masterMind

Unit 10: Grammar and vocabulary test A Level 1

Grammar 13 managed / my / I finally / to work / phone / to get

A Choose the correct words or phrases.

0 It’s possible that she might / must have slipped. 14 manage / contact / I / them / didn’t / to
1 They must / could have been terrified when they saw
the fire spreading.
15 talking / I’m / very good / not / to strangers / at
2 She may not have / not had noticed the water
coming in.

3 I guess one possible explanation is that he must /

might have lost his map.
C Complete the sentences with a word or
4 It’s such a long distance. She can’t / must have phrase from the box.
walked it all in one day!
5 We don’t know for sure what happened. She might / succeeded in  ​might not have  ​couldn’t  
must have lost her way. capable of  ​can’t have  ​must have  ​
​could have  ​
managed
6 Reports suggest that the explosion might / must
have been caused by a bomb but no one knows capable of
0 I don’t think I’d be
for sure.
jumping out of a plane.
7 Surely they must know / have known what they were
16 It been incredibly
doing was dangerous.
difficult for them to cross the mountains in such
8 He can’t / might not have gone shopping. His wallet terrible weather.
is here in his jacket pocket.
17 Initial reports suggest that the fire in a clothing
factory been caused by an
B Order the words to make sentences. electrical fault.
0 both / good / skiing / at / they’re / really 18 Despite all the problems, they
They’re both really good at skiing. reaching the top of

the mountain.
9 a straight / he / incapable / is / of / answer / giving 19 He was swept out to sea and we

save him.
20 If she fell so quickly and so far, she
10 life / were / to / his / sadly, they / unable / save been using the safety
equipment properly.
21 The drowned men were not local, so they
11 organizing / we finally / exhibition / in / succeeded / 
realized how dangerous
the
the river can be.

22 The boat sank, but we to
swim to the shore.
12 I don’t / Johnny / lying / capable / think / of / is

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 masterMind
D Correct the sentences which have
mistakes. Check (✓) the correct sentences.
0 Jessica seems to be incapable of follow simple
instructions.
following
23 It’s a big boat. Adam can’t have taken it out on his own.
24 The children may not had noticed the warning signs.
25 I was trapped in the car and unable move my legs.
26 They could have been very frightened when they
saw the wall of water coming toward them.
27 I’m not sure why they didn’t do the climb, but they
might have decided it was too dangerous.
28 It took all of my strength, but I managed to turn the
boat back up the right way.
29 It’s an 18-mile walk and they’ve only been gone for
three hours. They can’t have finished yet.
30 I love walking in the mountains, but I’m not very
good at read maps!
Score
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
level 1
Vocabulary
A Match the sentence halves.
0 If you swim when the sea is this rough,
you are taking h
1 A healthy lifestyle will help to reduce
2 Journalists in war zones risk
3 I think we’d better play
4 If you tell her the truth, you run
5 We must all dare
6 No child should be exposed
7 Houses this close to the river are all at
a to violence in the home.
b risk of flooding.
c the risk of developing the disease.
d to take risks.
e their lives on a daily basis.
f it safe and travel when the weather is better.
g the risk of offending her.
h a risk.
B Complete the sentences with options from
the box. There are two extra options.
security   ​risk   ​freedom   ​chances   ​
at risk   ​safe   ​risky   ​failure   ​
high-risk   ​dare   ​assessments
0 If the weather on the mountain gets really bad, it’s
best to play it safe and come back down.
8 At least we have the of knowing that
the rescue team is there.
9 We carry out thorough risk for all our
adventure vacations.
10 By going into the mountains without the correct
gear, you put the lives of the rescue team
/ 30 .
11 Being able to ride a bicycle everywhere gives the
kids a lot of .
12 There was a narrow rope bridge, but I didn’t
to cross it.
13 I think that riding a bicycle on these icy paths is too
.
14 You’ll never be successful if you’re not willing to take
now and then.
15 The accident was caused by their to
use the safety equipment provided.
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 masterMind level 1

C Complete the crossword by answering D Complete the text. The first letter of each
the clues. missing word is given.
Across
Firefighters are modern heroes. They risk their
17 r : involving danger
(0) l ives in order to serve the public, and
19 s : safety from harm
21 h - : involving a high level every time they enter a burning building, they
of danger (24) r the risk of injury or even death.
22 d : to not be afraid to do something Not only are they at risk from fire, but they can also find
23 t a risk: to do something that you know
themselves (25) e to other hazards such
is dangerous
as poisonous chemical fumes.
Down
Firefighting is a (26) h -risk occupation,
0 p lay it safe: to avoid doing
something dangerous but that doesn’t mean that firefighters are willing to
16 f : a lack of success (27) t silly risks. Extensive training and use
18 risk a : when someone judges how safe of safety equipment both help to (28) r
something is
the risks. However, even with high-tech protection
20 f : the opportunity to do what you want
and breathing apparatus, it is often astonishing how
firefighters (29) d to go into extremely
0
p
dangerous situations. Sometimes it’s just not possible
f
16
l
for them to (30) p it safe: if they don’t go in,
a
lives will be lost.
17
r y
Score / 30
18
a
19
s Total score / 60

f
20

21
h -

22
d

23
t

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masterMind
Unit 10: Grammar and vocabulary test B Level 1

Vocabulary B Match the sentence halves.

A Complete the crossword by answering 0 If you swim when the sea is this rough,
the clues. you are taking h
9 If you tell her the truth, you run
p
0

10 We must all dare

1
f l
11 No child should be exposed 
a 12 Houses this close to the river are all at
2
r y 13 A healthy lifestyle will help to reduce
14 Journalists in war zones risk
a
3 15 I think we’d better play
4
s a to violence in the home.
b risk of flooding.
c the risk of developing the disease.
5
f d to take risks.
e their lives on a daily basis.
6
h -
f it safe and travel when the weather is better.
g the risk of offending her.
d
7
h a risk.

8
t C Complete the sentences with options from
the box. There are two extra options.

Across security   ​risk   ​freedom   ​ chances   ​at risk   ​

2 r : involving danger safe   ​risky   ​failure   ​high-risk   ​
dare   ​
4 s : safety from harm assessments

6 h - : involving a high level

of danger 0 If the weather on the mountain gets really bad,
7 d : to not be afraid to do something it’s best to play it safe and come
8 t a risk: to do something that you know back down.
is dangerous
16 At least we have the of knowing that
Down the rescue team is there.
0 p lay it safe: to avoid doing
17 We carry out thorough risk for all
something dangerous
our adventure vacations.
1 f : a lack of success
3 risk a : when someone judges how safe 18 By going into the mountains without the correct
something is gear, you put the lives of the rescue team
5 f : the opportunity to do what you want .

19 Being able to ride a bicycle everywhere gives the

kids a lot of .

20 There was a high rope bridge, but I didn’t

to cross it.

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 masterMind level 1

21 I think that jogging on these icy paths is too 4 talking / I’m / very good / not / to strangers / at
.

22 You’ll never be successful if you’re not willing to take

now and then. 5 a straight / she / incapable / is / of / answer / giving

23 The accident was caused by their
to use the safety equipment provided.
6 life / were / to / her / sadly, they / unable / save
D Complete the text. The first letter of each
missing word is given.
7 organizing / we finally / exhibition / in / succeeded / 
Firefighters are modern heroes. They risk their
the
(0) l ives in order to serve the public, and every

time they enter a burning building, they
(24) r the risk of injury or even death.
B Choose the correct words or phrases.
Not only are they at risk from fire, but they can also find
0 It’s possible that she might / must have slipped.
themselves (25) e to other hazards such as
poisonous chemical fumes. 8 We don’t know for sure what happened. She might /
Firefighting is a (26) h -risk occupation, must have lost her way.

but that doesn’t mean that firefighters are willing to 9 Reports suggest that the explosion might / must
(27) t silly risks. Extensive training and use have been caused by fireworks but no one knows
of safety equipment both help to (28) r for sure.

the risks. However, even with high-tech protection 10 Surely they must know / have known what they were
and breathing apparatus, it is often astonishing how doing was dangerous.
firefighters (29) d to go into extremely
11 He can’t / might not have gone shopping. His wallet
dangerous situations. Sometimes it’s just not possible is here in his coat pocket.
for them to (30) p it safe: if they don’t go in,
12 They must / could have been terrified when they saw
lives will be lost.
the fire spreading.
Score / 30
13 She may not have / not had noticed the water
coming in.
Grammar
14 I guess one possible explanation is that he must /
A Order the words to make sentences.
might have lost his map.
0 both / good / skiing / at / they’re / really
15 It’s such a long distance. She can’t / must have
They’re both really good at skiing.
walked it all in one day!

1 I don’t / Florin / lying / capable / think / of / is

2 managed / my / I finally / to work / phone / to get

3 manage / contact / I / them / didn’t / to

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 masterMind level 1

C Complete the sentences with a word or
phrase from the box.
succeeded in   ​might not have   ​couldn’t   ​
could have   ​capable of   ​can’t have   ​
must have   ​managed
D Correct the sentences which have
mistakes. Check (✓) the correct sentences.
0 Jessica seems to be incapable of follow simple
instructions.
following

23 It’s a big boat. Hannah can’t have taken it out on

0 I don’t think I’d be capable of jumping out her own.
of a plane.

16 It been incredibly difficult

24 The children may not had noticed the warning signs.
for them to sail across the ocean in such
terrible weather.

17 Initial reports suggest that the fire in a food 25 I was trapped in the car and unable move my legs.
factory been caused by an
electrical fault.
26 They could have been very frightened when they
18 Despite all the problems, they saw the wall of water coming toward them.
reaching the top of the mountain.

19 She was swept out to sea and we
save her. 27 I’m not sure why they didn’t do the climb, but they
might have decided it was too dangerous.
20 If he fell so quickly and so far, he
been using the safety equipment properly.
28 It took all of my strength, but I managed to turn the
21 The drowned men were not from the area, so they boat back up the right way.
realized how dangerous the river
can be.

22 The boat sank, but we to swim to 29 It’s a twelve-mile walk and they’ve only been gone
the shore. for two hours. They can’t have finished yet.

30 I love walking in the mountains, but I’m not very

good at read maps!

Score / 30

Total score / 60

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masterMind
UNIT 10: Skills test
Listening
Listen to Rory talking about his job as a bomb
disposal engineer. Are the sentences below
true, false, or is there not enough information
to be sure? Choose A, B, or C.
0 The job of a bomb disposal engineer is to deal with
the results of exploded bombs.
A True B False C Not enough information
1 Lots of soldiers want to become bomb
disposal engineers.
A True B False C Not enough information
2 Being a bomb disposal engineer is one of the most
dangerous jobs in the world.
A True B False C Not enough information
3 As long as Rory follows the correct procedures, he
can work without danger.
A True B False C Not enough information
4 Rory has been injured a couple of times in his career.
A True B False C Not enough information
5 He wants to continue working in this job for
many years.
A True B False C Not enough information
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
Level 1
Reading
Read this article about how much freedom
children should be allowed. Choose the best
ending for each sentence. Choose A, B, or C.
An article by British journalist Anne Atkins has caused
heated debate on the message boards. In it, she
wrote about her decision to allow her 11-year old
daughter to travel unaccompanied to Paris, and
described her anger at Eurostar’s railroad personnel
who refused the girl a ticket (their minimum age for
solo travel is 12), and who made plain their view that
she was acting in an irresponsible manner.
Opinion was divided. Many commenters were
shocked, feeling that 11 was far too young for
independent travel. At that age, they argued, a child
is not mature or experienced enough to deal with any
unexpected problems they might encounter.
Others, though, supported Ms. Atkins’ view that
children are often capable of much more than we
realize. They felt that by supervising our children
constantly, we are not allowing them to develop
the skills they need for adulthood. A taste of
independence such as Ms. Atkins was proposing
would, they said, be a useful life lesson.
Whatever your views, this particular case seems trivial
when compared with that of Laura Dekker, who was
prevented by the Dutch courts from sailing around
the world on her own at the age of 13. When they
heard about plans for the two-year trip, her local
authorities took legal action. Psychologists gave
evidence about the possible negative psychological
effects of coping alone in very difficult circumstances
for such a long period of time. As a result, the court
took over responsibility for making decisions about
her life.
Dekker’s own parents had been supportive of her
plans and the case prompted fierce discussion about
the degree to which it is right for a government to
step in against the parents’ wishes and deny a child
the right to take part in a dangerous activity. The ban
on her journey was lifted in 2010, and Dekker did
indeed go on to break the record and become the
youngest person to circumnavigate the globe alone.
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masterMind level 1

0 Anne Atkins was angry with the railroad company Writing

because it Write a letter requesting action. You can use
A insisted she should travel with her daughter.
one of the ideas below or your own ideas.
B wouldn’t allow her daughter to travel alone.
• a road where traffic puts people at risk
C told her she was a bad mother.
• a river or other body of water that isn’t safely
fenced off
1 Some people criticized Ms. Atkins because
• a playground that poses a risk to children
A it is irresponsible to allow a child to travel alone.
B problems often happen when people travel.
C the girl might have problems she wasn’t
prepared for.

2 People who wrote in her favor said that

A we shouldn’t be frightened to give our children
more freedom.
B if children aren’t given freedom, they won’t grow
into capable adults.
C most children can find their way quite easily
when traveling.

3 At 13, Laura Dekker wanted to sail around the world

but was stopped
A by a legal judgment.
B by her local city council.
C by psychologists.

4 Psychologists said that being alone at sea

A could cause psychological damage.
B was too dangerous for a 13-year-old.
C was something the court should decide on.

5 The case was controversial because people do not

agree about whether
A a court can know a child well enough to make
decisions on the child’s behalf.
B parents should be allowed to make all decisions
on behalf of their child.
C children should be allowed to do activities that
put their lives in danger.

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masterMind
Additional LifeSkills Lesson
Unit 10  Study & Learning: managing stress
Objective: to provide further practice of managing
stress, this time within the area of Study & Learning.
The three-step strategy for developing this soft skill is:
Step 1: Recognize the symptoms of and risk factors
for stress. (Ex. A, Ex. B)
Step 2: Consider different ways of relaxing. (Ex. C)
Step 3: Develop your stress-management strategy.
(Ex. D)
You may decide to highlight this strategy at the
beginning of the lesson, and to conduct a short
discussion to check that the students understand the
skill and why it is useful. However, if you prefer to
teach this lesson without discussing the underlying soft
skill, this is also possible. The lesson is designed to be
engaging and successful either way.
For more information about teaching life skills and ideas
for highlighting the soft skill, please refer to p. xii and
pp. T124–T125 of the Teacher’s Book.
MATERIALS:
• board and markers
Lead-in
Ask the students to think about a recent time when they
were stressed. Put them in pairs and have them describe
the situation. Encourage them to discuss what caused
the stress, how they felt, and what, if anything, they did
to cope with the stressful situation. Elicit some ideas
from individual students.
A them from 1 (not stressful) to 5 (very stressful). If a
• Write the following headings on the board next to
each other:
Things that cause stress • When the students finish, ask them to work with a
Symptoms of stress
• Put the students in small groups. Remind them that
in the Student’s Book, p. 124, Ex. A, they looked
at a number of examples of things that cause
stress, as well as symptoms of stress. Have them
work together to recall as many of the causes and
symptoms as possible, and to write them in the
two columns.
• When you elicit answers, invite volunteers to come
and write their answers on the board.
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
LEVEL 1
Answers
Things that cause stress: exams, relationship
problems, pressure at work, money problems
Symptoms of stress: low mood, inability to relax,
short temper, difficult concentrating, unexplained
aches and pains, headaches, sleeping problems
B
• Refer the students back to the board and focus them
on exams. Point out that this is a common cause of
stress for students, and explain that, in this lesson,
you are going to look at managing stress related to
their studies.
• Ask the students to work in the same groups and
give them about five minutes to brainstorm different
situations that cause them stress as a student.
If necessary, elicit one or two ideas as a class to get
them started.
• Then elicit ideas and build up a list on the board.
Possible answers
having to take exams; having to meet deadlines
for essays or assignments; having to stand up and
give presentations in front of other students; having
to manage money; having to organize your time
efficiently; having to balance work and study; having
to live in a house with other students
• Ask the students to copy the list in their notebooks.
Point out that if there are any other situations related
to studying that cause them stress personally, they
can add these to the list.
• Have the students work individually to mark how
stressful they find each situation. They should mark
situation does not apply to them, they should just
leave it blank.
partner and compare their answers. Encourage them
to identify the things that cause them the most stress
and to compare whether they have similar answers.
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masterMind LEVEL 1

C • As they are working, write the following How to say

• Focus the class on things they could do (or already it box on the board:
do) to relax when they are not studying. Brainstorm
some ideas and write these on the board, e.g., HOW TO SAY IT
go out or socialize, play sport or do exercise, read
If I could … , I think I could manage to deal with
a book, sleep, practice relaxation or meditation this situation.
techniques (e.g., yoga), listen to music, watch TV. In order to / So as to deal with this situation, I can …
• Ask the students to work in the same pairs to discuss
I think I’d prefer to / rather … to try to cope with
which of these things they prefer to do to relax. this situation.
If they do all of them, have them say which they find To conclude, I think … is the best strategy
most relaxing or like doing best. because …
D
• Write on the board: • When the students finish, ask them to work with
1 I will try to not get into this kind of stressful the same partner to compare notes, discuss the
situation in the first place. strategies, and say which one they think would be
2 I will try to change the situation that is making most effective. Before they start, read the phrases
me stressed. in the How to say it box aloud and encourage them
3 I will look at how I react to the thing that to use these in their discussion.
is making me stressed and try to change • Finally, have a class feedback session and invite
my reactions. volunteers to share their chosen strategies with the
4 I will learn to live with and cope with the thing rest of the class.
that is making me stressed.
Underneath, write the four strategies: adapt, alter,
•
accept, avoid. Remind the students that in the
Reflect
Student’s Book they looked at these four kinds of • Erase the board and write the following question:
strategies for dealing with stress. Ask them to match In what ways can a little stress be a good thing as
the four strategies with the explanations 1–4. a student?
• Elicit the answers and match them on the board. • Read the question aloud, and then give the students
time to reflect. Elicit some ideas as a class, e.g.,
Answers a little stress could provide motivation to study for
1 avoid 2 alter 3 adapt 4 accept exams or to ensure they meet a deadline as it gives
them the adrenaline they need to prepare them
• Refer the students back to the situations they for action.
discussed in Ex. A and Ex. B. Ask them to work
individually to choose one of the situations that EXTRA: HOMEWORK
makes them stressed and to create a stress-
Ask the students to write an advice sheet for new
management strategy for dealing with it. Give them
students on dealing with stress. Encourage them
about ten minutes to think of different ways to
to include some of the ideas and strategies they
do this using each of the four “a” strategies
discussed in this lesson. Have them share their
outlined above.
advice sheets at the next class before turning them
in for marking.

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masterMind
Additional LifeSkills Lesson
Unit 10  Work & Career: managing stress
Objective: to provide further practice of managing
stress, this time within the area of Work & Career.
The three-step strategy for developing this soft skill is:
Step 1: Recognize the symptoms of and risk factors
for stress. (Lead-in, Ex. A)
Step 2: Consider different ways of relaxing. (Ex. C)
Step 3: Develop your stress-management strategy.
(Ex. D)
You may decide to highlight this strategy at the
beginning of the lesson, and to conduct a short
discussion to check that the students understand the
skill and why it is useful. However, if you prefer to
teach this lesson without discussing the underlying soft
skill, this is also possible. The lesson is designed to be
engaging and successful either way.
For more information about teaching life skills and ideas
for highlighting the soft skill, please refer to p. xii and
pp. T124–T125 of the Teacher’s Book.
MATERIALS:
• board and markers
Lead-in
Remind the students that in the Student’s Book they
looked at ways of managing stress. Write the following
review quiz on the board:
1 Some stress is good. True or false?
2 Which of the following are possible signs of stress?
a) inability to relax
b) sleeping problems
c) low mood
d) unexplained stomach ache
e) all of the above
3 Can you think of three more possible signs of stress?
4 What are the four “a” strategies for dealing
with stress?
Put the students in pairs to do the quiz. When they
finish, put each pair with another pair to compare their
answers before checking the answers as a class.
© Macmillan Publishers Limited 2015. This page may be photocopied and used within the class.
LEVEL 1
Answers
1 True. It prepares you for action and gives you
an adrenaline boost.
2 e) all of them are signs of stress
3 short temper, difficulty concentrating, headache
4 avoid strategy, alter strategy, adapt strategy,
accept strategy
A
• Erase the board. Explain to the students that in this
lesson, they are going to look at managing stress
in the workplace. Ask the students who currently
work, or who worked in the past, if they ever get/got
stressed at work. If so, ask them to say what specific
situations make them stressed, and write some of
these on the board.
• Now have the students work in their pairs and give
them five minutes to brainstorm more situations
that could cause stress at work. Point out that these
may be situations that have caused them stress
personally, or situations that have caused stress to a
colleague. If they are having trouble thinking of ideas,
brainstorm the ideas as a class, using the situations in
the Possible answers below to prompt them.
• Elicit ideas and build up a list of about eight to ten
situations on the board. Ask the students to copy the
final list of situations into their notebook.
Possible answers
giving a presentation; speaking in a meeting in
front of colleagues; being interviewed for a job;
having a work appraisal; having to confront another
colleague about something; speaking to clients or
other people on the phone; having to learn a new
skill or go on a work course; meeting new clients;
having responsibility for a project or team of people;
meeting a deadline
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masterMind LEVEL 1

B • Ask the students to work individually to make notes

• Ask the students to work individually to look at about their stressful situation and to note down
the situations in Ex. A and rate how stressed each different strategies for dealing with it. While they are
situation makes them (1 = not very stressed, 5 = working, write the following How to say it box on
very stressed). If they don’t have experience of a the board:
particular situation, they should mark it for how
stressed they think being in that situation would HOW TO SAY IT
make them feel.
I feel unable to cope with …
• When they finish, ask them to compare their results
One way I could manage to cope better is by …
with their partner and to discuss the situations that
This strategy would work well because …
make them the most stressed. Invite volunteers to
share their results with the rest of the class. This strategy is not so good because …
If I use this strategy, I think I could succeed in
C becoming / manage to be less stressed.
• Now have the students think about ways they could
relax in the office to try to combat these stressful
situations. Ask the students to work in pairs, and • When the students finish, put them in their
give them five minutes to brainstorm some ideas. original pairs and ask them to compare their
If necessary, elicit one or two ideas to get them ideas. Read the phrases in the How to say it box
started, e.g., take regular coffee breaks, make sure aloud and encourage them to use these to explain
you leave the office/workplace at lunchtime. the situation, weigh up the pros and cons of the
• Elicit and discuss ideas as a class. Write them on different strategies, and say which strategy would be
the board. most effective.
• Invite a few volunteers to share their ideas with the
Possible answers rest of the class.
take regular breaks; go for a walk or do exercise
during your lunch break; play relaxing music Reflect
if possible while you work; have anti-stress toys on
your desk; practice relaxation/meditation techniques • Erase the board and write the following question:
Which of the strategies do you find most useful
when it comes to managing stress?
• Put the students in groups of four and ask them to
• Give the students time to reflect on this individually
say which of the activities they do. If they don’t do
before having them discuss the question briefly in
any of the activities, have them say whether they’d
pairs. Have a class feedback session, asking the
like to try each one or not.
students to give reasons for their opinions.
D
Refer the students back to the situations they
•
marked in Ex. A and Ex. B. Ask them to choose
EXTRA: HOMEWORK
one of the situations that makes them stressed. Ask the students to write a short action plan for
Remind them that in the Lead-in quiz, they reviewed managing the stressful situation they made notes on
the four “a” strategies. Elicit again what these in Ex. D. They should detail what the situation is, and
are and write them on the board: avoid, alter, exactly when and how they are going to deal with it.
adapt, accept. Encourage them to carry it out and report back in a
• Invite the students to recall what these refer to and, few weeks.
if necessary, write the explanations on the board
(avoid strategies involve avoiding something that
causes stress; alter strategies involve changing the
situation that causes stress; adapt strategies involve
changing their reaction to the thing that is causing
stress; accept strategies involve learning to live and
cope with a stressful situation).

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