New Frontiers Teacher's Guide

NEW
FRONTIERS
TEACHER’S GUIDE
B1 Intermediate
Sc o p e a n d S e q u e n c e
HOW TO USE Page 4
UNIT / PAGE VOCABULARY GRAMMAR & STRUCTURES LISTENING
A NEW SCHOOL YEAR Education Present perfect continuous Listen to conversations
1
Experiences abroad Present perfect continuous vs. about what people
Emotions present perfect simple have been doing
Holidays Phrasals with make
Page 6
HELP! I HAVE A Difficulties & Relative clause with when Listen to everyday
2
hardships Past perfect
PROBLEM! Negative emotions
problems and their
Past simple vs. past perfect simple solutions
Page 18 Advice & excuses Interjections
Page 30 Review 1-2 Phrasals with turn
MAKING PLANS Plans Future simple (will / going to) for Listen to people
3
Invitations future plans making plans
Celebrations & events Future continuous tense
Venues & attractions Adverbs of certainty
Page 32 Declining invitations
THAT’S A CAREER! Jobs & careers Future perfect simple (affirmative / Listen to people talk
4
Training & education negative statements) about future career
Goals Modals for ability plans
Page 44 Will and going to for prediction
Page 56 Review 3-4 Expressions for making predictions
PROBLEMS AROUND Repairs Passive voice simple Listen to people talk
5
Passive voice in different tenses
THE HOUSE Homes
Reflexive pronouns
about problems
Green technology around the house
Causatives with help
Page 58 Phrasals with run
OUR PLANET, OUR HOME Science Reported speech (statements) Listen to talks about the
6
Conservation Reported speech (questions) environment
Nature Question tags
Page 70 Environment Too and enough intensifiers
Page 82 Review 5-6
WE LOVE SPORT! Sports Gerunds vs. infinitives Listen to people talk
7
Hobbies Comparatives & superlatives about their interests
Interests Stative verbs
Sports jargon Expressions to show degrees of
Page 84 interest
UNDERSTANDING Culture Modals of obligation and Listen to talks about
8
Travel & travel prohibition
CULTURES experiences Adverb clauses for time
problems when
travelling
Page 96 Communication Phrasal verbs with hang
Page 108 Review 7-8 Present perfect vs. Past simple
A HELPING HAND Social issues Conditionals type 2 Listen to talks
9
Law & crime Conjunctive adverbs about different
Civil service Expressions to show negative social issues
Page 110 results
WHAT COULD HAVE BEEN Accidents & Wish statements Listen to people
10
Conditionals type 3
DIFFERENT? disasters
Phrases to express goals and aims
talk about things
Chances & regrets they could have
Page 122 Used to / Would to talk about past
Wishes done differently
Page 134 Review 9-10 action
2
Grammar Reference Page 136 Word List Page 140
SPEAKING READING WRITING PROJECT

Talk about things you have Read about different Write to a friend or family Scrapbook
done recently education systems member about your
holiday
Describe solutions to Read about difficult Write about a problem Survive!

problems situations and how it was solved
Offer and refuse invitations Read about an upcoming Write an invitation for an Cultural Festival
and give reasons festival event
Talk about how you're Read about job market Write a cover letter Career Map
preparing for the future concerns
Talk about problems around Read about smart homes Write a post explaining a School Renovations
the house problem
Report facts about the Read an interview with an Write a summary of what a Environmental
environment environmental expert speaker has said Reporter
Describe hobbies you like Read about sporting Write a sports report Transfer Deadline Day
and why you like them rivalries
Talk about rules and taboos Read about rules and Give advice to a friend You Make the Rules
in your culture taboos in different cultures travelling to your country
Talk about important social Read about a social issue Summarise two different Model Debate
issues and a potential solution opinions
Talk about how you could Read about events that Write about something you How It Would Have
have done things differently could have been avoided wish you had done Been
differently
3
How to Use
QR Codes
AUDIO
Scan the QR Code at the
start of each lesson to get
the audio for the unit.
VIDEO
Scan the QR Code on Project Lessons
to link to animated shorts.
CD-ROM
You can access the audio, videos, and Class Booster on the CD-ROM included
Comics Class Booster

with the Student Book. You will also find links to other bonus materials.
Every animated short comes with a companion comic. Every unit has a digital supplemental unit on
the Class Booster platform. Download to
enjoy additional activities and fun games.
Download the comics at https://www.compasspub.com/newfrontiersBE4
4
Classroom Language
Answer Key
7. listen
4. talk with a partner
1 Listen and number. 00-01
Scan for Audio 10. read
2 Read the questions. 12. talk with a group
How do you spell “board“? 5. write
Can you repeat that? 8. look at the board
listen talk with a partner Can you say that again more 1. speak
slowly?
14. open your books
How do you say “______________“
6. answer
in English?
What does “board“ mean?
2. close your books
read talk with a group How do you pronounce this word?
3. repeat
I have a question.
11. research
What’s the answer 9. role-play
to number four? 13. watch
write look at the board
2 Read the questions.

• Read the questions to the students.
• Ask students if they understand the questions.
speak open your books
• Practise again. Ask students if they can ask you some
questions.
answer close your books
NOTE
Keep an eye out for Notes! They
provide extra information and
activities.
repeat research
role-play watch
4 NF British (SB).indd 5 2020-06-17 �� 8:13:17
Classroom Language
Teacher’s Note
Classroom Language
Explain to students that this page is there to help them
when they need to understand a direction line or need
help asking questions.
• Listen to the audio.

• Ask students to repeat aloud after the audio.
• Ask students to write the number of the word/phrase
next to the word/phrase in the book.
• Practise again. Give the classroom commands. Ask
students to follow along.
• Ask students if they have any questions.
5
Unit
1 A NEW SCHOOL YEAR

This unit will give students the ability to use the present
perfect simple tense, present perfect continuous tense,
and adjectives ending in -ed and -ing to talk about school it
Un
and holiday experiences and how they felt during them.
Scan the QR code to download the Unit 1 audio.
WHAT YOU WILL DO IN THIS UNIT
Unit 1 AIMS A NEW SCHOOL YEAR

Lesson A: Read about different education systems
Lesson B: Listen to conversations about what people have
been doing
Lesson C: Talk about things you have done recently
Lesson D: Write to a friend or family member about your
holiday
Lesson E: Make a scrapbook
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing Scan for Audio
Lesson E: Project
A Reading Read about different education systems
Target Vocabulary B Listening Listen to conversations about what people have been doing
C Speaking Talk about things you have done recently

Lesson A Lesson B
D Writing Write to a friend or family member about your holiday
attendance abroad
curriculum apply E Project Make a scrapbook
encourage complain
experiment concentrate
individual consider 6
interview hear
marry manage
private organise
salary
stressful
Lesson C Lesson D
convinced / convincing attend
disappointed / disappointing charity
disgusted / disgusting incredible
fascinated / fascinating local
frightened / frightening lose track
satisfied / satisfying make a difference
tired / tiring programme
touched / touching willpower
6
present perfect simple vs. present perfect continuous
The present perfect simple and present perfect continuous
can be used for the same meaning. However, the present
perfect continuous usually emphasises the length of time.
The present perfect simple is often used for finished
actions, while present perfect continuous can be used to
talk about activities that are unfinished or continuing.
Present Perfect Simple Present Perfect Continuous

I’ve waited for hours. I’ve been waiting for hours.
I’ve been reading the book
I’ve read the book you
you recommended.
recommended. (finished)
(unfinished)
Unit 1 Discussion
Look at the photos and answer the questions.
• Ask students to look at the Unit 1 cover page.
• Ask the class each question.
• Give corrections and ask follow-up questions.
• Ask students to talk with a partner. Have students take
turns asking the questions on the page to their partner.
Extra Practice More Discussion

Ask more questions about holiday and school goals.
Look at the photos and answer the questions. Describe your best and worst holidays.
1. What are the people doing in the pictures? Describe your ideal holiday destination and activities.
2. Which person’s holiday looks most fun to you? How do you plan to meet your goals for the school
3. What did you do during the holidays?
4. Are you ready for school to start? What are your goals for the year?
year?
Do you think it’s important to set personal goals for
7
school and in life? Why or why not?
Key Grammar
present perfect continuous
Use the present perfect continuous tense to show that
something started in the past and continues in the
present. The form is made using the construction has /
have + been + present participle (root + -ing).
Usage Example
to talk about I’ve been studying English for three years.
unfinished actions She’s been working out since 2.30.
to talk about I’ve been learning to play guitar recently.
temporary habits She’s been thinking about applying to
or situations study abroad lately.
to talk about I’ve been playing football all day, so I’m
recent actions exhausted.
with a present He’s been working hard all year, so he
result graduated with top marks.
7
Lesson A Reading
A Reading Aim Read about different education systems
Aim: Read about different education systems Vocabulary

Vocabulary
curriculum attendance individual encourage experiment
•Listen to the audio.
•Ask students to repeat aloud after the audio.
•Ask students to write the correct number of the
vocabulary word next to the word in the book. interview salary marry private stressful
Answer Key 2 Match the words with the definitions.

1. curriculum • • a. a test, usually scientific, done to learn something
From left to right, top to bottom 2. attendance • • b. to make someone more likely to do something
3. individual • • c. a fixed amount of money received by an employee
7. curriculum 4. encourage • • d. subjects taught at a school, college, or university
6. attendance 5. experiment • • e. only for one person or specific group
6. interview • • f. the number of people who go to an event
10. individual
7. salary • • g. a meeting to see if someone is suitable for a job or position
1. encourage 8. marry • • h. making you feel worried and nervous
5. experiment 9. private • • i. separate from the other people or things in a group
10. stressful • • j. to begin a relationship as a husband or a wife
2. interview
9. salary
8. marry Pre-reading
3 Look at the jobs. Talk with a partner. Research online how to get these jobs. Describe
4. private the education and experience needed for each job.
3. stressful
• Practise again. Point at different pictures and ask

students to say the words. general practice
police officer doctor (GP)
3D illustrator
2 Match the words with the definitions.
• Ask students to read the words and the definitions.
• Ask students to match each word with the correct architect
accountant physical therapist
definition.
• Check students’ answers. 8
Answer Key 4 NF British (SB).indd 8 2020-06-17 �� 8:13:31
1. d
2. f
3. i Extra Practice Dream Jobs, Skills, and Experience
4. b Ask students to each come up with a list of five dream
5. a jobs they would like to have. Then have students say
6. g
those jobs. Make a list of them on the board. Next, tell
7. c
students to get into groups of three to four. Have each
8. j
9. e
group list the education, skills, and experience required
10. h for each job. At the end of the activity, get each group
to share their ideas on each job, or a certain number
of jobs. See if other groups have the same or differing
Pre-reading information. Ask students why they chose what they
chose. Remember to give feedback and ask follow-up
3 Look at the jobs. Talk with a partner. Research
questions.
online how to get these jobs. Describe the
education and experience needed for each job.
• Tell students to find a partner.
• Ask students to look at the pictures.
• Tell students to discuss the education and experience
needed for each job.
• Ask students if they would like to share their ideas with
the class.
• Ask follow-up questions.
• Give feedback.
8
4
6 Answer the questions.
4 Read the article. 1-02
• Ask students to answer the questions.
• Replay the audio if needed.
DIFFERENT EDUCATION SYSTEMS • Check students’ answers.
USA
The United States has many different kinds of schools. There are public schools, Answer Key
charter schools, private schools, and more. One group of San Francisco schools is
called AltSchool. These schools have a special curriculum. It focuses on technology Possible Answers
and problem solving. The day starts with students using iPads to check their
attendance. Every week, students are given a “playlist” of activities and individual 1. It costs about £27,000 per year.
goals. Students use the week to complete these goals. AltSchool students are not
put into years. They’re put in learning groups: lower elementary, upper elementary, 2. They are called hagwon in Korea.
and middle school. There are also no classrooms at the school. Classrooms are called
“stations” for learning. Students are encouraged to explore and learn freely. For some,
3. It is called the Centre Shiken.
AltSchool is the future of education. For others, AltSchool is an extremely expensive
experiment—about £20,000 per year. What do you think?
JAPAN & SOUTH KOREA 7 Talk with a partner.

In Japan and South Korea, getting into a good school is the key to success. It can decide
your future job, salary, and even whom you will marry. Students need many things to • Tell students to find a partner.
get into a good school. They need good marks. They also need to pass interviews.
But most importantly, students need to score well on “entrance exams” such as the
• Tell students to discuss the questions.
Centre Shiken (Japan) or CSAT (Korea). Unfortunately, these tests are extremely
difficult. In Japan, only about 56% of students get the scores they need to attend
• Ask students if they would like to share their discussion
their chosen universities. Because of the tests’ difficulty, many students feel they
must attend private after-school academies. These are called juku in Japan and
with the class.
hagwon in Korea. These academies help students improve their test scores, but • Ask follow-up questions.
many people believe that they make education too stressful. In fact, many South
Korean students preparing for exams spend sixteen hours a day studying. This has
raised the question: How much importance should schools put on standardised tests?
NOTE Teacher’s Note
Comprehension How do students feel about standardised tests in your country?
When do students start preparing for tests in your country?
5 Circle true or false. Education Systems

1. AltSchool teaches students how to make playlists. true false
2. AltSchool does not put students into traditional years. true false
Turn the content of activity 7 into a class discussion.
3. AltSchool does not have regular classrooms. true false For example, get students to share their answers with
4. The CSAT is a Japanese national test. true false
5. Many Korean students attend after-school academies. true false the class. Then ask other students if they agree or
6 Answer the questions. disagree, or list questions about the education system
1. How much does AltSchool cost per year?
______________________________________________________________________________
in the students’ countries on the board. List questions
2. What are private academies called in Korea? such as:
______________________________________________________________________________
3. What is the Japanese national test called? 1. What are the good/bad points about the education
______________________________________________________________________________
system in your country? Why?
7 Talk with a partner. 2. What do you like/dislike about the education system
1. What are some advantages and disadvantages of schools like AltSchool?
2. What do you think of national standardised tests such as the ones in Japan and South Korea? in your country? Why?
3. How could the education system in your country be improved?
3. What would you like to improve about the
9
education system in your country? Why?
4 NF British (SB).indd 9 2020-06-17 �� 8:13:40 4. How stressed out are students about education in
your country? Why?
4 Read the article. 1-02 Then ask students to work with the same partner as
• Listen to the audio. in activity 7 and discuss the new questions. At the
OR end of the activity, ask some students to share their
• Read the reading aloud. ideas with the class. Ask other students if they agree
OR or disagree. Ask students to give reasons for their
• Ask students to read parts of the reading aloud. answers. Remember to give feedback and ask follow-
• Replay the audio if needed. up questions.
Comprehension
5 Circle true or false.
• Ask students to read each sentence and circle true or
false.
• Check students’ answers.
Answer Key
1. false
2. true
3. true
4. false
5. true
9
Lesson B Listening
B Listening Aim Listen to conversations about what people
have been doing
Aim: Listen to conversations about what people have Vocabulary Focus

been doing 1 Listen and number. 1-03 3 Talk with a partner.
Hi, Samantha! How have you been doing?
Vocabulary Hi, Samantha ! How have you been?
I’ve been doing well.

apply consider What about you?
I haven’t been doing so well.
• Listen to the audio. What about you?

I’ve been well, too.
• Ask students to write the correct number of the Oh, I’m sorry to hear that. What’s been
hear manage
vocabulary word next to the word in the book. bothering you?
Lately, I’ve been applying to

Answer Key study-abroad programmes.
From left to right, top to bottom Not much. I’ve been considering
what I should study at university.
8. apply organise concentrate
5. consider
2. hear 4 Listen and circle the answers. 1-04
1. manage What has Maria been considering?

6. organise a. organising a music festival
abroad complain b. applying for the music festival
3. concentrate c. which club to join this year
4. abroad 1. Maria
2 Circle the word that matches the definition.
7. complain
1. to ask for something, usually in writing Why has Peter not answered his
a. hear b. organise c. apply calls?
• Practise again. Point at different pictures and ask a. He’s been busy talking to the
2. to control a group of people counsellor.
students to say the words. a. apply b. manage c. attend b. He’s been busy doing 2. Peter
paperwork.
3. to be told some information c. He’s been busy studying abroad.
2 Circle the word that matches the definition. a. organise b. complain c. hear
• Ask students to read the definitions. 4. to plan or arrange Why is Phil moving?
a. His family are moving to Japan.
a. complain b. organise c. concentrate
• Ask students to circle the vocabulary word that best b. He hasn’t been able to
5. to think about carefully manage his Japanese studies
matches each definition. a. consider b. manage c. organise 3. Phil well.
c. His school thinks he should
• Check students’ answers. improve his Japanese.
10
Answer Key
1. c
2. b
Teacher’s Note
3. c
4. b I’ve been … for/since …
5. a Explain to students that they can use the questions and
answers below to talk about the length of time they
have been doing something.
Focus
• How long have you been (activity)?
3 Talk with a partner. Since when have you been (activity)?
• Read the short conversation aloud or ask two students • I have been (activity) for (time).
to read the short conversation aloud. I have been (activity) since (time).
• Ask students to practise the conversation with a
Tell students that for and since are a little different.
partner. When using for, one should tell a certain number of
• Tell students to practise the conversation again but to
seconds, minutes, hours, days, weeks, months, or years.
talk about different activities and ideas. When using since, the period of time (last week, a
couple months ago, last summer, etc.) should be used.
4 Listen and circle the answers. 1-04

• Ask students to circle the correct answers.
How long have you been playing the guitar? / I’ve been
playing the guitar since last month. Since when have
you been studying English? / I’ve been studying English
for four months.
Answer Key
1. c
2. b
3. b
10
Extra Practice Who’s the liar?
NOTE
Grammar You can form negative statements with the
5 Look at the table.

present perfect continuous by using not:
He has not (hasn’t) been living in South Korea. Have students work in groups of four. Then split each
Present Perfect Continuous group into two teams of two students (teams one and
The present perfect continuous tense shows that something started in the past and is continuing in the
present. The form is made using the construction has / have been + present participle (root + -ing).
two). Tell each team of two students to choose who
Usage Signal Words Examples will be truthful and who will be a liar. Then have each
to talk about unfinished actions which started
in the past and continued to the present
for, since
I’ve been living in South Korea for ten years.
He’s been studying since 3 p.m. student think of something they have been doing lately.
to talk about temporary habits or situations recently, lately
I’ve been going to the gym recently.
We’ve been talking a lot about the future lately.
The students who are to be truthful think of something
to talk about actions which have recently He’s been studying for weeks, so he got the truthful. The students who are to be liars think of lies.
stopped and have a result in the present highest score.
Then have one student from team one ask a student
6 Rewrite the sentences in the present perfect continuous tense. from team two, “What have you been doing lately?”
1. Peter applies to study abroad programmes.
2. Maria considers whether she should join the Music Club.
____________________________________________
____________________________________________
The student that was asked the question should
3. Phil does not manage his studies well. ____________________________________________ answer, “I have been … lately.” Then the next student
4. Marcus organises a music festival. ____________________________________________
in team one asks, “How long have you been …?” The
5. Rachel worries about Peter. ____________________________________________
student that was originally asked the question answers,
Listen Up “ I have been … since/for ….” Then the two students
7 Listen and read the statements. Match the statements with the speakers. 1-05 from team one can ask follow-up questions to the
student in team two. Continue this process with the
second student in team two. Then decide who is telling
1. Jamie 2. Scarlet 3. Abigail (Abby) 4. Brian a lie and who is telling the truth. Finally, reverse the
a. I’ve been so busy with dance practices! roles with team two questioning team one.
b. I’ve been working on my application to a study abroad programme in Mexico.
c. I’ve been thinking you were just organising a school event.
d. I’ve been thinking about going to Spain.
8 Listen again. Then fill in the gaps. 1-05

Listen Up
1. Jamie: What have you ___________________ recently? I hardly ever see you.
Scarlet: I’ve been ___________________ with ___________________! I’m preparing for the 7 Listen and read the statements. Match the
Part 1 talent show. statements with the speakers. 1-05
2. Scarlet: I’ve been ___________________ about you from Abigail.
• Ask students to read the statements.
Jamie: I’ve been ___________________ on my application for a study abroad programme in
Part 2 Mexico. • Listen to the audio.
3. Abigail: I’ve been ___________________ the whole thing myself so far, and it’s so • Ask students to write the letter of each statement next
Part 3
___________________. to the correct speaker.
4.
Brian: I’ve been ___________________ about ___________________, too.
Jamie: I’ve been thinking that I need to ___________________ more on learning a second language. • Check students’ answers.
Part 4
11
Answer Key
1. Jamie – b
2. Scarlet – a
Grammar 3. Abigail – c
4. Brian – d
• Read the contents of the table. 8 Listen again. Then fill in the gaps. 1-05
OR
• Ask students to read the table.
•Ask students to write the missing words in the gaps.
• Ask students if they know what kind of grammar point
•Replay the audio if needed.
is being highlighted.
•Check students’ answers.
6 Rewrite the sentences in the present perfect Answer Key

continuous tense. 1. been doing, so busy, dance practices
2. hearing things, working
• Ask students to read the sentences.
3. managing, stressful
• Ask students to rewrite each sentence using the present
4. thinking, applying, concentrate
perfect continuous tense on each line.
Answer Key
1. Peter has been applying to study abroad programmes.
2. Maria has been considering whether she should join the Music Club.
3. Phil has not been managing his studies well.
4. Marcus has been organising a music festival.
5. Rachel has been worrying about Peter.
11
Lesson C Speaking
C Speaking Aim Talk about things you’ve done recently
Aim: Talk about things you have done recently Vocabulary

Vocabulary
1 Listen and number. 1-06 satisfied / disappointed / frightened / tired /
satisfying disappointing frightening tiring
vocabulary word next to the word(s) in the book. convinced / disgusted / fascinated / touched /
convincing disgusting fascinating touching
Answer Key
2 Circle the correct vocabulary word.
From left to right, top to bottom 1. We need to buy this book! I’m convinced / convincing it will make us rich.
2. I love popping bubble wrap. It’s so satisfied / satisfying.
6. satisfied / satisfying 3. I was excited to see the film. But after watching it, I was a little disappointed / disappointing.
5. disappointed / disappointing 4. That film was so good! I was really touched / touching by the ending, too!
4. frightened / frightening 5. I had to give a presentation to the class. I was so frightened / frightening to talk in front of everyone.
6. OK. This hike is really tired / tiring. Can we take a break?
1. tired / tiring
7. What do you mean you don’t like kangaroos? I think they’re fascinated / fascinating animals.
2. convinced / convincing 8. You don’t have to eat the ice cream if it’s so disgusted / disgusting. Just throw it away.
3. disgusted / disgusting
7. fascinated / fascinating Focus
8. touched / touching 3 Talk with a partner. NOTE
Adjectives that end in –ed usually describe emotions (how
someone feels). Adjectives that end in -ing usually describe
Hey, Pierre! What have
• Practise again. Point at different pictures and ask students you been doing lately?
things that cause the emotion.
to say the words. I’ve been taking

karate classes !
Really? That must be
2 Circle the correct vocabulary word. really interesting !

Actually, it’s a little boring.
I don’t like it that much.
• Ask students to circle the correct vocabulary word in 4 Listen and circle the best response. 1-07
each sentence. 1. a. b. c. d.
• Check students’ answers. 2. a. b. c. d.

3. a. b. c. d.
4. a. b. c. d.
Answer Key
12
1. convinced 2. satisfying
3. disappointed 4. touched 4 NF British (SB).indd 12 2020-06-17 �� 8:13:44
5. frightened 6. tiring
7. fascinating 8. disgusting
Extra Practice Likes and Dislikes
Have students get into groups of three or four. Then
Focus have them each write down two things they like and
two things they dislike. Each group member will have
3 Talk with a partner.
their own list of four items. The items can be activities,
• Read the short conversation aloud or ask two students things, or even people. Then have the students make
to read the short conversation aloud. a big group list with all of the items. Have the students
• Ask students to practise the conversation with a use the patterns below to talk about the feelings they
partner. get from the first item on their list. Each student should
• Tell students to practise the conversation again but to ask a question and give an answer. Go around in a
talk about different activities. circle until each student has done so. Then continue to
the next item.
4 Listen and circle the best response. 1-07
“How do you feel about (list item)?” / “I’m (-ed
• Listen to the audio. adjective) with / by / in / about (item).” / “(Item) is / are
• Ask students to circle the best responses. (-ing adjective) to / for me.”
How do you feel about learning English? / I’m
Answer Key interested in learning English.
1. c How do you feel about video games? / Video games
2. d
are boring to me.
3. b
4. d
12
Expressions
Expressions Ask about a person’s well-being
Ask about a person’s well-being
5 Look at the table. Then talk with a partner. 5 Look at the table. Then talk with a partner.
Question Positive Response Neutral / Negative Response
How are you? I’m fine, thanks. Can’t complain.
• Read the contents of the table.
How have you been? Not bad. I’ve been busy. OR
How are you doing? / How’s it going? Pretty good. I’ve had better days.
How’s life? Couldn’t be better! Not so great.
What’s new? So much! Let me tell you… Same as always. • Ask students if they know what kind of expression is
What have you been up to lately? I’ve been so busy. Not much.
How are you feeling? I’m feeling great. I’m not feeling too well these days. being highlighted.
6 Talk with a partner. Take turns role-playing as one of the people below. Ask and answer
questions about what the person has been doing recently. • Ask students to discuss the information from the table.
6 Talk with a partner. Take turns role-playing

as one of the people below. Ask and answer
Andrea
preparing for an exam
Margot Lindsay
Steve questions about what the person has been doing
exercising
Peter writing a book report trying a new restaurant recently.
studying chemistry
Speak Up • Tell students to take turns role-playing as one of the
7 Look at the table. Then ask and answer the questions with a partner.
people in the activity.
Question Response What do you think of it?
• Ask students to ask and answer the questions from
What have you been doing lately? practising guitar It’s challenging but very rewarding.
activity 5 .
Ex. Ex.
What books have you been reading

recently? • Ask students if they would like to share their discussion
What TV shows have you been
watching recently?
with the class.
What sports have you been doing lately? • Ask follow-up questions.
What classes have you been taking? • Give feedback.
8 Talk with a partner. Give a short presentation on one of the topics below and share with
the class. Research online if you need.
Topic Why do you think it’s ______________? Speak Up
Something fascinating Ex. Mantis shrimp
Something disgusting 7 Look at the table. Then ask and answer the
Something frightening questions with a partner.
Something touching
Ex. The mantis shrimp has the fastest punch of any animal. Its punch is so strong, it can actually shatter
aquarium glass! I’ve been interested in mantis shrimps since watching a fun video about them on YouTube. • Tell students to look at the table.
They’re really colourful and interesting animals!
13 • Ask students to ask and answer the questions with
information that is true for them.
• Ask students to write their answers in the table or on a
Teacher’s Note separate sheet of paper.
I’m interested in …
with the class.
Explain to students that different -ed adjectives take • Ask follow-up questions.
different prepositions. Introduce the more common • Give feedback.
ones below to students.
• I’m interested in … 8 Talk with a partner. Give a short presentation on
• I’m bored with … one of the topics below and share with the class.
• I’m fascinated by … Research online if you need.
• I’m disappointed with / about … • Tell students to find a partner.
• I’m frightened by / of … • Tell students to look at the table.
• I’m tired of / with … • Ask students to write their answers in the table or on a
• I’m disgusted by / with … separate sheet of paper.
• I’m touched by … • Tell students to use the internet if they are having
• I’m excited about … trouble thinking of ideas.
• Ask students to share their presentations with the class.
• Give feedback.
13
Lesson D Writing
D Writing Aim Write to a friend or family member about your holiday
Aim: Write to a friend or family member about your Vocabulary

holiday 1 Listen and number. 1-08
Vocabulary
1 Listen and number. 1-08 programme attend charity incredible

• Ask students to write the correct number of the willpower make a difference lose track local
vocabulary word / phrase next to the word / phrase in
the book. 2 Match the words with the definitions.
1. programme • • a. very good, large, or amazing
2. attend • • b. to have an effect on a situation
Answer Key 3. charity • • c. an organisation that gives money, food, or help to people who need it
From left to right, top to bottom 4. incredible • • d. to not know what is happening to someone or something
5. willpower • • e. a plan of events or activities
8. programme 6. make a difference • • f. the ability or capacity to make oneself do difficult things
1. attend 7. lose track • • g. to go to an event
8. local • • h. relating to the area around you
7. charity
2. incredible
4. willpower Expressions
Phrasal verbs with make
3. make a difference
3 Look at the table. Then fill in the gaps with the correct phrasal verbs. Change the
5. lose track tense if needed.
6. local Phrasal Verbs with make I don’t
know w
Word Meaning to mak hat
e of
make of to think of (opinion) right no you
w.
• Practise again. Point at different pictures and ask make off to leave quickly
students to say the words. make up for to compensate for

make up to forgive; to invent something
make out to manage to see; to understand
2 Match the words with the definitions. 1. James ____________________ with the biscuits. Catch him!
• Ask students to read the words and the definitions. 2. Why are you home late? Don’t ____________________ stories.
3. How do you plan to ____________________ your mistakes?
• Ask students to match each word / phrase with the 4. I’m sorry, but I can’t hear you well. I can hardly ____________________ what you’re saying.
correct definitions. 5. What do you ____________________ Jim? I think he’s funny.
1. e 2. g
Teacher’s Note
3. c 4. a
5. f 6. b More on Phrasal Verbs with Make
7. d 8. h
Explain some other common phrasal verbs with make.
Below is a list of other phrasal verbs that use make.
Make sure students understand when to use each one.
Expressions
Phrasal verbs with make make for to move toward We made for
3 Look at the table. Then fill in the gaps with (something) the hills as fast
the correct phrasal verbs. Change the tense if as we could.
needed. make to change They made my
• Read the contents of the table. (something) one thing into room into a
OR into another game room.
• Ask students to read the table. (something)
• Ask students if they know what kind of expression is
being highlighted. make to claim / assert He makes
• Ask students to read the sentences. (something) out himself out to
• Ask students to write the correct expression in each to be be a hero.
gap, changing the tense if needed. make to understand He is so quiet
(somebody) out one’s character it’s really hard
Answer Key to make him
out.
1. is making off / made off
2. make up
3. make up for
4. make out
5. make of
14
5 Read and underline sentences in the present
Grammar perfect simple and present perfect continuous.
4 Look at the table. • Ask students to read the letter.
Grammar
Present Perfect Simple vs. Present Perfect Continuous
The present perfect simple and present perfect continuous can often be used for the same meaning. However, the
Ask
4 •Look students
at the table. to underline the sentences that use either
present perfect continuous usually emphasises the length of time. the present perfect simple tense or the present perfect
Present Perfect Simple vs. Present Perfect Continuous
The present perfect simple and present perfect continuous can often be used for the same meaning. However, the
Eric has attended the coding academy for eight years. Eric has been attending the coding academy for eight years. continuous
present tense.
Check
•Eric students’
has attended answers.
the coding academy for eight years. Eric has been attending the coding academy for eight years.
5 Read and underline sentences in the present perfect simple and present perfect
continuous.
5 Read and underline sentences in the present perfect simple and present perfect
Answer
continuous. Key
Maria!
How have you been doing? Sorry I haven’t written to you sooner. I’ve been really busy! Lauren and Maria!
I have been attending a summer course called Girls Who Code! It’s such a fascinating programme that How have you been doing? Sorry I haven’t written to you sooner. I’ve been really busy! Lauren and
I lost track of the time! We’ve already been here for four weeks! I’m learning so much here. You’d love it, Maria. I have been attending a summer course called Girls Who Code! It’s such a fascinating programme that
Lately, we’ve been preparing our final projects. Lauren and I are in the same team. She’s been pushing our team hard I lost track of the time! We’ve already been here for four weeks! I’m learning so much here. You’d love it, Maria.
to do a good job. At first, I didn’t like it. I didn’t know what to make of her ideas, and she was so set on what we Lately, we’ve been preparing our final projects. Lauren and I are in the same team. She’s been pushing our team hard
should do. But after drawing up a few storyboards, I could make out what she had planned. We’re building a volunteer to do a good job. At first, I didn’t like it. I didn’t know what to make of her ideas, and she was so set on what we
website. It should be really useful for local businesses that do charity work for the community. It connects different should do. But after drawing up a few storyboards, I could make out what she had planned. We’re building a volunteer
charities and different volunteers from across the city. Lauren is really intense when it comes to this project. I’m a website. It should be really useful for local businesses that do charity work for the community. It connects different
charities and different volunteers from across the city. Lauren is really intense when it comes to this project. I’m a
little jealous of her willpower. She’s incredible. I’m starting to get very excited about the results. I’m hopeful that it’s
little jealous of her willpower. She’s incredible. I’m starting to get very excited about the results. I’m hopeful that it’s
going to make a difference. But that’s enough about me. What about you? What have you been doing this holiday?
going to make a difference. But that’s enough about me. What about you? What have you been doing this holiday?
Write back soon!
MISS YOU!
Write back soon!
MISS YOU!
Love, Love,
Victoria Victoria
6 Answer the questions in complete sentences. 6 Answer the questions in complete sentences.
1. What is the programme that Victoria is attending? _____________________________________________ 1. What is the programme that Victoria is attending? _____________________________________________
2. How long has Victoria been on the course? _____________________________________________ 6 Answer
2. How the
long has Victoria questions
been on the course? in_____________________________________________
complete sentences.
3. What are Victoria and Lauren working on? _____________________________________________ 3. What are Victoria and Lauren working on? _____________________________________________
4. What does Victoria hope her work will do? _____________________________________________ •4. Ask students
What does toworkread
Victoria hope her will do?the questions.
_____________________________________________
7 Talk with a partner. Ask students to write the answers on each line.
7 •Talk with a partner.
1. Have you done any charity work? What was it?
1. Have you done any charity work? What was it? •2. Check
Have you everstudents’ answers.
attended a study programme or course? What?
2. Have you ever attended a study programme or course? What?
3. How can students make a difference in their community?
3. How can students make a difference in their community?
Answer Key
Writing
1. She is attending a summer course called Girls Who Code!
Writing Write a reply
8 2. She has to Victoria.
been here Talk about
for fourwhat you did during the holidays. Use the
weeks.
8 Write a reply to Victoria. Talk about what you did during the holidays. Use the present perfect simple and present perfect continuous tenses at least once.
present perfect simple and present perfect continuous tenses at least once. 3. They are building a volunteer website.
4. She hopes her work will make a difference.
____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________
____________________________________________________________________________ ____________________________________________________________________________
____________________________________________________________________________ 7 Talk with a partner.
____________________________________________________________________________
____________________________________________________________________________ 15
15 • Tell students to find a partner.



with the class.
Grammar • Ask follow-up questions.

• Read the contents of the table. Writing
OR
• Ask students to read the table. 8 Write a reply to Victoria. Talk about what you
• Ask students if they know what kind of grammar point did during the holidays. Use the present perfect
is being highlighted. simple and present perfect continuous tenses at
least once.
• Ask students to write a reply to the letter in activity 5 .
Extra Practice Present Perfect Tenses Race • Ask students to use the present perfect simple and
Before class, prepare a list of 20 to 30 different present perfect continuous tenses at least once.
activities. Next to each activity, write down either • Tell students to write their letters on a separate sheet of
“present perfect simple” or “present perfect paper.
continuous”. Try to have an even distribution of each • Check students’ letters to make sure they’re writing
tense. During class, split the class up into two teams. correctly.
Have each team line up at the front of the class. Inform • Ask some students to present their letters to the class.
the students that you are going to read out an activity • Give feedback.
and a tense from your list. The student at the front
of each line then must make a sentence using the
activity and the tense that was mentioned. The first
student to say a correct sentence wins a point for their
team. The first two students then go to the back of
their respective lines and the next two students move
forward. Repeat this process until each student has had
a turn, or until all the activities from the list have been
exhausted.
15
Lesson E Project
E Project Aim Make a scrapbook
Aim: Make a scrapbook Video

1 Look at the pictures. What do you think the video will be about? Talk with a partner.
Video
Video
2 Watch the video. Number the pictures in order. 1
1 Look at the pictures. What do you think the

video will be about? Talk with a partner.
• Ask students to make predictions about the video
they’re about to watch.
• Tell students to talk with a partner.
• Tell students to share their predictions with their
partner. 3 Watch again. Put a tick ( ) next to the words you hear.
Video
1
satisfied convinced frightening incredible stressful

Scan the QR code to link to the Unit 1 video.
private disappointed abroad apply willpower
2 Watch the video. Number the pictures in order. 4 Watch again. Circle the word(s) you hear.
Video
1
Video
1 1. Then I told him we needed a private / 2. I’ve been / I’m doing my best,
incredible area so we could concentrate / hear. madam.
• Play the video for students. 3. I’ve also been complaining / stressing to him 4. I’ve been considering /
• Ask students if their predictions were correct. about the school’s curriculum lately. complaining that as well.
• Ask students to number the pictures in order. 5 Watch again. Circle true or false.
Video
1
• Play the video again if needed. 1.

2.
Ella and Mario are in a new club.
The headteacher decided to add more classes to the curriculum.
true
true
false
false
• Check students’ answers. 3. Ella wants to help with the charity event. true false
4. Mario complained about the computers in the clubhouse. true false
5. Collector and Daisy rescue the cat. true false
Answer Key
6 Look at the pictures from the comic. On a separate piece of paper, describe how the
2, 3, 1 people felt in each moment. Use the present perfect tense.
3 Watch again. Put a tick () next to the words you

Video
hear. 1
• Play the video again. 16
• Ask students to put a tick next to the words they hear. 4 NF British (SB).indd 16 2020-06-17 �� 8:13:49
• Play the video again if needed.

• Check students’ answers. Video
5 Watch again. Circle true or false. 1
Answer Key • Play the video again.
convinced, incredible, private, disappointed • Ask students to read the sentences and circle true or
false.
Video • Play the video again if needed.
4 Watch again. Circle the word(s) you hear. 1
• Play the video again. Answer Key
• Ask students to circle the word(s) they hear. 1. false 2. false 3. true 4. false 5. false
6 Look at the photos from the comic. On a separate
Answer Key piece of paper, describe how the people felt in
1. private, concentrate each moment. Use the present perfect tense.
2. I’ve been
3. complaining
• Ask students to write a sentence using the present
4. considering
perfect tense that describes how each person feels.
• Tell students to write their sentences on a separate
sheet of paper.
• Check students’ sentences to make sure they’re writing
correctly.
Answer Key
Possible Answers
1. She feels touched because the man has helped her.
2. He feels convinced since he has been talking to her.
3. He feels embarrassed because the robot has failed.
4. They feel satisfied since the robots have danced.
16
8 Get in groups. Talk with your partners. Make a
scrapbook of your class. Include the items in the
Century Skills
Checklist in your scrapbook.
Scrapbook Creativity Collaboration
• Tell students to get into groups.

7 Read the scrapbook. • Ask students to read the checklist.
• Ask students to make a scrapbook about their class.
BLACKWATER SECONDARY SCHOOL YEARBOOK • Tell students to draw / make their scrapbook on a
Ella has been a member of the Robotics Club for three separate sheet of paper.
years. Here she is looking at the new clubhouse.
“It’s incredible! I’m so touched.” – Ella
• Ask students to include all of the items in the checklist.
• Tell students to use the patterns from the previous
Mario is the Robotics Club president. lessons in Unit 1.
He has been the president for two
• Check students’ scrapbooks to make sure they’re
years. He has done a lot to expand the
Robotics Club programme. making them properly.
“Me? I don’t know what to say in the • Ask some students to present their scrapbooks to the
yearbook.” - Mario
class.
• Give feedback.
“Understood.” Extra Practice Holiday Scrapbook

- Collector “Behold!”
- Daisy
“That’ll never work…” - Ella Have students make another scrapbook similar to the
one in activity 8 . This time, though, tell students to
8 Get into groups. Talk with your partners. Make a scrapbook of your class. Include the make a scrapbook about their last summer or winter
items in the Checklist in your scrapbook.
holiday. Tell them to include what they did, where they
went, who they went with, how they felt, and so on.
Checklist Manny is in Year 11.
He has been playing After everyone is done, ask some students to present
(include in your scrapbook)
the guitar for eight
• Something your class has years. He‛s hoping their scrapbooks to the class. Remember to ask follow-
to get onto a music
been working on
• Something your classmates
course when he goes up questions and give feedback.
to university.
have been studying /
practising
• Something fascinating
• Something frightening Erica is in Year 9. She
Teacher’s Note
has been studying dance
• Something incredible for five years. She‛s
interested in learning
more about Asia. Blog Scrapbooks
17
Explain to students that a personal blog is similar to a
scrapbook. Tell them that instead of actually making a
physical scrapbook, many people nowadays blog about
their holiday or daily experiences. As an alternative
21st Century Skills activity, allow students to make their scrapbooks in
blog format.
7 Read the scrapbook.
• Read the scrapbook aloud.
OR
• Ask students to read parts of the scrapbook aloud.
• Ask students if they know what is being described.
17
Unit
2 HELP! I HAVE A PROBLEM!

This unit will give students the ability to talk about
problems, difficult situations, dangers, and solutions using
relative clauses with when, the past perfect tense, and the it
Un
past perfect continuous tense.
Unit 2 AIMS HELP! I HAVE A

Lesson A: Read about difficult situations
Lesson B: Listen to everyday problems and their solutions
Lesson C: Describe solutions to problems
PROBLEM!
Lesson D: Write about a problem and how it was solved
Lesson E: Write a plan to solve a problem
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Reading Read about difficult situations
Lesson A Lesson B B Listening Listen to everyday problems and their solutions
achieve anxious C Speaking Describe solutions to problems

aim careless
D Writing Write about a problem and how it was solved
celebrate cheerful
challenge confident E Project Write a plan to solve a problem
chance habit
colleague hopeful
direction lazy 18
success nervous
Lesson C Lesson D
difficulty begin
event fail
forget fault
gain finally
lost moment
schedule reach
seem spill
weight swap
18
past simple vs. past perfect simple
We use the past perfect simple to emphasise that one event
happened before another event in the past. Past simple is
often used to show two events happened at or around the
same time.
Form Example Usage

We ate at the
past simple + past We ate when
same time Steve
simple Steve arrived.
arrived.
We had eaten
past perfect simple We ate before
when Steve
+ past simple Steve arrived.
arrived.
past perfect continuous

The past perfect continuous tense describes an action that
was in progress before another activity or time in the past.
The form of the past perfect continuous is had been + verb
+ -ing
We often use the adverbs for, since, before, and when
before introducing the second action.
Example
We had been playing music before Joan turned up.
I had been working at the company for only two weeks.
He had been sleeping for over ten hours when his mum woke
him up.
Look at the photo and answer the questions.
1. What is happening in the picture?
2. What could you do in this situation? Unit 2 Discussion
3. What are some problems you’ve had recently? Look at the photo and answer the questions.
4. Whom do you go to for advice when you’re having trouble?
19

Key Grammar turns asking the questions on the page to their partner.
relative clauses with when
We can use when to introduce a relative clause. When is
a relative adverb which means “at the time that". It joins Extra Practice More Discussion
two actions. If the when-clause comes before the main Ask more questions about problems and solutions.
clause, we use a comma.
Example Describe the most difficult problem you’ve ever had.

How did you solve it?
I call my mum when I feel When I feel sad, I call my What kinds of problems do teenagers usually have?
sad. mum.
What kinds of problems do adults usually have?
Sarah laughs when she feels When she feels nervous, Describe a time someone gave you good / bad advice
nervous. Sarah laughs. to solve a problem. What was the problem? What was
the advice? Why was it good / bad advice?
19
Lesson A Reading
A Reading Aim Read about difficult situations
Aim: Read about difficult situations Vocabulary

1 Read the words in the box. Then listen and write the vocabulary word you hear. 2-01
Vocabulary aim
chance
celebrate
success
direction
achieve
colleague
challenge
1 Read the words in the box. Then listen and write

1. 2. 3. 4.
the vocabulary word you hear. 2-01

• Ask students to write the word they hear under the
correct picture.
• Replay the audio if needed. 5. 6. 7. 8.
Answer Key
1. colleague
2. achieve
2 Fill in the gaps with the best vocabulary words.
3. success
1. The thousand-piece puzzle was a(n) __________________ to finish. I never put together so many pieces before.
4. celebrate 2. After they used the new part, the machine worked perfectly. It was a(n) __________________!
5. chance 3. They were going to __________________ her birthday outside, but it was too rainy.
6. direction 4. The police officer’s __________________ was to catch the thief.
5. There is a(n) __________________ that the plane will leave later than expected.
7. aim
6. I’m lost. Can you tell me which __________________ to go in? I need to get to my maths class.
8. challenge 7. The teacher said, “I hope you __________________ your goals.”
NOTE
8. This is my __________________, Matt. He designs machines. Direction can refer to a physical direction, such as north
• Practise again. Point at different pictures and ask or south. It can also mean the direction in which a
project is developing, e.g. “The IBot-3000 is going in a
students to say the words. Pre-reading

new direction. It will sing and dance instead of swim.”
3 Look at the pictures. Discuss the questions with your classmates.

2 Fill in the gaps with the best vocabulary words. 1. What is happening in the picture?
• Ask students to read the sentences. 2. What problem does he have?
3. Have you ever had this problem?
• Ask students to write the best vocabulary word in each 4. Can you think of any solutions
to his problem?
gap.
• Check students’ answers. 1. What’s happening in this picture?
2. Why is it happening?
3. How do you think the boy feels?
Answer Key 4. How does the man feel?
20
1. challenge
2. success 4 NF British (SB).indd 20 2020-06-17 �� 8:14:12
3. celebrate
4. aim
5. chance Pre-reading
6. direction
3 Look at the pictures. Discuss the questions with
7. achieve
8. colleague
your classmates.
Extra Practice Problems and Solutions • Ask students if they would like to share their ideas with
Ask students to each come up with a personal problem the class.
and a problem that impacts a group of people at the • Ask follow-up questions.
same time (such as a flood or a poor economy). Then • Give feedback.
ask each student to find a partner. Ask each pair of
students their problems. List them on the board. Don’t
worry if there are duplicate problems. Then pair each
pair of students with another pair of students to make
groups of four. Have each group choose four personal
problems and four group problems from the board.
Then tell them to come up with solutions to those
problems. At the end, have each group state their
problems and solutions. Ask the other groups what
other solutions they can come up with. Remember to
ask follow-up questions and give feedback.
20
6 Read the statements. Where do they belong in
4 Read the article
article. 2-02 the passage?
In June 2018, twelve boys and their football coach decided • Ask students to read the statements.
to explore a large cave. [a] It was during the rainy season,
so the ground was very wet and muddy. Unfortunately, the • Ask students to circle the correct letter corresponding to
students lost their sense of direction while exploring, and
rainwater began to fill the cave. When the students tried to where each statement should fit in the passage.
exit the cave, they found that they had become trapped by • Check students’ answers.
the water.
Rescue workers quickly arrived; their first aim was to get
oxygen to the boys. They achieved this by putting miles
of pipes into the cave. Their efforts gained international
Answer Key
attention. People from all over the world came to help. The
surrounding jungle was turned into a makeshift town with
1. c
food trucks and volunteer stations. The Thai military sent 2. a
over one thousand men and women to help with the rescue,
including the Royal Navy Marines. 3. b
A world-famous cave-rescue team was brought in from Britain.
A British diver and his colleague discovered footprints. They
knew, then, that they were getting closer to finding the boys. [b] Unfortunately, the rains continued. These monsoon rains
made the rescue effort even more of a challenge since volunteers had to pump billions of litres of water out of the cave.
After nine and a half days, the boys were found, nearly three miles into the cave. All twelve boys and their coach were saved.
Discussion
The rescue was a success! Sadly, a former Royal Navy Marine died during the rescue. His life will be forever celebrated. [c]
In the cave, the main challenge the boys had faced was finding enough food and water. They drank the clear water falling 7 Read the questions. Talk with a partner.
down from the rocks. They also had crisps and fizzy drinks. The coach gave all his food to the children and taught them to
meditate to save energy. They all held hands in the dark, keeping each other hopeful. NOTE
Makeshift means
Comprehension
something created to
use for a short period

of time, for a specific
purpose. • Ask students if they would like to share their discussion
1. The rescue team first aimed to get the children food. true false with the class.
2. The rain created a dangerous situation.
true false
3. Over one thousand people came to try and rescue the boys. true false
4. Billions of litres of water had to be pumped out. true false
5. No one died during the rescue. true false
6 Read the statements. Where do they belong in the passage? Challenge

1. His colleagues will always remember him as a brave man. [a] [b] [c]
2. The boys had been on a bike ride after practice when they found the cave. [a] [b] [c] 8 Research the Thai cave rescue online. Draw a
3. Everyone began working quickly. [a] [b] [c]
timeline of the rescue on a separate piece of
Discussion paper. Then talk about what you could have
7 Read the questions. Talk with a partner.
1. Have you ever felt afraid?
done in that situation.
2. Have you ever been inside a cave?
• Ask students to research the Thai cave rescue online.
3. What are some problems the boys had? What are some solutions?
• Ask students to make a timeline of the events.
Challenge • Ask some students to help you put the timeline on the
8 Research the Thai cave rescue online. Draw a timeline of the rescue on a separate piece of
paper. Then talk about what you could have done in that situation.
board.
21 • In groups, or as a class, ask students about what they
would have done differently in the situation.

• Give feedback.
• Listen to the audio. Teacher’s Note

OR Emergency Situations
• Read the article aloud.
Ask students if they know about any other emergency
OR situations similar to the Thai cave rescue. Get them
• Ask students to read parts of the article aloud.
to talk about the details of the situations they come
up with. If students are having trouble coming up
with ideas, tell them about some other emergency
Comprehension situations. Below is a list of some situations. Research
them online for more detailed information.
• Ask students to read the sentences and circle true or 2010 Copiapó mining Trapped 700 metres
false. accident, Chile underground in a mine,
• Replay the audio if needed. 33 men were rescued
• Check students’ answers. after 69 days.
Answer Key 2012 Costa Concordia The cruise ship Costa
1. false disaster, Italy Concordia ran aground
2. true and overturned, resulting
3. true in 32 deaths.
4. true
5. false 2015 Tianjin explosions, A series of explosions
China killed 173 people and
injured hundreds at a
container storage station
in Tianjin.
21
Lesson B Listening
B Listening Aim Listen to everyday problems and their solutions
Aim: Listen to everyday problems and their solutions Vocabulary Focus

1 Listen and number. 2-03 3 Talk with a partner.
Vocabulary I have a habit of talking a lot

when I’m nervous.
1 Listen and number. 2-03 Why don’t you try breathing slowly instead?
anxious careless
• Ask students to repeat aloud after the audio. I have a habit of being lazy
when I’m tired.
• Ask students to write the correct number of the
vocabulary word next to the word in the book. Why don’t you try going to bed earlier ?
confident cheerful
Answer Key
I have a habit of biting my nails
when I feel anxious.
From left to right, top to bottom
3. anxious Why don’t you try chewing gum instead?
hopeful lazy
4. careless
8. confident
6. cheerful 4 Listen and circle the answers. 2-05
2. hopeful
5. lazy nervous habit 1. What does the boy do when
he feels anxious?
1. nervous a. talks a lot
7. habit 2 Listen and answer the questions with the best b. rubs his hands together
vocabulary word. Answers will vary. 2-04 c. stops talking
1. How does Tim feel when he answers the phone?

• Practise again. Point at different pictures and ask ______________________________________________
2. When does the girl feel
students to say the words. 2. How does Tim feel when he hears the problem? confident?
______________________________________________ a. when she smiles
b. when she has a habit
2 Listen and answer the questions with the best 3. What word best describes Tim’s sister, Nicky? c. when she does well on a test
vocabulary words. Answers will vary. 2-04 ______________________________________________
• Ask students to read the questions. 4. What does Tim think of Nicky?
3. What is his habit?
______________________________________________ a. cleaning the kitchen
• Listen to the audio. b. washing the dishes after
5. What does Nicky say about herself?
• Ask students to write the best vocabulary word on each ______________________________________________
meals
c. cleaning the dishes last
line to answer the question.
• Replay the audio if needed. 22
• Check students’ answers. 4 NF British (SB).indd 22 2020-06-17 �� 8:14:25
Answer Key
Possible Answers Focus
1. He feels cheerful. 3 Talk with a partner.
2. He feels confident / hopeful.
• Read the short conversations aloud or ask two students
3. She feels nervous / anxious.
4. He thinks she’s careless. to read the short conversations aloud.
5. She says she was being lazy. • Ask students to practise the conversations with a
partner.
• Tell students to practise the conversations again but to
Teacher’s Note
talk about different habits and solutions.
Habits
Explain to students that habits can be both good 4 Listen and circle the answers. 2-05
and bad. Ask students to list some good habits, like • Listen to the audio.
studying regularly or drinking eight glasses of water per • Ask students to circle the correct answers.
day. Then ask them to list some bad habits, like biting • Replay the audio if needed.
one’s nails or interrupting others. Ask students what a • Check students’ answers.
person can do to lose a bad habit. Then ask students
what some of their good and bad habits are. See how Answer Key
many students have the same habits. For bad habits, 1. b
ask students to come up with solutions to prevent 2. c
them. 3. b
22
Listen Up
Grammar
5 Look at the table. 7 Listen and circle the answers. 2-06
Relative Clauses with when
• Ask students to read the questions.
We can use when to introduce a relative clause. When is a relative adverb which means “at the time
that”. It joins two actions. If the when clause comes before the main clause, we use a comma. • Listen to the audio.
When is also used to ask for information. However, in this case, when is used as a conjunction.
Examples • Ask students to circle the correct answers.
Emily claps her hands when she feels cheerful. When she feels cheerful, Emily claps her hands. • Replay the audio if needed.
Peter bites his nails when he feels anxious. When he feels anxious, Peter bites his nails.
6 Rewrite the statements so the when clause comes first.
1. I feel nervous when I have a big test coming up. _______________________________________ Answer Key
2. Shirley feels lazy when she has a day off. _______________________________________
1. b
3. Mrs Peters always feels cheerful when she’s done teaching. _______________________________________
2. b
Listen Up 3. a
7 Listen and circle the answers. 2-06 4. b
1. How does Sara feel about running? 2. When does Wendy feel less anxious?
Challenge
a. when she finishes b. when she sings
a. hopeful b. nervous
the test cheerful songs
8 Listen and answer the questions. 2-07
3. What is Matt’s habit? 4. Why did his father fall down the stairs?
•Ask students to read the questions.
•Ask students to circle the correct answers.
a. studying at the library b. studying at home a. he was cleaning b. he was careless
the stairs •Replay the audio if needed.
Challenge
8 Listen and answer the questions. 2-07 Answer Key
1. Why does Sara think waking up early is a good habit? 1. b
a. It will help her run faster. b. Her coach told her it is the best time to run.
c. She feels less nervous in the morning. d. It’s good for practising the high jump. 2. a
2. How does Sara think she’ll do in the high jump? 3. b
a. She’s hopeful she’ll do well. b. She’s cheerful because she’ll do well.
c. She’s nervous she won’t do well. d. She’s anxious because she won’t develop good habits. 4. a. false
3. Which two things is Sara confident about? b. doesn't say
a. the high jump and long-distance running b. developing better habits and the high jump
c. waking up early and developing better habits d. feeling hopeful and feeling nervous c. true
4. Circle true or false or doesn’t say.
a. Mike thinks Sara is lazy. true false doesn’t say
b. Sara is a careless person. true false doesn’t say
c. Sara’s coach knows about good running habits. true false doesn’t say
23
Extra Practice I feel … when …
Get students to practise relative clauses with when
by asking and answering questions about when they

Grammar feel an emotion that is among the adjectives from the
vocabulary in the unit: anxious, careless, confident,
5 Look at the table. cheerful, hopeful, lazy, nervous. Have students work
• Read the contents of the table. in pairs or groups of three or four. Have them use the
OR patterns below.
“When do you feel (adjective)?” / “I feel (adjective)
is being highlighted. when (answer).” / “When (answer), I feel (adjective).”
6 Rewrite the statements so the when-clause comes When do you feel anxious? / I feel anxious when I’m
first. about to take an exam.
• Ask students to read the sentences. When do you feel cheerful? / When I meet my friends, I
• Ask students to rewrite the sentences so that the feel cheerful.
when-clause comes first.
Answer Key
1. When I have a big test coming up, I feel nervous.
2. When she has a day off, Shirley feels lazy.
3. When she’s done teaching, Mrs Peters always feels cheerful.
23
Lesson C Speaking
C Speaking Aim Describe solutions to problems
Aim: Describe solutions to problems Vocabulary

Vocabulary
difficulty event forget lost
vocabulary word next to the word in the book.
weight gain seem schedule
From left to right, top to bottom 1. difficulty • • a. how heavy a person or thing is
2. event • • b. to appear a certain way
8. difficulty 3. forget • • c. to increase in size or number
4. lost • • d. unable to be found
1. event
5. weight • • e. a list of things to be done each day, week, or month
2. forget 6. gain • • f. to be unable to remember
3. lost 7. seem • • g. something that is hard to do or overcome
8. schedule • • h. something important that is happening
5. weight
6. gain
Grammar 5 Listen and fill in the gaps. 2-10
7. seem
4. schedule 1. The fridge was empty
Past Perfect Tense because she ________________
Use past perfect tense to describe an action that was to go shopping that weekend.
• Practise again. Point at different pictures and ask completed before another action or time in the past.
Past Perfect
She _________________ too
busy helping organise her friend’s event.
students to say the words. Infinitive
Tense
Negative
go had gone had not gone 2. John was anxious because

do had done had not done he _________________ his
2 Match the words with the definitions. get had got had not got work on time. His schedule
make had made had not made _________________ far too
• Ask students to read the words and the definitions. busy, so he still had lots to do.
• Ask students to match each word with the correct 4 Listen and circle the words you hear. 2-09
3. We _________________ a lot
1. a. hadn’t done b. didn’t do c. hadn’t got
definition. 2. a. gets to b. got to c. make to
of thinking before the
wedding, and
• Check students’ answers. 3. a. had made b. make c. hadn’t made
_________________ a good
4. a. hadn’t been b. had been c. had not been
plan, so the event went well!
Answer Key 24
1. g
2. h
3. f
4. d 5 Listen and fill in the gaps. 2-10
5. a
• Ask students to read the situations.
6. c
7. b
8. e • Ask students to write the missing words in the gaps.
Grammar Answer Key

3 Look at the table. 1. had forgotten, had been
2. hadn’t finished, had been
3. had done, had made
OR
is being highlighted. Extra Practice Past Perfect Memory Game
Ask the class to sit in a circle. Then say something
4 Listen and circle the words you hear. 2-09 that you have done using the past perfect tense. For
• Listen to the audio. example, “I had finished cooking when my parents
• Ask students to circle the words they hear. came.” Then have the student to the right of you
• Replay the audio if needed. repeat what you did. Then tell that student to make
• Check students’ answers. his or her own sentence using the past perfect. The
student to that student’s right then must say what you
Answer Key and the first student did. Keep this pattern until it is
1. a your turn again. Help students who are having trouble.
2. a See how many students get everything correct.
3. c
4. b
24
Expressions
Phrasal verbs with turn
Past Simple vs. Past Perfect Simple
We use the past perfect simple to emphasise that one event happened before another event in the past. Past
simple is often used to show two events happened at or around the same time.
8 Listen and repeat. 2-11
past simple + past simple The event ended when she arrived. The event ended at the same time
she arrived. • Read the contents of the table.
past perfect simple + past simple The event had ended when she
arrived.
The event ended before she arrived. OR
7 Fill in the gaps with the correct form of the given verb. Use the past perfect simple where possible.
1. She was in an interview. She felt nervous. • Listen to the audio.
She ______________ (feel) nervous when she spoke to the interviewer. • Ask students to repeat aloud after the audio.
2. He forgot to lock the door when he left home. He felt anxious. Oh! Why did I do that?
He felt anxious all day because he ______________ (forget) to lock his front door. • Ask students if they know what kind of expression is
3. He ate a lot over the holidays. He gained weight.
being highlighted.
He gained weight because he ______________ (eat) a lot over the holidays.
4. She didn’t study for the test. She had difficulty with the questions.
She had difficulty with the test questions because she ______________ (not study).
5. He arrived at the office. He looked at his schedule. 9 Fill in the gaps with the correct phrasal verbs.
When he arrived at the office, he ______________ (look) at his schedule.
Expressions • Ask students to write the correct phrasal verb in each
Phrasal verbs with turn
gap.
Phrase Definition Example Sentence
turn up to show up at a place They turned up at 9 p.m.
turn down to decline or say no to something He turned down the invitation to the party. Answer Key
to change the outcome of something He has a bad mark in maths, but if he studies
turn it around
for the better harder, he can turn it around. 1. turn it around 2. turned out
turn out to be the case It turned out we hadn’t done the laundry. 3. turn down 4. turn up
9 Fill in the gaps with the correct phrasal verbs.
1. Our business didn’t do well, but if we make a better plan, I think we can _________________ next year.
2. We went to the park on Saturday, but no one was there. It _________________ that my schedule was wrong;
the event was last weekend.
Speak Up
3. I have to _________________ your delicious cake because I have gained too much weight this year!
4. Jenny didn’t _________________ for the meeting today because she had some difficulty with her car. 10 Listen and look at the pictures. What problems
are they having? What solutions can you think
Speak Up
of? Talk with a partner. 2-12
10 Listen and look at the pictures. What problems are they having? What solutions can you
think of? Talk with a partner. 2-12 • Tell students to find a partner.
1 2 3 4 • Ask students to look at the pictures.
Problem
• Ask students to talk about the problems and solutions
for each picture.
25 • Replay the audio if needed.
• Ask some students to share their ideas with the class.
• Give feedback.
• Read the contents of the table. Teacher’s Note
OR More on Phrasal Verbs with Turn
Explain some other common phrasal verbs with turn.
Below is a list of other phrasal verbs that use turn.
is being highlighted. Make sure students understand when to use each one.
7 Fill in the gaps with the correct form of the given turn - to lower the - It’s too loud. Turn
down volume down the volume.
verb. Use the past perfect simple where possible.
• Ask students to read the sentences. turn up - to turn up the - I can’t hear it. Turn up
volume the volume.
• Ask students to write the correct form of the given verb
- to find - My lost dog turned up
in each gap. unexpectedly at my house.
• Tell students to use the past perfect simple tense where
turn in - to submit - I turned in my
possible. something homework.
• Check students’ answers. - to go to bed - I turned in at about 11
p.m.
Answer Key
turn - to change into - The caterpillar turned
1. felt
into something into a butterfly.
2. had forgotten different
3. had eaten
4. hadn’t studied turn on - to start a - I will turn on the TV.
5. looked machine / device
turn off - to stop a - I forgot to turn off the
machine / device lights.
turn - to go / attend - People turned out in
out an event huge numbers to see
the game.
25
Lesson D Writing
D Writing Aim Write about a problem and how it was solved
Aim: Write about a problem and how it was solved Vocabulary

Vocabulary
spill swap fault begin
vocabulary word next to the word in the book. moment reach finally fail
Answer Key 2 Fill in the gaps with the best vocabulary words.
From left to right, top to bottom 1. The test will start in five minutes. Don’t ____________________ until I say so.
2. What happened to your shirt? Did you ____________________ something on it? It needs to be washed.
5. spill 6. swap 3. Sarah says it isn’t her ____________________ her brother is crying. He is hungry and needs to be fed.
3. fault 8. begin 4. Jack is tired. He needs to keep walking or else he’ll never ____________________ the end of the path.
5. I’m worried. If I don’t study more, I will ____________________ my English class.
7. moment 4. reach
6. I need a ____________________ to think about the solution.
1. finally 2. fail 7. Let’s ____________________ video games. You lend me Lock & Load, and I’ll give you Grand Prix.
8. I ____________________ learned my new colleague’s name. I had been calling him Alan instead of Aaron!

students to say the words. Grammar NOTE
Past perfect continuous often uses the adverbs for, since,
3 Look at the table. before, and when, when introducing a second action.
Past perfect continuous tense describes an action that was in
• Ask students to read the sentences. progress before another activity or time in the past.
Another action in the past
• Ask students to write the best vocabulary word in each Action begins
gap. Action ends
• Check students’ answers. Past Present Future
Present Participle
Subject had been Signal Word
(verb + -ing)
Answer Key She had been running before it began to rain.
I had been waiting since 9 a.m. for the package to arrive.
1. begin 2. spill
He had been celebrating when the coffee spilt.
3. fault 4. reach They had been studying before the exam finally began.
5. fail 6. moment We had been swimming for 20 minutes before we ate dinner.
7. swap 8. finally 26
Vocabulary
Extra Practice Past Perfect Continuous Race
• Read the contents of the table. Before class, prepare a list of 20 to 30 different verbs.
OR Next to each verb, write down a signal word (before,
• Ask students to read the table. since, when, for). Try to have an even distribution of
• Ask students if they know what kind of grammar point each signal word. During class, split the class up into
is being highlighted. two teams. Have each team line up at the front of the
class. Inform students that you are going to read out
Teacher’s Note a verb and a signal word from your list. The student at
the front of each line then must make a sentence in the
Showing Cause and Effect with Past Perfect
past perfect continuous using the verb and signal word
Continuous
that were mentioned. The first student to say a correct
Explain to students that the past perfect continuous sentence wins a point for their team. The first two
tense can be used to show cause and effect students then go to the back of their respective lines
relationships. and the next two students move forward. Repeat this
process until each student has had a turn, or until all
the items from the list have been exhausted.
• Tom was tired because he had been exercising all
afternoon.
• Roberta gained weight because she had been
overeating.
• Everything was wet because it had been raining all
morning.
• Mitch failed the exam because he had not been going
to class.
26
5 Read the article. Use the words in the box to
4 Unscramble. fill in the gaps. Listen and check your answers.
1. finally rang. / I had / been collecting / when the school bell / the rubbish
2-14
→ _________________________________________________________________________________
2. of the path. / for days when / walking / we finally / We had been / found the end • Ask students to read the article.
→ _________________________________________________________________________________
• Ask students to write the correct word(s) from the box
3. been trying to / Jack had / a moment before the / find his schedule / meeting began.
→ _________________________________________________________________________________ in each gap.
4. hit her in the face. / been swapping / football stickers / Petra had / when the ball • Listen to the audio.
→ _________________________________________________________________________________ • Ask students to check their answers.
5. spilt his juice. / been laughing before / My teacher had / my classmate
→ _________________________________________________________________________________
5 Read the article. Use the words in the box to fill in the gaps. Listen and check your Answer Key
answer. 2-14
1. hadn’t been
2. Finally
3. turned out
4. was
lawn chair weather balloon
power lines parachute
5. for
6. got
for got turned out was finally hadn’t been
“Lawn Chair Larry” wanted to fly. He’d tried to join the United States Air Force. However, Larry
1. __________________ able to become a pilot because of his problematic eyesight. Fortunately, Larry had
another solution. First, he bought 45 eight-foot weather balloons. Next, he tied them to a lawn chair.
2. __________________, he was ready to take to the skies! He gathered his supplies: a parachute, a radio, a
Writing
camera, and a small gun. His friends cut the cord, and he took off! It 3. __________________ his plan worked!
6 Read. Then copy the table onto a separate piece
He 4. __________________ flying at a height of 4,900 metres when pilots saw him. He drifted in the
airport’s direction and radioed down to the ground and told them he was OK. After he had been in the sky of paper and complete the activity.
5. __________________ 45 minutes, Larry shot some of the weather balloons. Unfortunately, he dropped his gun.
Then, his balloons 6. __________________ caught in a power line, causing a 20-minute power cut. He landed
safely but was immediately arrested by the police and fined $4,000. It was an event nobody will ever forget!
• Ask students to read the activity.
• Tell students that they will write about a problem they
Writing once had, how they solved the problem, and two other
6 Read. Then copy the table onto a separate piece of paper and complete the activity. solutions that would have made the problem better and
worse.
Activity
Write about a problem you once had. Then write about how you solved that problem. Next, • Ask students to look at the table.
brainstorm two or more ways you could have solved your problem: one solution you think
would have made things better and one that would have made things worse. • Ask students to make a similar blank table on a
My problem Ex. I failed my maths test. separate sheet of paper.
My solution
My better solution
Ex.
Ex.
I talked to my teacher and got extra help.
I could have studied harder before the test.
• Ask students to fill in the table with information that is
My worse solution Ex. I could have thrown the test in the rubbish. true for them.
27 • Ask students to start writing about their problems and
solutions.
• Check students’ writing to make sure they’re writing
correctly.
4 Unscramble. • Ask some students to present their writing to the class.
• Ask students to look at the sentence parts. • Give feedback.
• Ask students to unscramble the sentence parts and
write the correct sentence on each line.
Answer Key
1. I had been collecting the rubbish when the school bell finally rang.
2. We had been walking for days when we finally found the end of the
path.
3. Jack had been trying to find his schedule a moment before the
meeting began.
4. Petra had been swapping football stickers when the ball hit her in the
face.
5. My teacher had been laughing before my classmate spilled his juice.
27
Lesson E Project
E Project Aim Write a plan to solve a problem
Aim: Write a plan to solve a problem Video

Video
Video

Video
partner. 3 Watch again. Put a tick ( ) next to the words you hear. 2
event nervous direction aim confident

achieve weight celebrate habit swap
2 Watch the video. Number the pictures in order. 4 Watch again. Circle the word(s) you hear.
Video
2
Video
2 1. I had been playing in the park / eating in 2. I’d been / I’ve been in it every year
the park with Rachel when… since Year 5.
• Play the video for students. 3. There was no way I could turn out / turn 4. I’d been / I’ve been training ever
down the challenge after he said that. since.
• Ask students if their predictions were correct.
Ask students to number the pictures in order.
Video
• 5 Watch again. Circle true or false. 2

1. Max was playing with Rachel in the park. true false
• Play the video again if needed. 2. Max enters a burger eating contest. true false
• Check students’ answers. 3. Ralph has been entering the contest for five years. true false
4. Ralph says he is anxious but also hopeful about the contest. true false
5. Max and Ralph are disqualified from the contest. true false
Answer Key
6 Look at the pictures from the comic. On a separate piece of paper, describe how the
From left to right people felt in each moment. Use the past perfect tense.
2, 3, 1

Video 28
hear. 2
• Play the video again.
• Ask students to put a tick next to the words they hear.

Video
• Play the video again if needed. 5 Watch again. Circle true or false. 2
• Check students’ answers. • Play the video again.
Answer Key
false.
event, nervous, aim, confident, habit, celebrate
Video
4 Watch again. Circle the word(s) you hear. 2 Answer Key
• Ask students to read the sentences. 1. true 2. false 3. true 4. false 5. true
• Ask students to circle the words they hear. 6 Look at the photos from the comic. On a separate
piece of paper, describe how the people felt in
each moment. Use the past perfect tense.
Answer Key • Ask students to look at the pictures.
1. playing in the park • Ask students to write a sentence using the past perfect
2. I’ve been tense that describes how the person felt.
3. turn down • Tell students to write their sentences on a separate
4. I’ve been sheet of paper.
correctly.
Answer Key
Possible Answers
1. He felt proud about the amount of pies he had eaten.
2. He felt excited because he had asked Max to join the contest.
3. She felt excited because she had won the contest.
4. He felt sad because he had lost the contest.
28
8 Talk with your group. Choose one of the
situations in 7 . Discuss what problems you think
Century Skills the people had and what solutions they found.
Survive! Collaboration Critical Thinking Create a mind map on a separate piece of paper.
7 Get into groups. Read about some dangerous situations. NOTE
A shipwreck is a damaged or destroyed
• Tell students to stay in the same groups.
Complete Situation 3 with your own ideas.
• Ask students to choose one of the situations from
ship. Being shipwrecked is when your ship
is damaged in a storm or an accident.
Situation 1 Situation 2 Situation 3 activity 7 .

• Ask students to talk about the problems the people in
the situation could have faced.
• Ask students to talk about the solutions the people in
the situation could have come up with.
Some classmates had been A group of explorers got A family had been hiking in the • Ask students to make a mind map about their ideas
exploring a cave. When they shipwrecked on an island. When forest. When they tried to go
tried to leave, they found the
entrance had flooded with water.
they checked the shipwreck, they
found they had lost all their food.
home... similar to the one in the book.
• Tell students to make their mind maps on a separate
8 Talk with your group. Choose one of the situations in 7 . Discuss what problems you sheet of paper.
think the people had and what solutions they found. Create a mind map on a separate • Tell students to use the patterns from the previous
piece of paper.
Ex. Lost in the desert
lessons in Unit 2.
• Check students’ mind maps to make sure they’re
Food Water Animals
making them properly.
• Give feedback.
Lost in desert Threats Heat
9 Use your mind map from 8 to create an action-

Shelter Freezing night
item list. Assign each person in your group one
problem. Each person must research the dangers
and the solutions connected with their problem.
9 Use your mind map from 8 to create an action-item list. Assign NOTE
Then prioritise each problem with your group,
with #1 being the most important.
A priority is something
each person in your group one problem. Each person must research important that must be done
the dangers and the solutions connected with their problem. Then first. When you prioritise, you
have to decide what things
prioritise each problem with your group, with #1 being the most are most important and in • Ask students to assign each person in their group one
important. what order they should be
Ex.
done.
problem from activity 8 .
Problems Priority Solutions Dangers Person Assigned • Ask each student to research the dangers and solutions
Find water #1 Look for groups of Moving too much will Flora
animals make you more thirsty to their problem.
• Tell students to use the internet if needed.
29
• Ask students to rank all of the problems in their group,
with the most severe problem being number one.
• Ask students to make a table similar to the one in the
book on a separate sheet of paper.

21st Century Skills • Ask students to fill in their table with their group’s
problems, solutions, and dangers.
7 Get in groups. Read about some dangerous • Tell students to list them in order of rank.
situations. Complete Situation 3 with your own • Check students’ tables to make sure they’re making
ideas. them properly.
• Tell students to get into groups. • Ask each group to present their work to the class.
• Ask students to read the three situations. • Give feedback.
• Ask students to complete situation 3 with their own
ideas. Teacher’s Note
• Tell them to write the rest of situation 3 on a separate More Ideas
sheet of paper.
As part of activity 9 , list each group’s situation,
• Check students’ writing to make sure they’re doing it
problems, dangers, and solutions on the board, or have
properly.
members from each group list them on the board.
• Ask some students to present their finished ideas for
Then go through each group’s ideas one by one. Ask
situation 3 to the class.
the other students what other problems, solutions, and
• Give feedback.
dangers they can think of.
Extra Practice Real-World Problems, Dangers,

and Solutions
As an extra activity, have each group come up with one
real-world problem, the dangers associated with it, and
the solutions that can curtail the problem. Tell students
to create a table similar to the one in activity 9 about
the real-world problem. After everyone is finished, have
each group present their ideas to the class. Remember
to ask follow-up questions and give feedback.
29
Review Unit 1-2
Review Unit 1-2
1 Read and choose the best words to fill in the 1 Read and choose the best words to fill in the gaps.
gaps. Dear Talib,
Thank you so much for your last email. I’m so 1. ________________ to have a pen pal!
• Ask students to read the letter. Let me tell you a little about myself. Right now, I go to school in England, but I don’t live with my parents.
• Ask students to circle the best words / phrases to fill in That’s because the school I 2. ________________ is a boarding school, which is a kind of
3. ________________ school where students stay in their own dormitory room at night and at the weekend.
the gaps.
Before this, I went to a local school in my hometown, but my parents were not 4. ________________ with
• Ask students to write the words / phrases in the gaps. it, so they moved me here. When I first came here, I was quite nervous and 5. ________________. But
• Check students’ answers. now, I’ve been living here for almost two years, and I feel more relaxed and 6. ________________. It’s nice
here: it’s really quiet so I can concentrate on my studies, and the school’s general 7. ________________
is great. We have many classes to choose from, and wonderful teachers. My favourite class is science. We
Answer Key have an incredible laboratory here, so every week I can do fascinating 8. ________________. Overall, this
1. a, excited school is pretty good.
2. c, attend 1. a. excited b. exciting c. disgusted d. incredible

2. a. make of b. achieve c. attend d. begin
3. d, private 3. a. individual b. colleague c. convincing d. private
4. a. satisfy b. satisfying c. satisfied d. frightened
4. c, satisfied 5. a. disgusted b. stressful c. anxious d. fail
5. c, anxious 6. a. confident b. touched c. convinced d. nervous
7. a. habit b. celebrate c. moment d. curriculum
6. a, confident 8. a. interviews b. experiments c. schedules d. directions
7. d, curriculum
8. b, experiments 2 Read and fill in the gaps with the words in the box.
finally fail anxious challenge

habit colleagues lost reaching
2 Read and fill in the gaps with the words in the
box. EDU-EX TALK KEYNOTE SPEAKER
Zoe Powell (CEO of D:Ream Software )
• Ask students to read the text. Many people ask me, “What is the key to success?”
• Ask students to write the correct word from the box in What is the most important thing? Well, one important thing I’ve been learning from my
1. ________________ here is that life is not always easy: you will make mistakes, you will have problems,
the gaps. and sometimes you will 2. ________________.
• Check students’ answers. Some people try to avoid difficulty too much, and when a problem comes up, they feel
3. ________________ or lazy. In those difficult moments, they have a(n) 4. ________________ of
5. ________________ for an excuse or giving up. Yes, sometimes you may need to change
Answer Key direction. But, if you keep changing direction, or if you have no direction from the beginning,
you will be 6. ________________ and never achieve anything.
1. colleagues The most successful people I know choose to do something not because it is easy, but
2. fail because it is hard. Because it is a(n) 7. ________________. So, 8. ________________
I will say this: let’s look for challenges, let’s learn from failure, and let’s celebrate our
3. anxious successes together.
4. habit Thank you!
30
5. reaching
6. lost 4 NF British (SB).indd 30 2020-06-17 �� 8:15:10
7. challenge
8. finally
Teacher’s Note
Present Perfect Continuous vs. Past Perfect
Continuous
Remind students that the present perfect continuous is
used to express an action that started before now and
has continued up until now. On the other hand, the
past perfect continuous is used to express a past action
that started in the past and continued to happen after
another action or time in the past.
Teacher’s Note
Stranded
During activity 7 , ask students to think about how the
items on the island can be helpful: some metal (from
the boat), a broken radio, some clothes, a mirror, a
battery, and some broken glass. Have students work
alone or with a partner to come up with ways to
benefit from the items. After students are done with
activity 7 , have students share how they used the
items. Discuss as a class who had the best way to use
the items and why.
30
4 Use the information to make complete sentences
3 Choose the correct preposition for each phrasal verb. with the present perfect continuous or past
of off out up up for perfect continuous. Answers will vary.
1. You will have to come in early tomorrow to make up ________ the class you missed. • Ask students to look at the table.
• Ask students to write a complete sentence on each
2. I left my bike unlocked outside. Unfortunately, a thief made ________ with it.
3. When I started my project, I was feeling quite anxious, but it turned ________ well in the end.
4. Don’t be late or absent. Whatever happens you should always turn ________ for class at 9 a.m. line using the information in the table, and using
5. I didn’t want to give my real phone number, so I just made ________ a random number.
the present perfect continuous or the past perfect
6. I heard his answer, but it was so strange and confusing. I don’t know what to make ________ it!
continuous.
4 Use the information to make complete sentences with the present perfect continuous or • Check students’ answers.
past perfect continuous. Answers will vary.
Who Activity When
Answer Key
1. Kayla live in Kent from 2015 until now
2. Leo go to bed late recently 1. Kayla has been living in Kent since 2015.
3. The boss suddenly spilt his coffee working in his new office
4. Dan attend private school since 2018
2. Leo has been going to bed late recently.
5. Shania fell asleep at her desk studying all day 3. The boss had been working in his new office when he suddenly spilt
1. _______________________________________________________________________________ his coffee.
2. _______________________________________________________________________________ 4. Dan has attended private school since 2018.
3. _______________________________________________________________________________
5. Shania had been studying all day when / before she fell asleep at her
4. _______________________________________________________________________________
5. _______________________________________________________________________________
desk.
5 Listen and circle true or false. R1-01
1. Louis spilt his coffee on the desk.

2. Rhea has been having fun outside with her friend.
true
true
false
false
3. Louis has finished his science project. true false
4. Rhea plans to finish her project on Monday. true false
6 Listen and circle the answers. R1-02
false.
1. Which sentence is correct?
a. Ravi has been sleeping for a few minutes. b. Ravi has been sleeping for a long time. • Replay the audio if needed.
c. Ravi will be sleeping for a long time. d. Ravi wasn’t sleeping.
2. Lisa thinks the boat sank because ____.
a. the radio was broken b. Ravi was sleeping
c. there was a storm d. they hit something Answer Key
3. What is NOT true? 1. false
a. There is no food or water. b. Their radio is broken.
c. They can see another island. d. They may try to leave the island.
2. true
4. How does Ravi feel when he says, “This is certainly a challenge but we can figure something out, I’m sure”? 3. false
a. anxious b. nervous c. frightened d. hopeful 4. false
7 Imagine you are stuck on the island. How would you get off the island or contact the
people on the other island? Write your ideas on a separate piece of paper.
31
6 Listen and circle the answers. R1-02
3 Choose the correct preposition for each phrasal •Check students’ answers.
verb.
• Ask students to read the sentences. Answer Key
• Ask students to write the correct preposition from the 1. b
box in each gap. 2. d
• Check students’ answers. 3. a
4. d
Answer Key
1. for
2. off 7 Imagine you are stuck on the island. How would
3. out you get off the island or contact the people on
4. up the other island? Write your ideas on a separate
5. up piece of paper.
6. of
• Ask students to imagine they are on the island from
activity 6 .
• Ask students to think about how they would get off the
island or contact people on the other island using the
items available.
• Tell students to write their answers on a separate sheet
of paper.
• Check students’ work to make sure they’re doing it
properly.
• Give feedback.
31
Unit
3 MAKING PLANS
making plans, making invitations, declining invitations,
and making excuses using the future continuous tense. it
Un
Students will also be able to talk about and plan different
kinds of festivals.
Unit 3 AIMS MAKING PLANS

Lesson A: Listen to people making plans
Lesson B: Offer and refuse invitations and give reasons
Lesson C: Read about an upcoming festival
Lesson D: Write an invitation for an event
Lesson E: Plan a school cultural festival
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project Scan for Audio
A Listening Listen to people making plans

Target Vocabulary
B Speaking Offer and refuse invitations and give reasons
Lesson A Lesson B
C Reading Read about an upcoming festival
artwork celebration
D Writing Write an invitation for an event
attractions guesthouse
check out marathon E Project Plan a school cultural festival
gallery reservation
hang out rush
leisure centre spot 32
trial unexpected
workout wedding 4 NF British (SB).indd 32 2020-06-17 �� 8:15:15
Lesson C Lesson D
brilliant brochure
charming campsite
facilities forgive
famous hopefully
generation look forward to
historic mind
musician throw (an event)
reasonable unfortunately
32
adverbs of certainty
Adverbs of certainty are used to express how likely we think
something is to happen. We often use adverbs of certainty
with future tenses to talk about the likelihood of future
actions.
Usage Example
Adverbs of certainty are
I will definitely watch that
usually used after be and
film tonight.
modal verbs such as will.
In negative sentences, She will certainly not be
adverbs of certainty usually entering the competition. /
come before not or the She certainly won’t be
contractions won’t, isn’t, etc. entering the competition.
Maybe usually comes at the Maybe I will finish work a
beginning of a sentence. little early today.
Unit 3 Discussion

Look at the photo and answer the questions. Ask more questions about special events.
1. What are some occasions to celebrate in your country?
2. Have you attended any of these events before?
3. What do people do at these events? What kinds of events are there in your country?
4. Have you ever been to an event in another country? What?
Describe the most famous event in your country.
33
Describe the most interesting event you’ve ever been
4 NF British (SB).indd 33 2020-06-17 �� 8:15:16 to.
Do you prefer cultural, historical, or entertainment-
related events? Why?
Key Grammar
future continuous
The future continuous tense shows an action will be in
progress at a certain time in the future. The form is made
using will / be going to + be + verb + -ing
Usage Example
to emphasise an action is in
I’m going to be working
progress at a certain time in
when you get home.
the future
future continuous is often Sorry. I will be hiking
used to refuse invitations tomorrow afternoon.
the negative form of future
continuous with won’t often I won’t be attending next
has a similar meaning to week’s drama class.
can’t
33
Lesson A Listening
A Listening Aim Listen to people making plans
Aim: Listen to people making plans Vocabulary

Vocabulary
•Listen to the audio. workout trial gallery leisure centre

the book. attractions hang out artwork check out
Answer Key 2 Fill in the gaps with the best vocabulary word(s).
1. Let’s _______________________ the new football boots at the sports shop.
From left to right, top to bottom 2. I’m so tired. That was a good _______________________.
7. workout 3. If you are free this weekend, let’s _______________________ at the shopping centre.
4. I can see my favourite paintings at the _______________________ in the city centre.
6. trial
5. Rome is known for having many tourist _______________________.
3. gallery 6. My friends and I went to the _______________________ to play squash.
8. leisure centre 7. You’re a great swimmer! You should come to the swimming team _______________________.
4. attractions 8. I like all kinds of _______________________, such as paintings and photography.
2. hang out
NOTE
1. artwork Focus I can make it is used to explain
that you are able to attend.
3 Talk with a partner. Use I can’t make it to express 1. What is Antonio doing in the
5. check out that you are unable to attend. morning?
a. checking out tourist attractions
I’m going to go to the art gallery b. going shopping
• Practise again. Point at different pictures and ask on Saturday. Do you want to come? c. meeting his brother
students to say the words. OK, but I’m going to be busy 2. When will Ignacio meet up with
all morning. Can we meet Chad?
up in the afternoon? / Sorry, a. tomorrow in the afternoon
2 Fill in the gaps with the best vocabulary word(s). I can’t make it. I’m going b. this afternoon at 2
to be busy all day. Can we c. this afternoon at 3
• Ask students to read the sentences. meet up on Sunday ?
3. Why can’t Maria check out the
• Ask students to write the best vocabulary word / phrase Sure.
art gallery this Saturday?
a. She’s hanging out with her
in each gap. NOTE
grandmother.
Be going to is used to talk about prior plans: b. She’s going to a new gallery.
• Check students’ answers. plans made before the conversation. Will is
used to make decisions and offers.
c. She’s going to be at football
trials.
34
Answer Key
1. check out 4 NF British (SB).indd 34 2020-06-17 �� 8:15:18
2. workout
3. hang out
4. gallery
Focus
5. attractions 3 Talk with a partner.
6. leisure centre
• Read the short conversation aloud or ask two students
7. trial
8. artwork to read the short conversation aloud.
partner.
Extra Practice Do you want to go with me to … • Tell students to practise the conversation again but to
on …? talk about different activities, times, and excuses.
Have students practise making invitations, giving

excuses, and rescheduling using the patterns below.
“Do you want to go with me to (place / event) (time)?”
/ “Sorry, but (excuse). How about going (activity / time)
instead?”
Answer Key
Do you want to go with me to the basketball game
tomorrow night? / Sorry, but I have to study then. How 1. b
2. c
about going to Saturday’s game instead?
3. c
Do you want to go shopping with me this weekend? /
Sorry, but I’ll be away all weekend. How about going
next weekend?
34
Challenge
Listen Up
1. How is Diego getting to the beach? 2. When is Sunny’s trial? • Ask students to read the questions.
a. taxi b. train a. 9 a.m. b. 2 p.m.
3. What kind of exhibition are they going to? 4. Whom is Lara going to the shopping centre with?
Answer Key
1. b
a. flower b. photography a. Brock’s friends b. her friends
2. c
3. b
6 Listen again. Circle the words you hear. 3-03
4. a
gallery meet up trial leisure centre
5. a. true
workout check out exit artwork
b. false
c. false
d. true
Challenge
Teacher’s Note
1. Where is the Drama Club going on its trip?
a. the beach
b. London
Workout vs. Work Out
c. the leisure centre
Explain to students that workout is a noun and work
2. Who cancelled on the trip?
a. Hector b. Ben c. Dante out is a verb. Below is a list of other common noun and
3. What is the Drama Club NOT doing on its trip? verb phrase similarities. Make sure students understand
a. visiting art galleries
b. going to the beach them.
c. seeing musicals
4. What will Ben probably do next?

a. call his parents
Noun Verb Phrase
b. call Mr Ramirez
c. call his friend Hector bailout bail out
5. Circle true or false.
a. The Drama Club trip is during the holidays. true false
blackout black out
b. Dante is going to the beach with Ben. true false blowout blow out
c. Ben was planning to hang out at home all week.
d. Mr Ramirez is most likely to be the drama teacher.
true
true
false
false
breakout break out
burnout burn out
35
callout call out
checkout check out
cleanout clean out
Listen Up cookout cook out
copout cop out
5 Listen and circle the answers. 3-03 cutout cut out
• Listen to the audio. die-out die out
• Ask students to circle the correct answers. dropout drop out
• Replay the audio if needed. fallout fall out
• Check students’ answers. knockout knock out
rollout roll out
Answer Key shootout shoot out
1. a turnout turn out
2. a
3. b
4. b
6 Listen again. Circle the words you hear. 3-03

• Ask students to circle the words they hear.
Answer Key
meet up, trial, leisure centre, check out, gallery, exit
35
Lesson B Speaking
B Speaking Aim Offer and refuse invitations and give reasons
Aim: Offer and refuse invitations and give reasons Vocabulary

Vocabulary
wedding guesthouse reservation rush
unexpected marathon spot celebration
Answer Key
From left to right, top to bottom 1. Sorry, but if you don’t have a(n) _____________________, I can’t get you a table.
4. wedding 2. I stayed at a nice _____________________ the last time I was on holiday.

3. I heard the party is going to be a big _____________________ with the whole family!
6. guesthouse
4. Near the river there’s a great picnic _____________________.
7. reservation 5. I can’t believe you ran a whole _____________________, and you’re not even tired!
2. rush 6. Planning an event such as a(n) _____________________ can be very stressful.
3. unexpected 7. Hurry! I need to _____________________ to work or I’ll be late.

8. The sudden rainstorm was very _____________________.
5. marathon
1. spot
8. celebration Focus
• Practise again. Point at different pictures and ask I’m going to my cousin’s
What are you wearing
to Effie’s big birthday
students to say the words. wedding tomorrow. How
about coming with me?
celebration this Friday ?
2 Fill in the gaps with the best vocabulary words. I’d love to, but I will be studying
Actually, I won’t be going to
the party. I’m way too busy
for final exams all day.
with my university application.
• Ask students to write the best vocabulary word in each 4 Listen and circle the best response. 3-06
gap. 1. a. b. c. d.
2. a. b. c. d.
4. a. b. c. d.
Answer Key
36
1. reservation
2. guesthouse 4 NF British (SB).indd 36 2020-06-17 �� 8:15:21
3. celebration
4. spot Teacher’s Note
5. marathon Will vs. Going To
6. wedding
7. rush Remind students of the differences and uses of will and
8. unexpected going to.
Will Going To
Focus Rapid decisions: I’m Prior plans: I’m going to
3 Talk with a partner. hungry. I will buy some Spain this summer.
food.
to read the short conversations aloud. Offers: I will help you Evidence and signs: This
• Ask students to practise the conversations with a with your homework. food is terrible. I’m going
partner. to be sick.
talk about different activities, times, and excuses. Promises: I won’t watch Predictions: I think it’s
TV. going to snow tomorrow.
4 Listen and circle the best response. 3-06 Threats: I will tell Mum.
• Listen to the audio. Refusals: He won’t eat
• Ask students to circle the best responses. anything.
• Check students’ answers. Predictions: I think it will
snow tomorrow.
Answer Key
1. a
2. c
3. a
4. b
36
7 Read the invitation. Then write a reply refusing
Grammar the invitation using the future continuous tense.
5 Look at the table. Answers will vary.
Future Continuous
• Ask students to read the invitations.
The future continuous tense shows that an action will be in progress at a certain time in the future. The form is
made using the construction will / be going to + be + verb + -ing. • Ask students to write a reply refusing each invitation
Usages Examples
To emphasise an action is in progress I will be driving to the guesthouse at 8 p.m.
using the future continuous tense.
at a certain time in the future I’m going to be cooking dinner when you get home.
Future continuous is often used to I’m sorry. I will be playing football tomorrow afternoon.
refuse invitations. I’d love to, but I’m going to be studying for the big exam all weekend.
The negative form of future I can’t go to the birthday celebration. → I won’t be going to the Answer Key
continuous with won’t often has a birthday celebration.
I can’t run in the marathon. → I won’t be running in the marathon.
similar meaning to can’t.
Possible Answers
6 Rewrite the sentences in the future continuous tense using will. 1. I’m sorry. I will be eating dinner with my parents tonight.
1. John does chores all day. ___________________________________ 2. I’d love to, but I’m going to the lake with my cousins this weekend.
2. Amir rushes to class. ___________________________________ NOTE
In the future
3. I won’t be going sightseeing tomorrow morning. I will be visiting a
3. Effie does not run in the marathon. ___________________________________ continuous tense,
will and be going to
museum.
4. Ai-young waits at the picnic spot. ___________________________________ can be used for the
same meaning. 4. I won’t be running in the marathon next month because I will be
5. Ivan does not go on the school trip. ___________________________________
participating in a triathlon.
7 Read the invitation. Then write a reply refusing the invitation using the future continuous
tense. Answers will vary.
1. I’m making dinner reservations later. How about going to dinner with us? 8 Look at the schedule for the town’s summer
_______________________________________________________________________________
2. My friends and I are going skiing this weekend. Why don’t you come with us?
festival. Then talk with a partner. Take turns
_______________________________________________________________________________ inviting and declining invitations to the events.
3. We will be sightseeing around the city tomorrow morning. Why don’t you meet up with us?
_______________________________________________________________________________
4. I will be running in a marathon next month. How about running in it with me? • Ask students to look at the town’s summer festival
_______________________________________________________________________________ schedule.
8 Look at the schedule for the town’s summer festival. Then talk with a partner. Take turns • Ask students to take turns with their partner inviting
inviting and declining invitations to the events. and declining invitations to different events.
Ex. A: I will be playing carnival games on Saturday night. How about playing together?
B: That sounds fun, but I will be watching the concert on Saturday night. • Ask some students to share their conversations with the
Friday, 25th July Saturday, 26th July Sunday, 27th July class.
- Opening parade - All you can eat BBQ dinner - Mini marathon (starting in the • Ask follow-up questions.
1 p.m. - 3 p.m. (must make reservations) valley and ending in the town
- Afternoon games at the 12 p.m. - 3 p.m. square) • Give feedback.
leisure centre (football, - Carnival games, rides, and 9 a.m. - 11 a.m.
basketball, swimming pool food stalls in the town square - Carnival games, rides, and food
water fight) 5 p.m. - 10 p.m. stalls in the town square
1 p.m. - 4 p.m. - Saturday night concert (must 5 p.m. - 10 p.m.
- Big summer fireworks show reserve seats) - Mayor’s closing speech and
9 p.m. - 10 p.m. 7 p.m. - 10 p.m. dance team show Extra Practice Aeroplane Invitations and Excuses
8 p.m. - 9 p.m.
37
Tell students to write down, on a separate sheet of
4 NF British (SB).indd 37 2020-06-17 �� 8:15:21 paper, an event or activity they would like to go to or
do. Then tell each student to make a paper aeroplane
out of their sheet of paper. When they are all done, ask
Grammar one student to throw his or her aeroplane to a different
5 Look at the table. student of his or her choosing. The student who caught
the other student’s aeroplane must then unfold it and
OR use the future continuous to invite the student who
threw the aeroplane to the event or activity written on
the paper. The student who threw the aeroplane must
is being highlighted. decline the invitation using the future continuous. The
student who caught the aeroplane then throws his
or her aeroplane to a student of his or her choosing.
6 Rewrite the sentences in the future continuous Repeat this process until every student has had a turn
tense using will. to make and decline an invitation.
• Ask students to rewrite each sentence in the future
continuous tense using will on the line.
Answer Key
1. John will be doing chores all day.
2. Amir will be rushing to class.
3. Effie won’t (will not) be running in the marathon.
4. Ai-young will be waiting at the picnic spot.
5. Ivan won’t (will not) be going on the field/school trip.
37
Lesson C Reading
C Reading Aim Read about an upcoming festival
Aim: Read about an upcoming festival Vocabulary

charming
Vocabulary

generation historic brilliant
Answer Key facilities
5. generation musician famous
7. historic
2 Listen and write the vocabulary word(s) you hear. 3-08
3. brilliant 1. ______________________
4. charming 2. ______________________, ______________________
2. musician 3. ______________________, ______________________, ______________________

4. ______________________ reasonable
8. famous
1. facilities
6. reasonable
Pre-reading
3 Look at the pictures and talk with a partner. Discuss what you can do in each place.
Then write words and activities related to each place.
students to say the words.
2 Listen and write the vocabulary word(s) you hear.

3-08
1. music festival 2. medieval festival 3. action-sports festival
• Listen to the audio. Ex. musicians
• Ask students to write the word(s) they hear on each

line.
1. reasonable
2. musicians, brilliant Teacher’s Note
3. charming, historic, facilities All Kinds of Festivals
4. famous
Ask students what other kinds of festivals they know
of. Get them to tell you what each kind of festival
involves and when it takes place. Then explain other
Pre-reading kinds of festivals to students. Below is a list of different
kinds of festivals to use as examples.
3 Look at the pictures and talk with a partner.
Discuss what you can do in each place. Then write • Comic conventions
words and activities related to each place. • Car shows
• Tell students to find a partner. • Film festivals
• Ask students to look at the pictures. • Air shows
• Tell students to discuss what can be done at each • Cultural festivals
festival. • Arts and crafts fairs
• Ask students to write words and activities related to • Product festivals (such as electronics, video games,
each festival in the space provided. books, etc.)
• Ask some students to share their ideas with the class. • Pet shows
• Give feedback.
38
6 Read the statements. Where do they belong in
4 Read about the festivals. 3-09 the passage? Circle the answers.
• Ask students to circle the letter corresponding to where
Feast your eyes on the greatest singers of our generation at the K-Pop Music
Festival. The K-Pop Music Festival is one of the most famous music festivals each statement should fit in the passage.
in Seoul, and it will be taking place at COEX Urban Park from 31st May to 1st
June. The festival will feature more than 20 of today’s top musicians. Festival • Check students’ answers.
goers will be able to experience the awesome sounds and musical performances
of Gfriend, OH MY GIRL, ONF, and many more. Come early to get a spot near
the stage because the concert will be starting at 7 p.m. each day. [a] And you’ll be Answer Key
surprised to hear that the entrance fee is more than reasonable. In fact, it’s absolutely
free. Yes, that’s right, tickets are free! So what are you waiting for? Get on the computer 1. c
and reserve your tickets today. Soon you’ll be dancing the night away!
2. a
3. b
Come and experience the excitement of the medieval times at the Viagem Medieval
Festival in Portugal. The festival will be taking place in the charming town of Santa
Maria da Feira from 31st July to 11th August. [b] Visitors are encouraged to dress up
in their favourite medieval outfits and walk around the town’s historic streets.
Visitors will be able to experience everything that medieval life had to offer.
Artists, crafters, and chefs will be selling their goods in the market. [c] For
history lovers, guided tours of the castle will be held each day. Everyone will
have a brilliant time! Come for a day or come for the whole festival. Visitors
can stay at the festival’s campsite. Our “Campsite King” will be teaching • Ask students if they would like to share their discussion
guests how to enjoy medieval-style roasted meat around an open fire. If
camping doesn’t interest you, don’t worry. The modern facilities will make you with the class.
feel right at home.
Comprehension
1. The K-Pop Music Festival takes place from 31st May to 1st June. true false
Extra Practice Create a Festival
2. Tickets to the K-Pop Music Festival are expensive. true false
3. Visitors can’t wear costumes at the Viagem Medieval Festival. true false Tell students to get into groups of four. Have each
4. Visitors to the Viagem Medieval Festival can take guided tours of the castle daily. true false group make up a festival. Let students know they can
5. People can get free goods in Santa Maria da Feira’s market. true false
create any kind of festival they want. Make sure they
6 Read the statements. Where do they belong in the passage? Circle the answers.
come up with a name and theme for their festival. Also,
1. Meanwhile, for the warrior in us all, knights will be offering classes in archery and sword skills.
[a] [b] [c] tell them to include details such as dates and times,
2. Musicians will be taking the stage for three hours nightly. activities, entrance fees, locations, demographic the
[a] [b] [c]
3. The Viagem Medieval Festival is one of the most authentic medieval festivals in Europe. festival caters to, and so on. Finally, tell each group to
[a] [b] [c] design a poster for their festival that includes all these
7 Talk with a partner. details. After everyone is finished, have each group
1. Which festival would you like to attend? Why? present their festival to the class. Vote on which festival
2. What kinds of festivals do you enjoy going to? Why?
3. What’s the most famous festival in your country? What do people do there?
is the most interesting.
39
4 Read about the festivals. 3-09

OR
• Read the reading aloud.
OR
• Ask students to read parts of the reading aloud.
Comprehension
• Ask students to read the sentences and circle true or
false.
Answer Key
1. true
2. false
3. false
4. true
5. false
39
Lesson D Writing
D Writing Aim Write an invitation for an event
Aim: Write an invitation for an event Vocabulary

Vocabulary
forgive hopefully brochure look forward to
mind throw (an event) unfortunately campsite
the book. 1. hopefully • • a. to expect something in a good way
2. unfortunately • • b. to be bothered or annoyed by something
Answer Key 3. throw (an event) • • c. used to express wanting something to happen
4. forgive • • d. a place used for camping
From left to right, top to bottom 5. mind • • e. to stop feeling anger toward someone
6. brochure • • f. to organise and hold an event
3. forgive 7. look forward to • • g. used to express that something bad or unlucky has happened
8. hopefully 8. campsite • • h. a small, thin book with pictures and information about something
6. brochure Grammar
1. look forward to 3 Look at the table.
7. mind Adverbs of Certainty
Adverbs of certainty are used to express how likely we think something is to happen. We often use adverbs of
4. throw (an event) certainty with future tenses to talk about the likelihood of future actions.
5. unfortunately Usages Examples
Adverbs of certainty are usually used after be verbs I will definitely come to your event tonight.
2. campsite and modal verbs, such as will. She is probably going to be late today.
In negative sentences, adverbs of certainty usually come He will certainly not be running in the marathon. /
before not or contractions such as won’t, isn’t, etc. He certainly won’t be running in the marathon.
• Practise again. Point at different pictures and ask Maybe usually comes at the beginning of a sentence. Maybe I will pick up some travel brochures.
students to say the words. 4 Unscramble.

1. the historic / go to all / definitely / will / attractions / I
___________________________________________________________________________.
2 Match the words with the definitions. 2. come and / visit you / I / over the summer / will / Maybe
___________________________________________________________________________.
• Ask students to read the words and the definitions. 3. throw / surely / this year / another event / She / won’t
___________________________________________________________________________.
• Ask students to match each word / phrase with the 4. He / going to / definitely / not / is / forgive me
___________________________________________________________________________.
correct definition. 5. We / stay at / are / going to / next holiday / probably / a campsite on our
• Check students’ answers. ___________________________________________________________________________.
40
1. c 2. g
3. f 4. e
5. b 6. h 4 Unscramble.
7. a 8. d • Ask students to look at the sentence parts.
Grammar • Check students’ answers.
3 Look at the table. Answer Key
• Read the contents of the table. 1. I will definitely go to all the historic attractions.
2. Maybe I will come and visit you over the summer.
OR
3. She surely won’t throw another event this year.
4. He is definitely not going to forgive me.
5. We’re probably going to stay at a campsite next holiday.
Teacher’s Note
More on Adverbs of Certainty
Introduce and explain other adverbs of certainty to
students. Make sure they understand and know when
to use them. Below is a list of some common adverbs
of certainty.
• surely
• clearly
• obviously
• undoubtedly
• perhaps
• truly
40
Writing
Focus
6 Look at the brochure. Write an invitation email
5 Read and listen to the messages. Then talk with a partner and answer the questions. 3-11
to the event on a separate piece of paper and
Sara
Music Fest
Steph
Re: Music Fest
share it with a partner. Reply to your partner.
Sara, Hey Steph, Refuse the invitation and offer an alternative
Did you hear that Sick Beatz Records is going to
throw a music festival? I checked out a brochure
Thanks for inviting me to the music festival,
but, unfortunately, I’m definitely not going plan.
for it down at the music shop. It will be tak- to be available on the 3rd and the 4th. I will be
ing place from 3rd-5th July at Olympic Park. The
brochure listed around 47 musicians who will be
exercising at the leisure centre in the
morning on 3rd July. Then, in the afternoon, I’m • Tell students to find a partner.
performing there. Some of my favourite singers
and hip-hop groups are going to be performing,
going to be checking out the new art gallery
in the city centre. Hopefully, it’ll be better than • Ask students to look at the brochure.
too. I’m really looking forward to it. I’m going to the old one. On 4th July, I will be running a 10K
be reserving some tickets tomorrow for me and mini marathon. I will probably have time on the • Ask students to each write an email invitation to their
some friends. Do you want to come? We are 5th, though. So we could meet up then. If you
going to be staying at the festival campsite. It don’t mind doing that, then I will buy a day partner inviting them to one of the events from the
would be really cool if you could come. Let me pass for the 5th as soon as tickets go on sale
know what you think. But let me know before 2 tomorrow. Let me know what you think. brochure.
o’clock tomorrow afternoon because tickets will
probably sell out really quickly, and I want to get
Bye,
Sara
• Tell students to write their emails on a separate sheet of
ours as soon as possible.
Talk to you soon,
paper.
Steph
• Tell students to exchange papers with their partners
once they are done writing their invitations.
1. What kind of event is Steph inviting Sara to? ________________________________________________________ • Ask students to write a reply refusing the invitation and
2. When will the event take place? ___________________________________________________________________
3. Where are Steph and her friends going to sleep during the event? ______________________________________
offering an alternate plan.
4. Why can’t Sara attend the event every day? _________________________________________________________ • Tell students to write their replies on their partner’s
5. What does Sara suggest to Steph? _________________________________________________________________
paper.
Writing • Check students’ writing to make sure they’re writing
6 Look at the brochure. Write an invitation email to the event on a separate piece of
correctly.
paper and share it with a partner. Reply to your partner. Refuse the invitation and
offer an alternative plan.
• Ask some students to present their invitations and
replies to the class.
Dates: 1st-4th UPGRADES
Activities:
October
MUSIC & SHOWS CAMPING
(Call 0205
& PREMIUM e a tent or
467 1291 to
reserv • Give feedback.
Headliners: 1st Oct: Fritz and Jeffrey, 2nd a cabin)
Oct: Bad Hands, 3rd Oct: Maxi and Padre, upgrade to
4th Oct: K. Donghyun
SKATEBOA (Go to streetlifefess.com to see the
BMX
Park open
RD & complete show list)
Extra Practice More Invitations and Replies
to all
(helmets
required
Before class, prepare a brochure or a list of events and
)
AND ME RCHANDISE
STREET AR STREETWEARURBANAPPARELZ)
by
T DISPLA (Sponsored
LESSONS
(Learn fro
m
Y&
times from a real event. Search the internet and print
and MAWS artists Sket2
)
out or make photocopies of a real brochure / schedule.
Make enough copies for everyone in your class. During
class, tell students to find a partner, or work with the
41
same partner from activity 6 . Then have one student
from each pair write an invitation letter to their partner
inviting him or her to a few of the events from the
brochure / schedule. Tell the other student to then write
Focus
a reply refusing the original invitation and offering a
5 Read and listen to the messages. Then talk with a different plan. Have students present their work to
partner and answer the questions. 3-11 the class after everyone is finished. Remember to ask
• Listen to the audio. follow-up questions and give feedback.
OR
OR
• Ask students to answer the questions on each line or on
a separate piece of paper.
Answer Key
Possible Answers
1. Steph is inviting Sara to a music festival.
2. It will be taking place from 3rd-5th July.
3. They are going to be staying at the festival campsite.
4. She will be exercising at the leisure centre in the morning and going to
be checking out the new art gallery in the city centre in the afternoon
on 3rd July. On 4th July, she will be running a 10K mini marathon.
5. She suggests that they meet up on 5th July.
41
Lesson E Project
E Project Aim Plan a school cultural festival
Aim: Plan a school cultural festival Video

Video
Video

partner.
Video
3 Watch again. Circle the word(s) you hear. 3
Scan the QR code to link to the Unit 3 video. check out seaside mind campsite
brilliant historic musician famous
2 Watch the video. Number the pictures in order.

Video
3
Video
1. Max is excited to go to the cultural festival. true false
• Play the video for students. 2. Max doesn’t want to go to the aikido performance. true false
• Ask students if their predictions were correct. 3. Bob’s Super Gelato will be opening a new shop next month.
4. Max will be visiting his grandmother next Saturday.
true
true
false
false
• Ask students to number the pictures in order. 5. The aikido demonstration will take place before the concert. true false
• Play the video again if needed. Video

5 Watch again. Fill in the gaps with the words you hear.
1. People _________________________ all 2. We _________________________ to

kinds of sweets and there will be lots of be _________________________ a
Answer Key
_________________________. demonstration at 2 this afternoon.
From left to right
2, 1, 3
3. Actually, _________________________ 4. Actually, the gallery
a new shop in the city centre _________________________
_________________________. a party next weekend. We
Video
3 Watch again. Circle the word(s) you hear. 3 _________________________ some
cars to the gallery.
• Play the video again. 42
Answer Key 5 Watch again. Fill in the gaps with the words you
check out, mind, brilliant, historic, famous Video
hear. 3
• Check students’ answers. • Ask students to read the sentence prompts and
answers.
Video • Play the video again.
false. Answer Key
• Play the video again if needed. 1. will be serving, attractions
• Check students’ answers. 2. are going, giving
3. we’ll be opening, next week
Answer Key
4. will be throwing, will be introducing
1. false
2. false
3. false Teacher’s Note
4. true
Cultural Festivals
5. true
Ask students about the different festivals in their
country. Get them to tell you which are more cultural
than others. Then talk about cultural festivals from
your country. Before class, prepare pictures or videos
related to cultural festivals from your country to show
to students.
42
7 Plan a cultural festival at your school. Decide the
days and times of the festival. Then, based on
Century Skills your ideas from 6 , make a list of the different
Cultural Festival Creativity Collaboration booths you will have at the festival. Assign each
6 Get into groups of four or five. Think of things your country is famous for. Make a list.
member of your group a different booth to run.
Then have each group member list a special event
Ex. National sport: football for their booth and list the time that it starts.
• Ask students to plan a cultural festival at their school.
• Ask students to decide the days and times of the
festival.
• Ask students to make a list of the different booths they
7 Plan a cultural festival at your school. Decide the days and times of the festival. Then,
will have at the festival, based on the lists they made in
based on your ideas from 6 , make a list of the different booths you will have at the activity 6 .
festival. Assign each member of your group a different booth to run. Then have each
group member list a special event for their booth and list the time that it starts. • Ask students to assign to each group member a
Festival Days Festival Times different booth to run.
Ex. 14th-15th September Ex. 9 a.m. to 9 p.m. • Ask students to have each group member come up
Booth Operated by Special event Time
with a special event for their booth, including the day
Ex. Traditional food Ex. Mario Ex. Cooking lessons Ex. Saturday at 10 a.m.
and time for the event.
• Ask students to compile their booths, events, and times,
and who is doing each one.
• Tell students to write their group’s information and
schedule in the book or on a separate sheet of paper.
8 Make a brochure for your cultural festival in the space provided or on a separate piece • Check students’ schedules to make sure they’re making
of paper. Make sure to list the festival days, times, booths, and special events.
them properly.
• Give feedback.
8 Make a brochure for your cultural festival in the

space provided or on a separate piece of paper.
Make sure to list the festival days, times, booths,
and special events.
9 Present your brochure and festival ideas to the class. • Ask students to make a brochure for their festival.
43 • Tell students to make their brochure in the space
provided or on a separate sheet of paper.
• Tell students to include the festival days, times, booths,
and special events in their brochures.
21st Century Skills • Check students’ brochures to make sure they’re making
6 Get in groups of four or five. Think of things your them properly.
country is famous for. Make a list. • Give feedback.
• Tell students to get into groups of four or five.

• Ask students to make a list of things their country is 9 Present your brochure and festival ideas to the
famous for. class.
• Tell students to write their lists in the book or on a • Ask each group to present their brochure and festival to
separate sheet of paper. the class.
• Check students’ lists to make sure they’re doing it • After every group has presented, vote on the best
properly. festival.
• Give feedback. • Ask follow-up questions.
• Give feedback.
Extra Practice Mixing Activities

As an extra activity to activity 9 , have each group
list their festival’s activities on the board. Then, as a
class, rank each activity. Choose the top 10 activities.
Remember to ask students why certain activities are
better or worse than others. Tell them to give reasons.
Then make a new cultural festival based on the top
10 activities. Tell students to work in the same groups.
Have them make new brochures with the top 10
activities, new days, and new times. After everyone is
finished, have students present their new brochures.
43
Unit
4 THAT’S A CAREER!
This unit will give students the ability to talk about the
jobs they want and their future plans using the future
perfect simple and modals of ability. Students will also be it
Un
able to write a cover letter and make a career map.
Unit 4 AIMS
Lesson A: Read about job market concerns
THAT’S A CAREER!
Lesson B: Listen to people talk about future career plans
Lesson C: Talk about how you’re preparing for the future
Lesson D: Write a cover letter
Lesson E: Make a career map
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Reading Read about job market concerns
Lesson A Lesson B B Listening Listen to people talk about future career plans
accounting athlete C Speaking Talk about how you’re preparing for the future
career businessman / businesswoman
D Writing Write a cover letter
concern dentist
education director E Project Make a career map
field (of study) flight attendant
healthcare lawyer
law politician 44
manufacturing soldier
prediction 4 NF British (SB).indd 44 2020-06-17 �� 8:15:55
service
Lesson C Lesson D
certificate CV (résumé)
occupation expect
presentation involve
qualifications opportunity
select particular
skills performance
technician professional
variety pursue
44
modals of ability
The modal verbs can, could, and be able to are used to
express whether someone or something has the ability to
complete an action.
Usage Example
Can is used to express
(general & specific) ability in
I can play guitar and piano.
the present. Can’t is used to
I can’t speak Spanish.
express (general & specific)
inability in the present.
I could play the violin when I
Could is used to express
was young.
(general) ability in the past.
I couldn’t swim when I
Couldn’t is used to express
was young.
(general & specific) inability
I couldn’t finish the maths
in the past.
exam yesterday.
I’m able to have a short
Be able to is used to express
conversation in French.
(general & specific) ability in
I will be able to play that
all tenses.
song on guitar.
Unit 4 Discussion
1. Where are the women in this picture?
2. How do you think the woman on the left feels? Why?
3. How would you feel in this situation?
4. What kind of jobs are you interested in? Extra Practice More Discussion
45 Ask more questions about jobs and interviews.
Are you preparing for your future job? If so, how?

Key Grammar Describe a time when you were interviewed or
future perfect simple questioned by someone.
The future perfect simple is a verb tense used for actions What kind of job are you not interested in? Why?
that will be completed before some point in the future. If you had an upcoming job interview, how would you
To form the future perfect tense use will have + past prepare for it?
participle.
Affirmative Negative
I won’t have finished my
I will have finished all my
homework by tomorrow
afternoon.
afternoon.
She won’t have saved any
She will have saved £1,000.
money.
Sentences in future perfect simple and sentences in simple
future tense often have the same meaning.
Ex. Jane will start the presentation before you get here. / Jane
will have started the presentation before you get here.
The future perfect tense is most often used to show sequence
with prepositions.
Ex. At 3 p.m., Jane will start the presentation. (This means
Jane will wait until 3 p.m. to start.)
Jane will have started the presentation by 3 p.m. (This
means Jane will start the presentation before 3 p.m.)
45
Lesson A Reading
A Reading Aim Read about job market concerns
Aim: Read about job market concerns Vocabulary

Vocabulary
prediction concern career service education
vocabulary word next to the word in the book. healthcare manufacturing law field accounting

1. prediction • • a. a job done for a long time with the chance of advancement
From left to right, top to bottom 2. concern • • b. something that causes worry
3. career • • c. a system that delivers something people need
10. prediction 4. service • • d. the act of saying what may happen in the future
5. concern 5. education • • e. a business or system related to giving medical care
6. healthcare • • f. a process or system related to teaching and learning
9. career
7. manufacturing • • g. a business or system related to giving legal care
4. service 8. law • • h. an area of interest
1. education 9. field • • i. the business of making goods in large numbers
10. accounting • • j. the skill or act of keeping track of money records
2. healthcare
6. manufacturing Pre-reading
8. law 3 Read and complete the activity. Then talk as a class.
7. field Activity: Automation is the use of machinery or computers to complete work
without needing human action. Many jobs or tasks are performed by machines.
3. accounting
Look at the different kinds of work. On a piece of paper, list parts of the work
that can be done by a machine. Do research online if needed.
• Practise again. Point at different pictures and ask emergency services
publishing

• Ask students to read the words and the definitions. car maker
• Ask students to match each word with the correct

food preparation
definition. warehouse worker
food delivery
46
1. d 2. b
3. a 4. c
5. f 6. e Pre-reading
7. i 8. g 3 Read and complete the activity. Then talk as a
9. h 10. j
class.
• Ask students to read the activity.
Teacher’s Note • Ask students to look at the pictures.
The Industrial Revolution • Ask students to list the parts of each picture that can be
done by automation.
Explain to students how the Automation Revolution of
• Tell students to make their lists on a separate sheet of
the present day is similar to the Industrial Revolution,
paper.
which took place in Europe and America from
• Ask students to share their ideas with the class.
about 1760. Make sure students understand how
the methods of manufacturing were vastly changed
• Give feedback.
during this time from handmade products to machine-
made products. Before class, do some research on
the implications of the Industrial Revolution, such
as cheaper products and more disposable income
for workers. Try to relate this to the modern-day
Automation Revolution.
46
NOTE
4 Read the article
article. 4-02
To be optimistic is to think positively or to • Ask students to read the questions.
think that things will go well.
White-collar is used to describe jobs that take • Ask students to write the correct answers on each line.
Job Market Concerns place in offices and require more mental
effort. Blue-collar is used to describe jobs that
Automation
require physical labour.
Answer Key
1. They have made predictions that jobs will be automated.
According to some researchers, 40% of jobs will have been automated by 2050. Sounds bad? It gets worse. This
prediction is one of the more optimistic ones. Other researchers claim that 20% of all jobs that exist today will have 2. Manufacturing jobs will be negatively affected by automation.
been automated within the next five years. That’s a lot of jobs!
3. They are not convinced because many new technologies have
Jobs most at risk of being automated are those that require repetitive work. This means most manufacturing jobs.
Service workers are also at risk. Cashiers, deliverymen, and customer service representatives are all starting to be
threatened jobs in the past and proved to be harmless or even helpful.
replaced by AI.
Those with an advanced education are less at risk of being replaced. However, this doesn’t mean they’re not at
any risk. Of the jobs replaced by 2050, many will have been lost in “white-collar” industries. AI is already able to 7 Talk with a partner.
do many tasks in advanced career fields such as healthcare and law. Take, for example, radiology. Deep-learning
programs are becoming capable of reading patient images faster and more accurately than human radiologists. • Tell students to find a partner.
This means better and faster diagnoses of dangerous illnesses and diseases.
It’s not all bad news for human workers, though. Not all researchers believe that automation and AI will replace
human labour. That’s because many new technologies have threatened jobs in the past and proved to be harmless • Ask students if they would like to share their discussion
or even helpful to the job market. Take, for example, cash machines. In the past, bank workers believed that cash
machines would destroy banking jobs. However, these machines actually led to the creation of more jobs in sales with the class.
and accounting. Researchers who are not worried about automation are convinced that new jobs will replace old
ones—jobs that might not even exist right now. But what are your thoughts? Do you think automation will make • Ask follow-up questions.
life better or worse?
NOTE
In the US, cash machines are known ATMs
(Automated Teller Machines).
Comprehension Extra Practice Automation Robots

1. Researchers believe 40% of jobs will be automated in the next five years. true false
Tell students to work alone, with a partner, or in
2. Jobs that require advanced education are more at risk of being automated. true false groups of four. Tell them to think of an industry or job
3. Deep-learning programs are able to do part of a radiologist’s job.
4. Most researchers believe automation will destroy the job market.
true
true
false
false
that would greatly benefit from automation. Then tell
5. Some researchers believe new jobs will replace jobs destroyed by automation. true false them to list how automation would be a benefit, such
6 Answer the questions. as making it safer or more cost effective. Then tell
1. What predictions have researchers made about the job market?
______________________________________________________________________________
students to design an automation robot. Have students
2. What kinds of jobs will be negatively affected by automation? make a mind map that shows what their robots
______________________________________________________________________________
3. Why are some researchers not convinced by the dangers of automation?
would do and how they would be beneficial. Then
______________________________________________________________________________ ask students to draw a picture of their robot. After
7 Talk with a partner. everyone has completed the task, ask each student /
1. What do you want as your future career?
2. What are the best careers right now in your opinion?
group to present their robot to the class. Vote on who
3. What kinds of predictions can you make about the future job market? had the best robot and how other robots could be
47 improved.

OR
OR
• Ask students to read parts of the text aloud.
Comprehension
false.
Answer Key
1. false
2. false
3. true
4. false
5. true
47
Lesson B Listening
B Listening Aim Listen to people talk about future career plans
Aim: Listen to people talk about future career plans Vocabulary NOTE
For a living is an idiom used to talk about a
person’s job or career.
Vocabulary Focus
1 Listen and number. 4-03 What do you want to do for a living?
politician soldier
• Listen to the audio. I want to be a lawyer.
Wow. Do you have a ten-year plan ?
vocabulary word next to the word in the book. Yes, I do. I hope that in ten years, I
will have started my own law practice.
lawyer dentist
Answer Key What will you have to do to succeed ?

I will go to law school . Then I’
m going to
5. politician work hard and win many cases.
2. soldier
6. lawyer flight attendant director 4 Listen and circle the answers. 4-05
8. dentist
1. flight attendant What will Penelope do in
three years?
3. director a. go to university
7. athlete businessman /
b. work for a company
1. Penelope c. join the army
4. businessman / businesswoman athlete businesswoman
• Practise again. Point at different pictures and ask What will Stan do by
students to say the words. 2 Listen and circle the vocabulary word(s) you next year?
hear. More than one word may be circled. a. start directing films
4-04 b. finish a documentary
2 Listen and circle the vocabulary word(s) you hear. 1. a. soldier b. lawyer c. flight attendant
c. be a hip-hop singer 2. Stan
More than one word may be circled. 4-04 2. a. dentist b. flight attendant c. businessman
• Listen to the audio. 3. a. athlete b. dentist c. businessman

What does Allison have to
• Ask students to circle the vocabulary word(s) they hear. 4. a. politician b. lawyer c. athlete be good at?
a. researching trends
• Replay the audio if needed. 5. a. politician b. athlete c. director
b. managing workers
• Check students’ answers. 3. Allison c. working for a long time
48
Answer Key
1. a, b 4 NF British (SB).indd 48 2020-06-17 �� 8:16:44
2. b
3. b, c
4. a, c
Focus
5. c 3 Talk with a partner.
• Read the short conversation aloud or ask two students
Teacher’s Note to read the short conversation aloud.
More Jobs and Professions partner.
Point to the vocabulary pictures in activity 1 and ask • Tell students to practise the conversation again but to
students to name people they know with those jobs. talk about different jobs and plans.
Then ask students to get into groups of four. Have
each group make a list of their top 10 most preferred 4 Listen and circle the answers. 4-05
jobs. When everyone is done, ask each group to tell
you the jobs they listed. Write them on the board. See
how many groups had the same or differing jobs. Ask
students why they think those jobs are good. Then ask
them what people must prepare to seek out those jobs.
Finally, introduce some jobs that weren’t mentioned. Answer Key
Explain to students what those jobs entail. 1. c
2. b
3. a
48
Grammar
Grammar
Future Perfect Simple • Read the contents of the table.
The future perfect simple is a verb tense used for actions that will be completed before some point in
the future. To form the future perfect tense use will have + past participle of the main verb.
OR
Ex. The job fair will have ended by the time I get there. • Ask students to read the table.
Affirmative Negative
I will have studied hard. I won’t have studied hard.
He will have made a million pounds. He won’t have made a million pounds.
Sentences in future perfect simple and sentences in simple future tense often have the same meaning.
Ex. Margaret will leave before you arrive. Margaret will have left before you arrive.
Future perfect tense is most often used to show sequence with prepositions.
Ex. At 6 p.m., Margaret will leave. (This means Margaret will wait until 6 p.m. to leave.)
Margaret will have left by 6 p.m. (This means Margaret will leave before 6 p.m.)
6 Use the prompts to fill in the gaps with the
6 Use the prompts to fill in the gaps with the future perfect simple tense.
future perfect simple tense.
1. Marcus _______________________ (finish) his law degree by the summer. • Ask students to read the sentences.
2. Karen _______________________ (stop) working by six o’clock.
3. William and Victoria _______________________ (join) the game by the time we get there.
• Ask students to write the correct future perfect simple
4. By next year, Benjamin _______________________ (work) as a dentist for 10 years. form of the given verbs in each gap.
5. By March, Allison _______________________ (be) a flight attendant for a full year.
Listen Up
Answer Key
7 Listen and read the statements. Match the statements with the speakers. 4-06
1. will have finished
2. will have stopped
1. Peter 2. Amy 3. Heather 4. Lucas
3. will have joined
4. will have worked
a. She gets to learn new things and help her country.
b. A prosecutor’s job is to make cases against possible criminals. 5. will have been
c. His job is to make sure the government helps fulfil the need for things such as roads and schools.
d. She wants to use her skills to start her own business.
8 Listen again. Then fill in the gaps and circle the correct verbs. 4-06
1. Peter is a(n) ________________.

Listen Up
By _____________, he will have been / become a politician for ________________.
7 Listen and read the statements. Match the
2. Amy is a(n) ___________________________. By ________________, she will have left / will left statements with the speakers. 4-06
the army to go to ________________.
3. Heather works as a(n) ______________________________________________ for a big airline. • Listen to the audio.
By ________________, she will have quit / quitted working for the airline to concentrate on
her new company. • Ask students to write the letter of each statement next
4. Lucas is a(n) ________________.
to the correct speaker.
By ________________, Lucas will have work / worked on over a hundred criminal cases. • Replay the audio if needed.
49 • Check students’ answers.
Answer Key
1. Peter – c
Extra Practice Future Jobs and Plans 2. Amy – a
3. Heather – d
Have students practise talking about jobs and future 4. Lucas – b
plans using the patterns below.
“What kind of job do you want in the future?” / “I 8 Listen again. Then fill in the gaps and circle the
want to be (job) in the future.” correct verbs. 4-06
“What are your future plans?” / “In the future, I want /
plan to (plans).”
• Ask students to write the missing words in the gaps and
“What are your plans after graduation?” / “After
graduation, I plan/intend to (plans).” circle the correct verb.
What kind of job do you want in the future? / I want to Answer Key
be a video game developer in the future.
1. politician, next year, been, 10 years
What are your future plans? / In the future, I want to
2. field medic, February, will have left, university
study at ASU. 3. flight attendant, next year, quit
What are your plans after graduation? / After 4. lawyer, January, worked
graduation, I intend to find a job in marketing.
49
Lesson C Speaking
C Speaking Aim Talk about how you’re preparing for the future
Aim: Talk about how you’re preparing for the future Vocabulary
Vocabulary
certificate skills technician occupation
variety presentation select qualifications
Answer Key
From left to right, top to bottom 1. I will have to get a skill / certificate to teach skydiving.
2. Winston’s occupation / qualification is teaching, but he spends most of his time coaching football.
7. certificate
3. I want to edit films, but I don’t have the variety / skills yet. I need to study more.
8. skills 4. I don’t know which one to certificate / select, the red one or the white one.
3. technician 5. Polly has all the qualifications / technicians needed for the job, but she’s hard to get along with.
6. I think we should hire a technician / presentation to look at this. It’s too hard for us to fix.
1. occupation
7. You can get a job in a variety / qualification of fields with a maths degree.
4. variety 8. Martha and Mathias are working on a(n) presentation / occupation for their design class.
5. presentation
6. select Focus
2. qualifications 3 Talk with a partner.
NOTE
I’m going to do a terrible Remember that will and be going to are used
• Practise again. Point at different pictures and ask job on this presentation. I
I will design cars when I
graduate from university.
to talk about a person’s plans and intentions.
They can also be used to make predictions.
know it.
students to say the words. I will go to school now. (plan)
I am going to school now. (plan)
I am going to buy that TV. (intention)
Don’t say that. You’re Wow. That’s going to be It will be hot tomorrow. (prediction)
challenging, but I think you
2 Circle the correct vocabulary word. going to do a great
job. Trust me! have the skills.
It’s going to rain tomorrow. (prediction)

• Ask students to circle the correct vocabulary word in 4 Listen and circle the best response. 4-08
1. a. b. c. d.
each sentence. 2. a. b. c. d.
4. a. b. c. d.
Answer Key
50
1. certificate 2. occupation
3. skills 4. select 4 NF British (SB).indd 50 2020-06-17 �� 8:16:46
5. qualifications 6. technician
7. variety 8. presentation
Extra Practice Making Predictions About Other

People
Focus
Before class, prepare a list of 10 to 15 questions such
3 Talk with a partner. as, “Where will (name) go to university?” or “What will
• Read the short conversations aloud or ask two students (name) do in the future?” Try to use the expressions
to read the short conversations aloud. in activity 5 . Then, during class, ask students to get
• Ask students to practise the conversations with a into groups of four. Hand each group a copy of your
partner. list of questions. Tell students to take turns asking
• Tell students to practise the conversations again but to and answering questions about the people in their
talk about different activities. group. Tell them to not ask the questions directly to the
person the question is referring to. Remind them to use
the expressions from activity 5 in their answers. For
example:
•Ask students to circle the best responses. “Hey Joey, where will Diego go to university?” / “Diego
•Replay the audio if needed. is sure to go to MIT.”
•Check students’ answers. If you don’t want students to work in groups, do the
activity together as a class. For example, choose one
Answer Key
student and ask that student something about another
1. a
student. Then have that student choose another
2. d
3. a
student to ask a question to after he or she answers
4. c your question.
50
Speak Up
Expressions
Making predictions 7 Listen. Then talk with a partner. Practise asking
5 Listen and repeat. 4-09 and answering the questions. 4-10
Expression Example
X is sure to + infinitive Mark is sure to get into a good university.
X is bound to + infinitive Philomena is bound to get onto a great law course. • Listen to the audio.
X will probably / is probably going to + infinitive Riley will probably go to a technical college to learn new skills.
It’s likely that X will + infinitive It’s likely that Lily will become a designer.
• Ask students to look at the table.
• Ask students to take turns asking and answering the
6 Unscramble.
1. is sure / Richard / his certificate / to get / in Project Management.
questions.
________________________________________________________________________________ • Tell students to write their answers in the table or on a
2. Millie / a solar energy technician. / study / to be / will probably
________________________________________________________________________________
separate sheet of paper.
3. will go into / application / Francis / development. / It’s likely that • Check students’ conversations to make sure they’re
________________________________________________________________________________
4. channel / Oliver’s / huge success. / YouTube / be a / is bound to
speaking properly.
________________________________________________________________________________ • Ask some students to share their conversations with the
5. is probably / the university with / the best design programme. / Irene / select / going to
________________________________________________________________________________
class.
• Give feedback.
Speak Up
7 Listen. Then talk with a partner. Practise asking and answering the questions. 4-10
8 Talk with a partner. Talk about jobs that do not
exist yet but might soon. Use the photos as clues
if you cannot think of your own.
social media creator application developer 3D-printing technician esports athlete
• Ask students to talk about jobs that do not exist yet but
Question My Notes
What qualifications do you need to be a(n) (job)? Ex. You will have to study programming. might in the future.
Which job do you think will be the most fun? Why? Ex. Esports athlete is sure to be the most fun. • Tell students to look at the pictures if they need help.
Which job do you think will be the easiest / hardest to do? Why?
Which job do you think will earn you the most money? • Check students’ conversations to make sure they’re
Which job do you think will be the most satisfying? Why? speaking properly.
Which job do you think will require the most skills? Why?
• Ask some students to share their conversations with the
8 Talk with a partner. Talk about jobs that do not exist yet but might soon. Use the photos
as clues if you cannot think of your own.
class.
• Give feedback.
Teacher’s Note
Ex. Cyborg designer ___________________ ___________________ ___________________
51 Jobs That Went Extinct
4 NF British (SB).indd 51 2020-06-17 �� 8:16:47 As a continuation of activity 8 , ask students to come
up with jobs that are no longer around. Get students
to talk about what the jobs entailed, why they are no
Expressions longer around, and what replaced them. If students are
Making predictions having trouble coming up with ideas, introduce some
5 Listen and repeat. 4-09 jobs that are no longer around today. Below is a list
of jobs that are no longer done. Research more jobs if
OR needed.
• Ask students to read the table. • Bowling alley pinsetter
• Listen to the audio. • Human alarm clock
• Ask students to repeat aloud after the audio. • Ice cutter (for blocks of ice that were used to cool
• Ask students if they know what kind of expression is food)
being highlighted.
• Pre-radar human listener for enemy aircraft
• Rat catcher
6 Unscramble.
• Lamplighter
• Ask students to look at the sentence parts.
• Ask students to unscramble the sentence parts and • Log driver
write the correct sentence on each line. • Switchboard operator
• Check students’ answers. • Lector for entertaining factory workers
Answer Key • Video rental shop assistant
1. Richard is sure to get his certificate in Project Management.

2. Millie will probably study to be a solar energy technician.
3. It’s likely that Francis will go into application development.
4. Oliver’s YouTube channel is bound to be a huge success.
5. Irene is probably going to select the school with the best design
programme.
51
Lesson D Writing
D Writing Aim Write a cover letter
Aim: Write a cover letter Vocabulary

Vocabulary
CV (résumé) performance opportunity expect
particular professional involve pursue

From left to right, top to bottom 1. CV • • a. to include someone or something
2. performance • • b. a situation where something is possible to do
4. CV (résumé) 3. opportunity • • c. used when talking specifically about one thing or person
4. expect • • d. to think that something will happen a certain way
5. performance
5. particular • • e. how successful someone is at something
7. opportunity 6. professional • • f. to try and achieve a plan, activity, or situation
1. expect 7. involve • • g. a document that describes one’s qualifications
8. pursue • • h. being skilled or qualified in a specific activity
6. particular
8. professional Grammar
3. involve 3 Look at the table.
Modals of Ability
2. pursue
Can is used to express (general & specific) ability in the present. Can’t is used to express (general & specific)
can / can’t inability in the present.
• Practise again. Point at different pictures and ask Ex. I can pass the maths test. / I can’t drive a car.
Could is used to express (general) ability in the past. Couldn’t is used to express (general & specific) inability in the past.
students to say the words. could / couldn’t Ex. I could play the piano when I was young. / I couldn’t ride a bike when I was young. / I couldn’t finish my dinner
last night.
be able to is used to express (general & specific) ability in all tenses.
be able to Ex. I’m able to cook spaghetti bolognese. / I was able to sing all the words to that song. / I will be able to dance to
2 Match the words with the definitions. that song.
4 Answer the questions in complete sentences. Use one of the given modal verbs of ability.
• Ask students to read the words and the definitions. 1. Can you play any instruments? (can / can’t)
• Ask students to match each word with the correct ___________________________________________________________________________________
2. Which particular food or dish do you cook well? (can / be able to)
definition. ___________________________________________________________________________________
• Check students’ answers. 3. What is something you were good at when you were younger? (could / was able to)
___________________________________________________________________________________
4. What is something you were bad at when you were younger? (couldn’t / wasn’t able to)
Answer Key ___________________________________________________________________________________
52
1. g 2. e
3. b 4. d 4 NF British (SB).indd 52 2020-06-17 �� 8:16:48
5. c 6. h
7. a 8. f
4 Answer the questions in complete sentences. Use
one of the given modal verbs of ability.
Grammar • Ask students to read the questions.
• Ask students to write each answer in a complete
3 Look at the table. sentence using one of the given modal verbs on each
• Read the contents of the table. line.
OR • Check students’ answers.
• Ask students if they know what kind of grammar point Answer Key
is being highlighted. Possible Answers
1. I can’t play any instruments.
Teacher’s Note 2. I can cook butter chicken curry well.
3. I was able to break-dance when I was younger.
CVs and Cover Letters
4. I wasn’t able to speak Spanish when I was younger.
Explain to students that when writing CVs and cover
letters, it is OK to exaggerate one’s achievements, work
experience, and skills. Tell students to show a little
pride and arrogance in describing the things they have
done and the things they can do. Tell them to not just
list their achievements, work experience, and skills in a
dull manner. However, remind them that they shouldn’t
lie when writing CVs and cover letters. Finally, before
class, research a list of the most common words used
on CVs and cover letters. Print out enough copies for
each student and pass them out during class.
52
Writing
Expressions Cover Letter Guide
A Cover Letter
5 Look at the table. Then complete the activity. Answers will vary. 6 Read. Then answer the questions in complete
NOTE
Introduction Closing We use Mr when addressing sentences.
Dear (name / position / Mr / Mrs / Miss / Ms), Sincerely, a man. We use Mrs when
• Ask students to read the cover letter.

addressing a married woman.
Hello, _______. / Hi, ______. Best / Kind regards, We use Miss when addressing
an unmarried woman. When
Dear Sir or Madam, Sincerely,
To Whom It May Concern: Thank you for your consideration / time,
you don’t know if a woman is
married or not, use Ms.
• Ask students to answer each question in a complete
1. Write an introduction to your teacher. ______________________________________________ sentence on each line.
2. Write an introduction to your headteacher. ______________________________________________ • Check student’ answers.
3. Write an introduction to an unknown employer. ______________________________________________
4. Write a closing to your teacher. ______________________________________________
NOTE
Answer Key
Writing Which introductions and closings do you think are most
appropriate for different situations? Talk as a class.
Possible Answers
Cover Letter Guide
NOTE
6 Read. Then answer the questions in complete sentences. When you apply to a job, school, programme, or
study abroad programme, you are often asked to
1. Ivan is applying for a summer internship.
provide a CV and a cover letter. A cover letter is a
2. Ivan gained his skills at school and on his own.
To Whom It May Concern: formal introduction to your CV.
My name is Ivan Drago, and I’m interested in the summer internship programme at Oogle. I don’t know if I have all 3. Ivan is involved in the Debating Club and the Robotics Club.
the qualifications you’re looking for. If you’re looking for someone with a lot of professional experience, I sadly don’t
have much. However, I do have a particular set of skills, skills I have acquired at school, and skills I have acquired
4. Ivan knows three computer programming languages.
on my own. At school, I’m a member of the Student Government and I’m at the top of my class. I’m involved in 5. Ivan says he is a dedicated and hard-working team player.
many school clubs, such as the Debating Club and the Robotics Club. My academic performance isn’t my only
strength. At home, I have practised programming. By the summer, I will have learned three programming
languages: Python, Java, and PHP. This coming July, I will have also earned my MCSD certificate.
It is my lifelong dream to work at Oogle. If you give me the opportunity to pursue this dream, you
can expect a dedicated and hard-working team player. Attached is my CV for your
consideration. I look forward to hearing from you.
Writing
Kind regards,
Ivan Drago 7 Choose one of the following opportunities. Then
1. What is Ivan applying for? ______________________________________________
write a cover letter for the opportunity.
2. Where did Ivan gain his particular skills? ______________________________________________
3. Which clubs is Ivan involved in? ______________________________________________ • Ask students to read the job opportunities.
4. What kinds of languages does Ivan know? ______________________________________________ • Ask students to choose one of the job opportunities.
5. How does Ivan describe himself? ______________________________________________
• Ask students to write a cover letter similar to the one
Writing from activity 6 for the job opportunity they chose.
7 Choose one of the following opportunities. Then write a cover letter for the opportunity. • Tell students to write their cover letters on a separate
Summer Fuel The Glasgow University sheet of paper.
THE TATE Summer Journalism Programme
Want to pursue a career in the
arts or in art history? We offer
• Check students’ cover letters to make sure they’re
Interested in Medical
Science,
paid internship opportunities
for students in Years 10 and 11. writing correctly.
Learn from and assist staff in
English Literature, or
Business? Then apply
for our
e at
one of several museum depart-
ments. Are you interested in writing, editing, or
• Ask some students to present their cover letters to the
study abroad programm journalism? Come and learn from writers at
Oxford University. Get
a taste
of England’s history, cultu
re, The Times, The Telegraph, The Guardian,
and other famous publications.
class.
and traditions. 53 • Give feedback.
Extra Practice CVs

Expressions Before class, prepare a copy of a general CV from the
A Cover Letter
internet. Make sure to have enough copies for each
5 Look at the table. Then complete the activity. student or be prepared to project it to the whole class.
Answers will vary. During class, show the CV to students. Then have them
• Read the contents of the table. write their own CVs. Tell students to think about the
OR jobs they want to have when they are writing their
• Ask students to read the table. CVs. Explain and tell them to tailor their CVs to the jobs
• Ask students if they know what kind of expression is they want. Tell students to write down the skills and
being highlighted. interests they have that relate to the jobs they want.
• Ask students to answer the questions. After everyone has finished, ask some students to
• Check students’ answers. present their CVs to the class. Remember to ask follow-
up questions and give feedback.
Answer Key
Possible Answers
1. Hi, Mr Anderson.
2. Dear Mrs Smith,
3. To Whom It May Concern:
4. Sincerely,
Art Vandalay
53
Lesson E Project
E Project Aim Make a career map
Aim: Make a career map Video

Video
Video 2 Watch the video. Number the pictures in order. 4

• Tell students to share their predictions with their Video
3 Watch again. Put a tick ( ) next to the words you hear. 4
partner.
politicians law concern occupation skills
Scan the QR code to link to the Unit 4 video. technician variety pursue performance involve
2 Watch the video. Number the pictures in order.

Video
4 Watch again. Fill in the gaps with the words you hear. 4
Video 1. You ________________ say my job is to make ________________.

4 2. For example, by the end of this year, 5.8% of nursing home staff will have been ________________
as a result of ________________.
• Play the video for students. 3. Some ________________ say that things will change very quickly. By 2050, 40% of all jobs
• Ask students if their predictions were correct. ________________ automated.
• Ask students to number the pictures in order. 4. It gets worse. One study predicted that 20% of all jobs ________________ automated by the year
________________.
• Play the video again if needed. 5 Watch again. Circle true or false.
Video
4
• Check students’ answers. 1. Ellen’s job is to study data and make predictions. true false
2. Ellen thinks many healthcare jobs are at risk. true false
3. Ellen believes automation will replace jobs in education. true false
Answer Key 4. Ellen believes lorry drivers will learn to be computer programmers. true false
5. Ellen thinks governments should create training programmes in the future. true false
From left to right
6 Read the predictions and complete the response with your own ideas. Discuss your reasons.
2, 1, 3
1. One study predicted that 20% of all jobs will have been automated by the year 2025.
I agree / disagree. I think that we can / can’t expect __________________________________________.
3 Watch again. Put a tick () next to the words you 2. We can expect jobs that require repetitive work to be the first to go. But this could be a good thing.
I agree / disagree. I think automation will / will not be __________________________________________.
Video
hear. 4 54


• Check students’ answers. 5 Circle the true or false.
Answer Key
• Ask students to read the sentence and circle true or
politicians, law, occupation, skills, pursue false.
4 Watch again. Fill in the gaps with the words you • Check students’ answers.
Video
hear. 4 Answer Key
• Ask students to read the sentences. 1. true 2. true 3. false 4. false 5. true
• Ask students to write the words they hear in the gaps.
6 Read the predictions and complete the response
with your own ideas. Discuss your reasons.
• Ask students to read the predictions.
Answer Key • Ask students to choose if they agree or disagree, and
1. could, predictions complete the rest of the answer based on what they
2. let go, automation think.
3. estimates, will have been • Tell students to find a partner.
4. will have been, 2025 • Ask students to discuss their answers and give reasons.
• Check students’ conversations to make sure they’re
speaking properly.
• Give feedback.
54
9 Share your career map with a partner. Discuss
difficulties which could interrupt your plans.
Century Skills Then brainstorm secondary plans.
Career Map Critical Thinking Communication
7 Read the career map. • Ask students to take turns sharing career maps.
CAREER GOAL: BECOME A SURGEON IN THE UNITED KINGDOM • Ask students to talk about difficulties that could
Goal Get good Goal Make a UCAS Goal Pass three A levels Goal Enrol at the best
interrupt each career plan.
marks in GCSE
(General
(University
and College
(or equivalent).
These must include
university your
marks allow
• Ask students to come up with secondary career plans.
• Tell students to write their difficulties and secondary
Certificate of Admissions chemistry and and study for a
Secondary Service) biology. You may Bachelor’s Degree
Education) application to a also have to take a in Medicine (BM).
exams, or good university. University Clinical Your course must plans in the table or on a separate sheet of paper.
equivalent. Aptitude Test (UCAT) be accredited
Time UCAS or BioMedical by the GMC • Check students’ work to make sure they’re doing it
Time Exams take applications are Admissions Test (General Medical
place in Year
11.
made during
Year 13.
(BMAT). Council).
properly.
Time Exams take Time 5 years.
NOTE
place at the
end of Year
• Give feedback.
In the UK, surgeons are always referred to
as Mr, Mrs, Miss, or Ms, rather than Dr. 13.
Goal Choose a surgical Goal Undertake core Goal Take a

specialisation surgical training
at a hospital. This
foundation
programme of
10 Revise your career map. Then present your
and undergo
specific training
at a hospital.
covers all types of
surgery.
general medical
training. This will
findings to the class. Share why you chose the
Time Up to 6 years. Time 2 years.
include some
practical work.
career, and talk about which steps you think will
Time 2 years. be the most difficult in your plan.
Goal Become registered as, for
example, an FRCS (Fellow • Ask students to revise their career maps based on the
of the Royal College of
Surgeons) and find a great
hospital to work at.
work they did in activity 9 .
Time After training • Tell students to make their revised career maps on a
8 Make a career map on a separate piece of paper. Choose a career and set goals and • Ask each student to present their revised career map to
time limits for yourself.
the class.
9 Share your career map with a partner. Discuss difficulties which could interrupt your
plans. Then brainstorm secondary plans. • Tell students to discuss why they chose their careers and
Possible Difficulty Plan B which steps they think will be the most difficult.
Ex. Cannot get into a UK university. Ex. Apply for universities in my home country.
• Give feedback.
Teacher’s Note
10 Revise your career map. Then present your findings to the class. Share why you chose Skills and Certifications
the career, and talk about which steps you think will be the most difficult in your plan.
55
Remind students that certain jobs require certain skills
and even certain kinds of certifications. For example,
certain kinds of computer programmers require
certification in the programming languages that they
21st Century Skills specialise in. Similarly, veterinarians must have special
certifications and skills to take care of certain kinds of
7 Read the career map. animals like horses or even zoo animals. Make sure
• Read the contents of the career map. students understand this and that they include notes
OR and plans about the special skills and certifications
• Ask students to read the career map. the careers they chose in activities 8 – 10 require.
• Ask students if they know what kind of information is Remember to help students who are having trouble
being highlighted. thinking of the skills and certification their careers
require.
8 Make a career map on a separate piece of paper.
Choose a career and set goals and time limits for
yourself. Extra Practice Career Plan Feedback and
• Ask students to think of a career they want. Discussion
• Ask students to make a career map for the career they
As an extra step to activity 10 , and to encourage
chose similar to the one in activity 7 . students to listen to their classmates, before the
• Tell students to set goals and time limits in their career
presentations, put the students into groups of four.
map. Then before the first presentation, tell each group to
• Tell students to make their career maps on a separate
listen to the presenter and write down questions and
sheet of paper. feedback. Tell each group to have at least four different
• Check students’ career maps to make sure they’re
items. At the end of the presentation, hold a Q&A
making them properly. session where each group asks their questions or gives
• Give feedback.
feedback to the presenter. Carry out this process for
each presenter. Remember to ask follow-up questions
and give feedback.
55
Review Unit 3-4
Review Unit 3-4
Most people enjoy occasionally going to a festival. But how about going to 50 festivals in one year? That’s exactly
gaps. what self-employed designer Ariel Kinski is doing this year. So far this year he has been to 27 festivals, and he is
going to visit a total of 23 more by the end of the year. He told us about his plan: “I’m trying to break the record.
• Ask students to read the reading. It’s a lot of festivals, so it feels kind of like a 1. __________________.”
• Ask students to circle the best words / phrases to fill in “I go to all kinds of festivals. Usually, I go to music festivals with rock, jazz, or folk music. My friend is a musician,
so if she is free she sometimes goes with me.”
the gaps. He seems to enjoy life on the road. “I like camping, but if there’s no 2. __________________, I usually sleep in
• Ask students to write the words / phrases in the gaps. my van. Sometimes it’s cold, and I want to sleep in a real bed, so I try to find a 3. __________________. Life
on the road is pretty good. I try to keep a good routine: I like to make time for a 4. __________________ every
• Check students’ answers. morning to stay healthy. I’m travelling around a lot, so it’s a great way to see the whole country. I can always stop
and 5. __________________ a new city. I often stop to visit attractions such as
6. __________________ places, art 7. __________________, parks, and other places.
Answer Key It’s usually pretty interesting.”
At the end of our conversation, Ariel Kinski has to leave. Life on the road is busy. “I’m
1. a, marathon going to drive to Dijon tonight. There is a jazz and blues festival there. It will be
2. c, campsite starting tomorrow afternoon. 8. __________________, the weather will be good!”
3. a, guesthouse 1. a. marathon b. festival c. trial d. reservation

4. a, workout 2.
3.
a. attractions
a. guesthouse
b. rush
b. campsite
c. campsite
c. facilities
d. leisure centre
d. gallery
5. a, check out 4. a. workout b. trial c. hang out d. check out
5. a. check out b. look forward to c. mind d. hang out
6. c, historic 6. a. reasonable b. hopeful c. historic d. brilliant
7. a. spots b. galleries c. brochures d. generations
7. b, galleries 8. a. Look forward to b. Hopefully c. Unfortunately d. Forgive
8. b, Hopefully
2 Read and fill in the gaps with the words in the box. One word is not used.
qualifications professional pursue variety

2 Read and fill in the gaps with the words in the CV field healthcare opportunity
box. One word is not used. Lawyer most popular career choice for Edinburgh teens
• Ask students to read the reading. It used to be jobs in sports or entertainment, but now most teens in the Edinburgh area want to
1. __________________ careers in the legal 2. __________________. Education company
• Ask students to write the correct word from the box in FutureScope conducted an online survey of 5,000 young people (aged 12-19) in the local area.
the gaps. According to the survey, 42% of the respondents want to become lawyers; 23% want to become
engineers or technicians; 14% want to work in entertainment; 12% in 3. __________________
• Check students’ answers. (8% doctors, 4% nurses); and 9% in education.
Many people choose law because they think it is sure to be well-paid, challenging, and involve a
4. __________________ of interesting work. Of course, most young people realise that pursuing
Answer Key a career in law will be tough. They will need excellent marks at school and at university. And to be
successful, it is likely they will have to get extra 5. __________________ such as specialised
1. pursue certifications and training.
2. field If you’re looking for help with your child’s future career plan, contact FutureScope. We offer
3. healthcare 6. __________________ consultation and training for job interviews, 7. __________________
writing tips, and general career advice.
4. variety
56
5. qualifications
6. professional 4 NF British (SB).indd 56 2020-06-17 �� 8:16:58
7. CV
Teacher’s Note
Job Skills
Explain to students how certain jobs require certain
skills. For example, a lawyer would need to be good
at public speaking and arguing, while an engineer
would have to be good at maths and science and have
good analytical skills. To get students thinking about
this, come up with a top 10 list of preferred jobs as a
class. Then go through each job and discuss the skills
required to do it.
56
3 Complete the sentences with will (not) or (not) be going to. .
Sorry e it!
k
A: It’s really cold in this room. ’t ma
I can • Ask students to read the sentences and circle true or
B: You’re cold? OK, I __________ close the window.
A: My birthday party is next Friday. Can you make it? false.
B: Sorry, I can’t. I __________ fly to San Francisco on Wednesday.
A: What are you going to do today?
B: Hmmm… I don’t know. Wait! I know, I ______ go shopping. • Check students’ answers.
A: Why is there no ticket for Jimmy?
B: Oh, didn’t you hear? He __________ go to the concert. It’s his dad’s birthday on that day.
Answer Key
4 Use the information in the box to make future perfect simple sentences about Zoe’s 1. true
future. 2. true
3. false
MY CAREER PLAN
4. false
1. Finish secondary school (next July). 2. Start an internship at a law company (October).
3. Start a law degree (before I’m 28). 4. Get a job in a London law firm (before I turn 35).
1. By next August, Zoe ________________________________________________.

2. By December next year, she ________________________________________________.
6 Listen to the three people. Then look at the three
3. By the age of 28, she ________________________________________________. job ads and match the best person to each job.
4. By 35, Zoe ________________________________________________.
R2-02
5 Listen and circle true or false. R2-01 • Ask students to read the job ads.
1. Steven has already chosen a career. true false • Listen to the audio.
2. Tracy will have worked in a lab by the time she finishes university. true false
3. Tracy will work a part-time job while taking classes in university. true false • Ask students to match the best person to each job.
4. Steven thinks he will be a dentist before he turns 30 years old. true false • Replay the audio if needed.
6 Listen to the three people. Then look at the three job ads and match the best person
to each job. R2-02
1. 2. 3. Answer Key
1. c
2. a
Geri Jordi Eugene
3. b
a. Laboratory Technician b. Volunteer Youth Worker c. School Career Advisor

BioGen Ltd. is looking for a qualified Kidz Club is looking for a friendly, The local education authority is looking
Teacher’s Note
graduate to join its research team. outgoing, and responsible adult to for a part-time professional career
The successful candidate will be
able to work well in a team and
work as a mentor for inner city
children. This is very rewarding work,
advisor to work in four local schools.
The successful applicant will be a good
Jobs
conduct a variety of tests. and it looks great on your CV. listener and have great people skills.
Required qualifications:
Required qualifications: Required qualifications:
To practise talking about jobs, have each student think
Degree in a science field (esp.
related to chemistry or biology)
Experience in laboratory work
Can drive a small bus
Bilingual in English and Spanish is
Experience in counselling and / or
recruitment about and write down the job they want to have in
not required but preferred Driving licence
57 the future. Tell them to discuss with a partner why
they want that job and what skills are required to do
the job. When everyone is done discussing, have some
students share their jobs, reasons, and required skills
3 Complete the sentences with will (not) or (not) with the class. Remember to ask follow-up questions
be going to. and give feedback.
• Ask students to fill in the gaps with will (not) or (not) be
going to.
Answer Key
1. ’ll / will 2. ’m going to 3. ’ll / will 4. isn’t going to
4 Use the information in the box to make future

perfect simple sentences about Zoe’s future.
• Ask students to look at the information in the box.
• Ask students to read the prompts.
• Ask students to write the rest of the sentence on each
line using the future perfect simple and the information
from the box.
Answer Key
1. will have finished secondary school
2. will have started an internship
3. will have started a law degree
4. will have got a job at a London law firm
57
Unit
5 PROBLEMS AROUND THE HOUSE

problems and repairs around the house using the active
and passive voices. it
Un
Unit 5 AIMS
Lesson A: Listen to people talk about problems around the
PROBLEMS AROUND
house
Lesson B: Talk about problems around the house
Lesson C: Read about smart homes
THE HOUSE
Lesson D: Write a post explaining a problem
Lesson E: Plan a renovation of your school
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Listen to people talk about problems around the house
Lesson A Lesson B B Speaking Talk about problems around the house
hardware shop carpet C Reading Read about smart homes

purchase frame
D Writing Write a post explaining a problem
rebuild gap
simple hire E Project Plan a renovation of your school
suddenly hole
support leak
tools pipe 58
weak plumber
Lesson C Lesson D
conditions complete
cool (temperature) equipment
efficient examine
electricity expert
heat issue
install pay
planet qualified
waste urgent
58
The passive voice is constructed differently according to
which tense you use.
Passive Voice
Present Simple Past Simple
The computer is repaired by The computer was repaired
Jim. by Jim.
Present Continuous Past Continuous
The computer is being The computer was being
repaired by Jim. repaired by Jim.
Present Perfect Simple Past Perfect Simple
The computer has been The computer had been
Future Future Perfect
The computer will be The computer will have been
Unit 5 Discussion
Look at the photos and answer the questions. Extra Practice More Discussion
1. What do you see in the pictures? Ask more questions about problems around the house.
2. Have you ever experienced any of these things?
3. Which one would be the biggest problem for you?
4. What would you do in each of these situations?
What problems have you had around your house?
59
How do you deal with problems around your house?
Describe something you have repaired around your
house. Was it easy or difficult?
Key Grammar Would you rather repair something yourself or hire a
repairman? Why?
passive voice
We can often talk about an action using the active or
passive voice. The voice we use changes the focus of the
sentence.
In the active voice, the subject does the action. In the
passive voice, the subject receives the action.
Active Voice Passive Voice

He fixes the window. The window is fixed by him.
The repairman was called by
She called the repairman.
her.
The kitchen was cleaned by
We cleaned the kitchen.
us.
59
Lesson A Listening
A Listening Aim Listen to people talk about problems around the house
Aim: Listen to people talk about problems around the Vocabulary

house 1 Listen and number. 5-01
Vocabulary
1 Listen and number. 5-01 tools rebuild hardware shop weak

suddenly support simple purchase
the book. 2 Listen and fill in the gaps with the best vocabulary words. 5-02
1. The storm _____________________ broke a lot of the windows in the house.

2. Rich thinks the windows should be _____________________ to fix.
Answer Key 3. Lisa’s dad went to the _____________________ in the morning.
From left to right, top to bottom 4. Lisa’s dad needs to buy some _____________________ to fix the house.
5. Lisa thanks Rich for the _____________________ but says she will be fine.
3. tools
8. rebuild 3 Listen and write the vocabulary words you hear. 5-03
1. __________________, __________________ 2. __________________, __________________

6. hardware shop 3. __________________, __________________ 4. __________________, __________________
2. weak
7. suddenly Focus
4 Talk with a partner. NOTE
5. support Reflexive pronouns are words ending in –self or –selves that are used when
the subject and object of a sentence are the same. The reflexive pronoun
1. simple The house got damaged. Can we rebuild it ? can be either the direct or indirect object of the sentence.
I can do it myself.
4. purchase No, we can’t rebuild it by ourselves.
Jack decided to purchase tools for himself.
• Practise again. Point at different pictures and ask Where did you get these tools, Frank ?
students to say the words. I bought them for myself at the hardware shop. 1. Who will fix the vase?
a. Jan b. Fraser c. Jan’s mum
2 Listen and fill in the gaps with the best Can you help me rebuild this desk ?
2. Who will build the furniture?
a. Cathy b. Louis c. Cathy and Louis
vocabulary words. 5-02 Sorry, can you do it yourself ? I’m pretty busy.
3. Who will rebuild the garden chair?
• Listen to the audio. This is a simple task . But / So, do you need help with it?
a. Brandon b. Brandon’s dad c. Brandon’s mum
4. Who does NOT know how to fix the floor?

• Ask students to read the sentences. Yes / No, I can / can’t do it myself. a. Dennis b. Joan c. Joan’s dad
• Ask students to write the best vocabulary words / 60
phrases in the gaps.


Focus
Answer Key
1. suddenly 4 Talk with a partner.
2. simple • Read the short conversations aloud or ask two students
3. hardware shop to read the short conversations aloud.
4. tools • Ask students to practise the conversations with a
5. support
partner.
3 Listen and write the vocabulary words you hear. talk about different problems and ideas.
5-03
• Listen to the audio. 5 Listen and circle the answers. 5-04
• Ask students to write the vocabulary words they hear in • Listen to the audio.
the gaps. • Ask students to circle the correct answers.
• Replay the audio if needed. • Replay the audio if needed.
• Check students’ answers. • Check students’ answers.
Answer Key Answer Key

1. weak, hardware shop 1. b
2. simple, tools 2. c
3. suddenly, support 3. a
4. purchase, rebuild 4. a
60
Challenge
Listen Up
6 Listen and circle the words you hear. 5-05
8 Listen. Then fill in the gaps. 5-06
tools rebuild hardware shop weak • Ask students to read the sentences.
suddenly support simple purchased • Listen to the audio.
7 Listen again and answer the questions. 5-05
1. What are they mostly talking about?
a. Petra’s computer b. Len’s hardware shop • Check students’ answers.
2. What does Petra think of technical support?
a. They’re very helpful. b. She could do better herself. Answer Key
3. Technical support thinks the problem is __________________. 1. rebuild, ourselves, simple
a. the hardware b. simple
2. suddenly, myself, promises
4. Why can’t Petra fix the computer herself?
a. She doesn’t have the tools. b. She doesn’t have the money.
3. weak, yourself
5. Where will they go to fix the computer? 4. purchase, myself, with that
a. the hardware shop b. Len’s friend’s dad’s shop
Teacher’s Note
Challenge Home Repair
8 Listen. Then fill in the gaps. 5-06
Ask students about common house problems they
1.
Steve: Want to help me ________________ this birdhouse?
know of. Then introduce other common problems
Steve: I think we can fix this ________________. It’ll
be ________________.
around the house. Talk about the things people do to
Colleen & Steve solve those problems. Ask students what they do to
2.
solve those problems. Below is a list of some common
Megan: I tried to use it, and it ________________ stopped working.
Ryan: I can try to do it ________________. But,

problems.
no ________________.
• Clogged toilets / sinks
Megan & Ryan
• Broken windows
3.
Miles: I was trying to move it, but I think it’s a bit ________________. • Broken appliances
Marge: You shouldn’t be trying to move this by ________________.
• Rain / flood damage
It’s too heavy.
Marge & Miles
• Overgrown shrubbery
4.
• Leaky taps
Mum: I’m going to ________________ some tools.
• Fire damage
Mum: I thought I’d try to fix the thing ________________.
Fraser: Let me help you ________________, Mum.

Fraser & Mum
61

Extra Practice Problem and Solution Dialogues
Have students practise talking about problems around
the house and how to solve / repair them by creating a
Listen Up dialogue. Tell students their dialogues must contain at
6 Listen and circle the words you hear. 5-05 least one problem and one solution to the problem. Tell
students to write their dialogues on a separate sheet of
paper. When everyone is finished writing, tell students
to practise their dialogues. Have students change
roles and practise again. Finally, ask some students to
present their dialogues to the class. Remember to give
Answer Key feedback.
tools, hardware shop, suddenly, support, simple, purchased

Answer Key
1. a
2. b
3. a
4. a
5. b
61
Lesson B Speaking
B Speaking Aim Talk about problems around the house
Aim: Talk about problems around the house Vocabulary

Vocabulary carpet plumber hire leak gap pipe frame hole
1. 2. 3. 4.
the vocabulary words you hear. 5-07
• Ask students to read the words in the box.

• Listen to the audio. 5. 6. 7. 8.
• Ask students to write the vocabulary word under the
correct picture.
Answer Key 2 Look at the pictures. Talk with a partner. Use the vocabulary NOTE
Use should to indicate there is an action
words to talk about the problems and give solutions. that has to be done. E.g., There is a leak.
1. gap We should call a plumber.
Ex. There is a hole in the wall. We should fix it ourselves.
2. plumber
3. hole
4. leak
5. frame
6. carpet
Grammar NOTE
7. pipe 3 Look at the table.
Use the passive voice when: 1. You don’t know who did the action;
2. The receiver of the action is more important.
8. hire
Active Voice Passive Voice
In the active voice, the subject does the action. In the passive voice, the subject receives the action.
• Practise again. Point at different pictures and ask students He fixed the sink. The sink was fixed by him.
to say the words. They called the plumber.

We hired the repairman.
A plumber was called by them.
The repairman was hired by us.
2 Look at the pictures. Talk with a partner. Use the 4 Look at the pictures and read the sentences. Then write the sentences in the passive voice
on a separate piece of paper.
vocabulary words to talk about the problems and
give solutions.
1. My dad found the 2. We made the 3. The plumber 4. They purchased 5. Johnny hired the
• Ask students to look at the pictures. leak in the pipe. hole in the roof. fixed the pipe. the frame. repairman.
• Ask students to talk about the problems and possible 62

solutions.
class.
• Ask follow-up questions. Answer Key
• Give feedback. 1. The leak in the pipe was found by my dad.
2. The hole in the roof was made by us.
3. The pipe was fixed by the plumber.
Grammar 4. The frame was purchased by them.
5. The repairman was hired by Johnny.
OR Extra Practice Active / Passive Voice Race
• Ask students to read the table. Before class, write down a mix of active and passive
• Ask students if they know what kind of grammar point voice sentences. Write each sentence on separate
is being highlighted. cards or slips of paper. Make sure to have an even
distribution of active and passive voice sentences.
4 Look at the pictures and read the sentences. Then During class, split the class into two groups. Have
write the sentences in the passive voice on a each group line up single file at the front of the class.
separate piece of paper. Show the first student in each line one of the slips of
• Ask students to look at the pictures and read the paper. Instruct the students that they must change the
sentences. sentence on the slip of paper to the opposite voice. If it
• Ask students to rewrite the sentences in the passive is the active voice, students must change it to passive,
voice on a separate sheet of paper. and vice versa. The student who says the correct
• Check students’ answers. sentence first gets a point for their team. Have those
first students then move to the back of their respective
lines. Repeat this process until each student has had a
turn. The team with the most points at the end wins
the game.
62
Teacher’s Note
Expressions Hey, Sis. I didn’t
Passive Voice Without By
think we’d run Sorry. I’ve
go
Phrasal verbs with run I’ve been ru t to go.
into each other.
around all nning Explain to students that the passive voice can be used
5 Look at the table. day.
without by through the use of be + past participle.
Phrasal Verbs with run
Word Meaning
run out of to have none left
run around
run through
to be very busy doing many things
to quickly explain; to practise
- The euro is used in the European Union.
run off to leave quickly and without warning - Credit cards are accepted in most stores.
run into to meet someone unexpectedly; to encounter a problem
- Cattle are raised on farms.
6 Fill in the gaps with the correct phrasal verbs with run. Make sure students understand this form of the
1. We have to go to the shop! We’ve ________________________ paint.
passive.
2. Where did the plumber ________________________ to? I also need him to help with the upstairs sink.
3. My boss makes me ________________________ the office doing so many tasks. I’m exhausted.
4. I’ll ________________________ the plan one more time. You distract Sarah, and I’ll grab the burgers.
5. I’d rather go to the other cinema, I don’t want to ________________________ anyone from school.
Speak Up
Speak Up 7 Listen and number. Then match the speaker to
7 Listen and match the speakers to the correct problem.
Speakers
5-08
Problems
the correct problem. 5-08

• Ask students to write the letter of each problem next to
1. Maxine 2. Harold a. leaking roof b. broken pipe the correct speaker.
3. Joe 4. Rachel c. leaking bathtub d. dirty carpet
Answer Key
8 Look at the different problems in 7 . Talk with a partner. Role-play talks between the
people with the problem and the repairman. 1. Maxine – b; 2. Harold – a; 3. Joe – d; 4. Rachel – c
9 Look at the pictures. Use the given words to write descriptions of the problems in the active
voice. Then talk with a partner. Take turns describing the problems in the passive voice.
8 Look at the different problems in 7 . Talk with a

partner. Role-play talks between the people with
1. (My) (sister)
(broke) (cooker)
2. (plumber) (fix)
(leak) (pipe)
3. (Your) (mum)
(clean) (carpet)
4. (They) (fix)
(gaps) (roof)
5. (boss) (hire)
(new) (repairman)
the problems and the repairmen.
1. __________________________________________________________________________________________ • Tell students to find a partner.
2. __________________________________________________________________________________________ • Ask students to look at the problems from activity 7 .
3. __________________________________________________________________________________________
• Ask students to take turns role-playing as the people
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
with the problems and the repairmen.
63
class.
• Give feedback.
Expressions
Phrasal verbs with run
9 Look at the pictures. Use the given words to write
5 Look at the table. descriptions of the problems in the active voice.
• Read the contents of the table. Then talk with a partner. Take turns describing
OR the problems in the passive voice.
• Ask students to read the table. • Tell students to find a partner.
• Ask students if they know what kind of expression is • Ask students to look at the pictures.
being highlighted. • Ask students to write active sentences using the given
words.
6 Fill in the gaps with the correct phrasal verbs • Ask students to take turns saying each sentence in the
with run. passive voice with their partner.
• Ask students to read the sentences. • Check students’ answers.
• Ask students to fill in the gaps with a correct phrasal.
Answer Key
1. Active: My sister broke the cooker.
Answer Key Passive: The cooker was broken by my sister.
2. Active: The plumber fixed the leak in the pipe.
1. run out of
Passive: The leak in the pipe was fixed by the plumber.
2. run off
3. Active: Your mum cleaned the carpet.
3. run around
Passive: The carpet was cleaned by your mum.
4. run through
4. Active: They fixed the gaps in the roof.
5. run into
Passive: The gaps in the roof were fixed by them.
5. Active: The boss hired a new repairman.
Passive: A new repairman was hired by the boss.
63
Lesson C Reading
C Reading Aim Read about smart homes
Aim: Read about smart homes Vocabulary

Vocabulary
heat planet electricity efficient
cool conditions waste install
Answer Key
7. heat 1. heat • • a. the state something or someone is in
5. planet 2. planet • • b. to use too much of something

3. electricity • • c. energy that produces light and heat
1. electricity 4. efficient • • d. the quality of being warm or hot
8. efficient 5. cool • • e. a good use of time and energy
6. condition • • f. a large, round object in space
3. cool
7. waste • • g. to make a piece of equipment usable
4. conditions 8. install • • h. to make something have a lower temperature
6. waste
2. install Pre-reading
3 Look at the pictures. Circle the words you think are related with the pictures.
• Practise again. Point at different pictures and ask students Then talk as a group. Explain why you think they are related.
to say the words.

pollution install efficient cool
• Ask students to read the words and the definitions. wet planet electricity waste
heat power planet support
definition.
heat efficient cool power
Answer Key conditions install planet efficient
power tools space Earth
1. d
64
2. f
3. c 4 NF British (SB).indd 64 2020-06-17 �� 8:17:29
4. e
5. h
6. a Pre-reading
7. b
8. g
3 Look at the pictures. Circle the words you think
are related with the pictures. Then talk as a
group. Explain why you think they are related.
Teacher’s Note • Tell students to get into groups.
Energy and Pollution Problems and Solutions • Ask students to look at the pictures.
Explain to students that different energy and pollution- • Ask students to circle the words they think are related
related problems have different solutions. Do this by to each picture.
having students come up with an energy and pollution • Tell students to discuss why the words are related to
related problem for each picture in activity 3 . Then, as each picture.
a class, discuss ways in which these problems can be • Check students’ answers.
mitigated. After that, get students to describe energy • Ask some students to share their ideas with the class.
and pollution-related problems in their country. Finally, • Ask follow-up questions.
discuss solutions that their country is using to fight • Give feedback.
those problems. If students are having trouble coming Answer Key
up with ideas, talk about some of the issues and
1. pollution, heat, power
solutions from your country.
2. cool, electricity, waste
3. heat, conditions
4. planet, space, Earth
64
4 Read the article. Underline at least three passive voice sentences
in the article. 5-10
Our homes waste a lot of power. This is why many people are changing their
false.
homes into “smart” homes. Smart homes use technology to be more efficient. • Replay the audio if needed.
Here are some devices you might find in a smart home.
SMART THERMOSTAT Answer Key

Many people live in very hot or very cold places. Their living conditions
require year-round heating or cooling. Smart thermostats are used to reduce 1. false
the costs of heating and cooling. These devices are able to know when a
person is at home. They can then adjust the temperature based on the person’s 2. false
preferences. They will also turn off when no one is in the house. This might not
seem like big energy savings. However, studies have found that 3. true
smart thermostats reduce energy costs by about 20%.
4. false
SOLAR POWER 5. true
Solar power is created by the sun, which means it is free and
renewable. In the past, using solar power wasn’t very efficient.
A solar panel cost more money than it saved. It also couldn’t
provide enough electricity for a full day. However, solar panels
are now 70% cheaper than they were 10 years ago. This is
why many homes are now installing solar panels. On average,
a solar panel pays for itself in seven to eight years.
SMART TAPS • Tell students to discuss the questions.
Smart taps work like automatic taps you find in public toilets.
But smart taps have new technologies to help you save water. • Ask students if they would like to share their discussion
Temperature settings can be adjusted based on what you’re doing.
Smart taps also adjust the amount of water being used. with the class.
This means they will change settings when you’re cooking, cleaning, or washing
your hands. • Ask follow-up questions.
These are just a few devices we can use to save money while saving our planet.
Can you think of other ways to reduce energy and water use?
5 Circle true or false. Challenge

1. Smart homes use more energy. true false
2. Smart thermostats control the water temperature. true false 7 Talk with a group. On a separate piece of
3. Smart thermostats know when someone is at home. true false
4. Solar power panels start to save money after 10 years of use. true false paper, list ways your school can be more energy
5. Smart taps adjust the amount of water used. true false efficient. Then find ways to solve these problems.
1. In what other ways could you make your home more efficient?
Write down and present your best solutions.
2. What devices would you like installed in your home?
3. How much energy do you think your family uses?
4. What are some ways to reduce energy use outside the home? • Tell students to discuss areas where their school can be
more energy efficient, and to list them on a separate
Challenge
sheet of paper.
7 Talk with a group. On a separate piece of paper, list ways your school could be more
energy efficient. Then find ways to solve these problems. Write down and present your • Ask students to come up with solutions to the ideas
best solutions.
65 and problems they come up with.
• Tell students to write down their ideas.

4 Read the article. Underline at least three passive • Give feedback.
voice sentences in the article. 5-10

OR Extra Practice Energy-Efficient City
• Read the reading aloud. Have students work in the same groups from activity 7 .
OR Then have them do the same thing they did in activity
• Ask students to read parts of the reading aloud. 7 , but this time make a list of and talk about how
• Replay the audio if needed. their city can be more energy efficient. Tell students to
• Ask students to underline at least three sentences that list problems and possible solutions. When each group
are in the passive voice. is finished brainstorming, have each group present their
• Check students’ answers. ideas to the class. Vote on which ideas were the best.
Discuss, as a class, ways in which some ideas can be
Answer Key improved upon. Remember to ask follow-up questions
1. Smart thermostats are used to reduce the costs of heating and and give feedback.
cooling.
2. Solar power is created by the sun, which means it is free and
renewable.
3. Temperature settings can be adjusted based on what you’re doing.
4. Smart taps also adjust the amount of water being used.
65
Lesson D Writing
D Writing Aim Write a post explaining a problem
NOTE
Aim: Write a post explaining a problem Vocabulary
People often use informal contracted words in natural speech.
gotcha: got you; gotta: got to; wanna: want to; gonna: going to
Vocabulary expert pay urgent examine equipment issue qualified complete
1. 2. 3. 4.

correct picture.
1. expert • • a. to give money to someone for a job or service
1. expert 2. examine 2. pay • • b. able to do a job
3. qualified 4. pay 3. urgent • • c. to finish a task or job

4. qualified • • d. a problem with something
5. urgent 6. issue 5. examine • • e. someone who knows a lot about something
7. complete 8. equipment 6. issue • • f. any machine used to complete a task
7. complete • • g. very important
8. equipment • • h. to look at something closely
students to say the words. Focus
NOTE
3 Talk with a partner. After help + person you can 4 Circle the correct form of the verb.
use to or not use to. Both
ways are correct. However, 1. The expert was help / helped / helping me
2 Match the words with the definitions. How did he help you ? we often omit to.
complete the task.
2. Johnny helps / helping / help to pay for the
• Ask students to read the words and the definitions. He helped me examine the problem.
He helped me to examine the problem.
repairman.
• Ask students to match each word with the correct 3. How can I help / helping / helps you?
4. They helped / helping / helps to repair the
definition. How does the equipment help you ?
urgent leak.
• Check students’ answers. The equipment helps me do the job faster.

5. This equipment isn’t helps / helping / helped
to solve the problem.
The equipment helps me to do the job faster.
Answer Key How are they helping ?

Did anyone help
you today?
1. e 2. a They are helping fix the issue.

3. g 4. b They are helping to fix the issue. Yes. The salesmen helped
me find a nice dress.
5. h 6. d 66
7. c 8. f
Teacher’s Note
Focus Passive Voice + Past Simple Extra Use
3 Talk with a partner. Explain to students that the passive voice + past simple
• Read the short conversations aloud or ask two students is often used to talk about art, music, films, buildings,
to read the short conversations aloud. and so on.
• Ask students to practise the conversations with a
partner. - The painting was painted by Van Gogh.
- The song was recorded by the Beatles.
talk about different ideas. - The film was directed by Steven Spielberg.
- The building was built by the Romans.
4 Circle the correct form of the verb. Make sure students understand this. Then as an
• Ask students to read the sentences. activity, have them use this form to talk about their
• Ask students to circle the correct verb forms. favourite works of art. As an extra activity / game,
• Check students’ answers. prepare pictures of well-known works of art, musical
compositions, films, buildings, and so on. Then show
Answer Key
one picture to students and tell them to give you
1. helping a passive voice sentence about the picture. Put the
2. helps
students in groups to make this a game.
3. help
4. helped
5. helping
66
Writing
NOTE
Grammar When using the passive voice, you can choose to omit

the “doer” in the sentence.
The door was fixed by a repairman. / The door was fixed.
7 Read the message board. Underline three passive
Passive Voice
voice sentences in the posts.
• Ask students to read the posts.
The door is fixed by Frank. The door was fixed by Frank.
Present Perfect Simple Past Perfect Simple • Ask students to underline at least three passive voice
The door has been fixed by Frank.
Future Simple
The door had been fixed by Frank.
Future Perfect
sentences in the posts.
The door will be fixed by Frank. The door will have been fixed by Frank. • Check students’ answers.
6 Write the sentences in passive voice in the right tense.
Answer Key
1. Frank fixed the television. ____________________________________________
2. They are calling a qualified expert to look at the house. ____________________________________________ 1. The house needs to be sold this year.
3. A repairman will examine the equipment. ____________________________________________ 2. So, repairs need to be completed in two months.
4. Fraser hasn’t replaced the broken mirror. ____________________________________________
3. The sink will have to be looked at more closely.
4. Actually, the ceiling was repaired by my husband last year.
Writing
7 Read the message board. Underline three passive voice sentences in the posts.
User: BrokenHome1234
8 Look at the table and fill in the gaps. Then write
This is urgent! I’d like to hire a few qualified experts to fix my house. The house needs to be sold this year.
So, repairs need to be completed in two months. Here are some photos of the problems around my home.
a help-wanted post on a separate piece of paper.
Choose one detail from each row to include in
your post as well as how and when you’d like the
broken tile old (chipped) paint water damage broken sink job done. Use the passive voice at least once.
Replies
JimsHomeRepair: @BrokenHome1234 I’ve been doing home repair for 15 years. I looked over the photos.
• Ask students to look at the table and fill in the gaps.
The tile and paint will be simple to fix. The sink will have to be looked at more closely. • Ask students to use the information in the table to
The most urgent problem is the water damage. You could have mouldy wood.
BrokenHome1234: @JimsHomeRepair Thank you for the response! Actually, the ceiling was repaired by write a help-wanted post.
my husband last year. He said there wasn’t much damage. We don’t have time to do it
ourselves this time. Will you be able to examine our house? • Tell students to choose one detail from each row to
JimsHomeRepair: Sure thing! Please DM me with your number so we can make an appointment.
include in their posts as well as how and when they’d
NOTE
Some social media platforms have messaging services.
These are often referred to as direct messages (DM). like the job done.
8 Look at the table and fill in the gaps. Then write a help-wanted post on a separate piece of • Tell students to use the passive voice at least once in
paper. Choose one detail from each row to include in your post as well as how and when
you’d like the job done. Use the passive voice at least once.
their posts.
Whom can you hire How much will When should it
• Tell students to write their posts on a separate sheet of
Problem How urgent is it?
broken computer not

to fix it?
qualified expert
you pay?
£1
be finished?
today
paper.
leak in the bathroom a little plumber £5 tomorrow • Check students’ writing to make sure they’re writing
issue with the phone
hole in the carpet
very repairman £25
£50
next week
next month
correctly.
weak doorframe £100 next year • Ask some students to present their posts to the class.
67
• Give feedback.
Extra Practice Post Replies

Grammar
Have students write replies to the help-wanted posts
5 Look at the table. they wrote in activity 8 . Tell students to accept the
• Read the contents of the table. job in their replies. Ask students to change the times
OR and prices if they want. Get students to pretend to
• Ask students to read the table. be an expert in the area that their original posts were
• Ask students if they know what kind of grammar point inquiring about. Tell students to use the passive voice to
is being highlighted. talk about past experience or jobs that the expert has
done. Tell students to write their replies on a separate
6 Write the sentences in the passive voice in the sheet of paper. When everyone is done writing, get
right tense. some students to present their replies to the class.
• Ask students to read the sentences. Remember to give feedback.
• Ask students to rewrite the sentences on the lines using
the passive voice and the correct tense.
Answer Key
1. The television was fixed by Frank.
2. A qualified expert is being called to look at the house.
3. The equipment will be examined by a repairman.
4. The broken mirror hasn’t been replaced by Fraser.
67
Lesson E Project
E Project Aim Plan a renovation of your school
Aim: Plan a renovation of your school Video

Video
Video 2 Watch the video. Number the pictures in order. 5

partner. 3 Watch again. Put a tick ( ) next to the words you hear.
Video
5
rebuild support simple leak pipe
Scan the QR code to link to the Unit 5 video. gap efficient planet expert conditions
2 Watch the video. Number the pictures in order. 4 Watch again. Fill in the gaps with the words you hear.
Video
5
Video
5 1. Now, please tell me how this 2. We can’t just patch up the leaks
____________________. in your kitchen. New pipes
• Play the video for students. 3. Look at all the different air conditioners! ____________________.
• Ask students if their predictions were correct. Which one ____________________? 4. Um… are you sure you don’t want
____________________?
• Ask students to number the pictures in order. 5 Watch again. Circle true or false.
Video
5
• Play the video again if needed. 1. Ralph is working at Neilson’s Hardware. true false
• Check students’ answers. 2.

3.
Jamie plans to do the repairs herself.
Ralph suggests new carpet for the kitchen.
true
true
false
false
4. Ralph thinks Jamie can easily do the repairs by herself. true false
Answer Key 5. Ralph suggests the cheapest air conditioner to Jamie. true false
From left to right 6 Rewrite the sentences in passive voice.
1, 3, 2 1. Jamie is repairing the house. ______________________________________

2. Ralph is helping Jamie. ______________________________________
3. Jamie could not repair her house alone. ______________________________________
4. Jamie could not replace the air conditioner. ______________________________________

68
Video
hear. 5

• Ask students to put a tick next to the words they hear. Video
Answer Key
false.
expert, rebuilding, leaks, pipes, efficient, support • Play the video again if needed.
4 Watch again. Fill in the gaps with the words you Answer Key
Video
hear. 5 1. true 2. true 3. false 4. false 5. false
• Play the video again if needed. 6 Rewrite the sentences in passive voice.
• Check students’ answers. • Ask students to read the sentences.
• Ask students to rewrite the sentence in the passive
Answer Key
voice on each line.
1. can be taken care of • Check students’ answers.
2. will be needed
3. is recommended Answer Key
4. to hire someone 1. The house is being repaired by Jamie.
2. Jamie is being helped by Ralph.
3. The house could not be repaired by Jamie alone.
4. The air conditioner could not be replaced by Jamie.
68
9 Report back to the class. Meet with the other
groups and share your findings. Then look at the
Century Skills cost of repairs below. Submit a proposal for the
School Renovations Collaboration Communication repairs you’d like to have done. Make estimates
and make a plan with a £20,000 budget. For
7 Get into groups. Each group will pick one of the following areas in your school to
examine. Go to the location with your group.
problems not in the table, look up the prices
online to estimate.
• Ask students to talk to every other group to find out
what they would like to change or repair.
gymnasium English classroom cafeteria
• Ask students to finalise their lists based on the ideas
they heard from other groups.
playground / courtyard library computer lab • Ask students to make a list of the jobs they would like
8 Make a list of things you’d like to change about the location, and what things need to be
done to their areas along with each job’s price.
fixed. Write in complete sentences. • Tell students to use the internet to find estimates for
LOCATION Ex. Library jobs that are not in the table.
Things to Fix • Tell students to choose enough jobs that will meet a
Ex. There is a hole in the carpet.
£20,000 budget.
• Tell students to not go over budget.
9 Report back to the class. Meet with the other groups and share your findings. Then look • Check students’ work to make sure they’re doing it
at the cost of repairs below. Submit a proposal for the repairs you’d like to have done.
Make estimates and make a plan with a £20,000 budget. For problems not in the table,
properly.
look up the prices online to estimate. • Ask some students to present their work to the class.
Repair Type Fee • Ask follow-up questions.
• Give feedback.
Carpet repair £50 per square metre
Holes in the wall / ceiling £200 per square metre
Broken concrete £25 per square metre
Broken glass £200 per square metre Total
S tartin
Wood flooring £250 per square metre
£20,0
g Bud
get Extra Practice City Planning
Broken window / door latches £25 per latch
00
Broken chairs / desks
Broken plumbing
£50 per chair, £100 per desk
£100 per hour + equipment cost
After activity 9 is finished, discuss which parts of
Leaks £100 per hour + equipment cost the city students would like to see changed. Come
Electrical problems £100 per hour + equipment cost
up with a list as a class. Then give each group one
item from the list to change. Make sure there are
enough items so there is no overlap. Tell each group
to come up with a way to change their item. Tell them
69
to include a timetable of the repairs / changes and a
price breakdown for work done. Tell each group to not
exceed a budget of £20,000. Have each group make a
21st Century Skills poster / drawing of the changes / repairs they wish to
see. Tell students to include their timetables and price
7 Get into groups. Each group will pick one of the lists on their posters.
following areas in your school to examine. Go to
the location with your group.
Teacher’s Note
• Ask students to look at the pictures of areas in a school. City Infrastructure
• Tell each group to choose one of the areas. If students are having trouble coming up with ideas
• Make sure each group has a different area. when doing the Extra Practice, explain some aspects of
• Tell students to go to the area they chose or simply a city’s infrastructure that are usually being upgraded.
think about it if they cannot go. Use the list below as an example.
• Tell students to make observations of their areas once
there. • Building / enhancing stadiums and sports complexes
• Tell students to come back when they are done. • Repairing / building freeways and roads
• Installing green energy technology
• Refitting older, inefficient power stations
8 Make a list of things you’d like to change about
• Building / enhancing libraries or other public facilities
the location, and what things need to be fixed. • Building / updating recycling centres and landfills
Write in complete sentences.
• Ask students to write a list of the things they would like
to change and fix regarding their locations from activity
7 .
• Tell students to write their lists on a separate sheet of
paper.
• Tell students to write in complete sentences.
• Check students’ lists to make sure they’re making them
properly.
• Give feedback.
69
Unit
6 OUR PLANET, OUR HOME

environmental issues and what others have said using
direct and indirect reported speech. it
Un
Unit 6 AIMS
Lesson A: Listen to talks about the environment
OUR PLANET,
Lesson B: Report facts about the environment
Lesson C: Read an interview with an environmental expert
Lesson D: Write a summary of what a speaker has said
OUR HOME
Lesson E: Interview people about environmental problems
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Target Vocabulary Scan for Audio

Lesson A Lesson B A Listening Listen to talks about the environment
inform amount B Speaking Report facts about the environment
knowledge claim C Reading Read an interview with an environmental expert

natural duty
D Writing Write a summary of what a speaker has said
preserve effect
protect fear E Project Interview people about environmental problems
recycle prevent
reduce rise
responsible serious 70
Lesson C Lesson D 4 NF British (SB).indd 70 2020-06-17 �� 8:18:11
destroy accurate
disappear crops
discussion disease
flood global
forever increase
future produce
permanent public transport
survive season
Lesson E
climate change
drought
hurricane
natural disaster
70
reported questions
When we report a question, the question becomes a
statement. There is no longer a question mark, and the
word order becomes subject-verb-object. Like reported
statements, in reported questions, pronouns and tense
may shift.
Question Direct Reported Indirect Reported

Type Speech Speech
“Do you think we can He asked me if I
yes-no save the planet?” he thought we could
asked. save the planet.
who, “What kind of
She asked what kind
whom, pollution is this?” she
of pollution it was.
what asked.
when, “How long is this The teacher asked
where, river?” The teacher how long the river
why, how asked. was.
Unit 6 Discussion
Look at the photo and answer the questions. Extra Practice More Discussion
1. What is in the photo? Ask more questions about the environment.
2. Which are some things that are good for the environment? How are they positive?
3. Which are some things that are bad for the environment? How are they negative?
4. What can we do to improve the planet’s condition?
What things does your country do to protect the
71
environment? Do you think it’s enough? Why?
4 NF British (SB).indd 71 2020-06-17 �� 8:18:17 What are some things you or your family do to protect
the environment?
Key Grammar Why do you think people should protect the
environment?
reported statements
Reported speech is used to tell others what’s been said.
The reported clause changes depending on whether the
speaker is reporting a statement, question, or command.
Direct speech uses quotation marks and reports exactly
what someone has said.
Indirect speech focuses on what someone has said. It
doesn’t report their exact words. It often uses different
pronouns and shifts verbs to past tense.
Usage Direct Speech Indirect Speech

He told us (that)
“I believe climate
he thought climate
statement change is a huge
change was a huge
challenge,” he said.
challenge.
“You need to do more She told us we have
command
recycling,” Sarah said. to do more recycling.
71
Lesson A Listening
A Listening Aim Listen to talks about the environment
Aim: Listen to talks about the environment Vocabulary

Vocabulary
recycle responsible protect inform
vocabulary word next to the word in the book. natural knowledge preserve reduce

1. responsible • • a. to keep something as it is
2. protect • • b. from nature
2. recycle 3. inform • • c. to make something less or smaller
4. preserve • • d. to have the duty of taking care of or looking after something or someone
1. responsible 5. recycle • • e. information learned from studying
4. protect 6. natural • • f. to tell someone about something
7. knowledge • • g. to keep someone or something safe
8. inform 8. reduce • • h. to collect used things in order to reuse them
7. natural
3. knowledge Focus NOTE
A tag question comes at the end of a
6. preserve 3 Talk with a partner. sentence. It’s used to check information.

There have been a lot of
floods lately, haven’t there?
5. reduce The temperature seems to be rising every year, doesn’t it?
Yes, there have.
Yes, it does seem to be getting hotter.
• Practise again. Point at different pictures and ask We make a lot of rubbish , don’t we?
It isn’t difficult to recycle, is it?
No, it’s easy if you have the right knowledge. Yes, we need to recycle more.
2 Match the words with the definitions. 4 Circle the best answers to fill in the gaps.
• Ask students to read the words and the definitions. 1. It looks hot out today, ____________?
a. doesn’t it b. hasn’t it c. is it
• Ask students to match each word with the correct 2. It’s easy to recycle, ____________?
definition. a. haven’t we b. don’t you think c. don’t it

3. There have been a lot of fires this year, ____________?
• Check students’ answers. a. is it b. don’t you c. haven’t there
4. We need to preserve the rainforest, ____________?
Answer Key a. don’t you agree b. doesn’t you agree c. isn’t it
72
1. d
2. g 4 NF British (SB).indd 72 2020-06-17 �� 8:18:18
3. f
4. a Teacher’s Note
5. h Environmental Issues
6. b
7. e
Ask students about common environmental issues they
8. c know of. Then ask them about the ones most prevalent
in their country. See if they can tell you what their
country is doing to solve those issues. Finally, explain
Focus some other environmental issues they did not mention.
Below are some common issues.
• Read the short conversations aloud or ask two students • Deforestation
to read the short conversations aloud. • Pollution
• Ask students to practise the conversations with a • Water scarcity / pollution
partner. • Loss of biodiversity
• Tell students to practise the conversations again but to • Overpopulation
talk about different environmental issues. • Waste disposal
• Recycling
4 Circle the best answers to fill in the gaps. • Fossil fuels vs. renewables
• Ask students to read the questions. • Climate change
Answer Key
1. a
2. b
3. c
4. a
72
Challenge
Listen Up
5 Listen and number. Match the speaker with the topic. 6-02
a. b. c. d. • Listen to the audio.

wildfires water use ocean levels climate change • Check students’ answers.
6 Listen again. Fill in the gaps with the correct information. 6-02
Answer Key
1. b
Professor Williams said,
Dr Stevenson asked, “Did
“Wildfires _______________________
2. d
you know that the ocean is
and reduce the amount of 3. d
_______________________ each year?”
farmland and forests we have.”
1. Dr Stevenson
8 Circle the correct words.

2. Professor Williams
“You can _______________________ by
•Ask students to read the sentences.
doing _______________________ things,
like _______________________ how much
•Ask students to circle the correct words.
4. Jane Marshall
water you use,” said the park ranger. •Check students’ answers.
Jane says she likes to _______________________
the _______________________. When she has Answer Key
time, she helps to _______________________
3. Duke Wellington
children about climate change.
1. reduce
2. knowledge
Challenge
3. natural
1. Why is it important to save the oceans? 2. What is the most important

4. protect
a. They’re our biggest source of energy. environmental issue according to Mr Green?
b. They’re home to 50-80% of all life. a. He believes it’s preserving the oceans.
c. They’re the best way to reduce pollution. b. He believes it’s finding renewable energy.
d. They’re helpful with preserving the climate. c. He believes it’s saving marine life.
3. What is NOT true according to Mr Green?

d. He’s not sure which one is “most important”. Extra Practice Protecting the Environment
a. The natural world is a true wonder.
b. One million different kinds of animals live in the ocean. Have students practise talking about ways to protect
c. The main factor destroying ocean climates is pollution.
d. Hydropower is the best form of renewable energy. the environment by going over ways to combat certain
8 Circle the correct words.
environmental issues. Go over the environmental
1. Mr Green says we should reduce / preserve pollution in the ocean. issues from the lesson and the Teacher’s Note on
2. Mr Green says he has the most responsible / knowledge in preserving the ocean.
3. Mr Green said that the natural / environment world is a wonder.
environmental issues. Then put students into pairs
4. Mr Green believes “We need to help protect / reduce nature, and we need to keep or groups. Have them describe a solution for each
our oceans clean!”
73
environmental issue. Then have them practise talking
4 NF British (SB).indd 73 2020-06-18 �� 1:59:14 about the environmental issues and solutions using the
patterns below.
Listen Up “What can we do to fight (environmental issue)?” /

“We can (solution).”
5 Listen and number. Match the speaker with the
topic. 6-02
• Listen to the audio. What can we do to fight air pollution? / We can use
• Ask students to write the correct number next to each more renewable energy instead of fossil fuels.
topic. What can we do to fight deforestation? / We can use
• Replay the audio if needed. less lumber.
Answer Key
1. c 2. a 3. b 4. d
6 Listen again. Fill in the gaps with the correct

information. 6-02

• Ask students to write the missing words in the gaps.
Answer Key
1. rising 1.7 millimetres (mm)
2. destroy many homes
3. help the planet, simple, reducing
4. study, weather, inform
73
Lesson B Speaking
B Speaking Aim Report facts about the environment
Aim: Report facts about the environment Vocabulary

Vocabulary amount fear claim serious duty prevent rise effect
1. 2. 3. 4.


correct picture.
Answer Key 1. Mark’s speech did not have the ___________________ he wanted. No one was as excited as him.
2. It’s my ___________________ to watch the children when the teacher is out of the classroom.
1. amount 2. rise
3. If you want to ___________________ a fire in the kitchen, always practise cooking safely.
3. effect 4. fear 4. I am afraid of many things. I even have a(n) ___________________ of cats.
5. serious 6. claim 5. This is a very ___________________ subject, so please don’t laugh.
7. duty 8. prevent 6. Johnny and Peter ___________________ that the Earth is flat. I think they are wrong.
7. People are worried that the river’s water level will ___________________ and destroy houses during the rainy season.
• Practise again. Point at different pictures and ask 8. The ___________________ of pollution in the ocean is growing.

Grammar NOTE
The word that is often left out when changing direct speech to indirect speech, especially in informal situations.
2 Fill in the gaps with the best vocabulary words. 3 Look at the table. “He recycled it,” she said. → She said that he recycled it. / → She said he recycled it.
Reported Speech
• Ask students to read the sentences. Reported speech is used to tell others what’s been said.
• Ask students to write the best vocabulary word in each Direct Speech uses quotation marks and reports Indirect Speech uses different pronouns and can shift
exactly what someone has said. verbs to the past tense.
gap. Usage Direct Indirect
Reported
Clause
• Check students’ answers. Statement “She’s afraid of lightning,” I said. I told them that she’s afraid of lightning. that-clause
“Do you think climate change is a Kate asked if I thought climate change if-clause /
Answer Key Question
serious issue?” Jim asked. was a serious issue. whether-
clause
“Does the amount of pollution worry She asked whether the amount of
you?” she asked. pollution worries me.
1. effect 2. duty
“We must stop forest fires from He says we have to prevent fires. to-infinitive
Command
3. prevent 4. fear happening,” John said. clause
5. serious 6. claim 74
7. rise 8. amount
Teacher’s Note
Grammar
Indirect Speech Tense Changes
Explain to students that when using indirect speech,
the tense of what was said in direct speech must
OR change one step to the past. Make sure students
understand this change. Use the table below to show
students the different tense changes.
Direct Speech Indirect Speech
Extra Practice Indirect Speech Memory Game present simple changes to past simple
Have students sit in a large circle. Then choose one
present
student. Tell that student to say something about the changes to past continuous
continuous
environment. Then ask the student sitting on the left
of the first student to use indirect speech to report present perfect changes to past perfect
what the first student said. Then have him or her say
their own sentence about the environment. Next, ask past simple changes to past perfect
the student sitting to the left of the second student will changes to would
to repeat what the other students said using indirect
speech. Then have that student say his or her own can changes to could
sentence about the environment. Repeat this process
until each student has had a turn. See how far it can go
before a student can’t remember what other students
said.
74
6 Match the sentence parts. Then listen and check.
4 Rewrite the sentences in indirect speech. 6-06
1. “There has been a rise in the amount of rubbish at the park,” I said.
_________________________________________________________________________________ • Ask students to read the sentence parts.
2. “It’s your duty to protect the rainforest,” the scientist said.
_________________________________________________________________________________
• Ask students to match the correct sentence parts.
3. “Do you worry about the effects of climate change?” Paul asked. • Listen to the audio.
_________________________________________________________________________________
4. “They have a duty to recycle as much as possible,” Jack said.
• Ask students to check their answers.
_________________________________________________________________________________ • Replay the audio if needed.
5. “We must take climate change seriously!” she said.
_________________________________________________________________________________
Answer Key
Expressions
Reported speech descriptors 1. “Is climate change responsible for the rise in temperatures?” she
5 Listen and repeat. 6-05 asked.
Statement Speaker Tag Descriptor Word 2. “Everyone listen! We need to protect the rivers and lakes!” he
“The temperature has been rising every year,” Mum said.
shouted.
“It’s my duty to protect the planet!” the superhero shouted.
“I fear we’re going to have a storm,” Dad whispered. 3. “It’s our duty to prevent forest fires,” the park ranger exclaimed.
“The effect pollution has on our lakes is huge,” Johnny explained. 4. “It’s a very serious problem when there isn’t enough rain,” the farmer
“I take my duty very seriously!” Mr Johnson exclaimed.
explained.
6 Match the sentence parts. Then listen and check. 6-06 5. “We can stop climate change if we work together,” scientists claim.
1. “Is climate change responsible • • the rivers and lakes!” • • she asked.
2. “Everyone listen! We need to protect • • prevent forest fires!” • • the farmer explained.
3. “It’s our duty to • • for the rise in temperatures?” • • scientists claim.
4. “It’s a very serious problem
5. “We can stop climate change
•
•
• if we work together,”
• when there isn’t enough rain,” •
• • the park ranger exclaimed.
• he shouted. Speak Up
Speak Up 7 Listen and then answer the questions using
7 Listen and then answer the questions using indirect speech. Use the speaker tag under indirect speech. Use the speaker tag under the
the picture. 6-07 picture. 6-07
1. Q: What did she say about 2. Q: What is the problem • Ask students to read the questions.
pollution? in the city centre?
________________________ ________________________ • Listen to the audio.
scientist ________________________ reporter ________________________
• Ask students to write the answers in indirect speech on
3. Q: What did she say about 4. Q: What did the man say
each line.
the number of fires last year? about the ocean? • Replay the audio if needed.
________________________ ________________________
firefighter ________________________ fisherman ________________________ • Check students’ answers.
8 What did you learn today? Use reported speech to talk about what you’ve learned from Answer Key
your teacher and classmates.
75
Sample Answers
1. The scientist said the amount of pollution was too great.
2. The reporter said there is a serious amount of water!
3. The firefighter said that last year they had a hundred fires.
4 Rewrite the sentences in indirect speech. 4. The fisherman said that the ocean was too dirty.

• Ask students to rewrite each sentence in indirect speech 8 What did you learn today? Use reported speech
on each line. to talk about what you’ve learned from your
• Check students’ answers. teacher and classmates.
Answer Key
• Ask students to discuss the things they’ve learned
1. I told them (that) there had been a rise in the amount of rubbish (at
today.
the park).
• Tell students to use reported speech to talk about what
2. The scientist said it was his duty to protect the rainforest.
3. Paul asked me if I worried about (the effects of) climate change. they’ve learned.
4. Jack said they had a duty to recycle (as much as possible). • Check students’ conversations to make sure they’re
5. She said we had to take climate change seriously. speaking properly.
class.
Expressions • Ask follow-up questions.
Reported speech descriptors • Give feedback.

OR
• Ask students if they know what kind of topic is being
highlighted.
75
Lesson C Reading
C Reading Aim Read an interview with an environmental expert
Aim: Read an interview with an environmental expert Vocabulary

Vocabulary flood destroy disappear forever permanent future discussion survive
1. 2. 3. 4.

correct picture.
1. survive • • a. the act of talking with others about ideas
1. disappear 2. future • • b. for all time
2. future 3. flood • • c. to no longer exist
3. destroy 4. destroy • • d. lasting for a long time

5. disappear • • e. to live through something, such as a dangerous event
4. flood
6. discussion • • f. to fill with large amounts of water
5. survive 7. permanent • • g. to damage or ruin something
6. discussion 8. forever • • h. a period of time that happens later—after the present
7. permanent
8. forever
Pre-reading
• Practise again. Point at different pictures and ask 3 Look at the pictures. Talk with a partner. What do you think is happening? What
different effects might these changes have on people and the planet?

definition.
76
Answer Key
1. e 4 NF British (SB).indd 76 2020-06-17 �� 8:18:26
2. h
3. f Teacher’s Note
4. g
Consequences of Climate Change
5. c
6. a Explain some of the effects of climate change if
7. d students are having trouble with activity 3 . Also,
8. b explain to them where in the world certain effects can
be felt the worst. Below is a list of some effects of
climate change.
Pre-reading • Changing rain and snow patterns
3 Look at the pictures. Talk with a partner. What do • Stronger and more frequent storms
you think is happening? What different effects • Higher temperatures and more heatwaves
might these changes have on people and the • More droughts and wildfires
planet? • Warmer oceans
• Melting glaciers / ice caps and rising sea level
• Less snow and ice
• Thawing permafrost
• Tell students to discuss what the pictures show and
• Changing animal migration and life cycles
what their impact to people and the planet might be.
• Changing plant life cycles
• Shrinkage in fresh water and food harvests
• Increased water and food prices
• Give feedback.
76
Comprehension
4 Read the interview. 6-09

NOTE
Happy Planet
Predict means to guess that something will
Our
happen in the future.
false.
Garry: Hello, everyone! And welcome to the Our Happy Planet Talk Show. We’re here with Professor Julie Bright, • Replay the audio if needed.
a scientist and expert on climate change.
Julie: Thanks, Garry. • Check students’ answers.
Garry: So, Julie, in your opinion, do we do enough to keep our planet healthy?
Julie: Actually, I think that the world is going to end in the next hundred years. Answer Key
Garry: I’m sorry. In a hundred years? Oh dear... that’s terrible. Can you explain further?
Julie: It’s because we’ve already done too much damage to the planet, and now that damage is permanent. In 1. true
my opinion, we’re past the point of trying to protect the planet. Now we should try to save ourselves.
Garry: Surely there’s something we can do. What’s the cause of all this damage?
2. false
Julie: Well, the cause is pollution, and its effect is climate change. It’s destroying our planet, and it will continue 3. false
to do so. It’s to the point that we cannot stop it. It’s causing the ice caps to melt. [A] Soon they will all
disappear. This in turn will cause sea levels to rise. [B] It’s predicted that sea levels will rise another 48
4. false
centimetres by the year 2050. This will flood many coastal cities. They will be lost forever
beneath the water. Flooding isn’t the only problem being caused by climate change
either. Climate change is causing droughts, famine, fires, and other disasters to
happen more often all over the world. [C] The bottom line is: we’re losing the
6 Read the statements. Then fill in the boxes with
fight against climate change. the best place to insert the sentences [A–C].
Garry: But, Professor, if we stop polluting the environment, can’t we prevent
these disasters that you are predicting? • Ask students to read the sentences.
Julie: Hmm… Well, it couldn’t hurt. But, in order for us to make a real
difference, we’d have to stop polluting the planet now. Climate • Ask students to write in each box the letter
change is a problem for all people living now. It’s not a problem for our
kids or our kids’ kids.
corresponding to where the sentence should fit in the
text.
Comprehension
1. Julie believes the damage done to the planet is permanent. true false Answer Key
2. Sea levels have risen 48 centimetres. true false
3. Melting ice caps cause droughts, famines, fires, etc. true false 1. A
4. Julie thinks natural disasters cannot be prevented. true false
2. C
6 Read the statements. Then fill in the boxes with the best place to insert the sentences 3. B
[A-C].
The ice caps have melted faster in the last 20 years than they have in the past 10,000 years.
These disasters can also cause issues such as lack of food and water.
The sea level has increased by 23 centimetres in the last 140 years. Challenge
NOTE
Challenge
Effect is usually a noun, and it means the result of a
change. Affect is usually a verb, and it means to change. 7 Talk with a partner.
7 Talk with a partner. • Tell students to find a partner.
1. Do you agree with the reading? What do you agree/disagree with?
2. What would the world look like if the ice caps melted?
3. Do you know anyone who has been in a natural disaster? How did it affect them?
77
with the class.
4 Read the interview. 6-09

Extra Practice Calls to Action
OR Have students work in pairs or groups. Have each
• Read the reading aloud. student think about the things their country is doing
OR to fight the effects of climate change. Tell students to
• Ask students to read parts of the reading aloud. research online if needed. Then have them make a list
• Replay the audio if needed. of other ways their country can fight climate change.
Have students give reasons for their list items. Then tell
students to make a poster showing their list items and
their outcomes. Finally, when everyone is finished, have
each pair or group of students present their ideas and
poster to the class. Vote on which ideas are the best
and why. Remember to ask follow-up questions and
give feedback.
77
Lesson D Writing
D Writing Aim Write a summary of what a speaker has said
Aim: Write a summary of what a speaker has said Vocabulary

Vocabulary
public transport crops increase produce
disease accurate global season
the book.
Answer Key
1. My plant seems to be sick. It’s covered in dark spots; I think it has a(n) ______________________.
From left to right, top to bottom 2. I’m trying to draw a(n) ______________________ picture of the Earth for my science project.
3. Do you think cars ______________________ a lot of pollution?
5. public transport
4. Winter is the coldest ______________________. It’s when we use a lot of electricity for heat and light.
7. crops 5. Scientists around the world are working together on a(n) ______________________ study of climate change.
1. increase 6. Without ______________________, many people would not be able to travel around the city.
8. produce 7. What kind of ______________________ does that farm have? It looks like corn, but I’m not sure.
4. disease 8. There’s been a(n) ______________________ in the number of forest fires this year. Last year we had just three.
This year we’ve had six!
6. accurate
3. global
2. season Focus NOTE
We use too before adjectives, adverbs, or the determiners much and many.
3 Talk with a partner. We use enough after adjectives or adverbs and before nouns.
Do you think there is enough public transport ?

Do you think there are enough crops ?
No, I don’t think there’s enough.
• Ask students to read the sentences. No, I think we will need more.
• Ask students to write the best vocabulary word / phrase Do you think there are too many buses ?
What happened to the crops?
in each gap.
• Check students’ answers. They died because the disease No, I think there are enough.
was too hard to cure.
Answer Key
1. disease
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2. accurate
3. produce 4 NF British (SB).indd 78 2020-06-17 �� 8:18:30
4. season
5. global Teacher’s Note
6. public transport
Writing a Summary
7. crops
8. increase Before presenting activity 9 , review the steps of
writing a summary with students. Below is a list of
steps to follow.
Focus
• Read, reread, or re-listen to the material you want to
3 Talk with a partner. summarise
• Read the short conversations aloud or ask two students • Identify the main controlling idea in the original
to read the short conversations aloud. writing
• Ask students to practise the conversations with a • Identify the main supporting points
partner. • Identify key words
• Tell students to practise the conversations again but to • Paraphrase key words and the main ideas
talk about different environmental ideas. • Check sentences against the original material to make
sure all main ideas are included
• Check sentences to make sure no new information or
Extra Practice Write a Persuasive Essay opinions of the summary writer are included
After activity 9 , have students use the ideas in [Track • Rewrite sentences using appropriate transitions to link
6-11] to write a persuasive essay on why climate one idea to another
change is important and what we can do to fight its
effects. Tell students to first gather their ideas and
make an outline. Tell them to include a main point /
thesis statement, one or two paragraphs stating
supporting details and arguments, and a conclusion
paragraph restating the thesis statement and explaining
a call to action. Then have them write their essays on a
78
6 Write the direct reported speech as indirect
4 Fill in the gaps with enough or too. reported speech.
1. We produce ____________________ much rubbish.
2. There aren’t ____________________ people talking about global warming.
3. Do you think we grew ____________________ crops this season? • Ask students to rewrite the sentences on the lines using
4. The plants were sick for ____________________ long. The disease killed them.
indirect reported speech.
5. It’s ____________________ difficult to predict the amount of rain that will fall.
Grammar NOTE
When reporting speech, the pronoun may be included or omitted. Answer Key
5 Look at the table. She asked (me) what time he gets here.
Direct and Indirect Reported Speech Questions

1. He asked if I thought there had been an increase in temperature.
When we report a question, the question becomes a statement. There is no longer a question mark, and the 2. She asked who was growing crops (this year).
word order becomes subject-verb-object. Like reported statements, in reported questions, pronouns and tenses
may shift. 3. He asked how he could find (some) public transport.
Question Type Direct Reported Speech Indirect Reported Speech 4. They asked what kinds of cars produced so much pollution.
yes-no questions “Do you think global warming is He asked me if I thought global
real?” he asked. warming was real. 5. The scientist asked if I thought the report on global warming was
wh-questions: who, what, when, “What does ‘produce’ mean?” She asked what “produce” means. accurate.
where, why, how she asked.
who, whom, what “What kind of crops are these?” He asked what kind of crops they
he asked. were.
Writing
when, where, why, how “How accurate is this chart?” the The teacher asked how accurate the
teacher asked. chart was.
6 Write the direct reported speech as indirect reported speech. 7 On a separate piece of paper, listen and write the
1. “Do you think there has been an increase in temperature?” he asked.
_____________________________________________________________________________ questions the interviewer asked. Then change the
2. “Who is growing crops this year?” she asked. questions to indirect reported speech statements.
_____________________________________________________________________________
6-11
3. “How can I find some public transport?” he asked.
_____________________________________________________________________________ • Listen to the audio.
4. “What kinds of cars produce so much pollution?” they asked.
_____________________________________________________________________________
• Ask students to write down the questions they hear and
5. “Do you think this report about global warming is accurate?” the scientist asked. then change them to indirect reported speech.
_____________________________________________________________________________
• Tell students to write on a separate sheet of paper.
Writing • Check students’ answers.
7 On a separate piece of paper, listen and write the questions the interviewer asked. Then
change the questions to indirect reported speech statements. 6-11 Answer Key
8 Listen again. Take notes on the facts given by Nadia. Talk with the class. Report what you Possible Answers
heard and try to get all the facts. 6-11
1. Max asked Nadia what global warming was.
9 Write a summary of the interview. Listen again to check your answers. 6-11
2. Max asked Nadia if she could tell him about the increase in global
79 temperatures.
3. Max asked Nadia what climate change meant.
4. Max asked Nadia why he should be worried about changes in the
weather.
4 Fill in the gaps with enough or too.
• Ask students to read the sentences. 8 Listen again. Take notes on the facts given by
• Ask students to fill in the gaps with enough or too. Nadia. Talk with the class. Report what you heard
• Check students’ answers. and try and get all the facts. 6-11
Answer Key • Listen to the audio.

• Ask students to take notes of the facts from Nadia.
1. too
• Tell students to write on a separate sheet of paper.
2. enough
3. enough • Replay the audio if needed.
4. too • Ask students to report what they took notes of.
5. too • Write all the facts students say on the board.
• Tell students any facts that they have missed.
• Give feedback.
Grammar
5 Look at the table. 9 Write a summary of the interview. Listen again to
• Read the contents of the table. check your answers. 6-11
OR • Ask students to write a summary of the interview.

• Ask students to read the table. • Tell students to write their summaries on a separate
• Ask students if they know what kind of grammar point sheet of paper.
is being highlighted. • Check students’ summaries to make sure they’re writing
correctly.
• Ask students to listen to the audio to check that their
summaries are correct.
• Ask some students to present their summaries to the
class.
• Give feedback.
79
Lesson E Project
E Project Aim Interview people about environmental problems
Aim: Interview people about environmental problems Video

1. natural disaster • • a. a strong storm with circular winds in the Atlantic Ocean
Video 2. drought • • b. changes in the world’s weather that are believed to be caused by human activity
3. hurricane • • c. an event in nature, such as an earthquake, that can harm lots of people
1 Match the words with the definitions. 4. climate change • • d. a long period when there is little or no rain
• Ask students to read the words and the definitions. 2 Look at the pictures. What do you think the video will be about? Talk with a partner.
• Ask students to match each word / phrase with the Video

correct definition.
Answer Key
1. c
2. d
3. a
4. b
2 Look at the pictures. What do you think the 4 Watch again. Put a tick ( ) next to the words you hear.
Video
6
video will be about? Talk with a partner. inform disappear discussion increase disease

responsible preserve produce protect destroy
they’re about to watch. 5 Watch again. Rewrite the statements in the given reported speech form.
Video
6
• Tell students to talk with a partner. 1. (indirect) 2. (direct)

• Tell students to share their predictions with their “So, Phil Guy, you have some “Oh, every one of us is responsible for
knowledge on global warming, the environment, Gloria.”
partner. don’t you?” ____________________________
____________________________ ____________________________
Scan the QR code to link to the Unit 6 video. ____________________________ 4. (indirect)

3. (direct) “If we don’t stop climate change, we’re
“Maybe I’m doing enough already.” looking at so many natural disasters.”
3 Watch the video. Number the pictures in order. ____________________________ ____________________________

____________________________ ____________________________
Video
6
80
• Play the video for students.
• Ask students if their predictions were correct. 4 NF British (SB).indd 80 2020-06-17 �� 8:18:36
• Ask students to number the pictures in order.

• Play the video again if needed. 5 Watch again. Rewrite the sentences in the given
• Check students’ answers. reported speech form. 6
Video
Answer Key • Play the video again.

From left to right • Ask students to read the sentences.
• Ask students to rewrite the sentences in the given
2, 3, 1
reported speech forms.
hear. 6
Video Answer Key
Possible Answers
• Ask students to put a tick next to the words they hear. 1. Gloria asked Phil Guy if he had some knowledge on global warming.
2. “Oh, every one of us is responsible for the environment, Gloria,” said
Phil Guy.
3. Gloria said, “Maybe I’m doing enough already.”
Answer Key 4. Phil said that if we don’t stop climate change, we will be looking at
many natural disasters.
discussion, increase, preserve, protect, destroy
Teacher’s Note
Hurricanes, Cyclones, and Typhoons
Explain to students that hurricanes, cyclones, and
typhoons are the same weather phenomenon. They
have different names in different parts of the world. In
the North Atlantic Ocean and Northeast Pacific, they
are hurricanes. In the Northwest Pacific Ocean, they are
typhoons. In the South Pacific and Indian Ocean, they
are cyclones.
80
8 Each member of the group will interview
different people. Describe the problems in
Century Skills 6 and ask the questions. Take notes of the
Environmental Reporter Creativity Collaboration interviewees’ answers.
• Ask students to split up from their groups.
6 Read the problems. Then write questions asking how to fix the problems.
• Ask students to walk around and ask different students
the questions they made in activity 6 about the
Problem problems they chose.
The world uses too much
water.
There are an increasing number
of forest fires.
Climate change is causing
permanent damage to the
• Tell students to write the answers they get on a
environment.
Ex. How can we reduce the ___________________________ ___________________________
Question amount of water we use? ___________________________ ___________________________
___________________________ ___________________________ speaking properly.
• Tell students to go back to their groups when they are
finished.
Problem
Global warming is causing Hurricanes and typhoons are Cities are producing too much
strange weather. becoming more common. rubbish.
___________________________ ___________________________ ___________________________
9 Report your findings to your group. Then do
Question ___________________________ ___________________________ ___________________________ research. Go online to find solutions to each
___________________________ ___________________________ ___________________________
problem. Report your findings to the group and
7 Get in a group. Choose three problems in 6 to find solutions to. prepare a short report on a separate piece of
paper to present to the class.
8 Each member of the group will interview different people. Describe the problems in 6
and ask the questions. Take notes of the interviewees’ answers. • Ask students to report their findings from activity 8 to
9 Report your findings to your group. Then do research. Go online to find solutions to each their group.
problem. Report your findings to the group and prepare a short report on a separate piece
of paper to present to the class.
• Ask students to research their problems online.
Problem #1 Problem #2 Problem #3
• Ask students to compare the online research to the
Solution #1: Solution #1: Solution #1: answers and solutions they got from activity 8 .
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
• Ask students to write down the best three solutions
Solution #2: Solution #2: Solution #2: they have.
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
• Tell students to write their solutions in the book or on a
Solution #3: Solution #3: Solution #3: separate sheet of paper.
• Ask students to discuss and compile all of their
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
problems and solutions in their groups.
10 Present your findings to the class and discuss.
• Tell students to write everything on a separate sheet of
81 paper.
correctly.
• Give feedback.
21st Century Skills
6 Read the problems. Then write questions asking 10 Present your findings to the class and discuss.
how to fix the problems. • Ask each group to present their findings to the class.
• Ask students to read about the problems in the table. • Write each group’s problems and solutions on the
• Ask students to write questions on how to fix each board.
problem. • Discuss the problems and solutions.
• Tell students to write their questions in the book or on a • Vote on which solutions were the best.
separate sheet of paper. • Ask follow-up questions.
• Check students’ questions to make sure they’re writing • Give feedback.
correctly.
• Give feedback.
Extra Practice Personal Changes to Save the
Environment
7 Get in a group. Choose three problems in 6 to
find solutions to. After activity 10 is finished, discuss the changes that
• Tell students to get into groups of three. individuals can make in their daily lives to be more
• Ask students to choose three of the problems from environmentally friendly. Discuss things such as driving
activity 6 . an electric or hybrid vehicle, installing solar panels on
• Tell students that each group member must have a one’s home, using reusable shopping bags, cups, and
different problem. utensils, and so on. Then have students think of their
daily lives. Tell each group to think of small changes
they can make to help save the environment. Next,
tell each group to make a poster about their changes.
Finally, have each group present their work to the
class. Remember to ask follow-up questions and give
feedback.
81
Review Unit 5-6
Review Unit 5-6
gaps. Urgent Announcement for Building Residents

A number of 1. __________________ have been reported by residents in the building. In most cases, the
• Ask students to read the reading. leaks are coming from the ceiling. They are damaging walls and carpets. We have had expert advice from
• Ask students to circle the best words / phrases to fill in a(n) 2. __________________, and we think the leaks are caused by damaged pipes from the shower units.
the gaps. If you have this problem, there are two possible solutions. You can fix the pipes 3. __________________
with simple 4. __________________ which can be 5. __________________ or rented from the local
• Ask students to write the words / phrases in the gaps. hardware shop. Or you can buy and 6. __________________ a new shower unit and pipes. This second
• Check students’ answers. option is more expensive, but you will save money on 7. __________________ because new shower units
are more water and energy 8. __________________.
Answer Key For a step-by-step video guide on how to fix the pipe or install a new shower unit,
visit the residents’ website: www.daytonlodge.co.uk.
1. c, leaks 1. a. equipment b. tools c. leaks d. conditions

2. a, plumber 2. a. plumber b. expert c. director d. friend
3. a. ourselves b. through c. himself d. yourself
3. d, yourself 4. a. support b. waste c. tools d. conditions
5. a. purchased b. issued c. paid d. supported
4. c, tools 6. a. examine b. install c. heat d. complete
7. a. hardware shops b. leaks c. electricity d. issues
5. a, purchased 8. a. simple b. efficient c. urgent d. expert
6. b, install
7. c, electricity 2 Read and fill in the gaps with the words in the box. One word is not used.
8. b, efficient produce public transport reduce responsible
effect future protect recycle
2 Read and fill in the gaps with the words in the THREE THINGS YOU CAN DO TO HELP 1. __________________ OUR PLANET
We all know that climate change and pollution are huge issues. It’s easy to point the finger and
box. One word is not used. blame others for the problems, but we are all 2. __________________. So what can we do
personally to help solve these problems? Here are three things you can start doing today for a
• Ask students to read the reading. greener 3. __________________:
• Ask students to write the correct word / phrase from 1. Reuse plastic bags.
Plastic shopping bags often end up in the ocean or polluting other natural environments. So when you go
the box in the gaps. shopping for food, books, etc., take a reusable bag. If you do have to use a plastic bag, don’t throw it away.
You can reuse that, too!
• Check students’ answers. 2. Rethink your travel habits.
The regular use of cars and aeroplanes has a negative 4. __________________ on the health of the planet. So
if you have a car, sell it and use 5. __________________ or ride a bicycle instead. You will be healthier, and
Answer Key you’ll save money.
1. protect 3. Save electricity

In many countries, power stations 6. __________________ electricity by burning coal. This is dirty and damages
2. responsible the environment. We should try to 7. __________________ the amount of electricity we use. You can save
3. future electricity at home by using energy efficient light bulbs, reducing air conditioner usage, and turning off lights
when you’re not using them.
4. effect
82
5. public transport
6. produce 4 NF British (SB).indd 82 2020-06-17 �� 8:19:02
7. reduce
Teacher’s Note
Say and Tell
Remind students that, in indirect speech, say and tell
are used a little differently. Say is used when there is no
indirect object. For example, “He said he was hungry.”
In contrast, tell is used when one says who was being
spoken to, i.e., with an indirect object. For example,
“He told us he was hungry.” Make sure students
understand this difference.
82
3 Use the prepositions to complete the sentences.
out of around through off into • Ask students to read each sentence and circle true or
1. Guess whom I ran _______________ at the supermarket! George Posen! Remember him? He’s back in the city now.
false.
2. Suddenly the car stopped. That’s when I realised: we had run _______________ petrol!
3. I think I understand the plan. But could you just run _______________ it one more time so we’re completely clear?
4. I didn’t have lunch today. I was too busy running _______________ getting ready for the start of the conference.
Answer Key
5. The end of the film was amazing. They killed the bad guy and then ran _______________ together to Brazil.
1. true
2. false
4 Rewrite the sentences in indirect reported speech. 3. false
1. Mike said, “I think I can fix it myself.” 4. true
__________________________________________________________________________
2. John asked me, “Where is the kitchen?”

__________________________________________________________________________
6 Listen to the four people and then number the
3. Miranda said, “I will go home at 8 p.m.” pictures. Then write some advice on a separate
__________________________________________________________________________ piece of paper on how they can help to protect
4. Layla said, “I have been to the south coast many times, but I still don’t like it.”
the planet. R3-02
__________________________________________________________________________
• Ask students to number the pictures.
5 Listen and circle true or false. R3-01 • Ask students to write some advice on how these people
1. Geoff’s window frames are in bad condition. true false
can help to protect the planet.
2. Sandra is able to install window frames herself. true false
• Tell students to write their advice on a separate sheet of
3. Tony is a professional plumber. true false
4. Tony installed new water pipes at Sandra’s house. true false
paper.
6 Listen to the four people and then number the pictures. Then write some advice on a Answer Key
separate piece of paper on how they can help to protect the planet. R3-02
Jonah – 4
Jonah Steve Janet Tess Steve – 3
Janet – 2
Tess – 1
Teacher’s Note
83 Environmental Advice
4 NF British (SB).indd 83 2020-06-17 �� 8:19:03 After activity 6 , ask each student to share their advice
with the class. List the advice on the board. Then rank
3 Use the prepositions to complete the sentences. each piece of advice. Do this by asking students to raise
their hands for each piece of advice they think should
be first and so on. Discuss as a class why certain pieces
• Ask students to write the correct preposition from the
of advice are better than others. Then ask students if
box in the gaps. they can think of additional advice as the discussion
goes on.
Answer Key
1. into
2. out of
3. through
4. around
5. off
4 Rewrite the sentences in indirect reported

speech.
• Ask students to rewrite each sentence on the lines
using indirect reported speech.
Answer Key
1. Mike said he thought he could fix it himself.
2. John asked me where the kitchen is / was.
3. Miranda said she would go home at 8 p.m.
4. Layla said she had been to the south coast many times but she still
didn’t like it.
83
Unit
7 WE LOVE SPORT!
This unit will give students the ability to talk about sports,
free-time activities, and hobbies using gerunds, infinitives,
and comparative and superlative adverbs. it
Un
Unit 7 AIMS
Lesson A: Listen to people talk about their interests
WE LOVE SPORT!
Lesson B: Describe hobbies you like and why you like
them
Lesson C: Read about sporting rivalries
Lesson D: Write a sports report
Lesson E: Create a fantasy football team
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Listen to people talk about their interests
Lesson A Lesson B B Speaking Describe hobbies you like and why you like them
amusing dislike C Reading Read about sporting rivalries

be into (something) feel like
D Writing Write a sports report
complicated horrible
creative intend E Project Create a fantasy football team
fond of keen on
hate magnificent
photography ought to 84
can / can't stand so-so
Lesson C Lesson D
champion ability
championship block
courage captain
defeat injure
defend pass
effort shoot
succeed teammate
unbelievable tournament
84
An infinitive is a verb that can act as different parts of
speech in sentences. It is formed using to + verb.
Usage Example
I always forget to stretch
As an object after a verb
before playing football.
To stretch is the most
As a subject at the beginning
important thing to do before
of a sentence
playing any sport.
I forgot to stretch before
As an adverb that modifies
playing football this
a verb
morning.
I didn’t have time to stretch
As an adjective that modifies
before the football match
a noun
started.
Infinitives come after some I told them to stretch before
verbs, nouns, or pronouns the game.
There are a number of verbs that can be followed by

either gerunds or infinitives. Some of these verbs have the
same meaning with both gerunds and infinitives; other
verbs change in meaning.
Usage Example
The meaning of the main I like exercising in the park. /
verb doesn’t change. I like to exercise in the park.
He stopped stretching his
legs. (He quit stretching his
Look at the photo and answer the questions. The meaning of the main legs).
1. What are the people doing? verb changes. He stopped to stretch his
2. What do you like doing in your free time? legs. (He stopped and then
3. What kinds of sports do you like to play? stretch his legs).
4. Whom do you enjoy playing sport or doing other activities with? Why?
85
Unit 7 Discussion

Key Grammar
gerunds and infinitives • Give corrections and ask follow-up questions.
A gerund is a verb in the present participle form and acts • Ask students to talk with a partner. Have students take
as a noun that names an activity, not a person or a thing. turns asking the questions on the page to their partner.
It is formed using verb + -ing.
Usage Example Extra Practice More Discussion

As a subject at the beginning Hiking is my favourite Ask more questions about sports and free-time
of a sentence outdoor activity. activities.
As an object after a verb I enjoy hiking.
As an object after a I look forward to hiking this What kinds of sports do you like to watch?
preposition weekend. What are your favourite indoor free-time activities?
Gerunds come right after I avoid hiking in crowded Why?
some verbs areas. What are your favourite outdoor free-time activities?
Why?
Do you prefer solo or team / group activities and
sports? Why?
85
Lesson A Listening
A Listening Aim Listen to people talk about their interests
Aim: Listen to people talk about their interests Vocabulary Focus

Vocabulary I love / like skateboarding.

What about you?

amusing photography It’s OK. I’m really
into / fond of
• Listen to the audio. snowboarding, though.
It’s more exciting than
• Ask students to repeat aloud after the audio. skateboarding.

vocabulary word / phrase next to the word / phrase in be into (something) fond of
Going to
museums is OK.
the book. I really hate /

can’t stand
going to the
I am not into
opera, though.
/ not fond
Answer Key of going to
It’s more boring
than going to
museums. How
From left to right, top to bottom hate can / can’t stand about you?
museums.
4. amusing
7. photography
NOTE
6. be into (something) Love, like, hate, and can / can’t stand are stative verbs.
Remember that stative verbs are verbs that express
feelings or thoughts rather than actions. Other common
1. fond of complicated creative stative verbs include adore, mind, think, and enjoy.
2. hate
8. can / can’t stand 2 Fill in the gaps with the best vocabulary 4 Listen and circle the answers. 7-02
words. Two words will not be used.

5. complicated 1. What does Dean love
1. Tom is so funny. Don’t you think his jokes are
reading?
3. creative _______________________? a. comic books
b. manga
2. I _______________________ eating seafood. I’ve never c. artwork
• Practise again. Point at different pictures and ask liked the way it tastes.
students to say the words. 3. My little brother loves _______________________. He 2. Why does Tim like
takes lots of pictures in his free time. painting?
a. It’s more artistic.
2 Fill in the gaps with the best vocabulary words. 4. Ben designs new kinds of paper aeroplanes. Some of his b. It’s more exciting.
c. It’s expensive.
Two words will not be used. designs are very _______________________.
5. I don’t understand how to put this table together. The

• Ask students to read the sentences. instructions are too _______________________.
3. What will Jay and Bob
probably do this weekend?
• Ask students to write the best vocabulary words / 6. None of us _______________________ taking the
a. go fishing
b. go surfing
phrases in the gaps. underground in the morning because it’s too crowded. c. go camping
• Tell students that two words will not be used. 86

Answer Key
Teacher’s Note
1. amusing
2. hate Free-Time Activities
3. photography Tell the students about some free-time activities you
4. creative
enjoy. Then ask students about common free-time
5. complicated
activities they know of. Have them list their top 10
6. can stand
activities on a sheet of paper. Tell students to get in
groups after that. Have each group compare their
top 10 activities and then make a new list of top 10
Focus activities. Finally, ask each group to tell you their top
3 Talk with a partner. 10 lists. Write them on the board. Then come up with
• Read the short conversations aloud or ask two students a class list of top 10 activities. If students are having
to read the short conversations aloud. trouble thinking of activities, help them out by naming
• Ask students to practise the conversations with a some of your favourite activities again.
partner.
talk about different free-time activities.

Answer Key
1. b 2. a 3. b
86
Challenge
Listen Up
5 Listen. Then write the name of the person under the correct hobby. 7-03
1. 2. 3. 4. • Listen to the audio.

6 Listen again. Circle and fill in the gaps. 7-03

Answer Key
love, hate, surfing, amusing
But I really love / like
_______________________. It’s so much Right now, most of my
more _______________________ than friends are fond of / into
1. Lisa dancing to me. 2. Zach _______________________. 8 Listen again and answer the questions. 7-04
They’re OK. I really love
_______________________, though. • Listen to the audio.
I hate / love playing
3. Jamie • Replay the audio if needed.
_______________________. There’s just
I used to be into / can’t stand going to the
nothing amusing about them. I’m really into
_______________________ with my friends.
_______________________ RPGs, though.
_______________________ is totally more
exciting than regular skateboarding because Answer Key
you go so much _______________________.
4. Kelly 1. b
Challenge 2. a
3. b
love hate surfing painting
4. c
cycling camping want amusing 5. a. false
b. false
c. true
1. Why does Glen want to go to the skatepark? 2. What can’t Jackie stand?
a. to skateboard a. the beach
d. false
b. to take photos and hang out b. the skate park
c. to go surfing c. photography
3. What are Marcus’s hobbies? 4. Why isn’t Glen really into skateboarding?
a. skateboarding and surfing a. He thinks it’s not amusing. Extra Practice Free-Time Activities
b. skateboarding and sailing b. He thinks it’s not complicated.
c. skateboarding and photography c. He thinks it’s not creative. Have students practise talking about free-time activities
5. Circle true or false.
a. Sandra fell off her surfboard last weekend. true false
using the patterns below.
b. Everyone will go sailing on Saturday. true false
c. Marcus’s sister is into photography. true false “What do you enjoy doing in your free time?” / “I
d. Sandra is probably into water sports. true false
87
enjoy (activity 1). What about you?” / “I enjoy (activity
2). It’s more (adjective) than (activity 1).”
What do you enjoy doing in your free time? / I enjoy

Listen Up
watching films. What about you? / I enjoy playing
5 Listen. Then write the name of the person under football. It’s more exciting than watching films.
the correct hobby. 7-03

• Ask students to write the speakers’ names under the
correct pictures.
Answer Key
1. Jamie
2. Zach
3. Kelly
4. Lisa
6 Listen again. Circle and fill in the gaps. 7-03

• Ask students to circle the correct word(s) and fill in the
gaps.
Answer Key
1. love, photography, creative
2. into, action films, horror films
3. love, all kinds of video games, action
4. be into, skate park, Downhill skateboarding, faster
87
Lesson B Speaking
B Speaking Aim Describe hobbies you like and why you like them
Aim: Describe hobbies you like and why you like them Vocabulary
Vocabulary
feel like intend keen on so-so
vocabulary word / phrase next to each word / phrase in
dislike horrible ought to magnificent
the book.
Answer Key
1. Wow! That was the worst film ever. It was so _____________________.
From left to right, top to bottom 2. Whoa! Look at that _____________________ bird. Its colours are so beautiful.
3. Don’t take a taxi. Traffic is too bad right now. You _____________________ take the underground.
5. feel like
4. I _____________________ eating a hamburger for lunch.
8. intend
5. These pretzels are just _____________________. There’s nothing special about them.
6. keen on
6. It looks like it’s going to rain, so I’m not really _____________________ going to the park today.
7. so-so 7. I hate swimming, so I _____________________ pretty much all water sports.
3. dislike 8. Concert tickets are so expensive, so I don’t _____________________ on going to any concerts.
2. horrible
1. ought to
4. magnificent Grammar
• Practise again. Point at different pictures and ask Gerunds (verb + -ing) Infinitives (to + verb)
A gerund is a verb in present participle form and acts as An infinitive is a verb that acts as a part of speech in a
students to say the words. a noun that names an activity, not a person or a thing. sentence.
Examples
- As a subject at the beginning of a sentence: - As an object after a verb:
2 Fill in the gaps with the best vocabulary words. Fishing is one of my hobbies. I always forget to eat breakfast.
- As an object after a verb: - As a subject at the beginning of a sentence:
• Ask students to read the sentences. I enjoy fishing.
- As an object after a preposition:
To eat breakfast is my favourite part of the morning.
- As an adverb that modifies a verb:
• Ask students to write the best vocabulary word / phrase I look forward to fishing this weekend.
- Gerunds come right after some verbs:
I forgot to eat breakfast this morning.
- As an adjective that modifies a noun:
in each gap. I avoid fishing in crowded areas. I didn’t have the energy to eat breakfast.
- Infinitives come after some verbs, nouns, or pronouns:
• Check students’ answers. I asked her to eat breakfast.
88
Answer Key
1. horrible
2. magnificent
Teacher’s Note
3. ought to
4. feel like Gerunds or Infinitives
5. so-so Explain to students that gerunds are often used when
6. keen on
actions are real, fixed, or completed. For example, “I
7. dislike
enjoy fishing.” On the other hand, infinitives are often
8. intend
used when actions are unreal, abstract, or in the future.
For example, “He wants to fish.” Sometimes, the use
of a gerund or an infinitive changes the meaning of
Grammar a sentence entirely. For example, “I stopped to eat a
3 Look at the table. burger.” vs. “I stopped eating burgers.” Make sure
• Read the contents of the table. students understand these differences and when to use
OR gerunds and infinitives.
• Ask students if they know what kinds of grammar
points are being highlighted.
88
Expressions
4 Fill in the gaps with the correct gerund or infinitive form of the given verbs. Answers may vary.
Showing interest
1. I feel like ___________________ (play) rugby down at the leisure centre. NOTE
Verbs followed by either
2. My coach asked me ___________________ (go) to practice early tomorrow.
3. No one here is keen on ___________________ (see) that film tonight.
a gerund or infinitive
with no change in 5 Look at the table.
meaning: begin, continue,
4. My friends promised ___________________ (meet) me at the comic book shop after school. hate, intend, like, love,
prefer, and start • Read the contents of the table.
5. Charles has stopped ___________________ (eat) burgers. They are too unhealthy.
OR
Verbs followed by a
6. We recently volunteered ___________________ (plant) trees at the park. gerund or infinitive with
a change in meaning:
7. Sebastien managed ___________________ (get) to the meeting on time. forget, remember, and
stop
8. These instructions are horrible. I’m having trouble ___________________ (put) this desk together.
Expressions NOTE being highlighted.
Showing interest In English, the tone in which something is said can determine the level of interest one wishes to express.
For example, the expression “You’re joking, right?” can express different levels of interest based on the tone
5 Look at the table. of the speaker. Said in a low tone, the meaning is negative. Said in a high tone, the meaning is positive.
Negative Neutral Positive 6 Read the statements and questions. Write a

• It’s / That’s horrible / awful /
terrible / not good.
• It’s / That’s OK / nice / so-so /
interesting / good.
• It’s / That’s the best / fantastic
/ amazing / brilliant. negative, neutral, or positive response. Then
• Whatever.
• Who cares?
• Oh, I see.
• Uh-huh, that’s nice.
• Wow / Whoa, no way!
• Really? practise the conversations with a partner.
• No one cares! • Cool.
Answers will vary.
6 Read the statements and questions. Write a negative, neutral, or positive response. Then
practise the conversations with a partner. Answers will vary. • Ask students to read the statements and questions.
Ex. I intend to go surfing this weekend. Whoa, no way! Can I go with you? / Whatever. I hate surfing!
___________________________________________________ • Ask students to write a negative, neutral, or positive
1. What did you think of that film?
2. I’m really into playing video games these days.
___________________________________________________
___________________________________________________
response on each line.
3. I feel like going to the gym after school. ___________________________________________________ • Check students’ answers.
4. My parents said I ought to join the hockey team. ___________________________________________________ • Tell students to find a partner.
5. I’m keen on getting some sushi for lunch. ___________________________________________________
• Ask students to take turns saying the statements and
Speak Up asking questions, and responding.
7 Read about the hobbies. Then use gerunds, infinitives, and the expressions in 5 to talk with • Check students’ conversations to make sure they’re
a partner. Use the example as a guide.
speaking properly.
Rock Climbing Gyms
Rock climbing gyms are places where people can enjoy rock climbing without actually climbing • Give feedback.
a real cliff or steep mountain. People also use safety equipment so everything is safe.
Escape Rooms Answer Key

Escape rooms are games that take place in rooms where players have to work together to
solve complicated puzzles in order to get out or move on to different rooms. Possible Answers
Larping
A live action role-playing game (LARP, or larping) is a role-playing game where players dress
1. It was so-so.
up in costumes and pretend to be fantasy characters while interacting and completing 2. Really? Me, too. Let’s play video games later.
missions or quests with other players in real life.
3. Uh-huh, that’s nice. I have to do my homework.
Drone Racing
Drone racing is an activity where participants fly drones with video cameras on them. The 4. That’s a terrible idea. You’re going to get injured.
camera is connected to a display that the participant uses to guide his or her drone. The
goal of the race is to complete the track, or course, as fast as possible. 5. Cool. Let’s go together.
Ex. A: Hey, my family intends to try out an escape room this weekend. Are you keen on joining us?
B: That’s brilliant. I’d love to come. I’ve always wanted to try an escape room.
89

Speak Up
7 Read about the hobbies. Then use gerunds,
4 Fill in the gaps with the correct gerund or
infinitives, and the expressions in 5 to talk with
infinitive form of the given verbs. Answers may
a partner. Use the example as a guide.
vary.
• Ask students to read about the hobbies.
• Ask students to write the correct gerund or infinitive
• Ask students to take turns talking about the hobbies
form of the given verb in each gap.
using gerunds, infinitives, and the expressions in activity
5 .
Answer Key • Tell students to use the example as a guide.
1. playing • Check students’ conversations to make sure they’re
2. to go speaking properly.
3. seeing • Ask some students to present their conversations to the
4. to meet class.
5. eating • Give feedback.
6. to plant
7. to get
8. putting Extra Practice Your Favourite Hobbies
Tell students to find a partner. Then have students
repeat activity 7 but talk about hobbies they like and
dislike. Next, tell students to walk around the classroom
and ask three different students about their favourite
and least favourite hobbies. Have students sit back
down when they are done. Finally, ask some students
about their findings. Remember to ask follow-up
questions and give feedback.
89
Lesson C Reading
C Reading Aim Read about sporting rivalries
NOTE
Aim: Read about sporting rivalries Vocabulary
A rivalry is when someone or something is
competing with another person or thing.
Vocabulary
• Listen to the audio. succeed
• Ask students to repeat aloud after the audio. effort champion defend

Answer Key
courage
defeat
1. effort unbelievable
8. champion 2 Fill in the gaps with the best vocabulary words.

7. succeed championship
1. What a(n) ___________________ game! It’s amazing that we won.
3. defend 2. Hector is the current champion. He will ___________________ his title in the next match.
3. The last game of the season will decide who wins the ___________________.
6. unbelievable
4. It took a lot of ___________________ to complete all of this work on time.
5. defeat 5. I think firefighters have a lot of ___________________ because they have to run into burning buildings.
2. courage 6. Jack won every match this season. He’s the new ___________________.
4. championship 7. If you want to ___________________ at this game, you have to practise a lot.
8. My team are so bad! Other teams always ___________________ us.
• Practise again. Point at different pictures and ask Pre-reading

students to say the words. 3 Look at the information and talk with a partner. Discuss who the better player is and why.
Ex. Cristiano Ronaldo is better than Lionel Messi because he has scored more goals.

Cristiano Ronaldo Lionel Messi
• Ask students to read the sentences. Age: 34 Age: 32
Seasons as a Professional Player: 17 Seasons as a Professional Player: 15
• Ask students to write the best vocabulary word in each Tournaments Played: 74, won 30 Tournaments Played: 71, won 34
Teams: Sporting Clube de Portugal, Manchester Teams: FC Barcelona, Argentina
gap. United, Real Madrid, Juventus, Portugal
Total Games Played: 962
Total Games Played: 823
Total Goals Scored: 671
• Check students’ answers. Total Goals Scored: 689
Total Assists: 219
Total Assists: 275
Answer Key 90
1. unbelievable
2. defend
3. championship
4. effort
Teacher’s Note
5. courage Athlete Rivalries
6. champion
Explain some other athlete rivalries to students, such
7. succeed
8. defeat
as Michael Jordan vs. Lebron James or Rafael Nadal vs.
Roger Federer. Ask students who they think is better
and why. Then have students tell you about some
athlete rivalries they know of. Tell them to talk about
Pre-reading athletes from any sport. As a class, discuss who the
3 Look at the information and talk with a partner. better athletes are.
Discuss who the better player is and why.
• Tell students to discuss who they think the better player
is and why.
• Give feedback.
90
6 Circle the answers.
4 Read the article
article. 7-07
ENGLAND’S GREATEST RIVALRIES • Check students’ answers.
LIVERPOOL VS. MANCHESTER UNITED Answer Key

Although Liverpool FC and Manchester United are from different cities, they are
actually big local rivals. In fact, their football grounds, Anfield and Old Trafford, 1. c
are only 45 minutes apart. The two cities grew quickly during the industrial
revolution and they soon became big economic rivals. Manchester United
2. b
first began playing in 1878. Surprisingly, the club was actually started by 3. a
a man from Liverpool, which must have taken courage! Liverpool FC was
founded 14 years later in 1892 and the two teams played their first match in 1894.
Liverpool won that first game 2-0, on a very muddy pitch! Later, between 1975 and 1990,
Liverpool won an incredible ten championships. It seemed as though they would carry on winning
forever. In the 1990s and 2000s, though, United finally succeeded in breaking Liverpool’s winning
run. They won an unbelievable 13 championships under their famous Scottish manager Sir Alex
Ferguson.
OXFORD VS. CAMBRIDGE
Oxford and Cambridge are two of the world’s most famous universities. But they also annually compete
in the Boat Race on the Thames in London. Each April, two crews of eight rowers compete over a 6.8km
course. Up to 250,000 spectators line the banks of the river to watch this spectacular event for free. The
race travels upstream and therefore takes an incredible amount of effort. In fact, rowers often collapse
in their boats when the race finishes. The Boat Race has seen its share of drama since it began in 1826;
with the class.
both teams have even sunk… twice! The two universities have a fairly equal record in the race. • Ask follow-up questions.
Oxford have been champions 84 times, and Cambridge 80. However, the 1970s and 80s was a
bad time to be in the Cambridge boat. Oxford won the race in 1976 and then defended their
title an incredible nine times! Finally, in 1986, Cambridge defeated Oxford by producing one the
fastest performances in history.
Extra Practice Sporting Rivalries
Comprehension Tell students to find a partner. Tell each pair of students
1. Liverpool FC is older than Manchester United. true false
to come up with two sporting rivalries: between two
2. Manchester United was started by someone from Liverpool. true false players, teams, or even national teams. Have them list
3. Manchester United won the first game the teams ever played. true false
4. The Boat Race takes place in Oxford and Cambridge. true false
facts about each athlete, team, or national team. Tell
5. One university’s team has been much more successful than the other. true false them to research online if needed. Then have students
6 Circle the answers. describe their rivalries to the class. Tell them to also
1. Why did the rivalry between Liverpool and Manchester first begin?
a. because of a fight b. because of the ecology c. because of the local economy
choose who they think is better. Then ask the other
2. How many people watch the Boat Race on the Thames each year? students to vote on who is better. Remember to ask
a. a million b. a quarter of a million c. half a million
follow-up questions and give feedback.
3. How many times in a row did Oxford win the Boat Race?
a. ten times b. 84 times c. nine times

1. Describe a sporting rivalry in your country.
2. What kind of rivalry do you like more: a rivalry between two teams or a rivalry between two players? Why?
3. Why do you think fans enjoy a good rivalry?
91

OR
OR
Pronunciation
false.
Answer Key
1. true
2. true
3. false
4. false
5. false
91
Lesson D Writing
D Writing Aim Write a sports report
Aim: Write a sports report Vocabulary

Vocabulary
ability pass teammate block
vocabulary word next to the word in the book. injure (team) captain shoot tournament

1. teammate • • a. to give something to someone
From left to right, top to bottom 2. tournament • • b. a person who is in charge of a group of people
3. injure • • c. to kick, hit, or throw a ball towards or into a goal
5. ability 4. ability • • d. to stop the movement of a player or a ball
8. pass 5. pass • • e. a competition or series of contests with many players or teams
6. block • • f. to hurt or damage part of one’s body
6. teammate 7. captain • • g. a person who is in the same team as another person
2. block (verb) 8. shoot • • h. the power or skill to do something
7. injure Grammar
4. (team) captain 3 Look at the table.
1. shoot Comparative and Superlative Adverbs
3. tournament Adverbs ending in -ly Comparative: add more in front Superlative: add (the) most in front
Henry speaks quietly. Clara speaks more quietly than Henry. Maria speaks the most quietly.
Comparative: add -er to the end; if it Superlative: add -est to the end; if it
• Practise again. Point at different pictures and ask Adverbs that don’t end in -ly
ends in e, remove the e and add -er ends in e, remove the e and add -est
students to say the words. Ted kicks hard.

Irregular adverbs
Jenna kicks harder than Ted.
Comparative
Gina kicks the hardest of all.
Superlative
Jim sang badly. Steve sang worse than Jim. Peter sang the worst of all the singers.
2 Match the words with the definitions. 4 Fill in the gaps with the comparative or superlative adverb form of the given words.
1. Janet kicked the ball __________________ (hard) Lara.
• Ask students to read the words and the definitions. 2. Susan jumps __________________ (high) of all her friends.
• Ask students to match each word with the correct 3. My cricket abilities are __________________ (good) everyone else in my team.
4. Indira jumped __________________ (far) Suhir.
definition. 5. Ming runs __________________ (quickly) among us.
• Check students’ answers. 6. Elaine eats __________________ (loudly) Jerry.

7. Our captain plays __________________ (competitively) of all.
Answer Key 92
1. g 2. e 4 NF British (SB).indd 92 2020-06-17 �� 8:19:48
3. f 4. h
5. a 6. d Teacher’s Note
7. b 8. c
Irregular Comparatives and Superlatives
Remind students that some words have irregular
Grammar comparatives and superlatives. Make sure students
understand this. Below is a list of irregular comparatives
3 Look at the table. and superlatives.
OR Comparative Superlative
• Ask students if they know what kind of grammar point far further furthest
is being highlighted. good better best
well better best
4 Fill in the gaps with the comparative or
superlative adverb form of the given words. bad worse worst
many more most
• Ask students to fill in each gap with the comparative or
superlative form of the given word. much more most
Answer Key
1. harder than 2. (the) highest
3. better than 4. further than
5. the most quickly 6. more loudly than
7. the most competitively
92
6 Listen and read. Then fill in the blanks with the
5 Talk with a partner. Look at the table and choose people from your class to be in your correct words. 7-09
football team. Fill in each position and give reasons why each person should play their
position. Follow the example. Answers will vary. • Listen to the audio.
Position Person Reason
• Ask students to fill in each gap with the correct word.
Captain Ex. Dexter Ex. Dexter plays the smartest of us all.
Dexter plays smarter than most of us. • Replay the audio if needed.
Goalkeeper 1. ___________________ _____________________________________________________
Defenders 2. ___________________ _____________________________________________________
(support the goalkeeper
to stop the other team 3. ___________________ _____________________________________________________
Answer Key
from scoring)
4. ___________________ _____________________________________________________
5. ___________________ _____________________________________________________
1. played better than
Midfielders 6. ___________________ _____________________________________________________
2. played more fiercely than
(support defenders and
also support forwards by 7. ___________________ _____________________________________________________ 3. jumped higher than
making plays)
8. ___________________ _____________________________________________________ 4. blocked more shots than
9. ___________________ _____________________________________________________ 5. passed the ball more accurately than
Forwards 10. ___________________
(are most responsible for
_____________________________________________________ 6. shot the ball the most precisely
scoring goals) 11. ___________________ _____________________________________________________
6 Listen and read. Then fill in the gaps with the correct words. 7-09
Hello football fans. Welcome to the 103rd annual Winchester Schools Cup Final.
I’m your host, Roy Motson. Today, I’ll be covering all of the action.
Writing
In last week’s semi-finals, Riverside School beat Priory 4-1. This season they have
7 Look at the pictures. Choose one of the sports.
1. _______________________________ most of the other teams, so it was no surprise to see them go Then write a sports report about it on a separate
through. However, in the other semi-final, underdogs Borough School
piece of paper. Use the sports report in 6 as
2. _______________________________ Redhill School, who were favourites to make it to the final.
Ravi Patel 3. _______________________________ every other player to score a great header. He also
an example. Remember to use comparative and
4. _______________________________ everyone else. Meanwhile, team captain Eduardo Marquez superlative adverbs.
5. _______________________________ the Redhill midfielders. He gave assists to all his teammates.
His teammate Kenny Longhorn 6. _______________________________ and scored an unbelievable goal.
Thanks to Ravi, Eduardo, and Kenny, Borough School won the game 2-0. What a final this is
• Ask students to choose one of the sports.
going to be! • Ask students to write a sports report about the sport
that they chose, using the report in activity 6 as an
Writing example.
7 Look at the pictures. Choose one of the sports. Then write a sports report about it on a
separate piece of paper. Use the sports report in 6 as an example. Remember to use
• Tell students to use comparatives and superlatives in
comparative and superlative adverbs. their reports.
• Tell students to write their reports on a separate sheet
of paper.
• Check students’ reports to make sure they’re writing
93 correctly.
• Ask some students to present their sports reports to the
class.
• Give feedback.
5 Talk with a partner. Look at the table and choose
people from your class to be on your football
team. Fill in each position and give reasons why Extra Practice Comparative Sports Essay
each person should play their position. Follow As an extra activity, have students write a short
the example. Answers will vary. comparative essay about two athletes or sports teams.
• Tell students to find a partner. Tell them to include an introduction with a thesis
• Ask students to look at the table. statement that describes who they think is better, a
• Ask students to fill in the table with students from their paragraph detailing the athlete or sports team they
class they think would be good for each position. think is worse, another paragraph detailing the athlete
• Ask students to write sentences using comparatives and or sports team they think is better, and a conclusion.
superlatives that explain why each student was chosen Tell students to write their essays on a separate sheet
for each position. of paper. After everyone is done writing, ask some
• Check students’ work to make sure they’re doing it students to present their essays to the class. Remember
correctly. to ask follow-up questions and give feedback.
• Ask some students to present their work to the class.
• Give feedback.
93
Lesson E Project
E Project Aim Create a fantasy football team
Aim: Create a fantasy football team Video

Video
Video

Video
3 Watch again. Put a tick ( ) next to the words you hear.
partner. 7
courage keen on ought to creative injured

effort intend defeat tournament ability
2 Watch the video. Number the pictures in order. 4 Watch again. Fill in the gaps with the words you hear.
Video
7
Video
7 1. Let’s ______________________________ 2. So, you’ve
an Earthling activity ______________________________
• Play the video for students. ______________________________. our injured players, huh?
• Ask students if their predictions were correct. 3. I ______________________________

American football. It’s horrible.
4. I ______________________________
in Earthling activities.
• Ask students to number the pictures in order. Video
• Play the video again if needed. 1. Burble has read the Earthling Guide. true false
• Check students’ answers. 2. Karble runs more quickly than Burble at American football practice. true false
3. Burble is properly prepared for snowboarding. true false
4. Burble paints more beautifully than Karble. true false
Answer Key 5. Karble is looking forward to their next trip to Earth. true false
From left to right 6 Look at the pictures from the comic. Compare Burble and Karble. Who is better at
each activity? Write statements on a separate piece of paper.
2, 1, 3

Video
hear. 7 94
• Play the video again. 4 NF British (SB).indd 94 2020-06-17 �� 8:19:56

• Check students’ answers. 5 Watch again. Circle true or false. 7
Answer Key
tournament, injured, effort, keen on, courage, creative, ability false.
4 Watch again. Fill in the gaps with the words you • Check students’ answers.
Video
hear. 7 Answer Key
• Play the video again. 1. false 2. true 3. false 4. false 5. true
• Ask students to write the word(s) they hear in each gap.
• Check students’ answers. 6 Look at the photos from the comic. Compare
Answer Key Burble and Karble. Who is better at each activity?
Write statements on a separate piece of paper.
1. choose, to try first
2. come to replace • Ask students to look at the pictures.
3. hate playing • Ask students to write sentences describing who is
4. loved taking part better at the activities.
sheet of paper.
them correctly.
• Ask some students to present their sentences to the
class.
• Give feedback.
94
8 Look at the player profiles on p. 143. Choose
three players to be on your team. Then fill in the
Century Skills table.
Transfer Deadline Day Creativity Critical Thinking Collaboration
• Ask students to stay in the same groups.
• Ask students to look at the player profiles on page 143.
7 Get into groups of four or five. Think of a name for your three-on-three football team.
Then, draw a team mascot. • Ask students to choose three of the players.
• Ask students to fill in the table based on the
Ex. The Blue Turtles
information of the players they chose.
correctly.
• Give feedback.
Team Name: ______________________ Team Name: The Blue Turtles
Mascot: ______________________ Mascot: Timmy Turtle
9 Discuss the reasons for choosing your players with
8 Look at the player profiles on p. 143. Choose three players to be in your team. Then fill in
the table. your group. Write down what they do better or
Player 1 Name Player 2 Name Player 3 Name worse than other players.
• Ask students to discuss with their groups why they
Player 1 Position Player 2 Position Player 3 Position
chose their players.
• Ask students to write down the reasons for choosing
Player 1 Strengths Player 2 Strengths Player 3 Strengths
the players they did.
• Tell students to use comparatives and superlatives in
Player 1 Weaknesses Player 2 Weaknesses Player 3 Weaknesses
their reasons.
• Tell students to write their reasons in the book or on a
9 Discuss the reasons for choosing your players with your group. Write down what they do
better or worse than other players.
Reason for Choosing
We chose “Glass” Bjorn Erickson to play as our striker because he scores the
most frequently among all players, even though he’s also injured the most
correctly.
Ex. “Glass” Bjorn Erickson
frequently. • Give feedback.
Player 1:
Player 2: 10 Present your team to the class. When everyone is

Player 3:
finished, discuss who has the best team and why.
• Ask each group to present their teams to the class.
10 Present your team to the class. When everyone has finished, discuss who has the best • Write each group’s team on the board.
team and why.
• Discuss and vote on who had the best team as a class.
95
• Give feedback.
Teacher’s Note
Extra Practice Fantasy Band / Team
School Activities and Clubs
After the video exercises, discuss school clubs and As a continuation of the project, have students create
activities with students. Ask students about activities their real-world fantasy band / team. Tell students to
and clubs at their school. Get students to tell you what work in the same groups. Have them choose if they
the clubs and activities consist of. Ask them to tell want to make a fantasy band or fantasy team. Tell
you which clubs and activities they are active in. Then students to come up with a name for their band or
discuss some other clubs and activities that students team. Have them select band or team members from
from your country enjoy. real-life musicians and athletes. Remind students to
write reasons for choosing those musicians or athletes.
Tell them to use comparatives and superlatives in
21st Century Skills their reasons. Finally, when everyone is done, have
each group present their fantasy band or team to the
7 Get in groups of four or five. Think of a name for class. Remember to ask follow-up questions and give
your three-on-three football team. Then, draw a feedback.
team mascot.
• Tell students to get into groups of four or five.
• Ask students to think of a name for their football team.
• Ask students to draw a mascot for their team.
• Tell students to draw their mascot in the book or on a
• Tell students to write their team name and mascot
name in the book or on a separate sheet of paper.
correctly.
• Give feedback.
95
Unit
8 UNDERSTANDING CULTURES
their culture and other cultures, as well as give cultural
advice and ask questions using modals of obligation and it
Un
prohibition, and adverb clauses of time.
Unit 8 AIMS UNDERSTANDING

Lesson A: Read about rules and taboos in different
cultures
Lesson B: Listen to talks about problems when travelling
CULTURES
Lesson C: Talk about rules and taboos in your culture
Lesson D: Give advice to a friend travelling to your country
Lesson E: Build your own society
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project Scan for Audio
A Reading Read about rules and taboos in different cultures

Target Vocabulary
B Listening Listen to talks about problems when travelling
Lesson A Lesson B C Speaking Talk about rules and taboos in your culture
apologise backpacking
D Writing Give advice to a friend travelling to your country
outsider capital
personal communicate E Project Build your own society
polite crossing
precious joke
taboo negative 96
unique offensive
willing pronunciation 4 NF British (SB).indd 96 2020-06-17 �� 8:20:02
Lesson C Lesson D
argue attitude
board (transport) border
cultural depressed
cyclist homesick
journey immerse
lifestyle lonely
passenger nationality
translate overcome
96
adverb clauses for time
Adverb clauses for time are dependent clauses used to
show when something happens.
Usage Example
present - the dependent
When I visit my grandmother, I
and main clauses use
always bring flowers for her.
present forms
When she arrived at the station, I
past - the dependent
was feeling a little nervous.
When I got up to leave, the host
past forms
told me to sit back down.
future - the dependent After I finish university, I will do
clause uses present some volunteer work for a while.
forms and the main Before I move to Japan, I will
clause uses future study the language as much as I
forms. can.
Every time I offered to pay for a
whenever and every
meal, he would refuse it.
time are used for
Whenever I go into a library, I turn
repeated situations
off my cell phone.
Unit 8 Discussion
Look at the photos and answer the questions. • Ask students to talk with a partner. Have students take
1. What can you see in the pictures? turns asking the questions on the page to their partner.
2. Which countries do you think these photos are from?
3. What do you know about the cultures of these countries?
4. How are these cultures different from your culture?
97
Ask more questions about different cultures.
What do you like most about your culture? Why?

Key Grammar
What do you like most about a foreign culture? Why?
modals of obligation and prohibition Describe a time you experienced a different culture.
Modals of obligation and prohibition are often used to Describe a time you had to explain something about
talk about rules and expectations about behaviour. your culture to someone else.
Usage Example
use must and have to for You must take off your shoes
obligation in the present when you go inside.
use must not (mustn’t) for You must not wear shorts
prohibition in the present here.
use had to for obligation in We had to welcome all the
the past guests.
You shouldn’t speak to him
use should (not) and had
like that.
better (not) to give advice
You had better take of your
about rules
hat.
97
Lesson A Reading
A Reading Aim Read about rules and taboos in different cultures
Aim: Read about rules and taboos in different cultures Vocabulary

Vocabulary
outsider
• Listen to the audio. precious
• Ask students to repeat aloud after the audio. unique
polite
Answer Key
apologise
personal taboo
5. unique
4. polite 2 Match the words with the definitions.
1. unique • • a. to tell someone that you are sorry
8. precious 2. polite • • b. behaving in a way that is not rude
3. outsider 3. precious • • c. something that you should not say or do
4. outsider • • d. being different from everyone and everything else
6. personal willing
5. personal • • e. rare, expensive, or important
1. taboo 6. taboo • • f. being happy to do something, if it’s necessary
2. apologise 7. apologise • • g. someone who does not belong to a particular group, organisation, or place
8. willing • • h. relating to or belonging to a specific person
7. willing
Pre-reading
3 List polite and rude behaviour. Tell your partner why you think the actions are
students to say the words. polite or rude.
Polite Behaviour Rude Behaviour
2 Match the words with the definitions. Ex. saying “please” and “thank you” Ex. shouting during class

definition.
• Check students’ answers. Ex. Shouting during class is rude because it interrupts the teacher.
Saying “please” and “thank you” makes other people feel respected.
Answer Key
98
1. d
2. b 4 NF British (SB).indd 98 2020-06-17 �� 8:20:06
3. e
4. g
5. h
Pre-reading
6. c 3 List polite and rude behaviour. Tell your partner
7. a why you think the actions are polite or rude.
8. f
• Ask students to list polite and rude behaviour.
Teacher’s Note • Tell students to write their lists in the book or on a
Different Cultures, Different Gestures separate sheet of paper.
• Ask students to take turns explaining to their partner
Explain to students how different gestures mean
why they think the behaviour is polite or rude.
different things in different cultures. For example, in
most parts of North America, the thumbs-up is a sign
of “good” or “good luck,” but in Australia it is an
• Give feedback.
insult. In the US, the devil horns sign means “rock and
roll,” but in Italy it is a serious insult. Research more
gestures and their meanings across cultures. Make a list
of them and explain them to students in class. Then,
tell students to find a partner. Have them come up with
a list of three or four gestures from their country. When
everyone is finished, ask each pair to present their
gestures. Tell them to explain its meaning.
98
4 Read the article
article. 8-02
• Ask students to write the answer on each line.
Answer Key
Sample Answers
1. It can make people feel like outsiders.
Moving to a new country can be an incredible adventure. It can also be a real challenge. Every culture 2. You should apologise and ask a local for help.
has its own unique set of rules. Things that are polite in one country can seem rude to people in
3. You can ask locals that you encounter in various situations.
another country. This can leave you feeling like an outsider. We call this feeling “culture shock”. To
make the most out of your travels, you should try and learn about the country you’re moving to in
advance.
Rules about food are extremely important. In Indonesia, you had better not eat standing up. While
7 Discuss some other rules and taboos you know
in Nepal you mustn’t take food from another person’s plate. You have to be particularly careful with with a partner.
chopsticks in Japan. Waving chopsticks around can get you into trouble, as can standing them up
vertically in your rice bowl. Also, you’d better not be caught cleaning them in your soup! • Tell students to find a partner.
You should also remember to respect people’s personal space while abroad. In Thailand, it is a taboo • Tell students to discuss some other rules and taboos
to touch someone’s head, especially if that person is older than you. The head is considered the
cleanest and most precious part of the body. If you touch someone’s head by accident, you should that they know.
apologise right away. • Ask students if they would like to share their discussion
Feet are seen as the lowest and dirtiest part of the body in many cultures. In Arab countries, showing
with the class.
the bottom of your feet or shoes can make people feel very uncomfortable. Also, it’s important not to
cross your legs or lie back when someone is sitting opposite you. • Ask follow-up questions.
Trying to remember new rules may be difficult to begin with. But don’t worry about making mistakes.
If you are willing to learn, you’ll find people willing to teach you!
NOTE
Hopefully, these tips will help you on your travels. Vertically means to be standing or
pointing straight up from a surface.
Extra Practice Dos and Don’ts
5 Circle true or false. Tell students to find a partner. Then have them come
1. You feel culture shock when someone is rude to you. true false up with a list of five dos and five don’ts. Tell them to
2. Waving your chopsticks around is acceptable in Japan. true false
3. In Thailand, it is rude to touch someone’s head. true false also explain why the dos and don’ts are acceptable or
4. You must hide the bottom of your feet in Arab countries.
5. If you make mistakes, people usually won’t be willing to help you.
true
true
false
false
unacceptable behaviour. When everyone is finished,
have each pair describe their dos and don’ts to the
1. How can “culture shock” make people feel? class. List them on the board. Compare each list and
_______________________________________________________________________________________________
2. What should you do if you are rude by accident?
see if there is a consensus on which dos and don’ts
_______________________________________________________________________________________________ are more popular. Finally, describe some dos and
3. How can you find people to teach you the rules in their country?
_______________________________________________________________________________________________
don’ts from your culture. See how many are similar or
7 Discuss some other rules and taboos you know with a partner.
different from the students’ lists.
99

OR
OR

false.
Answer Key
1. false
2. false
3. true
4. true
5. false
99
Lesson B Listening
B Listening Aim Listen to talks about problems when travelling
Aim: Listen to talks about problems when travelling Vocabulary Focus

Vocabulary Hey, Billy. Have you studied

abroad before?

Yeah, I’
ve done two study abroad
backpacking capital
• Listen to the audio. programmes, actually. I went to
China and Mexico.

• Ask students to write the correct number of the Oh, wow. Which trip did you
find more challenging?
crossing offensive
Well, I found Chinese culture to be
Answer Key very different. I was worried about
breaking taboos and experienced
some culture shock .
1. backpacking NOTE
We often use present perfect to ask about experiences,
7. capital communicate joke
and past simple to ask about details.
8. crossing
2. offensive 4 Listen and circle the answers. 8-04
4. communicate
Why did Aarav get in trouble in
3. joke Japan?
pronunciation negative
5. pronunciation a. He didn’t wait for the light to
change at the crossings.
6. negative b. He didn’t give people enough
1. Aarav
2 Circle the word that matches the definition. personal space.
c. He asked people about their
• Practise again. Point at different pictures and ask 1. travelling for a long period with few items
experiences.
a. capital b. communicate c. backpacking
2. something that someone says to make people laugh Where did Peter have difficulty
a. joke b. negative c. communicate communicating?
2 Circle the word that matches the definition. a. in Chile’s capital
3. a place where you can go across a road or river, etc. b. in Santiago
• Ask students to read the definitions. a. capital b. crossing c. backpacking c. in the countryside
2. Peter
• Ask students to circle the vocabulary word that matches 4. the way that words are said
Why was Camila embarrassed?
each definition. a. joke b. capital c. pronunciation
a. She told an embarrassing joke.
b. She said something that
• Check students’ answers. 5. likely to make people upset or angry
sounded rude.
a. offensive b. crossing c. backpacking
c. She hasn’t studied Chinese.
3. Camila
Answer Key
100
1. c
2. a 4 NF British (SB).indd 100 2020-06-17 �� 8:20:09
3. b
4. c
5. a
Focus
Teacher’s Note • Read the short conversation aloud or ask two students
to read the short conversation aloud.
Manners and Taboos
Explain to students that bad manners and taboos partner.
are different. Tell students that taboos are things like • Tell students to practise the conversation again but to
speaking disrespectfully about the king in Thailand, talk about different ideas and places.
whereas bad manners are things like holding dining
utensils incorrectly. Ask students what kinds of things
are taboo in their culture. Then explain some things
that are taboo in your country. Next, ask students to • Listen to the audio.
describe things that are considered bad and good • Ask students to circle the correct answers.
manners in their culture. Do the same for your culture • Replay the audio if needed.
when students are done. Search online for other taboos • Check students’ answers.
and bad manners from around the world.
Answer Key
1. a
2. c
3. b
100
Listen Up
Grammar
5 Look at the table. 7 Listen and read the statements. Match the
Modals of Obligation and Prohibition statements with the speakers. 8-05
Modals of obligation and prohibition are often used to talk about rules and expectations about behaviour.
Usage Example
use must and have to to talk about obligation in You have to wait for the light to turn green. • Listen to the audio.
the present You must handle food only with your right hand.
use must not (mustn’t) to talk about prohibition You must not wear your shoes inside the house. • Ask students to match each statement with the correct
in the present You mustn’t spit in public places.
use had to to talk about obligation in the past We had to bow to show our respect.
speaker.
We had to bring a gift to the dinner party.
use should (not) and had better (not) to give You should leave a little food on your plate.
advice about rules and taboos You shouldn’t tip in many Asian countries. • Check students’ answers.
You had better speak softly in public places.
6 Choose the correct answer. Answer Key

1. It’s really rude to look strangers directly in the eye. You have to / mustn’t do it.
2. When we were young, we must / had to call our fathers “Sir”. Things are different these days.
1. c
3. You had better / had to accept if someone offers to give you food. 2. d
4. You should / shouldn’t always say, “thank you”. NOTE
We use the phrase good / bad manners to
talk about polite and impolite behaviour.
3. a
5. You mustn’t / should chew gum in public places. It’s against the law.
4. b
Listen Up
8 Listen again. Circle the correct answers. 8-05
a. I really think travellers shouldn’t go around with such a •Listen to the audio.
negative attitude.
b. You have to travel outside the big cities to really learn
1. Mia 2. Noah
about a country. •Replay the audio if needed.
c. She said I should learn more about their culture.
d. My advice for visitors is that they shouldn’t assume the
manners here are the same as in their country.
3. Ali 4. Seo-yeon Answer Key
1. a
8 Listen again. Circle the correct answers. 8-05
1. What was Mia’s overall experience of living abroad? 2. Which problem does Noah experience?
2. c
a. She had a good time. a. No one holds the door for him. 3. d
b. She had lots of lows. b. He doesn’t like the university he’s attending.
4. b
c. She was always embarrassed. c. Manners are very different from those in his home country.
d. Her host mother didn’t like her. d. Everyone ignores him.
3. Why does Ali want to travel solo on his next trip? 4. How did Seo-yeon feel about China?
a. He didn’t like the places his friend chose. a. Towns outside the capital were disappointing.
b. He has a negative attitude. b. Some places were charming. Extra Practice How to Behave in Other Countries
c. His friend is too open-minded. c. It’s very different to her hometown.
d. His friend always complains. d. The capital is the best place to visit. Have students practise talking about what they should
101 and shouldn’t do in different cultures using the patterns
below.
“What must I remember to do in (country)?” / “In
(country), you must / should / have to remember to
Grammar (action).”
5 Look at the table. “What should / shouldn’t I do in (country)?” / “In
• Read the contents of the table. (country), you should / shouldn’t (action).”
OR
- Ask students to read the table.
- Ask students if they know what kind of grammar point What must I remember to do in the US? / In the US,
is being highlighted. you have to remember not to ask someone how much
money they make.
What shouldn’t I do in Thailand? / In Thailand, you
6 Choose the correct answer.
shouldn’t touch the top of someone’s head.
• Ask students to circle the correct word(s).
Answer Key
1. mustn’t
2. had to
3. had better
4. should
5. mustn’t
101
Lesson C Speaking
C Speaking Aim Talk about rules and taboos in your culture
Aim: Talk about rules and taboos in your culture Vocabulary

Vocabulary
journey argue board (transport) cyclist
passenger cultural translate lifestyle
Answer Key
From left to right, top to bottom 1. You can use your phone to translate / argue, but it’s polite to learn a few phrases in the local language.
2. If an elderly cyclist / passenger gets on the train, you should give up your seat.
7. journey 6. argue 1. board (transport) 8. cyclist
3. I learned so much while I was there. I have a much more balanced lifestyle / cultural now.
4. passenger 2. cultural 3. translate 5. lifestyle 4. You’d better not push people when you board / passenger the underground. It is very rude.
5. You need to prepare carefully for your board / journey. Make sure you have everything you need.
• Practise again. Point at different pictures and ask students 6. As a passenger / cyclist, you must always signal clearly so drivers know what you are doing.
to say the words. 7. Try not to argue / translate with your teacher. It’s disrespectful.
8. People usually like it when you ask them about their country’s lifestyle / cultural traditions.

Focus
• Ask students to read the sentences. 3 Talk with a partner.
• Ask students to circle the correct vocabulary word in What would people think if Is it OK if I greet people
I wore my shoes inside ? with a handshake ?
each sentence.
• Check students’ answers. Oh, they might be quite offended.
Yes, of course. But just make
sure to use your right hand.
Answer Key
4 Talk with a partner. Ask questions using the questions and topics below. Then ask and
1. translate 2. passenger 3. lifestyle 4. board answer your own questions with your partner.
5. journey 6. cyclist 7. argue 8. cultural Question Topic
What would people think if I… …rode my bicycle on the pavement?
Would people mind if I… …used a crossing during a red light?
Is it OK if I… …leave a tip?
Focus Is it all right to… …argue loudly in public?
3 Talk with a partner. 102
• Read the short conversations aloud or ask two students 4 NF British (SB).indd 102 2020-06-17 �� 8:20:11
to read the short conversations aloud.

Teacher’s Note
partner. Additional Adverb Clauses of Time
• Tell students to practise the conversations again but to Explain other adverb clauses of time. Make sure
talk about different cultural mannerisms. students understand when and how to use them.
Below is a list of other adverb clauses of time.
4 Talk with a partner. Ask questions using the
questions and topics below. Then ask and answer • as → I did my homework as she prepared dinner.
your own questions with your partner. • as soon as → As soon as my sister arrives, we will
watch the film.
• as long as → As long as you are on the football team,
• Ask students to read the questions and topics in the
you will go to practice every day.
table.
• since → Since I moved to this area, I’ve met lots of
• Ask students to take turns asking the questions, making
interesting people.
sure to mix the topics around.
• until → Until I finish my report, I won’t go out.
• Ask students to take turns asking and answering similar
• no sooner … than → No sooner had we entered the
questions about their own culture.
room than they stopped talking.
speaking properly.
class.
• Give feedback.
102
Speak Up
Grammar
5 Look at the table. 7 Look at the table. Make sentences giving advice
Adverb Clauses for Time about rules and taboos. Use adverb clauses in
Adverb clauses for time are dependent clauses used to show when something happens. your answers.
Usage Example
present - the dependent and main clauses use When I go to my grandparents’ house, I always wear a suit. • Ask students to look at the table.
present forms
past - the dependent and main clauses use past When I arrived at the airport, my friend was waiting to pick • Ask students to write sentences giving advice about the
forms me up.
While I was living in Japan, I experienced some culture shock. situations using adverb clauses of time.
future - the dependent clause uses present
forms and the main clause uses future forms
After I graduate, I will spend six months backpacking.
Before I move abroad, I’ll spend some time learning about
• Tell students to write their sentences in the book or on
whenever and every time are used for repeated

the culture.
Every time I tried to speak, people couldn’t understand my
a separate sheet of paper.
situations pronunciation. • Check students’ sentences to make sure they’re writing
Whenever I meet an older person, I bow to greet them.
correctly.
6 Unscramble.
• Ask some students to share their sentences with the
1. When / be very / respectful. / you’ll / you meet / my parents, / need to
_____________________________________________________________________________ class.
2. you / greet them. / Whenever you / your neighbours, / have to / bump into • Give feedback.
_____________________________________________________________________________
3. must never / a meal in / an Italian restaurant, / you / a cappuccino. / order / After
_____________________________________________________________________________ 8 Speak with a partner about the rules you wrote
4. in Indonesia, / and taboos. / the local rules / I had to / While I was / learn
_____________________________________________________________________________
down in 7 . Ask questions for more information.
5. I saw my / boss, / Every time / with a bow. / I greeted her • Tell students to find a partner.
_____________________________________________________________________________
• Ask students to take turns discussing the rules they
Speak Up wrote in activity 7 .
7 Look at the table. Make sentences giving advice about rules and taboos. Use adverb • Tell students to ask questions about their partner’s rules
clauses in your answers.
Situation Advice
to find out more information.
going to someone’s house Ex. When you visit someone’s house, you should always take off your shoes. • Check students’ conversations to make sure they’re
eating a meal with friends or family
speaking properly.
greeting someone
giving or receiving a gift

class.
visiting an important cultural building
• Give feedback.
Is it OK to
8 Speak with a partner about the rules After eating at someone‛s leave some food
you wrote down in 7 . Ask questions home, you must always on my plate?
thank the cook.
for more information.
Yes, you should. It shows
Extra Practice More Manners and Taboos
that you are satisfied.
103 As a continuation of activities 7 and 8 , have students
work with the same partner. Tell them to each come
up with five more situations. Then tell them to take
turns asking questions and giving advice about how

Grammar to behave and what to do in each situation. When
everyone is done, call on students to share their work
5 Look at the table. with the class. List the overlapping and more interesting
• Read the contents of the table. ideas on the board. See how many students came up
OR with the same ideas. See how many students came up
• Ask students to read the table. with more original and interesting ideas. While students
• Ask students if they know what kind of grammar point are sharing their work, take time to tell them how they
is being highlighted. should behave in the same situations in your country.
6 Unscramble.
• Ask students to look at the sentence parts.
Answer Key
1. When you meet my parents, you’ll need to be very respectful.
2. Whenever you bump into your neighbours, you have to greet them.
3. After a meal in an Italian restaurant, you must never order a
cappuccino.
4. While I was in Indonesia, I had to learn the local rules and taboos.
5. Every time I saw my boss, I greeted her with a bow.
103
Lesson D Writing
D Writing Aim Give advice to a friend travelling to your country
Aim: Give advice to a friend travelling to your country Vocabulary

Vocabulary
homesick lonely attitude overcome
immerse depressed nationality border
Answer Key
1. nationality • • a. to deal with; to control a feeling or problem
2. homesick 2. attitude • • b. the line that separates two countries
3. lonely • • c. very unhappy for a long period of time
8. lonely 4. overcome • • d. unhappy because you are not with other people
4. attitude 5. border • • e. to become completely involved with something
6. homesick • • f. the country you are legally from
5. overcome
7. immerse • • g. how you think or feel about something
7. immerse 8. depressed • • h. sad because you’re away from home
3. depressed
6. nationality Expressions
1. border Phrasal verbs with hang
3 Look at the table. Then fill in the gaps with the correct phrasal verbs. Change the tense if
needed. Answers will vary.
students to say the words. Phrasal Verbs with hang
Word Meaning
g a real
ve
time. I’ out with.
ly hard
I’m havin got no one to Hang in
sure you’l there! I’m
hang l fin
friends d some
hang on wait soon.
2 Match the words with the definitions. hang in there not give in, persevere
hang around stay with or at
• Ask students to read the words and the definitions. hang out spend time with socially
hang up end a phone call
1. Sorry, I have to _____________________. I’ll call you back later.
definition. 2. Don’t just _____________________ with other Spanish speakers!
• Check students’ answers. 3. If you’re feeling lonely, you can come and _____________________ with me this weekend.
4. _____________________ please, sir. I’ll be with you in a second.
5. You’ll stop being homesick soon, I’m sure. Just _____________________.
Answer Key
104
1. f 2. g
3. d 4. a 4 NF British (SB).indd 104 2020-06-17 �� 8:20:13
5. b 6. h
7. e 8. c Teacher’s Note
More Phrasal Verbs with Hang
Explain other phrasal verbs with hang. Make sure
Expressions students understand when and how to use them.
Phrasal verbs with hang
Below is a list of other phrasal verbs with hang.
3 Look at the table. Then fill in the gaps with
the correct phrasal verbs. Change the tense if hang back to remain, I hung back
needed. Answers will vary. to not move while Will
• Read the contents of the table. forward moved forward.
OR hang onto to keep Hang onto
something, to that watch.
preserve You won’t find
being highlighted. another like it.
• Ask students to fill in each gap with the correct phrasal hang up on to rudely end I can’t believe
verb. a call Doug hung up
• Check students’ answers. on me.
Answer Key hang hang to spend time I used to hang

1. hang up around with with someone around with
2. hang around / hang out the crowd
3. hang out from the video
4. Hang on arcade.
5. hang in there
104
4 Read the email.
Hey Xiuying,
I hope you are doing OK. The last time we spoke on the phone you sounded a little • Ask students if they would like to share their discussion
depressed and homesick. It’s easy to feel lonely when you first come to a new country,
but I know you can overcome it. Every time you feel low, just remember that I’m always
with the class.
here for you. • Ask follow-up questions.
My advice to you is you need to immerse yourself in university life. Don’t just hang
around with other students from your country. Try and meet people from different
nationalities as well. I remember you saying that learning the rules and taboos of a
different culture is really hard. However, I think you just need to have a positive attitude
towards it. Join some clubs and find some local friends to hang out with. After you Vocabulary
make more friends, you’ll feel more at home, I’m sure.
Hang in there, Xiuying. You can do this! When I come to visit you next year, I know
you’ll be feeling more comfortable and confident.
7 Give advice for the problems in the table. Add
Lots of love, two more difficulties a person might experience
Jenny
when they come to your country for the first
5 Answer the questions. time.
1. How is Xiuying feeling about living abroad? ________________________________________
2. What is Xiuying finding difficult? ________________________________________
3. Whom should Xiuying spend time with? ________________________________________ • Ask students to write a solution or piece of advice to
4. How can Xiuying meet more people?
5. How might Xiuying’s feelings change next year?
________________________________________
________________________________________
each problem in the table.
• Ask students to write two more problems a foreign
6 Talk with a partner. You
overc can
om
traveller might experience.
1. Have you ever lived or studied abroad? this. e
2. Did you feel homesick or have any other difficulties? • Ask students to write solutions or advice to their new
3. What advice would you give to a friend who’s having a hard time abroad? problems.
• Tell students to write in the table or on a separate sheet
Writing of paper.
7 Give advice for the problems in the table. Add two more difficulties a person might • Check students’ work to make sure they’re writing
experience when they come to your country for the first time.
correctly.
Difficulties Solutions • Give feedback.
can’t speak the language well Ex. You should study the language. And you can use
your phone to help translate.
don’t know the local rules and taboos
8 On a separate piece of paper, write an email to
a foreign friend who is studying in your country.
Give them advice about your culture. Include in
your writing: how to make friends and how to
8 On a separate piece of paper, write an email to a foreign friend who is studying in your
country. Give them advice about your culture. Include in your writing: how to make
live comfortably.
friends and how to live comfortably.
• Ask students to write an email to a foreign friend who
105
is studying in their country.
4 NF British (SB).indd 105 2020-06-17 �� 8:20:13 • Ask students to give advice to the foreign friend about
life in their country and how to make friends and live
4 Read the email. comfortably.
• Tell students to include some of the problems and
• Read the email aloud.
solutions they listed in activity 7 .
OR • Tell students to write their emails on a separate sheet of
• Ask students to read parts of the email aloud.
paper.
OR • Check students’ writing to make sure they’re writing
• Ask students to read the email to themselves.
correctly.
• Ask some students to present their emails to the class.
5 Answer the questions. • Give feedback.
• Ask students to answer each question in complete
sentences on the lines. Extra Practice Asking for Advice and Replying
Have students write an email telling the friend from
Answer Key activity 8 that they are going to travel to his or her
Possible Answers
country. Tell students to ask for cultural advice. Then
have students write a reply in which the foreign friend
1. She is feeling lonely and homesick.
gives advice on his or her culture. When everyone
2. Meeting people and learning the rules and taboos is difficult.
3. She should spend time with people of other nationalities and local
is done writing, ask some students to present their
people. writing to the class. Remember to ask follow-up
4. She should join some clubs. questions and give feedback.
5. She will become more confident and comfortable.
105
Lesson E Project
E Project Aim Build your own society
Aim: Build your own society Video

Video
Video

partner.
Video
Scan the QR code to link to the Unit 8 video. journey crossing capital apologise polite
willing pronunciation cultural homesick outsider

2 Watch the video. Number the pictures in order. Video
Video 4 Watch again. Circle the correct vocabulary word. 8
8 1. Just a short journey across / crossing the capital.
• Play the video for students. 2. When you meet my parents, you have to / had to be polite.
3. You’d better not agree / argue with him.
• Ask students if their predictions were correct. 4. Even Mum isn’t allowed to hang on / hang out here.
• Play the video again if needed. 1. Eric’s workshop is far from the capital. true false
• Check students’ answers. 2.

3.
Jessie doesn’t have a cat tag or collar.
Eric’s dad cannot pronounce Jessie’s name correctly.
true
true
false
false
4. Jessie is offended by the way Eric drinks. true false
Answer Key 5. Jessie is happy with Eric’s workshop. true false
From left to right 6 Look at the pictures from the comic. Talk with your partner and discuss what Jessie did
wrong in each situation.
2, 3, 1

Video
hear. 8 106
• Play the video again. 4 NF British (SB).indd 106 2020-06-17 �� 8:20:19

Answer Key • Ask students to read the sentences and circle true or
apologise, willing, homesick, pronunciation, capital, polite false.
Video
4 Watch again. Circle the correct words. 8
Answer Key
1. false 2. true 3. true 4. false 5. false
• Ask students to circle the correct word(s).
• Play the video again if needed. 6 Look at the pictures from the comic. Talk with your
• Check students’ answers. partner and discuss what Jessie did wrong in each
situation.
Answer Key
1. across
2. have to
• Ask students to discuss what Jessie did wrong in each
3. argue
4. hang out situation.
speaking properly.
106
9 Get in groups and talk about your rules. Now
agree to six rules and taboos. Write your rules
Century Skills and taboos in full sentences. Discuss with your
You Make the Rules Communication Critical Thinking class why you made these rules.
• Tell students to get into groups of three or four.
7 Read the rules and taboos from different countries and guess if they are true or false.
1. You must never shake someone’s hand in the US. true false
• Ask students to take turns sharing their rules and
2. In the UK, you shouldn’t stare at people you don’t know. true false taboos for each category.
3. In Italy, you had better not order a cappuccino after a meal. true false
• Ask students to choose six of the rules and taboos from
4. You mustn’t eat your noodles loudly in Japan. true false
5. You have to leave a tip at restaurants in China. true false all the ones that were discussed.
• Ask students to write their rules and taboos in full
8 Imagine you are the leader of a brand-new country. Think of rules and taboos for each of the
sentences.
categories below. Then think of two more categories and make rules and taboos for them. • Tell students to write their rules and taboos in the book
or on a separate sheet of paper.
properly.
1. Food 2. Greeting people
• Ask each group to present their rules and taboos to the
class.
• Tell students to discuss why they made those rules.
3. Going to someone’s home 4. Clothing • Ask follow-up questions.
• Give feedback.
5. 6.
Teacher’s Note
New Country Name, Flag, and Map
To make the project more fun, have students come up
9 Get into groups and talk about your rules. Now agree to six rules and taboos. Write your
rules and taboos in full sentences. Discuss with your class why you made these rules. with a name for their country. Then have them draw
Ex. When you cook food, you must share it with your neighbours. a flag and map of their country on a separate sheet of
Rule 1 paper. Tell students to show and describe their maps
Rule 2 and flags when they present their rules and taboos.
Rule 3 After every group has presented, vote on who had the
Rule 4
best country name and flag.
Rule 5
Rule 6
107 Extra Practice Consequences of Breaking Rules

4 NF British (SB).indd 107 2020-06-17 �� 8:20:20 and Taboos
As a continuation of activity 9 , list all of the rules
and taboos that each group mentioned on the board.
21st Century Skills Then have the class rank each rule with the lowest
7 Read the rules and taboos from different countries number being the least important rule to maintain and
and guess if they are true or false. the highest number being the most important rule to
• Ask students to read the statements. maintain. Take the top 10 rules and taboos. Then as a
• Ask students to guess if each statement is true or false. class, discuss what would happen if one were to break
• Check students’ answers. those rules or taboos. Make a list of the consequences.
Answer Key
1. false 2. true 3. true 4. false 5. false
8 Imagine you are the leader of a brand-new

country. Think of rules and taboos for each of
the categories below. Then think of two more
categories and make rules and taboos for them.
• Ask students to pretend to be the leader of a new
country and come up with cultural rules and taboos for
each category.
• Ask students to come up with two more categories
with rules and taboos for each.
• Tell students to write in the book or on a separate sheet
of paper.
properly.
• Give feedback.
107
Review Unit 7-8
Review Unit 7-8
gaps. Fitness Magazine: Marla, welcome! Could you tell us a bit about how you started out in jiu jitsu?
Marla Jones: Well, I’ve been doing jiu jitsu for about eight years. For the first few months, I actually wasn’t very
• Ask students to read the reading. 1. ________________ it. A lot of it seemed complicated and difficult to learn. And when I was practising with
bigger people than me, I was always worried that they might 2. ________________ me. But then I met the
• Ask students to circle the best words / phrases to fill in amazing trainer Terry Mazia. He taught me a lot about how to effectively 3. ________________ punches and
the gaps. kicks and to defend myself. So after Terry started training me, I really got into it.
• Ask students to write the words / phrases in the gaps. FM: So you’re now one of the country’s most famous jiu jitsu athletes. What is the secret to your success?
MJ: I think to 4. ________________ as a professional jiu jitsu athlete you need focus, and of course you need to
• Check students’ answers. put in a lot of 5. ________________. You also need courage: courage to deal with and learn
from 6. ________________, and then come back stronger.
Answer Key FM: You have a big summer ahead of you, don’t you?
MJ: Yes. It’s the world championships in June. Terry and I are preparing for that now, and
1. b, keen on we’re feeling pretty positive about how things are going.
2. c, injure 1. a. so-so b. keen on c. hate d. feel like

2. a. pass b. defend c. injure d. succeed
3. c, block
3. a. be into b. injure c. block d. shoot
4. b, succeed 4. a. defeat b. succeed c. be into d. create
5. a. hate b. captain c. tournament d. effort
5. d, effort
6. a. defeat b. ability c. champion d. effort
6. a, defeat
communication outsider depressed homesick
2 Read and fill in the gaps with the words in the attitude willing translate immerse
box. One word is not used. University Employee Guide Section B continued
• Ask students to read the reading. 5. International Students
Blackwater University has a large number of international students on campus. While most have a very
• Ask students to write the correct word from the box in successful and memorable time here as students, there can be problems that staff need to look out for.
the gaps. It’s not always easy being an international student. For many, it is their first time to live in a foreign country so
they may miss their family and friends and feel 1. ________________. It may be difficult for them to
• Check students’ answers. 2. ________________ themselves in an unfamiliar culture, so they may feel like a(n) 3. ________________.
As university staff members, we all have to be 4. ________________ to help international students whenever we
Answer Key think they may be going through a difficult time. There are many ways we can help: Sometimes
5. ________________ is enough: just having a chat with the student
1. homesick or listening to their problems. If a student seems

6. ________________, you can recommend an appointment with
2. immerse the campus counsellors. These professional counsellors are trained
to deal with these kinds of situations and can offer further help if
3. outsider needed.
4. willing At all times we must reflect the values of the university by
5. communication helping these students with an empathetic and understanding
7. ________________.
6. depressed
7. attitude 108
Teacher’s Note
Verbs Followed by Infinitives
Explain to students that some verbs need to be
followed by an infinitive. Below is a list of such verbs
with examples.
Verb Example
agree I agreed to go to the dance.
decide I decided to join the team.
deserve I deserved to get a better mark.
expect I expect to know my mark tomorrow.
hope I hope to travel this summer.
learn I learned to ride a bike as a kid.
need I need to clean my room later.
offer I offered to drive her to school.
plan I plan to spend the weekend at Bernie’s.
promise I promise to study harder this semester.
seem I seem to be lost at the moment.
wait I can’t wait to see this film.
want I want to eat pizza for dinner.
108
3 Choose the gerund or infinitive verb form to complete the sentence.
1. Usually after work I don’t feel like ______________ (have) a big meal, so I just have a snack.
2. What time is it?! 9.30?! Oh, no! I promised ______________ (pick up) Joanie from the cinema at 9 p.m.! • Ask students to read each sentence and circle true or
3. If you want to make new friends at university, you should volunteer ______________ (help) first-year students. false.
4. We had been driving for six hours, so we stopped ______________ (get) some coffee.
5. If you want to get healthy, first you really must stop ______________ (eat) so much junk food.
4 Complete the sentence using a comparative or superlative adverb.
winner!
I‛m a
1. A: John wins the gold medal for the 100m race every year.
Answer Key
B: Of course. He can run ___________________ than anyone else in the school.
2. A: You really think Craig will become a professional musician? 1. true
B: Yeah, of all of us, he can play guitar ___________________. 2. false
3. A: I can’t believe you’re telling me to be quiet when you are always talking ___________________ than me!
3. false
4. true
1. Mark’s first time to visit China was after he graduated. true false
2. He stayed the longest time in Japan. true false
3. Living in China was easier than Mark expected. true false 6 Listen and circle the correct answers. R4-02
4. Leah thinks cultural differences can be challenging. true false
6 Listen and circle the correct answers. R4-02
1. What kind of advice is Dad giving Martha?
a. how to have a positive experience at university
You
cou
your ld be lik
old m e
b. how to get better marks at university an.
c. how to get into sport
2. How does Martha feel when she hears her dad

joined the taekwondo club?
Answer Key
a. pleased b. confused c. bored
1. a
3. Martha is keen on
a. joining some kind of sports club at university
2. b
b. doing an outside activity 3. b
c. learning about Korean culture
7 Listen again and choose the best club for Martha. R4-02
1. 2. 3.
7 Listen again and choose the best club for Martha.
R4-02
• Ask students to read the club ads.

We want YOU for the
university tennis team
Berryvale University Hiking
and Climbing Club
It’s JUDO time!!! • Ask students to choose the best club for Martha.
Join us every Wednesday at 6 p.m.
Singles and doubles. We are looking for new members. for judo training from an • Replay the audio if needed.
expert. Beginners are welcome,
Trials: next Saturday at the
university courts.
Join us for the opportunity to go
hiking or climbing (one trip per too! This is a great chance to • Check students’ answers.
We can provide you with a racket weekend – free transport)! improve your fitness and make
if needed. new friends.
Answer Key
109
2. Berryvale University Hiking and Climbing Club
3 Choose the gerund or infinitive verb form to Teacher’s Note

complete the sentence. School Clubs
• Ask students to read the sentences. After activity 7 , ask students to circle the worst club
• Ask students to write the correct gerund or infinitive for Martha. Discuss as a class why it would be the
form of the given verb in each gap. worst. Then have students work with a partner and
• Check students’ answers. make a list of their top five best school clubs and
their top five worst school clubs. Tell students to rank
Answer Key
their clubs in order and write their reasoning why
1. having some clubs are better than others. Tell students to use
2. to pick up
comparative and superlative adverbs in their reasons.
3. to help
When everyone is finished working, ask some students
4. to get
5. eating
to share their work with the class. Remember to ask
follow-up questions and give feedback.
4 Complete the sentence using a comparative or

superlative adverb. Answers will vary.
• Ask students to write the best comparative or
superlative adverb in each gap.
Answer Key
Possible Answers
1. faster / more quickly
2. (the) best
3. more loudly
109
Unit
9 A HELPING HAND
This unit will give students the ability to talk and debate
about social issues and solutions using Type 2 conditionals
and conjunctive adjectives. it
Un
Unit 9 AIMS
Lesson A: Listen to talks about different social issues
A HELPING HAND
Lesson B: Talk about important social issues
Lesson C: Read about a social issue and a potential
solution
Lesson D: Summarise two different opinions
Lesson E: Prepare a model election debate
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Listen to talks about different social issues
Lesson A Lesson B B Speaking Talk about important social issues
bullying against C Reading Read about a social issue and a potential solution
homeless debt
D Writing Summarise two different opinions
illegal deserve
improvement diet E Project Prepare a model election debate
necessary healthy / unhealthy
social obesity
society progress 110
unemployment repair
Lesson C Lesson D
abuse affordable
behaviour invest
demand minimum / maximum
guilty poverty
innocent raise
public solution
ruin tax
victim wage
110
conjunctive adverbs
We often use conjunctive adverbs to add more
information to a sentence.
Function Words Example

Mary got straight As
in addition, next, at secondary school. In
addition
also, again addition, she played on
the hockey team.
Megan was bullied
also, likewise, online. I’ve also
comparison
similarly experienced that kind of
thing.
The government
increased public
of course, still,
concession spending; nevertheless,
nevertheless,
unemployment remained
high.
Having an extra job is
however, instead,
contrast illegal; however, you can
in spite of, rather
do volunteer work.
Unit 9 Discussion
Look at the photos and answer the questions. • Ask students to talk with a partner. Have students take
1. What kinds of problems do you see in the pictures? turns asking the questions on the page to their partner.
2. How bad are these problems in your country?
3. How bad are these problems in the world?
4. What can be done to fix these problems?
111
Ask more questions about social issues.
What is the most important social problem in your

Key Grammar country or the world? Why?
Type 2 conditional What social problems are important to you? Why?
A Type 2 conditional is formed by using an if clause in the Have you ever volunteered to tackle a social problem? If
simple past with a main clause in the present conditional so, describe it. If not, why?
or present continuous conditional. Do you think it’s important to help less fortunate
people? Why?
Type 2 conditionals are used to talk about unlikely or
hypothetical conditions and their probable results.
If + simple past would + simple present

If she were rich, she would buy a large house.
If the weather was warmer, he would exercise outside.
You can switch the order of Type 2 conditionals to start with
would + simple present.
I would say sorry, if she answered my calls.
111
Lesson A Listening
A Listening Aim Listen to talks about different social issues
Aim: Listen to talks about different social issues Vocabulary NOTE

The prefix “un” is used to mean “not”.
employment → unemployment
necessary → unnecessary
Vocabulary
society social improvement unemployment
necessary illegal bullying homeless

1. society • • a. relating to society and the way people live
From left to right, top to bottom 2. social • • b. needed in order to make something happen
3. improvement • • c. when someone frightens or harms someone smaller or weaker
2. society 4. unemployment • • d. a large group of people living in the same area
8. social 5. necessary • • e. something that makes a thing or situation better
6. illegal • • f. the state of not having a job
1. improvement 7. bullying • • g. something that is not allowed by the law
5. unemployment 8. homeless • • h. without a place to live
NOTE
7. necessary A lot of adjectives in English can be changed into nouns by adding -ness to the ending.
Focus homeless → homelessness
4. illegal 3 Talk with a partner. 4 Listen and circle the answers.

6. bullying 9-02
How could your city be improved?
3. homeless What needs improvement in Janet’s city?
It could have cheaper housing . a. crime
b. bullying
• Practise again. Point at different pictures and ask How would that be an improvement?
1. Janet c. jobs
students to say the words. What is a problem in Samuel’s country?

If housing were cheaper, more a. unemployment
people could own homes. b. homelessness
2 Match the words with the definitions. 2. Samuel c. bullying
• Ask students to read the words and the definitions. What are some social issues in your country ? What needs improvement in Mary’s city?
a. crime
• Ask students to match each word with the correct I’m worried about homelessness. 3. Mary
b. bullying
c. jobs
definition. What do you think can be done about it? What’s the biggest social issue in Fraser’s
• Check students’ answers. country?
a. education
If we created more jobs, more people b. unemployment
would be able to own homes. 4. Fraser
Answer Key c. homelessness
112
1. d
3. e
4. f Teacher’s Note
5. b Social Issues
6. g
7. c
Tell students to find a partner and make a list of five
8. h social issues. Next, have each pair of students team
up with another pair. Tell them to compare lists and
make a new list with all of their social issues. Have each
Focus group share their lists with the class. Write all the social
issues on the board. Check and discuss the social issues
3 Talk with a partner. students listed. See how much overlap there is among
• Read the short conversations aloud or ask two students students’ lists. Finally, explain some social issues that
to read the short conversations aloud. were not mentioned. Below is a list of some common
• Ask students to practise the conversations with a social issues.
partner. • Poverty and homelessness
• Climate change
talk about different social issues. • Overpopulation
• Immigration stress
4 Listen and circle the answers. 9-02 • Civil rights and racial discrimination
• Listen to the audio. • Gender inequality
• Ask students to circle the correct answers. • Income gap between genders, or between rich and
• Replay the audio if needed. poor
• Check students’ answers. • Healthcare availability
• Childhood obesity
Answer Key • Drug abuse
1. c • Bullying
2. b • Corruption
3. b
4. b
112
Listen Up • Listen to the audio.

• Ask students to write the missing words in the blanks.
homelessness bullying unemployment crime Answer Key

1. tried, bullying
2. wasn’t, be able
If the teachers ________________ If crime ________________ so
3. helped out, difference
harder to stop ________________, the bad in this area, I’d 4. built some, factories, job
school wouldn’t be in the news. ________________ to skateboard
without being bothered.
1. Max
7 Listen and answer the questions. 9-04

If everyone ________________ just
a little bit, I think we’d really make a 2. Patricia
________________. • Replay the audio if needed.
4. Phillip
If they ________________ more
________________ in this town, I’m sure Answer Key
he’d get a(n) ________________ easily.
3. Melody 1. d
2. d
Challenge NOTE 3. c
To be tempted is to want to do something, especially
7 Listen and answer the questions. 9-04 something you know is not needed or wrong.
4. b
1. What does the boy think of the new rule at school? 2. If the boy were in charge, what would he do?
a. It will help people make healthier decisions. a. Let students eat whatever they want.
b. It will make children want sweets and fizzy drinks. b. Take away all sweets and fizzy drinks at school.
c. It should be applied to all schools.
d. It’s an unnecessary rule.
c. Teach students which sweets are healthy.
d. Limit the number of sweets sold per day.
8 Discuss the questions as a class.
3. What will make students more responsible? 4. What does the girl think is not very reasonable? • Tell students to find a partner.
a. not drinking fizzy drinks a. to think that people will limit their sweets
b. not eating sweets b. to think people will give up sweets
c. limiting their treats c. to think people will learn about nutrition • Ask students to share their answers with the class.
d. teaching them what’s forbidden d. to think people will eat at home more often
8 Discuss the questions as a class. • Give feedback.
1. Do you think schools should teach students about healthy eating?
2. Should schools limit what students can eat or drink?
3. How would you describe your school’s meals?
113 Extra Practice More on Social Issues and

Solutions
Have students practise talking about social issues and
solutions using the patterns below.
Listen Up
“What’s the number one social issue in our / your
5 Listen and number. 9-03 country?” / “I think (social issue) is the number one
• Listen to the audio. issue.”
• Ask students to write the number next to the correct “How do you think (social issue) can be solved?” / “I
picture. think we can solve it by (solution).”
What’s the number one social issue in our country? / I
Answer Key think the lack of medical care is the number one issue.
From left to right How do you think the lack of medical care can be
3. homelessness solved? / I think we can solve it by creating universal
1. bullying medical care for all.
4. unemployment
2. crime
113
Lesson B Speaking
B Speaking Aim Talk about important
nature social issues
Aim: Talk about important social issues Vocabulary

Vocabulary
against repair deserve obesity
progress diet healthy / unhealthy debt
From left to right, top to bottom 1. There’s a dress code next year. I’m really _____________________ it! We should wear what we want.
2. They are fixing the library. It’s really noisy. I think we _____________________ a quiet place to study.
8. against 7. repair 3. I’ve been working all day, but I haven’t made much _____________________! I’ll ask Maggie for help.
5. deserve 2. obesity 4. I’m a vegetarian. That means my _____________________ is mostly made up of fruits, vegetables, and nuts.
5. Schools in the United Kingdom are changing cafeteria menus to prevent childhood _____________________.
6. progress 1. diet 6. The council are going to _____________________ the bus stops. They’re very old and need to be fixed.
3. healthy / unhealthy 4. debt 7. I always try to eat _____________________ foods throughout the week. I think a good diet is important.
8. After finishing university, I had a(n) _____________________ of £50,000! I had to repay it over six years.
2 Fill in the gaps with the best vocabulary words. Grammar

NOTE
Type 2 conditionals are often called unreal conditionals.
Type 2 Conditional
• Ask students to write the best vocabulary word in each A Type 2 conditional is formed by using an if clause in the simple past with a main clause in the present
gap. conditional or present continuous conditional.
Type 2 conditionals are used to talk about unlikely or hypothetical conditions and their probable results.
• Check students’ answers. If + simple past would + simple present
If it snowed, I would be cold.
If he ate less junk food, he would be healthier.
Answer Key
You can switch the order of Type 2 conditionals to start with would + simple present.
1. against 2. deserve 3. progress 4. diet He would go to university if he got good marks at school.
5. obesity 6. repair 7. healthy 8. debt 1. If I ________________ (be) in charge, I would ________________ (repair) the desks in the classrooms.
2. If they had ________________ (build) this building better, they wouldn’t have to ________________ (do) so many
repairs on it.
Grammar 3. If I ________________ (eat) healthier foods, I wouldn’t need to ________________ (go) on a diet.
4. She would ________________ (be) against the idea if she ________________ (have) a say.
3 Look at the table. Then fill in the gaps with the 5. He would ________________ (make) more progress on his report if he ________________ (go) to bed earlier.
correct form of the given verbs. 114
• Read the contents of the table. 4 NF British (SB).indd 114 2020-06-17 �� 8:20:33
OR
• Ask students if they know what kind of grammar point Teacher’s Note
is being highlighted. More Idioms to Show Negative Results
Explain other idioms used to show negative results.
• Ask students to fill in the gaps with the correct form of
Make sure students understand when and how to use
the given verbs.
them. Below is a list of other idioms.
Answer Key come to a bad end If climate change isn’t tackled,

1. were, repair 2. built, do 3. ate, go 4. be, had 5. make, went the world will come to a bad end.
be one’s undoing Failing to lower taxes will be our
Extra Practice Type 2 Conditionals Mingle undoing.
Model Type 2 conditional questions for the class. Give them pay dearly for We will pay dearly for not
the form and an example.
something changing the medical system.
Would + simple present + if + simple past?
Wh- + would + simple present + if + past simple? the price one has to A bad economy is the price
pay for something we have to pay for decreasing
Would it be cold if it snowed?
What would you do if your computer broke? wages.
Tell students to find a partner. Have each pair of students have a ripple effect Raising taxes will have a ripple
write two Type 2 conditional questions. Then have each effect on the whole country.
pair of students share their questions with the class. Write
the questions on the board. Then assign each pair a set of
questions to answer, making sure no one gets the questions
they wrote. Next, have each pair stand up and ask four
different students their new questions. Tell students to record
the answers. Finally, when everyone is done, ask students to
share their questions and answers with the class. Remember
to ask follow-up questions and give feedback.
114
Speak Up
Expressions
Idioms to show negative results 5 Listen and match the speakers with their
4 Look at the table. Then fill in the gaps with the correct expressions. Answers will vary. suggested solution. 9-06
Idiom Example
out of hand The situation has got out of hand.
do more harm than good Raising taxes will do more harm than good. • Ask students to write the letter of each solution next to
make matters / things worse Doing that will only make matters worse.
compound Spending more money now will only compound the problem.
the correct speaker.
1. To _______________________________, it started to rain.
2. The students in the lab were acting badly. The situation was getting _______________________________. • Check students’ answers.
3. Things started to get _______________________________ when the teacher arrived.
4. I think moving to a new house right now will _______________________________. Answer Key
5. I don’t want to _______________________________ your problems, so can I reschedule the meeting?
1. d
2. a
Speak Up 3. c
5 Listen and match the speakers with their suggested solution. 9-06 4. b
a. repair and b. have healthier

rebuild the meal options
roads around in the
1. Marcus 2. Ingrid the city cafeteria 6 Listen again. Do you agree with the speakers?
c. repair or d. government Talk with a partner. Talk about other ways to
buy new
computers
should
remove tuition solve the problems. 9-06
fees
3. Leon 4. Felicia • Tell students to find a partner.
6 Listen again. Do you agree with the speakers? Talk with a partner. Talk about other
• Ask students to discuss if they agree with the solutions.
ways to solve the problems. 9-06
• Ask students to discuss different ways to solve the

7 Use the given words to write type 2 conditional sentences. Then discuss if you agree or
disagree with the statements. problems.
• Tell students to write their ideas on a separate sheet of
paper.
1. (build) (factories) 2. (schools) (sell) 3. (education) (be) 4. (school facilities) 5. (nutrition classes)
(unemployment) (snacks) (obesity) (crime) (repair) (education) (offer) (healthy diets)
speaking properly.
Ex. If they built more factories, there would be less unemployment.
1. ___________________________________________________________________________________ • Ask some students to present their conversations to the
2. ___________________________________________________________________________________ class.
3. ___________________________________________________________________________________
4. ___________________________________________________________________________________
• Give feedback.
5. ___________________________________________________________________________________
115
7 Use the given words to write type 2 conditional
4 NF British (SB).indd 115 2020-06-17 �� 8:20:36 sentences. Then discuss if you agree or disagree
with the statements.
Expressions • Ask students to look at the pictures and the given
Idioms to show negative results words.
4 Look at the table. Then fill in the gaps with the • Ask students to write a Type 2 conditional sentence
correct expressions. Answers will vary. using the given words on each line.
• Ask students to discuss if they agree or disagree with
OR
the statements.
speaking properly.
being highlighted.
• Give feedback.
• Ask students to write the correct idiom in each gap. Answer Key
• Check students’ answers. Possible Answers
Answer Key 1. If they built more factories, there would be less unemployment.
2. If schools sold less snacks, fewer children would suffer from obesity.
Possible Answers
3. If education were better, there would be less crime.
1. make matters worse 4. If the school facilities were repaired, children would get a better
2. out of hand education.
3. out of hand 5. If nutrition classes were offered, people would make healthier choices.
4. do more harm than good / make matters worse
5. compound
115
Lesson C Reading
C Reading Aim Read about a social issue and a potential solution
Aim: Read about a social issue and a potential solution Vocabulary

Vocabulary
• Listen to the audio. ruin
• Ask students to repeat aloud after the audio. behaviour victim

innocent

Answer Key
public demand abuse
3. behaviour guilty
2. victim 1. behaviour • • a. a strong request
5. ruin 2. victim • • b. not guilty of a crime or wrongdoing
3. ruin • • c. someone who is the target of violence, illness, or bad luck
8. innocent 4. innocent • • d. where everyone can see
1. public 5. public • • e. the way you say or do things
6. demand • • f. the use of something for the wrong reasons or to cause harm
4. demand 7. abuse • • g. to destroy; to spoil
6. abuse 8. guilty • • h. having broken a law; to be ashamed of doing something wrong
7. guilty
Pre-reading
• Practise again. Point at different pictures and ask 3 Talk with a partner. List examples of each type of bullying behaviour under the pictures.

definition. PHYSICAL BULLYING SOCIAL BULLYING VERBAL BULLYING CYBERBULLYING
• Check students’ answers. Ex. hitting, kicking,

pushing
Answer Key
116
1. e
2. c 4 NF British (SB).indd 116 2020-06-17 �� 8:20:40
3. g
4. b Teacher’s Note
5. d Bullies
6. a
7. f
Explain behaviour associated with bullying if students
8. h are having trouble coming up with ideas in activity 3 .
Some examples include name-calling, insulting, hitting,
shoving, pinching, kicking, taking things away, stealing
Pre-reading things, damaging things, threatening, intimidating,
sending offensive messages, spreading rumours,
3 Talk with a partner. List examples of each type of taking friends away, and so on. After students have
bullying behaviour under the pictures. done activity 3 , ask some groups their opinions on
• Tell students to find a partner. certain bullying categories. Ask students if they’d like
• Ask students to look at the pictures. to share accounts of being bullied or seeing someone
• Tell students to discuss each category of bullying else getting bullied. Ask students about what happens
behaviour. to bullies at their school. Try to get them to talk about
• Ask students to list types of bullying behaviour under what they think should happen to bullies. Remember to
each category. give feedback and ask follow-up questions.
speaking properly. Teacher’s Note
• Ask follow-up questions. Be aware that some students may be uncomfortable
• Give feedback. discussing this topic openly in class.
116
4 Read the article. 9-08 the best place to insert the sentences [A–C].
Catfishing is the act of using a fake online profile
to fool others into a personal relationship. • Ask students to write in each box the letter
Cyberbullying is a fairly new social issue. However, it has already ruined lives and led to tragic results. These situations corresponding to where the sentence should fit in the
have many people wondering how society should deal with cyberbullies. Some people believe that the solution is to
make clear laws and punishments. If there were laws that clearly defined cyberbullying and its possible punishments,
text.
fewer people would do it. This is the thinking that led three states in the United States to write laws on cyberbullying. • Check students’ answers.
Unfortunately, for many cases, these laws came just a little too late. Let’s take a look at one such case.
The Case of Megan Meier

In 2006, 13-year-old Megan Meier killed herself. She took her own life shortly after
Answer Key
her friend “Josh Evans” sent her several hurtful messages. In the messages, Josh told
Megan, “The world would be a better place without you.”
1. A
Police started to investigate “Josh”. They quickly discovered that Josh was not a
2. C
real person. Josh was a fake person who had been catfishing Megan. Upon further 3. B
investigation, police discovered the true identity of Josh. Josh Evans was actually Lori
Drew, the mother of one of Megan’s friends.
Lori Drew was brought to trial. She was charged with a violation of the Computer Fraud and Abuse Act. [A]
Although Drew confessed to being Josh Evans, the judge and jury acquitted her of the charges. The
reasoning was that the law was not written to be applied to cyberbullying cases. [B] This decision outraged the 7 Talk with a partner.
public, and they demanded justice.
Missouri lawmakers decided they needed to create new laws to punish cyberbullies. • Tell students to find a partner.
They started by defining cyberbullying. [C]] They also changed the laws regarding how
bullying is handled by schools. Missouri even toughened up the punishments for
cyberbullying. Under Missouri’s new laws, the state can now sentence
cyberbullies to jail time if convicted.
TE
NO
To be acquitted means to be
found not guilty of a crime.
with the class.
Comprehension
1. Cyberbullying is clearly defined throughout the United States.
2. Megan Meier sent hurtful messages to her friend “Josh Evans”.
true
true
false
false
Extra Practice Solutions to Social Issues
3. Josh Evans was a fake profile name made to fool Megan. true false
4. The judge acquitted Lori Drew because she was not Josh Evans. true false Have students get into groups of three or four. Tell
5. Missouri has made cyberbullying laws since Megan Meier’s case. true false
them to choose one social issue that is important to
6 Read the statements. Then fill in the boxes with the best place to insert the sentences [A-C]. them. Then tell them to research what their country
Lori Drew confessed to being Josh Evans and using the account to see if Megan was spreading rumours.
is doing to solve the issue. Ask students to discuss
Missouri defined cyberbullying as bullying through “the transmission of a communication including, but not
limited to, a message, text, sound, or image by means of an electronic device...”
whether it is enough or if more should be done. Then
The Computer Fraud and Abuse Act was written to stop acts of computer hacking, not cyberbullying. tell students to come up with their own solutions to the
problems they chose. Tell students to write down their
1. Do you think cyberbullying is a problem in your country? ideas on a separate sheet of paper. When everyone is
2.
3.
Should cyberbullying be treated as a crime?
How can instances of cyberbullying be reduced?
done, ask each group to present their work to the class.
4. What kinds of punishments should be given to cyberbullies?
117
Vote on which group had the best solution. Discuss
what could have been added to or excluded from
each solution as a class. Remember to ask follow-up

OR
OR
Comprehension
false.
Answer Key
1. false
2. false
3. true
4. false
5. true
117
Lesson D Writing
D Writing Aim Summarise two different opinions
Aim: Summarise two different opinions Vocabulary

Vocabulary
poverty raise solution wage
vocabulary word next to the word in the book. tax invest affordable
minimum /
maximum

1. poverty • • a. to lift up; make more; or increase the amount
2. raise • • b. money paid to the government from what you earn or buy
6. poverty 3. solution • • c. to put time, effort, money, or emotion into something you want to succeed
4. wage • • d. the state of being very poor
4. raise
5. tax • • e. the answer to a problem
8. solution 6. invest • • f. the amount of money someone is paid for doing a job
2. wage 7. affordable • • g. the least amount allowed or possible / the largest amount allowed or possible
1. tax 8. minimum / maximum • • h. cheap enough for most people to buy
3. invest Focus
7. affordable 3 Talk with a partner. 4 Listen and choose the correct summary.
5. minimum / maximum Homeless shelters reduce poverty. If there
9-10
were more shelters, homeless people 1. a. Poverty can be fixed by increasing the
could better support themselves.
• Practise again. Point at different pictures and ask amount of jobs in the country.
b. Poverty can be fixed by offering government
students to say the words. I agree / disagree. housing to the poor.
c. Poverty can be fixed by raising the minimum
wage.
2 Match the words with the definitions. Harsh punishments for bullying are the
best way to prevent it. If students were
2. a. Tax money should be put into the healthcare
given prison time for cases of bullying, it system because it will save money long term.
• Ask students to read the words and the definitions. would reduce crime and suicide rates. b. Tax money should be put into the healthcare
system because people are living longer lives.
• Ask students to match each word with the correct c. Tax money should be given to healthcare
I agree. However, I don’t believe prison time should companies to invest in new medicines.
definition. be given for simple cases of bullying.
3. a. Governments should encourage people to
I disagree. Of course bullying is a serious problem,
but children shouldn’t be punished harshly for solve climate change.
little things like rumours and teasing. b. Governments should support companies
working on alternative energy.
Answer Key c. Governments should tax energy companies.
118
1. d
3. e
4. f
5. b Extra Practice Mock Debates
6. c After activity 7 , tell students to get into groups of
7. h four. Ask students to choose a social issue they think
8. g
is important. Then for each group, tell two students
to come up with their own solution to the social issue.
Have the other two students come up with another
Focus solution. When each pair of students is done writing
3 Talk with a partner. about their solution, tell each pair to trade their writing
with the other pair. Tell each pair of students to now
write a counterargument to the other pair’s solution.
to read the short conversations aloud.
When they are done, ask students to debate their
social issues and solutions. Tell one pair of students to
partner.
tell the other pair their social issue and solution. Then
have the other pair give their counterargument and
talk about different social issues and solutions.
solution. Finally, have the first pair of students give their
counterargument. Check each group’s conversation
4 Listen and choose the correct summary. 9-10 to make sure they’re speaking correctly. Remember
• Listen to the audio. to ask follow-up questions and give feedback. As an
• Ask students to circle the correct summaries. alternative activity, do this as a class activity by splitting
• Replay the audio if needed. the class up into two teams and choosing one social
• Check students’ answers. issue.
Answer Key
1. c
2. a
3. b
118
Writing
Grammar
5 Look at the table. Then rewrite the statements with conjunctive adverbs. Answers will vary.
6 Read the debate transcript. Underline at least
Conjunctive Adverbs
three conjunctive adverbs.
Functions Words Examples
• Ask students to read the transcript.
addition in addition, next, also, again Lisa is very intelligent. In addition, she has
three years of experience. • Ask students to underline at least three conjunctive
comparison also, likewise, similarly Penelope has travelled to six countries; I’ve
also travelled to six countries. adverbs.
concession of course, still, nevertheless Mark studied all night; nevertheless, he failed
his exam. • Check students’ answers.
contrast however, instead, in spite of, rather I want to go to the cinema; however, my
friends want to go bowling.
Answer Key
1. Jacob is a very talented artist. Jacob is a brilliant musician.
_____________________________________________________________________________________
2. Wikipedia is very useful. It is not always accurate.
_____________________________________________________________________________________
3. It rained while we were at the beach. We had a great time.
_____________________________________________________________________________________
4. Eric went out for pizza. I went out for pizza.
_____________________________________________________________________________________
NOTE
Writing Starvation is to die or be sick because of a lack of food.
6 Read the debate transcript. Underline at least three conjunctive adverbs.

Nearly 40.6 million Americans live in poverty. For many of these people, employment is
difficult to come by and keep. In addition, these people are likely to have problems buying
food. I believe that no one, especially in such a wealthy country, should ever fear starvation.
Of course, many Americans would like to help. If their government raised the minimum
1 wage, people who live in poverty would have more spending ability. This would increase the 7 Fill in the table to summarise the speakers’
Speaker profitability of companies. In turn, companies would grow and create new jobs.
solutions. Then write a short summary of their
Poverty is indeed a very serious issue in America. However, my opponent wants you
to believe that giving away money is the solution to all of their problems. By raising points and a response to one of the speakers on a
the minimum wage, I believe companies would hire fewer employees. In fact,
rather than encourage companies to hire, I think it would encourage companies to
separate piece of paper.
look for employees overseas. I agree that we need to invest in people to fix poverty. 2
However, that investment should be a long-term investment. Governments should Speaker • Ask students to look at the table.
• Ask students to fill in the gaps with the correct
use our taxes to pay for better education.
7 Fill in the table to summarise the speakers’ solutions. Then write a short summary of their information from activity 6 .
points and a response to one of the speakers on a separate piece of paper.
• Ask students to write a short summary of each
QUESTION: What can be done to fix the growing problem of poverty in the United States?
Argument Reasoning speaker’s speech.
If we ___________________________,
Speaker 1 people who live in poverty would have
This would increase the
___________________________, and in turn
• Ask students to choose one speaker and then write a
___________________________.
If we raise the ___________________________,
increase the ___________________________.
We need to invest in people to fix poverty.
response to that speaker’s argument.
Speaker 2 I believe companies will However, that investment should be a • Tell students to write on a separate sheet of paper.
___________________________ employees. ___________________________.
Response
Ex. I believe Speaker 1 / Speaker 2 made the Ex. I think Speaker 1 / Speaker 2‘s argument • Check students’ writing to make sure they’re doing it
better argument. was better because ___________________.
119 correctly.
• Ask some students to share their writing with the class.
• Give feedback.
Grammar Teacher’s Note

5 Look at the table. Then rewrite the statements Rebuttals and Counterarguments
with conjunctive adverbs. Answers will vary. Explain to students that a rebuttal is when one directly
• Read the contents of the table. responds to another’s claim to point out that it is
OR wrong. A counterargument, on the other hand, is an
• Ask students to read the table. argument that would be made by one’s opponent.
• Ask students if they know what kind of grammar point After students complete activity 7 , ask them to write
is being highlighted. a counterargument to each speaker’s speech in activity
• Ask students to read the sentences. 6 . Tell them to also choose certain points in each
• Ask students to rewrite each sentence using a speaker’s speech where they can make rebuttals. Check
conjunctive adverb on the line. students’ writing to make sure they’re doing it properly.
• Check students’ answers. Ask some students to share their counterarguments
and rebuttals with the class. Remember to ask follow-
Answer Key
up questions and give feedback.
Possible Answers
1. Jacob is a very talented artist. He is also a brilliant musician.
2. Wikipedia is very useful. However, it’s not always accurate.
3. It rained while we were at the beach. Nevertheless, we had a great
time.
4. Eric went out for pizza. Similarly, I went out for pizza.
119
Lesson E Project
E Project Aim Prepare a model election debate
Aim: Prepare a model election debate Video

Video
Video

partner.
Video
Scan the QR code to link to the Unit 9 video. crime education behaviour victim ruin
deserve progress society affordable unemployment
2 Watch the video. Number the pictures in order. Video

Video 4 Watch again. Fill in the gaps with the words you hear. 9
9 1. If he (Tim) __________________ tougher, Biff ___________________ him like that.
2. If I ___________________ company, I ___________________ a bit more about what’s good for society.
• Play the video for students. 3. Instead, they ___________________ money.
• Ask students if their predictions were correct. 4. However, I’ve ___________________ student president is about more than sweets and games.
5. If I ___________________ president, I ___________________ a solution to bullying.
• Play the video again if needed. 1. Tony’s friend Biff wants to run for student president. true false
• Check students’ answers. 2. Biff will probably bully Tim again tomorrow. true false
3. Tony thinks companies care enough about society. true false
4. Tony tells the students he will get brownies and games for them. true false
Answer Key 5. Tony wants the school to teach students about the community. true false
From left to right 6 Look at the pictures from the comic. Talk with your partner and discuss solutions for
these social problems.
1, 2, 3

Video 120
hear. 9

Video
Answer Key
false.
behaviour, deserve, progress, society, unemployment
4 Watch again. Fill in the gaps with the words you Answer Key
Video
hear. 9 1. false 2. true 3. false 4. false 5. true
• Ask students to write the words they hear in the gaps. 6 Look at the pictures from the comic. Talk with
your partner and discuss solutions for these social
problems.
Answer Key • Tell students to find a partner.
1. were a bit, wouldn’t abuse • Ask students to look at the pictures.
2. were that, would think • Ask students to discuss solutions to the social problems.
3. just think about • Check students’ conversations to make sure they’re
4. realised being speaking properly.
5. became class, would find • Ask some students to present their solutions to the
class.
• Give feedback.
120
8 Choose the starting team. Then go to p. 144 to
find the debate questions. A question will be
Century Skills chosen at random. Begin the debate using the
Model Debate Communication Critical Thinking Debate Rules in 7 .
• Tell students to stay in the same groups, but to make
7 Get into groups. Read the rules of the debate. Then read the list of potential topics.
Do research online to prepare your team. two teams out of their one group.
Debate Rules • Ask students to do a coin toss to choose the starting
• Each team must pick one speaker.
• Teams will be given ten minutes to research the
team in each group.
topics. • Ask students to turn to page 144 to find the debate
• The starting team will be decided by coin toss.
• First speaker has one minute to prepare a
crime poverty
questions.
response and has three minutes to speak.
• Second speaker has one minute to prepare a • Ask students to follow the rules of the debate in activity
response and has three minutes to speak.
7 to conduct their debates.
• First speaker has one minute to prepare a rebuttal
and three minutes to speak. • Check students’ debates to make sure they’re doing it
• Second speaker has one minute to prepare a bullying childhood obesity
rebuttal and three minutes to speak. correctly.
• Give feedback.
8 Choose the starting team. Then go to p. 144 to find the debate questions. A question will be
chosen at random. Begin the debate using the Debate Rules in 7 .
9 Who do you think made the best arguments?
Keep score below and discuss as a class after the
Solution #1 Solution #2 Solution #3
debate.
Problem • Ask students to write down each side’s arguments in
each round during the debate.
• Tell students to write down each argument on a
• Ask students, after the debate, to discuss which side
Possible Rebuttal Possible Rebuttal Possible Rebuttal
had the best arguments in each round.

• Tell students to give reasons.
• As a class, go over each debate question and ask each
9 Who do you think made the best arguments? Keep score below and discuss as a class after group who had the best arguments.
the debate.
• List all the arguments on the board.
Round 1 Round 2 Round 3 Round 4
• As a class, discuss why each argument was good or
Team 1
bad.
Team 2
121 • Give feedback.
Teacher’s Note Extra Practice Alternative Debate Topics

Class Debate As an alternative to the debate questions on page 144,
allow the class to make up their own debate questions.
Depending on the class, the debate activity can also
Tell each group to come up with four different social
be done as a class by splitting the class into two teams
issues to debate. Then have them do research on their
and assigning certain questions to different groups of
own issues to come up with arguments for and against.
students within those teams. Then during the debate,
Then carry out the debate according to the rules of
only students who were assigned the same questions
the debate listed in activity 7 . Alternatively, have each
should debate, while the other students on each team
team write their debate topics on a piece of paper.
take notes and choose who had the better arguments.
Then when every group is done listing their debate
topics, take the papers away and assign each group a
different group’s debate topics. Then tell each group
21st Century Skills
to research those new topics for their debates. Finally,
7 Get in groups. Read the rules of the debate. carry out the debates according to the rules of the
Then read the list of potential topics. Do research debate listed in activity 7 .
online to prepare your team.
• Tell students to get into groups of four.
• Ask students to read the rules of the debate.
• Ask students to look at the list of potential topics.
• Ask students to research those topics online.
• Tell students to write notes of the information they find.
• Check students’ research to make sure they’re doing it
correctly.
• Give feedback.
121
Unit
10 WHAT COULD HAVE BEEN DIFFERENT?

This unit will give students the ability to talk about their
regrets, the decisions they wish they had made in the
past, and their goals using Type 3 conditionals and wish it
10
Un
statements.
Unit 10 AIMS WHAT COULD

Lesson A: Read about events that could have been
avoided
Lesson B: Listen to people talk about things they could
HAVE BEEN
have done differently
Lesson C: Talk about how you could have done things
differently
DIFFERENT ?
Lesson D: Write about something you wish you had done
differently
Lesson E: Create an alternative timeline
Target Skills
Lesson A: Reading
Lesson B: Listening Scan for Audio
Lesson C: Speaking
Lesson D: Writing A Reading Read about events that could have been avoided
Lesson E: Project B Listening Listen to people talk about things they could have done differently
C Speaking Talk about how you could have done things differently
Target Vocabulary D Writing Write about something you wish you had done differently
Lesson A Lesson B E Project Create an alternative timeline
attempt accept
disaster behave
escape hard 122
explode impossible 4 NF British (SB).indd 122 2020-06-17 �� 8:20:55
notice lie
obvious opportunity
plenty quit
warn truth
Lesson C Lesson D
essay cancel
extremely edit
goal frequently
opinion overweight
promise pretend
regret retire
supposed to reward
wish score
Lesson E
calculation
fool
strand
troublemaker
trust
122
wish statements
Wish statements are used to express when we want a
situation to be different.
Usage Form Example

to express we
want a situation
I wish I was tall.
in the present or wish + past simple
(I’m short.)
future to be
different
to express a regret, I wish I had
or that we want prepared for the
a situation in the wish + past perfect exam. (I didn’t
past to be prepare for the
different exam.)
Unit 10 Discussion

Ask more questions about past situations.
1. Have you ever failed at something? Describe a situation in which you wish you had
2. How do you deal with failure?
3. Can you think of something you regret?
behaved differently. How did you originally behave?
4. What would you have done differently? Why were you unhappy with this behaviour? How
123 would you have behaved differently? Why?
Describe a situation in which you would have behaved
the same.
Why do you think people think about how they would

Key Grammar have behaved differently in past situations?
Type 3 conditional
The Type 3 conditional is used to talk about a situation in
the past that isn’t real, and its possible outcome is also
not going to happen.
If + past perfect would have +past participle

If I had studied harder, I would have got an A.
If she hadn’t cheated on the she wouldn’t have
test, failed the class.
123
Lesson A Reading
A Reading Aim Read about events that could have been avoided
Aim: Read about events that could have been avoided Vocabulary
Vocabulary explode
obvious
attempt
notice
warn
escape
disaster
plenty

1. 2. 3. 4.

5. 6. 7. 8.
correct picture.
Answer Key
1. notice
2. attempt
1. If we leave now, we might be able to ___________________ the storm.
3. warn 2. That alarm is to ___________________ us of a fire. If there’s smoke, it will make a loud noise.
4. plenty 3. The issue was ___________________; we should have seen it right away.
5. obvious 4. There were ___________________ of experts at the meeting. The whole room was full!
5. They didn’t ___________________ the leak in the pipe until it was too late. That’s why the basement flooded.
6. escape
6. We lost all of our belongings in the ___________________.
7. explode 7. Their first ___________________ to rescue the workers failed. They had to try again.
8. disaster 8. If we don’t check on the equipment, it might catch fire. Then it could ___________________!

Pre-reading
students to say the words. 3 Look at the situations below. Talk with a partner. What do you think is happening?
What could have been done differently?

• Ask students to write the best vocabulary word in each
gap.
124
Answer Key
1. escape 2. warn 4 NF British (SB).indd 124 2020-06-17 �� 8:21:15
3. obvious 4. plenty
5. notice 6. disaster
7. attempt 8. explode
Pre-reading
3 Look at the situations below. Talk with a partner.
Teacher’s Note What do you think is happening? What could
have been done differently?
What Could You Have Done Differently?
Explain to students that they can talk about the people • Ask students to look at the pictures.
and situations in activity 3 using the patterns below. • Ask students to take turns explaining what is happening
“What could she / he have done differently?” / “She / in the pictures and what the people could have done
He could have (different behaviour).” differently.
What could she have done differently? / She could have • Give feedback.
used a headset to talk on the phone.
What could he have done differently? / He could have
been more careful going down the steps.
124
4 Read the article
article. 10-02 the best place to insert the sentences [A–C].
If Only… • Ask students to read the sentences.
Challenger • Ask students to write in each box the letter
On 28th January 1986 the space shuttle Challenger exploded. Seven astronauts were killed in the explosion. But
if anyone had listened to Bob Ebeling, this horrible event wouldn’t have happened. Bob warned everyone that corresponding to where the sentence should fit in the
sending the shuttle into space was a mistake. The shuttle wasn’t built to work properly with the weather on that
day. [A] Ultimately, the launch ended in disaster. Supervisors didn’t listen to Bob’s warnings, and the shuttle blew text.
up. Sadly, the astronauts had no chance to escape. TE
NO
A spillage is what is created when something is spilt. • Check students’ answers.
Deepwater Horizon
The Deepwater Horizon oil spillage was the second largest oil spillage in history and the largest in US history.
Over 200 million gallons of oil spilt into the Gulf of Mexico. In addition, eleven workers were killed when the oil Answer Key
rig exploded. Sadly, the events that caused the rig to explode could have been prevented. Workers received some
unusual test results. If only they’d asked an experienced engineer about them, the disaster might have been
prevented. [B] 1. B
Mount Vesuvius 2. C
One of the most well-known natural disasters happened over 2,000 years ago. At least 1,500 people died when 3. A
Mount Vesuvius erupted. [C] There were obvious signs to warn people that the volcano was going to erupt. For
example, they didn’t notice that before the eruption occurred, the nearby sea had begun to boil. And for days
before the eruption, the earth shook. Also, most animals left the city. If they had paid attention to the warning
signs, they would have had plenty of time to attempt to escape.
Disaster in Pompeii: A Timeline 7 Talk with a partner.

Days before the eruption – the earth shakes
24th August 79 CE
12 p.m. – an unusual cloud is seen northwest of the city of Pompeii • Tell students to find a partner.
1 p.m. – the volcano begins to spit ash into the air
2 p.m. – ash and white pumice stones fall on the city
5 p.m. – rocks the size of fists fall at a speed of 50 metres per second.
The city is dark because the sun is blocked by the ash cloud.
11.15 p.m. – the first pyroclastic surge (a mixture of gas and rock) hits
three nearby cities: Herculaneum, Boscoreale, and Oplontis
Midnight – over the next seven hours, six pyroclastic surges hit. with the class.
Temperatures rise to 570 degrees Fahrenheit, killing over 1,500 people.
NOTE
When a volcano erupts, it ejects lava, ash, and gases. Lava is
Comprehension molten (melted) rock that can be as hot as 1,200 degrees Celsius.

1. The Challenger disaster could have been avoided. true false Extra Practice Extreme Situations and Alternate
2. Deepwater Horizon was the largest oil spillage in history. true false
3. There was an attempt to fix the oil rig. true false Courses of Action
4. Most animals left the city of Pompeii before the eruption.
5. It was obvious the volcano was going to erupt.
true
true
false
false
Tell students to find a partner. Then have them think
of a real-world extreme situation like a natural disaster
6 Read the statements. Then fill in the boxes with the best place to insert the sentences [A-C].
It took 85 days to stop the leak, which dumped over 210 million gallons of oil into the Gulf of Mexico.
or large-scale accident. Ask students to discuss the
Sadly, these deaths could have been prevented.
situation and list its details. Tell them to write their
Unfortunately, supervisors decided to ignore the warning signs and approved the shuttle for launch.
notes on a separate sheet of paper. Tell students
to research their situations online if needed. When
1. Which of these disasters do you think did the most damage? everyone is done listing the details of their situations,
2. What disasters have you learned about on the news recently?
3. Do you think they could have been prevented had someone done something differently?
ask students to come up with a different course of
4. Do you think you take warnings seriously? action that could have lessened the impact of their
125
situations. Ask students to describe what people could
have done differently and why that would have helped.
When everyone is done working, ask some students to
4 Read the articles. 10-02 present their situations and alternate courses of action
to the class. Remember to ask follow-up questions and
give feedback.
OR
OR
Comprehension
false.
Answer Key
1. true
2. false
3. false
4. true
5. true
125
Lesson B Listening
B Listening Aim Listen to people talk about things they
could have done differently
Aim: Listen to people talk about things they could have Vocabulary
done differently 1 Listen and number. 10-03
Vocabulary
1 Listen and number. 10-03 hard behave truth lie

quit opportunity impossible accept
Answer Key 1. lie • • a. difficult to do or understand
2. truth • • b. an unreal fact about someone, something, or a situation
From left to right, top to bottom 3. opportunity • • c. to agree to take something
4. quit • • d. to act a certain way
3. hard 5. impossible • • e. to leave a job or place, or to stop doing something
6. behave 6. accept • • f. real facts about a situation
7. behave • • g. unable to do or be
8. truth 8. hard • • h. a chance to do something you want to do or something positive
4. lie
1. quit Grammar
5. opportunity
Type 3 Conditionals
2. impossible
Type 3 conditionals are used to talk about a situation in the past that isn’t real, and its possible outcome is also
7. accept not going to happen.
If + had + Past Perfect would / could / might have + Past Perfect
If I had behaved in class, I would have got better marks.
• Practise again. Point at different pictures and ask If you hadn’t lied, you might not have got in trouble.
students to say the words. If his dad had accepted that job, they could have moved to Canada.
4 Unscramble.
2 Match the words with the definitions. 1. you could have / quit your job, / made a lot / If you hadn’t / of money.
_________________________________________________________________________________
• Ask students to read the words and the definitions. 2. studied more / able to make more friends. / If you had / have been / English, you might
_________________________________________________________________________________
• Ask students to match each word with the correct 3. you would have / the prize, / had accepted / had ten blue ribbons. / If you
definition. _________________________________________________________________________________
4. If you had / more opportunities. / you might have / worked harder, / had
• Check students’ answers. _________________________________________________________________________________
126
Answer Key
1. b 2. f
3. h 4. e
5. g 6. c
Extra Practice Type 3 Conditionals Race
7. d 8. a
Before class, prepare a list of 20 or so hypothetical
situations with bad outcomes, such as “got an ‘F’ on
Grammar the maths test”. During class, split the class into two
teams and have each team line up at the front of the
class. Show or tell the first student in each line one
• Read the contents of the table. of the hypothetical situations. Tell them to say a Type
OR 3 conditional sentence about the situation. The first
• Ask students to read the table. student to say a correct sentence wins a point for their
• Ask students if they know what kind of grammar point team. Have the first two students then move to the
is being highlighted. back of their respective lines. Next, repeat the process
for the next two students. Complete this process until
4 Unscramble. the situations are exhausted or each student has had a
• Ask students to look at the sentence parts. turn. The team with the most points at the end is the
• Ask students to unscramble the sentence parts and winner.
Answer Key
1. If you hadn’t quit your job, you could have made a lot of money.
2. If you had studied more English, you might have been able to make
more friends.
3. If you had accepted the prize, you would have had 10 blue ribbons.
4. If you had worked harder, you might have had more opportunities.
126
Listen Up • Listen to the audio.

• Ask students to write the missing words in the gaps.
a. If he’d studied harder, he might have finished Year 9.
b. If he had the opportunity to study overseas, he would

1. David & Lisa 2. Melody & Darrel have chosen a school in India.
Answer Key
c. If he’d gone to trials, he might have made the team.
d. If she had stayed in the team, she would have gone on

1. David: opportunity, would have
the big trip. Lisa: chance, wouldn’t
3. George & Macy 4. Stephanie & Tom
2. Melody: I write, Japan
Darrel: had applied, have been
3. George: had told, got
1. David: If I had had a(n) _________________ to play, I _________________ got into the team. Macy: you’d studied, passed
Lisa: Even if I’d had a(n) _________________ to have a trial, I _________________ have 4. Stephanie: would have gone
got into the team.
Tom: hadn't quit, be sad
2. Melody: If _________________ them a letter by tomorrow, I would be flying to
_________________ next week.
Melody: I’m sure if you _________________, you would _________________ accepted! 7 Listen again. Circle true or false. 10-04
3.
George: If I _________________ the truth about it, I might have _________________
another chance.
Macy: If _________________ harder instead of cheating, you might have false.
_________________ your exams.
4. Stephanie: If I had stayed in the team, I _________________ with them.
Tom: If you _________________ the team, you wouldn’t _________________ right now!
Answer Key
1. false
7 Listen again. Circle true or false. 10-04
2. false
1. David is always on time. true false
2. Melody wishes she hadn’t applied to the university. true false
3. true
3. George thinks that he wouldn’t be in so much trouble if he had told the truth. true false 4. false
4. Stephanie is glad she quit the athletics team. true false
5. false
5. Tom wishes he had joined the team. true false
Challenge
8 Talk with a partner about situations you could have avoided. What choices could Challenge
you have made to change the outcome?
127 8 Talk with a partner about situations you could
have avoided. What choices could you have made
to change the outcome?
Listen Up • Ask students to discuss personal situations they could
5 Listen and read the statements. Match the have avoided.
• Ask students to discuss the choices they could have
statements with the speakers. 10-04
made to avoid the outcome of their situations using
Type 3 conditionals.
• Ask students to match each statement to the correct
speaking properly.
speaker. • Ask some students to share their conversations with the
class.
Answer Key • Give feedback.
1. c
2. b
Teacher’s Note
3. a Class Discussion
4. d
Depending on the class, turn activity 8 into a class
activity by listing everyone’s situations on the board.
Then discuss with the whole class what else could have
been done differently to avoid the original outcome.
Alternatively, just list each pair of students’ situations
on the board. Then have each pair of students come
up with their own ideas of what could have been done
differently. Finally, discuss each situation and alternate
course of action as a class. Remember to ask follow-up
127
Lesson C Speaking
C Speaking Aim Talk about how you could have done things differently
Aim: Talk about how you could have done things Vocabulary
differently 1 Listen and number. 10-05
Vocabulary
1 Listen and number. 10-05 wish supposed to goal extremely

essay promise opinion regret
the book.
1. promise • • a. to want a situation to be different than it is
2. supposed to • • b. to want something in the past to be different
Answer Key 3. essay • • c. a long piece of writing, often for school or university
4. goal • • d. to be expected or intended to do something
7. wish 5. extremely • • e. to say you will do something
1. supposed to 6. opinion • • f. something you are aiming to do
8. goal 7. regret • • g. very; more than usual

8. wish • • h. something you believe is true
6. extremely
2. essay Grammar
5. promise 3 Look at the table. Listen and repeat. 10-06
3. opinion Wish Statements

Wish statements are used to express when we want a situation to be different.
4. regret Usage Form Examples
to express when we want a situation in wish + past simple I wish I was at home in bed. (I’m at school.)
• Practise again. Point at different pictures and ask the present or future to be different
to express when we want to be doing a wish + past continuous I wish I was sleeping in my bed right now.
students to say the words. different action in the present or future (I’m sitting at my desk.)
to express a regret, or that we want a wish + past perfect I wish I had slept longer last night. (I didn’t
situation in the past to be different sleep long enough.)
2 Match the words with the definitions. 4 Fill in the gaps with the words in the box and the correct form of the given verbs.
• Ask students to read the words and the definitions. supposed promise opinion essay
• Ask students to match each word / phrase with the Ex. I wish I had reached my exercise goal before the summer started.
1. I wish I had ________________________ to take out the rubbish yesterday. (keep)
correct definition. 2. I wish I was ________________________ right now. (write)
• Check students’ answers. 3. I wish I wasn’t _________________________ at school right now. (be)
4. I wish I had ________________________ in my maths class last week. (offer)
128
Answer Key
1. e 4 NF British (SB).indd 128 2020-06-17 �� 8:21:28
2. d
3. c
4 Fill in the gaps with the words in the box and the
4. f
correct form of the given verbs.
5. g
6. h • Ask students to read the sentences.
7. b • Ask students to complete each sentence with the best
8. a word from the box and the correct form of the given
verb.
Grammar
Answer Key
3 Look at the table. Listen and repeat. 10-06 1. kept my promise
• Read the contents of the table. 2. writing my essay
OR 3. supposed to be
• Ask students to read the table. 4. offered my opinion
128
Expressions
5 Listen and repeat. Put a tick ( ) in the correct column. 10-07
Expressing goals and aims
Wish Statement Past Simple Past Continuous Past Perfect
1. I wish I’d gone to school today; I was
supposed to help my teacher.
2. I wish I was writing my essay right now; I’m
worried I won’t have enough time.
3. I wish I was still playing cricket; I regret
quitting the team.
OR
4. I wish I had my markers; I really want my • Ask students to read the table.
poster to be extremely colourful.
Expressions being highlighted.

Expressing goals and aims
Expression Usage Meaning 7 Answer the questions using the given
to keep up My goal is to keep up with my
classmates.
to progress at the same speed as
someone or something expressions.
to go above and beyond I like to go above and beyond because I to make an extra effort to do something
want to do extremely well. more than what is required • Ask students to read the questions.
to come out on top I’ll have to work harder, otherwise I
won’t come out on top.
to be the most successful
• Ask students to write the answer on each line using the
to stand out I’m going to do a lot of research; I want
this essay to stand out.
to be different and better given expression.
7 Answer the questions using the given expressions.
1. What was your goal in English class this year? (to stand out) Answer Key
______________________________________________________________________________
2. What did Katie promise to do in maths class? (to keep up)
Possible Answers
______________________________________________________________________________ 1. My goal in English class was to stand out.
3. What does Kenny regret? (to go above and beyond)
2. Katie promised to keep up (in maths class).
______________________________________________________________________________
4. What does Lenny hope will happen at the football match? (to come out on top)
3. Kenny regrets not going above and beyond.
______________________________________________________________________________ 4. Lenny wishes he will come out on top.
Speak Up
8 Talk with a partner. Write three regrets on a separate piece of paper. Then make three
wish statements about what you wish you had done differently.
Speak Up
Activity
Regret #1 ___________________________
8 Talk with a partner. Write three regrets on a
Regret #2 ___________________________ separate piece of paper. Then make three wish
Regret #3 ___________________________
statements about what you wish you had done
Ex. I wish I wasn’t late
all the time because
Ex. I wish I had studied
harder because I am
Wish statements differently.
that’s not a good having a hard time I wish ______________________________.
way to stand out. keeping up with my
because ____________________________. • Tell students to find a partner.
classmates.
129 • Ask students to each think of and write down three
regrets.
• Ask students to write three statements about what they

wish they had done differently.
5 Listen and repeat. Put a tick () in the correct • Tell students to write their regrets and wishes on a
column. 10-07 separate sheet of paper.
• Read the contents of the table. • Ask students to take turns discussing their regrets and
OR wishes.
• Ask students to read the table. • Check students’ conversations to make sure they’re
• Listen to the audio. speaking properly.
• Ask students to repeat aloud after the audio. • Ask some students to share their conversations with the
• Ask students to put a tick in the correct column for class.
each sentence. • Ask follow-up questions.
• Check students’ answers. • Give feedback.
Answer Key
1. past perfect Extra Practice More Regrets and Wishes
2. past continuous Tell students to work with the same partners from
3. past continuous activity 8 . Ask students to make a list of five situations
4. past simple
that happened to celebrities. For example, “Ronaldo
moved from playing football in Spain to Italy.” Then
have students discuss making wish statements from
the point of view of the celebrities they chose to write
about. Ask some students to share their conversations
with the class. Tell students to not name their
celebrities. Have the other students guess who they
are. Remember to ask follow-up questions and give
feedback.
129
Lesson D Writing
D Writing Aim Write about something you wish you had done differently
Aim: Write about something you wish you had done Vocabulary
differently 1 Read the words in the box. Then listen and write the vocabulary word you hear. 10-08
retire score cancel edit

frequently reward pretend overweight
Vocabulary
1. 2. 3. 4.

5. 6. 7. 8.
correct pictures.
1. reward 2. cancel 1. Can you ___________________ my essay for me? I’ve looked at it too many times.
2. Our team aren’t keeping up! If we don’t play harder and ___________________ some more points, we’ll lose!
3. frequently 4. overweight
3. If I had paid more attention in maths class, I wouldn’t have to use my calculator so ___________________.
5. retire 6. score 4. If I work hard enough, I can ___________________ while I’m still young.
7. edit 8. pretend 5. There’s a huge ___________________ for anyone who has seen the boy in the photo.
6. The alarm went off, but I’m still tired. Can we ___________________ it’s still night time?
• Practise again. Point at different pictures and ask 7. This scale says that I am heavier than usual. Do you think that I’m ___________________?
8. I wish I could ___________________ my membership to the gym. I never go there anymore.
Focus
2 Fill in the gaps with the best vocabulary words. 3 Talk with a partner. 4 Listen and circle the best
response.
10-09
Hey Dad, what did you do when you were a football star ?
1. a. b. c. d.
• Ask students to write the best vocabulary word in each
When I was a football star, I would exercise frequently. 2. a. b. c. d.
gap. When I was a football star, I used to exercise frequently.
3. a. b. c. d.
What is a bad habit you used to have?
NOTE
Answer Key Well, I used to edit my emails for a really long time.
Use used to / would + action to talk about repeated
past actions that don’t happen anymore. I used to
paint (every day). (Now, I don’t.)
Well, I would edit my emails for a really long time.
1. edit 2. score Don’t use used to / would if something has happened
only once. I used to paint that one picture.
3. frequently 4. retire 130
5. reward 6. pretend
7. overweight 8. cancel
Extra Practice What Did You Use to Do?

Focus Have students practise talking about things they used to
3 Talk with a partner. do using the patterns below.
• Read the short conversations aloud or ask two students “What did you use to do when you were younger?” /
to read the short conversations aloud. “When I was younger, I used to / often / would (action).”
• Ask students to practise the conversations with a “What did you use to do (time frame)?” / “I used to /
partner. often / would (action) (time frame).”
talk about different habits and experiences.
What did you use to do when you were younger? / I
often read comic books when I was younger.
What did you use to do at primary school? / At primary
•Listen to the audio. school, I would ride my bike around the area every day.
•Ask students to circle the best responses.
Answer Key
1. b
2. b
3. c
4. c
130
6 Read the passage. Then circle the answers to the
5 Write a statement about each person’s habit using used to or would. Then write a type 3 questions.
conditional statement.
Habit Problem Result Statements • Ask students to read the passage.
1. Ex. Lenny worked. He quit his job. He can’t go shopping. Ex. Lenny used to work. If he hadn’t • Ask students to read the questions.
quit his job, he would be able to go
shopping. • Ask students to circle the correct answers.
2. Jane talked on the She frequently forgets Her phone was
phone often. to pay her phone bill. cancelled. • Check students’ answers.
3. Petra ate fast food She never did any She was overweight.
every day. exercise.
4. John wrote books. He didn’t send his He didn’t sell any Answer Key
books to an editor. copies.
5. The team missed They didn’t score They lost.
1. No
practices. enough points in the
game.
2. No
3. Yes
6 Read the passage. Then circle the answers to the questions.
4. Yes
I am 72 years old. When I was in primary school, I frequently pretended I was an
editor. But when I was seventeen, I had to decide between two choices. I could go
to university and study to be an editor, or I could go to clown school. Since I had
trouble keeping up with the other students, I decided to go to clown school. Thinking
about it, if I hadn’t missed the bus so often, I would probably have got better marks. 7 Read the passage again. Write the timeline.
Nevertheless, I didn’t score very high marks. Because I didn’t get good marks, I couldn’t
keep up with the other kids. I didn’t go to university. So now, I work at the circus. If I • Ask students to read the passage in activity 6 again.
had become an editor, I could have retired at a younger age. I wish I hadn’t missed the
bus to school so much, then I would have been able to retire early! • Ask students to read the prompts in the box.
1. Does he work as an editor? Yes / No • Ask students to write the correct detail from the box on
2. Did he do well in school? Yes / No
3. Could he have got better marks? Yes / No each line.
4. If he had stayed in school, could he have retired now? Yes / No • Check students’ answers.
7 Read the passage again. Write the timeline.
Answer Key
If I hadn’t missed the bus
I would pretend I
was an editor.
I couldn’t keep up. so often, I would probably
I used to go to
primary school.
I wish I could retire! 1. I used to go to primary school.
have got better marks.
2. I would pretend I was an editor.
1. Past: ______________________________________________________________________________
3. I couldn’t keep up.
2. When he was young: ________________________________________________________________
3. Secondary school: ___________________________________________________________________ 4. If I hadn’t missed the bus so often, I would probably have got better
4. Regret: ____________________________________________________________________________ marks.
5. Now: ______________________________________________________________________________
5. I wish I could retire!
Writing
8 Write about your own life. Choose a few things that could have been true in your life,
had you made different decisions. Or choose to write about one of the descriptions of
events below. Writing
Old habit: riding a bike to school every day Old habit: going to a museum every week 8 Write about your own life. Choose a few things
New habit: joined a band New habit: watching TV
Did not: move to India / become a teacher Did not: study hard / get into university that could have been true in your life, had you
131 made different decisions. Or choose to write
about one of the descriptions of events below.
• Ask students to write about something that could
have been different in their own lives had they made
5 Write a statement about each person’s habit
different decisions, or write about one of the given
using used to or would. Then write a Type 3
scenarios.
conditional statement.
• Tell students to use the passage in activity 6 as an
• Ask students to look at the table. example.
• Ask students to write one sentence about each person’s • Tell students to write on a separate sheet of paper.
habit using used to or would and one sentence about • Check students’ work to make sure they’re writing
what could have happened differently using a Type 3 correctly.
conditional. • Ask some students to share their writing with the class.
• Tell students to write their sentences in the book or on • Give feedback.
a separate piece of paper.
Extra Practice Write About Different Scenarios
Answer Key Ask each student to write a scenario similar to the
Possible Answers given scenarios in activity 8 . Tell students to write their
1. Lenny used to work. If he hadn’t quit his job, he would be able to go scenarios on a small piece of paper. When everyone is
shopping. done, collect all of the scenarios. Put them in a hat and
2. Jane used to / would talk on the phone often. If she had paid her have students randomly pick a scenario. Make sure no
phone bill, they wouldn’t have cancelled her phone. one gets the scenario they wrote. When everyone has
3. Petra used to / would eat fast food every day. If she had exercised,
a scenario, have each student write a story about it. Tell
she wouldn’t be overweight.
students to keep their writing similar to the passage in
4. John used to / would write books. If he had sent them to an editor,
he might have sold some copies.
activity 6 . When everyone is done, ask some students
5. The team used to / would miss practices. If they had scored enough to share their stories with the class. Remember to ask
points at the game, they wouldn’t have lost. follow-up questions and give feedback.
131
Lesson E Project
E Project Aim Create an alternative timeline
Aim: Create an alternative timeline Video

1. calculation • • a. to leave someone in a place with no way out
Video 2. trust
3. fool
•
•
• b. a stupid person
• c. to believe that someone is good and honest
4. strand • • d. the use of maths to solve a problem
1 Match the word with the picture. 5. troublemaker • • e. someone who causes problems
• Ask students to read the words and the definitions. 2 Look at the pictures. What do you think the video will be about? Talk with a partner.
• Ask students to match each word with the correct 3 Watch the video. Number the pictures in order.
Video
10
definition.
Answer Key
1. d
2. c
3. b
4. a
5. e
Video
2 Look at the pictures. What do you think the video
notice truth quit supposed to pretend
will be about? Talk with a partner.
explode attempt essay promise overweight
• Ask students to make predictions about the video they’re Video
5 Watch again. Fill in the gaps with the words you hear. 10
about to watch. 1. If I _________________________ to help you little twerps, I’d _________________________ adventures right now.
• Tell students to talk with a partner. 2. If you _________________________ the truth, I _________________________ to steal the World Hopper engine.
3. I wish we _________________________ it sooner.
• Tell students to share their predictions with their partner. 4. If you _________________________ to check on me, you _________________________ away.
5. You’re going to wish _________________________ me, Leinad.
Scan the QR code to link to the Unit 10 video. 6 Watch again. Circle true or false.
Video
10
1. Eric’s calculations were wrong. true false
2. Leinad has just been on an adventure across the multiverse. true false
3. Tom doesn’t hand over the engine quietly. true false
3 Watch the video. Number the pictures in order. 4. The World Hopper engine explodes. true false
Video 5. Lisa comes back to check on Leinad. true false
10
132
• Play the video for students.
Ask students if their predictions were correct.
•
• Ask students to number the pictures in order.
• Play the video again if needed. 5 Watch again. Fill in the gaps with the words you
• Check students’ answers. hear. 10
Video
Answer Key • Ask students to read the sentences.

From left to right • Play the video again.
2, 3, 1
Video Answer Key
hear. 10
1. hadn’t agreed, be out on
2. had just told us, wouldn’t have had
• Ask students to put a tick next to the words they hear. 3. had stolen
• Play the video again if needed. 4. hadn’t stopped, could’ve got
• Check students’ answers. 5. that you’d never met
Answer Key
Video
From left to right, top to bottom 6 Watch again. Circle true or false. 10
truth, explode, attempt, promise, overweight • Play the video again.
false.
Answer Key
1. false 2. true 3. true 4. true 5. true
132
8 Interview a classmate, teacher, family member,
etc., about their past. Then use a separate piece of
Century Skills paper to create a timeline for them.
How It Would Have Been Creativity Critical Thinking
• Ask students to interview a classmate, teacher, family
7 Read the passage. On a separate piece of paper, write a list of highlights about the life member, or someone else.
of Louis Armstrong. Use the given sentence structures shown below. • Tell students to ask the person questions about their life
Louis Armstrong was born in 1901. When he was born, his mother was
only sixteen, and his father left shortly after. Louis grew up in New Orleans,
and past experiences.
where jazz music was very popular. When he was a child, Louis played the • Ask students to create a timeline for the events in that
trumpet. It was obvious he had a great talent for music from an early age.
Louis lived in poor areas. Louis would do odd jobs to help his family earn person’s life.
the money they needed to survive. When he was 11, he quit school. He • Tell students to write their timelines on a separate sheet
STRUCTURES frequently got into trouble; for example, when he was 13, he took his
1. Louis used to…

father’s gun and shot it into the air. He was arrested and spent one night of paper.
in jail.
2. When he was young, he
would… He eventually escaped from the difficulties of poverty. By working harder
3. He probably regretted…
4. If he had / hadn’t… then
and earning more opportunities to play jazz, he was noticed by many
musicians. They invited him to play in their bands. Louis went on to
properly.
he would have / wouldn’t become one of the most famous jazz musicians in the world. • Ask some students to present their timelines to the class.
have…
It’s almost impossible to achieve what Louis did in a lifetime, especially
5. He likely wishes he had /
coming from the extremely difficult situation he did. Who knows what
had not…
would have happened if he hadn’t been such a talented musician. • Give feedback.
8 Interview a classmate, teacher, family member, etc. about their past. Then use a
separate piece of paper to create a timeline for them.
Teacher’s Note
Interviewer Answer Interview Questions
1. Tell me about something
you used to do. When did
__________________________________________
__________________________________________
Tell students to ask other interview questions besides
you used to do it?
__________________________________________ the ones in activity 8 . Let them know that they
__________________________________________
__________________________________________ can ask more detailed and personal questions. Also
__________________________________________
tell students to ask follow-up questions to the main
2. Name a difficult choice you’ve __________________________________________ interview questions in activity 8 . For example, have
had to make. __________________________________________
3. Name something that would __________________________________________ students not only ask what and when, but also ask
have been different if you had
made a different choice.
__________________________________________
__________________________________________
questions about who, where, why, and how. This way,
4. Name one thing you wish you’d
done differently. __________________________________________ they will get as much detail as possible from the people
5. Name something you regret __________________________________________ they interview.
doing. __________________________________________
6. Name something you regret __________________________________________
NOT doing.
__________________________________________
7. When you were younger, what
__________________________________________
did you want to grow up to be?
8. What do you want to do now?
__________________________________________ Extra Practice Your Alternative Timeline
Ask students to make a list of their greatest regrets
133
and the decisions they could have made to avoid them.
Next, have students create alternative timelines for
their lives by making the decisions they wish they had
made in order to get rid of their regrets. Tell students
21st Century Skills
to write their alternative timelines on a separate sheet
7 Read the passage. On a separate piece of paper, of paper. After they have created their timelines to
write a list of highlights about the life of Louis the point where they are in their current lives, have
Armstrong. Use the given sentence structures students create their future timelines. Have them write
shown below. about things they wish to do in the future. Tell students
• Ask students to read the passage. to write in a way that it makes a complete story of
• Ask students to write a list of highlights about Louis their lives. When everyone is done writing, ask some
Armstrong’s life. students to present their alternative timelines to the
• Ask students to use the given sentence structures to class. Remember to ask follow-up questions and give
write their highlights. feedback.
sheet of paper.
them correctly.
• Give feedback.
133
Review Unit 9-10
Review Unit 9-10
gaps. The time has come for change. If we look at our 1. __________________
right now, there are many problems: 2. __________________ has gone
• Ask students to read the reading. up, so it’s hard for many young people to find a job. If you walk the streets
right outside this building, you will see a lot of 3. __________________
• Ask students to circle the best word to fill in the gaps. people. Many people have huge problems with credit card
• Ask students to write the word in the gaps. 4. __________________. And for many young families in this country, it’s
almost impossible to find a(n) 5. __________________ place to live.
So, the question is, what are the solutions to all these societal problems? How can we fix this? Well, I believe
the answer starts with a(n) 6. __________________ economy. Once we have repaired the economy, people
Answer Key will start finding work again. Then we’ll get more money in the form of taxes to invest, which will help us to
make 7. __________________ in other areas.
1. c, society
So, for real change, vote for us next week. We will make it so that everyone has the opportunity to succeed.
2. d, unemployment
3. b, homeless 1. a. solution b. progress c. society d. goal
2. a. ruin b. behaviour c. progress d. unemployment
4. c, debt 3. a. affordable b. homeless c. bullying d. social
5. a, affordable 4. a. wage b. demand c. debt d. improvement
5. a. affordable b. innocent c. obvious d. necessary
6. b, healthy 6. a. victim b. healthy c. wage d. affordable
7. c, progress 7. a. ruin b. solution c. progress d. opportunity
2 Read and fill in the gaps with the words in the truth warned cancelled opportunity
box. One word is not used. goal disaster regret lie
• Ask students to read the reading.

Dear diary,
• Ask students to write the correct word from the box in This morning I had the 1. __________________ to take a boat ride along
the gaps. the River Thames! A friend of mine works as a tour guide on the boat, and
someone 2. __________________ their reservation at the last minute, so
• Check students’ answers. there was a free seat. The view on the boat was amazing, so I decided to
take out my phone and take some photos. I was leaning over the edge of the
boat to get a clear view for my photo, when my friend 3. __________________
Answer Key me: “Be careful over there: this boat ride might be bumpy.” I nodded, but I wasn’t listening. Then, suddenly a
4. __________________ happened! The boat moved suddenly, and I slipped and dropped the phone into the
1. opportunity water!
2. cancelled This was an expensive phone – it was a special gift from my parents. When I got home, I pretended my phone
3. warned had been stolen. So, my mum picked up the phone to call the police! Finally, I told them the
5. __________________: “Mum, Dad, sorry, that was a(n) 6. __________________. I actually dropped the
4. disaster phone in the water.” They were more angry about me lying than losing my phone. I 7. __________________ lying
5. truth to my parents now. If I had told them the truth from the beginning, they might have bought me another phone!
6. lie
7. regret 134
Teacher’s Note
Conditionals
Remind students of the different types of conditional
statements. Below is a list of them with examples.
Conditional Function Example

Zero general truths If you heat ice, it melts.
Type 1 possible condition If you don’t bring an
and probable umbrella, you will get
result wet.
Type 2 hypothetical If you spoke Italian, you
condition and would be working in
probable result Italy.
Type 3 unreal past If I hadn’t quit my job,
condition and I would have been able
probable result in to buy that house.
the past
Mixed unreal past If we had used the GPS,
condition and we wouldn’t be lost
probable result in right now.
the present
134
4 Fill in the gaps with the words in the box.
3 Rewrite the sentences as conditional sentences.
1. I’m not president, so I can’t raise taxes (but I think it should happen).
If I __________________________________________________________________. • Ask students to write the correct expression from the
2. I was late for work because my car broke down.
If my car _____________________________________________________________.
box in the gaps.
3. I first met my wife when I went to a jazz festival in Switzerland. • Check students’ answers.
If I __________________________________________________________________.
4. I am poor, so unfortunately, I can’t buy a BMW.
Answer Key
If I __________________________________________________________________.
5. You didn’t prepare for the exam, and so you got a low score. 1. go above and beyond
If you _______________________________________________________________.
2. keep up
3. come out on top
4 Fill in the gaps with the words in the box. 4. stand out
keep up go above and beyond come out on top stand out
1. This restaurant is great. And the staff here are amazing. They always _____________________ to make
5 Listen and circle the correct answers. R5-01
our meal extra special.
2. Most people in my physics class are already really good at maths. Me? Not so much, so I really have to •Listen to the audio.
work hard just to _____________________ with the other guys.
3. It was a tough debate. But with her confidence and natural ability, Ellie managed to
_____________________ in the end. •Replay the audio if needed.
4. I got a B for the assignment. Which is OK, I guess. But to really _____________________ in this class, I
will need to always get As.
Answer Key
5 Listen and circle the correct answers. R5-01 1. b
1. Zak is worried that Norah will
2. a
a. lose her pet cat
b. break the lamp 3. a
c. get lost
2. Before he met the genie, Zak

a. couldn’t speak French well
b. was tall 6 If you were given two wishes (one about the past
c. had £1 million
and one about now), what would you wish for?
3. Which is true about the genie?
a. He is surprised by Norah. • Ask students to think about what they would wish for
b. He wants to go back into the lamp.
c. He is bored by Zak’s wishes. about the past and now.
• Ask students to write their wishes on the lines.
6 If you were given two wishes (one about the past and one about now), what would • Check students’ answers.
you wish for?
1. _____________________________________________________________________. Answer Key
2. _____________________________________________________________________.
Sample Answers
135
1. I wish I had studied harder in maths class.
4 NF British (SB).indd 135 2020-06-17 �� 8:21:40 2. I wish I was playing football at the moment.
3 Rewrite the sentences as conditional sentences. Teacher’s Note

• Ask students to read the sentences and prompts. More on Wish Statements
• Ask students to rewrite each sentence on the lines as a
Review wish statements with students. Then explain
conditional sentence.
that wish + would can also be used. For example, “I
wish you would study harder.” Then explain that hope
Answer Key can be used to talk about wishes. For example, “I
1. was president, I would raise taxes hope the weather is good tomorrow.” Finally, explain
2. hadn’t broken down, I would not have been late for work to students how wish can be used to express want.
3. hadn’t gone to a jazz festival in Switzerland, I would not have met my For example, “I wish to speak to the manager.” Make
wife sure students understand how to use these additional
4. was not poor, I would be able to buy a BMW patterns to make wish statements.
5. had prepared for the exam, you would not have got a low score
135
Gra m m a r Re fe r e n c e
UNIT 1 Form Example Usage
We ate at the
present perfect continuous past simple + past We ate when
same time Steve
simple Steve arrived.
Use present perfect continuous tense to show that arrived.
something started in the past and continues in the We had eaten
present. The form is made using the construction has / past perfect simple We ate before
when Steve
+ past simple Steve arrived.
have + been + present participle (root + -ing). arrived.
Usage Example past perfect continuous

to talk about I’ve been studying English for three years. Past perfect continuous tense describes an action that was
unfinished actions She’s been working out since 2.30. in progress before another activity or time in the past.
to talk about I’ve been learning to play guitar recently. The form of the past perfect continuous is had been +
temporary habits She’s been thinking about applying to verb + -ing
or situations study abroad lately.
to talk about I’ve been playing football all day, so I’m We often use the adverbs for, since, before, and when
recent actions exhausted. before introducing the second action.
with a present He’s been working hard all year, so he Example
result graduated with top marks.
We had been playing music before Joan turned up.
present perfect simple vs. present perfect continuous I had been working at the company for only two weeks.
The present perfect simple and present perfect continuous He had been sleeping for over ten hours when his mum woke
can be used for the same meaning. However, the present him up.
The present perfect simple is often used for finished ac-
tions, while present perfect continuous can be used to UNIT 3
talk about activities that are unfinished or continuing.
future continuous
Present Perfect Simple Present Perfect Continuous The future continuous tense shows an action will be in
I’ve waited for hours. I’ve been waiting for hours. progress at a certain time in the future. The form is made
I’ve been reading the book using will / be going to + be + verb + -ing
I’ve read the book you
you recommended. Usage Example
recommended. (finished)
(unfinished)
to emphasise an action is in
I’m going to be working
progress at a certain time in
when you get home.
UNIT 2 the future
future continuous is often Sorry. I will be hiking
relative clauses with when used to refuse invitations tomorrow afternoon.
We can use when to introduce a relative clause. When is the negative form of future
a relative adverb which means “at the time that”. It joins continuous with won’t often I won’t be attending next
two actions. If the when-clause comes before the main has a similar meaning to week’s drama class.
clause, we use a comma. can’t
Example
I call my mum when I feel When I feel sad, I call my
sad. mum.
Sarah laughs when she feels When she feels nervous,
nervous. Sarah laughs.
past simple vs. past perfect simple

We use the past perfect simple to emphasise that one
event happened before another event in the past. Past
simple is often used to show two events happened at or
around the same time.
136
adverbs of certainty modals of ability
Adverbs of certainty are used to express how likely we The modal verbs can, could, and be able to are used to
think something is to happen. We often use adverbs of express whether someone or something has the ability to
certainty with future tenses to talk about the likelihood of complete an action.
future actions.
Usage Example
Usage Example Can is used to express
Adverbs of certainty are (general & specific) ability in
I will definitely watch that I can play guitar and piano.
usually used after be and the present. Can’t is used to
film tonight. I can’t speak Spanish.
modal verbs such as will. express (general & specific)
inability in the present.
In negative sentences, She will certainly not be
adverbs of certainty usually entering the competition. / I could play the violin when I
Could is used to express
come before not or the She certainly won’t be was young.
(general) ability in the past.
contractions won’t, isn’t, etc. entering the competition. I couldn’t swim when I
Couldn’t is used to express
was young.
Maybe usually comes at the Maybe I will finish work a (general & specific) inability
I couldn’t finish the maths
beginning of a sentence. little early today. in the past.
exam yesterday.
I’m able to have a short
Be able to is used to express
UNIT 4 (general & specific) ability in
conversation in French.
I will be able to play that
all tenses.
future perfect simple song on guitar.
The future perfect simple is a verb tense used for actions
that will be completed before some point in the future.
To form the future perfect tense use will have + past UNIT 5
participle.
passive voice
Affirmative Negative We can often talk about an action using the active or
I won’t have finished my passive voice. The voice we use changes the focus of the
I will have finished all my sentence.
afternoon. In the active voice the subject does the action, while in the
afternoon.
She won’t have saved any
She will have saved £1,000. passive voice the subject receives the action.
money.
Sentences in future perfect simple and sentences in simple Active Voice Passive Voice
future tense often have the same meaning. He fixes the window. The window is fixed by him.
Ex. Jane will start the presentation before you get here. / Jane The repairman was called by
will have started the presentation before you get here. She called the repairman.
her.
Future perfect tense is most often used to show sequence with The kitchen was cleaned by
prepositions. We cleaned the kitchen.
us.
Ex. At 3 p.m., Jane will start the presentation. (This means
Jane will wait until 3 p.m. to start.) The passive voice is constructed differently according to
Jane will have started the presentation by 3 p.m. (This which tense you use.
means Jane will start the presentation before 3 p.m.)
Passive Voice
The computer is repaired by The computer was repaired
Jim. by Jim.
Present Continuous Past Continuous
The computer is being The computer was being
Present Perfect Simple Past Perfect Simple
The computer has been The computer had been
Future Future Perfect
The computer will be The computer will have been
137
Gra m m a r Re fe r e n c e
UNIT 6 An infinitive is a verb that can act as different parts of
speech in sentences. It is formed using to + verb.
reported statements
Reported speech is used to tell others what’s been said. Usage Example
The reported clause changes depending on whether the I always forget to stretch
As an object after a verb
speaker is reporting a statement, question, or command. before playing football.
Direct speech uses quotation marks and reports exactly To stretch is the most
what someone has said. As a subject at the beginning
important thing to do before
of a sentence
Indirect speech focuses on what someone has said. It playing any sports.
doesn’t report their exact words. It often uses different I forgot to stretch before
As an adverb that modifies
pronouns and shifts verbs to past tense. playing football this
a verb
morning.
Usage Direct Speech Indirect Speech
I didn’t have time to stretch
He told us (that) As an adjective that modifies
“I believe climate before the football match
he thought climate a noun
statement change is a huge started.
change was a huge
challenge,” he said. Infinitives come after some I told them to stretch before
challenge.
verbs, nouns, or pronouns the game.
“You need to do more She told us we have
command
recycling,” Sarah said. to do more recycling. There are a number of verbs that can be followed by
either gerunds or infinitives. Some of these verbs have the
reported questions same meaning with both gerunds and infinitives; other
When we report a question, the question becomes a verbs change in meaning.
statement. There is no longer a question mark, and the
Usage Example
word order becomes subject-verb-object. Like reported
statements, in reported questions, pronouns and tense The meaning of the main I like exercising in the park. /
may shift. verb doesn’t change. I like to exercise in the park.
He stopped stretching his
Question Direct Reported Indirect Reported
legs. (He quit stretching his
Type Speech Speech
The meaning of the main legs).
“Do you think we can He asked me if I verb changes. He stopped to stretch his
yes-no save the planet?” he thought we could legs. (He stopped and then
asked. save the planet. stretch his legs).
who, “What kind of
She asked what kind comparative and superlative adverbs
whom, pollution is this?” she
of pollution it was. Adverbs can be used to form both comparative and
what asked.
when, “How long is this The teacher asked
superlative sentences.
where, river?” The teacher how long the river Comparative and Superlative Adverbs
why, how asked. was.
Superlative:
Adverbs ending Comparative:
(the) most +
in -ly more + adverb
UNIT 7 adverb
Jim climbs more Dan climbs the
Ella climbs quickly.
gerunds and infinitives quickly than Ed. most quickly.
A gerund is a verb in present participle form and acts as a Adverbs that don’t
Comparative: Superlative:
noun that names an activity, not a person or a thing. It is end in
adverb + -er adverb + -est
formed using verb + -ing. -ly
Gianna runs faster Tessa runs the
Usage Example Tom runs fast.
than Tom. fastest.
As a subject at the beginning Hiking is my favourite
Irregular adverbs Comparative Superlative
of a sentence outdoor activity.
Eric played the
As an object after a verb I enjoy hiking. Eamon played
Jack played well. best of everyone
As an object after a I look forward to hiking this better than Jack.
on the team.
preposition weekend.
Gerunds come right after I avoid hiking in crowded
some verbs areas.
138
UNIT 8 conjunctive adverbs
modals of obligation and prohibition We often use conjunctive adverbs to add more
information to a sentence.
Modals of obligation and prohibition are often used to
talk about rules and expectations about behaviour. Function Words Example
Usage Example Mary got all straight As

in addition, next, at secondary school. In
use must and have to for You must take off your shoes addition
also, again addition, she played on
obligation in the present when you go inside. the hockey team.
use must not (mustn’t) for You must not wear short Megan was bullied
prohibition in the present pants here. also, likewise, online. I’ve also
comparison
use had to for obligation in We had to welcome all the similarly experienced that kind of
the past guests. thing.
You shouldn’t speak to him The government
use should (not) and had increased public
like that. of course, still,
better (not) to give advice concession spending; nevertheless,
You had better take of your nevertheless,
about rules unemployment remained
hat.
high.
adverb clauses for time
Having an extra job is
however, instead,
Adverb clauses for time are dependent clauses used to contrast illegal; however, you can
in spite of, rather
show when something happens. do volunteer work.
Usage Example
present - the dependent
When I visit my grandmother, I UNIT 10
always bring flowers for her.
present forms Type 3 conditional
When she arrived at the station, I The Type 3 conditional is used to talk about a situation in
past - the dependent
was feeling a little nervous. the past that isn’t real, and its possible outcome is also
When I got up to leave, the host not going to happen.
past forms
told me to sit back down.
If + past perfect would have +past participle
future - the dependent After I finish university, I will do
clause uses present some volunteer work for a while. If I had studied harder, I would have got an A.
forms and the main Before I move to Japan, I will If she hadn’t cheated on the she wouldn’t have
clause uses future study the language as much as I test, failed the class.
forms. can.
Every time I offered to pay for a wish statements
whenever and every
meal, he would refuse it. Wish statements are used to express when we want a
time are used for
Whenever I go into a library, I turn situation to be different.
repeated situations
off my cell phone.
Usage Form Example
to express we
UNIT 9 want a situation
I wish I was tall.
in the present or wish + past simple
Type 2 conditional (I’m short.)
future to be
A Type 2 conditional is formed by using an if clause in the different
simple past with a main clause in the present conditional to express a regret, I wish I had
or present continuous conditional. or that we want prepared for the
a situation in the wish + past perfect exam. (I didn’t
Type 2 conditionals are used to talk about unlikely or
past to be prepare for the
hypothetical conditions and their probable results. different exam.)
If + simple past would + simple present
If she were rich, she would buy a large house.
If the weather was warmer, he would exercise outside.
You can switch the order of Type 2 conditionals to start with
would + simple present.
I would say sorry, if she answered my calls.
139
Word List
UNIT 1 UNIT 2 UNIT 3 UNIT 4
Lesson A Lesson A Lesson A Lesson A
attendance achieve artwork accounting
curriculum aim attractions career
encourage celebrate check out concern
experiment challenge gallery education
individual chance hang out field (of study)
interview colleague leisure centre healthcare
marry direction trial law
private success workout manufacturing
salary prediction
Lesson B Lesson B
stressful service
anxious celebration
Lesson B careless guesthouse Lesson B
abroad cheerful marathon athlete
apply confident reservation businessman /
complain habit rush businesswoman
concentrate hopeful spot dentist
consider lazy unexpected director
hear nervous wedding flight attendant
manage lawyer
Lesson C Lesson C
organise politician
difficulty brilliant soldier
Lesson C event charming
convinced / convincing forget facilities Lesson C
disappointed / disappointing gain famous certificate
disgusted / disgusting lost generation occupation
fascinated / fascinating schedule historic presentation
frightened / frightening seem musician qualifications
satisfied / satisfying weight reasonable select
tired / tiring skills
Lesson D Lesson D
touched / touching technician
begin brochure variety
Lesson D fail campsite
attend fault forgive Lesson D
charity finally hopefully CV (résumé)
incredible moment look forward to expect
local reach mind involve
lose track spill throw (an event) opportunity
make a difference swap unfortunately particular
programme performance
willpower professional
pursue
140
UNIT 5 UNIT 6 UNIT 7 UNIT 8
Lesson A Lesson A Lesson A Lesson A
hardware shop inform amusing apologise
purchase knowledge be into (something) outsider
rebuild natural complicated personal
simple preserve creative polite
suddenly protect fond of precious
support recycle hate taboo
tools reduce photography unique
weak responsible can / can’t stand willing
Lesson B Lesson B Lesson B Lesson B

carpet amount dislike backpacking
frame claim feel like capital
gap duty horrible communicate
hire effect intend crossing
hole fear keen on joke
leak prevent magnificent negative
pipe rise ought to offensive
plumber serious so-so pronunciation
Lesson C Lesson C Lesson C Lesson C

conditions destroy champion argue
cool (temperature) disappear championship board (transport)
efficient discussion courage cultural
electricity flood defeat cyclist
heat forever defend journey
install future effort lifestyle
planet permanent succeed passenger
waste survive unbelievable translate
Lesson D Lesson D Lesson D Lesson D

complete accurate ability attitude
equipment crops block border
examine disease captain depressed
expert global injure homesick
issue increase pass immerse
pay produce shoot lonely
qualified public transport teammate nationality
urgent season tournament overcome
Lesson E
climate change
drought
hurricane
natural disaster
141
Word List
UNIT 9 UNIT 10
Lesson A Lesson A
bullying attempt
homeless disaster
illegal escape
improvement explode
necessary notice
social obvious
society plenty
unemployment warn
Lesson B Lesson B
against accept
debt behave
deserve hard
diet impossible
healthy / unhealthy lie
obesity opportunity
progress quit
repair truth
Lesson C Lesson C
abuse essay
behaviour extremely
demand goal
guilty opinion
innocent promise
public regret
ruin supposed to
victim wish
Lesson D Lesson D
affordable cancel
invest edit
minimum / maximum frequently
poverty overweight
raise pretend
solution retire
tax reward
wage score
Lesson E
calculation
fool
strand
troublemaker
trust
142

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NEW

UNIT / PAGE VOCABULARY GRAMMAR & STRUCTURES LISTENING

A NEW SCHOOL YEAR Education Present perfect continuous Listen to conversations

PROBLEMS AROUND Repairs Passive voice simple Listen to people talk

UNDERSTANDING Culture Modals of obligation and Listen to talks about

A HELPING HAND Social issues Conditionals type 2 Listen to talks

SPEAKING READING WRITING PROJECT

Describe solutions to Read about difficult Write about a problem Survive!

Comics Class Booster

Download the comics at https://www.compasspub.com/newfrontiersBE4

write look at the board

2 Read the questions.

answer close your books

4 NF British (SB).indd 5 2020-06-17 �� 8:13:17

1 Listen and number. 00-01

• Listen to the audio.

1 A NEW SCHOOL YEAR

Scan the QR code to download the Unit 1 audio.

WHAT YOU WILL DO IN THIS UNIT

Unit 1 AIMS A NEW SCHOOL YEAR

C Speaking Talk about things you have done recently

Present Perfect Simple Present Perfect Continuous

Extra Practice More Discussion

Aim: Read about different education systems Vocabulary

Answer Key 2 Match the words with the definitions.

• Practise again. Point at different pictures and ask

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JAPAN & SOUTH KOREA 7 Talk with a partner.

5 Circle true or false. Education Systems

Aim: Listen to conversations about what people have Vocabulary Focus

Hi, Samantha! How have you been doing?

Vocabulary Hi, Samantha ! How have you been?

I’ve been doing well.

• Ask students to repeat aloud after the audio.

Lately, I’ve been applying to

8. apply organise concentrate

1. manage What has Maria been considering?

• Listen to the audio.

5 Look at the table.

8 Listen again. Then fill in the gaps. 1-05

6 Rewrite the sentences in the present perfect Answer Key

Aim: Talk about things you have done recently Vocabulary

to say the words. I’ve been taking

2 Circle the correct vocabulary word. really interesting !

• Check students’ answers. 2. a. b. c. d.

6 Talk with a partner. Take turns role-playing

What books have you been reading

Aim: Write to a friend or family member about your Vocabulary

• Listen to the audio.

students to say the words. make up for to compensate for

• Check students’ answers. 14

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15 • Tell students to find a partner.

• Tell students to discuss the questions.

• Ask students if they would like to share their discussion

4 Look at the table.

Aim: Make a scrapbook Video

1 Look at the pictures. What do you think the

satisfied convinced frightening incredible stressful

• Play the video again if needed. 1.

3 Watch again. Put a tick () next to the words you

• Play the video again if needed.