd/
drinks machine (n) /ˈdrɪŋks məˌʃiːn/
be made of money  /bi ˌmeɪd əv ˈmʌni/
facilities (n) /fəˈsɪlətiz/
be rolling in money  /bi ˌrəʊlɪŋ ɪn ˈmʌni/
free from sth (adj) /ˈfriː frəm ˌsʌmθɪŋ/
borrow (v) /ˈbɒrəʊ/
frequent (adj) /ˈfriːkwənt/
broke (adj) /brəʊk/
hoarding (BrE)/billboard (AmE) (n) /ˈhɔːdɪŋ/
ˈbɪlbɔːd/ careful with money  /ˌkeəfəl wɪð ˈmʌni/
install (v) /ɪnˈstɔːl/ cash (n) /kæʃ/
interrupt (v) /ˌɪntəˈrʌpt/ check your change  /ˌtʃek jə ˈtʃeɪndʒ/
jingle (n) /ˈdʒɪŋɡəl/ crowdfunding (n) /ˈkraʊdfʌndɪŋ/
logo (n) /ˈləʊɡəʊ/ debts (n) /dets/
mobile (adj) /ˈməʊbaɪl/ get your money’s worth  /ˌɡet jə ˌmʌniz ˈwɜːθ/
notice (v) /ˈnəʊtɪs/ have money on you  /ˌhæv ˈmʌni ɒn ju/
permit (v) /pəˈmɪt/ have money to burn  /ˌhæv ˈmʌni tə bɜːn/
pop-up ad (n) /ˈpɒp ʌp ad/ have more money than sense  /ˌhæv mɔː ˌmʌni
ðən ˈsens/
poster (n) /ˈpəʊstə/
programme (BrE)/program (AmE) (n) /ˈprəʊɡræm/ in the red  /ˌɪn ðə ˈred/
promote a product  /prəˌməʊt ə ˈprɒdʌkt/ lend (v) /lend/
put up (phr v) /ˌpʊt ˈʌp/ live in poverty  /ˌlɪv ɪn ˈpɒvəti/
remove (v) /rɪˈmuːv/ loose change  /ˌluːs ˈtʃeɪndʒ/
repaint (v) /ˌriːˈpeɪnt/ mean (adj) /miːn/
school bus (n) /ˈskuːl bʌs/ penny (n) /ˈpeni/
school corridor (n) /ˌskuːl ˈkɒrədɔː/ quid (n) /kwɪd/
school locker (n) /ˌskuːl ˈlɒkə/ raise money  /ˌreɪz ˈmʌni/
sign a contract  /ˌsaɪn ə ˈkɒntrækt/
rip off (phr v) /ˌrɪp ˈɒf/
spam email (n) /ˌspæm ˈiːmeɪl/ run out of money  /rʌn ˌaʊt əv ˈmʌni/
take a decision  /ˌteɪk ə dɪˈsɪʒən/
short of money  /ˌʃɔːt əv ˈmʌni/
the media (n) /ðə ˈmiːdiə/
spend money like water  /ˌspend ˌmʌni laɪk
watch out for sth (phr v) /ˌwɒtʃ ˈaʊt fə ˌsʌmθɪŋ/ ˈwɔːtə/
welcome (v) /ˈwelkəm/ take out a loan  /ˌteɪk aʊt ə ˈləʊn/
of paper. In each box in their grid,
they should write the second part of
a collocation or phrase from the word
list which begins with a verb (e.g. for
have money on you, they should write
money on you; for get a good deal, they
should write a good deal). Once they
have filled all the boxes in their grid,
start calling out verbs that complete
29/08/2019 14:14

8D READING AND VOCABULARY
5.53
agreement (n) /əˈɡriːmənt/
amount (n) /əˈmaʊnt/
Ancient Romans (n) /ˌeɪnʃənt ˈrəʊmənz/
ATM/cashpoint (n) /ˌeɪ tiː ˈem/ˈkæʃpɔɪnt/
banknote/note (n) /ˈbæŋknəʊt/nəʊt/
barter (n) /ˈbɑːtə/
bowl (n) /bəʊl/
break your back  /ˌbreɪk jə ˈbæk/
cash withdrawal (n) /ˈkæʃ wɪðˌdrɔːəl/
charge (v) /tʃɑːdʒ/
cheque (n) /tʃek/
chronology (n) /krəˈnɒlədʒi/
cocoa bean (n) /ˈkəʊkəʊ biːn/
coin (n) /kɔɪn/
commonly used  /ˌkɒmənli ˈjuːzd/
consequently (adv) /ˈkɒnsəkwəntli/
credit/debit/prepaid/contactless card (n) 
/ˈkredət/ˈdebət/ˌpriːˈpeɪd/ˈkɒntæktləs kɑːd/
currency (n) /ˈkʌrənsi/
deer (n) /dɪə/
developing countries (n) /dɪˌveləpɪŋ ˈkʌntriz/
e-commerce/online commerce (n) /ˈiː ˌkɒmɜːs/
ˈɒnlaɪn ˌkɒmɜːs/
electronic communications  /ˌelɪkˌtrɒnɪk
kəˌmjuːnɪˈkeɪʃənz/
enter your PIN  /ˌentə jə ˈpɪn/
eventually (adv) /ɪˈventʃuəli/
exchange money  /ɪksˌtʃeɪndʒ ˈmʌni/
exchange rate (n) /ɪksˈtʃeɪndʒ reɪt/
feather (n) /ˈfeðə/
form of payment  /ˌfɔːm əv ˈpeɪmənt/
fragile (adj) /ˈfrædʒaɪl/
give away (phr v) /ˌɡɪv əˈweɪ/
give value to sth  /ˌɡɪv ˈvæljuː tə ˌsʌmθɪŋ/
gradually (adv) /ˈɡrædʒuəli/
grain (n) /ɡreɪn/
handwritten (adj) /ˌhændˈrɪtn/
head towards sth (v) /ˌhed təˈwɔːdz ˌsʌmθɪŋ/
hugely popular  /ˌhjuːdʒli ˈpɒpjələ/
hunter (n) /ˈhʌntə/
ID card (n) /ˌaɪ ˈdiː kɑːd/
in short supply  /ɪn ˌʃɔːt səˈplaɪ/
incidentally (adv) /ˌɪnsəˈdentəli/
introduce (v) /ˌɪntrəˈdjuːs /
introduction (n) /ˌɪntrəˈdʌkʃən/
collocations/phrases from the
word list (e.g. have, get). When
students hear a verb that completes
a collocation/phrase in their grid,
they cross it out. The first student to
cross out all the phrases in their grid
is the winner. For a shorter activity,
students can draw 2x2 grids.
M01 High Note TB3 09593.indd 137
08
IOU (I owe you)  /ˌaɪ əʊ ˈjuː / refund (n) /ˈriːfʌnd/
issue (v) /ˈɪʃuː/ slight problem  /ˌslaɪt ˈprɒbləm/
lack of sth  /ˈlæk əv ˌsʌmθɪŋ/ store credit (n) /ˌstɔː ˈkredɪt/
load your card with cash  /ˌləʊd jə ˌkɑːd wɪð ˈkæʃ/
8F GRAMMAR 5.55
make a comeback  /ˌmeɪk ə ˈkʌmbæk/
beauty treatment (n) /ˈbjuːti ˌtriːtmənt/
make payments electronically  /ˌmeɪk ˌpeɪmənts
ˌelɪkˈtrɒnɪkli/ car servicing (n) /ˈkɑː ˌsɜːvəsɪŋ/
m-commerce (n) /ˈem ˌkɒmɜːs/ do sb’s nails  /ˌduː ˌsʌmbɒdiz ˈneɪəlz/
online swapping service (n) /ˌɒnlaɪn ˈswɒpɪŋ dog walking (n) /ˈdɒɡ ˌwɔːkɪŋ/
ˌsɜːvəs/ dye sb’s hair  /ˌdaɪ ˌsʌmbɒdiz ˈheə/
open a bank account  /ˌəʊpən ə ˈbæŋk əˌkaʊnt/ hairdressing (n) /ˈheəˌdresɪŋ/
pay in cash  /ˌpeɪ ɪn ˈkæʃ/ house decoration (n) /ˈhaʊs dekəˌreɪʃən/
pay with a bank card  /ˌpeɪ wɪð ə ˈbæŋk kɑːd/ manage sb’s account  /ˌmænɪdʒ ˌsʌmbɒdiz
PIN (n) /pɪn/ əˈkaʊnt/
portability (n) /ˌpɔːtəˈbɪləti/ massage sb's back/neck  /ˌmæsɑːʒ ˌsʌmbɒdiz
ˌbæk ən ˈnek/
potter (n) /ˈpɒtə/
physiotherapist (n) /ˌfɪziəʊˈθerəpɪst/
precious metal (n) /ˌpreʃəs ˈmetl/
service sb’s car/bike/skateboard  /ˌsɜːvəs
proof of address  /ˌpruːf əv əˈdres/ ˌsʌmbɒdiz ˈkɑː/ˈbaɪk/ˈskeɪtbɔːd/
proper (adj) /ˈprɒpə/ shopping delivery (n) /ˈʃɒpɪŋ dɪˌlɪvəri/
purchase (v) /ˈpɜːtʃəs/ social media management (n) /ˌsəʊʃəl ˈmiːdiə
purse (n) /pɜːs/ ˌmænɪdʒmənt/
rabbit (n) /ˈræbɪt/ test sb’s eyes  /ˌtest ˌsʌmbɒdiz ˈaɪz/
replace (v) /rɪˈpleɪs/
8G WRITING 5.56
revolutionary (adj) /ˌrevəˈluːʃənəri/
bank transfer (n) /ˈbæŋk ˌtrænsfɜː/
sale (n) /seɪl/
camping trip (n) /ˈkæmpɪŋ trɪp/
seed (n) /siːd/
firm belief  /ˌfɜːm bəˈliːf/
seldom (adv) /ˈseldəm/
lasting memories  /ˌlɑːstɪŋ ˈmeməriz/
serial number (n) /ˈsɪəriəl ˌnʌmbə/
possessions (n) /pəˈzeʃənz/
shell (n) /ʃel/
shared experience  /ˌʃeəd ɪkˈspɪəriəns/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
spare money  /ˌspeə ˈmʌni/
trade (v) /treɪd/
tempt (v) /tempt/
transaction (n) /trænˈzækʃən/
vending machine (n) /ˈvendɪŋ məˌʃiːn/
wallet (n) /ˈwɒlət/
withdraw cash/money  /wɪðˌdrɔː ˈkæʃ/ˈmʌni/
8E SPEAKING 5.54
booking reference (n) /ˈbʊkɪŋ ˌrefərəns/
bother (v) /ˈbɒðə/
cancel your booking  /ˌkænsəl jə ˈbʊkɪŋ/
confrontation (n) /ˌkɒnfrənˈteɪʃən/
entirely (adv) /ɪnˈtaɪəli/
escape room (n) /ɪˈskeɪp ruːm/
frustrated (adj) /frʌˈstreɪtɪd/
get sb (v) /ˈɡet ˌsʌmbɒdi/
make your escape  /ˌmeɪk jər ɪˈskeɪp/
receipt (n) /rɪˈsiːt/
119
FURTHER PRACTICE
Workbook page 97/Online Practice
NEXT CLASS
Ask students to revise Unit 8.
137
29/08/2019 14:14
 08
VOCABULARY AND GRAMMAR
Exercise 2 1 Choose the correct words to complete the sentences.
2 slogan
3 advertising
4 jingle
5 spam
6 sense
Exercise 3
2 I took photos while
the actors were being
interviewed.
3 Your steak is being
cooked at this very
moment!
4 Are a lot of shoes
made in Portugal?
5 Ads for smartphones
are often aimed at
teenagers.
6 The first commercials
shown on TV weren’t 2 Complete the dialogues with the words from the box.
very sophisticated.
7 Can something be
done about this now
please?
8 I wonder if these
jeans could be
exchanged for another
pair?
9 Twenty new jobs
in advertising will be
created next year.
Exercise 4
2 Can we have/get
our house decorated
this time?
3 He has/gets his
schedule managed by
his personal assistant.
4 She had/got her back
massaged so she’s
much better now.
5 I’m going to have/
get my bike fixed
today because I have
no time.
6 Have you ever had
your hair dyed?
7 Will you have/
3 Rewrite the sentences in the passive. Change the
get your hard disk
replaced?
120
REFERENCES
AUDIO SCRIPT page 224
FURTHER PRACTICE
• Use of English, Student’s Book
page 194
• Class debates pages 264–265
138
M01 High Note TB3 09593.indd 138
Revision
4 Rewrite the sentences with the correct form of have/get.
Omit the agent (by …) wherever possible.
1 That garage has been servicing Dad’s car for twenty
1 I haven’t got any money in my bank account, so years.
I need to pay by debit / credit / ID card.
Dad has been getting his car serviced at that garage for
2 Some cashpoint machines charge you for raising / twenty years.
paying / withdrawing cash.
2 Can we ask professionals to decorate our house this
3 A lot of students in the UK have to take out time?
a debt / loan / fortune so they can go to university.
3 He asks his personal assistant to manage his schedule
4 My new watch broke. What a complete bargain / for him.
waste of money / good deal!
4 The physiotherapist massaged her back so she’s much
5 Before you exchange money, you should always better now.
check what the coin / note / exchange rate is.
5 I’m going to ask someone to fix my bike today because
6 When I was on holiday, I quickly ran / walked / I have no time for it myself.
stayed out of money because I was spending it like
milk / water / air. 6 Has a hairdresser ever dyed your hair?
7 I pay for lunch at school with a prepaid card so 7 Will you ask the shop to replace your hard disk?
I don’t need to take loose money / notes / change.
USE OF ENGLISH
5 Choose the correct words a–d to complete the text.
slogan advert sense spam advertising jingle
A Have you seen the new 1 advert for dog food?
B Dog food? I can’t say I have.
A The 2 is great! It’s really memorable and it’s
Black Friday is the eagerly-awaited November day when
only three words!
B But you haven’t got a dog. prices in many retail outlets around the world are slashed.
It’s the one day in the year when people don’t need to be
A True. But I’ve got a new job in 3 !
careful 1 money.
A Did you like the email I sent you yesterday?
Black Friday began in America in the mid-twentieth
!
B I didn’t know you’d sent me one. Why?
E
century, when many shops decided to hold sales the day
L
A I sent you a file with a really catchy 4
I heard
SA
on the radio last week. after Thanksgiving. It only became well known in the UK in
2013, when it 2 introduced by an American-owned
B Oh, sorry. Yes, I did get it. I thought it was 5 so
I deleted it. hypermarket. The prices were so low that fights were
reported on TV among shoppers determined to get a good
B Are you really thinking of buying that expensive car? 3
!
A Yes, I am!
‘Cyber Monday’, the Monday that follows Black Friday,
B It’s very nice but I think you’ve got more money than
6
. I would never pay so much money for a car!
should also not be 4 . This is the day when all sorts
of goods can be found on special 5 online.
form of the underlined verbs and make any other Black Friday and Cyber Monday have had a huge
necessary changes. impact on shopping habits as billboards and TV 6
1 We have ordered the book for you. encourage people to buy more and spend money faster
The book has been ordered for you. than ever. 7 , you may be surprised to learn that
2 I took photos while they were interviewing the people don’t actually spend much more than they did in
actors. the past!
3 We are cooking your steak at this very moment!
4 Do people make a lot of shoes in Portugal? 1 a for b in c of d with
5 Companies often aim smart phone ads at teenagers. 2 a is b was c has d had
6 The first commercials TV showed weren’t very 3 a offer b sale c value d deal
sophisticated. 4 a remembered b mentioned c forgotten d left
7 Can you please do something about this now? 5 a offer b purchase c charge d price
8 I wonder if you could exchange these jeans for 6 a information b commercials c jingles d spam
another pair? 7 a Furthermore b However c Although d Despite
9 They will create twenty new jobs in advertising next
year.
• Self-assessment 8 and Self-check 8, • Unit 8 Skills Test (Dictation, Listening,
Workbook pages 98–99/Online Practice Reading, Communication)
• Extra digital activities: Use of English, • Unit 8 Writing Test
Reading, Listening • Units 7–8 Cumulative Review Test
ASSESSMENT • Units 7–8 Exam Speaking
• Unit 8 Language Test (Vocabulary,
Grammar, Use of English)
29/08/2019 14:14
 6 Complete the second sentence using the word in bold 5 David believes that
Exercise 6
so that it means the same as the first one. Use between a laws in some countries are difficult to understand. 2 had my eyes tested
two and five words, including the word in bold. b buying and selling cryptocurrencies can be risky. 3 are fully booked
1 They borrowed money from a bank to buy a new car. OUT 4 was put up
c using cryptocurrencies is getting easier. 5 she was in the red
They took out a loan to buy a new car. 6 What does David say about his ambitions? 6 has been charged ten pounds
2 The optician checked my eyes. TESTED 7 advertising should be banned
a He has achieved his ambition. 8 ’ll have my hair dyed
I by the optician. b His dream is to open his own company.
3 I’m sorry but the hotel is full. FULLY c He would like to work with cryptocurrencies full-
I’m sorry but we . time.
4 They stuck a billboard on the wall outside our school. UP
A billboard on the wall outside our school. SPEAKING
5 She decided not to go on holiday because she had too 8 In pairs, role play the situation below. Then change
many debts. RED roles and do the task again.
She decided not to go on holiday because . Student A
6 They have asked her to pay ten pounds for the You recently ordered a T-shirt from Tee-Riffik, an
transaction! CHARGED Internet clothing company. However, there were
She  for the transaction! a few problems with your order. Call the Tee-Riffik
7 The headmaster thinks people shouldn’t advertise near helpline and make a complaint.
schools. BANNED • Complain that you have received the wrong T-shirt.
The headmaster thinks near schools. • Politely mention any other problem you have with
8 I think I’ll ask the hairdresser to dye my hair next week. the order.
DYED • Ask the helpline person to send you the correct
I think I next week. item as soon as possible.
• Thank him/ her for their help.
Use of English > page 194
Student B
LISTENING You work in the complaints department of Tee-Riffik,
an internet clothing company. An unhappy customer
7 3.22 You are going to hear a radio interview with calls you with a problem. Listen to the customer and
a man who has earned a lot of money using deal with his/her complaint. Use the phrases below
cryptocurrencies. Read questions 1–6 and the possible to help you. You start first.
answers. Then listen and choose the correct answer for
• Hello, how can I help you?
each question.
• I’m so sorry about that.
• It was entirely our fault. We’ll be happy to replace it,
STRATEGY | Multiple choice or would you like a refund?
Remember that the questions in the task are usually • I’ll post it for you today.
given in the same order as the information in the
recording. When you listen for the first time, underline
any key words you hear and mark the possible answer.
WRITING
1 What is David’s main job? 9 Read the task below and write an essay.
a He does volunteer work for a charity. Teenagers these days spend too much money on
unimportant things. What do you think?
b He runs an IT consulting company.
Write about:
c He works with cryptocurrencies.
1 clothes
2 Cryptocurrencies are used to do business because
2 technology
a there are many of them.
3 (your own idea)
b nobody controls them.
c transactions are cheap and safe.
3 What does David think is the biggest disadvantage of
using cryptocurrencies?
a The value is unstable.
b Hackers often steal them.
c You can easily lose them due to computer failure.
4 How did David first make money?
a He sold all his cryptocurrency units.
b He carefully saved his money in the bank.
c He bought and sold cryptocurrency units at the right
moment.
121

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 LIFE SKILLS How to be more creative

1 Look at the photos above. Which of the activities do

you think requires more creativity than the others?
Which of them could you do easily? Say why.

2 In pairs, discuss the questions.

1 Who is the most creative person you know? Say why.
2 Do you think a person can train to become more
creative? Say why.
3 Give an example of a situation in which you had to
find a solution to a difficult problem.

3 In small groups, choose one of the problems below

Exercise 4
1 rotating bench: after
it rains, you can turn it
around so as to sit on a
dry surface
2 a chair with a V-shaped
cut for your bag
3 coloured shop baskets
that customers can
choose depending on
whether they need help 4 3.23 Listen to people describing creative solutions
5 Draw an image of each of the solutions described in
and brainstorm possible solutions. Be as creative as
you can.
A The benches in the park get wet when it’s raining.
People often do not realise the benches are wet so
they sit down and get soaked.
B When you put a bag over the back of the chair in
a café, it falls off or the chair falls over.
C When you go shopping, assistants come up to you
all the time to ask if you need help. Sometimes you
do, sometimes you don’t.
to the problems in Exercise 3. What are they?
the recording. Check on page 198 to see if you were
right. Then compare in pairs and discuss whether
these solutions are good or bad.
6 In pairs, discuss the statements below. Which statements
do you think are true about creativity? Say why.
1 Only those people who are born with artistic talent can
be creative.
2 Before you can create something perfect, you have to fail.
3 To be creative, we need to wait for a special moment of
inspiration.
4 Constantly learning new things helps us to develop
creativity.
5 Innovation often comes from formulating the problem
in a new way.
6 When you have a new idea, it is best to keep it in your
head.
7 Creative innovations require more luck than effort.

122

REFERENCES • As preparation for the task in

AUDIO SCRIPT page 224
EXTRA ACTIVITIES IN CLASS
• As an extension to Exercise 2, ask
students to give an example of
a situation when they or someone
they know had to be creative.
140
Exercise 10, put students in pairs
or small groups and ask them to
choose an object and think of as
many uses for it as they can (apart
from its common use). Elicit ideas
around the class.

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 07–08
What do we 7 Read the article and check your answers
to Exercise 6. Explain why some of the
Exercise 7
1 False: ‘anyone can

mean when 8
statements are incorrect.

Study the Life Skills box and match the

develop their creativity
and become good at
coming up with new

we talk about tips for developing creativity 1–5 with

examples a–e.
ideas.’ ‘So don’t think
you’re not a creative
person, you can learn

creativity? LIFE SKILLS | How to be more creative

to be one.’
2 True: ‘failure is
actually necessary for

□b Learn new things.

eventual success.’
Creativity means different things to different people. Many of us 1 3 False: ‘We also tend
think that a creative person is someone with a good imagination
2 □d Notice more things. to think that creativity
and a particular talent – usually artistic, for example a writer, painter,
musician or an engineer
engineer. We also tend to think that creativity is 3 □a Share ideas with others. involves a moment of
sudden inspiration.
5 something we are born with. It turns out, though, that these common 4 □c Make something out of your ideas. However, creativity

beliefs are often wrong. Psychologists believe that anyone can 5 □e Try approaching problems in a different rarely comes from one
brilliant idea.’ ‘Don’t
develop their creativity and become good at coming up with new way. wait for a sudden flash
ideas. Here are some surprising insights from research on creativity. of inspiration.’
4 True: ‘creativity is a
a When you’re working on a school essay,
It turns out that in order to be creative you need confidence and skill that can be trained.
ask others what they think of your ideas. For example, being
10 determination. We all often have some valuable new ideas, but do
b Take a language or music course. open to new new ideas
not have the courage to share them with others. This is because we and experiences is
are afraid of being judged or making mistakes. How many times have c When you have a new idea, write it down, quite important.’
you not raised your hand in class because you didn’t think your idea draw a picture, or build a model. 5 True: ‘The enemy
was good enough? However, failure is actually necessary for eventual d When you go to school, switch off your of creativity… is to
phone and look around. Try to observe as continue in our old
15 success. Some people say that Thomas Edison made around 1,000
routines and use the
failed trials before he invented the light bulb! To be creative, you need much as you can. same logic as we have
to take risks and be prepared to fail. e Think of a new way of doing things. For always done.’ ‘We need
example, for a school project, instead to develop… ‘lateral
We also tend to think that creativity involves a moment of sudden of just researching information online, thinking’ and learn to
inspiration. However, creativity rarely comes from one brilliant idea. look at problems in
conduct some interviews. different ways.’
20 Professor Keith Sawyer describes the creative process as a ‘zig-zag’
6 False: ‘it’s not enough
path in which one smaller idea that we have leads to another one with 9 DEBATE How far do you agree with the just to have some good
some unexpected changes of direction. A great invention can begin opinion that technology is improving ideas, you need to put
with one idea, which is not necessarily very good, but which then young people’s creativity? Discuss in them into practice, too.’
groups. Think about the points below: 7 False: ‘it takes a lot of
sparks another idea that is amazing.
time and preparation
• amount of time spent in front of before you’ll be
25 Research also suggests that creativity is a skill that can be trained. For
computers, ready to come up
example, being open to new ideas and experiences is quite important. with something truly
Creative people are very curious about the world and keep asking • using new programmes and applications,
innovative.’
lots of questions. They always go beyond what they’ve learned from • interacting with others,
teachers and books. The enemy of creativity, on the other hand, is to • using imagination.
30 continue in our old routines and use the same logic as we have always

done. We need to develop what psychologist Edward De Bono calls 10 Do the task below.
‘lateral thinking’ and learn to look at problems in different ways. For
example, think about a student drama society that has problems LIFE SKILLS | Project
with funding. A logical solution to the problem might be to try to cut
• Work in pairs. Think of as many different
35 costs. However, if you use lateral thinking, you might think of various
uses for an umbrella as you can (apart from
solutions: a new idea to raise money, finding a company to sponsor protecting you from the rain).
the society or an unusual way to attract new members.
• Choose your best idea and present it to the
Finally, it’s not enough just to have some good ideas, you need to put class.
them into practice, too. The best way to boost your creativity is to • Prepare a presentation, poster, draw
40 make things. If you enjoy writing, start writing a regular blog. If you’re a diagram or build a real-life model.
into music, play or create a piece of music every week. In this way, • Compare ideas and vote for the most
you can reflect on your ideas to make them even better. It’s important innovative solution.
to enjoy doing what you do as it takes a lot of time and preparation
before you’ll be ready to come up with something truly innovative.
45 So, don’t think you’re not a creative person; you can learn to be one!
Don’t wait for a sudden flash of inspiration, though. Creativity is for
everyone, but it’s not easy!

123

141

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 09 The power of nature
VOCABULARY Water and the ocean, natural disasters and dealing with them,

GRAMMAR
SPEAKING
WRITING
VIDEO
environmental responsibility, urban and rural life, sustainable homes
The third conditional, I wish/If only for regrets Use of English > page 195
Expressing and responding to regrets
An article
Grammar Communication Documentary

CHAT

Today on our weekly

programme Amazing
Stories: listen to the
story of a Spanish family
who survived the Asian
tsunami and were
later the subject of hit
film The Impossible.

They would not have

survived if others
hadn’t helped them. FACT BOX Indian Ocean tsunami
On 26 December 2004 a huge earthquake
happened deep underwater in the Indian
Ocean. The earthquake caused a series of
giant waves called a tsunami. The tsunami
travelled across the surface of the ocean in
all directions and hit the shores of fourteen
countries. It caused strong currents which
pulled people out to sea. Indonesia,
Sri Lanka, India and Thailand were worst
affected. Many people drowned and in total
around 230,000 people lost their lives.
Among the thousands of tragedies that day
were a few incredible stories of survival.
Eight years after the disaster
disaster, the dramatic
story of the Belón family from Spain was
made into a powerful film called The
Impossible.

124

REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE

AUDIO SCRIPT page 225 After the Grammar Video activity, ask
VIDEO SCRIPT page 241 students to think of one person they
know well who is much older than them.
CULTURE NOTES page 210
How would they answer the question
in the Grammar video if they were that
person? Elicit ideas around the class.
• Photocopiable extra Grammar Video
activity 9, page 268
• Grammar Reference and Practice,
Student’s Book page 186
• Workbook pages 100–101/Online
Practice

142

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 9A GRAMMAR AND VOCABULARY 09
1 Work in groups. Look at the map and the photos from 6 Use the third conditional to complete the text with the Exercise 4
the film The Impossible. What is the film about? Do correct form of the verbs in brackets. 1 the past
you know anything about the disaster or the film? 2 yes; yes
3 Past Perfect; would +
A British schoolgirl, Tilly Smith, saved over 100 people from
2 Use a dictionary to check the highlighted words in
the Indian Ocean tsunami in 2004. But if Tilly 1 hadn’t done
have + past participle
the Fact Box. Then read the Fact Box and check your 4 When the ‘if’ clause
(not do) a school project on tsunamis, she 2 wouldn’t have is first, we always
answers to Exercise 1.
been (not be) able to save them. After all, she 3 separate the clauses
(not warn) her parents against the tsunami if she 4 with a comma.
3 3.24 Listen to the story of the Belón family. Why
(not recognise) the warning signs. Fortunately, her parents
do you think the film about them was called The
trusted her because if they 5 (not believe) her, they Exercise 6
Impossible? 6
(might not warn) the other people on the beach. It’s 3 couldn’t/wouldn’t
lear that many more people 7
clear (drown) if Tilly have warned
The third conditional 8
(not be) on the beach that day! But if Tilly 9 4 hadn’t recognised
(have) a different geography teacher, 10 5 hadn’t believed
4 Look at sentences a and b from the story and answer
(she become) a hero? Perhaps not. 6 might not have
questions 1-4. warned
7 would have drowned
a The Belóns would not have survived if others hadn’t
8 hadn’t been
helped them.
7 3.25 Listen to a survival story about a group of boys 9 had had
b If Maria had been underwater any longer, she might trapped in a cave in Thailand. Then use each pair of 10 would she have
have drowned. become
sentences to write one sentence in the third conditional.
1 Do the sentences talk about the past, present or future? 1 It was the wet season. The cave flooded.
Exercise 7
2 Did the Belóns survive? Did others help them? If it hadn’t been the wet season, the cave wouldn’t have 2 If the boys and their
3 What tense is used after if in the sentences? What flooded. coach had read the
2 The boys and their coach didn’t read the sign. They sign, they wouldn’t
verb forms are used in the other clause?
have gone into the
4 Why is the punctuation different in sentences a and b? went into the cave.
cave.
3 Rescuers found the boys’ bikes and shoes. They knew 3 If rescuers hadn’t
they were in the cave. found the boys’ bikes
The third conditional and shoes, they
4 The exit was blocked by water. The boys were trapped. wouldn’t have known
We use the third conditional to describe unreal situations 5 The boys didn’t know how to dive. The rescue wasn’t they were in the cave.
in the past. fast. 4 If the exit hadn’t been
blocked by water, the
Unreal past event Unreal past result 6 The boys were assisted by rescuers. They were able to boys wouldn’t have
If + Past Perfect, would/could/might have swim out of the cave. been trapped.
+ Past Participle 5 If the boys had
8 SPEAKING Complete the third conditional sentences so known how to dive,
If a brave Thai man hadn’t carried Maria, they could/ they are true for you. Then compare with a partner. the rescue would have
would/might not have got to a hospital. been faster.
1 If I hadn’t met  my friend Alice ,
Alice  I wouldn’t have 6 If the boys hadn’t
Real past event – a brave Thai man carried Maria  learned how to sail . been assisted by
Real past result – they got to a hospital 2 If , I’d have been very unhappy. rescuers, they wouldn’t
have been able to
Question form 3 If I’d known that , I might have . swim out of the cave.
What would you have done if you had been in their 4 I would’ve felt if .
situation? 5 If my parents , I would’ve .
Grammar Reference and Practice > page 186 6 Last weekend would’ve been better if .

5 Match sentence beginnings 1–6 with endings a–f. 29 Read the question and watch the video. Say
1 □e If the Belóns had stayed at home, what the speakers answer. Then in pairs, ask and

□c There wouldn’t have been a tsunami

answer the question.
2
3 □a If the giant wave had come at night, If you had known years ago everything you know
today, what would you have done differently?
4 □b The Belóns could have run to the roof of the hotel
□f If Maria hadn’t held onto a tree,
GRAMMAR VIDEO

5
6 □d Could Quique have saved his sons
a most people would’ve been in bed.
b if they had had more time.
c if there hadn’t been an earthquake.
d if they hadn’t called for help?
e they would probably have watched the disaster on
the news.
f she might have drowned.

□ I can use the third conditional to talk about unreal situations in the past. 125

• Photocopiable resource 36: The story

of the Titanic, pages 283, 326
• Extra digital activities: Grammar
Checkpoint 9A
ASSESSMENT
Grammar Quiz 9A

143

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 9B LISTENING AND VOCABULARY
1 Match the natural disasters in the box with their
effects below. Have there been any disasters like
these in the news recently? What happened?
avalanche drought earthquake flood forest fire
hurricane tornado volcanic eruption
1 A storm over a tropical sea, causes incredible
destruction when it hits land. hurrricane
2 A long thin cloud and violent wind, destroys
everything in its path. tornado
3 After heavy rainfall, rivers break their banks and
water covers the land. flood
4 Hot gases pour out of the top of a mountain and lava
covers the earth. volcanic explosion
5 Snow, ice and rocks fall down a mountainside. avalanche
6 The ground shakes, buildings fall down, people are
trapped. earthquake
7 A lack of water. Plants die and the grass turns brown. drought
8 Trees and plants burn and houses may go up in
flames. forest fire
2 3.26 Listen to Part 1 of an interview. What is it
about? a new TV series on surviving disasters
Exercise 3 3 3.26 In pairs, look at the notes and think about
2 under the missing words. Then listen again and complete
3 stand the notes with no more than two words in each gap.
4 high building
5 away
6 are driving
7 bridge
4 3.27 Listen to Part 2 of the interview and choose the
correct answers.
1 Wendy says that Evans Monsignac probably would have
died if he hadn’t
a weighed so much.
b drunk unclean water.
c had bottled water to drink.
2 What does Wendy say about the TV series?
a It concentrates on major disasters with many victims.
b It explains why natural disasters happen.
c It describes how societies prepare for and deal with
disasters.
3 Which of these things do children in Japan not do to
prepare for earthquakes?
a Practise regularly what to do at school.
b Experience earthquake simulations with the fire
service.
c Carry emergency survival packs with them at all
times.
4 When a major earthquake hits Japan,
a high buildings swing from side to side.
b many people get injured.
c televisions and radios stop working.
5 How does Wendy feel about her new TV series?
a She’s amazed how good it is.
b She’s confident viewers will enjoy it.
c She’s disappointed it’s on so late.

5 Complete the news report with the words from the box.
Exercise 5
2 shook destruction drills evacuate flames panic rescue
3 panic ruins shook survivors trapped victims warnings
4 drills
5 evacuate The earthquake was a surprise. There hadn’t been any
6 flames 1
warnings of seismic activity. The ground 2 and a
7 destruction few people screamed but most of them didn’t 3 .
8 victims
9 survivors
Because of regular earthquake 4 the workers
10 trapped knew to go down the stairs to 5 the office block.
11 rescue There was a loud explosion and smoke and 6 rose
12 ruins above the building. Everyone ran to safety. The 7
was terrible. Unfortunately, there were hundreds of
8
. Three days later two 9 were found under
the building. They had been 10 in the basement. The
Advice
dvice for surviving earthquakes emergency workers worked tirelessly to 11
they emerged from the 12 , people cheered.
them. As

• If you’re inside, 1 stay inside, don’t run outside. 6 SPEAKING In groups, choose a natural disaster and agree
• Get 2 a desk or table, cover your head, on ten items to put in a survival pack that could help you
hold onto the table legs. survive. Explain your choices.
• Don’t 3 in a doorway. A A whistle is useful because it can help emergency
• To leave a 4 , go down the stairs, don’t take workers find you.
the lift. B A first-aid kit is essential when you are trapped.
• If you’re outside, move 5 from buildings. C What about a torch?
Get to an open space & don't go near power lines.
• If you 6 , stop your car. It’s safer to stay 7 REFLECT | Values Do news programmes and websites
inside. Don’t park on or under a 7 . in your country show videos of death, injury and
destruction after natural disasters? Do you think they
should?

126 □ I can identify specific details in an interview and talk about natural disasters.
REFERENCES
AUDIO SCRIPT page 225
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 5.
Individually, students choose 4–5 words
from Exercises 1 and 5 and write one
sentence for each. They then remove
those words from the sentences to make
144
a gap-fill exercise. To make the exercise
easier, they could supply the first letter
of each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner. If time is
short, they can complete the sentences as
homework and check their answers in the
next class.
FURTHER PRACTICE
• Workbook page 102/Online Practice
• Photocopiable resource 37: Surviving
disaster, pages 284, 327
NEXT CLASS
Ask students to make a list of the things
they do in order to help protect the
environment.

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 9C VOCABULARY | Environmental responsibility 09
1 Look at the photo below. What problem does it show? 4 Complete the table with words from the text in Exercise 2
Is it a problem in your country? Exercise 2. Can you think of more adjectives endings tourists/visitors to
dropping litter, people throwing rubbish on the ground, etc. in -able and -ful? Bear Peaks; on a resort
2 Read the information and check you understand the website, in a tourist
highlighted phrases. Who is it for? Where might you Verbs Adjectives information centre, on
see information like this? a sign in a car park or at
1 sustain sustainable the start of a mountain
2 dispose disposable trail, etc.
Whether you are here to walk, climb, cycle or ski,
3 reuse reusable
the community of Bear Peaks is proud to welcome Exercise 3
you. These mountains are an area of natural beauty 4 avoid avoidable 1 to avoid damaging
and home to hundreds of different species of plants 5 think thoughtful the environment
2 leave rubbish, start
and animals. Please respect the guidelines to avoid 6 help helpful fires, make noise, leave
damaging the environment.. the marked paths, let
7 harm harmful
dogs off their leads,
• Minimise the impact of your visit by using free 8 waste wasteful collect eggs, pick
public transport while you are here. flowers, etc.
9 respect respectful
• Keep to the marked paths and trails and do not 3 in recycling bins (in
the village)
harm or disturb the wildlife.
• Carry reusable water containers to reduce plastic 5 Complete the reader’s comment with the correct form 4 drinking straws,
plastic bags, plastic
waste.. Say no to wasteful single-use plastic of the words from Exercises 2 and 4. The first letters are
cutlery and plates,
products.
products given. water bottles, etc.
• Collect and sort your rubbish,
rubbish then dispose of it
Respecting the environment is not rocket science!
5 don’t scream and
shout, don’t play music,
in the recycling bins in the village.
don’t use noisy vehicles
• Do not light fires. These can cause forest fires, We could all avoid 1 damaging 
damaging  the environment if we were (4x4s, motorbikes, etc.)
especially in times of drought. a little more 2t and a lot less 3w . Firstly, why 6 take public transport,
• Please keep noise to a minimum for the benefit don’t we all stop using 4d plastic products such as walk round the park
of wildlife and those who live here. shopping bags? They have been found at the top of the highest
instead of driving, etc.

mountains and the bottom of the deepest oceans. At best, they

Please help to make Bear Peaks mountain
disturb 5w and at worst they cause their death and Exercise 5
tourism sustainable. suffering. I think if we had known how 6h they were, they 2 thoughtful
A thoughtful visitor is a welcome visitor! probably would not have been allowed in the first place. The 3 wasteful
4 disposable
solution is easy. 7R non-plastic bags are a sustainable 5 wildlife
alternative to 8s -use plastic shopping bags. So let’s 6 harmful
3 Choose the correct words. Then, in pairs, ask and use them! Secondly, why do some people find it so difficult 7 Reusable
answer the questions. to 9s rubbish and 10d of it in recycling bins? 8 single
9 sort
1 Why are visitors to national parks asked to keep / If people were more 11r of recycling rules, they could 10 dispose
respect green guidelines? minimise the 12i of the waste they produce. Let’s work 11 respectful
2 In what ways do visitors to areas of natural beauty together to respect simple green 13g and make the world 12 impact
a cleaner and greener place to be! 13 guidelines
disturb / minimise wildlife?
3 After you have sorted / reduced your rubbish, where
should you collect / dispose
dispose of it when you are in
a national park?
6 SPEAKING Discuss the questions in groups.

4 Which single-use / minimum plastic products could be
banned in order to benefit / reduce plastic waste in
national parks?
5 How should visitors behave in order to avoid / keep
noise to a minimum in national parks?
6 What can tourists do to minimise / damage the
environmental impact of their journeys to and
around national parks?
1 Why do some people drop litter instead of disposing
of it responsibly?
I think some people drop litter because they have no
manners and lack education.
2 What is the best way to get people to respect the
environment: education, punishment or a mix of both?
3 In what ways has the natural environment in your
country been damaged?

□ I can talk about environmental responsibility. 127

EXTRA ACTIVITIES IN CLASS incorrect options in italics and write ASSESSMENT

example sentences with them.
• Start the class by referring students to Vocabulary Quiz 9
the lists they made at home and getting FURTHER PRACTICE
them to compare and discuss them in NEXT CLASS
• Workbook page 103/Online Practice
pairs. Elicit ideas, then discuss briefly with Ask students to make notes about
the class. Do students think they could do • Photocopiable resource 38: How green
a) things they wish were different in their
more to help protect the environment? are you?, pages 284, 328
lives and b) things they regret doing.
• After checking answers to Exercise 3, • Extra digital activities: Vocabulary
get students to choose 3–4 of the Checkpoint 9
145

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 9D GRAMMAR
Exercise 3 A B C
1 a) sentence 2;
b) sentence 3;
c) sentence 1
2 To express a regret in
the present, we use the
Past Simple. To express
a regret in the past, we
use the Past Perfect. To
express a desire for the
future, we use ‘would’.

Exercise 5
I wish/If only the snow
wasn’t so deep.
I wish/If only I’d stayed
at home.
I wish/If only I’d never
climbed up here.
I wish/If only someone
would help me get
down.
I wish/If only it wasn’t
so crowded here.
I wish/If only the others
would go away.
Exercise 6
2 wasn’t
3 didn’t weigh
4 would stop
5 had gone
6 were
7 could
8 hadn’t run
9 would stop
Exercise 7
Possible answers:
2 I wish/ If only I didn’t
have to share a room
with my brother.
3 I wish/ If only my
sister would stop
borrowing my things.
4 I wish/ If only I hadn’t
painted my room black.
5 I wish/ If only I
wasn’t/weren’t allergic
to cats.
6 I wish/ If only we
hadn’t forgotten to take
some food with us.
8 I wish/ If only the
neighbour’s dog didn’t
bark/ would stop
barking at night.
1 Match sentences 1–3 with photos A–C.
□
1 B I wish it wasn’t so hot …
□
2 C I wish I hadn’t tried to jump …
□
3 A If only it would stop snowing …
2 Match sentences 1–3 in Exercise 1 with their
continuations a–c.
□
a 2 … but I didn’t think it was so far.
□
b 1 … but it’s 30º in the shade.
□
c 3 … but I don't think it will.
I wish/If only for regrets
3 Look at the sentences in Exercises 1–2 and answer the
questions. Then study the Grammar box to check.
1 Which situation refers to:
a) a regret in the past,
b) a desire for the future,
c) a regret in the present?
2 How do the verb tenses change to express regret?
I wish/If only for regrets
We use I wish/if only to talk about regrets – things that
we would like to be different but that are impossible
or unlikely to change. If only tends to have a stronger
meaning than I wish.
We use:
• I wish/If only + the Past Simple for regrets in the present.
• I wish/If only + the Past Perfect for regrets about the past.
• I wish/If only + would when something or someone
does (or fails to do) something that annoys us. We’d like
it to change but we don’t think it will.
Grammar Reference and Practice > page 186
4 Read the Grammar box again and study Watch out! Then
choose the correct answers below and match sentences
1–6 to photos A–C.
□B I wish I had never left / have never left China.
1
2 □C I wish I can / could go for a swim.
3 □A If only my legs had been / were longer.
4 □C If only we left / hadn't left our nice cool home.
5 □B I wish I had / would have some bamboo to eat.
6 □A I wish my mum stopped / would stop collecting nuts
and come and help me.
5 In groups, look at the photos on page 198 and follow
the instructions.
6 3.28 Use the correct form of the verbs in brackets to
complete these extracts from a conversation during a
countryside hike. Then listen and check.
Don I wish I 1 was (be) at home. It’s so cold! … If only it
2
(not/be) so windy! … I wish my bag
3
(not/weigh) so much. … If only the dog
4
(stop) barking. … We’re in the middle of
nowhere. I wish we 5 (go) to Boston. …
I wish my friends 6 (be) here. … I wish
I7 (can) use my phone. … If only the battery
8
(not/run) out.
Dad I wish you 9 (stop) complaining!
7 Write sentences with I wish/if only for these situations.
1 We don’t have a pet. I wish we had a pet.
2 I have to share a room with my brother.
3 My sister keeps ‘borrowing’ my things.
4 I painted my room black.
5 I am allergic to cats.
6 We forgot to take some food with us!
7 The neighbour’s dog barks at night.

WATCH OUT! 8 SPEAKING In groups, complete the sentences so they are

true for you.
We use I wish/if only + would for things that we can’t 1 I wish I were … on holiday.
change ourselves so we don’t use them in the first
2 If only I could …
person.
3 I wish I’d …
I wish you wouldn’t do that. NOT I wish I wouldn’t do that.
that
4 If only my parents were …
5 I wish my brother/sister/friend would/wouldn't …

128 □ I can use I wish and if only to express regrets.

REFERENCES Get them to share and discuss their ideas • Photocopiable resource 39: No regrets!,
using I wish/If only. Then, if time allows, pages 284, 329
AUDIO SCRIPT page 226 get brief feedback from the class. • Extra digital activities: Grammar
EXTRA ACTIVITY IN CLASS FURTHER PRACTICE Checkpoint 9D
This activity can be done after Exercise • Grammar Reference and Practice, ASSESSMENT
7 or 8. Put students in pairs and refer Student’s Book page 186 Grammar Quiz 9D
them to the notes they made at home.
• Workbook page 104/Online Practice

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 9E SPEAKING 09
1 Describe the photo and answer the questions.

COMMUNICATION VIDEO
Exercise 1
1 Have you ever gone camping? If so, did you Possible answers:
enjoy it? If not, would you like to? 2 a tent, sleeping
bags, a torch, food and
2 What things do you need on a camping trip? drink, a camping stove,
3 Would you like to camp in the wild? Say why. mosquito repellent, etc.

2 30 3.29 Faith and Amber go camping.

Exercise 2
Watch or listen and answer the questions.
1 Amber scares Faith
1 What goes wrong? (with the torchlight
on her face). Faith
2 Where are they camping?
spills soup on Amber’s
sleeping bag. / It’s very
3 Look at phrases a–f. Do they express regret cold and they can’t
or are they a response to it? Add them to the sleep. They get scared
right sections in the Speaking box. by noises from outside
the tent. The batteries
a How stupid of me! die on the torch and
b It’s not the end of the world. it’s very dark. Faith gets
scared by what she
c I can’t believe I did/didn’t …
thinks is a spider but
d It’s no use crying over spilt milk. is just Amber’s hair.
e There’s nothing you/we can do about it. They get scared as
something or someone
f It was so careless of me. approaches the tent.
(It’s Amber’s mum).
2 In Faith’s garden.
SPEAKING | Regrets
Expressing regrets Exercise 4
I wish/If only … The letter ‘t’ is not
pronounced.
I should(n’t) have …
It’s a pity/shame that …
6 3.32 Complete the second sentence so that it has a similar
meaning to the first one. Use between two and five words Exercise 5
1
How stupid of me! including the word in bold. Listen and check. 1 negative
2
     c    1 It’s a pity we didn’t check the weather forecast. SHOULD 2 positive
3 positive
3
     f   We should have checked the weather forecast. 4 negative
Responding to regrets 2 We can’t do anything about it now. NOTHING 5 positive
6 negative
Forget it./(It’s) no problem. There’s about it now. 7 negative
It doesn’t matter. 3 How stupid of us! WAS 8 positive
There’s no point worrying about it. It us!
It’s not a big deal. 4 It’s not a big deal. END Exercise 6
2 nothing we can do
Calm down!/Chill out! It’s not . 3 was stupid of
4
     b    5 I regret not bringing something to drink. WISH 4 the end of the world
5
        5 wish I had brought
d I something to drink. 6 use crying over
6
     e    6 There’s no point worrying about it. MILK spilt milk
It’s no .
4 3.30 PRONUNCIATION Listen to the
pronunciation of the unstressed have/ 7 Work in pairs. Take turns to use the phrases in the Speaking
not have and repeat. Which letter is not box to express regrets about the situations below. Respond
pronounced in shouldn’t’ve and wouldn’t’ve? appropriately.
1 I shouldn’t‘ve scared you like that. • You get lost while walking in the country. You don’t have a
map.
2 We should’ve brought better sleeping bags.
• On a camping trip there’s a bear outside your tent.
3 If I’d known, I would’ve bought another
torch. • You’re hiking in the mountains without
a coat. It’s very cold.
4 I wouldn’t’ve slept out here if I’d known what
it was like. • You spent a fortune on a haircut. It looks horrible.
• You visit England. You can’t understand anyone.
5 3.31 PRONUNCIATION Listen to eight A If only I’d remembered to bring a map.
sentences and say if they are positive or
B Chill out, we’ll find the way.
negative. Then repeat them with the same
pronunciation.
1 negative

□ I can express and respond to regrets. 129

REFERENCES would say these sentences. They then NEXT CLASS

VIDEO/AUDIO SCRIPT page 241
EXTRA ACTIVITY IN CLASS
After Exercise 6, students, in pairs,
look at the completed sentences and
think of situations in which someone
roleplay quick exchanges for each
situation. Ask students to find information about
the island of Easdale in Scotland and
FURTHER PRACTICE make notes.
Workbook page 105/Online Practice

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 o w a m u s i c
9F READING AND VOCABULARY
H n g e d
Exercise 1
1 Off the west coast of
1 Look at the photos, read the Fact Box and answer
the questions.
vid e o c h a
my life
Scotland, in the Inner 1 Where is Easdale?
Hebrides.
2 The slate industry 2 Why did so many people leave the island?
died, so there weren’t 3 How big is the population now?
any jobs on the island.
e
by Carrie Kan
3 There are over
70 inhabited houses, so FACT BOX Easdale island
there are probably over
100 inhabitants. Easdale is the smallest inhabited island in the Inner
Hebrides, off the west coast of Scotland. In the 19th
century over 500 people worked in the island’s slate*
quarries**. However, in 1850 a great storm flooded
most of the quarries. The slate industry began to die. By
the 1960s, the population of the island had dropped to
only four people. Since then, the island has come back
to life. There are now over seventy inhabited houses.
* a dark rock used to make roof tiles
** a large hole in the ground where stone is extracted

2 In pairs, look at the title of the text. How do you

think a music video could change someone’s
life? Read the text to check your ideas.
It could show them a place where they would like to live.
3 Read the text and choose the correct answers.
1 Which of these sentences is true about the
music video Carrie saw?
a It was about living in London.
b It made her feel unhappy.
c It was filmed in a beautiful place.
d It reminded her of a dream she'd had.
2 What was the main reason Carrie decided to
go to Easdale?
a She was fed up with commuting to work.
b She wanted to help the residents to make
a video.
c She’d never visited such a lovely place.
d She was impressed by someone's comment.
3 Which of these things did Carrie do during her
holiday on Easdale?
a She bought a meal for some of the islanders.
b She took part in an annual event.
c She did some rock climbing.
d She decided never to return to London.
4 Which of the following is mentioned in the text
as a fact, not an opinion?
a London is more polluted than it used to be.
b People who live on the coast feel better.
c It’s impossible to find a job on Easdale.
d Carrie doesn’t earn a lot of money.
5 Carrie’s main purpose in writing the text was to
a explain why she went to live in a new place.
b compare life in urban and rural communities.
c persuade people to be kinder to their
neighbours.
d describe her work and life in her new home.
4 What do you think of Carrie’s decision? Discuss in
pairs.
3.33
I’ m a city girl, born and bred in London. I used to love the
hustle and bustle of the big city, the trendy boutiques
and the vibrant nightlife. I never thought I’d leave. But then
two years ago, I left university and got a dead-end job. I lost
5 touch with most of my friends and for the first time in my
life, I began to feel unhappy. Then one day, I saw a music
video for a song called Queen of Peace by Florence + the
Machine. As soon as I’d watched it, I played it again. And
again. It’s a great song but the best thing about it was the
10 place where it was filmed. It was magical and remote with
wild seas and huge skies. That night I dreamt I was there,
walking on a winding path overlooking the deep blue ocean.
The next day, my commute to work was even more
miserable than usual. The station was crowded and noisy
noisy.
15 The passengers on the train were packed like sardines in a can.
On the streets, the traffic noise seemed louder than ever
before, the fumes seemed thicker and there were so many
people rushing to work. But despite the crowds, I felt lonely.
When I got back home, I watched the song again.
20 I discovered it had been filmed on a Scottish island called
Easdale. I searched online for photos and information.
I came across another video called Easdale, a Wild
Community. The residents had made it to persuade people
to visit their island, or even to stay. I watched it and admired
25 the breathtaking scenery,
scenery the friendly people and the
sense of community.
community One of the islanders said something
that made me think: ‘You can’t be an island on an island like
this.’ There and then, I made up my mind to go there.
I booked my trip straightaway.
30 Three days later, after a long journey, I arrived on Easdale.
When I got off the ferry, I saw some people using
wheelbarrows to carry their shopping home. I was puzzled
but then I realised why: there were no cars on the island.
The air smelled clean and pure. After settling into my B&B,
35 I walked around the island. It didn’t take long since it’s

130 □ I can summarise a text and talk about places to live.

REFERENCES EXTRA ACTIVITIES IN CLASS FURTHER PRACTICE
AUDIO SCRIPT page 226 • After Exercise 1, refer students to the • Workbook pages 106–107/Online
VIDEO SCRIPT page 242 notes they made at home. Elicit any Practice
additional information they have found • Photocopiable resource 40: The Isle of
CULTURE NOTES page 210
about Easdale. Eigg, pages 284, 330–331
• As an extension to Exercise 4, ask
students if they would like to live in NEXT CLASS
a place like Easdale. Encourage them Ask students to write 4–5 sentences about
to give reasons. their dream home.
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 LIFE-CHANGING
MOMENTS 09
5 3.34 Study Active Reading. Then listen to a poor Exercise 5
summary of the text and say which of the six points the He doesn’t respect
speaker does not respect. points 1–5.
1 He doesn’t mention
ACTIVE READING | Summarising texts all the key points, e.g.
there’s no information
about Easdale, not
When you summarise a text, you should …
even the name; no
1 mention all the key points (underline them and/or make notes), reasons for going
2 check you get the key points right, there: the music
video or the video
3 ignore unimportant information/minor details, the islanders made;
4 avoid unnecessary repetition, no information about
what the woman does
5 rephrase the text (don’t repeat it word for word), on the island.
6 use linkers to connect your ideas. 2 He gets some key
points wrong: she
didn’t leave London just
6 3.35 Follow the tips in Active Reading to summarise because of a bad trip
the text to a partner. Then listen to a good summary and to work; he suggests
compare it to yours. she likes the island
despite the fact there
are no cars when that
7 In pairs, add the highlighted words and phrases from the is probably something
text to the categories below. Can you add more? she likes about it.
Urban life: hustle and bustle, … 3 He mentions
unimportant
Rural life: remote, … information and minor
Both: sense of community, … details: the similarity
of the woman’s name
8 Read the definitions below and match them with some of
with a footballer’s; the
fact she had a dream.
the phrases from Exercise 7. 4 He repeats
only the size of thirty football pitches. The entire
1  A group of residents who get on well. tight-knit community information: a bad trip
population could fit inside a London double-decker to work; especially the
bus. 2  A small charming house in the country. a picturesque cottage nightlife.
Over dinner in the pub I got chatting to some locals. 3  Clubs and pubs full of energy and life. vibrant nightlife 5 He doesn’t always
rephrase the text: ‘She
40 They told me that the next day was Atlantic Adventure 4  Fashionable shops. trendy boutiques was born and bred in
Day, which takes place every August. It was fantastic. 5  Lots of movement and activity. hustle and bustle London and she always
loved the hustle and
I went on a boat trip, swam with dolphins, ate 6  Amazing landscape. breathtaking scenery bustle of the big city’;
wonderful food and I think I met everyone on the 7 A walking track which has a lot of bends in it. winding path ‘she sometimes dreams
island. It was the perfect start to my holiday. of London, especially

45 On my last day on Easdale, I walked up a hill along

9 SPEAKING Discuss the questions in groups. the nightlife.’

a winding path overlooking the deep blue ocean. I 1 What are the pros and cons of living on a small, remote
island compared to a large city? Exercise 7
sat on a rock and watched the waves. It was lovely, Urban life: trendy
peaceful. I thought about my life in London and made 2 What would you include in a video to attract people to come
boutiques, vibrant
and live in your community?
a decision. A month later I left London and moved to nightlife, commute,
crowded and noisy,
50 Easdale. I’ve been here ever since. 10 REFLECT | Society Scientific studies show that living by the fumes, tower block
It hasn’t always been easy. I’m an urban girl living in sea makes you happier and healthier. Why do you think that Rural life: winding
a rural world. I used to live on the top floor of a tower could be? path, breathtaking
scenery, picturesque
block. Now I live in a picturesque cottage on the shore cottage, peace and
of the North Atlantic. I sometimes dream of London, 31 WATCH AND REFLECT Go to page 170. Watch the quiet, isolated
documentary Living
iving by the coast and do the exercises. Both: sense of
55 especially the nightlife. But nothing can compare to
community, tight-knit
the peace and quiet of this beautiful, tiny, isolated
DOCUMENTARY VIDEO

community
island and its tight-knit community
community. Studies show that
living by the sea makes you happier and healthier. It’s
certainly true for me.
60 It isn’t easy to earn a living here. Many islanders have
jobs on the mainland; some work on the ferry, in the
pub or in the folk museum; others have their own
businesses. I make jewellery and sell it online. I don’t
consider myself rich but I get by. I love my new life
65 and all the friends I’ve made. I wish I’d left London
sooner. And just to think, I would never have come
here if I hadn’t watched that music video.

131

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 9G WRITING AND VOCABULARY | An article
1 What do you think a green home is? Discuss in
pairs. Articles wanted!
Exercise 2 2 Match the words from box A with words from Y
You are the future and the future is green!
2 recycled building box B to form features of green houses. Then We’re keen to hear your ideas on the perfect green home.
materials use them to complete the sentences.
3 modest size  Why are sustainable homes important?
4 Geothermal heating A energy geothermal modest
5 rainwater collection rainwater recycled sensor solar  What is the most environmentally friendly building you
6 Solar panels f have seen or have read about?
know of,
f,
7 Sensor lights B building materials collection  What green features do sustainable homes have inside
efficiency heating lights panels size and outside?
energy efficiency
Write an article answering these questions and we will
1 A building with high energy efficiency needs publish the most interesting articles on our website!
very little gas, electricity or other fuel to keep it
working.
2 Save money by reusing old wood, stone, bricks
and other .
3 If your house is a , it’s cheaper to heat
and light. Congratulations to Dominic Hamilton!
4 uses the Earth’s natural heat from Winner of this month’s competition.
underground to keep your house warm.
5 Houses that have a system save money Building a Greener Future
on water bills. Have you ever thought about your dream home? Would it also
6 are usually placed on the roof to catch be a green home? You and I are the next generation of home
the sun’s energy. owners. If we want to slow down global warming and rescue
7 reduce energy consumption and bills the environment, we need to make the homes of the future
because they only come on when they are
sustainable. After all, ‘change begins at home’, they say.
needed.
My uncle’s house is a good example of a green home. As it was
3 Read the notice on an ecology website for built using recycled materials, it was cheap to construct. It’s
young people. Then in groups, discuss the a country cottage, so also a modest size, which makes it less
questions it contains. wasteful. Energy efficiency is high because the house has solar
panels and geothermal heating. Clean energy and no bills – sounds
4 Read Dominic’s article. Does he mention any of
the things you discussed in Exercise 3? good, right?
Are you one of those people who forget to switch off the lights?
If so, you’d probably like the sensor lights in my uncle’s house.
When you go out, so do the lights. Moreover, each room also has
specially chosen plants in order to clean the air. Step into the
garden, and you’ll find it’s full of trees, flowers, birds and insects.
There are some beehives, too. It’s also the perfect place to grow
food inexpensively since a rainwater collection system provides the
water.
Clearly, it will take time and money for all houses to become as
green as my uncle’s. However, instead of dreaming of a more
sustainable world, let’s build it together so that future
generations can be proud of us.

132

EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the sentences they wrote about their
dream home. Get them to compare
and discuss their ideas in pairs or small
groups. Then, after Exercise 1, ask if any
of the students’ dream homes were
also ‘green homes’.
150
• If students do the writing task in class,
put them in pairs and get them to check
each other’s work and make suggestions
for improvements. They then rewrite
their articles, in class or as homework,
following their partner’s feedback.
FURTHER PRACTICE
Workbook page 108/Online Practice
NEXT CLASS
• Students illustrate their articles using
photos. The articles can then be
displayed around the classroom for
other students to read.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 134–135.

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5 Study the Writing box. Then read Dominic’s article
again and find more examples of places where he has
spoken directly to the reader.
WRITING | An article
An article should be interesting and conversational in
style.
Title
Begin with an eye-catching title that makes the topic
clear.
Introduction
Catch the readers’ attention with an engaging
introduction. Address them directly and perhaps
include a quote, or ask a question related to the topic.
Asking a question will make them want to read on to
find the answer:
Have you ever thought about your dream home?
Would it also be a green home?
After all, ‘change begins at home’, they say.
Body
Support your ideas with interesting examples and add
humour. Use imperatives and questions to involve the
reader (but don’t overuse them):
Are you one of those people who forget to switch off
the lights?
Step into the garden, and you’ll find it’s full of trees,
flowers, birds and insects.
Conclusion
It is not necessary to summarise your main points in
an article. Instead, you can leave the reader with an
instruction, or an interesting question to think about:
However, instead of just dreaming of a more
sustainable world, let’s build it together so that the
next generation can be proud of us.
09
8 Choose the correct linkers to complete the sentences.
1 We all need to consider living a greener lifestyle
since / so that we minimise our impact on the natural
environment.
2 We should stop drinking bottled water at home in order
to / because it creates so much plastic waste.
3 Although it’s convenient to be taken to school by car,
we should try to use public transport more often
in order to / as reduce air pollution.
4 Since / So that we don’t have sensor lights in our house,
we must remember to switch off the lights when we
leave a room.
5 We could easily grow our own fruit in order to / as we
live in a warm and wet climate.
9 Complete the sentences so that they are true for you.
Then compare with a partner.
1 As I don’t like cheese , I never eat pizza .
2 I never because .
3 My parents sometimes in order to .
4 Our teacher always since .
5 At the moment I’m so that .
10 REFLECT | Society Planet Earth is home to billions of
plants and animals, so we should do everything we can
to minimise our harmful impact on it. Discuss in pairs.
11 WRITING TASK Read the notice below. Follow the
instructions to write your own article.
1 Read the task carefully. Then, in pairs, discuss the
questions it contains and make notes.
2 Follow the tips in the Writing box and develop your
notes into an article. Make sure you have answered all
the questions asked in the task.
3 Include information and language from Exercises 6
and 7.

6 Complete the questions for involving the reader

with the words from the box. Then in pairs, ask and
answer the questions.
Articles
rticles wanted!
Your local government is keen to hear your ideas on
Your
are can have how so what would
green lifestyles.
lifestyles. Exercise 7
1 Would you feel comfortable living near an active 1 Energy efficiency
 Why is it important to live a green lifestyle? is high because the
volcano?
 What changes could you and your family make at house has solar panels
2 Have you ever thought about growing your own home to make your lifestyles more sustainable? and geo-thermal
food?  What
hat other changes could you make to help reduce heating. (reason)
2 Each room also has
3 Are you one of those people who love the coast? the harmful impact of your life on the environment? specially chosen plants
If so , have you considered a job involving the in order to clean the air.
sea? Write an article answering these questions (purpose)
4 How would you feel if your parents wanted to and we will publish the most interesting 3 It’s also the perfect
place to grow food
move to a remote island? articles on our website. inexpensively since
5 Can you imagine living in a tent for six months? a rainwater collection
6 What would life be like if you were a pet dog or system provides the
water. (reason)
cat? 4 However, instead of
dreaming of a more
7 Look at the sentences containing underlined linkers sustainable world, let’s
in the article. Does each sentence express a reason or build it together so
a purpose? that future generations
can be proud of us.
As it was built using recycled materials, it was cheap to (purpose)
construct. reason

□ I can write an article. 133

151

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 Word List

REMEMBER MORE 9A GRAMMAR AND VOCABULARY gas (n) /ɡæs/

5.57 go up in flames  /ˌɡəʊ ʌp ɪn ˈfleɪmz/
1 Match the two parts of the cave (n) /keɪv/
grass (n) /ɡrɑːs/
compound nouns. Then check
current (n) /ˈkʌrənt/
with the word list. heavy rainfall  /ˌhevi ˈreɪnfɔːl/
1 □e rainwater a efficiency dive (v) /daɪv/
hit land  /ˌhɪt ˈlænd/
2 □d solar b bag diving (n) /ˈdaɪvɪŋ/
□b shopping
hurricane (n) /ˈhʌrəkən/
3 c block drown (v) /draʊn/
□c tower
lava (n) /ˈlɑːvə/
4 d panels
□a energy
earthquake (n) /ˈɜːθkweɪk/ mountainside (n) /ˈmaʊntənsaɪd/
5 e collection
flood (v) /flʌd/ panic (v) /ˈpænɪk/

Exercise 2
2 Complete the sentences with the giant waves  /ˌdʒaɪənt ˈweɪvz/ pour out (phr v) /ˌpɔːr ˈaʊt/
correct words formed from the
1 destruction in total  /ɪn ˈtəʊtl/ power line (n) /ˈpaʊə laɪn/
2 survivors words in bold. Then check with
3 thoughtful the word list. incredible (adj) /ɪnˈkredəbəl/ rescue (v) /ˈreskjuː/
4 underwater 1 The fire caused massive of lose your life  /ˌluːz jə ˈlaɪf/ river breaks its banks  /ˌrɪvə ˌbreɪks ɪts ˈbæŋks/
wildlife in the forest. DESTROY
natural disaster (n) /ˌnætʃərəl dɪˈzɑːstə/ ruins (n) /ˈruːɪnz/
2 All of the earthquake have
been rescued. SURVIVE powerful film  /ˌpaʊəfəl ˈfɪlm/ run to safety  /ˌrʌn tə ˈseɪfti/
3 It was really of you to rescue (n) /ˈreskjuː/ scream (v) /skriːm/
remember my birthday. rescuer (n) /ˈreskjuːə/ seismic activity (n) /ˌsaɪzmɪk ækˈtɪvəti/
THOUGHT
shore (n) /ʃɔː/ shake (v) /ʃeɪk/
4 He took fantastic photos of
fish and other sea creatures in surface (n) /ˈsɜːfəs/ smoke (n) /sməʊk/
the Red Sea. WATER survival story/story of survival  /səˈvaɪvəl ˌstɔːri/ storm (n) /stɔːm/
ˌstɔːri əv səˈvaɪvəl/
3 Complete the sentences with survival pack  /səˈvaɪvəl pæk/
Exercise 3
verbs from the word list. survive (v) /səˈvaɪv/
1 reduce survivor (n) /səˈvaɪvə/
2 sort In order to save the planet, it’s trap (v) /træp/
3 minimise important to … swing (v) /swɪŋ/
4 keep tsunami (n) /tsʊˈnɑːmi/
1 r plastic waste, e.g. use top of a mountain  /ˌtɒp əv ə ˈmaʊntən/
reusable bags when shopping. underwater (adv) /ˌʌndəˈwɔːtə/
tornado (n) /tɔːˈneɪdəʊ/
2 s rubbish: put used bottles, warning sign (n) /ˈwɔːnɪŋ saɪn/
trapped (in the basement) /træpt (ɪn ðə
plastic and paper into separate wet season (n) /ˈwet ˌsiːzən/ ˈbeɪsmənt)/
containers
tropical sea  /ˌtrɒpɪkəl ˈsiː/
3 m your impact on the
9B LISTENING AND VOCABULARY
environment, e.g. use green turn brown  /ˌtɜːn ˈbraʊn/
energy instead of traditional 5.58
victim (n) /ˈvɪktəm/
energy sources avalanche (n) /ˈævəlɑːntʃ/
violent wind  /ˌvaɪələnt ˈwɪnd/
4 k noise to a minimum for bottled water (n) /ˌbɒtld ˈwɔːtə/
the benefit of wildlife cover (v) /ˈkʌvə/
volcanic eruption  /vɒlˌkænɪk ɪˈrʌpʃən/

4 Do the task below.
Imagine you’re taking part in
a competition called ‘Simple
ways to save the planet’, in
which young people present
their ideas how everyone
can take better care of the
environment, similar to
Exercise 3 above. Write your
ideas using words from the
word list.
warning (n) /ˈwɔːnɪŋ/
destruction (n) /dɪˈstrʌkʃən/
whistle (n) /ˈwɪsəl/
doorway (n) /ˈdɔːweɪ/
work tirelessly  /ˌwɜːk ˈtaɪələsli/
drill (n) /drɪl/
drought (n) /draʊt/
9C VOCABULARY 5.59
earthquake simulation (n) /ˈɜːθkweɪk sɪmjəˌleɪʃən/ alternative (n) /ɔːlˈtɜːnətɪv/
emerge (v) /ɪˈmɜːdʒ/ area of natural beauty  /ˌeəriə əv ˌnætʃərəl ˈbjuːti/
emergency worker (n) /ɪˈmɜːdʒənsi ˌwɜːkə/ avoid (v) /əˈvɔɪd/
destroy everything in sth’s path  /dɪˌstrɔɪ ˌevriθɪŋ avoidable (adj) /əˈvɔɪdəbəl/
ɪn ˌsʌmθɪŋz ˈpɑːθ/
collect/sort rubbish  /kəˌlekt/ˌsɔːt ˈrʌbɪʃ/
explosion (n) /ɪkˈspləʊʒən/
damage the environment  /ˌdæmɪdʒ ði
evacuate (v) /ɪˈvækjueɪt/ ɪnˈvaɪrənmənt/
flame (n) /fleɪm/ disposable (adj) /dɪˈspəʊzəbəl/
flood (n) /flʌd/ dispose of sth (phr v) /dɪˈspəʊz əv ˌsʌmθɪŋ/
forest fire (n) /ˈfɒrəst faɪə/ disturb the wildlife  /dɪˌstɜːb ðə ˈwaɪldlaɪf/

from side to side  /frəm ˌsaɪd tə ˈsaɪd/ drop litter  /ˌdrɒp ˈlɪtə/

134

EXTRA ACTIVITIES IN CLASS • Write anagrams of 6–8 words FURTHER PRACTICE

• Write the following verbs on the
board: harm, avoid, reuse, sustain,
help. Ask students to find adjectives
in the word list which are formed
from these verbs, and to write an
example sentence for each one.
152
from the word list on the board.
Individually or in pairs, students try Workbook page 109/Online Practice
to solve the anagrams as quickly as
NEXT CLASS
they can. The first student/pair to do
so wins. To make the activity easier, Ask students to revise Unit 9.
you could give them the first letter
of each word (e.g. by circling or
underlining it in each anagram).

M01 High Note TB3 09593.indd 152 29/08/2019 14:15


environmental impact  /ɪnˌvaɪrənˌmentl ˈɪmpækt/
environmental responsibility  /ɪnˌvaɪrənˌmentl
rɪˌspɒnsəˈbɪləti/
for the benefit of sb  /fə ðə ˈbenəfɪt əv ˌsʌmbɒdi/
harmful (adj) /ˈhɑːmfəl/
helpful (adj) /ˈhelpfəl/
keep noise to a minimum  /ˌkiːp ˌnɔɪz tə ə
ˈmɪnəməm/
light a fire  /ˌlaɪt ə ˈfaɪə/
marked path (n) /ˌmɑːkt ˈpɑːθ/
minimise the impact of/on sth  /ˌmɪnəmaɪz ðə
ˈɪmpækt əv/ɒn ˌsʌmθɪŋ/
national park (n) /ˌnæʃənəl ˈpɑːk/
produce waste  /prəˌdjuːs ˈweɪst/
recycling bin (n) /riːˈsaɪklɪŋ bɪn/
reduce plastic waste  /rɪˌdjuːs ˌplæstɪk ˈweɪst/
respect the guidelines  /rɪˌspekt ðə ˈɡaɪdlaɪnz/
respectful of sth (adj) /rɪˈspektfəl əv ˌsʌmθɪŋ/
reusable (adj) /ˌriːˈjuːzəbəl /
reuse (v) /ˌriːˈjuːz/
shopping bag (n) /ˈʃɒpɪŋ bæɡ/
single-use plastic products (n) /ˌsɪŋɡəl ˌjuːs
ˈplæstɪk ˌprɒdʌkts/
species of plants/animals  /ˌspiːʃiːz əv ˈplɑːnts/
ˈænɪməlz/
sustain (v) /səˈsteɪn/
sustainable (adj) /səˈsteɪnəbəl/
thoughtful (adj) /ˈθɔːtfəl/
trail (n) /treɪl/
use public transport  /ˌjuːz ˌpʌblɪk ˈtrænspɔːt/
waste (v) /weɪst/
wasteful (adj) /ˈweɪstfəl/
water container (n) /ˈwɔːtə kənˌteɪnə/
welcome  (adj) /ˈwelkəm/
9D GRAMMAR 5.60
bamboo (n) /ˌbæmˈbuː/
bark (v) /bɑːk/
I bet  /ˌaɪ ˈbet/
run out (phr v) /ˌrʌn ˈaʊt/
9E SPEAKING 5.61
bear (n) /beə/
careless/stupid of sb (adj) /ˈkeələs/ˈstjuːpəd əv
ˌsʌmbɒdi/
chill out (phr v) /ˌtʃɪl ˈaʊt/
go wrong  /ˌɡəʊ ˈrɒŋ /
in the wild  /ˌɪn ðə ˈwaɪld/
it’s a pity/shame  /ˌɪts ə ˈpɪti/ˈʃeɪm/
M01 High Note TB3 09593.indd 153
09
it’s no use crying over spilt milk  /ˌɪts ˌnəʊ juːs thick (adj) /θɪk/
ˈkraɪɪŋ ˌəʊvə ˌspɪlt ˈmɪlk/
tight-knit community  /ˌtaɪt nɪt kəˈmjuːnəti/
it’s not the end of the world  /ˌɪts nɒt ði ˌend əv
top floor (n) /ˌtɒp ˈflɔː/
də ˈwɜːld/
tower block (n) /ˈtaʊə blɒk/
scare (v) /skeə/
trendy boutiques  /ˌtrendi buːˈtiːks/
9F READING AND VOCABULARY unpleasant (adj) /ʌnˈplezənt/
5.62 vibrant nightlife  /ˌvaɪbrənt ˈnaɪtlaɪf/
be packed like sardines in a can  /bi ˌpækt laɪk
ˌsɑːˈdiːnz ɪn ə kæn/ wheelbarrow (n) /ˈwiːlˌbærəʊ/
born and bred  /ˌbɔːn ənd ˈbred/ winding path  /ˌwɪndɪŋ ˈpɑːθ/
breathtaking scenery  /ˌbreθteɪkɪŋ ˈsiːnəri/
9G WRITING AND VOCABULARY
come across sth (phr v) /ˌkʌm əˈkrɒs ˌsʌmθɪŋ/
5.63
come back to life  /kʌm ˌbæk tə ˈlaɪf/ active volcano  /ˌæktɪv vɒlˈkeɪnəʊ/
commute (n) /kəˈmjuːt/ brick (n) /brɪk/
crowded (adj) /ˈkraʊdəd/ change begins at home  /ˌtʃeɪndʒ bɪˌɡɪnz ət
ˈhəʊm/
dead-end job (n) /ˌded end ˈdʒɒb/
come on (phr v) /ˌkʌm ˈɒn/
die (v) /daɪ/
construct (v) /kənˈstrʌkt/
double-decker bus (n) /ˌdʌbəl ˌdekə ˈbʌs/
convenient (adj) /kənˈviːniənt/
drop to (v) /ˈdrɒp tə/
country cottage (n) /ˌkʌntri ˈkɒtɪdʒ/
earn a living  /ˌɜːn ə ˈlɪvɪŋ/
energy consumption (n) /ˈenədʒi kənˌsʌmpʃən/
entire (adj) /ɪnˈtaɪə/
energy efficiency (n) /ˌenədʒi ɪˈfɪʃənsi/
event (n) /ɪˈvent/
environmentally friendly (adj) 
extract (v) /ɪkˈstrækt/
/ɪnˌvaɪərənˌmentəli ˈfrendli/
fumes (n) /fjuːmz/
feature (n) /ˈfiːtʃə/
hustle and bustle  /ˌhʌsəl ənd ˈbʌsəl/
geothermal heating (n) /ˌdʒiːəʊˌθɜːməl ˈhiːtɪŋ/
inhabited (adj) /ɪnˈhæbɪtɪd/
global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/
islander (n) /ˈaɪləndə/
go out (phr v) /ˌɡəʊ ˈaʊt/
isolated (adj) /ˈaɪsəleɪtəd/
heat (n, v) /hiːt/
lose touch with sb  /ˌluːz ˈtʌtʃ wɪð ˌsʌmbɒdi/
homeowner (n) /ˈhəʊmˌəʊnə/
mainland (n) /ˈmeɪnlənd/
inexpensively (adv) /ˌɪnɪkˈspentsɪvli/
miserable (adj) /ˈmɪzərəbəl/
light (v) /laɪt/
noisy (adj) /ˈnɔɪzi/
live a (green) lifestyle  /ˌlɪv ə (ˌɡriːn) ˈlaɪfstaɪl/
overlooking (adj) /ˌəʊvəˈlʊkɪŋ/
modest size  /ˌmɒdəst ˈsaɪz/
peace and quiet (n) /ˌpiːs ənd ˈkwaɪət/
rainwater collection (n) /ˈreɪnwɔːtə kəˌlekʃən/
peaceful (adj) /ˈpiːsfəl/
recycled building materials  /riːˌsaɪkəld ˈbɪldɪŋ
picturesque cottage  /ˌpɪktʃəˌresk ˈkɒtɪdʒ/ məˌtɪəriəlz/
pure (adj) /pjʊə/ sensor lights (n) /ˌsensə ˈlaɪts/
puzzled (adj) /ˈpʌzəld/ slow sth down (phr v) /ˌsləʊ ˌsʌmθɪŋ ˈdaʊn/
remote (adj) /rɪˈməʊt/ solar panels (n) /ˈsəʊlə ˌpænəlz/
resident (n) /ˈrezədənt/ underground (adv) /ˌʌndəˈɡraʊnd/
rural (adj) /ˈrʊərəl/ water/electricity bills (n) /ˈwɔːtə/ɪˌlekˈtrɪsəti bɪlz/
rush to sth (v) /ˈrʌʃ tə ˌsʌmθɪŋ/
sense of community  /ˌsens əv kəˈmjuːnəti/
settle into sth (phr v) /ˌsetl ˈɪntə ˌsʌmθɪŋ/
slate quarry (n) /ˈsleɪt/ ˌkwɒri/
smell (v) /smel/
stone (n) /stəʊn/
135
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29/08/2019 14:15
 09 Revision Animals and their sixth sense
Dogs can track criminals and find missing people.
Dolphins are trained to find lost swimmers and
VOCABULARY AND GRAMMAR detect underwater mines. Are animals the best
Exercise 1 1 Find the odd word out in each group. Say why it is and cheapest detectives?
1 The others are different.
connected to water. 1 current / flames / shore / wave
2 The others are natural
disasters.
3 The others are
2
3
drought / earthquake / tornado / panic
trap / survivor / victim / rescuer
T here is a famous case of a dog which helped its owner
to discover she had cancer. It involved a Dalmatian called
Trudi. One day she came towards her owner, Ms Gill Lacey,
people.
4 The others are
4 breathtaking / wasteful / picturesque / trendy and started sniffing at her leg like never before. Trudi was
positive. 5 rescue / warning / evacuate / scenery doing it so much that the woman couldn't move away. It was
5 The others are as if the dog was trying to bite off the small brown mark that
6 hill / island / cave / community
connected to natural had always been there on Ms Lacey’s leg. Intrigued by the
disasters.
6 The others are 2 Choose the correct word in each sentence to complete dog’s behaviour, the woman went to see a doctor. As she
connected to the text. quickly discovered, the Dalmatian was right to be worried: the
geography. mark turned out to be a dangerous kind of skin cancer. Once
she had it removed, Trudi lost interest in the woman’s leg!
Exercise 3
Littleton Camp Site There have been many cases like Trudi’s, but until recently
2 wouldn’t have
• Bring your own tent or rent a comfortable 1 energy / doctors have been ignoring the owners’ anecdotes. The latest
missed rainwater / waste -efficient cottage built from
geothermal building materials. studies, however, demonstrate that, in most cases, dogs can
3 had arrived
effectively sniff out skin and prostate cancer.
4 could have learnt • All cottages have solar 2 materials / panels / paths.
5 wouldn’t have fallen
6 hadn’t been
• Buy food from our farm shop, have a BBQ in the It is not only dogs that help save people’s lives. As
picturesque picnic area and enjoy the peace and unbelievable as it sounds, we can now detect explosives
7 hadn’t had with the help of honey bees! Researchers have recently
8 wouldn’t have
3
bustle / hustle / quiet of the national park.
broken • The camp site is quite isolated so please don’t experimented with bees’ phenomenal sense of smell. It took
9 might have gone expect a vibrant 4 nightlife / commute / eruption. the bees as little as a few hours of training to correctly identify
• We kindly request visitors to 5 respect / damage / the presence of an explosive or a drug just as police dogs can.
reuse the environment and other campers. They were able to do this by flying above the surface under
Exercise 4
2 I wish/If only my • Please be thoughtful and keep 6 impact / noise / which the dangerous substance had been hidden. Do these
neighbours didn’t/ energy to a minimum. findings mean that we are now going to use honey bees at
wouldn’t argue all • Single-use plastic products are 7 harmful / airports to check passengers’ luggage and pockets? We will
the time! sustainable / helpful to the environment so please most probably find out in the very near future.
3 I wish/If only I didn’t use alternatives.
live in the city! It is widely believed that the other exceptional abilities animals
4 I wish/If only I’d asked • 8
Reduce / Disturb / Sort your rubbish before putting have help them sense approaching natural disasters. There
them to pick up the it in the recycling bins. are lots of examples of animals behaving strangely before
litter/pick it up! earthquakes. Historians recorded that many animals such as rats
5 I wish/ If only people
couldn’t drive in 3 Complete the text with the correct forms of the verbs and snakes abandoned the Greek city of Helice in 373 BC days
the city. in brackets. before a terrible earthquake. In 2011, a university study in Japan
6 I wish/If only I could
swim! Yesterday was a disaster! First, I got up late.
7 I wish/If only I’d If I 1 hadn’t got up (get up) late, I 2 (not miss) the
studied for the Maths
bus. And then, when I finally got to school, the class USE OF ENGLISH
test!
had already started. It was an interesting class about
sustainable building projects. If I 3 (arrive) on 5 Complete the text with one word in each gap.
Exercise 5 time, I 4 (could/learn) a lot! ‘Oh well’, I thought,
2 on ‘I’ll catch up this evening’. Except as I was cycling Many of us love city life. We can’t imagine living 1 away from
3 whose home after school, I got caught in a storm. I 5 the exciting hustle and bustle of crowded streets or noisy
4 of (not fall) off my bike if there 6 (no be) a flood! restaurants. However, people are becoming increasingly aware
5 own And if I 7 (not have) the accident, I 8 (not
break) a finger! I 9
 (might/ go) back to school of the impact of this way of life 2 the environment and
6 the
7 around at that point but it was too late. So I waited in a café, ourselves.
8 If soaking wet, for my mum to pick me up and had to eat So, what are the alternatives? One option to consider is
a hamburger with one hand. living in an ecovillage. Ecovillages are communities 3
residents aim to live a sustainable lifestyle. They recycle or
4 Write sentences with I wish/If only about these situations.
dispose 4 the waste they produce without damaging the
1 You are unhappy as the city centre is crowded. environment. They aim to grow their 5 food and provide
I wish/If only the city centre wasn’t so crowded! power using renewable energy. When these villages began in
2 Your neighbours argue all the time.
6
mid-twentieth century, they were usually tight-knit
communities united by similar environmental beliefs. These days
3 You don’t like living in the city.
there are many more all 7 the world including some very
4 You saw some people dropping litter. You regret not hi-tech community projects which use solar and biogas power or
asking them to pick it up. recycled building material. 8 only governments and city
5 You think people shouldn't drive in the city. authorities would follow their example!
6 You are sad because you can’t swim.
7 You regret not studying for the Maths test. Use of English > page 195
136

FURTHER PRACTICE ASSESSMENT

• Use of English, Student’s Book page 195 • Unit 9 Language Test (Vocabulary,
• Class debates pages 264–265 Grammar, Use of English)
• Self-assessment 9 and Self-check 9, • Unit 9 Skills Test (Dictation, Listening,
Workbook pages 110–111/Online Reading, Communication)
Practice • Unit 9 Writing Test
• Extra digital activities: Use of English,
Reading, Listening
154

M01 High Note TB3 09593.indd 154 29/08/2019 14:15


showed that some domestic cats were restless and tried to escape
their homes before a very big, destructive earthquake.
Despite such widespread anecdotal evidence, many scientists
don’t take the stories seriously because they can’t be measured in
a scientific study.
While the incredible sensory powers of some animals have been
scientifically demonstrated, it still remains unclear how an animal’s
sixth sense works. Some theories say that we also possessed
a similar sixth sense at one time, but we lost this ability because
it was no longer needed. Whatever the truth is, observing the
behaviour of animals can be of great use to us. Although information
gained this way will never replace the results of professional sensors
like seismographs or satellites, it shouldn’t be ignored.
READING
6 Read the article and choose the correct answers a, b, c or d.
1 Trudi’s behaviour intrigued Ms Gill Lacey because she
a started to come towards her more often.
b had never sniffed her leg before.
c tried to bite her.
d showed unusual interest in her leg.
2 The ability of dogs to sniff out cancer in humans
a is anecdotal.
b is ignored by doctors.
c has been confirmed by research.
d works perfectly for all types of cancer.
3 What does the text suggest about honey bees?
a They are better at finding explosives than dogs are.
b They are sometimes used at airports during security
checks.
c With some training they can detect explosives and drugs.
d Their sense of smell can improve as a result of
experiments.
M01 High Note TB3 09593.indd 155
4 Why does the writer give examples of strange
animal behaviour?
a To show wild animals have better instincts than
domesticated ones.
b To explain why some people think animals have
a sixth sense.
c To demonstrate that animals are scared of
earthquakes.
d To prove anecdotes are more important than
scientific studies.
5 It is certain that animals’ sixth sense
a will soon be used instead of scientific methods.
b hasn’t been properly explained yet.
c shouldn’t be taken seriously.
d has always been unique to animals.
SPEAKING
7 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding
what to do but you like different things. Talk to
him/her and discuss the points below.
• Suggest going for a walk in the mountains.
• You left your games console at home and are
upset about this.
• You don’t want to go shopping. You can do
that at home! You are feeling frustrated.
• Suggest visiting the old castle nearby.
Student B
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding what
to do but you like different things. You start the
conversation. Use the phrases below to help you.
• So, what shall we do this afternoon?
• I’d rather not walk in this rain. We could play
computer games on your console.
• There’s nothing we can do about it. Why don’t
we go shopping?
• Calm down. It doesn’t matter. But we’ve got to
decide on something!
WRITING
8 You have seen this advertisement on a travel
website.
Write an article recommending a great
destination in your country for nature lovers!
Tell us about:
• a good destination for students and what
scenery and wildlife you can see there,
• what activities you can do there,
• the best time of the year to visit and why.
Write your article.
137
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29/08/2019 14:15
 10 Justice for all
VOCABULARY The courtroom, law and punishment, phrasal verbs, voting
GRAMMAR

SPEAKING
WRITING
VIDEO
Modal verbs for speculating about the present and the past
Use of English > page 195
Comparing and contrasting photographs
A formal letter
Grammar Documentary Communication

The McGuffin
Kidnapping Trial
I’ve never been on a jury before. G
It’s fascinating.
A

F
H

E
B D

1 ‘She looks calm but she must feel nervous inside. She’s on
trial for kidnapping! Even if she’s innocent, she can’t feel
good. She knows she could get a long prison sentence!’
2 ‘It can’t be easy to defend someone who is accused of
such a terrible crime. He might not believe she’s innocent,
but he has to sound totally convinced she didn’t do it.’
3 ‘Hee must be expecting a guilty verdict after all the police work he’s
done and the evidence he’s found. But he may have doubts. It seems
unlikely ut c uf n s lawyer could ha e a surprise witness.’
4 ‘Itt must e a challenge to control a trial. It s de nitely not easy. he
may not like ary c uf n, she might suspect she s guilty guilty, but she
has to keep an open mind. She looks thoughtful: she could be thinking
about the verdict, or she might be wondering if it’s time for a break.’

Exercise 3 10A GRAMMAR AND VOCABULARY 3 Read one jury member’s thoughts 1–4 above. In
pairs, work out the meaning of the highlighted
2 trial
3 defend words and use them to complete the text below.
4 evidence 1 Look at the illustration and match people and places A–H When someone is 1 accused of a serious crime, they
5 verdict with the words from the box.
6 innocent have the right to a fair 2 . They have a lawyer to
7 guilty H a police detective B a witness E the accused 3
them and at the end of the trial the judge tells
8 sentence G the courtroom A the judge C the jury the jury to consider the presented 4 carefully
D the lawyer for the defense F the lawyer for the prosecution before reaching a 5 . If the accused is found
2 Do you know what the role of a jury is in a court case?
6
, they may walk free. If they are found 7 ,
Would you like to be a member of the jury? Say why. however, the judge may give them a prison 8 .

138

REFERENCES EXTRA ACTIVITIES IN CLASS
VIDEO SCRIPT page 242 • Do this activity after Exercise 3. In
CULTURE NOTES page 210 pairs or small groups, students take it
in turns to give a definition of a word
from Exercises 1 and 3 for their partner/
group to guess. In weaker classes, the
definitions can be in the students’ own
language.
156
• After the Grammar video activity, put
students in pairs and get them to
speculate about different photos in the
Student's Book. They should take turns
to choose a photo from a previous unit
and talk about it using language from
the Grammar box. If time allows, each
student could talk about more than
one photo.

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 10
4 Read the jury member’s thoughts 1–4 again. For each 8 Complete the second sentence so that it means the Exercise 4
point, decide who the jury member is thinking about. same as the first one. Use the modal verbs from the 1 the accused
Grammar box. 2 the lawyer for the
defence
Modal verbs for speculating about the present 1 It’s possible she’s innocent but it’s also possible she’s
3 the police detective
guilty. 4 the judge
5 Match the underlined parts of sentences 1–5 with She may be innocent but she guilty.
phrases a–e.
1 □d She must feel nervous inside. 2 I’m sure this isn’t the last day of the trial. Exercise 8

2 □e She can’t feel good. This the last day of the trial. 1may/might/could be
2 can’t be
3 □c She may not like Mary McGuffin. 3 I’m sure the victim and his family want the trial to
end as soon as possible.
3 must want

4 □b She might suspect she’s guilty. The victim and his family the trial to end as
4 may/might/could
know
5 □a She could be thinking about the verdict. soon as possible. 5 can’t be
6 must be keeping
4 It’s possible her husband knows if she’s innocent or not.
a It’s possible she is. d I’m sure she does.
Her husband if she’s innocent or not.
b It’s possible she does. e I’m sure she doesn’t.
5 I’m sure the police detective isn’t lying.
c It’s possible she doesn’t.
The police detective lying.
6 Study the Grammar box and Watch out!. Then find more 6 I’m sure the lawyer is keeping something back for
examples of modal verbs for speculation in the texts 1-4 the last day.
on page 138. The lawyer something back for the last day.

Modal verbs for speculating about the present
To speculate about the things in the present we use
must/could/might/may/can’t + the infinitive or be + -ing.
must = we are almost certain something is true
could/might/may = we think something is possibly true
(might
might is slightly less probable than could/may)
can’t = we are almost certain something is impossible/not true
Grammar Reference and Practice > page 188
WATCH OUT!
When we speculate, the negative of must is can’t, not mustn’t.
It must be true. (I’m sure it is.)
No, it can’t be true. (I’m sure it isn’t.) NOT It mustn’t be true.
7 Choose the correct options in the texts below.
The witness is sweating. I’m not sure why.
He 1can’t / might be lying. Or he 2could / must
be ill. Or he 3may /must just feel nervous.
Whatever, he 4can’t / must wish he was
somewhere else. It certainly looks that way.
The jury member next to me has her eyes closed
9 In pairs, take turns to speculate about the sentences
below. Use at least two different modal verbs each time.
1 I didn’t sleep at all last night.
2 I haven’t eaten a thing for eight hours.
3 My brother doesn’t study much, but he always gets
good marks.
4 My friend Tom says his aunt is a judge, but she’s only
thirty years old.
5 My neighbour says she works for the police, but she
doesn’t wear a uniform.
A I didn’t sleep at all last night.
B You must be tired. / You may want to take a nap.
10 SPEAKING In pairs, use modal verbs to speculate
about your family and friends. Where are they right
now? What are they doing?
A Where’s your gran?
B She could be at the shops. Or she might be at home.
She may be reading a book but she can’t be working
in the garden, not in this weather.
32 Read the question and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the same question about the man on
page 140.
Tell me about this photograph. Who could this man be?
GRAMMAR VIDEO

but she 5can’t / must be sleeping, not during

a trial! She 6could / must be concentrating, that’s
one possibility, or, on the other hand, she
7
can’t / may be wondering what’s for lunch.

Mary McGuffin 8can’t / must feel

exhausted. It’s been such a long trial.
Sometimes she looks so sweet and calm
that I’m sure she 9can’t / may be guilty.

□ I can use modal verbs to speculate about the present. 139

FURTHER PRACTICE • Photocopiable resource 41: Modal NEXT CLASS

match, pages 285, 332
• Photocopiable extra Grammar Video Ask students to bring a newspaper
• Extra digital activities: Grammar
activity 10, page 268 clipping of a crime story (or have an
Checkpoint 10A
• Grammar Reference and Practice, online news story available on their
Student’s Book page 188 ASSESSMENT phones). Reassure them that it doesn’t
need to be a crime they know the English
• Workbook pages 112–113/Online Grammar Quiz 10A word for – they can choose any crime
Practice
story they like.

157

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 10B VOCABULARY | Law and punishment

Exercise 1 1 THINK BACK Check if you know the words in the box. 4 4.3 Listen to the final part of Rex’s story. What
Minor crimes: Then put the crimes in the correct column in the table. punishment was he expecting? What did he get?
shoplifting
*
hacking assault burglary drug dealing hacking kidnapping 5 Match the punishments in the box with the definitions.
*
(car) theft murder pickpocketing (bank) robbery shoplifting
Serious crimes:
(car) theft community service a curfew an electronic tag a fine
(bank) robbery imprisonment a life sentence rehabilitation
burglary Minor crimes Serious crimes a suspended sentence
drug dealing
murder pickpocketing … assault … 1 Unpaid work in the community. community service
kidnapping 2 Money paid as punishment. a fine
*
hacking
*
(car) theft 2 4.1 Listen to the beginning of a talk and answer 3 A course that helps criminals give up their life of
*Hacking and theft the questions. crime. rehabilitation
can be either minor or 1 Which crime from Exercise 1 did Rex commit? Did the 4 A device (usually around your ankle) so the police can
serious depending on police catch him? track your movements. an electronic tag
the circumstances.
2 Why is Rex talking to students? 5 Having to be at home at certain times. a curfew
6 The threat of a prison sentence if you commit another
Exercise 2 3 4.2 Check you understand the highlighted phrases. crime. a suspended sentence
1 He committed Then put the notes from Rex’s criminal record in
robbery. Yes, he tried a logical order. Listen and check. 7 Time in prison. imprisonment
to rob a post-office and 8 A very long prison sentence, possibly forever.
got caught. a life sentence
2 to tell them about
(the bad consequences
In 2010, Rex Hardcastle was caught shoplifting. 6 SPEAKING Work in groups. Discuss and decide on
suitable punishments for the crimes listed below.
of) crime
□2 Police gave him a warning. Compare with another group.
Exercise 4 □ He was caught on security camera.
1 1 A young woman has been caught shoplifting
Rex was hoping for
electronic goods for the third time.
community service or 2 A drunk driver runs over a man and seriously injures him.
a suspended sentence In 2014, Rex Hardcastle tried to rob a post-office. 3 A teenager breaks a young boy’s arm in a fight.
He got 12 months in
prison but was released
□3 He was questioned by detectives. 4 A student illegally downloads over 100GB of music.

□4 He was charged with attempted robbery.

early, then had
5 A man posts death threats to a politician online.
a curfew and had to
wear an electronic tag.
□5 Once he was under arrest, he was held in 6 A woman leaves her dog tied to a tree in the forest
because she is going on holiday.
custody at the police station.
□6 He made a statement describing what had
h A So what do you think about the first one?
B Well, shoplifting is a minor crime but this is the third
happened.
□7 He was released on bail by the judge to wait for time she has been caught so perhaps a suitable
punishment would be …
his trial.
□8 The police caught him and arrested him. 7 Choose one of the crimes in Exercise 6 and write
a short story about it using as many words from this
lesson as possible.

140 □ I can talk about law and punishment.

REFERENCES FURTHER PRACTICE ASSESSMENT
AUDIO SCRIPT page 226–227 • Workbook page 114/Online Practice Vocabulary Quiz 10
CULTURE NOTES page 211 • Photocopiable resource 42: The NEXT CLASS
Hollywood Hills Burglars, pages 285,
EXTRA ACTIVITY IN CLASS 333–334 Ask students to bring photos of different
After Exercise 1, students work in groups to • Extra digital activities: Vocabulary incidents or criminal offences (or have
share the crime stories they have brought, Checkpoint 10 them available on their phones).
and identify the crimes being reported.
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 10C GRAMMAR 10
1 In pairs, ask and answer the questions below. 6 Use the prompts to write the deductions from the Exercise 2
conversation in Exercise 5.
1 How can burglars get into someone’s house? 1 Jewellery and money.
2 What kind of things do they usually steal? 1 They / must / go out / front door. 2 Not long ago. While
the parents were out at
3 What can you do to avoid burglary? They must have gone out through the front door. the shops.
2 They / can’t / leave by / front door. 3 Chris left the door
2 4.4 Listen to a conversation between a young woman 3 They / might /climb through / window.
wide open while he
went to get his wallet
and her parents and answer the questions below.
4 They / can’t / get out / that way. from the bedroom. The
1 What did the burglars take? 5 They / must / be / here/ when / you / get home. burglars walked into
the house through the
2 When did the burglary occur? 6 They / could / hide / behind / living room curtains. open front door.
3 How did the burglars get into the house? 7 They / can’t / hide / there.
8 The burglars / may / not / leave. Exercise 3
Modal verbs for speculating about the past 1 I’m sure
7 4.6 Use can’t, must or might to rewrite the 2 I’m sure
3 Complete the explanations of the sentences below with sentences. Listen to check. 3 It’s possible
‘It’s possible’ or ‘I’m sure’. Then study the Grammar box 4 It’s possible
and Watch out! to check. 1 I’m sure that was scary. That must have been scary.
1 They must have broken in while we were at the shops. 2 I’m sure the burglars weren’t professionals.
Exercise 4
this happened. 3 It’s possible it was their first burglary. 2 They may have
2 They can’t have got in through the front door. 4 It’s possible they didn’t plan it. broken a window.
3 They can’t have got in
this didn’t happen. 5 I’m sure they thought they had a chance to escape. through a window.
3 They might not have broken in. 6 I’m sure they didn’t expect to find the burglars in 4 They must have seen
a cupboard. the open door and
this didn’t happen. walked right in.
4 They could have found a key. 8 In pairs, make past deductions about these situations.
this happened. 1 After a shopping trip you realise you no longer have Exercise 6
your purse/wallet. 2 They can’t have left by
the front door.
Modal verbs for speculating about the past Someone must have stolen it. 3 They might have
To speculate about things in the past we use modal verbs 2 Your uncle logs into his bank account online. All his climbed through
money is gone. He doesn’t know why. a/the window.
must/could/might/may/can’t + have + past participle. 4 They can’t have got
must have done = we are sure that something was true/ 3 When you get to school, a friend has a bloody nose out that way.
happened and a teacher is talking seriously to another friend. 5 They must have been
here when you got
can’t have done = we are sure that something wasn’t true/ 4 You get home and notice you haven’t got your
home.
didn’t happen phone on you. 6 They could have
might/may/could have done = it’s possible that something 5 The police have arrived at your neighbour’s house. hidden behind the
living room curtains.
was true/happened
9 SPEAKING Tell a partner about a real or invented 7 They can’t have
hidden there.
Grammar Reference and Practice > page 188 crime story. Then, make deductions and observations
8 The burglars may not
about what happened. have left.
That must have been awful.
WATCH OUT! Exercise 7
They might not have needed to break in. 2 The burglars
can’t have been
NOT They might have not needed to break in. professionals.
3 It might have been
4 Use the correct modal verb in brackets to rewrite these
their first burglary.
4 They might not have
sentences from the dialogue. planned it.
1 It’s possible they got in through the back door. 5 They must have
thought they had
(can’t/might)
a chance to escape.
They might have got in through the back door. 6 They can’t have
2 It’s possible they broke a window. (may/must) expected to find the
burglars in a cupboard.
3 I’m sure they didn’t get in through a window. (can’t/
must)
4 I’m sure they saw the open door and walked right in.
(can’t/must)

5 4.5 How did the burglars get out of the house?

Make deductions in groups. Listen and check your ideas.
They must have gone out through the front door.
No, they can’t have done that because …

□ I can use modal verbs to speculate about the past. 141

REFERENCES
AUDIO SCRIPT page 227
EXTRA ACTIVITY IN CLASS
This activity can be done after Exercise
8 or 9. Refer students to the photos they
have brought (or have available on
their phones). Put them in pairs or small • Workbook page 115/Online Practice
groups and get them to speculate about • Photocopiable resource 43: What really
the situations using must/could/might/ happened?, pages 286, 335
may/can’t + have + past participle.
• Extra digital activities: Grammar
FURTHER PRACTICE Checkpoint 10C
• Grammar Reference and Practice, ASSESSMENT
Student’s Book page 188
Grammar Quiz 10C

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 SCOT T I S H M U M
I K E T H I E F
HUGS B4.7
.7
A Findlay Sandlan had been saving up for a bike for
months. With the money he got for his sixteenth birthday
he finally had enough, so he went out and bought himself
a brand-new mountain bike. With security in mind, he also
5 bought a lock. Findlay had been the proud owner of the
bike for just a few days when he left it locked outside
a fast-food restaurant in Glasgow city centre and went
in with his friends for an ice cream. To his shock, when he
returned ten minutes later, someone had made off with
10 his bike and only the broken lock remained. Findlay
phoned his parents, who came to collect him and then
went on social media to express their anger at what had
happened. Though the Sandlans were understandably
upset, their loss is far from unusual. Nearly 400,000 bikes
15 are stolen each year in the UK. So how did Findlay’s story
end up on the international news?
B On the evening of the theft, Vonnie Sandlan, Findlay’s
mum, shared details of the stolen bike on social media
and selling sites with the hope that someone would
20 come forward with information. She also reported the
incident to the police, but wasn’t confident that they
would have the time or resources to look into the theft.
Findlay must have gone to bed that night feeling very
miserable. However, when Vonnie went online the
25 next morning, there was a message from someone
who had seen the missing bike for sale on a website.
After checking it was definitely her son’s bike, Vonnie
decided to pretend to be a customer and go and
meet the thief. However, before she did, she sensibly
30 contacted the police and got their support for her plan.
C Vonnie and her husband met the thief outside a shopping
centre, while their friend filmed the meeting from a nearby
bus stop. Vonnie smiled and thanked the teenager for
coming to meet them on a rainy day. Once she’d looked
35 at the serial number and checked again that the bike was
definitely Findlay’s, she decided it was time to confront the
boy. ‘This is my bike’ she said, and the young thief looked
at her. ‘Really?’ he asked and then burst into tears! He then
admitted stealing the bike, claimed it was his first crime and
40 revealed that he was only fifteen years old. Luckily for the
boy, Vonnie is the former president of the National Union of
Students in Scotland and a senior officer at the organisation
Colleges Scotland. This means she works to provide
educational opportunities for young people from just the
45 sort of deprived and difficult environment the young thief
had grown up in.
D Instead of turning him in to the police, Vonnie ended up giving
the tearful teen a life lecture. She offered him the sort of advice
you’d expect from a concerned parent rather than a victim of
50 crime. The fifteen-year-old must have been very surprised to
hear her describe the moment as a turning point for him. She
reminded him that it could have been a lot worse if his victim
had decided to chase after him and beat him up instead of
talking to him. She told him to think of his future and said if
55 school wasn’t working out for him, he should try college or
do an apprenticeship. She also advised him to stop stealing
because he was terrible at it and was going to end up in
Barlinnie, the name of the local prison. And then she gave him
a hug! Vonnie hopes that, after getting away with it this time,
60 the teenager will stop stealing and focus on his education. At
the very least, she feels the experience may have taught him
that crime doesn’t pay, and could help him avoid spending
time in prison in the future.

142

REFERENCES • In pairs, students write example NEXT CLASS

sentences with the phrasal verbs
VIDEO SCRIPT page 243 in Exercise 6. They then remove the Students write a for-and-against essay
CULTURE NOTES page 211 prepositions to create a gap-fill exercise answering the question in Exercise 7.
and give it to another pair to complete. Encourage them to refer back to the
EXTRA ACTIVITIES IN CLASS Writing lesson in Unit 6 (6G) and the
FURTHER PRACTICE Writing box on page 87 to help them
• Before Exercise 1, briefly introduce the
structure their essay correctly.
topic by asking students about crimes Workbook pages 116–117/Online Practice
which are common in their area/country.
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 10D READING AND VOCABULARY 10
1 Read the Fact Box about bike crime in Britain and 6 Check you understand the highlighted phrasal verbs Exercise 2
answer the questions. in the article. Then, use them in the correct form to Possible answers:
1 Does your country have a similar problem? replace the underlined phrases in the questions below. Because he was upset
In pairs, ask and answer the questions. when Vonnie gave
2 Have you or anyone you know been a victim of bike crime? him advice./Because
1 Would you take a friend to the police if you knew they
3 What happened? he realised that what
had committed a crime? Say why. turn a friend in he’d done was wrong./
2 Would the police in your country investigate a minor Because he was
FACT BOX Bike crime in Britain crime such as bike theft? Say why. caught./Because he
was scared.
• According to crime data over 376,000 bicycles are stolen 3 What are the dangers of running after someone who
each year in the UK. That’s roughly one every 90 seconds! has just picked your pocket?
Exercise 4
• Black bikes are stolen twice as often as white ones. 4 Has there ever been a break-in at your school or in
1 proud, then shocked
• London is the most targeted city followed by Edinburgh another building you use? What did the thieves steal? 2 angry
and Oxford. 5 Would you volunteer to give information about a 3 She posted the details
Top 10 most targeted cities: crime if it meant you have to testify in court? Say why. of the bike online and
someone contacted her
1 London 6 Manchester 6 How should society punish a teenager who kicks or to say they had seen it
2 Edinburgh 7 Cambridge hits someone until they are badly hurt?
hurt on a website.
3 Oxford 8 Cardiff 7 Would you climb over a fence to get into a festival or 4 She looked at the
4 Bristol 9 Bournemouth serial number.
concert if you though you could avoid being punished
5 Liverpool 10 Reading 5 think of his future,
for it? try college or an
apprenticeship, stop
2 Look at the title of the article. Why do you think a mum
7 REFLECT | Values What are the arguments for and stealing
against giving young people like the thief in the article 6 She hopes he’ll (give
hugged the thief who stole her son’s bike? Read the
a second chance after they commit a crime? up crime and) focus on
article quickly and check. his education.

3 Read the article again and for questions 1–8 choose

8 SPEAKING Work in groups. Choose one of the headlines
below and follow the instructions to prepare a short Exercise 6
from paragraphs A–D. Each paragraph may be chosen
news report explaining what happened. 2 look into
more than once.
• Say where and when the story took place and who 3 chasing after
In which paragraph does the author ... 4 make off with
□
was involved.
5 come forward with
1 C suggest Vonnie had some professional experience
• Describe the crime and possibly interview some of 6 beats someone up
that would help her face the thief?
□
those involved. 7 get away with it
2 A suggest bike crime is very common?
• Say what happened to the criminals after they were
□
3 D suggest the incident could help the boy have caught.
a better life in the future?
□ A Parents turn 18 year-old
son in to police after party
4 B mention something Vonnie did before going to
meet the thief to try and stay safe?
□
5 C tell the reader something about the bicycle thief’s
wrecks family home
background? B
□
6 A mention how Findlay funded the purchase of his Grandmother comes forward C
bike? Entire class of
□
7 D suggest Vonnie is a kind and caring person?
with information about students chase after
□
8 B explain Vonnie’s doubts about the police’s ability drug-dealing neighbours thief who broke into
their school during
to recover Findlay’s bike?
lunch break
4 Read the article again and answer the questions.
1 How did Findlay feel before and after his bike was
stolen? 33 WATCH AND REFLECT Go to page 171. Watch
the documentary Keeping
K cyberspace safe and do the
2 How did his parents feel after Findlay’s bike was stolen?
exercises.
3 How did Vonnie find the bike for sale online?
DOCUMENTARY VIDEO

4 How did Vonnie know that the bike the thief was
trying to sell to her was her son’s?
5 What three pieces of advice did Vonnie give the young
thief?
6 What does Vonnie hope will happen to the thief?

5 Do you think Vonnie was right to go and meet the thief

or should she have let the police handle the situation?
Explain your answer.

□ I can find specific details in a text about breaking the law. 143

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 10E SPEAKING
3 34 4.8 Watch or listen again and choose the

COMMUNICATION VIDEO
Exercise 2
1 improving the school correct word to complete the phrases. Then check
bike parking facilities your answers in the Speaking box.
2 Adam prefers the first
1 In one area / respect the photos are similar because
photo and Tom prefers
the second photo. Eliza they both illustrate the issue clearly.
agrees with Tom. 2 The most main / striking difference is that Eliza is
4 So she can have her actually in the first one.
photo taken for her
campaign page on the 3 Another / Again obvious difference is the focus of
school website. each picture.
4 This one shows the problem, also / whereas the
Exercise 4 other one suggests how it might be solved.
2 also alike 5 This one looks as like / if it was just downloaded
3 difference is without any real effort.
4 whereas
5 looks 6 That’s why I think it should / might be more
6 maybe suitable.
7 could be 7 Perhaps / Possible it would be better to focus on the
solution.

SPEAKING | Comparing and contrasting photographs

1 Read the notice. What does the role of a student
representative involve? Do you know anyone who
would make an excellent candidate? Say why.
STUDENT REPRESENTATIVE ELECTIONS
On Friday 14 October elections for student
representatives for years 6 to 10 will be held.
Successful candidates will represent their peers at
school council meetings and help to organise student
events during the school year.
2 34 4.8 Watch or listen to Eliza discussing
a poster for her election campaign with her friends and
answer the questions.
1 What issue does she want to focus on in her campaign?
2 Which of the two photographs do Tom and Adam
prefer? Who does Eliza agree with? Why?
3 Do you agree with Eliza? Say why.
4 Why did Eliza leave the meeting early?
Describe similarities and differences
Both pictures show …
There are … in both pictures.
This one ..., whereas the other one ...
They are also alike/different in that …
In one respect they are similar/different because …
The main/The most striking /Another obvious
similarity/difference is that …
Speculate
Perhaps/Maybe …
It could be/might be/must be …
This one looks/doesn’t look as if it …
There might/might not have been …
Someone must have taken this photo ... because …
4 4.9 Look at the photographs on page 199 and
complete the comparison using the phrases from the
Speaking box. Listen and check.
OK, so 1 both pictures show the issue we want to
focus on. They are 2 in that they feature young
people, our target group, obviously. The most striking
3
that this one with the male student is quite
abstract, 4 the other one shows a student actually
voting on an issue. This photo 5 as if it was taken
in a school or at a university, which is a nice setting.
However, 6 the abstract one would be a better
choice because it suggests phrases like ‘have your say’.
That is exactly the message of our campaign. I think it
7
very effective as a campaign poster.

5 4.10 PRONUNCIATION Work out how you pronounce

the underlined ‘th’ sounds (ð and θ) in this sentence,
then practise saying it.
With the themes in both these photographs, I think that
there are three things to think about.

6 Work in pairs. Go to page 199 and follow the

instructions.

144 □ I can compare, contrast and speculate about the contents of photos.
REFERENCES EXTRA ACTIVITY IN CLASS FURTHER PRACTICE
VIDEO/AUDIO SCRIPT page 243 This activity can be done before Exercise Workbook page 118/Online Practice
CULTURE NOTES page 211 5 or 6. In pairs, students choose two
photos from Units 1–9 which they think
are similar. They should talk about them
using language from the Speaking box.

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 10F LISTENING AND VOCABULARY 10
1 At what age can people do these things in your country?
Is this the right age limit? Say why.
be arrested and taken to court drive a car get married
join the armed forces open a bank account vote

2 Read the Fact Box and check you understand the

highlighted phrases.

FACT BOX Voting in the UK

Voting in the UK
• General elections take place every five years in the UK unless
Parliament votes to hold one earlier.
• Since 1969 anyone over the age of 18 has had
the right to vote.
• Prisoners convicted of criminal offences are not allowed to
vote.
The youth vote
• The law was changed in 2013 to allow Scottish 16- and
17-year-olds to vote in a referendum on their country’s
independence. Turnout for this age group was 89%.
• Current opinion polls in the UK show that only a minority of
people think the overall voting age should be reduced to 16.

3 REFLECT | Society Compare the information in the Fact Box

in the section ‘Voting in the UK’ to the situation in your
country.
General elections are held every four years in my country.
We also have elections for our President every four years …

4 4.11 Listen to a radio discussion and choose the

correct answer. 7 4.13 Listen to four more extracts. Is the Exercise 5
What is the main reason Polly takes part in the discussion? information presented as fact, opinion or speculation? Statistics show that
a To highlight the importance of political education in lowering the voting
schools. 8 4.11 Listen to the discussion again and complete age has encouraged
each gap with one or two words. many young Austrians
b To express her organisation’s support for a change in to get involved in
European election laws. 1 Polly wants to decrease the minimum  voting age  in
age  politics. We believe that
Europe. 16- and 17-year-olds
c To offer political advice to young callers to the show.
2 The Austrian system encourages young people to should have the right
5 4.12 Dictation. Listen to an extract from the discussion take part in . to vote in elections that
decide their future.
and write down exactly what you hear. 3 Polly says that if we provide young people with a
good system and relevant information, they
6 What language does the speaker use in the extract in can understand important election issues. Exercise 6
Exercise 5 to a) present a fact and b) give an opinion? Fact: Statistics show;
4 Liam suggests that letting 16- and 17-year-olds Opinion: We believe
Study Active Listening and check. vote would help solve the problem of .
5 Before the Scottish , some young people
Exercise 7
ACTIVE LISTENING | Facts, opinions and speculation influenced the way their parents voted.
1 opinion
6 Polly gives several examples of laws that affect 2 opinion
It is important to recognise when information is presented as 16-year-olds to justify her organisation’s belief that 3 speculation
fact, opinion or speculation. they should be able to . 4 fact
Fact: Statistics show …/Findings confirm …/Research 5 fact
…/According to a recent survey …
demonstrates …/According 9 Do you think 16- and 17-year-olds should have the
Opinion: We believe …/Many people claim .../I’d argue …/ right to vote in elections that decide their future? Exercise 8
Experts suggest … Discuss in pairs. 2 politics
Speculation: I imagine …/Perhaps/Maybe …/It It will probably
probably/ 3 education
almost certainly …/The government might/ may could …
might may/ 10 SPEAKING Discuss the question ‘Should 16-year-olds 4 low turnout
be allowed to take their driving test?’ Go to page 5 (independence)
Remember: just because something is presented as fact, that referendum
199 and follow the instructions.
doesn’t always mean it is true! 6 vote

□ I can tell the difference between a fact, an opinion and a speculation in a radio discussion. 145

REFERENCES discuss the question. Encourage them NEXT CLASS

AUDIO SCRIPT page 227
CULTURE NOTES page 211
EXTRA ACTIVITY IN CLASS
Write the following question on the
board: Why should we vote? Put students
in pairs or small groups and get them to
to give reasons. If time allows, invite
students from different pairs/groups to Ask students to make notes about how
present their ideas to the rest of the class. young people contribute to their local
community: what kind of activities do
FURTHER PRACTICE they get involved in and why?
• Workbook page 119/Online Practice
• Photocopiable resource 44: Our voices
matter, pages 286, 336
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Exercise 2
Because they’re lazy,
narrow-minded
and rude, and are
more interested in
their phones than
in helping others,
doing volunteering
work or serving their
communities.
Exercise 3
1 No, she doesn’t think
young people are
selfish and thinks they
do help other people
and volunteer for
things.
2 helping to clean up
a local park to build a
community garden;
volunteering in social
media campaigns.
3 Politicians could visit
schools to explain
local issues and how
young people could
help; A Citizenship
Day could be held to
teach young people
about their rights and
responsibilities.
10G WRITING | A formal letter
1 REFLECT | Society Work in pairs. What makes
a good citizen? Look at the points below and
decide which ones seem most important to
you and say why. Compare your ideas with
another pair.
A good citizen …
• loves their country.
• obeys the law.
• is honest and trustworthy.
• respects the rights of others.
• takes responsibility for their actions.
• is tolerant.
• helps others in need.
• takes care of the environment.
• pays taxes.
• votes in elections.
2 Read the tweet written by a local politician. Why does he think
that young people are bad citizens? Do you agree with it?
Youssef Turner Young people today are bad citizens.
They are lazy, narrow-minded and rude. They are more
interested in their smartphones than helping others, doing
volunteering work or serving our local community in some
wa ocial media are ma ing st dents selfish and the are
losing contact with the real world.
3 Read a letter to the editor which a student has written to
respond to the tweet. Answer the questions.
1 Does the author agree with the politician?
2 What examples does she give to support her opinion?
3 What suggestions does she give to encourage teenagers to be
more engaged and active citizens?
Dear Sir or Madam,
I am writing in response to Youssef Turner’s tweet, published
January 1st. I would like to express my opinion on the
negative image he painted of young people and suggest
ways to encourage young people to be more active citizens.
First of all, I would like to say that I do not support the
opinion that teenagers are selfish. In my community, young
people are actively helping others. My friends are helping to
clean up a local park to build a community garden.
Secondly, we often volunteer in social media campaigns.
Secondly
At the moment we are sending emails and sharing posts
in order to encourage people to make donations for the
school library. As a result of these activities, we have been
made aware of how important it is to care for others and
the impact we can make on the world.
I would like to highlight some ways to encourage young
people to engage in their local communities. Young
people’s understanding could be greatly improved if
politicians made regular visits to schools to explain local
issues and what we can do to help. Moreover, I also propose
that Citizenship Day be held at schools every year so that
we can learn more about the rights and responsibilities of
citizens.
To sum up,
up I would like to stress that many young people
are already involved in community projects. Clearly,
Mr Turner can’t have researched his facts. All things
considered, I strongly believe that politicians should support
young people rather than criticise them. We have a lot to
o er and a lot to learn.
Yours faithfully,
Henrietta Day

146

REFERENCES • Do this activity after Exercise 8. Put FURTHER PRACTICE

students in pairs and ask them to read
CULTURE NOTES page 211 each other’s letters and give their partner Workbook page 120/Online Practice
EXTRA ACTIVITIES IN CLASS feedback. Has their partner followed NEXT CLASS
the tips in the Writing box? Have they
• Start the class by referring students to organised the information into clear Ask students to study the word list and
the notes they made at home. Elicit paragraphs? Have they used the right do the Remember More exercises on
their ideas and briefly discuss them as register? Have they used phrases from Student’s Book pages 148–149.
a whole class. Exercises 5 and 8? What have they done
well? What could be improved?
164

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 10
4 Tick the points below which apply to a formal letter. 6 Rewrite the sentences in a more formal style using the Exercise 6
Then find examples of the formal language in the letter words in brackets. 2 I do not support your
in Exercise 3. 1 I want to tell you what I think about organising plan for a number of
1 □
Use of full forms instead of contractions a Citizenship Day at school. (write/express/opinion) reasons.

□
3 I am in favour of your
2 ✓ Appropriate greeting and closing, e.g. Dear Mr I am writing to express my opinion on organising proposal but I think
Gates/Yours sincerely a Citizenship Day at school. we could be more

3 □
Shorter, simpler vocabulary, e.g. Okay, anyway, all 2 I really don’t think your plan is a good idea for
a number of reasons. (support)
ambitious.
4 Perhaps inviting
right, well … the mayor to the
□
4 ✓ More complex vocabulary, e.g. However, with 3 I like the ideas you propose but I think we could be
more ambitious. (favour/proposal)
school would be an
interesting option.
regard to, considerable …
□
5 All things considered,
5 Use of phrasal verbs 4 Why don’t you invite the mayor to the school? (perhaps/ we must accept a
□
6 ✓ Use of impersonal structures, e.g. passive forms
option) solution that suits

7 □
Use of abbreviations, slang words, emojis,
5 So in the end, we must accept a solution that suits
everybody. (thing/considered)
everybody.

exclamation marks
Exercise 7
5 Study the Writing box. Then complete the gaps 1–7
7 Work in pairs. How can you express criticism and be Dos: give compliments,
polite? Make a list of dos and don’ts using ideas in the give constructive
with the underlined phrases from the letter.
box below. Compare your ideas with another pair. feedback, make
suggestions, offer
make suggestions give compliments
WRITING | A formal letter give constructive feedback express anger
advice, respect
others’ points of view,
offer advice accuse the other person of something suggest solutions, use
• Explain why you are writing and describe briefly the
respectful language
problem you want to raise: respect others' points of view attack the person
suggest solutions use strong/respectful language Don’ts: accuse the
I am writing to express my opinion on … other person of
I would like to express my disappointment … Dos: Make suggestions on how things can be improved … something, attack the
person, express anger,
1
I am writing in response to ... Don’ts: Don’t directly accuse someone of something … use strong language
• Divide the letter into clear sections, e.g. introduction,
main points, conclusion: 8 Complete the phrases for expressing criticism with the
Exercise 8
2First of all, words from the box.
2 led
3Secondly,
appreciate expected express helpful led mistakes 3 appreciate
4 expected
Third, … 5 mistakes
1 I’d like to express my disappointment at …
4
To sum up, 6 helpful
2 We were to believe that …
All things considered, …
3 We the hard work that has been done before,
• State your opinion on the topic and give arguments but …
and examples to support your view.
4 Unfortunately, the organisation of the event was not
I completely disagree with … (because) … as good as we had …
I am totally in favour of … 5 Let’s learn from the in the past.
We fully support your idea to … 6 It would be if you could …
5
I do not support the opinion that
• Include suggestions on what to do about the problem: 9 WRITING TASK Write a formal letter. Read the task
below and follow the instructions.
I really think we should …
6
I would like to highlight some ways 1 Read the task carefully and brainstorm ideas in pairs.
7
I also propose that 2 Divide the letter into clear paragraphs and make sure
Perhaps … would also be an interesting option. you have all the required information.
3 Use the tips in the Writing box and the phrases from
Exercise 8 to help you.
4 Check your spelling, grammar and punctuation.
5 Make sure you use a formal register (more complex
vocabulary, impersonal structures, etc.)

There’s an election campaign in your school. Students

are choosing representatives for the student council.
Write an open letter to all students in the school in
which you:
• say why you’re disappointed with the work of the
current council,
• encourage students to take part in the election
campaign.

□ I can write a formal letter using appropriate register. 147

165

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 Word List
REMEMBER MORE
Exercise 1
1 Who is likely to say these words
1 the accused/suspect
in a court of law? Write the
2 a member of the jury correct roles. Then check with
3 a witness the word list.
4 the judge 1 ‘I’m innocent. I swear!’
2 ‘We have reached a verdict.’
3 ‘Yes, I saw the man driving
away from the scene of the
crime.’
4 ‘Does the defence have any
questions?’
2 Complete the phrasal verbs with
the correct prepositions. Then
check with the word list.
1 The lady next door turned the
criminal in . He’s now under
arrest.
2 The mugger robbed his victim
and beat her up .
3 Don’t think you can cheat and
get away with it!
4 The police are looking into the
case of the missing teenager.
3 Choose the correct words. Then
check with the word list.
1 The number of people who
vote in an election is called the
target group / turnout.
2 When people vote to answer
an important social or political
question they take part in
a general election / referendum.
3 A collection of numbers and
figures about people and facts
is called statistics / a survey.
4 If you are eighteen, you have
the right to vote / voting age.
ACTIVE
VOCABULARY | Spaced repetition
Repeating new words multiple
times in one day is less effective
than repeating them a few
times over a period of several
days or even weeks. When you
have a list of words to learn,
use them in short, personal
sentences or phrases, e.g. If I park
illegally, I will get a fine. Then in
an hour, try to recall your words
or sentences, and then recall
them again right before you go
to sleep. Challenge yourself the
next morning and go back to
your list in a day or two.
148
EXTRA ACTIVITIES IN CLASS
• Students play Memory Challenge. Give
them 2–3 minutes to study the word
list, then ask them to close their books.
Write Types of crime and Punishment
on the board, put students in pairs or
small groups and set a time limit (e.g.
3 minutes). In their pairs/groups, they
should write as many words under each
166
M01 High Note TB3 09593.indd 166
10A GRAMMAR AND VOCABULARY
5.64
be accused of sth  /bi əˈkjuːzd əv ˌsʌmθɪŋ/
be on trial for sth  /ˌbi ɒn ˈtraɪəl fə ˌsʌmθɪŋ/
courtroom (n) /ˈkɔːtruːm/
defend (v) /dɪˈfend/
doubts (n) /daʊts/
evidence (n) /ˈevədəns/
fair trial  /ˌfeə ˈtraɪəl/
find sb guilty/innocent  /ˌfaɪnd ˌsʌmbɒdi ˈɡɪlti/
ˈɪnəsənt/
guilty verdict (n) /ˈɡɪlti ˌvɜːdɪkt/
judge (n) /dʒʌdʒ/
jury (n) /ˈdʒʊəri/
jury member (n) /ˈdʒʊəri ˌmembə/
keep an open mind  /ˌkiːp ən ˌəʊpən ˈmaɪnd/
keep sth back (phr v) /ˌkiːp ˌsʌmθɪŋ ˈbæk/
lawyer for the prosecution/defence  /ˌlɔːjə fə ðə
ˌprɒsɪˈkjuːʃən/dɪˈfens/
police detective (n) /pəˈliːs dɪˌtektɪv/
prison sentence (n) /ˈprɪzən ˌsentəns/
reach a verdict  /ˌriːtʃ ə ˈvɜːdɪkt/
suspect (v) /səˈspekt/
the accused (n) /ði əˈkjuːzd/
walk free  /ˌwɔːk ˈfriː/
witness (n) /ˈwɪtnəs/
10B VOCABULARY 5.65
arrest (n, v) /əˈrest/
be caught on security camera  /bi ˌkɔːt ɒn
sɪˈkjʊərəti ˌkæmərə/
be questioned by detectives  /bi ˌkwestʃənd baɪ
diˈtektɪvz/
be under arrest  /bi ˌʌndər əˈrest/
catch (v) /kætʃ/
charge sb with sth (v) /ˈtʃɑːdʒ ˌsʌmbɒdi wɪð
ˌsʌmθɪŋ/
community service (n) /kəˈmjuːnəti ˌsɜːvəs/
curfew (n) /ˈkɜːfjuː/
death threat (v) /ˈdeθ θret/
drug dealing (v) /ˈdrʌɡ ˌdiːlɪŋ/
electronic tag (v) /ˌelɪkˌtrɒnɪk ˈtæɡ/
fight (n) /faɪt/
fine (n) /faɪn/
give sb a warning  /ˌɡɪv ˌsʌmbɒdi ə ˈwɔːnɪŋ/
hold sb in custody  /ˌhəʊld ˌsʌmbɒdi ɪn ˈkʌstədi/
imprisonment (n) /ɪmˈprɪzənmənt/
life sentence (n) /ˌlaɪf ˈsentəns/
make a statement  /ˌmeɪk ə ˈsteɪtmənt/
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element, you could
award one extra point for each correctly
spelt item. You could then repeat the
game for Voting/Elections.
rehabilitation (n) /ˌriːhəbɪləˈteɪʃən/
release sb on bail  /rɪˌliːs ˌsʌmbɒdi ɒn ˈbeɪl/
run over (phr v) /ˌrʌn ˈəʊvə/
suspended sentence (n) /səˌspendɪd ˈsentəns/
track sb's movements  /ˌtræk ˌsʌmbɒdiz
ˈmuːvmənts/
10C GRAMMAR 5.66
break in (phr v) /ˌbreɪk ˈɪn/
climb through sth (v) /ˌklaɪm ˈθruː ˌsʌmθɪŋ/
expect to do sth  /ɪkˌspekt tə ˈduː ˌsʌmθɪŋ/
have a bloody nose  /ˌhæv ə ˌblʌdi ˈnəʊz/
occur (v) /əkɜː/
10D READING AND VOCABULARY
5.67
admit doing sth  /ədˌmɪt ˈduːɪŋ ˌsʌmθɪŋ/
be involved  /bi ɪnˈvɒlvd/
beat sb up (phr v) /ˌbiːt ˌsʌmbɒdi ˈʌp/
bike thief (n) /ˈbaɪk θiːf/
brand-new (adj) /ˌbrænd ˈnjuː /
break-in (n) /ˈbreɪk ɪn/
burst into tears  /ˌbɜːst ˌɪntə ˈtɪəz/
caring (adj) /ˈkeərɪŋ/
chase after sb (phr v) /ˈtʃeɪs ˌɑːftə ˌsʌmbɒdi/
collect (v) /kəˈlekt/
come forward with information  /ˌkʌm ˌfɔːwəd
wɪð ˌɪnfəˈmeɪʃən/
confront (v) /kənˈfrʌnt/
crime data (n) /ˈkraɪm ˌdeɪtə/
crime doesn’t pay  /ˌkraɪm ˌdʌzənt ˈpeɪ/
deprived environment (n) /dɪˌpraɪvd
ɪnˈvaɪrənmənt/
do an apprenticeship  /ˌdu ən əˈprentəsʃɪp/
educational opportunities  /ˌedjʊˌkeɪʃənəl
ˌɒpəˈtjuːnətiz/
end up doing sth  /ˌend ʌp ˈduːɪŋ ˌsʌmθɪŋ/
express your anger at sth  /ɪkˌspres jər ˈæŋɡər ət
ˌsʌmθɪŋ/
fund a purchase  /ˌfʌnd ə ˈpɜːtʃəs/
get away with sth (phr v) /ˌɡet əˈweɪ wɪð
ˌsʌmθɪŋ/
hug sb/give sb a hug  /ˈhʌɡ ˌsʌmbɒdi/ˌɡɪv
ˌsʌmbɒdi ə ˈhʌɡ/
incident (n) /ˈɪnsədənt/
investigate (v) /ɪnˈvestəɡeɪt/
lock (n, v) /lɒk/
look into sth (phr v) /ˌlʊk ˈɪntə ˌsʌmθɪŋ/
loss (n) /lɒs/
make off with sth (phr v) /ˌmeɪk ˈɒf wɪð ˌsʌmθɪŋ/
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
29/08/2019 14:15

minor crime  /ˌmaɪnə ˈkraɪm/
mountain bike (n) /ˈmaʊntən baɪk/
pick sb’s pocket  /ˌpɪk ˌsʌmbɒdiz ˈpɒkət/
president (n) /ˈprezədənt/
proud owner of sth  /ˌpraʊd ˈəʊnər əv ˌsʌmθɪŋ/
recover (v) /rɪˈkʌvə /
remain (v) /rɪˈmeɪn/
remind (v) /rɪˈmaɪnd/
resources (n) /rɪˈzɔːsɪz/
reveal (v) /rɪˈviːl/
roughly (adv) /ˈrʌfli/
sensibly (adv) /ˈsensəbli/
target (v) /ˈtɑːɡət/
tearful (adj) /ˈtɪəfəl/
testify in court  /ˌtestəfaɪ ɪn ˈkɔːt/
turn sb in (phr v) /ˌtɜːn ˌsʌmbɒdi ˈɪn/
turning point (n) /ˈtɜːnɪŋ pɔɪnt/
volunteer to do sth  /vɒlənˌtɪə tə ˈduː ˌsʌmθɪŋ/
work out for sb (phr v) /ˌwɜːk ˈaʊt fə ˌsʌmbɒdi/
wreck (v) /rek/
10E SPEAKING 5.68
alike (adj) /əˈlaɪk/
campaign (n) /kæmˈpeɪn/
clearly (adv) /ˈklɪəli/
effective (adj) /ɪˈfektɪv/
have your say  /ˌhæv jə ˈseɪ/
hold an election  /ˌhəʊld ən ɪˈlekʃən/
illustrate an issue  /ˌɪləstreɪt ən ˈɪʃuː/
in one respect  /ɪn ˈwʌn rɪˌspekt/
message of the campaign  /ˌmesɪdʒ əv ðə
kæmˈpeɪn/
obvious (adj) /ˈɒbviəs/
school council (n) /ˌskuːl ˈkaʊnsəl/
striking  (adj) /ˈstraɪkɪŋ/
student representative (n) /ˌstjuːdənt
ˌreprɪˈzentətɪv/
successful candidate (n) /səkˌsesfəl ˈkændədət/
target group (n) /ˌtɑːɡɪt ˈɡruːp/
theme (n) /θiːm/
vote on sth (v) /ˈvəʊt ɒn ˌsʌmθɪŋ/
whereas (conj) /weərˈæz/
10F LISTENING AND VOCABULARY
5.69
age group (n) /ˈeɪdʒ ɡruːp/
armed forces (n) /ˌɑːmd ˈfɔːsɪz/
caller (n) /ˈkɔːlə/
FURTHER PRACTICE
Workbook page 121/Online Practice
NEXT CLASS
Ask students to revise Unit 10.
M01 High Note TB3 09593.indd 167
10
convicted of sth  /kənˈvɪktɪd əv ˌsʌmθɪŋ/ local issues  /ˌləʊkəl ˈɪʃuːz/
criminal offence (n) /ˌkrɪmɪnəl əˈfens/ lose contact with sth  /ˌluːz ˈkɒntækt wɪθ
ˌsʌmθɪŋ/
decrease (v) /dɪˈkriːs/
make a donation  /ˌmeɪk ə dəʊˈneɪʃən/
demonstrate (v) /ˈdemənstreɪt/
make a visit   /ˌmeɪk ə ˈvɪzɪt/
election law (n) /ɪˈlekʃən lɔː/
mayor (n) /meə/
findings (n) /ˈfaɪndɪŋz/
narrow-minded  /ˌnærəʊ ˈmaɪndɪd/
general elections (n) /ˌdʒenərəl ɪˈlekʃənz/
obey the law  /əʊˌbeɪ ðə ˈlɔː/
highlight (v) /ˈhaɪlaɪt/
paint a negative image  /ˌpeɪnt ə ˌneɡətɪv
importance (n) /ɪmˈpɔːtəns/
ˈɪmɪdʒ/
independence (n) /ˌɪndəˈpendəns/
pay taxes  /ˌpeɪ ˈtæksɪz/
justify a belief  /ˌdʒʌstəfaɪ ə bəˈliːf/
point of view  /ˌpɔɪnt əv ˈvjuː/
law (n) /lɔː/
propose (v) /prəˈpəʊz /
minimum (adj) /ˈmɪnəməm/
respectful language  /rɪˌspektfəl ˈlaŋɡwɪdʒ/
minority of people  /maɪˌnɒrəti əv ˈpiːpəl/
selfish (adj) /ˈselfɪʃ/
opinion polls (n) /əˈpɪnjən pəʊlz/
serve (v) /sɜːv/
overall (adj) /ˌəʊvərˈɔːl/
stress (v) /stres/
parliament (n) /ˈpɑːləmənt/
strong language  /ˌstrɒŋ ˈlaŋɡwɪdʒ/
political education (n) /pəˌlɪtɪkəl ˌedjʊˈkeɪʃən/
support an idea  /səˌpɔːt ən aɪˈdɪə/
reduce (v) /rɪˈdjuːs/
take responsibility for sth  /ˌteɪk rɪˌspɒnsəˈbɪləti
referendum on sth (n) /ˌrefəˈrendəm ɒn ˌsʌmθɪŋ/ fə ˌsʌmθɪŋ/
survey (n) /ˈsɜːveɪ/ tolerant (adj) /ˈtɒlərənt/
trustworthy (adj) /ˈtrʌstˌwɜːði/
take sb to court  /ˌteɪk ˌsʌmbɒdi tə ˈkɔːt/
the right to vote  /ðə ˌraɪt tə ˈvəʊt/ understanding (n) /ˌʌndəˈstændɪŋ/
turnout (n) /ˈtɜːnaʊt/ vote in elections  /ˌvəʊt ɪn ɪˈlekʃənz/
voting age (n) /ˈvəʊtɪŋ eɪdʒ/
voting system (n) /ˈvəʊtɪŋ ˌsɪstəm/
youth (n) /juːθ/
10G WRITING 5.70
aware of sth (adj) /əˈweər əv ˌsʌmθɪŋ/
be led to believe that …  /bi ˌled tə bəˈliːv ðæt …/
care for sb (phr v) /ˈkeə fə ˌsʌmbɒdi/
citizen (n) /ˈsɪtɪzən/
citizenship (n) /ˈsɪtəzənʃɪp/
considerable (adj) /kənˈsɪdərəbəl/
criticise (v) /ˈkrɪtɪsaɪz/
directly (adv) /dəˈrektli/
engage in sth (v) /ɪnˈɡeɪdʒ ɪn ˌsʌmθɪŋ/
engaged (adj) /ɪnˈɡeɪdʒd/
express your disappointment/criticism  /ɪkˌspres jə
ˌdɪsəˈpɔɪntmənt/ˈkrɪtɪsɪzəm/
express your opinion  /ɪkˌspres jər əˈpɪnjən/
give constructive feedback  /ˌɡɪv kənˌstrʌktɪv
ˈfiːdbæk/
help sb actively  /ˌhelp ˌsʌmbɒdi ˈæktɪvli/
in need  /ˌɪn ˈniːd/
learn from your mistakes  /ˌlɜːn frəm jə məˈsteɪks/
149
167
29/08/2019 14:15
 10
Exercise 2
VOCABULARY AND GRAMMAR
1 arrest 1 Choose the correct words to complete the texts.
2 innocent, guilty
3 fair
4 verdict, defence
5 community
6 elections
7 polls
8 lawyer, question
Exercise 3
2 might be working late
3 can’t have finished yet
4 could be hiding
something
5 must have released
him / her on bail
6 could have made a
statement
7 may be spying on me
Exercise 4
2 She can’t / couldn’t
have done anything
serious.
3 It can’t be true.
4 The police must be 2 Complete the sentences with the words from the box.
wrong.
5 The witness must
have made a mistake.
6 She could / may /
might be speaking to
her lawyer.
7 She might / may not
have stolen anything.
8 She can’t / couldn’t
have climbed through
that small window.
Exercise 5
2 security
3 statement
4 theft
5 tearful
6 unemployed
7 prosecution
8 suspended
3 Use the words in brackets to complete the sentences.
150
REFERENCES
AUDIO SCRIPT page 228
FURTHER PRACTICE
• Use of English, Student’s Book
page 195
• Class debates pages 264–265
168
M01 High Note TB3 09593.indd 168
Revision
4 Rewrite the sentences using can’t/must/could/may/
might. Sometimes more than one answer is possible.
1 It’s possible she’s a thief. (She …)
Finally, a 1 witness / judge / jury has come forward She could/may/might be a thief .
in the Jeremy Brown case. She made a statement 2 I’m confident she didn’t do anything serious. (She …)
last night which proved the accused had 2 made /
3 I really don’t believe it’s true. (It …)
turned / beaten up Mr Brown, who was attacked
at a bus stop last weekend. The accused, a middle-
4 I’m sure the police are wrong. (The police …)
aged man, was 3 released / arrested / kidnapped 5 I’m certain the witness made a mistake. (The
last night and charged with 4 pick-pocketing / witness …)
assault / shoplifting. 6 It’s possible she’s speaking to her lawyer. (She …)
7 It’s possible she didn’t steal anything. (She …)
An elderly lady was caught stealing a pet dog 8 It was impossible for her to climb through that small
window. (She …)
from outside a shop this morning by 5 thieves /
police officers / lawyers. The lady was taken to the
local police station. She was given a 6 referendum / USE OF ENGLISH
compliment / warning as this was her first offence.
The next day, Mrs Smith told the local newspaper, 5 Complete the text with the correct words formed from
‘The dog was cold, and it was raining. I’d do the the verbs in bold.
same thing again. But I was lucky. I got away with
it. I didn’t even get a 7 fine / curfew / life sentence.’ STRATEGY | Word formation
Think carefully about how to change the word so that it
fits grammatically into the sentence − is it an adjective or
an adverb, etc.? You should also consider the meaning.
arrest caught community defence elections
For example, do you need a word with a negative or
fair guilty innocent lawyer polls question
positive meaning?
verdict
1 The youths who were caught drug dealing are now
under .
Lucky for some!
2 We should believe people accused of a crime are One hot day last July
until they are found .
a 1 youth (YOUNG) stole
3 Everyone should have the right to a trial, even a young woman’s handbag
if most people think they are guilty. from her car at a petrol
4 The jury took five days to reach a of not guilty. station. Luckily, the young
The lawyer for the was delighted. man was caught on the
5 Electronic tags and service offer alternatives to 2
(SECURE)
imprisonment for less serious offences. cameras as he rode off on
6 18-year-olds in the UK have the right to vote in his motorbike.
general .
The three witnesses
7 Opinion are interesting but don’t always
who saw everything that
predict the winners of elections.
happened made a 3 (STATE). They told the police
8 The for the prosecution asked the judge if she
the young man had somehow managed to unlock the
could the defendant.
door of the woman’s car while she was paying. Detectives
investigating the 4 (THIEF) later decided he must
1 The burglar (must/escaped/window) must have have had a stolen key.
escaped through the window . There are fingerprints Upset and 5 (TEAR), the victim of the crime
on the glass. went back to work. Now imagine her surprise when,
2 I don’t know where Jason is. He (might/work/late)  two hours later, a young man walked into her shop and
today. tried to pay with her own credit card! She called the
3 The trial (can’t/finish/yet). It’s too early! police immediately. ‘Apparently the thief was 6
4 I don’t think the witness is telling us everything. She (EMPLOY), ut not ha ing a o is no usti cation for
(could/hide/something). committing a crime’, she told journalists. The lawyer for
5 We saw the accused in town yesterday. The court the 7 (PROSECUTE) was satis ed with the result.
(must/release/bail)  . ’The thief wasn’t sent to prison but received a 8
6 The witness went to the police station yesterday. She (SUSPEND) sentence’, she said.
(could/make/statement) but I’m not sure.
7 The light on my web cam is on again. I think a hacker
(may/spy/me)   . Use of English > page 195
• Self-assessment 10 and Self-check 10, ASSESSMENT
Workbook pages 122–123/Online
Practice • Unit 10 Language Test (Vocabulary,
Grammar, Use of English)
• Extra digital activities: Use of English,
Reading, Listening • Unit 10 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 10 Writing Test
• Units 9–10 Cumulative Review Test
• Units 9–10 Exam Speaking
29/08/2019 14:15
 LISTENING Student A’s photos

6 4.14 You are going to hear part of a radio 1

interview with Jackie Smith, a journalist. For
questions 1–5 choose the best answer a, b or c.
1 What concerns Jackie the most about crime these
days?
a All kinds of crimes are going up fast.
b Violent crime is increasing.
c The numbers of first offenders joining organised
crime are on the rise.
2 When answering the second question, Jackie 2
a gives different reasons for the increase in violent
crime.
b emphasises that social media and some kinds of
music are mainly responsible.
c disagrees with what some criminologists say.
3 What does Jackie say about young offenders?
a Most of them begin to commit crimes when they
are children.
b They often have a troubled background.
c Their families are often to blame. Student B’s photos
4 According to Jackie, what is the best way to prevent
serious crime? 3
a education and rehabilitation programmes
b tougher punishments
c community service
5 According to Jackie, a good youth club
a must be a place where young people can see
their friends.
b should be run by young people themselves.
c must have activities young people are interested 4
in.

SPEAKING
7 Talk about your photos for about a minute. Then take
turns to ask and answer questions related to the
photos.

STRATEGY | Long turn

When you compare the photographs, describe both the WRITING
similarities and differences.
8 You have seen this advertisement in your local
Student A newspaper.
Photos 1 and 2 show people being arrested. Compare
the photographs and say what you think might have What does it mean to be a good citizen?
happened.
Then ask Student B this question: Write and tell us your views. You should write about:
What crimes are common where you live?
• being honest,
Student B
• following rules and laws,
Photos 3 and 4 show people committing crimes. • respecting others,
Compare them and say what you think is happening.
• volunteering.
Then ask Student A this question:
Which do you think is the worst crime in general? Say
why.
Write a letter to the newspaper.

151

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 LIFE SKILLS How to identify fake news
Exercise 3

Dutch teen inventor about to launch innovative

1B
A
2A

Exercise 5
1 Text A: to help raise
project to clean the world’s oceans
money for research.
Text B: to inform readers
about a scientific
development.

THIS GROUND-BREAKING DISCOVERY

2 In text B, yes. It shows
the floating barrier.
3 A is fake. (Examples are
underlined in the text.)
• informal style often
directly addressing the
reader
• judgmental language
• vague or non-existent
sources
• wild claims
• asking for money
B is real.
• diversity of opinions
(both for and against)
• neutral language
including passives
• verifiable sources
• modest claims
4 Search online for the
names of the people
mentioned in the
texts to see if the same
stories are repeated in
reputable sources.
Exercise 6
Suggested answers:
1 Fake news are news
stories that are especially
written to mislead and
misinform. The term also
refers to news which
contains factual errors
and misleading images.
2 People can earn a
lot of money from
advertising by putting
sensationalist content
online.
3 Fake news is often
used to spread rumours
and misinformation to
damage the reputation
of a political opponent.
4 The internet has
made it easier and
faster to spread false
information.
5 It’s a fake news story
about a celebrity singer
who refused to give
money to charity. It
turned out that story was
written and spread by a
fan of another musician
in order to reduce the
sales of a new music
album.
B
WILL MAKE THE OCEANS CLEAN AGAIN
1 Do you keep up with the news? If yes, how?
If not, why not? Discuss in pairs.
2 Read headlines A–B above. Which article would
you choose to read? Say why.
3 Read the two online news items on page 153
and match headlines A–B with the texts 1–2.
4 Read the news items again and answer the
questions.
Which text:
□
1 A suggests an easy solution to a complex
problem?
□
2 B uses more neutral language?
□
3 B contains various opinions on the topic?
□
4 A quotes a source you can’t check?
□
5 B mainly aims to give information?
□
6 A asks the reader to do something?
5 In pairs, discuss the questions.
1 What do you think is the main purpose for
writing each text?
2 Do the photos provide evidence to the claims in
the texts?
3 Do you think these are real news stories or fake?
Why? What evidence can you find in the texts?
4 How would you check out the stories to see if
they are real or not?
6 4.15 Listen to an extract from a radio
programme about fake news. Answer the
questions.
1 What is fake news?
2 What is the main reason why people spread
fake news?
3 How is false information often used during
elections?
4 Why is fake news a bigger problem today than
in the past?
5 What recent fake news does Professor Ashton
describe?
7 Match tips 1–7 in the box with extra information a–g.
LIFE SKILLS | How to identify fake news
1 □g Check the source.
□c Check the facts.
2
3 □d Check the style.
□b Check the author.
4
5 □e Check the image source.
6 □a Check other reports of the same news.
□f Check your beliefs.
7
a Can you find it on other news websites?
b Is it a real person? What else has he/she written?
c Research the facts on other websites or use a fact-checking
website.
d Does it contain any grammar, spelling or structural mistakes?
e Is it used anywhere else? Use reverse image check – upload
a photo you think is fake and find its origin and other places
it’s used.
f Could your opinions or preferences encourage you to
believe a story without checking?
g Is the website real, what’s its history, its main purpose? Has it
got a long, complex domain name?
8 Study the news items on page 153 again. In pairs, discuss
what you could do to check the stories out. Use the
information from the Life Skills box to help you.
9 REFLECT | Society What impact do you think fake news may
have on the things in the box? Discuss in pairs.
education democracy social media your life
10 Do the task below.
LIFE TASK | Project
• Work in small groups. Write a fake news story and find a real
news story online.
• Present both stories to the class.
• Ask students to decide which story is real and which is fake.
• Use the tips from the lesson to help you.

152

REFERENCES EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 228 This activity can be done before or
after Exercise 9. Ask students if they
have read any fake news recently.
How did they know it was fake?
What did they do to check?

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 09–10
1 □
Sponsored Content
Hey – check this out! A really simple answer created by
students can help solve the problem of unwanted plastics
in the world’s seas. Unbelievable! Donate now! Plastics are
killin o r fish help s kill the plasti

5 A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes these clever
students have developed can identify different types of plastics found in rivers and use a simple chemical formula to
dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith.
The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expert
10 in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More
research will mean that this process can start to be used. It would only take six months to completely clear the oceans
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight
to save the oceans by clicking here.
By Danny Shark

2 □

Jack Edwards, science correspondent

Byy Jackie
A recent study has found an increasing build-up of plastic waste in the Pacific
Ocean. The most affected area is a large stretch of ocean lying between California
and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes
of plastic are estimated to be currently floating in the water.
5
T his mass of waste will present a huge challenge
to the team led by a young Dutch inventor,
Boyan Slat. They have recently launched an
ambitious clean-up project to collect plastic from
this vast area.
10 As part of the project, a giant barrier, 600 m
long, made up of sections of tube will float on
the surface of the water, with a three-metre-deep
screen, hanging below it. It will move slowly with
the wind and currents in a U shape collecting
15 plastics in its centre. Ships will visit the system
every six weeks to remove the waste. The system
is expected to remove 50% of the plastics in the
area within five years.
However, some oceanographers are sceptical that
20 the project can successfully remove such large
amounts of plastic. Critics also fear that marine
life may suffer during this process and that the
money and energy involved would be better spent
in stopping litter from entering the oceans in the
25 first place. The efficiency of the system will not be
known for a few years.
For more articles about innovative solutions to
environmental problems click here.

153

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 CULTURE SPOT 1 Tea drinking in the UK
C D
A B

I
H
G
F
E

o p u la r d r in k in B r it a in
The most p
4.16
1 G  Ask anyone around the world what they think is
typically British and they would probably mention tea.
And it’s true. In Britain a cup of tea is far more popular
than a cup of coffee and 80 percent of Britons drink it every
5 day. In fact, an amazing 165 million cups of tea are drunk
daily – which adds up to an incredible 60.2 billion cups
a year! The traditional ‘cuppa’ is normally drunk with milk
in a china cup, but today a mug is more popular and it’s
a custom to ‘dunk’ a biscuit in your tea. Tea has also made
10 its way into the English language – with phrases like
‘a storm in a teacup’ and ʼnot for all the tea in China!’
scones, with jam and cream, is known as a cream tea.
You can also pay a lot of money in top hotels where tea
might be served with cucumber sandwiches and delicate
fancy cakes on the traditional three-tier stands.
5
40 F Traditional tea drinkers in Britain make tea from
leaves in a teapot. A teapot is often covered with a tea
cosy to keep it warm. When the tea is ready, it is poured
through a strainer into a cup. However, today 96 percent
of cups of tea are made with tea bags. It’s easy and quick,
45 and believe it or not the invention of the tea bag was an
accident! Thomas Sullivan, a tea seller in the USA, used to
send samples of his tea to customers in small silk bags.
Some customers thought the idea was to put the bag in

2 E So, why did tea become so popular in Britain? Firstly,

European explorers brought tea from China to Europe.
In 1662, Catherine of Braganza, King Charles II’s wife,
15 made the drink fashionable and instantly popular in
England. Less alcohol was sold, and the government was
angry because they lost money from taxes. As a result,
they started to tax tea heavily, and, at one point, the tax
was 119 percent. It was so expensive that smuggling tea
20 became common and often other things were added to
tea – like used tea leaves or even dung!
hot water and the tea bag was born!
6
50 B Tea drinking in the UK is not standing still – new
traditions with new types of tea are becoming very
popular. Back in the 1980s a new tea drink was developed
in Taiwan and has now spread all over the world. Bubble
tea uses cooked tapioca balls (often called ‘pearls’) and
55 refreshing fruit teas which are shaken up to create a
creamy topping. It can be drunk ice cold or piping hot.
The sweet, chewy balls are sucked up through a big
straw. Nitro tea is when the bubble tea is kept cold with

3 A The big, heavy ships that brought tea from China to

nitroglycerin, which makes the tea also a little fizzy. Then
60 there’s Chai tea which was originally an Indian drink. This
England in the 1800s took nearly a year! In the 1850s the
is a sweet and spicy drink made from tea with both warm
British started to use ‘clippers’. These were much faster
water and milk. It is supposed to be very healthy! And the
25 ships, very tall with lots of sails and the first one made
future of tea drinking in Britain? Who knows – but it will
the journey in 97 days. In 1869, the Suez Canal in Egypt
certainly never disappear from our tables!
opened and the distance to bring the tea got shorter. The
clippers stopped because they couldn’t sail through it and
different types of ships were used instead. GLOSSARY
430 D The British tradition of ‘afternoon tea’ started with the
Duchess of Bedford in 1841. She got hungry in the middle
of the afternoon and asked for some bread and butter
dung – solid waste from animals, especially cows
dunk – to put something into a liquid quickly and then
take it out (e.g. a biscuit in your tea)
and a cup of tea. It soon became the fashion to enjoy tea piping hot – very hot
with small sandwiches or cakes between 4 and 5 o’clock. topping – something you put on top of food to make it
35 Today it is very popular in tea shops where tea and
look nicer or taste better
154

REFERENCES
AUDIO SCRIPT page 229

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 What do you know about 5 Tell your partner about these situations.

tea in Britain? 1 A recent disagreement that was ‘a storm in

1 How many Britons drink tea every day?
A 41% B 80% C 93%
2 How many cups of tea are drunk every day in Britain?
A 60 million B 165 million C 210 million
3 When did tea first become popular in Britain?
A 16th century B 17th century C 18th century
4 How long did it take for the first ships to bring tea to
Britain?
A 3 months B 1 year C 2 years
5 Where was the tea bag invented?
A USA B China C UK
6 Which of these is not a kind of tea?
A chai tea B bubble tea C tapioca
a tea cup’.
2 Something that you wouldn’t do ‘for all the
tea in China.’
3 Something you refused to do recently
because it wasn’t your ‘cup of tea.’
4 A time recently when you really ‘fancied
a cuppa’.
6 4.17 Listen to a radio programme with
a tea expert. Tick the things we should do.
Which is the strangest, in your opinion?
1 □✗ You should take the tea bag out after
one minute.
2 □ Tea is ready to drink when it reaches sixty
degrees.
3 □✗ You should always pour milk first.
4 □✓ Stir your tea across the cup.
5 □✗ It’s good manners to hold your cup with
an extended little finger.

7 Complete the sentences with the correct

1 Match the words below with the photos A–I on page 154. verbs from the box.
Exercise 7
2 squeeze
A china cup C scones I straws F tea bags E tapioca balls 3 slurp
boil slurp strain squeeze spill sip gulp stir
4 sip
B tea cosy D teapot G tea strainer H three-tier stand
5 stir
1 You should strain the tea, otherwise you 6 spill
2 Work in pairs. Answer the questions in the questionnaire above. get leaves in the bottom of the cup! 7 boil
Then scan the text to check your answers. 2 It’s a good idea to the tea bag 8 gulp
against the side of the cup with a spoon.
3 Read the text again and match the headings to the text. There is
3 Never your tea because it’s bad
one extra heading.
manners to make noises when you drink.
A How tea got to Britain E The story of tea in Britain 4 If your tea is too hot, it slowly.
B The changing face and taste of tea F An accidental invention 5 You should your tea in a clockwise
C The important job of tea tasting G A very British habit direction, otherwise it’s bad luck.
D Not only a drink 6 If you fill your mug right to the top, you
might the tea.
4 Complete the conversations with the correct common phrases
7 The water must before you pour it
a–e related to tea.
onto the tea.
A 1 How
w do you take your tea? 8 Don’t piping hot tea quickly or you’ll
B With milk and five sugars, please. burn your tongue.
A Do you fancy going to the opera with me tonight? 8 In pairs, invent two new rules for drinking or
B Thanks for inviting me but 2 c making tea. Compare with the class.
A Are you and Dave still not talking after your argument? 9 REFLECT | Culture In groups, answer the
B Oh, we're fine now. 3 a questions.
1 What’s the most popular hot drink in your
A Wow! That looks exciting. Would you like to have a go?
country? Is it your favourite too?
B No way! 4 b
2 How do people in your country usually take
A 5 d their tea/coffee/hot chocolate? How about
you?
B Cool. I'd love one.
3 Some people say that having good table
a It was just a storm in a teacup. manners isn’t very important today. Is it true
b I wouldn’t try that for all the tea in China! in your country and do you agree with this
opinion?
c I’m afraid it’s not my cup of tea!
d Fancy a cuppa?
e How do you take your tea?

155

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 CULTURE SPOT 2 The British music scene
Three big British
cities with big
musical influences
Britain has always played an important
part in modern music but there are
three cities which will always be
remembered for their influence.
4.18
Liverpool
Li verpool
How important was Liverpool in the development of
modern popular music? Extremely! People say that today’s
music would be very different without the influence from
this north western British city. It all started in the 1950s
5 with a type of music called ‘skiffle’. This had its roots in
jazz, blues and folk, and was made popular by the singer
Lonnie Donegan. Everyone knows about the Beatles – the
most famous British band ever – and possibly the most
influential. But not many people know that they started as
10 a skiffle group ‘the Quarrymen’ before moving into rock’n
roll. Also, amazingly, they were just one of 350 rock’n roll
bands playing in the Liverpool dance halls between 1960
and 1964. The sound that these bands developed was called
‘the Merseybeat’ after the river Mersey that flows through
15 Liverpool. This sound is now considered one of the most
important musical movements of the 20th century. It brings
together rock’n roll, rhythm and blues, and early skiffle. The
Beatles quickly became international stars and started what
is called ‘the British Invasion’ of the USA followed later by
20 other very important British bands like the Rolling Stones.
Their influence spread and helped create the sound of
modern popular music. The Beatles famously used to play in
a Liverpool club called the Cavern. Other famous artists also
played there, including Cilla Black and Lulu, famous female
25 artists who also found international fame after the British
Invasion.
A Lonnie Donegan B Cilla Black
156
REFERENCES
AUDIO SCRIPT page 229
174
M02 High Note TB3 09593.indd 174
Manchester
Manchester, another big city, east of Liverpool,
has always been an important centre for
30 British music, but it is best known for
a musical and cultural scene in
the late 1980s which was called
Ma
Madchester. A new genre of music
was developing which was a mix Liverpool
35 of guitar music and electronic dance music.
This type of music was called ‘baggy’ because of
the baggy jeans that became the uniform of the
fans. This was linked to a completely new type
of musical experience that was happening
40 at that time in Manchester
DJs. For the first time DJs were becoming as
famous as the artists whose tracks they were
playing. The Hacienda was the club to go
to, and people travelled there from all
45 over the UK. Sadly, it is now a block
of expensive flats. The groups from
the Madchester period include the Smiths, the Stone Roses, Happy
Mondays and many, many more, some of which are still performing
today. Of course, one of the most popular bands influenced by the
50 atmosphere and music from that time was the Britpop band Oasis,
with the notorious Gallagher brothers – who hit the headlines for
all the wrong reasons. They were typical of the laid-back, rebellious
spirit of Madchester.
London
Of course, London is remembered as the capital of the ‘Swinging
55 Sixties’ with the amazing fashions and pop music. But more recently
it has become famous for a completely different type of music –
Grime! The London music scene is buzzing with the rise of one of
the most exciting and influential types of music for decades. ‘Grime’
was born in the London streets and council estates. It is directly
60 associated with angry, teenage, mixed race or black, working class.
The music developed from Jamaican roots – garage, jungle, hip-hop
and ragga styles of music – and the lyrics are delivered in machine-
gun rapping. These artists use the music to show their frustration
with society and the politicians whose decisions have affected
65 them. They demand answers. It started in the early noughties
(a cooler way of saying 2000s) as an underground movement with
its music first played on pirate radio stations such as Rinse FM. Then
it went on to get mainstream recognition with artists such as Dizzee
Rascal and more recently, Stormzy and Lady Leshurr. Grime artists
70 are very young as a group, Dizzee Rascal and Kano getting their first
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only sixteen.
Grime is passionate, confrontational and impossible to ignore.
C The Beatles
29/08/2019 14:17
 1 Work in pairs. Give an example of a singer or
band for each style of music and then add more
styles to the box. Which do you prefer? Say why.
blues folk grime hip-hop jazz rap rock’n roll
skiffle
5 Complete the sentences with the correct words from the box.
Exercise 2
go household rising show stand strong top wonders Liverpool: A, B, C
Manchester: F
1 One of my favourite one-hit-wonders was ‘Crazy’ by Gnarls London: D, E
Barkley in 2006! Whatever happened to them?
2 It was ‘Chasing Pavements’ in 2008 that made Adele a Exercise 3

2 Which cities on the map do you think singers/ name . She’s never looked back since then. 2 The Merseybeat
sound was named
bands in photos A–F are linked to? Can you 3 It was a good gig with lots of great performers, but Ed after the river Mersey.
guess? Read the text and check. Sheeran definitely stole the . 3 The Rolling Stones
A Lonnie Donegan – Liverpool 4 The Stereophonics are my mum’s favourite band, and were part of the later
they’re still going today. British Invasion of
3 Read the text again and decide if statements 5 I love watching shows where the judges spot stars in
the USA.
4 It was called ‘baggy
1–7 are true or false. the music business. music’ because of
1 □T The Beatles originally had a different name. 6 When did George Ezra the charts with ‘Shotgun?’ Was baggy jeans.

2 □F The Merseybeat sound was named after a it in 2018?

5 It is now a block of
expensive flats.
member of a Liverpool band. 7 The 2015 Brit Awards will down in music history as
3 □F The Rolling Stones were part of the early the night Madonna fell off the stage!
Exercise 4
British Invasion of the USA. 8 Music artists are very aware of social problems these days
□F Baggy Music was the title of a song in the
1
4 and up for a lot of minority groups. a2
1980s. b1

5 □F The Hacienda Club in Manchester is still 6 Tell your partner about these things. c3
1 An artist who has topped the charts recently. 2
open today.
□T Grime artists are usually young.
a DL
6 2 An artist who stole the show at an event you saw live or on TV. b AL
7 □T Grime was first played on illegal stations. 3 A one-hit-wonder you loved or hated. c SZ

4 A favourite artist of your parents that is still going strong

4 4.19 Listen to three conversations about today. Exercise 5
a music award ceremony and answer the 2 household
questions. There is one extra option for each 7 In pairs, ask and answer the questions. 3 show
question. 1 What are the pros and cons of watching live music as
4 strong
5 rising
1 In which conversation 1, 2 or 3, did a speaker: opposed to streaming events? 6 top
a □ watch the televised event that took place 2 Do you like watching music award ceremonies? Say why. 7 go
8 stand
last week? 3 What musical genres are popular in your country at the
b □ watch the event live in the arena? moment?
c □ watch some clips on social media?
8
d □ watch the televised event by accident?
REFLECT | Culture Choose a music artist either from your
country or another who you think has made or will make
2 Which singer, Dua Lipa (DL), Annie Lennox (AL) a difference to the music scene. Research this artist and
or Stormzy (SZ): prepare to give a short presentation to the class. Think
a □ wants to represent women? about:
b □ has not always sung alone? • the artist’s background,
c □ has a political message in his/her songs? • the music genre,
d □ often wears unusual clothes? • his/her influences,
• why he/she has been/will be important.

D Stormzy E Lady Leshurr F Oasis

157

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 LITERATURE SPOT 1
1 You are going to read a fragment of a novel about time
Y 7
travel. In pairs, talk about books, comics, films or TV
programmes on this topic that you have read or seen.
2 Read the text quickly and say why the Time Traveller
invited his friends to his home.
to witness an experiment with a model time machine
3 Read the text again. Match sentences A–G with gaps 1–5 in
the text. There are two extra sentences.
A He passed his hand through the space in which the
machine had been.
B At that moment, the idea suddenly seemed possible.
C And if it travelled into the future, it would still be here
now.
D Why did you do that?
E Are you serious about this?
F He placed it on a low table in front of the fire.
G Except for the lamp, the table was empty.
4 Order sentences a–h to make a summary of the text. Then
read the text again to check your answers.
a □5 When the model disappeared, the witnesses were
amazed.
b □7 He confessed that he wasn’t entirely sure if the model
time machine had gone to the future or the past.
c □4 To show his friends that he wasn’t trying to cheat them,
he got one of them, the Psychologist, to press the lever.
d □3 The Time Traveller explained that once he pressed a lever,
the machine would travel into the future and disappear.
e □2 Before the experiment began, all of the witnesses
could examine the device carefully to make sure there
were no tricks.
□
f 5 Then the Time Traveller revealed that in his laboratory
there was a full-size version of the machine, in which
he intended to travel through time.
□
g 8 When his friends wondered why the model was not
visible, the Psychologist explained that it was because
it was travelling so fast it couldn’t be seen.
□
h 1 A man who wanted to travel through time invited
several friends to his house to witness an experiment
with a small model time machine he had built.
5 If you were one of the Time Traveller’s friends, would you
try to prevent him from travelling in his time machine?
Discuss in pairs.
Exercise 6 6 In pairs, check you understand the highlighted verbs in the
2 swung text on page 159. Then use their correct forms to complete
3 peered
4 presumed
the story below.
5 extended The passenger fell into the sea and 1 vanished under the
6 indicated waves. Immediately, the ship 2 around to go back and
7 pressed look for him. Everyone 3 into the sea but there was no
8 recovered sign of the man. The captain
4
the man was dead but then suddenly, one of the
passengers saw the man. She 5 her arm and 6
where the unfortunate man was. Then
a sailor 7 a lever and the lifeboat dropped to the
water. The man was cold and shaking but once they got him
on board, he soon 8 . design
158
176
M02 High Note TB3 09593.indd 176
The Time Machine
Choose the correct adverbs and adjectives.
1 You’re absolutely / slightly right. I couldn’t agree
more.
2 Only a shiny / tiny percentage of the world’s
population can understand quantum mechanics.
3 The drawings of the model were very cheerfully /
delicately done.
4 I am attentively / genuinely convinced that time
travel is possible.
5 It was a subtle / visible plan but it worked.
8 SPEAKING In groups, discuss the questions.
1 If you could travel in time, would you go to the
future or the past? Say why.
2 If you went to the future, how many years would
you travel?
3 If you went to the past, which historical period
and place would you visit first? Say why.
4 Do you believe that time machines will exist one day?
5 How do you think your country/the world will
change in the next 100 years?
9
WRITING TASK Imagine that you are the Time
Traveller in The Time Machine and live in the year
1895. You travel in time to the present day. Write
a diary entry about your impressions of how
life now is different to life in 1895. Include the
following:
• your first impressions when you left the time machine
• the things that you find the most surprising
• what you like and dislike about the world in the
present day
FROM PAGE TO LIFE
There are three film versions of The Time Machine:
from 1960, 1978 and 2002. The director of the
2002 film was Simon Wells, a great grandson of
H.G. Wells. It starred Guy Pearce. However, the
1960 version with Rod Taylor got much better
reviews. There is also a Time Machine Marvel comic.
Wells was the first person to use the phrase ‘time
machine’. It is now the general name for all time
travelling machines such as the car in Back to the
Future, or the Tardis in the BBC series Doctor Who.
GLOSSARY
bullet – a small piece of metal that you fire from a gun
framework – the main structure of a building, vehicle
or object
impression – the mark left by something, e.g. a shoe
on wet ground
mechanism – a part of a machine or set of parts that
does a certain job
prototype – a model of an invention used to test the
29/08/2019 14:17
 The Time Machine
4.20
The thing the Time Traveller held in
his hand was a shiny metal framework,
only slightly larger than a small clock,
and very delicately made. 1 F
5 The only other object on the table
was a small lamp. Its bright light fell
upon the mechanism. There were also
perhaps a dozen candles about the
room. I sat in an armchair between the
10 Time Traveller and the fireplace. Filby sat behind him, looking
over his shoulder. The Medical Man watched him from the
right, the Psychologist from the left. We were all watching
attentively. Any kind of trick, however subtle, seemed
impossible under these conditions.
15 The Time Traveller looked at us. ‘This little model,’ he said, ‘is
a prototype for a machine to travel through time.’ The Medical
Man got up and peered at it. ‘It’s beautifully made,’ he said.
‘It took two years to make,’ replied the Time Traveller.
Once we had all examined the model, he said: ‘I am going
20 to press this lever, and the machine will vanish, pass into future
Time, and disappear. Have a good look at the thing. Look at the
table too, and satisfy yourselves there are no tricks.’
There was a minute’s pause perhaps. Then the Time
Traveller reached towards the lever. ‘No,’ he said suddenly.
25 He took the Psychologist’s hand and told him to extend his
finger so that it was the Psychologist who sent the model
Time Machine on its voyage. We all saw the lever turn. I am
absolutely certain there was no trick. There was a breath of
wind, and the lamp flame jumped. One of the candles was
30 blown out, and the little machine suddenly swung round,
became indistinct like a ghost for a second; and it was gone -
vanished! 2 G
Everyone was silent for a minute. The Psychologist
recovered and looked under the table. The Time Traveller
35 laughed cheerfully.
‘Well?’ he said. We stared at each other.
‘Look,’ said the Medical Man, ‘3 E Do you genuinely
believe that that machine has travelled into time?’
‘Certainly,’ said the Time Traveller. ‘What is more, I have
40 a big machine nearly finished in there.’ He indicated the
laboratory and continued. ‘And when that is put together,
I mean to have a journey myself.’
‘You mean to say that that machine has travelled into the
future?’ said Filby.
M02 High Note TB3 09593.indd 177
45 ‘Into the future or the past – I don’t, for certain, know which.’
Suddenly, the Psychologist spoke. ‘It must have gone
into the past if it has gone anywhere.’
‘Why?’ said the Time Traveller.
‘Well, I presume that it has not moved in space. 4 C
50 Because to get to the future, it must travel through this time.’
‘But,’ said I, ‘If it travelled into the past, it would have
been visible when we came first into this room; and last
Thursday when we were here!’
‘No,’ said the Time Traveller. Then he turned to the
55 Psychologist. ‘Think. You can explain it.’
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
see this machine, any more than we can see a bullet flying
through the air. If it is travelling through time a hundred
times faster than we are, if it gets through a minute while
60 we get through a second, the impression it creates will
be only a tiny part of what it would make if it were not
travelling in time.’ 5 A ‘You see?’ he said, laughing.
FACT BOX Herbert George Wells
Herbert George Wells was born in Bromley, England,
in 1866. He was a prolific author, who wrote
dozens of novels, short stories, biographies and
social and political articles. He is best known for
his science fiction novels, which include The Time
Machine, The War of the Worlds, The Island of Doctor
Moreau and The Invisible Man. His books involve
space and time travel, alien invasion, invisibility
and experimentation by a mad scientist. Along with
Jules Verne, Wells has often been called the father
of modern science fiction. The Time Machine tells
the story of a Victorian inventor who builds a device
for travelling through time. He travels far into the
future to the year 802,701, where he discovers a very
strange and dangerous world.
159
177
29/08/2019 14:17
 LITERATURE SPOT 2
1 Have you read, or do you know anything about The
Exercise 2 2 4.21 Listen to the first part of a conversation
1 The characters are
funny and clever / learn
a lot about Victorian
England.
2 It’s Dickens’ last book.
It’s not finished.
3 It’s a detective story
and we’ll never know
3 4.22 Listen to the second part of the conversation
the answer.
Exercise 4
1 The choirmaster is out
at night with Durdles.
2 It can melt/dissolve
a body.
3 to explain why the
streets are empty
4 Durdles has a key.
5 He dreams of
footsteps, something
touching him,
something making
a noise on the floor
and of time passing. 4 Read the extract from the book and answer the questions.
6 that so much time has
passed
Exercise 5
2 clinked
3 creep
4 glanced
5 descends
5 Complete the sentences with the correct verbs from the
Exercise 6
5 starting with two silent movies in 1909 and 1914.
• Durdles points out a
mound of quicklime –
put a body in and it gets
eaten up.
• Jasper could have
used Durdles’ keys to
let himself into some
tombs – thinking about
secreting a body there.
• Note: The only
thing not dissolved
by quicklime is gold –
possibly the gold ring is
to be found later?
• Durdles drinks from
a bottle Jasper gives
him – possibly sleeping 6 Read the extract again. Discuss the questions in pairs.
potion – he falls asleep
very quickly.
• Jasper smiles at
the end.
160
REFERENCES
AUDIO SCRIPT page 230
178
M02 High Note TB3 09593.indd 178
Mystery of Edwin Drood, by Charles Dickens? If not, look
at the photo from the film based on this book and read
the Fact Box about its author. Discuss what the book
might be about.
between two students and answer the questions.
1 Why does the boy like Dickens?
2 What are two reasons for the book being special?
3 What is frustrating about The Mystery of Edwin Drood?
and complete the sentences with one or two words.
1 Dickens died of a stroke in 1870 .
2 People have come up with more than 200 different
ideas about the ending of the book.
3 A modern musical about the story is called Drood .
4 A Drood Enquiry was started by a (UK) university
.
5 More than 15,000 people voted in the enquiry.
6 The cathedral choirmaster, the main suspect, is named
Mr Jasper .
7 The choirmaster loved his nephew’s fiancée,
named Rosa .
1 Why is it ‘an unusual expedition‘?
2 What can quicklime do?
3 Why are the ‘citizens of Cloisterham’ mentioned?
4 How do Jasper and Durdles get into the crypt?
5 What does Durdles dream about?
6 Why is he surprised when he wakes up?
box. Use the words and phrases in brackets to help you.
clinked creep descends glanced groped
1 In the dark, I groped (reach out) for my phone on the
bedside table.
2 The heavy silver bracelet (made a metallic
noise) when it fell on the stone floor.
3 If I get home late, I (go quietly) upstairs so that
I don’t wake my parents.
4 I (looked quickly) at my sister but she was still
reading and didn’t notice me.
5 My ears always hurt when an airplane (goes
down).
1 What do we learn about these characters: Durdles and
Jasper?
2 What do you think was in the bottle?
3 What do you think is the link between Durdles’ dream
and the reality?
4 Why do you think Jasper is smiling at the end of the
extract?
5 Is there anything in the extract that might be a clue to
what happened to Edwin Drood?
The Mystery of Edwin Drood
7 In pairs, discuss how the words in bold help Dickens
build atmosphere in the book. What images and
impressions do they create?
1 prowling around old graves and ruins like a ghoul
(line 8)
2 the moonlight strikes in (line 39)
3 there are lanes of light (line 42)
4 the footsteps die away (line 58)
5 something clinks and gropes about (line 61)
6 I might as well have tried to wake the dead (line 72)
7 he gathers himself up again (line 80)
8 SPEAKING In pairs, discuss the questions.
1 Why do you think crime novels are so popular?
2 Would you prefer to read a crime novel or watch
a film based on the book? Say why.
3 Which is your favourite crime novel/film/series?
9 REFLECT | Values What do you think should happen to
Jasper if he were guilty of killing Edwin Drood? Discuss
in pairs.
10 WRITING TASK Choose one of the topics for your writing
task.
1 Write Jasper’s account of what he did while Durdles
was asleep.
2 Write Durdles’ account of the evening for a police
statement later.
3 Write a short story with this title: A nighttime
visit to a country church.
FROM PAGE TO LIFE
The Mystery of Edwin Drood has inspired many films,
There have been two feature films and in 2012 the
BBC produced an excellent TV miniseries. The book
was also made into several plays and a popular
musical called ‘Drood’, which started in 1985 and
still tours.
GLOSSARY
choirmaster – person who trains a choir
crypt – underground room in church used as burial place
ghoul – evil spirit, believed to feed on dead bodies
grope – try to find something in the dark by feeling with
your hands
lane – path, narrow road
mound – large pile or quantity
pillar – tall, strong support for a building (often stone)
prowl – move quickly and hunt
quicklime – chemical compound used to burn things
Exercise 7
Suggested answers:
1 It makes the reader think that the movement is like an animal looking for food, not human.
2 ‘Strikes’ implies hitting hard, not softly – that it’s a strong light.
3 The light makes a pattern that looks like a path – long, like a roadway.
4 The footsteps don’t just stop suddenly but get softer and softer as the person walks further
and further away.
5 It implies that a person is trying to find something in the dark, with their fingers.
6 It shows how deeply asleep the man was – also gives a ghostly impression of the situation.
7 ‘Gathers’ implies that his arms and legs are stretched out in different directions and that he
needs to bring them all back together again before rising.
29/08/2019 14:17
 

The Mystery of Edwin Drood
4.23
Mr Jasper, the cathedral choirmaster is writing
a book about the cathedral. He has arranged for Durdles, the
stonemason and keeper of the crypt, to show him around at night
to see the effect of moonlight on the architecture.
‘Are you ready?’
‘I am ready, Mr Jasper. Let the old ones come out if
they dare, when we go among their tombs. My spirit is
ready for them.’ He takes a lantern, puts a match or two
5 in his pocket to light it with, should there be a need, and
they go out together.
Surely an unusual sort of expedition! That Durdles
himself, who is always prowling among old graves and
ruins like a ghoul – that he should be creeping around
10 without a purpose, is nothing extraordinary; but that
the choirmaster or anyone else should think it might be
useful to be with him, and to study moonlight effects in
such company is another matter.
‘Watch out for that mound by the gate, Mister Jasper.’
15 ‘I see it. What is it?’
‘Lime.’
Mr Jasper stops, and waits for him to come up, for
Durdles is slow. ‘What you call quicklime?’
‘Ay!’ says Durdles: ‘With a little careful stirring, quick
20 enough to eat your bones*.’
They go on. Among those hidden corners there is
very little movement after dark. Ask any citizens of
Cloisterham, met by chance in the streets in day time,
if they believed in ghosts, and they would tell you no;
25 but ask them to choose at night between these scary
passages and the wider roads past the shops and you
would find that nearly all would choose the busier routes.
The reason for this could be found in the thought: ‘If the
dead do, under any circumstances, become visible to the
30 living, these quiet, isolated places would be very good
for the purpose. Therefore, I, the living, will get out of
them as soon as I can.’
Therefore, when Mr Jasper and Durdles pause to
glance around them, before descending into the crypt by
35 a small side door, to which the latter has a key, the whole
area of moonlight in their view is completely empty.
They enter, locking themselves in, descend the rough
steps and are down in the crypt.
M02 High Note TB3 09593.indd 179

The lantern is not wanted, for the moonlight strikes in at
40 the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
black shade, but between them there are lanes of light.
Up and down these lanes they walk.
Durdles drinks quickly from the bottle given him
45 by Mr Jasper and soon he becomes so very uncertain,
both of foot and speech, that he half drops, half throws
himself down, by one of the heavy pillars. He begs his
companion for a rest.
‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
50 Sleep while I walk up and down.’
Durdles is asleep at once; and in his sleep he dreams
a dream.
It is not much of a dream, considering the vast world
of dreamland and its wonderful creations; it is only
55 strange for being unusually restless and unusually real.
He dreams of lying there, asleep, and yet counting his
companion’s footsteps as he walks up and down. He
dreams that the footsteps die away into distance of
time and space, and that something touches him, and
60 that something falls from his hand. Then something
clinks and gropes about, and he dreams that he is alone
for such a long time that the lanes of light take new
directions as the moon moves along her path. From deep
sleep he passes into a dream of slow cold unease; and
65 painfully awakes to an awareness that the lanes of light
are really changed, just as he had dreamed – and of
Jasper walking among them.
‘Awake at last?’ says Jasper.
The great bell strikes twice in the tower.
70 ‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
Mister Jasper?’
‘I did. I might as well have tried to wake the dead.’
‘Did you touch me?’
75 ‘Touch you? Yes, shook you.’
As Durdles remembers the touching in his dream, he
looks down on the floor and sees the key of the crypt
lying close to where he himself lay.
‘I dropped you, did I?’ he says, picking it up, and
80 recalling that part of his dream. As he gathers himself up
again into an upright position, he is again conscious of
being watched by his companion.
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
Please don’t hurry.’
*eat your bones – melt, slowly destroy bones
FACT BOX Charles Dickens (1812–1870)
Charles Dickens is one of England’s most famous and
greatest novelists. He wrote fifteen major books and
many short stories about life in Victorian England. His
work gives us an understanding of what it was like
to be poor and live in London at that time. His skill is
in creating wonderfully memorable characters and
writing with both humour and compassion. He wrote
many of his major works in sections in magazines,
with the story developing as people were reading
them. The Mystery of Edwin Drood is set in Cloisterham,
a cathedral town that has strong links with London.
Edwin Drood was Dickens’ final book and was left
unfinished when he died.
161
179
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 01 WATCH AND REFLECT Beauty belongs to everyone

1 SPEAKING In pairs, look at the photo of Katie and answer the 5 SPEAKING In pairs or small groups, discuss
questions. the questions.
1 Can you guess what the video is about? 1 What are the most important qualities
2 What do you think you will learn about Katie and her life? for someone to succeed in the fashion
industry?
2 2 Watch the video and decide whether the statements are true
2 How can the following groups help
or false.
people with disabilities to lead happier
1 T Katie is the first model with Down Syndrome. lives?
2 F Katie thinks you don't need to be beautiful to be a fashion model. • the people with disabilities or
3 F Katie likes dressing up but she doesn’t enjoy it when people style communities themselves
her hair or put on her make-up. • their family and friends
4 T ‘Best Buddies’ makes it easier for disabled people to get jobs. • the government
5 F Katie had an unhappy childhood because of her disabilities. • organisations such as ‘Best Buddies’
6 T Her parents think that Katie has a positive effect on other people 3 Do you agree or disagree with these
with disabilities. quotes from the video? Say why.
3 In pairs, think of other inspirational people with disabilities and 1 ‘Beauty belongs to everybody.’
discuss what they did to change attitudes. 2 ‘Beauty is more than just outward
Beethoven composed fantastic music even when he was deaf. appearance.’
3 ‘Katie's story can change attitudes
Exercise 4 4 2 Complete the sentences with the words from the box. Then
towards disabled people.’
2 bursting choose the correct meaning for each phrase. Finally, watch the
3 shoot video again and check. 6 WRITING TASK Write an email to a friend
4 door in a different country. Describe Katie and
5 sunshine bursting door face shoot sunshine what she does and say why you think her
story is important.
1 She’s the face of a collection of hair products.
She’s someone whose image is used to advertise the products / who
sells her own products.
GLOSSARY
2 Katie might be small but she’s very confident, kind and
disabled – having either a physical or
with energy.
mental health condition
She has got a lot of energy / can’t control her energy.
Down syndrome – a genetic disorder
3 Alan Randall does her hair and cuts it and styles it for the which affects growth, facial features and
photo . intellectual ability
A photo or series of photos that a friend takes for fun / a professional overcome – to deal with a problem
takes for a magazine or other publication. successfully
4 The opportunity that Katie’s had, I think, it’s opening up the for promote someone – to help someone by
so many people with disabilities. making others aware of them
It is making it easier for them to do different things / them realise they
are special.
5 Katie brings to everybody she meets.
She helps them understand things / makes them feel happy.

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 The future of AI
1 SPEAKING In pairs, look at the photos and answer
the questions.
1 What can you see in the photos? What activities
are these robots doing?
2 What other jobs do you think robots will be able
to do in the near future?
2 5 Watch the video and choose the correct
answers.
1 What is one of the tasks that robots do in the
pizza kitchen?
a making the pizza bread
b putting pizzas in the oven
c making the pizza sauce
2 Which of these advantages of robots does the
narrator mention?
a Robots can replace sick human workers.
b Robots’ costs are lower compared to humans’.
c Robots can do more important jobs.
3 What inspires Italian makers of AI robots to
design their machines?
a nature
b computer systems
c science fiction
4 According to the narrator, in which of these
dangerous situations can robots help humans?
a They can stop natural disasters.
b They can search for earthquake survivors.
c They can work in nuclear power stations.
5 Why is the iCub able to do more than just simple
tasks?
a It can think.
b It can speak.
c It can interact with humans.
6 At present, which of these things can robots and
AI systems do?
a perform creative tasks
b work as architects or doctors
c learn more quickly than humans
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WATCH AND REFLECT 02
3 Are you worried that robots will make it difficult for you to
find a job in the future? Say why.
4 5 Complete the phrases with the words from the box. Exercise 4
Then watch the video again and check. 2 spread
3 frees
creatively frees freshly precise react spread 4 precise
5 react
1 All our pizzas are ffreshly
reshly baked when you order them. 6 creatively
2 You make the pizza dough and I’ll the sauce on it.
3 The good thing about ‘employing’ a robot is that it
up people to do other jobs.
4 These robots can make movements which means
they can do more advanced tasks.
5 This robot can to its surroundings and change its
behaviour if necessary.
6 Unfortunately, this robot can’t think or critically.
5 SPEAKING In pairs or small groups, discuss the questions.
1 Do you think robots will help or threaten humanity in the
future? Say why.
2 Do you think there should be international laws about
making AI? What should they aim to achieve?
6 Read the question narrator asks at the end: 'In the future,
will robots be able to replace humans in more advanced
jobs?' Give your opinions and reasons for your answers.
7 WRITING TASK An American writer, Isaac Asimov, in his book
Runaround, wrote three rules for robots to follow. What do
you think of them? Write a blog entry in which you suggest
updating or expanding Asimov’s rules. Give reasons for your
ideas.
1 A robot can’t hurt a human or allow a human to come to
harm by doing nothing.
2 A robot must always follow orders from a human – but not if
they break rule 1.
3 A robot must protect itself – but not if it breaks rule 1 or 2.
GLOSSARY
flexibility − the ability to change or be changed easily
precise − exact and accurate
reproduce functionalities − copy natural abilities of e.g.
humans and give them to something else
threaten – to put in danger
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 03 WATCH AND REFLECT Pushing yourself to the limit

1 10 SPEAKING In pairs, look at the photo of a woman running 5 SPEAKING In pairs or small groups, discuss the
an ultramarathon and answer the questions. Then watch the questions.
video to check your answers. 1 What other extreme or dangerous sports can
1 How is an ultramarathon different from a normal marathon? you think of that require a lot of training?
2 What problems could the runner have during the race? Can you order them from the easiest to the
most difficult and from the safest to the most
Exercise 2 2 10 Watch the video again and complete the information. dangerous?
2 4, 12 parachuting, waterfall kayaking, mountain
32
Long trail ultramarathon climbing …
4 30
5 2 (full) days 2 What’s your opinion of ultramarathons and
• Distance: 440 km – over 1 ten times longer than people who complete them? How would you
a normal marathon react if a friend suggested training for one?
• Current world record: 2 days, hours 3 Can Nicky’s example really inspire people to
and 30 something minutes do sports or lead a healthier lifestyle? Say
• Nicky has been training for the race for 3 why.
years. Y
Yes, because No, because
she makes it the idea of an ultramarathon
• Number of people on her support team: 4
look fun. would put people off.
• Nicky beat the previous women’s world record by
over 5 . 6 WRITING TASK Write a description of an
ultramarathon giving facts about the course
and what the runners do during the four or five
days it takes.
3 What is the toughest exercise or sport you have done? How
did you feel while you were doing it and afterwards?
GLOSSARY
Exercise 4 4 10 Complete the sentences with the correct words formed
crave – to want something very much
2 hilly from the words in bold. Then watch again and check.
3 encouragement, endurance – ability to withstand pain or extreme
1 This is one of the toughest sports in the world. It's long, it's
medical conditions
hard and it can be painful . PAIN
4 nutrition equivalent – the same as
5 endurance 2 The long trail is a course. Participants run up and
6 achievement down the hill. HILL favour something – to prefer something
3 The support team are there to provide , especially school of thought – an idea held by a group of people
when she gets tired or demotivated, and to give her to the limit – to the maximum amount/degree/
help when she feels unwell or gets injured. ENCOURAGE, level possible
MEDICINE willpower – strong determination
4 Her is planned by the team doctor, who is preparing
her meal plans and how much she needs to eat. NUTRIENT
5 Fighting tiredness is a real test of physical and
willpower. ENDURE
6 She is close to an incredible – she is the fastest woman
ever to finish the trail. ACHIEVE

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 Off the beaten track
1 SPEAKING In pairs, say what you know about New
Zealand. How similar or different is it from your
country? Then watch the video and say what new
information you discovered about New Zealand.
2 12 Watch the video and complete the sentences
with one or two words or numbers in each gap.
1 Karl and Matt are going to travel around New Zealand
for seven weeks.
2 Matt met Karl in but now he lives and works
in , the capital of New Zealand.
3 Matt’s plan is to take Karl to the places that
don’t normally visit.
4 The Maori culture is about years old.
5 A ‘Marae’ is the Maori word for a . forward to it.’
6 Matt enjoyed a whole of visiting his country
as a tourist.
3 If you had to show a foreigner one touristy place and
one traditional place in your country, where would you
take them? Say why.
4 12 Watch the video again and pay attention to
the phrases in the box. Then match them to their
synonyms 1–6.
at the crack of dawn backpacking trail hit the road
move back to off the beaten track
perspective as a tourist
1 a hiking route backpacking trail
2 away from touristy places off the beaten track
3 return to a place after being away move back to
4 very early in the morning at the crack of dawn
5 start a journey hit the road
6 looking at a place as a visitor perspective as a tourist
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WATCH AND REFLECT 04
5 SPEAKING In pairs or small groups, discuss the questions.
Then share your opinions with another group.
1 What would visitors to your country be impressed by
the most? Give reasons for your answers.
beaches – very clean, white sand, good waves for surfing Exercise 2
our capital city – great museums, friendly people 2 London, Wellington
2 Do you prefer to visit touristy or non-touristy parts of 3 tourists
4 1,200 years old
a foreign country? Say why. (twelve hundred
3 Read the comments that Karl makes. Do you agree years old)
with him? Say why. 5 meeting
6 (new) experience
1 ‘We’re going completely off the beaten track,
there’ll be no phone reception, no nothing,
which will be a nice break so I’m really looking
2 ‘It’s always a good start to the day when you
wake up and do something you’ve never done
before.’
3 What makes you proud of your country?
4 What makes a journey a valuable experience?
Give examples of places you have visited
that have helped you learn something
about the world or about yourself.
6 WRITING TASK Imagine you went to the places shown
in the video. Write an email to a friend in a different
country saying what you have done, what you have
seen and how you felt while you were there.
GLOSSARY
heritage − traditions, beliefs and values of a society
indigenous – native, local
Kiwi − a nickname for a New Zealander
Maoris − the original inhabitants of New Zealand
spiritual − religious, relating to the spirit not the body or mind
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 05 WATCH AND REFLECT Handcrafts in the 21st century

Exercise 2 4 17 Complete the sentences with the correct

2 shapes and designs words formed from the words in bold. Watch
3 3,500 years ago again and check.
4 both (an artist and a
1 In the era of increasing automation many
craftsman)
5 in the 14th century predictable and repetitive
pr petitive jobs may disappear.
6 his tools and clock PREDICT, REPEAT
parts 2 There are some professions, though, which
7 months are likely to survive as they require ,
and highly developed skills. CREATIVE,
Exercise 4 INNOVATE
2 creativity, innovation 3 Shawn’s job requires . DETERMINE
3 determination
4 competitive 4 She has to be because machines now
5 influential make a lot of glasswork. COMPETE
6 iconic 5 Nathan also very much desires to be .
INFLUENCE
6 Nathan and Shawn have learned skills that have
produced objects in our society. ICON
5 SPEAKING In pairs or small groups, discuss the
questions.
1 Is it important for old skills and talents to
continue to exist when machines can do the
work more quickly, more easily and, perhaps,
better?
Yes, what if machines stop working?
No, it's just a bit of history like people dressing up
as knights.
2 What skills are we losing because of technology
that it is important for us to keep?
3 What is the difference between being a craftsman
and an artist?
4 Read the question narrator asks at the end and
give your opinions: ‘People will continue to love
and enjoy their work for years to come. That’s
a real legacy, isn’t it?’
Yes, because the object will exist after the maker
has died.
No, because people may not appreciate the items
1 SPEAKING In pairs, look at the photos and answer the in the future.
questions. 6 WRITING TASK Imagine you are applying for
1 What jobs do you think they show? a training programme as a craftsperson. Write
2 Which of these jobs appeals the most to you? Say why. a personal statement.
3 Do you know any other handcrafts? What are the pros and
cons of doing jobs like those? GLOSSARY
craft – a job or activity in which you make things with
2 17 Watch the video and answer the questions.
your hands, and that you usually need skill to do
1 What does Eric build? customised motorbikes
curious – wanting to know more
2 What does Shawn make from glass?
customised – made for specific needs of a customer
3 When did the tradition of glass blowing begin?
entrepreneur – a person who runs their own business
4 Does she see herself as an artist or a craftsman?
freelance – working independently, selling services
5 When did people start making clocks? to different companies, people
6 What does Nathan make by hand? legacy – something significant left by ancestors for
7 How long does Nathan expect his clocks to continue future generations
working? mass-produced – made in factories in large quantities
3 Think about the skills Shawn and Nathan needed to learn. unique – unlike any other
If you had the chance to learn how to do one of these jobs,
which one would you choose and why?

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 Why do we lie?
In fact, overall, nearly 70% of the forty thousand people who took part
in the matrix experiments lied when the circumstances made it easy to do so.
1 SPEAKING You are going to watch a video about an
experiment on honesty. Before you watch, look at
the quotation on the photo above and discuss these
questions in pairs.
1 Why do you think people lie?
2 What might be the circumstances that make lying
easier?
2 19 Watch the video and choose the correct words or
numbers.
1 ‘Fudge factors’ are small unimportant lies / excuses for
being dishonest.
2 In the experiment, people have half a second / one and
a half seconds to make a decision.
3 Seventy percent of the people taking part were /
weren’t completely honest.
4 Fibs and white lies are the same / two different things.
5 Telling lies when we are children can help get children
out of trouble/ develop children’s imagination.
6 The girl gives an example of a good reason to lie / an
unimportant reason for lying.
3 What do you think of the experiment? Would you have
been completely honest or not? Say why.
4 Complete the text with one word from the box in each
gap.
trouble twist root brain line mission dilemma
Dan Ariely says that he is on a 1mission to find out why
people lie. He asks: How can it be that people lie but
think they are honest. He thinks of a simple experiment
but there’s a 2 – the participants can earn more
money if they lie. This creates a moral 3 . Most
of the participants crossed the 4 from honesty
to dishonesty. Dan studies children to try to get to the
5
of why we lie. Lies can get children into 6
but they still do it. In the end, he finds out that lying is
connected with the development of the 7 .
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WATCH AND REFLECT 06
5 SPEAKING In pairs or small groups, discuss the questions.
1 What other ways of testing people’s honesty can you
think of? Present one idea to the class explaining how
it works and how it tests people’s honesty. Have a class
vote on the idea people like best.
We could drop some money on the floor and see if
people give it back to us.
2 There is a phrase in English: to be economical with the
truth, which means being dishonest without actually
lying. Look at the example below. Did the child
lie? Were they honest? Discuss other ways of being
economical with the truth.
Mother: Did you get any marks from school today?
Child (who got a B in History and an E in Maths): Yes,
I got a B in History.
Mother: Oh, that's very good. Well done.
3 At the end of the video the narrator asks the question:
‘What do you think? Is it ever OK to lie?’ Answer that
question. Then think of different people in your life
(parents, teachers, friends, etc.). How important is it
that they are honest with you? Give reasons for your
answers.
6 WRITING TASK Imagine you are Dan. Write a blog entry
Exercise 4
to explain what the experiment was about, what
2 twist
happened and what you think it shows about people’s 3 dilemma
honesty. 4 line
5 root
GLOSSARY 6 trouble
7 brain
excuses – reasons people give for doing or not doing
something
fib – a small, unimportant lie often told by children
justify – to give a reason why you did something
regardless of – without being influenced or affected by
reward - something that you get because you have
done something good or helpful or have worked hard
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 07 WATCH AND REFLECT Living art

1 SPEAKING In pairs, look at the photo and answer the 5 SPEAKING In pairs or small groups, discuss the
questions. questions.
1 Do you like the picture in the photo? Give reasons for your 1 Do you think an artist needs to have talent or
answer. is a good imagination enough?
2 Can you guess how this piece of art was made? Do you think If there is no talent, then anyone can create the
it is an oil painting, a drawing, a computerised image or same thing so it isn’t unique anymore.
something else? Some art works such as Tracey Emin’s unmade
2 23 Watch the video and choose the correct answers. bed is as interesting and important as an oil
painting or sculpture.
1 Lisa tries to make the real world look like a painting / her
paintings look like the real world. 2 How important is it for schools to teach
students about art and its history? Give reasons
2 Lisa / Another artist paints the backgrounds.
for your answers.
3 Lisa takes photos of her paintings because they're only
3 Read the question the narrator asks at the end
temporary / she's also a photographer.
and give your opinions: ‘Will her paintings be
4 The model, Christopher studies / feels he's a part of the history remembered if they only last a day before they
of art. are gone for good?’
5 Lisa is famous only in America / in many countries. Yes, we can still have photos of them.
6 The art expert thinks that Lisa is doing something new / No, photos won’t show how amazing the
copying someone else’s style. paintings really look.
3 Would you like to be in a painting like this? Say why. 6 WRITING TASK Imagine you have been to a live
Exercise 4 4 23 Complete the phrases with the words in the box. Then art exhibition of Lisa’s paintings. Write a review
of the exhibition.
2 toe watch the video again to check.
3 bold, shadow
4 dimensional exhibits bold boundaries canvas dimensional headlines GLOSSARY
5 canvas shadow standards toe
6 exhibits acrylic (paint) − made from chemicals, not natural
7 boundaries 1 She’s making headlines with her artwork. materials
8 standards atmospheric − giving a particular feeling e.g.
2 She paints her models from head to .
3 She uses brush strokes to capture depth and pleasing or mysterious
just as she sees it in real life. critical acclaim − positive opinions from critics and
4 Lisa paints on people in a way that makes them look like experts
two- paintings. neat (American English slang) − good
5 For Lisa, the world is a . pushing boundaries – challenging what is
6 Lisa sometimes paints people for live art . acceptable or normal
7 Michael Schwartz is an art expert and gallery owner who thinks
Lisa’s work is pushing .
8 When a woman challenges the and creates something
so unusual, that’s really important.
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 Buy or borrow? WATCH AND REFLECT 08

1 SPEAKING In pairs, look at the photo and answer the questions. 5 SPEAKING In pairs or small groups, discuss the
questions.
1 How often do you buy things in shops or on the Internet?
2 Which of the things that you buy do you share with friends or 1 What advantages and disadvantages does
family? the sharing economy have?
Advantages Disadvantages
2 26 Watch the video and decide if the statements are true or
cheaper than buying possible damage to
false.
1 □F The sharing economy is a new idea. car/clothes etc.

2 □T Some people even share pets.
3 □F To unlock the car you need the keys.
4 □T The amount you pay for a shared car depends on how long
you want it for.
5 □T The housing scheme was set up by the government.
6 □F The houses in the scheme are free if you agree to renovate
them.
3 What possessions of your own would you be happy to rent to
other people and what possessions would you definitely not
rent out? Say why.
4 26 Complete the sentences with the words from the box so
that they have the same meaning as the original.
booking boost fortune pick rent stretch
1 I haven’t got enough money.
My money doesn’t stretch far enough for my needs.
2 You can pay to use someone else’s car, clothes or tools.
You can rent a car for a few hours.
3 You can reserve the item you want for a certain time.
You can make a booking so that you have the item at a certain time.
4 The app tells you where to collect the car from.
The app tells you where to pick it up.
5 You don’t have to spend a lot of money on clothes.
It isn’t necessary to spend a fortune on clothes.
6 Housing schemes can make communities stronger.
Housing schemes can give communities a boost .
2 The narrator also mentioned sharing
time and skills. What skills can be shared
in sharing economy? What skills can you
share?
Someone who is good at languages could
teach other people. For example, I could
teach someone English and French.
3 Read the question the narrator asks at the
end and give your opinions: ‘But is it likely
that in the future we may not need to
own anything at all?’ Give reasons for your
answers.
6 WRITING TASK Write an opinion essay about
the advantages and disadvantages of
a sharing economy. Say whether, overall,
you think it is a good idea or not.
GLOSSARY
designer outfit − a set of clothes made by
a famous fashion designer
renovate − to makes changes to a flat/house so
that it looks new again
repair − to fix broken things
scheme − a plan of action
solution − a way of overcoming a problem

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 09 WATCH AND REFLECT Living by the coast

1 SPEAKING You are going to watch a video about people
who have moved away from cities to a quiet island.
Before you watch, look at the photo and discuss these
questions in pairs.
1 Why do you think the people decided to move there?
2 What do you think they can do in their free time?
2 31 Watch the video and answer the questions.
1 Where is Anglesey? Wales
2 What aspects of Welsh culture can you enjoy in the
community? History, language and music
3 According to Therese, what adds something special to
a location? sea
4 Where is Sian from? North Wales
5 How long did she work in advertising for? sixteen
6 What did Sian use to wear? heels, skirts
3 Would you like to live on an island like Anglesey? Say
why.
Exercise 4 4 31 Complete the sentences with the words from
the box. Then watch the video again and check.
2 reconnect
3 vibrant
4 detached detached pace quality pressure reconnect
5 pace, quality vibrant
1 People in big cities often lead high pressure lifestyles.
2 It is important for people in urban areas to with
nature.
3 We live in a community with lots of cultural
activities going on.
4 A small flat in a city can cost as much as a house
in the countryside.
5 The of life here is much slower than in London
and the of life is much better.
5 SPEAKING In pairs or small groups, discuss the
questions.
1 People often move to cities when they are young and
then somewhere quieter when they are older. What
do young people like about cities and what do older
people dislike about them?
Young like Older dislike
nightlife … noise …
2 In which town, village or area would you like to live in
your country? Give reasons for your answer.
3 Read the question narrator asks at the end and give
your opinions: ‘What does good quality of life mean
to you?’ Use the headings below and your own ideas.
• excitement
• free time
• house
• friends
• work
• money
6 WRITING TASK Imagine you live on Anglesey. The local
council wants to attract visitors so they ask you to
write an article describing life on the island and the
fun things you can do there.
GLOSSARY
deadlines − times set at which work has to be completed
hectic − very busy and full of activity
profound − having a strong influence or effect
remote − far away from towns or places where people
live

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 Keeping cyberspace safe
1 SPEAKING You are going to watch a video about
cyberspace security. Before you watch, look at the
photos and discuss these questions in pairs.
1 What sort of problems do you think the video will
talk about?
2 In what ways can young people be made interested
in working in cyber security?
2 33 Watch the video and put the events in the
order that we see them.
a 4 We learn why Nigel Harrison set up Cyber Security
Challenge.
b 7 We find out who won the Cyber Centurion
Challenge.
c 3 The narrator explains what the Cyber Centurion
Challenge is.
d 6 We listen to some of the participants in the Cyber
Centurion Challenge.
e 1 The narrator explains what cyberspace is.
f 2 The narrator tells us why hacking is a problem.
c 5 The narrator tells us of a competition for school
children.
3 How worried are you about hacking and data theft?
What do you do to keep yourself safe online?
4 33 Match the beginnings to the correct endings
and then choose the correct word. Watch the video
again to check your answers.
1 b Cyberspace is the online world of
2 d Hackers / Gamers are experts
3 e Nigel wants these events to force / inspire
4 a Cyber Centurion requires a
5 c The students have to safeguard / rescue
a purpose / deliberate -built website.
b computer data / networks and the Internet.
c the network from criminal hackers.
d at getting into computer systems.
e more people to consider jobs in cyber security.
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WATCH AND REFLECT 10
5 SPEAKING In pairs or small groups, discuss the questions.
1 Are you optimistic or pessimistic about the future of
cyber security? Give reasons for your answer.
Optimistic
Cyber experts will one day create a completely safe
computer code that can’t be hacked.
Pessimistic
Politicians don’t understand the problem well enough
and won’t spend enough money on solving it.
2 Look at three different examples of hacking and say
what you think should happen to each person?
A hacked into the government’s defence department
and left a message on their computer saying: ‘I got
in here, which means our enemies could!’
B hacked into a famous person’s Twitter account and
wrote messages pretending they were from that
person. None of them were rude or hurt anyone.
C hacked the Education Ministry and found this year’s
exam papers and then put them online where
everyone could see the questions before the exam.
6 Read what narrator says at the end and give your opinions:
‘These students could go on to have careers protecting
cyberspace from criminal hackers in the future − a job
which experts believe will be in high demand.’
7 WRITING TASK Use your ideas from Exercise 3 to write
a blog post on dangers people may face online and how
they can keep themselves safe.
GLOSSARY
aspire to – to have an aim or ambition to do something
flaws – mistakes or weaknesses
purpose-built – created for one specific reason
vulnerabilities − weaknesses
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 190
Grammar Reference and Practice

1A Present Simple and Present Continuous 1E Articles 2 1A Tick the sentences which have the correct verb 6 1E Complete the quiz questions with the: a, the or ø
Exercise 2
We use no article (ø) forms. Correct the ones which are wrong. (no article). Then do the quiz. Check your answers at
Present Simple • with plurals and uncountable nouns to talk about 1 I don’t

M02 High Note TB3 09593.indd 190

1 □ I am not understanding teenage fashion these days. the bottom of the page.
something/someone in general: understand
Affirmative Negative
Susan reads a lot of books on modern design. 2 □ Look at that girl in light-green dress! She seems 5 I have
I/You/ like casual I/You/We/They do not (don’t) like bored. 6 do you think
I’m really into fashion.
We/They clothes. casual clothes. 7 I know
• with days, months, seasons, holidays, parts of the day: 3 □✓ I’m seeing this famous make-up artist today.
He/She/It likes casual He/She/It does not (doesn’t) Summer holidays in the United Kingdom start In July. 4 □✓ I’m thinking of becoming a jewellery designer.
clothes. like casual clothes. • with continents and countries:
QUIZ
5 □ I’m having a great idea – let’s start a fashion blog!
Yes/No questions My parents are from Italy.
6 □ What are you thinking about my new designer
Exceptions: in the United Kingdom, in the United States, Which city is the fashion capital of ø
Does he like casual clothes? jeans? 1
in the Netherlands, in The Hague Europe?
7 □ I’m knowing the truth about her leyelashes. They
Wh- questions Subject questions We use a/an: a Paris
are fake!
When do you wear casual clothes? Who likes casual clothes? • before a singular countable noun: b Milan
8 □✓ Sonia hates going to fancy dress parties.
Have you got a sister? c both
We use the Present Simple to talk about:
• when we mention something/someone for the first time 3 1A Use the Present Continuous tense to describe
• facts and general truths: Water boils at 100 Celsius. trends. Write about the things in the box. 2 Who was famous for popularising a 'little
or to refer to any one of a kind or group:
• routines and habits: We usually go to rock concerts. black dress' in the 1920s?
I’m wearing a leather jacket.
your hair style of jeans fashion blogs clothes (price) a Coco Chanel
Common time expressions used with the Present Simple: • with occupations: I’m a shop assistant. school parties
always, every day, regularly, most days, usually, often, b Christian Dior
We use the:
sometimes, hardly ever, never. My hair is getting longer and longer. c Carolina Herrera
• to talk about a specific or unique thing/person, e.g.
because he/she/it is the only one or when it’s clear which first pair of Levi's jeans was sold in
Present Continuous 3 The
thing/person we mean: the USA for:
Affirmative Negative I like the colour of that dress.
a $6
am am not Who is the Queen of Denmark?
I I b $ 60
(’m) (’m not) • when we mention something/someone for the second time:
c $ 100
You/We/ are dancing. You/We/ are not dancing. I’m wearing a leather jacket. The jacket looks great.
They (’re) They (aren’t) • with the superlative forms of adjectives: the best 4 1E Choose the correct articles to complete the sentences. 4 A kilt is a skirt worn by ø men and it
He/She/It is (’s) He/She/It is not (isn’t) • with ordinal numbers: the second 1 comes from:
- / The people in 2 - / the Netherlands don’t pay too much
• to refer to a period in time: the 1960s attention to their outfits. When they go out on 3 a/the a England
Yes/No questions b Scotland
weekday or at 4 a / the weekend, they like to dress
Are you dancing? casually. They usually wear 5 - / the jeans and 6 a / the c Canada
1 1A Complete the text using the verbs in brackets in the
Wh- questions Subject questions Present Simple or the Present Continuous tense. cotton T-shirt, both in 7 - / a summer and winter. 8 - / the
Dutch women rarely wear 9 - / the heels. They prefer
Where are they dancing? Who is dancing? 10
From: Clare - / the flat shoes because comfort matters to them
11
To: Dave - / the most.
We use the Present Continuous for:
• actions happening right now: Hi Dave! 5 1E Complete the text with: a, the or ø (no article).
I’m taking a selfie with my best friend. When Mr Hart entered 1the classroom, everybody
Guess what? I’ve won a fashion magazine competition!
• temporary situations happening around now: stopped talking. 2 The person we saw did not match
I 1’m staying (stay) in London now and I 2
At the moment, she’s preparing for the prom. 3 the
image of 4 a typical teacher at West Hill
(work) as a trainee for a fashion magazine which 3
• changing situations:
(set) the trends. Sounds exciting, doesn’t it? School. Mr Hart, 5 a short man in his early 40s, was
Superheroes are becoming more popular these days. I usually 4 (work) only four hours a day but this wearing 6 a linen patterned shirt and 7 ø flared
Common time expressions used with the Present Continuous: week it’s London Fashion Week so we 5 (work) jeans, 8 a popular hippie outfit from 9 the mid-60s.
full time. Mark, 10 the bravest soul in class, couldn’t help
at the moment, now, this week, these days, at present.
Well, you know I 6 (not work) on the texts at laughing. Mr Hart looked at 11 the amused student
State verbs my job but I often 7 (assist) with photo shoots.
and said ‘Lesson one: do not judge 12 a book by
We use the Present Simple (not the Present Continuous) with At the moment, we 8 (design) the cover of next
month’s issue. The cover 9 (show) a young girl its cover’. And this was 13 the starting point of 14 a
state verbs such as: fascinating discussion about 15 ø stereotypes and
in a floral dress. You wouldn’t believe how many girls and
10 16
• attitude verbs (describing feelings, emotions, preferences, women in the streets (wear) them now! ø prejudices.
etc.), e.g. hate, like, love, prefer; My boss is an elderly man and his outfits are always very
• mental/thinking verbs, e.g. believe, know, need, formal and elegant. He 11 (never wear) casual
remember, think, understand, want; clothes to work. But you should see him now – he
• sense/perception verbs, e.g. feel, hear, see. 12
(look) so overdressed in his designer silk
Some state verbs (e.g. think, have, look) can be used in the suit!
continuous form, but with a change in meaning: That’s all for now. 13 (you/have) a good time in
Do you see what I mean? (understand) Barcelona now? Is it very hot out there?
I am seeing my girlfriend tonight. (meet) Take care,
She has a new dress. (own) Clare Quiz answers: 1c 2a 3a 4b
I’m having a shower. (take)
Exercise 1
2 workingd 3 sets 4 work 5 are working 6 don’t work 7 assist
172 8 ‘re designing 9 shows 10 are wearing 11 never wears 12 looks 173
13 Are you having

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2A Present Perfect Simple and Present 2D Verb patterns 1 2A Complete the dialogues with the Present Perfect or 4 2D Complete the sentences with the correct form of the Exercise 1
Perfect Continuous Verb + -ing Present Perfect Continuous form of the verbs in brackets. verbs in brackets. Then answer the questions.
1 ’ve been
Present Perfect Simple • We use the -ing form after these forms: admit, avoid, 1 A Your eyes look red. What have ve you been doing (you/ 1 Do you think teachers should let students use (use) playing

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• We use the Present Perfect Simple to talk about a finished can’t stand, don’t mind, fancy, hate, imagine, keep, like, miss: do)? smartphones in class instead of calculators? Why?/Why 2 ’ve been
activity in the past if we don’t say when it happened. Just imagine winning the competition! B I (play) computer games for four not? studying
We focus on the result, which can often be measured: He keeps asking me lots of difficult questions. hours. That’s why my eyes look tired. 2 Which do you enjoy more: (play) board games 3 Have you
I’ve designed and built many websites. (I have done this 2 A I (study) the whole map of Asia since or computer games? Why? ever flown
Verb + infinitive
work in the past, now I have experience in it.) 9 o’clock and I still don’t know where Bhutan is. Can 3 Do you mind (do) homework on Saturdays? 4 have you
• After these verbs we use the infinitive with to: Why?/Why not?
• If we say how many things or how much we’ve done, how you help me? been, have
agree, allow, appear, decide, expect, hope, need, learn,
many times something has happened or how far we’ve B Sure. I can try. 4 Do you think you will miss (go) to this school been trying,
offer, promise, refuse, seem, want, would like:
travelled, we use the Present Perfect: when you graduate? Why?/Why not? haven’t heard,
Our teacher doesn’t allow us to use calculators in class. 3 A (you/ever fly) a drone?
Paul has lived in Spain for many years. Would you like to study Science? 5 Which gadgets can you imagine (live) ’ve been
I have read his blog three times already, now I can B No, I haven’t. But I’d like to one day. without? Why? listening
remember almost every word. Infinitive without to 4 A Where (you/be)? I (try) 6 Who, in your opinion, appears (be) the 5 ’s been
• Questions in the Present Perfect Simple often begin with • We use the infinitive without to after modal verbs: to reach you for over an hour! greatest scientist of all the times? Why? printing, ’s
how many: can, might, must, should, will. B Sorry, I (not hear) the phone. 7 What do you hope (achieve) in the future? broken
How many books has she written? You should answer his question right now. I (listen) to a fascinating podcast 8 Do you think you could manage (live) without
I will study Science, that's certain! about the history of the universe. electricity? Why?/Why not?
Present Perfect Continuous • We use the infinitive without to after these verbs: Exercise 2
5 A There is something wrong with this 3D printer. 5 2D Choose the correct structure to complete the
help, let, make. 1 ’s had two
Affirmative Negative It (print) this badge for 40 minutes sentences.
They let me play the game. 3 haven’t
I/You/ and it’s still not ready. Do you think it
’ve I/You/ haven’t My parents made me tidy up the room. 1 a We stopped to have / having a rest at the service finished
We/ been (break) down?
(have) We/They (have not) been station on the motorway. 4 ’s broken
They studying. Some verbs (e.g. remember, forget, stop, try, regret) can be B I wouldn’t worry. It always takes ages to print
studying. b Please, stop to waste / wasting so much time on down
He/She/ He/She/ hasn’t followed by the -ing form or the infinitive with a change in anything! 5 ’s been
’s (has) meaning: these silly avatars and computer games!
It It (has not) playing
2 2A Complete the second sentence so that it has a 2 a I can’t remember to change / changing my password
remember + infinitive (to remember something, then do it): similar meaning to the first sentence. 6 ’ve been
Yes/No questions Short answers I remembered to switch off the lights. but I think I did it because I can’t open my account
I/you/ 1 The engineers started working together a short time ago. now.
been Yes, I/you/we/they have. remember + gerund (to do something and remember
Have we/ The engineers haven’t been working together for a b Please remember to get / getting paper for the Exercise 4
studying? No, I/you/we/they haven’t. it later):
they long time. printer on your way home.
I remember switching off the lights. 2 playing
he/ Yes, he/she/it has. 2 This is his third attempt to pass the science test. 3 a I really tried to design / designing my own website, 3 doing
Has forget + infinitive (to forget about something, so you don’t
she/it No, he/she/it hasn’t. He attempts to pass the science test but it was too hard. 4 going
do it):
I forgot to buy the birthday present. so far. b Try to switch off / switching off your mobile phone 5 living
Wh- questions Subject questions
3 We are still doing the experiment. before going to bed. I’m sure it will help you sleep 6 to be
I/you/ forget + gerund [to do something and (not) forget it later]:
better. 7 to achieve
have we/ I’ll never forget buying my first computer. We the experiment yet.
How been been 8 to live
they Who has stop + infinitive (to stop something in order to do something 4 My smartwatch broke down in the morning and then 4 a Martin will always regret to give up / giving up his
long studying? studying? place on this amazing space programme!
he/ else): again in the afternoon today.
has I stopped to read the book. b We regret to inform / informing you that you have
she/it My smartwatch twice so far today.
stop + gerund (to no longer do something): failed your university entry exam.
5 She is playing on her mobile phone. That’s why she
• We use the Present Perfect Continuous to talk about an I stopped reading the book. can’t hear us. 5 a Don’t forget to bring / bringing a ruler and a calculator
activity that started in the past and may still be continuing. try + infinitive (to make an effort to do something difficult): for the Maths exam tomorrow.
She can’t hear us because she
We focus on the activity, not the result: He tries to read one chapter before bed every single night. b I will never forget to meet / meeting professor Brian
on her mobile phone for an hour.
I have been revising for the test all day. try + gerund (to do something and see what happens): Cox, a famous mathematician.
6 I joined a science club two months ago.
• We often mention how long the activity has been going on: He should try reading one chapter before bed. 6 a When reading a text for school, Martha likes
I have been waiting for the exam results for two weeks. I a member of the science club for to scan / scanning it first. This way she can find
regret + infinitive (be sorry about doing something): two months.
• We use this tense for an unfinished or recently finished I regret to say that you failed the test. specific information such as dates or names.
activity that explains something in the present: regret + gerund (be sorry about something that happened in 3 2A Complete the phrases with since or for. Then choose b Albert liked to jog / jogging until he broke his leg.
I’ve been revising for the Maths exam for hours. I am the past): four phrases and write sentences about yourself.
exhausted. I regret spending so much money on that tablet. 1 since my birthday
• Questions in the Present Perfect Continuous often begin like + infinitive (to do something because it is a good idea): 2 for a week
with how long: I like to spend at least three hours a day in the library.
How long have you been waiting for the bus? 3 for 5 minutes
like + gerund (to enjoy something): 4 for ten days
Since and for I like working at home.
5 since 2017
We use since (from a point in time) and for (through a period 6 for a long time
of time) with both the Present Perfect Simple and the Present
Perfect Continuous: 7 since the day I started this school
She’s lived here since 2012. 8 for a year
They’ve been working on the project for ten years. 9 for ages
10 since 1st January

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3A Past Simple, Past Continuous and Past Past Perfect 1 3A Choose the most suitable tense. 4 3D Choose the most suitable form. In some cases, both
Exercise 2
Perfect forms are possible. (both forms correct in 1, 3 and 5)
Affirmative Negative 1 2 After

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Lance Armstrong, an American cyclist who was winning / 1 When I was at school, I didn’t use to keep / didn’t keep
I/You/ I/You/ 3 Just
Past Simple won the Tour de France seven times, 2lost / was losing fit but now I do sports three times a week.
He/She/ He/She/ had not won 4 until
Affirmative Negative had won all his titles in 2012 when a US Anti-Doping Agency 2 I would never like / never used to like judo but now I’m
It/We/ It/We/ (hadn’t) a medal. 5 By the time
a medal. 3
discovered / was discovering that he 4had used / used crazy about it.
I/You/He/She/ jumped I/You/He/She/ did not (didn’t) They They 6 Once
It/We/They and fell. It/We/They jump and fall. drugs during his cycling career. While he 5was trying / 3 My grandfather would cook / used to cook delicious
Yes/No questions Short answers meals for the whole family when he lived with us.
had tried to fight back against the Agency’s decision,
Yes/No questions I/you/ Exercise 5
Yes, I/you/he/she/it/we/they had. all Armstrong’s sponsors 6left / had left him. At first, he 4 Ben used to swim / swam very well at the school
Did she jump and fall? he/she/ 7 competition last year. 2 often watched
Had won No, I/you/he/she/it/we/they didn’t want / had not wanted to admit he 8used / had used
it/we/ 3 used to/would
a medal? had not (hadn’t). illegal substances but he finally 9had told / told the truth 5 I used to eat / would eat frozen food every day when
Wh- questions Subject questions they spend
when he 10answered / was answering Oprah Winfrey’s I was at university. Now I eat only fresh products.
Why did you jump and fall? Who jumped and fell? 4 used to think
Wh- questions 6 When you were a small child, did you use to believe
questions in her TV show in 2013. 5 fell
I/you/he/she/it/ / would you believe that processed food is full of 6 started
We use the Past Simple: Why had won a medal?
we/they vitamins? 7 used to go
• to describe finished actions: I broke my leg yesterday
evening. 5 3D Complete the text with the correct forms of used to 8 became
Subject questions
• to tell the main events in a story in order: or would and the verbs in brackets. Sometimes both
Who had won a medal?
I ran to the school gym, opened the door, and saw him! forms are correct. Where neither is possible, use the
Past Simple.
Common time expressions used with the Past Simple: We use the Past Perfect:
yesterday, yesterday morning/afternoon/evening, • to talk about an action in the past that was completed
before another action or a time in the past: When I was in my teens, I 1didn’t use to like (not like)
last night/year/week/Saturday, when I was five/ten, ten years
ago, in September
September, in 2011: When I arrived at the skate park, my friends had already left. any sports. I 2 (often/watch) football league
Where were you yesterday? • to talk about what happened before another event in the shows on TV with my friends but that was it. My
She went to the swimming pool a week ago. past. It is used with the Past Simple or Continuous: favourite form of ‘exercise’ was playing video games.
The road was dangerous because it had snowed during I3 (spend) hours on my computer every day,
Past Continuous the night. (It snowed. Then, as a result the road became which made my parents mad. They 4 (think) that
Affirmative Negative dangerous.)
reall needed to ta e p a sport to e fitter ver thing
I/He/ I/He/ was not
We were driving slowly because we had seen an accident. 5
was (We saw an accident and drove more carefully afterwards.) changed once I (fall) in love with Cori, who was
She/It She/It (wasn’t) 2 3A Complete the sentences with the words from the
performing. performing. a big fan of CrossFit. I wanted to impress her so
You/We/ You/We/ were not Common time expressions used with the Past Perfect: box. 6
were after, already, as soon as, before, by, by the time, just, once, until. I start doing it too t first 7 (go)
They They (weren’t)
after before by the time just once until to the club once a week but then CrossFit (and Cori)
Yes/No questions 8 (become) my healthy obsession. Now I work
3D Used to and would
Was he performing? 1 The patient was lucky. The ambulance arrived before it out four times a week, and I’m still going out with Cori.
Used to and would was too late to help him.
Wh- questions Subject questions 2 months of training, our team won the race!
Affirmative I used to go to the gym every Monday.
Where were they performing? Who was performing? I would go to the gym every Monday. 3 as they reached the stadium, the game started.
Negative I didn’t use to go skiing every year. 4 They watched the game the end though it was
We use the Past Continuous:
He wouldn't go skiing every year. rather boring.
• for longer activities interrupted by shorter ones in the
past: Yes/No questions Did he use to be in a football team? 5 we got to the swimming pool, the competition
I was jogging in the park when I saw an accident. had already finished.
Wh- questions What did he use to like?
• for temporary situations in the past: 6 she started going to Zumba classes, she
Subject questions Who used to eat unhealthy food? quickly got into shape.
We were meeting at the gym twice a week.
• to describe things which were in progress at or around 3 3A Imagine you saw a celebrity at a sports event. Write
a fixed time in the past: • We use used to and would for habitual/repeated actions in a story to describe the event. Use the questions below
At 9 a.m. I was relaxing in the steam room. the past: to help you.
As a teenager, I used to/would go to the swimming pool
• to set the scene in a story or give background information: every Sunday. 1 What sport event did you go to?
I was cycling to school one morning when … 2 Why did you decide to go there?
• We use used to (not would) for past states (with state verbs
– go to 1A, page 172): 3 Who did you go with?
I didn’t use to love yoga. (But I do now.) 4 What was the celebrity doing when you saw him/her?
She used to think positive thoughts. (But she doesn’t any more.) What was he/she wearing?
• We don’t use would when asking about past actions:
5 Did you speak to him/her?
Did you use to do any sports when you were younger?
6 What happened next? How did you feel about the
• We use the Past Simple (not used to or would), if something
whole incident?
happened only once in the past:
I went skiing last winter. 7 Had anything similar happened to you before?
but: I used to/would go skiing every year when I was
younger.

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4A Modal and related verbs 4D Relative clauses 2 4A Choose two most suitable modal verbs. 5 4D Complete the text with non-defining relative Exercise 3
We use defining relative clauses to give an important clauses A–E.
Function Present Past Future 2 mustn’t stand
information about a person, thing, place, etc., so that it’s 3 may I sit
necessity must, had to, will have to, clear which one we are talking about:
Tips for Railway Museum Visitors

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have (got) to, needed to will need to
need to
prohibition can’t, mustn’t, couldn’t/wasn’t/ won't be allowed,
may not weren't allowed will be forbidden
permission can, may could will be able to
advice should,
ought to
• We use must when the obligation comes from the speaker:
I really must stop eating sweets.
• We use have to when the obligation comes from
somebody else or is necessary because it is a rule or a law:
You have to/need to fasten your seatbelt.
The doctor says I have to give up smoking.
The difference between have to and must is very slight,
however, and often they are interchangeable.
• We use mustn’t, can’t and may not to talk about things that
are not allowed:
You mustn’t smoke here.
• We use should and ought to to talk about duty, or to give
advice. Ought to is more formal than should:
We should turn around now.
You ought to warn the passengers.
• We use can, could and may to ask for permission. Could and
may are more polite than can:
Can I open the window?
Could we go back to the airport?
May I take your luggage?
• We use can and could to make requests:
Can/Could you open the door for me?
• We use can to talk about possibility:
It can be useful later.
• We use can to talk about ability in the present and could to
talk about ability in the past:
Of course I can ski. I could ski before I was five.
To make sentences in other tenses we use be able to instead
of can:
I’ve never been able to go abroad alone.
We won’t be able to catch our flight.
I’d like to be able to travel around the world.
We only use must in the present tense. In other tenses we use
have to:
I had to remember my boarding pass.
We’ll have to buy sun cream before we leave.
We didn’t have to wait in the queue.
Twenty-six-year-old Cory Lee from the 4 should take
This is the picture that I took in Spain.
Please follow our guidelines for an enjoyable USA has travelled to some of the 5 have to
We use the following relative pronouns: experience! switch off
world’s most exotic locations with his 6 need to/will
• who and that to refer to people:
• You 1can / must / may use cameras around the wheelchair.
I have a friend who//that works as a flight attendant. need to
museum to take photographs. Please note that no
• which and that to refer to objects: At the age of fifteen Cory went on first
photos of children 2may / mustn’t / can be taken
The headphones which//that I use are very good.
without parental permission. Drone cameras international trip, 1 C . Since then Cory, Exercise 6
• where to refer to places: 3
mustn’t / can’t / have to be used in the museum. 2 D , has travelled to over nineteen 2 Rod, whose
This is the office where I work. • You 4must / may / can take photographs, but
countries across five continents. Cory wrote flight was
• whose to show possession: you 5have to / can / must get permission for overbooked,
I don’t know whose suitcase this is. commercial photographs. out a list of all the places he wanted to visit. had to take
• why to give a reason or explanation: • For the protection of our exhibits, you 6mustn’t / So far he’s been to the Sydney Opera House, another plane.
Can you tell me why you are late? ought no to / may not eat or drink in the galleries. the Blue Lagoon in Iceland, Kruger Park in 3 Liz, who is a
If you have brought your own picnic food, you good driver,
If the subject is different in the two clauses, we can leave out 7
ought to / should / can’t use the outdoor picnic
South Africa and many other fascinating
agreed to drive
the relative pronoun: tables that are on the site. places. The Blue Lagoon, 3 B , has been all the way to
Are you reading the pocket guide book (which/that) I bought?
• Please do not touch any items on display as one of his favourite adventures so far. In Paris.
If the subject is the same in the two clauses, we can’t leave even the cleanest of hands 8may / should / can 4 The air that
2013, Cory started a travel blog, 4 E , to
out the relative pronoun: damage the objects. we breathe
He’s the Italian who/that
that visited us last summer. document his adventures. He also wants to
• You 9must / can / may see many of the trains in the every day is very
Non-defining relative clauses give additional information rail gallery. However, some of them are very old inform other disabled people in wheelchairs, polluted.
about the person, thing, place, etc. we are talking about. The 5 A , about wheelchair-friendly
and 10must / have to / ought to be kept behind 5 The man
sentence still makes sense without this information. We must barriers for their protection. destinations. Through his travelling and his whose car has
use commas before and after a non-defining relative clause: been stolen is
Marco Polo, who was one of the first Europeans to reach China, blog he wants to show that a wheelchair user
answering the
was born in Venice in 1254. 3 4A Complete the second sentence using the word in bold doesn’t have to stay at home and give up on police officer’s
We can’t leave out the relative pronoun (who, which, that, so that it means the same as the first one. Use between their dreams. questions.
etc.) in non-defining relative clauses. two and five words, including the word in bold. 6 The new
We can’t use the relative pronoun that instead of who/which 1 She is a very good pilot. CAN parking area
A who like traveling but have never tried air
in such clauses: She can n fly a plane very well. which is next
international travel
My Dad gave me a camera, which was really easy to use. 2 Passengers are asked to sit during take-off. MUSTN’T to the school
B where he went swimming in its hot seawater building is
Passengers during take-off. C which marked the start of his life adventure always full.
1 4A Complete the sentences with correct forms of can, 3 Excuse me, is it OK if I sit here? MAY
be able to and have to. Sometimes more than one D whose dream has been to see the world
Excuse me, here?
answer is possible. E which has got readers all over the world
1 I could/was
uld/was able to ride a scooter when I was fifteen. 4 I think the best option is to take the 8.50 train. SHOULD
6 4D Rewrite each pair of sentences as one sentence
2 I would like travel where I want. You the 8.50 train. using the relative pronouns given. Add commas where
3 We got lost and we spend the night in a motel. 5 It is necessary to switch off your phone when on the necessary.
plane. HAVE TO 1 We went on a canoeing holiday last August. It was
4 Do you think people reduce noise pollution
in the future? You your phone when on the plane. a great adventure. THAT
5 you pay extra for excess luggage? 6 It will be necessary to pay for the tickets next week. NEED The
e canoeing holiday that we went on last August was
a great adventure.
6 The pilot land safely although the weather You pay for the tickets next week.
was bad. 2 Rod’s flight was overbooked. He had to take another
4 4D Complete the sentences with a suitable relative plane. WHOSE
7 So far, we to travel across Europe for free. pronoun or leave the space blank wherever possible.
1 This is the pocket guidebook – I told you about.
3 Liz is a good driver. She agreed to drive all the way to
Exercise 1 2 My friend, whose mother is a flight attendant, is Paris. WHO
2 to be able to 3 had to afraid of flying.
4 will be able to 5 Did you have to 3 The power bank, which you bought online, does not
6 was able to 7 have been able 4 We breathe this air every day. It is very polluted. THAT
work.
4 Do you know whose charger this is? Is it yours or
Hanna’s? 5 The man’s car has been stolen. He is answering the
police officer’s questions. WHOSE
5 The bag in which we packed our beach clothes got
lost at the airport.
6 You must explain to me why you were driving 6 The new parking area is next to the school building.
around the roundabout for five minutes. It is always full. WHICH

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Grammar Reference and Practice
Exercise 1
2 am having
5A Talking about the future 5C Future Continuous and Future Perfect 1 5A Complete the dialogue with the correct forms of 4 5C Complete the sentences with the correct Future 3 starts
Future plans and decisions the verbs in brackets. Use will, going to, the Present Continuous or Future Perfect form of the verbs in 4 are you
Future Continuous

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Continuous or the Present Simple. brackets. applying
When we have already decided or planned something in the
future, we use: Affirmative Negative e you doing (do) this afternoon? Let’s go out
A What 1are 1 Students in the future willll be doing (do) more 5 Are you going
• the Present Simple for timetables and scheduled events: I/You/ I/You/ and have some fun. It’s Friday after all. project-based activities than now. to spy/
won’t Will you spy/Will
The films starts at 6 p.m. He/She/ ’ll be working He/She/ be working B Sorry, I can’t. I 2
(have) a job interview. 2 you (finish) your essay
(will you be spying
It/We/ (will) at 9 a.m. It/We/ at 9 a.m. by 4 p.m.?
• the Present Continuous for arrangements: not) It 3 (start) at 5. 6 will analyse/
They They
I’m sitting an exam tomorrow, so I can’t go to the cinema. A Really! What job 4 (you/apply) for? 3 Students (not use) paper textbooks in am going to
• going to + infinitive for personal plans and intentions: Yes/No questions Short answers B A data detective. 20 years’ time. analyse
When are you going to study for the test? I/you/ 4 At 1 p.m. we (raise) funds for the 7 will enjoy
A A data detective? What does a data detective do?
When we announce a decision we have just made or offer/ he/ 5 charity event. The fundraising (finish) 8 will be
be working Yes, I/you/he/she/it/we/they will. (you/spy) on anybody?
promise to do something at the moment of speaking, we use Will she/ by 3 p.m. 9 am seeing
at 9 a.m.? No, I/you/he/she/it/we/they won’t. B Of course not! I 6 (analyse) important
will + infinitive: it/we/ 5 This time next month I (trek) in Norway. 10 probably
they information buried in mountains of data. won’t keep
Sounds exciting! I’ll arrange the meeting. 6 By 1 December my uncle (retire) from
A Sounds really interesting! I’m sure you 7 11 will celebrate
Predictions Wh- questions Subject questions his position in a bank.
(enjoy) it.
When we predict the future, we use: I/you/ 7 At 9 a.m. tomorrow Tom (take) his
B OK. Cool. So when do you think you 8 driving test. Exercise 3
• going to + infinitive for predictions based on evidence: he/ be doing be working
What will Who will (be) free? Is tomorrow evening OK?
They are playing really well. They’re going to win the game. she/it/ at 9 a.m.? at 9 a.m.? 8 We (not update) our school website by 2 will have
we/they A Well, I 9 (see) my grandparents the end of this school year. already found
• will + infinitive for predictions based on opinions and beliefs: tomorrow afternoon but they 10 3 will be
You can borrow my notes, but I’ll probably need them back (probably/not keep) me that long. So yes, tomorrow 5 5C Complete the sentences about the Year 11 trip to
• We use the Future Continuous to talk about actions which working
tomorrow. evening is perfect. We 11 (celebrate) my Prague. Use the prompts and the Future Continuous
will be in progress at a particular time in the future: 4 will be earning
• may/might/could + infinitive to talk about possibilities and We will be applying for the course tomorrow at 10 a.m. new job! and the Future Perfect. 5 will have been
uncertain predictions: promoted
• We also use Future Continuous for actions that will be in 5A Choose the most suitable option.
I might go to university next year, I still have a chance. 2 6 will be
progress over a longer period of time in the future: Year 11 trip to Prague
She may win this time. = She might win this time. 1 My dance instructor is certain that his job might not / managing
I’ll be studying in London for a year.
When we talk about something in the very near future, we I won’t be coming home so often then. won’t disappear in the future. 7 will be
Monday
use be about to + infinitive: Time expressions: at this time next month/week/year, 2 I still don’t know what I am buying / will buy with the queuing
6–11 a.m. coach to Prague
Watch out! This cyclist is about to crash! tomorrow at 5 p.m., etc. money I have earned this summer.
11 a.m. – 11.30 a.m. checking into student hostel
Degrees of certainty 3 Look at Peter! He is so pale. He is about to / could faint! midday – 4 p.m. sightseeing tour of the Old Town Exercise 4
Future Perfect 4 Do you think robots are likely to / are about to mark our
We use adverbs of certainty, e.g. definitely, certainly, probably, 5 p.m. back to the hostel and free time 2 will (you) have
possibly to say how sure we are about something in the Affirmative Negative tests one day? 7 p.m. – 8 p.m. dinner finished
future. The adverbs go: I/You/ 5 Don’t take that summer job. I think you probably 3 won’t be
I/You/ have have
• between will and the main verb in positive sentences: He/ won’t / may not like it. Tuesday using/won’t use
He/She/ finished won’t finished
They’ll definitely get married next year. ’ll (will) She/ 8 a.m. – 9 a.m. breakfast at the hostel 4 will be raising,
It/We/ the talks (will not) the talks 6 Don’t get stressed. I’ll help / am helping you to prepare
It/We/ 9 a.m. – 11 a.m. visit to Prague Castle will have
• before won’t in negative sentences: They by 5 p.m. by 5 p.m. for the job interview.
They 11.30 a.m. – 12.30 p.m. walk to Petřín Hill finished
They probably won’t get married next year.
3 5C Complete the blog entry using the verbs in the 1 p.m. – 2 p.m. lunch in the Old Town 5 will be
We can also use other phrases to express degrees of certainty: Yes/No questions Short answers
Future Continuous or Future Perfect. 2.30 p.m. – 7.30 p.m. coach back home trekking
It’s a long journey, they’re sure to be hungry when they arrive. I/you/ have 6 will have
It’s unlikely/likely to snow at this time of the year. he/she/ finished Yes, I/you/he/she/it/we/they will. retired
Will
it/we/ the talks No, I/you/he/she/it/we/they won’t. Will my future be perfect? 7 will be taking
We often use think and be sure before will: they by 5 p.m.? 1 At 8 a.m. on Monday the students will be travelling to
I’m sure you’ll enjoy that. Prague by coach . 8 won’t have
Hi, I don’t know about you but I’m rather a
In negative sentences I don’t think they’ll come is more usual Wh- questions Subject questions updated
hard-working and determined person and I have 2 At 11.30 a.m. they .
than I think they won’t come. I/you/he/ have have finished already made plans for my future. By next June 3 At 2 p.m. the group .
The adverbs definitely, probably and certainly come after will What will she/it/ finished Who will the talks I 1will have graduated (graduate) from university Exercise 5
we/they by 5 p.m.? by 5 p.m.?
4 By 5 p.m. the students .
but before won’t: and hopefully, I 2 (already, find) a job in an 2 will have
It will probably happen. international company. I’m sure I 3 (work) 5 At 7.30 p.m. they . checked into the
It probably won’t happen. NOT It won’t probably happen. • We use the Future Perfect to talk about actions or on exciting and challenging projects and 4 6 At noon on Tuesday the students student hostel
situations which will be completed before a particular (earn) a good salary. In five years’ time, I 5 . 3 will be
time in the future: (be promote) to an executive position and I 6 sightseeing the
We will have finished the exam by 3 o’clock. 7 At 1 p.m. on Tuesday they and
(manage) important projects. by 2 p.m. they . Old Town
• We often use by + a time phrase with the Future Perfect: But, back to reality which, I must admit, bothers me 4 will have
I’ll have had enough of studying by the time I’m 25. a lot. Well, I’m sitting a very important exam 8 At 7.30 p.m. on Tuesday they .
gone back to
• We sometimes use the Future Continuous followed by the tomorrow so I must finally get down to work! If not, the hostel
Future Perfect: this time next year I 7 (queue) at the job 5 will be
At 9 p.m. tomorrow we’ll be watching a match. By 11 p.m. centre! having dinner
the match will have finished. I wonder if you have similar worries. 6 will be walking
• Other time expressions: by 12 o’clock, two hours from to Petřín Hill
Leave a friendly comment.
now, within 100 years, in 10 years’ time, etc. 7 will be having
lunch in the Old
Town, will have
180 finished
181
8 will have come
back home

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6A The first and second conditionals 6D The zero conditional and alternatives to if 7A Reported Speech: statements, Reporting verbs
We use the first conditional to talk about situations that are We use the zero conditional to talk about real situations that imperatives, time expressions Say, tell and reply are the most common reporting verbs.
possible or likely to happen. are always true. We can report or repeat someone’s words using direct speech We can also use other reporting verbs: add, admit, agree, ask,
claim, complain, confess, explain, point out, predict, promise,

M02 High Note TB3 09593.indd 195

or reported speech:
First Conditional Zero Conditional reply, say, tell, warn, wish:
• direct speech: My spelling isn’t very good. He promised that it wouldn’t happen again.
The condition The result The condition The result
• reported speech: He said (that) his spelling wasn’t very good. She explained that her new phone had a great camera.
if + Present Simple, will + infinitive If + Present Simple, Present Simple They complained that their new TV was broken.
In reported speech the main verb ‘moves back’ one tense.
If the weather is nice tomorrow, we will go to the beach. If you heat ice, it melts. Tell and say
If you come to the party, I will be very happy. What happens when you press this button? Reported speech Look at the different use of tell and say in these sentences:
In all conditional sentences the if clause can come before or Direct speech Reported speech Mary told Sue (that) she looked great in her new dress.
The First Conditional if clause is about the future, but we NOT Mary told (that) she looked great in her new dress.
always use the Present Simple, not will, after if: after the result clause. When the if clause is first, it is followed Present Continuous → Past Continuous
by a comma: John said (that) he had lost his wallet.
If Lucy has (NOT will have)
have some free time, we’ll go out together. ‘I’m watching the news.’ He said (that) he was watching the
The grass gets wet if it rains. If it rains, the grass gets wet. NOT John said him (that) he had lost his wallet.
news.
We use the second conditional to talk about unlikely or
impossible situations in the present or future. Alternatives to if Present Simple → Past Simple
She said (that) he needed a dictionary.
7E Reported questions
In zero conditional sentences we can use when instead of if ‘You need a dictionary.’
with little or no change in meaning: In reported questions, we change:
Second Conditional Past Simple → Past Perfect
She always takes her dog to the beach if/ if when it’s sunny. • tenses in the same way as for reported statements,
‘I crashed my car.’ He told me (that) he had crashed his
The condition The result • location, pronouns, time references etc.
In zero conditional sentences we can also replace if with: car.
If + Past Simple, would + infinitive When we report questions, we use an affirmative sentence
unless, as soon as, as long as, provided that, until, before, after. Present Perfect → Past Perfect
If I won a lot of money, I’d
’d buy a sports car. • Unless is used instead of if + not. It means ‘if the condition ‘I’ve confessed!’ She said (that) she had confessed. word order (not a question word order), so in reported
If your best friend lied to you, what would you do? doesn’t happen or isn’t met’: questions the subject comes before the verb:
will → would
You shouldn’t mention this to anyone unless they are your I asked them why it was called the green room.
‘I’ll write the report He said (that) he would write the
We sometimes use were instead of was after I/he/she/it, close friends. (if they aren’t your close friends) now.’ report then.
NOT I asked them why was it called the green room.
especially in more formal or written English and to give advice: • As soon as is used for conditions that are definitely going
If she were my daughter, I’d buy her a present. can → could Yes/No questions
to happen: I can’t remember his She said (that) she couldn’t remember We use if or whether to report Yes/No questions.
As soon as a child starts crying, I begin to feel irritated. name.’ his name.
Exercise 1 1 6A Write a conditional sentence for each situation. • As long as and provided that both mean ‘if the condition Direct questions Reported questions
must → had to
2 would fall in 1 You sleep too little. That’s why you are tired. is agreed or met’. We use them to stress the condition on ‘We must tidy our They said they had to tidy their rooms. ’Do you know her?’ They kept asking me if/
if whether
love if I found If you slept more, you would not be tired. which something happens: rooms.’ I knew her.
3 win the As long as you trust me, you can tell me about it.
2 I might fall in love. I would have to find the right ’Have you always lived in the They wanted to know if/if whether
competition, Provided that this is safe, I can try it. These tenses and verbs don’t change:
person. city?’ I had always lived in the city.
we will go • Until, before and after are used if something happens at Past Perfect/would/could/should/might
4 went out I the right person.
a specific time: ’I had lived here for ten years.’ → He said he had lived there for Wh- questions
more, you 3 It is very likely that my class will win the competition. I will wait until I have heard from you.
Then, we will go on a trip to Paris. ten years. We use a question word such as who, what, when, where etc. to
would have I want to get home before it gets dark.
’I would like a glass of water.’ → She said she would like report wh- questions.
5 were you, If we on a trip to Paris. I will talk to her after I get back from school.
I would not a glass of water.
4 You don’t have many friends because you don’t go out Direct questions Reported questions
look and meet people. 3 6D Complete the sentences with correct forms of the ’You shouldn’t go there.’ → He said I shouldn’t go there.
’Who are you?’ She wanted to know who I was.
6 spoke (more) verbs from the box.
If you more friends. Imperatives ’When will the article appear They asked us when the article
clearly, I would
be able 5 In your situation, I would not look for advice on the be borrow finish get tell To report an imperative we use tell/ask someone to do something. online?’ would appear online.
7 aren’t late, you Internet. The negative is tell/ask someone not to do something:
won’t fall out If I for advice on the Internet. 1 When Alan asks me out, he is always on time. ’Remember!’ → She told me to remember.
6 I cannot understand you because you don’t speak clearly. 2 If my best friend gets into trouble, I try to help her. ’Don’t forget!’ → She told me not to forget. 1 7A Complete the sentences in reported speech. Choose
Other changes the most suitable verb.
If you to understand you. 3 When I borrow money, I always give it back on time.
Exercise 4 1 ‘You were right. The news story about a singing fish
7 You might fall out with Brian. He hates it when you're 4 As soon as she tells a lie, she blushes.
2 We’ll call our Direct speech Reported speech was a fake.’
late. 5 When I finish doing homework, I feel relieved.
parents as soon Location here there Amy admitted / pointed out that the news story about
as we arrive at If you with Brian.
4 6D Rewrite each pair of sentences as one sentence, a singing fish had been a fake .
the campsite. this/these that/those
2 6A Answer the questions. Use the first or the second using the most suitable linking word in brackets. Add 2 ‘I think that our video will go viral next week.’
3 You can conditional. extra words where necessary. Time now then
My friend predicted / complained that .
borrow my today that day
1 What will happen if you are late for a class? 1 Don’t show me the answers. I will try to do the 3 ‘The new season of this show has been a hit since last
bike as long as
2 What will you do if you get the highest mark in your crossword myself first. (until/while) Don’t show me yesterday the day before week’s premiere.’
you promise
class in English? the answers until I do the crossword myself first. last week the week before My sister told me / agreed that .
to give it back
tomorrow. 3 What would you do if your best friend gave you 2 We will call our parents. We will arrive at the tomorrow the next/following day 4 ‘You know, more and more teenagers are watching
4 I will take care a present you didn’t like? campsite. (as soon as/unless) films with English subtitles.’
a week/month/year ago a week/month/year before
of your cat Kiko 4 If you could have dinner with a famous person, who 3 You can borrow my bike. You must promise to give it Bob pointed out / promised that .
provided you back tomorrow. (as long as/after) Pronouns I, we he/she, they 5 ‘And the last news item. The missing child has been
would it be?
leave enough 4 I can take care of your cat Kiko. You must leave Possessive my, our his/her, their found here, in Brighton.’
5 If you could change your name, what would it be?
food for it. enough food for it. (provided/when) adjectives The newsreader warned / added that .
6 What would you do if you won a car in a lottery?
182 Exercise 1 183
2 their video would go viral the following /the next week
3 the new season of that show had been a hit since the previous week’s premiere
4 more and more teenagers were watching films with English subtitles
5 the missing child had been found there, in Brighton

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Grammar Reference and Practice

2 7A Read the conversation. Complete the text to report 4 7E Read the email. Complete sentences 1−7 below to 8A The passive 1 8A Choose the correct option to make passive
Exercise 2 report the underlined questions. sentences.
the underlined parts of the dialogue. To form the passive, use the verb to be + the Past Participle.

M02 High Note TB3 09593.indd 196

2 could not
Reporter I heard you 1decided to get rid of your 1 Your pizza will be ready in a minute. It is baked /
imagine From: Katherina is being baked now.
smartphone? Incredible! Most pop stars Passive Past
3 had been to be
2 To: Melanie tense Participle
4 had got can’t imagine their lives without their 2 Do you think food adverts for children
tired of phones. Present This car is/isn’t made in should be banned / must be banned? They usually
Hi, Melanie! Simple Germany. promote unhealthy snacks.
5 loved Pop singer Well, it 3was my New Year’s resolution.
6 wanted I 4got tired of answering 50 messages every I’ve just checked your school website and read about the Present The guests are being / driven to the 3 Can’t be done anything / Can’t anything be done about
7 could perfectly morning! I 5love my fans but I 6 want to wake charity play that your drama club had been working on. Continuous aren’t being airport vending machines at school? They keep breaking
understand up and have a cup of tea, like most people. today. down, so the sooner the better.
The article says it was a great success. Congratulations!
8 should do Reporter I 7can perfectly understand you! I 8should
9 had put (his But tell me, 1why have you changed the name of the play Past Simple The was/wasn’t filmed in June. 4 I was given / gave this shirt for my birthday.
do the same, actually. commercial
phone) away into Great Adventure? I liked the original title very much. 5 When had been / were the photos taken? Last week or
Pop singer Do it and you’ll love it it. The moment I
10 had started 2 Past The rooms were being/ cleaned when the
9 Did the art teacher ask you to do it or was it your idea?
idea last year?
put my phone away I 10started
tarted talking to
talking Continuous weren’t being inspector
people, rather than grabbing my phone The article says that more than 100 people had bought arrived. 6 My tweet about saving money has been shared /
11 must be/had
and snapchatting. the tickets to watch the show. Wow! 3How many people has shared by 200 people so far.
to be
Present The gym has been/ used for years.
12 was still Reporter I bet all your fans 11 must be very upset! came? Was it 105 or 165, or more? It looks like you have Perfect hasn’t been 7 At 5 p.m. trucks with electronic goods
13 had Pop singer I don’t think so. 12I’m still on Instagram and I raised a nice sum to help the animal shelter. 4Have you were still being unloaded / were still unloading.
13 Future with Your will be/won’t delivered before
have an old low-tech phone so they can call
heard back from the manager of the shelter?
shelter will package be noon.
me. Well, if they have my number, that is! 2 8A Complete the quiz questions with the words in the
Exercise 3 I think you did a fantastic job and it was worth all the
Reporter So good luck with your New Year’s Modal verbs Adverts can/can't be in brackets in the correct passive form. Then do the quiz.
2 what I had 5 must/mustn't banned schools. Check your answers at the bottom of the page.
resolutions! effort and time you spent on it. Will I be able to see the
said to may/may not
the reporter play one day?
day 6Are you going to share the video from the 1 When is Buy Nothing Day celebrated (Buy Nothing Day/
The reporter started the interview by pointing out that should/
3 whether I had event online? Please do, I’d love to see it! Just one more shouldn't celebrate) in Europe each year?
the pop singer 1had decided to get rid of his smartphone.
watched all of question before I go: 7when are you planning to come and a the last Friday in November
He added that most pop stars
the episodes 2
We use the passive when:
their lives without visit me? b the last Saturday in November
4 if I wanted to • the action is more important than the person or thing that
their phones. The pop singer explained that it
write a news 3
Love, does the action: c the last Sunday in November
his New Year’s resolution The parcel will be delivered on Monday.
report for the Katherina
and that he 4 answering 2 Where was the first hamburger made (the first hamburger/
school paper • we don’t know who does/did the action:
fifty messages every morning. Then he added that make)?
5 what she was 5 The documents have been stolen from the office.
although he his fans he
interested in 6 • we need to describe a process: a in the USA
to wake up and have a cup of 1 Katherina wanted to know whyy they had changed the
tea just like most people do. The reporter admitted that name of the play into Great Adventure.
Adventure First, the seeds are put into large sacks and then they are
b in England
Exercise 4 he 7 him and told the pop singer 2 She then asked Melanie . delivered to the factory.
that he 8 the same. The pop • we want to be formal: c in Germany
2 if the art 3 She also asked her friend .
teacher had singer encouraged him to try getting rid of his phone. You will be met tomorrow by our designer. 3 How many drinks of cola are sold
4 She wanted to know .
asked them to He explained that the moment he 9 (be/sell) each day worldwide?
his phone, he 10 to people, 5 She asked . We use by to say who or what does/did the action:
do it or it had This logo was designed by a famous artist. a 1.1 billion b 1.9 billion c 2.1 billion
been their idea rather than grabbing his phone and snapchatting. The 6 She then asked .
3 how many reporter commented that the pop singer’s fans 7 Finally, she wanted to know . 4 How much cotton is used (use) to
11 8F Have/Get something done
people very upset. The artist didn’t make a shirt?
had come agree with the reporter and explained that he When we pay someone to do a job for us instead of doing it
12 a 300 grams b 500 grams c 1 kg
4 if they had Instagram and ourselves, we use have/get
get + object + past participle:
13
heard back from an old low-tech phone. He I have my hair cut every month. 5 Which slogan has been chosen (use) to
the manager of joked that his fans could call him if they had his number. They’re having the house designed by an architect. promote New York City since 1977?
the shelter We have had our flight confirmed. a New York is my love
5 if she would You should have that car serviced.
be able to 3 7E Reorder the words in brackets to make reported b I love New York
Get is more informal than have and is not normally used with
see the play questions. c New York, new life
the Present Perfect tense:
one day 1 I asked my friend what time the show was on can the world’s largest
I got my bike repaired. (at a bike shop) 6 Where teddy bear collection be found (the world’s largest
6 if she was (the show/what time/was on/my friend). When are we getting our meal served?? (at the restaurant)
going to share teddy bear collection/can/find)?
2 He wanted to know
the video from a the USA b the UK c Germany
(to/had said/what/the reporter/I).
the event
online 3 My friend kept asking me
7 when she (had watched/I/all of the episodes/whether). Quiz answers: 1a 2a 3b 4a 5b 6a
was planning 4 The teacher asked me (I/
to come and wanted/a news report/to write/if/for the school paper).
visit her 5 The reporter asked my friend
(she/interested/what/was/in).

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 Grammar Reference and Practice
3 8A Complete the text with the verbs in brackets in the Exercise 1
Exercise 3 9A The third conditional 1 9A Complete the dialogue using the third conditional. 4 9D Complete the sentences using the correct tense.
correct passive form. 2 had reached
2 is visited We use the third conditional to talk about unreal or A We’re so lucky! Now, that we’ve got your backpack 1 Your friend had asked you to look after her flowers 3 would have
3 are listed hypothetical situations in the past. We often use it to express: with money and documents in it we can start enjoying while she was away. You didn’t, so they died. missed
The world’s largest online market, eBay,
4 was bought • blame: If you had worked harder, you would have passed our holidays in the Alps!

M02 High Note TB3 09593.indd 197

1 If only I had looked after your flowers.
flowers 4 hadn’t learnt/
5 have been was launched (launch) by Pierre Omidyar from
the exam. (You didn’t work hard and as a result you didn’t B Absolutely! Can you imagine what 1would/could uld/could have learned
made California in 1995. It started as a small project, but 2 You don’t like to do the washing up but you have to
pass the exam.) happened (happen) if we 2 (reach) the chalet 5 wouldn’t
6 was bought now, eBay 2 (visit) every day by over 250 do it every day.
• regret: If we’d arrived earlier, we would have parked near five minutes later? have been
7 are added/are million users who can choose from more than a billion the entrance. (We arrived late, we parked far from the I wish I didn’t have to do the washing up .
A Don’t tell me! We 3 (miss) the chalet owner! 6 wouldn’t
being added products that 3 (list) there. entrance.) 3 Your best friend never remembers your birthday! have got
When we got there, he was about to drive down to
8 can be made • relief: If we hadn’t left early, we would have been late for It upsets you a lot. 7 hadn’t begged
The first item sold on eBay was a broken laser pointer the local police with our stuff.
9 will be used the film. (We left early, we weren’t late for film.) I wish she would remember my birthday . 8 wouldn’t
that Omidyar was going to throw away. Instead, it B I know. And if you 4 (not learn) German at
4 The condition The result school, we 5 (not be) able to explain to him 4 Your flatmate is always bringing plastic bags from the have put
(buy) by a collector for $14,834. Since then,
Exercise 4 If + Past Perfect, would (could/might) have + what had happened and we 6 (not get) our supermarket when he goes shopping! You think this is 9 could
one of the highest transactions that 5 (make) have held
Past Participle things back. very irresponsible.
2 have had our on eBay was a 405-feet-long yacht. It 6 (buy) 10 had asked
flat redecorated If I had gone to a better I would have had better career A True. I still can’t believe nobody took the backpack. If only he wouldn’t bring plastic bags from the supermarket .
in 2017 by the billionaire investor, Warren Buffet, for You had left it on the bench in front of the chalet. 11 hadn’t found
3 am going to university, opportunities. 5 You can’t cook like a chef and you would like to.
a staggering sum of $2,679 million! 12 would have
have my hair If she hadn’t studied biology, she wouldn’t have become a doctor. B I’m sorry, but if you 7 (not beg) me to take a If only I could cook like a chef .
eBay is growing bigger and bigger and more finished
dyed photo of you and the mountains, I 8 (not put)
categories of products 7 (add) each month. Yes/No questions Short answers 6 You spent a fortune on a new mobile phone and you
4 should have it on that bench. I had to open it to get my phone from
are not satisfied with it.
their company Now all transactions 8 (can make) on mobile If he had asked you to marry Yes, I would have. / No, I wouldn’t the bag! Exercise 2
account on him, would you have said yes? have. A I9 (can/hold) it for you if you 10 (ask) me! I wish I hadn’t spent a fortune on this/my new mobile phone .
devices, too. The future of eBay looks promising, but 2 the weather
social media some market specialists worry that the website B Let’s stop blaming each other. If we 11 (not 5 9D Complete the second sentence using the word in bold had been, would
managed 9
Wh-questions find) the backpack, our holidays 12 (finish) so that it means the same as the first one. Use between
(use) mainly by big companies rather than have taken
5 have never What would you have done if you had been me? that afternoon. two and five words, including the word in bold. 3 would/could
had my individual collectors.
1 It would be nice if my dog was able to fetch toys. COULD have drowned,
shopping The main clause often has would have. You can also use 2 9A Write a third conditional sentence for each situation.
I wish my dog could fetch toys. hadn’t swum
delivered could have or might have to show that there was a possibility 1 The hotel was destroyed by an avalanche. A lot of 4 have got hurt,
6 has her house 4 8F Complete the second sentence so that it means the of the imagined result. people were injured. 2 What a pity we forgot the insect repellent. HADN’T hadn’t left
cleaned 7 had same as the first. Use have/get something done. If you had called me, I might/could have been able to help. If the hotel hadn’t been destroyed by an avalanche, If only we hadn’t forgotten the insect repellent. 5 hadn’t caught
your ears 1 My family dentist took my front tooth out yesterday. nobody would have been injured. me, have broken
3 I regret not learning to swim when I was a child. HAD
pierced 9D I wish/If
If only for regrets 6 wouldn’t have
I had my front tooth taken out by my family dentist. 2 The plane couldn’t take off due to bad weather. I wish I had learnt/learned to swim when
2 Someone has redecorated our flat. We use wish/ifif only to talk about wishes and regrets – things I was a child. been flooded,
If good, the plane off.
We . that we would like to be different but that are impossible or hadn’t been
Exercise 5 3 The man didn’t drown because the lifeguard swam 4 It’s a shame you don’t sort the rubbish! WOULD
2 am having/ 3 My friend is going to dye my hair. unlikely to change. If only tends to have a stronger meaning very fast. I wish you would sort the rubbish.
getting a new I . than I wish.
The man if the lifeguard 5 I would love to have more time for my friends. HAD Exercise 3
dishwasher 4 My parents should ask someone to manage their We use: very fast. 2 What could
installed If only I had more time for my friends.
company account on social media. • I wish/If
If only + the Past Simple for regrets in the present: 4 The family left the forest after the warnings so they have happened
3 Have you had My parents . I wish people cared more about the environment. 6 Don’t play your music so loud! WISH to life on Earth if
didn’t get hurt in the forest fire.
your garden If only we were still on holiday. I wish you wouldn’t play your music so loud. dinosaurs hadn’t
5 I have never asked anybody to deliver my shopping. The family could in the forest fire,
tidied • I wish/If
If only + the Past Perfect for regrets about the past: died out?
I . if they the forest on time. 7 I regret saying that you are lazy. SAID
4 have/get my I wish I had studied harder. 3 What would
suit cleaned 6 My granny asks someone to clean her house every week. 5 You caught me when I fell on the slope so I didn’t I wish I hadn’t said that you are lazy.
If only I had gone to bed earlier yesterday. have happened
5 have/get the My granny every break my leg. 6 9D Complete the questions with the correct form of the if Columbus
car washed • I wish/If
If only + would + infinitive to talk about a present
week. If you when I fell on the slope, I might verbs in brackets. Then answer the questions in pairs. hadn’t
situation that we would like to be different, often when
We cannot 7 Have you asked a beautician to pierce your ears? we find it annoying. It usually refers either to other people my leg. 1 Which famous person do you wish you could meet discovered
use get in Have you by a beautician? or things we can’t change or control: 6 The city was flooded after the heavy rainfall. (can meet) one day? America?
sentence 3. I wish you wouldn’t bite your nails. The city if the rain so heavy. 2 What special abilities do you wish you had 4 If you had met
5 8F Complete the sentences with have/get something If only it would stop raining. your favourite
(have)?
done. In which sentence can’t you use get? 3 9A Complete the questions with the third conditional actor on your
forms. Then answer the questions. 3 What do you wish people wouldn’t do (not do) way to school
d/got your room painted
1 When was the last time you had/got
to the environment?
(your room/paint)? dn’t lost your wallet (lose/not/your wallet),
1 Iff you hadn’t today, what
you yoyou would’ve had much more fun (have/much 4 What do you wish you hadn’t done (not do) last would you have
2 What is this plumber doing in your kitchen?
more fun) on your last vacation. week? said to him/
Oh, I (a new dishwasher/install).
2 What (can/happen) to life on 5 What do you wish your parents would not ask her?
3 (you/garden/tidy)? It looks so lovely and
Earth if dinosaurs (not die) out? (not ask) you to do every single day?
clean now.
4 I must go to the cleaners. I need to (my suit/ 3 What (happen) if Columbus
clean) by Tuesday. (not discover) America?
5 I’d like to (the car/wash) by midday. 4 If you (meet) your favourite
actor on your way to school today, what
(you say) to him/her?

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Grammar Reference and Practice

10A Modal verbs for speculating about the 1 10A Complete the dialogues with modal verbs. 3 10D Read the text and complete sentences 1−6 below 4 10D Complete a sentence for each situation, using the
Sometimes more than one answer is correct. with the correct form of the words in brackets. Then Exercise 4
present word in bold.

M02 High Note TB3 09593.indd 198

write three predictions of your own about what might 2 might have
We use must, could, might, may and can’t to say how certain 1 A Who is this woman in the photo? Is it the famous 1 I am sure that the woman was at the crime scene.
actress who played an undercover MI6 agent in have happened. taken part
we are about something in the present. The police found her earring there. MUST 3 can’t have
Atomic Blonde?
She must have been at the crime scene. meant
• When we’re almost certain something is true, we use must:
They live in a big house – they must earn a lot of money. n’t be her. She’s blond. Oh, I know!
B No, it 1can’t 2 Perhaps the man took part in the bank robbery. 4 could
It 2 must be SoSo, this famous YouTuber.
What might have happened? He suddenly became very rich. MIGHT have seen
Jane must be happy working as a police detective. might/
He in the bank robbery. 5 must have
• When we think something is possible, we use could/ A Well, yeah… I guess it 3 could be her. She looks Hanna lives in a quiet neighbourhood where crimes,
received
might may (might is slightly less probable than could or
might/ a bit older, though. even petty ones, rarely happen. One day, however, 3 I’m sure that woman did not mean to hurt your cat.
6 can’t have
may): when she got back home, a neighbour called her to She likes animals. CAN’T
2 A What are these police officers doing outside my forgotten
You could be a witness of a crime. That woman to hurt your cat.
neighbour’s house? say there was a big black TV set lying in her garden. 7 must have left
She might be innocent. could/ Hanna was very surprised to see that it was her own 4 My neighbour was at home. Maybe she saw the 8 may not have
It may get windy tomorrow. B I suppose they 4 might be watching the area.
TV set. She immediately called the police. They thieves. COULD heard
• When we’re almost certain something isn’t possible, we There’s been a number of pickpocketing incidents
around here. interviewed Hanna’s neighbours, but none of them My neighbour the thieves.
use can’t:
He can’t be a professor – he’s only eighteen years old. had noticed anything unusual. However, the officers 5 I’m sure the burglar received a suspended sentence.
A I can’t believe Mr Dilks 5 can’t be involved with
She can’t be abroad. I’ve just seen her! found some footprints in the garden. What might It was his first offence. MUST
them! He’s such an honest man.
have happened? The burglar a suspended sentence.
When we speculate, the negative of must is can’t, not B Well, you never know. He 6 might or might not be
mustn’t: 6 It’s impossible that you have forgotten the man’s
one of the suspects. We must wait and see what name. I only told you the story five minutes ago. CAN’T
It must be true. (I’m sure it is.) happens.
be
No, it can’t be true. (I’m sure it isn’t.) NOT mustn’t be. You the man’s name.
3 A Where’s Timmy? 7 I can’t find my purse. The only explanation is that I had
After may/might/could we can use a continuous form might/
(be + ing form): B I’m not sure but I think he 7 could be in his room left it in the shop. MUST
8
The man might/could/may be lying. (Perhaps he is not telling upstairs. He might/couldbe rehearsing his role for the I my purse in the shop.
the truth.) school play. He plays a lawyer who is defending 8 It’s possible that Emma didn’t hear the burglars. She
a serial criminal. was watching TV. MAY
10C Modal verbs for speculating about the A You 9 can’t be serious! Timmy neither looks nor Emma the burglars.
past speaks like a lawyer!
When speculating about a past situation or event, we use 2 10A Complete the sentences with modal verbs and the
a modal verb + have + the past participle form of the main correct form of the words in brackets. Sometimes more
verb. than one answer is correct.
Modal auxiliary have + Past Participle 1 The lights are on in your friend’s house but she isn’t
answering the door.
They must have broken the window.
A She must st be watching her favourite show (watch/ 1 Someone mayy have tried (may/try) to steal Hanna’s
She may have sent the email. favourite/show). It’s on now. TV set.
You can’t have forgotten your password. B She (sleep/now). It’s 7 p.m. 2 Hanna must have forgotten (must/forget) to close the
and she never goes to bed before midnight. balcony door. It was open when she came back home.
We use: 2 You wake up in the middle of the night. You hear 3 The thief can’t have worked (can’t/work) on his/her
• must have to express a strong belief that something a strange noise. own. The TV was too heavy to carry for one person.
happened: A It (be/burglar). All the doors 4 The thieves might have got (might get) scared.
You must have lost your mobile phone at the restaurant. and windows in the house are locked. That’s why they left the TV in the garden.
= It is almost certain that you lost your phone at the B My cat (run) up and down the 5 The neighbour must have heard (must/hear)
restaurant. stairs. He’s full of energy at night. something. The thieves must have made a lot of noise
The house is dark, so they must have gone out.
3 The witness who is answering the judge’s questions when they were escaping.
• can’t have/couldn’t have to express a strong belief that seems very nervous and he’s speaking very quietly. 6 The footprints may have been left (may/leave) by the
something didn’t happen:
A He (feel/guilty). thief or anyone from Hanna’s family.
He can’t have gone home.
= It's impossible that he went home. B He (tell/truth). Otherwise, 7
She couldn’t have swum across the sea. he wouldn’t be so nervous. .
• might have/may have/could have when we think that it’s 4 You see a neighbour driving a very expensive car. 8
possible that something happened: A She (have/very good job) and .
He might have lost his car keys. a high salary.
It's possible that he lost his car keys. 9
B This (be/she/car). I saw her this
She may have missed the bus. morning in a different car. .
They could have gone to Italy.

Exercise 2
1 can’t be sleeping now 2 can’t be a burglar, must/might be running
3 might/must be feeling guilty, can’t be telling the truth
4 must have a very good job, can’t be her car
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 Irregular Verbs Use of English
5.71
Unit 1 Unit 2 Unit 1
awake /əˈweɪk/ awoke /əˈwəʊk/ awoken /əˈwəʊkən/ light /laɪt/ lighted /ˈlaɪtəd/ lighted /ˈlaɪtəd/ Exercise 1
or lit /lɪt/ or lit /lɪt/ 1 Complete the second sentence using the word in bold 1 Complete the sentences with the correct words formed
be /biː/ was/were /wɒz/wɜː/ been /biːn/ 2 hardly
lose /luːz/ lost /lɒst/ lost /lɒst/ so that it means the same as the first one. Use between from the words in bold.
beat /biːt/ beat /biːt/ beaten /ˈbiːtn/ ever gets
two and five words, including the word in bold.

M02 High Note TB3 09593.indd 199

become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ make /meɪk/ made /meɪd/ made /meɪd/ 1 My knowledge (KNOW) of astrology is very limited. 3 are getting
begin /bɪˈgɪn/ began /bɪˈgæn/ begun /bɪˈgʌn/ mean /miːn/ meant /ment/ meant /ment/ 1 Clare is the best singer in school. BETTER I don’t know much about the galaxies in the universe. 4 take part in
bet /bet/ bet /bet/ bet /bet/ meet /miːt/ met /met/ met /met/ No one in our school sings better than Clare. 2 The scientist’s new (CREATE) can help 5 are coming
bite /baɪt/ bit /bɪt/ bitten /ˈbɪtn/ overcome /ˌəʊvəˈkʌm/ overcame /ˌəʊvəˈkeɪm/ overcome /ˌəʊvəˈkʌm/
2 There are very few occasions when Peter gets dressed us understand dreams. back into style /
bleed /bliːd/ bled /bled/ bled /bled/ pay /peɪ/ paid /peɪd/ paid /peɪd/
up. HARDLY 3 It is believed that the blue light from screens causes are in style
blow /bləʊ/ blew /bluː/ blown /bləʊn/ put /pʊt/ put /pʊt/ put /pʊt/
Peter dressed up. sleep (ORDER). again
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/ read /riːd/ read /red/ read /red/
3 Celebrity shows are more and more popular these 4 We had a (AGREE) about the role of 6 wants to set up
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/ ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdən/
days. GETTING computers in education. Everyone was of a different 7 does this
build /bɪld/ built /bɪlt/ built /bɪlt/ ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
opinion. handbag belong
burn /bɜːn/ burned /bɜːnd/ burned /bɜːnd/ rise /raɪz/ rose /rəʊz/ risen /ˈrɪzən/ Celebrity shows more and more 8 look up to
or burnt /bɜːnt/ or burnt /bɜːnt/ run /rʌn/ ran /ræn/ run /rʌn/ popular these days. 5 I have finally found a computer that meets all my people
burst /bɜːst/ burst /bɜːst/ burst /bɜːst/ say /seɪ/ said /sed/ said /sed/ 4 Do you know how many people join the fashion (REQUIRE).
buy /baɪ/ bought /bɔːt/ bought /bɔːt/ see /siː/ saw /sɔː/ seen /siːn/ design courses each year? PART 6 No one wants to take (RESPONSIBLE)
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/ seek /siːk/ sought /sɔːt/ sought /sɔːt/ for the failure of this project. Unit 1
Do you know how many people
choose /tʃʊːz/ chose /tʃəʊz/ chosen /ˈtʃəʊzən/ sell /sel/ sold /səʊld/ sold /səʊld/ Exercise 2
the fashion design courses each year? 7 Winning the science competition is one of his greatest
come /kʌm/ came /keɪm/ come /kʌm/ send /send/ sent /sent/ sent /sent/
5 Checked jackets, which were once trendy, are back in (ACHIEVE). 2 appearance
cost /kɒst/ cost /kɒst/ cost /kɒst/ set /set/ set /set/ set /set/
fashion this winter. STYLE 8 The main (ENTER) to the building is 3 less
creep /kriːp/ crept /krept/ crept /krept/ shake /ʃeɪk/ shook /ʃʊk/ shaken /ˈʃeɪkən/
monitored by CCTV cameras. 4 matters
cut /kʌt/ cut /kʌt/ cut /kʌt/ shine /ʃaɪn/ shone /ʃɒn/ shone /ʃɒn/ Checked jackets this winter.
5 stylish
deal /diːl/ dealt /delt/ dealt /delt/ shoot /ʃuːt/ shot /ʃɒt/ shot /ʃɒt/ 6 My friend wants to start a blog about fashion. SET 6 is changing
shrink /ʃrɪŋk/ shrank /ʃræŋk/ shrunk /ʃrʌŋk/ 2 Choose the correct words a–c to complete the text.
dig /dɪg/ dug /dʌg/ dug /dʌg/ My friend a blog about fashion.
do /duː/ did /dɪd/ done /dʌn/ show /ʃəʊ/ showed /ʃəʊd/ shown /ʃəʊn/
7 Who is the owner of this handbag? BELONG
draw /drɔː/ drew /druː/ drawn /drɔːn/ shut /ʃʌt/ shut /ʃʌt/ shut /ʃʌt/ Unit 2
dream /driːm/ dreamed /driːmd/ dreamed /driːmd/ sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/ Who to? Augmented
Augmented re
reality
ality** Exercise 1
or dreamt /dremt/ or dreamt /dremt/ sink /sɪŋk/ sank /sæŋk/ sunk /sʌŋk/ 8 I admire people who are kind and fair to others. LOOK 2 creation/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/ sit /sɪt/ sat /sæt/ sat /sæt/ If you have ever tried to catch Pokemons on your creations
I who are kind and fair to others.
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪvən/ sleep /sliːp/ slept /slept/ slept /slept/ mobile, you will have a vague idea what augmented 3 disorder/
eat /iːt/ ate /et/ eaten /ˈiːtən/ smell /smel/ smelled /smeld/ smelled /smeld/ 2 Complete the text with the correct form of the words in reality (AR) is. But AR isn’t used just for playing games. disorders
or smelt /smelt/ or smelt /smelt/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/ the box. There are two extra words. This innovative technology 1 for some time 4 disagreement
speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
feed /fiːd/ fed /fed/ fed /fed/ 5 requirements
feel /fiːl/ felt /felt/ felt /felt/ speed /spiːd/ speeded /ˈspiːdəd/ speeded /ˈspiːdəd/ appear change confident little look style now, and it is bringing huge profits. It appeals 6 responsibility
or sped /sped/ or sped /sped/ matter much
fight /faɪt/ fought /fɔːt/ fought /fɔːt/ especially to people who can’t imagine 2 their 7 achievements
spend /spend/ spent /spent/ spent /spent/
find /faɪnd/ found /faʊnd/ found /faʊnd/ smartphones down. However, some psychologists 8 entrance
spill /spɪl/ spilled /spɪld/ spilled /spɪld/
fly /flaɪ/ flew /fluː/ flown /fləʊn/
or spilt /spɪlt/ or spilt /spɪlt/ fear that it may soon 3 control of our lives and
forbid /fəˈbɪd/ forbade /fəˈbæd/ forbidden /fəˈbɪdn/ split /splɪt/ split /splɪt/ split /splɪt/ How to appear more intelligent
forget /fəˈget/ forgot /fəˈgɒt/ forgotten /fəˈgɒtn/ we might not be able to function in the real world
spoil /spɔɪl/ spoiled /spɔɪld/ spoiled /spɔɪld/
forgive /fəˈgɪv/ forgave /fəˈgeɪv/ forgiven /fəˈgɪvən/ or spoilt /spɔɪlt/ or spoilt /spɔɪlt/ Is it possible to look more intelligent than you are? without it. A lot of modern 4 such as smartphones
freeze /friːz/ froze /frəʊz/ frozen /ˈfrəʊzən/ spread /spred/ spread /spred/ spread /spred/ In fact, there are many ways to appear smarter and tablets already make use of AR. We can download
get /get/ got /gɒt/ got /gɒt/ stand /stænd/ stood /stʊd/ stood /stʊd/ and boost your 1 confidence in relations with other an app to browse the world around us just like we
give /gɪv/ gave /geɪv/ given /ˈgɪvən/ steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/ people. One way has to do with physical browse the web. Recently some companies 5 it
go /gəʊ/ went /went/ gone /gɒn/ stick /stɪk/ stuck /stʌk/ stuck /stʌk/ 2
and clothing. Studies have shown that possible to see their products in 3D models in their
grow /grəʊ/ grew /gruː/ grown /grəʊn/ strike /straɪk/ struck /strʌk/ struck /strʌk/ people who wear formal outfits are seen as
have /hæv/ had /hæd/ had /hæd/ sweep /swiːp/ swept /swept/ swept /swept/ own physical world. One of them is IKEA, whose app
more intelligent – but 3 interesting than
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/ swim /swɪm/ swam /swæm/ swum /swʌm/ 6
those who wear casual clothes. The colour of customers visualise what their furniture will
hear /hɪə/ heard /hɜːd/ heard /hɜːd/ swing /swɪŋ/ swung /swʌŋ/ swung /swʌŋ/
your clothes also 4 . Black, for example, look like in their own living rooms. AR technology
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/ take /teɪk/ took /tʊk/ taken /ˈteɪkən/
hit /hɪt/ hit /hɪt/ hit /hɪt/ teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
is associated with being clever while red with is developing so fast that we will soon take it for
hold /həʊld/ held /held/ held /held/ tear /teə/ tore /tɔː/ torn /tɔːn/ being arrogant. In fact, choosing smart, 5 granted.
hurt /hɜːt/ hurt /hɜːt/ hurt /hɜːt/ tell /tel/ told /təʊld/ told /təʊld/ outfits in ‘boring’ colours such as, for example,
black, grey, beige and white can help you *A situation in which computer-generated information or images
keep /kiːp/ kept /kept/ kept /kept/ think /θɪŋk/ thought /θɔːt/ thought /θɔːt/ are combined with things in the real world.
know /nəʊ/ knew /njuː/ known /nəʊn/ throw /θrəʊ/ threw /θruː/ thrown /θrəʊn/ increase your IQ by a few points. It is also true
lead /liːd/ led /led/ led /led/ understand understood understood of glasses. They were not fashionable in the past,
lean /liːn/ leaned /liːnd/ leaned /liːnd/ /ˌʌndəˈstænd/ /ˌʌndəˈstʊd/ /ˌʌndəˈstʊd/ but now this trend 6 . Nowadays many
or leant /lent/ or leant /lent/ upset /ˌʌpˈset/ upset /ˌʌpˈset/ upset /ˌʌpˈset/ 1 a develops b has been developing c is developing
people wear glasses in order to look more
learn /lɜːn/ learned /lɜːnd/ learned /lɜːnd/ wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/ honest, trustworthy and intelligent. 2 a putting b to put c put
or learnt /lɜːnt/ or learnt /lɜːnt/ wear /weə/ wore /wɔː/ worn /wɔːn/ 3 a make b get c take
leave /liːv/ left /left/ left /left/ win /wɪn/ won /wʌn/ won /wʌn/
lend /lend/ lent /lent/ lent /lent/
4 a robots b devices c systems
withdraw withdrew withdrawn
let /let/ let /let/ let /let/ /wɪðˈdrɔː/ /wɪðˈdruː/ /wɪðˈdrɔːn/ 5 a have made b make c are making
lie /laɪ/ lay /leɪ/ lain /leɪn/ write /raɪt/ wrote /rəʊt/ written /ˈrɪtn/ 6 a allows b succeeds c lets

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 200
Use of English

Unit 3 Unit 3 Unit 4 Unit 5 Unit 6 Unit 5

Exercise 1 Complete the second sentence so that it means the Choose the word which best completes both Exercise 1
1 Complete the sentences with the correct forms of the 1 1 Complete the sentences with the correct form of the 1

M02 High Note TB3 09593.indd 200

2 used to order a same as the first one. Use between two and five words words in brackets. Add extra words where necessary. sentences. 2 is about
words in brackets. Add extra words where necessary.
meal/meals in each gap. to enter
1 When I joined the ‘Young chef competition’, 1 I’m pretty sure that we will have carried out the project 1 Are you sure Tom and Anna are about to up?
3 was working 3 get down
I hadd already finished (already/finish) 1 Laptops have to be switched off during take-off. (carry/project) by the end of this lesson. They look so happy together.
out in the gym to work
4 was trying to a cookery course. Passengers must switch off their laptops during 2 Watch out! The teacher Be careful or you’ll your leg! 4 have to
set fire to 2 My older sister (use/order/meal) take-off. (be/about/enter) the classroom. a split b hit c break hand in our/
5 did you use at a fast food restaurant every Saturday but now she 2 My uncle learned to fly a plane when he was 25. 3 You should really (get/work) 2 My parents can right through me when I’m not the essays
to play eats only homemade food. My uncle to fly a plane since he or you’ll fail the exam. telling the truth. 5 will be sitting
6 didn’t/did not 3 I sprained my wrist while I (work/ was 25. 4 Do you know when we an exam
Can you your brother? Why is he climbing that
qualify for the gym) on Saturday. 3 You shouldn’t walk to the station. Going by bus is (have/hand/essay) on climate change? I hope it’s not old tree? 6 are likely
final(s) a better option. too late. to go
4 The boy burnt his hand while he a notice b see c observe
7 soon as the 7 is going to
(try/set fire) an old garden shed. You ought a bus to the station. 5 Tomorrow at 8 a.m. we 3 The teenager got a 6-month suspended for
teacher entered drop out of
5 When you were a kid, (you/use/play) 4 You mustn’t carry any sharp objects in your hand (sit/exam) in French. shoplifting.
8 gave up
junk food any team sports? luggage. 6 The weather looks good so we The student has made five grammar mistakes in one
6 Our team played very well but they still You are not carry any sharp (be/likely/go) backpacking at the weekend. single .
(not/qualify/final) of the school basketball objects in your hand luggage. 7 Fiona is not happy with her studies and a punishment b verdict c sentence
Unit 4 championships. (be/drop) university before
5 I had enough food on the plane as free snacks were 4 Don’t your eyes. It is rather impolite.
Exercise 1 7 The students stopped talking as (soon/ the end of the term.
served.
2 has been able teacher/enter) the classroom. When the woman heard the judge say she was
I buy food on the plane. 2 Complete the text with the correct words formed from innocent, tears began to down her cheeks.
3 to take 8 I lost ten kilos when I (give/junk
4 allowed to 6 Peter lent me his car. I’m driving it. the words in bold. a roll b move c pull
food) and fizzy drinks.
5 didn’t have/ I’m driving the car from Peter.
need to 2 Choose the correct words a–c to complete the text. 7 This is the girl who lent me the bike helmet. 2 Complete the text with one word in each gap.
6 (which) I I’m wearing it now. NO PAIN, NO GAIN!
borrowed / This is the girl I’m wearing now.
borrowed My first personal For many young people the idea of working
7 whose bike training
aining session allenging
while studying can seem very 1 challenging How to talk so parents
2 Complete the text with one word in each gap. (CHALLENGE). First of all, handling both a job
helmet will listen
and studies at the same time requires a lot of
2
I was nervous before my first personal training flexibility (FLEXIBLE) and discipline. The
Do your parents usually listen to what you say and
session as I didn’t know what to expect. I tried to WHAT TO DO IF YOU LOSE most important skill to learn is managing your
3 respect your opinions? Or perhaps they often 1 lose
keep fit but I didn’t have any training routine. time effectively (EFFECTIVE). At the start
YOUR PASSPORT their temper and interrupt while you are talking. Some
I1 go to the gym to do some exercise twice of each semester, study the syllabus of the
parents are not very good listeners. But remember that
a week, but didn’t feel much fitter. 2 I arrived A passport is one of the most valuable things we courses you’re attending and note down the
communication is a two-way street and 2 the way
at the club, I was greeted by David, my new fitness pack when we go 1 on holiday abroad. If it gets
dates of all the examinations and deadlines
3 you talk can help you communicate with your parents.
coach. He explained to me how the works and for papers. Keeping a to-do -do list and managing
lost or stolen, you won’t be 2 able to hire a car or,
how to warm up. David was really motivating and deadlines will help you develop some So here are some tips to follow:
at worst, return home. 4
encouraging. He showed me the best techniques organisational (ORGANISE) skills. Research
• Be as clear 3 as you can about what you think
to lift weights and do push-ups. David also showed So if you want to avoid having trouble, you ought to shows that we worry about things that we
and tell them what you want. Give details that
me how to use the Bosu ball. I 4 the ball before take some steps before you set 3 off/out on your trip. haven’t done, so putting a task on a to-do list
can help your parents see the problem from your
I joined the club and I wasn’t sure what to do with it. It is a good idea to scan and print your passport and and setting a time to complete it in your
But it was great fun! The day after the session I had 5 perspective. 4 unless they understand what you really
other forms of identification and leave copies with weekly (WEEK
WEEK)) planner makes
a sore feeling in my body. I was afraid I had 5 need, they won’t be able to help.
a family member or a close friend. 4 This could you worry less. There will be days when
a muscle but my coach explained to me that it often you feel tired or you won’t have enough • Try to see their 5 point of view and understand their
save you time and money if the worst happens.
happens after a workout. He also told me that if I 6 feelings. People feel frustrated 6if/when others ignore
You 5should/maynot, under no circumstances, carry the strength (STRONG
STRONG) to study and go to
want to build muscles, I should have meals which are work. So remember to take a break from time to them. 7 Would you feel OK if your friends didn’t listen
copies of the documents with you. Otherwise the
high 6 protein. Working with a personal trainer time, which will have a positive effect on your to you? Remember that your parents always want
person 6 who steals them will have more than he 7 what is best for you. Even if you think they won’t
was a really rewarding experience – it really helped efficiency (EFFICIENT) at work and
me to 7
into shape fast. or she has ever dreamt of having. It’s also a good idea understand you, give 8 it a try.
to travel with an extra passport photo in case you
at college. Finally, in a moment of 8 weakness
7 (WEAK), don’t forget this old saying: No pain, • Do not argue or shout. If you speak in a friendly way,
have/need to apply for an emergency travel document.
1 a would b could c should
no gain! your parents 9 will take what you say seriously.
If your passport does go missing, 8 the first thing Do whatever 10 it takes to keep calm. If you start
2 a Soon b Until c The moment
to do is to get it cancelled, even if you hope that it feeling angry or upset, do something before you get
3 a track b machine c equipment 11
will be found. Cancelling the passport as 9 soon as into trouble: go for a walk or count to ten. Always
4 a wasn’t using b hadn’t used c used to possible is the best way to guarantee that no one avoid saying things that may 12 hurt their feelings.
5 a sprained b pulled c dislocated else will use it illegally. Remember, a lot depends 13 on you too!
6 a with b on c in
7 a get b be c keep

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 Use of English

Unit 7 Unit 7 Unit 8 Unit 9 Unit 10 Unit 9

Exercise 1 1 Complete the second sentence so that it means the Exercise 1
1 Complete the second sentence using the word in bold 1 Choose the word which best completes both sentences. 1 Complete the second sentence using the word in bold
2 took off same as the first one. Use between two and five so that it means the same as the first one. Use between 2 had not
so that it means the same as the first one. Use between 1 When I study for a test, I use my from the lessons.
3 promised to words. forgotten

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two and five words, including the word in bold. two and five words, including the word in bold.
give him /Peter / I gave the shop assistant two ten-pound . 3 wouldn’t leave
1 There are never any tickets left for Rihanna’s concerts. 1 I was tired in the morning because I’d studied till 1 They arrested the man and released him after two
promised him/ a banknotes b notes c notebooks dirty dishes
SELL-OUT midnight. days. IN
Peter 4 helpful for
4 asked me Rihanna’s concerts are always a sell-out . 2 I my arm when I was playing with my dog. If I hadn’t studied till midnight, I wouldn’t have been The man was held in custody for two days before 5 to reduce
whether I I’m . Can you lend me 10 pounds? tired in the morning. being released. emission
2 ‘Big Brother’ became successful right from the start.
wanted / TOOK a twisted b spoiled c broke 2 It’s a pity I forgot my keys. 2 The shoplifter avoided punishment for the crime as 6 is peaceful
wanted to know ‘Big Brother’ right from the start. 3 I usually use a card to pay for things. If only I my keys! there was no proof. AWAY 7 have left the
whether I’d like 3 You are always leaving dirty dishes in the sink. The shoplifter the crime as there was water running
5 Pam not to 3 ‘Ok. I’ll give you this role, Peter.’ PROMISED They opened a museum on the south of the river. no proof.
forget/her not to The theatre director that role. a side b credit c bank I wish you in the sink.
3 It’s possible my neighbour left the front door open. LEFT Unit 9
forget 4 ‘Do you want to watch the news with me, Kate?’ 4 Watch out! The iron is very hot and you could 4 Your advice helped us a lot.
My neighbour the front door open. Exercise 2
6 pointed out WHETHER a hole in your new shirt. Your advice was really us.
that the news 4 I’m sure the burglar was wearing a dark jacket. MUST 2 destruction
My mother to watch the news with her. Every time I see her she’s wearing something new. 5 We must use solar panels. In this way, we will reduce
The burglar a dark jacket. 3 motorcyclists
5 ‘Don’t forget to write a review of the play, Pam.’ NOT She must have money to ! emission of greenhouse gases.
5 The detective is investigating the case of the missing 4 reusable
Unit 8 The teacher told to write a review of a spend b burn c make We must use solar panels in order 5 totally
of greenhouse gases. child. LOOKING
Exercise 2 the play. 6 harmless
2 Complete the sentences with the correct passive form of 6 There is peace and quiet in the countryside. We should The detective the case of the missing 7 containers
2 the best 6 ‘This news item is definitely fake and I can prove it.’ the words in brackets. Add extra words where necessary. move there. child.
students will be POINTED
offered 1 The thief stole the money while it was being We should move to the countryside because it
He was fake and that he could prove it. 2 Choose the correct words a–d to complete the text. Unit 10
3 am getting transported (it/transport) to the bank. there.
the washing 2 Next year (students/offer) free Exercise 1
2 Choose the correct words a–d to complete the text. 7 It was wrong of you to leave the water running for so
machine fixed snacks in our school canteen. long. 2 got away with
4 to have your 3 I (get/washing machine/fix) A crime in the name of love 3 might/may/
Reality TV is a form of entertainment You shouldn’t for so long. could have left
old mobile next week.
repaired that a lot of people seem to enjoy. Some
me crimes are truly terrifying but some are completely 4 must have
4 It is useless (have/you/old mobile/ 2 Complete the sentences with the correct words formed been wearing
5 have just been ridiculous. Like the one committed by 21-year-old Keith
We secretly follow the latest episodes of our repair). You’d better get a new one. from the words in bold. 5 is looking into
asked to sing who clearly 1 have known what he was doing.
favourite shows but, at the same time, we love to 5 Great news! I (just/ask/sing)
1
that they are a bit mindless and brainwashing.
The young man broke 2 a fast food restaurant soon
at the event in the city centre.
So why do we really like reality shows? Well,
Plastic made from plants after the place had closed. At precisely half past ten, he was
3
researchers 2 they give us a sense of connection 3 Complete the text with one word in each gap. on security cameras trying to fry some chicken
wings! When the guards saw him, they immediately called
with people who have the same values and behave
in a similar way
3
way. That’s why reality shows are full
dramatic stories of people who, like us, have Showrooming and webrooming
Kevin Kumala, a diver and surfer from Bali, decided to
say ‘no’ to all the plastic bags floating in the sea and
scattered around the 1 pi picturesque
cturesque (PICTURE) beaches
on the island. Kevin, who is also a biologist, came up with
E
the police. The police arrested the man and took him to the
nearest police station, where he was held 4 for a few
a job and face ordinary problems. Very often they Have you ever seen something you liked in a shop, hours. The detectives questioned Keith and charged him
a brilliant idea to stop the 2 (DESTROY) of these 5
are lonely and unhappy. In fact, stories like these checked the price on your smartphone and then bought attempted robbery. Keith was utterly shocked that
are likely to be true and we love to feel that we 1 natural areas of beauty. One rainy day, he saw several the situation had got out of control. As he claimed, he was
it cheaper online? This phenomenon is called 3
are not the only people in the world 4 life is (MOTORCYCLE) wearing plastic ponchos to only trying to surprise his girlfriend with her favourite meal:
showrooming. The trend refers to people 2who/that visit
not a bed of roses. Moreover, what 21st century protect themselves from the rain. These toxic plastic coats
a shop in order to examine a product before they buy it fried chicken wings in marinara sauce. However, he did not
5 were used only a few times and then thrown away, which
are looking for in shows like The X Factor online at a lower price. have the necessary equipment and tools at home,
or The Voice is a chance to do something good damaged the environment, so he created a kind of plastic 6
he decided to visit the local restaurant in search
for other people. When we vote for our favourite In the past, shop owners were worried that showrooming which would be 4 (REUSE) and biodegradable.
He started to make ponchos and bags from cassava,
of help. The court found the man 7 of third-degree
contestants we think that we help them make could destroy their business. They were afraid to lose
a cheap and popular vegetable found in Indonesia. burglary. The unlucky chef was sentenced to community
a name 6 themselves in show business. customers who wanted to get 3 their money’s worth and 8
A bag made from this plant will break down in three to six . He was ordered to clean the dishes at the very
However, one of the most important reasons why shopped online. Some big shops thought the best way to
7 months and disappear from land or sea. For a standard same fast food restaurant he had broken into!
reality TV is popular is the fact that we can sort 4 out this problem would be to introduce a special
see people like ourselves and imagine that we too fee for ‘only looking’. But thanks to the rise of webrooming plastic bag, the process takes years. Kumala’s bag is
5
could become celebrities by being on television. (checking the product online before buying it in a shop), they (TOTAL) organic and it dissolves in hot water
at 80 degrees. Kevin created a plastic product that is 1 a shouldn’t b couldn't c might d may
don’t need to worry anymore. According 5 to a recent 6
(HARM) to sea animals and people. 2 a in b down c into d up
1 a tell b warn c report d claim survey, almost seventy
venty percent of people webroom while
A few years ago he started his own 3 a caught b reached c taken d found
only forty-six
rty-six percent of shoppers showroom. Webroomers
2 a tell b complain c say d warn company Avani Eco which now sells
point out that they like to touch and feel a product before 4 a on bail b under curfew c in prison d in custody
3 a with b in c about d of shopping bags, lunch boxes and
they buy it. They cannot imagine buying clothes online and salad 7 (CONTAIN), all of 5 a with b for c about d on
4 a who b whose c which d that they say that jeans or shoes must 6 be tried on first. Some 6 a because b although c so d since
which are made from
5 a viewers b spoilers c newsreaders d reporters people just prefer to 7 pay in cash and save on delivery ‘vegetable plastic’. 7 a free b accused c clear d guilty
6 a with b on c for d to costs. Others don’t like to wait for the product.
8 a sentence b service c verdict d warning
7 a such b slightly c so d utterly What type of customer are you? j
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 202
Communication

STUDENT A 2 You are a waiter or waitress in a restaurant. Answer Body language and delivery Life Skills 3–4, Exercise 9, page 63
the customer’s questions using this information:
1B Exercise 7, page 6 Choose one of these topics for your debate. After the
• The soup-of-the-day is organic mushroom soup. 5

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□ 4□ 3□ 2□ 1□ debate, assess it using this checklist.
Study this photo for one minute. Then close your book • Recommend the salmon in chilli sauce.
Did the presenter: 1 Diets are a waste of time.
and answer Student B’s questions. • The card machine is not working at the moment.
• make eye contact with the audience? 2 Students should travel free on all public transport.
• The toilets are down the stairs, through the first door
• use gestures to make key points? 3 Girls and boys should compete in the same sports/
on the left.
• move during the presentation? athletic competitions.
5A Exercise 8, page 65 • smile and use facial expressions? 4 Tourists do more harm to an area than good.
1 What time do we finish school today? • speak clearly? 5 Junk food should be banned in schools.
2 What are you doing after school?
Content
3 Are you going to revise this weekend?
3A Exercise 8, page 35 • Are the arguments strong? □
4 What else are you going to do this weekend?
• Do you find them convincing? □
5 Is it going to rain this weekend? 1 What happened?
• Are the arguments relevant to the debate? □
6 Do you think your parents will do something 2 Had you/they ever done well at this sport,
• Do the speakers give examples to support
surprising this weekend? performance or challenge before?
their arguments? □
3 What had you/they done before the event to prepare?
4 How did you/they feel before, during and after? Language
ALL STUDENTS 5 Did you/they take home a medal, cup or prize? • Is it easy to understand the speakers? □
6 How did you/they celebrate? • Do they use expressions from the Speaking box? □
Student A: Use the vocabulary in lesson 1B to ask your 2D Exercise 1, page 23
• Do they use varied vocabulary and correct
partner questions about his/her photo, for example: Answers to the quiz: 1 False: Most people can
3G Exercise 8, page 43 grammar? □
1 What kind of shoes is he wearing? remember around 10,000 faces. 2 True 3 True 4 True
2 What’s his hair like? 5 True 6 False: Experts say it’s safer to wake them up Style
before they hurt themselves. 1 2 • Do the speakers use body language to
3 Is he skinny?
4 Do you think he’s a likeable person? emphasise their points? □
Life Skills 1–2, Exercise 9, page 33 • Do they maintain eye contact with the
2A Exercise 10, page 19 Answer the questions below to assses your friend's audience? □
presentation. Use the scale from 5 (very good) to 1 (poor). • Do they speak clearly and in a natural way?
1 You are training for a mission to Mars. You have been □
at a training camp in the Atacama desert in Chile for
Content and ideas Overall points: / 10
the last three months. You have an online interview
with a student. Answer his/her questions. Winning team:
5 □ 4□ 3□ 2□ 1□
2 You are interviewing an astronaut who is on a mission Main reason for decision:
to Mars. Ask him/her what he/she has been doing, Did the presenter: Best participant:
how he/she has been feeling and the things he/she
• explain the purpose of the talk?
has done and seen.
• present the key points clearly? 6D Exercise 2, page 83
3 4
2D Exercise 6, page 23 • give examples?
1 AS (3 points) A (2 points) D (1 point) DS (0 points)
• choose the visuals well?
Tell me about … 2 AS (3 points) A (2 points) D (1 point) DS (0 points)
• make the topic interesting for the audience?
1 something you can’t stand doing. 3 AS (0 points) A (1 point) D (2 points) DS (3 points)
2 something you learnt to do recently. 4 AS (3 points) A (2 points) D (1 point) DS (0 points)
3 something your parents let you do. Organisation 5 AS (0 points) A (1 point) D (2 points) DS (3 points)
4 something you stopped doing recently. 6 AS (0 points) A (1 point) D (2 points) DS (3 points)
5 □ 4□ 3□ 2□ 1□
5 something you remember liking as a child. 7 AS (0 points) A (1 point) D (2 points) DS (3 points)
6 something you should do but keep avoiding. Was the presentation: 8 AS (0 points) A (1 point) D (2 points) DS (3 points)
• divided into clear sections (beginning/middle/ 9 AS (3 points) A (2 points) D (1 point) DS (0 points)
3E Exercise 7, page 39 end)?
10 AS (0 points) A (1 point) D (2 points) DS (3 points)
1 You are a customer at the counter in a café. Politely • easy to follow?
1 In pairs, look at the pictures and decide from whose Maximum score = 30 points
ask the café owner the following questions and
perspective you are going to tell the story (the woman 1–10 – You sometimes show empathy, but you could
follow the instructions below: Language or the dog). Are you going to tell the story from the consider others more often than you do. Try looking at
• Is there any gluten-free food? first or third person point of view? things from other people’s points of view more regularly.
• Does the chocolate cake contain nuts? 5 □ 4□ 3□ 2□ 1□ 2 Use the vocabulary in the box and the past tenses 11–20 – You are empathetic and probably a good
• Politely refuse the chocolate cake. You are allergic to Did the presenter: from lesson 3A to help you. listener. Friends can rely on you for your support and
nuts. Order the cookies. understanding.
• use correct grammar? disappointed qualify for a marathon guilty
• Is the orange juice freshly-squeezed? Order have your leg in plaster train (v) trip/fall over 21–30 – You are a real people person. You are very good
• use a range of vocabulary?
lemonade. at reading emotions. You go out of your way to help
• use some of the expressions from the Speaking box? 3 Remember to include linkers and adjectives. others feel better.
• What’s the wi-fi password?

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 Communication
7D Exercise 8, page 98
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8E Exercise 8, page 114
1 Customer in a restaurant: You sat down twenty
minutes ago and nobody has taken your order.
Complain.
Waiter: You are very apologetic. Explain the problem
and try to satisfy the customer.
2 Customer: You ordered some games online. When
the parcel arrives, you find they’ve sent you the wrong
games. Phone to make a complaint.
Customer service employee: You have had a long
hard day but you try to be polite and professional with
all your customers. Find out exactly what the problem
is and try to sort it out.
3 Customer: You bought an extra-large T-shirt with a
logo of your favourite heavy metal group from an
online store but they sent you a small pink T-shirt with
a picture of a pony on the front! Complain.
Customer service employee: Apologise and respond
appropriately.
4 Customer in a shop: You bought a new phone but
there’s something wrong with it. You have the receipt.
You take it back to the shop and ask for a refund. Ask
to speak to the manager if you have any problems.
Shop assistant: You find out what’s wrong, apologise
and ask for a receipt. When the customer gives you
the receipt, you see it’s for the wrong shop so you
refuse to help him/her. When he/she asks to speak to
the manager, explain that it’s the wrong receipt and
there’s nothing you can do about it.
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Life Skills 7–8, Exercise 5, page 123
1 a mission to Mars. Ask him/her what he/she has been
2
3 using this information:
9D Exercise 5, page 128
Use the prompts to write sentences with I wish/if only.
Then think of more sentences and compare them with
other groups.
can play baseball the others go away never climb up
help me get down not so crowded here stay at home
1 2
3
10E Exercise 4, page 144
10E Exercise 6, page 144
Imagine you are a candidate in school elections.
Compare and contrast the two images above and then
choose one for your campaign poster.
10F Exercise 10, page 145
1 Work with a partner and write down several
arguments for and against the question.
2 Work in groups and debate the question.
Group A argue for the topic.
Group B argue against the topic.
3 When everyone has finished, take a class vote.
STUDENT B
1B Exercise 7, page 6
Student B: Study this photo for one minute. Then close
your book and answer Student A’s questions.
Student B: Use the vocabulary in lesson 1B to ask your
partner questions about his/her photo, for example:
1 What clothes is she wearing?
2 What’s her hair like?
3 Is she wearing any accessories? What?
4 Do you think she’s a likeable person?
2A Exercise 10, page 19
1 You are interviewing an astronaut who is training for
doing, how he/she has been feeling and the things
he/she has done and seen.
2 You are a member of the crew on a mission to Mars.
Your spaceship has almost arrived at the red planet.
You have an online interview with a student. Answer
his/her questions.
2D Exercise 6, page 23
Tell me about …
1 something your parents make you do.
2 something difficult you can do.
3 something you expect to do before the end of this year.
4 something you forgot to do recently.
5 something you practise doing regularly.
6 something you hope to see during your lifetime.
3E Exercise 7, page 39
1 You work in a café. Answer the customer’s questions
• The chocolate cake and the cookies are gluten-free.
• The chocolate cake contains nuts but the cookies don’t.
• The orange juice is not freshly-squeezed, but the
home-made lemonade was made fresh today.
• The wi-fi password is cafebema123.
2 You are a customer at a restaurant. Politely ask the
waiter or waitress the following questions and follow
the instructions:
• What is the soup-of-the-day?
• Can you recommend a main course?
• Politely refuse the recommendation. You don’t like
fish. Order fried eggs with wholemeal toast.
• Can I pay by card?
• Where are the toilets?
5A Exercise 8, page 65
1 When are we sitting our next exam?
2 How do you think you’ll get on?
3 What are you going to do to improve your chances of
passing the exams?
4 Do you think you’ll pass all your exams this year?
If yes – are you sure you’ll pass all of them, even
Maths? If no – which ones are you sure you’ll pass?
5 Do you think schools will ever stop giving students
exams?
5D Exercise 8, page 68
1 How good are your communication skills in English?
2 Would you say you are self-motivated?
3 Do you work well under pressure? Give me an example.
4 Tell me about a time when you solved a problem.
5 Finally, what's your biggest strength?
199
 CULTURE NOTES
Unit 1
1A GRAMMAR AND VOCABULARY
Proms are formal dances usually organised in the US for high
school seniors the spring before graduation. This marks
an important milestone in a young person’s life. The cultural
importance of prom nights, and the social and financial
pressures that accompany them have formed the plot for
many American films and TV episodes. It is estimated that
parents usually spend between $800 and $1,200 on
a prom-going teen. Proms have also taken off in the UK.
Although the teens who participate are often younger than
their American peers, the financial investment, including
limousines and the perfect dress, is similar.
Operation Prom is a non-profit organisation that helps
low-income American families and teens attend prom.
Founded in 2005 and staffed completely by volunteers,
the organisation not only provides suits and dresses, but
also mentoring services and fashion and sewing classes.
To receive aid, the student must be in good academic standing,
demonstrate financial need and have a recommendation from
their guidance counsellor.
1B GRAMMAR AND VOCABULARY
Ashley Graham (1987–) is an American plus-size model. She
was born and raised in Nebraska and first picked out to model
in a mall when she was twelve. She moved to New York at
the age of seventeen to begin modelling. Although she was
very successful financially, she was not always well-received
by modelling agencies or other models because of her size.
Despite her initial struggle for recognition, Ashley Graham
is now one of the world’s highest-earning models. She was
the first plus-sized model to appear on the cover of Sports
Illustrated, and she uses her position and popularity to
encourage body positivity and teach others that they can do
anything they set their mind to. Students who are interested in
more can look up Graham’s TED talk or her book A New Model:
What Confidence, Beauty, and Power Really Look Like (2017).
Size zero models are female models who can fit into the
smallest size: 0 in the US, 4 in the UK and 32 in Europe. They
often achieve this through very restrictive diets leading
to serious health problems, such as anorexia. One of
the explanations given for the preference for size zero
models is that fashion designers only make these smaller
sizes available for runway shows. This has been a matter
of contention and controversy for several years, with
accusations that it destroys not only the health of the models,
but also that of the young women who follow fashion
magazines and become anorexic themselves. What is more,
it presents a misconception of what is normal in terms of a
female body: size 16 in the US and size 14 in the UK. For this
reason, Ashley Graham (see above) speaks against the use
of the term ‘plus size’ – she views it as labelling sixty-seven
percent of the US population as not fitting ‘normal’ sizes.
Thanks to social media, the discrepancy between reality and
the size-zero model, as well as the popularity and success of
‘plus-size’ models, is increasing. Moreover, governments and
the fashion industry are responding, with some countries
placing health checks and minimum BMI requirements on
the models. Some fashion designers have decided to stop
using size zero models altogether. This has also sparked
controversy as another form of body shaming those who are
naturally small-boned.
204 CULTURE NOTES
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Tine Tempah (1988–), born Patrick Chukwuemeka Okogwu,
is a British singer, songwriter and rapper, who won the Brit
Award for British Breakthrough Act and British Single of the
Year in 2011. Apart from creating music, he and his cousin,
Dumi Oburota, founded the Disturbing London Records
label, later renamed DSTRB.LDN, which produces music and
streetwear apparel. Tine Tempah is challenging people’s
expectations when it comes to rappers: he is not tattooed
and muscular; he dresses smart and enjoys foreign cinema.
He earned his A-levels in a private Catholic school and came
up with his stage name by using a thesaurus. He is known for
his positivity and authenticity and dedication to his goals.
1C LISTENING AND VOCABULARY
Margot Robbie (1990–) is an Australian actress. She was
raised in South East Queensland, and in 2007 she moved
to Melbourne to pursue acting. She was cast in two feature
films, I.C.U. and Vigilante, and later landed the role of Donna
Freedman in the Australian soap opera Neighbours. In 2011 she
moved to Hollywood. Her first big screen role was in the film
About Time (2013), but it was likely her role in The Wolf of Wall
Street (2013) that catapulted her to fame. Recent films include
The Legend of Tarzan (2016), Suicide Squad (2016), I, Tonya
(2017) and Mary, Queen of Scots (2018).
Jared Leto (1971–) is an American actor, singer, songwriter
and director. He was born in Mississippi and began his TV
acting career in the early 1990s, eventually landing a lead
role on My So-Called Life (1994). His first film was How to
Make an American Quilt (1995). The films he has been in
since include Fight Club (1991), Requiem for a Dream (2000),
Panic Room (2002), Lonely Hearts (2006), Mr Nobody (2009),
Suicide Squad (2016) and Blade Runner 2049 (2017). Leto
is a method actor, which means that he meticulously
researches his roles, including living on the street in
preparation for Requiem for a Dream. He also gets completely
involved in his character, losing or gaining weight to fit the
role and remaining in character throughout the shooting.
1D READING AND VOCABULARY
Séan Garnier (1984–) is a French freestyle footballer. When
France won the World Cup in 1998, Séan was playing for
Auxerre and was on is way up. However, a variety of knee
problems caught up with him in 2004 and he had to leave
the club. He decided to study to be a coach while he was
looking for another professional club. He would also do tricks
with his ball outside, which began to draw an audience.
By 2006, Séan had realised that this was the direction his
career would take. Within just two years, in November 2008,
Séan was freestyle world champion. He currently travels the
world doing tricks. His videos can be viewed, among other
places, on his YouTube channel, which is becoming more and
more popular.
1E GRAMMAR
1980s fashion was all about bold, bright clothes, large
shoulder pads, exaggerated jewellery and plenty of glitz.
Hair was also big and curly, particularly fringe for both men
and women, which would be ratted up and covered in
hairspray. Several subcultures appeared both accenting and
opposing these fashion trends. Heavy metal fashion included
long hair (for men and women), leather biker jackets or
jean jackets and high white trainers. Punk was popular
among young adults throughout the decade; fashion was
similar, but the hair was dyed a variety of colours and often
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 shaved into a mohawk. Bleached or stonewashed jeans
were also popular. In the late 80s, skate punk came on the
screen. They preferred baggy clothes, but with a sporty look.
Converse and Vans shoes were especially popular. Other
sports shoes, such as Nike and Adidas, became a fashionable
and expensive part of the hip-hop fashion of the decade.
As popular as this was, not all subcultures sported a relaxed
look. A preppy style emerged, predominantly among
wealthy teens, which favoured a more classic appearance.
1990s fashion was a continuation of the trends of the 1980s,
although it became subtler as the decade wore on. Simpler
clothes became popular around the mid-90s, with thrift
stores gaining popularity as the place to find a unique outfit.
Grunge came into fashion, with baggy T-shirts and oversized
flannels. Interest in hip-hop and gangster rap also grew
during the early 1990s, and with it, among other things,
saggy jeans and ballooned ‘MC Hammer’ pants, named after
the rapper who introduced them. Goth became popular
during the mid-to-late 90s, with lots of black and lots of lace.
The preppy fashion of the 1980s also remained among that
subculture. Hairstyles toned down and rather than being
ratted up, fringe was often left to grow out.
Dungarees (UK), or overalls (US), were designed and used
as work clothes because they offered extra protection.
They originated around 1750. Dungarees were often used by
slaves, as well as by the poor during the great depression in
the 1930s. However, in the 1980s and 1990s, they became
very fashionable. In the twenty-first century, a pair can sell
for over 100 dollars, and can even be found with a price tag
of over 1,000 dollars.
1G WRITING
Fancy dress parties are occasions when friends get together
and dress up according to a particular theme and occur
throughout the year in the UK. It is believed that these parties
date back to the eighteenth century and masked balls.
Common themes might be famous people or time periods,
e.g. the 1980s.
The Carnival of Venice is two weeks of cultural events and
street parties in Venice, Italy. Everything centres around
the Piazza San Marco and the Maschera più Bella (the most
beautiful mask) competition, in which contestants vie for
a place in the grand finale for best costume. The costumes
cover a range of elaborate designs and none is complete
without a Venetian mask, closely linked to the city and
tradition, with the skill being passed down from generation
to generation. An authentic hand-made Venetian mask may
cost as much as 200 euros, sometimes even more. As the
popularity of the festival has grown, global manufacturers
have taken interest in producing and selling masks even as
low as 10 euros. Many of these masks are made in China, but
are labelled as if they were Italian, causing frustration for
customers and authentic mask-makers alike.
Unit 2
2A GRAMMAR AND VOCABULARY
Voyager refers to either of two probes launched into outer
space by the US in August (Voyager 2) and September
(Voyager 1) of 1977. Due to a fortunate alignment of the
outer planets, the probes were able to travel quickly.
In August 2012, Voyager 1 entered interstellar space, and
Voyager 2 followed in November 2018. Both carry a greeting
should they be found by extra-terrestrial life forms.
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Ophiuchus is a large constellation. Its name, recorded by
Ptolemy in the second century CE, is Greek and means ‘serpent
bearer’. The constellation is rather large in size and due to its
proximity to the elliptic (the Sun’s apparent path through the
sky), it is often called the thirteenth constellation in the Zodiac
calendar. The best time to see Ophiuchus is in July, around
sunset. It can be found by identifying the Milky Way and then
looking northwest of the centre; it can also be found by
locating its neighbouring constellations, Aquilla, Serpens and
Hercules. Bernard’s Star, our closest star after the Sun, is part of
Ophiuchus and just six light years away.
Star Wars is an American epic space opera film written and
produced by George Lucas. The first Star Wars film (later retitled
Star Wars: Episode IV – A New Hope) was released in 1977 in just
forty-two cinemas. Nonetheless, within a week it had earned
nearly three million dollars and held the record as the highest
grossing film until ET (1982). It took home six Academy Awards
and its special effects transformed film-making. This was
thanks to Lucas’ special effects company, Industrial Light and
Magic (ILM), which continues bringing innovation to
film-making. Lucas released two sequels: Star Wars: Episode V –
The Empire Strikes Back (1980) and Star Wars: Episode VI –
Return of the Jedi (1983). The films gathered a cult-like
following, and popularity of the trilogy and related
memorabilia continued to grow with a re-release of the
trilogy in 1997 and prequels: Star Wars: Episode I – The Phantom
Menace (1999), Star Wars: Episode II – Attack of the Clones
(2002) and Star Wars: Episode III – Revenge of the Sith (2005).
Although the later trilogy met with mixed reviews, in general,
the Star Wars franchise has continued to expand. The Walt
Disney Company, which purchased Lucas Films Ltd. in 2012,
produced Star Wars: Episode VII – the Force Awakens (2015),
Star Wars: Episode VIII – The Last Jedi (2017), Rogue One (2016)
and Solo (2018).
2B READING AND VOCABULARY
Elon Musk (1971–) is a multi-billionaire listed by Forbes as
the world’s fifty-fourth wealthiest person in 2018. He is an
entrepreneur and engineer/inventor and has founded and
co-founded several companies, including SpaceX, Tesla and
PayPal. Of the first two, he is also CEO. Musk made headlines
in February 2018, when SpaceX launched Falcon Heavy with
Musk’s own Tesla Roadster car attached.
SpaceX was launched in 2002 by Elon Musk and has achieved
more than any other private company when it comes to
space travel. It has constructed three different spacecraft.
In 2010 SpaceX sent a spacecraft into low Earth orbit and
returned it. In 2012 its spacecraft Dragon made deliveries
to the international space station.
Falcon Heavy is a semi-reusable rocket system designed by
Elon Musk’s company, SpaceX. It is the most powerful rocket
to date. Musk chose to launch it with his Tesla Roadster
attached and a dummy driver in a space suit rather than the
typical weight used during practice launches – just to make
things more interesting. The 2018 launch was much more
successful than expected and it is believed that NASA will
start using the rocket to put satellites into orbit. Musk’s end
goal for Falcon Heavy is to make space travel and possibly
moon colonisation possible.
CULTURE NOTES 205
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 Bill Gates (1955–), co-founder and chairman of Microsoft, is
an American businessman, investor and philanthropist. He was
born in raised in Seattle, Washington, where Microsoft is now
based. He credits his parents’ encouragement as the reason he
got involved with computers at the age of thirteen. Although
he was accepted to Harvard, he ended up dropping out to set
up Microsoft with Paul Allen, whom he had programmed with
as a teenager. He has been married to his wife, Melinda, since
1994 and together they have three children. Together, they set
up a charity organisation, the Bill & Melinda Gates Foundation,
through which they provide, among other things, college
scholarships, school computers and vaccines.
2D GRAMMAR
Sudoku is a single-player logic game. The challenge is to
complete a grid nine squares across and nine squares down
with the numbers 1–9. Each number can only be used once
in each column, row and 3x3 sub-grid. Sudoku games with
varying degrees of difficulty can be bought at newsagents’
and found online.
Chess is a two-player game that involves strategically
moving sixteen pieces – one king, one queen, two rooks,
two bishops, two knights and eight pawns – in order to
checkmate your opponent’s king (make it so that the
king piece has no way to escape attack). An early form of
chess was played in India in the sixth century and spread
throughout central Asia and Arab lands. The game reached
Europe in the thirteenth century and underwent significant
modification in the fifteenth century, making it very similar
to the game we know today. In the nineteenth century, chess
became an official sport. Its official rules are now governed
by the World Chess Federation (FIDE).
Go! is a strategy game believed to be the oldest game still
played today. It is played by over forty-six million people
across the globe. The goal in moving one’s pieces is to gain
more space on the board. The rules may be simple but due to
the large size of the board, it is actually quite complicated as
there are many more moves to choose from.
2G WRITING AND VOCABULARY
Millennials, or Generation Y, comprise those individuals born
between Generation X and Z. While there is debate as to the
exact years, the birth date of millennials is placed between the
early 1980s and mid-late 1990s. Millennials are characterised by
the ease with which they navigate the web and social media.
REMEMBER MORE
The Great Wall of China is a series of fortifications that began
being built in the eighth century BCE to protect the country
from Eurasian raids and military attacks. The fortifications were
strengthened and rebuilt by various emperors, most notably
Qin Shi Huang, the first Emperor of China, between 220 and
206 BCE, although most of his wall has since been destroyed.
What can be seen today was largely built by the Ming dynasty.
Contrary to popular belief, the Great Wall of China is not visible
from the moon or from space.
Unit 3
3A GRAMMAR AND VOCABULARY
Aaron Fotheringham (1991–) is an American extreme
wheelchair athlete. He has never been able to use his legs due
to spina bifida (a birth defect of the spinal cord). He was
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an exceptionally mobile toddler, and at the age of eight, he tried
using his wheelchair at the BMX track where his brother rode.
He fell at first, but got up and pressed on; soon he was addicted.
In 2006 he completed the first ever backflip in a wheelchair
and posted the video online. Since then he has become an
international phenomenon. He is now a member of Nitro Circus
(see below), has performed at numerous events and has spoken
and coached at camps for disabled children. Aaron’s passion lies
not only in the pleasure he gets from the sport, but also in the
chance to show people that challenges are opportunities.
Nitro Circus, which began as a small group of friends
producing videos of their stunts in a garage, is a group of
American extreme sportsmen who compete and perform
internationally. The list of sports they have taken to extremes
include FMX, BMX, skating and scootering. They are a diverse
group united by their love for taking risks and perform their
live events all over the world.
The Paralympics (Greek para = beside or alongside) is
the third largest sporting event in the world (as of 2019).
The games enable athletes with impairments to compete.
The first Paralympic Games took place in 1960 in Rome, with
400 athletes from twenty-three countries. Sixteen years later,
the first Paralympic Winter Games were held in Sweden. Both
Summer and Winter Games are held every four years, and
since the 1988 Summer Games and 1992 Winter Games, they
have been held at the same location as the regular Olympic
Games. Although sport activities for those with impairments
have existed for over 125 years, they did not become popular
until after World War II, when athletic competitions were
used as a form of rehabilitation and relevance for injured
veterans and civilians. The four values of the Paralympics are
courage, determination, inspiration and equality.
BMX is short for bicycle/bike motocross. It can be traced back
to the early 1970s in southern California, where children
raced their bikes on dirt tracks. The sport took off, and by the
mid-1970s bikes were manufactured especially for the sport.
BMX hit the UK in the early 1980s, but declined in popularity
by the end of the decade as the mountain bike became more
popular. Riders not only race, but also do a number of tricks
and stunts. The International BMX Federation was founded
in 1981 with the first world championships taking place the
following year. BMX became a fully recognised Olympic sport
for the 2008 Summer Games in Beijing.
3C LISTENING AND VOCABULARY
An emergency number system is actually only a relatively
recent phenomenon. In the days when operators were
responsible for connecting calls, they also serviced emergency
issues. In fact, when dialling became more automated, there
was concern that this lack of personal touch would actually
slow response time. The first locality to adopt a one-number
system was London in 1937. The number chosen was 999
because it was deemed difficult to dial accidentally. This was
later extended to cover the country. In the USA, citizens are
taught from a young age to dial 911 in case of emergency.
However, although it was introduced in the late 1960s, it only
became standardised at the beginning of the 1980s. Europe
was the last to follow suit when it adopted 112 as a standard
number for its states in 1991.
3F READING AND VOCABULARY
Minneapolis is the largest city in Minnesota, USA, resting on the
Mississippi River next to the state’s capital, Saint Paul. Together
with their suburbs, they form the Twin Cities metropolitan area,
one of the Midwest’s largest economic centres.
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 Cooperative farms are places where people share farming
and the costs associated with it. The types of responsibilities
vary depending on the agreement between the farmers.
Urban agriculture refers to any type of growing or raising food
within city limits. During World War I and World War II, citizens
in the USA and the British Commonwealth were encouraged to
grow food in any free space in and around homes in what were
called Victory Gardens. Not only did these gardens produce
almost half the nation’s food, but also enabled the people at
home to participate in the war effort, thereby building and
maintaining morale. More recently, local or urban gardens have
been used to help build community and provide options for
healthier eating, especially within low-income areas or large
cities with limited access to farm-fresh food. Urban agriculture
also increases sustainability. Currently, the city of San Francisco’s
department for the environment is developing a programme
they have named Victory Gardens 2007+. Its aim is to turn
unused urban areas into gardens and develop a chain of urban
farmers across the city.
Unit 4
4A GRAMMAR AND VOCABULARY
Windsor Castle is a royal castle located in Windsor, Berkshire,
England. Its construction first began under William the
Conqueror during the eleventh century. Being the largest and
oldest occupied castle, Windsor Castle is a popular holiday
destination for visitors to the UK, whom it welcomes throughout
the year. The Queen is also a frequent guest and enjoys
spending her private time there. The castle sits on 5.3 hectares
of land and serves as both a fortification and a little town.
4B READING AND VOCABULARY
Beyoncé Giselle Knowles (1981–) is an American singer,
dancer, actor, record producer and songwriter. She comes
from Houston, Texas, and has been singing and dancing
since she was a child. She became the lead singer of the
popular Destiny’s Child in the 1990s, which began her
life in the spotlight. In 2002 she appeared in her first film,
Austin Powers in Goldmember and has continued to appear
in films, although her focus is her music. Her first solo album,
Dangerously in Love, was released in 2003 and reached
number 1 on the US Billboard 200 chart. Destiny’s Child broke
up in 2006, but Beyoncé’s solo career has taken off with five
more solo albums. In total, she has sold over 100 million
albums. She has been in the headlines for her political
activism as well as charity work.
The Indian railroad lines cover 63,000 km and pass 6,800
stations, making it the third largest railway network in the
world; only Russia and China have more extensive passenger
rail service if we count kilometres. However, Indian trains
are often so severely overcrowded that you can even see
passengers travelling on the train roof or hanging out the side.
4D GRAMMAR
The state of Oregon is located on the Western Coast of the
USA, between California and Washington. It covers 254,806
km2 of diverse landscape, including larger cities such as
Portland and Salem, college towns, mountain resorts, beach
hideaways and farm and wine country. Like Washington,
the state is divided by the Cascade Range, with greener
landscapes and a more temperate climate on the western
half and a more extreme climate on the eastern half.
The state contains 195 parks and recreational areas.
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Siuslaw National Forest is located in the middle of the
Oregon Coast and covers over 2,500 km. It extends over
the Oregon Coast Range in places and includes the range’s
highest peak, Mary’s Peak. There are plenty of activities to
do in the park, from fishing and beachcombing to hiking,
camping and mountain biking.
Thor is a god in Germanic mythology. His name stands for
‘thunder’ and he is depicted carrying a hammer. Powers
associated with thunder, lightning, storms, oak trees,
strength, fertility and protection of mankind were attributed
to Thor. His persona continues to be used in comics, video
games, TV series and films.
The bald eagle is the national bird and emblem of the USA.
It is actually white-headed, not bald. There were concerns
towards the end of the twentieth century that this predator
would become extinct and it was placed on the list of
endangered species. Thankfully, that threat has been averted
and the bald eagle was removed from that list in 1995, and
from the list of threatened wildlife in 2007.
The Grand Canyon, located in the state of Arizona, USA, was
carved out by the Colorado River. It is 446 kilometres long, with
places reaching a width of eighteen miles and a depth of over
a mile. National parks and forests surround the canyon,
enabling about five million visitors each year. The South Rim is
open year-round, while the North Rim is usually only open from
late spring until early autumn. Activities include rafting, hiking
and even skydiving. There is also the glass-bottomed Grand
Canyon Skywalk on Hualapai Tribal lands, a twenty-one-metre
long horseshoe-shaped bridge overlooking the canyon. For
visitors who want to test their endurance, there is a twenty-four-
hour, 126-kilometre Grand Canyon Ultra Marathon.
The Lake District in Northwest England is located within the
county of Cumbria. With its lakes, mountains and forests, it is
a popular holiday destination. Apart from the National Park,
which was declared a UNESCO World Heritage Site in 2017, the
area also attracts students of culture for its connections with the
Lake Poets, including William Wordsworth and Beatrix Potter.
4E LISTENING AND VOCABULARY
Air pollution in Delhi, India, is a long-running problem.
According to the World Health Organisation (see below),
India’s capital has the worst air quality of any major world
city. It is so bad that an estimated 1.5 million people die
annually from smog-related illnesses. Approximately forty
percent of the air pollution is caused by cars, twenty percent
by dust, and just a bit less by industries. The worst time is
between October and December, due to the firecrackers set
off during Diwali and the cold weather. During the Great
Smog of Delhi in November 2017, the air pollution reached
and exceeded the limits of what is considered safe.
The World Health Organisation (WHO) employs over 7,000
people from more than 150 countries in offices around
the globe. They work with the United Nations to direct and
coordinate issues of health care. This organisation works
to reduce disparities in health care between nations. When
emergencies occur, WHO leads and coordinates international
response to provide health care, and works with nations to
reduce future risks.
Carpooling refers to the activity of sharing private transportation
to get to a common destination; for example, people in the
same neighbourhoods or towns may carpool to work. Typically,
drivers either take turns or share fuel costs. Carpooling is
encouraged by local governments and environmental groups as
it cuts down on emissions and reduces traffic jams.
CULTURE NOTES 207
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 4F SPEAKING
Tallinn is the capital city of Estonia. It is located on the
country’s northern coast and its Old Town is on the UNESCO
list of World Heritage Sites. In 2013 the city began making
public transport free to its registered residents.
4G WRITING
The Scottish Highlands are a historic region of Scotland
and one of the least densely populated areas in Europe.
This is due to the many mountain ranges, including
Ben Nevis, the highest peak in the UK. The Cairngorms are
a well-known mountain range in the eastern Highlands.
They officially became part of the Cairngorms National Park
in September 2003. Although there are no glaciers, snowfall
is not uncommon throughout the year and patches can
even be found in the summer. The mountains are popular
for a number of winter and summer sports, including ice
climbing, skiing, ski touring and hill walking. A funicular
railway has serviced the Cairngorm Ski Centre since late 2001.
The Isle of Skye is a large and rocky mountainous island
located the furthest north of all the major islands in the
Inner Hebrides archipelago in Scotland. It is well-known
internationally as the home of the Scottish Gaelic college
Sabhal Mòr Ostaig. It is also known for its folk music and as
the initial home of the Gaelic folk rock band Runrig.
Loch Tay is one of the largest freshwater lochs in Scotland,
located in the central highlands. It is nearly twenty-four
kilometres long and 150 metres deep.
Unit 5
5C GRAMMAR
Undergraduate/Bachelor of Arts programmes in the UK
generally last three years. Most students who take up
an undergraduate course are eighteen years old and have
completed their A-levels. Upon applying, students can
choose between a regular degree and a degree with honours.
Most choose a degree with honours as it gives a grade rather
than simply a pass-fail, as is the case with a regular degree.
Halls of residence in the UK provide students with housing
during their studies. Usually, the rooms are single-occupant
with a shared kitchen. Most residence halls do not consider
gender when housing students. This differs from American
practices, in which on most university campuses at least some
of the dorms (or floors) are segregated according to sex, with
specific visiting hours for people of the opposite sex.
5E LISTENING AND VOCABULARY
‘Gig economy’ is a term that was first used during the 2009
economic crisis. At that time, many of those who could not
find a steady job made money by taking on several part-time
jobs, similar to what a musician or comic does. Although the
economy has improved, this way of earning a living caught on
and has become popular with employers and employees alike.
While it is convenient in terms of scheduling, it causes some to
worry when it comes to the effect this type of work will have on
an individual’s health care and retirement options.
Zero-hour contracts are agreements between employees
and employers enabling on-call work without obliging
either side to provide or accept a given task. Such contracts
are frequent in seasonal work and in jobs where finding
a substitute or stand-in worker is often necessary, such as
education or health care.
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5F READING AND VOCABULARY
Sir Noël Peirce Coward (1899–1973) was an English
playwright, director and actor. He appeared onstage in
his first professional role in The Goldfish at age twelve.
As a playwright, he was both successful and controversial
throughout the 1920s and 1930s. His work for the stage
continued and he not only performed for troops, but also
unofficially spied for the Foreign Office. After the war, his
humour was a poor fit for British austerity, so he focused on
cabaret and TV performances in America. He was knighted in
1970, just three years before he died.
‘Blue-collar’ and ‘white-collar’ are terms used to distinguish
between manual and office workers. Use of the term ‘blue
collar’ to refer to trade jobs can be traced back to an article in
an Iowan newspaper in 1924. It provided a metonymic link
between the types of job workers perform and the colour of
clothing they usually wore, e.g. denim and different shades of
blue that hid dirt or grease stains. On the contrary, office workers
have historically worn white dress shirts. For a long time, there
was a stigma associated with blue-collar jobs, which tended to
require less education and offer lower salaries. However, this
is changing as the demand for skilled labour increases along
with a rise in lower-paid white-collar jobs.
5G WRITING
Applying to a UK university is done through the Universities
and Colleges Admissions Service (UCAS) website. Deadlines
for applications are strictly observed, while the following five-
step process is usually followed: 1 Candidates register with
UCAS. 2 They choose which course they want to study. 3 They
create a shortlist of universities which they like and which
offer their course. 4 They fill in an application, which includes
a personal statement (see below). 5 They wait for
the universities to respond.
A personal statement is a formal piece of writing which is
crucial to a successful university application in the UK. Personal
statements can be no more than 4,000 characters long and
represent the candidate’s opportunity to explain the reason
why they want to attend a particular university and choose to
pursue a particular line of courses. The statement also explains
why the university should choose this particular candidate.
Good things to include are volunteer or paid work experience,
skills and hobbies. The candidate should relate them back to
the course they want to study and to their future career plans.
When writing a personal statement, candidates are advised to
proofread their work, sound excited, and ask a trusted adult
for advice and feedback. Also, they should make sure that they
give themselves plenty of time and stick to the truth; there
is no need to stretch the facts as that could cause more harm
than good in the long run.
Primary/Elementary education comprises the first years of
a child’s formal education. In the UK, this is usually ages 4–11,
beginning with a type of pre-school. In the US, it includes
kindergarten (age 5) and grades 1–5 or 1–6 (ages 6–10
or 11). Upon completing primary education, students go on
to secondary education.
Unit 6
6B READING AND VOCABULARY
Clive Staples Lewis (1898–1963) was a British writer,
whose best-known work is The Chronicles of Narnia, a series
of seven fantasy novels. He grew up in a Christian church,
but abandoned his faith during adolescence, only to find
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 it again through the encouragement of friends, including
J.R.R. Tolkien. His renewed faith had a profound influence
on his writing. From 1954 until his retirement, C.S. Lewis
held the Chair of Medieval and Renaissance Literature at
Cambridge University. Apart from the Narnia stories, he is also
known for Mere Christianity, The Great Divorce, The Screwtape
Letters (letters between a demon and his apprentice) and
Out of the Silent Planet.
Trailer parks provide short- and long-term areas for trailers
and mobile homes. They are particularly common in the US and
they often draw retirees and families living on low budgets.
Some trailer or mobile home parks are restricted to people
over the age of fifty-five and serve as retirement communities,
perhaps with swimming pools, common social areas and even
a protective gate around the property. Others are stereotyped in
the same way as other lower-income housing projects and are
not as well-maintained.
Unit 7
7A GRAMMAR AND VOCABULARY
The World Dog Surfing Championships, officially called the
Norcal Dog Surfing Event and World Championships, are held
every year in Northern California, USA. The first competition
was held in 2016. There are different divisions according to
weight class, as well as tandem competitions. Money raised
by the event goes to a variety of charities for animals, surfing
and the environment.
7B VOCABULARY
Video/TV streaming services provide on-demand
entertainment through cable and satellite providers. Customers
pay either a monthly subscription fee or per-item fee. Examples
of such services include Netflix, HBO Go, iTunes, Hulu and Vimeo.
A trailer is a short film clip that introduces a film. It usually
includes a song from the soundtrack and scenes which will
spark potential viewers’ curiosity without giving away too
much of the plot.
A spoiler is a comment in a book or film review which hints
or reveals the story’s ending. Often posts on blogs and
Internet sites that discuss works of fiction will include the
warning ‘spoiler alert’ so that anyone who has not read the
text or watched the film does not have it ruined for them.
7D READING AND VOCABULARY
The San Francisco Museum of Modern Art (SFMOMA) is
an internationally recognised modern art museum in San
Francisco, California. It is famous for its collection of modern
and contemporary art, which fills 16,000 m2. SFMOMA is the
largest modern art museum in the USA and the first museum
of its kind on the Pacific West Coast.
Michelangelo di Lodovico Buonarroti (1475–1564) was an
Italian sculptor, painter, architect and poet. He is said to have
been one of the most influential Western artists, and vies for
the title of ‘Renaissance man’ with Leonardo da Vinci. From
1508 to 1512, Michelangelo painted the Sistine Chapel ceiling,
an exemplary piece of High Renaissance art. The detailed
ceiling includes a depiction of the Last Judgement and nine
illustrations from the Book of Genesis, the best known being
the iconic Creation of Adam. Michelangelo’s paintings reveal his
skill in painting a variety of human forms and expressions, and
are still used as models by art students.
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Leonardo di ser Piero da Vinci (1452–1519) was an Italian
polymath with a wide variety of hobbies and interests, including
invention, drawing, painting, sculpting, architecture, science,
music, mathematics, engineering, literature, anatomy, geology,
astronomy, botany, writing, history and cartography. He
competes with Michelangelo for the title of ‘Renaissance Man’.
One of his best-known works is The Mona Lisa, which is believed
to be a portrait of Italian noblewoman Lisa Gherardini, likely
painted between 1503 and 1506, but perhaps finished as late
as 1517. The portrait, one of the most valuable in the world, can
be seen at the Louvre Museum in Paris, where it has been since
1797.
Oscar-Claude Monet (1840–1926) was one of the founders
of French Impressionist painting, which focused on the
expression of one’s perceptions of nature. His aim was
to depict the French countryside, and he would paint the
same landscape several times to catch the way the lighting
changed and the seasons passed. Later in life, around 1899,
his focus changed to water lilies, which remained his source
of inspiration for the next twenty years. He died of lung
cancer at the age of eighty-six.
Andy Warhol (1928–1987), born Andrew Warhola, was
an American artist, director and producer. He grew up in
Pittsburgh, Pennsylvania. He first received recognition for
his artwork after an exhibition in the late 1950s. Warhol is
well-known for controversial art and his role in the pop art
movement. In his work, he explores the interaction between
artistic expression, celebrity culture and advertising. His studio
in New York was a gathering place for a variety of personas.
His art is quite valuable, the most expensive piece, Silver Car
Crash (Double Disaster), having sold for 105 million dollars.
Some of his other best-known works include Campbell’s Soup
Cans (1962) and Marilyn Diptych (1962). Empire, an eight-hour
single shot film of the Empire State Building during the night
of 25–26 July 1964, is one of Warhol’s most famous films.
The film has no narrator or characters; it is simply a footage of
the passage of day to night against the Empire State Building.
Damien Hirst (1965–) is an English artist, art collector and
entrepreneur. He is considered one of the UK’s richest living
artists – in 2010, his wealth was valued 215 million pounds.
Hirst was among the YBAs (Young British Artists) who took
over the national art scene in the 1990s. His work is often
controversial, its main focus being death and decay.
7E GRAMMAR
Talent shows are competitions in which contestants
perform a variety of special skills and abilities, from dancing
and singing to martial arts and acrobatic routines. Since
the late 1980s, talent shows have appeared as a form of
reality show, especially in the UK and the USA, and many
have international spin-offs. Examples include Idols (2001),
Dancing with the Stars (2004), The X Factor (2004), So You
Think You Can Dance (2005) and Got Talent (2006). Not only do
these programmes provide great entertainment to at-home
viewers, but they also give some very talented individuals
important exposure. Winners and contestants on these
shows have gone on to have successful careers.
7G WRITING AND VOCABULARY
Macbeth is a tragedy written by William Shakespeare which
warns of the danger of power-hungry ambition. At the
beginning of the play, Scottish general Macbeth and his friend
and fellow general Banquo are returning home from war.
On their way, they meet three witches with a message for
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 each: Macbeth will become Scotland’s king and Banquo’s
heir will be king – but Banquo himself will never sit upon
the throne. Macbeth tells his wife of this meeting and she
encourages him to make prophecy reality by killing King
Duncan during his next visit. One murder sets off a string of
violence, as Macbeth kills everyone he thinks may expose him,
including Banquo. Each act is worse than the previous until,
consumed by guilt, both Macbeth and his wife are dead.
Romeo and Juliet is a romantic tragedy written by William
Shakespeare. It tells the story of two young people from feuding
families who meet at a ball and fall in love. Through a series
of tragic events, the two lovers and three other characters end
up dead, leading the families to ultimately reconcile. The play
has been performed and modified many times, some very
close to the original, others adding a very modern context, as in
the 1996 American romantic crime film Romeo + Juliet.
The West End, a term that fell into use in the early 1800s,
is London’s centre of commerce and entertainment. In terms
of commerce, it rivals Midtown Manhattan (New York),
and rental fees for office space are among the highest in
the world. In terms of tourism, many of London’s main
attractions are there, as well as entertainment venues.
Unit 8
8A GRAMMAR AND VOCABULARY
Advertising regulations in US schools include such diverse
issues as naming sports fields and teams, choice of vending
machine products, types of free products given to schools,
placement of advertisement and items that can and cannot
be advertised. For example, political ads and ads for items for
products that minors cannot buy are not usually allowed.
Channel One News was an American daily news programme
which provided news broadcasts aimed at elementary,
middle and high school students and was accompanied by
commercial advertising for marketing in schools. The channel
shut down in May 2018.
8C VOCABULARY
Crowdfunding refers to a way of financing a project, charity
or initiative through small donations. Typically, this is done
via the Internet, and in 2015 it was estimated that over
thirty-four billion US dollars was raised in this way. Popular
crowdfunding websites include GoFundMe and Kickstarter.
8D READING AND VOCABULARY
Mesopotamia is a historical region located around the
Tigris–Euphrates river system and covers the area of land that
today belongs to Iraq, Kuwait, northern Saudi Arabia, eastern
Syria, and south-eastern Turkey. It is believed to be the site of
inspiration for the earliest and most important stepping stones
in human history: the Neolithic revolution from around 10,000
BCE, the invention of the wheel and developments in cursive
writing, mathematics and agriculture.
Bank of England is the UK’s central bank. It was founded in
1694 and as one of the world’s oldest banks, it has served as
a model for many modern central banks. The Bank of England
is the only bank that can issue banknotes in England and Wales
and oversees their issue in Scotland and Northern Ireland.
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8E SPEAKING
Escape rooms are locations for various physical adventure
and strategy games. Initially, they were inspired by video
games of the same name, and they are currently increasing
in international popularity. It is believed that the first escape
room was opened in Japan in 2007. The premise behind this
new form of adventure is that you and your team are locked
in a room – usually thematically decorated – with a challenge.
Together, you must find clues and solve a mystery to exit the
room within the given time span (usually fifteen minutes to
an hour). At the beginning, the game was largely based on
logic puzzles. Then hidden keys and codes were introduced.
Now, escape rooms take full advantage of modern technology
and include elaborate storylines. In most escape rooms,
the participants are not really locked in and someone is
supervising their activity from outside via camera.
Unit 9
9A GRAMMAR AND VOCABULARY
The Impossible is a Spanish–American disaster drama directed
by J.A. Bayona. It tells the horrific and miraculous real-life
story of the survival and reunion of a family of five on holiday
during the 2004 tsunami in Thailand. It was co-written by
the mother of the family, María Belón. Although the events
and emotions are true to reality, the writers and director did
change one crucial element: in the film, the holiday-goers are
from England, whereas in real life they were from Spain.
9F READING AND VOCABULARY
The Inner Hebrides are a group of islands off the west
coast of mainland Scotland. The archipelago comprises
seventy-nine islands, less than half of which are inhabited.
As the climate is mild, the main forms of income are tourism,
crofting, fishing and whisky distilling. The islands are
sparsely populated and have a population density of about
4.6 people per square kilometre.
Florence + the Machine are an English indie rock band
formed in 2007. They are known for their unique sound, which
is a combination of different genres, and Florence Welch’s
powerful voice. To some extent, the band owes its popularity
to media coverage, in particular from the BBC programme
BBC Music Introducing. They won Critics’ Choice at the Brit
Awards in 2009. The band has had a number of songs top the
charts and their third album made it to number one on the US
Billboard 200. The song Queen of Peace referenced in Lesson 9F
was released on the album How Big, How Blue, How Beautiful
and peaked on the UK singles chart at number 133.
Unit 10
10A GRAMMAR AND VOCABULARY
A criminal trial in the UK can take place at the Magistrate’s
Court or Crown Court, depending on the severity and type
of crime. Cases tried in magistrate courts are heard by three
magistrates, who are volunteers educated in the law and
assisted by a legal advisor in areas they do not understand.
They pass more complex cases onto the Crown Court, which
is overseen by a judge and decided by a jury of twelve fellow
citizens. The prosecution must prove the defendant’s guilt
beyond a shadow of a doubt. It is the prosecutor’s job to prove
that the defendant committed the offence for which he/she is
accused, not the defendant’s job to prove he/she is innocent.
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 10B VOCABULARY
Bail can refer to both the short-term release of a suspect
awaiting trial or to the money paid to secure that release.
For suspects who are deemed likely to escape, the bail is set
higher than for those who are less of a risk.
An electronic tag is an electronic device attached to
a person to monitor his/her location. It is used as a form
of punishment and/or to monitor someone on parole
(early release from prison).
A suspended sentence means that the defendant has been
found guilty, but the judge has decided to give him/her
a chance to reform before serving the sentence. If he/she
does not commit another crime during the probation period,
the sentence is usually dropped.
Community service as a punishment is similar to volunteer
work in that a person is helping out his/her community
without pay, but it is usually done in lieu of serving a prison
sentence. Types of community service can include picking up
litter, helping out at food banks or planting trees.
10D READING AND VOCABULARY
Glasgow is Scotland’s most populous city with over 600,000
inhabitants. The wider metropolitan area counts about three
times that number. Residents of Glasgow may be called
‘Glaswegians’ or ‘Weegies’. Glasgow is the third largest city
in the UK and the fifth most popular with tourists. It is also
important in terms of academic research. Not only is the
University of Glasgow the fourth oldest university in
English-speaking lands, but currently there are ten
universities within ten miles of the city centre.
Edinburgh has been recognised as Scotland’s capital since
the 1400s. Like Glasgow, it is also a city of education as well
as a tourist attraction. Its Old and New Towns are UNESCO
World Heritage sites. The city draws over one million visitors
from abroad every year, making it second in the UK only to
London. It is also second only to London in terms of bike
crime, with a forty-seven percent rise between 2016/17
and 2017/18. It is hoped that the new police programme,
Operation Agora, will help fix this problem.
The National Union of Students in Scotland (NUS Scotland)
is part of the National Union of Students and represents
approximately half a million students in Scotland. Students in
Scotland are automatically enrolled in and represented by this
organisation. NUS is a student-led movement that promotes
students’ desires: increasing university access to children of
poorer families, ensuring scholarships for nursing students
and loans for postgraduates. The leadership team includes
‘Liberation Officers’ (Women’s Officer, Black Students’ Officer,
LGBT Students’ Officer, Disabled Students’ Officer), as well as
a president, two vice presidents and eight Scottish Executive
Councillors. At national level, NUS has had some controversy
regarding increased politicisation, and some universities in
the UK have withdrawn from the larger body.  people who have recently become citizens; there may also
Colleges Scotland is an organisation that services the
colleges in Scotland and promotes university education.
10E SPEAKING
A student council is a group of students, usually elected by their
peers, who represent their classmates’ interests in meetings
with the school or university leadership. They may also plan
activities and act as a mediator between students and faculty/
staff. Student councils provide practical ways to teach students
how to be leaders and how to participate in a democracy.
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10F LISTENING AND VOCABULARY
Voting age is the minimum age when a person becomes
eligible to vote in public elections. The majority of countries
set it at eighteen. Austria lowered the minimum voting
age to sixteen in 2007, and for a long time was the only
EU country allowing such young voters to participate in all
elections. Malta, Scotland and some areas of Germany have
allowed sixteen- to eighteen-year-olds to vote in local
elections. In Scotland, they were also able to vote in the
2014 independence referendum. Reasons in support of the
youth vote are youth interest in politics and voter turnout,
both of which have been high in elections that were of
particular interest to the teens. Another issue is the ageing
population and a desire to create balance and provide a fair
representation of all citizens. What is more, and could be
viewed as favourable or controversial, the younger voters
tend to be pro-EU and pro-euro although they are less likely
than older generation to understand how the EU functions.
As a point of comparison, in Austria, it is the twenty-six- to
thirty-five-year-old age bracket that is the most sceptical
towards the EU. Thus, the move to include young voters
may be as much an effort to increase representation as it is
an effort to sway the vote.
The Scottish referendum on seeking independence from
the UK took place on 18 September 2014. The vote was close
(55.3 percent against independence; 44.7 percent for).
This referendum stood out for several reasons. Not only was
the question being asked pivotal to the future of Scotland,
but it also drew a voter turnout of nearly 85 percent, the
highest in the UK in modern history. Moreover, a significant
number of those voters were aged sixteen and seventeen,
raising a lot of debate about the proper voting age. The
two main campaigns in the election were ‘Yes Scotland’
(for independence) and ‘Better Together’ (for the union).
10G WRITING
Tweets are short posts on the social networking site Twitter.
The length of a tweet is restricted to 280 characters, including
spaces, URLs and hashtags (although links are automatically
counted as twenty-three characters, irrespective of the
actual length). The verb can be ‘tweet’ or ‘twitter’. It has been
suggested that the name ‘tweet’ was chosen because it is
reminiscent of the short chirps that birds make, and the symbol
of the Twitter app is a white bird on a blue background. Tweets
can comprise simple text messages, images, videos and links.
They can also include information about the senders’ location.
To carry on a conversation on Twitter, it is necessary to use ‘@
username’. It is also possible to ‘retweet,’ or forward a tweet.
A new option is poll tweeting, asking a question that any of
your followers can answer.
Citizenship Days are celebrated throughout the world.
They give citizens the opportunity to celebrate where they
live. Sometimes there are special celebrations to recognise
be community projects and activities to commemorate, for
example, the nation’s constitution (e.g. USA).
CULTURE NOTES 211
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 STUDENT’S BOOK AUDIO SCRIPT
Unit 1
1C LISTENING AND
VOCABULARY
1.3 Exercise 3 and 5, page 7
R = Riley B = Blake C = Christine
R: Welcome to Backstage, the podcast
where we tell you the truth about
working in the entertainment
industry. I’m Riley Preston, and
today I’m reporting from Channel 7
Studios, where we’re spending
the day with make-up artist Blake
Russell. Blake, thanks for letting us
follow you today.
B: You’re welcome.
R: You’re doing someone’s make-up
as we speak. Tell us, who’s this and
what are you doing?
B: Well, Riley, Channel 7 are filming
a new series at the moment and …
C: Shh!
B: Ahem! I can’t tell you anymore –
the details are secret – but this is
Christine, one of the stars.
C: Hi.
B: Christine has lovely smooth skin.
C: Why, thank you, darling!
B: But today we’re preparing her for
a scene where we see her character
as a much older woman. So, I’m
trying to make her twenty-five-
year-old face look seventy!
R: OK … Wow, not that easy!
B: So I’m adding some wrinkles, and
giving her bags under the eyes.
And I’m afraid, Christine, we’re also
giving you a double chin.
C: Oh. Do you have to?
B: At least you can wash it all off! One
day you’ll look like this all the time!
C: Thanks a lot, Blake.
B: You’re welcome! Christine also has
very full lips, so I’m … we’re making
those look thinner. We also need to
do something about these shaped
eyebrows and long eyelashes, but
I think we’ll let her keep her lovely
brown eyes.
C: You see? Now he’s just trying to
make me feel better.
R: So, Blake, you are clearly very good
at what you do. Do you enjoy it?
B: Well … I mean … I love it. You know,
most of the time. The best part is the
creative side of it. Yeah, and I really
enjoy choosing and organising all
the make-up and the equipment.
I spend several thousand pounds
a year on the stuff.
R: Wow. And do you have any heroes
in the business? I mean, anyone
whose work you really admire?
212 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 212
B: Oh, sure. Alessandro Bertolazzi.
His work is just, well, incredible,
really inspiring. The looks that he
created for the Joker and Harley
Quinn are unforgettable.
R: Mhm. And where do you see
yourself in the future?
B: Well, I’ve done a lot of TV, but not
many films, so I’d really like to work
on a film next, ideally one where
the actors need to be completely
transformed, so something like
a superhero film or …
1F SPEAKING
1.7 Exercise 3, page 11
See 1 page 231
Unit 2
2C VOCABULARY
1.12 Exercise 4, page 22
R = Reporter A–J = Science Museum
visitors A–J
R: What have you learned today at the
Science Museum?
A: I’ve learned that to invent
something life-changing, or to
do some truly original research,
it’s sometimes necessary to think
outside the box.
B: What have I learned? Oh goodness,
so much, but my mind’s gone blank.
I guess I’ve learned that we should
always think big, even if something
seems impossible.
C: I’ve learned that the planet is
a living organism and we need
to think seriously about how we
treat it. Oh, and after seeing the
part about industrial farming, I’ll
certainly think twice before I eat
meat again.
D: I loved the part about the gravity
and how it affects our everyday
lives. I’ve learned so much, and I’ve
made up my mind that I want to
study Physics.
R: What have you enjoyed most about
your visit?
E: I’ve enjoyed everything. For
example, there’s a tiny world of cells
that I know almost nothing about!
I thought science was a bit dull but
after today I’ve changed my mind.
F: If you think museums are boring,
this one will definitely make
you think again. The section on
radiation blew my mind.
G: I’m not really a fan of science
but I’ve enjoyed it. The part
about the deep oceans and the
water pressure down there was
fascinating. I think a visit to any
museum broadens your mind.
R: Was there anything you didn’t enjoy?
H: Well, not really but … oh yeah, stay
out of the cafeteria. You can’t hear
yourself think!
I: Hmm. Well, I didn’t think much of
the robotics exhibition. It seemed
a bit dated.
J: There was a lot of walking, which
I don’t actually mind, but some
people might. Anyway, think ahead
and wear comfy shoes and you’ll
be fine.
2E LISTENING AND
VOCABULARY
1.15 Exercises 2 and 4, page 24
P = Presenter SP = Simon Porter
P: Welcome to Upload, the weekly
science and technology podcast.
I have in front of me what looks
like a small space ship, or a large
and scary mechanical insect. It
is actually a drone, and it was
designed and built by drone
expert Simon Porter. Simon is
here today to talk to us about the
drone industry. Simon, you’re only
nineteen, but you are the founder
of a drone club, and have been
flying drones for many years.
SP: That’s right. I started when I was
fourteen and it blew my mind.
I knew straightaway it was the
hobby for me. I fly using first-
person view, so I put on these
goggles, and I can see what the
drone camera is seeing. Flying low
at high speed, or up into the clouds
feels and looks amazing.
P: I’m sure. I’d love to try it. And, you
also race drones.
SP: Yes, in fact, drone racing is one of
the areas where young people are
leading the way. You may have heard
of the UK’s Luke Bannister. He’s been
racing model aircraft since he was
ten, and became world drone racing
champion when he was fifteen.
P: Just fifteen?
SP: Right, and he won a quarter of
a million dollars when he became
champion – so, not too bad!
P: Not bad at all! And of course, drones
have many other uses, right?
SP: Oh yes. There’s aerial filming and
photography. Switch on the TV
these days and you don’t have to
wait long to see a shot taken with
a drone. Drones with cameras are
also used for map making. And then
there’s weather forecasting. And of
course, the police use them to help
with law enforcement; an eye in
the sky kind of thing. Similarly, they
are useful for search and rescue,
looking for survivors during floods
or after earthquakes.
29/08/2019 14:19
 P: And what about commercial
deliveries? Can you get your pizza
delivered by drone yet?
SP: Not yet, I’m afraid. There are a lot of
legal procedures and requirements
to be cleared up before commercial
drone deliveries become a part
of everyday life. However, we
do already use drones to deliver
blood and medical supplies to
communities far from hospitals.
P: And I have been reading that the
drone industry is dominated by
men. What about women in the
industry, Simon?
SP: Well, it is mostly men, that’s true,
but young women like Sally French
are helping to provide balance.
Sally runs a popular website
called Drone Girl. She writes about
developments in the drone industry
and drone law. Privacy and safety
are big concerns with drone
use. Sally’s a regular speaker at
industry conferences on this and
other drone related topics, and her
articles have appeared in The Wall
Street Journal and in The Economist.
P: Good to know it’s not all guys then.
Thanks, Simon. Now, over to …
1.16 Exercise 6, page 24
There are a lot of legal issues to be
sorted out before commercial drone
deliveries become a part of everyday
life. However, we are already using
drones to deliver blood and medical
supplies.
2F SPEAKING
1.18 Exercise 2, page 25
See 6 page 233
REVISION 2
1.20 Exercise 7, page 31
Good morning everyone. Tomorrow
is the day we have all been waiting
for. We’re going to the Digital Age
exhibition! I’d like to go over a few
important points about the trip. Firstly,
please don’t forget to be at school for
7.15 because the coach is leaving at
7.30. I know some of you can’t stand
getting up before 7, but I think it’s
a good idea to leave early to avoid
getting stuck in the traffic. Eight o’clock
or 8.30 would simply be too late.
However, I do have some good news!
Tickets cost fifteen pounds, but entry is
half price for groups like ours. Please
make sure you have the right change.
You need to bring some lunch money,
too. Five pounds should be enough.
The café at the exhibition centre is the
best I’ve ever been to!
Z02 High Note TB3 09593.indd 213
The exhibition is divided into different
sections. I’ve prepared a worksheet
about each, which I’ll give out on the
coach. Please remember to complete
them. I’ll also give you a feedback
questionnaire to complete in school next
week. Can you all please remember to
switch off your mobile phones as you
go in, too? This is because the exhibition
centre doesn’t allow people to take
photos. Personally, I think phones are
a distraction in general and I want you
all to concentrate. Finally, I’m sure some
of you think exhibitions aren’t nearly
as interesting as doing sport or playing
a computer game. If I’ve just described
you, think twice! This exhibition will
blow your mind! It’s very interactive.
You will watch videos, meet robots and
fly a drone! Unfortunately, we won’t be
able to see holograms due to technical
reasons. There have been a lot of
excellent reviews about it in the media
this month, so I’m really looking forward
to tomorrow and I hope you are too.
1.21 Exercise 8, page 31
1 Good morning everyone. Thank you for
Are you in search of a super-
sophisticated new gadget? Then search
no more. The XS5 watch phone boasts
a 1.4-inch touchscreen and it has a top
quality built-in speakerphone or you
can use it with a regular headset. Unlike
some of its cheaper competitors on the
market, it has very advanced HD voice
and video-calling features. You can
enjoy calls with excellent sound and
video quality. This dream phone is also
slightly bigger than its competitors to
enable easy screen navigation. It isn’t
the cheapest on the market by a long
way, but you get what you pay for!
2 a look at the first slide. Unlike rules about
This is such a cool device. Press this little
button here to start record mode. Can
you see it? It can take photos too. You can
either do this by using the icon on the
touchscreen or by clicking here. But you
can only do that if it’s in manual mode.
If you want to use the ‘locator’ function,
use the icon that looks like a house. It’s
really very simple once you get used to it.
Call or text me if you need more help.
3
The three-day Looking Forward
conference came to a close yesterday.
It was a great success yet again. This
year the focus was on educational
technology. Participants over the three
days could choose from talks on a wide
range of topics, from apps designed
for using smart phones in schools to
demonstrations of the latest interactive
whiteboard software. One of the most
popular talks was by James Drew, the
Managing Director of Gadget City, a new
company specialising in gadgets for the
twenty-first century classroom.
4
M = Man W = Woman
M: How about getting a kitchen robot?
Just think how much time it would
save us every week.
W: Well, I’m not sure if I want
a machine to do our cooking.
What’s more, however good it
is, I don’t think it would replace
home cooking.
M: Remember that delicious pasta
dinner we had at Janice’s the
other day?
W: It was very tasty, I remember.
M: Well, Janice didn’t cook it and
neither did Mark!
W: How do you know?
M: I saw their new robot at work!
W: Alright then. I suppose it’s worth
considering for when we’re really
rushed off our feet.
Life Skills 1–2
1.22 Exercise 3, page 32
coming. I’m Gemma and today I’m going
to be talking about school dress codes.
The purpose of my talk today is to outline
the reasons for not having a dress code
at school. Firstly, I’ll talk about freedom
and individuality and then I’ll say why
I think not having a dress code can teach
us important things that are useful in
the future. As you know, our school is
thinking about removing the dress code
for students and this will affect all of
us. I think it’s a good idea and I’d like to
explain why.
Let’s start with the freedom of choice.
So, what does a dress code tell us? Have
uniforms at school, which describe what
we must wear, a dress code tells us what
we can’t wear. For example, our school
authorities think that we shouldn’t wear
jeans with holes in them or very short
skirts and shorts. However, the dress code
doesn’t consider any fashion or the fact
that people have different styles and
tastes! I believe that we are all unique
and that we should have the right to wear
what we want. The clothes we choose
express our individuality and say a lot
about our personalities. Let me give you
an example. I was once sent home from
school because I was wearing a neon
bright yellow T-shirt with a skull on it.
The colour was awful, looking back, but
it showed that I am a person who likes
standing out in a crowd! Anyway, it turned
out that the school didn’t approve of the
skull on my T-shirt, and not my unfortunate
choice of colour! I do not have to tell you
how disappointed I was, because, after all,
I had the right to wear it!
STUDENT’S BOOK AUDIO SCRIPT 213
29/08/2019 14:19
 Let’s move on to my second point.
What can we learn from not having
a dress code? Let’s look at slide two.
Dressing appropriately is an important
lesson. We need to learn how to dress for
different occasions. For example, would
you wear the same clothes to a job
interview as you would to a party? This is
something we seem to know as we get
older, and experiment with different
styles and fashions. Naturally, we do
make mistakes along the way – take me
with my skull T-shirt – I stopped wearing
it a few weeks later by the way – but we
learn a lot from experiences like this.
My third point is that apart from
developing a sense of style, not having
a dress code teaches us how to respect
others. We learn not to judge people
by appearances. We realise that just
because somebody dresses in a certain
way does not mean that this is how
they are. For example, a person who
likes very casual and even scruffy
clothes is not necessarily disorganised
or untidy. So, it is important to look past
the clothes.
To conclude, I’d like to say that there
are good reasons why students should
be allowed to wear what they like to
school. First of all, we have the right to
express our individuality through the
choice of clothing.
In addition to this, we should be allowed
to make mistakes in order to learn how
to dress appropriately in the future.
Probably the most important thing to
learn is that clothes do not define who
we are as individuals. I hope you agree.
Thanks for listening. Now, have you got
any questions?
1.23 Exercises 6–7, page 33
So, let’s look at what we need to
remember about body language when
we’re giving a presentation. Firstly, think
about your posture. Stand facing the
audience. Keep an open body position
with your hands at your sides, shoulders
back, heads up. Keep your hands still,
and your feet too. Don’t fidget! This can
be very distracting. Also, stand in the
centre of the stage or the room. Don’t
stand to one side of the room or behind
the podium. Next, use gestures to
involve the audience. The best speakers
keep their palms open when they speak.
Sometimes you can give the ‘chopping’
gesture when you want to make
a point. Both hands moving down as if
you’re chopping or cutting something.
Remember – don’t point your finger at
the audience as it can look aggressive!
Thirdly, movement. It’s good to move to
keep the audience’s attention but not all
the time! Move forward when you make
a new point and backwards when you’re
adding an example or comment.
214 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 214
Finally, facial expression. We know that eye
contact is important – but don’t stare at one
person all the time. Scan the audience and
hold eye contact with several people for
a few seconds. You can use your face when
you speak. When you raise your eyes,
when you show interest, this makes the
audience more interested in your message
too. And – this is really important − don’t
forget to smile to show enthusiasm and
confidence. Remember – good body
language can help but the wrong body
language can do the exact opposite.
Finally, I’d like to add one last point –
whatever we do with our bodies while
we’re talking, perhaps the most important
thing is that it needs to look natural, and
not artificial! Thank you all and good luck
with your future presentations!
Unit 3
3B VOCABULARY
1.25 Exercise 5, page 36
Ja = Jackie Jo = John
Ja: Come on! It’s done me the world
of good. They’ve got great fitness
coaches and a …
Jo: No.
Ja: … and a terrific café with live sports.
Jo: Oh! That sounds good but no.
Ja: Why not?
Jo: Sport’s dangerous. You can hurt
yourself, you can get injured.
For example, one time my dad
dislocated his shoulder during
a rugby match! And when my
mum was a girl, she broke her
leg in two places when she was
playing hockey.
Ja: Yes, but …
Jo: And I banged my head really badly
one time when I scored a goal
at football. I hit my head on the
post. I was unconscious for several
minutes.
Ja: Yes, but …
Jo: Even jogging is dangerous!
My sister twisted her ankle last
week when she was jogging on
a rocky path.
Ja: But in a gym that …
Jo: And remember in the PE class last
month? You pulled a muscle in your
leg, didn’t you?
Ja: Yes, but that was only because
I didn’t warm up before I started
running. I know better now.
Jo No, sorry, Jackie but I think sport
and exercise are just too dangerous
for me. I might have a heart attack
or something worse.
Ja: Do you remember the time you
sprained your wrist when you fell
in the shower?
Jo: Ooh, yeah. I had to go to the doctor’s!
Ja: That proves my point – you can get
injured anywhere at any time.
Jo: OK, you win. I’ll give it a go at the
leisure centre.
Ja: Brilliant! I’m sure you’ll get into it.
3C LISTENING AND
VOCABULARY
1.26 Exercise 3, page 37
MH = Mrs Hope A = Alan S = Sharon
MH: OK, listen up. Today we’re going to
run six kilometres.
A: That’s too far!
S: Do we have to go that far?
MH: Don’t complain. You’ve run
six kilometres before. It’s not
a problem. Now, watch out, it’s
been raining and the ground’s a bit
wet so you shouldn’t run too fast.
I don’t want anyone to fall, OK?
A: Mrs Hope! Why don’t we stay in the
gym today?
MH: Oh, come on, Alan! A little rain
won’t kill you!
MH: Please remember to be careful on
the path near the river. It can be
dangerous there. OK? Let’s go.
1.27 Exercise 4, page 37
1
MH = Mrs Hope A = Alan
A: Mrs Hope! Can you …?
MH: Alan! What’s wrong?
A: Eric’s had an accident. He was
running on the path near the river
and he slipped and fell. He’s badly
hurt. He’s bleeding, I think he’s
broken his leg and …
MH: Is he unconscious?
A: Yes, Miss. Nobody had a phone, so
I offered to run back and find you. Can
you ring for an ambulance, please?
MH: Yes, of course. Now, calm down and
tell me exactly where he is.
2
O1 = Operator 1 MH = Mrs Hope
O2 = Operator 2
O1: Emergency services. Which service
do you require – ambulance, fire,
police or coastguard?
MH: Ambulance.
O1: Hold on. I’ll put you through.
O2: Ambulance service.
MH: Hello, I need an ambulance
urgently. A student at Redcross High
School has fallen and hurt himself.
He’s unconscious and he’s bleeding.
O2: Where exactly is the boy?
MH: He was running on a path above
the River Elk and he fell down to
the bottom of a hill. He’s about
a hundred metres west of the place
where the railway line crosses the
road to Newton.
O2: OK, the ambulance will be there as
soon as possible.
29/08/2019 14:19
 3 1.28 Exercise 5, page 37
MR = Mrs Ross S = Secretary
MR: Hello.
S: Mrs Ross, I have some bad news
about Eric.
MR: What’s happened?
S: He fell and hurt himself while he
was on a cross-country run.
MR: Oh no! Is he OK?
S: Well, we called for an ambulance
and Miss Taylor went with him to
the hospital. He was unconscious
for a while but …
MR: Oh no!
S: … but by the time they got to A&E,
he was awake and said he felt fine.
So please don’t worry.
MR: Oh! Thank goodness. Thanks for
telling me!
S: He’s at the Newton Hospital.
MR: I’ll go right away. Thank you.
4 That’s not like her. You’re the one
BD = Bus driver PO = Police officer
BD: … and then the woman drove her
car straight through the red light
and crashed into my bus. I couldn’t
do anything about it. I sprained my
wrist. It’s really painful. I shouldn’t
complain though. It could have
been a lot worse. I don’t know if
the woman was badly hurt or not.
There wasn’t much blood but the
man next to her looked terrible.
PO: She was probably driving too fast.
She was on her way to the hospital,
you see. Now, were there any other
vehicles involved in the incident?
BD Well, there was a motorbike, so
maybe you should talk to the driver.
He probably saw more than I did.
5 vegan options.
MR = Mr Ross E = Eric
MR: Hi, Eric. How are you feeling?
E: Hi, dad, I’m fine. Well, apart from
a few cuts and bruises, a broken
leg, a twisted ankle and a slight
concussion. The doctor says I can go
home tomorrow. How’s mum?
MR: She lost a little blood, dislocated
her elbow and banged her head.
She was in shock but she’s OK now.
E: How come she had an accident?
That’s not like her. You’re the one
who drives too fast. She usually
drives so carefully. Wasn’t she
looking where she was going?
MR: It was my fault. I fainted in the car.
She thought it was a heart attack or
something, so she …
E: Was it a heart attack?
MR: No, it was just stress, apparently.
Anyway, she took her eyes off the
road and that’s why she didn’t see
the bus.
E: Ah, right.
Z02 High Note TB3 09593.indd 215
BD = Bus driver MR = Mr Ross E = Eric
BD:  … and then the woman drove her
car straight through the red light
and crashed into my bus. I couldn’t
do anything about it. I sprained my
wrist. It’s really painful. I shouldn’t
complain though. It could have
been a lot worse. I don’t know if
the woman was badly hurt or not.
–––
MR: Hi, Eric. How are you feeling?
E: I’m fine. Well, apart from a few cuts
and bruises, a broken leg, a twisted
ankle and a slight concussion.
The doctor says I can go home
tomorrow. How’s mum?
MR: She lost a little blood, dislocated
her elbow and banged her head.
She was in shock but she’s OK now.
E: How come she had an accident?
who drives too fast. She usually
drives so carefully. Wasn’t she
looking where she was going?
MR: It was my fault. I fainted in the car.
She thought it was a heart attack or
something, so she …
E: Was it a heart attack?
MR: No, it was just stress, apparently.
3D GRAMMAR
1.29 Exercises 2–3, page 38
D = Daisy C = Colin W = Waiter
D: Have you been here before?
C: Yes, I have actually. I used to come
here a lot. It’s different now. They
didn’t use to have many vegetarian
dishes but now they’ve even got
D: How did you become a vegan?
C: Because of an accident.
D: What?
C: Yes, I used to be into winter sports.
I’d go skiing and snowboarding
whenever I could. But one day,
someone knocked me over on the
ski slope and I got a serious back
injury.
D: Oh, dear.
C: I had to give up skiing, so I took up
yoga. It did me the world of good,
it really helped my back. After
the yoga class, we’d often go to
a vegetarian café nearby and that’s
how I got into vegan food. It’s better
for your health, better for the planet
and better for animals, too.
D: Do you wear leather shoes or
clothes?
C: No, not any more. It wasn’t easy,
though. I used to love my leather
biker’s jacket and my cowboy
boots. I’d wear them almost every
day. But if you’re a vegan, you can’t
wear leather.
D: Hmm, never mind. Your canvas
shoes are very nice. I used to have
a pair just the same. I love that
shade of brown … Oh, I’m starving.
What are you going to have?
–––
W: Are you ready to order?
C: Yes, the onion and lentil pâté and
the mushroom lasagne for me.
W: What about you, Madam?
D: Can I have the rabbit pâté to start
and then a steak, please.
C: Hmm! This is delicious! What’s your
pâté like?
D: It’s nice … but it doesn’t taste like
rabbit. It tastes more like … lentils?
C: Oh, no!
D: Waiter!
3E SPEAKING AND
VOCABULARY
1.32 Exercise 2, page 39
See 9 page 234
Unit 4
4A GRAMMAR AND
VOCABULARY
2.1 Exercise 5, page 49
Welcome to Travel Plus’s podcast with
advice for first time flyers. Follow our six
steps for a fantastic flight.
Step one: Book a flight. You should book
your flight as early as possible to get
the best price. Passengers can usually
choose an aisle or a window seat, so
think about which you prefer: a beautiful
view or easy access to the toilets.
Step two: Packing. You mustn’t bring
any dangerous items with you in your
luggage. Check your airline’s website for
details and weight limits.
Step three: On the day. Arrive at least
two hours before your flight. You really
ought to set off early in case there are
delays on your journey to the airport.
If you get stuck in traffic, the plane won’t
wait for you.
Step four: At the airport. Check in with
your airline. Remember, you can’t leave
your luggage unattended, or it might
be destroyed. Once you have a boarding
pass, you may go through security.
Forty minutes before your flight departs,
go to your gate.
Step five: On the plane. Find your
seat and put your hand luggage in
the overhead locker. Sit down and
fasten your seat belt. Switch your
phone to flight mode, watch the safety
demonstration, then sit back and enjoy
your flight.
STUDENT’S BOOK AUDIO SCRIPT 215
29/08/2019 14:19
 Step six: Towards the end of the flight, you
will have to put your seat in the upright
position, fold away your tray table and
raise your window blind. Listen to the
announcements and follow the cabin
crew’s instructions. Happy landing!
4C VOCABULARY
2.4 Exercise 4, page 52
S = Suzy A = Alice
S: Hi, Alice. All packed?
A: Yep. I found a really useful packing
list online.
S: So you won’t forget your
toothbrush?
A: Ha ha. I’ve got all the essentials,
I think. I’ve got sunblock so my
beautiful fair skin doesn’t get burnt
in that hot sunshine.
S: Ha ha. I’m so jealous. I need some
quiet time and some sun! I wish
I could escape the crowds and go
off the beaten track for my holidays.
Are you stopping off somewhere on
the way?
A: No, I’m taking a direct flight to
Portland.
S: What time do you have to set off?
A: Well the flight is at 4 a.m., and
it takes twelve hours. The time
difference is eight hours – behind
I mean, so I’ll reach my destination
at 8 a.m. local time.
S: Have you got a travel pillow so
you don’t get a stiff neck? And you
ought to take some ear plugs in
case it’s really noisy on the plane
and you can’t hear yourself think.
A: Yep. They were on the list.
S: And have you got some insect
repellent? I read that Oregon has
some very hungry mosquitoes.
A: I have. And I’ve got a little first aid
kit in case of minor injuries.
S: Good plan. Have you got
a guidebook? How are you going
to find your way around? You don’t
want to get lost, do you?
A: I’ve got my phone so I’ll be fine.
S: OK, and are the electric plugs the
same or do you need a travel
adapter?
A: Not the same, but I’ve got one,
thanks.
S: You’re welcome. All I ask for in
return is a few photos.
A: No problem. I think I’m ready.
Anyway, for the first night I’ll be
staying within easy reach of the
shops so if I forget something …
S: Listen, have the best time! And let
me know you’ve arrived safely.
A: Yes, Mum.
216 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 216
S: Mum?!? Cheeky monkey! It’s only
because I …
A: I know, I know. I’ll miss you.
See you in a couple of weeks.
4E LISTENING AND
VOCABULARY
2.8 Exercises 2–3, page 54
B = Brian
B: Thank you, Sandra. Now, the air we
breathe in London is not always
as fresh as it should be but it’s
even worse in other places. The
air pollution was so bad in Delhi,
India in November 2017 that they
closed schools and offices and
recommended people to stay
indoors. They cancelled trains and
flights, they stopped all building
work and the government even
banned the sale of fireworks.
They had to cancel a cricket match
because the players couldn’t
breathe. There were many road
accidents because the smog
was so thick drivers couldn’t see
the vehicles in front of them.
Doctors declared a public health
emergency. The air pollution
levels were ten times above the
recommended limit. This is not
unusual. According to the World
Health Organisation, the air quality
in Delhi is worse than in any other
major city in the world. Breathing
such toxic air is dangerous. A study
by Greenpeace claimed that air
pollution causes the death of 1.2
million people in India every year.
Fortunately, air pollution here in
London is not nearly as bad as it is
in India. But it’s not good, either.
The main cause is the burning
of fossil fuels in vehicles. Some
reports estimate that eighty percent
of air pollution is caused by exhaust
fumes from petrol and diesel
engines. This is not sustainable.
What can we do about it? Well, we
can’t stop breathing, obviously.
We could stay indoors as much as
possible and wear masks when we
go outside. Or we could get smog
apps to tell us when the air quality’s
good enough to go for a walk.
But surely the best way to protect
our health and defend our quality
of life is to stop polluting the air
and to use renewable energies and
means of transport that are good
for the environment. We want your
ideas on how to do that so please
try to think outside the box and call
us on 02079460539. That’s 0207 …
2.9 Exercise 4, page 54
B = Bryan M = Monica C = Ciaran
Mi = Michelle
B: Our first caller is Monica from
Huddersfield.
M: Hi, Bryan. We should look at what
they’re doing in Europe. I was in
Holland recently and everybody
cycles. There are bikes everywhere.
B: Why is that?
M: I think the main reason is that there
are lots of really good bike lanes,
so cyclists don’t need to ride on
the roads or the pavements. They
can, but they don’t need to. We
just don’t have enough bike lanes
in this country and the ones we
have aren’t good enough. Another
reason is there are plenty of safe
places to park bikes in Holland but
here it’s often hard to know where
to leave your bike.
B: I see. What do you think of …
–––
B: Go ahead, Ciaran.
C: I think cars are the solution.
B: Cars?
C: Yes, electric cars, well, electric
vehicles of all kinds, and hybrid
vehicles, too. There are phone apps
that can help you hire electric cars.
That means people can share cars and
that cuts down congestion, you know,
the traffic jams aren’t as bad and …
B: The same is true of carpooling.
C: Yeah, but electric vehicles are
better because they’re silent so
they reduce noise pollution and
that’s also something we need to
do. I think it’s really important …
–––
B: Michelle, you’re a pedestrian,
is that right?
Mi: Yes, the best way to get around is to
walk. It’s good for your health too.
But there’s a problem with respect.
B: What do you mean?
Mi: Well, last week I got knocked down
on the pavement by a cyclist and …
B: I hope you weren’t hurt.
Mi: No, I was fine. I asked the cyclist
why he was riding on the
pavement and he said he doesn’t
feel safe on the roads ’cause it’s
dangerous. I don’t think we should
ban cyclists from pavements,
but some cyclists don’t respect
pedestrians, and drivers don’t
respect anybody. They park on bike
lanes and pavements, they don’t
give way to cyclists at junctions or
to pedestrians on zebra crossings,
they don’t respect the speed limit
and they go through red lights.
We need more respect.
29/08/2019 14:19
 4F SPEAKING
2.10 Exercise 3, page 55
See 13 page 236
4G WRITING
2.13 Exercise 5, page 57
D = Damian CC = Clare
D: Hello.
CC: Hello, I’d like to speak to Damian
Hartley, please.
D: Speaking.
CC: Oh, hi, Damian. This is Clare Cooper
from AYE expeditions. I got your
email and I reckoned it would
be easier to answer your queries
with a quick phone call rather than
writing an email.
D: Oh, yes, that’s great, very kind of
you, thanks.
CC: No problem. Well, the good news,
Damian, is that there is a place on
the climbing expedition for you.
D: Oh, fantastic. I’m so pleased.
CC: As you know, we don’t normally
accept anyone under the age of
sixteen but we talked about your
case and decided that since your
birthday is during the expedition,
we can make an exception for you.
D: Thank you. I really appreciate that.
CC: And you don’t need to worry about
your exam. Well, maybe you do
need to worry about your exam
but you don’t need to worry about
getting back home in time to do it.
We’ll be back in Stirling by twelve
o’clock on Sunday the eighth and
there are plenty of trains going
south during the afternoon.
D: Great.
CC: What else? Oh, yes, vegetarian
options? Yes, definitely. That’s no
problem.
D: Good.
CC: And your last query was …
D: About fundraising. I mean, I’ve
found some ideas online but I’d like
to see the fundraising ideas that
you recommend.
CC: Yes. I’m sorry. The fundraising page
was under construction. We were
updating the site but that page is
up and running now so you can just
visit the website and check out the
advice we give.
D: OK, I’ll do that. Thanks.
CC: Have you got any other questions,
Damian?
D: No, I don’t think so.
CC: OK, well, great. We’re looking
forward to seeing you in Stirling on
Sunday the first of July. Don’t forget
to bring warm clothes. It can be
cold in the Highlands any time of
the year.
Z02 High Note TB3 09593.indd 217
D: OK, I’ll remember that. Thanks for
phoning. Really.
CC: No problem. OK. Bye, then.
D: Bye.
Mum! They’ve accepted me for the
expedition in Scotland!
REVISION 4
2.14 Exercise 8, page 61
1 the crack of dawn. And before I even get
On behalf of Best Holiday Tours, I’d like
to welcome you all to Rhodes – the
beautiful capital of the Greek island of
Rhodes, the sunniest place in Europe!
My name is Andrea Hill and I’m your tour
manager. Right now, we are taking you
to your hotels. Our first stop is the Sunset
Beach Hotel, which we will be arriving at
in about twenty minutes. The second and
last hotel on our list – the Golden Sand
Resort – is another ten minutes away.
I hope you will enjoy your stay here!
2 Life Skills 3–4
P = Presenter AW = Angela Wilson
P: Now it’s time for the traffic news with
Angela Wilson. What’s happening on
the UK motorways, Angela?
AW: It’s quite busy, as usual for this time
of the day. There are hold ups on
the M25 due to fog. Moving further
north, there are queues on the M26
too. This time the delays are not
caused by a car crash. Apparently,
there was a stray cow there on one
of the lanes!
P: Thank you, Angela. A cow? That
doesn’t happen very often on the
M26, does it? Next, we’ve got the
news at 9 o’clock. Don’t go away,
we’ll be right back.
3 to improve your health and live
We apologise for the delay to flight 285
to Edinburgh. The technical problem
has been resolved and the flight is now
boarding at gate 14. Will all remaining
passengers please proceed to gate 14
immediately. The final engine checks are
being completed and the captain will
order the doors of the aircraft to be closed
in approximately fifteen minutes’ time.
I repeat: will all remaining passengers on
the delayed flight 285 to Edinburgh go to
gate 14 immediately. Thank you.
4 environment further. Raising animals
M = Minnie J = James
M: Hi, James. How’s it going?
J: Great thanks. Hey, you know I’m off
to the USA tomorrow, don’t you?
M: Yes, I remember. I’m jealous! Are
you ready?
J: Just about. I’ve bought a new travel
adapter because I left my old one
somewhere. And I’ve got a phone
charger and a power bank. You
know, all the practical stuff.
M: How long’s your flight?
J: Well, that’s it. Eight hours! I’ve
never been on a long-haul flight
like this before. I was wondering if
I could borrow your travel pillow.
Would you mind?
M: No problem. Come round later, OK?
J: Thanks a million!
5
To start with, my flights are often
ridiculously early, so I have to get up at
on a plane, I have to battle through city
smog and motorways polluted by diesel
cars driven by people who have no
concern for the environment! However,
once I get to the airport, I manage to
relax and have breakfast in the executive
lounge, which is rather nice! But, still,
there’s a lot of waiting around. I used
to find flying exciting, but now it’s just
a way of getting from A to B.
2.15 Exercises 5–6, pages 62–63
S1 = Speaker 1 S2 = Speaker 2
S1: Today I hope to persuade you to
agree that becoming a vegan is
definitely a good idea. I, as the first
speaker, will be talking about the
health benefits of such a diet as well
as the damage meat production
causes to the environment. My
colleagues will later discuss animal
rights and ethics. To begin with,
we’d like to point out that many
people now suffer from various
health problems because of a poor
diet full of fat, and low in fruit and
vegetables. It is our belief that going
vegan is actually the optimal way
a longer life. It contains only super
healthy and nutritious foods, such as
whole grains, beans, nuts, oils, fruit
and vegetables, that we need to feel
well and be full of energy. What’s
more, recent research has shown that
vegans are generally thinner and
at lower risk of heart disease than
people who consume meat products.
Let me come to my second argument.
If we continue to produce so
much meat, we shall damage the
requires using a lot of resources such
as vast areas of land, energy and
water. Also, when cows digest plants,
they produce methane − a toxic
greenhouse gas that contributes to
global warming. Let facts speak for
themselves: no other human activity
has such a harmful effect on the
environment! So, to sum up, a vegan
diet is not only a healthier option. It is
clearly better for the environment to
eat less meat.
STUDENT’S BOOK AUDIO SCRIPT 217
29/08/2019 14:19
 S2: We’re going to speak against
the motion that a vegan diet is
beneficial for everyone. First, I will
talk about the dangers to our
health. I shall also argue that
a vegan diet is not necessarily
good for the environment. The next
speakers will explain why it is also
impractical and rather unnatural.
To begin with, a strict vegan diet
is hardly a healthy way to eat, so
it’s difficult to imagine that it’s an
eating plan we should all adopt.
It is almost impossible to get all
the important nutrients, especially
proteins and some vitamins, on
a diet that is based on plants alone.
New studies confirm that vegans
often suffer from various health
problems such as memory loss, dry
skin, or tiredness. They also need to
take lots of supplements and plan
their meals very carefully.
We are convinced that what we
need to be healthy is a balanced
diet which includes plants as well
as animal products.
My second argument is about the
environmental impact of a vegan
diet. More and more people go
vegan because they are concerned
about the environment. However,
they rarely ask the question where
all the exotic fruit and vegetables
they buy come from. The problem
is that many of these foods such as
avocadoes, mangoes, goji berries
or quinoa need to be transported
from different parts of the world,
which increases CO2 emissions.
So, in fact, buying a burger which
comes from a local farm is much
better for the environment than
eating an avocado that travelled
from another part of the world! To
conclude, let me stress that a vegan
diet can not only be dangerous to
human health, it also has some
environmental costs.
Unit 5
5C GRAMMAR
2.19 Exercise 2, page 66
N = Natalie T = Tom D = The Dean
N: Tom! Sorry! What time is it? 8.45?
So I’m only fifteen minutes late!
T: Morning. You’re always fifteen
minutes late! I told you 8.30
on purpose.
N: You know me so well. Coffee?
The café opens at nine o’clock.
T: I’m sorry to disappoint you but
at nine we’ll be listening to the
welcome speech. It starts in
five minutes.
218 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 218
N: Hmm. 9.15 then?
T: I’m afraid we won’t be drinking
coffee at 9.15 either. According to
my plan, at 9.15 we’ll be exploring
the campus and the library. The tour
starts at ten past.
N: After that?
T: I’m going to queue for the talk on
Veterinary Medicine.
N: Wow! You’ve got it all planned out,
haven’t you? Will they be doing
other subject talks at 10?
T: You want English Literature, right?
Let’s have a look. Yep, also at 10.
Room 141.
N: Perfect. What would I do without
you, Tom?
T: Ha! So we’ll have finished the talks
by 11 and we could go for coffee.
N: What a great idea! I’ll have had
enough of open day by eleven
o’clock anyway.
T: Had enough? Are you joking? It’s the
sports facilities at 11.30, followed
by lunch. Then at one o’clock, I want
to visit the information desks and
talk to a student ambassador. Then
at two we’re touring the halls of
residence.
N: What? I thought this was basically
a day off!
T: Shh. It’s starting.
D: Ladies and Gentlemen. Welcome to
Langchester open day. For the next
four years you will be studying for
your undergraduate degrees. It is
a time that most people remember
forever. We hope that by the end
of today, you will have decided to
spend that time here at Langchester
University. Now, I know most of
you probably have a detailed plan
already, but just let me go over
some of the main events and times
of the day.
5D SPEAKING
2.21 Exercise 3, page 68
See 15 page 236
2.22 Exercises 4–5, page 68
See 16 page 237
5E LISTENING AND
VOCABULARY
2.24 Exercises 3 and 6, page 69
R = Rosa MC = Mike Connolly
R: Today we’re talking about the world
of work: how it’s changing and how
it might change in the future. With
me is economist Mike Connolly.
Welcome to the show, Mike.
MC: Thanks, Rosa.
R: There’s a lot of talk about the gig
economy. What is it, exactly?
MC: Well, the term ‘gig economy’
dates from the financial crisis of
2009. It describes an economy in
which it’s difficult for people to
find full-time jobs with permanent
contracts. Many people, especially
the young, have several part-time
jobs or change frequently from one
temporary job to another.
R: Many gig economy workers are
self-employed, right?
MC: Yes, employers want flexibility
so they employ a lot of freelance
workers who hire out their time
to different companies. Employers
also prefer to pay their workers
only when they need them. That’s
why many companies offer zero-
hours contracts. These are contracts
in which you agree to work for an
employer but the employer doesn’t
guarantee you any work.
R: And of course, if you don’t get any
work, you don’t get any money.
MC: Yes. Unpaid shifts are becoming
more common, too. That’s when
you agree to work for a certain
time, a day or a week, for no
payment.
R: That sounds good for the employer
but what’s in it for the worker?
MC: Well, you have the opportunity to
show that you’re the right person
for the job, which is good. And you
might end up getting the job, which
is better. But you could end up with
no money and no job at the end of
your shift, and that’s not so good.
R: The gig economy isn’t all negative,
is it?
MC: Of course not. There are
advantages. For a start, you get
a lot of work experience in all sorts
of jobs. And if you work freelance,
it may not be necessary for you to
commute, you may be able to work
from home. Instead of a routine
nine-to-five job, you are your own
boss. You’re free to decide when
and where to work.
R: Like a musician playing gigs?
MC: Exactly. However, as most
musicians will tell you, you don’t
turn down gigs because you never
know when the next one will come
along. So of course, there are also
disadvantages to working in the gig
economy. You may have to work
long hours for low wages without
getting paid overtime or holiday
pay, even working around the clock
when you have a deadline to meet.
And at other times you may not
have enough work or earn enough
money. Even so, it’s probably better
than being unemployed.
29/08/2019 14:19
 R: How many people work in the gig
economy?
MC: In the last twelve months, 4.4  per
cent of people in this country have
worked in the gig economy, that’s
2.8 million people, and over fifty
per cent of them were young,
aged from eighteen to thirty-
four. Unfortunately, I’m afraid
this tendency towards part-time,
temporary work will almost certainly
continue in the future.
R: Thanks, Mike. Now, if you work in
the gig economy, call us now on
0161715286 and tell us about your
experiences. That’s all for today
and …
2.25 Exercise 7, page 69
R = Rosa C = Carla MC = Mike
Connolly
R: And our first caller is Carla. She’s an
Italian living in Manchester and she
has several jobs. Hi, Carla.
C: Hello.
R: How many jobs do you have?
C: I’ve got three different jobs. During
the day I work as a freelance
translator. I translate from English
to Italian. But that’s only part-time
and I don’t earn enough money
with that to live in London so three
evenings a week, I work as a salsa
instructor in my local sports centre.
It’s great fun. And I also work as an
entertainer at a …
R: An entertainer?
C: Yes, I perform magic tricks, tell
stories and sing songs at children’s
parties.
R: What’s it like having so many jobs?
C: It’s very tiring but I think I’m lucky
because I’m working at things that
I’m good at and that I love doing.
R: What are your working hours?
C: The salsa classes are from six to
eight on Mondays, Wednesdays
and Fridays. The children’s parties
are usually at the weekends, but
I sometimes do them on Tuesdays
or Thursdays after school hours.
And I do the translating whenever
I can, especially in the mornings.
R: Do you sometimes need to meet
deadlines in your job?
C: Yes, translators have to meet
deadlines all the time so
I sometimes have to work at night.
R: Do you accept every job that comes
along?
C: No, I don’t accept every job, but
I find it hard to turn down work.
MC: Hi, Carla, Mike Connolly here.
Do you ever get paid overtime?
C: No. Well, yes, occasionally, if one of
the other instructors is ill, I’ll work
their shift.
Z02 High Note TB3 09593.indd 219
MC: Do you think you’ll end up getting
a full-time job with good pay
one day?
C: Probably, but I’m not really looking
for one right now. I like the variety
I have with my three jobs. I mean,
I never get bored and I often …
5G WRITING
2.27 Exercise 2, page 72
To go on to higher education and apply
for a place at a UK university, you have to
write a ‘personal statement’ to go with
your online application. In it, you’ve got
to write about yourself, explain your
interest in a particular course and say
why you deserve to receive an offer.
This all needs to be done in a formal but
enthusiastic style. No wonder it gives
some school-leavers nightmares!
Your personal statement should scream
‘choose me!’ You should explain
why you’re excited about the subject
you want to study. Did you read an
interesting article, watch an inspiring
lecture or complete a fascinating project
at school? Remember, if you aren’t
enthusiastic about your subject, you’ve
probably chosen the wrong course.
Your personal statement should provide
evidence of your knowledge, skills and
achievements. Do you have relevant
experience from education, work or
other activities? Did this experience
teach you to be a good communicator,
leader, or essay writer? How do these
skills make you a better candidate for
your chosen course?
A good starting point is to write down
anything and everything connected with
your passion for your chosen subject and
why you feel you would be good at it.
Use these notes to write your first draft.
Unit 6
6A GRAMMAR AND
VOCABULARY
2.29 Exercise 5, page 79
J = Jodie P = Paul L = Louise
D = Dylan
J: Good news! They’ve cancelled my
concert.
P: That’s not good news!
J: It is for you.
L: She’s right! If the concert’s off, we’ll
be able to go to Paris!
P: Yeah, well, we would be able to
go to Paris if Dylan didn’t have
a match.
J: He’s not playing.
P: What? Why not?
J: Because he’s got a lot of studying
to do.
L: Dylan! If you didn’t want to play,
why didn’t you tell us?
D: I …
P: I don’t think that’s a good idea,
Dylan! You won’t become a good
player if you start missing matches.
D: I …
J: If I were you, I’d book your tickets
straightaway.
L: You’re right. If we don’t book soon,
the price will go up.
P: OK. I’ll call your gran.
J: Gran? Why?
P: Well, if your gran can’t look after
you, we won’t be able to go to
Paris.
J: Oh! OK, fine.
P: Wait a minute! All of a sudden, the
two of you seem terribly keen for
us to go away for the weekend.
Why?
J: Because you never go away on
your own and we just want you to
have a great wedding anniversary!
D: Yeah, you really deserve it.
L&P: Oh, thanks kids.
6B READING AND VOCABULARY
2.32 Exercise 8, page 80
In 2009, a couple in England found
a lottery ticket on the ground outside
a shop. There was no one around so they
picked it up and took it home. Later, they
found out that they had the winning
number. It was worth a lot of money. They
wondered what to do. Should they take it
back to the shop and try to find the rightful
owner of the ticket? Or should they keep
the money for themselves? They decided
to keep the money. After all, they thought,
nobody could possibly know it wasn’t their
ticket. So, they returned to the shop and
cashed in the prize. However, the person
who lost the ticket knew the number of
the winning ticket, the time he bought it
and the shop where he bought it. It was
clear the ticket didn’t belong to the couple.
When they tried to get the money, the
police arrested them for stealing. At the
trial, the judge gave them an eleven-
month suspended sentence, which meant
they would only go to prison if they
committed another crime.
STUDENT’S BOOK AUDIO SCRIPT 219
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 6C LISTENING AND
VOCABULARY
2.33 Exercise 2, page 82
P = Presenter
P: Welcome to the Money Show.
People in the UK spend over
7 billion pounds a year on lottery
tickets, yet there is only a 1 in
45,000,000 chance of winning the
largest prize, or jackpot. To put that
in perspective, you are more likely
to become an astronaut, win an
Olympic gold medal, get struck by
lightning or win an Oscar. Of course,
a few lucky winners do take home
huge amounts of money. But does
it make their dreams come true, or
does it ruin their lives? Today, we
take a look at how careful choices
can make a lottery win a good
thing and how poor choices can
lead to unhappiness.
2.34 Exercise 4–5, page 82
P = Presenter DG = Dale Glover
P: … we take a look at how careful
choices can make a lottery win
a good thing and how poor choices
can lead to unhappiness. With us
is Dale Glover, author of After the
Jackpot. Dale, unlike most books
about lotteries, this is not a guide to
winning, is it?
DG: No. The book tells the stories of
some of the biggest lottery winners
in recent history and examines how
winning changed their lives for
better or worse.
P: And did you find the answer to the
old question of whether money
buys happiness?
DG: Well, many winners discover that
material possessions don’t bring
them satisfaction, and that the
lifestyle they thought they wanted
doesn’t actually suit them. For
example, UK teenager Jane Park won
a million pounds when she was only
seventeen. Her initial excitement
quickly turned to sadness and now
she’s sorry she won.
P: Really?
DG: Jane made some poor choices.
She bought an expensive car, but
was ashamed to drive it because
people stared at her. She went
on a luxurious holiday, but felt
embarrassed because the other
guests at the hotel were not like her.
She even bought two properties,
generally a wise investment, but
then moved back into a small flat
with her mum because she was
lonely. I’d say Jane’s story shows
that the luxurious way of life many
of us think we want, can actually be
a disappointment.
220 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 220
P: I think our listeners might find
it difficult to feel sympathy for
a lottery winner.
DG: Well, like many winners, Jane’s
relationships have also suffered.
She has the same friends, but
finds it harder to get on with them
now. It’s also hard for winners like
Jane to trust new people. They
find themselves asking ‘are they
interested in me, or my money?’
Jane and others have even faced
cyberbullying from strangers who
are jealous. For some winners,
this envy can even affect family
relationships, though thankfully
not in Jane’s case.
P: Presumably some of the people
in your book have made better
choices and are enjoying their
wealth.
DG: Absolutely. Firstly, many winners
choose to remain anonymous.
A good example is the eighteen-
year-old who won 22 million
pounds in 2013, the biggest win
ever by a UK teenager. He has given
generously to charity, also a good
choice, and no one knows who he
is, so he has avoided the pressure
of media attention. The winners
whose dreams have come true
have often thought ahead, taken
financial advice and made good
investments. Many older winners
stop working, but experience
has shown it is wise to stay active
through travel, an interest, or
charity work. With millions of
pounds in your pocket and nothing
to do, it’s easy to take up unhealthy
habits.
P: I’m sure. Of course, another option
is to just give it all away, ha!
DG: Well, in 2017, a nineteen-year-old
in the US won half a million dollars.
He invested $5,000 dollars himself
and gave the rest to his parents to
thank them for everything they had
done for him and his sister.
P: How wonderful!
6E SPEAKING
2.36 Exercise 2, page 84
See 20 page 238
2.37 Exercise 3, page 84
See 21 page 238
REVISION 6
2.38 Exercise 7, page 91
J = June
J: Thanks for inviting me this evening.
As you know, I’m a social worker
and part-time agony aunt, which is
a rather outdated way to describe
someone who makes a living by
trying to help people with all sorts
of problems! I have a web page,
which isn’t aimed at any particular
age group. Readers send me an
email about something that’s
bothering them and I reply as soon
as I can. I make a big effort to give
them constructive advice that will
really help them deal with their
problems and move on.
I’m proud to be following in the
footsteps of some eminent aunts
such as the late Aunt Abby in
America, and ‘Cathy and Claire,’
who wrote for the iconic 70s
teen magazine in the UK, Jackie.
However, although our mission
is essentially the same, to help
people, I believe there are a few
important differences between
now and the past.
To begin with, I don’t work for
a magazine but I have my own
website and use social networks.
What’s more, and much more
important, teens don’t need
information about how love
and relationships work as they
did last century. They have the
world at their fingertips, so they
don’t need me for that. So, the
kind of problems I help with are
different and are usually much
more sophisticated. For example,
I helped a young reader the other
day who is a cyberbullying victim.
However, everyone who gets in
touch with me has one thing in
common. They are all seeking
reassurance, just like they were
in the past.
Something you may be wondering
about is why teens still bother with
agony aunts. Although many will
talk to their friends and families,
not all of them want to. Of course,
it depends on the problem. And as
for social workers, well, we often
deal with situations that are more
formalised or already problematic.
A teen won’t get in touch with
the social services unless there is
something seriously wrong, and
even then, he or she might not. So,
agony aunts fill a gap and therefore
I believe they have an important
role in society.
29/08/2019 14:19
 Finally, I’d like to say that it isn’t
only teens who ask for help. People
of all ages come to me with their
problems. One big issue these days
is loneliness, a growing problem
in our society which affects the old
and young alike.
To conclude, as long as you are
sympathetic and really keen to help,
you can be a good agony aunt.
Life Skills 5–6
2.39 Exercises 5–6, pages 92–93
H = Host S = Sally
H: Today Sally, a life coach, is with us
to talk about setting goals. Hi, Sally.
It seems that achieving the goals
we set ourselves can often be
a problem?
S: Hi! Yes, that’s true – we all make
plans and then for some reason fail
to stick to them. How many times
have you said things like, ‘I’ve got
to learn a new language’ or ‘I need
to get fitter. That’s my New Year’s
resolution!’ Think carefully – did you
actually achieve those goals or not?
H: To be honest? Not really. So, why
might that be?
S: Well, there are several reasons.
Perhaps our goal is too big and
impossible to reach, or maybe it’s
just too vague. Sometimes we
start working towards it and then
give up, demotivated by a lack of
progress. What is important is that
we think carefully about how we
can achieve our ambitions. There
is, however, one clever way of
creating personal, educational or
career goals that leads to success.
You simply need to make sure your
goals are SMART – S-M-A-R-T.
H: SMART? I haven’t heard that acronym
before. What does it mean?
S: You’re right, it’s an acronym – that
is, the letters stand for different
things that we should consider
when setting goals.
H: That sounds interesting. Let’s start
with the letter S. What does it
stand for?
S: OK, so ‘S’ stands for ‘specific’. A goal
should be clear and you need
to know exactly what you want
to accomplish. Think about this
example: I want to get fitter. OK,
but how much fitter, what exactly
do you want to do, etc.? So maybe
your goal should be ‘I want to run
my first three kilometres without
walking! Or perhaps: ‘I want
to take part in a school cycling
competition’? It’s also a good idea
to break your bigger goals down
into smaller, doable steps.
Z02 High Note TB3 09593.indd 221
H: Steps like planning to go running or
cycling twice a week?
S: Yes, for example. Then we’ve got
M – ‘M’ stands for ‘measurable’.
It’s important to keep track of your
progress. You need to think about
how and when you’ll know you’ve
achieved your goal. In our case,
it’s clear. You can just use a fitness
tracker to check if you can run the
three-kilometre distance.
H: OK. What about A?
S: Well, ‘A’ stands for ‘achievable’.
Your goal must be something
which is possible to reach – you
need to make sure you have the
time and skills to achieve a goal.
Can you train twice a week or go
to the gym regularly? If your goal
is ‘I want to win a school running
competition,’ and you’ve only just
started running – then maybe it’s
a non-starter! As a rule, I think we
should choose challenging but
realistic goals. In other words,
it’s not a good idea to set goals
which are too easy or too difficult,
because this can be demotivating.
H: I think you’re absolutely right!
S: Ok, so next, we have an ‘R’ for
‘relevant’, important that is. Think
how achieving this goal will help
you, is it worth the time and the
effort? Is it something that matters
to you, and not just something that
is suggested by other people?
H: I guess it’s not a good idea to work
towards a goal that you don’t care
about, right?
S: Exactly. And finally, we have a T.
H: Right – ‘T’ must have something to
do with time?
S: Correct! ‘T’ is for ‘time-bound’. We
need to give ourselves a time limit
for achieving this goal. Can you
set deadlines so you can check
your progress? Will you achieve it
in a month, a year, by the end of
the school semester? So, let’s see –
what are the things you’d like to
achieve this year, Bob?
H: Well, I guess …
Unit 7
7A GRAMMAR AND
VOCABULARY
3.1 Exercise 4, page 95
TC = Thomas Cooper K = Kids
G1 = Girl 1 B = Boy G2 = Girl 2
T1 = Teacher 1 T2 = Teacher 2
TC: Hi, I’m Thomas Cooper from
Channel 9. Could I ask you some
questions about hair-facing?
K: Yes, sure.
TC: Is hair-facing popular?
G1: Yes, hair-facing is becoming really
popular here.
B: Yeah, and I think it’ll last because
it’s fun.
G2: Yes, I agree.
G1: That’s right.
TC: How long have you been doing it?
G2: I only started hair-facing a few days
ago. I’d always looked down on it
until I tried it.
TC: What’s it like?
B: It’s cool.
G2: Yeah.
G1: I feel more relaxed with my hair
over my eyes.
TC: You’re a teacher here. What do you
think of this hair-facing fashion?
T1: I don’t like it. I can’t see my pupils’
faces so I don’t know if they’re
sleeping in class.
TC: Oh, dear.
T1: To be honest, I would ban it if
I could.
T2: Oh, come on Frank. Don’t criticise it
if you’ve never tried it.
3.2 Exercise 7, page 95
And finally, newsreader Jack Gómez
from Channel 9 in Florida has become
an internet sensation after laughing
during a news programme. Jack told us
that after he had read the headlines the
night before his throat had felt dry so he
had decided to take a drink. He pointed
out that there was always a glass of
water on the desk while he was reading
the news but he didn’t usually touch it.
He said that he had been in a hurry and
had spilt the water all down his shirt. His
producer warned him not to laugh but
Jack explained that once he had started
laughing, he couldn’t stop. He claimed it
was the first time anything like that had
ever happened to him and promised that
it wouldn’t happen again in the next
day’s programme. Jack confessed that
he couldn’t believe he was the human
interest story on his own TV channel.
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 7C LISTENING AND
VOCABULARY
3.4 Exercises 2–3, page 97
T = Terence
T: Hi and welcome to Arts World.
Today, we’re looking at how artists
and performers use social media
to promote their work and become
successful. Here’s a quick look at
some of the people in the show.
1 Digital Sunshine, I thought it
T = Terence K = Keira
T: Keira, it’s not easy to become
popular so how did you make
a name for yourself?
K: By trying hard and not giving up.
I spent years selling my paintings
on the street but I didn’t have any
useful contacts so there was no way
that any important galleries were
going to show my work. But then
I created a new social media page
just for my paintings. I put a lot of
time and thought into it. I added
high-quality photos of my paintings
and videos of me talking about my
work. And a few months ago I got
my first break when the people at
this gallery contacted me. They’d
seen my page and they said they
loved what I was doing and now
they’ve put on this major exhibition
of my paintings here in London.
I’m so glad I spent all that time on
my computer!
2 and started playing concerts and
T = Terence A = Andy
T: How did you become a TV star,
Andy?
A: Well, I trained as an actor and
my first part was in a play at the
Edinburgh festival. Unfortunately,
it wasn’t a great success. But the
next day I was in a café reading
the papers and although the
play was a huge flop, I got good
reviews. They said I was funny.
So that’s when I decided to become
a stand-up comedian. I spent a few
months telling jokes in clubs.
It started off OK but in the end, it
came to nothing. So, I started my
own YouTube channel and posted
some videos of me telling jokes
and funny stories. I didn’t get many
views at first but then I started
getting more likes and positive
comments and before long it really
took off. The producer of a comedy
series saw it and offered me a part
in his show. And now I’m starring in
my own show. We’ve just finished
filming the first episode, actually.
Have you seen the trailer?
222 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 222
3 To: I’m working on an adaptation of
T = Terence S = Selena
T: Selena, you’ve been writing novels
and short stories for years, you’ve
taken part in dozens of literary
competitions but you’ve only just
become successful. How come?
S: I suppose you could call it success
through social media.
T: What do you mean?
S: Well, when I wrote my first novel,
was great but nobody wanted
to publish it. That was a bit of
a setback but I didn’t give up.
I started my own blog – it’s called
Selena 4U, by the way – and that
got a lot of people interested in
my work. Then I self-published
my novel online. Lots of people
downloaded it for free and told
their friends how much they’d
enjoyed it. Eventually, a major
publisher took it on and I haven’t
looked back since. I’m the author
of a best-seller and I’m working on
a new book called Light and Life.
4 a child,’ sort of like ‘make up your
T = Terence Tr = Tracy
T: Tracy, you released your first record
back in 2015. Was it a success?
Tr: Not at all! Our friends liked it but it
only sold about a hundred copies
and my mum bought most of
them! What a disaster! So, after
that we went back to square one
performing other people’s songs.
But then our friend Tony, who’s
a film director, made a video of one
of our songs, ‘Love Life’.
T: That was in 2017, wasn’t it?
Tr: Yes, it was. Oh no, actually, we filmed
it the year before, in late 2016.
Anyway, we used social media to
create interest in the video and then
we managed to get some money
together to pay for pop-up ads on
YouTube. It worked. The video went
viral in 2017 and now we’re big stars!
Every show’s a sell-out!
3.5 Exercise 5, page 97
To = Tony T = Terence
To: Well, Terence, I made my first
film three years ago but I was too
young and the film was a complete
disaster.
T: How did you become successful?
To: I got my first break with a music
video. Fortunately, it went viral.
It was a huge success.
T: So that’s what made you famous,
right?
To: Yes, the video really helped me
make a name for myself. After that
I haven’t looked back.
T: What are you doing now?
Selena Starr’s new best-seller for
a live-streaming network. It’s the
best novel I’ve ever read.
7D READING AND VOCABULARY
3.7 Exercises 6–7, page 98
V1 = Visitor 1 V2 = Visitor 2
V1: What’s this then? Ha! Call that art?
There’s nothing to it.
V2: You don’t like it? I think it’s very
expressive. I mean, OK it’s not very
sophisticated, but it’s certainly
meaningful and atmospheric too.
V1: Atmospheric? I don’t get it. I mean,
it’s just a pair of glasses on the floor!
V2: Well, it speaks to me. It’s about the
experience of viewing art – how
we feel when we really take time
to, you know, look. I think it’s
profound.
V1: Well, I don’t feel anything. There’s
nothing spectacular about it.
It leaves me cold.
V2: The artist is saying, ‘look with your
own eyes, the innocent eyes of
own mind’ … about art. It really
gets you thinking.
V1: It looks like it was done by a child.
V2: I think you’re being negative.
V1: I could do better myself. Are you sure
it’s really part of the exhibition?
7E GRAMMAR
3.8 Exercise 2, page 100
M = Michael B = Bella
M: Bella! Are you OK? How did it go?
B: Hi, Michael, I’m fine.
M: So, what happened?
B: Well, I arrived and there were, like,
loads of other people. I went to
register and they wanted to know
where I was from, and all that, and
then they asked if I’d auditioned the
year before. And then they told us to
wait until our names were called.
M: Were you nervous?
B: Totally. But there were loads of
helpers around and they kept asking
me whether I needed anything.
M: That’s nice. Did you wait a long time?
B: About an hour. And then it was
time for all the dancers to go to the
green room.
M: What’s the green room?
B: It’s the place where you wait just
before you go on the stage. Oh
yeah, this is funny; I asked them
why it was called the green room
and the guy said he didn’t know but
the previous day one male dancer
had been so nervous that he had
turned very green. So maybe that
was why!
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 3.9 Exercise 5, page 100
B = Bella M = Michael
B: I asked them why it was called
the green room and the guy said
he didn’t know but the previous
day one male dancer had been so
nervous that he had turned very
green. So maybe that was why!
M: And then what happened?
B: After about ten minutes a girl came
and asked if I was ready and then
I went out onto the stage. I was so
nervous!
M: I bet. But did you …?
B: Anyway, the judges were really
nice. One of them wanted to know
how long I had been dancing for
and then another one asked me
what type of dance I was going
to do and also what music I had
chosen. And then …
M: Hmm?
B: And then I thought it had all gone
wrong.
M: What?
B: Well, the music began and I turned,
tripped over my own feet and fell
on the floor.
M: Oh no!
B: I know. What a disaster! Anyway,
one of the judges came straight
over and asked if I had hurt myself.
I said no and then she asked if
I wanted to start again.
M: Thank goodness it was only
a temporary setback.
B: I know, I was so relieved. I think
I danced better than I’d ever done
before.
M: And did you get through to the next
round?
B: Yay!
M: Woohoo! Well done superstar!
7F SPEAKING
3.10 Exercise 3, page 101
See 24 page 239
Unit 8
8A GRAMMAR AND
VOCABULARY
3.13 Exercise 6, page 109
K = Kyle M = Myra
K: Myra, have you seen what’s
happening? A huge picture of
a hamburger is being painted on
the outside of the gym!
M: So? The gym hasn’t been painted
for years. It needs a coat of paint.
Z02 High Note TB3 09593.indd 223
K: Yeah, but all last month we were
being encouraged to eat a healthy
diet. How’s a huge hamburger
going to do that? Personally, I think
all the adverts should be removed
from the school.
M: The school’s signed a contract and
nothing can be done.
K: But it wasn’t democratic! The
decision was taken in a private
meeting last month. Were we
consulted? No, we weren’t!
M: I like the adverts. They’re colourful!
And next week every student
will be given a free backpack.
Anyway, I don’t think teenagers are
influenced by adverts.
K: You can’t be serious! Of course,
they are.
8B GRAMMAR AND
VOCABULARY
3.14 Exercises 3 and 5, page 110
1
I love reading and I do it every day, so I get
through a lot of books. Friends often advise
me to buy second-hand books or use the
library, but I love that new book smell and
feel too much, so I go on the Internet to
look for things on special offer, you know,
like two for the price of one. I spend most
of my savings on these websites! There’s
nothing I’d rather buy than books. One day
I want to live in a house filled from floor to
ceiling with books.
2 8E SPEAKING
I’m not really into shopping, even
online, but I meet my mates at the
shopping centre on Saturdays. We go for
coffee and sit around, talk about video
games, books we are reading, sports or
whatever. Actually, the coffee is a rip-
off considering it is made with just hot
water and a few beans, but we like the
place and we usually have something
sweet – they have nice cookies and
cakes. Then a bit later, we go for lunch –
a burger or a pizza; fast food is generally
cheap even if it’s not healthy. On
Sundays I always go to the gym to burn
off the calories from Saturday. My sister
says I should just stop doing both things
and save my money instead!
3
Just like my brother, I’m a fan of
developments in the gaming industry.
I buy several gaming magazines each
month and I’m always online, on the bus
or wherever, learning about what’s new.
The reviews are my favourites, and I even
enjoy the adverts. I like to know exactly
what titles the big companies are working
on. I don’t buy used games because I want
the very latest. However, the newest
games are really expensive so you can
spend a fortune if you’re not careful. Car
racing games are my favourite – until I’m
old enough to take my test – then I’ll need
to save up for a real car.
4
So my friend is a hairdresser and he
showed me this great app. It tells you
exactly which shops have special offers
on any particular day. I mean, good
quality personal care products are usually
very expensive, so if there’s a discount,
that’s great. I always like to save money
on products if possible. My friends always
let me know if they find a good deal.
My brother thinks it’s all a waste of money
and that I should be saving up for a car
instead, but you should see the state
of his hair and skin. He doesn’t seem to
understand that if you want to look good
in the future, you have to take care of
yourself when you’re young.
5
I admit I spend most of my spare cash
on the way I look. I enjoy taking care
of myself. I watch what I eat and try to
keep myself in shape by doing sports
regularly. I don’t have a lot of money,
so I follow my brother’s advice and get
most of my clothes from charity shops.
I don’t have any problem with the fact
that they’ve been worn before. That’s
what washing machines are for! It takes
time to go bargain hunting, but it pays
off when you get a good deal. I paid next
to nothing for a pair of designer jeans
last weekend.
3.17 Exercise 2, page 114
See 27 page 241
3.18 Exercise 3, page 114
See 28 page 241
8F GRAMMAR
3.21 Exercise 2, page 115
K = Kerry M = Max D = Dakota
K: It’s five past eight. Max is in the
studio! Max, did you watch
Get What You Pay For last night?
M: I did. Wasn’t it interesting?
Some people have more money
than sense! I mean, the things
that people pay for these
days! Will you be having your
Christmas decorations put up by
a professional this year, Kerry?
K: No, but sometimes you do need
an expert, don’t you? I mean,
I’m getting my car serviced next
week because, well, I don’t know
anything about car mechanics.
STUDENT’S BOOK AUDIO SCRIPT 223
29/08/2019 14:19
 M: Well, sure, or sometimes it’s not
really possible to do something
yourself, you know, like most
people, I get my hair cut by the
hairdresser because …
K: Oh, you do? Because looking at you,
you know, I thought maybe you did
it yourself …
M: Ha ha. You obviously haven’t had
your eyes tested in a long time.
K: Oh, very clever.
M: I mean paying to have your hair cut
seems fair enough, but, paying to
have your dog walked!
K: What’s wrong with that?
M: It’s lazy! And a waste of money.
Walking is one of the pleasures of
owning a dog.
K: Not if you’re working all day long
and the poor dog is stuck at home.
Anyway, I have my shopping
delivered. Does that make me lazy?
M: Actually, so do I, so that’s not
a good example …
K: Ha ha ha!
M: What about that guy who has his
social media accounts managed for
him? He must have money to burn!
K: Well, he was a TV presenter and we
all know how busy and important
TV and radio presenters are …
M: Sure, Kerry, sure …
K: No but seriously, I don’t see
anything wrong with paying
someone to manage your online
image if you can afford it. Let’s see
what some of our listeners think.
I’ve got Dakota on line 2. Dakota,
do you have your social media
accounts managed?
D: Ha ha, no, no I don’t.
REVISION 8
3.22 Exercise 7, page 121
H = Host DT = David Thomas
H: This evening in our series Business
Breaks, our guest is a successful
young businessman, David Thomas.
David, welcome!
DT: Hello.
H: David, what exactly do you do?
DT: Well, I’m the Managing Director
of a medium-sized IT consulting
company, which I set up five years
ago when I finished my Master’s
degree. I’m also fascinated by
cryptocurrencies, which I still buy
and sell in any spare moments
I have. It’s a kind of addiction!
As you may imagine, my work
as Managing Director takes up
a lot of my time, but I also help
out at a local charity when I can.
Volunteer work is very rewarding.
H: David, can you tell us a little about
cryptocurrencies?
224 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 224
DT: Sure. It’s a term we hear a lot
these days. Basically, it’s a digital
currency with no controlling
authority. Banks, and therefore –
very importantly – bank charges,
aren’t involved, which makes these
currencies very attractive for doing
business in. It makes paying and
accepting payments a lot cheaper,
you see. The first digital currency,
Bitcoin, appeared in 2009. There
are others now, such as Ether and
Litecoin. My business is growing all
the time, and one reason for this
is that transactions can be done
using cryptocurrencies. Of course,
crypto technology is considered to
be very secure too, which is just as
important as low costs.
H: So why doesn’t everyone use
cryptocurrencies then?
DT: Although the currency is very
secure, it is digital, so in the unlikely
event of a computer crash it could,
theoretically, disappear. So, it’s
important to have a back-up copy
of all the currency units. Hacking is
also a remote threat. Perhaps most
importantly, what these currency
units are worth changes all the time.
You can get rich quickly or lose all
your money if you don’t understand
the market trends.
H: You managed to do very well out
of cryptocurrencies, David. Can you
tell us about it?
DT: Yes, that’s right! I bought quite
a few currency units way back in
the beginning, when they were
cheaper and often regarded with
suspicion. I’ve always been careful
with money, so I hung onto my
units until, one day, their value
suddenly went up! Then I began to
trade them. I would invest when
the market was down, wait for it to
go up and then sell. If I didn’t time
my deals well, I could be short of
funds, but eventually I managed to
raise enough money to open my
company, and all of a sudden, I had
some money to burn.
H: Can young entrepreneurs still make
money from cryptocurrencies?
DT: There is still money to be made
through buying and selling,
although it’s much harder than it
was in the past. If you decide to
try this, you must keep up with
politics and the law in the country
you live in or wish to trade in. You
see, cryptocurrencies aren’t legal
in some places in the world, which
is a great shame. But even if they
are legal, you have to be careful
because laws can change quickly,
and you could get into trouble. And
ignorance is never an excuse.
H: So why don’t you work with
cryptocurrencies full-time?
DT: Well, as I mentioned at the
beginning, digital currencies are
a source of fascination for me
rather than anything else. For me
they symbolise the technological
world we live in. They are the
reason I am where I am today, but
I don’t want to trade them full-
time, at least not at the moment.
I feel I’ve gone as far as I can with
them. Now I want to use all my
energy and skills to manage my
business. You see, I’m living my
dream. My greatest ambition was
always to have my own company
and I’m determined to make
a success of it.
Life Skills 7–8
3.23 Exercise 4, page 122
P = Presenter S1 = Speaker
S2 = Speaker S3 = Speaker
P: There are some small everyday
problems that make our life a little
more stressful. We often don’t
realise how much easier things
could be until someone comes up
with a genius solution. The answers
to these problems often lie in
creative thinking. A slight change
to an existing product often makes
a huge difference. Here are some
surprising ideas that make you
wonder: why haven’t I thought
about that myself?
S1: It’s difficult to keep park benches
dry. Someone would need to
go round all the time wiping
them with a cloth. To solve the
problem, a rotating park bench
was designed. If you go to a bench
after the rain and it’s wet, all you
need to do is just turn a handle and
the bench rotates giving you a nice
dry surface to sit on. Sounds great,
doesn’t it?
S2: One problem we often have is not
knowing where to put your bag
when you sit down on a chair, for
example in a café or a restaurant.
When you try to put it over the back
of a chair, the bag often slips off or
the balance of weight is wrong and
the chair tips over. So, someone
came up with a clever answer to
have a V-shaped cut-out in the
back of the chair so you can just put
your bag strap into this. Simple but
effective!
29/08/2019 14:19
 S3: It can be very annoying when shop
assistants ask you if you need any
help when you’re fine and are just
looking or know exactly what you
want and don’t need any help.
So one shop decided to offer its
customers two types of baskets to
carry. One has a colour that means,
‘I’m fine, and don’t need any help.’
The other means: ‘Please, help
me.’ All you need to do is choose
a basket and no one will bother
you when you’re shopping!
Unit 9
9A GRAMMAR AND
VOCABULARY
3.24 Exercise 3, page 125
Welcome to Chat Radio’s Amazing Stories.
Today, the story of a Spanish family who
survived the 2004 Asian tsunami and were
later the subject of hit film The Impossible
starring Ewan McGregor and Naomi Watts.
On 26 December 2004, Maria Belón and
her family were relaxing by the pool
at a Thai beach resort when they heard
an unusual and frightening sound.
They turned and saw a wall of water
ten metres high rushing towards them.
The terrifying wave smashed into the
resort, carrying the family with it. Maria
was held underwater for three minutes
before she made it back to the surface.
If she had been underwater any longer,
she might have drowned.
Amazingly, she saw her eldest son, Lucas
nearby, and managed to swim across the
strong currents and save his life. Afraid of
a second wave, the badly injured mother
and her son managed to climb a tree and
wait for help.
Meanwhile, Quique, Maria’s husband,
had held on to the couple’s two
youngest sons until the force of the
water separated them. Quique, alive
but alone, was sure the rest of his family
had drowned. Suddenly though, over
the noise of the water, he heard his son
Tomas calling for help. Together again,
they also climbed a tree and waited.
Incredibly, half an hour later, they heard
Simon, the youngest of the three boys
crying out and managed to pull him to
safety. Soon after, Quique and his sons
made it onto the roof of their hotel.
Maria and Lucas were still safe, but Maria
urgently needed medical help. She was
unable to walk and Lucas wasn’t able
to move her. If a brave Thai man hadn’t
carried Maria, they couldn’t have got to
a hospital.
Z02 High Note TB3 09593.indd 225
Desperate to find Maria and Lucas,
Quique made the difficult decision to
leave Tomas and Simon with others
on the roof of the hotel. After hours of
searching the hospitals with the help of
locals and other tourists, Quique finally
found Maria and Lucas alive.
All five members of the family survived
the disaster and Maria recovered from
her injuries. The family says they learnt
what real generosity was that day. The
Belóns would not have survived, if
others hadn’t helped them.
It’s quite a story. Do you think the
Belóns did everything right? What
would you have done if you had been
in their situation? Call in and tell us
what you think.
3.25 Exercise 7, page 125
In 2018, during the wettest time of
year in Thailand, twelve Thai boys and
their football coach became trapped
by flood water in a ten-kilometre-long
cave. Rescuers found their bikes and
shoes at the entrance, where there was
also a sign telling people not to enter
during the wet season. Nine days later,
rescue divers finally found the boys
three kilometres inside the cave. Most
of the cave was underwater, but in
some places, there were pockets of air
above the surface. This meant that to
escape the boys needed to use diving
equipment to swim through narrow
gaps and against strong currents. None
of them had ever dived before and
only some of them knew how to swim.
It took several days to prepare them,
and sadly, one rescuer drowned during
the operation. Happily, though, after
eighteen days underground, all twelve
boys and their coach were brought out
of the cave alive and well.
9B LISTENING AND
VOCABULARY
3.26 Exercises 2–3, page 126
A = Andy WS = Wendy Smith
A: My guest today is Wendy Smith, the
producer of Surviving Disaster, the
exciting new TV series. Hi, Wendy.
WS: Hello, Andy.
A: What’s the show about?
WS: It’s about how to survive natural
disasters. In the first episode, we
look at earthquakes.
A: What should you do to survive an
earthquake?
WS: It depends where you are. If you’re
inside, stay inside, don’t panic and
run out into the street. The three
words to remember are drop, cover
and hold.
A: Drop, cover and hold?
WS: Yes, drop under a table or desk to
protect yourself, cover your head
and hold onto the legs of the table
to stop it moving when the ground
shakes.
A: It’s a good idea to stand in
a doorway, isn’t it?
WS: A lot of people think that but it’s
not true. A doorway can protect you
but the problem is the door might
move suddenly and hit you, so it’s
safer under a table. If you’re in
a high building, go down the stairs.
Don’t take the lift because you’ll be
trapped if it stops working.
A: What should you do if you’re outside?
WS: Get in the open, away from
buildings, you don’t want them
to fall on you. And watch out for
power lines. You could die from
an electric shock if one falls to the
ground and you touch it. If you’re
driving, stop the car. But don’t get
out, it’s safer to stay inside. And
don’t stop your car on or under
a bridge. And most importantly,
keep calm and try to help others,
especially children and the elderly.
3.27 Exercise 4, page 126
A = Andy WS = Wendy Smith
WS: We also take a look at some
amazing survival stories. For
example, in this week’s show
we tell the story of Evans
Monsignac, the world’s longest-
ever earthquake survivor. And the
number to remember in his story is
twenty-seven.
A: Twenty-seven?
WS: Yes, Evans was twenty-seven years
old. He survived for twenty-seven
days under the ruins of a building
after the January 2010 earthquake
in Haiti. And he lost twenty-seven
kilos. He only weighed forty kilos
when they rescued him.
A: How on earth did he manage to
survive for so long? I suppose he
had water to drink.
WS: Yes, obviously, there was some
water there. He wouldn’t have
survived for twenty-seven days if
he hadn’t had any water. But the
only water he had was dirty. It
came from the toilets, and it made
him ill when he drank it. Obviously,
it would have been better if he’d
had tap water or bottled water.
But the dirty water was better
than nothing.
A: Over a hundred thousand people
died in that earthquake, right?
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29/08/2019 14:19
 WS: Yes, perhaps more. It’s not always
easy to give an exact number
of victims in a disaster like that
one. In the series we look at all
sorts of disasters, both those with
thousands of victims and those in
which very few people die.
A: Why is it that very similar natural
disasters can cause thousands of
deaths in one place and hardly any
victims in another?
WS: The simple reason is because some
countries are better prepared
than others. The differences can
be quite shocking, in fact. That’s
something else we look at in the
series: how governments and other
organisations make sure people are
ready for disasters and know what
to do. And we also take a look at
what’s done in different countries
afterwards to clean up, to return
the environment to its natural state
and to protect animals.
A: Japan, for example?
WS: Yes. When there’s an earthquake
in Japan, people stay calm because
from a young age, they learn
what to do. Japanese children
have earthquake drills at school
every month.
A: So they know to drop, cover
and hold?
WS: Exactly. And they know how to
evacuate their school, they know
to go to an open space if they’re
outside. The fire service frequently
takes groups of kids to earthquake
simulation machines so they know
what to expect.
A: Really?
WS: Yes, and it might seem surprising
to us but all schools and offices
and many private homes have
emergency survival packs with
food, water, medical supplies and
special helmets.
A: Fantastic.
WS: Also, Japanese buildings are built
to resist earthquakes. Big buildings
move like trees in the wind. So,
the buildings don’t fall down and
there’s not so much destruction.
A: And people don’t get hurt.
WS: Not usually, no. I mean, there might
be a few minor injuries but nothing
too serious. The Japanese are very
organised and efficient. It’s very
impressive. Immediately after an
earthquake, all the TV channels and
radio stations stop broadcasting
their usual programmes and switch
to an official earthquake channel
that gives people information
about what to do and warnings
about what not to do.
226 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 226
A: It all sounds very interesting. That’s 6 If I’d known, I wouldn’t’ve stayed
Surviving Disaster, Wendy’s amazing at home.
new series on Channel 9, starting 7 I wouldn’t’ve asked you to come.
tonight at 8 p.m. You must be very 8 I would’ve asked you to come.
excited.
WS: Yes, I am. I’m sure it’s going to be 9F READING AND VOCABULARY
very popular. And I must say I’m
pleased it’s on at eight and not any 3.34 Exercise 5, page 131
later. That way kids can watch it It’s an article written by a woman called
with their parents and … Carrie Kane. That’s why I read it actually,
because her name sounds like the
9D GRAMMAR footballer, Harry Kane. Anyway, she was
born and bred in London and she always
3.28 Exercise 6, page 128 loved the hustle and bustle of the big
Do = Donnie Da = Dad city and especially the nightlife. But then
Do: I wish I was at home. It’s so cold. one day, she had a bad trip to work and
Da: It’s not that cold. Put your hat on. so she went to live on a small island up
Do: If only it wasn’t so windy. in Scotland, you know, because she had
Da: Hmm, yeah. Let’s stop for a rest out a bad trip to work, I think. And there was
of the wind behind this tree. something about a dream, too. So, she
ended up on this island and even though
Do: I wish my bag didn’t weigh so much.
there weren’t any cars or night clubs
Da: Huh, it’s not as heavy as mine, son. or anything like that, she really liked it
I’ve got all the food there. She sometimes dreams of London,
Do: If only the dog would stop barking. especially the nightlife but she’s happy
Da: What do you expect? He’s excited to there with her new life.
be in the country.
Do: We’re in the middle of nowhere. 3.35 Exercise 6, page 131
I wish we’d gone to Boston. It’s an article about a young woman
Da: If we’d gone to Boston, we’d have from London who felt unhappy with her
spent a fortune. life. One day she saw a music video and
Do: Hmm. thought the place where it had been
Da: What’s wrong, son? Don’t you like filmed was really beautiful. She found
the country? Look at the view! out that it was a small, remote island
It’s beautiful! called Easdale on the west coast of
Scotland. After seeing a video made by
Do: Yeah, but …
the islanders to attract new residents, she
Da: What? was so impressed by the community spirit
Do: Well, I wish my friends were here. that she decided to spend a holiday there.
If they were here, it would be more The island was so lovely and calm and
fun. No offence, Dad. the people were so friendly, she decided
Da: None taken. to move there. Although there are not
Do: Oh! I wish I could use my phone. many job opportunities on the island,
she manages to earn a living by making
Da: Hmm.
jewellery. She misses some things about
Do: If only the battery hadn’t run out.
London but she’s delighted with her
Da: Donnie?
new life.
Do: Yes, Dad?
Da: I wish you would stop complaining!
Here, have a cheese sandwich! Unit 10
Do: Yes, sorry, Dad. Thanks. It is a nice
view. 10B VOCABULARY
9E SPEAKING 4.1 Exercise 2, page 140
R = Rex
3.29 Exercise 2, page 129 R: Silence! Or you’ll be locked in
See 30 page 241 your classrooms. Shut it! I’m Rex
Hardcastle, T-Rex to my friends.
3.31 Exercise 5, page 129 Quiet! A few years ago, I tried to rob
1 You shouldn’t’ve done that. a post-office and got caught. I’m
2 You should’ve done that. here today to tell you that crime
does not pay Alright, relax. Ha ha
3 You should’ve told me.
ha. You must think I’m horrible!
4 You shouldn’t’ve told me. Not nice to be shouted at like that,
5 If I’d known, I would’ve stayed is it? Well, it happens all the time
at home. in prison. My life of crime started
when I was sixteen and this older
kid wanted me to steal a T-shirt …
29/08/2019 14:19
 4.2 Exercise 2, page 140
R = Rex
R: My life of crime started when I was
sixteen and this older kid wanted
me to steal a T-shirt. I was too
weak to say no, and I was soon
shoplifting regularly. I was caught
on security camera once, but the
police only gave me a warning.
My parents wanted to help, but
I didn’t listen. I joined a gang. To
become a member, you had to
steal a car and that soon became
another source of income.
Then the others wanted to rob
a post office. They said I had to help
or I’d be out of the gang, so … I did
it. And we got caught. Once I was
under arrest the police held me in
custody at the police station and
detectives questioned me. I had to
make a statement saying what had
happened and then they charged
me with attempted robbery. Then
they released me on bail to wait for
my trial.
4.3 Exercise 4, page 140
R = Rex
R: Six weeks later the judge found me
guilty. I was hoping for community
service or a suspended sentence but
I was imprisoned for twelve months.
It was hard at first, but I attended
rehabilitation and did well. I got out
four months early, though I did have
a curfew, which meant I had to be
home between 6 p.m. and 6 a.m.
I wore an electronic tag so the police
could track me. Then, I got involved
with this scheme – and here I am
today. So listen to me! You do not
know the value of your freedom until
it is taken away from you. Learn from
my mistakes and stay out of trouble.
10C GRAMMAR
4.4 Exercise 2, page 141
Je = Jess Ja = Jackie C = Chris
Je: Mum? Dad? What’s wrong?
Ja: Oh Jess! We’ve been burgled. All
my jewellery is gone! And some
money, too.
C: They must have broken in while we
were at the shops. We just got back
a few minutes ago.
Je: Were the doors locked?
Ja: Yes, and all the windows were shut.
Je: They can’t have got in through the
front door. The lock’s fine, there’s
no damage.
Ja: They might not have broken in.
They could have found a key.
Z02 High Note TB3 09593.indd 227
C: How could they have found a key? 10E SPEAKING
That’s impossible!
4.8 Exercises 2–3, page 144
Je: They might have got in through the
back door. Or they may have broken See 34 page 243
a window.
C: No, Jess, we checked. The back 10F LISTENING AND
door’s fine.
VOCABULARY
Ja: And they can’t have got in through
a window. There isn’t any broken 4.11 Exercise 4, page 145
glass. H = Host PB = Polly Brunner L = Liam
C: Wait! I know how they got in. H: Welcome to the show. Today,
Ja: How? should sixteen- and seventeen-
C: On the way to the shops, I realised year-olds in Europe be given the
I’d forgotten my wallet, so I went right to vote in local and general
back to get it. I unlocked the door, elections? Current opinion polls in
but I didn’t close it behind me. I left the UK suggest only a minority of
it wide open. It was only for a few people think so.
seconds, just enough time to go to With us is Polly Brunner
the bedroom to get my wallet. The a campaigner for youth rights from
burglars must have seen the open the organisation All Our Voices. Polly,
door and walked right in. is there anywhere in Europe where
Je: OK, that makes sense but … sixteen- and seventeen-year-olds
C: What? can vote in their country’s elections?
Je: How did they get out? PB: Yes, there is. In 2011, Austria became
the first EU country where sixteen-
4.5 Exercise 5, page 141 and seventeen-year-olds have the
Je = Jess Ja = Jackie C = Chris right to vote in all elections.
Je: How did they get out? H: And your organisation thinks this
law should be extended to the rest
C: It’s obvious. They must have gone
of Europe?
out of the front door.
Je: Are you sure the door was locked PB: Yes, we do. Statistics show
when you got home? that lowering voting age has
C: Yes. encouraged many young Austrians
Je: How many spare keys do you keep to get involved in politics.
in the house? We believe that sixteen- and
seventeen-year-olds across Europe
Ja: Just one.
should have the right to vote in
Je: And is that key still here? elections that decide their future.
Ja: Yes, here it is.
H: Many people claim that sixteen is
Je: So, if the door was locked and the not mature enough to understand
burglars didn’t have a key, they
important election issues such as
can’t have left by the front door and tax, housing and employment.
locked it behind them.
PB: If a country has good schools that
Ja: They might have climbed through give young people the education
a window. and the information they need,
C: All the windows are closed from then I’d argue that isn’t necessarily
the inside so they can’t have got true. In fact, better education and
out that way. access to online information mean
Je: So, logically, they must have been young people have the chance to
here when you got home. make better informed choices than
C: We didn’t see anyone. previous generations.
Je: They could have hidden behind the H: We’re taking calls on the issue
living room curtains. today and Liam from Liverpool is on
Ja: They can’t have hidden there. the line. Liam, how old are you?
We’d have seen them through L: Hi, I’m seventeen.
the window. H: And do you think you should have
C: I’m sure nobody’s left the house the right to vote?
since we got back.
Je: Then the burglars may not have
left. They could still be here.
C: That must be the police.
Ja: What’s that noise?
STUDENT’S BOOK AUDIO SCRIPT 227
29/08/2019 14:19
 L: Absolutely. I totally disagree
with people who say we aren’t
mature enough to understand the
issues. Thanks to our education,
we probably know as much as
the average adult voter. I imagine
there are a significant number of
over-eighteens who don’t really
understand what they are voting
for. For example, surveys show
that many adults don’t understand
political issues, even the most basic
ones. There are also lots of adults
who should vote, but can’t be
bothered and then complain about
the government. Low turnout is
a problem that young people could
help solve.
PB: Yes, well I must say I agree with
Liam’s first point. Research carried
out in Scotland demonstrated that
when young people were allowed
to vote in the independence
referendum in 2014, many of them
actively looked for information to
help them make their decision. In
some cases, they even influenced
their parents using the information
they found.
H: I think many people would agree.
PB: In the UK, if parents agree,
a sixteen-year-old can join the
army or get married, and working
sixteen- to eighteen-year-olds have
to pay taxes. Though the system is
different to the one used for adults,
a sixteen-year-old can be arrested
and taken to court if they commit
a crime. To us at All Our Voices
these laws suggest that sixteen- to
seventeen-year-olds in the UK and
across Europe should also have the
right to vote.
H: Thank you, Polly. We’ll come back to
you after a bit of music …
4.12 Exercise 5, page 145
Statistics show that lowering voting age
has encouraged many young Austrians
to get involved in politics. We believe
that sixteen- and seventeen-year-olds
across Europe should have the right to
vote in elections that decide their future.
228 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 228
REVISION 10
4.14 Exercise 7, page 151
H = Host JS = Jackie Smith
H: This evening in our series Crime
Today, our guest is the well-known
crime journalist, Jackie Smith. First
of all, a big thank you for coming!
JS: My pleasure!
H: Jackie, we hear stories on the
news almost every day about
law-abiding citizens being beaten
up and robbed. Is crime increasing?
JS: Well, although police data indicates
there has been a steady fall in
the number of recorded crimes
in general, some types of crime
are undoubtedly on the increase.
Research shows that the number
of burglaries and vehicle-related
crimes such as car theft and
violent crimes is going up very
quickly. What’s more, and far more
worryingly, statistics confirm that
knife and firearm offences are on
the rise too. Listeners might have
seen a TV documentary I made
recently about violent gangs in
London. My research proved their
crimes are usually very well-
planned. I think it would be safe
to assume they are carried out
by aggressive individuals who
frequently have a criminal record.
H: So, what lies behind the increase
in violent crimes such as murder,
stabbings and shootings?
JS: Well, the government seems to
believe that changes in the kind
of drugs consumed and how they
are sold is important. They consider
some types of drugs cause people
to behave more aggressively. This
could be true, although I would
also argue that some types of music
play a large part in glamorising
violence. Of course, I think the
social media in general is also to
blame. Finally, some criminologists
believe cuts to both youth services
and police community support
officers are responsible. This can’t
be the only reason, but it might
play a part.
H: Jackie, what brings young people
to get involved in crime in the first
place?
JS: Well, a small percentage of them
begin a life of crime when they
are at primary school. They do this
for different reasons although
it’s safe to say that many children
and teens who turn to crime are
disadvantaged in various ways. For
instance, they could have grown up
in local authority care. What’s more,
once they get involved in crime,
the chances of a second offence are
high. These young people might
eventually end up in custody a long
way from home. This can lead to
isolation from their families which
makes them more vulnerable to the
influence of gangs.
H: Jackie, what can we do to stop crime?
JS: Deterrents such as longer prison
sentences and life imprisonment
for crimes like murder or even the
death penalty are not the way to go,
as far as I’m concerned. Although the
system isn’t perfect, I see the area to
work on is that of teaching our young
people crime is wrong. We must
support them at school so they have
good job opportunities when they
leave. We should also develop more
programmes to reintegrate those
who have already offended into
school and society. That’s what will
really stop a criminal from doing the
same again. Community service can
help in less serious cases provided
it’s well-supervised and appropriate
both for the individual and in relation
to the crime committed.
H: Jackie, can you tell us about what
you do in your spare time?
JS: I’m a youth worker! I set up projects
for kids and teens in the community
where I live. I do all sorts of things,
from organising summer sports
camps for those whose families
can’t afford a holiday, to putting
on plays at local venues – written
by and starring the young people
themselves. What’s really important
is to engage them. I don’t see
a youth club just as somewhere for
the kids to go and hang out. It has
to be a place where they want to
go and will have something to do.
Otherwise perhaps they’ll get into
trouble anyway.
H: Thank you Jackie. And now we’ll
move on to a story that …
29/08/2019 14:19
 Life Skills 9–10
4.15 Exercise 6, page 152
I = Interviewer PA = Professor Ashton
I: Today’s interview is with
a communication and media expert.
Professor Ashton, welcome. So, at
present we hear this term a lot, but
what actually is fake news?
PA: OK, so – this term refers to news
stories published on social media
which are especially written in
order to mislead or misinform
people. What’s interesting, while
some of these stories are easy to
spot as they sound completely
unbelievable, the Internet is also
full of so-called bad news – which
is not all invented, but full of
factual errors and misleading
images. These are more difficult to
identify as fake news.
I: But why would someone want to
write such stories? I suppose money
plays a role here?
PA: Yes, it is the key factor.
Unfortunately, you can make quite
a lot of money by inventing stories
and putting them on the Internet.
Sensationalist viral content drives
traffic to a website. The more people
visit a site and click on the ads, the
more money the publisher of the
website earns. The problem is so
serious that there are even fake
news factories in some countries
where people are employed and
trained to write fake news stories.
I: So is there anything you can do to
stop these people?
PA: Well, one positive development is
that the largest Internet companies
such as Google and Facebook are
now taking action to make it harder
for fake news sites to make money
from advertising.
I: And there’s the whole political
thing that seems really dangerous?
PA: Exactly! During elections in various
countries, fake news and rumours
have been spread on social media
to damage the reputation of
a political opponent. In such cases,
the consequences are quite serious
for the whole country as false
information may influence the
outcome of an election.
I: Is this a new problem because
of the Internet and the spread of
social media?
Z02 High Note TB3 09593.indd 229
PA: Oh, no, not at all. In Roman times,
the emperor Octavian used
misinformation to help him beat his
political opponent, Marc Anthony.
He produced a document that was
supposed to be Marc Anthony’s
will, and the contents turned the
people against him. But this may
well have been a complete fake.
The problem is that now with the
Internet it has become so easy
for anyone to spread any kind of
information, true or false. There
are no barriers. To illustrate this,
I can give you a simple example of
a story written by a celebrity singer
who had apparently refused to
give any money to charity. The story
spread all across social media as
people shared the story, many just
wanting to attract more followers.
As you can imagine, this affected
the sales of the singer’s latest
album. It turned out that the story
had been written and spread by
one of a rival’s fans.
I: So, how can we spot what is fake
news and what is real?
PA: Well, I think we must learn not to
trust everything we read online, but
there are a few ways that can help
you tell the difference between real
and fake news. I would suggest
that if we are unsure that we
should click on …
Culture Spot 1
4.17 Exercise 6, page 155
DS = David Swan A = Annie G= Gary
DS: Hi there. I’m David Swan and I’m
going to tell you how to make the
perfect cup of tea. Most of us just
boil some water, pour it into a mug
with a tea bag, push it around a bit
with a spoon then squeeze the tea
bag and take it out. Splash in some
milk, add one or two teaspoons of
sugar, stir well and drink. Right?
Oh no, wrong! Scientists tell us
that we should first run the water
from the tap for a while – this adds
oxygen. Boil the water and add
to the cup with a tea bag. Leave it
for two minutes. Then take out the
tea bag, add the milk and leave
for six minutes. This means the tea
reaches sixty degrees. This is perfect
for the flavour. Don’t leave the
tea bag for too long or it will taste
horrible. And also – never boil the
same water twice when you make
another cup! Now, I think we have
Annie with a question?
A: Yes, hi! My mum says that you
should always put the milk in
first, before the water or tea.
Isn’t that right?
DS: Aha! Good question! At first people
used to put milk in first because
they used china cups and they
didn’t want to crack the china with
boiling water. But the china got
better in quality and in fact it was
a sign of how rich a person was.
Milk after the water showed that
you could afford good quality cups!
Seriously – it’s better for the taste to
add milk later.
A: Thanks. I’ll tell her!
DS: But in the end – everyone should
make tea according to what they
like. Line number 2 – is that Gary?
G: Yes, I’m going for afternoon tea at
a tea shop for my sister’s birthday.
Are there any table manners I ought
to know about tea drinking?
DS: Lucky you! Well, to be really
‘correct,’ you mustn’t touch the
sides of the cup when you stir your
tea. It makes a noise, and also some
tea might spill out! You shouldn’t
stir in a circle, but across the cup.
And don’t, don’t ever ‘slurp’ your
tea! Everyone will look at you! It’s
better to sip it politely – definitely
no gulping either – you’re not in
a race to go anywhere! Also please,
don’t dunk a biscuit in your tea –
a big no-no in posh places.
G: Ha! My sister, Ella, says you should
hold out your little finger when you
drink tea. Is that right? I told her it
was rubbish!
DS: Nope – sorry Ella – your brother’s
right.
G: For once!
DS: Just make sure you don’t drop
the cup!
G: Thanks! I knew I was right!
STUDENT’S BOOK AUDIO SCRIPT 229
29/08/2019 14:19
 Culture Spot 2
4.19 Exercise 5, page 157
A–F = Speakers A–F
1 He certainly stole the show, didn’t he!
A: I hear you got tickets to the Awards
last week! Wow! How was it?
B: Absolutely amazing! They cost
a fortune, but it was well worth it.
The O2 arena is enormous, and the
atmosphere was electric! Jason and
I spent all night celebrity spotting
and of course the music was just
brilliant. There was a great mix of
older, established artists and rising
stars. The highlight for me was Dua
Lipa getting two awards and then
performing. She is so cool, and
I love her music and lyrics – catchy
and standing up for young women
everywhere. Her dance routines are
excellent too. I think she’ll go down
in music history.
A: Yeah – she’s certainly beating her
competition. She’s come a long
way since she started out. And had
a string of hits. Not like some of
these one-hit-wonders.
2 Mr Jasper, the choirmaster at
C: You know me – I don’t usually
watch award ceremonies – they’re
a bit boring – lots of speeches and
clapping and celebrities competing
with each other to wear the best
outfits! But last week I was flipping
channels and I caught the music
awards on Channel 15. They were
just about to announce the lifetime
achievement award for a female
artist. Guess who won?
D: OK, so I’m thinking Adele,
Amy Winehouse or maybe
Beverley Knight?
C: Nope. Here’s a clue. She first topped
the charts in the 1980s, but not on
her own.
D: Do I know her?
C: Definitely. You love her. Right,
another clue – you’ll get it this time,
a music video of her with short
orange hair and in a man’s suit
made her a household name with
the song …
D: ‘Sweet Dreams’ – yes! Annie
Lennox. First with the Eurythmics
and then solo. She’s still going
strong today! What a worthy
winner. I have to say ‘Walking on
Broken Glass’ is my dad’s all-time
favourite song.
230 STUDENT’S BOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 230
3 4.22 Exercise 3, page 160
E: I streamed the Awards last night. M = Morgan F = Flo MD = Mr Diaz
Everyone was saying how awesome
M: And what did you come up with in
Stormzy had been, I had to see him.
your research, Flo?
F: Well, straight after Dickens died
F: And how! The music, the staging –
of a stroke in 1870, people tried
all the rain! It was so impressive.
to write endings to the story, and
I love that he’s so passionate about
they’re still trying! In the book,
what he’s saying with his music.
Edwin Drood disappears. His body
He talks directly to the politicians
is not found and everyone thinks
and he really gets people thinking
he has been murdered. There have
about big issues in society … And he
been more than 200 different
won two awards! It’s really putting
suggestions about what happened
Grime on the map. The early artists
to him! There’s even been
took a long time to break into the
a musical, called Drood, where the
music industry but today people are
audience vote on who they think
really listening to the music.
the murderer is!
E: Yeah, it’s about time young
M: Wow! It really did get people
people’s voices were heard. Wow.
thinking!
I’ve got to watch it again. Also,
Drake is well worth watching, as is F: And a few years back, a UK
university started a ‘Drood enquiry’!
Little Simz, the rapper – brilliant!
It was crowd-sourced – they
asked the public to vote online for
Literature Spot 2 who they thought killed Edwin
Drood and they got over 15,000
4.21 Exercise 2, page 160 responses, can you imagine?!
M: Amazing! And what was the result?
MD = Mr Diaz M = Morgan
J = Jasmine F = Flo F: Well, they voted mostly for
MD: So today’s book up for discussion is
The Mystery of Edwin Drood. I hope a cathedral. He is jealous of his
everyone’s read it? nephew, Edwin Drood, because
he, Jasper, is in love with Drood’s
M: I’m sorry, I didn’t have time. I do
fiancée, Rosa.
love Dickens though! I think his
MD: And what do you think happened?
characters are so funny and clever.
And his books teach you so much F: Oh, the possibilities are endless.
about Victorian England. I think M: I guess there are various clues in
the best Dickens novel is Great the book, like in all good detective
Expectations – that has got some stories?
real characters in it, and a great F: Yes, there are, and also Dickens
storyline. himself gave a few hints to his
J: Oh, no, it’s got to be Nicholas friends – but he definitely didn’t
Nickleby! It’s brilliant! But Drood is give too much away! Here! Read
close, in my opinion. this page for example
M: People say it’s quite special. MD: Has anyone else got any thoughts?
Why’s that? How about you, Jasmine?
F: I’ve read it and, yeah, I agree – it’s
excellent! I did a bit of research on
it, too. And the reason it’s special is,
well, first of all, because it was his
very last book.
M: Oh, really – I didn’t realise that!
F: And secondly because it hasn’t
got an ending. The author died
before he could finish it. And that’s
even more frustrating because it’s
a whodunnit – a murder mystery –
and now we’ll never know who did
it, how and why! How cool is that?
M: Very. Now I have to read it!
29/08/2019 14:19
 STUDENT’S BOOK VIDEO SCRIPT
Unit 1
1A GRAMMAR AND
VOCABULARY
1 GRAMMAR VIDEO page 5
N = Narrator J = Julia Nat = Nathan
C = Chiara Ni = Nicole D = David
Ch = Chantelle M = Matt Ja = Jake
R = Rosie P = Pip
N: What’s everyone wearing this year?
J: I think everyone’s wearing a lot of
colour, a lot of floaty styles, really
embracing the summer vibes. Lots
of pastels, just cool chic colours.
Nat: I think people are wearing chunky
trainers that resemble a dad kind of
style, baggy oversized clothing to
complement their bodies. Ripped
jeans are also in this season, I see
a lot of people wear ripped jeans
and boots for winter.
C: I think everyone’s wearing
predominantly street wear, so
I think obviously it’s sneakers that
are in – I think they always have
been but this year mostly – like
colourful things as well. People are
trying to express themselves more
and more, so it’s taking a nice turn,
I think.
Ni: This year I’d say especially coming
in sight the autumn/winter, kind of
lots of jackets like this one, no, no
coats so much now, a lot of kind of
distressed clothing is quite popular
as well, so I think ripped, worn kind
of clothing, something that’s more
comfortable. People are going for
a lot of comfort, I find.
D: This year everyone seems to be
going back to the 90s style of
fashion, so I think everyone’s
wearing flared jeans, baggy
clothes, flannel shirts and heavy
jackets and things like that.
Ch: I think a lot of people are wearing
snakeskin leopard prints – it’s kind
of that’s all in at the moment.
M: I mean I hope everyone’s wearing
and expressing themselves in
their own way – yeah, in their own
personal styles.
N: What clothes styles are you wearing
this season?
Ja: I’m wearing jeans, boots, old
T-shirts are fines, and just jackets
I like.
Ju: I’m traveling at the moment, so I’m
like trying to wear just something
that’s comfortable, so something
quite loose that I can walk around
in, active wear, so like gym tights,
sneakers, that kind of thing.
R: Some of the clothes I like wearing
this year are comfy but stylish
Z02 High Note TB3 09593.indd 231
clothes, with maybe fun patterns
or things. I don’t like anything too
fancy because I think it gets in the
way of practical life.
P: This year I’m mostly wearing
cropped jeans and like baggy,
loose-fitting T-shirts, and that’s my
main look this year.
1D READING AND VOCABULARY
2 DOCUMENTARY VIDEO page 8
Beauty belongs to everyone
N = Narrator KM = Katie Meade
AR = Alan Randall M = Mum
N: Meet Katie Meade, the first-ever
model with Down syndrome.
She’s the face of a collection of
hair products called Fearless. Katie
knows that there aren’t many
people with Down syndrome or
other disabilities in the fashion
industry, but by being a model,
she’s hoping to show people that
beauty belongs to everybody.
KM: People who have disabilities can
have abilities, and they are very
capable of doing so much in life.
N: The effects of Down syndrome
can be different in each person.
However, it usually means a person
who has it grows slower than
someone without it. Katie might
be small, but she’s very confident,
kind and bursting with energy. Katie
loves getting dressed up in beautiful
stylish clothes, coloured trousers,
elegant shirts and pretty shoes. She
is also very fond of getting her hair
and make-up done for the photos.
Alan Randall does her hair and cuts
and styles it for the photo shoot.
AR: I’ve worked with a lot of models.
Katie was definitely the first model
that I had worked with with Down
syndrome. I think Katie has really,
like, shown that beauty is more
than just an outward appearance
and it also comes from the inside.
N: The beauty brand first contacted
Katie because of her work with
Best Buddies – an organisation
that helps disabled people find
work. She promotes people with
different needs and shows that they
all have different skills and talents,
too. Everyone can offer something
new and valuable if they’re given
the chance.
N: When Katie was growing up, other
children treated her differently
because they didn’t understand
Down syndrome. But her friends and
family loved and supported her, so
she was able to stay positive.
KM: I just looked past that and
I’d overcome my obstacles.
N: Part of Katy’s daily life can be
difficult but she’s always smiling
and her happy expression makes
others feel good. She also helps
people without disabilities
understand and value those who
do have them. Her parents are
really proud of her, and they think
that thanks to Katie, more people
with disabilities will now have
opportunities.
M: So, I think with the opportunity
that Katie’s had, I think it’s opening
up the door for so many people
with disabilities. Katie is extremely
positive, probably the most positive
person, never down, just always
adds, bring sunshine to everybody
she meets. I’m just proud to call her
my daughter.
K: Katie knows she’s now in a great
position to help others and start
creating positive feelings between
different people in our society.
KM: I want the world to see people
with disabilities have abilities, and
beauty belongs to everyone!
N: Do you think Katie’s story can change
attitudes towards disabled people?
1F SPEAKING
3 COMMUNICATION
VIDEO Exercise 3, page 11
P = Pete S = Sam Pen = Penny
P: Did you guys see that article about
the fashion victims?
S: What’s that about?
P: It was this whole thing about
kind of what we’re talking about,
fashion victims, how people will
go to such lengths for fashion. They
mentioned this thing where loads
of people queued outside a shop
to get these special models of
trainers, I think it was.
Pen: Yeah, I think, they were special
model of trainers that were
released by … with like a big
celebrity name attached to them,
so loads of people wanted them.
P: Yeah, exactly.
Pen: I didn’t read the article but
I remember like seeing pictures.
P: I didn’t even know that things like
that happened but apparently, it’s
a big thing.
S: I understand that, because
sometimes people think it’s an
investment thing, so they’ll buy
them now and then they’re worth
a lot more later on in the future.
P: What do you mean? Are they …
S: So, the price might be a hundred
pounds for a pair of shoes now, but
in a few months’ time they could go
up to five, six hundred pounds.
STUDENT’S BOOK VIDEO SCRIPT 231
29/08/2019 14:19
 P: So people actually do that?
S: I’ve done it a couple of times.
P: Have you?
S: Mhm.
P: Wow! Have you?
Pen: No.
P: What do you think?
Pen: I think, good for you. I wouldn’t
queue that long for anything,
I don’t think.
S: No, I get what you mean. It can be
quite time-consuming … boring
waiting all day.
Pen: Yeah, I gave up queuing a long
time ago …
S: But I just think when the end result
is gonna be something so profitable,
it makes sense to go for it.
P: I just think personally that it’s
just buying too much into media
and consumerism and marketing
and it just makes me feel kind of
uncomfortable.
Pen: Yeah.
S: People should be able to wear
whatever they want without
feeling that they’re gonna be
judged for it.
Pen: Yeah, definitely. I think the fashion
victims will be the younger
generation. I don’t feel like …
S: That feel they have to pay for it and
have to get it.
Pen: Yeah, exactly.
S: That’s true.
P: Because people look at these adverts
of models, actors, musicians …
S: They see it and they want it.
P: And they think: oh, if I have those
trainers, then I can look a bit like
them. Do you know what I mean?
P: Yeah, definitely.
S: That’s so true.
Unit 2
2A GRAMMAR AND
VOCABULARY
4 GRAMMAR VIDEO page 19
N = Narrator C = Chris Ni = Nicole
A = Alex Al = Alizee Ny = Nicky
Na = Nathan E = Eleanor
N: What have scientists been working
on recently?
C: I think the most important thing
to me that scientists have been
working on is renewable energy
and focusing on improving the
sustainability of the world and
ecosystems. I think that’s really
important. I think that’s what we
should be very conscious of.
232 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 232
Ni: I think what scientists have been
working on lately that I find
the most interesting would be
reducing emissions from cars,
trains, more electric energy, that’s
what’s much better.
A: Scientists have been working on
ocean cleanup things like cleaning
up plastic from the oceans, that’s
what I’m mostly interested in.
There’s been a lot of work on that
lately and it’s interesting to me.
Al: Recently scientists have been
working on cancer research and
I think that’s very useful and
obviously something that’s very
important for everyone around
the world.
Ny: What’s important to me I think is
that scientists have been working
on a cure for HIV over the past
ten years. They have developed
prep, which is a medication which
people can take if they think they’re
at the risk of getting HIV.
Na: Elon Musk and his scientists have
been working on a way to get to Mars
to get people to go there on holidays
and make transport easier to Mars –
to obviously expand the Earth.
E: Something important that scientists
have been working on that I’m
very interested in is technology,
especially the glasses that you
can take photos with, and you
can search the Internet, and it’s
all through your eyes! I still can’t
grasp that, I think it’s so interesting.
Compared to when I was a lot
younger, everything is developed
so much now, and it’s so interesting
to see where it keeps going.
2B READING AND VOCABULARY
5 DOCUMENTARY VIDEO page 20
The future of AI
N = Narrator AG = Alex Garden
RC = Roberto Cingolani W = Woman
iC = iCub AM = Andrew McAfee
N: Freshly baked pizza straight from
the oven. But this pizza wasn’t
made by humans alone. Robots
helped, too. This Californian
company is using intelligent
machines as chefs in their pizza
delivery business. At the moment
the robots spread the sauce and put
the pizzas in the oven but soon they
will do many more jobs. Robots are
cheaper and better at many jobs.
They don’t get sick or take holidays.
Does this mean the robots will
threaten human jobs? The company
says that thanks to robots, human
employees can get on with more
important jobs.
AG: We’re going to free up people to do
things that are higher value. There’s
going to be amazing new ways of
working that don’t exist yet.
N: The pizza robot is good at
performing the same simple tasks
over and over. But humans, and
even animals, can do many different
things. In Italy scientists are building
AI machines that have the sort of
flexibility found in nature.
RC: What we tried to do is to reproduce
functionalities that nature has
developed for three billion years
into artificial systems that can be
used to help humans.
N: This gives robots the ability to make
precise movements, widening the
range of tasks they can do. Robots
can be very useful helping humans
in situations too dangerous for
them to work in, like searching sites
devastated by natural disasters,
such as earthquakes. For example,
this robot was designed in response
to the Fukushima nuclear disaster
to help humans in situations too
dangerous for us to work in. These
new robots can understand and
react to their surroundings. Their
AI is advanced; they are more like
a human.
W: Hello, iCub.
iC: I am ready.
W: Can you please pass me something
to drink?
Thank you very much again.
N: iCub’s ability to interact with humans
allows him and robots like him to do
more than automated jobs. They can
become effective assistants or even
take care of customer service. Where
earlier robots used their mechanical
muscles, these newer robots use
their digital minds. For now though,
these robots still have very limited
intelligence compared to humans.
They are not able to think critically or
creatively. That’s why jobs that need
more advanced thinking, such as
doctors or architects, are still out of
their reach. However, robots like the
iCub and the AI systems in our phones
and computers are developing all the
time. And these technologies learn
much faster than us.
AM: So, the robot revolution is happening
right now. I believe it’s really in its
early days. We ain’t seen nothing yet.
N: The question is, in the future, will
robots be able to replace humans
in more advanced jobs?
29/08/2019 14:19
 2F SPEAKING K: How much? T: Mhm, correct. Presenters need to
E: Five thousand pounds. Each. be careful about when they move
6 COMMUNICATION D: How about this? The world’s and where they stand. Well done,
VIDEO Exercise 2, page 25 biggest drone show! Three hundred Jenny, great performance. So, let’s
K = Kevin D = Daley E = Emma drones at Reading airfield. look at what we need to remember
K: Why don’t we do something E: That sounds good. Drones are fun. about body language when we’re
different today? giving a presentation. Firstly, think
K: Yeah, that’s the one. Come on,
D: Like what? about your posture. Stand facing
let’s go.
the audience. Keep an open body
K: I don’t know, Daley. I’ve been trying ––– position with your hands at your
to think of something interesting E: Ow! What’s wrong? sides, shoulders back, heads up.
but nothing comes to mind.
K: Pizza? Keep your hands still, and your
Any ideas?
E: Yes, you can’t go wrong with pizza. feet too. Don’t fidget! This can be
E: My mind’s gone blank …
very distracting. Also, stand in the
D: The Science Museum? centre of the stage or the room;
E: I know we all study Science, Daley,
but that’s a terrible idea.
Life Skills 1–2 don’t stand to one side of the room
or behind the podium. Next, use
D: Why? 7 LIFE SKILLS VIDEO Exercises gestures to involve the audience.
E: Because we’ve been there 6–7, page 33 The best speakers keep their palms
hundreds of times. I’ve been going T = Teacher J = Jenny open when they speak. Sometimes
ever since I was six! S1–S3 = Students 1–3 you can give the ‘chopping’ gesture
D: Kevin? The Science Museum? T: Good morning, everyone. Today in when you want to make a point.
K: Yeah, I don’t think much of that class we’re going to look at how to Both hands moving down as if
idea, to be honest. use body language when we give you’re chopping. Remember – don’t
a presentation. We often think that point at the audience. This can look
E: How about we …? No. Forget it.
what we say is the most important aggressive. Thirdly, movement.
D: The weather’s good, so … It’s good to keep moving to keep
thing, but actually how we say it
E: Pizza! How about ordering loads and what we do with our body the audience’s attention but not
of pizza and playing video games can either encourage people to all the time! Move forwards when
all day? listen or distract them. This morning you want to make a point, and
K: It’s not a bad idea, Emma … Jenny is going to give part of backwards when you’re adding
E: But? a presentation, and she’s going to a comment or an example. Finally
K: But it’s not a good one either. show some things we shouldn’t do for today, facial expression. We
E: Why? when giving a presentation. Thank know that eye contact is important –
you, Jenny. but don’t stare at one person. Scan
K: Well, the main reason is that we
J: Hello, everyone. I’d like to talk about the audience and hold eye contact
play video games almost every
celebrity photographs and how with several people for a few
weekend. And another reason is
they influence the way we’d like seconds. You can use your face when
we had pizza yesterday. And the
to look. People are very conscious you speak. When you raise your
day before that. And the day before
these days about their appearance. eyes, when you show interest, this
that.
They see photographs of celebrities makes the audience more interested
E: I like pizza. in your message. And this is really
in magazines who normally look
D: What do you think of going to see important − don’t forget to smile to
slim, attractive and fashionably
Bryony Fox? You know, the scientist? show enthusiasm and confidence.
dressed. But are these photographs
She’s giving a talk at the university. Remember – good body language
telling the truth? No, the truth is that
E: That is by far the worst idea I’ve these photographs have often been can help but the wrong body
ever heard. I don’t want to spend altered to make the celebrities look language can do the exact opposite.
Sunday at a talk. better. The women’s hair is shinier, Jenny, would you like to give your
K: Hmm, yeah, it’s not quite as good their waists are thinner; the men presentation again?
as video games and pizza, is it? have muscular arms and legs. And J: Hello everyone. I’d like to talk
E: What do you mean it’s not quite the clothes they are wearing always about celebrity photographs
as good? It’s not nearly as good. look good on them because they are and how they influence the way
It’s even worse than the science very expensive and of high quality. we’d like to look. People are very
museum! They give us an unrealistic picture – conscious these days about their
D: Alright, then. Fine. Emma, what do and unfortunately lots of young appearance. They see photographs
you suggest? people feel they need to achieve of celebrities in magazines who
E: What about this? The Zero-G that ideal look. usually look slim, attractive and
Experience. Check it out – you’re in T: OK. Thank you, Jenny. Right fashionably dressed. But are
a plane that flies really high, then everyone – what did you notice these photographs telling the
speeds back down to earth and you about Jenny’s body language? truth? No, the truth is that these
feel weightless like an astronaut in S1: She didn’t look at us. photographs have been often
a spaceship! altered to make the celebrities
T: Exactly. She looked everywhere
K: That’s a great idea, Emma! Wait, look better. The women’s hair is
apart from the audience.
wait, wait. How much does it cost? shinier, their waists are thinner,
S2: She seemed really nervous and she the men have muscular arms
E: Ah … didn’t know when to stand still or and chests. The clothes they
K: How much? when to move. are wearing always look good
E: It’s kind of expensive. on them because they are very

STUDENT’S BOOK VIDEO SCRIPT 233

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 expensive and of a high quality.
They give an unrealistic picture,
and, unfortunately, lots of young
people feel they need to achieve
that ideal look.
T: Thanks again, Jenny. Excellent. How
do we feel about this presentation?
S3: She looked much more confident,
and I remember what she said
more than I did before.
T: Exactly – thank you! We’ve looked
at a lot of points today, but I think
I need to add one last comment –
whatever we do with our bodies
while we’re talking, perhaps the
most important thing is that it
needs to look natural, and not
artificial! Thank you all and good
luck with your future presentations!
Unit 3
3A GRAMMAR AND
VOCABULARY
8 GRAMMAR VIDEO page 35
N = Narrator D = David K = Katherine
A = Amine Al = Alizee C = Chantelle
N: Tell me about a sports injury
you had.
D: I have had a sports injury. It was
during primary school. I used to
play football every week and I was
never very good but for some
reason someone on the opposite
team singled me out and used to
tackle me very very harshly. It got to
the point where he tackled me so
harshly once that they thought he
had broken my arm. Fortunately, it
was only a sprain.
K: I had an injury in dance where
I was basically running, jumping
and I came down, landed on my
ankle, went over on it and felt this
huge click, then went into hospital
to have it checked out, and luckily
there wasn’t any fractures or
breaks, it was just like a bad sprain,
so then I was just on crutches for
a long time.
A: When I was at school in France, in
the South of France, in Marseille,
I was playing football and I was
very little – now I’m 6 foot 1 – I was
very little at the time and I was
playing against somebody that
was a bit bigger than me and he
went physical at me, but it was just
sports, and then I banged my head
against the wall and the next thing
I woke up and I had ten people in
front of me.
234 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 234
Al: I played netball in secondary school
and I had training sessions twice
a week after school, and then in
a match I was Goal Attack, and I was
jumping up to get the ball and the
defence also jumped up to get the
ball. We smacked into each other
and I fell to the ground and put all
of my weight onto my ankle, so
I hurt my ankle quite badly.
C: So, I had my sports injury when I was
horse riding. I fell off a horse and
broke my arm, but after physio, I got
back on my horse and kept riding.
3E SPEAKING
9 COMMUNICATION
VIDEO Exercise 2, page 39
C = Customer M = Marie Ch = Cheryl
DG = Delivery guy
C: Excuse me, dear.
M: Oh, hello! Welcome to Village
Health Foods. Can I help you?
C: Yes, please. Would you mind telling
me where the organic kale is?
M: I … Yes, I think it’s … Cheryl?
Ch: Vegetables are at the back, Marie.
M: The vegetables are at the back.
Sorry, it’s my first day.
C: That’s alright, dear. We all have to
start somewhere.
M: Can I help you with anything else?
C: That’s very kind of you, dear, but
I think I’ll manage. Actually, there
is something, yes. I’d like to know
whether your fruit and veg is
locally grown.
M: Locally grown? I … Well, I mean,
everything we have looks very
fresh, so maybe?
C: Yes dear, but have you got any idea
whether it’s local?
M: Cheryl? Are our fruit and vegetables
locally grown?
Ch: They’re imported, Marie.
M: They’re imported. But they do look
lovely, very colourful!
C: Well, I’m sure they look lovely, but I’m
afraid it’s local or nothing for me.
M: Oh, okay. Can I help you with
anything else?
C: I wonder if you have any
free-range eggs.
M: Well … I think we … I just don’t
know where … it’s my first day,
you see …
C: Yes, dear. You mentioned that.
M: I’ve been trying to learn where
everything is, but it’s really not that
easy. I had thought about drawing
a little map but then I forgot and
then I thought, well, maybe that’s
a stupid idea, because …
C: Sorry, I don’t mean to be rude but
I am in a hurry. Could you possibly
tell me where I can find those eggs?
M: Of course! Sorry. Cheryl? Free-range
eggs?
Ch: Back left, Marie.
M: Back left. Shall I show you where
that is?
C: No, that’s alright, thanks, I’ll be fine.
Good luck with the new job.
Ch: Delivery, Marie!
M: Oh. Yes. Right.
Ch: Find out if they’ve brought the
wholemeal bread.
–––
M: Hi. Do you happen to know if
you’ve got any wholemeal bread
in there?
DG: Wholemeal bread? I don’t really
know to be honest. Sorry, it’s just …
it’s my first day.
M: Really? Well, that’s alright – we all
have to start somewhere!
3F READING AND VOCABULARY
10 DOCUMENTARY VIDEO page 40
Pushing yourself to the limit
N = Narrator NK = Nikki Kimball
DB = Dennis Ball AC = Andrea Cady
N: This is one of the toughest sports in
the world. It’s long, it’s hard and it
can be painful. This is the long-trail
ultra-marathon. A normal marathon
is forty-two kilometres, but the
long-trail is a hilly 440-kilometre
course – ten times as far as a regular
marathon. That’s equivalent to
climbing Mount Everest twice.
Nikki Kimball is one of the best
professional ultra-runners in the
world. She is challenging herself to
break the world record for running
the long-trail. The record is currently
held by a man.
NK: His name is Jonathan Basham and
he ran four days, twelve hours and
thirty something minutes, so I’ve
got to get it under that.
N: Extreme sports challenge both
a person’s mind and body to their
limits, but Nikki believes she can
break the all-time record.
NK: But that’s what extreme sports
are about – about doing stuff that
people think isn’t possible.
NK: And go!
N: After two years of training, she’s off.
She will endure at least four days
of running through the night and
day with little rest in very difficult
conditions. She has a support team
of thirty people. They are there to
provide encouragement, medical
help, food and drink at her regular
rest and food spots.
29/08/2019 14:19
 DB: We want to have everything
prepared, ready, cooked and get
her fixed up and ready to go as
soon as possible.
N: Nikki’s nutrition is planned by
the team doctor. She balances
normal dishes that she enjoys
eating with special sports food
and energy drinks.
AC: Basically, I think in terms of
nutrition for ultrarunning there
are a lot of different possibilities.
I tend to favour the ‘what is my
body craving right now’ school
of thought.
N: As well as short eating breaks, Nikki
also has very short sleep breaks.
Fighting tiredness is a real test of
physical endurance and willpower.
AC: I want her to keep going. I think
if she stops to sleep, she’s going
to realise she’s not going to break
the record.
N: Rest is all that Nikki can think about,
but she keeps going. She is close to
an incredible achievement. Nikki
fails to break the all-time record,
but she is the fastest woman ever
to finish the trail. She completes the
long trail in five days, seven hours
and forty-two minutes, breaking
the women’s record by over two
full days. She hopes that her
achievement will inspire people
of all ages to get involved with
running and physical activity.
NK: Winning races doesn’t matter in
itself. It doesn’t matter at all. But
if you can inspire somebody to be
healthier, that matters.
N: But is such extreme physical effort
the best way to encourage people
to lead a healthy lifestyle?
Unit 4
4A GRAMMAR AND
VOCABULARY
11 GRAMMAR VIDEO page 49
N = Narrator R = Rosie A = Amine
J = Jake Al = Alex Ni = Nicole
M = Matt Ali = Alizee C = Chris
P = Phoebe
N: If you are travelling by tube what
should you and what mustn’t you do?
R: When traveling on the tube, I think
you should be aware of the space
around you and the people around
you, and just be quite vigilant of,
I think, making sure that you’re safe
and you’re not putting other people
in danger, especially when actually
on the tube platforms. And I think
you shouldn’t be doing any too
large movements, I think, and you
should be conscious of the signs that
are there for everybody’s safety.
Z02 High Note TB3 09593.indd 235
A: If you’re traveling in the tube, you
must have your Oyster card ready,
I think, and be aware of your
surrounding.
J: If you’re traveling by tube, you
mustn’t lose your ticket because
then the man will tell you off.
Ni: When traveling on the tube, I think
you have to be careful of your
belongings, your bags and stuff like
that, pickpocketing – just be aware.
You mustn’t be rude, disruptive.
M: What you shouldn’t do is look
people in the eye or speak to
people. What you should do is keep
to yourself and keep your head
down, and if there’s an elderly lady
or pregnant lady, you should let
them sit down.
Ali: Some things you should do on
the tube is always be aware of
the people around you, obviously
if there’s an elderly person or
a pregnant woman stood up, then
you should offer your seat to them,
and just don’t be rude, don’t rush
because everyone’s trying to get
somewhere, so just be aware of the
people around you, and then some
things you shouldn’t do is push and
shove and try and run for the door if
they’re closing because that delays
the tube.
C: When using the London
Underground, you should always
let somebody off first before you
get on and you should not eat
unsociable food – by that I mean
unnecessarily smelly or anything
like that. Dry snacks only.
P: If traveling by tube, you should
wear deodorant, you should
probably take your rucksack off
to make space. You mustn’t hustle
down the escalator, you mustn’t
stand on the left, you mustn’t try
and get on at last minute when
the doors are closing.
Al: When you’re traveling by the tube,
you must take a bottle of water
with you, to keep hydrated, and
you mustn’t wear heels because
the platforms are very short and
you should keep your ticket on
you at all times and you shouldn’t
interact with too many people
because you might miss a stop.
4B READING AND VOCABULARY
12 DOCUMENTARY VIDEO page 51
Off the beaten track
K = Karl Watson N = Narrator
M = Matt
KW: I’m about to head back to New
Zealand to go on a seven-week road
trip around both the North and South
islands. I’ll be traveling with my kiwi
friend Matt, who firstly be taking us
off the beaten track to show me how
kiwis enjoy their own country.
N: Matt and Carl met in London, but
Matt moved back to New Zealand,
and lives and works in Wellington –
the capital of New Zealand. Now
Karl is getting on a plane, or several
planes, to visit his friend. After
spending a couple of days in the
city, they hit the road and head
to Tokomoro Bay, where Matt’s
ancestors are from.
KW: What do you want me to get out
of it? What do you want me to see?
What do you want to show me?
M: Well, I want to show you, I guess,
parts of New Zealand that you
wouldn’t normally see if you’re
a tourist. So, one thing that would be
good for you to get is actually seeing
some of the Maori side of New
Zealand. You know, the culture has
been here for twelve hundred years
and my tribe is Ngāti Porou, which
is the East Cape of the North Island.
It’s a very awesome place; for me
it’s very spiritual, I have a very strong
connection to the land. It’s home.
KW: No, it’s cool, we’re going
completely off the beaten track,
no phone reception, no nothing,
which should be a nice break, so
I’m really looking forward to it.
N: Maori are the indigenous people of
New Zealand. They arrived in New
Zealand from Eastern Polynesia in
canoes. Matt belongs to a Maori
family and he takes the opportunity
to tell Karl about his heritage.
He shows him around the tribe’s
marae, or meeting house. Matt’s
family still uses this one today for
social and religious celebrations.
There is one more attraction waiting
for Karl.
KW: Morning! Yeah, got up at the crack
of dawn this morning to go and do
some crayfishing!
N: Crayfishing with Matt’s dad is
a fun new experience and it brings
Karl closer to the family’s habits
and culture.
KW: It’s always a good start of the
day when you wake up and do
something you’ve never even
done before.
STUDENT’S BOOK VIDEO SCRIPT 235
29/08/2019 14:19
 N: But now, it’s Matt’s turn to
experience New Zealand from the
tourist point of view. Karl is taking
him on the traditional New Zealand
backpacking trail.
KW: That is some of the clearest, bluest
water I’ve ever seen.
M: Pretty proud to be a kiwi when you
come to places like this.
KW: It’s gorgeous. It’s like this little
spot of paradise amongst the
countryside here.
N: For Matt, this was a whole new
experience of his own country.
M: When Karl comes over here and
appreciates it so much and shows
me things, it just makes me more
aware, I guess, of the amazing
country I live in.
N: By bringing together Matt’s local
knowledge and Carl’s perspective
as a tourist, they have shared a trip
they will never forget.
4F SPEAKING
13 COMMUNICATION
VIDEO Exercise 3, page 55
Z = Zoe A = Alex B = Brian
Z: Sorry I’m late. The traffic was
dreadful.
A: You didn’t drive here, did you?
Z: No, I took the bus.
A: It’s daft to take the bus.
You’ll never get anywhere on
time. You should cycle.
Z: I’m sorry, but I don’t agree. I take
the bus a lot and it’s usually pretty
reliable.
B: I agree with Zoe. She’s right.
The bus service isn’t bad.
A: You can’t be serious! Buses are
a joke. You have to wait for ages
and then three come along at the
same time. And public transport’s
far too expensive, especially the
underground.
Z: I disagree. If you get a travel card,
it’s not much more expensive
than cycling.
A: Come off it! Cycling’s much cheaper.
B: OK, you’ve got a point, but the
problem with bikes is they’re too
easy to steal.
Z: You’re right, Brian. I used to have
a bike but someone stole it.
A: I see what you mean, but you don’t
need to have your own bike. You
can use the public bikes. OK, maybe
they’re not the best bikes in the
world …
B: That’s for sure.
A: … but they’re not bad.
236 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 236
Z: You might be right, Alex. Maybe
I’ll try it. It’s got to be better than
sitting in your car in a traffic jam
producing all those exhaust fumes.
A: That’s exactly how I feel. It’s a crime
against the environment to use a car.
B: Electric cars don’t cause pollution.
A: What? You’re joking, right? Of
course, they cause pollution.
Where do you think they get their
electricity from?
Z: OK, maybe that’s true, but …
A: Cars cause congestion and
accidents. I think we should ban all
cars from the city centre!
B: No way!
A: Why not?
B: I don’t think that’s realistic.
Z: I don’t think so either.
A: Oh, sorry, guys. I’ve got to go.
My girlfriend’s picking me up.
B: She’s picking you up? What? On
her bike?
A: No, in a car.
Z: An electric car?
A: No … It’s raining!
Unit 5
5A GRAMMAR AND
VOCABULARY
14 GRAMMAR VIDEO page 65
N = Narrator A = Alex Al = Alizee
E = Eleanor M = Matt T = Tayla
Na = Nathan Ma = Maya J = Julia
N: What skills do you think you will
need to learn for your future
career?
A: For my future career I’m planning on
doing psychology, so I will have to
learn a lot of communication skills,
as well as sort of being empathetic
with people.
Al: I will need time management and
being able to work under pressure,
and I’m going to learn those skills
by …, through experience at uni,
so when I’ve got deadlines writing
my essays to hand in and maybe
getting a part-time job because
that will give me the experience of
working in a different environment.
E: So, for my future career I will need
to improve my communication
skills and to improve them, I’m
going to talk to more people.
M: I think the skills that I will need in
the future will be to learn about
technology, to keep up to date
with technology, and I’m a creative
person, so I try to focus more on
creative skills, skills that cannot be
replaced by technology.
T: The skills I will need to become
a lawyer in future include good
speaking skills, good writing skills,
being able to think about a problem
from lots of different perspectives,
and to also remain objective when
thinking about problems.
Na: What I will need to learn is
professional etiquette in corporate
scenarios. I will need to learn how
to conduct myself in meetings and
exam conditions.
Ma: In my future I’ll need to have a very
good ear, I’ll need to be able to
listen to music and to be able to
write it down, I’ll need to be able to
sight read music very well.
J: I think I will need to have really
good people skills. Obviously, the
world’s changing all the time, the
type of skills that people have or
that are wanted change all the
time, so I really need to just work
on the type of skills which are
never going to change, so talking
to people, interacting with people,
being able to come up with good
creative ideas I’ll definitely have to
be doing that in the future.
5D SPEAKING
15 COMMUNICATION
VIDEO Exercise 3, page 68
L = Lilly C = Colin
L: Todd? Do you know if Colin Pettifer
is here yet? He was due at … Never
mind, thanks. Colin! You’re a bit late.
C: Yeah, the trains were a nightmare.
Sorry.
L: Anyway, I’m Lilly. Thanks for coming
in today. As you know, we’re …
C: Sorry. Hello? Yeah, yeah. Look,
I can’t talk now. Yeah, the
interview. Yeah, now What? Yeah.
Bye, Mum. Sorry.
L: Okay, so … Once again, thanks
for coming in today. As you know
we’re interviewing for a gap year
placement here at Fish Tank Games.
Your online application was very
impressive.
C: Thanks, Millie. My dad and I spent
a long time on it.
L: It’s Lilly, not Millie.
C: Oh dear. How silly! Actually, that
rhymes, doesn’t it?
L: It doesn’t matter. Did you … did you
just say your father helped you with
your application?
C: Well … no. I mean, I wrote it. He just
helped me check a few things.
L: Like what?
C: Oh, just a few things. Like …
the spelling.
29/08/2019 14:19
 L: The spelling. Right. It says here you
enjoy working with other people.
Could you tell me more about that?
C: Did I write that? Well, sometimes
I like working with other people,
but I also enjoy doing things on my
own. To be honest, working with
others often makes things more
difficult.
L: Oh? That’s … interesting.
So, perhaps you could tell me
a bit more about yourself Colin.
C: Well, I wrote it all down on my
online application So, I’m eighteen
years old …
L: Colin, I’ve read your application
and I found it very interesting but
I’d like to hear more from you.
For example, what are some of
your strengths?
C: Well, I’m good at gaming. I like …
I mean, I just want to work for
a company that …
16 COMMUNICATION
VIDEO Exercises 4–5, page 68
C = Chen L = Lilly
C: Oh, my phone.
L: Chen? I’m Lilly.
C: Nice to meet you!
L: We’re a bit behind schedule.
Sorry to keep you waiting, I know
you were here on time.
C: No problem.
L: I’ll start by saying congratulations.
I really enjoyed reading your
application.
C: Thank you. I’m glad to be here.
I was so excited when I found out
I had an interview.
L: Enthusiasm! We love that here.
So, tell me a bit about yourself.
C: Well, I speak English, Chinese and
German. I’m taking four A-levels.
Oh, and I’m learning to drive at
the moment. I’m taking my test
next month.
L: Sounds like you enjoy keeping
busy. How do you find time for
everything?
C: I manage my time carefully.
I actually think I work better under
pressure. I believe most things are
possible if you try hard enough, and
I guess I’m a fast learner.
L: You’re also a member of a rock
climbing club.
C: Yes, that’s been a really great
experience. In climbing, you have
to work together to stay safe.
So I’ve learned that I work well
in a team. I truly believe that two
brains are better than one.
L: I agree. So, what about your
weaknesses? Things that you’d like
to improve?
Z02 High Note TB3 09593.indd 237
C: Well, I tend to spend too much
time checking my homework, but
I’m trying to speed up. And I find it
difficult to talk to large groups of
people. Last year, I joined a drama
club to develop my public speaking
skills. I’m sure I’ll have improved by
the time I finish school.
L: Great. Right, why don’t you tell
me what you know about
Fish Tank Games?
5F READING AND VOCABULARY
17 DOCUMENTARY VIDEO page 70
Handcrafts in the twenty-first
century
N = Narrator SM = Shawn Messenger
EG = Eric Gorges NB = Nathan Bower
N: In the era of increasing automation,
many predictable and repetitive
jobs may disappear. But some
professions are likely to survive as
they require creativity, innovation
and highly developed skills. Eric
Gorges is a mechanic who builds
customised motorcycles. He travels
to meet people who, like him,
create unique handmade objects.
They hope that through their work,
they can create a legacy. They
would like future generations to
share their passion and continue
doing their job. Shawn Messenger
is a glassblower. She makes
shapes and designs with glass.
Glassblowing is an ancient craft
that started 3,500 years ago. Shawn
is based in Toledo, USA and started
blowing glass when studying at an
Art Institute.
SM: So, I ended up walking into the
glass department and it was love at
first sight.
N: She worked in a company blowing
glass for ten years and then became
a freelance glass blower.
EG: Do you see yourself as an artist or
a craftsman?
SM: Both, both, well, I mean I’m
a craftsman because I think I know
how to create things using tools,
but an artist because I try to come
up with different ways of looking at
the glass and making it different.
N: It’s hard work blowing big pieces of
glass, so Shawn works long hours.
Her job requires determination
and lots of patience. She has to
be competitive because machines
now make a lot of glasswork. But
her unique designs cannot be easily
mass-produced, that’s certain.
Another example of a craft that
can also be an art is clock-making.
People have been making clocks
since the fourteenth century.
Machines now make a lot of clocks,
but people like Nathan Bower
continue the craft. Nathan is
curious about how things work
and comes from a family of
self-employed people.
NB: You know, I come from a long line
of entrepreneurs.
N: Nathan is gifted and very precise,
so he makes all of his tools and
clock parts by hand.
EG: Do you design these patterns?
NB: I do. I love sketching out and
designing bespoke patterns. As far
as I know, I’m the only one that’s
ever done that to a clock here, so
it’s kind of my thing and I’m kind of
proud of it.
N: It can take Nathan months to design
and make each clock, but he loves
getting down to work. His clocks
will be used by people for 200
years, so he hopes he’s creating
a legacy.
NB: Hopefully, I’m remembered and
people admire my work and
remember me in that way. I also
very much desire to be influential
and a renewing interest in my craft.
N: Nathan and Shawn have learned
skills that have produced iconic
objects in our society, and people
will continue to love and enjoy
their work for years to come. That’s
a real legacy, isn’t it?
Unit 6
6A GRAMMAR AND
VOCABULARY
18 GRAMMAR VIDEO page 79
N = Narrator D = David C = Chantelle
K = Keith R = Rosie P = Pip E = Ellie
Ka = Katie Ch = Chris Kat = Katherine
N: If you could go anywhere for
a weekend, where would you go
and who with?
D: If I could go anywhere for
a weekend, I would go to
Yellowstone National Park in
America and I would take my
fiancée because it’s where she
would want to go for a honeymoon
and I think it would be a nice treat
for her.
C: If I could go anywhere, I would
go to Italy, somewhere by the
beach, I think the sunshine would
be nice, and I’d probably go with
my friends.
K: I’d go to New Zealand for the
weekend with my girlfriend.
She hasn’t been here so, yeah,
I would like to take her.
STUDENT’S BOOK VIDEO SCRIPT 237
29/08/2019 14:19
 R: I think I would go to New Zealand
with my friend Hannah because
I enjoy walking and I think it has a lot
of beautiful scenery that I would love
to experience for myself, and not just
through pictures.
P: If I could go anywhere for
a weekend, I would go to New York
with my girlfriend. I think it’d be
lovely. That’s where … if I could go
anywhere, that’s where I would
like to go.
E: If I could go away anywhere,
I would go to Bali because it’s very
quiet and it’s a lot more relaxed
compared to the busy lifestyle that
I usually experience in London, and
I would also go with my cousin.
Ka: I think that I would go to the
Alps with my best friends from
university. We love to ski and I’ve
not gone there with them yet. It’s
probably my favourite place in
Europe and I think that would be
really really good fun to spend
a weekend out there in the snow.
Ch: Personally, if I was to go away for
the weekend, I would most likely go
with my sister or my friends. I love
booking a flight and going over to
Europe. I think it’s super super easy,
much easier than people think it is,
so a city break in Europe. Also, oh
I love Edinburgh as well, I’d go to
Edinburgh in a heartbeat.
Kat: I want to go to Rome for the
weekend, I think, for the food
and for the culture, and yeah, and
I would probably go with one of my
best friends, or maybe my mum –
depending what mood I’m in.
6B READING AND VOCABULARY
19 DOCUMENTARY VIDEO page 80
Why do we lie?
N = Narrator DA = Dan Ariely
MN = Michael Norton
P = Psychologist S = Student
N: This is Dan Ariely, a professor at
Duke University in America. He is
on a mission to understand what
makes people act dishonestly or
against their own morals.
DA: How many people here have lied
at least once since the beginning of
2014? How many people here think
of yourself in general as honest
wonderful people? The same
group! How can it be? How can it be
that at the same time we think of
ourselves as honest, and then we
recognise that we are dishonest?
N: Dan thinks that we are able to
justify small acts of dishonest
behaviour because of what he
calls ‘fudge factors.’ Fudge factors
238 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 238
are excuses we use which allow
us to feel like our dishonesty is
acceptable. To test his theory, Dan
and his team created a series of
experiments called the matrix
experiments, to understand how
and when people lie. In this
exercise, participants have half
a second to pick which side of the
square has the most dots. It seems
simple but there’s a twist.
DA: We’re not going to pay you the
same amount for the right and
for the left. But regardless of the
amount, your task is to basically be
as accurate and truthful as possible.
N: Participants now face a moral
dilemma. The objective of the task
is to tell the truth, but if they keep
selecting only the right side, there’s
more chance of getting a bigger
reward – more money. And because
both sides are so similar, it doesn’t
feel very dishonest …
MN: There’s a line and you have to
decide whether you’re going to
cross it or not. You kind of want to
go to the other side, and you kind of
know what the right side is. Maybe
I’ll go to the other side sometimes.
N: And in the end, it turns out that
most participants cheat – not a lot,
but a little bit. In fact, overall nearly
seventy percent of the 40,000
people who took part in the
matrix experiments lied when the
circumstances made it easy to do
so. To get to the root of why we lie,
it can be useful to look at children.
Young children are especially likely
to tell little lies, sometimes called
white lies or fibs. This can get
children into trouble, but experts
believe it is a vital part of our early
psychological development. It helps
us build imagination and creativity.
P: It’s very common for children,
younger children, to fib. And for
them, it gives them pleasure, it
helps them imagine things and it
helps them build their brain.
N: And, as one child points out,
sometimes we don’t just lie
to help ourselves.
S: Sometimes you also have to lie
in a way, because you’re making
somebody happy. Like if you’re
throwing a surprise birthday party,
then that means you’re obviously
trying to help and get ready or do
something. And so, you’re lying
to your friend to help them have
a good birthday!
N: Some lies are less harmful than
others, but it’s always worth asking
yourself: why did I actually lie? or
why did this person lie to me?
6E SPEAKING
20 COMMUNICATION
VIDEO Exercise 2, page 84
S = Sally C = Claire
S: Claire, I wonder if you could give
me some advice. I’ve got a bit of
a problem and I don’t know what
to do.
C: Oh no! What’s up?
S: Well, I really want to go to Ali’s
party on Saturday night …
C: Well, yeah. Everybody’s going!
S: But I’m supposed to be going to
Brighton this weekend to stay with
Jane, she was my best friend at
primary school. I’d love to see her
again but if I go to Brighton, I’ll miss
the party!
C: Hmm. Oh, dear. Well, you could invite
your friend to visit you and then she
could come to the party, too.
S: Yeah, I thought of that, but I’m
pretty sure her parents won’t let
her come. They’re really strict.
C: Well, in that case, I think you should
forget about Jane and come to the
party. It’s going to be fantastic.
S: But we’ve been planning this
weekend for ages. I can’t let her
down! She’ll be so upset! Oh! I’ve
no idea what to do!
C: The best thing to do is to tell her the
truth. If you explain the situation,
she’ll understand and you can plan
another weekend some other time.
S: Do you think so? Actually, yes,
you’re right! She’ll understand,
of course, she will. Thanks.
That’s really helpful!
21 COMMUNICATION
VIDEO Exercise 3, page 84
T = Tom J = Jane S = Sally
T: Yes! Nice one, Jane. Great game.
J: Thanks, it was close!
J: Do you remember my uncle Haru,
Tom? You know, the one who
married the French woman last year?
T: Of course, I do. You showed
me the wedding photos like
a thousand times.
J: Oh yeah. Well, you know they went
to live in Paris?
T: Yeah, yeah. Oh, it’s such a romantic
city and, oh, they’ve got a lovely flat
and, oh, he’s got a great job …
J: Whatever! Anyway, guess what!
T: What?
J: He’s invited me to go and stay with
them next weekend. He’s paying
for the flights and everything!
T: Wow!
29/08/2019 14:19
 J: The thing is, my friend Sally is coming
to stay with me that weekend!
T: Hmm …
J: So, what do you think I should do?
Do you think I should go to Paris or
stay here with my friend?
T: If I were you, I’d go to Paris.
No question about it.
J: But I haven’t seen Sally for ages!
She’d be so disappointed if I told
her not to come! What could I say?
T: Well, it’s probably not a good
idea to make up a stupid excuse,
that’s for sure. You’d better just
tell her the truth. I’m sure she’ll
understand. It’s not every day you
get to go to Paris, is it?
J: You’re right, that’s good advice. I’ll
give it a try. I’ll call her as soon as
I get home! Thanks, Tom.
T: You’re welcome. Good luck!
S: Hello, Jane?
J: Oh, hi, Sally! I was going to phone
you …
Unit 7
7A GRAMMAR AND
VOCABULARY
22 GRAMMAR VIDEO page 95
N = Narrator K = Katie A = Alizee
M = Matt P = Phoebe N = Nicole
Al = Alex C = Chantelle J = Julia
Ka = Katherine
N: What’s the one thing your parents
always told you to do?
K: My parents have always told me to
work hard and be very respectful
to people and I’m really glad I did
because it’s very important and
it’s really helped me out in life
growing up.
A: My parents always told me to be
kind to other people.
M: The one thing my parents always told
me to do is say please and thank you.
P: My parents always told me to put in
a lot so that I get back a lot – that’s
what my mum always says.
N: They always told me to be myself
and always try my best, put my 100
percent into anything I tried.
Al: My parents always told me to say
my pleases and thank-yous and
I think I’m good at that.
C: My parents always told me to be
polite, always have my manners.
J: My parents always told me to study
really hard because it will pay off.
Ka: My parents always told me to work
hard at school, get your exams
behind you, and then you can go off
and do whatever you like after that.
Z02 High Note TB3 09593.indd 239
7D READING AND VOCABULARY
23 DOCUMENTARY VIDEO page 98
Living art
N = Narrator LM = Lisa Meade
CS = Christopher Salata
MS = Michael Schwartz
N: Meet Lisa. Lisa is an artist from Los
Angeles, who is making headlines
by turning people into paintings.
Lisa paints her subjects from head
to toe. She uses bold brushstrokes
to capture depth and shadow,
just as she sees it in real life. Lisa’s
puzzling paintings make the real
world look like atmospheric two-
dimensional oil paintings.
LM: I paint on people in a way that
makes them look like two-
dimensional paintings. I paint the
shadows as they exist in real life
directly onto them.
N: For Lisa, the world is a canvas. All
she uses for her paintings is acrylic
paint and a brush.
LM: If I were to think about how
to paint a person on canvas,
I would paint that directly on
their body. I would include all the
shadows, the highlights, straight
brushstrokes, colours.
N: Lisa paints our human subjects from
top to toe, even the ears, hair and lips.
To complete the paintings, Lisa paints
the background in the same style, so
you don’t know where the painting
ends and the real world begins.
LM: And I also wrap in the background,
too. The painted person works
without the background, but it also
adds to the effect a lot to be able to
see the figure emerging from the
canvas.
N: Because Lisa paints on people, she
takes a lot of photos of her work
before her models wash all the
paint off.
LM: When I paint someone for a live
art exhibit, obviously the artwork
has to go home at the end of the
day, shower and it’s all over. And so
I take a lot of photos to capture the
spirit of the artwork.
N: Twenty-seven-year-old Christopher
Salata admits that he loves being
painted and being a part of art
history.
CS: It’s just neat to feel like I’m
inside of a painting right now
and a photograph at that exact
same time.
N: Her spectacular style of painting has
been getting attention worldwide
and winning critical acclaim.
Michael Schwartz is an art expert
and gallery owner, who thinks Lisa’s
work is pushing boundaries.
MS: When a woman like this comes
along and challenges the standard
and creates something so unusual
and so different, that’s a really
important thing for an artist.
N: The future certainly looks colourful
for Lisa and her unique work, but
will her paintings be remembered
if they only last a day before they’re
gone for good?
7F SPEAKING
24 COMMUNICATION
VIDEO Exercise 3, page 101
Pen = Penny S = Sam P = Pete
Pen: You guys won’t believe what
happened last night.
S: Go on.
Pen: It was really embarrassing.
S: No …
Pen: You know I’ve been working
on a play with the group in the
village and last night was our
first performance. Just for friends
and parents to come and watch.
I was on stage, kind of performing
a group song, where we all had
to hold hands like this and, yeah,
at first I just felt a bit light. I just
felt I couldn’t really feel my legs.
I thought maybe it was nerves.
But then everything in front of me
started to just go black. Suddenly,
I couldn’t hear anything. The next
thing I know, I woke up backstage.
Just passed out on the floor.
But my friend said, she was on
stage next to me, and our, you
know, director kept saying week
after week ‘the show must go on.’
Whatever happens, you do not
stop. The show must go on. So,
my friend said that she felt me
suddenly faint, just pass out next
to her but she had in her head ‘the
show must go on.’ So instead of
taking me off stage, she just sort of
propped me up next to her and just
held me and like tried to carry on
with the song for a while.
S: I can’t believe you fainted.
Pen: I know. I felt like crying to be honest.
S: Did you panic?
Pen: Well, when I woke up I just felt
really embarrassed. And my parents
were watching, my friends were
watching. I felt really silly.
S: Did you recover okay, though?
Pen: Yeah, they gave me a chocolate bar.
I think … I think it was just nerves
and I hadn’t really eaten ’cause
I was a bit focused on the play.
S: So, something embarrassing
happened to me. I was appearing
in a talent show and I was on stage.
This happened a few weeks ago. The
STUDENT’S BOOK VIDEO SCRIPT 239
29/08/2019 14:19
 curtains went up, the microphone
was in front of me, I was singing
and I was playing and there was
just no noise coming out. It was the
most embarrassing thing that had
happened to me. I couldn’t believe
it but …
Pen: Did they give you another chance?
S: Yeah, but I was so nervous by that
time that it was a mess anyway.
I was so embarrassed. I didn’t want
to go back on stage.
P: Nothing like that has ever really
happened to me.
S: Lucky you.
Pen: Lucky you.
P: I suppose one thing that did
happen, like you, with Amateur
Dramatics. I auditioned for this role
and I got it. And at first, I was really
excited, but then when I got to the
first day of rehearsals the director
turned to me and said, ‘Okay, ready
to shave your head?’
S: Honestly, I’d feel like crying.
P: And I said, ‘What?’ And he said,
‘Yes. This role requires you to shave
your head.’
Pen: And they hadn’t mentioned that
before?
P: Well, I couldn’t remember. Maybe
they did but … I was just so
nervous …
Pen: So, did you do it? Or did you not do it?
P: Yeah, I did it. I just wanted to do the
part so much. But this was maybe
a year ago, so obviously my hair’s
grown back now.
S: I can’t believe it.
P: I know.
Pen: ’Cause that makes, I mean, you’re
only gonna be doing the play two
nights out of the year. But the
shaved head is quite permanent.
S: Yeah, it’s quite a big commitment,
you know?
P: It was, but what can I say. I’m
committed.
Pen: The show must go on.
P: Exactly.
Unit 8
8A GRAMMAR AND
VOCABULARY
25 GRAMMAR VIDEO page 109
N = Narrator Na = Nathan C = Caitlin
P = Pip E = Ellie M = Matt J = Jake
Ni = Nicole Jo = Jonathan T = Tayla
N: Should adverts be shown to
children and teenagers?
Na: I think adverts should be shown
to children, obviously depending
on what they show and how it
240 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 240
may alter the child’s mindset but
I think adverts should be shown
to children.
C: Yes, I feel like adverts should be
shown. I think nothing should
be restricted, or age-restricted,
because people will find a way
to find it.
P: Adverts shouldn’t be shown to
children, young children, certainly,
that’s what I think. I don’t think
they should be shown to children
because they’re not in the
consumer bracket, it’s not their
money. Teenagers are slightly
different because they could have
their own money.
E: I don’t think adverts should be
shown to children because I think
that they absorb things very easily
and very quickly, so if these adverts
aren’t properly targeted at the right
market that they’re supposed to be
targeted at, then they could absorb
something that might negatively
affect them in the future.
M: I think that adverts should not be
shown to children and teenagers
because they are more, say,
susceptible to marketing techniques
that target young people.
J: Adverts should probably be shown
but in a less targeting manner
because whenever you see a TV
show pop up nowadays, they’re
just targeting young kids to sell
them stuff they don’t need or will
use probably about three times and
put under the bed.
Ni: I believe adverts thought should be
shown to children and teenagers.
Marketing is a big thing and I think
it’s so integrated into everyday life
that even at an early age we should
be exposed to it.
Jo: I think it’s almost impossible
to have children not see
advertisements. Just walking, like
if you’re just walking around here,
you can’t avoid an advertisement
anyway. I think definitely that
you need to make sure that the
advertisements we show children
are monitored in some sense and
I almost feel like they shouldn’t be
targeted at children.
T: I think adverts should be shown
to children and teenagers, but
I think that there perhaps ought to
be restrictions on certain types of
adverts, for example adverts that
might portray violence or might
advertise unhealthy foods, which
children don’t understand that
they shouldn’t eat, and those sorts
of decisions should be made by
a responsible adult.
8D READING AND VOCABULARY
26 DOCUMENTARY VIDEO page 112
Buy or borrow?
N = Narrator PR = Patrick Robinson
J = Johnny E = Emily W = Woman
M = Man
N: We all need money to live, but
sometimes it’s a challenge getting
our money to stretch far enough to
buy what we need as well as what
we want without getting into debt.
So, unless you’re rolling in money,
you may start to think, do I really
need to own everything? One
solution is to use what is called the
sharing economy. That means we
don’t own everything we use; we
just rent it when we need to.
PR: What people are calling the sharing
economy, which is a new phrase
for what is actually a very old idea,
which is just people sharing the stuff
that they have with other people.
N: What is new, however, is how fast
the sharing economy is growing.
PR: People are sharing their cars,
they’re sharing their clothes,
they’re sharing their dogs, they’re
sharing their time and their own
skills. Literally, if it can be shared,
somebody somewhere is sharing it.
N: If you only need a car for a few
hours, a car sharing app is a good
idea. Apps make it easy to find
exactly what you want and then
make a booking. After you’ve
booked your car, you can pick it up.
J: How do I get into it? Where are
the keys?
E: If you open up the app …
J: Yes …
E: And ‘honk and unlock me …’
J: Woah! It worked.
N: With a shared car, you only pay for
as much time as you use. It’s not just
cars you can hire for a few hours.
If you need some tools for work at
home, don’t buy them, hire them
for as long as you need. Suppose
you would like some special clothes
for a night out. Instead of spending
a fortune on a designer outfit, you
can just rent it. You’ll save a lot of
money and time.
Housing scheme set up by the
government are another example
of the sharing economy. Obviously,
buying a home is a big purchase.
What if you don’t think you will
ever have the funds for that? In
some places, there is a different
type of selling arrangement. In this
English town, the government is
selling empty houses to people for
one pound. One pound for a house?
That’s only one side of the deal. The
29/08/2019 14:19
 buyers have to agree to renovate
the house. This means in the end,
they will spend far more than just
one pound and will have to put
a lot of effort into the renovation.
But when it is finished, it not only
looks better, but they have their
own home for a lot less money
than buying it in the normal way.
J: Can you believe what a bargain it is?
Because, you know, we always hear
about how expensive housing is.
W: Yeah, even with 30,000 pounds it’s
a big bargain, and it is life-changing.
N: What’s more, everyone living in
the area benefits from it. If there
are more residents, new shops
and services open. So much more
is going on in the neighbourhood.
It boosts the local community and
businesses.
M: It’s not just about having this
house for a pound. There’s lots of
community projects that are going
on alongside it, which is helping to
regenerate and build the area up.
N: There are lots of new ideas that
are helping to develop the sharing
economy. It makes us all think
about what we really need to own,
and what we just need to use for
a limited time. But is it likely that
in the future, we may not need to
own anything at all?
8E SPEAKING
27 COMMUNICATION
VIDEO Exercise 2, page 114
V = Voicemail J = Janet B = Bradley
E = Emily
V: Hello, you’ve reached M.Y.E.
We can’t take …
J: Hello, I’d like to make a complaint,
please. Oh!
V: … your call right now. Please hold
the line. Someone will be with you
shortly.
J: I don’t believe this. I’ve been
waiting for almost ten minutes.
B: Hello, M.Y.E., Bradley speaking.
J: Oh, hello! Sorry to bother you.
I wonder if you could help me.
I’m Janet Jordan. I’ve got a slight
problem with the booking for
the Horror House escape room.
I booked six people for Saturday
morning at eleven, but I’ve received
an email confirming two bookings,
one at eleven, and the other at
twelve. I’d like to cancel the twelve
o’clock booking.
B: Can I have your booking reference?
J: Yes, it’s … 80835231.
B: One moment please.
–––
Z02 High Note TB3 09593.indd 241
B:
J:
Sorry about that.
It’s OK. It was only six minutes
this time.
B: Yes, well, it was entirely our fault.
There was a problem with our
website but we’ve sorted it out.
J: Perfect. Thanks.
B: You’re welcome.
–––
J: Uh oh! An email from M.Y.E.
I don’t believe it! They’ve cancelled
my booking!
–––
E: M.Y.E., Emily speaking.
J: Hello, could you put me through
to Bradley?
E: Sorry, Bradley’s not available. Can
I help?
J: Maybe. I booked an escape room
but …
E: Would you like a refund?
J: What? No, no … I got two bookings
by mistake and now I’ve been
told both bookings have been
cancelled. I want one booking for
Saturday at …
E: You can make a booking on our
website. It’s …
J: Listen, would you mind making
the booking for me? Horror House,
six people, next Saturday, eleven
o’clock, Janet Jordan.
E: One moment, please. I’ll just put
you on hold …
J: No! Sorry, I’ve been put on hold
three times already.
E: Janet, I’m afraid we’re fully booked
at eleven o’clock. I can offer you
another time. How about 3 p.m.?
J: No, it’s got to be the morning.
E: Sorry, there’s nothing I can do
about it.
J: I’m not happy about this. I want to
talk to the manager.
E: I am the manager.
J: You’re the …? Fine. Then I’ll
complain to you. I’m not satisfied
with your service.
E: OK, I’ll see what I can do.
28 Exercise 3, page 114
J = Janet Jo = Joe
J: Hi, Joe! I booked the escape room
for Saturday at eleven. There was
a problem with the booking and
I had to spend half the afternoon
on the phone, but then eventually,
the manager sorted it, so it’s
OK now. It’ll be so much fun for
your birthday.
Jo: Oh! Actually, Janet, that’s why I’m
calling. I’m sorry but we can’t make
it at eleven. Do you think you could
book it for the afternoon?
Unit 9
9A GRAMMAR AND
VOCABULARY
29 GRAMMAR VIDEO page 125
N = Narrator P = Pip M = Maya
T = Tim K = Katherine E = Ellie
C = Chris D = David Ph = Phoebe
H = Holly Ma = Matt
N: If you had known years ago
everything you know today, what
would you have done differently?
P: I would probably have focused more
at school on certain subjects I would
have, I would have certainly applied
myself a bit better.
M: I don’t really like to think about
that because every choice I’ve
made just made me the person
I am now. There’s probably, you
know, I probably would have taken
advantage of opportunities better
but with hindsight, you can always,
you can always say that.
T: The one thing I would have done
differently would have been to
probably be more open-minded
to things.
K: I would have probably listened to my
parents and worked harder at school.
E: I would have studied harder for
my GCSEs.
C: I would have worked a little bit
harder at college in my further
education. It’s all been fine but
I would have liked to maybe just
turn the volume up on the work
a little bit harder.
D: I would have probably studied
harder in primary school. I didn’t
work very hard in primary school.
Ph: I would have spent more time with
my grandma when she was alive.
H: I would not have gone to boarding
school. I’d have made the decision
to stay at day school.
Ma: I would have studied harder, yeah,
at school, definitely.
9E SPEAKING
30 COMMUNICATION
VIDEO Exercise 2, page 129
A = Amber F = Faith M = Mum
A: Boo!
F: I wish you wouldn’t frighten me
like that! Oh, no, I’ve spilled the
soup! How stupid of me!
A: It’s OK. It’s not a big deal. It was
my fault.
F: But there’s soup all over your
sleeping bag!
A: It’s not the end of the world.
F: It smells.
STUDENT’S BOOK VIDEO SCRIPT 241
29/08/2019 14:19
 A: I know, but it’s no use crying over
spilt milk. Or soup.
F: I can’t believe I did that. It was so
careless of me.
A: Forget it. It’s no problem. I shouldn’t
have scared you like that.
F: Now, we don’t have enough to eat.
If only I’d brought more food.
A: It doesn’t matter, really.
F: We should’ve brought better
sleeping bags. It’s freezing out here.
A: At least yours doesn’t smell of
soup! It’s a pity we can’t make a fire
inside the tent.
F: If only we’d waited for better
weather.
A: Well, there’s nothing we can do
about it now.
F: I wish I’d never agreed to go
camping.
A: There’s no point worrying about
it. Chill out. It’s fun … kind of, in
a weird way.
F: What’s that? It’s a wild animal!
A fox! A wolf!
A: It’s gone.
F: Oh, this is terrible!
A: At least we remembered to bring
a torch so we’re not sitting here in
the dark.
F: Oh no! The torch has gone out! Did
you bring spare batteries?
A: Sorry, I forgot.
F: I’m really afraid of the dark.
A: I’m sorry. If I’d known you were
afraid of the dark, I would’ve
bought another torch.
F: Aargh! Something touched me!
A: Faith, calm down. It was just my
hair! Ssh! What’s that noise?
F: I don’t know!
M: Amber! We’re going to bed soon.
Do you and your friend want a cup
of tea?
A: That would be lovely, thanks Mum.
And do we have a spare sleeping bag?
F: And some batteries …?
9F READING AND VOCABULARY
31 DOCUMENTARY VIDEO page
131
Living by the coast
N = Narrator RG = Robson Green
T = Therese TH = Therese’s husband
S = Sian
N: Therese and Sian live on the island
of Anglesey in Wales. They have
both escaped city life in England.
High-pressure lifestyles with long
working hours, deadlines and small
flats are now a thing of the past. They
decided they wanted to reconnect
with nature and real community life,
242 STUDENT’S BOOK VIDEO SCRIPT
Z02 High Note TB3 09593.indd 242
so they have come to live on the rural
island of Anglesey in Wales. Robson
Green meets them to find out how
they are finding their new lives.
Therese was born here and left the
remote wilderness to live in England,
where she met her husband.
RG: What’s the best part of living in this
part of the world?
T: It’s a vibrant community. Lots
going on, strong Welsh culture and
appreciation of our history, and
the language, and the music, and
everything which is … just makes
up the whole environment really
that we’re in.
N: Her husband had to adapt to the
new landscape of open fields and
the sea but now he loves it.
TH: I’m definitely settled. It’s taken
some time to get used to it, this is
different, but in so many good ways.
N: Therese and her husband can
enjoy a large detached house with
a garden and spectacular views
here, and miles of beach are just
minutes away. The simplicity and
beauty of the island is what Therese
really loves and values now.
T: The sea just adds something
particularly special to a location
and to be out here on an evening
like this, in this light, you know, it
just sums it up for me. It’s just so
spectacularly beautiful and simple.
N: Sian is from North Wales, but came
to live on Anglesey because she
wanted a slower pace of life.
S: I’d done advertising for sixteen
years, eighteen-hour days, and
everything was about deadlines,
deadlines, fast pace, and I just
wanted to reconnect with the sea
and be closer to the mountains.
N: Since Sian came to live on the island
and started working with paddle
boards, a few things have changed.
S: Well, I used to wear heels and
skirts, and look at me now –
neoprene leggings!
N: But the impact of living in nature has
been both positive and profound.
S: My life has completely changed.
It’s slowed down. Obviously the
money is a lot less, but my quality
of life is so much better.
N: Therese and Sian have made the
right choices for them – leaving
the hustle and bustle of the big
city behind, and instead living
a less hectic life surrounded by
breathtaking scenery. They have
more space and time to enjoy the
environment and the people that
are important to them. What does
good quality of life mean to you?
Unit 10
10A GRAMMAR AND
VOCABULARY
32 GRAMMAR VIDEO page 139
N = Narrator M = Maya T = Tim
Ta = Tayla S = Sandy P = Pip C = Chris
Ni = Nicky
N: Tell me about this photograph. Who
could this man be?
M: I can see a man, he’s holding
a shopping basket in a grocery
store and he’s taking notes, and
he seems to be looking at people.
He could be someone who works,
like an inspector of some sort that
works maybe higher up the chain of
command that’s just coming to see
how, if the store is being run up to
the standards that the chain has set
in place. He could also be a security
guard of some kind making sure that
no one is shoplifting.
T: In this photograph I think the
person is writing down things in
a notebook, so perhaps it could be
a journalist, and, or another route,
they could maybe be a sociologist
who’s watching people and trying
to figure out social patterns.
Ta: I think this person could be a private
investigator because it looks as
though they’re wearing a coat,
which a lot of investigators or
detectives would wear in TV shows.
P: He could be crossing off items off
a shopping list, he could be making
notes about other people in the
store. It’s hard to say what his job
could be but I suppose he could be
a journalist, he has the jacket and
the notepad, but I think he’s just
a shopper with a shopping list.
S: Okay, so he’s clearly shopping and
he has, I can see that he has fun bits
of food, so it can’t be too serious.
C: I think this person could be a secret
shopper seeing if the staff and the
standard of the supermarket is
up to par seeing as he’s not only
shopping but then also taking
notes in a bit of an Inspector
Gadget jacket. I mean, and he’s got
a camera as well, so he could be
a journalist, so he might be on an
undercover mission to expose some
wrongdoings in the supermarket.
Ni: It looks like he’s studying the stock.
He might be checking the dates on
them or he might be checking up
on the staff to check that they’re
doing that job correctly. It looks like
he might be a mystery shopper.
29/08/2019 14:19
 10D READING AND
VOCABULARY
33 DOCUMENTARY VIDEO page 143
Keeping cyberspace safe
N = Narrator NH = Nigel Harrison
FZ = Frank Zaborowski EO = Event
organiser G = Girl B1 = Boy 1
B2 = Boy 2 AT = Andrew Tyler
N: Today we all have important
information and data stored in
cyberspace, which is the online
world of computer networks and
the Internet. And because our data
is stored in computers, phones,
messages and websites, illegal
hacking has become a big problem.
Hackers are experts at getting into
computer systems and finding
flaws in their security systems.
They help prevent identity thefts
and other computer-related crimes.
But unfortunately, some people use
their skills to commit serious crimes.
A criminal hacker could steal private
information, like your passwords,
bank card details, or even steal
sensitive data and highly confidential
information from a government.
As more and more information is
stored online, we need more people
to work in cyber security to make sure
our online world is safe from criminal
hackers. So, Nigel Harrison, the British
cyber security expert, co-founded
a company called Cyber Security
Challenge UK. They run national
competitions, where anyone can join
and test their own hacking abilities.
He hopes these competitions will
inspire more people to consider jobs
in cybersecurity.
NH: We’re trying to encourage others to
aspire to the same sorts of careers
and opportunities.
N: One competition they run for
schools is the CyberCenturion.
Students from all around the
world can come to the UK to
compete in teams of four and
complete hacking tasks. This
year, CyberCenturion have set
up a purpose-built website for
a pretend gaming company,
especially for the challenge.
FZ: Today, the students have a problem
of protecting a gaming company’s
network.
N: And the students have to safeguard
the network from criminal hackers.
EO: Three, two, one, competitors, you
may begin!
FZ: They have operating systems
that are not secure. They have
computers are not secure. The
students have to work very hard
to find and fix the vulnerabilities.
Z02 High Note TB3 09593.indd 243
N: All this has to be completed in just A: Well, I mean … In one respect, the
four hours. photos are similar because they
both illustrate the issue clearly.
EO: Five, four, three, two, one … You’re
done, close your lids. But the most striking difference
N: Some of the students take part in is that Eliza is actually in the first
the competition every year. one …
G: I’ve been doing the competition, T: Well, kind of. Another obvious
this is my third year now. And we difference is the focus of each
were originally in separate teams, picture. This one shows the
but this year we decided to join problem, whereas the other one
together. suggests how it might be solved.
B1: We’ve been coming here for three A: Yes, but on the other hand, Tom,
years and it’s been nice to see the this one looks as if it was just
way the competition’s grown. downloaded without any real
effort, while that one shows our
N: Everyone learns something new
candidate out in the real world.
every time. All the competitors have
You know, actually trying to
impressed the organisers, but only
make a difference. That’s why
one team can win. The winners
I think it might be more suitable,
of this event will attend the final
I mean, more effective as an
competition in Washington in the US.
election poster.
EO: The first place goes to You Really
E: Good point, Adam.
Can’t ‘C’ Me, St. George’s School
A: And you … I’m sure you’d look
Edgbaston.
really professional, and that’s
B2: It’s something I really don’t think
any of us were really expecting. important if we want people to
vote for you.
It’s an amazing opportunity for all
of us and I think we’re gonna have T: I’m not sure. Perhaps it would be
better to focus on the solution. Not
a really good time.
AT: You might ask why we’re doing on Eliza herself.
this. The reason is very simple. We E: You know what? You’re right, Tom.
need the best talents and skills in It’s not about image, is it? It’s about
this world of cyberintelligence. the issues! I don’t want to seem
N: These students could go on to have shallow.
careers protecting cyberspace from L: Sorry to interrupt. Photos in twenty
criminal hackers in the future – minutes, Eliza. We need to do your
a job which experts believe will be hair and makeup.
in high demand. T&A: Photos?
L: For the campaign page on the
10E SPEAKING school website. You’ve got to look
good if you want to be the student
34 COMMUNICATION representative, right Eliza?
VIDEO Exercise 2, page 144 E: Yeah! Right. Sorry, I’ve got to go.
E = Eliza T = Tom A = Adam L = Laura T: ‘It’s not about image,’ huh?
E: So, let’s talk about my campaign
poster. I think we should focus on
improving the school bike parking
facilities. This is what they look like at
the moment – a total mess! As you can
see, I’ve added myself into it digitally.
T: Ha! Fake news! You can’t use
that Eliza.
E: Well, obviously not, Tom. I didn’t
have time to organise a photo with
me in it. If we decide on this image,
we’ll take a real one. Perhaps
I could be standing and talking to
some students.
T: Hmm. Well, I guess it would show
what a mess the facilities are.
E: Right. And this one shows what
they could be like.
T: Wow!
E: So which picture would make
a better campaign poster?
STUDENT’S BOOK VIDEO SCRIPT 243
29/08/2019 14:19
 WORKBOOK ANSWER KEY
Unit 1 3a looks 5 handsome 4 I scratched my finger on
3b Are, looking 6 bow-tie the knife!
1A GRAMMAR AND 4a don’t see 7 curly 5 He said he’d seen a ghost,
VOCABULARY 4b is seeing 8 moustache but he was quite calm!
9 9 logo
1 1D READING AND
2 Do you have/Are you 10 faded
1B feel VOCABULARY
having 11 muscular
2A is enjoying
3 is going 12 silk 1
2B have
4 am/’m making 13 matching b
3A need
5 are improving 14 medium-length 2
3B is getting
6 am/’m getting 15 bald/balding 1c 2b 3d 4b 5c
2 16 baggy
7 am/’m not looking 3
1c 2h 3a 4d 5g 6f 7e 8b forward
1C LISTENING AND 2 trendy
3 8 love
3 supportive
1 love 9 need VOCABULARY
4 deliberate
2 are you going 10 don’t fit 1 5 complicated
3 don’t know 11 don’t know b 6 psychological
4 go 12 hardly ever wears
2 7 old-fashioned
5 ’m walking 13 Do you want
2 films 8 rebellious
6 isn’t running
1B VOCABULARY 3 whole 4
7 serve
4 twenty/20 2 theoretical
8 ’s getting 1
5 football match 3 geographical
9 know 2 suit
6 face blindness 4 critical
10 always pays 3 vest
11 Do you want 4 belt 3 5 historical
12 ’re wearing 5 trousers 1F 2F 3T 4F 5T 6T 6 political
6 shoulder bag 4 7 economical
4
7 cap 2 pick out 8 logical
1a 2a 3b 4a 5b 6b 7c 8b 9c
8 sandals 3 track down 9 biological
5 10 electrical
9 handbag 4 down to
2 am/’m getting
10 trainers 5 have a clue 5
3 don’t recognise
11 high-heeled shoes 6 to some degree 2 geographical
4 am/’m wearing
12 wellies 7 home in on 3 economical
5 am/’m
2 8 crack down on 4 practical
6 don’t usually wear
1 ripped 6 5 critical
7 am/’m sitting
2 denim 1 listeners 6 political
8 listening
3 high-heeled 2 whole 7 theoretical
9 hate
4 casual 3 whether 8 biological
10 is/’s getting
5 silk 4 known 9 logical
6 10 electrical
6 matching 7
2 Do you often make your
own clothes? 3 2 subtle 1E GRAMMAR
3 Are you looking for 1 ripped 3 honour
1
anything special in 2 matching 4 knowledge
this shop? 2ø
3 fur 8
4 Does your brother still play 3 a/an, the
4 loose-fitting 1b 2b 3h 4k
in a band at school? 4ø
5 logo
5 Do the teachers have the 9 5 a/an
6 shiny
same holidays as us? 1 stable 6 the
7 shoulder
7 2 noticed 7 a/an
8 wide
1 imagine 3 wonder 2
4 4 honey
2 Do you prefer a5 b7 c1 d4 e2 f6 g3
2 broad 5 killer
3 ’re staying 3
3 thin
4 ’m having 11 1 a, the, The
4 full
5 appears 1 My favourite season is 2ø
5 tanned autumn and my favourite
6 Does this coat belong 3ø
6 clean, heavily day of the week is
8 Wednesday. 4 The, ø
5
1b have 2 It’s half past two and it’s 5 a, a
2 full-length
2a Do, think time to cook the salmon. 6 The assistant, a
3 high-heeled
2b is thinking 3 My brother’s very 7 a, ø
4 pale
handsome.
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 4 7 pale 6 7 night vision
2 the 3 the 4 the 5 ø 6 the 8 handsome 2 have you been doing 8 movements
7 the 8 a 9 the 10 the 11 a 4 3 has completed 3
12 an 13 the 14 the 4 haven’t received
2 wrinkles 2 procedure
5 3 smooth 5 Has/Have the team 3 issues
1 the opening 4 bags discovered 4 blood pressure
2 The appearance 5 shaped 6 haven’t been working 5 implant
3 the edge 6 double 7 has Callum processed 6 disorder
4 the end 7 eyelashes 8 have been studying 7 advances
5 the experts 7 8 records
5
6 the expensive 2 has been using
1 up 4
2 down 3 has been studying 2 reality
1F SPEAKING 4 have been paying
3 wrong 3 creativity
2 5 has had
4 in 4 electricity
1c 2e 3b 4f 5d 6a 6 hasn’t tired
5 up 5 publicity
3 8 6 probability
6
2 I get it now. 2 What have you been 7 responsibility
2 pale-skinned people
3 Tell us what you think. doing since you got 8 generosity
3 broad-shouldered
4 I’m sorry, I missed that. home?/How long have
4 middle-aged you been watching this 5
5 Right, I’ve got that.
5 blue-eyed and dark-haired documentary? 2 publicity
4 girl 3 Why have you been 3 probability/reality
2 I mean is 6 grey-haired granny sleeping all day? 4 responsibility
3 what you 4 Have you seen the film 5 reality
4 put it another way
5 me finish
Unit 2 (yet)?
5 Has the information
6 generosity
7 electricity
6 do you think 2A GRAMMAR AND reached Earth yet? 8 morality
7 good point 6 How long have they been
VOCABULARY studying those particles? 2C VOCABULARY
8 to interrupt
1 7 Have they managed to fix 1
1G WRITING 1FA 2 SC 3 SC 4 SC 5 FA 6 FA the spaceship?
1 organism
1 7FA 8 SC 8 Have they launched the
2 research
2 space probe yet?
1c 2a 3g 4e 5d 6f 7h 8b 3 gravity
1a 2a 3a 4b 5b 6b 9 4 cells
2
3 2 I’ve been working here for 5 radiation
Students tick 1, 4 and 6.
about ten years.
1 switched off 6 pressure
UNIT VOCABULARY 3 Have you made any
2 found 2
discoveries yet?
PRACTICE 3 been studying
4 No, I haven’t completed 1d 2f 3a 4c 5g 6e 7h 8b
1 4 Have you finished my research yet. 3
1 well- 5 haven’t discovered 5 What sort of research have 2 has made up his mind
2 underdressed 6 been painting you been doing since you 3 blew my mind
3 up 7 been sitting joined NASA? 4 mind has gone blank
4 undressed 8 been reading 6 I’ve been studying radio 5 can’t hear myself think
5 get 4 waves.
6 think outside the box
6 overdressed 2 Has Voyager sent new 10 7 has changed her mind
7 as information? 2 Gordon hasn’t 8 broadens the mind
8 casually 3 They have not been 3 has been working
receiving news recently. 4
2 4 you been studying
4 We have been picking up 2 twice
1 baggy 5 hasn’t finished (reading)
signals all day. 3 big
2 wool 5 What have you been 2B READING AND 4 again
3 tight investigating recently? 5 ahead
4 full-length
VOCABULARY
6 We have not collected any 5
5 bow information today. 1
2 much
1c 2b
3 5 3 changed
2 glamorous 2 she hasn’t 2 4 outside
3 slim 3 I haven’t 2 1958 5 broadened
4 curly 4 they have 3 and owner 6 blew
5 clean 5 it has 4 Swedish company 7 himself
6 moustache 6 he hasn’t 5 other devices 8 blank
6 medical
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 2D GRAMMAR foot: cook, good, hood, 5 blank 7
1 look, wood 6 cell 1 had never spent
1b to steal 7 mind 2 hadn’t realised, were, saw
2F SPEAKING 8 outside 3 had been, decided
2a to develop 2b developing
3a inserting 3b to insert 2 4 4 left, had completed
4a studying 4b to study 2 either 1b2d3e4a5e 5 won, had practised
5a to learn 5b learning 3 don’t 8
5
6a coding 6b to code 4 much 1 were
2 stressed
5 Let’s 2 was running, felt
2 3 depressed
6 what 3 were sleeping
2 to be 4 memory loss
7 go 4 left, had broken
3 talking 5 Distractions
8 far 5 celebrated, had won
4 to show 6 multi-tasking
9 for
5 working 9
10 nearly
2 saw
6 discussing
3 Unit 3 3 had lost
3 1 sounds
1a to lock 1b telling 3A GRAMMAR AND 4 gave up
2 that’s 5 was listening to
2a being 2b to inform 3 main VOCABULARY
3a to switch off 3b meeting 6 had thought
4 quite 1 7 seemed
4a to have 4b working 5 even 2 did you learn 8 hadn’t realised
5a adding 5b to explain 6 the 3 didn’t compete
4 10
4 took
2 You need to study your 2G WRITING AND 5 did she injure
2 Why was that?
notes again. VOCABULARY 3 I lost the use of my legs
6 tried
3 I don’t enjoy studying after I had suffered a
1 7 started serious injury.
notes.
c 8 didn’t celebrate 4 I had always been keen on
4 I love doing experiments.
2 2 sport before that.
5 let you do experiments
2 However 1B/C 2C 3A 4A 5B 6C 5 Why did you choose
6 I’d like to work in a lab
3 According basketball?
one day. 3
4 more 6 I was watching TV one day
7 allow you to achieve your 2 were you going
when I saw a Paralympic
ambition 5 Although 3 wasn’t training match.
8 forget to read over my 6 sum 4 was staying 7 I hadn’t seen one before.
notes this evening 5 wasn’t concentrating
3 8 It inspired me.
Students tick ‘a’ – it isn’t 6 were the athletes doing
2E LISTENING AND
polite. 4 3B VOCABULARY
VOCABULARY
1 fell, was running 1
1 UNIT VOCABULARY 2 stopped, were making 2 court
b PRACTICE 3 was working, met 3 pool
2 1 4 was using, suggested 4 centre
Students tick 1, 2, 4, 5 and 7. 2 solar system 5 did, were watching 5 ring
3 3 constellation 6 was considering, heard 6 machine
1T 2T 3NG 4F 5T 6F 4 galaxy 5 7 room
5 moon 2 he hadn’t lost a single 8 track
4
6 spaceship match 2
1 on 2 in 3 in 4 from
5 through 6 in 7 with 8 of 7 voyage 3 Had he learned/learnt to 2 shape
8 universe do back flips 3 weights
6 4 (if) she had beaten the
got = involved 2 4 get
world record
do = move 1 require 5 fit
5 Had the judges ever seen
2 disagree 6 world
go = hope 6 she hadn’t become a
3 existence 3
7 professional
4 identify 1 her 2 his 3 a 4 his
got: college, honest, 5 achievement 6
geography, technology 5 your 6 her
6 procedure 2 ago
do: choose, group, you, too 3 already 4
7 possess
go: location, video, 4 This 2 ankle
8 developments
moment, coding 5 soon 3 broke
3 4 banged
9 6 last
2 blew 5 sprained
food: boot, mood, room, 7 between
3 research 6 muscle
soon, spoon 8 at
4 again
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 5 5 Did he twist 2 2
2 track 6 use Start the action: in the 1a 2b 3c 4c 5b 6c
3 bang 7 would beginning, that morning, 3
4 boxing 8 pulled Move the action on: after 1 must
5 changing a while, by the time, later,
5 2 don’t have to
next, after that
6 2 didn’t use to think 3 mustn’t
Introduce a dramatic
2 pulled 3 would watch 4 must
moment: all of a sudden,
3 changing 4 would cook from nowhere, just then, 5 mustn’t
4 ankle 5 would order without warning 6 don’t have to
5 spraining 6 used to love Describe events that 4
6 shape happened at the same 2 mustn’t
3E SPEAKING AND time: at the same time, 3 has to
3C LISTENING AND VOCABULARY while, when 4 had to
VOCABULARY 2 Finish the action: eventually, 5 didn’t have to
1 1a 2b 3b finally, in the end 6 have to
a6 b4 c1 d5 e2 f3 3 UNIT VOCABULARY 7 don’t have to
2 2 mind 8 doesn’t have to
PRACTICE
1c 2b 3a 4c 5b 3 any 5
4 if 1
3 1d 2f 3b 4a 5c 6e
5 Could 2 competition
2 ward 3 record 6
3 collapsed 6 like 2 Passengers can’t stand
7 alright 4 injury
4 symptoms up now.
8 kind 5 professional
5 minor 3 You may take off your
9 afraid 6 take
6 infection seatbelt now.
7 qualified
4 4 Could I use the bathroom
4 2
1 I was wondering if you now, please?
1 progress 1c 2e 3f 4b 5a 6d
could 5 Can you bring me some
2 records water?
3 increase 2 Do you know if 3
3 Thanks for the offer 2 of 3 out 4 up 5 out 6 Passengers may use their
4 update reading lights.
5 contrast 4 I’d like to know what 4
5 Do you happen to know 7
5 1 unconscious, fainted
6 That’s alright thanks 2 couldn’t pack
1V 2N 3N 4N 5V 6N 7V 8V 2 shock, knocked
3 Can you see
3 pain, attack
3F READING AND 4 could go
3D GRAMMAR 4 was bleeding, cuts
VOCABULARY 5 set fire, burned
5 can’t say
1 6 couldn’t fly
1 6 ringing, report
2 used to train
b 7 bruise, banged 8
3 Did you use to eat
2 Have you ever been able
4 didn’t use to like 2 5
to travel
5 used to believe 1F 2NG 3T 4F 5T 6F 2 wholemeal
3 won’t be able to sit
6 Did your parents use to 3 3 locally grown
4 hasn’t been able to get
7 used to drink 1G 2D 3A 4F 5B 4 organic
5 won’t be able to board
8 used to love 5 freshly-squeezed
4 6 wasn’t able to use
2 1e 2f 3c 4a 5d 6b 6
9
Students tick 1, 2 and 7. 2 calories
5 2 Do I/you have to have
3 junk to take off my shoes at
3 1e 2c 3f 4a 5b 6d
4 ingredients security?
2 used 6 5 fresh 3 Can I open the window?
3 Would 2 cut out 6 full 4 Should I ask the steward
4 would 3 check out 7 fizzy for assistance?
5 to 4 looked into 8 fast 5 Can she understand
6 use 5 lay off Polish?
7 would 6 cheer him up 6 May I use the reading
8 wouldn’t Unit 4 light?
4 3G WRITING
1 never used to
4A GRAMMAR AND 10
1 1 Yes, you should.
2 Did the children use to c VOCABULARY
2 Can I choose my seat?
3 use 1 No, you can’t.
4 spent 1d 2g 3a 4h 5f 6b 7e 8c

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 3 Do I have to take some 3 headphones 3 2
form of ID? 4 penknife 1 Rafal 2 queries
Yes, you do. 5 torch 2 Marie 3 appreciate
4 Do I have to take my birth 6 guide 3 Linzie 4 However
certificate? 4 Rafal 5 wonder
3
No, you don’t. 5 Rafal 6 regard
1i 2e 3a 4c 5f 6b 7h 8d 9g
5 May I do some shopping at 6 Linzie 7 confirm
the airport? 4
7 Marie 8 would
Yes, you may. 2 first aid kit
8 Linzie 9 forward
6 Should I pack a heavy 3 within easy reach
9 Marie 10 wishes
suitcase? 4 reached
No, you shouldn’t. 5 ear plugs 4 3
6 stopped off 2 nightmare Students tick 1, 4, 5, 6, 7.
11
7 direct 3 action
2 can’t UNIT VOCABULARY
8 travel 4 works
3 mustn’t/can’t
5 reputation PRACTICE
4 shouldn’t
4D GRAMMAR 6 confusion 1
5 can
1 7 variety 2 gate
6 can’t/mustn’t
1ND 2D 3ND 4D 5D 6D 8 failures 3 leave
7 can
8 must 7ND 8ND 8 4 switch
2 1 It’s about eighteen 5 window
4B READING AND 2 which 3 whose 4 where miles away from my 6 book
home. 7 fasten
VOCABULARY 5 which 6 who 7 who
8 whose 2 We got a train earlier than 8 put
2 we’d expected because it
3 9 hand
c had been delayed.
2 that 3 that 4 which 10 through
3 3 Jim’s fed up with all
5 which 6 that 11 fold
1b 2d 3a 4c the driving he does on
the motorways at the 12 safety
4
4 moment. 2
2 The house we stayed in
1c 2b 3a 4b 5d last summer was beautiful. 4 I’m not a fan of 2 hit the road
5 3 My grandmother, who is motorbikes, but from 3 get lost
2 Don’t get me wrong very active, travelled to all these magazines it 4 turn back
Canada last June. looks as if Grant is!
3 he was having none of it 5 ask the way
4 The video we made on 5 You keep on making
4 Far from it 6 plan the route
holiday lasts twenty comments about my new
5 is to die for hairstyle – please stop it! 7 hire a car
minutes.
6 not a chance 3
5 Marion, whose brother 9
7 make small talk 1 insect repellent
works for an airline, gets 2 look at it
6 free tickets. 3 not at all 2 travel pillow
2 a fifteen-year-old boy 6 The man we asked for 4 pick it up 3 first aid kit
3 a one-way street directions was very helpful. 5 for ages and ages 4 sunblock
4 a four-hour flight 5 5 adapter
5 a three-kilo bag 2 This the flat where we 4F SPEAKING 6 ear plugs
6 a two-week holiday stayed. 2 7 pocket guide book
7 3 And who is the woman 2 You’re joking, right? 8 headphones
2 ten-day who is wearing a green 3 You’ve got a point, but … 4
3 500-word dress? 1e 2d 3a 4f 5c 6b
4 Yes, but don’t you think
4 part-time 4 My grandfather, who is that all cars …
next to her, has got a shop. 5
5 English-speaking 5 Maybe that’s true, but 2 toxic
5 Is this beach where some …
6 two-seater 3 environment
you spent your days
6 Come on, get real! 4 pollution
swimming?
4C VOCABULARY 7 I see what you mean. 5 congestion
6 And this is Naima whose
1 father runs the beach café. 8 You can’t be serious! 6 smog
2 first aid kit 9 I’m sorry, but I disagree. 7 diesel
3 travel pillow 4E LISTENING AND 10 … that’s for sure … 8 motorway
4 travel adapter VOCABULARY 3 9 sustainable
5 ear plugs 1 Sentences 2, 6 and 8. 10 renewable
6 insect repellent
a
2
4G WRITING
2
2 bank 1
1T 2T 3F 4F 5T 6T
A
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 Unit 5 6 probably won’t 4 4
7 might be 1 won’t have solved 2 Computer Science
5A GRAMMAR AND 8 finishes 2 will have received 3 primary school
VOCABULARY 9 3 won’t be attending 4 2009
1b 2a 3c 4a 5c 6c 7c 8b 9a 10c 4 will you be staying 5 qualifications/college
1
5 will have proved 6 age
1g 2a 3h 4b 5e 6c 7f 8d
5B VOCABULARY 6 will have picked up 7 enjoy/love
2
1 5 5
1 ’m going
2 go over 2 We won’t have had lunch 2 remember
2 is going to fall off
3 catch up on by one thirty. 3 behind
3 will get
4 hand in 3 Will she have made a 4 follow
4 will find decision by next week?
5 come up with sth 5 board
5 will wait 4 I’ll have attended three
6 get down to 6 drop
6 will plan open days by next week.
7 drop out 8
7 won’t pass 5 What will you have done
8 is going to happen 2 by four o’clock tomorrow? 1 all, April
2 come up with 6 Cheryl won’t be studying 2 final
3
3 put off in France next year. 3 held, hotel, Royal,
1d 2f 3a 4e 5c 6b
4 drop out Trafalgar
4 6
5 hand in 4 while, full
2 are going to fall off 2 won’t be sitting
6 go over 5 impossible, always
3 is starting 3 will have seen
7 get down to
4 are going to make 4 will be enjoying 5F READING AND
3 5 will have collected
5 are watching VOCABULARY
2 come up 6 Will you have decided
6 is going to pass
3 fell behind 7 will you be doing 1
5 4 keep up with b
8 will have finished
2 She will probably get 5 put together 2
good results. 5D SPEAKING
6 picks up 1 typewriters, landline
3 We are going to study
4 2 phones and rows of
together.
1b 2d 3c 4f 5e 6a (individual office) desks
4 Is the lesson about to start? 2 come
(and chairs)
5 I don’t think it will be 3 behind 3 2 They used to dress smartly.
difficult. 4 socks 1T 2T 3F 4T 5T 6F 7T 3 Rapid advances in
6 I might not understand 5 down technology have caused
4
everything. 6 hand working styles to change.
2 motivated, experience
7 Katy is definitely coming to 7 put 4 Our private lives are
3 skills
the party. 8 over affected negatively.
4 pressure
8 Mrs Bennett probably 5 They were developed
5 5 time
won’t give us a test. to encourage
2 keep 6 at
6 3 over collaboration and better
7 solving communication.
1 don’t think 4 fall 8 weakness 6 They save space and
2 does, begins 5 off 9 tend money.
3 might know, could be 6 get 10 on 7 Employees’ physical and
4 is about to, might 7 together
5 mental health is the main
5 doesn’t think, ‘ll be 8 come
1c 2e 3d 4b 5a concern.
6 Are you going to, Yes, I am.
8 VR could make a change
7 5C GRAMMAR 5E LISTENING AND to the way people
2 Are you going to study 1 VOCABULARY communicate.
all day? 2 At 3 this 4 from 5 By 6 In 9 They will become smaller.
3 Will I understand all the 1 10 ten/10 million people
2 1C 2C 3C 4I 5I 6I
questions?
2 will you be doing 3
4 Is it going to rain at the 2
3 won’t be visiting 1T 2F 3T 4T 5T
weekend? 2 articles
5 Is the test about to start? 4 Will be you be meeting 4
3 symbols
6 Are you about to leave? 5 won’t be studying 1950s: cubicles, face-to-face
4 similar
6 will be attending meetings, landlines, nine-to-
8 5 Check
3 five, typewriter, work alone
1 ’m studying 3
2 will have formed Today: flexible hours,
2 are going to have b laptop, mobile phones,
3 are you going to start 3 will have toured
open-plan spaces, remote
4 are going to start 4 will have chatted
working, work in teams
5 will stop 5 will have met
6 won’t have decided
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 5 7 salary 3 We wouldn’t tell him the 4 filthy
2 agenda 8 Repetitive truth if he didn’t promise 5 salty, healthy
3 simultaneously 9 process to stay calm. 6 frothy
4 conducted 10 interact 4 My teachers wouldn’t 7 leafy
5 flexible accept this excuse if my 8 worthy
mum didn’t sign the letter.
6 allocated
Unit 6 5 My parents wouldn’t go 6C LISTENING AND
6 away for the weekend if
2 collision 6A GRAMMAR AND I had an important concert. VOCABULARY
3 division VOCABULARY 6 If I didn’t have to study so 1
4 provision much, I’d go to the cinema b
1 more often.
5 inclusion 2
2 will believe, give
6 intrusion 7 1a 2b 3c 4c
3 talks, will listen
7 decision 1b 2b 3a 4a 5a 6b
4 go, will bring 3
5 will never speak, doesn’t 8 2 raise
5G WRITING
apologise 2 No, I wouldn’t. 3 shy
1 6 will tell, promise 3 Yes, she will. 4 leak
a 7 will be, don’t give 4 No, she wouldn’t. 5 supportive
2 8 come, will stay 5 Yes, I would. 6 fuss
2 This experience 2 6 No, she won’t. 7 most
3 realise 2 Will Joshua tell her the 9 8 rainy
4 has shown me truth if she asks him to? 2 would list 4
5 has taught me 3 Will we make something 3 got a 5 (be supportive)
6 dedication up if they want an 4 wouldn’t be b 8 (put aside for
7 respect explanation? 5 would say a rainy day)
3 4 Will she go to the party if 6 will tell c 1 (a special treat)
Amy invites her?
1T 2T 3F 4T 5T 7 would never consider d 3 (shy away from)
5 If Noah stays at home, will
you keep him company? 10 e 7 (make the most of it)
UNIT VOCABULARY f 4 (leak the information)
6 If your parents go away, 3 I won’t answer
PRACTICE will they let you stay 4 where would you go g 2 (raise money)
1 home alone? 5 I wouldn’t go to a hot h 6 (what all the fuss
1d 2f 3h 4a 5g 6c 7e 8b 3 country is about)
2 2 won’t tell 6 if your family moved 5
abroad 1 money [rising intonation],
2 down 3 won’t make
7 I would/’d choose a bit city didn’t [rising intonation],
3 behind 4 won’t go
8 I wouldn’t go to another gave [falling intonation]
4 up 5 will keep
village 2 intelligence [rising
5 in 6 won’t let
intonation], abilities
6 up 4 6B READING AND [rising intonation], lucky
7 up 2 I think Wendy would VOCABULARY [falling intonation]
3 like you if you were nicer
1 7
2 put together to her.
b 1 privacy [rising intonation]
3 pick up 3 If I were you I’d talk to your
others [falling intonation]
4 put off mum about this. 2
2 nothing [rising intonation]
5 come up 4 If Daniel bought the 1G 2D 3A 4F 5B
need it [falling intonation]
tickets, I’d go with him to 3
6 go over
the show.
4 1F 2F 3T 4F 5T 6F 7F 6D GRAMMAR
5 Emma would tell the truth
2 shifts if she weren’t so afraid. 4 1
3 deadline 6 If we could live anywhere, 1e 2c 3f 4h 5a 6g 7d 8b 2 freezes, cool
4 part-time, full-time we’d choose Australia. 5 3 boil, becomes
5 temporary, permanent 5 2 have a fit 4 gets, rains
6 low wages 2 broke 3 blurred 5 take, go
7 commute, overtime 3 Would you tell 4 a dream come true 6 listens, talk
8 self-employed, freelance 4 would you talk 5 the last thing on her mind 2
5 5 were 6 heart sank 1b 2e 3d 4a 5f 6c
2 unemployment 6 would you choose 7 dashed off 3
3 collar 6 8 lingered 1 After
4 risk 2 If she lied to him, he 6 2 provided that
5 generate would never forgive her. 2 wealthy 3 unless
6 conditions 3 faulty 4 as soon as
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 5 as long as 4 boss 3 5 confess
6 until 5 crazy 2 sympathy 6 complain
7 before 6 fun 3 disappointment 7 agree
4 5 4 excitement 8 promise
2 unless 2 behind 5 loneliness 6
3 as long 3 insults 6 envy 2 claimed
4 provided 4 fun 7 embarrassment 3 complained
5 until 5 put 4 4 warned
5 6 off 2 down 5 predicted
2 unless 6 3 back 6 admitted
3 as soon as 2 cheating on him 4 fun 7
4 make 3 break up 5 around 2 couldn’t give
5 long as 4 let down 6 up 3 wouldn’t work
6 don’t 5 hit it off 7 temper 4 should see
7 want 6 at first sight 8 off 5 might interview
8 after 7 behind her back 5 6 had to hand in
8 crazy 2 through 7 might not watch
6E SPEAKING 9 out with 3 cheat 8
2 4 trouble 2 to read
2 loss 6G WRITING 5 temper 3 not to touch
3 could 1 6 serious 4 to tell
4 should b 7 out 5 not to be
5 probably 2 8 crazy
9
6 thing 2 Another 6 2 told Eddie to find a better
7 idea 3 instance 2 fall in love news programme
8 were 4 However 3 ask her out 3 told Anna not to make fun
9 doing 5 What 4 love at first sight of her
10 ought 6 conclusion 5 has a crush on her 4 advised his colleague not
3 7 other 6 heartbroken to drink that water
1 if 8 opinion 5 told the organiser to give
2 should the prize to that dog
3 if, give
3 Unit 7 6 told Shaun not to watch
2 According that programme
4 of 3 Having 7A GRAMMAR AND
5 That’s 10
4 summary VOCABULARY 2 fell
6 should 5 Ultimately
7 ought 1 3 yesterday
6 Most
8 were 2 were interviewing 4 told
7 Furthermore
9 what 3 didn’t like 5 might have
4 4 wasn’t growing 6 Look
10 ’d better not
Introducing new arguments: 5 was 7 is going to
6F VOCABULARY Most of us, Furthermore 6 watched 8 this
Giving examples and
1 2 9 think
support: According to
1 lets me down 1b 2f 3g 4c 5a 6e 7h 8d 10 will take
Introducing a contrast:
2 cheating on her Having said that 3 11
3 lose your temper Introducing a conclusion: 1 have seen 2 told/asked Dave/him to
4 behind their backs In summary 2 went tell her about it.
5 ask him out Introducing your own 3 didn’t go 3 Dave said that some
6 broke her heart opinion: Ultimately 4 haven’t finished journalists had come to
the school the day before/
2 5 didn’t talk
1d 2f 3a 4e 5b 6c
UNIT VOCABULARY the previous day. They had
4 interviewed his teacher.
3
PRACTICE 2 we/they would watch 4 Chloe said (that) she
2 temper 1 3 he was going to try imagined it was about his
3 out 2 fall for 4 her mum was going to teacher’s new book.
4 fallen 3 fool 5 his teacher wasn’t going to 5 Dave said he couldn’t
5 put 4 saw right through 6 she would finish believe (that) his teacher
5 cover for had written a book.
6 through 5
6 make something up 6 Chloe said (that) she
4 2 warn would be famous.
2 heartbroken 2 3 add
3 trouble 1f 2a 3h 4g 5c 6e 7b 8d 4 reply
WORKBOOK ANSWER KEY 251

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 7B VOCABULARY 6 halve 2 to roll across the stage!
7 over 2 Is the singer It frightened the life out
1
8 van 3 Do you need of me! Luckily, someone
2 viewers rushed on to stop it. I was
3 screen time 9 refuse 4 Are you preparing
so relieved!
4 binge-watching 5 5 Have you auditioned
3 At first, the play went well,
5 subscription streaming 1 /v/, /v/ 6 Are you going to perform
but suddenly I completely
service 2 /f/ 3 forgot my lines! Everyone
6 spoilers 3 /v/, /f/ 2 why she had chosen was waiting for me to
7 on-demand content 4 /v/, /f/, /v/ 3 how he was travelling speak. Finally, someone
8 series 5 /v/, /f/ 4 what instrument she whispered my next line
could play to me and I remembered.
2 6 I was so upset afterwards
1d 2g 3a 4b 5h 6f 7e 8c 2 west 5 when the show would
that I felt like crying.
start
3 3 review
6 which performer he liked 7G WRITING AND
1 dialogue 4 whale
7 if she had learnt
2 subtitles 5 wheel VOCABULARY
4
3 credits 1
4 seasons
7D READING AND 2 where he was from
a
5 trailers VOCABULARY 3 if/whether he could start
4 if/whether he had 2
6 title sequence 1
practised his song that day 1 stars
4 b 2 features
5 if/whether he should tell
1b 2e 3f 4a 5c 6d 2 the judges that 3 talented
5 photo of a mayfly = 6 how many times he had 4 utterly
2 eagerly-awaited paragraph 1 auditioned 5 witty
3 little-known photo of a sand sculpture = 7 where he could get 6 quite
4 feature-length paragraph 5 8 if/whether he would prefer 7 so
5 (really) thought-provoking photo of a mandala = 8 stands
paragraph 2 7F SPEAKING 9 recommend
6 well-reviewed
3 2
6 3
1E 2C 3B 4D 5A 2 when
2 award-winning 2 forgettable
4 3 happened
3 little-known 3 dramatic
1c 2d 3b 4c 5c 4 first
4 season 4 terrifying
5 was
5 credits 5 5 impressive
6 said
6 viewers 2 No, it takes a few weeks. 6 entertaining
7 believe
7 thought-provoking 3 It was in 1984. 4
8 soon
8 screen time 4 It was created in New York. 1 I enjoyed the film because
9 panic
5 It appeared in the it was so funny!
7C LISTENING AND 10 whispered
sixteenth century. 2 It was a completely
11 because
VOCABULARY 6 ridiculous story.
12 relieved
1 2 smudged 3 We left early because it
3 was such a boring film.
1 Russ 3 provoked
1 This happened when 4 It was quite a long show
2 Beth 4 fleeting
I was singing in a concert. but very interesting.
3 Sadie 5 promoted I was in a group of 5 It was a slightly simple set
4 Monty 6 prominence twenty. The introductory but it worked well.
2 7 music stopped and the 6 I had a particularly good
1c 2b 3b 4a 2 fearless curtains began to open. view of the stage.
Then, I couldn’t believe
3 3 nameless
it. The curtains stuck half UNIT VOCABULARY
2 down to 4 endless open. There were only a
3 a far cry from 5 ageless few metres in the middle, PRACTICE
4 put on 6 cordless so we all tried to squeeze 1
5 make a living into the space to sing. 1f 2c 3a 4e 5d 6g 7b
7E GRAMMAR 2 On the first night I had
6 make a come-back 2
1 a near disaster. I had to
4 stand on a desk which 2 spoilers
1 if
1 lived had wheels on it. Usually 3 season
2 why
2 thief’s the stage crew put blocks 4 subtitles
3 where
3 very behind the wheels to 5 credits
4 when stop them moving.
4 fine 6 little-known
5 if That night they forgot
5 safer 7 binge-watching
6 whether and immediately after I’d 8 eagerly-awaited
climbed on to it, it started
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 3 6 was informed 5 not be worn 3 made
2 on-demand 7 was closed 6 will be asked 4 loan
3 trailer 8 was not/wasn’t repainted 7 have been asked 5 careful
4 award-winning 5 6 broke
5 thought-provoking 8B LISTENING AND 7 afford
2 was being explained
6 season/series 3 were being offered VOCABULARY 8 on
7 feature-length 4 was being created 1
8D READING AND
4 5 were being shown Topics 1, 3, 4, 5 and 7 are
2 they came to nothing 6 was being installed mentioned. VOCABULARY
3 got my first break 6 2 1
4 really took off 1b 2b 3a 4a 5b 6a 1b 2e 3f 4a 5d c
5 bit of a setback 3 3
7
6 best-seller 2 pocket 1g 2c 3b 4f 5d 6a
2 The adverts will be
7 back to square one removed as soon as 3 price 4
8 sell-out possible. 4 miser 1f 2e 3c 4g 5h 6a 7d 8b
5 3 People will not be told 5 rate 5
2 breathtaking about the problem. 6 helped 2 give me a hand
3 spectacular 4 Money will not be given in 7 granted
exchange for this publicity. 3 first edition
4 atmospheric 6
5 New products will be 4 initial
5 realistic 1 sort
offered by the company. 5 monetary
6 expressive 2 stuff
6 Consumers will not be 6 Only kidding
7 profound 3 sort
convinced by this excuse. 7 addictive
8 puzzling 4 off
8 8 tumbled
6 5 owl
2 can be found 6
2 cast 6 stuff
3 must be stopped 2 conclusive
3 rehearsals/rehearsing 7 sort
4 should be informed 3 defensive
4 lighting
5 may not be included 8C VOCABULARY 4 decisive
5 costumes
6 could not be removed 5 explosive
6 wig 1
9 6 expressive
7 make-up 1 water
2 Has the logo been 7 possessive
8 props 2 made
redesigned by Artur yet? 8 selective
3 rolling
3 Were the billboards 7
Unit 8 removed yesterday
4 burn
2 addictive
afternoon? 5 out of
3 decisive
8A GRAMMAR AND 4 How could the advertising 6 short of
4 expressive
VOCABULARY slogan be improved by the 7 worth
5 selective
copywriter? 8 on
1 6 possessive
5 Is a jingle played at 2
1 will be delivered the beginning of every 7 explosive
2 have been presented 2 debt 8 conclusive
programme?
3 was filmed 3 loose change
6 Will all the spam emails
4 can’t be revealed be removed if I click this
4 broke 8E SPEAKING
5 is being discussed icon?/Are all the spam 5 loan 2
6 are produced emails removed if I click 6 poverty 2 return
7 was being damaged this icon? 3 3 entirely
7 Why were those posters 2 red 4 offer
2
being taken down when 3 sense 5 would
a2 b1 c6 d7 e5 f4 g3 we arrived at school? 4 raise 6 make
3 10 5 afford 7 sorry
2 are sold 2 wasn’t 6 crowdfunding 8 sorted
3 is being tested 3 be
4 isn’t being considered 4 3
4 weren’t 2 like water
(by them) 1 F (He’s already booked
5 being 3 loose change/cash some lessons.)
5 is being signed (by them)
6 been 4 afford 2 F (He’s at college until
4 7 has 5 burn 4.30.)
2 were not/weren’t 8 will 6 short of 3T
advertised
11 7 loan 4 F (No, she offers him
3 was signed
2 are caught lessons at 2.00 on
4 were made 5 Fridays.)
3 will be punished 2 rolling
5 were not/weren’t accepted 5T
4 be worn
WORKBOOK ANSWER KEY 253

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 4 2 4 realised 4 North/north
2 could help 2 firm 3 first 4 worth 5 put 5 didn’t get lost 5 36/thirty-six hours
3 slight problem 6 true 7 while 6 didn’t take 6 water
4 sorry about 3 4 3
5 I have a as far as I’m concerned 2 had studied 1c 2b 3a 4b 5a
6 sorted it out b Another reason 3 had asked 4
7 fully booked c In other words 4 hadn’t helped 2 struggle
8 can offer d some people do not agree 5 hadn’t predicted 3 courageous
9 nothing I can and feel that 6 had happened 4 far-fetched
10 not happy
UNIT VOCABULARY 5 5 hit
11 a complaint
1a 2c 3a 4b 5c 6a 6 blizzard
PRACTICE 7 burst
8F GRAMMAR 6
1 2 If they had been more 8 bitter cold
1 1c 2h 3a 4f 5g 6i 7b 8e 9d
1a 2a 3b 4a 5b 6a careful, they wouldn’t 5
2 have got into trouble. 1 Miss Jones
2 2 spent a fortune 3 They wouldn’t have 2 on Friday
2 We have our shopping 3 waste of money drowned if the waves 3 test
brought to our house hadn’t been so big.
4 next to nothing 4 Dickens
every Saturday. 4 They might not have
5 on special offer 6
3 The girls are at the got lost if they had taken
hairdresser, they are/ 6 a rip off 1 fifteen
a map.
they’re having their 7 bargain hunting 2 next
5 We couldn’t have found
hair styled. 8 a good deal you if you hadn’t lit a fire. 3 after
4 Mick is getting his 3 6 If she had listened to 4 shorter
homework corrected 2 run their advice, she wouldn’t 5 upload
later today. have gone sailing in that
3 worth 7
5 The shop had its sign weather.
4 water 1 What kind of teacher
painted last month.
5 on 7 are you?
6 I get my computer scanned
for viruses once a week. 6 made 2 If she had studied the map, 2 Do you live near your
7 rolling could she have found her cousins?
3 way out of the mountains?
8 short 3 Shall I cook fish or beef?
2 Last week, my dad got his No, she couldn’t.
car serviced. 4 4 Have you seen the new
3 Would you have called for survival film?
3 My parents have their 1b 2a 3b 4b 5b 6a help if you had been near
accounts managed. 5 the tsunami? 9C VOCABULARY
4 At the moment, my cousin 2 coins 3 wallet 4 vending Yes, I would.
is/’s getting her wedding 5 ATM 6 card 1
4 If the rescuers had arrived
dress made. late, would you have 1 keep
6 2 respect
5 My room looks great tried to help the trapped
because last week I had 1 cashpoint 3 single-use
people?
it painted. 2 account 4 minimise
Yes, I would.
6 That’s the hairdresser 3 contactless 5 dispose
5 If they hadn’t climbed onto
where I get my hair cut. 4 transactions the roof, would people 6 benefit
4 5 purchase have seen them?
6 rate 2
2 have/get it delivered No, they wouldn’t. 2 sort
3 have/get it brought 7 withdraw
8 3 avoid
4 do you have/get them 8 currency
2 not 4 reduce
repaired 3 if 5 damage
5 have/get my pipes Unit 9 4 might/would 6 collect
repaired 5 hadn’t
6 have/get it checked 9A GRAMMAR AND 3
6 have 2 wasteful
8G WRITING VOCABULARY 7 hadn’t 3 avoidable
1 8 wouldn’t 4 helpful
1
1b 2a 3b 4a 5a 6b 5 reusable
No, it’s not necessary to 9B LISTENING AND
spend a lot of money to 2 6 sustainable
VOCABULARY
enjoy a holiday. Argument 1: 1c 2f 3d 4a 5b 6e 4
Enjoying a holiday really 1
3 2 thoughtful
depends on who you’re three
1 didn’t risk 3 harmful
with. Argument 2: There are 2
2 got 4 avoidable
a lot of good holiday deals 2 London
and cheap offers. 3 didn’t drown 5 sustainable
3 Two Rivers 6 helpful
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 5 9E SPEAKING 2 5 must
2 respectful 2 1 so 6 can’t
3 damages 2 I had taken out more 2 because, as 4
4 sort money 3 because we can, since 1 know
5 sustainable 3 I didn’t make more cheese we can 2 be hiding
6 reduces sandwiches/I didn’t 4 in order 3 be telling
7 avoid know you liked cheese 5 so 4 be working
8 dispose sandwiches
UNIT VOCABULARY 5 be having
4 you had invited Charlie
6 6 be discussing
2 disposable
to the party PRACTICE 7 not have
5 not have got angry
3 harmful 1 8 be
with you
4 impact 2 tsunami
6 I hadn’t eaten all those 5
5 sustainable potatoes 3 underwater
2 be trying
6 recyclable 4 shore
3 3 be cancelling
7 benefits 5 currents
1 deal 4 (not) be studying
8 reduce 6 surface
2 careless 5 be preparing
7 waves
9D GRAMMAR 3 spilt 6
4 pity 2
2 not know
1 1c 2f 3a 4d 5h 6e 7b 8g
5 matter 3 not have
1b 2a 3a 4b 5a 6b 3
6 Forget 4 not be hiding
2 1 destruction 5 not be
4
2 lived 2 evacuate 6 not be working
2 nothing
3 didn’t have to 3 drills
3 should 7
4 didn’t like 4 ruins
4 Chill 2 might be reading
5 would take/took 5 survivors
5 world 3 must be
6 had 6 trapped
6 wish 4 might not be telling
7 were 7 shook
7 would 5 may not believe
8 didn’t give 8 victims
8 point 6 could be having
3 9 have 4
8
2 hadn’t moved 10 How 2 dispose
2 She must be hungry.
3 had saved 3 minimum
3 He must be studying.
4 had never met 9F READING AND 4 respect
4 She can’t/cannot be
5 had bought VOCABULARY 5 avoid listening to the judge.
6 had met 6 harmful 5 He might be worrying
1
4 1 and 7 are not mentioned. 5 about his trial.
2 If only my parents would 2 boutiques 6 They may be waiting for
2
book a holiday in a hot 3 nightlife someone.
country! a2 b4 c1 d5 f3 (e is not used.)
4 block 7 She must be discussing the
3 I wish my mum wouldn’t 3 case right now.
5 crowded
come into my room 1c 2d 3b 4a 5b 9
6 picturesque
without knocking.
4 7 community 1 might
4 If only people would
1f 2c 3a 4e 5b 6d 8 scenery 2 must
respect animals more.
5 6 3 can’t
5 I wish my boyfriend would
call me a bit more often. 2 taken their toll 1e 2c 3f 4b 5a 6g 7d 4 may
6 If only my neighbours 3 before I knew it 5 be feeling
wouldn’t make so much 4 won me over 10
noise at night. 5 something else
UNIT 10 2 can’t
5 6 all too soon 10A GRAMMAR AND 3 Could he
2 wouldn’t use 6 4 must
VOCABULARY
3 had 2 illogical 5 be lying
4 hadn’t bought 3 irrelevant 1 6 can’t be telling
5 had chosen 4 illiterate 1C 2P 3C 4P 5I
6 wouldn’t make 5 irresponsible 2 10B VOCABULARY
7 lived 1b 2c 3b 4a 5b 1
8 could go 9G WRITING AND 3 2 charged
VOCABULARY 2 can’t 3 statement
1 3 can’t 4 bail
b 4 must 5 arrest

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 6 custody 5 6 Perhaps/Maybe 2
7 caught 2 can’t have known/realised 7 must 2 response
8 warning 3 can’t have known/realised 8 as if 3 all
2 4 must have looked 9 respect 4 sum
1 under 5 could have lost 10 be 5 considered
2 by 6 can’t have gone 6 completely
7 must have felt 10F LISTENING AND 7 favour
3 on
4 with VOCABULARY 8 fully
10D READING AND 9 highlight
5 in 1
6 on VOCABULARY 2 argue 10 option
3 1 3 certainly
UNIT VOCABULARY
1c 2g 3e 4b 5f 6a 7d b 4 might
5 survey PRACTICE
4 2
1B 2A 3D 4C 5D 6C 7B 8A 6 show 1
2 sentence
2 1c 2e 3f 4a 5b 6g 7h 8d
3 suspended 3
4 service 1 They were pensioners./ 1F 2O 3S 4S 5F 6F 2
5 curfew They were old. 3 1 accused
6 arrest 2 They stole cash, gold and c 2 defend
7 warning jewels/valuable items. 3 evidence
4
8 record 3 They needed better 4 innocent
2 369
equipment for the drilling. 5 trial
5 4 They found their car.
3 area
6 verdict
1 questioned 4 year
5 They were charged with 7 guilty
2 charged burglary. 5 manifesto
8 sentences
3 custody 6 a relative’s grave 6 Houses of
4 security camera 7 open-minded/ 3
4 open minded 2 questioned
5 rehabilitation
2 drilling 8 public transport 3 statement
6 suspended
3 vault 4 bail
7 curfew 5
4 number plate 5 under
8 community service 1 holding
5 forensic evidence 6 custody
9 imprisonment 2 standing
6 downfall
3 do 4
10C GRAMMAR 5 4 raise 2 life sentence
1 1f 2e 3b 4a 5h 6g 7c 8d 5 concerns 3 electronic tag
1b 2a 3a 4b 5a 6a 6 6 ranging 4 community service
2 2 description 7 campaigning 5 suspended sentence
1 can’t have climbed 3 admiration 6 rehabilitation
7
2 must have known 4 intention 7 curfew
1 hits /s/
3 might not have left 5 prescription 2 chooses /iz/ 5
4 must have been 6 recognition 3 feeds /z/ 2 off
5 could have been 4 rushes /iz/ 3 into
10E SPEAKING 4 up
6 may not have had 5 seems /z/
2 6 stops /s/ 5 in
3
2 alike 7 kisses /iz/ 6 after
2 can’t have gone
3 striking/obvious 8 touches /iz/ 7 away
3 may not have planned
4 both 9 makes /s/
4 might not have left 6
5 respect 10 kicks /s/
5 can’t have realised 2 opinion polls
6 whereas
6 may not have got in 8 3 general election
3 1 this 4 referendum
4
1 could 2 measure 5 parliament
2 She might have known
the thief. 2 must have taken 3 insure 6 turnout
3 The burglars must have 3 been 4 thanks
realised (that) the house 4 as
was empty. 5 Maybe 10G WRITING AND
4 The burglary may not have 4 VOCABULARY
happened at that time. 2 there’s 1
5 They might not have used 3 alike
a car to get away. His aim is to have the head
4 this teacher’s support and
5 other request funding.

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 WORKBOOK AUDIO SCRIPT
Unit 1
1C LISTENING AND
VOCABULARY
2 Exercises 1 and 2, page 7
P = Presenter R = Rob
P: Good morning everyone and
welcome to the section of our
programme where we talk to people
with interesting jobs. Today I’m
talking to Rob Myers who works
withxthe Wiltshire police force.
Hi, Rob. Welcome to the programme.
R: Thank you. It’s good to be here.
P: So, Rob, how long have you been
working with the police?
R: I guess it’s about five years now.
P: And please tell our listeners what
your specific job is.
R: OK. Well, I work with a small team
of men and women and we’re
what’s called super recognisers.
P: I doubt many people know
what a super recogniser is, Rob.
Can you explain?
R: OK. Well it’s someone who
remembers faces well. Everyone’s
got the ability to some degree but
apparently a few of us, maybe 1–2
percent of the population, are a lot
better at it than the rest!
P: And how does that help the police?
R: Well, we can remember faces from
a long time ago and from different
situations. For our job, we look at
CCTV films and photos and we can
pick out faces we’ve seen before. This
means that we can identify a whole
range of criminals like people
who steal from houses – burglars –
or people in violent protests,
sometimes even murderers!
P: So, why is it that some people have
this special ability?
R: Well, it’s certainly not because
we’re extra intelligent or smart!
It’s just down to genetics, it’s
something that some people
are born with. Scientists say that
super recognisers tend to look at
the whole face and not separate
features. They’re not focusing on
whether someone has narrow
eyes, full lips, a big nose or a sharp
chin! It’s automatic!
P: So, how many faces do you
remember?
R: The experts say that we recognise
about ninety-five percent of the
faces we’ve seen – whereas the
normal person recognises about
twenty percent.
P: That’s a huge difference!
R: Yes. We’ve helped crack a lot of
crimes. It’s a good feeling.
Z02 High Note TB3 09593.indd 257
P: Have you always known that you
had this ability?
R: Gosh, no! I didn’t have a clue! a few
years ago there was some trouble
at a football match. There was
a fight and several people were
hurt. a news report showed the
crowds and I suddenly thought –
oh, I recognise that face! I told the
police, they tracked him down,
and that’s how it started. The term
‘super recogniser’ didn’t exist until
about ten years ago.
P: It seems that there are some people
who can’t recognise people at all.
R: Yes, they call that ‘face blindness’.
It’s when people sometimes
can’t even recognise people they
are close to, like friends or even
family! This affects about one to
two percent of people too. And it’s
because, unlike super recognisers,
they home in on individual features
and don’t look at the whole face.
They make up for this by studying
the clothes, hairstyles, and the
way the people walk, in order to
identify them.
P: Wow! I didn’t realise recognising
faces could be so different from one
person to the next!
Unit 2
2E LISTENING AND
VOCABULARY
10 Exercise 1, page 22
P = Presenter D = Deb Hardacre
P: Hi everyone! On today’s show
we’re talking to young people who
have set their hearts on interesting
careers. With me in the studio is
Deb Hardacre. Welcome, Deb.
Please tell our listeners what you’d
like to do in the future.
DH: Sure. My wish is to become a VR
developer. VR stands for Virtual
Reality – as I’m sure you know, and
I hope to become one of the people
who develops new apps using VR.
11 Exercise 2, page 22
P = Presenter D = Deb Hardacre
P: I think you’re the first person I’ve
met who has that ambition! Just
what got you interested in this
particular career?
DH: Well, to be honest, I think there are
quite a lot of young people at the
moment with similar ambitions
to me! It’s because VR is such an
exciting area of technology. It’s
getting more and more important
and I really want to be involved in
something that is new and creative.
P: So, I imagine you’re a keen
video gamer.
DH: Yes, I enjoy gaming, but although
VR is used a lot for games, it’s useful
in many other areas too. I also
love sports and VR can have lots of
interesting uses for sports people.
P: Really? In what ways?
DH: Well, to start with, if you’re a sports
fan but you can’t afford to travel
to support your favourite athlete
or football team, you can use VR!
Put on the VR headset and you’re
immediately inside the stadium.
You can watch the competition
or the match from your chair at
home! At the moment you can
look all round you, but you can’t
move round to see the action from
different angles. Soon that will be
possible.
P: That’s incredible. But part of the
experience at sports events is the
interaction with other supporters,
isn’t it? In VR you’re alone.
DH: Well, that will soon be possible
too – with avatars! Also, there’s the
training aspect. Athletes can use VR
to look again at what they did and
find out why they lost or what they
could do better.
P: Wow! I know VR is used in schools
quite a lot for teaching.
DH: Oh yes. It’s wonderful for school
students. That’s the real reason
I became interested in VR.
We’ve had several VR lessons in
geography where my group visited
different famous landmarks in
other countries. We looked round
them from our school desks!
And in English Literature, we visited
the locations in Great Expectations
and we were in the audience
of a Shakespeare play! The idea
of choosing to go anywhere in
the world, at any point of time,
completely fascinated me. I learned
and remembered so much from
those VR trips! Experts say that if
we hear or read information, we
remember about twenty to thirty
percent but if we learn through VR
we remember up to ninety percent.
P: I can see you’re passionate about
the subject. Is it easy to become
a VR developer?
DH: Well, not that easy really. You need
to have an interest in coding
and IT. I think I shall take college
courses to become a video games
programmer first. Then it’s possible
to move into gaming VR, and
eventually other areas.
P: Well, good luck, Deb. It sounds like
an exciting trip for you!
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 Unit 3
3C LISTENING AND
VOCABULARY
19 Exercise 1, page 31
1 The reason I’m working late
is because I want to hand this
assignment in on time.
2 If I were you, I’d get it checked out
by a doctor.
3 I think you’re right and we should
wait a day before visiting Marie
in hospital.
4 Setting up a first aid course is
a brilliant idea and I’d love
to take part.
5 I’m afraid the doctor I saw was very
rude and you should ask him to
be more careful when talking to
young patients.
6 Could you please ask the doctor to
phone my mum as soon as she can?
Thank you.
20 Exercise 2, page 31
1 wholemeal bread?
E = Ellie J = Josh
E: Ellie from hospital radio here
talking to Josh Welland. How are
you doing Josh?
J: Better than when I came in,
thanks – I’ve made a lot of progress,
and I’m so glad to be in Bradshaw
Ward. I never realised there were
wards only for teenagers. It’s cool
to talk to other patients who are
the same age as me. It helps you
get better more quickly when
you’re in an environment like this.
E: Yes, Bradshaw Ward is great, isn’t it?
J: Yes. And the treatment is wonderful
all over this hospital. I’ve had
brilliant care.
2
M = Meg K = Kelly
M: Hi, Kenny. How are things?
K: Meg, hi! I’m fine. More important –
how are you? And what’s that noise
in the background? It sounds like
you’re running a bath!
M: Well, I’m doing OK. I’m up and
about in my wheelchair. I was so
fed up with being on the ward
that I wheeled myself to the café
and had my first cappuccino and
a piece of cake for two weeks! Then
I wanted to enjoy the lovely sunny
weather, so I came outside. What
you can hear is a little fountain
in the middle of a lake. They’ve
created an amazing area with
flowers, trees and pathways for
patients to relax outside.
258 WORKBOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 258
3 3E SPEAKING AND
P = Paramedic D = Danny
P: Danny, congratulations on knowing
how to treat your dad when he
collapsed!
D: Well, I did a first aid course at
school, so I knew what to do. He
wasn’t breathing, so I put him on
his back and pushed down on his
chest like we were told. It worked,
and he was breathing again when
you arrived.
P: Has this happened before?
D: Yes, he’s got a problem with his
heart. I know all the symptoms.
Here’s a copy of his records and the
medicine that he’s taking.
P: That’s great, Danny. He’s lucky you
were here!
D: I’m glad I took that course!
4
G = Girl B = Boy
G: Hi! The party’s going well! We
expected you an hour ago …
B: Yeah, sorry. I had to go to Accident
and Emergency after I fell playing
football. It took ages before they
checked me out. The waiting
room was completely full – the
doctors and nurses were very
busy because of a sudden increase
in emergencies. I had to wait
two hours.
G: That’s terrible!
B: It wasn’t anyone’s fault. There was
a big accident on the motorway
and lots of people had cuts and
bruises, all minor injuries thank
goodness. When I eventually
saw the doctor, he told me not to
worry. I didn’t break my wrist – just
sprained it.
G: Good news – I hope it doesn’t stop
you dancing!
5 I:
M = Man W = Woman
M: I visited Chloe this afternoon.
I thought I’d update you on how
she’s doing. She’s looking better.
W: Good! I thought she might be a bit
fed up by now. She hasn’t got out
of bed for ten days, and you know
how active she usually is. This
routine is a real contrast for her.
M: Yes, and she’s not going home for
another week! But she says she
won’t think about that until closer
to the date. Today she was reading
the joke book you took in. Laughter
is a good medicine! It was good to
see her smile. It was a good choice.
W: Yes. It cheered me up when I was
feeling low after an infection
last month.
VOCABULARY
27 Exercise 2, page 33
I = Interviewer W = Woman
I: Excuse me. I was wondering if you
have a few minutes?
W: Sure. Why?
I: I’m doing a survey and wondered
if you …
W: Yeah, I love surveys. What’s it about?
I: That’s great. It’s about health food.
W: OK. Fire away!
I: So, would you mind telling me if
you regularly eat health food?
W: Yes. I’m very healthy. I eat lots of
fruit and vegetables. Potatoes –
I adore chips. And eggs – fried eggs
and bacon – perfect.
I: Right. Have you any idea where the
food comes from? Do you know if
the vegetables are locally grown?
Are the eggs free-range?
W: Mmm. Sorry. An egg’s an egg and
a potato is a potato.
I: OK. Could you tell me if you ever eat
W: Is that brown bread? No, I love thick
white bread with lots of butter and
jam. Best food ever!
I: How about freshly-squeezed
orange juice?
W: If that’s what’s in those cartons
from the supermarket, then yes,
I do. At least, er, once a week …
on Sunday.
I: Right. I’d also like to know if you
ever go to specialist health food
shops.
W: Ah – do you mean there are special
shops for health food? I didn’t
know that. We always go to the
supermarket.
OK. So, that’s a no then.
W: Yeah, no. Sorry about that.
I: That’s all right. Thank you for
your help.
W: I’m not in a hurry. Have you got any
more questions?
I: That’s very kind of you, but I’ve
finished.
W: So, am I healthy then?
I: I’m afraid I can’t say.
W: Fine. Nice chatting. I’m off for
a burger now, but I’ll check to see if
it was locally grown. Thanks a lot.
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 Unit 4
4E LISTENING AND
VOCABULARY
28 Exercise 1, page 46
Commuting to college can be a bit of
a pain. I go to Linchester Art College,
which is an excellent college with a very
good reputation. It’s about twenty-five
miles away from my home, but it’s worth
the journey every day because of the
quality of the teaching. I usually take the
train these days, although when I started
out, my friend used to give me a lift in
his car. That became a total nightmare
as there were often road works that
caused mile-long tailbacks or else
accidents. We used to be late for lessons
and sometimes we didn’t get home until
eight o’clock. So, we’ve been taking the
train for the last six months and that’s
got its good and bad points too. On the
one hand it’s cool because I can catch up
on homework, but that’s only if I actually
get a seat! It’s so busy on the train most
mornings that I have to stand up for at
least half the journey. And then there’s
the atmosphere in the carriages – it’s
either too cold because the heating has
broken down or it’s too hot because
the heating is working overtime! And
don’t talk to me about delays. I can’t
remember one week when the trains
were on time every day. They make out
that there are always very good reasons
for the delays – the most recent one
was that it was too hot and the heat did
something to the metal of the rails. And
there’s the ongoing problem of strike
action. We’ve had four days of strikes
in the last fortnight when they’ve only
been running a few trains. I appreciate
that they put these dates up on their
website, but it’s still a big problem for
people like me. As I see it, things are only
going to get worse – and I still have two
years of commuting left to do!
29 Exercise 1, page 46
P = Presenter L = Linzie R = Rafał
M = Marie
P: Right, so this morning our phone-in
is all about commuting and public
transport! I’ve got three listeners
waiting to tell us what they think
about travelling on one of the
most popular transport systems in
London – the tube, which is known
throughout the world by its famous
red circle sign. First up is Linzie.
L: I have to say that I really enjoy
travelling by tube. For me, it’s
the convenience. If you miss one
train, there’s another one within
three minutes! It can get a bit
uncomfortable though. Of course,
Z02 High Note TB3 09593.indd 259
some of the lines have better
carriages than others – the more
Unit 5
modern ones. In those trains it’s not 5D SPEAKING
quite so stiflingly hot as in some of
the older trains. I also like watching 38 Exercise 3, page 56
the stations as they whizz past!
I = Interviewer L = Lewis
The thing is that London has got such
a variety; some have great artwork I: Good afternoon, Lewis. Nice to
on the walls, like Baker Street with meet you. My name is Martin
its pictures of Sherlock Holmes, and Blackwater. Could you please tell us
some, like Westminster, are modern something about yourself?
and even futuristic. It’s fascinating! L: Right. Well, I’m English, but my
P: Thanks, Linzie! And how about father is French, so I’m bilingual.
you, Rafał? I’m fluent in both languages. I’m
taking four A-levels – in French
R: I’m a big fan of the London
and English, as well as Spanish
underground. I’ve been on many
and German, so I have a good
underground systems around
understanding of the structure
the world and for me London is
of languages and the difficulties
the easiest to navigate. There’s
of learning them. In the future,
no confusion. The tube map is
I would like to teach languages
amazing – it’s so clever because
at secondary school level. I’m
it’s very simple and clear. You don’t
self-motivated and that is one
get lost! Here in London, too, I think
reason why I’d like to gain some
people are very sensible when they
experience teaching English abroad
use the trains. If it’s too full, they
in one of your schools.
wait for the next one. One thing
they could change is the platforms I: Excellent. I see from your CV
at some stations. They’re quite that you have some teaching
narrow and get very crowded. experience already?
That’s a bit dangerous, I think. L: Yes. I’ve taught French privately to
some of our neighbours’ children
P: Great, Rafał. Thank you. And now,
who were having problems at
let’s hear from our next caller.
school. That was one to one.
Are you a fan of the London
However, I’ve also taught larger
underground too?
groups. One of my sports is tennis
M: Hi. My name’s Marie. You know, in
and I’ve coached groups of seven
my opinion, there are too many
or eight children at my tennis club.
delays because of signal failures.
The lessons were enjoyable, and I
If you know London well, you can
think I have good communication
find other routes, but not everyone
skills, which is obviously important
knows how to do that. I personally
for teaching.
find it better than using buses
or cycling and walking because I: You’re right. Do you work well
under pressure? Teaching abroad
there’s so much air pollution in the
city – you know, above ground. can sometimes be very intense.
L: I do. Studying four languages is
Down here, it can get a bit smelly,
that’s true, when the trains are quite demanding and I manage my
time carefully. I also think I’m good
crowded, but well, generally it’s
better. That’s another thing – we at multi-tasking, which helps when
you’re under pressure! I enjoy
need longer trains because right
now there are too many people challenges and solving problems.
trying to get into too few carriages. I: So, do you have things that you are
trying to improve?
P: Those are all good points, Marie!
I wonder what you think … L: Oh yes, Mr Blackwater. I think my
biggest weakness is accepting that
34 Exercise 10, page 46 I can’t do everything as fast as I’d
like to! If I’m learning something
1 I need to catch up on the lessons
I missed last week. new, I tend to expect to make
quick progress, which isn’t always
2 What happened to the cake in the
oven? Look at it – it’s gone down in possible of course. Also, I’m
working on my typing skills. I’m still
the middle!
pretty slow, and I get quite cross
3 Am I tired? Not at all – I’m full
with myself.
of energy!
I: Thank you, Lewis. Now have
4 You shouldn’t drop your empty
you got any questions about our
plastic cup on the road! Pick it up!
teaching abroad programmes?
5 I’ve been learning English for ages
and ages and I still pronounce
things wrong!
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 5E LISTENING AND
VOCABULARY
40 Exercise 1, page 57
The competition for the title of ‘Young
Entrepreneur of the Year’ takes place
every year. As you know, there are
regional competitions first. The winners
of these are announced in July and
those winners progress to the national
finals, which take place in London in
November. The competition celebrates
the achievements of young people
who have set up their own businesses
within the last year and who have shown
creativity and vision for the future. The
competition is open to people under the
age of thirty. This year the closing date for
all entries has been moved from 31 March
to 30 April, and the date for the final in
London is 11 November. In previous years
this has been held at the luxurious Tillings
Hotel, but this year it will be at the Royal
Trafalgar. Remember to hand in your
entries before the deadline and that the
judges’ decision is final.
42 Exercises 3 and 4, page 57
I = Interviewer C = Callum
I: As part of this week’s series about
young entrepreneurs, today I’m
talking to Callum Archer. Callum
is twenty-one years old, but he’s
already making a name for himself
in the world of cryptocurrencies!
Welcome, Callum!
C: Thanks.
I: So, cryptocurrencies … that’s all
about bitcoins and things, isn’t it?
C: Yes, they’re digital currencies – sort
of like virtual gold!
I: OK. So, what do you do?
C: Right, well, I’ve set up my own
online company that helps people
invest in cryptocurrencies. I started
when I was eighteen and it’s going
really well.
I: So is this full time for you?
C: It is now. I did a degree in Computer
Science, which finished last June.
I was working and developing my
company while I was studying, but
now I’m working on it full-time.
I: And when did your interest in
cryptocurrencies start?
C: I’ve been mad about computers
ever since I can remember. I was
at one of the first primary schools
to introduce coding lessons! Other
kids did sports – I played computer
games, wrote software and lived in
front of my computer, much to my
parents’ disgust.
I: But it was all good training,
obviously!
260 WORKBOOK AUDIO SCRIPT
Z02 High Note TB3 09593.indd 260
C: Absolutely. Then in 2009,
Satoshi Nakamoto created the
bitcoin network, and I was
fascinated by the possibility of
a completely cashless society,
where people use a virtual
currency.
I: Did you get lessons about this
at school?
C: Oh no, I taught myself.
I: Well, that’s certainly an incredible
achievement, but … do you think
it’s the best method, the best way
to proceed for everybody? Would
you advise other young people to
start their own businesses in the
same way?
C: In my case, I think I’ve always
known that I didn’t want to work for
someone else. It’s not the right thing
for everyone, but it was for me.
I: Do you think it’s important for
young people to finish their studies,
like you did?
C: It’s always good to have some
qualifications behind you, but
some people follow a different
path. Some of the most famous
entrepreneurs in the world
dropped out of college!
I: Do you have any specific advice for
young entrepreneurs?
C: I think there are two important
things to remember. One is that
when you’re young, you have
a great advantage – and that’s your
age. Older people have experience.
Young people don’t have that, but
they do have instinct and a feeling
for what will or won’t work. Follow
your instinct, but also take on board
advice from older people.
I: And secondly?
C: Secondly, I would advise people
to do something they love.
A business idea should grow out
of something you enjoy and are
passionate about. Some people try
to find something that no one has
thought about yet but that’s nearly
impossible. There’s always going
to be competition, whatever you
decide to do. It’s much better to
do something you have a genuine
interest in and can get excited
about. You’ll work harder and be
more successful.
I: OK, Callum! Thanks. And now …
Unit 6
6C LISTENING AND
VOCABULARY
49 Exercises 1 and 2, page 68
I = Interviewer M = Marcus
I: Well, we’ve got a special treat for
listeners this morning. I’m sure you
all remember our feature on young
Jack Thompson last week – the
four-year-old with a rare genetic
illness. His parents were trying
to raise enough money to take
him to the USA for a life-changing
operation. A donor came up with
the money needed, but wanted
to remain anonymous. Well, the
newspapers got hold of the story
and the anonymous donor is no
longer anonymous! And he’s here
with us on the programme today.
Hello, Marcus.
M: Hello.
I: So, Marcus, you did something
brilliant. Why did you want to keep
it a secret?
M: It’s because it was my decision
to help young Jack and it wasn’t
anyone else’s business. For me it
was quite a simple thing to do.
I was lucky – I had the money, Jack’s
parents didn’t, so I gave it to them –
simple. Money does no one any
good just sitting in the bank. Using
it like this to help someone has got
to be right, hasn’t it? I don’t usually
shy away from publicity – my wife’s
a well-known actress – but this was
private and so I decided to remain
anonymous.
I: And how did you feel when
you read about yourself in the
newspapers?
M: It was my wife who told me the
story had got out and she thought
I’d be angry because she knew
how much I wanted to remain
in the background on this. She’s
very supportive of me and agrees
with my reasons both for donating
and staying anonymous. But,
being realistic, I suppose it was
inevitable that someone would
leak the information to the media.
I just don’t understand what all
the fuss is about. It’s not as though
I discovered a cure for Jack’s illness.
I just helped a bit financially.
I: But you’ve agreed to come on the
show this morning. Why is that?
M: Well, as the story is out there now
and I can’t avoid the attention,
I guess I thought I’d come here
and talk about it. Do I get all fussy
about privacy or make the most of
29/08/2019 14:19
 it to help others? I rather hope that
talking about it might encourage
other people like me to do the
same and donate money to people
who really need it. We’re dealt
certain cards in this life – some of
us are born with intelligence, some
with skills and abilities and some of
us are born lucky.
I: I hear you used to run your own
business and made your fortune
that way?
M: Yes, I built up my own company
and I had a very satisfying
working life. I enjoyed what I did,
and the financial advice I took
was extremely good, meaning
that I made some very good
investments. I have a lot put aside
for a rainy day, far more than I could
ever use. There are a lot of people
in the same situation and it’s those
people I’m talking to. You can let
your money sit there doing nothing
or you can help people who need
it. Share some of your good luck
guys! Do the right thing.
Unit 7
7C LISTENING AND
VOCABULARY
57 Exercises 1 and 2, page 79
I = Interviewer S = Sadie R = Russ
M = Monty B = Beth
I: I’m at the after-show party
celebrating the opening night of
the new production of Richard III
at the Royal Theatre. And I’ve
managed to persuade a few people
to talk to me. Hi, Sadie. I have to
congratulate you on the costumes
in the play. Absolutely stunning!
S: Thanks for that. Usually it’s the
actors that get all the praise,
though on this occasion they
definitely deserve it. Yes, this play
was a big challenge for me. I have
a wonderful team who actually
make the clothes, but the research
and design is down to me. I spent
ages researching the period,
although I must say, the 1920s
is one of my favourites! I worry
about all the tiny things. I want
everything that the actors wear to
be absolutely right, right down to
the shoes – even the right earrings!
I go to costume exhibitions a lot
to get ideas, and in fact that’s
where I was when the actors had
their fittings – but everything went
smoothly and I think everyone did
a magnificent job.
Z02 High Note TB3 09593.indd 261
I: I agree, Sadie, thanks. And this
is Russ Barker. Russ, wow! How
impressive was that set when the
curtains first went up!
R: Yeah, I listen for that gasp from
the audience every time. It’s
what every set designer wants
to hear! And I never really relax
until I hear it. This was particularly
encouraging because creating the
castle onstage wasn’t easy. It’s
getting that first inspiration that’s
important, from then on, it’s all
plain sailing. The director, Beth,
initially wanted a castle like one
she’d seen in her young daughter’s
story book, but I wasn’t sure. I was
thinking of something a bit more
abstract, you know, a bit like the
Crazy Castle movies, but then I took
my family on a day trip to Rochester
Castle and that was it.
I: Yes, really atmospheric. Cheers,
Russ. Let me bring in Monty here.
He’s responsible for the spectacular
lighting effects tonight. They really
made the show come alive. You’ve
been doing this for a while, haven’t
you, Monty?
M: Yeah, officially for twenty years!
But I’ve been interested in lights
and lighting all my life since I was
about six. My very first production
was in the family garden one night!
My two elder sisters liked putting
on shows for my parents, dancing
and singing – you know the sort of
thing. They knew I had this thing
about lighting and they made me
shine torches on them so they could
have spotlights! I wanted to use
the real lights when our primary
school staged its end-of-year show,
but they refused to let me. Now,
I get to play with lights all the time
and make a living from it. How
good is that? It’s a big responsibility
because a mistake can ruin
a performance, but that’s all part of
the experience! And it’s all down to
a torch I got for my sixth birthday!
The patterns I could make on my
bedroom wall fascinated me and
I’ve never looked back.
I: Well, a far cry from shadows on
a wall tonight, Monty. Brilliant! And
now over to the big lady herself.
Beth Travers. This has got to be an
award-winning production, Beth.
I love your version.
B: Thank you, I think it might be! I’m
definitely very proud of the show.
I’ve worked with some amazing
actors on this, as well as a creative
and reliable backstage team.
As you know, this production of
Richard III isn’t my first. That was
back in 2012, just after I’d started
out directing. Then, in-between the
two Richards, I did the wonderful
thought-provoking play Waiting
for Godot, which really made my
name and got me an award for
Best Director. Then, of course, Three
Sisters in New York. Although that
wasn’t an actual flop – it was less
successful, shall we say. So, to
make a comeback with Richard
again has been a great opportunity,
and I’m just really grateful to
everyone who’s put so much work
in. Let’s hope it gets good reviews
in tomorrow’s media.
I: Well, personally I think it will be
a sell-out! Thanks everyone and
enjoy the party!
Unit 8
8B LISTENING AND
VOCABULARY
63 Exercises 1 and 2, page 90
1
Money was something I just took for
granted when I was really young. If
I wanted something new, my parents
would buy it for me. And, as for buying
things for other people … well, if it was
my mum’s birthday, my brother and
I would be given money by my dad –
usually about five pounds – to choose
what we wanted. I suppose in a way
that helped us understand the value
of money. We had a limited amount
to spend, so we had to think of prices.
It was also an indication of how we
would deal with money when we grew
up. Although I always spent the full
amount, my brother used to spend about
one pound and pocket the rest!
2
I have to admit I was a bit of a miser when
I was very young. Sometimes I’d get
money for my birthday, or from a visiting
relative, and I would never spend it!
I would hide it away in a box under my
bed. Everyone knew it was there, of
course, but I thought it was a well-kept
secret. Every evening I’d take it out and
count it! I didn’t think about what I could
buy with it later. I was just proud that the
pile was growing! It was like a collection
or even a hobby. I changed as I got older
and realised that most people don’t like
misers! But I guess the early signs were
there. My ambition? To go into banking!
What a surprise!
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 3 Unit 9
Looking back, I would say that my parents
were very good at teaching my sister and
me about money. We used to be given
regular pocket money from an early age
to buy comics or sweets, or we could save
it up to get something bigger, like a toy.
Unlike some of my friends who were
spoilt and got everything they wanted
as soon as they wanted it, we learned to
appreciate money. We looked forward to
getting our pocket money every Saturday
and discussing what we were going to
spend immediately and what we were
going to save. It was exciting to see
our savings increase and when we had
enough to buy something we’d planned,
we definitely valued it a lot more than if
we’d got it straight away.
4 JS:
I always envied my friends at primary
school. Their parents gave them an
allowance – I think that’s just a posh
term for pocket money! And they got
this automatically every week unless
they’d done something wrong and then
it was stopped. My parents didn’t. Yes,
I got some money, but I had to earn every
penny. They got the car washed every
weekend and the grass cut regularly in
the summer – for a very good price! It
was only as I got older that I realised they
were getting things done for about half
the going rate, and I put my prices up!
But thinking back, they were wise. They
taught me that nothing in life is free.
I hope I do the same when I have kids.
5 arrived, but it was nearly too late.
I remember when I first became aware of
the power of money. I was going to a play
group – that’s the years before primary
school, and so I was probably about three
or four years old. We used to play ‘shops’
with plastic coins and little cash registers.
It was a way of teaching us about money
I suppose, through a game. It was fun.
One day I heard my dad at home talking
to my mum about being short of money
for something. So, the next day I helped
myself to a handful of the plastic coins
at playgroup and took them home for
Dad. I was really proud of myself, but he
wasn’t too pleased. He made me take
them back the next day! I guess he had
a good laugh later!
262 WORKBOOK AUDIO SCRIPT
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9B LISTENING AND
VOCABULARY
70 Exercises 1–3, page 102
I = Interviewer JS = Jake Saunders
I: Today I’m happy to welcome
Jake Saunders to the programme.
Jake is playing the lead role in
a new film which will be on our
cinema screens on the fifteenth of
September. Is that right, Jake?
JS: Yes, exactly. It premiered in London
last month, in August, but will be in
all cinemas from the fifteenth.
I: And the name of the film? So we
can all look out for it?
OK. The title of the book it’s from is
Black River, a really great book that
your listeners can buy, but the film
itself is called Two Rivers.
I: Can you tell us something about
the film?
JS: Well, it’s a survival film and it’s
based on a true story which
happened about six years ago.
The main action is in a village in
the north of England after a terrific
storm hits the area and the rivers
burst their banks. The whole
community is isolated by the
waters, and the film follows what
happens to one family, trapped in
a farmhouse over a period of thirty-
six hours. Rescuers eventually
I: I imagine it was a difficult film to
act in?
JS: Yes! I had to spend a lot of time in
the water and I got very cold, I can
tell you! On one day of shooting
they kept me in the water for
so long that I came down with
a bad cold.
I: Poor you! Survival films are very
popular these days, particularly
those about true life stories. Why
do you think that is, Jake?
JS: It’s interesting, isn’t it? People have
always enjoyed disaster movies,
probably because they’re usually
pretty dramatic, but also a long
way from what happens in their
own lives. The film studios put
a lot of money into these films
to make them appear real, with
amazing special effects. Think
about earthquake films or amazing
volcanic eruptions! But the modern
survival films are a bit different,
I think.
I: What do you mean by different?
JS: Well, they often focus on fewer
people or even on just one person
and it’s all about their struggle
to survive in terrible conditions.
These people have to be inventive
and brave. They go through scary
experiences. The audience like
survivors. They consider them to be
heroes. That’s what I think attracts
people. The hero or heroine of
the film could be any one of us
and we like to think we could be
as courageous as that person in
similar circumstances.
I: Is there a particular survival film
that you personally like?
JS: Yes, there are a couple. My favourite
is not one of the big blockbusters!
It’s a documentary film made from
a book called Touching the Void.
It’s a magnificent film about a true
story from 1985 when two men,
Joe and Simon, went mountain
climbing during a blizzard. In spite
of warnings about the storm, they
climbed the mountain, but on the
way down Joe fell and broke his
leg. His partner, Simon, tried to
get him down the mountain but
there was another fall and – I won’t
give any spoilers, don’t worry –
but anyway … Joe got trapped
and Simon continued down the
mountain alone.
I: I’ve seen it too, and it’s well
worth watching. I really enjoyed
The Revenant too, with Leonardo
DiCaprio. Wasn’t Tom Cruise in it, too?
JS: No, it was Tom Hardy. That is such
a brilliant survival film. There’s not
a lot of dialogue, but the script is
very well-written and realistic. Some
people think the story is a bit far-
fetched, so it must be fictional, but
in fact it’s based on a real incident.
In 1823 Hugh Glass was hunting in
South Dakota when he was attacked
by a bear. His friends left him to die
but he struggled back hundreds of
miles in the bitter cold and survived.
The real Hugh Glass couldn’t write,
so he got a friend to write down his
story. The writer may have added
a few extra details that didn’t really
happen, but stories get changed
the more people pass them on,
don’t they?
I: That’s very true. I thought DiCaprio
played the part well.
29/08/2019 14:19
 JS: Yes, I agree. And he won ‘Best
Actor’, of course. He was amazing.
But I don’t envy him. Apparently, he
really lived the life of the character
he was playing. He lived in the
cold, didn’t wash, shave or cut his
hair for months! I think he nearly
froze to death at one point. My
own experience wasn’t quite that
bad. And I got to stay in a nice,
warm hotel room every night after
filming! I wish we’d had a similar
budget to The Revenant, but I think
you’ll enjoy it nearly as much!
Unit 10
10F LISTENING AND
VOCABULARY
80 Exercises 3&4, page 119
I = Interviewer L = Lara
I: We generally think of our
politicians as being in their thirties
or even older, but with me today
I have a teenager, who is very much
involved in politics. Lara Jenkins
from Brighton is only sixteen years
old, but she has an important
political role. She’s an MYP. So, Lara,
what exactly is an MYP?
L: OK. So, ‘NYP’ stands for ‘National
Youth Parliament’, and I’m
a member, so I’m an MYP –
a Member of the Youth Parliament.
The NYP is a parliament for young
people aged between eleven and
eighteen. We represent the views
and opinions of young people
to the government. The National
Youth Parliament has a total of
369 members altogether.
I: So, does this Youth Parliament
follow the same system as the
normal parliament?
L: The election system is similar, yes.
Each MYP represents an area of
the country and we are elected by
the young people who live there.
If there are a lot of young people
in one area, there might be two
MYPs. We find out what concerns
or worries the young people in our
area have and we meet regularly to
debate and discuss the issues.
I: And what can you do if there are
concerns? You don’t have any legal
powers, do you?
Z02 High Note TB3 09593.indd 263
L: No. Our goal is to make the L: I think it’s that I’ve learned to see
government, the decision-makers, things from other people’s point of
and the general public, aware view – not just my own. It’s made me
of things that young people are a much more open-minded person.
worried about these days. We each I: And what campaigns are you
work with a Member of Parliament involved in at the moment?
from the national Parliament L: Well, every year we debate
in Westminster, and keep them five major issues and this year
informed. In this way, we bring our we’re campaigning to get public
concerns to the government. And transport made less expensive,
like the government, we develop and encourage better awareness
our own policies related to issues of mental health issues that affect
that concern young people. Once young people.
a year all 369 MYPs meet for the I: Well, good luck with that, Lara.
annual meeting. It takes place over Both very important projects.
four days and we have speakers And thanks for speaking to us.
from the world of politics as well Who knows, maybe I’ve just been
as important decision-makers. We speaking to a future Prime Minister!
debate lots of topics and important
questions. The topics range from
culture and the media, to law
and society! We develop policies
regarding these topics and include
them in a manifesto – a statement
of our views if you like. We organise
projects and campaigns to raise
people’s awareness of important
issues – the ones that affect young
people that is.
I: Is it true that you actually debate
in the Houses of Parliament, in
London, every year?
L: Yes, we do! It’s amazing – to see
the green benches full of teenagers
holding a debate and making
speeches! It’s very exciting.
I: So, what would you say to a young
person who thinks they might
like to stand for election to the
organisation?
L: I’d say, if you care about what
happens to the young people
in your area, and that you think
you can help push politicians for
change on important issues – go
for it! You can do a lot of good,
and you’ll develop important skills
for your own future life too! The
most important is probably public
speaking. Many young people go
on to do jobs where they have to
stand up in front of groups and
give presentations and things, so
it’s a huge help. Also, you learn
a lot about politics, obviously, but
not just in the UK – you learn about
international politics, too, and
issues that concern people all over
the world.
I: So, what do you think is the most
important thing you’ve learned as
an MYP, Lara?
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 CLASS DEBATES

TEACHER’S NOTES
Time: 15 minutes
There are five simple steps to take in order to run a successful class debate:

1 Propose a motion or controversial
statement.
Write the topic of the debate on the
board. Ask students to work in pairs
or groups of three and to discuss it
for 2–3 minutes. They should think
of some arguments for or against
the statement and decide which side
of the argument they want to take.
Alternatively, you can assign this task
as homework and allow students to
research the topic and think of their
arguments at home.
4 Hold the debate.
The debate structure has five simple steps:
2 Make teams: proposers and
opposers.
Divide the class into groups of no
more than six. Half the groups
should be ‘the proposers’, arguing
for the statement. The other half
should be ‘the opposers’, arguing
against it. If most students hold
similar views, you may assign them
to teams randomly. For variety or an
extra challenge, you may also ask
them to argue for the view opposite
to their own.
3 Prepare for the debate.
Give groups five minutes to
prepare. They should make a list
of arguments in support of their
view. They may also try to anticipate
the counterarguments the opposing
team may present and think of how
to refute them. Finally, they should
plan a strategy for their team,
i.e. decide who is going to present
which argument and in what order.
Tell them that during the debate,
each member of the team needs to 
speak at least once.

Step Instructions Timing

1 Each team has a turn to present their arguments. 2 minutes per team
(4 minutes in total)

2 Both teams have 2 minutes to prepare the rebuttal of their opponents’ arguments. 2 minutes

3 Each team present their rebuttal for 2 minutes. 2 minutes per team
(4 minutes in total)

4 Both teams have 2 minutes to prepare a summary of their position. 2 minutes

5 Each team summarises their view and makes final comments for 1 minute. 1 minute per team
(2 minutes in total)

• Ask students to remain silent while their opponents are speaking and take notes of the points they make.
• If you have more than two teams, tell students which teams are going to argue against each other.
• For the sake of fairness, you may want to alternate the order in which the teams make their presentations, with the team
arguing for the statement speaking first in step 1 and second in step 3.
• If pressed for time, you may combine steps 3 and 5 so that students present both the rebuttal and summary in one stage.

5 Provide feedback.
• After the debate, ask students whether Useful language
they have been convinced by the
Photocopy and provide students with the useful language for debating
opposing team’s arguments and who, in
on the next page, for them to refer to during the school year.
their opinion, won the debate and why.
• You could ask students to raise their
hands to vote on which side they really
Debate topics
stand in the debate. Count the show Unit 1 Fashion is more important than comfort.
of hands for each side and declare the Unit 2 Space exploration is a waste of money.
winning argument. Unit 3 Sports stars are paid too much money.
• Provide feedback on how well the teams Unit 4 It’s better to spend holidays in your own country than abroad.
argued their case and suggest things they Unit 5 The world would be a better place if everyone became vegan.
could improve in the future. Unit 6 Family is more important than friends.
• As a follow-up activity, you could ask Unit 7 Art is an essential school subject.
groups to switch sides so that students
Unit 8 It’s better to spend money than keep it in the bank.
get to argue both sides of the same
discussion. You could also ask students to Unit 9 People should lose their jobs if it helps the environment.
write a ‘for and against’ essay using the Unit 10 We are too soft on criminals nowadays.
arguments from the debate.
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 Useful language
DEBATING

Presenting the motion Expressing certainty

We are going to speak in favour of/against the statement/ Clearly, …
motion that … Obviously, …
I am going to try to explain why we think/don’t think that … There is no doubt that …
Today I hope to persuade you to agree that … Let the facts speak for themselves.
This morning we have the easy task of convincing you that … In fact, …
First, I will talk about … I shall also argue that … (Studies) show/confirm that …

Introducing the speakers Clarifying/Reiterating

I, as the first speaker, will talk/ will be talking about … I’m talking about …
The next speakers will then explain why/discuss … What I’m trying to say is …
[Marta] will then talk about … What I mean (by that) is …
The next speakers will explain why … I’m saying that …

Presenting the most important point Supporting your view with examples/
The main thing/point is …
evidence
The most important thing/point is …
For example, …
Most importantly, …
For instance, …
Let me give you an example: …
Presenting a list of arguments
First of all, … Take, for example, …
Firstly, … An example of this is …
To begin with, …
Concluding/Summarising
Secondly, …
So, …
My first/second argument is …
So, finally, …
Let me come to my first/second/next argument.
So, in short, …
Perhaps I should also mention that …
To sum up, …
In addition, …
All in all, …
What’s more, …
To conclude, let me stress that …
Also, …
We also need to think about …
Something else to think about is …
Another important point is …

Giving your opinion

I think that …
In my view, …
In my opinion, …
The way I see it, …
If you ask me, …
I firmly believe that …
We are convinced that …
It is our belief that …

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 GRAMMAR Extra activities
VIDEOS UNITS 1–4

Extra Grammar Video activity | Unit 1

1 ‘What’s everyone wearing this year? What are you wearing this season?’ Complete the speakers’ answers with the
correct Present Simple or Present Continuous forms of the verbs in brackets. Then watch the video again and check.
1 I think (think) everyone (wear) a lot of colour, a lot of floaty styles, really embracing the summer vibes.
2 I (see) a lot of people wear ripped jeans and boots for winter.
3 People (try) to express themselves more and more.
4 This year everyone (seem) to be going back to the 90s style of fashion.
5 I (travel) at the moment, so I (try) to wear just something that’s comfortable.
6 I (not/like) anything too fancy because I (think) it gets in the way of practical life.

Extra Grammar Video activity | Unit 2

4 ‘What have scientists been working on recently?’ Tick the subjects the speakers talk about in the video.
Then watch the video again and check.
a cancer research ✓ e protecting endangered species h reducing emissions from transport
b improving air quality in cities f ocean clean-up i reducing the use of plastic
c space travel g a cure for HIV j renewable energy
d technology

Extra Grammar Video activity | Unit 3

8 Answer the questions using the names from the box. You need to use some names more than once.
Then watch the video again and check.

Alizée Amine Chantelle David Katherine

1 Who had a sprain but thought they’d broken a bone? David ,

2 Who was on crutches for a long time?
3 Who broke their arm but went back to doing the sport after physio?
4 Who got hurt because they’d smacked into another player? ,
5 Who had an injury while they were doing exercise alone? ,

Extra Grammar Video activity | Unit 4

11 Read the tips on travelling by tube and choose the correct option. Then watch the video again and check.
1 You should / shouldn’t be aware of the space around you and the people around you.
2 You should / shouldn’t be conscious of the signs that are there for everybody’s safety.
3 You must / mustn’t lose your ticket.
4 You must / mustn’t be rude, disruptive.
5 You should / shouldn’t push and shove and try and run for the door if they’re closing.
6 You should / shouldn’t always let somebody off first before you get on.
7 You must / mustn’t try and get on at last minute when the doors are closing.
8 You must / mustn’t take a bottle of water with you, to keep hydrated.
9 You must / mustn’t wear heels because the platforms are very short.
10 You should / shouldn’t interact with too many people because you might miss a stop.

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 GRAMMAR Extra activities
VIDEOS UNITS 5–7

Extra Grammar Video activity | Unit 5

14 ‘What skills do you think you will need to learn for your future career?’ Read the extracts from three speakers’
answers and complete them with the correct future forms of the verbs from the box. Then watch the video again and check.

give have to learn need (x2) plan talk

For my future career, I 1‘m planning on doing psychology.

Alex I 2 learn a lot of communication skills.

I 3 time management and being able to work under pressure.

I4 those skills through experience at uni.
Alizée That 5 me the experience of working in a different environment.

For my future career, I 6 to improve my communication

Eleanor skills and to improve them, I 7 to more people.

Extra Grammar Video activity | Unit 6

18 Match the places from the box to the reasons the speakers give for choosing them. There are two extra places.
Then watch the video again and check.

the Alps Bali Edinburgh New York New Zealand Yellowstone National Park Rome

1 I’d take my fiancée because it’s where she would want to go for a honeymoon
and I think it would be a nice treat for her. Yellowstone National Park
2 It has a lot of beautiful scenery that I would love to experience for myself,
and not just through pictures.
3 It’s very quiet and it’s a lot more relaxed compared to the busy lifestyle that
I usually experience in London.
4 It’s probably my favourite place in Europe and I think that would be really,
really good fun to spend a weekend out there in the snow.
5 For the food and for the culture.

Extra Grammar Video activity | Unit 7

22 Complete the sentences with the correct verbs. Then watch the video again and check.
My parents always told me to:
1 work hard and be very respectful to people.
2 in a lot so that I get back a lot.
3 be myself and always my best – put my 100 percent into anything I tried.
4 my pleases and thank-yous.
5 be polite, always my manners.
6 really hard because it will pay off.

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 GRAMMAR Extra activities
VIDEOS UNITS 8–10

Extra Grammar Video activity | Unit 8

25 ‘Should adverts be shown to children and teenagers?’ Complete the speakers’ answers using the
correct passive forms of the verbs in brackets. Then watch the video again and check.
1 I think adverts should be shown (should/show) to children.
2 I think nothing (should/restrict) because people will find a way to find it.
3 If these adverts (not/properly/target) at the right market, then children could absorb
something that might negatively affect them in the future.
4 We (should/expose) to marketing at an early age.
5 You need to make sure that the advertisements we show children (monitor) in some sense.
6 Those sorts of decisions (should/make) by a responsible adult.

Extra Grammar Video activity | Unit 9

29 ‘If you had known years ago everything you know today, what would you have done differently?’
Complete the speakers’ answers with the correct forms of the verbs from the box. Then watch the video
again and check.

focus listen not go spend study take

1 I would have focused more at school on certain subjects.

2 I advantage of opportunities better.
3 I to my parents and worked harder at school.
4 I harder for my GCSEs.
5 I more time with my grandma when she was alive.
6 I to boarding school.

Extra Grammar Video activity | Unit 10

32 ‘Tell me about this photograph. Who could this man be?’ Match 1–7 with a–g to complete the speakers’
answers. Then watch the video again and check.
1 a , like an inspector of some sort. a he could be someone who works
2 making sure that no one is shoplifting. b what his job could be
3 I think the person is writing down things in a notebook, c he might be checking up on the staff
so . d this person could be a private investigator
4 I think because it looks as though they’re e it can’t be too serious
wearing a coat, which a lot of investigators or f he could also be a security guard of some kind
detectives would wear in TV shows.
g perhaps it could be a journalist
5 It’s hard to say but I suppose he could be a
journalist.
6 I can see that he has fun bits of food, so .
7 It looks like he’s studying the stock. He might be
checking the dates on them or to check that
they’re doing that job correctly.

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 GRAMMAR VIDEOS – EXTRA ACTIVITIES
ANSWER KEY
Unit 1 Unit 5
1 is wearing 2 will have to
2 see 3 will need
3 are trying 4 ’m going to learn
4 seems 5 will give
5 ‘m travelling, ’m trying 6 will need
6 don’t like, think 7 ’m going to talk

Unit 2 Unit 6
a (Speaker 4 – Alizée) 2 New Zealand
c (Speaker 6 – Nathan) 3 Bali
d (Speaker 7 – Eleanor) 4 the Alps
f (Speaker 3 – Alex) 5 Rome
g (Speaker 5 – Nicky)
h (Speaker 2 – Nicole) Unit 7
j (Speaker 1 – Chris) 2 put
3 try
Unit 3 4 say
1 Katherine 5 have
2 Katherine 6 study
3 Chantelle
4 Amine, Alizée Unit 8
5 Katherine, Chantelle 2 should be restricted
3 aren’t properly targeted
Unit 4 4 should be exposed
2 should 5 are monitored
3 mustn’t 6 should be made
4 must
5 mustn’t Unit 9
6 shouldn’t 2 would have taken
7 mustn’t 3 would have listened
8 shouldn’t 4 would have studied
9 should 5 would have spent
10 mustn’t 6 would not have gone

Unit 10
2f
3g
4d
5b
6e
7c

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 PHOTOCOPIABLE RESOURCES
CONTENTS
RESOURCE FOCUS WHEN TO USE TIME
(MINUTES)
01 LOOKING GOOD
1 Party night Grammar: Present Simple and After 1A GRAMMAR AND VOCABULARY 15
Present Continuous

2 Sketch artists Vocabulary: appearance After 1B VOCABULARY 15

3 Backstage Audio script: extra activities After 1C LISTENING AND VOCABULARY 15

4 Are you a fashionista? Grammar: articles After 1E GRAMMAR 15

02 THE DIGITAL MIND

5 Space convention Grammar: Present Perfect Simple After 2A GRAMMAR AND VOCABULARY 10
and Continuous

6 Back to the moon Reading: skimming and scanning After 2B READING AND VOCABULARY 20

7 A survey on museums Vocabulary: science, phrases with think After 2C VOCABULARY 10–15
and mind

8 Verb pattern battleships Grammar: verb patterns After 2D GRAMMAR 15

9 Drone Boy Audio script: extra activities After 2E LISTENING AND VOCABULARY 15

03 ACTIVE AND HEALTHY

10 Lionel Messi – the football Grammar: Past Simple, Past Continuous After 3A GRAMMAR AND VOCABULARY 15
genius and Past Perfect

11 What happened to you? Vocabulary: sports, activities, fitness After 3B VOCABULARY 10

and exercise

12 There’s been an accident! Audio script: extra activities After 3C LISTENING AND VOCABULARY 15

13 Eating habits – past Grammar: used to and would After 3D GRAMMAR 15

and present

04 TIME TO MOVE
14 Vietnam: know before Grammar: modal and related verbs After 4A GRAMMAR AND VOCABULARY 15
you go

15 What a hotel! Reading: identifying author’s attitudes After 4B READING AND VOCABULARY 10–25

16 Define and guess! Vocabulary: travel essentials, travel After 4C VOCABULARY 15

phrases

17 Match and combine Grammar: relative clauses After 4D GRAMMAR 15

18 The air we breathe Audio script: extra activities After 4E LISTENING AND VOCABULARY 15

05 THE NEXT STEP

19 Future choices Grammar: talking about the future After 5A GRAMMAR AND VOCABULARY 15

20 Study phrasal verbs! Vocabulary: phrasal verbs related After 5B VOCABULARY 10

to studying

21 Order and match Grammar: Future Continuous and After 5C GRAMMAR 10

Future Perfect

22 The changing world Audio script: extra activities After 5E LISTENING AND VOCABULARY 15
of work

270

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 06 DO THE RIGHT THING
23 Complete and match Grammar: the first and second After 6A GRAMMAR AND VOCABULARY 15
conditionals

24 After the jackpot Audio script: extra activities After 6C LISTENING AND VOCABULARY 15

25 How good a friend are Grammar: the zero conditional and After 6D GRAMMAR 15
you? alternatives to if

26 Love and War Vocabulary: relationships, conflicts After 6F VOCABULARY 10

and problems

07 IN THE SPOTLIGHT
27 What’s that line? Grammar: reported speech After 7A GRAMMAR AND VOCABULARY 15

28 Viewing habits survey Vocabulary: viewing habits After 7B VOCABULARY 10

29 Art and social media Audio script: extra activities After 7C LISTENING AND VOCABULARY 15

30 What’s your line of work? Grammar: reported questions After 7E GRAMMAR 15

08 CONSUMERS’ WORLD
31 Are you an ads expert? Grammar: the passive After 8A GRAMMAR AND VOCABULARY 15

32 I spend my money on … Audio script: extra activities After 8B LISTENING AND VOCABULARY 15

33 Money talks Vocabulary: money After 8C VOCABULARY 10

34 Digital money Reading: understanding links in a text After 8D READING AND VOCABULARY 15

35 My busy day Grammar: have/get something done After 8F GRAMMAR 15

09 THE POWER OF NATURE

36 The story of the Titanic Grammar: the third conditional After 9A GRAMMAR AND VOCABULARY 10

37 Surviving disaster Audio script: extra activities After 9B LISTENING AND VOCABULARY 15

38 How green are you? Vocabulary: environmental responsibility After 9C VOCABULARY 15

39 No regrets! Grammar: I wish/if only for regrets After 9D GRAMMAR 15

40 The Isle of Eigg Reading: summarising texts After 9F READING AND VOCABULARY 10–25

10 JUSTICE FOR ALL

41 Modal match Grammar: modal verbs for speculating After 10A GRAMMAR AND VOCABULARY 10
about the present

42 The Hollywood Hills Vocabulary: law and punishment After 10B VOCABULARY 15
Burglars

43 What really happened? Grammar: modal verbs for speculating After 10C GRAMMAR 15
about the past

44 Our voices matter Audio script: extra activities After 10F LISTENING AND VOCABULARY 15

271

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 PHOTOCOPIABLE RESOURCES
TEACHER’S NOTES
Unit 1
1 Party night
(1A Grammar and Vocabulary)
Aim: to practise the Present Simple and Present Continuous
Interaction: pairs
Type of activity: gap-fill, ordering
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Individually, students
complete the sentences in Exercise 1. Remind them to use
short forms where possible. (3) Check answers with the class.
(4) Students work in pairs to complete Exercise 2. (5) Check
answers with the class by asking a pair of students to read out
the conversation in the correct order.
Answers:
Students A and B
1 a has, ‘s happening b goes d really love, really enjoy
e think, ‘re planning f sounds, ‘re really enjoying
g are becoming h ‘s opening, Do you know
i ‘m standing, Do you remember j want
k want, sing, ‘re doing l meet n ‘re preparing
2 3 a 4 g 5 e 6 k 7 g 8 i 9 b 10 l 11 d 12 n
13 f 14 j
2 Sketch artists
(1B Vocabulary)
Aim: to practise vocabulary related to physical appearance
and clothes
Interaction: pairs
Type of activity: information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to label
the spidergrams with the headings in the box, then check
answers with the class. (3) Students take turns to describe
the people on their worksheet for their partner to draw. Point
out that they can also ask each other additional questions.
Revise questions they could ask for each category, e.g. What’s
her hair like? Does she look stylish? Remind students that they
can choose from the vocabulary in Exercise 1 to help them
describe the people. (4) When they have finished, ask them
to compare their drawings to the originals. Elicit descriptions
from different students around the class.
Optional follow-up: Ask students to make guesses about
where the people are going or what they are doing based on
their appearance.
Answers:
Student A
1 1 Hair 2 Facial hair 3 Body shape 4 Clothes 5 Footwear
6 Accessories 7 Adjectives to describe clothes 8 Materials
9 Overall appearance
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Student B
1 1 Accessories 2 Overall appearance 3 Hair
4 Clothes 5 Facial hair 6 Footwear 7 Materials
8 Adjectives to describe clothes 9 Body shape
3 Backstage
(1C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.3 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 ’m reporting 3 ’re spending 4 ’re doing
5 are you doing 6 are filming 7 has 8 ’re preparing
9 ’m trying 10 ’m adding 11 ’re also giving 12 has
13 ’re making 14 ’s just trying 15 Do you enjoy
16 love 17 enjoy 18 spend 19 do you have
20 do you see
4 Are you a fashionista?
(1E Grammar)
Aim: to practise articles (a/an, the or no article)
Interaction: pairs
Type of activity: gap-fill, quiz
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain that A and B have two
parts of the same quiz called Are you a fashionista? (2) Students
do Exercise 1 individually by completing their quiz questions
with Ø (no article), a/an or the. (3) For Exercise 2, students take
turns to read out their quiz questions. Their partner listens
and checks the questions against the key. (4) Students now
do the quiz in their pairs. They circle the answers they think
are correct on their worksheet. Point out that they don’t have
to agree and can choose different answers for each question.
In that case, they should either note down their answers on a
separate piece of paper or use a different colour pen to circle
their answers on their worksheet (e.g. blue for Student A and
red for Student B). (5) Explain that students get two points for
each correct answer. Read out the answers and ask students
to total their scores. Feed in some interesting facts from the
answer key. (6) Students check the scoring key to see if they
are a fashionista, fashion-friendly or a fashion flop. Ask for
a show of hands for each category.
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 Optional follow-up: In pairs, students discuss if they agree
with the quotes in questions 3 and 8.
Answers:
Students A and B
1–2 See worksheet, Exercise 2.
3 1 a; When Tom Ford was seventeen, he started acting in
television commercials.
2 b; The majority of cotton grown in China and
India is genetically modified. Cotton farmers are
paid practically nothing to farm cotton. It is highly
unsustainable as it uses a massive amount of water
and pesticides.
3 c; Giorgio Armani, the most successful Italian fashion
designer ever, meant that denim is comfortable and
stylish no matter your age, race, size or gender.
4 a; It was very uncommon to see women wearing
trousers during the 1930s. When German actress and
singer Marlene Dietrich wore trousers at the opening
night of The Sign of the Cross, it pushed fashion to
consider trousers as an option for women.
5 a; The Paris Fashion Week began in 1973. New York,
London, Paris and Milan are the fashion capitals of
the world.
6 a; The British fashion designer Vivienne Westwood
worked in a factory before she became a primary
school teacher. She brought punk fashion into the
mainstream.
7 a; The fashion industry is typically concentrated in
locations with relatively low labour costs.
8 b; Michael Kors is an American sportswear fashion
designer.
9 c; Mary Quant, the English fashion designer, sold miniskirts
in her shop on the King’s Road, London. She named the
miniskirt after her favourite car, the Mini Cooper.
10 a; Kendall Jenner was the world’s highest paid model
in 2017. She earned £16.6m. Jenner is part of the
Kardashian family. Other highest-paid models are
Chrissy Teigen, Adriana Lima and Gigi Hadid.
Unit 2
5 Space convention
(2A Grammar and Vocabulary)
Aim: to practise the Present Perfect Simple and Continuous
Interaction: pairs
Type of activity: multiple choice, matching role play
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain the context: they are
at the Young Astronomers’ and Space Scientists’ Convention.
During a break, they are talking about the convention, space
science and astronomy. (2) Individually, students choose the
correct verbs to complete the questions in Exercise 1. Explain
that in some cases both tenses are possible. (3) In their pairs,
Students A read out their questions and Students B answer by
choosing the correct responses in Exercise 2. They then swap
roles and Students B ask their questions for Students A to
respond. (4) Check answers with the class. (5) Ask students to
fold their worksheet in half and repeat the role play without
looking at the responses.
Z05 High Note TB3 09593.indd 273
Optional follow-up: Elicit what other types of questions
students could ask when they meet people at a convention,
e.g. Have you seen anything interesting so far? What time is
the session on Smart Technology?
Answers:
Student A
1 1 been coming (PPC. Emphasis on the activity. We often
mention how long the activity has been going on.)
2 been doing (PPC. The convention hasn’t finished yet.)
3 been studying (PPC or PPS. Both are possible but the
PPC is more natural here, to ask about a recent activity
that explains something in the present.)
4 been working (PPC. Emphasis on the activity. We often use
‘how long’ to ask about the duration of an activity.)
5 found (PPS. The speaker is asking about result and the
emphasis is on a finished activity in the past.)
6 been having (PPC or PPS. Both are possible but the PPC is
more natural here, to ask about an unfinished activity.)
7 tried (PPS. The speaker is asking about a finished
activity in the past.)
8 got (PPS. The speaker is asking about result and the
emphasis is on a finished activity in the past.)
9 told (PPS. The emphasis is on a finished activity in the past.)
10 heard (PPS. The emphasis is on a finished activity in
the past.)
Student B
1 1–8 See answer key for Student A.
9 been (PPS. The emphasis is on a finished activity
in the past.)
10 found (PPS. The emphasis is on a finished activity
in the past.)
2 Students A and B
1 c 2 h 3 f 4 e 5 j 6 i 7 g 8 b 9 a 10 d
6 Back to the moon
(2B Reading and Vocabulary)
Aim: to practise the skills of skimming and scanning
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 20 minutes
Materials: one worksheet per student
In class: (1) Refer students to the title of the text, the photo
and the paragraph headings. Then give them about 2
minutes to skim the text. Make it clear that there is a time
limit and therefore they shouldn’t stop and ask questions
about vocabulary. After 2 minutes, stop them and nominate
a student to answer the question in Exercise 1.
(2) In pairs, students work on Exercise 2 to find what the
numbers refer to and write down their answers on their
worksheets. Check answers with the class. (3) Students work
individually on Exercise 3. They scan the text again to help
them complete the sentences with suitable words (one word
for each sentence).
Optional follow-up: Ask students to discuss the following
question in pairs: Would you like to be a space tourist? Why/
Why not? Elicit answers around the class. To extend the
activity further, ask students to prepare and present an
advert for a trip to the moon, including details about cost,
accommodation and activities.
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 Answers:
1 a
2 2 the year of the last landing on the moon
3 the year SpaceX launched Falcon Heavy
4 the value of NASA’s contract with Robert Bigelow
5 the lowest amount a room on the moon may cost
in the future
3 2 private 3 packages 4 fly/transport/send 5 Ice
6 regulate
7 A survey on museums
(2C Vocabulary)
Aim: to practise phrases with think and mind and vocabulary
related to science
Interaction: individual, pairs, whole class
Type of activity: gap-fill, matching
Time: 10–15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Explain to students
that Exercise 1 shows answers to different questions from
a survey on museums. Ask them to work individually and
complete their answers with phrases from the box.
(3) In pairs, students take turns to ask each other the questions
from Exercises 2 (Student A) and 3 (Student B) and choose
appropriates sentences from Exercise 1 to answer their
partner’s questions. (4) Check answers by asking different
pairs around the class to read out the questions and answers.
Answers:
Students A and B
1 b haven’t made up my mind c think seriously
d think outside the box e think ahead
g broaden your mind h didn’t think much of it
i Do you mind j changed my mind
2–3 1 g 2 i 3 j 4 h 5 f 6 e 7 c 8 b 9 d 10 a
8 Verb pattern battleships
(2D Grammar)
Aim: to practise verb patterns
Interaction: pairs
Type of activity: game
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Write the following key words on
the board for students to refer to: Miss, Hit, Damage, Battleship
sunk. (2) Students work in pairs facing each other, without
looking at each other’s boards. Tell Students A to ask Students
B a question to find verbs on Bs’ board, e.g. ‘Is there anything in
A6?’ If there is nothing in the square, Student B says ‘Miss’ and
then it’s his/her turn. If there are verbs in the square, B reads
them out for A, and A has to invent a correct sentence that uses
both verbs. (3) Student B can consult the Verb pattern box to
check if A has used the correct verb pattern. If A’s sentence
is correct, Student B says ‘Hit’, and Student B gets two points
and another turn. If the sentence is incorrect, Student B says
‘Damage’, Student A gets one point, and Student B takes a turn.
If students cannot agree, they should ask you. (4) Tell students
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that they can map where they have bombed their opponent by
crossing out a square in their marking grid. (5) When a whole
battleship is destroyed, students say ‘Battleship sunk!’ The first
student to find five battleships – two two-square battleships,
two three-square battleships and one four-square battleship –
ends the game. Students then total up their scores because,
with the scoring system, it is possible to win the game even if all
your ships have been sunk by your opponent.
Optional follow-up: Write these verbs from Lesson 2D on
the board: like, practise, love, enjoy, allow, appear, decide,
expect, need, learn, refuse, want, must, might, will, can, prefer.
Ask students to work in pairs and make their own battleship
grid. They then play Battleships with another pair. Students
can refer to the Grammar box on page 17 to check their
partners’ sentences.
9 Drone Boy
(2E Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.15 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 industry 3 founder 4 mind 5 first-person view
6 goggles 7 at high speed 8 drone racing
9 model aircraft 10 uses 11 aerial filming
12 shot 13 map making 14 law enforcement
15 search and rescue 16 survivors
17 commercial deliveries 18 legal procedures
19 medical supplies 20 balance 21 developments
22 Privacy 23 conferences
Unit 3
10 Lionel Messi – the football genius
3A (Grammar and Vocabulary)
Aim: to practise the Past Simple, Past Continuous and
Past Perfect
Interaction: pairs
Type of activity: ordering
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their half
of the worksheet (A or B). (2) Explain to students that
they are going to order the story of Lionel Messi’s childhood.
Elicit what students know about him. (3) Give students 2 minutes
to familiarise themselves with the parts of the text they have.
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 (4) In pairs, students take turns to listen to their partner and read
out the section of the text they think comes next. Highlight that
Student A has the first section and should begin the activity. Point
out to students that they should listen carefully to the tenses
and time expressions to help them order the sections. (5) When
students have finished, ask them to look at their worksheets
together and make sure they have ordered the text correctly.
(6) Check answers by asking different students around the class
to read out the sections in the correct order.
Answers:
3 a 4 h 5 e 6 j 7 b 8 l 9 d 10 g 11 f 12 i
11 What happened to you?
(3B Vocabulary)
Aim: to practise vocabulary related to sports, activities,
fitness and exercise
Interaction: pairs
Type of activity: information gap
Time: 10 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to
look at the picture and explain or elicit that it shows injured
patients in a waiting room. Elicit a description of the patients
to revise vocabulary such as wheelchair, crutches, injured.
Elicit where the accidents might have happened.
(3) In pairs, students take turns to ask questions to find out
what the injury is, where it happened, while doing what and
for what reason. They complete the gaps in their worksheet
with the information. (4) In a less confident class, you could
model the activity with a stronger pair of students. Write the
questions on the board for students to refer to, e.g. What
happened to Gina? What was she doing when she sprained her
wrist? Where was she? Why did it happen? (5) Check answers
by asking different students around the class to read out the
completed information. You could then ask students to match
the people in the picture with the names in the sentences.
Optional follow-up: Ask students to role-play conversations
between a doctor and the patients in the picture. Pairs can
choose a patient and invent a dialogue or you could do this
together as a class activity, e.g.
Doctor: Good morning. What seems to be the problem?
Patient: My back hurts.
Doctor: Are you in a lot of pain?
Answers:
2 Harriet broke her leg while she was snowboarding in the
Swiss Alps. She crashed into a tree.
3 Freddie pulled a muscle in his leg while he was running
on the basketball court. He hadn’t been training much and
was out of shape.
4 John dislocated his shoulder when he was scoring a goal on
the school football pitch. He collided with another player.
5 Callie injured her back when she was riding her bike at
a motocross event. She fell off her bike in the middle of
a double back flip.
6 Sunil twisted his ankle when he was running on the
athletics track. Another runner stepped on his foot.
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12 There’s been an accident!
(3C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.27 for them to
check/complete their answers. Alternatively, check answers
by going through the dialogues with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 ’s broken 3 fallen 4 hurt 5 fell 6 fell 7 hurt
8 called 9 crashed 10 sprained 11 lost
12 dislocated 13 banged 14 fainted
13 Eating habits – past and present
(3D Grammar)
Aim: to practise used to and would to describe past habits,
states and routines
Interaction: individual, pairs
Type of activity: gap-fill, matching
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student
their half of the worksheet (A or B). (2) Explain to students
that they are going to talk about the eating habits older
generations used to have and then compare them to those
of modern-day families. (3) For Exercise 1, ask students to
complete sentences 1–7 with the correct form of used to or
would. Monitor and help students as necessary. (4) Check
answers with the class. Ask students to explain why and
when only used to or both used to and would are possible.
(5) For Exercise 2, ask students to take turns to read out
their sentences 1–7 for their partner to match to a modern-
day equivalent in sentences a–g. (6) Check answers with
the class.
Answers:
Students A and B
1 1 didn’t use to (Remind students that in the negative
we cannot use would without a change in meaning.
We wouldn’t would mean ‘we refused’.)
2 didn’t use to
3 used to/would
4 didn’t use to
5 didn’t use to
6 used to/would
7 didn’t use to (We cannot use would because we are
referring to a state, not a routine.)
2 1e 2d 3f 4c 5g 6a 7b
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 Unit 4
14 Vietnam: know before you go
(4A Grammar and Vocabulary)
Aim: to practise the use of modal and related verbs
Interaction: individual, pairs
Type of activity: multiple-choice, guessing
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet, refer students to the
quiz and explain that these are statements about Vietnam.
Some of them are true and some are false. (2) Ask students to
work individually and choose the correct options to complete
the statements. Reassure them that they don’t need to worry
about which sentences are true/false for now – they will
do the quiz in the next exercise. Before they begin, point
out that both options are possible in some items. (3) Check
answers with the class. (4) Put students in pairs and ask them
to do the quiz. They should discuss the statements with their
partner, decide whether they are true or false and mark their
answers on their worksheet. Point out that they don’t have
to agree with their partner – they can each choose a different
option for each statement. (5) Give students the answers
from the key below. For each statement, you could ask for
a show of hands for ‘True’ and ‘False’ before confirming the
answer, and invite students to share their ideas with the
class. (6) To turn this into a game, you could ask students to
swap worksheets with their partner/another pair and check
each other’s answers, awarding one point for each correct
answer. The student/pair with the most points wins.
Optional follow-up: You could ask students to write
a similar quiz about their country or a country they know
well. They could do this individually or in pairs, in class or
as homework. In the next class, they could give their quiz to
another student/pair to complete.
Answers:
1 1 ought to 2 don’t have to 3 both 4 won’t be able to
5 both 6 mustn’t 7 shouldn’t 8 can 9 must 10 can
11 may not 12 both 13 mustn’t 14 don’t have to
15 both
2 1 T 2 F (You don’t need a stamped visa if you stay for
up to thirty days.) 3 T 4 F (Street food is very popular
in Vietnam.) 5 T 6 T 7 F (The opposite is true: tickets
are cheaper at train stations.) 8 F (There can be up to
two people on a motorbike.) 9 T 10 F (The medical
emergency number is 115; 113 is the number for the
police.) 11 F (It’s allowed.) 12 T 13 T 14 F (Traffic is
actually a big problem in big cities as most people travel
on motorbikes.) 15 F (The opposite is true: you should
not open the gift in front of the giver as this is considered
impolite.)
15 What a hotel!
(4B Reading and Vocabulary)
Aim: to practise the skill of identifying author’s attitudes
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 10–15 minutes (if students read the text at home and
then do the activities in class) or 25 minutes (if students read
the text and do the activities in class)
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Z05 High Note TB3 09593.indd 276
Materials: one worksheet per student
In class: (1) Elicit where students would expect to see
this type of text (on the Internet) and ask if they trust this
type of review for choosing a restaurant or a place to stay.
(2) Students do Exercise 1 individually. Remind them there is
one heading they do not need. Set a time limit of 2 minutes
to encourage them to skim-read. Check answers with the
class. (3) Students read the reviews again and answer the
questions in Exercise 2. Check answers with the class.
(4) Get students to do Exercise 3 in pairs. Check answers
with the class.
Optional follow-up: Write different aspects of staying in
a hotel on the board, e.g. great service, large room, modern
decoration, cleanliness, lots of facilities, entertainment,
comfortable beds, noise, good food. In pairs, students rank
the aspects from most to least important. Elicit answers
from students around the class and try to broaden into
a class discussion.
Answers:
1 1d 2a 3c
2 2 we were made to feel like movie stars
3 pleasantly surprised, fairly reasonable
4 highly praised, really high hopes
5 the waiters were as slow as snails
3 2– 30 4+ 5+ 6+ 7–
16 Define and guess!
(4C Vocabulary)
Aim: to practise vocabulary related to travel essentials
and phrases
Interaction: whole class
Type of activity: game
Time: 15 minutes
Materials: one worksheet for the whole class, cut into
individual cards
In class: (1) Copy the worksheet and cut out the cards as
indicated. Divide the class into two teams, A and B. Put the
cut-up cards on the desk at the front of the class upside down
in a pile. In a bigger class, you could divide the class into
four of five groups and divide up the cards between them
so that each group has a different set. Be aware that this
can be a noisy activity. (2) Tell students that they will have
to give a definition of the mystery word on their card for
the other students in their team to guess. On the card, they
will see certain ‘taboo’ words which they are not allowed
to use in their definition. (3) Take one card from the pile
and do an example: write the mystery word and the taboo
words on the board. Explain that students have to define,
e.g. suitcase without using the words clothes, pack and travel.
Elicit suggestions from students around the class, e.g. It’s
something you use to put your T-shirts, socks and trousers in
when you go on holiday. Tell students that they cannot use
mime, draw or mention any brand names in their definitions.
(4) Explain how the game is played. A player from Team A
takes a card from the pile and shows it to Team B. Team B
notes down the mystery word and the taboo words. The
player has 1 minute to define the word for Team A to guess.
Team B keeps time and monitors to make sure the player
does not use the taboo words, mime or gesture. If Team A
guesses the word, they score a point, pick up another card
and have another turn. If Team A fails to guess the word or
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 uses one of the taboo words, mime or gesture, Team B scores
a point and takes a turn. Teams take turns until all the cards
have been used. The team with the highest score are the
winners.
Optional follow-up: Students check if they can remember
the mystery words. Players from each team take turns to
say the ‘taboo’ words on their cards for the other team to
remember the mystery word. Give the teams a point for
each correct answer. The team with the highest score are
the winners.
17 Match and combine
(4D Grammar)
Aim: to practise relative clauses
Interaction: pairs, groups of four
Type of activity: matching activity, quiz
Time: 15 minutes
Materials: one set of cards per group of four
In class: (1) Divide the class into groups of four. Then put the
students in each group in two pairs, A-B and C-D, and give
one card to each student. If your class does not divide up into
groups of four, two students can be either A, B, C or D.
(2) Ask students to work in their pairs. For Exercise 1, they
have 2 minutes to take turns to read out their sentences for
their partner to find the matching sentence. Check answers
with the class. (3) For Exercise 2, pairs combine each matching
pair into a single sentence using non-defining relative clauses.
Point out that they should use the words in bold to start each
sentence and that they should not change the order of the
sentences. Monitor and check that students are using commas
and the relative pronouns correctly. (4) Now ask pairs to return
to their original groups of four and do the quiz in Exercise 3.
They give one-sentence clues using defining relative clauses,
for the other pair to guess the word in bold. Remind them that
they must not use the word in bold. In a less confident class,
elicit how students should start each sentence, e.g. It’s a city/
country/thing that/which …, It’s a person who … Point out that
pairs score 2 points for guessing the sentence on the first clue
and 1 point for guessing it on the second clue. Students can
choose from the numbered or lettered sentences, but point out
that they should try to choose the sentence which gives away
the least information as the first clue, as in the example on
their worksheets. (5) When students have finished, ask them to
count up their scores to find the winning pair in each group.
Optional follow-up: Students read out their words in bold
for the other pair to try to remember the clues.
Answers:
Both pairs
1 2e 3c 4d 5b
2 A–B pair
2 Luggage, which is loaded on a plane about forty-five
minutes before a flight, first goes to a sorting station at
the airport.
3 Spain, which is the fourth biggest country in Europe,
is famous for its flamenco dancing and cuisine.
4 Pilots, who are usually allowed to fly nine hours during the
day, usually fly with a supporting first officer.
5 Beyoncé, who is an American soul and pop singer,
was lead singer in one of the world’s best-selling
girl groups.
Z05 High Note TB3 09593.indd 277
C–D pair
2 Emma Stone, who is one of the highest-paid actresses in
the world, won an Academy award in La La Land in 2016.
3 Police officers, who maintain law and order, also
prevent criminal activity.
4 A travel pillow, which supports your neck during flights, is
usually shaped like a horseshoe.
5 Hiking, which is a long-distance walking activity, can
take you to beautiful places in nature.
18 The air we breathe
(4E Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.9 for them to
check/complete their answers. Alternatively, check answers
by going through the interviews with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 bike lanes 3 cyclists 4 hybrid vehicles 5 congestion
6 traffic jams 7 noise pollution 8 pedestrian
9 pavement 10 drivers 11 junctions
12 zebra crossings 13 speed limit 14 red lights
Unit 5
19 Future choices
(5A Grammar and Vocabulary)
Aim: to practise future forms
Interaction: pairs
Type of activity: matching
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Give them time
to read the situations in Exercise 1, then explain the activity.
Student A asks the questions to Student B, who must choose
the correct response, a or b. (3) In Exercise 2, Student B asks
questions, and Student A chooses the correct responses.
(4) Check answers with the class by asking different pairs
to read out their mini-dialogues.
Answers:
Students A and B
1 1b 2a 3a 4b 5b
2 a1 b2 c1 d1 e2
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 20 Study phrasal verbs!
(5B Vocabulary)
Aim: to practise phrasal verbs related to studying
Interaction: pairs
Type of activity: gap-fill, interview
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to
complete the questions in Exercise 1 with the correct forms of
the phrasal verbs from the box. Check answers with the class.
(3) For Exercise 2, students take turns to ask and answer their
questions from Exercise 1. Ask them to note down their partner’s
answers. (4) Ask students to look at their notes and choose one
or two interesting answers to share with the class.
Optional follow-up: Individually, students write two true
sentences and one false sentence using the phrasal verbs
from Exercise 1. In pairs or in small groups, they take turns to
read out their sentences for their partner/group to guess if
they are true or false.
Answers:
Students A and B
1 2 come up with 3 drop in to 4 pull your socks up
5 put off 6 get down to 7 keep up with 9 drop out of
10 hand in 11 fall behind 12 pick up 13 catch up on
14 put together
21 Order and match
(5C Grammar)
Aim: to practise the Future Perfect and Future Continuous
Interaction: pairs
Type of activity: jumbled sentences, matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). If you have an odd number of
students, two students can be either A or B.
(2) Students put the words in Exercise 1 in the correct order
to make sentences. Check answers with the class. (3) For
Exercise 2, students read out their sentences in the correct
order without saying the words in bold. Their partner must
try to complete the sentence logically with one of the time
expressions or phrases in the box. Students get one point for
each correct answer.
Optional follow-up: In pairs, students take turns to ask
and answer the first three questions from Exercise 1.
Elicit answers around the class.
Answers:
1 2 Will you have earned a lot of money by the time you’ve
finished your first job?
3 Will you be travelling at 20:00 tomorrow evening?
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Z05 High Note TB3 09593.indd 278
4 Don’t call him at 21:00 because he’ll be watching
football at that time.
5 I won’t have had dinner by the time you arrive.
6 It won’t be snowing when the skiers arrive at the resort.
7 She won’t have decided what she wants to study by the
end of the summer.
8 I won’t be waiting for you when your train arrives
tomorrow.
9 The football fans will be celebrating the victory all
night long.
10 He’ll have started work by the time he’s twenty-one.
12 Will you have moved house by the end of next year?
13 Will you be eating lunch with your friends tomorrow?
14 Next month, I will have been living in the same house
for almost forty years.
15 I’ll have been feeling ill for a week as of Thursday.
16 I won’t have passed my driving test before I get my
new car.
17 I will have visited at least ten countries before I turn forty.
18 He’ll be living in rented accommodation for the next
three years.
19 On 25 March, she’ll have been a US resident for over
five years.
20 I won’t be sleeping when you get home.
22 The changing world of work
5E (Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or
in pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.24 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 1 might 2 dates 3 full-time 4 part-time 5 temporary
6 self-employed 7 employers 8 freelance 9 zero-hours
10 Unpaid 11 employer 12 getting 13 could
14 advantages 15 experience 16 freelance 17 may
18 boss 19 turn down 20 long 21 around the clock
22 unemployed 23 part-time 24 will
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 Unit 6
23 Complete and match
6A (Grammar and Vocabulary)
Aim: to practise the first and second conditionals
Interaction: pairs
Type of activity: gap-fill, information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Individually, students
complete the sentences in Exercise 1 so they are true
for them. (3) In pairs, students take turns to read out the
endings of their sentences for their partner to match with
the corresponding beginnings in the box in Exercises 2
(for Student B) and 3 (for Student A). (4) Ask different pairs
around the class to read out their full sentences.
Optional follow-up: Students read out the beginnings in
Exercise 1 to see if their partner can remember their sentence
endings.
Possible answers:
Student A
1 1 If I were President of my country, I would spend more
on education.
2 If I go out tonight, I’ll visit a friend.
3 If I had one day left to live, I’d eat pizza non-stop.
4 If I have a party this weekend, I’ll invite all my friends.
5 If I told a lie to a good friend, I would tell them the
truth later.
Student B
1 1 If it rains tomorrow, I won’t go for a walk in the park.
2 If I had to cover for a cheating friend, I would tell them
not to do it again.
3 If I always tell the truth, I will hurt someone’s feelings.
4 If I could change one thing on this planet, I would
eliminate human greed.
5 If I am distracted the next time I am trying to study,
I’ll switch my phone off.
24 After the jackpot
(6C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.35 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Z05 High Note TB3 09593.indd 279
Answers:
1 2 winners 3 happiness 4 possessions 5 satisfaction
6 excitement 7 sadness 8 ashamed 9 embarrassed
10 investment 11 luxurious 12 disappointment
13 sympathy 14 envy 15 wealth 16 generously
17 financial 18 unhealthy
25 How good a friend are you?
(6D Grammar)
Aim: to practise the zero conditional and alternatives to if
Interaction: pairs
Type of activity: gap-fill, quiz
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Ask them to fold it over at the
dotted line and only look at the quiz. Explain that A and B have
two parts of the same quiz called How good a friend are you? (2)
Students do Exercise 1 individually by completing their parts of
the quiz with the correct clauses from the box. Check answers
with the class. (3) For Exercise 2, students take turns to read out
their quiz questions and they both choose an answer and note it
down in the boxes. Point out that they must answer both theirs
and their partner’s questions. (4) Ask students to unfold their
worksheet and refer them to Exercise 3. Explain that they should
count up their score and then read the results. When they have
finished, ask for a show of hands for each category.
Answers:
Student A
1 2 you always keep it
3 you encourage them to do a self-defence course
4 you make an excuse because you are too busy
5 you call your friends to chat about your day
6 they move to a different country
Student B
1 8 you can get through anything
9 unless they lie to you
10 you offer to help and give them your notes
11 you join one side
12 you speak up and confront the gossip
26 Love and War
(6F Vocabulary)
Aim: to practise phrasal verbs related to relationships,
conflicts and problems
Interaction: pairs
Type of activity: gap-fill, dialogue order
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Individually,
students complete the sentences in Exercise 1 with the
correct prepositions from the box. Check answers with the
class. (3) For Exercise 2, students number the sentences 1–16
and read out the conversation in the correct order.
(4) Check answers with the class.
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 Optional follow-up: Ask students to work in pairs or small
groups to create a similar conversation about their favourite
soap opera. Students act out their dialogues in front of the class.
Answers:
Students A and B
1 a about b up with c out with d down e in f with
g off h about i behind j up k with l in m out
n into o out with p in
2 3 a 4 l 5 e 6 i 7 b 8 o 9 d 10 p 11 g 12 j
13 h 14 m 15 f 16 n
Unit 7
27 What’s that line?
(7A Grammar and Vocabulary)
Aim: to practise reported speech
Interaction: individual, pairs
Type of activity: sentence transformations
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Explain that each student
has different lines from films, which they need to rewrite in
reported speech. They should refer to the ‘Who said that?’
column for the names and choose the correct reporting
verb from the last column. Point out that they need to work
individually for this stage. (3) Allow students 6–8 minutes to
complete the exercise, while you monitor and help them as
necessary, highlighting any errors in their sentences. (4) In
their pairs, students now take turns to read their reported
sentences for their partner to guess the direct speech. To turn
this into a game, ask students to award one point for each
correct guess. (5) Check the answers to Exercise 1 with the
class, clarifying any errors as necessary.
Optional follow up: As homework, students can look for
lines from their favourite film(s) and create a similar exercise
for their partner to complete in the next class.
Answers:
Student A
1 2 Maria claimed (that) she wasn’t afraid of them
anymore.
3 Emilio pointed out (that) it wasn’t going to be easy to
find the money.
4 Harry warned Will not to trust Amanda.
5 Jo promised her son (that) she would always be there
for him / to always be there for him.
6 Richard explained (that) he had never seen that
woman before in his life.
7 Elena complained (that) Tim was never there when she
needed him.
8 Val agreed to help Emma.
Student B
1 2 Meg told Adam not to open the door.
3 Rafaella confessed (that) she was responsible for the
accident.
4 Detective Fox explained (that) it was his/her job to
question everything.
5 Louise predicted (that) Pete’s son would be famous
one day.
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Z05 High Note TB3 09593.indd 280
6 Dave complained (that) no one ever paid any attention
to him.
7 Liz warned Rachel (that) he would come after her if she
didn’t do what he wanted.
8 Harriet pointed out (that) she had never been on a
space mission before.
28 Viewing habits survey
(7B Vocabulary)
Aim: to practise vocabulary related to viewing habits
Interaction: pairs
Type of activity: gap-fill, interview
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Individually,
students unscramble the words to complete Exercise 1.
In a less confident class, you could write the gapped words
on the board instead: subscription streaming service, binge-
watched, thought-provoking, screen time, breaking news,
episode, trailer, award-winning, well-reviewed, credits, on-
demand content, subtitles, little-known, feature-length. Check
answers with the class. (3) Students do Exercise 2 in pairs. Tell
them to take turns to ask and answer each other’s questions
from Exercise 1 and note down their partner’s answers. (4)
Elicit unusual and interesting answers from students around
the class. Ask them to use reported speech, e.g. Maria said
that she often binge-watched. She thought it wasn’t bad for her
health because she finds it relaxing.
Optional follow-up: Students write three or four of their
partner’s answers using reported speech.
Answers:
Student A
1 2 thought-provoking 3 award-winning 4 breaking news
5 episode 6 well-reviewed 7 trailer
Student B
1 9 screen time 10 subscription streaming service
11 on-demand content 12 credits 13 little-known
14 feature-length
29 Art and social media
(7C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 3.4 for them to
check/complete their answers. Alternatively, check answers
by going through the interviews with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
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 Answers:
1 2 up 3 media 4 put 5 break 6 exhibition 7 actor
8 success 9 telling 10 came 11 channel 12 off
13 starring 14 in 15 bit 16 looked 17 on
18 success 19 sold 20 square 21 ads 22 went
30 What’s your line of work?
(7E Grammar)
Aim: to practise reported questions
Interaction: pairs
Type of activity: sentence formation
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Individually, students rewrite
the questions and answers in reported speech. Remind them
to use ask or want to know to report questions, and other
reporting verbs to report answers. Point out that they should be
careful with the word order when reporting questions, and also
remember to change other words as necessary (pronouns, time
expressions, etc.). (3) Students do Exercise 2 in pairs.
Optional follow-up: Students take turns to read out their
reported questions again, for their partner to change back
into direct questions.
Answers:
Student A
1 2 I asked Kenzo which artists he was showing at his
exhibition at the time. He answered that it was
a cooperative gallery and they had lots of emerging
young artists that month.
3 I wanted to know how much Michael had got paid for
writing his novel the year before. He answered that he
had got paid well but that was his eleventh book.
4 I asked Gary if/whether he would start performing his
own songs or continue with covers. He said he was
going to continue with covers and he would gradually
replace them with his own songs.
5 I asked Bella what she would do if her live-streaming
network was a flop. She answered that she would go
back to being a music producer.
6 I wanted to know how many people bought what Harry
wore after they saw it on his social media page. He
answered that sales rocketed for brands every time he
wore new clothes.
Student B
1 2 I wanted to know when Tom had filmed that video that
had gone viral. He answered that he had filmed it at the
end of the previous summer.
3 I asked Emma if/whether she thought she had chosen
the best platform. She answered that she thought it
was one of the best on the market at that moment/at
the time.
4 I wanted to know if/whether Edward’s company had
become completely digital or they still printed books.
He answered that they had stopped printing books the
previous year.
5 I asked Katia if/whether it had taken her long to
learn that show’s choreography. She said it had only
taken a few hours because she was very good at
remembering choreography.
Z05 High Note TB3 09593.indd 281
6 I asked Jane how she told such funny stories and jokes.
She answered that if she believed the joke was funny,
people would find it funny.
Unit 8
31 Are you an ads expert?
(8A Grammar and Vocabulary)
Aim: to practise passive voice
Interaction: pairs
Type of activity: quiz
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Put students in pairs and hand out the
worksheet. Tell them that they are going to do a quiz about
advertising. (2) First, they need to complete the questions
with the correct passive form of the verbs in brackets. Give
pairs 3–4 minutes for this part of the activity. (3) Get them
to compare answers with another pair if time allows, then
check answers with the class. (4) Students now do the quiz in
their pairs. Allow 4–5 minutes for them to discuss and decide
on their answers. (5) Check answers with the class and
share the extra information given in the answer key below.
Find out which pair(s) had the most correct answers and
congratulate them.
Optional follow-up: In pairs, students think of famous
advertising slogans in English. They share them with the
class for other students to guess the name of the company/
product.
Answers:
Students A and B
1 2 were the first jingles sung
3 was the first online advertisement posted
4 was created, is known 5 was sold
6 will be introduced 7 was more money spent
8 are seen 9 pop-up ads be blocked
10 were pop-up ads invented
2–3 1 b; ‘You’ is the most powerful word in advertising
because it’s personal.
2 a; The American food company General Mills aired
the world’s first singing commercial Have You Tried
Wheaties? on the Christmas Eve of 1926. It was for
breakfast cereal.
3 b; On 27 October 1994, the first online ad was
posted. It was a banner advertisement on the
website of what is today’s tech site Wired.
4 a; Barratt entered A. & F. Pears, a soap manufacturer,
in 1864. Under his leadership, the company began
a systematic method of advertising its distinctive
soap with memorable slogans.
5 c; A CD of Sting’s Ten Summoner’s Tales album
was sold in Philadelphia on 11 August 1994, in
a transaction which, for the first time ever, was
protected by encryption technology.
6 c; Millions of dollars worth of merchandise are
returned each year because the point of sale
is not authentic but e-commerce cannot solve
this problem.
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 7 c; Digital ad spending reached $209 billion
worldwide in 2017, while TV brought in
$178 billion.
8 a; In a forty-five-minute journey, the average London
commuter is exposed to more than 130 adverts,
featuring more than eighty different products. In
an entire day, they can see up to 3,500 marketing
messages.
9 a; This is usually done by changing the browser’s
settings.
10 b; Ethan Zuckerman invented pop-up ads in the
late 1990s.
32 I spend my money on …
(8B Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually
or in pairs. If they work individually, get them to compare
answers in pairs before class feedback. (2) Allow students
enough time to complete the activity, then play track 3.14
for them to check/complete their answers. Alternatively,
check answers by going through the survey results with
the class. (3) During class feedback, clarify any points as
necessary and answer any questions students may have.
(4) Put students in pairs for Exercise 2 and give them time to
discuss the meanings of the expressions. They can then write
their example sentences or mini-conversations individually,
in class or as homework.
Answers:
1 2 on special offer 3 savings 4 rip-off 5 cheap
6 save my money 7 adverts 8 spend a fortune
9 save up for 10 discount 11 waste of money
12 spare 13 charity shops 14 bargain hunting
15 get a good deal 16 next to nothing
33 Money talks
(8C Vocabulary)
Aim: to practise vocabulary related to money
Interaction: individual, pairs
Type of activity: gap-fill, matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Explain that
these are different people’s answers to questions from a
survey on money. Students should work individually to
complete them with the phrases in the box. (3) Students do
Exercises 2 and 3 in pairs. They take turns to ask their partner
their questions in Exercise 2, for him/her to answer using a
response from Exercise 1. (4) Check answers with the class by
asking different pairs to read out the questions and answers.
Elicit which sentences have passive constructions (sentences
b and f).
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Answers:
Students A and B
1 b ran out of money c short of money d live in poverty,
rolling in money e loose change g broke  h have
some money on me i have more money than sense,
spend a fortune j crowdfunding
2–3 1 i  2 h 3 f 4 g 5 j 6 d 7 e 8 a 9 c 10 b
34 Digital money
(8D Reading and Vocabulary)
Aim: to practise understanding links in a text
Interaction: individual, pairs, small groups
Type of activity: reading text and activities
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet and ask students to do
Exercise 1 individually. Give them about two minutes to skim
the text. Make it clear that there is a time limit, and therefore
they shouldn’t stop and ask questions about vocabulary. After
two minutes, stop them and elicit the answer to Exercise 1.
(2) Before students do Exercise 2, refer them to the Active
Reading box on the right (from Unit 8 of the Student’s Book).
Explain that it will help them with the matching activity
and give them time to read it. Students then read the article
individually and complete gaps 1–5 with sentences A–G.
Remind them there are two extra sentences they will not
need. (3) Get students to compare answers in pairs before
you check them with the class.
(4) In their pairs, students match the sentences from Exercise 2
with the types of links in the Active Reading box that helped
them complete the task. Remind them that they can choose
more than one strategy for each sentence. Elicit answers from
different pairs around the class.
Optional follow-up: Write the following items on the
board: bitcoin, gold, property, US dollars, art, diamonds,
antiques, stocks and shares. In pairs or small groups,
students rank the items 1–8 (1 = best investment, 8 = worst
investment). Elicit answers from different pairs/groups
around the class. Encourage them to give reasons.
Answers:
1 b
2 1c 2d 3e 4g 5a
3 Gap 5 and sentence a use a logical link, a lexical link
(related words: hackers, Bitcoins disappeared) and
a linking word (for instance).
Gap 1 and sentence c use a logical link, referencing
words (pronouns his and He) and related words
(mystery, evaporated).
Gap 2 and sentence d use a lexical link (related words:
wallet, banking app, convert, currency) and a referencing
word (then).
Gap 3 and sentence e use a question and answer (Why has
the Bitcoin …? It is revolutionary because …) and a lexical
link (related words: dramatic, revolutionary).
Gap 4 and sentence g use a logical link (Thanks to this …),
antonyms (high charges/reduced costs) and related words
(transactions, send money home).
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 35 My busy day
(8F Grammar)
Aim: to practise get/have something done
Interaction: pairs
Type of activity: matching activity, guessing game
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Ask them to sit facing each
other so they cannot see each other’s worksheets. (2) In pairs,
students make collocations from the nouns and verbs in
Exercise 1. Ask them to write the collocations on the back of
their worksheets to refer to later. Remind students to ask, ‘How
do you spell that?’ if they are unsure of the spelling. Check
answers by asking different students around the class to say
the collocations. (3) Refer students to the map in Exercise 2. Ask
them to imagine they have spent the morning visiting places,
they are still visiting places now (1 p.m.) and they will be busy in
the afternoon, too. Individually, they draw a route around town,
connecting two places they visited in the morning, the place
they are at now and two more places they are going to visit
this afternoon. Ask them to write the times next to each place.
(4) In pairs, students go on to complete Exercises 3 and 4. First,
they should show their partner where on the map they started
their day. They take turns to describe their busy day for their
partner to note down the activities and times. They can only
say the service performed and the time when they were/are/
are going to be at this place; they must not say the name of the
street each time. Their partner then has to guess and describe
their route, based on their notes. Refer them to the examples
before they begin.
Optional follow-up: Ask students to imagine that it is
lunchtime. In their pairs, they take turns to ask and answer
about their day, using their notes. Elicit some examples and
write them on the board for students to refer to, e.g.
A: Have you had your computer upgraded yet?
B: No, I’m going to have it upgraded this afternoon.
A: Have you had your teeth whitened yet?
B: Yes, I had them whitened this morning.
A: Have you had your dog vaccinated yet?
B: I’m having the dog vaccinated right now.
Answers:
Student A
1 computer – upgrade contract – sign curtains – make
dog – vaccinate identity card – renew key – cut
teeth – whiten trousers – alter
Student B
2 bike – repair blood pressure – check/take eyes – test
groceries – deliver mobile – unlock photocopies – print
photograph – take suit – dry-clean
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Unit 9
36 The story of the Titanic
(9A Grammar and Vocabulary)
Aim: to practise the third conditional
Interaction: pairs
Type of activity: gap-fill, ordering
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. Ask students what
they know about the Titanic. (2) Students complete the
sentences in Exercise 1 individually. Highlight that the (+)
sign means the verb is positive, and a (–) means it is negative.
Check answers with the class. (3) Students work in pairs to
complete Exercise 2. Get them to number the sentences 1–12
and reconstruct the story of the Titanic. (4) Check answers
by asking different students to read out the sentences in the
correct order.
Answers:
Students A and B
1–2 1 a; If there hadn’t been a different current in the
Gulf Stream, there wouldn’t have been so many
icebergs in the area.
2 h; If there hadn’t been so many icebergs in the
area, the Titanic wouldn’t have received six
separate warnings.
3 g; If the wireless operators had paid attention to
the iceberg warnings from other ships in the area,
they would have informed the captain.
4 l; If the captain had been informed there were
large icebergs in the area, he wouldn’t have gone
at full speed.
5 b; If they hadn’t gone at full speed, they would
have avoided the iceberg.
6 k; If they had avoided the iceberg, it wouldn’t
have damaged the main body of the ship.
7 d; If the iceberg hadn’t damaged the main body
of the ship, water wouldn’t have filled the
compartments.
8 i; If the engineers had constructed the
compartments with better materials, they would
have lasted longer.
9 c; If the compartments had lasted longer, the Titanic
wouldn’t have sunk so quickly.
10 n; If the Titanic hadn’t sunk so quickly, the closest
ship – the Carpathia – would have reached it in time.
11 e; If the Carpathia had reached the Titanic in time,
they would have saved more people in the
lifeboats.
12 m; If there had been more lifeboats in the first
place, more people would have survived.
13 f; If all the passengers had survived, the story of the
Titanic wouldn’t have become so famous.
14 j; If the story hadn’t become so famous, Leonardo
di Caprio and Kate Winslet wouldn’t have starred
in the movie.
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 37 Surviving disaster
(9B Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually
or in pairs. If they work individually, get them to compare
answers in pairs before class feedback. (2) Allow students
enough time to complete the activity, then play track 3.26 for
them to check/complete their answers. Alternatively, check
answers by going through the interview with the class.
(3) During class feedback, clarify any points as necessary and
answer any questions students may have. (4) Put students
in pairs for Exercise 2 and give them time to discuss the
meanings of the expressions. They can then write their
example sentences or mini-conversations individually,
in class or as homework.
Answers:
1 2 disasters 3 panic 4 run out 5 drop 6 protect yourself
7 hold onto 8 ground 9 doorway 10 high building
11 take the lift 12 trapped 13 Get in the open
14 power lines 15 stay inside 16 keep calm
38 How green are you?
(9C Vocabulary)
Aim: to practise vocabulary related to environmental
responsibility
Interaction: pairs
Type of activity: quiz
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Put students in pairs and hand out the worksheet.
Tell them that they are going to do a quiz to find out how
much they know about protecting the environment.
(2) First, they need to complete the questions with words from
the box. Give them 5–6 minutes for this part of the activity.
(3) Get them to compare answers with another pair if time
allows, then check answers with the class. (4) Students now
do the quiz in their pairs. Allow 5 minutes for them to discuss
and decide on their answers. (5) Check answers with the
class and share the extra information given in the answer key
below. Find out which pair(s) had the most correct answers
and congratulate them.
Optional follow-up: Ask students which facts surprised
or shocked them and why. Open a class discussion on how
teenagers can be made more eco-friendly.
Answers:
Students A and B
1 1 c; Plug sockets are often made from urea formaldehyde
resin. This is a thermosetting plastic – its chemical
structure makes it virtually impossible to recycle.
2 waste; a
3 households; a
4 Disposable; c (The problem with disposable cups is that
they are coated inside with plastic and can’t be recycled
in most places.)
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5 recycling; b (Takeaway pizza boxes that are covered in
grease and food waste cannot go in the paper waste bins.)
6 waste; b (UK households throw away between £250
and £400 of potentially edible food every year.)
7 oceans; a
8 sustainable; a
9 recycler; c (The order is Germany, Singapore, South Korea)
10 decompose; b
39 No regrets!
9D GRAMMAR
Aim: to practise I wish/if only for regrets
Interaction: pairs
Type of activity: role-play
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and hand out the worksheet.
(2) Ask students to imagine that they are two adult friends
talking about their lives, past and present. (3) Give them time
to go through the steps and prompts in Exercise 1, and note
down a few things they can say to their partner about regrets
they have about the past. (4) In their pairs, students role-play
the situations. Explain that they should take turns to express
their regrets. The student listening should use expressions from
the box to cheer up their partner; they should add something
encouraging to help their partner feel better, e.g. for the
example exchange, they could add: Besides, you chose to do
what you love instead. (5) Students work in the same pairs and
follow the same procedure for Exercise 2. Explain that this time
they should talk about things they wish were different in the
present. Again, they should try to add something encouraging
to help their partner feel better, e.g. for the example exchange,
they could add: You can speak Italian, so we can take a trip to
Rome instead! (6) Pairs follow the same procedure for Exercise
3, but this time complaining about things they find annoying.
(7) If time allows, invite different pairs to act out some of the
exchanges in front of the class.
Optional follow-up: Ask students to think of one true
sentence for each of the three types of I wish/If only patterns.
In pairs, they take turns to share their wishes/regrets with
their partner, who comforts them using the expressions in
the box and adding an encouraging comment, e.g.
A: I wish I was taller. B: Never mind! You may not be very tall,
but you’re really funny and intelligent!
40 The Isle of Eigg
(9F Reading and Vocabulary)
Aim: to practise the skill of summarising texts
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 10–15 minutes (if students read the texts at home and
then do the activities in class) or 25 minutes (if students read
the text and do the activities in class)
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain that they are going
to read separate texts and summarise them for each other.
(2) Ask students to skim their texts (if they have not already
read them at home) and underline the main ideas. Set
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 a five-minute time limit. (3) In pairs, students do Exercises
2 and 3. Student A summarises his/her text for Student B
and then asks Student B some questions to check how well
they have understood their summary. This tests Student
A’s summarising skills and also Student B’s listening skills.
Students then swap roles and repeat the process for Student
B’s text.
Optional follow-up: Pairs work together to try to summarise
the main ideas of the whole text in six sentences. Elicit
summaries from pairs around the class.
Suggested answers:
Student B
2 1 In the sixteenth century, the Macleods from the Scottish
mainland killed Eigg’s population in Massacre Cave.
2 Keith Schellenberg was a millionaire who made his
money in the motor industry.
3 He used the island for his own pleasure but he didn’t
help the islanders. He then sold the island to an artist
with financial problems.
4 The Eigg islanders formed a trust and asked the public
to donate money to help them buy the island.
Student A
3 1 In 2008, the Eigg islanders decided to change from
fossil fuel to renewable energy. They set up their own
power system called Eigg Electric.
2 Eigg’s energy comes from the wind, the sun and the water.
3 Energy is equally distributed between Eigg residents.
Nobody can use more than 5kW at any one time.
4 People come from around the world to learn Eigg’s
renewable energy system.1
Follow-up – suggested summary:
Eigg is a tiny Scottish island. In 1557, according to legend,
the island’s population was massacred. In 1975 Keith
Schellenberg, a millionaire, bought the island. In 1997,
after years of difficulty, Eigg inhabitants bought the island
for themselves. In 2008, they set up a power system, which
generates renewable energy. Eigg is world famous as
a sustainable model for green energy.
Unit 10
41 Modal match
(10A Grammar and Vocabulary)
Aim: to practise modal verbs for speculating about the present
Interaction: pairs
Type of activity: matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) For Exercise 1, Student A
reads sentences 1–8 to Student B. Student B has to make
matching sentences using the prompts in his/her box and
must, might, may, could or can’t. Student A uses the answer
key to check Student B’s answers. Remind students to accept
any logical and grammatically correct sentences. If they are
unsure, they should ask you. During the activity, monitor
and help/correct students as necessary. (3) Students swap
roles and follow the same procedure for Exercise 2. (4) Check
answers with the class. Invite different pairs to share their
sentences with the class.
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42 The Hollywood Hills Burglars
(10B Vocabulary)
Aim: to practise vocabulary related to law and punishment
Interaction: pairs
Type of activity: information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Write these words on the board: celebrity, theft,
arrest, jewellery and cash, Hollywood, teenagers. Put students in
pairs and tell them they are going to read a text. Ask them to
look at the words on the board and try to guess what the text
might be about. Encourage them to use modals of speculation,
e.g. It may be … It might be … It could be … It can’t be … It must/
has to be … Elicit answers around the class and ask students
what words they expect to find in the text. (2) Give each student
their half of the worksheet (A or B) and give them some time
to read their text. (3) Students now take turns to ask questions
to complete the gaps on their worksheet. Draw their attention
to the words in brackets and explain that they will help them
ask their questions. Refer them to the example for the first
gap. (4) During the activity, monitor and note down good
use of language and errors. If you think students are making
a lot of mistakes with question forms, stop the activity and
give feedback. Then ask students to continue. (5) When they
have finished, point out that this is a true story. Ask for their
reactions to the text and ask a few questions to encourage class
discussion, e.g. Did the Hollywood Hills Burglars hope to get
caught so that they would become famous? Are we too obsessed
with celebrities and fame?
Optional follow-up: Ask students to underline all the
crime-related vocabulary in the text (underlined in the
answer key below). Check answers with the class.
Answers:
Students A and B
The Hollywood Hills Burglars were a group of eight American
teenagers from California, USA. They burgled the homes of
several celebrities between 12008 and 2009. Their activities
resulted in the theft of about 2$3 million in cash and
belongings. They planned to burgle over 3fifty homes and for
a year, celebrities in the Los Angeles area were terrified of
becoming the next victim.
The group originally consisted of two members, Rachel Lee
and Nick Prugo. They went to school together in the upper-
middle-class suburb of 4Los Angeles. Prugo and Lee began
their criminal ways by stealing credit cards and cash from
5
expensive cars in their neighbourhood. Lee had been fined
for 6shoplifting in a cosmetics store.
All their victims were female celebrities who were
considered fashion icons by members of the group. When Lee
wanted more 7money, jewellery or designer label clothes,
she would organise a burglary. The first victim was the
celebrity, Paris Hilton. The gang used Twitter to track when
their victims were not at home and Google Earth to study
8
aerial photos of celebrity homes to determine how to
break into the mansions. When the gang arrived at Hilton’s,
they found Hilton’s 9spare key under her front door’s
welcome mat, although the door was unlocked. She did not
realise she had been robbed until about 10$2 million of her
money and property went missing.
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 On August 26, 2009, the gang entered the home of Lindsay 44 Our voices matter
Lohan, and stole items valued at around 11 $130,000. Lee was
completely obsessed with this celebrity. This time, their faces (10F Listening and Vocabulary)
were caught on security cameras. A witness heard Prugo and Aim: to practise useful language from the main listening
Lee talking about the robberies 12at a party, and detectives of the unit
used social media profiles to work out who was friends with
Interaction: individual, pairs
who and arrested the group.
Type of activity: gap-fill
The judge accused the gang of burglary and found them
guilty. There were released on bail set at $50,000, and a year Time: 15 minutes
later, Lee was given a 13four-year prison sentence. Prugo was Materials: one worksheet per student
sentenced to 14two years in prison.  In class: (1) Students can complete Exercise 1 individually or in
While Prugo was being held in custody, he was questioned pairs. If they work individually, get them to compare answers
by detectives. He made a statement in which he confessed to in pairs before class feedback. (2) Allow students enough
15
more crimes than the police actually knew about. While Lee time to complete the activity, then play track 4.11 for them to
was being interrogated by the detectives, she asked police, check/complete their answers. Alternatively, check answers
16‘
What did Lindsay say?’ by going through the conversation with the class. (3) During
class feedback, clarify any points as necessary and answer
43 What really happened? any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
(10C Grammar) expressions. They can then write their example sentences or
Aim: to practise modal verbs for speculating about the past mini-conversations individually, in class or as homework.
Interaction: groups Answers:
Type of activity: card game 1 2 elections 3 opinion polls 4 minority 5 campaigner
6 the right to vote 7 law 8 Statistics 9 voting age
Time: 15 minutes
10 mature 11 employment 12 access 13 voter
Materials: one set of situation cards and one set of 14 complain about 15 Low turnout
speculation cards per group 16 independence referendum 17 actively
In class: (1) Copy the worksheet and cut out the cards as 18 make their decision 19 join the army 20 pay taxes
indicated. (2) Put students in groups of five and hand out 21 commit a crime
the two sets of cards to each group. They should shuffle
the situation cards and put them in a pile face down on the
desk. The speculation cards should be spread out face down.
(3) Explain the activity: students take turns to pick a situation
card and read it without showing it to anyone. The other
students in the group then take one speculation card each.
The student with the situation card reads out the situation to
the rest of the group, e.g. Your friend Noah was seen in the park
yesterday. He was all wet but it wasn’t raining. The group then
begin a conversation trying to guess what happened, using
the modal verbs on their speculation cards, e.g. He can’t have
got wet from the rain. A car might have splashed water on him
before he got to the park. He might have fallen in a lake in the
park. They continue speculating until they guess the truth or
run out of ideas. You could also set a time limit for each turn –
e.g. students can continue guessing for up to 1 minute. If they
guess the truth, which can only be confirmed by the student
with the situation card, the student who guessed correctly
gets to keep the card. If not, the card is put into a separate pile,
and not claimed by anyone. The speculation cards are then
returned to the desk face down and mixed up again. The next
student takes a turn to pick a situation card and so on. (4) Start
the activity. Students play until all the cards have been used or
for as long as time allows. The winner is the student with the
most cards at the end of the activity.
Optional follow-up: In their groups, students create one
situation card of their own each, without showing it to
anyone. They then have another turn, each reading out the
situation on their card to the rest of the group.

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 Party night
RESOURCE 1 1A GRAMMAR AND VOCABULARY
(Present Simple and Present Continuous)

Party night | Student A

1 You are phoning Student B, who is at a party. Complete the
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets.
a I’m sad, too. Gilly always (have) great parties.
What (happen) at the moment?
b Sure I do. He (go) to the same hip-hop club
as you, doesn’t he?
c 1 Hi there. So, tell me, how is the party going (the party/go)?
d Maybe I will! I (really/love) hip-hop and
I (really/enjoy) dancing.
e I (think) so. You (plan) to surprise
her with a song, aren’t you?
f OK. Let’s catch up tomorrow. It (sound) like you
(really/enjoy) yourself.
g A personalised song! What a great gift! Photo slideshows
(become) really popular at parties, but your
idea is really original.

2 Work with Student B. Put sentences a–n in the correct order to

make a conversation.

Party night | Student B

1 You are at a party. Student A is phoning you. Complete the
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets.
h Right now, Gilly (open) her presents.
(you/know) about Gilly’s surprise present?
i Original and a lot of work! Hey, can you guess who
I  (stand) next to right now? Tiger, Tiger Styles.
(you/remember) him?
j Yes, I am! I (want) to have a party like this
for my birthday! Speak to you tomorrow. Bye!
k Yes, that’s right. We (want) to sing a song that’s
just for her. We usually (sing) the traditional
birthday song, but we (do) something very
different this year.
l Yes, he does. We (meet) every Thursday.
You should join!
m 2 We ’re having (have) a great time. We’re sad you can’t come.
n Hey, I need to go. We (prepare) to sing Jilly’s song.

2 Work with Student A. Put sentences a–n in the correct order to

make a conversation.

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 Sketch artists
RESOURCE 2 1B VOCABULARY (Appearance)

Sketch artists | Student A

1 Label the spidergrams with the headings from the box.
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance

wavy balding clean-shaven moustache slim skinny wide hips

thin waist well-built
straight curly plus size
1 2 3 full figure
heavily-built
medium-length long broad shoulders
unshaven muscular overweight

T-shirt skirt dress shoulder bag

sandals high-heeled belt
top jacket cap
shoes
tie
4 jeans 5 6
suit bow tie handbag
jumper wellies sneakers
trousers shirt designer sunglasses

flat matching denim fashionable

elegant cotton smart
narrow fleece casual
ripped stylish
faded wool
7 8 fur 9 cool
baggy plain

checked striped silk leather stunning handsome

linen glamorous
full-length
loose-fitting

2 Describe Gabrielle and Lou for Student B to draw. Then listen to Student B’s description and draw Fiona and Andrew.
While you are drawing, you can ask Student B additional questions about Fiona’s and Andrew’s appearance,
e.g. What kind of shoes is he/she wearing? What are his/her clothes made of?

Gabrielle Lou Fiona Andrew

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 Sketch artists
RESOURCE 2 1B VOCABULARY (Appearance)

Sketch artists | Student B

1 Label the spidergrams with the headings from the box.
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance

shoulder bag fashionable wavy

smart balding
belt cap casual
stylish curly
1 2 cool straight 3
bow tie handbag
stunning handsome long
medium-length
designer sunglasses glamorous

T-shirt skirt dress clean-shaven moustache

sandals high-heeled
top jacket shoes
tie
4 jeans 5 6
suit
jumper wellies sneakers
trousers shirt unshaven

denim flat matching muscular plus size wide hips

cotton narrow elegant thin waist
fleece well-built
ripped
silk faded slim
7 fur 8 9 full figure
baggy plain
skinny
wool leather checked striped overweight
linen heavily-built broad shoulders
full-length
loose-fitting

2 Listen to Student A’s description and draw Gabrielle and Lou. While you are drawing, you can ask Student A additional
questions about Gabrielle’s and Lou’s appearance, e.g. What does his/her hair look like? What are his/her clothes made
of? Then describe Fiona and Andrew for Student B to draw.

Gabrielle Lou Fiona Andrew

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 Backstage
RESOURCE 3 1C LISTENING AND VOCABULARY
(Audio script: extra activities)

1 1.3 Complete the interview with the correct forms of the verbs in brackets.
Reporter: Welcome to Backstage, the podcast where we 1 tell (tell) you the truth about working in
the entertainment industry. I’m Riley Preston, and today I 2 (report) from
Channel 7 Studios, where we 3 (spend) the day with make-up artist Blake
Russell. Blake, thanks for letting us follow you today.
Blake: You’re welcome.
Reporter: You 4 (do) someone’s make-up as we speak. Tell us, who’s this and what
5
(you/do)?
Blake: Well, Riley, Channel 7 6 (film) a new series at the moment and …
Christine: Shh!
Blake: Ahem! I can’t tell you anymore – the details are secret – but this is Christine, one of the stars.
Christine: Hi.
Blake: Christine 7 (have) lovely smooth skin.
Christine: Why, thank you, darling!
Blake: But today we 8 (prepare) her for a scene where we see her character as
a much older woman. So, I 9 (try) to make her twenty-five-year-old face look
seventy!
Reporter: OK … Wow, not that easy!
Blake: So I 10 (add) some wrinkles and giving her bags under the eyes. And I’m
afraid, Christine, we 11 (also/give) you a double chin.
Christine: Oh. Do you have to?
Blake: At least you can wash it all off ! One day you’ll look like this all the time!
Christine: Thanks a lot, Blake.
Blake: You’re welcome! Christine also 12 (have) very full lips, so we 13
(make) those look thinner. We also need to do something about these shaped eyebrows
and long eyelashes, but I think we’ll let her keep her lovely brown eyes.
Christine: You see? Now he 14 (just/try) to make me feel better.
Reporter: So, Blake, you are clearly very good at what you do. 15 (you/enjoy) it?
Blake: Well, I mean … I  16
(love) it. You know, most of the time. The best part is
the creative side of it. And I really 17 (enjoy) choosing and organising all the
make-up and the equipment. I 18 (spend) several thousand pounds a year on
the stuff.
Reporter: Wow! And 19 (you/have) any heroes in the business? I mean, anyone whose
work you really admire?
Blake: Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
that he created for the Joker and Harley Quinn are unforgettable.
Reporter: And where 20 (you/see) yourself in the future?
Blake: Well, I’ve done a lot of TV, but not many films, so I’d really like to work on a film next –
ideally, one where the actors need to be completely transformed, so something like
a superhero film or …

2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.

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 Are you a fashionista?
RESOURCE 4 1E GRAMMAR (Articles)

Are you a fashionista? | Student A

1 Complete the quiz questions with Ø (no article), a/an or the.
Are you a fashionista?
1 What job did Tom Ford do before he became a top
fashion designer?
4 Who helped make
women in
trousers popular on
1930s?
a actor b soldier c singer a Marlene Dietrich b Kate Moss c Coco Chanel

2 How many litres of water does it take to make

T-shirt and
5 Which is most famous fashion week in
pair of jeans? world?
a 200 b 2,700 c 5,000 a Paris Fashion Week
b Madrid Fashion Week
3 Which of these fashion designers said, ‘Jeans represent
democracy in fashion?’ c Abu Dhabi Fashion Week
a Ralph Lauren b Yves Saint Laurent c Giorgio Armani

2 Read your questions to Student B. He/She checks the articles against the key. Then listen to Student B and check the
articles in his/her quiz questions using the key below.
6 a 7 Ø, Ø, the 8 a, a, Ø 9 the 10 the

3 Do the quiz. Circle the answers you think are correct. Then listen to the teacher, check your score and read your results.

8–10 points: a fashionista 5–7 points: fashion-friendly 1–4 points: a fashion flop
You are a fashion prodigy! Keep it up. You Not bad. Keep learning. Knowledge Never mind! What’s important is on
could be the next Chief Editor of Vogue! is always in style! the inside!

Are you a fashionista? | Student B

1 Complete the quiz questions with Ø (no article), a/an or the.
Are you a fashionista?
6 What job did Vivienne Westwood do before she became
a top fashion designer?
8 Who said, ‘Clothes are like
good movie, and
good meal,
great pieces of music.’
a teacher b secretary c singer a John Galliano b Michael Kors c Marc Jacobs

7 Where do India, China and

often send materials to make clothes?
US 9 Who popularised the mini-skirt in 1960s?
a Bo Derek b Marilyn Monroe c Mary Quant
a Bangladesh and Vietnam
b Spain and Italy
10 Who is one of world’s highest-paid models?
a Kendall Jenner b Miranda Kerr c Marie Claire
c Turkey and Cyprus

2 Listen to Student A and check the articles in his/her quiz questions using the key below. Then read your questions to
Student A. He/She checks the articles against the key.
1 a 2 a, a 3 Ø, Ø 4 Ø, Ø 5 the, the

3 Work with Student A. Do the quiz. Circle the answers you think are correct. Then listen to the teacher, check your score
and read your results.

8–10 points: a fashionista 5–7 points: fashion-friendly 1–4 points: a fashion flop
You are a fashion prodigy! Keep it up. You Not bad. Keep learning. Knowledge Never mind! What’s important is on
could be the next Chief Editor of Vogue! is always in style! the inside!

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 Space convention
RESOURCE 5 2A GRAMMAR AND VOCABULARY
(Present Perfect Simple and Continuous)
Space convention | Student A
You and Student B are space scientists at the Young Astronomers’ and Space Scientists’ Convention.
You are talking during a break.
1 Choose the correct verb forms to complete the
questions. Then ask Student B the questions.
1 How long have you come / been coming to the
convention?
2 What have you done / been doing at the convention?
3 What area have you studied / been studying?
4 How long have you worked / been working on this area?
5 Have you found / been finding any evidence yet?
6 What difficulties have you had / been having?
7 How have they tried / been trying to solve this problem?
8 Have things been getting / got any better?
9 What space jokes have you told / been telling them?
10 I think I’ve heard / been hearing these jokes. Are the
answers ‘launch time’ and ‘a coco-naut’?
Space convention | Student B
You and Student A are space scientists at the Young Astronomers’ and Space Scientists’ Convention.
You are talking during a break.
1 Choose the correct verb forms to complete the
questions. Then ask Student A the questions.
1 How long have you come / been coming to the
convention?
2 What have you done / been doing at the convention?
3 What area have you studied / been studying?
4 How long have you worked / been working on it?
5 Have you found / been finding a way to launch it yet?
6 What difficulties have you had / been having?
7 Have you tried / been trying to solve this problem?
8 Have things been getting / got any better? Any progress?
9 Maybe we can talk about it over lunch. Have you been /
been going to a restaurant in the area that you could
recommend?
10 Why not? What have you found/been finding that’s
wrong with it?
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2 Answer the questions Student B asks you.
Choose from the responses below.
a I’ve been to a restaurant called The Milky Way but
I’m not sure you’ll like it.
b They haven’t got much better. Spaceship voyages
are quite risky. It’s a fact.
c I’ve been coming for the last four years. It’s really cool.
d It hasn’t got much atmosphere!
e I’ve been working on it for two years now.
f I’ve been studying how to launch an express
trans-planetary service to Mars. It’s the most tourist-
friendly destination in our Solar System, you know.
g I have, but I haven’t solved it yet. Everybody seems
to be afraid of getting lost in space.
h What have I been doing? I’ve been talking to people
who might want to volunteer to go to Mars.
i It’s been difficult to find volunteers to try out
the prototype.
j Yes, and I’ve even built a prototype!
2 Answer the questions Student A asks you.
Choose from the responses below.
a Oh, you know. Typical jokes like ‘What time do
astronauts eat?’ ‘What do you call a fruit that goes
into space?’
b I have been making some progress. Until recently,
that is, when I’ve started telling space jokes at the
table again.
c I’ve never been before. It looks really interesting.
d Yes, well done! I Apollo-gise for my bad jokes!
e I’ve been working on it for ten months.
f I’ve been searching for evidence for extra-terrestrial
life.
g They’ve stopped me talking about the solar systems,
constellations and galaxies at lunch and dinner time.
h What have I been doing? I’ve been exchanging ideas
with other young astronomers.
i My biggest difficulty is my parents. They think I’ve
been working too hard.
j No, I haven’t found any yet, but I feel I’m getting close.
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 Back to the moon
RESOURCE 6 2B READING AND VOCABULARY
(Skimming and scanning)
1 Skim the article. What is it about?
a private companies interested in space exploration
b the history of deep space exploration
c moon exploration and why it is important for humanity
2 Scan the text. What do these numbers refer to?
1 1969
the year when the first astronaut stepped on the moon
2 1972
3 2018
4 $17.8 million
5 $1 million
Back to the mo
‘One giant leap for mankind’
On 21 July 1969 astronaut Neil Armstrong
stepped out of his Apollo 11 lunar module onto
the moon and a new age of deep space exploration
began. Since the last Apollo mission in 1972,
however, nobody has been back to the moon.
A change in priorities and the high cost of space
exploration has meant that NASA has focused on
low-Earth orbit exploration with the space shuttle
and the International Space Station (ISS), and on
unmanned missions to Mars.
The business of space travel
The private sector has been supporting NASA, but it
also has its own ideas for future space exploration.
Blue Origin, owned by the co-founder of Amazon,
intends to deliver packages to the moon with
reusable rockets. Elon Musk’s SpaceX plans to fly
tourists into space, and in 2018 the Falcon Heavy
rocket was successfully launched – the first launch
by a totally private entity. Hotel empire magnate
Robert Bigelow already provides a comfortable
living space for ISS astronauts in the experimental
Bigelow Expandable Activity Module (BEAM), built
under the terms of a 17.8-million-dollar contract
with NASA. Now he wants to send an inflatable
space hotel to the moon, with accommodation for
both astronauts and space tourists – but at a price.
The costs for a moon room may start at 1 million
dollars per night!
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3 Read the article. In pairs, complete the sentences with
one word in each gap.
1 Since the last moon landing, NASA hasn’t focused on
deep space exploration.
2 Now the US government is working with
companies to send astronauts to the moon.
3 Blue Origin’s intention is to transport
to the moon.
4 SpaceX wants to visitors into space.
5 on the moon can provide water that
visitors can drink.
6 It is not clear yet how states can their
space businesses.
n
Lunar benefits
Why is everybody so interested in getting back to
the moon? There are a few reasons. Robots can
extract rare minerals, such as Helium-3, from
moon rocks. This could generate electrical power
and solve the world’s energy crisis. Ice deposits
on the moon might become drinking water for
future visitors and the components of water,
hydrogen and oxygen, could be used to make rocket
fuel. Last but not least, the moon could be a base
for future exploration of Mars.
Law and order
A new space age has begun, but many people are
worried that space exploration and tourism is only
for rich people and private corporations. Therefore,
many important questions need to be discussed,
such as: Who owns the moon? How are countries
going to regulate these new businesses?
Watch this space!
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 A survey on museums
RESOURCE 7 2C VOCABULARY
(Science, phrases with think and mind)

A survey on museums | Student A

1 Complete the answers from a survey on museums with the phrases from the box.
haven’t made up my mind my mind went blank think ahead think outside the box think seriously

a
Hmm … Sorry, my mind went blank for a second! Did you say the most interesting one? Let me
think … probably the Metropolitan in New York.

b
I yet – I might visit the Science Museum or the Modern Arts Museum. I’m not sure.

c
There isn’t enough to do. Museum designers need to about people’s expectations.

d
I’d like to see really creative, interactive exhibitions which force you to .

e
You could subscribe to the newsletter of a museum you like. That helps you about
when you can schedule a visit.

2 Ask Student B these survey questions and listen to his/her answers.

1 Why do we need museums? 4 Did you enjoy your last museum visit?
2 What kind of questions could you ask in a museum? 5 Did you learn an incredible scientific fact on your last
3 Have you ever been really impressed by a museum? museum trip?

3 Match the survey questions Student B asks you with answers a–e in Exercise 1.

A survey on museums | Student B

1 Complete the answers from a survey on museums with the phrases from the box.
blew my mind broaden your mind changed my mind didn’t think much of it do you mind

f
Yes, I did. Our body produces 72 million red blood cells every thirty seconds. That really blew my mind !

g
Well, they really , and help you think critically about art, world regions and science.

h
I , really. I expected it to be a lot more interesting.

i
if I take a picture? It’s for personal use and I won’t use flash lighting.

j
Yes. The Science Museum was so good that it’s about robotics. I used to think it was
a boring subject but now I’m thinking of studying Robotic Engineering.

2 Match the survey questions Student A asks you with answers f–j in Exercise 1.

3 Ask Student A these survey questions and listen to his/her answers.

6 How can you find out more about interesting exhibitions? 9 What would make museums more exciting for you?
7 Why do some people think museums are boring? 10 What’s the most interesting museum you’ve
8 Which museum would you like to visit next? ever visited?

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 Verb pattern battleships
RESOURCE 8 2D GRAMMAR (Verb patterns)

Verb pattern battleships | Student A

HIT = 2 POINTS DAMAGE = 1 POINT MISS = 0 POINTS Marking grid

1 2 3 4 5 6 1 2 3 4 5 6
admit, agree, seem, A
A
do go have
B
begin, miss, continue,
B
enjoy visit learn C

avoid, D
C
sit
can’t E
stop, don’t try, decide, forget,
D stand,
have mind, go speak use close
work
make,
E
brush

Verb pattern box

infinitive -ing form or infinitive with to

-ing form
with to without to with no difference in meaning with difference in meaning

fancy imagine hope offer let start regret

hate keep manage would like should remember
need

Verb pattern battleships | Student B

HIT = 2 POINTS DAMAGE = 1 POINT MISS = 0 POINTS Marking grid

1 2 3 4 5 6 1 2 3 4 5 6
would A
A let, have
like, do
B
need, regret,
B fancy, go
revise leave C

should, D
C
take
E
offer, hope, imagine, keep, remember,
D
help pass live study switch off

hate, start, manage,

E
study learn close

Verb pattern box

infinitive -ing form or infinitive with to

-ing form
with to without to with no difference in meaning with difference in meaning

fancy imagine hope offer let start regret

hate keep manage would like should remember
need

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 Drone Boy
RESOURCE 9 2E LISTENING AND VOCABULARY
(Audio script: extra activities)

1 1.15 Complete the interview with the words and phrases from the box.
aerial filming at high speed balance commercial deliveries conferences developments drone racing
first-person view founder goggles industry law enforcement legal procedures map making
medical supplies mind model aircraft privacy search and rescue shot spaceship survivors uses

Presenter: Welcome to Upload, the weekly science and technology podcast. I have in front of me what
looks like a small 1 spaceship , or a large and scary mechanical insect. It is actually a drone,
and it was designed and built by drone expert Simon Porter. Simon is here today to talk to
us about the drone 2 . Simon, you’re only nineteen, but you are the
3
of a drone club, and have been flying drones for many years.
Simon: That’s right. I started when I was fourteen and it blew my 4 . I knew
straightaway it was the hobby for me. I fly using 5 , so I put on these
6
, and I can see what the drone camera is seeing. Flying low 7 ,
or up into the clouds feels and looks amazing.
Presenter: I’m sure. I’d love to try it. And, you also race drones.
Simon: Yes, in fact, 8 is one of the areas where young people are leading the way.
You may have heard of the UK’s Luke Bannister. He’s been racing 9 since he
was ten, and became world drone racing champion when he was fifteen.
Presenter: Just fifteen?
Simon: Right, and he won a quarter of a million dollars when he became champion – so, not too
bad!
Presenter: Not bad at all! And of course, drones have many other 10 , right?
Simon: Oh yes. There’s 11
and photography. Switch on the TV these days and you
don’t have to wait long to see a 12 taken with a drone. Drones with cameras
are also used for 13  . And then there’s weather forecasting. And of course,
the police use them to help with 14 ; an eye in the sky kind of thing. Similarly,
they are useful for 15 , looking for 16 during floods or after
earthquakes.
Presenter: And what about 17 ? Can you get your pizza delivered by drone yet?
Simon: Not yet, I’m afraid. There are a lot of 18 and requirements to be cleared
up before commercial drone deliveries become a part of everyday life. However, we do
already use drones to deliver blood and 19 to communities far from hospitals.
Presenter: And I have been reading that the drone industry is dominated by men. What about women
in the industry, Simon?
Simon: Well, it is mostly men, that’s true, but young women like Sally French are helping to provide
20
. Sally runs a popular website called Drone Girl. She writes about
21
in the drone industry and drone law. 22 and safety are big
concerns with drone use. Sally’s a regular speaker at industry 23 on this and
other drone related topics, and her articles have appeared in The Wall Street Journal and in
The Economist.
Presenter: Good to know it’s not all guys then. Thanks, Simon.

2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.

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 Lionel Messi – the football genius
RESOURCE 10 3A GRAMMAR AND VOCABULARY
(Past Simple, Past Continuous and Past Perfect)

Lionel Messi – the football genius | Student A

In pairs, read the sentences and put the story of Lionel Messi’s childhood in the correct order.
Take turns to listen to your partner and read out the section of the text you think comes next.

a decided to transfer him to a more prestigious club, Newell’s Old Boys, because he was so good.
The team was very successful – they only

b afford to pay 1,000 dollars a month for his injections. So, Leo’s father started looking for other options.
In September 2000, he

1987 in Rosario,
c 1 Lionel Messi is one of the greatest football players of all time. He was born on 24 June
family. Leo, as his family called him, was passionat e about football from
Argentina, to a working-class
an early age and he

d he wrote a contract on a paper napkin. Leo was fourteen when he signed for the club and moved to
Spain. After some time, he started feeling homesick because his mum and siblings

e but his family’s insurance only paid for two years. Despite the fact that the young Messi was so
talented, local clubs

f he had stopped in 2000, and completed the remaining thirty percent. At the age of seventeen, he made
his league debut and became the third youngest player ever to play for Barcelona. At that time,

Lionel Messi – the football genius | Student B

In pairs, read the sentences and put the story of Lionel Messi’s childhood in the correct order.
Take turns to listen to your partner and read out the section of the text you think comes next.

g had decided to go back to Argentina. However, that couldn’t stop his stunning career. While he was
playing for the Barcelona youth academy, he restarted the hormone treatment

h lost a single match in four years. When Leo was ten, he was diagnosed with a growth hormone deficiency.
The treatment of this condition is very long and expensive. Leo had to receive nightly injections for four years,

Messi turned down a very

i he was also the youngest player to score for Barcelona. At the end of 2012,
, he signed a contract with Barcelona until the end of 2018.
lucrative offer to play for a Russian team. Instead

j were not willing to pay for the treatment. The Messi family became desperate because over thirty percent
of Leo’s treatment was still incomplete, and they could not

k 2 spent his childhood playing football with his brothers. When he turned seven and he had already
played for a local team coached by his father for almost three years, his family

l arranged a trial with FC Barcelona. They were so impressed with Leo’s football skills that Carles Rexach, the
club’s sporting director, offered to pay his medical bills and move the family to Spain. The meeting with the
Messis was taking place in a restaurant, and as Rexach hadn’t brought any writing paper with him,

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 What happened to you?
RESOURCE 11 3B VOCABULARY
(Sports, activities, fitness and exercise)

What happened to you? | Student A

Ask Student B questions to find the missing information in your sentences. Look at your sentences
and answer Student B’s questions.
1 Gina sprained her wrist while she was climbing on the rock-climbing wall (activity?)
in the school gym. She didn’t warm upproperly before doing exercise (reason?).

What was Gina Because she didn’t

doing when she She was climbing on warm up properly
sprained her wrist? the rock-climbing wall. Why did it happen? before doing exercise.

2 Harriet (injury?) while she was snowboarding (location?).

She crashed into a tree.
3 Freddie pulled a muscle in his leg (activity?) on the basketball court.
He (reason?).
4 John (injury?) when he was scoring a goal (location?).
He collided with another player.
5 Callie injured her back (activity?) at a motocross event.
She (reason?).
6 Sunil (injury?) when he was running (location?).
Another runner stepped on his foot.

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 What happened to you?
RESOURCE 11 3B VOCABULARY
(Sports, activities, fitness and exercise)

What happened to you? | Student B

Ask Student A questions to find the missing information in your sentences. Look at your sentences
and answer Student A’s questions.
1 Gina sprained her wrist (injury?) while she was climbing on the rock-climbing wall
in the school gym (location?). She didn’t warm up properly before doing exercise.

What happened to Gina? She sprained her wrist. Where did it happen? In the school gym.

2 Harriet broke her leg (activity?) in the Swiss Alps.

She (reason?).
3 Freddie (injury?) while he was running (location?).
He hadn’t been training much and was out of shape.
4 John dislocated his shoulder (activity?) on the school football pitch.
He (reason?).
5 Callie (injury?) when she was riding her bike (location?).
She fell off her bike in the middle of a double back flip.
6 Sunil twisted his ankle (activity?) on the athletics track.
Another (reason?).

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 There’s been an accident!
RESOURCE 12 3C LISTENING AND VOCABULARY
(Audio script: extra activities)

1 1.27 Complete the conversations with the correct forms of the verbs from the box.
bang break call crash dislocate faint fall (x3) hurt (x2) lose slip sprain

1 Alan: Mrs Hope! Can you …? Secretary: … but by the time they got to A&E,
Mrs Hope: Alan! What’s wrong? he was awake and said he felt fine.
So please don’t worry.
Alan: Eric’s had an accident. He was running
on the path near the river and he Mrs Ross: Oh! Thank goodness. Thanks for
1
slipped and fell. He’s badly hurt. He’s telling me!
bleeding, I think he 2 his Secretary: He’s at the Newton Hospital.
leg and … Mrs Ross: I’ll go right away. Thank you.
Mrs Hope: Is he unconscious?
Alan: Yes, Miss. Nobody had a phone, so 4 Bus driver: … and then the woman drove her car
I offered to run back and find you. Can you straight through the red light and
ring for an ambulance, please?
9
into my bus. I couldn’t
do anything about it. I 10
Mrs Hope: Yes, of course. Now, calm down and tell my wrist. It’s really painful. I shouldn’t
me exactly where he is. complain though. It could have been
a lot worse. I don’t know if the woman
2 Operator 1: Emergency services. Which service do was badly hurt or not. There wasn’t
you require – ambulance, fire, police much blood but the man next to her
or coastguard? looked terrible.
Mrs Hope: Ambulance. Police officer: She was probably driving too fast. She
Operator 1: Hold on. I’ll put you through. was on her way to the hospital, you
see. Now, were there any other vehicles
Operator 2: Ambulance service. involved in the incident?
Mrs Hope: Hello, I need an ambulance urgently. Bus driver: Well, there was a motorbike, so maybe
A student at Redcross High School has you should talk to the driver. He probably
3
and 4 saw more than I did.
himself. He’s unconscious and
he’s bleeding.
5 Mr Ross: Hi, Eric. How are you feeling?
Operator 2: Where exactly is the boy?
Eric: Hi, dad, I’m fine. Well, apart from
Mrs Hope: He was running on a path above the a few cuts and bruises, a broken leg,
River Elk and he 5 down a twisted ankle and a slight concussion.
to the bottom of a hill. He’s about The doctor says I can go home tomorrow.
a hundred metres west of the place How’s mum?
where the railway line crosses the road
Mr Ross: She 11 a little blood,
to Newton. 12
her elbow and
Operator 2: OK, the ambulance will be there as soon 13
her head. She was
as possible. in shock but she’s OK now.
Eric: How come she had an accident?
3 Secretary: Mrs Ross, I have some bad news
That’s not like her. You’re the one who
about Eric.
drives too fast. She usually drives so
Mrs Ross: What’s happened? carefully. Wasn’t she looking where
Secretary: He 6 and 7 she was going?
himself while he was on a cross- Mr Ross: It was my fault. I 14 in the
country run. car. She thought it was a heart attack or
Mrs Ross: Oh no! Is he OK? something, so she …

Secretary: Well, we 8 for an Eric: Was it a heart attack?

ambulance and Miss Taylor went with Mr Ross: No, it was just stress, apparently.
him to the hospital. He was unconscious Anyway, she took her eyes off the road
for a while but … and that’s why she didn’t see the bus.
Mrs Ross: Oh no! Eric: Ah, right.

2 Look at the expressions in bold in the conversation. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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 Eating habits – past and present
RESOURCE 13 3D GRAMMAR (used to and would)

Eating habits – past and present | Student A

1 Read what some older people said about eating habits 2 In pairs, take turns to read out your sentences from
in their family when they were young. Then use your Exercise 1 (1–7). Match the sentences Student B
general knowledge to complete the sentences with reads out with these sentences about the modern-
the correct form of used to or would. Tick the sentences day family (a–g).
where both used to and would are possible. a
1 Today we eat a wide variety of food
We didn’t use to eat burgers and chips. every week.

2 b
We have a freezer. Today some people in my family are allergic
to different kinds of food.
3
We eat locally-grown food. c
Today we watch cookery programmes and
4 find recipes on websites.
We have food delivered to
us at home. d
Today we throw away lots of food and
5 drink every week.
Men do the cooking.
e
6 Today we eat out on a weekly basis.
We sit at the table to eat
for every meal. f
Today we eat at a different time every day.
7 g
We know anybody who Today we eat a lot of convenience foods
didn’t eat meat. and microwave meals.

Eating habits – past and present | Student B

1 Read what some older people said about eating habits 2 In pairs, take turns to read out your sentences from
in their family when they were young. Then use your Exercise 1 (1–7). Match the sentences Student A
general knowledge to complete the sentences with reads out with these sentences about the modern-
the correct form of used to or would. Tick the sentences day family (a–g).
where both used to and would are possible. a
Today people in my house sit anywhere they
1
We didn’t use to eat out except on special want to have a meal.
occasions.
b
Today some people in my family are
2
We waste food because it vegetarians and vegans.
was limited.
c
Today we have takeaways and food deliveries
3 to our house.
We have three meals
every day, always at the same time. d
Today we have lots of electrical appliances
4 in our kitchen.
We know a lot about
different cooking techniques in those days. e
Today we eat a lot of American-influenced food.
5
We eat ready-made food. f
Today we eat a lot of food from around
6 the globe.
We have fish and chips
every Friday night. g
Today we all prepare meals in my house.
7
We have as many food
allergies as people have nowadays.

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 Vietnam: know before you go
RESOURCE 14 4A GRAMMAR AND VOCABULARY
(Modal and related verbs)

1 Choose the correct verbs to complete the statements in the quiz. Sometimes both options are possible.

DESTINATIONS HOTELS FLIGHTS SEARCH

Vietnam: know before you go

So, you’re planning that trip to Vietnam, but are you ready for it? How much do you know about it?
Do this quiz and find out: are these statements about Vietnam True or False?

1 You have to / ought to exchange money T 8 There can / could only be one person T
at jewellery shops because it’s cheaper. F on a motorbike. F
2 You mustn’t / don’t have to get a stamped visa T 9 You must / may have an accommodation T
if you stay for up to sixty days. F address to show at Arrivals at the airport. F
3 You can / could apply for an e-visa online if T 10 In case of a medical emergency, you ought / T
you stay for up to thirty days. F can call 113. F
4 You won’t be able to / don’t have to try street T 11 You may not / don’t have to take photographs T
food – food is only sold in restaurants in Vietnam. F at museums – it’s not allowed. F
5 You ought to / should arrange private medical T 12 You must / ought to carry identification with you T
insurance because there is no free medical F at all times – you may need it in an emergency. F
treatment.
13 You don’t have to / mustn’t take photographs T
6 You mustn’t / shouldn’t wear shorts when T of military installations – it’s illegal.
visiting religious sites – it’s not allowed. F
F
14 You can’t / don’t have to worry about traffic in T
7 You shouldn’t / don’t have to buy train tickets T big cities – most people walk or take the bus.
at train stations because they’re more F
F
expensive there. 15 If you receive a gift by someone in Vietnam, T
you should / ought to open it in front of the F
giver – they will think you’re rude if you don’t.

2 In pairs, do the quiz in Exercise 1. Discuss your answers and mark them on your worksheet. Then listen to your
teacher and check your answers. How many did you guess correctly? How many did you already know?

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 What a hotel!
RESOURCE 15 4B READING AND VOCABULARY
(Identifying author’s attitudes)

1 Read the reviews on hotels in Europe and match them with the headings.
There is one extra heading.
a The holiday of a lifetime c A bit of a disappointment
b A green hotel – good for the environment! d The worst hotel ever

2 Read the reviews again and answer the questions.

1 What negative comparisons show Dave’s opinion of the hotel facilities?
the bed was as hard as a rock, the bathroom smelled like ten-day-old rubbish
2 What exaggeration in Hayley’s review shows the hotel’s positive attitudes to guests?
3 Which adverbs does Gilly use to talk positively about the hotel facilities?
4 What positive adverbs and phrases show Dave’s expectations before arriving at the hotel?
5 What comparison in Gilly’s review compares the restaurant service to an animal?

3 Do the following extracts express a positive (+), negative (–) or neutral (0) attitude?
1 + I can’t say enough about my stay.
2 … it wasn’t nearly as enjoyable as we had hoped.
3 The swimming pool was alright but nothing to write home about.
4 There was nowhere in the world we’d rather have been.
5 The room was standard and the food was reasonable.
6 Your website doesn’t really do you justice.
7 It certainly was the most eco-friendly hotel we’ve ever stayed in!

What a hotel!
1★
We felt very confident when we chose this hotel. It was highly praised in the online
reviews and we had high hopes. We asked for a quiet room, and we were told our room was
newly-decorated. Our supposed trip of a lifetime changed, however, from the moment we
checked in. There was noise all night long, the bed was as hard as a rock and the bathroom
smelled like ten-day-old rubbish! We complained, but there were no other rooms available.
The air-conditioning and the lift didn’t work – we used the stairs every day. It certainly was
the most eco-friendly hotel we’ve ever stayed in! An experience not to be repeated.
Dave, Walthamstow

2★ ★★★★
I can’t say enough about our stay. No detail was overlooked and from the moment we arrived,
we were made to feel like movie stars. Your website doesn’t really do you justice. The rooms
are extremely comfortable and incredibly well-designed. We wanted to get away from
everything, and your hotel is really off the beaten track. We had the beach all to ourselves!
There was nowhere in the world we’d rather have been and we didn’t want to leave.
Hayley, Texas

3★ ★★
We were really looking forward to our trip, even though your hotel was pricey. We were
pleasantly surprised with the room and the food was fairly reasonable, but the waiters
were as slow as snails! The swimming pool was alright but nothing to write home about.
It’s certainly not the worst hotel we’ve ever stayed in, but to be perfectly honest, it wasn’t
nearly as enjoyable as we had hoped.
Gilly, Glasgow

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 Define and guess!
RESOURCE 16 4C VOCABULARY (Travel essentials, travel phrases)

suitcase hotel castle first aid kit holiday

• clothes • stay • building • box • leisure
• pack • guest • king • sick • travel
• travel • tourist • medieval • doctor • break

penknife towel guide book sunblock passport

• travel • swim • tourist • protect • ID
• cut • gym • visit • skin • personal
• small • beach • read • cream • name

power bank charger T-shirt plug in train

• battery • mobile • clothes • electricity • station
• portable • electricity • casual • equipment • transport
• charge • plug • jeans • connect • track

boat travel campsite headphones ear plugs

• water adapter • tent • ear • protect
• sail • plug • caravan • listen • sleep
• travel • electricity • stay • music • swimming
• country

flight beach insect backpack journey

• plane • towel repellent • bag • trip
• pilot • sea • mosquito • travel • travel
• fly • sand • lotion • hike • transport
• skin

torch packing list travel pillow route seatbelt

• light • list • rest • way • plane
• camping • pack • neck • start • car
• electric • tick off • sleep • destination • protect

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 Match and combine
RESOURCE 17 4D GRAMMAR (Relative clauses)
Match and combine | Student A
1 Work with Student B. Take turns to read out your
sentences to find matching pairs.
1 Cycling can help you appreciate nature.
A: Cycling can help appreciate nature.
B: It provides an aerobic workout as you push the pedals.
2 It first goes to a sorting station at the airport.
3 Spain is the fourth biggest country in Europe.
4 Pilots are usually allowed to fly nine hours during
the day.
5 She was lead singer in one of the world’s best-selling
girl groups.
2 Work with Student B. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Cycling, which can help you appreciate nature, provides
an aerobic workout as you push the pedals.
3 Work with Students C and D. Give two clues about the
words in bold from Exercise 1 for them to guess. Use
defining relative clauses. Give the other pair two points
for guessing the word in bold correctly on the first clue,
and one point for guessing it on the second clue.
A&B: It’s a sport which can help you appreciate nature.
C&D: No idea.
A&B: It also provides an aerobic workout as you push
the pedals.
C&D: Cycling!
Match and combine | Student C
1 Work with Student D. Take turns to read out your
sentences to find matching pairs.
1 Venice is also known as ‘the City of Canals.’
C: Venice is also known as ‘the City of Canals.’
D: It’s made up of 118 islands.
2 She won an Academy Award in La La Land in 2016.
3 Police officers maintain law and order.
4 It is usually shaped like a horseshoe.
5 Hiking is a long-distance walking activity.
2 Work with Student D. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Venice, which is also known as the ‘City of Canals,’ is
made up of 118 islands.
3 Work with Students A and B. Give two clues about
the words in bold from Exercise 1 for them to guess.
Use defining relative clauses. Give the other pair two
points for guessing the word in bold correctly on the
first clue, and one point for guessing it on the second
clue.
C&D: It’s a city which is made up of 118 islands.
A&B: No idea.
C&D: It is also known as the ‘City of Canals.’
A&B: Venice!
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Match and combine | Student B
1 Work with Student A. Take turns to read out your
sentences to find matching pairs.
a It provides an aerobic workout as you push the
pedals.
A: Cycling can help you appreciate nature.
B: It provides an aerobic workout as you push the pedals.
b Beyoncé is an American soul and pop singer.
c It’s famous for its flamenco dancing and cuisine.
d They usually fly with a supporting first officer.
e Luggage is loaded on a plane about forty-five
minutes before a flight.
2 Work with Student A. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Cycling, which can help you appreciate nature, provides
an aerobic workout as you push the pedals.
3 Work with Students C and D. Give two clues about the
words in bold from Exercise 1 for them to guess. Use
defining relative clauses. Give the other pair two points
for guessing the word in bold correctly on the first clue,
and one point for guessing it on the second clue.
A&B: It’s a sport which can help you appreciate nature.
C&D: No idea.
A&B: It also provides an aerobic workout as you push
the pedals.
C&D: Cycling!
Match and combine | Student D
1 Work with Student C. Take turns to read out your
sentences to find matching pairs.
a It’s made up of 118 islands.
C: Venice is also known as ‘the City of Canals.’
D: It’s made up of 118 islands.
b It can take you to beautiful places in nature.
c They also prevent criminal activity.
d A travel pillow supports your neck during flights.
e Emma Stone is one of the highest-paid actresses in
the world.
2 Work with Student C. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Venice, which is also known as the ‘City of Canals’, is
made up of 118 islands.
3 Work with Students A and B. Give two clues about
the words in bold from Exercise 1 for them to guess.
Use defining relative clauses. Give the other pair two
points for guessing the word in bold correctly on the
first clue, and one point for guessing it on the second
clue.
C&D: It’s a city which is made up of 118 islands.
A&B: No idea.
C&D: It is also known as the ‘City of Canals.’
A&B: Venice!
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 The air we breathe
RESOURCE 18 4E LISTENING AND VOCABULARY
(Audio script: extra activities)

1 2.9 Complete the interviews with the words and phrases from the box.
bikes bike lanes congestion cyclists drivers hybrid vehicles junctions noise pollution
pavement pedestrian red lights speed limit traffic jams zebra crossings

Presenter: Our first caller is Monica from Huddersfield.

Monica: Hi, Bryan. We should look at what they’re doing in Europe. I was in Holland recently and
everybody cycles. There are 1 bikes everywhere.
Presenter: Why is that?
Monica: I think the main reason is that there are lots of really good 2 , so
3
don’t need to ride on the roads or the pavements. They can, but they don’t
need to. We just don’t have enough bike lanes in this country and the ones we have aren’t
good enough. Another reason is there are plenty of safe places to park bikes in Holland but
here it’s often hard to know where to leave your bike.
Presenter: I see.
…
Presenter: Go ahead, Ciaran.
Ciaran: I think cars are the solution.
Presenter: Cars?
Ciaran: Yes, electric cars, well, electric vehicles of all kinds, and 4 , too. There are
phone apps that can help you hire electric cars. That means people can share cars and that
cuts down 5 , you know, the 6 aren’t as bad and …
Presenter: The same is true of carpooling.
Ciaran: Yeah, but electric vehicles are better because they’re silent so they reduce 7
and that’s also something we need to do.
…
Presenter: Michelle, you’re a 8 , is that right?
Michelle: Yes, the best way to get around is to walk. It’s good for your health too. But there’s
a problem with respect.
Presenter: What do you mean?
Michelle: Well, last week I got knocked down on the 9 by a cyclist and …
Presenter: I hope you weren’t hurt.
Michelle: No, I was fine. I asked the cyclist why he was riding on the pavement and he said he
doesn’t feel safe on the roads ’cause it’s dangerous. I don’t think we should ban cyclists
from pavements, but some cyclists don’t respect pedestrians, and 10 don’t
respect anybody. They park on bike lanes and pavements, they don’t give way to cyclists at
11
or to pedestrians on 12 , they don’t respect the
13
and they go through 14 . We need more respect.

2 Look at the expressions in bold in the interviews. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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 Future choices
RESOURCE 19 5A GRAMMAR AND VOCABULARY
(Talking about the future)
Future choices | Student A
1 Read the situations below. Then ask the questions to
Student B and listen to his/her answers.
1 You and Student B are college students.
Ask him/her: ‘What are your plans after the A-levels?’
2 Student B is a good friend of yours.
Ask him/her: ‘Hey, what have you been up to?’
3 You are a waiter/waitress and Student B is
your customer.
Ask the him/her: ‘Are you ready to order, Sir/Madam?’
4 You are Student B’s mother/father. You’ve just
returned home.
Ask him/her: ‘Have you made lunch?’
5 You are a journalist. Student B is famous professor.
Ask him/her: ‘Professor Mayfield, what are your plans
for the next two years?’
Future choices | Student B
1 Read the situations below. Then listen to Student A’s
questions and choose the best answers.
1 You and Student A are college students.
He/She asks you a question. You answer:
a ‘I’m about to apply to university.’
b ‘I will probably apply to university.’
2 Student A is a good friend of yours. He/She asks you
a question. You answer:
a ‘I’m about to apply to university.’
b ‘I will apply to university.’
3 Student A is a waiter/waitress and you are his/her
customer. He/She asks you a question. You answer:
a ‘Yes, we’ll have the tuna salad.’
b ‘Yes, we’re having the tuna salad.’
4 You are Student A’s son/daughter. He/She comes
home and asks you a question. You answer:
a ‘Yes, we’ll have tuna salad.’
b ‘Yes, we’re having tuna salad.’
5 You are a famous professor. Student A is a journalist.
He/She asks you a question. You answer:
a ‘I’m visiting French Polynesia.’
b ‘I’m going to visit French Polynesia.’
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2 Read the situations below. Then listen to Student B’s
questions and choose the best answers.
a You live in Paris. Student B is your cousin. He/She calls
you and gives you some news. You answer:
1 ‘This is great! I’ll show Auntie the Eiffel Tower!’
2 ‘This is great! I’m showing Auntie the Eiffel Tower!’
b You are Student B’s son/daughter. He/She says
something to you in the morning. You answer:
1 ‘Thanks, I’m going to pass.’
2 ‘Thanks, I think I’ll pass.’
c Student B is your cousin. He/she calls you and gives
you some news. You answer:
1 ‘I’ll help her.’
2 ‘I’m helping her.’
d Student B is your good friend. He/she calls you with
an invitation. You answer:
1 ‘I can’t come. Aunt Maisie is moving flat on Saturday
and I’m helping her.’
2 ‘I can’t come. Aunt Maisie is moving flat on Saturday
and I’ll help her.’
e You are on the phone in your room. Student B is
your flatmate. He/She knocks on your door and says
something to you. You answer:
1 ‘I’m about to go to the supermarket. What do
we need?’
2 ‘I’ll go to the supermarket. What do we need?’
2 Read the situations below. Then ask the questions to
Student A and listen to his/her answers.
a Student A is your cousin from Paris. You call him/her
to give him/her some news.
Say to your cousin: ‘Aunt Maisie is coming to Paris this
weekend, did you know?’
b You are Student A‘s mother/father.
Say to him/her: ‘Good luck on your English test today!’
c Student A is your cousin. You call him/her to give him/
her some news.
Tell your cousin: ‘Aunt Maisie has just decided she’s
is moving flat on Saturday.’
d Student A is your good friend.
Say to him/her: ‘We’re having a barbecue on Saturday.
Would you like to come?’
e Student B is your flatmate. He/She is on the phone
in his/her room.
Knock at his/her door and say to him/her: ‘It seems we
have nothing to eat in the fridge.’
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 Study phrasal verbs!
RESOURCE 20 5B VOCABULARY (Phrasal verbs related to studying)

Study phrasal verbs! | Student A

1 Complete the questions with the phrasal verbs from the box.
come up with drop in to get down to go over keep up with pull your socks up put off

1 Have you ever failed a test because you didn’t go over your notes?
2 Have you an inventive way of revising for exams?
3 Would you like to the Riverside Café study session?
4 Have you ever been told to and be more responsible?
5 Are you going to going to university and travel the world for a year?
6 What kind of surroundings help you hard work?
7 Do you try to the latest scientific developments?

2 Work with Student B. Take turns to ask and answer your questions from Exercise 1.

Have you
ever failed a
test because
you didn’t
go over your
notes?

Study phrasal verbs! | Student B

1 Complete the questions with the phrasal verbs from the box.
catch up on come up drop out of fall behind hand in pick up put together

8 What do you think will come up in your next English test?

9 In your opinion, why do some students school before the final exams?
10 Are you going to any homework late this week?
11 What can you do if you fall ill and at school?
12 Do you think you have to be gifted to languages easily?
13 Are you going to your schoolwork this weekend?
14 Will you have to a presentation this term?

2 Work with Student A. Take turns to ask and answer your questions from Exercise 1.

What do you think

will come up in the
English test?

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 Order and match
RESOURCE 21 5C GRAMMAR
(Future Continuous and Future Perfect)

Order and match | Student A

1 Put the words in the correct order to make sentences.
1 by the year 2050 / you / think / have / you / changed /
will / do / what?
What do you think you will have changed by the year 2050?
2 will / of / earned / you / a / money / by the time you’ve
finished your first job / have / lot?
6 snowing / be / it / when the skiers arrive at the resort /
won’t
7 what / decided / wants / by the end of the summer /
she / have / she / study / won’t / to

3 will / at 20:00 tomorrow evening / be / 8 I / for / won’t / you / when / train / tomorrow / arrives /
travelling / you? waiting / be / your

4 at / because / he’ll / don’t / be / football / 21:00 / 9 celebrating / all night long / will / the / fans / will /
him / watching / at that time / call be / the / football / victory

5 had / won’t / I / by the time you arrive / dinner / have 10 work / started / have / by the time he’s twenty-one / he’ll

2 Work with Student B. Read out your sentences without saying the words in bold. Student B completes them with
an appropriate time expression. Give him/her one point for each correct answer. Then swap roles and do the same
for Student B’s sentences. Use the phrases from the box.
as of Thursday before I get my new car before I turn forty by the end of next year by the end of today
for almost forty years for over five years for the next three years tomorrow when you get home

What do you think will have changed … … by the year 2050?

Order and match | Student B

1 Put the words in the correct order to make sentences.
11 have / what / you / by the end of the day / will / done?
What will you have done by the end of the day?
12 moved / have / you / will / by the end of next year /
house?
13 lunch / your / will / eating / friends / with / be /
you / tomorrow?
14 same / house / I / will / for almost forty years / the /
have / living / in / been / next month,
15 been / as of Thursday / feeling / I’ll / ill / have /
for a week
16 driving / I / passed / before I get my new car / my /
won’t / test / have
17 ten / at / have / least / before I turn forty / I / visited /
countries / will
18 in / rented / he’ll / for the next three years /
accommodation / living / be
19 she’ll / for over five years / resident / on / a / have /
25 March, / US / been
20 won’t / when you get home / sleeping / I / be

2 Work with Student A. Listen to his/her sentences and complete them with a phrase from the box.
Then swap roles. Read your sentences to Student A without saying the words in bold. He/She completes
them with an appropriate time expression. Give him/her one point for each correct answer.
all night long at that time at 20:00 tomorrow evening by the end of the summer by the time he’s twenty-one
by the time you arrive by the time you’ve finished your first job by the year 2050 tomorrow
when the skiers arrive at the resort

What will you have done … … by the end of today?

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 The changing world of work
RESOURCE 22 5E LISTENING AND VOCABULARY
(Audio script: extra activities)

1 2.24 Choose the correct words to complete the interview.

Host: Today we’re talking about the world of work: how it’s changing and how it 1might / must change
in the future. With me is economist Mike Connolly. Welcome to the show, Mike.
Mike: Thanks, Rosa.
Host: There’s a lot of talk about the gig economy. What is it exactly?
Mike: Well, the term ‘gig economy’ 2dates / comes from the financial crisis of 2009. It describes an
economy in which it’s difficult for people to find 3full-time / temporary jobs with permanent
contracts. Many people, especially the young, have several 4full-time / part-time jobs or change
frequently from one 5temporary / permanent job to another.
Host: Many gig economy workers are 6self-employed / unemployed, right?
Mike: Yes, 7employees / employers want flexibility so they employ a lot of 8unpaid / freelance workers
who hire out their time to different companies. Employers also prefer to pay their workers only
when they need them. That’s why many companies offer 9permanent / zero-hours contracts.
These are contracts in which you agree to work for an employer but the employer doesn’t
guarantee you any work.
Host: And of course, if you don’t get any work, you don’t get any money.
Mike: Yes. 10Paid / Unpaid shifts are becoming more common, too. That’s when you agree to work for
a certain time, a day or a week, for no payment.
Host: That sounds good for the 11employee / employer but what’s in it for the worker?
Mike: Well, you have the opportunity to show that you’re the right person for the job, which is good.
And you might end up 12losing / getting the job, which is better. But you 13could / couldn’t end up
with no money and no job at the end of your shift, and that’s not so good.
Host: The gig economy isn’t all negative, is it?
Mike: Of course not. There are 14advantages / disadvantages. For a start, you get a lot of work 15variety /
experience in all sorts of jobs. And if you work 16shifts / freelance, it 17may / must not be necessary for
you to commute; you may be able to work from home. Instead of a routine nine-to-five job, you are
your own 18boss / client. You’re free to decide when and where to work.
Host: Like a musician playing gigs?
Mike: Exactly. However, as most musicians will tell you, you don’t 19catch up on / turn down gigs
because you never know when the next one will come along. So of course, there are also
disadvantages to working in the gig economy. You may have to work 20long / zero hours for low
wages without getting paid overtime or holiday pay, even working 21freelance / around the clock
when you have a deadline to meet. And at other times you may not have enough work or earn
enough money. Even so, it’s probably better than being 22self-employed / unemployed.
Host: How many people work in the gig economy?
Mike: In the last twelve months, 4.4 per cent of people in this country have worked in the gig economy,
that’s 2.8 million people, and over fifty percent of them were young, aged from eighteen to
thirty-four. Unfortunately, I’m afraid this tendency towards 23part-time / full-time temporary work
24
will / might almost certainly continue in the future.
Host: Thanks, Mike. Now, if you work in the gig economy, call us now on 0161715286 and tell us about
your experiences.

2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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 Complete and match
RESOURCE 23 6A GRAMMAR AND VOCABULARY
(The first and second conditionals)

Complete and match | Student A

1 Complete the first and second conditional sentences so they are true for you.
1 If I were President of my country, .
2 If I go out tonight, .
3 If I had one day left to live, .
4 If I have a party this weekend, .
5 If I told a lie to a good friend, .

2 Read out the endings of your sentences from Exercise 1 to Student B. He/She matches them with the beginnings.

3 Listen to Student B and match the endings of his/her sentences from Exercise 1 with the beginnings below.
1 If I am distracted the next time I am trying to study, …
2 If I had to cover for a cheating friend, …
3 If I always tell the truth, …
4 If it rains tomorrow, …
5 If I could change one thing on this planet, …

Complete and match | Student B

1 Complete the first and second conditional sentences so they are true for you.
1 If it rains tomorrow, .
2 If I had to cover for a cheating friend, .
3 If I always tell the truth, .
4 If I could change one thing on this planet, .
5 If I am distracted the next time I am trying to study, .

2 Listen to Student A and match the endings of his/her sentences from Exercise 1 with the beginnings below.
1 If I have a party this weekend, …
2 If I had one day left to live, …
3 If I told a lie to a good friend, …
4 If I go out tonight, …
5 If I were President of my country, …

3 Read out the endings of your sentences from Exercise 1 to Student A. He/She matches them with the beginnings.

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 After the jackpot
RESOURCE 24 6C LISTENING AND VOCABULARY
(Audio script: extra activities)

1 2.35 Complete the interview with the correct forms of the words in brackets.
Presenter: Today, we take a look at how careful choices can make a lottery win a good thing and how
poor choices can lead to 1 unhappiness (UNHAPPY). With us is Dale Glover, author of After the
Jackpot. Dale, unlike most books about lotteries, this is not a guide to winning, is it?
Dale: No. The book tells the stories of some of the biggest lottery 2 (WIN) in recent
history and examines how winning changed their lives for better or worse.
Presenter: And did you find the answer to the old question of whether money buys 3
(HAPPY)?
Dale: Well, many winners discover that material 4 (POSSESS) don’t bring them
5
(SATISFY), and that the lifestyle they thought they wanted doesn’t actually
suit them. For example, UK teenager Jane Park won a million pounds when she was only
seventeen. Her initial 6 (EXCITED) quickly turned to 7 (SAD) and
now she’s sorry she won.
Presenter: Really?
Dale: Jane made some poor choices. She bought an expensive car, but was 8
(SHAME) to drive it because people stared at her. She went on a luxurious holiday, but felt
9
(EMBARRASS) because the other guests at the hotel were not like her. She
even bought two properties, generally a wise 10 (INVEST), but then moved
back into a small flat with her mum because she was lonely. I’d say Jane’s story shows that
the 11 (LUXURY) way of life many of us think we want, can actually be a 
12
(DISAPPOINTING).
Presenter: I think our listeners might find it difficult to feel 13 (SYMPATHETIC) for a lottery
winner.
Dale: Well, like many winners, Jane’s relationships have also suffered. She has the same friends,
but finds it harder to get on with them now. It’s also hard for winners like Jane to trust new
people. They find themselves asking ‘are they interested in me, or my money?’ Jane and
others have even faced cyberbullying from strangers who are jealous. For some winners,
this 14 (ENVIOUS) can even affect family relationships, though thankfully not
in Jane’s case.
Presenter: Presumably, some of the people in your book have made better choices and are enjoying
their 15 (WEALTHY).
Dale: Absolutely. Firstly, many winners choose to remain anonymous. A good example is the
eighteen-year-old who won 22 million pounds in 2013, the biggest win ever by a UK
teenager. He has given 16 (GENEROUS) to charity, also a good choice, and
no one knows who he is, so he has avoided the pressure of media attention. The winners
whose dreams have come true have often thought ahead, taken 17 (FINANCE)
advice and made good investments. Many older winners stop working, but experience has
shown it is wise to stay active through travel, an interest, or charity work. With millions of
pounds in your pocket and nothing to do, it’s easy to take up 18 (HEALTHY)
habits.
Presenter: I’m sure. Of course, another option is to just give it all away, ha!
Dale: Well, in 2017, a nineteen-year-old in the US won half a million dollars. He invested 5,000
dollars himself and gave the rest to his parents to thank them for everything they had done
for him and his sister.
Presenter: How wonderful!

2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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 How good a friend are you?
RESOURCE 25 6D GRAMMAR
(The zero conditional and alternatives to if)

How good a friend are you? | Student A

1 Complete the quiz with the clauses from the box.
they move to a different country you always keep it you call your friends to chat about your day
you encourage them to do a self-defence course you listen and make sure the conversation is flowing
you make an excuse because you are too busy

How good a friend are you?

A
A B
B A B
1 If you organise a party, 5 Provided it isn’t too late,
a you introduce people to each other and chat a .
to friends. b you call your friends to ask about their day.
b you listen and make sure the conversation c you call a friend if you need something.
is flowing.
c you make sure you have a really great time.
6 You talk to your friend twice a day unless

2 If your friend tells you a secret,

a
b they hurt your feelings.
.

a you only tell another very close friend. c they irritate you.
b .
c you only tell it to one other friend.

3 As soon as you find out a friend is being bullied,

a .
b you advise them to get help.
c you ignore them.

4 When a friend is sick and asks you to visit them,

a you go as soon as you can.
b you call and ask them if they need anything.
c .

2 In pairs, do the quiz in Exercise 1 and note down your answers in the boxes.
FOLD

3 In pairs, check your score and read your results.

Results
Mostly Bs in A and Mostly As in B: Fab Friend! You always stand by your friends and you are loyal and caring. You are naturally
able to get along with others. Well done!
Mostly As in A and Mostly Bs in B: Fair-Weather Friend. You support friends when it’s easy for you. You can be a great friend if you
pay attention and give advice. Go on, your friends deserve it!
Mostly Cs in A and Mostly Cs in B: False Friend. You think life is one big party and you don’t take anything seriously.
You can be self-centred, however, and you should pay more attention to your friends.

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 How good a friend are you?
RESOURCE 25 6D GRAMMAR
(The zero conditional and alternatives to if)

How good a friend are you? | Student B

1 Complete the quiz with the clauses from the box.
unless they lie to you you ask them why they are interested you can get through anything you join one side
you offer to help and give them your notes you speak up and confront the gossip

How good a friend are you?

A
A B
B A B
7 Before you share your friend’s phone number 11 After your friends fall out,
with another person, a you try to talk to them.
a you ask your friend if you can share this b .
information. c you ignore them.
b you ask them why they are interested.
c you ask if they need email address as well. 12 If someone talks about a friend behind

8 As long as you have friends,

their back,
a .
a you are happy. b you listen and tell the friend later.
b . c you say nothing.
c you look good.

9 You never stop being friends with someone,

a .
b unless you disagree too often.
c unless they become boring.

10 When a friend doesn’t do well in an exam,

a .
b you remind them of the things they are
good at.
c you tell them how well you’ve done.

2 In pairs, do the quiz in Exercise 1 and note down your answers in the boxes.
FOLD

3 In pairs, check your score and read your results.

Results
Mostly Bs in A and Mostly As in B: Fab Friend! You always stand by your friends and you are loyal and caring. You are naturally
able to get along with others. Well done!
Mostly As in A and Mostly Bs in B: Fair-Weather Friend. You support friends when it’s easy for you. You can be a great friend if you
pay attention and give advice. Go on, your friends deserve it!
Mostly Cs in A and Mostly Cs in B: False Friend. You think life is one big party and you don’t take anything seriously.
You can be self-centred, however, and you should pay more attention to your friends.

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 Love and War
RESOURCE 26 6F VOCABULARY
(Relationships, conflicts and problems)

Love and War | Student A

1 Complete the sentences from a conversation about a TV series
with the prepositions from the box.
about (x2) down in off out out with up with with

a Days? More like weeks! He was crazy her but

Alison said something to Gary.
b I wouldn’t put someone talking behind my back
like that. What do you think is going to happen now?
c 1 Did you see Love and War on TV last night? Joanna asked
Gary out but I’m not sure if Gary will go
her.
d Yes, I think they are too. When Joanna finds out that Alison’s let
her , she’ll be really sad. They seemed like such
good friends.
e Alison said to Gary that Joanna was showing an interest
his best friend.
f Angry? Come on! She was the one who left Steve! She’ll have
to cope it
g I disagree, she really wants to be in a relationship. If it doesn’t
work out with Gary, Joanna should ask Steve out. They really
hit it at the party.
h You’re right, she did. She never worried
breaking his heart.

2 Work with Student B. Put sentences a–p in the correct order to make a conversation.

Love and War | Student B

1 Complete the sentences from a conversation about a TV series
with the prepositions from the box.
at behind in (x2) into out with (x2) up with

i His best friend! Alison’s always talking

Joanna’s back.
j Did you say Steve? Alison split with Steve,
remember?
k 2 Why not? I thought it was love at first sight.
Gary was in love Joanna for days at the
beginning of the series.
l What did Alison say to Gary? Well, I think she’s just jealous
because Gary had fallen love.
m I know. Alison broke Steve’s heart. But she will be really angry
if Joanna goes him.
n True. Looks like everyone’s about to get trouble
in the next episode! All’s fair in Love and War!
o They’re going to fall each other when Joanna
finds out.
p She’ll be sad, I know, but maybe it’s the best thing for
Joanna in the end. Maybe she isn’t ready to be
a serious relationship right now.

2 Work with Student A. Put sentences a–p in the correct order to make a conversation.

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 What’s that line?
RESOURCE 27 7A GRAMMAR AND VOCABULARY
(Reported speech)

What’s that line? | Student A

1 Rewrite these lines from films in reported speech. Use the names in the ‘Who said that?’
column and choose the correct reporting verb for each sentence.

Line Who said that? Reporting verb

1 ‘Stay away from me!’ Ian to Luke ask / agree
2 ‘I’m not afraid of them anymore!’ Maria claim / tell
3 ‘It’s not going to be easy to find the money.’ Emilio confess / point out
4 ‘Don’t trust Amanda.’ Harry to Will warn / say
5 ‘I’ll always be here for you.’ Jo to her son promise / warn
6 ‘I’ve never seen this woman before in my life.’ Richard explain / advise
7 ‘You’re never here when I need you.’ Elena to Tim reply / complain
8 ‘All right, I’ll help you.’ Val to Emma agree / claim
1 Ian asked Luke to stay away from him.

2 Read your reported sentences to Student B. Can he/she guess the exact line from the film?

What’s that line? | Student B

1 Rewrite these lines from films in reported speech. Use the names in the ‘Who said that?’
column and choose the correct reporting verb for each sentence.

Line Who said that? Reporting verb

1 ‘I can travel back in time.’ Dr Bernard ask / claim
2 ‘No, don’t open that door!’ Meg to Adam tell / promise
3 ‘I’m responsible for the accident.’ Rafaella ask / confess
4 ‘It’s my job to question everything.’ Detective Fox explain / advise
5 ‘Your son will be famous one day.’  Louise to Pete predict / complain
6 ‘No one ever pays any attention to me!’ Dave complain / confess
7 ‘He’ll come after you if you don’t do what he wants.’ Liz to Rachel warn / promise
8 ‘I’ve never been on a space mission before.’ Harriet ask / point out
1 Dr Bernard claimed that he could travel back in time.

2 Read your reported sentences to Student A. Can he/she guess the exact line from the film?

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 Viewing habits survey
RESOURCE 28 7B VOCABULARY (Viewing habits)

Viewing habits survey | Student A

1 Unscramble the words in bold to make words/phrases about
viewing habits.
1 Have you ever gnibe-hcwaetcd binge-watched a TV series?
How can this be bad for your health?
2 Can you tell me about a hohgttu-iornokpvg
documentary you’ve seen recently? Why did it make you
reflect deeply?
3 Can you recommend an waadr-nwgnini TV series
to me? Why would you recommend it?
4 Can you remember a rikenbga wesn item you
heard recently? Where did you hear it?
5 What’s the best diesepo in a TV series you have
watched? What was the storyline in this show’s instalment?
6 Which film has been lewl- ievwered recently?
Are you going to stream it or see it at the cinema?
7 Do you watch the taleirr to get the idea of what
a film is about? Does this film extract usually give you a good idea
of the plot?

2 Work with Student B. Take turns to ask and answer the

questions in Exercise 1.

Viewing habits survey | Student B

1 Unscramble the words in bold to make words/phrases about
viewing habits.
8 Do you like to watch films in English with tuitslebs subtitles in
your own language? Have you tried watching with the dialogue
and captions in English?
9 Are you trying to cut down on your secnre temi ?
What steps can you take to limit your media use?
10 Have you got a sbsucporitin strgemian vriscee ?
Have you also got cable TV in your house?
11 What time of the day is good for watching no-amdedn nctonet
? Is TV on demand the end of traditional TV?
12 Do you stay behind in the cinema to watch the citrdse
? What information can you get from this list
of people?
13 Do you like to see films with actors when they were titlel-onwkn
? Can you name a film with a famous actor at the
beginning of his/her career?
14 Have you watched a aeftreu-nteghl episode of
a TV series? Do you think these episodes are too long?

2 Work with Student A. Take turns to ask and answer the

questions in Exercise 1.

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 Art and social media
RESOURCE 29 7C LISTENING AND VOCABULARY
(Audio script: extra activities)

1 3.4 Complete the interviews with one word in each gap.

Presenter: Hi and welcome to Arts World. Today, we’re looking at how artists and performers use social
media to promote their work and become successful. Here’s a quick look at some of the
people in the show.
1
Presenter: Keira, it’s not easy to become popular, so how did you make a 1 name for yourself?
Keira: By trying hard and not giving 2 . I spent years selling my paintings on the street
but I didn’t have any useful contacts, so there was no way that any important galleries were
going to show my work. But then I created a new social 3 page just for my
paintings. I 4 a lot of time and thought into it. I added high-quality photos of
my paintings and videos of me talking about my work. And a few months ago I got my first 5
when the people at this gallery contacted me. They’d seen my page and they
said they loved what I was doing and now they’ve put on this major 6 of my
paintings here in London. I’m so glad I spent all that time on my computer!
2
Presenter: How did you become a TV star, Andy?
Andy: Well, I trained as an 7 and my first part was in a play at the Edinburgh festival.
Unfortunately, it wasn’t a great 8 . But the next day I was in a café reading the
papers and although the play was a huge flop, I got good reviews. They said I was funny. So
that’s when I decided to become a stand-up comedian. I spent a few months 9
jokes in clubs. It started off OK but in the end, it 10 to nothing. So, I started my
own YouTube 11 and posted some videos of me telling jokes and funny stories.
I didn’t get many views at first, but then I started getting more likes and positive comments,
and before long it really took 12 . The producer of a comedy series saw it and
offered me a part in his show. And now I’m 13 in my own show. We’ve just
finished filming the first episode, actually. Have you seen the trailer?
3
Presenter: Selena, you’ve been writing novels and short stories for years, you’ve taken part
14
dozens of literary competitions but you’ve only just become successful.
How come?
Selena: I suppose you could call it success through social media.
Presenter: What do you mean?
Selena: Well, when I wrote my first novel, Digital Sunshine, I thought it was great, but nobody
wanted to publish it. That was a 15 of a setback but I didn’t give up. I started
my own blog – it’s called Selena 4U, by the way – and that got a lot of people interested
in my work. Then I self-published my novel online. Lots of people downloaded it for free
and told their friends how much they’d enjoyed it. Eventually, a major publisher took it
on and I haven’t 16 back since. I’m the author of a best-seller and I’m working
17
a new book called Light and Life.
4
Presenter: Tracy, you released your first record back in 2015. Was it a 18 ?
Tracy: Not at all! Our friends liked it but it only 19
about a hundred copies and my
mum bought most of them! What a disaster! So, after that we went back to 20
one and started playing concerts and performing other people’s songs. But then our friend
Tony, who’s a film director, made a video of one of our songs, ‘Love Life’.
Tracy: That was in 2017, wasn’t it?
Presenter: Yes, it was. Oh no, actually, we filmed it the year before, in late 2016. Anyway, we used
social media to create interest in the video and then we managed to get some money
together to pay for pop-up 21 on YouTube. It worked. The video 22
viral in 2017 and now we’re big stars. Every show’s a sell-out!

2 Look at the expressions in bold in the interviews. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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 What’s your line of work?
RESOURCE 30 7E GRAMMAR (Reported questions)
What’s your line of work? | Student A
1 You interviewed some people about their jobs.
Report your questions and their answers. Use ask
or want to know and other reporting verbs.
1 Me: Would you have made a name for yourself if it
weren’t for this reality show?
Gigi, TV Star: I’m not sure because people had
no idea who I was before this show.
I asked Gigi if she would have made a name for herself
if it hadn’t been for that reality show. She answered that
she wasn’t sure because people had had no idea who
she was before that show.
2 Me: Which artists are you showing at your
exhibition at the moment?
Kenzo, art gallery owner: This is a cooperative
gallery and we have lots of emerging young
artists this month.
3 Me: How much did you get paid for writing your
novel last year?
Michael, author: I got paid well but this is my
eleventh book.
4 Me: Will you start performing your own songs or
continue with covers?
Gary, singer-composer: I’m going to continue
with covers and I’ll gradually replace them with
my own songs.
5 Me: What will you do if your live-streaming
network is a flop?
Bella, TV producer: I’ll go back to being a music
producer.
6 Me: How many people buy what you wear after
they see it on your social media page?
Harry, influencer: Sales rocket for brands every
time I wear new clothes.
2 Work with Student B. Take turns to read out your
reported questions and answers without saying
the jobs. Match Student B’s questions and answers
with the jobs from the box. There is one extra job.
actor artist blogger dancer film director
publisher stand-up comedian
I wanted to know what inner thoughts Joseph
was trying to express with that sculpture.
He answered he was trying to express the
passing of time.
Artist!
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What’s your line of work? | Student B
1 You interviewed some people about their jobs.
Report your questions and their answers. Use ask
or want to know and other reporting verbs.
1 Me: What inner thoughts are you trying to express
with this sculpture?
Joseph, artist: I am trying to express the passing
of time.
I wanted to know what inner thoughts Joseph was
trying to express with that sculpture. He answered
he was trying to express the passing of time.
2 Me: When did you film that video that went viral?
Tom, film director: We filmed it at the end of last
summer.
3 Me: Do you think you chose the best platform?
Emma, blogger: I think it’s one of the best on
the market today.
4 Me: Has your company become completely digital
or do you still print books?
Edward, publisher: We stopped printing books
a year ago.
5 Me: Did take you long to learn this show’s
choreography?
Katia, dancer: It only took few hours because
I’m very good at remembering choreography.
6 Me: How do you tell such funny stories and jokes?
Jane, stand-up comedian: If I believe the joke is
funny, people will find it funny.
2 Work with Student A. Take turns to read out your
reported questions and answers without saying
the jobs. Match Student A’s questions and answers
with the jobs from the box below. There is one
extra job.
art gallery owner artist author influencer
singer-composer TV producer TV star
I asked Gigi if she would have made a name for
herself if it hadn’t been for that reality show. She
answered that she wasn’t sure because people
had had no idea who she was before that show.
TV star!
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 Are you an ads expert?
RESOURCE 31 8A GRAMMAR AND VOCABULARY (The passive)

1 In pairs, complete the quiz questions with the correct passive form of the verbs in brackets.

Are you an

ad s e x p e r t ?
Do our quiz and find out!
1 What word is most used (most/use) in advertisements? 6 What do experts predict
a ‘be’ (introduce) in all e-commerce soon?
b ‘you’ a same-day delivery
c ‘best’ b thirty-minute delivery by drone
c a way to really test drive a car before you buy it
2 When (the first jingles/sing)
on US commercial radio? 7 When (more money/spend)
a in the 1920s on digital ads than traditional TV ads?
b in the 1800s a 2018
c during the First World War b 2015
c 2017
3 When (the first online
advertisement/post)? 8 How many advertising messages
a 1997 (see) by a Londoner on an
average day?
b 1994
a 3,500
c 1991
b 80
4 Which catchy slogan (create)
c 15,000
in the nineteenth century by Thomas Barratt, who
(know) as the father of 9 How can (pop-up ads/block)?
modern advertising? a by the browser
a ‘Good morning. Have you used Pears’ soap?’ b by a special software package
b ‘Fly the American way.’ c by deactivating the Internet
c ‘For a better start in life, start Cola earlier.’
10 When (pop-up ads/invent)?
5 What (sell) in the first a 2000
e-commerce transaction?
b 1997
a an online pizza
c 1995
b a pair of sports shoes
c a CD by the English singer, Sting

2 In your pairs, do the quiz. How many answers do you know? How many can you guess?

3 Listen to your teacher and check your answers. You get one point for each correct answer. Then read your results.

Scoring key:
1–3 points: Don’t worry. Most of us don’t know much about advertising and marketing. This quiz
was meant to introduce you to the concept, so you can be more alert to it in the future.
4–7 points: You seem to know what the advertising world is and how it works.
8–10 points: You’re a rare advertising expert! Count me impressed!

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 I spend my money on …
RESOURCE 32 8B LISTENING AND VOCABULARY
(Audio script: extra activities)

1 3.14 Complete the answers from a survey on spending habits with the words and phrases from the box.
adverts bargain hunting charity shops cheap discount get a good deal next to nothing rip-off
save my money save up for savings second-hand spare spend a fortune on special offer waste of money

1
I love reading and I do it every day, so I get through a lot of books. Friends oen advise me to
buy 1second-hand books or use the library, but I love that new book smell and feel too much,
so I go on the Internet to look for things 2 , you know, like two for the price of
one. I spend most of my 3 on these websites! There’s nothing I’d rather buy
than books. One day I want to live in a house filled from floor to ceiling with books.

2
I’m not really into shopping, even online, but I meet my mates at the shopping centre on
Saturdays. We go for coffee and sit around, talk about video games, books we are reading,
sports or whatever. Actually, the coffee is a 4 considering it is made with just
hot water and a few beans, but we like the place and we usually have something sweet –
they have nice cookies and cakes. Then a bit later, we go for lunch – a burger or a pizza;
fast-food is generally 5 even if it’s not healthy. On Sundays I always go to the
gym to burn off the calories from Saturday. My sister says I should just stop doing both
things and 6 instead!

3
Just like my brother, I’m a fan of developments in the gaming industry. I buy several
gaming magazines each month and I’m always online, on the bus or wherever, learning
about what’s new. The reviews are my favourites, and I even enjoy the
7
. I like to know exactly what titles the big companies are working on.
I don’t buy used games because I want the very latest. However, the newest games are
really expensive so you can 8 if you’re not careful. Car racing games are my
favourite – until I’m old enough to take my test – then I’ll need to
9
a real car.

4
So, my friend is a hairdresser and he showed me this great app. It tells you exactly which
shops have special offers on any particular day. I mean, good quality personal care
products are usually very expensive, so if there’s a 10 , that’s great. I always
like to save money on products if possible. My friends always let me know if they find
a good deal. My brother thinks it’s all a 11 and that I should be saving up
for a car instead, but you should see the state of his hair and skin. He doesn’t seem to
understand that if you want to look good in the future, you have to take care of yourself
when you’re young.

5
I admit I spend most of my 12 cash on the way I look. I enjoy taking care of
myself. I watch what I eat and try to keep myself in shape by doing sports regularly. I don’t
have a lot of money, so I follow my brother’s advice and get most of my clothes from
13
. I don’t have any problem with the fact that they’ve been worn before.
That’s what washing machines are for! It takes time to go 14 , but it pays off
when you 15 . I paid 16 for a pair of designer jeans last weekend.

2 Look at the expressions in bold in the texts. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.

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 Money talks
RESOURCE 33 8C VOCABULARY (Money)

Money talks | Student A

1 Complete the answers from a survey on money with the phrases from the box.
live in poverty loose change rolling in money short of money spend money like water ran out of money 

a
Most of my mates are careful, but one or two spend money like water the second they earn it!

b
If I completely while I was travelling, I’d phone my parents and ask them if they
could have some money sent to me.

c
I don’t like it when friends are and ask to borrow some from me.

d
I’d rather be relatively wealthy than . However, I think it’s unfair that some people
are literally .

e
I always give street musicians and artists something if I have some in my pocket.

2 Ask Student B survey questions 1–5 below and listen to his/her answers.
1 Do you know any stories about celebrities’ ridiculous 4 If you are short of money, what activities can you do
spending habits? where you live?
2 While you’re travelling, do you prefer to use a debit card 5 Would you use crowdfunding as a way of raising money
or cash? for a project?
3 Do you think it’s a good idea to have a credit card?
3 Match the survey questions Student B asks you with answers a–e in Exercise 1.

Money talks | Student B

1 Complete the answers from a survey on money with the phrases from the box.
broke crowdfunding debt have more money than sense have some money on me spend a fortune

f
No, I don’t. If you’re not careful, your limit is exceeded and that can lead to debt .

g
There are loads of inexpensive activities to try in our town. The problem is when I’m totally !

h
I do use my debit card, but I always make sure I in cash when I’m abroad.

i
Some celebrities are crazy – they . I know some stars on private jets and things like that.

j
Why not? A friend of mine had a campaign and it made him $1,000.

2 Match the survey questions Student A asks you with answers f–j in Exercise 1.

3 Ask Student A survey questions 6–10 below and listen to his/her answers.
6  Would you like to be one of the superrich? 9 Are you happy to lend money to friends who don’t have
7 Do you give money to street performers? enough?
8 Are your friends good at managing their money? 10 What would you do if you were travelling and you had no
money left?

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 Digital money
RESOURCE 34 8D READING AND VOCABULARY
(Understanding links in a text)

1 Read the article quickly and choose the best title.
a Where can you use Bitcoin?
b Bitcoin – is it changing the game?
c Bitcoin and the fight against corruption
d How safe is Bitcoin?
2 Read the article again and complete gaps 1–5 with
sentences a–g. There are two extra sentences.
a For instance, in 2014 $350 million worth of Bitcoins
disappeared from the Japanese Bitcoin exchange
company Mt. Gox.
b Overstock became the first major online retailer to
accept Bitcoin payments.
c However, his true identity remains a mystery.
d Then you can convert your money into virtual currency
and order Bitcoins.
e It is revolutionary because it is user-regulated and
anonymous.
f These cyberattackers can write malicious software
and cause global panic.
g Thanks to this, many people working abroad can now
send money home at greatly reduced costs.
3 Look at sentences that complete the gaps in the
article and study Active Reading above. Then match
the sentences with the types of links from Active
Reading that helped you do the task. You can choose
more than one link for each sentence.
Gap 4 and sentence g use paraphrases: ‘bank transfers’ =
‘send money home’.
ACTIVE READING | Understanding links in a text
When working on their texts, writers use:
• lexical links to connect sentences by repeating words,
using synonyms (e.g. cash = money), related words
(e.g. coins, notes = buy) and paraphrases (e.g. barter =
swapping one thing for another).
• logical links to connect ideas (e.g. reason and
consequence)
• linking words to connect ideas (e.g. They tried
something to fix the problem. However, it didn’t work.)
• referencing words to refer back to someone or
something (e.g. he/him/his, that, which, there, then)
• questions and answers within the text

Bitcoin is a form of digital currency that exists only electronically. The concept was created in 2009
by a man who used the name Satoshi Nakamoto. 1 He evaporated from the web in 2011,
when Bitcoin hit its peak of over $19,000, possibly making him the world’s most elusive billionaire.
If you want to use Bitcoin (BTC), first you need to install a digital virtual wallet, a kind of an online
banking app, onto your electronic device. 2 You can use them to shop online anywhere
where they are accepted.
3
There is no central banking system or government to control the Bitcoin in circulation. The system
depends on complex software and a network of computers, known as Bitcoin miners, to verify and secure
online exchanges. Bitcoin avoids the high charges banks impose on bank transfers. 4 Also, billions
of people who do not have bank accounts (thirty-nine percent of the world, according to the World Bank)
can now access banking services through mobile phone apps and participate in global commerce.
However, the lack of rules and the anonymous nature of Bitcoin makes it a security risk. It can be used to
hide illegal activities and it is vulnerable to hackers. 5  Thousands of users were left without funds
and there was an eighty percent crash in prices. Bitcoin is also highly unstable because prices are based
on speculation: people buy BTC as a financial investment rather than actually using it for transactions.
Bitcoin is an experiment that is in active development. The rules of the game are changing and nobody
can predict what will happen next.

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 My busy day
RESOURCE 35 8F GRAMMAR (have/get something done)

My busy day | Student A

1 Work with Student B. Say a noun from the box for Student B to match with the correct verb.
Note down the answers.
computer contract curtains dog identity card key teeth trousers

2 Now listen to Student B’s nouns and match them with the verbs from the box.
check deliver dry-clean print repair take test unlock

3 It’s 1 p.m. and you’re having a very busy day. You visited two places this morning, you are at one place now
and you are going to visit two more places later this afternoon. Plan your route and note down the times
you visit each place.

4 Describe your day to Student B. Show them where you started your day. Then use have/get something done
to talk about the services at each place, and say what time you were/will be there. Don’t say the names of
the streets. Use the collocations from Exercise 1 to help you.

I had my hair cut this morning at 10:00. I have just had my teeth whitened at the dentist.
I’m having my computer upgraded now. I’m going to have my trousers dry-cleaned at 14:00.

5 Listen to Student B describing their day. Note down the services and times. Then try to guess his/her route.

I think you went down Silver Street, turned left at Burton Street, went right at…

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 My busy day
RESOURCE 35 8F GRAMMAR (have/get something done)

My busy day | Student B

1 Work with Student A. Listen to his/her nouns and match them with the verbs from the box.
alter cut make renew sign upgrade vaccinate whiten

2 Now say a noun from the box for Student A to match with the correct verb. Note down the answers.
bike blood pressure eyes groceries mobile photocopies photograph suit

3 It’s 1 p.m. and you’re having a very busy day. You visited two places this morning, you are at one place now
and you are going to visit two more places later this afternoon. Plan your route and note down the times
you visit each place.

4 Listen to Student A describing their day. Note down the services and times. Then try to guess his/her route.

I think you went down Silver Street, turned left at Burton Street, went right at…

5 Describe your day to Student A. Show them where you started your day. Then use have/get something done to talk
about the services at each place, and say what time you were/will be there. Don’t say the names of the streets.
Use the collocations from Exercise 1 to help you.

I had my hair cut this morning at 10:00. I have just had my teeth whitened at the dentist.
I’m having my computer upgraded now. I’m going to have my trousers dry-cleaned at 14:00.

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 The story of the Titanic
RESOURCE 36 9A GRAMMAR AND VOCABULARY
(The third conditional)

The story of the Titanic | Student A

1 Complete the third conditional sentences with the correct forms
of the verbs from the box.
avoid be be become fill damage go inform last pay
reach save sink survive

a 1 If there hadn’t been (–) a different current in the Gulf Stream,

there (–) so many icebergs in the area.
b If they (–) at full speed, they (+)
the iceberg.
c If the compartments (+) longer, the Titanic
(–) so quickly.
d If the iceberg (–) main body of the ship, water
(–) the compartments.
e If the Carpathia (+) the Titanic in time, they
(+) more people in the lifeboats.
f If all the passengers (+), the story of the Titanic
(–) so famous.
g If the wireless operators (+) attention to
the iceberg warnings from other ships in the area, they
(+) the captain.

2 Work with Student B. Put all your sentences in a logical order to

reconstruct the story of the Titanic.

The story of the Titanic | Student B

1 Complete the third conditional sentences with the correct forms
of the verbs from the box.
avoid be be be informed become construct damage go
last reach receive sink star survive

h 2 If there hadn’t been (–) so many icebergs in the area, the Titanic

(–) six separate warnings.
i If the engineers (+) compartments with better
materials, they (+) longer.
j If the story (–) so famous, Leonardo di Caprio
and Kate Winslet (–) in the movie.
k If they (+) the iceberg, it (–)
the main body of the ship.
l If the captain (+) there were large icebergs
in the area, he (–) at full speed.
m If there (+) more lifeboats in the first place,
everyone (+).
n If the Titanic (–) so quickly, the closest ship –
the Carpathia – (+) it in time.

2 Work with Student A. Put all your sentences in a logical order to

reconstruct the story of the Titanic.

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 Surviving disaster
RESOURCE 37 9B LISTENING AND VOCABULARY
(Audio script: extra activities)

1 3.26 Complete the interview with the words and phrases from the box.
disasters doorway drop get in the open ground high building hold onto keep calm
panic power lines protect yourself run out stay inside survive take the lift trapped

Host: My guest today is Wendy Smith, the producer of Surviving Disaster, the exciting new
TV series. Hi, Wendy.
Wendy: Hello, Andy.
Host: What’s the show about?
Wendy: It’s about how to 1 survive natural 2 . In the first episode, we look at
earthquakes.
Host: What should you do to survive an earthquake?
Wendy: It depends where you are. If you’re inside, stay inside, don’t 3 and
4
into the street. The three words to remember are drop, cover and hold.
Host: Drop, cover and hold?
Wendy: Yes, 5 under a table or desk to 6 , cover your head and
7
the legs of the table to stop it moving when the 8 shakes.
Host: It’s a good idea to stand in a 9 , isn’t it?
Wendy: A lot of people think that but it’s not true. A doorway can protect you but the problem
is the door might move suddenly and hit you, so it’s safer under a table. If you’re in
a 10 , go down the stairs. Don’t 11 because you’ll be
12
if it stops working.
Host: What should you do if you’re outside?
Wendy: 13
, away from buildings, you don’t want them to fall on you. And watch out
for 14 . You could die from an electric shock if one falls to the ground and you
touch it. If you’re driving, stop the car. But don’t get out; it’s safer to 15 . And
don’t stop your car on or under a bridge. And most importantly, 16 and try to
help others, especially children and the elderly.

2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.

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 How green are you?
RESOURCE 38 9C VOCABULARY (Environmental responsibility)

How green are you?

1 In pairs, complete the quiz questions with the words and phrases from the box.
decompose disposable households oceans recycling recyclable recycler sustainable waste (n) waste (v)

How green are you?

Do our quiz and find out!
1 Which item is the least recyclable item in this list? 6 Food waste is a global problem. How much does the
a rechargeable batteries average UK family each year?
b LED bulbs a a week’s worth of food
c plug sockets b a months’ worth of food
c ten days’ worth of food
2 What is the average amount of produced
per person per year in the UK? 7 Which of these items is the most common debris item
a 411 kg found in our ?
b 4110 kg a beverage cans
c 41 kg b fishing line and equipment
c glass fragments
3 How many in the UK sort their rubbish?
a 43.7% 8 The rule to protect the environment and promote
sustainability is called ‘the three Rs rule’:
b 27.2%
Reduce, Reuse and Recycle. Which of the following
c 76.8% products is not ?
4 , single-use plastics are one of the main a helium balloons
causes of marine pollution. How many disposable coffee b cotton tote bags
cups does the UK throw away every day?
c glass straws
a 4 million
b 2 million
9 Which country is the top in the world?
a South Korea
c 7 million
b Canada
5 Many people fail to understand what to recycle. The UK’s
c Germany
top mistake is
a organic or food waste in dry recycling. 10 How long does it take for plastic bag to ?
b takeaway pizza boxes in paper waste. a up to 10 years
c plastic in green waste. b up to 100 years
c up to 1,000 years

2 In your pairs, do the quiz. How many answers do you know? How many can you guess?

3 Listen to your teacher and check your answers. You get one point for each correct answer. Then read your results.

8–10 points: Super green 4–7 points: Greenish 1–3 points: Absolutely non-green
You are super green! Keep it up. You could Not bad. Keep working on it. The planet Never mind! It’s never too late to go green!
save the world! needs you!

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 No regrets!
RESOURCE 39 9D GRAMMAR (I wish/if only for regrets)

1 In pairs, imagine you are two adult friends talking about your lives. Follow the steps below.
1 Take turns to express regrets about the past using I wish/If only + Past Perfect. Use these prompts and/or your own ideas.

save mone travel the world look after my health

y
 stud ies study IT
g i v e   u p   m y party more/less
STUDY MORE skip school become a singer
2 Use these expressions to react to your partner’s regrets. Try to cheer him/her up!
Cheer up! Don’t blame yourself. It doesn’t help to think too much about it. It won’t do any good thinking about it.
Life’s too short for regrets. Look on the bright side! Never look back. Never mind!
There’s no use crying over spilt milk. Try not to let it get you down!

If only I’d become a singer. I would be famous now. Hey, it won’t do any good thinking about it.

2 Work in the same pairs. Follow these steps.

1 Take turns to tak about wishes and things you would like to be different in the present using I wish/If only + Past Simple.
Use these prompts and/or your own ideas.

weather / war
mer
work long 
have a dog bills / lo wer
live by the sea/
hours have a mo
torbike
in the mountains speak Spanish
2 Use expressions from Exercise 1 to react to what your partner says.

I wish I could speak Spanish. I would take a trip to South America. Cheer up!

3 Work in the same pairs. Follow these steps.

1 Take turns to complain about things that annoy you using I wish/If only + would. Use these prompts and/or your
own ideas.

grandson / play his row

brother / bor colleagues /
er
drums all day my lawnmow chat all day long
n / everyone / complain
grandchildre
og /
come to visit wife/husband / neighbours' d
more often sing in the shower bark all night
2 Use these expressions to react to your partner’s complaints. Try to make him/her feel less annoyed!
Don’t be bad tempered. Don’t let it get on your nerves. It’s not the end of the world!
Life is too short to be negative. Try not to be so short-tempered.

If only my colleagues would stop chatting all day long. Come on, don’t let it get on your nerves.

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 The Isle of Eigg
RESOURCE 40 9F READING AND VOCABULARY
(Summarising texts)

The Isle of Eigg | Student A

1 Read the article carefully and underline the main points.
2 Summarise your article for Student B. He/She will use your summary to answer some questions.
Check his/her answers.

3 Listen to Student B’s summary of his/her article and answer the questions.
1 What did the Eigg Trust decide to do in 2008?

2 Where does Eigg’s energy come from?

3 How is the energy distributed between residents?

4 Why do people come from around the world to visit Eigg?

Eigg’s remarkable history

Eigg is a tiny island just off Scotland’s west
coast, behind whose modern history lies a very
tragic tale. According to local legend, in 1576 the
MacLeod clan from mainland Scotland visited the
MacDonalds on Eigg, but they mistreated the local
people. As a punishment, the visitors were tied
up in their boats and sent off the island. However,
they were soon rescued by other MacLeods and
returned to take their revenge. The Eigg islanders
hid in a cave, but three days later they were
discovered and killed by the MacLeods. The cave
was later named the Massacre Cave.
Everything was relatively quiet on the island of
Eigg until 1975, when Keith Schellenberg, bought
the island. Schellenberg, an English magnate
who made his money in the motor industry, had
absolute control over everything on the island
thanks to old medieval laws. He drove about in
a 1927 Rolls Royce while the islanders lived in
poverty.
In 1995 Schellenberg sold Eigg to a German
artist, Marlin Eckhard. Eigg’s residents met and
formed a democratically elected ‘government’ –
the Isle of Eigg Heritage Trust. They asked people
to donate funds so they could buy the island for
themselves. Funds came from 10,000 members
of the public, including a mysterious woman
who gave £750,000. Concerts and events took
place all over the world. Finally, in 1997, the
Trust raised £1.5 million and persuaded Eckhard
to sell the island. Over the last twenty years,
Eigg’s population has grown
from sixty-four to more than
100 residents for the first
time in its recent history.

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 The Isle of Eigg
RESOURCE 40 9F READING AND VOCABULARY
(Summarising texts)

The Isle of Eigg | Student B

1 Read the article carefully and underline the main points.
2 Listen to Student A’s summary of his/her article and answer the questions.
1 What is the legend of Eigg and how did the Massacre Cave get its name?

2 Who was Keith Schellenberg?

3 How did he influence Eigg’s history?

4 How did the Eigg islanders buy the island?

3 Now summarise your article for Student A. He/She will use your summary to answer some questions.
Check his/her answers.

Eigg, a world pioneer in sustainable living

In 1997 the residents of Eigg, a twelve-mile To make sure everyone has fair access to power,
square island off the Scottish West Coast, bought each house gets a maximum of 5kW to use at
their island for themselves and became the first one time – the equivalent of running two electro-
community-owned estate in Scotland’s history. domestic items simultaneously. If you use more,
In 2008 the 105 Eigg islanders decided they your electricity goes out. The Isle of Eigg has won
couldn’t afford to pay big electricity companies. many green energy and environment prizes and
They applied for European grants to make the is now world famous as a model for sustainable
transition from costly fossil fuels, such as diesel, energy of the future. People come from as far as
to an electric system which they manage and Alaska and Malawi to learn how Eigg’s unique
maintain themselves. system can help bring electricity to the 1.3 billion
Eigg Electric, the new power system, is powered people in the world who lack regular access.
by three renewable sources, hydro, wind and
solar, integrated into a stable, high-voltage grid.
The cables are underground, so Eigg’s natural
beauty remains intact. Solar panels in Scotland
may seem like a contradiction, but really bright
long days in summer give almost the maximum
energy possible. Four wind turbines take
advantage of Eigg’s winds of up to 100 miles per
hour power and three hydroelectric generators
harness energy from running water, of which
there is plenty in winter.

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 Modal match
RESOURCE 41 10A GRAMMAR AND VOCABULARY
(Modal verbs for speculating about the present)

Modal match | Student A

1 Read sentences 1–8 to Student B. He/She will use the prompts on his/her worksheet to make matching sentences
with must/might/may/could/can’t. Look at the answer key below and check his/her sentences.
1 She speaks Spanish. 5 The witness looks very nervous.
2 Her passport is full of visa stamps. 6 She looks pale.
3 She looks tired. 7 The judge looks thoughtful.
4 She’s replied to my message. 8 The accused is sweating a lot.

Answer key (suggested answers)

1 She speaks Spanish. She must/might/may/could
be Colombian.
2 Her passport is full of visa stamps. She must travel
to a lot of countries.
3 She looks tired. She must/might/may/could work
a lot.
4 She’s replied to my message. She must/might/may/
could be online.
5 The witness looks very nervous. He/She may/might/
could/must be hiding something.
6 She looks pale. She must be exhausted.
7 The judge looks thoughtful. He/She must/might/
may/could be thinking about the verdict.
8 The accused is sweating a lot. He/She must/might/
may/could be guilty.

2 Listen to Student B’s sentences and use the prompts from the box to make matching sentences with must/might/
may/could/can’t.
all be close friends be guilty  be in Spain  be sleeping be very angry
feel confident about the verdict not speak English have a surprise witness

Modal match | Student B

1 Listen to Student A’s sentences and use the prompts from the box to make matching sentences with must/might/
may/could/can’t.
be Colombian be exhausted be guilty  be hiding something be online
be thinking about the verdict travel to a lot of countries work a lot

2 Read sentences 9–16 to Student A. He/She will use the prompts on his/her worksheet to make matching sentences
with must/might/may/could/can’t. Look at the answer key below and check his/her sentences.
9 The suspect says she’s got 500 friends on Facebook. 13 The judge’s face is red.
10 The witness is French. 14 Her eyes are closed.
11 The accused wasn’t in town at the time of the crime. 15 In this photo, they are driving on the left.
12 The police detective has a key witness. 16 The defence lawyer looks confident.

Answer key (suggested answers)

9 The suspect says she’s got 500 friends on
Facebook. They can’t all be close friends.
10 The witness is French. He/She might/may not
speak English.
11 The accused wasn’t in town at the time of the
crime. He/She can’t be guilty.
12 The police detective has a key witness. He/She
must feel confident about the verdict.
13 The judge’s face is red. He/She must/might/may/
could be very angry.
14 Her eyes are closed. She must/might/may/could
be sleeping.
15 In this photo, they are driving on the left. They/
It can’t be in Spain.
16 The defence lawyer looks confident. He/She
might/may/could have a surprise witness.

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 The Hollywood Hills Burglars
RESOURCE 42 10B VOCABULARY (Law and punishment)

The Hollywood Hills Burglars | Student A

Work with Student B. Take turns to ask and answer questions to complete the gaps in the text.
Use the question words in brackets to help you.

When did the Hollywood Hills Burglars burgle the homes of several celebrities? Between 2008 and 2009.

The
HOLLYWOOD HILLS
Burglars
The Hollywood Hills Burglars were a group of eight On 26 August 2009, the gang entered the home of Lindsay
American teenagers from California, USA. They burgled Lohan and stole items valued at 6 (How
the homes of several celebrities 1 between 2008 and 2009 much?). Lee had been completely obsessed with this
(When?) and stole about three million dollars in cash and celebrity. This time, their faces were caught on security
belongings. They planned to burgle over 2 cameras. A witness heard Prugo and Lee talking about the
(How many?) homes, and for a year, celebrities in the Los robberies at a party and detectives arrested the group.
Angeles area were terrified of becoming the next victim. The judge accused the gang of burglary and found them
The group originally consisted of two members, Rachel guilty. There were released on bail, and a year later, Lee was
Lee and Nick Prugo, who went to school together in the given a four-year prison sentence. Prugo was sentenced to
upper-middle-class suburb of Los Angeles. Prugo and Lee 7
(How many?) years in prison.
began their criminal ways by stealing credit cards and While Prugo was being held in custody, he was questioned
cash 3 (Where from?). Lee had been fined for by detectives. He made a statement in which he confessed
shopliing in a cosmetics store. to even more crimes. When Lee was being interrogated by
All their victims were female celebrities. When Lee wanted the detectives, she asked police, 8‘ ?’ (What?)
more money, jewellery or designer label clothes, she would
organise 4 (What?). The first victim was Paris
Hilton. The gang used Twitter to track when their victims
were not at home, and Google Earth to study aerial photos
of celebrity homes to determine how to break into the
mansions. When the gang arrived at Hilton’s, they found her
5
(What?) under her front door’s welcome mat.
She did not realise she had been robbed until about two
million dollars of her money and property went missing.

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 The Hollywood Hills Burglars
RESOURCE 42 10B VOCABULARY (Law and punishment)

The Hollywood Hills Burglars | Student B

Work with Student B. Take turns to ask and answer questions to complete the gaps in the text.
Use the question prompts in brackets to help you.

How much did the Hollywood Hills Burglars steal in cash and belongings? About three million dollars.

The
HOLLYWOOD HILLS
Burglars
The Hollywood Hills Burglars were a group of eight On 26 August 2009, the gang entered the home of Lindsay
American teenagers from California, USA. They burgled the Lohan and stole items valued at around 130,000 dollars. Lee
homes of several celebrities between 2008 and 2009 and had been completely obsessed with this celebrity. This time,
stole 1 about three million dollars (How much?) in cash and their faces were caught on security cameras. A witness heard
belongings. They planned to burgle over fiy homes, and Prugo and Lee talking about the robberies 6
for a year, celebrities in the Los Angeles area were terrified (Where?) and detectives arrested the group.
of becoming the next victim. The judge accused the gang of burglary and found them
The group originally consisted of two members, Rachel Lee guilty. There were released on bail, and a year later, Lee was
and Nick Prugo, who went to school together in the upper- given a 7 (How long?) prison sentence. Prugo
middle-class suburb of 2 (Where?). Prugo and was sentenced to two years in prison.
Lee began their criminal ways by stealing credit cards and While Prugo was being held in custody, he was questioned
cash from expensive cars in their neighbourhood. Lee had by detectives. He made a statement in which he confessed
been fined for 3 (What?) in a cosmetics store. to 8 (What?). When Lee was being interrogated
All their victims were female celebrities. When Lee wanted by the detectives, she asked police, ‘What did Lindsay say?’
more money, jewellery or designer label clothes, she would
organise a burglary. The first victim was Paris Hilton. The
gang used Twitter to track when their victims were not at
home, and Google Earth to study 4 (What?)
to determine how to break into the mansions. When the
gang arrived at Hilton’s, they found her spare key under
her front door’s welcome mat. She did not realise she had
been robbed until about 5 (How much?) of her
money and property went missing.

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 What really happened?
RESOURCE 43 10C GRAMMAR
(Modal verbs for speculating about the past)

Situation cards

Situation
Situation
Your friend Noah was seen in the park yesterday.
Your friend Hannah wasn’t in class yesterday.
He was all wet but it wasn’t raining.
What happened
What happened
She had a dental appointment.
He fell in the lake.

Situation Situation
You call your friend Irene; when she answers Your cousin Dave wasn’t answering his
the phone, she’s crying. phone all day yesterday.

What happened What happened

She’s just watched a sad film. He’d lost his phone.

Situation Situation
Your classmate Kevin missed an Your classmate Lisa isn’t speaking to
important exam yesterday. her best friend, Ian.

What happened What happened

He overslept. He forgot her birthday.

Situation
Situation
It was your birthday last week. Your new
Your new neighbour Mark has broken his leg.
friend Marta didn’t call you.
What happened
What happened
He fell off his bike.
She’s lost your phone number.

Situation Situation
Your classmate Amanda looks very tired today. Your English teacher looks rather upset today.

What happened What happened

She stayed up late last night, revising for a test. The whole class failed the last test.

Situation
Situation
Your friend Emilia left your birthday party
Your friend Paolo was an hour late for class yesterday.
five minutes after she had arrived.
What happened
What happened
He missed his bus to school.
She’d forgotten your present.

Speculation cards

He/She/They/It He/She/They/It He/She/They/It He/She/They/It

must have … could have … may/might have … can’t have …

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 Our voices matter
RESOURCE 44 10F LISTENING AND VOCABULARY
(Audio script: extra activities)

1 4.11 Complete the conversation with the correct forms of the verbs from the box.
access actively campaigner commit a crime complain about elections employment
independence referendum join the army law low turnout make their decision
mature minority opinion polls pay taxes statistics the right to vote vote
voter voting age

Host: Welcome to the show. Today, should sixteen- and seventeen-year-olds in Europe be given the
right to 1 vote in local and general 2 ? Current 3 in the UK suggest only
a 4
of people think so. With us is Polly Brunner a 5 for youth rights
from the organisation All Our Voices. Polly, is there anywhere in Europe where sixteen- and
seventeen-year-olds can vote in their country’s elections?
Polly: Yes, there is. In 2011, Austria became the first EU country where sixteen- and seventeen-year-
olds have 6 in all elections.
Host: And your organisation thinks this 7 should be extended to the rest of Europe?
Polly: Yes, we do. 8
show that lowering 9
has encouraged many young
Austrians to get involved in politics. We believe that sixteen- and seventeen-year-olds across
Europe should have the right to vote in elections that decide their future.
Host: Many people claim that sixteen is not 10 enough to understand important election
issues such as tax, housing and 11 .
Polly: If a country has good schools that give young people the education and the information they
need, then I’d argue that isn’t necessarily true. In fact, better education and 12 to
online information mean young people have the chance to make better informed choices than
previous generations.
Host: We’re taking calls on the issue today and Liam from Liverpool is on the line. Liam, how old
are you?
Liam: Hi, I’m seventeen.
Host: And do you think you should have the right to vote?
Liam: Absolutely. I totally disagree with people who say we aren’t mature enough to understand the
issues. Thanks to our education, we probably know as much as the average adult 13 .
I imagine there are a significant number of over-eighteens who don’t really understand what
they are voting for. For example, surveys show that many adults don’t understand political
issues, even the most basic ones. There are also lots of adults who should vote, but can’t be
bothered and then 14 the government. 15 is a problem that young
people could help solve.
Polly: Yes, well, I must say I agree with Liam’s first point. Research carried out in Scotland
demonstrated that when young people were allowed to vote in the 16 in 2014,
many of them 17 looked for information to help them 18 .
Host: I think many people would agree.
Polly: In the UK, if parents agree, a sixteen-year-old can 19 or get married, and working
sixteen- to eighteen-year-olds have to 20 . Though the system is different to the one
used for adults, a sixteen-year-old can be arrested and taken to court if they 21 . To us
at All Our Voices, these laws suggest that sixteen- and seventeen-year-olds in the UK and across
Europe should also have the right to vote.
Host: Thank you, Polly. We’ll come back to you after a bit of music.

2 Look at the expressions in bold in the conversation. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.

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