Nicola Meldrum

with Rob Metcalf & Rebecca Robb Benne

studio Advanced
Teacher’s Book
STUDIO Advanced Teacher’s Book
by Nicola Meldrum
with Rob Metcalf and Rebecca Robb Benne
ISBN 978-3-99045-932-4
First published 2021
© HELBLING LANGUAGES 2021
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise without the prior written permission of the publisher.
Contents
Studio Advanced Student’s Book contents 4

Introduction
A message from the authors 8
Studio Advanced key features 9
Studio Advanced components 10
Unit overview 11
The Language studio 17
Using the teacher’s material 18

Methodology tips
Lesson planning 19
Teaching pronunciation 19
Teaching grammar 19
Teaching vocabulary 20
Exploiting audio and video 20
Error correction and feedback 21
Role-play and video creation 21
Learner training and autonomy 22
Pairwork 22
Studio and the CEFR 23

Lesson notes
Lessons 1A–C and 101 1 24
Lessons 2A–C and 101 2 36
Review 1–2 47
Lessons 3A–C and 101 3 48
Lessons 4A–C and 101 4 60
Review 3–4 70
Lessons 5A–C and 101 5 71
Lessons 6A–C and 101 6 84
Review 5–6 96
Lessons 7A–C and 101 7 97
Lessons 8A–C and 101 8 107
Review 7–8 120
Lessons 9A–C and 101 9 121
Lessons 10A–C and 101 10 133
Review 9–10 144
Lessons 11A–C and 101 11 145
Lessons 12A–C and 101 12 157
Review 11–12 167

Language studio answer keys 168

Pairwork activities 171

Key to icons

audio extra activities in e-book+

video cross-reference to print material

pairwork activity Also available on the Helbling Media App

pronunciation activity audio

content can be found on Helbling e-zone video

pairwork
3
 Contents Advanced Student’s Book

4
5
6
7
 Introduction
A MESSAGE FROM THE AUTHORS

What is Studio?
Studio is a new six-level integrated skills English course for adults and young adults. It offers a systematic approach to
language and skills development in English. Every lesson contains grammar, vocabulary and skills work. With an innovative
lesson-based approach to topics and a focus on pairwork, Studio provides clear, easy-to-teach lessons with plenty of
opportunities for student interaction. The course has a special emphasis on listening, with a variety of audio and video
material designed specifically to improve students’ communication skills.

Why ‘Studio’?
We chose the word Studio for the title because its different meanings are appropriate for today’s language classrooms.

A studio is a space where music, film, television and radio shows are made. It’s also a space where people study and
rehearse to improve their performance before going out into the real world. We think that language classrooms are similar
‘rehearsal spaces’ where students prepare for producing language outside the classroom. And in the same way as an artist’s
studio is a creative place, the classroom can also be a creative environment. This course offers plenty of opportunities for
students to practise real-life language, and scope for learners to be creative with language.

Finally, the English word studio has its roots in the Latin word studium, from studere, meaning to study. And this course
provides ample opportunities for students to study the language.

How is Studio different from other courses?

Between us, as authors, we have years of experience writing coursebooks. But we have also been involved in many other
related areas – writing and producing video material for English Language Teaching, creating websites and apps for teachers
and students, writing and editing magazines with topical teaching activities, as well as our years of experience as classroom
teachers and trainers. We wanted to find a way to bring all those different strands together to create a new course that both
teachers and students will find inspiring and rewarding.

On the next few pages, you’ll learn about some of the key features of Studio. We hope you enjoy reading about the course
and using Studio with your students.

Robert Campbell & Lindsay Clandfield (lead authors),

Philip Kerr, Rob Metcalf, Rebecca Robb Benne

8
 Introduction
KEY FEATURES OF STUDIO
The 12 channels
Each lesson in Studio is linked to a different theme. We call these themes ‘channels’ and they provide a more in-depth
approach to each topic. There are 12 Studio channels. They include Arts & Entertainment, Business, Education, History,
People, Sports and Travel. Linking the material to different channels reflects the way we use media and technology in
today’s world and prevents the material from becoming repetitive, giving students more ways to engage with the material.

Pairwork activities
Pairwork is a key feature of Studio, providing students with regular opportunities to practise the language introduced in each
unit. Extended pairwork activities feature in Reviews and the 101 Things to do in English lessons. Materials for these tasks,
and an additional 12 pairwork activities, are available via the Helbling Media App. Using the App, pairwork is easy to set up
and manage in the Studio classroom, maximising time for communication skills. Pairwork activities can also be downloaded
and printed from Helbling e-zone or photocopied from the Teacher’s Book.

Studio Views
We know that listening can be difficult for many students, even at advanced level, so we’ve included extensive audio and
video support throughout the course. In each unit of Advanced there is a video or audio podcast, in which a topic is discussed
that is related to the guest’s area of expertise. Topics include the science behind our reactions to music, misconceptions
surrounding exercise, fame, subscription services and the origin of social values. Different viewpoints on these topics emerge
during the discussion, and students are then invited to express their own opinions and reactions to the topics.

101 Things to do in English 101 THINGS

TO DO IN
ENGLISH

We also use video and audio in a unique and innovative way in our functional language lessons. Apart from being able
to watch everyday scenes and see how useful phrases are said in context and often in humorous situations, students can
literally put themselves in the picture by creating their own scenes with pairwork activities based on the same dialogues.
The pathways for these conversations are available on the Helbling Media App as another pairwork activity.

Videoscapes
Additionally, for those with access to the interactive whiteboard component, the same backgrounds used in the 101 videos,
called videoscapes, are also available as an option, making the students the actors of their own videos. The scenes come to
life with these backgrounds, which set the stage for students to practise together and film scenes if they wish.

Vocabulary Beats
The Vocabulary Beats are a special feature of Studio and appear in the Workbook and on the Helbling Media App. They
take individual words, building them into phrases, and setting them to a musical background. The Vocabulary Beats enable
students to listen and repeat the new words and phrases in time to the music while doing other activities, such as walking,
jogging, travelling to work or just relaxing. This focus on rhythm and intonation gives students the extra practice and support
they need with the new words along with an accompanying wordlist.

Helbling Media App

All audio and video from Studio, including the Vocabulary Beats, is accessible to teachers and students via the Helbling
Media App. In addition, for teachers, the App provides a portable and useful outline of the lesson objectives, the lesson
pathway, quick notes and keys, making it especially useful for an experienced teacher. For students, the App includes all
pairwork activities, enabling students to get the extra practice they need with the new language at their convenience.

Helbling e-zone
Helbling e-zone provides a large variety of resources for both the teacher and student that extend and enhance the teaching
and learning experience. Within the e-book+, students will find extra tasks for each Reading and Listening text, while
teachers can find Cyber Homework, CLIL Projects, a Testbuilder and also access to Exam Practice, for preparation for
Cambridge and other international exams. The complete Teacher’s Book is also available online as a downloadable PDF with
step-by-step instructions for every lesson, all presented in a clear and easy-to-teach format.

9
 Introduction
STUDIO COMPONENTS
For the student
Student’s Book
The Student’s Book contains 12 units made up of three
double-page main lessons (A, B, C) and one functional
lesson (101 Things to do in English). It also contains:
• six review units – one after every two units
• Language studio with six Writing pages plus
comprehensive Vocabulary and Grammar reference
• transcripts of the audio and video
Workbook
The Workbook contains one page of grammar and
vocabulary practice for each lesson in the Student’s Book.
It also contains:
• a review spread after every two units with a progress
check covering vocabulary, word-building, grammar,
listening, reading and dictation
• Wordlists and Vocabulary Beats
• tips for study skills and language development,
alternating with a reflective journal at the end of
each unit
Helbling Media App
The App allows students to access all media for the
course, including:
• all audio plus Vocabulary Beats
• all video
• all pairwork activities within the lessons and the
Reviews
Helbling e-zone
Helbling e-zone is an online platform for students and
teachers. It contains LMS (Learning Management System)
resources such as:
• e-book+ – an interactive version of the Student’s
Book and Workbook including all video and
audio plus extra interactive reading and listening
activities
• Cyber Homework – interactive activities covering
grammar, vocabulary, pronunciation, reading,
listening and functional language
• CLIL Projects – students can produce resources such
as texts, documents or images, to be shared with
the teacher and their class
• Exam Practice – activities to cover all the Cambridge
exams from A2 Key through to C1 Advanced, plus
TOEFL, TOEIC and IELTS
10
For the teacher
Teacher’s Book
The Teacher’s Book contains clear and concise teaching
notes for each unit. A reproduction of the relevant
Student’s Book pages, plus a clear lesson summary, lesson
objectives and lesson pathway give the teacher an easy
introduction to each lesson.
The teaching notes follow, with answer keys at the end of
each section and useful extra activity ideas throughout.
Full audio and video transcripts are given at the end of
each lesson.
The Teacher’s Book also contains the following extra
material:
• Methodology tips for these areas:
§ lesson planning
§ teaching pronunciation
§ teaching grammar
§ teaching vocabulary
§ error correction and feedback
§ role-play
§ exploiting audio and video
§ learner training and autonomy
§ pairwork
• Language studio answer keys for the Writing and
Vocabulary studios
Helbling Media App
The App allows teachers to access all media for the
course, including:
• all audio plus Vocabulary Beats
• all video
• quick notes for all lessons and corresponding keys
IWB software
An interactive version of the Student’s Book and Workbook
to present the material on the big screen. Optional
videoscapes for the 101 Things to do in English videos are
also available here.
Helbling e-zone
In addition to the student material which the teacher can
assign, the teacher also has access to:
• Teacher’s Book with audio
• Testbuilder with audio
• Placement and Achievement Tests
• downloadable material, including: Scope and
Sequence, printable versions of the pairwork
activities, answer keys and transcripts
 Introduction
AN OVERVIEW OF A STUDIO UNIT
Cover page
Each unit consists of three main lessons (A, B, C) plus a functional language lesson (101 Things to do in English). The
cover page provides students and teachers with an overview of the unit, showing the vocabulary and grammar covered in
each lesson and the lesson outcomes.

The different channel

icons appear before each
A and B lesson title. There
are 12 channels: Arts &
Entertainment, Business,
Earth, Education, Food,
History, Living, People,
Science & Technology,
Sports, Style and Travel. The
C lessons have their own
Studio Views icon.

11
 Introduction
Lesson A
Each unit includes a main reading text and a main listening text. Lesson A is based around a listening text and often uses a
short reading text to introduce the lesson’s topic.

Grammar is first seen in context

Listening texts use
in the listening and reading texts.
a large variety of
The lesson number and Students are then guided to work
authentic audio
title are at the top of out grammar rules and structures
formats and contexts.
each lesson with the before practising and personalising
corresponding channel. the new language.

Each unit
includes an
extra pairwork
activity. These
information-gap
activities can be
completed by
students using
Students can
their phones
complete
or other digital
vocabulary tasks
devices via the
in the Language
Helbling Media
studio section
App. They are
at the back of
also available
the book. These
from Helbling
vocabulary tasks
e-zone or the
build into a
Teacher’s Book.
dictionary for
future reference.

All units contains a Word Each lesson ends with an

Maker focus. This feature
looks at the different
word-building techniques
in English. Practice is
provided at the back of the
book.
outcome task in which
students use the new
language themselves in
staged speaking or writing
activities.

12
 Introduction
Lesson B
Lesson B is based around a reading text.

After every listening and reading

text there is a Words in Context
task, which develops the ability to
notice and work out the meaning
of idiomatic language in authentic
texts.
The reading texts
cover interesting
and unexpected
topics using
a variety of
The vocabulary contemporary
section picks up real-world text
on and extends a types. These
group of words, include articles,
phrases or reports, blog
expressions that entries and
students come forum posts, as
across in the well as a formal
reading text. convention,
public health
campaign and
literary extract.

More vocabulary and grammar

Students are encouraged
to react to the reading and
listening texts, expressing
their own opinions and
sharing their experiences.
practice exercises in the
Many opportunities Workbook. Each two-page lesson
for speaking in all in the Students’s Book has a
lessons. corresponding single page in the
Workbook.

Links direct students to extra reading

or listening material online, with
interactive exercises. These can be
used for homework or as extra tasks for
fast finishers within the lesson.

13
 Introduction
Lesson C
In the Advanced level of Studio, the C lessons are based on a series of Studio Views podcasts. In each Studio View section,
students either watch and listen, or listen, to a discussion of a topic in some depth, with an expert providing specialist
knowledge. Watching the discussion aids comprehension through facial expressions, gestures and body language.

All odd-numbered lessons include a Studio Views video. Each Studio

For teachers without video facilities, an optional audio Views lesson has
version is also available. a Vocabulary and
All even-numbered units contain a Studio Views audio. Grammar focus.

The grammar
reference within
the Language
studio covers all
the grammar
points in more
detail, giving
students further
support in
both form and
meaning.

Lesson outcomes extend the lesson

topic while allowing the students to
use the language they have learnt
in engaging speaking and/or writing
activities.

14
 Introduction
101 Things to do in English
In the functional language lesson in each unit, students use video as an aid to help them learn the language and phrases
they need to use in everyday English.

The Study section

focuses on the
Each lesson starts with a Get use of functional
Ready section, which often spoken phrases and
includes a video task linked to the idiomatic spoken
beginning of the video. English.

Pronunciation
exercises focus
on intonation,
sentence stress and
other features of
connected speech.
Students complete tasks as they
watch the scenes. All the videos
are set in different everyday
locations.

On each 101 page in the Workbook,

in addition to practice of the
functional language, you will also
find study skills tips and language
development strategies, alternating
with a reflective journal.
As a communicative output
task, students are guided
to create their own version
of the situation in the video
using an optional videoscape
– the same background as
in the video. If they want to,
teachers can show the scene
on an interactive whiteboard,
allowing students to act out
the scene in front of it.

15
 Introduction
Unit Review
After every two units, a two-page review section practises key language from the preceding units. There is a variety
of exercise types including exam-type tasks. These Reviews are intended for classroom use and include pairwork exercises
as well as a dedicated pairwork activity.

The review pages in the

Workbook take the form
of a progress check,
covering vocabulary,
word-building,
grammar, reading and
listening, as well as
a dictation activity
and comprehensive
vocabulary list.

Six writing pages in the Language studio pick up on a

topic, language area or text type in the preceding units.

Each pairwork task reviews

Six CLIL projects pick up on
the language from the
ideas presented in the lessons
preceding units and is an
and encourage students to
engaging way to start or
take their learning further.
end the Review. Student A
and Student B instructions
are on separate pages to
ensure there is a genuine
information gap.

The Vocabulary Beats in

the Workbook set words
and phrases from the
Wordlist to music with
a strong beat, giving
students a fun way to
learn and remember
vocabulary.
Comprehensive exam
practice for Cambridge
exams as well as TOEFL,
TOEIC and IELTS is
available in Exam Practice
on Helbling e-zone.

16
 Introduction
THE LANGUAGE STUDIO
All the useful reference material you need can be found at the back of the Student’s Book in the Language studio. This
includes the following sections: Writing, Vocabulary and Grammar.

There are six Writing pages

– one for every two
units of the Student’s Book.
At advanced level, each
one works on a different
text type while developing
an appropriate writing skill.
Students read, react to
and then analyse a model
text before an output
task guides them towards
producing their own
version.

The Vocabulary studio

covers all the main
vocabulary presented
in each lesson and
provides a useful record
of vocabulary, with
exercises practising
the words from the
lesson. There is often
a personalisation task,
which allows students to
express their own views
and reactions using the
vocabulary.

A comprehensive
grammar reference
section includes
everything students need
to review and gain a more
in-depth understanding
of all the main grammar
points presented in the
lesson.

17
 Introduction
USING THE TEACHER’S MATERIAL
A key feature of this Teacher’s Book is efficiency. We want you to find the information and support you need quickly and
effectively. To achieve this, we have created both a print version and quick notes in the App version. The Teacher’s Book in
PDF format can also be downloaded from Helbling e-zone.
The Teacher’s Book
This printed book gives you quick access to the essentials: lesson notes, answer keys, audio and video transcripts and a
great visual map of each lesson in the lesson pathway. We have also included a set of methodology tips to help you make the
most of all the resources in Studio and develop your teaching.
Each set of lesson notes includes the following features.
Preparation: This is included where appropriate to help you
consider tools and aids you can use to exploit the lesson,
such as mobile devices or an internet connection.
7C IfIfonly
only
Lesson
summary:
This gives
you a short
introduction
to the topic of
the lesson. READING & SPEAKING
LESSON SUMMARY STUDIO VIEWS
1 Put students into pairs to discuss part a. Monitor and
Students read about motivation, watch
help with language and ideas and then get feedback
or listen to a video of an interview with
on the task briefly.
a psychologist, talk about life experiences and
For part b, refer students to the image at the bottom
share regrets.
of the page and ask: What do you think this is trying
Lesson
to say? Then ask students if they have read any other
LESSON OBJECTIVES inspirational quotes, or self-affirmations as they are
VOCABULARY Phrasal verbs: life experiences sometimes called. Ask if they think these types of
GRAMMAR The unreal past
objectives:
quotes and statements can help us reflect and feel
OUTCOME Talk about regrets better. Ask students to share any quotes they know
with the class and write some of the more popular
LESSON PATHWAY ones on the board.
This shows the Speak about motivational quotes
There are extra activities based on these quotes in the
e-book+.
outcome of Watch or listen to an interview with a psychologist
VIDEO // Watch and listen
Learn phrasal verbs about life experiences 2 In this activity, you can use the Studio Views video
the lesson and
or audio resources. Explain that in this discussion
Study the unreal past Isabella and Liam are speaking to a psychologist, who
is talking about regrets. Ask them to read the topics in
the grammar
Talk about regrets part a and discuss the question in pairs.
13 29 Read the instructions for part b with the
class and play the video or audio. Repeat it if students
want to watch or listen again and then check answers.
and vocabulary
3 Ask students to read the questions in part a and
discuss with a partner whether they think they are
which support
true or false. This will help them share information,
recall details and predict content. Play the video or
102
those outcomes.
7C
Lesson pathway:
3 Ask students to analyse the differences between
the way the phrases are written and how they
sound. Ask: What letters or words disappear or
are hard to hear? What else happens?
This gives you a
4 Go over ideas, showing this on the board clearly
(suggested sections to focus on are in bold in
step 1). Point out that we usually contract had,
clear overview of
that we often use the glottal stop /ʔ/ and that we
use the schwa a lot.
the lesson stages.
There is more information on the unreal past in the
Language studio on p145.
8 Ask students to look at the example in part a and
You can see how the
then write their own sentences, using the examples
in exercise 7 to help them, as well as the Language
studio. Tell them to read their partner’s sentences
lesson progresses
and check their grammar, correcting where they see
mistakes. Monitor and help. Then ask them to talk
about the sentences they wrote.
and develops.
TEACHING TIP Write one or two unreal past sentences
on the board about regrets from your own life to lead
into the next activity.
ANSWERS
7 1 b, c, d 2 a, e, g 3 f 4 a
SPEAKING
9 Tell students that the goal here is to try to use the
grammar in their speaking. Make sure they are
clear on the fact they can share whatever they feel
comfortable with, whether serious or not. Point to the
example sentence in exercise 8 and tell students to
ask you some questions to find out more information,
eg Why would you have been happier? Answer the
questions using the unreal past phrases in the speech
bubbles if possible.
Direct students to the topics in the box and give them
one minute to think of what they will talk about.
Encourage them not to write anything down. Then put
them into pairs or groups of three and ask them to
share experiences.
There is further practice on p39 of the Workbook.
Use the Cyber Homework for 7C as extra practice for your
class.
LESSON TRANSCRIPTS
13 29 7C, exercise 2b
Isabella: I wish I could get out of the habit of second-guessing
important decisions. It’s an extremely bad habit.
Liam: Umm, yes, it is.
Isabella: Do you have any regrets?
104
Helbling Media App (for teachers)
The App for teachers takes elements from the print Teacher’s Book, like the lesson summary, lesson objectives and lesson
pathway, and makes them easily accessible for busy teachers. Quick notes and keys are included to help you work efficiently
through a lesson.
18
7C
audio and afterwards give students time to confirm 6 Direct students to the Language studio on p129 to
their ideas with their partner and share what they
understood. Then check answers.
For part b, students could discuss in pairs or as a class.
complete the exercise.
ANSWERS
Answer keys:
4 WORDS IN CONTEXT Ask students to do part a in their
pairs so they can share knowledge and then check
answers.
5a 1 weighs on 2 live up to / measure up to
3 stand up to 4 move on 5 branch out into
6 creeping up on 7 lighten up 8 dwelling on
These are
given at the
Students can then discuss the questions in part b in 9 going on about 10 revel in 11 chicken out
pairs too, to respond to the interview. After they finish, 5b Suggested answers
ask: What other advice did you think of? and share 1 Two colleagues are talking at work. One has
end of each
ideas with the class. made a mistake and the other is comforting or
ANSWERS
reassuring them.
2 Two friends are talking. One is worrying about
their relationship with their father and the other is
section so you
2b career choices, education, parenting conflicts,
giving advice.
relationship decisions, self-improvement
3 Two business partners are talking. One is
Education is the number one regret in the West.
suggesting a new idea and the other is feeling
3a 1F Most people say they regret the choices they
can find them
uncertain about it.
made regarding education.
4 Two friends are talking. One is advising the other
2T
to stop thinking about the past and the other is
3F Most regrets focus on things people could
apologising.
quickly as
have done (but didn’t), rather than the things they
5 Two friends are talking. One is backing out of an
actually did.
extreme sport and the other is trying to make them
4T
change their mind.
you plan and
5F Many people would rather have lived a different
life.
6T
7F Regret is a negative emotion in many respects,
GRAMMAR // The unreal past
teach.
7 Tell students they are going to revise how to use
but it can have positive outcomes. conditionals. Ask them to do the exercise in pairs, and
3b Older people tend to have more regrets and dwell then check answers with the class. Try to encourage
on them. Many think about how their life could have
peer-teaching where possible.
been different. For younger people, regret is more
positive as it can help them change their lives. EXTRA ACTIVITY Include this drilling activity to
4a 1 riddled with guilt, full of guilt, (patients) often increase students’ fluency when saying conditionals
feel very guilty in the past. Student A reads the first half of a
2 doing something they don’t feel comfortable conditional sentence in exercise 7, and their partner
with (eg giving a presentation to a large group) finishes the sentence without looking at the book.
or trying something they haven’t done before Give them a couple of minutes to study the book
(eg an extreme sport) before they start. Then tell them to swap roles and
3 obvious because a lot of people say it repeat the activity.
VOCABULARY // Phrasal verbs:
life experiences
PRONUNCIATION TIP Students can find it hard to
understand this language when they hear it – even
if they understand it perfectly when they read it
5 For part a, tell students to read the verbs in pairs – because we use so many short forms and weak
and discuss whether they know them. Then ask them forms. To highlight typical things that happen in
to read the dialogues and complete the exercise faster speech with these structures, do a dictagloss.
individually, and afterwards compare ideas with 1 Dictate the sentences below using short forms
their partner. Check answers with the class. Note and weak forms (see the phonemic transcription
to help you).
that answers to 8 and 9 are similar, so clarify the
I might have been on time if the bus had come.
difference: dwelling on can be thinking or talking;
/aɪmaɪʔəvbɪnɒntaɪm ɪfðəbʌsədkʌm/
going on about is talking only (which is apologised for
I would rather have had chicken than fish.
here).
/aɪwʊdrɑːðərəvhədʧɪkənðənfɪʃ/
In part b, ask students to discuss the question so they
can speculate further on the context and understand 2 Ask students to listen and write what they hear.
Then tell them to work in small groups and write
the meaning fully. Check ideas with the class (see
the sentences in standard English. Check answers
suggested answers in the answer key).
and display the sentences on the board if possible.
Then ask students to discuss the questions in part c.
103
Lesson notes: These concise
notes give guidance,
Liam: Well, I’m already regretting not having breakfast … No,
seriously, I’m not really a regrets kind of guy. All those
should have dones and could have dones … that’s just not
me. But maybe one thing, I might have mentioned it before
instruction and support to help
… I was offered a tennis scholarship after college, but I
turned it down. If only I’d accepted it, I could have taken
part in Wimbledon instead of just watching it on TV!
Isabella: Liam. Please don’t go on about that again. Remember: If
you’d done that, you wouldn’t have become a TV host – and
you wouldn’t be here working with us! … Matthew, what can
you tell us about the most common regrets?
Matthew: Well … research has shown that it’s usually career
choices, relationship decisions, parenting conflicts and
you focus on key aspects of
the lesson, adapt the Student’s
self-improvement that cause the most ‘What if I’d done that
differently’ reactions. But the number one thing that most
people say they regret … and I’m talking about research
done in the Western world … is the choices they made
Book and integrate things like
regarding education.
Liam: Hmm. Do you mean people regret not working harder at
school?
Matthew: Err … In some cases, yes. But people often wish they’d
pronunciation effectively.
chosen different subjects. Their subjects might have got
them a good job, but they aren’t really passionate about their
work. Or they think ‘Supposing I’d had the courage of my
convictions and not listened to other people’ – many people
live somebody else’s life and not their own. Having said
that, I think young people today are better at following their
dreams – if they have the right opportunities, of course.
Isabella: But isn’t it true that people usually regret the things
they didn’t do, you know like Liam’s tennis scholarship … er
… things people could have done … rather than the things
they actually did?
Matthew: Yes, that’s, that’s usually the case. People tend to have
an ideal view of themselves which is usually impossible to
measure up to. Well, in a recent study by Cornell University,
72% regretted that they hadn’t lived up to their own
expectations. Well, older people, in particular, as the years
creep up on them, let regrets weigh on them. They tend to
dwell on what might have been if they’d taken a risk or if
Audio and video transcripts:
they had stood up to somebody in a particular situation.
Many of them would rather have lived a different life.
Isabella: Now that really is depressing! … Regret can also
intensify into anger and guilt, right?
These are given at the end
Matthew: Yes, it can – yes, this is usually the case with people
who feel they have made an error. In my work as a
psychologist, I see a lot of patients, mostly middle-aged, who
are guilt-ridden because they weren’t around when a loved
one passed away. I also see a lot of patients who are angry
of each lesson. For ideas on
with themselves for chickening out of something they really
wanted to experience but didn’t because they were worried
about stepping out of their comfort zone.
Liam: So what you’re saying is that regret is a really negative
emotion.
Matthew: It is in many respects, but it can actually be used in a
very positive way.
Liam: It can?
how to exploit the audio and
video resources using these
Matthew: Yes, it allows us to process a situation and then change
our behaviour – or move on. Well, for example, a lot of
people wish they hadn’t lost touch with friends or regret not
expanding their social circle. But once you’ve recognised
transcripts, see p20.
that, then you can make an effort to renew or maintain a
friendship – or branch out and make new friends. Well, for
younger people in particular, it can be a motivator, … even a
game-changer if taken seriously.
Isabella: Yes, I can see that. Er … so, Matthew, what would your
advice be to people who want to avoid having regrets?
Matthew: Well, it sounds trite but … just live in the present. Don’t
be always worrying about the past or looking to the future.
Lighten up, take risks and just revel in living life to the full.

LESSON PLANNING
• Take the lesson outcome as your starting point for
planning. Read the speaking and writing activities
at the end of each lesson to understand where the
lesson is going. You can then adapt each lesson to
your students and the length of your classes more
effectively.
• Visualise your students doing the outcome task so you
can anticipate what problems they might have with the
target language while doing the task. Build feedback
and error correction stages into your plan to make
sure you have time to respond to these problems. (The
lesson notes will suggest when to give feedback.)
• We don’t include timings in the lesson notes as every
context is slightly different, but as a general rule, be
generous with timings – things often take longer than
we think they do.
• Studio includes many opportunities for students to
personalise lessons. To further personalise practice,
plan additional questions you can ask them to relate
the lesson topic to their lives.
• Differentiate by considering extra-support and extra-
challenge activities and strategies. For example, if you
have some very strong students, think of additional
vocabulary you can give them when you work on that
section of the lesson. This could be harder synonyms
and antonyms, more complex grammar or vocabulary
items or more colloquial language. Consider how you
might present this in the lesson to those individuals.
You could write these items on the board and ask fast
finishers to look them up and try and make sentences
with them if they finish the book activities.
TEACHING PRONUNCIATION
• Develop your confidence to teach pronunciation by
increasing your knowledge of it. Take time to read
about the pronunciation areas in each lesson before
you teach.
• To correct pronunciation, try different techniques.
§ Repeat the error with rising intonation.
§ Show the correct mouth
position for individual
sounds or draw a mouth
on the board.
§ Use a good student as a
model for others to copy.
§ Write the phonemic script
on the board or put up a
phonemic chart in your
classroom and learn how to use it.
§ Drill!
Drilling techniques
At Advanced level, there is still plenty of room for
students to improve their pronunciation, both the accuracy
of individual sounds and the way those sounds are
pronounced together in connected speech. Using sentence
stress and intonation appropriately is also vital.
Methodology tips
Here are some other key points to think about when it
comes to drilling.
• Find your (and your students’) comfort zone – some
teachers prefer sitting down, others like standing up. If
you stand up, ask your students to stand up too – be at
eye level for maximum effect. If you are sitting down,
make sure they can all see your face.
• Practise before the lesson to make sure you know
exactly what you will do.
• Watch videos online of teachers doing the same thing
in different ways.
• Make sure there is more student repetition than
teacher repetition; the most important part of drilling
is listening to your students to hear if they got it right!
• Vary it – try whole-class, group, pair and individual
drilling, silent drilling of individual sounds to focus
on mouth position, whisper drills, saying it with
different emotions, loud-voice drilling or front and back
chaining. This last method is great for sentence stress.
Start with the first or last word in the sentence and
then build up, eg
It’s a beautiful day.
day
beautiful day
a beautiful day
It’s a beautiful day.
Make sure you say the weak forms using a schwa and
keep your pronunciation natural. Remember – practice
makes perfect.
• Hand over the pronunciation. Let your students work
together to find the correct position of difficult sounds.
Tell them to look at each other’s mouths and peer-
teach to correct their pronunciation. Students need
time with pronunciation to get it right.
• Love your accent! We all have different accents, so
don’t be afraid to use your natural voice in class and
teach your students there are different accents. Their
goal is to be understood.
TEACHING GRAMMAR
• Use the Language studio explanations to review and
build students’ grammar use.
• Research the grammar point if you are not confident
about the form and meaning. Studio helps students
discover the meaning and form through its exercises.
To use the book effectively, prepare and rehearse some
questions you can ask to check understanding.
• Studio takes an inductive approach to presenting
grammar, where students work out rules by looking
at examples. Aim to spend less time on explanations
and more time on allowing students to work through
practice activities and using the grammar in speaking
tasks.
• Anticipate what problems your students will have with
the grammar and plan how you will correct them. Plan
feedback stages after practice and speaking tasks so
you can correct students effectively.
• Studio helps students to make a connection between
the grammar point and real life. This makes it more
memorable and meaningful. To help make the most of
this, ask students to think of example sentences which
are true for them.
19
 Methodology tips
Making the most of the Grammar studio
• Ask students to read through the information to
themselves. Monitor and answer any questions they
have.
• Ask students to work in pairs and read the information
to each other. Listeners should interrupt and ask for
clarification when they are not clear about something.
• Read the information to the class; students ask
questions about anything they are not clear on. In
this approach, follow up with some concept-checking
questions to make sure students have understood. It
might help to prepare these beforehand to focus on
meaning and form.
• With students’ books closed, write key parts of the
rules on the board, keeping the same format and
examples, but leaving gaps in key places. Ask students
to fill the gaps and then open their books and check.
• Use the information in the reference sections to
prepare questions so you can elicit the information
in class, with students’ books closed. When you have
finished, ask students to read the sections and check
they are clear on the rules and examples.
• As homework. Tell students to read the reference
section at home before the lesson. They can then try
and recall the rules when doing the grammar sections
in class.
• As revision. After you have covered a few grammar
points, assign different grammar points to different
students. Tell them to prepare a mini-lesson for their
classmates as homework. Rotate who does this. Then,
in class, put them into groups and tell the student
teachers to teach their group. It will help if you give
them guidelines for this, eg
Preparation
1 Prepare some examples which are relevant to your
classmates.
2 Be ready to explain the grammar rules for the
meaning and form.
3 Prepare a short drill using your examples to focus
on pronunciation issues you think your classmates
will have.
4 Prepare a short gap-fill or similar task (referring
to the grammar exercises in the Student’s Book or
e-book+) to test your classmates.
TEACHING VOCABULARY
• Contextualise vocabulary. Studio uses a variety
of techniques and strategies for presenting and
practising the meaning, form and pronunciation of new
vocabulary in interesting contexts. Advanced level also
adds a Words in Context feature, which develops the
students’ ability to notice and work out the meaning of
idiomatic language in the main reading and listening
texts. When presenting and practising vocabulary,
always give it context. For example, contrast these two
ways of presenting the word happy:
I’m happy!
I’m happy because I won a prize and it’s my birthday!
When you work with vocabulary in the book or work on
learner-generated vocabulary, think about context.
20
• Explore the word families connected to new vocabulary
so that your students can continue to develop their
word-building skills. Encourage students to make
adjectives, nouns and verbs based on new words, and
to modify their meaning using prefixes and suffixes.
Advanced level adds a new Word Maker feature that
encourages students to do this in a systematic way.
• Don’t forget to teach pronunciation of new vocabulary.
You can use the Wordlists in the Workbook review
sections, which also have phonemic transcriptions
to help with this. Look at the vocabulary in the book
when you are planning each lesson and think about
what words your students will find difficult. Prepare
to practise the sounds so they can recognise this
vocabulary when they hear it, as well as when they read
it. Encourage students to write down the pronunciation
of vocabulary as well as the meaning if they use
notebooks, and to use the Vocabulary Beats in the
Workbook to practise.
• As with new grammar, try to make a connection
between any new vocabulary and real life. This makes
it more memorable and meaningful. As noted for new
grammar above, ask students to think of example
sentences which are true for them.
• It’s important to review and recycle vocabulary.
Students need to encounter new vocabulary many
times before they can use it naturally. Play games
at the end of class, ask students to test each other
on new language and use the pairwork and review
activities to give further practice.
EXPLOITING AUDIO AND VIDEO
Studio Views
All of the Studio Views are related to real-world issues.
Throughout these lessons, students are encouraged to
express their own views on these topics. You could also
ask students to research the issues more fully online and
make presentations about what they have learnt. After
this, they could create and perform role-play discussions,
imagining they are journalists and either the people from
Studio Views or other people with strong opinions on
the subject. In these discussions, they should ask more
challenging questions and explore the topics in more
detail. The issues in Studio Views also lend themselves
to more formal debates and a natural follow-up would be
to ask students to write blog posts or short articles about
them.
Using audio and video transcripts
Transcripts can be used to develop listening skills and to
help students learn new language. Here are some ideas for
exploiting the transcripts in Studio.
• To focus on text cohesion, collocations and linking
devices, cut up the transcript and ask students to put
it in order, working in small groups, and then listen to
check.
• To teach or review collocations and other language,
make a gap-fill exercise from the transcript by blanking
out some of the words. Ask students to remember or
predict what words go in the gaps and then listen and
check.

• If students struggle with an audio or video, ask them to
listen with the transcript and underline the parts which
they find hard to follow. Ask if it is because it’s a new
word, or due to how known words are pronounced
(sometimes when words are said quickly, features of
connected speech can make them incomprehensible).
Focus on the areas students struggle with and teach
the meaning of unknown vocabulary, or look at what
is happening with connected speech (for example,
missing sounds). Then play the audio or video again
and ask students to listen again without reading the
transcript and see if they can follow it better.
• Instead of going through answers to comprehension
tasks, such as true / false question activities, ask
students to look at the transcripts and underline the
sections which give the answer. Then ask students to
read out these sections as they share their answers.
• To encourage a deeper understanding of the text, ask
students to read the transcript before they listen or
watch and to make comprehension questions for other
students. Students swap questions and then watch
the audio or video and try to answer the questions they
were given.
• To give speaking practice, ask students to work in
pairs and practise the dialogue. Then student A covers
his / her script while student B reads his / her half of
the dialogue. Student A has to say his / her half of
the dialogue without looking at the transcript. Then
students swap roles and repeat the task.
• To focus on pronunciation, ask students to listen and
read the transcript, underlining words which they think
are hard to understand or pronounce. Then ask them
to practise those words in pairs. Monitor, correct and
support students, and then write the five most popular
words on the board.
ERROR CORRECTION AND FEEDBACK
• Anticipate errors your students will make, and prepare
when and how to correct them. It’s best to correct
errors immediately in controlled activities like gap-fills,
or more controlled speaking activities in the vocabulary
and grammar sections of the book. When students are
doing the outcome speaking tasks, monitor and make
a note of good language and errors, and correct them
afterwards.
• To correct immediately, try these techniques to prompt
self-correction before you give the correct answer.
§ Echo the error with rising intonation, eg You go
yesterday?
§ Use metalanguage to show them the type of error,
eg pronunciation, grammar, word order.
§ Develop signals and gestures such as pointing over
your shoulder to show students they need to use
a past tense. The more you use these, the quicker
students will respond.
• To correct after an activity, try these ideas.
§ Write errors individual students have made on
sticky notes and give them to students to try and
correct.
Methodology tips
§ Write errors on the board (in context) and ask
students to work in pairs or groups to correct them.
Make sure these errors are all focused on the target
language and not small slips such as not using
third person. It’s best to correct slips immediately.
§ After students have corrected the errors, make sure
they do something with the improved language.
They can repeat the speaking task or writing task
with a new partner, not making the same errors
or they could write a short dialogue using the
language.
• If students have persistent errors, put them into groups
and give each group a grammar point to research
(using mobile devices or grammar books). They
should prepare to peer-teach the meaning, form and
pronunciation of the language point and design one
practice activity, such as a gap-fill. They can do this in
class or for homework, communicating with each other
via email or social media or messaging apps. They then
teach the grammar points to their classmates.
ROLE-PLAY AND VIDEO CREATION
Role-play is any speaking activity where you play a role in
an imaginary situation, and Studio includes some great
opportunities for this which can serve as a base for video
creation. In the 101 lessons, students do role-plays at
the end using the optional videoscape, where they put
themselves into the situation using a background scene.
You can display the videoscapes in your classroom and ask
students to perform in front of the screen, while others
watch. This helps students get into role and makes it more
like real life, taking them outside the classroom. These
videoscapes bring the scenes to life and allow for greater
creativity within the student’s own studio space. Once
these are rehearsed, students can take the activity one
step further and create their own videos.
So, why do we focus on role-plays in Studio? Role-
play adds variety, a change of pace and an opportunity
for focused language practice and use. It’s also fun
and students can really enjoy playing different roles,
often giving them extra freedom and the confidence to
experiment with language.
• To set up role-plays effectively, you need to spend
time engaging students in the situation and giving
them enough practice with the language so they
are confident and enthusiastic about playing their
role. (This means you also have to be confident and
enthusiastic about role-plays.) Studio gives this
practice time and helps prepare students by building
in practice exercises. It also uses videos to set the
scene, present the language and make the lessons
really interesting. Students get a clear model of what
they are about to do themselves in the role-play.
• In the lesson notes, we often suggest you give students
time to rehearse their role-plays before they perform
them, so plan time in your lesson for this. It helps
students to build their confidence, notice their errors
and improve their language use.
21
 Methodology tips
• To manage the role-plays effectively, consider your role
at different stages of the activity. When students are
preparing, you are facilitator and language support,
almost like a director of a film. Monitor and help by
feeding in ideas and language and observing their
rehearsals. When they are doing the role-play, you are
observer and recorder. Sit back and observe and record
language use (good examples and errors). To increase
engagement, give the audience a task.
As suggested in the lesson notes, ask students
to give feedback on specific aspects of language,
pronunciation or content of what their classmates say.
• As some students may be shy, you could make this
performance optional or do it in smaller groups with
only some of the class watching, while others work on
a separate task.
• If you have a video recording device or if you just want
to use your phone, you could film each pair or group
doing the role-plays with the videoscape but without an
audience, and then share the clip with them after the
lesson – setting a viewing task for homework, perhaps.
LEARNER TRAINING AND AUTONOMY
Learner training is all about helping students to discover
how they learn most effectively. It develops effective
learning strategies so learners can become more
autonomous and responsible for their development. Most
importantly it helps them to understand the learning
process and what is needed for effective language learning
to happen.
Studio has some great resources to work on learner
training and build learner autonomy. The reading
and audio texts, exercises and tasks are designed to
help students notice language and work out rules for
themselves, and offer varied ways of practising and using
language. In addition, at the end of each Review section
in the Workbook, there are study skill and language
development strategy tips, as well as a journal of learning,
where students have to reflect on what they have learnt
and how they approached this, together with ideas for
different ways of recording their entries – either writing or
recording them (audio or video). To add to this, we can do
some of the following.
• After doing a lesson ask students to tell you what they
learnt and what activities and exercises helped them
remember and use that language. Use the Studio
lesson objectives to help with this. For example, in
Lesson 3A the vocabulary, grammar and outcome
objectives can be used to ask students Can you use a
variety of words to describe food? Can you use a wide
range of verb patterns correctly? What did you find
difficult in the outcome task?
• Encourage students to record language they want to
learn and remember. Use different ways of recording
new language, such as writing a translation or an
example sentence and the pronunciation. Tell them
it’s important to include an example in their notes
that will help them remember the meaning, form and
pronunciation, eg
exciting (adjective), (translation), /ɪkˈsaɪtɪŋ /, I think
travelling is exciting.
22
• Draw attention to collocations in reading and listening
texts to help students see how words and phrases go
together. Writing words in isolation is less effective
than having whole phrases.
• Make a study skills poster with ideas from the
students about how to learn best, how to prepare for
assessment, what kind of homework tasks they can do
using the e-book+, how they can check their work, how
to learn English out of class, etc.
• Encourage them to use rehearsal as a technique for
remembering and developing language use. In the 101
lessons, they are encouraged to rehearse and practise a
conversation before they perform it as a role-play. Tell
them they can do this out of class as a way to practise
and learn language. Encourage them to imagine
conversations they want to have or have done in class,
and hear the language they and the other person are
saying. This can help to consolidate learning and give
further practice out of class.
• Use the review sections to recycle and give further
practice of new language. The e-book+ and Cyber
Homework resources also offer additional practice. Try
to integrate classroom practice with out-of-class work
using all these resources, so students get maximum
exposure to language points and do essential recycling,
reviewing and revision.
PAIRWORK
One of the key features of Studio is pairwork, with
activities in the lessons and review sections, as well as
additional tasks to use via the Helbling Media App or
download from Helbling e-zone or copy from the back of
this book.
There are clear benefits to having lots of pairwork in class:
• It gives students more speaking time to use new
language.
• It changes the pace and focus of the lesson.
• It helps you assess the students’ language – can they
really use this new language?
• It gives students a sense of achievement as they put
language into use. That’s motivating!
• It is a good opportunity for quieter students to speak,
who may be reluctant to participate in whole-class
moments.
• The pairwork activities in this book provide students
with a reason to interact. There is an information
gap, where they must interact to find out the answer,
complete the task or play the game.
There are some potential things to keep in mind when
doing pairwork:
• If you teach large classes, it can get very noisy and
hard to control.
• Sometimes it can be hard to pair students if you have
a wide range of levels in class.
• While some shyer students may enjoy pairwork, others
may feel self-conscious and reluctant to speak.
• Some students feel there is no benefit from speaking
to other learners as they make lots of errors and are not
a good model. They prefer to speak only to the teacher.

Making the most of pairwork
Here are some ideas for making the most of pairwork.
• Explain the benefits of it to your students. Tell them
it’s necessary to use language to get better at English
and they can learn a lot from speaking to other learners
in class, especially if they are monitoring their own
speech as they do an activity.
• Support. Students will feel more confident to engage in
communicative pairwork tasks if they have had enough
practice beforehand. Use the practice exercises in the
Student’s Book to give them confidence. You can also
ask them to rehearse silently in their heads before a
task. They silently do the task and think about what
language to use.
• Create an encouraging environment. Give praise for
good language use after a pairwork task. Don’t always
correct language. Sometimes it can be the pairwork
activities in Studio that provide students with a reason
to interact. To make the most of this, get students to
work in different interaction patterns, eg sitting back
to back, or facing each other. Try using a conveyor
belt pattern where they stand or sit in two lines facing
each other and one line moves to the left or right every
few minutes or when they finish speaking. This gives
them lots of practice. You can then do some correction
between changes to increase their focus and reduce
errors.
• What happens if you have an odd number of students?
You can make groups of three: two students take the
role of student A, and one takes the role of B. You can
also form a pair by playing a role yourself, but this is
less advisable because you can’t monitor other pairs
and listen to their language use.
• Make pairs in interesting and useful ways. You can
pair students by level and maximise their speaking
by putting stronger students together. Group medium
and lower levels together so they are not dominated by
stronger students.
• If you want to group students randomly, there are some
fun ways to do this.
§ Use a deck of cards and pair students by the same
number (Aces, Kings, Queens, 10s, 4s, etc) or by
the same suit (hearts, clubs, spades, diamonds) or
by odd numbers and even numbers.
§ Number students around the room – so if you have
16 students, number them 1–8 and then put the
1s together, etc.
§ You could also label the students with different
vocabulary related to the lesson instead of
numbers, eg food preparation or humour.
§ Use famous, well-known pairs such as current
celebrity couples, Romeo and Juliet, fish and chips.
§ Use antonyms or synonyms.
§ Use the Helbling Media App to set up pairwork
activities in the classroom without the need for
photocopies. Students can access the activities and
use useful language in the App quickly and easily,
and start practising in minutes.
Methodology tips
Monitoring and assessing pairwork
• Eavesdrop. To monitor pairwork effectively, get
close enough to hear students but do not interfere.
This is sometimes called eavesdropping. Listen to
conversations and make a note of good examples of
language (especially the target language from the
lesson) and errors. You can then write these notes on
the board without saying who said them, and ask the
whole class to notice good language and correct errors.
To eavesdrop effectively, avoid making eye contact with
students, but be available for help. The best way to
do this is to be transparent. Tell students it is your job
to listen to them and help them get better at English.
You are not testing them, but trying to hear their
English use so you can give them feedback. This will
help students relax when you come near them during
pairwork.
• Set a time limit. Setting a time limit can help to focus
students on the task and helps you to manage groups.
It also helps with the problem of fast finishers.
• Demonstrate. In the lesson notes, we suggest you
demonstrate the activity with a student instead of
explaining the task. It is simpler, clearer and gives
students a model of the conversation they are going to
have.
• Repeat. Repetition is a key part of language learning
so, if you can, get students to repeat the task with a
new partner. To make this more effective, correct any
errors you heard and praise good language use before
they start again with a new partner.
• Feedback. Get feedback on an activity to find out
if students liked it. Also, ask them to evaluate how
they think they have done in the pairwork and what it
helped them learn. One way to do this is to ask them to
make a note of language they used and language they
didn’t use and would like to use more next time.
STUDIO AND THE CEFR
Studio is aligned to the Common European
Framework of Reference for Languages (CEFR),
with Advanced taking students from B2+ level up
to C1 level.
Unit CEFR level
1 B2+ / C1
2 B2+ / C1
3 B2+ / C1
4 B2+ / C1
5 C1
6 C1
7 C1
8 C1
9 C1
10 C1
11 C1
12 C1
23
1A The simple life
LESSON SUMMARY
Students describe ways to declutter their
home and listen to a radio show on this topic.
They talk about people’s lifestyle habits and what
items are essential for their own homes.
LESSON OBJECTIVES
VOCABULARY  Tidying up
GRAMMAR  Simple & continuous forms
OUTCOME  Talk about essential items in the home
LESSON PATHWAY
Learn vocabulary about tidying up
Talk about decluttering their home
Listen to a radio report on decluttering
WORD MAKER The suffix -ism
PAIRWORK Spot the difference
Study simple & continuous forms
Discuss essential items in their home
24
VOCABULARY // Tidying up
LIVING
1 Write minimalism on the board and ask: Have you
heard of this? Who can give me a possible meaning?
(It means living with as few items as possible; it
has become a popular topic for discussion in recent
years.)
For part a, direct students to the photos and ask:
Which of these rooms would you describe as
minimalist? Tell them to discuss questions 1 and
2 in pairs while you monitor, listening for useful
vocabulary. Ask some students to share what their
partner said and write the useful vocabulary you heard
on the board, clarifying meaning as you do so.
Give your own description as a model for part b before
students discuss the question in pairs.
2 Ask students to skim-read the Downsize! text quickly
so they understand the title, and ask: What does
downsizing mean? Is it reducing items and size or
increasing them? (reducing).
For part a, students have to guess the meaning of
words from their context in the text. Ask them to read
the text again and match the words in bold with their
synonyms in the box. Check answers and point out
that mend is British English and fix is more common
in American English.

VOCABULARY TIP Studio encourages students to
peer-teach vocabulary and to be autonomous in
their learning. Encourage this autonomy by telling
students to use a dictionary and to ask each other
for help. Tell students to make a note of new words
in their notebooks and ask them to review these for
homework; writing sentences containing the words
will help them remember the meaning and use. For
more tips on recording new vocabulary, as well as
other teaching ideas, see p20 of this book.
In part b, give an example using as much language
from part a as possible, and then ask students to
discuss the advice and make their own piles. Monitor
and praise good use of vocabulary you hear, and
prompt students to reformulate their speech to use
new vocabulary when you hear opportunities for
this. Share some ideas about their piles as a class,
prompting use of the new vocabulary, eg I would
allocate toys to the junk pile because …
3 Direct students to the Language studio on p122 to
complete the exercise. Check answers.
4 Give your own example using the target language,
eg I really need to declutter because I hoard things.
Maybe I can donate some old clothes to charity. Tell
students to ask each other about whether they need
to declutter their bedrooms or not. Monitor and make
a note of good language and errors and go over these
afterwards.
PRONUNCIATION TIP Remember to correct students’
pronunciation, including word stress on longer
words. Encourage them to make a note of the
correct pronunciation of new words as they record
vocabulary in their notebooks.
ANSWERS
2a 1 accumulate 2 hoard 3 declutter 4 sort out
5 allocate 6 mend 7 upcycle 8 donate
9 get rid of 10 deposit
LISTENING
5 For part a, discuss the questions about the radio report
with the class. Again, encourage them to refer to the
vocabulary in exercises 2 and 3, but don’t correct
them here.
2 Play the audio for part b and ask students to
share their ideas with a partner. Check answers.
6 Put students into A/B pairs. Student A reads
questions 1, 3 and 5. Student B reads questions
2, 4 and 6. Play the audio again and tell them to
listen for answers to their questions. Give them one
or two minutes to make notes about what they heard
and then ask them to share their answers. Check
1A
answers with the class, correcting vocabulary use and
pronunciation as you do so.
LISTENING TIP You can hand control over to students
in listening activities by asking them to signal when
they want you to pause or replay a section. Giving
this control will help you assess which sections
of a listening they find particularly difficult. You
could also play a third time and ask them to read
the transcript while they listen, analysing sections
that sound different in spoken English to what they
expected. Ask them to notice what is different.
They can also ask questions about new vocabulary.
This will help them recognise and understand
new language the next time they hear it. For more
information on using audio and video transcripts,
see p20 of this book.
7 WORDS IN CONTEXT Introduce this feature of the book
and explain that it is to help students learn new
vocabulary from its context, and extend their
vocabulary after listening and reading activities. You
can discuss these vocabulary items as a class or ask
students to do the exercise in pairs. Check answers
and ask students to think of other examples for when
people jump on the bandwagon. This could be related
to trends in fashion and lifestyle, eg Everyone jumped
on the bandwagon and bought high-waisted jeans last
year.
LEARNING TIP Ask students to start a new section
in their notebooks to record these new words
and phrases. You can come back to these and do
revision activities at a later stage in the course.
8 Link back to the idea of decluttering by giving your
own opinion on question 1. Then ask students to work
in new pairs and discuss the questions. Monitor for
good use of vocabulary from the lesson so far, as well
as any errors. Go over these afterwards.
TEACHING TIP Advanced students can be corrected
more than lower-level students. They usually have
a good level of fluency and want to become more
accurate. Speak to them at the start of a language
course about how they like to be corrected, and
explain that your job as a teacher is to listen to
them and notice their errors and language gaps and
to help develop these areas. Making error correction
methods transparent like this will help students feel
comfortable with your monitoring and correcting,
both during and after activities.
25
1A
WORD MAKER // The suffix -ism
Read about this feature of the course on p20 of this
book. Read the information in the box together, then
direct students to the Language studio on p122 to
complete the exercises. Check answers.
9 Students can use the speech bubble as a basic model
and create an -ism about anything that they believe in.
Write their ideas on the board after they have spoken,
and discuss with the class which are their favourites
and why.
There are extra activities based on this audio in the
e-book+.
ANSWERS
5b 1 stuff and suffocation
2 it means that we’re suffocating under too much
stuff
3 Suggested answers
why people have too much stuff, and why they
need someone to help them get rid of it; how to
get rid of stuff; the issues around the problem and
whether decluttering relates only to more affluent
Western cultures; the attitudes of today’s younger
people to stuff vs experiences
6 Suggested answers
1 People feel stressed because they buy or collect
too many things and have too much stuff. Clutter
reminds us of decisions that haven’t been made or
which have been put off. More possessions mean
more things to clean, mend and look after.
2 People always find a reason to keep things and
so need a professional to help them make the
decision to get rid of them.
3 Ask yourself if you use it or like it. If not, then
you don’t need it.
4 It seems to be a choice that is only open to
a small portion of the world, ie those in a good
financial position.
5 good relationships
6 They have less money and have therefore had
less time to accumulate stuff, but also because
they have grown up in a sharing economy.
7 1b 2a
PAIRWORK 1A Spot the difference
To read about the benefits of pairwork for language
learning and how to make the most of these activities,
see p22 of this book.
If students can’t use the App, you can make black-
and-white copies of the activity on p171 of this book
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students describe the room in
their picture to find the differences. Demonstrate the
activity with a student to model the task and then
monitor to listen for examples of good language and
errors. Go over this after they have finished.
26
GRAMMAR // Simple & continuous forms
10 Tell students they are going to review different tenses
so that you can assess their knowledge and their
usage.
Ask them to complete part a individually and then
compare answers in pairs. Check answers.
For part b, ask students to use explanations 1–7
in part a to decide how the forms are used. Check
answers, and ask students to discuss in their pairs
which tenses they tend to make mistakes with. Open
this up to a class discussion and suggest that you
make this a focus of correction in coming lessons.
There is more information on simple & continuous forms
in the Language studio on p136.
11 To introduce this activity, you could give your own
example before students do it in pairs. Monitor and
make a note of good language and errors to go over
afterwards.
LEARNING TIP To encourage learner autonomy
and self-monitoring, tell students to reflect for
one minute after they finish speaking and try to
remember what mistakes they made or heard their
partner make. Ask them to notice any common
mistakes and encourage them to try to self-correct
these in future speaking activities. The more you
can help students notice the language they are
using, the more they will develop as language
learners as a result of self-correction.
ANSWERS
10a a2 b4 c1 d6 e3 f7 g5
10b 1 a) simple for a general truth or state
b) continuous for a temporary situation
c) continuous for trends and changing situations
2 a) simple for a habitual action
b) continuous for an action in progress
c) continuous with always to criticise a repeated
action
3 a) simple for a complete action (with a start and
finish)
b) continuous for an action in progress
c) simple for a general truth or state
SPEAKING
12 As a lead-in to this activity, look at the picture of
someone packing a bag and ask: Where do you think
she’s going? Establish a destination and ask: What
items do you think the student should take? Which
are essential? What could she live without? Encourage
cross-class discussion.
Put students into small groups for part a and ask
them to discuss which items are essential. Ask some
students to share what their group spoke about.

In part b, ask students to think about the items in
each category they think are essential, before they
start speaking. Encourage them to think of reasons for
their choices. Set a time limit and make it clear that
they need to be ready to present their ten items to the
class with reasons for their choices. After they have
finished, ask each group to present their ideas to the
class.
As they present, listen and note interesting ideas,
good examples of language, and errors to go over
afterwards.
TEACHING TIP If you have more than 12 students,
ask them to present their ideas to another group, to
reduce presenting time.
ALTERNATIVE TASK Students work in pairs. One of
them is a minimalist and the other is a maximalist
and a hoarder. They are going to share a flat.
Tell them to discuss and agree on rules for their
flatshare and what items are allowed and not
allowed. They must create a list of at least five
items for each category. Afterwards, ask them to
present their lists to another group and compare
similarities.
1A
Reporter: Yes, but this … rejection of materialism … well, it’s
basically a luxury problem, isn’t it? While many people seem
to be jumping on the bandwagon of a simpler life, this …
this lifestyle choice is only open to a small portion of the
world’s population – you have to own stuff and be in a fairly
good financial position in order to decide to do without it.
Suzie: Yes, of course. But it is still a genuine issue for some
people. If you have fewer things, you can focus on more
important aspects of life.
Reporter: So if we look at decluttering from a purely affluent,
Western point of view, then having less stuff seems to be
a no-brainer. However, for some people who have a lot of
possessions, it can be a replacement for good relationships.
It’s comforting to possess something when you don’t have
somebody to share experiences with. Young adults tend to
have less stuff – partly because they have less money and
have had less time to accumulate things. But also, because
they have grown up in today’s sharing economy – they use
music and video streaming services, download books to
e-readers and use a -sharing service when they need a car.
Instead of owning possessions, our focus is shifting not only
to sharing things, but more and more to making memories,
having experiences and living life. Now, we see people on
social media doing yoga in India instead of posing with
their new car. All well and car good – but for most of us,
an extreme minimalist lifestyle isn’t an easy option. And
while decluttering may help some people to feel happier, we
need to remember that for those without stuff, it isn’t even
an issue. And although decluttering is certainly having a
moment, whether it continues remains to be seen.

There is further practice on p4 of the Workbook.

Use the Cyber Homework for 1A as extra practice for your
class.

LESSON TRANSCRIPTS
2 1A, exercise 5b
Reporter: Stuff, clutter, junk. Our homes are full of clothes
we never wear, books we never read, old letters and bills.
Decluttering has become big business, with an army of
professional organisers available to help us live a simpler
life. Earlier on, I was talking to decluttering expert Suzie
Jones and I asked her exactly what her job involves.
Suzie: Well, basically, I help clients to get rid of things which
they don’t need or which they don’t like. Many people today
feel stressed because they’re always buying or collecting
things and they simply have too much stuff. A pile of clutter
is essentially a reminder of decisions that haven’t been
made, or which have been put off to another day. More
things also mean more cleaning, mending and looking
after. James Wallman, an author who describes himself as a
futurist, invented the term ‘stuffocation’ as a reaction to this
consumerism …
Reporter: Stuffocation … great word.
Suzie: Yes, I think it really sums up this problem – we’re just
suffocating in stuff.
Reporter: Hmm. But why can’t people just sort out their own
clutter? Why do they need professionals like you?
Suzie: Well, I think people can always find a reason to keep an
object – for example, that they got something as a present.
So I ask, ‘Do you like this vase or shirt? Do you use it?’ And
nine times out of ten the answer is ‘no’. But people need
me to take the next step and say, ‘Then you don’t need it’.
People can donate it to somebody who can use it – or just
get rid of it if it can’t be reused or upcycled into something
else.

27
1B Inventing the modern world
LESSON SUMMARY
Students read an article about elevators
and discuss the impact different inventions have had
on modern life.
LESSON OBJECTIVES
VOCABULARY  Possibility & change
OUTCOME  Discuss items that have an impact on
our lives
LESSON PATHWAY
Study vocabulary for possibility & change
Write descriptions of different items
Read an article about elevators
Discuss and decide on items which impact
how we live
Present their decision to other students
28
VOCABULARY // Possibility & change
BUSINESS
TEACHING TIP To create connections between the
lessons in this course, start some lessons with a
vocabulary review of the previous lesson. Include
some errors in meaning, use and pronunciation for
students to self-correct.
1 For part a, point to the photos and ask pairs to name
the items. Refer students to the box in exercise 9 to
check answers.
In part b, ask students to match the descriptions with
the correct photos. Check answers, and ask if they
agree with the descriptions.
2 In part a, do an example for phrase a) make
unnecessary (do away with), and then ask students
to complete the exercise individually. Tell them
to compare their answers in pairs and then check
answers.
For part b, ask students to find the synonym in the
descriptions, then check the answer. Teach the correct
pronunciation of these words.
For part c, direct students to the Language studio on
p122 to complete the exercises. Check answers.
3 Ask students to write a description of a thing from the
photos (one that is not in exercise 1b). Remind them
to use a new phrase from exercise 2 and not to make
it too obvious what the thing is. Put them into pairs
and ask them to guess the thing from their partner’s
description.

ANSWERS
1a A batteries B barcode C shipping containers
D GPS E concrete F antibiotics G light bulbs
H air conditioning I credit card J robot
1b 1 credit cards (photo I) 2 GPS (photo D)
3 shipping containers (photo C)
2a a) 2 doing away with 4 made obsolete
5 superseded 9 dispense with
b) 1 revolutionised 6 had a profound impact on
7 bringing about a transformation in
10 transformed
c) 3 facilitating 8 permitted 11 simplifying
12 enabled
2b obsolete
READING
These tasks encourage students to move from quickly
understanding the main ideas of the article to a more
detailed and critical understanding.
4 To lead in to the reading, ask students to discuss their
predictions about the article in part a.
For part b, tell them to read the article quickly and see
if they were correct. Set a time limit of one minute to
force skim-reading of the article.
5 Tell students to read the questions before reading the
article again, so they know what information they are
looking for. Check answers.
6 Ask students to answer the task in pairs, referring
only to the article if they have to. Check answers and
remind students that meters is the American English
spelling; metres is the British English spelling. You
could ask them to find other words that have two
spellings (center, urbanization and revolutionized).
7 WORDS IN CONTEXT Tell students this task will help
them work out the meaning of words they want to
learn from reading the text around the words.
TEACHING TIP To make this activity quicker, put
students into groups of three and assign two words
or phrases to each student. Tell them to write
definitions for their words and phrases, and then ask
them to peer-teach.
Check answers. Tell students to choose three to five
words or phrases they want to remember from the
article and add them to their notebooks.
8 This task encourages students to respond to the article
with their own opinions. Put them into new pairs
and ask them to discuss the question. In feedback,
encourage students to use some of the language from
exercises 1 and 2 to express their ideas.
There are extra activities based on this article in the
e-book+.
1B
ANSWERS
5 Suggested answers
1 It was the first year that people living in cities
outnumbered people living in rural areas.
2 Without the elevator it would be impossible to
get so many living and working spaces into a small
area.
3 It’s claimed that the first was built in 236 BCE.
4 He invented a brake to stop an elevator from
falling if its cable snapped.
5 The mass production of steel in 1855 (two
years after Otis demonstrated his cable), the
development of reinforced concrete and the
invention of electric elevators.
6 They help keep the carbon footprint of large
cities low, because skyscrapers allow many people
to travel from home to work on public transport, by
bike or on foot.
7 High-rise cities are more productive than rural
areas.
6 104 – the number of elevators in Sears Tower
24 – the number of elevators powered by slaves to
transport gladiators to the arena in the Colosseum
in Rome in 80 BCE
70 – the width (in meters) of the base of Sears
Tower at street level
10 – the number of floors in the Chicago Home
Insurance Building
80 – the percentage of the workforce in Manhattan
who travel to work on public transport, by bike or
on foot
7 1 iconic 2 booming 3 ubiquitous 4 turning point
5 fuel 6 ushered in
SPEAKING
9 Tell students to work alone and think about their ideas
for part a for a few minutes. Then put them into small
groups and ask them to share their ideas and decide
on their three items. Make sure they know they have
to present these ideas to someone else and that each
person in the group should be ready to contribute.
For part b, ask groups to present their decisions.
Encourage them to present without looking at their
notes. Monitor and make a note of good language and
errors and go over this when they have finished. Then
ask the class to discuss or vote for the three things
which have made the biggest impact.
There is further practice on p5 of the Workbook.
Use the Cyber Homework for 1B as extra practice for your
class.
29
1C Moved by music

SPEAKING & READING

LESSON SUMMARY STUDIO VIEWS
1 As a lead-in, you could play a selection of music that
Students watch or listen to a discussion
will provoke a reaction and ask: What kind of music is
about emotional reactions to music and
this? How would you describe it? Write any interesting,
describe their own responses to music, films and
relevant language they use on the board, so they can
other things.
use it in part b.
In part a, tell students to refer to the photos for ideas
LESSON OBJECTIVES and examples.
VOCABULARY  Strong emotional reactions Then ask students to share lists and discuss feelings
GRAMMAR  Perfect forms in pairs for part b.
OUTCOME  Talk about an emotional reaction
2 Point to the title of the article and the photo in it. Ask
students to discuss the questions in part a and then
LESSON PATHWAY share ideas with the class.
Students then complete part b. Again, share ideas and
Read an article about reactions to music
elicit examples, eg What else gives you goosebumps?
What makes your hair stand on end?
Watch or listen to an interview with a psychologist
3 Find one example in the text, eg trigger, and then ask
Learn vocabulary to describe emotional reactions student to find the others. Check answers.

EXTRA ACTIVITY Write ______ music causes … on

Study perfect forms
the board. Tell students to add different types of
music to the gaps and complete the sentence using
Describe an emotional reaction they have had
different synonyms for cause each time. Encourage
them to be creative or provocative. They should
write four or five sentences and then compare them
in small groups. Ask them to discuss whether they
agree with each other’s sentences.

There are extra activities based on this text in the e-book+.

30

ANSWERS
2b 1 goosebumps (in the photo), making your hair
stand on end
2 These reactions only happen to people who have
more fibres connecting their auditory cortex and
the parts of the brain that process feelings.
3 They both involve an adrenaline reaction.
4 They all allow us to enjoy excitement, without
putting our lives at risk.
3a trigger, spark off, giving (them goosebumps),
making (their hair stand on end), leads to, prompts
VIDEO // Watch and listen
This is the first Studio Views task in this book. These
are longer video / audio recordings in which two people
discuss different topics and issues, helping students
get used to the challenges of natural delivery. Introduce
this feature of the book to your students, explaining the
benefits of watching or listening to faster, more natural
speech.
4 1 3 In this activity, you can use the Studio
Views video or audio resources. Go to p20 of this book
for more information on using Studio Views videos and
audios. Ask students to read the questions before they
watch or listen. Play the video or audio. Tell them to
compare ideas in pairs and then check answers with
the class.
5 WORDS IN CONTEXT Ask students to work in pairs to
share answers and discuss whether they can
remember who said these phrases and what they are
referring to. Play the video or audio again if students
request it. Check answers with the class and clarify
meaning. Ask some questions to check students can
use this language, eg How do you feel when you are
put on the spot? What do you have a soft spot for?
What kind of music has been overused recently?
6 Ask students to discuss the questions. In feedback,
ask them to give examples of films and music for
questions 2 and 3.
ANSWERS
4 1 Matthew: find (it) very moving, an overwhelming
sense of sadness, a lump in my throat, moved to
tears; Isabella: get goosebumps; Liam: put me
in a good mood, help me unwind, (doesn’t) send
shivers down my spine, my heart was racing
2 Matthew reacts very strongly to music, the
others don’t so much, although Isabella did once
have a strong reaction.
3 About half of people get physical reactions to
music.
1C
5 1 Matthew – being asked about his favourite piece
of music
2 Matthew – the Adagio for Strings
3 Matthew – the use of the Adagio for Strings in
films
4 Isabella – when music is used in films to
deliberately manipulate her emotions
5 Matthew – summarising his article (about
connections in brains between areas that process
sound and emotions)
VOCABULARY // Strong emotional reactions
7 In part a, students should know the answer to
sentence 1 (from exercise 2 on p12), so do that as
an example with the class. Point out that sentence 5
uses the same word in both gaps and sentence 6 can
be completed with two different words. Tell students
to complete the rest and check answers.
TEACHING TIP To encourage learner autonomy, ask
students to use search engines for phrases they
don’t know. For example, if you type burst into in
the search bar, you will probably be offered tears,
flames or laughter if the engine uses predictive
search. This can be a good way to develop a sense
of collocation and colligation.
For part b, give some examples to model the task, eg
I get goosebumps when I’m scared. I feel a lump in
my throat when I’m so happy that I want to cry. Tell
students to share their own examples in pairs. Monitor
and write interesting examples on the board and go
over this afterwards.
8 Direct students to the Language studio on p122
to complete the exercise. Check answers and ask
students what they think of people sharing stories like
this on social media. Encourage students to exchange
opinions briefly.
ANSWERS
7a 1 goosebumps 2 chills 3 shivers 4 a lump
5 tears 6 joy / sadness 7 butterflies 8 hair
9 heart
GRAMMAR // Perfect forms
9 Students should know this grammar at this level.
Use parts a and b as diagnostic and consolidation
activities. Help students by pointing out there are
two example sentences that match with usage 1.
Check answers and go over any issues to clarify form
and meaning. Ask students if they know any other
differences between British and American English
(some were mentioned in Lesson 1B) and which they
prefer to use.
31
1C
GRAMMAR TIP Analyse grammar before you teach
to identify what exactly your students will have
problems with. Plan concept-checking questions to
clarify meaning and form. Prepare your board work
with any useful timelines or examples you can use
that are relevant and meaningful to your students.
If you know their L1, you can also think of examples
to compare and contrast similarities and differences
when this is useful.
There is more information on perfect forms in the
Language studio on p136.
10 This exercise offers further consolidation of students’
understanding and can expand their vocabulary as
they learn different ways of saying the same thing.
Monitor and help with explanations and refer them to
the Language studio for help. Check answers.
EXTRA ACTIVITY Ask students to write some
sentences about themselves using new language
– the aim is to use as many different perfect
forms as possible, eg Last year was the first time
I’d been to Vienna. I’ve been learning English for
six years and I’ve learnt a lot! Ask them to share
their sentences with a partner and encourage peer
checking and correction. Students can also have a
short discussion about the topics of their sentences,
asking and answering questions.
PRONUNCIATION TIP Students can struggle to hear
some of these forms when they are contracted or
said quickly. One common feature happens with
What have you … when the words run together and
there is connected speech. Here are examples of
how these phrases can be said in two different ways:
What have you been up to?
a) /wɒʧəbɪnʌptə/ b) /wɒʔjəbɪnʌptə/
What have you done?
a) /wɒʧədʌn/ b) /wɒʔjədʌn/
Dictate the questions both ways and ask students
to write them down. Then discuss what is different
in pronunciation between the full written form and
the phrases said quickly. Help them recognise that
knowing this means that when they next hear the
phrases said quickly, they will understand them.
They don’t need to say the phrases this way. It is for
listening more than speaking.
ANSWERS
9a a3 b1 c4 d2 e1
9b 1 I see you did your research.
2 I only just sat down. 3 Did you read the article?
10 1 No difference in meaning. Both sentences mean
that the speaker didn’t visit New York in the past.
32
2 Question a) asks whether the person is planning
to stay in a place for long. Question b) asks how
much time has passed since the person arrived in
that place.
3 Sentence a) refers to a film that the person
finished watching a very short time ago. Sentence
b) refers to a film that the person watched on TV,
but it doesn’t say when.
4 No difference in meaning. The verb ‘watch’
means that there is not a focus on whether it’s an
activity or a completed event.
5 No real difference in meaning. Question a) asks
what the listener did wrong (a completed action)
before the speaker saw them. Question b) asks
what the listener was doing wrong (an activity)
before the speaker saw them.
6 Sentence a) means the band only began to play
when we arrived. Sentence b) means the band was
already playing when we arrived.
SPEAKING
11 In part a, students need time to prepare what they will
say. Discourage them from writing a full description as
they prepare and ask them to make notes instead, and
to visualise and rehearse what they will say, silently or
quietly. Tell them to use phrases they have learnt in
this lesson and also ask them to focus on what perfect
forms they are using to introduce their descriptions.
You could give a model again here to help them see
what is expected.
In part b, students work in pairs to share their
descriptions. Encourage them to ask follow-up
questions so it is more interactive. Monitor and make
a note of good language and errors. Go over these
when students have finished and then ask them to
repeat the task with another student, and to avoid
making the same mistakes. In final feedback, ask
students if anyone has had similar experiences.
There is further practice on p6 of the Workbook.
Use the Cyber Homework for 1C as extra practice for your
class.
LESSON TRANSCRIPTS
1 3 1C, exercise 4
Liam: Maybe we need some theme music.
Isabella: Got something in mind?
Liam: No, not really.
Isabella: I kind of like the fact that we don’t have any music.
We’re here to talk.
Liam: Yeah, you’re right. So, let’s get talking, no? Matthew, thanks
for coming in today.
Matthew: It’s good to be here!
Liam: Now, you’ve been following some research into why we get
chills when we listen to certain pieces of music.
Matthew: That’s right.
Liam: And you’ve also published an article about it.
Matthew: I see you’ve done your research.
Liam: Yes! So, what’s your favourite piece of music, Matthew?
 1C
Matthew: Well, I’ve only just sat down and I’m being put on the
spot! Umm, I suppose it’s the Adagio for Strings, by the
American composer Samuel Barber.
Liam: Any particular reason?
Matthew: I just find it very moving. And I’ve got a soft spot for it
because it was the first piece of classical music I ever really
liked.
Liam: Isn’t that the music they used in the classic war film
Platoon?
Matthew: Yes. Actually, it’s been used in a lot of films. It’s been
overused in fact. I don’t know if you remember but, in
Platoon, it’s the main theme music.
Liam: That’s right.
Matthew: Well, I first saw it with friends at university. And when
I heard the Adagio, I just felt this overwhelming sense of
sadness. And then I felt a lump in my throat and well, the
film had only just begun, and I was already in tears!
Isabella: Hmm, well, I have to say that music very rarely has that
kind of effect on me. In fact, I think it’s really annoying
when music is used in movies to deliberately manipulate my
emotions. Having said that, I did see this amazing singer
at this ‘folk club’ last week. I hadn’t been to one before.
People just got up and sang. Some were OK, others were
downright awful. But right at the end, this woman got up
and sang this … traditional Irish ballad – one of those sad,
unaccompanied songs. And … wow! The place had been
pretty noisy, but everyone stopped talking. Complete silence.
I get goosebumps just thinking about it.
Matthew: And what about you, Liam? Has music ever moved you
to tears?
Liam: I don’t think so. I mean, I love music. I love singing along
to my favourite songs. I love dancing, too. Music doesn’t give
me a strong emotional reaction, though. I mean, it … it can
put me in a good mood, or help me unwind after a stressful
day, but it doesn’t … send shivers down my spine.
Isabella: So, you never had a ‘folk club’ moment?
Liam: No, not with music. But sport. That’s a different matter.
Isabella: Sports!
Liam: Yeah. Like, I’ve always been a big fan of athletics since I
was a kid. Watching it, not doing it! So when Usain Bolt first
broke the hundred and … the record for the hundred metres
back at the 2008 Olympics – ah, I went crazy. My heart was
racing, I was jumping up and down, I was screaming!
Isabella: Well, I love running, but I can’t stand watching it. So,
why do you get all emotional when you listen to music, and
we don’t?
Matthew: Have you read the article?
Isabella: Liam gave me a summary, but I can’t remember the
details.
Matthew: Well, in a nutshell, some people have a lot more
connections in their brains between the areas that process
sound and emotions, and that extra level of communication
explains their strong physical responses.
Isabella: So how common is this? And are you telling us that your
brain is somehow ‘special’?
Matthew: Well, about half of us get these reactions, so no, it
doesn’t make me special. Not at all.

33
101 THINGS
TO DO IN
ENGLISH 1 Tell an anecdote
GET READY
1 For part a, ask: Do you know anyone who is really good
at telling stories and anecdotes? Elicit what makes
that person so good at telling them. Then ask students
to complete the matching activity and check answers.
Tell students to discuss part b quickly with a partner.
This will give you time to set up the video.

ANSWERS
1a 1f 2e 3d 4c 5a 6b

WATCH
2 2 Tell students to watch and try to remember
as much as possible about the story. Play the video
and, when it is finished, give students one minute to
discuss the questions in part a. Check ideas and try to
recreate details of the story as a class.
Then ask students the questions in parts b and c.

ANSWERS
2a Suggested answers
1 a girl, her boyfriend and a stranger
2 She was talking on the phone when she got into
the stranger’s car, thinking it was her boyfriend’s
car.
3 The stranger laughed; her boyfriend was angry.

LESSON SUMMARY
Students watch a video with an anecdote and then
share their own stories.
LESSON PATHWAY
Discuss anecdotes
Watch a video of an anecdote
Study language for telling and responding
to anecdotes
Practise emphatic stress and intonation
Prepare an anecdote
Practise giving and responding to anecdotes
Give feedback on an anecdote
STUDY
3 Ask students to look at the table and read the phrases.
Play the video again and ask students to complete the
exercise. After students have compared their answers
in pairs, check answers with the class.
4 You could do this as a whole-class activity.
5 4 Ask students to read the extract in part a and
predict how the speaker will use pronunciation to
show how they feel. Ask: What words will be stressed?
How will they use intonation? Encourage students
to read aloud with their partner and to play with
intonation and stress to work out what is effective.
Play the audio and tell students to mark the text as
indicated. Ask: Were your ideas correct? What words
are exaggerated? What impact does the pause have?
PRONUNCIATION TIP We create emphatic stress
by making the stressed syllable in a word longer,
higher in pitch and louder. Telling students this
after exercise 5a will help them produce the stress
effectively.

In part b, drill the phrases with the class and then ask
students to practise in pairs, stretching the stressed
syllables in the stressed words, using intonation and
pausing before the punchline.

34

PRONUNCIATION TIP So students don’t feel shy,
demonstrate the pronunciation with exaggerated flat
intonation and stress and then with more effective
pronunciation. If you make them laugh, they
will feel more relaxed about exaggerating and so
improving their own pronunciation.
Ask students to give each other feedback on their
pronunciation.
ANSWERS
3 Naya Valentin
That reminds me of an Really?
embarrassing / funny Let’s hear it.
story. So, what happened?
Well, I was … (in / at / I can imagine.
with / on my way to) What?
And I mean, really loud. Awkward!
But then to top it all … Oh no!
To cut a long story I bet.
short … Good story!
You’ll never guess what …
4 1 past simple, past perfect, present simple,
present perfect
2 She uses the present simple, which is often
used in storytelling to make it seem more
dramatic. It can be used on its own or mixed with
the past tense.
5 Yeah, you know, luckily, he was a nice guy. Not
creepy or dangerous at all. But then to top it all,
you’ll never guess what happened next. / There
was a tap on the window. It was my boyfriend and
he was really mad at me because he thought I was
with somebody else!
PRACTISE
6 For part a, ask students to make notes to prepare their
anecdote. Monitor and help with ideas and language.
For part b, students could also record their anecdote
on a mobile device and listen back to it. Otherwise,
give them time to mentally rehearse and tell them the
benefits of doing this: it can actually help them learn
more effectively, as they focus on the language they
can use before they speak.
7 Tell students to work with someone they have not yet
spoken to in this lesson, and ask them to share their
anecdotes. Remind them to respond to their partner’s
story. Monitor and make a note of good language and
errors you hear. Give feedback and work on any useful
language you hear, then tell students to work with a
new partner and repeat their stories.
These activities include an optional background
scene: the videoscape. After they have worked with
a couple of partners, ask students to volunteer to
perform the conversation in front of the videoscape,
if you can project it in the classroom. Encourage the
listeners to give feedback.
1 101 THINGS
TO DO IN
ENGLISH
There is further practice on p7 of the Workbook.
Use the Cyber Homework for 101 1 as extra practice for
your class.
LESSON TRANSCRIPTS
2 101 1, exercise 2a
Valentin: So, do you feel like going to that little Italian restaurant
on Washington Avenue tonight with … uh … Julia and
Amira?
Naya: Sure, I love that place, the food is great. Actually, that
reminds me of an embarrassing story.
Valentin: Really? Well, let’s hear it.
Naya: Mmm. Well, I was there recently … I can’t remember
when, I think it was last Thursday. I was having a coffee with
a colleague after work … Anyway, I’d asked Logan – my new
boyfriend – to pick me up at 5 so we could go shopping.
Valentin: OK. So, what happened?
Naya: Well, there we were, moaning about our boss …
Valentin: You’re always moaning about your boss!
Naya: Yeah, well, anyway, while we were talking, I got a call from
my friend who’d just gotten a new job. So, after I was done
talking with my colleague, I went outside to call my friend
back. And while I was talking on the phone, I saw Logan’s
car and so I ran over and opened the door and got in the
passenger seat. And I wanted to know all about my friend’s
new job. So, I was asking her all these questions and I’m
being really loud. I mean really loud.
Valentin: Yeah, I can imagine!
Naya: Anyway, this went on for a while and while I was talking,
I also took off my shoes because you know I always wear
heels and my feet were killing me.
Valentin: Uh huh.
Naya: To cut a long story short, I finally finished my call and I
suddenly thought that it was a little weird that Logan hadn’t
said a word, so I look over … and it wasn’t him.
Valentin: What?
Naya: Yeah!
Valentin: Ooh, awkward!
Naya: The guy looking at me was just a complete stranger –
I’d gotten into the wrong car! I was so shocked and
embarrassed … I didn’t know what to say. But this guy just
goes ‘That’s the best entertainment I’ve had all week!’ and
starts laughing.
Valentin: Really?
Naya: Yeah, you know, luckily, he was a nice guy. Not creepy or
dangerous at all. But then, to top it all, you’ll never guess
what happened next … there was a tap on the window …
it was my boyfriend. He was really mad at me because he
thought I was with somebody else!
Valentin: Oh no!
Naya: Yeah, it took forever to get him to understand what had
happened.
Valentin: I bet. Good story! Did I tell you what happened to me …
4 101 1, exercise 5a
Naya: Yeah, you know, luckily, he was a nice guy. Not creepy or
dangerous at all. But then, to top it all, you’ll never guess
what happened next … there was a tap on the window … it
was my boyfriend and he was really mad at me because he
thought I was with somebody else!
35
2A Are you eating plastic?

SPEAKING
LESSON SUMMARY EARTH
1 Books closed. If you can, display the image of the
Students listen to an interview with a scientist about
art installation in class and ask students to describe
plastic usage and carry out a survey to discover how
what they see. Books open, students then read the
people are using plastic.
three points and the words and phrases in the box.
Teach the meaning of single-use plastics and end up
LESSON OBJECTIVES in. Then ask students to discuss the three points with
VOCABULARY  Describing amounts a partner. In feedback, encourage students to make
GRAMMAR  Future forms full sentences using the language in the box and write
OUTCOME  Do a survey on plastic usage good examples on the board to help them with the
listening activity (these items appear in the interview
LESSON PATHWAY in exercise 2).

Discuss an art installation about plastic pollution

LISTENING
2 5 Ask students to listen to the interview with
Listen to an interview about plastic usage
a scientist from Mexico and note what issues are
discussed.
WORD MAKER Negative prefixes and suffixes
LISTENING TIP Ask students to make very brief notes
Study future forms as they listen, writing one or two key words at a
time. Tell them they will have time to think and
PAIRWORK A future story expand on these notes when the audio finishes. This
might help them relax and focus on the main ideas,
Learn vocabulary for describing amounts instead of trying to record lots of details.

When you stop the audio, give students one minute

Write a survey about plastic usage
Carry out the survey and present the results
to review/complete their notes so they can effectively
compare their understanding with a partner. Monitor and
assess students’ understanding levels. It is not necessary
to do whole-class feedback yet.

36

3 WORDS IN CONTEXT Remind students that this feature of
the course helps them learn new vocabulary from its
context. Ask them to do this task in pairs and suggest
they use different strategies: guess meaning from the
context, share information and use a dictionary. Then
check answers.
LEARNING TIP Ask students to add these vocabulary
items to the section of the notebook they started for
words in context.
4 Ask students to read the sentences in part a first and
remember/guess what words might go in the gaps.
Play the audio again and ask them to complete the
sentences. Pause the audio if they need time to write.
Check answers.
Discuss part b with the class.
5 This activity helps students respond to the topic in
the interview and share ideas in order to personalise
the vocabulary. Tell them to discuss the questions.
Monitor for good use of vocabulary and interesting
ideas. Ask some students to share things they
discussed and then go over the good language you
heard.
WORD MAKER // Negative prefixes
and suffixes
Write ____profit, hope____ and plastic-____ on the
board and ask students to make them negative with the
correct affix. Read the information together and direct
students to the Language studio on p123 to complete
the exercises. Check answers.
PRONUNCIATION TIP Affixes are rarely stressed in
English, but due to L1 interference some students
might pronounce these longer words incorrectly, eg
hopeless oO. Tell students the rule and ask them
to mark the stress on the words in the exercise.
Check answers and then practise the pronunciation
by doing group and individual drilling of the words
in isolation. Then ask students to practise their
pronunciation by reading aloud some sentences
from the Language studio, and giving each other
feedback on word stress.
EXTRA ACTIVITY Ask: Do you think the situation with
plastic is hopeless? Elicit some responses and then
ask them to work alone or in pairs and write two
or more questions using the words with negative
affixes. Put students into small groups and tell them
to ask and answer each other’s questions.
There are extra activities based on this audio in the
e-book+.
2A
ANSWERS
2 issues mentioned: getting rid of single-use
plastics, amount of plastic recycled, where it ends
up, amount of plastic produced each year, having
to change the way we think, where plastic is found,
how plastic breaks down, microplastics, state
of drinking water, how to make changes to our
lifestyles
3 Suggested answers
1 devastated = very upset and angry, extremely
sad; trashed = broken, filled with rubbish / trash
2 microplastics = extremely tiny pieces of plastic;
sponges = pieces of a soft, natural material full of
small holes that soaks up liquid; absorb = take in
3 landfills = large holes in the ground where
rubbish is buried
4 lobby = try to influence
4a 1 9% 2 300 million 3 half 4 a third 5 10,000
6 80% 7 120,000
4b nearly, roughly, over, approximately, up to
GRAMMAR // Future forms
6 Tell students they are going to review different future
tenses so you can assess their knowledge and use.
For part a, ask them to complete task 1 in pairs.
Check answers with the class and go over the form in
task 2 with the class.
For part b, tell students these are other ways we can
talk about the future. Ask them to use explanations
1–5 to decide how the phrases are used. Check
answers.
There is more information on future forms in the Language
studio on p137.
7 Tell students to read the text very quickly (give them
20 seconds) and then ask them if they have heard of
microbeads. After a brief discussion, ask them to read
the text again and select the correct form for each
option. Check answers and clarify any questions about
the grammar. Ask: Has this made you think differently
about the products you use? Can you think of any
alternatives to the products mentioned in this text?
8 For part a, ask students to read the speech bubbles
and then give your own example, inviting students to
ask you questions. Tell students to think of their own
near future and to share their plans with a partner.
Monitor and make a note of good language and errors
and go over this afterwards.
TEACHING TIP For ideas on how to manage error
correction, see p21 of this book.
TEACHING TIP With lower-level students, encourage
them to write the sentences first, so they can focus
on form.
37
2A
In part b, give students a few minutes to make
their predictions, using the speech bubbles to help
them. Monitor and help with ideas and language.
Tell students to share their predictions and after
they have finished ask: Does your partner agree with
the predictions you made for them? What are the
predictions? As students share examples, write correct
sentences which use future forms on the board to help
reinforce the grammar.
ANSWERS
6a a3 b5 c2 d4 e6 f1
6b a3 b5 c2 d4 e1
7 1 have washed 2 bound to brush 3 you’re likely to
4 be using 5 have banned 6 be producing
PAIRWORK 2A A future story
If students can’t use the App, you can make black-
and-white copies of the activity on p172 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students read sentences from
a story and work together to put them in the correct
order. Explain the task and then monitor to listen for
examples of good language and errors. Go over this
after they have finished.
ANSWERS
1J 2B 3D 4L 5E 6K 7H 8C 9G 10A 11F 12I
VOCABULARY // Describing amounts
9 This activity encourages students to use their existing
knowledge to work out the meaning of new vocabulary.
If students do this in pairs, they could peer-teach
unknown words. You can also encourage the use of a
dictionary to build learner autonomy. Check answers
and ask students to mark the correct word stress.
Again, they can check their ideas in a dictionary.
Check answers and drill the words.
10 Direct students to the Language studio on p123 to
complete the exercise. Ask some students to share
their answers with the class.
VOCABULARY TIP Draw attention to collocations
here. Ask students to notice the verb, adjective
and noun combinations, eg take a considerable
risk, tell a whopping lie, and point out that these
words commonly go together; we wouldn’t say tell a
considerable lie, for example. Other combinations
are possible; for example, effect can take all the
adjectives in the box. Highlight the nouns that don’t
go together with adjectives, eg feel only collocates
with insignificant, and lie only collocates frequently
with whopping. (In fact, we can also replace lie with
whopper: He told a whopper!)
38
11 Direct students to the chart and explain that recovery
rates are when waste is used and processed in
ways other than being destroyed, as happens with
recycling. Examples of recovery include composting
and biofuel production. Tell students to look at the
example for Korea and elicit another sentence about
recovery rates, eg It also recovers a modest 20% of its
waste. Tell students to work in pairs and write more
sentences. Monitor closely and prompt self-correction
of errors. Ask students to share one or two sentences
with the class.
EXTRA ACTIVITY Ask students to do some online
research about the different countries to explain
and compare their recycling and recovery rates. Put
students into groups and tell them to choose one
or two countries each to research. A useful search
phrase might be recycling/recovery policy in [country
name]. Then they can take turns explaining their
findings, comparing how effective countries are at
recycling and recovering waste.
ANSWERS
9 big: considerable, overwhelming, sizeable,
substantial, whopping
small: insignificant, miniscule, modest, negligible,
nominal
11 Suggested answers
It’s followed by Germany, which recycles a
substantial / sizeable amount of rubbish – almost
50% – and Italy, which recycles just over 30% of
its waste. Close behind Italy, Norway recycles just
under 30%.
The UK and the US recycle similar amounts:
about a quarter of their waste each.
Several other countries, such as Canada, Spain
and Japan, recycle a modest 20% of their rubbish.
Turkey only recycles a nominal 10% of its waste.
WRITING & SPEAKING
12 Explain the goals of the survey. The purpose of this
mini-survey is to establish patterns of use. It isn’t
intended to ‘shame’ students for not recycling plastic.
Point this out and emphasise that they should answer
truthfully.
Put students into groups of three or four and ask
them to prepare the survey questions. They should
then pass their questions to other groups to complete.
Afterwards, students analyse their results and prepare
to write them up.

TEACHING TIP Students could do this online using
a survey generator and then share the link with
their classmates. These tools automatically convert
results into graphs and charts, which students could
use in their written reports and presentations. They
could do all this out of class and survey not only
each other, but other people they know.
Remind students to use the phrases in their report.
Put students into new groups so they can present
their reports to other students. They should not read
aloud here, but summarise and describe the results.
Have a class discussion on how plastic is being
used and how they could act to become more
environmentally aware.
TEACHING TIP There is enormous potential for
students to research more into this area, in or out of
class, individually or in groups. You could ask them
to find initiatives from around the world to combat
the amount of plastic usage and then have them
share any videos, texts or images online or in class.
They could also prepare their own infographics –
using online graphic generators – about the levels of
plastic use, or make videos outlining the results of
their research and then share these videos with each
other.
There is further practice on p8 of the Workbook.
Use the Cyber Homework for 2A as extra practice for your
class.
2A
Elena: I was devastated that we have trashed our planet so badly
that plastic litter can be found in such remote areas. The
problem is, of course, that plastic is very long-lasting. Five
hundred years from now, all this plastic will still be lying
around.
Presenter: Hmm, plastic breaks down into tiny pieces, doesn’t it?
Elena: Yes, one water bottle, for example, can break down into
10,000 pieces of microplastic. Microplastics act like
sponges and absorb toxins. In the oceans and rivers, these
microplastics get into fish and seafood …
Presenter: … which we then eat.
Elena: Exactly. It’s the same with our drinking water – toxins from
plastics in landfills get into our water. Recent research has
found that approximately 80% of the world’s drinking water
contains microplastics. Eighty per cent … just imagine that!
And foods that are made with water have plastic in them too.
The whole food chain is affected. The average person eats
and breathes in up to 120,000 pieces of microplastic each
year.
Presenter: So what do we know about the effect of these
microplastics on the human body?
Elena: Well, at the moment, very little – but it’s bound to be bad
news. We already know that some marine animals have been
exhibiting unusual behaviour because of microplastics.
Presenter: What will you be asking consumers to do?
Elena: Well, according to current figures, plastic production is
likely to increase by 40% in the next decade, and by 2050 it
will have increased by 400% if we don’t change our habits.
But it isn’t a completely hopeless situation. As consumers,
we can limit our use of single-use plastics by buying a
reusable coffee cup or drink bottle, and a reusable shopping
bag. We can lobby supermarkets to become plastic-free and
also put pressure on local councils to recycle plastic.
Presenter: Right. I hope our listeners will follow that advice.
Elena: In addition, scientists are on the point of developing
substitutes for plastic such as …

LESSON TRANSCRIPTS
5 2A, exercise 2
Presenter: Soon we will have been producing plastics for nearly
120 years and a major international conference on plastics
is due to start tomorrow. So, in today’s interview I’m talking
to Elena Alvarez from GetRidofPlastic, a nonprofit based in
Mexico City. Elena, what’s your mission?
Elena: Well, we focus on getting rid of single-use plastics – things
like grocery bags, plastic cutlery, disposable cups and food
packaging. And plastic water bottles, of course. We know
that only 9% of the world’s plastic is recycled and …
Presenter: Sorry, did you say 9%?
Elena: Yes, I did. Over 90% of plastic is not recycled and that
means it ends up in our oceans and rivers, out in nature and
in landfill sites – and ultimately in our bodies.
Presenter: So why are you focusing on single-use plastic in
particular?
Elena: Well, nearly 300 million tons of plastic are produced every
year. And we know that roughly half of all plastic production
is used for single-use products. The problem is that we live
in a disposable society.
Presenter: So people have to change the way they think?
Elena: Absolutely – otherwise we look set to pass the point of no
return. At the moment, over a third of single-use plastic ends
up in our oceans, and one study suggests that by 2050 there
will be more plastic in the oceans than fish.
Presenter: Unbelievable! You’ll have read about the explorer who
found a plastic bag more than 10,000 metres deep in the
Pacific Ocean. How did that make you feel?

39
2B More than just words
LESSON SUMMARY
Students read an article about fonts and the
personalities they represent. Students describe
different personalities and styles and also respond to
the article.
LESSON OBJECTIVES
VOCABULARY  Personality & style
OUTCOME  Choose fonts for different contexts
LESSON PATHWAY
Study personality & style vocabulary
Describe different people’s personality and style
Read an article about different fonts
Discuss reactions to the article
40
VOCABULARY // Personality & style
STYLE
1 Books closed, find out what your students already
know by displaying the images from p18 and eliciting
adjectives to describe them.
Books open, point to the box in part a and explain that
this activity will help them learn synonyms and about
connotation. Ask students to do the exercise alone.
Then, for part b, tell students to compare their ideas
with a partner. Check answers and clarify the meaning
and pronunciation of any unknown vocabulary. Point
out that childish has a negative connotation, but we
can say childlike to be more positive.
2 In part a, ask students to copy the table into their
notebooks and complete the exercise, using all the
adjectives from exercise 1. Point out that not all the
adjectives will work in the table.
TEACHING TIP At this level, students will be
recording a lot of new vocabulary. Think about
how they make notes of new language. They
should consider including the following aspects:
translations, collocations, connotation, definitions,
example sentences, creating different categories
and pronunciation.
Tell them to compare their answers in pairs and then
check answers with the class. Check pronunciation.
For part b, direct students to the Language studio on
p123 to complete the exercises. Check answers.

3 This activity asks students to make connections
between the adjectives and photos. Check answers
after the matching activity and then tell pairs to think
of associated people and things. Monitor and make a
note of interesting examples and ask students to share
them with the class afterwards.
EXTRA ACTIVITY Ask students to write their own
sentences about famous people, without giving the
name. Tell them to swap sentences with another
student so they can guess who the sentences are
describing.
ANSWERS
1a 1 confident 2 reliable 3 not serious 4 creative
5 stylish 6 honest
2a - / confident / confidence
create / creative / creativity
- / honest / honesty
rely (on) / reliable / reliability
- / serious (not) / seriousness
style / stylish / stylishness
assert / assertive / assertiveness
- / self-assured / self-assurance
trust / trustworthy / trustworthiness
- / childish / childishness
- / superficial / superficiality
dare / daring / daring
invent / inventive / inventiveness
- / elegant / elegance
refine / refined / refinement
- / straightforward / straightforwardness
- / sincere / sincerity
3 Suggested answers
Photo A: assertive, self-assured, authoritative,
elegant, refined
Photo B: daring, inventive, self-assured
Photo C: trustworthy, straightforward, sincere,
self-assured
Photo D: childish, superficial, daring, inventive
READING
These tasks encourage students to move from quickly
understanding the main ideas of the article to a more
detailed and critical understanding.
4 To lead in to the reading, ask students to look at the
image on p19 and describe one of the letters using
some of the adjectives from exercise 1a.
In part a, ask students to read the first paragraph
quickly and check the answers as a class.
For part b, tell students to do the task in pairs. Check
ideas with the class.
5 Tell students to read the article to check their ideas
about the fonts. Check answers.
6 Ask students to read the sentences first and then read
the article to find the correct fonts. Check answers.
2B
7 WORDS IN CONTEXT Ask students to complete the
activity and compare answers with a partner. Check
answers.
8 This activity asks students to recall and reword
information. Tell them to read and try to memorise the
facts on p19, and then ask them to cover the article
and complete the sentences. Students can do this as
a spoken or written activity. Check answers by writing
sentences on the board.
9 This task encourages them to respond to the article
with their own opinions. Put students into new pairs
and ask them to discuss the questions.
There are extra activities based on this article in the
e-book+.
ANSWERS
4a legibility and personality
5 Baskerville – authoritative, trustworthy; Bodoni
– elegant, refined; Futura – daring, inventive;
Rockwell – assertive, self-assured; Helvetica –
straightforward, sincere; Comic Sans – childish,
superficial
6 1 Baskerville, Bodoni, Rockville 2 Futura,
Rockwell 3 Helvetica 4 Comic Sans
5 Baskerville, Bodoni 6 Futura, Helvetica
7 1 retro 2 timeless 3 credible 4 insipid 5 innovative
6 sophisticated
8 Suggested answers
1 … the first font on the moon.
2 … the discovery of the Higgs Boson was
announced in Comic Sans.
3 … write or recognise the lower case ‘g’ used in
most typefaces.
4 … using their historical knowledge of typefaces
to prove that documentary evidence has been
fabricated.
5 … a documentary was made about it to coincide
with its 50th anniversary.
SPEAKING
10 Ask students to work in groups. They can choose the
contexts they are most interested in talking about, or
you could assign specific contexts to different groups.
Encourage students to find examples online. Put
groups together afterwards so they can share ideas.
EXTRA ACTIVITY Ask students to find examples of
one of the contexts for homework and take a photo.
They then share these with other students and
discuss how effective the fonts are in the next class.
There is further practice on p9 of the Workbook.
Use the Cyber Homework for 2B as extra practice for your
class.
41
2C Exercise myths and misconceptions
LESSON SUMMARY STUDIO VIEWS
Students read short stories and listen
to an interview about exercise and health. They
then discuss their own relationship with exercise.
LESSON OBJECTIVES
VOCABULARY  Truth & falsehood
GRAMMAR  Obligation & necessity
OUTCOME  Discuss your relationship with exercise
LESSON PATHWAY
Read headlines and news stories
Listen to an interview with a personal trainer
Learn vocabulary related to truth and falsehood
Study obligation & necessity
Discuss their relationship with exercise
42
SPEAKING & READING
As a lead-in, ask students to read the lesson title and ask:
What is the best way to exercise? Do you know any myths
about exercise or health? They will come back to this at
the end of the lesson, and discuss whether their ideas
have changed.
1 Ask students to look at the photos and describe what
they see. Then ask them to complete the matching
activity and to discuss what they think the stories will
be about. Ask some students to share their predictions
with the class.
2 Tell students to read the stories quickly and match
them with the headlines. Check answers and ask them
to discuss the questions in pairs. Ask: Which stories
are true? Why do you think that?
ANSWERS
1 A4 B3 C5 D1
2 1C 2A 3D 4E 5B
LISTENING
3 Remind students about the Studio Views feature:
in each unit they watch or listen to an in-depth
discussion about different topics and issues. Tell
students they are going to listen to an interview with a
personal trainer.
6 Ask students to read the questions and think
about which stories Sienna might refer to. Play the
audio and afterwards ask students to compare what

they understood. Repeat the audio if they want to
listen again. Check answers.
4 Tell students to read the questions and then play the
audio again. Pause the audio after questions 2 and
4 to allow students time to write. Tell students to
compare their answers and then check with the class.
5 WORDS IN CONTEXT Ask students to work in pairs to
discuss what they think the phrases mean. Check
answers with the class and clarify meaning. Ask: Is it
wishful thinking that we don’t need to exercise?
Should we take the idea of 10,000 steps with a pinch
of salt? Is there something that doesn’t add up, in
your opinion?
Remind students to make a note of new language in
their notebooks.
There are extra activities based on this audio in the
e-book+.
ANSWERS
3 1 stories 4E (10,000 steps a day), 3D (HIIT
training), 5B (we’ve evolved to be lazy), 1C (man
who dropped dead in a marathon)
2 She disputes 10,000 steps a day, she confirms
HIIT training, she confirms there’s some truth in
having evolved to be lazy, she disputes the story of
the man who dropped dead during a marathon.
4 1 The advice we get is conflicting.
2 Goals based on time / intensity work better; 150
minutes of moderate exercise or 75 minutes of
vigorous exercise.
3 If it gets him moving, then it’s a good thing.
4 Isabella: The guidelines sound like a lot of
exercise. Sienna: You can break it up into smaller
bouts of 20 minutes a day, eg walk the dog, take
the stairs.
5 Isabella: HIIT is stressful. Finley: the pressure to
get fit and being made to feel guilty is stressful.
5 1 taken with a pinch of salt = not completely
believed because it’s probably not true
2 doesn’t add up = can’t be explained in a way
that is reasonable or likely
3 wishful thinking = imagining that a very unlikely
thing could actually happen in the future
VOCABULARY // Truth & falsehood
6 In part a, students should use their intuition and try
to work out the meaning from context. Ask them to
do this activity in pairs and then check answers. Ask
what other words could collocate with conflicting
(information, data, stories, versions of events) and
cast doubt on (the evidence, the facts, someone).
For part b, As an example to model the task, ask:
What definition in question 1 matches the word
‘incompatible’? (1b), and then ask students to finish
the exercise. Check answers.
2C
7 Direct students to the Language studio on p124
to complete the exercise. Check answers and ask
students what they think of Sienna’s ideas.
8 Ask students to read the headlines in exercise 1
again, but not the stories. Give an example of a
headline using the vocabulary from exercise 6, eg Pill
516 claims to copy the effects of exercise, making it
redundant. Ask students to discuss the headlines and
describe the stories using the new vocabulary. Monitor
and make a note of good language and errors and go
over this afterwards.
ANSWERS
6a 1b 2c 3a
6b 1 incompatible 1b, beyond dispute 1c,
entrenched 1a
2 debunked 2b, challenged 2c, proved beyond
doubt 2a
3 myth 3c, claim 3a, misconception 3b
GRAMMAR // Obligation & necessity
9 The grammar here is presented as different ways to
express obligation, using modal verbs, semi-modal
verbs and other main verbs. You can approach the
meaning as if you were teaching vocabulary chunks.
However, analyse the problems your students might
have with form and draw attention to this. For
example, the use of infinitive with and without to after
some verbs might be difficult for some students.
For part a, ask students to work individually and then
in pairs. Check answers and, as a class, reformulate
sentences for questions 1 and 2 using the words in
italic, eg sentence d) It’s imperative you get a thorough
health check > You must get a thorough health check.
Then tell them to complete part b and check answers.
There is more information on obligation & necessity in the
Language studio on p138.
10 This exercise focuses on meaning and form. To vary
the activity, put students into groups of three and
assign one text to each student. Tell them to correct
their texts and read them aloud to their group. If the
listeners think they hear a mistake, they should pause
the speaker and clarify the grammar. Encourage peer
correction and make sure students are comfortable
correcting each other in this way. Check answers with
the class.
ANSWERS
9a 1 c) You must work out at between 90 and 100%
of your maximum effort.
d) You must get a thorough health check.
2 f) We should finish now. / We ought to finish
now.
3 a)
4 c), d), e)
43
2C
9b d) imperative – crucial, essential or vital
c) involves – means or entails
e) had to – were made, required, forced or
obliged to
10 1 supposed 2 force 3 means / involves
4 mustn’t / needn’t 5 had 6 meant / required
7 involved 8 essential / crucial
9 don’t have to / needn’t 10 working
SPEAKING
11 In part a, students should feel free to expand the
discussion beyond these questions. Tell them they
should incorporate the grammar and vocabulary from
this lesson. Put them into new groups if possible, and
allow them sufficient time to explore the questions.
When they have finished, go over any errors and good
language you heard and give students a minute or two
to make a note of the most interesting things they
discussed.
TEACHING TIP Give students two minutes’ thinking
time to consider how they might use the target
language. They shouldn’t write out sentences, but
should mentally rehearse some examples to answer
the four questions.
In part b, students work in new groups to share
interesting points from their previous discussion.
Encourage them to ask follow-up questions so that it
is more interactive.
Afterwards, ask some students what they heard from
their new group.
VOCABULARY TIP Review vocabulary at the end of the
lesson by asking students to recall new words and
phrases they learnt today. Students could also test a
partner by describing a word or by giving an example
sentence with the word ‘beeped’ out. The listener
has to guess the word.
There is further practice on p10 of the Workbook.
Use the Cyber Homework for 2C as extra practice for your
class.
LESSON TRANSCRIPTS
6 2C, exercise 3
Isabella: How to get in shape. Your favourite subject, Finley!
Finley: Have you not seen my fitness tracker? I’m trying! But a
little voice in my head keeps telling me to sit down.
Isabella: Sienna, we keep hearing about how harmful our
sedentary lifestyles are. Even Finley’s gotten the message.
Finley: Thanks, Isabella.
Isabella: At the same time, we keep getting bombarded with
conflicting advice about how to offset the effects of sitting
all day. So we’re hoping you can help debunk some of the
myths and misconceptions surrounding exercise.
Sienna: Sure! Where shall we start?
44
Finley: How about we start with my new wristband? I’ve been
trying – and failing – to achieve the magical figure of
10,000 steps a day.
Sienna: I think 10,000 steps needs to be taken with a pinch
of salt. A lot of people have cast doubt on that figure. It’s
based on the assumption that we all have the same needs,
which we don’t, and it doesn’t take how fast you walk into
account. I think goals based on time and intensity work
better. Current guidelines recommend 150 minutes of
moderate exercise – like brisk walking – or 75 minutes of
vigorous exercise – like running – a week.
Finley: So I needn’t have bought the wristband! I could’ve used
my watch.
Sienna: No, I’d say if your wristband’s getting you moving, that’s
a good thing.
Isabella: Those guidelines. That sounds like a lot of exercise!
Sienna: It does, but you don’t have to do it all at once. Every time
you walk the dog, clean the house or take the stairs, it adds
to your weekly total. And we’re only talking 20 minutes a
day.
Finley: Only!
Isabella: So what about HIIT?
Sienna: High intensity interval training?
Isabella: Is it as good as they say? The claim is that you get the
benefits of long training sessions in a fraction of the time.
That’s the holy grail of exercise, right?
Sienna: The fact that it improves your aerobic fitness is beyond
dispute. But it’s not for everyone. It involves working out at
between 90 and 100% of your maximum effort. That hurts.
It’s meant to hurt. You need to be in good shape already to
push yourself that hard.
Isabella: It sounds stressful. The good thing about running is, I
find it relaxing.
Finley: Personally, I find sitting on the couch relaxing. What I find
stressful is that we’re all put under this immense pressure to
get fit and made to feel guilty if we don’t. Surely that stress
is bad too.
Sienna: Probably.
Finley: And then there’s something about this whole exercise
thing that doesn’t add up. Didn’t I read that we evolved to be
lazy? That suggests there’s no real need to exercise after all.
Isabella: No need to exercise? I think that’s wishful thinking,
Finley!
Sienna: No, there’s some truth in that. We definitely evolved to
conserve energy. But that’s so we had enough energy when
we needed it, because we had to cover long distances in
search of food. So I guess being both a fitness fanatic and a
couch potato are not incompatible.
Finley: OK, but what about that guy who dropped dead doing a
marathon the other week? Exercise has its risks too.
Sienna: I’m going to challenge that. Someone dies during a
marathon and suddenly it’s a health risk. It’s one of those
entrenched ideas that just won’t go away. But compared to
the general population, runners suffer far fewer fatal heart
attacks. And those who do invariably had an existing health
problem. The message being that’s it’s imperative you get a
thorough health check.
Finley: I can see I’m going to have to admit defeat here. We’re
supposed to finish now, anyway. My dog needs walking and
it’s clear that I do too! Maybe you two should go out for a run
together!
Isabella: You know, that’s not a bad idea.
 Express irritation & annoyance 2 101 THINGS
TO DO IN
ENGLISH

GET READY
1 Books closed. As a lead-in, you could tell the students
a real or invented anecdote about something that
annoyed you on the way to class. Invite responses and
questions from the students.
Books open, ask students to read the text in part a and
discuss the three questions in pairs.
In part b, tell students to work individually and add
to the list. Monitor and help with language and make
sure all students write a list.
For part c, ask students to take their lists and walk
around the class, speaking to at least three other
people about their lists. Refer them to the speech
bubbles and display them in class if you can, so
students can see them as they speak.
In part d, ask some students to share their feelings
about what annoys them and vote to find out the top
three most annoying things on the list.

WATCH
2 3 There are two versions of this video track – the
first without sound and the second with sound. Play
the first video (without sound) and ask students to
discuss the question afterwards with a partner. In
feedback, write on the board what the students think
Samuel is feeling, thinking and saying.
3 Play the second version of the video (with sound)
and tell students to make a note of the six things he
LESSON SUMMARY mentions. Check answers with the class.
Students talk about things that annoy them and ANSWERS
record or act out a scene showing annoyance about
something. 3 Suggested answers
too much packing tape, handles aren’t great / are
a bad design, cables won’t come out, bad colour,
LESSON PATHWAY no strap, yoga mat too short
Discuss things that annoy them
STUDY
Watch a video of someone describing
4 Ask students to read the phrases and copy the table in
what annoys them
part a into their notebooks. Play the video again and
ask students to complete the exercise. After they have
Study language to express irritation and annoyance
completed the table and compared their answers in
pairs, check answers with the class.
Practise sentence stress to add emphasis Ask some students the question in part b and perhaps
encourage some translation here, so they can identify
Prepare and practise a short scene phrases that are similar to those they would use in
their L1.
Record or act out the scene
5 7 In part a, ask students to read and listen to
the phrases they wrote in exercise 4 and underline
the emphasised words. Check answers and ask: What
impact does the pronunciation have on the listener?
(It shows the speaker’s emotions clearly.) How would it
sound if the speaker didn’t add emphasis or vary their
intonation? (The meaning would not be as clear or
effective.)

45
101 THINGS
TO DO IN
ENGLISH 2
In part b, play the audio again and pause so students
can listen and repeat.
PRONUNCIATION TIP Ask students to work in pairs
and practise their pronunciation. Encourage them
to exaggerate. Working with a partner can provide
a safe space for them to take risks with their
pronunciation.
ANSWERS
4a an expander … for doing exercises to strengthen your chest,
Exclamations of Phrases meaning
annoyance ‘It annoys me’
What a pain! It drives me crazy!
Are you kidding me? It really gets on my
nerves.
Give me a break! That’s kind of annoying.
5a 1 pain 2 kidding 3 break 4 crazy 5 really
6 annoying
PRACTISE
6 For part a, ask students if they have ever bought
anything online which has not worked, or was not what
they wanted or expected. Tell them to imagine this
has just happened and they are going to express their
feelings about it in a short scene. Ask them to prepare
the situation using the bullet points. Monitor and
help with ideas. Students can do this as a monologue
or dialogue (with the listener showing sympathy and
asking for more details about the problem).
For part b, students can record their monologues on
mobile devices for homework and then share online
or in the next class. The benefit of doing this at home
is they can rehearse in private and do multiple takes.
If they record in the school, try to give them a quiet
space to do this. Alternatively, they can act out the
scene live. Listeners should be given a listening task,
eg answering the questions: What is the problem? Who
showed their annoyance the best and why?
After they have finished, ask students to volunteer to
perform their monologue in front of the videoscape,
if you can project it in your classroom. Encourage
listeners to give feedback.
There is further practice on p11 of the Workbook.
Use the Cyber Homework for 101 2 as extra practice for
your class.
46
LESSON TRANSCRIPTS
3b 101 2, exercise 3
Samuel Hi everyone. It’s me Samuel from A different kind of
unboxing. I hope you’re all doing well. Today I have two
more products that I bought at an online auction. If you
follow me, you’ll know that I’m trying to get in shape at the
moment. So, today I’ve got some sports equipment and a
yoga mat. OK, …, here are the two boxes. Let’s open the
first one. There’s a lot of tape on this. Why do people put so
much tape on boxes when they pack something? It drives
me crazy! I’ll have to get the scissors. Now I can’t find the
scissors. Here they are. All right, box open … here it is! It’s
your arms and your shoulders – pretty old school. This is a
standard model. It's not very expensive but why buy a new
one and put more stuff in the world, right?
OK, let’s check it out. The guy who sold it to me said it was
in perfect condition … and it looks OK. These handles aren’t
great, though, they don’t sit very comfortably in my hands.
You know, it really gets on my nerves when the design of
something isn’t right.
Anyway, let me try it out … hmm, good tension. Yeah, that’s
fine. You can see there are three cables and if you don’t
want that much tension, you can take one or two of the
cables out. Let’s try that … why won’t it come out? What a
pain, it’s stuck. Let me try again. Phew, it’s come out. You
can see it’s much easier to do the exercise now. OK, good.
So, my second item is a yoga mat. These are actually
pretty expensive if you want a good one. Let’s unbox it. Are
you kidding me?! Look at that colour! That was extremely
deceiving online! Oh well, I suppose I won’t lose it, and
no one will steal it with a colour like this! Let’s look at the
condition. In the ad it was described as nearly new. Yes, I
can’t fault that, it looks perfect. Nice and thick, no marks,
no rips. No strap – that’s kind of annoying, but I can live
with it. OK, now let’s do the ultimate test and try it out.
Come on, give me a break! It’s too short! And I’m not that
tall!
7 101 2, exercise 5
1 What a pain!
2 Are you kidding me?
3 Give me a break!
4 It drives me crazy!
5 It really gets on my nerves!
6 That’s kind of annoying.
 REVIEW 1 & 2
Ask students to work through the exercises in pairs.
Monitor and help with explanations and corrections.
For more information on the Review sections see p16.
For more practice go to:
• CLIL Project 1 on Helbling e-zone
• Writing 1 on SB p116
• Workbook pp12–14

PAIRWORK
This pairwork task recycles vocabulary from pp8–22.
Ask students to read the relevant instructions and check
they are clear on the task. Tell students to refer back to
the lessons if they need to.
Demonstrate the task with the class by showing them a
photo of a well-known residential building in your town or
city, and elicit a few sentences about it. Ask students to
look at their photos and read the instructions, and then
tell them to do the task in pairs. Monitor and make a note
of errors and good language.
Go over this language after they have finished speaking.

ANSWERS
1a 1 haven’t been 2 ’m looking 3 Do you know
4 ’ve just moved 5 ’re always moving 6 looks
7 hadn’t trained 8 started 9 ’ve been coming
10 Have you ever tried 11 ’m getting
12 was thinking
1b They’re at a gym or a sports / fitness centre.
2 1 claims 2 challenge, a thing of the past
3 beyond dispute 4 revolutionise, transform
5 proved beyond doubt 6 conflicting, incompatible
3a 1 elegant 2 self-assured 3 tears 4 sense (of)
sadness 5 trustworthy 6 daring 7 childish
8 stand (on) end 9 lump (in my) throat
10 goosebumps
4 1 I’ll have been working for five years
2 will already have heard 3 ought to have told
4 am going / am planning 5 about to leave
6 I’m travelling to 7 I’ll be working / I’ll work
8 was obliged to do 9 I probably won’t need
10 didn’t have
5 1 decluttered 2 accumulated 3 overwhelming
4 sizeable 5 ’d deposited 6 mending 7 upcycling
8 sort out 9 got rid of 10 whopping
6 1 nonprofit 2 consumerism 3 stress-free
4 plastic-free 5 Veganism
7 1 Talking about 2 What a pain! 3 annoying
4 Seriously? 5 to cut a long story short
6 to top it all 7 No way! 8 turns

47
3A Delicious or disgusting?
LESSON SUMMARY
Students read about picky eaters, listen to
museum reviews and describe food they like and
don’t like.
LESSON OBJECTIVES
VOCABULARY  Words to describe food
GRAMMAR  Verb patterns
OUTCOME  Write about best and worst foods
you’ve eaten
LESSON PATHWAY
Read an article about picky eaters
Listen to reviews of museums
Learn vocabulary to describe food
Study verb patterns
Write descriptions of food
Discuss each other’s food descriptions
48
PREPARATION
FOOD
You will need some large sticky notes for this lesson.
READING & SPEAKING
1 Direct students to the picture above the article and
ask: What do you think a picky eater is? Clarify the
meaning (someone who is very particular about what
they eat) and tell students to discuss the questions.
Ask some students to share their ideas for question 3
with the class.
2 Tell students to read the article quickly. Set a time
limit of one minute to skim-read, and then check
answers.
EXTRA ACTIVITY Ask students to find two or three
words or phrases they want to learn from the article,
to encourage a closer reading. Tell them to look up
the meaning in an online dictionary and make a
note of them.
ANSWERS
2 3 Adults who are picky eaters usually don’t like
bitter or sour foods, or don’t like the texture of
some foods. They might have had bad experiences
with food as a child or have an unadventurous
personality type, so they are uninterested in trying
new foods. It could be to do with genetics or
some people are extremely sensitive to tastes and
texture which gives food a stronger flavour.
 3A
LISTENING ANSWERS

3 In part a, put students in small groups and ask them 4 Name Type of food From
to look at the photos and discuss the questions. After kale pache (oily) soup Iran /
they have finished, ask some students to share their Afghanistan
ideas and then tell them they are going to listen to (among others)
reviews about the two museums in the photos. pop tarts sugary, US
synthetic
LISTENING TIP There are some unfamiliar food names pastries
in this listening, such as kale pache, hákarl, durian hákarl shark meat Iceland
and surströmming. Warn your students they will durian smelly fruit Thailand
hear non-English food names and direct them to (among others)
the table to show them these words. This will avoid surströmming fermented Sweden
them being distracted by the words as they listen. herring

8 For part b, play the audio and tell students to
listen and check their ideas. Afterwards, ask them
to compare what they understood within their group.
Ask some students if their predictions in part a were
correct.
4 9 Ask students to read the table and try to recall
the missing information. Play the audio and tell them
to fill in the table. Ask them to compare ideas and
then replay the audio if necessary. Check answers.
5 Ask students to do part a in pairs
WORDS IN CONTEXT
and then check answers using the transcript on p155.
In part b, you could ask them to look up the vocabulary
in a dictionary or you can go through the meanings as
a class. Tell them to record new phrases and words in
their notebooks.
Do part c as a class and then ask them to personalise
the new vocabulary by writing sentences.
LISTENING TIP If students find a listening task
difficult, ask them to read and listen using the
transcript so they can hear the pronunciation of
new vocabulary and confirm their understanding.
Tell them to underline any sections of the script
they find difficult to understand and then analyse
what the problem is. Perhaps there is unknown
vocabulary, or words they already know are
pronounced in a way that makes them hard to
follow.
6 10 Ask students to read the sentences first and
then play the audio. Pause the audio if they need time
to correct the false sentences. Repeat the audio if
necessary and check answers.
7 This activity helps students respond to the topic and
share ideas to personalise the vocabulary. Tell them
to discuss the questions and monitor for good use of
vocabulary and interesting ideas. Ask some students
to share things they discussed and then go over good
language and errors you heard.
There are extra activities based on this audio in the
e-book+.
5a 1d texture 2e taste 3a taste 4b smell 5c texture
6c taste
5b Suggested answers
1 a special food that is often expensive or difficult
to find
2 something it takes time to get used to before you
can enjoy it
3 refuse because they think it’s not appropriate
4 made myself be brave and try even though I was
scared or worried
6 1F (The aim of the museum is to inspire curiosity
about food and explore the cultural aspects of
what we eat.) 2T 3T 4F (The exhibition focused
on texture as the key feature of food.) 5F (Chinese
restaurants in the US serve Chinese dishes that
were changed to appeal to Americans’ taste.) 6T
VOCABULARY // Words to describe food
8 In part a, tell students to use a dictionary to help them
categorise the words. Ask them to do this individually
and then compare with a partner. Tell them to make a
note of new words.
Check answers and clarify the type of food these
adjectives are usually associated with, eg succulent is
often used with meat and fruit.
In part b, again encourage students to use dictionaries.
Check answers by drawing three columns on the board
and eliciting example sentences of new words. Check
pronunciation of words you think your students have
problems with.
9 Direct students to the Language studio on p124 to
complete the exercise. Ask some students to share
their reviews, or put them into small groups to read
them aloud. The listeners have to guess which dish is
being reviewed.
10 Tell students they can choose foods and dishes from
their country or from another cuisine in this activity.
Elicit examples for two of the adjectives and then
tell students to do the activity individually before

49
3A
discussing their ideas with a partner. Ask: What new
foods or dishes did you learn about? Did you have the
same opinion about any foods?
TEACHING TIP Play a Pictionary-type game with the
class to review the adjectives. You could do this as a
whole-class activity or in groups.
ANSWERS
8a errors after students have finished.
Good flavour No flavour Bad flavour
appetising bland foul
scrumptious tasteless inedible
succulent flavourless revolting
mouthwatering watery
yummy
8b a) taste: appetising, scrumptious, succulent,
mouthwatering, yummy, bland, tasteless,
flavourless, watery, foul, inedible, revolting
b) texture: succulent, watery, inedible (if the
texture is what makes the food inedible)
c) smell: appetising, mouthwatering, foul, revolting
GRAMMAR // Verb patterns
11 Note that, by advanced level, students should be
familiar with these verb patterns but will often make
errors as they forget which pattern goes with which
verb. Studio takes an inductive or guided discovery
approach to help you notice what students already
know and where they still need clarification.
Do sentence a) as an example (prevent: verb + object
+ preposition + -ing form) and then ask them to
complete the others in pairs, writing out the structure
in this way. Check answers with the class and elicit
more example sentences about food, eg Paul’s allergy
prevented him from eating the cake.
12 Again, students will probably have seen these patterns
before, so ask them to discuss the sentences in pairs
and monitor to assess understanding. Check answers
and clarify any problems students are having.
GRAMMAR TIP Ask students to personalise grammar
by writing their own sentences and annotating
aspects which they tend to make mistakes with, eg
I recommend visiting the art museum in our town.
LANGUAGE NOTE Remember we can say recommend
+ -ing form and recommend + someone + verb.
I recommend visit the museum is not correct.
I recommend you visit the museum is correct.
13 Ask a student the first question as an example for the
task. Put students into new pairs and ask them to
discuss the questions. Tell them to pay attention to
50
the verb patterns they are using and to speak slowly,
so they focus on accuracy.
SPEAKING TIP Give students thinking time before
controlled practice tasks like this, so they can think
about how they will use the language point as they
speak. Also tell them to take their time and to listen
to their grammar as they speak.
Go over good examples of language and common
There is more information on verb patterns in the
Language studio on p138.
ANSWERS
11 a) verb + object + preposition + -ing form
b) verb + object + infinitive
c) verb + object + infinitive without to
d) verb + infinitive
e) verb + object + -ing form
f) verb + -ing form
12 1 will never forget trying = will always remember
trying (in the past); forget to go = not remember to
go (in the future)
2 stop eating = give up eating; stopped to buy =
broke my journey in order to buy
3 went on eating = continued eating; went on to
visit = after that, I visited
WRITING & SPEAKING
14 Ask students what they think might be written on the
notes in the picture.
Hand out sticky notes to each student for part a and
tell them to write descriptions of foods they have tried,
then stick them on each wall. Encourage them to use
a range of adjectives. As they write, monitor and help
students correct any errors.
In part b, tell students to walk around and read the
descriptions and take two or three that they like.
Put them into groups of three or four and ask them
to read out their descriptions and say why they like
them. Then tell them to vote for their three favourite
descriptions. Ask one person from each group to read
out the winning descriptions.
EXTRA ACTIVITY Students write a blog post about
the food tastes of people in the class. They could
do this in class or collaboratively for homework,
using a shared online document, or via email or
text message. Tell them to write about 150 words
summarising the foods they like and don’t like,
quoting some of the descriptions from the walls.
There is further practice on p15 of the Workbook.
Use the Cyber Homework for 2A as extra practice for your
class.

LESSON TRANSCRIPTS
8 3A, exercise 3b
At the Museum of Disgusting Food in Malmö, you can find out
about unusual foods around the world. For example, kale pache,
an oily soup popular in various countries – including Iran and
Afghanistan – which is made with the head, feet and stomach of
sheep; American pop tarts, which are sugary, synthetic pastries
which you warm up in a toaster; or Hákarl, shark meat which is
left to rot in a hole and which is a delicacy in Iceland.
The curators chose the exhibits based on taste, smell, texture
and how they are produced. But despite the name, the aim of the
museum is not simply to shock or disgust, but to question why
we find things disgusting. Although disgust itself is universal, it
is based on cultural differences and personal preferences. What
one person finds disgusting, another finds delicious – and vice
versa. In Thailand, for example, the extremely smelly durian
fruit is hugely popular, but visitors may well turn their noses up
at the thought of eating it. The same applies to salty liquorice,
which is beloved in Scandinavia but definitely an acquired
taste in other countries. For the record, the most disgusting
food in the museum has to be surströmming, fermented herring
from Sweden, which is normally eaten outdoors because of its
revolting smell.
The museum hopes to make us think about exploiting alternative
sources of nourishment – natural food sources without chemicals
and which prevent us from using acres of land. Tarantulas and
other insects are an example of an environmentally sustainable
food. But although insects have a pleasant crunchy texture, a
delicious nutty flavour and are high in protein, many people
don’t like the idea of eating them. The museum invites you to
try various insects and although I saw many visitors refuse the
offer, I plucked up the courage to eat them and was pleasantly
surprised.
The Museum of Food and Drink in New York, or MOFAD as it’s
known, is less in-your-face in its approach than the Malmö
museum but it has a very similar mission: to inspire curiosity
about food and explore the cultural aspects of what we eat.
But while the Swedish museum looks at different cultural
experiences, MOFAD aims to explore food as a universal
experience for everyone. I heard an employee explaining that food
is so much more than what is on our plates; it is about creating
community through shared meals. The museum’s creators believe
that everybody should care about eating yummy food – whether a
picky eater or a gastronome.
Like the museum in Malmö, MOFAD has exhibits that visitors
can touch, taste and smell. A previous exhibition called ‘Flavour:
making it and faking it’ explored how the tastes of your favourite
foods can be simulated through artificial flavours. It spotlighted
that, as well as the sense of taste, the senses of sight, smell
and touch allow us to appreciate food. While many people focus
on an appetising smell and taste, it is actually texture that is
absolutely key.
The current exhibition, ‘Chow: making the Chinese American
Restaurant’, examines the evolution of Chinese American cuisine,
including the questions of immigration and discrimination, as
well as how original Chinese dishes were changed in order to
appeal to American taste. The impressive Chinese takeout wall,
an installation of Chinese takeaway boxes, represents the nearly
50,000 Chinese American restaurants in the US. You can also
taste Chinese American dishes.
I gained a fascinating insight into the cultural aspects of food
and I can thoroughly recommend visiting both these museums.
3A
9 3A, exercise 4
At the Museum of Disgusting Food in Malmö, you can find out
about unusual foods around the world. For example, kale pache,
an oily soup popular in various countries – including Iran and
Afghanistan – which is made with the head, feet and stomach of
sheep; American pop tarts, which are sugary, synthetic pastries
which you warm up in a toaster; or Hákarl, shark meat which is
left to rot in a hole and which is a delicacy in Iceland.
The curators chose the exhibits based on taste, smell, texture
and how they are produced. But despite the name, the aim of the
museum is not simply to shock or disgust, but to question why
we find things disgusting. Although disgust itself is universal, it
is based on cultural differences and personal preferences. What
one person finds disgusting, another finds delicious – and vice
versa. In Thailand, for example, the extremely smelly durian
fruit is hugely popular, but visitors may well turn their noses up
at the thought of eating it. The same applies to salty liquorice,
which is beloved in Scandinavia but definitely an acquired
taste in other countries. For the record, the most disgusting
food in the museum has to be surströmming, fermented herring
from Sweden, which is normally eaten outdoors because of its
revolting smell.
The museum hopes to make us think about exploiting alternative
sources of nourishment – natural food sources without chemicals
and which prevent us from using acres of land. Tarantulas and
other insects are an example of an environmentally sustainable
food. But although insects have a pleasant crunchy texture, a
delicious nutty flavour and are high in protein, many people
don’t like the idea of eating them. The museum invites you to
try various insects and although I saw many visitors refuse the
offer, I plucked up the courage to eat them and was pleasantly
surprised.
10 3A, exercise 6
The Museum of Food and Drink in New York, or MOFAD as it’s
known, is less in-your-face in its approach than the Malmö
museum but it has a very similar mission: to inspire curiosity
about food and explore the cultural aspects of what we eat.
But while the Swedish museum looks at different cultural
experiences, MOFAD aims to explore food as a universal
experience for everyone. I heard an employee explaining that food
is so much more than what is on our plates; it is about creating
community through shared meals. The museum’s creators believe
that everybody should care about eating yummy food – whether a
picky eater or a gastronome.
Like the museum in Malmö, MOFAD has exhibits that visitors
can touch, taste and smell. A previous exhibition called ‘Flavour:
making it and faking it’ explored how the tastes of your favourite
foods can be simulated through artificial flavours. It spotlighted
that, as well as the sense of taste, the senses of sight, smell
and touch allow us to appreciate food. While many people focus
on an appetising smell and taste, it is actually texture that is
absolutely key.
The current exhibition, ‘Chow: making the Chinese American
Restaurant’, examines the evolution of Chinese American cuisine,
including the questions of immigration and discrimination, as
well as how original Chinese dishes were changed in order to
appeal to American taste. The impressive Chinese takeout wall,
an installation of Chinese takeaway boxes, represents the nearly
50,000 Chinese American restaurants in the US. You can also
taste Chinese American dishes.
I gained a fascinating insight into the cultural aspects of food
and I can thoroughly recommend visiting both these museums.
51
3B A different kind of education
LESSON SUMMARY EDUCATION
Students read an article about edventuring and
compare it with regular homeschooling.
OBJECTIVE
VOCABULARY  Approval & disapproval
OUTCOME  Have a debate about different kinds
of schooling
LESSON PATHWAY
Speak about the goals of education
Read blog entries about edventuring
Learn vocabulary for approval & disapproval
Share opinions about people’s behaviour
Discuss differences between edventuring
and homeschooling
Have a debate about homeschooling
and school education
52
SPEAKING
1 Write education on the board and ask students to
define it. Suggested answers you could share with
students:
• the process of receiving or giving instruction
• the act of imparting or acquiring knowledge and
skills
• the act of facilitating learning and the acquisition
of knowledge, awareness, skills, values, beliefs and
practices
• the process of teaching and learning
For part a, put students into groups of three or four
and ask them to discuss the question. You could focus
this discussion by asking them to write two or three
aims of education. Make sure all members of the
group have made notes before you move on to part b.
In part b, regroup students so they are speaking to
new people and can share and discuss the aims their
group wrote. In feedback, ask students what they had
in common and try to come to an agreement as a class
on what the main aims of education are. With the
students' help, write these on the board.
READING
2 Ask students what they think edventuring is. Tell
them to read the blog quickly to see if their ideas are
correct. Ask them to discuss the questions in pairs,
referring back to the blog. Check ideas with the class.

3 Tell students to read the four points in part a before
they read the blog again. Make sure they make a
note of the sections of the blog where they found the
answers. Ask them to compare ideas in pairs, then
check answers with the class.
For part b, put students into new pairs and ask them
to compare the ideas in the blog with the ideas they
discussed in exercise 1. Ask some students to share
any interesting differences with the class.
4 WORDS IN CONTEXT Ask students to do the exercise
individually at first and then compare answers in
pairs. Check answers.
VOCABULARY TIP After checking answers, ask
students to discuss some questions using the
target vocabulary, to consolidate understanding
and encourage personalisation, eg
Has anyone you know taken the plunge and done
something unusual like this?
Do you think you would have the guts to do
edventuring?
Do you think your education is well-rounded?
Do you think modern life is a rat race?
Do you think mainstream education will change in
the future?
5 In part a, pairs discuss the questions. After a few
minutes, for part b, put pairs together to make groups
of four and ask them to compare their ideas. Ask some
students: What ideas did you have in common? What
did you disagree on?
There are extra activities based on this article in the
e-book+.
ANSWERS
2 Edventuring means learning from travelling –
children not in school, but being homeschooled by
parents, while travelling. Not everybody approves
of it – some people don’t think it’s a good idea to
take children out of mainstream schooling, and
worry about how they will be socialised.
3a 1 They were bored with their lives and worried
about how their children were doing at school.
(Blog 1, paragraph 1: We’d had enough of the
rat race and were tired of our routine … We were
also fed up with the way our children were being
taught.)
2 to broaden their experience (Blog 1, paragraph
4: … our main goal was to expose them to a whole
new world of experiences, to encourage them to be
creative and to think critically.)
3 Yes, definitely (Blog 2, paragraph 1: … we’ve
seen our kids grow in self-confidence and develop
phenomenal social skills.)
3B
4 Yes, from most of them now, after mixed reactions
in the beginning (Blog 1, paragraph 3: We got mixed
reactions from our parents and friends.) After two
years, most people approve. (Blog 2, paragraph 2:
… most of our friends now applaud our decision.)
4 1 the rat race 2 took the plunge
3 having the guts (to try something new)
4 mainstream 5 well-rounded
VOCABULARY // Approval & disapproval
6 Write I am fed up with it! on the board and ask if
it expresses approval or disapproval. Read out the
instruction in part a and tell students to find the
phrases.
For part b, tell students to work alone and then
compare answers in pairs. To check answers, ask
students to come up to the board and write the words
and phrases in two lists.
7 If possible, show an image of someone doing one of
the activities in the box and ask: Do you approve of
this or not?
Tell students to make some sentences using phrases
1–6 in part a. After eliciting a few examples, ask them
to write their ideas about some or all of the situations
in the box.
For part b, use the example in the speech bubble
to show a model of what they can say. Encourage
a student to give an alternative opinion to this and
rewrite some phrases to show how we can make these
phrases positive or negative, eg I don’t exactly take
a dim view of that. I’m not very supportive of it, but
I can understand cancelling a date by text in some
situations. Tell students to share their opinions and
encourage them to manipulate the phrases to express
their opinions. Monitor and make a note of good
language and errors and go over this when they have
finished.
TEACHING TIP While you are planning the lesson,
predict the kind of problems your students will
have, and consider how you will manage feedback –
including how you could use your board effectively.
8 Direct students to the Language studio on p124 to
complete the exercises. Check answers.
ANSWERS
6a / b Blog entry 1
paragraph 3: disapproved of, objected to, took a
dim view of (disapproval); gave us their blessing,
supportive of, praised us (approval)
paragraph 4: condone (approval)
Blog entry 2
paragraph 1: endorsed (approval)
paragraph 2: applaud (approval), begrudge
(disapproval)
53
3B
7a Suggested answers early. Once the speaker has finished, they tag a team
1 I’m very supportive of giving money to charity. member to speak next, after the other team have had
2 I can’t condone cancelling a date by text their turn.
because it’s so inconsiderate. Then put the ‘for’ and ‘against’ teams together so they
3 I take a dim view of people who apply make-up are grouped equally and tell them to begin the debate.
in public. Monitor and check they are following the rules and
4 I applaud people who shop in small local shops also listen for examples of good language. If students
instead of shopping online. are not using the language or following the rules, stop
5 I really object to people taking photos of their the debate and remind them to do both things.
meals in restaurants. After they have finished, ask each group to decide
6 I totally approve of writing thank-you letters. which team won and why. Ask one person from each
group to give their results.
SPEAKING There is further practice on p16 of the Workbook.
9 Ask students if they know anyone who has been Use the Cyber Homework for 3B as extra practice for your
homeschooled and, if they have, to briefly explain class.
what it is like.
Tell students to work together in part a and
briefly discuss how homeschooling is different to
edventuring.
For part b, ask students to make a list of pros and cons
for homeschooling and for learning in a regular school.
They should both write lists, as they will need their
notes later. Monitor and help with ideas and language.
Suggested ideas:
Homeschooling
Advantages: flexibility, quality time together with
family, more time for free-time activities, no journey
to school, no homework, no school books to carry, less
stressful for children, saves taxpayers money, children
are more autonomous, more time outdoors
Disadvantages: strain on relationships, parents can’t
have ‘regular’ jobs, big responsibility for parents,
fewer friends, can be expensive (only for richer
families), lack of support for parents
School
Advantages: parents can go to work, cheaper for
parents, more socialisation for children, keeps
teachers in jobs, curriculum provided, all children
getting the same experience,
Disadvantages: restricted/narrow curriculum, often
focused on examination and ‘goals’, everyone doing
the same – children get bored, expensive for taxpayers
10 Write the debate title on the board and put students
into ‘for’ and ‘against’ teams. Depending on the size
of your class, try to have three or four students in a
team, not more. Explain the rules of the debate and
give the teams time to prepare. Tell them to decide
who will speak first and what argument they will give.
Stress that it’s important that students listen to the
other team and respond with a relevant argument –
not just a planned argument they prepared earlier.
Make sure it is clear that each team has five minutes
maximum before the other team can talk, and the
speaker can decide when to stop within that five
minutes. The other team cannot interrupt before
five minutes has passed, unless the speaker stops

54

LESSON SUMMARY
Students read a short article about
abbreviations, watch or listen to an interview with a
lexicographer, and then discuss questions about
how language changes.
LESSON OBJECTIVES
VOCABULARY  Online activities
GRAMMAR  Relative clauses
OUTCOME  Discuss changes in language
LESSON PATHWAY
Read an article about abbreviations
Watch or listen to an interview with a lexicographer
WORD MAKER Blends
Learn vocabulary related to online activities
Study relative clauses
PAIRWORK What’s my word?
Talk about how languages change
Changing language 3C
SPEAKING & READING
STUDIO VIEWS
1 As a lead-in, ask: What abbreviations do you use
for texting or messaging? What are your favourite
abbreviations? What do they stand for? Write the
abbreviations on the board with the full forms.
Ask students to discuss the question in part a. Get
some feedback and then, for part b, tell students to
read the article quickly to check their ideas. Ask them
to discuss in pairs what they found in the article.
2 Tell students to discuss the questions in part a and
then check answers.
You could do part b as a class discussion or in pairs.
There are extra activities based on this article in the
e-book+.
ANSWERS
1b laziness, early materials difficult to write on,
scarcity and cost of writing materials, creates a
code for educated people
2a & = and
ie – that is
eg – for example
RSVP = répondez s’il vous plaît (please reply)
ASAP – as soon as possible
POTUS – President of the United States
cul8r = see you later
gr8 = great
b4 = before
(SMS – short messaging service)
55
3C
VIDEO // Watch and listen 2 play with = examine, look at, investigate
3 emerging = coming out; track = follow
3 In this activity, you can use the Studio Views video or 4 stood the test of time = lasted; a semantic gap =
audio resources. Explain that in this discussion, the a meaning that was missing in the language
hosts are talking to a lexicographer.
4 11 Ask students to read the questions
and think about what the answers might be. Play the VOCABULARY // Online activities
video or audio, and afterwards ask students to spend 6 In this activity, students should use their existing
one minute adding to their notes. Then tell them to vocabulary knowledge and try to work out the meaning
compare in pairs what they understood. Repeat the of these blends and compound nouns. Ask them to do
video or audio if they want to watch or listen again. this activity in pairs, but don’t check answers.
Check answers.
7 Direct students to the Language studio on p125
4 Tell students to read the table and then play the to complete the exercise. Check answers and ask
discussion again so they can complete it. Pause the students if their ideas in exercise 6 were correct.
recording if students need time to write answers. Ask
8 Give your own example and encourage students to ask
students to compare their answers and then check
you questions. Then put students into groups of three
with the class.
or four to share their experiences. Encourage them to
5 WORDS IN CONTEXT Ask students to work in pairs to share examples of photobombing, things they binge
discuss what they think the phrases mean. To check watch, crowdfunding sites they know of, vlogs they
answers, ask students what words and phrases could follow, etc. Monitor and make a note of good language
replace them: google (search for, find out about), play and errors and go over this afterwards.
with (examine, look at), emerge (come out), track
(follow), stand the test of time (last, endure), semantic
gap (space in meaning). Tell them to make a note of
GRAMMAR // Relative clauses
these synonyms in their notebooks. 9 Write on the board: Lexicographers are people.
They write dictionaries. Ask: How can we join these
sentences together to make one sentence? Elicit
WORD MAKER // Blends the use of the relative pronoun who and rewrite
Write cosplay on the board and ask: How did Patricia the sentence: Lexicographers are people who write
refer to this word? (a blend of costume and play). Read dictionaries. Elicit some other relative pronouns.
the information together and then direct students to the Ask students to work on part a first individually, and
Language studio on p124 to complete the exercises. then in pairs. Check their answers.
Then tell them to complete part b. Check answers.
Do part c as a class.
ANSWERS
There is more information on relative clauses in the
3 1 writing dictionaries and monitoring language
Language studio on p139.
changes
2 large databases of written language
10 Tell students to complete part a to test their grammar.
3 to see how words are used, because most words
Check answers with the class. Ask: Do you know where
are not used that often
the biggest collection of books actually is stored?
4 They analysed a billion tweets in the US, to find
Encourage them to look up the answer online.
new words.
Tell them to complete part b in pairs and then go
5 xe, to reflect the growing use of gender-neutral
through the answers with the class.
pronouns
4 Type Example Formed from ANSWERS
affixation baeless bae + less 9a 1 who; no, because it’s the subject 2 which; no
blending cosplay costume + play 3 They said something which / that you couldn’t
compounding crowdfunding crowd + funding say with existing words; it’s the object, so it can be
shortening bot robot left out 4 which are
conversion friend (verb) friend (noun) 9b why we started shortening words (why; defining)
creative goalz s change to z all of which were hard to write on (all of which;
spelling non-defining)
initialisms tfw that feeling which meant they had to be used efficiently
when (which; non-defining)
5 1 google = use Google (or another search engine) ... a type of code that only the enlightened would
to find out something understand (that; defining)

56

which saved time by minimising the number of
keys to press (which; non-defining)
for whom typing is preferable (whom; defining)
9c And speech-to-text software is highly reliable,
meaning you can dictate your messages.
Sentence b): Most words aren’t used that
frequently, making them hard to analyse.
10a 1 where 2 whose, who 3 whom 4 when 5 which
10b 1 the British Library 2 a widower 3 a job
application 4 the Age of Enlightenment 5 NASA
PAIRWORK 3C What’s my word?
If students can’t use the App, you can make black-
and-white copies of the activity on p173 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students take turns defining
words. Demonstrate the activity with a word or phrase
that is not on the students' lists. As students do the
task, monitor to listen for examples of good language
and errors. Go over this after they have finished.
SPEAKING
11 In part a, students talk about their first language. Put
them into groups of three or four and ask them to
decide who will take notes. Ask: What do you think
about your own language? Has it changed? Explain
that they are going to discuss this topic and ask them
to read through the questions quickly and think about
what they will say. Tell them to speak about each
question. After they have finished, tell the person who
made notes to read out what they have written and
monitor to make sure all students are ready to speak
to a new group.
Put groups together for part b so you have larger
groups of six to eight students. Ask them to compare
their notes for each question. Their goal is to discuss
the points they have different opinions on. After
they have finished, ask some students to share any
interesting things they discussed.
There is further practice on p17 of the Workbook.
Use the Cyber Homework for 3C as extra practice for your
class.
LESSON TRANSCRIPTS
4 11 3C, exercise 3
Liam: Patricia – I had to google your job, so maybe it’s best you
tell us what your work involves.
Patricia: Well, put quite simply, lexicographers are people who
write dictionaries. But my job involves a lot more than
just defining words. Languages are living things, they’re
constantly changing, and it’s my job to monitor these
changes to make sure that the dictionaries are up to date.
Isabella: People might be forgiven for thinking it’s pretty boring
as a profession, but just now you were telling me it’s an
exciting time to be making dictionaries.
3C
Patricia: It is! There is a lot of research, but thanks to social
media now there’s more data than ever to play with.
Isabella: Data. Sounds very scientific.
Patricia: It is, I mean, to really understand how these words
are being used, it’s necessary to analyse a huge amount
of written texts – anything from novels, to scientific texts,
journals, newspaper articles, recipes, adverts – and, of
course, social media. These texts are stored in databases
called corpora, and then sophisticated software is required to
analyse them. And corpora are growing all the time. I mean,
until recently, the biggest corpus was only a hundred million
words.
Liam: Only! That sounds like a lot of words.
Patricia: It is, and it isn’t. Most words aren’t used that frequently,
which makes them hard to analyse unless you have access
to billions of words. Fortunately, social media messages are
allowing us to do exactly that.
Isabella: So, what insights are these bigger corpora throwing out
there?
Patricia: Well, in some research at Birmingham University, they
analysed a billion tweets in the US over a 13-month period,
to find new words. Tweets are marked with a precise time
and location, so they could actually see new words emerging,
and track how far they spread from one day to the next.
Isabella: Wow! Can you give us some examples?
Patricia: Of course! I’ve got some here. There was baeless – b-a-e
with less at the end.
Liam: Oh, that rings a bell. Bae is slang for boyfriend or girlfriend,
in which case … I’m guessing baeless means ‘single’?
Patricia: That’s right. Interestingly, hardly any of the words
on the list were completely new. Most were constructed
from existing words, like baeless, which is an example of
affixation. But all the standard ways to form new words were
there.
Isabella: I love knowing where words come from. Er, can you tell
us any other examples?
Patricia: There were blends, such as cosplay, which is formed
from the words costume play, a popular part of Japanese
manga and anime culture.
Isabella: Isn’t that a compound?
Patricia: Strictly speaking, no, in compounds, such as
crowdfunding – which means getting lots of people to give
a little money to fund a project – neither word is shortened.
It’s formed from two whole words: crowd and funding. There
were also examples of shortening a word, like when robot
becomes bot. And another example is a conversion. For
example, when you friend someone, you’re using a noun as
a verb. Other things on the list – some of them only work in
writing – for example, creative spellings like goalz with a zed
– zee – umm, which refer to life goals. And then of course
initialisms, like tfw.
Liam: That feeling when!
Patricia: That’s right!
Isabella: Ah, OK. So how many of these new words are used now?
Or were they all just fads?
Patricia: No, some survived, which was another insight. When we
looked at the words two years later, the ones that had stood
the test of time filled a semantic gap – they said something
you couldn’t say with existing words.
Isabella: That makes sense. The digital world is constantly
creating the need for new words.
Patricia: Yes, but social change is also driving the need for new
words. For example, recently we added xe, spelt x-e, to our
dictionary, to reflect the growing use of the gender-neutral
substitute for he and she. So, it’s a never-ending task – in a
good way.
57
101 THINGS
TO DO IN
ENGLISH 3 Give instructions
LESSON SUMMARY
Students watch a video about taking a selfie and
then prepare their own instructional videos.
LESSON PATHWAY
Talk about instructional videos
Watch a video about how to take a selfie
Study language to give instructions
Practise using pauses to give clear instructions
Prepare a short instructional video
Record or act out the video
58
PREPARATION
Students can make a video in this lesson, so make sure
they have access to recording devices if you want to do the
recording in class.
GET READY
1 Books closed, ask: What would you do if you wanted
to learn how to do these things? Read through these
options: play a new game, fix a broken toilet, bake
a cake, learn a new language. Elicit ideas, eg look
online, watch a video, ask a friend.
Books open, direct students to the image and ask
them to discuss the questions. Ask some students to
share what they discussed with the class.
2 5 Play the video intro and ask students to
discuss the questions afterwards with a partner.
WATCH
3 Play the whole video for part a and tell
6
students to check if their ideas in exercise 2 were
correct. Give them time to list the tips they heard.
In part b, put them into pairs and ask them to share
their notes and discuss the questions. Ask some
students to tell the class what they discussed.
ANSWERS
3a possible categories: fashion & make-up, social
media tips, tech & gadgets
tips mentioned: choose natural light or turn on the
flash, get the right angle, turn your face at a three-
quarter angle, take some test shots, check out the
background, check your face is clean, don’t move
when you take the photo, take three or four shots
STUDY
4 Ask students to look at the table in part a and try to
complete the phrases from memory. After students
have compared their answers in pairs, play the video
again for part b so they can check. Check answers with
the class.
5 Read the instructions in part a with the class
12
and ask if they noticed this feature of the presenter’s
speech. Ask them to read and listen to the text and
mark the pauses. Check answers.
In part b, play the audio again and tell students to
listen and read along and to shadow the speaker. This
means saying the text quietly to yourself, in time with
the speaker, as you listen and read. Do this twice and
then ask students to practise saying the text clearly
to their partner. Encourage them to give each other
feedback.

ANSWERS
4a 1 step 2 least 3 Whatever 4 sure 5 Avoid
6 Rather 7 careful 8 taking
5 The first thing / you need to do / is find / the right
/ light. / Natural light is always best, / so / if you’re
inside, / you want to stand / near a window, / with
light / on your face. / But whatever you do, / don’t
get direct sunlight in your eyes.
PRACTISE
6 Tell students they are going to create their own
instructional video and that they can do this
individually or in pairs. Read through the steps with
the class and check they are clear on what to do. If
possible, students should film each other. If they don’t
have recording equipment, they can act out their video
in class.
TEACHING TIP As an alternative activity, students
could do this task at home. They could use a mobile
device to record themselves and then share the
videos on instant messaging groups, social media or
via email.
7 For part a, ask students to act out their instructional
video. Encourage them to give each other feedback
on how clear the video is. Tell them to focus their
feedback on pronunciation and pausing, as well as
general clarity. If they are going to record their videos,
this could be a rehearsal.
After they have finished, ask students to volunteer to
act out the video in front of the videoscape if you can
project it in your classroom. Encourage listeners to
give feedback.
For part b, students can record themselves in class or
at home. Afterwards, they should share their videos
and comment on them.
There is further practice on p18 of the Workbook.
Use the Cyber Homework for 101 3 as extra practice for
your class.
3 101 THINGS
TO DO IN
ENGLISH
LESSON TRANSCRIPTS
5 101 3, exercise 2
Hi, and welcome back to my channel. Today I’m going to be
showing you how to take the perfect selfie. Easy, right? Just hold
out your arm, smile, and shoot. Wrong! That selfie might – just
might – turn out to be the perfect picture, but chances are, it
could’ve been a whole lot better. Here’s how.
6 101 3, exercise 3
Hi, and welcome back to my channel. Today I’m going to be
showing you how to take the perfect selfie. Easy, right? Just hold
out your arm, smile, and shoot. Wrong! That selfie might – just
might – turn out to be the perfect picture, but chances are, it
could’ve been a whole lot better. Here’s how.
The first thing you need to do is find the right light. Natural
light is always best, so if you’re inside, you want to stand near a
window, with light on your face. But whatever you do, don’t get
direct sunlight in your eyes. It’ll make you squint.
If you can’t get to any natural light, you should always turn on
the flash, otherwise the photo will look grainy.
So, once you’ve chosen where to stand, the next step is to get the
angle right. Make sure you hold the camera at arm’s length, like
this. That will reduce the fish-bowl effect. Unless of course you’re
after the big, cute eyes effect.
In which case you simply hold your phone above eye level and
close to your face and stare up into the lens. Avoid holding your
phone too low - people don’t want to see up your nostrils – and
try not to scrunch up your neck. Keep your head up and hold
the camera at around eye level. And rather than looking straight
at the camera, turn your face at a three-quarter angle, with your
best side in shot. Most people have a best side, so find your best
side by taking a few test shots.
Once you’ve done that, you’re almost ready. Don’t forget to
check out the background – you don’t want your dirty laundry
photobombing your perfect selfie.
And before taking the shot, check your face one last time to
ensure it’s clean and not shiny.
Now you’re ready. Just be careful not to move when you take the
photo. Hold your breath and freeze. Try taking three or four shots:
that’ll maximise the chances of getting a really good selfie. And
last but not least, choose the right filter. That is something I’m
going to teach you to do in my next video.
12 101 3, exercise 5a
The first thing you need to do is find the right light. Natural
light is always best, so if you’re inside, you want to stand near a
window, with light on your face. But whatever you do, don’t get
direct sunlight in your eyes.
59
4A The history of waste
LESSON SUMMARY
Students listen to a podcast about waste
in ancient Rome and London and compare it with
present-day waste. Students speak about the Library
of Things and present ideas for their own library.
LESSON OBJECTIVES
VOCABULARY  Time
GRAMMAR  Past deduction & speculation
OUTCOME  Talk about sharing things
LESSON PATHWAY
Speak about waste in relation to different topics
Listen to a podcast about waste
Learn vocabulary related to time
Study past deduction & speculation
Speak about the Library of Things
Discuss ideas for an alternative library
Present their ideas to another group
60
SPEAKING
HISTORY
1 Direct students to the saying in part a and ask them to
discuss its meaning. Clarify the meaning and ask: How
do you avoid or reduce waste?
Tell students to do the task in part b. Ask some
students to share their ideas with the class. Write
relevant vocabulary on the board.
LISTENING
2 Tell students to look at the photos in part a and ask:
Which one is Rome and which is London? How do you
know? Ask them to work in the same pairs and discuss
the questions, but don’t check answers yet. Tell them
they will find answers to the questions when they
listen to the podcast.
13 For part b, point to the image of the mind map
and elicit the kind of information they might want to
include in their maps. Play the audio and ask students
to complete their maps. Give them a few minutes
to add to them after the listening has finished and
then repeat the audio so they can check their maps.
Ask them to compare their maps in pairs and add
information they may have missed. Complete the
mind maps on the board, eliciting answers from the
students.
3 Tell students to use the mind maps to discuss this.
Monitor and listen for interesting ideas to discuss in
feedback afterwards.

4
WORDS IN CONTEXT Ask students to do part a in pairs,
using the transcript on p156 to help them. Check
answers, clarifying that thrift means being careful with
money and trying not to spend too much.
In part b, ask them to discuss the questions. Ask some
students to share any points they disagreed on with
the class.
5 Ask: If someone looked in your bin, what would it say
about you? Tell them to read the speech bubbles and
discuss the question. Ask some students to share
interesting things they discussed and then go over
good language you heard.
There are extra activities based on this audio in the
e-book+.
ANSWERS
2b Suggested answers
Whitechapel sewers
What? a monster fatberg (120 tonnes) of fat and
rubbish
When? found in 2017
Why? people put cooking oil down the sink,
throw rubbish in the toilet
Where? in the sewers under Whitechapel,
London (a piece in the Museum of London)
Monte Testaccio
What? a Roman waste tip made of old olive jars
When? a millennium and a half (1500 years ago)
Why? bacteria from oil in the jars
Where? in Rome, Italy (near Tiber River Port)
3 Suggested answers
The pots at Monte Testaccio tell us the name of
the person who made the amphora and details
about the oil it contained, revealing that oil was a
precious commodity as were the pots, which were
probably re-used several times before being laid
neatly together, which tells us the Romans were
very meticulous, tidy people.
The Whitechapel fatberg unfortunately tells us
that people in present-day London don’t care too
much about the environment as they throw all
sorts of things down the sink and flush things
they shouldn’t down the toilet.
It also tells us about what people put in their
bodies: drugs and supplements to increase or
decrease weight gain.
4a 1 avoiding wasting anything / careful use of
resources 2 very expensive and comfortable
3 people who study old sites 4 get rid of,
by putting it down the sink or toilet
5 becomes solid / hard
4A
VOCABULARY // Time
6 Books closed, ask students if they can remember any
words from the podcast related to time, eg ancient.
Write the words on the board. Books open, ask
students to complete the exercise individually. Check
answers and ask them to mark the correct word stress.
7 Direct students to the Language studio on p125 to
complete the exercise. Check answers.
8 Elicit an example for one of the prompts, then
tell students to do this activity individually before
discussing their ideas with a partner. Ask: What was the
most interesting situation your partner told you about?
ANSWERS
6 1 commonplace 2 millennium 3 elapse 4 outlast
5 enduring 6 unprecedented 7 temporarily
8 in the course of time 9 periodically
10 present-day 11 archaic 12 duration
GRAMMAR // Past deduction & speculation
9 Note that by advanced level, students should be
familiar with these phrases but may struggle with
subtle differences of meaning.
Do sentence a) in part a as an example and then ask
students to complete the exercise alone. Monitor
closely to assess students’ understanding. Tell them to
compare answers and encourage peer-teaching. Check
answers and address any problems with meaning or
form you identified.
TEACHING TIP Draw a cline to clarify the differences
in meaning from 100% certain it happened to
100% certain it didn’t happen.
Plot the phrases onto the cline.
Suggested answers from certain ‘yes’ to certain ‘no’:
have come to the conclusion / would have > must
have > could have / might have / likely / may well
have > unlikely to > can’t have
For part b, again encourage students to do the task in
pairs so you can assess their levels of understanding
and facilitate peer-teaching. Check answers and check
students can pronounce the words correctly. Word
stress might be problematic here.
PRONUNCIATION TIP A fun way to teach word stress
is to say the words with different stress patterns, eg
conceivable with the patterns Oooo oOoo ooOo oooO,
and ask: Which is correct? Then encourage them to
do the same and work out the correct pronunciation.
Check answers after they have experimented with
their pronunciation.
There is more information on past deduction & speculation
in the Language studio on p140.
61
4A
10 Tell students the point of this activity is to expand
their language range, so they can say the same things
in different ways. This exercise will test their ability
to do this. Do sentence 1 as an example, then ask
students to compete the others alone. Ask them to
compare their answers and then check as a class.
Go over good examples of language and common
errors after students have finished.
ANSWERS
9a 1 sentences c, d, e, h
2 sentences a, b, f, g, i
9b C: clearly, definitely, indisputably, obviously, surely,
undoubtedly
P: conceivably, maybe, perhaps, probably
10 1 The Ghazipur waste mountain in India was
probably one of the largest in the world.
2 The health of people in the area must have been
affected by the waste.
3 The tip should have closed in 2020.
4 Politicians clearly haven’t tried to find a different
solution.
5 Residents nearby couldn’t have known the extent
of the problem.
6 People are likely to have become sick because of
pollution from the waste. / It is likely that people
have become sick because of pollution from the
waste.
SPEAKING
11 Note that this library actually exists. If you search
online, you can find images and information about the
library to display in part a, to engage your students
with the topic. Similar libraries exist in different
cities; they encourage people to buy fewer objects
and to rent them instead. Ask students to read the
text and ask: What things can you see in the pictures?
(a tent, a pasta maker, a sewing machine, a karaoke
machine, a ukulele, a drill). Ask: What other things
do you think you can borrow? If they have an internet
connection, they could research these libraries.
In part b, put students into new groups and ask
them to make a list of the types of things they would
include. Tell them to be prepared to explain why they
have included these things.
Put students into new groups for part c and tell
them to share their lists and explain the reasons for
including those items.
There is further practice on p19 of the Workbook.
Use the Cyber Homework for 4A as extra practice for your
class.
62
LESSON TRANSCRIPTS
13 4A, exercise 2b
Presenter: Up until about a hundred years ago, people produced
little household waste. On the one hand, this was dictated
by necessity and thrift, but many people also had to live with
the waste near their home – often right in front of it! Waste
started to increase when it was possible to have somebody
else take it away. Out of sight, out of mind, as they say.
But that waste doesn’t just disappear, and it can give us
unique insights into a society and how its people live. The
study of waste or garbage even has a name: garbology.
Today, our reporters will be looking at two examples of waste
history. Melanie Crawford is in Rome, looking at an historic
hill. And Bashir Shahzad is in London, looking at a very
different kind of waste mountain.
Reporter: Hello there, I’m in Rome, the historic capital of Italy,
and I’m standing at the bottom of a hill next to the ancient
Tiber River Port. At almost a kilometre in circumference
and 35 metres high, Monte Testaccio isn’t just any hill. It’s
an archaic Roman waste tip, made up of pieces of broken
pottery from millions of terracotta amphorae – olive oil jars –
from the time of the Roman Empire.
The Romans are unlikely to have thrown all these pots
away if they could have re-used them for oil or for building
purposes, so it’s likely that potentially dangerous bacteria
from the rancid oil had seeped into the jars. The amphorae
were piled in layers over 250 years. Historians have come
to the conclusion that Rome fell partly due to disease,
lack of food and an overly luxurious lifestyle. When Rome’s
population declined dramatically, the tip also fell into
disuse.
Over a millennium and a half has elapsed and the pots
have outlasted the Roman Empire. Today they are an
enduring source of information for archaeologists. Each pot
was stamped with the name of the person who made the
amphora, the weight and the origin of the oil and the names
of the people who checked and weighed it.
Romans must have consumed a huge amount of olive oil
because it was imported from Spain, Libya and Tunisia. The
amphorae would have been brought up the Tiber River on
barges and stored in warehouses. It’s a fascinating story.
Reporter: Fast forward from ancient Rome to present-day London,
where an unprecedented exhibit is temporarily on display at
the Museum of London: a piece of a 250-metre-long monster
fatberg, which was found under Whitechapel in London in
2017 and which could have weighed over 130 tonnes.
For those of you who are unfamiliar with fatbergs, we’re
talking about huge lumps of grease and fat which are created
when people put cooking oil down the sink. Over the course
of time, the fat gets mixed with other rubbish that people
flush away – for example, baby wipes and nappies – and
eventually solidifies into hard blocks which block the sewers.
These monster fatbergs, which might have been growing
under our very feet for decades, only come to light when
sewers are periodically checked for blockages. Fatbergs are
becoming commonplace and have recently been found in the
US, Australia and Spain.
Fatbergs can give garbologists further insights into our lives.
For example, those found in London have included traces
of drugs, as well as workout and weight loss supplements.
Vyki Sparkes, the curator of the exhibition in London, says
the fatberg is a piece of history which tells a story about how
present-day London is changing. But even she can’t have
imagined the extent of public interest in a lump of fat. The
museum may well have discovered the perfect mix of disgust
and curiosity – for the duration of the exhibition so far, the
fatberg has been responsible for a marked increase in the
number of visitors.

LESSON SUMMARY
Students speak about their family roots
and ancestry and read an article about DNA testing
and identity.
LESSON OBJECTIVES
VOCABULARY  Roots & ancestry
OUTCOME  Talk about DNA make-up
LESSON PATHWAY
Listen to Alex talk about his family tree
Learn vocabulary about roots & ancestry
Talk about their family and ancestry
Read an article about DNA testing
WORD MAKER Compound adjectives
Speak about DNA and identity
Identity 4B
LISTENING & VOCABULARY // Roots & ancestry
PEOPLE
1 It’s possible students will not want to talk about their
family. Offer them the option of inventing a family, or
using the family of someone they know for the task.
Direct students to the photos and ask: What kinds of
families can you see? (single-parent family, large or
extended).
For part a, clarify the meaning of nuclear and tight-
knit family (tight-knit refers to a family who are very
close and usually get on well with each other). Then
put students into pairs and ask them to discuss the
questions.
14 In part b, ask students to look at the drawing of
the family tree and tell them to fill it in as they listen
to Alex describe his family. Play the audio twice and
then ask students to compare their answers.
2 Check the meaning of unknown words and then
ask students to discuss who Alex is referring to in
his family when he uses these words. In feedback,
write sentences on the board using the words. Check
pronunciation.
3 Direct students to the Language studio on p125 to
complete the exercise. Check answers.
4 Give students time to think about what they will
say and what follow-up questions they could ask to
find out more. Then tell them to ask and answer the
questions. Encourage them to use the vocabulary
from exercise 2. Monitor and listen for good use of
language and errors and go over this afterwards.
63
4B
EXTRA ACTIVITY Tell students to find out some
information about their ancestors for homework.
They could interview parents and grandparents.
They can either record a video or write a description
about their findings. They should share this with you
and others in the class.
ANSWERS
1b 1 Tanika 2 Jeffrey 3 José 4 Stella 5 Clark
6 Carmen 7 Mariella 8 Andrea 9 Cole
10 Fran 11 Matthew
2 adopted – Clark, ancestors – all grandparents,
godparents (Dan / Tanika), half-sister – Mariella,
maternal – Louis / Maria (maternal grandparents),
orphaned – Clark, paternal – Janet / Peter (paternal
grandparents), sibling – Cole / Andrea (Alex’s
siblings), Clark (no siblings), sister-in-law – Fran,
stepbrother – Matthew
READING
5 Ask students what they know about DNA testing. After
a brief discussion, tell them to read the article quickly
and see if their ideas are included. Then ask them to
discuss the question in pairs, referring back to the
article. Check ideas with the class.
6 Tell students to read the six sentence beginnings in
part a before they read the article again and complete
the sentences. Ask them to compare ideas in pairs
and then check answers with the class.
For part b, put students into new pairs and ask them
to retell the story using their notes.
7 WORDS IN CONTEXT Ask students to do part a
individually first and then compare answers in pairs.
Check answers.
Discuss part b with the whole class.
Ask students to do part c individually and then check
answers with the class. Remind students to make a
note of new vocabulary in their notebooks.
WORD MAKER // Compound adjectives
Ask students if they know what a compound adjective
is and clarify that it is two words that are used together
to form an adjective. They are usually joined by a
hyphen, but not always. Read the information together
and then direct students to the Language studio on
p125 to complete the exercise.
EXTRA ACTIVITY Ask students to choose three to five
compound adjectives and make sentences using
them.
There are extra activities based on this article in the
e-book+.
64
ANSWERS
5 She was not completely Irish, as she had thought.
She was half Jewish.
6a 1 … she wanted to learn more about her heritage
and add more information to her family tree.
2 … that she was half Jewish.
3 … her father’s life.
4 … her aunt wasn’t her father’s biological sister.
5 … she found a woman called Jessica Benson
who had thought she was Jewish but found out she
was half Irish.
6 … looking at hospital records for the day her
father was born.
7a eye-opening (line 5), dumbfounded (line 17),
amazing (line 44), jaw-dropping (line 49),
astounding (line 87)
7c 1a 2b 3b 4b
SPEAKING
8 Ask students to read the quote from Alice and ask:
How would you feel if this had happened to you? Have
a brief class discussion and then explain the task and
put them into groups to discuss the topic. Ask: Do
you think knowing about your ancestry affects your
identity? What other things affect our identity? Refer
to the speech bubbles and tell students to share their
ideas in groups.
To encourage creativity, ask students to design an
image which represents the components of someone’s
identity. They could do this as they speak.
Ask students to share some of the things they spoke
about and to add any other things which help define
someone’s identity.
There is further practice on p20 of the Workbook.
Use the Cyber Homework for 4B as extra practice for your
class.
LESSON TRANSCRIPTS
14 4B, exercise 1b
I’ve always been curious about my ancestors, so I’ve started
making a family tree. I’m Alex. That’s me at the bottom of the
family tree with my full siblings Cole and Andrea. Cole is married
to my sister-in-law, Fran. Our parents, Clark and Stella, are
divorced and my mom married José a few years later. They have
a daughter – my half-sister, Mariella. José has a huge extended
family which is very tight-knit but which was very welcoming to
us. Although José isn’t my flesh and blood, he’s an important part
of my family.
I’m really close to my maternal grandparents, Louis and Maria.
My mom’s brother Dan and his wife Tanika are my godparents.
We’re not really a religious family but they’ve always been there
for me. Mom also has a brother named Jeffrey, but we don’t have
much contact with him.
My dad has no siblings. He was orphaned as a baby when both
his parents, Harry and Rose, died in a car accident. He was
adopted by his paternal grandparents, Janet and Peter, who are
dead now too. My dad recently got married again to Carmen. She
has a grown-up son, Matthew, so now I also have a stepbrother.
When we look at my ancestors further back, it gets interesting …
 Remember my name 4C

VOCABULARY // Fame & notoriety

LESSON SUMMARY STUDIO VIEWS
1 Books closed, ask students if they know any famous
Students talk about fame and notoriety
quotes in English or in their L1. Write these on the
and listen to an interview with a historian talking
board and translate the L1 examples into English.
about famous people.
Ask students if they like the quotes. Explain they
are going to discuss more quotes. Books open, give
LESSON OBJECTIVES students time to read the quotes, then tell them to
VOCABULARY  Fame & notoriety discuss the two questions with their partner. Note that
GRAMMAR  Passive forms ‘Gringolandia’ in this context is referring to the US.
OUTCOME  Discuss candidates for inclusion in a list Ask some students to share interesting things they
spoke about with the class.
LESSON PATHWAY 2 Tell students this activity will test their word formation
skills. Read the instructions and tell them to try
Discuss quotes by famous people
to do it individually and then compare answers in
pairs. Check answers with the class and go over the
Learn vocabulary related to fame & notoriety pronunciation of words you think your students will
have problems with. Pay particular attention to word
PAIRWORK Who am I? stress.
3 Direct students to the Language studio on p126 to
Listen to an interview with a historian
complete the exercise. Check answers.

Study passive forms
Speak about different kinds of famous people
4 Ask: Do you know any actors, singers or other artists
who have turned their back on fame and try to stay
out of the limelight? Put students into groups of three
or four and ask them to read the speech bubbles and
notice how the new vocabulary is used. Tell them to
discuss the questions and use the new vocabulary as
they speak. Monitor and make a note of errors and go
over this afterwards.

65
4C
ANSWERS
2 1 immortality (James Dean), infamy (Lionel
Shriver)
2 acclaimed, anonymous, notorious, renowned
3 Famous: acclaimed, celebrated, renowned
Not famous: anonymous
Famous for bad reasons: infamous, notorious
Infamous means famous for a bad reason; it’s
more negative than notorious. Notorious isn’t only
used about bad things.
4 be famous beyond your lifetime – go down in
history; be a household name – most ordinary
people have heard of the person, be in the
limelight – be the centre of public attention
5 immortal
PAIRWORK 4C Who am I?
If students can’t use the App, you can make black-
and-white copies of the activity on p174 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students play a game similar
to ‘Twenty questions’ to guess the names of famous
people on their partner’s list.
Demonstrate the activity with the name of a person
who is not on the students’ lists. As students do the
task, monitor to listen for examples of good language
and errors. Go over this after they have finished.
LISTENING
5 Explain that in this interview, Isabella and
15
Finley are talking to a historian. Ask students to read
the questions in part a and think about what the
answers might be. Play the audio, pausing to give
students time to write.
For part b, ask students to spend one minute adding
to their notes. Then tell them to compare what they
understood. Play the audio again so students can
correct their notes. Again, give them a minute to
amend their notes and then check answers.
6 Tell students to discuss the question in part a and
make their lists.
16 For part b, play the audio and tell students to
write down the famous people they hear. After they
finish listening, ask them to compare the results with
their lists. Repeat the audio and then check answers.
Note that there is not a definitive list of the top
ten people in this interview, but the historian does
mention various individuals as being in the top ten.
7 Ask students to read the questions. Tell them to
discuss the questions to see what they can recall from
the interview. Play the audio again and ask students
to listen and check their answers. Confirm answers in
feedback.
66
8 WORDS IN CONTEXT Tell students to work in pairs to
discuss what they think the phrases mean, referring to
the audio transcript on p157 for help, if necessary.
Ask them to think of synonyms and write these on the
board, rephrasing the sentences where necessary.
(Suggested synonyms: 1 let’s accept it, 2 disappeared,
3 do something new, 4 baddies, 5 the moment.)
There are extra activities based on this audio in the
e-book+.
ANSWERS
5a 1 Isabella – society is obsessed with fame but she
prefers anonymity, Finley – jokes about wanting
fame, John – doesn’t give his personal opinion but
says the desire for fame is nothing new
2 celebrities of today won’t be famous in 1,000
years’ time
3 sport and music
4 a chariot racer in Ancient Rome
5 do something to change the world
6 run by MIT – looks at the number of different
languages a person’s biography has been
translated into on Wikipedia
7 1 artists, scientists, historical rulers, political
leaders, notorious villains
2 being male: men have more chance of being
remembered in 1,000 years’ time
3 there will be more women, such as Rosa Parks,
Marie Curie, Frida Kahlo and Greta Thunberg
8 1 we have to accept something unpleasant,
because it’s the truth
2 disappeared from public awareness / is no longer
remembered or famous
3 do something new
4 bad people, criminals
5 a feeling that was typical at a particular time in
history
GRAMMAR // Passive forms
9 To test students’ knowledge of the passive, write an
active sentence on the board and ask them to change
it to the passive, eg Clare Danes values personal
fulfilment. > Personal fulfilment is valued by Clare
Danes. Then ask students why we use the passive.
Elicit some ideas.
Ask students to complete part a and compare ideas
with a partner. Check answers. Note that in sentence
e), putting the other object first creates the sentence
I hope that great women will be given a fair share of
the limelight.
Do part b with the class.
10 Do question 1 on the board as an example and then
check it in the transcript on p157. Tell students to do
the same for the rest. Monitor and help with language.
There is more information on passive forms in the
Language studio on p140.

ANSWERS
9a 1 c, d 2 a 3 d 4 b 5 e
9b Suggested answers
a) by others, by people who know you or know
about you
b) by a film-maker
e) by historians and film-makers
10 1 It looks at the number of different languages a
persona’s biography has been translated into on
Wikipedia.
2 It feels like the creative peaks have already been
reached.
3 Having an interesting story can help you to be
remembered.
4 How are we going to get a statue put up in our
honour?
5 I’d place my bets on Nelson Mandela being
remembered.
SPEAKING
11 In part a, students use the categories to think of
people for the two lists. Tell them to give reasons for
their choices and to make sure they have three people
for each list.
Put pairs together for part b. Ask them to compare
their lists and agree on three people for each list.
After they have finished, ask one person from each
group to read out their lists. Put the names in two
columns on the board and then try to decide on the
top three for each list as a class. Students must give
reasons for their choices.
EXTRA ACTIVITY Ask students to choose one person
from the lists and do some research on them for
homework. In the next class they should share their
findings. Encourage them to use the passive, where
appropriate, as they write their facts.
There is further practice on p21 of the Workbook.
Use the Cyber Homework for 4C as extra practice for your
class.
LESSON TRANSCRIPTS
15 4C, exercise 5a
Isabella: John, I read a survey the other day that said the most
popular career choice amongst kids in the US and UK is to
be a YouTuber, with singer and actor high on the list. Society
today really does seem to be obsessed with fame.
John: It does, doesn’t it? But the desire to be admired is as old as
humanity itself, I’d say. Take the ancient Greeks. They were
obsessed with everlasting glory, which was sought at great
risk on the battlefield. So fame is nothing new. And let’s face
it, who doesn’t want to be remembered when they’re gone?
Isabella: Personally, I value my anonymity!
Finley: Yeah? I wouldn’t say no to a little public acclaim.
Recognition for my many talents! But seriously, imagine we
did want to go down in history. How should we go about it?
4C
John: Well you should certainly avoid sport and music. You might
become a household name. You might even have a film
made about you! But will the Beatles be remembered in a
thousand years? I doubt it. As for Messi or Kylian Mbappé …
do you know who Gaius Appuleius Diocles was?
Finley: Er, no.
John: He was a chariot-racing superstar from ancient Rome, the
most celebrated athlete of his age. He’s also believed to be
the highest-earning sportsperson in history. But he’s faded
into obscurity since then. To achieve immortal fame, you
need to change the world in some way. But let’s turn things
round. I have here on my laptop a list of the most famous
people from the last 6,000 years according to Pantheon, a
website that’s run by the MIT.
Isabella: The Massachusetts Institute of Technology.
John: Right. And it looks at the number of different languages a
person’s biography has been translated into on Wikipedia.
Let’s see how many people on the list you can name. Then
we can look at what careers they chose.
16 4C, exercise 6b
John: So who do you think’s on the list?
Isabella: What about someone from the arts? Da Vinci? Mozart?
John: They’re both in the top 20. So, producing great art is a way
to achieve enduring renown. Though will any current artists
achieve immortality? It feels like the creative peaks have
already been reached.
Isabella: Oh, I don’t know. I bet Picasso’s there.
John: He’s in the top 30.
Isabella: He’s a modern artist.
Finley: But presumably it’s hard to break any new ground
nowadays, right? So I’m guessing the ancient philosophers
are there, like Aristotle and Plato. And the great scientists.
So Galileo and Isaac Newton.
John: They’re all in the top 20.
Finley: But I bet the last scientist is Einstein.
John: Yes, you’re right. But while it’s hard to imagine an important
discovery being made by one person today, having an
interesting story can help you to be remembered. Think
of the renowned physicist Stephen Hawking and what he
achieved.
Finley: Good point.
Isabella: I imagine there are lots of historical rulers there –
Napoleon, Alexander the Great?
John: Yep. Both top 10. Dying a famous death helps, too. Think of
Julius Caesar, Cleopatra and Joan of Arc. And let’s not forget
infamy. History’s full of notorious villains.
Isabella: It sure is! Though let’s not go there.
Finley: So have we reached any conclusions? How are we going to
get a statue put up in our honour?
John: I think the most realistic option is to be an outstanding
political leader. Someone who captures the spirit of
their time. I’d place my bets on Nelson Mandela being
remembered in 1,000 years.
Isabella: There’s something else here. Being a man! Only two
women have been mentioned so far.
Finley: You’re right.
Isabella: I sincerely hope that in the next 6,000 years a fair share
of the limelight will be given to great women like Rosa Parks,
Marie Curie, Frida Kahlo, Greta Thunberg!
John: Let’s hope so.
67
101 THINGS
TO DO IN
ENGLISH 4 Change the subject
GET READY
1 Books closed, ask: What TV talk shows can you name?
Write a list on the board and then ask students to
open their books and read the questions. Put them
into groups of three or four and tell them to ask and
answer the questions.

WATCH
2 Direct students to the video still and tell them they are
going to watch a TV talk-show interview.
For part a, ask them to discuss their predictions about
the order of the topics.
7 For part b, play the video and then ask
students to discuss whether their predictions were
correct.
3 This activity asks students to recall details. Tell them
to work through the points again and share what they
remember. Play the video again and tell students to
check if their ideas were correct. Pause the video at
key moments so students can summarise what they
have understood.

LESSON SUMMARY
In this lesson, students watch a video of a talk-show
interview with a singer. They then role-play an
interview with a famous person.
LESSON PATHWAY
Speak about TV talk shows
Watch a video of an interview with a singer
Study language to change the subject
Practise pausing and intonation
ANSWERS
2b 1 Why Mia is well-known
2 A recent award
3 Mia’s debut album
4 Mia’s nationwide tour
5 The host’s jobs before she was famous
6 Mia’s advice for new singers
3 1 well-known: Her online videos have been getting
hundreds of thousands of views.
2 award: Her first single won the critic’s award for
best song by a debut artist.
3 album: It’s called Mia, has twelve new songs,
and features Mia, her guitar and a few guest
musicians.
4 tour: It starts next month and tickets go on sale
tomorrow.
5 jobs: The host was a children’s party entertainer
and appeared in a TV ad for a breakfast cereal as
a kid.
6 advice: You have to be yourself, but you need to
be different, too.

Prepare a short interview

Present the interview
STUDY
4 Point out that in the interview, the presenter and Mia
changed the subject quite a lot, and that this is a skill
the students are going to practise in this lesson.
Ask them to look at the table in part a and try to
complete the phrases, then compare their answers in
pairs.
Play the video again so they can check answers in
part b. Ask which phrases are not used.

68

5 Read the note in part a with the class and
17
ask if they think that they pause and use intonation
effectively when they speak. Explain this can help
them sound clearer and be more confident when they
speak. Play the audio and ask students to read and
listen. Ask: Where did the speaker pause? When did
their voice go up or down? If possible, display the text
and mark it to indicate these aspects of speech.
If not, write the text on the board and mark it.
In part b, play the audio again and tell students to
listen and repeat.
EXTRA ACTIVITY If your students want to practise
this further, ask them to act out sections – or all of
the interview – using the transcript. They can take
turns being Mia and the presenter. To make this
even more effective, ask them to make an audio
recording and then listen back to it to reflect on
their pronunciation. They could rework this to really
perfect their pronunciation.
ANSWERS
4a 1 Rumour 2 meaning 3 reminds 4 Speaking
5 rather 6 funny 7 Going
4b not used:
Let’s talk about …
By the way, …
Incidentally, …
Before we move on, you were …
Can I expand on that a little?
Can I just finish what I was saying?
5 ì î
Which reminds me, / your first single won the
critics’ award.
ì î
Before I forget, / I’m starting a nationwide tour
next month.
ì î
Rumour has it / you want to try your hand at acting.
PRACTISE
6 Explain the task in part a and give students time to
prepare. Make sure they know that their audience will
have to guess who is being interviewed. Monitor and
help with language and ideas. Give them time and
space to rehearse their interview and encourage them
to record it and listen, to see what they are doing well
and what they could improve.
For part b, depending on the class size, students could
do the activity in two pairs, or pairs could take turns
presenting their conversation to the whole class. When
students act out their interviews, listeners should try
to guess the famous person.
Afterwards, ask the class whose interviews they really
liked and why. Give your own positive feedback on
language use and pronunciation to help build your
students’ confidence.
4 101 THINGS
TO DO IN
ENGLISH
There is further practice on p22 of the Workbook.
Use the Cyber Homework for 101 4 as extra practice for
your class.
LESSON TRANSCRIPTS
17 101 4, exercise 2b
Host: Welcome back. Now, my next guest is an up-and-coming
singer-songwriter whose online videos have been getting
hundreds of thousands of views. Now you might not know
her name yet, but I guarantee you will be hearing it a lot in
the future. Please welcome … Mia!
Now, this is a very exciting time for you. Your career is really
taking off. So have you achieved celebrity status yet? Do you
have to wear sunglasses at the store?
Mia: No! Not yet. But people do stop me in the street to say they
like my songs.
Host: Which reminds me, your first single won the critics’ award
for best song by a debut artist. Congratulations!
Mia: Thank you.
Host: So, tell me all about your debut album. You are recording
an album, right?
Mia: Yes, I am. It’s going to be called Mia …
Host: That’s … very creative!
Mia: Well, I have to get my name out there! … And it’s a
collection of twelve new songs. Just me, my guitar and a few
guest musicians.
Host: I can’t wait to hear it. I just love your music.
Mia: Thank you. Oh, and before I forget, I’m starting a nationwide
tour next month. Tickets go on sale tomorrow.
Host: You heard it here! But going back to the theme of celebrity,
you’re already very popular, but would you like to be … you
know … really famous? Like a household name?
Mia: I don’t know! How does it feel? You’re a celebrity.
Host: Well, I guess I am, now. But it’s been a lot of hard work.
Mia: Speaking of which, I’ve been told that you used to be a
children’s party entertainer before you hit the big time. Is
that right?
Host: That was a long time ago. I’d rather not talk about it.
Mia: And you were in a TV ad when you were a kid, right? For a
breakfast cereal.
Host: Yes, that’s true. And it’s funny you should mention that,
because the kid in that ad is now my manager! But changing
the subject, I wanted to ask what advice you would give to
someone else who’s looking to follow in your footsteps.
Mia: Well, there are lots of singers posting videos of their music
online. So you have to be yourself, but you need to be
different, too.
Host: Sounds like good advice. Before we finish today, I’ve been
meaning to ask you about your plans for the future. Rumour
has it you want to try your hand at acting.
Mia: Yes, maybe one day. But right now I’m enjoying what I love
most, writing songs and performing to a live audience. You
can’t beat that!
Host: Mia, thank you for coming on the show today. Ladies and
gentlemen, Mia Chance!
17 101 4, exercise 5a
Which reminds me, your first single won the critics’ award.
Before I forget, I’m starting a nationwide tour next month.
Rumour has it you want to try your hand at acting.
69
 REVIEW 3 & 4
Ask students to work through the exercises in pairs.
Monitor and help with explanations and corrections. For
more information on the Review sections see p16.
For more practice go to:
• CLIL Project 2 on Helbling e-zone
• Writing 2 on SB p117
• Workbook pp23-25

PAIRWORK
This pairwork task recycles vocabulary from pp26-40.
Ask students to read the relevant instructions and check
they are clear on the task. Tell students to refer back to
the lessons if they need to.
Elicit three random words or phrases from recent lessons.
Write them on the board and then say a few sentences
about your weekend, using the language. Ask students
to look at their words and phrases and tell them to read
the instructions. Demonstrate the task with a confident
student if you think they need further support, and then
tell them to do the task in pairs. Monitor and make a note
of errors and good language. Go over this language after
they have finished speaking.

ANSWERS
1 1 unprecedented 2 dim view 3 periodically
4 condoned 5 binge 6 commonplace 7 objected
8 applauded 9 archaic 12 outlast
2a 1 happening 2 had food delivered / got food
delivered 3 learning 4 to be remembered
5 to do, being trolled 6 be given, finding out
3 1 that – foul, revolting 2 which – crowdfunding
3 whose – orphaned 4 who – immortality
5 whom – half-sister
4a 1 It’s indisputably Europe’s oldest living language.
2 Linguists disagree about where it might (have)
come from.
3 It must have existed before the Latin languages
spoken around it.
4 It’s unlikely to have survived without the
protection of the Pyrenees. / It’s unlikely it would
have survived without the protection of the
Pyrenees.
5 It’s conceivably linked with Caucasian languages.
4b the Basque language
5 1 appetising 2 household 3 maternal
4 ancestors 5 limelight 6 renowned 7 yummy
8 acclaimed 9 bland
6 1 world-famous 2 brunch 3 jaw-dropping
4 romcom 5 well-suited 6 life-changing
7a 1f 2e 3b 4a 5d 6c
7b Cooking spaghetti

70

SCIENCE &
LESSON SUMMARY TECHNOLOGY
Students listen to audio guide extracts from an
exhibition about women scientists and present a
report about gender inequality in their country.
LESSON OBJECTIVES
VOCABULARY  Phrasal verbs: work & achievements
GRAMMAR  Linkers of addition, contrast, reason &
result
OUTCOME  Discuss reasons for gender inequality
LESSON PATHWAY
Speak about women scientists
Listen to audio guides from an exhibition
Learn vocabulary related to work & achievements
WORD MAKER Prefixes under- & over-
PAIRWORK Complete my profile
Study linkers of addition, contrast, reason & result
Speak about gender inequality in the workplace
Present their opinions and conclusions
Unsung heroes 5A
SPEAKING & LISTENING
1 As a lead-in, write the lesson title on the board and
ask students what it means. (Unsung heroes are
people who did not get any recognition for their
achievements.) Direct students to the photos in part a
and read out the scientists’ names, then tell them to
discuss the questions in pairs.
Ask them to read the text for part b and then discuss
the question as a class. Open up a brief class
discussion about women in science.
2 Ask: Do you ever get an audio guide when you go to an
exhibition? Do you set it to play in English? Discuss
the benefits of doing this.
Ask students some questions to check understanding
of the vocabulary in part a. Take time to read the
words aloud so they also recognise and understand
them when they listen.
18 For part b, tell students to use the categories
to make notes on each scientist and remind them to
write only key words. Play the audio twice and then
give students one minute to revise their notes.
For part c, ask students to compare their notes
and help each other recall details about the three
scientists.
Then, in part d, direct them to the transcript on p157
and ask them to read and listen. Afterwards, give
them another minute to complete their notes. Ask
them to share in groups any extra information they
found in the transcript that they didn’t hear in the
audio.
71
5A
TEACHING TIP Reflect on note-taking strategies if
your students are studying English for academic
purposes or often have to take notes. For example:
write key words and phrases, use abbreviations, use
your own words, if you miss something leave a gap
for writing it afterwards, use concept or mind maps.
3 Ask a student to read out the questions and tell the
others to reflect on the answers as they listen. Put
students into new pairs and ask them to discuss
the questions. Ask some students to share anything
interesting their partners said afterwards.
There are extra activities based on this audio in the
e-book+.
ANSWERS
2a Suggested answers
PhD – doctorate, the highest university degree
theorem – a statement in mathematics that can be
shown to be true
segregation – separating people based on their
race, sex or religion
trajectory – the path something takes when it is
travelling through the air or space
orbit – the curved path an object in space takes
around a planet or star
radio waves – high-frequency electromagnetic
waves that travel at the speed of light through the
air or space and can be used to broadcast radio
programmes
2b students what they think of the person’s view on luck
Emmy Noether
Year & place of birth: 1882, Germany
Education & qualifications: PhD
Workplaces: University of Erlangen, University
of Göttingen
Obstacles at work: no salary until 1923
Achievements: Noether’s Theorem
Prizes: none
Katherine Johnson
Year & place of birth: 1918, West Virginia, US
Education & qualifications: degrees in
mathematics and French
Workplaces: state school (teacher), NASA
Obstacles at work: segregation because she
was black
Achievements: calculated the trajectories for
early space flights and the first moon landing
Prizes: the Presidential Medal of Freedom
72
Jocelyn Bell Burnell
Year & place of birth: 1943, Belfast,
Northern Ireland
Education & qualifications: PhD
Workplaces: Cambridge University
Obstacles at work: male colleague won the
Nobel Prize instead of her
Achievements: made one of the greatest
discoveries of the 20th century – a new type
of star called a pulsar.
Prizes: Special Breakthrough Prize in
Fundamental Physics
VOCABULARY // Phrasal verbs: work &
achievements
4 Tell students that this exercise will help them work
out meaning from context, so they need to read the
parts of text before and after these words and phrases
to understand the context and complete the task.
Ask them to do it individually and then compare their
ideas in pairs. Then check answers with the class.
EXTRA ACTIVITY You could ask your students to find
and define six more phrasal verbs in the texts:
come across, drop out, go on, look up to, miss out
on, set up.
5 Direct students to the Language studio on p126
to complete the exercises. Check answers and ask
and achievement.
6 Give students an example from your life for one of
the questions in part a and encourage them to ask
you questions to get more information. Ask students
to read the questions and then discuss them in pairs.
Monitor and make a note of good use of the key
vocabulary and go over this afterwards.
Tell students they are going to write similar questions
for someone else in the class and direct them to part
b to clarify the activity. Monitor and make sure their
questions are accurate. Put students into groups of
four so they can ask and answer their questions.
WORD MAKER // Prefixes under-
& over-
Read the information and ask students what under-
and over- do to a word. Ask: Do you know any more
examples? and write their suggestions on the board.
Direct students to the Language studio on p126 to
complete the exercises. Check answers, encouraging
full sentences to check pronunciation of the words with
prefixes.

ANSWERS
4 1 single out 2 grapple with 3 take on 4 shrug off
5 pay off 6 walk away with 7 hold back
8 pore over 9 put down to 10 play down
PAIRWORK 5A Complete my profile
If students can’t use the App, you can make black-
and-white copies of the activity on p175 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students ask and answer
questions to complete the profiles of two famous
women.
Demonstrate the activity with a student to model the
task and then monitor to listen for examples of good
language and errors. Go over this after they have
finished.
ANSWERS
Student A
1 a Nobel prize 2 making three major discoveries
3 individual achievements 4 how the universe works
5 abandoned 6 successful businessman 7 extreme
poverty 8 illiterate 9 an artist 10 Marie Curie
Student B
1 chemist 2 1892 3 science 4 chemistry and
pharmacy 5 a master’s degree 6 chemistry
7 chaulmoogra 8 inject it into the bloodstream
9 credit her 10 a plaque
GRAMMAR // Linkers of addition, contrast,
reason & result
7 Note that students will probably have seen these
linkers before, but will often struggle to use them
accurately, so focus on form to help students improve
their production. As students do part a, highlight
relevant grammar aspects, such as: After ‘despite’, we
use an -ing form. Check answers using the board to
show the different categories clearly.
For part b, direct students to the transcript on p157
and invite them to come up to the board and add
linkers into the correct categories. Check answers
and go over any specific aspects your students have
problems with, such as word order or the use of
infinitive or -ing forms.
There is more information on linkers of addition, contrast,
reason & result in the Language studio on p141.
8 Tell students that part a will test how well they can use
the linkers. Encourage them to refer to the Language
studio for help as they rewrite the sentences. As
students finish, put them into pairs to compare their
sentences. Encourage faster finishers to consider other
options. Check answers.
5A
Then ask pairs to do part b. Check answers, writing
the sentences on the board and going over different
options.
EXTRA ACTIVITY Play a sentence finishing game.
Put students into groups of four. Each person takes
a turn starting a sentence, eg Whereas women are
getting more jobs in general …, and the others have
to race to finish the sentence correctly. To prepare
for this game, tell all students to write the start of
a sentence that either has a linker in it or requires
a linker to finish it. They can also write short
sentences which can be followed by a linker. Here
are some examples to get them started.
As a result of more girls taking science subjects …
Despite the increase in women science graduates ...
In contrast to the interest in science amongst girls …
… women are still getting less pay on average.
ANSWERS
7a 1 contrast: Despite, Nevertheless, while
addition: Besides this
reason: due to, as
result: therefore
2 relate the sentence to a previous one: therefore,
nevertheless, besides this
relate two clauses in the sentence: as, while
are followed by a noun phrase or -ing form:
despite, due to
7b contrast: in spite of, even though, although, rather
than, However, Yet, Nonetheless,
result: As a result of
addition: What’s more
8a 1 Besides accounting for less than 30% of the
world’s researchers, women publish less than men
and are paid less. / Women account for less than
30% of the world’s researchers, besides publishing
less and being paid less.
2 77% of chief executives in the US are men
and 23% are women, whereas only 13% of them
are men and women of colour. / Whereas 77% of
chief executives in the US are men and 23% are
women, only 13% of them are men and women of
colour.
3 Women in science do not progress as far as men
due to having fewer educational opportunities. /
Women in science do not progress as far as men
due to the fact that they have fewer educational
opportunities.
4 Gender diversity in the workplace has not
progressed in recent years. Therefore, a lot
more needs to be done. / Gender diversity in the
workplace has not progressed in recent years. A
lot more, therefore, needs to be done. / Gender
diversity in the workplace has not progressed in
recent years and therefore a lot more needs to be
done.
73
5A
8b sentence 1 – what’s more can replace besides:
Women account for less than 30% of the world’s
researchers. What’s more, women publish less
than men and are paid less. / Women account
for less than 30% of the world’s researchers and,
what’s more, they publish less than men and are
paid less.
Sentence 2 – yet can replace whereas:
77% of chief executives in the US are men and
23% are women, yet only 13% of them are men
and women of colour.
Sentence 3 – as result of can replace due to:
Women in science do not progress as far as
men, as a result of having fewer educational
opportunities.
Sentence 4 – consequently can replace therefore:
Gender diversity in the workplace has not
progressed in recent years. Consequently, a lot
more needs to be done.
SPEAKING
9 The aim here is for students to be able to incorporate
linkers into their speech. In order to do this, they will
need support and plenty of feedback and correction.
Plan feedback time into the task. Put students into
groups of three or four for part a and try to balance
the groups in terms of gender and background, so
they can share varied examples. Read through the
notes with the class and clarify the task. Give them
time to discuss the questions and share ideas and
examples. Encourage students to use examples to
demonstrate their opinions, and tell the person taking
notes to record these. Monitor and help with ideas and
language.
When they have finished, ask students to use the
notes that were made to prepare a report using
the linkers. Tell them to work together to prepare a
brief presentation. Make sure they are using linkers
correctly. You could challenge them to use as many
linkers as they can, while ensuring the report sounds
natural and clear.
For part b, ask them to report their results to the class.
Listeners should think of questions to ask as they
listen, so plan a few minutes after each presentation
for Q & A. Make a note of good language and errors.
EXTRA ACTIVITY Round off the class with a
discussion about where equality stands in their
country and how the situation could be improved.
You could ask students to write a summary of the
class findings for homework.
There is further practice on p26 of the Workbook.
Use the Cyber Homework for 5A as extra practice for your
class.
74
LESSON TRANSCRIPTS
18 5A, exercise 2b
Emmy Noether was born in Germany in 1882, and was the
daughter of a renowned mathematician. But despite being gifted
at maths too, she had to overcome many obstacles during her
career, due to her gender. After finishing her PhD, she taught at
the University of Erlangen for seven years. She worked unpaid,
in spite of her qualifications. In 1915, she went to teach at
the University of Göttingen, even though many male colleagues
objected. Initially, she gave classes as the assistant for a male
colleague, and didn’t receive a salary until 1923.
Noether grappled with some of the most difficult maths problems
of her day, and in 1918 she published her greatest work.
Known as Noether’s Theorem, it plays a fundamental role in
explaining how the universe works. But although other scientists
looked up to her, Noether’s gender remained a barrier. When
she died, Einstein wrote: ‘Noether was the most significant
creative mathematical genius thus far produced since the higher
education of women began’, praising her in comparison to other
women rather than as an equal.
Katherine Johnson was born in West Virginia in the US in 1918.
She had an exceptional gift for maths, going to high school
at the age of 10, and obtaining degrees in mathematics and
French when she was 18. However, segregation was widespread
at that time and there were few jobs for qualified black women.
She therefore became a teacher in a state school for black
students. However, in 1939, Johnson was singled out for a place
at West Virginia University – one of its first three black students.
Nevertheless, she dropped out during the first year as she wanted
to start a family.
In 1952 she was taken on by the all-black computing section at
what would later become NASA, the American space agency. In
1958, Johnson was asked to calculate the trajectories for early
space flights. Her work paid off. In 1962, John Glenn became
the first American to orbit Earth, but only after asking ‘the girl’
to check the computer calculations by hand. Later, she worked
on trajectories for the first moon landing. As a result of her work,
she received America’s highest civilian honour in 2015 – the
Presidential Medal of Freedom. What’s more, her work was
immortalised in the film Hidden Figures.
Jocelyn Bell Burnell was born in 1943 in Belfast, Northern
Ireland. In 1967, as a PhD student at Cambridge University, she
made one of the greatest discoveries of the 20th century. While
poring over telescope data, she noticed an unexpected radio wave
signal. But while her supervisor was sceptical and put the signal
down to man-made interference, Bell Burnell persisted and found
more signals. She had seen a new type of star called a pulsar. Yet
it was her supervisor who walked away with a Nobel Prize for the
discovery.
At the time, she shrugged off the oversight and played down her
contribution, saying research students don’t win Nobel Prizes.
Nonetheless, she later admitted that, as a young mother, the
message that came across was ‘men win prizes and young women
look after babies’.
Bell Burnell has gone on to have a highly successful scientific
career. Besides this, she has helped set up programmes to
promote women in science. In 2018, she won the Special
Breakthrough Prize in fundamental physics and donated the
three-million-dollar prize to helping underrepresented students –
women, disabled people and people from ethnic minorities – to
do a PhD.
 Jekyll & Hyde 5B

ARTS & LISTENING & READING

LESSON SUMMARY ENTERTAINMENT
1 Direct students to the poster and ask: Has anyone
Students read an extract from the
seen this film or read the book? Explain that the aim
book Dr Jekyll and Mr Hyde by Robert Louis
of this lesson is to read an extract from the book and
Stevenson and convert it into a radio play, which
then dramatise it in a radio play.
they perform.
For part a, ask students to discuss the questions,
using the poster to help them if they have no
LESSON OBJECTIVES knowledge of the book or the author. Ask some
VOCABULARY  Ways of speaking students to share what they know so the class have
OUTCOME  Perform a radio play some background knowledge, before moving on with
the lesson. Don’t confirm any information yet.
LESSON PATHWAY 19 In part b, ask students to listen and check their
ideas. Have a short class discussion to clarify any
Share knowledge of the book and the author questions they have.
2 Tell students to read the introduction and extract and
Listen to information about the book and the author encourage them to ignore words they don’t know, as
the goal here is to put the main stages of the story in
Read an extract from the book order and get a general understanding of the extract.
Ask them to compare ideas with a partner and then
Learn vocabulary related to ways of speaking check answers.
3 For part a, tell students to refer to the extract as they
Prepare a radio play of the book extract
try to answer the questions. Don’t check answers yet.
20 For part b, play the audio so students can check
Perform the radio play their answers to part a. Elicit students’ ideas for
question 5 and confirm the answer (Mr Hyde and
Dr Jekyll are the same person).

75
5B
4 WORDS IN CONTEXT Direct students to the words in bold
in the extract and ask them to use the context around
the words to guess the meaning and complete part a.
You could do part b as a class activity or in pairs.
Check answers and tell students to record new
vocabulary they want to remember in their notebooks.
TEACHING TIP Giving students a choice about what
vocabulary they record can build learner autonomy
and make learning more motivating.
5 Put students into groups of three and tell them to
discuss the question. Ask them to think of examples
and reasons for their opinions. Then ask some
students to share interesting ideas from their groups
and have a brief whole-class discussion.
ANSWERS
1 Robert Louis Stevenson was born in Scotland in
1850. He is best known for his fictional works,
but also wrote travel books. The Strange Case of
Dr Jekyll and Mr Hyde is about the events that
seem to link the respectable Dr Henry Jekyll to
the cruel and violent Edward Hyde. (For more
information, see the transcript on p158.)
2 Someone with a ‘Jekyll and Hyde personality’
has two very different sides to their personality –
one good and the other bad.
2 1c 2e 3d 4b 5a 6f
3a Suggested answers
1 They think Hyde has gone into Dr Jekyll’s
cabinet (office), has killed him and is still inside.
2 It suggests that Hyde resembles something
that’s not human – an animal or a monster.
3 He spends his time walking backwards and
forwards inside the cabinet, which suggests a
worried or agitated state of mind. Poole has heard
him crying, which suggests he is in distress.
4 The cabinet (office) is quiet and looks
completely normal, whereas the events of the story
are unusual, disturbing (a suspected murder, Hyde
dead on the floor) and violent (breaking down the
door).
4a 1 with bated breath 2 on tiptoe 3 peered
4 have mercy 5 twitching
4b hummed – made a continuous low sound
to and fro – backwards and forwards
creaking – making a low sound as his footsteps
(tread) moved the wooden boards in the floor
76
VOCABULARY // Ways of speaking
6 Note that many of the words in this section are
examples of onomatopoeia (this describes words which
sound like the thing they are describing) and this
can help students guess and remember the meaning.
Students can also use existing knowledge to help
them complete the exercise.
For part a, do number 1 (whisper) with the class,
showing them how the word sounds like the action,
and then tell them complete 2–4 and compare with a
partner. Check answers.
Do part b as a whole-class activity.
7 Tell students to say the words out loud to help them
guess the meaning. They should also use dictionaries
to help them complete the exercise. Check answers.
8 Direct students to the Language studio on p126 to
complete the exercise. Check answers and then tell
students to work in pairs and try saying the speech in
the way of speaking. For example, ask a student to say
the sentence in question 1 in a whisper. Encourage
them to be dramatic and to play with their voices.
If you demonstrate this, it will help them feel more
comfortable with experimentation.
9 Elicit one or two examples of people and then tell
students to do this task in pairs.
EXTRA ACTIVITY Ask students to choose three or four
of the verbs they want to remember and tell them to
make sentences using them in their notebooks.
There are extra activities based on this article in the
e-book+.
ANSWERS
6a 1 whisper 2 sigh 3 weep 4 screech
6b whisper, sigh, screech
7 1f 2c 3a 4b 5d 6e
SPEAKING
10 Tell students they are going to do some acting, by
dramatising the extract from Dr Jekyll and Mr Hyde.
Ask: What is a radio play? Do they usually have music
or other sound effects? Ask students to think about
the ways of speaking the characters use. Tell them
to refer to the extract and give them time to answer.
(Suggested answers: Poole might be whispering when
they are outside the laboratory. Utterson shouts to
Hyde/Jekyll before they enter the lab. Other verbs are
also mentioned explicitly in the extract.)
Put students into groups for part a and ask them to
read through the steps and prepare their roles and the
script. Monitor and help with ideas and language. Give
them plenty of time to rehearse.

TEACHING TIP Students could do this at home using
a shared document. This would give them more
time to develop the scene. They could also record
an audio version of the radio show using online
recording tools.
For part b, students could perform the show to
the whole class or to another group. Alternatively,
they could record it online and share it with their
classmates.
TEACHING TIP Give the listeners a clear job. For
example, ask them to give feedback on how well the
performances show the emotion of the characters,
how well they use sound effects, acting skills, voice
clarity, range of vocabulary or how well they use and
demonstrate the ways of speaking from this lesson.
Decide on what is most appropriate for your group.
Afterwards, ask each group to reflect on their
performance and share that reflection with you. Give
feedback on the plays too, either immediately, or later
in writing to each group. This can be in line with the
aspects suggested in the tip above and/or about their
language use.
Round off the lesson by asking students if they
enjoyed doing this and what they think they learnt
from it. Would they like to do more radio plays?
EXTRA ACTIVITY Tell students that they can read the
whole novella for free online.
There is further practice on p27 of the Workbook.
Use the Cyber Homework for 5B as extra practice for your
class.
5B
LESSON TRANSCRIPTS
19 5B, exercise 1b
Robert Louis Stevenson was born in Edinburgh in Scotland
in 1850. He is best known for his fictional works, especially
Treasure Island, published in 1883, and The Strange Case of Dr
Jekyll and Mr Hyde, published in 1886. He also wrote numerous
travel books. Stevenson died in 1894 in Samoa, in the South
Pacific.
The Strange Case of Dr Jekyll and Mr Hyde explores a prominent
theme in Stevenson’s work – the capacity for good and evil that
exists within all of us. The story’s narrator, Gabriel Utterson, is
a lawyer who describes the strange events that seem to link his
friend, the respectable Dr Henry Jekyll, to the cruel and violent
Edward Hyde. The story, and the secret that connects the two
men, has had an enduring influence on literature, cinema and
theatre, and the phrase ‘Jekyll and Hyde’ is still used to describe
a person who has two very different sides to their personality, one
good and the other bad.
20 5B, exercise 3b
At the end of the story, Hyde’s true identity is revealed. Dr Jekyll
had developed a drug that allowed him to change into Mr Hyde
and explore the dark side of his personality without feeling any
sense of guilt for his actions. But Jekyll started to change into
Hyde even without the drug, and when his supply ran out, he
became Hyde permanently and chose to take his own life.
77
5C Subscribe!

VOCABULARY // Subscriptions
LESSON SUMMARY STUDIO VIEWS
1 Books closed, ask: What is a subscription service?
Students watch or listen to a magazine
What are some well-known examples? Why do people
editor talking about reading and viewing habits
buy subscriptions?
and online subscriptions. They also design and
Books open, direct students to the photos at the top of
present their own idea for a subscription service.
the page for part a. Ask them to discuss the questions
and do some brief feedback.
LESSON OBJECTIVES Tell them to read the advert at the bottom of the page
VOCABULARY  Subscriptions for part b and check their ideas. Ask two students to
GRAMMAR Habits share their answers with the class.
OUTCOME  Design a subscription service
2 Tell students: Let’s see if you can guess the meaning
of the words in bold from their context. Ask them to
LESSON PATHWAY do the matching activity in part a individually.
Then put them into pairs for part b. Check answers
Learn vocabulary related to subscriptions
after they have finished and clarify the meaning of
unknown vocabulary.
Speak about subscription services
3 Ask students to look at the mind map in part a and
Watch or listen to an interview with a magazine editor answer the question as a class.
For part b, do an example on the board for loyal if you
think students need extra support in creating mind
Study grammar to describe habits
maps. Tell students to complete their own diagrams
and monitor to help. Ask fast finishers to come
Compare their habits
and draw their maps on the board and then add to
each diagram as a class. Tell students to record any
Design a subscription service new words in their notebooks and draw attention to
collocations as you develop the mind maps.
Present their ideas to the class
4 Direct students to the Language studio on p127 to
complete the exercises. Check answers.

78
 5C
5 Put students into new pairs and ask them to discuss VIDEO // Watch and listen
the questions. Ask some students to share what they
said with the class and encourage them to use the 6 8 21 In this activity, you can use the Studio
new vocabulary as they give feedback on the task. Ask Views video or audio resources. Explain that in this
students briefly how they might add to or improve this discussion Isabella and Liam are talking to a media
service. Then explain they will have an opportunity to magazine editor and clarify that this means an online
do this later in the lesson. magazine. Play the video or audio and ask students to
make a note of the subscriptions that are mentioned.
There are extra activities based on this advert in the Check answers and play again if necessary.
e-book+.
7 Tell students they need to make more notes this time
ANSWERS and remind them to note only key words, and to use
abbreviations, shorthand and phrases. They can also
2a 1 loyalty
use mind maps, bullet points or other strategies.
2 budget
Pause the video or audio twice to allow time for
3 value
writing if your students are struggling. Also, give
4 shipping
them one minute after they watch or listen to add
5 subscription
to their notes. Then ask them to compare what they
2b subscribe – verb: make a regular payment in
understood in pairs before you check answers.
exchange for a service
ship – verb: transport something to a customer
LISTENING TIP To support students, after they
shipment – noun: an amount of goods sent to a
have listened for the first time ask them for key
customer, usually in one package
words. Write them on the board and ask: What
value – verb: to consider a person or thing to be
do these refer to? Encourage brief explanations
important and worth having
and help them recall as much as possible. If your
loyal – adjective: showing unchanging support for
students are really struggling with a listening task,
someone or something
provide them with some key words and ask them to
3a a budget airline – adjective
speculate what they might refer to. Then play the
budget carefully, budget for something – verb
video or audio again and ask them to note more key
draw up a budget, etc – noun
words and phrases.
3b
nouns verbs adjectives
8 WORDS IN CONTEXT Ask students to work in pairs to
loyal show loyalty / be loyal /
disloyalty (to) disloyal (to) discuss what they think the phrases mean. Check
expect loyalty answers and ask: What do you never get around to?
–
(from)
do sth out of
What do you think is very addictive? Do you have any
loyalty (to) ideas or beliefs that are old-fashioned?
ship offer free ship goods 9 Ask a student if they subscribe to any magazines or
shipping (on) ship a
– news channels and have a brief discussion about it.
send a delivery
shipment (of) Ask the class to read the questions and think about
subscribe take out a subscribe to their opinions and experience. Then put them into
(monthly) unsubscribe small groups to discuss the questions. Encourage
subscription from
students to use as much of the lesson vocabulary as
on
– possible when they speak. Monitor and make a note of
renew / cancel
a subscription interesting points and language to discuss afterwards.
be a
subscriber
TEACHING TIP Put the lesson vocabulary on small
value have a high / value a a valued
low value person / customer cards and give each group a set of cards. Students
be good value thing valuable can either lay out the cards on a table and grab
(for money) invaluable one each time they see an opportunity to use the
overvalued
undervalued words, or they can deal out the cards to each other
and discard them when they use the words. This
encourages them to incorporate new language as
they speak.

79
5C
ANSWERS 10b Suggested answers
present simple: I never get round to it …,
6 Isabella: one video streaming service, an
I subscribe to one video service …, I don’t just
audiobooks service, a music streaming service,
read two newspapers …
two newspapers
keep + -ing form: I keep meaning to cancel one
Liam: three video streaming services, a music
…, so they keep renewing their subscription …
streaming service
used to: I used to read a lot …
7 Isabella: serious journalism, facts are checked, in-
11 1 watched / used to watch / would watch
depth reports, podcasts, no ads
2 didn’t use to record / didn’t record / wouldn’t
Gina: letting people read a limited number of
record
articles a month for free; a monthly subscription
3 had / used to have / would have
offering access to a range of magazines and
4 earned / used to earn / would earn
newspapers on phone or tablet
5 wrote / used to write / would write / were in the
8 1 Liam – cancelling one of his streaming services
habit of writing
2 Isabella – listening to audiobooks
6 listened / used to listen / would listen
3 Isabella – wanting to support serious journalism

GRAMMAR // Habits SPEAKING

13 Put students into groups of three or four and explain
10 Tell students they are going to learn and revise some
the task in part a. Here, you could come back to the
phrases and grammar structures for talking about
ideas for improving the box service that they discussed
habits. Do part a as a class activity.
earlier in the lesson. Alternatively, they can think of
Then ask students to do part b individually. If possible,
something new. Suggest some ideas, eg a box delivery
display transcript 21 in your class and ask students to
service of breakfast, accessories or sports equipment,
come and underline other examples. Ask students to
or a subscription service related to education or
record new language in their notebooks.
entertainment. Give students a limited amount of time
There is more information on habits in the Language to decide what type of service they will offer, so the
studio on p142. focus is on developing the service. Monitor and help
11 Direct students to the photo in part a and ask: How students decide what to do and then tell them to work
do you think their habits are different? Elicit some through the questions and design their service.
examples, using the language from exercise 10,
TEACHING TIP Give students some specifications
and then tell them to complete the exercise. Check
for preparing the presentation, eg a time limit for
answers.
speaking of three minutes, use of visuals or not, use
For part b, ask students to discuss the questions.
of language from this lesson.
Afterwards, ask some students to share examples of
what they discussed, using some of the language they
In part b, students present their services to another
have been learning.
group and then rotate groups so they present to a
new group each time. Keep doing this until all groups
TEACHING TIP Give lower-level students some time
have spoken to each other. Afterwards, ask each group
to write some sentences, or work together as a class
to discuss what they liked about the other groups’
to write three or four sentences on the board. If
presentations. Do some class feedback on the services
you have mini whiteboards, ask students to write
to round off the class.
sentences on them and then hold them up for the
class to see.
TEACHING TIP As with other presentation tasks in
Studio, students can do the preparation at home
12 Give your own examples and then ask students to work
and record and share their presentations.
individually and complete the sentences in part a.
Put them into new pairs for part b and monitor to
There is further practice on p28 of the Workbook.
check accuracy. Make a note of good language and
Use the Cyber Homework for 5C as extra practice for your
errors and go over this afterwards.
class.
ANSWERS
10a 1 a) present b) present c) past d) past
e) present
2 a) and d)
3 would
4 c)

80
 5C
LESSON TRANSCRIPTS Isabella: Me too. I love browsing magazines in a store or at the
airport.
8 21 5C, exercise 6 Gina: Well, it sounds like you need to subscribe to a digital
Gina: So how much do you spend on subscriptions a month, service like Apple News Plus or Readly. For a monthly
Liam? subscription, you get a whole range of magazines on your
Liam: A lot. phone or tablet. Of course, we’d prefer you to subscribe
Gina: What kinds of services do you subscribe to? directly, but however we get people to subscribe, I’m
Liam: Well, I have subscriptions to three video streaming services convinced that paying to read digital magazines and
to watch shows, series, films and sport. I keep meaning to newspapers is where we’re headed.
cancel one of them, but I never get round to it.
Gina: How about you, Isabella?
Isabella: I subscribe to one video service and – oh, and an
audiobook service, too. I used to read a lot but just don’t
have time any more, so I’ve got into the habit of listening to
books instead. It’s actually very addictive.
Gina: Yes! I love audiobooks.
Isabella: Oh, and I have a subscription to a music streaming
service.
Liam: Music! Me too. I forgot about that.
Isabella: And to two newspapers.
Liam: Newspapers? Really? But why, when you can get online
news for free?
Isabella: Well, for one reason – and call me old-fashioned here –
is that I wanted to support serious, independent journalism.
There’s a lot of free stuff out there, but you never know if
what you’re reading is true or not, or whether it’s ‘fake news’.
Serious newspapers, on the other hand, check their facts.
Gina: That’s not old-fashioned at all – in fact, it’s actually
millennials like us who are most willing to pay for digital
services, including great journalism.
Liam: OK, but I don’t just read two newspapers. I’ll maybe skim
the headlines in three or four free papers over my morning
coffee. And I tend to read others during the day. I couldn’t
afford to subscribe to all of them.
Gina: Well, this is the challenge that all newspapers and
magazines are facing. As print sales continue to fall, how
do we encourage our readers to become digital subscribers?
I think the success of video and music streaming services
offers hope, though.
Isabella: I can see that. My parents used to buy CDs and DVDs,
and we’d rent movies too, but when doing that became
obsolete, they quickly got used to paying for streaming
services.
Liam: Why wouldn’t you? For a relatively small fee, you could get
access to more TV, movies and music than you could ever
watch or listen to.
Gina: The challenge is getting people to see digital publications
in the same way – something it’s worth paying for.
Liam: So how do you do that?
Gina: One way newspapers do this is to let people read a limited
number of articles a month for free. Alternatively, you can
make some of your articles free, and keep your premium
content behind a paywall. The key is to let people see what
they’ll be getting if they subscribe.
Liam: A lot of papers ask you to register before seeing any free
stuff.
Gina: Registration allows them to identify potential subscribers,
find out what they’re looking for, and target them with
attractive offers. But getting them to subscribe is only half
the battle – we need to retain loyalty through great content,
so they keep renewing their subscription.
Isabella: Personally, I love having access to in-depth reports,
podcasts, things like that. And all without any ads! That in
itself is worth paying for.
Gina: It’s a big incentive. People tend to get very annoyed when
ads interrupt their reading and listening.
Liam: And what about magazines?
Gina: Well, it’s becoming more and more difficult to persuade
people to subscribe to physical magazines, although
personally, I love holding a magazine in my hands.

81
101 THINGS
TO DO IN
ENGLISH 5 Be assertive
GET READY
1 Books closed, write assertiveness on the board and
ask students to try to define it. Books open, read the
definition and ask: Is this a good definition? Put them
into pairs and tell them to discuss the questions. Ask
some students to share interesting things they spoke
about with the class.

WATCH
2 9 Tell students they are going to watch a video
clip of two people at work and think about how
assertive they are.
For part a, play the video and ask students to answer
the questions. Check answers.
In part b, ask the class to make suggestions.
3 10 Ask students to watch a second version of
the clip and think about the two questions. After
they watch, tell them to discuss the questions in
pairs. Check answers. Ask students what they think
of Libby’s response. (She seems to appreciate his
honesty and respect him more.)

LESSON SUMMARY
In this lesson students watch a video of an
interaction in a workplace and practise being
assertive in different situations.
LESSON PATHWAY
Speak about assertiveness
Watch a video of a conversation at work
Study language for being assertive
Practise the pronunciation of the letter t
Role-play situations to practise being assertive
ANSWERS
2a 1 He isn’t assertive at all.
2 He agrees to help set up the trade fair stand
and to make a short presentation on Saturday
lunchtime. He doesn’t really want to do these
things.
3 In the second video, Fernando agrees to help set
up the trade fair stand, but on his terms. He says
he’ll get back to Libby on giving the presentation.
STUDY
4 Ask students to look at the headings for each section
in the table in part a. Ask: Did you notice the speakers
doing these things in the video? Then tell students to
try to remember the phrases and complete the gaps.
Students then compare their answers in pairs.
Play the video again for part b. Check answers with the
class.
5 22 Read the note in part a with the class and play
the audio. Explain that this feature can sometimes
make it difficult to hear individual words. Play the
audio again and ask students to read and listen.

TEACHING TIP Students can find it hard to reproduce

connected speech like this and the key learning
point is that they learn to notice these features
when they listen. Hopefully, this will prepare them
for the next time they hear these phrases and others
with dropped and/or linked t. Focus on listening
skills and don’t insist on accuracy when they try to
repeat the phrases.

82

In part b, play the audio again and tell students to listen
and repeat.
EXTRA ACTIVITY Elicit more examples of phrases
with words that end in /t/ with a word following that
starts with a consonant, eg I don’t know, I can’t see.
ANSWERS
4a 1 pressure 2 appreciate 3 work 4 help 5 use
6 feel 7 get
4b Libby: Come on, Fernando! You’d do such a great job!
Show your understanding and appreciation
I understand how much pressure you’re under
to make this work.
Thanks for thinking of me. I (really) appreciate it.
Say no politely but confidently
I’m afraid that won’t work for me. I already
have plans.
I can’t help out. Not today anyway.
I’ll have to pass on that.
Express your thoughts, feelings and needs
I could use some help.
Can I just finish what I was going to say?
I feel frustrated when I’m asked to finish
someone else’s work.
Ask for more time
I’ll think about it and get back to you.
Suggest an alternative
How about tomorrow morning instead?
Can I suggest we meet there at 8?
PRACTISE
6 Explain the task in part a and give students time to
prepare their interviews. Direct them to the flowcharts
for support. Give them time and space to prepare
and rehearse their role-plays. Monitor and help with
language and ideas.
For part b, students could act out their role-plays to
other pairs (in front of the videoscape if they want to,
and if you can project it in your classroom) and they
can then compare how they interpreted the situations
and who was most assertive. Ask them to also discuss
the reflection question.
There is further practice on p29 of the Workbook.
Use the Cyber Homework for 101 5 as extra practice for
your class.
LESSON TRANSCRIPTS
9 101 5, exercise 2a
Libby: Hey, Fernando. I’ve been looking for you.
Fernando: Hi Libby.
Libby: Look, a problem’s come up. The trade fair starts tomorrow,
and our stand isn’t ready. Leszia was supposed to set it up
today, but you know Leszia. She can be so slow. Anyhow,
I was hoping you could help me to finish the job.
5 101 THINGS
TO DO IN
ENGLISH
Fernando: Um, OK. When?
Libby: It’ll have to be today, after work.
Fernando: Right. I kind of had plans …
Libby: Ah, come on, Fernando, it’ll only take a couple of hours.
Fernando: But, well, it’s my sister … it’s …
Libby: But Fernando, you know how important this trade fair is for
business. I’m counting on you.
Fernando: Well …
Libby: Great. Come on. I’ll drive us over there.
Fernando: OK.
Libby: Oh, and we need someone to make a short presentation on
Saturday lunchtime. You immediately came to mind.
Fernando: Saturday lunchtime? But I was planning …
Fernando: Well, OK then …
Libby: Terrific. I’ll send you over the details. See you down in the
lobby at 6.
9 101 5, exercise 3
Libby: Hey, Fernando. I’ve been looking for you.
Fernando: Hi Libby.
Libby: Look, a problem’s come up. The trade fair starts tomorrow,
and our stand still isn’t ready. Leszia was supposed to set
it up, but you know Leszia. She can be so slow. Anyhow, I
could use some help to finish the job.
Fernando: OK. When were you thinking of?
Libby: It’ll have to be tonight, after work.
Fernando: I’m afraid that won’t work for me. I already have plans.
Libby: Aww, come on, Fernando! It’ll only take a couple of hours.
Fernando: But it’s my sister’s birthday and I really need to be at
home.
Libby: But you know how important this fair is for business. It
won’t take long.
Fernando: I understand how much pressure you’re under to make
this work, but I can’t help out. Not today anyway. But how
about tomorrow morning instead? What time does the fair
start?
Libby: At 10.
Fernando: OK. So can I suggest we meet there at 8?
Libby: OK, sure. Thanks. Oh, and we need someone to make a
short presentation on Saturday lunchtime. You immediately
came to mind.
Fernando: Thanks for thinking of me, Libby. I really appreciate it.
But I’ll have to pass on that. Saturday is the one day that I
get …
Libby: Aww, come on, Fernando! You’d do such a good job!
Fernando: Libby. Can I just finish what I was going to say?
Libby: OK, sure.
Fernando: I was just going to say that Saturday is the one day I
get some time for myself. You know how that goes. But I’ll
think about it and I’ll let you know. In the meantime, can
you send me more information?
Libby: Yes, of course. Thanks for considering it.
Fernando: No worries. But can I just say – I really think you need
to talk with Leszia. I know this might sound harsh, but I feel
frustrated when I’m asked to finish someone else’s work.
Libby: Wow. Gosh, Fernando, you’re absolutely right. I’ll talk to
her about that.
Fernando: OK. I’ve been thinking about it for a while. So, see you
at the stand at 8?
Libby: Great, have a nice evening. Thank you for helping out and
for being honest.
22 101 5, exercise 5a
1 I’m afraid that won’t work for me.
2 How about tomorrow morning?
3 I really appreciate it.
83
6A Adaptive athletes
LESSON SUMMARY
Students listen to an interview with an
adaptive athlete and talk about the Paralympics.
They discuss their own ideas and experiences of sport
and outdoor activities.
LESSON OBJECTIVES
VOCABULARY  Sporting dreams
GRAMMAR  Ability & permission
OUTCOME  Discuss benefits of sporting activities
LESSON PATHWAY
Speak about the Paralympics
Listen to an interview with an athlete
Discuss a comment about adaptive sports
Learn vocabulary related to sporting dreams
WORD MAKER Shortened words
Study grammar for expressing ability & permission
Speak about the benefits of sports and activities
84
SPEAKING
SPORT
1 As a lead-in, write the lesson title on the board and
ask students what it means. (Adaptive athletes have
some kind of permanent physical or neurological
disability or serious injury.) Tell students they are
going to listen to an interview with an athlete who
competes in the Paralympics. Direct students to the
photo and tell them to discuss the statements in pairs.
LISTENING
2 23 Ask students to listen to the interview and see
if their ideas from exercise 1 were correct. Play the
audio twice if students want to listen again. Check
answers and ask: What did you find most interesting
about these facts?
3 Ask students to read the questions and play the audio
again, pausing so they can write answers. Check
answers.
4 Ask students to think about other information they
understood from the interview and then write three
questions to see if their partner can remember the
answers. Tell them to ask their questions and direct
them to the transcript on p159 for help if they don’t
know the answers.

5 WORDS IN CONTEXT Tell students to do part a
individually, using the transcript for extra support, and
then check answers with the class. Give students time
to write new phrases in their notebooks.
Tell them to discuss the question in part b with their
partner and then check ideas with the class.
There are extra activities based on this audio in the
e-book+.
ANSWERS
2 1F the Paralympics are not part of the Olympics
2T
3F Most of the sports are actually very similar to
Olympic sports, but they sometimes have different
rules and athletes have adaptive equipment …
4F … athletes have adaptive equipment – special
wheelchairs or prosthetics, for example …
5F … the average age of Paralympians is generally
higher than Olympians. People often take up
adaptive sports later in life.
6T
3 1 both legs amputated below the knee
2 it increased her confidence
3 playing professional wheelchair basketball,
mono-skier, gold medallist at the last Paralympics
4 Aimee Mullins, because she just pursued her
dream
5 charities and crowdfunding; Juliette used
crowdfunding
6 the combination of adaptive technology and the
person’s abilities and drive
5a 1b 2a
5b Suggested answer
It brings people together equally, so they share the
same experience.
READING & SPEAKING
6 Tell students they are going to read a comment by
someone who sees problems with adaptive sports.
Check students understand doping, sponsorship
and prosthetics. Tell them to read the text quickly
and then put them into small groups to discuss the
questions. Open up a class discussion and explore the
topic.
EXTRA ACTIVITY Ask students to look up techno-
doping online, to extend this discussion by finding
examples and further arguments around it.
ANSWERS
1 techno-doping, which gives athletes an unfair
advantage
2 its unfair or unsporting: some sponsored athletes
have access to the latest aids, while those from
poorer countries don’t
6A
3 disabled athletes could have an advantage over
able-bodied athletes
VOCABULARY // Sporting dreams
7 Allow students to use a dictionary to help them.
Remind them that typing verbs into a search engine
can also help them learn common collocations using
the predictive autocomplete function – they could use
the technique for this exercise.
Tell students to complete part a in pairs and then
check answers with the class. To clarify meaning, ask
students to think of some examples with their partner
and come up to write these on the board. Go over their
examples and correct where necessary.
For part b, students can also use a dictionary to
understand the vocabulary. Tell them to work with the
same partner and do the task. Check answers and
ask for reasons for agreeing or disagreeing with the
sentences, to assess students’ understanding.
For part c, check the meaning of the words with the
class, using the speech bubble as an example, and
then ask them to think of other examples with their
partner. Write some of their descriptions on the board,
correcting any mistakes as you do so.
PRONUNCIATION TIP Select some words your students
have found difficult to pronounce and write them
on the board (using phonemic transcriptions if you
can). Give them two options to choose from for the
correct pronunciation, eg for medallist, ask: Is it
/məˈdælɪst/ oOo or /ˈmedəlɪst/ Ooo? (the second
pronunciation and stress pattern is correct). Do this
with a few words and then ask students to practise
the correct pronunciation with their partner.
8 Direct students to the Language studio on p127 to
complete the exercise. Check answers, writing the new
sentences on the board, and ask students what they
think of Juliette.
9 Ask: What other inspirational sportspeople do you
know? Write some examples on the board and
encourage students to look up other adaptive athletes
who compete in sports they like.
For part a, ask students to choose a sportsperson to
research and tell them to look online for relevant
information.
TEACHING TIP As preparation for part b, lower-level
students could write some sentences using the
vocabulary from this lesson. Higher-level students
could make notes and improvise more when they go
into pairs.
For part b, tell students to work in pairs and tell each
other about their athletes. Monitor and make a note
of language errors and good examples to go over
afterwards.
85
6A
WORD MAKER // Shortened words
Write limo on the board and ask students what it is
short for (limousine). Read the information together
and direct students to the Language studio on p127 to
practise more shortened words. Check answers.
ANSWERS
7a 1d 2c 3a 4b
7b 1 a difficult situation with many problems
2 achievements 3 person who wins a medal
4 dedication: commitment in time and effort,
drive: ambition / determination to succeed
5 including everyone 6 the fair rules of sport
GRAMMAR // Ability & permission
10 Note that students will probably understand this
grammar but will often struggle to use it all accurately,
so focus on form to help them improve their
production.
Ask students to do part a individually so you can
monitor and assess their current knowledge. Check
answers.
For part b, do this with the whole class on the board.
For part c, tell students to look at the examples in part
a and discuss the questions, then check answers.
TEACHING TIP Motivate higher-level students when
reviewing grammar by telling them the goal is not
just to understand grammar, but to use it accurately.
Talk about the importance of self-monitoring as they
use grammar in a lesson.
There is more information on ability & permission in the
Language studio on p143.
11 Tell students to think first about what they will say and
to rehearse silently using the grammar in this section.
Put them into pairs so they can share experiences.
Encourage peer and self-correction. Afterwards, ask:
What grammar did you make most errors with? Go over
any problems and tell them to repeat the task with a
different partner, to give them a chance to focus on
the problematic grammar you corrected.
PRONUNCIATION TIP We often join verbs and
prepositions together and as a result they sound like
one word. For example, able to /eɪbəltə/, allowed to
/əlaʊtə/, managed to /mænɪʤtə/, succeeded in
/sʌksiːdɪdɪn/, capable of /keɪpəbələv/. Explain
this to students and do some choral and individual
drilling. Then ask students to practise with their
examples from exercise 11. Monitor and coach
students who need help.
86
ANSWERS
10a 1f 2d 3c 4b 5h 6g 7j 8e 9a 10i
10b Ability Permission
could / couldn’t do sth was / wasn’t allowed to
able / unable to do sth do sth
can / can’t do sth was / wasn’t permitted
allow / not allow to do sth
somebody to do sth let / didn’t let
manage / not manage somebody do sth
to do sth
succeed / not succeed
in doing sth
be / not be capable of
doing sth
10c 1a be allowed to do sth, manage to do, able /
unable to do, be permitted to do
1b verb: succeed in +ing form, adjective: capable
of +ing form
1c allow somebody to do something, let somebody
do something
2 ability: was / were able to; permission: was /
were allowed to, was / were permitted to
SPEAKING
12 Ask: Do you do a lot of outdoor activities or sports?
What are the benefits? Write a few of their ideas
on the board and explain the task. Give them time
to think about possible stories to tell and then put
them into groups of three or four to share ideas and
experiences. Afterwards, ask some students to share
interesting things they heard with the class.
There is further practice on p30 of the Workbook.
Use the Cyber Homework for 6A as extra practice for your
class.
LESSON TRANSCRIPTS
23 6A, exercise 2
Ryan: Today we have record-breaking Paralympian Juliette Santos
with us. Thanks for taking the time, Juliette.
Juliette: It’s great to be here!
Ryan: Let’s cut to the chase. You’re a world-class athlete living
with a disability. Tell us about that.
Juliette: Well, I was in a car accident when I was twelve and I
had to have both legs amputated below the knee. At first,
I wasn’t able to get around without a wheelchair, I was on
lots of medication and these meds made my brain really
foggy, so, uh … mentally I couldn’t come to terms with my
situation for a long time. My parents were very protective of
me, so I wasn’t allowed to do a lot of things that my friends
did. And in school I wasn’t permitted to do sports with the
other students in case I got injured. It was very frustrating.
Ryan: So how were you able to get into sports again?
Juliette: Well, there was a guy at school … his brother played in a
wheelchair basketball team. I just bugged my parents until
they let me join the team.
Ryan: So how did sport help you?
 6A
Juliette: I think the main thing is that it increased my confidence.
And sports can do that for everybody. It allows people to
come together and forget their differences – it’s a great
unifier.
Ryan: So true. Now, you’re a Paralympic athlete … and just
to clarify, the Paralympics are not part of the Olympics,
they’re a separate set of games in which athletes compete in
different classes according to their type of disability.
Juliette: That’s right. Most of the sports are actually very similar to
Olympic sports, but they sometimes have different rules and
athletes have adaptive equipment – special wheelchairs or
prosthetics, for example …
Ryan: Yes. Now, you have endless sporting accomplishments to
your name. After playing professional wheelchair basketball,
you became a mono-skier at a fairly late age and were a gold
medallist at the last Paralympics, all of which obviously took
enormous dedication. You’re also already looking unbeatable
at the next Games. Who has been your inspiration?
Juliette: Well, first of all, although I took up mono-skiing in my
late twenties, the average age of Paralympians is generally
higher than Olympians. People often take up adaptive
sports later in life. Inspiration … well, I have to say Aimee
Mullins because she just pursued her dream. She had her
lower legs amputated when she was only a year old, but she
managed to compete in track and field events against able-
bodied athletes at college. And of course, she succeeded in
becoming a Paralympic athlete later. She said something
I’ve never forgotten: that adversity isn’t an obstacle that
you need to overcome, it’s just part of life. People with
disabilities have to do their best to fulfil their potential just
like everybody else.
Ryan: Mm. I watched one of Aimee Mullins’ TED talks, where
she said she looked up the word ‘disabled’ in a thesaurus
and was amazed to see synonyms such as ‘helpless’ and
‘useless’.
Juliette: Well, obviously people with a disability are capable
of living a full life. That talk was ten years ago and since
then, society has become much more sensitive to inclusion.
For example, Olympians and Paralympians are treated the
same way, they’re expected to take the same drug tests and
conform to the same rules of sportsmanship.
Ryan: Right. How important is technology in adaptive sports?
Juliette: Technology plays a huge role. Not having the right
equipment or comfy prosthetics can really hinder your
performance. What’s important is that the equipment or
prosthetics are tailored to each individual’s disability.
That’s expensive, but a lot of charities help, and there’s
crowdfunding, of course – that’s how I was able to afford
my equipment. The bottom line is that what makes a great
adaptive athlete is the combination of adaptive technology
and the person’s abilities and drive.

87
6B Happiness tourism

LESSON SUMMARY TRAVEL
Students read an article about the happiest countries
and talk about their own country. They also design an
event for World Happiness Day and present it to their
classmates.
LESSON OBJECTIVES
VOCABULARY  Happiness idioms
OUTCOME  Discuss activities for World Happiness Day
LESSON PATHWAY
Learn idioms about happiness
Read a travel article about the happiest countries
Speak about their own country
Discuss questions about happiness
Prepare and present ideas for an event
PREPARATION
If your students’ country or countries are not on the list in
exercise 4, look up the position so you can tell them for
exercise 7.
VOCABULARY // Happiness idioms
1 Books closed, write Happiness is ... on the board
and ask students to work in pairs and complete the
sentence (suggested answers: walking on the beach
on a sunny day, lying on the grass looking at the
sky, reading a great book). Elicit some ideas and ask
students to explain their sentence endings. Books
open, tell them to look at the cartoon images. Ask:
What do these images have to do with happiness?
Have a brief discussion with the class and then ask
them to complete the matching activity in part a.
Check answers and then tell them to discuss part b.
Help them translate the other idioms they know and
write them on the board.
For part c, give students time to rehearse their
conversations before they present them to
another pair. Monitor and help with language and
pronunciation.

TEACHING TIP As preparation for part c with lower

levels, you could build up a dialogue on the board
as a model to show how the idioms are used in
sentences. Alternatively, group strong and weak
students together for this task.

88

2 Direct students to the Language studio on p127 to
complete the exercise. Check answers.
3 Give your own examples for part a, inviting students to
ask you questions to find out more information. Then
tell students to make their own lists individually.
Put them into new pairs for part b so they can share
their ideas. Encourage them to ask questions to get
more information. Refer them to the phrases in the
box for support. Monitor and make a note of good
language and errors and go over this afterwards. If
students need more practice using the idioms, ask
them to work with a different partner and tell them
about their previous partner. This will also give them
the extra challenge of putting the verbs into the third
person.
ANSWERS
1 A6 B1 C4
READING
4 Direct students to the list in part a and ask: What do
you think makes people happy in these countries?
Write their ideas on the board. Don’t confirm any
information yet.
In part b, ask students to read the article to check
their ideas. You don’t need to do detailed feedback
here, just have a brief discussion.
5 Tell students to read the article again for a more
detailed understanding and answer the question in
part a. Ask them to find at least three reasons, then
tell them to compare ideas with a partner. Check
answers.
Put them into pairs to discuss part b and then have a
short class discussion.
6 WORDS IN CONTEXT Direct students to the cline (scale)
and also draw it on the board. Ask them to find the
words in the article. Point out there may be more than
one way to complete the cline.
TEACHING TIP Ask a fast finisher to write the words
on the cline on the board. Check answers with the
class.
7 Put students into groups of three or four and ask
them to do this task. If their country or countries are
not on the list, you can reveal what you discovered
during preparation or ask them to research it online.
Ask them to think of examples and reasons for their
opinions. Then ask some students to share interesting
things their groups discussed with the class and have
a brief whole-class discussion. You could also go
back to the questions asked earlier about what makes
people happy.
There are extra activities based on this article in the
e-book+.
6B
ANSWERS
5a Suggested answers
Costa Rica: nature, environmental protection by
the government, renewable energy, exceptional
well-being and health, social networks, generosity
New Zealand: breathtakingly beautiful, government
spending has happiness as an aim, social support,
relaxed, friendly people
Iceland: peaceful and inspiring landscapes,
thermal spa waters, low taxes, free healthcare,
free education, gender equality, political equality
for women
Denmark: hygge, cycling, equality through
distribution of wealth
Finland: immigrants mix with native population,
gender equality, nature and forests, time spent
outdoors
6 synonyms: contentment, rapture
adverbs: amicably, blissfully, gleefully
adjectives: satisfied, joyous, elated
Cline suggested answer: (happy) satisfied –
contentment – amicably – joyous – gleefully –
elated – blissfully – rapture (very happy)
SPEAKING
8 Put students into new groups for this discussion. Give
them time to think about what they would like to say
and then tell them to ask and answer the questions.
Ask some students to share interesting things they
spoke about with the class.
9 For part a, ask: Have you heard of the International
Day of Happiness? What do you think happens on
this day? Elicit some ideas and then ask: What
kind of group activity or event could we do to make
us all happy on that day? Tell them to think about
this silently for 30 seconds. Then put students into
pairs to do the task. They could prepare a poster
presentation or design some slides to accompany
their presentation. Students could also do this for
homework.
For part b, tell the class only one event idea will be
chosen. Ask each pair to present their ideas to the
class. The class should listen and ask questions
about the event ideas to challenge their classmates.
Afterwards, ask students to vote for the best idea.
EXTRA ACTIVITY Students could write an email to
ask for money to fund the chosen event, either
to the school director or to other students as a
crowdfunding action. They need to explain and sell
the event to persuade people to give money.
There is further practice on p31 of the Workbook.
Use the Cyber Homework for 6B as extra practice for your
class.
89
6C Favourite numbers
LESSON SUMMARY
Students listen to an interview with a
mathematician and create an infographic about
meaningful numbers and dates.
LESSON OBJECTIVES
VOCABULARY  Numbers
GRAMMAR  Position of adverbs
OUTCOME  Create an infographic
LESSON PATHWAY
Speak about how we see and use numbers
Learn vocabulary related to numbers
PAIRWORK What’s the number?
Listen to an interview with a mathematician
Study the position of adverbs
Design and explain an infographic
90
SPEAKING
STUDIO VIEWS
1 Direct students to the photos and ask them to
describe what they see, writing any useful vocabulary
on the board. Put students into pairs to discuss part a.
Then put pairs together to make groups of four for
part b and ask them to compare lists.
Tell the groups to then discuss part c briefly. Ask some
students to tell the class what they spoke about.
VOCABULARY // Numbers
2 Explain that you’re going to test students’ knowledge
of numbers and direct them to the activity in part a.
You could make this a race to add a competitive
element. Ask the fastest finishers to give examples
and explanations – they only win if they get it all
correct.
Read the instructions for part b with the class and ask
them to do the exercise. Check answers.
3 Direct students to the Language studio on p128 to
complete the exercise. Give this a time limit to add an
element of competition again. Check the answer.
EXTRA ACTIVITY If your class is interested in this
activity, ask them to make a similar activity for their
classmates. They can do this in pairs and then give
their puzzle to another pair to solve.

4 Put students into new pairs and tell them to do the
puzzles. Check answers and make sure students can
explain their answers.
EXTRA ACTIVITY Ask: Do you know how to say large
numbers in English? Tell them to listen and write
these numbers.
21,456,000 (twenty-one million, four hundred and
fifty-six thousand)
335,872 (three hundred and thirty-five thousand,
eight hundred and seventy-two)
6,741 (six thousand, seven hundred and forty-one)
100,920 (one hundred thousand, nine hundred and
twenty)
Check answers and then tell students to prepare
their own numbers to dictate to a partner. They can
then test each other working with different pairs.
Afterwards, go over any aspects they found difficult.
ANSWERS
2a 1 a) any odd number, eg 3, 5 b) any even number,
eg 4, 6 c) any number that can only be divided
by 1 and by itself, eg 2, 3, 5 7, 11, 13 d) any
decimal number, eg 2.5, any fraction, eg ½
e) any number with five digits, eg 20,000
2 f) 3, 15, 1,100 g) a number made up of
0s and 1s h) something that is endless
i) 109 / a thousand million / 1 followed by 9 zeros /
1,000,000,000 j) 1012 / a million million /
1 followed by 12 zeros / 1,000,000,000,000
2b 1 c, e 2 d, g 3 a, i 4 f 5 h 6 b
4 1 a decimal point (3.7)
2 75 (add 7 each time)
3 19 (add 2 and 4 alternately: 5 + 2 = 7, 7 + 4 =
11, 11 + 2 = 13, 13 + 4 = 17, 17 + 2 = 19)
4 3 (multiply the numbers in each row by the
same number 2x3 = 6, 6x3= 18; 4x5= 20, 20x5
= 100; 3x7= 21, 21x7=147)
PAIRWORK 6C What’s the number?
If students can’t use the App, you can make black-
and-white copies of the activity on p176 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students take turns describing
numbers to each other, without saying the actual
numbers. Demonstrate the activity with a student
to model the task and then monitor to listen for
examples of good language and errors. Go over this
after they have finished.
ANSWERS
Student A
13: It’s an odd number. It’s a double-digit number. It’s
an unlucky number for some people.
100: It’s an even number. It’s a century. In Roman
numerals it’s ‘C’.
6C
0: It’s a single-digit number. It’s a number which means
nothing.
2: It’s an even number. It’s a single digit. It looks like a
swan.
01: It’s a double-digit number. It’s a binary number. The
digits are different.
0.33: It’s a decimal number. It’s a double-digit number.
It means approximately a third.
Student B
5: It’s a single-digit number. It’s a prime number. In
Roman numerals it’s ‘V’. It’s how many fingers most
people have on a single hand.
0.25: It’s a decimal number. It means a quarter.
10: It’s an even number. It’s a double-digit number. It’s
a decade. It’s the base of the decimal numeral system.
It’s the total of how many fingers or toes most people
have.
½: It’s a fraction. It means a half.
7: It’s a single-digit number. It’s a prime number. For
some people it’s a lucky number.
20: It’s a double-digit number. It’s an even number. In
Roman numerals it’s ‘XX’.
LISTENING
5 24 Explain that in this discussion, Isabella and
Finley are talking to a mathematician about favourite
numbers and why they are popular. Play the audio
and ask students to listen for the numbers and the
reasons. Repeat the audio if students want to listen
again before you check answers.
6 For part a, tell students they have to make more notes
this time. Remind them to only note key words, and
to use abbreviations, shorthand and phrases. Pause
the audio to allow time for writing if your students
are struggling. Also, give them one minute after they
listen to add to their notes.
Then for part b, ask them to compare what they
understood in pairs before you check answers.
7 Students should do an online search to find out the
answer. Ask students if they understand this level of
maths and if they have seen The Big Bang Theory.
Find out if you have any maths experts in your class or
if your students know anyone who is into maths.
8 WORDS IN CONTEXT Ask students to work in pairs to
transform the words in part a. They can use a
dictionary for help. Don’t check answers yet.
25 In part b, students listen to identify word stress
while checking their answers. Play the audio and ask
students to correct their answers. Play it again and
ask them to mark the stress. Check answers and then
discuss how the stress shifts. Point out that with
suffixes like -tion, -cian, -tiuos, the stress is usually on
the penultimate syllable – just before the suffix. This
is useful information to pass on if your students speak
Latin-based languages, where the stress tends to be
on the final syllable.
91
6C
9 Ask a student if they have a lucky number and then
ask them to discuss the questions and their feelings
about superstition in pairs. Refer them to the speech
bubble for ideas.
There are extra activities based on this audio in the
e-book+.
ANSWERS
5 top three numbers: 7, 3, 8
reasons: cultural, mathematical, personal, visual
6a 7: prime number, popular in many cultures
… there are seven days of the week, seven
continents, seven colours of the rainbow
3: three is a prime number and can often be found
in life … birth, life and death, past, present and
future, we count to three before doing something,
smallest number needed to make a pattern
8: sometimes appears in nature – flowers with
eight petals, spiders with eight legs, lucky in some
cultures, eg China. Other people just like the
shape of the number – looks like infinity symbol on
its side.
pi: used in many calculations, has its own special
day ‘Pi Day’ on 14th March, goes on to infinity,
more than 22 trillion digits after the decimal point
have been calculated
7 According to the character Sheldon Cooper in the
TV series The Big Bang Theory, ‘The best number
is 73. Why? Seventy-three is the 21st prime
number. Its mirror, 37, is the 12th and its mirror,
21, is the product of multiplying 7 and 3 ... and
in binary 73 is a palindrome, 1001001, which
backwards is 1001001.’
8a 1 mathematical 2 superstitious 3 calculation
4 recitation
8b 1 mathematician mathematical
2 superstition, superstitious
3 calculate, calculation
4 recite, recitation
The stress changes in the second word in pairs 1,
3 and 4 as shown.
GRAMMAR // Position of adverbs
10 Tell students they are going to learn and revise how to
use adverbs. Do the table exercise in part a as a class
activity.
Then ask students to work individually to find
examples and compare their answers in pairs for
part b. Check answers. Note that statistically has two
functions.
TEACHING TIP A typical error with adverbs is word
order, so use this as an opportunity to point out the
adverbs’ positions in the sentences.
There is more information on position of adverbs in the
Language studio on p144.
92
11 Direct students to the text and tell them to read
it quickly without trying to fill the gaps, then ask:
What is the text about? Did you know this about
Google? Elicit a quick answer and then tell them
to complete the exercise. Check answers. To work
on pronunciation, ask students to underline the
correct stressed syllables in the words in the box, eg
extremely. Check answers and then tell them to read
the text aloud in pairs and practise the word stress.
Listen and correct any pronunciation errors you hear.
12 Do one or two examples on the board to model the
task and then ask students to work individually or
in pairs to write the sentences. Monitor and correct
errors you see. Ask some students to read out their
sentences. (Suggested answers: I have always found
maths difficult. Personally, I am not superstitious. The
digital age is definitely bringing new challenges.)
EXTRA ACTIVITY Ask students to show their
sentences to a partner and tell them to ask
questions about some of the sentences. For
example: Why do you think that? Can you give me
some examples?
ANSWERS
10a place on the phone keypad
manner statistically
time on the 14th March
frequency usually
modifying / degree extremely
emphasis actually, totally
focus mainly
certainty probably
comment clearly, obviously
viewpoint statistically
11 1 extremely 2 probably 3 ridiculously
4 Strangely 5 graphically 6 on its website
7 neatly 8 Unfortunately 9 happily
WRITING & SPEAKING
13 Ask students to look at the sketch of the infographic
and ask: What is an infographic? What does it aim to
show? Explain the task in part a and give students a
couple of minutes to draw.
In part b, students ask and answer questions in pairs
about their sketches.
TEACHING TIP Students could do this as a mingle
activity so they walk around the room speaking to
different people for a few minutes each time.
 6C
EXTRA ACTIVITY Ask students to find infographics Melanie: Well, I haven’t heard that one before! People mainly use
online by typing infographic and their country name their birthdays or dates when something special happened
to them. Obviously, these sorts of favourite numbers are just
plus one of the options below.
superstition.
population / sport / work / history / facts Isabella: Well, clearly, some people are very superstitious when
They should take their time and choose an example it comes to numbers, but surprisingly, many people take
they find interesting. Then tell them to share it comfort from superstition even though they know it’s
irrational.
with a partner and explain why they chose this
Finley: Yes, having a favourite number like seven helps people
infographic. to think they’re protected from bad luck – and that it will
provide them with good luck. I think seeing or using your
There is further practice on p32 of the Workbook. favourite number makes you feel more in control – it gives
Use the Cyber Homework for 6C as extra practice for your you a good feeling.
Isabella: So, Melanie, we’ve got to ask: do you have a favourite
class.
number?
Melanie: Well, I have a favourite mathematical number which is
LESSON TRANSCRIPTS 3.14 – pi. It pops up in so many different calculations in
maths as well as in chemistry and physics. It’s so famous it
24 6C, exercise 5 even has its own special day – Pi Day on the 14th March. As
Finley: So, Isabella, what school subject did you love and what you know it goes on to infinity – so far more than 22 trillion
did you hate? digits after the decimal point have been calculated!
Isabella: That’s easy. I definitely hated French and I absolutely Isabella: That’s pretty amazing!
loved math! Melanie: Yes, we have recitation competitions on Pi Day where
Finley: Well, I might have known! In polls of people’s least our students try to recite as many digits as they can. … How
favourite subjects at school, maths is actually what most many digits can you recite, Finley?
people dislike, usually because it’s taught badly or seen as Finley: Oh, erm, well, … 3.14 … er …
extremely difficult. But that probably wasn’t the case for you, Isabella: 3.1415926535.
Melanie. Melanie: Impressive. What’s your favourite number, Isabella?
Melanie: No, I’ve loved numbers ever since I was a child, so I Isabella: 73.
knew I was always going to be a mathematician. Personally, Melanie: Ah good, you said you liked maths. And yours, Finley?
I like the fact that numbers and statistics are objective – Finley: It’s zero – because without it, we wouldn’t have the binary
they bring certainty and order into life. system used in computer programming.
Isabella: I totally agree. However, what I find interesting is that Melanie: Yes, indeed.
even people who don’t like math have favourite numbers.
Melanie: Yes, many people have an emotional attachment to 25 6C, exercise 8b
numbers. It’s fascinating – if often not very scientific.
1 mathematician – mathematical
Finley: Now, a poll this week has shown that seven is most
2 superstition – superstitious
people’s favourite number. Why is that?
3 calculate – calculation
Melanie: Well, statistically speaking, odd numbers are generally
4 recite – recitation
more popular than even numbers. Also, eight of the top ten
favourite numbers in this poll were all below nine. And of
those numbers, seven is a unique prime number – if you
want a whole number as an answer, seven isn’t divisible
by anything in that number group apart from one. Some
people think that makes it interesting: it’s independent.
But usually people don’t have mathematical reasons for
choosing a certain number. Seven for example, is popular
in many cultures … there are seven days of the week, seven
continents, seven colours of the rainbow …
Finley: Mm, right. In the poll, the second favourite number was
three and the third number was eight. What can you tell us
about those?
Melanie: Well, like seven, three is a prime number and can be
found everywhere. Our lives are based on birth, life and
death; past, present and future … We count to three before
performing a task and it is the smallest number needed
to create a pattern. Eight, on the other hand isn’t a prime
number, but it sometimes appears in nature, for example it’s
common for flowers to have eight petals and spiders to have
eight legs. The number eight is considered a lucky number
in some cultures, particularly in China. Other people just like
the shape of the number. And of course, eight looks like the
infinity sign turned on its side.
Finley: Yes, … but, er … some people have purely personal
reasons, don’t they? I asked some friends and one guy who is
always on his phone said 159 because it’s the diagonal set
of numerals on the phone keypad.

93
101 THINGS
TO DO IN
ENGLISH 6 Clarify & rephrase
GET READY
1 Books closed, write these words on the board and ask:
What is different in how we communicate in these
different mediums?
TELEPHONE EMAIL TEXT MESSAGE
Write a few ideas on the board as they make
suggestions.
Books open, put students into small groups and tell
them to discuss the questions. Ask some students
to share interesting things they spoke about with the
class.

WATCH
2 11 Direct students to the video stills and tell them
they are going to watch the conversation, but without
sound. Play the video and ask students to answer the
questions. Check answers.
3 Tell students they will watch the whole
12
conversation with sound to check their ideas. Play
the video and ask students to discuss the question in
part a. Check answers.
For part b, ask students to discuss the questions in
pairs. Check answers.

LESSON SUMMARY
Students discuss some typical problems with
communicating by phone and email and then watch
a video of a problematic call. They then role-play
different situations.
LESSON PATHWAY
Speak about different mediums for communicating
Watch a video of a communication problem
ANSWERS
3a The problem is that Leah ordered a sports bag
which she hasn’t received. It takes a long time to
sort out because of communication problems (they
misunderstand each other).
STUDY
4 Ask students to look at the headings for each section
in the table in part a. Ask: Did you notice the speakers
doing these things in the video? Then ask students to
try to remember the phrases and complete the gaps.
After they have compared their answers in pairs, play
the video again to check answers.
Ask students to complete the sentences for part b and
then check answers.

Study language for clarifying & rephrasing
Practise intonation
Role-play conversations where there is a problem
5 26 Read the information in the box with the class
and play the audio. Check answers and then tell
students to listen again and say the phrases along
with the audio. Then give them a minute or two to
practise in their pairs.
EXTRA ACTIVITY Ask students to act out the whole
conversation using the transcript. Ask them to
focus on their pronunciation and their pauses and
intonation. If they want to, they could watch the
video once more to just focus on pronunciation
before they do this.

94

ANSWERS
4a 1 specific 2 follow 3 page 4 correctly 5 hear
6 meant 7 very well 8 words 9 another way
10 trying
4b 1 I’m afraid / sorry 2 let me 3 actually / quite
5 The voice rises and falls before the end of the
phrase.
 
1 The problem is, you haven’t got it.
 
2 So in other words, I can’t get the bag.
 
3 What I’m actually trying to say is, I’d like the bag
but I don’t want to wait too long.
PRACTISE
6 In this activity, students do both role-plays but can
decide which order to do them in. Explain the task in
part a and give students time to choose their first role-
play and prepare what they will say. Monitor and help
with language and ideas.
For part b, give them time and space to rehearse and
act out their role-plays. Monitor and make a note of
good language and errors. Go over this afterwards.
For part c, ask students to choose which option they
would prefer to do and ask them to work on this with
their partner.
Volunteers could then act out their role-plays to other
pairs in front of the videoscape, if you can project it in
your classroom. The listeners can then give feedback
on use of vocabulary and pronunciation. If they chose
an alternative recent situation, the pair listening could
try to work out what the problem is as they watch.
There is further practice on p33 of the Workbook.
Use the Cyber Homework for 101 6 as extra practice for
your class.
LESSON TRANSCRIPTS
11 101 6, exercise 2
Shane: Customer service, Shane speaking. How may I help you?
Leah: Hello, this is Leah Hardy. I’m calling about an order for a
sports bag.
Shane: Right. Could you be a bit more specific? Do you have an
order number, please?
Leah: Yes, just a minute, … Sorry, here it is. WT36 … erm
6249…228.
Shane: I’m afraid I didn’t quite catch that. Could you repeat that?
WT 3 …
Leah: Yeah, WT36 … 6249 … 228.
Shane: Yes, I’ve found it, thank you. So how can I help you today?
Leah: The problem is, you haven’t got it.
Shane: I’m afraid I don’t follow. What do you mean by I ‘haven’t
got it’?
6 101 THINGS
TO DO IN
ENGLISH
12 101 6, exercise 3
Shane: Customer service, Shane speaking. How may I help you?
Leah: Hello, this is Leah Hardy. I’m calling about an order for a
sports bag.
Shane: Right. Could you be a bit more specific? Do you have an
order number, please?
Leah: Yes, just a minute, … Sorry, here it is. It’s WT36 …
erm 6249 … 228.
Shane: I’m afraid I didn’t quite catch that. Could you repeat that?
WT 3 …
Leah: Yeah, WT36 … 6249 … 228.
Shane: Yes, I’ve found it, thank you. So how can I help you today?
Leah: The problem is, you haven’t got it.
Shane: I’m afraid I don’t follow. What do you mean by I ‘haven’t
got it’?
Leah: Sorry, let me rephrase that. What I actually meant was your
company doesn’t have the bag.
Shane: Oh. But I can see you’ve ordered it.
Leah: Yes, but it was the last one. I ordered it and I paid for it but
I wanted to collect it in the shop.
Shane: Right, I see that now. But I’m not sure we’re on the same
page. Would you like to cancel the order?
Leah: I’m afraid I haven’t explained it very well. I ordered a sports
bag and I wanted to collect it, but I just got a text from the
shop saying it’s actually sold out. But it didn’t say that on
the website.
Shane: Let me see if I’ve understood you correctly. You still want
the sports bag, but they don’t have it in the shop?
Leah: Yes.
Shane: Right. Well, that only happens when the product’s out of
stock. If it’s the last one, someone must have bought it in
the shop while you were ordering it. Are you with me?
Leah: So in other words, I can’t get the bag.
Shane: Well, … no. As a matter of fact, the order shouldn’t have
gone through.
Leah: But I’ve paid for the bag. So I’m afraid I’m not quite sure
what you mean by that.
Shane: Let me put it another way. We don’t have it in stock now.
You can either wait for it to come in stock or I can give you
a refund.
Leah: OK, I’m with you. How long would I have to wait?
Shane: Mmm, sorry I didn’t quite hear what you said.
Leah: What I’m actually trying to say is, I’d like the bag, but I
don’t want to wait too long.
Shane: I can’t see on the computer when it will come in stock
again, so I can’t give you a definite date. And I don’t know
if it will be a week or a month. I’m very sorry you’ve had this
problem today. Would you like to choose a different bag?
Leah: No, thanks, I really wanted that style. I’d like a refund,
please.
26 101 6, exercise 5
1 The problem is, you haven’t got it.
2 So in other words, I can’t get the bag.
3 What I’m actually trying to say is, I’d like the bag, but I don’t
want to wait too long.
95
 REVIEW 5 & 6
Ask students to work through the exercises in pairs.
Monitor and help with explanations and corrections.
For more information on the Review sections see p16.
For more practice go to:
• CLIL Project 3 on Helbling e-zone
• Writing 3 on SB p118
• Workbook pp34-35

PAIRWORK
This pairwork task recycles vocabulary from Lesson 5B on
pp46–47. Ask students to read the relevant instructions
and check they are clear on the task. Students have
different sentences about The Strange Case of Dr Jekyll
and Mr Hyde and they take turns reading them aloud in
the correct order to retell the story. Demonstrate the task
with a confident student if you think they need further
support, and then tell them to do the task in pairs.
Monitor and make a note of errors and good language. Go
over this language after they have finished speaking.

ANSWERS
1a 1b 2e 3d 4a 5f 6c
2a 1 Due to 2 What’s more 3 As 4 Yet 5 therefore
6 Nevertheless
2b Permission to: travel all around Helsinki with a
special ticket; pick wild berries and mushrooms in
the forests
No permission to: smoke on public transport or in
public places
Able to: communicate with locals; see amazing
festivals in Helsinki in August; experience white
nights in summer; see the Northern Lights in
Lapland in winter
Not able to: stay outdoors for long in winter
3 1 invaluable 3 Roman numerals 4 subscribe to
9 good value for money 10 loyal customer 11 value
4 1 I’ve got into the habit of drinking coffee every
morning.
2 I got used to watching a series after dinner.
3 I tend to do sport extremely intensively three
times a week.
4 When I was a child, we’d go shopping at the
supermarket every Saturday.
5 I’ll have a twenty-minute power nap when I’m
really tired.
6 I keep thinking about quitting my job.
5 1 down 2 potential 3 back 4 performance
5 away 6 off 7 off 8 with
6a 1 under 2 under 3 over 4 over 5 under 6 under
6b 1 advert / advertisement 2 information
3 magazine 4 maximum 5 picture 6 preparation
7 statistics 8 vegetables
7 1c 2d 3e 4b 5f 6a

Pairwork
1d 2j 3e 4l 5b 6g 7c 8h 9f 10i 11a 12k

96

LESSON SUMMARY
Students listen to an interview with an advertising
executive and write a radio ad for a new product or
service.
LESSON OBJECTIVES
VOCABULARY  Advertising
GRAMMAR  Comparison
OUTCOME  Write a script for a radio ad
LESSON PATHWAY
Learn vocabulary about advertising
Listen to an interview with an advertising executive
WORD MAKER The suffix -ie
Study grammar for comparison
PAIRWORK What am I comparing?
Write a script for a radio advertisement
Read their ads to other students
Power words 7A
VOCABULARY // Advertising
BUSINESS
1 Tell students to look at the photos and title of the
article and ask them the question in part a. Elicit
some ideas.
For part b, first ask students to read the article quickly
and tell you if their predictions were correct. Then tell
them to read it again more carefully and then discuss
the questions. Afterwards, ask some students to share
their ideas with the class
2 This exercise encourages students to share what
they already know with other students and to guess
meaning from context. Ask them to complete the
matching exercise in part a and then check answers.
Then ask them to discuss the meaning of the other
words in bold and check answers (note that the
Language studio activity in exercise 3 has definitions
for these words). You could also teach students the
popular acronym BOGOF (buy one, get one free).
To start part b, say: Close your eyes and try to
remember all the advertising you saw on your way to
class today. Think of all the places you might have
seen ads – on your phones, billboards, transport. Tell
them to open their eyes and do the exercise in pairs,
and then put them into groups of four to share their
lists. Check ideas after they have finished and ask:
So, how saturated with ads are we? and have a quick
discussion.
97
7A
3 Direct students to the Language studio on p128 to
complete the exercise. Encourage them to do it from
memory without looking at the article, working in pairs
to recall the vocabulary. Check answers and go over
the pronunciation of any problematic words.
4 Put students into groups and ask them to discuss
the questions. Ask some students to share what they
spoke about with the class.
ANSWERS
1b 1 It says that we can’t escape it – whatever activity
we’re involved in, advertising is present. The idea
is emphasised by the long list of examples.
2 Without advertising, companies couldn’t make
money. Without advertising, the websites we enjoy
wouldn’t be free.
2a A transit ads B telemarketing C billboards
D sponsorship E freebie
LISTENING
5 27 Tell students they are going to listen to an
interview with someone working in the advertising
industry. Play the audio in part a and ask them to
discuss the questions. Check answers, writing some
answers for question 3 on the board.
28 Play the rest of the interview in part b and tell
students to write down Chandra’s words. Ask them to
compare notes, then check answers.
6 Ask students to complete the exercise and then play
the interview again so they can check answers. Go
over answers on the board.
LISTENING TIP If students are using the App, give
them control of the audio by asking them to listen
to the interview on their own device. They can then
pause or rewind sections. Give them a time limit so
they don’t take too long.
7 WORDS IN CONTEXT Tell students to read the words and
phrases alone, using the transcript on p160 for extra
support if needed, and then ask them to discuss their
ideas in pairs. Check answers with the class. Draw
attention to the very latest in sentence 3 and elicit its
meaning (the newest product available). Give students
time to write their favourite phrases in their
notebooks.
EXTRA ACTIVITY Now students have just passed the
halfway stage in the book, tell them to review their
notes for words in context, which they should have
built up over the first six units. Ask them to refer
to their notes and test each other’s memory on the
meaning of some words and phrases.
98
8 Ask students to refer back to exercise 5a. Elicit an
example of a word and then put them into groups
to complete the task. After they have finished, ask
someone from each group to share their ideas with the
class.
WORD MAKER // The suffix -ie
Read the information and ask students if they know
any other words ending in -ie. Write them on the board
and elicit example sentences to clarify meaning. Direct
students to the Language studio on p128 to complete
the exercise. Check answers.
There are extra activities based on this audio in the
e-book+.
ANSWERS
5a 1 She’s an ad exec (executive).
2 the importance of choosing the right words in
advertising
5b easy, save, free, now, new, unique, safe,
guarantee, proven, results, health, discover, love,
you
6 a now b safe c results d easy e proven
f discover g new h you i save j love k free
l health m unique n guarantee
7 1 feature that makes it easy to sell
2 getting immediate satisfaction
3 looking everywhere for / searching for
4 the greatest (to emphasise how important it is)
5 the best / the most important
GRAMMAR // Comparison
9 Note that students will probably understand grammar
for comparison, and that this is a revision activity
which helps students explore what they already know.
Ask students to do part a individually so you can
monitor and assess their current knowledge. Check
answers and clarify any doubts about grammar (form
and meaning).
For part b, do the exercise with the whole class using
the board.
There is more information on comparison in the Language
studio on p144.
10 Tell students to read the text quickly before they
do the grammar exercise. Ask: Who is the text
directed at? What is it telling the reader? (it’s
directed at customers in a shop and it’s announcing
improvements). Then ask them to do the exercise and
compare answers with a partner before you check with
the class.

ANSWERS
9a a) ever b) better c) even d) from e) easier f) as
9b 1 than ever, so much the better, much
2 different from, as
3 the more … the easier
10 1 than 2 very 3 the less 4 even 5 as 6 Fewer
7 much 8 from
PAIRWORK 7A What am I comparing?
If students can’t use the App, you can make black-
and-white copies of the activity on p177 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students take turns comparing
two things, speaking for only one minute, while
their partner works out what they are describing.
Demonstrate the activity by comparing two things that
are not on the students’ lists. Speak for one minute,
being careful not to mention the two things explicitly,
and then ask: What two things am I comparing? Have
you got any questions for me so you know you are
correct? As students do the task, monitor to listen for
good language and errors. Go over this after they have
finished.
WRITING & SPEAKING
11 For part a, ask: Do you listen to the radio? What kind
of ads do you hear on the radio? What are the benefits
of radio ads? What makes a good radio ad? Write a
few of their ideas on the board and explain the task.
Give them time to think about what they might talk
about and then put them into pairs to write and
practise their ads. Remind them to focus on their
pronunciation and to use pausing, emphasis and
intonation to make their speech clear and interesting.
In part b, put pairs together into groups of four or six
so they can read each other their ads. Afterwards, ask:
Did you guess the product or service? Who had the
most persuasive ad? Why?
There is further practice on p37 of the Workbook.
Use the Cyber Homework for 7A as extra practice for your
class.
LESSON TRANSCRIPTS
27 7A, exercise 5a
Mason: It’s almost eleven o’clock and time for the latest
headlines from the newsroom. But before we take a break,
let me just look ahead to my next guest this morning. Her
name’s Chandra Patel, she’s an ad exec, and she’s going to
be talking about the importance of choosing the right words
in advertising. So, if you’re about to make your mid-morning
coffee, here’s a question for you. What do you think are the
most powerful words in advertising? To find out, listen in
after the news.
7A
28 7A, exercise 5b
Mason: Welcome back. Chandra, thanks for coming to talk to us
again.
Chandra: It’s always a pleasure.
Mason: Chandra, let’s launch straight into your list.
Chandra: OK. And these are in no particular order except for the
last one. First one up is easy. Why? We all lead busy lives,
so if a product is easier to use than its competitors, that’s a
strong selling point.
Mason: Makes sense.
Chandra: Next up are save and free. Even the wealthiest amongst
us like a good deal, and who can say no to a freebie? It’s why
phrases like ‘buy two get one free’ are used as often as they
are. They tell us we’re going to spend less of our hard-earned
cash. And you can save time too. And help save the planet –
something more people than ever are taking into account.
Mason: Definitely.
Chandra: Three interconnected words next – now, new and
unique. We live in a world driven more and more by instant
gratification, so now has a lot of power, especially if you
can add a sense of urgency with phrases like ‘Only three
left’ or ‘Offer ends midnight’. As for new, research suggests
that the pursuit of novelty is a deeply rooted human need,
and some consumers are on the lookout for the very latest
of everything. So new sells. As does unique. It tells us this
product is different from all its competitors.
Mason: What’s next?
Chandra: Four words that sort of work together. Safe, guarantee,
proven and results. All four make a strong appeal to basic
human instincts – the need to avoid danger and uncertainty.
So anything that promises to keep you and your loved ones
safe is going to sell well. And if that safety pledge comes with
a guarantee, the promise to repair or replace faulty goods,
so much the better. Ads will often guarantee results too,
reassuring us that our purchase will live up to expectations.
It’s a claim you can make even stronger by offering a refund
if the customer isn’t fully satisfied. We also like it when
results are proven. Think of laundry detergent and toothpaste.
Proven suggests results that are backed by science, helping
customers to overcome their doubts about trying a new
product. It’s why customer reviews and testimonials play such
a big role in advertising – it worked for me, it’ll work for you!
Mason: Are we at number one yet?
Chandra: Not quite. But there are just three words to go, one of
which is health. Our health is of the utmost importance to
us, the one thing we value when all else fails. And healthy
living has grown into a shared goal. Just look at the array of
healthy food products out there!
Mason: Right!
Chandra: And then there are the words discover and love.
Mason: So love isn’t number one?
Chandra: No, but it’s almost as powerful. Love connects with
our emotions, and the more advertisers can appeal to our
emotions, the easier it will be to get us to buy on impulse.
As for discover, it’s a great word for millennials, who value
experiences more than possessions. But it appeals to anyone
who would like to break free from the routines in their life
and try something different.
Mason: Before you tell us the number one word, let’s take a look
at what our listeners are saying on social media … a lot of
them chose the same word as I did – love.
Chandra: The number one word is in fact you.
Mason: You. Of course.
Chandra: You is the ultimate marketing power word. It appeals
directly to the person at the centre of your universe. We all
want things made just for us, taking our needs into account.
And you – or your – emphasises feelings of ownership too.
It’s why my gets used so much in brand names.
Mason: Chandra, that was fascinating. And listeners, let’s hear
from any of you who think their words have been overlooked.
And Chandra, I hope you’ll come back again soon.
Chandra: I certainly will.
99
7B A life well lived

ARTS &
VOCABULARY // Euphemisms
LESSON SUMMARY ENTERTAINMENT
1 Books closed, write euphemisms on the board and
Students discuss euphemisms, read
ask students what they are. Encourage them to look it
an obituary for Carrie Fisher and then write an
up if they don’t know. Books open, read through the
obituary for someone.
exercise, directing students to the cartoon. Tell them
to discuss the questions and then check ideas with
LESSON OBJECTIVES the class.
VOCABULARY  Euphemisms
OUTCOME  Write an obituary 2 For part a, encourage students to make guesses in
their pairs using the context of the sentences. Then,
for part b, they complete the matching exercise to
LESSON PATHWAY check their answers. Go through the answers, noting
that make you redundant is also possible for sentence
Learn vocabulary about euphemisms
5, and for sentence 10 we can also say did time.

Discuss how euphemisms are used
Read an obituary for Carrie Fisher
Write an obituary
3 Direct students to the Language studio on p129 to
complete the exercise. Check answers.
4 Ask: Do people use euphemisms in your culture? and
elicit an example. Then tell students to discuss the
questions in groups of three or four. Afterwards, ask
some students to share ideas with the class.

EXTRA ACTIVITY Ask students to try to translate

some of the euphemisms in exercise 2. Write some
of them on the board and see if the class agrees on
the translation. Ask: Can we translate euphemisms
easily? Why or why not? Encourage them to think
about the connection between language and culture,
and how sometimes it might be hard to translate
things literally, due to cultural references.

100
 7B
ANSWERS Suggested answers
tributes – words that show your respect and
1 1 The euphemism is ‘with great potential’.
admiration for someone
2 It means that actually a lot of work is needed to
poured in – arrived quickly and in large numbers
make the flat suitable to live in.
Hollywood royalty – the most famous Hollywood
2b 1 toilets 2 unemployed 3 lying
celebrities
4 personal conflicts 5 fire you 6 died
propelled – pushed someone suddenly into a
7 isn’t good enough 8 not young any more
situation
9 a visit to the toilet 10 spent time in prison
testament – proof (of)
advocate – someone who publicly supports
READING & SPEAKING something
5 Books closed, ask students if they have heard of Carrie
Fisher and elicit a few facts about her. SPEAKING & WRITING
Books open, ask students to looks at the photos on
9 For part a, say to the class: Do you know anyone else
p65 and do part a individually.
famous like Carrie Fisher, who you admire or find
In part b, ask students to compare their answers for
interesting? You now have the chance to write their
the headings and then read the obituary to check their
obituary! Ask some students to share examples and
ideas. You don’t need to do detailed feedback here,
ask: Why do you admire that person? Have a short
just have a brief discussion.
discussion and then tell students to read through the
6 This exercise asks students to summarise the obituary instructions and make notes and then share ideas and
and pick out key information. Make sure they are advice in pairs.
clear that they can only write one paragraph (about For part b, tell students to write their obituary. They
100–150 words). can refer to the article about Carrie Fisher for help.
Tell students to do part a and monitor to help with
ideas and language. EXTRA ACTIVITY Encourage students to read each
Put them into pairs to discuss part b and then have other’s obituaries and talk about them. For example,
a short class discussion about what to include. You they could avoid using the person’s name in their
could write some bullet points on the board or create texts; other students have to read the obituary and
a mind map to illustrate the key points. There are no guess who it is about. Alternatively, they could write
right or wrong answers here. their texts at home and share with their classmates
to get some feedback and comments. They could
7 WORDS IN CONTEXT Direct students to the words in bold
also write this collaboratively, using a shared
in the obituary and ask them to complete the exercise
document online.
in pairs. Check answers with the class and ask
students to make some sentences using the words in a
There is further practice on p38 of the Workbook.
way that will help them remember the meaning. Ask
Use the Cyber Homework for 7B as extra practice for your
some students to read these out to the class. Remind
class.
students to record new vocabulary they want to
remember in their notebooks.
8 Put students into groups of three or four and ask them
to discuss the questions in part a. Ask them to think of
examples and reasons for their opinions.
Then, for part b, ask some students to share
interesting things their groups discussed with the
class and have a whole-class discussion.
There are extra activities based on this article in the
e-book+.

ANSWERS
5a The completed heading: Best remembered for
Star Wars, she later became a successful writer.
7 1 self-deprecating 2 unfiltered 3 high-profile
4 outspoken 5 curated

101
7C If only

READING & SPEAKING

LESSON SUMMARY
Students read about motivation, watch
or listen to a video of an interview with
a psychologist, talk about life experiences and
share regrets.
LESSON OBJECTIVES
VOCABULARY  Phrasal verbs: life experiences
GRAMMAR  The unreal past
OUTCOME  Talk about regrets
LESSON PATHWAY
Speak about motivational quotes
STUDIO VIEWS
1 Put students into pairs to discuss part a. Monitor and
help with language and ideas and then get feedback
on the task briefly.
For part b, refer students to the image at the bottom
of the page and ask: What do you think this is trying
to say? Then ask students if they have read any other
inspirational quotes, or self-affirmations as they are
sometimes called. Ask if they think these types of
quotes and statements can help us reflect and feel
better. Ask students to share any quotes they know
with the class and write some of the more popular
ones on the board.
There are extra activities based on these quotes in the
e-book+.

Watch or listen to an interview with a psychologist

VIDEO // Watch and listen
Learn phrasal verbs about life experiences 2 In this activity, you can use the Studio Views video
or audio resources. Explain that in this discussion
Study the unreal past Isabella and Liam are speaking to a psychologist, who
is talking about regrets. Ask them to read the topics in
Talk about regrets part a and discuss the question in pairs.
13 29 Read the instructions for part b with the
class and play the video or audio. Repeat it if students
want to watch or listen again and then check answers.
3 Ask students to read the questions in part a and
discuss with a partner whether they think they are
true or false. This will help them share information,
recall details and predict content. Play the video or

102

audio and afterwards give students time to confirm
their ideas with their partner and share what they
understood. Then check answers.
For part b, students could discuss in pairs or as a class.
4 WORDS IN CONTEXT Ask students to do part a in their
pairs so they can share knowledge and then check
answers.
Students can then discuss the questions in part b in
pairs too, to respond to the interview. After they finish,
ask: What other advice did you think of? and share
ideas with the class.
ANSWERS
2b career choices, education, parenting conflicts,
relationship decisions, self-improvement
Education is the number one regret in the West.
3a 1F Most people say they regret the choices they
made regarding education.
2T
3F Most regrets focus on things people could
have done (but didn’t), rather than the things they
actually did.
4T
5F Many people would rather have lived a different
life.
6T
7F Regret is a negative emotion in many respects,
but it can have positive outcomes.
3b Older people tend to have more regrets and dwell
on them. Many think about how their life could have
been different. For younger people, regret is more
positive as it can help them change their lives.
4a 1 riddled with guilt, full of guilt, (patients) often
feel very guilty
2 doing something they don’t feel comfortable
with (eg giving a presentation to a large group)
or trying something they haven’t done before
(eg an extreme sport)
3 obvious because a lot of people say it
VOCABULARY // Phrasal verbs:
life experiences
5 For part a, tell students to read the verbs in pairs
and discuss whether they know them. Then ask them
to read the dialogues and complete the exercise
individually, and afterwards compare ideas with
their partner. Check answers with the class. Note
that answers to 8 and 9 are similar, so clarify the
difference: dwelling on can be thinking or talking;
going on about is talking only (which is apologised for
here).
In part b, ask students to discuss the question so they
can speculate further on the context and understand
the meaning fully. Check ideas with the class (see
suggested answers in the answer key).
Then ask students to discuss the questions in part c.
7C
6 Direct students to the Language studio on p129 to
complete the exercise.
ANSWERS
5a 1 weighs on 2 live up to / measure up to
3 stand up to 4 move on 5 branch out into
6 creeping up on 7 lighten up 8 dwelling on
9 going on about 10 revel in 11 chicken out
5b Suggested answers
1 Two colleagues are talking at work. One has
made a mistake and the other is comforting or
reassuring them.
2 Two friends are talking. One is worrying about
their relationship with their father and the other is
giving advice.
3 Two business partners are talking. One is
suggesting a new idea and the other is feeling
uncertain about it.
4 Two friends are talking. One is advising the other
to stop thinking about the past and the other is
apologising.
5 Two friends are talking. One is backing out of an
extreme sport and the other is trying to make them
change their mind.
GRAMMAR // The unreal past
7 Tell students they are going to revise how to use
conditionals. Ask them to do the exercise in pairs, and
then check answers with the class. Try to encourage
peer-teaching where possible.
EXTRA ACTIVITY Include this drilling activity to
increase students’ fluency when saying conditionals
in the past. Student A reads the first half of a
conditional sentence in exercise 7, and their partner
finishes the sentence without looking at the book.
Give them a couple of minutes to study the book
before they start. Then tell them to swap roles and
repeat the activity.
PRONUNCIATION TIP Students can find it hard to
understand this language when they hear it – even
if they understand it perfectly when they read it
– because we use so many short forms and weak
forms. To highlight typical things that happen in
faster speech with these structures, do a dictagloss.
1 Dictate the sentences below using short forms
and weak forms (see the phonemic transcription
to help you).
I might have been on time if the bus had come.
/aɪmaɪʔəv
aɪʔəvbɪnɒntaɪm ɪfðəbʌsədədkʌm/
I would rather have had chicken than fish.
/aɪwʊdrɑːðərəvhəd
əvhədʧɪkənðənfɪʃ/
2 Ask students to listen and write what they hear.
Then tell them to work in small groups and write
the sentences in standard English. Check answers
and display the sentences on the board if possible.
103
7C
3 Ask students to analyse the differences between
the way the phrases are written and how they
sound. Ask: What letters or words disappear or
are hard to hear? What else happens?
4 Go over ideas, showing this on the board clearly
(suggested sections to focus on are in bold in
step 1). Point out that we usually contract had,
that we often use the glottal stop /ʔ/ and that we
use the schwa a lot.
There is more information on the unreal past in the
Language studio on p145.
8 Ask students to look at the example in part a and
then write their own sentences, using the examples
in exercise 7 to help them, as well as the Language
studio. Tell them to read their partner’s sentences
and check their grammar, correcting where they see
mistakes. Monitor and help. Then ask them to talk
about the sentences they wrote.
TEACHING TIP Write one or two unreal past sentences
on the board about regrets from your own life to lead
into the next activity.
ANSWERS
7 1 b, c, d 2 a, e, g 3 f 4 a
SPEAKING
9 Tell students that the aim here is to try to use the
grammar in their speaking. Make sure they are
clear on the fact they can share whatever they feel
comfortable with, whether serious or not. Point to the
example sentence in exercise 8 and tell students to
ask you some questions to find out more information,
eg Why would you have been happier? Answer the
questions using the unreal past phrases in the speech
bubbles if possible.
Direct students to the topics in the box and give them
one minute to think of what they will talk about.
Encourage them not to write anything down. Then put
them into pairs or groups of three and ask them to
share experiences.
There is further practice on p39 of the Workbook.
Use the Cyber Homework for 7C as extra practice for your
class.
LESSON TRANSCRIPTS
13 29 7C, exercise 2b
Isabella: I wish I could get out of the habit of second-guessing
important decisions. It’s an extremely bad habit.
Liam: Umm, yes, it is.
Isabella: Do you have any regrets?
104
Liam: Well, I’m already regretting not having breakfast … No,
seriously, I’m not really a regrets kind of guy. All those
should have dones and could have dones … that’s just not
me. But maybe one thing, I might have mentioned it before
… I was offered a tennis scholarship after college, but I
turned it down. If only I’d accepted it, I could have taken
part in Wimbledon instead of just watching it on TV!
Isabella: Liam. Please don’t go on about that again. Remember: If
you’d done that, you wouldn’t have become a TV host – and
you wouldn’t be here working with us! … Matthew, what can
you tell us about the most common regrets?
Matthew: Well … research has shown that it’s usually career
choices, relationship decisions, parenting conflicts and
self-improvement that cause the most ‘What if I’d done that
differently’ reactions. But the number one thing that most
people say they regret … and I’m talking about research
done in the Western world … is the choices they made
regarding education.
Liam: Hmm. Do you mean people regret not working harder at
school?
Matthew: Err … In some cases, yes. But people often wish they’d
chosen different subjects. Their subjects might have got
them a good job, but they aren’t really passionate about their
work. Or they think ‘Supposing I’d had the courage of my
convictions and not listened to other people’ – many people
live somebody else’s life and not their own. Having said
that, I think young people today are better at following their
dreams – if they have the right opportunities, of course.
Isabella: But isn’t it true that people usually regret the things
they didn’t do, you know like Liam’s tennis scholarship … er
… things people could have done … rather than the things
they actually did?
Matthew: Yes, that’s, that’s usually the case. People tend to have
an ideal view of themselves which is usually impossible to
measure up to. Well, in a recent study by Cornell University,
72% regretted that they hadn’t lived up to their own
expectations. Well, older people, in particular, as the years
creep up on them, let regrets weigh on them. They tend to
dwell on what might have been if they’d taken a risk or if
they had stood up to somebody in a particular situation.
Many of them would rather have lived a different life.
Isabella: Now that really is depressing! … Regret can also
intensify into anger and guilt, right?
Matthew: Yes, it can – yes, this is usually the case with people
who feel they have made an error. In my work as a
psychologist, I see a lot of patients, mostly middle-aged, who
are guilt-ridden because they weren’t around when a loved
one passed away. I also see a lot of patients who are angry
with themselves for chickening out of something they really
wanted to experience but didn’t because they were worried
about stepping out of their comfort zone.
Liam: So what you’re saying is that regret is a really negative
emotion.
Matthew: It is in many respects, but it can actually be used in a
very positive way.
Liam: It can?
Matthew: Yes, it allows us to process a situation and then change
our behaviour – or move on. Well, for example, a lot of
people wish they hadn’t lost touch with friends or regret not
expanding their social circle. But once you’ve recognised
that, then you can make an effort to renew or maintain a
friendship – or branch out and make new friends. Well, for
younger people in particular, it can be a motivator, … even a
game-changer if taken seriously.
Isabella: Yes, I can see that. Er … so, Matthew, what would your
advice be to people who want to avoid having regrets?
Matthew: Well, it sounds trite but … just live in the present. Don’t
be always worrying about the past or looking to the future.
Lighten up, take risks and just revel in living life to the full.
 Make a business pitch
LESSON SUMMARY
Students discuss businesses and services they could
set up in their local area and then create a pitch and
deliver it to the class.
LESSON PATHWAY
Speak about local business and services
Brainstorm ideas for setting up a new business
Watch a video of a business pitch
Study language for making a pitch
Practise sentence stress
Prepare and deliver a business pitch
7 101 THINGS
TO DO IN
ENGLISH
GET READY
1 Direct students to the lesson title and ask: What is a
pitch? (a short sales presentation for a business idea).
There may be a TV series about this that you can refer
to. Explain to students that they are going to deliver a
pitch, but first they need to think of some ideas and
learn some language. Put them into groups and read
through the instructions. Give them some time to
think of ideas.
2 Ask students to look at the speech bubbles and
suggest what might go in the gap for the first one
(suggested answers: better options for buying healthy
food, more varied restaurants, co-working spaces,
allotment gardens, places you can rent tools and
household equipment). Tell them to work in their
groups to write ideas for each speech bubble. Monitor
and help with language and ideas.
WATCH
3 14 Direct students to the video still in part a
and tell them they are going to watch a business
pitch. Play the video and ask students to answer the
question.
Tell students they are going to watch it again and
this time they have to think about how persuasive
the speaker is. Play the video again for part b and ask
students to discuss the questions in pairs. Ask the
class: Were you convinced by her pitch?
ANSWERS
3a Business idea: to set up a community dining room
Aims: 1 provide a healthy meal for busy people with
long working hours, 2 provide companionship /
community connections across generations
STUDY
4 Ask students to look at the headings for each section
in the table in part a. Ask: Did you notice Lucy doing
these things in the video? Then tell students to
complete the exercise.
After students have compared their answers in pairs,
check answers. Remember that there are two extra
headings.
30 Write I’m going to revolutionise ... on the board,
5
and ask students to predict which word is stressed
(revolutionise, with the underlined syllable carrying
the main stress). Encourage them to read the phrase
aloud to work it out. Then tell them to complete part a
in pairs. To check answers, tell students to listen and
play the audio. Give them some time to change any
sentences they think are wrong. Explain that we use
sentence stress to help us sound convincing.
105
 101 THINGS
TO DO IN
ENGLISH 7
In part b, ask them to listen again and say the phrases
along with the audio. Then give them a minute or two
to practise in their pairs.
EXTRA ACTIVITY Tell students to act out the whole
conversation using the transcript. Ask them to
focus on their pronunciation and their stress in key
phrases. If they want, they could watch the video
once more before they do this, to focus just on
pronunciation.
ANSWERS
4 1f 2e 3g 4a 5b
5a I’m going to revolutionise …
I’m excited to tell you about …
Imagine (a community dining room) …
I envision / I envisage …
I have a strong track record of …
My key strengths are …
I am confident that …
What motivates me is …
I plan to partner with …
This will set us apart from …
My larger dream would be …
In ten years I see myself …
Thank you for your attention.
I appreciate your time.
PRACTISE
6 Students can do their pitch in groups, individually or
in pairs. Regardless of this, they will use the ideas
brainstormed in their groups in exercise 1. Make
it clear that the pitches have a time limit of two
minutes, and they should be as close to two minutes
as possible. Reassure students they will get plenty of
time to prepare and practise their pitches. If they do it
in groups, they can decide who speaks.
Explain the task in part a and give students time to
create their pitch and prepare what they will say.
Monitor and help with language and ideas.
For part b, give them time and space to rehearse their
pitch. If they are doing this individually, you could
pair them up to give each other feedback.
For part c, students could do this at home. This means
they might be more relaxed and able to re-record and
analyse their pitches. If this is not possible, try and
give them space in the school to do this somewhere
quiet.
For part d, students should share their recordings.
They could give their pitch to the whole class or do
this in smaller groups to make it less intimidating and
to take up less class time. Remind students to ask
questions and quiz the presenters after their pitches.
106
Try to make this as much fun as possible, to keep
it light-hearted but competitive. Volunteers could
give their pitch in front of the videoscape, if you can
project it in your classroom.
Ask a few students whose pitch they think was the
best and why.
There is further practice on p40 of the Workbook.
Use the Cyber Homework for 101 7 as extra practice for
your class.
LESSON TRANSCRIPTS
14 101 7, exercise 3a
Good morning, I’m Lucy Allen and I’m going to revolutionise how
you eat dinner. Yes, how you eat dinner. Let me explain.
One of the daily problems that many busy people face is trying to
combine long working hours with shopping and cooking a healthy
meal. Furthermore, many people who are single don’t like eating
alone. Going out to eat or ordering takeaway food is usually
expensive, often unhealthy and doesn’t solve the problem of lack
of companionship.
So, I’m excited to tell you about my solution to this problem.
Imagine a community dining room where everyone in the local
area has the opportunity to eat together. I researched this
concept in the area where I live and discovered there could be a
very high demand for this kind of service.
I envision selling pre-paid tickets on the dining room website
for each meal up to a week in advance. In addition, there could
be the possibility to eat at a lower price in return for help in
the kitchen. This way we can keep staff costs down and help a
number of lower-income guests.
I have a strong track record of working in the community as a
volunteer fundraiser and as an adult literacy teacher. I am also
a passionate hobby cook. My key strengths are determination
and thinking outside the box to solve problems. I plan to partner
with a small but dedicated team which includes a professional
chef and other trained staff. This will set us apart from other
community eating programmes run by volunteers, where quality
is sometimes inconsistent and the service can be haphazard. Our
aim will be to deliver delicious, high-quality meals using organic
ingredients sourced from a local farm, and with a focus on fresh
vegetables. I am confident that we can turn a profit by serving a
high number of people and offering tasty, traditional dishes.
What motivates me is the chance to make a difference in my
community. As well as providing dinner for busy people, I would
like to facilitate a coming together of community members across
generations, outside as well as inside the dining room.
My larger dream would be to widen the service to include self-
serve breakfast. In ten years I see myself in a supervisory role,
overseeing several community dining rooms and perhaps also in a
position to give back some of the profits to the community.
Thank you for your attention, I appreciate your time.
30 101 7, exercise 5a
Explaining your idea Talking about cooperation
I’m going to revolutionise and competition
I’m excited to tell you about I plan to partner with
Imagine a community dining room This will set us apart from
I envision / I envisage Describing future dreams
Promoting yourself My larger dream would be
I have a strong track record of In ten years I see myself
My key strengths are Ending your pitch
I am confident that Thank you for your attention.
What motivates me is I appreciate your time.

LESSON SUMMARY
Students try out a relaxation technique,
listen to a podcast about ASMR and talk about
sounds they find relaxing.
LESSON OBJECTIVES
VOCABULARY  Onomatopoeic sounds
GRAMMAR  Emphasis
OUTCOME  Talk about sounds
LESSON PATHWAY
Read instructions for a relaxation technique
Try out the technique and discuss it
Listen to a podcast about ASMR
Learn vocabulary to describe onomatopoeic sounds
WORD MAKER Initialisms
Study grammar for emphasis
Listen to ASMR triggers and compare reactions
PAIRWORK What I love
Relax 8A
READING
LIVING
1 Tell students to look at the photo and ask if anyone
has tried yoga. Read through the techniques listed
and ask students to discuss the question. Ask a few
students to share interesting things they spoke about
with the class. As you discuss the topic, write any
useful vocabulary on the board.
TEACHING TIP When you are listening for useful
vocabulary to work with, ask yourself: Will this
vocabulary be used in this lesson? Is it new for
the majority of students? Can I work with it (draw
attention to collocations, word families, etc) to build
the students’ vocabulary? Put this vocabulary in a
space on the board where you don’t have to erase it,
and you can refer to it throughout the lesson.
2 Ask students to read the text and discuss the question
in part a. Elicit some responses. Then tell students to
try the technique in part b. Afterwards, ask students to
compare how effective they found it.
LISTENING
3 31 Write ASMR on the board and ask students what
they think it stands for. Tell them it has something to
do with relaxation and write their suggestions on the
board, but don’t confirm if they are correct or not. Tell
students they are going to listen to a podcast about
ASMR. Ask them to read through the notes so they
know what to listen for. Play the audio and ask them
107
8A
to complete the notes and then compare them in
pairs. Check answers and ask: What do you think of
ASMR?
4 32 Ask students to read the sentences and predict
the answers, and then play the rest of the podcast. If
you think your class will find this task difficult, play it
twice: first to answer the yes / no questions, and again
to make notes of the reasons. Ask students to share
answers and try to complete the notes, then check
answers.
5 WORDS IN CONTEXT Tell students to read the audio
extracts alone, using the transcript on p161 for extra
support, and then ask them to discuss their ideas in
pairs. Check answers with the class. Give them time to
write their favourite phrases in their notebooks.
6 Ask students to discuss the questions. Afterwards, ask
some students to share ideas with the class.
There are extra activities based on this audio in the
e-book+.
ANSWERS
3 1 (autonomous) sensory meridian response
2 a person who makes ASMR videos
3 a calming, tingling sensation which starts on
your scalp and which moves down your neck and
spine
4 certain sounds, particular actions
5 YouTube videos and ASMR audio streams
6 reduced heart rate, high levels of calmness, low
levels of negative emotions like sadness
4a 1 No. The videos leave some people cold. Some
people find it aggravating / react negatively.
2 Yes. No sooner has the listener heard a
particular trigger, than they fall asleep.
3 Yes. The ASMRtists move between two
microphones – to get the experience of surround
sound, you need to wear headphones.
4 No. ASMR is a serious business. (It’s becoming
quite mainstream, and used in music, films and
art.)
5 Yes. Situations can be role-played in videos (with
the ASMRtist pretending to do the action, like
giving the listener a face brushing).
6 No. He says it doesn’t work for him (but he can
see how it does soothe some people).
5 1 have no effect (indifferent)
2 relax and calm down (positive)
3 extreme happiness (positive), annoying and
unpleasant (negative)
4 enjoyable (positive)
5 feel physically uncomfortable (negative)
6 makes you feel calm (positive)
108
VOCABULARY // Onomatopoeic sounds
7 For part a, tell students that the items in the box are
typical things used in ASMR. Check they understand
all the vocabulary and then ask them to do the
exercise individually first, and then in pairs so they
can share knowledge. Check answers.
Then ask students to do part b. Check answers.
For part c, direct students to the word onomatopoeic
and ask them if they have heard this word before.
Explore this briefly, clarifying meaning, and tell them
they are going to practise saying words 1-10 in part a.
You could lead this as a drilling activity, or let the
students experiment, now that they know the meaning
of the words. Monitor and encourage them to play with
the pronunciation and then ask some volunteers to say
the words for the class.
Discuss part d as a class and write some examples on
the board.
8 Direct students to the Language studio on p129 to
complete the exercise. Check answers.
WORD MAKER // Initialisms
Review what ASMR stands for. Write the full version
on the board and ask: Why is ASMR an example of
initialism? Confirm ideas by reading the information
together, then direct students to the Language studio
on p129 to complete the exercise. Check answers, then
ask students to take turns testing each other by reading
out the abbreviations for their partner to say in full.
ANSWERS
7a 1 bubbles 2 paper 3 bell 4 surface 5 liquid
6 materials 7 carrots 8 drink 9 coins 10 noodles
7b 1 dry 2 dry 3 metallic 4 dry 5 wet 6 dry 7 dry
8 wet 9 metallic 10 wet
GRAMMAR // Emphasis
9 In contrast with previous grammar points in Studio,
this might be new for students. The approach is still
inductive, but be prepared to do more clarification of
form.
Tell students they are going to learn and practise how
to add emphasis. Read through the sentence pairs
in part a and ask students to discuss the questions
in pairs. Monitor and help with ideas, then check
answers by writing the sentences with emphasis on
the board and underlining the relevant grammar for all
three questions.
Ask students to do part b in their pairs and check
answers as a class.
There is more information on emphasis in the Language
studio on p146.

10 Note that this activity scaffolds the speaking section,
as it includes types of sentences the students might
be able to use there. Do sentence 1 on the board
as a model and then ask students to do the rest
individually so you can monitor and assess progress,
and help where necessary. Ask students to compare
sentences and encourage peer-teaching. Then write
students’ answers on the board, correcting and
explaining errors.
ANSWERS
9a 1 a) ‘eating sounds’ is being emphasised
b) ‘the sound of brushing’ is being emphasised
c) ‘people who suffer from insomnia’ is being
emphasised
d) ‘ASMR doesn’t work for everyone’ is being
emphasised
2 a) What ASMR fans also like are eating sounds.
b) It’s the sound of the brushing that is apparently
so soothing.
c) It’s actually people who suffer from insomnia
who are the biggest users of ASMR videos.
d) The thing about ASMR is that it doesn’t work
for everyone.
3 They all go at the beginning of the sentence.
9b 1 a) Those studies that do exist suggest that
ASMR practitioners have a reduced heart rate.
b) This doesn’t work for me, but I can see how it
does soothe some people.
2 The order of the subject and verb changes when
the time adverbials move to the beginning of the
sentence.
10 1 What I really love is having a head massage.
2 The thing I like is the sound of crinkling paper.
3 He won’t admit it, but he does find tapping
sounds soothing.
4 Not only do I think ASMR is amazing but I tell
I all my friends about it.
5 It’s the sensation of fingers on my scalp that
gives me tingles.
PAIRWORK 8A What I love
If students can’t use the App, you can make black-
and-white copies of the activity on p178 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students complete sentences
about themselves and about each other and then
compare this information. To demonstrate the activity,
write What I hate is … on the board and say: I want
you to read my mind. How am I going to finish this
sentence? Elicit a few ideas and then tell the class
how you would complete it. As students do the task,
monitor to listen for examples of good language and
errors. Go over this after they have finished.
8A
SPEAKING
11 For part a, tell students they are going to listen
33
to examples of ASMR. Ask them to relax and focus.
Play the audio and pause so that students have time
to respond and make notes.
In part b, tell students to compare their reactions.
Afterwards, ask: Did you have similar reactions? and
explore their feelings about ASMR.
In part c, ask students to work in small groups and
discuss the question. Afterwards, ask some students
to share the things they find relaxing and try to find
the most popular sounds that people like listening to.
You could suggest playing some sounds or music in
class to help them relax while working on activities
and ask them to find or make playlists for future
classes.
There is further practice on p41 of the Workbook.
Use the Cyber Homework for 8A as extra practice for your
class.
LESSON TRANSCRIPTS
31 18A, exercise 3
Marco: Hello, welcome to the world of ASMR. First, for those
of you unfamiliar with this relaxation technique, what is
it? Well, ASMR stands for autonomous sensory meridian
response – I’ll say that again: autonomous sensory meridian
response. Autonomous is part of the name because it’s
something that is out of your control. Meridian means
reaching a high point of the senses.
Earlier I spoke to Lola Delaware, who makes ASMR videos –
a so-called ASMRtist. Lola described the technique like this.
Lola: Basically it refers to experiencing a calming, tingling
sensation which starts on your scalp and which moves down
your neck and spine. It’s triggered when you hear certain
sounds or witness particular actions.
Marco: Apart from physical stimuli in daily life, the most popular
sources of ASMR stimuli are ASMR YouTube videos, which
rack up millions of views, and ASMR audio streams on
services such as Spotify, with over two million streams daily.
There have been few scientific studies about ASMR. Those
that do exist suggest that ASMR practitioners have a reduced
heart rate when listening to triggers, report high levels of
calmness and experience low levels of negative emotions
such as sadness.
32 8A, exercise 4
Marco: Unfortunately, the thing about ASMR is that it doesn’t
work for everyone – these videos simply leave some people
cold. I asked Lola why this is the case.
Lola: For many people this is an amazing form of relaxation
which helps them to de-stress and fall asleep much more
easily. But what is bliss to ASMR devotees can simply be
aggravating to other people. Unfortunately, some people do
respond negatively to ASMR sounds.
Marco: It’s actually people who suffer from insomnia who are
the biggest users of ASMR videos. These include stressed-
out students and former military personnel experiencing
post-traumatic stress syndrome. No sooner have they
heard a particular trigger, than they fall asleep. ASMRtists
generally use two microphones and move between them so
that listeners experience surround sound – which is why
it’s important to wear good headphones. One of the main
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8A
auditory triggers is whispering. I asked Lola what other
triggers are popular.
Lola: Well, my area of expertise is brushing and scalp massage. I
have a friend with long hair and I position the mikes near her
head so they pick up the sound of my nails.
Marco: Hmm. For some, I know that’s very pleasurable. But if I’m
honest, it makes me cringe. But maybe I need a different
trigger? Lola passed on a few more.
Lola: Most people find the sound of the waves lapping at the
shore or of a waterfall calming and relaxing. But the popular
triggers for ASMR fans are a little different: the crinkling
of paper, long fingernails scratching or tapping a surface,
popping bubble wrap, the tinkling of bells … What ASMR
fans also like are eating sounds – so, crunching carrots,
slurping noodles …
Marco: Well, it just sounds like bad table manners to me! But
joking aside, ASMR is a serious business and while it’s fairly
new and may sound strange to some, it certainly isn’t niche.
It’s already becoming quite frequent, even mainstream,
in music, films and art. In addition to auditory stimuli, in
everyday situations, people may experience tingling – for
instance, at the hairdresser’s or when getting a massage.
However, these situations can also be role-played in videos,
with the ASMRtist, for example, pretending to give the
listener a face brushing or mixing a cocktail for them. It’s
the sound of the brushing, or the splashing of the liquid in
the glass and the fizzing of the drink – along with a soft,
calming voice – that is apparently so soothing. Most of the
people who do these videos have a very kind and caring
personality, which is a large part of the appeal. Other ASMR
fans swear that concentrating on a particular action calms
them: watching somebody fold towels or iron a shirt gives
them tingles. Needless to say, this doesn’t work for me, but
I can see how it does soothe some people. I’ll let Lola have
the last word here.
Lola: Well, all I can say is: Never before have people been so
enthusiastic about a relaxation technique! I’d encourage
everybody to keep an open mind and try it out.
Marco: Well, there you have it. Seek out some ASMR videos or
audio streams and experience this phenomenon for yourself.
Happy tingling!

33 8A, exercise 11a

1 [the sound of coins]
2 [the sound of fizzy drink]
3 [the sound of drinking]
4 [the sound of scratching]
5 [the sound of paper]
6 [the sound of tapping]

110

LESSON SUMMARY
Students read an article about reducing our
ecological footprint and then discuss ways specific
people or organisations could do this, creating
posters to illustrate their ideas.
LESSON OBJECTIVES
VOCABULARY  The environment
OUTCOME  Exchange ideas for reducing your carbon
footprint
LESSON PATHWAY
Speak about ecological footprints
Read an article about reducing carbon footprints
Learn vocabulary about the environment
Discuss how carbon footprints could be reduced
Create a poster
Your ecological footprint 8B
SPEAKING
EARTH
1 Direct students to the lesson title and the image and
ask them to discuss the three questions. Monitor and
help where necessary and make a note of relevant
vocabulary you want to draw attention to after they
finish speaking. Check answers when everyone has
finished speaking.
READING
2 Write ecological deficit and ecological reserve on the
board and ask: What do you think these are? Ask
students to read the article to find out, then discuss
the question in pairs. Check ideas with the class. You
could draw mind maps on the board around the two
terms to develop relevant vocabulary.
3 For part a, ask students to reread the article and then
make their list together. Check answers and build up a
list on the board.
In part b, put pairs together to make groups of four
and ask them to discuss the questions. Monitor and
help with language. Write any good language that
emerges on the board so that other students can
benefit later. You could regroup students again to
share ideas, either into groups of eight or into pairs,
so they are working with new students and have to
explain their ideas. In feedback, ask some students to
share their ideas and then tell them that they will have
a chance to develop these later in the lesson.
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8B
4 WORDS IN CONTEXT Direct students to the four words
and ask them to complete the exercise in pairs. Check
answers with the class and ask students to make some
new sentences using the words in a way that will help
them remember the meaning. Ask some students to
read these out to the class. Remind students to record
new vocabulary they want to remember in their
notebooks.
5 Read through the instructions and explore the concept
of bridging the gap so that all students are clear on
the idea behind it. In this context, it means changing
awareness of the problem into action to solve the
problem. Put students into groups of three or four and
tell them to discuss the questions. Ask them to think
of examples and reasons for their opinions. After they
have finished speaking, ask some students: Which did
your group agree with? Why? Which did you disagree
with? Why? Did you think of any alternatives?
There are extra activities based on this article in the
e-book+.
ANSWERS
1 1 Suggested answer
It’s a measurement of how much of the Earth’s
resources we consume.
2 Suggested answers
The biggest proportion of natural resources that
are used are fossil fuels for transport, electricity
and heating. We also use a large proportion
of land as grazing land and for agriculture. A
similar proportion of resources is used to produce
wood and paper from forests and to catch fish
and seafood in oceans. The smallest proportion
of natural resources is used for housing and
infrastructure such as roads.
3 Suggested answers
Grazing land can be re-used / repurposed;
new trees can be planted; fish stocks can be
regenerated if there is no overfishing; agricultural
land can be re-used
2 The general solution to an ecological deficit is to
reduce emissions.
3a Suggested answers
getting rid of your car (or switching to a more
efficient one)
taking fewer flights
replacing non-renewable energy sources with
renewables, eg solar, wind, hydro power
having fewer children
using biodegradable packaging
using biofuel such as ethanol (made from corn)
reduction in deforestation / offsetting deforestation
by planting trees
buying certified eco-friendly or second-hand
furniture
112
investing in ecotourism, which protects landscapes
and ecosystems
restricting your consumption of non-essential
goods and energy
4 1 controversial – refers to the solution of families
having one less child; synonyms = contentious,
debatable
2 incremental – refers to solutions to help reduce
our ecological footprint; synonyms = gradual,
phased, step-by-step
3 contentious – refers to issues to do with
the climate crisis; synonyms = controversial,
disputable
4 adequate – refers to standard of living;
synonyms = acceptable, satisfactory, passable,
tolerable
VOCABULARY // The environment
6 For part a, draw a mind map on the board and tell
students to copy it as you build it up. Then, for part
b, they could add words, working in pairs or groups.
Encourage them to use a dictionary. Monitor and add
words you think are useful for the whole class to learn.
Go over these words in feedback, asking the groups
who wrote them to explain the meaning.
7 Direct students to the Language studio on p130 to
complete the exercise. Check answers and go over the
pronunciation of words your students find difficult.
ANSWERS
6a population: overpopulation
waste: biodegradable
energy: carbon footprint – carbon neutral;
non-renewable – fossil fuels – emissions;
renewables – biofuel
nature: regenerate (resources); liquidate
(resources); ecosystem; ecotourism; deforestation
SPEAKING & WRITING
8 Tell students they are going to think creatively of ways
we can reduce our carbon footprints and improve the
environmental situation.
For part a, elicit one or two ideas from the class and
then ask them to make some notes individually on
their own ideas. They can do research online if they
wish. Students could also do this step for homework.
For part b, ask students to work together and share
ideas, to decide which area they will work on together
as a group. Assign one person in each group to make
notes.
In part c, students will need materials to make their
poster. Give them plenty of time to work on this and
encourage them to be creative and use a variety of
sources and ideas.
 8B
ALTERNATIVE TASK Students could make their
posters individually, using part b to build up their
ideas and to select what to include. They can do
this on paper or use an online tool.

EXTRA ACTIVITY Ask students to share their posters

with other students and to do poster presentations
in groups or for the whole class. They should explain
what is behind the design and content of the poster.

ANSWERS
8a/b Suggested answers
A student could stop buying takeaway or ready
meals and cook for themselves.
A family could buy wooden toys instead of plastic
toys.
A restaurant owner could cook with only local
produce.
Workers in an office could use a car-sharing
service or cycle to work.
Farmers could grow organic produce and not use
pesticides.
A city council could send out letters online instead
of posting paper letters.
A hospital could replace disposable plastic with
washable glass.
A bus company could switch to electric vehicles or
biofuel.
An online retailer could switch to mailing their
products with biodegradable packaging or deliver
locally by bike.
A band on tour could use solar power or wind
power for electricity on stage.

There is further practice on p42 of the Workbook.

Use the Cyber Homework for 8B as extra practice for your
class.

113
8C Values

READING & SPEAKING

LESSON SUMMARY STUDIO VIEWS
1 Direct students to the photo and episode guide and
Students read about an episode of a TV
find out who has seen the series. If there are enough
series called Black Mirror, discuss social values and
students who have seen it, form pairs that include one
write an alternative episode outline.
person who has seen the show.
For part a, ask them to use the photo, episode title
LESSON OBJECTIVES and online searches to find out as much as they can
VOCABULARY  Social values & opposites about the series, but tell them not to look up this
GRAMMAR  Ellipsis & substitution specific episode.
OUTCOME  Plan a TV episode Note that there is a trailer for the different seasons of
this programme online, which you could watch with
LESSON PATHWAY the class.
For part b, tell them to read the guide and complete
Speak about a TV series the sentences. Check answers with the class.
2 Put pairs together to make groups of four and tell
Read an episode guide them to discuss the questions, then share ideas
with the whole class. For question 3, you could ask
Learn vocabulary related to social values & opposites students to search for the answer online (the creator
says it refers to a blank screen on a TV, tablet or
Listen to an interview with a historian phone, which looks like a black mirror).

Study ellipsis & substitution ANSWERS

1b Suggested answers
Speak about moral rules 1 our relationship with emerging technologies
2 its world is uncomfortably close to our own
Create an episode outline 3 social media rating 4 niceness / being nice /
to be nice 5 she can buy a house 6 gain ratings
from powerful influencers 7 quickly go wrong.

114

VOCABULARY // Social values and opposites
3 In part a, students should know some of the
vocabulary, so tell them to use their knowledge to
complete the exercise, making guesses and checking
in a dictionary if they are not sure. Check answers.
Part b could be done as a whole-class activity on the
board.
4 Direct students to the Language studio on p130 to
complete the exercise. Check answers and go over
pronunciation of the vocabulary, focusing on word
stress.
5 In part a, students deepen their understanding of the
vocabulary by discussing connotation and meaning
in different situations. Monitor and help with ideas
and then check answers with the class, putting words
on the board in positive, negative and ‘it depends’
columns. Correct any errors with pronunciation as you
do feedback.
In part b, start by asking students to add other values
to the board (suggested ideas: generosity, sharing,
respect, honesty, service, responsibility, community).
Then tell students to work again in pairs and discuss
the three points. Afterwards, ask some students to
share one or two things they spoke about.
ANSWERS
3a 1 bravery 2 altruism 3 rivalry 4 freeloading
5 modesty 6 bigotry
3b 1 bravery – cowardice 2 altruism – self-interest
3 solidarity – rivalry 4 reciprocation – freeloading
5 modesty – arrogance 6 tolerance – bigotry
5a Suggested answers
1 Positive in all circumstances: altruism, bravery,
reciprocation, solidarity
Negative in all circumstances: arrogance, bigotry,
freeloading
2 Positive or negative depending on
circumstances:
modesty – generally positive, but can be negative
when it’s false and used to manipulate people
rivalry – negative when destructive in nature, but
positive in sport, for example
self-interest – often seen as a negative lack of
consideration for others, but it can be considered
positive in those who value ambition, provided it
doesn’t harm others
tolerance – generally positive, but can be negative
when used as an excuse for not condemning bad
behaviour
8C
LISTENING
6 Explain that in this discussion, Isabella and Finley
are talking to a historian about moral rules. Ask them
to read the instructions in part a and make their lists
in pairs, using the words in exercise 3 to help them.
There is no need to do feedback, but monitor closely
to check students are on track.
34 Play the audio for part b and ask students to
check their lists. Repeat the audio so students can
write any rules they didn’t have on their lists. Check
answers.
7 Ask students to read the questions and then play the
audio again. Then students should compare their
answers with a partner.
8 Tell students to try to fill the gaps from memory.
Check answers and if they can’t remember all the
information, play the audio again so they can listen
for the answers. Alternatively, refer students to the
transcript on p162 to check answers.
9 WORDS IN CONTEXT Ask students to do this in their pairs
so they can share knowledge and then check answers.
Students could try to translate the expressions and
compare similarities and differences. After they finish,
ask students to make a note of their favourite phrases.
10 Read out the quote and then ask students to discuss
it. You could put pairs together and ask them to
discuss it further in groups if they are interested in the
topic. Open this up to a class discussion.
There are extra activities based on this audio in the
e-book+.
ANSWERS
6b Suggested answers
1 helping family 2 helping the group / group
loyalty 3 reciprocation 4 bravery 5 respect for
authority 6 the right to prior possession / to own
property and possessions 7 fairness
7 1 Question 1: Why do all societies have moral
rules?
Finley’s answer: What’s to stop people stealing
each other’s stuff or killing each other if not?
Isabella’s answer: Things would fall apart if
everyone did exactly what they wanted.
Question 2: Would you say any of these rules are
universal?
Isabella’s answer: You mustn’t kill, but in some
circumstances, maybe you have to. It’s wrong to
lie, though we all do in some circumstances.
Finley: I’d have thought both (mentioned
by Isabella) are universal, even if there are
exceptions.
2 helping family: No surprise there.
group loyalty: No reaction
115
8C
reciprocation: Self-interest has become more
acceptable in recent times.
bravery: Is it really needed in this day and age?
respect for authority: Following our leaders has not
been good for climate change. No one wants to
make tough decisions. Those in authority need to
earn respect.
the right to prior possession: It can lead to
inequalities – some people owning much more
than others.
fairness: We may know it’s morally right, but we
don’t apply it (we don’t always practise what we
preach).
8 1 survival 2 freeloader 3 bravery
4 leaders, down 5 decisions 6 stealing
9 1 a person’s family is more important than any
other relationships = helping family
2 a group of people has more power or influence
than one person on their own = helping the group /
group loyalty
3 acting in your own interests / being selfish =
reciprocation
4 do what you advise others to do = fairness
GRAMMAR // Ellipsis & substitution
11 Write Want to do some grammar? on the board and
read it out aloud. Ask: Is this usually written or
spoken? (spoken) What is different when we write
it in standard English? (Do you want to do some
grammar?). Ask: Why do we cut out some words when
we are speaking? (it’s quicker). Read the information
in the box with the class and discuss the question.
There is more information on ellipsis & substitution in the
Language studio on p146.
12 Put students into new pairs and ask them to complete
the exercise. Check answers and elicit the idea that
it is usually auxiliary verbs and pronouns which are
omitted.
EXTRA ACTIVITY Ask students to write a short
dialogue using ellipsis and substitution. They could
base it on their previous discussions in exercise 9, eg
A: So you think blood is thicker than water?
B: Well, family relationships are stronger, right?
A: Wow! A pretty big generalisation.
Ask them to share their texts with a partner and
check if there are any missed opportunities for
ellipsis or substitution.
ANSWERS
11 ‘both’ is an example of substitution – it substitutes
‘ellipsis and substitution’
12 1 are 2 That’s 3 it was 4 any of the rules / any
of them 5 question 6 kill 7 lie 8 (that) both
rules
116
SPEAKING
13 Read out the information in part a and review the
rules, writing them on the board. Ask students to do
the ranking activity in small groups.
In part b, tell students they are going to create a
positive, alternative episode of Black Mirror. They
should use their ideas from part a to decide what
values they want to focus on. They have to take the
episode in exercise 1 and rewrite it in a world with
positive values only. Encourage them to be creative
and to bring in new locations and characters if they
want to. Give them plenty of time to work on this.
Make sure all students make notes, as they will have
to explain the episode ideas in the next stage of the
lesson.
In part c, put students into new groups so they can
exchange and compare ideas. Afterwards, ask: What
did you like about other people’s episodes?
EXTRA ACTIVITY Students write up an episode guide
for their episode, similar to that in exercise 1, for
homework.
EXTRA ACTIVITY Students think of a key scene from
their episode and write a script for it, in which
they must include ellipsis and substitution in the
characters’ speech.
For both these extra activities, consider how your students
could share and comment on each other’s work.
There is further practice on p43 of the Workbook.
Use the Cyber Homework for 8C as extra practice for your
class.
LESSON TRANSCRIPTS
34 8C, exercise 6b
Isabella: So, John, you going to tell us about that discovery?
John: Well, it has to do with moral rules.
Finley: Wow! A pretty serious topic.
John: You’d think so, wouldn’t you? But it’s fascinating. Let’s start
with a question, though. Two in fact. All societies have some
form of moral rules. But why?
Finley: Well, if they didn’t, what’s to stop people ... stealing each
other’s stuff, or ... killing each other?
Isabella: Right. Things would quickly fall apart if everyone did
exactly what they wanted.
John: OK. And these rules. Would you say any are universal?
Isabella: Mm, that’s a tough one. I was going to say you shouldn’t
kill. But then in some circumstances, maybe you have to.
And maybe it’s wrong to lie? Although we all do in some
circumstances.
Finley: Though I’d have thought both are universal, even if there
are exceptions.
John: Well, a huge study of 60 societies from around the globe
has discovered that all cultures share seven moral rules. It
turns out that wherever you go, people face similar problems,
and need to cooperate to solve them. And that’s where the
moral rules come in.
 8C
Finley: Makes sense. So what are they?
John: The first one’s helping family.
Isabella: No surprise there. Blood is thicker than water, as the
saying goes.
John: And people also see it as a duty to help their group. So the
second rule is group loyalty.
Finley: I guess we depend on our group for survival. There’s
strength in numbers, right?
John: Right. Next comes reciprocation.
Finley: Meaning?
John: Someone helps you out, you return the favour.
Finley: Well, nobody likes a freeloader!
Isabella: No, although I get the impression self-interest – looking
out for number one – has become more acceptable in recent
times.
Finley: Maybe, though deep down I think we all know it’s bad if
you do that at the expense of others.
Isabella: Yeah, maybe.
John: Then there are two rules related to how we resolve conflicts
between groups. One’s bravery.
Isabella: Bravery?
Finley: Well, if your group’s under attack, … takes brave people to
defend it.
Isabella: But in this day and age?
Finley: We live in a relatively peaceful part of the world. Not
everyone does. And sometimes it takes bravery to stand up
for your rights.
Isabella: That’s true. There wouldn’t have been advances in
women’s rights without brave women making a stand. You
said there were two rules for resolving conflicts?
John: Yes. The other is respect for authority. Obeying orders when
required to. Going along with the tough decisions our leaders
have to take when necessary.
Isabella: I see that, though look where following our leaders has
got us, for example, on climate change. No one seems to
want to take the tough decisions there.
Finley: OK, so our leaders let us down at times. But that doesn’t
mean we don’t need leaders. We can’t all be making
decisions.
Isabella: No, I agree. I’m just saying that those in authority need
to earn that respect. Anyhow, I’ve counted five rules so far.
So two to go, right?
John: Yes. And both concern how we share the limited resources
available to us. To make that possible without conflict, all
societies recognise the right to prior possession.
Finley: That’s the right to own property, to have possessions.
John: Exactly.
Isabella: That can lead to inequalities, though, can’t it? Some
people owning much more than others.
Finley: Though presumably you don’t want someone stealing your
stuff, do you?
Isabella: No, I don’t. It just feels like there needs to be another
rule to prevent that from happening.
John: There is. All societies value a fair distribution of the
resources available to them. So fairness is seen as morally
right too.
Isabella: Even if we don’t always practise what we preach!
John: Well, societies apply these rules in different ways. But the
general message is positive, isn’t it? Around the globe, we
all see cooperating for the common good as the right thing
to do.
Finley: So there’s hope for humanity yet!
John: I think so.

117
 101 THINGS
TO DO IN
ENGLISH 8 Give a talk
GET READY
1 Direct students to the video still and explain that the
aim of the lesson is for them to give a short talk about
something they are interested in. Put them into pairs
and ask them to discuss the questions. Go over their
answers and ask them to think about how to combat
any fears about presenting in public.
2 15 Ask students to watch the intro and predict
what the talk will be about.

ANSWERS
2 It’s going to be about how to overcome your fear of
public speaking.
Answer to the final question in exercise 1:
As much as 75% of the population gets anxious
about speaking in front of other people.

WATCH
3 Ask students to predict tips for part a.
16 For part b, play the video, then ask pairs to
discuss whether their predictions were correct.
4 Tell students to discuss the questions in pairs. Ask
some students to share what they spoke about with
the class and find out which tips they would use.
Explain that they could try them out in this lesson.

ANSWERS

LESSON SUMMARY 3b Make sure you are prepared.

Students watch a video of someone giving a
presentation and then present their own talk on a
subject they are passionate about.
LESSON PATHWAY
Speak about presentations
Watch a video of a presentation
Study language for giving presentations
Connect with your passion – show your interest in
the topic.
Accept your anxiety and channel it into excitement.
Use your posture and deep breathing to give you
confidence.
4 2 Suggested answers
It has most of the ingredients. It may not be
relevant to you if you don’t need to speak in
public, it may not make you laugh, and you may
not learn something new, but the other ingredients
are all present.

Practise sentence stress for adding emphasis STUDY

5 Ask students to look at the headings for each section
Prepare and deliver a talk in the table in part a. Ask: Did you notice the speaker
doing these things in the video? Then tell students to
complete the gaps.
After students have completed the table and
compared their answers in pairs, play the video again
to check answers for part b.
6 35 Ask: How clear was the speaker’s voice? What
did he do to emphasise points and make his voice
clear? Read through the instructions in part a and
play the audio so that students can mark the stressed
words.

118

In part b, ask them to listen again and repeat the
phrases. Then give them a minute or two to practise in
their pairs.
ANSWERS
5 1 asking 2 attention 3 ties 4 move 5 sum
6 stress 7 simply 8 According
6a You can learn to control your nerves and become
a great speaker. And I should know. I used to get
very nervous before giving presentations at work.
In this talk, I’m going to share four tried and tested
tips that will help you to overcome your fear of
public speaking.
PRACTISE
7 Ask students to look at the ideas in the box and ask:
Can you think of something you could talk about in a
short presentation? Or can you think of another topic?
Give your own example if you can, to show them the
kind of things they could talk about. Ask them to read
through the points and then ask them to work on their
talks. Students could prepare their talks at home.
TEACHING TIP Tell them how long their talks should
be: three to five minutes should be long enough.
Also, include any other guidelines, such as whether
they should use slides or any other prompts or
props.
8 Pair up students of similar levels or put them with
partners they feel comfortable with to give their talks.
Ask the listeners to think about positive things to give
feedback on, as well as a couple of tips about how to
improve.
Ask volunteers to give their talk in front of the
videoscape, if you can project it in your classroom.
EXTRA TASK Ask students to record their talks
on audio or video and then watch or listen to
themselves. After this they could write a self-
evaluation.
There is further practice on p44 of the Workbook.
Use the Cyber Homework for 101 8 as extra practice for
your class.
LESSON TRANSCRIPTS
15 101 8, exercise 2
Hi everyone. My name’s Elijah and I’m a data analyst.
Let me start by asking a question. How many of you suffer from
glossophobia? Could you put up your hands? Nobody! OK, and if I
tell you that glossophobia is the fear of speaking in public? That’s
more like it! In fact, studies suggest that as much as 75% of the
population gets anxious about speaking in front of other people.
But does it have to be that way? My answer is no, it doesn’t. You
can learn to control your nerves and become a great speaker.
8 101 THINGS
TO DO IN
ENGLISH
And I should know. I used to get very nervous before giving
presentations at work. Till one day I thought ‘I am done feeling
nervous’ and I started to investigate. And in this talk, I’m going
to share four tried and tested tips that will help you overcome
your fear of public speaking.
16 101 8, exercise 3b
Hi everyone. My name’s Elijah and I’m a data analyst.
Let me start by asking a question. How many of you suffer from
glossophobia? Could you put up your hands? Nobody! OK, and if I
tell you that glossophobia is the fear of speaking in public? That’s
more like it! In fact, studies suggest that as much as 75% of the
population gets anxious about speaking in front of other people.
But does it have to be that way? My answer is no, it doesn’t. You
can learn to control your nerves and become a great speaker.
And I should know. I used to get very nervous before giving
presentations at work. Till one day I thought ‘I am done feeling
nervous’ and I started to investigate. And in this talk, I’m going
to share four tried and tested tips that will help you overcome
your fear of public speaking.
My first piece of advice will come as no surprise, but I can’t
stress enough the importance of being prepared. Long before
the big day, put the three p’s into action. First, plan what you’re
going to say. Second, get lots of practice, including dry runs in
front of a friendly audience. And finally, persevere. Improvement
is a process, and every talk you give will bring you closer to
finding your true voice.
Let’s turn our attention now to what you are going to say. And my
second tip is to connect with your passion. I think you’d agree
that even the most timid of people will open up when they feel
passionate about what they are saying. So, find something in
your topic that really interests you, and let your interest show.
Your audience will always respond well if they sense genuine
enthusiasm in your words.
So, the big day has arrived. You’re feeling nervous, right? In this
situation, our intuition tells us that we should try to calm down.
But according to research conducted at Harvard University,
turning your anxiety into excitement is a better option. And this
ties in with my previous point about passion. Put simply, you
need to channel your nervous energy. While you’re waiting, repeat
to yourself ‘I’m excited about this talk! I’m excited about what
I have to say!’ And that is my third tip. Will it stop you feeling
nervous? No, probably not. But don’t think of those nerves as a
problem. They’re actually a good sign. They show you care, that
doing a good job matters. In other words, recognise your anxiety,
don’t fight it. And as I said before, channel it. Use it to your
advantage.
Now, let’s move on to my final tip, which is about using your body
to boost your confidence. How you breathe and stand feed back
into how you feel. So, before your talk, stand tall in what we call
the power stance. Like this. And take deep, regular breaths from
down here. Feel the sense of power that brings. And carry that
feeling of confidence with you when you get up to talk!
To conclude, let me sum up my main points. A good talk takes
preparation. It has passion. You need to accept your nerves and
channel them into excitement. And you need to let your posture
and breathing fill you with confidence.
Thank you for your attention, and good luck with your next talk!
35 101 8, exercise 6a
You can learn to control your nerves and become a great speaker.
And I should know. I used to get very nervous before giving
presentations at work.
In this talk, I’m going to share four tried and tested tips that will
help you to overcome your fear of public speaking.
119
 REVIEW 7 & 8
Ask students to work through the exercises in pairs.
7 1 start 2 way 3 revolutionise 4 envisage
Monitor and help with explanations and corrections.
5 confident 6 apart 7 agree 8 turn 9 track
For more information on the Review sections see p16.
10 stress
For more practice go to:
• CLIL Project 4 on Helbling e-zone
• Writing 4 on SB p119
• Workbook pp45-46

PAIRWORK
This pairwork task recycles vocabulary from pp62–76. Ask
students to read the relevant instructions and check they
are clear on the task. Tell students to refer back to the
lessons if they need to.
Write some answers to a simple question on the board, eg
Red for clothes, but blue for my home and black for a car.
Ask: What’s the question? (answer: What’s your favourite
colour?) Demonstrate the task with a confident student if
you think they need further support, and then tell them
to do the task in pairs. Monitor and make a note of errors
and good language. Go over this language after they have
finished speaking.

ANSWERS
1 1 up 2 go 3 creative 4 between 5 dwelling
6 on 7 branch 8 live
2 1 One thing I love doing on my birthday is eating
out with Chloe.
2 It’s always Chloe who chooses the restaurant.
3 No sooner had we walked in than I heard a huge
cheer.
4 Only then did I realise what Chloe had planned.
5 Such was my surprise that I couldn’t say a word.
6 I don’t normally like parties, but I did enjoy that
one. / Normally I don’t like parties, but I did enjoy
that one.
3a 1 deforestation 2 emissions 3 fossil
4 renewables 5 biodegradable 6 plugging
7 sponsorship 8 jingles 9 pop-ups 10 billboards
11 modesty 12 altruism 13 reciprocation
14 bigotry 15 rivalry 16 scratching 17 crunching
18 slurping 19 jingling 20 fizz / fizzing
4a 1 E 2 E 3 E 4 S 5 S 6 E
4b 1 Have you (tried) 2 (haven’t) tried ASMR
3 (don’t) try ASMR 4 (I don’t think) there is any
benefit 5 (I’ll make) an ASMR video 6 I’ll (open)
5 1 hadn’t accepted 2 ’d found 3 hadn’t become
4 wouldn’t have 5 much 6 the harder 7 less
8 from 9 the better
6a 1 newbie 2 techie 3 veggie 4 baddies 5 hoodie
6 biggie
6b ASMR: autonomous sensory meridian response
FBI: Federal Bureau of Investigation
VIP: very important person
UFO: unidentified flying object
ET: extraterrestrial
ESP: extrasensory perception

120

LESSON SUMMARY
Students discuss definitions of beauty, read
about body modification and role-play situations
where body modification is causing a problem.
LESSON OBJECTIVES
VOCABULARY  Beauty treatments
GRAMMAR  Softeners
OUTCOME  Discuss body art situations
LESSON PATHWAY
Speak about beauty
Read about body modification
Listen to a podcast about body modification
Learn vocabulary related to beauty treatments
PAIRWORK Draw the person
Study softeners
Role-play situations where body modification
has caused a problem
Beautification 9A
SPEAKING
STYLE
1 Books closed, write Beauty is … on the board and
ask students to complete the sentence. Add their
suggestions to the board and ask them to explain the
meaning.
Books open, for part a, direct students to the sayings
and compare them with the phrases you have on the
board. Put students into pairs and ask them to discuss
the questions, then discuss their ideas as a class.
Ask students to work in pairs for part b. Tell them to
use all the ideas they have seen so far and ask them
to try to write a definitive version. Alternatively, you
could ask them to modify the sentences already on the
board. Go through some answers and try to decide on
the best definition as a class, writing it on the board.
Do part c with the whole class.
2 Put pairs together to make groups of four and ask
them to discuss the questions. Ask one or two
students to share what they spoke about with the
class.
ANSWERS
1a Beauty is in the eye of the beholder means that
beauty is very subjective – something which one
person (the beholder, the person who is looking
at it) finds attractive may not be attractive to
somebody else.
Beauty is only skin deep means that inner beauty /
a person’s character is far more important than
physical attractiveness.
121
9A
c Suggested answers ANSWERS
Some people are not satisfied with the way they
4 Body Reasons for Reactions
look and want to improve their appearance. Some
modifications modifications experienced
use piercings, tattoos and dyed hair in order to
express themselves and make themselves look Jaycee a nose ring She likes the Some people
different from others / make their body look more a piercing way they look look at her as if
above her lip (she thinks she’s a criminal.
individual and personal.
a couple of they look Children are
piercings in fantastic, her fascinated.
READING her eyebrow friends do
Her parents
too).
3 For part a, tell students they are going to read about three lip don’t like them.
the history of body modifications, but before they piercings
read, ask them to recall some of their ideas from Rocco a nose job To improve His parents
exercise 1c. his self- were really
For part b, tell them to read the text and complete the confidence (he supportive.
always hated Has had nasty
task. In feedback, ask: Have people’s reasons changed
his nose, felt it comments on
over time? In what ways? to elicit some comparisons. was huge, and YouTube saying
You could prompt students to use comparison phrases kids at school he’s self-
from Lesson 7A when they are discussing this. used to bully centred, only
him). bothered about
ANSWERS his appearance.
3b beauty/aesthetic reasons, status, to honour the Has also
had lots of
gods, spiritual reasons, to look like animals, as
understanding
protection during childbirth, sign of nobility, as art, messages; his
as amulets, as a rite of passage friends think he
was brave.
LISTENING Neema tattoos, Every She’s an
including full tattoo has actress, so the
4 36 Tell students they are going to listen to an tattoo sleeves a meaning; tattoos are a
interview with three people who have piercings, tattoos and her whole they remind problem for
or some other kind of body modification. Direct them neck her of places some roles, but
to the table in part a and ask them to copy it into their and special they help her
notebooks with space to write notes for each person. occasions. to get certain
They’re a map roles.
Play the audio and tell students to write key words
in the first column. Afterwards, give them time to of her life. Some people
think tattoos are
compare their notes and help each other understand
unprofessional.
what they heard.
For part b, repeat the audio so that students can 5a 1 Rocco (talking about the size of his nose and
complete the other columns. Again, give them time to being bullied)
share notes in pairs before you check answers. 2 Rocco (describing people’s reactions to his nose
job on YouTube)
5
WORDS IN CONTEXT Tell students to read the phrases
3 Neema (when asked if she will like her tattoos
from the audio in part a and discuss their ideas in
when she’s old)
pairs. Check answers and, if they need more support,
5b 1 confidence / trust in your own abilities
refer them to the transcript on p163.
2 thinking only about yourself, worried
In part b, students could use the transcript to give
3 retired and receiving a pension
even more context. Check answers and remind them
to write their favourite phrases in their notebooks.
VOCABULARY // Beauty treatments
6 Ask: What do you think of the ideas in the listening
and this topic in general? Write your reactions in a 7 These questions encourage students to explore
comment which describes your feeling and opinions. relevant vocabulary through discussion. Be aware
Afterwards, put students into small groups to share that some students might prefer not to talk about
their comments. When they have finished speaking, themselves, so encourage them to talk about other
ask: Did you have similar opinions? What did your people they know. Direct them to the words and
partners think? and elicit a few comments from some phrases in the box and ask them to talk about the
students. three questions, using a dictionary when necessary.

There are extra activities based on this audio in the

e-book+.

122

Encourage them to make a note of new words as they
speak. Monitor and write vocabulary on the board that
you think the whole class should learn. After they
finish speaking, ask some students to share what they
spoke about, then work on vocabulary that emerged
from the activity.
8 Direct students to the Language studio on p130 to
complete the exercise. Check answers.
ANSWERS
7 1 a facial – when you have creams and lotions
applied to your face to make it firmer / smoother /
younger-looking
fillers – synthetic substances that give you fuller
lips and cheeks and remove wrinkles to give you
smoother skin
a spray tan – a way to get a suntan without the
sun, by standing in a booth and having fake tan
sprayed on in liquid form
a manicure – a treatment which makes the skin on
your hands softer, and when you have your nails
cut, shaped and varnished
a pedicure – a treatment which makes the skin on
your feet softer, and when you have your toenails
cut, shaped and varnished
teeth whitening – a way of getting whiter teeth,
usually using bleaching products
plastic surgery – when you have surgery to change
a part of your body
a nose job – plastic surgery to change the shape of
your nose
2 You use both lotions and creams on your skin to
make it softer and smoother, but a lotion is more
liquid – a cream is thicker.
3 bling can also be earrings, rings (for fingers
and toes), necklaces and bracelets (for wrists and
ankles)
PAIRWORK 9A Draw the person
If students can’t use the App, you can make black-
and-white copies of the activity on p179 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students describe photos of
people with a range of body modifications, while
their partner draws them. Point out that this task
isn’t about drawing ability – it’s about being able to
describe people. Students shouldn’t worry if they can’t
draw; an approximate sketch is all that is needed, as
they can look at the photos together to do the final
discussion part of the task. As students do the task,
monitor to listen for examples of good language and
errors. Go over this after they have finished.
9A
GRAMMAR // Softeners
9 Write Why do you have piercings? on the board and
ask students how they could make this question
softer and more polite. Elicit some ideas and write
them on the board, then direct students to sentences
a–h. Ask students to read them quickly and suggest
which softeners could be used with the question on
the board. Point out that softening questions work
like indirect questions, so they must use affirmative
word order. Then tell them to complete the exercise in
pairs. Check answers.
There is more information on softeners in the Language
studio on p147.
10 Do sentence 1 with the class on the board, using
different softeners. Then ask them to do the remaining
questions individually, checking with a partner
afterwards. Ask students if there are any examples
they are not sure about, so you can help them with
problematic areas. Tell them that they can use some
of these sentences in the next activity.
ANSWERS
9 1 c, f, g 2 a, b 3 e 4 h 5 d
SPEAKING
11 Tell students they are going to role-play some
situations where body modification is causing a
problem. Tell them to read the situations and check
that they are clear on the task. Then put them into
pairs and tell them to choose the situation they want
to role-play. They can write their script in full or just
make notes, but they must use softeners.
When they are ready, they can perform their role-
play to other students in groups of four or six.
Encourage listeners to give feedback on language use,
pronunciation and how diplomatic they were.
EXTRA ACTIVITY Ask students to design more
role-play situations for other students to act out.
They can write these on pieces of paper which
you then collect and give out to other pairs. They
could prepare the role-play for homework and then
perform it in the next class.
There is further practice on p48 of the Workbook.
Use the Cyber Homework for 9A as extra practice for your
class.
123
9A
LESSON TRANSCRIPTS
36 9A, exercise 4a
Presenter: Today, I’m speaking to three body modifiers. In
society today, the pressure to look young and attractive is
tremendous, and the beauty business is a multi-million
pound industry. Magazines are full of articles about plastic
surgery and fillers, and the benefits of having regular
manicures, pedicures, facials and spray tans. We’re
constantly bombarded with adverts for expensive creams and
lotions for youthful skin, or for teeth whitening treatments.
And there has also been a strong increase in the number
of people who are getting tattoos or piercings as a way of
beautifying their body. Jaycee, can I just ask how people
react to you on the street?
Jaycee: Well, I live in London and anything goes here. But even
so, some people look at me as if I’m a criminal. Parents tend
to grab hold of their children as if I’m going to do something
terrible to them! But the children themselves are usually
fascinated by the bling.
Presenter: Right. Would you mind describing your ‘bling’ to our
listeners?
Jaycee: Sure, well, I have a nose ring and a piercing above my lip
as well as a couple of piercings in my eyebrow and three lip
piercings.
Presenter: I’m afraid a lot of people might not quite understand
why you’ve got so many.
Jaycee: I like the way they look. That’s it. It’s like wearing a
certain type of clothes. All my friends have piercings – we all
think they look fantastic. My parents don’t like them, but I
think that’s just a generation thing.
Presenter: Yes, attitudes have changed a lot. OK, Rocco, you had
a nose job. Your nose looks great, but I was wondering why
you decided to get that done.
Rocco: Well, I always hated my nose. It was huge and all the
kids at school used to bully me over it – they called me
Pinocchio. It totally destroyed my self-confidence. Luckily,
my parents were really supportive, and so when I was
sixteen, they paid for me to get a nose job.
Presenter: Sixteen is young to get plastic surgery. Sorry, but … do
you ever get negative comments about that?
Rocco: On my YouTube channel, I’ve had a lot of nasty
comments, like I’m self-centred and just bothered about my
appearance. That’s so unfair because I haven’t had any other
treatments like teeth whitening or fillers or anything. But
I’ve also had lots of really understanding messages and my
friends think I was really brave to have the operation.
Presenter: Now, Neema, your thing is tattoos. I’ve got a couple of
tattoos myself, but you have quite a few more. Why’s that?
Neema: Well, every single one has a meaning. I got my first tattoo
when I went on a student exchange and my whole group got
the same tattoo on their toes. And since then, I’ve always
got a tattoo to remind me of different places or special
occasions. Some people get spray tans – I get tattoos.
Presenter: For our listeners, you have full tattoo sleeves and your
whole neck is tattooed. Don’t take this the wrong way, but
have your tattoos ever stopped you from getting a job?
Neema: I’m an actress, so obviously for some roles the tattoos
are a problem. But they also help me to get certain roles. I
imagine it’s different if you work in a traditional environment
like banking. Some people think tattoos are unprofessional.
Presenter: Mm. Now if I asked you about regretting getting tattoos
when you’re older …
Neema: I’d say no. They might not look good when I’m a
pensioner, but I’ll still love them because they mean
something. They’re a map of my life.

124
 Combat sports 9B

SPEAKING
LESSON SUMMARY SPORT
1 Direct students to the photo of boxing and ask: Do
Students read articles about combat sports
you like boxing? Is it popular in this country? Do you
and discuss the rationale of including boxing in
consider it a sport? Have a short discussion on these
the Olympics.
points and then read the speech bubble and find out
who has heard of HMB. Put students in small groups
LESSON OBJECTIVES and ask them to share what they know about combat
VOCABULARY  Similes & metaphors sports.
OUTCOME  Write an opinion piece about a new
Olympic sport 2 Ask: What are the pros and cons of combat sports?
Elicit one of each and then put students into pairs to
do part a. Monitor and help with language.
LESSON PATHWAY Then put pairs together for part b so they can share
Speak about combat sports opinions. For feedback, make a list of for and against
points on the board, using the answer key for more
ideas.
Read two articles about combat sports
ANSWERS
Study similes & metaphors
2 Suggested answers

Discuss boxing as an Olympic sport For Against

health, fitness like any sport, substantial injuries can
Write an opinion piece about boxing and injury these sports be sustained – especially
keep you fit and in sports like boxing and
help prevent MMA (mixed martial
illness arts), and especially if
safety equipment like
especially good helmets are not used; in
for balance and some cases, injuries can
agility be fatal

125
9B
ANSWERS
mental and excellent for
physical discipline and 3 1 The aim of the first text is to get the writer’s
discipline self-control and opinion and disappointment across.
(some sports) for
The aim of the second text is to give the writer’s
inner calmness /
peace opinion about why capoeira shouldn’t be an
Olympic sport / why capoeira isn’t a competitive
self-defence these sports give fighting skills can be sport.
and self- you the ability to used in situations
2 The first writer (Lada Kitsuwan) is a practitioner
confidence defend yourself where they are not
against attack and completely necessary of karate and is speaking on behalf of all karateka.
increase your self- and could lead to The second writer (Felipe Alvarez) is a columnist,
confidence injury and even death a native of Brazil and a fan of capoeira as a non-
of the attacker competitive sport. He sees capoeira as more of an
entertainment exciting to watch, watching some art form / dance.
some combat combat sports can 4a
sports are an art lead to aggression Sport Karate Capoeira
form or like dance on the part of the How old? ancient origins in
audience / the 16th century but
audience inciting the made popular in
fighter to be more 20th century
aggressive Olympic sport? no no
Equipment? no no (not
(no expensive mentioned)
READING equipment)
3 Direct students to the two articles and ask them to Regulated? yes no
read them, then discuss the questions in pairs. Check Inclusive? yes yes
ideas with the class, asking for examples from the Characteristics? it’s self- graceful art
articles to help answer the questions. defence and form, like dance
an art form, performance,
4 For part a, ask students to reread the articles and emphasises self-defence
complete the table in pairs. Check answers, writing a balance and
copy of the table on the board. lightning
reflexes
In part b, ask pairs to discuss the questions. Monitor
and help with language. Write any good language that 4b 2 Suggested answer
emerges on the board, so that other students can can be practised anywhere, enhances
benefit later. You could regroup students into groups concentration and strengthens the mind as well as
of four and ask them to share ideas. In feedback, ask the body, hones discipline
some students to share their ideas, and then tell them 5 1 feel ashamed 2 represents certain qualities
that they will have a chance to develop their opinions 3 grow 4 hide
later in the lesson, looking at another combat sport.
6 Karate Capoeira
5 WORDS IN CONTEXT Tell students to read the phrases
an eye-catching headline ✓
and discuss their ideas in pairs. To confirm the
meaning, ask selected students to read their examples an attention-grabbing first ✓
paragraph
to the class. Write them on the board and ask the
class if they agree, correcting errors where necessary. a strong argument ✓ ✓
Remind students to make a note of any vocabulary powerful and expressive language ✓
they like and want to remember. personal references ✓ ✓
6 Read through the instructions and tell students they short paragraphs ✓
are going to write an opinion piece later in this lesson. a dramatic single-sentence ✓ ✓
Give them time in pairs to complete the exercise and paragraph
then check answers. a summary of the ideas at
the end
There are extra activities based on these articles in the
e-book+.

126

VOCABULARY // Similes & metaphors
7 Tell students they are going to learn about similes
and metaphors and they will use them in their writing
later. For part a, ask students if they know what
similes are. Put students into pairs and ask them to
discuss the questions. Check answers.
Ask students if they know what a metaphor is and how
it is different from a simile. Tell them to do part b and
check answers.
For part c, ask students to read individually and then
compare their answers in pairs. Check answers and
discuss the final question with the class. Elicit some
examples from their L1 if possible.
8 Direct students to the Language studio on p130 to
complete the exercises. Put them into pairs to share
their sentences and encourage them to ask questions
to find out more information about the sentences.
9 For part a, do a couple of examples on the board for
angry so that students get the idea of the activity.
They could do this individually or in pairs. Monitor and
help with language.
Ask students to volunteer to tell the class their
sentences and write them on the board. Ask the class
to say which similes and metaphors are best, and why.
9B
SPEAKING & WRITING
10 Tell students they are going to write an opinion piece
about boxing. Ask them to remember what they spoke
about earlier in the lesson regarding the pros and cons
of combat sports.
For part a, put students into groups and tell them to
discuss the questions and the bullet points. Monitor
and help with ideas and remind all students to make
notes, to help them with the next writing activity.
For part b, tell them to use the reading texts as an
example in terms of length, format and tone. They can
write in class or do this for homework. Remind them
to use the checklist from exercise 6. Afterwards, ask
them to read each other’s articles and comment on
them. Ask: Did you make similar or different points?
Did you have the same opinions overall? Did your
partner use the checklist well? What features can you
find from the list in your partner’s text?
There is further practice on p49 of the Workbook.
Use the Cyber Homework for 9B as extra practice for your
class.

ALTERNATIVE ACTIVITY Tell students to write their

examples on a piece of paper and then stick them
around the room. Students walk around and choose
the sentences they like best. They should make a
note of these, or they could take a photo of them.
Afterwards, tell them to sit in new pairs and discuss
which sentences they liked and why.

ANSWERS
7a to be as gentle as a lamb means very kind and not
aggressive or angry
to fight like cats and dogs means to frequently
have angry, and even violent, arguments
to be like a dog with a bone means not stopping
until you have managed to do something / to be
stubborn
7b a heart of gold = a kind and generous nature
get cold feet = suddenly become frightened about
doing a planned activity or event
7c metaphors: it was music to my ears, lightning
reflexes, a meteoric rise
similes: as light as a feather, as graceful as
gazelles

127
9C Emojis
LESSON SUMMARY
Students read about emojis, watch or
listen to an interview with a lexicographer
and then design their own emojis.
LESSON OBJECTIVES
VOCABULARY  Images
GRAMMAR  whoever, whatever, etc
OUTCOME  Design an emoji
LESSON PATHWAY
Speak about emojis
Read a timeline about emojis
Watch or listen to an interview with a lexicographer
WORD MAKER Foreign plurals
Learn vocabulary related to images
Study words ending in -ever
Design a new emoji
128
READING & SPEAKING
STUDIO VIEWS
1 Find out how many students use emojis a lot when
they text, and have a brief discussion. Don’t go into
too much detail here, because students will talk about
this later in the lesson. For part a, ask them to discuss
the questions in pairs. Tell them not to look at the
timeline.
For part b, tell them to read the timeline to check their
answers. Go over the answers and ask: Which two
questions are not answered? (questions 2 and 5). Tell
them they will get the answers in the video or audio
later in the lesson.
Ask students to discuss the questions in part c then
share ideas with the class. You could ask students to
comment on picture D and the different styles of the
Japanese and Western emoticons it shows.
ANSWERS
1b 1 Emoticons are facial expressions created using
keyboard characters, emojis are pictographs
(pictures) that convey information and emotions
2 Not answered
3 In Japan in 1999 by Japanese artist Shigetaka
Kurita
4 In 2010 emojis become available worldwide.
5 Not answered

6 ANSWERS
A 2015: Oxford Dictionaries chooses the emoji
‘Face with Tears of Joy’ as its Word of the Year.
B 2015: The Unicode Consortium starts
incorporating emojis that reflect the culture, race
and gender of its users.
C 1999: Shigetaka Kurita creates a set of 176
pictographs, the world’s first emojis.
D 1990s: Emoticons become popular in chatrooms
E 2011: Apple adds an emoji keyboard to its
operating system.
VIDEO // Watch and listen
2 In this activity you can use the Studio Views video or
audio resources. Tell students they are going to watch
or listen to an interview with a lexicographer. Check
students know what a lexicographer is (a person who
compiles dictionaries).
17 37 Play the video or audio and ask students
to listen for answers to the two unanswered questions
from exercise 1a. Tell students to compare their
understanding of the interview in pairs and then check
answers.
3 Play the video or audio again and ask students to
discuss the questions in pairs. Check answers with the
class.
4 WORDS IN CONTEXT Ask students to discuss their ideas
about the meaning of these words and phrases.
Encourage them to rewrite the sentences using
different words to give the same meaning. Then check
ideas, writing their sentences on the board and
clarifying meaning. Remind them to make a note of
new phrases in their notebooks.
5 Give your own answer to this question, with one or two
examples. Then tell students to work in small groups
and share their ideas about the statements. After they
have finished, ask some students to tell the class what
their classmates said.
WORD MAKER // Foreign plurals
Read the example of Liam’s question and direct
students to the Language studio on p131 to
complete the exercise. Make sure they have access
to dictionaries to check answers. Check answers by
writing the table on the board and point out that many
of the Latin words have two possible plurals, and also
that in some cases the plural is commonly used for
the singular (eg data). Ask students to underline the
stressed syllables in longer words and check they can
pronounce the words correctly.
There are extra activities based on this audio in the
e-book+.
9C
2 2 Emoticon is a combination of emotion and
icon. Emoji is a Japanese word that combines e,
meaning ‘picture’, and moji, meaning ‘character’.
5 You have to submit a proposal to the Unicode
Consortium, saying what you want to represent,
and how you think it should be portrayed.
3 1 Isabella: Not true. She says you can say what
you want to better with words and that they are too
simplistic to represent emotions effectively.
Liam: True. Isabella says he uses them all the
time, and he says they are much quicker than
writing.
Patricia: Doesn’t say. She doesn’t mention using
them herself.
2 Patricia: True. She says they are a new
visual language, created specifically for digital
communication.
Isabella: Not true. She says emoticons can’t be
used without words, so they are not a language.
Liam: Doesn’t say. He doesn’t comment on the
issue.
4 1 a picture can sometimes communicate an idea
more effectively than words can
2 subtle details that are important to the way that
something is expressed
3 [emojis] are more interesting or complex than
they seem at first
VOCABULARY // Images
6 Tell students they are going to learn other ways to
describe images. Ask: What is a symbol? Can you
give me an example? Elicit a few ideas and ask them
to read the instructions in part a and complete the
exercise. Check answers.
Do one example for part b and then ask students
to complete the exercise with a partner. Check
answers and teach the correct pronunciation of any
problematic words. The issues here will mainly be with
word stress.
7 Do sentence 1 in part a with the class and then tell
students to complete the rest. Check answers.
For part b, elicit some ideas for sentence 1 and draw
or display them on the board. Ask students to find
examples for the other items. They can search online
and draw or write. Go through examples and ideas
with the whole class.
8 Direct students to the Language studio on p131 to
complete the exercise. Check answers.
ANSWERS
6a 1 reflection 2 outline 3 caricature 4 illustration
5 symbol 6 portrait 7 character 8 visual
9 display
129
9C
6b caricature – caricature; character – characterise;
display – display; illustration – illustrate; outline
– outline; portrait – portray; reflection – reflect;
symbol – symbolise; visual – visualise
7a 1 symbolise 2 characterise 3 Outline
4 caricature 5 display 6 visualise 7 illustrate
8 portray 9 reflect
GRAMMAR // whoever, whatever, etc
9 Write whatever and whoever on the board and ask:
When do we use these words? Can you think of any
examples? Elicit some ideas and then direct students
to the examples and questions. Check understanding
of tut (a noise you make with your tongue to show
disapproval – demonstrate to teach the word), then
ask them to do the exercise in pairs. Check answers.
There is more information on whoever, whatever, etc in the
Language studio on p148.
10 Tell students to read the text quickly and ask what it is
about. Then tell them to complete the gaps for part a
and compare ideas in pairs. Check answers.
Ask students to discuss the question in their pairs for
part b.
ANSWERS
9 1 a), b) and c) 2 d) 3 all sentences 4 a)
10a 1 Whoever 2 whenever 3 wherever 4 whichever
5 whatever 6 however
SPEAKING
11 Ask students which emoji they use the most and if
they think there are any emojis missing, which they
wish they could use. Read out the information in
part a and put students into groups to discuss the
questions and do the task. Give them time to agree
on their emoji and its design. There is no need to do
feedback after this stage, but make sure all students
have a drawing of the emoji and can explain it.
In part b, put students into new groups so they can
present their emojis. Afterwards, tell students to stick
their emojis on the board so everyone can see them.
Ask the class to vote on the best new emoji.
There is further practice on p50 of the Workbook.
Use the Cyber Homework for 9C as extra practice for your
class.
LESSON TRANSCRIPTS
17 37 9C, exercise 2
Liam: Patricia, this is probably a stupid question, but what’s the
difference between an emoticon and an emoji?
Patricia: Ah, no, not a stupid question at all. I think a lot of people
confuse the two. Emoticons are facial expressions created
with punctuation marks. The word itself is a combination of
emotion and icon.
130
Isabella: A blend!
Patricia: That’s right! And an emoji is a little image or an icon. It’s
a Japanese word that combines e, meaning picture, and moji,
meaning character.
Isabella: So it’s not the electronic e in email?
Patricia: No, that’s just a coincidence.
Liam: By the way, I must warn you Isabella hates emojis. Or is it
emoji?
Isabella: Liam!
Liam: Whenever she sees one, she tuts!
Isabella: I do not. But you’re right, I don’t like them. Liam, on the
other hand uses them whenever he can. Endless strings of
them.
Liam: Well, it beats writing. And much quicker. And as they say,
sometimes a picture is worth a thousand words.
Patricia: Well, we can leave the question of plurals to later, but
why don’t you like them, Isabella?
Isabella: Because whatever you want to say with emojis, you can
already say with words, and say it better. A good picture can
say more than words, but an emoji definitely says less. I have
absolutely no desire to use them.
Liam: Maybe you’re just not a visual person.
Isabella: It’s not that. I love images. Paintings, pictures. But
emojis are a silly, simplistic portrayal of something complex –
our feelings. There’s no emotional nuance in a little winking
face.
Patricia: Mm … I’m not sure I agree. I mean, I think however
simplistic they might look, emojis can express feelings.
And their use is evolving. Words get their complex meaning
over time, and I think the same will happen – or rather is
happening – with emojis. They’re a new visual language,
created specifically for digital communication.
Isabella: But they’re not a language, are they? I mean, whatever
way you look at it, they can’t exist without words.
Patricia: OK, they can’t fully replace a language like English, sure.
But does that mean that they’re not a language? After all,
we can use them to express a wide range of emotions and
ideas. Some people say that they’re a global language for the
digital age, and I agree. I mean, just look how diverse they’ve
become after just a few years. And how democratic they are.
Anyone, wherever they’re from, can suggest new ones.
Liam: I was going to ask how new ones get added. What can you
tell us about that?
Patricia: Well, to work on any phone, or computer, emojis have
to be encoded in a standardised way, in something called
Unicode. And, er, there’s an organisation that oversees this
standardisation process, called the Unicode Consortium. It
accepts proposals from whoever wants to submit one.
Liam: It’s that easy?
Patricia: Well it’s not quite so straightforward. First, you have
to submit a formal proposal outlining what you want to
represent, and how think it should be portrayed – which
isn’t as easy as it sounds. I remember reading about beans,
once, for example. What beans do you illustrate? Black
beans? Dried beans? Refried beans? Baked beans? Er, it’s
complicated.
Liam: What happens next?
Patricia: A committee at the Consortium meets regularly to discuss
new proposals, and when they reach a consensus, a new
emoji is born.
Liam: So how long does it take?
Patricia: I’ve heard it can take up to two years.
Liam: Two years!
Patricia: Yes, it is a lot, but I think it’s worth the wait. Thanks
to proposals from around the world, emojis reflect cultural,
racial, gender differences more than ever before.
Isabella: OK, I have to admit there’s a lot more to emojis than
meets the eye. I didn’t know about the, er, Unicode whatever
it’s called.
Patricia: Consortium.
Isabella: But I think I’ll stick with the written word.
 Give tactful advice
LESSON SUMMARY
Students watch a video of someone giving advice and
then practise giving advice tactfully.
LESSON PATHWAY
Speak about giving advice
Watch a video of someone giving advice
Study language for giving advice
Practise sentence stress and rhythm
Describe problems and give advice
9 101 THINGS
TO DO IN
ENGLISH
GET READY
1 As a lead-in, explain a problem to the students and
elicit their advice on how to solve it. Ask: Is it easy
to give advice in English to someone you don’t know
well? Explain that in this lesson they will practise
being tactful in this situation. Clarify the meaning
of tactful, then put them into pairs and ask them to
discuss the questions. Go over their answers.
ANSWERS
1 2 Sentences a) and c) are more polite because
they are less direct.
3 b) means ‘take confident action to solve the
problem’
a) means ‘If I were in your situation’
c) means that if you talk to someone about a
problem, it makes it easier to find a solution to it
WATCH
2 18 Ask students to watch the intro in part a and
try to understand Evelyn’s problem and her brother’s
involvement. Play it twice, if necessary, and ask
students to compare ideas.
Then ask students to discuss part b in pairs. Ask some
students what they would say to Evelyn.
3 19 Ask students to watch and compare Peter’s
advice with their own ideas. Afterwards, ask them
to discuss the questions with their partner. Ask: Did
anyone offer the same advice as Peter?
4 Tell students to watch the video again and listen for
the idioms in exercise 1.
ANSWERS
2a She needs to look after her mother, who’s not well,
every day. Her brother James, who doesn’t live
nearby and has a family of his own, doesn’t help.
3 Peter’s advice: Talk to James face to face, suggest
that he pays for someone to look after their mother
for part of the week if he doesn’t have time to do
that himself.
4 He uses all of the idioms.
STUDY
5 Ask students to look at the headings for each section
in the table in part a. Tell them to try to complete
the table with the missing words, then compare their
answers in pairs.
Play the video again to check answers for part b. Note
that both Couldn’t you suggest (that) he make …? and
Couldn’t you suggest (that) he makes …? are correct
English.
131
 101 THINGS
TO DO IN
ENGLISH 9
6 38 This exercise helps students notice features of
connected speech and sentence stress. Read through
the instructions and questions in part a and play the
audio twice so students can answer the questions.
Write the sentence on the board and mark the stressed
syllables, weak forms and the /j/ between be and able.
Explain that when we have the long /i:/ sound followed
by other vowel sounds at the start of the next word, we
insert the /j/ sound to join them. This makes it easier
to say. Elicit a few examples such as we asked …, and
he answered … and help students hear the /j/.
In part b, ask students to listen again and repeat the
sentence. Then give them a minute or two to practise
in their pairs.
ANSWERS
5a 1 hoping 2 thought 3 mind 4 convinced
5 Wouldn’t 6 try 7 sooner 8 might
6a 1 I was hoping you might be able to give me some
advice.
2 was, to, some, advice
3 be, able
PRACTISE
7 Tell students they are going to practise being tactful
when giving advice, and read through part a with the
class. Give them some time to develop their ideas
individually and monitor to help with ideas and
language.
Put students into pairs for part b and tell them to take
turns explaining their problems and giving advice.
Remind them to use the phrases in the table. Monitor
and listen to their use of the advice language and
pronunciation, and give feedback at the end.
For part c, you could use a conveyor belt interaction
pattern, so that it is easy for them to speak to
different students. This is where students stand in
two lines facing each other to speak in pairs: line A
and line B. Line A students move one step to their left
or right (line B does not move) and repeat the task,
speaking to a new partner.
Monitor and listen for examples of good language and
errors and go over this afterwards.
After they have finished working in pairs, ask students
to volunteer to perform their conversation in front of
the videoscape, if you can project it in your classroom.
There is further practice on p51 of the Workbook.
Use the Cyber Homework for 101 9 as extra practice for
your class.
132
LESSON TRANSCRIPTS
18 101 9, exercise 2a
Evelyn: Hello? Peter?
Peter: Evelyn! Hi! It’s good to see you! So, how’s things? You said
you had something you wanted to talk about.
Evelyn: Yes. I was hoping you might be able to give me some
advice.
Peter: Some advice?
Evelyn: Yeah. It’s to do with Mum.
Peter: Have you fallen out again?
Evelyn: No, it’s not that … it’s Mum and James.
Peter: So they’ve fallen out?
Evelyn: No, it’s about who looks after her. Her condition’s getting
worse and she needs daily care now. Someone has to clean,
cook … go shopping ….
Peter: And that someone’s you?
Evelyn: Yep. And it makes sense. After all, I work at home , and
I live nearby. James has a family and lives miles away. But
it just doesn’t seem fair that he leaves it all to me. So … I
thought maybe you could talk to him.
19 101 9, exercise 3
Peter: Evelyn, I think talking about this is the right thing to do. As
they say, a problem shared is a problem halved.
Evelyn: But?
Peter: Well, I hope you don’t mind me saying this, but it seems
to me that it’s James you need to talk to, not me. He’s your
brother after all. I’m just an old friend.
Evelyn: Yeah, I know, it’s just, he can be so … intimidating.
Peter: You know, I’m not convinced that’s true. I get the
impression that you never really stand up for yourself and
that he takes advantage of that. Wouldn’t it be better if you
told him how you felt? However intimidating he might seem,
I think that he’s actually a very reasonable human being. I
think it’s worth a try. What do you have to lose?
Evelyn: I’ve tried phoning him, but he’s always busy, you know,
with work or the kids or whatever.
Peter: Well, I think you’d do better to talk face to face. If I were
in your shoes, I’d meet up for a meal or something. Meet
somewhere where you won’t be disturbed. And I think the
sooner you do that, the better.
Evelyn: But what if he refuses to help out, or says it’s my
responsibility?
Peter: Give him a chance. If it were me, I’d tell him what you
think, that you need to share the responsibility for looking
after your mum. And if he really doesn’t have time, couldn’t
you suggest that he make a financial contribution instead?
You might want to consider striking a deal. You look after
mum three or four days a week, and he pays for someone to
be with her on the other days. That way you’d be able to get
your life back.
Evelyn: You’re right, of course. I knew you’d help!
Peter: So take the bull by the horns and arrange that meeting.
And let me know how it goes.
Evelyn: I will. Thank you.
Peter: You’re welcome.
38 101 9, exercise 6a
I was hoping you might be able to give me some advice.

LESSON SUMMARY
Students read about accessible cities, listen to
a recording of a blind woman visiting a city and
make suggestions for making their hometowns
and schools more accessible.
LESSON OBJECTIVES
VOCABULARY  Accessibility aids
GRAMMAR  Nouns & determiners
OUTCOME  Create a town accessibility plan
LESSON PATHWAY
Read a newspaper report about accessible cities
Learn vocabulary about accessibility aids
Listen to a blind woman visiting a city
WORD MAKER The prefix must-
Study nouns & determiners
Suggest accessibility improvements to their
hometown or school
Accessible cities 10A
READING & VOCABULARY // Accessibility aids
TRAVEL
1 Write the title of the lesson on the board and ask:
What do you think accessible refers to? Elicit a few
ideas and tell students they are going to read a report
about accessibility in different cities. Direct them to
the three questions in part a and ask them to think
about possible answers and make notes.
For part b, tell them to work in pairs and read the
introduction to find the answer to question 1 in part a,
and compare it to their prediction.
2 Ask students to do part a in pairs. Check answers and
go over the pronunciation of vowel sounds and the
word stress in buttons /bʌtəns/ Oo and kerbs / curbs
/kɜːbs/.
For part b, ask students to work in their pairs and
read the words and phrases in bold (including those
they completed in part a). They should discuss their
meaning, then match five of them with the photos.
Remind them to make a note of new vocabulary. Ask
them to read the report and compare it to the ideas
they discussed for questions 2 and 3 in exercise 1a.
3 Direct students to the Language studio on p132 to
complete the exercise. Check answers.
4 Ask students to talk about this in pairs and then open
it up to a quick class discussion.
133
10A
ANSWERS
1a 1 15% of the world’s population
2a 1 signs 2 scooters 3 buttons 4 trams
5 doorways 6 kerbs / curbs 7 ticket machines
2b A threshold ramp B dropped kerb / curb
C tactile flooring D Braille buttons E walkway
LISTENING
5 Ask: Do you think our town would be easy to navigate
for blind people? What challenges would someone
face? Tell students they are going to listen to a
recording of a blind person getting around a city.
39 Play the audio and tell students to make notes
as they listen. Give them a minute to complete their
notes and then ask which city it is.
In part b, put students into pairs to compare notes on
their clues, and then check with the class.
6 Ask students to read the questions and try to
remember the answers. Then play the audio again and
ask them to listen for the answers and make notes.
Again, give them time to share ideas with a partner
and then check answers.
7 Read the extract with the class and then ask them to
discuss the questions in pairs. Afterwards, ask some
students to share interesting stories they heard with
the class.
WORD MAKER // The prefix must-
Read the information together and elicit other
examples of must- words the students know (or think
are possible). Direct students to the Language studio
on p132 to complete the exercise. Check answers.
There are extra activities based on this audio in the
e-book+.
ANSWERS
5a/b The city is Barcelona.
1 Clues: Someone speaks Spanish to Ella at the
airport.
Another American asks where she’s from in the
US, suggesting they’re not in the US.
She uses the metro, the name for the subway in
many European cities.
She goes to visit the Sagrada Familia, a cathedral
in Barcelona.
On the metro she hears people speaking Spanish
and Catalan, meaning it can only be Barcelona
(of the cities in the newspaper report).
People are making ‘human castles’, a Catalan
tradition.
She meets a local woman called Laia, a Catalan
name.
134
They go to the ‘Barrio Gótico’, the Spanish phrase
for ‘old city’.
The beach has a walkway (mentioned in the
newspaper report).
2 Places: the airport, the metro, the Sagrada
Familia, the old city (Barrio Gótico), the beach
6 1 help getting her backpack; she doesn’t like
relying on bystanders
2 on the subway; she says public transportation
tells you more about a city than a cab ride does
3 the voices change as she gets nearer to the
Sagrada Familia – fewer local people speaking
Spanish and Catalan and more English-speaking
tourists
4 to be careful because her bag is open, to put her
bag strap around her neck so no one can take it
5 a human castle; so that she could enjoy what
they are seeing by hearing their sense of wonder
6 a person grabbed her arm; it was scary (because
you never know what people’s intentions are)
7 the sounds and smells are different
8 the local government is trying to make it
inclusive; where she lives it’s easy to find your way
because the streets are in a grid
GRAMMAR // Nouns & determiners
8 This grammar section looks at some aspects of nouns
and determiners that students might find challenging.
Even proficient speakers of English make mistakes
with these grammar points and you could motivate
students by telling them this. Direct them to part a
and ask them to read a–g and complete the exercise,
using their memory of the audio to help them. Check
answers.
Then tell them to do part b in pairs. Check answers
and elicit the reasons for the speaker’s choice of word
where both options were possible.
There is more information on nouns & determiners in the
Language studio on p148.
ANSWERS
8a a) any b) both possible (Ella used those) c) both
possible (the tourist used this d) both possible
(Ella used has) e) have f) both possible (Ella
used some) g) both possible (Ella’s friend used is)
8b a3
b2 – Ella said those because she doesn’t like
having to rely on other people.
c1 – The tourist said this because he was
describing a situation.
d6 – There is no difference in meaning. Ella chose
to be more formal and use has.
e7
f4 – Ella said some because she was annoyed.
g5 – There is no difference in meaning. Ella’s
friend chose to say is.

SPEAKING & WRITING
9 Tell students they are going to suggest some
improvements to their town or city (and/or school),
so they are more like the places in the report which
serve disabled people well. Read through the task with
students and then tell them to make notes individually
with their ideas for part a.
For part b, put students into groups of three or four
and tell them to share their ideas and try to make
a definitive list of things to work on. They have to
negotiate, defending their own ideas, to come up with
the three most important and useful ideas. After they
have finished, ask them to summarise their lists to the
class, explaining why they chose these ideas. To end
the lesson, you could try to decide as a class on the
top three ideas for your town or city (and/or school).
EXTRA ACTIVITY Ask students to research for
homework what their town or city actually does
to make it accessible and discuss this in the next
lesson.
There is further practice on p52 of the Workbook.
Use the Cyber Homework for 10A as extra practice for your
class.
LESSON TRANSCRIPTS
39 10A, exercise 5a
Ella: Here at last! It’s nice and warm. But airports are all the
same. Even the announcements! You could be in any
place. I’ve made it to the baggage claim. This is one of
those situations where I really need help. Excuse me, can
somebody help me to reclaim my bag?
Bystander 1: Yo no hablo inglés.
Bystander 2: Sure. What’s it like?
Ella: It’s a backpack, it’s light blue with dark blue pockets, and
the straps are orange.
Bystander 2: OK, I see it. Here it is. Where you from in the US,
then?
Ella: Chicago.
Bystander 2: Nice. I’m from Kansas.
Ella: Are you? Great! Thank you so much.
Bystander 2: You’re welcome.
Ella: It’s tough to rely on bystanders to do stuff. Someone’s
always willing to help though, which says a lot about human
nature. I’m going to head for the subway now. I could get a
cab downtown, but I prefer public transportation. It tells you
so much about a city.
Day two. I’m on the subway – the metro – headed for the
Sagrada Familia, Gaudi’s modernist cathedral. It’s been
fascinating to hear the voices around me change as we get
closer. At the start there were more local people, a mix of
Spanish – which I kind of recognise – and Catalan, I’m
guessing. But as we get nearer, I’m hearing more English
speakers, more tourists.
Bystander 3: Excuse me. The woman with the white cane. Be
careful with your bag.
Ella: My bag?
Bystander 3: Yes, it’s open. You need to be careful. Someone
might steal something. And another piece of advice. Put the
strap round your neck so no one can grab it.
10A
Ella: OK, of course. Thanks for the advice.
OK, this is my stop. Sagrada Familia!
Oh, wow! I wasn’t expecting this. Excuse me? Excuse me?
Can I ask someone what’s going on?
Bystander 4: Sure. It’s a group of people building, er, I think they
call them ‘human castles’.
Ella: Really? Can you describe that?
Bystander 4: Well, some people in the group climb up on each
other’s shoulders, and they build this tower, with three or
four levels. The others push in at the sides to make sure it
doesn’t fall down. And then a kid climbs to the top.
Ella: Sounds dangerous.
Bystander 4: Yeah, but she’s wearing a helmet.
Ella: And the music? Is that a band?
Bystander 4: A live band, yes.
Ella: And what about the Sagrada Familia?
Bystander 4: If you turn left a bit … you’re facing it now.
Ella: Thanks!
So, in case you were wondering what a blind person does
when they visit those must-see places, I like to ask people
around me to describe what they see. I can pick up on their
sense of wonder and enjoy being there too. Some people
don’t know where to start, but I say, ‘just tell me something
that catches your eye’.
I’m meeting Laia, a local blind woman, by the metro exit,
but which one?
Laia: Ella?
Ella: Hey, Laia! There you are.
Laia: It’s nice to meet you.
Ella: I wasn’t sure which exit you meant. There are two exits and
neither of them has an elevator.
Laia: No. Not good if you’re in a wheelchair.
Ella: But at least the stairs have handrails. Though some person
grabbed my arm. They just wanted to help, but you never
know.
Laia: That can be really scary.
Ella: It was! So where are you taking me?
Laia: For a walk in the Barrio Gótico, the old city. There are lots of
narrow streets.
Ella: Sounds interesting.
It’s so different down here. The smells, the sounds.
Laia: Yes! But the smells are not always good. The drains, they’re
very old, so in summer the smell is bad.
Ella: Right now I can smell coffee.
Laia: Let’s stop for a drink.
Ella: I couldn’t leave without coming to the beach. But is this
going to be OK? Beaches can be difficult to access.
Laia: It’s fine, if you come this way.
Ella: A walkway! That’s good. So there’s wheelchair access.
Laia: Yes. The local government is making a big effort to be
inclusive.
Ella: So, what’s it like for a blind person to live here?
Laia: In general it’s good. And where I live, all the streets are in
a grid. You know, like in New York. So it’s easy to find your
way. And if I get lost, I use the map app on my phone. We’re
here.
Ella: The sea! I love that sound.
135
10B Children’s rights

LESSON SUMMARY
Students read about children’s rights and write some
articles for a convention on parents’ rights.
OBJECTIVES
VOCABULARY  Formal language
OUTCOME  Write an article for adult rights
LESSON PATHWAY
Speak about childhood and children’s needs
Read the Convention on the Rights of the Child
Learn formal language
Discuss a convention on the rights of parents
Write three articles for the convention
SPEAKING
EDUCATION
1 It might help to find out if you have parents in the
class before you start. Direct students to the photos
of children and ask them to describe what they see.
Ask them to say the words they think of when looking
at these photos and write them on the board. Explain
that they will read about children and their rights and
also consider the rights of parents.
Put students into pairs and ask them to do part a.
When they have finished, ask them to compare their
mind maps with other pairs. Afterwards, elicit some
of the things they have in their mind maps and ask:
Did you discover any new vocabulary doing this
activity? Write it on the board, asking students to
clarify meaning. Exploit any useful language, drawing
attention to pronunciation and possible relevant
collocations.
Ask students to discuss part b and then ask some
students to share any interesting things they heard
with the class.
2 Read the speech bubbles with the class and then ask
students to work in groups and discuss whether they
agree. Afterwards, ask: What kind of role models are
positive? How do we balance boundaries and freedom?
How much supervision do children need? to get
feedback on the task.

136

ANSWERS
1 Suggested answers
words to describe babies / children: curious,
energetic, cheerful, uninhibited, uncertain
how parents feel about them: protective,
vulnerable, overwhelmed, frustrated
child activities: napping, toddling, cuddling,
playing, discovering / exploring
parent activities: giving birth, feeding, bathing,
loving, protecting
products: pram, nappies (US diapers), dummy
(US pacifier), toys
READING
3 Ask: Have you heard of the European Convention on
Human Rights? (it’s a document which lists human
rights, based on the Universal Declaration of Human
Rights drawn up by the United Nations in 1948).
Elicit some ideas about what it is and clarify the
meaning of ratified (to confirm and approve something
formally), then ask students to work in small groups
and think about what a convention might say about
children’s rights.
4 Tell students to read the articles from the Convention
(articles in this context means parts or sections of a
legal document), making notes individually as they
read, and thinking about how accurate their ideas
were in exercise 3.
5 Ask students to discuss the articles in their groups.
Monitor and check progress and help with language.
After they have finished, ask one or two students to
share something they spoke about with the class.
6 Put students into pairs to discuss the questions and
afterwards have a quick whole-class discussion.
There are extra activities based on these articles in the
e-book+.
ANSWERS
4 freedom of expression, thought and religion
rights and duties of parents to ‘provide direction’
right to privacy, honour and reputation
access to information/the media
responsibility of the parents for child’s upbringing
standard of health and healthcare facilities
adequate standard of living for the child’s physical,
mental, spiritual, moral and social development
right to education: free, compulsory primary
education, secondary education available to every
child, access to higher education
right to rest, leisure, play, engagement in cultural
life/the arts
right to be protected from economic exploitation,
dangerous work or anything that interferes with
education
10B
VOCABULARY // Formal language
7 Explain that these types of documents use very formal
language. Ask students to look at the articles again
and find some examples of formal language. Write
their answers on the board. Tell them to discuss the
formality of the text in groups and encourage them
to highlight areas which were particularly difficult to
understand.
8 Read through the phrases and clarify the meaning of
unknown vocabulary. Then tell them to do the exercise
in their groups. Check answers, writing the phrases in
three categories on the board.
9 Direct students to the Language studio on p132 to
complete the exercises. Check answers.
10 Ask students to discuss the questions. Note that in
question 1, students should think about their own
lives, not life in general. Ask some students to share
examples for questions 1 and 2 with the class and
then discuss question 3 with the whole class.
ANSWERS
8 1 consistent with, in accordance with, regardless
of, on the basis of, with a view to
2 ensure, secure, strive to, take (all) appropriate
measures to, undertake to, use their best efforts
3 be deprived of, be directed to, be enshrined in,
be subjected to
WRITING & SPEAKING
11 Tell students they are going to think about things
from the parents’ perspective now. Ask: Do you
think there should be a Convention on the Rights of
Parents? Why? For part a, put them into groups and
read through the task instructions. They could assign
one person to write. Make sure they write on a piece
of paper that they can give to others to read later.
Remind them to use language from exercise 8, and
monitor to help.
For part b, you could do a reading gallery activity,
posting their texts around the room and telling
students to walk around and read each other’s texts.
Tell them to sit down with their groups afterwards and
talk about what they enjoyed reading in other people’s
texts.
There is further practice on p53 of the Workbook.
Use the Cyber Homework for 10B as extra practice for
your class.
137
10C Are you being tracked?
LESSON SUMMARY
Students read a story about tracking,
listen to an interview with an IT specialist
and then discuss different situations where
tracking is being used.
LESSON OBJECTIVES
VOCABULARY  Tracking
GRAMMAR  Participle clauses
OUTCOME  Talk about tracking situations
LESSON PATHWAY
Read a blog post about tracking
Learn vocabulary related to tracking
Listen to an interview with an IT specialist
Study participle clauses
PAIRWORK Pros and cons
Speak about different tracking situations
138
READING & SPEAKING
STUDIO VIEWS
1 Do part a as a whole-class activity to lead in to the
lesson. Ask students to look at the title of the lesson
and then at the blog post title and image. Ask them to
speculate about the post and elicit a few ideas.
Then tell students to read the post quickly and check
their ideas for part b.
2 Put students into pairs and ask them to discuss the
questions and then open it up to class discussion.
TEACHING TIP We can use our teacher talk to help
students notice new language and increase the
number of times they hear it in a lesson. In theory,
this helps speed up acquisition, so be mindful of
your talk and ask questions and make comments
using the target language from a lesson. Do this as
naturally as you can. In this case, you could ask
these questions to give feedback on the task: Was
Sadie right to monitor her boyfriend like this? Do
you consider what she did to be stalking? Do you
know any apps where we can spy on people? Do
you think these apps violate people’s privacy? Don’t
teach the vocabulary here, just use it naturally.

ANSWERS
1b 1 She tracked her boyfriend’s movements and
found out her boyfriend was doing fitness workouts
with another girl. When Sadie and her boyfriend
split up, this girl became his new girlfriend.
2 The author feels some sympathy for Sadie, as
it’s hard to resist the temptation to follow people
online.
VOCABULARY // Tracking
3 In part a, direct students to the text again and tell
them to complete the exercise. Check answers and
teach the correct pronunciation of all words, paying
attention to the -ed endings.
Do one example for part b and ask students to
complete the exercise with a partner. Check
answers and teach the correct pronunciation of any
problematic words.
4 Ask: What can we do to be secure online? In other
words, how can we be savvy when we are online?
Teach the meaning of savvy (clever, smart, aware).
Elicit a few ideas and then tell them to read the text
quickly to see if it contains similar ideas. Then ask
them to complete the exercise and compare ideas
in pairs before checking answers and working on
pronunciation.
5 Direct students to the Language studio on p133 to
complete the exercises. Check answers.
6 Go back to some of the answers you elicited in
exercise 4 and ask students to write more tips for
being savvy online for part a. Tell them to work in pairs
and use a dictionary.
Put pairs together to make groups of four for part b
and ask them to share their tips and decide on the
best three. Ask each group to read their tips aloud,
write them on the board, and as a class try to decide
on the best three. Ask: Which are most important and
useful?
ANSWERS
3a 1 to track = to follow somebody’s movements
(often online); to monitor = to watch carefully
(usually over a period of time); to stalk = to follow
and watch somebody (often in an obsessive way);
to spy on = to watch somebody secretly to find out
information
2 (to be) under surveillance
3 to disclose
4 to violate
3b Suggested answers
track a friend / somebody’s movements / a parcel
monitor somebody’s phone calls / progress /
heart rate
10C
disclose personal details / data / secrets
stalk a celebrity / a criminal / an animal
spy on a neighbour / a colleague / a competitor
violate an agreement / a contract / the law
4 1 evade 2 encryption 3 configure 4 Opt out
5 revoke 6 spyware 7 vigilant
6 Suggested answers
Evade detection by switching off or deleting
cookies.
Never disclose your passwords to other people.
Be a vigilant parent: check your child’s online
activities.
You can always opt out of a scheme you have
signed up for online.
Switch off the GPS location device on your phone
to avoid people spying on your movements.
LISTENING
7 40 Explain that in this discussion, Isabella and
Finley are talking to an IT specialist. Play the audio
and ask students to listen and make notes. Ask them
to compare their understanding of the interview and
then check answers.
8 Play the audio again and tell students to discuss the
questions in pairs. Check answers with the class.
9 WORDS IN CONTEXT Ask students to discuss their ideas
about the meaning of the words. Encourage them to
write more sentences using the words and then check
ideas, writing some of their sentences on the board
and clarifying meaning. Remind them to make a note
of new phrases in their notebooks.
10 Give your own answer to the first question, then
tell students to work in pairs and discuss all three
questions. After they have finished, ask some students
to tell the class what their partner said.
TEACHING TIP This is a good moment to do a review
of vocabulary that students have seen so far in the
lesson. Choose some words which are not cognates
to make it challenging. Play some games with the
vocabulary, such as Pictionary, Back to the board, or
other games you are familiar with. Students can also
suggest games they enjoy or think of ways to test
their peers. You could also do revision of words from
the channels in Studio.
There are extra activities based on this audio in the
e-book+.
139
10C
ANSWERS 3 The function of a participle clause is to shorten
a sentence by replacing a main verb.
7 1 software that scans emails to produce targeted
12 1 After realising / Having realised
ads
2 Having been given / Given
2 embedding a pixel tracker into an image in
3 While checking
an email (that sends information back to the
4 Explained
company)
5 indicating
3 collecting data from customers using a store
6 having spent / after spending
loyalty card
4 streaming services that build a profile of your
PAIRWORK 10C Pros and cons
viewing and listening
If students can’t use the App, you can make black-
5 fitness and lifestyle apps that collect information
and-white copies of the activity on p180 of this book,
about how much you exercise, eat and sleep
or download it from Helbling e-zone and print it in
6 finding devices that can track the location of
black and white or colour.
your keys, phone, etc
In this pairwork task, students discuss the advantages
8 1 configure settings for your email to revoke
and disadvantages of things related to tracking and
permission to scan emails, stop email images
surveillance. Demonstrate the activity using a word
being downloaded automatically, opt out of data
or phrase from Lesson 10C which is not included in
collection by not using a loyalty card or store app
the task. Then monitor to listen for examples of good
2 streaming services suggest playlists based on
language and errors. Go over this after they have
your listening profile, which expands your musical
finished.
horizons; ability to follow workout programmes,
keep fit, maintain a healthier diet; ability to find
your belongings – a finding device will tell you SPEAKING
where your lost property is 13 Before they look at this exercise, ask students to read
9 1 invading privacy sentences 1 and 3 from exercise 12 again and ask:
2 too interested in what other people are doing; What would you do in these situations? Do you worry
looking at private things they shouldn’t about your webcam? If a friend was in the situation in
3 convenient sentence 3, what would you say to them? Elicit a few
ideas and have a short class discussion.
GRAMMAR // Participle clauses Read out the information in part a and ask students
to think for a minute about what they would say in
11 Ask: What is a participle? (it’s a form of a verb; there
situations 1–4. Put them into pairs and ask them to
are two types – present and past). Can you give me the
share their ideas. Monitor and help with language.
present and past participle forms of ‘agree’? (agreeing,
In part b, put pairs together to make groups of four
agreed). Then read through the sentences and do the
and ask them to choose two situations and discuss
exercise with the whole class. For question 3, refer
them. Afterwards, ask students to share some of the
back to examples a–e and ask what function they
things they would say for each situation. Monitor and
show. Make sure students are clear on the function of
listen for examples of good language and errors and go
participle clauses and their form before you move on.
over this afterwards.
There is more information on participle clauses in the
Language studio on p149. EXTRA ACTIVITY Ask students to talk in small groups
about real problems they or people they know have
12 Ask students to do this in pairs and group higher and
had with tracking and online security.
lower-level students if possible, to encourage peer-
teaching. Check answers.
There is further practice on p54 of the Workbook.
ANSWERS Use the Cyber Homework for 10C as extra practice for your
class.
11 1 a present, b perfect, c past, present, d present,
e past
2 The subject of the participle clause and the main
clause is the same for all sentences apart from c).
‘Put simply’ could mean ‘When we put it simply’
or ‘When it’s put simply’ (different subject). It
could also be shortened from an infinitive, ‘To put
it simply’. It can replace all three of these longer
phrases, which have very similar meanings.

140
 10C
LESSON TRANSCRIPTS
40 10C, exercise 7
Isabella: Why are you frowning, Finley? Did your date for tonight
just cancel?
Finley: No, my dates never cancel.
Isabella: So, what is it?
Finley: Well, I sent an email to my cousin about a new portable
bike that I was thinking of buying, and checking the news
just now, I got several ads about portable bikes. It’s creepy.
I know ad companies target you somehow, but do they go
through your emails too?
Isabella: Hmm, I’ve noticed something like that too and always
put it down to coincidence. However, I’m sure Chang is
going to tell us that it isn’t.
Chang: No, I’m afraid it isn’t coincidence. Unfortunately, some
email providers do have the right to go through your emails
in accordance with their terms and conditions. But when
I say ‘go through’ your emails, people don’t actually read
them. Software scans your emails automatically and then
uses certain words to produce targeted ads.
Finley: But even so, scanning my emails … it’s intrusive!
Chang: It is, but you can easily stop it by configuring the settings
for your email and revoking permission. Another thing to be
aware of is that a lot of companies track you in emails by
embedding a pixel tracker into an image. So when you open
the email, information about when you opened it and where
is sent back to the company. Again, you can avoid it – you
can stop images being downloaded automatically.
Finley: OK, thanks, that’s good to know. I just feel like I’m
constantly being monitored. For example, when I use my
loyalty app at the supermarket, the next day they have
special offers on most of the items I bought.
Isabella: It’s like a nosy neighbour snooping through your
shopping cart!
Chang: True, but having agreed to the terms and conditions of a
loyalty card, you’re giving the company permission to collect
data in return for those discounts and freebies you get. Put
simply, you can opt out by not using a loyalty card or a store
app. But, you know, tracking does have positive aspects too.
Finley: What do you mean exactly?
Chang: Well, take streaming services. They build up a profile of
your tastes based on what you watch or listen to. I’m sure
you both use a music streaming service, for example …
Isabella and Finley: Yes.
Chang: These services suggest playlists that you might like based
on your listening profile. Personally, I love that feature … it
really expands your musical horizons.
Isabella: You’re right, I hadn’t thought of that in connection with
tracking. It’s pretty cool because you get to listen to bands
you hadn’t heard of before and you can also explore different
musical styles.
Chang: Fitness and lifestyle apps are another positive case in
point – after downloading an app, you can track how far
you walk, bike or run, or follow workout programmes. And
of course, if you want to adapt or maintain a healthier diet,
there are apps which track your food intake.
Finley: Mm, I’ve just read something about sleep tracking apps
which monitor your sleep patterns and help improve your
quality of sleep.
Chang: Yes, that’s right, there’s a whole range of those types
of apps and while you have to be vigilant about what data
they collect, they are very handy. Another awesome use of
tracking is finding devices. Attached to your phone or your
keyring or your bag or whatever, these small devices can help
you find your belongings if you lose them. You just look on
the app and it tells you where your lost property is.
Isabella: That actually sounds very useful. My dad is always losing
his keys – I must check that out for him.

141
 101 THINGS
TO DO IN
ENGLISH 10 Give an informal speech
GET READY
1 Books closed, display some images of people giving
informal speeches in one of the situations in a–e. Ask:
What are these people doing? What kind of things are
they saying?
Books open, ask them to discuss the questions in
pairs. Afterwards, share some ideas as a class.
2 Ask students to work in the same pairs or in small
groups and discuss the questions. Monitor and help
with language.

WATCH
3 20 Ask students to look at the video still and
read the three questions. Ask one or two students to
suggest possible answers. Then play the video and ask
students to listen for the answers to the questions.
Tell them to share their ideas in pairs and then check
answers with the class.
4 Ask students to read points 1–5 in part a and watch
the video, making notes for each point.
For part b, tell students to compare their notes and
discuss the question. Then check answers for parts a
and b.

TEACHING TIP To reduce the challenge in part b, ask

LESSON SUMMARY
Students watch a video of someone practising an
informal speech and then prepare and give their
own speech.
LESSON PATHWAY
Talk about giving and listening to speeches
Watch a video of someone practising
an informal speech
Study language for giving speeches
Practise emphasis and intonation
Prepare a speech
Give their speech to classmates
half the class to watch for points 1, 3 and 5 and
the others for points 2 and 4. Afterwards, they can
share and compare notes. Then play the video again
so they can follow it more easily and understand
more details.
ANSWERS
3 1 a farewell speech for a colleague
2 to her colleague Alex, and other people they
work with
3 at Alex’s leaving party (possibly at the school
where they work, or in a restaurant / bar)
4a 1 the first time he walked into the staff room and
the Halloween show he organised
2 dedicated, an inspiration as a teacher, a credit to
the profession
3 he was very popular with students
4 kind and generous, with a dry sense of humour
5 he’s going to teach in China
4b Suggested answer
He may feel proud, he may feel a little
embarrassed if he’s shy, he might feel sad to be
leaving.

142

STUDY
5 Ask students to look at the headings for each section
in the table in part a. Ask: Did you notice the speaker
saying any of these things in the video? Then tell
students to complete the gaps from memory. Ask them
to compare answers in pairs. Note that in the phrase
I’d like to wish you the best for the future, we can also
say for your future, which is what Nadia says in the
video.
Play the video again to check answers for part b.
41 This exercise helps students notice how we can
6
use stress and intonation effectively in an informal
speech. Read through the instructions and questions
in part a and then play the audio twice, so students
can notice the emphasis and intonation. Ask: What
did you notice? and elicit some ideas.
In part b, ask them to listen again and repeat the
phrases. Then give them a minute or two to practise
and comment in their pairs.
ANSWERS
5a 1 asked 2 coming 3 recall 4 thought 5 tribute
6 pleasure 7 missed 8 behalf
PRACTISE
7 Tell students they are going to give their own
speeches. Make sure they understand that the topic of
their speech must be kept secret while they prepare
it. For this reason, they could do the preparation at
home.
Read through the steps in part a and ask students to
start preparing. They can write out the speech in full
or make notes. Give them time to prepare and practise
their speeches. Encourage them to make a video or
audio recording on a phone and listen back to it, so
they can make improvements. They should be ready to
give their speeches without looking too much at their
notes or script.
Put students into groups for part b and tell them to
deliver their speeches. Ask listeners to guess the
situation and give feedback on the speech. You can
then regroup students and ask them to repeat the
task. Encourage students to have fun here and give
lots of positive praise. After they have finished working
in groups, ask students to volunteer to perform their
speech in front of the videoscape, if you can project it
in your classroom.
There is further practice on p55 of the Workbook.
Use the Cyber Homework for 101 10 as extra practice for
your class.
10 101 THINGS
TO DO IN
ENGLISH
LESSON TRANSCRIPTS
20 101 10, exercise 3
Before it gets too late in the evening, I’ve been asked to say a few
words. You all know how much I love the sound of my own voice,
so I’ll try to be brief, I promise.
First of all, I’d like to thank everyone for coming to Alex’s leaving
party this evening. I know it’s a busy time of the year, but I think
you’d agree that the occasion is worth it.
Alex, I can still recall that first time you walked into the staff
room, fresh off your training course. I hope you don’t mind me
saying this, but you looked terrified as you sat there waiting for
your class to begin, staring at your two-page lesson plan. Back
then, back then, who would have thought you would become one
of the most dedicated teachers that I, for one, have ever worked
with?
The Halloween show you organised with your teenage class will
go down as one of the funniest – and noisiest – in the school’s
recent history. Your students’ enthusiasm and willingness to
make fools of themselves in public – in English – pays tribute
to your inspiration as a teacher. At the start of every new year,
when your students came to enroll, they would always ask if Alex
was going to be their teacher again. I have to confess to feeling
a little envious, but there’s no denying that you’re a credit to our
profession.
As for Alex the colleague and friend, well … What can I say? It’s
been a pleasure working with you, and an even greater pleasure
having you as a friend. You’re kind and generous, and your dry
sense of humour is legendary. I know you’ll be sorely missed by
everyone here, and on behalf of us all, I’d like to wish you the
best for your future and hope that your new life in China proves
as rewarding and enjoyable as your time here with us.
And, of course, if things don’t work out, I think I speak for us all
when I say that you’d be welcomed back here with open arms.
So let’s raise our glasses and drink a toast to Alex!
41 101 10, exercise 6a
It’s been a pleasure working with you.
On behalf of us all, I’d like to wish you the best for the future.
Let’s raise our glasses, and drink a toast – to Alex.
143
 REVIEW 9 & 10
Ask students to work through the exercises in pairs. Pairwork
Monitor and help with explanations and corrections.
2 4
For more information on the Review sections see p16.
For more practice go to: S D 5 7
• CLIL Project 5 on Helbling e-zone U 3 E P S 8
• Writing 5 on SB p120 R T P E 6 T H
• Workbook pp56-57
V S R D T R A
1 B E A U T I F I C A T I O N
PAIRWORK
I N V C C V D
This pairwork task recycles vocabulary from pp80–94 in a L A E U T E R
crossword definition activity.
L M D R F A
Ask students to read the relevant instructions and check
they are clear on the task. Tell students to refer back to A I E U I
the lessons if they need to. N L L
Demonstrate the task by defining one of the words on p95 C
for them to guess, then tell them to do the task in pairs.
E
Monitor and make a note of errors and good language.
Go over this language after they have finished speaking.

ANSWERS
1 1 measures 2 ensure 3 low-floor 4 consistent
5 kerbs / curbs 6 view 7 ramps 8 accordance
9 undertake 10 audible 11 tactile
12 voice-guided
2a 1 whoever 2 Whichever 3 however 4 whatever
5 Whenever
2b 1d 2b 3e 4a 5c
3 1 gold 2 whitened, facials 3 lightning
4 cats and dogs 5 manicures, fillers, spray 6 nose
4a 1 a piece of advice 4 these 5 help / helps
7 Some 9 need / needs
4b 2 Put simply 3 having started / after starting
6 By letting them be 8 By not doing this
10 Given trust
5 1 display (all the others are types of drawings or
paintings)
2 map (all the others are visual representations of
words)
3 reflection (all the others are general words for a
view of something, but this is a specific kind)
4 disclose (all the others mean to follow and
watch)
5 violate (all the others are something you do with
devices / online settings)
6 spyware (all the others are security against
spyware)
6a 1 cacti / cactuses, must-have
2 graffiti, must-see
3 Manga / Mangas, must-read
4 stimulae / stimuluses, must-have
5 aquariums, must-visit / must-see
7a 1 thank 2 thought 3 impression 4 mind
5 missed 6 seems 7 speak 8 luck 9 raise
10 toast
7b Lucy’s mother, or another person who lives in
Lucy’s family home

144

LESSON SUMMARY
Students discuss how they use maps,
read an article about paper maps and speak
about alternative types of maps.
LESSON OBJECTIVES
VOCABULARY  Increase & reduction
GRAMMAR  Noun phrases
OUTCOME  Devise ways to portray the world
LESSON PATHWAY
Speak about how they use maps
Read a newspaper article about paper maps
Listen to a radio report about maps in education
Learn vocabulary related to increase & reduction
Study noun phrases
Discuss alternative maps
Mapping the world 11A
SPEAKING & READING
HISTORY
1 Books closed, write Maps on the board and ask: What
different kinds of maps are there? What different
information do they have? Do you use paper or digital
maps?
Books open, ask students to discuss with a partner
how they get around in the different situations, eg do
they use maps, ask for directions or something else?
Ask one or two students to share what they spoke
about with the class.
2 Direct students to the question in part a and have a
quick class discussion.
For part b, ask them to read the article and find the
answers.
Put students back into their pairs for part c. Ask one
or two students if they agree more with Serena or with
Grant.
ANSWERS
2b 1 Serena: when you want to go hiking in a
remote area with no internet; Grant: to help you
understand how you’ll get to your destination, to
give a better idea of distance and locations in
relation to one another
2 Serena: most of the time; they make navigation
much easier; Grant: in everyday situations, to
lessen the risk of getting lost
3 Serena: our dependency on map apps is
diminishing our spatial abilities; Grant: with an app,
you’re less likely to notice things on your journey
145
11A
LISTENING
3 Ask students to look at the maps and discuss the
questions. Elicit a few differences in feedback.
4 42 Tell students they are going to listen to a
radio report. Ask them to read the three points and
prepare to make notes. Give them a minute before
they listen to predict what the report might say about
these points, and then play the audio. Afterwards,
ask students to compare their notes in small groups.
Check answers.
5 Ask students to read the questions in part a and
makes notes on what they remember hearing in
exercise 4. Then play the audio again so they can
listen and expand their answers.
For part b, tell students to compare in pairs before you
check answers.
6 WORDS IN CONTEXT Tell students to read the phrases
from the listening in part a and discuss their ideas in
pairs. Check answers. If they need extra support, refer
them to the transcript on p165.
Check answers and tell them to write their favourite
phrases in their notebooks.
Tell students to discuss part b and then share some
ideas as a class.
There are extra activities based on this audio in the
e-book+.
ANSWERS
4 1 to replace the Mercator Projection map with the
Peters Projection map
2 Michelle – history teacher, Francis – map
historian
3 Michelle – in favour: it’s a fairer way to see
the world – the Mercator exaggerated the size of
colonial powers and put Europe in the centre;
Francis – against: the Peters Projection is not the
best alternative – there are others that portray the
relative size of continents better without stretching
their shapes too much
5a 1 They were amazed and could not make sense of
it at first.
2 It gave the countries their ancestors came from
the prominence they deserve, based on their real
size.
3 The United Nations and British schools.
4 She used a map centred on the Pacific and the
next day turned the map upside down.
5 As soon as you try to portray a three-
dimensional, curved surface on a two-dimensional,
rectangular one, you necessarily distort the shape
of countries and continents.
6 to show trade routes round the world as straight
lines
7 Google and Apple, for their map apps
146
8 They don’t like it because it stretches countries
and continents near the equator.
5b They both agree that the Mercator map makes
colonial countries look bigger and therefore
represents a colonial view of the world.
6a 1 reduces their self-importance by reducing
their physical size to what it really is 2 way of
representing the world 3 complete change in the
way that people see or understand something
4 view of the world in the way it was seen by
countries that once dominated it
VOCABULARY // Increase & reduction
7 Tell students to look at the table headings in part a
and elicit one verb from the box for each column
– write these on the board. Then ask students to
complete the table either individually or in pairs.
Check answers by writing them on the board and then
ask students to mark the stressed syllables to work on
pronunciation.
Ask students to do part b and then compare ideas in
pairs before you check answers.
Discuss part c as a class, using enhance to clarify the
meaning of the prefix en-. Point out that the rest of
the word no longer has a separate meaning.
8 Direct students to the Language studio on p133 to
complete the exercise. Check answers.
9 Do one example for sentence 1 in part a with the
class and then tell pairs to think of other ideas for the
sentences. Check answers.
For part b, tell pairs to write three similar sentences
using verbs from the table in exercise 7. Then put
pairs together in groups of four and ask them to read
their sentences out to the other pair or swap them and
read, then discuss what the sentences might refer to.
Ask some groups if they had similar ideas about the
intended meanings, and ask some students to read
out their favourite sentences and their meanings.
Correct any errors with pronunciation of the words.
ANSWERS
7a reduce: diminish, lessen, minimise, shorten
increase or improve: amplify, enhance, enlarge,
lengthen, stretch, maximise
change in a negative way: deform, distort, warp,
exaggerate
7b 1 Map apps are diminishing (= reducing) our
spatial abilities.
2 GPS apps lessen (= reduce) the risk of getting
lost.
3 Using paper maps enhances (= increases your
enjoyment of) your journey.
4 The Mercator map exaggerated (= artificially
increased) the size of the colonial powers.
 11A
5 The prominence of South America and Africa ANSWERS
was minimised (= deliberately reduced) on the
10 1 a) public schools – adjective + noun
Mercator map.
b) classroom – noun + noun c) history teacher –
6 Maps distort (= change in a negative way) the
noun + noun e) world map – noun + noun
shape of countries and continents.
g) United Nations – adjective + noun h) Greenland
7 On the Mercator map, countries were enlarged
– adjective + noun j) clothes line – noun + noun
(= increased in size) away from the equator.
2 a), d), i)
8 The Peters Projection stretches (= increases the
It comes before the possessive ’s if the word is
length of) countries near the equator.
singular (Boston’s, Mercator’s), and after the s at
9 Maps can portray continents without warping
the end of a regular plural word (kids), but without
(= negatively changing) their shape.
a possessive ’s (kids’).
7c en- means ‘cause to have more’ or ‘cause to be or
3 f), i)
become’.
i) can be expressed with the compound noun
9a Suggested answers
‘world map’ – Mercator’s world map
1 shoes that are too small, high heels
11 1 all spelling options are acceptable
2 the internet, Twitter, Facebook, etc
2 a) and b), though b) is only acceptable in
3 smoking, eating too much fast food
informal spoken English
4 a cleaning robot, a dishwasher, a washing
3 b) we use a possessive ’s for products from
machine
animals
4 c) we can’t use a before a possessive form,
GRAMMAR // Noun phrases so we use a + noun + of + possessive form
10 This grammar section looks at various aspects of noun 5 b) soup cans (a) are the empty cans that the
phrases, such as punctuation, word formation and soup was in, and we don’t usually use a possessive
possessives. The idea is to clarify common problems ’s with objects (c)
with these grammar areas and help students become 6 b) compound nouns (a) are usually for common
more accurate and able to self-correct. things, and we don’t usually use a possessive ’s
Elicit answers from the class for question 1 and then with objects (c)
ask them to try to answer the other questions in pairs.
Monitor and help, then check answers. SPEAKING
There is more information on noun phrases in the 12 Tell students they are going to think about other types
Language studio on p150. of maps and ask them to read through the instructions
in part a. Give them a minute to think about this and
11 Tell students to use a dictionary as they do the
to visualise these types of maps. Ask them to think
exercise and then check answers.
of pros and cons for each. Monitor and help with
language and ideas.
EXTRA ACTIVITY To further consolidate the different
concepts in this grammar area, ask students to work
TEACHING TIP They could search online for the
in pairs and read p150 of the Language studio. They
kinds of maps in part a and look at images to help
must create a grammar quiz to test another pair.
their discussions. They could also search for other
They can write a variety of question types: multiple
alternative maps online for part b.
choice, gapfills, true/false questions or open
questions, eg Which is correct? a) the children’s
For part b, ask students to discuss, and perhaps to try
faces b) the childrens’ faces. They should decide on
drawing different kinds of maps. They could do this
how many questions they want to include in their
in pairs and then work together in groups of four to
quiz and then write the questions and the answers.
six to compare maps. Afterwards, ask some students
Monitor to check they are all correct before they
to share any interesting things they created with the
swap quizzes with another pair.
class.
Afterwards, ask: Which areas of this grammar
are hardest? and discuss ways they could try to There is further practice on p59 of the Workbook.
remember the rules. For example, writing sentences Use the Cyber Homework for 11A as extra practice for your
containing the language, or sending each other more class.
quiz questions out of class.

147
11A
LESSON TRANSCRIPTS
42 11A, exercise 4
Presenter: A few years ago, Boston’s public schools made a
decision that very quickly went viral. They decided to phase
out the world map that had always hung on classroom walls,
the so-called Mercator Projection, and replace it with the
more contemporary Peters Projection. The decision was
widely applauded, but not everyone was happy. In this report
we go back to Boston to hear two different sides to the story.
We spoke first to Michelle Miller, a history teacher, and then
to Francis O’Rourke, a map historian.
Michelle: I still remember the day my seventh graders came
into class and saw it hanging there, their new world map.
You should’ve seen the kids’ faces. Their jaws dropped.
They looked in amazement, trying to make sense of it.
‘What’s happened to Africa, it’s gotten a whole lot bigger!’
one student said. It was a game changer, especially so for
students in a district where 86% are non-white, with the
largest groups being Latino and African American. The old
map exaggerated the size of the colonial powers, and put
Europe right in the centre. The new map cuts Europe and
the US down to size – in both senses – and sends a strong
message to kids whose ancestors came from countries whose
prominence was minimised on the old map. It’s no surprise
that the Peters projection is promoted by the United Nations
– and used in British schools. It’s a fairer way to portray the
world.
But we didn’t stop there. Another assumption of theirs was
that the US should be near the centre. So one day I put up a
map used a lot in Asia, that’s centred on the Pacific. The day
after, I turned the map upside down. ‘Hey, who turned the
map the wrong way up?’ they said. And I said, ‘Is it really the
wrong way up? If you live in the southern hemisphere, south
to you feels just like north to us. There is no right way up.’ I
wanted them to realise that any map’s portrayal of the world
is based on choice. Sometimes that choice is practical, like
when you use the GPS app on your phone. Other times, the
choice reflects how a country sees its place in the world.
Francis: I’m very glad you came by, because I think someone
needs to put the decision to replace the Mercator map
with the Peters Projection into perspective. At the time,
some claimed that adopting the Peters Projection was a
‘paradigm shift’. As a map historian, that riled me. Because
in many ways it’s no better. As soon as you try to portray a
three-dimensional, curved surface on a two-dimensional,
rectangular one, you necessarily distort the shape of
countries and continents. The Mercator Projection was
created by the Flemish cartographer Gerardus Mercator in
1569. Mercator’s map was designed to show trade routes
round the world as straight lines, which made navigation
easier. But to achieve this, countries and continents had
to appear progressively enlarged relative to their true size
as you moved away from the equator. So Greenland looks
the same size as Africa, whereas it’s 14 times smaller. But
it served a purpose, and has done so for over 400 years.
Google and Apple’s map apps are still based on Mercator’s
map of the world. Having said that, the Mercator map does,
as its critics say, offer an essentially colonial world view.
My complaint is that the Peters Projection is not the best
alternative. You ask cartographers and none of them like it.
That’s because in order to respect the relative area of the
different countries and continents, it stretches the ones near
the equator vertically. As someone famously said, it makes
them look like long underwear hung out on a clothesline!
I sincerely believe that there are better projections which
portray the continents’ relative size without warping their
shape too much. Why not use one of those?

148

LESSON SUMMARY
Students read an article about conspiracy
theories and invent their own conspiracy theory.
LESSON OBJECTIVES
VOCABULARY  Conspiracy theory collocations
OUTCOME  Invent a conspiracy theory
LESSON PATHWAY
Speak about conspiracy theories
Read an article about conspiracy theories
Learn collocations
Invent a conspiracy theory
Convince other students to believe their theory
It’s a conspiracy 11B
SPEAKING & READING
PEOPLE
1 Direct students to the photos and ask them to work
in pairs to describe them and to answer the question.
Monitor and make a note of relevant vocabulary on the
board. Check ideas with some students and go over
the vocabulary you noted.
2 Tell students to read the definition in part a. Elicit one
example for the first photo before asking pairs to share
other theories they have heard about the ideas and
events in the photos.
43 Play the audio in part b so they can check ideas.
Clarify the three theories and then find out if anybody
has heard of any similar theories about other things.
Tell students to share what they know in pairs for
part c. Monitor and make a list of the theories you
hear them talking about on the board, so you can
come back to them in feedback.
3 This exercise requires students to read the article
quickly, so set a time limit of one minute and then
check answers.
4 For part a, ask students to read the statements and
then reread the article and complete the exercise.
In part b, ask pairs to compare ideas and then check
answers with the class.
5 WORDS IN CONTEXT Tell students to read the definitions
and find synonyms in the text. Check answers.
149
11B
6 Ask: Do you agree with the article? and put students
into groups to discuss the questions. Afterwards, ask
some students to share opinions they heard from other
students in their groups.
There are extra activities based on this article in the
e-book+.
ANSWERS
1 A: situation: global warning B event: the Moon
landing in 1969 C idea: the Earth is flat
2b A: the global warming conspiracy theory, which
claims that human activity is not to blame for
climate change B: the Moon landing conspiracy
theory, which claims that the Moon landing was
faked in a film studio C: the flat Earth conspiracy
theory, which claims that the Earth is not round,
as we’ve been taught, but flat
3 1 the need to make sense of the world around us
2 our innate ability to find patterns in random
events
3 the need to feel in control and safe
4 the need to feel good about ourselves and the
groups we are part of
4a 1 F There is evidence that conspiracy theories
existed in ancient times.
2 F It’s tempting to think that conspiracy theorists
are not intelligent, but there are examples (eg Mike
Hughes) to show this isn’t true.
3T
4 F Conspiracy theorists see connections between
things, but also between things that aren’t
connected.
5T
6 F Believing in conspiracy theories is a way to
avoid facing negative realities.
7T
8 F Conspiracy theorists do more research, so
they are better prepared for an argument, but they
don’t have better arguments.
5 1 overshadowed 2 add up 3 innocuous
4 implausible 5 overdrive 6 a vested interest in
VOCABULARY // Conspiracy theory collocations
7 Write ________ an argument on the board and ask
students to suggest words for the gap (make, have,
get into). Then tell them to find a verb in the article
that collocates with argument (counter an argument,
paragraph 8) and ask students which meaning (a–e)
it has (b). Tell students to do the exercise. Monitor
closely to offer help. Check answers, writing the
collocations on the board.
8 Direct students to the Language studio on p133 to
complete the exercise. Check answers.
9 Ask: Can you give me your opinion on the article
using some of the collocations from exercise 7?
150
Elicit an example and write it on the board. Give
students a minute or two to think of what they want
to say, so they can better use the collocations in their
discussion. Then put them into pairs to discuss their
reactions.
ANSWERS
7 1 a) adopt, endorse, adhere to, harbour b) counter
c) disseminate d) validate e) dispel
2 disempowered, socially marginalised
3 reassurance, a sense of belonging, a sense of
self-worth
4 hoax, cover-up
SPEAKING
10 Tell students they are going to invent their own
conspiracy theory. You could ask them to recall some
of the theories they discussed earlier in the lesson as
inspiration. Read through the instructions for part a
with the class and then put them into pairs to prepare
their theory. Tell them to only make notes.
Put pairs together into groups for part b so they can
convince each other of the validity of their theories.
Encourage listeners to challenge the theorists.
Afterwards, ask the class what the best theories were.
EXTRA ACTIVITY Ask students to design a conspiracy
theory web page with headlines, images and short
articles. They could do this for homework in a
shared online document. This would give practice
in ellipsis and in writing headlines, using the
collocations, eg New photo validates beliefs about
aliens on Earth. Man disseminates lies about giant
pet spider. Students can then read each other’s sites
and leave comments.
There is further practice on p60 of the Workbook.
Use the Cyber Homework for 11B as extra practice for
your class.
LESSON TRANSCRIPTS
43 11B, exercise 2b
A The flat Earth conspiracy theory
This theory refers to the belief by some people that the
Earth is not round, as we have always been taught, but flat.
People who hold this belief are sometimes referred to as
Flat Earthers, and claim that photos of the Earth taken from
space have been photoshopped.
B The Moon landing conspiracy theory
People who believe in Moon landing conspiracy theories
claim that the Moon landing never happened. They argue
that the photos and videos we’ve seen were faked in a film
studio to make it look as if the US had been the first country
to put a man on the Moon.
C The global warming conspiracy theory
Although few people now deny that global warming is
happening, conspiracy theorists often claim that climate
change is the result of natural causes, and that data have
been deliberately manipulated to make us believe that
human activity is to blame.
 Touristification 11C

LESSON SUMMARY
Students read about touristification, then
watch or listen to a discussion about the problems
that tourism brings. They have a meeting to discuss
local problems and to think of solutions.
LESSON OBJECTIVES
VOCABULARY  Tourism
GRAMMAR  The future in the past
OUTCOME  Hold a meeting to discuss problems
with tourism
LESSON PATHWAY
Speak about travel and tourism
Learn vocabulary related to tourism
SPEAKING
STUDIO VIEWS
1 Books closed. If possible, display the photos on a
larger scale in the classroom and ask students where
they were taken. Don’t confirm answers yet.
Books open, ask students to discuss the remaining
questions in pairs. Check their answers on the
locations in the photos and ask them to give feedback
on their discussions.
ANSWERS
1
1 A Venice, Italy B Machu Picchu, Peru
C Seminyak Beach near Kuta, Bali
D The Golden Pavilion, Kyoto, Japan
3 Touristification refers to how large numbers
of visitors encourage a destination to cater for
tourists, rather than look after the interests of local
residents.

Watch or listen to a discussion about touristification

VOCABULARY // Tourism
2 Direct students to the glossary, explain the task and
WORD MAKER The suffix -ification do number 1 as an example (affordable housing
matches with explanation h). Tell students to match
Study the future in the past the other items and compare their answers with a
partner, then check answers with the class.
PAIRWORK Frustrated plans

Discuss problems caused by touristification

151
11C
PRONUNCIATION TIP Help students discover the
correct word stress by getting them to categorise
words according to their stress pattern.
Write the following patterns on the board, then
dictate the words in random order so students can
write them under the correct pattern.
ooOo: overcrowding, degradation, regulation,
speculation
oOoo: affordable, initiative
oooOo: gentrification, accommodation
oooOoo: sustainability
3 Direct students to the Language studio on p134 to
complete the exercise. Check answers.
PRONUNCIATION TIP After the exercise, ask students
to add new words from the text to the correct
stress pattern (from above). Then work on the
pronunciation of those words.
4 Ask: Is affordable housing an issue where you live?
and have a quick discussion, eliciting two
or three examples from students. Then put them
into pairs and ask them to ask and answer questions
about the different issues in the glossary that are
relevant to where they live. Monitor and make a note
of good language and errors. Focus on pronunciation
of the new words and phrases.
ANSWERS
2 1h 2c 3j 4g 5k 6i 7f 8a 9l 10b 11e 12d
VIDEO // Watch and listen
5 21 44 Tell students that there is no guest
speaker in this Studio Views episode. Play the video
or audio and tell them to listen for the issues in the
glossary that Isabella and Liam mention. Ask students
to compare their understanding and then check
answers.
6 Ask students to read the questions in part a and try to
remember any details. Then play the video or audio
again so they can add to their answers.
Tell students to discuss their answers in pairs for part b.
Check answers with the class.
7 WORDS IN CONTEXT Ask students to discuss their ideas
about the meaning of the words and phrases. Check
answers, then ask these questions: In your city/town,
where is a good spot to sit and take it all in? Which
areas of this town/city are off the beaten track? Do you
know any small local businesses that are a gold mine?
Can you tell me a place where tourism has spiralled
out of control? Remind students to make a note of
new phrases in their notebooks.
152
8 Give your own answer to this question if you can.
Say: I think you can / can’t see the real place. I once
went to … and talk briefly about a place you have
visited. Then tell students to work in pairs and share
their ideas about Isabella’s question. After they have
finished, ask some students to tell the class what their
partner said.
WORD MAKER // The suffix -ification
Read the information and direct students to the
Language studio on p134 to complete the exercise.
Ask them to mark the stress on the words. Help them
notice that the stress does not change with the suffix
-ify, eg beauty – beautify, but it moves to the syllable
before the end in -ification – ification.
There are extra activities based on this audio in the
e-book+.
ANSWERS
5 They mention tourist hotspots, cultural
heritage (Saint Mark’s Square, Charles Bridge),
overtourism, touristification, displacement,
regulation, city breaks
6a 1 he used a cooperative called Fairbnb to book an
apartment, which donates money to local projects,
he stayed for longer, he went to see places that
most tourists don’t see
2 the Old Town has been taken over by tourism
and tourists, traditional stores have been replaced
with souvenir stores and takeout places
3 regulate the vacation rental market, stop cheap
flights by taxing airlines more, tax tourists
7 1 absorb everything that’s going on around you
2 places where most tourists don’t go
3 alternative itineraries that allow you to learn
about the real place you’re visiting
4 a place that offers opportunities to make a lot of
money; gone up faster and faster, with no way to
stop them rising
GRAMMAR // The future in the past
9 Direct students to the first sentence in part a and ask:
Is this referring to the present, past or future? (the
past). Explain that Liam is talking about the planning
of his trip, which is in the past, but when he was
doing this planning, the visit to St Mark’s Square was
in the future. Point out the structure used is was +
(not) going to + infinitive without to. Elicit some other
examples from students about their own lives, using
I was (not) going to … Then ask them to do the
exercise in pairs. Check answers and answer any
questions students may have about the grammar.

Tell students to work in pairs and complete part b.
Check answers, explaining that when we use might
and could to talk about future possibilities, they don’t
change when they become future in the past forms.
45 For part c, point out that we don’t usually
stress auxiliary verbs, but in some cases we do it to
emphasise a specific meaning. Play the audio and ask
students to identify the stress. Point out that we can’t
contract the auxiliary when we want to add stress like
this.
There is more information on the future in the past in the
Language studio on p151.
10 Do sentence 1 with the class for part a (We were
meeting Emma …), then ask students to rewrite the
other sentences. Tell them to compare ideas with a
partner, discussing how the meaning changes, then
check answers as a class.
Ask them to complete part b and then check answers.
11 Ask students if they have had any plans recently which
didn’t happen as they wanted, eg meeting someone
but they cancelled. Model the task by describing it
and asking follow-up questions: So, you were going
to meet your friend but they cancelled. That’s a pity.
What happened? Did you meet another day? Read
through the instructions and ask them to write their
sentences. Then put students into pairs so they can
ask each other about their sentences. Monitor and
correct errors you see or hear immediately, as this is a
semi-controlled practice activity.
ANSWERS
9a a3 b1 c2 d4 e3
9b b) might experience doesn’t change
9c I had intended to come by bike, but it’s raining.
10a 1 were meeting 2 started, were running late
3 were going to be 4 would / ’d save
5 was coming 6 was on the point of starting
10b 1 was going to start / was about to start
2 wouldn’t finish / wouldn’t have finished
3 left / was leaving / was due to leave
4 ’d / would be sitting
PAIRWORK 11C Frustrated plans
If students can’t use the App, you can make black-
and-white copies of the activity on p181 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students do an improvisation
activity. Demonstrate the activity with a student to
model the task and make sure they are clear that the
partner needs to invent an explanation. Then monitor
to listen for examples of good language and errors. Go
over this after they have finished.
11C
SPEAKING
12 Tell students they are going to try to solve some
problems that tourism has created locally. Read
through the task instructions in part a and put
students into groups so they can choose roles and
prepare what they want to say. Monitor and help with
language and ideas and give them time to prepare
individually. There is no need to do feedback after
this stage, but make sure all students feel ready to
contribute.
In part b, tell students to have the meeting and
give them plenty of time to reach an agreement.
Afterwards, ask each group to report their results and
try to decide on the best two or three ways the town
could improve on the situation.
There is further practice on p61 of the Workbook.
Use the Cyber Homework for 11C as extra practice for your
class.
LESSON TRANSCRIPTS
21 44 11C, exercise 5
Liam: Ah, sorry, I’m late. I had intended to come by bike, but it’s
raining.
Isabella: That’s OK. Gina’s not here anyway. She just texted.
Stuck in traffic.
Liam: A little rain and everything comes to a standstill.
Isabella: Right! So, how was your trip?
Liam: Wow! Where to start … Venice. Such an amazing place.
Isabella: I know. It really is, isn’t it?
Liam: Everywhere you turn you want to take a photo. It’s so
beautiful. I decided to stop in the end, you know, just live
in the moment and take it all in. The only downside was
the crowds, especially around the tourist hotspots. Everyone
wants to see Saint Mark’s Square, and I wasn’t going to miss
that, but it was too much at times.
Isabella: I went off season, in February, and it was reasonably
quiet. It was pretty cold though and misty. Still wonderful.
But if you get off the beaten track, I imagine you can avoid
the crowds, even in the summer.
Liam: We did manage to. In fact, er, I read up a lot before going.
I knew about the crowds, and that we might experience some
hostility from locals. I didn’t want to be just another invader,
so we used fairbnb to book an apartment.
Isabella: Fairbnb?
Liam: Mm. It’s like Airbnb but it’s run as a cooperative. Its
website said that 50% of its commission would get donated
to local community projects, so we felt less guilty about
that. Er, plus, we were there for five days and were able to
see things you don’t on a short break. The city’s running
this campaign called detourism which suggests alternative
itineraries, so you get to explore the real Venice, and meet
real people.
Isabella: Can you ever see the real place, though? I remember
when I lived in Prague …
Liam: You lived in Prague?!
Isabella: Yeah, when I finished college, I taught English there
for two years. It wasn’t so touristy back then. There were
lots of visitors in the old town, but life was pretty normal.
People came to see Charles Bridge, but they did their
thing, I did mine. When I went back to see a friend a
couple of years ago, it was a real shock. The old town’s
become a dead zone, totally taken over by tourism.
153
11C
During the day it’s packed with sightseers and people
on walking tours. And at night it gets pretty rowdy. Lots
of the old traditional stores went away a while ago and
were replaced with souvenir stores or takeout places. I guess
it’s a gold mine. But rents have spiralled out of control. My
friend’s apartment was about to get a huge hike in rent so
she was planning to move out.
Liam: It’s always local residents who pay the price for
touristification, right? The trouble is, we all want to see these
places. And tourism is a major source of income. So, so what
do you do?
Isabella: Well, you could start by regulating the vacation rental
market. If people can make ten times as much renting to
tourists, they’re not going to rent to locals, are they?
Liam: No.
Isabella: And maybe something needs to be done about cheap
flights. They just encourage people to go on ‘city breaks’.
You fly in on Friday, everyone goes to the same place at the
same time, and you fly back on Sunday. You tick Prague off
your list, and you didn’t even have to take time off work. I
read recently that airlines get big tax breaks, so tax them
more – and save the climate while you’re at it. And tax
tourists too!
Liam: You’re, you’re pretty angry about this.
Isabella: I am. It was just so sad to see how Prague had been
overrun. Although I suppose I need to keep things in
perspective. I love travelling too!
That must be Gina. Have you been filming this?
Ben: I wasn’t going to, I just wanted to check the sound levels,
but you were both so into it I thought I’d let it run! So, yes!

45 11C, exercise 9c
I had intended to come by bike, but it’s raining.

154
 Review a film 11 101 THINGS
TO DO IN
ENGLISH

GET READY
1 Ask students to look at the image from Interstellar
and ask: What film is this? Have you seen it? What
type of film is it? (science fiction / sci-fi). Elicit some
answers and tell students they are going to watch a
review of the film. Put them into groups and ask them
to discuss the questions. Monitor and make a note
of any relevant language you hear and go over this
afterwards. This could be language they can use later
in their own reviews.
2 22 Ask students to watch the video intro and
listen for answers to question 3 in exercise 1. Play
the video twice if necessary. Ask students to compare
ideas and then check answers.

WATCH
3 23 This time, students have to listen and
understand details of the critics’ comments. Play the
whole video and tell them to make notes. Afterwards,
give them a minute to complete their notes and then
compare with a partner before you check answers.
4 For part a, ask students to watch the video again
and listen for the scenes mentioned. Tell them to
make notes again on what is said about the scenes.
Afterwards, they should compare notes in pairs.

TEACHING TIP To make this easier, ask students to

work in pairs as follows: student A takes notes on
LESSON SUMMARY Abi’s scene and student B takes notes on Josh’s
Students watch a video of a film review show and scene. They then exchange information.
present their own reviews to each other.
For part b, ask them to discuss the questions. If no
one has seen the film, play the trailer.
LESSON PATHWAY
ANSWERS
Speak about films
2 Interstellar is a sci-fi movie released in 2014.
Watch a video of people reviewing a film It was produced and directed by Christopher
Nolan, and is set in a dystopian future. It stars
Study language for describing a film Anne Hathaway and Matthew McConaughey as
an astronaut and a retired pilot who have to find
a new home for humanity. It also stars Jessica
Practise using stress to show emphasis
Chastain, Timothée Chalamet and Michael Caine.
3 Abi loves the start but thinks the story loses
Prepare a film review
human interest after that. She describes it as
entertaining, and gives it a score of 7 out of 10.
Present a film review Josh thinks it’s a masterpiece and gives it a score
of 10 out of 10.
They disagree about how good it is because the
film relies on special effects, which Josh loved but
which didn’t interest Abi.
4a Josh: the trip down the wormhole. He says the
special effects are awe-inspiring, out of this world
and a white knuckle ride.

155
 101 THINGS
TO DO IN
ENGLISH 11
Abi: A scene near the end where we see that
patterns in the dust that appear at the start of
the film are actually a message to Murph from
her father from the future. She says the scene
is heart-wrenching because the father wants to
communicate so badly.
STUDY
5 Ask students to look at the headings in the table in
part a. Ask: Did you notice the speakers doing these
things in the video? Then tell students to complete the
gaps. Remind them that they can use a dictionary.
For part b, play the video again after students have
compared their answers in pairs, so they can check
their answers.
6 46 This exercise helps students notice how we can
use stress to give extra emphasis. Read through the
instructions and questions in part a and play the audio
twice so students can hear the stress.
In part b, ask students to listen again and repeat the
dialogue. Then give them a minute or two to practise
in their pairs.
ANSWERS
5a 1 premiered 2 co-stars 3 cameo 4 mixed
5 sequence 6 intrigued 7 downhill 8 do
9 inspiring 10 wrenching
PRACTISE
7 Tell students they are going to prepare and present
a film review in pairs, and read through part a with
the class. Ask them to agree on a film in their pairs,
then give them some time to develop their ideas
individually. Monitor to help with ideas and language.
Then ask them to get back into pairs to share notes
and prepare their review.
For part b, put students into groups of four or six and
tell them to take turns presenting their review to other
students (in front of the videoscape if you can project
it in your classroom). Remind them to use the phrases
in the table. Monitor and listen to their use of the
language and pronunciation and give feedback at the
end.
Ask: Which of these films do you want to see? Why?
and encourage students to recall details from each
other’s presentations.
There is further practice on p62 of the Workbook.
Use the Cyber Homework for 101 11 as extra practice for
your class.
LESSON TRANSCRIPTS
22 101 11, exercise 2
Josh: Hi, I’m Josh.
Abi: And I’m Abi.
156
Josh: Welcome back to our channel. As you know, we’re really
into classic movies. We don’t always agree on the movies we
review, but we’re always honest.
Abi: Right! And we hope that what we say will inspire you to
watch the movie.
Josh: Or watch the movie again if you’ve already seen it.
Abi: And today we’re reviewing Interstellar. It premiered a few
years ago now, and Josh, as it’s one of your favourite movies,
I’ll let you introduce it.
Josh: OK. It’s a sci-fi movie produced and directed by Christopher
Nolan, and it’s set in a dystopian future in which,
presumably because of climate change, the Earth can
no longer sustain life. The lead roles are played by Anne
Hathaway and Matthew McConaughey, two astronauts tasked
with the unenviable but vital job of finding a new home for
humanity.
Abi: No pressure then!
Josh: No! It co-stars Jessica Chastain as McConaughey’s daughter,
Murph, and Timothée Chalamet in his first movie role.
Abi: And there’s a cameo by veteran British actor Michael Caine.
Awesome, as always.
23 101 11, exercise 3
Josh: So, what did you make of it?
Abi: Well, I loved the opening sequence, and how it draws you
into the story. At that point I was intrigued to know what
would happen next. But I have to say that for me, things
start to go downhill when they blast off on their mission.
That’s when the adventure kicks in, but it’s also when the
storyline starts to lack human interest.
Josh: You think? Because the adventure is the part of the film I
really loved. I mean the visual effects are out of this world
… No pun intended. And the trip down the wormhole is a
whiteknuckle ride.
Abi: It is visually impressive, but who knows what the inside of a
wormhole looks like, if they even exist?
Josh: Well, they did get a renowned theoretical physicist to help
with the science. And it was awarded an Oscar for visual
effects.
Abi: Still, it didn’t do anything for me. We’re always honest, right?
Josh: Right.
Abi: So what was your stand-out scene?
Josh: I think it’s clear already. The trip down the wormhole was
simply awe-inspiring.
Abi: For me, it’s one of the scenes towards the end. And I suggest
you turn your volume down now if you don’t want any
spoilers. At the start there’s this amazing scene in which
we see dust from the ceiling making patterns on the floor,
which Murph says have been made by a ghost. Well, at the
end we see that those patterns are actually a message from
her father from the future, and he wants to communicate
so badly, it’s heart-wrenching. But don’t ask me where he is
when that happens, I was completely lost at that point!
Josh: So there you have it. Interstellar. It gets a 10 out of 10 from
me. It is a masterpiece.
Abi: I’ll give it a 7. It got mixed reviews when it came out and I
understand why. It’s entertaining, but it’s definitely for the
sci-fi nerds amongst you.
Josh: Well, we’ll be back next week. Till then, it’s bye from me.
Abi: And bye from me!
46 101 11, exercise 6a
Abi: It is visually impressive, but who knows what the inside of a
wormhole looks like, if they even exist?
Josh: Well, they did get a renowned theoretical physicist to help
with the science. And it was awarded an Oscar for visual
effects.

LESSON SUMMARY
Students listen to a podcast about farming
methods and eating habits and discuss questions
about meat-free diets.
LESSON OBJECTIVES
VOCABULARY  Dependent prepositions
GRAMMAR  Distancing
OUTCOME  Discuss different diets
LESSON PATHWAY
Speak about different diets
Listen to a podcast about eating habits
Learn dependent prepositions
PAIRWORK Two recipes
Study language for distancing
Discuss eating habits
A meat-free lifestyle 12A
PREPARATION
FOOD
Note that some students might have strong opinions about
diet. Some cultures and religions will have fixed attitudes
to this, so the lesson may require some careful planning to
keep this in mind.
SPEAKING
1 Books closed, write vegetarian on the board and ask:
What other types of diet do you know about? Write their
ideas on the board.
Open books for part a and ask them to see if their
suggestions are in the box. Then tell them to write their
definitions. To check answers, tell different students
to read out their descriptions and ask the class if they
agree. Teach the pronunciation of each word. Note that
carnivore and herbivore usually describe animals’ diets.
It describes their physiology, and they have not made
a choice about it; this is not the situation for humans,
but students may hear these words used about humans.
PRONUNCIATION TIP Note that students who speak
Spanish as their first language may try to pronounce the
double ‘l’ in pollotarian, as /j/ as pollo means chicken in
Spanish and double ‘l’ is pronounced this way.
Read through the instructions for part b with the class
and ask them to think for one minute about possible
reasons, before they speak to their partner. Afterwards,
ask some students to share ideas with the class.
Do part c as a whole-class discussion.
157
12A
ANSWERS
1a carnivore – somebody who eats meat
flexitarian – somebody who is mostly vegetarian,
but occasionally eats meat or fish
fruitarian – somebody who only eats fruit
omnivore – somebody who eats everything
pescatarian – somebody who doesn’t eat meat,
but does eat fish
pollotarian – somebody who doesn’t eat red meat
(eg beef), but does eat poultry, eg chicken, turkey
vegetarian – somebody who doesn’t eat meat or
fish
vegan – somebody who doesn’t eat any animal
products, including eggs, dairy and honey
LISTENING
2 Ask students to look at the photos and ask: What are
some of the issues related to these types of farming?
to lead to a discussion. Tell students to look at the
questions in part a so they are ready to make notes
when they listen.
47 Play the audio in part b and tell them to note
down the answers for the questions in part a. Ask
them to compare answers in pairs and then check with
the class.
3 Give students a minute to predict or try to remember
what goes in each gap in part a and then play the
audio again. Don’t check answers yet.
In part b, ask students to answer the question
individually. Again, don’t check answers yet.
For part c, tell students to compare their notes from
parts a and b, and then discuss the facts in pairs.
Check answers to parts a and b and ask some students
to share what they talked about in part c.
4 WORDS IN CONTEXT Tell students to read the sentences
from the audio and then discuss the questions in
pairs. Check answers and refer them to the transcript
on p166 for extra support.
5 Read the extract with the students and then discuss
this as a class, or tell them to speak first in pairs
and share opinions before opening this up to a class
discussion.
There are extra activities based on this audio in the
e-book+.
ANSWERS
2b 1 TC 2 both 3 EA 4 TC 5 EA 6 EA 7 TC 8 EA
3a 1 99 / Ninety-nine 2 21,000 / Twenty-one
thousand 3 ⅓ / One third 4 5 / Five 5 1 in 5 /
One in five
3b for health reasons or for reasons linked to climate
change
4 1 inhumane 2 startling 3 repulsive, appalling
4 very funny
158
VOCABULARY // Dependent prepositions
6 Ask students if they know what dependent
prepositions are (prepositions that often go after
certain adjectives and verbs). Tell them they are going
to learn or review some common combinations and ask
them to complete the gaps in pairs. Encourage them
to go with their intuition here, and then to ask you or
use a dictionary to check. Go over answers.
7 Direct students to the Language studio on p135 to
complete the exercise. Check answers.
EXTRA ACTIVITY Write the adjectives on the board
without the prepositions. Put students into pairs and
ask them to close their books and work together to
retell the story from the blog entry in the Language
studio, using the adjectives.
8 Ask students to read the blog post and discuss the
questions in pairs. Afterwards, ask some students to
tell the class what their partner said.
ANSWERS
6 1 to 2 at 3 towards 4 for 5 from 6 to 7 to
8 to 9 in 10 to 11 with 12 of
PAIRWORK 12A Two recipes
If students can’t use the App, you can make black-
and-white copies of the activity on p182 of this book,
or download it from Helbling e-zone and print it in
black and white or colour.
In this pairwork task, students have steps from two
different recipes and they collaborate to put them
in the correct order. Explain the task and monitor to
listen for examples of good language and errors. Go
over this after they have finished.
ANSWERS
Recipe 1 (Apple pie)
1E 2H 3A 4L 5C 6G
Recipe 2 (Avocado toast with toppings)
1I 2B 3K 4F 5J 6D
GRAMMAR // Distancing
9 Tell students these are sentences from the podcast
in exercise 2. Discuss the first sentence as a class,
using the three questions, and clarify the function of
distancing.
There is more information on distancing in the Language
studio on p151.
10 Ask students to fill the gaps using phrases from
exercise 9 and compare with a partner. Check answers
(note that some have two possible answers) and ask
the class: What do you think of this article? Are there
other goods we buy that cause similar issues? Do you
consider the source of products when you shop?

EXTRA ACTIVITY Tell students to research one of the
other diet types from exercise 1 and write some
sentences about what they find, using the distancing
words. Ask them to compare sentences with a
partner and discuss what they found.
ANSWERS
9 1 to distance the speaker from the information
given / to make clear that the information is not
the opinion of the speaker
2 indirect
3 formal
10 1 It’s claimed that 2 apparently / arguably
3 seem / appear 4 is reported 5 arguably
SPEAKING
11 Put students into new groups and ask them to discuss
the questions. Encourage them to use the distancing
language as they speak. Monitor and listen for
examples of good language and errors and go over this
afterwards.
ALTERNATIVE ACTIVITY If you think your students
would be open to this, assign specific diet types to
each student in each group: one is a vegan, another
a carnivore, another a flexitarian, etc. Then ask
them to ask and answer the questions, role-playing
the discussion from their perspective.
There is further practice on p63 of the Workbook.
Use the Cyber Homework for 12A as extra practice for your
class.
LESSON TRANSCRIPTS
47 12A, exercise 2b
Good afternoon, book lovers. Today on Book Corner I’m going
to be reviewing two books which deal with the ethics of food
production. Eating Animals is American Jonathan Safran Foer’s
bestselling non-fiction book in which he explores different eating
traditions. Two Caravans is an amusing but thought-provoking
novel by British-Ukrainian author Marina Lewycka about migrant
workers who work in British strawberry fields and in a chicken
factory.
For Safran Foer, the topic of eating animals is synonymous with
his family history and his family’s traditions, and he approaches
it through storytelling. He’s become a father and this is the
impetus for him to find out more about eating meat: where it
comes from, how it’s produced and how animals are treated.
He is rather ambivalent towards eating meat and when he got
married he and his wife became, in his own words, ‘vegetarians
who from time to time ate meat’.
Safran Foer documents how Americans have become estranged
from their food through factory farming, which apparently
accounts for 99% of meat and poultry production in the US.
12A
Only 1% of animals killed for meat in America come from family
farms. Foer’s book is full of minutely researched facts along with
a few startling graphics. Three pages in the book are covered by
an empty rectangle which depicts how much space is allocated
to an egg-laying hen. Five pages are simply filled with letters,
each letter representing the 21,000 animals eaten in an average
American lifetime. Two thirds of another page are blank, the one
third covered in print being equivalent to the one third of our
planet’s land surface which is dedicated to raising livestock for
food.
Safran Foer portrays in detail the inhumane methods of factory
farming and asks how tolerant of suffering we can be and still
eat animals. His conclusion is to become a committed vegetarian
while still admitting that he loved eating meat and the memories
associated with it – Thanksgiving being a case in point. But in his
opinion now, turkeys cannot be fundamental to the tradition of
Thanksgiving if they suffer.
Moving on to my second book, Two Caravans by Marina Lewycka
deals with the exploitation of both animals and migrant workers.
Lewycka is a great comic talent and her novel is hilarious and
repulsive at the same time. After being forced to leave their jobs
as illegal strawberry pickers, a group of migrant workers – most of
whom are East Europeans – end up working at a chicken factory.
Lewycka describes the treatment of the chickens who are fed
so much that they go from baby chicks to plump birds destined
for the supermarket in only five weeks. The space in the chicken
barn is very limited and the workers are so lacking in empathy
that they are completely insensitive to the chickens’ well-being.
The workers themselves are said to live and work under appalling
conditions. One of the Polish workers is initially traumatised
by the work but gradually becomes accustomed to it. Sharing a
small cramped room with five other workers, he compares his life
and lack of freedom to that of the chickens in the barn.
Both authors are adept at getting their point across and
both books arguably give readers a detailed insight into the
unimportance of animal welfare in meat production. There appear
to be many reasons why vegetarianism and veganism are a good
choice: a meat-free lifestyle is reported to require much less
land, water and energy.
The number of vegans is apparently growing fast, as is the
number of flexitarians – it’s claimed that one in five adults in the
UK is eating less meat. However, these lifestyle changes, while
to be applauded, seem to be mostly linked to health and concern
about climate change. Many of those rejecting meat today tend
to be, at worst, oblivious to animal welfare, or at best, simply
indifferent.
Thanks for listening. Join me next week on Book Corner for more
reviews.
159
12B Global health
SCIENCE &
LESSON SUMMARY TECHNOLOGY
Students discuss health care systems, read
information from a medical website and write an
article about health advances.
LESSON OBJECTIVES
VOCABULARY  Health
OUTCOME  Write about a global health advance
LESSON PATHWAY
Speak about health care systems
Learn vocabulary related to health care
Listen to a podcast about health advances
Read a website page about vaccination
Write an article about a health advance
160
PREPARATION
Note that some students might have strong opinions about
vaccinations and blood or organ donations. Some cultures
and religions will have fixed attitudes to this, so the lesson
may require some careful planning to keep this in mind.
SPEAKING
1 Put students in small groups and direct them to the
photo. Tell them the aim of the lesson is to discuss
health care. Ask them to use the questions as a
starting point for discussing different aspects of the
health care system in their country. Monitor and make
a note of relevant vocabulary on the board. Check
ideas with some students and go over any vocabulary.
VOCABULARY // Health
2 For part a, put students into pairs and direct them to
the words in the box. Ask: What do you know about
anaesthetic in health? What impact did its invention
have? Elicit a few ideas and then ask them to work in
pairs to clarify the meaning of the words. Ask students
to share their definitions and invite them to try to use
the words in a sentence. Write their sentences on the
board and tell students to make a note of them. Check
pronunciation of the words, focusing on word stress
and other sounds in the words that your students
struggle to say.

ALTERNATIVE ACTIVITY Ask students to work in
groups of three and tell them to divide the terms
up and do some online research on their words.
Give them five minutes to find out as much as they
can about the areas, and then ask them to share
information.
Do the first gap in part b as a class activity and then
tell students to complete the exercise.
48 Play the podcast in part c, telling them to check
their answers as they listen. Ask students to compare
answers and discuss the question. Check answers and
have a quick class discussion about the podcast.
3 Direct students to the Language studio on p135 to
complete the exercises. Check answers.
4 Direct students to the image and ask them to put up
their hands if they have seen this or something similar
in their town or city. Tell them to work in pairs and
discuss the questions. Ask one or two students to
share what they discussed with the class.
ANSWERS
2b/c 1 sanitation 2 eradication 3 life-threatening
4 pneumonia 5 diagnosis 6 anaesthetic
7 transfusions 8 donors 9 transplants
10 life-saving 11 vaccination 12 measles
READING
5 Ask students to look up the words in a dictionary
and check the correct pronunciation. Ask them
to try saying the words and help them with their
pronunciation. Ask: What do you notice about the
spelling and pronunciation? Point out the silent h in
diphtheria (there are two correct pronunciations of the
word: /dɪfˈθɪəriə/ and /dɪpˈθɪəriə/) and that the ph in
typhoid sounds like /f/. Ask: What are these words in
your language?
6 Ask: Have you ever had any vaccinations? What
for? When did you get them? Direct them to the
noticeboard section of the text and ask them to read
and answer the question. Check answers.
7 Ask students to read the statements in part a and then
read the other part of the text to find out whether
they are true or false. Tell them to rewrite the false
statements, then compare answers with a partner.
Check answers with the class.
In part b, ask students to respond to the information
with their examples and experiences.
In part c, they discuss their opinions on the website’s
points about homeopathic vaccinations, and discuss
other alternative therapies they know about. Put them
into small groups and encourage them to share their
opinions and ideas. Clarify that people may have quite
different views on this topic and they should respect
each other’s views.
There are extra activities based on this text in the e-book+.
12B
ANSWERS
6 cholera, typhoid, flu
7a 1T 2F Pertussis/whooping cough and polio haven’t
been completely eradicated. 3T 4F The vaccine
is currently being trialled. 5T 6T
WRITING
8 Tell students they are going to write an article about
a medical advance. Their first step is to do some
research in groups. You could ask them to recall
some of the theories they discussed earlier in the
lesson as inspiration for their topic. Read through the
instructions with the class and then put them into
groups to choose the advance they will write about
and to do their research. Tell them to take notes and
then tell them to write their articles individually. Give
some guidelines, such as the length and format you
expect. A good length is 500 words, and they should
aim for a neutral, informative tone.
Once they have written it, ask them to exchange their
articles with other groups to read and comment on.
Students could write their articles for homework if
there is not enough time in class.
There is further practice on p64 of the Workbook.
Use the Cyber Homework for 12B as extra practice for
your class.
LESSON TRANSCRIPTS
48 12B, exercise 2c
Today, we’re taking a look back at some of the advances in health
care which have improved our lives tremendously, but which we
often take for granted today.
One of the most important advances in global health over the
last few centuries has been the introduction of proper sanitation
and clean water, leading to the eradication in many countries of
life-threatening diseases, such as cholera, which are spread by
unclean water. Antibiotics and antiviral drugs have also been a
huge boost in the fight against disease, with antibiotics essential
for treating infections such as pneumonia, and antivirals, for
example, proving hugely effective in fighting AIDS.
Imaging technologies such as X-rays, which were developed at
the end of the nineteenth century, as well as more advanced
technologies such as CT scans in the 1970s, have allowed the
diagnosis of injuries and diseases to be done more easily.
A number of advances have been made in surgery. Since the
middle of the nineteenth century, anaesthetics have made
operations easier and pain-free. Blood transfusions during surgery
have been enabled by a considerable increase in the number of
blood donors.
Heart disease still kills a large number of people around the
world every year, but advances in heart surgery technology have
greatly increased the chance of patients’ survival. After the
success of the first kidney transplant in 1954 and the first heart
transplant in 1968, transplants have offered a life-saving chance
to the most seriously ill. The increase in the use of robotic
surgery now allows doctors to perform complex surgery with more
precision.
All these important advances have saved thousands of lives. But
perhaps the greatest success has been vaccination. First used at
the end of the eighteenth century in the fight against smallpox,
vaccination is invaluable today in preventing the spread of
communicable diseases such as tuberculosis and measles.
161
12C Memory in the digital age

SPEAKING
LESSON SUMMARY STUDIO VIEWS
1 Direct students to the photo next to the text and ask
Students speak about memory and listen
them what they can see. Teach the word cassette and
to an interview about dementia. They also try
ask if they know anyone who has cassettes. Explore
out a memory technique called the loci method. the idea that people probably keep cassettes for
nostalgic reasons. Then tell them to read the text and
LESSON OBJECTIVES complete the sentences in part a. Ask students to
VOCABULARY  Memory collocations compare their sentences and then check answers with
GRAMMAR  Vague language the class.
OUTCOME  Remember words Tell students to work in pairs for part b and discuss
how to keep memories alive.

LESSON PATHWAY 2 In part a, ask students to think about their own

memory box and make a note of things to include.
Speak about memory boxes For part b, tell them to share their ideas with a
partner and ask each other questions to find out more
Learn memory collocations information.

TEACHING TIP Before the class, make your own

Listen to a discussion about dementia
memory box at home and take a photo of it, or
bring it to class. Describe what is in it and invite
WORD MAKER Conversions (nouns to verbs) questions from the students to get more information
about your items.
Study vague language
ANSWERS
Try out a new memory technique
1a Suggested answers
1 she has a bad memory
2 they help her to remember her experiences
3 physical objects that are connected to happy or
important events in her life
4 the memory related to it comes back to her

162

VOCABULARY // Memory collocations
3 Direct students to the diagram in part a and do this
activity as a class, making two columns on the board
for questions 1 and 2. Ask students to tell you which
column the collocations go in and write them on the
board. Clarify the meaning of any unknown words as
you go. Check pronunciation of hazy /heɪzɪ/, retrieve
/rətriːv/ and sieve /sɪv/.
Put students into pairs and ask them to do part b.
Monitor and make a note of good language and errors
and go over these afterwards.
4 Direct students to the Language studio on p135 to
complete the exercise. Check answers.
ANSWERS
3a 1 commit something to memory, have a
photographic memory, have a memory like a sieve,
stick in somebody’s memory, jog somebody’s
memory (making them remember something),
recite something from memory (say a piece of
writing aloud without needing to see it)
2 evoke a memory of something, have a hazy
memory of something, hold a special memory,
retrieve a memory, relive a memory, trigger a
memory
LISTENING
5 49 Tell students they are going to listen to Isabella
and Finley talking to a doctor. Play the audio and ask
students to discuss the four statements and choose
the best summary, then check answers.
6 Ask students to read the questions and try to
remember any details before they listen. Play the
audio again and tell them to add to their notes, then
compare their answers in pairs. Check answers with
the class.
7 WORDS IN CONTEXT Ask students to discuss their ideas
about the meaning of the words. Check answers,
reminding them to make a note of new phrases in
their notebooks.
8 Give your own answer to one or two of the questions in
part a. Then tell students to do the questionnaire.
For part b, clarify ‘train your brain’ by referring
students to the transcript on p167, where Ellie talks
about this. Then tell students to work in pairs and
share their answers. Put pairs together to make groups
of four so they can compare their ideas. After they
have finished, ask some students to tell the class what
their group spoke about and try to find out if there are
any common techniques for training your brain.
There are extra activities based on this audio in the
e-book +.
12C
WORD MAKER // Conversions
(nouns to verbs)
Read the information and direct students to the
Language studio on p135 to complete the exercises.
Ask them to share their new words in small groups and
to make sentences with them. Afterwards, ask some
students to share their sentences with the class and
vote for the favourite words.
ANSWERS
5 c
6 Suggested answers
1 It can be, but it’s usually just a lack of
concentration.
2 Because digital devices remember for us – we
can google everything.
3 We are more likely to forget a fact if we know we
can find it online.
4 The brain is like a muscle – it needs exercise,
otherwise it weakens, and it takes longer to access
information.
5 using all your senses: sound, smell, touch, etc,
as well as emotions – this helps you remember
experiences
6 a distortion of what you think happened that you
later believe to be true
7 through memory training, which can strengthen
neural pathways in the brain and make your
memory processes more efficient
7 1 not organised and often losing things
2 not focused and forgetting things easily
3 to memorise something so you remember it
without thinking 4 a worsening / decline
5 a misrepresentation
GRAMMAR // Vague language
9 Ask students what word we can use as a synonym
for things that begins with s, and try to elicit stuff.
Explain this is an example of vague language. Tell
them to find the examples in the exercise and then
check answers.
There is more information on vague language in the
Language studio on p152.
EXTRA ACTIVITY Students play a guessing game.
They work in groups of four – two pairs, each with
an A/B student. Each pair thinks of three unusual
items and writes three sentences using vague
language to describe each item.
It’s a sort of … It’s used for … and the like.
It’s kind of crucial for … It’s made of all sorts of stuff.
163
12C
They then swap descriptions with the other pair.
Student A reads the description of the first item
to student B, who has 60 seconds to guess the
item. Student B can ask Student A up to ten yes/no
questions to get more information. Then the other
pair have their turn. They get a point for each item
they guess correctly.
ANSWERS
9 1 stuff 2 things like that 3 sort of thing
4 all sorts of things 5 kind of 6 and the like
7 and so on 8 that kind of thing
SPEAKING
10 Tell students they are going to try to remember some
words using a new technique. Read through the task
instructions in part a and tell students to write their
words. Monitor and help with language and ideas and
give them time to try out the method for two or three
minutes individually.
In part b, tell students to do the activity with their
partner. Afterwards, ask each pair to report their
results and discuss the ways this could be used to
learn language.
EXTRA ACTIVITY As they are coming to the end of
this course, explore other ways students can use
memory techniques to remember what they have
learnt from Studio. Ask them to research techniques
online and then work in small groups to discuss
what they found and to choose their favourite
techniques.
Afterwards, ask some students: What techniques are
you going to use? Encourage them to think about
how they can collaborate to support and encourage
each other with the techniques and activities they
selected. You could discuss some ideas about
coaching here and encourage students to help
each other with their learning and revision after the
course.
There is further practice on p65 of the Workbook.
Use the Cyber Homework for 12C as extra practice for your
class.
LESSON TRANSCRIPTS
49 12C, exercise 5
Finley: Where is it?
Isabella: Did you lose something?
Finley: Yes, my phone … ah here it is, in my jacket pocket. Sorry
guys.
Isabella: No worries, I’m always misplacing stuff too. Which is
why I’m glad Ellie’s here today because I’ve been wondering
… am I just scatterbrained or is this sort of thing a sign of
dementia?
164
Ellie: You wouldn’t believe how many people ask me that. And
of course it can be an early sign of dementia, which is no
laughing matter. But it’s usually just a lack of concentration,
what we call being ‘absent-minded’. Many of us lead hectic
lives, we’re constantly multitasking – and, of course, we’re
also constantly outsourcing our memory to digital devices,
which can impact our memory.
Finley: Er … what do you mean by ‘outsourcing our memory to
digital devices’?
Ellie: Well, we don’t have to remember things ourselves because
technology has taken over that role now. At school, I used
to have to learn all sorts of things by heart. Today, we just
google nearly everything.
Isabella: Hmm … that’s good, right? In today’s world, it’s more
important to know how to search for information than to
memorise tons of useless stuff.
Ellie: Well, it is and it isn’t. The thing is, reliance on technology
is causing deterioration of our cognitive abilities, which
leads to short-term memory dysfunction – what we call
‘digital dementia’. We can’t remember telephone numbers,
for example. And a fascinating study at Columbia University
has shown that people are more likely to forget a fact if they
know they can search for it online.
Finley: Right, but as Isabella said, searching and processing
information is kind of an essential skill, isn’t it?
Ellie: It is, but your brain is like a muscle. If you don’t exercise
it regularly, it weakens, so it takes longer for you to access
information.
Isabella: Uh … OK; but is that the same with personal memories?
Ellie: Yes, it is. Memories are connections between neurons in
the brain and we need to be constantly activating these
connections by retrieving these memories. For example, you
might be at a beautiful beach and see the different shades
of the ocean, perhaps some mountains in the background
and so on. But your other senses also contribute to your
future memories – the smell of seaweed, the taste of
saltwater, the feel of sand between your toes … things like
that.
Isabella: What about sounds? Like the waves crashing?
Ellie: Yes, and it’s usually those sensory experiences that – along
with emotions – strengthen memories and will later trigger
them. If you just document an experience by taking pictures
on your phone, then you make weaker memories. You filter
them, so you … er … produce visual memories that you
think you want to remember – or what you think people on
social media want to see. This leads to false memories.
Finley: So, is that when you remember something that didn’t
actually happen?
Ellie: Yes, it’s usually a distortion of what happened, which you
later believe is true.
Isabella: Is it possible to train our brains so we can retain and
access memories, information and the like more easily?
Ellie: Yes, it is. You can make your memory processes more
efficient through memory training, which strengthens neural
pathways in the brain and makes your memory processes
more efficient. This is how memory athletes learn to
remember hundreds of numbers and names.
Finley: ‘Memory athletes’? I don’t think I’ve heard that term
before!
Ellie: They’re people who take part in competitions where they
have to remember the order of cards or a string of historical
dates or that kind of thing. It’s very impressive – but anyone
can actually learn to do this if they use the right memory
techniques. Learning a new language or learning a new
musical instrument can also train your brain.
 Have a debate
LESSON SUMMARY
Students watch a video of a debate and then hold
their own debate.
LESSON PATHWAY
Speak about the rules for having a debate
Watch a video of people having a debate
Study language for debating
Practise saying words clearly
Prepare for a debate
Hold a debate
12 101 THINGS
TO DO IN
ENGLISH
GET READY
1 Ask students to look at the video still of people
debating and ask: Have any of you taken part in a
debate? Then tell them to discuss the question in
part a, and check answers.
Ask students to define the words in part b, then again
check answers.
Explain that debates have a clear order and sequence
of events. Ask students to read the points in part c and
complete the exercise, then compare their answers
with a partner before checking answers with the class.
2 Ask: Can you tell me one or two things that are
important to consider if you are going to have a
debate? and then, for part a, ask them to read the
text to see if their ideas are mentioned. Put them into
pairs and ask them to decide on the top three tips.
For part b, put pairs together to make groups of four
and ask students to try to agree on the top three
overall tips. Check ideas with each group.
3 Ask students to stay in their groups and read the
instructions. Give them a few minutes to brainstorm
and make lists. Monitor to help with ideas and
language. There is no need to do feedback at this
stage.
ANSWERS
1a Suggested answers
A debate is a competition between two teams who
present opposing arguments. It is more formal than
a normal discussion and has to follow certain rules.
1b Suggested answers
A motion is a statement which is discussed in a
formal debate.
A proposer is a person in a debate who puts
forward arguments in favour of the motion.
An opposer is a person in a debate who puts
forward arguments against the motion.
Closing statements are final statements by each
side, in which they sum up their arguments.
1c 1c 2g 3b 4f 5a 6e 7d
WATCH
4 Ask students to watch the debate in part a and
24
listen for the main arguments. Play the video twice, if
necessary.
For part b, ask students to compare their notes and
discuss the question, then check answers by asking:
Did anyone come up with similar points to those in the
video?
5 Ask students to watch the video again to see if the
tips were being followed. Afterwards, they should
compare notes again in pairs. Check ideas with some
groups and ask: What did they do well or badly in the
debate? What impact did it have on their success?
165
 101 THINGS
TO DO IN
ENGLISH 12
STUDY
6 Ask students to look at the headings in the table in
part a. Ask: Did you notice the speakers saying any
of these things in the video? Tell students to try to
complete the gaps.
Ask them to compare answers in part b, then go
through the answers with the class.
7 50 This exercise helps students notice how we can
articulate words more fully in order to be understood.
Play the audio twice so students can hear the
pronunciation. Then play it again and pause the audio
so students can listen and repeat.
ANSWERS
4a First proposer:
success is very important; educational success
is crucial for a good career, to earn respect of
colleagues and give you confidence
success in friendships and at home are key to
success in other areas
success is different for different people: money,
using abilities to the full, helping your community
First opposer:
shouldn’t exaggerate importance of success;
happiness is key to a good life and to success
financial success can become a treadmill; you
need to have time to savour your achievements
and enjoy your success
educational success isn’t essential for a good
career or for many creative and sporty people;
educational success doesn’t play a role at all
6 1 saying 2 convinced 3 stress 4 utmost
5 crucial 6 underestimate 7 exaggerate 8 little
PRACTISE
8 Tell students they are going to prepare for a debate.
Read through the instructions in part a, then put them
into groups of three or four. Elicit a few examples
of what could be in the first part of the motion
(examples: love, food, sunshine, money) and then tell
them to decide on their motion. Give them time to
prepare their arguments and think about how they can
follow the tips they discussed earlier. Try to give them
rehearsal time too.
Put students together for part b and then make sure
they follow the tips. Ask volunteers to perform in
front of the videoscape, if you can project it in your
classroom.
After they have all finished, the audience must vote in
part c. Afterwards, ask: Which tips were most helpful?
Would you change any of your tips now?
There is further practice on p66 of the Workbook.
Use the Cyber Homework for 101 12 as extra practice for
your class.
166
LESSON TRANSCRIPTS
24 101 12, exercise 4a
Speaker: The motion we are debating today is ‘Success is the
most important thing in life.’ Proposer 1, please present your
arguments.
Proposer 1: I believe quite strongly that success is of the utmost
importance. It’s absolutely fundamental in all walks of life.
Educational success, for example, is crucial for a good
career. It also goes without saying that if you’re successful
in your career, you earn the respect of your colleagues and
of others. I think this is paramount because it gives you
confidence and puts you in a position to inspire others.
… erm … We also shouldn’t underestimate success in
relationships. Strong friendships and a happy home life are
key to success in many other areas of life. However, I would
like to emphasise that success means different things to
different people. For some, success is measured in terms
of money. For others it means mastering a skill to the best
of their ability or being successful in a way that can benefit
their community. Thank you.
Speaker: Thank you. Opposer 1, please present your arguments.
Opposer 1: We shouldn’t exaggerate the importance of success.
There’s no doubt in my mind that it’s happiness that is
the key to a good life and that happiness is much more
meaningful than success. Erm … Albert Schweitzer, who was
awarded the Nobel Peace Prize in 1952, said ‘Success is not
the key to happiness. Happiness is the key to success. If you
love what you’re doing, you will be successful.’ I definitely
agree with that. And I can’t stress enough that financial
success can become a treadmill. You just keep going,
looking for the next goal and never taking time to savour
the last achievement. I’m absolutely convinced, and I think
you will agree, that success … it’s completely irrelevant
if you cannot enjoy it. In addition, I must underline that
educational success is of little importance for a good career.
Think of Twitter’s Jack Dorsey, Spotify’s Daniel Ek or media
entrepreneur Oprah Winfrey, who all dropped out of college.
For many artists, musicians and sportspeople, educational
achievement doesn’t play a role at all. Thank you.
Speaker: Thank you for your arguments. It’s now time for
Proposer 2. Please present your arguments …
50 101 12, exercise 7
Express a strong opinion
I believe quite strongly that
It also goes without saying that
There’s no doubt in my mind that
I’m absolutely convinced that
Emphasise
I would like to emphasise that
I can’t stress enough that
I must underline that
Express importance
… is of the utmost importance
It’s absolutely fundamental
It’s crucial for a good career
I think this is paramount
We also shouldn’t underestimate success in relationships.
Express lack of importance
We shouldn’t exaggerate the importance of success.
… is completely irrelevant
is of little importance
REVIEW 11 & 12
Ask students to work through the exercises in pairs.
Monitor and help with explanations and corrections.
For more information on the Review sections see p16.
For more practice go to:
• CLIL Project 6 on Helbling e-zone
• Writing 6 on SB p121
• Workbook pp67-68

PAIRWORK
This pairwork task requires students to take turns starting
discussions, and then to defend their position and argue
against opposite viewpoints. Ask students to read the
relevant instructions and check they are clear on the task.
Tell them to refer back to the lessons if they need to.
Demonstrate the task with a confident student if you think
they need further support, and then tell them to do the
task in pairs. Monitor and make a note of errors and good
language. Go over this language after they have finished
speaking.

ANSWERS
1 1 commit 2 sieve 3 jog 4 stick 5 maximise
6 minimise 7 exaggerate 8 enlarge 9 lengthen
10 stretch 11 deform 12 retrieve
2 1 ’d decided 2 was about to 3 wasn’t planning
4 might not say 5 was on the point of
6 wouldn’t understand 7 were going to kill
3 affordable housing, city break, cultural heritage,
environmental degradation, grassroots initiative,
tourist hotspot
4 1 My son appears to prefer alternative medicine
these days. / It appears that my son prefers
alternative medicine these days.
2 It’s apparently the first choice of one in three
adults. / Apparently, it’s the first choice of one in
three adults.
3 I don’t believe in that kind of stuff. / I don’t
believe in stuff like that.
4 I find the whole area kind of strange.
5 It arguably does more harm than good. /
Arguably, it does more harm than good.
6 People who use it tend to believe in conspiracy
theories.
5 1 sanitation 2 life-saving 3 eradication
4 measles 5 pneumonia 6 vaccination
7 diagnosis 8 transplant 9 donor
6 1 touristification 2 Amazonification
3 gamification 4 desertification 5 gentrification
7a 1 premiered 2 believe 3 goes 4 played
5 underline 6 received 7 amazing
8 underestimate 9 doubt 10 inspiring
7b debate: sentences 2, 3, 5, 8 and 9
film review: sentences 1, 4, 6, 7, and 10
7c The debate is about veganism, and the film is
called The Day After Tomorrow.

167
 Language studio answer key
LANGUAGE STUDIO // Writing
1 A product review
2a A Positive things: on the upside, to its credit
B Negative things: oversight, downside, shortcoming
C Neutral things: feature
2b A Positive things: benefit, strong point
B Negative things: drawback, failing, limitation
C Neutral things: aspect, characteristic, quality
3 1 tipped the balance 2 falls below expectations
3 struggles with 4 bear in mind 5 excels at 6 stands out
7 weighing up the pros and cons 8 it’s well worth the money
4 1 features / characteristics 2 worth 3 credit 4 expectations
5 failing / drawback / limitation / shortcoming 6 oversight
7 upside 8 balance
It’s a portable vacuum cleaner
2 A report
1 1 the Northville town council 2 to look at the impact of
different recycling methods and make recommendations
to ensure EU targets are met 3 how the percentage of
household waste recycled has evolved over time.
4 door-to-door collections with waste collected in different
bins 5 public awareness campaigns and fines for not
recycling waste
2a 1 increase 2 rise 3 drop 4 peak 5 stagnate 6 stall
7 fluctuate 8 vary
2b increase, rise, decline, decrease, drop, fall, peak, stagnation,
fluctuation, variation
3 A: considerable, significantly, sharp
B: gradual, slightly, steady
4 1 dropped slightly 2 sharp rise in recycling rates
5 indicates, reveals, shows, demonstrates
6a Reducing bus tickets by 25%
3 An essay
1a Disadvantages of having money: over time wealthy people’s
expectations rise and they take things for granted
Advantages of having money: you can pay for the essentials
in life; equality in living standards means reduced stress;
you can outsource tedious jobs; you can treat family and
friends; you can donate money to people in need
The writer concludes that money can buy happiness.
2a Phrases which express an opinion: I’m certain that, I
presume that, In my view, there is no doubt in my mind that
Adverbs which express a comment or viewpoint: Inevitably,
Clearly, Unsurprisingly
Phrases used to justify an opinion: due to the fact that,
studies indicate that, results in, anecdotal evidence suggests
that, it has been proven that
2b Phrases which express an opinion: As far as I am concerned,
I’m absolutely convinced that, My own feeling on the subject is
Adverbs which express a comment or viewpoint: Arguably,
Personally, Regrettably
Phrases used to justify an opinion: as a consequence of,
since, supports my point of view, the facts suggest …
3 1 My own feeling on the subject is 2 As far as I’m concerned
3 since 4 Inevitably 5 there is no doubt in my mind
6 anecdotal evidence suggests that
168
4 A formal letter
1a 1 They were shocked by an incident on a bus in which
people didn’t give up their seat for an elderly man and a
pregnant woman.
2 They’re being lost.
3 They are seen as dwelling on a past they think is better
than the present.
4 We all need to actively defend them.
1b The writer is angry. We can see this in what they say about
other people’s behaviour, but also in their use of language,
which is very emphatic.
2a 1 dismay (n), shocked (v), glued to (v)
2 alarming (adj), deeply (adv), absolutely (adv), oblivious
(adj), utterly (adv), speechless (adj), incessantly (adv)
2b 1 glued to 2 dismay 3 alarming 4 oblivious 5 speechless
3 1 so aware, such a generalised lack of respect, so deeply that
2 have no choice but to, not a single person, have no desire
at all to
3 I myself, they themselves
4 very hard indeed
4a 1 Never before have I been so aware of a lack of respect for
others.
2 It was me who got up for the pregnant woman.
3 That’s when I decided to stand up for common decency.
4 If there’s one thing I can’t tolerate it’s people treating
others badly.
5 A proposal
1a The proposal is being written by somebody from a Taekwondo
sports club, perhaps the manager, and is for the board of
directors or senior management. Its aim is to persuade them
to spend money on modernising parts of the club.
1b 1f 2e 3c 4a
3 Persuade: 1 It goes without saying that 2 I feel we have no
alternative but to 3 I recommend that we 4 It would be
advantageous to 5 We could then 6 I strongly urge you to
7 I can assure you that 8 … would be well worth it
Contrast: 9 nevertheless, whereas 10 However, 11 Although
Collocations: 12 assess the needs (of) 13 make / implement
recommendations 14 heed the advice (of) 15 cover costs
16 undertake an investment
4 1 I feel we have no alternative but to heed their advice.
2 Our clients are not completely satisfied, whereas our
competitors’ clients are.
3 It would be advantageous to undertake an investment.
4 I recommend that we do this.
5 However / Nevertheless, it goes without saying that the
company needs to cover costs.
6 I assure you that it would be well worth it.
6 Personal comment
1 These aspects are mentioned:
a) constant throngs of people (positive)
b) income from tourism (positive)
d) souvenir shops (negative)
f) the closing of local businesses (negative)
g) appreciation of new places (positive)
h) overcharging (negative)
2a 1 resent 2 overreacted 3 blown away 4 moan 5 marvel
6 bother 7 thrilled 8 take issue with
2b 1 vibrant 2 tacky 3 distressing 4 inflated 5 exhilarating
6 captivating
3 1 blown away 2 tacky, inflated 3 resent 4 moan
5 was thrilled
 Language studio answer key
LANGUAGE STUDIO // Vocabulary Online activities (3C, p125)
1 telecommuting 2 fact-checking 3 photobombing
Tidying up (1A, p122) 4 crowdfunding 5 video conferencing 6 vlogging 7 trolling
1 a bad conscience 2 problems 3 the dishwasher 8 crowdsourcing 9 binge watching 10 ridesharing
4 rooms in a home 5 rubbish 6 ideas 7 shops 8 buttons
9 pets 10 plants Time (4A, p125)
1 over the course of time 2 unprecedented 3 Present-day
WORD MAKER // The suffix –ism (1A, p122) 4 periodically 5 outlast 6 commonplace
1 materialism 2 capitalism 3 pacifism 4 ageism 5 activism
Roots & ancestry (4B, p125)
6 fundamentalism
1 ancestor, maternal 2 sister-in-law 3 adopted 4 godparents
Possibility & change (1B, p122) 5 half-sister, stepbrother, siblings 6 paternal 7 orphaned
1 dispense with 2 impact on 3 enable us 4 of the past
5 facilitated keeping 6 about a transformation WORD MAKER // Compound adjectives (4B, p125)
1 speaking 2 minute 3 fashioned 4 educated 5 provoking
Strong emotional reactions (1C, p122) 6 changing 7 famous 8 aged
1 butterflies 2 heart 3 a lump 4 tears 5 joy 6 goosebumps
7 hair 8 shivers 9 chills 10 tears Fame & notoriety (4C, p126)
1 immortal 2 notoriety 3 infamy 4 household 5 renowned
WORD MAKER // Negative prefixes and suffixes (2A, p123) 6 limelight 7 acclaimed 8 anonymity 9 history 10 celebrated
1 are powerless 2 a non-violent protest 3 a disease-free world
Phrasal verbs: work & achievements (5A, p126)
4 is meaningless 5 non-stop 6 worry-free lives
1 put, down to 2 pays off 3 play down 4 taken on
Personality & style (2B p123) 5 singled out 6 grapple with 7 poring over 8 shrug off
1 1 elegance / refinement 2 assertively, self-assurance 9 hold, back 10 walk away with
3 superficial, childish 4 sincerity, straightforward
5 authoritative, trustworthiness 6 inventiveness, daring. WORD MAKER // Prefixes under- & over- (5A, p126)
2 1 Grace Kelly 2 an assertiveness training course 1 1 underfunding 2 overexcited 3 undercooked
3 celebrities 4 politicians 5 The Intergovernmental Panel 4 underachieve 5 overrated 6 overpriced
on Climate Change 6 The Beatles 7 underpopulation 8 overworked, underpaid
2 Suggested answers
Truth & falsehood (2C, p124) 1 education / health 2 kids 3 meat
1 misconception / myth 2 assumption 3 claims 4 entrenched 4 computer entrepreneur 5 Student’s own choice of film
5 beyond dispute 6 cast doubt on 7 incompatible 8 debunked 6 London 7 rural areas 8 teachers
Approval
& disapproval (3B, p124) Ways of speaking (5B, p126)
1 whispered 2 screeched 3 howled 4 chatter 5 stuttered
Verb Noun Adjective
6 mumbles 7 whined 8 growled
applaud applause
Subscriptions (5C, p127)
begrudge grudge grudging 1 1 shipment 2 shipped 3 shipping 4 valued 5 invaluable
bless blessing blessed 6 value 7 budget 8 budget for 9 within budget
condone condoning 10 Loyal 11 loyalty 12 subscription 13 subscriber to
14 unsubscribe
disapprove disapproval disapproving 2 Suggested answers
endorse endorsement a) a message from an online shop to inform a customer
object objection about the status of their order
b) a message from a service provider like a bank or online
praise praise praiseworthy shop, sent in response to feedback from a customer
support support supportive c) an email or memo sent by someone in the accounts
department to their boss or manager
WORD MAKER // Blends (3C, p124) d) an email or memo sent by the management of a company
1 1 webinar 2 Spanglish 3 smog 4 biopic 5 romcom or organisation to its employees
6 fanzine e) an automatically generated message sent to a customer
2 Bollywood = the Indian film industry (Bombay + Hollywood) who has subscribed to a streaming service
Chinglish – a Chinese form of English (Chinese + English)
Sporting dreams (6A, p127)
docuseries = a TV series about real events / people
1 Her disability hasn’t hindered her performance.
(documentary + series)
2 She has experienced adversity.
frenemy - someone you love to hate (friend + enemy)
3 She has overcome many obstacles.
motel = a hotel for people travelling by car, (motor car +
4 She wanted to fulfil her potential.
hotel)
5 She has drive.
petfluencer = a pet used by its owner to earn money through
6 She has many accomplishments to her name.
activity on social media (pet + influencer)
7 People admire her dedication.
sitcom = a comedy TV series based on a particular situation
8 People also admire her sportsmanship.
such as family, office or relationship (situation + comedy)

169
 Language studio answer key
WORD MAKER // Shortened words (6A, p127)
1 mayonnaise 2 information 3 magazines 4 statistics
5 preparation 6 vegetables 7 advert / advertisement
8 maximum 9 abdominals 10 pictures
Happiness idioms (6B, p127)
1h 2f 3g 4a 5c 6b 7d 8e
Numbers (6C, p128)
The number is 2. If it has one digit it can only be 0–9.
If it’s an even number, it can only be 0, 2, 4, 6, 8. If it’s not
binary, it can’t be 0. If it’s a prime number, it can only be 2.
Advertising (7A, p128)
1 freebie 2 Sponsorship 3 testimonial 4 plug 5 transit ad
6 Product placement 7 billboard 8 target audience
9 display ad 10 mailing list 11 native ad 12 telemarketing
13 pop-up 14 jingle 15 gimmick
WORD MAKER // The suffix -ie (7A, p128)
1 hoodie 2 cabbie 3 smoothie 4 foodie 5 brownie 6 techie
7 newbie 8 biggie 9 oldie 10 roadie
Euphemisms (7B, p129)
1 take a comfort break 2 restrooms 3 creative differences
4 between jobs 5 being economical with the truth 6 was serving
time 7 let go 8 no spring chicken 9 left a lot to be desired
10 passed away
Phrasal verbs: life experiences (7C, p129)
1l 2i 3k 4b 5j 6f 7d 8g 9e 10c 11a 12h
Onomatopoeic sounds (8A, p129)
1 jingling 2 slurping 3 tapping 4 popped 5 scratching
6 fizzing 7 crinkled 8 splashing 9 crunching 10 tinkling
WORD MAKER // Initialisms (8A, p129)
1 very important person 2 unidentified flying object
3 United Nations 4 extrasensory perception
5 Federal Bureau of Investigation 6 public relations
7 frequently asked questions 8 World Health Organization
The environment (8B, p130)
1 Ecotourism 2 Deforestation 3 biodegradable 4 renewables
5 regenerate 6 carbon footprint 7 Non-renewable
8 carbon neutral 9 Overpopulation 10 biofuel
Social values & opposites (8C, p130)
1 reciprocation 2 freeloading 3 solidarity 4 cowardice
5 bigotry 6 tolerance 7 rivalry 8 modesty 9 self-interest
10 altruism
Beauty treatments (9A, p130)
1 facial 2 manicure 3 lotion 4 pedicure 5 plastic surgery
6 fillers 7 nose job 8 spray tan 9 teeth whitening 10 bling
Similes & metaphors (9B, p130)
1 lightning reflexes 2 cold feet 3 a heart of gold
4 like a dog with a bone 5 music to my ears
6 as light as a feather
WORD MAKER // Foreign plurals (9C, p131)
bacterium – bacteria, crisis – crises, curriculum – curricula /
curriculums, diagnosis – diagnoses, espresso – espressos,
formula –- formulae / formulas, graffiti – grafitti, manga – manga,
medium – media / mediums, millennium – millennia /
millenniums, phenomenon – phenomena, stadium – stadia /
stadiums, stimulus – stimulae, tsunami – tsunami / tsunamis
170
Images (9C, p131)
1 visualise 2 characterise 3 caricature 4 display 5 portray
6 reflect 7 symbolise 8 illustrate 9 outline
Accessibility aids (10A, p132)
1 walkway 2 threshold ramp 3 low-floor tram 4 handrail
5 roll-in shower 6 audible sign 7 voice-guided ticket machine
8 automatic doorway 9 Braille buttons 10 mobility scooter
11 tactile paving or flooring 12 dropped kerb / curb
WORD MAKER // The prefix must- (10A, p132)
1 must-visit 2 must-do list 3 must-see (movie) 4 must-haves
5 must-eat (food) 6 must-read (novel)
Formal language (10B, p132)
1 1 In accordance with 2 strive 3 On the basis, subjected to
4 take all appropriate measures, ensure 5 consistent with,
deprived of 6 with a view to 7 enshrined in
2 1f 2e 3b 4a 5c 6g 7d
Tracking (10C, p133)
1f 2d 3g 4b 5a 6e 7c 8l 9m 10k 11n 12j 13h 14i
Increase & reduction (11A, p133)
1 exaggerating 2 enlarged 3 deform 4 stretch 5 distort
6 warped 7 amplify 8 lessen 9 lengthen 10 shorten
11 enhance 12 diminish 13 maximise 14 minimise
Conspiracy theory collocations (11B, p133)
1 hoax 2 cover-up 3 endorse 4 adopt 5 adhere 6 harbour
7 dispel 8 counter 9 validate 10 disseminate 11 reassurance
12 marginalised 13 disempowered 14 worth
Tourism (11C, p134)
1 cultural heritage 2 city breaks 3 overtourism
4 tourist hotspots 5 speculation 6 affordable housing
7 displacement 8 gentrification 9 environmental degradation
10 grassroots initiatives 11 regulation 12 sustainability
WORD MAKER // The suffix -ification (11C, p134)
1 desertification 2 gamification 3 speechify 4 appification
5 Amazonification 6 happified 7 chipify 8 Emmafication
Dependent prepositions (12A, p135)
1 accustomed 2 synonymous 3 fundamental 4 ambivalent
5 equivalent 6 tolerant 7 destined 8 adept 9 oblivious
10 lacking 11 insensitive 12 estranged
Health (12B, p135)
1 1 donors 2 transplant 3 diagnosis 4 Measles
5 eradication 6 life-threatening
2 1 anaesthetic 2 pneumonia 3 vaccination 4 sanitation
5 transfusion
Memory collocations (12C, p135)
1 triggered 2 recite 3 stuck 4 hazy memory
5 commit it to memory
WORD MAKER // Conversions (nouns to verbs) (12C, p135)
Suggested answers
1 message 2 partying 3 google 4 access 5 impact
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Acknowledgements
Full credits for the reproduced Student’s Book pages are printed in ISBN 978-3-99045-913-3

The publisher would like to thank the following sources of photographs and copyright material:
Historic Collection / Alamy Stock Photo p175 (alice ball); ©iStockphoto.com/Viktoria Ovcharenko
p179 (female model portrait), Ranta Images p179 (young man with tattoos); D-VISIONS p175
(CERN), Anatoliy Karlyuk p179 (woman wearing piercing), fluke samed p179 (man with tattoo)
/Shutterstock.com.

Illustrated by Paolo Masiero

Designed by Pixarte
Pairwork activities by Pixarte
Edited by Clare Morris
Cover design by Derek Zinger
Printed by Athesia, Italy

Every effort has been made to trace the owners of any copyright material in this book.
If notified, the publisher will be pleased to rectify any errors or omissions.