OXFORD

Contents
Introduction t o Solutions Third Edition 3
Unit I I ntrod uction 4
Unit 1 G e n e rations 6
Unit2 Lei s u re t i m e 11

Unit3 The h u ma n body 16

Unit4 Home 21
UnitS Tech n o l ogy 27
Unit6 H i g h flyers 32
Unit7 Arti sts 37
UnitS Messages 42
Unit9 J o u r n eys 47
82 Exam Skills Trainer 53
Culture Bank 55
Workbook answer keys and transcripts 61

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Intermediate
Essentials Teacher's Book

Christina de Ia Mare
Katherine Stannett Jeremy Bowell
Tim Falla Paul A Davies

This is a prieview . Limited Version

OXFORD
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ACKNOWLEDGEMENTS

Back cover photograph: Oxford University Press building/David Fisher

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This is a prieview . Limited Version

 A note fro m the a uthors
We lcome to Solutions Third Edition. Teac h e rs' res pon ses
to Solutions and Solutions Second Edition h ave bee n
ove rwh e l m i n g ly pos itive. Solutions Third Edition h a s evo lved,
based o n teac h e r fee d b a c k, w h i l st reta i n i n g the key fea t u res
that tea c h e rs va l u e in the Solutions series:
• e n g a g i n g to pics and texts
• a stro n g foc u s on exa m to pics a n d tas ks
• a clea r structu re, with easy-to-fo l l ow lessons that a l ways
have an a c h ieva b l e outco me
• a fa m i l i a r tea c h i n g a n d l ea rn i ng a pp roach with p l e nty of
extra p ractice materi a l
• a g u ided a n d s u p po rted a p p roach t o spea k i n g a n d
writi n g
I n the cou rse o f exten s ive research ca rried out fo r the n e w
e d i t i o n , w e spoke t o scores o f teac h e rs a n d a s ked t h e m how
we cou l d i m p rove the cou rse.
In response to t h e i r req u ests, we h ave:
• p rovided 1 00% new content
• i n c l uded a Liste n i n g lesson in every u n it which wi l l
d eve l o p you r stude nts' l iste n i n g s ki l l s
i n c l uded a Wo rd S ki l l s lesson i n every u n it w h i c h ex p l o res
• •
the g ra m m a r of key voca b u l a ry and i n c l udes d icti o n a ry­
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based exerc ises
• a d d ressed m ixed a b i l ity, with extra s u p po rt for a l l l eve l s
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a n d s u g gested exte n s i o n a ctivities i n the Tea c h er's G u id e
• i nc reased the a m o u nt o f l a n g ua g e recyc l i n g a n d i n c l u d ed
a Recycle! a ctivity to co n s o l id ate g ra m m a r stude nts h ave
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stu d ied e a r l i e r in the cou rse
• p rovided added flex i b i l ity with a ba n k of C u l t u re lessons
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with s u pporting DVD docu m e nta ry c l i ps at the back of
the Stud e nt's Book and extra a ctivities o n the C l a s s room
P rese ntat i o n Too l
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Solutions Third Edition h a s benefited fro m col l a bo ration
with teac h e rs with exte n s ive ex perience of tea c h i n g a n d
p re p a r i n g stude nts for exa m s . W e wou l d l i ke t o tha n k
Ch risti n a d e I a M a re fo r s h a r i n g h e r expertise i n writi n g the
p roced u ra l n otes i n the Tea c h e r's G u ide.
We a re confi d e n t that the res u lt i s a fo rward-t h i n ki n g a n d
modern cou rse that w i l l p repa re yo u r stu d e nts for the fut u re
a n d p rovi d e you with a l l the s u p po rt that you need. We
h o pe that you a n d yo u r stu d e nts e nj oy u s i n g it!
Tim Falla and Paul A Davies
Jangal.com
The co m pon ents of the cou rse
• Stu d e nt's Book
• Workbook with a u d i o ava i l a b l e o n l i n e
• Stude nt's Book a n d Workbook e-Books
• Tea c h e r's Pac k
- Essentia l s Tea c h e r's Book: a n swer keys a n d a u d i o scri pts
fo r both the Student's Book a n d the Workbook
- Tea c h er's Resou rce Disk: fu l l tea c h i n g n otes,
p h otoco p i a b l e wo rksh eets, DVD worksheets, Twe nty­
fi rst centu ry s ki l l s p rojects, Cou rse Test a u d i o
- Workbook A u d i o
• C l a ss A u d i o COs
• Cou rse Tests
• Cou rse DVD
• C l a s s room Presentation Too l
• Stude nt's a n d Tea c h e r's We bs ites
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(www.ou p.com/elt/te a c h e r/so l utions)
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Solutions Third Edition - new featu res
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New for the Student's Book
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New Listening lesson - with a foc u s on s u b-ski l l s to
d eve l o p stud ents' l iste n i n g s k i l ls. Lesso n s i n c l u d e
strategies, exa m-l i ke p ractice a n d s pea k i n g activities.
• New Word Skills lesson- students learn the g ra m m a r of
key voca b u l a ry in context, i n c l u d i n g wo rd b u i l d i n g a n d
p h ra s a l verbs. Stu d e nts a l s o deve l o p t h e i r d ictiona ry s k i l ls.
• New Culture Bank- nine Cu ltu re lessons l i n ked to the
to pic and l a n g u a g e of the main u n its. These ready-to- use
lessons ca n be used at a ny point i n the cou rse, g ivi n g
tea c h e rs the flexi b i l ity t o c hoose when t o use t h e m .
New for the Workbook
• M o re l i ste n i n g practice.
• Five Exam Skills Trainers a n d two 82 Exam Skills Trainers
p rovid i n g fu rth e r p ra ctice of typica l exa m ta s ks.
• N i ne Unit Reviews to e n c o u ra g e stude nts to refl ect o n
t h e i r p rog ress.
• Five Cumulative Reviews for U n its 1 - 1 , 1-3, 1-5, 1-7 a n d 1-9.
New for the Classroom Presentation Tool
• Opti o n a l lesson openers - a d d ition a l lead-i n a ctivities to
m otivate stude nts a n d recycl e l a n g uage.
• O pti o n a l lesson cl osers - q u iz-style ro u n d - u p activities to
conso l id ate what stude nts have lea rned i n the lesson.
• O pti o n a l ta s k s u p port - for exa m pl e, u sefu l l a n g uage o r
extra ideas t o h e l p stu d e nts co m p l ete c l a s s room tas ks.
Introduction to Oxford Solutions 3
 g et u p to? Did yo u have a good time? I D i d you go on the
Map of resources Lon d o n Eye?
lA Vocabulary For fu rther practice of the past sim ple:
Stu d e n t's Book, page 4; Wo rkbook, page 4 Grammar Bui lder 1.1 page 1 26
IB G ra m m a r 1 1 v i s ited 2 was 3 cou l d 4 sent S stu d i ed
Student's Book, p a g e 5; Wo rkbook, p a g e 5 6 s u n bathed 7 went

IC Vocabulary 2 1 d i d n't visit 2 was n't 3 co u l d n't 4 d i d n't s e n d

S d i d n't s t u d y 6 d i d n't s u n bathe 7 d i d n't g o
Stu d e nt's Book, page 6; Workbook, page 6
P h otoco p i a b le: Voca b u l a ry Review
3 Did y o u do a ny sport d u ri n g the week? Did you have a
big brea kfa st? Did you phone a nybody yesterday? Did
ID G ra m m a r you send a ny texts? Did you buy a nyth i n g last weekend?
Student's Book, p a g e 7; Workbook, p a g e 7
P h otoco p i a b l e : G ra m m a r Review

Classroom Presentation Tool U n it I IE] G rammar

End of u n it Present tense contra st
S h o rt Tests: U n it I

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Exercise 2 � 1 .03 page s

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He forgot they were su pposed to revise together on Satu rday.
Ia Voca bulary Tra nscript

H o l idays
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See Stu d e nt's Book, page 5 .
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Exercise 3 page s
Exercise 2 � 1 .02 page 4
PS sta rts; haven't g ot; don't l i ke; is; ma kes; That's; g ives; don't
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A n n a h a d a m o re e nj oya b l e h o l i d ay.
m i n d ; n eed to do; have; know; That's why; don't remem ber;
Transcript g et back; ca n't; have to h e l p PC a re n't wea ring; Yo u're
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See Stu d e nt's Book, page 4. a l ways fo rgetting; I'm not feel i ng; (What) a re yo u doing;
i s g iving; we're revi sing; I'm g o i n g away; you're a l ways
Exercise 3 page 4 forgetting; a re d ecorating; Th ere a re 7 negative a n d 1
boat t r i p, m u s i c festiva l, t h e m e park interrogative fo rm.
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For further practice of describing visitor attractions: Exercise 4 page s

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Voca bulary Bui lder lA page 1 2 1 a present s i m p l e b present cont i n u o u s c present

conti n u o u s d present s i m p l e e present s i m p l e
1 1 atmospheric 2 bea utifu l 3 bori ng 4 busy
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f present conti n u o u s g present s i m p l e

S chea p 6 crowded 7 d i sappointing 8 expensive
9 h i storic 10 i m p ressive 1 1 peacefu l 12 remote Exercise 5 page s
13 roma ntic 14 specta c u l a r 15 tou risty ( Poss i b l e a n swer)
2 1 c h ea p, ex p e n s ive 2 b u sy, crowd ed, to u ri sty Sentence a expresses a fa ct. Sentence b expresses
3 bori ng, c rowd ed, d i sappointing, expe nsive, tou ri sty a n n oya nce o r j ea l o u sy that t h e person i s a l ways g o i n g
s h o p p i n g w i t h Cat hy.
Exercise 5 page 4
1 a castle 2 a t h e m e park 3 kaya k i n g 4 m o u nta i n Exercise 6 page s
b i k i n g S a b i ke r i d e 6 a n exc u rs i o n 7 a b i ke l i ke, m i n d , need, k n ow, re m e m be r - They describe a state,
8 beach vo l l eyba l l 9 cards 1 0 t h e bea c h n ot an action, a n d they a re u sed in the p resent s i m ple. We
do n ot n o r m a l l y use t h e m in the p resent conti n u o u s .
Exercise 6 page 4
v i s i t a m u se u m , go on a boat t r i p, vi si t a t h e m e park For fu rther practice of dynamic and state verbs:
Grammar Bui lder 1.2 page 1 26
Exercise 7 page 4
1 1 a re (yo u ) g o i n g ; need 2 Do (yo u u s u a l ly) wea r
1 We vis ited the Tower of Lon d o n . . . ; . . . a n d we vis ited
3 d o n't u n d e rsta n d 4 a re (yo u ) s m i l i n g
a theme park a cou ple of t i m es. 2 Yes, it was g reat,
S A re (yo u ) co m i n g ; d o n't l i ke 6 l eaves
tha n ks. I went o n a c ity brea k . . . No, we went to Lo n d o n . . . .
a n d went w i n d s u rfi n g . We went o n a boat trip too. It was 2 1 a works b i s worki n g 2 a a re havi n g b have
too expe nsive. I h u n g out with my frie n d s . We went to a 3 a a m ta k i n g b ta ke 4 a a rrive b i s a rrivi n g
m u s i c festiva l . . . ; Yes, it was OK. 3 But I d i d n't do m u c h . S a a re (yo u ) l i ste n i n g (to) b l i ste n s
W e d i d n't g o away. J u st a s h a m e the h o l i d ays weren't 3 1 tastes 2 a re you l o o k i n g at 3 has
l o n g e r. 4 Did you have a good h o l i d ay? What d i d yo u 4 i s a p pea r i n g S I th i n k 6 I d o n't see

4 Introduction unit

Jangal.com
 Exercise 7 page s
1 a m meet i n g ; Do you want 2 wa l k; a re g o i n g 3 l ove;
In] G rammar
cost 4 d o n't wa nt; is ra i n i n g S A re you enjoy i n g ; d o
Articl es, will a n d going to
yo u prefe r 6 d o n't bel i eve; i s a l ways i nventi n g 7 a re
you l a u g h i n g; d o n't u n d e rsta n d 8 a m catc h i n g ; a rrives Exercise 3 � 1 .06 page ?
1 the 2 a 3 the 4 - S the 6 the 7 a 8 the

II!JI Vocabulary 9 an 1 0 the 11 - 1 2 the

To by a n d Lea h a re g o i n g cyc l i n g o n S u n d a y afte r n o o n .

Adjectives Transcript
leah What a re you up to at the wee ke n d , Toby?
Exercise 2 � 1 .04 page 6 Toby I'm g o i n g to go fo r a b i ke ride o n Satu rd ay. Do you
H e's terrified beca use he now has to s i n g a song on h i s own . fa ncy com i n g too?
Transcript l I ca n't, I'm afra i d . I'm g o i n g to h e l p my dad with some

See Stu d e nt's Book, p a g e 6. g a rd e n i n g . We're going to d o some work for a neig h b o u r.
T That does n't s o u n d l i ke the best way to s p e n d yo u r
Exercise 3 page 6 wee ke n d . G a rde n i n g is h a rd work! A n d accord i n g to the
a nx i o u s, exc ited, fri g htened, terrified, u pset fo reca st, the weath e r is n't going to be good.
l I know. But t h e neig h b o u r is going to pay u s fo r it. And my
Exercise 5 � 1 .05 page 6 d a d 's a g a rd e n e r so h e's got a l l the r i g h t too ls.
1 envious 2 confu sed 3 re l i eved 4 e m ba rra ssed T Rea l ly? I ' l l come and h e l p yo u . I m e a n , if that's O K with you
S suspicious 6 excited a n d you r dad . . .
Tra nscri pt l S u re. We' l l s h a re the m o n ey with you : £ 1 0 a n h o u r. But
Speaker 1 Ooh, that's a rea l ly n ice p h o n e . Is it new? Yes, it's what a bout t h e b i ke ride?

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the l atest model, is n't it? I wish I h a d o n e l i ke th at. O n e day, T I'l l g o o n S u nday i n stead. Th e weat h e r wi l l p ro b a b l y be
bette r t h e n . Do you wa nt to come?

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m aybe . . . if I w i n the l otte ry.
Speaker 2 H a n g o n , t h i s does n't m a ke s e n se. Tom said h e L Yes, p l ease. I l ove b i ke rides. But l et's go i n t h e after n oo n .
I ' l l be exha u sted w h e n I wa ke u p l
wa s wa iti n g for m e at the cafe. Now I'm at t h e cafe a n d h e's
se n d i n g me messages sayi n g 'wh e re a re you r A n d t h e re's
at
Exercise 4 page 7
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o n l y o n e cafe i n t h i s pa rt of town . It's a l l very stra nge.
1 a/a n 2 the 3 the 4 a/a n S no a rt i c l e 6 a/a n
Speaker 3 Here's my passport! It was i n my jacket pocket a l l
7 the 8 the
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along! I thoug ht I'd lost it. Now I remember, I p u t i t i n m y pocket

as I was leavi ng the pla ne. Phewl l was so worried for a while.
Exercise 5 page 7
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Speaker 4 Hey, Tom l Come over here a m i n ute a n d h e l p me

1 a; t h e 2 -; a; the; a n 3 -; a 4 A ; a ; -; the; t h e
with this. Oh, I'm so sorry. I thought you were somebody el se.
S a n ; the; a n 6 a; the
He looks a bit l i ke you. I mea n, from beh i n d . Sorry, madam. My
fa u lt. S i l ly mista ke. For fu rther practice of a rticles:
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Speaker S I t h i n k some body's been u s i n g my phone. Loo k - it

Grammar Builder 1.3 page 1 27
says 'incorrect password : But I haven't entered the password
ng

yet. Somebody else ente red o n e a n d it was i n correct. H m m . 1 so we had d i n ne r i n ... The resta u ra nt was q u ite
...

But w h o ? W h o w a s i n this roo m w h i l e I w a s i n the kitc h e n ? expensive - the water was a bout £5 _g bottle . . . the
Speaker 6 It's m y birthday tomorrow. I ca n't wait! I ' m having a
food was fa ntastic! For m e, the best pa rt . . . a n d h e's _g_
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chef so he knows . . . My brother ordered stea k beca u se

big mea l with a l l my friends. We're going to a Mexica n resta u ra nt
he hates fish .. . l eave the resta u ra nt u ntil 11 :30 at n ight.
in town. We went there last yea r too. It was such a l a u g h !

Exercise 7 page 6 Exercise 6 page 7

fri e n d l y, p u n ct u a l , confi d e nt, brave a 1 : . . . the weather isn't going to be good. 2: The weather
will proba bly be better . . . I'll be exha u sted . . . b 1 : I 'm
Exercise 8 page 6
going to go for a b i ke ride . . . I 'm going to h e l p my dad . . .
1 a m using 2 a m azi n g 3 e m ba rrassed 4 m ovi n g
We're going to d o some work . . . the neighbour i s going to
S s u rpri sed 6 bored 7 a n n oyi n g
pay us . . . 2: We'l l share the money . . . I ' l l go on S u nday . . .
c I ' l l come a n d help you.
Exercise 9 page 6

fl ex i b l e - i nflex i b l e; h o nest - d i s h o nest; k i n d - u n ki n d ; l oya l Exercise 7 page 7

- d i s l oya l ; o rg a n ised - d i s o rg a n ised; patient - i m patient;
re l i a b l e - u n re l i a b l e; sens itive - i n sen sitive
For fu rther practice of adjective endi ngs:
Vocabulary B u i lder IC page 1 2 1
4 1 mea n i n gfu l 2 hopeless 3 mea n i ng less
4 s n owy S d r i n ka b l e 6 affo rd a b l e 7 adventurous
8 mounta i nous 9 i m p ress ive 1 0 s u p portive
5 1 co u rageous; s u p po rtive 2 mou nta i n o u s;
d a ng e ro u s 3 frie n d ly; l i keabl e 4 wo n d e rfu l ;
watc h a b l e S s n owy; haza rd o u s 6 h e l pfu l; careless
1 i s n't g o i n g to sto p (a)
2 a re g o i n g to s p e n d (b), ' I I have
(a) 3 'm g o i n g to d rop (a), ' I I ta ke (c) 4 'm g o i n g to
go (b), won't be (c) S Are you g o i n g to i nvite (b), won't
come (a)
For fu rther practice of will and going to:
Grammar Bui lder 1 .4 page 1 27
1 1 ' I I buy 2 ' I I h ave 3 'm g o i n g to have
4 'm g o i n g to d o S A re (yo u ) g o i n g t o revise
6 'm going to g o 7 'm g o i n g t o m eet 8 ' I I get
9 ' I I g ive 10 i s n't g o i n g to be I won't be

I ntroduction unit S

This is a prieview . Limited Version

 Exercise 3 page s
Map of resources
( Poss i b l e a n swers)
1 A Vocab ulary In p i ctu re A, she i s an i nfa nt. In p i ctu re B, she i s a tod d l e r.
Stu d ent's Book, pages 8-9; Wo rkbook, page 8 I n p i c t u re C, s h e is a yo u n g c h i l d . I n p i ctu re D, s h e is a
tee n a g e r. I n p i ctu re E, s h e is i n h e r twe nties. I n p i ctu re F,
P h otoco pia b le: 1 A (Ag es a n d sta ges)
s h e is m i d d le-aged. I n p i ctu re G, s h e is e l d e rly. I n p i ctu re
1 8 Gram mar H, s h e i s a cente n a r i a n .
Student's Book, page 1 0; Workbook, page 9
Exercise 4 page s
P h otoco p i a b l e : 1 B (Past te nse contra st)
(Pos s i b l e a n swers)
1 C Listening A be born; be bro u g ht up (by); g o to u n ivers ity; g row u p;
Stu d ent's Book, p a g e 1 1 ; Workbook, page 1 0 l e a r n to d ri ve; l eave h o m e; l eave school; sta rt school
8 buy a h o u se o r fl at; g et e n g a g ed ; g et m a rried; g et yo u r
1 0 Gra m mar fi rst job; sett l e down; s p l it u p; sta rt a fa m i ly
Student's Book, page 1 2; Workbook, page 1 1 ( g et d ivorced; have a c h a n g e of ca reer; i n herit ( m o n ey, a
P h otoco p i a b l e : 1 D (used to) h o u se, etc.); sta rt a b u s i ness
D beco m e a g ra n d p a re nt; ret i re
1 E Word Skills E e m i g rate; fa l l i n l ove; m ove h o u se; pass away
Student's Book, page 1 3; Wo rkbook, page 1 2

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Exercise 5 � 1 .08 page 9
1 F Reading

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1 a 2 c 3 c 4 c
Student's Book, pages 1 4- 1 5; Workbook, p a g e 1 3
Tra nscript
1 G Speaking
Student's Book, page 1 6; Workbook, page 1 4
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1 My n a m e's B i l a l and I l ive in Bradford in the north of E n g l a n d .
Both sets o f my g ra n d pa rents e m i g rated from Pa kista n i n the
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1 960s, j u st before my pa rents were born. My dad worked on
1 H Writing
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the buses a n d my mum stayed at home a n d b rought u p the

Stu d e nt's Book, p a g e 1 7; Workbook, p a g e 1 5 fa m i l y. Dad wou ld l i ke a change of ca reer but it's a bit late for
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Culture 1 h i m now to change jobs. I t h i n k he's j u st looking forwa rd to

Stu d ent's Book, page 1 1 2 reti ring. I've got a sister who's 25. She d i d n't leave home u ntil
last s u m mer, when she got ma rried. My dad wa nts me to go
DVD a n d DVD wo rksh eet: U n it 1
to u n iversity i n B i r m i n g h a m a n d study law. But I th i n k I'd l i ke
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Classroom Presentation Tool U n it 1 to sta rt my own busi ness, creati ng com p uter ga mes.
2 Boy Te l l me a bit a bout yo u r backg ro u n d , Sa n d ra .
ng

End of u n it
Girl We l l, I g rew u p i n t h e vi l l age w h e re my fa m i ly h a s
U n it Review: Wo rkbook, pages 1 6- 1 7 l ived fo r g e n e rations. My g reat-g reat- g ra n d a d moved h e re
P h otoco p i a b l e : G ra m m a r Review
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fro m B i r m i n g h a m i n t h e 1 930s, looki n g fo r work.

P h otoco p i a b l e: Voca b u l a ry Review 8 What kind of work did he fi n d ?
Exa m S ki l l s Tra i n e r 1 : Stu d e nt's Book, pages 1 8- 1 9 G He fo u n d a job o n a fa rm, j u st outside t h e vi l l age. H e
settled down, m a rried a l oca l g i r l a n d sta rted a fa m i ly.
C u m u l ative Review 1 - 1 : Workbook, pages 1 1 2- 1 1 3
They wo rked i n c re d i b l y h a rd a n d ove r the yea rs they
Prog ress Test a n d S h o rt Tests: U n it 1
m a n aged to save q u ite a bit of m o ney a n d eventu a l l y
b o u g h t a s m a l l fa r m h o u se with s o m e l a n d .
ll.J Vocabulary 8 And does yo u r fa m i ly sti l l own t h a t l a n d ?
G Yes, it does. My g reat-g reat-g ra n d pa re nts h a d a s o n .
W h e n h e g ot ma rried, h e b o u g h t m o re l a n d a n d n o w t h e
Ages a n d stages
fa rm is q u ite b i g . I do n't h ave a ny b rot h e rs o r s i sters so o n e
Exercise 1 page B day I ' l l i n he rit it a n d kee p it ru n n i n g .
3 My m u m met my dad w h i l e s h e w a s on hol iday i n Fra n ce.
a human being
S he's B ritish a n d he's Fre n c h . They fel l in l ove, got engaged
Exercise 2 � 1 .07 page s after a week a n d we re ma rried a month later. And then
See tra n s c r i pt. I was born! They na med me C h a r l otte a s it's both a n E n g l ish
a n d a French na me. Anyway, u nfortu n ately the ma rriage
Transcript
d i d n't l a st. They s p l it u p when I was j u st a tod d l e r a n d got
1 be an i nfa nt 6 be i n you r twe nties
d ivorced a few months later. I was b ro u g ht u p by my m u m
2 be a tod d l e r 7 be m i d d le-aged
after s h e moved back t o t h e U K. I t was tou g h for h e r being
3 be a you n g c h i l d 8 be e l d e rly
a single pa rent. But she went to u n iversity, got a degree a n d
4 b e i n you r teen s 9 be a cente n a r i a n
t h e n beca me a teacher. She met m y step-dad at u n iversity
5 b e a n a d u lt
a n d they've bee n ma rried for a bout 1 0 yea rs.

6 Unit 1

This is a prieview . Limited Version

 4 My n a me's Ca l l u m. My m u m's pa rents we re fro m poor
For further practice of past tense contrast:
working-class fa m i l ies i n Glasgow. They left school at
Gra m mar Bui lder 1 .1 page 128
sixteen and d i d n't go to u n iversity. But they sta rted
a successfu l busi ness a n d d i d n't retire until they were i n 1 had; was l ea r n i n g 2 g ot; was l iv i n g
thei r seventies. M y m u m i n he rited q u ite a b i t o f money 3 wa s ra i n i n g ; d e c i d e d 4 we re (yo u ) d o i n g ; s a w
when they passed away, but s h e d i d n't wa nt to work in the 5 d i d n't h e a r; was l i sten i n g 6 b ro ke; was s k i i n g
fa m i ly busi ness a n d sold it. S h e moved south a n d settled 7 w a s worki n g ; m et 8 weren't l i ste n i n g ; a s ked
down i n Liverpool. S h e got ma rried and took a n office job. 2 1 had a l ready got engaged; emigrated 2 cou l d n't
But she soon wa nted a c h a n g e of ca reer. I t h i n k s h e was fed buy; had forgotten 3 was; had split up 4 had
u p with the cold, wet weather too, beca use she persuaded sta rted I sta rted; l eft 5 had i n herited I i n h e rited;
my dad to e m i g rate to Austra l ia when I was two. I 'd love bought 6 retired; had become 7 had settled down I
to visit G l a sgow a n d Liverpool one day a n d see where my settled d own; decided 8 had spent I spent; went
m u m a n d her pa rents l ived before e m i g rati ng.
3 1 a 2 b 3 a 4 b 5 a 6 a
For practice of noun pl ura l forms:
Voca bu lary Bui lder 1 A page 1 2 1 Exercise 6 page 1 0
1 was 2 wrote 3 l eft 4 g ot 5 w a s worki n g 6 m et
1 1 - s , a n cestors 2 - e s , boxes, b u ses, l u n c hes, k i sses, 7 h a d been 8 reti red 9 d i d n't stop 10 beca m e
wishes 3 -es o r -s, v i d eos I potatoes 4 -s, toys
1 1 d i e d 12 had l ived 13 said
5 - i es, cou ntries 6 -ves, k n ives
Exercise 8 page 1 0

Exercise 6 � 1 .08 page 9 ( Poss i b l e a n swer)

1 e m i g rated 2 d i d n't leave; g ot 3 g rew u p 4 b o u g h t She wa s born in 1 934 in Fra n ce. At the age of 1 7, she l eft
school a n d g ot a job i n a l a rg e department store. Whi l e she

n
5 fe l l ; g ot 6 w a s ; m oved 7 l eft; d i d n't g o 8 sta rted;
d i d n't ret i re was l iving i n Pa ris, she met my g ra ndfather. She got ma rried

io
in 1 960.
Tra nscript
See exerc i s e 5 . at
[[i Listening
ic
Di] Gra m mar Fa m i ly ten sions
bl

Past tense contrast Exerc ise 1 page 1 1

Pu

( Poss i b l e a n swer)
Exercise 2 page 1 0
I t a l l ows pa rents to lock their c h i l d ren's phones at times
She's 1 22 years o l d . She had the longest l ifespan i n t h e world.
when they should be doing other things s u c h a s studyi n g .
S o m e c h i l d re n m i g ht n e e d t h i s a p p beca use they s p e n d too
al

Exercise 3 page 10
1 past s i m p l e 2 past conti n u o u s 3 past s i m p l e
m u c h time o n t h e i r phones i n stead of d o i n g other t h i ngs.
ng

4 past conti n u o u s 5 p a s t pe rfect

Exercise 3 page 1 1
a .. she m a rried Fern a n d Ca l m ent a n d then g ave b i rt h . . .
. positive ca l m, com p l i m e nta ry, enth u s i a stic, g ratefu l,
Ja

b . . . t h e U S a rmy was sti l l fi g ht i n g N ative America n s a n d n o sta l g ic, o pti m i st i c, sym pathetic
A l exa n d e r B e l l w a s work i n g o n a n e w i nve nti on . . . negative a cc u s i n g, a g g ressive, a rrog a nt, bitter, m i se ra b l e,
c Wh i l e s h e wa s s e rv i n g i n t h e s h o p i n 1 888, s h e m et . . . n o sta l g ic, pess i m i st i c, s a rcastic, u rg e n t
d . . . who had come i n to buy pen c i l s. Yvon n e had had a son,
but both she and her son had d ied m a ny years earlier. Exercise 4 � 1 .09 page 1 1
1 pes s i m i st i c 2 a g g ress ive 3 com p l i m e nta ry
Exercise 4 page 1 0 4 sympathetic S g ratefu l 6 u rg e n t
When Tom l eft school, he learned t o d rive. = Fi rst Tom l eft
Tra nscri pt
school, then learned to d rive. When Tom l eft school, he was
Speaker 1 We've g ot a big fa m i ly d i n n e r to n i g ht. I expect
learning to d rive. = Tom left school d u ri n g the period when he
t h e re'l l be an a rg u me nt. Th e re u s u a l l y is. That's why I hate
was l earning to d rive. When Tom left school, he had learned to
these d i n ne rs. They a l ways e n d b a d l y
d rive. = When Tom left school, he a l ready knew how to d rive.
Speaker 2 Hey! G e t o u t o f my chair' I wa nt t o s i t there. I ca n't see

Exercise 5 page 1 0
1 moved; w a s g rowi n g u p
3 l eft; went; stu d ied 4 were (yo u ) l iv i n g ; got
5 g ot; had fa l l e n ; we re worki n g
the TV if I sit on this side of the ta ble, can I? Come on, h u rry up!
Speaker 3 Yo u're l o o k i n g we l l . I s that a new s h i rt? It's very
2 had learned I learned; bought
n i ce. I l ove the colo u r - it rea l ly s u its you .
Speaker 4 I ' m so sorry y o u d i d n't p a s s you r test. Yo u m u st
6 wa nted; e m i g rated
be very d i sappoi nted. But do n't worry, you c a n ta ke it a g a i n
n ext m o n t h - a n d I ' m s u re you ' l l p a s s it t h e n .
Speaker 5 Th a n k yo u so m u c h fo r i nviti n g me ro u n d fo r
d i n n e r. I was g o i n g to buy some c h i ps from the ta keaway,
but t h i s is m uc h n icer - a n d h e a l t h i e r too. Tha n ks !

Unit 1 7

This is a prieview . Limited Version

 Speaker 6 The match is g o i n g to sta rt i n five m i n utes. We Exercise 4 � 1 .13 page 1 2
need to fi n i s h eat i n g a n d go i nto t h e l iv i n g room . Qu ick! 1 u sed to l ive 2 Did (yo u) use to go 3 d i d n't use to pay
We do n't wa nt to m iss t h e sta rt. Come o n ! 4 d i d n't use to have S u sed to wa it 6 used to do
7 u sed to be
Exercise 5 � 1 .1 0 page 1 1
Tra nscript
Tra nscript Mum I used to l ive opposite the Pa lace Cinema when I was ten .
See Stu d e nt's Book, page 1 1 . Al ice Did y o u use t o go t h e re ofte n ?
M Yes. B u t w e d i d n't u s e t o pay. I t was n't o u r fa u lt - w e d i d n't
Exercise 6 � 1 .1 1 page 1 1
use to h ave a ny m o n ey fo r tickets.
S pea ker 1 : b; S pea ker 2 : c; Spea ker 3 :a ; Spea ker 4: d
A So h ow d i d yo u get i n 7
Tra nscript M We used t o wait outside t h e fi re exit a n d r u n i n w h e n
Speaker 1 We a l l know what it's l i ke to a rgue with our fa m i ly. somebody o p e n e d it!
It's j u st pa rt of l ife, isn't it7 Wel l, not necessa ri ly. Sometimes, A I ca n't bel ieve you used to d o that! You're a l ways tel l i n g
fa m i ly a rg u ments ca n become a ha bit . . . a ha bit that is ha rmfu l me h ow i m porta nt it is to be h o nest!
a n d u psetting for t h e people involved. O u r th ree-week cou rse M We l l, yes. I used to be very n a u g hty, but I g rew out of it
wi l l teach you some simple tricks a n d techniq ues for brea king
that habit. Do the cou rse on you r own or better sti l l, persuade For fu rther practice of used to:
other mem bers of you r fa m i l y to come along with you. Grammar Bui lder 1 .2 page 1 29
Speaker 2 When I was you n g e r, I h a d a l ot of a rg u me nts with
1 used to have 2 u sed to be 3 u sed to l i ke
my pa rents . . . and with my s i ster too. I won a few of t h e m , 4 d i d n't u s e to i nvite S d i d n't use to go
6 used
but m ostly I l ost. Then I rea l ised what I was d o i n g wro n g : to l i sten 7 did yo u u s e to l i sten 8 u sed to e njoy
I was n't p repa r i n g for the a rg u m e nts. So I sta rted treati n g 9 Did you u s e to g o 10 used to ta ke
t h e m m o re l i ke exa ms. I a ctu a l ly sta rted revi s i n g for m y

n
fa m i l y a rg u m e nts! I p repa red a l l my rea s o n s, my exa m p les. 2 1 use to l ive 2 u sed to cost 3 d i d n't use to play

io
Yo u rea l ly s h o u l d ta ke the same a p p roach - it wo rks l i ke 4 d i d n't u s e to sel l 5 u sed to g o 6 u sed to d ri n k

m a g i c ! Now I h a rd ly eve r lose a n a rg u ment at home. 7 u sed t o cook 8 d i d n't u s e t o w i n

Speaker 3 H i , Poppy, it's me. Loo k, t h i s fa m i ly mea l is on
S u n day . . . that's this S u nday. Mum a n d Dad wi l l be there,
at
Exerc ise 5 page 1 2
ic
a n d so wi l l G ra ndad. I'm not s u re a bout U ncle J o h n . But then, 1 u sed t o l ive 2 u sed to be 3 d i d n't use to eat
we've never been s u re a bout U ncle John. Anyway, I rea l ly need 4 u sed to l i ke 5 u sed to e nj oy 6 u sed to sp e n d
bl

to know that you're going to be there. Without you, it m i g ht 7 d i d n't u s e to spea k 8 d i d n't use to h ave
be a d isaster. You know how G randad a l ways tries to sta rt a n
Pu

a rg u ment w h e n we're out. He's m u c h better w h e n you're there. Exercise 6 � 1 .1 4 page 1 2

So g ive me a ca l l a n d tel l me you're coming. Please! 1 be u sed to 2 u sed to 3 g et used to 4 u sed to; be
Speaker 4 I left home when I was seve nteen after an a rg u ment u sed to 5 be u sed to 6 used to 7 used to; get used to
al

with my pa rents, a n d to be h o nest, it was the best t h i n g Tra nscript

t h a t ha ppened t o m e . I had t o g row u p q u ickly! A t n i n etee n, 1 My g ra n d m a is used to l iv i n g o n h e r own .
ng

I sta rted my own b u s i n ess. N ow I l ive i n a £5-m i l l ion h o u se 2 We u s e d t o l ive i n a n e n o r m o u s h o u se.

i n London a n d r u n a busi ness with m o re than a thousand 3 These new s h oes fee l stra n g e, but I ' l l g et used to t h e m .
e m p l oyees. That fa m i ly a rg u ment g ave me the p u s h I needed. 4 I u s e d t o h ate t h i s fl at, but I'm u s e d to it n ow.
Ja

Of cou rse, I've got a lot of ta lent tool 5 I fou n d t h e job rea l ly d iffic u l t at fi rst. I wa s n't used to
wor k i n g so h a rd !
Exercise 7 � 1 .1 1 page 1 1
6 D i d y o u u s e t o wea r g l a sses?
Spea ker 1 : C; Spea ker 2 : A; Speaker 3 : D; Spea ke r 4: B
7 I d i d n't use to e njoy wa l ki n g to work, but I g ot used to it.
Transcript
See exe rc i s e 6.
m Word Skills
D!J Gra m mar P h rasal verbs (1)

used to Exercise 1 page 1 3

( Poss i b l e a n swer)
Exercise 1 IS> 1 .1 2 page 1 2 H e l ives his l ife in reve rse: h e i s born old a n d d i es a ba by.
n osta l g i c
Exercise 2 page 1 3
Tra nscript
1 g ets o n w i t h 2 wa l ks out o n 3 g o t h ro u g h with
See Stude nt's Book, page 1 2 .
4 l ives u p to 5 r u n out of 6 s i g n s up fo r 7 catc hes
Exercise 2 page 1 2 up with 8 fits i n with 9 put u p with
affirmative Yo u u sed to h ave g reat h a i r! I used to s p e n d
Exercise 3 page 13
a g e s g ett i n g it j u st rig ht. A n d I used to s h a re c l othes w i t h
1 one 2 two 3 tra n s itive 4 afte r
my b rother. I u sed t o d o that too.
negative I d i d n't use to have m u c h m o n ey.
interrogative Did you use to spend a l ot of money on them?

8 Un it 1

This is a prieview . Limited Version

 Exercise 4 page 1 3
look u p t o sea rc h fo r i nfo rmation i n a book look up to to
IE Spea ki ng
respect a n d a d m i re somebody get away to s u cceed i n
Role-p lay
l eavi n g o resca p i n g fro m somebody o ra place
get away with to do someth i n g bad a n d n ot be p u n ished fo r Exercise 2 page 1 6
it make up to i nvent someth i n g, often somet h i n g that i s ( Poss i b l e a n swers)
not t r u e make up for t o d o someth i n g that corrects a b a d getting to know you r exchange student d o i n g h o b b i e s toget h e r
situation g e t u p to g et out of bed g e t u p t o to be b u sy usefu l things to take with you ca rryi n g a d i ctio n a ry
with somet h i ng, especia l ly someth i n g sec ret or bad going to school in England eat i n g i n t h e ca ntee n , wea r i n g a
go in to ente r go i n for to d o or have someth i n g a s a hobby u n iform
o ri nterest go back to retu rn to a p l a ce go back on to advice about staying with a n English family kee p i n g yo u r roo m
brea k a pro m i se, a n a g reeme nt, etc. tidy, h e l p i n g with h o u sewo rk

Exercise 5 page 1 3
Exercise 3 � 1 .1 6 page 1 6
1 m a ke u p fo r 2 g o i n fo r 3 l o o ked u p 4 go back on S h e d i sc u s ses a l l t h e topics. S h e m e n t i o n s d o i n g h o b b i e s
5 g et u p t o 6 m a ke u p toget h e r, eati n g i n t h e ca nteen a n d wea ri n g a u n ifo r m .

For further practice of phrasa l verbs: Tra nscript

Voca bu lary Builder 1 E page 1 2 1 Boy So, d i d you h ave a good t i m e in E n g l a n d ?
Girl I t w a s g reat. I stayed with a rea l ly n ice fa m i ly. A n d I g ot
3 1 b 2 b 3 a 4 a 5 b 6 b
to know my exc h a n g e student q u ite we l l .
8 D i d you s p e n d a l ot o f t i m e tog eth e r?
Exercise 6 page 1 3 G Yes, we d i d . We h a d s i m i l a r h o b b ies. For exa m p le, we both
1 W h i c h fa m o u s peo p l e d o yo u l o o k u p to? l i ked p l a y i n g basketba l l, so we did that every wee ke n d . It

n
2 Which spo rts o r g a mes d o you g o in fo r? was g ood fu nt

io
3 What d i d you g et up to l a st weeke n d ? 8 I hope I g et o n we l l with my exc h a n g e stu d e nt. I'm g o i n g
4 What k i n d o f behaviour is t h e most d ifficult t o p u t u p with? t o stay w i t h h i m n ext te r m .
5 What kind of peo p l e d o yo u fi n d it easi est to get o n with? at
G Yo u o u g h t t o fi nd out a bout h i s h o b b ies. I th i n k you
s h o u l d send h i m an e m a i l .
ic
D) Read ing 8 Yes, that's a g ood i d e a . Maybe h e l i kes te n n is. I p l ay te n n i s
a l ot.
bl

G We l l , d o n't fo rg et to ta ke yo u r te n n i s rac ket with you . And

Ado l esce n ce a nyt h i n g e l s e you need fo r yo u r h o b bies.
Pu

8 Do yo u th i n k I s h o u l d ta ke some food fro m home with

Exercise 2 page 1 5
me? I'm worried that I'm g o i n g to miss it!
c
G N o, I d o n't th i n k you s h o u l d d o that. It's easy to buy a l l
al

Exercise 3 page 1 S kind s o f food i n t h e s u pe r m a rkets i n E n g l a n d .

A Li n ks to 'they h ave lost' :. . . b u t t h ey a re p roba bly 8 What's E n g l i s h food l i ke?
ng

fee l i n g a sense of loss . . . G I t 's OK. At school, we had l u nc h i n t h e ca nteen every d ay.
8 Ext ra sentence (does n ot l i n k to a ny h i g h l i g hted wo rd s) The food was q u ite good.
8 What was t h e school l i ke7
Ja

C L i n ks to 'made d e c i s i o n s' and 'te l l i n g you to' :. . . d e c i d e

t h i n g s fo ryo u rself . . . d o n't want t o be told what to
do . . .
D L i n ks to 'physica l c h a n ge' a n d 'e moti o n a l c h a n ges' :. . .
body c h a n g e s . . . t h i n k a n d fee l d ifferently . . .
E Extra sente n ce (does n ot l i n k to a ny h i g h l i g hted word s)
F L i n ks to 'o p i n i o n s' and 'idea l i stic' :. . . d eve l o p i n g yo u r
G I t was q u ite a s ma l l school. I was t h e o n l y exc h a n g e
stu dent t h e re. And eve rybody n oticed m e , beca use I was n't
wea r i n g a u n ifo r m ! But t h ey were rea l l y friend ly. And the
lessons were i nteresting, but t h ey we re a l l i n E n g l i s h , of
cou rse. I h a d to concentrate rea l ly h a rd.
8 That sou n d s tiring.

own vi ews . . . you r own s e n s e o f r i g h t a n d wro n g . . . G Yes, it was. But you get used to it. Do n't worryt
G L i n ks to ' i n t h e c o m p a n y of' a n d 'p rivacy' :. . . to s p e n d 8 H ave you got a ny oth e r advice fo r m e ?
m o re t i m e o n you ro w n . G Yes. You o u g ht t o ta ke a p resent fo r t h e p a rents.
8 O h , OK. What s h o u l d I buy for them 7
Exercise 4 page 1 5 G J u st someth i n g s m a l l . . . somet h i n g fo r t h e h o u se.
1 D 2 G 3 C 4 F 5 A 8 OK. Good.
G And re m e m be r to say 'pl ease' and 'th a n k you' when yo u're
Exercise 5 page 1 5
stay i n g with t h e m . The E n g l i s h a re very pol ite!
1 a d o l esce n ce; a d o l escent 2 d e p e n d e n ce; d e p e n d e n t 8 G reat. Th a n ks fo r the advice!
3 freed o m ; free 4 emotion; e m ot i o n a l 5 p rivacy;
p rivate 6 i d e a l ; i d ea l I i d ea l i st i c 7 i m pa t i e n ce; Exercise 5 � 1 .1 6 page 1 6
i m patient 8 co n ce rn ; conce rn e d 9 safety; safe 1 o u g ht t o fi n d out
1 0 i rrita nt I i r ritati o n ; i rritated I i rritati n g 1 1 c ritic I 2 th i n k yo u s h o u l d s e n d
c r i t i c i s m ; c ritica l 1 2 d i st ru st; d i stru stfu l 3 Do yo u t h i n k I s h o u l d ta ke; d o n't t h i n k yo u s h o u l d d o
4 o u g h t to ta ke
5 s h o u l d I buy

Unit 1 9

Jangal.com
 Transcript last m i n ute. After that my m u m and dad went mad every
See exerc i s e 3 . time I got nea r the water. And when my a u nt tried to ta ke me
for swi m m ing lessons, there was a terrible a rg u ment. So for

ICl Writing 2
me, swi m m ing and trou ble a re pretty much the same thing.
Of cou rse it's normal for yo u n g fri e n d s to fa l l out. A frie n d
may p ro m ise to do someth i n g a n d t h e n g o back on
A m essag e their wo rd . O r pe rh aps yo u've decided a new friend i s
t h e g reatest person eve r, then they do n't l ive u p t o yo u r
Exercise 1 page 1 7
expectations. The truth is that a d u lts l e a r n to p u t u p with
( Poss i b l e a n swers)
d i s a p poi ntme nts l i ke th ese, but you n g peo p l e have n't yet
to practise t h e i r E n g l i s h , to l e a r n a bout l ife in oth e r
learned that frie n d s h i ps go t h ro u g h d iffic u l t ti mes.
cou ntries, t o have s o m e o n e t o vi si t i n t h e futu re
3 Of cou rse you get older customers who've had the same
Exercise 2 page 1 7 h a i rstyle s i n ce their twenties, a n d they j u st ca n't see that it
i nfo rmation a bo u t yo u , yo u r fa m i l y a n d w h y yo u a re ma kes them look old-fa s h ioned now. Maybe doing their h a i r
l o o k i n g fo r a penfr i e n d l i ke that used t o m a ke t h e m feel styl ish � beca use everyo ne
was wea ring it that way at the time. But even when they're
Exercise 3 page 1 7 m i d d l e-aged or retired, you can enco u rage these customers
Yes. H e a s ks fo r i nfo rmation a bo u t N ewca stle a n d what it's to change a bit. Show them pictu res of a s i m i l a r modern
l i ke l iv i n g t h e re. h a i rstyle i n a fashion magazi ne, or rea rra n g e their h a i r in
front of the m i rror� then tel l them how g reat it loo ks!
Exercise 4 page 17 4 Man I 've noticed you a l ways h ave a u d i o books in yo u r c a r.
Ad a m : Co u l d yo u p l ea s e . . . ? You m u st rea l ly enj oy l iste n i n g to stories w h i l e you d rive.
Dom i n i k: Wo u l d you m i n d (+ -ing fo r m ) ? Woman I do. Actual ly, I t h i n k it comes from when I was a

n
child. My dad used to read to me every n ig ht before I went to
Exercise 5 page 1 7

io
sleep, so I con nect it with a rea l ly happy a n d peacefu l time.
( Po ss i b l e a n swers)
M H m m . Pe r h a ps t h at's why I fi n d it d iffi c u l t to l i sten
Wo u l d it be poss i b l e fo r you to d escribe yo u r e a r l i est
m e m o ry? Cou l d yo u p l e a s e d e s c r i b e yo u r i d ea l day out?
Wo u l d yo u mind tel l i n g m e a bout yo u r taste i n m u s i c ?
at to t h e m . I ca n't re m e m be r a nyo n e rea d i n g to me at a l l .
I a l ways read t o myself a t n i g ht.
ic
S Woman Did you use to e njoy sport when yo u were a c h i l d ?

Exercise 6 page 1 7 I've noticed yo u d o n't go i n for a ny sports n owadays.

bl

He deve l o p s t h e poi nts. Man N o, I d i d n't rea l ly d o m uc h s po rt - j u st what we h a d

t o d o at s c h o o l . I e njoyed t h i n g s l i ke ten n is, but I was n't
Pu

Exercise 7 page 17 m u c h good as pa rt of a tea m, so I h ated footba l l .

1 b 2 e 3 c 4 a 5 d W I was m a d a bout footba l l . I p l ayed i t fro m t h e a g e of
five, a n d in seco n d a ry school ! was the ca pta i n of the g i r l s'
tea m . I fee l q u ite jea l o u s w h e n I watc h my kids p l ayi n g
al

Exa m Skills Trai ner 1 now. M a y b e I s h o u l d ta ke it u p a g a i n .

ng

6 T h e writer got h i s fi rst j o b i n a s u pe r m a rket w h e n h e was

Rea d i n g fiftee n , and h e was a l ready fee l i n g pessi m i stic a bout h i s
fut u re a s a write r. Tod ay, you n g people l i ke y o u h o p e t o go
Exercise 1
Ja

page 1 8
to u n ive rsity, but i n t h e a utho r's d ay, he knew h i s fa m i ly
c
co u l d never afford to send h i m to u n iversity. He t h o u g h t
Exercise 2 page 1 8
that h e m i g ht s p e n d h i s l ife wo rki n g i n bori n g jobs j u st
1 E 2 B 3 A 4 F 5 D
to s u p po rt h i mself. But t h e n he met Wa lte rs, a q u iet m a n
with a j o b at t h e l oca l l i b ra ry. A n d fro m t h a t fi rst meeti ng,
t h i n g s beg a n to c h a nge.
Liste n i n g

Exercise 3 page 1 8 Use of E n g l ish

C i s correct
A i s i n co rrect beca u s e t h e extract says the writer m i ssed Exercise 5 page 1 9
1 B 2 B 3 B 4 C S A 6 A 7 B 8 C
out o n g ett i n g to k n ow her fa m i l y.
B is i n co rrect beca u s e t h e writer d e s c r i bes o n e neg ative
a s pect of h e r u p b r i n g i n g , so it wa s not a l l positive. Spea ki ng

Exercise 4 � 1 .1 7 page 1 8 Exercise 7 page 1 9

1 B 2 C 3 A 4 B S C 6 A 1 o u g ht 2 should 3 d o n't 4 advice S to 6 a bout

Tra nscript
Writ i n g
1 James I ca n't bel ieve yo u d o n't k n ow h ow to swim w h e n
y o u g rew u p n e a r t h e coa st. Exercise 9 page 1 9
Cara I kn ow, but I 've a l ways fou n d wate r tota l ly sca ry. 1 B 2 C 3 B
J Do you know why, Ca ra 7
C Accord ing to my parents, when I was a bout two yea rs old
I fel l into a neigh bou r's pool, a n d they o n ly fou n d me at the

10 Unit 1

Jangal.com
 g o ba l l room d a n c i ng, B M X i ng, bowl i n g , ca m p i ng, cyc l i ng,
Map of resources h o rse r i d i ng, ice skati n g , rol l e r b l a d i n g , ru n n i n g , s h o p p i ng,
2A Vocabulary s kateboa rd i n g
Student's Book, pages 20-2 1 ; Wo rkbook, page 1 8
Exercise 4 page 21
P h otoco p i a b l e 2A (Love it o r h ate it) ( Pos s i b l e a n swers)
2 8 Grammar A boa rd g a m es, c a rd s, chess
8 ba l l et, ba l l room d a n c i n g , a musical i n st r u m e n t
Student's Book, p a g e 2 2 ; Workbook, p a g e 1 9
C u s e soc i a l m e d i a , video b l og, w a t c h v i d eos o n l i n e
P h otoco pia b l e: 2 B (Present pe rfect a n d past s i m pl e
D ba ke ca kes, co l l ect fi g u res, c a rd s, sta m ps, etc., d raw,
contra st)
h a n g out with fri e n d s, m a ke c l ot h es, rea d boo ks, rea d
2C Listening m a g a z i n es, text yo u r fri e n d s, u s e soc i a l m e d i a , video
Student's Book, p a g e 2 3 ; Wo rkbook, p a g e 2 0 b l og, watc h videos o n l i n e, boa rd g a mes, c a rd s, c h ess, a
m u s i c a l i n st r u m e n t
2 0 Gra m m a r E cyc l i n g , B M X i ng, ca m p i n g , h a n g out with fri e n d s, h o rse
Student's Book, p a g e 24; Wo rkbook, p a g e 2 1 r i d i ng, ice s ka t i n g , p h otog ra p hy, ro l l e r b l a d i n g , ru n n i ng,
P hotoco p i a b le: 2 0 ( Present pe rfect s i m p l e a n d s kateboa rd i n g
conti n uo u s) F ba ke ca kes, co l l ect fi g u res, c a rd s, sta m ps, etc., cyc l i n g ,

n
d raw, m a ke c l oth es, rea d boo ks, rea d m a g azi n es,
2 E Word Ski l ls p h otog ra phy, ru n n i n g, we i g hts

io
Stu d e nt's Book, page 25; Wo rkbook, page 2 2 G b a s ketba l l, g y m n a sti cs, bowl i n g, ice h o c key, ice s kati n g ,
m a rti a l a rts, ta b l e te n n i s, vo l l eyba l l, weig hts
. 2 F Readi n g at
Stu d e nt's Book, pages 26-2 7; Wo rkbook, p a g e 2 3 Exercise 6 � 1 .1 8 page 2 1
ic
2G S�eaking Speakerl going ca m p i n g Speaker 2 watc h i n g h o rror fi l m s
Speaker 3 u s i n g soc i a l m ed i a Speaker 4 g o i n g s h o p p i n g
bl

Stu d e nt's Book, page 28; Wo rkbook, page 24

Speaker S p l ayi n g a m u s i c a l i n st r u m e n t
P h otoco p i a b l e : Fu n ction a l La n g u a g e Practice (Express i n g
Pu

p refe re n ces, ra i s i n g o bject i o n s a n d c o m i n g t o a n Tra nscript

a g reeme nt) Speaker 1 I ca n't u ndersta nd why people a re so keen on
sleeping i n a tent i n a field i n the middle of the countryside,
2 H Writing with no proper toi l ets or bath room. My parents love it, and they
al

Stu d e nt's Book, p a g e 2 9; Wo rkbook, p a g e 25 go every s u m mer. And they always visit the same cam psite! I
mean, what's the poi nt? You never sleep well, and you inevita bly
ng

Culture 2
get cold a n d wet. I ca n't sta nd it. I'd m uch rather stay i n a hotel.
Stu d e nt's Book, page 1 1 3
Luckily my pa rents never m a ke me go with them.
DVD a n d DVD wo rks h eet: U n it 2
Ja

Speaker 2 Don't get me wrong, I l ove going to the cinema or

Classroom Presentation Tool U nit 2 watc h i n g DVDs, but that kind of fi l m rea l ly does n't a ppea l to
me. Fra n kly, I fi n d them a bsol utely terrifyi ng. And I do n't l i ke
End of u n it being sca red when I'm tryi ng to relax at home. N ot o n ly that,
U n it Review: Workbook, pages 26-2 7 they're n oth i n g l i ke rea l l ife. The stories a re a l ways com p l etely
P h otoco p i a b l e : G ra m m a r Review u n be l ieva ble. I mea n, how m a ny zom bies h ave you seen
Exa m S ki l l s Tra i n e r 1 : Workbook, pages 28-29 wa l ki n g down you r l oca l h i g h street? None.
Speaker 3 My b rot h e r 's a big fa n and uses it a l l the time. H e's
Progress Test and S h o rt Tests: U n it 2
a l ways c hatti n g a bout noth i n g at a l l, u p load i n g terri b l e
p h otos fro m h i s p h one. And t h e n h e a d d s stu pid co m me nts

EJi3 Vocabulary on oth e r peo p le's posts a n d p h otos. H e s p e n d s fa r too m u c h

t i m e g l ued t o h i s c o m p uter scree n . I d o u se it but n o t very
ofte n . I p refe r to ta l k face to face t h a n chat o n l i ne.
Love it or h ate it Speaker 4 My g i rlfrie n d a bsol utely l oves it. She ca n't get

page 20
e n o u g h . S he's a l ways g o i n g i nto s h o ps, looki n g out fo r a
Exercise 2
b a rg a i n . The p ro b l e m is, I loathe it. I can't t h i n k of a nyt h i n g
A bowl i n g 8 boa rd g a mes C p h otog ra phy
worse. I h a rd ly ever buy t h i n g s i n a ct u a l s h o p s beca use I
D ca m p i n g E BMXing F rea d books
fi n d t h e w h o l e experience deeply d e p res s i n g . I o n ly go i nto
Exercise 3 page 2 1 a s h o p if I know exactly what I wa nt so that I c a n g et out a s
do ba l l et, d ra m a , g ym n a st i cs, m a rt i a l a rts, p h otog ra p hy, q u ickly a s possi b le. I u s u a l l y buy t h i n g s fro m webs ites n ow
we i g hts i n stead . I t 's m u c h e a s i e r.
play b a s ketba l l , boa rd g a m es, c a rd s, c h ess, ice hoc key, a Speaker S My b rother has bee n lea r n i n g for a bout a yea r, I
m u s i c a l i n stru m e nt, ta b l e te n n i s, vo l l eyba l l th i n k. The p ro b l e m is he sti l l ca n't play i n tune a n d m a ke a

Unit 2 11

Jangal.com
 n ice sound. When he plays, it u s u a l ly sou n d s l i ke a cat i n pa i n . I
For fu rther practice of present perfect and
don't t h i n k peo p l e s h o u l d learn classical i n stru ments. It's such
past si mple contrast: Gra m m a r Bui lder 2.1 page 1 29
a waste of time. He s h o u l d g ive u p a n d choose someth i n g
easier, l i ke the el ectric g u ita r. That's w h a t I d i d . I've joi ned a 1 1 seen 2 h a d 3 spoke n 4 broken S r i d d e n
band at school a n d we someti mes h a n g out a n d p lay. We get 6 d a n ced 7 sto pped 8 h u rried
together a bout once a month. It's g reat fu n . At the moment, 2 3 Has A l ice and David's p l a n e l a n d e d ? Yes, it has
we're lea r n i n g a song by the Arctic Mon keys. a l ready l a n d e d .
4 H a s J i m rea d The Hobbit? N o, h e h a s n't rea d it yet.
Exercise 7 � 1 .1 8 page 21
S H a s Fra n tid ied her bed room? Yes, s h e's a l ready
1 n ever goes 2 a re a l ways 3 rarely u ses I does n't
tid ied it.
often u s e 4 u s u a l ly buys S s o m et i m e s p l ays
6 H ave Simon and C l a re a rrived at school? No, t h ey
Tra nscript have n't a r rived yet.
See exercise 6. 7 H a s Te rry seen the l atest Bat m a n fi l m ? Yes, h e's
a l ready seen it.
Exercise 9 page 2 1
1 a basketba l l; b ice hockey; c vol l eyba l l 2 chess 3 cards 3 1 gone 2 been 3 gone 4 gone S been

4 social med ia S bowl i n g 6 fig u res 7 m a rtial a rt 4 1 l ived 2 has j u st bro u g h t out; H ave you heard;
8 ba l l room 9 boa rd g a m e 1 0 m u sica l i n struments downloaded 3 H ave you been; have j u st a rrived
4 H ave you eve r vis ited; went S Did you eat; l eft; d i d

Eli] G ra m ma r 6 have h a d

Present perfect a n d past s i m p l e co ntra st Exercise 6 page 22

1 has spent 2 sta rted 3 was 4 bought

n
Exercise 2 page 22
S p u rcha sed 6 wa l ked out 7 felt 8 fo u n d

io
H e co l l ects M c Do n a l d 's m e m o ra b i l i a . 9 h a s (a l ready a l m ost) fi l l ed 1 0 has ( h e ever) thought

Exercise 3 page 22
past simple H i s fi rst j o b was coo k i n g B i g Ma cs; . . . he beg a n
at
Exercise 7 page 2 2
1 H ave (yo u eve r) been 2 went
ic
co l l ect i n g badges . . . ; . . . M i ke opened h i s own M c Do n a l d 's
resta u ra nt . . . present perfect . . . h a s spent a l m ost fifty
fB Listening
bl

yea rs . . . ; He h a s a l ready fi l l ed . . . ; M i ke has been at

M c Do n a l d 's . . . ; . . . and h e h a s n't stopped s i n ce; H e h a s
Pu

d ecorated it . . . ; . . . t h ey've ever s e e n . . . Eat i n g out

1 past s i m p l e 2 present pe rfect 3 p resent pe rfect
Exercise 1 page 23
4 present pe rfect S present pe rfect
A salad 8 pudding ( sandwich D pie
al

a A yea r later, h e beg a n co l l ect i n g badges . . . ; A few yea rs

a g o, M i ke opened h i s own M c D o n a l d 's resta u ra nt. For fu rther practice of diets voca bulary:
ng

b The s ixty-yea r- o l d McDo n a l d 's e m p l oyee has spent Voca bulary Bui lder 2C page m
a l most fifty yea rs . . . ; . . . h e h a s d ecorated it . . .
1 1 a 2 c 3 a 4 b 5 a 6 a 7 c
c M i ke h a s been at M c D o n a l d 's s i nce 1 968; . . . h e h a s n't
Ja

stopped s i nce!
d H e h a s a l ready fi l l ed n i n e roo m s . . . Exercise 3 � 1.1 9 page 23
e . . . it's t h e most bea utifu l M c Do n a l d 's resta u ra n t th ey've 1 to co m p l a i n 2 l u n c hti m e 3 a tea c h e r
eve r seen . . . 4 i n a c l a s s room

Tra nscript
Exercise 4 page 22
1 Waiter H i . Ca n I h e l p yo u ?
1 A yea r later, A few yea rs a g o
Man Yes. Th e re a re few p ro b l e m s with my food. F o r a sta rt,
2 a l m ost fifty years, a l rea d y, s i nce 1 968, ever
I ordered seafood risotto, not seafood pa sta .
The past s i m p l e i s u sed with 'fi n i s h e d ti me' p h ra ses. The W I'm so sorry. S ha l l I c h a n g e it fo r you 7
present pe rfect i s u sed with ' u n fi n i s h ed t i m e' p h rases. M There's n o t i m e now. I h ave t o g et b a c k t o work fo r a
meeti n g t h i s afte rnoon. But that's n ot a l l . These g reen
Exercise 5 page 2 2
bea n s o n t h e s i d e a re a l m ost raw - I t h i n k t h e c h ef fo rgot
Sente n ce 1 m ea n s 'J a ke was swi m m i ng, but n ow h e has
to cook t h e m . And to m a ke it worse, I had to wait nearly
ret u r n e d :
h a l f a n hour for them.
Sentence 2 mea n s ' Ja ke w e n t swi m m i n g a n d h e h a s n ot
2 Teacher Fi rst, c h o p t h e onion and a d d it to yo u r pa n with
yet ret u r n e d :
some o i l . You need to cook it fo r at least five m i n utes
befo re yo u add the rice. Sofi a ! Why a re you a d d i n g the rice
n ow? What did I j u st say? Cook the o n i o n for five m i n utes.
Come on, please pay atte ntion. I wa nt yo u a l l to fi n i s h t h i s
d is h befo re t h e e n d of the l e s s o n . Yo u ca n eve n e a t it, i f
you're h u n g ry at b rea k-time. Lu ke, p l ease do n't sit o n the
d e s k. Yo u n eed to sta n d u p when yo u're coo k i n g !

12 Unit 2

This is a prieview . Limited Version

 Exercise 4 <S> 1 .1 9 page 23 Tra nscri pt
1 There a re a few p ro b l e m s with my food; But that's n ot See exercise 5 .
a l l ; A n d to m a ke it worse
2 I h ave to g et back to work fo r a meet i n g t h i s afte r n o o n .
3 W h y a re y o u a d d i n g t h e rice n ow? What d i d I j u st say?
!IE G ra m mar
Come on, p l e a s e pay atte n t i o n . I want yo u a l l to fi n i s h
t h i s d i s h befo re t h e e n d o f t h e l e s s o n . Yo u ca n eve n eat Present perfect s i m ple a n d conti n u o u s
it if you're h u n g ry at brea k t i m e.
Exercise 2 <S> 1 .21 page 24
4 Lu ke, p l e a s e d o n 't sit on t h e desk.
( Pos s i b l e a n swer)
Tra nscript E l l i e is m o re enth u s i a stic. She wa nts to see the fi l m eve n
See exerc i s e 3 . t h o u g h it h a s a l ready starte d .

Exercise 5 <S> 1 .20 page 23 Tra nscript

1 M 2 M 3 S 4 S 5 S See St u d e nt's Book, page 24.

Tra nscript Exercise 3 page 24

Matthew H i, Sca rlett H ow a re you ?
Scarlett H i, M atthew. I'm o n t h e bus. We're j u st passing t h e
pa rk, so we' l l be i n t h e c i t y centre i n a bout ten m i n utes.
M O K, I'm a l ready h e re . . . but I d o n't m i n d wa iti n g .
S H ave y o u c h osen somewhere fo r d i n n e r? W h a t a bout t h a t
n e w I ta l i a n p l ace o n t h e h i g h street?
M N o, my dad ate t h e re l a st week. H e said it was a rea l
1 h a s 2 been 3 haven't been 4 s i n ce 5 h ave been
6 fo r 7 h ave been
There a re six exa m p l e s of present pe rfect conti n u o u s :
I 've b e e n wa iti n g fo r ages. W h a t h ave yo u b e e n d o i n g ?
I 've been tryi n g t o p h o n e you s i nce 7 . 3 0 . . . I 've been
l o o k i n g fo rwa rd to it fo r weeks. I t h a s n't been ra i n i n g .
I 've b e e n ru n n i n g fo r 2 5 m i n utes!

n
l et-down. The food was n ot h i n g specia l . . . a n d the service
was n't up to sta n d a rd . Exercise 4 page 24

S O K, forget t h a t ! When you're ce l e b rati n g t h e e n d o f you r
exa m s, yo u need somewhere good.
M I a g ree. What a bout t h e Fre n c h resta u ra n t i n the Pa lace
H ote l ? That's a bit speci a l . I 've hea rd t h e food is out of t h i s
wo r l d .
S It's rea l ly expen sive! M a y b e we c a n go t h e re n ext yea r,
bl
io
1 How l o n g h a s E l l i e been waiti n g ?
2 H o w l o n g h a s J a c k been t ryi n g t o p h o n e E l l i e?
at
3 H ow l o n g h a s E l l i e been looki n g fo rwa rd to t h e fi l m ?
4 Why h a s E l l i e been l o o k i n g fo rwa rd t o t h e fi l m ?
ic
5 How l o n g h a s J a c k been ru n n i n g ?

6 W h y h a s J a c k b e e n ru n n i n g ?
w h e n I fi n i s h my exa m s .
M O K , m a y b e . Loo k, why d o n't w e j u st g o to t h e Mexican Exercise 5 page 24
Pu

resta u ra n t a g a i n 7 1 1 ove t h e atmos p h e re t h e re and the food 1 S h e h a s been wa iti n g fo r a g e s .

is fi ne. 2 H e h a s been try i n g to p h o n e E l l i e s i nce 7.30.
S The re's a l so the C h i nese resta u ra nt. The food is p retty 3 S h e h a s been looking fo rwa rd to the fi l m fo r weeks.
al

ave ra g e - but it's c h e a p l 4 Beca u s e it sta rs her favo u rite actor.

M Let's d e c i d e w h e n y o u g et h e re. I'm h a p py w i t h t h e 5 He h a s been ru n n i n g fo r 25 m i n utes.
ng

Mexic a n o r t h e C h i n ese. 6 Beca use h e wa s l ate.

S Yo u s h o u l d c hoose. It's you r c e l e b ration I
Exercise 6 page 24
M OK. Let's go to t h e Mexica n p l a ce. We ca n m eet outside.
Ja

( Poss i b l e a n swers)
S I'm n ot s u re w h e re it is. Let's m eet by t h e post office. That
The fi l m has sta rte d . And I 've a l ready b o u g ht the t i c kets.
way I won't g et l ost!
I have n't eate n .
M OK, no p ro b l e m . I ' l l go t h e re now a n d wa it for yo u.
S The re's no h u rry. Th is bus isn't movi n g ! The re's l ots of traffic
For further practice of the present perfect si mple
M Don't worry. I don't mind waiti ng. I ca n send some
and continuous: Gra m mar Bui lder 2.2 page no
messages. My pa re nts boug ht me a new phone. Did I te l l you ?
S N o . H a s you r n u m be r c h a n g e d ? 1 h ave been p l ayi n g 2 h ave been savi n g
M Of cou rse n o t You j u st c a l led m e l 3 have been worryi n g 4 H a ve (yo u ) b e e n watc h i n g
S O h yes. What d i d y o u d o w i t h yo u r o l d p h o n e ? 5 h a s n't been u s i n g 6 h a s n't been a n swe r i n g
M I g ave it to my b roth e r. 7 h ave b e e n m a k i n g 8 h ave b e e n coo k i n g
S O h , that's a s h a me. I t 's a n ice p h o n e - a n d I d o n't l i ke m i n e 2 1 h a s n't b e e n s n owi n g 2 have b e e n wea r i n g
very m uc h . 3 have n't b e e n fee l i n g 4 h a s been sitt i n g
M Sorry. I d i d n't t h i n k o f t h at Anyway, s e e y o u soo n ! 5 h ave b e e n rea d i n g 6 h ave b e e n l iv i n g

Exercise 6 page 23 3 1 I 've seen 2 hasn't written 3 have you been wa iti ng
A a bit spec i a l , out of t h i s wo r l d 4 she's been worki ng 5 haven't fi n ished 6 We've
8 fi n e, noth i n g spec i a l , p retty avera g e been getti n g 7 haven't u nderstood
C a rea l l et-down, n ot u p t o sta n d a rd 4 1 Have (yo u ) been e njoyi n g 2 haven't fi n i shed
3 have n 't sta rted 4 've been s pe n d i n g
Exercise 7 <S> 1 .20 page 23
5 haven't m et 6 've been p l a y i n g
Italian a rea l l et-down, noth i n g spec i a l , not up to sta n d a rd
7 ' s b e e n tea c h i n g 8 H a ve (yo u ) boug ht
French a bit spec i a l , out of t h i s wo r l d Mexican fi n e
9 've been ta l k i n g
Chinese p retty avera g e

Unit 2 13

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 Exercise 7 page 24 t h e g ro u n d is froze n . It wo u l d be g reat if that d i d n't
1 have o n l y been watc h i n g it h a p p e n . It wou l d be q u ite an expe n s ive fac i l ity, but it
2 h a s A l ex been a m e m be r wo u l d benefit a l a rg e n u m be r of stu d e nts at t h e school.
3 I haven't fi n i s h e d my h o m ework 3 I think a lot of schools foc u s too m u c h on the more
4 have been ta l k i n g to each other acade m i c s u bjects, l i ke Maths a n d Science. And if they've
5 have tu r n ed off t h e TV got money to spend on new fac i l ities, they u s u a l ly spend
6 h ave they been m a k i n g movies it on tec h n o l ogy. That's what a lot of pa rents expect. But in
my o p i n ion, d rawi ng a n d painting a re i m porta nt activities ­
they deve l o p you r i m a g i nation a n d a l low you to express
m Word Skills you rself. Th is is exactly the kind of fac i l ity the school needs ­
someth i n g which h e l ps students to be more c reative.
Com p o u n d n o u n s a n d a djectives 4 When peo p l e t h i n k of school m u sic lessons, they th i n k
o f lea r n i n g t o play t h e vio l i n o r t h e p i a n o. B u t actu a l l y,
Exercise 1 page 25
m u s i c m ea n s a lot m o re t h a n that - especi a l l y to yo u n g
They a re sports fa c i l ities in u n u s u a l p l a ces.
peo p l e. It's a w h o l e i n d u stry, a n d l ots o f peo p l e wo rk i n
page 25 it w h o do n't p l a y a n i n stru m e nt at a l l . They work be h i n d
Exercise 2
t h e scenes. They're tec h n icia n s. They're t h e o n es who
A sea s h o re, ten n i s cou rt, te n n i s p l ayer
h e l p s i n g e rs and m u sicia n s to t u r n their ideas i nto rea l
B m a i n roa d , swi m m i n g pool, tower b l o c k
tra c ks, w h i c h peop l e ca n t h e n down load a n d l i sten to.
C foot ba l l p i t c h , m o u n ta i n ra n g e
Th is fac i l ity wou l d g ive stu d e nts a c h a n ce to l e a r n some of
Exercise 3 � 1 .22 page 25 th ose s ki l l s w h i l e t h ey're sti l l at schoo l .
The fi rst word is stressed.

m Read i ng

n
Transcript
See Stu d e nt's Book, p a g e 2 5 .

io
Field ga mes
Exercise 4 page 25
1 fl ood l i g hts, foot ba l l pitch, m o u nta i n ra n g e, safety
n et, sea s h o re, te n n i s cou rt, te n n i s p l ayer, towe r
at
Exercise 2 � 1 .24 page 26
They a re geoca c h i n g . The fi n d geoca c h e s with t h e i r
ic
b l o c k 2 swi m m i n g pool 3 m a i n roa d s m a rt p h o n e s .
Type 1 h a s t h e m ost exa m p l es .
bl

Tra nscript

Exercise 5 page 25 See Stu d ent's Book, page 2 7 .

Pu

ath l etics tra c k, ba s ketba l l cou rt, bow l i n g a l l ey, box i n g

Exercise 3 page 26
r i n g , c l i m b i n g wa l l, d a nce stu d i o, g o l f cou rse, i c e ri n k,
1 a 6; b 4, 5; c 1 , 2, 3
we i g hts roo m
2 By looki n g fo r wo rd s that g ive c l u es, e.g. Th e writer
al

foot ba l l pitch, swi m m i n g pool, te n n i s cou rt

thinks s u g g ests that t h e q u estion is a bo u t t h e writer's
opinion.
ng

Exercise 6 page 25
(Poss i b l e a n swers) 3 q u est i o n 6
25-metre swi m m i n g pool 400-metre ath l etics track
Exercise 4 � 1 .24 page 26
Ja

air-conditioned bas ketba l l cou rt, bowl i n g a l l ey, d a nce stu d i o,

1 a 2 d 3 c 4 b S b 6 a
wei g hts roo m brightly lit ath l etics track, basketba l l cou rt,
box i n g r i n g, d a n ce stu d i o, c l i m b i n g wa l l , footba l l pitch, Exerci se 5 page 27
ice ri n k eight-lane swi m m i n g pool eighteen-hole golf 1 below 2 a l l a long 3 across, a l l ove r 4 bes i d e S by
cou rse full-sized swi m m i n g pool open-air ath l etics tra c k,
basketba l l cou rt solar-heated swi m m i n g pool For further practice of prepositions of place:
soundproof d a nce stu d i o well-equipped bowl i n g a l l ey, Voca bu lary Bui lder 2F page 122
d a nce stu d i o, we ig hts room
2 1 in 2 o n 3 in 4 o n S at 6 in 7 at 8 in
9 among 1 0 betwee n 1 1 i n fro nt of 1 2 opposite
Exercise 7 � 1 .23 page 25
a 4 b 3 c 1 e 2 3 1 oppos ite 2 on; in 3 at 4 between S in
6 among 7 i n fro nt of
Tra nscript
1 Without it, I do n't t h i n k you can rea l ly c l a i m that you r school
has u p-to-date fac i l ities. I mea n, it affects every s u bject,
does n't it? And every pa rt of school l ife - especia l l y now
that students a re u s i n g ta b l ets a n d s m a rtphones more a n d
more d u ri n g lessons. Basica l ly, it's somet h i n g y o u expect
to fi n d in most places you go - even ord i n a ry cafes a n d
resta u ra nts. So i n a school, it's essential, I feel.
2 It's d efi n ite ly t h e m ost popu l a r extra-cu rricu l a r
activity - m ostly with t h e boys, but a l ot o f g i rl s p l a y too.
The p ro b l e m is, in the wi nte r, g a mes often get c a n ce l l ed
beca use t h e g ro u n d is too wet - or s o m eti mes beca use

14 U n it 2

This is a prieview . Limited Version

 fE Speaking
Sti m u l us-ba sed d iscussion

Exercise 1 page 2 8
A climbing 8 ka rt i n g ( kaya k i n g D h i ki n g

Exercise 3 � 1 .25 page l8

They co n s i d e r kaya k i n g , s u rfi ng, parko u r, ka rt i n g a n d
h i king.
They a g ree o n k a rt i n g .
Tra nscript
A So, we're g o i n g to do an adventu re a ctivity o n o u r day out.
What d o yo u t h i n k we s h o u l d do?
B We l l , I'm q u ite keen o n kaya k i n g .
A Rea l ly? I 'd rath e r g o s u rfi n g t h a n kaya k i n g .
8 T h e p ro b l e m w i t h s u rfi n g is t h a t t h e s e a is t o o cold at t h i s
t i m e o f yea r.
A Yes, I s u p pose yo u're rig ht. What a bout pa rkou r7
8 Sorry, but I d o n't rea l ly fa ncy parko u r.
A Why n ot?
8 We l l, d o n't you t h i n k it wo u l d be d a n g e ro u s ? I 've never
d o n e it befo re. I'm s u re I 'd i nj u re myself

n
A OK. H ow a bout ka rti n g ? I l i ke t h e i d ea of that.

io
8 Yes, I th i n k ka rti n g wou l d be fu n . B u t it's q u ite ex pe n s ive,
is n't it? H i ki n g is a n ot h e r optio n .
A H i ki n g wou l d certa i n ly be c h e a p e r, but l e s s fu n i n m y
o p i n i o n . O K, I t h i n k w e n e e d t o m a ke a d e c i s i o n . The re's a
at
ic
g ood ka rti n g c i rc u it n e a r t h e s h o p p i n g centre. I d o n't t h i n k
it's very exp e n sive. So, ove ra l l I th i n k ka rt i n g wo u l d b e better.
bl

8 OK. That's settled t h e n . Let's go ka rt i n g .

Pu

Exercise 4 � 1 .25 page 28

I'm q u ite keen on . . . , I 'd rat h e r (go s u rfi n g ) t h a n
( kaya k i n g ) . , S o rry, b u t I d o n't rea l ly fa ncy . . . , I l i ke t h e i d e a
al

o f . . . , Overa l l, . . . wo u l d be bette r. , That's settled t h e n .

Tra nscript
ng

See exe rc i s e 3 .

� Writing
Ja

A blog post

Exercise 1 page 29
A a stro n o my c l u b 8 school c h o i r

Exercise 2 page l9
school choir, ba l l room d a n c i n g c l u b
T h e m a rtial a rts c l u b a n d i c e skating c l u b a re a l so mentioned.

Exercise 3 page 29
a One Sat u rday l a st m o n t h b I n my vi ew, . . .

c As we l l a s t h at, . . .

Exercise 4 page 29
(Poss i b l e a n swers)
One Saturd ay; a l l; a l so in; to the school; of them; at the
beg i n n i n g of the n ext school yea r; who a re; d ifferent school;
at the sta l l s; to the visitors; short; g reat; very; lots of; i n c l u d i n g
ba l l room d a n c i n g a n d i c e s kati n g

Unit 2 15

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 Exercis e 3 page 30
Map of resources
( Poss i b l e a n swers)
3A Vocabulary 1 blood, bra i n , hea rt, i ntestine, kidney, l u ng, m u scle, rib,
Student's Book, pages 30-3 1 ; Workbook, page 30 s ku l l, s p i n e, stomach, t h roat 2 blood, bra i n, ch eek, c hin ,
eyebrow, eyelid, forehead, jaw, l i p, m uscle, sca l p, skin, sku l l ,
P h otoco p i a b l e : 3A ( Pa rts of t h e body)
spi ne, th roat 3 blood, el bow, m u scle, n a i l, skin, t h u m b,
3 8 Gram m a r wrist 4 a n kle, blood, calf, heel, m u scle, n a i l, s h i n , skin, thigh,
Stu d e nt's Book, p a g e 32; Wo rkbook, p a g e 3 1 toe S blood, bottom, hea rt, h i p, i ntestine, kidney, l u ng,
P h otoco p i a b l e : 3 B (Spec u lati n g a n d p red icti n g ) m u scle, rib, shoulder, skin, spi n e, stomach, wa ist 6 a n kle,
calf, cheek, e l bow, eyebrow, eyelid, heel, h i p, kidney, l i p, l u ng,
3C Listening s h i n , shoulder, thigh, t h u m b, wrist 7 rib, skull, spine
Stu d e nt's Book, p a g e 3 3 ; Wo rkbook, p a g e 3 2
Exercise 6 � 1 .26 page 3 1
3D G ra m m a r
1 c 2 c 3 c 4 b s b 6 a 7 c 8 b 9 a
Stu d e nt's Book, p a g e 34; Wo rkbook, p a g e 3 3
Tra nscript
P h otoco p i a b l e : 3 0 (Futu re conti n u o u s a n d fut u re pe rfect)
1 Few peop l e h ave b l ood type B neg ative (about 5%),
3E Word Ski l ls and even fewer have A B negative, w h i c h i s the ra rest
Stu d e nt's Book, p a g e 3 5 ; Workbook, p a g e 3 4 b l ood type. The m ost co m mo n b l ood type is 0 positive.

n
A p p roxi m ately 36% of peo p l e h ave t h i s type of b l ood.
3 F Reading 2 Finger n a i l s g row at a n avera g e of a bout 36 m i l l i metres a

io
Student's Book, p a g e s 36-37; Workbook, p a g e 3 5 yea r, w h i c h is 3 m i l l i m etres i n a m o n t h . That's m uc h fa ste r
t h a n toe n a i l s, w h i c h g row a bout fo u r times m o re s l owly ­
3G Speaking
Student's Book, page 38; Workbook, page 36
ata bout 0.75 m i l l i m et res a m o n t h .
3 When peo p l e s i n g t h e i r nati o n a l a nt h e m , t h ey often h o l d
ic
P h otoco p i a b l e : Fu n ctio n a l La n g u a g e Practice (Identifyi n g t h e l eft s i d e o f t h e i r c hest, t h i n ki n g that they a re p l a c i n g
peo p l e i n p h otos a n d spec u lati n g a bout p h otos)
bl

t h e i r h a n d ove r t h e i r hea rt. B u t i n fact o u r h e a rt is n ea r t h e

3 H Writing centre of o u r c hest, j u st a l ittl e t o the left.
Pu

Stu d e nt's Book, page 39; Wo rkbook, page 3 7 4 The avera g e l e n gth of the s ma l l i ntest i n e i n a d u lts is seve n
m etres. The average l e n gth of t h e l a rg e i ntest i n e is o n e
Culture 3 a n d a h a l f m etres, so that's eig ht a n d a h a l f m etres i n tota l .
Stu d e nt's Book, page 1 1 4 S A s a d u lts, w e have 2 0 6 bones i n o u r bod ies, but w e sta rt l ife
al

OVO a n d OVO worksheet: U n it 3 with m a ny more. We a re born with nearly 300 bones, but a s
w e g row, some o f them join tog ether, leavi ng u s w i t h 206.
ng

Classroom Presentation Tool U n it 3 6 The b l o n d e r o u r h a i r, the m o re h a i rs we h ave on o u r sca l p.

End of u n it Fa i r- h a i red peo p l e h ave on ave rag e 1 5 0,000 h a i rs, b rown­
h a i red peo p l e h ave 1 1 0,000, and b l a c k- h a i red peo p l e
Ja

U n it Review: Wo rkbook, pages 38-3 9

P h otoco p i a b l e: G ra m ma r Review
Exa m S ki l l s Tra i n e r 2 : Stu d e n t 's Book, pages 40-4 1
C u m u l ative Review 1-3: Workbook, pages 1 1 4- 1 1 5
P rog ress Test a n d S h ort Tests: U n it 3
!m Vocabulary
Pa rts of the body
Exercise 1 page 30
(Pos s i b l e a n swer)
The footba l l e r is l y i n g o n the foot ba l l pitch. She i s in pa i n
a n d h a s p ro b a b l y h u rt h e r a n k l e i n a ta ckl e.
Exercise 2 page 3 0
1 n a i l 2 wrist 3 c a l f 4 e l bow S s h o u l d e r
6 neck 7 c h e e k 8 fo re head 9 a n k l e 1 0 s h i n
1 1 k n e e 1 2 t h i g h 1 3 c h i n 1 4 th u m b
a bout 1 00,000. Peop l e w i t h g i n g e r h a i r h ave g ot t h e
fewest: a bout 90,000 h a i rs.
7 Most people don't th i n k of their skin as a n organ, l i ke their
hea rt, kidney, stomach a n d l iver. But that's what it is. And it's
the la rgest organ, by su rface a rea a n d weig ht. The average
b ra i n weig h s 1 .3 kg a n d is the t h i rd l a rgest org a n i n o u r body.
The l iver is a lso very l a rge a n d weighs even more: on average
1 .6 kg. But the su rface a rea of skin on a n average a d u lt is
between 1 .5 a n d 2 m2, a n d it weig hs on average 1 0.8 kg
8 The t h i c kness of o u r skin va ries fro m a bout 0.5 m m on o u r
eye l i d s t o 4 m m or more on the soles o f o u r feet a n d on the
pa l m s of you r h a n d s. But on ave rage it is 2-3 m m th ick.
9 Diffe rent expe rts h ave d iffe re nt o p i n ions. Some say it is
the m assete r m u scle i n our jaw, w h i c h h e l ps u s chew
our food. Others say it i s t h e m u scles i n our t h i g h s, which
a l low u s to run. Other expe rts bel i eve it is t h e g l ute u s
m a x i m u s i n o u r botto m a n d l ower back, w h i c h h o l d s o u r
bod ies u p rig ht. What is ce rta i n is t h a t t h e l a rgest m u scle
i s the g l ute u s maxi m u s, but it is i m poss i b l e to say wh ich i s
t h e stro n g est beca use t h ey d o s u c h d i ffe rent t h i ngs.

16 Unit 3

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 Exercise 7 <?§& 1 .27 page 3 1
For further practice of specu lati ng and predicting:
1 a n kle; yesterday eve n i n g ; ba ndage 2 head; t h i s morni ng, Grammar Bui lder 3.1 page 1 3 1
a bout two hours ago; pa i n ki l l ers 3 t h u m b; last n i g ht; X-ray
4 hand; a bout an hour ago; cream a n d a d ress i n g 1 2 Yo u ' l l d efi n itely p a s s a l l yo u r exa ms. 3 I d o u bt
(that) it' l l ra i n tomorrow. 4 I 'm s u re (that) you ' l l e njoy
Tra nscript the fi l m . 5 Ben m i g ht come ro u n d later. 6 I may
1 Doctor Good m o r n i n g . What can I d o fo r you ? not go to school tomorrow. 7 I t h i n k (that) Georg e
Patient My a n kl e rea l l y h u rts. I t h i n k I 've twi sted it. w i l l know the a n swer. 8 W e proba bly won't g o away
D Let m e h ave a look. When did you d o it? t h i s s u m m er.
P Yeste rday eve n i ng, w h i l e I was p l ayi n g footba l l .
D Yes, it's a b i t swo l l e n . Yo u've s p ra i n ed it. I ' l l g ive you Exercise 5 page 32
a b a n d a g e fo r it. 1 present s i m p l e 2 wi l l 3 m i g ht
2 D Good afte r n oo n . How ca n I h e l p you ?
P I 've h a d a n accident. I've banged m y h e a d . For fu rther practice of fi rst conditiona l :
D How d i d it h a p p e n ? G rammar Builder 3.2 page 1 3 1
P I tri p ped ove r t h e c a t a n d h it my h e a d o n t h e c o r n e r of
a table.
1 1 d o n't p h o n e; w i l l b e 2 te l l ; wi l l yo u p ro m ise
3 will h ave; d oes n't ra i n 4 won't buy; l ose
D W h e n d i d it h a p p e n ?
S w i l l you do; fee l 6 g ive; wi l l be a b l e to
P Th is m o r n i n g . A b o u t two h o u rs a g o.
7 w i l l m a ke; s e n d s 8 d o n't s h out; won't g et
D May I ta ke a look?
P Yes, s u re.
D I s it p a i n fu l ? Exercise 6 page 32
P Ow! Yes! M o reover, if we c a n prod uce o rg a n s s u c h as hea rts a n d
D Sorry. I'll g ive you s o m e pa i n ki l l e rs. k i d n eys, patients won't d i e w h i l e th ey're wa i t i n g fo r a n

n
3 D H e l l o, how c a n I h e l p you ? o rg a n d o n o r.
P I've h u rt m y th u m b. I tra p ped i t i n t h e ca r door last n i g ht. If they a re s u ccessfu l, d octors cou l d save m i l l i o n s of l ives.

io
D Ca n you s h ow me? . . . Yo u've certa i n ly bru ised it. A n d
yo u'l l p roba b l y lose you r n a i l . Exercise 7 page 32
P It's rea l ly p a i n fu l . Do y o u t h i n k I 've b roken it?
D I t m i g ht be broke n . I t h i n k I ' l l send you to h o s p ita l fo r
at
1 co u l d I ca n 2 wi l l be
cou l d beco m e S lea rn
3 sta rt 4 w i l l I may I m i g ht I
6 may I m i g ht I cou l d be
ic
a n X- ray.
4 D Good m o r n i n g . H ow c a n I h e l p you ?
(I! Listening
bl

P I've bu rned m y hand. I picked u p a very hot sa ucepa n .

D W h e n d i d it h a p p e n ?
Pu

P A b o u t a n h o u r a g o. The body's l i m its

D I t 's q u ite a bad b u r n .
Exercise 1 page 33
P W h a t c a n yo u g ive m e for it?
(Pos s i b l e a n swers)
al

D I ' l l g ive you some c rea m and the n u rse wi l l put

a d ress i n g o n it. Both show people d o i n g phys i ca l ly c h a l l e n g i n g a ctivities
ng

i n extre m e cond itions. In photo A, the peo ple a re wa l k i n g

Exercise 8 <?§& 1 .27 page 31 i n a desert i n extre m e heat. They a re l i g htly d ressed a n d
a 've twi sted b 've spra i ned c 've had; banged ca rryi n g rucksacks. If they a re n't ca refu l, they cou l d beco me
Ja

d tripped; hit e 've h u rt; tra pped f 've (certa i n ly) bru i sed d e hyd rated and eve n d i e . In photo B, there i s a c l i m ber
g 've broken h 've bu rned; picked up i did (it) ha ppen sitt i n g outside a tent i n the m o u nta i n s. H e's wea ring
Transcript a n oxyg e n m a s k to h e l p h i m breathe at t h i s h i g h a ltitude.
See exe rc i s e 7.
Exercise 2 <?§& 1 .28 page 33

HE] G ra m ma r Tra nscri pt

See Stu d e n t 's Book, page 3 3 .
Specu lating a n d pred ict i n g
Exercise 3 <?§& 1 .29 page 33
Exercise 2 page 32 1 -40°C 2 soc 3 1 5 °C 4 SO% 5 5 7%
U s i n g 3D pri nters to p r i n t h u m a n o rg a n s a n d body pa rts. 6 4,500 7 1 15 8 1 11 0

Exercise 3 page 32 Tra nscript

a wi l l be a b l e; won't d i e
that bio-pri n t i n g w i l l revo l u t i o n i se c co u l d save, cou l d
p l a y d m i g ht n ot come
b wi l l proba bly be; a re ce rta i n
There a re m a ny a mazi ng stories of h u m a n su rviva l, but actu a l ly
o u r bod ies a re very fra g i l e a n d do not cope wel l with extremes.
Pol a r explorers ca n cope with tem peratu res of -40°(, but
o n ly if they keep wa rm. Most people wi l l col l a pse if their body
tem perat u re d rops by only soc, and if it d rops by 1 5°(, they'll
die. Heat ca n be j u st as dangerous. Tem peratu res of 35°( a re
safe p rovided h u m i d ity is not a bove 50%. H i g h a ltitudes a re
d a n ge rous too. We pass out when the press u re fa l l s below 5 7%
of normal atmospheric press u re. Th is ha ppens at a bout 4,500
metres. C l i m bers ca n go h i g her beca use their bod ies g rad u a l ly
get used it, but no one su rvives for long at 8,000 metres. At h i g h

Unit 3 17

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 a ltitudes, lack of oxyg en is a nother problem. At g ro u n d leve l,
a bout 1 /5 of the air is oxygen. If that fa l l s below 1 /1 0, we d ie.
� G ra m mar
Exercise 4 IS> 1 .30 page 33 Fut u re conti n u o u s a n d futu re perfect
See tra n s c r i pt.
Exercise 1 page 34
Transcript ( Poss i b l e a n swer)
1 N o r m a l body tem peratu re fo r h u ma n s is 36.5-3rC. In the l a st ph oto, the people have bigger eyes, l a rger noses
2 An i nc rease of j u st OSC a bove n o r m a l body tem peratu re and nostri l s, l a rger bra i n s and foreheads a n d d a rker s k i n .
c a n m a ke yo u fee l u nwe l l .
3 About 5o/o o f peo p l e w h o go t o Acci d e n t a n d E m e rg e n cy Exercise 3 page 3 4
have a feve r. 1 wi l l have 2 w i l l be 3 pe rfect 4 cont i n u o u s
4 Yo u ca n get frostb ite if t h e tem peratu re of you r s k i n fa l l s future perfect 5 : H ow w i l l t h e h u m a n body have c h a n g e d i n
to ooc o r below. 1 00,000 yea rs? As a res u lt, o u r eye l i d s wi l l have beco m e
5 I n 2000, a N o rweg i a n wo m a n s u rvived afte r h e r body t h i cker . . . ; O u r n ostri l s w i l l h ave g rown l a rg e r . . . ; T h e s ize
te m pe rat u re had fa l l e n to 1 3 .rC. of o u r s ku l l wi l l have i n c reased . . . ; o u r b ra i n wi l l have g ot
6 Less t h a n 1 /3 of a d u lts whose tem peratu re d rops be l ow l a rg e r. future continuous 2: H u m a n s wi l l be l iv i n g i n other
28°( s u rvive. pats of t h e solar syste m .; . . . we wi l l be u s i n g a n a n o-ch i p
i n side our h e a d . . .
Exercise 5 IS> 1 .31 page 33
R a n d y G a rd n e r For fu rther practice of future conti n uous and
future perfect: Grammar Bui lder 3.3 page m
Tra nscript
Host Professor M a rt i n , yo u're i nterested i n t h e l i m its of t h e 1 1 w i l l be studyi n g 2 wi l l be havi ng 3 w i l l be s h i n i n g
h u m a n body. I s that rig ht? 4 w i l l b e visiti n g S w i l l b e packi n g 6 w i l l be stayi ng

n
Professor Yes, that's rig ht. So, fo r exa m p l e, we've been a s k i n g : 2 1 wi l l h ave ret u r n e d
2 won't h ave fi n i shed

io
I s it pos s i b l e t o s u rvive i n a va cu u m ? 3 won't have received 4 wi l l have d o n e
H A n d what's t h e a n swer? 5 won't h ave h a d 6 w i l l have been
P We l l, sad ly we know h ow l o n g h u m a n s ca n s u rvive i n
a vacu u m i n outer s pace. Th ree R u s s i a n cos m o n a uts d ied
at
Exercise 4 page 34
ic
in 1 97 1 w h e n t h e i r s pace ca p s u l e had a maj o r p ro b l e m at
1 wi l l have fi n i shed 2 wi l l be work i n g 3 wo n't be l iv i n g
a n a ltitude of 1 68 k i l o m etres. The p ressu re i n s i de the c a ps u l e
4 w i l l have told S wi l l be s h i n i n g 6 wo n't be playi n g
bl

d ro p ped t o zero a n d t h e c rew d ied after 30 t o 4 0 seco n d s.

H What a tragedy. Exercise 5 page 3 4
Pu

P Yes, i n deed. B u t it is poss i b l e to s u rvive s h o rter periods of i n 1 00,000 yea rs; I n t h e d i stant futu re
t i m e i n a vacu u m . I n 1 966 a scientist was test i n g a s paces u it
i n a s pecia l room w h e n t h e p res s u re s u d d e n l y d ro p ped to Exercise 6 page 34
a l m ost zero fo r a period of 2 7 seco n d s . He pa ssed out after ( Poss i b l e a n swers)
al

1 5 seco n d s and h e woke up when t h e p res s u re i n s i d e the 2 I t h i n k I d o n't t h i n k m ost peo p l e wi l l be l i v i n g to 200
ng

room retu rned to n o r m a l . H e was fi ne. 1 00 yea rs fro m n ow. 3 I th i n k I d o n't t h i n k new d i seases
H Good l So what e l se h ave yo u been studyi n g ? will h ave a p pe a red i n 1 ,000 yea rs' t i m e. 4 I t h i n k I d o n't
P We've a l so b e e n a s k i n g : how l o n g c a n t h e h u ma n body t h i n k a h u m a n wi l l have ru n 1 00 m in five seco n d s by t h e
Ja

s u rvive without s l ee p ? e n d of t h e centu ry. 5 I t h i n k I d o n't th i n k com p u ters

H And what is t h e a n swe r? wi l l be m a n a g i n g a l l m aj o r compa n i es i n t h e fo reseea b l e
P We l l , we ca n't fo rce peo p l e to stay awa ke u nt i l they d ie, so futu re. 6 I t h i n k I d o n't t h i n k t h e Ea rth w i l l be fi g ht i n g
it's i m poss i b l e to k n ow t h e exact l i m its. B u t we know a bout w a r s a g a i n st oth e r p l a n ets 1 0,000 yea rs fro m n ow.
some ext re me cases. For exa m p l e, on 28 Dece m be r 1 963,
Randy G a rd n e r. a 1 7-yea r-o l d stu d e nt, g ot up at 6 o'clock
i n t h e morning a n d d i d n't g o back to s l e e p again u n t i l t h e m Word Skills
m o r n i n g of 8 J a n u a ry 1 964. That's 2 6 4 h o u rs.
H A m azi n g ! How m a ny d ays is that? Word fa m i l ies
P About 1 1 days.
Exercise 2 page 35
H H e p roba bly s l e pt for a week after that!
1 anger 2 h a p p i ness 3 d e pres s i o n 4 shame
P Act u a l ly, no. H i s fi rst sleep after th ose 1 1 days l a sted
a l m ost 1 5 h o u rs. page 35
Exercise 3
Exercise 6 IS> 1 .3 1 page 3 3 1 anger 2 a nx i o u s 3 s h a m e 4 envy 5 h a p p i ness
1 F They d ied after 30-40 seco n d s. 2 T 3 F The pres s u re
6 proud 7 sa d n es s 8 s u rprise
d ropped to a l most zero for 27 seconds. 4 T 5 F He slept
Exercise 4 page 3 5
for a l most 1 5 h o u rs.
( Poss i b l e a n swers)
Tra nscript a tired - t i re d n ess, m erry - merriment b excited, exciting,
See exerc i s e 5 . d a n ge ro u s, usefu l, h a r m l ess, fu n ny, typi cal c s l owly,
d ifferently d tid i ly - u nt i d i ly, poss i b l e - i m poss i b l e

18 Unit 3

This is a prieview . Limited Version

 Exercise 5 page 3S eve n i ng, beca use t h e s h a d ows a re l o n g . The wo m e n with
1 a n g ri l y 2 h o pefu l 3 s u rprised 4 a nx i o u s l y black legg i n g s and stri py tops a re lead i n g the c l a ss, I th i n k.
S s a d l y 6 a s h a med It l ooks l i ke t h e oth e rs a re copyi n g t h e m . The wo m a n i n
t h e stri py d ress, i n t h e m i d d l e o f t h e p h oto, h a s sto pped
Exercise 6 page 35 d a n c i n g . I 'd say that s h e's t i red. Pers o n a l ly, I 'd fi n d this c l a s s
2 enviously 3 u n s u rp r i s i n g 4 s h a m e S pro u d ly q u ite d ifficu lt, I t h i n k. B u t I'd l ove t o t r y i t . It looks fu n !
6 a n n oyi n g ly 7 u n h a p p i ness Student 2 I n t h i s p hoto, I ca n see some people doing exercises
i n a gym. I t h i n k it's a fitness class of some k i n d . They're in

m Read ing a l a rge room with a rope near the wa l l. N ext to the rope, two
women a re d o i n g push-u ps. Be h i n d them, there's a sort of
c l i m bi n g fra me. Two men a re doing p u l l-u ps, or somet h i n g
Body clock l i ke that. T h e wom a n i n the black vest-top is n't doing a n y
exercise. S h e's the i n structor, I wou l d say. S h e looks ve ry fit.
Exercise 2 page 36
c Exercis e 3 page 38
fo r d eta i l ed com m e nts
Exercise 3 page 36
1 G 2 D 3 E 4 C S G 6 B 7 D 8 A 9 H 10 F For fu rther practice of describing appearance:
Voca bulary Bu i lder 3G pagem
Exercise 4 � 1 .32 page 36
(Poss i b l e a n swers) 2 ( Pos s i b l e a n swers)
1 A you n g c h i l d needs a bout an hour more sleep than a n A He has thick black hair, a bea rd and a moustache. He
a d o l escent. 2 'La rks' l i ke t o g o t o bed early a n d get u p a lso has a tattoo on his a rm. 8 She has brown hair i n
early. 'Owls' l i ke t o g o t o bed late a n d g e t u p late. a short ponyta i l . S h e a l so h a s a fri nge. Her s k i n is q u ite

n
3 Beca use yo u r blood i s t h icker and yo u r blood pres s u re is da rk. C She has brown hair with two pla its a n d a centre
h i g her i n the m o rn i n g . 4 Between 3 p.m. and 6 p. m . parti ng. She has l i g ht skin, freckles a n d rosy cheeks.

io
S H o w m u ch yo u e a t i s more i m porta nt.
6 Beca use they g ive off b l u e l i g ht, w hi ch keeps you awa ke. Exercise 4 � 1 .33 page 38

Exerci se 5 page 36
at
Student 1 It l oo ks l i ke some kind of; or maybe; It's most l i kely;
I 'd say that Student 2 I th i n k it's a fitness class of some kind;
ic
exercise verb show verb work n o u n hard a d verb There's a sort of; or someth i n g l i ke that; I wo u l d say
record n o u n light n o u n level n o u n rest n o u n
bl

Exercise 5 � 1 .34 page 38

Exercise 6 page 36 photo A; The student refe rs to l ots of s u n s h i n e a n d fresh a i r.
Pu

( Poss i b l e a n swers)
Transcript
exercise noun, verb show verb (to g ive information a bout
Teacher Do you t h i n k t h e peo p l e a re e njoyi n g the c l a ss?
sth), noun (enterta i n ment performed for a n a u d ience)
Student Yes, I t h i n k they p roba bly a re e njoyi n g it.
al

work noun, verb hard adverb (with g reat effort, energy

T Why do you th i n k so7
or attention), a djective (not soft to touch; n ot easy)
S We l l, fi rstly, they've chosen to do it, so it's obviously the k i n d
ng

record noun (the best performance ever reached in sth), verb

o f t h i n g they enjoy. They a l l look very fit, so they p robably do
(to write d own or fi l m facts or events so that they ca n be
a lot of exe rcise. I'd say it's their hobby. And second ly, it looks
referred to later); to put m u sic, a fi lm, etc. onto a CD/DVD so
l i ke a beautifu l place to do a n exe rcise class. The re's l ots of
Ja

that it ca n be l i stened to or watched again later) light noun

s u n s h i ne a n d fres h a i r. Person a l ly, I'd love to be there.
(the energy from the sun, a l a m p, etc. that makes it possible to
see things), adjective (havi ng a lot of l i g ht; pale; not of g reat Exercise 7 page 38
weig ht; not deep) level noun, verb rest noun, verb 2 b, d, e, g 3 a, c, f, h

For fu rther practice of homonyms: Exercise 8 � 1 .35 page 38

Voca bulary Bui lder 3 F page 1 22 1 1 : no; 2: yes; 3: maybe 2 2 3 a j o b i nterview ( 1 ),
1 1 nail 2 c h est 3 h e a d 4 h a n d S head a wed d i n g (2), a fri e n d 's pa rty ( 3 )
6 nail 7 foot 8 a r m s 9 hand 1 0 foot Tra nscript
1 1 c h est 12 a r m s 1 Teacher Do you th i n k m e n c a re as m u c h a bout t h e i r
a p pea ra n ce a s wom e n ?
Student I d o n't th i n k t h ey do, rea l ly.
� Speaking T And why do yo u t h i n k that is7
S We l l, a s I see it, wom e n a re j u st m o re i n te rested i n that
Photo description k i n d of t h i n g : h a i rstyl es, fa s h io n . . . Whereas for m e n , it's
p retty bo r i n g . Fo r exa m p l e, most wo m e n spend a l ot
Exercise 2 � 1 .33 page38 m o re m o ney at t h e h a i rd resse r's t h a n m e n do.
Student 2 . S h e covers a l l t h e poi nts, g ives h e r o p i n i o n a n d T I see. Th a n k yo u . N ow, tel l me a bout an occa s i o n when
h e r a n swer i s m o re d eta i l ed, foc u sed a n d structu red . yo u wa nted to look yo u r best.
Transcript S H m m . Let m e see. Oh, I know. Some t i m e l a st yea r,
Student 1 Th is p h oto s h ows a g ro u p of wo m e n d o i n g some I a p p l ied fo r a pa rt-t i m e j o b at a cafe i n town. Before my
exe rcise. I t l oo ks l i ke s o m e k i n d of d a n ce c l a ss. They're in i nterview, I had my h a i r cut a n d put my s m a rtest c l othes
a park, o r m aybe i n t h e cou ntrys ide. It's m ost l i ke l y i n t h e o n . But it d i d n't h e l p - I d i d n't g et the job!

Unit 3 19

Jangal.com
 2 T Do you t h i n k m e n c a re as m u c h a bout t h e i r a p pearance
a s wom e n 7
Exa m Ski l ls Trainer 2
S I th i n k they do, rea l ly. Alth o u g h they don't a l ways a d m it it!
Rea d i n g
T Why do you t h i n k so?
S Wel l , most people bel ieve that wom e n a re the o n ly ones page 40
Exercise 1
who rea l ly ca re a bout their a p pe a ra n ce. But I do n't a g ree. 1 B 2 C
In my o p i n ion, men a re a l so worried a bout how they look.
T OK. Te l l me a bout a n occa s i o n w h e n you wa nted to Exercise 2 page 40
look you r best. 1 F 2 G 3 C 4 B S D
S A few m o n t h s a g o, my co u s i n g ot m a rried. I was i nvited,
of cou rse - the w h o l e fa m i ly was i nvited. I made a big Liste n i n g
effo rt to look g ood beca use t h e re a re a lways so m a ny
p hotog ra p h s a n d vid eos. Exercise 3 page 40
3 T Do you t h i n k men ca re a s m uc h a bout t h e i r a p pea ra nce 1 a, d 2 b, f
a s wom e n ?
S T h e way I l o o k at it, m e n d o ca re a bout h ow they l o o k
Exercise 4 ($l l .36 page 40
1 D 2 B 3 A 4 E
- you kn ow, t h ey wa nt t o l o o k good. B u t do t h ey ca re a s
m u c h a s wo m e n ? I d o n't th i n k so. Tra nscript
T Why n ot? Speaker 1 A l l rig ht, everyo ne, l ift you r a rm s up a bove you r
S Beca u s e I don't th i n k peo p l e j u d g e m en's a ppea ra nce head a n d try to tou c h t h e cei l i n g . Excel l ent! I f you rea c h h i g h
a s m u c h . Other m e n d o n't rea l ly m a ke co m me nts a bout e n o u g h , yo u'l l fee l t h e m u scles o f yo u r back. O K, g reat . . . now
a ma n's a p pea ra n ce. B u t oth e r wo m e n m a ke c o m m e nts kee p you r a rm s w h e re they a re a n d m ove s i d eways fro m
a bo u t a wom a n's a ppea ra nce. The re's m o re com petitio n ! the wa ist. Ca n you fee l t h e m u scles i n yo u r l eft s i d e 7 Rig ht.

n
T OK. Te l l m e a bout a n occa s i o n w h e n yo u wa nted to N ow hold . . . hold . . . hold . . . and s l owly stra i g hten u p.
look yo u r best. Wo n d e rfu l ! Wa it for a m o m e nt, t h e n go to t h e oth e r side .

io
. .

S I re mem ber once when my friend had a fa ncy d ress pa rty.
The theme was fi l m sta rs, a n d I made a big effort. I d ressed
a s Ja mes Bond, but everybody thought I was Mr Bea n .
mJ Writing
bl
Speaker 2 Have you been tryi ng to lose weig ht forever? Have
you done d iet after d i et, a n d not got the res u lts you want7 Wel l,
at
N utrach u m has the a n swer! The N utrac h u m Diet P l a n lets you
eat what you wa nt, when you wa nt, a l l mea l s i n c l uded. And
ic
we back it up with o u r money-back g u a ra ntee! J u st ca l l the
n u m be r on you r TV screen to get it for the a mazing p rice of

. . .

Speaker 3 Everyone says that you a re only as old as you feel

A n o p i n ion essay i n side, but I wish my body knew that! When you're you nger you
Pu

don't t h i n k a bout the things you've done to you rself I i nj u red

Exercise 2 page 39
my back in a skiing accident in my 30s, a n d I j u st decided to
first element d escribe the p ro b l e m (tee n a g e rs n ot g ett i n g
ignore it beca use it did n't h u rt that bad ly. We l l , now in my 70s,
e n o u g h exe rc ise)
al

I'm rea lly paying for it. I have to do special exe rcises every day,
second element ways of solvi n g this p ro b l e m
a n d I have to t h i n k twice before I bend over. It's a pa in - l ite ra l ly.
ng

Exercise 3 page 3 9 Speaker 4 Yes, it's true that being overweight or obese has
S h e t h i n ks t h a t t h e pro b l e m i s s e r i o u s . S h e p roposes two become more a n d more of a n issue - but it's not just the weight
itself that's the p roblem. If you think a bout it, you'l l rea l ize that
Ja

s o l u t i o n s : m a k i n g school c a n tee n s se rve hea lthy food a n d

g i v i n g tee n a g ers free m e m b e rs h i p o f t h e i r l o c a l sports ca rryi ng a lot of extra we ight a ro u n d is going to affect the rest of
fa c i l ities. you r body. Back pain, knee a n d a n kle problems . . . the l i st goes
on. I'm afraid that if we conti n u e l i ke this, in 25 yea rs we wi l l
Exercise 4 page 39 have created o n e o f t h e u n health iest societies in h istory.
Yes. 1 : 1 i s an i ntrod uction, 2 a n d 3 a re the m a i n body
and 4 i s t h e co n c l u s i o n . 2 : 2 d e a l s with t h e ca u ses a n d Use of E n g l ish
3 s u g g ests s o l u t i o n s. 3 : What i s m o re, . . . ; I n order t o . . . ;
F u r t h e r m o re, . . . 4: I stro n g ly b e l i eve . . . ; What I propose i s Exercise 5 page 41
. . . ; I wo u l d stro n g ly reco m m e n d . . . 1 C 2 B 3 C 4 C S B
1 view 2 s u g gest 3 tackle 4 sum
Exercise 5 page 39
1 view 2 seems 3 see 4 my S widely 6 said Writi n g
7 com m o n 8 a g ree 9 What 1 0 o n ly 1 1 s o l u tio n
1 2 propose 1 3 wo u l d 14 said 1 5 I n o rd e r to Exercise 9 page 41
1 6 s um 1 7 concl usion 1 view 2 s u g g est 3 tackle 4 sum
The ten phrases are most people a g ree that; I (strong ly)
believe that; What is more, . . . ; In order to ta ckle this
problem, . . . ; I n my view, . . . ; What I propose ( i n stead) i s
that; Furthermore, . . . ; I wou l d strongly recom m e n d that; To
co n c l u d e, . . . ; It seem s to me that

20 Unit 3

This is a prieview . Limited Version