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4046152 Fusion TB3 Cover.indd 1
FUSION
Real world, Real English, Real progress
Fusion’s six-level skills-led syllabus introduces and practices language in
real-life contexts, enabling students to interact naturally in English.
Real-life content, including integrated video, presents new language in
an authentic context, preparing students to engage with English outside
Teacher’s Pack
the classroom.
Each integrated skills lesson builds towards an activation task, helping
students to personalize new language and develop their productive skills.
Global values, culture, and CLIL material in every unit draw on students’
existing world knowledge, curiosity and experience, encouraging them to
respond independently.
Material designed for 21st century learning ensures that students
are prepared for success in the modern world.
For students
Fusion levels Starter–5 offer students a flexible blend of
print and digital learning materials:
Teacher’s Pack
Sue Merifield
Student online practice
Sue Merifield
3
Student Book   Workbook
For teachers
Fusion levels Starter–5 offer teachers a comprehensive
set of print and digital teaching resource materials:
Teacher’s Guide Classroom Presentation Tool
Class Audio Class Video
Teacher Resource Center
Worksheets
Access to Student Online Practice
Teacher’s Guide
Editable Tests
ISBN 978-0-19-404615-2
Classroom Presentation Tool
9 780194 046152
© 2020 Oxford University Press
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08/09/2017 10:25
 Teacher’s Guide
Sue Merifield

33
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4016377 Fusion TB3.indb 1 08/09/2017 11:58

 1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
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First published in 2018
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the scope of the above should be sent to the ELT Rights Department, Oxford
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Links to third party websites are provided by Oxford in good faith and for
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Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
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Under no circumstances may any part of this book be photocopied for resale

isbn: 978 0 19 401637 7 Teacher’s Guide

isbn: 978 0 19 404615 2 Teacher’s Guide Pack
isbn: 978 0 19 404617 6 Classroom Presentation Tool
isbn: 978 0 19 404616 9 Classroom Presentation Tool Access Card

Printed in China
This book is printed on paper from certified and well-managed sources

acknowledgements
Back cover photograph: Oxford University Press building/David Fisher

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00 Fusion TB3 Prelims_3P.indd 2 26/07/2018 10:39

 Contents

Introduction Teaching notes

Course overview iv Starter unit 4
Fusion methodology v Unit 1 Time for change 9
Course components vii Unit 2 Storytelling 21
Guide to Student Book 3 viii Unit 3 Choices, choices 33
Guide to Workbook 3 xii Project 1 A class survey 44
Teacher Resource Center xiii Unit 4 Communication 47
Classroom Presentation Tool xiv Unit 5 A life of crime 59
Practice Kit xv Unit 6 Creativity 71
Teaching tips xvi Project 2 Read all about it! 82
Mixed ability xviii Unit 7 A big improvement 85
Using technology xix Unit 8 Living together 97
Video in the ELT classroom xx Unit 9 A better world 109
CLIL xxi Project 3 Our local area 120
Special Educational Needs xxii Curriculum extra123
21st Century Themes xxiii Pronunciation practice 132
Audio scripts 135
Workbook answer key 152
Irregular verbs list 162

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 Introduction
Course overview
Fusion course description and aims
Fusion offers students and teachers a fresh approach to learning
English. Skills are integrated with grammar and vocabulary to
create a more contextualized focus for language acquisition and
development.
In preparation for the course, extensive face-to-face research
was carried out with over 150 teachers. The initial findings were
followed up with comprehensive surveys to both fine-tune and
confirm the findings. Teachers were consulted and listened to at
all stages of development – from pre-concept to publication.
Three main requirements dominated the findings. Here is how
Fusion responds to them.
1 To motivate students so they become more engaged
with their learning.
Authentic material is a key feature of Fusion’s text and
practice, demonstrating real-life topics and situations.
Fusion offers a range of digital products and features (including
video, interactive activities, and online practice material) to
contextualize learning in the 21st century classroom.
2 To encourage effective communication and activate
students’ language.
Fusion includes regular Language in action tasks to get
students talking.
3 To accommodate all students through providing
material at a range of levels.
The variety of mixed-ability solutions included on the Teacher
Resource Center and in the Workbook meets the needs of all
students.
Course aims
Meaningful learning is at the heart of Fusion, which is reflected
in the adopted course methodology with its focus on
integrated skills and meaning-centered learning.
  To develop effective communication
• Practical English pages focus on real-life communicative
situations, stimulating students’ engagement.
• Language in action offers regular short production tasks to
develop critical thinking and encourage collaboration.
• Speaking tasks begin simply to build confidence and then
develop by reviewing and extending gradually to encourage
more independence.
• Writing pages offer a step-by-step approach to develop
students’ writing.
  To make learning more meaningful and transferable
• Warm-up pages invite students into the topic through
interesting images, personalization questions, and video.
iv Course overview © 2020 Oxford University Press
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4016377 Fusion TB3.indb 4
• Broad umbrella topics focus on a different facet of the subject
area on each spread, which builds on and enriches students’
overall knowledge.
• Texts about real people, places, and events in the course give
students the opportunity to learn more about them online, to
reinforce their understanding, and extend their knowledge.
• Fusion continually reviews and extends language. Cumulative
and consolidation work built in throughout the course helps
teachers monitor students’ understanding and retention of
the language.
  To develop a deeper understanding of English usage
• Fusion contextualizes all new language to give clear examples
of how the target structures and vocabulary are used.
• Inductive grammar rules in the Student Book lead students
to a more memorable discovery of the form and usage of the
language presented.
  To provide suitable material for a range of abilities
• Optional preparation tasks on the Classroom Presentation
Tool offer students additional support for the tasks in the
Student Book.
• Optional extension tasks on the Classroom Presentation Tool
provide extra skills practice for fast finishers.
• One- to three-star tasks in the Workbook and materials on
the Teacher Resource Center make managing mixed-ability
classes efficient.
  To teach natural, everyday English
• Students are more likely to improve in fluency if they are
encouraged to pick up “chunks” of functional language and
use them in communicative contexts.
• The Practical English focus in each unit offers carefully
staged dialogue practice. Students hear the language being
modeled in a situational context and then practice the
language themselves through fluency tasks.
• Functional language is part of the core vocabulary and so
is practiced in the Workbook and resource material and
included in the tests.
 To focus on developing students as active and successful
participants in 21st century communities
• Fusion approaches 21st century learning via a framework
of five overarching themes. Each theme is composed of
multiple component skill areas. For a detailed description of
the 21st Century Themes framework, see pages xxiii–xxv.
• Regular features in Fusion that offer development in the
themes include:
• Review pages in the Student Book and Self-evaluation in
the Workbook (Autonomy and lifelong learning)
• Critical thinking questions (Ways of thinking)
• Project pages (Digital, media, and information literacy)
08/09/2017 11:58
 • Practical English pages and dialogue practice activities
(Communication, collaboration, and cooperation)
• Culture videos and Language in action (Cultural awareness
and global citizenship)
• The 21st Century Skills pages teach and practice skills for
dealing with real 21st Century issues, using project-based tasks.
 To encourage critical thinking in the classroom
• Critical thinking is an essential life skill. Fusion helps students
to consider and discuss topics critically by providing pop-up
questions on the Classroom Presentation Tool:
• There are two critical thinking discussion points per main
unit, linked to a reading or listening topic in the Student
Book, to be discussed after the comprehension check.
• Students discuss the questions in pairs or small groups.
Where helpful, useful language is provided. You may want
to allow L1 in the class if discussion in English proves too
demanding.
Fusion methodology
An integrated approach
During the research stage for this project, it became clear that
teachers were looking for material that is more natural, more
intuitive, and closer to how we naturally learn a language; material
that places students at the center of their learning. This motivated
our overall approach to developing the course with a focus on
meaning-centered learning. In practical terms, this means that the
language systems – grammar, vocabulary, and pronunciation – are
not taught and practiced in isolation, but through the four skills.
This methodology is typically known as the integrated approach.
This section offers an overview of the distinct elements of the
language systems with the integration in the four skills.
Vocabulary
Each unit has two core vocabulary sets, which are generally
topic-based. In the earlier levels, the lexical sets in some units
are also of the same word class (e.g. verbs, nouns, adjectives) for
ease of processing. In addition, Fusion offers carefully planned
and sourced functional language phrases that appear on the
Practical English page. These two elements make up the “core
vocabulary” for all students to access and learn.
For stronger students who can cope with a more extensive
vocabulary list, there are two “Extra vocabulary” sets in each unit.
These short sets of five or six words appear in the reading texts.
Finally, Learn it! vocabulary focuses on words and phrases
that often cause difficulty for the target learners. The Extra
vocabulary and the Learn it! language are tested in two- and
three-star tests only.
The two core vocabulary sets are supported by presentation and
practice tasks on the Classroom Presentation Tool.
New target vocabulary appears in reading and listening texts
and in the grammar tasks, ensuring further exposure before
students use it in the more productive tasks in the Language in
action section.
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4016377 Fusion TB3.indb 5
• Each discussion point covers at least one, and usually two
or three, of the six “Thinking Hats” of Edward de Bono:
Process, Facts, Feelings, Cautions, Benefits, Creativity.
• Students are encouraged to make connections with the
topics and their own knowledge, and to speak freely. There
is no “right” or “wrong” in the discussions, but students are
asked to explain or justify their opinions.
 To encourage the use of technology in the classroom
• The Classroom Presentation Tool is more than just a
presentation tool. It helps to bring variety into the classroom
and create a more dynamic environment.
• Fusion includes two videos per unit: a Warm-up video to
introduce the topic and present the target language in context,
and a Culture video to extend students’ world knowledge.
The Language summary page on the Teacher Resource Center,
provides a list of the target vocabulary that students will be
expected to learn for the unit.
Recycling is carefully planned and systematically integrated
in Fusion. Target vocabulary appears in texts and tasks in the
unit Review sections, throughout the Student Book and in the
additional material on the Classroom Presentation Tool.
The Workbook provides additional graded vocabulary practice
in each unit, and the target language also appears in the
Consolidation and Cumulative review tasks. At the back of the
Workbook, students can compile their own “dictionary” on the
Vocabulary reference pages.
The Tests and Resources on the Teacher Resource Center include
Vocabulary practice and Extra Practice worksheets, which offer
additional vocabulary practice at three levels. Vocabulary is
assessed in the Unit, Cumulative, and End-of-year tests.
Grammar
Each unit of Fusion covers two main grammar points. New
structures appear in context in the reading or listening text.
Inductive grammar rules encourage students to derive the
form and rule through analysis and reflection, developing
independent learning. More detailed tables are included on the
Language summary pages on the Teacher Resource Center and
in the Grammar reference at the back of the Workbook. Additional
exercises are available in the Grammar practice and Extra Practice
worksheets on the Teacher Resource Center. Students are given
the opportunity to produce the language more freely in the
Language in action section.
As with vocabulary, the target structures appear in texts and tasks
in the unit Review, on the Classroom Presentation Tool, on the
Teacher Resource Center, and throughout the rest of the level.
Grammar is also recycled and developed across the six levels of
the course.
Fusion methodology v
08/09/2017 11:58
 The Workbook provides additional graded grammar practice
in each unit, and the target language also appears in the
Consolidation and Cumulative review tasks. On the Teacher
Resource Center, there are also additional practice worksheets.
Skills practice
 Reading plays an important part in language learning. Fusion
contains a wide range of text types, including articles, web pages,
stories, e-mails, and interviews. All texts are carefully graded and
aim to provide interesting information in a realistic way. The two
main reading texts in each unit and the CLIL texts are recorded
in files on the Teacher Resource Center, or can be played directly
from the Classroom Presentation Tool.
Reading texts are used in different ways throughout the book:
To preview and recycle grammar and vocabulary: the main
text in each unit is used to practice the first vocabulary set and
to preview new grammar points. It is graded at a language level
which is slightly higher than students have actually reached,
and which presents a degree of challenge. Texts in Around the
world also recycle language from previous units.
For reading comprehension: The first exercise typically
develops strategies like skimming and scanning to ensure that
students gain a global understanding of the text. Subsequent
exercises ask students to read for specific information. Words
are highlighted in the text and students are invited to work out
their meaning from the context.
Shorter texts appear throughout the course to recycle and
practice grammar and vocabulary, to provide a writing sample,
and as realia to set the context for listening or speaking tasks.
The texts on the Curriculum extra pages focus on subjects such
as math, geography, and science. Each topic area has been
carefully selected to tie in with the topic of the unit. The texts
introduce subject-specific vocabulary.
To help students with reading, check the Teacher’s Guide notes for
any challenging vocabulary that you could pre-teach if necessary,
and pre-empt any difficulties. Reading preparation tasks on the
Classroom Presentation Tool are included with some texts. Discuss
the pictures with the class, eliciting as many key words and ideas
as possible, before you begin reading. The Workbook offers further
reading practice.
 Listening forms an important part of language development
and helps improve oral production. Fusion offers:
• two listening comprehensions per unit
• two videos per unit
• dictations and Say it! (pronunciation) tasks
• additional listening practice on the Practical English and
Review pages
The listening texts provide a range of speakers in different
situations, including radio programs, interviews, conversations, and
announcements. A selection of British English recordings broaden
the range of listening experience students receive from the course,
and offer preparation practice to those interested in pursuing
British English exams. These recordings can be identified in the
Student Book and Teacher’s Guide by a circular British flag icon.
The main listening comprehension texts in Fusion present the
second vocabulary set and grammar point in context.
vi Fusion methodology © 2020 Oxford University Press
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4016377 Fusion TB3.indb 6
Listening preparation tasks on the Classroom Presentation Tool
help students prepare for the listening exercise. Students then
listen to the audio to gain a general understanding of the text
and develop the skill of listening for gist. The final exercise asks
students to listen for specific information.
Dictation also features in most units. It is important for students
to be able to recognize the language they have learned in
both written and oral form. Dictation tasks include five or six
sentences which focus on the vocabulary and grammatical
structures of the unit.
 Speaking plays an important role in Fusion with many
opportunities for students to participate in speaking activities
practicing both accuracy and fluency.
The Warm-up page presents the unit topic and encourages
students to activate language connected to the topic.
Throughout the course, personalization tasks appear either
in the Student Book or Teacher’s Guide in which students are
asked to give their opinion or relate a personal experience.
Each “lesson” culminates in Language in action tasks which offer
opportunities for students to practice the language they have
been learning in a freer and often more personalized way.
The Practical English page presents and practices useful
functional language from everyday contexts, from the
practical, e.g. making travel arrangements, to the more
personal, e.g. expressing preferences. Realia is used to establish
the situation and the functional language is then presented in
context through a listening. Students are then guided through
a range of tasks, which culminate in a freer dialogue.
At the end of the page, the Classroom Presentation Tool offers
Dialogue practice giving students the opportunity to practice
the functional language in a controlled way.
The nine Pairwork worksheets on the Teacher Resource Center
offer additional speaking practice with practical outcomes.
Structured Pronunciation practice for each unit also features at
the end of the Student Book.
Say it! tasks target specific sounds, word stress, sentence
stress, and intonation. Each unit provides intensive practice
on a particular point, with additional practice at the back
of the Student Book. All the pronunciation tasks include
audio examples on the Teacher Resource Center and on the
Classroom Presentation Tool.
  Fusion 3 devotes a page per unit to guided Writing activities. The
final Writing tasks cover a variety of different text types. The Model
text shows clear paragraph structure and uses target language from
the unit. The model text also exemplifies a language point, such as
time expressions, conjunctions, or punctuation. There is practice
of this language point in the Look at language section before
students move on to the Writing task. The Writing preparation on
the Classroom Presentation Tool offers help in planning the writing
task. The paragraph plan shows them how to structure their notes
into paragraphs and how to begin each paragraph.
The Workbook offers a similar writing task to consolidate the
points focused on in the Student Book.
Other writing opportunities include: some of the Language in
action tasks, each unit Review includes a short writing task, and
the Projects offer more extensive and freer writing practice.
08/09/2017 11:58
 Course components
Student components
The Student Book: The Workbook:

• nine 12-page units of • eight pages of additional practice for each Student Book unit.
integrated skills. • at the end of each unit there are two pages of Review and
• three projects are included Cumulative review.
to help students use the • a 20-page Grammar and Vocabulary reference section.
language they have learned • an irregular verbs list.
in a practical context.
• nine Curriculum extra pages   Practice Kit contains:
at the back of the Student • content aligned to CEFR levels and suitable for self-study.
Book cover a range of
subjects.
• consolidation and extension activities that cover core grammar
and vocabulary and further develop the four key skills.
• three pages of Pronunciation
practice complete with
• extra functional videos to engage students’ interest.
audio offers extra practice of • exercises that are automatically graded with instant feedback.
the Say it! points. • modules that consist of a sequence of activities, first
• an irregular verbs list. engaging students’ interest, then practicing step-by-step, and
finally allowing them to reflect on their learning.
• a Gradebook, showing students’ scores.

Teacher’s components

  The Teacher’s Guide contains:   The Teacher Resource Center contains:

• a wealth of information about the methodology of the course,
mixed ability, CLIL, and other areas of interest.
• teaching notes and answer key for all the Student Book
material.
• background notes, cultural information, and language notes.
• audio transcripts.
• the Workbook answer key.
  The Classroom Presentation Tool contains:
• the Student Book on screen with answers to the exercises.
• integrated audio clearly signposted with icons.
• one integrated Warm-up video per unit and one integrated
Culture video per unit clearly signposted with icons.
• two interactive Vocabulary presentation activities per unit.
• a Grammar presentation to introduce each main grammar
point.
• preparation and extension tasks for grammar, vocabulary, and
skills to extend the level of the material in both directions.
• Critical thinking questions for lively classroom discussion.
• further Grammar and Vocabulary practice.
• Dialogue practice activities to offer further practice with the
functional language.
· printable and photocopiable tests in PDF and editable Word
formats: a Diagnostic test; graded Unit tests; Cumulative tests;
an End-of-year test; a Speaking test for the Diagnostic, Unit,
Cumulative, and End-of-year tests.
· an Introduction to the tests.
· the Answer key for the tests.
· Audio scripts for the listening sections of the tests.
· an introduction to Evaluation and testing.
· Student self-assessment checklists and an End-of-year
self-assessment.
· an Evaluation record sheet.
· printable and photocopiable worksheets in PDF format:
Grammar practice; Vocabulary practice; communicative
Pairwork worksheets; graded Extra practice (grammar and
vocabulary); Culture video worksheets.
· Language summary pages.
· Warm-up video scripts.
· all the audio for the Student Book in MP3 format, including
Pronunciation practice and Curriculum extra.
· the audio for the listening tests in MP3 format.
· track listings.
For a more detailed inventory of the Teacher Resource Center,
see page xiii.

© 2020 Oxford University Press Course components vii

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 Guide to Student Book 3
Warm-up and Vocabulary 1
1 Unit aims for key vocabulary, functional language,
and writing are clearly summarized. 1
2 The Warm-up page uses striking images, discussion 5
2
ideas, and a video to engage students with the unit
topic.
3 Vocabulary 1 work in the Student Book is
supported by presentation and practice exercises
on the Classroom Presentation Tool, and additional
3
practice exercises in the Workbook.
4 Warm-up videos motivate students to explore the 4
topic further.
5 The online search icon indicates authentic
topics and real people, places, and events
that students can research further online.

2.1 Reading, Extra Vocabulary, and Grammar 1

1 The Reading text offers Extra Vocabulary to
complement the Vocabulary 1 set, and presents the
first grammar point in context. 1
2 The Research it! feature asks students a factual
“real-world” question connected to the lesson topic.
This activity encourages independent learning
and gives students the chance to develop internet 2
research skills. 4
3
3 Reading work in the Student’s Book is supported
by a preparation and extension task on the
Classroom Presentation Tool. 6
4 The Express it! feature highlights colloquial
language new to the course.
5 Grammar 1 is presented and practiced on the 5
Classroom Presentation Tool, with extra practice
provided in the Workbook and in worksheets on
the Teacher Resource Center.
6 The Language in action feature gives students freer
practice of both vocabulary and grammar, with a
real-world context and the chance to express their
own ideas.

viii Guide to Student Book 3 © 2020 Oxford University Press

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 2.2 Listening, Vocabulary 2, and Grammar 2
4
1 The Listening task and comprehension exercises
present the second vocabulary set and grammar 1
point in context.
2 Vocabulary 2 work in the Student Book is supported
by presentation and practice exercises on the
Classroom Presentation Tool, and additional practice 2
exercises in the Workbook.
3 Critical thinking questions on the Classroom
Presentation Tool encourage lively topic-related
discussion in the classroom.
4 Grammar 2 is presented and practiced on the
Classroom Presentation Tool, with extra practice 5
provided in the Workbook and in worksheets on the
Teacher Resource Center. 3
5 A reference to the unit’s CLIL topic appears on the
appropriate lesson. This is explored in more detail on
the relevant Curriculum extra page at the back of the
Student Book.

2.3 Around the world

1 In the Around the world lesson, students expand
1 2
their geographical and cultural understanding,
focusing on a different country in each unit. Students
are presented with a reading comprehension, often
integrated with listening work.
2 The Word builder feature systematically enhances
students’ awareness of lexico-grammatical patterns
in English, such as modifying adverbs, affixes, phrasal
3
verbs, and compound nouns.
3 The Language in action feature gives students the
5 chance to recycle new grammar and vocabulary and
express their own cultural ideas and experience.
4 Say it! tips focus on common pronunciation errors.
4 5 The Culture video offers extension material on a
closely related topic.

2.4 Practical English

1 The Practical English page introduces a real-life 1
communicative situation. Through vocabulary work,
listening, speaking, and occasional writing tasks,
students learn and activate the target functional
language.
2 The Language in action feature gives students
the opportunity to hear and orally produce the 3
functional language in context.
3 Functional language and associated grammatical
structures are clearly marked for students to study
and memorize. 4
4 Dialogue practice enables students to work in pairs
or small groups on dialogues.
2
© 2020 Oxford University Press Guide to Student Book 3 ix
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 2.5 Writing
1 1 The Writing lesson gives step-by-step help to enable
students to write a wide variety of texts more fluently
and accurately.
2 Analyzing a model text encourages students
to recognize key textual features and language
appropriate to each genre.
2
3 The Look at language feature highlights and tests
3 4 key words and structures which students can use in
their own writing.
4 The Writing task gives students the opportunity to
work towards a solid piece of writing through the
guidance offered. Preparation and extension work on
the Classroom Presentation Tool and a simple guide
help them to produce appropriate written work.

21st Century Skills

1 What’s up? introduces students to the topic with
questions based on pictures or a short text. 1
2 Get involved provides more detailed exploitation of
the model text and/or pictures. 2
3 Reflect invites students to consider and apply the
target 21st Century Skill by reading the Reflect! 3
box and putting the skill into practice through an
exercise. 4
4 Get thinking prepares students for the project.
5
5 Put it together is a guided pair or group project.

Review
1 1 The Review page recycles the grammar and
vocabulary points from each unit through skills
practice. This prepares students for the Unit tests.
2 A reference to the Workbook for review material,
including a cumulative focus covering previous
units. Students are encouraged to evaluate their
own progress.

x Guide to Student Book 3 © 2020 Oxford University Press

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 Projects 2
1 Three exciting, creative projects offer students
1
an opportunity for extensive independent or
collaborative group work. They include a class survey, 3
a collaborative newspaper, and a presentation on
the local area. Projects can be completed after every
three units or when appropriate for the class.
2 Analysis of a model project provides guidance and
inspiration.
3 Tip! and Check! boxes alert students to decisions
they need to make, and to common errors to avoid.
4
4 Step-by-step tasks help students to prepare and
plan their work. Tasks explain to students how they
can work together, check their work accurately, and
evaluate their performance.

Curriculum extra
1 1 The nine Curriculum extra pages encourage
students to use English in the context of a wide
range of school subjects, including geography,
citizenship, and music.

Pronunciation practice Irregular verbs list

1

1 Pronunciation practice includes a phonetic The Irregular verbs list provides a quick reference to
alphabet guide and activities to practice the Say it! the simple past and past participle forms of common
pronunciation focus from each unit. irregular verbs.
2 Students can listen to and repeat words which
demonstrate each sound.
3 Tip! boxes help students to overcome typical
pronunciation problems.

© 2020 Oxford University Press Guide to Student Book 3 xi

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 Guide to Workbook 3
Vocabulary and Grammar
1 The Workbook offers four pages of further 3
practice of the unit’s key vocabulary and
grammar points.
1
2 Extra vocabulary introduced in the Student
Book reading texts is practiced in the first
Vocabulary and Grammar sections.
3 Exercises are clearly marked as 1*, 2**, or 3***
level, to offer material appropriate for mixed-
ability classes. 4
4 A Consolidation exercise combining
vocabulary and grammar practice in a, usually
short, topic-relevant text or dialogue, ends 2
each Vocabulary and Grammar double page.

Reading and Writing

2 3
1 A new reading text focusing on a topic linked
to the unit offers students further reading and
1
comprehension practice at 1*, 2**, and 3***
levels of challenge.
2 The Writing page has staged activities leading to a
final writing task.
3 The Look at language task gives students further
practice of language points highlighted in the
Student Book writing lesson.
4 The Writing guide helps students to structure their
writing, either the completion of a writing text or a 4
writing task based on a model text. A Remember! box
prompts them to activate appropriate new language
from the unit in their work.

Review
1 Students can test and assess their progress in 1
Vocabulary, Grammar, and Practical English.
2 The Cumulative review task tests vocabulary and
structures from the current and preceding units
within the context of a short text. 2

xii Guide to Workbook 3 © 2020 Oxford University Press

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 Grammar and Vocabulary reference pages
3
1 The Grammar reference pages are supported by Grammar
practice worksheets on the Teacher Resource Center.
2 Each page includes grammar tables, with explanations of
how each structure is used, example sentences, and notes
about common errors.
3 The Vocabulary reference has thematically organized lists
of vocabulary, Extra vocabulary from reading texts, Word
Teacher Resource Center
The Teacher Resource Center contains:
Tests
• an Introduction to the tests, giving an overview of all the
tests as well as guidance on assessing speaking and writing.
• a Diagnostic test, including listening, vocabulary, grammar,
reading, and writing activities in PDF and Word formats.
• 27 graded Unit tests including listening, vocabulary,
grammar, reading, and writing activities (1–3 star) in PDF and
Word formats.
• three Cumulative tests at three levels (1–3 star) in PDF and
Word formats.
• an End-of-year test at three levels (1–3 star) in PDF and Word
formats.
• Speaking tests to accompany the diagnostic, unit, cumulative,
and end-of-year tests in PDF and Word formats.
• the Answer key for the tests in PDF and Word formats.
• the Audio scripts for the listening tests in PDF and Word
formats.
• an introduction to Evaluation and testing, covering a
wide range of suggestions for checking and assessing your
students’ progress.
• nine Student self-assessment checklists for students to
evaluate their own progress through each unit.
• an Evaluation record sheet for monitoring students’
classwork and test results.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 13
builder lexico-grammatical items, and functional language.
These are supported by Vocabulary practice worksheets
on the Teacher Resource Center, which offer further practice
through games, puzzles, and a translation task.
4 Phonetics are included to help with pronunciation, and
there is space for students to write in their own translations.
• an End-of-year self-assessment sheet for students
to evaluate their own progress in listening, reading,
conversation (oral interaction), speaking (oral production),
and writing.
Resources
• ten Grammar practice worksheets offering additional
grammar activities for each unit.
• ten Vocabulary practice worksheets offering additional
vocabulary activities for each unit.
• nine communicative Pairwork worksheets to offer extra
speaking practice in the classroom.
• ten Extra practice worksheets including extra grammar and
vocabulary exercises for each unit.
• nine Language summary pages summarizing the vocabulary
and grammar taught in each main unit.
• nine Warm-up video scripts.
• nine Culture video worksheets, including teaching notes,
answer keys, and video scripts
• the Answer key for the worksheets.
Audio
• all the listening material for the Student Book, including
Pronunciation practice and Curriculum extra.
• all audio for the tests.
Teacher Resource Center xiii
08/09/2017 11:58
 Fusion Classroom Presentation Tool
Deliver heads-up lessons
Engage your students in your blended learning classroom with the easy-to-use digital features. Download to
your tablet or computer, connect to an interactive whiteboard, projector, or screen and teach lessons that run
smoothly – every time.
Play audio and video at the touch of a button and launch activities straight from the page. Answer keys reveal
answers one-by-one or all at once to suit your teaching style and capture your students’ attention with the
Focus tool: activities fill the screen so that everyone can participate, even large classes.
Take your Classroom Presentation Tool with you and plan your lessons online or offline, across your devices.
Save your weblinks and make notes directly on the page – all with one account.

• Focus your students’ attention on a single activity.

• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor
lessons to your students’ listening level.

• Save time in class and mark answers all at once.

• Reveal answers after discussing the activity
with students.
• Try the activity again to consolidate learning.

• Save your weblinks and other notes for quick

access while teaching.
• Save your notes, and use across devices using
one account so that you can plan your lessons
wherever you are.
• Work on pronunciation in class: record your
students speaking and compare their voices to
Fusion audio.

xiv Classroom Presentation Tool © 2020 Oxford University Press

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 Practice Kit
All students with Fusion Workbook have access to Practice Kit,
Writing activities feature a model text and a sub-skill
via a code supplied on a card inside the book.
based on punctuation, and key language areas such as
Practice Kit provides your students with engaging, systematic, linking words or functional language.
and well-developed skills practice, aligned to the CEFR. Practice
In writing and speaking activities, the Practice screen is
Kit is available with all six levels of the series, and covers
a productive task. The students are given step-by-step
reading, writing, listening, and speaking.
instructions, with extra help provided in the Tip, Use
There are three modules. Each module contains two activities this, and Remember! boxes. Speaking tasks suggest that
for each skill. Each sequence has a clear pedagogic structure to students record themselves on their own devices.
ensure that students are fully supported as they work through
the material. There is a similar structure across all four skills to
ensure consistency between modules.

Every sequence starts

with a screen outlining
the objectives.

The next screen is called Engage. The

goal is to generate ideas and get
students thinking. These screens are not
assessed, but students are required to
do a task and to submit their answers.

In reading and listening, there are three practice screens based around In writing, the students
a text or listening passage. These introduce a strategy that learners complete a task on a
will use in their own language, e.g. listening for important information. downloadable template
There is also a sub-skill, which teaches the learner to understand the which can then be sent
text by looking at individual meanings or grammatical characteristics, to their teacher.
e.g. to listen for numbers and letters.

The final two screens

Further support for the strategies, sub-skills, and functional language
is given through Tip, Use this, and Remember! boxes. In addition,
difficult vocabulary, and differences between American and British
vocabulary and spellings, are explained in Glossaries.
Speaking activities include functional language, and the sub-
skill focuses on an aspect of pronunciation. In common with the
listening, the model text is presented through audio or video.
encourage students to
reflect on and evaluate
their learning.
Managing Practice Kit  •  www.oxfordlearn.com
Most of the Practice Kit activities are automatically graded, and
the scores are visible in the Gradebook. You can assign work to
your students and monitor their progress.
There are many benefits to using Practice Kit. Students often
feel more motivated when working online, and the automatic
grading means that valuable time in class does not have to be
spent correcting work done at home.
The Practice Kit activities are suitable for use in a language lab
with Internet connection if there is one computer per student,
as well as at home.

© 2020 Oxford University Press Practice Kit xv

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 Teaching tips
Teaching vocabulary
Modeling and drilling  Students need to hear and say new
words. Use the Classroom Presentation Tool Vocabulary
presentations, or model new vocabulary yourself, and be
positive about students’ efforts to repeat words. Vary the way
in which you drill new words: as a whisper, only boys, only girls,
half the class, and altogether.
Autonomy  Help students to direct their vocabulary learning
independently and collaboratively in these ways:
• Brainstorm to see what words students already know before
presenting a new vocabulary set. Allow them to list in their
own language the words they think should be in the set.
After the presentation, ask students to find more words for
the set, including any they have already listed.
• Encourage students to record new words in meaningful sets
in a notebook. Support students to use a variety of ways to
record the meanings, e.g. definitions, translations, example
sentences, and to say which methods they find most useful.
• Ask students to work collaboratively to make their own
simple exercises, which you can compile and copy. Use
activities from the Workbook as models, for example:
word search puzzles and simple quiz clues, such as This
is the opposite of … / You can swim here. / Spanish is the
language here.
• Appoint a student vocabulary monitor in each lesson to write
new words onto slips of paper and put them into a class
vocabulary box. The words can later be drawn from this at
random for review and games.
• Start or end classes by asking students to test one another on
recent vocabulary items.
• Incorporate games such as Vocabulary Bingo or Hangman
into classes regularly. Model these games, then get students
to play them together in groups.
• Set the vocabulary review games and activities in the
Workbook as homework, and ask students to give you
feedback about how well they have remembered new words.
Teaching grammar
Modeling and drilling  Give a clear spoken model of the
structures and have the students repeat after you. This increases
their confidence when they are asked to produce the grammar
themselves.
Autonomy  Help students to direct their grammar learning
independently and collaboratively in these ways:
• Elicit  When presenting structures, ask students to deduce
the rules as far as possible.
• Personalized reference  For new structures, ask students
to note down examples with information about themselves,
their family and friends, and their home or hometown.
When you want to review a structure, start by asking several
students for their personalized examples.
xvi Teaching tips © 2020 Oxford University Press
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4016377 Fusion TB3.indb 16
• “Open-book” tests and self-correction  For variety,
give students a test in which they can use the grammar
explanations and Workbook Grammar reference in their
books. When you grade tests or written work, underline errors,
but get students to work together to correct them themselves.
• Substitution  Write a sentence on the board and underline
one or two words which you want students to change. Let
them work in pairs together. Repeat the process, and when
you have five sentences on the board, erase some of the
words and ask students to write down the missing words.
• Grammar dictation  Say sentences with the target structure
in them at a natural speed. Ask students to listen and make
notes, then work in groups to reconstruct the sentence.
Students will need to discuss the necessary grammar to
rebuild the sentence.
• Grammar Bingo  Use items such as prepositions of place,
superlative adjectives, interrogative pronouns, etc.
• Sentence sale  Give groups of students an imaginary credit
of $100. Write sentences on the board, some with grammar
mistakes, and each with a price. Offer the sentences for “sale”.
Look at each sentence in turn, and ask students if they want
to “buy” it. If they buy a correct sentence, they score its value,
but if it’s incorrect, they lose the money. Correct the errors in
groups.
Teaching listening
Prediction and preparation  This is important for confidence
building. You can help students by using the Classroom
Presentation Tool Listening preparation activities and these
techniques:
• Engage interest by looking at the pictures and headings to
predict listening text content. Ask students what they already
know about the topic, and brainstorm vocabulary. Pre-teach
and model new words, so the pronunciation is not a surprise.
• Make sure that students read and understand the listening
task before listening.
• Tell students the number, gender, and approximate age of
speakers, and the topic.
Playing the recording  Play the recording as many times as
necessary. Encourage students to say if they need to listen
again. The first time, tell them to just listen, without writing.
Using the transcript  As a follow-up activity, you can give them
a copy of the audio script to read (at the back of this Teacher’s
Guide or on the Teacher Resource Center) while listening. Less
able students may be supported by having the audio script at
an earlier stage.
Teaching reading
Preparing and prediction  There is extensive support
for reading preparation and extension on the Classroom
Presentation Tool. As with listening, discussing visuals and
headings, brainstorming vocabulary, and checking students’
prior knowledge of the topic will build confidence.
08/09/2017 11:58
 Autonomy  Help students to direct their learning and work
independently and collaboratively in these ways:
• Encourage students to use a dictionary to check new words
and update their vocabulary notebooks.
• Jigsaw reading  Students work in pairs, splitting the text in
two, and then telling their partner about their half of the text
and working on comprehension questions together.
• True and false  Groups write sentences about the text, some
true and some false. They then challenge other groups to
identify the true sentences and correct the false ones.
• Find the questions  Write the answers to text
comprehension work on the board. Students work in groups
to make the questions.
• Memory game  Read parts of the text aloud. Stop at various
points, and ask students to say the next word or phrase.
Teaching writing
Use the Classroom Presentation Tool preparation activities
to help students to build up a systematic approach to writing.
Working on strategies and sub-skills as a class can improve
students’ abilities to write independently:
• Analyze the model text  Work as a class to highlight
features of the model text such as layout, paragraphing, titles
and headings, structures, and vocabulary.
• Write together  Go through the stages of collecting
ideas, brainstorming language, and planning to produce a
collaborative piece of writing on the board together. Then set
group or pairwork writing tasks, so students can discuss the
stages of successful writing, and you can circulate around the
class, giving individual help.
• Correction and feedback  Always grade students’ writing,
as this increases motivation. Make it clear to students that
writing is assessed on both accuracy and content. Use a
coded grading system to identify types of mistakes, so
students can self-correct, such as:
sp = spelling, ^ = missing word, gr = grammar, v = vocabulary,
wo = incorrect word order
Increase students’ motivation by making positive comments,
and keeping displays of written work on the classroom walls.
Teaching speaking
It takes time to develop confidence and fluency in speaking.
There is preparation work on the Classroom Presentation Tool,
and speaking tasks in Fusion are simple and structured, to make
the speaking experience successful. You can build students’
confidence in speaking in these ways:
• Give plenty of time to prepare, including vocabulary
support and planning what to say.
• Use models. These are provided throughout Fusion: with
speaking tasks, in Functional language boxes on Practical
English pages, in the class audio on the Teacher Resource
Center, and in the Dialogue practice sections on the Classroom
Presentation Tool. You can also model simple exchanges with
a stronger student in class, or get two students to ask and
answer, before the rest of the class tries the task.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 17
• Add variety to dialogues to help reinforce the language by:
introducing another person, introducing another condition
(e.g., you’ve just woken up, you feel really excited) or asking
for ideas to change the ending.
• Invite students to express their opinions. Fusion frequently
asks students to personalize their speaking, and this makes
their learning more motivating and memorable.
• Encourage students to keep a section of their notebooks for
“Everyday phrases” or “Conversation”, where they can record
useful functional language and simple exchanges.
• Save correction of speaking errors until after the task
is complete. Then put them on the board and work
collaboratively to correct them.
Teaching pronunciation
Integrate pronunciation into lessons  Students can find
pronunciation off-putting. Fusion takes an integrated approach
with small but frequent opportunities to practice via the Say
it! feature. Extension work can be found in the Pronunciation
practice section (pp. 132–134) of the Student Book. Core
vocabulary sets are presented with their pronunciation on
the Classroom Presentation Tool. Dictation work offers further
listening practice to associate sounds with their written form.
Autonomy  Encourage a self-directed approach to
pronunciation with these techniques:
• Encourage students to learn and identify the sounds they
commonly confuse, using the Phonetic alphabet (p. 132).
• Review problematic sounds regularly to reinforce them.
Demonstrate the sound “silently”, showing the movement
required by the mouth / tongue and ask students to copy it
(without sound) before vocalizing it.
Support students in learning to identify word stress patterns or
examples of particular sounds.
When doing speaking exercises (supported by class audio or
video), encourage students to mimic intonation of speakers
(and for video, also the body language and gestures). This
will add an element of fun into speaking tasks, and increase
students’ confidence in conversational English.
Read aloud short passages in class regularly, and ask students
to read aloud as part of their homework, to give them plenty of
practice in maintaining rhythmic speech. Don’t read aloud all of
the reading texts, as this is pronunciation practice rather than a
reading comprehension!
Use videos of non-native speakers, e.g. Arnold
Schwarzenegger, Penelope Cruz, or Gael García Bernal to show
realistic and admirable goals.
Correction  Pronunciation errors are best corrected quickly
but without interrupting. This could be done collectively at the
end of the speaking session, which also avoids embarrassing
individual students. Errors can be corrected by “echoing”
mispronounced sounds; in other words, say the word as they
did, but with a rising intonation so that they self-correct. Or
simply say the sound or word correctly and ask them to repeat
it again. Avoid focusing on individual students; ask all the class
to repeat the word together or just boys / just girls to say the
word to add variety.
Teaching tips xvii
08/09/2017 11:58
 Mixed ability
Introduction
Teaching mixed-ability classes is a challenge most teachers face
at some time. To a certain extent, all classes are mixed-ability.
Students learn at different speeds, in different ways, and are
individuals with different learning preferences. We normally
use the term “mixed ability” when these differences are wider
than usual. But it is not a case of weaker and stronger students;
in practice, some “weak” students may just take longer to
understand what is being taught. In addition, those weak in
language skills are often strong in other academic areas and
cognitive abilities, so it is important to cater to those strengths,
too. The most important concern is how to engage all the
students so that each one has a sense of challenge, progress,
and achievement.
When students are engaged, their motivation and confidence
increase. Providing opportunities for students to work at their
own level means that they are less likely to become frustrated
because they can’t keep up, or bored because they finish
too fast.
Mixed ability in Fusion
Fusion offers graded and structured exercises to support all
students’ language learning. In particular, Fusion caters for
mixed-ability students in a number of different ways:
• The Classroom Presentation Tool (see Teacher’s Guide p.xiv)
contains preparation activities for all skills work and for students
who need additional support to manage the Student Book
class material.
• The Classroom Presentation Tool offers extra grammar and
vocabulary practice material, and the Workbook has language
and skills exercises. The Workbook offers clear explanations in
the Grammar reference.
• The Teacher’s Guide contains optional extra activities.
• The Teacher Resource Center contains tests at all three levels
of difficulty: one star, two star, and three star. The one-star
tests assess vocabulary sets one and two of the unit; the two-
and three-star tests in addition assess the Extra vocabulary.
Ten tips for teaching mixed-ability classes
1 Use pairs
Pairwork is a useful way of involving all your students in an
activity. Depending on the activity, you might decide to use
same-ability pairs, for instance when working on fluency.
This way, weaker students aren’t overshadowed by stronger
students, and the stronger ones don’t feel held back. You could
also try mixing abilities, and see how weaker students can learn
from the stronger ones.
2 Use groups
This is another way of making sure all your students are actively
engaged with the lesson. Students work with their friends, at
their own pace, rather than having to keep up with the rest
xviii Mixed ability © 2020 Oxford University Press
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4016377 Fusion TB3.indb 18
of the class. This works well with the Practical English activities
in Fusion.
3 Encourage cooperation
Use activities that make students work together to promote
interdependent and supportive relationships in the group
rather than competitive ones.
4 Assign roles
Assign roles to your students when doing activities, e.g.
timekeeper, materials distributor / gatherer, group leader,
note-taker, or spokesperson. This allows you to give everyone in
the class a chance to contribute. It is a simple way of involving
even those students who rarely take part.
5 Make strong students the “teachers”
Students who are always the first to give an answer or speak out
are often keen to be stretched with bigger challenges. Giving
them the role of teacher for specific activities allows them to
show the class what they can do, and to develop a sense of
responsibility.
6 Get students learning actively
Classroom-space-permitting, some kind of physical movement
around the class is a great way to involve students who
benefit from a kinesthetic approach to learning. Such activities
provide variety and stimulation. Many of the Language in action
activities in Fusion lend themselves to this approach.
7 Recycle previous learning
Weaker students often find it difficult to recall work that has
taken place in previous lessons, so it is useful to start lessons
with short activities that recycle previous learning, such as
memory games or quick quizzes.
8 Adapt activities
Adapt activities so that you have an easier version ready for
weaker students or a harder version for stronger ones. You
can also set up activities in which students have more or less
challenging roles. Adapted activities require a little preparation,
but the great advantage is that everybody can do the same
activity.
9 Use extension activities
Have an extension activity as a backup for fast finishers. There
are many three-star extension activities available in the Fusion
Workbook. With the stronger students working on their own,
you can spend more time helping the weaker ones.
10  Use double standards when correcting
With a mixed-ability class it’s reasonable to have different
expectations of different students. Some stronger students
might benefit from heavier correction (although this might not
apply to all of them). On the other hand, be selective about
how much or what you correct with weaker students. Think
of correction as a tool for comparing students to their own
previous achievements, rather than to others in the class, or to
your own fixed standard.
08/09/2017 11:58
 Three activities for mixed-ability classes
1 Adapting activities
Activities can be adapted to suit different language abilities. For
example, you can make a gap-fill comprehension activity less
challenging by inserting options in place of the gaps like this:
Fusion Student Book 3 page 25 exercise 9:
While he (8 walk) underground, he (9 find) a magic ring.
Easier version: While he (8 walked / was walking) underground, he
(9 found / was finding) a magic ring.
Alternatively, you could provide the weaker students with a
word pool to use when selecting the right words for each gap.
Homework can also be adapted. For example, in Fusion Student
Book 3 page 30 exercise 4, weaker students could write the story
in their own words, based closely on the original, and stronger
students could write a longer story with more details.
2 Creating a unit poster
This is a useful way to end a unit and review or recycle
previously learned language.
1 Work as a whole class and elicit the language you have recently
practiced. Write it on the board, e.g. materials, past continuous.
2 Divide students into several same-ability groups.
3 Explain that each group is going to produce a different
poster.
4 Allow each group to look at the board and choose one area
they want to make a poster about. Vocabulary posters are
easier and grammar ones harder.
5 Give out large sheets of paper and colored pens or markers.
6 Students decide how to present new vocabulary or grammar.
They can use rules, examples, pictures, etc.
7 Students present their posters to the class.
8 Display the posters in the classroom. This offers a sense of
achievement and a reminder of what has been learned.
3 Mind maps for writing
Mind maps are an excellent way of preparing mixed-ability
classes for a writing activity. They require different kinds of skill –
imagination, seeing connections between different ideas,
seeing the whole picture, visual mapping skills, and language –
so the activity engages students with a wide range of abilities.
1 Put students in mixed-ability groups of four or five, and give
them three or four large pieces of paper and a topic.
2 Tell the groups that they will make a rough plan of their mind
map first and then produce a final copy.
3 Get them to write the main topic in the center and the main
sub-topics around it, joining them to it with lines.
4 Allow them time to think of additional ideas for each
sub-topic and again link them with lines. They can link
ideas across the mind map, where appropriate. This stage
generates a lot of discussion, drafting, and redrafting.
5 Groups should now create their final copy.
6 Each group presents their mind map to the rest of the class.
All students will now have not only their own ideas for the
writing task, but also all the other groups’ ideas.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 19
Using technology
Introduction
Online resources give teachers an exciting opportunity to
successfully integrate new and different teaching methods
into lessons. Below is a list of how these technologies might be
used in the English class. The list is in addition to Fusion’s own
digital resources. See Teacher’s Guide p.xiv for details about the
Classroom Presentation Tool and p.xv for information about
Practice Kit.
The Internet
• The online search icon indicates authentic topics that can be
researched further. Enrich your students’ learning experience
by encouraging them to find out further information about
the topics online. Allow students to consult appropriate
websites for research purposes and to use the Internet as a
resource for finding the answers to their own questions.
• Download images, diagrams, and infographics to engage
students in the lesson topic, and for presenting the target
language of the lesson.
• Download software for making digital presentations, projects,
and voiceovers.
Blogs and social media
• Create a class blog to keep in touch with students via their
home computers. Ask one student to write up his or her notes
after each lesson and post them online. Post useful documents
such as homework tasks, or language reference material.
• Use your blog as a discussion forum. Post topical statements,
and encourage students to leave their own comments.
• Try to find other English classes from other parts of the world
via social media, and use your blog to connect with each other.
• Discuss how to use social media safely in your classes.
This will improve students’ digital competence, as well as
equipping them with the necessary awareness and language
to use social media successfully and appropriately in English.
• Encourage students to do peer correction by reading each
other’s work on the blog and suggesting changes.
• Set up a task for students to practice functional language,
e.g. making suggestions. Ask students to organize an end-of-
semester event and get them to make suggestions for the
event on the blog. The event could be held during the last
class of the semester.
Podcasts
• Download the podcasts of radio programs or a TV series to
support the theme of the lesson.
• Record students interviewing each other in different
situations and save it on the computer as a podcast. The class
then listens to the podcasts and votes on the best one.
• Get students to prepare a presentation of a topic that
interests them and make a podcast of it. The class then listens
to the podcasts and prepares questions to ask the speakers.
Using technology xix
08/09/2017 11:58
 Video in the ELT classroom
The use of video as a teaching tool is widely recognized as a Videos in Fusion 3
method of motivating and engaging students. For teenagers, Fusion has two videos per unit to engage and entertain
video is more than just a passive form of entertainment – it is students and to promote their learning.
their medium of choice for the delivery of information. When
1 Each unit starts with a Warm-up video to engage students’
a video features an engaging, authentic topic such as those
interest in the subject matter of the unit ahead and motivate
used in the Warm-up or Culture videos, the effectiveness of the
them to explore it further. At the end of each Warm-up video,
medium as a learning tool is maximized: students’ eagerness
students are presented with three multiple choice questions
to comprehend a stimulating video has the dual effect of
to test and reinforce their comprehension of the content.
improving their language retention as well as increasing their
Each question is followed by the answer, offering students
general knowledge and awareness of the world at large.
instant feedback.
So how exactly can video be used to enhance learning in the
2 Each Fusion unit has a Culture video linked to the unit topic.
classroom? First, teachers can use it as a visual aid to reinforce
These videos add to students’ global awareness and help to
language that has been learned: seeing and/or hearing people
foster attitudes of respect and tolerance for the diversity of
use language in a meaningful context acts as a powerful aid
cultural expression.
to memory. Also significant is that in watching video, learners
activate prior knowledge of specific contexts and build the Worksheets and transcripts for the Culture videos can be
cognitive skills required to understand, process, and interact found on the Teacher Resource Center.
with language in a way that they cannot do by using reading
materials alone. An excellent way to exploit the medium is
for students to use it to present their work, which they can
undertake on any video-capable device. Active participation in
creating a video further reinforces language taught. There are
many opportunities throughout Fusion for this kind of work, e.g.
in the Practical English lessons or in the Projects.
Video work can be very usefully deployed as a reference
point for nurturing students within the 21st Century Themes
framework. The Extension activities in the Culture video
worksheets are a good way of promoting cultural awareness
and building empathy. The tasks help to personalize issues and
allow students to collaborate, express their opinions, and do
research.

Culture video Unit 2

Language check Extension

too, too much, too many, (not) enough Look at the pictures and answer the questions.
• In some ways, there are too many things to do. Picture A
• Some people think its plot is too difficult to
understand.
Culture video Unit 2 • There’s never enough time to do everything!

Simple past and past continuous, when / while

Great Irish writers 3 Watch again. Match questions 1–6 to
answers
• A lot of famous authors studied here.a–f.
• He didn’t go to Trinity, but he
1 was
Whyborn and lived
is Dublin in with tourists? ___
popular
Start thinking Dublin. 2 Where in Dublin is Trinity College? ___
• He was staying in Ireland when3 Wherehe wrote
wasaJonathan
lot of Swift when he wrote
Answer the questions.
Gulliver’s Travels. Gulliver’s Travels? ___
1 Which famous writers do you know about?
4 What did Samuel Beckett do at Trinity College?
2 Which writers are popular in your country?
5 Choose the correct answers. ___
3 Who’s your favorite writer? Why? 1 There were too much / many / enough things to
5 What is Oscar Wilde famous for •writing?Where do ___you think this is?
do and we ran out of time.6 What do some people think about Jamesof these places would you most like to visit
• Which
Comprehension check 2 The room wasn’t big too / enough Joyce’s/ much for novel?
famous us ___ and why?
all to get in! • Whatindo you think makes a gallery or museum
1 Watch the video. Number the things in the order a He was visiting Ireland from his home
3 There was much / too many / not enough time to interesting?
you see them (1–6). England.
see everything when we visited the gallery. • When andyou visit other towns and cities, do you
a statue of an author with a walking stick ___ b Because of the museums, art galleries,
4 I think this book is much / too / enough boring to prefer sightseeing, shopping, or visiting museums
four statues in front of two flags ___ pubs.
take on vacation. and book
galleries?
an ancient manuscript ___ c For many people, Ulysses is the best ever Why?
5 There is too many / not enough / too much food
The National Gallery of Ireland ___ written.
for me here. Would you like to share my meal? Picture B
an old painting of a famous Irish author ___ d Plays and novels as well as children's stories.
6 It was too / enough / much loud in the pub
Trinity College ___ e He was a student and then he became a
because a band was playing.
teacher.
2 Watch again. Choose the correct answers. f the
In downtown Dublin.
6 Complete the sentences with correct past
1 Who is Molly Malone? form of the verbs in parentheses.
A She is a famous Irish sculptor.1 She ___________ (live) 4 Are the sentences true or false? Correct the
in Dublin for seven
false sentences.
B She is a character in a famous Irish song.
years.
C She owns a famous Irish pub.2 He ___________ (visit) the 1 About a million tourists visit Dublin every year.
museum when he
2 Trinity College in Dublin is Ireland's___________
… ______________________________________
(meet) an old friend.
A best college. 2 Molly Malone’s statue is in an art gallery.
3 While they ___________ (walk) to Trinity
B largest college. ______________________________________
College, they ___________ (find) the National
C oldest college. 3 Jonathan Swift’s books are still popular with
Gallery of Ireland.
3 What year did Jonathan Swift leave Trinity children.
4 When ___________ (Samuel Beckett / win) the
College? ______________________________________
• Do you ever visit the library?
Nobel Prize?
A 1682 4 Bram Stoker started writing books when he
• Where do you go to do research or read?
5 The book group ___________ (decide) to meet
B 1686 moved to England after he graduated.• Do you think libraries are important nowadays?
in the pub every Wednesday evening.
C 1866 ______________________________________
Why? / Why not?
6 I didn’t like the author, so while she
4 What is the name of Bram Stoker’s ___________ 5 Oscar Wilde
most famous (read), I ___________ (go) to a was born in Dublin.• Are books more or less popular than they were in
work? ______________________________________
the past? Why?
cafe.
A Waiting for Godot 6 Many of James Joyce’s stories are set in
• What is Trinity
your favorite book? Why?
B Dracula College.
C Gulliver’s Travels ______________________________________
5 What did Samuel Beckett do in 1969?
A He won the Nobel Prize for Literature.
B He opened the Samuel Beckett Centre.
C He wrote his most famous play.
6 What is James Joyce most famous for writing?
A novels 2
B songs
C newspaper articles

xx Video in the ELT classroom © 2020 Oxford University Press

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 CLIL
What is CLIL?
CLIL is Content and Language Integrated Learning. It involves
lessons in a second language on content subjects of the school
curriculum (e.g. science, geography, music, art, etc.)
Why use CLIL?
CLIL is an excellent means of learning a language. It engages
students with widely different interests, and provides
opportunities for using English in motivating contexts.
CLIL also exploits students’ different learning styles, making the
most of their abilities, background knowledge, and skills from
other disciplines.
CLIL is an excellent way of introducing an international aspect
into the teaching of content subjects. Students who become
accustomed to conducting their studies in English will be at
a definite advantage in their future education. Since English is
the common language of the Internet and many journals and
academic papers, a confident command of English is often
indispensable for research purposes.
Tips for using CLIL
Teaching another subject in a foreign language can be
daunting. A good way to ensure your lessons are successful is
to be well-prepared. Take time to research and understand the
content of each lesson in advance. Learning another subject
in a foreign language can also be a challenge. If there is a lot of
new vocabulary in a lesson, you can help students by asking
them to use a dictionary or the Internet to find out how to say
a set number of key words in English. You can also encourage
students to review the topic in their own language, if they have
studied it previously in another school class.
Before setting Internet research, check the website carefully,
to make sure that the information is accurate and the website
is reliable. Make sure the preparation you ask students to do is
achievable in terms of cognitive and linguistic level.
Don’t be afraid to say you don’t know
If you are primarily an English teacher, students may ask you
questions relating to another subject which you cannot answer
immediately. It is better to say that you are unsure. You can then
opt to tell the students you’ll find out for the next class, or ask
a teacher of the other subject to come into the next class to
answer the question.
When teaching another subject in English for the first time, you
may believe that the teaching techniques are very different for
teaching that subject in English. Be reassured that there are also
a lot of similarities between English and other subject classes.
Use the teaching techniques you are familiar with as well as
learning from your colleagues.
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4016377 Fusion TB3.indb 21
Exploit students’ background knowledge
Be sure to make the initial stage of a CLIL lesson fun and
motivating, challenging the students to solve puzzles,
suggesting solutions to problems, or guessing the answers to
general knowledge questions in a quiz.
Give plenty of visual support
In the CLIL classroom, students may need additional support to
grasp the concept of the lesson. Visual aids such as illustrations,
pictures, realia, DVD movies, PowerPoint presentations, miming,
and gesture are all useful.
Focus primarily on the content
The principal aim of the CLIL lesson is to impart knowledge
of the subject area. As long as students understand the key
concepts of a lesson, they do not need to understand every
single word of the material in English. A passive understanding
of some areas of language is sufficient.
Build students’ confidence
Increase your students’ confidence in CLIL lessons by:
(i) Making aims clear
Outlining the objectives of CLIL lessons at the outset will
motivate students and help them to put the new material into
the context of what they already know.
(ii) Finding opportunities for recycling
It can be hard for students to retain a lot of new information,
especially in a different language. For this reason, reviewing key
concepts and language whenever they come up naturally in
other classes will be helpful.
(iii) Making tasks achievable
Students will manage productive language tasks much better if
they have a clear model to work from. It is more important that
they participate in the lesson than participate only in English, so
they may sometimes need to use their first language. You can
help them to use English more by making your own language
straightforward. As well as asking questions which require
phrases as a response, you can also use questions that they can
answer simply with a “Yes” or a “No”, for example.
(iv) Providing other forms of support where necessary
Students may sometimes need some support in their first
language. Many teachers adopt the successful strategy of
switching briefly and naturally from one language to another in
order to explain a difficult concept.
CLIL and Fusion
Each unit in Fusion has a Curriculum extra page of CLIL content
at the end of the Student Book, with additional support material
in the Teacher’s Guide. These sections are linked to the curricula
of other subject areas, such as science, music, and literature.
CLIL xxi
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 Special Educational Needs in the ELT classroom:
focus on dyslexia
Special Educational Needs (SEN) is the term we use to refer to
the requirements of a child who has a difficulty or disability
which makes learning harder for them than for other children
their age. Note that gifted and talented children are also
considered to have special needs as they require specialized,
more challenging materials.
Of course, children make progress at different rates and vary
widely in how they learn most effectively. It is important to
recognize that although students with special needs may have
difficulties in some areas, there will also be areas of strength.
Recognizing and utilizing these strengths is important to the
students’ academic development as well as their self-esteem.
Your daily contact with these students will help you understand
what works best for each individual and determine your choice
of the most appropriate techniques.
SEN covers a broad range of difficulty or disability, including
difficulty with numbers, attention deficit, and autism. Here
we’ll focus on dyslexia as it affects approximately ten percent
of the population, so each classroom may have two or three
students with this learning difficulty. Dyslexia is a neurological
condition that causes the brain to process and interpret
information differently, which in turn makes language learning
challenging. It is not a sign of low intelligence or laziness, or
the result of impaired hearing or vision. Dyslexia can manifest
itself in a variety of ways: through linguistic problems such
as slow reading speed, difficulties with word recognition and
spelling, or a smaller range of vocabulary in L1; and through
non-linguistic problems such as a more limited memory span,
difficulties with handwriting and with gross and fine motor
skills, difficulties with time management and organization of
work, and slowness in automizing new skills. It is important
to recognize that these difficulties will vary in their severity
or seriousness in different individuals, and some people will
experience some, not all, of the problems.
Students with dyslexia can become competent and skilled
second language users. Students can become frustrated by
their inability to work in the same way as their classmates,
so a supportive school with a warm and positive classroom
environment can increase the confidence of a student with
dyslexia and can help to reduce the negative effect of the
condition on their future life. Even small steps, such as ensuring
that a student is sitting comfortably at their desk with a
well-positioned writing surface, can have a positive impact.
Some areas of difficulty
• Students with dyslexia may struggle with the spelling of words
in English since the spelling rules and conventions can appear
unpredictable, specific sounds are spelled in many different
ways, and certain letters can be pronounced differently.
xxii SEN in the ELT classroom © 2020 Oxford University Press
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4016377 Fusion TB3.indb 22
• Students with dyslexia may find it more difficult to learn
abstract words than concrete nouns, and may find it easier to
learn nouns than verbs and adjectives. They may find it hard
to distinguish between words with similar sounds or that are
close in meaning.
• Speaking and listening skills seem to be affected less than the
literacy-based skills of reading and writing.
• Questions which require open-ended answers and
pronunciation activities may be difficult for students with
dyslexia or other special educational needs.
• Students with dyslexia may struggle with the organization
of their work and their classroom equipment, and this may
impact on their learning.
Some effective strategies
• Give students short instructions, perhaps one step at a time,
with realistic targets – so they get a sense of accomplishment.
• Students with dyslexia do not need an entirely different set
of materials from the rest of the class. Focus their attention
on particular sections, or select from the additional practice
activities on the Fusion Classroom Presentation Tool, or from
the Fusion Workbook.
• Students with dyslexia may benefit from a more structured
approach to learning, with controlled oral practice, plenty
of examples, and opportunities to plan their work. The
structured approach to lessons in Fusion and the models
and examples in the Practical English pages, for example, will
support dyslexic students’ communication skills.
• Allow students who need longer to process information to
do what they can in class, and encourage them to finish at
home if possible.
• Students with learning difficulties tend to respond positively
to extensive repetition and practice, and to explicit
explanation. The Fusion Workbook Grammar reference pages
follow this approach. You may find that doing language drills
in class, focusing on a small set of core vocabulary or one
grammatical feature at a time, will be helpful for students
with SEN. Remember that similar-sounding words or words
with a similar meaning may cause confusion, so present
them separately.
• Students with dyslexia learn better if vocabulary is taught
in context, or anchored to an image. The presentation of
vocabulary in Fusion through strong visual images will help
with this.
• Encourage all students to create mind maps or visual
representations of vocabulary in vocabulary notebooks so
that they can review new language regularly.
• Multi-sensory and multi-channel formats, such as reading
with audio in the Student Book, are well-suited to students
with dyslexia.
08/09/2017 11:58
 21st Century Themes
The 21st Century Themes framework highlights abilities,
attitudes, knowledge, strategies, or values in the course that will
help students to become active and responsible participants
in 21st century communities. Though Fusion is first and
foremost a language course, it also recognizes that, in a digital
and increasingly globalised world, an English course needs
to address more than just linguistic ability – it needs to help
students acquire other skills to be successful in their academic,
personal, and professional lives.
  Autonomy and lifelong learning
Initiative and self-motivation: thinks and learns
independently; works pro-actively
Learning to learn: adopts appropriate strategies; reflects on
their own learning methods and practices; shows motivation
to learn and improve
Self-knowledge and discovery: reflects on themselves,
their circumstances, background, or motivations; learns and
improves from self-reflection and self-exploration
Self-management: works responsibly and effectively, shows
the ability to organize their own time and resources
Personal development through independent study,
reflection, and motivation to learn are at the heart of
this theme. Fusion encourages students to use their own
initiative, both in group activities and in the planning,
organization, and management of their own work.
THE INDIVIDUAL
Independence is further nurtured by opportunities to use
the language in personalized contexts, promoting self-
reflection and, in turn, greater self-knowledge.
Integrated strategies throughout the course help to
consolidate the student’s autonomy by developing the skills
and awareness necessary for effective and efficient learning.
  Ways of thinking
Creativity: includes visualizing, generating ideas,
innovating, entertaining, designing
Critical thinking: includes analyzing, problem solving,
comparing and contrasting, classifying, questioning
Decision-making: sorts through the options available and
arrives at a single rationalized option to move forward
Evaluating and appraising: forms personal opinions, e.g.
when reviewing a classmate’s work, according to accepted
standards
In today’s digital world, where people have access to
unlimited information at their fingertips, the need to
analyze, evaluate, and form opinions about the information
we read has never been more prominent. Fusion responds
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 23
The five 21st century themes in Fusion are areas in which any
aspiring young person will want to develop. The framework
shows how Fusion provides rounded development for the
student by nurturing drives and thought processes within
the individual, such as initiative and creativity, but also key
skills required for the individual to relate knowledgeably,
capably, and harmoniously with the world around them. Each
of the themes encompasses a group of related skill areas. An
explanation of each theme and its component skill areas is set
out below.
These include strategies that students will use in their
own language as part of general communication and
comprehension, e.g. scanning a text or listening for specific
information, but also higher level learning strategies for
improved success throughout the learning journey, such as
planning your studies, identifying outcomes, and monitoring
your own progress. The aim of this experience is to help
establish the student as a lifelong learner.
This theme of autonomy and lifelong learning is fostered
both in the Student Book and in tasks throughout the whole
course package:
Teachers can use the sticky note feature at the top of every
spread to focus students’ attention on the learning outcome.
Student Book unit Review pages and the Self-evaluation
features in the Workbook encourage students to assess
their progress constructively. The Workbook also contains a
Cumulative review section, so students continually revisit
and review their learning from earlier units.
The Classroom Presentation Tool preparation and
extension activities for many of the Student Book reading
and listening texts help raise students’ awareness of
techniques for more successful reading and listening.
by fostering critical and independent thinking. But it
also encourages creative ways of thinking, whether by
generating ideas, thinking visually, or creating materials to
entertain classmates.
A Project features after every three units in the Student
Book, offering students the opportunity to work creatively,
on their own or as part of a group. Each Project concludes
with students evaluating their classmates’ work.
Critical thinking questions on the Classroom Presentation
Tool encourage students to analyze the topic, activate
background knowledge, and engage in group discussion.
There are two critical thinking discussion points per main unit,
linked to a reading or listening topic in the Student Book.
21st Century Themes xxiii
08/09/2017 11:58
   Digital, media, and information literacy
Literacy in computer science and technology:
understands articles on computer-related and technological
subjects; interacts with digital tools
Literacy in science and mathematics: understands articles
on scientific and/or mathematical subjects; interprets
numerical data
Managing and presenting information: presents data
clearly in a digestible form, e.g. in a graph or table
Researching and processing information: gathers
research material from available sources; evaluates its utility
and credibility; digests and synthesizes research material
Understanding media: considers the strengths and
weaknesses of different media; chooses the most appropriate
medium to communicate; uses media successfully
THE INDIVIDUAL AND THE WORLD AROUND THEM
Young people are increasingly expected to work with
diverse technologies, genres of information, and forms of
media to gather, manage, and exchange information. Fusion
prepares students for these demands by encouraging them
to practice clear and appropriate communication in a variety
of contexts, from giving a presentation to chatting with
friends online. Real-world tasks expose students to a wide
range of relevant text types to help develop these skills,
including e-mails, blogs, and instant messaging forums.
Students are given opportunities to develop skills in this area
by using a wealth of digital components and by interacting
with technology in a variety of ways.
The Classroom Presentation Tool features interactive
activities, dialogue practice, and videos to encourage digital
learning.
  Communication, collaboration, and cooperation
Collaboration and cooperation: works effectively,
efficiently, and agreeably with other people
Communication: explores different forms of
communication, including non-linguistic forms such as
body language; adopts and practices communication skills,
e.g. listening actively
Empathizing with others: shows understanding for the
feelings of others
Leadership: motivates others; creates an environment in
which all members of a group can contribute according
to their abilities; delegates roles during a team exercise or
assists in this responsibility; understands group dynamics
Resolving conflicts: reaches a compromise or mutually
agreeable solution to a dispute; deals with disagreements
calmly and sensibly
This theme focusses on the skills required for working and
dealing respectfully with other people. Fusion encourages
students to develop the skills of cooperation and mutual
understanding through its extensive use of teamwork and
discussion activities.
xxiv 21st Century Themes © 2020 Oxford University Press
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4016377 Fusion TB3.indb 24
Practice Kit features interactive exercises which link to a
Gradebook and help foster learner autonomy as students
manage their learning via a digital tool.
The Warm-up and Culture videos are informative and
visually appealing documentary-style videos that promote
multimedia learning and offer students the opportunity to
consolidate their knowledge throughout the course.
The Online search icon alongside texts in the
Student Book invites students to develop their
interests by searching online for further relevant information.
Students will use their critical judgment to evaluate the
relevance of information and to distinguish between reliable
and unreliable sources, and between fact and opinion.
The Did you know? boxes throughout the Student Book are
a great starting point for students to do further research, and
will require students to understand the need to evaluate and
check information found online.
The Projects after units 3, 6, and 9 provide additional
opportunities for students to use the Internet to conduct
research and to use a variety of computer applications to
process, share, and present information.
A number of CLIL topics in the Curriculum extra pages
enrich students’ knowledge in math, science, and computer
science. Throughout the course, students will also come into
contact with the use of numbers, their basic operations, and
their application to everyday life. Tasks which require students
to interpret numerical data, e.g. tables, or reflect on scientific
and technological advances contribute to this theme.
Speaking activities throughout the units encourage students
to test out ideas, ask for others’ input, organize the findings
of group work, and report back to the class effectively.
The Practical English sections offer numerous scenarios
for group or pairwork and role-plays, giving students
opportunities to develop transferable skills in collaboration
and negotiation. Regular opportunities to improve different
aspects of students’ communication skills in English are
given in the Practical English pages, the Projects, and the
Classroom Presentation Tool Dialogue practice activities.
The group Projects after Units 3, 6, and 9 challenge students
to work cooperatively in small teams or groups, extend their
knowledge beyond the classroom, and organize and present
their ideas.
08/09/2017 11:58
   Cultural awareness and global citizenship
Art and artistic appreciation: explores different art
forms, such as painting, music, and literature; nurtures an
understanding and appreciation for art
Cultural awareness: shows interest in their own culture
and in other cultures; nurtures an open and inquiring mind
regarding all cultures
Environmental awareness: cares for the environment;
understands articles about the environment and the threats
that face it
Family life and values: thinks about their own family and
values; learns about other families around the world
Global awareness: understands articles about different
countries around the world and nurtures an interest in them
Health awareness: cares for their own health; shows
interest and awareness in public health issues
Respecting diversity: shows tolerance and open-
mindedness towards differences in people’s beliefs,
customs, and appearances; challenges assumptions about
people
Responsible citizenship: nurtures a sense of individual
and community responsibility
Social and civic awareness: understands social and
political concepts such as equality, democracy, and justice;
stays abreast of social and civic trends and developments
Social skills: shows competence in social situations; adopts
the appropriate language and behavior to suit the context;
nurtures respect for themselves and others during social
encounters
With its global perspective, emphasis on cross-cultural
comparison, and focus on contemporary artistic expression,
Fusion offers ample opportunity to nurture a deeper sense of
cultural awareness in the student. Developing an awareness
of and respect for one’s own culture as well as the different
customs and beliefs of others is essential in fostering the
open and enquiring mind that characterizes a responsible
global citizen. “Global citizenship” is also the awareness of
social and political concepts such as equality and justice,
knowledge of public health issues, and the social skills and
values to actively and appropriately participate in a fair
society.
Reading texts about the real world, particularly the Around
the world lesson in each unit, provide exposure to cultures
throughout the world. Reading is extensively supported by
Culture videos to stimulate students’ interest in the topic, to
enrich their knowledge, and to promote respect for other
cultures.
The Language in action feature, and speaking and writing
activities, invite students to demonstrate awareness of
cultural and historical differences and express their ideas
creatively.

21st Century Skills Teacher’s website

A 21st Century Skills page at the end of each main unit offers For detailed tables showing how each Fusion Student Book
focused practice in 21st century learning and the themes of the correlates to the 21st Century Themes framework, download
framework. In these lessons, students develop skills for dealing the content from the teacher’s website at the following address:
with real, day-to-day issues, such as managing money, problem www.oup.com/elt/teacher/fusion.
solving, or dealing with conflict.
Carefully-structured activities challenge students to think
critically and creatively. Students then participate in a project
that enables them to put the skill into practice. Project-based
learning helps make the skills tangible and memorable for
students, and allows them to learn by doing. The projects also
give further opportunities for collaborative learning.

© 2020 Oxford University Press 21st Century Themes xxv

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4016377 Fusion TB3.indb 25 08/09/2017 11:58

 Starter unit
Unit summary
Vocabulary
Vocabulary (tested in 1–3 star tests)
Adjectives: emotions: angry, excited, funny, lonely, nervous,
relaxed, surprised, tired
Verbs: experiences: cook a healthy meal, feel worried, go on a
school trip, sleep late, have a sleepover with friends, make new
friends, sunbathe
Vacations: book a hotel / hostel / B and B (bed and breakfast),
buy souvenirs from a store, explore a new place, get a sunburn,
go abroad on vacation, have an accident, rent a car on
vacation, lose your suitcase or passport, meet new people, miss
a flight / the bus / the train, send a postcard to your friends
Food: beans, carrots, cheese, chicken, hot sauce, pepper, salt,
sugar, yogurt, crunchy, healthy, spicy, sweet, tasty
Learn it!: lose (v), miss (v)
Grammar
Simple past: completed actions in the past
Simple present and present continuous: habits and
activities that are happening now
Comparative and superlative adjectives
21st Century Themes
Digital, media, and information literacy
Communication, collaboration, and cooperation
Reading and Vocabulary
Aims
• Read and listen to an e-mail and find the main information.
• Read an e-mail and order the information.
• Practice using adjectives for describing emotions.
Warm-up
• Ask students to look at the picture on page 4. Ask What are
the girls doing? Where? Why?
• Elicit ideas from the class.
Exercise 1  w 1•01
• Invite a student to read the instruction and question.
• Play the recording and ask students to read and listen for
the answer.
• After checking answers, ask some extra questions, e.g. Where
does Sophie live now? Who is Jade? Why were they being noisy?
4 Starter unit © 2020 Oxford University Press
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4016377 Fusion TB3.indb 4
ANSWER
They had to find something quieter to do because the
neighbors couldn’t sleep and were very angry with them.
Culture note
Karaoke first became popular in Japan and other Asian
countries but is now quite a common activity in many parts
of the world.
The name karaoke comes from the words empty and
orchestra in Japanese.
Exercise 2
• Ask students to read the events. Stronger groups could try
to order them without reading the text again, then read it to
check if they were correct. With a weaker group, ask them to
read the text again first.
• Students write the letters in the correct order in their notebooks.
• Check answers with the class.
ANSWERS
1 C 4 A
2 F 5 D
3 E 6 B
Exercise 3
• Ask students to look at the words in the box. Elicit that
they are all adjectives to describe feelings. Ask students to
sort them into positive and negative adjectives. (Note that
surprised could be good or bad depending on the surprise.)
• Ask students to copy the sentences into their notebooks and
complete them using the adjectives.
ANSWERS
1 nervous 5 excited
2 angry 6 funny
3 relaxed 7 tired
4 lonely 8 surprised
  Vocabulary practice
• Task to practice the vocabulary.
Express it!
• Draw students’  attention to the Express it! phrase and ask them
to find the phrase in the e-mail (Line 13: Jade was really into
karaoke. Ask them to say the same thing in different words
(Jade really loved / was really enthusiastic about karaoke.).
• Ask What are you really into? Encourage students to talk about
this in small groups.
• Ask them to write a sentence of their own, including this phrase,
in their notebooks. Check their sentence carefully.
08/09/2017 11:58
 Grammar – Simple past Vocabulary and Speaking
Aims Aims
• Review how to use the simple past. • Practice asking and answering questions using the
• Practice asking and answering questions using the simple past.
simple past. • Practice asking questions to get more information.
Exercise 4 Exercise 6
• Invite a student to read out the example sentences. Elicit or • Divide the class into pairs. Choose two students to act out
point out that they are examples of the simple past tense. the conversation. Point out that the person who asked the
• Ask students to read the rules and allow them time to think question asked two more questions on the same topic.
about how to complete them using the words in the box. • Focus students’  attention on the picture and the caption
Elicit answers from the class. When did you last … ? Ask them to take turns choosing one
• Ask students to write the completed rules in their notebooks. topic and ask a When did you last … ? question. They should
Check that they have written them correctly if necessary. also ask follow-up questions.
ANSWERS
• With a weaker group, look at the topics together and elicit
1 completed the simple past forms, especially of the irregular verbs (make,
2 regular feel, have).
3 irregular • Set a suitable time limit. Go around monitoring their
4 didn’t conversations and giving assistance as necessary.
5 did • Conduct class feedback.

Exercise 5 Further practice

Grammar, Workbook page 5
• Ask students to use the words in parentheses to complete the Vocabulary, Workbook page 4
sentences in their notebooks using the simple past tense.
Grammar reference, Workbook page 80
• Invite a student to read the example question aloud before Vocabulary reference, Workbook page 81
they start the exercise. Grammar and vocabulary practice worksheets, Teacher Resource Center
• Check answers with the class.
• Now ask them to give true answers to the questions. They
could write them down or you could use this task for extra
speaking practice.
ANSWERS
1 What did you do last weekend?
2 Which movie did you and your friends watch the last time
you went to the movie theater?
3 Where did you and your family go on your last vacation?
4 How did you feel on your first day back at school?
5 When did you learn to ride a bike?
  Grammar practice
• Task to practice the grammar.

© 2020 Oxford University Press

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 Vocabulary
Aims
• Review common phrases connected with vacations.
Warm-up
• Divide the class into small groups and ask them to think of
five things they do on vacation that they don’t do at home,
e.g. buy souvenirs.
• Elicit ideas and write interesting or new words on the board.
Exercise 1
• Ask students to copy the phrases 1–11 into their notebooks.
Check they understand the words. Elicit the difference
between a hotel, a hostel, and a B and B (bed and breakfast).
• Focus their attention on the verbs in the box and ask them to
match a verb to each phrase.
ANSWERS
1 go 7 have
2 explore 8 get
3 buy 9 send
4 meet 10 rent
5 lose 11 book
6 miss
  Vocabulary practice
• Task to practice the vocabulary.
Exercise 2 Learn it!
• Focus students’  attention on the Learn it! box. Read the
information out to the class.
• Ask students to copy the sentences into their notebooks and
then translate them into their own language.
• Discuss translations as a class.
Speaking
Aims
• Ask and answer questions to describe what is happening in a
vacation picture.
Exercise 3
• With books closed, ask students how many phrases they can
remember from exercise 1.
• Students open their books and check.
• Ask them to name some other things you do on vacation: take
pictures, go to a café, eat ice cream, etc.
• Divide the class into pairs or small groups. Focus their attention
on the picture and point out the example question and answer.
Ask them to take turns asking and answering similar questions
about the actions of the people in the picture.
• Conduct class feedback, asking questions about the picture
and eliciting answers from individual students.
6 Starter unit © 2020 Oxford University Press
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4016377 Fusion TB3.indb 6
SUGGESTED ANSWERS
A man is having a drink.
A woman is taking a picture.
People are buying souvenirs.
Reading
Aims
• Read a text about vacation plans and answer questions on it.
Exercise 4  w 1•02
• Focus students’  attention on the text and the picture of Matt.
Explain that Matt is chatting to his friend on the Internet.
• Ask students to read and listen to the text as you play the
recording, and to answer the two questions.
• Check answers with the class.
ANSWERS
Matt is in Tulum, Mexico. Konnie is going to Canada.
Culture note
Vacations abroad
It isn’t common for Americans to go abroad on their vacations.
The U.S. is a very big country and so most Americans do
things in their own states when they’re on vacation. If they go
abroad, they often travel to Mexico or Canada because both
are close to the U.S.
Research it!
• Read the Research it! box with the class. Ask students to
discuss which countries they think come top in the list of
most popular vacation destinations and why.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWER
France
Figures for 2012 show that France was the top vacation
destination with over 83 million tourists, followed by the U.S.
with around 63 million. China was third, closely followed by
Spain (both with just under 58 million tourists) and the U.K.,
with around 29 million tourists, was 8th on the list.
Further practice
Vocabulary, Workbook page 6
08/09/2017 11:58
 Exercise 5
• Ask students to read the sentences 1–6 and find out if they
are true or false by reading the text again.
• Ask them to correct any false sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 False. Matt promises to send Konnie a postcard.
2 True.
3 True.
4 False. He isn’t having problems because everyone speaks
really good English.
5 False. Konnie and her family want to go to Canada because
they really like the mountains.
6 True.
Grammar – Simple present and present
continuous
Aims
• Review how to use the simple present and present
continuous.
• Review how to use adverbs of frequency with the simple
present.
• Complete a text with verbs in the simple present and present
continuous.
Exercise 6
• Ask a student to read out the instruction. With a weaker
group, ask them to find the blue sentences and copy them
into their notebooks.
• Encourage all students to refer to the blue sentences as they
answer the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Simple present: Why do you always travel to other
countries?; We often come to Mexico; I don’t like long trips
Present continuous: What are you doing?; We’re exploring
the Mayan ruins; I’m not learning much
Affirmative: Simple present: We often come to Mexico;
Present continuous: We’re exploring the Mayan ruins
Negative: Simple present: I don’t like long trips; Present
continuous: I’m not learning much
Question: Simple present: Why do you always travel to
other countries?; Present continuous: What are you doing?
2 The simple present sentences talk about habits.
3 The present continuous sentences talk about activities that
are happening now.
4 In the blue sentences: always, often. In the text: usually,
sometimes. We use them with the simple present tense.
Exercise 7
• Ask students to write the numbers 1–7 in their notebooks.
• Tell them that they must decide which verb is needed to
complete each gap, choosing the simple present or present
continuous form.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 don’t go
2 spend
3 take
4 explore
5 ’m trying
6 ’m reading
7 ’m not looking
  Grammar practice
• Task to practice the grammar.
Writing
Aims
• Write a paragraph about typical summer vacations.
Exercise 8
• Divide the class into pairs or small groups and ask them to tell
each other about their summer vacations. Encourage them to
use the questions in the instructions for exercise 8.
• Ask students to read the instructions carefully and write their
paragraph in their notebooks. With a stronger group, students
could write about their partner’s / classmates’  vacations from
their discussions. This means they would be practicing the
third person s, which is useful.
• With a weaker group, remind them to use adverbs such as
usually, always, never, often, and sometimes.
• Go around monitoring and giving assistance while they
are writing. Set them a time limit to complete the activity
if necessary.
• When they have finished, invite some students to read their
paragraphs aloud to the class or ask students to compare their
paragraph with another student from a different pair / group.
Further practice
Grammar, Workbook page 6
Grammar reference, Workbook page 80
Vocabulary reference, Workbook page 81
Grammar and vocabulary practice worksheets, Teacher Resource Center

© 2020 Oxford University Press

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 Vocabulary and Listening
Aims
• Review vocabulary about food.
• Listen to a telephone conversation about food and answer
questions about it.
Warm-up
• Divide the class into pairs. Ask each pair to choose a letter of
the alphabet. (The letters k, q, v, x, y, and z should be avoided.)
• Give them two minutes to write a list of all the food and drink
words they can think of starting with this letter.
• Conduct class feedback. Drill pronunciation of any problem
words.
Exercise 1
• Ask students if they can name pictures A – I.
• Ask students to check that the words they thought of are in
the box. Ask them to match the food words to the pictures.
• Check answers with the class and check pronunciation.
ANSWERS
A  chicken  ​B  pepper  ​C  cheese  ​D  sugar  ​E  hot sauce   ​
F  beans  ​G  carrots  ​H  salt  ​I  yogurt
Exercise 2
• Encourage students to study the adjectives in the box. Check
pronunciation together if necessary.
• Ask them to write these adjectives next to corresponding
foods in exercise 1. They could then compare answers in pairs.
SUGGESTED ANSWERS
crunchy: carrots
healthy: beans, carrots, cheese, chicken, yogurt
spicy: hot sauce
sweet: carrots, hot sauce, sugar, yogurt
tasty: beans, carrots, cheese, chicken, hot sauce, yogurt
Exercise 3  w 1•03  Audio script p135
• Tell students that the audio recording they are going to listen
to is in British English. This is an opportunity for students to
listen and become more accustomed to the British English
accent. Students will hear some British English language here
as well. Note that holiday is vacation in American English and
at the moment would be right now.
• Ask a student to read the instruction aloud.
• Play the recording and ask students to listen for the answers
to the two questions.
• Discuss answers as a class.
ANSWERS
Nathan is visiting Wales. He describes the food there as very
healthy food and says the cakes are really nice.
Exercise 4  w 1•03  Audio script p135
• Ask students to read the questions. Play the recording again
for them to answer the questions in their notebooks.
• Check answers with the class.
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4016377 Fusion TB3.indb 8
ANSWERS
1 He describes the cafe as the best in the country.
2 He isn’t eating rabbit.
3 Ella doesn’t like cheese very much.
4 He thinks it is one of the tastiest meals that you can eat.
5 Ella thinks that Spanish food is healthier than what Nathan
is eating.
6 She is going to try Welsh rarebit after the holidays.
Grammar – Comparative and superlative
adjectives
Aims
• Review how to use comparative and superlative adjectives.
• Complete a text with comparative and superlative adjectives.
Exercise 5
• Ask students to complete the table in their notebooks.
ANSWERS
1  sweet  ​2  hotter  ​3  tastier  ​4  the most horrible   ​
5  the worst   ​6  better  ​7  the best   8  the same   ​9  different
Exercise 6
• Invite a student to read the instruction aloud. Ask students to
write the answers in their notebooks.
ANSWERS
1  most important   ​2  warmer  ​3  healthier  ​4  best  ​
5  as tasty as   ​6  as spicy as
  Vocabulary and grammar practice
• Task to practice vocabulary and grammar.
Speaking
Aims
• Compare food using comparative and superlative adjectives.
Exercise 7
• Divide the class into pairs or small groups. Ask them to
choose at least two dishes from their country which they can
compare using comparative and superlative adjectives.
• With a stronger group, encourage them to use all the
adjectives they know about food (delicious, disgusting, etc.).
• Conduct class feedback. You could also conduct a class poll
about which dish is the tastiest, the spiciest, the healthiest, etc.
Further practice
Vocabulary, Workbook page 7
Grammar, Workbook page 7
Grammar reference, Workbook page 80
Vocabulary reference, Workbook page 81
Grammar and vocabulary practice worksheets, Teacher Resource Center
08/09/2017 11:58
 Time for change
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Adjectives: behavior: acceptable, badly-behaved, common, Aims
direct, dishonest, easy-going, fair, familiar, honest, indirect, • Learn vocabulary about different life events.
mandatory, rare, strict, unacceptable, unfair, unfamiliar, • Describe events, people, and rules.
voluntary, well-behaved
  Vocabulary presentation
Adjectives: personal qualities: active, adventurous, ambitious,
artistic, confident, creative, curious, hardworking, logical,
• Additional task to present the vocabulary.
mathematical, organized, sociable Exercise 1
Extra vocabulary (practiced and tested in 2 and 3 star tasks • Allow students time to look at the words in the box. Check
and tests) they know the meaning of exchange program.
feel at home (v), feel homesick (v), miss (v), settle into (v), • Divide the class into pairs to ask each other the questions.
ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n) Then invite them to report back to the class.
Word builder: achievement, arrival, protection, survival
Learn it!: draw (v), drawer (n)
Exercise 2
• Encourage students to talk about their experiences in
Grammar exercise 1, using the words in the word cloud.
have to and must: modals of obligation and prohibition   Vocabulary practice
can: modals of ability and permission in the present • Task to practice the vocabulary.
could: modals of ability and permission in the past
will be able to: modals of ability and permission in the future
Optional activity
Tell students about events from your own life as they note
should and ought to: modals of advice
down words from the word cloud which apply to your
Functional language experiences. Then discuss.
Explaining and reacting to change
How awful / surprising / exciting! Culture note
That’s fantastic / horrible / understandable. Exchange programs
Oh no! In the U.S. students who are studying a foreign language can
apply for an exchange program to live with a family in another
Really?
country. Sometimes a student from that country stays at the
That’s too bad. American student’s home for the same period of time, usually
What a shame! two or three weeks.
That sounds nice / terrible!
What is / was it like? Exercise 3
I really like / liked it. • Play the video for students to watch and interact with.
In the end, it was a good move.
  Warm-up video: Cresskill School
How do / did you feel?
• Duration: 5:09 minutes
I was angry / anxious / excited.
• Topic: Classes, activities, and school rules at Cresskill in New
That was sad. Jersey, U.S.
What happened next? • Task: Answer the questions at the end of the video.
Well, when I was … . • Video scripts are available on the Teacher Resource Center.
21st Century Themes
Autonomy and lifelong learning
Digital, media, and information literacy
Communication, collaboration, and cooperation
Cultural awareness and global citizenship
© 2020 Oxford University Press
Unit 1 9
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 1.1 We have to go to school on ANSWERS
1 Sean
Saturdays! 2 Alison
3 Sean
Vocabulary and Reading 4 Alison
5 Sean
Aims 6 Sean
• Learn pairs of words which are opposites. 7 Alison
• Identify topics and speakers in blogs.   Reading extension
Warm-up • A short reading comprehension about a blog.
• Ask students to look at the word cloud on page 9, identify all Exercise 4
the adjectives and write them in their notebooks.
• Focus students’ attention on the text and the highlighted
Exercise 1 words that they need to complete the sentences. Point out
• Ask students to find opposite pairs within their list of that they may need to change the form of the words. Ask
adjectives from the Warm-up. them to write the answers in their notebooks.
• Check answers with the class. • Check answers with the class. Drill the pronunciation of home
and homesick if necessary.
ANSWERS
ANSWERS
easygoing – strict
mandatory – voluntary 1 missed
dishonest – honest 2 settled into
well-behaved – badly-behaved 3 felt at home
direct – indirect 4 felt homesick
unfair – fair   Critical thinking
unfamiliar – familiar • Critical thinking questions for your students to discuss.
unacceptable – acceptable
rare – common   Vocabulary practice
• Additional vocabulary task.
  Reading preparation
• Additional task to pre-teach vocabulary for the blog. Further practice
Vocabulary, Workbook page 8
Exercise 2  w 1•04 Vocabulary reference, Workbook page 83
• Focus students’  attention on the topics in the box. Play the Vocabulary practice worksheets, Teacher Resource Center
recording for students to listen and read. Ask them to make a Language summary, Teacher Resource Center
note of the three topics that the exchange students mention.
• Check answers with the class.
ANSWERS
food, people and home life, school life

Exercise 3
• Ask students to write the numbers 1–7 in a list in their
notebooks. Then set them a reasonable time limit to scan the
blogs for the correct name.
• After checking their answers, ask students which experience
they think is better, Sean’s or Alison’s, and why.

10 Unit 1 © 2020 Oxford University Press

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 Grammar – Modals of obligation
and prohibition
Aims
• Review how to use have / had to, must, must not, don’t have to.
• Learn how to use the past forms had to and didn’t have to.
• Complete the sentences in a text about studying in the U.S.
with modals of obligation and prohibition.
  Grammar presentation
• Presentation of modals of obligation and prohibition.
Exercise 5
• Write have to, had to, don’t have to, didn’t have to, must, and
must not on the board. Elicit that these are modal verbs.
• Ask students to look back at the blogs on page 10 to find
example sentences which contain these modal verbs and
write them in their notebooks.
• Elicit and check their example sentences.
• Ask students to copy the rules into their notebooks and to
complete them with the words in the box.
• Check answers with the class.
ANSWERS
Example sentences in the blogs:
I have to be home by 10 p.m.!
We have to go to school on Saturdays …
We don’t have to do that in Denver.
I had to memorize a whole unit for a history test.
You must not wear shoes inside, you must wear slippers!
I didn’t have to stay in school.
1 obligation 4 no obligation
2 obligation 5 no obligation
3 prohibition
Exercise 6
• Invite a student to read out the instruction. Go through the
example with the class.
• Ask students to complete the sentences in their notebooks.
• Check answers with the class. You could ask questions to
test their understanding and encourage speaking, e.g. Which
words tell you this? or How do you know this?
ANSWERS
1 don’t have to 4 must not
2 don’t have to 5 must not
3 must not
Exercise 7
• Students choose their own endings for these sentences. With
a stronger group, students could write two sentences for each
sentence beginning.
• Monitor students, giving assistance as necessary. Allow plenty
of time to conduct class feedback.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 11
Exercise 8
• Ask students to read the text to find one adjective which
means you can do something and one adjective which means
you can’t do something (acceptable, forbidden). With a weaker
group, give them the first letter of each word.
• Ask students to complete the text using the modal verbs in
the correct form.
• For early finishers, focus their attention on the instruction:
Sometimes there is more than one correct answer. Ask them to
write down all the options in these cases.
• When they have finished, check answers with the class.
ANSWERS
1 must / have to 5 must / have to
2 had to 6 don’t have to
3 must not 7 didn’t have to
4 must / have to
  Grammar practice
• Task to practice the grammar.
Culture note
School uniform in the U.S.
About 20 percent of public and private schools in the U.S.
require students to wear uniforms. Uniforms in the U.S. are
more casual than uniforms in the U.K. For example, students
wear a button-down or polo shirt with khaki or navy blue
pants. If schools don’t require students to wear uniforms,
many still have dress codes. A dress code is a list of rules about
the kinds of clothes students can wear.
Language in action
Aims
• Practice using present and past forms of the modal verbs.
• Talk about rules and the differences between elementary and
middle school.
Exercise 9
• Focus on the topics in the box. Encourage students to think
about the rules they had to follow at elementary school.
• Invite a student to read out the example sentence. Point out
that their sentences can start with the rule at elementary
school or at middle school, but they should pay close
attention to the tenses they use.
• Go around monitoring and giving assistance. Correct any
errors, and praise sentences which use the modal verbs well.
• You could conduct class feedback or students could compare
their sentences in pairs or small groups.
Further practice
Grammar, Workbook page 9
Grammar reference, Workbook page 82
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 1 11
08/09/2017 11:58
 1.2 What should I do to get
experience?
Vocabulary and Listening
Aims
• Learn vocabulary about personal qualities.
• Complete a questionnaire about strengths and weaknesses.
• Listen to a radio talk show and answer questions about it.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Invite students to think for a moment about the future. Ask
What would you like to do or be after you finish school? They
should think about why they want to do it and what would
make them suitable for that career.
• Encourage a few students to present their future plans to the
class (but note that for some this may be quite personal or
they may not have decided).
• You could talk about what you wanted to be when you grew up
and why you think it would have been suitable or not for you.
Exercise 1
• Tell students they are going to listen to a radio talk show.
Elicit what they think a radio talk show is. They can check by
reading the title and the first paragraph of the text.
• Ask students to copy the sentences 1–6 into their notebooks
and complete them with adjectives A–F.
• Check answers with the class and check pronunciation.
ANSWERS
1  F  2  E  ​3  B  4  A  ​5  C  ​6  D
Exercise 2
• Ask students to study adjectives G–L and then match them
to the example sentences. If necessary, remind them to write
them in their notebooks.
• Check answers with the class and check pronunciation.
ANSWERS
1  G  2  K  ​3  H  4  I  ​5  J  ​6  L
  Vocabulary practice
• Task to practice the vocabulary.
Optional activity
Ask students to look at all the adjectives A–L and choose five
qualities which they think a successful student should have.
Divide the class into groups to discuss the qualities they chose
and why they chose them. You could ask students to rank
them in order of importance.
12 Unit 1 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 12
Exercise 3
• Ask students to read the last paragraph of the text. Check they
understand the grading system.
• Students complete the questionnaire in their notebooks.
• Encourage some students to tell the class what their strengths
and weaknesses are. Alternatively, they could compare their
results in pairs or small groups.
• With a class who know each other well, you could ask them
to complete the questionnaire about their partner or, if they
know you well, about you!
  Listening preparation
• Additional task to pre-teach vocabulary in the audio.
Exercise 4  w 1•05  Audio script p135
• Ask a student to read the instruction clearly to the class. Elicit
that David is a male name and Sasha a female.
• Play the recording for students to listen to the talk show and
write the adjectives in their notebooks.
• Check answers with the class.
ANSWERS
David: creative, active
Sasha: artistic, creative, mathematical
Exercise 5  w 1•05  Audio script p135
• Tell students that you will play the talk show again so that
they can answer true / false questions. Ask them to read the
sentences. Check the meaning of should and ought to but
don’t go into too much detail as they will study should and
ought to in the following grammar section.
• Play the recording once again (or twice with a weaker group)
for students to answer.
• Check answers with the class, eliciting what they think of the
advice given.
ANSWERS
1 True.
2 False. David should start a blog or a website for his
soccer team.
3 True.
4 False. Sasha loves drawing pictures of buildings.
5 False. She ought to study art or design, math, and physics.
6 True.
Further practice
Vocabulary, Workbook page 10
Vocabulary reference, Workbook page 83
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
08/09/2017 11:58
 Exercise 6 Learn it!
• Write draw and drawer on the board. Explain that these words
sound the same but have very different meanings. Ask them
which is a verb (draw) and which a noun (drawer).
• Ask students to read the box, then copy and complete each
sentence with the correct word.
• Check answers with the class.
ANSWERS
1  drawer  ​2  draw
Grammar – Modals of ability, permission,
and advice
Aims
• Learn how to use can, can’t, could, will be able to for talking
about ability and permission.
• Learn how to use should and ought to for giving advice.
• Complete sentences with the correct modal verb.
• Identify mistakes in modal verbs in a text and correct them.
  Grammar presentation
• Presentation of modals of ability, permission, and advice.
Exercise 7
• Ask students to copy the rules 1–4 into their notebooks. Then
ask them to match the underlined words in the example
sentences to the rules. Point out that some of the rules should
be used twice.
• Check answers with the class.
ANSWERS
can – 2 could – 3 should – 1
can – 2 will be able to – 4 ought to – 1
Exercise 8
• Ask students to write the negative and question forms in
their notebooks.
• Check answers and point out that ought not to is not very
common in English. Instead we say shouldn’t.
ANSWERS
can’t, Can … ?
can’t, Can … ?
couldn’t, Could … ?
won’t be able to, Will … be able to … ?
shouldn’t, Should … ?
ought not to
Exercise 9
• Ask students to choose the correct option in each sentence
and write them in their notebooks.
• To highlight the tenses, especially with a weaker group, ask
them to find two sentences giving advice, two sentences
talking about the future, and one sentence about the past.
ANSWERS
1 ought 5 can’t
2 should 6 could
3 be able to 7 can’t
4 should
Exercise 10
• Ask students to read the situation and the three pieces of
advice. Encourage them to decide which advice they think is
best and why.
• Ask them to read the text to find out what advice the writer
chose.
• Then ask them to read it again and focus on the modal verbs
in parentheses, correcting any mistakes. Go through the
examples (0 and 00) with the class before they start.
• Check answers with the class.
ANSWERS
1 correct 4 won’t be able to
2 shouldn’t / ought not to 5 should / ought to
3 will be able to 6 correct
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Practice giving advice using should and ought to.
• Practice giving reasons.
Exercise 11
• Read the instruction aloud and focus students’ attention on
the situation in the box.
• Remind them to use should and ought to, shouldn’t, or I don’t
think he should / ought to … when giving advice.
• Students decide which option they think is best and the
reasons why they think so, together with the reasons why the
other options are not as good.
• Conduct class feedback. Praise good use of the target
language and correct any mistakes.
Culture note
School counselors
Most middle and high schools in the U.S. have school
counselors. Their job is to help students develop social skills
and succeed in school. High schools also usually have college
counselors whose job is to help students prepare for college.
Further practice
Grammar, Workbook page 11
Grammar reference, Workbook page 82
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center

© 2020 Oxford University Press

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 1.3 Around the world
Reading and Vocabulary
Aims
• Read and listen to an article about growing up in Australia
and New Zealand and find specific information.
• Correct mistakes about the text.
• Learn how to use noun suffixes.
Warm-up
• Write New Zealand and Australia on the board. Divide the class
in half. Ask one half to brainstorm what they know about New
Zealand and the other half to do the same about Australia.
Get feedback and make two lists on the board.
Culture note
Australia
It’s the sixth largest country in the world. The capital city is
Canberra, but Sydney, Melbourne, Brisbane, Perth, and Adelaide
are bigger than the capital. The population is around 22 million.
A lot of the land in Australia is desert and it is called
the outback. There are a number of animals which are only
native to Australia: kangaroo, koala, emu, and platypus.
New Zealand
New Zealand is made up of two main islands: The North
Island and the South Island. The capital city is Wellington, but
Auckland is bigger. The population is around 4.5 million.
The Lord of the Rings movies were filmed in New Zealand.
One native bird is the kiwi and people from New Zealand are
sometimes given the nickname Kiwis.
• Tell students that the pictures on pages 14 and 15 were taken
of people in Australia and New Zealand. Explain that they are
going to read and listen to an article about growing up there.
  Reading preparation
• Additional task to pre-teach vocabulary from the text.
Exercise 1  w 1•06
• Elicit from students what age you become an adult in their
countries and how this occasion is usually celebrated.
• Ask students to read the first paragraph of the article. Elicit the
meaning of rite of passage (an important stage in someone’s
life – in this case, becoming an adult).
• Ask them to read the other two paragraphs and make a list of
the different ways of celebrating the rite of passage.
• Get students to discuss their answers in pairs. Check answers
with the class. Ask students if any of the items from the lists
they noted in the Warm-up were mentioned in the article.
SUGGESTED ANSWERS
traditional family parties, rites of passage: cover the children’s
bodies in paint, pierce their ears and noses, knock out a tooth,
“walkabout”, Tā Moko tattoos
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4016377 Fusion TB3.indb 14
Culture note
Coming of age in the U.S.
In the U.S., most people believe you become an adult at
eighteen. This is the age when you can vote. The legal age
to drink alcohol is 21 in most states and so some people still
think of this as a symbolic age, too. American eighteen-year-
olds usually just have a party with friends and/or family.
Exercise 2
• Ask students to read the questions. Then ask them to read the
article again and write the answers in their notebooks.
• Read the Interesting fact with the class. Do they know what it
sounds like?
SUGGESTED ANSWERS
1 They learn that it is very important to survive.
2 It means that they have become an adult.
3 They learn to hunt and to survive on their own, without help.
4 They thought that they were ugly.
5 Today Tā Moko shows that a young Maori’s status has
changed and they are now adults.
  Reading extension
• Additional task to make sentences about the text.
Exercise 3
• Focus students’  attention on the highlighted words in the text.
• Ask them to decide if the definitions are true or false and to
correct any false ones in their notebooks.
ANSWERS
1  True.  ​2  True.  ​3  False. You catch them and usually kill
and eat them.   ​4  True.  ​5  False. You fight in battles.
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
Word builder – Noun suffixes 1
Exercise 4
• Ask students to copy the table into their notebooks and
complete it with the words in the box in their noun form.
Remind them that they can find these words in the text.
• Check answers with the class and drill pronunciation.
ANSWERS
-al -ion -ment
survival protection achievement
arrival
  Vocabulary practice
• Additional tasks to practice vocabulary and answer questions
on a text about Native American teenagers.
08/09/2017 11:58
 Exercise 5 Language in action
• Ask students to write and complete the sentences in their
notebooks, using the nouns from exercise 4. Aims
• Check answers with the class. Elicit that these sentences relate • Write advice for new students using should and ought to.
to the Australian walkabout.
Exercise 8
ANSWERS • Divide the class into small groups to talk about the topics.
1 achievement They need to choose four topics and think of at least one
2 arrival piece of advice for each topic.
3 protection • With a weaker group, remind them to use should and ought to.
4 survival
• Set a time limit for the task and ask the groups to write their
Exercise 6 w 1•07 Say it! advice down in sentences.
• Focus students’  attention on the words in the box and model Exercise 9
the sound /∫/. Elicit from them where this sound comes in
each of the words, e.g. Where’s the /∫/ in the word beginning
• When the time is up, invite a student from each group to
present their group’s advice to the rest of the class. Encourage
with “c”?
the class to say whether they agree or disagree, giving reasons
• Play the recording for students to repeat the words. for what they say.
• There is a follow-up exercise for further practice on page 132.
  Culture video: Difficult environments
Reading • Duration: 4:21 minutes
• Topic: Learning to survive in difficult environments.
Aims • Video worksheets are available on the Teacher Resource
• Identify the target reader and the purpose of a poster. Center.
Exercise 7
Focus on … geography
• Ask students to read the questions and then look at the
Go to page 123 for Curriculum extra: Population change.
poster to find the answers. Ask them to write them in their
notebooks. Further practice
• Check answers with the class. In a class discussion, ask Pronunciation, Student Book page 132
students if they think this is good advice or not and Reading, Workbook page 12
encourage them to explain why. Ask them which four of the Word builder, Vocabulary reference, Workbook page 83
topics in the box they would most want advice about if they
were starting at a new school. Again, encourage them to give
reasons.
ANSWERS
1 The advice is for new students at Wilson High School and
the 9th grade are giving it to help new students settle in
during their first week at the school.
2 the school building, homework, breaks

© 2020 Oxford University Press

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 1.4 Practical English
Listening and Vocabulary
Aims
• Listen to a conversation about the important events and
changes in one young person’s life.
• Practice talking about life events and reacting to other people
talking about life changes.
Warm-up
• Focus students’  attention on the pictures and title. Elicit what
Rebecca does and ask them how old they think she is.
• Tell them that the red ribbon is a timeline. They can work out
how old she is now. (She was born in 1996.)
  Listening preparation
• Task to name three important events in your life.
Exercise 1  w 1•08  Audio script p135
• Mention to students that the audio recording they are going
to listen to is in British English. Note that mum is mom in
American English.
• Tell students they are going to listen to a conversation about
Rebecca Tunney. Ask them to read the events A–D.
• Play the recording for students to listen and match the events
to the dates on the timeline.
• Check answers with the class.
ANSWERS
A 2011 C 1996
B 2012 D 2012
Exercise 2
• Ask students to write the answers to the questions in their
notebooks.
• If necessary, play the recording again.
• Allow students to compare their answers in pairs before
checking with the class.
• Ask students if they would be prepared to leave their friends
and move to another place to follow a dream like Rebecca did.
ANSWERS
1 She was 5.
2 In 2006.
3 She was the youngest member of the team.
4 She finished 13th.
• There is a follow-up exercise for further practice, focusing on
sentence stress, on page 132.
ANSWERS
How awful!
What a shame!
How exciting!
That’s fantastic!
Speaking
Aims
• Learn functional language to explain and react to change.
Exercise 4 
• Focus students’  attention on the events in the box. Ask
them to tell other students about any events that they
have experienced. Invite two students to read the example
exchange aloud.
• Divide the class into pairs or small groups. Point out that the
listeners should use the phrases in the functional language
box.
• With a weaker group, ask them to choose one event
only and set a time limit. When the time is up, they could
choose another event or change places with a different
student to talk about it again. This can build confidence in
quieter students.
• With stronger students, encourage them to give as much
information as possible so that their classmates have plenty of
opportunities to react.
• Go around monitoring and giving assistance as necessary.
Praise students for using the functional phrases well. Correct
any pronunciation problems.
Further practice
Pronunciation, Student Book page 132

Exercise 3 w 1•09 Say it!

• Focus attention on the Say it! box.
• Ask students to listen to the recording and repeat the phrases.
Play the recording, pausing if necessary, so that students
can practice.
• Encourage them to get the intonation right – where the voice
goes up and down. It’s a good idea to tell them to write the
phrases in their notebooks and mark this intonation.
• Play the recording as many times as they need.

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 Reading Language in action
Aims Aims
• Read a conversation to find out about the speaker’s feelings. • Make a timeline and discuss the events in it.
• Learn about asking questions for more information.
Exercise 7  w 1•10 Audio script p136
Exercise 5 • Tell students they are going to listen to a conversation
• Invite a student to read the instruction aloud. With a weaker between two friends, Jake and Emily. They are discussing
group, ask them to answer the first question only, then let ideas for a timeline of Emily’s life. Ask students to read the
them read again for the second part of the task. ideas in the list, then listen and number them from 1–4 in the
• Students write the answers in their notebooks. order that Emily talks about them.
• Check answers with the class. ANSWERS
1 She feels that other people have more exciting lives than
ANSWERS
she does.
Omar was angry about moving at first, but in the end, he
2 She plays basketball.
thought it was a good move.
3 She made a new friend.
What was the new house / your new school like?
4 Her cat died.
How did you feel about leaving your friends?
Exercise 8  w 1•10 Audio script p136
Optional activity
• Ask students to study the functional language box, then listen
Tell students to close their books and write these statements
again and underline the expressions that they hear.
on the board. Ask students to decide from memory if they are
true or false, and correct the false sentences. Ask two students ANSWERS
to read the dialogue in exercise 5 out loud for the class to How awful / surprising / exciting!
check their answers. That’s fantastic / horrible / understandable.
1 Omar moved last month. Really?
That’s too bad.
2 Omar’s new bedroom is big.
That sounds nice.
3 Omar was pleased to leave his friends. What is it like?
4 Omar slept a lot before he started at his new school. How did you feel?
ANSWERS That was sad.
1 False. (Omar moved last year.) What happened next?
2 True. Well, when I was … .
3 False. (Omar was really upset to leave his friends.)
Exercise 9
4 False. (Omar didn’t sleep for a week before he started at
his new school.) • Ask students to make a timeline of the important events
in their lives so far. Refer them to the ideas in exercise 4 if
necessary. Set a suitable time limit.
Exercise 6 Language point
• Go around monitoring carefully and helping any weaker
• Focus students’ attention on the Language point. Ask them to students.
read the examples and find the corresponding sentences in
the conversation. Exercise 10
• Students read the instruction and complete the rules in their • Divide the class into pairs and ask half the class to read the
notebooks, choosing the correct options. Point out that need instruction for Student A and the other half for Student B.
to has a third person form (needs to / doesn’t need to). Point out that they should use phrases from the functional
• Allow students to compare their answers in pairs before language box and also say which events were “a good move”.
checking them with the class. • Set a time limit of four or five minutes. Go around monitoring
• Elicit some more sentences using these structures, e.g. She their discussions carefully. When the time is up, ask students
was allowed to invite her friends for a sleepover. I need to study to change roles.
harder.   Dialogue practice
ANSWERS Students can work in pairs or small groups to practice the
1 necessity conversation.
2 necessary
3 permission Further practice
Functional language, Vocabulary reference, Workbook page 83
Communication: Pairwork, Teacher Resource Center

© 2020 Oxford University Press

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 1.5 Writing a school profile Exercise 3
• Students write the adjectives and nouns in the correct order
Aims in their notebooks.
• Read a model text which describes a school. • Check answers with the class.
• Analyze the structure of the model text. ANSWERS
• Learn about the order of adjectives. 1 a friendly, new classmate
• Write a profile of their school. 2 an ugly, long, black dress
3 a strict, young teacher
Model text 4 a big, new, white shirt
5 a tall, old, gray building
Exercise 1
  Language practice
• Ask students to look at the image and compare the school in
the picture with their own. Point out that this text is a profile • Additional task to practice the order of adjectives.
on a website called Schools International.
• Ask students to write the numbers 1–6 in their notebooks.
Writing task
Explain that they need to read the profile to find the   Writing preparation
information in sentences 1–6 and write the corresponding • Additional task to help students to organize their ideas.
paragraph A, B, or C next to each number.
• Check answers with the class and elicit what they like or don’t Exercise 4
like about this school. • Explain that students are going to write a profile of their
school for the Schools International website.
ANSWERS
1 A • Go through the paragraph plan and make sure students
2 C understand that they must structure their text in this way.
3 B • Encourage them to brainstorm individually or in pairs / groups
4 C so that they have at least three things to write about in
5 B each paragraph.
6 A • Ask students to write their texts. If they do this in class, go
around giving help and encouragement. Remind them that
Look at language – Order of adjectives they should use the modal verbs from unit 1 in their profiles.
• Students could compare their profiles in pairs and discuss
Exercise 2 any similarities and differences in a) the things their classmate
• Ask students to copy and complete the table in their chose to include and b) the accuracy of the information.
notebooks. • Conduct class feedback, eliciting which points students feel
• Check answers with the class and point out that the table are the most important, for example, for any future exchange
gives the order for using different kinds of adjectives when students reading the profile. Then together you could make
you want to put two or more together in a sentence. one class profile to be given to the principal.
ANSWERS Further practice
1 big Writing, Workbook page 13
2 modern
3 boring
4 horrible
5 dark
6 fresh

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 1.6 21st Century Skills
Aims
• Learn that successful goal-setting involves working out an
action plan.
• Learn and practice the practical steps necessary for setting
goals and timescales and monitoring progress.
• Develop the transferable skill of setting goals and monitoring
progress.
Exercise 1 What’s up?
• Elicit what the word goal means in the context of setting
goals for yourself (a goal is something you hope to achieve
one day). Ask students: Do you set goals for yourself? What kind
of goals? Do you think it is important to set goals? Why? Elicit a
range of answers.
• Pre-teach marathon, target, and ambitious.
• Ask students to read the text conversation and discuss the
question. Check that they understand everything.
• Discuss the question with the class.
ANSWER
to become a runner
Exercise 2 Get involved
• Divide the class into pairs to read the conversation again and
answer the question.
• Discuss the answer with the class, and ask students to give
reasons for their answers. Elicit that it isn’t a good plan
because her goal is not realistic or clear.
• Ask more questions to encourage students to think about
their own experiences, e.g. Do you like running? Would you like
to run a marathon one day? How much training would you need
to do? Do you have any other big ambitions? What are they?
ANSWERS
1 She is going to run a lot.
2 Students’ own answers.
Exercise 3 Reflect
• Read through the advice in the Reflect box with the class and
make sure that students understand it. You may need to help
students with the words specific and realistic.
• Divide the class into pairs to choose the correct options to
improve Viv’s action plan.
• Check answers with the class. Ask which question refers to
making the goal specific and realistic (question 1), which
refers to the timescale (question 2) and which refers to how it
will be achieved (question 3).
• Ask students: Why is it important to think about these things
when you set goals? Elicit or point out that if you think about
these things when you set goals, you can monitor how well
you are doing, and you will know when you have achieved
your goal. If your goal is too vague, e.g. become an amazing
runner, you will never know when you have achieved it.
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4016377 Fusion TB3.indb 19
• Ask students why it’s a good idea to create a timescale (i.e.
decide when you will run the race), and why aiming to train
twice a day is not going to work very well.
ANSWERS
1  run a 10 km race   2  August  3  three times a week
Exercise 4 Get thinking
This activity will help students to think in detail about how to set
goals for themselves.
• Read out Jason’s goal and ensure students understand ukulele.
• Divide the class into pairs to read Jason’s action plan and
answer the questions.
• Discuss the answers with the class.
• Ask students: Do you think Jason’s goal is realistic? Do you think
he will achieve it? Why? How do you think he will feel when
he achieves it? Elicit that it is realistic because it is not too
ambitious, and he has allowed enough time to practice and
improve. Jason will need to work hard and be disciplined in
order to achieve his goal, by practicing every day, but he will
feel good when he achieves it. He can then set his next goal,
which might be more ambitious.
• Point out that setting goals effectively helps you to achieve
more and feel positive about yourself.
ANSWERS
1 play in the school summer concert
2 after three months
3 twenty minutes a day on weekdays and an hour a day on
Saturdays and Sundays = three hours and forty minutes per
week
4 to learn two simple songs in the first month
Exercise 5 Put it together
Step 1
• As a class, brainstorm some ideas for personal goals.
• Discuss each of the areas listed in turn and elicit possible
specific goals, e.g. school: increase my grade in math from a
C to a B; languages: improve English-speaking skills; sports:
improve tennis skills and get into a local tennis team; health:
reduce my sugar intake by 50%; the environment: use less
paper and recycle more.
Step 2
• Ask students to choose a personal goal for themselves. Ask
one or two students to share their goals with the class.
Step 3
• Ask students to use Jason’s action plan as a model and make
their own action plan for how they can achieve their goal.
Remind them to be realistic about what they can achieve and
how much time and effort it will take.
Step 4
• Divide the class into pairs to share their plans. Invite some
students to tell the class about their partner’s plan.
ANSWERS
Students’ own answers.
Unit 1 19
08/09/2017 11:58
 Review Speaking
Students can prepare for the review page by reading the Unit 1 Exercise 4
Language summary on the Teacher Resource Book.
• Tell students they are going to read four different situations
and have four conversations about them. Ask them to read
Reading the instruction and information about the situations carefully.
Exercise 1 • Choose two students to act out the model in blue.
• Ask students to write the numbers 1–10 in a list in their • With a weaker group, allow students one minute to look back
notebooks. at the phrases in the functional language box on page 17
• Ask them to read the text to choose and write the correct for reacting to change and to make a note of them in their
word for each gap. notebooks.
• Divide the class into pairs and encourage them to take turns
ANSWERS
to be the speaker. Go around monitoring their conversations.
1 C
2 D • For assessment purposes, this speaking review could be set
3 A up before the Reading and Writing so that the teacher can
4 B take individual pairs aside to listen to while the rest of the
5 C class is quietly working.
6 D Further practice
7 A Review, Workbook pages 14–15
8 A Unit 1 Tests, Teacher Resource Center
9 B
10 C

Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Focus students’  attention on the questions. Point out that
these questions are to help them, but they may also include
other ideas in their paragraph, provided they are about what
they do when they get home from school.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 1•11  Audio script p136
• Give students time to read the sentences before they listen to
the radio program.
• Play the recording for students to listen and write the missing
words 1–6 in their notebooks. With a weaker group, you may
need to play it more than once.
• Check answers with the class.
ANSWERS
1 common
2 creative
3 honest
4 strict
5 must not
6 ought to

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 Storytelling
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Adjectives: opinions: boring, disappointing, dramatic, Aims
enjoyable, entertaining, hilarious, informative, original, • Learn adjectives for expressing opinions about movies.
predictable, realistic, spectacular, terrifying   Vocabulary presentation
Books and movies: award, beginning, bestseller, critic, director, • Additional task to present the vocabulary.
ending, hit, main character, novelist, plot, review, setting
Extra vocabulary (practiced and tested in 2 and 3 star tasks Exercise 1
and tests) • Give students time to look at the four pictures. Elicit the
audience (n), box office (n), income (n), publicity (n), special meaning of genre. Ask them to match each picture to a
effects (n), talented (adj) movie genre from the box.
ghost (n), gift (n), joke (n), live (adj), performer (n), tale (n) • Check answers with the class and ask them to think of more
Word builder: a little, fairly, incredibly, pretty, very movies from each genre. Give them two minutes to discuss
Learn it!: character (n) this in pairs.
• For each genre, elicit a few movies from the class.
Grammar ANSWERS
Quantifiers: too, too much, too many, (not) enough A comedy
Simple past: completed actions in the past B action movie
Past continuous: activities in progress at a certain time in C horror movie
the past D science fiction movie
when / while Exercise 2
Functional language • Focus students’ attention on the words in the box. Go
through them and make sure everyone understands them.
Expressing preferences
• Invite a student to read the example sentences aloud.
I’d prefer … (to + base form)
• Ask students to make sentences like the examples to describe
I’d rather … (+ base form) the movies they thought of in exercise 1. Remind them to use
I’d love … (to + base form) the words in the box.
I’d rather not.
  Vocabulary practice
I’d prefer not to.
• Task to practice the vocabulary.
I’m not very enthusiastic about …
That sounds much better than … Optional activity
I’ve heard it’s … The students may not be familiar with the adjective
informative from the box. Focus on this word and work as a
21st Century Themes class to think of movies or TV shows from their country which
Autonomy and lifelong learning could be described as informative and discuss why, e.g. the
Ways of thinking news on TV is informative because we learn about real things
Digital, media, and information literacy happening in the world.
Cultural awareness and global citizenship
Exercise 3
• Play the video for students to watch and interact with.
  Warm-up video: Seven good stories
• Duration: 5:27 minutes
• Topic: The seven basic plots that form the basis of all stories.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

© 2020 Oxford University Press

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 2.1 Is the story too complicated?
Reading and Vocabulary
Aims
• Match headings to paragraphs in an article about
filmmaking.
• Answer questions on the article.
• Learn vocabulary for talking about movies.
  Reading preparation
• Pre-teaching vocabulary for the reading text.
Warm-up
• With books closed, ask students What do you think makes a
movie successful? Encourage them to talk about recent or
famous movies they have enjoyed and what made each
movie successful.
Exercise 1  w 1•12
• Check students understand the words in the box. Translate
them if necessary. Explain that, as they read and listen, they
need to decide which heading matches each paragraph. Point
out that there is one extra heading which they don’t need.
• Play the recording for students to read and listen.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  E  2  A  3  C  4  D  5  –  6  B
Optional activity
The extra heading is “Exciting music”. Ask students if they
think music is important in a movie and teach them the
word soundtrack.
Exercise 2
• Ask students to read the sentences in exercise 2. Then ask
them to read the article again and decide if the sentences
are true or false, correcting any false sentences. Point out that
using the headings in exercise 1 can help them to find the
information more quickly.
• Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the key, as long as the meaning is the same.
• Ask students if any information in the article is surprising.
SUGGESTED ANSWERS
1 True.
2 False. The actors don’t need to be talented, but they must
be famous.
3 True.
4 False. Up to 80 percent of a movie’s income can come from
other products such as DVDs, video games, books, and toys.
5 False. The best time to release a movie is at the beginning
of summer vacation.
22 Unit 2 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 22
  Reading extension
• A short reading comprehension about Canadian director
James Cameron.
Exercise 3
• Draw attention to the highlighted words in the text and go
through the meanings if necessary. Check that students can
all pronounce the highlighted words.
• Ask students to read the sentences in exercise 3. Encourage
them to work individually to complete the sentences with the
highlighted words and write them in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 income 3 talented 5 box office
2 publicity 4 audience 6 special effects
  Vocabulary practice
• Additional vocabulary task.
Culture note
The first true “blockbuster”  movie was made in 1975 and was
about a giant, man-eating, great white shark. It was called
Jaws, and it set new box office records for that summer,
starting a wave of movies which were released with huge
marketing fanfare and carefully timed for summer vacation.
Jaws made over $100,000,000 in ticket sales and this became
the benchmark by which a movie was judged to be a
true blockbuster.
Research it!
• Read the Research it! box with the class. Ask students to
discuss in groups which movies they think have made the
most money and which have spent the most money.
• Give them the research task to do for homework. You could
encourage them to use the Internet, encyclopedias, and other
resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWERS
Highest grossing movies: Avatar (2009) made approximately
$2,800,000,000; Titanic (1997) made approximately
$2,200,000,000.
Most costly movies to make: Pirates of the Caribbean: at World’s
End (2007) cost $300,000,000 to make. Other expensive
movies are Spiderman 3 (2007), which cost $258,000,000,
and Harry Potter and the Half-Blood Prince (2009), which cost
$250,000,000.
Further practice
Vocabulary, Workbook page 16
Vocabulary reference, Workbook page 85
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
08/09/2017 11:58
 Grammar – too, too much, too many,
(not) enough
Aims
• Learn how to use too, too much, too many, (not) enough with
adjectives and nouns.
• Complete sentences with too, too much, too many,
(not) enough.
• Focus on correct word order with too, too much, too many,
(not) enough.
Express it!
• Draw students’  attention to the Express it! box. Ask them to
find the expression just in time in paragraph E of the article.
Check they understand the meaning. Ask them to think of
examples from their own lives to illustrate just in time. With a
weaker group, give your own example or this one: I was late
but I ran to the station and I was just in time to catch the train.
  Grammar presentation
• Presentation of too, too much, too many, (not) enough.
Exercise 4
• Ask students to read the sentences. Focus attention on the
rules 1–5 and ask students to work in pairs to discuss which is
the correct option.
• Elicit answers as a class. Encourage students to explain their
answers with reference to the example sentences.
• Ask them to write the complete rules in their notebooks.
ANSWERS
1 an adjective 4 after
2 an uncountable 5 before
3 a countable
Exercise 5
• Discuss the first sentence as an example with the class. Ask
Is “popcorn” a noun or an adjective? Then Is it a countable
or uncountable noun? Elicit that we use too much with
uncountable nouns.
• Divide students into pairs to complete the sentences and
write them in their notebooks.
• Check answers with the class. Ask questions as in the example,
if necessary, to focus their attention on the grammar rules.
ANSWERS
1 too much 4 too many
2 too 5 too
3 too much 6 too many
Exercise 6
• Ask students to read the instruction. Elicit which word comes
first in sentence 1 to help them start. With a weaker group, do
the whole of sentence 1 together as an example.
• Students write the sentences in the correct order.
• Check answers with the class.
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4016377 Fusion TB3.indb 23
ANSWERS
1 There aren’t enough seats.
2 Are the actors talented enough?
3 We don’t have enough potato chips.
4 My drink isn’t cold enough.
Exercise 7
• Ask students to read the text in exercise 7 and find four
adjectives that they learned on page 21 (boring, entertaining,
predictable, realistic).
• Ask them to complete the text as in exercise 5, but here they
can also use enough as well as too, too much, or too many.
• When they have finished, allow students to compare their
answers in pairs before checking them with the class.
ANSWERS
1 too many 4 enough
2 too 5 too much
3 enough 6 too
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Practice using adjectives to describe movies and movie genres.
• Practice using too and (not) enough with adjectives.
• Talk about favorite movies.
Exercise 8
• Ask students whether they can remember the adjectives
they used earlier to describe movies and movie genres. Elicit
suggestions from the class and write a list on the board.
Weaker students could look at page 21.
• Go through the examples with the class. Ask students to think
of their favorite movies. Students then discuss these movies,
using the adjectives from the list with too or (not) enough.
• As they discuss their favorite movies, go around monitoring
and giving assistance. Correct any errors and praise good
sentences using too or (not) enough.
Further practice
Grammar, Workbook page 17
Grammar reference, Workbook page 84
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 2 23
08/09/2017 11:58
 2.2 It was the perfect plot ANSWERS
1 novelist 5 setting
2 bestsellers 6 main character
Vocabulary and Listening 3 reviews 7 director
Aims 4 plot
• Learn vocabulary about books and movies.   Vocabulary practice
• Listen to a podcast and answer questions about it. • Task to practice the vocabulary.
  Vocabulary presentation Exercise 3 Learn it!
• Additional task to present the vocabulary. • Focus students’  attention on the Learn it! box. Invite a student
to read it aloud. Check that students understand the different
Exercise 1
meanings.
• Students read the vocabulary in the box. Ask them Are all
these words about movies? and elicit the fact that the topic is
• Ask students to read sentences 1 and 2 and then translate
them into their own language.
widening to include written stories.
• Ask students to copy the table into their notebooks and to
• Discuss the translations as a class, focusing on the way that
character has been translated in each case.
then categorize the words and write them in the correct
column of their tables. Exercise 4  w 1•13  Audio script pp136–137
• Check answers with the class and check pronunciation. • Tell students that the audio recording they are going to listen
ANSWERS to is in British English.
People Parts of the story Success and opinions • Tell students they are going to listen to a podcast about
critic beginning award Nancy Yi Fan. Explain that the podcast is an interview
director ending bestseller between a radio host and the founder of the Nancy Yi Fan fan
main character plot hit club, who is called Amanda. Elicit or teach the meaning of fan
novelist setting review club and founder.
• Play the recording for students to listen to the podcast and
find out Nancy Yi Fan’s three favorite hobbies.
Optional activity
• Check answers with the class.
Divide the class into pairs or small groups to decide which
words in exercise 1 are connected with movies, which are ANSWERS
connected with books, and which can be about both movies kung fu, bird-watching, and reading
and books.
Exercise 5  w 1•13  Audio script pp136–137
ANSWERS • Tell students that you will play the podcast again. Ask them
Movies: director, hit to read the questions and possible answers. Check that they
Books: novelist, bestseller understand what to do before playing the recording.
Both: critic, main character, beginning, ending, plot, setting,
• Then play the recording once again (or twice more with a
award, review
weaker group) for students to listen and answer.
• Check answers with the class. Ask students what they think of
Exercise 2 the novelist and if they would like to read Swordbird.
• Focus students’  attention on the picture and ask Is this the
ANSWERS
cover of a book or a movie poster? Ask them to check their idea
1  B  2  A  3  C  4  B
by reading only the title of the text. They should understand
that it is about a book because they now know the word   Critical thinking
novelist. Elicit what kind of story they think this is. Invite them • Critical thinking questions related to the audio.
to quickly read the text to check their ideas. Discuss as a class.
• Ask them to use the words in the box to complete the text in
Further practice
Vocabulary, Workbook page 18
their notebooks.
Vocabulary reference, Workbook page 85
• Check answers with the class. Vocabulary practice worksheets, Teacher Resource Center
• If there is time, go through any unknown vocabulary from the Language summary, Teacher Resource Center
text. Translate if necessary.

24 Unit 2 © 2020 Oxford University Press

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 Grammar – Simple past and past continuous
Aims
• Learn when to use the simple past and past continuous.
• Learn how to use when and while with the simple past and
past continuous.
  Grammar presentation
• Presentation of the simple past and past continuous.
Exercise 6
• Ask students to copy the example sentences into their
notebooks, underline all examples of the past continuous
tense, and circle all examples of the simple past tense.
• Check answers with the class. With a weaker group, write the
examples on the board and highlight differences in form;
simple past uses the simple past form of the verb (thought,
had) but past continuous uses was / were + -ing form of the
verb (was doing, was sleeping).
• Focus students’ attention on the rules 1–3 and ask them to
work in pairs to discuss and complete the rules.
• Elicit answers from the class. Encourage students to explain
their answers with reference to the example sentences.
• Ask students to write the completed rules in their notebooks.
ANSWERS
1  past continuous   2  simple past   3  when, while
Exercise 7
• Ask students to use the verbs to complete the sentences
in their notebooks in the simple past or past continuous.
Encourage them to refer to the rules in exercise 6 to help them.
• With a weaker class, do one example with the class. Remind
them that some verbs are irregular and have a simple past
form which does not end in -ed.
• Check answers with the class.
ANSWERS
1 met 4 didn’t read
2 were watching 5 were standing
3 were, doing
Exercise 8
• Ask students to read the instructions and complete the
sentences with the simple past or the past continuous. They
also need to choose between when and while.
• Do the first sentence as an example with a weaker group.
• Ask students to check any irregular verbs in the table on
page 135. Then check answers with the class.
• Ask Have you read any of these books or seen the movies? If so,
invite them to give their opinion and use adjectives from this
unit to describe the book / movie.
ANSWERS
1 was standing, when, surprised 4 When, hit, were sleeping
2 bit, while, was visiting 5 wrote, while, was working
3 had, while, were traveling
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4016377 Fusion TB3.indb 25
Exercise 9
• Focus students’  attention on the picture. Elicit anything they
know about this book or movie, plus their opinions.
• Ask them to read the instruction and complete the review.
• Check answers with the class.
ANSWERS
1 read 5 took 9 found
2 was 6 escaped 10 began
3 left 7 forgot
4 were crossing 8 was walking
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Write a review of a book, movie, or play.
• Practice using simple past and past continuous forms with
when and while.
• Practice using vocabulary about books and movies.
Exercise 10
• Ask students to read the five topics.
• Divide the class into pairs to find one piece of information
for each topic in the review in exercise 9. (The plot: about an
exciting journey; the setting: a world of mountains and forests;
beginning: Bilbo Baggins left home; ending: was very dramatic;
the main character: Bilbo Baggins; your opinion: exciting,
dramatic.) Check answers with the class.
• Ask students to think of a book, movie, or play they have
enjoyed.
• Encourage them to use the book review of The Hobbit as a
model and write a review of their book, movie, or play.
• Go around monitoring and giving assistance. Correct errors
and praise sentences which use the grammar correctly.
• You could display their reviews for all the class to read. Each
student could choose one review of a book, movie, or play
that they have not seen / read and tell the class why they
think it sounds good.
Focus on … literature
Go to page 124 for Curriculum extra: Types of writing.
Further practice
Grammar, Workbook page 19
Grammar reference, Workbook page 84
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 2 25
08/09/2017 11:58
 2.3 Around the world
Developing reading skills
• Students need to get into good habits when reading
longer texts. Encourage them always to:
– look at any helpful extra material on the page, such as
pictures or diagrams.
– read the title or heading and predict the content of
the text.
– skim the text for the general topic, without worrying
about unknown vocabulary.
– use headings or, if there are no headings, topic sentences
to locate the place in the text to find specific information
to answer questions.
• Students need to learn to use their dictionaries effectively.
Teachers can promote this with fun activities such as:
Dictionary races – students compete to find definitions in the
shortest time.
Crazy definitions – students write multiple-choice quizzes
for each other with two crazy definitions and one correct
definition.
• Students need to understand connections in reading texts.
Help them by circling reference words such as it, that, and
pronouns he / she / they, etc. Ask questions such as What
does “it”, refer to here?
Warm-up
• Write Ireland on the board. Elicit anything students know
about Ireland.
Culture note
Ireland is an island in the North Atlantic Ocean to the west
of Great Britain. It has two parts: Ireland (also known as the
Republic of Ireland, or Eire) and Northern Ireland, which is
part of the U.K. Both parts belong to the European Union. It
is often called “the Emerald Isle” because it has a temperate
climate which produces very green countryside.
Capital cities: Dublin (Ireland), Belfast (Northern Ireland)
Population: 6.4 million, of which 4.6 million live in Ireland and
1.8 million live in Northern Ireland.
Ireland has many world-famous sites, including the Giant’s
Causeway in County Antrim and the Titanic shipyard in Belfast
in the north, the cliffs of Moher in the west, and Trinity College
library in Dublin.
26 Unit 2 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 26
The following notes refer to material on Student Book page 27.
Reading and Vocabulary
Aims
• Read a text about a storytelling tour of Ireland and identify
details.
• Correct mistakes about the text.
• Learn how to use adverbs of degree.
• Talk about your own country or region.
  Reading preparation
• Identifying true and false facts about Ireland.
Exercise 1  w 1•14
• Focus attention on the numbers in the box.
• Play the recording for students to read and listen to the text,
paying special attention to the numbers and why they are
important.
• Check answers with the class.
ANSWERS
23 – Twenty-three million people have enjoyed a performance
of Riverdance.
45 – People in 45 countries have enjoyed a performance
of Riverdance.
5 – There are five lines in a limerick.
18 – The first known limericks date back to the 18th century.
1,000s – Thousands of people kiss the Blarney Stone each year.
Optional activity
If students have access to the Internet, ask them to search
for information about stories or songs from or about one of
the other places on the map on page 26 (Galway, Kilkenny,
Killarney, Shannon, Sligo, or Tipperary). They could work
individually or in small groups and write a short paragraph
about what they found.
Exercise 2
• Give students time to read the text again.
• Ask them to find and correct the mistakes in their notebooks.
• Check answers with the class.
ANSWERS
1 Riverdance is about Ireland and its people.
2 A limerick always has the same structure.
3 Queen Elizabeth I decided to let Lord Blarney keep the
castle.
4 Kissing the Blarney Stone means you will get the gift of
beautiful speech.
5 Molly Malone was a girl who sold fish on the streets of Dublin.
6 Irish folk music tells stories about people’s everyday lives.
08/09/2017 11:58
 Reading and Vocabulary aims Exercise 6
• See page T26. • Invite a student to read the example sentence aloud and
another student to read aloud the rewritten sentence in blue.
  Reading extension
Elicit in which sentence the dancers were better, and highlight
• A short reading comprehension about Bram Stoker’s Dracula. that this is because the adverb has changed.
Exercise 3 • Ask students to rewrite sentences 1–6 in their notebooks,
• Focus students’  attention on the highlighted words in the using the triangle to make them one degree stronger or one
text. degree weaker according to the arrows.
• Ask students to choose the correct option from A and B. Tell • Check answers with the class.
them to write them in their notebooks. ANSWERS
• Check answers with the class. 1 Her songs are very entertaining.
2 The play was very disappointing.
ANSWERS
3 The book was pretty enjoyable.
1  A  2  A  3  B  4  A  5  B  6  B
4 The show is a little boring.
  Critical thinking 5 That director’s movies are incredibly dramatic.
• Critical thinking questions for your students to discuss. 6 The limerick was fairly ridiculous.

  Vocabulary practice   Vocabulary practice

• Additional vocabulary task.
Exercise 4  w 1•15  Say it!
• Focus attention on the Say it! box.
• Model the sounds /s/ and /z/ clearly or use the recording
to do this. Ask students to repeat them in isolation. (They
will hear the difference between the sounds clearly if you
ask them to put their hands on their throat because there is
vibration of the vocal chords in /z/.)
• Play the recording, pausing if necessary, for students to listen
and repeat the words.
• Ask them to copy the table into their notebooks and write
the words in the correct column according to the sound they
contain. Play the recording again for students to check.
• There is a follow-up exercise for further practice on page 133.
ANSWERS
/s/ /z/
also, dance, song music, these, wasn’t
Word builder – Adverbs of degree
Exercise 5
• Explain that the words in the triangle are adverbs of degree.
Elicit or explain that they make adjectives stronger or weaker.
• Focus students’  attention on the adverbs. Ask them to find
each word in the text and work out the meaning. They then
copy the triangle into their notebooks and complete it with
the adverbs.
• Check answers with the class.
ANSWERS
1  incredibly  2  pretty  3  a little
• Additional vocabulary task.
Language in action
Aims
• To discuss the topic with reference to their own culture.
Exercise 7
• One student reads out the discussion questions. Check that
they know the meaning of traditional, local, and legends.
• Encourage students to discuss the questions about their
region or country. Point out that everyone in their group
should try to speak. Set a time limit.
• Write sentence starters on the board to help, if necessary.
• Invite some students to tell the class about their group’s
discussion.
  Culture video: Great Irish writers
• Duration: 3:58 minutes
• Topic: Famous Irish writers who lived in Dublin.
• Video worksheets are available on the Teacher Resource
Center.
Further practice
Pronunciation, Student Book page 133
Reading, Workbook page 20
Word builder, Vocabulary reference, Workbook page 85

© 2020 Oxford University Press

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 2.4 Practical English
Listening and Vocabulary
Aims
• Listen to a discussion about which event to go to and
understand what decisions the speakers make.
• Learn functional language to express preferences.
• Learn which verbs take the -ing form and which verbs take to
+ base form.
• Complete sentences with the correct form of the verbs.
Warm-up
• Tell students they are going to read an online events guide
and elicit the meaning of online if necessary. Ask them what
they think about when they are deciding whether to go to an
event or not (e.g. how much it costs, where it’s on, when it’s
on, and whether they like it).
• Focus students’ attention on the title of the events guide and
elicit which city these events are taking place in (New York).
Exercise 1
• Ask students to read the online guide in detail. Divide the
class into pairs or small groups to discuss which events they
would like to go to and why.
• With a stronger group or early finishers, ask them to think of
five adjectives they could use about each of the events.
  Listening preparation
• Additional task to decide the advantages and disadvantages
of different events.
Exercise 2  w 1•16  Audio script p137
• Invite a student to read the instruction aloud. If necessary,
ask questions to check students know what information to
listen out for e.g. Who is having the conversation? What are
they talking about? What do they decide? What do you need to
find out?
• Play the recording for students to listen and note down the
information.
• With a weaker group, you may need to play the recording
more than once.
• Check answers with the class. You could ask students how
the conversation was similar and different to their own
discussions.
ANSWERS
They decide to go to Nathan’s Famous Hot Dog Eating Contest.
They don’t go to the musical because the girl doesn’t like
watching musicals and she doesn’t have enough money. They
don’t go to Madame Tussauds because the girl hates touristy
places.
28 Unit 2 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 28
Exercise 3  w 1•16  Audio script p137
• Ask students to copy the sentences into their notebooks and
complete them using the phrases in the box.
• Play the recording again for students to check their answers.
• Check answers with the class if necessary. You could drill the
functional phrases to ensure good pronunciation, especially
sentence stress.
ANSWERS
1 I’d rather
2 heard it’s amazing
3 prefer not to
4 enthusiastic about that idea
5 sounds much better than
6 I’d love
Culture note
New York offers a wide variety of cultural activities. The
city has 100 museums in total. There are hundreds of other
attractions, from sightseeing to museums, amusement parks,
concerts, sporting events, and Broadway shows.
Going to the theater is also a favorite pastime. Over 13 million
people see Broadway plays each year and seeing a Broadway
show is one of the top tourist attractions in the city. About 40
new shows, in addition to older shows, are staged each year.
Musicals are very popular.
Lots of events take place in New York each year. Nathan’s
Famous Hot Dog Eating Contest takes place every year on
July 4. Coney Island is an amusement park so people can ride
fun rides or go to the beach, too.
Events in New York are often advertised in national
newspapers, but there are also magazines, Time Out magazine
for example, which specializes in events listings and reviews.
Today, a lot of people find out about events in New York by
looking online.
Exercise 4 Language point
• Focus students’ attention on the language point. Ask them to
read the example sentences and put the verbs in the correct
column in the table. Point out that the verbs are listed in
alphabetical order.
ANSWERS
Verb + -ing
1 can’t stand
2 prefer
Verb + to
3 agree
4 decide
  Grammar practice
Additional task to practice the grammar.
08/09/2017 11:58
 Exercise 5
• Students read the instructions and complete the sentences in
their notebook with the correct form of the verbs.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  reading  ​3  to go   ​5  visiting  ​2  to give   ​4   watching
Reading, Listening, and Speaking
Aims
• Answer questions about two posters.
• Listen and write down dictated sentences.
• Practice using functional language to express preferences.
Exercise 6
• Point out the posters for two different events and elicit
what the events are (a soccer competition and a music
competition). Check students’ pronunciation of competition.
• Ask students to answer questions 1–4. (You could split the
class into two halves, A and B, and give each half one poster.
Then put the class into A/B pairs to share answers.)
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  on July 4;   2  at the soccer stadium and at the town hall;   ​
3  the soccer competition;   ​4  the Battle of the Bands
Exercise 7  w 1•17
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary. You may need to
play it more than once.
• Check answers with the class, and drill the pronunciation.
ANSWERS
1 I’d rather not. I don’t like soccer.
2 I’d love to go. It will be fun.
3 I’m not too enthusiastic about rock music.
4 That sounds much better than the soccer competition.
5 I’ve heard it’s great.
Exercise 8
• Divide the class into pairs to discuss which event they would
prefer to go to. Ask them to use phrases from the functional
language box and exercise 5.
• Go around monitoring their discussions and giving assistance.
Optional activity
Challenge students’  thinking by asking these questions:
When deciding which event to go to, does it make a difference if …
the money goes to charity? / the events are on Saturday rather
than Friday? / the music event costs $10 and the soccer $15? /
these events are in the summer or the winter?
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4016377 Fusion TB3.indb 29
Language in action
Aims
• Discuss events which are on in the students’  town.
• Practice expressing and explaining preferences.
Exercise 9  w 1•18  Audio script p137
• Tell students they are going to listen to a conversation
between two friends, Michael and Olivia. It’s a Saturday
morning and they are discussing what they would like to do
during the day. Ask students to read the events and places in
the list, then listen and check the ones that are mentioned in
the conversation.
ANSWERS
basketball game, the park, classical music concert, music
festival, movie
Exercise 10  w 1•18  Audio script p137
• Ask students to study the functional language box then listen
again. This time, they need to listen for the expression in
the box and the speaker. They should write the initial of the
speaker next to each expression (M=Michael, O=Olivia).
ANSWERS
[M] I’d prefer … (to + base form)
[M] I’d rather … (+ base form)
[M] I’d love … (to + base form)
[O] I’d rather not.
[M] I’d prefer not to.
[O] I’m not very enthusiastic about …
[M] That sounds much better than …
[O] I’ve heard it’s …
Exercise 11
• Read the instructions aloud. Divide the class into pairs or small
groups to brainstorm a list (or you could split the class into
two teams if your students like competition).
• Elicit events from students and build a list on the board.
Exercise 12
• Divide the class into pairs to discuss the events in the list. They
should choose two events to see and explain why they do not
want to see the others. Set a time limit.
• Ask some students to present their decisions to the class.
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 85
Communication: Pairwork, Teacher Resource Center
Unit 2 29
08/09/2017 11:58
 2.5 Writing a story Writing task
  Writing preparation
Aims
• Read a model text describing a story. • Additional task to brainstorm setting / plot / ending ideas.
• Analyze the structure of the model text. Exercise 4
• Learn to use so, although, and because correctly. • Explain that students are going to write a story about
• Write a story about something that ended well. something that ended well. Tell them that they can write a
true story or invent the details.
Model text • You could divide the class into pairs or small groups to
brainstorm times in their lives when they’ve been in a difficult
Exercise 1 situation but it has ended well. With a weaker group, give
• Ask students to look at the images and elicit that one is a them ideas such as a test, a trip, a date, a sports competition,
picture of a plane taking off from an airport and the other is a etc. and ask them to brainstorm what can go wrong in each
ticket or boarding pass. Ask them what they think the story is situation and how it can end well.
going to be about. • You could draw a quick mind map on the board for one
• Ask students to read sentences 1 and 2, and explain that part situation, e.g. Situation: meeting a friend in a café. Possible
of the information in each sentence is wrong. They should problems: the café is closed; your friend doesn’t arrive; you left
read the text and correct the sentences. your money at home. Elicit possible happy endings.
• Check answers with the class. • Go through the paragraph plan and make sure students
ANSWER understand that they must structure their text in this way.
1 The setting is in Miami. • Ask students to write their texts. If they do this in class, go
2 The main characters are a family on vacation. around giving help and encouragement. Remind them that
they should use so, although, and because in their texts.
Look at language – so, although, and because • You could work as a class or divide the class into groups
and encourage students to read their texts aloud to each
Exercise 2 other. They could stop at key points during the story for the
• Write so, although, and because on the board. Ask students to others to predict what happened next and especially after
find these words in the story and write the sentences in which paragraph 2 so that the listeners can try to predict the ending.
they occur in their notebooks.
  Writing extension
• Ask individual students to read the sentences aloud.
• Writing a story about something that didn’t end very well.
• Read the rules aloud and ask students to say which words
they think should be used to complete them. Students write Further practice
the completed rules in their notebooks. Writing, Workbook page 21
ANSWERS
1 because 2 so 3 although
  Language practice
• A matching task to practice so, although, and because.
Exercise 3
• Ask students to think about how to complete the sentences
and then write them in full in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• With a stronger group, you could point out that in sentence 2
and in the model text although is used at the start of a
sentence. You could also ask them to decide which part of
the although sentence is a good thing and which part is bad
(Although we arrived at the airport quickly (good), we didn’t have
enough cash to pay the taxi driver! (bad) / Although there was a
lot of traffic (bad), we got to the station in time (good).
ANSWERS
1 because 2 Although 3 so

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 2.6 21st Century Skills
Aims
• Learn how to find reliable sources of information online.
• Develop the transferable skill of developing a critical ability to
evaluate the reliability of different sources of information.
Exercise 1 What’s up?
• Read out the heading Doing research in the sticky note and
elicit what it means (finding information). Ask students if
they do research for school projects, and if they find it easy or
difficult.
• Focus students’ attention on the group chat and ask students
to read it. Ask students: What part of the project are the students
discussing? Elicit that they are discussing the research stage of
the project.
• Encourage students to talk about their own experiences of
searching for information. Ask students: Where do you usually
look for information? What kinds of sources do you use? Do you
double-check your facts?
ANSWER
They are discussing which websites they can use for research.
Exercise 2 Get involved
• Go through the questions with the class. Then divide the class
into pairs to read the group chat and answer the questions.
• Discuss the answers with the class. Ask students: Can you think
of any other reasons why using blogs for research isn’t a good idea?
ANSWERS
1 so they can double-check their facts
2 they are often based on one person’s opinion
Exercise 3 Reflect
• Divide the class into pairs to read the Reflect box and
complete the gaps with the correct words.
• Check answers, then read through the completed Reflect box
with the class.
• Ask questions about the points in the box to check
understanding and promote discussion, e.g. Why should you
use more than one source for your research? (Seeing the same
piece of information in more than one place can help to
reassure you that the information is correct.)
• Consolidate the task with some follow-up questions, e.g. What
different kinds of websites are there? Who writes them? Which
are the most reliable?. Elicit answers and encourage a free class
discussion, e.g. some websites are produced by companies,
some by charities, some by government organizations, some
by individuals, etc. Websites run by individuals might be less
reliable because the individuals may not have checked their
facts. Companies may give biased information towards their
own products, but established organizations such as impartial
news providers should be very reliable.
ANSWERS
1  source  2  collaborate  3  compare  4  fact
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4016377 Fusion TB3.indb 31
Exercise 4 Get thinking
This activity will help students to think in detail about how to
plan their research.
• Invite a student to read the instruction aloud. Go through the
list of questions and check that students understand.
• Divide the class into pairs to read the group chat and decide
which question they are discussing.
• Discuss the answer with the class.
• Ask students: Do you sometimes find different facts about the
same topic online? What can you do if this happens? Elicit that
you should double-check the facts by finding another source
that gives the same facts.
• Point out to students that if they use a source like an online
encyclopedia, there are often links to other sources, e.g. the
original source material used to write the encyclopedia article.
Point out that following these links can be a good way of
checking the facts in the encyclopedia article.
ANSWER
Why are the awards called “the Oscars”?
Exercise 5 Put it together
• Go through the instructions with the class and check that
students understand. Divide the class into small groups.
Step 1
• As a class, brainstorm some names of awards ceremonies,
either in the students’ own country or worldwide. Allow
groups one or two minutes to choose a ceremony. Invite one
or two groups to share their choice with the class.
Step 2
• Students work in groups to make a list of questions to research.
Invite some groups to share their questions with the class.
Step 3
• Students work individually to do their research and prepare
information to present to their classmates. Alternatively, this
could be done for homework. Remind them to use reliable
sources, and ask them to note down their sources so they can
double-check the facts with their classmates.
Step 4
• Students share their information and double-check facts.
Remind them to think about how reliable the sources are.
Step 5
• Students work in their groups to prepare a poster with the
information they have found. Groups can take turns to present
their poster to the class.
• Conduct a class discussion inviting students to tell you what
the best sources for information were. Encourage students to
keep a note of useful websites so they can build up their own
personal list of reliable websites.
ANSWERS
Students’ own answers.
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 Review
Students can prepare for the review page by reading the Unit 2
Language summary on the Teacher Resource Center.
Reading
Exercise 1
• Ask students to read sentences 1–5. Check they understand
the meanings of the sentences if necessary.
• Ask students to read the text and decide whether the
sentences are true or false, and to correct the false ones in
their notebooks.
• Check answers with the class before moving on to exercise 2
so that everyone is working with a correct text.
ANSWERS
1 False. Its critics were not so sure it was useful.
2 True.
3 False. They told entertaining tales.
4 False. The stories were incredibly long and the plots were
spectacular, with many characters.
5 False. They used special memory techniques.
Speaking
Exercise 4
• Tell students they are going to have a conversation about two
events to decide which one they would prefer. Elicit some
suitable functional language phrases from the class.
• Focus students’  attention on the two events posters. Divide
the class into pairs to discuss which one they would prefer to
go to on the weekend. Remind them to use the functional
language they have learned.
• Go around monitoring and giving encouragement as
students work.
• For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 22–23
Unit 2 Tests, Teacher Resource Center

Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Focus students’  attention on the questions. Point out that
these questions are to help them, but they may also include
other ideas in their paragraph, provided they are about their
favorite way of reading or listening to stories, or watching
a movie.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 1•19  Audio script pp137–138
• Give students time to read the review first, ignoring the gaps,
so that they get the gist of it. With a stronger group, you could
ask them to predict what the missing words could be.
• Ask students to write the numbers 1–6 in a list in their
notebooks.
• Play the recording for students to listen and write the missing
words in their notebooks. With a weaker group, you may need
to play it more than once.
• Check answers with the class.
ANSWERS
1 was looking
2 original
3 setting
4 enough
5 looked
6 main characters from the movie

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 Choices, choices
Unit summary
Vocabulary
Vocabulary (tested in 1–3 star tests)
Money and shopping: afford, bargain, be worth, borrow,
brand, cost, discount, lend, sale, save up, shop online, waste
Phrasal verbs and nouns: free-time activities: archery, catch
up, join in, kayaking, miss out, mountain biking, pick up, rock
climbing, take up, track and field, try out, wakeboarding
Extra vocabulary (tested in 2 and 3 star tests)
customer (n), department store (n), fraction (n), gloves (n), half-
price (adj), souvenir (n), store owner (n)
delicious (adj), mild (adj), nutritious (adj), sour (adj), spicy (adj),
sweet (adj)
Word builder: fill up, go up, line up, set up, turn up
Learn it! borrow (v), lend (v)
Grammar
Present perfect with for and since
Present perfect with still, yet, and already
Functional language
Reaching an agreement
I suggest (I, you, we, etc.) … / Why don’t we … ? / Let’s … /
Should we … ? / We could (+ base form)
What about … ? / How about … ? (+ -ing)
I’m happy to … (+ base form)
That sounds like a good plan / great idea.
That works for me / doesn’t work for me.
That’s not a bad idea, but … . How about … ? (+ -ing)
That could be a little difficult. What about … ? (+ -ing)
How does that sound?
Do we all agree?
Is everyone happy to go with that idea?
21st Century Themes
Autonomy and lifelong learning
Ways of thinking
Digital, media, and information literacy
Cultural awareness and global citizenship
Warm-up
Vocabulary
Aims
• Learn vocabulary about money and shopping.
• Discuss shopping preferences and experiences.
  Vocabulary presentation
• Additional task to present the vocabulary.
Exercise 1
• Ask students to read the questions carefully. Check they
understand all the vocabulary in bold. If necessary, remind
students of the meanings presented in the Teacher Resource
Center vocabulary presentation before exercise 1.
• Divide the class into pairs to ask each other the questions.
• Invite some students to report back to the class on their
partner’s shopping preferences and experiences.
  Vocabulary practice
• Task to practice the vocabulary.
Optional activity
Ask students to think of three to five more questions about
shopping which they can ask another student. These
questions could make the topic more real and personal as
you could encourage them to use the names of local stores,
e.g. Do you ever shop at  ? Why / Why not?
Which do you prefer, or  ? Why?
How often do you shop at  ? What do you like /
dislike about it?
Give them time to write questions and check that they are
correct. With a stronger group you could set a challenge
to use as many of the new vocabulary words as possible in
questions and answers.
Set a time limit for asking and answering the questions.
Conduct class feedback.
Exercise 2
• Play the video for students to watch and interact with.
  Warm-up video: Shopping
• Duration: 4:22 minutes
• Topic: Two different shopping malls: the Burlington Arcade
and The Oracle.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

© 2020 Oxford University Press

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 3.1 We’ve been in line for nine hours
Reading and Vocabulary
Aims
• Read an article and find specific information.
• Learn vocabulary about money and shopping.
Warm-up
• Ask students to look at the title We’ve been in line for nine hours.
Elicit the meaning of the expression to be in line (use the
picture at the top of pages 34–35). Ask them to brainstorm in
what situations they usually find themselves in a line. Would
they ever wait in line for nine hours? What for?
• Invite some students to share their ideas.
Exercise 1  w 1•20
• Ask students to read the list of items 1–5.
• Then play the recording for students to read and listen to the
article and write which person bought each item. (Go through
the names in the article if necessary.)
• Check answers with the class.
ANSWERS
1 Danny
2 Jack
3 Alice and Sam
4 Ainara
5 Sam
Culture note
American shopping malls
The first shopping mall opened in the U.S. in 1956 and was
designed by Austrian architect Victor Gruen, who wanted to
re-create the downtown shopping experience in America’s
suburbs. Shopping malls became so popular, however, that
downtown districts suffered as more people moved to the
suburbs. Malls are losing their popularity now, being replaced
by outdoor shopping areas in the suburbs that look like
downtown, with restaurants, stores, trees, and apartments
all together.
34 Unit 3 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 34
Exercise 2
• Invite a student to read the instruction aloud. With a weaker
group, do the first example together as a class.
• Ask students to write the whole sentences in their notebooks.
• Allow students to check their answers in pairs before checking
them with the class.
ANSWERS
1 E
2 F
3 D
4 A
5 C
6 B
  Reading extension
• A short reading comprehension about shopping in the U.S.
Express It!
• Draw students’  attention to the Express it! box. Ask them to
find the two expressions in the article (Jack; Alice and Sam).
Ask if they have a similar or different meaning and elicit how
to say them in other words (I have my eye on … = I’ve seen it
and I want it, We’re after … = we want to get), or ask them to
translate the phrases into their own language.
• Ask students to think of something they have seen in a store,
catalogue, advertisement, or online which they would like to
own. Encourage them to tell their classmates, using one of the
Express it! phrases.
Further practice
Vocabulary, Workbook page 24
Vocabulary reference, Workbook page 87
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
08/09/2017 11:58
 Exercise 3
• Focus students’  attention on the highlighted verbs in the article.
Ask them to write the completed sentences in their notebooks.
• Check answers with the class. Then ask students which of the
shoppers they think they are most similar to and why.
ANSWERS
1  afford  ​2  lend  ​3  waste  ​4  borrow  ​5  cost
Exercise 4 Learn it!
• With a stronger group, write borrow and lend on the board.
Elicit the difference in meaning.
• Draw students’  attention to the Learn it! box and invite a
student to read the definition aloud.
• Ask students to write the correct option in their notebooks.
• Then ask them to write example sentences of their own. Go
around monitoring and giving assistance.
ANSWERS
1  lends  ​2  borrowed
  Vocabulary practice
• Additional vocabulary task.
Exercise 5
• Ask students to read the lists 1–4, and check any problem
vocabulary.
• Students complete the lists in their notebooks.
• Check answers with the class.
ANSWERS
1 customer, store owner
2 department store
3 gloves, souvenirs, sports equipment
4 fraction, half-price
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
Grammar – Present perfect with for and since
Aims
• Learn how to use for and since with the present perfect tense.
• Complete sentences with for and since.
• Complete a text with the present perfect, for, and since.
  Grammar presentation
• Presentation of the present perfect with for and since.
Exercise 6
• If necessary, review the present perfect using the example
sentences.
• Set a time limit for students to read the rules 1–4 and
complete them with words from the box.
• Elicit answers from the class and ensure that students have
the completed rules written correctly in their notebooks.
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4016377 Fusion TB3.indb 35
ANSWERS
1  have  ​2  how long   3  for  4  since
Exercise 7
• Ask students to complete the sentences in their notebooks.
• Check answers with the class. With a weaker group, check
their understanding by asking In sentence 1, why is it “for”? to
elicit the answer: Because six months is “how long”.
ANSWERS
1  for  ​2  since  ​3  since  ​4  for
Exercise 8
• Ask students to read the instruction carefully. Check that they
understand they need to choose a verb from the box in the
correct present perfect form or between the options for or
since.
• Students write their answers in their notebooks.
• Allow students to compare answers in pairs before checking
them with the class.
ANSWERS
1 ’ve bought 5 since
2 ’ve had 6 have grown
3 for 7 since
4 ’ve worn 8 have started
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Write a paragraph about their best bargain.
• Practice using the present perfect tense with for and since.
Exercise 9
• Ask students if they shop online for bargains and invite them
to tell the class about their best bargain.
• Ask them to write about it in their notebooks. They should
use the text in exercise 8 as a model. Remind them to use the
present perfect tense and for or since.
• Go around monitoring and giving assistance. Correct any
errors and praise sentences in which they use the grammar
correctly.
• You could invite students to read their text to the class or in
small groups. They could then decide which students got the
best bargains and why.
Further practice
Grammar, Workbook page 25
Grammar reference, Workbook page 86
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 3 35
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 3.2 I’ve already tried out two sports!
Vocabulary and Listening
Aims
• Learn vocabulary about free-time and vacation activities.
• Match phrasal verbs to their definitions.
• Listen to a conversation and answer questions about it.
  Vocabulary presentation
• Additional task to present the vocabulary.
Optional activity
Divide the class into pairs. Ask students to read the program
for the Western County Summer Camp.
Ask them to find out if their partner has tried any of the
activities on the program. Elicit the question Have you ever
tried … ?
With a stronger group, encourage them to ask questions to
find out extra information about their partner’s experiences.
Conduct a class discussion about which activities they have
tried and which ones they would like to try in the future.

Warm-up Further practice

• Ask students What is the most adventurous sport you can think Vocabulary, Workbook page 26
of? What is the most adventurous sport you have done? Vocabulary reference, Workbook page 87
• Divide the class into small groups to share their answers or Vocabulary practice worksheets, Teacher Resource Center
conduct a class discussion. Language summary, Teacher Resource Center

Exercise 1
• Ask students to look at the pictures only. Ask if they know the
words in English for any of these activities.
• Focus students’ attention on the words in the box and ask
them to find the correct word for each picture and match
them in their notebooks.
• Check answers with the class and check pronunciation.
ANSWERS
A rock climbing
B track and field
C mountain biking
D wakeboarding
E kayaking
F archery

Culture note
Summer camp
It is an American tradition for parents to send their children to
summer camp where they will do a variety of activities or may
do a specialized program focusing on one subject such as
music, computers, performing arts, etc.

Exercise 2
• Ask students to study the phrasal verbs in bold in the
sentences. With a stronger group, ask them to try to work out
the meanings at this stage.
• Ask students to write the phrasal verbs in their notebooks and
work out which meaning is best from A–F.
• Check answers with the class.
ANSWERS
1  E  ​2  A  ​3  F  ​4  C  ​5  B  ​6  D
  Vocabulary practice
• Task to practice the vocabulary.

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 Exercise 3  w 1•21  Audio script p138
• Tell students that the audio recording they are going to listen
to is in British English.
• Focus students’  attention on the program for the Western
County Summer Camp.
• Tell them they are going to listen to a conversation between
a young man (Oscar) and a young woman (Molly) about this
program. Ask them to read the instruction.
• Play the recording for students to listen and make a note of
the activities mentioned.
• Check answers with the class.
ANSWERS
archery, judo, drama, survival skills, rock climbing,
fashion design, street art
Exercise 4  w 1•21  Audio script p138
• Ask students to write the numbers 1–5 in their notebooks.
• Ask them to read the questions. Play the recording again for
students to listen and write the answers. With a weaker group,
play it twice.
• Check answers with the class.
ANSWERS
1 judo
2 drama
3 things that will be useful in an emergency
4 She has worn it twice.
5 street art
Grammar – Present perfect with still, yet,
and already
Aims
• Learn how to use the present perfect tense with still, yet,
and already.
• Complete sentences with still, yet, and already.
• Practice writing sentences with the present perfect and still,
yet, and already.
  Grammar presentation
• Presentation of the present perfect with still, yet, and already.
Exercise 5
• Set a time limit for students to read the rules 1–3 and
complete them with still, yet, and already.
• Elicit the completed rules from the class and ensure they write
the completed rules correctly in their notebooks.
• With a weaker group, ask them to copy the example
sentences, too.
ANSWERS
1  already  ​2  still, yet   ​3  yet
Exercise 6
• Invite a student to read the instruction aloud. Ask students to
write the completed sentences in their notebooks.
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4016377 Fusion TB3.indb 37
• Check answers with the class.
ANSWERS
1  already  ​2  yet  ​3  still  ​4  yet  ​5  already  6  yet
Exercise 7
• Ask students to read the instruction and look at the example.
Have them write the full sentences in their notebooks.
• Go around monitoring and giving assistance where necessary.
• Check answers with the class.
ANSWERS
1 Rebecca has already taken up track and field.
2 I still haven’t learned my lines for the play.
3 Has Antony caught up with the other bike riders yet?
4 They haven’t picked up much French yet.
Exercise 8
• Ask students to read the conversation and decide how to
complete the sentences. Students could do this in pairs.
• Ask them to write the correct form in their notebooks.
• Check answers with the class. Students could act out the
conversation in pairs to practice speaking and pronunciation.
ANSWERS
1 I’ve already done
2 I haven’t tried out rock climbing yet
3 Have you done mountain biking yet?
4 Have you tried out music composition yet?
5 I still haven’t done that
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Practice talking about activities that they have or have not
done using still, yet, and already.
Exercise 9
• Read the instruction and the example lists aloud. Ask students
to write at least three or four activities.
Exercise 10
• Divide the class into pairs or small groups. Invite two students
to act out the example conversation.
• Students discuss what they have and haven’t tried out.
• Go around monitoring the discussions.
• Conduct class feedback, correcting any grammar mistakes.
• With a stronger group, you could ask them to say which
activity they really haven’t tried yet but would like to.
Further practice
Grammar, Workbook page 27
Grammar reference, Workbook page 86
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 3 37
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 3.3 Around the world
Reading and Vocabulary
Aims
• Read and listen to an article about food in Trinidad and Tobago.
• Correct mistakes about the text and summarize it.
• Learn phrasal verbs with up.
• Categorize and talk about favorite foods.
Warm-up
• Focus students’  attention on the pictures on pages 38–39. Ask
them to predict what the article is going to be about. Then
ask them if, by just looking at the pictures, they can imagine
similarities and differences between their country and Trinidad
and Tobago.
• Conduct a class discussion. You could mention that Trinidad
was a Spanish colony from 1498, when Christopher Columbus
arrived there, until 1797.
  Reading preparation
• A task to pre-teach vocabulary from the text and introduce
students to the topic.
Exercise 1
• Point out that this first task is based on looking at the map.
• Ask students to find four factual mistakes and write the
corrected text in their notebooks.
• Allow students to compare their answers in pairs before
checking with the class.
ANSWERS
The islands of Trinidad and Tobago are in the Caribbean Sea,
near the coast of Venezuela. Tobago is to the northeast of
Trinidad. The population of the capital city, Port of Spain, is
around 50,000. The official language is English.
Exercise 3
• Ask students to read the summaries carefully and choose the
one they think is correct.
• They should read the text again to check their answer and to
identify which information is wrong in the other summary.
• Check answers with the class.
ANSWERS
Summary 2 is correct.
Summary 1: People from major cities all over the world
have moved to Trinidad and Tobago and taken their cooking
traditions with them. After a lot of arguments, each group
decided to cook only its Everyone came with their own
recipes. Today, you can only eat the most popular dishes
in cheap restaurants. People don’t just eat in the many
restaurants – they also eat on the streets or on the beach.
  Reading extension
• A short reading comprehension about the article.
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWERS
The original Spanish name for the capital city of Trinidad and
Tobago was Puerto de los Hispanioles or Puerto de España.

Exercise 2  w 1•22
• Ask students to read the topics in the box.
• Play the recording for students to read and listen to the article
and write the topics which are mentioned in their notebooks.
• Check answers with the class.
ANSWERS
history of the islands, popular meals, the price of meals

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 Exercise 4 Language in action
• Focus students’ attention on the words highlighted in the
article. Ask them to copy the words into their notebooks. Aims
• Explain that for each adjective they should write examples of • Discuss international food.
food. They could brainstorm examples in groups.
Exercise 6
• Elicit answers from the class or ask them to compare their
• Ask students to read the instruction and to write the lists in
answers in pairs or small groups. Drill pronunciation of the
their notebooks.
highlighted words if necessary.
• Give weaker students some thinking time.
• Encourage some students to tell the class about their favorite
type of food. • Divide the class into pairs or small groups for the discussion
task. Go around monitoring and giving assistance.
ANSWERS
• Conduct class feedback.
Students’  own answers.
  Critical thinking Culture note
• Critical thinking questions for your students to discuss. International dishes in the U.S.
Recent research has shown that people in the U.S. are eating
  Vocabulary practice
more and more food from international cuisines. A survey
• Additional vocabulary task. showed that Chinese food was the most popular international
food, followed by Mexican and Italian food. The favorite
Word builder – Phrasal verbs with up Chinese dishes for Americans are chicken and crab dishes,
such as General Tso’s Chicken and Crab Rangoon. Popular
Exercise 5 Mexican dishes include tacos, burritos, quesadillas, and
• Ask students to use the line numbers and locate the phrasal enchiladas. Americans love Italian food too – spaghetti and
verbs in the text. lasagna are favorites. Pizza is by far the most popular though,
• With a weaker group, ask questions to check their and two of the top fifteen fast food restaurants specialize in
understanding of the phrasal verbs, e.g. “Street vendors set up pizza only.
food stalls early in the morning.”  What’s the difference between a
store and a food stall? So what do street vendors have to do with   Culture video: Making a traditional Italian pizza
their food stalls before they can cook? • Duration: 3:32 minutes
• Ask students to complete the sentences and write them in • Topic: A recipe for a classic Italian Margherita pizza.
their notebooks.
• Video worksheets are available on the Teacher Resource
• Check answers with the class. Center.
• Extension: You could ask stronger students to write their own
sentences using these phrasal verbs. Check their sentences Focus on … biology
carefully. Go to page 125 for Curriculum extra: Nutrients.
ANSWERS
Further practice
1 hasn’t set up
Reading, Workbook page 28
2 turned up
Word builder, Vocabulary reference, Workbook page 87
3 go up
4 will fill up
5 line up
  Vocabulary practice
• Additional vocabulary task.

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 3.4 Practical English
Listening and Vocabulary
Aims
• Listen to a conversation about choosing a present to buy.
• Correct information from the listening.
• Learn functional language for reaching an agreement.
Warm-up
• Focus students’ attention on the pictures. Ask them to choose
which of the items they would prefer to be given as a present
and why. Are there any things that they really wouldn’t like?
• With a group who know each other well, they could work in
pairs and guess their partner’s answer.
• Encourage some students to explain their choice or to report
on their partner’s choice.
  Listening preparation
• A task to ask and answer questions about presents.
Exercise 1  w 1•23  Audio script p138
• Tell students they are going to listen to a conversation
between friends trying to choose a present for someone.
• Play the recording for students to listen and note down which
present they choose and why.
• Check answers with the class. Elicit students’  opinion of the
choice of present.
ANSWERS
They decide to buy Andy a gift certificate so that he can
choose what he wants and add money if he wants to buy
something more expensive.
Exercise 2  w 1•23  Audio script p138
• Ask students to listen again and write the corrected notes in
their notebooks.
• If necessary, play the recording again.
• Check answers with the class.
ANSWERS
1 Backpack: his backpack is really new old
2 CD: everyone listens not many people listen to CDs
3 Headphones: good headphones are affordable
really expensive
4 Jeans: he never always wears jeans
5 Skateboard: he still never uses his old skateboard
6 Gift certificate: no one everyone likes the idea
Exercise 3
• Invite a student to read the instruction aloud. Focus their
attention on the functional language box on page 41.
• Ask students to write the completed sentences in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
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4016377 Fusion TB3.indb 40
ANSWERS
1 watching
2 spend
3 take
4 going
5 play
6 give
  Grammar practice
• Additional task to practice the grammar.
Exercise 4
• Explain that these sentences are possible responses to the
suggestions in exercise 3. Ask students to write the numbers
1–6 in their notebooks and match them to A–F.
• Check answers with the class.
ANSWERS
1  C  ​2  B  ​3  D  ​4  F  ​5  A  ​6  E
Exercise 5 w 1•24 Say it!
• Focus attention on the Say it! box.
• Play the recording, pausing if necessary, for students to listen
and repeat the words.
• Write the sounds /ər/ and /ə/ on the board in two columns.
Play the recording again for students to decide which column
the words go into.
• With a stronger group, you could elicit other words containing
these sounds and write them in the correct column. These
can be checked using a dictionary.
• There is a follow-up exercise for further practice on page 133.
Speaking
Aims
• Practice talking about different options and reaching
agreements.
Exercise 6
• Ask students to study the pictures and elicit that they show
different types of restaurants. Read the instruction aloud.
• Invite three students to act out the example conversation.
• Divide the class into small groups. Highlight that, as in the
example, they should use the functional language.
• With stronger students, encourage them to discuss all of the
restaurants in the picture before they decide.
• Conduct class feedback and praise students for using the
functional language phrases well. Correct any pronunciation
problems. You could also discuss any problems they had in
reaching an agreement and how they solved them.
Further practice
Pronunciation, Student’s Book page 133
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 Language in action
Aims
• Discuss and reach an agreement about a farewell event for
a friend.
  Speaking preparation
• A task to rank different events.
Exercise 7  w 1•25  Audio script pp138–139
• Tell students they are going to listen to a conversation
between three friends, Sarah, David, and Alicia. They are
talking about an exchange student named Alejandro, who
has arrived from Spain. They are discussing and trying to reach
an agreement on where to take him and what activities to do.
Students listen and check the correct boxes.
ANSWERS
doing judo, going surfing, going mountain biking, eating,
playing soccer
Exercise 10
• Invite students to report back to the class on their discussions,
choices, and reasons.
• You could extend this into a real discussion about how
they choose an event, i.e. which is the most important
consideration: a) likes and preferences, b) the costs involved,
c) how much preparation is required, d) the location, etc.
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 87
Communication: Pairwork, Teacher Resource Center

Exercise 8  w 1•25  Audio script pp138–139

• Ask students to study the functional language box, then listen
again and number the expressions from 1–10.
ANSWERS
[1] That sounds like a good plan / great idea.
[2] What about … ? / How about … ? (+ -ing)
[3] That’s not a bad idea, but how about … ? (+ -ing)
[4] That works for me / doesn’t work for me.
[5] I’m happy to … (+ base form)
[6] That could be a little difficult. What about … ? (+ -ing)
[7] I suggest (I, you, we, etc.) … / Why don’t we … ? /
Let’s … / Should we … ? / We could … (+ base form)
[8] How does that sound?
[9] Is everyone happy to go with that idea?
[10] Do we all agree?

Exercise 9
• Ask students to look at the pictures and decide which events
they illustrate. Elicit ideas from the class. If necessary, check
they know go on / have a picnic.
• Ask them to read the situation in the box carefully. With a
weaker group, ask questions to check they understand the
task, e.g. What do we know about Louise? What do you and your
classmates want to do for Louise?
• Divide the class into small groups and set a suitable time
limit for the discussions. Remind them to use the functional
language phrases.
• Go around monitoring and giving assistance as necessary.

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 3.5 Writing a discussion essay
Aims
• Read a model text about summer camps and answer questions.
• Analyze the structure of the model text.
• Learn to avoid common spelling mistakes.
• Listen and write down dictated sentences.
• Write a discussion essay.
Model text
Exercise 1
• Focus students’  attention on the picture and ask them what
the people are doing. Ask Do you think it looks fun? Have you
ever done this?
• Divide the class into small groups to discuss what they know
about summer camps. Ask them to brainstorm good things
and bad things about this type of vacation.
• Elicit some ideas. Then ask students to read the questions in
exercise 1.
• Ask them to read the text and write the answers in their
notebooks.
• Check answers with the class and discuss whether they are
similar to their own ideas.
ANSWER
1 You can make new friends, join in a lot of different activities,
and pick up new skills, so you never get bored.
2 Some of the camps are very expensive and they are often
far away, so some young people might miss their families.
3 For.
• Students identify the explanation for each spelling mistake in
exercise 2.
• Check answers with the class.
ANSWERS
1  2, 3, 4, 7   ​2  1, 6   ​3  5, 8
Exercise 4
• Students write correct spellings in their notebooks.
• Check answers with the class.
ANSWERS
1 Which citys did you visit on your vacation? cities
2 I tried out wakeboarding, but it was imposible! impossible
3 It isn’t necesary to go to a camp to have fun. necessary
4 Witch sports do you want to try out? Which
  Language practice
• Additional task to correct spelling mistakes in a short text.
Exercise 5  w 1•26
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary.
• Check answers with the class and drill pronunciation.
ANSWERS
1  borrow  ​2  qualities  ​3  communication  ​4  shopping  ​
5  celebrities
Writing task
  Writing preparation
• Additional task to help students be aware of paragraph order.

Look at language – Spelling Exercise 6

• Tell students that they are going to write a discussion essay
Exercise 2 and can choose which statement to write about.
• Point out that all the underlined words have a spelling mistake. • Go through the paragraph plan and make sure students
• Ask students to write the corrections in their notebooks. understand that they must structure their text in this way.
• Check answers with the class, asking students to spell • Ask them to choose one of the statements. Then ask them
the words out letter by letter, so that you can correct any to draw two columns in their notebooks with the headings:
pronunciation problems they may still have with the alphabet Advantages and Disadvantages, and to brainstorm about their
(e.g. how to say the letters i /aɪ/, a /eɪ/ and e /i:/). chosen statement. (If two or more students have chosen the
• Do not analyze the errors yet, as they do this in exercise 3. same statement, they could brainstorm together.)
ANSWERS
• Ask students to write their essays. If they do this in class, go
around giving help and encouragement.
1 there – their
2 diferent – different • Students who have written about the same statement should
3 skils – skills read each other’s essays and find out: a) if they thought of the
4 aford – afford same advantages and disadvantages, b) if they reached the
5 familys – families same conclusion.
6 to – too   Writing extension
7 posibilities – possibilities • Additional task to practice writing a conclusion.
8 activitys – activities
Further practice
Exercise 3 Writing, Workbook page 29
• Ask students to copy This mistake comes from … and
sentences 1–3 in their notebooks.

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 3.6 21st Century Skills
Aims
• Learn that managing money is important in order to get the
most benefit from the money you have.
• Learn the practical steps necessary for managing money
effectively.
• Develop the transferable skill of managing a fixed budget for
a saving plan.
Exercise 1 What’s up?
• Read out the heading Managing money in the sticky note and
elicit that it means using your money carefully.
• Focus students’ attention on the group chat. Ask students to
read the group chat and answer the questions. Check that
they understand everything.
• Discuss the questions with the class.
ANSWER
Emily wants to buy a virtual reality headset, but it’s very
expensive and she doesn’t have a lot of money.
Exercise 2 Get involved
• Invite a student to read the instruction aloud. Make sure that
students understand practical (= useful).
• Ask students to read the group chat again and answer the
question. Elicit what the two practical suggestions are.
• Discuss the answer with the class, and ask more questions to
encourage students to think about their own experiences,
e.g. Do you sometimes see expensive things that you want to
buy? What do you do if this happens? Do you ever decide to save
money? Do you sometimes help at home to earn extra money?
ANSWER
George and Karla give Emily practical suggestions.
Exercise 3 Reflect
• Read through the plan in the Reflect box with the class and
make sure that students understand calculate, work out and
identify.
• Divide the class into pairs to complete the plan with the
correct words.
• Check answers with the class. Ask students: How good are you
at managing money? Why? What things do you buy that you
don’t really need to spend money on? Discuss some possible
ideas with the class, e.g. snacks and candy, apps, etc.
ANSWERS
1  money  2  week  3  things  4  ways  5  save
Exercise 4 Get thinking
This activity will help students to think in detail about how a
plan to manage money can work.
• Tell students they are going to learn how to manage money
by looking at Emily’s plan.
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4016377 Fusion TB3.indb 43
• Invite a student to read the instruction and questions aloud.
Check students understand everything.
• Divide the class into pairs to read Emily’s plan and answer the
questions. Tell students they can use a calculator if necessary.
• Check answers with the class, and discuss students’ ideas for
what else Emily can do to earn extra money and how many
weeks it will take her to save enough.
• Ask students if they think Emily needs to stop spending
money completely. Elicit some possible answers, and elicit
that it is probably not realistic for Emily to spend no money
each week, but she should perhaps allow herself a small
budget so that she can save money but still sometimes have
coffee with friends and download some music each week.
ANSWERS
1  $0  2  $4  3  $5
4 She could sell some of her old video games. She could also
stop buying magazines, ice cream, and / or snacks.
5 Ten weeks. If she makes $30 selling her old video games on
eBay, she will need to save another $100. If she gets $10 a
week, spends $5 a week on magazines and ice cream, and
earns an extra $5 a week from helping more at home, she
saves $10 a week. With $10 a week, it will take Emily ten
weeks to save up the remaining $100.
Exercise 5 Put it together
• Explain that students are now going to use the information
in the Reflect box and Emily’s plan as a basis for creating their
own money management plan.
• Ask students: What would you like to buy? Brainstorm a few
ideas with the class and discuss the cost of each of the items
mentioned.
• Ask students to use Emily’s plan as a model and make their
own plan for how they can manage their money to save
for something. Remind them to be realistic about how
much they can save each week, and that they should allow
themselves a small budget each week to spend on small
things such as snacks, magazines and treats.
• Ask students to work individually to follow steps 1–4 in Emily’s
plan and prepare their own plan for how to save the money.
Go around monitoring and giving assistance as necessary.
• Divide the class into pairs to share their plans. Ask some
students to tell the class about their partner’s plan.
ANSWERS
Students’ own answers.
Unit 3 43
08/09/2017 11:58
 Group speaking project: A class Task 2  w 1•27  Audio script p139
• Invite a student to read the instruction aloud.
survey • Play the recording for students to listen to the presentation
Aims and write the letters A, B, C, and D in the correct order in their
• Write a multiple-choice class survey and decide how to notebooks.
conduct it. • Check answers with the class.
• Collect the survey results and use them to prepare a • Now focus students’  attention on the Useful language box.
presentation. • Play the recording, pausing where necessary, for students to
• Give the presentation to the class. listen again and try to catch which phrases are used about each
Autonomy and lifelong learning slide. Ask them to make a note of them in their notebooks.
Ways of thinking • Check answers with the class.
Digital, media, and information literacy ANSWERS
Communication, collaboration, and cooperation 1 D
2 B
Useful materials 3 A
– notebooks 4 C
D: Hello and welcome to our … , Our first slide shows … ,
– computer
We will now show you …
– slide presentation computer program (optional) B: Here we can see … , The bottom of the chart shows … ,
– interactive whiteboard / screen All of the students said …
– sheets of paper A: On this slide we can see … , Each color represents …
– colored markers C: The last slide shows … , A lot of students prefer …

Warm-up
• Tell students that they are going to do a survey about their
reading habits.
• Ask them to predict what questions they think will be asked.
You could divide the class into pairs to do this or elicit ideas
from the class.
• Ask students to look at the survey on page 44 and find out
whether their predictions were correct.

Task 1
• Introduce the project aims by reading aloud the text in the
green box.
• Tell students that in this first task they are going to answer
survey questions on the topic of reading.
• Divide the class into small groups to ask and answer the survey
questions and make a note of the answers in their notebooks.
• Conduct a class discussion. Were any of the results from their
small group surveys similar to Jackson Middle School’s results
displayed in slides A–C?

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 Task 3
• Divide the class into small groups (preferably four) and focus
their attention on the topics in the box.
• Invite a student to read the instruction aloud.
• Give the groups time to choose their topic.
• When they have chosen a topic, point out that they should
use the phrases in the Useful language box to help them
write survey questions.
• Encourage them to think of as many questions as possible at
this stage. Remind them that the questions will need to have
multiple-choice answers.
• Set a time limit for this brainstorming stage.
• When they have a number of questions, explain that they
need to decide on the best four to six questions and write
them as a survey with multiple-choice answers. They also
need to devise a way of recording the answers.
• Go around giving help and encouragement.
• Focus students’ attention on the Check!  box to ensure that the
surveys are free of errors.
Task 4
• Invite a student to read the instructions aloud.
• This is where students need to decide how they are going to
carry out the survey. This is very important, as a good survey
depends on accurate recording of the answers.
• Go around monitoring and giving assistance where necessary.
Make sure each group is ready and organized before moving
on to carrying out the survey.
Task 6 and Task 7
• These organizing and preparing stages may be time-
consuming but it is important to allocate sufficient time in
order for students to produce quality work.
• Students could use information technology to prepare their
slides, if available.
• You will need to monitor the groups closely to make sure
they work at a similar pace. Stronger students can practice
explaining their interpretation of the results, including what
they find interesting.
• Make sure all members of each group participate and practice
their presentation together. Remind them to use the phrases
from the Useful language box on page 44 where necessary.
Task 8 and Task 9
• Focus students’  attention on the Remember! box before they
start speaking.
• The class then listens to each of the presentations – you could
give them a listening task, such as Note down which phrases
were used, or Decide how easy it was to understand the different
presentations and analyze why.
• Conduct final class feedback about the presentations.

Task 5
• Invite a student to read the instructions aloud.
• At this point in the project, the focus is on collating the results
and evaluating them.
• Point out the final question in this instruction. They should
not only present what the results were but try to interpret
what they mean and draw conclusions if possible. This applies
especially to stronger students in the class.

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 Review Speaking
Students can prepare for the review page by reading the Unit 3 Exercise 4
Language summary on the Teacher Resource Center.
• Tell students they are going to have a discussion with a
classmate about the best way to do a class project together.
Reading
• Ask them to read the suggestions and explain that they need
Exercise 1 to discuss these and reach an agreement.
• Ask students to write the numbers 1–6 in their notebooks. • With a weaker group, allow students one minute to look back
• Then ask them to read the text and match the correct at the phrases in the functional language box on page 41
paragraph letter A–E to each number. for reaching an agreement and make a note of them in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. • Divide the class into pairs. Go around monitoring their
discussions and giving assistance where necessary.
ANSWERS
• For assessment purposes, this speaking review could be set
1 D
up before the Reading and Writing so that the teacher can
2 B
take individual pairs aside to listen to while the rest of the
3 C
class is quietly working.
4 A
5 D Further practice
6 E Review, Workbook pages 30–31
Unit 3 Tests, Teacher Resource Center
Writing Cumulative test 1, Teacher Resource Center

Exercise 2
• Ask students to think about their favorite stores in their town
or city. Explain that they need to write a paragraph about
them.
• Point out that the questions are to help them but they may
also include other ideas in their paragraph, provided they are
about their favorite stores.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 1•28  Audio script p139
• Give students time to read the multiple-choice questions
before they listen to the conversation.
• Play the recording for students to listen and write the correct
answers (A, B, or C) in their notebooks. With a weaker group,
you may need to play it more than once.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 B
2 C
3 C
4 B
5 A
6 A

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 Communication
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Adjectives: feelings: amusing, annoying, confusing, Aims
embarrassing, fascinating, frightening, inspiring, irritating, • Match situations to pictures.
motivating, relaxing, upsetting, worrying • Learn adjectives to describe situations.
Verbs: technology: browse, charge, plug in, press, scroll, stream,   Vocabulary presentation
swipe, switch off, switch on, tap, text, unplug, update
• Additional task to present the vocabulary.
Extra vocabulary (tested in 2 and 3 star tests)
burst out laughing (v), gap (n), gesture (n), misunderstanding (n), Exercise 1
nod your head (v), shake your head (v) • Give students a few minutes to look at the pictures and
express (v), hit (v), invite (v), spread news (v), squeeze (v), warn (v) decide what is happening in each one.
Word builder: excited, exciting, frightened, frightening, irritated, • Draw their attention to the box and ask them to match the
irritating situations to the pictures.
Learn it!: -ed and -ing adjectives • Check answers with the class. Ask if they had thought differently
about any of the situations when they first looked at the
Grammar pictures.
Present perfect and simple past ANSWERS
Subject and object questions A missing the bus D getting lost
Present perfect with ever and never B being part of a team E sunbathing
C losing a pet F learning a language
Functional language
Asking for help on the phone
Exercise 2
I bought … and I have a problem with it.
• Focus attention on the words in the box. Ask students to
decide which words are positive and which negative.
Could you explain how to … (+ base form)?
• Check understanding and pronunciation.
Can you tell me … ?
• Divide the class into pairs to decide which words apply to
Could you help me with … , please? each situation – they can use more than one in each case.
I need some help with … . • Conduct class feedback.
Good afternoon. … speaking.
  Vocabulary practice
Could I speak to … , please?
I’m calling because … .
• Task to practice the vocabulary.
Can I get your name, please? Exercise 3
Would you mind spelling that for me? • Play the video for students to watch and interact with.
Thank you very much for your help.
  Warm-up video: Learning English in Brighton, U.K.
21st Century Themes • Duration: 5:46 minutes
Autonomy and lifelong learning • Topic: An English language school in Brighton.
Digital, media, and information literacy • Task: Answer the questions at the end of the video.
Communication, collaboration, and cooperation • Video scripts are available on the Teacher Resource Center.
Cultural awareness and global citizenship

© 2020 Oxford University Press

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 4.1 It was sort of embarrassing!
Reading and Vocabulary
Aims
• Read and listen to an article and insert missing sentences.
• Answer questions on the article.
• Identify true and false sentences in the article and correct the
false ones.
• Match highlighted phrases in the article to their definitions.
• Learn vocabulary about traveling and communication.
Warm-up
• With books closed, ask students if they have ever had a problem
that was due to communication. Elicit ideas from the class.
• If they can’t think of anything, brainstorm ideas onto the
board for things that can go wrong with communication, e.g.
you don’t hear what someone said, you misheard what they said,
you think they’re talking about one thing but they are actually
talking about something different, you send a text to the wrong
person by mistake, you say the wrong thing because you didn’t
have all the information, you misread the other person’s body
language or facial expression, etc.
  Reading preparation
• A task to give opinions on travel tips.
Exercise 1  w 2•01
• Focus students’  attention on the gaps A, B, and C in the article
and read the instruction aloud.
• Play the recording for students to read, listen, and complete
the gaps with sentences 1–4. Point out that there is one extra
sentence that they don’t need.
• Check answers with the class.
ANSWERS
1 C
2 –
3 A
4 B
Culture note
Speaking English
Around 375 million people speak English as a second
language and approximately 750 million people speak English
as a foreign language. With all these people speaking to
each other in a language which is not their native tongue,
communication mistakes are inevitable!
In American schools, learning a second language is optional
for all students. Almost 20 percent of elementary, middle, and
high school students learn a foreign language. Unfortunately,
for financial reasons, not all schools offer foreign languages.
At university level, nearly half of all students choose to study a
foreign language at some point.
48 Unit 4 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 48
Exercise 2
• Ask students to read the sentences and then to read the text
again. Ask them to decide if the sentences are true, false, or if
the information is not in the text. Encourage them to correct
any false sentences in their notebooks.
• Check answers with the class and elicit corrections for the
false sentences. (Accept variations on the sentences given in
the key, as long as the meaning is the same.)
SUGGESTED ANSWERS
1 False. Bulgarians shake their head to say “yes.” Most
Europeans nod their head to say “yes.”
2 False. Roberto thought he needed more deodorant, but
realized that Americans require more space between them
when speaking.
3 True.
4 True.
5 False. Lulu advises that we don’t worry about mistakes.
6 Not in the text.
  Reading extension
• A short reading comprehension about two more
embarrassing travel experiences.
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWERS
People nod their heads to say “no”  in Macedonia and Albania.
Culture note
Confusing communication
In Albania, FYR Macedonia, Bosnia, Croatia, Turkey, and some
parts of Greece “moving the head up and down once”  is often
used to indicate “no”, but the gesture starts with the head
going backwards first, so it’s like a backwards nod!
In Sri Lanka and India some people use a side-to-side head
gesture to mean yes, which can be confusing.
The word for “yes”  in Greek is “ne”  which can be confused
with “no”  and in the Czech Republic the word for “yes”  is
“ano”  which is sometimes shortened to “no”  so it seems that
people are nodding and saying no at the same time.
Further practice
Vocabulary, Workbook page 32
Vocabulary reference, Workbook page 89
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
08/09/2017 11:58
 Exercise 3
• Draw attention to the highlighted words in the article and go
through the meanings if necessary. Check their pronunciation.
• Students work individually to replace the words in italic with
the highlighted words and write them in their notebooks.
• Check answers with the class.
ANSWERS
1 Shake your head 4 Nod your head
2 gap 5 gesture
3 burst out laughing 6 Misunderstandings
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
Grammar – Present perfect and simple past
Aims
• Learn how to choose between present perfect and simple past.
• Learn which time expressions are used with the present
perfect and simple past.
  Grammar presentation
• Presentation of the present perfect and simple past.
Exercise 4
• Ask students to read the example sentences. Ask them
to copy the table into their notebooks and add the time
expressions from the example sentences.
• Check answers with the class.
• Encourage students to think of more time expressions which
work either with the present perfect or simple past and write
them in the correct columns. With a weaker group, you may
need to give them some more example sentences.
• Read the Grammar tip with the class. Ask students to find the
word just in the article about a recent event and write the
whole sentence in the correct column.
ANSWERS
Present perfect Simple past
for, already ago, last year
SUGGESTED ANSWERS
Present perfect: yet, still, since, etc.
Simple past: yesterday, last week, last weekend, etc.
GRAMMAR TIP ANSWER
In the simple past column: I just started learning Spanish.
Exercise 5
• Ask students to use the example sentences and the table in
exercise 4 to answer the questions.
• Ask them to copy the sentences 1–4 into their notebooks and
write present perfect or simple past next to each one.
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4016377 Fusion TB3.indb 49
• Check answers with the class. Elicit some example sentences
for each answer to reinforce the rules.
ANSWERS
1 simple past 3 present perfect
2 present perfect 4 simple past
Exercise 6
• Ask students to decide which tense is correct in each
sentence. With a weaker group, do the first sentence as a class.
Students write the complete sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 has already visited, went
2 moved, has made
3 has interested, visited
Exercise 7
• Ask students to read the text through first, ignoring the gaps,
so they get the gist of it. Then ask them to complete it with
the words from the box, using the correct verb forms.
• Check answers with the class, eliciting explanations.
ANSWERS
1 ’ve studied 4 went 7 Since
2 ago 5 asked 8 has helped
3 had 6 found 9 already
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Write about a personal travel experience.
Exercise 8
• Elicit from the class the adjectives from page 47 they used to
describe situations, and write a list on the board. Allow weaker
groups or weaker students to look back at this page.
• Invite a student to read the instruction aloud and another to
read the guidance points.
• Allow students time to think of a school trip or a family
vacation they have been on and make some notes.
• Set a time limit for them to write the paragraph. Go around
monitoring and giving assistance. Correct any errors and
praise sentences that use the adjectives and tenses well.
• Invite some students to read their paragraphs to the class
or you could allow students to read each other’s travel
experiences and find the most exciting, most embarrassing,
most frightening, most annoying, etc.
Further practice
Grammar, Workbook page 33
Grammar reference, Workbook page 88
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 4 49
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 4.2 Who used these gadgets?
Vocabulary and Listening
Aims
• Learn vocabulary about technology.
• Listen to a radio show and answer questions about it.
• Discuss whether the information in the radio show is true or not.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Write gadget on the board and elicit or teach the meaning.
• Ask students to work individually to write a list of gadgets
which exist now which did not exist when their grandparents
were children.
• Divide the class into small groups, or work as a class, to
compare their ideas. (Suggestions: smartphones, e-readers,
electronic organizers and translators, digital cameras and
video cameras, games consoles, USB drives, MP3 players.)
Exercise 1
• Ask students to look at the pictures A–F and the instructions
1–6. Tell them not worry about any missing words but just try
to match each instruction to the right picture.
• Check answers with the class.
ANSWERS
1  F  ​2  C  ​3  E  ​4  A  ​5  B  ​6  D
Exercise 2
• Now ask students to copy the instructions and features (1–9) into
their notebooks and to use the words in the box to complete
them. Point out that some instructions have more than one gap.
• Remind them that there are two extra verbs they don’t need.
• Elicit answers and check the pronunciation of the words.
ANSWERS
1 Plug in 6 Charge
2 Press, switch off 7 stream
3 Tap 8 text
4 Swipe 9 update
5 browse, scroll
  Vocabulary practice
• Task to practice the vocabulary.
Optional activity
Conduct a discussion about what kinds of gadgets students
use regularly. What do they use them for? Which gadget could
they not live without?
50 Unit 4 © 2020 Oxford University Press
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4016377 Fusion TB3.indb 50
Culture note
Original meanings of technology verbs
Scroll: This noun originally meant a long roll of paper with
writing on it. In order to read the scroll you would need to roll
it up or down to find the part you needed.
Swipe: This comes from a verb to mean hitting or trying to hit
someone or something by swinging your arm horizontally.
Stream: This word (both noun and verb) in its original meaning
conveys the idea of something moving in a continuous flow,
so when you stream a movie online, you don’t wait for it to
download but it is delivered directly in a continuous flow.
Browse: Originally browsing mainly happened in stores or
libraries as it means looking at a lot of things but not at one
thing in particular.
Further practice
Vocabulary, Workbook page 34
Vocabulary reference, Workbook page 89
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
The following notes refer to material on Student Book page 51.
  Listening preparation
• Additional task to practice word stress in the vocabulary from
the audio.
Exercise 3  w 2•02  Audio script pp139–140
• Ask students to read the information about the radio show.
Elicit ideas about what kind of show it is.
• Ask them to read the questions so they know what to listen
for. Play the recording for students to listen and answer in
their notebooks.
• Check answers with the class.
ANSWERS
1 science fiction and 3 Star Trek.
technology 4 They think it is false.
2 Technology copied TV.
Exercise 4  w 2•02  Audio script pp139–140
• Invite a student to read the instruction aloud. Then ask
students to read the questions.
• Play the recording again for students to listen and write the
order and the answers in their notebooks. With a weaker
group, you may need to do this in two parts.
ANSWERS
1B  2E  3A  4C  5D
A – They used their fingers to swipe the screens and to scroll
down texts.
B – cell phones and tablet computers
C – everyone on the spaceship in the series Star Trek
D – in the nineties
E – They pressed a button, held them to their ears, and spoke.
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 Exercise 5  w 2•03  Audio script p140 Exercise 8
• Divide the class into pairs or small groups to brainstorm what • Encourage students to read the text through first, ignoring
they know about Star Trek. Ask them if they think the fact in the gaps so they get the gist of it.
the radio show is true. • Ask students to complete the text by writing the correct
• Play the recording for students to listen for the answer. option in their notebooks. With a weaker group, do the first
• Ask students if they are surprised. Can they think of any one together as a class.
other science fiction movies where the technology is more • Allow students to compare their questions in pairs before
advanced than ours is now? Do they think people might use checking them with the class.
this technology in their lifetimes? • Ask students to read the conversation again and decide which
ANSWER gadget Amy is thinking of.
The fact is true. • Elicit answers and confirm which is correct.
  Critical thinking ANSWERS
• Critical thinking questions for your students to discuss. 1 uses
2 do people use
3 does the battery last
Grammar – Subject and object questions
4 do you use
Aims Amy is thinking of an e-book reader.
• Learn how to form subject and object questions.   Grammar practice
• Practice using subject and object questions. • Task to practice the grammar.
  Grammar presentation
• Presentation of subject and object questions. Language in action
Exercise 6 Aims
• Ask students to copy the table into their notebooks. Then ask • Use subject and object questions to talk about gadgets.
them the question in the instruction. Exercise 9
• Ask them to complete the rules at the bottom of the table. • Ask students to think of a modern gadget.
• Check answers with the class. Make sure they all have the • Divide the class into small groups and nominate one student
correct rules written in their notebooks. in each group to be the first to start: “the speaker”.
ANSWERS • Explain that in this guessing game, like the one in exercise 8,
object questions they need to ask questions to find out what gadget the speaker
1  subject  ​2  object is thinking of.
Exercise 7 • With a weaker group, ask them to pick out useful questions
from exercise 8. With a stronger group, encourage them to ask
• Tell students that they are going to practice making other questions as well.
questions. Point out that they must use the question word
in bold in sentences 1–5 to write the questions in their
• Go around monitoring and noting any problems with the
questions. Conduct class feedback when they have all had a
notebooks.
turn at being “the speaker”.
• They also need to decide if each question is a subject or object
question. Encourage them to look back at the table in exercise
6 if they are unsure.
Focus on … computer science
Go to page 126 for Curriculum extra: Computer networks.
• Allow students to compare their questions in pairs before
checking them with the class. Further practice
Grammar, Workbook page 35
ANSWERS
Grammar reference, Workbook page 88
1 Who browsed the Internet for an hour? Subject question
Grammar practice worksheets, Teacher Resource Center
2 Who scrolled down the page to find her name? Subject
Language summary, Teacher Resource Center
question
3 What does Olivia always update? Object question
4 What do lots of people watch? Object question
5 Who bought a new phone? Subject question

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 4.3 Around the world   Reading extension
• A short reading comprehension about the FAQ page.
Reading and Vocabulary
Exercise 3
Aims • Focus students’  attention on the highlighted words in the text.
• Read and listen to a Frequently Asked Questions (FAQ) page • Ask students to find the correct word for each definition 1–6
about Nigerian talking drums and identify details.
and write them in their notebooks.
• Match highlighted words in the text to their definitions. • Elicit answers and check pronunciation with the class.
• Learn how to use -ed and -ing adjectives.
ANSWERS
  Reading preparation 1 hit
• A quiz to guess the country in the FAQ page. 2 warn
3 express
Warm-up 4 invite
• Focus students’  attention on the map and pictures. Ask them 5 spread news
if they’ve ever seen or heard drums like this. Explain that they 6 squeeze
are called talking drums and elicit ideas about why they have
that name.   Critical thinking
• Critical thinking questions for your students to discuss.
Exercise 1  w 2•04
  Vocabulary practice
• Invite a student to read the instruction aloud. • Additional vocabulary task.
• Play the recording for students to read and listen to the text
and note down the three messages.
Word builder – -ed and -ing adjectives
• Elicit answers from the class.
ANSWERS
Exercise 4 Learn it!
invitations to social occasions, warnings of dangers, messages • Focus students’  attention on the Learn it! box and read the
about preparing for war information to the class.
• Check that students understand how the different adjectives
Exercise 2 work. Give extra examples if necessary, e.g. I was so bored /
• Ask students to read the sentence beginnings and match boring because the movie was really bored / boring.
them to the correct ending A–E. Allow a weaker group to • Ask students to read sentences 1 and 2, copy the sentences
read the text again before matching the sentence halves. A into their notebooks, and then translate them into their own
stronger group could do this first and then read the text again language.
to check their answers. • Discuss the translations as a class.
• Check answers with the class.
ANSWERS
1 B
2 C
3 E
4 A
5 D

Culture note
Instruments used to communicate messages
Other instruments have been used throughout history and in
different parts of the world in order to communicate:
In Switzerland and other mountainous regions of Europe, the
alphorn or alpine horn was used for communication. It’s a very
long wooden horn.
Trumpets have traditionally been used in many countries to
communicate in battle and to announce important events.
Wooden pipes and flutes have been used, particularly in
Africa, for villagers and shepherds to communicate.
Church bells are another musical means of signaling messages.

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 Exercise 5 ANSWERS
• Give students time to find the adjectives in the text. 1 They started playing together in 1976.
2 They usually play rock music, but they have some dance
• Ask them to copy the questions into their notebooks, adding
songs, too.
the correct endings.
3 Their songs communicate their opinions on political
• Check answers with the class. problems in Ireland, but they also sing about love
• Now ask students to answer the questions. They could write and emotions.
the answers or you could use this as extra speaking practice in 4 Their concerts are very entertaining.
pairs or small groups.
• Elicit some answers from the class and encourage class Language in action
discussion.
Aims
ANSWERS
1 irritating 4 excited • Give a talk on a musician or musicians.
2 irritated 5 frightening
Exercise 8
3 exciting 6 frightened
• Tell students that they are going to talk about a musician or
  Vocabulary practice musicians, using the talk they have just heard as a model.
• Additional vocabulary task. • Invite a student to read aloud the points to be included.
Exercise 6 w 2•05 Say it!
• Set a time limit and encourage students to write some notes
in their notebooks but not to write down the whole talk.
• Focus attention on the Say it! box.
• With a weaker group, remind them to use the adjectives
• Model the sounds /t/ and /d/ and /əd/ clearly or use the ending in -ed and -ing.
recording to do this.
• At the end of the time, invite some students to give their
• Ask students to listen to the recording and repeat the words. talks to the class or divide the class into small groups for this
Play the recording, pausing if necessary so that students can purpose.
practice pronunciation.
• Conduct class feedback, praising good use of the target
• Ask them to copy the table into their notebooks and write the language and correcting any errors.
words in the correct column according to the sound of the
ending. Play the recording again for students to check.   Culture video: Drums from around the world
• Elicit or point out that we say /əd/ after /t/ sounds and this • Duration: 3:05 minutes
also applies after /d/ sounds (ended, sounded, etc.). • Topic: The importance of drums for different cultures.
• There is a follow-up exercise for further practice on page 133. • Video worksheets are available on the Teacher Resource
ANSWERS
Center.
Further practice
/d/ /t/ /əd/ Pronunciation, Student Book page 133
entertained embarrassed excited Reading, Workbook page 36
frightened relaxed irritated Word builder, Vocabulary reference, Workbook page 89
inspired interested
worried

Listening
Aims
• Listen to a talk and answer questions.
Exercise 7  w 2•06  Audio script p140
• Tell students that the audio recording they are going to listen
to is in British English.
• Ask students to read the questions and predict what the talk
is going to be about.
• Play the recording for students to listen and write the answers
in their notebooks.
• Check answers with the class. Elicit if students knew any of
this information about the band U2 before listening to the
recording and what their opinion of the band is.

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 4.4 Practical English
Listening and Vocabulary
Aims
• Listen to telephone conversations, match them to the
problems, and then answer the questions.
• Listen and write down dictated sentences.
• Learn functional language for asking for help on the phone.
Warm-up
• Ask students if they have ever made a phone call in English. If
so, how did they feel and what were they calling about? If not,
how do they think they would feel?
• Tell students they are going to listen to some phone calls.
Focus their attention on the picture. Elicit what kinds of
products the callers need to talk about.
Exercise 1  w 2•07  Audio script p140
• Ask students to listen and match calls 1–3 to the correct
document A–D. Remind them that there is one extra
document that they don’t need.
• Check answers with the class.
ANSWERS
1 B
2 D
3 A
Exercise 2  w 2•07  Audio script p140
• Invite a student to read the instruction aloud.
• Give students a moment to read the questions. Check the
word replacement if necessary.
• Play the recording for students to listen again and answer the
questions in their notebooks.
• Check answers with the class. You could ask whether the
callers seemed angry or not. Were they polite? Was the
customer services assistant helpful or not?
ANSWERS
1 She needs to find and press the button at the back of the
screen.
2 He needs to return to the store with the e-book reader and
the receipt.
3 He can only make one phone call before the battery
runs out.
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4016377 Fusion TB3.indb 54
Exercise 3  w 2•08
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary. You may need to
play it more than once.
• Check answers with the class and drill the pronunciation of the
phrases, particularly focusing on stressed words and rhythm.
• You could play the recording again for students to repeat the
sentences with the recording.
ANSWERS
1 I bought a computer and I have a problem with it.
2 I need some help with my new computer.
3 Could you help me with my e-book reader, please?
4 Could you explain how to make the battery last longer,
please?
Exercise 4 
• Focus students’  attention on the functional language box on
page 55.
• Ask students to copy the dialogues into their notebooks
and complete them using sentences from the functional
language box.
• Ask students to compare their answers in pairs. Encourage
them to practice reading the exchanges, focusing on natural
stress and rhythm.
• Invite some students to act out the dialogues in order to
check the answers with the class.
ANSWERS
1 Could I speak to Mr. Richey, please?
2 Would you mind spelling that for me?
3 Thank you very much for your help.
4 I bought a camera and I have a problem with it.
5 Good afternoon. Tom speaking.
The following notes refer to material on Student Book page 55.
Exercise 5 Language point
• Focus students’ attention on the language point. Students
read the example sentences and think about how to
complete the rules.
• Explain that during has a similar meaning to in but that during
emphasizes the length of the period of time.
• Check answers with the class and then ask students to copy
and complete the rules in their notebooks.
ANSWERS
1 during
2 from … to
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 Grammar – Present perfect with ever Exercise 8  w 2•09  Audio script pp140–141
and never • Tell students they are going to listen to a conversation
between a customer support employee at a technology
Aims company and a girl who is calling about a problem with her
• Practice using the present perfect with ever and never. new MP3 player. Students listen and check the correct option
• Answer questions about your family and technology. for each item.
• Complete questions using the present perfect with ever ANSWERS
and never. 1  A Mckenzie   ​2  A T2002   ​3  B Greenville, Pennsylvania

Exercise 6 Exercise 9  w 2•09  Audio script pp140–141

• Ask students to look at the picture of the call center and invite
a student to read the questions aloud.
• Divide the class into pairs and encourage them to take turns
asking each other the questions and giving their answers.
• With a weaker group, use the examples to help them
understand what to do.
• Conduct class feedback. You could then ask students what
they do when they have a problem with technology or a
gadget they own.
• Ask students to study the functional language box, then listen
again and underline the expressions that they hear.
ANSWERS
I bought … and I have a problem with it.
Could you explain how to … (+ base form)?
Can you tell me … ?
Can I get your name, please?
Would you mind spelling that for me?
Thank you very much for your help.

Exercise 7 Exercise 10
• Ask students to copy and complete the sentences in their • Ask students to look at the role play flow chart. Tell them they
notebooks, using the present perfect form of the verbs are going to practice making phone calls in English.
in parentheses. • With a weaker group, give them one of the situations to talk
• Allow students to compare their answers in pairs before about. With a stronger group, give them the choice of using
checking them with the class. these ideas or their own idea.
ANSWERS • You could seat pairs of students back to back to make it
1 I have never bought more like a phone conversation (as it is unrealistic to see the
2 Have you ever downloaded speaker’s face).
3 Lola has never had • Encourage students to use the phrases in the functional
4 Have you ever broken language box to do the role play.
  Grammar practice
• Go around monitoring their role plays and giving assistance
where necessary. Make a note of any points for error
• Additional task to practice the grammar. correction.
• Conduct class feedback giving praise for natural-sounding
Language in action language, and helping with any errors as needed.
Aims • If any of the students’  role plays were particularly good, invite
• Practice having a phone conversation in English. them to perform them for the class.
• Practice using functional language for asking for help.   Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 89
Communication: Pairwork, Teacher Resource Center

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 4.5 Writing an informal e-mail Exercise 3
• Ask students to finish the e-mail using the ending given
Aims by copying it into their notebooks and adding the correct
• Read a model text giving a visitor information on Texas and punctuation.
identify phrases used in informal e-mails. • Check answers with the class. Ask them what P.S. is used for.
• Analyze the structure of the model text. Do they know they can also write P.P.S.? Ask Could you use
• Learn to use punctuation accurately. P.S. and P.P.S. in a formal letter or e-mail? (No.) With a stronger
• Write an e-mail to a friend giving advice about a visit. group, you could elicit that exclamation points are also
uncommon in formal letters and e-mails.
Model text ANSWERS
P.S.
Exercise 1 I heard the news about your summer job. Congratulations!
• Focus students’  attention on the picture. Can they guess Does that mean you’ll have lots of money to spend in Dallas?
where it is? Ask them to read the informal letter quickly to find I’ll take you to a really good restaurant. (Southern food
out (Dallas, Texas). is awesome.)
• Invite a student to read out the instruction in exercise 1. Stress P.P.S.
that the example isn’t included. Alex says, “Can you bring your new video game?”
• Remind students to write the answers in their notebooks.   Language practice
• Elicit answers from the class. • Additional task to practice punctuation.
ANSWERS
I haven’t written for ages … Writing task
It was great to hear …   Writing preparation
Give my love to your family.
• Task to brainstorm ideas.
Take care, …
Exercise 4
Culture note
• Explain that students are going to write an e-mail to a friend.
Southern American English Invite a student to read the instruction aloud.
Americans who live in the southern part of the U.S. speak • Go through the paragraph plan and make sure students
English with a slightly different accent and they use colorful understand that they must structure their e-mail in this way.
expressions and a few variations in grammar that other
parts of the country don’t use. Some examples of southern
• Ask students to write their e-mails. If they do this in class, go
around giving help and encouragement. Remind them to be
expressions include:
careful about their punctuation.
Howdy = Hello or Hi
• With a mature class, you could divide the class into pairs
I’m about to pop. = I ate a lot and am very full. and they could read each other’s e-mails and give feedback
This ain’t my first rodeo. = I have experience and know how to on them. I think this part is good because … , I think there is a
do something. mistake here because … . Otherwise, invite some students to
read their e-mails aloud.
Look at language – Punctuation • Extension: With a stronger group, you could ask students to
swap e-mails and, for homework, they could pretend that
Exercise 2 they are the friend and write a short reply. In this case, they
• With books closed, draw the punctuation symbols on the could have freedom in terms of content and your focus would
board and elicit what these are called. be on correct punctuation.
• Then ask students to open their books and match these Further practice
punctuation symbols to their uses 1–5 and write them in their Writing, Workbook page 37
notebooks.
• Check answers with the class.
ANSWERS
1 apostrophe 4 parentheses
2 quotation marks 5 exclamation point
3 question mark

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 4.6 21st Century Skills
Aims
• Learn that active listening helps communication.
• Learn a checklist of things that help with active listening.
Exercise 1 What’s up?
• Read out the heading Active listening in the sticky note and
elicit that it means listening carefully and showing that you
are listening.
• Ask students to focus on the picture and the speech bubbles.
• Read out the question and discuss the answer with the class.
• Personalize the discussion by asking: Does this ever happen to
you? Do you know someone who doesn’t listen to you?
ANSWER
Gemma’s upset because Katy isn’t listening to her.
Exercise 2 Get involved
• Invite a student to read the instruction aloud. Make sure that
students understand make eye contact.
• Divide the class into pairs to look at the picture again and
choose the correct options.
• Discuss the answers with the class, and ask more questions to
encourage students to think about their own experiences, e.g.
Do you always make eye contact with people when you’re talking
to them? Do you sometimes not respond when someone asks
you a question? How do you feel if you ask someone a question
and they don’t respond? To demonstrate how it feels when
someone doesn’t listen, you could ask one or two students to
ask you a question. When they ask the question, turn away or
pick up a book and start reading. Ask students: How does that
make you feel?
• Encourage students to think of other reasons for not listening
to people, apart from being busy with their phones.
ANSWERS
1  Katy  2  not making eye contact   3  Gemma
Exercise 4 Get thinking
• This activity will help students to think in detail about how to
be an active listener.
• Focus students’ attention on the picture and compare it with
the picture in exercise 1. Ask students: What’s the difference
between the two pictures? Do you think the students are listening
actively? How do you know? Draw attention to the fact that the
students are smiling and making eye contact.
• Ask two strong students to read the dialogue aloud. Ask
students: What’s the bad news in the dialogue? How does Katy
respond?
• Read the instructions to the class and explain that Oh, that’s
not good. is a useful phrase for responding to bad news.
• Divide the class into pairs and ask them to find the other
expressions.
• Discuss the answers as a class.
ANSWERS
a Oh, that’s not good. (What happened?)
b That’s great. (What was the best thing about it?)
c What about you?
d How do you feel now?, How was your weekend?
Exercise 5 Put it together
• Go through the instructions and situations 1 and 2 with the
class and divide the class into pairs.
• Ask them to write a dialogue for situation 1. Encourage them
to use the language they have learned in this unit wherever
possible.
• Go around the pairs, monitoring and giving help and
encouragement.
• Invite some pairs to perform their dialogues to the class.
• Repeat the process for situation 2.
ANSWERS
Students’ own answers.

Exercise 3 Reflect
• Read through the information in the Reflect box with the
class.
• Ask students: When you’re listening to someone, how can you let
them know that you are interested in what they are saying and
that you understand? Elicit a few ideas, e.g. nodding your head,
responding with comments, showing sympathy, etc.
• Reinforce the point that active listening means listening
carefully and also communicating understanding in order to
show that you are listening.
• Read the instruction aloud. Divide the class into pairs to read
the three reasons and discuss which two options are reasons
for active listening.
• Discuss the answers with the class.
ANSWERS
a and b

© 2020 Oxford University Press

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 Review Speaking
Students can prepare for the review page by reading the Unit 4 Exercise 4
Language summary on the Teacher Resource Center.
• Divide the class into pairs and tell half the students that they
are customers and the other half that they work in customer
Reading service.
Exercise 1 • Explain that they are going to make a phone call to talk about
• Ask students to read questions 1–4. Check they understand a problem with a piece of technology.
the meanings of these if necessary. • With a weaker group, allow students one minute to look back
• Focus students’  attention on the text and ask them to read it at the phrases in the functional language box on page 55 for
and choose the correct answers a, b, or c. Ask them to write asking for help on the phone and make a note of them in
the answers in their notebooks. their notebooks.
• Check answers with the class. • Focus their attention on the example sentences in blue to
help them start their conversations.
ANSWERS
• Go around monitoring the conversations and giving
1 A
assistance where necessary.
2 C
3 A • For assessment purposes, this speaking review could be set
4 B up before the Reading and Writing so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Writing
Further practice
Exercise 2 Review, Workbook pages 38–39
• Encourage students to think about good websites which they Unit 4 Tests, Teacher Resource Center
can use to help them with homework. With a weaker group,
elicit some website addresses and write them on the board.
• Invite a student to read the writing instruction aloud.
• Focus students’  attention on the questions. Point out that
these questions are to help them but they may also include
other ideas in their paragraph, provided they are about a
good website.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 2•10  Audio script p141
• Give students time to read the sentences before they listen to
the report.
• Explain that they need to listen and write the missing words
1–6 in their notebooks. With a weaker group, you may need to
play it more than once.
• Check answers with the class.
ANSWERS
1 happens
2 browse
3 stream
4 scroll
5 has given
6 have encouraged

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 A life of crime
Unit summary   Vocabulary presentation
Vocabulary • Additional task to present the vocabulary.
Vocabulary (tested in 1–3 star tests) Exercise 1
Criminals and crime-fighters: armed robber, detective, • With books closed, ask how students find out the news. Elicit
fraudster, judge, lawyer, mugger, murderer, police officer, private TV, newspapers, Internet, radio, from friends, etc.
investigator, thief, traffic cop • Tell them that they are going to read some newspaper
Crimes: arson, blackmail, credit card fraud, drug-dealing, extracts. Ask them first to find three kinds of criminals in the
forgery, identity theft, kidnapping, mugging, pickpocketing, words in bold.
shoplifting, smuggling, speeding, theft, vandalism • Check answers with the class. Elicit what each criminal did and,
Extra vocabulary (tested in 2 and 3 star tests) finally, which crime they think is the most serious and why.
arrest (v), black market (n), case (n), evidence (n), interview (v), • It would be a good idea for students to write the words and
suspicious (adj), trap (v) a definition or translation of the crime in their notebooks.
business owner (n), city council (n), ecologist (n), household (n),
ANSWERS
lawmaker (n), resident (n)
fraudster, mugger, thief
Word builder: illegal, illogical, impossible, irresponsible, unfair
Exercise 2 
Grammar • Now ask them to find three words from the text for people
Past perfect who fight crime and write them in their notebooks.
Relative pronouns: who, which, whose, where • Check answers with the class. Elicit what each crime-fighter
Modals of deduction: can’t, could, may, might, must does, and ask them to write a definition or translation.
ANSWERS
Functional language detective, judge, traffic cop
Describing pictures
  Vocabulary practice
at the bottom / top
• Task to practice the vocabulary.
behind
in the background / foreground Optional activity
in the corner / middle In small groups, ask students to write the alphabet down one
on the left / right side of a piece of paper. Then ask them to brainstorm crimes
Maybe which begin with each alphabet letter (omitting difficult ones
He / She can’t be Q, X, Y, Z). Set a time limit.
He / She must be At the end of the time, ask which group has the longest list.
Elicit their answers and make a list on the board. Encourage
He / She may be
other groups to add any other words.
He / She could be
Encourage students to use dictionaries or ask each other to
He / She might be explain unknown vocabulary. Alternatively, play a guessing
game. Give a definition of one of the crimes. The first team or
21st Century Themes student who knows the word for the crime gets a point.
Ways of thinking
Communication, collaboration, and cooperation Exercise 3
Cultural awareness and global citizenship • Play the video for students to watch and interact with.
  Warm-up video: Forensic science
Warm-up • Duration: 5:41 minutes
• Topic: Forensic science, Sherlock Holmes, and the TV crime
Vocabulary drama CSI.
• Task: Answer the questions at the end of the video.
Aims • Video scripts are available on the Teacher Resource Center.
• Learn nouns for criminals and for people who fight crime.

© 2020 Oxford University Press

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 5.1 I had always loved Sherlock Exercise 2  w 2•11
• Ask students to read only the title and look at the pictures.
Holmes stories • Ask students the question from exercise 2 and ask them to
think of possible answers without reading the article.
Vocabulary and Reading
• Play the recording for students to read and listen to the article
Aims to check their answer.
• Learn vocabulary about crime and the law. • Check answers with the class. Ask students What do you think
• Read and listen to an article to understand the gist. of this job? Would you do it? Why / Why not?
• Answer questions on the article. ANSWERS
Katie is a private investigator.
Warm-up
• With books closed, ask students what kind of evidence the Exercise 3
police use to catch criminals (fingerprints, footprints, DNA, • Invite a student to read the instruction aloud.
and other forensic tests, recordings from surveillance cameras, • Ask students to read the questions and find the answers in the
criminal records, witness reports and descriptions, phone text. Then ask them to write the answers in their notebooks.
records, car license plates, etc.). • Check answers with the class.
• You will probably need to teach them some of these words.
ANSWERS
Exercise 1 1 Katie originally decided to become a lawyer.
2 She left college to become a private investigator.
• Ask students to copy the table into their notebooks.
3 The owner of the clothing company thought the woman
• Then ask them to add the words in the box and also the had stolen some jeans.
words for criminals and for defenders of the law from page 59. 4 She captured everything on a secret camera.
• Check answers with the class and practice pronunciation. 5 No one is suspicious of a teenager being a private
ANSWERS investigator.
6 The agency doesn’t let them investigate serious criminals
People who break the law People who defend the law and a senior detective always accompanies them.
armed robber lawyer   Reading extension
murderer police officer • A task to put paragraphs in order in a newspaper article.
thief private investigator
fraudster detective Further practice
mugger judge Vocabulary, Workbook page 40
traffic cop Vocabulary reference, Workbook page 91
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Culture note
American court system
In the U.S., there are different kinds of court but typically
there is one judge and a jury of ordinary people who must
decide whether a defendant is guilty or innocent. The judge
decides what punishment the criminal should face. When an
American citizen is called to be on a jury, he must do it. Jury
sizes vary but the largest size in the U.S. is twelve jurors.
Less serious crimes may be tried in a lower court where there
is one judge who decides on the verdict (guilty or not guilty)
and the punishment.

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 Exercise 4
• Draw attention to the highlighted words in the text. With a
weaker group, go through the meanings if necessary.
• Ask students to use these words to complete the sentences, and
then write the completed sentences 1–6 in their notebooks.
ANSWERS
1 case 3 black market 5 interviewed
2 trap 4 evidence, arrested 6 suspicious
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
Grammar – Past perfect
Aims
• Learn how to use the past perfect
• Choose between the past perfect and simple past
  Grammar presentation
• Presentation of the past perfect.
Exercise 5
• Read the first sentence aloud to the class and ask them
which of the underlined actions happened first. Point out the
example answer in the table.
• Ask students to copy the table into their notebooks and
complete it with the verbs from the remaining example
sentences.
• Copy the table onto the board and check answers with the class.
ANSWERS
First action (past perfect) Second action (simple past)
Had … dreamed got
hadn’t realized decided
’d put captured
Exercise 6
• Students copy the rules into their notebooks and complete
them with the words from the box. Encourage them to refer
back to the sentences in exercise 5 as necessary.
• Check answers with the class. Ask students to look back at
the article on page 60 to find more examples of sentences
that include both the past perfect and the simple past. Her
employer thought she had stolen some jeans. I said a friend had
told me that she was selling … She opened the backpack that
she’d brought home … ).
• You may want to draw a timeline on the board using one of
the example sentences and show how the first action in the
past perfect appears before the second action in the simple
past. Go through the rest of the example sentences and elicit
which action happened before the other.
• With a weaker class, review past participle forms.
ANSWERS
1  before  ​2  past participle   ​3  affirmative, negative
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4016377 Fusion TB3.indb 61
Exercise 7
• Invite a student to read the instructions aloud. Ask students
to copy and complete the e-mail in their notebooks, deciding
which tense is correct in each sentence. With a weaker group,
do the first sentence together first, explaining that the second
verb is in the past perfect because that action happened
before the action at the beginning of the sentence.
• Allow students to compare their answers in pairs before
checking with the whole class.
ANSWERS
1 started ​
3 had left 5 found
2 ’d met 4 went 6 ’d hidden
Exercise 8
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist of it. Then ask them to complete the gaps using
the simple past or past perfect form of the verbs.
• Check answers with the class, eliciting explanations.
ANSWERS
1 discovered 3 had left 5 asked
2 had lied 4 met 6 had robbed
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Practice using the past perfect.
• Describe possible explanations for a crime.
Exercise 9
• Divide the class into small groups. Invite a volunteer to read out
the scenario to the class. Explain to students that they need to
think of as many possible solutions to the scenario as possible.
• Give students ten minutes to discuss possible solutions.
Encourage them to use the example phrases to begin their ideas.
• Monitor their discussions and note good examples of the past
perfect. Conduct class feedback. Who came up with the most
interesting solution?
Optional activity
In pairs, students write more scenarios similar to the one they
have just discussed. Have them share these with another pair
and ask them to think of possible solutions.
With a stronger group, you could encourage them to produce
four sentences using the past perfect in their solutions.
Further practice
Grammar, Workbook page 41
Grammar reference, Workbook page 90
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 5 61
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 5.2 The men who stole identities Exercise 3
• Write the word impostor on the board and ask students what
Vocabulary, Listening, and Reading they think it means.
• Ask them to read the ad for a radio show, ignoring the gaps,
Aims and choose the best definition of impostor.
• Learn vocabulary about crimes. • Check the answer with the class.
• Listen to a news report and identify the crimes.
• Read an ad for a radio program and answer questions about it. Optional activity
Divide the class into small groups to choose five crimes and
  Vocabulary presentation write them on five small pieces of paper. Ask them to discuss
• Additional task to present the vocabulary. how serious each crime is and rank them from the most
serious to the least serious. Conduct class feedback.
Warm-up
• Focus students’  attention on the title of the lesson. ANSWER
• Ask them what they think the men’s crime was, why they did 3
it, and how they might have done it.
Further practice
• To help them with vocabulary, elicit that stole is the simple Vocabulary, Workbook page 42
past of the verb to steal and teach them that there isn’t a noun Vocabulary reference, Workbook page 91
for this verb but we use theft for the crime and thief for the Vocabulary practice worksheets, Teacher Resource Center
person who commits it. In this case, the crime is identity theft. Language summary, Teacher Resource Center
Exercise 1
• Focus students’  attention on the signs and notes A–E. The following notes refer to material on Student Book page 63.
• Ask them to match each sign and note to one of the crime
words in the box. Remind them that there is one extra word
they don’t need. Listening
• Check answers with the class. Elicit or teach the meaning of
Aims
the extra crime and drill pronunciation of all the words.
• Listen to the radio program and complete fact files.
ANSWERS
A pickpocketing C shoplifting E smuggling Exercise 4  w 2•13  Audio script pp141–142
B kidnapping D blackmail • Tell students they are going to listen to the radio program
The extra word is mugging. advertised on page 62. Ask them to read the instruction.
Exercise 2  w 2•12  Audio script p141 • Play the recording for students to listen and write their
answers in their notebooks.
• Tell students that the audio recording they are going to listen
to is in British English. Explain that the equivalent of a local • Check answers with the class.
council might be a city/town council in American English, that ANSWERS
a flat is an apartment, and a motorway is called a highway. Frank Abagnale – five years in prison
• Invite a student to read the instruction aloud. Ask students to David Hampton ­–­21 months in prison
write the numbers 1–7 in a list in their notebooks.
Exercise 5  w 2•13  Audio script pp141–142
• With a weaker group, go through the words in the box first, so
students feel confident of the meanings before they listen.
• Focus attention on the fact files about the two impostors.
• Play the recording, pausing between news reports if necessary,
• Play the recording for students to listen and write the missing
information in their notebooks.
for students to listen and write the answers in their notebooks.
• Check answers with the class. Drill pronunciation if necessary.
• Check answers with the class. Invite students to give their
opinions about these impostors, e.g. Why do you think one
ANSWERS man went back to a life of crime and the other man didn’t?
1 vandalism 4 speeding 6 arson
SUGGESTED ANSWERS
2 forgery 5 identity theft 7 credit card fraud
1 American 5 started helping the police
3 drug-dealing
2 make money catch fraudsters
  Vocabulary practice 3 doctor 6 enjoy a celebrity lifestyle
• Task to practice the vocabulary. 4 lawyer 7 the son of award-winning
actor Sidney Poitier
8 went back to a life of crime

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Culture note
Impostors
Other well-known impostors include: Anoushirvan D. Fakhran,
who pretended to be a nephew of the director Stephen
Spielberg, Jonathan Taylor Spielberg. He was discovered when
he stopped attending school and his “uncle”  was called!
Anna Anderson, who, in 1922, claimed to be the Grand
Duchess Anastasia Romanov, four years after Anastasia was
believed to have been killed with the rest of the Russian Royal
family. She became famous around the world, and many
books were written about her story. Anna died in 1984. In
2007, the body of the real Anastasia Romanov was discovered
in Russia. DNA testing has proved that Anna was actually a
Polish factory worker.
  Critical thinking
• Critical thinking questions related to the audio.
  Listening extension
• A task to answer multiple-choice questions about the text.
Grammar – Relative pronouns
Aims
• Learn how to use relative pronouns.
• Practice using who, which, whose, and where.
  Grammar presentation
• Presentation of relative pronouns.
Exercise 6
• Ask students to copy the table into their notebooks.
• Then ask them to find the relative pronouns in the example
sentences and use them to complete the table.
ANSWERS
1  who  ​2  which  ​3  whose  ​4  where
Exercise 7
• Ask students to choose the correct option to complete each
sentence in their notebooks. With a weaker group, encourage
them to refer to the table in exercise 6.
ANSWERS
1  who  ​2  where  ​3  which  ​4  whose
Exercise 8
• Ask students to write the correct sentences in their notebooks.
• Check answers with the class and encourage students to
explain the reasons for their answers.
ANSWERS
1 A jewelry store is a place which where they sell watches.
2 Blackmail is a crime where which often involves money.
3 A liar is a person whose who tells lies.
4 The girl who whose cell phone is ringing is a detective.
5 A private investigator is a person which who investigates
crimes.
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4016377 Fusion TB3.indb 63
6 The prison which where he spent five years was very
crowded.
Exercise 9
• Ask students to look at the picture. Ask When do you think the
picture was taken? Why is the title “The Great Impostor”?
• Ask students to read the text quickly to check their ideas.
• Students write the numbers 1–7 in their notebooks and write
the relative pronouns to complete the text.
• Check answers with the class.
ANSWERS
1  who  ​2  which  ​3  where  ​4  who  ​5  where  ​6  which  ​
7  whose
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Talk about impostors using relative pronouns.
Exercise 10
• Divide the class into pairs or small groups. Invite a student to
read the instruction and example sentence starters aloud.
• Explain to students that they do not have to agree with each
other but they must give reasons for their choices.
• Go around monitoring and noting any problems with the
relative pronouns. Conduct class feedback.
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Have a follow-up discussion in class.
ANSWERS
The English titles of the three movies are:
Frank Abagnale – Catch Me If You Can (released 2002, starring
Leonardo DiCaprio)
David Hampton – Six Degrees of Separation (released 1993,
starring Will Smith)
Ferdinand Waldo Demara – The Great Impostor (released 1961,
starring Tony Curtis)
Further practice
Grammar, Workbook page 43
Grammar reference, Workbook page 90
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 5 63
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 5.3 Around the world Exercise 3
• Invite a student to read the instruction aloud. Give students
Reading and Vocabulary time to read the Where do people have to … ? questions.
• Ask students to read the article again and write the names of
Aims the states in in their notebooks.
• Read and listen to an article about laws in the U.S. and identify • Check answers with the class.
specific information. • At this point, you could ask students questions to find out
• Learn vocabulary about different groups of people. their reactions to the article, e.g. Which do you think is the
• Learn how to use negative prefixes. strangest law? Do you think any of the laws are good?

Warm-up ANSWERS
1 Washington
• With books closed, ask the following questions: In your country 2 Massachusetts
is there one law for the whole country or are there different laws
3 Kansas
in different regions? Can you think of anything that people are
4 Florida
allowed or not allowed to do in this region in particular?
• You could explain that in the U.S. there are two kinds of laws:   Critical thinking
federal laws, which apply to all citizens of the U.S. and state • Critical thinking questions for your students to discuss.
laws, which apply only to people living in that particular state.   Reading extension
• Make sure all students can pronounce the word law correctly. • A short listening comprehension about breaking the law.
Exercise 1
• Ask students to look at the signs and decide what they mean.
What dangers do they warn you about?
• Elicit ideas from the class.
SUGGESTED ANSWERS
A Don’t park here.
B Watch out for bears on the road.
C Be careful when riding over tracks.
D Watch out for penguins on the road.
  Reading preparation
• A task to pre-teach vocabulary from the article and to
introduce the topic.

Exercise 2  w 2•14
• Ask students to read the introductory paragraph of the article
to find out what it is about (strange laws in the U.S.).
• Explain that each paragraph A–D is about a different law and
they should match these to sentences 1–5.
• Play the recording for students to listen and write the answers
in their notebooks. Remind them that there is one extra
sentence that they don’t need.
• Check answers with the class.
ANSWERS
1 B
2 D
3 A
4 C
5 –

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 Exercise 4
  Vocabulary practice
• Focus students’  attention on the highlighted words in the
article. Explain that they should use the context to work out
• Additional vocabulary task.
the meaning of any words they don’t know. Exercise 6
• Tell them to match the sentence halves and write the • Invite a student to read the instruction aloud.
sentences in full in their notebooks.
• Ask students to write the correct adjectives in their notebooks.
• Check answers with the class.
• Check answers with the class.
ANSWERS • Extension: Students work individually or in groups to brainstorm
1  D  ​2  E  ​3  A  ​4  B  ​5  F  ​6  C examples of situations or rules which are unfair, impossible,
or illogical and examples of actions which are unfair, illogical,
Express it!
irresponsible, or illegal. Conduct a class discussion.
• Draw students’  attention to the Express it! phrases and
ask them to a) find them in the article, and b) explain the ANSWERS
meaning of the phrases (Paragraph A – lines 14–15: make 1 illegal
irresponsible pet owners think twice = think carefully before 2 impossible
deciding to do something, and perhaps choose not to do it. 3 irresponsible
Paragraph C – lines 27­–28: come clean about their intentions = 4 unfair
confess, admit, tell the truth about a secret.
• Ask students to look at sign C on page 62 and ask Do you Language in action
think this sign will make shoplifters think twice? Elicit three Aims
more things that might make a criminal think twice about
committing a crime (fear of getting caught, prison, having to
• Write new laws or rules for the school or town.
pay a fine, fear of how family / friends will react.) Exercise 7
• Ask students Have you ever done something wrong and had to • Invite a student to read the instruction aloud.
come clean about it? Conduct a class discussion.
• First of all, ask students to decide if their rules will be for the
• Encourage them to write two sentences of their own using school or the town. Then they can choose suitable topics from
these phrases in their notebooks. Check their sentences carefully. the box.
  Critical thinking • Invite a different student to read the example sentence aloud.
• Critical thinking questions for your students to discuss. • Set a time limit and remind students to give a reason for each
new rule.
  Vocabulary practice
• Additional vocabulary task. • Go around monitoring and giving assistance where necessary.

Exercise 8
Word builder – Negative prefixes • At the end of the time, divide the class into small groups
Exercise 5 to present their rules to each other. Alternatively, ask some
students to present their rules to the class.
• Ask students to read the article to find the opposites of
the adjectives in the box. With a weaker group, elicit these • Conduct a class discussion about these rules.
negative adjectives and write them on the board.   Culture video: An American police officer
• Ask students to copy the table into their notebooks and • Duration: 3:26 minutes
complete the negative prefixes column. • Topic: A day in the life of an American police officer.
• Check answers with the class. • Video worksheets are available on the Teacher Resource
• Elicit other words for each prefix. With a weaker group, give Center.
them examples of positive adjectives and ask which prefix
makes them negative. Help them understand the meanings of Focus on … citizenship
new adjectives and drill pronunciation. Go to page 127 for Curriculum extra: Human rights.
ANSWERS
Further practice
fair – unfair
Reading, Workbook page 44
legal – illegal
Word builder, Vocabulary reference, Workbook page 91
logical – illogical
possible – impossible
responsible – irresponsible
1 il-
2 im-
3 ir-
4 un-
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 5.4 Practical English Speaking
Aims
Listening and Vocabulary
• Answer questions about a picture.
Aims • Learn how to link words in sentences.
• Listen to descriptions of pictures and answer questions. • Listen and write down dictated sentences.
• Learn functional language for describing pictures.
Exercise 3 
• Learn how to use modal verbs of deduction: could, can’t,
might, must. • Focus students’  attention on the picture. Ask them to read the
questions.
• Make deductions about the picture on page 66.
• With a weaker group, highlight that the main tense used is the
Warm-up present continuous.
• Ask students to think of places where there are usually • Divide the class into pairs to work together and answer the
security cameras (on the street, in stores, at stations and questions.
airports, etc.). What is the purpose of these security or • Go around monitoring and giving assistance. Correct any
surveillance cameras? mistakes made with prepositions.
• Tell students they are going to listen to someone describing • Elicit answers from the class.
photographic evidence.
ANSWERS
Exercise 1  w 2•15  Audio script p142 1 A thief is stealing a cell phone.
2 She’s shouting.
• Ask students to look carefully at the pictures from Camera 1
3 A store owner
and Camera 2.
4 People watching
• Ask them to read the questions before they listen to the 5 a police officer, a bicycle, a lamp post with a security
descriptions. camera
• Play the recording for students to listen and answer the 6 a little boy with a dog
questions in their notebooks.
• Allow students to compare their answers in pairs before Exercise 4  w 2•16 Say it!
checking them with the class. • Focus students’  attention on the Say it! box and ask what they
think the arrows indicate. Explain that they show that these
ANSWERS
words are linked in pronunciation.
1 When she opens her purse (to look for her wallet or
cell phone). • Play the recording for students to repeat the sentences, and
2 In a storeroom or a garage. make sure that they are all linking the words naturally. You
could elicit what kinds of sounds link together (generally
Exercise 2  w 2•15  Audio script p142 consonant to vowel).
• Read the instruction to the class and allow students time to • There is a follow-up exercise for further practice on page 133.
read the sentences.
Exercise 5  w 2•17
• With a stronger group, ask them to predict which preposition
completes each gap, then listen to check their answers. • DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording again for students to listen and write the
missing prepositions in their notebooks. • Play the recording, pausing where necessary. You may need to
play it more than once.
• Check answers with the class.
• Check answers with the class and drill the pronunciation of
ANSWERS the sentences, particularly focusing on linking and sentence
1 In stress. Students could then repeat the sentences with the
2 On recording.
3 Behind
4 In ANSWERS
5 In 1 The young girl on the left is a student.
6 At 2 I think they are waiting for a friend.
3 The man in the middle is wearing a nice T-shirt.

Further practice
Pronunciation, Student Book page 133

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 Exercise 6 Language point
• Focus students’ attention on the Language point. Ask students
to read the example sentences and rules. Ask them to think
about how to complete the rules.
• Elicit answers from the class. Then ask them to write the
completed rules in their notebooks. Explain that could, may,
and might have very similar meanings.
ANSWERS
1 must
2 can’t
3 could, may, might
Exercise 7  students to listen carefully and match the people in the
• Invite a student to read the instruction aloud.
• With a weaker group, write these beginnings and endings on
the board and ask them to match them:
1 The woman who is shouting must a) be the boy’s mother.
2 The man with the phone b) catch the criminal.
3  That woman could c) be helping the woman.
4  The police officer might d) be making a lot of noise.
5 That man in the middle can’t e) may be a thief.
• Ask students to make sentences about the picture in exercise
3 on page 66 using the modal verbs.
• You could encourage students to write their answers in their
notebooks. This will help you to monitor whether they are
using the modal verbs correctly.
• Elicit some sentences from stronger students but do not
confirm answers at this point.
  Grammar practice
• Additional task to practice the grammar.
Exercise 8  w 2•18  Audio script p142
• Now play the recording for students to listen and check their
answers.
• Conduct class feedback.
SUGGESTED ANSWERS
The young child must be the woman’s son.
The man must be a thief.
He can’t be picking the phone up to help the woman.
The man behind the woman could be a store owner.
The police officer could still catch the thief.
The cameras might be able to get a picture of the thief.
Language in action
Aims
• Practice talking about things, people, places, and actions in
a picture.
• Practice using functional language for describing pictures and
making deductions.
Exercise 9  w 2•19  Audio script pp142–143
• Tell students they are going to listen to a conversation
between two friends, Ethan and Grace. Grace is going to
describe a picture from a security camera to Ethan. Ask
picture to their position in the picture.
ANSWERS
1  C  ​2  B  ​3  E  ​4  D  ​5  A
Exercise 10  w 2•19  Audio script pp142–143
• Ask students to study the functional language box, then listen
again and underline the expressions from the functional
language box that they do not hear.
ANSWERS
at the bottom
in the foreground
He / She can’t be …
He / She may be …
He / She might be …
Exercise 11
• Ask students to look at the two pictures on page 67 and to
choose one to describe.
• Draw students’  attention to the functional language box and
encourage them to use the phrases in their descriptions.
• Divide the class into pairs or small groups. Students describe
their picture to their classmates and make deductions about
what is happening in the picture.
• Go around monitoring and giving assistance. Encourage
students to use the modal verbs.
• Conduct class feedback. Elicit sentences about each picture
and try to elicit all the different modal verbs. Prompt if
necessary, e.g. Do you think the man is a police officer?
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 91
Communication: Pairwork, Teacher Resource Center

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 5.5 Writing a newspaper article
Aims
• Read a model text about a crime and answer questions.
• Learn to use vocabulary for ordering events.
• Analyze the structure of the model text.
• Write a newspaper article.
Model text
Exercise 1
• Ask students to cover the text and only look at the picture.
Ask them to describe the people in the picture and make
deductions about what they see. Prompt if necessary, e.g.
Who do you think the man is? How old do you think the woman
is? What do you think they are doing? Why?
• Invite a student to read out the title of the newspaper article.
Encourage them to make further deductions and predictions
about the article before they read it.
• Ask students to read questions 1–4. Then ask them to read the
article to find the answers and write them in their notebooks.
• Check answers with the class.
SUGGESTED ANSWERS
1 She was shopping.
2 She thought there was a mugging and crossed the road to
help the young man.
3 To try to escape.
4 An online video of her work appeared on the Internet.
Look at language – Phrases for articles
Exercise 2
• Focus students’  attention on the blue words in the article.
Elicit what these kinds of words do. (They are used to order
events.)
• Ask students to copy the table into their notebooks and
complete it with the blue words.
• Check answers with the class.
Exercise 3
• Invite a student to read the instruction aloud.
• Set a time limit for students to answer individually in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Suddenly
2 At first
3 While
4 Later
5 After that
  Language practice
• Additional task to match phrases for articles to their uses.
Writing task
  Writing preparation
• Additional task to complete a newspaper text about a crime.
Exercise 4
• Tell students that they are going to write an article for a
newspaper. Invite a student to read the instruction aloud.
• Point out that they need to choose one picture from pages 66
and 67 to write it about.
• Go through the paragraph plan and make sure students
understand that they must structure their article in this way.
• Ask students to write their articles. If they do this in class, go
around giving help and encouragement. Remind them to
order the events in their article using the words from the table.
• Invite some students to read their articles aloud. Their
classmates should identify which picture the article is based on.
• Alternatively, two students who chose the same picture could
read each other’s articles and find similarities and differences
between them.
  Writing extension
• A task to write a different ending for a newspaper article.

ANSWERS Further practice

1 at first Writing, Workbook page 45
2 after that
3 later
4 suddenly
5 immediately
6 when
7 while
8 in the end

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 5.6 21st Century Skills
Aims
• Build wider learner skills by developing awareness of the
problem of plagiarism and the responsibility on students to
rewrite any source texts in their own words.
• Learn and develop techniques for rewriting source texts.
Exercise 1 What’s up?
• Read out the heading Rewriting source texts in the sticky
note and ensure students have a clear understanding of its
meaning.
• Tell students they are going to read two texts about a famous
crime. Ask them if they can think of any famous crimes. Elicit
a range of answers. Now tell them they are going to read
about The Great Train Robbery that happened in England in
the 1960s. Ask students if they’ve heard of this crime or know
what happened. Ask them what kind of things people could
steal from trains.
• Now focus the students’ attention on the two texts and ask
them to tell you what kind of texts they are. Elicit that the first
is from an online encyclopedia, and the second is Candice’s
project.
• Read the instruction to the class, and ask students to work
individually to answer the question.
• Allow students to compare their answers in pairs before
checking answers with the class.
ANSWER
Candice’s text is very similar to the original text. She’s only
changed a few words.
Exercise 2 Get involved
• Read the instruction and the tips to class and make sure
students understand them.
• Divide the class into pairs and ask students to discuss the
question.
• Check answers as class. Ask students to explain their choices.
• If necessary, explain to the class why it’s important to follow
the good suggestions.
ANSWERS
The following are good suggestions: 2, 3, 4, 5, and 7.
Exercise 3 Reflect
• Read through the information in the Reflect box with the class
and make sure students understand.
• Ask students why it’s important to rewrite. Invite students to
answer and discuss the answer as class. Explain the real life
consequences of plagiarism. In many schools and universities,
students can fail a course or even be expelled if they are
caught plagiarizing. You could also explain that copying work
can make people lose respect for you and your work, and that
this has happened with some politicians and academics.
ANSWER
If you don’t rewrite, you are cheating / plagiarizing.
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4016377 Fusion TB3.indb 69
Exercise 4 Get thinking
In this activity, students examine a well-rewritten text.
• Tell students that they are going to look at a text by another
student in Candice’s class, Jamal.
• Ask students to read Jamal’s text, and look at which of the
techniques in exercise 2 he has used and how he has used them.
• Monitor and give assistance as necessary.
• Allow students to compare their answers in pairs before going
through the answers as a class.
ANSWERS
2 Take notes about the main facts and ideas, and then write
about them:
– August 8, 1963 – fifteen armed robbers – £2,600,000
from Royal Mail train
– money to house in country – hid for five days – divided
money – left
3 Divide long sentences and combine short sentences:
The crime took place on August 8, 1963. On that day,
fifteen armed robbers stole £2,600,000 from a Royal Mail
Train.
4 Move parts of a sentence and rephrase them:
One of the most well-known crimes in the history of
Britain is the Great Train Robbery.
5 Use synonyms:
famous – well-known; took – transported; took their
share – divided; left – ran away
Exercise 5 Put it together
This activity will help students to practice their rewriting skills
and evaluate the work of other students.
• Tell students they are going to practice rewriting using the
second half of the article on the Great Train Robbery.
• Invite a student to read the text, then ask comprehension
questions to make sure students understand it, e.g. What did
the police find? (fingerprints) How many robbers were caught?
(twelve of the fifteen).
• Now tell students to work individually to rewrite the text using
the tips in exercise 2. Set a time limit, e.g. five minutes to make
notes and fifteeen minutes to rewrite the text.
• Now divide the class into pairs and ask students to swap their
texts with their partner. Tell the class they have ten minutes to
look at their partner’s text and make notes about which of the
techniques from exercise 2 their partner has used.
• After ten minutes, ask the students to give feedback to their
partners, pointing out which techniques they noticed and
offering suggestions for improvement as necessary.
• Monitor the students and give assistance.
• Conduct class feedback.
ANSWERS
Students’ own answers.
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 Review ANSWERS
1 False. They taught him about crime.
Students can prepare for the review page by reading the Unit 5 2 False. He became a pickpocket.
Language summary on the Teacher Resource Center. 3 True.
4 False. Someone mugged him when he arrived in Las Vegas.
Reading 5 True.
6 True.
Exercise 1
• Ask students to look at the picture and read the title to predict Speaking
what the text will be about.
• Ask students to write the numbers 1–10 in their notebooks. Exercise 4
Then ask them to read the text and choose the correct answer • Focus students’  attention on the pictures and ask them to
A, B, C, or D to write in their notebooks. choose one to describe.
• Allow students to compare their answers in pairs before • With a weaker group, allow them one minute to look back at
checking them with the class. the phrases in the functional language box on page 67 for
ANSWERS describing pictures and making deductions and make a note
1 B of them in their notebooks.
2 A • Invite a student to read the example sentence aloud to help
3 B them start their descriptions.
4 A • Go around monitoring students as they describe the pictures
5 C and giving assistance as necessary.
6 B • For assessment purposes, this speaking review could be set
7 A up before the Reading and Writing so that the teacher can
8 C take individual pairs aside to listen to while the rest of the
9 A class is quietly working.
10 D
Further practice
Writing Review, Workbook pages 46–47
Unit 5 Tests, Teacher Resource Center
Exercise 2
• Ask students to brainstorm what young people like them can
do to keep themselves safe from crimes, such as mugging.
Explain that they are going to write a paragraph about this.
• Point out that the questions can help them to focus their
thoughts, but that they can also include other ideas in their
paragraph, provided they are about keeping themselves safe.
Encourage them to make notes of their ideas.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 2•20  Audio script p143
• Tell students that the audio recording they are going to listen
to is in British English. Note that jewellery would be read as
jewelry in American English.
• Give students time to read the sentences.
• Ask them to write the numbers 1–6 in their notebooks.
• Play the recording for students to listen and decide if each
sentence is true or false. Then ask them to correct any false
ones in their notebooks.
• With a weaker group, you may need to play the recording
more than once.
• Check answers with the class.

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 Creativity
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Verbs: environment: bury, destroy, dump, poison, pollute, Aims
preserve, protect, recycle, reduce, reuse, save, throw away • Learn vocabulary about and discuss actions that impact on
Adjectives: technology: automatic, convenient, efficient, the environment positively and negatively.
fixed, heavy, high-quality, impractical, inconvenient, inefficient,   Vocabulary presentation
light, low-quality, manual, portable, practical, reliable, • Additional task to present the vocabulary.
time-consuming, time-saving, unreliable, useful, useless
Extra vocabulary (tested in 2 and 3 star tests) Exercise 1
accessory (n), belt (n), earring (n), necklace (n), purse (n), ring (n) • With books closed, write on the board environmentally friendly
goal (n), ice rink (n), pass (v), slide (v), spectator (n), trophy (n) and elicit what it means. Brainstorm actions we can take to
Word builder: ice hockey, ice rink, ice skates, spectator sports, protect and care for our environment. Write them on the board.
sports coach, sports trophy, summer sport • Ask students to look at the box and identify any ideas that
Learn it!: hockey stick (n), soccer field (n) the class already thought of. Ask them to copy and complete
the table in their notebooks.
Grammar • Check answers with the class and go through any unknown
The simple present passive vocabulary. Drill pronunciation of recycle /ri:ˈsaɪkl/ and
recyclable /ri:ˈsaɪkləbl/.
The simple past passive
• Encourage students to add any extra ideas to their table.
Functional language ANSWERS
Talking about food
Environmentally friendly Not environmentally friendly
How is it cooked?
It’s cooked on the grill / in the oven / in a pan. preserve trees bury recyclable trash
What’s that made with? protect fields destroy forests
What does it come with? / What is it served with? recycle electronic gadgets dump recyclable waste
reduce waste poison fish
It comes with … / It’s served with …
reuse plastic bags pollute rivers
What does it have on / in it? save water throw away newspapers
It has … on / in it.
That smells / looks / sounds / tastes … Exercise 2
I don’t like the smell / look / sound / taste of that! • Ask students to write a list quickly of the things they recycle,
I like / I don’t like … reuse or save, or throw away.
I’m enthusiastic / not very enthusiastic about … • Conduct a class discussion on how environmentally friendly
… are favorites / is a favorite of mine. students are or ask them to discuss this in small groups.
I can’t resist …   Vocabulary practice
• Task to practice the vocabulary.
21st Century Themes
Autonomy and lifelong learning Exercise 3
Ways of thinking • Play the video for students to watch and interact with.
Communication, collaboration, and cooperation   Warm-up video: A New York sanitation worker
Cultural awareness and global citizenship • Duration: 3:29 minutes
• Topic: Waste and waste collection in New York City.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

© 2020 Oxford University Press

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 6.1 What are soccer jerseys made Exercise 3
• Draw attention to the highlighted words in the text. Ask
from? students to write the numbers 1–6 in their notebooks.
• Students match the words to the correct definition in their
Reading and Vocabulary notebooks.
Aims • Check answers with the class.
• Read and listen to an article about fashion and the • Check that they can all pronounce accessories /əkˈsesəri:z/.
environment. You could also elicit that rings, earrings, and necklaces are all
• Find specific information in the article. jewelry /dzu:əlri/ and check pronunciation.
• Learn vocabulary about jewelry, accessories, and things • You could test and extend their vocabulary here by asking
to wear. what materials these things are most commonly made out of
(silver, gold, precious stones, leather, suede, plastic, man-made
Warm-up materials).
• Ask students to brainstorm different materials, e.g. plastic, ANSWERS
metal, wood, rubber, paper, etc. These words will come up in 1 rings
the exercises in this unit. 2 accessories
  Reading preparation 3 purses
4 necklaces
• A task to pre-teach vocabulary from the article.
5 belts
Exercise 1  w 2•21  6 earrings
• Focus students' attention on the pictures and the title of the   Critical thinking
article. Ask them to predict what the article is about. • Critical thinking questions for your students to discuss.
• Invite a student to read the instruction aloud.
  Vocabulary practice
• Play the recording for students to read and listen to the article
and write a list of the different materials in their notebooks.
• Additional vocabulary task.
• Allow students to compare their answers in pairs before Optional activity
checking them with the class. If students have access to the Internet, ask them to search for
ANSWERS examples of clothing or accessories available in their country
very old clothes are reused to make new clothes which are made from recycled materials. They could work
recycled wool is made into coats individually or in small groups and present examples of what
old coats and boots are made into bags they found to the class.
old plastic bottles are made into T-shirts and soccer jerseys
Unusual examples: Further practice
tires are made into shoes and belts Vocabulary, Workbook page 48
newspapers are made into dresses Vocabulary reference, Workbook page 93
aluminum and glass are made into rings, earrings, necklaces Vocabulary practice worksheets, Teacher Resource Center
magazines and tabs from cans are made into purses Language summary, Teacher Resource Center

Exercise 2
• Explain that students need to read the article again and find
specific information in the text. When they find it, they should
write down the line number in their notebooks.
• Give them time to scan the text thoroughly. Point out that
some information is not given in the text.
• Check answers with the class.
ANSWERS
1 Information given in lines 9–12.
2 Information given in lines 14–17.
3 Information not given.
4 Information given in lines 31–32.
5 Information not given.
  Reading extension
• A task to find expressions in the article to match definitions.

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 Grammar – The simple present passive
Aims
• Learn how to form the simple present passive.
• Complete sentences with the simple present passive.
• Rewrite phrases with the simple present passive with or
without by.
  Grammar presentation
• Presentation of the simple present passive.
Exercise 4
• Ask students to copy the table into their notebooks.
• With a weaker group, prompt them to find the sentences 1, 2,
and 3 in the text and complete the table.
• With a stronger group, ask them to try to complete the
sentences then check by finding the sentences in the text.
ANSWERS
1  are thrown away   ​2  aren’t sold   ​3  are, made
Exercise 5
• With a weaker group, ask questions to check their
understanding before they complete the rules, e.g. In the
first passive sentence (in exercise 4), what is thrown? Which verb
is used before thrown? In the negative passive sentence, is old
clothes the object or the subject? Why isn’t there a word in red in
the passive question?
• With a strong group, ask them to read the rules and complete
them with words from the box above.
• Remind them all to write the full rules in their notebooks.
• Check answers with the class.
ANSWERS
1  be, participle   ​2  subject, object   ​3  by
Exercise 6
• Invite a student to read the instruction aloud.
• Ask students to write the answers in their notebooks.
• Check answers with the class. Tell them to look at sentences
1–5 and ask Do we know who performs the action? Elicit or
explain that the passive is useful when we want to show that
the action is the most important thing and the person who
does the action is less important, unknown, or obvious.
• Be especially careful with 2 and 4; students often make word
order mistakes in passive questions: What material sandals are
made from? instead of What material are sandals made from?
ANSWERS
1  are poisoned   ​2  are, made   ​3  aren’t dumped   ​
4  is, buried   ​5  is preserved
Exercise 7
• Read the instruction and the example with the class. Then
have students write the remaining passive sentences in their
notebooks.
• Check answers with the class.
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4016377 Fusion TB3.indb 73
ANSWERS
1 Plastic bags are thrown away by a lot of people, …
2 Strong bags for life are sold by most supermarkets, …
3 are the products made from recyclable materials?
  Grammar practice
• Task to practice the grammar.
Culture note
Carbon footprint
Carbon dioxide is one of the main greenhouse gasses
contributing to global warming. Your carbon footprint is
a calculation of the amount of carbon dioxide you use.
This includes fuel used in providing food and goods, your
transportation and leisure habits, and how much you recycle.
The carbon footprint of an average American household is
around 20.4 metric tons per year. You can calculate and look
for ways to reduce your family’s carbon footprint here:
http://www.carbonfootprint.com/calculator.aspx.
Language in action
Aims
• Practice using the simple present passive to describe a process.
Exercise 8
• Elicit that the pictures show the steps in a process. Elicit what
the end product is.
• Ask students to read the instruction and example and to write
about the rest of the process in their notebooks.
• Alternatively, give them two minutes’  thinking time. Ask
a student to start with a sentence for A. If the sentence is
correct, the student can choose a classmate to continue and
so on until E. (See suggested answers below.)
• Ask what happens to the sweater next. Encourage them to
give environmentally-friendly suggestions.
• Extension: Students could produce a description of another
process, for example, how paper is made.
SUGGESTED ANSWERS
Wool is taken from sheep.
The sweater is made from the wool. / The wool is made into
a sweater.
The sweater is delivered to the store.
The sweater is bought by a customer.
The sweater is worn by the customer.
At the end, the sweater is recycled / taken to a thrift store /
returned to the store.
Further practice
Grammar, Workbook page 49
Grammar reference, Workbook page 92
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
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 6.2 Who were they invented for?
Vocabulary and Listening
Aims
• Read reviews about inventions.
• Learn adjectives to describe technology and inventions.
• Listen to a science class about two inventions and answer
questions about them.
• Listen for specific information.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Tell students that this lesson focuses on inventions.
• Write on the board: shopping cart, automatic sliding door, coat
hanger, escalator, wireless TV remote control.
• Go through the words and check they know them.
• Ask students to put these everyday things in the order which
they think they were invented in (earliest to latest).
• Ask for reasons before giving them the answers.
• Divide the class into pairs or small groups to discuss these
questions: Which of these inventions do you use the most? Why?
Which ones don’t you use very often? Why not?
ANSWERS
Escalator 1897  ​Coat hanger 1903  ​Shopping cart 1936  ​
Automatic sliding door 1954  ​Wireless TV remote control 1955
Exercise 1
• Focus students’  attention on the numbered options in the
texts, and ask them to write the correct adjective in their
notebooks.
• Check answers with the class. Drill pronunciation of the
adjectives.
ANSWERS
1  useful  ​2  high-quality  ​3  convenient  ​4  practical  ​5  light
Exercise 2
• Invite a student to read the instruction aloud.
• Students write down the adjectives and their opposites.
• Elicit answers from the class and check pronunciation.
ANSWERS
fixed – portable low-quality – high-quality
heavy – light manual – automatic
impractical – practical reliable – unreliable
inconvenient – convenient time-consuming – time-saving
inefficient – efficient useless – useful
  Vocabulary practice
• Task to practice the vocabulary.
  Listening preparation
• A task to practice describing good and bad inventions.
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4016377 Fusion TB3.indb 74
Exercise 3  w 2•22  Audio script p143
• Tell students that the audio recording they are going to listen
to is in British English. Explain that the equivalent of a bit
inconvenient is a little inconvenient in American English and
that at the moment would normally translate as right now.
• Tell students that they will listen to part of a science class
about the inventions in reviews A and B.
• Play the recording for students to listen, match the inventions,
and write the names of the inventions in their notebooks.
• Check answers with the class.
ANSWERS
1  B (Phone fingers)   ​2  A (Strap game)
Exercise 4  w 2•22  Audio script p143
• Give students time to read the sentences. Check that they
remember the words swipe and scroll from Unit 4.
• Play the recording for students to listen again and find the
mistakes in the sentences.
• Check answers with the class.
• You could then ask them to think of advantages and
disadvantages of these two inventions.
ANSWERS
1 The fingers are made of wool rubber.
2 You can swipe and scroll and still have a dirty nice, clean
screen.
3 The first lesson is that an invention should be convenient
and portable time-saving.
4 The game was created in France Sweden.
5 Passengers play computer games on the screen with both
hands one hand.
6 The screen also gives commuters up-to-date traffic and
business weather information.
7 The second lesson is that the cost should always be as high
low as possible.
  Critical thinking
• Critical thinking questions related to the audio.
Optional activity
Ask students to think of one thing they are really happy was
invented. They should say why it is such a great invention,
using the adjectives they have learned.
Alternatively, produce some items or pictures (e.g. a tablet,
a cell phone) and ask students to compare them, using the
adjectives from the class.
Further practice
Vocabulary, Workbook page 50
Vocabulary reference, Workbook page 93
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
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 Grammar – The simple past passive Exercise 9  w 2•23  Audio script p143
• Play the recording for students to listen and check their
Aims answer to exercise 8.
• Learn how to form and use the simple past passive.
ANSWER
• Complete sentences with the simple past passive. snowboard
• Rewrite sentences with the simple past passive with or
without by.   Grammar practice
• Write questions and sentences with the simple past passive • Task to practice the grammar.
and identify the invention.
Language in action
  Grammar presentation
• Presentation of the simple past passive. Aims
• Make questions about the history of different inventions.
Exercise 5
• Use the simple past passive in questions and answers.
• Ask students to copy and complete the table in their notebooks.
• Check answers with the class. Exercise 10
ANSWERS • Read the instruction and the examples aloud.
1  were  ​2  wasn’t  ​3  were • Ask students to choose one of the inventions in the pictures
and write similar simple past passive questions about it.
Exercise 6 • Students ask their questions to the class. Any student who
• Ask students to complete the sentences in their notebooks. knows the answer can give it. (You could set them the task of
• Check answers with the class, paying attention especially to researching their invention for homework.)
the word order in the questions. • Alternatively give them information as follows:
ANSWERS – Mouse: invented by American Douglas Engelbart to make it
1 weren’t made 3 wasn’t sold 5 was invented easier to use a computer. Research started in 1963.
2 were, eaten 4 was used 6 was, discovered –  Skateboard: invented in the 1950s in California by surfers
who wanted to try surfing on land.
Exercise 7 – Camera: invented in 1840 in New York by Alexander S.
• With books closed, write the first sentence on the board. Elicit Wolcott to take people’s portraits. Simple pinhole cameras
the same sentence rewritten in the simple past passive. and the process of taking pictures were invented earlier.
• Ask students to rewrite sentences 1–5 in their notebooks. – Bicycle: invented in 1817 in Germany by Baron Karl von
• Check answers with the class. Drais. He wanted to move around more quickly than
ANSWERS walking. The first bicycle had no pedals.
1 That unreliable car was last driven by my brother.
Culture note
2 A lot of high-quality electronic gadgets were bought last
December. Famous inventors and their inventions
3 The expensive new sound equipment wasn’t broken Between 1936 and 1938, German inventor Konrad Zuse built
by Martin. the first programmable computer.
4 A lot of progress was made by the inventor and his team French inventor Barthélemy Thimonnier invented the first
last night. sewing machine in 1830.
5 Was all the work on the project done by Louise? In 1885, Karl Benz of Germany is considered to have invented
the first practical car, powered by an engine which didn’t run
Exercise 8 on steam.
• Ask students to read the dialogue first and then write the full Dutch inventor Cornelius Drebbel invented the submarine
sentences or questions in their notebooks.
in 1620.
• Nominate two students to act out the dialogue to check
answers as a class. Further practice
• Elicit which invention Joe is describing. Grammar, Workbook page 51
ANSWERS Grammar reference, Workbook page 92
1 a simple form was used Grammar practice worksheets, Teacher Resource Center
2 Old pieces of wood were tied Language summary, Teacher Resource Center
3 The modern form wasn’t made
4 It was built
5 Who was it used by?
6 a new model was designed

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 6.3 Around the world
Reading and Vocabulary
Aims
• Read and listen to an article about sports in Canada.
• Learn vocabulary to do with sports.
• Practice writing questions in the passive form.
• Learn about compound nouns.
Warm-up
• Write Canada on the board. Elicit anything students know
about Canada. You could share some of the facts from the
Culture note below.
Culture note
Canada
Canada is bigger than the U.S. It’s the second biggest country
in the world.
Capital city: Ottawa. Other famous cities are Toronto, Montreal,
and Vancouver.
Population: Approximately 33 million – much smaller than
the U.S.
Languages: The main languages are English (around 57
percent of the population) and French (just over 23 percent,
mostly in the province of Quebec).
  Reading preparation.
• A task to pre-teach vocabulary from the article.
Exercise 1  Optional activity
• As a warm-up, with books closed, draw two columns on
the board, labelled winter and summer, and ask students to
brainstorm sports which use a ball into these two columns.
• Elicit ideas from the class.
• Focus students'  attention on the sports in the box. Are there
any they didn’t think of?
• Ask students to answer the question. (The answers are in the
text and will be checked in exercise 2.)
Exercise 2  w 2•24
• Play the recording for students to read and listen to the article
to check their answers to exercise 1.
• Focus their attention on the pictures. Ask them to write the
numbers in their notebooks and match the words 1–6 to the
labelled parts of the pictures.
• Check answers to both parts and practice pronunciation.
ANSWERS
basketball, baseball, hockey, lacrosse
1  B  ​2  E  ​3  F  ​4  A  ​5  D  ​6  C
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Exercise 3
• Invite a student to read the instruction aloud. Go through
the example with them. With a weaker group, do a second
example as a class if necessary.
• Students write the passive questions in full in their notebooks.
• Check answers with the class.
• With a stronger group, encourage them to change questions
1–5 into the active form. This highlights the need to add an
agent as subject (people, players, they, the Canadians, etc.)
and that the focus of the question is not so much on the
action, e.g. 1 Where did people first play a baseball game?
ANSWERS
1 Where was the first baseball game played?
2 When was the first baseball game played?
3 Where is hockey played?
4 Where was lacrosse originally played?
5 What is the head of a lacrosse stick used for?
  Reading extension
• A short reading comprehension on an article about
splitboarding.
Express it!
• Draw students’  attention to the Express it! phrase and ask them
to find it in line 45 of the article. Ask them to say the same
thing in different words (Try it!).
• Ask students if they remember a time when they did
something new just to “give it a try!” Did they hate it / enjoy
it / do it again / find it easy or difficult? Would they suggest
others also give it a try! Why / Why not?
Ask students to think of a beginning for each of these
sentences and write the complete sentences in their
notebooks. Check their sentences carefully.
– … so give it a try!
– … and I decided to give it a try!
– … because she told me to give it a try!
– … I didn’t really want to give it a try!
Culture note
National sports
Some other countries have very interesting national sports:
Afghanistan: Buzkashi involves teams of horse riders and the
aim is to drag a dead calf or goat toward a goal.
Latvia: Novuss is similar to billiards but the table is square
with pockets at each corner. It is played with circular discs like
hockey pucks rather than balls. Players knock the discs into
the corners using a stick like a billiard cue.
Bangladesh: Kabaddi is a sport, played in teams, which
involves wrestling. The aim of the game is for team members
to “raid”  the opposite team’s half of the field, wrestle
opponents, and get back to their home half.
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 Exercise 4
• Focus students’  attention on the highlighted words in the
article. Ask them to use the context to work out the meaning
of any unknown words. With a weaker group, make sure that
they know which are nouns and which are verbs.
• Ask them to use the words to complete the text about curling
in their notebooks.
• Ask them to check that they have used the words in the
correct form. Then check answers with the class.
ANSWERS
1  ice rink   ​2  slide  ​3  pass  ​4  goal  ​5  trophy  ​
6  spectators
  Vocabulary practice
• Additional vocabulary task.
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWERS
Curling was first played in Scotland.
Word builder – Compound nouns
Exercise 5 Learn it!
• Focus students’  attention on the Learn it! box. Invite a student
to read it aloud.
• Ask students to translate the words.
• Discuss the translations as a class.
Exercise 6
• Ask students to look at the text again to find compound
nouns. Read out the examples.
• Elicit answers from the class.
ANSWERS
hockey sticks, lacrosse games, lacrosse field, soccer field,
lacrosse stick
Exercise 7
• Ask students to study the diagram. Explain that these words
are included in different compound nouns. Focus their
attention on the arrows and elicit that sometimes the word
comes first in the compound, sometimes second.
• Set a time limit for them to copy the diagram into their
notebooks and complete it with the compound nouns.
• Check answers with the class.
ANSWERS
(order may vary)
1  ice skates   2​   ice rink   ​3  spectator sports   ​
4  summer sports   ​5  sports coach   ​6  sports trophy
  Vocabulary practice
• Additional vocabulary task.
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Listening
Aims
• Listen to a talk about a sport and identify rules from the past
and the present.
Exercise 8  w 2•25  Audio script p143
• Ask students to read the instruction.
• Ask them to copy the rules into their notebooks, leaving a gap
for the missing information.
• Play the recording for students to listen and complete the rules.
• Check answers with the class.
ANSWERS
1  soccer ball   ​2  nine  ​3  run  ​4  fruit
Exercise 9  w 2•25  Audio script pT143
• Explain that this time students will listen for what the rules are
today. Read the example sentence aloud.
• Play the recording for students to listen and rewrite the rules
in exercise 8 to include the changes. Allow them time to
rewrite the rules.
• Check answers with the class. Highlight the change from
simple past passive to simple present passive, if necessary.
ANSWERS
2 Today, basketball games are played by two teams of
five players.
3 Today, players are still not allowed to run with the ball.
4 Today, two or three points are scored when the ball is
thrown through a hoop. Today, a hoop is used, not a basket.
Language in action
Aims
• To write rules of a popular sport.
Exercise 10
• Read the instruction aloud and set a time limit for students to
write their rules.
• Elicit rules from the class. Praise good use of the passive form
and conduct a class discussion about which sports have the
most rules. Is it important to have a lot of rules?
  Culture video: Canadian sports
• Duration: 3:13 minutes
• Topic: Popular Canadian sports: hockey and baseball.
• Video worksheets are available on the Teacher Resource
Center.
Focus on … P.E.
Go to page 128 for Curriculum extra: Sport rules.
Further practice
Reading, Workbook page 52
Word builder, Vocabulary reference, Workbook page 93
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 6.4 Practical English
Listening and Vocabulary
Aims
• Listen to a conversation in a restaurant for specific
information.
• Learn functional language for talking about food.
  Listening preparation
• Additional task to pre-teach vocabulary in the audio.
Warm-up
• Write on the board: The most delicious thing I’ve ever eaten
and The most disgusting thing I’ve ever eaten. Give students a
moment to think about their own experience, then divide the
class into small groups to talk about delicious and disgusting
food experiences.
• Tell students they are going to listen to a conversation in a
burger restaurant. Ask them if they like burgers. Then ask them
to look at the picture of the burger on page 78 and decide
what they like or don’t like about it.
• Ask them to look at the menu and find answers to these
questions: Are the burgers fried or grilled? (fried) Do you get
anything with your burger? (French fries and salad).
Exercise 1  w 2•26  Audio script pT144
• Ask students to read the menu carefully. With a weaker group,
go through any unknown words.
• Play the recording for students to listen to the conversation
and write the names of the burgers they hear in their
notebooks.
• Elicit answers from the class.
ANSWERS
Classic, Chicken, Vegetarian, Australian
Exercise 2  w 2•26  Audio script pT144
• Invite a student to read the instruction aloud.
• Give students time to read the phrases.
• Play the recording for students to number the phrases in the
correct order in their notebooks. You may need to play the
recording more than once.
• Check answers with the class.
ANSWERS
1 G
2 I
3 C
4 H
5 A
6 F
7 B
8 E
9 D
Exercise 3  w 2•27  Say it!
• Focus students’  attention on the two different sounds.
• Model the sounds or use the recording to do this. Ask
students to repeat.
• Emphasize that /ʃ/ can be a continuous sound as the tip of
the tongue does not touch the roof of the mouth – practice
making it last for a whole outward breath. Point out that /tʃ/ is
much shorter and this is because the tip of the tongue makes
contact with the roof of the mouth behind the teeth.
• Play the recording again for students to have plenty of
practice.
• Elicit other words which have these sounds or, with a weaker
group, ask students to sort the following words into the two
sounds: choose, shoes, cheap, sheep, wash, watch, fresh, shy,
show, chair.
• Extension: Writing their own tongue twisters using these sounds
could be a fun extension. Set them a challenge of five words in
one sentence, e.g. She chooses Spanish cheese and chips.
• There is a follow-up exercise for further practice on page 134.
Culture note
Strange American dishes
There are a number of dishes in every country that people
from other countries think are surprising or strange. Some
from the U.S. include:
Corn dogs – A corn dog is a sausage – usually a hot dog –
that is covered in a cornmeal batter and fried. It’s served on
a stick.
Ice cream floats – Put some ice cream in a large glass and
then pour a soft drink like Coca-Cola over it. The most popular
soft drink to pour over ice cream is root beer, which isn’t a
beer at all, but rather a soft drink made from the root of a tree.
Peanut butter and jelly sandwiches – One of the most
popular sandwiches Americans eat is the PB&J. Put peanut
butter on a slice of bread and cover that with your favorite
jelly. Cover that with another slice of bread and there’s
your lunch!
Baked beans – When Americans eat beans, they usually eat
baked beans. These are beans that are mixed with brown
sugar and tomato sauce and baked for eight hours. They are
sweet, although Americans eat them with the main meal, not
as a dessert.
Further Practice
Pronunciation, Student Book page 134

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 Exercise 4 Exercise 7  w 2•28  Audio script p144
• Invite a confident student to read the example sentences and • Tell students they are going to listen to a conversation
rules in the Recycle box. Highlight that the infinitive form of between two friends, Danny and Julia. The characters are
the verb follows used to and that the negative form of used to talking about food – some they like and some they don’t like
is didn’t use to. the sound of. Students listen and write P if the characters
• Ask students to think about how to complete the sentences have a positive reaction to the food item and N if they react
with the correct form of used to. With a weaker group, do the negatively.
first one as an example with the class. ANSWERS
• Elicit answers from the class. Then ask them to write the P cheese bread
completed sentences in their notebooks. P grilled meat
ANSWERS N chicken hearts
1 used to hate 3 didn’t use to like P cheese crepes
2 didn’t use to cook 4 used to eat N fish crepes
P crepes with chocolate spread
Speaking Exercise 8  w 2•28  Audio script p144
Aims • Ask students to study the functional language box, then
listen again. This time, they need to listen for the expression
• Discuss how to prepare a Japanese and a Welsh burger.
in the box and the speaker. They should write the initial of the
• Talk about food preferences using functional language. speaker next to each expression (D=Danny, J=Julia).
Exercise 5 ANSWERS
• Divide the class into pairs, A and B. [J] How is it cooked?
• Read the instruction aloud and refer students back to the [D] It’s cooked on the grill.
menu on page 78. Student A should ask about the Japanese [D] What’s that made with?
burger and Student B should answer the questions. Then they [J] What is it served with?
swap and do the same for the Welsh burger. [D] It comes with …
[D] What does it have in it?
• With a weaker group, ask them to write down the questions
[J] It has … in it.
they will ask in their notebooks (e.g. What is it made with? How
[J] That smells / sounds …
is it cooked? What does it have in it? What is it served with?). Then
[D] I don’t like the sound of that!
elicit which questions have the simple present passive in them.
[J] I don’t like …
• Go around monitoring and giving assitance where necessary. [D] I’m not very enthusiastic about …
Correct any mistakes individually or in class feedback. [J] … is a favorite of mine.
Exercise 6 [J] I can’t resist …
• Focus students’  attention on the functional language box. Exercise 9
• Students read the instruction. Divide the class into pairs or • Focus students’  attention on the Food World menu. Ask them
small groups to discuss the menu. what’s special about this restaurant (It has food from around
• Go around monitoring and encouraging students to give the globe.). Ask what dishes they can see in the pictures.
reasons for their choice. Check pronunciation of raw and the meaning if necessary.
• Conduct class feedback. You could ask them: What burger do • Ask if any of them have ever eaten any of these dishes.
you think I would choose? Which sauce would I choose? • Now focus their attention on the functional language box.
• Tell them they are going to have a conversation about the
Language in action different dishes using the functional language.
Aims • Divide the class into pairs to ask and answer questions as they
did in exercise 5 and then choose one dish. Set a time limit for
• Practice using functional phrases for talking about food.
the conversations.
  Speaking preparation • When they have finished, conduct a class discussion. Ask
• A task to match words in the Food World menu to their some students about their choices.
definition.
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 93
Communication: Pairwork, Teacher Resource Center

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 6.5 Writing a report ANSWERS
1 On the whole / In general / Generally speaking
Aims 2 The purpose of this report is / The aim of this report is
• Read a model text about household appliances and identify 3 My information is taken from / My sources include
the main argument. 4 To sum up / In conclusion
• Analyze the structure of the model text.   Language practice
• Learn to use phrases for reports. • A matching task about phrases for reports.
• Write a report about the positive and negative effects of
gadgets on the environment. Writing task
  Writing preparation
Model text • Additional task to sort ideas into positive and negative effects
Exercise 1 for report writing.
• If necessary, teach the meaning and pronunciation of Exercise 4
household appliance. Elicit the names of the four appliances in
• Tell students that they are going to write a report. Invite a
the pictures.
student to read the instruction aloud and ask another to
• Ask students to read sentences 1 and 2 carefully. With a repeat the topic of the report.
weaker group, elicit what is the same about these phrases
• Focus students'  attention on the box and explain or elicit
(household appliances damage the environment) and what is
that it contains useful information to include in the report.
different (1 time-consuming / 2 save people time).
Encourage them to think about other positive and negative
• Read out the instruction and set a time limit for students to effects of electronic gadgets.
read the report.
• Go through the paragraph plan and make sure students
• Check answers with the class, encouraging them to refer to understand that they must structure their report in this way.
the text in their answers, i.e. because it says … .
• Ask students to write their reports. If they do this in class, go
ANSWER around giving help and encouragement. Remind them to use
2 the phrases from the table.
• For feedback, ask students to read each other’s reports and
Look at language – Phrases for reports find out whether they have included the same positive and
negative points or different ones.
Exercise 2
• Alternatively, some students could read their reports aloud.
• Focus students' attention on the blue phrases in the text.
• Ask students to copy the table into their notebooks and   Writing extension
complete it with the blue phrases from the text. • A task to write a report on cell phone use.
• Check answers with the class. Further practice
ANSWERS Writing, Workbook page 53
1 The aim of this report is
2 My sources include
3 In general
4 Generally speaking
5 To sum up
6 I would recommend that

Exercise 3
• Ask students to read sentences 1–4 and think about which
phrase might complete each one.
• Students write the full sentences in their notebooks. Point out
that there is more than one option for each sentence.
• Check answers with the class.

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 6.6 21st Century Skills
Aims
• Learn how to approach problem-solving in a creative and
innovative way.
• Develop the transferrable skill of innovative thinking.
Exercise 1 What’s up?
• Focus on the picture and elicit what the problem is. Ask
students: Is this a problem in parts of your town or city?
ANSWER
People think the wall is ugly.
Exercise 2 Get involved
• Invite a student to read the instruction aloud. Ask students to
read all the suggestions in speech bubbles quickly. Make sure
that students understand practical, crazy and innovative, then
divide the class into small groups to discuss the questions.
• Invite students to share their ideas with the class, encouraging
them to explain and give reasons for their ideas.
ANSWERS
Students’ own answers.
Exercise 3 Reflect
• Read through the information in the Reflect box with the
class. Make sure that students understand entrepreneurship
and judge.
• Invite a student to read the instruction aloud. Divide the class
into pairs to discuss the two questions.
• Discuss the answers with the class, and discuss what the next
step in the process might be.
SUGGESTED ANSWERS
It gives you more choice.
Step 5 might be: Choose the best solution.
Exercise 4 Get thinking
• Go through the instruction, and then divide the class into
small groups to think about something in their neighborhood
that needs improving.
• Set a time limit and go around monitoring and giving
assistance as necessary.
• Discuss their ideas as a class.
ANSWERS
Students’ own answers.
Exercise 5 Put it together
This activity will help students to understand and personalize
the innovative thinking steps.
Step 1
• Go through the instructions, and then divide the class into
groups. Ask students in each group to make some strips of
paper and give six to each member of their group.
Step 2
• Students work individually to write their ideas on separate
pieces of paper.
• Go around monitoring and giving assistance as necessary. If
some students are struggling for ideas, stop the activity and
have a brief class brainstorming session to generate a few
ideas. Students can then work individually again.
Step 3
• Students work in their groups and put all their ideas on the
table.
• Point out that when they read the ideas, they should try to
approach them with a completely open mind, so they can
think about the advantages and disadvantages of each one.
Step 4
• Allow students time to read all the ideas and write a check
by their three favorite ones. Point out that they should work
independently and should try not to be influenced by where
other people put their checks.
Steps 5 and 6
• Ask each group to bring their most popular ideas to the front
of the class.
• Put these ideas on the board or on a classroom wall. Allow
students time to come and read all the ideas.
• Conduct class feedback inviting students to say which ideas
they like and why.
• Hold a class vote to choose the best idea overall.
ANSWERS
Students’ own answers.

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 Group writing project: Read all Culture note
about it! In the U.S., there are around 1,350 daily newspapers. Some
of these are available all over the country, such as the New
Aims York Times, the Wall Street Journal, and USAToday. Most cities,
• Research and write different types of articles to create a class however, have local newspapers and most are delivered
newspaper. in the morning but a few are delivered in the evening.
• Practice editing skills in order to improve the accuracy and These newspapers cover local news, guides to what’s going
quality of their writing. on, job opportunities, advertisements, sports, and local
interest stories.
Autonomy and lifelong learning
Ways of thinking
Digital, media, and information literacy Useful vocabulary:
Communication, collaboration, and cooperation article: a piece of writing about a particular subject in a
newspaper or magazine
Cultural awareness and global citizenship
column: a part of a newspaper or magazine which appears
Useful materials regularly and deals with a particular subject or is written by
– notebooks a particular writer, or columnist
– computer (and Internet access) supplement: an extra separate section, often in the form of
a magazine, that is sold with a newspaper
– digital camera
– recording equipment (e.g. smartphone, digital voice recorder)
– printer
– sheets of paper
– interactive whiteboard / screen

Warm-up
• Introduce the project aims yourself using the green box.
• Elicit the names of any American newspapers students may
know. You could share some of the information below or draw
comparisons with newspapers in their country.
• Encourage students to think of different sections in a
newspaper. Elicit their ideas and create a mind map of this
vocabulary on the board.

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 Task 1   Task 5
• Invite a student to read the instruction for task 1 aloud. • Tell students that editing is a vital part of newspaper
• Give students time to read all the articles and decide which production. Editors are allowed to make any changes
type they are. they think will improve an article. They can also shorten or
• Check answers with the class. lengthen articles so that they fit into the newspaper.
• Now focus students’  attention on the questions and ask them • Remind them that they are a team of writers working
to answer them in their notebooks. together so their editorial comments should be positive and
constructive!
• Allow students to compare their answers in pairs before
checking them with the class. Task 6
ANSWERS • Encourage students to finalize the presentation of their
A news report newspapers, including images and pictures.
B interview • They should now print out and show their newspaper to the
C events guide other students or tell them where they can find it online.
1 B
2 A Task 7
3 C • Analyzing the success of the project should be done within
4 B the groups and as a class altogether.
5 A • You can point out how they worked well or not so well
6 C together. Offer positive criticism of the finished newspapers
and encourage the class to evaluate each other’s work.
Task 2
• Divide the class into groups of three to four. You may wish to • Give students a few minutes to make some notes in their
notebooks of ideas they would like to use in a future article, as
appoint a “newspaper editor”  in each group to be in charge of
well as any ways they think they could work better in a team.
discussions.
• Give students time to read the instruction and to organize
themselves.
• Go around monitoring carefully and giving assistance to
any groups which are struggling, as this organizing stage is
important for a successful outcome of the task.

Task 3
• This planning stage can be done in class time. Encourage
them to discuss their ideas in their groups, although they
will be researching / interviewing and writing individually.
Research and interviews will probably need to take place
outside the class as they are very time-consuming.
• At the end of the class, make sure that all groups have
organized themselves well so that all students are clear about
what they need to do before the next class.

Task 4
• Now that students have the information they require, they
have reached the writing stage. Encourage them to plan
carefully before they start writing the articles.
• Invite two students to read out the text in the Tip! box. Point
out that this will help them write clearly and accurately.
• When they have finished writing, they need to check their
work. Ask them to read the Check! boxes.

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 Review
Students can prepare for the review page by reading the Unit 6
Language summary on the Teacher Resource Center.
Reading
Exercise 1
• Ask students to read the title and first sentence in bold to
predict what the text will be about.
• Encourage them to read the text first, ignoring the gaps, to
get the gist of it. Then ask them to read it again and choose
the correct answer A, B, C, or D, and write them in their
notebooks.
• Check answers with the class.
ANSWERS
1 A 6 C
2 C 7 D
3 A 8 B
4 B 9 D
5 B 10 C
Speaking
Exercise 4
• Ask students to read the instruction carefully. Check, if
necessary, that they know it’s about a meal they don’t like.
• With a weaker group, allow them one minute to look back
at the phrases in the functional language box on page 79
for talking about food and make a note of them in their
notebooks.
• Go around monitoring their conversations and giving
assistance where necessary.
• For assessment purposes, this speaking review could be set
up before the Reading and Writing, so that the teacher can
take individual pairs aside to listen to while the rest of the
class is quietly working.
Further practice
Review, Workbook pages 54–55
Unit 6 Tests, Teacher Resource Center
Cumulative test 2, Teacher Resource Center

Writing
Exercise 2
• Invite a student to read the instruction aloud.
• Ask students to work individually to brainstorm what young
people like them can do to be environmentally friendly.
Point out that the bullet points can help them to focus their
thoughts but that they may also include other ideas in their
tips, provided they are practical ideas to be environmentally
friendly. Encourage them to make notes of their ideas.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 2•29  Audio script pp144–145
• Give students time to read the Protect and Preserve your Planet
pamphlet, and point out the gaps to complete.
• Ask them to write the numbers 1–6 in their notebooks.
• Play the recording for students to listen and write down the
missing words. With a weaker group, you may need to play it
more than once.
• Check answers with the class.
ANSWERS
1 is thrown away
2 is brought
3 are recycled
4 reuse
5 reduce
6 Save

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 A big improvement
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Sports: accuracy, balance, beat, compete, coordination, Aims
flexibility, improve, speed, stamina, strength, take the lead, tie • Learn adjectives to describe fitness.
Jobs around the home: change the sheets, close the blinds, do • Listen and match headlines to sports commentaries.
the laundry, empty the trash can, mop the floor, mow the lawn,   Vocabulary presentation
set the table, vacuum the carpet, wash the dishes, wipe the
counter
• Additional task to present the vocabulary.
Extra vocabulary (tested in 2 and 3 star tests) Exercise 1
challenge (v), penalty (n), referee (n), score (v), tournament (n) • Set students a time limit and ask them to brainstorm as many
cutting-edge (adj), post (v), profile picture (n), share (v), status sports as they can and write them in a list in their notebooks.
update (n), upload (v) • Conduct class feedback and praise any interesting
Word builder: finding out, getting up, setting up, working suggestions / unusual sports.
Learn it!: close (v), close (adj) • Focus students’  attention on the pictures in the book. Ask
them to find the words for each of the sports and athletes in
Grammar the headlines. Check answers with the class.
Will, be going to, and the future continuous • Invite a student to read the questions aloud. Divide the class
Simple present and present continuous for future into small groups to discuss them. Conduct class feedback.
arrangements
Exercise 2  w 3•01  Audio script p145
some-, any-, every-, no-
• Invite students to write the numbers 1–7 in their notebooks.
Functional language Ask them to read the instruction.
Making travel arrangements • Play the recording for students to listen and match the
headlines and commentaries in their notebooks. You may
How do I get to … from … ?
need to play the recording more than once.
How many stops is that?
• Check answers with the class.
How much is the fare?
ANSWERS
Which platform does the train to … leave from?
1  F  ​2  B  ​3  A  ​4  G  ​5  E  ​6  C  ​7  D
How often do the trains go to … ?
Can I get a ticket on the train?   Vocabulary practice
Would you like a window or an aisle seat? • Task to practice the vocabulary.
Has anyone interfered with your bags since you packed them? Optional activity
Do you have any carry-on bags? Ask students to choose a type of athlete and write a sentence
to describe the most important abilities they need for their
21st Century Themes sport (using the highlighted words in the headlines) e.g.
Ways of thinking A soccer player needs coordination, stamina, and accuracy.
Digital, media, and information literacy
Communication, collaboration, and cooperation Exercise 3
Cultural awareness and global citizenship • Play the video for students to watch and interact with.
  Warm-up video: Sports scholarships in the U.S.
• Duration: 4:40 minutes
• Topic: Arizona State University and the importance of
investment in sports in the U.S.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

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 7.1 The robots will be ready!
Reading and Vocabulary
Aims
• Read and listen to an article to find specific information.
• Complete sentences about the article.
• Learn vocabulary connected with sports as well as vocabulary
used in sports commentaries.
  Reading preparation
• A task to make predictions about the article.
Warm-up
• Ask students to look at the picture and say in what ways they
think the robots can be better than human players and also
what problems they may have.
Exercise 1  w 3•02
• Invite a student to read the instruction aloud.
• Elicit ideas before they listen – predicting ideas is a good skill
to practice.
• Play the recording for students to read and listen to the article
and make notes in their notebooks.
• Check answers with the class.
SUGGESTED ANSWERS
They find it difficult to keep their balance when they’re
moving quickly. They also lack coordination when trying to
control the ball. Teamwork, decision-making, and awareness
are also problems.
Exercise 2
• Focus students’  attention on the sentence beginnings.
• Then give them sufficient time to look back at the article, find
the answers, and write them in their notebooks.
• Check answers with the class.
• Ask them their own opinions about robots playing sports. Are
there any sports which robots can play easily? Which sports
do they think robots will never play?
SUGGESTED ANSWERS
1 they aren’t robots.
2 in 2050 robots will be winning soccer games against
humans.
3 better than the robot soccer players right now.
4 make technical improvements to the robots.
5 the robots’ skills in working as a team, decision-making, and
awareness.
6 robots will be better than the best human soccer players of
the future.
Culture note
Robot competitions
There are many robot competitions around the world. The
most wide-ranging competition so far is the RoboGames
(started as ROBOlympics in 2004) in California, in the U.S.
Robots compete in different events including soccer, sumo
wrestling, races, maze solving, and combat. Most of the robots
are remotely controlled by their human creators. In 2013, there
were over 700 robots from seventeen different countries.
Optional activity
Ask individual students to re-read the comments underneath
the article aloud. Students should then work individually
to write a comment of their own in a similar style. Remind
students that they should only write one or two sentences to
give their opinion.
  Reading extension
• A short reading comprehension about the Japanese robot
team and the RoboCup.
Further practice
Vocabulary, Workbook page 56
Vocabulary reference, Workbook page 95
Vocabulary practice worksheeets, Teacher Resource Center
Language summary, Teacher Resource Center
The following notes refer to material on Student Book page 87.
Exercise 3
• Draw attention to the highlighted words in the text.
• Students match the words to their definitions and write them
in their notebooks.
• Check answers with the class.
ANSWERS
1  improve  ​2  tie  ​3  compete  ​4  beat  ​5  take the lead
Exercise 4
• Ask students to use the nouns in the box to complete the
sentences. Point out that sometimes they need to change
the form.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 referee 4 has scored
2 tournament 5 penalty
3 challenged
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.

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 Grammar – will, be going to, and the future ANSWERS
1 will be competing / won’t be playing
continuous
2 Will, be watching
Aims 3 won’t be joining
• Review how to use will and be going to. 4 will, be studying
• Complete sentences with will and be going to. Exercise 8
• Learn how to use the future continuous. • Ask students to read the text quickly, ignoring the gaps, to get
• Complete sentences with the future continuous. the gist of it. Then point out that in this exercise they have to
• Complete a text using verbs with will, be going to, and the choose which future form to use: will, be going to, or the future
future continuous. continuous.
  Grammar presentation • Students write the answers in their notebooks. With a weaker
group, students could work in pairs.
• Presentation of will, be going to, and the future continuous.
• Check answers with the class.
Exercise 5 ANSWERS
• Invite a student to read the examples and rules in the Recycle 1 won’t see 5 are going to show
box aloud. Check understanding and elicit some further 2 won’t be 6 will see
examples from the class. 3 will change 7 will be watching
• Read the instruction aloud and ask students if the first 4 aren’t going to focus
sentence is a prediction or a future plan or intention.   Grammar practice
• Check answers with the class. At this point, you should check • Task to practice the grammar.
they can pronounce won’t /wəʊnt/ correctly (as it is often
confused with want /wɒnt/). Also, make sure that they do not
miss out the auxiliary verb be when they use be going to, and
Language in action
that it is in the correct form. Aims
ANSWERS • Practice using will, be going to, and the future continuous.
1 will improve 4 won’t compete • Write about a future sport event.
2 ’re going to show 5 will score
3 Are, going to use 6 aren’t going to finish Exercise 9
• Read out the instruction for the writing task.
Exercise 6
• Brainstorm future sport events, both international and national.
• Ask students to look back at the article on page 86 to find the Include school sports events and any individual sports
blue sentences which contain the future continuous forms. Ask competitions that students may be going to take part in.
students to copy and complete the table in their notebooks.
• Invite a student to read the example sentences aloud. Explain
• Elicit and check their answers. Check that students understand that they don’t have to use these when they describe their
that we use the future continuous to talk about actions that event but that they can help them to get started.
are in progress at a certain time in the future and that they
are unfinished.
• Give them time to choose a future sport event and write their
paragraph in their notebooks.
• Point out the time expressions in 2050 and in a few years’ time
in the example sentences from the article and highlight how
• Go around checking their use of the future forms.
expressions such as these (as well as time expressions with at) • With a stronger group, ask them to write about more than
are often used with the future continuous. one sport event.
• Conduct class feedback and invite some students to read
ANSWERS
their paragraphs aloud. With a stronger group, you could
1 be 4 be 7 be
encourage class discussion about the predictions.
2 playing 5 wasting 8 watching
3 won’t 6 Will Further practice
Grammar, Workbook page 57
Exercise 7 Grammar reference, Workbook page 94
• Invite a student to read the instruction aloud and have Grammar practice worksheets, Teacher Resource Center
students write the answers in their notebooks. Language summary, Teacher Resource Center
• Allow students to compare their answers in pairs before
checking them with the class. Make sure students are forming
the tense correctly and not missing out the auxiliary verb be.
• Invite different students to share their answers to question 4
with the class.

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 7.2 Everything will be easier!
Vocabulary and Listening
Aims
• Learn vocabulary about jobs around the home.
• Listen to a radio interview about jobs around the home in the
future and identify specific information.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Ask students to look at the pictures and elicit which rooms /
parts of the home are shown.
• You could ask them what is the same and different if they
compare this home with their own.
• Conduct a class discussion.
Exercise 1
• Ask students to match items A–J in the pictures to the
household jobs in the word box. Ask them to write the
answers in their notebooks.
• Check answers with the class. Drill pronunciation of any
difficult words or ones where you notice they are not using
the correct word stress.
ANSWERS
A mow the lawn F change the sheets
B wipe the counter G close the blinds
C wash the dishes H empty the trash can
D set the table I vacuum the carpet
E mop the floor J do the laundry
  Vocabulary practice
• Task to practice the vocabulary.
  Listening preparation
• A task to check understanding and the meaning of vocabulary
in the audio.
• Play the recording again for students to listen and complete
the notes. With a weaker group, play it again if necessary.
• Check answers with the class.
SUGGESTED ANSWERS
1 tell the computer, and the color of the walls will change
2 if they’ve forgotten anything for school
3 light hits them
  Critical thinking
• Critical thinking questions for your students to discuss.
Optional activity
Ask students to think about how we will do these other
jobs in the future. (They can use ideas from the recording.)
– Empty the trash can
– Mow the lawn
– Set the table
– Vacuum the carpet
– Wipe the counter
Conduct a class discussion.
Then divide the class into small groups to discuss which
people in their family do each of the household chores
they have learned in this lesson. You could find the most
helpful / unhelpful student in the class!
Vocabulary, Workbook page 58
Vocabulary reference, Workbook page 95
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center

Exercise 2  w 3•03  Audio script p145

• Focus students’  attention on the beginnings and endings in
the lists. Go through any unknown words.
• Play the recording for students to listen and match 1–4 to A–D
in their notebooks.
• With a stronger group, ask them to remember (from the
listening preparation task) how these jobs will be done.
• Check answers with the class.
ANSWERS
1  C  ​2  B  ​3  A  ​4  D

Exercise 3  w 3•03  Audio script p145

• Ask students to copy the design notes into their notebooks,
leaving enough space to complete them in their own words.
• Invite a student to read the first note and example answer
aloud.

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 Exercise 4 Learn it!
• Write close and close on the board. Tell students that the first
is a verb and the second an adjective. Explain that these two
words are spelled the same but have different meanings.
• Ask students to read the box, then copy and complete each
sentence with the correct word.
• Check answers with the class.
ANSWERS
1  close (verb)   ​2  close (adjective)
Grammar – some-, any-, no-, every-
Aims
• Learn how to use some-, any-, no-, every-.
• Complete a questionnaire with the correct option.
• Complete a dialogue with some-, any-, no-, every-.
  Grammar presentation
• Presentation of some-, any-, no-, every-.
Exercise 5
• Ask students to read the example sentences and explain that
the grammar point is about the underlined words.
• Explain that they should read the rules and decide which
underlined word fits each rule.
• Check answers with the class. Then make sure they copy the
completed rules into their notebooks.
• If necessary, go around and check that they are writing the
rules correctly.
ANSWERS
1 anything 4 everything
2 anywhere 5 no one
3 someone
Exercise 6
• Explain that this is a questionnaire and ask students to read
the sentences.
• Ask them to choose the correct multiple-choice answer for
each sentence and write them in their notebooks.
• Check answers with the class. Tell them they will get a chance
to ask and answer the questionnaire later.
ANSWERS
1  C  ​2  B  ​3  D  ​4  B  ​5  C  ​6  A
Exercise 7
• Point out that there are two conversations here. Ask students
to read them first, ignoring the gaps, to get the gist of them.
• Then ask them to complete the gaps and write their answers
in their notebooks.
• Nominate students to act out the conversations clearly and
loudly so that the class can check their answers.
• With a weaker group, or if necessary, refer students back to
the rules and elicit what the answer should be and why.
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4016377 Fusion TB3.indb 89
ANSWERS
1 anything 4 No one / Nobody
2 something 5 everything
3 anywhere
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Use the questionnaire to ask classmates questions using
some-, any-, no-, every-.
Exercise 8
• Divide the class into groups or conduct the exercise as a class
mingle.
• Ask students to make up questions based on the Find
someone who … questionnaire in exercise 6. Invite a student
to read the example question aloud.
• With a weaker group, ask them to write down the questions
in advance:
– Do you do anything to help at home?
– Are you so tired (that) you can’t speak to anyone before
breakfast?
– Do you have enough space to keep everything in your room?
– Have you done anything dangerous recently?
– Do you like everything on the menu in your favorite restaurant?
• Explain that when they find someone who answers “yes”  to
their question, they should ask follow-up questions to get
more information. Ask them to make a note of the person’s
name and the information in their notebooks.
• Monitor carefully, and set a time limit if necessary.
• Conduct class feedback.
Further practice
Grammar, Workbook page 59
Grammar reference, Workbook page 94
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
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 7.3 Around the world Exercise 3
• Give students time to read the sentences.
Listening, Reading, and Vocabulary • Explain that they need to read the text again and decide
whether the sentences are true, false, or if the information is
Aims not in the text.
• Read and listen to an article about social networking in India • Ask them to write their answers, including corrections for any
and identify the correct title for the article. false sentences, in their notebooks.
• Identify true and false sentences in the article and correct the • Check answers with the class.
false ones. • Then ask students some questions to find out their reactions
• Learn vocabulary about social networking. to the article, e.g. Do you think social networking for the farmers
• Learn how to use -ing forms as a subject. in India is a good idea? (Why do they need it?) Would it be useful
for other groups of workers? Can you think of any other kinds of
Warm-up workers who might need it?
• Write India on the board. With books closed, ask the following ANSWERS
questions:
1 False. Many people use social network sites to keep in
– Do you know whether India is a big or small country? touch with friends and to find out what’s happening on
Is it bigger than your country? the entertainment scene.
– Is the population large or small? 2 Not in the text.
– What language is spoken in India? 3 True.
– Do you know what the main industries are in India? 4 True.
5 False. The information is also passed on to farmers in rural
• Ask them to open their books and read the sentences in
areas at organized meetings.
exercise 1. Have a class discussion.
  Reading extension
Exercise 1  w 3•04  Audio script p145 • A task to match sentence beginnings and endings about
• Tell students that the audio recording they are going to listen the article.
to is in British English.
• Play the recording for students to listen and complete the Culture note
sentences in their notebooks. Social networking sites
• Check answers with the class. Facebook is the most famous social networking site in the
ANSWERS
world. It was set up in 2006 by American Mark Zuckerberg.
1 1.2 It has around 1.55 billion monthly active users worldwide. In
2 China 2010, a movie was made about it: The Social Network.
3 22 Other popular sites are Twitter, Google Plus, and Instagram.
4 Agriculture
  Reading preparation Research it!
• A task to pre-teach vocabulary from the article. • Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
Exercise 2  w 3•05 them to use the Internet, encyclopedias, and other resources.
• Focus students’ attention on the three possible titles for the • Remember to have a follow-up discussion in class when they
article. have done the research.
• Play the recording for students to read and listen to the article ANSWERS
and decide which title is the best. Bangalore is often called the silicon valley of India.
• Check answer with the class.
Further practice
ANSWER Reading, Workbook page 60
B  Networking to feed the nation

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 Exercise 4
• Focus students’  attention on the highlighted words in the
article. Go through meanings if necessary. You could elicit
whether each word is a noun, verb, or adjective, too.
• With a stronger group, let them try completing the gaps first
and check meanings when they have finished.
• Ask students to read the sentences and decide which of the
highlighted words can be used to replace the words in italics.
Remind them that they have to use the correct form of the
words. Ask them to write the sentences in full in their notebooks.
• Check answers with the class.
ANSWERS
1 cutting-edge
2 profile picture
3 upload
4 post
5 share
6 a status update / status updates
  Vocabulary practice
• Additional vocabulary task.
Exercise 5  w 3•06 Say it!
• Focus students’  attention on the two different sounds.
• Model the sounds or use the recording to do this. Ask
students to repeat.
• Emphasize that when you make the sound /oʊ/ there is a
movement of the lips from one sound to another, whereas in
/ɑ/ the lips stay in one place. Model this if possible. You could
also elicit that /ɑ/ is a very short sound.
• Play the recording again for students to have plenty of practice.
• Extension: Students work in pairs to find other words
containing the sound /oʊ/. You could write the words on the
board and look for spelling patterns together (cell phone, loan,
explode, show, broken, ago, ghost, boat, though).
• There is a follow-up exercise for further practice on page 134.
Word builder – -ing forms as a subject
Exercise 6
• Ask students to read the four verbs in the box. If necessary,
elicit any spelling changes which occur in these when we add
-ing (double t).
• Refer students back to the article to find sentences where the
-ing forms of the verbs are used as the subject, and ask them
to write the line numbers in their notebooks. With a weaker
group, do one together as an example.
• Check answers with the class.
ANSWERS
Finding out what’s happening on the entertainment scene is
also at the top of their priority list. (lines 10–12)
Getting up early 365 days a year is also hard. (lines 20–21)
Setting up social network sites for specific groups of people is
fairly common, … (lines 25–27)
Working on a farm will always be difficult, … (lines 37–38)
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4016377 Fusion TB3.indb 91
Exercise 7
• Invite a student to read the instruction aloud.
• Read the example to the class, pointing out that the verb has
been changed to the -ing form and brought to the start of
the sentence. Also highlight that the it which started the first
sentence is no longer needed.
• Ask students to write the full sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Working in information technology is attractive.
2 Setting up the class blog was really easy.
3 Finding out what your friends are doing is cool.
4 Sharing useful tips is a good idea.
5 Posting comments on your friends’  pictures is fun.
  Vocabulary practice
• Additional vocabulary task.
Language in action
Aims
• Talk about social networking sites.
Exercise 8
• Divide the class into pairs or small groups. Invite three
students to read the instruction and examples aloud.
• Check that all students understand the task, and set a time
limit for their discussions.
• If they have difficulty thinking of something to say, write one
of these ideas on the board and ask them to discuss it:
Everyone can read everything.
Social network sites are a waste of time.
People tell lies on social network sites.
• Conduct class feedback.
  Culture video: Delhi
• Duration: 3:42 minutes
• Topic: Delhi – a rapidly-growing city.
• Video worksheets are available on the Teacher Resource
Center.
Further practice
Pronunciation, Student Book page 134
Reading, Workbook page 60
Word builder, Vocabulary reference, Workbook page 95
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 7.4 Practical English
Reading, Listening, and Vocabulary
Aims
• Read ads about volunteer expeditions and discuss
preferences.
• Listen to conversations about expeditions and travel for
specific information.
• Learn functional language for making travel arrangements.
• Learn how to use simple present and present continuous for
future arrangements.
• Complete a text about weekend plans with the simple
present and present continuous.
Warm-up
• If possible, show students the pictures A–C before they open
their books and ask them to identify the travel destinations
just by looking at the pictures. Tell them that they have to give
instant answers.
• Then they can open their books and read the titles to check
their answers.
Exercise 1
• Ask students to read the information more carefully and
choose which expedition they would prefer.
• Elicit some responses from the class, with their reasons.
• Check any unknown vocabulary.
  Listening preparation
• Additional task to pre-teach vocabulary in the audio.
Exercise 2  w 3•07  Audio script pp145–146
• Invite a student to read the instruction aloud.
• Play the recording for students to listen and find out which
expedition the girl chose. Ask them to write expedition A,
B, or C in their notebooks as well as the different forms of
transportation she uses.
• Play the recording again, if necessary.
• Check answers with the class.
ANSWERS
The girl has chosen the volunteer expedition in Jaipur, India.
She takes the subway, a plane, a taxi, and a train.
Exercise 4 
• Ask students to write 1–9 vertically in their notebooks. These
are the numbers of the questions in the functional language
box on page 93.
• Ask them to match one answer A–I to each of the questions.
• Check answers with the class. It’s best to do this as an
exchange – one student reads a functional question and
another student says the correct response.
ANSWERS
A  4  ​B  7  ​C  5  ​D  3  ​E  8  ​F  9  ​G  1  ​H  2  ​I  6
  Vocabulary practice
• Additional vocabulary task.
Exercise 5 Language point
• Focus students’  attention on the examples and the rule in the
Language point. Give extra example sentences if necessary,
e.g. What time does the bell ring this afternoon for the end
of school? (simple present schedule future) Are you going
straight home after classes? (present continuous about fixed
future plans).
• Students read the instruction and complete the gaps in their
notebooks. Point out that there are two extra verbs that they
don’t need.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 ’re taking
2 leaves
3 arrives
4 ’re taking
  Grammar practice
• Additional task to practice the grammar.

Exercise 3  w 3•07  Audio script pp145–146

• Read the instructions to the class. Ask students to write
“Traveler:” in their notebooks.
• Focus students’  attention on the questions in the functional
language box on page 93.
• Play the recording again for students to listen and write
numbers of the questions in their notebooks.
• Check answers with the class.
ANSWERS
Traveler: 1, 2, 3, 4, 5, 6

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 Reading Language in action
Aims Aims
• Read and answer questions about travel instructions and a • Practice using the functional language for making travel
train schedule. arrangements.

Exercise 6   Speaking preparation

• Focus students’  attention on the travel instructions and
train times.
• Ask them to read the questions and use the information to find
the answers.
• Elicit answers from the class.
ANSWERS
1 One hour, fifteen minutes.
2 Every ten minutes.
3 At the station.
4 The 11.05 a.m. train for flights to Cape Town.
The 10:35 a.m. train for flights to Brisbane.
Speaking and Listening
Aims
• Role play a conversation at an airport check-in using the
functional language for making travel arrangements.
• Listen and write down dictated sentences.
Exercise 7
• Divide the class into pairs. Half the class are the check-in
assistants and the other half are the travelers. Ask them to
read the instructions.
• Tell the travelers they can choose between flying to Cape
Town or Brisbane.
• Focus their attention on questions 7, 8, and 9 in the functional
language box.
• Encourage students to do the role play at the check-in desk.
• Go around monitoring as they do the role play. You could ask
fast finishers to swap roles and do the role play again.
• Conduct class feedback.
Exercise 8  w 3•08
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary.
• Check answers with the class and drill the pronunciation of
the sentences.
ANSWERS
1 Excuse me, how do I get to downtown Cape Town from
the airport?
2 How long does it take to get to downtown Brisbane by taxi?
3 How much is the train fare to Cape Town?
4 How many stops is that?
5 How often do the trains go to Brisbane?
• A task to complete a dialogue.
Exercise 9  w 3•09  Audio script p146
• Tell students they are going to listen to a conversation
between an assistant at a train station and a customer, Eric.
Eric is asking for information about travel from the train
station. Students listen and match the numbers on the left,
from the audio recording, to the correct pieces of information
on the right.
ANSWERS
1  D  ​2  E  ​3  A  ​4  C  ​5  B
Exercise 10  w 3•09  Audio script p146
• Ask students to study the functional language box, then listen
again and circle the expression that they hear twice.
ANSWER
How much is the fare?
Exercise 11
• Students work in the same pairs as in exercise 7.
• Tell the travelers that they have reached their airport and now
need to find information about other means of transportation.
The check-in assistants are now information assistants at
Brisbane and Cape Town International Airports.
• Invite two students to read the example sentences aloud in
order to show how they could start their conversation.
• Draw their attention to the questions in the functional
language box and encourage students to use them.
• Go around monitoring and giving assistance. Note any errors
or problems.
• Conduct class feedback. Find out whether any travelers had
any difficulties.
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Focus on … geography
Go to page 129 for Curriculum extra: Travel.
Further practice
Functional language, Vocabulary reference, Workbook page 95
Communication: Pairwork, Teacher Resource Center

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 7.5 Writing a blog entry • Point out that the two parts of each clause can be swapped,
with no change in meaning or grammar. However, when the
Aims first clause of the sentence begins with a time clause, it has
• Read a model text about future plans. a comma before the second clause. When the clauses are
swapped, they don’t have a comma separating the clauses.
• Learn to use time expressions.
• Analyze the structure of the model text. ANSWERS
• Write a blog entry. 1 As soon as I get home, I’ll text my friends.
2 When we arrive in Houston, we’ll have lunch.
3 By the time I’m 16, I’ll have my driver’s permit.
Model text 4 The next time my sister asks for help with her homework,
Exercise 1 I’ll say yes.
• Ask students how they would describe what a blog is. What   Language practice
sort of people write them? What do they write them for? • Additional task to practice the language.
What information do they contain? Students could share any
experience they have of writing blogs or talk about which Writing task
blogs they read.
• Focus students’  attention on the three points in exercise 1.   Writing preparation
• Then ask them to read the blog entry and choose the best • Additional task to sort resolutions and solutions into topics
option, writing this in their notebooks. about improving your life.
• Check answers with the class. Exercise 4
ANSWER • Explain that students are going to write a blog entry. Invite a
1 an informal student to read the instruction aloud.
2 has • Tell them that they can use ideas from the writing preparation
3 problems and solutions or any other ideas they have about things they would like to
improve. Remind them they only have to choose two of the
Look at language – as soon as, by the time, topic areas.
the next time, and when • Go through the paragraph plan and make sure students
understand that they must structure their blog in this way.
Exercise 2 • Encourage stronger students to include some of the time
• Explain that the rule for using all four of these time expressions from the language practice in exercises 2 and 3.
expressions is the same.
• Ask students to write their blogs. If they do this in class, go
• Ask them to find sentences containing these phrases and around giving help and encouragement.
work out the rule.
• For feedback, students who chose the same topics could
• Check answers from the class. Elicit sentences to illustrate swap blogs and read each other’s, discussing any similarities
the rule. and differences.
• Ask students to copy the completed rule into their notebooks. • A stronger class could also study the grammar and find one
ANSWERS correct sentence and perhaps one where they think there is a
When my mom asks me to help around the house, I won’t mistake. Conduct class feedback.
complain or make an excuse. • Alternatively, with a class who get along well, read out some
The next time she asks me to set the table or mop the floor, blogs for the class to guess who wrote them.
I’ll do it right away.
  Writing extension
As soon as I finish my homework, I’ll go to the gym.
By the time the next season starts, I’ll be stronger, fitter, and • Write a different blog, using ideas from the other two topics.
faster … Further practice
tense: simple present Writing, Workbook page 61
Exercise 3
• Invite a student to read the instruction aloud.
• Read the example with the class and point out the use of the
present tense: by the time I get up (not by the time I will get up).
• Students write their sentences individually in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.

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 7.6 21st Century Skills • Check answers with the class.
• Draw the table from exercise 4 on the board. Elicit what
Aims information should go in each column. Do the first row as
an example with the class. Ask students: What does Tegan
• Develop the transferable skill of teamwork by working
suggest? (Cancelling the event) What are the pros and cons
together to solve a problem.
of this idea? Elicit a range of answers and write them on the
• Develop critical thinking skills by learning and applying board.
problem solving skills.
• Divide students into pairs and ask them complete rows 2 and
3 with their own ideas. Then choose the best solution.
Exercise 1 What’s up?
• Conduct class feedback inviting students to tell you their
• Focus students’ attention on the picture of Tegan. Ask solutions. Invite other students to comment on the different
students: How is she feeling? Why? solutions.
• Now focus students’ attention on the text message
conversation and read the instructions to the class. ANSWERS
Students’ own answers.
• Ask students to read the conversation and answer the
question.
Exercise 5 Put it together
• Allow students to compare their answers in pairs before
This activity will help students practice the problem solving skills
checking answers with the class.
they’ve learned in the context of real life situations that they may
ANSWER experience.
They’ve told everyone to arrive at 8:00 a.m., but the park Step 1
doesn’t open until 9:30 a.m..
• Tell the class that they are going to practice their problem-
solving skills with a new problem.
Exercise 2 Get involved
• Invite a student to read the instruction and to read problems
• Invite a student to read the instruction aloud and make sure 1 and 2, and make sure students understand.
students understand it.
• Divide the class into small groups and ask them to choose
• Ask students to read the conversation and answer the one of the problems to solve. Tell them not to start discussing
questions. solutions.
• Check answers with the class. Step 2
ANSWERS • Ask students to follow the stages in the Reflect box to solve
Kris suggests: posting on the “Clean up the Park” Facebook the problem. Tell them they can use a table like the one
page. in exercise 4 to help them. Set a time limit of ten to fifteen
Ralph suggests: text messaging everyone as well. minutes and go around monitoring and giving assistance as
Kaitlin suggests: going to the park early with her mom. necessary.
Yes, they are all good suggestions. Step 3
• When students are ready, put two groups together and ask
Exercise 3 Reflect them to present their solutions to each other. Encourage
• Read through the information in the Reflect box with the the groups to offer feedback on the solutions, and remind
class. Make sure that students understand pros and cons and students to be respectful in their discussions.
act on. Ask students: Do you usually follow these steps when you Step 4
have a problem. Why?
• Conduct class feedback inviting students to tell you their
• Read the instruction to the class and divide students into pairs different solutions. Invite other students to comment on the
to discuss the question. different solutions.
• Invite some pairs to tell you their answers, and discuss the • End with a vote on the best solution for each problem.
answers with the class.
ANSWERS
ANSWERS
Students’ own answers.
Students’ own answers.

Exercise 4 Get thinking

This activity aims to practice the problem solving skills presented
in the Reflect box.
• Tell students that Tegan has identified another problem
with the Clean Up the Park Day. Focus students’ attention
on the text message and ask students to read the message
individually and identify the problem.

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 Review Speaking
Students can prepare for the review page by reading the Unit 7 Exercise 4
Language summary on the Teacher Resource Center.
• Ask students to read the three travel situations.
Reading • With a weaker group, allow them one minute to look back
at the phrases in the functional language box on page 93
Exercise 1 for making travel arrangements and make a note of them in
• Ask students to look at the picture and read the title to predict their notebooks.
what the text will be about. • Focus their attention on the example sentence to help them
• Ask them to read the instructions and the statements 1–6. Ask start their conversations. Point out that they can make up any
them to write the numbers 1–6 in their notebooks. information about times, etc.
• Now ask students to read the text and write the correct • Go around monitoring their conversations.
paragraph A, B, or C for each statement. • You may wish to mix the pairs so that they all have an
• Check answers with the class. opportunity to perform both roles.
• For assessment purposes, this speaking review could be set
ANSWERS
up before the Reading and Writing, so that the teacher can
1 C
take individual pairs aside to listen to while the rest of the
2 A
class is quietly working.
3 C
4 B Further practice
5 C Review, Workbook pages 62–63
6 B Unit 7 Tests, Teacher Resource Center

Writing
Exercise 2
• Encourage students to brainstorm what jobs they can or
should do around the home.
• Point out that the questions can help them to focus their
thoughts. Encourage them to make notes of their ideas.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 3•10  Audio script pp146–147
• Give students time to read the sentences.
• Ask them to write the numbers 1–6 in their notebooks.
• Play the recording for students to listen to the conversation
and complete the sentences, writing the missing words or
phrases in their notebooks.
• With a weaker group, you may need to play the recording
more than once.
• Check answers with the class.
ANSWERS
1 empties their trash cans
2 set a table
3 washed the dishes, wiped the counter
4 Nobody
5 mows the lawn
6 won’t

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 Living together
Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (tested in 1–3 star tests)
Adjectives: personalities: charming, competitive, generous, Aims
jealous, lazy, loyal, proud, selfish, sensible, sensitive, strong, • Learn personality adjectives.
stubborn, talkative, thoughtful, unpredictable, vain   Vocabulary presentation
Phrasal verbs: relationships: get along with, look up to, make • Additional task to present the vocabulary.
up, pick on, put up with, turn to
Extra vocabulary (tested in 2 and 3 star tests) Exercise 1
abandoned (adj), cub (n), endangered (adj), furry (adj), handler (n), • With books closed, elicit anything students know about the
rescue (v) Chinese zodiac. Then, with the text covered, elicit the word
battle (n), independence (n), intimidate (v), peace (n), rule (v), for each animal.
violence (n) • They can check their answers by reading the text.
Word builder: difference, diversity, happiness, independence, • Ask them to read about each animal, decide which one
sadness, tolerance, violence reflects their personality best, and discuss this in groups.
Learn it!: peace (n), piece (n) • Conduct class feedback. Invite some students to say which
animal they think they are and explain why.
Grammar
The first conditional: If + simple present = will + base form Exercise 2  w 3•11  Audio script p147
The second conditional: If + simple past = would + • Play the recording for students to listen and check which animal
base form year they were born in.
will for promises • Conduct class feedback. Do they think their birth animal
reflects their personality? Why / Why not?
Functional language   Vocabulary practice
Apologizing • Task to practice the vocabulary.
I apologize for …
I’m so sorry. Optional activity
I’m really sorry about … Ask students to describe their best friend or a family member
using three or four personality adjectives, giving reasons for
Sorry, it was all my fault.
their choices, e.g. My older sister is quite generous. She often
I’ll do better next time. lends me her clothes.
It won’t happen again.
Next time I’ll remember to … (+ base form) Culture note
That’s all right. Chinese New Year is celebrated in February. The festival
Never mind. lasts for fifteen days and involves family gatherings, rituals to
Don’t worry about it. honor the eldest family members and ancestors, lighting of
lanterns, special food, fireworks, and processions. Each year is
21st Century Themes represented by a different animal.
Autonomy and lifelong learning
Ways of thinking Exercise 3
Digital, media, and information literacy • Play the video for students to watch and interact with.
Communication, collaboration, and cooperation   Warm-up video: The Chinese zodiac
Cultural awareness and global citizenship • Duration: 5:16 minutes
• Topic: People hear their personalities according to the
Chinese zodiac and respond.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

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 8.1 What will happen if … ? Optional activity
There are many more examples of different species of animals
Reading and Vocabulary that develop a friendship or family relationship with each
other. If students have access to the Internet and enjoyed the
Aims topic of unusual animal friendships in the reading text, you
• Read and listen to an article and find specific information. could read out the extra examples below and ask them to
• Learn vocabulary about animal rescue. search online for others. They could write a summary of their
  Reading preparation research, describing the kind of relationship the animals have
(e.g. friendship / family), or present it to the class.
• A task to introduce students to the topic and make
predictions about the article. Unusual friendships often happen between animals in captivity,
where these relationships help relieve stress and loneliness,
Warm-up particularly if the animals have been treated badly. A common
• Ask them to look at the pictures. What animals do they see? reason for forming an unusual family relationship is the maternal
instinct of one animal to take care of another.
• Check that they know the words gorilla, orangutan, and the
word for a baby cat – kitten. An example of the maternal instinct in action is a friendship
between a dog, Kate, and a deer, Pippin, in Vancouver Island,
Exercise 1  w 3•12 Canada. As a baby, Pippin was abandoned by her mother in the
• Invite a student to read the instruction aloud. woods next to the house where Kate and her owner lived. Pippin
• Play the recording for students to read and listen to the article. was put in Kate’s bed and Kate immediately started taking care
Ask them to write their answers in their notebooks. of her. As Pippin grew older, she became more independent, but
still spent a lot of time playing and resting with Kate. Now Pippin
• Check answers with the class. is an adult, with babies of her own, she lives with other deer in the
ANSWERS woods but she stills visits Kate regularly.
1 C
2 D
3 B

Express it!
• Draw students’  attention to the Express it! phrase and ask them
to find it in the article (line 15). Ask them What will orangutans
usually do if they see other animals? This will elicit the meaning
of the phrase they won’t hang around (it is not a good idea to
stay in or near that place / they will run away).
• Highlight that, although it contains the word hang and in this
text it’s about an orangutan, it doesn’t literally mean to hang
down from something. It is used to describe humans, too! For
example: If you don’t provide some food and drink at a party,
the guests won’t hang around.
Further practice
Vocabulary, Workbook page 64
Vocabulary reference, Workbook page 97
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center

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 Exercise 2
• Ask students to write the numbers 1–7 in their notebooks.
• Give them time to read the sentences. Ask them to read the
article again and write the names of the animals.
• Check answers with the class.
ANSWERS
1  Koko  ​2  Suryia and Roscoe   ​3  Leo, Baloo, and Shere Khan  ​
4  Roscoe  ​5  Leo  ​6  Suryia and Roscoe   ​
7  Leo, Baloo, and Shere Khan
  Reading extension
• A task to complete sentences about the article.
Exercise 3
• Draw attention to the highlighted words in the text. With a
weaker group, go through the meanings and pronunciation.
• Students use the words to answer the questions in their
notebooks. Encourage them to use a dictionary if necessary.
ANSWERS
1  furry  ​2  abandoned  ​3  cubs  ​4  endangered  ​5  rescue  ​
6  handlers
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
Grammar – The first conditional
Aims
• Learn how to form and use the first conditional: If + simple
present = will + base form.
  Grammar presentation
• Presentation of the first conditional.
Exercise 4
• Ask students to read the sentences as you read them aloud.
• Ask them to read and complete the rules.
• Check answers with the class.
• Ask students to copy the rules into their notebooks.
ANSWERS
1  present tense   ​2  will
Exercise 5  w 3•13  Say it!
• Focus students’  attention on the Say it! box and point out that
the pronunciation focus is on contractions. Remind students
that contractions are very important to make their English
sound natural and to be able to speak quickly.
• Play the recording for students to repeat the contractions.
• There are follow-up exercises for further practice on page 134.
Exercise 6  w 3•14
• Invite a student to read the instruction aloud.
• Students listen and write the answers in their notebooks.
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4016377 Fusion TB3.indb 99
• Check answers with the class.
ANSWERS
1  I’ll  ​2  you all   ​3  hill  ​4  she’ll  ​5  well  ​6  won’t
Optional activity
To drill the difference in pairs of words like this, write two
columns on the board and label them A and B. Write He’ll in
column A and hill in column B. Call out A or B for the class to
say the word in that column.
Exercise 7
• Ask students to write the full sentences in their notebooks. If
necessary, encourage them to refer back to exercise 4.
• Allow students to compare their answers in pairs before
checking with the class.
ANSWERS
1  will happen, buy   2  ’ll go, don’t have   3  don’t go, won’t see  ​
4  will we do, damages   ​5  get, ’ll call
Exercise 8
• Ask students to write the numbers 1–9 in their notebooks.
• This time they are forming first conditionals as part of
a dialogue. Ask them to read it through before starting.
• Check answers with the class.
ANSWERS
1  call  ​2  ’ll hear   3  work  4  ’ll get   5  read  ​
6  won’t learn   ​7  are  ​8  ’ll like   ​9  won’t be
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Practice using the first conditional.
• Practice using personality adjectives.
Exercise 9
• Encourage students to think of their three favorite celebrities
and write their names in their notebooks.
• Read the instruction and the example sentence to the class.
• Divide the class into pairs or small groups. Set a time limit and
monitor their discussions.
• Encourage students to use the Internet and other sources
of information to research the real Chinese zodiac animal for
their celebrities and report back in a later class.
Further practice
Pronunciation, Student’s book page 134
Grammar, Workbook page 65
Grammar reference, Workbook page 96
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 8 99
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 8.2 I would be so embarrassed if … !
Reading, Vocabulary, and Listening
Aims
• Learn phrasal verbs about relationships.
• Read and listen to young people describing their relationship
with their parents.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Ask students to focus on the title of the lesson.
• Elicit the meaning of embarrassed or provide a translation.
• Ask students to think of a time in their life when they felt a
little embarrassed. What or who caused the embarrassment?
What happened in the end?
• If any students are willing to share their stories, ask them to tell
the class. Of course, it may be too embarrassing to talk about,
so no student should feel they have to. If a student starts to tell
an inappropriate story, you will have to stop them!
Exercise 1
• Read out the title of the blog: Mom yells at me all the time. Elicit
what this means.
• Ask students to read the blog and check their ideas.
• Focus their attention on the highlighted phrasal verbs and
ask them to match them to definitions 1–6 and write their
answers in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 pick on 4 get along with
2 look up to 5 turn to
3 put up with 6 make up
  Vocabulary practice
• Task to practice the vocabulary.
Exercise 2
• Elicit suggestions from the class about what they think Emma
should / ought to do. Point out that they can read the blog
again if they need to.
• Encourage students to explain the reason for their suggestions.
  Listening preparation
• A task to answer questions about the things parents do to
embarrass children.
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4016377 Fusion TB3.indb 100
Exercise 3  w 3•15  Audio script p147
• Tell students that they are now going to listen to two more
young people talking about their parents.
• Point out the word embarrassing in the instructions and
embarrassed in the lesson title. Remind students that we use
-ed adjectives to describe how we feel and -ing adjectives to
describe the thing or person that makes us feel that way (e.g.
in the text on page 100, the fact that Kate’s mother yells at her
is embarrassing).
• Ask students to write the two names (Kate and Jack) in their
notebooks and listen for the things they find embarrassing.
• Play the recording for students to listen and write the answers
in their notebooks using the phrases in the box.
• Check answers with the class.
ANSWERS
sense of humor (Kate’s dad), musical taste (Jack’s dad)
Exercise 4  w 3•15  Audio script p147
• Tell students they are going to listen to the conversation again.
• This time they should choose a), b), or c). With a weaker group,
go through the questions before they do the task.
• Play the recording again for students to write the answers in
their notebooks.
• Elicit answers from the class.
ANSWERS
1 C
2 A
3 A
4 C
Optional activity
Students might enjoy brainstorming other things they find
embarrassing about their parents or other members of
their family.
You could conduct a class discussion on the most
embarrassing things.
Culture note
Generation gap
The term generation gap, first used in the 1960s, is used to
describe the difference between children and their parents.
This becomes clear in differences in musical taste, fashion,
culture, and politics. It is also reflected in the use of slang and
language in general and in how communication takes place –
young people use technology for communication more than
their parents and in different ways.
Further practice
Vocabulary, Workbook page 66
Vocabulary reference, Workbook page 97
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
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 Grammar – The second conditional
Aims
• Learn how to form and use the second conditional: If + simple
past = would + base form.
  Grammar presentation
• Presentation of the second conditional.
Exercise 5
• Ask students to read the sentences in the table. Point out that,
like the first conditional, in the second conditional there are
two distinct halves to each sentence.
• Read the instruction aloud and allow students a moment to
think about the answer before eliciting it.
• Highlight that the two parts of the sentence can be used in
either order, but if the if-clause comes first, we use a comma
to separate the two parts.
ANSWERS
The if part expresses the situation and the main clause
expresses the result.
I would be so embarrassed – result
   if my mom did that. – situation
If my dad told terrible jokes, – situation
   I wouldn’t worry. – result
What would you say – result
   if we swapped dads for a few days? – situation
Exercise 6
• Ask students to read the rules in the box.
• Encourage them to use the example sentences in exercise 5
and work out the answers to complete 1, 2, and 3.
• Check answers with the class.
• Students are often confused by the use of the simple past in
the second conditional. Tell them that it is used to show the
situation is imaginary but that it isn’t about past time. Draw
their attention to sentence 2 and ask Does his dad tell terrible
jokes? (No, he’s just imagining if this was true).
• Ask students to copy the completed rules into their notebooks.
ANSWERS
1  imaginary  ​2  simple past   ​3  would
Exercise 7
• Point out to students that they need to choose the correct
option from the two given. Do an example together, if
necessary, before they write the answers in their notebooks.
• With a weaker group, remind them to look back at the rules.
• Check answers with the class.
ANSWERS
1 were, wouldn’t put up with
2 asked, would
3 would make up, said
4 would, stayed out
5 would get along, didn’t yell at me
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4016377 Fusion TB3.indb 101
Exercise 8
• Ask students to read the instruction and the example
sentences. Point out how the negatives are used in the second
sentence and that the two sentences mean the same thing.
• Students write the full sentences in their notebooks.
• Allow them to compare their answers in pairs before checking
them with the class.
ANSWERS
1 If William wasn’t / weren’t successful, we wouldn’t look up
to him.
2 If our dog didn’t behave badly, my dad wouldn’t yell at her.
3 If I wasn’t / weren’t still angry with Ben, we’d make up.
4 If my brother didn’t pick on me, we wouldn’t argue.
5 If Rebecca wasn’t / weren’t generous, I wouldn’t get along
well with her.
Exercise 9
• Invite a student to read aloud the instruction, the first
question 0, and the completed example in blue. Point out that
the verbs in parentheses are not necessarily in the right order.
• Check answers with the class.
ANSWERS
1 would you say, didn’t invite
2 would you like, came
3 would you turn to, argued with
4 would you ask, had
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Answer a quiz about relationships.
• Use the second conditional in speaking.
Exercise 10
• Explain that 1–4 give multiple-choice answers to the quiz in
exercise 9. Ask students to work individually and write another
answer for each (Answer C) in their notebooks.
• Divide the class into pairs to take turns reading a question
and the three possible answers. The other student chooses
an answer. Go around monitoring.
• Conduct class feedback. Finally, encourage students to say
their answer to the example question 0.
Further practice
Grammar, Workbook page 67
Grammar reference, Workbook page 96
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 8 101
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 8.3 Around the world Exercise 2
• Focus students’  attention on the gaps in the text A–D.
Reading and Vocabulary • Explain that they need to read the text again and choose the
correct sentence to complete each gap.
Aims • Remind them that there is one extra sentence that they
• Read and listen to an online travel guide about the people of don’t need.
Papua New Guinea. • Check answers with the class.
• Learn vocabulary to describe positive and negative
ANSWERS
relationships between groups of people.
1  C  ​2  D  ​3  –  ​4  B  ​5  A
• Learn how to use noun suffixes.
  Reading extension
Warm-up • A short reading comprehension about the travel guide.
• Since this reading text is about tribes, you could draw two
columns on the board: advantages and disadvantages, and Exercise 3
ask students to brainstorm what they think the good things • Ask students to write the numbers 1–6 in their notebooks.
would be about belonging to a tribe and also the bad things. • Focus their attention on the highlighted words in the text. Tell
(Possible advantages: a close community, a common identity, them to use these words to complete the sentences 1–6 in
the same language. Possible disadvantages: tribal culture is their notebooks.
so strong that it’s difficult to understand or accept anybody • Check answers with the class.
outside it, your beliefs are the minority compared to the rest
of the population, your language is not the one used for
• Check that students can pronounce all the longer words
well with correct vowel sounds and word stress (violence
general life / study / business, other tribes may attack you.)
/ˈvaɪələns/, intimidate /ɪnˈtɪmɪdeɪt/, independence
• There might be tribes similar to these in the students’ country. /ɪndɪˈpendəns/).
Ask them to identify a few of these. Then, encourage them to
think of other groups in society (or even in the school) who ANSWERS
are a bit like tribes: people who belong to political parties, 1 battles 4 peace
students who are members of clubs, etc. 2 violence 5 independence
3 intimidate 6 ruled
  Reading preparation
• A task to introduce students to the topic and make   Critical thinking
predictions about the article. • Critical thinking questions for your students to discuss.
  Vocabulary practice
Exercise 1  w 3•16
• Additional vocabulary task.
• Focus students’  attention on the numbers in the box.
• Play the recording for students to read and listen to the Exercise 4 Learn it!
travel guide and write what the numbers represent in their • Focus students’  attention on the Learn it! box and read the
notebooks. information to the class.
• Allow students to compare their answers in pairs before • Explain that these words sound the same but have very
checking them with the class. different meanings.
ANSWERS • Ask students to copy and complete each sentence with the
7 – the population of Papua New Guinea is nearly seven correct noun: peace or piece.
million • Check answers with the class.
800 – there are over 800 different tribes in Papua New Guinea • With a stronger group, you could ask them to write their
1906–75 – the period when Australia ruled Papua New Guinea own sentences. They could leave gaps in order to test their
before independence classmates. Then ask some students to read their sentences
1957 – the year that the Sing-Sing festival which celebrates out and elicit answers.
diversity started
100 – the number of groups that take part in the ANSWERS
Sing-Sing festival 1  peace  ​2  piece

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 Word builder – Noun suffixes 2 Culture note
Exercise 5 Papua New Guinea is the eastern half of the island of New
Guinea in the Pacific Ocean, north of Australia.
• Ask students to look at the words in the box. Elicit or point out
that these are all adjectives. The native tribes celebrate special events, for example
weddings, through traditional music and dance. The costumes
• Ask students to copy the table into their notebooks and find
worn at these events are unique to each tribe and are often
the noun forms of these adjectives in the text. Point out that
passed down from parent to child.
an example has been done for them.
Sing-Sing festivals were started by the Australian governors
• Check answers with the class. Elicit any spelling patterns (see
to bring the different tribes together in an event which
key below).
celebrates these diverse musical and dance traditions without
ANSWERS violence and competition. The first Sing-Sing Festival was held
in Goroka, the capital of the Eastern Highlands Province, and it
-ance -ence -ness -ity
is still the largest gathering, with 100 tribes attending.
tolerance difference happiness diversity
independence sadness Research it!
violence • Read the Research it! box with the class.
-ant endings change to -ance • Give them the research task to do for homework. Encourage
-ent endings change to -ence them to use the Internet, encyclopedias, and other resources.
-y endings change to -iness • Remember to have a follow-up discussion in class when they
-se endings change to -sity have done the research.
Exercise 6 ANSWER
• Invite a student to read the instruction aloud. At the time of going to print, the hosts for the Island Games
are: Gotland in 2017 and Menorca in 2019.
• Ask students to write the answers in their notebooks.
• Check answers with the class. Language in action
ANSWERS
1 diversity 3 difference 5 independence Aims
2 happiness 4 violence • Write a paragraph about a sport event.
  Vocabulary practice Exercise 8
• Additional vocabulary task. • Ask students to read the instruction and the guidance points.
Check that they understand the task. Then allow them time to
Listening think of a suitable sports event and make some notes.
Aims
• Set a time limit for them to write the paragraph. Go around
monitoring and giving assistance. Note any points for error
• Listen to information about a sport event and complete correction.
information about it.
• When the time is up, divide the class into small groups to
Exercise 7  w 3•17  Audio script p147 share what they have written. Alternatively, invite some
• Read out the instruction to the class and give students time to students to read their writing out to the class.
read the pamphlet. • Conduct class feedback, then have a discussion about sport
• You could ask them to predict the kind of missing information events. Ask students whether they think competition is always
for some gaps, i.e. elicit that 1 is likely to be a number, 2 and 3 good and what they think is good and bad about team
are probably different sports, etc. competition in comparison with individual competition.
• Play the recording for students to listen and complete the   Culture video: The Highland Games
information in their notebooks. • Duration: 4:17 minutes
• Allow students to compare their answers in pairs. Play the • Topic: The Highland Games and other Scottish traditions.
recording again if necessary. Then check answers with • Video worksheets are available on the Teacher Resource
the class. Center.
ANSWERS Further practice
1 eighteen 3 basketball 5 six Reading, Workbook page 68
2 archery 4 summer 6 two Word builder, Vocabulary reference, Workbook page 97

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 8.4 Practical English
Listening and Vocabulary
Aims
• Listen to a conversation where a student apologizes to his
teacher.
• Learn the functional language for apologizing, promising, and
responding to apologies.
• Learn how to use unless in first conditional sentences.
• Rewrite first conditional sentences using unless.
Warm-up
• With books closed, elicit from students the spelling of
apologize. Ask students for the noun (an apology) and ask
which verbs are often used before this noun (make, give,
expect /ɪkˈspekt/), deserve /dɪˈzɜːv/), accept /əkˈsept/), reject
/rɪˈdʒekt/). Translate if necessary. Elicit or teach the adjective
apologetic /əpɒləˈdʒetɪk/). Mark the word stress on all the
parts of this word family and drill pronunciation.
Exercise 1
• Ask students to read the instruction.
• Elicit suggestions from the class.
  Listening preparation
• A task to discuss reasons for apologizing.
Exercise 2  w 3•18  Audio script pp147–148
• Play the recording for students to listen to the conversation
and check their suggestions from exercise 1.
• Elicit answers from the class.
ANSWERS
He is apologizing for letting the team down. He was late and
missed the game.
Exercise 3  w 3•18  Audio script pp147–148
• Invite a student to read the instruction aloud.
• Give students time to read the game report.
• Play the recording again for them to listen and correct the
four mistakes in their notebooks.
• After checking answers, ask them if they think it was serious
that the student missed the match. Why / Why not?
ANSWERS
Sport: Handball Volleyball
Time: 11 a.m. 9 a.m.
Result: Won 17-6 Lost 17–6
Mike Evans is injured with a broken arm leg.
Exercise 4
• Students match the sentence halves and write them in their
notebooks.
• Check answers with the class. You could drill the phrases to
ensure good, natural pronunciation.
ANSWERS
1  D  ​2  A  ​3  B  ​4  C
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Exercise 5  w 3•19  Audio script p148
• Explain to students that there are two mixed-up conversations
in this exercise and that they need to separate them and put
them in the correct order.
• Show them that the first line of each conversation is given.
• When they have written the order of sentences in their
notebooks, allow them to compare their answers in pairs
before you play the recording for them to check.
• Check answers with the class. Students practice the
conversations in pairs. Monitor and help them to sound natural.
ANSWERS
Conversation 1: H, D, B, F Conversation 2: G, A, C, E
Optional activity
Ask students to write a short dialogue to apologize to
someone, for example a teacher, a friend, a parent, or a coach.
You might like to remind students to think about whether
they need more formal or informal expressions.
Culture note
Sorry
In addition to apologizing, English speakers use the word sorry
often and with different functions. It can be used:
– with rising intonation to mean “pardon?”
– to express sympathy: I’m sorry to hear that.
– to soften bad news: I’m sorry to have to tell you … or
disagreement: I’m sorry but I don’t agree.
– to mean that we are disappointed: I’m sorry I missed her.
Exercise 6 Language point
• Ask students to read the Language point.
• Focus attention on the verb that follows unless and have
students decide on the correct option to complete the rule.
• Check the answer and make sure that students write the
completed rule in their notebooks.
ANSWERS
affirmative
Exercise 7
• Students read the instruction and rewrite the sentences in
their notebooks using unless. Go through the example with
them and highlight how the underlined verb changes from
the negative to the affirmative form. Emphasize that the
meaning of the sentence doesn’t change.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 She’ll feel cold unless she wears a coat.
2 Unless he stops eating chocolate, he’ll be sick.
3 I won’t go to the party unless you go.
4 Unless you call your mom soon, she’ll be worried.
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 Grammar – will for promises
Aims
• Learn how to make promises using will.
Exercise 8
• Focus students’  attention on the Grammar tip box.
• Ask them to complete the sentences, writing will / won’t in
their notebooks for each one.
• Check answers with the class. If necessary, remind them of the
pronunciation of the contraction won’t and drill it.
ANSWERS
1 won’t 3 will
2 will 4 won’t
  Grammar practice
• Additional task to practice will for promises.
Speaking and Listening
Aims
• Learn the functional language for apologizing, promising, and
responding to apologies.
• Role play a conversation to apologize for something.
• Listen and write down dictated sentences.
Exercise 9
• Tell students that they are going to practice apologizing, and
focus their attention on the functional language box. Elicit or
remind them that apologize for and sorry about are followed
by the -ing form of the verb.
• Invite a student to read the instruction aloud.
• Divide the class into pairs to take turns apologizing for the
situations 1–4 and making a promise in order to make the
situation better.
• Set a time limit. Go around monitoring carefully and noting
any points for error correction.
• Conduct class feedback and correct any errors you heard. You
could invite one or two pairs to act out an apology for the class.
Exercise 10  w 3•20
• DICTATION. Tell students that you are going to play a
recording and they should write down exactly what they hear.
• Play the recording, pausing where necessary.
• After the dictation, ask students to match the sentences to the
functions.
• Check answers with the class. You could ask students to
practice the conversation in the correct order in pairs.
ANSWERS
1 Sorry, it was all my fault.
2 You’re very late! Where were you?
3 Don’t worry about it.
4 I lost my bus ticket.
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4016377 Fusion TB3.indb 105
5 Next time I’ll remember to keep it safe.
A You’re very late! Where were you?
B Sorry, it was all my fault. I lost my bus ticket. Next time I’ll
remember to keep it safe.
A Don’t worry about it.
Language in action
Aims
• Practice using functional phrases for apologizing, promising,
and responding to an apology.
  Speaking preparation
• Additional task to categorize functional phrases.
Exercise 11  w 3•21  Audio script p148
• Tell students they are going to listen to a conversation
between two parents and their daughter, Rachel. Students
read the list of events, then listen and check the ones that
happened that night.
ANSWERS
Rachel watched a movie with her friends.
Her dad texted her.
She forgot her phone in her backpack.
Rachel came home late.
Exercise 12  w 3•21  Audio script p148
• Ask students to study the functional language box, then listen
again and complete the three incomplete apologies with
information from the audio recording.
ANSWERS
I apologize for being late.
I’m really sorry about this.
Next time I’ll remember to keep my phone near me.
Exercise 13
• Tell students that they are going to practice apologizing, and
focus their attention on the functional language box.
• Invite a student to read the instruction aloud.
• Divide the class into pairs to practice the first conversation
which has been done for them. Then ask them to invent
conversations for the other situations.
• Go around monitoring carefully and noting any mistakes.
• Conduct class feedback and correct any errors you heard.
  Dialogue practice
• Students can work in pairs or small groups to practice the
conversation.
Further practice
Functional language, Vocabulary reference, Workbook page 97
Communication: Pairwork, Teacher Resource Center
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 8.5 Writing a survey
Aims
• Read a model text.
• Analyze the structure of the model text.
• Learn to use comparative adverbs of manner.
• Write a survey.
Model text
Exercise 1
• Ask students to read and answer the survey to find out what
type of person they are in social situations.
• With a weaker group, go through any unknown vocabulary
before they start.
• When they have finished, ask them to read the final paragraph
to find out what type of person they are.
• Conduct class feedback. Elicit from students which social
situations are mentioned (working on a team, speaking in
public, meeting new people, parties). Ask whether they
believe they are really the type of person the survey says they
are. Ask them what they think of these kinds of surveys in
general (fun, accurate, silly, etc.).
Exercise 2
• Ask students to copy the information 1–4 into their
notebooks.
• Explain that they are going to analyze the structure of the
survey. They should write beginning, middle, or end for 1–4 to
indicate where they will find these things in the survey.
• Check answers with the class.
ANSWERS
1 at the beginning
2 at the end
3 in the middle
4 at the beginning
Look at language – Comparative adverbs
of manner
Exercise 3
• Ask students to read the rules in the box and match them to
the examples.
• Check answers with the class. With a weaker group, ask
questions to check their understanding, e.g. In sentence
B, which is the main verb? (remember) which is the object?
(their names).
• You could give them extra examples to check rule 3: Which
is correct: “He speaks English more badly than I do.” / “He speaks
English more worse than I do.” / “He speaks English worse than I
do.”? Elicit why.
ANSWERS
A  2  ​B  1  ​C  3
Exercise 4
• Tell students that they need to find and correct the mistakes
in sentences 1–5.
• Ask them to write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 When a dog comes towards Tim, he fast runs fast in the
other direction!
2 They sang the song even more well better live than on
the CD.
3 Anne answered the questions easilier more easily than
I did.
4 Lucy studies a lot and always hard works harder than I do.
5 Oliver speaks more confident confidently than Blake.
  Language practice
• Additional task to practice adverbs of manner.
Writing task
  Writing preparation
• Additional task to categorize ideas for three surveys.
Exercise 5
• Explain to students that they are going to write a survey to ask
one of their classmates.
• Go through the plan and make sure students understand that
they must structure their survey in this way.
• Ask students to write their surveys. If they do this in class, go
around giving help and encouragement. Remind them to
include adverbs of manner in their statements and personality
adjectives in their conclusions.
• Divide the class into pairs to take turns asking and answering
their questionnaire. They should also tell each other the
conclusion. Go around monitoring and giving assistance.
Alternatively, they could write the conclusion for homework
and give it to their classmate at the next class.
• Conduct class feedback.
  Writing extension
• A task to complete a survey and write up the results.
Focus on … math
Go to page 130 for Curriculum extra: Statistics.
Further practice
Writing, Workbook page 69

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 8.6 21st Century Skills
Aims
• Learn that conflicts arise in all areas of life and need to be
resolved.
• Learn practical steps for resolving conflict.
• Develop the transferable skill of resolving conflict through
practicing it with a partner in a controlled situation.
Exercise 1 What’s up?
• Ask students to look at the picture. Ask students: Where are
the people? What’s happening? How do you think the people are
feeling? Elicit a few ideas.
• Ask students to read the text messages and identify Bex and
Ana. Ask students: Does this situation ever happen when you do
sport?
ANSWER
Bex is the girl on the right-hand side, under the basket. Ana is
the girl with the ball.
Exercise 2 Get involved
• Invite a student to read the instruction and question aloud.
• Divide the class into pairs to read the questions and answer
them.
• Discuss the answers as a class. Ask students: Have you ever felt
like Bex or Ana? What was the situation? How did you feel? How
do you think the other person felt?
SUGGESTED ANSWERS
1 They are in conflict because Bex wanted Ana to pass the
ball to her but she didn’t.
2 Yes, the coach is involved because he wanted Ana to shoot.
3 Ana probably feels that Bex is jealous of her. Bex probably
feels that Ana isn’t a good teammate.
Exercise 3 Reflect
• Read through the information in the Reflect box with the
class. Make sure that students understand criticize and ignore.
• Students read the four possible actions. Check that they
understand complain and pretend.
• Ask students to decide on the best suggestion. Point out that
they must give reasons for their answer.
• Divide the class into pairs to compare their ideas.
• Ask pairs in turn to tell the class their ideas, then, as a class,
discuss which is the best solution and why. Reinforce the
point that the most important thing is not to decide who is
right or wrong, but to resolve the conflict so that both people
feel happy and can work together well in the future.
ANSWER
B is the best solution because it will allow both sides to
express their point of view and their feelings, and will give the
opportunity for the conflict to be resolved. Options A and D
could lead to more conflict by involving other people. Option
C allows bad feelings to continue and doesn’t help to resolve
the conflict.
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4016377 Fusion TB3.indb 107
Exercise 4 Get thinking
• Go through the instructions, and read through the five
steps with the class. Ensure students understand resolve and
compromise.
• Divide the class into pairs to discuss the best order for the
steps and complete the sentences with them. Prompt
students with a few questions if necessary, e.g. What do you
need to do first? Should you explain your point of view before or
after you calm down?
• Check the answer with the class and ask students if they agree
with the order, and why / why not.
• Elicit some ways in which people could compromise, e.g. if
two people wanted to use a computer, one person could use
it first and the other could use it later.
• Point out that if you put the steps in the correct order, the first
letters form the word CLEAR, which is easy to remember.
ANSWERS
1 Calm down
2 Listen to the other person
3 Explain your point of view clearly
4 Agree to compromise
5 Resolve the problem by agreeing on a plan
Exercise 5 Put it together
Step 1
• Divide the class into pairs and explain that they are going to
role-play resolving the conflict between Bex and Ana. Ask
students in each pair to decide who is Bex and who is Ana.
Step 2
• Now divide the class into new pairs, with students who are
Bex working together, and students who are Ana working
together. Ask them to read the appropriate card and plan
how they will explain their point of view clearly. Go around
monitoring and giving assistance as necessary.
Steps 3 and 4
• Put students back into their original pairs and ask the
class who should explain their point of view first in the
conversation. Elicit that it should be Bex because she is the
most upset.
• Discuss with the class some possible compromises, e.g. Ana
should talk to the coach and explain that she needs to pass
the ball more, and Bex needs to recognize that the coach
knows what is best for the team.
• Students then work in their pairs to role-play the situation
and resolve the conflict. Remind them to follow the steps in
exercise 4 and to remain polite and respectful at all times, and
not to criticize or show anger. Set a time limit.
• Go around monitoring and giving assistance as necessary.
Step 5
• Write the solutions that each pair found on the board. Take
a vote to see which one the class thinks is the best way of
dealing with the conflict.
ANSWERS
Students’ own answers.
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 Review Speaking
Students can prepare for the review page by reading the Unit 8 Exercise 4
Language summary on the Teacher Resource Center.
• Tell students that they are going to apologize for different things.
Reading • Ask them to read the situations and think about who they
need to apologize to in each case.
Exercise 1 • With a weaker group, give them one minute to look back
• Ask students to read the instruction and check they at the phrases in the functional language box on page 105
understand the task. for apologizing, explaining, promising, and responding
• Give them time to read the information about the six to apologies. Encourage them to make a note of these in
teenagers. Ask them to match each one to the most their notebooks.
appropriate person and write the answers in their notebooks. • Go around monitoring their conversations and giving
• You could allow students to compare their answers in pairs assistance where necessary.
before checking them with the class. • For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
ANSWERS
take individual pairs aside to listen to while the rest of the
1 B
class is quietly working.
2 C
3 A Further practice
Review, Workbook pages 70–71
Writing Unit 8 Tests, Teacher Resource Center

Exercise 2
• Ask students to read the different situations and choose one
to write a paragraph about.
• With a weaker group, elicit that they will need to use the
second conditional.
• Ask students to work individually to brainstorm ideas and
make notes before starting to write. Encourage them to use
the language they have learned recently.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 3•22  Audio script p148
• Tell students that the audio recording they are going to listen
to is in British English.
• Give students time to read the questions and multiple-choice
answers.
• Ask them to write the numbers 1–5 in their notebooks.
• Play the recording for students to listen and decide which is
the correct answer for each question.
• With a weaker group, you may need to play the recording
more than once.
• Check answers with the class.
ANSWERS
1 A
2 C
3 B
4 A
5 A

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 A better world
Unit summary
Vocabulary
Vocabulary (tested in 1–3 star tests)
Charity and campaign actions: campaign, contribute, donate,
donation, fundraising, persuade, petition, protest, publicize, raise
money, sponsor, volunteer
Adjectives: fashion: casual, delicate, durable, fashionable, full-
length, loose, old-fashioned, patterned, soft, stylish, tight-fitting,
waterproof
Extra vocabulary (tested in 2 and 3 star tests)
accompany (v), boundary (n), edit (v), instruction (n),
street performer (n), viral (adj)
flee (v), immigrant (n), import (v), originate (v), persecution (n),
refugee (n)
Word builder: overcharge, overcook, overdevelop, overpay,
overpriced, undercharge, undercook, underdevelop, underpay,
underpriced
Learn it!: last (adj), latest (adj)
Grammar
Reported statements
Reported commands, offers, and suggestions
Functional language
Explaining advantages, disadvantages, and reasons
… is a great way to (raise money / get publicity).
One advantage / disadvantage of that idea is …
The main benefit of this suggestion is …
The main problem with that idea is …
Can you explain why?
What are your reasons for suggesting that?
Why do you think that?
The reason I think that is because … .
Another reason is …
21st Century Themes
Ways of thinking
Communication, collaboration, and cooperation
Cultural awareness and global citizenship
Warm-up
Vocabulary
Aims
• Learn vocabulary about charity and campaign actions.
  Vocabulary presentation
• Additional task to present the vocabulary.
Exercise 1
• Write charity on the board and elicit the names of famous
charities around the world. Ask students which ones they
think have the biggest effect and why.
• Ask them to read all the quiz questions before answering
them so that you can deal with any unknown vocabulary.
• Encourage them to answer the quiz individually and write
their answers in their notebooks.
Exercise 2
• Ask them to check their scores.
• Conduct class feedback. Invite some students to share their
scores and explain if the results are right about them.
  Vocabulary practice
• Task to practice the vocabulary.
Optional activity
Divide the class into groups to discuss how they think their
parents might answer the quiz. This could lead on to a
discussion comparing the sense of social responsibility of
different generations and how they try to make the world a
better place, e.g. by protesting about certain issues.
Culture note
Fundraising
Young people are often involved in fundraising in the U.S. It
is common to ask family and friends for sponsorship to take
part in a challenge such as a fun run, bike ride, or quiz. Bake
sales are common and so are carnival events at school where
people pay to enter and to play games and eat food. The
money is then donated to charity.
Exercise 3
• Play the video for students to watch and interact with.
  Warm-up video: Oxfam
• Duration: 4:05 minutes
• Topic: An account of the international charity Oxfam.
• Task: Answer the questions at the end of the video.
• Video scripts are available on the Teacher Resource Center.

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 9.1 They said it sounded fun
Reading and Vocabulary
Aims
• Read and listen to a blog and sequence the key events.
• Understand key information in the blog.
• Learn vocabulary about music and music videos.
  Reading preparation
• Additional task to pre-teach vocabulary from the article.
Warm-up
• Ask students to look at the pictures and the title of the blog.
Elicit ideas about the blog. Whose blog is it?
Exercise 1  w 3•23
• Ask students to write the letters A–E in their notebooks.
• Ask them to read the instruction and give them time to read
the list of events. Check understanding.
• Play the recording for students to read and listen to the article
and number the events in their notebooks.
• Check answers with the class.
ANSWERS
1  B  ​2  D  ​3  A  ​4  C  ​5  E
  Reading extension
• A short reading comprehension about a charity web page.
Exercise 2
• Invite a student to read the instruction aloud. Ask students to
read the sentence halves and then to read the article again.
• Then ask them to work individually to match 1–6 to A–F in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  C  ​2  F  ​3  E  ​4  A  ​5  B  ​6  D
Research it!
• Read the Research it! box with the class.
• Give them the research task to do for homework. Encourage
them to use the Internet, encyclopedias, and other resources.
• Remember to have a follow-up discussion in class when they
have done the research.
ANSWER
Stand By Me  was written in 1960 and released in 1961. It
is about wanting someone to stay with you and help you
through your life.
Culture note
Stand By Me  was written and recorded by Ben E. King in 1960.
It was based on a spiritual song called Lord Stand by Me and
also on Bible verses: Psalm 46. It’s a very popular song – over
400 versions have been recorded.
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4016377 Fusion TB3.indb 110
Optional activity
Ask the class: Do you know any charity songs from this country?
What charities were they raising money for? Which singer/s sang
the song? Was it successful? Alternatively, if students have
access to the Internet, they could research examples and
present a short summary to the class.
Further practice
Vocabulary, Workbook page 72
Vocabulary reference, Workbook page 99
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
The following notes refer to material on Student Book page 111.
Exercise 3
• Draw attention to the highlighted words in the article. With a
weaker group, go through the meanings and pronunciation.
• Students use the words to complete the sentences and write
them in their notebooks. Point out that they will need to
change the form of some of the words.
• Check answers with the class.
ANSWERS
1  boundary  ​2  instruction  ​3  accompany  
​4  street performer   ​5  viral  ​6  edits
Culture note
Charity fundraising concerts
One of the first charity concerts was the Concert for Bangladesh,
organized by George Harrison of the Beatles in 1971.
Probably the most famous charity concert was Live
Aid, organized by Sir Bob Geldof. It took place in 1985,
simultaneously in London and Philadelphia, and raised
$225,000,000 for famine relief in Ethiopia.
On July 2, 2005 (the twentieth anniversary of Live Aid), Bob
Geldof and Bono of U2 organized Live 8. The aim was to
encourage G8 countries to increase aid to poor nations. It
involved simultaneous concerts in eight countries. Five days
later the G8 summit pledged to double overseas aid.
  Critical thinking
• Critical thinking questions for your students to discuss.
  Vocabulary practice
• Additional vocabulary task.
08/09/2017 11:58
 Grammar – Reported statements
Aims
• Learn and practice reported speech.
• Complete sentences in reported speech and complete an
article with reporting verbs.
  Grammar presentation
• Presentation of reported statements.
Exercise 4
• Read out the two sentences in the right-hand column of the
table and elicit or explain that they report things that are said
in direct speech in the blog.
• Ask students to look back at the blog to find the direct speech
and indirect speech equivalents of the sentences in the table.
• Ask students to copy and complete the table and the rules
in their notebooks. Remind them to refer to the examples of
reported speech when completing the rules.
• Check answers with the class. Ensure students have understood
that we use tell when we want to refer to who someone is
talking to (Paul told Natalia / her that he was a musician. But NOT
Paul said Natalia / her that he was a musician.).
ANSWERS
1 “It’s a great idea.”
2 “Well, it isn’t original.”
3 The teachers said it sounded fun.
4 present
5 past
6 tell
7 say
  Grammar practice
• Task to practice the grammar.
Exercise 5
• Ask students to read the instruction. Do the first one as an
example with the class if necessary.
• Students choose the correct options and write the complete
sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• Focus students’ attention on the explanation and example in
the Language point box.
• Write some more examples of direct speech on the board and
ask students to change them to reported statements, e.g. I’m
excited because the school trip starts tomorrow. (He/She said
that he/she was excited because the school trip started the
next day.) We have an important meeting this evening. (He/She/
They said that they had an important meeting that evening.)
ANSWERS
1  is, said   ​2  told, accompanied   ​3  came  ​4  has
Exercise 6
• Ask students to read the interview first to get the gist of it.
• Point out Rick’s article below the picture, and explain that this
is a report of his interview with Ann Kemp.
• Ask them to use said or told and the correct form of a verb from
the interview to complete each gap in the report. Encourage
students to write the whole interview in their notebooks.
• Check answers with the class.
ANSWERS
1 told
2 gave young people opportunities
3 said
4 could change lives
5 said
6 worked with teenagers in different situations
7 said
8 had disabilities or family problems
9 told
10 their projects related to all kinds of music
11 the following
12 they planned to start classes
Language in action
Aims
• Talk about a charity.
• Write about what someone said using reported speech.
Exercise 7
• Invite students to brainstorm some charities – encourage
them to think back to the discussion they had at the
beginning of the unit.
• Ask them to prepare answers to the three questions. Allow
them to write notes or complete sentences if they want to.
• Ask students to work in pairs. One student talks about a charity,
the other listens and takes notes. Then they swap roles.
• Explain that they should now use their notes to report what
their partner said. Before they start, remind students of
the examples and information in the Language point box.
Monitor and help as necessary.
• Invite some students to read out their reported sentences at
the end.
Focus on … music
Go to page 131 for Curriculum extra: The history of music.
Further practice
Grammar, Workbook page 73
Grammar reference, Workbook page 98
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center

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 9.2 Who wore them first?
Vocabulary and Listening
Aims
• Learn vocabulary about clothes.
• Read and complete an ad for a fashion exhibition.
• Listen and identify specific information.
  Vocabulary presentation
• Additional task to present the vocabulary.
Warm-up
• Tell students that in this lesson they are going to discuss
clothes. Ask them to choose a favorite item of clothing to tell
their classmates about. Why is it their favorite?
• Divide the class into pairs or groups to talk about their favorite
clothes, or elicit answers from a few students.
• Weaker students talk about their favorite item of clothing.
Exercise 1
• Students read the words and find opposite pairs.
• Check answers with the class.
• Point out the mannequins /ˈmaenɪkɪn/ in the picture and
check pronunciation. Divide the class into pairs to take turns
describing a mannequin using the adjectives.
• Conduct class feedback. Ask students about their own
opinions and preferences: How important is it for your clothes to
be durable? Do you prefer loose or tight-fitting clothes? Why?
ANSWERS
delicate – durable   fashionable – old-fashioned
loose – tight-fitting
SUGGESTED ANSWERS
The mannequin on the left is wearing a delicate dress and is
carrying a fashionable purse.
The mannequin in the middle is wearing a loose shirt and
loose shorts.
The mannequin on the right is wearing a loose coat and a
tight-fitting hat.
Exercise 2
• Students read the ad for the fashion exhibition.
• Students complete the gaps with the words in the box.
• Check answers with the class.
• Talk about the words clothes (always plural) and clothing
(always uncountable). A piece of clothing is used to describe
one item. A clothe or a clothing is incorrect.
ANSWERS
1  stylish  ​2  soft  ​3  casual  ​4  patterned  ​5  full-length  ​
6  waterproof
  Vocabulary practice
• Task to practice the vocabulary.
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4016377 Fusion TB3.indb 112
Exercise 3 Learn it!
• Invite a student to read the Learn it! box aloud. Point out that
these are words which are often confused in English.
• Ask students to translate sentences 1 and 2 individually.
• Discuss the translations as a class.
  Listening preparation
• A task to answer questions about the exhibition.
Exercise 4  w 3•24  Audio script pp148–149
• Students listen to two students talking about the exhibition.
Only three of the pieces of clothing are mentioned.
• Invite a student to read the instruction and questions aloud.
• Students listen and write the pieces of clothing in their
notebooks together with the relevant information.
• Check answers with the class. Ask if their suggestions in the
listening preparation discussion were correct.
ANSWERS
Espadrilles – from Spain, worn by agricultural workers
Anorak – from Arctic Circle, worn by the Inuit people
Hawaiian shirt – from Hawaii in the Pacific Ocean, worn by
American soldiers returning from Asia
Further practice
Vocabulary, Workbook page 74
Vocabulary reference, Workbook page 99
Vocabulary practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
The following notes refer to material on Student Book page 113.
Exercise 5  w 3•24  Audio script pp148–149
• Tell students they are going to listen again and correct mistakes
in the sentences 1–6. Ask them to read the sentences carefully.
• Play the recording again for them to write the corrections.
• Check answers with the class.
ANSWERS
1 Rachel Susie couldn’t go on the school trip.
2 Susie is doing her project on shoes, coats, and skirts shirts.
3 Espadrilles were first worn in Spain in the 15th 14th century.
4 The Inuits wore waterproof anoraks when they hunted
in the forests on the ice or in their kayaks.
5 A Japanese Chinese store owner made the first Hawaiian
shirts.
6 Simon was very well behaved badly behaved on the
museum tour.
  Listening extension
• Additional task about rain boots.
Exercise 6  w 3•25  Say it!
• Focus students’  attention on the Say it! box. Model the sounds
yourself or use the recording to do this.
• Students listen and repeat to practice their pronunciation.
• There are follow-up exercises for further practice on page 134.
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 Grammar – Reported commands, offers, and
suggestions
Aims
• Learn and practice reported commands, offers, and
suggestions.
• Complete sentences in reported speech and complete a
summary of a conversation.
  Grammar presentation
• Presentation of reported commands, offers, and suggestions.
Exercise 7
• Ask students to read the example sentences. Point out that
these are all in reported speech.
• Read the first part of the instruction aloud. Ask students to
think about which are commands, offers, and suggestions.
Elicit some examples of language for commands, offers, and
suggestions in direct speech. (e.g. commands: Turn off your
phones. Offers: Would you like me to show you? Suggestions:
Why don’t you go now, before lunch? How about visiting the
exhibition?)
• Students complete rules 1–3 with the words from the box.
• Highlight that for negative commands we use the negative
form of the base form, which is not to + base form.
• Remind students that in reported speech the reporting verb
is in the past tense, and that other words such as personal
pronouns, possessive adjectives, and expressions of time and
place also change.
ANSWERS
Commands: The tour guide told us to turn off our phones. / The
tour guide told us not to touch the exhibits.
Offers: Rachel offered to help Susie with her project.
Suggestions: The tour guide suggested that Simon wait outside.
1 We report commands with told + object + (not) to +
base form.
2 We report offers with offered + to + base form.
3 We report suggestions with suggested + that + subject +
base form.
Exercise 8
• Point out to students that they need to write the direct
speech commands, offers, and suggestions in reported
speech. Go through the example and check answers with the
class when they have completed the exercise.
ANSWERS
1 Rachel told Susie not to worry about it.
2 Rachel offered to help Susie.
3 The teacher told Rachel to work with Simon.
4 Rachel suggested (that) Susie do some online research.
5 Susie suggested (that) Rachel tell her what she remembered.
Exercise 9
• Ask students to read the instruction. Elicit from students what
a charity fashion show may entail. (e.g. clothing stores donate
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4016377 Fusion TB3.indb 113
clothes; people buy the clothes and the money raised goes to
charity.) Invite four volunteers to read out the dialogue.
• With a weaker group, elicit which of the numbered sentences
in the dialogue is a command, an offer, or a suggestion.
• Invite a student to read out the example sentence.
• Students complete the sentences in reported speech.
• Allow them to compare their answers in pairs before checking
them with the class.
ANSWERS
2 Nisha told Ellie not to ask that store.
3 Nisha told Ellie to go to the new store on the lower floor.
4 Josh suggested that they ask some of the local businesses
to sponsor the fashion show.
5 Nisha suggested that they put an ad in the local paper.
6 Oliver offered to design the invitations.
7 Ellie told Oliver not to print too many invitations.
8 Nisha suggested that they meet again the following week.
  Grammar practice
• Task to practice the grammar.
Language in action
Aims
• Write a summary of a meeting discussion.
• Practice using reported commands, offers, and suggestions.
Exercise 10
• Explain that the students from exercise 9 went on to have
their follow-up meeting about the charity fashion show.
• Read the instruction aloud and point out that one of the
students made notes at the meeting and they need to write
these up using reported commands, offers and suggestions.
• Go through the example with the class before they start.
• Give students time to write the sentences and to think of two
more ideas of their own that they should write using reported
commands, offers, or suggestions.
• Check answers. Some students read out their sentences.
ANSWERS
Oliver offered to send out / suggested that they send out the
invitations the following day.
Nisha told him not to forget the newspaper ad.
Ellie offered to select the models and clothes.
Nisha told her not to select any summer clothes.
Nisha offered to decorate / suggested that they decorate the
stage the day before the show.
Further practice
Pronunciation, Student's Book page 134
Grammar, Workbook page 75
Grammar reference, Workbook page 98
Grammar practice worksheets, Teacher Resource Center
Language summary, Teacher Resource Center
Unit 9 113
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 9.3 Around the world   Reading preparation
• A task to introduce the topic and make predictions about
Reading and Vocabulary the article.
Aims Exercise 1
• Read and listen to an article about British icons. • Ask students to match the columns 1–8 to A–H to make
• Learn vocabulary about immigration and origin. traditional British symbols.
• Listen and write down dictated sentences. • Encourage them to write the names of the items in their
• Learn how to use the prefixes over- and under-. notebooks rather than just the numbers and letters.
• Allow students to compare their answers in pairs before
Warm-up checking them with the class.
• Teach students the words icon and symbol. Elicit any icons and • You could have a class discussion and ask if any students
symbols which they believe foreigners associate with their have ever bought a souvenir related to any of these famous
own countries. British symbols.
• Tell them that this lesson is about British icons. Ask them to
ANSWERS
look at the five pictures and identify them.
1 F
Cultural note 2 A
The reading preparation on the Classroom Presentation Tool 3 D
involves brainstorming what students know about Britain. 4 E
Here are some useful facts you might wish to share now or 5 C
after the reading preparation task: 6 H
7 B
Great Britain (or Britain) consists of England, Wales, and
8 G
Scotland. When Northern Ireland is included, then we use
the name The United Kingdom of Great Britain and Northern Exercise 2  w 3•26
Ireland (U.K.). • Ask students to read the instruction. You could ask students
Population: approximately 60,000,000. More people live in if they think the three names look like traditional British last
England than in the other countries in the U.K. names. Ask them to write the three names in their notebooks
Capital cities: London – capital of England; Cardiff – Wales; leaving space to add notes about each one.
Edinburgh – Scotland; Belfast – Northern Ireland. • Play the recording for students to read and listen to the article
Each country has a patron saint and a symbol: England – and make notes about each person in their notebooks.
St George, a rose; Wales – St David, a daffodil or a leek; • Check answers with the class.
Scotland – St Andrew, a thistle; Northern Ireland – St Patrick,
ANSWERS
a shamrock.
Joseph Malin created “fish and chips”.
The current monarch is Queen Elizabeth II and her most
Michael Marks started Marks and Spencer.
famous official residence is Buckingham Palace.
Alec Issigonis designed the Mini.
Famous British writers: William Shakespeare, Jane Austen,
Charles Dickens, J.R.R. Tolkien, J.K. Rowling.
Famous British scientists: Charles Darwin, Isaac Newton,
Stephen Hawking.
Famous British sportspeople: Andy Murray, David Beckham,
Lewis Hamilton.

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 Exercise 3 Exercise 7
• Ask students to read the article again to understand the main • Invite a student to read the instruction aloud.
idea of each paragraph and choose which option is best. • Ask students to write the answers in their notebooks.
• Check answers with the class. • Check answers with the class.
• Ask them if they know of any cultural icons relating to their ANSWERS
countries which have an international connection. 1  undercooked  ​2  overdeveloped  ​3  underpaid  ​
ANSWERS 4  overpriced  ​5  undercharged
A  1  ​B  2  ​C  1  D  1
  Vocabulary practice
  Reading extension • Additional vocabulary task.
• A task to correct false information about the article.
Listening
Exercise 4
• Show students the highlighted words in the text. Aims
• Invite a student to read the instruction aloud. • Listen to a discussion about one aspect of Scottish tradition.
• Students write the answers in their notebooks.
Exercise 8  w 3•28  Audio script p149
• Check answers with the class.
• Tell students that the audio recording they are going to listen
ANSWERS to is in British English.
1  imports  ​2  immigrants  ​3  persecution  ​4  refugees  ​ • Tell students they are going to listen to a discussion about the
5  originated  ​6  flee kilt, a symbol of Scotland. Draw their attention to the picture.
  Critical thinking • Ask them to write the numbers 1–5 in their notebooks.
• Critical thinking questions for your students to discuss. • Play the recording. Ask students to decide if each sentence is
true or false and to correct any false ones.
  Vocabulary practice
• Additional vocabulary task.
• Check answers with the class.
ANSWERS
Exercise 5  w 3•27 1 True.
• DICTATION. Tell students that you are going to play a 2 False. It was possibly developed by an English immigrant to
recording and they should write down exactly what they hear. Scotland, Thomas Rawlinson.
• Play the recording, pausing if necessary. 3 True.
• Check answers with the class, including spellings. 4 False. They were full-length.
5 False. Not many people in Scotland believe the story.
• Play the recording again for students to repeat the words. You
could ask them to mark the word stress on each word. If so,
check answers with the class. Language in action
ANSWERS Aims
1  ˈimmigrant  ​2  perseˈcution  ​3  ˈnational  ​4  resˈponsible  ​ • Talk about a popular local or national symbol.
5  ˈvehicle
Exercise 9
Word builder – Prefixes over- and under- • Ask students to read the instruction. Encourage them to
brainstorm ideas and make notes in their notebooks.
Exercise 6 Learn it! • Divide the class into groups to discuss their symbol. Monitor
• Focus students’  attention on the Learn it! box. Ask them to and invite some students to tell their story to the class.
read it carefully.
  Culture video: Marks and Spencer
• Give them time to find words containing these prefixes in the
article. Then elicit and write them on the board. • Duration: 4:05 minutes
• Ask students Have you ever been overcharged? and Can you • Topic: Marks and Spencer: a famous department store.
name any other examples of underdeveloped nations? • Video worksheets are available on the Teacher Resource
• A stronger group may be able to think of other words which Center.
include the prefixes. Further practice
ANSWERS Reading, Workbook page 76
overcharged – you paid too much money Word builder, Vocabulary reference, Workbook page 99
overwhelming – when it is too much, more than expected
underdeveloped – when there is not enough modern industry
NB overwhelming is not an example of over- as a prefix.

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 9.4 Practical English
Speaking, Listening, and Vocabulary
Aims
• Listen to a discussion about the advantages and
disadvantages of different campaign ideas.
Warm-up
• Focus students’  attention on the two pictures and ask
what English words they would use to describe the actions
(demonstrate in the street, organize a sit-in). Ask them to check
their ideas in the box.
• Start a class discussion by asking Do you think these are good
ways to protest? Why / Why not?
Exercise 1
• Ask students to read the instruction. Check understanding of
the situation and go through any unknown vocabulary in the
box.
• Divide the class into small groups to discuss these questions
or conduct a class discussion. Encourage students to give
reasons for their ideas.
Exercise 2  w 3•29  Audio script p149
• Focus students’  attention on the meeting notes and ask them
to read the instruction.
• Tell students that they are going to listen to a campaign
meeting where three of the ideas from the box are mentioned.
• Play the recording for students to listen and write the ideas
in their notebooks. Ask them to also listen for which idea
they choose.
• Check answers with the class.
• Conduct a class discussion: Do you think they chose the right
campaign idea? Why / Why not?
ANSWERS
1 contact the media
2 demonstrate in the street
3 start a petition
They choose to start a petition.
Optional activity
With a stronger group, you could play the recording one
more time and ask them to write down the advantages and
disadvantages of each idea discussed.
1 Contacting the media
Advantage: TV is a good way to let people know what is
happening.
Disadvantage: the problem is too local.
2 Demonstrating in the street
Advantage: people would notice and want to know why
they were demonstrating.
Disadvantage: the neighbors would be annoyed.
3 Starting a petition
Advantage: the neighbors might support them, the
neighbors are old enough to vote, the local newspaper
might become interested in the campaign.
Disadvantages: none mentioned.
Exercise 3  w 3•30
• Ask students to read the phrases 1–5. Point out that the gaps
may require more than one word to complete them.
• Play the recording for students to listen and complete
the gaps in their notebooks. For weaker groups, play the
recording again if necessary.
• Check answers with the class.
ANSWERS
1 great way to 4 important thing about
2 disadvantage of 5 Another advantage of
3 main problem with
Writing and Speaking
Aims
• Learn the functional language for explaining advantages,
disadvantages, and reasons.
• Make suggestions and discuss advantages and disadvantages
of different money-raising activities.
Exercise 4
• With books closed, ask if students can remember any ways to
raise money for a charity.
• Then ask them to open their books and look at the first
column of the notebook at the bottom of the page. Were any
of their ideas the same?
• Ask students to read the instruction and the four phrases.
With a weaker group, you could elicit from them which are
advantages and which are disadvantages. (See answers below.)
• Students complete the notes, writing in their notebooks.
• Check answers with the class.
ANSWERS
1 It’s too expensive. We will have to pay for a room and the
equipment.
2 More people will make a donation if it’s easier.
3 You can’t sell them at a very high price, so it’s a lot of work
for a small amount of money.
4 It’s a popular sport, which will help publicize our campaign.

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 Exercise 5  • Monitor and help any groups that are struggling to keep
• Focus students’  attention on the functional language box. It’s their discussions going and reach a decision. Note that it is
a good idea to ask students to repeat each phrase after you to important that this task is done well as they will use it as the
promote natural pronunciation. basis for writing later on page 118.
• Invite a student to read the instruction aloud. Exercise 9
• Divide the class into small groups to discuss the situation. • When they have finished, conduct class feedback. Students
Point out the example sentences as a way of starting off their report their decisions to their classmates. Encourage them to
discussion. explain their reasons.
• Go around monitoring their discussions and giving assistance • The other students can comment on their classmates’
where necessary. Remind them to use the functional phrases. decisions, explaining why they agree or disagree.
• As a class, decide which campaign is likely to be the most
Language in action successful. You could have a class vote.
Aims   Dialogue practice
• Practice making suggestions for a campaign. • Students can work in pairs or small groups to practice the
• Talk about the advantages and disadvantages of a campaign. conversation.
  Speaking preparation Further practice
• Additional task to categorize phrases about campaign activities. Functional language, Vocabulary reference, Workbook page 99
Communication: Pairwork, Teacher Resource Center
Exercise 6  w 3•31  Audio script pp149–150
• Tell students they are going to listen to a conversation
between two schoolmates, Mia and Carter. The characters are
discussing how to oppose new plans at their school. Students
should read the list of ideas in exercise 6, then listen and
number them from 1–4 in the order that Mia and Carter talk
about them.
ANSWERS
[1] The school board voted to cut the music programs.
[2] They consider a protest at the next school board meeting.
[3] Carter wants to boycott the sports events.
[4] They decide to have a talent show.

Exercise 7  w 3•31  Audio script pp149–150

• Ask students to study the functional language box, then listen
again and underline the expressions that they hear.
ANSWERS
… is a great way to (raise money / get publicity).
One advantage of that idea is …
The main benefit of this suggestion is …
The main problem with that idea is …
Can you explain why?
What are your reasons for suggesting that?
Another reason is …

Exercise 8
• Ask students to read the instruction and the three situations
carefully. Check they understand the task.
• In the speaking preparation task, they were given one
campaign activity for each situation but before they start they
need to brainstorm more activities. You could do this as a class
together and write their suggestions on the board.
• Divide the class into small groups. Set a time limit if necessary.
• With a weaker group, appoint one student in each small
group to start, using the example sentences.

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 9.5 Writing a formal letter Exercise 3
• Ask students to work individually to use the blue phrases to
Aims complete the sentences. Encourage them to write the full
• Read a model text. sentences in their notebooks. Remind them that there is one
• Analyze the structure of the model text. extra blue phrase they don’t need.
• Learn useful phrases for letters. • Check answers with the class. Elicit that they don’t need to use
• Write a formal letter. We look forward to hearing from you.
ANSWERS
Model text 1 We would be very grateful if
2 In order to
Exercise 1 3 Please contact me through
• Write on the board: Who is Natalie Williams writing this letter to 4 I am writing on behalf of
and why?
  Language practice
• Ask students to read the letter from Natalie Williams and • Additional task to practice the language.
answer the question.
• Check the answer with the class. (She’s writing to the Editor of Writing task
a newspaper. She wants publicity – an article and an interview
– for a fundraising concert which is part of a campaign to   Writing preparation
push the school board to build a new gym.) • Additional task to put the parts of a formal letter in the
• Ask students to write the numbers 1–5 in their notebooks. correct order.
• Then ask them to read the sentence beginnings 1–5 and
Exercise 4
match them to A–E. Tell them they can find the answers by
reading the letter again and focusing on the layout. • Explain that students are going to write a formal letter to a
newspaper like the one they have read. The topic will be the
• You may need to explain the meaning of go in these
campaign they discussed in their groups on p117.
sentences – to place something in the right position,
e.g. The dictionary goes on the bookshelf. • Go through the plan and make sure students understand that
they must structure their letter in this way.
• Check answers with the class.
• Remind them to include the phrases for formal letters.
ANSWERS
• Ask students to write their letters. If they do this in class, go
1 C around giving help and encouragement.
2 D
3 B
• Invite some students to read their letters aloud. Alternatively,
two students who choose the same situation could read
4 E
each other’s letters and find similarities and differences
5 A
between them.
Look at language – Phrases for letters Further practice
Writing, Workbook page 77
Exercise 2
• Focus students’  attention on the blue phrases in the letter.
• Ask them to match each phrase to what we use it for and
write the answers in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• If you think translation would be useful here, you could
compare the set phrases used in formal letters in the students'
native language to these phrases.
ANSWERS
1 we would be very grateful if
2 I am writing on behalf of
3 We look forward to hearing from you.
4 In order to
5 Please contact me through

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 9.6 21st Century Skills
Aims
• Learn a practical methodology that can be used for making
choices.
• Develop the transferable skill of analyzing different options
and making good choices.
Exercise 1 What’s up?
• Focus on the picture in Exercise 1 and elicit what’s happening.
Ask students: What’s the relationship between the two people?
What are they doing? What do you think they’re talking about?
• Ask students to read the dialogue to check their answers.
• Read the question to the class and divide the class into pairs
to discuss the answer. Discuss the answer with the class.
ANSWER
Lee needs to decide which club he’s going to join.
Exercise 2 Get involved
• Invite a student to read the instruction and the questions
aloud.
• Divide the class into pairs to read the dialogue again and
choose the correct answers.
• Ask students: Why can’t Lee do both activities? Why does he need
to think about the location of the club?
• Discuss answers with the class, and ask more questions to
encourage students to think about their own experiences,
e.g. Do you ever have to make choices like this? Do you
sometimes find it difficult to make choices? Why?
ANSWERS
1 They are both on Tuesday evenings, and he doesn’t have
time for both.
2 Because his mum can’t drive him there.
Exercise 3 Reflect
• Ask students: Do you usually think carefully about making
decisions, or do you decide quickly, without thinking? Why is it a
good idea to evaluate all the advantages and disadvantages?
• Read through the information in the Reflect box with the
class. Ask students: What other advantages and disadvantages
might you think about? Elicit a few ideas, e.g. you might want
to do an activity that your friends also do, or you might want
to choose something completely new, something that gives
you a chance to be active outdoors, etc.
• Explain that making choices is a personal thing, and students
should think about what is best for them when making
choices.
• Read the question aloud. Divide the class into pairs to read the
sentences and choose the best option.
• Check the answer with the class. Elicit ideas about why
answers a and c aren’t very helpful.
ANSWER
b
Exercise 4 Get thinking
This activity will help students to think in detail about how to
weigh up the advantages and disadvantages of different options
and then make a choice.
• Read Sarah’s list aloud and make sure that students
understand competitive, equipment, participate and
tournament. Reinforce the point that when you are
making choices, it is important to take into consideration
your personality and preferences, as well as practical
considerations.
• Invite a student to read the instruction aloud, and check
students understand.
• Divide the class into pairs to read Sarah’s list again and answer
the questions.
• Check answers with the class.
• Discuss which activity they think is best for Sarah. Encourage
them to give reasons for their answers.
ANSWERS
1  T  2  F  3  T  4  T  5  T  6  F
Exercise 5 Put it together
This activity will help students to understand the process of
evaluating advantages and disadvantages in a personalized
context.
• Focus on the posters in exercise 5 and elicit that they show
different activities you can do. Ask students: How would you
choose which one to do?
• Go through the instructions.
• Go through the activities with the class and make sure that
students understand everything.
Step 1
• Asks students to look at the posters and choose two they
would like to do.
Step 2
• Ask students to work individually to create a list of advantages
and disadvantages.
Step 3
• Reinforce the point that students should think about their
own particular situation and their own personality and
preferences, and make the choice that is best for them.
Step 4
• Divide the class into small groups to compare their ideas and
explain the choices they have made.
ANSWERS
Students’ own answers.

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 Speaking project: Our local area Task 1  w 3•32  Audio script p150
• Introduce the project aims yourself using the green box.
Aims • Ask students to look at the five pictures and identify what is in
• Choose two aspects of the local area and research them. each one.
• Write a script for a short documentary or presentation. • Tell them that they are going to listen to a documentary made
• Record a documentary or give a presentation. by some students. They need to write in their notebooks
Autonomy and lifelong learning which three pictures are mentioned.
Ways of thinking • Play the recording for students to listen and write the letter
Digital, media, and information literacy references of the three pictures.
Communication, collaboration, and cooperation • Check answers with the class.
Cultural awareness and global citizenship • Ask students to write the numbers 1–5 in their notebooks.
• Focus students’  attention on the script and ask them to follow
Useful materials it as they listen in order to correct the five mistakes.
– notebooks • Play the recording again for students to listen and write the
– computer and Internet access corrections in their notebooks.
– digital camera / video camera • Elicit answers from the class.
– recording equipment (e.g. microphone, smartphone, digital ANSWERS
voice recorder) Pictures B, D, and E
– books and brochures on local area 1  eleventh  ​2  western  ​3  big rivers   ​4  largest  ​5  baseball
– list of suitable local websites
– printer
– sheets of paper
– interactive whiteboard / screen

Warm-up
• Ask students to brainstorm what they think makes a good
presentation and what can make a presentation less
successful.
• If they have difficulty thinking of things, give them some ideas
to discuss. For example:
– When the presenter stares at his script or at the floor.
– When there are pictures or video for the audience to look at.
– When the presenter speaks very loudly.
– When there are grammar mistakes in the script.
• Encourage them to suggest other ideas after this.
• Conduct class feedback.

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 Task 2
• Divide the class into pairs for this brainstorming task.
• Encourage them to discuss all the topics before making a
decision about the two they want to know more about.
• Monitor their discussions carefully and assist any pairs who
are having difficulty thinking of ideas or who cannot decide
which to choose.
Task 3
• This is a practical planning stage. You will need to state which
school resources they can use and help students plan a fair
way to share the work. They need to be realistic about being
able to borrow other people’s equipment and you should
highlight that they will be responsible for it.
• If any students decide to go and film the places, tell them that
this will need to take place outside classes and give them a
clear deadline for when it must be completed.
• Give plenty of time for these discussions and encourage them
to write down in their notebooks which one of the pair is
going to be responsible for each part of the documentary or
presentation.
Task 4
• In this part of the project, students do their research using
books, brochures, and Internet resources.
• They write their scripts individually.
• Remind them to look at the Useful language box to help them
structure their scripts.
• Encourage dictionary work to promote independence but
help weaker students translate words they need, if necessary.
Task 7 and Task 8
• Organize the necessary equipment to show the
documentaries. Presentations can be given now, too.
• You could invite a confident group to be the first to give their
presentation. When they finish, congratulate them and, if
appropriate, encourage the rest of the class to give them a
round of applause.
• Students watch and evaluate each other’s documentaries or
presentations. They should pay attention to:
– the language used
– the structure of the documentary or presentation
– the amount of content
– whether the content was original and interesting
– the pictures or images used
– whether it made a good impression on the audience.
• Conduct a class discussion. Encourage praise and constructive
criticism.
• If you wish, ask students to write a paragraph about what they
liked and disliked about their classmates’  presentations.
• With a stronger group, they could write a further paragraph
explaining what they have learned from the process of
making a documentary or giving a presentation.

Task 5
• Focus students’  attention on the Check! box. Remind them
that the documentaries need to be high quality and that
means error-free as well as having interesting content.
• They check each other’s scripts using the checklist and help
each other to correct and develop them further.

Task 6
• Tell students that they are now going to practice their
presentation or record their documentaries. Point out the
information in the Tip! box and tell them to check that they
have all the items mentioned in the instructions before
they begin.

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 Review Speaking
Students can prepare for the review page by reading the Unit 9 Exercise 4
Language summary on the Teacher Resource Center.
• Tell students that they are going to discuss the advantages
and disadvantages of organizing different types of events for a
Reading friend’s birthday party.
Exercise 1 • Ask them to read the instruction and the types of events.
• Ask students to read the instruction. • Draw attention to the example conversation to help them
• Ask them to write the numbers 1–6 in their notebooks. start their discussion.
• Give students time to read the text. Then ask them to read the • With a weaker group, allow them one minute to look back
information 1–6 and write the correct paragraph letter A, B, or at the phrases in the functional language box on page 117
C for each number. for explaining advantages, disadvantages, and reasons.
Encourage them to make a note of these in their notebooks.
• Check answers with the class.
• Go around monitoring their discussions and giving assistance
ANSWERS where necessary.
1 B
• For assessment purposes, this speaking review could be set
2 C
up before the Reading and Writing so that the teacher can
3 A
take individual pairs aside to listen to while the rest of the
4 C
class is quietly working.
5 B
6 C Further practice
Review, Workbook pages 78–79
Writing Unit 9 Tests, Teacher Resource Center
Cumulative test 3, Teacher Resource Center
Exercise 2 End-of-year Tests, Teacher Resource Center
• Ask students to read the instruction carefully.
• Encourage students to choose one item of clothing and
brainstorm as many ideas as they can before starting to write.
• They should try to answer all the questions in the bullet points
in order to include enough information. Point out that these
questions are to help them, but that they can also include
other ideas in their paragraph, provided they are relevant to
the topic. Encourage students to make notes of their ideas.
• Set a time limit for this writing if done in class. In this case,
go around monitoring and giving assistance as necessary.
Alternatively, this writing task could be done for homework
and checked in the next class.

Listening
Exercise 3  w 3•33  Audio script p150
• Give students time to read the questions and multiple-
choice answers.
• Play the recording for students and write the correct answers
in their notebooks.
• With a weaker group, you may need to play it more than once.
• Check answers with the class.
ANSWERS
1 A
2 A
3 B
4 B
5 A
6 C

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 1 Focus on geography
Population change 3 • birth rates and death rates
• life expectancy
Aims • how many young dependents (under 15) or old
• Read and listen to a text about population change around dependents (over 65) there are
the world. • how big the active population (15–65) is
• Learn vocabulary about population change.
Exercise 2
• Learn how to extract information from population pyramids.
• Focus students’  attention on the six highlighted words and
Warm-up phrases in the text. Elicit the meanings if necessary. You could
• Divide the class into small groups or pairs. Ask them if they use translation with a weaker group.
know what a less economically developed country (LEDC) • Ask them to use these words / phrases to complete the
and a more economically developed country (MEDC) are. Ask sentences.
them to discuss where in the world these places are likely • Check answers with the class.
to be. ANSWERS
Culture note 1 Life expectancy
2 death rate
More economically developed countries (MEDCs) are
3 active population
countries where people are generally thought to have a
4 dependents
good standard of living. The birth rate is low and good health
5 birth rate
care is available, which means that people have a high
6 aging
life expectancy. Most people have access to good quality
housing, clean running water, and electricity. The majority of Exercise 3
children receive free education, and the rate of illiteracy is low. • Explain that students need to work out the answers to the
Less economically developed countries (LEDCs) are poorer questions by using the population pyramids.
countries where people are generally thought to have a lower • Conduct class feedback or divide the class into pairs or small
standard of living than those in MEDCs. In many cases, this groups to discuss their answers.
means that there is a high birth rate but life expectancy is
lower because fewer people have access to good healthcare. ANSWERS
A lot of people in LEDCs live in lower quality housing with 1 the United States
limited or no access to clean running water or electricity. 2 Senegal
LEDCs have a higher rate of illiteracy than MEDCs because 3 the United States
more people have to work instead of going to school.

Exercise 1  w 4•01
• Ask students to read the questions.
• Play the recording for students to read and listen. Remind
them to write the answers in their notebooks.
• Elicit answers from the class.
ANSWERS
1 Less economically developed countries (LEDCs).
2 Families have fewer children because changes in
agriculture, with machines doing a lot of the work, mean
that they won’t need as many children to help out.
Improvements in healthcare also mean more children
will survive.

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 2 Focus on literature
Types of writing Exercise 3
• Ask students to read the questions and check their
Aims understanding if necessary.
• Read and categorize different types of writing. • Ask them to write the answers in their notebooks.
• Identify and discuss key aspects of writing such as audience, • Conduct class feedback. Alternatively, divide the class into
purpose, and style. pairs or small groups to discuss their answers.
Warm-up ANSWERS
• Ask students if they have read anything today. Elicit what 1 fiction – C and E
kind of writing it was – fiction or non-fiction, book, magazine, non-fiction – A, B, and D
blog, poster, text message, the back of a cereal box, etc. 2 A tourist / travelers
• You could have a quick competition for pairs of students to B teacher / educators
think of as many different types of writing as possible within C general reading public
a time limit. D the people who live in a particular neighborhood
E general reading public
Exercise 1 3 A to inform
• Ask students to read the titles. B to persuade
C to entertain
• Divide the class into pairs to discuss which title fits each of
D to inform
the types of writing in the box.
E to entertain
• Check answers with the class. 4 formal – B
ANSWERS neutral/informal – A, C, D, and E
THE KING’S REVENGE – play
Springfield City Council – information pamphlet Optional activity
48 hours in ROME – travel guide Divide the class into smaller groups and hand each group
The day I got lost in San Francisco – narrative original examples or photocopies you have found of the
Studying English abroad – essay text types mentioned in exercise 1 (essays, information
pamphlets, narratives, plays, travel guides). Give the groups
Exercise 2 a few minutes to decide what type each example is,
• Focus students’ attention on the texts and ask them to read monitoring each group and helping with vocabulary and
the extracts A–E and decide what kind of writing they are, structures as needed. Then ask individual students from each
using words from the box in exercise 1. group to hold up the text and say what type they think it is
• Allow students to compare their answers in pairs before and why.
checking them with the class.
ANSWERS Exercise 4
A travel guide • Explain that students need to think of something they have
B essay read recently (not necessarily in English). Their task is to
C narrative analyze it, with reference to the categories given.
D information pamphlet • Ask them to make notes about it in their notebooks and set a
E play time limit if necessary.
• Divide the class into pairs or small groups to discuss their
notes, or conduct class feedback.

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 3 Focus on biology
Nutrients Exercise 3
• Ask students to read the questions and write the answers in
Aims their notebooks.
• Read and listen to a text about a food pyramid. • Allow students to compare their answers in pairs before
• Learn vocabulary about food and diet. checking them with the class.
• Discuss dietary habits and preferences. ANSWERS
Warm-up 1 Yes.
2 Dairy products.
• Conduct a quick class discussion around the topic: What is a 3 No.
healthy diet?
4 Poultry.
• If there is any confusion, clarify the meanings of diet: a) the 5 Once or less.
food that you eat and drink regularly; b) a limited variety or
amount of food that you eat for medical reasons or because Exercise 4
you want to lose weight. • Divide the class into small groups to ask and answer the
• Remind them that the focus of this biology lesson is on the questions. Tell them they don’t need to write the answers.
first meaning. • Conduct a class discussion about how closely their meals
resemble the food pyramid. How healthy do they think their
Exercise 1  w 4•02 diet is? What changes could they make to eat more healthily?
• Ask students to copy the chart carefully into their notebooks, Which are their favorite less healthy food choices?
leaving spaces for the missing words.
• Explain that they are going to read and listen to the text and Optional activity
they will be able to complete the chart using the words in Encourage students to broaden their vocabulary knowledge
the box. by using their dictionaries.
• Play the recording for students to listen to as they read. Divide the class into pairs or small groups to find two other
• If they are finding it difficult, encourage them to read it again food words not mentioned in the lesson (so far) to add to
slowly to try to find the answers. each of the following categories:
• Allow students to compare their answers in pairs before – Poultry
checking them with the class. – Pulses
ANSWERS – Dairy product
1 Nutrients – Red meat
2 Macronutrients – Fish
3 Lipids Conduct class feedback, eliciting and drilling the
4 Proteins pronunciation of new words. You could ask which of these
5 Minerals foods students eat, how often, and whether they think they
6 Vitamins eat too little or too much of them (according to the food
Exercise 2 pyramid).
• Ask students to copy the food pyramid into their notebooks Suggestions:
and complete it using the words and phrases in the box. Poultry: turkey, duck, goose, quail
• Check answers with the class. Pulses: beans, peas, lentils, chickpeas
Dairy products: butter, cream, ice cream
ANSWERS
1 red meat Red meat: beef, lamb, pork, veal
2 pastries Fish: tuna, salmon, cod, sardines, trout, mackerel
3 poultry
4 dairy products
5 legumes

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 4 Focus on computer science
Computer networks Exercise 3
• Ask students to read sentences 1–5 and then give them time
Aims to read the text again.
• Read and listen to a text about different computer networks. • Ask them to decide whether each sentence is true or false,
• Learn vocabulary about computer science and computer and correct any false ones in their notebooks.
networks. • Check answers with the class.
• Discuss the appropriate type of network to suit different
ANSWERS
users.
1 False. A LAN usually includes all the computers in one
Warm-up building, such as a school or an office.
• Conduct an introductory discussion about computers. Ask 2 False. They are probably LANs, which are connected to WANs.
students: 3 True.
4 False. Each device links to two other devices and they
– What kind of computer equipment do you and your family
form a ring for the signals to travel around. There can be
have at home? What is it used for?
different numbers of devices.
– What kind of computer equipment is there at school? What is 5 True.
it used for?
– Is there any other computer equipment you would like to have Exercise 4  w 4•04  Audio script p150
at home or at school? Why? • Tell students they are going to listen to a talk about different
networks. Give them time to read the questions.
Exercise 1 • Play the recording for students to listen and write the
• Ask students to look carefully at the pictures and the words in answers in their notebooks. Play it more than once if
the box. necessary.
• Allow them a few minutes to match the words to the pictures • Allow students to compare their answers in pairs before
and write the answers in their notebooks. discussing them with the class.
• Check answers with the class.
ANSWERS
ANSWERS 1 LAN
A file storage 2 WAN
B hardware 3 LAN
C workstation 4 MAN
D file
E software
F network

Exercise 2  w 4•03
• Ask students to look at pictures A–C and then read the
instruction aloud.
• Play the recording for students to read and listen to the text,
and write the answers in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A bus network
B ring network
C star network

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 5 Focus on citizenship
Human rights ANSWERS
1 trial
Aims 2 privacy
• Read and listen to a text about the Universal Declaration of 3 equality
Human Rights. 4 torture
• Learn vocabulary about human rights. 5 standard of living
6 property
• Put the articles from the Universal Declaration of human
7 freedom
rights into three catagories: equality, protection, and standard
8 guilt
of living.
Exercise 3
Warm-up
• Divide the class into small groups. Draw three columns
• Write human rights on the board and divide the class into on the board and write the following headings: Equality,
pairs to discuss what this phrase means to them and write a
Protection, Standard of living.
definition.
• Encourage students to discuss which category fits each
• Elicit a number of definitions from the class and discuss the
of the articles mentioned. Some may fit more than one
best one. The text gives a definition as “rights that every
category. Set a suitable time limit.
person on the planet should have”.
• Conduct a class discussion about the answers.
Exercise 1  w 4•05 SUGGESTED ANSWERS
• Ask students to read the instruction carefully. Equality 1, 7, 10, 18, 19, 21, 26
• Play the recording for students to read and listen to the Protection 3, 5, 11, 12, 19
article and answer the questions in their notebooks. Standard of living 12, 17, 18, 26
• Elicit answers from the class.
Exercise 4
ANSWERS • Ask students to read the comments.
A group of 50 countries wrote the Universal Declaration of
• Read out the instruction. Check all students understand
Human Rights in 1948 as a result of the terrible suffering that
disobey.
happened during World War II.
• Ask them to decide individually which human rights each
Exercise 2 statement disobeys. Point out that in some cases more than
• Focus students’   attention on the highlighted words in the text. one article is disobeyed.
• Ask them to read the definitions and check any unknown • Give them time to make their own decisions. Then divide
vocabulary. It might be a good idea to check the meaning them into small groups to discuss their answers with their
of treatment in definition 3: The meaning here is not about classmates.
medical treatment but a way of behaving towards or dealing • Check answers with the class.
with a person. You could give an example: Nobody in the class SUGGESTED ANSWERS
receives special treatment. The teachers treat all their students 1 articles 1 and 3
the same. 2 articles 17 and 18
• Ask students to match the words and definitions and write 3 articles 3 and 19
the answers in their notebooks. 4 article 10
• Check answers with the class.

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 6 Focus on P.E.
Sports rules
Aims
• Read and listen to texts on the rules for two different sports.
• Learn vocabulary about sports.
• Practice describing a sport.
Warm-up
• Ask students to write down their three favorite sports.
• Divide the class into pairs and ask them to find out whether
they have any favorite sports in common. Encourage them to
explain what they like about their chosen sports.
• Elicit feedback from a number of students.
• Tell them the text for this Curriculum extra lesson is about
baseball and handball. Elicit anything they know about these
sports.
Exercise 1  w 4•06
• With a stronger group, you could ask students to look at the
pictures and match them to the words in the box before they
read the text.
• Play the recording for students to read and listen to the
article, and ask them to write or check their answers.
• Elicit answers from the class.
ANSWERS
A kick D goal G dribble
B hit E throw H diamond
C court F shoot
Exercise 2
• Ask students to read the text again and find out what the
numbers in the box refer to. Remind them to write the
answers in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
3 – the number of chances a batter has to hit the ball
7 – the number of players on a handball team
9 – the number of players on a baseball team
27 – the distance in meters between the bases
40×20 – the size of a handball court
Exercise 3
• Ask students to read the rules and decide which sport each
rule relates to.
• Conduct class feedback to discuss answers.
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4016377 Fusion TB3.indb 128
ANSWERS
1 baseball
2 handball
3 baseball
4 baseball
Exercise 4  w 4•07  Audio script p151
• Ask students if they have ever heard of Gaelic football.
• Ask them to read the questions before they listen to a
description of gaelic football.
• Play the recording for students to listen and answer the
questions in their notebooks.
• Check answers with the class.
• You could ask them what they think of this sport and if they
would be interested in playing Gaelic football. Why / Why not?
ANSWERS
1 The sport is played in Ireland and in places with a large
Irish population, like America and Australia. It is played on
a field similar to a rugby field.
2 There are fifteen players on each team.
3 The players can run with the ball in their hands for a short
distance and then they have to pass it with their hands or
their feet.
4 To score a point, a player must kick the ball or hit it with
their hand over the posts. If they do the same thing, but
into the net, they score three points.
Exercise 5
• Invite a student to read the instruction aloud.
• Allow students time to plan and prepare their descriptions if
necessary. Point out that they shouldn’t write full sentences,
only notes, as this is a speaking practice activity.
• Divide the class into small groups to take turns trying to
guess each other’s sports.
• Conduct class feedback.
Optional activity
Using the vocabulary from exercise 1, play a quick game of
Hot Seat. Two students come to the front of the class and
sit facing their classmates, with their backs to the board. Tell
them they are not allowed to turn round.
Tell the class that you are going to write one word on the
board and they need to describe it to the two students in the
“hot seats”. The only rules are that they can’t use that word
in their descriptions, they can only speak in English and they
can’t mime or act, only speak.
The first of the two students to guess the word, leaves the
hot seat and chooses another student to take their place. The
other student remains for another round of the game.
Write one of the words on the board and start the game.
08/09/2017 11:59
 7 Focus on geography
Travel Exercise 3
• Focus students’ attention on the highlighted words in the text.
Aims • Ask them to use the words to complete the sentences in their
• Read and listen to a text about transportation. notebooks.
• Learn vocabulary about transportation. • Check answers with the class.
• Practice talking about transportation and travel.
ANSWERS
Warm-up 1 gateway
• You could play categories with the students: 2 route
3 mode
• Divide the class into pairs or small groups. Tell them they
have one minute to think of all the English words they know Exercise 4
in a particular category, e.g. for the topic of animals, possible • Divide the class into pairs or small groups. Invite a student to
categories could be: pet animals, animals which have stripes, read the instruction aloud.
animals which live underground, etc.
• Set a time limit for students’  discussions.
• Tell them the topic is transportation. Possible categories:
modes of transportation which have four wheels,
• Go around monitoring and making a note of any points for
correction later.
modes of transportation which have two wheels, public
transportation you could find in a city, transportation on • Conduct class feedback. Invite some students to report the
water, transportation in the air, transportation you could use most interesting answers from their discussions.
in a jungle / desert / mountainous area, transportation which • Do error correction if necessary.
uses gas / electricity, etc.
Optional activity
• Move quickly from one category to another, awarding points
for the pairs or groups with the most words in each category. Choose a large city – either students’   capital city or another
famous city, e.g. London. Find information on the Internet about
Exercise 1  w 4•08 bus routes, streetcar routes, and subway / London Underground.
• Ask students to read the topics in the box. Check they Print this information and also a basic tourist map.
understand all the words. Divide the class into pairs or small groups and give them the
• Play the recording for students to listen and read the article following challenge: Decide how you would get from A to B. You
and write down in their notebooks the topics which are can use public transportation and also go on foot. The start and
mentioned. end locations (A and B) could be the same for all the class or
• Allow students to compare their answers in pairs before you could give different ones.
checking them with the class. Encourage students to speak only in English. When they have
finished, conduct class feedback and encourage discussion of
ANSWER the different routes.
• connections between types of transportation
• methods of transportation
• why transportation is necessary
Exercise 2
• Focus students’ attention on the words in the box.
• Ask them to read the text again, find the words, and match
them to the definitions.
• Check answers with the class.
• Drill pronunciation, highlighting the word stress in these
words and phrases (/ˈɪnfrəstrʌkʃə/, /kənˈdʒestʃən/,
/ˈnetwɜːk/).
ANSWERS
1 infrastructure
2 traffic congestion
3 network

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 8 Focus on math
Statistics Exercise 4
• Ask students to read and answer the questions.
Aims • Elicit answers from the class. You could point to the mode on
• Learn vocabulary about charts and statistics. the different charts – it is easy to see this concept visually.
• Practice discussing information in a survey.
ANSWERS
Warm-up 1 The objective was to find out how often members of
• Elicit (or teach) the meaning of the noun “survey”. the Weston Park Community Center take part in sports
activities every week.
• Write the following on the board: 2 The size of the sample is 30.
A record the answers 3 The mode is 3.
B present the results in a chart
C choose a topic Exercise 5
D write a questionnaire • Divide the class into pairs to do this maths exercise. Ask them
to read the text in the box as you read it aloud.
E interview people
F analyze the data
• With a weaker group, ask questions to check understanding,
e.g. Which two totals do you need to calculate? (hours,
• With a weaker group, go through any unknown vocabulary. students) What do you do with these two totals in order to find
• Ask students to decide what order steps A–F happen in out the mean? (divide the hours by the number of students).
when you do a survey. (They could do this task individually or • Check the answer with the class. Go through the calculation
discuss it in pairs.) on the board to show how they arrive at the answer.
• Check answers with the class. • With a stronger group, ask Is the “mode”   the same as the “mean”
ANSWERS (no – because the numbers are different – 3 and 3.33).
C, D, E, A, F, B • You can point out that there is always a mean (which you find
by doing this kind of calculation), but sometimes there may
Exercise 1 not be a mode because there may be two numbers which
• Ask students to look at the words in the box and match them occur with equal frequency.
to charts 1–4.
ANSWER
• Check answers with the class. 100 hours / 30 students = a mean of 3.33 hours
ANSWERS
1  line graph   ​​2  pictogram  ​3  bar chart   ​4  pie chart Optional activity
Divide the class in half. Label one half A and the other B. Then
Exercise 2 make pairs of students (an A student + a B student).
• Ask students to use the words in the box to label A–D on Ask the pairs to write one question to ask their classmates.
the charts. The question must require an answer which is a number, e.g.
• Check answers with the class. Make sure that they can How many DVDs have you watched this week?, How old is your
pronounce graph /grɑːf/, chart /tʃɑːt/, axis /ˈæksɪs/, peak dad?, etc. Make sure their sentences are correct and suitable.
/piːk/, and trough /trɒf/. Divide the class again, all As together and all Bs together. Tell
ANSWERS them to ask their classmates in their half the question and
A  a peak   ​B  vertical axis   ​C  a trough   ​D  horizontal axis record all the answers.
When they have finished, students go back to their original
Exercise 3 A + B pair. They share the data and work out a) the mode and
• Focus students’ attention on the highlighted words in the b) the mean. Monitor and give assistance where needed.
survey. Conduct class feedback. Give sentence stems to help them:
• Students match these words to the definitions and write – We asked the question  “… ?”
them in their notebooks. – The mean answer was …
• Allow students to compare their answers in pairs before – The mode was …
checking them with the class.
ANSWERS
1  raw data   ​2  sample  ​3  mode

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 9 Focus on music
The history of music ANSWERS
A cello E trumpet
Aims B violin F horn
• Read and listen to a text about music over the years. C recorder G timpani
• Learn vocabulary about musical instruments and D flute
instrument families. Exercise 4  w 4•10
• Answer questions on knowledge about music. • Play the recording for students to listen and write down the
Warm-up name of the instrument they hear each time.
• With books closed, ask students to think of all the English • After listening, they can decide which instrument family each
words they know for different musical instruments. instrument belongs to and write the word next to each one.
• Conduct class feedback and write a list on the board. • Check answers with the class. It might be a good idea
Encourage students to explain what kind of instrument each to translate the four instrument families to be sure of
one is, but accept translation if explanation fails! comprehension.
ANSWERS
Exercise 1  w 4•09 1 timpani
• Ask students to read the words in the box. 2 trumpet
• Explain that they are going to read and listen to a text and 3 cello
that some of these periods are mentioned but not all. 4 flute
• Play the recording for students to read, listen, and find the Brass: trumpet
dates for each period mentioned and write them in their Percussion: timpani
notebooks in chronological order. String: cello
• Allow students to compare their answers in pairs before Woodwind: flute
checking them with the class. Exercise 5
ANSWERS • Divide the class into pairs to read and answer the questions.
the Baroque period (approximately 1600–1750) • Check answers with the class.
the Classical period (approximately 1750–1810)
the Romantic period (19th century) ANSWER
1 two
Exercise 2 2 three
• Focus student’s attention on the highlighted words in the text. 3 four
• Ask them to use these words to complete the sentences and 4 five
write them in their notebooks. Exercise 6
• Elicit answers from the class. • Give students a few moments to think of a piece of classical
ANSWERS music that they know.
1 composition 4 conductor • Focus their attention on the questions.
2 soloist 5 ensemble • Divide the class into pairs and encourage them to tell their
3 composed partner about the piece of music they have chosen.
Exercise 3 • Go around monitoring and giving assistance. When they
have finished, conduct class feedback. Invite some students
• Ask students to look at the pictures of instruments.
to describe their partner’s piece of music to the class.
• Stronger groups could try to label them without reading the
text again first, then look for any names they don’t know in
the text. Optional activity
• Give them time to read the text again to find or check their If you think your students will have difficulty thinking of a
answers. piece of classical music, prepare to play them a piece of your
choice. Elicit which instruments they hear and tell them
• Allow students to compare their answers in pairs before
about the composer, the instruments played, and about the
checking them with the class.
period the piece of music was written in.

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 Pronunciation practice
Phonetic alphabet Unit 1 Sentence stress
Exercise 1  w 4•11 Exercise 1  w 4•14
• Play the recording for students to listen and repeat the • Focus students’  attention on the highlighted syllables.
sounds and example words in the table. • Invite a student to read the instruction aloud.
• Ask for individual repetition around the class and make sure • With stronger students, ask them to predict what they will
students can pronounce any sounds which are particularly notice about the highlighted syllables.
difficult for speakers of their native language. • Play the recording and elicit what students noticed.
• Encourage students to learn the phonemic symbols. If they
ANSWER
know these, they will be able to work out the pronunciation
These are the stressed syllables.
of any words they look up in a dictionary.
Exercise 2  w 4•14
Unit 1 Sound /ʃ/ • Play the recording again, pausing where necessary, for
Exercise 1  w 4•12 students to repeat the sentences. Remind them to pay
particular attention to sentence stress.
• Model the sound /ʃ/. Read the instruction aloud.
• Play the recording again if they are finding it difficult to place
• Play the recording for students to listen and repeat the the stress accurately.
sentences. Play the recording several times if necessary to
ensure accurate pronunciation. • You could make it more fun by asking students to punch the
air as they say a stressed syllable.
Exercise 2  w 4•13 • Don’t forget to draw their attention to the information in the
• Ask students to listen and decide which word contains the Tip! box.
/ʃ/ sound. With a stronger group, they could decide for
themselves before listening to the audio.
• Play the recording for students to listen and write their
answers in their notebooks.
• Check answers with the class.
ANSWERS
1 sure
2 permission
3 anxious
4 sociable
5 dishes

Exercise 3  w 4•13
• Play the recording again for students to repeat the words.
• Remind them to be careful when they pronounce the /ʃ/ and
/s/ sounds. Ask for individual repetition, if necessary, to ensure
correct pronunciation.
• Draw their attention to the information in the Tip! box and
remind students that if they learn the phonemic symbols, this
will help them use their dictionaries more effectively.

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 Unit 2 Sounds /s/ and /z/ Exercise 3  w 4•18
• Play the recording for students to check their answers to
Exercise 1  w 4•15 exercise 2.
• Ask students to write the numbers 1–3 in their notebooks. • Play it again for students to repeat the words in the same
• Invite a student to read the instruction aloud. sound groups.
• Model the sounds /s/ and /z/ if necessary. • Draw students’  attention to the Tip! box. Show them the
• With stronger students, ask them to do the task before correct mouth position yourself. Ask them to try to copy your
listening to the recording. mouth position.
• Play the recording for students to listen and write the answers
in their notebooks. Unit 4 Sounds /d/, /t/, and /əd/
• Check answers with the class.
Exercise 1  w 4•19
ANSWERS • Play the recording for students to listen and repeat the words
1  C  ​2  A  ​3  B in the box.
Exercise 2  w 4•15 • Monitor their pronunciation carefully and correct any
pronunciation mistakes.
• Play the recording again, pausing if necessary, for students to
repeat the words after the recording. Exercise 2  w 4•20
• Play the recording again if they are having any difficulty • Play the recording for students to listen and repeat.
forming the sounds accurately.
Exercise 3  w 4•21
Exercise 3  w 4•16 • Ask students to copy the sentences into their notebooks,
• Focus students’  attention on the sentences. leaving a long space at the beginning for two missing names.
• Ask students to work out which color highlighting is for /s/ • Play the recording for students to listen and complete the
sounds and which for /z/ sounds. Elicit answers from the class. sentences.
• Play the recording, pausing if necessary, for students to repeat • Check answers with the class.
the sentences.
ANSWERS
• Draw students’  attention to the Tip! box. If there is time, you
1 Jade and Brad
could write a few different words on the board which contain
2 Astrid and David
the letter s and ask students to look them up in a dictionary.
3 Kate and Matt
Unit 3 Sounds /ər/ and /ə/ Exercise 4  w 4•21
Exercise 1  w 4•17 • Play the recording again for students to listen and check their
answers.
• Play the recording for students to listen and repeat the words
in the box.
• Play the recording one more time, pausing where necessary
for students to repeat the sentences.
• Monitor students carefully and ask them to repeat any of the
words which weren’t pronounced well.
• Draw students’  attention to the Tip! box. Give extra examples
if necessary: /t/ – worked, talked, watched; /d/ – studied, lived,
Exercise 2  advised; /əd/ – shouted, admitted, needed.
• Ask students to copy the table into their notebooks.
• Ask them to write the words from the box in the correct column. Unit 5 Linking
• To maximize pronunciation practice, they could do this task Exercise 1  w 4•22
in pairs. • Point out to students that the linking is marked clearly in
ANSWERS these sentences.
• Play the recording for students to listen and repeat. Play it
/ər/ /ə/ more than once if necessary to make sure they are linking
first breakfast naturally.
learn family • Draw their attention to the information in the Tip! box and
surfing open practice building the example phrase as a class.
survey afford • Divide the class into pairs to practice building the other two
Thursday until sentences from the end, taking turns adding more words.
world • Monitor carefully and check students are linking naturally.

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 Unit 6 Sounds /ʃ/ and /tʃ/ Unit 8 Contractions
Exercise 1  w 4•23 Exercise 1  w 4•27
• Read the instruction aloud. Play the recording for students to • Focus students’  attention on the pairs of sentences. You could
listen to choose the correct answer. elicit what makes sentence b) different from sentence a) in
• Check answers with the class. each case (’ll, which is the contraction of will).
ANSWER
• Play the recording for students to listen and repeat.
1  softly  ​2  suddenly Exercise 2  w 4•28
Exercise 2  w 4•23 • Focus on the instruction and point out that they will only hear
• Play the recording again for students to listen and repeat the one of the sentences in each pair and they must identify if it
words. is a) or b). Play the recording for them to listen and write the
answers in their notebooks.
Exercise 3  w 4•24 • Play the recording again to check answers with the class.
• Focus students’  attention on the highlighted sounds. • Draw students’ attention to the Tip! box. Elicit other
• With stronger students, ask them to decide if the sounds are contractions and make sure they are pronouncing them well.
the same (S) or different (D) before they listen. They could do • You could ask students to write sentences containing two or
this in pairs. three contractions which they give to their classmates to read
• Play the recording and then check answers with the class. out naturally as a pronunciation challenge.
ANSWERS ANSWERS
1  D  ​2  D  ​3  S  ​4  S  ​5  D  ​6  S  ​7  S  ​8  S 1 B You’ll like Kate. 3 A Oh no! We lose.
2 A They love Harry. 4 B I’ll leave today.
Exercise 4  w 4•24
• Play the recording again for students to listen and repeat the Unit 9 Sounds /g/ and /dʒ/
words.
Exercise 1  w 4•29
Unit 7 Sounds /oʊ/ and /ɑ/ • Focus students’ attention on the highlighted words and point
out that they contain the target sounds.
Exercise 1  w 4•25 • Play the recording for students to listen and repeat.
• Play the recording for students to listen and repeat the words
in the box. Exercise 2 
• Play it again if there are a lot of pronunciation problems with • Ask students to copy the table into their notebooks.
the target sounds. You could focus on just one or two of the • Divide the class into pairs to decide which words to write in
words and model them yourself. each column. Do not confirm the answers at this point.

Exercise 2  ANSWERS

• Read the instruction aloud and allow students time to copy /g/ /dʒ/
the table into their notebooks.
grandpa together change large
• Divide the class into pairs so they can practice saying the
glasses regularly subject originate
words as they do the task. Do not confirm the answers at this
organize blog jacket Japan
point.
ANSWERS
Exercise 3  w 4•30
/oʊ/ /ɑ/ • Play the recording for students to listen and check their
answers to exercise 2.
going profile model technology
grow social possible wash
• Play the recording again for students to listen and repeat. If
they are have difficulty pronouncing the sounds accurately,
moment upload software watch
point out that in the second sound, their tongue should touch
the front part of the roof of the mouth behind the teeth. In
Exercise 3  w 4•26 the first sound, it doesn’t touch there.
• Play the recording for students to listen and check their
answers to exercise 2.
• Play the recording again for them to repeat the words in their
sound groups.

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 Audio scripts
Starter Unit, page 8, exercises 3 and 4  w 1•03  math and working with computers. I really want to have a
E = Ella, N = Nathan
E:  Hi, Nathan. It’s me, Ella.
N:  Oh hi, Ella! How are you? We’re on holiday at the moment.
I’m in a cafe in Anglesey.
E:  Where?
N:  Anglesey in Wales! I’m in the best cafe in the country!
E:  Oh wow! What are you eating?
N:  Welsh rarebit, although some people call it Welsh rabbit.
Don’t worry though, I’m not eating rabbit – there’s no meat in it!
E:  So what is in it then?
N:  Well, the most important ingredient is cheese. You put it on
some toasted bread and add salt and pepper, and some sauces.
Then you heat it all up.
E:  I don’t like cheese very much.
N:  Well, I think it’s one of the tastiest meals that you can eat.
And it’s easy to cook. Anyway, when are you going on holiday
to Spain?
E:  Tomorrow, and I can’t wait to eat my favourite Spanish
dishes. I think they’re healthier than what you’re eating!
N  Welsh food is very healthy! The cakes here are really nice, too!
E:  Nice and sweet and full of sugar! They’re not very healthy.
N:  I know, but I can eat what I like when I’m on holiday!
E:  OK, well, maybe you can cook some Welsh rarebit for me
after the holidays.
N:  I will! It’s nicer than you think!
E:  Anyway, I was just calling to …
Unit 1, page 12, exercises 4 and 5  w 1•05
K = Kate, D = David, S = Sasha
K:  Welcome to The Next Step with me, Kate Adams. Today we’re
answering questions from students who need advice about
their future careers. So let’s start with our first call from David. Hi,
David, how can I help?
D:  Hi, Kate. Well, I’m creative and I can write well. I’m also very
active and play on the school soccer team, so I want to get a
degree in journalism and work as a TV sports host. What should
I do to get some experience?
K:  Well, David, why don’t you start a blog or website for your
soccer team and write reports on your games? You should be
honest about the games though! Does your school have a
website or a magazine? If it does, get involved. It’s important
to get some writing experience, so write reports on school
sports competitions if you can, but help out on other sections
of the website or magazine as well. Any writing experience will
be useful. If your school doesn’t have a students’ website or
magazine, maybe you should start one! Then you’ll be able to
show how hardworking you are!
D:  Great! Thanks very much.
K:  Now we’ve got a question from Sasha in Kansas City.
S:  Hi, Kate. I’m artistic and love drawing, especially buildings.
I could draw really well in elementary school. But I also enjoy
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 135
career where I can work with numbers and art, but I don’t know
if a career like that exists!
K:  Well Sasha, there is a career for mathematical, creative
people: architecture! It’s perfect for people who are logical
and artistic and today most of an architect’s work is computer-
based. When you go to college, you should study art or design,
and math and physics. And you ought to keep all your drawings
so people can see what ideas you have. And if you decide that
you don’t want to be an architect, you’ll be able to find other
interesting careers such as designing furniture or even cars.
There are lots of options. Now, I’ve got another call coming …
Unit 1, page 16, exercise 1  w 1•08 
L = Liam, A = Anna
L:  Hi, Anna. Have you chosen someone for our project on
young sports stars?
A:  Yes, I’ve chosen Rebecca Tunney – the Olympic gymnast –
and I’ve found out quite a lot, actually.
L:  Like what?
A:  Well, she was born in Manchester on October 26th, 1996.
L:  And when did she start doing gymnastics?
A:  When she was five! Her mum asked what she wanted to
do as an after-school activity and Rebecca decided that she
wanted to go to the Olympics and do gymnastics!
L:  Really?
A:  Yes, so her mum took her to gymnastics classes at the
Etherow Centre in Manchester.
L:  What happened next?
A:  Well, in 2006, when she was 10, she changed club and
moved to the City of Liverpool Gymnastics Club. Some
members of the British gymnastics team train there.
L:  That’s fantastic!
A:  It certainly was because she won the British Championship
in 2011 and then they chose her to be in the Great Britain
team for the 2012 Olympics. She was only 15 and she was the
youngest in the team!
L:  How exciting! How did she do?
A:  She finished 13th.
L:  Not bad for a 15-year-old! What’s she doing now?
A:  Well, in September 2012 she moved to Liverpool. Travelling
from Manchester every day was having a bad effect on her
schoolwork.
L:  That’s understandable! Did she have to change school, too?
A:  Yes, her new school was a short walk from the club. She
studied six subjects and sometimes took afternoons off school
so that she could train. The weekends were for homework and
more training.
L:  Wow, that sounds like a hard life!
Audio scripts 135
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 Unit 1, page 17, exercises 7 and 8  w 1•10
E = Emily, J = Jake
Emily:  Hi, Jake.
Jake:  Hey, Emily! How’s it going?
Emily:  Oh, I don’t know. OK, I guess.
Jake:  What’s the matter?
Emily:  I’m trying to set up a timeline for history class and I
don’t feel like I’ve done very much in my life. It’s hard to write a
timeline when you’ve always lived in the same city and gone to
the same school with the same people. I’m a little frustrated.
Jake:  That’s understandable. I finished mine. Do you want some
help?
Emily:  Yeah, I do. Thanks.
Jake:  OK.
Emily:  So I think the problem is that I look at the timelines
other students have done and see they have done some really
amazing things! Colin’s family lived in Japan for a year.
Jake:  That sounds nice. What’s the problem with that?
Emily:  I haven’t lived abroad. I don’t even have a passport. Claire
has swum for three hours every day since she was seven. She’s
training for the Olympics.
Jake:  Really? How exciting!
Emily:  Yeah, I know, but what have I done? I don’t have much for
a timeline.
Jake:  I don’t believe you. You do lots of interesting things. You
started a new after-school activity last year, didn’t you? I see you
here after classes all the time.
Emily:  Oh yeah, you’re right. I’m on the basketball team.
Jake:  Really? What is it like?
Emily:  I really like it. I’m not that tall or athletic, but we practice
about two hours a day and we have games every week. It’s fun.
Jake:  So, starting basketball is something for your timeline.
Emily:  Yeah. And I went on a school trip to Washington, D.C. last
year.
Jake:  That’s fantastic.
Emily:  You won’t believe this, but on the way there, we had an
accident. The bus hit some ice and slid off the road.
Jake:  How awful! That’s horrible.
Emily:  It wasn’t a big deal. The bus was going slow.
Jake:  What happened next?
Emily:  Well, when I was sitting there – we were all waiting for
a new bus to come get us – a girl I didn’t know came up and
started talking to me. And now she’s one of my best friends.
Jake:  How surprising! A bus accident and a new friend all at the
same time.
Emily:  Yeah, it was a good trip.
Jake:  Can you think of anything else for your timeline?
Emily:  Well, one important thing that has happened is that we
got a new pet six months ago.
Jake:  Really?
Emily:  Yeah. We had a cat for about fifteen years but she died.
That was sad.
Jake:  How awful.
Emily:  Yeah, but then we decided to get a new pet and one day I
came home from school and we had a new puppy.
Jake:  How did you feel? Were you still sad about your cat?
Emily:  A little. But I love our new dog.
Jake:  Cool!
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4016377 Fusion TB3.indb 136
Emily:  Wow, Jake. I didn’t think I had much for my timeline but
I do. Basketball, the school trip, a new friend, and a new dog!
Thanks.
Jake:  No problem. Let me know if you need anything else.
Emily:  I will. I better start writing now. Bye!
Jake:  Bye.
Unit 1, page 20, exercise 3, Review  w 1•11
H = Host, S = Sarah
H:  Nowadays, it is pretty common for young people to use the
Internet to start making money while they are still in middle
school. However, few of them are as successful as Lane Sutton.
Sarah Roberts reports.
S:  When Lane Sutton was 5 years old, he visited his local
newspaper and decided that he wanted to be a writer. Lane
wanted to do well in life and he was also very creative, so in
2008, age 11, he set up his own website to make money from
his writing. He started by writing about new movies and books,
restaurants, and activities for young people. His site became
popular because of his direct and honest opinions.
Lane is very organized and he can manage his studies and his website
without any help. He is very strict about his homework … he must
not work on the site until he has done it all. When he has finished his
homework,Lanespendsthreehourswritingreviews.Theexperiencehas
madeLaneveryconfidentandhenowgivestalksonhowbusinesspeople
can use the Internet and social media. He could turn this into a full-time
job, but Lane realizes that, to do really well in the future, he ought to
continuestudying.Lanehopeshe’llbeabletostudybusinesstechnology
in college.
Unit 2, page 24, exercises 4 and 5  w 1•13 
L = Lily, A = Amanda
L:  I’m in Florida, at the home of the founder of the Nancy Yi Fan
fan club. Thank you for inviting me, Amanda.
A:  Thanks for coming.
L:  Now, you’re an expert on Nancy and her books.
A:  Well, I just love her style, her amazing plots, and the way she
became famous!
L:  Yes, it’s an interesting story. Nancy was just 10 when she had
an idea for her first novel, Swordbird. Can you tell us more? What
was she doing when she thought of the story?
A:  Well, I believe while she was sleeping one night, she had
a bad dream about birds that were fighting each other and
suddenly she had the idea!
L:  Really?! What do you think caused the dream?
A:  Well, she was studying the American Revolution at school
and she was learning about other wars, too. Nancy also loved
learning about birds in her free time and she says she put her
schoolwork and her interest in birds together! She started
writing the day after her dream. It gave her the idea for the
perfect plot. She also remembered the setting: a forest.
L:  So what happened next?
A:  Well, when she finished the story, she e-mailed it to a book
company and they loved it, and so she became a novelist at the
age of 12!
L:  Fantastic! Well, I’ve read Swordbird and I thought some of the
battle scenes were very realistic. Do you know if Nancy does any
martial arts?
08/09/2017 11:59
 A:  Yes. While she was writing the book, she learned kung fu. I
think that really helped her to write the battle scenes.
L:  And do you know if she still likes kung fu?
A:  Yes, kung fu and bird-watching are her favorite hobbies. Oh,
and reading – just like me …
L:  So tell us about Nancy’s…
Unit 2, page 28, exercises 2 and 3  w 1•16
E = Eva, H = Harry
E:  So, what should we do this weekend?
H:  OK, well … I’m just looking at the events guide now.
E:  What do they have in this week’s best events list?
H:  Well, how about going to Wicked the musical? I really enjoyed
the movie, The Wizard of Oz, when I was a kid.
E:  I liked it, too, but I don’t really like musicals. Hmmm … how
much is it?
H:  The tickets are from $76 to $150.
E:  Ummm … I think I’d rather spend my money on something
else. I only have $50, anyway! Let’s do something a little different.
H:  Well, there’s Madame Tussauds! That’s different. I’ve heard it’s
amazing – if you like taking pictures with celebrities. They’re not
real, but it’s still fun. What do you think?
E:  Well, I’d prefer not to. I hate going to touristy places, so I’m not
very enthusiastic about that idea!
H:  Fair enough. Just a minute. I’ve found something interesting
… It’s the Nathan’s Famous Hot Dog Eating Contest. People
compete to see how many hot dogs they can eat in ten minutes.
E:  Are you serious? It’s weird, but it sounds much better than the
last idea. What time does it start?
H:  The women’s competition starts at 11:30 and the men’s at
12:00. When it’s done, we can ride the roller coaster. It’s at Coney
Island, an amusement park.
E:  OK. I’d love to go.
Unit 2, page 29, exercises 9 and 10  w 1•18
M = Michael, O = Olivia
M:  Another boring Saturday.
O:  What do you mean? There’s a lot going on today. I’m not
going to stay home and do nothing.
M:  Really? What’s going on?
O:  Well, first of all, there’s a new sci-fi movie that I really want to
see. Do you want to come along?
M:  Hmm, I’d prefer not to. I don’t like sci-fi movies very much.
O:  What would you like to see then?
M:  I don’t know. I’d prefer to do something a little more cultural.
I’m tired of the movies.
O:  Cultural?
M:  Yeah. Let’s do something different.
O:  Like what?
M:  Well, a Russian symphony orchestra is performing downtown
this afternoon.
O:  An orchestra?! Are you serious?
M:  Yes. I love classical music. I’d rather go to the orchestra
than to the movies. I think it’s really interesting, with all the
instruments right there in front of you, and the singers. They’re
going to be playing Beethoven’s Fifth Symphony. That sounds
much better than going to another sci-fi movie, doesn’t it?
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4016377 Fusion TB3.indb 137
O:  Hmm … no, not to me. I’m not very enthusiastic about going
to a classical music concert.
M:  That’s because you’ve never been to one. I bet you’d love it.
O:  Maybe. I’ve heard it’s boring.
M:  No, it isn’t. Not at all. I think you should give it a chance some
time.
O:  OK, well, how much is it?
M:  Let me see … Oh no. The cheapest seats are fifty dollars.
O:  Fifty dollars?!
M:  That’s a lot. That’s not going to work.
O:  I don’t even have twenty dollars.
M:  I don’t have a lot either.
O:  What about if we go to the music festival downtown?
M:  That’s today?
O:  Yes, and it’s free. Some good bands are playing this year, but
last year we couldn’t get anywhere near the stage.
M:  Oh yeah. I remember that. It was so crowded we had to
stand in the back, about a block away.
O:  That’s true.
M:  Hmm. Any other ideas?
O:  It says here on this website that there are still tickets for the
basketball game this afternoon.
M:  Basketball! I’d love to watch a game. Let’s go.
O:  Let me see. [Scanning the paper] It starts at five o’clock … it’s
at the arena downtown …
M:  Great. How much is it?
O:  Thirty dollars.
M:  No way! Do you want to spend thirty dollars on a basketball
game?
O:  I’d rather not. But, we don’t have to spend money to have fun,
you know.
M:  But I don’t want to stay home.
O:  We don’t have to stay home either. Let’s get the dog and go
for a walk in the park. It’s a beautiful day and Max always loves
getting out. What do you think?
M:  OK. Maybe we can get some ice cream on the way home. I
have enough money for that.
O:  Good. Let’s get Max and go.
Unit 2, page 32, exercise 3, Review  w 1•19
R = Reporter, W = woman, FD = Frank Delaney
R:  Now it’s time for our movie review. Pandemic 1.0 is our movie
of the week. First, let’s find out what a viewer thought of it.
W:  Well, it was very short. A teenage girl was looking after her
younger brother in a dark room when someone, or something,
outside the room tried to get in. It was very dramatic and you
didn’t know what would happen next, but for me the best part
came at the end. That was such a surprise!
R:  The plot of Pandemic 1.0 isn’t original. The setting is a small
town, where the local people are suffering from a dangerous
virus. But that’s just one part of the story. Pandemic 1.0 is an
example of how modern technology is changing the way we tell
stories. Movie critic Frank Delaney explains.
FD:  Pandemic 1.0 uses movies, the Internet, cell phones, and
other technology together. It begins with a movie, which had
to be interesting enough to make people want to be part of
the story. They first showed Pandemic 1.0 at a film festival in
America, but the movie stopped before the end. The audience,
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08/09/2017 11:59
 both online and at the festival, had to take part and help finish
the story. They had 120 hours to work together to find out
how to stop the virus spreading. At the festival, members of
the audience looked for hidden objects while others were
researching the virus online. At the same time, the main
characters from the movie sent text messages to them to
describe whether the situation was getting better or worse.
R:  Pandemic 1.0 received a lot of good publicity and it was very
successful. The talented man responsible, Lance Weiler, is now
working on new storytelling projects.
Unit 3, page 37, exercises 3 and 4  w 1•21  something more expensive.
M = Molly, O = Oscar
M:  Hey, Oscar! I haven’t seen you at any activities yet. Where
have you been?
O:  Well, I’ve done lots of different activities, but I don’t think you
would like them.
M:  You mean you’ve done sport, sport, and … er … sport!
O:  Well … yes and … no! I’ve already tried out two new sports:
archery and judo.
M:  Did you enjoy them?
O:  Well, archery was a bit boring, but judo was really fun! I’ve
decided to take it up as a hobby. What about you? Let me guess
… you’ve chosen the drama class.
M:  Of course! You know how much I love the theatre! I’ve only
missed one day so far.
O:  I might come along to drama one day.
M:  Well, if you haven’t put your name on the list yet, you won’t
be able to, I’m afraid. We’re preparing a play, so you can’t just
arrive on the day.
O:  So when is the big performance?
M:  Er … on the last day I think, but we haven’t had many
rehearsals yet.
O:  Oh, right. So what other activities have you done?
M:  Well, you’re not the only one who’s been active. I spent
a whole day doing outdoor activities. We did a survival skills
workshop in the morning. I picked up some things that will be
really useful in an emergency. After the survival skills I did some
rock climbing.
O:  Sounds fun. Well, I haven’t only done sport. I’ve also done two
fashion design classes and I’ve made a hat for my friend, Sophie.
M:  Has she hidden it in a cupboard? [This is meant as a joke so
please use a humorous tone]
O:  Actually, she’s already worn it twice!
M:  I’m sure it looks… er … very nice! Talking about arts and
crafts, I still haven’t done street art and I don’t want to miss out
on the opportunity.
O:  I’d like to try street art, too. Why don’t we go together?
M:  Great idea. Let’s have a look at …
Unit 3, page 40, exercises 1 and 2  w 1•23
J = Jamal, S = Sara, A = Alice
J:  OK, so, we need to get a birthday present for Andy. What
about buying him a backpack? The one he has is really old.
S:  That doesn’t work for me. I mean, who wants something for
school as a present?
J:  I see what you mean. Well, we could get him a CD. He really
loves music.
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4016377 Fusion TB3.indb 138
A:  That’s not a bad idea, but not many people listen to CDs
these days. How about buying him some headphones?
S:  Hmmm. That could be a little difficult. Good headphones are
really expensive. Why don’t we buy him some new jeans? He
wears jeans all the time.
J:  We don’t know what size he is though. And I’d rather not buy
him a new skateboard. He never uses his old skateboard.
A:  OK, I have the perfect idea for Andy’s present. I suggest we
buy him a gift certificate. How does that sound?
J:  I’m happy to go with that suggestion. Then he can choose
what he wants and add some money if he wants to buy
A:  Is everyone happy to go with that idea?
J:  Yes, definitely.
S:  Yes, that’s fine by me.
Unit 3, page 41, exercises 7 and 8  w 1•25
S = Sarah, D = David, A = Alicia
S:  Hi, David!
D:  Hi, Sarah. Hi, Alicia.
A:  David, I heard there’s an exchange student from Spain living
with you.
D:  Yes, his name is Alejandro. He’s from Madrid.
S:  Really? Is he here yet?
D:  Yeah, he arrived yesterday. He has three days before school
starts. He’ll be in our class.
A:  Cool! Listen, a group of us – me, Sarah, Dylan, Grant, and
Kelsey – want to do something to get to know him, so he knows
some people before school starts. We were thinking of doing
something tomorrow.
D:  That sounds like a great idea. What do you want to do?
S:  What about going to a movie?
D:  That’s not a bad idea, but how about playing basketball or
something like that?
A:  That works for me.
S:  And me, but you know that Grant hates basketball, don’t you?
D:  I forgot about that.
S:  What about going to the mall and doing some shopping?
Maybe Alejandro needs new clothes for school.
D:  I’m happy to do that. I need new shoes, but Alejandro doesn’t
like malls. He hates shopping.
S:  Really? Who could hate shopping? I love it.
D:  Well, I get the impression that Alejandro likes being active.
He plays basketball, does judo, surfs, goes mountain biking, and
things like that.
A:  Mountain biking? Ergh, I don’t have a bike!
D:  I don’t think we should all go mountain biking. I didn’t
mean that. I just think we should find something outside of the
shopping mall to do – that’s all.
S:  Well, what about sailing? My dad has a small sailboat that he
might let us borrow.
D:  There’s a lot of people to fit in a small sailboat. That could be
a little difficult. What about a restaurant? I forgot to mention that
he likes to eat.
S:  Great idea!
A:  No, that’s not much fun.
08/09/2017 11:59
 S:  Yes, it is. Let’s go have hamburgers and French fries at the
diner up the street. Or there’s the Spaghetti Palace. I love that
place. Does Alejandro like Italian food?
D:  I think so. They probably eat spaghetti in Spain … sometimes.
S:  Wait, the Spaghetti Palace isn’t open on Mondays. Tomorrow
is a Monday.
D:  I have another idea.
S:  What?
D:  Let’s go to the beach.
A:  Hey, good idea!
D:  Yeah, that way everyone can have fun. I love swimming, so I
can swim in the ocean.
A:  And I love surfing. I can bring my surfboard. How does that
sound?
D:  That sounds like a great idea. I have a surfboard too, so
Alejandro can use mine. Like I said, he loves surfing.
A:  He likes to eat, too. Right? We can make a big picnic. Is
everyone happy to go with that idea? Sarah?
S:  Sure. I’ll bring sandwiches and juice for the picnic. And Dylan,
Grant, and Kelsey can bring some snacks.
D:  OK, great. Let’s meet tomorrow morning at my house around
10:30. We can go to the beach together. Do we all agree?
S:  Yeah!
A:  Great, 10:30 it is.
D:  Alejandro is going to love meeting you.
S:  It’ll be fun. See you tomorrow!
D:  Bye!
Project 1, page 44, task 2  w 1•27
S1 = Student 1, S2 = Student 2, S3 = Student 3, S4 = Student 4
S1:  Hello and welcome to our presentation. Our first slide shows
what we wanted to find out from our survey and how we did
this. We wanted to discover how many hours students in the
8th Grade read outside of school each week. We also wanted
to know what they read and how they read it. We learned that
they don’t just read printed books, and that they read a lot more
than we thought. There are 180 students in the 8th Grade and
we talked to 30 students in total. We wrote a survey with four
questions. We will now show you the results and explain them.
S2:  Here we can see how many hours students spend reading
every week. The bottom of the chart shows the number of
reading hours, and the side of the chart shows the number
of students. All of the students said that they read for at least
one hour a week. As you can see, the period of time that most
students read for is three hours; eight students do that. And the
period of time with the smallest number of students is six hours
or more; only two students read for six hours a week or more.
S3:  On this slide we can see the genres that 8th-Grade students
like reading. Each color represents a different type of novel, for
example, purple represents fantasy and red represents science
fiction. In fact, these two examples are the most popular genres.
Seven students each like reading them. Another popular
category was detective stories, especially those with a teenager
as the main character. The least popular genre was horror.
S4:  The last slide shows two graphs. The first one tells us that
students are reading more online. A lot of students prefer digital
media, especially websites. Eighteen students read something
online every day, and only twelve students read traditional
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4016377 Fusion TB3.indb 139
printed materials every day. The second graph on this slide
shows the languages that students read in. 21 read in English, 4
read in Spanish, and 5 read in other languages.
S1:  Thanks, everyone. To sum up, it is clear that students in
the 8th Grade enjoy reading, but fewer people are reading
traditional printed materials such as novels and newspapers.
Unit 3, page 46, exercise 3, Review  w 1•28
M = Mandy, S = Steve
S:  Hello?
M:  Hi, Steve. Oh, why are you still in your pajamas?
S:  I got up really late this morning and haven’t had time to get
dressed yet. I spent all day yesterday learning how to wakeboard.
M:  Wow! Did you have a good time?
S:  It was amazing! I can wakeboard for two minutes now.
M:  Oh, … and … um…you think that’s good?
S:  Yes, and it’s the second thing I’ve done on my list.
M:  Oh, you mean from your “10 things to do before you’re 16”
list?
S:  Yes, that’s the one. How many things have you done?
M:  Five. Recently, I’ve taken up rock climbing and I’ve also picked
up a few survival skills, too.
S:  I’m impressed! Five! I still haven’t gone rock climbing. Maybe
I’ll borrow some of your equipment and try it out soon. I’ve also
decided to do something artistic. Have you tried out creative
writing yet?
M:  No, that’s not on my list because we’ve already done it at
school. My next thing is mountain biking. I haven’t done that yet,
but my brother lent me his bike and I’m doing it tomorrow.
S:  That sounds like hard work. Trying to catch up with the other
bike riders is not my thing!
M:  Well, you’ll have to find something else to try out soon or
you’ll need to catch up with me on your “10 things to do before
you’re 16” list!
Unit 4, page 50, exercises 3 and 4  w 2•02
H = Host, S = Simon, R = Rachel, TM = Team member
H:  Welcome to Can that be true?, a show where one team says
a “fact” and the other team has to decide if it’s true or false. This
week our topic is science fiction and technology. Which modern
gadgets appeared in science fiction before people actually used
them? Actor Simon Goodyear’s team has got the first fact and
Professor Rachel West’s team needs to decide if it’s true or false.
Simon, what’s your fact?
S:  OK, here’s our fact: Technology copied TV. And I’ll give you
an example: on Star Trek, a famous TV series about a space ship,
the people used something that they called “communicators” to
talk to each other – just like our cell phones. The inventor of cell
phones copied Star Trek. In the same program they also browsed
texts on small tablet computers.
H:  Technology copied TV. Can that be true? Any questions from
Rachel’s team?
R:  Yes. How did they use these … um … communicators?
S:  They pressed a button, held them to their ears, and spoke.
R:  And how did they use the tablet computers?
S:  Just like today. They used their fingers to swipe the screens
and to scroll down texts.
R:  Who used these gadgets?
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08/09/2017 11:59
 S:  Everyone on the space ship – though they weren’t all human!
R:  Right. So who did they talk to?
S:  They talked to each other.
R:  And when did Star Trek appear on TV?
S:  It first appeared in 1966, but there have been a few movies,
too.
R:  OK, we just need a quick team chat!
R:  So they’re saying that the idea for the cell phone and the
tablet computer came from a program that was on TV 50 years
ago!
TM:  When did people start using cell phones?
R:  In the nineties, I think. Thirty years after this program started.
TM:  But really? How many people invent things after watching
TV? Nobody! Science is more serious than that! Scientists haven’t
invented jet packs just because they appear on TV! Simon’s “fact”
sounds false to me! Do we agree it’s false? What do you think?
R:  I agree!
H:  We need an answer from you, Rachel’s team.
R:  We have made our decision. Simon’s team has told us an
untrue fact!
H:  Well …
Unit 4, page 50, exercise 5  w 2•03
H = Host, S = Simon
H:  Well Simon, are they right? Did technology copy TV?
S:  Our fact is … true! The idea for the modern cell phone came
from the TV series Star Trek. One evening in the sixties, after a
hard day at work, an electronics engineer named Martin Cooper
switched on his TV to relax and watch his favorite program, Star
Trek. But he couldn’t relax because he was fascinated by the
“communicator” and he decided that he had to make a real one.
He started work on the project the next day, and in 1973 he
showed the world his new invention: the cell phone!
Unit 4, page 53, exercise 7  w 2•06 
I really enjoy listening to the Irish rock group U2. I think they are
really inspiring. They started playing together in 1976 and they
have made lots of great songs since then. They usually play rock
music, although they have also made dance songs and they
have worked with some of the most famous singers in the world.
Some of their songs communicate their opinions on political
problems in Ireland, but they also sing about love and emotions.
Their concerts are well known for being very entertaining. I think
U2 are special because they have been successful for a long time
in a business where people often disappear after two or three
years.
Unit 4, page 54, exercises 1 and 2  w 2•07
1 
SO = Switchboard operator, C = Customer, T = Technician
SO:  Good morning, WTE Computers. How can I help you?
C:  Good morning. Could I speak to a technician, please? I
bought a computer and I have a problem with it.
SO:  Certainly, ma’am. I’ll put you through now.
T:  Hello. This is the technical support department. What can I do
for you?
C:  Um … I know this sounds silly, but I need some help with my
new computer! I’ve lost the instructions and I can’t find the “on”
button anywhere! I’ve tried tapping the screen, but …
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4016377 Fusion TB3.indb 140
T:  Is it a WTE desktop?
C:  Desktop? … um … yes it is.
T:  Well, there is a button, but it’s at the back! Are you sitting in
front of your computer now?
C:  Yes, I am.
T:  OK, turn the screen around and you’ll see the button in a
corner at the bottom.
C:  Just a minute … ah … yes … there it is … oh, how silly of me!
Thank you very much for your help.
T:  Don’t worry, ma’am. Lots of people find it hard to …
2 
CS = Customer services, C = Customer
CS:  Good afternoon. Customer service department. How can I
help you?
C:  Oh, good afternoon. Could you help me with my e-book
reader, please?
CS:  We’ll do our best, sir. What’s the problem?
C:  Well, I’ve just taken it out of its box, and there’s a small crack
on the screen.
CS:  I’m very sorry about that, sir. If you come into the store with
the e-book reader and the receipt, we’ll give you a new one
immediately. Our main store is open from 10 a.m. to 8 p.m., but I
don’t recommend coming in during the afternoon.
C:  Oh good. I’ll come in this evening. Thanks.
CS:  Thank you for calling. Goodbye.
C:  Goodbye.
3 
CS = Customer support, C = Customer
CS:  Customer support. How can I help you?
C:  Ah…hello. I’m calling because I bought a Universe X2 phone
last week, but the battery runs out really quickly – after one
phone call – and I have to charge it all the time. Could you
explain how to make the battery last longer, please?
CS:  I’m sorry to hear about your problem. It sounds like the
battery isn’t charging fully. Would you like us to mail you a new
battery, free of charge?
C:  Oh … yes; that would be great.
CS:  OK. I’ll need to get a few details. Can I get your name, please?
C:  Pavel Kowalski.
CS:  Would you mind spelling that for me?
C:  It’s Pavel: P-A-V-E …
Unit 4, page 55, exercises 8 and 9  w 2•09
S = Seth (customer support), M = Mckenzie
S:  SOS Technologies. Good afternoon. This is Seth speaking. How
can I help you this afternoon?
M:  Hi. I bought a new MP3 player yesterday and I have a
problem with it.
S:  I’m sorry to hear that, ma’am. But first, can I get your name,
please?
M:  Yes, it’s McKenzie.
S:  McKenna?
M:  No, McKenzie.
S:  Would you mind spelling that for me?
M:  M-C-K-E-N-Z-I-E.
S:  M-C-K-E-N-Z-I-E. Right. McKenzie. How are you today, ma’am?
M:  I’m fine.
S:  OK, so which MP3 player did you buy?
08/09/2017 11:59
 M:  The new one – it’s black. The one you’ve been advertising on
TV.
S:  The T2002 or the T2003?
M:  I’m sorry, but I don’t know which one it is.
S:  If you look on the back, ma’am, under the clip, you’ll find the
model number.
M:  OK, hang on one second. Here it is. It’s … the … T2002.
S:  Perfect. Thank you so much. What seems to be the problem?
M:  Well, I turn it on but nothing happens.
S:  When you got it, did you charge the battery fully?
M:  Yes, I think so. I plugged it into my laptop. Can you explain
how to check if the battery is full?
S:  On your laptop, go to the ‘Settings’ menu, select ‘Device’, then
‘Battery’.  their social network page, quickly browse a few favorite sites…
M:  Oh, I see. Yes, it’s full.
S:  And when you turn it on, nothing happens?
M:  Yeah.
S:  OK. Can you tell me if you’re using the power button at the
top of the MP3 player?
M:  Yeah, I’m pressing the button on top. Of course.
S:  Excuse me, ma’am. I asked you that because sometimes
people try to turn our MP3 players on using the volume button
on the side.
M:  No, I looked at the quick-start section of the manual and
figured out where the power button is.
S:  I’m so sorry. What I’d like to do is send you a new MP3 player.
M:  You’re kidding. There’s nothing you can do to fix it? I really
wanted to use it on my way to school tomorrow.
S:  No, I’m sorry. I think it’s best to send a replacement.
M:  Oh well, OK.
S:  McKenzie, what’s your last name and address?
M:  McKenzie Porter.
S:  Porter. P-O-R-T-E-R?
M:  Yes, that’s right.
S:  And what’s your address?
M:  I live at 21450 Oak Street.
S:  21450 Oak Street. And what city is that?
M:  Greenville.
S:  Greenville, South Carolina or Greenville, Pennsylvania?
M:  Greenville, Pennsylvania.
S:  Great. And your zip code?
M:  It’s 16125.
S:  OK. Do you have a phone number we can contact you on?
M:  It’s 299-555-1242.
S:  299-555-1242.
M:  That’s right.
S:  OK. I’m going to have them send you a new one today. You
should get it in the mail by Wednesday or Thursday. And again,
I’m sorry on behalf of SOS Technologies for your troubles.
M:  That’s alright. Thank you very much for your help.
S:  No problem. Is there anything else I could help you with?
M:  No, thank you. That’s it.
S:  Have a good day, ma’am.
M:  You too. Goodbye.
S:  Bye.
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4016377 Fusion TB3.indb 141
Unit 4, page 58, exercise 3, Review  w 2•10
H = Host, DW = Professor Diane Wells
H:  On this evening’s program, Professor Diane Wells is going to
tell us how technology affects the way students study. Good
evening, Professor.
DW:  Good evening.
H:  Professor, the majority of young people are big users of
technology. But what happens when it’s time to do their
homework?
DW:  Well, there are advantages and disadvantages to having
access to the latest technologies when learning. On the one
hand, it can make it difficult to focus. It’s easy to get distracted by
the technology, and students take breaks to text friends, check
. Before they know it, it’s really late and they still haven’t even
started their homework!
H:  OK, but how does technology help students?
DW:  In many ways. For example, there are websites that offer
online classes.
H:  Can you give us an example?
DW:  Well, one such website is The Khan Academy. It streams free
math and science classes. If you have a homework problem, you
can switch on your computer, visit the site, and scroll through
the list of videos until you find what you need. The academy has
given over 240 million classes since the website started in 2006.
H:  Who watches these classes? Are they just for school students?
DW:  No, a lot of young adults watch them because they’re
interested in the topics. They’ve already encouraged some
people to start studying again.
H:  Now, …
Unit 5, page 62, exercise 2  w 2•12
1  The city council spent over $600,000 last year cleaning graffiti
off walls and repairing broken bus stops.
2  Police say that there is more fake money in circulation
because criminals have computers and printers that make it
easier to create false bank notes.
3  French police have found 200 kilograms of cannabis in an
empty apartment in North Paris.
4  Police stopped two drivers who were going 180 kilometers
per hour on the highway this morning, 80 kilometers per hour
over the speed limit. The drivers appeared to be in a race.
5  A man was sent to prison today for stealing people’s names
and personal details. The man …
6  A fire in California has destroyed 50 homes and 100 square
kilometers of forest. The police think someone started the fire
deliberately.
7  Police arrested a gang of five people last night for making
copies of people’s credit cards.
Unit 5, page 62, exercises 4 and 5  w 2•13
This week we’re looking at people who break the law in a very
clever way: imposters. We start by looking at the career of one of
America’s most famous imposters – Frank Abagnale.
As a teenager, Frank Abagnale did a lot of shoplifting, but he
soon realized that there was more money in forgery. He stole
over two million dollars from banks by making and cashing false
checks. Then, he created new identities which were very realistic;
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08/09/2017 11:59
 he became an imposter to make money. He dressed as a security
guard and told airline companies that he had to pick up their
money. They happily gave it to him! Soon, every police officer in
New York was looking for Abagnale, so he had to leave. How? By
pretending to be a pilot! Over the years, Abagnale also worked
as a college professor, doctor, and a lawyer. Police finally caught
him in France and, after five years in prison, Abagnale started
helping the police catch fraudsters.
Our second imposter, David Hampton, grew up in New York
State, just like Abagnale. At the age of 17, he moved to New
York City, where his “career” as an imposter began two years
later. Hampton was a young man who wanted to go to the best
places and eat in top restaurants. He became an imposter to
enjoy a celebrity lifestyle. He told people that he was the son
of the award-winning actor Sidney Poitier so that he could eat
free meals in expensive restaurants. He also stayed in famous
people’s houses, including fashion designer Calvin Klein’s,
whose clothing brand is world-famous. He often stole money or
clothes from the houses. The truth soon came out though, and
Hampton went to prison for 21 months.
After prison, he soon went back to life as an imposter and stole
more people’s identities. He also committed other crimes,
including credit card fraud.
Unit 5, page 66, exercises 1 and 2  w 2•15
S1 = Speaker 1, S2 = Speaker 2
S1:  In the foreground of this picture, there’s a young woman
with long, blond hair. She’s wearing a dark red top and white
pants and she has a black purse on her right shoulder. On the
left there’s a person’s arm and I think it might be a man’s arm.
The person is wearing a dark blue shirt or jacket and he’s trying
to take something from the woman’s purse. Behind the woman
and the pickpocket, there’s another man who’s walking past
them. I can’t see him clearly, but I don’t think he’s noticed that
the pickpocket is stealing something from the woman’s purse.
They are all at the top of some stairs and I can see through
some large windows that it is daytime. In the background, at the
bottom of the stairs, there’s a group of people who are about
to walk up. They might be a family, and I think the stairs must
be the entrance to a subway or a train station. The people at
the bottom are really far away and they can’t help the woman.
Actually, I don’t think she’ll notice anything until she opens her
purse and looks for something like her wallet or her cell phone.
Unfortunately, most pickpockets are very good at what they do.
S2:  In the background of this picture there is a man who is sitting
at a table in a dark room. There are lots of different objects on the
left and right of the man. I’m not sure where he is - he could be in
a storeroom or a garage. It certainly doesn’t look very comfortable!
I can’t see the man very clearly because he is sitting with his back
to the camera, but he has black hair and he’s wearing a dark jacket.
He’s looking at a painting of a man with a beard and blue clothes.
Above the man, there is a light which is hanging from the ceiling.
On the wall there are seven paintings which all show the same
scene, a dark blue sky with a bright yellow sun in the corner. They
might be forgeries. At the top of the picture, I think there are some
paintings which are drying. They could be forgeries, too. I don’t
know anything about forgery, but I imagine that the people who
commit this crime work in dark places like the one in the picture.
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4016377 Fusion TB3.indb 142
Unit 5, page 67, exercise 8  w 2•18
On the right, there’s a woman with brown hair who is waving her
arms in the air and shouting. There’s a bag on the floor in front
of her and most of the things have fallen out. The woman has
a young child with her, who must be her son. The young boy is
holding a small dog on a leash. The dog is barking at the man
in the middle of the picture. The man is wearing blue jeans and
a gray jacket and he’s running away from them. He’s holding a
red cell phone in his hand and I think he just stole the phone
from the woman’s bag. He must be a thief. He can’t be picking
the phone up to help the woman. In the background, there
are some stores and some people watching the scene. Behind
the woman, there’s a man who is watching with a shocked
expression on his face. He could be a store owner. On the left,
there’s a police officer running towards the scene, and he could
still catch the thief! I hope he does! At the top of the picture,
there is also a security camera, so they might be able to get a
picture of the thief if the police officer doesn’t catch him.
Unit 5, page 67, exercises 9 and 10  w 2•19
G = Grace, E = Ethan
G:  Hi.
E:  Hi, Grace, it’s Ethan.
G:  How’s it going?
E:  It’s OK. What’s going on with you?
G:  I’m alright, although something terrible happened last night.
E:  What?
G:  Did you know that my parents own a sporting goods store on
Second Street?
E:  No, I didn’t.
G:  Yeah, Thompson Sports on the corner of Second Street and
Hill Street.
E:  I buy my soccer stuff there. It’s great.
G:  Yeah, well, they got robbed yesterday afternoon.
E:  What? Are you kidding?
G:  No.
E:  Were you there?
G:  No, I was at school, but my father was there.
E:  Is he OK? He must be pretty scared right now.
G:  No, he’s OK actually. I’m looking at a picture from the security
camera right now.
E:  Wow! What’s going on in the picture?
G:  Well, you can see the part of the store by the entrance on
Second Street. The door is on the right of the picture.
E:  What can you see?
G:  There are two people in the middle of the picture – a man
and a woman. The woman is on the right. She’s wearing black
pants and a green T-shirt. She’s also wearing a blue baseball cap
and sunglasses. She must be one of the thieves. She’s looking
at the wall on the left, where we keep the hockey equipment.
Michelle, one of our employees, is in the corner of the picture,
at the top, on the left. She’s behind the counter with all the
baseball gloves on it and she’s looking at the female thief.
E:  Wow!
G:  The man, also in the middle of the picture, is on the left. He
could be about 45 years old – definitely older than the woman.
She could be about 20 or so. Maybe she’s his daughter. He’s
wearing a long, heavy coat, and he has short, gray hair.
E:  Amazing. Does he have a weapon?
08/09/2017 11:59
 G:  Yes, a gun, and he’s pointing it at my father.
E:  Where’s your father in the picture?
G:  He’s in the background, at the top of the picture. He has his
hands up and he looks terrified.
E:  Really?
G:  Yes, but there’s also a police officer in the picture. He’s
standing by the door on the right. He has a gun too, and he’s
pointing it at the thieves.  was created in Sweden, and the idea is that passengers can play
E:  What happened next?
G:  The man turned and saw the police officer so he dropped his
gun.  We don’t have a picture of that.
E:  Then what?
G:  Another police officer arrived through a different entrance at
the back of the store and they arrested the thieves. Both are in
jail now.
E:  That’s incredible. It was lucky that the police were there so
quickly.
G:  Yeah, my father says they were passing by when they saw the
man and woman enter the store. They looked suspicious so the
police stopped and waited. Then they caught the thieves in the
act!
E:  I’m so glad everyone is OK.
G:  Me, too.
Unit 5, page 70, exercise 3, Review  w 2•20  E = Emily, J = Joe
H = Host, AS = Anne Smith
H:  … and we go now to Las Vegas. Our reporter Anne Smith
is outside the building where Apollo Robbins is performing
tonight. Anne, what can the audience expect from Robbins’
show?
AS:  Apollo Robbins says it was his brothers who taught him the
skills that have helped him become one of the most popular
entertainers in the U.S. However, what they decided to teach
him was not exactly legal. His brothers started pickpocketing
and shoplifting as teenagers and they then moved on to drug-
dealing. At first, Robbins followed their terrible example and he
learned to become a pickpocket. Luckily, he decided to change
his lifestyle before his first child was born. Robbins started to use
his criminal skills as a magician and he later moved to Las Vegas.
Life in Las Vegas didn’t get off to a good start for Robbins
because he was the victim of a mugging on his first day. But
he managed to find work and after a few months, he started to
have some success. And his routine tonight is certainly different!
Robbins actually tells the audience what he’s going to steal and,
although they know it’s going to happen, they never see how
he takes their watches, their wallets, or their jewellery! So tonight
the audience can expect to …
Unit 6, page 74, exercises 3 and 4  w 2•22  ball. A point was scored when the ball was thrown into a fruit
T = Teacher, S1 = Student 1, S2 = Student 2
T:  …OK, let’s look at invention number 1. These are called phone
fingers! Who were they invented for? Well, the fingers were
invented for people who don’t want dirty marks on their touch-
screen phones. There are five individual fingers made of rubber.
You put the fingers on and they are worn like gloves. The fingers
allow you to swipe and scroll and still have a nice, clean screen.
Let’s see them in action … Oh … just a minute … I’ve got two
fingers on … . Oh dear, it’s stopped! Now, what problems do you
think you might have with these?
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4016377 Fusion TB3.indb 143
S1:  Um … I think they might be a bit inconvenient.
S2:  It’s a good idea though! Dirty screens are annoying.
T:  Exactly! So the first lesson for you future inventors is that an
invention should be convenient and time-saving.
Right, look at a picture of invention number 2. This is called Strap
Game. There’s a small screen on the handle at the end of the
strap which you hold when you’re standing on a bus or train. It
video games on the screen with one hand. Cool, isn’t it? It’s also
practical because it gives you the latest traffic and weather news.
But at the moment, it’s unfortunately just an idea. Why do you
think that is?
S1:  Um … Maybe because it’s expensive.
T:  That’s a good point; it would be very expensive to install the
Strap Game on buses and trains. So now we have the second
lesson: keep the cost as low as possible.
S2:  I’d love to have that on my bus though.
T:  Maybe one day!
S1:  Have you ever invented anything, Sir?
T:  Well, I invented something once, but it wasn’t bought by
many people … well, actually, nobody bought it!
S2:  What was it, Sir? What was the …
Unit 6, page 75, exercise 9  w 2•23
E:  When was it invented?
J:  Well, a simple form was used about 100 years ago, in the
1920s. Old pieces of wood were tied together so that people
could go down mountains quickly. But it wasn’t very practical
because people often fell off and lost their pieces of wood.
E:  Are you talking about skis?
J:  No, but you’re close! The modern form wasn’t made until
1965. It was built by putting two skis together. It was very fast
but it was impractical because it was difficult to stay on.
E:  Who was it used by?
J:  Mostly by young people. It became very popular when a new
model was designed. It was more reliable because it had special
spaces for people’s feet.
E:  I know, I know! It’s a snowboard.
Unit 6, page 77, exercises 8 and 9  w 2•25
In 1891, Canadian James Naismith was teaching P.E. in a middle
school. His students couldn’t play sports outside because of the
cold winter, so Naismith had to invent a new indoor team game.
Naismith had a difficult job, but he invented a game which has
become one of the most popular sports in the world.
A soccer ball was used and games were played by two teams
of nine players. These players were not allowed to run with the
basket that was about 3 meters off the ground. After every point,
someone had to climb up and take the ball out of the basket!
Today, the rules have changed a little. The ball which is now
used is a basketball. Games are played by two teams of five
players, but players are still not allowed to run holding the ball.
Depending on the distance, two or three points are scored
when the ball goes through a hoop. And although the hoop, not
a basket, is still three meters off the ground, nobody has to climb
up to get the ball!
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08/09/2017 11:59
 Unit 6, page 78, exercises 1 and 2  w 2•26
S = Server, A = Amy, An = Anja, T = Tomas
S:  Here are your menus. I’ll be back in a few minutes to take your
order.
A:  Thank you. … I really hope you like it here! It’s my favorite
restaurant. They invent different types of burgers! There are six
burgers on the menu, but only one is made with beef! There’s
a classic hamburger and there’s also a chicken burger, and they
have organic tomato, lettuce, and red onion on them.
An:  Organic?
A:  Yes, the fruit and vegetables are grown on farms that don’t
use artificial chemicals.
T:  Well, the classic burger and chicken burger sound delicious!
A:  There’s also a vegetarian burger with tofu and mushrooms.
T:  Tofu? What’s that made with?
A:  It’s a soft, white food that’s made with soy.
An:  I don’t like the sound of that! Anyway, I can’t resist meat.
A:  Well, tofu is cooked on the grill, so it doesn’t taste that
different. You should try it. I used to be a vegetarian and I used to
eat a lot of tofu.
T:  I’m not sure. I’m not very enthusiastic about vegetarian food
… does that say Australian burger?
A:  Yes, it does.
An:  That’s not made with … it isn’t kangaroo, is it?
A:  Um … yes, it is.
An:  Have you ever tried it?
A:  Yes, I have actually. It tastes good.
An:  What does it come with?
A:  French fries and salad.
T:  I like trying new things, but kangaroo meat?! The idea of the
vegetarian burger doesn’t seem so bad now! But I think I’ll go for
the classic burger.
A:  Wait a minute! There are two more burgers that I haven’t told
you about yet.
Unit 6, page 79, exercises 7 and 8  w 2•28
D = Danny, J = Julia
D:  I’m hungry.
J:  Me, too. Let’s stop over there and get something to eat.
D:  Over there? It looks like there are only two places that have
food … a Brazilian barbecue restaurant and something French.
J:  Let’s go see. If we don’t eat here, we’ll have to walk all the way
downtown to find something. That’s four more blocks.
D:  OK. Let’s look at the menu of the Brazilian place first.
J:  What do they have? Let’s see …
D:  It says here they have a big salad bar with green salad,
potato salad, different kinds of bread … Brazilian cheese bread. I
wonder what that is.
J:  Cheese bread? That sounds delicious.
D:  Yeah, and then they bring all kinds of meat to your table. They
bring sausage, chicken, and beef.
J:  How is it cooked?
D:  It’s cooked on the grill. Look, they’re serving some over there.
J:  That smells great! What is it served with?
D:  Let me see … Rice and French fries.
J:  So, that’s salad, cheese bread, meat, rice, and French fries?
Let’s go.
D:  Hang on. They also serve chicken hearts.
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4016377 Fusion TB3.indb 144
J:  Chicken hearts? What?
D:  Yeah, chicken hearts.
J:  To be honest, I don’t like that kind of thing.
D:  Well, I’m not very enthusiastic about chicken hearts either.
But that’s a small part of the meal. And who knows? It might be
good. We’ve never tried it.
J:  You’re right. And look what they’re eating there, that couple
by the door. That looks delicious.
D:  Yeah, it does. I’m starving.
J:  Let’s look at the menu for the French place. Oh! I see. It’s a
crepe place. They serve crepes.
D:  Crepes? Isn’t that a dessert? A thin pancake?
J:  Yeah, but it says they have savory crepes, too.
D:  What do you mean, “savory crepes”?
J:  They have a couple of kinds. This one looks good – the “Crepe
du Fromage.”
D:  What’s that made with?
J:  “Fromage” is cheese. It’s a crepe with cheese in it.
D:  That could be good.
J:  And they have “Crepes Jambon.”
D:  What does it have in it?
J:  It has ham in it.
D:  Well, we could do that, too.
J:  And look at this – they have crepes with fish in them.
D:  Fish? In crepes? I don’t like the sound of that.
J:  I know. Me neither. But look at the dessert crepes! They have
crepes with strawberries and whipped cream in them. I can’t
resist those!
D:  And they have a crepe with chocolate spread inside. It comes
with vanilla ice cream.
J:  Yum! That’s a favorite of mine. I vote for having crepes for
lunch.
D:  It looks good, but I’m really hungry. The Brazilian place looked
so good.
J:  I have an idea.
D:  What?
J:  We can eat lunch at the Brazilian restaurant. We’ll have meat,
rice, French fries, salad, and cheese bread. Then we can come
have crepes here for dessert.
D:  If we do that, we’ll be so full we won’t need to eat dinner.
J:  How about we have crepes for breakfast tomorrow then?
D:  Good idea!
Unit 6, page 84, exercise 3, Review  w 2•29
H1 = Host 1, H2 = Host 2
H1:  Welcome to the Protect and preserve your planet podcast. This
week we’re going to look at simple things that you can do to
protect the environment.
H2:  Let’s start with food: to be green, eat your greens! Vegetables
are good for you, but buy them from the market or a local store.
H1:  That’s right. Choose a store where food isn’t sold in plastic
bags, boxes, or covered in plastic. This packaging is thrown away
and then buried in landfill sites, where it poisons the Earth.
H2:  And remember to eat local fruit and vegetables! A lot of
our food is brought here from other countries by plane, and the
planes pollute the planet on their journey!
H1:  Yes, that’s a big problem! Now, let’s take a look at clothes.
08/09/2017 11:59
 H2:  Clothing manufacturers are giving more and more F:  Thanks very much!
information about the materials that are used in their products. H:  Technology is already making our lives easier: no one needs
Buy from companies that recycle old clothes to make new to mow the lawn or mop the floor anymore because small
clothes. That way you’ll not only look cool, you’ll also feel robots can do it for us. Your design shows that homes of the
good. Why not try to reuse some of your own clothes, too? For future will be full of even more time-saving technology, doing
example, don’t just throw away your old jeans; make them into all those jobs nobody wants to do. Could you take us on a tour,
shorts for the summer. Francis, and start with the bedroom? Actually, this room doesn’t
H1:  The next thing is your computer: don’t forget to switch it off! look very futuristic. The bed isn’t made and there are clothes
H2:  Yes, you can reduce the amount of energy your computer and stuff all over the floor. It’s definitely a teenager’s room, but is
uses by around 50 percent every year, just by switching it off there anything different about it?
every night. You will also save your parents around $75 a year in F:  Well yes, there is! To open or close the blinds you just give
electricity bills! a command, like “Close blinds”. You can also change the color
H1:  Good idea! And maybe they’ll spend the money they save of the walls or the pictures on them when you’re bored! Just
on you! tell the computer! Voice recognition technology is popular on
smartphones and I think it’ll be more common in our homes
Unit 7, page 85, exercise 2  w 3•01 very soon.
C1 = Commentator 1, C2 = Commentator 2, C3 = Commentator 3 H:  That’s a good start! And what if you want to make sure that
1.. you haven’t forgotten anything for school?
C1:  All eight runners are ready. “On your marks…get set…go!” F:  No problem. The walls, desks, and doors will operate as
… and they’re off … the American is off to a great start … he’s computer screens. They’ll communicate with microchips in
out in front … but here comes the Jamaican … the Jamaican is books and tell the teenagers of the future what they need to
racing through and he takes it again! The American gets silver! pack in their backpacks.
And … yes, it’s a new record. Oh wow. How fast is that?!! 9. … H:  Cool! OK, so the teenagers of the future will be very
2  organized for school, but they won’t find clean clothes
C2:  … oh no, she fell. Now, she’s up and running into the final anywhere!
twist … and that’s a perfect landing. A good, lively routine, but F:  Well, you’re wrong there actually. All these clothes are clean.
that fall will cost the Chinese gymnast valuable points. No one will need to change the sheets or do the laundry
3  because our sheets and clothes will clean themselves when light
C3:  They haven’t stopped for more than two hours now … hits them.
their legs must feel tired. The Kenyan is in the lead. He can see H:  So, if someone wants to clean their clothes…
the stadium ahead of him, and there are only a few minutes F:  … they just turn on the lights. Because your clothes are
between him and a medal. Can he keep going? always clean, there’s no washing machine in the house.
4  H:  So we’ll save time and energy! Everything will be easier and
C1:  Oh wow! What a move! This group is showing an amazing greener, too! Now, let’s move on to the kitchen …
ability to move their bodies in all kinds of different ways in this
final dance routine! Unit 7, page 90, exercise 1  w 3•04 
5  India is in southern Asia and has a population of around 1.2
C2:  A very, very impressive lift. He held the barbell weighing billion people. That’s the second largest population in the
nearly 200 kg above his head just long enough to win the gold world, after China. The people of India speak a lot of different
medal. languages. There are 22 official languages, including Bengali,
6  Urdu, and Punjabi, and English is also an official language. Many
C3:  They can hear the music underwater so that all their arm and non-official languages and dialects are also spoken in India. The
leg movements are at exactly the same time … and the Spanish capital city is New Delhi, but the capital isn’t the most populated
girls are really working well together. What an amazing example city. Mumbai in the west has the largest number of residents.
of team work! Agriculture, manufacturing, and information technology are
7  some of the biggest industries.
C1:  … and it’s on the outer gold ring of the target – that’s nine
points. Almost perfect! He’ll win gold for Great Britain with his Unit 7, page 92, exercises 2 and 3  w 3•07
next shot if he hits the center of the target. He’s pulling back the G = Girl, M1 = Man 1, W1 = Woman 1, M2 = Man 2, W2 = Woman 2
… Oh no! He’s … G:  Excuse me, how do I get to JFK Airport from Penn Station?
M1:  Well, the subway and Airtrain are the cheapest, but you’ll
Unit 7, page 88, exercises 2 and 3  w 3•03 have to transfer. First, take the E Train, that’s the blue line, to the
H = Host, F = Francis Sutphin Boulevard station.
H:  We had over 300 entries in our “Architects of the Next G:  How many stops is that?
Generation” competition. All our young entrants designed M1:  A lot. It takes about forty-five minutes. At the Sutphin
their home of the future and today we have our winner with Boulevard station, you transfer to the LIFF/JFK Airport Airtrain.
us, fifteen-year-old Francis Lee. Francis, congratulations! Your G:  How long does it take to get to the airport from there?
drawings look fantastic! M1:  From Sutphin Boulevard, it’s about 15 minutes.

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 G:  Great. Thanks very much.
… W:  Every fifteen minutes. The number 11 just left but the
W1:  Good morning, ma’am. Where are you flying to?
G:  To Delhi.
W1:  OK. Would you like a window or an aisle seat?
G:  Window, please.
W1:  Has anyone interfered with your bags since you packed
them?
G:  Um, no. I don’t think so.
W1:  Do you have any carry-on bags?
G:  Just this bag.
W1:  Thank you. Here’s your boarding pass. You can go through
security to the departure lounge now. Your flight leaves from
gate 54.
… W:  That’s correct.
M2:  Where to?
G:  Delhi central station, please.
M2:  No problem.
G:  How long does it take to get there?
M2:  Well, it depends on the traffic, but around 35 minutes.
G:  How much is the fare?
M2:  About 140 rupees.
… window or an aisle seat?
G:  Excuse me, which platform does the train to Jaipur leave
from?
W2:  It leaves from platform 4.
G:  How often do the trains go to Jaipur?
W2:  Every couple of hours. There are thirteen trains a day.
G:  Great. And can I get a ticket on the train?
W2:  No, ma’am. You have to buy one from the ticket office.
Unit 7, page 93, exercises 9 and 10  w 3•09
W = Woman, E = Eric
W:  Good morning, and welcome! Can I help you?
E:  Yeah, I’m not from here – my plane just arrived – and my hotel
is downtown.
W:  Right … sir … may I call you by your name?
E:  Sure, it’s Eric.
W:  OK, Eric. So your hotel is downtown. Where downtown?
E:  It’s on Sixteenth Street.
W:  That’s Westbridge. It’s downtown, but that area is called
Westbridge.
E:  OK. I didn’t know that. How do I get to Westbridge from here?
W:  Well, there are several options to get there. Let’s start with
taxi services.
E:  That might be expensive. How much is the fare?
W:  Let’s see. From here to downtown is sixty-four dollars.
E:  Sixty-four bucks?!
W:  This airport is located pretty far from the city. It’s a long ride.
E:  Wow. OK. What other options are there?
W:  We have a train that runs from here to downtown, as well
as to other points in the city, such as the Northside area and
Mountainview Park.
E:  Is there a train that goes near my hotel?
W:  Yes, we have two. They’re the number 11 and the number 27
trains.
E:  There are two that go there?
W:  Yes, that’s right.
E:  How often do the trains go to Westbridge?
number 27 will leave in eight minutes.
E:  That seems like a good option. How much is the fare?
W:  It’s seven dollars.
E:  That’s much better than the taxi.
W:  Yes, it is.
E:  How long does it take to get to my stop?
W:  It takes 55 minutes.
E:  How many stops is that?
W:  Five stops. Here’s the map. It starts here, and then stops at
all these places before you reach your stop, the Westbridge Park
and Ride.
E:  So I get off at the fifth stop, the Westbridge Park and Ride?
E:  Can I get a ticket on the train?
W:  No, you have to buy the ticket in advance. We have a ticket
booth downstairs by the entrance to the platform, or you can
buy one from me.
E:  Thanks. I’ll buy one now then.
W:  The seats are assigned, but you can change seats on the
train if you see an empty one you’d rather have. Would you like a
E:  A window seat.
W:  Great. Just a moment. Here you go. Car 5, Seat 14. That’ll be
seven dollars.
E:  Here you go.
W:  Thank you. I hope you have a great stay!
E:  Oh, one more thing. Which platform does the train to
Westbridge leave from?
W:  Platform 2. You need to take that escalator down two flights,
go straight ahead to the train station, then follow the signs to
Platform 2. You better hurry up. You have five minutes to catch
the next train.
E:  OK. Thanks!
Unit 7, page 96, exercise 3, Review  w 3•10
H = Helen, T = Tom
H:  Hi, Tom. Are you reading anything interesting?
T:  Yes. It’s an article that compares the jobs teenagers do at
home today with those they did forty years ago. Look at this list.
H:  Hmm … Nothing has changed, has it? I mean, everybody still
changes the sheets on their beds and empties their trash cans.
T:  Yes, but the jobs we do today don’t take much effort. I mean,
anybody can set a table before a meal or clean their bedroom.
Those jobs take five minutes. This article says that, in the past,
most teenagers washed the dishes and wiped the counters after
dinner. A lot of them also helped cook meals.
H:  Well, I don’t think they’d let me do that in my house again. I
tried cooking something for my family once, but nobody ate it!
I was really upset! It took all afternoon to make pasta, and they
said it wasn’t cooked properly.
T:  That’s the point though, isn’t it? We need to cook regularly to
become good at it.
H:  Or everyone will lose a lot of weight in my case … !
T:  But seriously, what big jobs do you do at home?
H:  I mow the lawn every weekend in the summer. And I helped
my dad paint the garage door last weekend.

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 T:  Oh, really? I don’t do anything like that.
H:  Well, maybe the article is comparing you with teenagers of
forty years ago! Things in my house haven’t changed, and they
won’t change any time soon!
Unit 8, page 97, exercise 2  w 3•11
H = Host, SL = Su Lin
H:  Welcome back! Before the break, we looked at the
characteristics of the animals in the Chinese zodiac with expert
Su Lin. But how do you know which animal represents which
year? Su Lin, can you help?
SL:  Sure. Well, the Chinese calendar works on a twelve-year
cycle. According to an old legend, the gods asked twelve
animals to represent the years. The animals had a race to decide
which year they’d represent. The rat won the race, so the first
year is the year of the rat.
H:  Thanks, Su. Here’s the complete cycle and some of the years
they represent. Which animal are you?
Su Lin and host alternating:
The year of the rat: 1996, 2008
1997, 2009: year of the ox
1998, 2010: year of the tiger
Year of the rabbit: 1999, 2011
Year of the dragon: 2000, 2012
2001, 2013: year of the snake
2002, 2014: year of the horse
Year of the sheep: 2003, 2015
Year of the monkey: 2004, 2016
2005, 2017: Year of the rooster
2006, 2018: Year of the dog
Year of the pig: 2007, 2019
Unit 8, page 100, exercises 3 and 4  w 3•15
J = Jack, K = Kate
J:  Hi, Kate.
K:  Hi, Jack. Did you see the message I posted online? We’re
meeting up at seven tonight.
J:  Yes, I saw it. But did you see Tom’s mom’s comment? She
wrote it under your post!
K:  I didn’t know parents were members of our class page!
J:  They’re not, but Tom left the page open on his computer and
his mom wrote “If Tom doesn’t clean his bedroom, he won’t be
able to come tonight!”
K:  Oh no! I would be so embarrassed and really angry if my
mom did that!
J:  Me, too! I can’t believe it. I fight with my parents all the time
and they always argue with me, but I don’t think they would do
anything that bad. I hope they wouldn’t anyway!
K:  What a nightmare! Poor Tom. I hope he comes out tonight.
J:  I suppose he will if he cleans his room!
K:  At least Tom’s mom doesn’t make terrible jokes all the time.
My dad is so embarrassing. I get along with him most of the
time. But when I have friends over and he starts making jokes, I
can’t stand it. He always repeats the same ones and they aren’t
even funny the first time! He thinks he’s really cool, so I just have
to put up with it.
J:  At least he tries to make you laugh. If my dad told terrible
jokes, I wouldn’t worry. But his behavior is much worse.
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4016377 Fusion TB3.indb 147
K:  What do you mean? Your dad’s really nice.
J:  Most of the time, but what about his favorite type of music?
He picked me up from soccer practice the other day playing
reggae music really loudly on the car stereo with the windows
open. He was wearing dark glasses and a stupid hat! It was not
cool.
K:  You’re crazy. There’s nothing wrong with reggae music – I
think it’s good, and I like his hat! What would you say if we
swapped dads for a few days?!
J:  Fine by me. We can arrange it tonight! See you later.
Unit 8, page 103, exercise 7  w 3•17
M = Mark, L = Lisa
M:  Where are you going this summer, Lisa?
L:  To the Island Games.
M:  To the what?
L:  The Island Games! It’s a sports competition for people who
live on islands, and I’m going as part of the Hawaiian sailing
team!
M:  Oh wow! I didn’t know anything about this! So, how many
other sports teams do we have?
L:  To be honest, I don’t know. But there are eighteen different
sports in total. There’s archery, sailing, soccer, basketball, track
and field … lots of different sports.
M:  And when does it take place?
L:  It takes place in the summer and lasts for six or seven days.
M:  And where are you going?
L:  To Greenland! I was a bit disappointed when I heard that
because even though it’s in July, the water will be freezing up
there! I was hoping it would be in Menorca. I wouldn’t mind
falling into the warm Mediterranean!
M:  So does it take place on a different island each time?
L:  Yeah. The games are held in a different place every two years.
M:  Sounds like fun!
L:  It is! It’s really a great way to see different places and meet
new people. 
M:  I’ll have to start training!
Unit 8, page 104, exercises 2 and 3  w 3•18
MR = Mr. Roberts, D = David
MR:  Ah, David. You’re very late! Do you know that we had to play
with our two best players missing today? You won’t be surprised
to hear the result. We lost 17–6.
D:  I know, Mr. Roberts. I apologize for not playing and I’m really
sorry about letting the team down but I can explain …
MR:  I hope you can! We really needed to win this game. We
already had to replace Mike Evans. He’s injured with a broken
leg! You know that in volleyball every player counts!
D:  I promise it won’t happen again. The thing is …
MR:  David, I hope it’s a good excuse! Everybody else was in the
gym ready to start at 9 a.m.!
D:  It is a good excuse! My dad was driving me to school when
his car broke down. We had to wait two hours for someone to
come and fix it!
MR:  Oh, I’m so sorry. That sounds really annoying.
D:  That’s all right. I’m sorry, too. Next time I’ll remember to take
my cell phone with me!
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 Unit 8, page 104, exercise 5  w 3•19
1  and I’m never late.
MJ = Miss Jones, M = Mark
MJ:  OK, so has everybody handed in their homework? Mark,
have you given me yours?
M:  Um, no, Miss Jones. I did it, but, well, I lost it.
MJ:  Oh, come on. You have to be better organized, Mark. Unless
you do your homework, you won’t get good grades on your
tests.
M:  I’m really sorry about that. It won’t happen again.
2  to go on that camping trip.
S = Steffi, L = Louise
S:  Louise, I completely forgot about your jacket. I left it at home.
I’m so sorry.
L:  Don’t worry about it. I don’t need it this evening.
S:  OK, well, I’ll bring the jacket in tomorrow.
L:  Tomorrow will be fine.
Unit 8, page 105, exercises 11 and 12  w 3•21
M = Man, R = Rachel, W = Woman
M:  Where have you been?
R:  What?
W:  Rachel! It’s nearly two in the morning!
R:  But Mom, I was at Laura’s house. I told you that.
M:  Yes, but you said you’d be home an hour ago!
R:  I didn’t know what time it was. It’s two?
W:  Yes! We’ve been calling and calling you. No answer.
M:  I texted you, too.
R:  What? You called me? You texted me?
M:  Yes, about fifteen times! You were supposed to be home at
one. We agreed on that before you left.
R:  I’m so sorry.
M:  What happened? Why didn’t you come home on time?
R:  Dad, I don’t know. I lost track of time.
M:  You lost track of time?
R:  Yes. I’m sorry. I apologize for being late.
W:  When we agree to a time to come home, you need to
respect that.
R:  I know. I’m really sorry about this. We were watching a movie
– me, Laura, and Gracie – and I forgot what time it was. And, to
be honest, I forgot that we had agreed to one o’clock. I totally
forgot.
M:  And what about your phone? What’s the point of having an
expensive cell phone if you don’t answer it when we call or send
you messages?
R:  Let me see what happened. You know I always answer my
phone.
W:  Yes, and that’s why we got so worried.
R:  Oh, I see. It was on silent because of the movie. That’s why I
didn’t see your messages. I had it in my backpack and I forgot all
about it. Sorry, it was all my fault. I’ll do better next time.
M:  Well, I don’t know when there will be a next time.
R:  What do you mean?
W:  It’s about trust, Rachel.
R:  But you trust me, don’t you?
M:  I don’t know. We trusted you to come home on time and we
trusted you to answer your phone.
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4016377 Fusion TB3.indb 148
R:  But I only messed up this evening. I always check my phone
W:  Yes, but tonight we got really scared.
M:  If we can’t trust you to come home on time, or even check
to see if we’ve called, maybe you shouldn’t be going to Laura’s
house, or to parties …
W:  … or to that school camping trip next weekend.
R:  You’re kidding.
M:  No, we’re very serious.
R:  It won’t happen again, Dad. Trust me. Mom, come on. I have
M:  It won’t happen again. Are you sure?
R:  Yes. What I did was stupid.
M:  OK. That’s all right.
W:  It may not look like it but we’re just happy that you’re home
safe.
R:  I know. Next time I’ll remember to keep my phone near me.
W:  Thank you.
R:  And I’ll try really hard to be home when we agree I’m
supposed to be home.
M:  OK. You never do this kind of thing. We really do trust you.
But we got so worried.
R:  I understand that.
W:  Never mind. It’s late. We all need to get to bed. We have a
busy day tomorrow.
R:  Good night, Mom. Good night, Dad. I’m sorry.
M:  Don’t worry about it. Sleep well.
Unit 8, page 108, exercise 3, Review  w 3•22 
H = Host, F = Fiona
H:  How would you feel if you met someone you knew in
the street, but you couldn’t remember their name? Or if you
spilled your drink when you were sitting in a café with friends?
Moments like these cause one of the worst feelings that a
human can experience: embarrassment! So what should we
do when we find ourselves in these kind of situations? Here’s
psychologist Fiona Evans.
F:  The first thing to do is to laugh at yourself. If you do, the
situation will seem less important. If you don’t, somebody will
soon realize that you feel upset about what has happened
and mention it again and again. And if it happens in front of
someone who likes to talk a lot, they will probably tell the whole
world, and you might end up falling out with that person.
Instead, you should be the first one to tell everybody. Make it an
amusing story and tell your friends the next time you see them.
Of course you might feel really bad about what happened,
but you should remember that it’s in the past now. Be sensible
and don’t spend time worrying about something that you
can’t change. And, if you also remember that everyone has
embarrassing moments, you will soon learn to forget about
yours!
Unit 9, page 112, exercises 4 and 5  w 3•24
R = Rachel, S = Susie
R:  Hi, Susie. Where were you yesterday? We all went to the
fashion exhibition to do research on our class projects. The
teacher told me to work with Simon as my partner on the tour. I
was really angry about it.
08/09/2017 11:59
 S:  Oh Rachel, that’s terrible. I’m so sorry but I really was sick. My
mother told me to stay in bed.
R:  Don’t worry about it. In the end, it was ok. Would you like me
to help with your class project? The tour guide gave us lots of
interesting information.
S:  Oh, that’s a great idea. My project is on shoes, coats, and
shirts. Why don’t you read the notes you took?
R:  OK, let me see. She told us that espadrilles were first worn
by agricultural workers in Spain in the 14th Century. They were
also worn by soldiers. She said that the Inuit people in the Arctic
Circle invented durable, full-length anoraks. Inuit anoraks were
covered in fish oil to make them waterproof while the Inuit
hunted on the ice or in their kayaks.
S:  Great. Did she say anything else?
R:  Um, she said that Hawaiian shirts were originally made by
a Chinese store owner based in Hawaii. He had lots of extra
material from Japanese kimonos so he decided to sew them
together to make loose, colorful shirts. They became popular
with American soldiers returning through Hawaii from Asia after
World War II. When the soldiers then returned to their home
towns in their new patterned shirts, they became fashionable all
over the country.
S:  That’s great. Do you have any information about flip-flops or
rain boots?
R:  Hmm … no. How about doing some online research to find
out more?
S:  That sounds like a good plan. What was Simon like on the
tour?
R:  He was awful! The tour guide told us to turn off our cell
phones. He didn’t. She told us not to touch the exhibits. Simon
tried to put on the museum anorak.
S:  What happened next? Did the tour guide yell at him?
R:  Of course. She suggested he wait outside until the tour was
finished. It was so embarrassing!
Unit 9, page 115, exercise 8  w 3•28  M = Mia, C = Carter
H = Host, T = Tony
H:  Hello and welcome to U.K., OK! where we continue looking
at the four countries that make up the United Kingdom.
Today, we’re in Scotland, exploring some of the symbols which
represent the country. With me in the studio is Tony McArthur.
Now Tony, let’s start with the kilt. It’s basically a patterned skirt,
isn’t it?
T:  Well, it’s a bit more than that! The kilt is called the “National
Dress of Scotland”, and it is well-known throughout the world.
To Scottish people, it is a symbol of honour and pride. Kilts
come in many different colors, and patterns, called tartan, which
represent different groups, families, and even institutions.
H:  Some historians say that the modern version of the kilt
was invented by an English immigrant to Scotland, Thomas
Rawlinson. That’s quite surprising, isn’t it? A symbol of Scotland
invented by an Englishman?
T:  Well, the original kilt was a full-length item of clothing, which
was worn by Scottish men in the 16th century. One story says
that workers in the 18th century found the kilt uncomfortable,
and Rawlinson decided to make it shorter. But not many people
believe that, and it’s certainly not what we believe in Scotland!
H:  I see, so let’s …
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4016377 Fusion TB3.indb 149
Unit 9, page 116, exercise 2  w 3•29
C = Chair, P1 = Player 1, P2 = Player 2, P3 = Player 3
C:  OK, so we all know why we’re here. The city council wants to
build a gas station on our basketball court, and we all want to
fight to save it. What we need now are ideas for the campaign to
save the court. Does anyone have any suggestions?
P1:  Well, I think we need to contact the media. TV is a great way
to let people know what’s happening.
P2:  I’m not so sure about that. One disadvantage of our situation
is that it’s very local and not big enough for TV stations. Our
neighbors need to know that our basketball court is going to be
replaced by a gas station. I think we should demonstrate in the
street in front of the basketball court and stop the traffic.
C:  Demonstrate in the street? Can you explain why?
P2:  Because people would notice us and they’d want to find out
why we were doing it.
P1:  And they’d want us to stop! The main problem with your
idea is that we would annoy the neighbors and make them
angry with us!
P3:  Good point. I think the best idea is to start a petition.
C:  Why do you think that?
P3:  Well, we need to form a partnership with the neighbors. If
we explain that the gas station will create a horrible smell and
more traffic, I’m sure they’ll support us and sign our petition.
P1:  That sounds like a good idea. An important thing about the
neighbors is that they can vote. We’re too young to vote and the
city council won’t listen to us.
P3:  Another advantage of a petition is that the local newspaper
might be interested in it. If it looks like a serious campaign, they
might include a story on it and then more people will know
about what we’re trying to do.
C:  Great! We’ve got a plan, so let’s decide who is going to do
what. Now …
Unit 9, page 117, exercises 6 and 7  w 3•31
M:  Carter? Did you see this?
C:  See what?
M:  I can’t believe it. It says here in the newspaper that the school
board wants to close the music programs down.
C:  What?
M:  It says that the school board voted last night to close down
music programs at our school.
C:  No way.
M:  And get this: they want to use the money they save to invest
in sports!
C:  What? The school already has a basketball team, a baseball
team, a lacrosse team, a swim team …
M:  Don’t forget soccer. Check this out. They want to improve the
soccer field and build a new stadium. That’s why they’re cutting
the music programs. To save money for that.
C:  Crazy.
M:  Yes. The newspaper says they’re going to cut the orchestra,
band, choir, and after-school music clubs.
C:  Well, that can’t happen. We need to do something.
M:  You’re right. We need publicity. I think people will support
the music programs if they find out about this.
C:  When is the next school board meeting?
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 M:  It meets again in two months.
C:  So I think we should go to that meeting and protest. A loud
protest is a great way to get publicity.
M:  I don’t know. The main problem with that idea is that it’s a
closed meeting. I don’t think we can even get in.
C:  We could protest outside the meeting – bring the band and
make a lot of noise.
M:  I don’t know. It’s two months away. We need to do
something now.
C:  How about a boycott?
M:  A boycott? Of what?
C:  A boycott of the sports events. We don’t go to the games and
we tell other people to stop going, too. I think that’s a great idea.
M:  Really? Can you explain why?
C:  Yeah. If we organize a boycott and people stop going to the
games, the school board will see that sports aren’t popular. That
way they won’t take the money from the music programs.
M:  The problem is, sports are popular. I like sports. I think we
should have both sports and music, not one or the other.
C:  The main benefit of this suggestion is that it will make the
school board notice us. They’ll see that we’re mad.
M:  I’m not sure.
C:  OK, I have a great idea to get publicity.
M:  What?
C:  We have a talent show, a kind of musical program.
M:  What are your reasons for suggesting that?
C:  Well, first of all, we have a lot of kids at our school who are
really good at music. We have people who can sing really well,
and we have people who play instruments. If they cut the music
programs, a lot of those kids won’t have anywhere to practice or
perform.
M:  One advantage of that idea is that we can invite the
members of the school board to come see the talent show.
We need to show them that the music programs are really
important.
C:  Yeah, and lots of people will go. The school board will see that
music is popular, too, just like sports.
M:  We should do it! Another reason is that we can charge for
tickets to the show. A talent show is a great way to raise money.
C:  A talent show it is. Let’s start talking to our friends.
M:  Great! Let’s get started now.
Project 3, page 120, Task 1  w 3•32
A = Amanda, J = Jake
A:  Hello and welcome to our city, the city of Asheville. Asheville
is the eleventh biggest city in the state of North Carolina. It’s in
the western part of the state.
J:  In fact, Asheville is in the Blue Ridge Mountains. It’s at the
point where two big rivers meet: the Swannanoa River and the
French Broad River. Hikers can quickly reach the Appalachian
Trail from Ashville for a long walk through the beautiful
mountains.
A:  We’re going to introduce you to a few things that we love
about our city. Here you can see the Biltmore Estate, the city’s
most famous tourist attraction. It’s one of the largest houses in
the U.S. and, we think, the most beautiful.
J:  And this is McCormick Field, where Asheville’s baseball team,
the Asheville Tourists, plays.
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4016377 Fusion TB3.indb 150
Unit 9, page 122, exercise 3, Review  w 3•33
H = Host, S = Sean
H:  Our clothes not only protect us, but they also tell the world
something about us, and we have psychologist Sean Davis with
us today to explain exactly what they say. Sean, over to you.
S:  Thanks, Matt. Well, clothes tell us about individuals and about
society. For example, studies have shown that when there are
financial problems, long skirts come back into fashion.
H:  Really?
S:  Yes, and colorful patterned clothes are seen less often, too.
It’s also interesting to note that in hard times, casual clothes are
worn less often to work. Our work clothes become darker and
more formal. More durable clothes are also common at these
times because we have less money to spend and want them to
last longer!
H:  I see. So if we see bright, patterned clothes everywhere,
shorter skirts, and more casual work clothes, then things are
getting better!
S:  That’s right!
H:  And what do a person’s clothes tell us about them?
S:  Well, at first sight, they show if we are worried about being
fashionable or not. People who wear the latest fashions are
those who visit stores, notice what is new, and as soon as it
appears in the stores, buy it.
H:  So someone who doesn’t wear the latest and most expensive
fashions is not interested in their look?
S:  Not necessarily. Just because people don’t wear the latest
fashions doesn’t mean their clothes are old, cheap, or old-
fashioned. It often means that they have more confidence in
how they look and they spend their money on stylish clothes
which never go out of fashion.
H:  Now, what about …
Unit 4, page 126, Focus on computer science,
exercise 4  w 4•04
… now let’s look at the three most common types of networks:
LANs, MANs, and WANs. At home, if you have more than one
computer or smartphone, then you probably use a LAN. For
example, if you have two computers and three smartphones
but only one printer. If both your computers and your phones
are connected to the printer so that they can all use it, we call
that small network a LAN. Also, here at school we use a LAN
to connect all our computers, printers, and other devices such
as photocopiers and white board projectors. However, to use
the Internet, your LAN at home and our LAN at school have to
be part of a much bigger network that connects them to the
outside world, and that’s called a WAN. Finally, there is another
type of network that is between a LAN and a WAN, and we call
that a MAN. You’ll find MANs at places like the local college. The
college has lots of different buildings, but the computers in all
those different buildings are connected to one college network,
the college MAN. If you want to send something within the
network, you’ll use a MAN. But if you want to send something
outside of the network, you’ll use a WAN. Well, I hope that is not
too confusing and …
08/09/2017 11:59
 Unit 6, page 128, Focus on P.E., exercise 4  w 4•07
Gaelic football
Gaelic football is played in Ireland and in places like the U.S.
and Australia where there is a large Irish population. It is played
by two teams, with fifteen players on each team. It’s played on
a field that looks like a rugby field. In fact, when people see a
Gaelic football game for the first time, they often say that it looks
like they are playing soccer and rugby at the same time! The
players can run with the ball in their hands for a short distance
and then they have to pass it with their hands or their feet. The
goals are like rugby posts, but the bottom part has a net, like a
goal in soccer. If players kick the ball or hit it with their hand over
the posts, they score a point. If they do the same thing, but into
the net, they score three points.

© 2020 Oxford University Press Audio scripts 151

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4016377 Fusion TB3.indb 151 08/09/2017 11:59

 Workbook answer key
    page 4  4 is she talking
Starter
Vocabulary
Adjectives: emotions
1 1 funny  ​2  nervous  ​3  tired  ​4  lonely  ​
5  angry
2 1 excited  ​2  surprised  ​3  relaxed  ​
4  funny  ​5  lonely
 
Verbs: experiences
3 1 D  ​2  E  ​3  F  ​4  A  ​5  B  ​6  C
4 1 made, have, sleep, sunbathe
2 went, cooked
5 1 I like sleeping late
2 I’m going to have a sleepover
3 feels worried
4 some really funny stories
5 to cook a healthy meal for everyone
    page 5  Grammar
Reading
1 1 F  ​2  T  ​3  DS  ​4  T  ​5  F  ​6  DS
Grammar
Simple past
2 1 were  ​2  had  ​3  didn’t  ​4  did  ​
5  didn’t  ​6  was
3 1 went  ​2  cooked  ​3  felt  ​4  bought  ​
5  made  ​6  watched
4 1 Did Alan go to the library last night?
2 W e didn’t sleep late on Saturday
morning.
3 I didn’t have a problem.  
4 Anne didn’t tell me about the trip.
5 Did they dance all night?
3 1 easygoing, strict
5 doesn’t like 2 mandatory, voluntary
6 does the travel agency open 3 acceptable, unacceptable
4 1 ’m writing   ​2  rents  ​3  ’s swimming   ​ 4 direct, indirect
4  ’re meeting   ​5  tells  ​6  takes 5 well-behaved, badly-behaved
6 rare, common
Grammar and Vocabulary 7 honest, dishonest
5 1 are sitting   ​2  aren’t going   ​3  abroad  ​
4  accident  ​5  flight  ​6  place  ​ Extra vocabulary
7  passport  ​8  ’re waiting   ​9  loses  ​ 4 1 homesick  ​2  settled into   ​3  at home  ​
10  ’m writing   ​11  am 4  missed
  page 7      page 9 
Vocabulary Grammar
Food Modals of obligation and prohibition
1 1 yogurt  ​2  carrot  ​3  salt  ​4  chicken  ​ 1 1 B  ​2  D  ​3  A  ​4  C
5  cheese  ​6  sugar 2 1 don’t have to wear
2 1 crunchy  ​2  spicy  ​3  sweet  ​ 2 have to / must clear up
4  healthy  ​5  tasty 3 have to / must finish
4 must not be
5 doesn’t have to do
6 must not forget
7 have to / must go
Comparative and superlative
adjectives
8 don’t have to watch
3 1 had to study for my final tests
3 1 the best   ​2  than  ​3  worst  ​
last week
4  the most important   ​5  more  ​
2 must not use your cell phone during
6  tasty
the movie
4 1 healthiest  ​2  sweeter  ​
3 don’t have to get the bus
3  as cheap as   ​4  worst  ​5  hotter  ​
4 have to / must be silent in the library
6  most important   ​7  as crunchy as
5 didn’t have to go on our school
5 1 most beautiful   ​2  cheap  ​3  tastier  ​
geography trip
4  better  ​5  good  ​6  healthier
6 h as to / must practice every week
before the concert
Writing
6 Students’ own answers.
Consolidation
  page 8  4 1 Did you have   ​2 mandatory  ​3  had  ​
4  strict  ​5  easygoing  ​6  didn’t have to

    page 6 
Unit 1 Time for change     page 10 

Vocabulary Vocabulary
Vocabulary
Adjectives: behavior Adjectives: personal qualities
Vacations 1 1 strict  ​2  unfair  ​3  indirect  ​ 1 1 SOCIABLE (example)
1 1 A  ​2  C  ​3  A  ​4  B  ​5  C  ​6  B 4  badly-behaved  ​5  common  ​ 2 LOGICAL
2 1 hotel  ​2  souvenirs  ​3  places  ​ 6  dishonest  ​7  unacceptable  ​ 3 ARTISTIC
4  abroad  ​5  postcards  ​6  people 8  mandatory 4 ORGANIZED
2 1 mandatory  ​2  easygoing  ​3  well- 5 CREATIVE
Grammar behaved  ​4  unfair  ​5  rare  ​ 6 CONFIDENT
6  common  ​7  voluntary  ​ Hidden word: ACTIVE
Simple present and present continuous 8  badly-behaved 2 1  creative (example)   ​2  sociable  ​
3 1 ’re looking 3  hardworking  ​4  an organized   ​
2 spends 5  curious  ​6  confident
3 is buying ‘B’ answers make a good leader.

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4016377 Fusion TB3.indb 152 08/09/2017 11:59

 3 1 confident  ​2  adventurous  ​
3  ambitious  ​4  active  ​
5  mathematical  ​6  hardworking
4 Suggested answers:
1 Doctors need to be confident because
they do a job that affects people’s
lives. They must be hardworking too
because they work very long hours.
2 S cientists need to be logical because
they have to solve problems. They
must be creative too so that they can
think of new ideas.
3 Journalists need to be creative
because they have to write articles.
They must be sociable too because
they have to talk to a lot of different
people.
4 Movie producers need to be
organized because they have to do  
many different things. They must
be creative and artistic too to make
good movies.
5 P  residents need to be hardworking
and confident because they have to
make very important decisions. They
also must be sociable because they
have to talk to a lot of people.
    page 11  6 ugly, big, pink
Grammar
Modals of ability, permission, and
advice
1 1 Can Jack write in Arabic?
2 Sandra ought to visit the art museum.
3 Will we be able to practice German in
Berlin?
4 Helen should write adventure stories.
5 T om won’t be able to attend the  
interview.
6 They couldn’t go to the movies last
night.
2 1 should go / ought to go abroad
2 can
3 Should I go
4 won’t be able to speak
5 ought to do / should do
6 couldn’t go
7 Could you play
8 will be able to ski
3 1 won’t be able to
2 could
3 ought to / should
4 couldn’t
5 can
6 could
7 ought to / should
Consolidation
4 1 can  ​2  active  ​3  ought  ​
4  adventurous  ​5  should  ​6  creative  ​
7  hardworking  ​8  be able
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4016377 Fusion TB3.indb 153
    page 12  Cumulative review Starter and Unit 1
6 1 A  ​2  B  ​3  A  ​4  B  ​5  C  ​6  A  ​7  B  ​
Reading 8  C  ​9  A  ​10  B  ​
1 1 B  ​2  C  ​3  A
2 1 hundreds  ​2  teens  ​3  lions  ​4  save  ​     page 16 
5  traditions
3 Suggested answers:
1 it showed that a boy was ready to
Unit 2 Storytelling
become a man
2 try and protect the big cats, not kill Vocabulary
them
Adjectives: opinions
3 also stop lions attacking them and
1 1 D (example)   ​2  F  ​3  A  ​4  E  ​
their communities
5  C  6  B
4 the Maasai culture survive
2 1  hilarious  ​2  informative  ​
5 it creates jobs for the Maasai people
3  disappointing  ​4  realistic  ​
6 it means that their culture will be able
5  terrifying
to continue in the future
3 1  original  ​2  predictable  ​3  realistic  ​
  page 13  4  hilarious  ​5  dull  ​6  terrifying  ​
7  enjoyable
Writing
Extra vocabulary
4 1  box office   ​2  talented  ​3  publicity  ​
Look at language: order of adjectives 4  special effects   ​5  audience  ​
1 1 active, tall, young
6  income
2 big, old, brown
3 awesome, enormous, modern     page 17 
4 great, new, green
5 smelly, old, gray
Grammar
2 a team player too, too much, too many, (not) enough
3 Paragraph 1: rules about what they have 1 1  not enough   ​2  too  ​3  too much   ​
to wear 4  enough  ​5  too many   6  enough
Paragraph 2: how often they must 2 1 too much   ​2  enough  ​3  enough  ​
practice (example), when they don’t 4  too  ​5  enough  ​6  too many   ​
have to practice 7  too much   ​8  too
Paragraph 3: when they play games, 3 1 I’m too short
where they play, what the coach is like 2 was long enough
4 Students’ own answers. 3 there were too many people
4 too much TV
  page 14–15 
5 there is not enough action
6 too short
Review
Vocabulary Consolidation
1 1 F (example)   ​2  A  ​3  H  ​4  B  ​5  E  ​ 4 1 B  ​2  A  ​3  B  ​4  C  ​5  B  ​6  C  ​7  B  ​
6  D  ​7  C  ​8  G 8  A
Extra vocabulary     page 18 
2 1 tribe  ​2  ceremony  ​3  fit in   ​
4  status  ​5  warriors  ​6  hunt Vocabulary
Word builder: noun suffixes 1 Books and movies
3 1 arrival  ​2  arrangement  ​ 1 1  beginning  ​2  hit  ​3  reviews  ​
3  connection  ​4  survival 4  awards  ​5  bestseller  ​6  ending
2 Across: 1  director  ​2  plot  ​3  main
Grammar character  ​4  setting
4 1  don’t have   ​2  will be able to   ​ Down: 5  novelist  ​6  critic
3  couldn’t  ​4  have  ​5  allowed to 3 1  bestseller  ​2  director  ​3  review  ​
4  beginning  ​5  plot  ​6  novelist  ​
Practical English 7  main character   ​8  setting
5 1 awful  ​2  exciting  ​ 4 Students’ own answers.
3  was it like   ​4  sounds  ​5  you feel   ​
6  understandable  ​7  pity
Workbook answer key 153
08/09/2017 11:59
     page 19      page 22–23  3 1 How long have you been at your
Grammar
Simple past and past continuous
1 1  when, SP   ​2  while, PC   ​3  when, SP   ​
4  while, PC   ​5  while, PC
2 1 met  ​2  wrote  ​3  when  ​
4  were eating   ​5  was reading   ​6  while
3 1 I was writing my new blog post when
Charlie called my cell phone.
2 W hat was Emma doing when she
thought of the idea?
3 We came home while Mike was
watching a movie.
4 Why weren’t you doing your homework
when I got home?
5 W ere you at the party while the band
was playing? / Were you at the party
when the band played?
6 Beth was riding her bike when she
saw the strange cat.
Consolidation
4 1 main character   ​2  was wearing   ​
3  when  ​4  saw  ​5  was speaking   ​
6  took  ​7  bestseller  ​8  novelist  ​
9  hits  ​10  critics  ​11  plot  ​12  was  ​
13  agreed  ​14  loved
    page 20      page 24  2 Have you ever been mountain biking?
Reading
1 1 D  ​2  B  ​3  A  ​4  C
2 1 the book company   ​2  the movie
studio  ​3  Beth  ​4  many teens   ​5  Beth
3 Suggested answers:
1 When Beth wasn’t studying, she was
writing.
2 W hen Beth couldn’t find good books
to read, she decided to write her own
book.
3 Beth put her story on the Internet and
it became very popular.
4 Beth’s book may become a movie.
5 Students’ own answers.
6 Students’ own answers.
    page 21      page 25  other. (Trail biking)
Writing
Look at language: so, although, and
because
1 1 because  ​2  Although  ​3  so  ​
4  Although  ​5  so  ​6  because
2 The family were celebrating their mom’s
birthday.
3 1 A  ​2  B  ​3  B
4 Students’ own answers.
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4016377 Fusion TB3.indb 154
Review
Vocabulary
1 1 terrifying  ​2  setting  ​3  informative  ​
4  bestseller  ​5  award  ​6  beginning  ​
7  hilarious  ​8  enjoyable
Extra vocabulary
2 1 jokes  ​2  gift  ​3  performer  ​
4  audience  ​5  special effects   ​6  live
Word builder: adverbs of degree
3 1 stronger  ​2  weaker  ​3  stronger  ​
4  stronger  
Grammar
4 1 F  ​2  G  ​3  B  ​4  H  ​5  D  ​6  C  ​
7  E  8  A
Practical English
5 1 B  ​2  C  ​3  A  ​4  C  ​5  B  6  A
Cumulative review Units 1 and 2
6 1 creative  ​2  loves  ​3  younger  ​
4  played  ​5  hardworking  ​6  takes  ​
7  has  ​8  doesn’t have to   ​9  played  ​
10  awards  ​11  won  ​12  critics  ​
13  reviews  ​14  will be able to
Unit 3 Choices, choices
Vocabulary
Money and shopping
1 1  sale  ​2  discount  ​3  brands  ​
4  waste  ​5  bargain  ​6  cost
2 1 afford  ​2  lend  ​3  borrow  ​4  save up  ​
5  worth  ​6  waste  ​7  online
3 Students’ own answers.
Extra vocabulary
4 1 half-price  ​2  department  ​3  gloves  ​
4  customers  ​5  fraction  ​6  souvenir  ​
7  sports gear   ​8  store owner
 
Grammar
Present perfect with for and since
1 1  for  ​2  How long   ​3  since  ​
4  since  5  How long   ​6  since
2 1 has worn, since
2 How long, have they worked
3 have grown, since
4 has wanted, for
5 How long, has Jen known
6 haven’t lived, for
school?
2 How long have you known your best
friend?
3 How long have you spoken English?
4 H ow long has your teacher worked at
your school?
5 How long have your parents had their
cell phones?
Students’ own answers.
Consolidation
4 1 C  ​2  A  ​3  B  ​4  A  ​5  C  ​6  B  7  A  ​
8  C  ​9  A  ​10  B
  page 26 
Vocabulary
Phrasal verbs and nouns: free-time
activities
1 1 mountain biking   ​2  rock climbing   ​
3  kayaking  ​4  track and field   ​
5  archery  ​6  wakeboarding
2 1 D  ​2  F  ​3  A  ​4  B  ​5  C  ​6  E
3 1  try  ​2  take  ​3  mountain biking   ​
4  rock climbing   ​5  kayaking  ​6  join  ​
7  catch  ​8  wakeboarding
4 1 T om missed out on the party. Poor
guy! It was fun! (tried out)
It’s fun riding fast on paths through
the woods! (rock climbing)
3 Don’t go rock climbing if you don’t
like heights! (kayaking)
4 Try out the bicycle before you buy it.
(Try up)
5 I picked up Spanish quite easily when
I went to Toledo for a month. (joined
up)
6 I liked watching people dance, but I
was too nervous to join in the dance
with everyone. (take up)
7 If he works harder, I think he can still
catch up with the runners at the front
of the race. (pick up)
8 Archery was something soldiers used
in wars many years ago to shoot each
  page 27 
Grammar
Present perfect with still, yet, and
already
1 1 Sean already has already learned to
snowboard.
2 Has yet Nick done his homework yet?
3 We still haven’t spoken still to the
track and field coach.
4 Already I’ve already done most of the
workshops.
08/09/2017 11:59
 5 L ily hasn’t taken up yet any new
sports yet.
6 We still haven’t tried surfing this
vacation still.
2 1 yet, already, still
2 already, still, yet
3 yet, already, still  
4 already, still, yet
3 1 Have you learned to drive yet?
2 He has already traveled abroad.
3 Have they bought any clothes on the
Internet yet?
4 I have already cooked lunch for my
family.
5 He hasn’t learned a language yet. /
He still hasn’t learned a language.
6 Has she done her homework yet?
7 We have already seen this movie.
8 They haven’t tried Japanese food
yet. / They still haven’t tried Japanese
food.
Consolidation
4 1  out  ​2  yet  ​3  up  ​4  already  ​5  up  ​
6  still  ​7  in  ​8  up
    page 28  4 has sold food since
Reading
1 h ow many days the climb is  ✓
problems with the sun  ✓
climbing shoes  ✓
Helen’s weight  ✓
2 1 F  ​2  DS  ​3  T  ​4  F  ​5  F  ​6  T
3 Suggested answers:
1 She wants to climb Mount Everest
because she has already climbed the
high mountains in Europe.
2 T he reporter is at Helen’s house to
interview her and find out what she’s
taking.
3 Helen has gotten most of her
equipment from her friends.
4 S he isn’t taking any new equipment
with her because she believes she
should only use equipment that she’s
already tried out.
5 S he is eating so much chocolate to
gain weight.
6 The journey to the top of the
mountain will be difficult because it
 
will take Helen 21 days to get there
and she will have to carry her fifteen-
kilo backpack.
    page 29  6 you should unplug it.
Writing
Look at language: spelling
1 1 there  ​2  necessary  ​3  hobbies  ​
4  different  ​5  shopping
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 155
2 T he writer thinks we shouldn’t buy
expensive items like electronic devices
in street markets.
3 1 C  ​2  D  ​3  A  ​4  B
4 Students’ own answers.
  page 30–31  4 1 gesture  ​2  misunderstanding  ​
Review
Vocabulary
1 1 cost  ​2  join in   ​3  track and field  
​4  take up   ​5  lend  ​6  try out   ​
7  afford  ​8  waste  ​9  pick up
Extra vocabulary
2 1 delicious  ​2  souvenirs  ​3  mild  ​
4  sports equipment   ​5  spicy  ​
6  nutritious
Word builder: phrasal verbs with up
3 1 go  ​2  fill  ​3  line  ​4  turn  ​5  set
Grammar
4 1 has had the coat for
2 Has, tried out, yet
3 has already worked
5 has owned his watch since
6 still haven’t bought
7 have been married for
Practical English
5 1 about  ​2  could  ​3  suggest  ​4  How  ​
5  Should  ​6  Why
Suggested responses:
1 That sounds like a good idea!
2 That doesn’t work for me. I don’t have
enough money.
3 I’m happy to do that.
4 That sounds like a good idea!
5 T hat’s not a bad idea, but I’d prefer to
go to the movies instead.
6 That’s a great idea!
Cumulative review Units 1–3
6 1 yet  ​2  still  ​3  ending  ​
4  original  ​5  enough  ​6  unfair  ​
7  Have  ​8  informative  ​9  boring  ​
10  entertaining  ​11  cost  ​12  able  ​
13  borrow
  page 32  2 you need to charge it.
Unit 4 Communication
Vocabulary
Adjectives: feelings
1 1 fascinating  ​2  inspiring  ​
3  confusing  ​4  frightening  ​5  relaxing
K
 eyword: annoying
Workbook answer key
2 1 irritating  ​2  amusing  ​
3  embarrassing  ​4  encouraging  ​
5  motivating  ​6  worrying
3 Students’ own answers.
Extra vocabulary
3  nod your head   ​4  burst out laughing  ​
5  shake your head   ​6  gap
    page 33 
Grammar
Present perfect and simple past
1 1 six months ago   ​2  yet  ​3  yesterday  ​
4  already  ​5  still  ​6  for  ​7  ago
2 1 didn’t go   ​2  lost  ​3  has, told   ​
4  Have, bought   ​5  Did, visit   ​
6  hasn’t lived
3 1 Your letter has already arrived.
2 Nathan has never studied French.
3 My mom spoke at a conference
yesterday.
4 Did you see your best friend last
Saturday?
5 Ellie still hasn’t read that book.
6 T here were too many people at the
party last night.
7 Ed hasn’t done his homework yet.
8 Have they already played baseball this
week?
Consolidation
4 1 yesterday  ​2  ago  ​3  already  ​
4  for  ​5  since  ​6  relaxing  ​7  still  ​
8  fascinating  ​9  embarrassing  ​10  yet
    page 34 
Vocabulary
Verbs: technology
1 1 C  ​2  F  ​3  E  ​4  A  ​5  B  ​6  D
2 Across: 2  swipe  ​3  unplug  ​4  tap
Down: 1  plug in   ​2  scroll  ​3  update
3 1 plugging it in   ​2  charge  ​3  switch
on  ​4  press  ​5  Scroll  ​6  update  ​
7  switch off
4 Suggested answers:
1 you should switch it off.
3 you could update it.
4 you need to tap the screen.
5 you need to plug it in.
155
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     page 35  2 T he writer’s main purpose is to make a
Grammar
Subject and object questions
1 1 OQ  ​2  OQ  ​3  SQ  ​4  OQ  ​5  SQ  ​
6  SQ
2 1 A  ​2  A  ​3  C  ​4  B  ​5  A  ​6  C  ​7  B  ​
8  B
3 1 What caused the fire?  
What did the storm cause?
2 How many websites did the students
browse?
How many students browsed the
websites?
3 Who texted Alex about the party?
Who did Lily text about the party?
4 Who does Andy help to learn to use
a computer?
Who helps Liz to learn to use a
computer?
Consolidation
4 1 used  ​2  switched it off   ​3  came  ​
4  did you last charge   ​5  stream  ​
6  plug  ​7  Switch  ​8  update  ​
9  happened  ​10  scroll
    page 36  Grammar
Reading
1 A 3  ​B  4  ​C  2  ​D  5  ​E  1
2 1 7–9  ​2  18–19  ​3  2–3  ​4  22–24  ​
5  19–20  ​6  3–4
3 Suggested answers:
1 t alking to people that speak the
language.
2 speak any other languages.
3 it’s very normal to make mistakes while
we are learning – it’s how we improve.
4 s tart talking in the language as soon as
possible.
 
5 set up a website to help people learn
languages.
6 r ead his tips and suggestions and
watch his videos.
    page 37  Vocabulary
Writing
Look at language: punctuation
1 1 H
 ave you heard about Kevin’s summer
trip?
2 Your visit was such a surprise!
3 David said, “Karen’s summer job isn’t
very interesting.”
4 They didn’t speak to me in Turkish.
5 What’s the Spanish word for “baby”?
6 I live in San Diego, near my sister Lily’s
apartment.
156 Workbook answer key © 2020 Oxford University Press
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4016377 Fusion TB3.indb 156
suggestion about what Sebastian could
do while he is visiting Boston.
3 1 giving recent news
2 suggesting something to do on the
visit
3 talking about meeting up
4 Students’ own answers.
  page 38–39 
 
Review
Vocabulary
1 1 swipe  ​2  fascinating  ​3  stream  ​
4  embarrassing  ​5  amusing  ​
6  browse  ​7  text  ​8  inspiring
Extra vocabulary
2 1 invite  ​2  misunderstanding  ​
3  squeeze  ​4  spread  ​5  warn  ​
6  hit  ​7  express
Word builder: -ed and -ing adjectives
3 1 excited  ​2  irritated  ​3  amusing  ​
4  embarrassing  ​5  frightened  ​
6  annoyed  ​7  exciting  ​
8  disappointing
4 1 F  ​2  D  ​3  B  ​4  A  ​5  H  ​6  C  ​7  E  ​
8  G
Practical English
5 A 5  ​B  3  ​C  6  ​D  1 (example)   ​E  11  ​
F  7  ​G  2  ​H  9  ​I  10  ​J  4  ​K  8
Cumulative review Units 1–4
6 1 last  ​2  disappointing  ​3  since  ​
4  award  ​5  ago  ​6  bargain  ​7  too  ​
8  irritating  ​9  were playing   ​10  hit  ​  
11  should  ​12  still
  page 40 
Unit 5 A life of crime
Criminals and crime-fighters
1 1 thief  ​2  police officer   ​3  lawyer  ​
4  detective  ​5  judge
2 1 armed robber   ​2  murderer  ​3  thief  ​
 
4  traffic cop   ​5  mugger  ​6  fraudster  ​
7  private investigator
3 S uggested answers:
1 Detectives investigate big crimes such
as kidnapping.
2 A traffic cop gives out tickets for illegal
parking.
3 Judges work in a court. They sentence
criminals.
4 Armed robbers steal from banks and
other places using weapons.
5 A thief steals from houses or
buildings, and a mugger steals from
people in the street.
Extra vocabulary
4 1 black market   2​   case  ​3  suspicious  ​
4  evidence  ​5  trap  ​6  interview
  page 41 
Grammar
Past perfect
1 1 stolen  ​2  thrown  ​3  given  ​
4  worn  ​5  seen
2 1 Had you bought the phone? No, I
hadn’t. My mom had given it to me.
2 Had he worked as a detective for a
long time? Yes, he had. He’d been a
detective for 30 years.
3 Had you always wanted to be a
lawyer? No, I hadn’t. I’d planned to
become a teacher.
3 1 thought  ​2  was  ​3  discovered  ​
4  had entered   ​5  noticed  ​
6  had disappeared   7  realized  ​
8  had taken   ​9  hadn’t stolen   10  was  ​
11  hadn’t seen
4 Students’ own answers.
Consolidation
5 1 pickpocket / stole   ​
2  armed robbers / had broken into   ​
3  had committed / judge   ​
4  police officer / had spoken to / lawyer  ​
5  were / murderer
  page 42 
Vocabulary
Crimes
1 1 B  ​2  F  ​3  D  ​4  E  ​5  C  ​6  A
2 1 Arson  ​2  kidnapping  ​3  Blackmail  ​
4  smuggling  ​5  speeding  ​
6  credit card fraud   ​7  identity theft
3 1 blackmail  ​2  kidnapping  ​
3  forgery  ​4  shoplifting  ​5  speeding  ​
6  identity theft
4 Students’ own answers.
  page 43 
Grammar
Relative pronouns
1 1 who  ​2  which  ​3  whose  ​4  where  ​
5  who  6  which
2 1 where  ​2  whose  ​3  which  ​
4  where  ​5  whose  ​6  who  ​7  which  ​
8  who
08/09/2017 11:59
 3 1 T he police officer spoke to the man
whose dog was barking at a tourist.
2 A my left the supermarket where she
worked.
3 I saw the man who was arrested.
4 I paid for my computer with money
which is fake.
5 T he detectives visited the house
where the theft happened.
6 Avoid the man who looks strange.
7 The police stopped the car which was
speeding.
8 S he is a teacher whose husband is a
private investigator.
Consolidation
4 1 Pickpocketing  ​2  where  ​3  who  ​
4  smuggling  ​5  which  ​6  fraud  ​
7  identity  ​8  whose
    page 44  3 What things are recycled at your
Reading
1 1 B  2  C  ​3  A
2 1 quiet  ​2  bodies  ​3  aren’t well   ​
4  well enough   ​5  animal  ​6  find out
3 Suggested answers:
A T hree thieves tried to steal things
from a clothing store, but were
too noisy, so the police came. They
tried to hide by pretending to be
mannequins, but the police found  
them because they were moving too
much and breathing too loudly.
B A man in the U.S. said that he was
too sick to work. Police caught
him because he uploaded a video
of himself dancing energetically
online, where he appeared to be very
healthy!
C P  olice in Norway caught a boy with a
dangerous spider in his suitcase. They
became suspicious, so they searched
him and discovered that he was also
trying to smuggle baby snakes into
the country.
    page 45  2 We need to protect wildlife and stop
Writing
Look at language: phrases for articles
1 A 1 (example)   ​B  4  ​C  6  ​D  5  ​E  2  ​
F  3
2 The criminals made it easy for the police
to catch them because they used the
stolen credit card in a photo booth and
the police found the pictures.
3 1 C  ​2  B  ​3  A  ​4  D  ​5  E
4 Students’ own answers.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 157
    page 46–47      page 49 
Review Grammar
Vocabulary The simple present passive
1 1  shoplifting  ​2  thief  ​3  Speeding  ​ 1 1 The rivers are polluted by the
4  smuggling  ​5  Arson  ​6  Fraudsters factories.
2 The local environment isn’t protected
Extra vocabulary by the city council.
2 1 households  ​2  business owner   ​ 3 Lots of food is thrown away by
3  residents  ​4  city council   ​ supermarkets.
5  Ecologists  ​6  lawmakers 4 A  re old tires used by shoe companies?
2 1 Are, given
Word builder: negative prefixes 2 aren’t, are
3 1 unfair  ​2  illegal  ​3  impossible  ​ 3 don’t, recycle
4  illogical  ​5  irresponsible
4 Is, produced
5 sell
Grammar
6 are, made
4 1 who  ​2  had decided   ​3  which  ​
3 1 What materials are recycled at home?
4  had left   ​5  where  ​
2 What things are thrown away at home?
6  had disappeared   ​7  saw  ​8  whose  ​
9  had stolen
school?
Practical English 4 W  hich areas are preserved in your
5 1 must  ​2  foreground  ​3  can’t  ​ town or city?
4  background  ​5  left  ​6  might  ​ 5 Which animals are protected in your
7  behind  ​8  in  ​9  could  ​10  the corner country?
6 Where are used batteries collected in
Cumulative review Units 1–5 your town?
6 1 B  ​2  A  ​3  A  ​4  B  ​5  C  ​6  A  ​7  A  ​ Students’ own answers.
8  C  ​9  C  ​10  A  ​11  B  ​12  A
Consolidation
  page 48  4 1 is protected (example), is poisoned,
are produced
Unit 6 Creativity 2 is polluted, is buried, are dumped
3 are protected, is recycled, are wasted
Vocabulary     page 50 
Verbs: environment
1 1 PROTECT  ​2  DESTROY  ​3  REDUCE  ​
Vocabulary
4  SAVE  ​5  RECYCLE Adjectives: technology
Hidden word: REUSE 1 1  efficient  ​2  reliable  ​3  impractical  ​
2 1 throw away   ​2  bury  ​3  poison  ​ 4  convenient  ​5  useful
4  pollute  ​5  preserve  ​6  dump 2 1  practical  ​2  high-quality  ​
3 Suggested answers: 3  unreliable  ​4  heavy  ​5  time-
1 We should do our best to preserve consuming  ​6  convenient
green spaces. 3 1  time-consuming  ​2  reliable  ​
3  high-quality  ​4  heavy  ​5  portable  ​
animals from dying out. 6  useless  ​7  automatic
3 Throw away trash in the correct trash 4 Students’ own answers.
cans; don’t throw it into the street.
4 People should reuse old furniture and     page 51 
clothing so that waste is reduced.
5 T oo much waste is dumped in landfill Grammar
sites; we need to recycle more.
6 Cars pollute the planet too much – The simple past passive
people should ride bikes everywhere! 1 1 was  ​2  was  ​3  Were  ​4  weren’t  ​
5  weren’t  ​6  Was
Extra vocabulary 2 1 wasn’t invented   ​2  was created   ​
4 1 belt  ​2  earrings  ​3  ring  ​4  necklace  ​ 3  were developed   ​4  weren’t used   ​
5  purse  ​6  accessories 5  were made   ​6  were bought   ​
7  were reduced   ​8  was invented
Workbook answer key 157
08/09/2017 11:59
 3 1 T he movies ET and Schindler’s List Extra vocabulary 2 1 will be competing, will win
weren’t directed by Pedro Almodóvar. 2 1 E  ​2  F  ​3  D  ​4  G  ​5  B  ​6  A  ​7  C 2 Are, going to do
2 T he first cell phone was created by 3 won’t be
Martin Cooper. Word builder: compound nouns 4 isn’t going to travel
3 When were people sent to the moon 3 1 skates, rink 5 will improve
by NASA? 2 coach, spectator, trophies 6 will watch
4 Las Meninas was painted by Diego 7 Will, be flying
Velázquez. Grammar 8 won’t be practicing
5 W hen was the first international 4 1 are made   ​2  were first eaten   ​ 9 Are, going to take part, will be
soccer game played by England 3  used to live   ​4  wasn’t given   3 Students’ own answers.
and Scotland? ​5  used to go   ​6  was advised

Practical English Consolidation

Consolidation 5 1 That smells good. 4 1 ’ll be practicing   ​2  ’re going to   ​
4 1 was designed   ​2  wasn’t built   ​ 2 What’s that made with? 3  stamina  ​4  ’ll  ​5  beat  ​6  tied  ​
3  reliable  ​4  didn’t break   ​5  efficient  ​ 3 How is it cooked? 7  improving  ​8  will manage   ​
6  practical  ​7  convenient  ​ 4 What is it served with? 9  take the lead   ​10  ’ll be going
8  were included   ​9  was sold   ​ 5 It sounds like a great dish!
10  was it called     page 58 
Cumulative review Units 1–6
    page 52  6 1 C  ​2  C  ​3  A  ​4  B  ​5  B  ​6  B  ​7  D  ​ Vocabulary
8  C  ​9  C  ​10  C  ​11  A  ​12  D
Reading Jobs around the home
1 A 3  ​B  2  ​C  4  ​D  1     page 56  1
2 1 fix the farm   ​2  one book   ​
3  provided  ​4  didn’t want   ​ T R F R O K A W Z
5  his family  ​6  built Unit 7 A big improvement
3 Suggested answers:
D A N L A Q L N T
1 A  fter William left school he read a book Vocabulary B S A P U N Y B A
and learned how to build a windmill.
2 A windmill could help his family Sports I H C X I D R L V
because it could provide electricity 1 1 C (example)   ​2  E  ​3  B  ​4  G  ​5  D  ​
and light. 6  A  ​7  F T O Y O E P Q E H
3 W  illiam’s windmill was made from 2 1  competing  ​2  tying  ​3  taken the
lead  ​4  beat  ​5  improved D D N I T R A C M
trash which he got from the people in
his village. 3 Suggested answers: J S J L B E S X R
4 People heard about William’s 1 You need good balance for surfing
inventions in a book and an online and skateboarding so that you can L F D I S H S H C
blog. stay on the board.
5 William’s ambition is to get electricity 2 Activities like running, car racing, O O R C S T E E V
for the whole country. and skating involve moving at high
H A W O U N T E R
speeds.
    page 53  3 To improve your flexibility, you
should do stretching exercises so
Writing that your muscles become looser and 2 A empty  ​B  close  ​C  vacuum  ​
more flexible. D  wash  ​E  mop  ​F  mow  ​G  change  ​
Look at language: phrases for reports 4 You need good coordination for H  set  ​I  do  ​J  wipe
1 1 E  ​2  C  ​3  B  ​4  D  ​5  A sports like tennis and hockey so that 3 1 lawn  ​2  sheets  ​3  laundry  ​
2 1 facts you can hit the ball or the puck. 4  trash can   ​5  vacuum  ​6  dishes  ​
2 both good and bad 5 Students’ own answers. 7  counter  ​8  floor  ​9  table
3 1 C  ​2  A  ​3  D  ​4  C  ​5  B 4 Students’ own answers.
4 S tudents’ own answers. Extra vocabulary
4 1  referee  ​2  challenge  ​3  penalty  ​     page 59 
    page 54–55  4  score  ​5  tournament
Grammar
    page 57 
Review
some-, any-, no-, every-
Vocabulary Grammar 1 1 some  ​2  any  ​3  no  ​4  any  ​5  no  ​
1 1 impractical  ​2  recycle  ​3  bury  ​ 6  No  ​7  any  ​8  some  ​9  any  ​10  any
4  save  ​5  inefficient  ​6  destroy  ​ will, be going to, and the future 2 1 somewhere
7  low-quality  ​8  time-consuming  ​ continuous 2 something
9  protect  ​10  light 1 1  aren’t  ​2  to play   ​3  will be sitting   ​ ​3 anywhere
4  are going to   ​5  will  ​ 4 someone
6  won’t be playing   ​7  beat  ​8  will 5 nothing

158 Workbook answer key © 2020 Oxford University Press

Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.

4016377 Fusion TB3.indb 158 08/09/2017 11:59

 6 anyone / anybody
7 everyone / everybody
8 no one / nobody
9 nowhere
3 1 told me something
2 haven’t been anywhere this summer
3 was nothing on the television
4 knows nobody at her new school
5 didn’t arrest anybody
6 wants to speak to everybody
7 went somewhere on her vacation
8 spoke to someone after the test
Consolidation
4 1 anyone  ​2  everyone  ​3  Everything  ​
4  empty  ​5  nothing  ​6  wash  ​
7  someone  ​8  vacuum  ​9  mop  ​
10  everything  ​11  anyone  ​
12  anywhere
    page 60  5 1 B  ​2  C  ​3  D  ​4  E  ​5  F  ​6  A
Reading
1 1 D  ​2  B  ​3  –  ​4  A  ​5  C
2 1 the Spanish explorers
2 Professor Lieberman
3 researchers
4 the Tarahumara
5 professional runners
3 Suggested answers:  
1 In the past, there was no
transportation, so the Tarahumara had
to visit other communities on foot.
2 They sometimes race against runners
from other countries.
3 A ccording to studies, no animal has
the ability to run longer distances
than humans.
4 Professor Lieberman’s research is
about the Tarahumara and also about
the human body and health.
5 L ooking at ways of living in the past
and present will help us understand
how the human body works.
    page 61  4 Suggested answers:
Writing
Look at language: as soon as, by the
time, the next time, and when
 
1 1 T he next time Sarah invites me to the
movies, I will go.
2 W  hen we arrive at the gym, we will /
are going to start training.
3 By the time I’m 16, I will have a new
computer.
4 Lisa will / is going to mow the lawn as
soon as we get home.
2 I t is mostly about future plans.
3 1 B  ​2  A  ​3  A
4 S tudents’ own answers.
© 2020 Oxford University Press
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4016377 Fusion TB3.indb 159
    page 62–63  2 1 won’t run
2 protect
Review 3 will you wake up
4 don’t rescue
Vocabulary 5 Will you take
1 1 F  ​2  H  ​3  I  ​4  A  ​5  J  ​6  C  ​7  E  ​ 6 will stand
8  B  ​9  D  ​10  G 3 1 If we see lions on our safari, we’ll take
some pictures.
Extra vocabulary 2 If you travel to Cape Cod, you’ll
2 1 upload  ​2  profile picture   ​3  post  ​ see whales.
4  cutting-edge  ​5  share 3 If I see Jamie, I’ll give him your
message.
Word builder: -ing forms as a subject 4 If you annoy my dog too much, it’ll
3 1 Working  ​2  Getting up   ​
3  Finding out   ​4  Setting up
bite you.
5 If you don’t hurry, you’ll miss the bus.
6 If Mike goes scuba diving, he’ll see
Grammar some sharks.
4 1 B  ​2  A  ​3  A  ​4  C  ​5  D  ​6  B  ​7  A  ​
7 If Ava and Matt go to the safari park,
8  C
they’ll see a lot of lions and other
Practical English big cats.
Consolidation
Cumulative review Units 1–7 4 1 ask  ​2  will say   ​3  loyal  ​4  jealous  ​
6 1 useful  ​2  worst  ​3  much  ​4  ought  ​ 5  sensitive  ​6  will notice   ​7  get  ​
5  shouldn’t  ​6  time-consuming  ​ 8  will save   ​9  strong  ​10  lazy
7  bored  ​8  too much   ​9  is designed   ​
10  to practice   ​11  do you use   ​12  tap  ​     page 66 
13  studying
Vocabulary
  page 64 
Phrasal verbs: relationships
1 1 I can be pretty annoying sometimes,
Unit 8 Living together but my parents usually put up with me.
2 When I have a problem, I usually turn
Vocabulary to my best friend for advice.
3 How well do you get along with your
Adjectives: personalities brothers and sisters?
1 1 STUBBORN  ​2  GENEROUS  ​3  LAZY  ​ 4 J an looks up to her older brother, and
4  THOUGHTFUL  ​5  TALKATIVE  ​ admires everything he does.
6  STRONG  ​7  CHARMING 2 1 on  ​2  up  ​3  along  ​4  up
Hidden word: SELFISH 3 1 picks on
2 1 sensible  ​2  unpredictable  ​ 2 make up
3  competitive  ​4  vain  ​5  proud  ​ 3 turn to, look up to
6  jealous  ​7  loyal  ​8  sensitive 4 get along, with
3 Students’ own answers. 5 put up with
Extra vocabulary 1 Don’t turn to Andy for advice – he
4 1 furry  ​2  rescues  ​3  cubs  ​
4  handlers  ​5  endangered  ​
won’t help!
2 Jack really looks up to his successful
6  abandoned uncle.
3 I often go out with my cousins
  page 65 
because I get along really well
with them.
Grammar 4 We decided to make up and be
friends again.
The first conditional
5 O  ne of my friends is always late for
1 1 sees  ​2  Will  ​3  will become   ​
social occasions, but we put up with it.
4  leave  ​5  will she put   ​6  will we learn  ​
7  don’t stop
Workbook answer key 159
08/09/2017 11:59
     page 67      page 70–71  2 1 was  ​2  wanted  ​3  said  ​4  ran  ​
Grammar
The second conditional
1 1  wanted  ​2  made  ​3  wore  ​4  told  ​
5  found  ​6  turned
2 1 If I had a problem, Mike would help.
2 What would happen if a snake bit you?
3 If I argued with my girlfriend, I would
be upset.
4 Diana wouldn’t go to the movies if she
didn’t have any money.
5 H  ow would you feel if you failed your
test?
6 Anne wouldn’t be pleased if you told
everybody about her plans.
7 If a crocodile attacked me, it would be
scary.
3 S tudents’ own answers.
Consolidation
4 1 A  ​2  B  ​3  A  ​4  C  ​5  C  ​6  B  ​7  C  ​
8  C
    page 68  5 you annoyed me, we would argue.
Reading
1 1 C  ​2  A  ​3  B  4  D
2 A 4  ​B  2  ​C  6  ​D  1  ​E  7  F  5  G  3
3 Suggested answers:
1 people playing music and doing
artistic things.
2 a musician and a cat who have
become best friends.
3 he didn’t like her husband.
4 very unwell and needed help.
5 t ake Bob to get medical help and get  
better.
6 he inspired James to be good to
himself, too.
    page 69  Vocabulary
Writing
Look at language: comparative
adverbs of manner
1 1 harder  ​2  faster  ​3  better  ​
4  more easily   ​5  worse
2 B
3 1 ✓
2 three sentences (one sentence)
3 short and simple (long and
complicated)  
4 ✓
5 ✓
6 what the answers mean (the author’s
opinion)
4 S tudents’ own answers.
Review
Vocabulary
1 1 up  ​2  talkative  ​3  to  ​4  along with  ​
5  competitive  ​6  on  ​7  generous  ​
8  lazy
Extra vocabulary
2 1  battle  ​2  cubs  ​3  peace  ​  
4  intimidates  ​5  endangered  ​6  ruled
Word builder: noun suffixes 2
3 1  sadness  ​2  difference  ​
3  tolerant  ​4  violence  ​5  diversity  ​
6  independently
Grammar
4 1 t he stores weren’t all closed, I would
go to the mall.
2 you don’t feed my fish, they won’t be
happy.
3 I didn’t watch too much TV, my
parents wouldn’t get mad.  
4 Jenny calls, we won’t make up.
6 you pick on Jimmy, I’ll tell Dad.
Practical English
5 1 A  ​2  C  ​3  A  ​4  B
Cumulative review Units 1–8
6 1 mow  ​2  Will  ​3  reuse  ​4  can  ​
5  economical  ​6  doing   2 Mom told Jack not to leave his coat
​7  was reading   ​8  when  ​9  scrolled  ​
10  which  ​11  sent  ​12  the most
  page 72  online for boots in my size.
Unit 9 A better world
Charity and campaign actions
1 1 E  ​2  F  ​3  D  ​4  C  ​5  B  ​6  A
2 1 fundraising  ​2  persuade  ​
3  campaign  ​4  sponsor  ​5  raise  ​
6  volunteer
3 Students’ own answers.
Extra vocabulary
4 1 instruction  ​2  street performer   ​
3  edit  ​4  accompany  ​5  boundary
  page 73  B not to wear sneakers.
Grammar
Reported statements
1 1 hoped  ​2  were  ​3  her  ​
4  the following   ​5  needed
5  raised  ​6  told  ​7  was  ​8  said  ​
9  remembered  ​10  said  ​11  knew
3 Students’ own answers.
Consolidation
4 1 wanted / raise   ​2  could / sponsor   ​
3  needed / campaign / persuade   ​
4  tried / volunteer   ​5  could / donate
  page 74 
Vocabulary
Adjectives: fashion
1 A soft  ​B  fashionable  ​C  old-fashioned  ​
D  casual  ​E  delicate  ​F  stylish
2 1 waterproof  ​2  loose  ​3  patterned  ​
4  durable  ​5  full-length  ​
6  tight-fitting
3 1  tight  ​2  delicate  ​3  full-length  ​
4  old-fashioned  ​5  soft  ​6  casual
4 S tudents’ own answers.
  page 75 
Grammar
Reported commands, offers, and
suggestions
1 1 S  ​2  C  ​3  O  4  C
2 1 Kaitlin suggested that Charlotte try
the blue shirt on.
there.
3 Max offered to carry the bags for Ryan.
4 T he sales person suggested that I look
5 Ahmed told Will to call him later.
3 1 Mom suggested that Tamsin tried on
the looser ones.
2 Tamsin told Mom to put those jeans
back.
3 Mom told Tamsin not to buy that pair.
4 Mom offered to buy the flip-flops for
Tamsin.
5 Mom suggested that they went to a
cafe.
6 Tamsin offered to buy the coffee.
4 S tudents’ own answers.
Consolidation
5 1 waterproof  ​2  durable  ​
3  tight-fitting  ​4  fashionable
C to lend Jo some sneakers.
D to wear tight-fitting clothes.
E n ot to worry about looking
fashionable.
F that they asked Pete.
G to call him.

160 Workbook answer key © 2020 Oxford University Press

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     page 76  Grammar
4 1 she loved that designer’s clothes.
Reading 2 he didn’t have her phone number in
1 d
 ifferent styles of clothes  ✓ his phone.
going abroad  ✓ 3 to get Trisha a cup of coffee.
raising money  ✓ 4 the students to stop talking.
school work  ✓ 5 that Sara wear flip flops with her dress.
2 1 4  ​2  7–9  ​3  6  ​4  17–19  ​5  14–15  ​
6  16–17 Practical English
3 Suggested answers: 5 1 way  ​2  why  ​3  advantage  ​4  main  ​
1 c heck out an amazing video of a guy 5  think  ​6  reason  ​7  benefit
dancing.
Cumulative review Units 1–9
2 he was visiting different countries.
6 1 was  ​2  generous  ​3  already  ​
3 d  id a funny dance near famous
4  While  ​5  frightening  ​6  wanted  ​
monuments in different countries.
7  which  ​8  be worth   ​9  collected  ​
4 he thought it was more fun than
10  who  ​11  turn  ​12  will  13  useful  ​
dancing on his own by monuments
14  should
and there weren’t many monuments
in Rwanda.
5 watch the videos he’s made and
donate money.
6 u  sing Matt’s videos in their school
work.

    page 77 

Writing
Look at language: phrases for letters
1 1 D  ​2  E  ​3  B  ​4  C  ​5  F  ​6  A
2 The writer asks the city council to help
clean up and protect the environment
and start listening to the people of
Madison.
3 1 in order to publicize
2 We look forward to hearing from you
3 on behalf of
4 We would be grateful if the council
5 is a danger to
4 Students’ own answers.

    page 78–79 

Review
Vocabulary
1 1 B  ​2  B  ​3  B  ​4  A  ​5  A  ​6  B  ​
7  C  8  C

Extra vocabulary
2 1 instruction  ​2  import  ​3  refugee  ​
4  originate  ​5  flee  ​6  boundary

Word builder: prefixes over- and

under-
3 1  over-  ​2  under-  ​3  over-  ​4  over-  ​
5  under-  ​6  over-

© 2020 Oxford University Press Workbook answer key 161

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4016377 Fusion TB3.indb 161 08/09/2017 11:59

 Irregular verbs list
Base form Simple past Past participle
be /bi/ was / were /wəz, wər/ been /bɪn/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/
begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/
break /breɪk/ broke /broʊk/ broken /ˈbroʊkən/
build /bɪld/ built /bɪlt/ built /bɪlt/
burst /bərst/ burst /bərst/ burst /bərst/
buy /baɪ/ bought /bɔt/ bought /bɔt/
catch /kætʃ/ caught /kɔt/ caught /kɔt/
come /kʌm/ came /keɪm/ come /kʌm/
cost /kɔst/ cost /kɔst/ cost /kɔst/
do /du/ did /dɪd/ done /dʌn/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/
drive /draɪv/ drove /droʊv/ driven /ˈdrɪvn/
eat /it/ ate /eɪt/ eaten /ˈitn/
fall /fɔl/ fell /fɛl/ fallen /ˈfɔlən/
feel /fil/ felt /fɛlt/ felt /fɛlt/
find /faɪnd/ found /faʊnd/ found /faʊnd/
flee /fli/ fled /flɛd/ fled /flɛd/
fly /flaɪ/ flew /flu/ flown /floʊn/
get /ɡɛt/ got /ɡɑt/ gotten /ɡɑtn/
give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪvn/
go /ɡoʊ/ went /wɛnt/ gone / been /ɡɔn, bɪn/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/
have /hæv/ had /hæd/ had /hæd/
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/
hit /hɪt/ hit /hɪt/ hit /hɪt/
know /noʊ/ knew /nu/ known /noʊn/
learn /lərn/ learned /lərnd/ learned /lərnd/
leave /liv/ left /lɛft/ left /lɛft/
lend /lɛnd/ lent /lɛnt/ lent /lɛnt/
lose /luz/ lost /lɔst/ lost /lɔst
make /meɪk/ made /meɪd/ made /meɪd/
meet /mit/ met /mɛt/ met /mɛt/
mow /moʊ/ mowed /moʊd/ mown /moʊn/
put /pʊt/ put /pʊt/ put /pʊt/
read /rid/ read /rɛd/ read /rɛd/
ride /raɪd/ rode /roʊd/ ridden /ˈrɪdn/
run /rʌn/ ran /ræn/ run /rʌn/
say /seɪ/ said /sɛd/ said /sɛd/
see /si/ saw /sɔ/ seen /sin/
sell /sɛl/ sold /soʊld/ sold /soʊld/
send /sɛnd/ sent /sɛnt/ sent /sɛnt/
set /sɛt/ set /sɛt/ set /sɛt/
shake /ʃeɪk/ shook /ʃʊk/ shaken /ˈʃeɪkən/
sit /sɪt/ sat /sæt/ sat /sæt/
sleep /slip/ slept /slɛpt/ slept /slɛpt/
slide /slaɪd/ slid /slɪd/ slid /slɪd/
speak /spik/ spoke /spoʊk/ spoken /ˈspoʊkən/
spend /spɛnd/ spent /spɛnt/ spent /spɛnt/
spread /sprɛd/ spread /sprɛd/ spread /sprɛd/
swim /swɪm/ swam /swæm/ swum /swʌm/
take /teɪk/ took /tʊk/ taken /ˈteɪkən/
teach /titʃ/ taught /tɔt/ taught /tɔt/
tell /tɛl/ told /toʊld/ told /toʊld/
think /θɪŋk/ thought /θɔt/ thought /θɔt/
throw /θroʊ/ threw /θru/ thrown /θroʊn/
wear /wɛr/ wore /wɔr/ worn /wɔrn/
write /raɪt/ wrote /roʊt/ written /ˈrɪtn/

162 Irregular verbs list © 2020 Oxford University Press

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