WELCOME
Student’s Book pages 4–5
A LESSONS IN LIFE
Saying yes and adding conditions
1 1.02 Books closed. As a warm up, divide the class
into pairs and ask students: How many televisions do
you have in your house? Do you ever have problems with
them? You may like to answer the questions yourself
to get them started. Listen to some of their answers in
open class. For further speaking practice, ask students
to work in pairs and make a list of technology in the
home that can cause difficulties.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity
would best be done as a heads-up activity with the
whole class. Display the picture on the IWB. Ask:
What can you see in the picture? What is his problem?
Tell students they are going to read and listen to a
conversation about a problem with a television. Ask
them to read the dialogue and complete the gaps.
When the majority of students have completed the
exercise, divide the class into pairs or small groups
for students to compare their answers. Play the audio
for students to check their answers. During whole-
class feedback, nominate individuals to explain their
answers and clarify any difficulties. If time allows,
divide the class into pairs for students to act out
the dialogue.
Answers
1 up 2 get 3 unless 4 supposed 5 through
6 have 7 provided 8 long
2 Working individually, students complete the last line
of the dialogue. Allow them to compare their ideas
in small groups before listening to some examples in
open class.
3 SPEAKING Divide the class into small groups and
ask them to discuss the questions. For better results,
you may like to give students a few minutes to think
about their ideas before starting their discussion.
Monitor and answer any questions about vocabulary,
but as this is a fluency practice activity, do not
interrupt the conversations unless inaccuracy hinders
comprehension. Listen to some of their ideas in open
class as feedback.
4 WRITING Give students time to read through the
sentences. In open class, elicit the words which add
conditions (provided, as long as, unless, otherwise).
Ask students to work individually to complete the
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sentences. Divide the class into pairs or small groups
for students to compare their ideas. Monitor to check
students are adding conditions correctly. Make a note
of any repeated problems and clarify on the board.
Mixed-ability
Allow weaker students to write sentences with a partner
before regrouping to compare with others in small groups.
get used to
1 Books closed. To introduce the exercise, do an
Internet search for photos of early mobile phones.
Ask: In what way are they different from modern mobile
phones? Divide the class into pairs for students to
discuss the questions. Listen to some of their ideas in
open class.
Books open. Read through the instructions and
example. Check understanding of get used to. Point
out that it is followed by the -ing form of the verb.
In pairs, students complete the missing verbs and add
some ideas of their own. Regroup students into small
groups to compare ideas.
Answers
1 watching 2 taking 3 listening 4 using
2 SPEAKING Give students time to read the question
and make notes on their answers. Monitor to help
with vocabulary. Divide the class into pairs for
students to discuss their items of technology.
Optional extension
Write the following questions on the board. Divide the class
into two groups, group A in favour of modern technology,
group B against. Ask them to work in pairs to answer the
questions. Tell them they should not include their personal
opinion at this stage. Regroup into AB pairs for students to
discuss the questions. Listen to some of their arguments in
open class. Ask students to offer their real opinions.
Do you think modern technology:
is getting easier or more difficult to use?
breaks down too quickly?
becomes obsolete too quickly?
is too expensive?
is really necessary?
Secrets of love
1 Look at the picture with students. Nominate
individuals to answer these questions: What is the
relationship between these people? How do they feel?
Tell students they are going to read an essay in
which a man describes his grandparents’ successful

marriage. Set a time limit of two minutes to
encourage students to practise reading quickly. Tell
them not to worry about unknown words, but to
focus on getting an overall understanding of the
article and on answering the question. Allow students
to compare answers with a partner before feedback
in open class.
Answers
Respect, patience and the feeling he had when he first saw
his wife.
2 Students re-read the article to complete the exercise.
Tell them not to use dictionaries, but to try to
understand any difficult vocabulary from its context.
Encourage them to underline the parts of the article
that helped them decide on their answers. Students
compare answers in pairs before a whole-class check.
During feedback ask students to refer to the parts of
the essay they underlined to justify their answers.
Answers
1 They thought the couple were mad.
2 Respect to him means being able to accept the other
person for who they are and giving them room to grow.
Without this, a relationship cannot survive.
3 He says that it’s impossible to live with someone for a
long time without falling out and with patience you can
work things out.
4 He says it was an important part of his marriage, but that
couples can also be happy without having children.
3 SPEAKING Ask students to work in pairs to complete
the task. Tell them they should try to think of five
different secrets. Monitor to help with vocabulary
and ideas. When students have completed their list,
regroup into small groups for students to compare
lists and discuss which are the five best secrets.
Listen to their list in open class and create a list of
their ideas on the board. Hold a class vote to find
out which of the secrets students think are most
important.
Optional extension
Divide the class into AB pairs. Set up a role play with A as the
grandparent and B as the teenager. The teenager has to ask
the grandparent about relationships and the grandparent
has to give advice. Encourage them to use some of the
expressions on page 5. When students have completed
their discussion, regroup students into grandparents and
teenagers to report back on their conversations.
Love and relationships
1 Look at the list of words with students. Ask students
to work with a partner and complete sentences 1 to
6. During whole-class feedback, say the words for
students to repeat and check pronunciation.
Answers
1 fall 2 date 3 start 4 engaged 5 out 6 over
2 To clarify the activity, look at the first sentence with
students and nominate some volunteers to give a
score to the rule. Working individually, students
complete the exercise.
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3 SPEAKING Divide the class into pairs for students to
compare their scores. Encourage them to give reasons
for their choices and to try to come to agreement on
the best score for each rule.
4 Books closed. Write the words in question 1 on the
board and nominate an individual to order them to
make the question. Ask: How long after meeting your
partner should you say these words? Elicit answers in
open class. Ask: How about on the first date?
Books open. Ask students to work in pairs to order
sentences 2 to 5. You could do this as a race. Check
answers in open class.
Answers
1 Do you want to marry me?
2 How many children do you want?
3 Can you pay for the meal?
4 Do you want to meet my mum and dad?
5 Why don’t you lose a bit of weight?
5 ROLE PLAY Read through the instructions and the
example. Students write their sentences and then
discuss their date with a partner. Encourage them
to describe their date in more detail and to compete
to make their date sound worse than their partner’s.
Monitor to check students are using reported speech
correctly. Refer to any repeated errors on the board
after feedback. Also listen for any entertaining
conversations and ask students to report these back
in open class as feedback.
Student’s Book pages 6–7
B CHALLENGES
The bucket list
1 1.03 Books open. If there is an interactive
whiteboard (IWB) available in the classroom, this
activity would best be done as a heads-up activity
with the whole class. Display the pictures on the
IWB. Ask students: What can you see in the pictures?
Listen to some of their ideas in open class but do not
comment at this stage. Play the audio while students
listen and answer the questions. Students compare
answers with a partner before a whole-class check.
Answers
1 a list of things to do before a defined age or time
2 get a poem published, do a parachute jump
2 1.03 Give students two minutes to read the
conversation and complete the gaps with the words
in the list. Play the audio again for students to listen
and complete the conversation. When students have
compared answers with a partner, check in open
class. Ask pairs to practise the dialogue.
Answers
1 to come 2 having 3 reckon 4 problem 5 it online
6 chance 7 manage 8 right
3 Read through the instructions in open class. Give an
example of your own to get them started. Students
work with a partner to complete the exercise. Listen
to some of their ideas in open class as feedback.
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 Optional extension
Give students five minutes to write their own bucket list
and think of reasons for their choices. You could elicit some
ideas in open class and write them on the board to get them
started. Monitor to help with vocabulary as required. Divide
the class into small groups for students to compare their lists
and to decide whose list would be most difficult to complete.
Verbs with -ing or infinitive
Draw students’ attention to questions 1 and 2 in the
bucket list dialogue. Elicit that try is followed by the
infinitive and regret is followed by the -ing form. Make
two columns on the board and write infinitive and -ing
at the top. Challenge students to work in pairs to think
of five more verbs to put in each of the two columns.
As feedback, ask the fastest pair to write their answers
on the board. Brainstorm more verbs from the rest of
the class.
Ask students to work in pairs to complete sentences 1 to
5. Check answers in open class.
Answers
1  to count  2  doing  3  worrying  4  taking / to take
5  to say
Issuing and accepting a challenge
1 Ask students to cover responses a to f and focus on
sentences 1 to 4. Say each sentence in open class and
elicit possible responses. Ask students to uncover
responses a to f and match them to sentences 1 to
4. Clarify that there may be more than one possible
answer. During whole-class feedback, encourage
students to attempt challenges 1, 3 and 4.
Answers
1  b  2  b, f  3  a, b, c, e  4  d
Fast finishers
Ask students to close their books and write as many verbs
with –ing or infinitive as they can remember.
2 Students work individually to complete the activity.
Encourage them to look at the examples in Exercise
1 and to use each of the types of challenge at least
once. Monitor to help with vocabulary and ideas
as necessary.
3 SPEAKING   Divide the class into pairs or small
groups to challenge each other. Make sure students
are aware that they do not have to accept every
challenge if they do not want to. For further speaking
practice when students have issued their challenges,
regroup and ask students to report back on their
conversations. Listen to some example challenges in
open class as feedback, and nominate volunteers to
accept them.
Our greatest challenge
1 Books closed. Write: What is our greatest challenge? on
the board. Ask students to work in pairs to discuss
the question. Listen to some of their ideas in open
class and write some of their ideas on the board.
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Books open. Tell students they are going to read a
blog entry about a challenge in the future. Students
work individually to complete the exercise. Ask them
to underline the parts of the text that helped them
find the answer. Allow them to compare answers
with a partner before whole-class feedback. During
feedback ask students to quote the parts of the text
that support their answers. Refer back to the ideas on
the board from the lead-in. Did anybody mention the
challenge in the blog?
Answer
Defending the natural world from human greed.
2 Give students time to read the sentences. Check/
clarify on the grounds that; so-called, dread. Encourage
students to underline the key information in the
questions that they will be looking for in the blog.
Students read the blog in more detail to answer the
questions. Suggest that they underline the parts
of the blog that helped them find their answers.
Students check their answers with a partner before
whole-class feedback.
Answers
1 The writer recently read a story about a new golf course
being built on protected land.
2 She’s so upset because the land is a breeding site for
thousands of seabirds; she fears that this is contributing
to yet more loss of the natural world.
3 She believes that the world belongs to every man, woman
and child; every animal, bird and insect.
3 Give students time to read the sentences. To help
students with ideas, you could have an open class
brainstorm and write some ideas on the board for
students to choose from. Working individually,
students complete the exercise. Monitor to help with
any difficulties.
4 SPEAKING   Divide the class into pairs or small
groups for students to compare their sentences.
Encourage them to speak at length and give reasons
for their opinions. As feedback, ask groups to report
back on common themes. Hold a class vote to find
out what students feel is the greatest challenge
we face.
Mixed-ability
Stronger students can do the exercise without preparation
time.
Weaker students: allow time for students to make notes on
reasons for their opinions before sharing them with a partner.
Phrases for talking about the future
1 SPEAKING   In pairs, students discuss the headlines
and answer the questions. When they have come to
an agreement, regroup students to compare their
rankings with other students and try to convince each
other of the best ranking. Do not discuss the meaning
of the words in italics at this stage.
2 Students work in pairs to match the words in
italics to their meaning. During feedback, nominate
individuals to explain the meanings and give further
examples for clarification if necessary.

Answers
will definitely – 5
will happen very soon – 1; 3
will probably – 4
is going somewhere to do something – 2
3 Give an example of your own to get them started.
Working individually, students write sentences. Tell
them they can write about real news stories or invent
stories of their own. Monitor to help with vocabulary
and ideas and to check students are forming
sentences correctly.
Fast finishers
Ask students to write sentences of their own using phrases
for talking about the future.
4 SPEAKING   Divide the class into pairs for students to
compare their sentences and decide who has the best
story. Encourage students to add more information
and develop the stories further. As feedback, listen to
some of the stories in open class.
Student’s Book pages 8–9
C EMPATHISING
Cheering someone up and sympathising about past
situations
1 1.04   Ask: Do you want to learn to drive? Why?
Do you think it is difficult to pass the test/drive a car?
Divide the class into pairs for students to discuss
the questions. Listen to some of their ideas in open
class. Tell students they are going to listen to a
conversation about a driving test. Play the recording
while students listen and answer the questions. Allow
students to compare answers with a partner before
feedback in open class.
Answers
1  Jim is miserable because he failed his driving test.
2  She promises him that he will pass next time.
2 1.04   Ask students to read through the
conversation and work individually to try to
complete the gaps from memory before checking
answers with a partner. Repeat the recording for
students to check their answers. Allow students to
compare answers with a partner before feedback in
open class.
Answers
1 Cheer up  2 dear  3 turns out  4 go through
5 wears; out  6 get; down  7 let; down  8 blame
9 work out  10 dwell
3 SPEAKING   Divide the class into pairs for students to
answer the question. Listen to some examples in open
class. Write some of their idea on the board to refer
to after Exercise 4.
4 Ask students to work in pairs to complete the
expressions. During whole-class feedback, say each
of the expressions for students to repeat and check
pronunciation. Make sure students sound suitably
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positive or sympathetic when saying the expressions.
Look back at their examples on the board: Did they
think of any of the expressions?
Answers
1 f  2 h  3 a  4 b  5 g  6 d  7 c  8 e
5 WRITING   Give students time to read through the
instructions and situations. In pairs, students choose
a situation and write a dialogue. Ask students to use
the dialogue in Exercise 2 as a guide and to include
at least three of the expressions from Exercise 4. Ask
students to practise their dialogue several times.
Monitor to help with pronunciation and intonation
of the expressions. Listen to some examples in open
class as feedback.
Mixed-ability
Weaker students can write their dialogues and practise
them before trying to act out their dialogue without looking
at their notes. Stronger students can invent dialogues
spontaneously.
Life’s ups and downs
1 To introduce the topic, you might like to tell students
about something you have succeeded in doing (or
failed to do). Try to include some of the words from
the list in your story. Ask students to work with a
partner to complete the sentences with the words
in the list. Check answers in open class. During
feedback, it is good practice to check students’
understanding of vocabulary by asking concept check
questions e.g. Are you happy if things are not going
your way? Who would you blame if you didn’t pass an
exam? Why? etc.
Answers
1 way  2 blamed  3 let  4 hardest  5 expectations
6 get
2 SPEAKING   Divide the class into small groups and
ask them to discuss the questions. For better results,
you may like to give students a few minutes to think
about their ideas before starting their discussion.
Monitor and answer any questions about vocabulary,
but as this is a fluency practice activity, do not
interrupt the conversations unless inaccuracy hinders
comprehension. Listen to some of their ideas in open
class as feedback.
A helping hand
1 Write the title on the board and elicit/clarify
meaning. Tell students they are going to read about
somebody lending a helping hand. Check/clarify:
autistic. Students read the article to complete the
exercise. Tell them it is not important to understand
every word, but to focus on ranking the suggested
titles. To encourage students to read quickly, set
a two-minute time limit. Students compare their
answers with a partner before checking in open class.
During feedback, ask students to give reasons for
their choices.
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2 Read through the sentences with students and
check/clarify: tantrums; trepidation; charm; kick off.
Students read the article in more detail to complete
the exercise. Suggest that they underline the parts of
the text that helped them find their answers. Students
check their answers with a partner.
Answers
1 The writer describes life with an autistic child as a
constant adventure.
2 She was nervous because it was her son’s first flight and
she didn’t know how he would behave or how others
would react to his behaviour.
3 He calmed her son down, helped put his seat belt on and
got him to eat a meal.
Adjectives to describe uncomfortable feelings
1 The article contains a variety of adjectives to describe
uncomfortable feelings. Give students two minutes
to read through the sentences and try to complete
them from memory before looking back at the article
to check their answers. Check answers in open class.
Say the adjectives for students to repeat and check
pronunciation.
Answers
1 awkward  2 guilty  3 desperate  4 puzzled
5 stuck  6 ashamed
2 SPEAKING   Working individually, students make
notes on their answers. Monitor and help with ideas
or to deal with questions about vocabulary. Divide
the class into pairs or small groups for students to
compare and discuss their answers. Listen to some of
their ideas in open class as feedback and encourage
further discussion.
Mixed-ability
Weaker classes: Give students two minutes (or more if
necessary) to prepare their answers. Stronger classes:
Students should be able to think of situiations without
preparation time.
Talking about past ability
1 Books closed. Ask students to imagine what the
stranger might have said to his wife when he got
home. Elicit some ideas and write them on the board.
Books open. Students work together to complete the
exercise. During a whole-class check, ask students
to underline the phrases referring to past ability and
give further examples to clarify meaning if necessary.
Refer back to the sentences on the board. Did anyone
guess correctly?
Answers
3, 5
2 Read through the instructions in open class and give
some examples of your own to get them started.
In pairs, students complete the sentences. Remind
students that manage is followed by to while succeed
is followed by in + -ing. Regroup into small groups
for students to describe their flights and decide who
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had the worst flight. Listen to some examples in open
class as feedback.
Student’s Book pages 10–11
D  BUT IS IT NEWS?
Introducing news
1 Books closed. As a lead-in, check/clarify: gossip. Ask:
Do you like gossiping? How often do you gossip with
your friends? Who do you gossip about? Ask students
to discuss the questions with a partner and listen to
some of their answers in open class.
Tell students they are going to read a conversation
about a piece of gossip.
Students read and answer the questions. Allow them
to compare answers with a partner before a whole-
class check.
2 Give students time to read through the dialogue
and work with a partner to try to complete the gaps
from memory. Students complete the dialogue. Ask
students to compare answers with a partner before
checking in open class.
Answers
1 about  2 out  3 time  4 run  5 keep  6 exactly
7 made  8 up
3 In pairs, students discuss the question. Listen to some
of their opinions in open class.
4 Go through the first item as an example in open class.
Ask students to work with a partner to complete the
exercise. If you are using an IWB, create two text
boxes and copy and paste them four times to make
ten boxes. Write one of the sentence halves in each
of the boxes. Mix the boxes up on the board and ask
students to work in pairs to match the boxes and
create the five phrases as quickly as possible. Ask the
first pairs to finish to come to the board and drag and
drop the boxes to make the correct phrases. During
whole-class feedback, say the phrases for students to
repeat and check pronunciation.
Answers
1 d  2 a  3 e  4 b  5 c
5 Ask students to work in pairs and order the
sentences. Go through the first sentence with them
in open class as an example, if necessary. During
feedback, say the sentences for students to repeat.
Drill sentences to ensure correct pronunciation.
Answers
9, 1, 5, 7, 3, 6, 2, 4, 10, 8
6 SPEAKING   Working in pairs, students choose an
expression and write a short dialogue. Monitor to
help with vocabulary and check students are using
correct pronunciation and intonation. Give students
time to practise their dialogue several times before
regrouping into groups of four for students to
perform their dialogues. Listen to some examples
in open class as feedback.

Ways of speaking
1 This activity could be done as a Test-Teach-Test
exercise. Read the instructions with students and ask
them to work individually to complete the exercise
(Test). Allow students to compare answers with a
partner. During whole-class feedback, focus on the
different structures that follow each verb (Teach). If
students have had difficulty with particular verbs,
give them further examples (Teach) and ask them to
think of examples of their own (Test). Approaching
the exercise in this way allows you to see which areas
students are already aware of and which they need
further practice in.
Answers
1 complain  2 recommends  3 introduces
4 announces  5 confesses
2 SPEAKING   Give students two minutes to read
through the sentences and think about their answers.
Divide the class into pairs or small groups for
students to discuss their answers. Monitor to check
students are using language correctly and to make
a note of any repeated errors. Write these up on
the board, ensuring anonymity and ask students to
correct them during whole-class feedback. During
feedback, ask students to share any interesting
information they discovered about their partner.
News mad?
1 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as
a heads-up activity with the whole class. Focus on
the picture or ask students to cover the text on the
left of the page. Nominate individuals to describe
the photograph and write answers on the board. Ask
students to read the blog and answer the question.
Tell students not to worry if they don’t understand
every word and that they should just focus on
answering the question. Ask students to check their
answer with a partner before feedback in open class.
Answer
The writer suggests it means that the person isn’t interested
enough in your news to make a real comment.
2 Check/clarify: breaking news. Students read the
text again to complete the exercise. Tell them to
underline information in the text that helped them
answer each question. Students check answers
with a partner before whole-class feedback. During
feedback, ask students to justify their answers by
quoting the text they have underlined.
Answers
1  The writer feels anxious.
2  The writer has to stay up late to meet deadlines.
3 The writer warns that a stupid or thoughtless tweet could
be shared all around the world and people would judge
you for it.
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Verb + noun collocations with make, take, play, do, give
1 Books closed. As a quick review of expressions using
these verbs, draw five columns and write make, take,
play, do and give at the top. Divide the class into
two groups and point to a verb on the board. Give
students two minutes to think of as many expressions
as they can using the verb. Write any correct answers
on the board and give a point to the team who can
think of the most expressions.
Books open. Students work in pairs to complete the
exercise. Check answers in open class.
Answers
1 gives  2 take  3 makes or takes  4 does
5 takes  6 plays  7 make
2 SPEAKING   In pairs, students make news headlines
using the phrases. Monitor to help with vocabulary
and ideas. Ask students to make notes of their stories.
Regroup into small groups for students to share their
stories. Listen to some examples in open class as
feedback.
Cause and effect linkers
Draw attention to the words in brackets and elicit/
explain that they are used to show cause and effect.
Students work individually to rewrite the sentences.
Remind them to check the position of the linker and
punctuation. Students check answers with a partner
before whole-class feedback.
Answers
1 The president’s plane was diverted to another airport
due to (the) bad weather. / Due to (the) bad weather, the
president’s plane was diverted to another airport.
2 No single party won enough votes. Consequently, there
will be another election.
3 The Queen has cancelled the dinner because she is not
well. / Because she is not well, the Queen has cancelled
the dinner.
4 The government have cancelled their plans as a result of
so many people protesting. / As a result of so many people
protesting, the government have cancelled their plans.
Fast finishers
Ask students to rewrite the sentences using different linkers
of cause and effect.
Sharing news
1 Look at the list of words with students. Ask students
to work with a partner and complete sentences 1 to
5. During whole-class feedback, say the words for
students to repeat and check pronunciation.
Answers
1 let  2 keep  3 pass  4 get  5 break
2 SPEAKING   Divide the class into pairs for students to
discuss their answers. Encourage them to go into detail
and to ask each other questions for further clarification
if necessary. Monitor as they are doing this and make
a note of any common errors. Write these up on the
board, ensuring anonymity, and ask students to correct
them as part of whole-class feedback.
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1 SISTERS
BROTH ER S A N D
Objectives
FUNCTIONS using emotive language
GRAMMAR talking about habits; adverbs to express attitude
VOCABULARY personality (1); personal conflict
Student’s Book pages 12–13
READING
1 SPEAKING Books closed. As a lead-in, ask: What
has the most important influence on your personality?
Is it your parents, your brothers/sisters, your friends,
your school? Students discuss the question in pairs
and try to come to agreement on the most important
influence. Elicit answers for feedback and make a list
on the board.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, the lead-in to this
activity would best be done as a heads-up activity
with the whole class. Display the pictures on the IWB.
Ask individuals to speculate about the relationship
between the people in the photos. Ask: What might
have happened before the photo? What might happen
next? Ask students to work with a partner and discuss
who might have said sentences 1–6. Tell them they
should give reasons for their answers. Listen to some
of their ideas in open class as feedback.
2 Divide the class into pairs or small groups for
students to make a list of more complaints. Ask them
to categorise the complaints into serious complaints
and minor complaints. Listen to some of their
answers in open class for feedback and write them
on the board to refer to after Exercise 3.
3 Give students a minute to think about the question,
then elicit some answers in open class and write them
on the board. Give students a two-minute time limit
to encourage them to read the article quickly and
check their ideas. Tell them to focus on the task and
not to worry if they do not understand every word.
Compare their findings with the ideas on the board
as feedback.
4 1.05 This exercise is closely modelled on Reading
and Use of English part 2 of the Cambridge English:
Advanced exam.
Give students time to read through the sentences
and check/clarify: variables; by virtue of; sibling;
controversy; offspring; strive. Suggest to students that
the best approach for this type of exercise is to firstly
underline the key information in the sentences that
will help them place the sentences in the text (e.g.
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It’s in sentence 3; However in sentence 6). Secondly,
read the words around the gap in the text and look
for connections between the text and the sentence in
the gap. Do the first one as an example in open class
and clarify how the sentence in the gap is connected
to the text. For example, sentence 3 fits in gap A
as it refers to the long list which precedes the gap.
Students read the article in more detail to complete
the exercise. Suggest that they underline the parts of
the text that helped them find their answers. Students
check their answers with a partner before whole-class
feedback.
Answers
A 3 B 6 C 8 D 4 E 2
5 SPEAKING Divide the class into pairs or small
groups to answer the questions. Monitor to help with
vocabulary and to prompt each individual to go into
detail for question 1. For question 2, tell students to
try to come to agreement as a group, as this focuses
their speaking towards achievement of a goal and
therefore generates maximum speaking time. Listen
to some of their answers during whole-class feedback.
Have a quick hands-up to find out which position in
the pecking order they think is the best and nominate
individuals to give reasons for their answers.
Optional extension
Divide the class into pairs for students to write 6 questions
about the text. The questions should begin with the words:
Which child…? For example, Which child enjoys their parents’
undivided attention? or Which child feels insecure?
When pairs have completed their questions re-pair students
and ask students to test their new partner’s memory of the
article.
Questioning widely accepted theories
1 Books closed. To introduce the topic of accepting
theories, ask: Do you believe everything you read on
the Internet? What if it is based on scientific research?
Students discuss the questions in pairs. Listen to some
of their answers for feedback.
Books open. Read the introduction in open class. Ask
students to work with a partner and decide which
of the examples contradicts claims in the article.
Nominate individuals to describe the contradictions
as feedback.

Answers
1 and 3
2 SPEAKING To prepare students for this discussion,
give them time to make a note of family and friends
and their positions in the family. Ask them to think
of adjectives to describe the people and to think
about whether they contradict the article. Divide the
class into pairs for students to complete the exercise.
Listen to some of their answers in open class as
feedback.
3 SPEAKING Before students discuss their ideas,
elicit one or two examples in open class to get them
started. Divide the class into small groups. Students
discuss their answers and make notes. Monitor to
help with vocabulary and to ensure quieter students
have an opportunity to speak. Avoid error correction
unless it really hinders comprehension. The focus of
this task is on fluency, not on practice of structures
or lexis. Ask each group to nominate a secretary to
make notes of their answers (this could be one of the
quieter students, to encourage participation). When
students have some ideas, regroup students into new
groups and encourage them to share information.
Listen to some of the best comments in open class
as feedback.
Optional extension
Ask students to work in pairs to create a new personality
theory. Give them an example of your own to get them
started. For example, assign different personality
characteristics according to which month people are born in
– people born in January tend to be self-centred etc.
When pairs have completed their theories regroup students
into small groups and ask students to try out their theories
on their new partners. Ask students to make a note of the
results to report back to their original partner.
Student’s Book pages 14–15
GRAMMAR
Talking about habits
1 Read the title and give students time to read through
sentences 1–4. Ask: Which words in the sentences refer
to habits? (’ll typically look at; ’s always telling; used to
give; tend to be). Elicit/point out that in sentence 1,
will refers to a repeated activity and does not refer
to the future. Ask students to work with partner to
complete the exercise. Check answers.
Answers
1 c 2 b 3 a 4 d
Students work with a partner to complete the rule.
Encourage them to refer to the example sentences to
help them. Check answers. Refer to the examples and
give further examples of your own to clarify the rule.
Rule
1 to 2 continuous 3 will (’ll) 4 tend
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1 B ROTH ER S A N D SISTER S
2 Give students time to read through the paragraph
quickly to get an overall understanding. Ask them
to work individually to choose the correct word
to complete each gap and encourage them to refer
to the rule to check their answers. Allow them to
compare answers with a partner before feedback in
open class.
Answers
1 to 2 would 3 used 4 to 5 tends 6 will/’ll
7 always 8 not
Fast finishers
Ask students to find further examples of the structures will
and tend to in the article on page 13.
3 WRITING If you’re short on time, set this exercise
for homework.
Ask students to work in pairs and complete the
exercise. Remind them to check if the sentence
requires a positive or negative form. Check
answers with the whole class, checking students’
pronunciation of used to and tend to. Draw attention
to the elision of the d and t. If necessary, refer back
to the rule to clarify understanding.
Workbook page 10 and page 122
Be aware of common errors related to talking about
habits in the present. Go to Get it right! on Student’s
Book page 122.
VOCABULARY
Personality (1)
1 Books closed. As a lead-in, brainstorm personality
adjectives in open class and write any correct
answers on the board.
Books open. Have a reading race for students to find
adjectives 1–8 in the article. Ask students to work
with a partner to discuss which child they refer
to. During whole-class feedback, say the words for
students to repeat. When checking pronunciation,
you may like to write the words on the board and
elicit and mark the stress for clarification.
Answers
1 eldest 2 eldest 3 second 4 youngest 5 second
6 eldest 7 youngest 8 youngest
Optional extension
As a further check of understanding, ask students to work
in pairs to decide if the adjectives are positive or negative.
Check answers.
Positive: respectful; outgoing
Negative: insecure; inconsiderate; rebellious; self-centred
Neutral: traditional; unconventional
2 Ask students to cover the eight definitions and read
through the words. Students work with a partner to
try to define the words. Students can then uncover
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 the definitions and match them to the words. Check
answers in open class.
Answers
1 respectful 2 unconventional 3 self-centred
4 rebellious 5 traditional 6 outgoing 7 demanding
8 insecure
Fast finishers
Ask students to write a list of things that someone who is
each adjective does. For example, an unconventional person
might dress strangely, etc.
3 WRITING Read through the example sentences in
open class. Tell students that they should use five
different personality adjectives and try to include
four different ways of talking about habits. For
more extensive writing practice, ask students to give
examples of each person’s habits.
4 SPEAKING In pairs, students take turns to read their
sentences and guess adjectives. If they have both
chosen the same adjective (e.g. rebellious), ask them
to discuss which of the people is more rebellious.
They could also discuss whether the personality
traits of the people they describe fit the theory in
the article. Listen to some examples in open class
as feedback.
Workbook page 12
LISTENING
1 SPEAKING Books closed. As an introduction to the
topic, ask: Do you ever watch soap operas? What type
of things happen in soap operas? Give students time to
discuss the questions in pairs, then listen to some of
their ideas in open class.
Books open. Ask students to work with a partner
to discuss the questions. Monitor and encourage
students to speculate and expand on their ideas.
Listen to some of their ideas in open class as feedback
and write answers on the board to refer to after the
audio.
2 1.06 Play the audio for students to listen and
check their predictions in Exercise 1. Ask students to
check answers with a partner before referring to their
ideas on the board during whole-class feedback.
3 1.06 Give students time to read through the
sentences and check understanding. Check/clarify:
make amends. Ask students to underline the key
information they will need to listen for and to try to
answer the questions based on their first listening.
Play the audio while students answer the questions.
Let students compare answers with a partner before
feedback in open class.
Answers
1 T 2 F 3 F 4 T 5 F 6 F 7 T 8 F
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Audio Script Track 1.06
Shreya Dad! You’re home.
Rahul Yes, I left the office early. I wanted to … What’s that?
Shreya Er … Um … Umm … What?
Rahul That – that bag. What’s going on, Shreya?
Shreya Umm …
Rahul What’s going on? Where are you going?
Shreya I’m leaving. I’m leaving home for a while.
Rahul What?
Shreya I said I’m leaving home, Dad. I’m going to stay with
Maya in London.
Rahul Your sister?! But you haven’t spoken to her since …
Shreya Since she stole my boyfriend. You can say it. I know,
Dad, but that was six months ago. We’ve been talking
and she wants to make amends.
Rahul Make amends. She can’t make amends. I mean …
after what she did …
Shreya I want to know why it happened and I want to forgive
her. I want my sister back and for us to move on.
Rahul But, but … how long are you planning on going for,
Shreya?
Shreya I don’t know.
Rahul But what about your job? You can’t just walk out on
that.
Shreya I already have, Dad. And Maya says she can get a job
for me where she works.
Rahul What? You mean you’re leaving for good? But you
can’t leave us. You belong here. What about me and
Samir? You can’t leave him. Ever since Mum … Well,
he sees you as his mother.
Shreya Dad, Samir’s 15. He’s not a baby. He’s my brother and I
love him, but I can’t live my life around him or you. Of
course I’m going to miss him.
Rahul You haven’t told him, have you? Tell me you haven’t
done that.
Shreya I have, and he’s totally cool about it. I’ll still see you
both. I’m only going to London – not the other side of
the world. It’s only an hour away.
Rahul I don’t understand, Shreya. Why didn’t you tell me?
Were you just going to leave and say nothing?
Shreya No, Dad. I was going to phone you later, once I got
there. I was worried. I was worried you’d try and stop
me. You’ve got to understand, I’m not leaving because
of you. I’m sick of this place. I’m sick of my dead-end
job. I want to do something with my life. I’m 18. And I
miss my sister, Dad. She was my best friend. I need to
understand what happened and I need to put things
right between us before it’s too late.
Rahul It’s that boy, isn’t it?
Shreya No, Dad. It’s got nothing to do with him. It’s about me.
It’s about me making something of my life. That’s not
so difficult to understand, is it?
Rahul But I’ve always given you what you want, haven’t I?
Shreya You have, Dad. You have. Maybe that’s part of the
problem. I need to learn to make decisions for myself.
I need the space to be able to do that. I need to work
out what it is that I want from life.
Rahul Oh come on, Shreya, you don’t need to move out to
work these things out. Don’t you think you’re being a
bit selfish?
Shreya I’m not being selfish. And I do need to move out, Dad.
I really do. This is exactly why I didn’t say anything to
you, Dad. I knew you wouldn’t get it.

Rahul But you never even tried.
Shreya Look, that’s my taxi. I’ve got to go. I’m sorry.
Rahul Shreya, you can’t just go. You can’t leave us.
Shreya Why, Dad? Why can’t I go?
Rahul Shreya, it’s Samir. It’s your brother. He’s …
FUNCTIONS
Using emotive language
1 Books closed. Elicit/explain that there was a lot of
emotive language used in the recording. Ask students
if they can remember any of it, or any other phrases
used to express emotions. Write any correct answers
on the board.
Books open. Look at sentences a–f with students.
Play the recording again for students to listen and
decide who says each one. Pause after each phrase
and ask students to repeat the phrase using suitable
intonation. Encourage students to sound emotive!
Repeat the phrases several times chorally and
individually.
Answers
a Shreya b Rahul c Rahul d Shreya e Rahul
f Rahul
2 Students work in pairs to complete the exercise.
Check answers. Ask students to work in pairs to think
of further examples of each emotive technique and
listen to some of their ideas in open class as feedback.
Answers
1 f 2 a, d 3 b 4 d 5 c, e
3 WRITING Divide the class into AB pairs to create
dialogues. Monitor to help with vocabulary and
to make sure students are using emotive language
where possible. When students have created their
dialogues, give them time to practise, then ask them
to regroup into groups of four for students to act out
their dialogues. Listen to some of the best examples
in open class as feedback.
PRONUNCIATION
For practice of intonation when showing
emotions go to Student’s Book page 120.
Relationships
1 Give students time to read through the sentences.
Check/clarify: most/least in common with. Ask
students to write about an example of each
relationship. Depending on time and the needs of the
class, you could ask students either to make notes
or to write full sentences. Monitor and help with
vocabulary as required.
2 SPEAKING Divide the class into pairs or small
groups for students to describe their choices. Monitor
and help with vocabulary as necessary. Encourage
students to give reasons for their choices and to
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1 B ROTH ER S A N D SISTER S
use adjectives of personality in their discussions if
possible. To aid students when giving advice, you
might like to quickly elicit some expressions used
when making suggestions and write them on the
board (for example: Have you thought about…?; It
might be a good idea to … etc. Listen to some of their
opinions in open class as feedback.
Optional extension
For further speaking practice, regroup students into small
groups and ask them to report back their conversations to
their new partners. Ask students to work as a group and
decide which suggestions were most useful.
Student’s Book pages 16–17
READING
1 Books closed. To introduce the topic of going to the
same school as siblings, ask students: What are the
benefits of going to the same school as your brother or
sister? Ask students to work with a partner and make
a list of at least three benefits. Listen to some of their
ideas in open class.
Books open. Ask students to work individually and
think of at least three drawbacks of going to the same
school as your brother or sister. Divide the class into
pairs or small groups for students to compare their
ideas. Listen to some of their ideas in open class as
feedback.
2 Students read the web page to answer the question
and see if any of their ideas are mentioned. Tell them
not to worry about unknown words, but to focus on
getting an overall understanding of the article and
on checking their ideas. Students compare answers
with a partner. Check answers, referring back to the
ideas on the board. Did anyone think of the same
problems?
Answers
A younger brother embarrassing his older brother at school;
a younger sister not making friends with other girls and not
showing any interest in typical ‘girl-things’.
3 This exercise requires a deeper understanding of
the texts. Check/clarify: pester; tomboy. Working
individually, students re-read the web page and
underline the different pieces of advice, then rank
the advice for each problem in order of usefulness.
Divide the class into pairs for students to compare
their rankings. Tell students to refer to the text when
giving reasons for their answers. Check answers in
open class and have a quick vote to decide which
advice the class thought was most useful.
SPEAKING
Give students time to read through the instructions.
You may also like to give students time to make notes
on their answers before the discussion stage. In groups
of four, students complete the exercise. Monitor and
answer any questions about vocabulary, but as this
is a fluency practice activity, do not interrupt the
conversations unless inaccuracy hinders comprehension.
27
Ask some of the groups to report back on their
conversations in open class for feedback.
Optional extension
Divide the class into pairs and ask students to make a list
of reasons that the younger siblings on the web page might
act as they do. When students have at least three reasons,
this could lead into a role play with younger and older
siblings discussing the situations. Assigning roles and giving
preparation time in this way often leads quieter students
to interact more and voice their opinions. Monitor and
encourage all students to speak. Develop the conversations
into a whole-group discussion.
GRAMMAR
Adverbs to express attitude
1 Ask students to work with a partner to choose the
correct option to complete each sentence before
checking answers by referring back to the web page.
Check answers in open class.
Answers
1 Admittedly 2 Annoyingly 3 Hopefully
4 Regrettably
2 Working individually, students find further examples
of adverbs to express attitude in the web page. Divide
the class into pairs and ask students to complete the
rule. Check answers in open class. Use the examples
in Exercise 1 to clarify the rules.
Answers
honestly, obviously, certainly, understandably, surely
Rule
(in any order)
1 honestly 2 obviously 3 surely 4 certainly
5 understandably
Fast finishers
Ask students to work in pairs and decide which of the
adverbs is used when a speaker is not pleased with a
situation. (annoyingly, regrettably, surely)
3 If you’re short on time, you can set this exercise for
homework.
Students work individually to complete the exercise.
Let them compare answers with a partner before
checking answers in open class. During feedback,
refer to the rule for clarification if necessary.
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Suggested answers
1 Annoyingly, my sister’s always using my hair
straighteners.
2 Hopefully, my brother will lend me his jacket.
3 Regrettably, I didn’t learn a musical instrument when I
was younger.
4 I’m good at languages, but, admittedly, my sister is better
than me at Maths.
5 Surely my brother could spare half an hour to help me
with my homework if he really wanted to.
6 Honestly, I would never hurt my sister.
7 Obviously, my brother is jealous of me.
8 Understandably, you’re angry with me for being mean to
my sister.
Workbook page 11
VOCABULARY
Personal conflict
1 Working in pairs, students discuss the meaning of the
various forms and match the sentence halves. During
whole-class feedback, elicit the form/phrase for
describing personal conflict in the sentences and ask
students to explain their answers by explaining the
meaning of the target forms.
Answers
1 g 2 a 3 h 4 b 5 f 6 c 7 d 8 e
2 Students complete the exercise individually, then
check answers in pairs before feedback in open class.
Answers
1 life 2 with 3 say 4 gets 5 on 6 made
7 be 8 turned
Fast finishers
Ask students to imagine a reason for each of the sentences.
For example: Mr Johnson is always picking on me because he’s
a bully/because he doesn’t like the way I speak to him.
Optional extension
Test how well students remember the collocations. Call out
either the verb or the noun, and nominate a student to say
the whole phrase. For example, you say either gets on or my
nerves, students say the complete phrase: gets on my nerves.
Alternatively, you could put students in pairs to take turns to
test each other in the same way.
3 SPEAKING Ask students to work individually to
complete the sentences and make a note of their
answers to the questions. In pairs, students discuss
their answers. To encourage students to tell their
stories in detail, tell the listener to keep asking
questions to get further information. Encourage
them to use the vocabulary items from Exercise 1
as they speak.
Answers
1 nerves 2 regretted 3 word 4 worse 5 miserable

Optional extension
For further speaking practice, regroup students and ask them
to retell their stories while their partners make a note of any
expressions referring to personal conflict. The speaker using
the most expressions is the winner. As feedback, nominate
individual students to tell the class their story.
Workbook page 12
Student’s Book pages 18–19
LITERATURE
Pride and Prejudice by Jane Austen
1 Books closed. As a lead-in, brainstorm a list of films
about families or brothers and sisters and write titles
on the board. Divide the class into pairs for students
to take turns describing a film for their partners to
guess the title. Listen to some examples in open class
and write any repeated themes on the board.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity with the whole
class. Ask students to look at the photo and read
the introduction. Ask students to quickly discuss the
question with a partner. Listen to some of their ideas
in open class and write them on the board to refer to
during feedback on Exercise 2.
2 1.08 Play the audio for students to listen and
read to check their answer to Exercise 1. Tell them
to concentrate on answering the question and not
to worry about understanding every word. Allow
students to check their answer with a partner before
feedback in open class. Nominate individuals to give
reasons for their answer.
Suggested answers
Jane rarely speaks badly of other people. Elizabeth
describes this as her ‘goodness’ which she (Elizabeth) feels
she doesn’t possess. When Jane does talk about Bingley’s
sisters in a slightly less than favourable light, Elizabeth is
surprised and delighted to see her sister being assertive.
This also shows a closeness between the two sisters, as does
Jane’s wish that her sister could be as happy as her.
3 Check/clarify involvement. Ask students to underline
the key information they will need to read for.
You could encourage students to try to answer the
questions before reading again. Students read the text
again to check their answers. Let students compare
answers with a partner before feedback in open class.
During feedback, ask students to refer to the parts of
the text that support their answers.
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1 B ROTH ER S A N D SISTER S
Answers
1 She was the link between Jane and Mr Bingley so
whenever they were apart, she provided a connection to
the other.
2 She didn’t approve of it.
3 She hopes that they will have a better relationship in time
though she doesn’t imagine they’ll be as close as they
were previously.
4 She is pleased and relieved that Jane doesn’t think she
will be as close to her as before and will be more cautious
around her.
5 She thinks it could have made Jane think badly of Darcy.
6 Jane wishes that Elizabeth could find someone and be
equally as happy as her.
7 Other people now see the Bennet family as extremely
lucky since Jane and Bingley got engaged. This contrasts
with a few weeks before when there was a lot of gossip
and scandal around one of the other sisters, Lydia,
running away.
4 VOCABULARY Students work individually to
complete the exercise, then check their answers with
a partner before feedback in open class.
Mixed-ability
Stronger students can attempt to complete the exercise from
memory before checking in the extract.
Weaker students can find the answers in the extract. If
students need clarification of the meaning of the words, give
further examples of your own to explain.
Answers
1 account for 2 singled out 3 acquaintance
4 disposition 5 sought 6 indifferent 7 on good terms
8 was totally ignorant
5 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions or lexical errors to refer to during
feedback. At the end write them on the board to
discuss the problems with the lexical errors and to
praise students who used language well. As feedback,
ask for volunteers to report back to the class on
their discussion.
WRITING
An email
1 Students read the email to answer the questions. Set
a two-minute time limit to encourage them to read
quickly and focus on the questions. Allow them to
compare answers with a partner before checking in
open class.
Answers
1 Sam is the writer’s great-uncle.
2 His siblings felt he was spoilt because he was their
parents’ favourite and the youngest.
3 He refused to fight in World War II.
4 He became a policeman, won a medal for bravery and
had five children.
5 The writer is determined to find some of their missing
Scottish relatives.
29
2 Students read the email again and order the
information.

Answers
what she plans to do with this information – 6
what the scandal was – 3
how she made the discovery about her great-uncle – 2
the consequence of the scandal – 4
the little she already knew about her great-uncle – 1
the evidence she found about his life – 5

3 Divide the class into pairs for students to complete

the exercise. Monitor and help with any difficulties.
Students look for the answers in the email,
then discuss the effect of the missing words and
expressions. Check answers in open class.

Answers
1 I think 2 I believe 3 there was a rumour
4 never really; for sure 5 apparently 6 it seems

4 Give students time to read through sentences 1–6.

Point out that there are various ways to make each
sentence less certain. Students work with a partner to
complete the exercise. Listen to some of their answers
in open class as feedback.

Answers
1 Apparently,/It seems he wasn’t very well liked by other
members of the family.
2 Apparently,/I think/I believe he was a hero in the First
World War.
3 Apparently,/I think/I believe I met my great-aunt when I
was very young, but I don’t really remember it.
4 Apparently,/I think/I believe he’d spent some years in
prison.
5 I never found out if it was true for sure. / I never really
found out if it was true.
6 Apparently, (it turns out that) he never knew he had a
twin brother.

5 If you’re short on time, you can set this exercise for

homework.
Students write the email. This can be done
individually or as a collaborative writing activity
in class with pairs of students working together to
complete the exercise. On completion, you could
ask students to exchange their emails with another
pair. If students have access to the Internet in the
classroom, this could be done electronically for added
authenticity. Ask them to read and evaluate on the
basis of content (how interesting were the ideas?);
organisation (did each paragraph include a clear and
distinct idea like the model answer?); communicative
purpose (were you convinced by it?); and language.
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy
their writing is to follow and whether they wrote
about relevant details. Avoid focusing too much on
accuracy, as a heavily marked piece of writing is
more likely to de-motivate learners than to make
them try harder next time.

30

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2 ON IT
Objectives
SLEEP
FUNCTIONS giving advice
GRAMMAR past tense with hypothetical meaning; adverbs
for modifying comparatives
VOCABULARY sleep; idioms with sleep and dream
Student’s Book pages 20–21
READING
1 Books closed. As a lead-in, tell students about a quiz
you completed in a magazine or on the Internet
(real or invented). Ask students: Which magazines or
websites do you read? Have you ever seen a multiple
choice quiz in a magazine or on the Internet? What was
it about? What are the best and worst features of this
type of quiz? Ask students to discuss the questions
before listening to some of their answers in open
class.
Books open. Tell students they are going to do a quiz
to find out if they are a healthy sleeper. Students do
the quiz individually.
2 SPEAKING Divide the class into pairs for students
to compare their answers. Encourage them to give
reasons for their choices. Ask: How similar were your
answers?
For further speaking practice, regroup students into
new pairs or small groups so that they have different
partners. Ask them to describe friends or family
who would give different answers to the questions.
Encourage them to give examples to support their
answers where possible. For feedback, ask some
individuals to report back on their conversations.
3 1.09 Give students time to read the sentences
and deal with any questions about vocabulary.
Check/clarify: surge; prone; disquieting; optimum.
Play the audio while students re-read the article and
answer the questions. Ask them to underline the parts
of the text that support their answers. Allow them to
compare answers with a partner before whole-class
feedback.
Answers
1 T 2 F 3 F 4 F 5 DS 6 DS 7 T 8 T
4 SPEAKING Divide the class into pairs or small
groups to discuss the questions. Monitor but do not
interrupt unless errors hinder comprehension. Make
sure all students are speaking and encourage quieter
students to give their opinions too. Encourage them
to use words from the article and give them time
frenglish.ru
to make detailed notes on their answers. Regroup
students and ask them to share their ideas with their
new partners. Nominate some individuals to report
back on their discussions in open class as feedback.
The rule of threes
1 Ask students to read the introduction and ask: Do
you ever look at ideas from three (or more) different
perspectives? Can you give any examples? Students
discuss with a partner. Listen to some answers in
open class.
Give students time to read through the statements
and think about who might have each opinion. Do
the first one in open class as an example if necessary.
Ask students to work in pairs to complete the
exercise. Check answers in open class.
Suggested answers
1 A teenager 2 A doctor 3 A parent
2 SPEAKING Working individually, students make
notes on the different responses. Monitor and help
with vocabulary as required. Divide the class into
pairs for students to compare their ideas. If they
disagree, encourage them to come to agreement on
the most likely response. Listen to some of their ideas
in open class as feedback and ask the rest of the class
to comment.
Optional extension
Elicit the following adjectives from vocabulary exercise 1 on
page 14 and write them on the board:
rebellious self-centred insecure outgoing
traditional demanding
Write up these three statements and ask students to work in
pairs to choose three different points of view that three of the
different personality types might have.
We should do our best to help lonely elderly people.
The most important thing in life is making money.
Teenagers under 16 should have to be at home by 9 pm.
When students have decided on three responses to each
statement, regroup students and ask them to describe their
responses without saying which adjective they represent.
Their partners have to guess the adjective.
PRONUNCIATION
For practice of different ways of pronouncing
words with c and words with g go to Student’s
Book page 120.
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Student’s Book pages 22–23
GRAMMAR
Past tenses with hypothetical meaning
1 Ask students to try to complete sentences 1–4 before
looking back at the quiz to check their answers.
Check answers in open class. Ask students to work
with a partner to complete the rule. During feedback,
use the sentences in Exercise 1 and further examples
of your own to clarify the rule.
Answers
1 bought 2 could 3 wasn’t 4 didn’t ask
Rule
1 past 2 present
2 If you’re short on time, you can set this exercise for
homework but you could do number 1 in open class
to check that students fully understand the task.
Students fill the gaps to complete the sentences.
Divide the class into pairs for students to compare
their answers before a whole-class check.
Answers
1 got up 2 was 3 didn’t have 4 respected
5 didn’t talk 6 went on 7 showed
Fast finishers
Ask students to look for further examples of past tenses with
hypothetical meaning in the article on page 21. Listen to their
answers after feedback.
3 Working individually, students complete the
sentences. You may like to give an example of your
own to get them started. Monitor to help with any
questions, encourage creativity and to check students
are using the correct verb forms. Make a note of
any repeated errors and write them on the board
for whole-class correction during feedback. In pairs,
students compare their sentences. Listen to some of
their answers in open class as feedback.
Workbook page 18 and page 122
Be aware of common errors related to using would
rather. Go to Get it right! on Student’s Book page 122.
VOCABULARY
Sleep
1 In pairs, students match the words to make sleep-
related collocations and phrasal verbs. Ask students
to look back at the text to check their answers. The
final stage could be done as a class competition.
Students race to be the first group to find all eight
expressions in the magazine article. Check answers
in open class.
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Answers
1 c 2 d/f 3 h 4 g 5 d/f 6 b 7 a 8 e
2 SPEAKING Divide the class into pairs for students to
discuss the meaning of the collocations and phrasal
verbs. Monitor and help with any questions. Listen to
some definitions in open class as feedback. Say the
expressions for students to repeat. Point out/elicit
that the particle takes the main stress in the phrasal
verbs.
3 Write the words in a column on the board and ask:
Which word can follow all of these? (sleep). Divide
the class into pairs and ask students to discuss the
meaning of the five expressions. Can they think of
sentences using them all? Listen to some of their
ideas in open class as feedback.
Answer
sleep
Optional extension
Divide the class into groups of three for students to test each
other on the collocations. Students take it in turns to say the
first part of the collocation. The other two compete to be first
to complete it and win one point if they do so correctly. You
could give a bonus point if students can use the expression in
a sentence.
4 SPEAKING Working individually, students complete
the exercise. Allow them to compare answers with a
partner before a whole-class check. In pairs, students
ask and answer the questions.
Answers
1 take a nap 2 fallen asleep / nodded off 3 lie in; under
the covers 4 snores loudly 5 light sleeper; fast asleep
6 overslept
Fast finishers
Ask students to look back at reading exercises in previous
units in the book and find more examples of phrasal verbs.
Listen to some examples after feedback on exercise 4 and
ask students to use the context of the reading to explain the
meaning of the verbs.
Workbook page 20
LISTENING
1 SPEAKING Books closed. As a lead-in, ask students:
How long do you normally sleep for? Would you sleep
longer if you could? How long for? Students compare
answers in small groups to find out who sleeps
the longest. To extend the discussion, ask them to
discuss the sleeping habits of the other members of
their families. Elicit a few examples in open class as
feedback.
Books open. Give students time to read through the
questions. Check/clarify: grumpiness; slurred speech;
lethargy. Ask students to work with a partner and
discuss the questions.

2 1.11 Tell students they are going to listen to an
interview with a sleep expert. Play the audio while
students answer the questions. Tell them not to worry
if they do not understand every word. Allow them to
compare answers with a partner before whole-class
feedback.
Answers
grumpiness, headaches, slurred speech, memory loss, slow
reactions, impatience
Presenter
Audio Script Track 1.11
2 SLEEP O N IT
others were trying to hurt him. Finally, he claimed
that he was no longer Peter Tripp but someone else
pretending to be him. After 200 hours, the doctors
kept him awake for just one more hour while
they carried out their final tests and then he slept
solidly for 13 hours. Peter may have enhanced our
understanding of sleep deprivation but tragically
for him, the experiment changed him for good. He
became depressed and moody. He lost his job after
a fight with his boss. His wife left him, and three
further marriages also failed. All in all, it was rather
a sad story.
It certainly was. Have there been attempts to break
his record … ?

Presenter It’s estimated to cost the American economy more

than $100 billion per year in lost productivity and
it’s on the rise. It’s even been blamed for some of
the most serious workplace disasters in history,
such as the Exxon Valdez oil spillage and the
Chernobyl nuclear power station meltdown. I’m
talking, of course, about sleep deprivation, perhaps
one of the most costly consequences of our fast-
paced lifestyles. To find out more about this subject
I’m joined by a leading expert in the field, Doctor
Martin Shone.
Martin Hi.
Presenter Doctor Shone, what is it exactly about our lifestyles
today that’s causing this increase in the number of
cases of sleep deprivation?
Martin Well, there are a number of factors. We’re working
longer hours, meaning we have less time to relax.
Some of us work night shifts, which causes all
sorts of disruption to our natural rhythms. We’re
travelling more across different time zones while
our bodies struggle to keep up. And then there
are the pressures of finding a job and making
sure we earn enough to pay the bills each month
– pressures that are keeping many of us awake
at night.
Presenter So it’s no wonder that there’s so much interest in
the work that you and your colleagues are doing –
which is what exactly?
Martin Which is looking into the effects of sleep
deprivation over the mid to long term and finding
out what we can do to try and tackle the problem.
Presenter So let’s start with the effects. Apart from feeling
grumpy and irritable, which many of us will know
only too well, what else happens to us when we
don’t get enough sleep?
Martin Where do I start? The list is endless. Let’s see, there
is, as you mention, an increase in irritability. We
become less patient with others. We get headaches.
We feel our bodies starting to shake. Memory loss
is common. Our reaction times get slower and our
speech starts to slur.
Presenter So the effects are pretty far-reaching. Out of
curiosity, how long can we safely go without sleep?
Martin Interesting question. In 1959, as part of an
experiment to investigate sleep deprivation,
American DJ Peter Tripp became the first person to
set a world record when he stayed awake for 201
hours, which is nearly eight and a half days. After
three days, he began laughing at strange things
that really weren’t funny at all. He found them
hilarious. He also started to get upset over the
smallest things. A day later, he began to hallucinate:
he could see mice running around the room and
cobwebs on his doctor’s face. He also suffered from
paranoia. He then became psychotic and thought
3 1.11 This exercise is closely modelled on
Listening part 3 of the Cambridge English: Advanced
exam. Give students time to read through the
questions. Students may like to work in pairs and
try to answer the questions from memory before
listening to the audio again to complete the exercise.
Give students time to work individually to review
their answers after the audio has finished and
before comparing with a partner. Check answers
in open class.
Answers
1 b 2 c 3 a 4 b 5 b
FUNCTIONS
Giving advice
1 1.12 As a lead-in, brainstorm ways of getting to
sleep when you are worried about something. Write
any interesting vocabulary on the board to refer to
later.
Play the audio while students listen and answer the
question. Allow them to compare answers with a
partner before feedback in open class.
Answer
He isn’t sleeping well because he’s worrying about the
school concert he’s singing in next week and also about his
exams.
Audio Script Track 1.12
Sally What’s up, Liam? You look tired.
Liam I am. I haven’t been able to sleep well for a week.
Sally What?! A week? Why? What’s up?
Liam It’s the concert.
Sally The school concert next week?
Liam Yes, for some reason I agreed to sing and I’m terrified
I’ll make a fool of myself.
Sally But you’re a really good singer.
Liam That’s kind of you, but I’m just really nervous. Have
you got any advice? I mean, you’re always performing
in plays. How do you stop yourself worrying?
Sally I find that a good night’s sleep works well for nerves,
but clearly that’s not going to help you. Let’s see. One
thing that always works for me when I’m in a play is
to make sure that there’s not much else going on in
my life. That means I can just concentrate on the play,
which gives me confidence.

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 Liam Well, there’s not much chance of that, seeing how next
week is also exam week.
Sally Yes, that is pretty bad timing.
Liam You say that sleeping helps.
Sally Yes.
Liam Any tips there?
Sally I’d recommend listening to music – something soft. I
always find that helps me get to sleep. And you might
want to consider going to bed later. There’s nothing
worse than having an early night and not being able
to get to sleep.
Liam Thanks, Sally. I’ll give that a go. I really hope it works.
Sally Good luck. But listen – try not to worry too much
about the show. You’ll be great – I know it.
2 1.12 Give students a minute to try to remember
the advice given for each problem. Repeat the audio
for students to answer the question. Check answers in
open class.
Answers
He should make sure there’s not much else going on in his
life other than the concert right now so that he can focus
entirely on that; he should listen to music or go to bed later
to help him sleep better.
3 1.12 Working in pairs, students complete the
sentences. Play the audio again to check answers.
Say the sentences for students to repeat and check
pronunciation.
Answers
1 good night’s sleep 2 listening; music
3 going; bed later 4 worry
4 Ask students to work with a partner and complete
the exercise. Encourage them to give reasons for their
answers rather than just using an expression to cheer
them up. Listen to some of their ideas in open class as
feedback.
Mixed-ability
Weaker students can think of one piece of advice for each of
the problems.
Getting enough rest
1 Read the example in open class and ask if any
students have the same problem. Ask students
to work individually and think of three more
examples to complete the table. If students have
difficulties thinking of times when they get tired,
give an example of your own to get them started, or
brainstorm some examples in open class.
Monitor to help with vocabulary as required. When
the whole class have completed at least two further
examples, move on to the next exercise.
2 SPEAKING Divide the class into pairs or small
groups for students to complete the exercise.
Encourage them to be sympathetic and to give
positive, constructive advice. Monitor, but
avoid error correction unless it really hinders
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comprehension. The focus of this task is on fluency,
not on practice of structures or lexis. Make a note
of any nice expressions in English that students use
during the activity and write them on the board at
the end of the exercise for the whole class to copy.
Praise the students who used the expressions, as
giving positive feedback will encourage students to
be more adventurous in similar communication tasks.
Optional activity
Divide the class into groups of four. Ask two of the students
to create a dialogue between a student who has not had
enough sleep and his/her mother. The other two can create
a dialogue between a student who is well-rested and his/
her mother. When the dialogues have been practised, pairs
perform their dialogue for the other pair. Finally, as a group
of four, students discuss how the teenager felt, looked and
acted differently in the two situations.
Student’s Book pages 24–25
READING
1 As a lead-in, ask: How often do you remember your
dreams? Do you ever write them down to help you
remember them? Tell your partner about any recent
dreams you have had. Students discuss the questions
in pairs. Listen to some of their ideas in open class
and make a note of any recurring dream themes on
the board.
Give students time to read through questions 1–10
and check understanding. Students work with a
partner to discuss the questions. Monitor to help with
vocabulary as required. Listen to some of their ideas
in open class as feedback, but do not comment at
this stage, then check answers with a partner before
whole-class feedback.
2 Students work individually to read the article and
answer the questions. If you want to encourage them
to read quickly, set a three-minute time limit for
the exercise. Students check answers with a partner
before whole-class feedback.
Answers
1 F 2 C 3 H 4 J 5 I 6 G 7 B 8 E 9 D 10 A
SPEAKING
1 In pairs, students discuss the question. Encourage
students to refer to the article when answering
and to give reasons why they find that information
interesting. To extend speaking practice, regroup
students to work in fours and try to come to
agreement on the three most interesting pieces of
information.
2 Introduce the questions in open class and give an
example of your own (about yourself or someone
you know) to encourage conversation. This will give
students confidence to say if they believe that dreams
are trying to tell us something. You might like to
give students time to think about their answers
before dividing the class into pairs to discuss the
question. To extend discussion, ask students to give

any examples of the effect dreams have had on their
friends and extended family. Listen to some examples
in open class as feedback and encourage further
discussion.
GRAMMAR
Adverbs for modifying comparatives
1 Divide the class into pairs and ask students to
complete sentences 1–3, then find the sentences in
the article to check their answers. Check answers in
open class. Students complete the rule. During whole-
class feedback, refer to sentences 1–3 and further
examples of your own to clarify the answers. Say the
sentences with and without modifying comparatives
and ask students to repeat. Point out how the adverb
emphasises the comparative.
To check understanding of these uses of adverbs
to modify comparatives, say some sentences and
ask students to decide if they are true or false. For
example, Spain is not nearly as big as China. (true) I
am significantly taller than (tall student). (false), etc.
Answers
1 Men are considerably more likely to have dreams that just
feature other men.
2 Some dreams are far more significant than others.
3 It’s not nearly as mysterious as it may seem.
Rule
1 formal 2 informal
2 Before filling the gaps, ask students to quickly read
through the paragraph to get a general understanding
and to answer the questions: Did he have a nice
dream? Why/why not? (No. It was creepy and scary.)
Students work individually to complete the text.
Let them compare answers with a partner before
checking answers in open class.
Answers
1 nearly 2 considerably 3 way 4 like 5 notably
6 significantly 7 far 8 nowhere
Fast finishers
Ask students to write five sentences comparing themselves to
a member of their family using modifying adverbs.
Optional extension
Write the following on the board. Ask students to work
together to complete the sentences and fill the gaps.
… is far more exciting than …
… is considerably more interesting than …
… are not nearly as expensive as …
… is more likely to be successful than …
Listen to some of their answers in open class. For further
practice, ask students to work in pairs to write sentences of
their own using comparatives, then read them out to another
pair without saying the adjectives for their partners to guess.
For example:
A English is nowhere near as … as Physics.
B English is nowhere near as difficult as Physics.
A Correct!
frenglish.ru
2 SLEEP O N IT
3 If you’re short on time, set this exercise for homework.
This exercise is closely modelled on Reading and
Use of English part 4 of the Cambridge English:
Advanced exam.
Go through number 1 as a class, if necessary.
Students complete the exercise individually and
check their answers with a partner before whole-class
feedback.
Answers
1 nowhere near as tired
2 is way more comfortable than
3 not nearly as exciting as
4 is nothing like as warm
Mixed-ability
If students have difficulty, give them another word to help
them complete the sentences.
4 WRITING To introduce this activity, tell students
about a dream (real or invented) and include
modifying comparatives. You should also refer back
to the dream in Exercise 2. Ask students to work
individually and write a short text about a dream that
they have had. Monitor to help with vocabulary and
to check students are using modifying comparatives
correctly.
5 SPEAKING Divide the class into small groups and
ask students to tell each other about their dreams.
Monitor to encourage students to emphasise adverbs
when modifying comparatives. Ask each group to
report back the strangest dream to the rest of the
class.
Optional extension
Give students three minutes to make a note of five key words
in their dream. Student A shows student B the five words
for him/her to guess what happens in the dream. Student A
then recounts the original dream. You could also make the
exercise competitive by giving students one point each time
they use an adverb to modify a comparative.
Workbook page 19 and page 122
VOCABULARY
Idioms with sleep and dream
1 Books closed. As a lead-in brainstorm vocabulary
related to sleep and write any correct answers on the
board. Ask students if they know any idioms which
include any of the words.
Books open. Give students time to read the sentences.
Ask them to work with a partner to complete
sentences 1–8. Encourage them to guess answers
if they are not sure. Check answers in open class.
Say the idioms for students to repeat and check
pronunciation.
Answers
1 sleep 2 sleep 3 dreams 4 dream 5 dream
6 dream 7 sleep 8 dreams
35
2 Students work with a partner to complete the
exercise. Check answers in open class, giving further
explanations of the idioms if necessary.
Answers
1 beyond my wildest dreams 2 in your dreams
3 a dream come true 4 let me sleep on it 5 get your
beauty sleep 6 lose sleep over 7 I’d never dream of
doing 8 dream job
Fast finishers
Ask students to close their books and write down the
eight idioms. If time allows, ask them to use the idioms in
sentences.
3 SPEAKING Give students time to read the questions.
Clarify any difficulties. Divide the class into pairs or
small groups for students to discuss the questions.
Ask each group to appoint a secretary to make notes
on their answers. When students have completed the
exercise, you may like to regroup students and ask
them to repeat the exercise with new partners. As
well as maximising speaking practice, this is often
motivating for students as they are able to express
themselves more fully at the second attempt. Ask
individuals to report back some of their ideas in open
class as feedback.
Mixed-ability
Give weaker students time to work together and make notes
on their answers before regrouping students for discussion.
Stronger students can discuss the questions without any
preparation time.
Optional extension
Divide the class into small groups to discuss the following
questions.
1 When did you last decide to sleep on it before making a
decision?
2 Give an example of something worth losing sleep over.
3 In what situation might you say ’In your dreams’ to
someone?
Workbook page 20
Student’s Book pages 26–27
CULTURE
1 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as
a heads-up activity with the whole class. Zoom in
on the picture and nominate individuals to say why
they think the man might be asleep on the bench.
Alternatively, students can look at the photo in their
books and answer the question.
Ask students to read the article quickly to answer
the two questions. Tell students not to worry if they
don’t understand every word and that they should
just focus on answering the questions. Ask students to
check their answers with a partner before feedback in
open class.
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Answers
1 the widespread availability of artificial light
2 7.5 hours a night
2 1.13 Give students a minute or two to read
through the sentences and circle the key information
that they need to look out for. Students read the
text again to complete the exercise. Tell them to
underline information in the text that helped them
answer each question. Students check answers
with a partner before whole-class feedback. During
feedback, ask students to justify their answers by
quoting the text they have underlined.
Answers
1 We sleep at least an hour less each night than a century
ago, and several hours less than before industrialisation
and electricity.
2 Monophasic sleep is sleep in one concentrated period,
whereas polyphasic sleep is sleep broken up into several
chunks.
3 Japan
4 Mediterranean countries, Africa and China
5 because life is more busy
6 to increase productivity
7 It degraded the quality of night-time sleep.
3 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions in English that students use during the
activity. At the end write them on the board for the
whole class to copy, and praise the student who used
them. As feedback, ask for volunteers to report back
to the class on their discussion.
4 VOCABULARY Ask students to cover the definitions.
Give them two minutes to find the highlighted words
in the article and discuss their meanings with a
partner. Students uncover the definitions to check
their ideas and complete the exercise. Check answers
in open class, giving further explanations to clarify
meaning if necessary.
Answers
1 commonplace 2 undervalued 3 burst
4 fragmented 5 insomnia 6 have a bearing on
7 commitment 8 ubiquitous
WRITING
A proposal
1 Books closed. As a lead-in, ask: What is a proposal?
(A written plan or suggestion based on evidence)
Who might write a proposal? (They are often written in
business and in academia) Ask students to discuss the
questions with a partner. Listen to some of their ideas
in open class.
Books open. Students read the proposal quickly to get
an overall understanding of the proposal. You might
like to set a two-minute time limit to encourage them
to read quickly. Allow students to check answers with
a partner before feedback in open class.
 2 SLEEP O N IT
Answers TEST YOURSELF UNITS 1 & 2
1 lack of sleep and its effect on behaviour and performance
2 introducing a quiet room where employees can catch up VOCABULARY
on sleep
1
2 Students read the proposal again to answer the Answers
questions, then discuss answers with a partner before
whole-class discussion. 1 unconventional 2 dream 3 lie in 4 sleep
5 insecure 6 rebellious 7 nod off 8 nerves
3 Give students time to read through the key things to 9 oversleep 10 miserable
mention and check understanding. Students complete
the exercise in pairs. Check answers in open class.

Answers
GRAMMAR
2
a specific problem – A
a summary of the problem and the proposed solution Answers
to it – D
an idea for a solution – B 1 got rid of 2 to have 3 Regrettably 4 nowhere near
justification of why it’s a good solution – C 5 Understandably 6 considerably

4 Read through the instructions in open class. Working 3

individually, students make notes in preparation
for writing a proposal. Monitor to help with any Answers
questions. Encourage them to use some of the sleep- 1 Manchester United are nowhere nearly near as good as
related vocabulary from the unit. Barcelona.
Students write the proposal. This can be done 2 My younger brother always is is always taking my things
without asking.
individually in class or for homework, or as a 3 I’d prefer it if we leave left half an hour earlier.
collaborative writing activity in class with pairs of 4 Sadly, not many of the birds sadly were able to survive.
students working together to complete the exercise. 5 I wish I didn’t eat hadn’t eaten so much at the party last
On completion, you could ask students to exchange night.
their proposals with another pair. Ask them to 6 Being the oldest in the family, my brother will tends to be
read and evaluate on the basis of content (how the most traditional.
interesting were the ideas?); organisation (did each
paragraph include a clear and distinct idea like the
model answer?); communicative purpose (were you FUNCTIONAL LANGUAGE
convinced by it?); and language. 4
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy Answers
their writing is to follow and whether they wrote 1 A find; B Tell
about relevant details. Avoid focusing too much on 2 A to worry; B what
accuracy, as a heavily marked piece of writing is 3 A consider; B do
more likely to de-motivate learners than to make 4 A putting; B understand
them try harder next time.

Student’s Book pages 28–29

READING AND USE OF ENGLISH

1

Answers
1 C 2 A 3 C 4 D 5 D 6 B 7 C 8 A

Workbook page 25

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3 BREAKS
Objectives
LUCKY
FUNCTIONS giving encouragement to somone who’s feeling
nervous
GRAMMAR mixed conditionals (review); alternatives to if
VOCABULARY phrasal verbs; expressions with luck
Student’s Book pages 30–31
READING
1 SPEAKING As a lead-in, ask students: Are you a lucky
person? Do you know anybody who is lucky? What is the
luckiest thing that has ever happened to you? Students
discuss the questions in small groups and decide who
is the luckiest person in their group. Listen to some of
their answers in open class as feedback.
If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as
a heads-up activity with the whole class. Nominate
individuals to describe what they can see in the
pictures. In pairs, students discuss the questions. For
further speaking practice, regroup students to discuss
their answers with a different partner.
2 Tell students they are going to read a magazine
article. Students read quickly to complete the
exercise. Tell them not to worry about unknown
words, but to focus on getting an overall
understanding of the article and on completing the
exercise. Check answers in open class. Encourage
students to refer to the article when answering
question 2.
Answers
1 B 2 A 3 C
2 Writer 1 thinks she was lucky because she got a lead
part in the play after the actor who’d originally been
given the role broke her leg; writer 2 thinks he was lucky
that his father got caught in a traffic jam and missed a
plane which later crashed; writer 3 thinks she was lucky
because she wouldn’t have met her husband if her car
hadn’t broken down.
3 1.14 Students read through questions 1 to 8.
Ask them to underline any difficult words or phrases
and clarify these in open class before students
read the article and answer the questions. Check/
clarify: run-of-the-mill; frantically; hurtling; reckless;
soothing; swerve. You could also point out the play of
words on jammy (meaning both lucky and relating
to traffic jams) in jammy escape. Tell them not to
use dictionaries, but to try to understand difficult
vocabulary from its context. Encourage them to
underline the parts of the article that helped them
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find the answers. Students compare answers in
pairs before a whole-class check. During feedback
ask students to refer to the parts of the article they
underlined to justify their answers.
Answers
1 T 2 T 3 F 4 DS 5 DS 6 F 7 DS 8 F
4 SPEAKING In pairs, students discuss the questions.
Monitor and help with any difficulties, but as this is
a fluency activity, do not interrupt to correct errors
unless they impede communication. To ensure more
discussion on question 1, divide the class into groups
of three and ask each student to argue that a different
person was the luckiest. Listen to some of their ideas
in open class as feedback, encouraging students to
react to and debate with each other.
Optional extension
Write the following sentences on the board:
‘Every day I wake up and feel lucky to have what I have.’
‘You are lucky to have what you have.’
‘I don’t believe in luck anymore.’
‘I was born lucky.’
Ask students to work in pairs and imagine who might say
these things and when they might say them. Regroup
students to compare their ideas and to decide on the best
answer for each sentence.
Behaviour based on myths rather than facts
1 To interest students in the topic, tell them about a
‘myth’ that you believed in when you were younger.
Read through the introduction and the dictionary
definition in open class. Ask students to work with
a partner to answer the questions. Ask: Who do you
think is better at driving: women or men? Listen to some
of their answers in open class.
Answers
1 It doesn’t say; it just says that women are not worse
drivers than men.
2 Give students time to read through sentences 1–6 and
deal with any queries. In pairs, students complete
the exercise. If students have access to the Internet,
ask them to search for the origin of the widely held
beliefs and make notes on their findings. Nominate
individuals to report back to the rest of the class.

Answers
1 personal 2 widely held 3 widely held 4 widely held
5 personal 6 personal
3 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions in English that students use during the
activity. At the end write them on the board for the
whole class to copy, and praise the student who used
them. As feedback, ask for volunteers to report back
to the class on their discussion.
Optional extension
Write the following vocabulary on the board:
black car three-legged dog last piece of chocolate
money on the floor blind man on Sunday red rose
ten pigeons
Ask students to work individually to invent three myths using
the vocabulary. For example, if you see a three-legged dog,
say woof three times and you will be rich.
When students have completed their myths, divide the class
into small groups for students to share their myths and
decide which two sound the most believable.
Student’s Book pages 32–33
GRAMMAR
Mixed conditionals (review)
1 Students should have seen most of the conditional
forms in these exercises, but it is still an area in
which students make a lot of errors and have
difficulty producing spontaneously, so certainly
worth reviewing.
Ask students to try to match the beginnings and
endings of the sentences before looking back at
the article to check their answers. This encourages
students to notice language themselves and helps
activate a curiosity around the target language.
Check answers in open class.
Answers
1 c 2 a 3 b
Ask students to work with a partner to complete the
rule. Check answers. Use the sentences in Exercise 1
and further examples of your own to clarify the rule.
Rule
1 present 2 past
2 Students work with a partner and complete the
exercise. Refer them to the rule to help them decide
on the answers. Check answers in open class.
Answers
1 hadn’t lived; wouldn’t speak
2 wouldn’t be; hadn’t learned
3 hadn’t eaten; I’d be
4 wasn’t always; wouldn’t have got
5 would still be; hadn’t said
6 was; would have been chosen
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3 LUCK Y B R E A K S
3 If you’re short on time, set this exercise for
homework.
Read through the instructions and example in open
class. Ask students to work individually to write
sentences to explain situations 1–5. Monitor and help
students with difficulties. Allow students to compare
answers with a partner before feedback in open class.
Fast finishers
Ask students to write alternative would clauses for
sentences 1–5.
Answers
1 I wouldn’t know how to play the game if my friend hadn’t
explained it to me yesterday.
2 If I had some money, I would have bought a present for
my mum.
3 If my sister hadn’t had an accident, she wouldn’t be in
hospital.
4 If he wasn’t a very talented tennis player, he wouldn’t
have won four tournaments last year.
5 If I hadn’t missed the train, I’d (already) be in Manchester
now.
4 WRITING Give an example of your own to get
students started. Students work individually to
complete the sentences, then compare with a partner
before feedback in open class.
Workbook page 28 and page 123
Be aware of common errors related to using
conditionals. Go to Get it right! on Student’s Book
page 123.
 
PRONUNCIATION
For practice of unstressed words in connected
speech, go to Student’s Book page 120.
VOCABULARY
Phrasal verbs
1 Books closed. If you are using an IWB, create two
text boxes and copy and paste them seven times to
make sixteen boxes. Break up the phrasal verbs into
two words and write one word in each of the boxes.
Mix the boxes up on the board and ask students to
work in pairs to match the boxes and create the eight
phrases as quickly as possible. Ask the first pairs to
finish to come to the board and drag and drop the
boxes to make the correct phrases.
Books open. Go through the first item as an example
in open class. Ask students to work with a partner to
complete the exercise. During whole-class feedback,
say the phrasal verbs for students to repeat and check
pronunciation.
Answers
1 stood out 2 taken on 3 turned up / pulled up
4 turned out 5 broken down 6 pulled up
7 took (him) up (on) 8 step in
39
 Fast finishers
Ask students to close their books and write as many of the
phrasal verbs as they can remember.
Optional extension
In AB pairs student take turns to close their books while their
partner reads a phrasal verb without the preposition. They
must then say a sentence including the full phrasal verb. For
example:
A: To turn beep
B: Turn up. He turned up at 10 o’clock. I’d been waiting for
two hours!
Optional extension
This activity could be done as a game of pelmanism, which
gives extra focus on the meanings of the verbs. Write each
of the phrasal verbs and definitions on separate cards. Give
one set of cards to each group of three or four students. Ask
students to put all the cards face down on the table and take
turns to turn over two cards until they find a matching pair
(phrasal verb/definition). The winner is the player with most
matching pairs at the end of the game.
2 SPEAKING Look at questions 1–4 with students and
check understanding. Students discuss the questions
in pairs or small groups. Monitor to encourage
students to use the phrasal verbs in their answers and
to check they are being used correctly. Make a note
of any good usage and nominate these individuals to
repeat their answers during whole-class feedback.
3 WRITING Working in pairs, students write two
questions containing phrasal verbs. If you want to
stretch students, ask them to use the verbs they are
least comfortable with, or tell them which verbs you
would like them to write questions with.
Mixed-ability
Stronger students can work individually to write their
questions. They could also be asked to write more than two
sentences.
4 SPEAKING Re-pair students and ask them to ask
each other their questions. Listen to some of their
answers in open class. To maximise interaction, you
could set this up as a mingle with students asking
their question to a number of different students. After
five minutes of mingling, divide the class into pairs
for students to share their findings.
Workbook page 30
LISTENING
1 Books closed. As a lead-in, elicit good luck ritual and
lucky mascot and write on the board. Ask students to
work in pairs and write a list of good luck rituals and
lucky mascots.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity with the whole
class. Display the pictures on the IWB. Nominate
individuals to name the two people. (The singer is
Chris Martin of Coldplay, the tennis player is Serena
Williams.) Elicit answers to the question and write
40
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their ideas on the board. Do not give answers at this
stage.
2 1.16 Tell students they are going to listen to a
conversation about luck. Play the recording while
students check their answers from Exercise 1. Tell
them not to worry if they don’t understand every
word, but to focus on answering the question. During
feedback, refer back to students’ ideas on the board.
Did anyone guess correctly?
Answers
Chris Martin always brushes his teeth before he goes on
stage; Serena Williams always ties her shoelaces in a certain
way before a match.
Audio Script Track 1.16
Clare Mark, have you got a pen you can lend me?
Mark Yeah, sure – just a moment. I’ve got a pen in here
somewhere, I think. OK, here you … Oh, no, not that
one. Let me find another one.
Clare Why not that one?
Mark Well, it’s my lucky pen. I never lend it to anyone.
Clare Your lucky pen? Please tell me you’re not being
serious.
Mark Sure I am. Why not? It’s the pen I use when I’m doing
exams and stuff. It brings me luck. It’s like my lucky
socks. I always wear them when we travel anywhere.
They bring me luck too.
Clare You’ve got lucky socks, too?
Mark OK, OK, you can laugh. But it’s harmless and loads of
people do it. Loads of people have things or do things
that they think bring them luck.
Clare But they don’t bring them luck, do they? I mean,
it doesn’t make any sense. Do you think the plane
you’re on will or won’t crash depending on what socks
you’re wearing?
Mark Well, no, of course not. It just makes me feel better.
Clare And what do you mean by ‘loads of people’? I think
you’re exaggerating. Not everyone believes in this luck
thing.
Mark Well, I remember my granddad telling me once that
when he was in the Navy, every time he and his
friends went on board the ship, they had to put their
left foot on the ship first. Or was it their right foot?
Yeah, their right foot. They thought it brought them
luck – or actually, bad luck if they didn’t do it.
Clare But this is the twenty-first century, Mark. People don’t
believe in that kind of stuff anymore.
Mark You’re so wrong, Clare, you really are. People have
lucky numbers, lucky clothes, mascots – all sorts of
people, even famous people.
Clare Like who?
Mark Well, I read somewhere that Chris Martin from
Coldplay never goes on stage without brushing his
teeth first. And no – it isn’t because he has dinner first.
It’s just a thing he does.
Clare Well, you know that reminds me. I’m a big fan of
Serena Williams …
Mark The tennis player?
Clare Yes. She’s got some little things that she does like that.
Erm, yes, I remember – she always ties her shoelaces
in a certain way just before a match. And she always
bounces the ball five times before she serves.

Mark See? That’s exactly what I mean.
Clare But, actually, that’s just a routine. I’m not sure she
necessarily thinks that it’s good or bad luck.
Mark Well, anyway, do you want a pen or not?
Clare Sorry? Oh yes, right. That’s what started all this,
wasn’t it? Yes, I still need a pen. Lend me your lucky
one – go on. I’ve got to write a shopping list for the
party on Saturday and if I use your pen, maybe I
should add a lottery ticket to the list as well. Never
know, eh? Do you want to come shopping with me?
You could carry the bags!
Mark Don’t push your luck, Clare. All right. Take the pen.
Clare Thanks, Mark. Oh no! It’s leaked – I’ve got ink all over
my hands now! Just my luck!
Mark He, he, he.
3 1.16 Give students time to read through
sentences 1–3. Ask students to underline the key
information they will need to listen for. Students may
like to work in pairs and try to answer the questions
from memory before listening to the audio again to
complete the exercise. Play the audio while students
answer the questions. Let students compare answers
with a partner before a whole-class check.
Answers
1 Mark does; Clare doesn’t
2 Clare
3 She gets ink on her hands.
4 1.16 This exercise is closely modelled on
Listening part 2 of the Cambridge English: Advanced
exam.
Ask students to work individually to try to complete
the sentences from memory, then compare answers
with a partner. If necessary, repeat the audio while
students complete the exercise. Check answers in
open class.
Answers
1 lucky socks 2 crash 3 right foot 4 clothes; mascots
5 five/5 times 6 party
VOCABULARY
Expressions with luck
1 SPEAKING As a lead-in write the word luck on the
board. Ask students to work in pairs to make a list
of phrases containing the word. Write some of their
answers on the board as feedback.
Books open. Ask students to read through the
sentences and discuss the meanings with a partner.
Encourage students to guess meaning from context if
they are not sure. If they are still unclear, allow them
to use a dictionary for clarification. During whole-
class feedback, nominate individuals to define an
expression.
Fast finishers
Ask students to think of a situation when they could use each
of the expressions.
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3 LUCK Y B R E A K S
Optional extension
In AB pairs, students take turns to start a dialogue. Their
partner has to respond with an expression with luck.
A: I really want to go to the concert on Friday, but it’s sold out.
B: You’re in luck! My brother can’t go, so you can have his
ticket.
Workbook page 30
SPEAKING
In pairs or small groups, students discuss the questions
and make notes on their answers. Monitor and answer
any questions about vocabulary, but as this is a fluency
practice activity, do not interrupt the conversations
unless inaccuracy hinders comprehension. Listen to
some of their ideas in open class for feedback.
Student’s Book pages 34–35
READING
1 Books closed. As a lead-in, write the following words
on the board: gobbledygook; berserk; flabbergasted. Ask
students: What do you think the words mean? What
part of speech are they? Divide the class into pairs for
students to discuss these questions. Listen to some of
their answers in open class. Give true definitions and
ask students to match to the words. (gobbledygook
– language with no meaning, perhaps because it is
too technical – He was talking gobbledygook; berserk –
out of control with anger or excitement – My brother
went berserk when I told him I’d broken his guitar;
flabbergasted – very surprised – I was flabbergasted
when he told me I had failed the exam). Do students
know any other strange words?
Books open. Write the word serendipity on the board
and ask students to work with a partner to guess the
meaning. Write up some of their answers on the IWB,
but do not comment at this stage.
2 Students read the article quickly to check their
predictions and get an overall understanding of
the article. Set a two-minute time limit for this to
encourage students to read quickly and to focus
on gist rather than specific information. Listen to
some of their answers in open class as feedback and
compare with their predictions on the board.
3 Students work individually to complete the exercise.
Check/clarify: fortuitous; eradicate. Ask them to
underline key text that supports their answers. Allow
them to check answers with a partner before whole-
class feedback.
Answers
1 He was hoping to take a photograph of a heron.
2 It also had a rare woodpecker in it.
3 They feel that it is very difficult to define and translate.
4 The blog mentions the discovery that laughing gas could
be used as an anaesthetic.
5 The blog cites the example of Columbus finding America
when he was looking for an alternative route to India.
6 The writer gives the example of her friend’s discovery of a
story that she could write an article about when visiting
a café.
41
4 Give students a couple of minutes to read the 3 Ask students to work individually to choose the
questions and make notes to refer to in the correct option in each sentence. Let them compare
discussion. In pairs or small groups, students ask and answers with a partner before a whole-class check.
answer the questions. Encourage them to develop During feedback, check understanding by asking
their answers as much as possible and monitor to students to rephrase the sentences using if.
praise students who are making attempts to speak
at length. Listen to some of their ideas in open class Answers
as feedback. 1 as long as
2 Imagine
Answers 3 unless
1 ✗ because the ring wasn’t found by chance; the person 4 otherwise
and his/her family were looking for it 5 Suppose
2 ✓ because the failure to score a goal accidentally leads to 6 Provided that
a goal being scored anyway
3 ✓ because the person wasn’t attempting to find the lost
DVD
Fast finishers
Ask students to re-write sentences 1–6 using different
5 SPEAKING Give students time to reflect and make alternatives to if.
notes on their answers. Divide the class into pairs or
small groups for students to discuss their answers. 4 If you’re short on time, set this exercise for
Monitor and help as necessary, encouraging students homework.
to express themselves in English. Ask pairs or groups Read through the instructions and example in open
to feed back to the class and discuss any interesting class. Ask students to work individually to rewrite
points further. sentences 1–4. Monitor and help students with
difficulties. Check answers.

GRAMMAR Answers
Alternatives to if 1 I always enjoy eating out in restaurants as long as the
food’s good.
1 Ask students to complete the sentences. Let them 2 I never work at the weekend unless I have to.
compare answers with a partner before looking back 3 Everyone deserves some good luck. Otherwise, it’s not
at the blog to check answers. fair.
4 I don’t mind working hard provided that I get good exam
Answers results.
1 otherwise
2 provided 5 SPEAKING In pairs or small groups, students discuss
3 Unless the questions. Make a note of any nice expressions
in English that students use during the activity. At
2 Give students time to read through the instructions the end, write them on the board for the whole class
and the rule. Students work in pairs to answer the to copy, and praise the student who used them. Also
questions and complete the rule. Check answers. Give make a note of any important errors in form and
further examples for clarification if necessary. Point elicit corrections in open class. As feedback, ask
out that imagine and suppose are used to introduce for volunteers to report back to the class on their
questions. discussion.

Answers Workbook page 29

1 as long as
2 Suppose
3 Imagine
How do we feel about luck?
Rule
1 Give students time to read through sentences 1–3 and
1 as long as
2 otherwise
check understanding. Students make notes on how
3 unless they would feel in each situation. Encourage them to
4 suppose use a variety of adjectives.
2 SPEAKING Divide the class into pairs or small
groups for students to compare their choices. Monitor
LANGUAGE NOTE and help with vocabulary as necessary. Encourage
Point out to students that we use provided and as long as when students to give reasons for their choices and to use
the result of the sentence is positive. conditional sentences in their discussions if possible.
Provided/As long as it is sunny, we will go to the beach. Praise correct/appropriate use of conditionals and
Provided/As long as you study hard, you will pass the exam. note down any repeated errors to refer to during
We cannot follow provided/as long as with a negative outcome. feedback. Listen to some of their opinions in
open class.
Provided/As long as it rains, we won’t go to the beach.

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Optional extension
Ask students to work in pairs and think of a famous person
who deserves to have some good luck in their life.
Ask:
Why does this person deserve to have some good luck?
What good luck would you like this person to have?
If this person had some good luck, how would their life change?
When students have completed the exercise, regroup the
class into small groups for students to explain their choices
and debate which of the people deserves to have good luck
the most.
WRITING
A story
The planning for this exercise can be done in class and
the writing can be set as homework.
Tell students they are going to write a story which
begins or ends with the words It was the luckiest day of
my life. You could tell them a story of your own as an
example.
Give students a short while to work individually to
think about their answers to the questions and to make
notes on their answers. Divide the class into pairs for
students to tell their story to a partner, expanding on
the notes they have made in order to make the story as
interesting as possible. When students have told their
stories, ask them to feed back on what they have heard.
They should say how it could be made more interesting
and point out any important elements that should
be included. Give students time to adapt their notes.
Monitor and help with vocabulary as required.
Ask students to write the story. If time allows, suggest
they write a first draft, then exchange stories with a
partner. Students can read each other’s stories and make
corrections or suggestions. Tell them not to correct
every error, but to look for the following:
Find the three elements in the instructions.
What further information would you like?
In what ways could vocabulary be improved?
What punctuation and spelling mistakes are there?
Finally, ask students to write a second draft
incorporating the suggestions and corrections. Ask
students to work in small groups and read each other’s
stories, then decide on the best one in their group. If
time allows, listen to some of the best stories in open
class.
Student’s Book pages 36–37
PHOTOSTORY: EPISODE 1
The talisman
1 Tell students they are going to read and listen to
a story about a group of students. If you are using
an IWB, project the images onto the board and ask
students to close their books. Ask students to look at
the photos and read the questions. Ask them to guess
answers to the questions, if possible. Write their ideas
on the board.
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3 LUCK Y B R E A K S
Answers
1 They are in the garden. Jack is looking worried or nervous.
He’s clearly feeling apprehensive about something.
2 Jack’s mum is giving him a stone. It’s a talisman or charm.
She thinks it will bring him good luck in his driving test.
2 1.17 Play the audio for students to listen and
check their answers from Exercise 1. During whole-
class feedback, refer to students’ ideas on the board.
Who guessed correctly?
3 Ask students what they think happens next. Ask them
to brainstorm possible endings for the story. Students
work in groups, with one student in each group
acting as secretary and taking notes. During whole-
class feedback, write students’ ideas on the board
to refer back to once they have watched the video.
Don’t give away answers at this stage.
4 EP1 Play the video for students to watch and
check their answers. During whole-class feedback,
refer to students’ ideas on the board. Who guessed
correctly?
5 Give students time to read through the questions. In
pairs, students discuss the questions. Check answers
in open class.
Answers
1 She says he’s lucky to have it and that he’s sure to pass
now.
2 three times
3 The examiner, Mr Schultz, makes him so nervous that he
ends up making mistakes.
4 Mr Schultz has to take a phone call.
5 He passes the test.
6 He believes that the talisman took care of him and helped
him pass his test.
PHRASES FOR FLUENCY
1 Ask students to locate expressions 1 to 6 in the story
on page 36 and underline them. To encourage speed-
reading, you could do this as a race and ask students
to find the expressions as quickly as possible. Ask
students to compare their answers with a partner and
before whole-class feedback.
Answers
1 Jack 2 Jack 3 Mum 4 Mum 5 Jack 6 Mum
2 Read through 1–5 with students. Ask them to work
in pairs and complete the dialogues with expressions
from Exercise 1. During feedback, point out the
use of question marks and exclamation marks and
say the expressions for students to repeat. Check
pronunciation and intonation and ask individuals to
repeat them again if necessary.
Answers
1 now and again
2 What have you got to lose; assuming
3 after all
4 we’ll sort something out
5 that is
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WordWise
Expressions with over
1 Books closed. As a lead-in, write over on the board
and ask students to give different examples of its
use in open class. Write any correct examples on the
board.
Books open. Ask students to work with a partner and
complete the exercise.
During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
as necessary to clarify meaning.

Answers
1 fell over 2 Just over 3 all over 4 overall
5 going over 6 all over again

2 Students work individually to choose the correct

options. Encourage them to refer to the sentences in
Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
whole-class feedback. During whole-class feedback,
work on pronunciation and intonation of the
sentences. Finally, ask students to work in pairs and
practise the dialogues.

Answers
1 overall 2 all over again 3 fell over 4 gone over
5 all over 6 just over

Workbook page 31

FUNCTIONS
Giving encouragement to someone who’s feeling
nervous
1 Books open. Read through the questions and answers.
Ask students to work with a partner and complete the
exercise. Check answers in open class.

Answer
you’ll be fine

2 Students work with a partner to complete the

exercise. During whole-class feedback, drill the
phrases, not being afraid to exaggerate slightly, and
encourage students to use wide-ranging intonation.

Answers
You’ve got this!; Take a deep breath.; I’ve got my fingers
crossed for you.

3 ROLE PLAY  Divide the class into AB pairs to create

short dialogues containing the expressions. Give
examples of your own to get them started. Monitor
to make sure students are sounding sympathetic and
encourage them to develop the conversations where
possible. If space allows, this activity can work well
as a mingle with students swapping partners after
each exchange. Listen to some examples in open class
as feedback.

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4 MEDICINE
L AUGHTER IS THE BEST
Objectives
FUNCTIONS: responding to jokes
GRAMMAR: emphatic structures; boosting
VOCABULARY: laughter; idioms with laugh and joke
Student’s Book pages 38–39
READING
1 SPEAKING Books closed. As a lead-in, ask students:
How often do you think the average adult laughs?
(answer is in the text). What has made you laugh in
the¬last three days?
Students discuss the questions in pairs. Listen to some
of their answers in open class and write any suitable
answers on the board.
Books open. Give students a minute to read through
the situations. Ask students to work individually
to rank the items 1–6, then compare their ideas
with a partner. Encourage them to give reasons for
their choices and to attempt to agree on the best
ranking. Listen to some of their ideas in open class
as feedback.
2 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done
as a heads-up activity. Focus on the photos. Ask
students to work with a partner and complete the
exercise, making a note of their answers. Regroup
students into small groups to compare ideas and
expand on their notes. Monitor and help with
vocabulary as necessary.
3 1.18 Tell students they are going to read and
listen to an article about laughter. Play the audio
while students read the article to answer the
questions. Tell them not to worry about unknown
vocabulary. Allow students to compare answers with
a partner before feedback in open class.
Answers
C, B, A, D
4 Check/clarify: conditioned, signalling, unconsciously,
contagious, attributed, incongruity.
Ask students to read points 1–8 and check
understanding before attempting the exercise.
Students re-read the article and match the points to
the paragraphs. Ask them to underline the parts of
the text that support their answer. Students compare
answers with a partner before whole-class feedback.
frenglish.ru
4 L AUG HTER IS TH E B EST M EDICI N E
Answers
1 C 2 A 3 A 4 D 5 E 6 B 7 B 8 A
5 SPEAKING Divide the class into pairs or small
groups roughly according to ability to discuss the
questions. Monitor but do not interrupt unless errors
hinder comprehension. Make sure all students are
speaking and encourage quieter students to give their
opinion. Nominate some individuals to report back
on their discussions in open class as feedback.
Optional extension
Have a reading race. Divide the class into pairs and tell
students to find as many ‘to’ infinitives in the text as possible
in three minutes. When time is up, students count up how
many verbs they have found. Ask the pair with most verbs to
read them out and make a list on the board. Ask other pairs
to add to the list if possible.
There are fourteen ‘to’ infinitives:
to release; to find; to get; to take; to find; to laugh; to feel; to
laugh; to feel; to be set up; to ease; to offer; to laugh; to face
You could go on to ask students to underline the structure
which includes the ‘to’ infinitive: … has been found to … etc.
Divergent thinking
1 Books closed. As an introduction to this activity, take
a piece of realia (a sieve or a pair of scissors are good
examples) into the classroom and show it to students
without saying anything. In open class, brainstorm
possible uses for the object, encouraging students to
be as creative as possible by praising those who come
up with the most imaginative ideas.
Books open. Read through the introduction and
statements. Ask students to discuss the questions with
a partner. Listen to some of their ideas in open class.
2 SPEAKING Before students discuss their answers,
elicit one or two examples in open class to get them
started. Divide the class into small groups. Students
discuss their answers and make notes. Monitor to
help with vocabulary and to ensure quieter students
have an opportunity to speak. Avoid error correction
unless it really hinders comprehension. The focus of
this task is on fluency, not on practice of structures
or lexis. Ask each group to nominate a secretary to
make notes of their answers (this could be one of the
quieter students, to encourage participation). When
students have some ideas, regroup students into new
groups and encourage them to share information.
Listen to some of the best comments in open class
as feedback.
45
 Optional extension
Write the following questions on the board:
1 In which jobs do you have to be creative? Would you like to
do one of those jobs? Why/Why not?
2 Do teachers need to be imaginative?
3 How do you feel when you are asked to be imaginative and
come up with new ideas?
4 What helps you think in a divergent way?
Ask students to discuss the questions in pairs or small groups.
Listen to some of their ideas in open class as feedback.
Student’s Book pages 40–41
GRAMMAR
Emphatic structures
1 Ask students to try to complete sentences 1–3 before
looking back at the article to check their answers.
Check answers in open class. Ask students to work
with a partner to complete the rule. Check answers.
Use the sentences in Exercise 1 and further examples
of your own to clarify the rule.
Mixed-ability
Stronger students can complete the exercise before looking
back at the article to check their answers. Allow weaker
students to look directly at the article.
Answers
1 What; is
2 It; that
3 All; is
Rule
1 what
2 it
3 all
2 Students work individually to complete sentences
1–6. Allow students to compare answers with a
partner before feedback in open class.
Answers
1 What adults forget is how it feels to be a child.
2 It’s the way (that) he always interrupts me when I’m
telling a joke that I don’t like.
3 All I watch on TV is comedy shows.
4 What you have to remember is that many people don’t
find those kinds of joke very funny.
5 It’s you that he’s laughing at, Dad, not your joke.
6 All you need to do is say sorry and she’ll forgive you. / All
you need to say is sorry and she’ll forgive you.
Fast finishers
Students can write sentences including different emphatic
structures from the rule. Listen to some of their examples in
open class after feedback.
3 If you’re short on time, set this exercise for
homework. Read through the instructions and the
example. Students work individually to complete
sentences 1–4. Allow students to compare answers
with a partner before feedback in open class.
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Optional extension
Ask students to work in pairs to rewrite the following
sentences uisng emphatic structures:
I don’t like it when my brother laughs at me.
My sister only eats vegetables.
They stole my skateboard, not my bicycle.
You only need to call me and I will come straight round.
They should realise that many people don’t like listening to
music in shops.
Workbook page 36 and page 123
Be aware of common errors related to using
emphatic structures. Go to Get it right! on Student’s
Book page 123.
 
VOCABULARY
Laughter
1 Books closed. Ask students to find the words in italics
in the article on page 39 and work with a partner to
try to guess their meaning from context.
Books open. Students compare their ideas with the
definitions and go on to complete the exercise. Check
answers in open class.
Answers
a 8 b 6 c 7 d 4 e 9 f 5 g 2 h 3 i 1
2 Ask students to read through the paragraph to get
an overall understanding and answer the question:
Who’s better at telling jokes, Mum or Dad? (Mum)
Students work with a partner to fill the spaces with
the words from Exercise 1. Check answers.
Answers
1 pranks 2 gets 3 punchline 4 hilarious 5 giggles
6 found 7 at 8 light
Fast finishers
Write on the board: Who is the funniest person in your family
and why? Ask students to write an answer to the question
using some of the expressions from the exercise.
3 Working individually, students make notes on their
answers to the questions. Monitor to encourage
students to note down reasons for their answers and
to help with vocabulary as necessary.
4 SPEAKING Students work in small groups to
compare their answers. This activity will also work
well as a mingle with students standing up and
comparing answers with other students. When
students have compared with several others, divide
the class into pairs for students to report back on
their findings.

Optional extension
Divide the class into AB pairs. Ask As to close their books and
Bs to say one of the definitions for A to say the vocabulary
item. After two minutes, students swap roles and repeat.
Workbook page 38
Laughter
1 Give students time to make notes. Tell them to
think about exactly why the things were funny and
which words they might use to describe the things
to a partner. Monitor and help with vocabulary as
required.
2 SPEAKING Check/clarify: anecdote. In pairs or small
groups, students use their notes from Exercise 1 to
share anecdotes. Ask them to discuss which was the
funniest anecdote in each category and listen to some
of the best ones in open class as feedback.
Optional extension
Give students further practice in relating anecdotes. Ask
them to choose one of the things they found funny from
Exercise 1 and to prepare the anecdote in more detail. They
should:
• use a variety of ‘interesting’ vocabulary to make the story
more colourful. Exaggeration is useful (massive instead of
big, tiny instead of small, etc.)
• alter their voice for different characters
• use gesture
• make eye contact
• decide exactly which words they are going to use to end the
anecdote
Give students time to prepare their anecdote, then divide
students into new groups to tell their anecdotes with feeling.
When all students have told their stories, ask groups to agree
on which was the best story.
LISTENING
1 1.19 Books closed. As a lead-in, ask students:
What type of things do people tell jokes about? Give
them some examples to get them started: animals in
strange situations, funny things small children say.
Give students three minutes to work with a partner to
make a list of typical topics. Brainstorm ideas in open
class and write some of their ideas on the board.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity with the whole
class. Display the pictures on the IWB and nominate
individuals to describe one of the pictures. Play the
audio for students to match the jokes to the pictures.
Allow students to compare with a partner before a
whole-class check.
Answers
1 A 2 D 3 C
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4 L AUG HTER IS TH E B EST M EDICI N E
Audio Script Track 1.19
One
An 80-year-old husband and wife were having problems
remembering things, so they decided to go and see their doctor
for a check-up to make sure they were all right.
They arrived at the doctor’s and described their symptoms. He
ran a few tests but couldn’t find anything wrong with them. He
explained that having a bad memory was quite common among
older people and that they really had nothing to worry about.
However, he did suggest that they might want to start writing
things down and make notes to help them remember things.
The couple thanked the doctor and left.
Later that night, while watching TV, the old man got up from his
chair and his wife asked him, ‘Where are you going?’
‘To the kitchen,’ he replied.
So she asked, ‘Will you get me a bowl of ice cream, please?’
To which he replied, ‘Sure.’
She then said, ‘Remember what the doctor said. Don’t you
think you should write it down so you don’t forget?’
But he assured her that he wouldn’t forget.
Then she said, ‘Well, I’d also like some strawberries on top.
You’d better write that down because I know you’ll forget.’
He said, ‘I can remember that. You want a bowl of ice cream
with strawberries. No problem. No problem at all.’
She replied, ‘Well, I’d also like some cream on top. I know you’ll
forget that, so you’d better write it down.’
He was starting to get a bit annoyed. ‘I don’t need to write that
down. I can remember.’
And he stormed off into the kitchen.
After about 20 minutes, he returned from the kitchen and
handed her a plate of scrambled eggs.
She stared at the plate for a moment and said, ‘I knew it. You
forgot my toast.’
Two
A man was staying in a posh hotel. One morning, he went
downstairs for his breakfast. He sat down and called over the
head waiter.
‘Yes, sir. How can I help you?’ the waiter asked.
‘I’d like to order my breakfast,’ the man replied.
‘Certainly, sir,’ the waiter replied and took out his pen and
notebook.
So the man looked at the menu and said, ‘I’d like one egg
undercooked so that it’s runny, and one egg overcooked so that
it’s tough and hard to eat. I’d also like a sausage which is a bit on
the cold side, burnt toast, butter straight from the freezer that’s
impossible to spread, and a pot of very weak, lukewarm coffee.’
‘That’s a very complicated order, sir,’ said the waiter, who was
more than a bit confused. ‘The chef might find it quite diff icult
to prepare.’
‘No, he won’t,’ the man assured him. ‘It’s exactly what you
served me yesterday.’
Three
Three comedians are telling jokes after a late show. They’ve
heard each other’s jokes so many times that they’ve reached
the point where they don’t need to actually tell the jokes any
more to make each other laugh – they just need to refer to each
joke by a number.
‘Number 37!’ shouts out the first comedian, and the others
nearly fall off their chairs laughing.
‘Number 53!’ says the second one, and again they burst out
laughing.
Finally, it’s the third comedian’s turn. ‘Forty-four!’ he says. He
gets nothing, nothing but silence, as the other two look at him
in disappointment.
‘What?’ he asks. ‘Isn’t 44 funny?’
‘Sure. It’s usually hilarious,’ they answer. ‘But you told it so
badly.’
47
2 1.19 Give students some time to discuss what Answers
they remember from the first listening. Play the audio 1 2 3 4
again while students listen and make notes. Students
compare answers with a partner.
Audio Script Track 1.20
Answers
Joke 1
Joke 1 Girl Why is 6 afraid of 7?
1 an elderly husband and wife
Boy I don’t know. Why is 6 afraid of 7?
2 They go to the doctor because they are having trouble
remembering things. The doctor tells them to write things Girl Because 7 8 9.
down to help them remember. In the evening the wife Boy That’s a good one!
asks the husband to get her some ice cream from the
kitchen and then asks for various other things to go with Joke 2
it, telling him at the same time that he should write it Boy What do you call a fish with no eye?
down so he won’t forget. When he comes back he brings Girl I Give up. What do you call a fish with no eye?
her something completely different – some scrambled Boy Fsh.
eggs – but instead of remembering what she originally
Girl Ha ha. Very funny.
asked for she tells him that he forgot the toast.
3 ‘I knew it. You forgot my toast.’ Joke 3
4 because she is certain that he will forget what she wants. Girl I phoned the local hospital. I said: ‘Is that the local
He does, but by then she has forgotten what she asked for. hospital?’ The woman said: ‘Well, it depends where
Joke 2 you’re phoning from.’
1 a man and a waiter Boy I must remember that one.
2 The man asks the waiter for a very difficult order for
breakfast, all of which is badly cooked. When the waiter Joke 4
Boy Knock knock.
replies that this will be difficult for the chef to produce,
the man says that it’s what he was served the day before. Girl Who’s there?
3 ‘No, he won’t,’ the man assured him. ‘It’s exactly what you Boy Broken pencil.
served me yesterday.’ Girl Broken pencil who?
4 because no one would actually request the food cooked
like the man asks for and in the end he’s making a Boy Never mind. It’s pointless.
criticism about the food. Girl I don’t get it.
Joke 3 Boy Pointless. Broken pencil – no point. I give up!
1 3 comedians
2 They are telling jokes to each other but they’ve heard
2 1.20 Students work with a partner to complete
them so often they just say the number of the joke
without actually telling the joke. the phrases. Play the audio for students to check
3 ‘Sure. It’s usually hilarious,’ they answer. ‘But you told it answers. Pause after each phrase and ask students
so badly.’ to repeat the phrase using suitable intonation.
4 because it’s impossible to say a number in a funny or Encourage students to sound enthusiastic in the
unfunny way. positive responses! Repeat the phrases several times
chorally and individually.
3 1.19 If necessary, play the audio again. Ask
students to work individually to rate each joke from Answers
5 to 0. Divide the class into small groups to compare 1 good one
their ratings and discuss reasons for their choices. 2 Very funny
Hold a quick class vote to decide which was the 3 must remember
funniest joke. 4 don’t get
4 SPEAKING Students work in small groups and take
turns to tell one of the jokes. 3 SPEAKING Divide the class into pairs or small
groups for students to discuss the questions. To
Mixed-ability extend discussion, regroup students to compare their
Allow weaker students to use their notes as a guide. Stronger
ideas. Listen to some example answers in open class.
students can tell the jokes without referring to notes. 4 SPEAKING You may like to tell students a joke of
your own to get them started. Students work with a
partner to decide on a joke to tell other students. Tell
FUNCTIONS them to practise telling it to each other several times.
5 SPEAKING Students tell their jokes to others in the
Responding to jokes group. Their partners react appropriately. Listen to
1 1.20 Books closed. Elicit/explain that there are some of the jokes in open class and discuss which is
different ways to respond to jokes. Ask students the funniest.
how they might have responded to the jokes in the
listening. Write any correct answers on the board.
PRONUNCIATION
Books open. Play the audio for students to listen and
read and choose an emoticon for each reaction. For practice of pacing and punchlines go to
Student’s Book page 120.

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Student’s Book pages 42–43
READING
1 SPEAKING Books closed. As a lead-in, ask: Would
you like to be a professional comedian? Why/why not?
What do you think a professional comedian’s life is like?
Give students three minutes to discuss the questions
in small groups.
Books open. Ask students to work in pairs and discuss
the questions. Regroup students and ask them to
compare their answers.
2 Give students a three-minute time limit (or longer
with weaker classes) to read the text and check
their predictions. Tell them not to worry about
understanding every word and to focus only on
finding answers to the questions. Allow students to
compare answers with a partner before whole-class
feedback.
Answers
1 Her profession has always been a male-dominated one;
her early life was also unconventional as she was living in
the UK as the daughter of a political refugee from Iran.
2 She has appeared on political discussion programmes
and on a dance show; and she’s written a book.
3 Divide the class into pairs or small groups for
students to discuss the questions. Encourage them
to underline the parts of the text that support their
answers. Listen to some of their ideas in open class as
feedback.
Answers
1 because female comedians have always been in the
minority
2 because her father had criticised the government and so
the family were no longer safe in Iran
3 It was difficult adapting to a new culture, and living with
the threat to their safety from Iran.
4 She and her dad told jokes about their situation to help
make light of things.
5 because she would go on to tell jokes for a living
6 She says she was very nervous.
7 She feels she doesn’t have to choose one identity; she
values both.
SPEAKING
1 Give students two minutes to work in small groups
to make a list of well-known comedians. Brainstorm
examples in open class and write them on the board.
Make sure all students know all of the comedians.
2 Divide the class into small groups for students to
rank the comedians from very funny to not funny.
Encourage them to explain the reasons for their
choices. As feedback, hold a class vote to find out
which is the funniest comedian and why.
GRAMMAR
Boosting
1 Look at the words in brackets with students and elicit
that they are all adverbs. Students work in pairs to
complete the sentences. Check answers in open class.
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4 L AUG HTER IS TH E B EST M EDICI N E
Answers
1 Shappi Khorsandi is unquestionably a breath of fresh air.
2 This would certainly serve her well in her future career.
3 She has undoubtedly become one of the most successful
female comedians in the UK.
4 But, with age, she has definitely found more confidence.
Students work with a partner to complete the rule.
Check answers in open class. Give further examples
for clarification if necessary.
Rule
1 after
2 before
3 between
2 If you’re short on time, set this exercise for
homework. Students work individually to complete
sentences 1–8. Allow students to compare answers
with a partner before feedback in open class.
Answers
1 He is undeniably one of the funniest actors in the world.
2 The Interview is undoubtedly his best film.
3 It is literally the funniest film I’ve ever seen.
4 He clearly loves playing losers.
5 His performance in Steve Jobs was utterly convincing.
6 He will definitely win an Oscar one day.
Fast finishers
Ask students to write sentences about their friends using
some of the boosting adverbs.
3 WRITING Read through the information about Seth
Rogen as an example. Ask students to write similar
information about an actor of their choice using
at least four boosting adverbs. Monitor and help
students with ideas and vocabulary as necessary.
When students have completed the exercise, ask them
to work in small groups and read out their sentences
for their partners to guess who they have written
about.
Optional extension
While all of these adverbs are used to emphasise adjectives,
certain adverbs are only used to emphasise extreme
adjectives. For example, you can say He is utterly brilliant, but
not He is utterly good.
Ask students to decide which of the adverbs can be used
with all types of adjective and which can only be used with
extreme adjectives.
All adjectives: unquestionably, definitely, undoubtedly,
certainly, undeniably, clearly, essentially, literally
Extreme adjectives: absolutely, utterly, entirely, totally
Ask students to work in pairs to write five sentences including
adverbs they would not normally use.
Workbook page 37 and page 123
49
VOCABULARY best be done as a heads-up activity with the whole
class. Ask students to look at the picture and read
Idioms with laugh and joke the introduction. Ask students to quickly discuss the
1 Working in pairs, students match the sentence halves questions with a partner. Listen to some of their ideas
before referring back to the text to check their in open class and write them on the board to refer to
answers. During whole-class feedback, elicit the during feedback on Exercise 2.
idioms with laugh and joke in the sentences and ask
2 1.22 Play the audio for students to listen and
students to underline them.
read to check their answers to Exercise 1 and to list
Answers the items in the Irish stew. Tell them to concentrate
on answering the question and not to worry about
1 g 2 h 3 d 4 a 5 f 6 b 7 c 8 e understanding every word. Allow students to check
their answer with a partner before feedback in open
2 Give students time to read through the sentences. In class. Nominate individuals to give reasons for their
pairs, students choose an idiom from Exercise 1 to answer.
complete the sentences. Check answers in open class.
Answers
Answers
cold beef, potatoes, cabbage, a few peas, half a tin of
1 head off salmon, two eggs
2 joke
3 have; last laugh 3 Ask students to underline the key information they
4 laughing stock
5 joking aside
will need to read for. You could encourage students
6 other side; face to try to answer the questions before reading again.
7 laughing matter Students read the text again to check their answers.
8 burst out Let students compare answers with a partner before
feedback in open class. During feedback, ask students
to refer to the parts of the text that support their
Fast finishers answers.
Ask students to try to rank the expressions from 1 to 8 (used
in very funny situations to not funny at all, where laugh your Answers
head off is very funny and no laughing matter is not funny
at all). 1 because they had lots of time
2 there was very little actual potato left
3 the process was very messy
3 Working individually, students write a response to 4 there was lots of room left in the pot
each of the sentences. Divide the class in pairs for 5 it allowed you to use up lots of different left-over food
students to create short dialogues. 6 a rat; they’d never heard of rats in Irish stew and thought
it would be safer not to include it
Mixed-ability
Stronger students may like to expand the dialogues further 4 VOCABULARY Students work individually to
and include more than one expression in each. complete the exercise, then check their answers with
a partner before feedback in open class.

Optional extension Mixed-ability

Divide the class into AB pairs. Ask students to take it in turns
to say one word from an expression. Their partner has to
respond with the full expression in a sentence. For example
A: last
B: I’ll have the last laugh when I pass my exam and he
doesn’t.
Stronger students can attempt to complete the exercise from
memory before checking in the extract.
Weaker students can find the answers in the extract. If
students need clarification of the meaning of the words, give
further examples of your own to explain.

Answers
Workbook page 38
1 to spare
2 scrape
Student’s Book pages 44–45 3 in the way of cooking
4 be on the safe side
5 half smothered
LITERATURE 6 odds and ends
7 every little helped
Three Men in a Boat by Jerome K. Jerome 8 fished out
1 Books closed. As a lead-in, brainstorm a list of films
and books involving water and write titles on the
board. Divide the class into pairs for students to take Fast finishers
turns describing a film or book for their partners to Ask students to work with a partner and write questions
guess the title. Listen to some examples in open class using as many of the words in the exercise as possible. Divide
the class into new pairs for students to ask each other their
and write any repeated themes on the board. questions.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would

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5 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions or lexical errors to refer to during
feedback. At the end write them on the board to
discuss the problems with the lexical errors and to
praise students who used language well. As feedback,
ask for volunteers to report back to the class on their
discussion.
WRITING
A review
1 Books closed. As a lead-in, ask students: Do you ever
read reviews of books or films? Which reviews do you
trust most? Why? Students discuss the questions in
pairs. Listen to some of their ideas in open class as
feedback.
Books open. Students quickly read the review and
complete the exercise. Ask students to compare their
answers with a partner and refer to the parts of the
review that support their answers.
Answers
entertaining ✓
exciting ✓
hilarious ✓
2 If students are still unsure about cleft sentences and
boosting adverbs, refer them to examples earlier
in the unit. Students work with a partner to find
examples in the text. This could be done as a reading
race, with students competing to find examples as
quickly as possible. Check answers.
Answers
Cleft sentences:
What I like most about it is the perfect mixture of travel
guide … and comedy …
But it’s exactly this lazy boat ride of a journey that makes it
so good.
Boosting adverbs:
utterly, clearly, exactly, undeniably
3 Give students time to read through the sentences.
You may like to do the first one as an example.
Students work individually to complete the exercise,
then compare answers with a partner before a whole-
class check.
Answers
1 What the three of them decide is that they are over-
worked and in need of a holiday.
2 It’s when you suddenly burst out laughing that you get
the strangest looks.
3 What some of my friends said was that it was too old-
fashioned and that the plot moved far too slowly.
4 In pairs, students match the paragraphs to the
functions and advice. During feedback, ask students
to refer to the text to explain their choices.
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4 L AUG HTER IS TH E B EST M EDICI N E
Answers
[B] a description of what the writer likes / doesn’t like –
advice 3
[A] a brief synopsis of the story – advice 1
[C] a recommendation – advice 2
5 This exercise can be set as homework or done as a
collaborative writing activity in class with pairs of
students writing together.
Refer to the example review and point out the style
of language used. Encourage students to underline
collocations and expressions that they could use in
their review. Remind them that they should also use
cleft sentences and boosting adverbs. Ask students to
write their review. When students have completed
the exercise, ask them to exchange reviews with
another pair. Tell them not to worry about minor
grammatical errors, but to make comments on the
functions of each paragraph and whether the point
of view of the reviewer is clearly explained. Students
can then return reviews and incorporate comments
to create a final draft. Listen to some of the best
examples in open class.
Student’s Book pages 46–47
LISTENING
1 1.23
Answers
1 C 2 B 3 C 4 B 5 A 6 C
Audio Script Track 1.23
You will hear a conversation on the radio about a book called
Luck: what it means and why it matters by Ed Smith. For
questions 1–6, choose the answer (A, B or C) which fits best
according to what you hear.
Presenter So now for the next part of our show, which, as you
know, is called ‘A book I enjoyed’, and this week the
actor Daniela Merchant is going to talk about a book
called …? Daniela?
Daniela Well, I’ve chosen a book called Luck: what it means
and why it matters. It’s by a former professional
sportsperson, now a writer and journalist, called Ed
Smith. He was an extremely good cricketer, he played
for England on several occasions, and by his own
admission, he never thought that luck was an issue in
his life. That is, until, aged 31, he was running after a
ball one day – perfectly normal, nothing unusual – and
he slipped, broke his ankle and that was the end of his
career as a player. So that was bad luck, of course, but
luck can be good too. As Ed Smith mentions, one day
he missed a train, got the next one and found himself
sitting opposite a woman who ended up becoming
his wife, so luck works both ways. What he says in his
book is that in any human life, a huge amount of the
forces that make it successful or not, professionally or
personally, are actually a matter of chance, good or
bad. It’s as simple as that.
Presenter But that’s not a very acceptable view these days, is it?
I mean, these days we all tend to think that it’s talent
and hard work that bring success and that if you fail, it’s
because you’re weak or because you make mistakes.
51
 Daniela Well, that’s right. But Smith debunks that view. Earlier TEST YOURSELF UNITS 3 & 4
in his life, he believed totally in hard work, lots of
practice, thinking that that’s what determines whether
you’ll be successful or not. Then things happened that VOCABULARY
made him rethink his position. Now he’s able to see 1
how luck influences just about everything, even things
that we think of as not at all related to chance. Answers
Presenter Such as?
1 in
Daniela Well, for example, he points to how we don’t choose 2 off
our parents and we don’t choose our genes, our 3 stock
genetic make-up – but those things have a profound 4 out
influence on the course of our lives. And not just 5 beginner’s
that. The country that we’re born in, whether we’re 6 up
born male or female, what’s going on in the world at 7 down
the time we’re born – all these things can be terribly 8 punchline
important. And, of course, we have no control over 9 matter
such things. Very often, we like to think that we 10 giggles
control our lives, that it’s our decisions that make the
difference – and, of course, there’s an element of truth
there, that’s part of the story, but Ed Smith shows us
that it’s far from being the whole story. GRAMMAR
Presenter Do you think, then, that Smith is right – that luck 2
matters?
Daniela Yes, I do. I mean, when I think about my own life … Answers
well, I can’t help but think that at least some things
depended on my abilities – my talent, if you like – but 1 speak
that there was also an element of simply being in the 2 It
right place at the right time. I mean, the acting school 3 didn’t speak
I went to – a month before I went there, the principal 4 What
teacher got sick and they brought in a stand-in, a 5 could speak
woman called Sue Martin, and she was just superb. 6 hadn’t spoken
She taught me so much. Some time later, I met the
original teacher, and I just knew that I wouldn’t have 3
done so well under him. I’m reminded of something
Richard Burton, the great actor, tremendously Answers
successful man, something he said all those years
1 I’ll do certainly certainly do all I can to help you.
ago – that he would go now and again to watch young
2 Unless we don’t leave now, we’ll miss the train.
actors at work, or he’d go and watch a play in a small
3 If I hadn’t eaten so much, I wouldn’t have felt feel so ill
theatre somewhere, and he’d say that almost every
now.
day he’d see people who were at least as talented
4 It was the journey what that was most fun.
as him as actors, if not more so. And so he had to
5 He’s made clearly clearly made a lot of enemies.
conclude that he’d got lucky – it was his looks, or
6 Provided that Imagine you could go anywhere in the
something about his voice, whatever … something
world, where would you go?
had led to his great success. It was a degree of talent,
but talent alone couldn’t explain it.
Presenter OK, but back to the book. What’s your overall rating?
Daniela Well, I think that Smith is best when he’s talking FUNCTIONAL LANGUAGE
about sport. Some of the things he says about the 4
role of luck in politics and economics, for example,
don’t seem to me to hold up quite as strongly as the Answers
arguments he makes about chance in other areas.
And, you know, overall, I can’t help thinking that his 1 remember
argument is a bit overstated. I mean, let’s go back to 2 good
the chance meeting with his future wife. All it means 3 get
is that they got married to each other rather than to 4 funny
someone else, right? Though I have to admit that their 5 Never
children, if they have any, will no doubt be grateful 6 bad
that they did meet. And I think they’ll be grateful 7 beginner’s
that they’ve got a father who’s as smart, witty and 8 Just
empathetic as Ed Smith seems to be as the author of
this book.
Presenter Well, thanks, Daniela. I think I might just have a look
at the book. It sounds like it’s worth …

Workbook page 43

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5 SEEKERS
TH RILL
Objectives
FUNCTIONS: giving and reacting to an opinion
GRAMMAR: participle clauses; verbs of perception with
infinitive or gerund
VOCABULARY: thrill seeking; idioms related to noise
Student’s Book pages 48–49
READING
1 Books closed. If you have access to the Internet in
the classroom, choose some videos of people doing
extreme sports and show them to students. As a lead-
in, ask: Do you like roller coasters? What is the most
dangerous thing you have ever done? Students discuss
the questions in pairs and make a list of the different
types of extreme sport or dangerous activity. Elicit
answers for feedback and make a list on the board.
Books open. Display the pictures on the IWB. Ask
individuals to describe the activities. Ask: What
might have happened before the photo? What might
happen next? Say the adjectives for students to repeat
and check pronunciation. Ask students to work
individually to match the adjectives to the photos.
2 Ask students to work with a partner to complete the
exercise. Monitor to help with ideas and vocabulary
and to encourage students to make notes on their
choices.
3 SPEAKING Divide the class into new pairs or small
groups for students to compare their answers to
Exercise 2. Ask each group to compile a longer list
of reasons and think of as many different reasons
as possible for wanting or not wanting to do the
activities. Listen to some of their answers in open
class for feedback.
4 Give students a three-minute time limit to encourage
them to read the articles quickly to get a general
understanding and answer the question. Tell them
to focus on the task and not to worry if they do not
understand every word. Allow them to compare
answers with a partner before a whole-class check.
Answer
Mary Ellen Hardison
5 1.24 Give students time to read the sentences.
Check/clarify reassure; precaution. Encourage
students to underline the key information in the
sentences that they are looking for in the articles.
Students read the articles in more detail to complete
the exercise. Suggest that they underline the parts of
frenglish.ru
the text that helped them find their answers. Students
check their answers with a partner before whole-class
feedback.
Answers
1 Her son had taken it up and she didn’t want him to be
able to do something she couldn’t.
2 She celebrated her 90th birthday by going on all of the
adult roller coasters at Disneyland.
3 She reminded herself that many other people had been
paragliding with no problems.
4 She wants the elderly to keep doing things as long as they
are physically able.
5 He has become the first man to jump from an aircraft at
2,400 feet and land safely without using a parachute.
6 He wore a wing suit and arranged a landing site with
18,600 cardboard boxes to break his fall.
7 He’s a stuntman.
8 It says that he was a bit scared.
6 SPEAKING Divide the class into pairs or small
groups to discuss the questions. Monitor to encourage
debate between students and to ask them to come
to agreement on the best ranking in question 3.
Listen to some of their answers during whole-class
feedback. Have a quick show of hands to find out
which activities are the most dangerous, challenging,
etc. and nominate individuals to give reasons for
their answers.
PRONUNCIATION
For practice of elision go to Student’s Book
page¬120.
Red herrings
1 Read the introduction with students. Elicit that red
herrings are often used in crime stories where a clue
is used to distract readers from the true story.
Ask students to read the text, answer the question
and then compare their answer with a partner.
Answer
B
2 WRITING Students work in pairs to write a
multiple-choice question about text B. Prompt them
to use the question in Exercise 1 as an example.
Monitor and help with vocabulary as required.
53
3 SPEAKING Students show their questions to
different partners and take it in turns to answer.
Listen to some examples in open class as feedback.
Optional extension
Ask students to work in pairs and discuss the following
questions.
1 Have you ever tried an extreme sport? What was it like?
How did you feel? Would you do it again?
2 Which extreme sport, if any, would you most like to try?
Why?
3 Are you able to identify with the thrill-seekers described in
the reading? If so, in what ways?
Student’s Book pages 50–51
GRAMMAR
Participle clauses
1 As a quick lead-in to this topic, write the following
sentences on the board.
A man saw a gorilla running through the jungle.
Running through the jungle, a man saw a gorilla.
Ask: Do these sentences have the same meaning? (No)
What is the problem with the second sentence? (It means
the man was running – participle clauses must have
the same subject as the second clause of the sentence)
Ask students to look at the sentences from the
article with a partner, answer the question and then
complete the rule. Check answers in open class, using
the example sentences for clarification and offering
further examples if necessary.
Answers
b, d, a, c
Rule
1 time 2 reasons 3 conditions 4 results
5 the same 6 present 7 past
2 Give students time to read through the information
and the example. Ask students to work individually
to transform the sentences. Point out that they can
look at the rule to check their answers if necessary.
Allow students to compare answers with a partner
before feedback in open class.
Answers
1 After climbing/they climb into a glass cage, the thrilled
and terrified tourists are lowered into the water with the
crocodiles.
2 If it is carried out correctly, the dive is completely safe.
3 After you’ve returned to the safety of the beach, you can
look at the amazing pictures taken by our professional
photographer.
4 If you share these photos with your friends, you will be
the talk of the town.
3 If you’re short on time, look at the example with
students and then set the rest of the exercise for
homework.
Students work individually to rewrite the sentences.
Remind them to check which type of participle
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they need to use for each sentence. Students check
answers with a partner before whole-class feedback.
Answers
1 Done regularly, these exercises will help you to become
extremely fit.
2 Having watched the stunt, most people were speechless.
3 (While) watching the people in their canoes, we decided
to try it too.
4 Having always been aware of the risks, she’s never had
any serious accidents.
5 Having learned how to climb from his father, he became
passionate about it. / Having learned from his father, he
became passionate about climbing.
Workbook page 46 and page 124
Be aware of common errors related to using
participle clauses. Go to Get it right! on Student’s
Book page 123.
 
VOCABULARY
Thrill seeking
1 Match the first beginning and ending in open class, as
an example. Ask students to work with a partner and
complete the exercise. Check answers in open class.
During feedback, say the words for students to repeat
and check pronunciation. Pay particular attention to
the linking of sounds between words such as risk-
taker (the k is almost silent), kick out of and death-
defying. Also that assess is stressed on the second
syllable.
Answers
1 g 2 a 3 e 4 f 5 h 6 c 7 d 8 b
Fast finishers
Ask students to write one sentence containing as many of
the words as possible. For example My uncle is a daredevil
who gets a kick out of doing audacious, death-defying stunts
without assessing the risks first. Listen to some of the longest
sentences in in open class after feedback.
2 Working individually, students choose the correct
option for each sentence. Students compare answers
with a partner before feedback in open class.
Answers
1 daredevil 2 risk-taker 3 (real) kick out of
4 minimises the risk 5 audacious 6 stunts
7 assess the risk 8 death-defying
Workbook page 48
SPEAKING
ROLE PLAY Divide the class into two groups, A and
B. Give students time to read their role card and check
understanding. Before acting out the role play, ask
students to work with others from the same group to
check understanding of their roles and to brainstorm

things they could say. Assigning roles and giving
preparation time in this way often leads quieter
students to interact more and voice their opinions.
Students act out the role play. Tell students that it is
important to stay in character to make the activity
interesting and fun. Monitor to help with vocabulary
and to encourage quieter students to give their point
of view. As feedback, ask a member of each group
to report back on what they decided to do. Regroup
students and ask them to discuss their real opinions.
LISTENING
1 SPEAKING Books closed. As a lead-in, elicit theme
park and write it on the board. Ask students to
work with a partner and make a list of words they
associate with theme parks. Write some of their
answers on the board. Ask: Have you ever been to a
theme park? What is the most exciting ride you have
been on? Students discuss the questions in pairs.
Books open. Ask students to work in pairs and discuss
the questions about the photo. Elicit some answers
and create a list on the board to refer to after the
listening, but do not comment at this stage.
2 1.26 Play the audio for students to compare their
answers in Exercise 1. Refer to their answers on the
board. Did anyone guess correctly?
Audio Script Track 1.26
Radio host Today we’re joined by psychologist Dr Ron Dilts,
who’s going to talk to us about thrill-seeking.
Welcome to the programme, Dr Dilts.
Psychologist Thanks for having me.
Radio host It’s a pleasure. And let’s get straight to the point.
Why do people get a thrill out of bungee jumping,
roller coaster rides and the like?
Psychologist That’s an interesting question, and the answer
is surprisingly complex. Some people enjoy the
thrills they get from activities that stimulate their
brain in such a way that they perceive themselves
to be in physical danger. We know that there’s
a certain type of person who actually seeks
physical danger by doing dangerous activities
like skiing down extreme slopes, or parachuting.
When you ask one of these risk-takers if they’re
scared while doing their sport, their answer is
usually that that’s exactly why they do it in the
first place. In other words, they kind of need the
adrenalin rush that they experience when doing
extreme sports.
Radio host I see, but there’s a difference, isn’t there, between
doing a dangerous and extreme activity – such as
jumping out of a helicopter without a parachute
– and going on a roller coaster, which isn’t really
that dangerous at all?
Psychologist Absolutely, and that’s exactly the point. The
roller coaster doesn’t, in all likelihood, offer
the same level of risk, but it simulates true
danger. In other words, it creates the illusion of
having faced a great danger, and that’s a deeply
satisfying feeling. The danger isn’t real, as such,
but we behave as if it is – as if we have achieved
something great and overcome our fear. Research
has shown that after a bungee jump, or after
having just been on a roller coaster ride, people
feel great – almost as great as if they’d survived
something far more dangerous.
frenglish.ru
5 TH R I LL SEEK ER S
Radio host And then, of course, there are others who
couldn’t care less about getting an adrenalin
rush … who really wouldn’t dream of risking their
lives by going diving or climbing, or even going
on a roller coaster ride. What makes daredevils
different from them?
Psychologist Well, it seems that there are certain personality
types, often referred to as thrill seekers, that
thrive on this kind of risk-taking. What we know
about them is that they love adventure, and they
need the kick they get out of facing dangerous
situations again and again. If you’re not this kind
of person, then all these audacious activities may
just seem ridiculous to you.
Radio host I see. And do we know what causes a person
to have the type of personality you’ve just
mentioned?
Psychologist That’s a good question. One theory holds that in
order to really feel excited, thrill seekers usually
need more stimulus than the average person.
We’re talking biochemical processes in the
brain here. When those people are involved in
dangerous activities, certain chemicals, such as
adrenalin, start flowing in their brains, and only
then do they get a feeling of being truly alive.
Radio host That’s fascinating.
Psychologist Yes, isn’t it? And there’s another theory along
similar lines that basically says that thrill seekers
like what they do mostly because it enables them
to forget about everything else – all the problems
they might have in their daily lives, their everyday
worries and so on. As long as they’re involved in
an activity that requires their full concentration
– because of the need to survive a danger, for
example – other things fade into the background.
I was talking to an extreme climber once and
when I asked him what he enjoyed most about
his sport, he answered that as soon as he starts
climbing, all the problems ‘down there’ as he
described them – you know, the problems in his
normal life, so to speak – become really small.
Radio host Why is it then that …
3 1.26 This exercise is closely modelled on
Listening part 2 of the Cambridge English: Advanced
exam.
Ask students to work with a partner to try to answer
the questions from memory. Play the audio again.
Students complete the sentences and then compare
answers with a partner before feedback in open class.
During feedback, ask students to explain the reasons
for their answers. Check answers in open class.
Answers
1 extreme sports 2 simulates 3 risking
4 thrill seekers 5 brains 6 (daily) problems / worries
Feeling alive
1 Working individually, students rank the six items.
Remind them to think about what is risky for people
in general, not just for themselves. Encourage them
to think of reasons for their choices. Monitor to help
with any queries.
55
2 Check understanding of feel alive with an example.
Students work individually to rank the items from 1
to 6. Ask them to think of reasons for their choices.
3 SPEAKING Ask students to compare their answers in
pairs or small groups. Listen to some of their ideas in
open class as feedback and work as a group to decide
on the best order to rank the six items.
Optional extension
Write the following questions on the board:
1 Do people take risks in order to feel alive?
2 How often do you feel the need to take a risk?
3 What type of risks do you take?
4 What would you recommend as the best way to feel alive?
Ask students to discuss the questions in pairs or small
groups. Listen to some of their ideas in open class.
Student’s Book pages 52–53
READING
1 Books closed. As a lead-in, ask: Who is the noisiest
person you know? When do they make the most noise?
Ask students to discuss the questions with a partner.
Listen to some of their answers in open class as
feedback.
Books open. Ask students to work with a partner
and discuss the questions. Monitor and help with
vocabulary as necessary. If students have different
answers for a to d in question 2, encourage them to
persuade their partner to agree with them.
2 To encourage students to read the article quickly,
set a two-minute time limit to answer the question
and get a general understanding of the article. Allow
students to compare answers with a partner before a
whole-class check.
Answers
It’s a room designed to be absolutely silent. It’s famous for
being the quietest place on Earth and holds the Guinness
World Record.
3 Before re-reading the article, ask students to read the
questions and underline the key information they
should look for in the text. Check/clarify: deemed;
founder. Students complete the exercise. Ask them
to underline the part of the text which helped them
decide on their answers and to compare with a
partner before checking in open class.
Answers
1 You may start to hallucinate.
2 45 minutes
3 The ears adapt and you can hear more things, such as
your heart beating or your lungs or stomach.
4 It’s used for product testing and determining sound
quality.
4 Give students time to read the questions. Divide
the class into pairs for students to predict possible
answers to the question before reading. Check/
clarify: skull; frowned; scalp. Ask students to read
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the article to check their predictions and answer the
questions. Check answers in open class.
Answers
1 He wanted to find peace and quiet.
2 the sound of his scalp moving over his skull
3 because his 45-minute session was over
4 He felt rested and calm afterwards.
5 SPEAKING Divide the class into pairs or small
groups to discuss the questions. Monitor but do not
interrupt unless errors hinder comprehension. Make
sure all students are speaking and encourage quieter
students to give their opinions too. Encourage them
to use words from the article and give them time
to make detailed notes on their answers. Regroup
students and ask them to share their ideas with their
new partners. Nominate some individuals to report
back on their discussions in open class as feedback.
GRAMMAR
Verbs of perception with infinitive or gerund
1 Look at the two sentences in open class. Ask students
to work in pairs to answer the question. Check
the answer. Ask students to read through the rule
with a partner and fill the gaps. During whole-class
feedback, refer to the two example sentences and
further examples of your own to clarify the answers.
Answer
The sound is heard from start to end in sentence 2.
Rule
1 part of an action
2 an entire action
2 Ask students to work individually to complete the
exercise. Monitor and help with any questions. Allow
students to compare answers with a partner before
whole-class feedback.
Answers
1 scream 2 banging; blowing 3 standing
4 run 5 crawling 6 dripping
Fast finishers
Ask students to write two example sentences describing
entire actions that they have heard or seen today and two
sentences describing parts of actions that they have heard
or seen. Listen to some of their examples in open class after
feedback.
Workbook page 47 and page 124
VOCABULARY
Idioms related to noise
1 Books closed. As a lead-in, write loud, noise, quiet on
the board and ask students if they know any idioms
which include any of the words.
Books open. Give students time to read the sentences
and complete the gaps. Encourage them to guess

answers if they are not sure. Ask them to work with a
partner to discuss the meaning of each idiom. Check
answers in open class. Say the idioms for students to
repeat and check pronunciation.
Answers
1 noise 2 loud 3 loud 4 quiet 5 quiet 6 loud
Fast finishers
Ask students to write sentences of their own containing the
idioms. Listen to some examples in open class.
2 If you’re short on time, set this exercise for
homework.
Students work in pairs to complete the dialogues.
Check answers in open class. Give students time to
practise saying the dialogues and challenge them to
remember a whole dialogue without looking in their
books.
Answers
1 for crying out loud; loud mouth; keep quiet
2 making a lot of noise; loud and clear
3 peace and quiet
Optional extension
Write the following questions on the board for students to
discuss in pairs. Make sure they use the expressions when
giving their answers.
When did you last make a lot of noise about something?
What do you do if you want to make your point loud and clear?
What sort of things do you keep quiet about?
Where do you go if you want some peace and quiet?
Do you know any loudmouths?
Workbook page 48
FUNCTIONS
Giving and reacting to an opinion
1 1.27 Books closed. As a lead-in, state an opinion
(For example, Schools should open seven days a week.
Or Students should have longer holidays) and ask
students to work in pairs to make a list of different
ways to agree or disagree. Brainstorm ideas in open
class and write any correct answers on the board.
Books open. Play the audio once for students to listen
and answer the questions. Allow students to compare
their answers before a whole-class check.
Answers
1 A thinks the person was too old to climb; B thinks it’s
dangerous for young as well as old people.
2 A thinks driving fast cars is exciting; B thinks it’s OK to be
a thrill seeker, but that fast cars are dangerous, polluting,
a waste of money and not something he would do for
excitement.
frenglish.ru
5 TH R I LL SEEK ER S
Audio Script Track 1.27
Dialogue 1
Man Have you heard this? An 85-year-old has climbed
Mount Everest. To my mind, that’s ridiculous. This
person was probably risking not only their own life
but that of other people too.
Woman Yes, I suppose you’re right. It could have been
dangerous … but I don’t accept that only young
people should be allowed to do daring things. The
way I see it is that if a young person does this kind of
thing, it could be dangerous too.
Man Hmm. I hadn’t thought of that.
Dialogue 2
Woman It must be thrilling to drive one of those extremely
fast cars.
Man That’s not how I see things. I think fast cars are
dangerous, pollute the environment, and are a waste
of money.
Woman True. I’d go along with that. But do you never do
something just because you get a kick out of it?
Man OK. Point taken. There are things I’d do just for fun.
But riding in a fast car? No way.
2 1.27 Give students time to read through the
phrases. If necessary, match the first phrase to its
function to act as an example. Play the audio again
for students to complete the exercise. Allow them to
compare answers with a partner before a whole-class
check. During feedback, say the phrases for students
to repeat and check pronunciation. Point out the
strong stress on my in To my mind; I in the way I see
it and I in That’s not how I see things to emphasise the
speaker’s opinion.
Answers
To my mind, that’s … – 1
Yes, I suppose you’re right. – 2
I don’t accept that … – 3
The way I see it is … – 1
I hadn’t thought of that. – 4
That’s not how I see things. – 3
True. – 2
I’d go along with that. – 2
OK. Point taken. – 4
3 ROLE PLAY Divide the class into AB pairs. Give
students time to read their role card and check
understanding. Before acting out the role play, you
may like to ask students to work with others from the
same group to check understanding of their roles and
to brainstorm things they could say. Students act out
the role play. Tell students that it is important to stay
in character to make the activity interesting and fun.
Monitor to help with vocabulary and to encourage
quieter students to give their point of view. As
feedback, ask a member of each group to report back
on their discussion.
57
Student’s Book pages 54–55
CULTURE
1 Books closed. As a lead-in, ask students: Do you know
of any places near your school where people do extreme
sports? Are they expensive to do? Ask students to work
with a partner and answer the questions. If they
have access to the Internet, allow them to search
for information. Listen to some of their answers in
open class.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity
would best be done as a heads-up activity with
the whole class. Zoom in on the pictures and
nominate individuals to describe what they can see.
Alternatively, students can look at the pictures in
their books and answer the questions. Ask students
to read the articles very quickly to answer the
questions.
Answers
1 Zambezi River, Zambia; Sydney, Australia; La Quebrada,
Acapulco.
2 Possible answers: They are all extreme. Bungee-jumping
has a safety element that cliff diving does not. The
general public are not allowed to do cliff diving. Skydiving
involves a plane.
2 1.28   Give students a minute or two to read
through the sentences and circle the key information
that they need to look out for. Play the audio while
students read and listen to the article. Remind
students not to worry if they don’t understand every
word and that they should just focus on answering
the question. Tell them to underline information
in the text that helped them answer each question.
Students check answers with a partner before whole-
class feedback. During feedback, ask students to
justify their answers by quoting the text they have
underlined.
Answers
1 Zambezi River  2 Sydney  3 La Quebrada 
4 Zambezi River  5 Sydney  6 La Quebrada 
7 La Quebrada  8 Zambezi River
3 VOCABULARY   Ask students to cover the definitions.
Give them two minutes to find the highlighted words
in the article and discuss their meanings with a
partner. Students uncover the definitions to check
their ideas and complete the exercise. Check answers
in open class, giving further explanations to clarify
meaning if necessary.
Answers
1 cord  2 consensus  3 plunged  4 window
5 faint-hearted  6 thrill  7 impact  8 idiocy
4 SPEAKING   Divide the class into pairs or small
groups to discuss the questions. Ask one student in
each group to act as an ‘English police officer’, giving
one point each time somebody speaks in L1. The
winner is the student with the fewest points at the
end of the exercise. Monitor and help as necessary,
encouraging students to express themselves in
58  
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English and to use any vocabulary they have learned
from the text. Ask pairs or groups to feed back to the
class and discuss any interesting points further.
WRITING
A newspaper article
1 Ask students to read the article quickly to get an
overall understanding and to answer the question.
Tell them not to worry about unknown vocabulary,
but to focus on the task. Allow them to compare
answers with a partner before a whole-class check.
Answers
The key part of the bungee jump – according to the writer’s
editor – is the free-fall and precisely the part that the writer
fails to remember. It lasted eight and a half seconds.
2 Give students time to read through the information
and check understanding. Students work in pairs and
put the information in the order it was mentioned.
Ask them to underline the parts of the passage that
support their answers. During feedback, ask students
to refer to the text.
Answers
how high the jump was – 1
where the bungee jump was – 3
how long the jump lasted – 7
what the writer thought about the jump – 8
when the writer did the jump – 2
the journey to do the jump – 6
where the writer stayed – 4
when the writer realised how scary the jump might be – 5
3 Students work individually to find the participle
clause in the article. This could be done as a quick
reading race, with students competing to find it first.
Answers
36 hours later, having checked into my simple but charming
hotel in the heart of the city, I spent the evening talking with
locals about my imminent jump.
4 Students can do the preparation in class, and
complete the writing at home.
Clarify that students should include some participle
clauses. You could even set a number and tell
students to include at least three different participle
clauses. When they have finished, divide the class
into small groups. Ask students to read each other’s
articles to count the number of participle clauses and
to check that all bullet points have been included.
6 FOLLOWERS
Objectives
FUNCTIONS: complaining
GRAMMAR: modals 1: may, might, can, could, will, won’t
modals 2: should, shouldn’t, must, mustn’t, can’t
VOCABULARY: admiration; fame
Student’s Book pages 56–57
READING
1 SPEAKING Books closed. As a lead-in, describe a
well-known celebrity without naming him/her and
elicit guesses in open class. Divide the class into pairs
and ask students to take turns to describe a celebrity
for their partner to guess. Listen to some examples in
open class as feedback.
Books open. Divide the class into pairs or small
groups for students to discuss the questions. Ask
students to try to decide which celebrities have
been in the news the most. As feedback, find out
which celebrities are currently most talked about by
eliciting the name of a celebrity and having a quick
hands up to see how many groups mentioned him/
her in their discussions.
2 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as
a heads-up activity with the whole class. Display the
photos on the IWB. Say I can’t believe I’m this close to
him, and nominate a student to point to the photo on
the board. The rest of the class agree or disagree with
answers. Alternatively, students do the matching
activity in pairs before checking answers with the
whole class. Say each of the phrases for students to
repeat and check pronunciation.
Answers
1 B, C 2 B, C 3 A 4 E 5 D
3 SPEAKING Divide the class into pairs or small
groups for students to compare their answers and
imagine other thoughts the people might be having.
Listen to some of their ideas in open class as feedback
and praise the most inventive or creative ideas.
4 Tell students they are going to read an article about
celebrities. Students read the text to find the answer
to the question. Tell them it is not important to
understand every word. Students compare their
answer with a partner.
frenglish.ru
Answers
CWS (Celebrity Worship Syndrome) is a condition of the
celebrity-obsessed. In its most extreme cases, it can lead to
stalking and violence.
5 1.29 This exercise is closely modelled on Reading
and Use of English part 8 of the Cambridge English:
Advanced exam.
Read through the sentences with students and
check/clarify inherent; take over; attain. Encourage
students to underline the key information in the
sentences that will help them place the sentences in
the article. Elicit/clarify: instinct; hierarchies; albeit;
coined. Students listen again and read the article in
more detail to complete the exercise. Suggest that
they underline the parts of the text that helped them
find their answers. Students check their answers
with a partner before whole-class feedback. During
feedback, ask individuals to refer to the parts of the
text that support their answers.
Answers
1, 3, 4, 2, 3, 1, 2, 2
6 SPEAKING Give students time to read the questions
and think about their answers. Divide the class into
pairs or small groups for students to discuss the
questions. Monitor and help with any questions
about vocabulary but, as this is a fluency activity,
do not interrupt conversations unless errors impede
communication. To extend discussion on question
4, ask students to make a list of the advantages and
disadvantages of being famous. Listen to some of
their ideas in open class as feedback and encourage
further discussion.
Mixed-ability
Divide the class into pairs roughly according to level. Allow
weaker students some time to think about their answers
before discussing them. Monitor, helping with vocabulary
as required and encouraging students to use English in their
answers. Listen to some of their answers with the whole
class.
Making logical conclusions (syllogisms)
1 Read through the introduction with students in
open class. Divide the class into pairs for students
to find the flaws in the logic of the two conclusions.
Encourage students to give reasons for their answers.
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 Answers
1 The first proposition doesn’t claim that all famous people
love attention or that those who do, like the attention of
the paparazzi.
2 The first proposition doesn’t claim that people with CWS
obsess over all celebrities.
2 WRITING In pairs, students write conclusions for
the syllogism. Listen to some examples in open class
as feedback.
Optional extension
Ask students to work individually or in pairs to write
syllogisms of their own with two propositions and a
conclusion. They can decide to include a valid or invalid
conclusion. Monitor to help with vocabulary and ideas. When
students have completed at least one syllogism, regroup
into small groups. Students take it in turns to read their
syllogisms. Their partners have to decide if the conclusion is
valid or invalid.
Student’s Book pages 58–59
GRAMMAR
Modals 1: may, might, can, could, will, won’t
1 As a lead-in, ask students to scan the article on page
57 and underline all the modal verbs. Who can find
the most?
Books open. Ask students to work in pairs to read PRONUNCIATION
sentences 1 to 8 and try to complete them with the For practice of modal stress and meaning go to
words in the list before looking back at the article to Student’s Book page 120.
check. Check answers in open class.
Students work together to complete the rule. Read
through the rule in open class and elicit answers.
Refer back to sentences 1 to 8 for clarification and
give further examples if necessary.
Answers
VOCABULARY
1 might 2 can 3 can 4 could 5 ’ll (will) 6 will Admiration
7 won’t 8 might 1 Before looking at the definitions, ask students to look
Rule
a 4 b 3 c 6 d 7 e 1 and 8 f 5 g 2
Fast finishers
Ask students to write further example sentences with each of
the modal verbs.
2 SPEAKING Ask students to work with a partner
and discuss the different meanings of the modal
verbs in each pair of sentences. Monitor to help with
any difficulties and to make a note of any repeated
problems to refer to during feedback. Check answers
in open class, referring to the rule and further
examples to clarify meaning if necessary.
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Answers
1 a is hypothesising or talking about possibility while b is
using may for concession.
2 a is an example of might to make a prediction about the
future while might in b is used to speculate about the
present.
3 a uses can for theoretical possibility while can in b
describes ability.
4 could in a describes possibility while could in b describes
past ability.
5 will in a is used to talk about a future possibility (relating
to the if-clause) while will in b describes habitual
behaviour.
6 won’t in a functions as a refusal and won’t in b functions
as a prediction about a future event.
Optional extension
Write the following on the board. Ask students to work in
pairs to think of suitable ways to complete the sentences.
• I may … this weekend, it depends on …
• London may be … , but …
• He might be … . He said …
• … can be fun.
• Dogs will often …
• You won’t win if …
Workbook page 54 and page 124
Be aware of common errors related to using modals.
Go to Get it right! on Student’s Book page 124.
 
back at the words in italics and try to guess their
meaning in context. Divide the class into pairs for
students to match the words with the definitions.
Say the words for students to repeat and check
pronunciation. Pay attention to the unstressed
/uv/ sound for of in centre of attention and object
of affection. Also draw attention to the or sound in
stalker.
Answers
1 centre of attention
2 addictions
3 fixation on
4 object of their affection
5 idol
6 stalking
7 fascination with
8 to worship
Fast finishers
Ask students to write sentences about their family and
friends using some of the vocabulary. Listen to some
examples after feedback on Exercise 2.

2 Before filling the gaps, ask students to quickly
read through the dialogue to get a general
understanding and to answer the question: What types
of entertainment are mentioned? (TV programmes;
smartphones). Students work individually to fill
the gaps. Let them compare answers with a partner
before checking answers in open class.
Answers
1 centre of attention
2 fixated
3 idols
4 worshipped
5 addicted
6 stalker
7 fascination
8 object of affection
Optional extension
Ask students to work in pairs and take turns to read out a
definition. Their partner has to name the word and use it in
a sentence.
Workbook page 56
LISTENING
1 Books closed. As a lead-in, tell students about a team
that you or somebody you know supports. How do
you/they show your/their support? Ask students:
What are the most popular sports in your country?
Which team is most popular in each of the sports?
Students work in pairs to answer the questions.
Books open. Ask students to work with a partner
and make a list. Regroup students into small groups
to compare their ideas. Monitor and help with
vocabulary as necessary. Listen to some of their
answers in open class and note them on the board to
refer to during feedback on Exercise 2.
2 1.31 Tell students they are going to listen to
interviews with three football fans. Ask them to listen
for which of the ideas on the board are mentioned in
the audio. Play the audio while students complete the
exercise. Tell them they do not need to understand
every word and that they should focus mainly on
listening for which of the reasons on the board are
mentioned.
Allow them to compare answers with a partner
before whole-class feedback.
Audio Script Track 1.31
Presenter Are Manchester United really the world’s
most popular football team? They would
certainly say they are, and claim to have
659 million fans. That’s one in ten of the
world’s population! Furthermore, they insist
this figure is backed up by extensive market
research carried out on behalf of the club.
Of course, there are other clubs who might
dispute this claim: Barcelona, Real Madrid,
Liverpool and Bayern Munich to name but
a few. But regardless of which team we’re
talking about, one thing is for sure: these
teams do enjoy massive fan bases all over
the world.
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6 FO LLOWER S
But what does it mean to be a Man United fan
thousands of miles away from Old Trafford
and with little hope of ever seeing them play
live? We decided to find out.
Yoonsu Sung Kim is a 35-year-old accountant
from Seoul. He’s been a United fan for more
than 15 years. He’s one of 15 million Man
United fans in South Korea.
Yoonsu Sung Kim I became a fan of Manchester United when
they signed a local Korean player, Park Ji-
sung, from the Dutch club PSV Eindhoven.
He is a real hero in my home country and
captained the national team many times. We
were already very proud of him at PSV, but
when he signed for United it was amazing.
He was the first South Korean to play for
the greatest team in the world. We could
watch his games live on TV every week and it
brought a lot of happiness to many Koreans
watching him play in one of the world’s
biggest stadiums. He made us very proud
to be Korean. He left United in 2012 after
seven years, but that didn’t stop me from
supporting them. I still feel a special bond
with the club and I watch all of their games.
I hope one day they will give another Korean
player a chance. It inspires young Koreans
and is good for the Korean game.
Presenter Carla Garcia is one of 25 million Mexicans
who are thought to support Manchester
United.
Carla Garcia I love football. I love football here in Mexico
and my local team, Pumas, is the team
closest to my heart. No other team comes
close, but Manchester United is definitely
my European team and I will always
support them over other European teams.
I remember seeing them on TV when Wayne
Rooney was playing. I thought they played
beautiful football. They won a really exciting
Champions’ League final and that was it.
They became my second love. A few years
ago, I saw them play a friendly game in the
U.S. It was amazing. I felt really emotional
finally getting to see them play live. How can
I feel this for a team from a country I have
never visited? It’s difficult to explain. Who
would I support if they ever played Pumas?
Actually, Pumas will always be my first team.
Sorry, United.
Presenter And finally Sammy Keshi, a 40-year-old
banker and one of 33 million Nigerian Man
United fans.
Sammy Keshi I’m not sure why I support Manchester
United. I suppose everyone likes to follow a
winner and that’s what United were when I
first got into football. In Nigeria, the media
led us to believe that African football was
no good, that we had to choose a team from
Europe. These days I’m not so easily fooled.
I’ve seen my national team at the World Cup
and I know we have players who compete
with the best from Europe. You only have to
see how many Africans play for the big teams.
Of course, it’s all about selling television
rights around the world and making money
from T-shirt sales. I still support United but
I’m a lot more cynical now.
3 1.31 Students may like to work in pairs and
try to answer the questions from memory before
listening to the audio again to complete the exercise.
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 Ask students to note down which words are most
likely to be paraphrased. Repeat the audio while
students complete the exercise. Allow them to
compare answers with a partner before checking in
open class. If necessary, play the audio again, pausing
to clarify answers. During feedback, ask students to
say how the ideas were expressed in the audio.
Answers
1 Sammy
2 Carla
3 –
4 Sammy
5 Yoonsu
6 –
7 Yoonsu
8 Sammy
9 Carla
10 Carla
11 –
12 Sammy
SPEAKING
Before starting the discussion, give students some time
to work individually and think about their answers to
the questions. Students work with a partner and discuss
the questions. You may like to organise the group so
that followers of the same sports teams work together,
so they can share experiences. To encourage further
discussion, ask students to work in small groups and
decide who is the most fanatical supporter. Monitor and
help with vocabulary as necessary. Encourage students
to go into detail and to give reasons for their answers
but use English to do so. Avoid error correction unless it
really hinders comprehension. The focus of this task is
on fluency, not on practice of structures or lexis. Listen
to some of their ideas in open class for feedback.
Teamwork
1 Ask students to work individually to decide which of
the five features are most important in a team player
and rank the features from 1 to 5.
2 Students note down other important qualities and
decide on their final top five.
Mixed-ability
Allow weaker students to work in pairs to think of other
important qualities.
3 SPEAKING Divide the class into pairs or small
groups for students to compare their choices and
agree on the best top five. Monitor and help with
vocabulary as necessary. Encourage students to
give reasons for their choices and to debate with
their colleagues. Praise correct/appropriate use of
language and note down any repeated errors to refer
to during feedback. Listen to some of their opinions
in open class.
4 SPEAKING Give students time to read the questions
and think about their answers. Look at the first
question as a class to give an example of the amount
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of detail you expect from their discussions. Divide
the class into pairs or small groups for students
to complete the exercise. Monitor to help with
vocabulary and to encourage students to go into
detail in their answers. Make sure all students are
giving their opinions.
Optional extension
Divide the class into groups. Ask students to discuss why
their group would make a good team, using the qualities
from Exercise 1 in their descriptions. To encourage creativity,
allow them to add two famous people to their team and
decide why they would improve teamwork. Monitor and help
with vocabulary and ideas as necessary. When students have
discussed at length, regroup students into new groups of four
for students to describe why they would make a good team
and debate which of the teams would be best. Nominate
individuals to report back on their discussions in open class
as feedback.
Student’s Book pages 60–61
READING
1 SPEAKING A recording of this text is available with
your digital resources.
Books closed. As a lead-in, show some pictures of
current celebrities and write their names on the
board. Ask students: How often do you see photos of
these celebrities? What are the celebrities doing in the
photos? If they are paparazzi photos ask: Do you think
the celebrities want to be photographed? Divide the
class into pairs or small groups for students to discuss
the questions. Listen to some of their ideas in open
class as feedback.
Books open. Ask students to work with a partner to
discuss the question. Monitor and encourage students
to speculate and expand on their ideas. Listen to some
of their ideas in open class as feedback and write
answers on the board to refer to after the reading.
2 Students read the article quickly to check their
predictions and get an overall understanding of
the article. Set a two-minute time limit for this to
encourage students to read quickly and to focus
on gist rather than specific information. Listen to
some of their answers in open class as feedback and
compare with their predictions on the board.
Answers
The purpose of the article is to advise celebrities on how to
avoid publicity while warning them that avoiding publicity
could cost them their celebrity status. It’s a light-hearted
‘tongue-in-cheek’ article and is intended to entertain rather
than to inform.
3 Before re-reading the article, ask students to read
the questions and underline the key information
they should look for in the text. Check/clarify: keep
a low profile. Students complete the exercise. Ask
them to underline the part of the text which helped
them decide on their answers and to compare with a
partner before checking in open class.

Answers
1 They’re only famous for being famous and they love being
in the public eye.
2 They’re both publicity-shy.
3 because there’s always someone looking for a story to sell
4 in order to avoid giving the media something to write about
5 because there will be attention on anyone famous, whether
they win or not
6 You might be forgotten entirely.
4 SPEAKING Ask students to work individually to
grade the advice in the article. Divide the class into
pairs or small groups for students to compare their
scores. Monitor, but avoid error correction unless
errors really hinder comprehension. The focus of this
task is on fluency and on reacting to the text, not
on practice of specific structures or lexis. If students
disagree, encourage them to try to persuade their
partners to change their scores. Make a note of any
nice expressions in English that students use during
the activity and write them on the board at the end
of the exercise for the whole class to copy.
GRAMMAR
Modals 2: should, shouldn’t, must, mustn’t, can’t
1 Students complete the sentences individually and
then look back at the article on page 60 to check.
Allow students to compare answers in pairs before
checking as a class. Ask students to work together
and match each modal with its function in the rule.
Answers
1 shouldn’t
2 must
3 should
4 mustn’t
Rule
a 1 b 2 c 4 d 3
2 Students work individually to read carefully through
the sentences and complete the exercise. Point out
that they should look at the rule to check their
answers.
Fast finishers
Ask students to write further example sentences with the
uses of the modal verbs that they are least familiar with.
3 SPEAKING Ask students to work in pairs to discuss
the differences between each pair of sentences.
Encourage them to pay attention to the time
reference and use language from the rule to explain
their answers. During feedback in open class, give
further examples for clarification if necessary.
4 WRITING Ask for two volunteers to read through
the example dialogue in open class. Divide the
class into pairs for students to create a dialogue. To
ensure variety, assign different sentences to different
groups. Monitor to help with vocabulary and ideas if
required. When students have written their dialogue,
give them time to practise their dialogue several
times and challenge them to remember the whole
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6 FO LLOWER S
dialogue without consulting their notes. Regroup
students into groups of four and ask students to act
out their dialogue for their new partners.
Optional extension
Divide the class into groups of three. Give each student
one of three situations (going camping; going to the beach;
climbing a mountain) and tell them not to show it to their
partners. Give students time to write sentences about their
situation using should, shouldn’t, must, mustn’t or can’t,
without directly naming the situation. Students then take
turns to read their sentences for their partners to guess the
situation. The winner is the student who reads the most
sentences before their partner guesses the situation. If
students enjoy the activity, ask them to repeat the activity
with situations of their own choice.
Workbook page 55 and page 124
VOCABULARY
Fame
1 Give students time to read through the sentences and
focus on the words in italics. Students work together
to match the sentence halves. Encourage them to
guess when they are unsure. Check answers in open
class. Say the expressions for students to repeat and
check pronunciation.
Mixed-ability
Allow weaker students to refer to an English–English
dictionary to find definitions for unknown expressions.
Answers
1 h 2 a 3 e 4 g 5 f 6 d 7 c 8 b
Fast finishers
Ask students to work in pairs to place the expressions on a
timeline from up-and-coming to has-been. Ask: Can you think
of any celebrities whose careers have followed the same path?
Listen to some of their ideas in open class after feedback.
2 SPEAKING Students work in pairs to fill the gaps
in the sentences. Check answers. Divide the class
into pairs or small groups to discuss the questions.
Monitor and help as necessary, encouraging students
to develop their answers and to use the expressions
and any vocabulary they have learned from the
article. Make a note of any students with particularly
interesting answers and call on them to share them
with the rest of the class during feedback.
Answers
1 a low profile 2 list 3 limelight
4 disappeared without; trace 5 follow
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 Optional extension
Set up a role play in which a celebrity (you could either ask
all students to be the same celebrity or allow them to choose
different celebrities) is interviewed about his career. Divide
students into two groups, A: journalists and B: celebrities.
A students should write questions to ask the celebrity using
expressions from Exercise 1. B students should think about
their life as a celebrity and decide how they will expalin their
successes/failures. Give students time to prepare with a
member of their own group before pairing off ABAB for the
interview. Monitor and help with vocabulary. Listen to some
of their questions and answers during whole-class feedback
and encourage further group discussion.
Workbook page 56
WRITING
An essay
1 As a lead-in to this activity, ask students: When did
you last write an essay? What was the topic? Can you
remember the topic of any other essays you have written?
Listen to some of their answers in open class. Ask:
What do you need to do to write a very good essay? and
brainstorm ideas. You can then use students’ answers
to inform a test-teach-test approach i.e. find out their
existing knowledge of essay writing and adapt your
input accordingly. Students read the essay and order
the paragraphs. Let them compare their answers with
a partner before checking in open class. Ask students
to work with a partner to complete the exercise.
Point out that in a well-structured piece of writing,
each paragraph should have its own purpose, which
is exactly why it is written as a separate paragraph.
2 In pairs, students discuss the best way to organise the
notes into an essay structure. Listen to some of their
ideas in open class and elicit examples of further
information that could be added to the essay.
3 If you’re short on time, students can do the
preparation in class and complete the writing at
home. This can be done as a collaborative writing
activity in class with pairs of students of a similar
level working together to complete the exercise.
Ask students to make a note of any vocabulary they
could use in their essays and to include linkers of
contrast. Remind them that they should leave their
own opinion until the conclusion.
Students expand their notes into an essay.
On completion, you could ask students to swap their
essays with another pair for them to read and give
each other feedback on task completion (have they
included the paragraph functions in exercise 2?),
language (is it interesting and engaging to read?)
and coherence (are linkers used? are they used
accurately?). Alternatively, you may prefer to collect
their writing for marking. When you mark their
articles, check for the above points. The main focus
should be on how successful you feel each piece is
as an informative essay to read – not on particular
grammar or lexical errors. Write short feedback
for each student, saying first what you liked about
each essay, and two or three things they may like
to improve on in the future. Make a note of any
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persistent errors that occur in the class, then go over
these points (and bring in extra practice for them) in
a subsequent lesson.
Student’s Book pages 62–63
PHOTOSTORY: EPISODE 2
A new interest
1 Tell students they are going to read and listen to a
story about Jack. If you are using an IWB, project
the images onto the board and ask students to close
their books. Ask students to look at the photos and
read the questions. Ask them to guess answers to the
questions, if possible. Write their ideas on the board.
Answers
1 Jack is going to a football match.
2 His mum is trying to persuade him to find other interests
so that he has something else in his life apart from
football.
2 1.32 Play the audio for students to listen and
check their answers from Exercise 1. During whole-
class feedback, refer to students’ ideas on the board.
Who guessed correctly?
3 Ask students what they think happens next. Ask them
to brainstorm possible endings for the story. Students
work in groups, with one student in each group
acting as secretary and taking notes. During whole-
class feedback, write students’ ideas on the board
to refer back to once they have watched the video.
Don’t give away answers at this stage.
4 EP2 Play the video for students to watch and
check their answers. During whole-class feedback,
refer to students’ ideas on the board. Who guessed
correctly?
5 Give students time to read through the questions and
check understanding. In pairs, students discuss the
questions. Check answers in open class.
Answers
1 They feel really upset that their team played so badly
and lost.
2 He doesn’t pay too much attention to them; he
ignores her.
3 They talk about him finding a new interest and doing his
homework. She wants Jack to take more of an interest in
things other than football.
4 his team’s football kit
5 They support the same team.
6 He says he’s going to meet a new (female) friend.
7 She thinks he shouldn’t wear a football shirt to meet a
girl. She had assumed he wouldn’t be going to a football
match.
PHRASES FOR FLUENCY
1 Ask students to locate expressions 1 to 6 in the story
on page 62 and underline them. To encourage speed-
reading, you could do this as a race and ask students
to find the expressions as quickly as possible. Ask
students to compare their answers with a partner and
before whole-class feedback.

Answers
1 Mum  2 Mum  3 Jack  4 Mum  5 Mum  6 Mum
2 Read through 1 to 6 with students. Ask them to work
in pairs and complete the dialogues. During feedback,
say the expressions for students to repeat. Check
pronunciation and intonation and ask individuals to
repeat them again if necessary.
Answers
1  Come on  2  for a change  3  Fat chance
4  Just out of curiosity  5  You might have told me
6  by any chance
6   FO LLOWER S
2 ROLE PLAY   Divide the class into two groups, A
and B. Give students time to read their role card
and check understanding. Before acting out the role
play, ask students to work with others from the same
group to check understanding of their roles and to
brainstorm things they could say. Students act out
the role play. Tell students that it is important to
stay in character to make the activity interesting and
fun. Monitor to help with vocabulary as necessary,
but do not interrupt to correct errors as this will
hinder fluency. During feedback, ask a member of
each group to report back on the outcome of their
conversation.

Student’s Book pages 64–65

WordWise
Expressions with take
1 Books closed. As a lead-in, write take on the board
and ask students to give different examples of its READING AND USE OF ENGLISH
use in open class. Write any correct examples on the Answers
board.
1 C  2 F  3 E  4 G  5 A  6 D
Books open. Ask students to work with a partner and
complete the exercise.
Workbook page 61
During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
as necessary to clarify meaning. TEST YOURSELF UNITS 5 & 6
Answers VOCABULARY
1  take his mind off  2  take it  3  take it personally 1
4  take over their lives  5  take my word for it
6  taken an interest in Answers
2 Students work individually to choose the correct 1 on  2 kick  3 crying  4 daredevil  5 in 
options. Encourage them to refer to the sentences in 6 worshipped  7 with  8 loud  9 risk  10 has-been
Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
whole-class feedback. During whole-class feedback, GRAMMAR
work on pronunciation and intonation of the 2
sentences.
Answers
Answers
1 take  2 should  3 might  4 Inspired  5 can’t  6 Having
1 personally  2 an interest  3 my mind
3  my word for it  5  take it 3

Answers
FUNCTIONS 1  Walking Having walked all morning, we were extremely
hungry when we arrived home.
Complaining 2 I heard the telephone ringing ring three times before it
1 Books open. Give students time to read through the stopped.
phrases. Ask students to work with a partner and 3  She’s just had a baby. She can must be very tired.
4 They must can’t be very famous – I’ve never heard of them.
complete the exercise. Check answers in open class. 5 Leaving my office, the telephone rang I heard the
Say the phrases for students to repeat and check telephone ring. / When I was leaving my office, the
pronunciation. telephone rang.
6 I looked up and saw the bus crashing crash into the car.
Answers

Making a complaint Responding to a complaint

It’s always (football)
Haven’t you got anything
else to do with your time?
But seriously … It’s all you
ever talk about.
FUNCTIONAL LANGUAGE
Give me a break …
4
I really haven’t got time for
this now. Answers
I really don’t need this now.
1  see; Point  2  mind; suppose  3  always; break
4  accept; see

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7
BEAUTY IS I N
TH E E Y E O F TH E
BEHOLDER
Objectives
FUNCTIONS: language of persuasion
GRAMMAR: substitution (the ones / so / that / do); ellipsis
VOCABULARY: fads; emotional responses
Student’s Book pages 66–67
READING
1 Books closed. As a lead-in, ask students: What do
you do to keep fit? What about other members of your
family and friends? Who is the fittest person you know?
Divide the class into pairs for students to discuss the
questions. Listen to some of their ideas in open class
as feedback.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity. Focus on the
pictures. Nominate individuals to describe a photo.
Ask students to work with a partner and complete
the exercise, making a note of their answers. Have a
competition to find out which pair can think of the
most different reasons. Regroup students into small
groups to compare ideas and expand on their notes.
Monitor and help with vocabulary as necessary.
2 Working individually, students find the numbers in
the article and decide what they refer to. This could
be done as a reading race with students competing
to be first to find the numbers. Students compare
answers with a partner before a whole-class check.
Ask students to refer to the text when giving their
answers. Ask: Which figure surprises you most?
Answers
a The length of time since the Ancient Greeks created the
ideal of the Olympic athlete. The first Olympics were held
3,000 years ago.
b One example of an exergame is a treasure hunt which
involves a two-hour-long walk.
c The number of days for which you need to do the Insanity
workout programme in order to get a complete body
makeover.
d The cost of the Insanity workout programme (in £).
e The number of people who had bought WiiSports by
March 2015.
3 2.02 Give students time to read through
the questions. Check/clarify: albeit, core, regime,
unattainable. Before they read the article, ask
students to underline key words in the statements
that they should look for in the text. You should
also encourage them to try to guess answers to
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the question based on their first reading. Play the
recording while students read the article more
carefully to answer the questions. Ask them to
underline the parts of the text which helped them
decide and to compare their answers with a partner.
Ask students to come to agreement on their answers
before checking in open class.
Answers
1 They had to run to survive.
2 because they had no choice but to exercise as part of their
day-to-day survival
3 the cost of keeping fit
4 Similarities: Ancient Greeks believed that developing
the body was as important as developing the mind, and
athletics was a key part of education – the principles were
the same. Efforts were made to balance physical exercise
with one’s diet. Ancient Greeks exercised to music.
Differences: the main aim was not to be healthy and look
good – men needed to be fit and ready to join the army at
all times. Military training was part of their education and
exercise was a form of military training. Today we have to
pay to exercise and we focus more on what is fastest and
easiest, using technology to help us.
5 Exergames are better than not doing any exercise but
they aren’t as effective as doing real sports. They can
also be quite versatile; you can access them on portable
devices and use them outdoors.
6 People look for the fastest and easiest way to get fit.
4 SPEAKING Students discuss the questions in pairs
or small groups. Encourage them to go into detail
in their answers and refer to the article when they
are explaining their answers. Monitor to help with
vocabulary, but do not interrupt to correct errors
unless they impede communication. The aim here
is to give students the opportunity to build their
fluency. For question 3, encourage students to give
reasons for their choices and to come to agreement
on the best ranking.
Understanding irony
1 Ask students to read the introduction and to consider
whether they do this. Ask: Do you ever use irony to
avoid saying what you really think? Can you give any
examples? Students discuss with a partner. Listen to
some answers in open class.
Give students time to read through the statements
and match them to the ironic remarks. Do the first
one in open class as an example if necessary. Ask
students to work in pairs to complete the exercise.
Ask them to think about how the people might feel
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
and react when they hear the ironic statements.
Check answers in open class and give examples of
how sentences a to c might be said for students to
repeat and get an understanding of ironic intonation.
Tell students that we should be careful when using
irony as it could be seen as quite rude in certain
circumstances.
Answers
1 c 2 a 3 b
2 In pairs, students complete the exercise. Encourage
them to practise responding so that the irony does
not sound rude. Listen to some of their responses in
open class as feedback and ask the rest of the class to
decide if the answers sound authentic.
3 Working in pairs, students think of two situations and
ironic remarks. Monitor and help with vocabulary as
required.
Mixed-ability
Give weaker students some situations and ask them to think
of ironic remarks. Stronger students may be able to think of
several ironic remarks for a situation and create a dialogue.
Optional extension
Write the following ironic remarks on the board. Ask students
to work in pairs to think of a situation when people might
say the sentences, then create short dialogues around two
of them.
I can’t think of anything I’d rather be doing than writing a 1000-
word essay.
Of course, do you want me to wash up when I’ve finished?
No problem, I didn’t want it anyway.
I love housework. I spend most of my spare time cleaning.
Monitor to help with any questions and to check intonation.
Listen to some of the best examples in open class as
feedback.
Student’s Book pages 68–69
GRAMMAR
Substitution
1 Working in pairs, students complete the sentences
before referring back to the text to check their
answers. During whole-class feedback, ask students
to say what that, ones, so and do refer to in the
sentences. Students complete the rule. During
whole-class feedback, refer to Exercise 1 and further
examples of your own to clarify the answers.
Answers
1 ones 2 do 3 so 4 that
Rule
1 formal 2 informal 3 phrase 4 auxiliary
2 Students work individually to complete the exercise
before checking with a partner. Refer them to the
rule to help them decide on the answers. Check
answers in open class.
frenglish.ru
Answers
1 Today’s fitness equipment is a lot more advanced than
that of a few years ago.
2 A ‘Are you going to the gym tonight?’
B No, I don’t think so.
3 I don’t think the sports facilities in this city are as good as
those / the ones in my previous town.
4 A I really hope we win the match.
B I hope so, too.
5 My brother doesn’t like sports, and neither do I / I don’t
either.
6 I’m keen on doing exercise every morning, and so is my
sister.
Fast finishers
Ask students to look back at previous texts in the book and
find examples of substitution.
3 If you’re short on time, you can set this exercise
for homework, but perhaps do the first example of
substitution in open class.
Students work individually to complete the exercise,
then check their answers with a partner before
whole-class feedback. During feedback refer to the
rule for clarification. Ask students to practise the
dialogue with and without substitution. This will help
them understand the importance of using substitution
to make speech sound more natural.
Answers
A Have you heard of Tough Mudder?
B Yes, I have. It sounds too tough for me though. I wouldn’t
want to run a mile waist-deep in mud.
A And neither would I.
B The good thing is there aren’t any winners or losers. You
have to work as a team and help each other. I think that’s
a great idea.
A I think so too. And the company sounds really cool. I’ve
heard their employees can take as much holiday as they
like.
B That’s good from a company perspective, too. Apparently,
studies have found that high performing employees take
more holiday than those who aren’t performing so well.
Optional extension
If students find substitution difficult, you may like to give
them some further examples. Write the following sentences
on the board. Ask students to decide on the correct answer.
Students compare answers with a partner before feedback
in open class. During feedback, pay close attention to
structures and deal with any questions.
1 The mountains in France are not as high as that / those in
Tibet. (those)
2 Will it take a long time to read? Well, it might do / do so.
(do)
3 He doesn’t like football and neither do I / don’t I. (do I)
4 Is Peter coming on Wednesday? I hope not / I don’t hope
so. (I hope not.)
5 I didn’t want to go to Scotland and so / neither did my
brother. (neither)
6 I really like dogs. I especially like the one / the ones with
big brown eyes. (the ones)
Workbook page 64 and page 125
67
 Be aware of common errors related to substitution.
Go to Get it right! on Student’s Book page 124.
 
VOCABULARY
Fads
1 Books closed. As a quick lead-in, elicit/clarify the
meaning of fads (short-lived fashions or crazes). Ask
students to work in pairs and think of some recent
fads in fashion, music, etc. Listen to some of their
ideas in open class.
Books open. Students work in pairs to match the
sentence halves. When they have completed the
exercise, encourage them to guess the meanings
of the words in italics from the contexts. During
feedback, say the words for students to repeat and
check pronunciation.
Answers
1 g 2 f 3 a 4 c 5 b 6 e 7 d
Fast finishers
Ask students to close their books and write down as much
of the vocabulary as they can remember. When they have
completed their lists, students can open their books to
check.
2 Students work individually to complete the exercise.
Allow them to compare answers with a partner
before feedback in open class.
Answers
1 really in 2 must-have 3 the next best thing
4 bang on trend 5 a thing 6 go out of fashion
Optional extension
Ask students to work in pairs to write five questions using
some of the expressions.
Monitor to help with vocabulary. When students are ready,
divide the class into small groups for students to discuss
their questions.
Workbook page 66
LISTENING
1 2.03 As a lead-in, ask students: Can you think
of five things people do to improve their appearance?
Students work with a partner to make a list. As
feedback, write some of their answers on the board
to refer to before Exercise 3. Ask students to look
at the pictures. Nominate individuals to describe
what they can see. In pairs, students discuss how the
things relate to beauty. Play the audio for students
to check their answers. Tell students not to worry
about difficult words, but to concentrate on the task.
Let students compare answers with a partner before
whole-class feedback. Did they guess correctly?
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Audio Script Track 2.03
Host And with us in the studio we’ve got Janet Drews.
Janet, who is a student at the Faculty of History at
Wessex University, has just written her thesis on
Beauty Across the Centuries. Thanks for joining us,
Janet.
Janet Thanks for having me.
Host Janet, would you agree that we’re ever so slightly
obsessed with celebrities and their beauty regimes
nowadays?
Janet Yes, take a glance through any popular lifestyle
magazine and you’ll inevitably be confronted by
beauty tips from celebrities. And there are all kinds
of claims being made. For example, I read the other
day that one famous British female celeb’s beauty is
apparently all thanks to some kind of bee venom …
Host Not heard that one before.
Janet Yes, I’ve done a lot of reading on this and she’s by no
means the only one to follow a bizarre beauty ritual.
A well-known American actress, according to my
research, uses leeches to suck and cleanse her blood.
And the latest thing I’ve read is that another American
actress looks after her skin by letting snails crawl
over her face, which apparently are fed only organic
vegetables.
Host Janet, fancy trying any of these yourself?
Janet No, thanks. But what is interesting is that we seem to
believe all these ridiculous claims, despite the lack of
proof that they work. There’s no scientific evidence
that these things do what they promise, but there are
always some people, it seems, who are prepared to
shell out ridiculous sums of money in the hope that
they will.
Host But how come? People tend to be rather critical in
many other areas of life. Why not when it comes to
beauty?
Janet Well, I don’t think that most people would go for the
more extreme things anyway, probably because they
wouldn’t be able to afford them. But these stories
always create the illusion that if you’re rich, you can
buy yourself beauty. And we know there are limits to
that. Generally, though, people tend to believe these
things because they want to believe them. Buying
this expensive cream that helps Actress X to be so
stunningly beautiful gives us the feeling, at least for a
while, that we can be equally beautiful. And you know
what’s really interesting? Our cultural history is full of
such examples, too.
Host Interesting. Right, that brings us on to your research.
Janet Well, there have always been claims that certain
animal products work miracles on the skin. Perhaps
the most bizarre example we can find is that of the
Ancient Greeks and Romans. They used a very special
ingredient in their mud baths that was believed to
tone the body: crocodile excrement.
Host No! Really?
Janet It’s true. They used a mixture of earth and freshly
collected crocodile dung as an anti-aging face-mask.
Of course, this was only for those that could afford it,
as crocodile dung wasn’t easy to get your hands on!
Host It’s pretty incredible that people used to believe that
would make them more beautiful.
Janet I know. Want to hear another example?
Advertisements and TV commercials are full of people
with perfect white teeth, aren’t they, and we all want
to have them too, don’t we?
Host Right …
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
Janet Well, whiter teeth may be what everybody wants He went to the shop and (he) bought some eggs.
these days, but in the Meiji era in late 19th-century
Japan, married women wanted black teeth.
I have been to New York and (I have) seen the Statue of
Liberty.
Host Why black teeth?
Janet Well, the answer is … fashion, and remember that
Elicit what the sentences have in common (they
the idea of beauty can be very different between all have words left out). Explain that this is called
cultures! So what did they do? First of all, they’d take ellipsis and that it is mostly used in informal
the rind of pomegranates, and rub it against their conversations. Underline the fact that it is very
teeth. Then they’d get some dye made from the nuts common indeed, especially when speakers know each
of a particular tree, the sumac tree, and apply it to other very well.
their teeth. The dye was rather foul-smelling … not
very nice. And what’s worse is that they had to repeat Ask students to match sentences 1 to 6 with the
the procedure every three days or so to make sure it missing words, then complete the rule. Check
worked. answers in open class and give further examples for
Host Unbelievable. Just one question. What about single clarification if necessary.
women – did they dye their teeth too? Green maybe?
Or pink? Answers
Janet No, they didn’t. They had white teeth. It was only the 1 e 2 f 3 c 4 a 5 b 6 d
married women who had black teeth. Some people
have hypothesised that black teeth worked as a sort Rule
of signal – to indicate marital status. 1 informal 2 subject 3 verbs
Host You know what? Better to stay single then …
Janet Yeah, maybe!
Fast finishers
2 2.03 Give students time to read the statements Ask students to think of other examples of ellipsis that follow
and underline the key information that they will be similar patterns to sentences 1 to 6. For example, Not …
before; Want to …?; Fancy …?; Why …?; Better to …
listening for. Check/clarify: confront, illusion, regime,
ritual, suck. Play the audio again while students listen
to decide if the statements are true or false. During 2 2.04 Ask students to work in pairs and underline
feedback, ask students to say why answers are false. words that can be omitted from the dialogues. Play
the audio for them to check their answers. Ask pairs
Answers to practise the dialogues in open class as feedback
and focus on intonation.
1 F – She uses leeches to cleanse her blood. 2 T 3 T
4 T 5 T 6 F – Married women wanted black teeth. Answers
3 Refer back to the list of answers from the lead-in. Peter Do you fancy another game, Matt?
How many of the things in the list are mentioned in Matt I would love one.
Peter What about you, Jamie?
the book? Give students time to read through the list. Jamie Sorry, there is not enough time. I have got to be
Elicit/clarify the meaning of: tummy tuck; face lift; home by five.
teeth-whitening; steroids. Students work in pairs to add Peter See you at the same time tomorrow, then?
more ideas to the list. Listen to some of their ideas in Jamie That would be great.
open class. 2
Helen Have you got a minute? I need to talk to you.
4 SPEAKING Say the phrases in open class for students Mike No, I’m sorry, I’m busy now. Maybe we can talk
to repeat and check pronunciation. Students work later.
in pairs or small groups to discuss their opinions. Helen That is no problem.
Monitor to check students are using the phrases 3
correctly and that everyone is getting the opportunity Emma Do you want a coffee?
to give their opinion. You could make this activity Jake I’d love one.
competitive by giving students a point each time they
use one of the expressions.
Audio Script Track 2.04
Optional extension 1
Working individually, students rank the items in the list in Peter Fancy another game, Matt?
Exercise 3 from 1 to 8 according to how much they improve Matt Love one.
your appearance. Divide the class into small groups for
Peter Jamie?
students to compare their lists and come to an agreement on
the best ranking. Jamie Sorry, not enough time. Got to be home by five.
Peter Same time tomorrow, then?
Jamie Great.
GRAMMAR 2
Helen Got a minute? I need to talk to you.
Ellipsis Mike Sorry, busy now. Maybe later.
1 As a quick lead-in write the following sentences on Helen No problem.
the board without the words in brackets. 3
Yes, I will (go to the beach with you). Jake Want a coffee?
Emma Love one.

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 Optional extension
Write the following dialogue on the board:
Did you have fun yesterday?
No, I didn’t have a good time really. Did you have a good time?
Yes, I had a good time. I went to the cinema.
Did you go to the Odeon?
No, I went to the Arts. I saw a film about football.
Was it good?
It was brilliant.
Ask students to work in pairs and rewrite the dialogue with
ellipsis.
Answers
Have fun yesterday?
Not really. You?
Yeah. Went to the cinema.
The Odeon?
No, the Arts. Film about football.
Good?
Brilliant.
Ask students to create a dialogue of their own and then
act it out for another pair, who listen and then repeat the
dialogue using sentences with ellipses. Circulate and help
as necessary. Listen to a few examples in open class as
feedback.
Workbook page 65
Student’s Book pages 70–71
READING
1 As a lead-in, tell students about something you think
is beautiful. Tell them there is an old song with
the lyrics Everything is beautiful in its own way. Ask
students: Do you think it is true that everything can be
beautiful? Students discuss the question in pairs and
then compare their ideas with another pair.
Working individually, students make a list of five
beautiful things. If they are short of ideas, point out
that they might choose a smell, music, a place, a
person, an animal, etc. When students have a list,
divide the class into small groups to share their ideas
and decide which of the things is most beautiful.
2 SPEAKING If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity. Focus on the
pictures and nominate individuals to describe them.
Ask students to work with a partner and discuss
the question. Monitor and help with vocabulary as
necessary. During whole-class feedback, write some
of their answers on the board to refer to when they
have read the article.
3 To encourage students to read the blog quickly, set
a four-minute time limit to check their answers to
Exercise 1 and get a general understanding. Allow
students to compare answers with a partner before
a whole-class check. Refer back to the ideas on the
board to check if anyone guessed correctly.
Answers
1 F 2 D 3 C 4 G 5 A 6 B
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PRONUNCIATION
For practice of assimilation go to Student’s Book
page 121.
SPEAKING
Ask students to work in pairs and complete the
exercise. For question 3, students work individually
to underline words and expressions, then compare
answers with a partner. For question 4, ask students to
work individually to grade the definitions in the article.
Divide the class into pairs or small groups for students
to compare their scores. Monitor, but avoid error
correction unless errors really hinder comprehension.
The focus of this task is on fluency and on reacting to
the text, not on practice of specific structures or lexis.
If students disagree, encourage them to try to persuade
their partners to change their scores.
VOCABULARY
Emotional responses
1 Read through the instructions with students and
do the first one in open class as an example. Elicit/
clarify the meaning of: pulls away; shivers; tear;
goosebumps. Students complete the exercise before
looking back at the text to check their answers. Say
each of the phrases aloud for students to repeat and
check pronunciation.
Answers
1 Ferrari; heart
2 guitar solo; spine
3 listening to the guitar solo / music; eye
4 hearing his wife’s voice; face
5 the sea; heart
6 the joy of new life; arm
2 SPEAKING Divide the class into pairs for students
to describe their feelings and make a list. Monitor
to encourage them to use the expressions in their
discussions. Listen out for repeated errors and refer
to these in open class during feedback. Regroup
students into groups of four to share their ideas.
Fast finishers
Ask students to make a list of any idioms with parts of
the body. Can they think of any that describe emotional
responses?
3 WRITING If you’re short on time, you can set this
exercise for homework. Alternatively it could be done
as a collaborative writing activity in class with pairs
of students writing together.
Refer to the definitions in the blog and elicit some
of the positive words and expressions students
underlined in question 3 of the speaking activity.
Ask students to write their post. When students have
completed the exercise, ask them to exchange posts
with another pair. Tell them not to worry about
minor grammatical errors, but to make comments
on the content of the post. Students can then
return posts and incorporate comments to create a
final draft. Listen to some of the best examples in
open class.
 7 B E AUT Y IS I N TH E E Y E O F TH E B EH O LD ER
Optional extension
The phrases in this exercise can easily be made into a
matching activity. Before the lesson, write each phrase and
each definition on a different piece of paper. Create enough
sets of cards to allow for one set per four students. Mix
them up and distribute one set to each group of students.
Either ask students to match the phrases and definitions
or ask them to turn all the pieces of paper face down and
play a game of pelmanism, taking it in turns to try to find a
matching pair.
Workbook page 66
Valuing the beauty around us
1 SPEAKING In pairs, students look at the photos
and answer the questions. When students are ready,
you could have further speaking practice by putting
students into new pairs to report back on their first
conversation.
2 In small groups, students list ways of tackling one
of the environmental problems. Monitor to help
with vocabulary and answers as necessary. Regroup
students to compare their lists and decide on the best
things to do for each of the problems. Listen to some
of their ideas in open class as feedback.
3 Copy the table onto the board and do an example
in open class, eliciting ideas from students. In pairs,
students complete the exercise, then share their ideas
with another pair.
4 Read through the instructions with students. In pairs,
students discuss the pros and cons of the different
media before making a plan for their campaign. Ask
students to think about the following questions:
Who do you want to aim your campaign at?
Where and when will you campaign?
Will you need to campaign more than once?
What outcome do you want?
As students make their plan, monitor to help with
vocabulary and if required, offer ideas for students
to reach the right people with their campaign. When
the plans are completed, students can describe their
campaigns to another pair and give each other
feedback on their campaigns.
Optional extension
Write the following questions on the board:
What are the biggest environmental issues in the world at the
moment?
What is the best way to deal with these issues?
Is it better to campaign for governments to change laws or to
campaign against companies?
If you could solve one environmental problem, which would
you choose?
Ask students to discuss the questions in small groups, with a
weaker student acting as secretary and taking notes on their
conversation. As feedback, ask the secretaries to report back
on the conversations in open class.
frenglish.ru
FUNCTIONS
Language of persuasion
1 Divide the class into pairs for students to match
the sentence halves. Do the first sentence in open
class as an example if necessary. During whole-class
feedback, say the sentences for students to repeat and
check pronunciation.
Answers
1 d 2 f 3 h 4 a 5 g 6 b 7 c 8 e
2 Students discuss the question in pairs. Monitor to
deal with any questions and to help with ideas. Listen
to some of their answers in open class.
Answer
to persuade people to buy or to consider something
3 2.06 Before filling the gaps, ask students to
quickly read through the dialogue to get a general
understanding and to answer the question: What
product is being sold? (a teeth-straightening device)
Students work individually to fill the gaps. Let them
compare answers with a partner before checking
answers in open class.
Answers
1 Have you always dreamed of
2 This revolutionary new
3 I strongly recommend
4 Imagine
5 We understand that
6 this offer is limited
4 WRITING Students work in pairs to complete
the exercise. Tell them they should use the advert
in Exercise 3 as an example and spend some
time planning their advert before beginning to
write. Monitor to help with vocabulary and ideas.
Encourage students to be creative! When students
have completed their adverts, divide the class into
small groups for students to give their presentations.
Ask each group to decide which of the gadgets they
would most like to own and listen to some of the best
examples in open class.
Student’s Book pages 72–73
LITERATURE
Romeo and Juliet, ‘When you are old’, Sonnet 18
1 2.07 Books closed. As a lead-in, show students
a picture of William Shakespeare and ask: Can you
list five things you know about Shakespeare? Who can
name the most Shakespeare plays? Students discuss the
questions in pairs. Listen to some of their answers in
open class.
Books open. Tell students they are going to read
three extracts from plays and poems about beauty.
Point out that they were written quite a long time
ago, so the language may seem quite strange at first.
Students read and listen to the extracts and answer
the questions. Tell them not to worry about unknown
vocabulary, but to focus on the task.
71
 Answers
1 3 2 2 3 1
2 This exercise asks students to paraphrase language
in the extract with more modern language. Look at
the example with students in open class and elicit
differences between the two sentences. In pairs,
students complete the exercise. During whole-class
feedback, ask students to refer to the extract and
describe how the language has been changed.
Answers
5, 9, 6, 10, 7
3 VOCABULARY Students can cover the definitions
and look at the highlighted words in the second
extract. Students work in pairs and try to guess the
meaning of the words in context. Ask students to
match the definitions with the highlighted words.
Check answers in open class, giving examples for
clarification if necessary.
Answers
1 paced 2 sorrows 3 glowing
4 nodding 5 pilgrim 6 murmur
4 Give students time to read the third extract carefully.
Working in pairs, students match the phrases to
lines in the extract. During a whole-class check, ask
students to explain the reason for their choices.
Answers
13, 7, 14, 9, 10
5 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions in English that students use during the
activity. At the end write them on the board for the
whole class to copy, and praise the student who used
them. As feedback, ask for volunteers to report back
to the class on their discussion and encourage others
in the class to react.
Answers
1 especially
2 thoroughly
3 remotely
4 arguably
5 equally
3 Give students time to read through the sentence
beginnings. Elicit/clarify the meaning of the adverbs.
Students work individually to complete the sentences,
then compare answers in small groups.
4 Students match the paragraphs with their functions.
Ask them to underline the parts of the letter that
support their answers and refer to these during
whole-class feedback.
Answers
2, 1, 4, 3
5 To interest students in the topic, show students some
images of Photoshopped models on the Internet or
in magazines. Read through the instructions in open
class. Ask students to work in pairs to decide what
they will write about and how they will organise the
letter.
6 If you’re short on time, you can set this exercise for
homework.
Ask students to write their letter. This can be done as
a collaborative writing activity in class with pairs of
students working together to complete the exercise.
Encourage them to expand their notes and organise
their writing in a similar style to the example. On
completion, you could ask students to exchange
their letters with another pair for them to read and
comment on the functions of each paragraph (did
they follow the structure of the example?) and the
overall content of the letter.

WRITING
A formal letter
1 Ask students to work individually to read the letter
and answer the questions. Tell them not to worry
about unknown vocabulary, or to choose between
adverbs at this stage. Students compare ideas with
a partner.

Answers
She is upset that the models were not racially or culturally
diverse and that they all represented one particular body
shape. She hopes the newspaper will take note of her
comments and include more diverse models in another
fashion edition in the next few weeks.

2 Students work in pairs to complete the exercise.

Check answers in open class.

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8 TO ME!
Objectives
IT’S ALL GREEK
FUNCTIONS: saying that you don’t understand or didn’t fully
hear
GRAMMAR: relative clauses with determiners and
prepositions; however, wherever, whatever, etc.
VOCABULARY: language and communication; personality (2)
Student’s Book pages 74–75
READING
1 SPEAKING Books closed. As a lead-in to the topic,
write the following on the board:
J mjlf cbobobt cvu J epo’u mjlf bqqmft.
Ask students to work in pairs to guess what the
sentence means. If they have difficulties, change
the first letter to I, then the second letter to l until
students understand that you have used a code
(replacing each letter with the letter following it in
the alphabet). Students race to be the first pair to
decipher the sentence (I like bananas but I don’t like
apples.).
Ask students: Who uses codes? When are codes used?
Students discuss the questions in pairs. Listen to
some of their answers in open class and write any
interesting vocabulary on the board.
Books open. Look at the pictures and nominate
different students to describe one. If there is an
interactive whiteboard (IWB) available in the
classroom, the picture description would best be done
as a heads-up activity with the whole class. Read the
instructions and ask students to discuss the questions
with a partner. Monitor and help with vocabulary
as required. Listen to some answers in open class
as feedback.
2 Students answer the question, then read the article to
check their answers. Set a three-minute time limit to
encourage students to skim the text quickly and not
to focus on every word. Allow students to compare
answers with a partner before a whole-class check.
3 2.08 Give students time to read the questions.
Check/clarify: engaged in, in essence, recognition.
Before reading, ask students to decide which key
information they should look for in the text. Students
complete the exercise. Ask them to underline the part
of the text which helped them decide and to compare
their answers with a partner before checking in
open class.
frenglish.ru
Answers
1 It’s a spoken language; it has no written alphabet, and it’s
famous for being difficult to learn because of its complex
grammar and difficult tones.
2 because the Japanese had broken all of their other codes
3 The language didn’t have words for some modern military
terminology and the fear was that the English terms
– easily understood by the Japanese – would be used
instead.
4 They used existing words to represent modern
terminology.
5 It was the only unbroken code used during the Second
World War.
6 because errors could mean a loss of lives
7 They were not allowed to talk about their work until 1968
and they weren’t recognised for their contribution until
2001, when those still alive were awarded medals.
8 It was criticised for the fact that the Navajos were not the
central focus.
4 SPEAKING Students discuss the questions in pairs
or small groups. Encourage them to go into detail
in their answers and refer to the article when they
are explaining their answers. Monitor to help with
vocabulary, but do not interrupt to correct errors
unless they impede communication. For further
speaking practice, regroup students to compare their
answers.
PRONUNCIATION
For practice of stress in multi-syllable words go
to Student’s Book page 121.
Making connections
1 Read through the introduction in open class. In pairs,
students discuss the differences and similarities
between the objects. Regroup students to compare
their ideas and nominate individuals to report back
the best connections in open class.
2 In pairs or small groups, students complete the
exercise, using the example as a guide. Monitor to
make sure all students are involved and to help with
vocabulary as necessary.
Mixed-ability
Regroup students according to level. Weaker groups can
focus on two of the objects, while stronger groups describe
all of them.
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 Optional extension
Ask students to work in small groups. Write the word bicycle
on the board and tell students to take it in turns to say a word
connected to bicycle. For example, bicycle – wheel – car –
passenger – aeroplane – wing – bird – sky – cloud, etc. As they
say words ask them to write them down. After a few minutes,
ask students to take some of the connections and write a
story substituting words with the words which followed them
in their chain. For example,
I went out on my wheel (bicycle) yesterday and saw a wing
(aeroplane) in the cloud (sky).
In new groups, students take turns to tell their stories for
their partners to decipher.
Student’s Book pages 76–77
GRAMMAR
Relative clauses with determiners and prepositions
1 Books closed. Divide the class into two teams and
have a game of ‘vocabulary tennis’. Teams take it
in turns to say a determiner. Elicit one or two in
whole class to check students are clear on what a
determiner is. If a team makes a mistake or takes
more than five seconds to think of a determiner, the
other team scores a point. To avoid stronger students
dominating the game, you could nominate a different
individual for each answer. As well as acting as an
introduction to this language point, this game will
give you an idea of the extent of students’ knowledge
of determiners.
Ask students to work in pairs to read the six
sentences and try to complete them before looking
back at the article to check.
Students work together to complete the rule. Read
through the rule in open class and elicit answers.
Elicit/give further examples for clarification if
necessary.
Answers
1 all of which 2 compared to which 3 one of whom
4 most of whom 5 in which case 6 some of whom
Rule
1 end 2 beginning 3 whom 4 begins
2 Read through the instructions and example in open
class. Ask students to work individually to complete
the exercise. Allow students to compare answers
with a partner before feedback in open class. During
feedback, refer to the rule for clarification.
Answers
1 Grammar is something about which I know nothing.
2 She is a woman to whom I have never spoken.
3 Language is something to which we all give great
importance.
4 Translation is the profession to which he has dedicated
his life.
5 He’s a friend from whom I almost never hear.
Fast finishers
Ask students to write true sentences of their own using some
of the six options from Exercise 1.
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Optional extension
Do a teacher–student role play. Ask students to write
sentences containing mistakes with relative clauses and
determiners or prepositions. Students pass their sentences to
a partner. The partner has to act as the teacher, explain the
problems with the sentences and elicit the correct answer
from the student.
Workbook page 72 and page 125
Be aware of common errors related to relative
pronouns with determiners. Go to Get it right! on
Student’s Book page 124.
VOCABULARY
Language and communication
1 Ask students to read through the paragraphs and
decide which one is not about spoken language.
Check answers.
Answer
C
2 SPEAKING Working in pairs or small groups,
students discuss the meaning of the phrases.
Encourage them to guess the meanings from context
before allowing them to use dictionaries to check
their ideas. During whole-class feedback, nominate
individuals to define a word or phrase. Give further
examples for clarification if necessary. Say the
words and phrases for students to repeat and check
pronunciation. Pay close attention to the stress of
multi-syllable words.
Fast finishers
Ask students to write sentences describing their own language
ability and communication skills using some of the phrases.
3 Before filling the gaps, ask students to quickly read
through the paragraph to get a general understanding
and to answer the question: What is the problem? (The
writer had trouble understanding people in the north-
east of England). Students work individually to fill
the gaps. Let them compare answers with a partner
before checking answers in open class.
Answers
1 strong accent
2 dialect
3 follow
4 misunderstood
5 communication breakdown
6 first language
Optional extension
Divide the class into AB pairs. Ask As to close their books and
Bs to say a sentence without the vocabulary of language
and communication. As complete the sentences. After two
minutes, students swap roles and repeat.
Workbook page 74

SPEAKING
Read the instructions and give some examples of your
own or elicit some in open class to get students started.
Divide the class into pairs for students to complete the
exercise. Encourage them to go into detail when giving
their answers and to try to use some of the words and
phrases in Vocabulary, Exercise 1. When students have
completed their discussion, extend speaking practice
by regrouping students and repeating the exercise. For
feedback, listen to some example answers in open class.
Mixed-ability
Give weaker students some time to make notes on their
answers before beginning their discussions.
FUNCTIONS
Saying that you don’t understand or didn’t fully hear
1 Books closed. As a lead-in, mumble some
incomprehensible sentences and elicit reactions
from students. Ask: What do you say if you can’t hear
somebody clearly?
Books open. Students work with a partner to match
the beginnings and endings. During whole-class
feedback, say the sentences for students to repeat and
check pronunciation.
Answers
1 c 2 a 3 f 4 e 5 d 6 b
2 In pairs or small groups, ask students to decide how
to say the expressions in their own language. Point
out that they should think about the meaning of the
expression rather than directly translating word for
word. Ask: Do you have any other ways of saying when
you don’t understand?
3 Students work in pairs to complete the exercise.
Monitor and help with vocabulary as necessary.
Regroup into groups of four for students to compare
answers.
Optional extension
Divide the class into AB pairs to create dialogues. Give some
examples of your own to get them started. For example: A:
I went to gfhtrye (incomprehensible) at the weekend and saw
foirojk (incomprehensible). B: Sorry. I didn’t catch what you
said. Or A: I mix A and B, add C then finish with some P and Q.
B: Sorry. You’ve lost me. Monitor to make sure students are
responding correctly and encourage them to continue the
conversation where possible. If space allows, this activity
also works well as a mingle with students swapping partners
after each exchange. Listen to some examples in open class
as feedback.
LISTENING
Accents
1 SPEAKING Give students time to read through
the questions and discuss them in pairs or small
groups. Listen to some of their ideas in open class as
feedback.
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8 IT’S A LL GR EEK TO M E!
2 2.10 Tell students they are going to listen to a
radio programme. Play the recording while students
listen and answer the question. Remind students not
to worry about difficult words, but to concentrate
on the task. Let students compare answers with a
partner before whole-class feedback.
Answers
Liverpool, Scotland, south of England, Birmingham
Audio Script Track 2.10
Presenter Now, there’s a new report that’s just come out
about different regional accents here in Britain,
and it claims that a person’s accent still matters.
As you can probably hear in my voice, and if you
don’t already know, I’m from Liverpool and so I’m
not at all surprised by what the report says – which
is, basically, that people often make judgments
about other people, not based on what they say
but on how they say it – in other words, their
accent. Wherever I go, people know immediately
that I’m from Liverpool, the moment I open my
mouth. Which is fine by me. I’m proud of where I’m
from and I’m OK with the way I speak, I’ve got no
intention of changing it for anyone or anything. But
I’m wondering if any of you listeners out there have
views on the question of accents, or any particular
experiences related to accents. Yes, here’s a caller.
Hello?
Alex Hello, my name’s Alex and you can tell where I’m
from, right?
Presenter Well, Scotland, I guess?
Alex Right. Though now I live down in England, not far
from London. And my experience is that accent is
something people in the south seem to worry about,
but not anyone else. People in the south of England,
they seem to think you should talk like them,
wherever you’re from. And that’s crazy in my view.
Presenter Hard to disagree with that. Caller 2?
Caller 2 Hello. I just want to say how much I disagree with
your last caller. I mean, of course he has his own
experience, but as someone who is from the south of
England, I just don’t think a person’s accent matters
like it used to. I mean, look at television now – not
so long ago you wouldn’t hear much of a variety of
accents but these days, whenever you switch the
TV on you’re going to hear people from all over the
place.
Presenter Well that’s true, of course, but I’m not sure that that
reflects what goes on every day in people’s lives.
Next caller?
Caller 3 Yes, I saw that report you mentioned and it says
that people from Birmingham – like me, right? – that
they’re seen as the least intelligent people in the
country just based on their accent! How awful is
that? What it means is, whatever I say, people won’t
think I’m clever. It means my accent is the thing
people pay attention to, more than any of my ideas.
Presenter So however intelligent you are, you’ll come across to
other people as not very intelligent at all?
Caller 3 That’s right. That’s the attitude some people have
got. And I mean, how do you go about changing
an attitude like that? I think we need some top
politicians with regional accents, even the prime
minister. That’d change things perhaps.
Presenter Good point. I can’t remember the last time we had
a prime minister with an accent – I mean, an accent
that isn’t from the south.
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3 2.10 Students may like to work in pairs and
try to answer the questions from memory before
listening to the audio again to complete the exercise.
Play the audio again while students take notes. Give
students time to work individually to review and
expand their notes after the audio has finished and
before comparing with a partner. Check answers in
open class.
Answers
1 It claims that we make judgments about people based on
their accent.
2 because people often make jokes about her Liverpool
accent
3 She’s proud of it.
4 He thinks they’re more worried about accents than other
people and that they think that everyone should talk like
them.
5 She says you can hear a variety of accents on TV.
6 It says that people from Birmingham are perceived as
being the least intelligent in the country.
7 He thinks we need top politicians with regional accents.
GRAMMAR
however / wherever / whatever, etc.
1 Working in pairs, students match the beginnings
and endings of the sentences. During whole-class
feedback, ask students to underline words ending
in -ever. Point out that however is followed by an
adjective.
Students complete the rule. During whole-class
feedback, refer to the example sentences and give
further examples of your own to clarify the answers.
Answers
1 c 2 a 3 b
Rule
1 some 2 important
LANGUAGE NOTE
Point out the following variations in form:
however + adjective + subject + verb (only however can be
followed by an adjective)
whoever + verb (whoever can be the subject of a sentence –
Whoever told you that is wrong)
whatever is often used to show disinterest – A: You need to study
more. B: Whatever.
2 Do the example with students in open class. Students
work in pairs to complete the exercise. Monitor to
check students are forming sentences correctly and to
help weaker students. Check answers in open class.
Answers
1 Whatever you say, he won’t like it.
2 Whenever we leave, the roads will be full of traffic. /
Whenever we leave, the roads are always full of traffic.
3 Whichever way you say it, it means the same thing.
4 However strong your accent is, everyone will
understand you.
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Fast finishers
Ask students to look back at pictures in previous units and
make up sentences with -ever for the people in the pictures.
For example picture 4 on page 70 Whenever I travel, I listen to
music.
3 SPEAKING If you’re short on time, you can set this
exercise for homework.
Ask students to work individually to complete the
sentences, then read their sentences to a partner. You
could ask students to write three sentences that are
true for them and one that is false. Their partner has
to guess which sentence is false. During feedback,
listen to some examples in open class.
Optional extension
Divide the class into AB pairs. Ask As to start a sentence with
an -ever word and Bs to complete the sentence in a suitable
manner. After two minutes, students swap roles and repeat.
Workbook page 73 and page 125
Student’s Book pages 78–79
READING
Multilingual people
1 SPEAKING Books closed. As a lead-in, ask: What
percentage of the world’s population are:
a) monolingual (know only one language) – 40%
b) bilingual (can use two languages) – 43%
c) trilingual (three languages) – 13%
d) multilingual (four or more) – 3%
Students work in pairs to guess answers to the
questions. Check answers in open class and give a
point to the pair who get closest to each answer.
Books open. Ask students to work in pairs or small
groups and discuss the question. During feedback,
find out who knows the person who can speak the
most languages.
2 Tell students they are going to read an article. In
pairs, students look at the title and discuss what
the article might say about multilingual people.
Students read the website to check their answers. To
encourage them to read quickly, set a three-minute
time limit for the exercise. Students check answers
with a partner before whole-class feedback.
3 This exercise is closely modelled on Reading and Use
of English Part 7 of the Cambridge English: Advanced
exam.
Read through the sentences with students and check/
clarify personas; hypothesis; verbal; inherent; narrative
and traits. Encourage students to underline the key
information in the sentences that will help them
place the sentences in the text (e.g. their in sentence
1; another in sentence 2). Students read the text in
more detail to complete the exercise. Suggest that
they underline the parts of the text that helped them
find their answers. Students check their answers
with a partner before whole-class feedback. During
feedback, ask individuals to refer to the parts of the
text that support their answers.

Answers
A 3 B 6 C 4 D 2 E 1 5 not used
4 SPEAKING Give students time to read through the
questions. Clarify any difficulties. Divide the class
into pairs or small groups for students to discuss
the questions. When students have completed the
exercise, you may like to regroup students and ask
them to repeat the exercise with new partners. As
well as maximising speaking practice, this is often
motivating for students as they are able to express
themselves more fully at the second attempt. Ask
individuals to report back some of their ideas in open
class as feedback.
Mixed-ability
Give weaker students time to work together and make notes
on their answers before regrouping students for discussion.
Stronger students can discuss the questions without any
preparation time.
Optional extension
To give students practice in scanning texts, write the
following words on the board in random order:
qualitative close inherent topical important hip
Divide the class into pairs and have a race to see who can
be the first pair to find the six adjectives. When the first pair
finishes, check answers. As a follow-up, ask students to
discuss what the adjectives refer to in the text.
VOCABULARY
Personality (2)
1 As a lead-in, divide the class into two teams and elicit
the personality adjectives covered in Unit 1, giving a
point to the first team to give a correct answer.
Divide the class into pairs and ask students to find
two words to describe personality in the article on
page 78. Who can find them the fastest?
Answers
patient, well-mannered
2 SPEAKING Ask students to read through the
extracts and decide which situations they refer to.
Tell students not to worry if they do not understand
some of the phrases in bold, but to try to work them
out from their context. Allow students to compare
answers with a partner before whole-class feedback.
During whole-class feedback, say the words for
students to repeat. When checking pronunciation,
you may like to write the words on the board and
elicit and mark the stress for clarification.
3 Students work individually to complete the sentences.
Allow them to check answers with a partner before a
whole-class check.
Answers
1 conceited 2 impulsive 3 self-conscious
4 assertive / forceful 5 modest 6 expressive
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8 IT’S A LL GR EEK TO M E!
Optional extension
As a further check of understanding, ask students to work
in pairs to decide if the adjectives are positive or negative.
Check answers.
Positive: expressive, modest, self-assured, patient, well-
mannered
Negative : self-conscious, conceited
Neutral: assertive, forceful, impulsive
Fast finishers
Ask students to write a list of things that someone who is
each adjective does not like doing For example, a modest
person does not like boasting, etc.
4 Working individually, students re-read the statements
in Exercise 2 and decide which they can relate to. As
they make notes of their answers, encourage them to
think of specific situations and anecdotes. Monitor to
help with vocabulary as necessary. Divide the class
into pairs or small groups for students to share their
answers.
5 SPEAKING Divide the class into pairs or small
groups for students to discuss the questions. Monitor
and help with vocabulary as necessary. Try the ‘silent
tick’ – writing a tick on a student’s notebook if they
speak well. Students can be quite motivated by this!
Ask some of the students to share their opinions with
the whole class and encourage open class discussion.
Optional extension
Higher level students may like to work with a partner to rank
the adjectives from positive to negative. This can lead to
some interesting discussions – Is it better to be self-conscious
or conceited? Self-assured or well-mannered?
Learning another language
1 Ask students to tick the sentences they agree with
(they can choose more than one).
2 SPEAKING Divide the class into groups for students
to compare their choices. Monitor and help with
vocabulary as necessary. Encourage students to give
reasons for their choices. Listen to some of their
opinions in open class.
3 Look at the bar chart in open class and nominate
individuals to describe what they can see. Working
in pairs or in the same small groups as in Exercise 2,
students make their own graph or chart to show how
their group feels. Ask all students to draw the chart.
When they have completed the exercise, regroup
students to compare their charts.
Optional extension
Ask students to work in pairs and do a role play where
student A is a keen language learner who agrees with all of
the statements in Exercise 1. Student B doesn’t agree with
any of the statements and thinks there is no point in learning
a second language.
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Student’s Book pages 80–81
CULTURE
1 Ask students to work in pairs to answer the question
and make notes on their answers. Can they think of
five different reasons?
2 2.11 Play the audio while students read and
listen to the article to check their ideas. Tell students
not to worry if they don’t understand every word
and that they should just focus on answering the
question. Ask students to compare answers with a
partner and find out how many of their ideas from
Exercise 1 were mentioned in the text.
3 Give students a minute or two to read through the
sentences and circle the key information that they
need to look out for. Clarify that there are three
answers for statements 1 to 3. Students read the
text again to complete the exercise. Tell them to
underline information in the text that helped them
answer each question. Students check answers
with a partner before whole-class feedback. During
feedback, ask students to justify their answers by
quoting the text they have underlined.
Answers
1 a, b, d 2 a, c, d 3 b, c, d 4 c 5 a 6 a
4 VOCABULARY Ask students to cover the definitions.
Give them two minutes to find the highlighted words
in the article and discuss their meanings with a
partner. Students uncover the definitions to check
their ideas and complete the exercise. Check answers
in open class, giving further explanations to clarify
meaning if necessary.
Answers
1 lingua franca 2 creole 3 urban dwellers
4 unavoidable 5 trait 6 working knowledge
7 whopping 8 derived from
5 SPEAKING Give students time to read through the
questions and think about their answers. Divide
the class into pairs or small groups to discuss
the questions. Monitor and help as necessary,
encouraging students to express themselves in
English and to use any vocabulary they have learned
from the text. Ask pairs or groups to feed back to the
class and discuss any interesting points further.
WRITING
A report from a graph
1 Ask students to look at the diagram. Ask: What are the
main difficulties in learning another language? In pairs,
students try to guess which five difficulties could fill
the gaps in the diagram.
Students read the report and complete the empty
spaces. Did they guess correctly?
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Answers
Lack of time – 24%
Inability to maintain motivation – 16%
Budgetary constraints – 11%
No or limited access to good learning materials – 5%
Various other difficulties – 18%
2 Students match the paragraphs with their functions.
Ask them to underline the parts of the report that
support their answers and refer to these during
whole-class feedback.
Answers
a 2 b 1 c 4 d 3
3 Students re-read the text and complete the exercise.
Tell students they are looking for five more verbs and
ask them to underline them in the report.
Answers
cited, reported, stated, put forward, mentioned
4 Read through the instructions in open class. Working
individually, students make notes in preparation
for writing their report. Monitor to help with any
questions. Encourage them to use some of the
vocabulary from the report, but not to copy large
chunks of it.
5 If you’re short on time, you can set this exercise for
homework.
Students write the report. This can be done
individually or as a collaborative writing activity
in class with pairs of students working together to
complete the exercise. On completion, you could ask
students to exchange their reports with another pair.
Ask them to read and evaluate on the basis of content
(how interesting is the information?); organisation
(did each paragraph include a clear and distinct idea
like the model answer?); communicative purpose
(how clearly is the data described?) and language.
If you mark the writing yourself, focus on how well
students have communicated, how clear and easy
their writing is to follow and whether they wrote
about relevant details. Avoid focusing too much on
accuracy, as a heavily marked piece of writing is
more likely to de-motivate learners than to make
them try harder next time.
Students Book pages 82–83
READING AND USE OF ENGLISH
1
Answers
1 C 2 A 3 D 4 D
Workbook page 79
 8 IT’S A LL GR EEK TO M E!
TEST YOURSELF UNITS 7 & 8
VOCABULARY
1

Answers
1 forceful
2 in
3 spine
4 communication
5 impulsive
6 arms
7 broken
8 must-have
9 conceited
10 short

GRAMMAR
2

Answers
1 However
2 most of whom
3 think so
4 Wherever
5 hope so
6 all of which

Answers
1 Some people say it’s a dangerous sport, but I don’t hope
think so.
2 I have three brothers, one of who whom lives in
Argentina.
3 Whatever do you you do, don’t say anything.
4 She has three phones, both all / two of which are broken.
5 I’ll follow you whatever wherever you go.
6 I’m not sure we’ll win, but I hope so.

FUNCTIONAL LANGUAGE
4

Answers
1 dreamed
2 follow
3 brand
4 lost
5 limited
6 familiar
7 strongly
8 see

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9 FAIR?
IS IT

Objectives
FUNCTIONS: talking imprecisely about numbers
GRAMMAR: negative inversion; spoken discourse markers
VOCABULARY: court cases; fairness and honesty
Student’s Book page 84–85
READING
1 SPEAKING As a lead-in, write ‘That’s not fair.’ on
the board. Describe a situation when you might have
said the sentence, for example. People with blue eyes
are allowed to finish work at 3 pm, people with brown
eyes have to work until 5 pm. Ask students to work
in pairs and think of at least two real or imaginary
situations when they might use the sentence. Listen
to some examples in open class.
Books open. Students discuss the questions in pairs.
2 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done
as a heads-up activity with the whole class. Display
the pictures on the IWB and nominate individuals
to describe them, using adjectives to describe the
people. Students read the headline and introduction
to check their answers to Exercise 1.
3 Read through the instructions in open class. The
texts include quite a large number of difficult words:
imprisonment, innocence, intervened, ordeal, prosecution,
prosecutors, verdict, convicted, alibi, incarceration.
These could be elicited/clarified through inclusion
in a description of a court case. Divide the class
into groups of three and ask them to complete the
exercise. Tell them that they should try to guess any
unknown vocabulary from context, but that they can
use dictionaries if absolutely necessary.
Answers
TEXT 1:
1 murder
2 statistics about natural deaths in families
3 on appeal when new evidence emerged and old evidence
was found to be invalid – this was after Sally Clark had
been in prison for three years
4 She died young, having never fully recovered from her
ordeal.
TEXT 2:
1 murder
2 witnesses who said they’d seen the suspects leaving the
crime scene
3 The case was thrown out of court after 18 years during
which time several people had campaigned for their
release.
4 Carter’s story was made into a film and he died at the age
of 76.
TEXT 3:
1 murder
2 They confessed under police interrogation.
3 They retracted their confessions, evidence was found to
have been withheld, and the IRA stated that none of them
had been involved. They were released after 15 years in
prison.
4 One of the four became a campaigner against
miscarriages of justice, and a film was made about him.
Mixed-ability
With weaker classes, divide students into three groups and
ask each group to read one of the texts and make notes on
their answers. Allow students to check answers within their
groups, then regroup ABC for students to do Exercise 4.
4 SPEAKING 2.12 Students describe their answers
from Exercise 3. To encourage ‘long-turn’ speaking,
ask students to take turns to answer all of the
questions for their text, rather than taking turns to
answer each question individually.
5 SPEAKING Divide the class into pairs or small
groups for students to discuss the questions.
Encourage students to give reasons for their
answers, to develop answers with examples where
possible and to try to use a range of vocabulary to
add interest. Monitor and help with vocabulary as
necessary. Avoid error correction unless errors really
hinder comprehension. The focus of this task is on
fluency, not on practice of structures or lexis. Make a
note of any nice expressions in English that students
use during the activity, at the end write them on the
board for the whole class to copy, and praise the
student who used them.
PRONUNCIATION
For practice of unstressed syllables and words:
the /ɪ/ phoneme go to Student’s Book page 121.
The ad hominem fallacy
1 Read through the introduction in open class. Students
work with a partner to complete the exercise. Ask: Do
you think there is any truth in any of the statements?
Answers
1 The Guildford Four 2 Rubin ‘Hurricane’ Carter
3 Sally Clark

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2 In pairs, students think of further examples. You may
like to brainstorm a list of different social groups on
the board to get students started. Listen to some of
their ideas in open class as feedback.
Optional extension
Ask students to work in pairs and think of three different
ways in which teenagers are victims of the ad hominem
fallacy. For example, teenagers say they have too much
homework. However, as teenagers are lazy, they must be
saying that to avoid work. Regroup students into small
groups to share their ideas. Ask: Do you think there might
be some truth in some of the accusations? For example, are
teenagers sometimes lazy?
Student’s Book pages 86–87
GRAMMAR
Negative inversion
1 In pairs, students try to complete the sentences from
memory before looking back at the text to check their
answers. Ask students to complete the rule. Check
answers and use the sample sentences as examples to
show the inversion of subject and auxiliary. Ensure
students are clear on the meaning of each adverbial
phrase, giving example sentences as required.
Answers
1 rarely
2 Not only
3 No sooner
2 Students work in pairs or small groups to discuss the
differences between the sentences. Check answers in
open class and point out changes in word order and
emphasis. Ask students to complete the rule. Ensure
students are clear on the meaning of each adverbial
phrase, giving example sentences as required.
Rule
1 negative
2 beginning
3 more
4 question
5 written
LANGUAGE NOTE
Common mistakes when using negative adverbials are to use a
double negative e.g.
*On no account must you not say a word to anyone. *Never haven’t
I seen such a boring film.
Point out to students that as the adverb is negative, the use of
not creates a double negative and it is therefore not used.
Pay special attention to the use of than with no sooner, as
students will often make the mistake of using when instead, e.g.
No sooner had I sat down when the phone rang. This is
grammatically incorrect, but is actually a common mistake
made by native speakers.
3 If you’re short on time, set this exercise for
homework.
Ask students to work individually to choose the
correct options. Monitor and help students with
frenglish.ru
9 IS IT FA I R?
difficulties. Allow students to compare answers with
a partner before feedback in open class.
Answers
1 Never have I
2 Not only were they
3 had the case finished
4 could they
Fast finishers
Ask students to write three true sentences about their friends
and family using negative inversion.
4 Read through the example in open class. Students
complete the sentences using the negative adverbial
in brackets and compare their answers with a partner
before whole-class feedback. Use the answers to
clarify the changes in word order if necessary.
Answers
1 On no account should we discuss this in front of other
people.
2 Never have I read such an appalling story.
3 Not only was he innocent but so were the others.
4 Rarely are innocent people released from prison following
a miscarriage of justice.
Optional extension
For further practice of negative inversions, write the following
sentence beginnings on the board and ask students to
complete them in their own words.
Under no circumstances would I …
Never have I seen …
Not only can I … but I can also …
Rarely do I …
Divide the class into small groups and ask students to
compare their sentences. Listen to some of the best
examples in open class.
Workbook page 82 and page 125
Be aware of common errors related to negative
inversion. Go to Get it right! on Student’s Book
page 125.
VOCABULARY
Court cases
1 Ask students to cover 1–10 and read through the
definitions. Students work with a partner to try to
guess the words for each definition. Students can
then uncover the definitions to check their ideas and
complete the exercise. A final stage could be done as
a class competition. Students race to be the first group
to find all eight phrases in the texts on page 85.
Mixed-ability
Ask weaker students to cover the definitions and try to
guess the definitions of the words, before uncovering the
definitions to check.
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 Answers
1 d 2 h 3 g 4 a 5 i 6 j 7 c 8 f 9 b 10 e
2 Before filling the gaps, ask students to quickly read
through the paragraph to get a general understanding
and to answer the questions: Did the woman go to
prison? Did she complete her sentence? (Yes. No.)
Students work individually to fill the gaps and
complete the text. Let them compare answers with
a partner before checking answers in open class.
Answers
1 a confession
2 retracted
3 gave
4 the prosecution
5 the defence
6 found guilty
7 sentenced
8 appealed
9 evidence
10 found innocent
Fast finishers
Ask students to put the words on a timeline. From to make a
confession to life imprisonment, for example. Elicit answers to
the board after feedback on Exercise 2.
Optional extension
Divide the class into AB pairs. Ask As to close their books and
Bs to say a definition without using the target language for As
to say the words. After two minutes, students swap roles and
repeat.
Workbook page 84
LISTENING
1 SPEAKING Books closed. As a lead-in, ask students:
What do you think life is like in prison? What do
prisoners do all day? Give students two minutes to
discuss their answers in pairs. Listen to some of their
answers in open class and write any suitable answers
on the board.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity
would best be done as a heads-up activity with
the whole class. Display the pictures on the IWB.
Nominate individuals to describe what they can see.
Students work in pairs to discuss the similarities and
differences between the pictures and how prisoners
might feel living in each type of prison. Listen to
some of their ideas in open class.
2 2.14 Give students time to read through the
information about Halden Prison. In pairs students
predict what type of information is needed to fill
each gap, for example a date in the first gap. Play
the recording while students listen and complete
the exercise. Allow them to compare with a partner
before a whole-class check.
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Answers
1 2010 2 15 million 3 250 4 wall 5 ten metres
6 (flat-screen) television 7 rock-climbing 8 twice
9 family (members) 10 sense of family 11 93,000
12 20%
Audio Script Track 2.14
Part 1
We’re here tonight to talk about prisons, and we’re taking as our
starting point for discussion Halden Prison in Norway. This is a
relatively new prison – it opened in 2010 – and it cost around
fifteen million pounds to build. It’s a high-security prison that
at any given time holds around two hundred and fifty of the
country’s most dangerous prisoners, including murderers. As
you’d expect from a prison, there’s a wall around it, and it’s
around six metres high, though it’s mostly hidden from sight
by plants and trees. But while the wall is typical of a prison, the
cells aren’t – each one measures ten metres by ten metres and
boasts creature comforts such as a flat-screen television, a toilet,
a shower, a mini-fridge, and windows with no bars on them.
Prisoners have access to a library of books and DVDs, and there’s
even a rock-climbing wall for exercise. Prisoners are allowed
visitors twice a week for two hours at a time, and some are
allowed to have family members to stay for twenty-four hours.
The prisoners and prison staff are on friendly terms with each
other. The prison staff are unarmed and they’re encouraged to
interact with prisoners in order to bring ‘a sense of family’ to
the place.
While it costs about ninety-three thousand dollars a year to keep
a prisoner here – far more than is spent in most countries – it
could be considered money well spent. Why? Well, because in
Norway, only about 20% of prisoners commit a crime again after
leaving prison as compared to many other countries, like the UK
and USA, where the rate of reoffending is often as high as 60%.
3 2.15 Give students time to read the sentences.
Ask students to underline the key information they
will need to listen for. Play the audio while students
answer the questions. Let students compare answers
with a partner before feedback in open class. During
feedback, ask students to explain the reasons for their
answers.
Answers
1 the rate of reoffending – because it suggests that the
comfortable conditions in the prison help reduce crime
2 the freedom to come and go
3 She says that if they’re treated with respect, they’ve got a
better chance of becoming law-abiding citizens again.
4 a hotel
5 the squalid prisons of the 19th century
6 He thinks there are better ways to spend that amount of
money.
Audio Script Track 2.15
Part 2
Presenter So, that’s the prison. Our question tonight is: is it fair
for criminals, prisoners, to have such comforts? Or
should a prison be much tougher? Anne Davis, what
do you think?
Woman Well, what interests me most is that last number
you gave – only about twenty percent of prisoners
reoffend. And that, for me, is evidence that prisons
work best if offenders are allowed to enjoy a
reasonable degree of comfort. A decent and fair
society treats everyone well. And let’s not forget that

Halden is still a prison – many inmates, for many
years, do not have the freedom to come and go that
you and I have, and that’s right, that’s fair, because
they’ve committed crimes. But if they’re treated with
respect, they’ve got a better chance of becoming
law-abiding citizens again.
Presenter Mark Lincoln? Your view?
Man Well, I couldn’t disagree more. How can we justify
putting criminals in places that are like hotels? It’s
clear that here, the prisoners live more comfortably
than some ordinary people in Norway and probably
more comfortably than elderly people in care
homes, for example. I mean, of course we don’t
want squalid prisons like they had in the nineteenth
century, but they still need to be places that
prisoners can’t wait to leave. If you break the law,
it’s only fair that you’re punished – and this isn’t
punishment. Ninety-three thousand dollars a year?
I can think of a hundred better ways to spend that
kind of money!
4 Students work individually to complete the exercise,
then check their answers with a partner.
Optional extension
Divide the class into two groups. Ask one group to imagine
they are Anne and the other Mark. Students work in pairs
to think of more things that Anne or Mark would say about
prisons. Monitor to help with vocabulary and ideas. Put the
students into Anne/Mark pairs. Write the statement Prisons
are for punishment, not for holidays. on the board and ask
students to have a role play in which Anne and Mark discuss
the statement.
Does the punishment fit the crime?
1 Books closed. As an introduction, ask students to
work in pairs and make a list of ten rules in their
school. Listen to some examples in open class as
feedback.
Books open. Students read through the list of
‘crimes’. Working individually, students choose a
punishment for each crime. You could do the first
one as an example to get started.
2 SPEAKING Divide the class into pairs for students to
answer the questions. When students are ranking the
crimes, encourage them to debate each decision and
give reasons for their choices. Ask: What are the real
punishments for each of the crimes? Do you think the
real punishments are harsh enough? As feedback, have
a quick hands-up in class to decide which ‘crime’
students think deserves the harshest punishment.
Optional extension
Write the following crimes on the board:
stealing a chicken from a supermarket
driving and texting at the same time
spraying the word ‘hate’ on a 300-year-old building
leaving an old sofa in the street
letting your 10-year-old child stay off school for three weeks
sending aggressive texts
Ask students to work in AB pairs and decide on a suitable
punishment for each crime. Ask A to be lenient and B to be
harsh. Students discuss suitable punishments. Finally, ask
students to give their real opinions in pairs.
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9 IS IT FA I R?
WRITING
An essay
1 As a lead-in to this activity, ask students: When
did you last write an essay? What was the topic? Can
you remember the topic of any other essays you have
written? Listen to some of their answers in open
class. Ask: What do you need to do to write a good
discursive or ‘for and against’ essay? and brainstorm
ideas. Elicit that such essays should look at both sides
of the argument, including two or three arguments
for and against, and finish with a conclusion giving
the writer’s opinion. Read the instructions and
ask students to work individually to complete the
exercise. Monitor to help with vocabulary and ideas
as necessary.
2 Divide the class into pairs for students to compare
ideas and decide which are the best arguments to
include in their essays.
3 Ask students to write their essay. If you’re short on
time, students can do the preparation in class and
complete the writing at home. This can be done as
a collaborative writing activity in class with pairs
of students of a similar level working together to
complete the exercise.
On completion, you could ask students to swap
their essays with another pair for them to read and
give each other feedback on task completion (have
they included three arguments for and against?),
language (is it interesting and engaging to read?)
and coherence (are linkers used? are they used
accurately?). Alternatively, you may prefer to collect
their writing for marking. When you mark their
articles, check for the above points. The main focus
should be on how successful you feel each piece is
as an informative essay to read – not on particular
grammar or lexical errors. Write short feedback
for each student, saying first what you liked about
each essay, and two or three things they may like
to improve on in the future. Make a note of any
persistent errors that occur in the class, then go over
these points (and bring in extra practice for them) in
a subsequent lesson.
Student’s Book pages 88–89
READING
1 Books closed. As a lead-in, ask: What do you spend
money on? If you were a billionaire, what would you
spend money on? Would there be anything that you
couldn’t buy? Ask students to work with a partner and
discuss the questions. During feedback, make a note
of any interesting answers on the board.
Books open. Students work individually to decide
which of the statements they agree with, then
compare answers with a partner. Tell them to give
reasons for their answers. Regroup students and ask
them to repeat the exercise with a different partner.
2 Tell students they are going to read a book review.
Working individually, students read the text and
answer the question. Set a two-minute time limit to
encourage them to read quickly. Tell them not to
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 worry if they do not understand every word, but to
focus on answering the question. Check answers with
the whole class.
Answer
1 Optional extension
3 Give students time to read through the questions.
Check/clarify: kidney, confront, transplant. Students
read the article again to answer the questions.
Ask students to underline the parts of the text that
helped them find the answer. Students can compare
answers in pairs before whole-class feedback. During
feedback, ask students to explain which parts of the
text helped them decide on their answers.
Answers
1 sport, art, education
2 paying children to read books or rewarding them for
doing well in exams; rich people paying for a kidney
transplant; paying in order not to stand in a queue;
buying citizenship
3 Justice
4 He asks questions about the nature of our society, the
role of markets, and how we can defend ourselves against
the influence of ideas that are driven solely by money.
4 Working individually, students read the comments
and complete the exercise. Check/clarify: unethical.
Allow them to compare answers with a partner
before feedback in open class.
Answer
David O’Connor
SPEAKING
Give students time to reflect and make notes on their
answers. Divide the class into pairs or small groups for
students to discuss their answers. Monitor and help as
necessary, encouraging students to express themselves
in English. Ask pairs or groups to feed back to the class
and discuss any interesting points further.
Mixed-ability
Divide the class into mixed-level groups and ask students
to come to an agreement on their answers together. One
student should act as secretary, noting down the group’s
answers. This adds an extra layer of thinking, gives students
practice in negotiating skills and increases cognitive depth.
There is also an element of peer-teaching as stronger
students explain the answers to weaker students.
VOCABULARY
Fairness and honesty
1 SPEAKING Go through the first item as an example
in open class. In pairs, students complete the
exercise. Ask students to discuss the meaning of the
words and phrases in bold and try to deduce their
meanings from context. During whole-class feedback,
give/clarify the meaning of the words and phrases
with further examples if necessary. Say the phrases
for students to repeat and check pronunciation.
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2 SPEAKING Ask students to work in small groups to
complete the exercise. Monitor to help with ideas
and vocabulary as necessary. Regroup students to
compare their ideas with different students.
To extend speaking practice, elicit five different answers to
each question in open class and write them on the board.
Ask students to work in pairs to rank each item from most
to least.
3 Students work with a partner to complete the nouns
related to the adjectives. This could be done as a
competition with pairs racing to be first to complete
the exercise correctly. During feedback, say the nouns
for students to repeat and check pronunciation.
Mixed-ability
To make the exercise more difficult for stronger students, ask
them to cover Exercise 1.
Answers
1 corruption
2 acceptance (‘acceptability’ is another possible noun but it
doesn’t fit the space here.)
3 justification / justice
4 ethics
5 bias
6 reason
Fast finishers
Ask students to add verbs to the word family of each of the
adjectives, where possible. If time allows, ask them to write
sentences including some of the verbs.
4 This exercise is closely modelled on Reading and Use
of English Part 4 of the Cambridge English: Advanced
exam.
If you’re short on time, set this exercise for
homework.
Students work with a partner to choose the correct
form of the word to complete each sentence. Check
answers. For further practice, and to personalise the
language, you could ask students to write questions
using the words to ask their partner. Divide students
into small groups to check each other’s sentences and
ask you if they have any difficulties. Students work in
pairs to ask and answer the questions.
Answers
1 corruption 2 justification 3 biased
4 acceptance 5 reasonable 6 unethical
Optional extension
Books closed. Ask students to work individually and write
down as many of the items as they can remember, then open
their books to check. Alternatively, ask students to work in
pairs and take it in turns to say the first letter of one of the
words for their partner to complete the word without looking
in their book.
Workbook page 84
 9 IS IT FA I R?
GRAMMAR Optional extension
Spoken discourse markers This exercise can be made into a matching activity. Before
the lesson, write each expression on cards. Create enough
1 Students work in pairs to complete the sentences sets of cards to allow for one set per four students. Mix up
before looking back at the text on page 88 to check all the expressions and distribute one set to each group of
their answers. Ask students to work with a partner students. Either ask students to match the expressions to
to complete the rule. Check answers. Use the the columns or ask them to turn all the pieces of paper face
sentences in Exercise 1 and further examples of your down and play a game in which they have to pick up a card,
own to clarify the rule. Look at the column heads
make a sentence with it and place it in the correct column to
gain a point.
and examples and point out that we use discourse
markers for a variety of different reasons when
3 If you’re short on time, set this exercise for
speaking.
homework.
Answers Go through the example with students in open class.
1 By the way Students complete the exercise, working individually.
2 consequently Remind them to refer to the rule and table for help if
3 that said necessary. Allow students to compare answers with a
4 to be honest partner before whole-class feedback.
Rule
Answers
a 2 b 4 c 1 d 3
1 They all knew it was unethical. Nevertheless, / However,
they went ahead and did it.
2 Look at the column heads and examples and point 2 I left in the middle of the film. I mean / Let’s face it, / To
out that we use discourse markers for a variety of tell you the truth, it was awful.
different reasons when speaking. Ask students to 3 My brother thinks it’s good. Mind you, / However, / That
read through the discourse markers and work with a said, he always thinks these things are good.
partner to add them to the table. 4 The company director resigned because of / as a result of
accusations of corruption.
Check answers in open class. It may be helpful to 5 I’ll listen to your thoughts. But at the end of the day it’s
copy the table onto the board and to ask students to my decision.
come out and complete it with their answers. During 6 He doesn’t usually have good arguments. Nevertheless, /
feedback, elicit/give examples of the usage of each However, / Mind you, / That said, he occasionally has an
discourse marker. Point out that, while all of the excellent suggestion.
discourse markers can be used to start a sentence, 7 It wasn’t at all good. To be honest, / Let’s face it, / To tell
because of/as a result of are more commonly used
you the truth, / If you ask me, it was the worst idea ever.
between two clauses in a sentence.
Workbook page 83 and page 126
Answers
Student’s Book pages 90–91
Cause Contrast Opinion Topic Concession
and change
result PHOTOSTORY: EPISODE 3
because nevertheless personally anyway while Saving Ms Hampton
of
1 Tell students they are going to read and listen to
as a actually actually by the that said another story about a group of students. If you are
result of way
using an IWB, project the images onto the board and
mind you to be on the other ask students to close their books. Ask students to
honest hand look at the photos and read the question. Ask them to
however I mean guess answers to the question, if possible. Write their
that said for a start ideas on the board.
on the other let’s face it 2 2.16 Play the audio for students to listen and
hand check their ideas from Exercise 1. During whole-class
feedback, refer to students’ ideas on the board. Who
while the thing is
guessed correctly?
at the end
of the day 3 Ask students what they think happens next. Ask
them to brainstorm possible endings for the story.
to tell you
Students work in groups, with one student in each
the truth
group acting as secretary and taking notes. During
if you ask whole-class feedback, write students’ ideas on the
me
board to refer back to once they have watched the
video. Don’t give away answers at this stage. Play the
video for students to watch and check their answers.
Fast finishers
During whole-class feedback, refer to students’ ideas
Ask students to decide which of the discourse markers they on the board. Who guessed correctly?
woud not normally use and to write sentences containing
them.

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4 EP3 Play the video for students to watch and Answers
check their answers. During whole-class feedback, 1 on trial
refer to students’ ideas on the board. Who guessed 2 on the way
correctly? 3 on friendly terms
5 Give students time to read through the questions. In 4 on his behalf
pairs, students discuss the questions. Check answers
5 on the basis
in open class.
2 Students work individually to choose the correct
Answers options. Encourage them to refer to the sentences in
Exercise 1 to help them choose the correct phrase.
1 more than 60 Students compare answers with a partner before
2 They think that it might be a good idea, but they want to
see how the petition goes first.
whole-class feedback. During whole-class feedback,
3 She’s not happy about it. work on pronunciation and intonation of the
4 Yes, she’s happy because she wants to leave the college sentences.
anyway.
5 She’s excited about the protest which is going to take Answers
place that afternoon. The boys are desperately trying to
1 on trial
stop her and are obviously worried.
2 on the way
3 terms
4 behalf
PHRASES FOR FLUENCY 5 the basis

1 Ask students to locate expressions 1 to 6 in the story

on page 90 and underline them. To encourage speed- Workbook page 85
reading, you could do this as a race and ask students
to find the expressions as quickly as possible. Ask
students to compare their answers with a partner and
FUNCTIONS
before whole-class feedback. Talking imprecisely about numbers
Answers 1 Books open. Read through the questions. Ask students
to work with a partner and complete the exercise.
1 Matt 2 Jack 3 Matt 4 Matt 5 Jack 6 Jack Check answers in open class.
2 Read through 1 to 6 with students. Ask them to Answers
work in pairs and use the expressions to complete
the dialogues. During feedback, say the expressions
1 Roughly
2 ish
for students to repeat. Check pronunciation and 3 around
intonation and ask individuals to repeat them again if
necessary. 2 Working in pairs, students underline the imprecise
expressions and notice their position in the sentence.
Answers
During whole-class feedback, say the phrases for
1 I’d have thought students to repeat and practise intonation. To check
2 Apparently understanding, ask students to work in pairs and
3 if I’m not mistaken think of further sentences including each of the
4 more to the point
5 It’s news to me
expressions. Listen to some examples in open class.
6 when you put it like that
Answers
1 around; after
2 something like; after
WordWise 3 give or take; before
4 mid; after
Expressions with on
5 in the region of; after
1 Books closed. As a lead-in, write on on the board and
ask students to give different examples of its use in 3 In pairs, students complete the exercise. Regroup
open class. Write any correct examples on the board. students and ask them to compare their ideas with
Books open. Ask students to work with a partner and a new partner. As feedback, ask the questions in
complete the exercise. open class to find out who was closest to the correct
During whole-class feedback, elicit or explain answer in questions 1 and 2, and who lives furthest/
the meaning of the five phrases and give further takes longest in questions 4 and 5.
examples as necessary to clarify meaning.
Optional extension
In pairs, students write five questions which require
imprecise answers. For example, How old is (famous actress)?
I think she’s in her early 30s.; How much does a smartphone
cost? They cost around 800€. Regroup students to ask each
other their questions.

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10 LEARN
Objectives
YOU LIV E A N D
FUNCTIONS: reacting to news
GRAMMAR: reported verb patterns (review); passive report
structures
VOCABULARY: higher education; life after school
Student’s Book pages 92–93
READING
1 SPEAKING Books closed. As a lead-in to the topic,
ask students: What are the good and bad things about
the education system? What can you do if you do not
like something at your school? Students discuss the
questions in pairs. Listen to some of their answers in
open class and write any interesting vocabulary on
the board.
Look at the pictures and nominate individual
students to describe one. If there is an interactive
whiteboard (IWB) available in the classroom, the
picture description would best be done as a heads-up
activity with the whole class. Ask students to discuss
the questions with a partner. Encourage students to
be as creative and open-minded as possible and to
accept all ideas and interpretations equally. Monitor
and help with vocabulary as required. Listen to some
answers in open class as feedback. Have a quick show
of hands to find out who felt the pictures were mostly
positive or negative, and invite comments.
2 Read through the instructions in open class. Give
students two minutes to work individually and make
notes on a memorable teacher from their primary
school. Divide the class into pairs for students to
describe their teachers. To give students practice
in ‘long-turn’ speaking, ask each student to speak
without interruption, then invite questions at the
end. Ask students to decide which of the teachers was
better.
Mixed-ability
Stronger students can talk about more than one teacher and
compare them.
3 Working individually, students read the extract and
answer the questions. Divide the class into pairs for
students to compare answers. During feedback, elicit
topics which might be discussed and make a list on
the board for later use.
Answer
1 a political debate programme
frenglish.ru
4 2.17 Tell students they are going to read a blog.
Check/clarify: prompt; fundamental. Ask students to
read the blog and answer the questions. Set a three-
minute time limit to encourage students to skim the
text quickly and not to focus on every word. Allow
students to compare answers with partner before a
whole-class check.
Answers
The issue was the cutting of free music lessons in schools.
The question being answered in the comments was which
subject each panel member thought should never be cut
from the curriculum.
5 Tell students that they should read the article
carefully and check that the text matches the
information in a sentence exactly before deciding
if an answer is true. Before reading, ask students
to underline key words in the statements that they
should look for in the text. Students complete the
exercise. Ask them to underline the part of the text
which helped them decide and to compare their
answers with a partner. Ask students to come to
agreement on their answers before checking in
open class.
Answers
1 AnnieMac 2 Ballboy12 3 Jojo71 4 Ajay22
5 Ballboy12 6 Ollie55 7 AnnieMac 8 Ajay22
6 SPEAKING Divide the class into pairs or small
groups to discuss the questions. Ask one student
in each group to act as an ‘English talent spotter’,
making a note of any impressive vocabulary used in
the discussion and giving a point for each word at the
end of the exercise. Monitor and help as necessary,
encouraging students to express themselves in
English and to use any vocabulary they have learned
from the text. Ask pairs or groups to feed back to the
class and discuss any interesting points further.
Students discuss the questions in pairs or small
groups. Encourage them to go into detail in their
answers and refer to the blog when they are
explaining their answers. Monitor to help with
vocabulary, but do not interrupt to correct errors
unless they impede communication. The aim here
is to give students the opportunity to build their
fluency.
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 Optional extension
Look at the list of topics from question 3 in Exercise 3. Have
a quick vote in open class to decide which topics to discuss.
Divide the class into groups of four and ask them to discuss
the topics. In order to maximise discussion, tell them one
student should be against each topic, one in favour and one
undecided. The fourth student should chair the discussion
and make notes on the discussion. When students have
discussed the topics ask the chair of each group to report
back in open class.
Doing something for the ‘right’ reasons
1 Books closed. To introduce the topic, tell students
you are thinking of buying a new car and cannot
decide between two choices. You like one because it
is a nice colour and another one because it is stylish
and economical. Ask students: Which car should I buy?
Nominate individuals to give answers in open class
and elicit/teach valid reason.
Books open. Give students time to read through the
information and instructions. Check/clarify: flawed.
In pairs, students complete the exercise. Regroup
students to compare their ideas with new partners
before listening to some of their ideas in open class.
2 Students work with a partner to think of two valid
and two invalid reasons. Monitor to help with
vocabulary and ideas as necessary. Divide the class
into small groups for students to compare their
answers and come to agreement on which are the
most and least valid reasons.
Optional extension
Write the following situations on the board. Ask students to
work individually to think of a valid or invalid reason for each
sentence. Ask students to work with a partner and take turns
to read their sentences. If student A gives a valid reason,
student B has to respond with an invalid reason. If students
enjoy the activity, ask them to repeat the activity with further
situations of their own.
I want to become a vegetarian because …
I am going to leave home when I am 18 because …
I want to sell my bicycle because …
I am not going to go out this weekend because …
Student’s Book pages 94–95
GRAMMAR
Reported verb patterns (review)
1 Books closed. As a lead-in, read out the following
sentences and elicit the reason for each statement:
You should buy a new computer. (to recommend)
My neighbours make a lot of noise. (to complain)
The concert will begin in five minutes. (to announce)
Hello, I’m Brian. (to introduce)
I told him your secret. (to confess)
What time is it? (to enquire)
Write any correct answers on the board.
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Books open. With a partner, students answer the
questions.
At this level, students should have quite a good
awareness of reporting verbs, so you could ask
them to cover the rule box and divide the class into
small groups for students to make a list of reporting
verbs. Elicit some of their ideas in open class, but
do not comment at this stage. Ask students to read
through the rule box and complete it. Did they
manage to come up with all of the examples in the
rule? Check answers in open class, referring to the
example sentences and giving further examples for
clarification if necessary.
Answers
1 were doing 2 of trying 3 to do
Rule
1 accuse 2 promise 3 insist (on)
2 If you’re short on time, set this exercise for
homework. Do the first one in open class as an
example if necessary. Students work individually to
complete sentences 1 to 4. Allow students to compare
answers with a partner before feedback in open class.
Where more than one answer is possible, ask students
to explain the difference in meaning.
Answers
1 The men confessed to breaking into the office and
stealing the computer.
2 The education minister denied knowing anything about
the prime minister’s plans to reduce the number of
English lessons. / The education minister denied knowing
that the prime minister was/had been planning to reduce
the number of English lessons.
3 The headmaster congratulated Andy on doing/having
done a fantastic job.
4 The project leader suggested that we think carefully
before taking any action.
Fast finishers
Ask students to write sentences of their own using some of
the reporting verbs. Listen to some examples after feedback.
3 ROLE PLAY Divide the class into ABCD groups.
Students discuss the topic. Monitor to make sure
all students have equal time to speak and give the
opinion as instructed. After five minutes, students
work in AB and CD pairs to write summaries using
reporting verbs. Challenge them to use at least five
different reporting verbs. When the majority of
students have completed their summaries, regroup
AC and BD for students to compare their summaries.
Workbook page 90 and page 126
Be aware of common errors related to reporting verbs.
Go to Get it right! on Student’s Book page 125.
 
 10 YO U LI V E A N D LE A R N
VOCABULARY give students some time to think of arguments in
favour of or against the statements.
Higher education
In pairs, students discuss the statements. Monitor
1 SPEAKING Divide the class into pairs and ask and help with vocabulary as necessary. Encourage
students to match the sentence halves. Allow them to students to go into detail and to give reasons for
use English–English dictionaries if necessary. Check their answers. Avoid error correction unless it really
answers, giving further examples to clarify meaning hinders comprehension. The focus of this task is on
if required. Say the words for students to repeat and fluency, not on practice of structures or lexis. Listen
check pronunciation. to some of their ideas in open class for feedback.
Answers 2 SPEAKING Students discuss their real opinions
in pairs. Regroup students into larger groups for
1 d 2 f 3 a 4 c 5 b 6 e
students to compare their opinions.
2 If you’re short on time, you can set this exercise for
Optional extension
homework.
Exercise 2 is a repetition of Exercise 1. It can be very useful
Give students time to read quickly through sentences for students to do exercises more than once as it gives them
1 to 8 and ask about any difficult vocabulary. Check/ the opportunity to develop ideas and improve on their
clarify: a first; BA, MA. Students work individually to performance in the first exercise, speaking more fluently
complete the gaps and check with a partner before and correcting their own errors. You could also take the
whole-class feedback. opportunity to remind students of different ways of giving
opinions to enhance their language in Exercise 2.
Answers
1 fully qualified
2 sailed through his exams LISTENING AND VOCABULARY
3 wrote her dissertation
4 took a gap year Life after school
5 started her bachelor’s degree 1 SPEAKING Books closed. As a lead-in, ask students:
6 got a scholarship
What are you planning to do when you finish school?
7 full-time
8 do her master’s degree Elicit some answers in open class and write them on
the board.
Books open. In pairs, students discuss which of the
Mixed-ability things are typical choices for school-leavers. For
Stronger students can cover the words in Exercise 1 and further speaking practice, ask: What do each of the
complete the sentences before looking back to check their things involve? Students discuss in pairs. Listen to
answers.
some of their ideas in open class as feedback.
2 2.18 Play the audio while students complete the
Fast finishers table. Tell them not to worry if they don’t understand
Students can think of more words relating to higher every word, but to focus on answering the question.
education. Allow them to use a dictionary. Listen to some of Let students compare answers with a partner before
their examples in open class after feedback. feedback in open class. During feedback, ask students
to explain the reasons for their answers.
Workbook page 92
Answers

Karima Jessica Colin

SPEAKING
1 Give an example of your own to get them started – 1 Did they Yes, she No No
take a gap travelled the
students are likely to be interested to hear about your year? If yes, world.
experiences at university, so encourage them to ask how did they
questions using vocabulary from Exercise 1. spend it?
Students work individually to write four sentences 2 How did She – –
about themselves using words from the exercise. they finance borrowed
Make sure they all include one false sentence. it? money from
her dad.
2 Divide the class into pairs or small groups. Students
take turns to read out their sentences, while their 3 How do She enjoyed She’s glad He thinks he
partners guess which sentence is not true. Monitor to they feel now it, learned that she is might have
about the about in a better enjoyed a
check vocabulary items are being used correctly. decision they herself, financial gap year, but
made? matured position now will never
and gained as a result. know.
confidence
to participate
The relative importance of higher education
in lectures.
1 SPEAKING In preparation for the discussion, you
may like to divide the class into AA/BB pairs and

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Audio Script Track 2.18
Karima Well, I’d always planned to go straight from school
to study law at university … err … but then my best
friend persuaded me to take a year out and travel the
world with him. I mean … I wasn’t sure at first, but
he promised me that I wouldn’t regret it. It turns out
he was right. Err … We spent time in eight different
countries and saw, like, so many amazing things. Of
course, it was expensive and err … I had to like beg
my dad to lend me the money. I promised him I’d
pay back every penny. I had a wonderful time. Err …
I learned so much about myself and I felt a lot more
mature when I went to university a year later, you
know? It also gave me the confidence to participate
more in my lectures. I accept that, I mean, not all
school leavers can afford a gap year. But if you can, I
really, yeah, I really recommend doing it.
Jessica Hmm. I never even considered going to university.
I mean, I was always going to go straight out into
the world and earn some money. My dad, um …
disapproved of my plans. My brothers had both gone
to uni and graduated, and I guess it was expected that
I’d do the same. To be honest, I was, like, a bit tired of
learning. I just wanted to get away from all the rules
and regulations and err … see what I could do on
my own. And well … I must confess I wanted to have
things like a house and a car. My friends, like, accused
me of being materialistic. I suppose they were sort of,
right, but I don’t feel guilty about it. I mean, they’ve
all left university now with massive loans to pay off
and uh … I’ve got a good job and a fair amount of
disposable income. So …, no, I don’t regret not going
to university one bit.
Colin Gap years used to be a really big thing, like, but there
was never really any question of me taking one.
Um, err my parents insisted on me going straight to
university and since they were paying, there was no
room for argument. They assured me that it would be,
well, the best thing for me. I, kind of, sailed through
university and, um … in fact, most of the friends I
made there had come straight from school like me.
These days gap years aren’t like so popular, anyway.
University fees are, you know, really high and err …
I think a lot of students are … mm … put off by the
prospect of getting into too much debt. And even
though my parents helped me with the tuition fees,
um … I still had to get a part-time job too. I mean, I
suspect that I might have enjoyed having a gap year,
but, well … I guess I’ll never know.
3 2.18 Play the audio again. Students make further
notes on each of the three people and then compare
answers with a partner. Stronger students may
already be able to give some of the answers before
listening a second time, but do not comment on them
at this stage. Check answers in open class.
4 2.19 Read through the sentences with students to
check understanding. Ask students to underline the
key information they will need to listen for and to
make predictions of possible answers to the questions
before listening. Play the audio while students
answer the questions. Let students compare answers
with a partner before feedback in open class.
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Answers
1 what kind of person the student is and how they want to
spend the gap year
2 She wouldn’t think it was the best way to spend the year.
3 Probably.
4 Fewer people are taking gap years at present.
Audio Script Track 2.19
A lot of parents ask me if it’s a good idea for their children to
have a gap year and although I don’t claim to have the answer,
I do have some thoughts on the subject. I think it depends on
two things: what kind of person they are and how they plan to
spend it. I get some students who are clearly bored with being
in the classroom and sitting exams. For this kind of student I
recommend having a gap year. Some of them realise that they
much prefer being out in the big wide world, others realise that
they’re better off back in education. A year out gives them time
to decide. If a student does have a gap year then they really
should think about using it wisely. Travelling around the world
might be fun but it’s not really preparing you for real life. If you
want to see a bit of the world, then getting a job abroad is an
excellent way of doing it. One thing I have noticed, though, is
that fewer and fewer students are having a gap year. Going to
university has become a lot more expensive than it used to be
and students are having to think seriously about how much debt
they want to leave university with.
5 SPEAKING In pairs or small groups, students discuss
the questions and make notes on their answers.
Monitor and answer any questions about vocabulary,
but as this is a fluency practice activity, do not
interrupt the conversations unless inaccuracy hinders
comprehension. For further practice of extended
speaking, regroup students and ask each student
to take turns to answer all four questions without
interruption. Listen to some of their ideas in open
class for feedback.
6 Students work in pairs to complete the exercise.
During feedback, say each of the phrases for student
to repeat and check pronunciation. Point out the
weak forms of a and the linking of the verb with a,
for example took a; have a, etc.
Answers
1 took 2 have 3 got; do 4 going to; take
5 doing 6 have 7 got 8 have
7 If you are using an IWB, create two text boxes and
copy and paste them six times to make fourteen
boxes. Break up the verb phrases into smaller chunks
and write one chunk in each of the boxes. Mix the
boxes up on the board and ask students to work in
pairs to match the boxes and create the seven phrases
as quickly as possible. Ask the first pairs to finish to
come to the board and drag and drop the boxes to
make the correct phrases. Alternatively, ask students
to work in pairs and complete the exercises in their
books. Check answers in open class.
Answers
1 earn money 2 get into debt 3 afford a gap year
4 go straight to university 5 sit an exam 6 pay off a loan
7 pay tuition fees
 10 YO U LI V E A N D LE A R N
Optional extension FUNCTIONS
Divide the class into pairs for students to test each other on Reacting to news
the collocations. For example:
A: an exam
1 2.21 Books closed. As a lead-in, tell students
about some ‘shocking’ news. For example: Starting
next year, there will be no more teachers. Lessons will be
B: sit an exam
taught by video and computers. Elicit responses from
students and write any suitable responses on the
PRONUNCIATION board.
For practice of lexical and non-lexical fillers go to Books open. Give students time to read the headlines
Student’s Book page 121. and work with a partner to predict what they will
hear on the recording. Play the audio while students
Student’s Book pages 96–97 number the headlines. Ask students to work with a
partner and discuss the four pieces of news. Check
answers in open class. Repeat the recording if
READING necessary to clarify answers.
1 SPEAKING A recording of this text is available with
your digital resources. Answers
Books closed. As a lead-in, play a piece of music Cuts to education budget – 1
by Mozart. Ask students to close their eyes and Tests for the very young – 4
concentrate on the music. After a couple of minutes, Pupils get greener learning – 2
ask: How did the music make you feel? What did you Government announces job losses in education – 3
think about while you were listening to the music?
Students discuss the questions in pairs. Listen to some
Audio Script Track 2.21
of their answers in open class as feedback.
Dialogue 1
Books open. Look at the title and pictures with
students and nominate individuals to guess what the
Woman I heard on the news that teachers are going on strike
over government spending cuts on education. Finally,
text is about. Divide the class into As and Bs, and someone’s taking things seriously.
ask students to read their text. Encourage them to
Man I’m glad to hear it.
underline important parts of the text or make notes
in preparation for their summary.
Woman The government aren’t happy. They’re calling the
teachers irresponsible.
Divide the class into AB pairs for students to Man Well, they would, wouldn’t they?
summarise their text and answer the question.
Dialogue 2
Answers Man Finally – some good news.
Student A: the idea that listening to classical music as a Woman What is it?
young child can make you more intelligent Man They’re going to knock down the old school and build
Student B: a cow’s milk yield was found to rise by 0.73 litres a new one.
per day when played slow music
Woman It’s about time they did something about it. It’s falling
down. It’s a disgrace.
Mixed-ability Man Apparently, it’s going to be the greenest school in the
Allow weaker students to summarise the key points of country. State-of-the-art technology. They’re going to
their text with a partner who has read the same text before spend £20 million on it.
completing the exercise. Woman That’s fantastic! That’s the best news I’ve heard in ages.
Man I’ll believe it when I see it.
2 Clarify/elicit: cognitive, subject (verb), yield, alleviate,
auditory. Give students time to read the whole article Dialogue 3
and answer the questions. Students compare answers Woman The government are planning to close about 20 state
with a partner. During whole-class feedback, ask schools, which will mean making more teachers
redundant.
them to refer to the parts of the text that support
their answers. Man What?!
Woman I read it in the paper. More than a thousand teachers
Answers are going to lose their jobs over the next three years.
Man That’s outrageous!
1 because it was claimed that their babies could become
more intelligent by listening to classical music Woman They say they can’t afford to keep them on. So I guess
2 No; because they are quick to believe in anything that that just means more students in every class.
might help their children Man They can’t do that. It’s just not right. Where’s that
3 Slow music resulted in an increase in milk yields, whereas newspaper? I’m going to write an email about this.
fast music did not.
4 The result might be due to the relaxing effect of the Dialogue 4
music. Man There’s an interesting article in the paper. Apparently,
the government thinks that children should have
exams at the end of their first year in primary school.
Woman They’ve got to be joking.

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 Man They’re not. The education minister claims that it will
help teachers to identify students with problems from
the very beginning and start thinking of ways to help
them.
Woman Five-year-olds doing exams? That’s ridiculous! What
will they think of next?
2 2.21 Read through the instructions and ask
students to read through the expressions. Play the
recording while students complete the exercise.
Allow students to compare answers before a whole-
class check. During feedback, write the expressions
on the board to clarify which syllables are stressed.
Say the expressions for students to repeat and check
pronunciation and intonation. Play the recording
again, pausing after each expression for students
to repeat.
2 Students rewrite the sentences and compare answers
Answers
That’s outrageous! – 5 ✗
I’m glad to hear it. – 2 ✓
Finally, someone’s taking things seriously. – 1 ✓
They’ve got to be joking. – 7 ✗
They can’t do that. – 6 ✗
What will they think of next? – 8 ✗
That’s the best news I’ve heard in ages. – 4 ✓
It’s about time they did something about it. – 3 ✓
3 ROLE PLAY Divide the class into AB pairs. Students
take turns to read the headlines for their partners to
respond. Listen to some examples in open class as
feedback.
GRAMMAR
Passive report structures
1 Students read the sentences from the article and work
with a partner to complete the rule. As feedback,
go through the rule in open class and elicit/give
example sentences for clarification.
Rule
1 formal 2 not important 3 subject
4 past participle 5 have
2 Go through the example in open class. Students work
individually to complete the exercise, then compare
answers with a partner before a whole-class check.
Clarify that the agent (scientists, experts, etc.) is not
usually needed if it is clear from the context.
Answers
1 Music is believed to have beneficial effects on a number
of illnesses.
2 Some animals have been found to react strongly to
certain types of music.
3 Lots of experiments are said to have been done.
4 The experiments are thought to have been an important
breakthrough.
Hedging
1 Tell students that we often use passive reporting
structures to show that we are uncertain. This
is known as hedging. Ask students to look at the
sentences and decide which options express
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uncertainty. During feedback ask students to say the
sentences without the hedging expressions.
Read through the rule with the class and check that
students understand the meaning of the verbs. Give
examples for clarification where necessary. If they
need further practice, ask them to make sentences
using some of the hedging structures.
Answers
1 is believed to have
2 It seems that slow music had
3 could be
4 probably don’t know
Rule
1 doesn’t want
with a partner before feedback. Check the answers.
For further practice, ask students to rewrite the
sentences using other hedging devices.
Answers
1 Playing music in hospital waiting rooms seems to improve
patients’ moods.
2 My uncle is said to have been the best pianist in the
country.
3 Early claims about music boosting the brain in babies are
thought to have been exaggerated.
4 Music could help people become better human beings
and overcome emotional difficulties.
Fast finishers
Ask students to think of some myths and theories with
no certain answer, then write sentences using hedging
expressions. e.g. There is thought to be life on other planets.
Listen to some of their examples in open class after feedback.
Optional extension
Students may have difficulty with the word order of
sentences using hedging. Write the following jumbled
sentences on the board and ask students to put the words
in the correct order. If you have a competitive class, you may
like to do this exercise as a race. Tell students that there may
be more than one correct answer to number 5!
1 for to cancer discovered seem a cure have they
2 to there believed are undiscovered of millions be planets
3 need probably more will to if exam pass he he the wants to
study
4 tigers are thought be 4,000 than India left in to there fewer
5 said boys more are than to girls intelligent be
Answers
1 They seem to have discovered a cure for cancer.
2 There are believed to be millions of undiscovered planets.
3 He will probably need to study more if he wants to pass
the exam.
4 There are thought to be fewer than 4,000 tigers left in
India.
5 Boys are said to be more intelligent than girls.
Workbook page 91

Student’s Book pages 98–99
LITERATURE
The Daydreamer
1 Books closed. As a lead-in, ask students to work in pairs
and make a list of books or films about the adventures
of a young boy or girl. Elicit some examples in open
class and write them on the board. Ask students to
work in pairs and look for similarities and common
themes in the films. Monitor to help with vocabulary
as necessary and to make a note of any interesting
answers to listen to during whole-class feedback.
Books open. Look at the title and photo and elicit
a definition of daydreamer. Students work with a
partner to answer the questions. Regroup students to
compare their answers with another pair.
2 2.22 Play the audio for students to listen
and read and answer the question. Tell them to
concentrate on answering the question and not
to worry about understanding every word. Allow
students to check their answer with a partner before
feedback in open class. Ask individuals to refer to
parts of the text that support their answer.
Answer
numbers
3 Ask students to underline the key information they will
need to read for. You could encourage students to try
to answer the questions before reading again. Students
read the text again to check their answers. Let students
compare answers with a partner before feedback in
open class. During feedback, ask students to refer to
the parts of the text that support their answers.
Answers
1 He had read about the googol and was impressed and
fascinated by it.
2 He demonstrates an understanding of large numbers and
can apply them to things in the universe. Also, when put
with the group who struggle with numbers, he became
bored.
3 It says that his parents and sister know he isn’t stupid,
lazy or bored.
4 He can recall what his dad told him about what
astronomers knew about the number of stars in the
universe.
5 He was put in a low Maths group because the teacher
underestimated his mathematical capabilities.
6 As he grew older, he learned that he needed to
communicate with people so that they were able to know
what he was thinking.
4 VOCABULARY Students work individually to
complete the exercise and then check their answers
with a partner before feedback in open class.
Say the words for students to repeat and check
pronunciation.
Mixed-ability
Stronger students can attempt to complete the exercise from
memory before checking in the extract.
Weaker students can find the answers in the extract. If
students need clarification of the meaning of the words, give
further examples of your own to explain.
frenglish.ru
10 YO U LI V E A N D LE A R N
Answers
1 scrap 2 staring at 3 stuck 4 dull 5 noughts
6 propped [something] on [something] 7 wander off
8 sighed
5 SPEAKING In pairs or small groups, students discuss
the questions. Monitor and encourage students to
answer in full sentences. Make a note of any nice
expressions or lexical errors to refer to during
feedback. At the end write them on the board to
discuss the problems with the lexical errors and to
praise students who used language well. As feedback,
ask for volunteers to report back to the class on their
discussion.
WRITING
An essay
1 As a lead-in, tell students they are going to read an
essay about further education. Write the title on the
board and ask students: What do you think you will
read in the essay? Students discuss the questions in
pairs.
Ask students to read the essay quickly to get a
general overview and check their answers from
the lead-in. In pairs, students decide on the correct
option.
Answer
The writer strongly agrees with the assertion. ✓
2 Give students time to read through phrases 1 to 6
before re-reading the essay to find expressions with
the same meanings. Allow students to compare their
answers with a partner before a whole-class check.
Give further examples of sentences containing the
expressions for clarification where necessary.
Answers
1 none more persuasive than 2 Namely
3 While education may be expensive
4 As for the idea 5 To my mind 6 Aside
3 Students read the essay again, then work with a
partner to summarise what the writer does in each
paragraph. Clarify that students should focus on the
purpose of each paragraph rather than the specific
content in this essay.
Suggested answers
A introduction
B arguments agreeing with the assertion
C arguments disagreeing with the assertion
D conclusion and personal opinion
4 This could be done as a collaborative writing activity
in class or planning for this exercise can be done in
class and the writing can be set as homework.
On completion, ask students to swap their essays with
another pair for them to read and give each other
feedback. Remind them to focus on task completion
(have they included the paragraph functions in
exercise 3?), language (is it interesting and engaging
to read?) and coherence (are linkers used? are they
used accurately?).
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 Optional extension Speaker 4
When students have read each other’s essays, ask them to Well, I did a German course. I’d learned some German when
discuss similarities and differences between their arguments I was at school, but I was always hopeless at it – well, I was
and opinions, and come to agreement on which would be fairly hopeless at everything if I’m honest. So I couldn’t say I’ve
best to include in a second draft of the essay. always had a love of languages, but not long ago, I started to
get interested in opera and I went to see a couple of things by
Mozart, sung in German, and I just thought how great it would
be if I could understand what they were singing without needing
Student’s Book pages 100–101 the translation. So I signed up. Never again. It was a complete
waste of time, frankly. All I found out was that I’m still hopeless
at German. The teacher did her best but … well, what can I tell
you?
Speaker 5
LISTENING There was a course advertised in Ikebana – the Japanese art of
1 2.23 flower arrangement. Quite a long time ago, I lived in Japan for
a couple of years, and I’d always wanted to learn how to do it,
Answers but somehow I never found the time, although I did learn some
Japanese and that helped because the Ikebana teacher was
Task One Japanese and her English wasn’t so good! Sometimes it was
1 F 2 C 3 A 4 H 5 E really hard to follow what she was trying to say and that could
Task Two be a bit frustrating, but on the other hand, she was delightful –
6 B 7 H 8 E 9 G 10 D all smiles – and when she just showed us how to do things rather
than explaining them, we could follow quite easily. So I enjoyed
the classes enormously because finally I got to learn something
Audio Script Track 2.23 that I’d always been interested in.

You will hear five short extracts in which people are talking
about an evening class that they attended. Look at Task 1. Workbook page 97
For questions 1–5, choose from the list (A–H) each speaker’s
main reason for choosing the class. Now look at Task 2. For
questions 6–10, choose from the list (A–H) what each speaker
TEST YOURSELF UNITS 9 & 10
disliked about the class they chose. While you listen you must
complete both tasks. VOCABULARY
Speaker 1 1
I did a carpentry class. I’ve always been interested in carpentry.
I think working with wood is a wonderful thing to do, and if I’m Answers
honest – and at the risk of sounding immodest – I think I’m quite
1 bachelor’s 2 fees 3 judge 4 jury 5 unbiased
good at it. But I wanted to try to tackle bigger projects than in
6 wrote 7 gap 8 justifiable 9 evidence 10 sailed
the past so I thought I’d better get some proper instruction to
help me be able to do things beyond just the basics. And the
course was nice. The teacher was good, but there were more
than fifteen of us in the class so the teacher couldn’t really give
a lot of individual attention to each student. Because of that, I
GRAMMAR
think that perhaps I didn’t really learn as much as I’d wanted, as 2
much as I’d hoped. But it definitely wasn’t the teacher’s fault.
Speaker 2
Answers
I decided to do Spanish. I love travelling and I really want to 1 have left 2 Never have 3 on passing 4 meeting
visit Central and South America in the near future, and so some 5 have never 6 Rarely does
Spanish could be really useful, even though it might not help
much in Brazil! But, in fact, my main motivation was simply 3
that I adore anything to do with learning languages. I already
speak fairly good French and German, and my Italian isn’t bad, Answers
so it seemed like the perfect thing to do. I really enjoyed it and
I learned a lot, I think. There were a couple of students who 1 Consequently Although I really like football, my brother
really had no language aptitude at all and that often slowed prefers rugby.
things down – they took forever to understand anything. But the 2 The thieves are thought to steal have stolen more than
teacher was great – very patient and very clear – and I plan to do $2 million.
the second level of the course next year. 3 No sooner had I got home than the phone rang.
4 He’s considered to being be the finest guitarist ever.
Speaker 3 5 He insisted about on paying for dinner.
Last year, my husband gave me a really smart camera for my 6 Because of it was raining / Because of the rain, we stayed
birthday. We like travelling and wherever we go, I like to take in all day.
photos, so I signed up for a photography course. It was nice
because I love having the chance to meet new people and learn
something new, but mainly I wanted to find out how to capture
really good shots. I’ve never had much ability – I just point and FUNCTIONAL LANGUAGE
shoot, you know! But I feel like I’ve learned so much, even though 4
we had a teacher who just loved the sound of his own voice and
spent far too much time droning on about when he worked as a Answers
photojournalist! I have to say that some of the other students and
I did make life a bit difficult for him. We used to try to think of the 1 something; around 2 take; around 3 taking; news
hardest questions possible to ask him! Still, overall, it was great! 4 next; joking

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11 LIVING
21ST CENTURY
Objectives
FUNCTIONS: telling someone to keep calm
GRAMMAR: more on the passive; causative have (review);
modal passives (review)
VOCABULARY: (not) getting angry; verbs with prefixes up
and down
Student’s Book pages 102–103
READING
1 Books closed. As a lead-in, ask: On average, how much
time a day do you spend doing the following: walking;
travelling by car; travelling by bus or train; using other
forms of transport? Ask students to draw a pie chart
showing how their travel time is divided. Draw an
example of your own and explain it to students (e.g.
I spend 40% of my travel time walking, 40% driving
and 20% on my bicycle). When students have drawn
their charts, divide the class into pairs for students
to compare answers and find out who spends the
longest time on each type of transport. Encourage
students to describe how they feel when they’re in
the different vehicles. Listen to some examples in
open class.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity with the whole
class. Display the picture on the IWB and nominate
individuals to describe what they can see. Divide
the class into pairs. Give students one minute to find
each of the items. Check answers.
2 SPEAKING In pairs or small groups, students discuss
the questions. Listen to some of their ideas in open
class and note some on the board.
3 Elicit/clarify: road rage. Tell students they are going
to read an article about road rage. Tell students to
focus on completing the exercise and not to worry if
they don’t understand every word. Students compare
answers with a partner before whole-class feedback.
Refer back to the answers on the board. Did anyone
guess correctly?
Answers
motorist – Sami Patel
cyclist – Marina Tomlinson
pedestrian – Stefan Markowski
frenglish.ru
4 2.24  This exercise is closely modelled on Reading
and Use of English Part 4 of the Cambridge English:
Advanced exam. Clarify/elicit: hassle, lethal, virtuous.
Ask students to work individually to read through
the statements and attempt to complete the activity,
before listening to the audio and re-reading the
texts to check. Tell them to underline the parts of
the text that helped them find the answers. Students
can compare answers in pairs before whole-class
feedback. During feedback, ask students to explain
which parts of the text helped them decide on their
answers.
Answers
1 B 2 C 3 A 4 B 5 A 6 C
Mixed-ability
Divide the class into mixed-level groups and ask students
to agree on their answers together. One student should act
as secretary, noting down the group’s answers. This adds
an extra layer of thinking about the texts and gives students
practice in negotiating skills and increases cognitive depth.
There is also an element of peer-teaching as stronger
students explain the answers to weaker students.
5 SPEAKING Clarify/elicit: compelling. Give students
time to reflect and make notes on their answers.
Divide the class into pairs or small groups for
students to discuss their answers. Monitor and
help as necessary, encouraging students to express
themselves in English. Ask pairs or groups to feed
back to the class and discuss any interesting points
further.
Optional extension
Set up a role play where half the class are cyclists and the
other half car drivers. Write on the board:
Cars should be banned from city centres.
Ask cyclists to work together in pairs and make a list of
reasons why cities should ban cars and have special paths
for cyclists and other routes for public transport. Motorists
should work in pairs and list reasons why cars should be
allowed everywhere.
Regroup the class into groups of four with two cyclists and
two car drivers for students to debate the issue. Remind
students that they should stay in character when stating
opinions. As feedback, listen to some of the students’ real
opinions in open class.
95

Do as I say, not as I do
1 SPEAKING Books closed. As a lead-in, give students
three pieces of advice. For example, You should
always wash up immediately after eating; You should
read at least twenty pages of a novel before going to bed;
You should never put your bag on the desk (when your
bag is on the desk). Ask: What is the difference between
the three pieces of advice? (You don’t follow the last
one yourself.)
Books open. Read through the introduction in open
class. Ask students to work in pairs to discuss the two
pieces of advice. Regroup students into different pairs
to compare their thoughts.
2 SPEAKING Give students time to think of two
pieces of advice. In pairs, students discuss the advice
and decide which was most valid. Listen to some
examples in open class as feedback.
Optional extension
Ask students to work in pairs and make a list of people who
give them advice.
Ask:
Who gives you advice most often?
Whose advice do you follow most?
Does anyone say you should not do things that they did when
they were younger?
What is the best/worst piece of advice you have been given?
Do you ever give people advice?
Do you tell people to do things that you do not do yourself?
Students discuss the questions in small groups and try to
find as many things they have in common as possible.
Student’s Book pages 104–105
GRAMMAR
More on the passive
1 Ask students to work in pairs to read the three
sentences and try to complete them before looking
back at the article to check. During feedback, elicit
that we can form the passive with the verb to get
instead of the verb to be.
Divide the class into pairs. Students work together
to complete the rule. Read through the rule in open
class and elicit answers. Elicit/give further examples
to clarify the rule if necessary.
Answers
1 gets 2 get 3 got
Rule
1 informal 2 dynamic 3 an action
2 Read through the instructions and example in open
class. Ask students to work individually to complete
the exercise. Allow students to compare answers
with a partner before feedback in open class. During
feedback, refer to the rule to clarify the answers.
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Answers
1 While she was crossing the road, she got hit by a car.
2 The man got taken to hospital by ambulance.
3 My bike got damaged when I got hit by a car.
4 I got shouted at for cycling on the pavement.
5 My jeans got ruined when I fell off my bike.
6 We didn’t get hurt in the accident.
Fast finishers
Ask students to rewrite sentences 1 to 6 using to be instead
of to get. They can then write three further examples of their
own using get + past participle. Listen to some examples in
open class after feedback.
Optional extension
Ask students to complete the following sentences using the
passive form of one of the verbs in italics.
steal scratch fine tell off pay
1 My uncle … for speeding.
2 When I came in late, I … by my mother.
3 My bicycle … when I left it unlocked.
4 My phone … when I dropped it on the floor.
5 The workers didn’t … last week.
Answers
1 got fined 2 got told off 3 got stolen
4 got scratched 5 get paid
Workbook page 100 and page 127
Be aware of common errors related to the passive
with get. Go to Get it right! on Student’s Book
page 126.
VOCABULARY
(not) getting angry
1 Books closed. As a lead-in ask: When and why did you
last get angry? Students discuss the question in pairs.
Listen to some of their answers in open class.
Books open. Ask students to work with a partner
to complete the exercise. If they are unsure of one
of the expressions, encourage them to guess from
the context. Check answers in open class. Say
the expressions for students to repeat and check
pronunciation. Give further example sentences
for clarification if necessary. Point out that all the
expressions are informal. Ask students to translate
some idioms that are used to describe getting angry
in their first language.
Answers
Getting angry: had a go at; shouted at; loses her temper;
gets worked up; letting off steam; bit my head off; bit my
tongue (feeling angry but not expressing it)
not getting angry: keep her cool; stays calm; keep the peace;
bit my tongue (feeling angry but not expressing it)
saying something: had a go at; shouted at; bit my head off

2 Give students time to read through the sentences
and check understanding. Ask students to work
individually to complete the sentences, then compare
answers with a partner before feedback in open class.
Mixed-ability
Stronger students can cover the words in Exercise 1 and
attempt to complete the sentences from memory.
Answers
1 kept; cool 2 loses; temper 3 keeping the
4 get worked 5 tongue 6 let off
Fast finishers
Ask students to close their books and write down as many of
the expressions as they can remember. They can then open
their books to check.
3 SPEAKING Give students time to read through the
questions and give some answers of your own in open
class to get students started. Divide the class into
pairs for students to discuss the questions. Encourage
them to go into detail in their answers and to use as
many of the expressions in Exercise 1 as possible.
When students have completed their discussions, put
students into new pairs to repeat the exercise.
Optional extension
In AB pairs student take turns to close their books while their
partner reads part of a phrase for them to finish. For example
A: had a go beep
B: at
Workbook page 102
FUNCTIONS
Telling someone to keep calm
1 2.25  As a lead-in, ask for volunteers to act out
the last time they got angry and shouted at someone.
Encourage the other students to calm them down.
Write any interesting vocabulary on the board
and try to elicit some of the expressions from the
recording.
Play the audio for students to listen and complete
the exercise. Allow them to compare answers with
a partner before feedback.
Answers
1 because the bus is late
2 because someone has spoken to her in a way she
doesn’t like
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11 21st CENTU RY LI V I N G
Audio Script Track 2.25
1
Boy Oh, it makes me so angry when the bus doesn’t come.
Girl Chill out, Andy. There’ll be one soon, I’m sure.
Boy This bus company’s just useless!!
Girl Yes, you’re right, but don’t let it get to you, OK?
2
Girl I hate it when he talks to me like that.
Boy Me too, but don’t let him get under your skin. He just
likes making people angry, that’s all.
Girl I’m going to tell him what I think!
Boy No, don’t do that. Just take it easy. He’s not worth
getting worked up about.
2 2.25  Play the recording again for students to
match the two halves of the expressions.
As their aim is to tell someone to keep calm, it is
important that students pronounce these expressions
with the correct intonation. Write answers on the
board and clarify the pronunciation and intonation of
the expressions to the students. Say each expression
for students to repeat and check pronunciation (make
sure you cover the expressions to discourage them
from reading and to ensure they repeat with feeling!).
Answers
1 c 2 e 3 a 4 f 5 b 6 d
3 ROLE PLAY Divide the class into AB pairs and assign
a letter to each member. Give students time to read
their role card and check understanding. Tell students
that it is important to stay in character to make the
activity interesting and fun. Students act out the
role play. Monitor to help with vocabulary and to
encourage quieter students to express themselves. As
feedback, listen to some examples in open class and
have a vote to decide who sounded angriest and who
was the best at calming their partner down.
LISTENING
Stresses and strains of modern life
1 SPEAKING If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity. Focus on the
pictures and nominate individuals to describe them.
Ask students to work with a partner and discuss the
other questions. Monitor and help with vocabulary as
necessary. During whole-class feedback, write some
of their answers on the board to refer to when they
have listened to the recording.
2 2.26  Tell students they are going to hear part of
a radio phone-in. Play the recording while students
listen and number the pictures. Tell students not
to worry about difficult words, but to concentrate
on the task. Let students compare answers with a
partner before whole-class feedback.
Answers
3, 4, 1, 2
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Audio Script Track 2.26
Presenter Hello, and on today’s phone-in we’re talking about
the stresses and strains of everyday life in the
twenty-first century – first-world problems perhaps,
but no less stressful for that. What things annoy you
in your daily life? Call, email, text or tweet in now
and let us know. Here’s my example to get us going.
About two weeks ago, I went to get some cash out
and the machine swallowed my card. I had to phone
my bank and … it was a nightmare! A thing that’s
supposed to make life easier ended up making life
more difficult. Here’s Julian on the line now from
Birmingham.
Julian Yeah, hi. The other day I had this big argument with
a guy in the street. He’d been walking along, not
looking where he was going – you know, texting and
stuff – and I bumped into him.
Presenter You bumped into him?
Julian Yeah, on my bike. And I got knocked off. I banged my
elbow. I had to have my bike repaired, too.
Presenter So you were cycling on the pavement?
Julian No, no – I was on the road. He just walked right out
in front of me. And it was just a bump – he hardly got
hurt at all. He still bit my head off, though, and I’d
done nothing wrong.
Presenter Well, that’s outrageous. Maybe he was having a
really bad day, but that’s no excuse, right? Well,
thanks, Julian. Here’s Alice from Leeds.
Alice Hello. I go to school on the bus every morning, and
for me, the worst thing is people making phone
calls. I’ve had my journey ruined so many times by
people talking on their phone. I always want to read,
but sometimes it’s impossible.
Presenter Why not use headphones?
Alice Yeah I’ve thought about that, but that always seems
kind of antisocial to me – even a bit dangerous. You
know, it kind of cuts you off from what’s going on
around you. And anyway, why can’t people just not
talk so loudly?
Presenter Fair enough, I suppose. Inconsiderate phone users
in public spaces, they really can be annoying,
can’t they? Thanks, Alice. Now, Debbie, hi. What
happened to you?
Debbie Hi, Brian. Well, our party got ruined by gatecrashers.
I’d put something on social media to announce
the party and half the town turned up. What was
supposed to be a nice party for my older sister’s
birthday turned into a total nightmare. One of the
windows got broken, so we had to have it fixed. My
parents were furious and they had a right go at me. I
got grounded for a week.
Presenter You have to be really careful about what you put into
the public domain, don’t you?
Debbie I suppose. And, you know, I’ve mentioned this to
some people and they just say, ‘Well, why did you
announce your party to the whole world?’
Presenter Well, in a sense, I agree. If you’d simply not put
anything on social media about your party …
3 2.26  Ask students to read the sentences and
underline the key information they will need to listen
for. Students may like to work in pairs and try to
answer the questions from memory before listening
to the audio again to complete the exercise. Play the
audio while students answer the questions. Check
answers with the whole class. Ask students to correct
any false statements.
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Answers
1 T 2 F 3 T 4 F 5 T 6 T
SPEAKING
1 Working individually, students make a list of 21st
century problems. Give some examples of your own
to get them started. For example: poor Internet
connection; advertisements on websites. Students
work individually to write a list of at least five 21st
century problems. Monitor to help with vocabulary
and ideas.
2 Divide the class into pairs or small groups for
students to compare their lists and come to
agreement on which is the best way to rank the
items. Ask a member of each group to report back
their ideas in whole-class feedback.
PRONUNCIATION
For practice of intonation: mean what you say,
go¬to Student’s Book page 121.
GRAMMAR
Causative have (review)
1 Ask students to work with a partner to read the
sentences and answer the questions. Check answers.
Divide the class into pairs and ask students to
complete the rule. Check answers in open class. Use
the examples in Exercise 1 to clarify the rules.
To check understanding at this point, elicit a few
more examples from the class of things they might
have done for them by somebody else.
Answer
Sentences 1 and 3
Rule
1 have 2 past participle
2 Students work individually to complete the exercise.
Let them compare answers with a partner before
checking answers in open class. During feedback,
refer to the rule for clarification if necessary and
insist on students qualifying their answers.
Answers
1 having my hair cut
2 had it repainted
3 ’m having my motorbike fixed
4 Have; had something valuable stolen
5 to have my blood pressure checked
Fast finishers
Ask students to write the active form of each of the
sentences. For example: Somebody stole my phone on the bus
last week. This will emphasise the fact that the person doing
the action is unknown.

Optional extension
Divide the class into pairs. Ask students to imagine that they
were each given a large amount of money a month ago and
that they haven’t seen their partner since then. They have
now met and are having a discussion about the things they
have had done in the last month. Ask students to compete
to use the causative have as much as possible in their
conversation. They score a point for each correct usage, but
lose a point for each incorrect usage …
3 Students work in pairs to decide which of sentences
0 to 5 describe unwanted events. Check answers.
Answer
Sentences 0 and 4
4 Read through the instructions. Students work
individually to write the two lists. Clarify that one
list should contain things they have paid for and the
other list things they have not wanted to happen.
Monitor to help with vocabulary and ideas, and to
check students are using the causative have correctly.
5 SPEAKING In pairs or small groups, students
compare lists. Encourage them to ask each other
follow-up questions and to give detailed descriptions
of the events. When students have compared lists,
regroup students and ask them to report back their
findings to their new partners.
Workbook page 100 and page 127
Student’s Book pages 106–107
READING
1 Books closed. As a lead-in, ask students: Can you
think of ten different materials? For example, wood,
cotton, etc. Ask students to work in pairs and compete
to be the first pair to think of ten materials. Write
the winning pair’s list on the board and elicit further
examples in open class. Ask students: Which of these
materials can be recycled?
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity would
best be done as a heads-up activity with the whole
class. Display the picture on the IWB. Ask students to
work with a partner and answer the questions. Write
up some of their answers on the IWB.
2 A recording of this text is available with your digital
resources.
Students read the blog quickly to check their
predictions and get an overall understanding. Set a
two-minute time limit for this to encourage students
to read quickly and to focus on gist rather than
specific information. Listen to some of their answers
in open class as feedback and compare with their
predictions on the board.
3 Check/clarify: repurposed, discard, heap, scrap, brew.
Students work individually to complete the exercise.
Ask them to underline key text that supports their
answers and to correct the false statements. Allow
them to check answers with a partner before whole-
class feedback. Ask students to refer to the blog when
giving answers.
frenglish.ru
11 21st CENTU RY LI V I N G
Answers
1 T
2 T
3 F (It is a way of life for people in developing countries.)
4 T
5 T
6 F (She also works with bicycle tyres.)
4 SPEAKING Give students three minutes to read the
question and make notes to refer to in the discussion.
In pairs or small groups, students compare their
ideas. Encourage them to develop their answers as
much as possible and monitor to praise students who
are making attempts to speak at length and to make
note of the most interesting ideas. Listen to some of
the best ideas in open class as feedback.
GRAMMAR
Modal passives (review)
1 Ask students to work individually to complete the
sentences with the words in the list before looking
back at the text on page 106 to check their answers.
Ask students to underline the modal verb in each
sentence.
Answers
1 remade
2 thrown
3 tried
4 rescued; turned
2 Students work in pairs to answer questions 1 to 3 and
then complete the rule. Check answers in open class,
using sentences 1 to 4 to clarify the rule and giving
further examples as required.
Answers
1 sentence 3
2 sentences 1, 2 and 4
3 We don’t know exactly but we can make the following
assumptions. Sentence 1: the recycling facility; sentence
2: the owner of the items thrown away; sentence 3:
people in the past; sentence 4: people who upcycle
Rule
1 be 2 have been
3 If you’re short on time, set this exercise for
homework.
Read the example in open class and clarify that
the agent is not included in the passive sentence.
Ask students to work individually to complete the
exercise. Allow them to compare answers with a
partner before a whole-class check.
Answers
1 More information can be found on our website.
2 New ideas might be thought up.
3 These things should be re-used.
4 You could have been hurt.
5 Your bike must have been stolen.
6 It may have been put here on purpose.
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 Fast finishers
Ask students to look at Grammar Exercise 2 on page 104 and,
where possible, rewrite sentences 0 to 6 using a suitable
modal passive form.
Optional extension
Write the following questions (or similar) on the board. Ask
students to work in pairs to think of a suitable response using
a modal passive.
Who do you think broke your phone?
Who put this rubbish in your garden?
What do you think they should have done with the criminal?
Who painted this picture?
Who wrote this graffiti?
Who wrote this note?
Workbook page 101 and page 127
VOCABULARY
Verbs with prefixes up and down
1 SPEAKING Books closed. As a lead-in, write up and
down on the board. Give students three minutes to
work in pairs to make a list of any words or phrases
containing the words. After three minutes regroup
students into groups of four and have a game of
‘vocabulary tennis’. Pairs take it in turns to say a
word or phrase with up or down. If a team makes a
mistake or takes more than five seconds to think of
a word, the other team scores a point. As feedback,
elicit any examples of verbs with up and down as
prefixes and write them on the board.
Books open. In pairs, students read through sentences
1 to 8 and answer the questions. Check answers
in open class, eliciting/giving further examples to
clarify meaning where necessary. Say the words for
students to repeat and check pronunciation. Point out
that they are all stressed on the second syllable apart
from upcycle and downsize which are stressed on the
first syllable.
2 Give students time to read through the sentences.
Working individually, students choose the correct
option for each sentence. Students compare answers
with a partner before feedback in open class.
Answers
1 upgraded 2 download 3 update 4 upcycled
5 downsized 6 upload 7 downplay 8 downgraded
Fast finishers
Ask students to choose three or more of the verbs and write
true sentences about themselves.
3 SPEAKING Read through the questions with
students. You might like to give an example answer
of your own to get them started. As these questions
are difficult to answer spontaneously, give students
some thinking time to make notes on their answers to
the questions. Students discuss the questions in pairs
or small groups. Monitor and answer any questions
about vocabulary, but as this is a fluency practice
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frenglish.ru
activity, do not interrupt the conversations unless
inaccuracy hinders comprehension. Listen to some
of their ideas in open class for feedback.
Workbook page 102
Modern life
1 Working individually, students answer the questions.
Allow them to add a third option if they disagree
with both of the options.
2 SPEAKING In pairs, students compare their answers
to Exercise 1. Encourage them to give reasons for
their answers and ask each other questions to
develop conversation.
3 SPEAKING Students answer the questions in pairs or
small groups. Monitor to help with vocabulary and
to encourage quieter students to give their opinions.
Listen to some of their answers in open class as
feedback.
Optional extension
In pairs students write five more multiple choice questions to
ask their grandparents. Regroup students into new pairs to
ask each other the questions, with the student answering the
questions taking the role of a grandparent. When they have
completed the questions, ask them to discuss whether they
would answer the questions differently themselves.
Student’s Book pages 108–109
CULTURE
1 If there is an interactive whiteboard (IWB) available
in the classroom, this activity would best be done as
a heads-up activity with the whole class. Zoom in
on the pictures and nominate individuals to describe
what they can see. Alternatively, students can look
at pictures in their books. Ask students to work with
a partner to make a list of reasons why people might
want to contact tribes. Listen to some of their ideas in
open class as feedback and write them on the board.
If you have access to the Internet, search for some
images or video clips of isolated tribes and show
them in open class.
2 In pairs, students discuss the question. Listen to some
of their ideas in open class and write some on the
board to refer to after Exercise 3.
3
2.28  Play the audio while students read and
listen to the article. Tell students not to worry if they
don’t understand every word and that they should
just focus on answering the question. Ask students to
check their answer with a partner before feedback in
open class. During feedback, refer to the ideas on the
board to check which were mentioned in the text.
4 Give students a minute or two to read through the
sentences and circle the key information that they
need to look out for. Students read the text again
to complete the exercise. Tell them to underline
information in the text that helped them answer each
question. Students check answers with a partner
before whole-class feedback. During feedback, ask

students to justify their answers by quoting the text
they have underlined.
Answers
1 They don’t wish to make contact with the outside world.
2 Outsiders may want to take their land for resources, and
may bring diseases that they have no immunity to.
3 The tribespeople had painted themselves red – perhaps
because they felt threatened or wanted to display
aggression.
4 They might think it is a spirit or a large bird.
5 The tribes’ territory should be protected in accordance
with international law.
5 VOCABULARY Ask students to cover the definitions.
Give them two minutes to find the highlighted words
in the article and discuss their meanings with a
partner. Students uncover the definitions to check
their ideas and complete the exercise. Check answers
in open class, giving further explanations to clarify
meaning if necessary.
Answer
1 stance 2 extinction 3 scattered 4 loggers
5 indigenous 6 defiant 7 aimed squarely
8 wiped out
11 21st CENTU RY LI V I N G
4 Ask students to read the article without the adverbs
to get a feel for the difference they make. In pairs,
students discuss the question. Check answer in open
class.
5 Students work individually or with a partner to
make notes on their blog post. You might like to give
students an example on the IWB, using bullet points
and note forms. When students have completed their
plans, regroup for students to compare the type of
things they have decided to include.
6 If you’re short on time, set this exercise for
homework.
Ask students to write their blog post. This can be
done individually or as a collaborative activity.
Encourage them to organise their writing in a similar
style to the example on page 109 and to use a variety
of adverbs to make it interesting and involving. In a
subsequent lesson, pin students’ work on the walls
so that they can circulate and read each other’s
descriptions and decide which is the most interesting.

6 SPEAKING In pairs or small groups, students discuss

the questions. Make a note of any nice expressions
in English that students use during the activity. At
the end write them on the board for the whole class
to copy, and praise the student who used them. Also
make a note of any important errors in form and
elicit corrections in open class. As feedback, ask
for volunteers to report back to the class on their
discussion.

WRITING
A blog post
1 Read through the instructions with students. Working
individually, students read the blog and complete the
exercise. Check answers in open class.

Answer
A✓

2 Ask: Can you think of five more ways that life in 1966
was different to life now? Divide the class into pairs for
students to discuss the questions. Regroup students to
compare their ideas with a different partner.
3 Elicit/clarify: willingly. Draw students’ attention to
the underlined adverbs. Working in pairs, students
match the adverbs to the definitions. Check answers
in open class.

Answers
1 fixedly 2 laboriously 3 reluctantly 4 shrilly
5 readily 6 desperately

Mixed-ability
Ask stronger students to cover the definitions and try to
guess the meaning of the adverbs before looking at the
definitions to check.

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12 HEROES
5.1
Objectives
Your space
UNSUNG
FUNCTIONS: expressing anticipation
GRAMMAR: future perfect; future continuous (review); future
in the past
VOCABULARY: awards; success and failure
Student’s Book pages 110–111
READING
1 Books closed. As a lead-in, ask: Can you name 10
superheroes? Why are they called superheroes? Students
discuss the questions in pairs. Listen to some of
their answers in open class and write any interesting
vocabulary on the board.
Look at the pictures and nominate different
students to describe one. If there is an interactive
whiteboard (IWB) available in the classroom, the
picture description would best be done as a heads-
up activity with the whole class. Ask students to
discuss the questions with a partner. Monitor and
help with vocabulary as required. Listen to some
answers in open class as feedback. Have a quick show
of hands to find out which of the pictures shows the
biggest hero.
2 Students work in pairs or small groups and make a
list. Give some examples of your own to get them
started. Monitor to help with ideas if necessary.
3 Read through the instructions and elicit individuals
for each of the categories. Students work in pairs to
complete the exercise. Clarify that they can choose
different categories if they wish. As feedback, write
examples from each category on the board.
4 2.29 Tell students they are going to read and
listen to some online posts. Play the recording while
students read the posts and answer the questions.
Allow students to compare answers with a partner
before a whole-class check.
5 Ask students to re-read the posts and match them to
the titles. During feedback, ask students to refer to
the parts of the posts that support their answers.
Possible answers
A Kicking off for a better future
B Street hopes
C Learning for change
6 Elicit/clarify: plight, exile, tolerance, trauma, shanty
town, vibrant, province, tribal, illiteracy. Before reading,
ask students to underline key words in the statements
that they should look for in the text. Students
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complete the exercise. Ask them to underline the part
of the text which helped them decide and to compare
their answers with a partner. Ask students to come to
agreement on their answers before checking in open
class.
Answers
1 opposition journalists in Iraq
2 young Iraqis who participated in the initiative
3 the favelas or shanty towns
4 children from the favelas
5 the Orang Rimba (Forest People)
7 SPEAKING Students discuss the questions in pairs
or small groups. Encourage them to go into detail
in their answers and refer to the blog when they
are explaining their answers. Monitor to help with
vocabulary, but do not interrupt to correct errors
unless they impede communication. The aim here
is to give students the opportunity to build their
fluency.
Appropriate sampling
1 Books closed. To introduce this activity, ask: Do you
believe all the information you hear on the news or read
in newspapers? What about statistics in news articles,
for example, if you read that 80% of students love doing
homework, would you believe the information? Why/
why not? Ask students to discuss the question in pairs
and listen to some of their ideas in open class.
Books open. Read through the introduction in open
class. Students work in pairs to discuss whether the
people would agree or disagree with the statement.
Check answers.
2 WRITING Give students time to read the
instructions. Clarify that if they want their survey
to be representative of the whole population, they
should ask questions to a variety of different people.
Students work in pairs to think of five different types
of person (for example, a fifty-year-old policeman)
and make a list of questions to ask them (for
example, What does your hero do?). Monitor to help
with ideas and vocabulary. When students have some
ideas, regroup them with different partners to share
their ideas and decide on the best questions to ask.
3 SPEAKING Working in pairs, students imagine the
different answers of the people in their lists.

Optional extension
Write the following people on the board:
A 50 year-old policeman
A university student
A mother of three
A successful businessman
An unemployed 30-year-old
Divide the class into five groups. Ask students to discuss
how their character would respond to some of the questions
they prepared in Exercise 2. Regroup students into ABCDE
groups for students to discuss some of their questions.
Encourage students to remain in role and to go into detail in
their arguments, trying to convince their partners that their
opinion is the right one.
PRONUNCIATION
For practice of shifting word stress go to
Student’s Book page 121.
Student’s Book pages 112–113
GRAMMAR
Future perfect; future continuous (review)
1 Ask students to look at sentences 1 to 3 and cover the
rule. In pairs, students decide which are examples of
future perfect and which future continuous. Before
students uncover the rule, ask them to work together
to describe when we use the two tenses. Divide the
class into pairs and ask students to complete the
rule. During whole-class feedback, use the example
sentences to clarify the rules. Draw a timeline to
show the difference between the future perfect and
future continuous.
To check understanding at this point, elicit a few
more examples of sentences with the future perfect
and future continuous. Write some sentence stems
on the board to get students started. For example:
By this next time next year …, At 3 o’clock tomorrow
afternoon¬… etc.
Answers
1 future perfect
2 future perfect
3 future continuous
Rule
1 present participle
2 past participle
2 If you’re short on time, set this exercise for
homework.
Go through number 1 as a class, if necessary.
Students complete the exercise individually and
check their answers with a partner before whole-
class feedback.
frenglish.ru
12 U N SU N G H ERO ES
Answers
1 ’ll have gained
2 will have had; ’ll have made
3 ’ll have done; ’ll be waiting
4 ’ll have bought; ’ll … be driving
Fast finishers
Ask students to choose one of the heroes in the pictures on
page 110 and write sentences using the future continuous
and future perfect. For example: At 3 pm I will be doing an
experiment.
Optional extension
Divide the class into pairs. Students take it in turns to say
a time on a particular day. Their partner has to guess what
their partner will be doing at that time and what they will
have done previously. For example:
A: 4 o’clock on Tuesday afternoon.
B: I think you will be walking home. You will have
finished school.
A: Correct!
Workbook page 108 and page 127
VOCABULARY
Awards
1 Books closed. Write Awards on the IWB and elicit a
definition. Ask students: Have you ever won an award?
If you have access to the Internet, show students
a clip of an awards ceremony. Ask: What was the
process before the person was given the award? Who
decided this person would be given an award? How did
they decide? Listen to some of their answers in open
class and write any interesting words on the board.
Books open. Check/clarify: honour; consideration.
Ask students to work in pairs to complete the
exercise. Check answers in open class. Elicit or give
students example sentences to clarify meaning where
necessary. Say the phrases for students to repeat and
check pronunciation.
Answers
1 officially suggest
2 suggest
3 choice
4 choose
5 convince
6 have a chance of winning
7 reduced
2 Working individually, students choose the correct
option for each sentence. Students compare answers
with a partner before feedback in open class.
Mixed-ability
Stronger students can cover Exercise 1 and complete the
sentences before looking back to check their answers.
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 Answers
1 put herself forward 2 is in the running
3 campaigning 4 nominated 5 shortlisted
6 voting for 7 elected
Fast finishers
Ask students to work in pairs to place the expressions on a
timeline from put someone forward to elect. Listen to some of
their ideas in open class after feedback.
Optional extension
Ask students to take turns to read out one of the definitions.
Their partner has to say the word.
A: to officially suggest someone
B: to nominate someone
Workbook page 110
SPEAKING
1 Read through the instructions and example awards in
open class. Give students time to work individually to
think of more examples of awards that could be given
to some of the teachers.
2 In pairs or small groups, students compare their ideas
and agree on one award category.
3 Students share their ideas for awards with the rest of
the class. Write these on the board and ask students
to work in pairs or small groups to decide which
teacher should win each award. Hold a class vote for
each award and nominate individuals to give reasons
for their choices.
LISTENING
1 2.31 Books open. Ask students to work with
a partner to discuss the question. Monitor and
encourage students to speculate and expand on their
ideas. Listen to some of their ideas in open class as
feedback and write answers on the board to refer to
after the audio.
Play the audio for students to listen to and answer
the question. Ask students to check answers with a
partner before whole-class feedback.
Audio Script Track 2.31
OK, so here’s my presentation about a real-life hero. He’s from
England, or rather was. It’s the inspiring story of a young man
who achieved remarkable things in spite of the fact that he led
a very difficult life that was also far too short. When he died, at
the age of only 19, he’d managed to raise £5 million for cancer
research. Here’s the story.
Stephen Sutton was born in 1994 in Burntwood, a town in
central England. He was a very active young person with a love
of sport, in particular football and long-distance running. He
achieved very good grades at school, and it was his dream to
become a doctor. He’d already had interviews with Cambridge
University, where he hoped to be able to study Medicine, but
unfortunately he had to withdraw his application because of his
own medical condition.
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In 2010, when Stephen had just turned 16, he had the first
symptoms of the illness. His father, who had defeated bowel
cancer twice himself, was worried his son might have inherited
the cancer gene from him. He pleaded with doctors to have
Stephen scanned for cancer, but the doctors thought it was
extremely unlikely that someone of Stephen’s age would have
bowel cancer. Finally, at the age of 17, Stephen and his parents
were told that he had terminal cancer and that he didn’t have
long to live.
Stephen was devastated, but he refused to feel sorry for himself.
He was determined not to lose any time, and started drawing up
a ‘bucket list’ of 46 things he wanted to do before he died. The
first item on the list was to raise £10,000 for the Teenage Cancer
Trust. The list also included things such as writing a book, doing
some public speaking in front of a huge crowd of people and
getting his name in the Guinness Book of World Records, as well
as slightly less ambitious things such as watching a football
match at Wembley Stadium.
Stephen was an inspiration for other people while suffering
terribly from his illness. He didn’t want to give in to the pain,
and tried to enjoy the time he had left as much as possible. He
never complained about his situation, bravely managing to
stay positive.
Stephen created his own website and blog, ‘Stephen’s story’,
and it became his passion to help other people by raising
money for the Teenage Cancer Trust. He inspired thousands
of people to donate money to the charity, and a number of
celebrities supported his cause, among them famous actors,
sports professionals and politicians. In order to raise money
Stephen jumped out of aeroplanes and organised all kinds of
other fundraising events. He always uploaded the photos of his
activities to his website, with the thumbs-up gesture that would
become his trademark.
Stephen died on 14 May 2014, but his legacy to help young
people with cancer has lived on. As of 16 September 2014, he’d
raised over £5 million from over 340,000 donors. A quote from
his website, which is now maintained by his mother, says that
Stephen’s story ‘has inspired hundreds of thousands of people
across the world with his passion for life and will continue
to make a genuine difference for as long as Stephen’s legacy
continues’. The Neon Brotherhood, a band from Stephen’s
hometown, even released a single inspired by his heroic life,
Hope Ain’t a Bad Thing, which went to number two in the British
top ten.
OK, that’s my talk. I hope that you have found this story as
inspiring as I have and I would now …
2 2.31 This exercise is closely modelled on
Listening Part 2 of the Cambridge English:
Advanced exam.
Ask students to read the questions and attempt to
answer them based on their first listening. Play the
audio for students to listen and check their answers.
Ask students to compare answers with a partner
before whole-class feedback.
Answers
1 Medicine
2 cancer gene
3 feel sorry
4 (bucket) list
5 public speaking
6 politicians
7 website
8 heroic

VOCABULARY
Success and failure
1 Working in pairs, students match the sentence halves
before referring back to the text to check their
answers. Allow them to use dictionaries to confirm
answers if necessary. Check answers in open class,
but do not discuss meaning of the expressions. Ask
students to complete the table with the expressions.
Re-create the table on the board for completion
during whole-class feedback. Say the expressions
for students to repeat and check pronunciation.
Answers
1 a 2 h 3 f 4 d 5 g 6 c 7 b 8 e
Succeed Fail Neither
fulfil an ambition (one’s plans) fall be recognised as
through
overcome adversity fail spectacularly pursue one’s
dreams
pull off a victory give up on one’s
dreams
Fast finishers
Ask students to close their books and write as many of the
collocations from Exercise 1 as they can remember before
opening their books to check.
2 SPEAKING Students discuss the questions in pairs
or small groups. Monitor and answer any questions
about vocabulary, but as this is a fluency practice
activity, do not interrupt the conversations unless
inaccuracy hinders comprehension. If you want to
give students extended speaking practice, ask them to
repeat the exercise with a different partner. They will
then have an opportunity to improve their answers
from the first attempt and should be motivated by
clearer, more fluent answers. Listen to some of their
ideas in open class for feedback.
3 WRITING Read through the instructions in open
class. Give an example answer of your own to get
them started. Working individually, students write a
diary entry including at least three of the expressions
from Exercise 1. Monitor to help with any difficulties
and to ensure students are using expressions
correctly. When students have completed their diary
entries, divide the class into small groups for students
to read each other’s diary entries.
Optional extension
In pairs, students take turns to make a statement. Their
partner has to use one of the expressions in response. For
example,
A: I’ve just had a story published. I’ve been writing all my life
and I’ve always wanted to have a story published.
B: So you’ve fulfilled your ambition.
A: That’s right!
Workbook page 110
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12 U N SU N G H ERO ES
Student’s Book pages 114–115
READING
1 A recording of this text is available with your digital
resources.
Books closed. As a lead-in, ask: Can you think of five
reasons why people would write a letter? Students work
with a partner to make a list. Listen to some of their
ideas in open class. Ask: Why might somebody write
a letter to a magazine? Nominate individuals to give
answers.
Books open. Tell students they are going to read
a magazine column that prints letters that thank
people. Remind them it is not important to
understand every word, but to focus on answering
the question. Set a two-minute time limit to
encourage them to read the article quickly. Students
compare their answer with a partner before checking
in open class.
Answers
the young mother who wrote the second text; she wanted to
thank the nurse for saving her son’s life.
2 Give students time to read the questions. Check/
clarify: choke; spat out. Encourage students to
underline the key information in the questions that
they will be looking for in the text. Students read the
text in more detail to answer the questions. Suggest
that they underline the parts of the text that helped
them find their answers. Students check their answers
with a partner before whole-class feedback. During
feedback, ask individuals to refer to the parts of the
text that support their answers.
Answers
1 because he thought he had failed his GCSE exams
2 He decided to go back to school and work harder.
3 She had a cold.
4 a sweet
5 She thought she would be made fun of for not having a
bus ticket.
6 One of the boys who she thought was laughing at her paid
her fare.
3 ROLE PLAY Divide the class into pairs for students
to complete the exercise. Monitor to encourage
students to remain in character and add detail to
their discussions. In order to make conversations
sound more authentic, ask students to repeat their
conversations with either the same partner or a
new partner.
GRAMMAR
Future in the past
1 In pairs, students read the sentences from the article
and complete the rule. During whole-class feedback,
refer to Exercise 1 and further examples of your own
to clarify the answers.
To check understanding of these uses of comparatives,
say some sentences, some of which are grammatically
incorrect, and ask students to decide if they are
correct or incorrect. For example, I was sure that they
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 would win the game. (correct), I thought he would going
to pass the exam (incorrect).
Rule
1 going to 2 would 3 was 4 wasn’t 5 would
2 If necessary, do the first one as a group to clarify
the task. Students work individually to complete the
exercise before checking with a partner. Refer them
to the rule to help them decide on the answers. Check
answers in open class.
Answers
1 would; be
2 was going to be
3 wouldn’t be able/wasn’t going to be able
4 were going to meet
5 would/was going to
6 was going to be/would be
Fast finishers
Ask students to change the ‘was going to’ forms in the
sentences from affirmative to negative (or negative to
affirmative) and make any other necessary changes to the
sentences so that they make sense.
3 If you’re short on time, set this exercise for homework.
Go through the example in open class. Students
complete the exercise individually and check their
answers with a partner before whole-class feedback.
During feedback, ask check questions to clarify
understanding. For example: Did Martin get home
early? Why not?
Answers
1 She wasn’t going to leave the country, but then it became
too dangerous to stay.
2 He thought he would teach the children to read and write
but he hadn’t really thought it through. / He was going to
teach the children to read and write but he hadn’t really
thought it through.
3 They were going to use football to give the boys more
confidence, but then they decided to set up basketball
teams instead.
4 She was going to set up a charity to promote the values
of tolerance and unity, but so far she hasn’t been able to
do so.
5 They said they would offer free healthcare to children,
but then it became clear that the government had
other priorities. / They said they were going to offer free
healthcare to children, but then it became clear that the
government had other priorities.
Optional extension
Do a teacher–student role play. Ask students to write
sentences containing mistakes with future in the past forms.
Students pass their sentences to a partner. The partner has to
act as the teacher, explain the problems with the sentences
and elicit the correct answer from the student.
Workbook page 109 and page 127
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Be aware of common errors related to the future
in the past. Go to Get it right! on Student’s Book
page 126.
 
SPEAKING
Give students time to read through the instructions and
example dialogue. Nominate two individuals to read
through the dialogue in open class. In pairs, students
complete the exercise. Monitor to make sure students
are using was going to and would correctly and to make
a note of any interesting dialogues to refer to during
feedback.
As whole-class feedback, listen to some of the dialogues
in open class.
Helping others
1 As an introduction, say to students: I helped a man.
Elicit questions from students: e.g. Who; Where,
etc. until students have heard the whole story.
Ask students to read through sentences 1 to 4 and
make notes of their answers. Monitor to help with
vocabulary and ideas as necessary.
2 SPEAKING Divide the class into small groups for
students to compare their answers. Monitor, but
avoid error correction unless errors really hinder
comprehension. The focus of this task is on fluency,
not on practice of structures or lexis. Make a note
of any nice expressions in English that students use
during the activity and write them on the board at
the end of the exercise for the whole class to copy.
Praise the students who used the expressions, as
giving positive feedback will encourage students to
be more adventurous in similar communication tasks.
Optional extension
Write the following on the board:
Choose a member of the class who needed help. What was the
problem?
Choose another member of the class who helped. What did he/
she do?
How did they feel afterwards?
In pairs, students make notes on the questions. Encourage
them to go into detail and to make their stories as
interesting/exciting as possible. Monitor to help with
vocabulary if necessary.
Regroup into groups of four. Students take turns to tell their
stories, then vote on which is the best story.
As feedback, listen to the best stories in open class and have
a class vote to decide who was the most heroic.
 12 U N SU N G H ERO ES
Student’s Book pages 116–117 for students to repeat. Check pronunciation and
intonation and ask individuals to repeat them again
PHOTOSTORY: EPISODE 4 if necessary.

Lost and found Answers

1 Tell students they are going to read and listen to 1 for ages
another story about a group of students. If you are 2 do you fancy
using an IWB, project the images onto the board and 3 What’s not to like
ask students to close their books. Ask students to 4 How … is that
look at the photos and read the questions. Ask them 5 the question is
6 How should I know
to guess answers to the questions, if possible. Write
their ideas on the board.

Answers FUNCTIONS
1 on a bus in the city centre Expressing anticipation
2 an envelope
3 money 1 Books open. Read through the questions and answers.
Ask students to work with a partner to look back
2 2.32 Play the audio for students to listen and at the photostory and complete the exercise. Check
check their answers from Exercise 1. During whole- answers in open class.
class feedback, refer to students’ ideas on the board.
Who guessed correctly? Answers
3 Ask students what they think happens next. Ask 1 c 2 b 3 c 4 a 5 a 6 c
them to brainstorm possible endings for the story.
Students work in groups, with one student in each 2 In pairs, students complete the exercise. Regroup
group acting as secretary and taking notes. During students and ask them to compare their ideas with a
whole-class feedback, write students’ ideas on the new partner. To extend the discussion, tell students
board to refer back to once they have watched the they get a point each time they use one of the phrases
video. Don’t give away answers at this stage. Play the in their discussion.
video for students to watch and check their answers.
During whole-class feedback, refer to students’ ideas WordWise
on the board. Who guessed correctly?
4 EP4 Play the video for students to watch and Expressions with in
check their answers. During whole-class feedback, 1 Books closed. As a lead-in, write in on the board and
refer to students’ ideas on the board. Who guessed ask students to give different examples of its use in
correctly? open class. Write any correct examples on the board.
5 Give students time to read through the questions. In Books open. Ask students to work with a partner and
pairs, students discuss the questions. Check answers complete the exercise.
in open class. During whole-class feedback, elicit or explain the
meaning of the six phrases and give further examples
Answers as necessary to clarify meaning.
1 to the police station
2 They are told to take it to the bus station. Answers
3 They have to wait half an hour to speak to someone.
1 in the public eye
4 They decide to get a taxi to the show.
2 in particular
5 He discovers that he’s left his wallet on the bus.
3 in mind
4 in spite of
5 in the circumstances
PHRASES FOR FLUENCY 6 in no time

1 Ask students to locate expressions 1 to 6 in the story
on page 116 and underline them. To encourage
speed-reading, you could do this as a race and
ask students to find the expressions as quickly as
possible. Ask students to compare their answers with
a partner and before whole-class feedback.
Answers
2 Students work individually to choose the correct
options. Encourage them to refer to the sentences in
Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
whole-class feedback. During whole-class feedback,
work on pronunciation and intonation of the
sentences.

1 Jack 2 Isabelle 3 Isabelle 4 Jack Answers

5 Isabelle 6 Jack
1 the circumstances 2 the public eye 3 spite of
4 mind 5 particular 6 no time
2 Read through 1 to 6 with students. Ask them to work
in pairs and change the underlined expressions.
During feedback, point out the use of question marks Workbook page 111
and exclamation marks and say the expressions

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WRITING FUNCTIONAL LANGUAGE
Read through the instructions with students. Students 4
choose a topic and make notes in preparation for
writing their entry for the column. This can be done Answers
as a collaborative writing task with students working 1 time; can’t
together to complete the exercise. Monitor and help 2 easy; calm
with any difficulties. 3 dying; forward
If you are short on time, students can do the 4 skin; get
preparation in class, and complete the writing at home.
They should organise their work to follow a similar
format to the examples on page 114. When they have
finished, divide the class into small groups and ask
students to read each other’s entries.

Student’s Book pages 118–119

READING AND USE OF ENGLISH

1

Answers
1 D 2 B 3 A 4 E 5 D 6 C 7 A 8 C
9 B 10 A

Workbook page 115

TEST YOURSELF UNITS 11 & 12

VOCABULARY
1

Answers
1 steam
2 nominate
3 update
4 tongue
5 failed
6 temper
7 upgraded
8 put
9 vote
10 through

GRAMMAR
2

Answers
1 had 2 has 3 can 4 must 5 will 6 would

Answers
1 My dad dyes has his hair dyed at the barber’s.
2 Police say the fire may have been caused deliberately.
3 The song got was written by all of the members of the
band.
4 They will be have been together for 20 years in August.
5 They’ve just won the cup. Fans would will be singing and
dancing in the streets all night.
6 For a few scary moments, I thought I am was going to die.

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PRONUNCIATION
UNIT 1
Intonation: showing emotions
Aim: Students recognise and practise conveying
meaning by matching the words they say with the
intonation to express their feelings.
1 1.07 Ask students to listen to the sentences and
say which speaker sounds angry (A), cheerful (C),
disappointed (D), enthusiastic (E), puzzled (P) or
sympathetic (S).
Answers
1 A 2 S 3 P 4 E 5 D
2
1.07 Students listen again and repeat. They take
turns saying the sentences with a partner.
EXTRA INFORMATION
Explain to your students that our feelings are conveyed not
just by the words we choose but by the intonation we use.
Students need to be aware that sounding bored, for example,
will send the message that you don’t really want to continue the
conversation. This can be a problem for speakers of languages
where the intonation range is not as wide as in English and may
mean that a problem won’t be solved.
You may wish to explain that even native speakers will
sometimes use the wrong intonation, or ‘tone of voice’, and
alienate their audience in doing so. It is good to practise
expressing our emotions in an honest way while respecting the
other person’s feelings.
UNIT 2
Different ways of pronouncing c and g
Aim: To help students learn some of the phonemic
symbols and to increase their awareness of the different
possible pronunciations of the letters c (/k/, /s/ or /ʃ/)
and g (/ɡ/, /dʒ/ or /ʒ/).
2 Write the words cat, city, artificial, go and age
on the board, underlining the letters as shown.
Elicit the pronunciation of these words. Write the
phonemic script next to each word: /k/ cat; /s/ city;
/ʃ/ artificial; /ɡ/ go; /dʒ/ age. Students read the
sentences, paying attention to the pronunciation of
the letters c and g, and write the correct phoneme
after each word.
frenglish.ru
PRONUNCIATION
Answers
1 Girls /ɡ/ are especially /ʃ/ in danger /dʒ/ of not getting
/ɡ/ the necessary /s/ hours of sleep. 2 Experts agree /ɡ/
that sleep and exercise /s/ are beneficial /ʃ/ for your health.
3 The causes /k/ of their anti-social /ʃ/ sleeping habits are
biological /dʒ/, /k/.
2 1.10 Students listen to the recording and repeat.
Then they practise with a partner.
EXTRA INFORMATION
This pronunciation focus has two purposes: a) to help students
recognise and practise the different pronunciations produced by
these consonants and b) to expose students to the international
phonetic alphabet (IPA) in a non-threatening way by presenting
just five options to choose from. Also, three of the five symbols
are the same as letters of the alphabet: /k/, /s/ and /ɡ/.
The rule is that the letter i, e or y after c gives the letter a soft
sound. To keep the hard /k/ we substitute c with the letter k e.g.
kite, use qu e.g. antique or add a u after the c e.g. biscuit. This is
the same for the letter g, e.g. general, giraffe, gym and guitar,
although there are exceptions e.g. get.
UNIT 3
Unstressed words in connected speech
Aim: Students practise saying conditional phrases,
identifying the weak forms of the unstressed words.
1 1.15 Students listen to the dialogue. Ask students
to say what they notice about the highlighted words.
(They’re all unstressed.)
2 Ask students what types of word are unstressed.
Answer: auxiliaries, pronouns, prepositions and articles.
Note: Most of the unstressed words contain the schwa
/ǝ/, but sometimes unstressed words and syllables are
pronounced with the /ɪ/ phoneme. Examples here are
be (in the phrases I don’t think we’d be friends now and
we wouldn’t be married now) and the (‘the (y) accident’),
we, she, it and if.
3 1.15 Students listen to the recording and repeat.
Then they practise the dialogue with a partner.
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 EXTRA INFORMATION
To provide extra speaking practice, isolate some of the phrases
with weak forms and ask students to say them while they clap
on the stressed words in the phrase.
More work on unstressed words and syllables pronounced with
the /ɪ/ phoneme is covered in the pronunciation focus for Unit 9
of this course.
You may want to ask students to identify the two mixed
conditional sentences in the dialogue. They are: If someone had
crashed into my car, I don’t think we’d be friends now and If it
hadn’t been for that accident, we wouldn’t be married now!
UNIT 4
Telling jokes: pacing, pausing and punchlines
Aim: Students practise telling part of a joke, recognising
that they need to set the pace and pause in the right
places – including just before the punchline (i.e. the
point of the joke).
1 1.21 Explain that when telling jokes it’s
important to say them in a way that holds the
listener’s attention. Ask students to listen to and read
the extract, paying attention to the pace (speed).
Answer
P indicates where pauses take place.
2 1.21 Students take turns saying the extract with
a partner. Ask if anyone would like to tell a joke in
English to the class.
EXTRA INFORMATION
Telling jokes is an art form some of your students may have
mastered. Ask if any students would like to tell a joke in English,
or get students in pairs to write a joke (they could retell a joke
they know or make one up using the three jokes in the SB as a
model). Those who wish to, can tell their jokes to the class. You
might like to suggest they practise their pacing and pausing
before their performance.
The same rules apply to storytelling, so you could ask students
to write a short, true story about themselves, putting in markers
(S and P) to show where they would change the pace and where
they would pause. Students may like to tell their stories to the
class or you could record them.
Ask students why pacing is important (to keep the audience
listening) and why we pause just before the punchline (to create
tension and to prepare our audience so they’re listening a little
bit harder).
Ask students to recite the jokes without the correct pace or
pausing. They could then discuss how this changes the effect of
the joke (i.e. it’s not as funny or impactful).
UNIT 5
Connected speech feature: elision
Aim: Students identify examples of elision. In normal
speech, the consonant sound at the end of one word
may disappear, e.g. cardboard boxes (the /d/ sound
is lost).
1 1.25 Students listen to the recording, paying
attention to the highlighted words. Point out that the
final sound in the first word is ‘lost’ or ‘swallowed’.
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This is because we are already starting to pronounce
the word that comes after it.
2 Students say the linked words, paying attention to
the way the last sound is lost in anticipation of the
first sound in the word that follows.
EXTRA INFORMATION
Elision is a common phonological process which occurs when
the mouth and vocal cords start to form the beginning sounds
of the next word before the last sound has been completed. An
example from the text is first man; the /t/ is dropped as the lips
prepare for the /m/ sound in man.
Students may tend to pronounce entire words as if they were
in isolation, which will make them sound stilted. However, the
main purpose of this activity is to help with comprehension of
spoken English. Knowing about elision helps language learners
to understand connected speech better by anticipating dropped
phonemes between words.
UNIT 6
Modal stress and meaning
Aim: Students identify and practise how stressing or not
stressing modal verbs changes the speaker’s intention
and meaning.
1 1.30 Students read and listen to the sentences.
They write S for stressed and U for unstressed in the
boxes.
Answers
1 a) S b) U 2 a) U b) S 3 a) S b) U
2 Ask: How does stressing or not stressing the modal
verbs affect the meaning of each sentence?
Answer
We stress the modal verb (rather than the main verb) when
we want to emphasise uncertainty.
3 1.30 Students listen to the recording and repeat.
Then they practise with a partner.
EXTRA INFORMATION
Stressing the modal very often means we’re unsure or doubtful,
whereas if we think the fact is true, we stress the verb that
follows it.
Ask students to write their own modal sentences and try
stressing them in different ways. This is a fun way to make the
importance of stressed and unstressed modals meaningful and
personal.
UNIT 7
Connected speech feature: assimilation
Aim: Students recognise and practise assimilation: the
consonant phonemes at the ends and beginnings of
linked words merge to create a new sound.
1 2.05 Explain that our mouths are already making
the shape of the next word before we finish saying
the first word. This is especially noticeable when two
consonants join two words. Students read and listen
to the sentences.

Answers
Sometimes a new sound is pronounced when making the
transition. In ‘London Bridge’ and ‘woman band’, the /m/
replaces the /n/; in ‘meditation class’ and ‘green car’ the
/n/ sound is replaced by the /ŋ/ phoneme. This is because
the /ŋ/ sound is made in the same place in the throat as the
following sound /k/ in the word ‘class’.
2 Students say the linked words, paying attention to
the shapes of their mouths and tongue placement
(manner of articulation) when saying them.
EXTRA INFORMATION
Assimilation is a common phonological process which occurs
when the mouth and vocal cords start to form the beginning
sounds of the next word before the last sound has been
completed. Some students find it difficult to hear the sound
changes but it can be fun to practise them. Write the linked
words on the board: London buildings, green book, brown bird
(intrusive /m/); green car, brown car, common cold, Persian cat
(intrusive /ŋ/).
There are other linked words which merge to produce a new
phoneme. Other examples of assimilation include meet you /tʃ/
and did you /dʒ/, which have been covered in a previous level.
Students are likely to find this activity difficult. Assure them
that, although they will practise saying the phrases, this is
an awareness-building exercise which aims to help them
understand native speakers better.
UNIT 8
Stress in multi-syllable words
Aim: Students find the main stress in multi-syllable
words and practise saying them.
1 2.09 Students listen to and read the sentences,
underlining all the words with four or more syllables.
They then say the words and draw a box over the
stressed syllable in the words they have underlined.
Answers
There are 9 words.
4 syllables: fundamental, exclusively, accuracy,
enormously, contribution, recognition;
5 syllables: anticipated, communications;
6 syllables: incomprehensible.
2 2.09 Students listen to the recording and
repeat (or use the shadow reading technique – see
paragraph four, below). Then they practise with a
partner.
frenglish.ru
PRONUNCIATION
EXTRA INFORMATION
Sometimes it can be difficult to hear the stressed syllable in long
words. Ask your students to stress each syllable in turn as they
say the word, listening to their pronunciation until they say it in
a way that ‘feels right’. They will be surprised at how often they
can recognise the main stress.
Multi-syllable words also have secondary stress. This will never
fall on suffixes or prefixes and once the main stress has been
established, the secondary stress will often come naturally.
If your students have trouble finding the main and secondary
stress, give them practice looking it up in the dictionary. The
main stress is indicated with a stroke above the word and
the secondary stress is marked with a stroke below it (e.g.
comˌmuniˈcation).
Instead of asking students to listen and repeat, use the shadow
reading technique. Students speak at the same time as they
listen, trying to say the sentences in time with the recording.
This is a great way to practise features of connected speech and
is also lots of fun.
UNIT 9
Unstressed syllables and words: the /ɪ/ phoneme
Aim: Students identify and practise saying words
and syllables where the short /ɪ/ phoneme is used in
unstressed syllables in words instead of the schwa /ǝ/.
1 2.13 Students read and listen. Ask them if
they can hear the short /ɪ/ vowel phoneme in the
unstressed syllables of the highlighted words. Explain
that sometimes, instead of the schwa /ǝ/, we use the
/ɪ/ phoneme in unstressed words and syllables.
2 2.13 Students listen to the recording and repeat.
Then they practise with a partner.
EXTRA INFORMATION
In some cases, it’s obvious when the short /ɪ/ phoneme is
used in unstressed syllables and words: e.g. It’s in the kitchen.
But the word kitchen also contains two short /ɪ/ phonemes:
/ˈkɪtʃɪn/. The /ɪ/ phoneme in unstressed syllables is often (but
not always) written with the letter e. The phoneme is found in all
regular past tense words and plurals where an extra syllable is
added, e.g. planted /ˈplɑːntɪd/, buses /ˈbʌsɪz/.
When the syllable is unstressed, words ending in -ice or -ine
are pronounced /ɪs/ e.g. ˈjustice / poˈlice or /ɪn/ e.g. iˈmagine /
magaˈzine.
The short /ɪ/ phoneme is also found in unstressed syllables
he, she, me and we. Before some long vowel sounds, the is
pronounced /ðɪ/ e.g. She’s got a job at the architects in town.
/ʃɪz ˈɡɒtǝ ˈdʒɒb ǝt ðɪ ˈɑːˌkɪˌtekts ɪn tɑʊn/.
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UNIT 10
Lexical and non-lexical fillers
Aim: Students recognise lexical and non-lexical fillers
and practise using them to make their speaking sound
more natural and to give themselves time to organise
their thoughts while they’re talking.
1 2.20 Students listen to the extract from the
listening on page 95, paying attention to the words
in blue on page 121.
2 Ask students to tell you what fillers are, why we use
them and which fillers are actual words and which
are ‘utterances’ (i.e. not words).
EXTRA INFORMATION
It’s important for students to be aware that our meaning is
conveyed not just by the words we use but also through our
intonation. Students need to be aware that using the wrong tone
of voice could have the opposite effect, making someone angrier
(or more upset) when the intention was to give support and calm
them down.
For further practice, you could ask students to write dialogues
in pairs, where one student has a problem and the other is
giving advice and trying to calm them down. Students practise
their role plays and then present them to the class without
their notes. Remind them that their tone of voice will be just as
important as what they say!

Answer
Fillers are usually used to give us time to think. The words
UNIT 12
and utterances are specific to each language and should be Shifting word stress
learned and used. Words: like, I mean, kind of; utterances: er,
mm, hmm, um. Aim: Students recognise and practise saying words
where the difference between the verb and noun is
2 2.20  Students listen to the recording and repeat. a matter of which syllable is stressed, e.g. refund (n)
Then they practise with a partner. and refund (v).
1 2.30  Ask students to listen to the recording,
EXTRA INFORMATION paying attention to the stress in the words that are
the same. They will note that sometimes the stress
Fillers in conversation can also be used to invite the other person
to speak, for example, I can’t decide between the red or green bag falls on the first syllable and sometimes on the
… ummmm … The pause caused by the filler allows the other second.
person to give an opinion. Some filler phrases, such as you know 2 Elicit that nouns are stressed on the first syllable and
what I mean? invite a response (even if it’s non-verbal, such as verbs on the second.
nodding) from the listener and aim to keep the other person
involved in the conversation. 3 2.30  Students listen to the recording and repeat.
Some non-lexical fillers contain quite a bit of meaning: oooh (to Then they practise with a partner.
show interest or surprise), uh-huh (yes) and uh-uh (no). We use
hmmm … to show we’re thinking or deciding what our answer EXTRA INFORMATION
will be, whereas um and er are simply used to buy time while
we think about what we are going to say next. Some people use Note that this pronunciation point comes directly from the
fillers more often than others – too many non-lexical fillers make first line of Train to Think: Appropriate sampling in this unit of
a person sound indecisive or withdrawn. the Student’s Book: In order to reach a relevant and informed
conclusion about something, it’s important to conduct research.
In the WB students will be asked to identify the nouns and verbs
from context and then decide which syllable is stressed.
UNIT 11
Intonation: mean what you say
Aim: Students identify and practise using a positive
tone of voice to convey meaning and to participate in
constructive dialogue.
1 2.27  Students listen and tick the sentences where
the intonation is appropriate and cross those where
the speaker’s tone of voice is not likely to have the
intended effect.

Answers
1a) ✗ angry b) ✓; 2a) ✗ bored/apathetic b) ✓;
3a) ✓ b) ✗ too cheerfully

2 2.27  Students listen to the recording of the

sentences where the tone of voice is appropriate and
repeat. Then they practise with a partner.

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GE T IT RIGHT!
UNIT 1
Habits in the present
Focus: Students at this level often use use(d) to when talking
about present habits.
Books closed. Write these two sentences on the board:
1 The teacher gives us homework on Monday, Tuesday,
Wednesday, Thursday and Friday.
2 The teacher is always giving us homework.
Elicit/explain that there are various ways that we can
talk about present habits. Possible answers: The teacher
tends to give us homework every day. The teacher will
give us homework every day. The teacher usually gives us
homework every day.
Now write: The teacher uses to give us homework every
day. and elicit why this is incorrect. Answer: Because
we only use used to to talk about past habits not
present ones. Books open. Do the example together in
open class and ask students to complete the rest of the
exercise in pairs.
1 People tend to/will often form close relationships with
friends they have most in common with.
2 My older brother is always teasing me. It’s so annoying!
3 My sister often gets on my nerves as she will borrow/tends
to borrow/is always borrowing my clothes without asking.
4 Jenny says that her biology teacher is always picking on
her. It makes her quite upset.
5 Annoyingly, my best friend tends to act rather self-
centredly so we sometimes fall out.
6 Elderly people will often have/tend to have traditional
values.
UNIT 2
would rather
Focus: Students at this level often make mistakes with
would rather.
Books open. Focus students on the example sentences
on page 122 and elicit why the second sentence for
each example is incorrect. Remind students that to talk
about preference, rather is always used with would and
that we use either would prefer or would rather but never
prefer and rather together. Do the example together in
open class and ask students to complete the rest of the
exercise in pairs.
frenglish.ru
1 Would you rather have a siesta now or go to bed early
tonight?
2 Teenagers need more sleep than adults.
3 I’d rather I wasn’t such a light sleeper. I tend to wake up
several times during the night.
4 Tom’s girlfriend has been complaining that Tom’s tiredness
has made him grumpy and forgetful. Tom would rather not
annoy his girlfriend so he’s decided to get more sleep.
5 Some dreams have more meaning than others.
6 Kate would rather take a nap now than later.
UNIT 3
Conditionals
Focus: Students at this level often make mistakes with the
position of would in conditional sentences.
Books closed. Write these two sentences on the board:
1 If I would have the money, I’d buy a new phone.
2 If I had the money, I’d buy a new phone.
Elicit which sentence is correct (the second one). Elicit/
clarify that in conditional sentences would is never used
in the if part of the sentence.
Books open. Focus students on the example sentences
on page 123, here showing examples of the third
conditional. Again elicit why the second sentence
is incorrect. Ask students to complete the exercise
individually and then compare answers in pairs before
you check as a class.
1 ✓
2 The car wouldn’t have broken down if you had had it
serviced.
3 We would be rich now if we had won the lottery.
4 ✓
5 John would really have been pushing his luck if he’d
asked Sam to help him.
6 If the photographer hadn’t photographed the heron, he
would have missed the woodpecker flying past.
UNIT 4
Cleft sentences
Focus: Students at this level often avoid using or make mistakes
with cleft sentences.
Books closed. Write these prompts on the board and ask
students to work in pairs and complete them any way
they can:
1 What … is …
2 It’s … that;
3 All …
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Books open. Explain that sentences 1–6 on page 123 are
all correct but that they can be made more emphatic
by using one of the structures on the board. Do the
example together in open class and ask students to
complete the rest of the exercise in pairs.
1 What often makes us laugh is the misfortune of others.
2 It’s the actions of just two members of the team that have
made us all a laughing stock.
3 What made Ollie laugh his head off was his teacher
playing air guitar to a rock song.
4 What they don’t understand is that we will have the last
laugh.
5 All Simon said was that the show was hilarious.
6 It’s no secret that many people enjoy watching funny
videos on YouTube. / It’s not a secret that many people
enjoy watching funny videos on YouTube.
UNIT 5
Gerunds and participles
Focus: Students at this level sometimes make mistakes when
using gerunds or participles.
Books closed. Write the following sentences on the
board.
1 Singing quietly, she walked down the street.
2 Having finished her work, he put on his coat and left.
3 Left alone, Jack decided to read.
Then elicit/clarify the difference between sentences
1 & 2 and 3. (1 and 2 contain present participles –
singing and having finished, while sentence 3 contains
a past participle – left.) Explain that we use present
participles when they are the subject of the clause and
past participles in passive clauses.
Books open. Ask students to complete the exercise
individually and then compare answers in pairs before
you check as a class.
1 Jumping out of her chair, she said, ‘Let’s go!’
2 Discovered in time, a lot of serious illnesses can be cured.
3 Caught outside in the thunderstorm, we ran for shelter
under some trees.
4 Seen from far away, the mountain path didn’t look that
long.
5 All this noise is making me confused.
6 The new stuntman is a real daredevil compared with the
last one.
UNIT 6
Modals
Focus: Students at this level often confuse modals, especially
will and would.
Books open. Focus students on the example sentences
on page 124 and elicit why the second sentence in
each example is incorrect (hope + will because this has
a future meaning; won’t believe because this is a first
conditional). Do the example together in open class
and ask students to complete the rest of the exercise
in pairs.
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1 If Jenny wears that outfit tonight, she will be the centre of
attention!
2 Although I am interested in reading about celebrities, I
would not describe myself as obsessed.
3 When people suffer from Celebrity Worship Syndrome,
they can’t function properly in their normal lives.
4 You won’t find much difference between those two
celebrities. They’re both famous for doing very little!
5 I asked if she could help me stay out of the limelight at
the party.
6 You may/might be an up-and-coming child actor but you
still have to do your homework!
UNIT 7
Substitution
Focus: Students at this level often avoid using substitution with
words such as so, neither, either, that, those, ones.
Books closed. Write on the board: I didn’t like the new
film and John didn’t like the new film. Ask students if the
sentence is grammatically correct (yes) and then elicit/
clarify that although it is correct, it is very repetitive.
Elicit how it can be made less repetitive (by using
either) and then write the new sentence on the board.
I didn’t like the new film and John didn’t either.
Books open. Remind students of the other words which
can be used for substitution and look at the examples.
Do the example on page 124 together in open class
and ask students to complete the rest of the exercise in
pairs. Check answers in open class.
1 Some people find these kinds of activities fun but I’m not
one of those people.
2 The survey revealed that none of the students exercised
more than twice a week and neither did the teachers.
3 It brings a smile to my face when I see the delight on a
baby’s face or that of a child when they eat chocolate for
the first time.
4 I get shivers down my spine when I watch a horror film
and so does Becca.
5 Tom doesn’t agree with people having plastic surgery for
cosmetic reasons and Sally doesn’t either.
6 A Do you think I’ll lose weight if I take up running?
B Yes, I think so.
UNIT 8
Relative pronouns with determiners
Focus: Students at this level sometimes make mistakes with
relative pronouns and determiners.
Books closed. Write on the board: About 100 students
took the exam. Most of the students passed it. Ask students
to join the sentences using a relative clause and elicit
the answer: About 100 students took the exam, most of
whom passed it. Ask students why who is not possible
here (with determiners, i.e. in this case most of, we must
use whom when talking about people).
Books open. Focus students on the example sentences
on page 124 and elicit why the second sentence is
incorrect. (We use whom with determiners or when it is
the object of the relative clause, and neither of these is
the case in this example.) Ask students to complete the
exercise individually and then compare answers in pairs
before you check as a class.

1 He spoke in broken English, most of which I was unable to
understand.
2 As well as speech, people communicate with gestures
and facial expressions, both of which can greatly aid
understanding.
3 My grandad spoke a northern dialect compared to which
English seemed like a different language!
4 I met several people at the party, one of whom was the
most conceited person I’ve ever met!
5 Mandy might have brought her hairdryer with her, in
which case I’ll borrow it from her.
6 Oliver has had many jobs but interpreting for the United
Nations was the job to which he dedicated himself most.
UNIT 9
Negative inversion
Focus: Students at this level often make mistakes using negative
inversion.
Books closed. Write on the board: Never …, Little …,
Not only …, Under no circumstances …, Rarely … and
ask students what these are exampes of (negative and
limiting adverbials). Books open. Focus students on the
example sentences and ask what happens to word order
when using negative adverbials (the word order follows
the pattern of a question).
Books open. Do the example together in open class
and ask students to complete the rest of the exercise in
pairs. Check answers in open class.
1 Little did the defence lawyer realise that her client would
be found guilty.
2 Not only did the witness give false evidence but he also
committed the crime himself!
3 Rarely do people think it’s fair to be able to pay to jump a
queue.
4 Under no circumstances are the children allowed to go in
there – it’s where I’m keeping all their Christmas presents.
5 No sooner had the thief made a full confession than he/
she immediately retracted it.
6 On no account did the witnesses withhold evidence.
UNIT 10
Reporting verbs
Focus: Students at this level often make mistakes when using
reporting verbs.
Books closed. Write the following reporting verbs on
the board and ask students to decide which preposition
follows them.
agree
invite someone
suggest
insist
congratulate someone
confess
agree (with/to/on); invite someone (to); suggest (to);
insist (on); congratulate someone (on);
confess (to)
Books open. Focus students on the example sentences
on page 125 and elicit why the second sentence in
each example is incorrect. Do the example together in
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GET IT RIGHT!
open class and ask students to complete the rest of the
exercise in pairs.
1 The politician denied having promised a reduction in
student fees.
2 In the end the government agreed on a change/to make a
change in the school curriculum.
3 Chloe invited Georgina to the wedding.
4 The researcher confessed to altering/ to having altered
the test results in order to show a better outcome.
5 Helen suggested to me that we go ice skating. / Helen
suggested that we go ice-skating.
6 My dad insisted on picking me up after the party.
UNIT 11
Passive with get
Focus: Students at this level often make mistakes when using
get in passive sentences.
Books open. Focus students on the example sentences
and elicit why the second sentence is incorrect. (We
can only use get in passive sentences with active verbs.
We can’t use it with state verbs or adjectives.) Do the
example together in open class and ask students to
complete the rest of the exercise in pairs.
1 ✓
2 ✓
3 Which road user is more liked – the cyclist or the
motorist?
4 After a week at the sports camp I’m sure we’ll be
exhausted by all this exercise.
5 Mrs Summers was disappointed with her son. He had
promised to give her a lift to the station but he didn’t turn
up.
6 The film was enjoyed by all who watched it.
UNIT 12
Future in the past
Focus: Students at this level often make mistakes when using
future in the past.
Books open. Focus students on the example sentences
and elicit why the second sentence in each example is
incorrect. (These are sentences about past events and
therefore need a past form of the verb.) Do the first
sentence together in open class and ask students to
complete the rest of the exercise in pairs.
1 Jack and Chloe were going to eat at the Italian restaurant
but they changed their minds and went to the Chinese
instead.
2 ✓
3 ✓
4 Sally and Jim were going to go on a round-the-world trip
but their plans fell through when Sally’s father fell ill.
5 If I’d known I was going to fail so spectacularly, I wouldn’t
have bothered trying!
6 Did Mike really think that I would invite him to my party?
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WO R K BOO K A NSWER K E Y
WELCOME UNIT Our greatest challenge
A LESSONS IN LIFE Exercise 1
1 worried 2 unsure 3 apprehensive 4 positive
Exercise 1
5 feeling 6 believe
1 c 2 a 3 d 4 b
Phrases for talking about the future
Exercise 2
Exercise 1
1 Unless you promise not to tell anyone, I won’t tell you my
secret. 1 off to 2 about to 3 on the point of 4 likely to
2 You can borrow my phone provided you don’t phone Dave. 5 certain
3 You can go to the party as long as you promise to be back
before midnight. SUMMING UP
4 Turn the noise down. Otherwise I’m going to call the police. Exercise 1
get used to 1 challenge 2 apprehensive 3 feeling 4 bet
5 right 6 about 7 doing 8 off
Exercise 1
1 I’ll never get used to texting on this phone. C EMPATHISING
2 It took me a few months to get used to my new school.
3 It might take you a while to get used to the new system. Cheering someone up and sympathising about past
4 I’ve finally got used to getting up early on Saturdays. situations
Exercise 1
Exercise 2
1 it get you down 2 shame 3 you 4 up 5 terrible
A I’ll never get used to wearing this thing.
6 in there 7 dear 8 the bright side
B I’m still not really used to heights.
C I got used to eating with them when I lived in China.
Life’s ups and downs
D You get used to the noise after a while.
Exercise 1
Love and relationships 1 didn’t live up to my expectations 2 tried my hardest
Exercise 1 3 blame 4 let her down 5 my way 6 getting in the way of
4, 7, 1, 6, 5, 2, 3
Exercise 2
Exercise 2 1–5 2–3 3–1 4–4 5–6 6–2
1 got engaged 2 going out 3 started a family
Adjectives to describe uncomfortable feelings
4 on their first date 5 wasn’t really over 6 fallen in love
Exercise 1
SUMMING UP 1 stuck 2 guilty 3 ashamed 4 awkward
Exercise 1 5 puzzled 6 desperate
5, 3, 9, 1, 7, 2, 10, 4, 6, 8
Exercise 2
B CHALLENGES 1 ashamed 2 puzzled 3 guilty 4 stuck
5 desperate 6 awkward
Verbs with -ing or infinitive
Talking about past ability
Exercise 1
1 a to meet b meeting Exercise 1
2 a to call b calling 1 d 2 f 3 a 4 b 5 c 6 e
3 a saying b to say
4 a to take b taking SUMMING UP
5 a chatting b to chat
Exercise 1
Issuing and accepting a challenge 1 managed 2 dear 3 succeeded 4 let 5 you
6 ashamed 7 blame 8 bright
Exercise 1
1 bet – e 2 challenge – b 3 reckon – d 4 bet – a

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 WORKBOOK ANSWER KEY
D BUT IS IT NEWS? Exercise 8
1 Hopefully I’ll get chosen for the school play.
Introducing news 2 Obviously he wasn’t happy about what you said.
Exercise 1 3 Honestly, I don’t really care what you do.
4 Regrettably, they sold all their best players.
1 c 2 e 3 a 4 d 5 b
5 Admittedly, I didn’t really try very hard.
6 Understandably, they were quite upset about their test
Ways of speaking results.
Exercise 1 7 Surely it won’t rain again today.
1 recommending 2 confessing 3 complaining
4 introducing 5 announcing GET IT RIGHT!
1 Hopefully, my brother and I might start to get on better now.
Verb + noun collocations with make, take, play, 2 Regrettably, my new job just made things worse.
do, give 3 Honestly, if Karen doesn’t start being more respectful to her
teachers she’ll get in trouble.
Exercise 1 4 Admittedly, we don’t agree on everything, but we are still
make – a deal, a decision, money, progress, a speech good friends.
take – advantage, advice, a decision, revenge 5 Understandably, you’re very upset about his inconsiderate
play – a part behaviour.
do – a deal, research 6 Obviously, the lazy students were not used to having such a
give – advice, money, a speech demanding teacher.

Exercise 2 VOCABULARY
1 make a decision 2 played; part 3 Take; advice Exercise 1
4 doing research 5 give/make a speech 6 make; money
1 unconventional 2 rebellious 3 traditional
Cause and effect linkers 4 respectful 5 insecure 6 self-centred

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

Sharing news Exercise 4

Exercise 1 1 life 2 nerves 3 me 4 word 5 something
6 things 7 tables 8 eye
1 let 2 keep 3 get 4 break 5 pass
Exercise 5
SUMMING UP
1 making (my) life miserable 2 have a word with
Exercise 1 3 make things worse 4 get on (my) nerves
7, 10, 3, 1, 5, 8, 2, 6, 9, 4 5 keep (my) eye on 6 say(ing) something (I) might regret
7 let (me) be 8 turn the tables on
UNIT 1 BROTHERS AND SISTERS
READING
GRAMMAR Exercise 1
Exercise 1 1 youngest 2 second 3 eldest 4 second 5 middle
1 ✓ 3 ✓ 4 ✓ 5 ✓ 7 ✓ 8 ✓ 6 eldest/only 7 only 8 youngest

Exercise 2 Exercise 2
1 past 2 future 3 present 4 past 5 present They are (identical) twin sisters.
6 future 7 past 8 present
Exercise 3
Exercise 3 3, 4, 7, 5, 2, 6, 1, 8
1 used to 2 would 3 would never 4 used to keep
5 tends to be 6 are always trying 7 always make
8 will always
DEVELOPING WRITING
Exercise 4 Exercise 1
1 always taking my things 2 tends to get our names 1 She’s entered a national essay writing competition.
3 will often live with 4 didn’t use to get on 2 Lola’s older sister.
5 would sometimes have 3 Because she copes so well with her autism and tries to help
others with the same condition.
Exercise 6
Exercise 2
1 Annoyingly 2 Honestly 3 Surely 4 hopefully
5 Admittedly refers to her friend’s suggestion ✓
gives reasons for the delay in her reply ✓
Exercise 7 enquires how her friend is ✓
1 Surely 2 Hopefully 3 Admittedly 4 Regrettably
5 Honestly 6 Understandably 7 Annoyingly 8 Obviously

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Exercise 3 Lucy Well, all my friends wear make-up.
Family hero: Jennie, (my older sister) Connie All your friends, Lucy. You’re telling me that all your
Jennie’s challenge: living with autism friends wear make-up?
What Jennie wants: to help others understand the condition Lucy OK, not all of them but quite a lot of them do.
Examples of how she does this: spoke for 20 minutes in school Connie And I bet you’re prettier than all of them without a bit
assembly, works with a charity supporting children who have of make-up on you.
autistic siblings Lucy That’s not what Daisy says. She says I need make-up
to cover my freckles.
LISTENING Connie Then Daisy White is not a good friend because she
doesn’t know that your freckles are what make you
04 Exercise 1 so pretty. Come on, Lucy. You need to start believing
a bit more in yourself. And maybe you should think
1 self-centred 2 rebellious 3 insecure
about finding a new best friend.
04 Exercise 2
1 F 2 DS 3 F 4 T 5 DS 6 T Exercise 3
1 question tag
2 rhetorical question
Audio Script Track 04 3 emphatic use of the auxiliary verb
Conversation 1 4 phrases such as tell me
Connie I can’t believe it, Jasmine. 5 emphatic use of the auxiliary verb / question tag
Jasmine What? What have I done now? 6 phrases such as you must be joking
Connie You’ve drunk my coke, haven’t you? 7 repetition of a word or phrase
Jasmine What – the can that was in the fridge?
Connie Yes, the can that was in the fridge. My can. DIALOGUE
Jasmine Sorry but I didn’t see your name on it.
Connie Ha ha. Very funny. Did you ever stop to think it might Exercise 1
belong to someone? 11, 3, 9, 5, 7, 1, 8, 2, 6, 10, 4, 12
Jasmine No. I thought Mum had bought it for me.
Connie Since when has Mum ever bought us coke? You knew
that was mine. CAMBRIDGE ENGLISH: ADVANCED
Jasmine Whatever. It’s only a can of coke.
Connie Yes, my coke. That’s the point. It belonged to me, Exercise 1
but then I guess that wouldn’t really bother you. You
don’t really care about how others might be feeling, 1 used 2 own 3 For 4 new 5 least 6 of
do you? 7 will 8 how
Jasmine Wow, someone had a bad day at school. Or did you
fight with your boyfriend again? Exercise 2
Connie You know what, Jasmine? You do get on my nerves 1 been 2 much 3 at 4 one 5 would 6 from
sometimes. 7 being 8 In
Conversation 2
Frank Hi, Connie. So what do you think? UNIT 2 SLEEP ON IT
Connie What do you mean?
Frank What do you think of this?! GRAMMAR
Connie Whoa, Frank. What have you done?
Frank Um, it’s obvious, isn’t it? I’ve had my tongue pierced. Exercise 1
Connie I can see that but what I mean is … why? Why would 1 stopped 2 didn’t 3 to text 4 was 5 said
you ever want to do something like that? 6 to turn 7 knew, did 8 had
Frank I don’t know really. I thought it might be fun.
Connie Fun. Fun. Tell me, have you gone completely mad? Exercise 2
Frank No, I’ve just had my tongue pierced. It’s not exactly
the end of the world.
1 went 2 wasn’t/weren’t 3 had 4 stopped
Connie Mum and Dad are going to go crazy. You do know
5 didn’t play 6 could 7 bought 8 didn’t keep
what they think about piercings, don’t you? I mean, I
didn’t even get my ears pierced until I was 14 because Exercise 3
I wasn’t allowed before then. 1 I wish I lived in the countryside.
Frank Well, they don’t have to know, do they? 2 I’d prefer we left half an hour earlier.
Connie What! You’re going to spend the next two years with 3 It’s time I had lunch. That’s why I’m so hungry!
your mouth closed, are you? Come to think of it … 4 If only it would stop raining.
that’s not such a bad idea. 5 I’d prefer to take a taxi.
Conversation 3
Connie What’s the matter, Lucy? Are you crying? Exercise 5
Lucy It’s alright. It’s nothing. 1 far more 2 a lot 3 more complex 4 far bigger
Connie It’s not nothing. You’re upset. Come on. You can tell 5 considerably quicker
me. That’s what big sisters are for, after all.
Lucy It’s Daisy, Daisy White.
Connie Your best friend?
Lucy She’s not anymore. I don’t even like her.
Connie So what’s she done, Lucy?
Lucy She was laughing at me because I didn’t wear any
make-up to Charlotte’s party.
Connie What! You must be joking. Make-up! But you’re not
even 12 yet.

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 WORKBOOK ANSWER KEY
Exercise 6 READING
1 He is nowhere near as talented as his younger brother.
2 The Eiffel Tower is far taller than I thought it would be.
Exercise 1
3 It is way cheaper to take the bus than the train. 1 50% of teenagers are getting on average 2 hours less sleep
4 That rollercoaster is nothing like as scary as it looks. than the recommended amount.
5 This exam is significantly more difficult than the one you did 2 Nodding off in class and poor performance in exams.
last week. 3 It can cause a weakening of the immune system, meaning
6 This situation is drastically more serious than we first you’re more likely to catch a cold or the flu; it can cause
thought. mental health issues such as depression and memory loss.
4 They have the biological excuse that their melatonin levels
GET IT RIGHT! rise later than adults’, meaning they naturally go to bed and
wake up later.
1 My dream was nothing like as strange as yours. / My dream 5 To start the school day 2 hours later.
was not nearly as strange as yours. / My dream was nowhere 6 They should take more responsibility for their own sleeping
near as strange as yours. habits.
2 Some countries don’t value the importance of sleep nearly
as much as other nations. / Some countries value the Exercise 2
importance of sleep nowhere near as much as other nations.
/ Some countries value the importance of sleep nothing like B
as much as other nations.
3 Working in this office is nowhere near as interesting as Exercise 3
my dream job. / Working in this office is nothing like as 1 Gates 2 Sandberg 3 King 4 Franklin 5 Obama
interesting as my dream job. / Working in this office is not 6 Carey
nearly as interesting as my dream job.
4 Nowhere near as many Japanese people take naps as the
Brazilians. / Not nearly as many Japanese people take naps DEVELOPING WRITING
as the Brazilians. / Nothing like as many Japanese people
take naps as the Brazilians. Exercise 1
5 Dream incorporation is not nearly as mysterious as it seems.
a Duvet days can be for any reason, unlike sick days.
/ Dream incorporation is nowhere near as mysterious as it
b They don’t need to be booked in advance, like holidays.
seems. / Dream incorporation is nothing like as mysterious
as it seems.
Exercise 2
VOCABULARY 1
2
The principal aim …
According to a recent report …
Exercise 1 3 We firmly believe …
1 g 2 a 3 b 4 h 5 c 6 e 7 d 8 f 4 We strongly recommend …

Exercise 2 LISTENING
1 fall asleep 2 take a nap 3 nod off 4 lie in 06 Exercise 1
5 under the covers 6 snores; loudly 7 light sleeper
1 Jackie 2 – 3 Olivia 4 Bobby
8 fast asleep
06 Exercise 2
Exercise 3
1 T 2 F 3 T 4 T 5 F 6 T
1 oversleep 2 enough 3 skip 4 lack 5 get
06 Exercise 3
Exercise 5
1 moving. 2 calling a bird charity 3 get too angry with him.
1 It’s beyond my wildest dreams. 2 I’d never dream of doing
4 listening to music through headphones
something like that. 3 It’s a dream come true. 4 I need to
get my beauty sleep. 5 Don’t lose sleep over it. 6 In your
dreams. 7 Let me sleep on it. 8 It’s my dream job. Audio Script Track 06
Conversation 1
Exercise 6 Emma What’s up, Bobby? Another bad night’s sleep?
1 It’s beyond my wildest dreams. / It’s a dream come true. / Bobby Yes. Terrible. I don’t think I got to sleep much before
It’s my dream job. 3 am.
2 I’d never dream of doing something like that. Emma But this is getting ridiculous. It’s every weekend.
3 don’t lose sleep over it Bobby I know but I’m really not sure there’s much I can do
4 I need to get my beauty sleep. about it.
5 Let me sleep on it. Emma You’ve spoken to the police I assume.
6 In your dreams. Bobby Yes, they actually sent someone round but he decided
7 It’s beyond my wildest dreams / It’s a dream come true / it wasn’t too loud.
It’s my dream job. Emma What?
8 It’s beyond my wildest dreams / It’s a dream come true. Bobby He said there was nothing he could do and that there
is no law against people watching TV all night if they
want.
Emma But when you can hear the TV next door, then surely
something’s wrong.
Bobby Yeah but he couldn’t hear anything. I guess I’ve just got
sensitive hearing.
Emma And those things you put in your ears at night don’t
work? Those earplugs?
Bobby No, I don’t like the feel of them in my ears.

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 Audio Script Track 08
Emma Well, you might want to consider moving. It’s not doing
you any good.
Bobby You might be right, unfortunately. What else can I do Lydia I’m tired of being the eldest child.
with such unreasonable neighbours? Paul Why’s that, Lydia?
Conversation 2 Lydia Loads of reasons really. I mean first of all there’s the
Jackie I had such a bad night’s sleep last night. pressure that Mum and Dad put on me. It’s like they
Paul Oh dear. Something on your mind, Jackie? expect me to do really well at school. My last report, for
Jackie No, no. Nothing like that. example, I had all As expect for a C in PE, just because
Paul The neighbour’s dogs again? I hate it and they were all ‘Oh what’s this C?’ and ‘Why
Jackie No, they seem to have quietened down. don’t you try harder in PE?’ No ‘Wow look at all those
Paul So what was it? As. You’re doing really well.’ And to make things worse,
Jackie It was the strangest noise I’ve ever heard. It started my little sister comes home with two Cs and two Bs and
about 10 o’clock and then it repeated about every they’re all like, ‘Oh well done, Lauren.’ I mean excuse me.
5 minutes or so for the next four hours. It was a sort of Have you read her report?
low, almost haunting sound. Like a ghost. Paul They’ve just got higher expectations for you.
Paul Very spooky. It was probably an owl. Have you got an Lydia That’s exactly my point. I feel like they want me to
attic? achieve all the things they didn’t when they were
Jackie Yes, why? growing up.
Paul Well, owls often make homes in the attics of old Paul Well, I’m sure they’re really proud of you.
houses. Lydia Well it would be nice if they told me that occasionally.
Jackie Now you say that, the sound did seem to be coming And then there’s the fact that they still treat me like a
from inside the house. kid. I’m 17 next month and I still have to be home before
Paul I recommend calling a bird charity to come and have a ten.
look. If it is an owl, they might be able to re-house it for Paul Yeah, that’s pretty early.
you. Lydia And Lauren is allowed out until nine. Nine! When I was
Jackie No way. If there’s an owl in my roof I’m keeping it there. 14 I used to have to be back by eight. It’s like I have to do
How cool is that? all the fighting and then when it comes to Lauren, they
decide to relax all the rules. Lauren just does what she
Conversation 3 wants.
Olivia My brother is driving me totally mad! Paul Well you’re the first child. It’s normal. Parents are always
Megan What’s the problem, Olivia? more relaxed with younger siblings. It’s the same in my
Olivia He’s started snoring at night. family. My older brother Joe’s always fighting Mum and
Megan But I thought you slept in separate rooms. Dad because he thinks they’re so strict so when it comes
Olivia We do. But I can still hear him through the wall. to me and … Well it’s like they’ve run out of energy and I
Megan Well, try not to get too angry with him. He’s not doing it get away with everything.
on purpose. Lydia Well it’s nice that you see it that way. Lauren doesn’t
Olivia I know, but what about me? I mean I’m going crazy not sympathise with me at all. In fact she just makes things
getting any sleep. worse by crying to Mum and Dad when I’m mean to her.
Megan Have you tried earplugs? Of course, they always take her side and never want to
Olivia They’re no good. I can still hear him snoring. listen to anything I say. It’s because I’m the oldest I have
Megan I find that listening to music through headphones is a to be the most responsible and walk away from any
good way of falling asleep. problems with Lauren.
Olivia That’s actually not a bad idea. I might try it. Paul That’s just like me and Joe. My mum and dad are really
unfair to him. He gets into so much trouble when he
fights with me, even if it’s completely my fault, which it
DIALOGUE usually is.
Exercise 1 Lydia See, Paul. You’ve got a really good perspective on things.
You sound like a really good younger brother. So do
4, 6, 3, 2, 1, 5
you defend Joe sometimes and tell your mum and dad
they’ve got it wrong?
CAMBRIDGE ENGLISH: ADVANCED Paul What! Are you crazy, Lydia? I might see things as they
really are but I wouldn’t be mad enough to point that
out to Mum and Dad.
Exercise 1
1 C 2 A 3 C 4 C 5 D 6 B 7 C 8 D
Exercise 3
CONSOLIDATION UNITS 1 & 2 1 I honestly don’t know why I said that. / Honestly, I don’t
know why I said that.
08 Exercise 1 2 If only we didn’t have to go to school today.
She can never do well enough at school for her parents. ✓ 3 Surely that was/That was surely the worst game of football
Her parents give her younger sister more freedom. ✓ ever played.
Her parents expect her to act more maturely. ✓ 4 It’s far quicker to walk there than to take the car.
Her parents think she treats her younger sister badly. ✓ 5 My brother is always trying to get me in trouble.
6 I’d prefer to take a break and finish this tomorrow.
08 Exercise 2 7 The test was nowhere near as difficult as I thought it
would be.
1 F 2 DS 3 T 4 T 5 DS 6 F 7 DS 8 F 8 We used to be friends until he started going out with my
sister.

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

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 WORKBOOK ANSWER KEY
Exercise 5 VOCABULARY
1 outgoing 2 rebellious 3 insecure 4 self-centred
5 traditional 6 demanding
Exercise 1
1 2 3
Exercise 6 S T E P P E D
4
1 Tell me 2 did you 3 light 4 always taking T O U
5 consider getting 6 self-centred
U O L
Exercise 7 5
B R O K E L
1 Because we spend around a third of our lives in them.
2 PlayStation, BOSE sound system, Blu-ray player, plasma TV N E
screen. 6
S 7
T O O D
3 Around £560,000 more expensive.
4 It uses a very strong magnetic field. U
5 A solid oak, four poster bed with elegant carvings.
6 Some builders found it when renovating a hotel in Chester R
and left it in the yard, where a man from a local auction N
house later collected it. The bed was bought at auction by
8
Ian Coulson, who later found out, after DNA testing, that the T A K E N
bed had belonged to King Henry VII.
D
UNIT 3 LUCKY BREAKS Exercise 2
GRAMMAR 1 breaks down 2 turned out 3 take on 4 stepped in
5 pull up 6 stands out 7 took up 8 turned up
Exercise 1
1 f 2 c 3 h 4 a 5 b 6 d 7 e 8 g Exercise 3
1 bad 2 pushing 3 just 4 in 5 bring 6 beginner’s
Exercise 2 7 have 8 Better
1 wouldn’t, hadn’t 2 had, would, wouldn’t
3 had, wouldn’t 4 was/were, would 5 wouldn’t, hadn’t Exercise 4
6 weren’t, wouldn’t 7 would, were 8 wouldn’t, had 1 –6 2 –4 3 –3 4 –7 5 –2 6 –5 7 –8

Exercise 3 Exercise 5
1 hadn’t spent, would be 2 wouldn’t be, had woken 1 just over 2 go over 3 all over again 4 overall
3 was/were, would’ve gone 4 wouldn’t have, hadn’t fallen 5 all over 6 fall over
5 had accepted, would be 6 wouldn’t need, had studied
7 would feel, had forgotten 8 hadn’t missed, would be
READING
Exercise 5 Exercise 1
1 unless / if / otherwise 2 Suppose / Imagine / As long as 1 Amanda got her break into acting when another actress
3 suppose / unless / otherwise 4 Unless / If / Otherwise broke her leg.
5 as long as / unless / provided that 6 Imagine / 2 Amanda had learned all the lines during the rehearsals.
Provided that / Suppose 3 Jason’s dad took a taxi but he arrived late because it got
stuck in a traffic jam.
Exercise 6 4 Jason’s dad was happy that he missed the plane because it
crashed.
1 unless 2 as long as 3 Suppose 4 Imagine
5 Janine had to swerve off the road because another motorist
5 otherwise 6 if 7 provided that
was driving recklessly.
6 A man in another car stopped to make sure that Janine was
Exercise 7
all right.
1 You can come in after 11 pm as long as you tell the porter
when you leave. Exercise 2
2 You mustn’t leave your bicycle on the lawn unless you are
All of the wheel nuts had come off except for one.
going out immediately.
3 You can have a wakeup call in the morning if you tell the
night porter. Exercise 3
4 You can use the kitchen provided that you leave it clean and 1 No, he was working as a teacher.
tidy. 2 No, he was happy to go.
5 Keep your key safe. Otherwise you might get locked out. 3 No, the car belonged to Dudi’s friend.
6 Please don’t use the college phone unless it is an emergency. 4 No, he didn’t pay much attention to the noises.
5 No, they stopped because the truck was hurtling down the
GET IT RIGHT! hill towards them.
6 No, five wheel nuts had come off one wheel.
1 Unless you play the lottery, you don’t have a chance of
winning it! 2 ✓ 3 Jack’s going to miss the beginning of the
film unless he turns up in the next 2 minutes. 4 ✓
5 Sarah never travels on a Friday unless she absolutely has to.

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 DEVELOPING WRITING
Exercise 1
A 2 B 4 C 3 D 1
Exercise 2
1 She had saved up for them for a long time and thinks she
looks really cool in them.
2 She felt miserable.
3 She realised when she recognised the bus driver.
4 She was surprised and happy.
Exercise 3
1 to get to the point; to cut a long story short
2 My heart sank!; I don’t think I’ve ever felt so miserable in my
life.; I was speechless, and over the moon.
LISTENING
10 Exercise 1
1 –3 2 –1 3 –2
10 Exercise 2
1 are only available 2 a bit tight 3 luck and knowledge
4 choose their own 5 wet and muddy 6 just over twenty
Audio Script Track 10
Conversation 1
Julie Well, that really is just my luck.
Mark What’s the matter, Julie? Something wrong with your
tablet?
Julie No, I’m trying to buy a train ticket online. I’m going to
London for the day on Friday. I need to get to London
around ten, so leaving here no later than nine. And the
cheap tickets …
Mark … are only available after nine o’clock.
Julie Got it in one, Mark.
Mark Are you sure you can’t get there a little later? Let me
have a look. Hey, look, here, this train leaves at ten
past nine and gets to London at nine fifty-five. And it’s a
cheaper ticket. There you go – problem solved!
Julie Not really, Mark. It’s a bit tight. I mean, 9.55? Knowing
my luck it’ll get in late and I’ll miss my interview.
Mark Oh – an interview? Really? Tell me more!
Conversation 2
Jamie Ha, ha, ha! That is so wrong! This guy doesn’t know any
of the answers, he’s absolutely hopeless.
Sally I don’t know why you watch this, Jamie, it’s awful.
The presenter’s horrible and the whole programme is
just, well, it’s really stupid. Spinning that wheel and
everything.
Jamie No, Sally, I like it. They spin the wheel to get a topic,
then they answer the question. Nice mixture of luck and
knowledge. I mean, quizzes always have luck involved in
them, don’t they?
Sally Well, I suppose so. But I prefer Mastermind, you know,
the one where the contestants get to choose their own
subject, at least for the first set of questions.
Jamie Yeah, that’s right, but it’s too serious. And the winner
only gets a glass trophy – here they can win some
money.
Sally Well maybe you should go on it, Jamie. Answer some
questions and win some money. What have you got to
lose?
Conversation 3
Paul I’ve had a really bad day today, Nicky. Seems like
everything’s gone wrong.
Nicky What happened?
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Paul Well the first thing was when I was on my way to school,
I tripped and fell over. I dropped my bag and all my
books and papers fell out and went all over the place.
Nicky Oh, Paul, bad luck! But you managed to get everything?
Paul Yeah, I did. But it had been raining, the ground was
really wet and some of my stuff got wet and muddy –
including that book I’d borrowed from Alexandra, The
Kingdom Games. She’ll be furious when she sees the
state it’s in.
Nicky Why don’t you buy another copy of the book for her and
replace it?
Paul I would but it’s dead expensive, it’s just over twenty
pounds, I haven’t got that kind of money.
Nicky Well, you’re in luck, Paul. I saw that book in a charity
shop yesterday, and it’s only four pounds fifty!
Paul Seriously? Wow, that’s the best news I’ve had for a
long time.
DIALOGUE
Exercise 1
5, 3, 1, 7, 4, 2, 8, 6
PHRASES FOR FLUENCY
Exercise 1
1 assuming 2 that is 3 after all 4 now and again
5 What have you got to lose? 6 We’ll sort something out.
Exercise 2
1 What have you got to lose? 2 assuming 3 that is
4 now and again 5 We’ll sort something out. 6 after all
CAMBRIDGE ENGLISH: ADVANCED
11 Exercise 1
1 B 2 C 3 A 4 B 5 B 6 A
Audio Script Track 11
You will hear three different extracts. For questions 1 to 6,
choose the answer (A, B or C) which fits best according to what
you hear. There are two questions for each extract.
Extract 1. You hear two friends discussing how they did in a
Geography examination.
Daniel Hi, Maggie. Wow, that was a tough exam.
Maggie You’re not wrong about that, Daniel. I was really
hoping that there’d be one question at least about the
Andes Mountains, but no such luck – all we got was
the Alps. Mr Arkwright told us to expect the Alps – I
guess I should’ve listened to him. As it was, I had to
answer the question about the Great Lakes in Canada,
and I’m not sure how well I did on that one.
Daniel Well, you know, you’re right, our teacher was pretty
smart with that tip! I revised the Alps because of what
he said, but even so, it was a hard question, wasn’t it?
Maggie I don’t know, I didn’t even attempt to answer it! But
you know, even though it was a tough exam with
some really tricky questions, you’d have to say it was
pretty fair overall.
Daniel Really? There was absolutely nothing about China and
the rivers, and that was part of the syllabus, we spent
about a month studying all that stuff!
Maggie Yeah but you can’t really complain, Daniel. I mean, the
idea is to find out how well we have studied the whole
syllabus, not just some bits of it.
Daniel I suppose so. But it’s just my luck that the things I’m
really good at didn’t come up.
Maggie Well I’m sure you didn’t mess it up entirely, you’re
good at this stuff and you write well so I’m sure the
 WORKBOOK ANSWER KEY
examiners are going to give you a good mark, no this is a butterfly that I saw, I had to sit and wait for
matter how badly you think you’ve done. about twenty minutes before it landed on this flower
Daniel You know, Maggie, you’re always the best when it and I could get the shot.
comes to keeping my spirits up. I’m so lucky to have Gillie Jake, this is amazing … !
you as a friend!
Extract 2. You hear two people talking about a car accident
involving the man’s sister. UNIT 4 LAUGHTER IS THE BEST
Mel Hi, John. What’s up? You don’t look so well. MEDICINE
John I’ve just got back from the hospital. My sister was in a
pretty serious car accident this afternoon. GRAMMAR
Mel Oh no! I’m so sorry to hear that! Is she OK?
Exercise 1
John Well, yes, it didn’t look too good at the beginning, I
mean when they first got her to the hospital, but the 1 All 2 all 3 It’s 4 it’s 5 What 6 All 7 all
staff were brilliant and now she seems to be stable. 8 what 9 It’s
They’re keeping her under observation and it looks
like she’ll be there for at least a week, but fingers Exercise 2
crossed, she’ll be all right. 1 What I like is a joke with a good punchline.
Mel Yes, fingers crossed. But what happened? 2 It’s Brian who’s good at telling jokes, not his brother.
John Well I’m not a hundred per cent sure, I mean, I wasn’t 3 It’s you who wastes your time playing on your computer.
there at the time, but from what I understand, she 4 All she was saying was that you should take a break.
was driving along just outside town when there was 5 All Dave wants for lunch is a sandwich.
a motorbike that suddenly pulled out in front of her
from a side street. She had to swerve to avoid him, Exercise 3
and there was a car coming the other way, so they
crashed. And it doesn’t look like she was speeding or 1 a What you need to say is ‘sorry’.
anything, nor the other car. b It’s you who needs to say ‘sorry’.
Mel That’s horrendous. She could have been killed, by the 2 a It was my dad who forgot the punchline.
sound of it. b What my dad forgot was the punchline.
John Well, that’s right, but fortunately it didn’t turn out 3 a What I don’t understand is why she said ‘no’.
like that. As luck would have it, there was another b It’s why she said ‘no’ that I don’t understand.
car driving along the same road that witnessed the 4 a It’s cold showers that I hate more than anything.
accident, and the driver immediately phoned for b What I hate more than anything is cold showers.
help and so an ambulance got there very quickly,
otherwise … well, I don’t like to think. They found her Exercise 4
unconscious. A – 3, 7 B – 6, 8 C – 1, 5 D – 2, 4
Mel And the driver of the other car?
John He was in luck. Well, not in one sense, of course, but Exercise 5
apparently he walked away completely unharmed.
Mel Well, I hope everything goes well for your sister. 1 This is undeniably the best day of my life.
Please let me know how she’s getting on. 2 I have certainly made the best decision of my life.
John I will – thank you. 3 I am undoubtedly the happiest man on the planet.
4 It’s essentially what I’ve always wanted to do.
Extract 3. You hear two people talking about photographs of wild
5 I definitely can’t wait to get started.
animals and birds.
6 It is literally the job of my dreams.
Gillie Jake! How was your holiday? 7 A chocolate taster! I mean it’s utterly amazing.
Jake Hi, Gillie. It was brilliant. You know I’m a photography 8 And this company absolutely makes the best chocolates
freak, right? I got some great shots of animals and there are.
birds. Botswana’s such a fantastic place for wildlife
photography. Would you like to see some of them?
Gillie Absolutely! Are those your pictures on your tablet?
GET IT RIGHT!
Jake Yep. Just a moment … right, here we go. First one. 1 It’s the release of endorphins that makes us feel good when
Oh right. This is of an eagle that I saw sitting on a we laugh.
branch at the top of a tree near our lodge. It’s called 2 It’s his sense of humour that I don’t get.
an African Fish Eagle, it’s quite rare to see it so close 3 It’s us who will have the last laugh when we win the
up, so, you know, I got a bit lucky, but the best bit was tournament.
actually getting the shot. I clicked and seconds later 4 It’s him that is undoubtedly the best comedian in the country
the bird upped and flew away!! at the moment.
Gillie It’s so beautiful. And the photo’s fantastic – how do 5 It’s them who will be laughing on the other side of their faces
you do that? when their teacher finds out.
Jake Well it’s a matter of having the right equipment, I
mean, when I was there, I walked around all the time VOCABULARY
with a big 400 millimetre lens on my camera, you
know, just in case I got lucky and spotted something. Exercise 1
Gillie But I’m sure it’s more than that, isn’t it? I mean, you 1 h 2 e 3 g 4 f 5 a 6 d 7 b 8 c 9 i
have to know how to take photographs, right? Angles
and stuff. And you have to know about … what is it, Exercise 2
apertures and exposures?
Jake Yes, that kind of thing. But you know, after a while, How good is your sense of humour?
you get to know how to do it, it’s a matter of 1 get 2 prank; at 3 punchline 4 giggles; find
equipment together with a lot of practice, and well,
sometimes it’s luck too. I mean, lots of times I see Exercise 3
something and I don’t have a lot of time to think, I just 1 laughing 2 laughing 3 laughed 4 laughing
click and hope! But other photos … like this one here, 5 Joking 6 joke 7 laughing 8 laugh

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READING 12 Exercise 2

Exercise 1 1 Because Carl had to explain it to her.

2 That they don’t have the same sense of humour.
1 F 2 F 3 T 4 T 5 F 6 T 3 Hearing old jokes that they’d forgotten about.
4 He gets them online.
Exercise 2 5 Her homework.
Stress reduction, muscle exercise, releasing endorphins and 6 Because the joke is good and her mum’s jokes usually aren’t.
reducing cortisol, increase of cells that attack viruses and 7 He has a reputation for telling terrible jokes.
tumours. 8 He’s okay now. He woke up.

Exercise 3 Audio Script Track 12

A 2 B 1 C 5 D 6 E 4
DEVELOPING WRITING
Exercise 1
the actors ✓ the soundtrack ✓
Exercise 2
Suggested answers:
no one would be entirely / totally surprised if it went on for a
few more;
This cosy, nerdy male world is turned absolutely / entirely /
totally upside down when the beautiful Penny moves in across
the hall from Leonard and Sheldon;
Neither is the ‘opposites attract’ idea absolutely / utterly /
entirely / totally / unquestionably original;
But then the show isn’t really trying to utterly / entirely /
essentially / literally / totally redefine the genre;
What The Big Bang Theory undeniably / clearly / unquestionably
/ definitely delivers so well are clever storylines;
One character in particular has undeniably / clearly /
undoubtedly / unquestionably / definitely / certainly helped
transform the show into such a global hit;
Sheldon has clearly / undoubtedly / unquestionably / definitely
/ certainly become a firm favourite with fans;
I absolutely / definitely / certainly must admit that it took me a
while to get into The Big Bang Theory;
But I’m entirely / definitely / certainly happy I stuck with it
Exercise 3
1 How many series the show has run for, and comparisons with
other shows.
2 To accommodate readers who may not have seen the show.
3 To provide background information about the show.
4 The show’s basic ‘boy meets girl’ premise and the ‘opposites
attract’ idea.
5 The storylines, the script and the characters.
6 The characters face the same challenges we face in our own
lives.
LISTENING
12 Exercise 1
1 A towel.
2 All animals.
3 HIJKLMNO; That’s what you told me yesterday. You said it’s
H to O.
4 Ouch.
Conversation 1
Carl What gets wetter the more it dries?
Lidia I’m sorry?
Carl I said, what gets wetter the more it dries? It’s a joke.
Lidia Oh, you could have told me. Um, I don’t know. What
gets wetter the more it dries? You tell me.
Carl A towel.
Lidia What?
Carl A towel.
Lidia Yes, I heard what you said. I just don’t get it.
Carl You use a towel to dry yourself and as you use it, the
towel gets wetter.
Lidia Oh. I see.
Carl And that’s it. It’s not funny?
Lidia Not really, no. I mean it might have been funny but
when you explained it to me it just lost its funniness,
I suppose.
Carl You know what? Let’s just forget it. You obviously don’t
have the same sense of humour as me.
Conversation 2
Dad 1 The great thing about having young children is that you
get to hear all those jokes again that you’d completely
forgotten about.
Dad 2 I know exactly what you mean. Nat spends all day
reading terrible jokes online and then telling me them
over the dinner table.
Dad 1 What was that one Liam told me the other day? Oh yes,
‘What animal can jump higher than the Eiffel Tower?’
Dad 2 I’ve not come across that one yet. I’ve no idea. Tell me.
Dad 1 All animals.
Dad 2 All animals, why?
Dad 1 Because the Eiffel Tower can’t jump.
Dad 2 Ha ha, very funny. I’ll have to tell that one to Nat. He’ll
love it.
Conversation 3
Susie Mum, can you help me with my homework?
Mum What is it?
Susie Chemistry.
Mum I’ll try, but only if I can tell you a joke first.
Susie Really, Mum?
Mum It’s very quick.
Susie Go on then.
Mum OK, so the teacher asks little Kevin, ‘What’s the
chemical formula for water?’ ‘Easy,’ little Kevin says, ‘It’s
HIJKLMNO.’ ‘What on Earth are you talking about?’ asks
his teacher. ‘But that’s what you told me yesterday. You
said it’s H to O.’
Susie That’s a good one. I’m going to tell that to Mr Owens
tomorrow.
Mum See, sometimes mums do know a few funny jokes.
Susie Okay, okay, Mum. Don’t get carried away.
Conversation 4
Pam Hey there, Jim. Got any jokes for me today?
Jim I’m sorry, Pam, but I don’t think I have.
Pam What! How am I supposed to start my day without one
of your terrible jokes?

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Jim OK, let me think. What about ‘Have you heard about the
kidnapping at school?’
Pam ‘He’s okay now. He woke up.’ You told me that one
yesterday.
Jim Did I? My memory’s terrible. OK, how about, ‘What did
the man say when he walked into a bar?’
Pam That one I don’t know. What did he say?
Jim Ouch.
Pam Ouch. Of course. I like that. I must remember that one.
Exercise 3
1 don’t get it 2 very funny 3 a good one
4 must remember
DIALOGUE
Exercise 1
5, 3, 1, 9, 7, 4, 8, 10, 6, 2
CAMBRIDGE ENGLISH: ADVANCED
14 Exercise 1
1 C 2 A 3 C 4 C 5 C 6 C
Audio Script Track 14
You will hear an interview in which two comedians called
Paula Owens and Dave Sharp are talking about their work. For
questions 1 to 6, choose the answer (A, B, C or D) which fits best
according to what you hear.
Presenter Paula. I’d like to start with you. How does someone
suddenly decide that they want to make a career
out of making others laugh?
Paula By accident in my case I think. I mean I never set
out thinking I wanted to be a comedian. It just kind
of happened. My family had always said I made
them laugh and I was a bit of a clown at school,
which probably explains why I left with hardly any
qualifications. Anyway one day a friend of mine
persuaded me to enter into a local talent show.
She already had some material but was too shy to
get on stage so I agreed to do it. She was someone
who’d always made me laugh so the idea of being
able to work with her was really attractive. So we
sat down together and worked on the material
and I added some jokes of my own. The next thing
I knew, I was standing in front of 50 people staring
at me with blank faces. It was terrifying. But it was
either sink or swim so I started flapping my arms
about frantically to see which it would be.
Presenter So which was it? Did you sink or swim?
Paula Um, difficult to say. It’s tough when you’re new on
the scene because people have no idea who you are
and audiences can be quite mean and shout things
out to make your life more difficult. You’d like to
think that they’re there wanting to be on your side
and laugh but unfortunately it doesn’t seem to be
that way. But if you can survive, eventually they
seem to start liking you. It becomes a lot easier
when they know what to expect.
Presenter And how did you feel after that first show?
Paula I felt a mixture of emotions. I felt awful because it
hadn’t been a great success but at the same time
those few laughs I did get made me feel great. I
must admit that when I left the stage I thought it
would be my one and only performance. But to
my great surprise, the theatre manager came up
to me and told me I had real potential and asked
me to come back and perform at one of his regular
comedy evenings. I genuinely think that if it hadn’t
been for him I would have left it at that. He was
frenglish.ru
WORKBOOK ANSWER KEY
great and gave me tips on how to change my
delivery and deal with audiences. He really filled
me with confidence.
Presenter Dave, can I bring you in here? How were your early
experiences of comedy?
Dave Well, like Paula it wasn’t really something I’d
ever really thought about doing. But I had always
enjoyed acting and while I was at university I got
involved in a drama group and did a few plays. One
time we did a comedy and I realised that I loved
making the audience laugh so I started to wonder if
I could make them laugh, just me and some jokes.
I have to be honest here and say I’ve always been
very confident so I wasn’t particularly nervous
about giving it a go, plus all the experience of acting
meant I was no stranger to being on stage. So I put
myself forward to do a show at the student union
club, thinking it would be easy. I couldn’t have been
further from the truth. It was a complete disaster.
But thankfully I have a terrible memory because
two weeks later there I was again. And this time it
was a bit better.
Presenter So what does it take to be a comedian? I mean
more than just being funny?
Paula You need to be extraordinarily thick skinned. You
need the skin of an elephant because people are
going to say bad things about you, they are going to
shout out when you’re on stage but if you can learn
to deal with that, you should be OK. It also helps to
have a good friend you can try your jokes out on,
someone who’s not scared to tell you when you’re
not funny. And finally you need incredible amounts
of energy. It’s exhausting doing a live show.
Dave I’m not sure I’d entirely agree with that. Yes, it is
exhausting but I tend to find that the reaction I get
from the audience boosts my energy and after a
show I’m ready to go out partying. However, you
are right about not being too sensitive. Some of the
things I’ve had shouted at me have been terrible,
but I just ignore it.
Presenter And finally, what are you both looking forward to in
the future?
Paula I’d love it if I could really make a career out of this
and still be making people laugh when I’m 70.
Hopefully my fans will age with me and still find me
funny.
Dave I’d really like to get back into the acting side of
things. If I can do both and become a comedy actor
then I’ll be really happy. I’d still like to do stand-up
too though. So, yes, a long and successful career
please. That will do fine.
Presenter Well I wish you both the very best and thank you
once again for being here with us today.
CONSOLIDATION UNITS 3 & 4
15 Exercise 1
Order of mention:
1 Rosie’s school bus breaks down.
2 Rosie revises for her test.
3 Rosie finds out that the headmaster is teaching her class.
4 Rosie forgets her packed lunch.
5 Rosie gets injured.
6 Rosie misses the school bus.
7 Rosie is locked out of the house.
8 Rosie’s phone runs out of battery.
9 Rosie tries to have a hot bath.
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 15 Exercise 2 Exercise 4
Chronological order: 1 luck 2 laugh 3 joke 4 luck 5 joke
1 Rosie revises for her test. 6 luck 7 luck 8 joke
2 Rosie forgets her packed lunch.
3 Rosie’s school bus breaks down. Exercise 5
4 Rosie finds out that the headmaster is teaching her class. 1 e 2 b 3 g 4 h 5 f 6 a 7 d 8 c
5 Rosie’s phone runs out of battery.
6 Rosie gets injured. Exercise 6
7 Rosie misses the school bus.
8 Rosie is locked out of the house. 13, 3, 9, 5, 1, 11, 7, 12, 4, 10, 6, 2, 8
9 Rosie tries to have a hot bath.
Exercise 7
Audio Script Track 15 1 To attempt to find out what makes us laugh and why.
2 They were asked to submit their favourite joke, answer a
Rosie Well, thank goodness today’s nearly over. questionnaire and rate jokes sent in by others.
Dad Been one of those days, has it? 3 Many Europeans preferred surreal jokes, but English-
Rosie It’s probably been the unluckiest day of my life. speaking countries preferred word-play.
Dad That bad, eh? So what’s gone wrong? 4 The time of day and day of the month during which a joke
Rosie Do you really want to know? was found funniest, the perfect length for a joke and the
Dad Sure. funniest animal in jokes.
Rosie OK, so it all started when the school bus broke down
and I had to walk the last two miles to school, which
of course, meant I was late and as we had a test first
UNIT 5 THRILL SEEKERS
lesson, it meant I’d have had less time to do it. So I GRAMMAR
was getting in a real panic. But when I got to school
and walked into the classroom it turned out that our Exercise 1
teacher was ill and the test had been postponed until
4, 5, 8, 9, 12
next week.
Dad Well that’s not bad luck, is it?
Rosie No, it’s terrible luck because I’d spent all last night
Exercise 2
revising and I was completely ready for it. Now I’ve got 1 Motivated 2 Paragliding 3 Going 4 Inspired
to do it all again. 5 Trained 6 Watching 7 Climbing 8 Surrounded
Dad Oh dear.
Rosie And to make things worse, Mr Newsome, the Exercise 3
headmaster, was standing in for our teacher so we had 1 climbing 2 Falling 3 breaking 4 Watched
the most boring lesson I’ve ever had to sit through. 5 taken 6 Phoning 7 interviewed 8 Having
Dad So how was the rest of school?
Rosie Well, it just got worse. At lunchtime I realised I’d left my
Exercise 4
packed lunch at home.
Dad Yes, I saw that on the counter in the kitchen. 1 Having watched the video lots of times, he knows what
Rosie And I didn’t have any money to buy any food so I happens.
basically starved the whole day. And of course, after 2 Having been scuba diving, she’d now like to try deep sea
lunch it was PE so I had to run about on a tennis court diving.
for an hour absolutely starving. Then I got whacked in 3 Having enjoyed caving in Wales, he wants to do it again.
the eye by a tennis ball. Look. 4 Having worked as a stuntman in films, he’s used to
Dad Yes, it does look a bit red. performing dangerous stunts.
Rosie Well it really hurt. It really did. Not that any of my 5 Having never been keen on heights, she doesn’t think she
friends gave me any sympathy. They just thought it was can do a bungee jump.
really funny. Anyway after school I missed the bus so I
had to walk home and because I was so late back Mum Exercise 5
had gone out to collect Liam from football so no one 1 Having trained for six months, I was ready to run the
was in and I had to wait outside for 20 minutes. marathon.
Dad Why didn’t you phone your mum? I’m sure she’d have 2 Watching the video reminded me of the parachute jump.
come and collected you from school. 3 Having climbed Mount Kilimanjaro, he was ready to climb
Rosie Oh, did I forget to say? My phone ran out of battery at Mount Everest.
lunchtime. 4 Being afraid of heights, she couldn’t look down.
Dad Well, at least you’re home now. Why don’t you have a 5 Having been trained by an Olympic athlete, he was strong
nice hot bath and relax a bit before bed. and fit enough to trek across the desert.
Rosie I would. But there’s no hot water so I’ve got to wait half 6 Having done a bungee jump before, she wasn’t worried.
an hour for it to warm up.
Exercise 6
Exercise 3 1 After practising on an indoor climbing wall, I was ready to
1 If John hadn’t bought a new tablet, he’d have some money. climb outdoors. / Since practising on an indoor climbing wall,
2 Unless we leave now, we’ll miss the train. I’ve been ready to climb outdoors.
3 All I liked about the party was the food. 2 After signing up for a parachute jump, he wasn’t able to
4 If I liked seafood, I would have eaten something at the sleep. / Since signing up for a parachute jump, he hasn’t been
restaurant. able to sleep.
5 If you don’t invite Sara to your party, she’ll be really upset. 3 After learning her daughter had won the marathon, she was
6 What I find most annoying about travelling is waiting for very proud.
hours in airports. 4 After breaking his leg he didn’t do any more climbing. / Since
7 It’s Henry you need to talk to about the mess. breaking his leg he hasn’t done any more climbing.
8 Provided you promise not to tell anyone, I’ll tell you my secret.

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 WORKBOOK ANSWER KEY
5 After doing her first parachute jump, she did three more
jumps for charity. / Since doing her first parachute jump, she
DEVELOPING WRITING
has done three more jumps for charity.
6 While watching a film set in the Alps, she decided to join Exercise 1
a climbing club. / After watching a film set in the Alps, she 1 Motivated 2 arriving 3 having been given 4 fitting
decided to join a climbing club. / Since watching a film set 5 Knowing 6 Feeling 7 Having relaxed 8 landing
in the Alps, she has decided to join a climbing club. / On 9 watching 10 Having experienced
watching a film set in the Alps, she decided to join a climbing
club. Exercise 2
7 After seeing his friend was afraid, he climbed back up to help
him. / On seeing his friend was afraid, he climbed back up to A 2 B 3 C 1
help him.
Exercise 3
Exercise 7 1 To raise money for the new school science lab.
1 blow 2 laughing 3 shining 4 beating 5 falling 2 In June.
6 grip 3 A jumpsuit and the tandem parachute harness.
4 Knowing that she was securely attached to an experienced
instructor.
GET IT RIGHT! 5 As she waited for her turn to jump out of the plane.
1 Having minimised the risks, the film director decided to go 6 Her friends.
ahead with the stunt. 7 It was one of the greatest experiences of her life.
2 Making his point loud and clear, the teacher told them that
they wouldn’t pass the exam unless they revised.
3 Having painted Megan’s bedroom, they then bought new
LISTENING
furniture for it. 17 Exercise 1
4 Having agreed with us initially, she then told us that she a The age of the woman who first attempted to go over the
wouldn’t do it. waterfall in a barrel.
5 Hearing Dan sing made his mother very proud. / Hearing Dan b The height of the frozen waterfall.
sing, his mother felt very proud. c The speed of the water flowing over the waterfall.
6 Having done one bungee jump Sam now can’t wait to do
another! 17 Exercise 2

VOCABULARY 1 They climbed up Niagara Falls when it was frozen.

2 They have gone over the falls in a barrel.
Exercise 1 3 She thinks they are very brave.
4 He thinks they are crazy.
1 e 2 c 3 a 4 b 5 d
5 It took Will about an hour and Sarah a lot longer.
6 He thinks the best thing is seeing the photographs of the ice
Exercise 2 falls.
1 stunt 2 risk-taker 3 death-defying 4 gets a kick out of
5 minimises the risk 6 audacious 7 assessed the risk 17 Exercise 3
8 daredevil
1 I’d go along with that; The way I see it
2 OK, point taken; True; That’s not how I see it
Exercise 3 3 I hadn’t thought of that; Well, to my mind; Yes, I suppose
1 get a kick out of 2 stunt 3 death-defying you’re right
4 daredevil 5 audacious 6 assess the risk

Exercise 5 Audio Script Track 17

1 making a lot of noise 2 peace and quiet 3 keep quiet Tony You’re very quiet, Jane. What are you reading? Anything
4 a loudmouth 5 loud and clear 6 For crying out loud interesting?
Jane Yeah. It’s an article about Will Gadd and Sarah Hueniken
who climbed up Niagara Falls in January 2015.
READING Tony What? How do you climb up a waterfall?
Exercise 1 Jane It was frozen. There are some amazing pictures on the
website. Here, look.
1 paraglide Tony Wow. They’re cool.
2 She went on all the adult rollercoasters at Disneyland. Jane Apparently 15 people have gone down the Falls in a
3 To sign up for their own paragliding adventures. barrel but Will and Sarah are the first to climb up it.
4 Jump from an aircraft at 2,400 metres. Tony Did they survive?
5 Tower Bridge, the London Eye, Nelson’s Column and the Jane Who? Will and Sarah?
Eiffel Tower. Tony No, the people who went down the waterfall in a barrel.
6 The Queen. Jane Not all, five of them died. The first attempt was in 1901.
She was a 63-year-old school teacher called Annie
Exercise 2 Taylor. She survived but she did say that no one should
B do that ever again.
Tony I’d go along with that. You’d be mad to throw yourself
Exercise 3 over a waterfall in a barrel.
Jane The way I see it, you’ve got to live a bit dangerously.
1 kayaked over 2 the deadliest hike 3 1,524 metres You’ve got to try things.
4 a harness 5 ride a lift / ride the lift / take the lift Tony You’re not thinking of doing something crazy are you?
6 going on rollercoasters Jane No, of course not. But I think Will and Sarah have done
something amazing. They’ve climbed a 45 metre-high
frozen waterfall.

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 Tony OK, point taken. That’s a pretty cool achievement. GET IT RIGHT!
Jane To come up with an idea like that. Then to plan it and 1 Do you think you could do that for me? I’d be very grateful.
organise it. Then to actually do it. That’s awesome. 2 That actress won’t be invited on the chat show, surely? She’s
Tony True. However, I still think you have to be a little crazy to a has-been!
do something like that. 3 He would definitely try and keep a low profile if it meant he
Jane That’s not how I see it. I think they’re incredibly brave. could keep the paparazzi away.
They’re very experienced ice climbers. They knew what 4 I can’t imagine that any celebrity would ever wish to
they were doing. disappear without a trace.
Tony I don’t accept that. I mean, listen to this. It says here that 5 Perhaps Julie should see a doctor about her total fixation on
the ice was very unstable and that there was 150,000 the royal family. It’s not healthy.
tons of water flowing over the top every minute at 6 If Simon wants to keep his friends he shouldn’t / mustn’t
speeds of nearly 100 kph. It made the ice wall shake and keep boring them with details of his celebrity obsession.
it was very hard to hold on. That doesn’t sound good.
Anyway, how long did it take them to do the climb?
Jane It took Will about an hour but it took Sarah a lot longer. VOCABULARY
I’m surprised they got permission from the authorities in Exercise 1
the first place.
Tony I hadn’t thought of that. How long did it take to get 1 stalking 2 object of affection 3 addicted
permission? 4 fascination with 5 fixated on 6 idol
Jane It took them a year. 7 centre of attention 8 worshipped
Tony Well, to my mind, the best thing about it is getting to see
these beautiful photographs of the ice falls. Exercise 2
Jane Yes, I suppose you’re right. It’s great that we get to share disappear without a trace A-list keep a low profile
the view with Will and Sarah. follow on Twitter has-been one to watch out for
be in the limelight up-and-coming
DIALOGUE Exercise 3
Exercise 1 1 up-and-coming 2 one to watch out for 3 in the limelight
1 I can’t wait to hear all about it.; How come? You’re a brilliant 4 A-list 5 follow; on Twitter 6 disappeared without a
actress. trace 7 has-been 8 keeps a low profile
2 Oh no, here we go.; You’re turning into a couch potato.
3 I did go to sleep really late last night.; You know what I mean. Exercise 5
1 f 2 a 3 d 4 b 5 c 6 e
CAMBRIDGE ENGLISH: ADVANCED
READING
Exercise 1 Exercise 1
1 C 2 A 3 B 4 D 5 B 6 A 1 Due to the high media coverage of celebrities a visitor to
Earth might assume that these people are the leaders.
UNIT 6 FOLLOWERS 2 The white wedding dress.
3 The rise of the media and therefore easier access to them.
GRAMMAR 4 Because of the decline in large families and close-knit
communities.
Exercise 1 5 They are extroverts who enjoy socialising in large groups.
1 GT 2 GT 3 F 4 F 5 GT 6 P 7 GT 8 GT 6 An obsession which can include illegal practices such as
9 GT 10 P stalking.

Exercise 2 Exercise 2
1 will 2 can 3 might 4 won’t 5 could A selfie.
6 might not 7 can 8 mightn’t
Exercise 3
Exercise 3 1 F 2 DS 3 T 4 T 5 DS 6 DS 7 F 8 T
1 won’t 2 can 3 could 4 will 5 might
DEVELOPING WRITING
Exercise 5
Exercise 1
1 f 2 h 3 j 4 a 5 i 6 b 7 c 8 d 9 e 10 g
Suggested answer:
Exercise 6 The writer would like to be famous as long as his private life
would remain his own.
1 S 2 E 3 R 4 A 5 E 6 S 7 A 8 A 9 R

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 WORKBOOK ANSWER KEY
Exercise 2 Conversation 3
Suggested answers: Gill Are you still working, Anna?
1 more and more people becoming famous and for how long Anna Yes, I need to get this history project finished.
2 wealth Gill But I thought that wasn’t until next week. You’ve got
booking a table at the fanciest restaurants or getting tickets the whole weekend to work on it if you want.
to the top sporting occasions Anna I know, but I want to get a really good mark for it.
having the knowledge that you have achieved remarkable Gill But you said we could go and play tennis this
things and earned the respect of the public and your peers afternoon.
3 always being in the public eye Anna I know. I won’t be more than an hour.
this gets tiring Gill Another hour!
4 talk about what I would like to be famous for and how Anna You’re not complaining are you? It’s not all little
famous I would like to be sisters who’d agree to hang out with their big sisters
on a Saturday.
Exercise 3 Gill School work. It’s always school work. It’s not normal
at your age, you know.
1 others – people who are famous for longer
Anna Come on, Gill. Give me a break.
2 it – being famous
Gill But I hate to think how much time you spend doing
3 these – the luxuries that fame can offer
homework each week. There are other things girls
4 these – cases of people becoming famous without really
your age can do. When I was 13 I was …
doing anything
Anna I know, I know. You’ve told me a thousand times. But
5 those – people who are famous for longer
I’m not you. And I like school work.
6 this – always being in the public eye
Gill Sometimes I wonder if we really are related. I really do.
7 This – being recognised by others working in your field but
not known to the majority of other people
DIALOGUE
LISTENING
Exercise 1
19 Exercise 1
1 Haven’t you got anything else to do with your time?
1 Stan 2 – 3 Anna 4 Shelley 2 It’s all you ever seem to do.
3 I haven’t got time for this now.
19 Exercise 2 4 I really don’t need this now.
1 B 2 A 3 B 4 C 5 C 6 B 5 If you’re not playing games on it, you’re watching videos.
6 It’s always school work.
7 Come on, Gill. Give me a break.
Audio Script Track 19 8 I hate to think how much time you spend doing homework
Conversation 1 each week.
Stan So, I’d better get going.
Lana Where to, Stan? PHRASES FOR FLUENCY
Stan Band practice, of course.
Lana But didn’t you have band practice last night? Exercise 1
Stan Yeah. And we’ve got it tomorrow too. But I’m free the 3, 11, 9, 1, 7, 5, 6, 2, 12, 10, 4, 8
night after that.
Lana But it’s always band practice. Haven’t you got anything
else to do with your time? CAMBRIDGE ENGLISH: ADVANCED
Stan We’ve got a gig on Friday, Lana. We need to practise.
Lana But every night? Is that really necessary? Exercise 1
Stan Yes, it is. It’s actually quite a big deal. I thought you
1 E 2 D 3 A 4 F 5 B
supported me on this.
Lana I do. I know how important it is, but you spend all your
time playing your guitar. It’s all you ever seem to do. CONSOLIDATION UNITS 5 & 6
Stan Lana, I haven’t got time for this now. I’ve got to be at 20 Exercise 1
school in ten minutes.
Lana OK, but can you promise me that when it’s over I can 1 93 2 Wing walking 3 Scotland 4 Northern Ireland
have you all to myself for the weekend? 5 1 hour 27 minutes 6 First person to wing walk over the
Stan Of course you can. We’ll do whatever you want. Just channel twice. 7 Oldest man to loop-the-loop while wing
give me a few days to concentrate on the band. walking.
Lana OK, it’s a deal.
20 Exercise 2
Conversation 2
Dad Come on, Shelley. It’s dinner time. 1 1942 2 13 years 3 80 4 £1.25 million 5 2011
Shelley I’ll be there in a couple of minutes. I’ve just got to finish 6 4 times 7 85
this game.
Dad You’ve always just got to finish a game. Your dinner’s Audio Script Track 20
ready now. You can finish it later.
Shelley Dad, I just need two minutes. Tom Lackey has just set a new world record as a wing walker.
Dad And I want you here now. You’ve been playing it for the Now in case there is anyone unfamiliar with what that is exactly,
past half an hour! Turn it off and come and eat. let me explain. A wing walker is one of those daredevils who
Shelley Dad, I really don’t need this now. I’m just about to win. stands on top of old aeroplanes as they fly. I’m sure you’ve
Dad, what are you doing? seen pictures. Anyway, last Saturday Mr Lackey spent one hour
Dad What does it look like I’m doing? I’m throwing your and 27 minutes in the air on the top of a vintage 1942 Boeing
tablet in the bin. Stearman biplane as it flew from Castle Kennedy in Scotland
Shelley But … but … you can’t do that. over the Irish Sea to City of Derry Airport in Northern Ireland.
Dad I can. I’m fed up with your tablet. If you’re not playing Amazingly, the record he set was not for the amount of time
games on it, you’re watching videos. There’s only one he spent on the plane or even the distance he travelled.
place for it.

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 The record set by Mr Lackey was for his age because he’s
accomplished this incredible feat at the age of 93. That’s right –
93, making him the world’s oldest wing walker.
Mr Lackey, who was formerly a builder, took up the sport 13
years ago at the age of 80 to help him recover from the death
of his wife Isabel, who had served in the Royal Air Force. Since
then he has raised over £1.25 million for charity. In 2011 he was
presented with the prestigious ‘Pride of Britain’ award, which is
given to remarkable people in recognition of the work they do to
help others.
And this is not the first time that Mr Lackey has found himself in
the Guinness Book of Records. Earlier this year he became the
first person to wing walk over the Channel twice, meaning that
he’d made the journey from Dover in the UK to Calais in France
four times in succession. And in 2005 he also made an entry in
the book as the oldest man to loop-the-loop while wing walking
– at the age of 85!
Exercise 3
1 Inspired 2 must 3 singing 4 can 5 Cooking
6 won’t 7 fall 8 Feeling
Exercise 4
1 on 2 without 3 out 4 over 5 out 6 for
7 out 8 off
Exercise 6
1 Love your new haircut. 2 Like an ice cream?
3 Got any chocolate? 4 Seen Sam today? 5 No problem.
Exercise 7
1 I don’t know. 2 I’m not sure. 3 That’s nice.
4 I’m not bad. 5 Yes, please. I would like an apple.
6 No, I think we had better go home now.
Exercise 8
1 A couple. 2 Great. 3 Interesting. 4 Once.
5 Love some. 6 Love to.
GET IT RIGHT!
1 Rebecca thinks Kathryn needs to run greater distances in
training if she’s going to complete the marathon and she
thinks so too.
2 Monica hasn’t been to a fitness class in ages and Jo hasn’t
either.
3 My mum thinks that ripped jeans will soon go out of fashion
and my dad certainly hopes so too!
4 Mark doesn’t like the retro look and neither does Finn/Finn
doesn’t either.
5 Smartphones have become a must-have and so have tablets.
6 John is going to cut down on his sugar intake and so is
George.

Exercise 5 VOCABULARY
1 stunts 2 a loudmouth 3 has-been 4 centre of
attention 5 idol 6 daredevil 7 peace and quiet
Exercise 1
8 stalker 1 d 2 g 3 e 4 a 5 b 6 c 7 f

Exercise 2
Exercise 6 1 bang on trend 2 really in 3 must-have 4 short-lived
1 talk 2 Come 3 do 4 accept 5 point 6 see 5 the next best thing 6 a thing 7 had gone out of fashion

Exercise 7 Exercise 3
1 When he was 21 he was featured in his local newspaper as he 1 shivers 2 racing 3 fills 4 tear 5 smile
camped outside the cinema for days in order to be the first to 6 goosebumps
buy a ticket for Episode III: Revenge of the Sith. The mystery word is: happiness
2 Because in July he had been told by his doctors that he only
had two months to live. READING
3 His family and friends launched it. Its aim was to get Daniel
to a private viewing before he passed away. Exercise 1
4 Mark Hamill, who plays Luke Skywalker, and John Boyega, 1 T 2 T 3 T 4 F 5 F 6 F
who plays Finn.
5 They were also granted their dying wishes by film makers. Exercise 2
lead – make-up
UNIT 7 BEAUTY IS IN THE EYE OF THE arsenic – pills and soaps
BEHOLDER deadly nightshade – eye-drops
DNP – diet pills
GRAMMAR
Exercise 3
Exercise 1
1 Who started the fashion for pale skin?
1 so 2 those 3 do 4 Neither 5 so 6 that 2 What are the symptoms of lead poisoning?
3 Why did arsenic pills make the skin pale?
Exercise 2 4 What is deadly nightshade?
1 Nor 2 the one 3 those 4 so 5 do 5 How did Eloise Aimee Parry get to hospital?
6 Why are people buying unregulated and dangerous health
Exercise 5 and beauty products over the Internet?
1 I’d love one. – e
2 Do you fancy playing a game of tennis? – g DEVELOPING WRITING
3 Have you got time for a cup of tea? – f
4 I’m sorry but I can’t stay. – b Exercise 1
5 Don’t worry about it. – d
6 Do you want to listen to another track? – h That’s rubbish!
7 I haven’t seen you here before. – a This is the worst shampoo I’ve ever tried.
How can you lie to people like that?

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 WORKBOOK ANSWER KEY
Exercise 2 Assist 2 Yes, well … maybe I should have said shinier and
1 The advert claims to be a revolutionary new product that will healthier. Imagine having shinier, healthier hair. So
give you fuller, thicker hair. would you say you have dry hair, or normal?
After 3 months, Sally hasn’t noticed any difference in the Nicole I’d say my hair is generally quite dry.
thickness of her hair. Alice Me too. What’s special about your range?
2 The advert promises to give you your dream hair. Assist 2 We use a revolutionary new system of plant extracts
The shampoo makes Sally’s hair dull and lifeless. and oils. For example, our shampoo for dry hair
3 The advert says that there are only natural oils in the contains almond oil and orange oil and a secret new
product. plant ingredient and it smells amazing.
The shampoo contains several chemicals in it. Alice Mmm, that does smell good.
Nicole Mmm, yes. Does it contain any chemicals?
LISTENING Assist 2 No, it doesn’t. And if you have any allergies to soap
products, this is the perfect shampoo for you.
23 Exercise 1 Alice I’d certainly like to try the shampoo. I think it smells
wonderful and it looks great.
organic – T
Nicole I think so too.
almond oil – S
Assist 2 Fantastic. We strongly recommend you buy the
protects and cleans – T
conditioner with the shampoo. We have a great offer
green tea – T
on the shampoo and conditioner set. If you buy the
smells amazing – S
shampoo you get the conditioner half price.
nice packaging – S
Nicole How much is it then?
Assist 2 It’s £9.99. This offer is limited. It’s just for this Fair.
23 Exercise 2
1 brand new
2 strongly recommend DIALOGUE
3 We understand that having
4 Three million people worldwide say Exercise 1
5 Have you always dreamed of 1 Have you always dreamed of 2 We understand that
6 Imagine having 3 strongly recommend 4 one million people worldwide
7 a revolutionary new system 5 This offer is limited 6 revolutionary new
8 This offer is limited 7 This brand new 8 Imagine

Audio Script Track 23 CAMBRIDGE ENGLISH: ADVANCED

Assist 1 Would you like to try one of our brand new
toothpastes? Exercise 1
Alice Maybe. 1 of being/getting fat, he followed 2 ate nothing except
Assist 1 I strongly recommend this organic green tea 3 was due to starving 4 were caused by not
toothpaste. It doesn’t contain any artificial colours 5 lost a lot of 6 set a bad example for
or harsh preservatives, and it protects, cleans and
whitens your teeth.
Nicole Don’t all toothpastes do that? UNIT 8 IT’S ALL GREEK TO ME!
Assist 1 Well, yes, but this toothpaste also repairs and restores
your gums, and it has a unique fruity mint taste.
GRAMMAR
Alice That sounds weird. Exercise 1
Assist 1 I know, but it is actually a very refreshing taste and
not at all like the ordinary mint ones. You really have 1 B – compared to whom 2 D – all of whom
to try it. 3 A – some of whom 4 F – compared to which
Nicole The big question for me is does it really whiten your 5 E – one of which 6 C – one of whom
teeth?
Assist 1 We understand that having white teeth is important Exercise 2
to you and so our organic toothpastes do all contain a 1 both of which 2 one of which
tooth whitening ingredient. However, we do have an 3 none of whom 4 compared to which
even more effective and established tooth whitening 5 in which case 6 most of which
product which has had excellent results. Three million
people worldwide say it’s whitened their teeth. It’s Exercise 3
£99 for the first treatment.
1 none of which won the prize.
Nicole That’s a bit expensive for me at the moment.
2 most of whom said they could come.
Alice And me, but I think I will try the green tea toothpaste.
3 one of whom plays basketball professionally.
Assist 1 You won’t regret it.
4 none of whom ever got married.
Nicole Can we go and look at the hair products now?
5 most of which she bought on the Internet.
Alice Of course.
6 many of whom agreed with the proposal, but others didn’t.
Nicole Let’s go to that stand over there. The packaging on
7 some of which are free, but you have to pay for most.
their products looks lovely. I really like the purple
and gold.
Assist 2 Hello, girls. Can I interest you in any of our products Exercise 4
today? 1 Wherever 2 However 3 whenever 4 whatever
Nicole Well, we do like the look of your products. 5 Whatever 6 whoever 7 whenever 8 However
Assist 2 I’m sure you’ll like what’s in the bottles too. Have you
always dreamt of having really shiny, healthy hair? Exercise 5
Alice Don’t I already?
1 when 2 where 3 Wherever 4 who 5 whatever
6 what 7 whenever 8 Whoever

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Exercise 6 24 Exercise 2
1 Whatever 2 Wherever 3 whoever 4 whenever 1 No, the man tells a story about something that happened a
5 whatever 6 However 7 Wherever few years ago.
2 No, he was going to visit a friend in Toulouse.
GET IT RIGHT! 3 No, the old woman was sitting in a chair and cutting
vegetables.
1 It’s important to whoever’s receiving it. 4 No, the man’s French was a bit broken.
2 I didn’t quite get what he said but whatever he did say I’m 5 No, he gestured to show the woman that he didn’t know
not interested. where the street was.
3 ✓ 6 No, he showed her the name ‘Rue du Bac’ on a piece of
4 ✓ paper.
5 I’m going to try to learn either Japanese or Chinese – I’ll 7 No, the woman didn’t know where Rue du Bac was.
choose whichever course is cheaper. 8 No, Rue du Bac was round the corner.
6 However fluent you may be there will always be someone
who doesn’t follow you.
Audio Script Track 24
VOCABULARY One story I remember, something that happened quite a few
years ago – erm, I was in France, I was basically backpacking
Exercise 1
my way around the country, and I had a friend in a city called
1 facial 2 native 3 gesture 4 dialect Toulouse, in an area called … well actually, I don’t remember
5 incomprehensible 6 pronounce 7 breakdown the name of the area! But he’d invited me to go and stay with
8 accent 9 first 10 language him in his flat, which was in a street called Rue du Bac. I didn’t
know where that was, of course, but anyway I got a bus that had
Exercise 2 the name of the area on it. When the bus stopped, the last two
1 incomprehensible 2 first language 3 misunderstood or three passengers got off, the driver too, so I got off as well. I
4 strong accent 5 gesture 6 make myself looked around, and on the other side of the square I saw an old
7 native speaker 8 follow 9 communication breakdown woman sitting outside the door of her house on a chair. She had
10 body language a bowl on her lap and she was cutting vegetables or something
like that, and so I figured I’d ask her where the street was. Now,
Exercise 3 my French was a bit broken and my accent clearly foreign, but
you have to try, right? So I walked over to where she was and I
1 a 2 c 3 d 4 f 5 b 6 e 7 g 8 h said: ‘Excusez-moi, madame.’ She looked up at me. ‘Rue du Bac,
s’il vous plait,’ I said – you know, Rue du Bac, please and she just
Exercise 4 looked at me and said ‘Comment?’ which is what? She obviously
1 modest 2 impulsive 3 assertive 4 self-assured didn’t understand, so I repeated it, I said, ‘Rue du Bac?’ with a
5 expressive 6 forceful 7 conceited hand gesture to indicate that I didn’t know where it was and
wasn’t familiar with the area, and I also kind of looked around in
a ‘lost’ way. ‘Comment?’ she said again. Well I was a bit surprised,
READING but I thought perhaps she was a little deaf so I said it again, only
Exercise 1 louder. The woman just put her hands over her ears and made a
face, so I was wrong about her being deaf! So what did I do? I got
1 T 2 F 3 DS 4 F 5 T 6 F 7 DS 8 DS a pen out and searched in my backpack until I found a piece of
paper. I wrote it down – Rue du Bac – on the paper and showed
Exercise 2 it to her. She took her glasses off and looked at it really closely.
1 Brussels; the EU Commission. Then suddenly she said: ‘Ah!! Rue du Bac!!’ Well, all I could think
2 Out of curiosity. was: ‘OK, maybe I didn’t pronounce it exactly like she did, but
3 Lithuanian, Gaelic and Maltese. surely well enough for her to get what I meant!’ Anyway, I said:
‘Yes, yes, oui, oui, Rue du Bac.’ And she looked at me – you won’t
Exercise 3 believe this – and said: ‘Je ne sais pas.’ I don’t know. So after all
that, I still didn’t know where the street was. So I just said, ‘Merci
1 not used 2 F 3 C 4 D 5 A 6 G 7 B 8 E madame, au revoir’ and walked away. I walked around the corner
from the old woman’s house, and guess where I was? You got it –
DEVELOPING WRITING the next street was … Rue du Bac!

Exercise 1
DIALOGUE
1 3, 1, 2, 5, 4, 6
2 cost of travel and subsistence; lack of private Exercise 1
accommodation; personal problems; better alternatives in 1 didn’t catch 2 familiar with 3 lost me 4 don’t follow
own country; other 5 don’t see 6 didn’t get

Exercise 2
CAMBRIDGE ENGLISH: ADVANCED
1 down to 2 account for 3 infer 4 in particular
5 worth noting 6 most significant factor 7 thus
8 coupled with Exercise 1
1 C 2 D 3 A 4 B
LISTENING
24 Exercise 1
CONSOLIDATION UNITS 7 & 8
26 Exercise 1
1 B 2 A 3 C
A T-shirt.

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 WORKBOOK ANSWER KEY
26 Exercise 2 Exercise 5
1 Baseball boots. 1 short-lived 2 tear; eye 3 self-conscious
2 Because they don’t go well with a black suit and no one’s 4 body language 5 strong; accent 6 shivers; spine
worn them for at least three years. 7 must-have 8 self-assured
3 Smart black shoes.
4 Because she has deleted most of them. Exercise 6
5 She used to make bracelets and cover her arms with them. 1 modest 2 barrier 3 out of 4 goose 5 broken
6 Band T-shirts. 6 impulsive 7 heart 8 in
7 To never wear band T-shirts.
Exercise 7
Audio Script Track 26 7, 5, 9, 11, 1, 3, 8, 10, 4, 6, 2
Gina Steve, are you really going to wear those boots tonight?
Steve Yes, I am. Why? Is there something wrong with them? Exercise 8
Gina Where do I start? You don’t wear baseball boots to the 1 unprosperousness 2 feedback 3 purple 4 bookkeeper
end-of-term party. They just don’t go well with the 5 uncopyrightable 6 rhythm 7 euouae 8 ough
black suit. And then there’s the fact that no one’s worn 9 pangram
boots like those for at least three years. And has no one Final fact: angry / hungry
ever told you that black and blue should never be worn
together? Do I need to go on?
Steve No you don’t. That’s quite enough. So what should I
UNIT 9 IS IT FAIR?
wear, Miss fashion expert? GRAMMAR
Gina Just a pair of smart black shoes. Can’t go wrong. You’ll
thank me. I promise. Exercise 1
Steve So you never make fashion mistakes?
1 Never 2 Rarely 3 Not only 4 No sooner 5 Never
Gina Not anymore. I mean, I have made some in the past.
6 Not only 7 Rarely 8 Under no circumstances
I believe there are still some photos of me in some
9 On no account 10 Little
horrendous outfits from a few years ago, although I
have managed to delete most of them, so you’ll need to
look hard if you want to find one.
Exercise 2
Steve So what’s the most embarrassing thing you’ve ever 1 had; seen 2 will; climb 3 had; struck
worn then? 4 have; had/do; have 5 was 6 will; freeze
Gina Well, when loom bands were a thing, a few years ago … 7 will; return 8 has; visited/does; visit
Steve Loom bands?
Gina Yeah, those little elastic bands that you could join Exercise 3
together and make stuff from. 1 Never before have I been so shocked by a programme shown
Steve Loom bands! I’d completely forgotten about them. on TV.
Gina Well, they were quite short-lived but when they were in, 2 Not only was it untrue, but wildly exaggerated too.
they were really in. I used to think I looked so cool with 3 Rarely do I complain about TV programmes.
my arms covered in loom band bracelets that I’d made. 4 No sooner had the programme finished than I rang the TV
I had them all the way from my wrists to way above my company.
elbow. Multi-coloured. My arms looked like rainbows. 5 Not only was the person I spoke to rude, but he seemed to
Steve Yeah, but you were young. Doesn’t really count. think my complaint was funny.
Gina I was old enough to know better. I also used to wear 6 Little did I know the programme was meant to be a comedy.
some really dodgy band T-shirts: One Direction, The
Wanted, McBusted. It sends shivers of horror down my
Exercise 4
spine just thinking about it. What was wrong with me?
Steve So what band T-shirts do you wear now? Not only did he work on the cars but he was also allowed to
Gina I don’t. In fact, if I can pass on one piece of fashion drive them on the test track.
advice to you, Steve, then it’s this. Never, ever wear The track was designed to test racing cars but the boss told Jeb
band T-shirts. I mean you might think they’re bang on that under no circumstances could he go faster than 100 kph.
trend now, but just wait a few years. And then you’ll just Never had he never enjoyed a job so much.
have to go and delete all your photos. Steve, where are No sooner had he turned the last bend than the car slid off
you going? the track.
Steve Um, I’m just going to change my T-shirt. ‘Rarely have I seen such bad driving from my staff!’
Gina What! You’re wearing a T-shirt with a suit. What are you Little did he know that there was oil on the track.
thinking? Here, let me have a look.
Steve No, really. It’s alright, Gina. Exercise 5
Gina One Direction! What’s going on? 1 To be honest 2 If you ask me 3 On the other hand
Steve It’s retro. I mean I just thought … 4 Mind you 5 However 6 Let’s face it 7 The thing is
Gina I don’t want to know, Steve. Please just take it off. 8 That said

Exercise 3 Exercise 6
3 Nevertheless For example
1 e 2 a 3 g 4 c 5 h 6 d 7 f 8 b
5 On the other hand If you ask me / Let’s face it
6 As a result Mind you. However / On the other hand
Exercise 4 8 While Anyway / Personally
1 Whoever 2 none of which 3 However 4 whenever 11 For a start By the way / Anyway
5 both of whom 6 Neither of them

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GET IT RIGHT! DEVELOPING WRITING
1 ✓
2 I do believe Kate was treated unfairly. That said, she should Exercise 1
have studied harder. 1 C 2 B
3 There seems to be a lot in the news about corrupt politicians
at the moment. Mind you, there are lots of other corrupt Exercise 2
people too!
4 ✓ 1 However 2 Imagine 3 Now 4 In fact 5 Arguably
5 At the end of the day it isn’t really justifiable to spend so 6 Consequently
much money on prisons when there are so many other
important things. OR: It isn’t really justifiable to spend so Exercise 3
much money on prisons when, at the end of the day, there 1 offence 2 first-time offender 3 convicted
are so many other important things. 4 community service 5 severe 6 to take into account
7 use their discretion 8 lenient
VOCABULARY
Exercise 1 LISTENING
28 Exercise 1
1 2
E V I D E N C E c
3
W O
28 Exercise 2
4
G U I L T Y N
1 doctor 2 one-armed 3 to death 4 it hits
T F 5 track down/find 6 jumping off/off
5 6
7 doesn’t care 8 doesn’t/won’t say
H W I T N E S S
Audio Script Track 28
7
H A N S
8 Tommy Good weekend?
O P N S R
Josh Yeah, not bad thanks. There was a pretty good old film
9
L P O L I F E on TV that I watched – I enjoyed it.
10 Tommy What was it?
D E F E N C E O T Josh Erm, The Fugitive – yeah, that’s right. From around the
A E N R mid-1990s.
Tommy I can’t stand those old films.
L N A Josh No, this one was good, honestly. It’s about a doctor in
Chicago who’s really successful and happily married
T C but one day he comes home and finds that his wife’s
T been murdered.
Tommy Oh!
Exercise 2 Josh And the killer’s still in the house! They fight and the
doctor realises that the other man has only got one
1 innocent 2 evidence 3 witness 4 defence
arm. And the one-armed guy gets away. Now, the
5 confession 6 retract 7 withheld 8 found
police are absolutely sure the doctor did it, especially
9 imprisonment
because he’ll get all the insurance money, so they
arrest him and he’s tried, found guilty and he gets sent
Exercise 3 to prison for, oh I don’t know, thirty years, give or take
1 acceptable 2 corruption 3 reasonable 4 prejudice a year or so. Oh no, hang on, he’s sentenced to death!
5 unbiased 6 unethical 7 justifiable Tommy And that’s it? That’s the story?
Josh No, of course not. What happens is, when they move
Exercise 4 the doctor – oh what’s his name? Kimble, that’s it,
Kimble – when they move Kimble from one prison
1 a – trial 2 d – way 3 e – basis 4 c – behalf
to another, the train he’s on hits a bus and in all the
5 b – terms
confusion, Kimble manages to get away. He leaves
Chicago and he becomes a fugitive – the police are
READING after him, trying to catch him.
Tommy Hang on – that sounds like an old TV series my dad
Exercise 1
told me about.
a 2 b 1 c 3 d 1 e 3 f 2 g 2 h 3 Josh Yeah, that’s right, the film’s more or less based on
the same story. Anyway, so a detective is sent to try
Exercise 2 and catch him. And at the same time as he’s trying
A to escape from the police, Kimble’s trying to find the
one-armed man. He has to go back to Chicago to track
Exercise 3 him down, which means of course he’s closer to the
people who are trying to get him.
1 Personal needs and the needs of other people. Tommy Wow, it sounds really cool actually.
2 Admit that they are not a fair person. Josh It is – and there are some great scenes, for example,
3 The writer tried to find out how fair people really are. the detective very nearly catches him but in order
4 Situation 2 to escape, Kimble jumps down this really enormous
5 Situation 3 waterfall and survives.
6 The real purpose was to show that there are different sides to Tommy Uh huh …
arguments about what is fair. Josh And just before he jumps – my mum says this is a
famous film moment – Kimble shouts to the detective:

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‘I didn’t kill my wife!’ And the detective just looks at
him and says: ‘I don’t care.’ How cool is that!
Tommy Wow. And so what happens in the end?
Josh Well of course in the end, Kimble manages to prove
that he’s innocent.
Tommy And who’s the killer – the one-armed man?
Josh I’m not going to tell you that – you’ll have to watch the
film yourself!
Tommy You haven’t told me what it’s called.
Josh I told you earlier! The Fugitive. Look out for it.
DIALOGUE
Exercise 1
Dialogue 1
5, 1, 7, 9, 3, 4, 2, 8, 6
Dialogue 2
5, 9, 1, 3, 7, 8, 2, 6, 4
PHRASES FOR FLUENCY
Exercise 1
1 have 2 to the 3 news to 4 I’m; mistaken
5 when; put; like
Exercise 2
1 if I’m not mistaken 2 it’s news to me 3 Apparently
4 I’d have thought 5 if you put it like that
6 more to the point
CAMBRIDGE ENGLISH: ADVANCED
29 Exercise 1
1 following 2 a real eye-opener 3 was wrong
4 delivery lorries 5 grossly unfair 6 made up
7 rubbish 8 no respect
Audio Script Track 29
You will hear a woman called Monica talking about a month of
work experience she did at a supermarket. For questions 1 to 8,
complete the sentences with a word or short phrase.
Hi, everyone, my name’s Monica Greaves and I’m going to tell
you a little bit about a work experience programme that I’ve
just been on. What it was, I spent a month working in the office
of a supermarket in a town close to where I live. I was kind of
following the manager and his assistant managers as they went
about their daily business of making sure that the supermarket
ran smoothly and what-have-you.
I have to say the whole thing was a real eye-opener for me about
how these places work. Of course like everyone else I go to
supermarkets and do my shopping, pay and leave, so I figured I
sort of knew how things would be. I could not have been more
wrong. This particular supermarket opens every day at seven in
the morning – it’s not a big branch, it’s near a town centre, and
lots of people pop in to get breakfast stuff and so on. So a seven
o’clock opening time means basically that three or four people
have to be at the store at five in the morning. That’s when the
delivery lorries start to arrive, and someone has to be there to
open up for them and to unload the goods and get them onto
the shelves. It’s perishable things of course, milk, bread, fruit and
stuff, that have to come in fresh every day. So I was required to
do the five am shift four times a week, which frankly I thought
was grossly unfair since I felt I was just being used to give others
a lie-in in the morning, and it also meant I had to leave home at
four-thirty, which as you can imagine is not something you’d want
to be doing on a regular basis. On the plus side though, on those
days they let me go home at two in the afternoon, which kind of
made up for having to crawl out of bed at four in the morning!
frenglish.ru
WORKBOOK ANSWER KEY
That said, the thing that really remains in my memory of that
month is the store manager – I won’t say his name since I might
get into trouble, but he was a terrible person who treated all the
staff under him, me included, as if they were … well, rubbish
really. He hardly did any work, he left it all to the assistant
managers, and if anything went wrong – and it frequently did,
I have to say – then he would simply pin the blame on the first
person he saw, whether they had anything to do with it or not,
and start shouting at them at the top of his voice. Everyone
disliked him and showed him no respect, just as he did to them.
I’d really like to get into management in the future and if I do,
I’ll remember that man as the perfect example of how not to
interact with your staff!! Anyway, since I was only there for a
month …
UNIT 10 YOU LIVE AND LEARN
GRAMMAR
Exercise 1
1 for 2 to 3 for 4 to 5 on 6 to
Exercise 2
1 studying 2 taking 3 not going 4 to apply
5 not passing 6 to speak
Exercise 3
1 Ms Gibbs warned me to work harder.
2 My parents insisted on me going straight to university.
3 Jasper admitted making a mistake.
4 My head teacher suggested applying for a job instead of
applying for university.
Exercise 4
1 to change 2 for not featuring 3 to ask 4 including
5 to review 6 for not including 7 to review 8 not making
Exercise 5
1 My friends recommended telling the police. 2 The police
warned me not to contact the thief. 3 The police accused the
man of stealing my bike. 4 He confessed to stealing it.
5 He apologised for taking it. 6 And he promised never to
steal anything again.
Exercise 6
1 are said to 2 is known to 3 are believed to
4 is thought that 5 is considered (to be)
Exercise 7
1 It has been found that 59% of UK graduates would choose a
positive workplace over a good salary.
2 It has been reported that in the UK in 2015, 60% of 2013/2014
graduates were working in a job that didn’t require a degree.
3 It has been established that in 2015, only 55% of 2013/2014
graduates were working in their chosen field.
4 Companies have been warned by a recruitment agency that
if they failed to create career development programmes, they
would miss the opportunity of attracting top talent.
5 It has been confirmed that by 2015, only 58% of 2013/2014
graduates had found secure full-time work.
Exercise 8
1 It is thought that eating pomegranates can strengthen your
bones.
2 You probably won’t catch a cold if you eat garlic.
3 Adding blueberries to your diet is said to improve your
memory.
4 Drinking green tea seems to help you lose weight.
5 It is believed that eating oily fish two or three times a week
will protect your eyesight in old age.
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GET IT RIGHT! Audio Script Track 31
1 The government is reported to have plans to make cuts to
Tessa Have you heard this, Max, Emma? The school is thinking
the education budget.
of banning mobile phones.
2 The world was thought to be flat at one time.
Emma Good. I’m glad to hear it.
3 Having a gap year is known to be beneficial to character
Max No way. I can’t believe you just said that, Emma.
development.
They’ve got to be joking. I need my phone to contact
4 The dissertation was found to have been plagiarised.
my parents if there is an emergency. My mum’s happy
5 The family next door is said to have won the lottery last year.
knowing I’ve got my phone with me at all times.
6 The US president is reported to be going to visit the UK.
Tessa Well it says here in the leaflet that you can go to the
school office and use the phone there if you need to
VOCABULARY contact your parents about something during school
Exercise 1 time. And if they need to contact you, they can leave a
message with the school administrator.
1 dissertation 2 sailed 3 bachelor’s 4 Master’s Max What will they think of next? I don’t want to go to the
5 scholarship 6 fully qualified 7 full-time 8 gap year school office. What if it’s something personal I want to
discuss with my parents?
Exercise 2 Emma Well I think it’s about time they did something about
a 4 b 2 c 1 d 7 e 6 f 3 g 8 h 5 mobile phone use. They’re a huge distraction in class.
What else does it say in the leaflet? Let me see. Oh,
Exercise 3 look, it says you can’t use your phone on the school
grounds either. Personally, I’m glad to hear it. There’s a
1 do 2 took 3 go to 4 get 5 do 6 done lot of cyber-bullying going on in school at the moment
and a lot of that takes place on school grounds. Finally
Exercise 4 someone’s taking things seriously.
1 went 2 didn’t take 3 did 4 did 5 to get Tessa Have you read this last paragraph? ‘Lastly, we are very
6 didn’t go 7 did concerned by statistics from the Greenwich police
regarding the number of pupils who are attacked in
Greenwich on the way to or from school for their mobile
READING phone. This is apparently less of a problem among
Exercise 1 pupils at schools where it is known that phones are
banned. Statistics show that as a youngster, you are
1 If/Whether the government was right to abolish free music
far more likely to get mugged if you have a phone than
lessons in schools.
if you don’t. As many as 10,000 mobile phones are
2 Maths and English.
stolen every month, and two-thirds of the victims are
3 Teaching literature.
aged between 13 and 16.’ Scary stuff. I know a couple of
4 Because money plays such a big part in our lives.
people who’ve had their phones stolen while they were
5 An understanding of different people and cultures.
walking home from school. They got new ones but it has
6 Obesity
put them off bringing them to school.
Emma Apparently, one in five children aged 8 to 16 has had
Exercise 2 their mobile phone stolen, often by another child or
To investigate whether there are any benefits in starting school group of children. That’s outrageous.
later for 14–16-year-olds. Tessa Oh and here are some more statistics: ‘6% of children
aged 10 to 15 reported unwanted and nasty emails or
Exercise 3 texts, or abusive posts on a website.’ That’s awful. I’m
beginning to agree with you, Emma.
1 F 2 T 3 T 4 T 5 F 6 F
Emma It talks about road traffic accidents too. It says pupils
aren’t concentrating on the traffic because they’re using
DEVELOPING WRITING their phone to text and play games as they walk to
school. They’re in danger of being knocked down by a
car.
Exercise 1
Max Well I still think it’s a bad idea. I really don’t think they
2, 3, 4, 1 should ban mobile phones in school.
Tessa I’m sorry, Max, but it looks like they’re going to, starting
LISTENING Monday.
Max They can’t do that.
31 Exercise 1 Emma It seems they can and they are. Well, that’s the best
1 They’re a huge distraction in class. news I’ve heard in ages.
2 Cyber-bullying taking place on school grounds.
3 Pupils being attacked and having their phones stolen on the
way to and from school. DIALOGUE
4 Road traffic accidents caused by pupils being distracted by
their phones.
Exercise 1
1 What will they think of next
31 Exercise 2 2 I’m glad to hear it
3 I think it’s about time
1 T 2 T 3 DS 4 T 5 F 6 T 7 DS 8 F
4 That’s the best news I’ve heard in ages
5 They’ve got to be joking
6 That’s outrageous

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CAMBRIDGE ENGLISH: ADVANCED
32 Exercise 1
Task one
1 Speaker 1 – G
2 Speaker 2 – F
3 Speaker 3 – A
4 Speaker 4 – B
5 Speaker 5 – C
Task two
6 Speaker 1 – E
7 Speaker 2 – D
8 Speaker 3 – B
9 Speaker 4 – C
10 Speaker 5 – H
Audio Script Track 32
You will hear five short extracts in which people are talking
about different aspects of education. Look at Task 1. For
questions 1 to 5, choose from the list (A to H) each speaker’s
opinion. Now look at task 2. For questions 6 to 10, choose from
the list (A to H) what advice each speaker gives. While you listen,
you must complete both tasks.
1 appointed time.
I think it’s important to teach practical skills. GCSE and A-Level
Business Studies courses just cover the theory of business
in a classroom environment. I think students are capable of
much more and should be exposed to real-life situations in real
businesses. I think they should be encouraged to set up and
run their own small businesses and see their ideas turn into
success stories. I also believe it’s important to develop their self-
confidence and encourage them to think they can be successful.
We need to start developing their business skills and talents at
an early age. They have plenty of ideas. Let’s show them how
they can use them.
2 madness. Anyway, I was waiting with my kids in one of these
Apparently creative thinking has been decreasing in children
of all levels over the past thirty years. My theory is that too
much importance has been placed on testing and not enough
importance on play. Play is important for young children. They
learn far more life skills from play than they do from filling in
worksheets. They learn about fairness and morality. They learn
how to communicate and make themselves understood. They
learn how to get along with people, come to decisions together
and cooperate with each other. They learn that sometimes you
need to follow rules. In my opinion, our children don’t need
more testing, they need more play.
3 being absurdly expensive, it just doesn’t seem right. It doesn’t
Young people need to think whether university is right for
them. The school curriculum is so geared to steering students
towards university that it neglects to inspire students to think
of other options. Society needs a mixture of skills and talents;
we need nurses and plumbers, carpenters and electricians just
as much as we need doctors, engineers and architects. Maybe
huge tuition fees are a good thing. It’s made students question
whether they really need or want to go to university. It has made
them look at other options and maybe that is not such a bad
thing.
4
I decided to leave school at sixteen and do an apprenticeship.
Do I have to pay for my apprenticeship? No. In fact I get paid
£5 an hour. I work on an arable farm. I love being outdoors all
day and I hated being inside a classroom – I used to feel very
restless sitting down for most of the day. Now I’m learning how
to prepare and cultivate a site for planting crops and how to
harvest and store crops. I feel for me these are useful skills, far
more useful than anything I would learn at university – maybe
I’m wrong, but I’m very happy with my choice.
frenglish.ru
WORKBOOK ANSWER KEY
5
Companies have repeatedly complained that too many young
people enter the workplace lacking basic literacy skills, i.e. they
have poor spelling, punctuation and grammar. Even though
we now have help from spell checking software, spelling errors
are still occurring. You may think it is less important to spell
and punctuate correctly these days, but in fact, it is even more
important now we rely so heavily on communication by email.
A badly written email gives a bad impression of a company and
an even worse impression of the sender. In my opinion, spelling,
punctuation and grammar should be at the top of the ‘necessary
life skills’ agenda.
CONSOLIDATION UNITS 9 & 10
33 Exercise 1
People being allowed to pay to avoid queuing.
33 Exercise 2
1 Because the rides were so popular and it was the school
holidays.
2 A family walked to the front of the queue and straight onto
the rollercoaster.
3 It allows you to book a ride electronically and turn up at the
4 Because everyone else has to wait.
5 A quick route through security that can be paid for.
6 It shouldn’t be able to buy you anything.
Audio Script Track 33
I was at a theme park last year and because it was the school
holidays it was packed, of course, and the queues for the most
popular rides were really long, and when I say long, I mean really
long. They’ve got those signs which tell you how long the wait
is and in some cases it was well beyond the hour mark. It was
queues when we saw this family walk right to the front and get
straight onto the rollercoaster. Well, I mean they showed the
man in charge something first and he opened a special gate for
them and they got straight on. I thought it was bit odd so when
we finally got to the head of the queue I asked the man about
what I’d seen. And he told me that for an extra £200 a day, you
could buy a special pass called the ‘queue jumper’ and it allows
you to avoid any queuing at all. You book electronically and
just turn up at the appointed time. Well, I was furious. I’d paid
something like £300 for my family for weekend passes and now
for another £400 I could buy my way out of queuing. Apart from
seem fair that just because you’ve got the money, you don’t have
to suffer all the inconveniences of life that the rest of us have to
put up with. When it comes to waiting, we’re all the same, aren’t
we? It’s a bit like some airports now are offering a quick route
through security if you pay. Instead of waiting with the masses,
you can just bypass it all. Just take your bags and go straight
to the front of the queue. I mean, it’s not right, is it? I suppose
I’ve always taken a bit of comfort in knowing that although they
might spend the flight in luxury, at least first class passengers
have to suffer in those huge security queues like the rest of us
until they board the plane. But, no, apparently not anymore. It
seems that money can buy you anything. I don’t know. It just
seems that everything’s for sale these days but there must be
some things that money shouldn’t be able to buy, surely? I can’t
be the only one who feels this way, can I?
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Exercise 3
1 Mum insisted on me doing the washing up.
2 At the end of the day it’s only a silly game.
3 Dad blamed me for breaking the TV.
4 Under no circumstances will I apologise to Maria.
5 He is believed to have been involved in the robbery.
6 It’s thought that the mystery might never be solved.
7 No sooner had I got in the shower than the phone rang.
Exercise 4
1 The car needs a paint job. I will have it repainted.
2 The carpet was very dirty. We had it cleaned.
3 Their garden wall was damaged in the accident. They had it
rebuilt.
4 The old garage was falling down so we had to have it
demolished.
5 She hated the tattoo, so she had it removed by laser.

Exercise 4 Exercise 5
1 d 2 h 3 a 4 f 5 b 6 g 7 e 8 c 1 to have; put in 2 have; changed 3 had; repaired
4 had; replaced 5 Did; have; painted 6 have; had; installed
Exercise 5
1 corrupt 2 trial 3 reasonable 4 terms 5 verdict Exercise 6
6 unethical 7 innocent 8 witness 1 will never be 2 must be 3 might have been
4 may be 5 can be 6 shouldn’t have been; might have
Exercise 6 been 7 must be 8 will have been
1 or less 2 outrageous 3 something 4 do that
5 action 6 region Exercise 7
1 it could have been written by a child
Exercise 7 3 should not be given to children
3 her hair must have been dyed
rule reason 4 The red button should have been pressed first
food Triangular flapjack A student was hit in 5 It can only be used in places with wifi
cannot be served. the face by a piece that 6 Your question might be answered on the website
It must be served in was thrown. 7 they should have been kept in the fridge
rectangles or squares. 8 my pocket money would have been stopped for a month

language Slang has been to make students Exercise 8

banned. more employable
1 mustn’t be thrown
recreation Activities involving to avoid physical or 2 can be made
running around the emotional damage 3 might have been worn
playground have been 4 could have been painted
banned. 5 will be seen
clothing Ugg-type boots have They can be used 6 should be stored/should have been stored
been banned. to smuggle mobile 7 may have been left
phones into school. 8 must have been loved

UNIT 11 21ST CENTURY LIVING GET IT RIGHT!

1 Joe had his bike fixed at the bike shop last week.
GRAMMAR 2 My mum has her hair dyed once a month.
3 George has had his phone stolen at school. He’s furious!
Exercise 1 4 Peter is going to have his eyes checked tomorrow at the
1 were / got 2 was 3 got 4 was / got 5 was hospital.
6 was /got 5 Ben wants to take his computer in to the shop to have it
upgraded.
Exercise 2 6 We should have had the tree cut down before it blew over in
the wind.
2 Gina got stopped for speeding by a police patrol.
3 You might get mugged if you wear a gold watch on that
beach. VOCABULARY
5 After his interview on TV, Steve got phoned by a lot of people Exercise 1
he didn’t know.
6 When my mother tidied my bedroom some of my favourite 1 A 2 A 3 A 4 NA 5 A 6 A 7 NA 8 NA
things were thrown away. 9 NA 10 A

Exercise 3 Exercise 2
1 My suitcase got stolen while I was asleep. 1 shout 2 temper 3 up 4 cool 5 steam 6 go
2 Helen got told off by her mother for being late home. 7 tongue 8 peace 9 head 10 Stay
3 The man got seen leaving the bank with a bag.
4 My cat got hurt by some kids throwing stones.
5 The new baby was loved by my grandmother.
6 Film stars get talked about a lot by people.

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 WORKBOOK ANSWER KEY
Exercise 4 Exercise 3
G E L C Y C P U D U 3 ‘and stuff ’ 4 ‘… don’t we?’ 5 ‘Hmm’

E O P L A W T D P P LISTENING
D O W N G R A D E D 36 Exercise 1
A O C Y C L A O Y A D, C, A, E, B
R W W I U T Z W A O 36 Exercise 2
G R A N E Z C N L L 1 Because they have to learn how programs and apps work.
2 It has decreased by 50%.
P L O P S L E P P N 3 It’s faster.
U P G L A I D E N W 4 Because environmental awareness has increased in general.
5 Delivering meals to elderly people, clearing litter from public
U P L O A D Z R W O places.
6 They get on better with them.
D R O W L O P E O D
U P D O N P L E D A Audio Script Track 36
Exercise 5 Jon Now, for the next section of today’s show we’re talking
about modern teenagers. Now I remember when I
1 update 2 download 3 upcycled 4 uploaded
was a teenager, many, many years ago, all the adults
5 downplay 6 upgrade 7 downgraded 8 downsize
thought we were awful – in fact it seems that for every
generation of teenagers, the parents and adults think
READING they’re awful! But is it actually true? Mary Philips thinks
not. Good morning, Mary.
Exercise 1
Mary Good morning.
1 People suddenly stopping in front of you; people looking at Jon So tell us why you think modern teenagers aren’t as bad
their phones instead of where they’re going; groups walking as some people think.
side by side and blocking the pavement. Mary Well there’s a lot of research evidence out there
2 Not looking where they’re going and running out in the street that suggests that teenagers today are actually an
in front of cars. improvement on their parents and grandparents.
3 They beep their horn if you’re going slowly; they get too Jon For example?
close to bikes when they overtake; they don’t indicate; they Mary Well, one example is intelligence, and the ability to
overtake and then almost immediately turn. analyse things. There’s a lot of evidence that they’re
4 Possible answers: aggressive, arrogant, impatient, selfish, both increasing, and especially amongst teenagers,
dangerous. partly because of the increase of technology in their
5 They don’t stop at red lights, they cycle the wrong way up a lives and thus the need to examine programs and
one-way road, they cycle on pavements. apps and figure out how they work. And talking
6 Possible answers: self-righteous, aggressive, dangerous. of technology, a lot of people think that, because
teenagers enjoy computer games, including ones that
Exercise 2 have a lot of violence in them, teenagers are becoming
1 Hosted a TV show; written several other books. more violent these days. But in fact, at least here in the
2 Offers some great laughs, especially to people of his US, the rate of violent crime committed by teenagers
generation. has gone down by 50% over the last decade or so. It’s a
3 It was humourous but fell short of his expectations. much faster rate of decrease than in older age groups.
Jon That’s really surprising, to me at least and I’m sure to
Exercise 3 many of our listeners. What else can you tell us about
teenagers that might surprise us?
1 F He’d written several other books before. Mary Well, they’re more environmentally aware than earlier
2 F He thinks some information is valuable. generations. That’s to be expected, I guess, since
3 T thinking about the environment and caring for it
4 F He thinks they were sometimes better and sometimes wasn’t such a big deal fifty years or so ago, but today’s
worse. teenagers, in general, do pay a lot more attention
5 T to things like using less energy and reducing waste.
6 F He attacks lots of other aspects of modern life. And kind of related to that, I think, is that nowadays
teenagers are more community conscious too, they
DEVELOPING WRITING do a lot more than previous generations to help other
people. Um, they volunteer for things that they think
will improve not only their own lives, but those of other
Exercise 1 people too – things like delivering meals to elderly
1 People don’t have to work so hard physically; people spend people, or cleaning litter from parks and other public
less time commuting because they can work from home; places. They’re more tolerant of other groups of people
there is more equality. as well.
2 Reliance on technology and related security risks. Jon Well, that’s good news, I think. OK, we’re running out of
3 Trying to live without technology. time, but can you give us one more example?
Mary Absolutely, and this is the one I like best. An
Exercise 2 organisation in the US produced a report indicating that
these days teenagers get along better with their parents
1 for a start 2 then; not only that; plus 3 that said than ever before. Now that doesn’t mean that they
agree about everything …

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 Jon That would be too much to ask! Exercise 7
Mary Well, yes! But it does seem that parents and teenagers 1 Martin was going to call you this afternoon but then he
don’t argue as much about their differences or disagree forgot.
as much as they used to. That’s the main thing. 2 Helena was going to go on a climbing holiday next week but
Jon My parents and I always argued about music. now she can’t because she’s broken her leg.
Mary And people still do – but incredibly, even musical taste 3 Dad thought you would probably be late home but not this
is more similar than ever before, so there’s less to argue late.
about! 4 We were going to visit some friends in Spain this summer but
Jon How times have changed! Mary Philips, thank you very then they came to visit us instead.
much. Now, let’s move on … 5 I didn’t think I would pass the physics exam, so I was
surprised when I did.
6 They weren’t going to volunteer at the school but now they
DIALOGUE are glad they did.
7 I didn’t think my little cousin would learn to read so quickly.
Exercise 1
Dialogue 1
5, 3, 1, 6, 2, 4
GET IT RIGHT!
Dialogue 2 1 I won’t be at the lecture tomorrow. Perhaps the day after
6, 4, 2, 3, 1, 5 tomorrow I can borrow your notes on what you will have
done tomorrow.
Dialogue 3 2 All of next week we will be campaigning for the fight against
5, 3, 1, 6, 2, 4 child poverty.
3 By next Saturday the final candidates will have been
1 get 2 out 3 up 4 down 5 easy 6 skin shortlisted.
4 The moment Eve appears on stage tomorrow her lifelong
CAMBRIDGE ENGLISH: ADVANCED ambition will have been fulfilled.
5 Next Tuesday the whole country will be voting in the general
1 technological 2 unimaginable 3 astonishingly
election.
4 innovations 5 improvement 6 enthusiasm
6 I will be lying on the beach and relaxing this time next month.
7 unjustified 8 pursuit

UNIT 12 UNSUNG HEROES VOCABULARY

Exercise 1
GRAMMAR 1 put; forward for 2 campaigned for 3 vote for; wasn’t
Exercise 1 elected 4 is in the running for; was shortlisted 5 nominate
1 My brother will still be travelling around Mexico.
2 I will still be studying History at university. Exercise 2
3 My sister, Helen will have finished her degree. 1 pull off 2 fulfilled my ambition of 3 failed spectacularly
4 Helen will still be looking for a job. 4 his plans fell through 5 hasn’t given up on her dream
5 My family will have moved house. 6 is recognised as
6 We will be living in our new house.
Exercise 4
Exercise 2 1 particular 2 circumstances 3 eye 4 mind
1 you will have hiked up two volcanoes. 5 spite 6 time
2 you will have travelled up the Amazon to remote villages by
canoe.
3 you will have been whale-watching.
READING
4 you will have seen the glacier that covers the peak of Exercise 1
Cotopaxi. 1 He wanted to give young people the confidence and skills to
5 you will have explored the famous indigenous market of become leaders of the future.
Otavalo. 2 Unity and tolerance.
6 you will have experienced standing with your feet in two 3 Rescuing and changing the lives of children in shanty towns
hemispheres on the equator line at Mitad Del Mundo. in several countries.
7 you will have had the holiday of a lifetime. 4 Food, medical care and help to overcome trauma.
5 To bring education to the Orang Rimba.
Exercise 4 6 They can now communicate with their government.
1 will be queuing 2 will have made 3 will be thinking
4 will have completed 5 will have started Exercise 2
1 Alice earned her BSc in bacteriology.
Exercise 6 2 Alice showed how drinking raw milk could cause brucellosis.
1 was going to play 2 were going to have 3 Alice contracted brucellosis.
3 was going to do 4 would; come 4 Alice became the first female president of the Society of
5 would have 6 was going to see American Bacteriologists.
7 was going to go 8 wasn’t going to see 5 Alice was added to the National Women’s Hall of Fame.
9 wouldn’t want 10 would go and get

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 WORKBOOK ANSWER KEY
Exercise 3 Joe On the first day, we’re going to San Cristobal Island.
1 American We’ve got three days there. We’re going to walk to the
2 Teacher 5-mile-wide crater of the Sierra Negra volcano. I’ve never
3 Scientist been up an active volcano before so I’m really looking
4 Bachelor of Science and Master of Science in bacteriology. forward to it. It last erupted in 2005 so I hope it’s not
5 That drinking raw unpasteurised milk could cause going to erupt while we’re there!
brucellosis. Sam Stop worrying. Of course it won’t erupt. So what else are
6 Contributions to work in the field of infections, including you going to do on the island?
meningitis and throat infections. Joe We’re also going to visit the Giant Galapagos Tortoise
breeding centre. I’m so excited about seeing the giant
tortoises. You know you can’t see them anywhere else in
DEVELOPING WRITING the world? I think that’s going to be the highlight of the
trip.
Exercise 1 Sam You’re really lucky. I’d love to see them.
Joe I’m hoping we’ll be seeing lots of other wildlife too. We’re
1 The mobile phone. 2 Cheaper
going snorkelling with sea lions. Oh and we’re going to a
place called Dragon Hill. Apparently it’s a nesting site for
Exercise 2
iguanas. It’s going to be amazing.
1 would be carrying mobile phones around with them every Sam It does sound amazing, and I know how much you’re
day into wildlife so you’re going to love seeing all these
2 was going to change unique animals. Looks like your mum’s picked the perfect
3 would become so successful/would become so cheap/would holiday for you.
be used by so many people. Joe You’re going to have a great time too.
4 would last for days Sam Yeah, I know. I’ve been fascinated by the Mayans for a
while now, so I’m looking forward to actually walking
Exercise 3 around one of their cities. I’m sure we’re both going to
Paragraph 1 tells us what the invention is. have an amazing adventure and we’ll have lots to talk
Paragraph 2 gives us biographical information about the about when we get back.
inventor.
Paragraphs 3 & 4 explain things the inventor didn’t know
would happen. DIALOGUE
Paragraph 5 predicts how the invention will change in Exercise 1
the future.
1 He’s dying to 2 I’m really looking forward to
3 This time tomorrow, I’ll be 4 I’m so excited about
LISTENING 5 It’s going to be amazing 6 It can’t happen soon enough
39 Exercise 1
1 Wildlife 2 The Mayans 3 A Sam; B Joe PHRASES FOR FLUENCY
Exercise 1
39 Exercise 2
1 like 2 fancy 3 ages 4 weird 5 know 6 question
1 T 2 DS 3 DS 4 F 5 T 6 DS 7 F 8 T
Exercise 2
Audio Script Track 39 3, 1, 7, 5, 6, 4, 2, 8
Sam Hi, Joe.
Joe Hi, Sam. I just rang to say have a good trip. CAMBRIDGE ENGLISH: ADVANCED
Sam Thanks, Joe. This time tomorrow I’ll be on the flight to
Cancun. We’re spending the first night there and then 1 E 2 E 3 A 4 B 5 D 6 A 7 C 8 C 9 D 10 C
we’re driving to Merida.
Joe And when are you going to Chichén Itzá?
Sam On Thursday. I can’t wait to see the pyramid. CONSOLIDATION UNITS 11 & 12
Joe You mean the Temple of Kukulkan – or El Castillo as some 40 Exercise 1
people call it?
Sam Yes, that’s the one. Did you know the temple has 365 He’s unfriended Tina.
steps to the top? That’s one for every day of the year.
The Mayans developed the 365-day calendar and they 40 Exercise 2
were really good astronomers. They could predict solar 1 C 2 C 3 A 4 A
eclipses. I think that’s impressive. I’ve been reading all
about them and I’ve seen loads of pictures of the stepped
pyramid at Chichén Itzá. I’m dying to go and see it.
Joe Don’t forget to take lots of pictures.
Sam I’ll post a picture of me at the top of the pyramid as
soon as I can … So when are you going to the Galapagos
Islands?
Joe In two weeks’ time. It can’t happen soon enough. My
mum booked the trip a year ago now, and we’d been
planning it for ages before that. I can’t believe we’re
actually going to go.
Sam No, neither can I. So where are you going first?

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 Exercise 7
Audio Script Track 40
1 Because he is blind.
Owen There was a really interesting article in the weekend 2 When his father taught him to play bird songs on the piano
magazine. It was recommending that the best way to and took him to the natural history museum.
keep your special friends special is to unfriend them all 3 His guide dog Ronja, to allow him to navigate through the
on Facebook. jungle.
Tina What! That sounds a bit over-the-top. What’s the 4 To introduce people to the sounds of a day in the life of the
reasoning behind that then? Brazilian jungle.
Owen Well, according to the article it says that couples 5 He thought the birds with the most beautiful songs would
who are also friends on social media often don’t have the brightest colours, but it was the plainest birds that
communicate very well in real life. had the most beautiful songs.
Tina So what? They just get all their news from each other 6 Because sighted people are distracted by sight and do not
from their Facebook pages? tap into their natural ability to truly appreciate sound.
Owen Exactly. Instead of talking to each other they just post
things online and expect their partner to get their
information that way.
Tina Yes, I’ve seen my parents do that. It usually leads to an
argument.
Owen Talking of arguments, the article also points out
that many couples fall out because one of them will
constantly be posting things related to them online
while the other one prefers to keep things more
private. So for example, after a family holiday maybe
the dad wants to upload photos of the kids on the
beach but the mum doesn’t want them out there in the
public eye and nor do the kids half the time either.
Tina Yes, I’ve seen that too. Only it was my mum who
wanted to post our school photo online. I mean she
didn’t even ask me. It’s quite embarrassing really.
Owen And there’s also such a thing as having too much
information and that maybe we don’t really want to
know everything that our partners are getting up to.
Maybe some things are better left secret.
Tina The question is, what sort of things?
Owen Well the example in the article was about a man who
got tired of reading that his wife was enjoying her third
cup of coffee at work so he unfriended her.
Tina And how did she take that?
Owen No idea! I just read about them in the article. They’re
not my personal friends.
Tina Well I think I’d be a bit annoyed if you unfriended me
on Facebook.
Owen Really? Oh … um …
Tina Don’t tell me you’ve actually …
Owen Sorry, I’ve got to go check my Facebook quickly. I’ll be
right back!

Exercise 3
1 car got broken into
2 having a new kitchen installed
3 accidents must be reported
4 afternoon I will have finished my exams
5 ’ll be watching
6 was going to phone you

Exercise 4
1 lose; bit 2 nominate; myself 3 for; for 4 let; go
5 off; failed 6 running; shortlist 7 calm; up 8 up; fulfilled

Exercise 5
1 downsize 2 bite 3 upgrade 4 overcome
5 uploading 6 fallen 7 downgraded 8 keep

Exercise 6
1, 11, 7, 3, 9, 5, 8, 10, 2, 6, 12, 4

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WO R K BOO K
PRO N U N CI ATIO N K E Y
UNIT 1 UNIT 5
Intonation: showing emotions Connected speech feature: elision
Exercise 2 Exercise 1
1 enthusiastic 2 disappointed 3 puzzled The last consonant of the first word is lost when saying the
4 sympathetic 5 cheerful underlined linking words quickly:
1 Millie and Frida came to the house for cake and tea.
UNIT 2 2 Julie ran her fastest marathon last year.
3 I lost my ticket and missed the train.
Different ways of pronouncing c and g 4 She jumped from the building onto the cardboard boxes.
5 He travelled from France to England by boat.
Exercise 1
/k/ biscuit, occasionally, topic; Exercise 2
/s/ accident, cyberspace, decision; The consonants t and d.
/ʃ/ artificial, beneficial, sufficient;
/ɡ/ guilty, disagree, regular; UNIT 6
/dʒ/ dangerous, generally, urgently.
Modal stress and meaning
UNIT 3 Exercise 1
Unstressed words in connected speech 1 Jack might like your help – even though he’s very
independent.
Exercise 1 2 Are you going to Paris too? We could go together.
1 If I had money, I would’ve gone out for dinner. 3 I could tell you the answer, although it wouldn’t be fair on
2 If she hadn’t invited him, they wouldn’t have met. the other students.
3 If he hadn’t missed the train, we’d be having coffee now. 4 Julie’s lost her job; they may have to sell their house.
4 A kinder person would’ve apologised for making us wait 5 Tom may look young, but he’s actually about to retire.
so long. 6 It can take two hours to get to that village by train.
5 We’d still be friends if she hadn’t said those things.
Exercise 2
UNIT 4 1a, 2b, 3b, 4a, 5a, 6b
Telling jokes: pacing, pausing and punchlines
UNIT 7
Exercise 1
Connected speech feature: assimilation
The second version of the joke has been told well. In the first
version, the actor has used pacing and pausing more suitable Exercise 1
for reading a newspaper article.
/n/ changes to /m/: brown bird, green pencil, London Bridge,
Exercise 2 thin person;
/n/ changes to /ŋ/: common cold, foreign guest, green grass,
A man went to see the doctor (P) and sat down to explain his London cab.
problem.
‘Doctor, (P) doctor! I’ve got this problem,’ he said. (P) ‘I keep
thinking that I’m a dog. It’s crazy. I don’t know what to do!’ (P) UNIT 8
‘Interesting,’ said the doctor soothingly. ‘Relax, come here and Stress in multi-syllable words
lie down on the sofa.’ (S, underlined)
‘Oh no, Doctor,’ the man said nervously, (P) ‘I’m not allowed on Exercises 1 & 2
the furniture.’ Stressed syllables in bold.
Three syllables: comfortable, extremely, recognised;
Four syllables: contribution, fundamental, undefeated;
Five syllables: anticipated, communicative, congratulated;
Six syllables: incomprehensible, materialistic, unrecognisable.

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UNIT 9
Unstressed syllables and words: the /ɪ/ phoneme
Exercise 1
1 decided 2 justice 3 arrested 4 been 5 pocket
6 bullets 7 subsequent 8 prejudice 9 convicted

UNIT 10
Lexical and non-lexical fillers
Exercises 1 & 2
1 I mean 2 um 3 like 4 er 5 well 6 like 7 sort
of 8 I mean 9 uh

Exercise 3
Lexical fillers: I mean, like, well, sort of
Non-lexical fillers: um, er, uh

UNIT 11
Intonation: mean what you say
Exercise 1
The sentences said in an appropriate way are: 1a, 2a, 3b, 4b

UNIT 12
Shifting word stress
Exercise 1
1 conflict 2 contract 3 present 4 protest 5 record
6 suspect

Exercise 2
1 conduct (V) 2 suspect (V) 3 record (N) 4 conflict (N)
5 contract (N) 6 protest (V)

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