Paola Tite

with Martyn Hobbs & Julia Starr Keddle

FOR REAL PLUS

intermediate
TEACHER’S BOOK A
FOR REAL PLUS intermediate Combo Split version
Teacher’s Book - volume A
by Paola Tite with Martyn Hobbs and Julia Starr Keddle

ISBN 978-3-99045-925-6

First published 2019

© HELBLING LANGUAGES

Designed by Richard Jervis

Edited by Susannah Salle with Rebecca Adlard and Matthew Hancock

Printed by Athesia, Italy

Contents

Letter from the authors 4

Introduction 6
Teaching notes: Student’s Book
Units 1&2 24
Units 3&4 46
Units 5&6 68
Teaching notes: Skills Book
Reading skills 91
Listening skills 92
Viewing skills 95
Speaking skills 99
Writing skills 101
Word skills 102
Extensive reading 104
CLIL 106
Workbook Key 111

Key to icons

Audio files on Helbling e-zone

Also available on the Helbling Media App

Cross-reference to print material

Extra activities in e-book+

Content on Helbling e-zone

3
 Letter
LETTERfrom theTEACHERS
TO THE authors

Dear teacher,
Firstly, why For Real Plus Intermediate? Well, teachers tell us that they would like a course which makes a
smooth and effective transition from basic language study to studies at a higher level. Something that
activates the language knowledge students already have, but also adds to it, through motivating and
interesting material. Their students are growing up: They are not young teenagers any more, and they need
topics that they can really get their teeth into. They have to have a reason to read and a reason to discuss
together. Teachers themselves go to great effort to seek out and create issues-led materials that will fill
that gap. We want For Real Plus Intermediate to help the teachers in their aims.

Secondly, how did we approach it? We looked for topics and angles to promote genuine interest in the
classroom. Issues that get students thinking. Cultural and cross-curricular topics that extend students’
knowledge of the world around them. Ideas that have a resonance in a changing global world and that ring
true with the students’ own lives. Stories that speak directly to the student, and take them further on their
journey into adulthood. Texts including websites, blogs, magazine and newspaper articles, emails, chat
rooms, adverts, stories and extracts from novels, radio programmes and dialogues. They will find out about
courageous adventurers, careless criminals and inspiring celebrities, ordinary students’ lives and ambitions,
extreme sports and gap-year volunteering adventures. They will meet role models who have achieved their
dreams despite the odds and those who are fighting to save the planet, promoters of peace and famous
rebels who risked their safety to change the world. They will discuss cybercrime, the chemistry of love,
books, films, science and emotional intelligence to name just a few topics!

Student motivation has been our key. We have asked ourselves these questions at all times: Will this
interest the students? Will it be useful to them? Will it promote discussion? Will students and teachers
have that ‘I didn’t know that!’ response? Will they go home with something new to tell their family and
friends? Our writing has been a journey through time and around the world in search of extraordinary
people. Among others, we tell the stories of Ishmael Beah, a child soldier in war-torn Sierra Leone who ends
up writing a book; Rosa Parks, a young black woman in the USA who refuses to get up for a white person
on a bus and sets off a protest movement; the romantic poet Shelley who rebels against society and its
restrictions; a young Frenchman who starts the new urban sport of free running; and Kilyan Mbappe, who
grew up in the poor suburbs of Paris but fulfilled his childhood dream to become a professional football
player. We also meet amazing people doing extraordinary things, such as the high-wire artist who crossed
the Niagara Falls on a tightrope and the Kenyan environmental campaigner and founder of the Green Belt
Movement which has planted 51 million trees. These are just some of the people we hope will inspire you
and your students.

Confidence is the key to effective communication. Students need to dive into the language to
make it truly their own. So developing speaking and listening skills and their related interactional gambits
are essential at this level. Students need to hear, analyse and use real language; leafing through the course
you will see that its theme-led materials are balanced with lessons called Real communication focusing on
interactions between a group of friends. They are doing something with the language, such as showing
interest, turn taking, persuading and being vague. At this level students have quite a lot of knowledge of
the language system, but their ability to communicate freely can lag behind. To help them we have created
Focus on fluency – sections where they can explore a theme or solve problems, such as becoming detectives
investigating a crime scene. These are spaces when we want your students to relax, have fun, play with
language and experiment without fear of failure!

4 Letter from the authors

To give students exposure to more complex discussions, we have created Point of view pages which appear
at the end of every two units. These stimulate enquiry from opinion pieces on topical issues such as the
effects of social media, the rise of online bullying and environmental campaigning and lead to relaxed
pairwork discussions to develop B2-level oral communication skills.

‘Words, words, words,’ as Hamlet said. We believe that at this level students absolutely must deepen their
active and passive vocabulary and learn more collocations and fixed expressions. With that aim in mind For
Real Plus Intermediate provides the students with a supportive framework for their vocabulary development.
It regularly focuses on key verbs and words, devotes boxes to wordbuilding and helps the students get the
most out of their reading.

Your students are digital natives who have grown up in a world of computers, mobile phones and
connectivity. So we have plenty of extra material accessible online in the e-book+ or via the Helbling Media
App, including audio and video extracts, and lots of other activities including grammar, vocabulary and
pronunciation. And you have the opportunity to teach with the interactive materials if you want.

Young adults are asking themselves Who am I? What do I believe? What’s important to me? So the course
invites them to explore their own identity. It helps prepare them for university and the world of work
by developing 21st-century soft skills such as working in a team, problem-solving, dealing with difficult
conversations, handling stress and pressure, making effective presentations, managing their relationships
with family and friends, their culture and other cultures. And without getting ‘heavy’ in any way, students
reflect on personal and civic values such as tolerance, respect and equality.

Talking with teachers, we recognise that many of you have in mind exams such as Cambridge B2 First and
Trinity ISE II. It is a long process preparing students for these exams, and they need to be good B2 users of
English to approach them comfortably. For Real Plus Intermediate provides a springboard from which your
students can confidently meet the challenge. We provide regular sections with exam preparation in both
the Student’s Book and the Skills Book. These take students by the hand towards these exams and gently
train them in the necessary skills and exam types.

And what about you the teacher? We have tried to give you the support you need. The Skills Book is a rich
resource for you and your students, allowing for targeted practice however and whenever you want to use
it, in reading, listening, viewing, speaking, writing and word skills as well as extracts from literature and
CLIL lessons. The Workbook contains grammar support, vocabulary practice, skills work and word-building
tips and exercises to extend students’ vocabulary. And then there are the Class CDs, the Teacher’s Book
and the e-zone with its Testbuilder and Cyber Homework.

Multimedia tools also help make the job easier for you the teacher in the digital world. The course comes
as a digital book for your interactive whiteboard or computer − it contains the whole course including
audio and video clips, and you can just click and go!

Our main aim is that you and your students look forward to working with For Real Plus Intermediate because
the material gets the students talking and learning English. So without any more delay, let’s move on to
the Introduction which explains the course and how it works.

With best wishes,

Julia Starr Keddle Martyn Hobbs

Letter from the authors 5

 Introduction
COURSE OVERVIEW

For Real Plus is based on the successful English course For Real, updated and revised. It has been
specially written to meet the requirements of upper-secondary students and to comply with the
directives of the Council of Europe in the Common European Framework of Reference (CEFR).
The Intermediate level is designed to help students to become effective B2 users of English, enrich
their grammatical and lexical knowledge and communicative skills and truly acquire the language
needed to make progress. Issues and topics are aimed at motivating older teens and young adults
so they will to want to communicate their ideas, beliefs and feelings in English.

Student’s Book & Workbook Skills Book Teacher’s Book

Helbling
Media App

e-book+

+IWB
SOFTWARE

Cyber Homework Testbuilder

6 Introduction
INTERMEDIATE OVERVIEW

INTERMEDIATE – WHAT’S NEW?

For Real Plus Intermediate is an easy-to-use course that gives you and your students what they really
need – a ‘bridge’ between the lower intermediate and higher intermediate levels. This course helps
lift students above that demotivating ‘plateau’ where they don’t seem to make much progress. It
equips students with the skills and know-how they will need to speak about a wide range of topics,
understand more challenging texts, participate in discussions and social situations, and perform tasks
such as note-taking, essay and report writing, and giving presentations.

BRUSH UP, MOVE ON...

For Real Plus Intermediate continues seamlessly from the previous three levels of the course, enriching,
extending and revising language and taking students effortlessly deep into the B2 arena. All the main
tenses and structural areas are revised and extended, but in new contexts aimed at young adult
students who are looking for themes that really make them think and reflect.

For Real Plus Intermediate can also be used as a free-standing course that provides a perfect link
between students’ basic language studies and more specialised language work. It aims to provide
students with solid language awareness both at a grammatical and lexical level. It deals with a wide-
ranging and motivating selection of topic areas, so students will never be without something to say.

CHALLENGING TOPICS AND ISSUES

We have constantly kept in mind that students at this level have grown up and are leaving their
teenage years behind them. They need topics to stimulate their increasing cognitive awareness
and opinions to cross-examine. These should motivate them to read, reflect and argue. They should
resonate with their own experience, while extending their knowledge of the world around them.
Cybercrime, plastic waste, mindfulness, emotional intelligence, the chemistry of love are just some of
the topics that will motivate students to read and talk. Six new Point of view articles are designed to
help students improve their reading skills of opinion pieces and the accompanying B2-level activities
guide them towards meaningful discussions about these more complex topics.
7 Reading skills 9&10
Unit 10
Get cyber safe Reading for detailed understanding
Unit

Theme effective communication

Emotional intelligence Grammar use of to, infinitive and –ing form
CLIL Psychology EXAM TIPS
In a multiple-choice task, you have to read for detailed
Reading information, or opinions and attitudes.
1 T Read the article match these headings to the paragraphs.
• Some questions focus on the general understanding of
the ideas in the text.
How it developed The advantages of EQ
• Use the clues in the text and the context to work out
Get a higher EQ Intelligence is not enough
the meaning of a word you don't know.
Understanding other people Know your own emotions
Too easy Towards B2 First Reading
Are you suffering from stress?
All a criminal needs to 2 Read the article again and answer the questions. Use your own words. These are some of the more commonly experienced symptoms:
commit cybercrimes is tiredness and irritability; difficulty in sleeping; headaches and
access to the internet.
1 What is emotional intelligence? 2 How does it work? Warm up stomach aches; finding it difficult to concentrate and not wanting
People don’t have to 3 Who developed the idea? 4 Why is it important? to eat. Recent studies have shown that stress among young
An epidemic be strong or violent to hack into 1 Discuss the questions.
people and teenagers is on the rise. It seems that a combination
Read the news and it is impossible to someone’s social media or bank You may know someone who is Emotional intelligence relates 1 Do young people have more stress than older people? of worry about families splitting up, exam results, bullying and
miss the epidemic of cybercrime that’s accounts, they just have to tap a few HOW TO BE SAFE ONLINE highly intelligent and gets top to the ability to understand 2 Which jobs do you think are the most stressful? more general issues like global warming and the environment is
out there. As our lives are increasingly keys. As a result, many young people If you receive a suspicious email, marks, yet is unable to get on with your own emotions and those 3 What are the dangers of stress? creating a generation of stressed and anxious young people.
managed online, many people are are getting involved in cybercrime you should delete it immediately. people or deal with day-to-day life. of people around you. Drawing What does stress feel like?
falling victim to cybercrime. The most without realising the consequences of Someone may be phishing for Stress creates changes in the body. A feeling of anxiety and
their actions. As a victim, you might It seems that some people just lack on branches of behavioural and
serious form of this type of criminal
not realise you have been targeted
your personal data to use to
the social skills which allow them communication theories that were
Exam practice alarm will cause your body to produce an excess of the hormone
activity is identity theft, in other commit a crime.
adrenaline. Adrenaline can be useful because it prepares the
words, stealing someone’s personal until you notice some unusual activity to be successful in life. We often developed in the 1970s and 1980s, F Read the article opposite and choose the best
Don’t be tempted to use the same 2 body for ‘flight or fight’ – to escape quickly from danger or
information to commit financial fraud. on your bank account, or a bill arrives user name and password for think that intelligence guarantees a the concept was popularised by answer (A, B, C or D) to the questions. to face the danger and fight it. But at the wrong time, and in
A simple piece of personal data like for something you didn’t buy. These successful life, but studies suggest psychologist Daniel Goleman
everything you do online. You ought large quantities, adrenaline can make your blood pressure rise
your date of birth, email address, kinds of attacks are widespread and 1 What does current research into stress reveal?
to change your passwords regularly that to get on in life people should in 1995 in his best-selling book and your heart beat fast and you’re likely to end up with a bad
place of birth, or a password can criminals are inventing more and more A Stress levels in young people are increasing.
and you need to make sure they be capable of understanding and Emotional Intelligence. headache or indigestion.
help a criminal get access to other sophisticated scams to trick people. aren’t easy to guess.
managing emotions as well as B Stress levels in young people are decreasing.
information about you and steal your What causes stress?
‘I was devastated. My student loan had You mustn’t throw away or recycle C Stress levels in young people are caused by global One of the main causes of stress in young people is exams. And
money or even commit crimes in your being intelligent. So a high score in
Most people are aware that if
arrived in my account and in just a few documents without destroying them warming. this is not confined to older students. The UK charity ChildLine,
name. ‘emotional intelligence’ (EQ) can be
minutes it was gone! The bank said it completely first. they could control their emotions, which runs a free 24-hour helpline for children, reports that it
was my mistake and they didn’t have to a better predictor of future success D Young people are anxious about stress levels.
‘They said I just had to ‘like’ this coffee Take care to protect all your online they could communicate better, has had calls from seven year-olds who are worrying about their
shop that I go to on social media. The give me the money back.’ than IQ alone. 2 What happens to the body when you feel stressed?
data. There are privacy settings on but also recognise how hard it is school tests. Well-meaning parents constantly checking up on
next thing I knew, my bank details were Eyal, 20 social media sites – make sure you Emotional intelligence consists of A You are in danger. their children’s progress at school can make the situation even
to control the impact of their own
hacked.’ use them. being aware of your own feelings and B You produce too much adrenaline. worse.
feelings. Knowing and managing
Damian, 18 Action plan If someone calls you and says they moods, being able to control them, your emotions is fundamental to C You want to run away. What else is a problem?
Schools, banks and internet providers are the phone company, your bank understanding other people’s emotions emotional intelligence; feelings D You don’t produce enough adrenaline. Bullying is another major problem in some young people’s
‘You have to make sure people must do more to help people protect or other official organisation, you lives. ChildLine receives more than 24,500 calls a year from
and managing interactions successfully. influence the way we think and 3 According to the article, who gets stressed about
you talk to online really are who they themselves. Knowing how to combat should check they are who they young people who are worried about threatening behaviour.
say they are.’ say they are. If the call is genuine,
Have you ever had a conversation communicate. As Daniel Goleman academic results?
online fraud will have to become an Cyberbullying – where certain children are named and teased
they will never ask you for private where you felt angry or defensive? said, ‘... in navigating our lives, it A mainly seven year-olds
Amber, 17 essential part of training in school and online – is also a problem.
the workplace. information over the phone. Perhaps you lost your temper, or maybe is our fears and envies, our rages B mainly teenagers
you sulked. You will have realised that What causes stress in families?
and depressions, our worries and C both teenagers and younger children With divorce rates rising, family break-up is another cause of
this behaviour rarely contributes to anxieties that steer us day to day.’ stress. Children can get involved in the arguments between their
D parents
effective communication. parents and often feel that they have divided loyalties. It may be
7b F T Write a composition giving the arguments 4 What does the word ‘threatening’ (paragraph 4) mean?
Speaking and writing for and against the quote. Finish with your opinion. Improving your performance A hostile B physical C stressful D anxious
difficult for them to talk about their fears and ask for advice.
We have all had conversations where in these areas reduces stress, 5 How can family break-up cause stress? What’s the best way to cope with stress?
7a GROUPWORK Divide into two groups, A and B. the person we are talking to seems Coping with stress is not easy, but there are some simple things
Group A defends the quote below. Group B puts WORD EXPANDER give decreases conflict, and benefits A Children argue with their parents. that people can do to help them confront their anxieties. Most
antagonistic or indifferent. Wouldn’t relationships and interpersonal
the opposite point of view. Prepare your ideas Study these expressions. B Children feel that they have to make a choice important is to find someone to talk to rather than bottling up
it improve things to be able to read understanding. A few lucky people your feelings. This could be a friend, a trusted relative, a teacher
first. Then start your debate. Write a sentence for each category. between one parent or the other.
other people better and understand are born with naturally high EQ, or your doctor. Sometimes, just talking about the causes of your
HUMAN INTERACTION give a shout | a cry | a sigh | C Children become scared.
what effect their emotions are but most of us need to develop our stress, will help you to feel relieved and less anxious.
a kiss | a hug D Children don’t like talking to other adults.
The world is filled with violence. Because having on the interaction? EQ is also interpersonal skills. Fortunately
criminals carry guns, we decent law- COMMUNICATION give some advice | an answer | about sensing and acknowledging 6 What does the article suggest as a way of coping
there are lots of books and with stress?
abiding citizens should also have guns. an example | a talk | an explanation other people’s feelings, and taking websites to help us become more Over to you
Otherwise they will win and the decent TRANSPORT give a lift (in a car) | a ride (on a bike) an active interest in their concerns. A Discussing one’s anxieties with other people.
emotionally intelligent!
people will lose. James Earl Jones PHRASAL VERBS give up | give away | give back | Empathising with other people B Going to see your doctor. 3 PAIRWORK Answer the questions.
give in | give out makes conversations go much more C Confronting your friends. 1 Do you ever experience stress? If so, what is the cause?
smoothly. D Bottling up your feelings. 2 How do you deal with it?

Fast finishers Pronunciation 75 108 9

9783990458839_book_073-094.indd 75 18/03/19 10:55 9783990458839_book_095-116.indd 108 18/03/19 11:10 9783990458839_book_SKills.indd 9 15/03/19 10:12

EXAM PREPARATION
We have been careful to provide targeted preparation for those of you who are steering your students
towards Cambridge and Trinity exams. Exam practice is embedded and signalled throughout the
course, and the Skills Book provides strategies and guidance for exam preparation.

Introduction 7
 STUDENT’S BOOK AND WORKBOOK: FLOW OF THE LESSONS

For Real Plus Intermediate offers six two-unit sets, each with opening and closing sections.

Unit opener Presentation and practice

Key language: grammar

and vocabulary Real communication Point of view

Unit opener Presentation and practice

Key language: grammar

and vocabulary Real communication Focus on fluency Language check

Workbook with Grammar reference DIGITAL

PLUS lots of online material and Cyber Homework

8 Introduction
A CLOSER LOOK: OPENER ACTIVITIES

Get your students motivated with warm-up lessons and activities designed to break the ice and
to activate students’ knowledge and language skills, ready to predict and prepare for the lessons
ahead of them. This is an essential part of the language lesson – a warmed-up student is ready to
learn and engage.

OPENER LESSONS
At the beginning of each unit, there is a page of warm-
up activities to inspire students for the lessons to come,
stimulating their language production and proficiency.
Popular with students and teachers, it is a moment to share
ideas and feelings, express opinions, learn key vocabulary
and explore new themes. Students are then ready for more
intensive work in the following lessons.

QUOTES
Before reading or listening, students
start thinking about the topic through
the medium of quotes by famous
people. These act as a prompt to allow
students to start to express their
opinions gradually, and to speculate
about what they are to read or hear.

Introduction 9
 Introduction
A CLOSER LOOK: LANGUAGE PRESENTATION

A key part of language learning is an effective and interesting presentation stage; your students’
first encounter with new language in context shapes their understanding of meaning, structure
and syntax. In For Real Plus Intermediate you will find a wide range of motivating topics and text
types, including a continuing storyline for some presentations.

WARM UP CONTROLLED & FREE

PRACTICE
Start with a speedy preparation activity.
Carefully graded activities
help students get to grips
UNDERSTANDING with the new language. They
Comprehension comes before looking at the new are then ready for a simple
grammar points, so the first stage is to understand guided production task.
meaning. Engaging stories and articles get students
interested in understanding the message.

REAL TALK GRAMMAR & FUNCTION

Up-to-date idiomatic expressions are essential The target language is presented by linking it to
for natural, fluent language use. These high- its communicative use. Students are invited to
frequency phrases are picked out here and discover how it helped communicate meaning in
practised in the e-book+. the presentation.

10 Introduction
A CLOSER LOOK: GRAMMAR STUDY

For Real Plus Intermediate continues seamlessly from the previous levels of the course, enriching
and extending students’ language into the B2 arena. Grammar is revised and extended, but in new
contexts to captivate young adult students.
For Real Plus Intermediate can equally be used as a free-standing course providing a perfect link
between basic language studies and later, more specialised language work.
Building up a clear understanding of a grammatical structure and understanding when to use it
is a process. You will find all the stages necessary to support language acquisition from the initial
exploration and discovery stage, to controlled and free classroom practice, regular reviews of key
grammar, extensive grammar reference and digital practice.

GRAMMAR DISCOVERY
After the comprehension stage, students discover
how the grammar works in the presentation text,
GRAMMAR IN CONTEXT and learn about its communicative function, usage
The first contact with new grammar and basic structure.
is an encounter with the language
in context, with natural occurrences
of the language in meaningful and
interesting contexts.

CONTROLLED PRACTICE
Students engage in controlled practice in typical contexts to
reinforce the learning process, followed by freer, personalised
tasks where they express their own ideas.

Introduction 11
 Introduction
A CLOSER LOOK: GRAMMAR STUDY

KEY LANGUAGE
The grammar-focused activities that appear throughout the units lead up to a focused Key
language grammar and vocabulary double-page spread.
The activities in this section guide students gently through a particular grammar area, with a
focus on accuracy, while also giving them an opportunity to use the grammar points in freer
pairwork and groupwork communicative activities where they can express themselves and
move towards productive fluency.

GRAMMAR REFERENCE
Clear, reliable, in-depth grammar
explanations provide more
detailed, exhaustive rules,
examples and guidance. This is
followed by extensive practice in
the Workbook.

DIGITAL
More grammar practice is available
in the Extra Practice section of the
For Real Plus Intermediate e-book+.

12 Introduction
A CLOSER LOOK: VOCABULARY STUDY

Vocabulary learning can be a challenge and yet it is an essential part of making progress in English.
So students need to be given many opportunities to build up their lexical knowledge, their word-
learning skills and strategies, and awareness of meanings, collocation, word-building, word families
and word fields. For Real Plus Intermediate approaches this with a systematic but varied approach,
so lexis is always a protagonist in the lessons.

WORD FAMILIES & FIELDS

Vocabulary is grouped into families and fields to help
students learn words and phrases and memorise them.
Illustrations and examples are used to help students
contextualise the words more effectively.

WORD EXPANDER
Many small words have enormous communicative power,
but can get neglected during the learning process. The
Word expander boxes focus on these individual words and
expressions, helping the students understand their function.

WORD SKILLS
Improving memorisation, understanding the importance of collocation
and word families, guessing meaning from context, using a dictionary, etc.
All these are important word skills which are focused upon in topic-based
lessons in the For Real Plus Intermediate Skills Book.

LEARNING WORDS BETTER

DIGITAL
Studies prove that the more often you
More vocabulary practice encounter and use words, the quicker you
is available in the Extra learn them. The Workbook provides extra
Practice section of the practice of the active vocabulary of the unit
For Real Plus Intermediate in exercises which include matching, gap
e-book+. completions, labelling activities and games.

Introduction 13
 Introduction
A CLOSER LOOK: INTEGRATED SKILLS

Throughout the For Real Plus Intermediate units, students are constantly shifting from skill to skill.
This gives lessons pace and variety, and trains students to move naturally from one skill to another.
The exercises that prepare the way for B2 First and Trinity ISE exams are flagged with references to the
specific exam and test type. In addition to this, each unit provides ideas for study skills development and
study strategies. In the Workbook, which consists of independent work for the student to do at home,
the skills are organised in a similar format to external exams.

MIXING SKILLS
In this example, from an opener lesson, students review and
expand vocabulary in order to discuss the issues facing
21st-century society.

ACTIVATING LANGUAGE
WITH SKILLS
Integrated skills work activates
students’ language knowledge and
competence. In these series of skills-
based activities, genuinely interesting
topics get students reading, listening,
speaking and writing. Language is
graded and recycled, so students re-use
language, improve their skills and learn
new things, too!

DIGITAL
Getting pronunciation right is a boost to comprehensibility, confidence
and fluency. The more times passes, the more pronunciation errors
become fixed, so regular pronunciation practice is time well spent. Core
sounds and speech patterns are practised in the pronunciation activities
available in the Extra Practice section and in the For Real Plus e-book+.

14 Introduction
A CLOSER LOOK: SPOKEN LANGUAGE

Although speaking is the most natural human skill, it is perhaps the most difficult for a learner to acquire.
You have to think and speak at the same time, depend on your voice for pronunciation and intonation,
and use gesture and facial expression. However, it usually has a more flexible, simpler syntax than
written text, and the best way to learn to speak naturally is to be exposed to speech and to engage in
conversation yourself. For Real Plus Intermediate focuses on spoken communication right from the start,
from dialogues and expressions in Real talk, to situational and interactional chunks in Real communication.
The emphasis is on modern language as used by young people today. 4

Unit
Answers 2
1 Because it has wonderful coastlines, stunning

VIEWING SKILLS
JOE Excuse me does this bus go to
beaches, moorlands, lakes, beautiful castles, and Bonnyrigg?
mountains, as well as 800 islands. BUS DRIVER Yes, it does.
2 It offers 3-, 4-, 5- and 7-day tours. JOE Can I have a ticket to Bonnyrigg then,
3 They are aimed at independently minded young please?
The young people in the Viewing
travellers. skills section of the Skills Book
BUS DRIVER That will be £2.30.
4 Accommodation, breakfast and evening meals, ferry
JOE That’s quite a lot!

5
speak naturally about a range of
BUS topics in a range of accents.
transfers and entry fees are included.
DRIVER
Lunch, beer and souvenirs aren’t included.
You’ll be able to travel on all First buses
in Zone 1 all day.
6 The tasks focus first on understanding the content of their
Because even in the summer it can be quite cool and
it rains a lot.
JOE But I don’t want to get another bus
today!
opinions. Students are then helped
BUS
JOE
DRIVERto explore simple aspects of the I’m sorry, that’s the price.
OK... I’ll have the ticket, please. Could
interviews,
Travelling aroundall of which can be adopted in their own spoken English.
BUS DRIVER
you tell me when to get off, please?
Where are you going?
JOE Near Park Road.
3a | p. 47 BUS DRIVER OK. I’ll give you a shout.
Teacher: elicit comments on the photo, by asking What JOE Thanks.
can you see? Where do you think this place is? What is the
weather like? Explain to the class that they will hear five 3
conversations between two young people and the people DAISY Excuse me. How much is that T-shirt?
they meet in situations a–e. Play the recording, stopping ASSISTANT It’s £15.
after each conversation for the students to identify and DAISY Thanks. Do you have it in a medium?
number the situations. ASSISTANT Let me just check… yes, here you are.

AUTHENTIC DISCOURSE
DAISY Great.
TRANSCRIPT SB 18 ASSISTANT Can I help you with anything else?
1 DAISY Um, yes. Can I see that necklace, please?
DAISY Hello, is that Edinburgh Central Hostel? ASSISTANT Yes, just a moment… It’s silver. Made in
RECEPTIONIST Yes, it is. Can I help you?
Natural, up-to-date language is a core DAISY Yes, I’m calling to ask if you have a room
Scotland. Not like a lot of stuff you find
in shops here. So much is made in China
available from the 24th July.
feature of For Real Plus Intermediate. RECEPTIONIST I’ll just check. How many people? And DAISY
nowadays. This is handmade.
It’s very nice. How much is it?
how many nights? ASSISTANT It’s £35.
Audio material is fresh, energetic and DAISY
RECEPTIONIST
Two people. For three nights, please.
Yes, we have a twin room free that night,
DAISY It’s a bit expensive, I’m afraid. I’ll just
take the T-shirt.
authentic-sounding because of the focus DAISY
or a shared four-bedded dormitory.
We’d prefer a twin room. Are the rooms
ASSISTANT OK. That’ll be £15.
DAISY Here you are.
on discourse markers and conversational RECEPTIONIST
en-suite?
Yes, all our rooms are en-suite.
ASSISTANT
DAISY
Thanks. Here’s your change.
Thanks. Bye.
gambits. DAISY
RECEPTIONIST
How much is the twin room?
It’s £54 a night. Bed linen is included in
ASSISTANT Goodbye.

REAL TALK
the price but towels and breakfast are 4
extra. CLERK Hello. Can I help you?
DAISY That sounds fine. Can I book, please? JOE Yes, I wanted to know what time the
RECEPTIONIST Are you a member of the SYHA? castle opens tomorrow.
ToRECEPTIONIST
become fluent, learners need toCLERK
DAISY Sorry?
understand and use natural
The Scottish Youth Hostel Association?
It opens every day at 9.30 and closes at
6.00 pm.
DAISY No, I’m not.
spoken discourse: everyday idioms, fixed expressions, interjections,
RECEPTIONIST
JOE
Then you will have to pay an extra £1
Could you tell us how long it takes to
visit?
a night per person. But it may pay you
etc. Particular emphasis is placed on how today’s young people
CLERK
to join. It costs £8 to join, so if you are
To see all the sights you need nearly all
day. There are museums and exhibitions
planning to stay in Scotland for more to visit too. Also I recommend that you
communicate with their own age group. Real talk pulls out high-
than eight nights it would be worth
joining.
are there for the one o’clock gun.
JOE What’s that?
frequency
DAISY
RECEPTIONIST
typical chunks and phrases
Thanks. CLERK used in conversation, which are
Can I have your name, please?
It’s a gun that is fired at one o’clock
every day! It’s very famous.
then practised further online in theJOEe-book+ Real talk activities.
DAISY Yes, it’s… Oh, I see. Could you tell us if there are
cafés at the castle?

65

INTERACTION 9783990459188_book_024-204.indd 65
21ST CENTURY 15/05/19 17:39

COMMUNICATION
Real communication lessons focus on interactional language
such as giving your opinion, agreeing and disagreeing, showing Texts, comments
interest, etc. These are stock phrases and expressions that and story posts are
students need every time they use English, and special attention fast, informal and
has been paid to the frequency and usefulness of the exponents. spontaneous – we
Each communication area is accompanied online by new write like we speak.
dialogues and practice exercises in the Real communication So in For Real Plus
section of the For Real Plus Intermediate e-book+. Intermediate, students
learn how to write in
this way, employing
the expressions and
grammatical shortcuts
used in spoken discourse.

Introduction 15
 FROM ACCURACY TO FLUENCY

Accuracy and fluency are two sides of the same coin – performing effectively in a language.
Language users should aim to produce error-light language, but at the same time they need to be
able to speak with flow, not worrying about gaps and errors, to get their message across.
Key language lightly challenges students to improve their grammatical and lexical accuracy through
confidence-boosting activities, designed to reinforce the communicative function of tricky areas. But
accuracy alone is not enough. We need to build students’ communicative confidence to get their
message across, regardless of errors, and we lead them towards this goal of more fluent production
in the Real communication and Focus on fluency sections.

FOCUS ON FLUENCY
Just as in sports training when, having consolidated specific skills, players must compete and therefore
move their focus from the detail to the bigger picture, students now engage in activities designed to
concentrate on a core communicative area suited to the two previous units’ work. After preparation,
students do a role play, groupwork or pairwork, and should be encouraged to throw themselves
creatively into the task and not worry any more about errors but to focus on communication.

STUDENT FEEDBACK
In the safe environment of the
classroom, students can reflect on their
performance in the task just completed.
DIGITAL Maybe their fluency was impaired by
grammar doubts or vocabulary problems.
The e-book+ consolidates the accuracy and fluency focus of Students thus gain autonomy over their
each unit, with extra practice in the vocabulary, grammar, learning and can help decide with the
listening and pronunciation areas introduced in the units. teacher on the best revision focus.

16 Introduction
A CLOSER LOOK: COMMUNICATION

Communicating successfully in a range of contexts is the key to effective language use, and an
essential part of measuring progress, including by the CEFR. For Real Plus Intermediate puts special
emphasis on identifying core phrases for each communicative context: situational (e.g. fashion),
transactional (e.g. making requests), or interactional (e.g. telling anecdotes). Scenarios featuring
young people in authentic situations allow students to discover and learn the core language for each
communication area, which they can then explore in guided role plays.

REAL CONTEXTS
Students need young, lively, real contexts and
personal interactions to motivate them towards
fluency, learning how to get their message across
and how to understand others in a range of
situations.

REAL LANGUAGE
Each File contains a bank of natural, high-frequency expressions, fixed
phrases and lexical chunks, giving students the language they need
to become fluent in each area. Using the right expressions is a key to
spoken fluency, so encourage students to return regularly to these ROLE PLAYS
Files. All phrases are recorded within full sentences and available online Getting students to interact together in
and via the Helbling Media App. similar situations to those presented is
not only fun but it allows them to try out
the new phrases. Each student should
only choose a few expressions to use,
not all of them! These communication
activities should be repeated during the
DIGITAL year to help students fix the expressions
Each communication area is accompanied online by practice exercises in their minds so that they eventually
containing new dialogues so students can improve their performance come naturally.
and reinforce their acquisition of the language chunks. Home
study or lab study of these is an important part of the For Real Plus
methodology.

Introduction 17
 A CLOSER LOOK: CULTURE

Understanding the society, culture, lifestyles, values and history of countries where a language is
spoken enriches the experience of learning a foreign language, especially if the contexts chosen are
related to students’ own lives and age group. Learning how people live their lives, what is important
to them, what worries them or makes them happy, their friends, their families, their aspirations
and experiences also deepens students’ awareness of their own culture. It increases tolerance and
understanding that there are many equally valid ways of seeing the world.

INTRINSIC CULTURE
One of the things students always say is: ‘Tell us
about teenagers and about how life is different
in other countries’. They want to compare their
own experiences with other young people, how
they are similar and how they are different.
Throughout For Real Plus Intermediate, students
have a window onto the world, encountering
people, places and events from across the globe,
but with a special emphasis on those from
English-speaking countries including the USA, the
UK, Ireland, Canada and Australia.

A CLOSER LOOK: EXPRESSING YOUR POINT OF VIEW

For Real Plus Intermediate focuses on spoken communication right from the start, exposing students
through listening activities to language used by young people today, and then encouraging them to
use high-frequency chunks and phrases themselves. At Intermediate level, the course offers students
multiple opportunities to express their opinions, from reactions to the unit opener quotations to more
complex discussions in the Point of view pages at the end of every other unit.

POINT OF VIEW
The six Point of view articles are designed to help students
improve their reading skills of opinion pieces and have
meaningful discussions about the topics. Students start by
thinking about key issues, answer exam-style questions about
the article, and develop their lexical awareness of useful
words and expressions. The section culminates in Over to you,
a relaxed pairwork discussion activity. By discussing related
issues and questions students therefore have the opportunity
to develop B2-style oral communication skills: expressing
opinions and sustaining discussion, presenting arguments,
providing explanations and following complex ideas.

18 Introduction
GETTING CLOSER TO EXAMS

In the 21st century further education system and workplace, students need to demonstrate
their skills in a foreign language with qualifications in English. Exams are also an excellent way of
encouraging students to learn more effectively and to have something to aim for in the lessons.
A positive exam result is also highly motivating and proves that the hard work and effort was
worthwhile and that your performance is being judged according to neutral, officially recognised
standards. Right from the start, we aim to help students to become exam-ready by introducing them
to the text types and task types that are used in the most common exams. In that way, doing exams
becomes a natural and comfortable experience and we take the stress out of exam day!

EMBEDDED EXAM PRACTICE

Right from the beginning of For Real Plus, students are learning
the skills and using the exercise types that prepare them
for exams, even before they reach the appropriate level of
language knowledge and performance. The exercises that
match most closely are marked with F (B2 First) and T (Trinity).

SKILLS FOR EXAM SUCCESS

The Skills Book is designed to provide
students with all the skills they need for
exam success including specific Exam
tips, guidance and exercise types which
reflect international exams.

CEFR – HAND IN HAND

WITH FOR REAL PLUS
You can be confident that
students meet internationally
recognised standards because
the syllabus and learning
objectives are lock-stepped
with the communicative and
interactive objectives of the
CEFR (Common European
Framework of Reference) levels.
Students regularly evaluate
their progress with Now I can...,
linked explicitly to the CEFR
descriptors. At any point you
can assess their readiness for TEXT COMPLETION
international exams.
These are an example of the challenging
but useful exam-type exercises in the
DIGITAL Student’s Book. Using the key grammar or
lexis they have studied, students are asked
The extra practice available to students online in the e-book+, and
to complete a text with appropriate words
the activities for Fast finishers all contribute to exam preparation. In
and phrases. This exercise is based on exam
the e-zone, teachers can find a Testbuilder containing Skills tests and
types students frequently encounter, and
Progress tests for each unit and pair of units, information on how For
tests their comprehension and language
Real Plus Intermediate prepares students for Trinity and B2 First exams.
use on many levels.

Introduction 19
 Introduction
A CLOSER LOOK: LEARNING STYLES

We all learn and process information in different ways: some students prefer to listen, others to
read, others need to write notes or do something active. Students also have natural preferences
for certain subjects, maybe they are good at science or sport or music. And we all learn at different
speeds: some of us like to get going straight away, others prefer to reflect and be sure before
they try something. Language learning is a perfect subject for tapping into these learning styles
and intelligences, and we offer a balance of topics, tasks and activities to suit as many learners as
possible, including students with learning difficulties.

MULTIPLE INTELLIGENCES
Learning styles are personal, and we all learn in different ways. In the
theory of multiple intelligence there are a set of intelligences that we
all possess: musical-rhythmic, visual-spatial, verbal-linguistic, logical
mathematical, bodily kinesthetic, interpersonal, intrapersonal and
naturalistic. The balance between these intelligences is unique to
us. One person may excel at music; another might enjoy computer
programming or prefer expressing themselves through sport.
Although all intelligences need to be developed, we also need to
respect individuals’ dominant intelligences. For Real Plus reflects
these intelligences in its range of exercises so that all students can
recognise their strengths and develop weaker intelligences.

FAST FINISHERS
Students learn and work at different speeds, so the Fast
finishers activities allow you to give stronger students an
extra task to complete. Alternatively, you can use these
activities if your lesson itself is a ‘fast finisher’ and you
need another short task to take you to the end of class!

GROUPWORK
Groupwork allows each person to
DIGITAL express their best: one might be
the best leader, another a good
The online Helbling e-zone and
mediator, another an excellent
e-book+ components offer many
organiser or researcher, another
types of activities for every type of
a brilliant artist or photographer
learner. Students can use digital
or film-maker. Such activities are
exercises autonomously to suit their
a perfect way to bring out the
tastes and preferences, or the tasks
strengths in all your students and
can be set as homework. You can use
to train them to work together in
these resources to help both slower
group.
learners and learners who need to
explore an area in more depth.

20 Introduction
SKILLS BOOK: THE FOUR SKILLS

A separate Skills Book, with skills pages for each group of two units, allows students to focus
attention on single skills, one at a time, taking time to really improve their performance. Each
page develops a sub-skill, for example how to understand general meaning, how to listen or read
for detail, how to maintain a conversation or how to write messages. Guided activities, including
helpful tips and useful language, support students as they focus on each skill.

10 TIPS FOR EXAM SUCCESS

Each skill begins with 10 tips presenting the core strategies for
success in language learning and in international exams. This is a
shortlist of the very best advice, the fundamentals for developing
skills both in class and outside the classroom. Discussing the
tips in class encourages students to make these 21st century
competencies part of their routine.

THE FOUR SKILLS

The four core skills are covered in depth with a lesson per skill
every two units. Reading and listening, often called receptive or
‘passive’ skills, involve a lot of activity as the brain is continually
processing input and turning it into meaning so you can ‘get the
message’. The productive or ‘active’ skills of speaking and writing
get students producing language themselves, to communicate a
message with appropriate language, register and fluency.

Introduction 21
 SKILLS BOOK: WORD SKILLS AND VIEWING SKILLS

WORD SKILLS
Without the right words, the four skills don’t get you very far. Developing
a good vocabulary, and knowing when to use a word, is essential for
fluent language use. And studies show that you need to meet words
frequently to absorb them. These lexical lessons deal with word families,
words students have studied already, and new ones, too. Taking time out
to focus exclusively on vocabulary boosts student performance across the
board.

VIEWING SKILLS
We want to tap into the fact that students love video. Viewing while
listening supports both comprehension and language production, and it
is a skill that can be improved. Students watch friendly young American,
British, transcontinental and fluent non-native speakers talking about
their opinions of the issues and topics covered in the Student’s Book unit.
Thus students are exposed to manageable, spontaneous language in a
context in which they are already immersed. Activities include identifying
key features of spoken language, and the opportunity for students to
film their own interviews. The videos are available online and are also
accessible via the Helbling Media App.

22 Introduction
SKILLS BOOK: CLIL AND READING FOR PLEASURE

CLIL SKILLS
CLIL stands for Content and
Language Integrated Learning,
where students study a subject
in a foreign language instead
of in their first language. CLIL
training puts emphasis on many
types of skills: knowledge of
specific language related to the
subject; the use of non-linguistic
input such as tables and graphs;
autonomy in carrying out one’s
own research; and last but not
least, the ability to work in groups
and interact with others.

READING FOR
PLEASURE
Studies show that extensive
reading is the best way for
students to acquire new lexis
and language. It feeds into all
the skills. Story is a universal
experience and students respond
directly and emotionally to
narrative. Achieving flow in
reading requires a low frequency
of unknown words so these
exclusive graded stories ensure
that students have met the
language before. Pre-reading and
post-reading activities deepen
students’ understanding.

Introduction 23
 Unit 11&2
Units
Titolo
Student’s Book pp. 5–28
Units 1&2 CEFR competences
Unit 1 pp. 5–16
Unit 2 pp. 17–25 Listening
Language check p. 26
B2 understand in detail what is said to me in standard spoken
Workbook pp. 71–83 language (pp. 14, 20, 22, 25, 26)
B2 understand TV documentaries, live interviews, talk shows,
Unit 1 pp. 71–76
plays and the majority of films in standard dialect (p. 8)
Unit 2 pp. 77–82
B2 use a variety of strategies to achieve comprehension,
CEFR descriptors p. 83
including listening for main points; checking comprehension
Skills Book by using contextual clues (pp. 14, 26)

Reading skills 1&2 p. 112 Reading

Listening skills 1&2 p. 116
B2 rapidly grasp the content and the significance of news, articles
Viewing skills 1&2 p. 120, 121
and reports on topics connected with my interests or my job,
Speaking skills 1&2 p. 127
and decide if a closer reading is worthwhile (pp. 9, 19, 24)
Writing skills 1&2 p. 131
B2 read and understand articles and reports on current problems
Word skills 1&2 p. 135
in which the writers express specific attitudes and points of
view (pp. 6, 14)
Testbuilder
Unit 1 Test Spoken interaction
Unit 2 Test B2 initiate, maintain and end discourse naturally with effective
Units 1&2 Progress test turn-taking (pp. 5, 20)
B2 exchange considerable quantities of detailed factual
Extra practice
information on matters within my fields of interest
Units 1&2: dictation, vocabulary, grammar, pronunciation (pp. 7, 8, 14, 25)
B2 account for and sustain my opinions in a discussion by
providing relevant explanations, arguments and comments
Objectives (p. 15)
B2 help a discussion along by confirming comprehension,
inviting others in (p. 16)
Grammar
B2 carry out a prepared interview, checking and confirming
present simple and present continuous information, following up interesting replies (p. 25)
countable and uncountable nouns
quantifiers Spoken production
past simple and present perfect B2 give clear, detailed descriptions on a wide range of subjects
present perfect and present perfect continuous related to my fields of interest (p. 15)
B2 explain a viewpoint on a topical issue, giving the advantages
Functions and Communication
and disadvantages of various options (p. 14)
talking about the present
talking about quantity Strategies
suggesting and responding B2 use standard phrases like ‘That’s a difficult question to
talking about the recent past and finished past answer’, to gain time and keep my turn at speaking while
greetings and introductions, socialising formulating what to say (p. 14)
making requests
Language quality
Vocabulary and Word expander
B2 pass on detailed information reliably (p. 21)
make and do B2 have sufficient vocabulary to express myself on matters
fashion connected to my field and on most general topics
patterns and colours (pp. 25, 26)
adjectives to describe clothes
life choices Writing
get B2 write clear and detailed texts – e.g. compositions, reports or
Pronunciation texts of presentations – on various topics related to my field of
interest (pp. 8, 18)
sounding polite B2 summarise information from different sources and media (p. 27)
showing interest

24
Unit 1 1
Identity
Unit 1 Objectives 1 | p. 5
Teacher: ask students to read the quotes and translate them
Grammar into their own language. Elicit who the authors are and
what the students know about them. Add some information,
Present simple and present continuous
if necessary.
Countable and uncountable nouns
Students: in groups, discuss possible answers to the
Quantifiers
two questions, then groups compare their answers.
Functions
2 | p. 5
Talking about the present
Teacher: point out the unit title (Identity). Ask students
Suggesting and responding
what we mean when we talk about ’identity’. Collect
Vocabulary suggestions on the board, then point out the
title of the reading (Finding myself).
make and do Students: work in pairs for five minutes to say as many
Fashion sentences as possible starting with I’m.
Patterns and colours

Skills 3 | p. 5
Students: oral pairwork.
Reading: a blog; street fashion; an article about teamwork;
Teacher: ask pairs to justify their answers.
Listening: students doing a quiz
Speaking: comparing your life with another young person’s; Answers
discussing personal style; how to work in a team; what
1 Kofi 2 Lacey 3 Janusz 4 Kayla 5 Tara
makes a good listener; using social media
Writing: a paragraph about your style
4 | p. 5
Pronunciation Teacher: give your own similarity (or difference) as an
example.
Showing interest
Students: in pairs, students discuss their similarities and
differences with the five people.
Presentation p. 5 Teaching tip
Encourage the students to make notes during pair or
AUTHOR
chat group discussions. This helps them to organise their
ideas and, in some cases, to report to the class.

This is the first lesson of the level and gets students 5 | p. 5

thinking about their identity. It introduces the main Teacher: explain that the phrases are definitions or
theme of the course – exploring ourselves and our place paraphrases of words that the students can find in the
in the world. Our inspiration is blogs where young people reading.
talk about who they are, what they think and their
ambitions. The young people here give a wide range of Answers
opinions which will help students with expressing their 1 being the centre of attention
own ideas. The lesson also activates language students 2 (be) out for themselves
already know in a non-threatening context. 3 (be) comfortable in your own skin
4 a phase
5 fitted in

CULTURAL INFORMATION
Jonathan Davis, born in California in 1971, is the singer 6 | p. 5
of the nu metal band KoRn. He also composes songs on Students: do the writing activity following the models given
the guitar and plays the drums and the bagpipes. in the profiles.
Mark Twain, pen name of Samuel Langhorne
Clemens (1835–1910), is a famous American humorist Teaching tip
and novelist. His works include The Adventures of Tom When the students have finished writing, ask them to
Sawyer (1876), The Adventures of Huckleberry Finn read each other’s work in order to check vocabulary,
(1885), A Connecticut Yankee in King Arthur’s Court grammar and spelling.
(1889).

25
 Unit 1
Titolo
About me pp. 6–7
AUTHOR
chat
Brooke is a typical young adult, talking about her
life on the internet, downloading music, shopping
and planning trips with her friends. She has strong
opinions but also likes dreaming. She is using a form
of communication, the blog, that your students are
familiar with. They probably either read them or write
their own. Students can identify with what she says,
and learn how English-speaking bloggers write. At the
same time they are revising and extending their use
of the present tenses by comparing their lives with
Brooke’s and talking about themselves.
Reading and speaking
1 | p. 7
Teacher: allow students a few minutes to discuss what they
know about blogs. They can make notes if they want. Read
the questions and elicit answers from the whole class.
2 | p. 7
Teacher: tell students to concentrate on the main idea
in each paragraph. Point out the words and expressions
listed in the Real talk box at the bottom of p. 6 and help
the students to find equivalent words and phrases in their
own language These words and expressions are also covered
in the Unit 1 e-book+ Real talk activity. See p. 25 for
transcript and answers.
Answers
1 Going out, having fun, music, shopping and writing
her blog.
2 Her Saturday job, wearing furs and eating meat.
3 She dreams of being a top model or a singer.
4 Lots of things like exams, money, boys, cruelty to
animals, the end of the world!
5 She’s going to Southeast Asia for three months.
6 She’s got a part-time job in a clothes shop, she’s
selling her old clothes on eBay, asking her parents
for things to sell and doing a few chores around the
house which her mum pays her for.
3 | p. 7
Students: compare their lives to Brooke’s: their interests,
likes and dislikes, dreams and worries, and talk about their
plans for the summer or the following year.
Grammar
4 | p. 7
Students: work individually or in pairs.
Teacher: ask students to complete the rules and match
them to the correct sentences.
26
Answers
1d present continuous 4e present continuous
2b present simple 5a present simple
3c present continuous
See also Key language, Student’s Book p. 10.
Consolidation
You can test students’ comprehension of the rules by
asking them to underline all the verbs in the present
simple and to circle those in the present continuous in
the blog they have just read and to explain the use in
each case.
5 | p. 7
Teacher: make sure students understand the topics listed.
Allow three or four minutes for the written activity.
6 | p. 7
Teacher: allow enough time for each student to read their
sentences and for the group to ask them questions and
decide which sentence is false.
Word expander | p. 7
Teacher: explain that nouns combine with these verbs to
form fixed expressions or ‘collocations’. Suggest they find
as many as possible in the blog. Check the answers with the
whole class and ask them to record the verbal expressions
with their translation in their vocabulary notebooks.
Answers
do an exam, a job, housework, homework, one’s best
make an excuse, a noise, money, a mistake,
a phone call
Teaching tip
Encourage students to keep a vocabulary notebook in
which they can record words and phrases in different
sections, for example:
• Real talk words and phrases
• the collocations in Word expander
• a glossary of internet and web jargon
Random Fact | p. 7
Teacher: read the Random Fact at the foot of the page
and ask students to give their reaction to the numbers.
Some students may want to share details of some English-
language blogs they follow regularly.
Fast finishers
Teacher: ask students to write a list of things that they do
every week.

Fashion pp. 8–9
AUTHOR
chat
How we dress is an important part of our identity and
young adults are particularly concerned with their
look. Here we focus on how some twentieth century
trends affect how we dress now, linking the history of
fashion with students’ own lives. There is an emphasis
on vocabulary development and students use this
language in the context of grammar practice, before
going on to read the text. The lesson ends with a
personalisation where students talk about their
own style.
Reading
1 | p. 8
Teacher: ask students if they have seen any documentaries,
films or family photos about the decades mentioned here.
Invite them to look at the photos on p. 9 and identify which
decade they come from.
2a | p. 8
Teacher: ask students to reread the article carefully and
make notes about each movement. Point out the words
and expressions listed in the Real talk box at the end of the
article and help the students to find equivalent words and
phrases in their own language. Ask the students to note
these down in their vocabulary notebook.
Answers
Movement: Sixties
Date: 1960s
Place: London
How it originated: ideas came from the young and
from the music scene
Music: pop music and bands like the Beatles
Style: mini-skirts, bright colours, boots, long hair,
unisex
Movement: Hippies
Date: late 1960s
Place: UK and USA
How it originated: dropping out from society and
protesting against the Vietnam War and nuclear
weapons
Music: psychedelic rock and folk music
Style: beards, long hair, flared jeans,
ethnic clothes
1
Unit
Movement: Punk
Date: mid 1970s
Place: London
How it originated: with non-affluent young people who
were anti-establishment and anti-fashion
Music: punk music
Style: torn clothes, safety pins and chains, razor blades,
angry slogans, body piercing, spiky hairstyles, unisex
black eye make-up
Movement: Hip hop
Date: early 1980s
Place: New York and Los Angeles
How it originated: with street music and dance of
African-American youth
Music: Hip hop (Eminem, Jay-Z, 50 Cent)
Style: baggy jeans, large T-shirts, hoodies,
gold/platinum chains, expensive trainers
2b | p. 8
Students: oral and writing work in groups.
Teacher: for weaker students, you could assign each group
just one paragraph to summarise.
Possible answers
The sixties saw a revolution in fashion led by young
women in miniskirts and young men in brightly
patterned clothes.
Hippies from the hippie movement of the late 1960s
wore long hair and ethnic clothes and protested against
the Vietnam war and nuclear weapons.
Punk was a mid-1970s anti-establishment movement
with young people wearing torn clothes, spiky hairstyles
and razor blades as jewellery.
Hip hop is a movement based on African American style
of music and a look of baggy jeans, hoodies and metal
chains.
Real talk Unit 1
TRANSCRIPT AND ANSWERS
TOM Come on, the men’s suits are on the first floor.
MATT Hang on a moment, look at this designer
1
hoodie. It’s got little silver studs all along the
edges. 2How cool is that!
TOM Oh, Matt, you can’t resist a bit of 3bling, can
you! Anyway you can’t wear something like
that to your job interview.
MATT But it would be just the thing to wear to the
club tonight.
TOM You’re not thinking of going out tonight, are
you? You need your 4beauty sleep if you want
to look good in that interview in the morning.
MATT OK, OK, you win. Let’s go and look at the suits
then.
27
 Unit 1
Titolo
Vocabulary: fashion
3a | p. 8
Teacher: check the underlined words with the whole class.
Answers
Clothing: (the 1960s) mini-skirt, tights, bright patterned
shirts, slim-fitting trousers, boots, unisex clothes, flared
jeans, ethnic clothes; (the 1970s) clothes held together
with safety pins and chains, torn T-shirts; (the 1980s)
baggy jeans, large T-shirts, hoodies, expensive trainers
Hairstyles: (the 1960s) long hair, beards; (the 1970s)
spiky hair
Accessories: (the 1960s) beaded necklaces; (the 1970s)
razor blades, studs, rings; (the 1980s) gold/platinum
chains.
3b | p. 8
Teacher: elicit the meaning of colour, pattern, size and
shape before the students do the task. Ask students to write
these as three headings in their books (or you could do this
orally as a class) and read the article, putting adjectives in
the correct column.
Answers
Colour: bright, psychedelic, black, gold, platinum
Pattern: patterned, ethnic, beaded
Size and shape: mini, short, slim, flared, baggy,
large, heavy
Grammar
4a | p. 8
Teacher: point out the items in exercise 4a and ask students
to separate them into countable, uncountable and always
plural nouns.
Answers
Countable: baseball cap, T-shirt, hoodie, wristband,
mini skirt, beard
Uncountable: hair gel, jewellery, make-up, dyed hair,
aftershave, perfume
Always plural: jeans, dreadlocks, leggings, trainers
Tell the students that, in some contexts, ‘perfume’ and
‘hair gel’ can be countable.
4b | p. 8
Students: oral pairwork.
Teacher: make sure the students read the example before
discussing with their partner.
28
Listening and speaking
5a, 5b | p. 8
Teacher: tell students they are going to hear an interview
with Danny talking about his style and choice of clothes.
Ask them to read the questions the interviewer asks.
Play the recording with a pause after each answer for the
students to make notes. Tell the students to take turns
to ask and answer the questions in ‘What’s your style?’
If necessary, play them the recording again to reinforce
pronunciation and intonation.
TRANSCRIPT 02
LISA Hi, Danny.
DANNY Hiya.
LISA I’ve got a few questions for you.
DANNY OK, go ahead.
LISA Right. So, what are you wearing at the moment?
DANNY Well, I’m wearing an old Guns n’ Roses T-shirt,
a pair of jeans, and trainers. They’re Adidas –
nothing special, but I think they look cool.
LISA What do you always take with you when you
go out?
DANNY Two things. I take my mobile and my wallet.
LISA What’s your favourite clothes label?
DANNY Erm… I’m not sure. Maybe Dolce & Gabbana.
LISA Think of all your clothes and accessories at
home. What have you got too many of?
DANNY Oh, that’s easy. Shirts. I have so many shirts
– and I hardly ever wear them! I prefer T-shirts
and sweatshirts.
LISA What have you got too much of?
DANNY Um, I think I probably have too much
aftershave. I buy a new bottle every time I go
through an airport.
LISA Which of your clothes do you never wear?
DANNY Well, there are some sweaters I never wear.
They were Christmas presents from my
parents… and I don’t like them very much.
LISA What’s your favourite item of clothing?
DANNY That’s easy. My black leather jacket. I love it.
LISA Thanks, Danny. That was really interesting.
DANNY No worries.
Answers
I’m wearing an old Guns n’ Roses T-shirt, a pair of
jeans, and trainers.
I take my mobile and my wallet.
I’m not sure. Maybe Dolce & Gabbana.
I have so many shirts.
Um, I think I probably have too much aftershave.
Well, there are some sweaters I never wear.
My black leather jacket.
 1

Unit
Extra File
Ask students what extra information Danny gives in 1 | p. 10
some cases. Explain that adding extra information Teacher: ask students to match each of the functions they
keeps the conversation flowing. Play the recording have learned in Unit 1 with an example and the grammar.
again; the students make a note of the extra
information. Challenge them to add extra information Answers
in their own dialogues. 2 talking about quantity
They have a lot of friends.
quantifiers
Writing 3 referring to future plans
We’re flying to California on Sunday evening.
6 | p. 8
present continuous
Students: individual written work. 4 talking about temporary situations
Teacher: remind students to swap paragraphs with their Jack is studying in China this year.
partners and read each other’s work to check vocabulary, present continuous
grammar and spelling. 5 giving facts and opinions
The first Harry Potter film is the best.
Dictation
present simple
Try out a dictation from this unit, for example a 6 describing habits and routines
paragraph from p. 7 Finding yourself? or from p. 8 Maddy has guitar lessons on Monday evenings.
Brooke’s Blog! Dictate one ‘expression’ at a time or present simple
one entire sentence. Repeat it before going on to the
next one. Explain to the students that they should try to
write out the whole expression, even with minor spelling
errors. If they get stuck on one word, they can ask you Talking about the present
and you will repeat the whole phrase, so that they learn 2 | p. 10
to catch the specific word in context. After the dictation, Teacher: check comprehension of catering school,
make sure that the students correct their work, first by open-minded, network of friends, tech addict.
checking against the book, then by swapping papers
with their partner and checking each other’s work. Answers
1 am planning / ’m planning
2 am going / ’m going
Fast finishers 3 don’t think
4 go
Teacher: ask students to write a short paragraph saying
5 am training / ’m training
which decade they think was best for fashion, and why.
6 am getting / ’m getting
7 am learning / ’m learning
Key language pp. 10–11 8 practise
9 have
10 am trying / ’m trying
AUTHOR
chat 11 chat
12 check

This section is designed for students to practise the Real talk | p. 10

grammar and vocabulary in the lesson under their Teacher: focus on the words and phrases in Real talk and
teacher’s guidance. However, if it is clear students help students to translate them into their own language:
understand the language points, they can use it at peeps
home for further practice or revision. The Workbook hands up
also contains a grammar reference section and lots
of extra grammar exercises; you can either use these See Real talk section on p. 25 for the transcript of e-book+
with the students in class or they can work with them Real talk Unit 1.
at home. Don’t forget that the e-book+ is packed with
extra practice too! 3 | p. 10
Students: oral pairwork.

Fast finishers

Teacher: ask students to write a brief description of

Jude Caswell.

29
 Unit 1
Titolo
Talking about quantity 9 | p. 11
4 | p. 11
Teacher: remind students of the activity they did on p. 8, Answers
separating fashion words into countable and uncountable Texture: fluffy, shiny, soft, strong, thick
nouns. This activity shows them how to quantify countable Fabric: cotton, silk, synthetic, wool
and uncountable nouns. Colours: dark, light, copper, gold, silver
Patterns: checked / plaid, flowery / floral, plain, striped,
Answers zigzag, geometric, spotted
1 many
2 any 10 | p. 11
3 some
4 little Possible answers
1 soft and fluffy
5 | p. 11 2 cotton
Students: oral and written pairwork. 3 light, cotton, dark
Teacher: students can fill in their own ideas, but you could 4 shiny
provide some prompts, for example I haven’t got much 5 flowery, dark, wool
jewellery; I have very little hair gel left so I can’t lend you 6 copper
any. 7 synthetic

6a | p. 11 11 | p. 11
Teacher: you can provide some example sentences to get the
Answers ball rolling, such as My favourite item of clothing is my silk
usually countable: necklace, shirt dressing gown.
always uncountable: traffic, advice, furniture, Students: oral groupwork.
information, luggage
both countable and uncountable: food, perfume, fruit,
WB Unit 1
hair, paper, light, glass, pizza, coffee
Teacher: assign the exercises in the Workbook Unit 1 as
always plural: clothes, glasses, trousers
homework. Draw the students’ attention to the grammar
exercises available in e-book+.
6b | p. 11

Answers Real communication

1 coffee
2 coffees pp. 12–13
3 hair
4 hair Teamwork
5 pizzas
6 pizza AUTHOR
chat
7 | p. 11
This lesson starts students thinking about soft skills –
Students: individual written work.
the skills we all need for life and the world of work. They
can be divided into three broad areas:
Patterns and colours People and communication: interpersonal skills, influencing
8 | p. 11 people, conflict management, etc.
Thinking: planning and organisation, concentration,
Answers critical thinking, problem solving, etc.
Personal: stress-management, working under pressure,
1 plain 2 striped 3 flowery / floral 4 gold 5 geometric
flexibility, etc.
6 silver 7 zigzag 8 checked / plaid 9 copper 10 spotted
Throughout the course you will find material that guides
students in developing these skills. In this lesson they
work on teamwork and listening skills, which students
also need to develop as life skills. They practise through
fun activities which are similar to the ones used in further
education and workplace training courses. The language
is presented in a real context and focuses in particular
on fillers and the small interactional questions which
students require for all the pairwork and groupwork
activities they do in English.

30

The characters
In For Real Plus Intermediate we follow the lives of six
18-year-old friends. Here we meet Silas, Luke and Aisha,
and we hear Rachel’s voice over the phone. Ben and Haley
are introduced later.
Silas is a British boy. His mother is from England and his
father is of Indian origin. He is a bit of a poser, but is
cultured, well-organised, and set to do well at uni. His
interests are reading, film and indie music. His parents
work for the local council.
Luke is a white British boy who is impulsive, but
well-intentioned. A bit of a dreamer, he often gets into
scrapes. He is interested in doing up cars, and in all things
mechanical. He likes punk. His dad is a businessman, his
mum a teacher.
Aisha is British from an Afro-Caribbean background and has
a bright, bubbly personality. She is clever, efficient and a
real organiser who gets things done. She is interested in
computers and technological things. Her parents are
shopkeepers.
Rachel is a British girl. Her mother is of Chinese origin and
her father is from Scotland. She is introspective, a bit
depressive and emotional. She is a thinker, but interested in
indie pop, Nirvana and fashion. Her dad works for a legal
firm, her mum is in publishing.
Ben is a British Asian boy. He is outgoing, sporty, practical
and fun and likes heavy metal and rap. His mum works in
hospital administration, his dad in a factory.
Haley is a white British girl. She is organised, grown up,
independent and forward thinking, but she also has a soft
side. She is interested in the environment, art, making
music and dance. Her parents work in the organic food
trade and have a small creative business selling art.
File
Teacher: focus on the structures introduced in the File on
p. 12 to express the functions of getting started, eliciting
input into a conversation, listening, fillers, suggesting and
responding, and moving on.
How to work in a team
1 | p. 12 towards B2 First Speaking Parts 1 and 4,
Trinity Speaking & Listening Tasks 1 and 2
Teacher: ask students to read the title of the lesson
(Teamwork) and explain/see if they know what it means.
Students: work in groups to discuss possible answers to the
three questions. The groups compare their answers.
1
Unit
2 | p. 12
Students: read the article and check to see if it mentions
any of their ideas.
Teacher: ask if they can think of any other secrets to
successful teamwork. Ask them to find key words and
phrases in the article and to translate them into their own
language, e.g. point of view and experience, brainstorming
ideas, share the work, deal with challenge and criticism,
help each other, collaboratively, get involved, planning,
share work, pull their weight. Ask individual students if
they agree with the advice and encourage them to justify
their opinions.
CULTURAL INFORMATION
Johnny Depp, American actor born in 1963 in
Kentucky, famous for his quirky and dark roles in
films like Finding Neverland (2004), The Pirates of the
Caribbean trilogy (2003, 2006, 2007) and Sweeney Todd
(2007).
Nelson Mandela, (1918–2013), former leader of the
anti-apartheid movement and 11th President of South
Africa (1994–1999), recipient of the Nobel Peace Prize
in 1993. In 2007 he founded ‘The Elders’, a group
of world leaders, peace activists and human rights
advocates to address the world’s most urgent problems.
His autobiography A Long Walk to Freedom was
published in 1994.
Nirvana was an American rock grouped based in Seattle,
formed by Krist Novoselic, David Grohl and Kurt
Cobain, the singer-guitarist that made it famous. They
were active between 1987–1994, the year of Cobain’s
suicide. Their first success, the album Nevermind,
created a new musical style called grunge.
3a | p. 12
Teacher: explain that the photos show three of the six
young people who will appear throughout the book in
various situations. Tell the students that they will hear a
conversation in which Luke, Aisha and Silas do a quiz to
win an MP3 player. They consult a fourth friend, Rachel,
over the phone. You may want to play the recording in
stages, stopping after each question for the students to note
it down.
TRANSCRIPT 03
AISHA Look, there’s a quiz here – can we do it?
LUKE What’s the prize?
AISHA An MP3 player.
LUKE So let’s start! Ready?
AISHA Oh hang on… have you got a pen or
something?
LUKE I’ve got one.
AISHA Thanks, Silas.
LUKE OK. What’s the first question?
AISHA Who played Captain Jack Sparrow in Pirates of
the Caribbean?
SILAS Johnny Depp! This is too easy.
AISHA Question 2. Whose autobiography has the title
A Long Walk to Freedom?
31
 Unit 1
Titolo
3c | p. 12
SILAS A Long Walk to Freedom? Teacher: play the recording again. When the students hear
AISHA Um… let me see… I think I know this… one of the expressions in the File, they tick it in their books.
SILAS Uh huh… Students: ask them to find an equivalent for each
AISHA It’s er… something to do with South Africa… expression in their own language.
SILAS South Africa?
AISHA He was the president of South Africa… You Answers
know… Ready?, OK, Um…, let me see, Uh huh, Er…, You
LUKE Nelson Mandela? know…, Let’s go with that, I’m not sure, Shall we…?,
AISHA Nelson Mandela! Thanks, Luke! Shall we move on to the next one?, Wouldn’t it be
SILAS Are you sure? better to…?, Why don’t we…?, That’s a good idea.
AISHA I think so.
LUKE Let’s go with that.
AISHA Question 3. What was the title of Nirvana’s
second album? How to work in pairs
LUKE Their second album? I think it was Nevermind. 4 | p. 13
SILAS That was their first album. Students: read the title of the quiz and find out how the
LUKE No, it wasn’t. quiz works.
SILAS Yes, it was. What do you think, Aisha? Teacher: monitor the activity, reminding groups of the
AISHA Er… it could be… I’m not sure. I don’t like teamwork rules when necessary.
Nirvana. Shall we move on to the next one?
LUKE No, wait a minute. Wouldn’t it be better to call Answers
someone? A Apostrophe N Novel
SILAS Like who? B Bee O Ouch
LUKE Why don’t we call Rachel? She loves Nirvana. C Canoe P Pumpkin
AISHA That’s a good idea. D Dry Q Quit
[mobile phone rings] E Examine/Examination R Roof
AISHA Hi Rachel. F Flood S Squirrel
RACHEL Oh, hi Aisha. G God save the Queen/King T Tower
AISHA Listen. What was the title of Nirvana’s second H Helmet U Usually
album? I Increase V Vocabulary
RACHEL Well, their first album was Bleach… J Jail W Wordsworth
AISHA I’ve never heard of it. K Kidnap X X-ray
RACHEL And their second album was Nevermind. L Locker Y Yellow card
AISHA Nevermind was their second album? M Mix/Mixture Z Zip
RACHEL That’s right.
LUKE I told you so!
Teaching tip
Explain that in For Real Plus Intermediate the students
Answers are going to learn vocabulary through ‘definitions’ and
1 Who played Captain Jack Sparrow in Pirates of the examples. Suggest that the students write definitions
Caribbean? and examples for each word or phrase they record in
2 Whose autobiography has the title A Long Walk to their vocabulary notebook.
Freedom?
3 What was the title of Nirvana’s second album? 5 | p. 13
Students: discuss the advice and the article in pairs.
3b | p. 12 Teacher: ask some pairs to report their answers to the class.
Teacher: play the recording again in three stages, stopping
after each answer for the students to note it down. 6a | p. 13 towards B2 First Part 3, Trinity
Speaking (Conversation skills)
Students: compare their answers in pairs.
Students: write about their own likes and dislikes.
Answers
1 Johnny Depp 2 Nelson Mandela 3 Nevermind 6b | p. 13
Students: in pairs, report answers to each other. They use
the conversation gambits suggested in the File and the
strategies presented in the article.

32
 1

Unit
Real communication
Real communication Unit
Unit 11 WOMAN Well, just as she was going into the
office she caught her finger in the door,
1 TRANSCRIPT AND ANSWERS
and hurt it really badly. So she had to
A group of friends are meeting to discuss taking part in a
go to the receptionist and get a plaster
charity fun run.
for her finger. She then had to tell the
ANN OK, if everyone’s here, 1shall we start? The first
interviewer she couldn’t do the online
thing on the agenda is finding sponsors for our
test because she had her fingers in a
team. We could ask our friends and family to
plaster! Luckily they said she could come
sponsor us individually, or we could ask a few
back the next day and do it then.
organisations to sponsor us as a group. What
MAN Right.
do you all 2think?
WOMAN Can you imagine that happening to you?
LEE I don’t think we should do it as a group. The
How embarrassing.
3
problem with that is that sponsors are going
MAN: Mmm. Yes.
to think they’ve got to sponsor more money,
because there are six of us.
JAMIE Yes, you’re right. Wouldn’t it be 4better to
collect money individually, because that way,
we can ask a wider range of people to sponsor
Point of view: Social media
us. p. 14
ANN OK. 5Let’s go with that idea, then. Shall we
move on to the next point? It’s advertising

chat
6

the fun run so that lots of people come and

AUTHOR
support us on the day.
JAKE 7
Why don’t we make posters for school, and
our local streets?
At Intermediate level students need to have chances
ANN That’s a 8good idea, Oliver! But it’s a question
to develop their ability to manage more complex
of time. How many days before the run?
discussions. The six Point of view articles are designed to
JAKE Oh, I think there’s enough time to make a few
help them improve their reading skills of opinion pieces
posters.
and have meaningful discussions about the topics:
LEE OK, let’s start now!
Social Media, Fake News, Tourism, Love and friendship,
Online bullying and Caring for the Environment.
Students start by thinking about key issues, answer
exam-style questions about the article, and develop
Pronunciation Unit 1 their lexical awareness of useful words and expressions.
Listening and showing interest Point of view concludes with Over to you, a relaxed
1 pairwork discussion activity. By discussing related
When you listen to someone telling a story, it’s polite issues and questions students therefore have the
to show interest and to show that you are still listening. opportunity to develop B2-style oral communication
Listen. skills: expressing opinions and sustaining discussion,
TRANSCRIPT 1 presenting arguments, providing explanations and
So anyway, you know the man who works in the garage? following complex ideas.
Uh huh.
Well, Tom thinks maybe we could ask him to help us fix up
the old car. Warm up
Sure. 1a, 1b | p. 14
Students: oral pairwork.
2
Listen and repeat. Copy the responses.
Reading
TRANSCRIPT 2
2 | p. 14 towards B2 First Reading and Use of
WOMAN Anyway, you know my friend, Sharon…
English Part 5
MAN Sure.
WOMAN She was at a job interview recently. She
Answers
had to do a quick online computer test,
1d 2a 3g 4b 5c 6e 7f 8h
you know, they sometimes ask you to do
a project in some job interviews…
MAN Uh huh. 3 | p. 14

Answers
1C 2A 3B

33
 Unit 1
4 | p. 14

Answers
1b 2c 3d 4a

Over to you
5 | p. 14
Students: oral pairwork.

Cyber Homework Unit 1

Test: Unit 1 Test

34
Unit 2
Lifestyle
Lifestyle
Unit 2 Objectives
Grammar
Past simple and present perfect
Present perfect and present perfect continuous
Countable and uncountable nouns
Quantifiers
Functions
Talking about the recent past and finished past
Vocabulary
Life choices
get
Lifestyle and personal qualities
Skills
Reading: an article about what young people think of their
parents’ lives; a dialogue; an article about a language school
Listening: a dialogue; a job interview; someone making
requests; conversation at a language school
Speaking: giving advice; discussing parents’ lives; discussing
what has been happening in a picture; greeting people;
discussing personal qualities; discussing social media
Writing: a paragraph about your parents’ lives
Pronunciation
Sounding polite
Presentation p. 15
AUTHOR
chat
The theme of the unit is lifestyle and family life. For this
lesson, we took our inspiration from internet sites
offering guidance to parents. The surprise here is asking
students to think about how to be a good parent.
You get a different perspective if you are asked to see
things from someone else’s point of view. Giving advice
to their parents gives the students an opportunity to
express their feelings and develop their own ideas about
parenting. The quotes allow discussion about how much
we are the result of our upbringing and heritage.
1 | p. 15
Teacher: ask students to read the quotes and translate them
into their own language. Elicit who the authors are and
what the students know about them. Add some information,
if necessary.
Students: in pairs, discuss possible answers to the questions.
CULTURAL INFORMATION
Thich Nhat Hanh, born in Vietnam in 1926, a Buddhist
monk and peace and human rights activist. He founded
the ‘engaged Buddhism’ movement to help the
Vietnamese population during the Vietnam war, and
later Plum Village, a Buddhist community in exile in
France, where he helped Third World refugees and the
homeless. He returned to Vietnam in 2018. Among his
writings: Being Peace Touching Peace, Living Buddha
Living Christ, Teachings on Love.
Anne Frank was born on 12 June 1929 in a German-
Jewish family in Frankfurt. She spent two years in
hiding in Amsterdam before being arrested and
deported to Auschwitz and then to Bergen-Belsen
where she died of typhus in March 1945. Her diary,
written during her time in hiding, was found by a friend
and published in 1947. It has been translated into 67
languages.
2 | p. 15 towards B2 First Speaking Part 2
Teacher: ask students what they think ‘good parenting’
means. Help them to link the expression to the word
‘parents’. Elicit comments on the photos, by asking How
many people can you see? Who do you think they are?
What do their gestures and facial expressions tell you?
Then ask the questions in exercise 2. Accept all answers and
write them on the board.
3 | p. 15
Students: read the ten tips in pairs. Discuss all the advice
and choose only three items.
Teacher: ask pairs about their choices, write them on the
board and ask individuals to justify them.
4 | p. 15
Teacher: with weaker students, you could have a class
discussion to brainstorm ideas for being a good parent, then
ask students to write individually. With stronger students,
you may want them to discuss their ideas in pairs before
they each write two extra pieces of advice.
5 | p. 15
Teacher: tell students they can decide whether to accept the
behaviour described in the situations or to suggest ways for
parents to modify it. Monitor the discussion, helping with
vocabulary if necessary.
Teaching tip
When monitoring a discussion, take note of the
difficulties the students have encountered, the mistakes
they have made and any remedial work they may need. At
the end of the activity, write your findings on the board,
without mentioning specific students or groups, and give
advice to the whole class.
35
 Unit 2
Parents pp. 16–17
AUTHOR
chat
We talked to lots of young people to find out what they
thought about their parents’ lives. If this were simply
a description of how young English-speaking people
spend their time, your students would be bored. But
here they reflect on their family life and their parents’
values. Do they agree with their parents? Do they
admire them? They are beginning to think about how
they want to lead their lives, and measure their parents’
values against their own beliefs. From a language point
of view, the overlap between talking about the past
and the present gives lots of natural usage of the past
simple and the present perfect!
Grammar and reading
1 | p. 16
Teacher: ask students to read the sentences and translate
them into their own language before they do the task.
Answers
1 past simple, f 4 present perfect, a
2 present perfect, a, c, d, e 5 present perfect, e
3 present perfect, b 6 present perfect, d
See also Key language, Student’s Book p. 20.
2 | p. 16
Teacher: as a pre-reading activity, encourage the students
to look at the title of the article on p. 17 and the photos and
to predict what these young people will say. Then focus on
reading with the scanning technique. Give the students a
time limit of three or four minutes. Explain that they don’t
need to read the whole text, but simply run their eyes over
each line looking for clues such as key words and phrases.
Students: scan the article to identify sentences in the
present perfect and the past simple.
Possible answers
We’ve missed out on things and we’ve never been on
holiday together: rule 3
Mum has worked since I was about eleven: rules 2
and 5
Before that she stayed at home and looked after me:
rule 1
We haven’t done anything together for a while: rule 4
3 | p. 16
Teacher: ask students to reread the article in detail and
complete the sentences. Check the answers with the class
and ask the students to justify their choices. You may need
to set up a class debate if the students disagree on the
answers.
36
Answers
1 Emma, Jorge
2 Emma, Jorge and Danny
3 Emma, Jorge
4 Jorge, Danny
Teaching tip
Discuss the reading techniques the students have used in
activities 2 and 3. You skim a text to see what it is about
and decide if it is worth reading (pre-reading activity);
you scan a text to identify specific information (activity 2);
you read the text in detail to get all the information
(activity 3).
4 | p. 16
Students: work in pairs. They may want to make notes
before asking each other the questions. With weaker
students, write on the board suggestions for the discussion,
e.g.
– working class family wanting their children to do better
OR middle-class family with good financial security but
other problems
– interested in getting an education and earn more money
OR interested in power / success and enjoying life
– be around for your children and spend a lot of time
together OR go to work and let them get on with their
lives
Vocabulary: life choices
5 | p. 16
Teacher: remind students to check the context for words
like struggle, put your mind to something, make an effort.
Point out that struggle can be a noun (Jorge’s text) or a
verb (Emma’s text): in the exercise it is used as a verb.
Ask the students to add these words to their vocabulary
notebook. With weaker students, translate the words and
expressions into their own language. Stronger students
could look up the words in a monolingual dictionary and
learn how to write definitions.
Answers
1d 2h 3g 4f 5c 6b 7e 8a
Writing and speaking
6 | p. 16
Students: read what they must include in their paragraph
and make brief notes for each point before doing the writing
task.
7 | p. 16
Students: exchange paragraphs with their partner and ask
each other questions, e.g. When did your mother / father /
parents start this job? When was the last time you went out
with your parents? Do you enjoy life at home? Why do you
want to have the same / a different life / job?

Word expander | p. 16
Teacher: explain that the verb get can combine with
prepositions to generate many different meanings. Remind
the students that these combinations are called phrasal
verbs. Give them the following definition: a phrasal verb
is a combination of a verb with a preposition or adverb or
both, the meaning of which is different from the meaning
of its separate parts. Elicit the translation of the sentences
in the students’ own language. Ask students to write these
phrasal verbs in their vocabulary notebook, together with
the translation into their own language and an example.
With stronger students, ask them to find other verb-and-
preposition (or adverb) combinations in the text on p. 17,
e.g. go out with, come over from, break up, bring up, miss
out on. Explain that most of these verbs can’t be separated
from their preposition, but others can. You can say They
brought up their children in the country OR They brought
their children up in the country. You can only say I went
out with my boyfriend NOT I went with my boyfriend out.
Dictation
With a fairly advanced class, you can try a dictation
which requires some transformation. You dictate one of
the texts from p. 19 in the third person and the students
write the text in the first person, reproducing what they
have read. Example for the Polly Whittaker text: Her
mum and dad broke up / around the time she was born
/ but they are friends now. / She was brought up by
her mum. / They are doing jobs they like – / they both
have a good work-life balance. / Her mum has always
been a happy person, / with a bubbly personality, / Polly
would be happy to live her life. / Polly’s mum’s a good
role model. / She works hard / but still has time for her
family. / Her dad wasn’t around much / when she was
younger – they’ve missed out on things / and they’ve
never been on holiday together, / but he’s making an
effort now.
Fast finishers
Teacher: ask students to write three differences between
their parents’ lives and their own.
2
Unit
Family life pp. 18–19
AUTHOR
chat
Even in the happiest of families there are conflicts and
misunderstandings. It’s Luke’s 18th birthday and he finds his
idea of a party and his parents’ ideas are quite different! He
wants a party for his friends with a DJ, and his parents want
to celebrate with a family gathering. But Aisha finds out
that Luke hasn’t been exactly clear with his parents about
his plans. When talking about ongoing plans, it is natural to
use the present perfect and present perfect continuous. The
perfect tenses pose problems for learners and they probably
still struggle with usage. We move gently from presentation
to practice in clear, guided contexts to help students
internalise usage. At this point in the course, at the end of
Units 1 and 2, we have revised and extended students’ use
of basic present, past and perfect tenses.
Listening and reading
1a | p. 18
Students: read the title of the conversation and then cover
the text.
Teacher: ask students to read the questions, and explain
that they help to focus on the problem Luke is facing. Play
the recording while the students make notes.
TRANSCRIPT 04
See Student’s Book p. 18.
Answers
1 Luke’s going to celebrate his 18th birthday.
2 He has organised a big party at his house.
3 His parents have organised a family dinner in a
restaurant.
1b | p. 18
Teacher: ask students to read the conversation and make
notes of all the actions, as in the example. Point out the
words and expressions listed in Real talk.
Real talk Unit 2
TRANSCRIPT AND ANSWERS
SOPHIE Hi, Nick! Where have you been? I haven’t seen
you 1for ages – not since June!
NICK Oh, I’ve been away for most of the summer.
My parents have bought this place in, 2like, the
middle of nowhere.
SOPHIE That sounds nice!
NICK No, it’s not! It’s in a tiny village. It was the most
boring holiday I’ve ever had!
SOPHIE 3You poor thing!
NICK I tell you, I was really glad to get back to
civilisation again.
37
 Unit 2
2 | p. 18
Teacher: ask each group to choose a secretary to take notes
of everyone’s suggestions. The secretaries report back their
group’s suggestions to the class.
3 | p. 18
Teacher: tell students they are going to hear a conversation
between Luke and his parents about the problem of his
birthday party. Ask them to read the true / false sentences.
Play the recording more than once if necessary.
TRANSCRIPT 05
DAD Oh, hi, Luke.
LUKE Hi.
MUM Been shopping?
LUKE No, I just erm went out for a walk. To clear
my head.
MUM Right.
DAD Luke, we’ve been thinking…
LUKE Wait. I just want to say that I’m really sorry
I lost my cool. I’ve been thinking of having a
party for such a long time… and I should have
said something but…
MUM It’s OK, Luke. We’re sorry, too.
LUKE You are?
MUM We should have talked about all this a long
time ago. But we’ve been so busy with work
and other things… Anyway, we want you to
have your birthday party.
LUKE Really?
DAD Yes.
LUKE But what about the dinner? I mean, dinner
would be nice… And I haven’t seen my cousins
for a long time.
DAD Well, we’ve just been on the phone to the
restaurant, actually. And it was already fully
booked for the Saturday evening. So how about
going there on Friday evening instead?
LUKE Cool!
Answers
1T 2F 3T 4F
Extra
Ask the students what extra information they hear. Play
the recording again: the students make a note of the
extra information. (Luke went out for a walk to clear his
head. His parents have been very busy with work and
other things. Luke hasn’t seen his cousins for a long
time. The restaurant is fully booked on Saturday.)
38
Grammar
4 | p. 19
Teacher: ask students to read the sentences, underlining
the verbs in the present perfect and circling the verbs in the
present perfect continuous.
Students: work individually or in pairs, matching the
sentence to the rules.
Answers
1d 2a 3b 4c
See also Key language, Student’s Book p. 20.
Speaking
5 | p. 19
Students: work in groups or pairs and take turns to say
what has just been happening in the picture.
Teacher: monitor the activity, helping with vocabulary if
necessary.
6 | p. 19
Teacher: tell students to look at the situations and to think
of reasons why they may have occurred. Ask them to be
creative and to find interesting motivations. Offer help with
vocabulary if necessary.
Students: work in groups of four or five. In turn each
student looks at one of the situations and asks a question
starting with Why. The others offer their explanations.
Key language p. 20–21
File
1 | p. 20
Teacher: ask students to match each of the functions they
have learned in Unit 2 with an example and the grammar.
Answers
2 talking about length of time
We’ve lived here for three years.
present perfect
3 talking about actions that have recently finished
and that continued for a while
I’ve been working so hard recently.
present perfect continuous
4 talking about short, completed actions with results
in the present
I can’t walk well. I’ve hurt my foot.
present perfect
5 talking about actions with just, yet or already
I’m not hungry. I’ve just had dinner.
present perfect
6 talking about things that happened at an uncertain
time in the past
I’ve been to France and Germany.
present perfect
 2

Unit
Talking about the past SOPHIE I do love languages!
INTERVIEWER Mmn ... I’m not so good with them myself.
2 | p. 20
And, Sophie, do you have the name of
Teacher: explain to students that they are going to listen
someone I can contact for a reference?
to a conversation between Liz, who works at an ice cream
SOPHIE Sure. I have a letter of recommendation
shop, and Sophie, who has come for an interview for a
right here. It’s from my old teacher, Mr
summer job. Tell them to read the questions first, and then
Hill. He’s known me since I was ten.
play the recording a first time. Before playing the recording
INTERVIEWER Perfect. I’m sure it’s excellent. Pleasure
a second time, point out the Focus on American English
talking to you, Sophie. Can you start
box and ask students to notice any uses of the past simple
tomorrow?
with yet, already or just (We just moved to Lakefield).

TRANSCRIPT 06
Answers
INTERVIEWER Ah, you must be Sophie, welcome to Arctic
1  It’s been a busy day.
Ice Cream. I’m Elizabeth but call me Liz.
2 She’s lived there since March.
Sorry to keep you waiting. We've been
3 She’s worked in a bakery.
busy all day and honestly, I’m exhausted!
4 Yes, she has.
SOPHIE Good to meet you! I guess you sold a lot
5 A colleague slipped on some oil and hurt herself.
as it’s such a hot day…
Sophie had to call 911.
INTERVIEWER It sure is. Now, thanks for sending in your
6 Tourists come to the ice cream shop from different
application. I haven’t seen you before.
countries.
Have you lived around here for long?
7 He’s known her since she was 10.
SOPHIE No, well, actually we just moved to
8 Yes, she does.
Lakefield – we’ve been here since March.
My father got a new job at the hospital –
3 | p. 20
he’s a doctor. I’ve walked past this place
Teacher: ask students to fill in the gaps before playing the
a few times but only came in once. I had a
interview a final time.
lemon sorbet – absolutely delicious!
INTERVIEWER OK, so can I ask …? Have you worked in
Answers
an ice cream shop before?
1 been
SOPHIE Well, no, I haven’t. But I have worked in a
2 sold
bakery. Serving the customers obviously
3 Have you lived
– lots of cream cakes … unfortunately no
4 ’ve been
ice cream!
5 ’ve walked
INTERVIEWER And how about handling money?
6 have worked
SOPHIE Yes, I can do that – I was a cashier, too.
7 have you ever had to
INTERVIEWER Anything else?
8 slipped
SOPHIE Oh, er, yes … they let me bake cakes
9 hurt
when the baker was on vacation!
10 explained
INTERVIEWER That sound great, Sophie. Now, I’d like
11 took
to ask – have you ever had to handle an
12 ’s known
emergency?
SOPHIE An emergency? Um, er yes, OK. Well,
last year one of my co-workers slipped
on some oil on the floor and hurt herself Present perfect
quite badly. I had to call 911. And wait 4 | p. 21
until they came … and then I er … Teacher: to demonstrate the activity, choose a strong
explained what happened. student and have a brief exchange using one of the
INTERVIEWER Oh, sounds nasty! I hope she was alright? situations in the list. Then divide students into pairs for
SOPHIE Yes, she was. Nothing broken. their own conversations.
INTERVIEWER That’s lucky! That’s all good, anyway.
Now, for a completely different question. 5a | p. 21
Can you speak any other languages? We
Students: this is a brief written task in preparation for the
get a lot of tourists in here from different
groupwork discussion.
countries so it’s nice if we can help them
out.
5b | p. 21
SOPHIE Yes, I can! I took Spanish at high school
Students: oral groupwork.
and also French for four years.
Teacher: listen in to the discussions to check the correct
INTERVIEWER Great! You’re quite an expert, then!
use of past simple and present perfect.

39
 Unit 2

Present perfect continuous Real communication

6 | p. 21
pp. 22–23
Answers A study trip
1 ’ve been trying
2 ’ve been thinking
3
4
’ve been painting
’ve not been sleeping
AUTHOR
chat
Many students go on study trips abroad and find living
7 | p. 21
in a family a valuable experience. This lesson covers
Teacher: to demonstrate that there are different ways to
the main language areas they will need, including a
complete the sentences, you could use these two examples:
review of greetings, introductions and basic socialising.
I’ve been living in London since 2016. I’ve lived in London
It is often assumed that students have learnt this
since 2016.
language, but often they don’t use it regularly enough
to acquire it. By incorporating enquiries about health
Answers
and greetings into your everyday classroom interaction,
Students’ own answers.
students can become more comfortable with it. Areas
such as asking for clarification, an important element
Lifestyle and personal qualities in CEFR (Common European Framework), are essential
8 | p. 21 for all aspects of interpersonal communication. Why
not encourage your students to regularly review this
Answers language when they do activities in class? At this level
1 opens doors students need to distinguish between formal and
2 put your mind to it informal language so the focus here is also on helping
3 work-life balance them build up a range of gambits.
4 ambitious
5 motivated
6 lifestyle
File
9 | p. 21 Teacher: focus on the structures introduced in the File on
p. 22 which cover greetings, replies, introductions, thanks
Answers and goodbyes, and the functions of asking for clarification
a organised and making requests.
b efficient
c supportive
d hard-working
Staying in the UK
e reliable 1 | p. 23
f honest Teacher: ask students to read the title of the lesson (A study
g enthusiastic trip) and explain what it means.
h creative Students: discuss the questions in pairs.

10 | p. 21 towards B2 First Speaking Part 4, 2a | p. 23

Trinity Speaking & Listening Tasks 2 and 3 Teacher: ask students to read the article with the scanning
Students: oral pairwork. technique to see if it mentions any of their ideas.

11 | p. 21 2b | p. 23 towards Trinity Reading & Writing

Teacher: you can provide an additional example sentence to Task 1
get the ball rolling, such as If you work in a team, everyone Students: read the article in detail, working individually or
should be supportive of each other. in pairs to do the true / false activity.
Students: written work, individually or in pairs. Teacher: check vocabulary if necessary.

Fast finishers Answers

Teacher: ask students to write a sentence to describe what 1T 2F 3F 4T 5T 6F 7T 8F
they have been doing during the lesson today.

WB Unit 2
Teacher: assign the exercises in the Workbook Unit 2 as
homework. Draw the students’ attention to the grammar
exercises available in e-book+.
40
 2

Unit
Greetings and introductions Answers
GREETINGS: Hi, Hello, Hey, How’s it going?
REPLIES: Not too bad, Fine
3a | p. 23
THANKS: Thanks
Teacher: tell students that they will hear three
INTRODUCTIONS: I’m…, Call me… , Can I
conversations with a girl called Alessia. Ask them to read
introduce…?, This is my…, Have you met…?, Pleased
the three situations and think about the greetings and
to meet you, I / We’ve heard a lot about you. The longer
introductions they can expect to hear. Play the recording
expressions (such as Can I introduce... ? Have you met...?
in three stages, stopping after each conversation for the
We've heard a lot about you) are more formal.
students to identify the situation and number it.
4 | p. 23
TRANSCRIPT 07
Students: work in groups of three to do the role play.
1
Teacher: assign the roles in each group (dialogue 1: Alessia,
ALESSIA Hi, Elaine.
Elaine, David; dialogue 2: Alessia, Tim (Mr Wilson), Elaine;
ELAINE Oh, hi, Alessia.
dialogue 3: Alessia, David, Natálie).
ALESSIA Can I introduce my friend, David? We’re
working on a project together.
DAVID Pleased to meet you, Mrs Wilson. Making requests
ELAINE Hello, David. We’ve heard a lot about you.
DAVID Really? Only good things, I hope!
5 | p. 23
Teacher: tell students that they will hear Alessia making five
2
requests in her host family. Remind them that Elaine is Mrs
ALESSIA Are you Mr Wilson?
Wilson’s name and tell them that Mr Wilson’s name is Tim.
TIM Yes, that’s right.
Before listening, tell the students to look at the relevant
ALESSIA Hello. I’m Alessia. Alessia De Luca.
section in the File and help them with the vocabulary
TIM Alessia. Hello. Pleased to meet you.
if necessary. Play the recording, stopping after each
ALESSIA Pleased to meet you too.
mini-dialogue for students to make a note of Alessia’s
TIM This is my wife Elaine.
request and her host’s reply. Write answers on the board so
ALESSIA Hello, Mrs Wilson.
they can be used in activity 6.
ELAINE Oh, call me Elaine.
ALESSIA OK… Elaine.
TRANSCRIPT SB 08
ELAINE Did you have a good journey, Alessia?
1
ALESSIA Oh, it wasn’t too bad.
ALESSIA Elaine? Could I possibly make you a meal
TIM Here, let me help you with those bags.
tomorrow?
ALESSIA Thanks.
ELAINE A meal?
ALESSIA Yes. I’d like to make you some real Italian pizzas.
3
ELAINE Yes, of course. That would be lovely.
ALESSIA Hey!
DAVID Hi, Alessia. How’s it going?
2
ALESSIA Fine thanks. What about you?
ALESSIA Tim, do you happen to have the phone number
DAVID Oh, not too bad. Have you met Natálie?
for a taxi?
She comes from the same town as me!
TIM Yes, no problem. Here it is.
NATÁLIE Hi.
ALESSIA Hi, Natálie. Nice to meet you.
3
NATÁLIE You too
ALESSIA Would you mind if I made myself a sandwich?
ELAINE Not at all. There’s plenty of cheese in the fridge.
And the bread’s over there.
Answers
2, 3, 1
4
ALESSIA Would it be all right if I had some friends round
3b | p. 23
this evening?
Teacher: play the recording again for the students to tick the
ELAINE I’m sorry but this evening’s a bit difficult. We’ve
expressions in the File in their books.
got Tim’s parents coming round. But tomorrow
Students: decide which expressions are more formal, and find
would be all right.
an equivalent for each expression in their own language.
ALESSIA OK, that’s great.

5
ALESSIA Could I possibly use your pen?
TIM Yes, of course. Go ahead.

41
 Unit 2

Answers BEN David Lynch. The American director.

2 Alessia needs the phone number for a taxi and Tim ALESSIA Oh, yes. I love them.
gives it to her. BEN Me too…
3 Alessia wants to make herself a sandwich and Elaine KAITO Hello, Ben.
tells her where the bread and cheese are. BEN Hey! This is my friend, Kaito.
4 Alessia wants to invite some friends for the evening, ALESSIA Hello.
but Elaine has got guests, so they agree on the KAITO Nice to meet you.
following evening. BEN It’s a bit noisy in here. Shall we go outside?
5 Alessia wants to use Tim’s pen and Tim agrees. ALESSIA Pardon?
BEN Shall we go outside? It’s very noisy in here!
6 | p. 23 ALESSIA Good idea!
Students: make notes about their personal requests. In
pairs, they take it in turns to be a student and a member of
the host family. Answers
Ben is French and lives in Paris. He works for an
Socialising advertising company. He wants to make films for the
cinema. He likes films by David Lynch too. He has a
friend called Kaito.
7a | p. 23 Alessia is Italian, from Florence; she is studying
Teacher: as a pre-listening activity, ask students what they languages at university; she likes all kind of films; she
would say to someone they had just met at a party. What loves films by David Lynch.
questions would they ask? What topic would they discuss?
Tell students that they will hear Alessia talking to a young
man and his friend at a party. Write their names on the 7b | p. 23
board: Benjamin and Kaito. Play the recording more than Teacher: ask students to look at the File on p. 22. Focus on
once if necessary. the section Asking for clarification. Play the recording of
activity 7a again.
TRANSCRIPT 09
ALESSIA Hello, I’m Alessia. Answers
BEN Oh, hi Alessia. I’m Benjamin. Sorry, what was your name again? Sorry, I missed that.
ALESSIA Sorry, what was your name again? Sorry? What do you mean by…? Sorry, I didn’t quite
BEN Benjamin. But call me Ben. get that, Pardon?
ALESSIA Where are you from?
BEN I’m from France. I live in Paris. 8 | p. 23 towards B2 First Speaking Part 1
ALESSIA Paris? Really?
Teacher: tell students to start the activity by introducing
BEN Sure. It’s very nice. What about you?
themselves and another person to the group. Then they ask
ALESSIA I’m Italian. I’m from Florence.
each other questions, as if they were at a party.
BEN Sorry, I missed that.
ALESSIA I’m from Florence. You know, in Tuscany.
BEN Yeah, yeah, of course. And what do you do?
Random Fact | p. 23
ALESSIA I’m a student. I’m studying languages at Teacher: ask students to read the information and help
university. What about you? them with the pronunciation.
BEN I work for an advertising company.
ALESSIA Sorry?
BEN An advertising company. We make
advertisements for TV, mainly.
ALESSIA That’s great!
BEN Yeah, but I want to make real films. For the
cinema.
ALESSIA Wow.
BEN What kind of films do you like?
ALESSIA Oh, all kinds of things. Comedies, romantic
films, interesting films…
BEN What do you mean by interesting?
ALESSIA Films that make you think.
BEN Do you like films by David Lynch?
ALESSIA Sorry, I didn’t quite get that.

42
 2

Unit
Real communication Unit 2
Pronunciation Unit 2
Students: choose the correct words to complete the
Sounding polite
conversation. Then listen and check.
1
When you make a polite request, your voice goes down at
TRANSCRIPT AND ANSWERS
the end of the sentence. Listen.
MRS SPENCER Good morning, Lukas! Did you sleep
TRANSCRIPT
well? I hope you have everything you
Would it be all right if I watched a DVD?
need in your room?
LUKAS Yes, thank you, it’s very comfortable.
Your voice also goes down when you agree to a request.
And I did sleep well. Just one thing – do
Listen.
you 1happen to have an alarm clock for
TRANSCRIPT
me?
Yes, of course.
MRS SPENCER Yes, of course. I’m afraid it’s rather an
old-fashioned one!
Your voice stays low when you refuse a request and you
LUKAS Sorry, I didn’t quite 2get that. Could
give an excuse. Listen.
you repeat it, please?
TRANSCRIPT
MRS SPENCER I have a clock, but it’s a bit old. Now,
I’m sorry, but we’re watching the news.
come and meet Jess, our daughter. She
arrived late last night from university.
LUKAS 3
Nice to meet you, Jess. 2
JESS Hi, Lukas! I’ve 4heard a lot about you! The recording consists of Alessia’s five requests and
How was your first day at the language the responses. Listen and repeat. Copy the intonation.
school? TRANSCRIPT
LUKAS Not 5bad! The students seem very nice, 1  ALESSIA Could I possibly make a meal tomorrow?
and the teachers were friendly. Do you ELAINE Yes, of course.
6
mind if I sit here, Mrs Spencer?
MRS SPENCER Of course not. Sit down and help 2 ALESSIA Do you happen to have the phone number
yourself to cereal and toast. for a taxi?
LUKAS 7
Thank you. TIM Yes, no problem.
MRS SPENCER Jess, if you don’t want to be late for
your appointment, you’d 8better leave 3 ALESSIA
Would you mind if I made myself a
now. sandwich?
JESS You’re right, look at the time! I must be ELAINE Not at all.
9
off. See you Lukas!
LUKAS Yes, see you 10later. Goodbye 4 ALESSIA Would it be all right if I had some friends
round this evening?
ELAINE I’m sorry but this evening’s a bit difficult.

5 ALESSIA Could I possibly use your pen?

TIM Yes, of course. Go ahead.

Fast finishers
Teacher: ask students to write a sentence saying if they
would like to stay with a host family and why / why not.

43
 Unit 2
Focus on fluency: Random
Facts
AUTHOR
chat
Students at this level often have quite a lot of knowledge
of the language system but their ability to communicate
in the language freely can lag behind. So the Focus on
fluency sections are an opportunity for them to practise
free speaking in a series of varied and motivating
situations that create real speaking opportunities. They
are designed to review the new lexis and grammar of
the preceding two units. In this first section, students
are asked to find out interesting information about
each other. Social networking sites are all about sharing
personal information and we use this as the starting point
for this series of activities. The aim here is to get students
talking about issues which are important for them, so try
not to correct too much at this stage.
1a | p. 24
Teacher: ask some students to read the Random Facts
About Me. The class can make suggestions for the missing
information. Some clues may be found in the pictures. Make
brief notes on the board so that students can check their
ideas when listening to the recording.
1b | p. 24
Teacher: play the recording for students to hear what
people actually said on the networking sites.
Students: check if they guessed right.
TRANSCRIPT 10
JULIE NG OK, four facts about me. Well, I’ve never worn
make-up. I have nice skin and I never used
it. Er… I love animals and my first pet was a
dog called Bruce. He was a Dalmatian. Erm…
Both my parents are from Hong Kong, but I
can’t speak Chinese! We only speak English
at home. And I learned to ski when I was three
years old! My mum loves skiing and she taught
me and my sister.
ERIC STEELE Four facts. Number one. I was born in an
ambulance on the way to hospital. It was very
quick. Er… Number two. I’ve never flown in a
plane. In fact, I’ve never been abroad. I’d like
to travel though, and go to the USA. Number
three. I’ve got three uncles, and they’ve all got
beards. My uncles are really good fun. I get on
well with all of them. Number four. I always
drink a glass of milk before I go to bed. It’s
very good for you.
44
BECKY SHAW I’ve been going to judo classes for five
years. I’ve been doing it for ages and
I’ve now got a blue belt. Er… what else?
Every time I go on holiday, I always buy
a new necklace. I love fashion and I
make all my own T-shirts! It’s easy to do.
I’ve got the same birthday as Eminem
(October 17). How cool is that?
MIKE ROBBINS I’ve watched Avatar on DVD over fifty
times. It’s great. I’m taller than my
brother – but he’s two years older than
me! I’m the tallest student in my class
actually. I’ve never eaten an avocado.
I don’t know why. These are random
facts, aren’t they? And last year I had
dreadlocks, but my dad told me to cut
them off! It’s so unfair. He’s always
telling me to do things like that, and it
really gets on my nerves!
Answers
Julie: 1 make-up, 3 speak Chinese
Eric: 1 an ambulance, 3 beards
Becky: 2 necklace, 3 T-shirts
Mike: 3 avocado, 4 dreadlocks
2 | p. 24
Students: in pairs, answer the questions from memory.
Teacher: play the recording again for a final check.
Answers
1 Her mum.
2 The USA.
3 Blue.
4 He’s the tallest student in his class.
3 | p. 24
Students: in pairs, write five random facts about themselves.
Teacher: remind students to write a false one so that they
can test another pair.
My online life
4a, 4b | p. 25
Students: play the game in groups of three and discuss
the answers.
Teacher: provide one coin and three counters for each
group. Explain the meaning of ‘heads’ (the side of a coin
with a picture of someone’s head) and ‘tails’ (the side of a
coin which does not have a picture of someone’s head on
it). Point out that each member of the group has a different
route and set of questions: A follows the blue route, B the
orange one and C the green one.
Allow about twenty minutes for the game. Help out with
vocabulary if necessary.
Units 1&2
Language check
4c | p. 25
Teacher: elicit feedback from the students on their
Language check
performance in the WebSmart game, and go over any
problem areas. 1 | p. 26

5 | p. 25 Answers
Students: individual project work. 1 b 6d
Teacher: suggest to students that they discuss their 2 a 7c
webpage with a partner. 3 d 8c
4 c 9a
Cyber Homework Unit 2 5 d 10 d

Test: Unit 2 Test 2 | p. 26

Answers
1 dreadlocks
2 wristband
3 hoodie
4 leggings
5 baseball cap

3 | p. 26

Answers
make: a noise, a mess, decisions
get: together with, over it, round someone
do: research, business, nothing, housework

4 | p. 26

Answers
1 how
2 met
3 Nice
4 heard
5 could
6 kind
7 Why
8 That’s
9 Wouldn’t
10 go

5 | p. 26
Students: oral pairwork.
Skills Book
Teacher: See p. 91 for teacher’s notes, answer keys and
transcripts.

Test: Units 1&2 Progress test

45
 Units 3&4
Student’s Book pp. 27–48
Units 3&4 CEFR competences
Unit 3 pp. 27–36
Unit 4 pp. 379–47 Listening
Language check p. 48
B2 understand in detail what is said to me in standard spoken
Workbook pp. 84–95 language even in a noisy environment (pp. 30, 38, 45)
B2 follow a lecture or talk within my own field, provided the
Unit 3 pp. 84–88
subject matter is familiar and the presentation straightforward
Unit 4 pp. 89–94
and clearly structured (p. 35, 47)
CEFR descriptors p. 95
B2 understand most radio documentaries delivered in
Skills Book standard language, and identify the speaker’s mood, tone,
etc. (p. 28)
Reading skills 3&4 p. 113
Listening skills 3&4 p. 117 Reading
Viewing skills 3&4 p. 122, 123
B2 rapidly grasp the content and the significance of news,
Speaking skills 3&4 p. 128
articles and reports on topics connected with my interests or
Writing skills 3&4 p. 132
my job (pp. 29, 41, 44)
Word skills 3&4 p. 136
B2 read and understand articles and reports on current problems
Extensive reading 1–3 p. 138
in which the writers express specific attitudes and points of
CLIL Literature p. 144
view (p. 36)
Testbuilder B2 understand specialised articles outside my own field if I
occasionally check with a dictionary (p. 39)
Unit 3 Test B2 understand in a narrative or play the motives for the
Unit 4 Test characters’ actions and their consequences for the
Units 3&4 Progress test development of the plot (pp. 31, 47)
Extra practice Spoken interaction
Units 3&4: dictation, vocabulary, grammar, pronunciation B2 exchange considerable quantities of detailed factual
information on matters within my fields of interest
(p. 45, 46, 47)
Objectives B2 convey degrees of emotion and highlight the personal
significance of events and experiences (p. 35)
Grammar B2 help a discussion along on familiar ground confirming
comprehension, inviting others in, etc. (p. 35)
past simple and past perfect
past simple and past continuous Spoken production
could have
B2 give clear, detailed descriptions on a wide range of subjects
reported speech
related to my fields of interest (p. 47)
reporting verbs
B2 understand and summarise orally the plot and sequence of
indirect questions
events in a news story (p. 46)
Functions and Communication B2 speculate about causes, consequences, hypothetical situations
(p. 46)
talking about an earlier past event
telling anecdotes Strategies
childhood memories
B2 generally correct slips and errors if I become aware of them
reporting statements, questions and negative requests
or if they have led to misunderstandings (p. 35)
getting around

Vocabulary and Word expander Language quality

B2 I have sufficient vocabulary to express myself on matters
talking about books
connected to my field and on most general topics (p. 36)
using the -ing form
childhood Writing
stories
extreme sports B2 write clear and detailed texts e.g. compositions, reports or
reporting verbs texts of presentations on various topics related to my field of
extreme sports: verbs and collocations interest (p. 38)
holidays B2 write about events and real or fictional experiences in a
detailed and easily readable way (p. 35)
Pronunciation way (p. 37)
past simple endings
direct and reported questions

46
Unit 3
Stories
Unit 3 Objectives
Grammar
Past simple and past perfect
Past simple and past continuous
could have
Functions
Telling anecdotes
Talking about an earlier past event
Talking about events in progress in the past
Vocabulary
Using the -ing form
Childhood
Stories
Skills
Reading: two articles about the Piano Man; extracts from
novels
Listening: talking about life-shaping events; radio report
about the Piano Man; talking about flashbulb memories;
a childhood memory
Speaking: explanations for situations; discussing flashbulb
memories; discussing childhood memories; discussing
novels
Writing: a description of a memory
Pronunciation
-ed endings for regular past simple verbs
Presentation p. 27
AUTHOR
chat
This unit focuses on telling stories and improving students’
narrative skills. We all tell stories and anecdotes – stories
about our lives where we are the protagonists. So this
is the starting point of the unit. Students already have a
long history of events and experiences to draw on in social
situations… as long as they have the necessary language.
Here we get them to complete the autobiographical notes,
listen to people talking about things that have shaped their
lives and talk about their own lives.
CULTURAL INFORMATION
John Lennon (1940–1980) founded the Liverpool band
The Beatles in 1960 with Paul McCartney, George
Harrison and Ringo Starr. He left the band in 1969 and
pursued a solo career for the rest of his short life. A
singer and songwriter, he was also a poet and a peace
activist during the years of the Vietnam war. He was
murdered in New York on 8 December 1980.
Samuel Butler (1835–1902) was a British novelist,
poet and painter, author of the utopian novel Erewhon
(anagram of ’nowhere’) – a satire of Victorian society.
1 | p. 27
Teacher: ask students to read the quotes and to explain
their meaning either by translating them into their own
language or by paraphrasing them, e.g.:
First quote: we tend to be busy making plans for the future
and forget that it is today that we are living.
Second quote: there are no set rules for living – we make
mistakes and learn to live with each new experience, in full
view of the rest of society.
Third quote: The important thing in life is not to live
aimlessly, but to focus on the positive aspects of whatever
we do. Elicit what the students know about John Lennon
and Samuel Butler. Add some information, if necessary. Ask
the students what ANON stands for (anonymous) and what
it means when referred to a text (written by an unknown
person).
2a | p. 27
Teacher: point out the unit title (Stories). Ask students
what they expect to find in this unit. Collect suggestions on
the board, and if necessary add the word ‘narrative’ in order
to point them in the right direction. Ask students to look at
the Life notes and jot down the things they remember from
their own childhood, in preparation for exercise 2b.
2b | p. 27
Students: base their answers on the notes they have made.
Extra
Teach the students how to describe a photo. They
should start by saying This is a photograph of + a noun
that identifies the ‘subject’, then they should provide
the following information: actions, facial expressions,
clothes and background scene. Remind the students to
use the present continuous when describing actions in
a photo.
Ask students to look at the pictures on p. 29 and
describe what is going on in each one. In which way
are they related to the title Memories? Encourage them
to imagine the special moment in each person’s life
captured by the photos.
3 | p. 27
Teacher: tell students that in the recording they will hear
people narrating four events but not using the expressions
listed. Play the recording in four stages, stopping after each
narrative for the students to identify the event and number it.
47
 Unit 3
4a | p. 27
TRANSCRIPT 11
Teacher: ask students to identify two or three important
1
events in their life that they can talk about comfortably. If
I was walking along with my friend by the river and saw
they don’t want to discuss real life events, they can invent
these kids – they were shouting and looking at the water.
experiences that might have happened to them. Tell them
There was this other kid in the water. He couldn’t swim –
to note down why these events were important and what
he was drowning. I just took off my shoes and jumped in.
impact they have had on their life.
I didn’t really think or anything – it was sort of instinctive.
So I swam over and got hold of the kid, and we got to the
4b | p. 27
bank. I know, I know, I saved his life, but I don’t think I did
Students: oral groupwork. Each student reports one
anything special. It was great getting an award, though. I
important event in his / her life. The group asks questions
feel that life is so precious now.
about the significance of the event.
2
I was only eight years old. Something like that is really
Dictation
difficult to deal with. It felt like I had to choose between
You can try this type of dictation. Photocopy the
them. You know, should I be with mum or with dad? Will
transcript and cover a few words in each section with
dad be upset if I want to spend time with mum, etc, etc?
correcting fluid. Distribute one copy of the gapped text
But now I’ve got used to it – in fact I’d say I prefer it. I
to each student. Play the recording, one full sentence at
spend, like, every other weekend with my dad. He’s got a
a time. Students complete the gaps. At the end, play the
new wife and she has two kids my age. We’re lucky, we
recording again for students to check what they have
get on really well – it’s like getting a ready-made family.
written. You can either correct the answers by writing
But I live with my mum most of the time. I’m happy now
them on the board or distribute photocopies of the full
and get on with both my parents.
transcript.
3
It’s the best thing I’ve ever done! I just loved it. I loved
improving my English and studying other subjects in
English, I loved the trips to all the sights, I loved all that
history, and all the new friends I made. I stayed with a
Fake news? pp. 28–29
really nice family – I’m still in touch with them. It was
such fun. And I’ve decided that I want to do a job with
languages. Like, be an interpreter, or a translator. And
AUTHOR
chat
maybe live in the UK for a few years too.
4
News reports and stories dominate our lives. And some
I didn’t even like him at first. We were in the same class stories just stir the imagination. When he turned up,
for Science. He was always making jokes and messing the Piano Man was the topic of conversation in schools,
around. Always the centre of attention. I thought, ‘What workplaces and homes around the world. Who was he?
an idiot.’ But then my friend told me that he liked me and Where did he come from? Why could he play the piano?
I thought – well... maybe he’s not so bad-looking after all. Here we reproduce for the students the experience of
And well... we went out on a date. And um, we really got the breaking story, the ensuing speculation and the
on. We have the same attitude to life, I suppose, we like resolution of the story. At this level students need to be
the same things, you know, the same music, the same able to read and understand newspaper reports and pick
films. We even like the same food. I can’t imagine life out the most important information. An essential element
without him now. in this is the understanding of how the narrative tenses
work together.

Answers
1 winning a prize for heroism Reading and listening
2 my parents’ divorce 1 | p. 28
3 going to the UK on an exchange Students: read the article quickly with the scanning
4 meeting my boyfriend technique to see if they can find out where the Piano Man
is from.
Teacher: elicit other questions from the class and write
Extra them on the board. (Who is the Piano Man? Why can’t he
Ask the students to provide a newspaper headline for talk? Why was he on the beach? etc.)
each of the narratives they have heard, for example:
1  Saved from drowning / A hero’s reward 2 | p. 28
2  Which parent shall I choose?/ Mum or Dad? Students: read the article in detail and underline the key
3  English trip a success words they need to answer the questions, e.g. belongings,
4  The boy she didn’t like labels, fluent in one language, melancholy tunes.

48
 3

Unit
Teacher: ask students to note down any other words they
ITALIAN
didn’t know, e.g. smartly, soaking wet, hospital care, social
JOURNALIST He’s a concert pianist. I saw him perform in
worker, carer, staff, amazement, and discuss them with
Rimini five years ago. His hair’s different but
you.
he looks just the same.
PRESENTER But this turned out not to be true either.
Answers
In June a Danish woman claimed…
1 Because he carried no belongings, he wouldn’t
DANISH
answer any questions, and all the labels were
WOMAN He is my husband. He’s Algerian. He has lost
missing from his clothes.
20 kilos and bleached his hair, but I can see in
2 In the language of music. He can play the music of
his eyes that it’s him.
Tchaikovsky, The Beatles, and his own melancholy
PRESENTER But it wasn’t. So who really is the Piano Man?
tunes on the piano.
Will we ever find out? The mystery continues.
3 For 130 days.
4 From Bavaria in Germany.
5 Because he had been unhappy in the small village
Answers
of Prosdorf.
1d 2a 3b 4c
6 Because he had stopped phoning home.
7 He had lost his job in Paris and had taken a
Eurostar train to Britain.
3b | p. 28
8 Students’ own answers. Teacher: write on the board:
Polish mime artist – Stephen Villa Masson
Czech drummer – Tomáš Strnad. Play the recording again.
3a | p. 28 towards B2 First Listening Part 3 Stop after the words his home in France for the students
to make notes on the first speaker. Then play as far as
Teacher: ask students to read the information about the
interviewed him on TV so that the students can make notes on
speakers and to make suggestions. Pre-teach the words the
the second speaker. With stronger students, ask them to write
press and case. Play the recording, stopping it after each
full answers from their notes as homework.
speaker has given his opinion so that the students can
do the matching activity. With weaker students, play the
Answers
recording a second time for a further check.
1 The Polish mime artist identifies the Piano Man
as someone called Stephen Villa Mason, a street
TRANSCRIPT 12
musician he worked with. The Czech drummer
PRESENTER The press have called him the ‘Piano Man’ identifies the Piano Man as Tomáš Strnad, a keyboard
and discussed his case for months, each player he last saw nine years ago.
newspaper coming up with a different 2 The Polish man is wrong because they found the
explanation for his unexplained silence. street musician, Stephen Villa Mason, living happily
They never seem to agree. Meanwhile, in his home in France. The Czech drummer is wrong
the mystery of the Piano Man’s identity because journalists found the real Tomáš Strnad and
continues. But it seems that people from interviewed him on TV.
all over Europe have thought they know
who he is. A Polish man working as a mime
artist in Rome told Italian police… Grammar
POLISH MAN He is a French street musician. His name
4 | p. 28
was Stephen Villa Masson. I worked with
Students: individual written work.
him – I’d know him anywhere.
Teacher: check the answers with the class. If necessary, write
PRESENTER However, they found Stephen living happily
the sequence of the events on the board.
in his home in France. The drummer from
a Czech rock band made a call to the
Answers
National Helpline and said:
The sequence of the events is 3, 6, 4, 2, 1, 5.
CZECH MAN He’s a keyboard player called Tomáš Strnad
from a rock band. I last saw him nine years
ago, but when I saw the picture in the
Extra
newspapers, I knew it must be him.
With a stronger class, you can ask the students to practise
PRESENTER The drummer’s brother agreed. So did
summarising the story in their own words, e.g. The Piano
another musician. But then journalists
Man left his village to go and study in Paris. When he lost his job
found the real Tomáš Strnad and
there, he travelled to Britain. The police found him in Kent and
interviewed him on TV. Meanwhile an
took him to hospital. He could not remember anything, he could
Italian journalist said…
only play the piano. Finally, four months after disappearing, he
was reunited with his parents.
The exercise can be done orally from notes, or in writing as
homework.
49
 Unit 3
5 | p. 28
Students: read the sentences, underlining the verbs in the
past simple and circling the verbs in the past perfect, and
complete the rules. Students then do the last two tasks.
They should explain the use of the tenses in each case.
Answers
1 past simple
2 past perfect
3 past simple
4 past perfect
5 past perfect
Past perfect verbs in Who was the Piano Man?: had
clearly just come, had heard, had found, had been,
had told, had left, had stopped, had already found, had
taken, had happened, had lost, had taken, had tried, had
suffered, had been.
Past simple of the listed verbs in Who was the Piano
Man?: was smartly dressed, he carried no belongings,
labels were missing…, the police… left the doctors to,
others thought he was, a carer gave him paper…, staff
took him to…
See also Key language, Student’s Book p. 32.
6 | p. 28
Teacher: with weaker students, ask them to complete the
sentences in class and to justify each usage according to
the rules. With stronger students, assign this exercise as
homework.
Answers
2 she had received 5 she had memorised
3 I had made 6 had visited
4 had downloaded
7 | p. 28
Teacher: make sure the students understand the situations.
Allow enough time for each student to think of an
explanation and to formulate it in English.
Teaching tip
When students are asked to react to situations, they may
find it difficult at first to think of various possibilities.
You can brainstorm ideas with the whole class and make
brief notes on the board.
Random Fact | p. 29
Teacher: ask students to read the information. Do they
know of similar cases in their own country? Do they know
of an organisation to find missing people? Tell them
they can visit the website of the British charity www.
missingpeople.org.uk and read about the support Bob
Geldof has pledged to this charity.
Fast finishers
Teacher: ask students to go online and find out how many
people are reported missing in their country every year.
50
A good read pp. 30–31
AUTHOR
chat
Nowadays there are thousands of stories written
specifically for young adults. They have all the elements
of literature: creative use of language and imagery,
characters, plot, dialogue and description; but they deal
with themes and issues that inspire young people, such
as love and friendship, family, finding yourself, growing
up, realising your dreams and dealing with problems.
Here are the openings of three modern young adult
novels, so students can have a guided but authentic
reading experience. After responding to the meaning of
the extracts, they deal with language commonly used
in narrative and then prepare to talk about a ‘Flash bulb
memory’ – memories which we form when something
dramatic happens in the world, such as 9/11.
CULTURAL INFORMATION
Kevin Brooks (Essex, 1959), writer of children’s books
and novels for young adults, such as Martyn Pig (2002),
The Road of the Dead (2006), iBoy (2010) and The
Bunker Diary (2013).
The Road of the Dead is the story of two half-gypsy
brothers who are searching for the man who raped and
murdered their sister.
Sarra Manning, British editor of teen magazines and
writer of teen novels, such as Guitar Girl (2003), Diary
of a Crush (2004), Pretty Things (2005), Let’s Get Lost
(2006) and Nobody’s Girl (2010).
Guitar Girl is the story of three girls who set up a band
and find themselves involved in the music scene, drugs,
corruption and deceit. The story is told in flashbacks and
its narrator is Molly, the founder of the band.
Anne Cassidy (London, 1952), a prolific writer of crime
stories for young adults, such as Blood Money (2003),
Looking for JJ (2004), Innocent (2006), The Story of My
Life (2007), Forget Me Not (2008) and Finding Jennifer
Jones (2014). Blood Money is about what happens to
Jack, his girlfriend Jaz (the narrator in the passage on
p. 31) and Bobby, when they find a bag with £30,000
in the house of the local mafia boss. The money brings
mistrust and unhappiness to all three.
Reading and speaking
1 | p. 31
Teacher: ask students if they know any of the authors or
books mentioned. Explain that each text is the opening page
of one of the novels. Check students’ answers as a class and
ask which words helped them identify the book title.
Students: work in pairs to predict the contents of the books
from the covers and match the texts with the book covers.

Answers
1 C (the key word is ’money’ in the first line)
2 A (the key word is ’Dead Man’ in the first line)
3 B (the key words are ’I formed a band and became a
rock ’n’ roll star’)
2 | p. 31
Teacher: suggest that some of the questions may have a
variety of answers. Ask students to underline the words or
sentences where they find the answers.
Answers
TEXT 1
1 Three people. (Bobby, Jack, I)
2 They broke into the house out of curiosity. (We
were only being nosy)
3 Because a lot of kids looked for drugs to sell. (A lot
of kids did it)
TEXT 2
1 They repair cars, or they strip them down, possibly
for spare parts which they can then sell. (I’d spent
an hour or so checking it out, seeing if it was
worth stripping down)
2 The narrator had had a good look at the wrecked
Mercedes, then he had got in the back because it
started to rain. (I’d spent an hour or so checking it
out, then the rain had started, I’d got in the back)
3 He liked the rain. Also he didn’t want to get wet
running to the house or to the sheds which were
dark and full of rats. Perhaps he liked the rain
pattering on the car roof. (but the sheds were dark
and full of rats, and the rain was really pouring
down, and the house was all the way across the
other side of the yard. I liked the rain)
TEXT 3
1 Her ambition was to own a cake shop. (I wanted to
own a cake shop)
2 Because the music room was warm and because
from there they could see the boys in the art
college opposite. (it was heated, had a great view of
the art college opposite…)
3 The funny turn was that she became a rock ’n’ roll
star. (instead I formed a band and became a rock
’n’ roll star.)
Teaching tip
If the students need help with the vocabulary when
reading a text, do not give them a translation, but tell
them to underline the unknown words and do some
research. Encourage them to consult a monolingual
dictionary first, and a bilingual dictionary as a last resort.
3
Unit
3 | p. 31
Teacher: if you wish, you can give the students some
background information on the authors and the novels.
Students: oral groupwork.
Extra
Encourage students to make a written list of their
favourite books. Ask them to fill in a form for each
book giving the following information: title, author,
date of publication, literary genre, what it is about,
when I read it, how long it took me to read it. In the
CLIL Literature lesson in the Skills Book, they will learn
more about book reviews and summaries, and later in
the course they will learn how to write a proper review.
Grammar
4a | p. 31
Students: work individually or in pairs.
Teacher: ask students to read the sentences, underlining the
verbs in the past simple and circling the verbs in the past
continuous. If the students have problems in understanding
the construction could have + past participle, elicit the
translation of the example into their own language and
compare the structures. Then ask them to find two more
examples in the last paragraph of text 2 on p. 30 and to
translate them (I could have taken shelter, I could have
gone back to the house).
Answers
1 past continuous 2 past continuous 3 past simple
See also Key language, Student’s Book p. 34.
4b | p. 31
Students: work individually or in pairs to underline all the
verbs in the past continuous in the texts they have just read.
Teacher: ask them to explain the use in each case.
5 | p. 31
Students: work in pairs and take turns to ask and answer
questions about the times listed.
Word expander | p. 31
Teacher: ask students to find the example sentences in the
texts on p. 30. Elicit the translation in the students’ own
language and point out if a different verb form is needed
for each case. Ask students to copy the list of verbs followed
by the -ing form in the special section of their vocabulary
notebook dedicated to Word expander. Suggest that they
keep adding to it each time they meet a verb followed by the
-ing form.
51
 Unit 3

Listening and speaking

6 | p. 31
Teacher: read the brief introduction (Flashbulb memories)
with the class. Students may react instantly by sharing
some memories with the class. Tell students they are going
to hear two recordings. Write a table on the board with
headings relating to the memories, e.g. Event/Memory,
Where?, Doing what?, Feelings. Play the recording, pausing
after each speaker for the students to make notes.
TRANSCRIPT 13
1 dictation. Tell the students you are going to dictate part
I was on holiday with my boyfriend travelling around
Europe. We were staying in Prague at the time and I
remember we weren’t getting on very well. I wanted to
go to museums and stuff but he just wanted to hang
out. So we were sitting in a bar drinking cola and
trying to decide what to do next. Then this guy who
worked in the bar walked over to the TV and turned it
on. He changed the channel a few times and then we
saw a plane flying into a tall building. It was so surreal.
It looked like New York but we couldn’t work out what
was happening – I mean at first I thought it was just
an old disaster movie. We couldn’t understand
anything – the programme was in Czech – but then a
girl in the bar, I remember she was wearing a Sex
Pistols T-shirt, told us what was happening. I couldn’t
believe it. And it was so weird… the TV was showing
the planes flying into the Twin Towers again and again.
But then I saw film of the survivors – just people on
the streets – and I started crying. It was the first time
I’d ever cried at a disaster on TV. My arguments with
my boyfriend suddenly seemed so stupid. It seemed
like the end of the world.
2 past simple and the background information in the past
This happened when I was at university. I was studying
English literature and it was the first day of the spring
term. We were starting a new course – the Romantic
poets, you know, Wordsworth, Shelley, Byron. Anyway,
I got there a bit late, the class had already started, so I
sat near the back and tried to concentrate on what was
going on. Unfortunately I’d been out clubbing the
night before and I was really tired, so I found it
difficult to concentrate. Anyway, I guess I was
daydreaming, and staring out of the window, when I
felt someone touching my arm. The lecturer had asked
me a question and the girl next to me was trying to get
my attention. I erm, I tried to answer his question,
then I said thanks to the girl next to me. I hadn’t
noticed her before. She had these beautiful green eyes
and a really cute smile. I couldn’t stop looking at her!
After the lesson we had a coffee together – I can’t
remember what she said but I remember her voice and
her laugh. I loved just being in her company. And that
was the day I met my girlfriend.
Answers
1 the planes flying into the Twin Towers; in Prague;
drinking cola in a café and arguing with her
boyfriend; crying.
2 meeting his girlfriend; attending a class on the
Romantic poets at university; daydreaming and
staring out of the window; happy.
Dictation
If the class is fairly advanced, you can try an ‘incomplete’
of the first recording, but you’ll leave out three words,
usually at the end of sentences; the students have to
provide the missing words from memory. Play the
recording once to remind them of the story. Then
dictate, for example: I was on holiday with my boyfriend
(travelling around Europe). We were staying in Prague
(at the time) and I remember we weren’t getting (on
very well). I wanted to go to (museums and stuff) but he
just wanted (to hang out). So we were sitting in a bar
drinking cola and trying to decide what (to do next).
Then this guy who worked in the bar walked over to the
TV and (turned it on). He changed the channel a few
times and then we saw a plane flying into (a tall
building). It was so surreal. It looked like New York but
we couldn’t work out (what was happening) – I mean at
first I thought it was just an (old disaster movie).
Distribute photocopies of the full transcript for the
students to correct their work.
7 | p. 31
Students: work in groups and take turns to talk about their
flashbulb memories.
Teacher: remind them to describe the events in the
continuous You could assign the students a homework task
to write out their memories. Stronger students can make
notes of the memories told by the members of the group
and report back to the class.

52
 3

Unit
Key language pp. 32–33 Answers
1 When did Nik Wallenda walk across Niagara Falls?
File In 2012.
1 | p. 32 2 Why had he waited two years before he could do
Teacher: ask students to match each of the functions they the walk? Because he needed to get permission
have learned in Unit 3 with an example and the grammar. from the American and Canadian governments.
3 Had he ever done a dangerous walk before? Yes,
Answers he had balanced on tightropes across rivers and
1 talking about things that started and ended in the between tall buildings.
past 4 How long had he dreamed about doing a daredevil
The painting mysteriously disappeared. walk? Since he was six years old.
past simple 5 Why was the walk difficult? Because of the poor
3 talking about activities that were in progress at a weather.
specific time 6 Where did he walk in 2013? Across the Grand
What were you doing at the time of the robbery? Canyon in Arizona.
past continuous
4 showing what happened before the main event or
action
I had just woken up when the phone rang. Past perfect
past perfect 4 | p. 33
5 used with by the time in the past Students: oral groupwork.
By the time we arrived, the wedding had finished. Teacher: to demonstrate that there are several ways in
past simple which students can complete the sentences, give a couple
6 talking about an action that interrupts a longer one of examples for one of the situations: Karis was late for an
We were driving across the desert when the car important job interview. She had forgotten to change her
broke down. alarm clock. / She had got lost on the way.
past simple
Past simple and past continuous
5 | p. 33
Talking about events in the past
2 | p. 32 Answers
2 talked  were talking
Answers 3 surfed  was surfing
1 made 4 wasn’t hearing  didn’t hear
2 took 5 drove  was driving
3 had waited / had been waiting 6 was breaking  broke
4 had, balanced 7 jogged  were jogging
5 had ridden 8 did  was doing
6 had, hung
7 had dreamt / dreamed could have
8 was crossing / crossed
9 said 6 | p. 33
10 had been
11 walked Possible answers
2 Abi could have gone to university and got a top job
3a, 3b | p. 32 in management.
Teacher: tell students that they are going to formulate 3 Stacey could have waited for the right man and
written questions using the word prompts. They will then could have been happier in her marriage.
get into pairs and ask and answer each other’s questions. 4 Freya and Ben could have continued their lessons
Students: individual written work followed by oral and been able to play the piano now.
groupwork. 5 I could have taken a year off to travel or do some
work experience.
6 Giorgia could have been a doctor if she had studied
medicine.
7 We could have got up and left the cinema / could
have switched channel and watched a fantastic
documentary on the polar ice caps.

53
 Unit 3

Stories Real communication

7 | p. 33
pp. 34–35
Answers Telling anecdotes
1c 2d 3a 4f 5h 6b 7g 8e

8 | p. 33
Answers
ambition: ambitious (adjective); ambitiously (adverb)
discovery (noun): discoverable (adjective)
identification: identify (verb); identifying (adjective)
memory (noun): remember (verb); memorably (adverb)
mystery: mysterious (adjective); mysteriously (adverb)
secret (noun): secretly (adjective), secretively (adverb)
solution (noun): solved (adjective)
9 | p. 33
Answers
1 mystery, mysteries, mystery
2 memory, memory, memory
3 secret, secrets, secret
10 | p. 33
Students: oral pairwork.
WB Unit 3
Teacher: assign the exercises in the Workbook Unit 3 as
homework. Draw the students’ attention to the grammar
exercises available in e-book+.
AUTHOR
chat
Students have been developing a sensitivity to the
elements needed in telling anecdotes and stories. This
lesson is a safe place for them to ’stretch their wings’.
After analysing how spoken narrative is organised, and
what tenses and linkers are used, they prepare to tell
their own childhood anecdote, thinking about the past
and remembering their own childhood through guided
exercises. In Luke’s anecdote students can hear key
expressions presented in the File and get a feeling for how
they work in practice. They are then given a framework
of questions to help guide them, so they will have a
successful outcome in their ‘long turn’.
File
Teacher: focus on the structures introduced in the File on
p. 34 which cover the functions of telling and listening to
anecdotes.
Childhood memories
1 | p. 34
Teacher: before reading the sentences, ask students to look
at the photo and predict what the text could be about (a
memory of playing as a child). Pre-teach the phrase hide and
seek. With weaker students, ask them to copy the sentences
in the correct order and to practise reading the story.
With stronger students, ask them to retell the story in the
third person, using their own words.

Answers
a5 b4 c2 d6 e3 f7 g1

Teaching tip
In this type of exercise, after reordering the sentences,
the students should always read the story out loud to
check that the narrative flows naturally.

2a | p. 34
Teacher: ask students to look at the photo and to predict
what the text could be about (a memory of a day at the
seaside). Check that they understand clamber, suntan, tide,
crab, bucket, float.
Remind the students of the verb forms used to express
habitual actions in the past (used to, would, and
occasionally the past simple). Write some example sentences
on the board e.g. We used to cycle to school. We would
leave home early and race each other. I came first every
time.

54

Answers
1 lived 4 put 7 ate
2 would walk 5 would clamber 8 were sleeping
3 would go 6 used to collect 9 had come in
2b | p. 35
Students: complete the matching task individually or in
pairs.
Teacher: ask students to underline all the examples of these
tenses in the two texts on p. 34 and to justify their use.
Answers
1d 2b 3a 4c
Vocabulary: childhood
3 | p. 35
Students: do the matching exercise in pairs or individually.
Teacher: ask students to add these words to their vocabulary
notebook.
Answers
1 b 2 d 3 e 4 g 5 h 6 l 7 c 8 j 9 i 10 a 11 k 12 f
Consolidation
Weaker students: Ask them to look up the words in a
monolingual dictionary and to copy the definitions into
their vocabulary notebook.
Stronger students: Encourage them to formulate their
own definitions for these objects using expressions like It
is made of… It is used for…
4 | p. 35
Teacher: write on the board some sentence patterns the
students can use to report their memories, e.g. I remember
+ -ing form, I used to + base form, We had…, We would
play…, Once I fell / broke / climbed etc.
Listening and speaking
5a | p. 35 towards Trinity Speaking &
Listening Task 4
Teacher: tell students they are going to hear a conversation
with three of the main characters in For Real Plus
Intermediate. Ask them if they recognise the young person in
the photo. If not, they can look back at the photos on p. 12.
Play the recording pausing every time Luke finishes speaking
so that students can make notes.
Students: read the questions and make predictions about the
memory Luke is going to talk about (it is something to do
with a play that he and his mother watched, it might have
been at school because the head teacher is mentioned).
3
Unit
TRANSCRIPT 14
LUKE When I was about four or five I went to see
my first play. It was a big thing, because my
brother David was in it. He was three years
older than me and this was the first time he’d
ever been on stage. I can’t remember the play
at all, but I know my brother only had about
one line to say. And he was really nervous! And
the problem was, I was making things worse
for him.
SILAS How?
LUKE Because I kept saying to David and my mum,
‘Me’s going to shout during the play.’
AISHA ‘Me’s going to shout?’ What sort of English is
that?
LUKE Yeah well, I was only little and my grammar
wasn’t very good! But I wanted to shout.
I guess I wanted to be a part of the
performance! So I kept saying, ‘Me’s going to
shout, me’s going to shout’ and my brother
was really upset.
AISHA Poor thing.
LUKE But then my Mum said, ‘No, darling, you’re
not going to shout. You’re going to sit quietly
with me in the audience and we’re going to
watch your brother in the play.’ And after that I
guess I calmed down and I sort of forgot about
shouting. Unfortunately, it didn’t stay that
way.
SILAS What happened?
LUKE Well, on the day of the performance, we sat
in the school hall with all the other mums and
kids and their grandparents. And we were all
waiting for the performance to begin. Then the
head teacher walked onto the stage and said,
‘How wonderful to see so many parents and
children here today for our school play.’ And I
shouted ‘hurray!’ really loudly!
AISHA Really?
LUKE Yeah. My mum was so embarrassed and she
said ‘Be quiet!’ and I started crying and making
a huge noise. So she had to take me out of the
hall. We saw the school play in the end – but
we were standing in a corridor outside the
hall. We watched the whole thing through
a window. So in the end we didn’t hear my
brother saying his line! The thing is, I didn’t
feel guilty. I felt proud. I had wanted to shout
during the play, and I did!
AISHA That’s terrible, Luke!
55
 Unit 3
Answers
1 The story took place when Luke was about four or
five.
2 He wanted to shout.
3 Luke shouted ‘hurray!’ His mum told him to be quiet.
Luke started crying. His mum took him out of the
hall.
4 They watched the play through a window in the
corridor outside the hall.
5 He felt proud, not guilty.
5b | p. 35
Students: read through the expressions in the File on p. 34.
Teacher: play the recording again. When the students hear
one of the expressions, they tick it in the File in their books.
Answers
Starting: When I was, I can’t remember…
Showing interest: What happened?, Really?, That’s
terrible.
Keeping the story going: But then…, And after that…,
Then…
Attitude expressions: Unfortunately
Closing the story: In the end…
6 | p. 35
Teacher: get each student to draw a spidergram of one of
their earliest childhood memories based on the categories
given in the book. As they work, ask them to think about
what verb forms they would use to describe their memory
(the past simple and the past continuous).
Consolidation
Ask the students if they remember any information Luke
gave about his brother. Ask them to write it down. Play
the recording again. How much did they remember?
7 | p. 35
Students: the narrator uses the expressions from the File on
p. 36 and the appropriate tenses and verb forms. The other
members of the group also use expressions from the File to
show interest and to ask questions.
Writing
8 | p. 35
Teacher: tell students that they can also use a spidergram
to organise a written composition. Ask them to write a text
using each leg of their spidergram as a paragraph. Remind
them to follow a logical sequence or, in the case of a
memory, a time sequence. In the next lesson ask students to
swap texts with their partners and read each other’s work to
check vocabulary, grammar and spelling.
Students: individual written work, in class or for
homework.
Teacher: ask students to write a sentence in each of the
story-telling tenses 1-4.
56
Real communication Unit 3
TRANSCRIPT
CELIA One of 1my earliest memories is when I was
about five, and my sister was about eight.
We used to live at the edge of a village, near
a farm, and my mother used to send us to
the farmhouse every week to buy eggs. 2So
anyway, we used to make up games along the
way. And one day my sister had the bright idea
of us playing a ‘race the eggs’ game in the little
stream that ran alongside the road.
MARK 3
That sounds fun! Didn’t the eggs get broken?
CELIA 4
Surprisingly, not many eggs broke along the
journey! We used to race just one egg each,
and quickly lift them out of the water just
before they reached any rocky parts of the
stream. 5But then, we got a bit too ambitious
and started racing ‘teams’ of eggs, up to three
or four each. There were always brown eggs
and white eggs in the basket, and we used to
pick one colour each. And the 6problem was
the eggs would start bumping into each other,
and 7in the end, when we lifted them out of the
water, most of them would be cracked. 8Not
surprisingly, my mother was really cross when
we came home one day with most of the eggs
cracked. 9We felt so guilty. 10Luckily she was
going to make a cake anyway, and that night
we all had scrambled eggs for supper…
Pronunciation Unit 3
Past simple -ed endings for regular past
simple verbs
1
There are three different endings for regular past simple
verbs. Say these words. Do they have /t/, /d/ or /id/
endings? Listen and check.
TRANSCRIPT 1
avoided believed happened hated liked lived
looked played reached remembered reported started
stopped wanted watched
2
Listen and repeat.
TRANSCRIPT 2
/t/ /d/ /Id/
watched believed wanted
liked remembered hated
reached lived started
looked played avoided
stopped happened reported
Fast finishers
 3

Unit
Point of view: Fake news
p. 36

Warm up
1 | p. 36
Students: oral pairwork.

Reading
2 | p. 36 towards B2 First Reading and Use of
English Part 5

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

3 | p. 36

Answers
Paragraph 1

4 | p. 36

Answers
1A 2C 3A

Over to you
5 | p. 36 towards Trinity Speaking & Listening
Tasks 2 and 3
Students: oral pairwork.

Fast finishers
Teacher: ask students to read the article again and check
the meanings and spellings of any words they don’t know.

Cyber Homework Unit 3

Test: Unit 3 Test

57
 Unit 4
Out and about
Unit 4 Objectives
Grammar
Reported speech
Reporting verbs
Indirect questions
Functions
Reporting statements, questions and negative requests
Vocabulary
Extreme sports
Reporting verbs
Extreme sports: verbs and collocations
Holidays
Skills
Reading: an article about urban acrobatics; View from the
treetops; tourist brochure for Scotland
Listening: a dialogue; answerphone messages;
conversations in tourist situations
Speaking: quiz – What’s your adventure style?; asking and
reporting questions; talking about extreme sports;
role-playing tourist situations
Writing: directions for tourists
Pronunciation
Direct and reported questions
Presentation p. 37
AUTHOR
chat
In this unit students will look at a variety of adventurous
and extreme experiences, so what better place to start
than finding out how adventurous they are? This is a
lighthearted questionnaire based on the sort of quiz
students enjoy on the internet and in magazines. The
quotes and the final task ask students to reflect on the
nature of risk and one’s attitude to life.
CULTURAL INFORMATION
William Bolitho (1890–1920), South African journalist,
author of Murder by Profit (1926), a study of mass
murder, and Twelve Against the Gods (1929).
Thornton Wilder (1897–1975), American author famous
for the novel The Bridge of San Luis Rey (1927).
T S Eliot (1888–1965), American poet, playwright and
literary critic. Among his famous poetical works are The
Waste Land (1922), Ash Wednesday (1930) and Four
Quartets (1944). His plays include Murder in the
Cathedral (1935) and The Cocktail Party (1950).
58
1 | p. 37
Teacher: ask students to read the quotes and elicit who the
authors are and what the students know about them. Add
some information, if necessary.
Possible answers
First quote: We will only be able to discover more
about life when we give up the security of our home
and family.
Second quote: We are restless and want both
challenges and security, usually the opposite of what
we have at any one time.
Third quote: You don’t know how much you can do
until you push yourself to your limit.
2 | p. 37
Teacher: you may want to help with some of the sports
vocabulary, or to ask the students to use a dictionary.
Teaching tip
During groupwork, students should appoint one
member of the group to make brief notes. This is useful
even in discussions which do not lead to a subsequent
written exercise. It helps to organise the discussion,
allows all members a chance to speak and encourages
everyone to make a serious contribution. It also gives
the teacher the opportunity to go over the activity of
each group at the end.
3 | p. 37
Teacher: you may need to teach the meaning of talent in 6c
(slang word for people you find sexually attractive).
Extra
You can conduct a class survey to check how
adventurous your students are. Draw a table with 3
columns on the board, headed High risk (mostly As),
Medium risk (mostly Bs), Low risk (mostly Cs). Invite
the students to put up their hand if they have scored
mostly As. Repeat with Bs and Cs and write the
numbers in the correct column. Ask the students to
summarise the results orally or in writing, e.g. In our
class 8 people are real adventure seekers, 12 people
have a balanced approach and 6 people don’t like to
take risks. If the students are good at maths, they can
transform the numbers into percentages.
Extra
You may have a class discussion on why some people do
adventurous sports.
Write a few prompts on the board to get the discussion
going, e.g. test your abilities, face challenges, see how
far you can go, get your adrenaline flowing, euphoria
after success.

Urban sport pp. 38–39
AUTHOR
chat
This lesson provides students with an exciting context in
which to increase their skills in the use of reported speech
– not the most inspiring of language areas! Parkour, or
free running, is an extreme sport which involves jumping
from building to building in an urban environment. It is in
the news, with films using the top Parkour athletes, and
even the British army bringing in free running specialists
to help in their training. Here we find out about its history,
its philosophy and the skills needed. But do remember to
warn your students not to try Parkour themselves as it is
an incredibly skilled activity!
Reading
1 | p. 38
Students: read the article with the scanning technique to
find the answers. They can find out what this extreme sport
consists of in the third paragraph How do you get from A to B?
2 | p. 38 towards Trinity Reading & Writing
Tasks 1 and 2
Teacher: you may want to extend the activity by asking the
students to justify their choices, i.e. to explain why, in their
opinion, some statements are false and some are true. If
there are conflicting views in some cases, help the students
to conduct a proper discussion.
Answers
1 F It is also important to have discipline and dedication
and to work hard.
2 T You run across the roofs of buildings, not on the road
and jump from building to building.
3 F Free runners use only their bodies, but they have
to be extremely fit.
4 T It can help you overcome your fears, focus on
self-improvement and find a real connection between
your body and the environment.
5 F You have to make quick decisions to get out of
difficult situations.
6 F It takes a long time with a lot of hard work and daily
practice.
7 T It is very important to jump and to land properly, and
also to know your limits.
8 T Sebastien Foucan appeared in the James Bond
film, Casino Royale.
Consolidation
Go through the text with the students to identify the
words they found difficult to understand. Ask the
students to write them in their vocabulary notebook
adding a definition or a translation.
4
Unit
Grammar
3 | p. 38
Teacher: write all the examples from the grammar box on
the board, with the direct speech first and the reported
speech underneath. Draw lines to show the transformations
and the changes in word order.
Students: complete the sentences. Toyah is the interviewer
in the article on p. 39 and Xavier is a Parkour athlete.
Answers
1 was 5 needed / need
2 combined / combines 6 had to / have to
3 (had) started 7 could
4 (had) invented 8 had, seen
See also Key language, Student’s Book p. 42.
Listening and writing
4 | p. 38
Teacher: play the the recording twice, first for the students
to do the exercise and then to check what they have written.
You may want to ask the students to act out the dialogue in
pairs.
TRANSCRIPT AND ANSWERS 15
JAMIE How 1 are you doing?
LAUREN I’m fine.
JAMIE Where 2 have you been?
LAUREN I 3 ’ve been to the Southbank by the National
Theatre.
JAMIE I 4 didn’t know you liked plays.
LAUREN I 5 don’t! There’s a kind of skate park there. It 6’s
the best place to see really cool skateboarders.
JAMIE Why 7did you want to see them?
LAUREN I 8’m doing a project on extreme sports at
college and I 9wanted to film them.
Teaching tip
You can teach these techniques for memorising / acting
out a dialogue.
Weaker students: Tell them to read one line silently,
then to say it looking at their partner not at the book.
Stronger students: First the students read and say their
lines using the above technique. Then one of them reads
his/her role; the other responds keeping the book closed.
Finally they both act out the dialogue with their books
closed.
59
 Unit 4
5 | p. 38
Teacher: write each line of the dialogue on the board and Pronunciation Unit 4
show how the reported sentence should begin. Elicit how Direct and reported questions
the tenses shift back and the pronouns change. 1
When you ask a direct question, your voice is higher at
Answers the beginning of the sentence. Listen.
Jamie asked Lauren where she had been and she told
TRANSCRIPT
him/said she had been to the Southbank by the National
What does it involve?
Theatre. Jamie said that he didn’t know she liked plays.
She said/replied that she didn’t, but there was a kind of
When you report a question, your voice stays low.
skate park there and it was the best place to see really
Listen.
cool skateboarders. Jamie asked her why she wanted to
see them and she replied that she was doing a project on TRANSCRIPT
extreme sports at college and wanted to film them. She asked what it involved.

2
Speaking The recording presents four questions from an interview
with a Parkour athlete, first in direct speech then in
6a | p. 38 reported speech.
Teacher: make sure students write both questions and
answers as they need their notes for activity 6b. TRANSCRIPT
1  KATY How old were you when you started?
MAN She asked how old he had been when he
6b | p. 38
started.
Students: using their notes, report their conversations to
the group. Group members can ask further questions about
2 KATY Do you practise every day?
what was said. The students should answer in indirect
MAN She asked if he practised every day.
speech.
3 KATY Have you had any accidents?
Extra
MAN She asked if I had had any accidents.
Explain that Yamakasi, mentioned in the text on
p. 41, is used in France to describe an activity similar
4 KATY Where are you planning to run next?
to Parkour but focusing more on the aesthetic aspect
MAN She asked where he was planning to run next.
of movement than on efficiency in covering the route.
Yamakasi comes from the Lingala language spoken in
The Congo and it means ‘strong spirit, strong body, Fast finishers
strong man’. Encourage students to go online and read
Teacher: ask students to report a conversation they had
about a 2001 French film by Luc Besson, Yamakasi –
recently with a good friend.
Les samouraïs des temps modernes, which features the
exploits of seven ‘modern-day samurais’ who use
Yamakasi in Paris to steal money from the rich and pay
for heart surgery for a child.
Adventure pp. 40–41
AUTHOR
chat
Adventurous activities, especially outdoors, are very
popular amongst young people, and many of your
students may well do one of these activities or something
similar. They appeal to their desire to push themselves,
meet a challenge, experience danger in a relatively safe
environment, and channel their physical energies. Tree
climbing is becoming more and more popular, so again
we use this interesting context to help students to refine
their use of reporting verbs. It’s important that students
have the opportunity to respond to the article and
express their own feelings about adventure sports.

60

Vocabulary: extreme sports
1a | p. 40
Teacher: point out that all the words are compounds and
that the students can guess the meaning from one or both
of the components. With weaker students, ask them to add
these words to their vocabulary notebook with a translation
(if different in their language) or an illustration. With
stronger students, ask them to add these words to their
vocabulary notebook and to write a definition by saying
what you do in each sport, e.g. This is a sport where you
surf…
Answers
1 whitewater rafting
2 body boarding
3 rock climbing
4 parasailing
5 go-karting
6 tree climbing
1b | p. 40
Students: oral pairwork.
Teacher: with weaker students, write prompts on the board
to help them with the replies, e.g. I’ve tried…, I’ve never
tried…, I would be interested in…, I would like to try…
because… With stronger students, ask them to mention
any sport they have tried and to add a sentence in the past
simple to describe the experience.
Reading and speaking
2 | p. 40 towards Trinity Reading & Writing
Tasks 1 and 2
Teacher: ask students to look at the title of the article on
p. 43 and say what sport it refers to. Ask them to read the
introduction and the first paragraph in order to identify
the speaker (Ricky Stern) and the other character (Jay
Kaminsky). Pre-teach the words rope and knot. You may
want to extend the activity by asking the students to explain
why some statements are false and some are true.
Answers
1 F Tree climbing is one of the top adventure sports in
the USA and is becoming popular in Europe.
2 F Ricky Stern met Jay Kaminsky early in the morning
in the middle of a forest.
3 T Jay thinks this is an excellent way to keep fit.
4 T A lot of the kit is also used in mountain climbing.
5 T The rope was only kept in place by a single knot.
6 F His foot slipped off a branch but he didn’t fall off the
tree.
7 F Jay has never been afraid when climbing trees.
8 T Jay explains that some tree climbers spend the night
up in the branches.
4
Unit
Extra
Vocabulary test. Students make a list of the words they
found difficult to understand and look up the translation
in their own dictionaries. Collect the lists, choose the
ten words that occur most frequently and dictate them
in the students’ own language. The students write the
English equivalent.
3 | p. 40
Teacher: brainstorm some ideas round the class and write
them on the board, e.g. experience danger, return to
nature, appreciate the environment, crazy trend, etc.
Grammar
4 | p. 40
Teacher: write all the modals and all the patterns on
the board.
Students: complete the sentences, copy them into
their notebooks and translate them into their own
language. They check the answers and discuss in which way
the two languages are similar or different.
Answers
1 added 2 suggested 3 told 4 offered 5 advised
5 | p. 41
Teacher: explain that all the sentences in the exercise are in
direct speech whilst the equivalent sentences in the article
are in reported speech. Ask students to find the reported
sentences and underline them, then to look at the verbs
that introduce them (the reporting verbs). Point out that
these are all in the past simple but the students are asked to
write their base form in the exercise.
Answers
2 explain 6 suggest 10 remind
3 add 7 offer 11 reassure
4 complain 8 tell… not to 12 explain
5 persuade 9 advise
See also Key language, Student’s Book p. 42.
Word expander | p. 41
Teacher: ask students which verbs are listed in more
than one pattern and explain that these can have two
constructions, some with the same meaning, others with a
different meaning:
patterns 2 and 4: tell, remind, convince, persuade, warn
patterns 2 and 3: promise
Students: copy all the verbs with their translation into their
vocabulary book and add example sentences.
61
 Unit 4

Listening Key language pp. 42–43

6 | p. 41
Teacher: tell students they are going to hear six brief
answerphone messages for somebody called Joe. Play the
AUTHOR
chat
recording with a pause after each message for the students
Having completed Units 3 and 4, students have extended
to make notes.
and consolidated the key language for narrating and
talking about the past, including reported speech. They
TRANSCRIPT 16
will continue to revise and practise this language
1
throughout the course.
BEN Hi Sam! It’s Ben. I can give you a lift to the
• Before doing the exercises on this page, point out that
party, if you like.
there can be more than one correct answer
2
(see below).
MUM Hello, Sam. This is your mum. I’m a bit annoyed
with you. You haven’t called me for a week.
3
ANDY Um… hello. It’s Andy. I promise to give back File
your tablet this evening. I’ll bring it to the party. 1 | p. 42
4 Teacher: ask students to match each of the functions they
EMMA Hey. This is Emma. Why don’t we watch a film have learned in Unit 4 with an example and the grammar.
later? Would you like to come to my place?
5 Answers
MUM Sam. Mum again. Listen. Don’t forget to buy 2 reporting something that someone said, when the
your grandmother a birthday card. information is still true
6 She said she loves adventure travel.
ANDY Hi, it’s me – Andy again. Listen, I… um… can’t The tense does not need to change.
find your tablet. Sorry, mate!. 3 reporting a yes / no question that someone asked
The students asked if they could go home early.
Use if or whether, and keep the word order the same
Possible answers as a statement.
2 Your mum was a bit annoyed. She complained that 4 reporting a Wh- question that someone asked
you haven’t called her for a week. He asked where the best campsite was.
3 Andy promised to give back your tablet and to bring Use a question word and a statement.
it to the party this evening.
4 Emma suggested that you watched a film together
later, at her place.
5 Your mum phoned back to remind you to buy your
Reported speech
grandmother a birthday card. 2 | p. 42
6 Andy phoned again to say that he couldn’t find Teacher: this is an exercise in encouraging students to get
your tablet. clues from images that accompany a recorded text to help
them anticipate what material they might hear. Students
can report back from their pairwork discussions but there is
Fast finishers no need to provide correct answers at this stage.
Teacher: ask students to write four reported sentences, one
from each pattern section in the Word expander box.
3 | p. 42

TRANSCRIPT 17
ADAM Hi Dad, it’s me.
DAD Adam! Well this is a nice surprise. Your mum
and I were just talking about you. We were
wondering if you’re planning to come home …
er …for the mid-term break. You know, we can
always pick you up at the station—
ADAM Um, Dad… I have some news …. I’ve been
invited to go to away with some uni friends. To
Norway. Sounds great, doesn’t it?

62

DAD Norway? Cool… Are you going to Oslo? You
know they have a Viking ships museum there.
Your mum and I went once, we went to Oslo…
it was August but it rained so much. There’s
a Viking Museum there, with long boats…
amazing…
ADAM Uh, no, Dad. Oslo isn’t where we’re heading.
Even though Vikings are awesome obviously.
No, we actually want to go to Svalbard.
DAD Say again – where?
ADAM Svalbard. You know! It’s an island above the
Arctic Circle. Or really, a group of islands. It’s a
three-hour flight from Oslo.
DAD Oh, I think I’ve vaguely heard of it! Was it in
one of those Nordic detective TV shows?
ADAM Might have been!
DAD Anyway, tell me more – what do you plan to
do on this island?
ADAM It’s going to be epic, Dad. We want to go
canoeing at midnight. We’ll be able to see
the Midnight Sun. You know it stays light for
24 hours, right? Well, we can go hiking – dog
sledding, too, or even snowmobiling. The
scenery is amazing up there. They have these
trails that take you into really remote areas
with the most incredible views of the ocean.
You should look at some pictures online. I
might even see a polar bear—
DAD [interrupts] Whoa! Wait a minute. How
remote is this place? I mean, polar bears are
dangerous, you know …
ADAM No worries, it’s very safe. You stay in the main
town – it’s called Longyearbyen. There’s a
proper airport and modern hotels – like, just
a normal place, Dad! In any case, you’re not
allowed to leave the town without a guide. You
have to take a tour. These guys know what
they’re doing, and they all carry guns. You
can’t get eaten by a polar bear! It’s going to be
great – really.
DAD Well, good to know you’ve done your research,
well done, you guys! And what about all the
gear? Do you need any special equipment?
ADAM Not really. Just a good pair of boots, a
waterproof jacket, a hat and some gloves. I
have all of those – I bought them when I went
hiking in Ireland with the school. I don’t need
to buy anything extra.
DAD Well, it does sound like an adventure. I’ve
never been anywhere as far north as that.
ADAM [hesitates] There’s just one thing, Dad…
DAD Go on…. What’s the catch?
ADAM Well, we’ll need to fly from London to Oslo,
then from Oslo to Svalbard. The plane ticket is
going to cost around £470 so I … [fade out]
4
Unit
Answers
1 was not
2 Svalbard
3 three hours
4 canoeing
5 scenery
6 might
7 modern
8 guide
9 didn’t need
10 needed
4 | p. 42
Teacher: point out the example sentence to students to
remind them of the shift of tense.
Answers
2 Adam said that his hotel was very comfortable.
3 Adam said that the scenery was incredible.
4 Adam said that he had been on a boat trip.
5 Adam said that he had hiked up a mountain.
6 Adam said that he had met some really interesting
people.
7 Adam said that he hadn’t yet seen a polar bear.
8 Adam said that we / you and I would love it there.
Reported speech | questions
5a | p. 43
Answers
2 Leonardo DiCaprio said that he liked doing things
that scared him / Leonardo DiCaprio said that he
likes doing things that scare him.
3 Katy Perry said that she loved what she did, and
when she didn’t love what she did, she’d make a
change.’
4 Ellen DeGeneres said that when you took risks,
you learned that there would be times when you
succeeded and there would be times when you
failed, and both were equally important.’
5 Christina Aguilera said that the roughest roads
often led to the top.
6 Justin Bieber said that his message was that you
could do anything if you just put your mind to it.
5b | p. 43
Students: oral pairwork.
6 | p. 43
Answers
2 He asked if there was anybody there.
3 She asked them how they had done in the exam.
4 He asked me if I was waiting for anyone.
5 He asked me if I had enjoyed the film.
6 She asked us which countries we had visited.
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 Unit 4

Reporting verbs Real communication

7 | p. 43
pp. 44–45
Answers
2 He added that he had to wear a helmet.
Getting around
3 He told him not to let go of the rope.
4 He explained that when he was climbing, his mind
and body were working together. (also possible: when
AUTHOR
chat
you are climbing your mind and body are working
together.) After a challenging unit with a demanding grammatical
5 He reminded him to relax while he was climbing. load, this lesson gives students a bit of a break and
revises and enriches the range of language strategies
they need to get around when they are on holiday.
Extreme sports: verbs and Many young adults go on a budget holiday to the UK,
collocations travelling around with friends, using local buses, staying
8 | p. 43 in youth hostels and visiting as many famous places as
possible. And Scotland is a popular destination with its
Answers wonderful scenery, historic buildings and interesting
a abseiling history. After reading, listening and focusing on the key
b bungee jumping language required, students do a series of practical role
c caving plays refreshing their know-how of these key situational /
d free diving functional areas.
e scuba diving
f snowboarding
g hang gliding
File
h mountaineering
Teacher: focus on the structures introduced in the File on
9 | p. 43 p. 44 which cover the functions of buying souvenirs, asking
for directions, asking for information, getting a bus and
Students: oral pairwork.
booking a hostel.
Suggested answers
1 snowboarding Vocabulary: holidays
2 free diving, scuba diving, whitewater rafting, body 1 | p. 44
boarding Teacher: brainstorm ideas around the class and write all
3 hang gliding suggestions on the board.
4 all sports require special equipment
5 hang gliding, go-karting Possible answers
6 caving What to see and visit
7 bungee jumping country: hill, lake, river, island, canal, forest, wood,
moorland, etc.
10 | p. 43 towards B2 First Parts 1 and 4, Trinity city: bridge, castle, ruins, theatre, opera house, historical
Speaking & Listening Task 2 monument, shopping centre, etc.
Where to stay: bed and breakfast, hotel, camping site,
Suggested answers tent, caravan, etc.
1 professional players are paid for competing and
training; amateur players do not receive payment. 2 | p. 44
2 a sport in which players come into bodily contact Students: read the brochure with the scanning technique to
with each other, e.g. rugby find the answers.
3 Students’ own answers
4 combat sports
5–8 Students’ own answers.

WB Unit 4
Teacher: assign the exercises in the Workbook Unit 4 as
homework. Draw the students’ attention to the grammar
exercises available in e-book+.

64

Answers
1 Because it has wonderful coastlines, stunning
beaches, moorlands, lakes, beautiful castles, and
mountains, as well as 800 islands.
2 It offers 3-, 4-, 5- and 7-day tours.
3 They are aimed at independently minded young
travellers.
4 Accommodation, breakfast and evening meals, ferry
transfers and entry fees are included.
5 Lunch, beer and souvenirs aren’t included.
6 Because even in the summer it can be quite cool and
it rains a lot.
Travelling around
3a | p. 45
Teacher: elicit comments on the photo, by asking What
can you see? Where do you think this place is? What is the
weather like? Explain to the class that they will hear five
conversations between two young people and the people
they meet in situations a–e. Play the recording, stopping
after each conversation for the students to identify and
number the situations.
TRANSCRIPT 18
1 DAISY Um, yes. Can I see that necklace, please?
DAISY Hello, is that Edinburgh Central Hostel?
RECEPTIONIST Yes, it is. Can I help you?
DAISY Yes, I’m calling to ask if you have a room
available from the 24th July.
RECEPTIONIST I’ll just check. How many people? And
how many nights?
DAISY Two people. For three nights, please.
RECEPTIONIST Yes, we have a twin room free that night,
or a shared four-bedded dormitory.
DAISY We’d prefer a twin room. Are the rooms
en-suite?
RECEPTIONIST Yes, all our rooms are en-suite.
DAISY How much is the twin room?
RECEPTIONIST It’s £54 a night. Bed linen is included in
the price but towels and breakfast are
extra.
DAISY That sounds fine. Can I book, please?
RECEPTIONIST Are you a member of the SYHA?
DAISY Sorry?
RECEPTIONIST The Scottish Youth Hostel Association?
DAISY No, I’m not.
RECEPTIONIST Then you will have to pay an extra £1
a night per person. But it may pay you
to join. It costs £8 to join, so if you are
planning to stay in Scotland for more
than eight nights it would be worth
joining.
DAISY Thanks.
RECEPTIONIST Can I have your name, please?
DAISY Yes, it’s…
4
Unit
2
JOE Excuse me does this bus go to
Bonnyrigg?
BUS DRIVER Yes, it does.
JOE Can I have a ticket to Bonnyrigg then,
please?
BUS DRIVER That will be £2.30.
JOE That’s quite a lot!
BUS DRIVER You’ll be able to travel on all First buses
in Zone 1 all day.
JOE But I don’t want to get another bus
today!
BUS DRIVER I’m sorry, that’s the price.
JOE OK... I’ll have the ticket, please. Could
you tell me when to get off, please?
BUS DRIVER Where are you going?
JOE Near Park Road.
BUS DRIVER OK. I’ll give you a shout.
JOE Thanks.
3
DAISY Excuse me. How much is that T-shirt?
ASSISTANT It’s £15.
DAISY Thanks. Do you have it in a medium?
ASSISTANT Let me just check… yes, here you are.
DAISY Great.
ASSISTANT Can I help you with anything else?
ASSISTANT Yes, just a moment… It’s silver. Made in
Scotland. Not like a lot of stuff you find
in shops here. So much is made in China
nowadays. This is handmade.
DAISY It’s very nice. How much is it?
ASSISTANT It’s £35.
DAISY It’s a bit expensive, I’m afraid. I’ll just
take the T-shirt.
ASSISTANT OK. That’ll be £15.
DAISY Here you are.
ASSISTANT Thanks. Here’s your change.
DAISY Thanks. Bye.
ASSISTANT Goodbye.
4
CLERK Hello. Can I help you?
JOE Yes, I wanted to know what time the
castle opens tomorrow.
CLERK It opens every day at 9.30 and closes at
6.00 pm.
JOE Could you tell us how long it takes to
visit?
CLERK To see all the sights you need nearly all
day. There are museums and exhibitions
to visit too. Also I recommend that you
are there for the one o’clock gun.
JOE What’s that?
CLERK It’s a gun that is fired at one o’clock
every day! It’s very famous.
JOE Oh, I see. Could you tell us if there are
cafés at the castle?
65
 Unit 4
CLERK Yes, there are two. The Queen Anne
café serves a nice sit-down lunch and
refreshments all day. And there is also
the Redcoat café that serves hot food
and sandwiches.
JOE How much does it cost to get in?
CLERK £11 for adults and £9 for students. You
need a student card for the discount.
5 Asking for information: Can I help you?, I wanted to
DAISY Excuse me, how do you get to the Castle
from here?
PASSER BY The Castle? Yes. Go down this road,
Princes Street. Turn left into the Mound.
And then turn right. You can’t miss it!
It’s not far.
DAISY Thanks very much.
Answers
a2 b1 c5 d4 e3
3b | p. 45
Teacher: play the recording again, stopping after each
conversation for the students to make notes. Some stronger
students might be able to remember the answers from the
first listening. Ask around and write their replies on the
board for them to check after the second listening.
Answers
1 £54 a night. Towels and breakfast are not included
in the price. Because they are not members of the
Scottish Youth Hostel Association.
2 £2.30. Because it allows them to travel on all First
buses in Zone 1 all day. To tell them when to get off.
3 £15. £35. Because it’s a bit expensive.
4 At 9.30. Yes, you can (at Queen Anne café and at the
Redcoat café). £11 for adults and £9 for students.
3c | p. 45
Teacher: play the recording again. As the students hear the
expressions in the File they tick them in their books. Note
that all of them are on the recording.
Students: after ticking the expressions they hear from the
File, they should find an equivalent for each expression in
their own language.
66
Answers
Buying souvenirs: How much is…? (x 2), Do you have
it in a medium?, Can I help you with anything else?,
Can I see that…, please?, Here you are, Here’s your
change.
Asking for directions: Excuse me, how do I get to…?,
Go down…, Turn left…, turn right…, You can’t miss
it.
know…, Could you tell us…? (x 2)
Getting a bus: Excuse me, does this bus go to…?, Can I
have a ticket to…?, Could you tell me when to get off,
please?
Booking a hostel: I’m calling to ask if you have a
room available…, How many nights?, Are the rooms
en-suite?
Indirect questions
Teacher: write the direct questions from the examples on
the board (How long does it take to visit? Are there cafés at
the castle?) and underneath write the indirect or reported
questions, showing the transformation graphically (with
arrows and strikethrough).
4 | p. 45
Students: work in pairs to role play the situations.
5 | p. 45
Students: work in small groups. The groups decide which
places they want to write directions for.
Real communication Unit 4
TRANSCRIPT AND ANSWERS
A Hello, can I help you?
B Hello, I’m calling to ask if you have a room available.
A When do you want to come?
B Next weekend, Friday and Saturday nights.
A Yes, we’ve got a single available for the Friday
night only, and a double room for both nights.
B I’ll take the double, then, please. Is it en-suite?
A Yes, it is.
B Good. Oh, and one more thing, do you have a
restaurant or café there?
A No, we’re self catering only. But there are several
good places to eat around here.
B That’s good. I’m a hopeless cook.
Units 3for
FLUENCY &4 real (Units 3 & 4)
Language check
Focus on fluency: Creating Language check
a character 1 | p. 48
AUTHOR
chat Answers
1d 2c 3a 4d 5c

Everyone loves to imagine other people’s lives, whether 2 | p. 48

they are people-watching at a café, overhearing
conversations on public transport or reading about Answers
celebrities online. Here, students develop fluency by 1 didn’t have to attend the lecture that afternoon.
speculating about the lives of people in a photograph, 2 where her phone was.
and creating an imaginary circumstance in which two 3 not to forget to lock the door when we went out.
of them might meet. Students can have fun creating 4 that two boys were shouting in the street late last
conventional or zany character types, and even adopt night / the night before.
their imagined accents or mannerisms when they act 5 if he was going to finish work early that day.
out their sketches.
3 | p. 48
1 | p. 46
Students: oral pairwork. Answers
Teacher: as the first step in this task, ask students to choose 1 e 6 h
two of the people from the photos on p. 46 and to create a 2 i 7 j
profile for them, by imagining details of their life. You may 3 b 8 c
need to allocate the photos to pairs to make sure that an 4 g 9 f
imaginary character is developed for all the people pictured. 5 d 10 a

2a, 2b | p. 46 Extreme sports: go-karting, rock climbing, whitewater

rafting, parasailing, body boarding
Students: oral groupwork. Students expand their character
Childhood: pushchair, teddy bear, playpen, see-saw,
descriptions by sharing their ideas with other pairs, and
sandpit
then present all four character descriptions to the rest of
the class.
4 | p. 48
3a | p. 47
Answers
Teacher: explain to students that they are going to create an
1 do you have
imaginary circumstance in which two of the people pictured
2 do you get
on p. 48 might meet, and to write a dialogue between them.
3 Turn left
The locations pictured on p. 47, as well as the prompts,
4 go to
should give them some inspiration.
5 You can’t
Students: in pairs, write the sketch and then practise it
6 Can I
orally.
7 Could you
8 I’m calling to
3b | p. 47
9 available
Teacher: put two sets of pairs together so that they can film
10 nights
each other on a phone or camera.

4 | p. 47 5 | p. 48 towards B2 First Writing Part 2

Teacher: you could use different methods for collating
students’ votes, on the board, through applause or in a Answers
secret ballot. Students’ own answers.

5 | p. 47
Teacher: elicit feedback from the students on their Skills Book
performance in the sketch activity, and discuss strategies for Teacher: See p. 91 for teacher’s notes, answer keys and
improvement. transcripts.
Cyber Homework Unit 4 Test: Units 3&4 Progress test

Test: Unit 4 Test

67
 Units55&6
Unit
Student’s Book pp. 49–70
Unit 5 pp. 49–58
Unit 6 pp. 59–69
Language check p. 70
Workbook pp. 96–101
Unit 5 pp. 96–100
Unit 6 pp. 101–106
CEFR descriptors p. 107
Skills Book
Reading skills 5&6 p. 114
Listening skills 5&6 p. 118
Viewing skills 5&6 p. 124, 125
Speaking skills 5&6 p. 129
Writing skills 5&6 p. 133
Word skills 5&6 p. 137
Extensive reading 4–6 p. 139
CLIL History and Society p. 146
Units 5&6 CEFR competences
Listening
B2 understand in detail what is said to me in standard spoken
language, even in a noisy environment (pp. 66, 67)
B2 understand TV documentaries, live interviews, talk shows,
plays and the majority of films in standard dialect (pp. 62, 69)
B2 understand the main ideas of complex speech, including
technical discussions in my field of specialisation (p. 59)
B2 use a variety of strategies to achieve comprehension,
including listening for main points (p. 50, 57, 68)
Reading
B2 rapidly grasp the content and the significance of news,
articles and reports on topics connected with my interests
or my job (pp. 58, 61, 68)
B2 read emails on topics within my areas of academic or
professional speciality or interest, and grasp the most
important points (p. 52)

Testbuilder Spoken interaction

Unit 5 Test B2 initiate, maintain and end discourse naturally with effective
Unit 6 Test turn-taking (p. 57, 58, 59)
Units 5&6 Progress test B2 engage in extended conversation in a clearly participatory
fashion on most general topics (pp. 53, 59, 67)
Extra practice B2 account for and sustain my opinions in a discussion by
Units 5&6: dictation, vocabulary, grammar, pronunciation providing relevant explanations, arguments and comments
(p. 49)
B2 carry out a prepared interview, checking and confirming
Objectives information, following up interesting replies (pp. 67, 69)

Grammar Spoken production

present continuous as future B2 explain a viewpoint on a topical issue, giving the advantages
will and disadvantages of various options (pp. 49, 58)
be going to B2 speculate about causes, consequences, hypothetical
zero and first conditional situations (pp. 51, 53, 63)
when, as soon as, unless
future predictions Strategies
phrasal verbs B2 use standard phrases like ’That’s a difficult question to
second conditional answer’, to gain time and keep the turn while formulating
wish / if only + past simple what to say (p. 67)

Functions and Communication Language quality

talking about the future B2 produce stretches of language with a fairly even tempo;
talking about facts and possible conditions although I can be hesitant as I search for expressions, there
expressing certainty about the future are few noticeably long pauses (p. 67)
inviting and arranging
talking about imaginary or unlikely situations Writing
on the phone B2 write clear and detailed texts – e.g. compositions, reports or
texts of presentations – on various topics related to my field
Vocabulary and Word expander of interest (pp. 60, 63, 70)
geographical features jobs
get take
Travel online activity
phrasal verbs

Pronunciation
expressing surprise
I’d / I’ll

68
Unit 5
The big year off 5
Time out
Unit 5 Objectives 1 | p. 49
Teacher: point out the unit title (Time out). Ask students
Grammar what they expect to find in this unit. Collect their
Present continuous as future suggestions on the board. Ask the students to read the
will quotes and check they understand all the words.
be going to Students: in groups, students discuss the feelings of the
Zero and first conditional writers. The first person is probably a spoiled teenager
When, as soon as, unless who feels in need of being looked after; the second person
Future predictions sounds demoralised and resigned to being taken advantage
of; the third person seems to feel lonely and suffer
Functions emotionally from the separation from his / her family and
Talking about the future friends. Students then compare their answers.
Talking about facts and possible conditions
Expressing certainty about the future 2 | p. 49
Students: work individually or in pairs and match the places
Vocabulary to the jobs.
Geographical features
get Answers
Travel 1c 2b 3d 4a 5e 6f

Skills
Reading: Working around the world; emails
Listening: a conversation; a conversation about asking
people out; gossip
Speaking: giving reasons for taking time out; making
resolutions; discussing gap-year situations; a talk giving
advice; inviting friends; gossiping
Writing: advice for a visiting friend
3 | p. 49
Students: discuss what they know about working holidays,
then read the article again to answer the questions.
4 | p. 49 towards B2 First Speaking Parts 3 and
4, Trinity Speaking & Listening Tasks 2 and 3
Students: in pairs, study the website carefully and choose
one of the jobs.

Pronunciation
Expressing enthusiasm or surprise
Presentation p. 49
AUTHOR
chat
A working trip abroad is the experience of a lifetime. But
as the quotes show, young adults miss home comforts!
Many students choose to do something useful, and there
are now many websites that offer work experience around
the world, where they can teach, do community work or
earn money. And employers are particularly interested in
this work experience as they believe it develops a range of
soft skills. After getting interested through the quotes, the
students explore the kind of experiences that are available
and reflect on reasons why a year abroad is useful.
5 | p. 49
Teacher: ask groups to think about each of the motivations.
Say that they are all valid reasons and that many young
people feel quite strongly about some of them.
Invite students to choose their five best reasons and to
discuss them with the rest of their group.
Extra
Ask the students to describe the photos.
Possible answers:
1 This is a photograph of a boy running and flying a
kite in a slum in a very highly populated part of Rio
de Janeiro in Brazil..
2 This is a photo of a turtle from a Costa Rican
conservation project..
3 This is a photo of girls in Mumbai working at
computers. There is a teacher helping them.
4 This is a photo of a traditional house with a thatched
roof in a rural area of Zambia.
5 This is a photo of two surfers on a beach in Australia.
It is a beautiful sunny day.
6 This is a person picking tomatoes in Spain.

69
 Unit 5
On the road pp. 50–51
chat
AUTHOR
Luke and Ben are on the road! They have bought an
old camper van and are going to travel around Europe.
But Haley is less than impressed. She has plans to work
and earn money at home. Students can speculate on
how successful Luke and Ben’s trip will be and how
well-prepared they are. The lesson revises and extends
the three main ways you can speak about the future
in English. The future forms speakers choose are quite
fluid, as they depend on what ideas they are trying to
communicate at the time of speaking. In particular
students see the flexibility of the going to form.
Listening
1 | p. 50
Teacher: point out the photo and ask the students if
they recognise Luke (the boy on the left). Introduce the
other characters, Haley and Ben. Discuss the meaning of
Europe on £10 a day. Explain slang words like cool (great,
fashionable), you guys (you people), sad (the opposite of
cool, not fashionable, not interesting). Play the recording
in stages, stopping after the answer to each question so the
students can make notes.
TRANSCRIPT 19
HALEY Hey guys. Long time, no see. How’s life?
BEN Good. What about you?
HALEY Not bad.
LUKE Actually, this is our last day in town!
HALEY Really? Where are you off to?
LUKE We’re going to travel round Europe all summer.
HALEY No way! When are you setting out?
BEN We’re hitting the road tomorrow morning.
HALEY How are you going to get around?
LUKE In this campervan.
HALEY You’re kidding me, Luke.
LUKE Why? What’s wrong with it?
HALEY Isn’t it a bit… old?
LUKE This is a vintage van, man! Ben and I bought it
last month on eBay for next to nothing.
HALEY Er… right. So where are you going to go?
BEN We’re going to drive through France, Spain, Italy,
Germany, Poland… maybe even Greece.
HALEY Wow. Where are you going to sleep?
BEN We won’t have to spend money on hotels or
things. We’re going to sleep in the van.
HALEY Won’t that be a bit uncomfortable?
BEN It’ll be fine! Anyway, we’re staying with Luke’s
sister in the south of France for two weeks in
August. So we’ll be able to chill out.
HALEY What about money? How are you guys going to
survive?
70
LUKE I’ve got this book, ‘Europe on £10 a day’.
HALEY That book looks ancient, too!
LUKE Yeah, well, I bought it second-hand. But it’ll be
really useful. And there’ll be loads of little jobs
we can get along the way, like grape picking.
HALEY When are you coming back?
LUKE The end of August.
HALEY I think that’ll be too early for grape picking,
Luke.
LUKE Whatever. We’ll be OK. So what about you?
HALEY Well, I’m planning to take a year out and get
some work experience.
BEN Work experience? That is so sad.
HALEY No it’s not. It’ll be cool. I’m seeing some gap
year agencies on Friday…
LUKE Sorry, Haley, we can’t stand here all day and
talk about work. We’ve got to get on the road!
HALEY OK, have a great time.
BEN We will!
Answers
1 They’re going to travel round Europe.
2 They’re going to go to France, Spain, Italy, Germany,
Poland… maybe even Greece.
3 They’re going to sleep in a van they bought on eBay.
4 They think they will do loads of little jobs, like grape
picking.
5 She’s planning to take a year out and get some work
experience.
6 Luke is not impressed. He probably thinks it’s boring.
Teaching tip
If you are going to play the recording in stages, you may
want to mark the transcript at the appropriate points
before the lesson, and keep it in front of you as you stop
and start the recording.
Real talk | p. 50
Teacher: focus on the phrases in Real talk and help
students to translate them into their own language.
Long time no see.
How’s life?
You’re kidding me!
No way!
That is so sad.
See Real talk section on p. 70 for the transcript of e-book+
Real talk Unit 5.
2 | p. 50
Teacher: pre-teach wicked, which is slang for excellent,
fabulous. Play the recording in stages, stopping after the
answer to each question for the students to make notes.
TRANSCRIPT 20
LUKE Haley?
HALEY Hi Luke. How’s it going?

LUKE Oh, OK I guess.
HALEY Where are you?
LUKE We’re still in France.
HALEY Really? Where are you? Paris? Nice?
LUKE No, we’re in Calais.
HALEY Calais? But that’s just by the port! What’s
happened?
LUKE The van broke down as soon as we got off the
ferry.
HALEY Oh, no.
LUKE We tried to fix it ourselves but we couldn’t. So
it’s in a garage… and they say it’ll cost loads of
money to repair.
HALEY So what are you going to do?
LUKE I dunno. We haven’t got much money left. I
think we’ll have to come home… without the
van. What about you?
HALEY Oh, well erm… I’m leaving for Australia next
week.
LUKE Australia?
HALEY Yeah, I’ve got a gap year job near Sydney. I’m
going to work for a surfboard company. It’ll
be wicked! [the line goes dead] Luke? Luke? Are
you still there? Luke?
Answers
1 Luke and Ben are in France, at the port of Calais.
2 Their van broke down as soon as they got off the
ferry.
3 They’re probably going to come home.
4 Haley’s going to go to Australia and work for a
surfboard company in Sydney.
3 | p. 51
Students: oral pairwork.
Teacher: with weaker students, you can do this activity
brainstorming ideas around the class.
Fast finishers
Teacher: ask students to write a paragraph about their plans
for next weekend, using going to.
Grammar
4 | p. 51
Teacher: ask students to underline the going to forms, to
circle the will forms, and to tick the present continuous
with future meaning.
5
Unit
Answers
going to: we’re going to travel, How are you going to
get around?, where are you going to go?, We’re going to
drive…, Where are you going to sleep?, We’re going to
sleep…, How are you guys going to survive?
will: we won’t have to spend, Won’t that be a bit
uncomfortable?, It’ll be fine, we’ll be able to chill out,
it’ll be really useful, there’ll be loads of little jobs, I think
that’ll be too early, We’ll be OK, It’ll be cool,
We will!
present continuous with future meaning: When are you
setting out? We’re hitting the road, we’re staying with…,
When are you coming back? I’m seeing some gap year
agencies on Friday.
Note that the present continuous forms You’re kidding
me, I’m planning to have a present meaning.
Extra
Ask students to summarise Ben and Luke’s plans
using the going to form, e.g. Ben and Luke are going to
travel around Europe all summer. They are going to
drive to France, Spain, Italy, Germany, Poland, maybe
Greece. They are going to sleep in their campervan and
they are going to survive on £10 a day.
5a | p. 51
Students: work individually or in pairs. They read the rules
and match them to the sentences.
Teacher: check the answers. Discuss any sentences which
might generate different answers around the class.
Answers
1e 2d 3g 4c 5f 6a 7b
5b | p. 51
Teacher: tell students that they are going to write sentences
that are true for them, using the constructions in exercise
5a, with the help of the prompts.
See also Key language, Student’s Book p. 52.
Speaking and writing
6a | p. 51
Teacher: ask students to write down resolutions about the
future, using going to and the verbs listed in the notebook.
6b | p. 51
Students: work in groups and tell others what they’ve
resolved to do and why.
7 | p. 51
Teacher: quickly brainstorm ideas around the class for
possible activities and write them on the board. Remind
students that the negative form of I think I’ll is I don’t think
I’ll, not I think I won’t.
71
 Unit 5
Teaching tip
Brainstorming is a technique for collecting all possible
ideas for the development of a theme:
1) ask students to offer as many ideas as possible,
however strange they might be;
2) accept all ideas without discussing them until the end
of the session and write them on the board;
3) encourage each student to develop the ideas suggested
by others in order to explore new directions;
4) at the end of the session, eliminate weak ideas, point
out the relevant ones and link them in mind maps.
8 | p. 51 towards B2 First Writing Part 2, Trinity
Reading & Writing Task 4
Teacher: make sure students understand e-friend (a friend
they are in touch with by email). Remind them to give
reasons, as in the examples.
Journeys pp. 52–53
AUTHOR
chat
Isabel and her friends have gone to Central and South
America for their gap year and are keeping in touch with
home by sending regular emails to all their friends and
family. What a lot of writing is going on in 21st century
life – text messages, blogs, emails. Pre-email, they would
have maybe sent a few postcards, but now they are
writing travel journalism! Isabel recounts what they have
done and talks about what they are planning to do next.
And naturally uses conditionals, which are the focus of
the lesson.
Vocabulary: geographical
features
1 | p. 52
Students: use the scanning technique to do the task.
Answers
email 1 beach
email 2 beach
email 3 jungle, waterfalls
email 4 jungle, volcano
email 5 river, rapids, jungle, hills, waterfall
Reading
2 | p. 52
Students: scan the emails again and number the places in
the chronological order in which the girls visited them.
Answers
a5 b2 c3 d6 e1 f4 g7
72
3 | p. 52
Teacher: suggest that some of the questions may have
a variety of answers. Ask the students to underline the
words or sentences where they find the answers. Check
understanding of expressions in Real talk.
Answers
1 They went swimming, slept and sunbathed. They
also acted in a soft drinks advert.
2 Grace got ill. She had a fever.
3 You wear a hat so that scorpions don’t fall onto your
head and sting you.
4 They walked on rope bridges 135 feet above the
jungle canopy.
5 They hiked up to the Pulhapanzak waterfall and
jumped into the pools.
6 They got there by canoe.
7 In an isolated village called Bambú in Costa Rica.
8 Students’ own answers.
Real talk Unit 5
TRANSCRIPT AND ANSWERS
Tracy meets Jeremy and Lola in the street. They haven’t seen
each other for ages and catch up on the news.
JEREMY I don’t believe it! Tracy! 1Long time no see.
TRACY Hi Jeremy! Hi Lola! 2How are you guys? 3How’s
life?
LOLA Oh, fine! We’ve just come back from India,
actually.
TRACY India, really? 4No way.
JEREMY Yes, we took a year out and travelled around
Asia. What about you? Have you been travelling
too?
TRACY 5You’re kidding me! I’ve been working. I got a
job in a bank.
LOLA Working! 6That is so sad.
TRACY I know, but 7I can’t complain. The money’s
fantastic. I’ve nearly saved enough to go to New
York in a couple of months. What are you guys
going to do now?
JEREMY Er… we’re going to have to find jobs …
Grammar
4 | p. 52
Students: read the emails underlining all the conditional
structures and complete the rules 1–5.
 5

Unit
Answers Key language p. 54–55
The conditional structures in the emails are:
(email 1) If we stay…, we may become… / If they
File
1 | p. 54
choose us, we’ll get…
Teacher: ask students to match each of the functions they
(email 2) As soon as the advert is made, I’ll send… / If
have learned in Unit 5 with an example and the grammar.
she gets…, our friends will drive…
(email 3) If you don’t wear…, scorpions fall… / When
Answers
I top up …, I’ll tell you…
2 talking about things you have decided to do, but
(email 4) If we can find…, we are going to go…
have not scheduled
(email 5) If I find…, I’ll send you…
One day I'll be rich and famous.
The rules of the zero and first conditional:
will
1 + present
3 making predictions in the near future, when there
2 + imperative
is visible evidence
3 + will
I’m going to travel after I finish university.
4 + going to
going to
5 + may / might
4 making predictions for some uncertain time in the
future
5 | p. 52
Look at the sky. I think it’s going to rain.
Students: complete the rules 1-3.
going to
5 talking about possible situations in the future
Answers
If I get tired, I will stop and rest.
1  when 2  unless 3  as soon as
If ... will
6 giving advice or instructions
See also Key language, Student’s Book p. 54.
If you go hiking alone, tell someone where you are
going.
Speaking If... present
6 | p. 52
Teacher: brainstorm ideas around the class and write them
on the board using the expressions from Future predictions. Talking about the future
2 | p. 54
See also Key language, Student’s Book p. 54.
Answers
Word expander | p. 52 1 are you leaving
Teacher: read out each group of collocations and ask the 2 I’m getting
students to provide an equivalent in their own language. 3 going to do
They should also write an example sentence for each verbal 4 going to watch
expression. 5 will the weather be
6 won’t be
Fast finishers 7 will
8 are you going to do
Teacher: ask students to write one sentence using each of 9 going to look
these words: when, as soon as and unless. 10 I’ll go
11 will you get

First conditional
3a | p. 54

Answers
1 It runs through the north of Spain, ending at
Santiago de Compostela.
2 It is nearly 800 kilometres long.
3 People walk it for different reasons, such as for
a cultural experience or to challenge themselves
physically.

73
 Unit 5
3b | p. 55 Real communication
Answers pp. 56–57
1g 2f 3h 4e 5c 6a 7d 8b
Inviting and arranging

Future predictions
4 | p. 55 towards Trinity Speaking & Listening
Task 1
Students: individual written work.
Teacher: give students some examples to help them
begin such as In the next ten years, I am not likely to
appear on TV.
Fast finishers
Teacher: ask students to write a paragraph predicting the
weather in their country in 50 years’ time.
Travel
5a, 5b | p. 55
Teacher: you could do this as a class activity by putting four
headings on the board and getting students to call out the
correct category for each word. Students can check online
for images of each place mentioned.
Answers
Places to stay: bed and breakfast, caravan, chalet, motel
Geographical features (water): bay, lagoon
Geographical features (land): cliffs, coast, glacier, valley
Attraction: aquarium, botanical gardens, monument,
seaside, ski slope, theme park
5c | p. 55
Students: oral pairwork.
Answers
Students’ own answers.
AUTHOR
chat
Silas is looking for a girlfriend! But does he manage to
get Aisha or Rachel to go out with him? One of the most
difficult things for young adults is inviting people to do
things and turning down invitations they aren’t so keen
on. This lesson focuses on the language students need to
do this effectively. It allows students more opportunities
to use future forms. They also learn how to pass on juicy
news and gossip and respond with surprise.
File
Teacher: focus on the structures introduced in the File on
p. 56 which cover the functions of making arrangements.
You can ask the students how they would say these in their
own language.
Going out
1a | p. 56
Teacher: ask students to look at the photo and to identify
the characters (Silas and Aisha). Can they predict what the
text is about? How do they think Silas and Aisha are feeling?
Extra
Ask the students to go through the units so far and
to find the scenes where Aisha appears. (In Unit 1
Aisha is answering a quiz with Luke and Silas. In Unit
2 Aisha is listening to Luke complaining about his
parents. In Unit 3 Aisha is listening to Luke talking
about a childhood memory.)

6 | p. 55
1b | p. 56
Teacher: you could set this as a groupwork activity in class,
or if more time is needed, preparation could be done as Teacher: play recording for the students to check if they
homework. were right.

TRANSCRIPT AND ANSWERS 21

WB Unit 5 SILAS Hi Aisha.
Teacher: assign the exercises in the Workbook Unit 5 as AISHA Oh, hi Silas.
homework. Draw the students’ attention to the grammar SILAS How’s things?
exercises available in e-book+. AISHA Oh fine. I’ve just been doing my homework.
What about you?
SILAS Me, too. But it didn’t take long.
AISHA No… so…
SILAS I erm… 1I was wondering if you were doing
anything tomorrow.
AISHA Tomorrow? No, I don’t think so.
SILAS 2
Would you like to go and see a film?
AISHA A film?

74

SILAS Yeah, there’s a brilliant film on at the Phoenix.
It’s a 1960s classic French movie.
AISHA Yeah, but I’m not that keen on old films. And I
don’t understand French.
SILAS There are subtitles.
AISHA Uh huh.
SILAS 3
Why don’t we go to the film and then maybe
have a pizza?
AISHA Who’s going?
SILAS Well, only me at the moment…
AISHA Erm… 4I’m afraid that tomorrow’s going to be a
bit difficult. We’ve got family coming over and I
can’t really get out of it.
SILAS 5
How about going on Saturday?
AISHA 6
I’d love to, but Saturday’s impossible. I’m going
out with Emily and Lauren.
SILAS Never mind. 7Another time, maybe.
AISHA Yeah, sure.
SILAS OK, see you.
AISHA Bye.
2 | p. 56
Students: in pairs, complete the conversation.
Teacher: play the recording again so that students can check
their answers.
With weaker students, play the recording again before the
students complete the conversation. Tell them to tick the
expressions in the File while they listen. Then they can use
them to complete the dialogue.
CULTURAL INFORMATION
Breathless, a 1960 French film directed by Jean-Luc
Godard, which inaugurated the style of the nouvelle
vague (films dealing with the alienation of urban life and
using new filming techniques like the hand-held camera
and long tracking shots).
Quentin Tarantino (1963), American film director and
actor. Famous films: Reservoir Dogs (1992), Pulp
Fiction (1994), From Dusk till Dawn (1996, 1999, 2000),
Grindhouse (2007), Inglourious Basterds (2009).
Indie, short for ’independent’, is an umbrella term for
music bands, films and other cultural manifestations
who refuse commercial labels and seek self-expression
outside mainstream movements.
Trying again
3a | p. 57
Teacher: ask students to look at the photos. Who is Silas
with? Introduce the character of Rachel. Remind the students
they have heard Rachel’s voice on the phone when she helped
Silas, Luke and Aisha answer a quiz question on Nirvana.
Students should read the questions, and make predictions.
3b | p. 57
Students: read the questions, then listen to the recording.
5
Unit
TRANSCRIPT 22
SILAS The last lesson was so boring.
RACHEL Yeah, I’m glad the week’s over. The weekend
starts now!
SILAS Erm… Rachel… listen. Do you fancy going to
the cinema? There’s an amazing film on at the
Phoenix. It’s a 1960s classic. It’s in French, but
there are subtitles, and it’s really exciting. It’s a
bit like a Quentin Tarantino film.
RACHEL What’s it called?
SILAS Breathless.
RACHEL Sorry, but I’ve already seen it.
SILAS You have? That’s a pity.
RACHEL Yeah, it’s good though. You’ll enjoy it.
SILAS So what are you doing tonight?
RACHEL I’m going to a gig.
SILAS Who’s playing?
RACHEL It’s an indie band I discovered on YouTube
called The Suggestions.
SILAS I know them!
RACHEL Do you?
SILAS Well, I’ve heard some of their stuff. I like it.
RACHEL Why don’t you come along?
SILAS Oh, I don’t know…
RACHEL It’ll be fun.
SILAS But maybe you’re going with friends.
RACHEL I’m going with my sister and her boyfriend,
that’s all. Go on!
SILAS Yeah, I’d love to!
RACHEL Cool. It starts at nine at the Zodiac.
SILAS Where shall we meet?
RACHEL Let’s meet outside at about 8.30.
SILAS OK, that’s great.
RACHEL I’ll see you there.
Answers
1 Silas invites Rachel to go to the cinema.
2 Because she has already seen the film.
3 She suggests Silas joins her. She’s going to a gig.
4 Yes, he does.
Extra
Tell the students to create a page in their notebook for
the ‘story’ of For Real Plus Intermediate. Ask them if they
remember the names of all the characters and write
them in a column on the board (Luke, Aisha, Silas,
Rachel, Ben, Haley). Create more columns headed
Physical appearance, Temperament, Scenes in the
story, Events in the past, Events in the future. The
students can then make a record of the scenes in the
order they read them. They can also put together a
‘profile’ of each character. At the end of the book, they
will write a summary of the ‘story’.
75
 Unit 5

3c | p. 57
Teacher: play the recording again. When the students hear
one of the expressions in the File on p. 56, they tick it in
their books.
With stronger students, ask them to list the functions
covered in the conversation:
1) inviting (Silas invites Rachel out),
2) making and accepting excuses (Rachel makes an excuse),
3) persuading and encouraging (Rachel encourages Silas to
join her for a gig and persuades him),
4) making arrangements (Rachel and Silas decide when and
where to meet).
Answers
Do you fancy…?, Sorry but…, That’s a pity, Why don’t
you…?, It’ll be fun, Go on, Where shall we meet?, Let’s
meet…, I’ll see you there.
Inviting friends
4 | p. 57
Students: read the situations and the instructions.
Teacher: allow students ten minutes to perform dialogues
for all the situations. Encourage them to use the
expressions in the File on page 56.
With weaker students, ask them to do just two dialogues,
one accepting an invitation and one refusing it. They can jot
it down on paper before performing it.
With stronger students, ask them to invite each other to
something that is really happening in their lives.
Answers
1 Aisha tells Ben that Silas has invited her out and she
has refused. Silas is going out with Rachel instead.
2 Ben is very surprised and laughs.
5b | p. 57
Teacher: play the recording again. When the students hear
one of the expressions in the File, they tick it in their books.
With stronger students, ask them to list the functions
covered in the conversation: 1) gossiping, 2) expressing
surprise.
Answers
Have you heard about…?, You’re joking (in File: Are
you joking?) You won’t believe this, but…, Really?
Dictation
You may want to dictate this conversation as it will be a
useful model to follow in activity 6b. With weaker
students, dictate one line at a time. With stronger
students, dictate Aisha’s lines and tell the students to
write Ben’s responses from memory.
At the end, write the complete conversation on
the board or make photocopies and distribute them to
the class.
6a | p. 57
Students: read the ideas and brainstorm a few more round
the class.

Teaching tip
When students do pairwork, always remind them to
look the other person in the face. They should either sit
opposite or turn towards each other. They should not
speak while reading from notes or from the book. If they
need to remember some words or details, they can look
at the written words, then raise their eyes and speak.
6b | p. 57
Students: in pairs, students perform short dialogues like the
one they have heard between Aisha and Ben.
Teacher: if you have given the students a written model,
they can follow it in their dialogue, but make sure they
don’t just read it out.

5a | p. 57
Teacher: ask students to read the questions and to predict
what the conversation will be about (Perhaps Aisha tells Ben
about Silas’s invitation). Play the recording while students
make notes.

TRANSCRIPT 23
AISHA Hi Ben.
BEN Oh, hi Aisha.
AISHA Have you heard about Silas?
BEN Silas? No, what?
AISHA Well, he asked me out last week.
BEN You’re joking!
AISHA No, I’m not.
BEN So what did you do?
AISHA I said I was busy. But that’s not all. You won’t
believe this, but then Silas asked out Rachel.
BEN Really?
AISHA Yeah.
BEN That’s incredible!
76
 5

Unit
Real communication Unit 5 4 Do you like rap music?
Yes, it’s interesting.
TRANSCRIPT AND ANSWERS
Jon is calling Iona to invite her out for dinner. But they have
problems deciding where to go. Answers
JON Hi, Iona, it’s me, Jon. 1 enthusiastic 2 less certain 3 less certain 4 enthusiastic
IONA Hi, Jon. How’s things?
JON Not too bad. Er… 1I was wondering if you were 3
doing anything on Friday night? Listen and give your own answers.
IONA No, I don’t think I am… TRANSCRIPT
JON Well, 2do you fancy going out for something to
1 Do you like Chinese food?
eat?
2 Do you like dancing?
IONA 3
I’d love to!
3 Do you enjoy studying English?
JON Where shall we go?
4 Do you like watching sport?
IONA 4
How about that place in King Street?
JON It looks really expensive! 5Why don’t we just go
for a burger or something? Expressing surprise
IONA 6
I’m afraid I don’t eat meat. I’m a vegetarian. When we are surprised by news, our voice starts low and
JON Oh. Why don’t we just go to Joe’s Diner then? rises. Listen.
IONA 7
Sorry, but last time I went there I was really TRANSCRIPT
ill afterwards. Actually, some of my friends are
That’s amazing! Are you kidding!
going out for a pizza at that place in Hillcrest.
8
Let’s join them. 9Go on, it’ll be fun.
Jodie’s bringing that new girl. I think she’s called Listen and repeat the expressions. Don’t be afraid to
Mia or something. exaggerate your intonation.
JON You mean Maya! The girl from Chile? Is she TRANSCRIPT
going? 1 Really?
IONA Hm, you obviously know her… 2 You’re kidding!
JON Yeah, I’d love to come, thanks. Yes, that’s 3 That’s terrible!
10
a great idea! 4 I don’t believe it!
5 Are you joking?
6 That’s fantastic!
Pronunciation Unit 5
Expressing enthusiasm Teaching tip
Phrases that express surprise are pronounced with
1 a rising intonation. Tell the students to move their
Your intonation shows whether you are enthusiastic or chin upwards in order to produce a rising intonation.
not very enthusiastic. Conversely, they can lower their head when they
To show you are enthusiastic, your voice starts high. want to produce a falling intonation. They will find
Listen. the intonation automatically rises with the upward
TRANSCRIPT movement and falls with the downward movement.
Yeah, I’d love to!

To show that you are less sure, or less enthusiastic, your

voice goes up and down. Listen.
TRANSCRIPT
Yeah, but I’m not that keen on old films.

2
Listen to the speakers replying to the questions. Are
they enthusiastic or not sure?
TRANSCRIPT
1 Do you like Indian food?
Yes, it’s nice.
2 Do you like Indian food?
Yes, it’s nice.
3 Do you like rap music?
Yes, it’s interesting.

77
 Unit 5

Point of view: Tourism

p. 58
Warm up
1 | p. 58
Students: oral pairwork.

Reading
2 | p. 58

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

3 | p. 58 towards B2 First Reading and Use of

English Part 5

Answers
1C 2A 3D 4B

4 | p. 58

Answers
B

Over to you
5 | p. 58
Students: oral pairwork.

Fast finishers
Teacher: ask students to read the article again and check
the meanings and spellings of any words they don’t know.

Cyber Homework Unit 5

Test: Unit 5 Test

78
6 Unit 6 CareersHe’s
for life 6
UNIT41 Can
STARTER UNIT you
got dance?
a band
Work
Unit 6 Objectives CULTURAL INFORMATION
Grammar Confucius (551–479 BC), Chinese philosopher whose
works were influential during the Han Dynasty (206–220
Phrasal verbs BC). The Jesuit Matteo Ricci introduced his works to the
Second conditional western world at the end of the 16th century.
Wish / if only + past simple Rita Mae Brown (1944), American writer, known for her
Functions mystery stories, her poetry and her support for civil
rights, lesbian and gay movements.
Talking about wishes, imaginary or unlikely situations Stephen King (1947), American writer, famous for his
Giving advice horror and fantasy novels.
Vocabulary
1 | p. 59
Phrasal verbs Teacher: ask students to read the quotes and elicit who the
Jobs authors are and what the students know about them. Add
take some information, if necessary. You could ask students to
Online activity summarise the quotes into one piece of advice: choose a job
you love doing; don't choose a job just because it pays well;
Skills
work very hard to use all your talents).
Reading: Which career?; article about exceptional young
people; career quiz 2 | p. 59
Listening: people talking about their jobs; a TV programme; Students: in pairs, think of as many jobs as possible
a phone call before reading the Which career? text in exercise 3.
Speaking: discussing jobs; discussing successful people;
hypothetical situations; making and answering phone calls
3 | p. 59
Writing: sentence patterns; a paragraph describing your
Students: do the matching exercise.
ideal job
Teacher: check the answers with the class, then teach any
Pronunciation words which might be new.

I’d and I’ll Answers

Presentation p. 59
AUTHOR
chat
Students are thinking about their future careers, and this
unit looks at how their personality and preferences will
shape their career choices. We also look at successful
young people and the qualities that have led to their
success in life. The quotes ask students to reflect on
the relationship between our work and our quality of
life. And the career website is designed to help young
people think about what sort of job they are suited to,
depending on their interests.
After choosing three areas and looking at the proposed
careers, they discuss this with their partner, and learn
key work vocabulary while listening to people describing
their jobs.
1 e 5 j 9 f
2 i
3 g
6 a
7 l
10 b
11 d
4 h 8 k 12 c
4a | p. 59
Teacher: ask students to read the task and to make notes in
preparation for pairwork.
4b | p. 59
Students: in pairs, compare their choices, justify them and
encourage their partner to make further choices.
5a | p. 59
Teacher: tell students they are going to hear four
monologues. Play the recording, stopping after each speech
to ask the class what they think this person does. Write
their ideas on the board.
TRANSCRIPT 24
1
My job is basically to help the company sell more
products. It involves a lot of different things – I research
potential customers and competitors, organise market
research, er… things like questionnaires and
telemarketing – you know, making phone calls to find
out what they think and what they want. A lot of my
work is deskbound and I um… have to do all those

79
 Unit 6
everyday office duties – things like photocopying and
filing and updating the database. But the best bit is when
I get to go to trade shows. There’s a lot of hands-on
work, from preparing the stand to organising the daily
event schedule. That’s the fun part of the job.
2 Role models
It’s often thought of as a glamorous job, but in many
ways it’s quite routine. I think you have to like working
with people because… er that’s what the job is all about.
You want people to have a safe and pleasant time while
they’re in your care. Essentially, we welcome them on
board, we take care of them while they’re with us, and
then we help them disembark safely. We’re told if anyone
has any special dietary needs or is, say, a nervous flier.
It’s important we know this as it means we can react
more quickly in a potentially dangerous situation.
Obviously travel’s a big part of the job – but I often don’t
have time to see much more than the inside of my hotel
room!
3 allow his disadvantaged childhood to stop him pursuing his
It’s a creative job, but it’s surprisingly technical, too.
I mean, most of my work is done on computers these
days. I was never into video games and stuff when I was
at school. I mean, I was never a techie. But a lot of my
artwork is for video games and websites and animation,
stuff like that… I work mainly on my own, which is great.
But I also spend a lot of time talking to clients in order to
understand what they want me to do. You know, they
give me a brief, or a problem [laughs], and I have to come
up with new visually interesting ideas for the images.
It’s not the kind of artwork I imagined doing before I left
school, but I love it. There’s a new challenge every day.
4
If you want an easy life, this job isn’t for you. We deal
with people who are in trouble, or going through some
kind of crisis, or maybe who just can’t look after
themselves. I work very closely with young people and
their families um… mainly kids who have got into
trouble, with the law and drug abusers. It’s tough. You
have to want to help people – but at the same time, you
mustn’t get too involved. If you let your heart rule your
head, you know, you can make bad decisions – and that
doesn’t help anybody. I really like the personal contact –
helping people to get better, to be happier – but like
most people I can’t stand having to do all the paperwork.
Answers
1 Marketing assistant
2 Flight attendant
3 Illustrator
4 Social worker
5b | p. 59
Teacher: play the recording again. Tell students to write
down the words that helped them to identify the jobs.
80
Consolidation
Ask the students to write a definition of each job based
on the key words they noted during the recording.
pp. 60–61
AUTHOR
chat
Exceptional young people are great role models.
Understanding their qualities, skills and their attitude to life
and its obstacles can help students overcome problems in
their own lives so they too can fulfil themselves. The key
themes in the title: ‘Work hard to succeed, achieve your
dreams’ link to the ideas in the quotes at the beginning of
the unit. Christian Leblanc gave up his steady job to pursue
his twin passions of film making and travel; Lily Cole
realised that being a top model is not enough in life and
continued with her education; and Kilyan Mbappe didn’t
dream to be a professional footballer. Mastering a range
of phrasal verbs is a key to fluent and natural sounding
communication. Here we look at some common phrasal
verbs in context and extend students’ knowledge of this
key B2 area.
Reading
1 p. 60 towards B2 First Reading and Use of
English Part 7, Trinity Reading & Writing Task 2
Teacher: ask students to read the article in detail and to
complete the sentences. Check the answers with the class.
Answers
2  Lily Cole 7 Lily Cole
3  Kilyan Mbappe 8 Kilyan Mbappe
4  Kilyan Mbappe 9 Lily Cole
5  Christian Leblanc 10 Christian Leblanc
6  Kilyan Mbappe 11 Christian Leblanc
Vocabulary: phrasal verbs
2 | p. 60
Students: scan the article to find the listed phrasal verbs.
Teacher: tell students to guess the meaning of the verbs
from the context, before attempting to match them with
their definitions. Explain that the expression d) look after
children, e.g. parents refers to what parents usually do, i.e.
look after their own children.
Answers
1g 2a 3e 4c 5h 6d 7b 8f

Consolidation
Go through the article with the students to identify the
words they found difficult to understand. Tell them to
look up the definitions in a dictionary. Ask the students
to write all the difficult words in their vocabulary
notebook, adding a definition or a translation.
Speaking
3 | p. 60
Students: oral pairwork. They take turns to ask and answer
the questions and to express their opinions.
Teacher: collect students’ ideas on the board and compare
opinions in class.
Grammar
4a | p. 60
Students: scan the article to find the listed phrasal verbs.
Teacher: suggest students underline the verbs in
preparation for the next exercise.
4b | p. 60
Teacher: read the rules with the class and write the example
verbs in four columns on the board: pick out, grow up, go
out, get on with.
Students: in pairs, put the verbs in four categories, as
presented in the rules.
With weaker students, ask them to read out each verbal
form and to discuss which rule they can apply to it. Write
each verb in the correct column on the board, while
students write it in their notebook. With stronger students,
assign this exercise as homework.
Answers
group 1: kick around, pick up, take up, leave behind,
find out, set up, give up, bring up, build up
group 2: take after, talk about, walk along, work on
group 3: set out
group 4: stand up for
See also Key language, Student’s Book p. 64.
Writing
5 | p. 60
Teacher: ask students to read the sentences and write some
of their own.
With weaker students, ask them to translate the sentences
first, then to write their own sentences in class.
With stronger students, assign this exercise as homework.
Fast finishers
Teacher: ask students to use a dictionary to find two more
phrasal verbs that use take. They should then write a
sentence with each.
6
Unit
What if? pp. 64–65
AUTHOR
chat
Continuing the theme of careers, students look at how
their own personality and attitudes have an impact on
their behaviour in the workplace, and the sort of job that
they are suited to. The quiz is a shorter version of the
popular psychometric tests favoured by many employers
in the modern workplace. There are many types available
online. Key soft skills needed in the world of further
education and work are introduced – working under
pressure, responding to routine, getting on with people,
expressing your feelings and being able to plan ahead.
The focus of this lesson is the second conditional and
students are given plenty of opportunities to practise in a
wide variety of situations.
Reading
1a | p. 62
Teacher: explain that this quiz is similar to those used in
the workplace to identify personality traits and behavioural
attitudes. Ask the students to imagine they have to do the
quiz as part of a job interview. Make sure they understand
all the words, especially the categories used to measure
their personality and behaviour (pressure, routine,
creativity, empathy etc.).
1b | p. 62
Teacher: with weaker students, ask which qualities are
needed for each of the professions listed. Write them on the
board. This will help the students to suggest appropriate
careers to their partner and to motivate their choices.
Word expander | p. 62
Teacher: ask students to read each expression preceded by
take and to provide a translation in their own language.
Students should copy all the expressions with their
translation into their vocabulary notebook. Then they add
an example sentence for each expression.
Weaker students can look up examples in the dictionary.
With stronger students, ask them to write up their own
examples.
Consolidation
You can draw a mind map on the board, with take in the
middle and the seven listed categories all around. Write
the words for each category and ask the students to add
some more.
81
 Unit 6
Grammar
2 | p. 63
Teacher: write the first example sentence on the board and
point out the structure of the second conditional (if + past
simple + would + base form). Write the third example on
the board and remind students of the form I were which is
often used in second conditionals instead of I was.
Write examples with wish and if only and explain the
structure. Once students have completed the rules, check
answers by asking some students to read out the rules and
the examples.
With weaker students, ask them to translate each example
into their own language.
With stronger students, ask them to underline all If clauses
and circle main clauses in the career quiz.
Answers
1 main clause 2 less 3 advice 4 permission
See also Key language, Student’s Book p. 64.
3a, 3b | p. 63
Students: work individually or in pairs.
Teacher: with weaker students, ask them to formulate
sentences orally under your guidance. Check that they use
the correct tense in the if clause. Stronger students can do
this exercise as homework.
You can also ask the students to choose one of the ideas and
ask them to write a lengthy composition. There are plenty
of ideas for several compositions.
4 | p. 63
Teacher: assign one or more questions for oral pairwork.
With weaker students, brainstorm ideas and write them on
the board using the base form of the verb. The students,
in pairs, choose the ideas they agree with and formulate
imaginary situations using the second conditional.
Stronger students can discuss in pairs, then report their
ideas back to the class.
5 | p. 63
Teacher: read the task and make sure the students are aware
that they have to use If only or I wish followed by the past
simple. Give them a few more examples.
Allow five minutes for the written activity. Then ask pairs to
read the sentences to each other and exchange comments.
Stronger students can extend the oral activity expressing their
wishes and asking their partner if they share the same wish.
Writing
6 | p. 63
Teacher: you can discuss the topic by describing an
imaginary job for yourself. Then assign this task as
homework.
82
Teaching tip
You can help the students prepare for any writing
activity by drawing an outline on the board of how to
develop a composition.
Opening paragraph: You announce the theme to be
developed.
Main body of the text: You elaborate (clarify and give
details), illustrate (give examples), discuss (give the
reasons for your choices).
Conclusion: You make a final statement in one
paragraph. It should wrap up your presentation and
stimulate further thoughts in the reader.
Listening and speaking
7a | p. 63
Teacher: ask students to read the situations carefully.
Help them out if they don’t remember the structure of the
second conditional. Tell them to look at the photos. Say
that these people were interviewed on a TV programme and
each person answered differently. Explain that the students
have to allocate a different answer to each person.
7b | p. 63
Teacher: play the recording in three stages for students to
check the predictions they made in exercise 7a.
TRANSCRIPT 25
1
INTERVIEWER Hi, this is the Word on the Street coming
this week from the streets of Swindon.
It’s a busy Saturday and everybody is
out and about. So let’s find out what
people are thinking this week.
What would you do if you found a
mobile phone in the street?
YOUNG WOMAN If it was a nice one, and it wasn’t
locked, I might keep it!
INTERVIEWER What would you do if you found out
that your best friend was having an
affair?
YOUNG WOMAN Ooh. That’s a hard one. I suppose I’d
be loyal to my friend. After all it’s her
business.
INTERVIEWER What would you do if you had more
free time?
YOUNG WOMAN I’d travel abroad. Well, if I had enough
money as well!
2
INTERVIEWER What would you do if you found a
mobile phone in the street?
MAN Good question! Um… I don’t think I’d
take it to the police station. I’d try to
call someone in the address book, I
think.
INTERVIEWER What would you do if you found out
that your best friend was having an
affair?

MAN Huh! Nothing! I wouldn’t want to
interfere. Friends give their mates
support.
INTERVIEWER What would you do if you had more
free time?
MAN I’d like it. I work too hard, mate. I’d
go out with my friends and have a
good time.
3 1 asking for permission
INTERVIEWER What would you do if you found a
mobile phone in the street?
WOMAN I think I’d hand it in to um the
nearest shop.
INTERVIEWER What would you do if you found out
that your best friend was having an
affair?
WOMAN Difficult. But I’d try and persuade my
friend to stop. I’d ask her to think
about the consequences of what she
was doing.
INTERVIEWER What would you do if you had more
free time?
WOMAN I have lots of free time. I’m retired.
So that wouldn’t change my life.
Answers
Photo A (dialogue 1) 1c 2a 3c
Photo B (dialogue 3) 1a 2b 3b
Photo C (dialogue 2) 1b 2c 3a
7c | p. 63
Students: oral groupwork. Students discuss what they
would do in the scenarios presented in exercise 7a.
Teacher: listen to the groups’ discussions to make sure they
are using the conditional constructions correctly.
Pronunciation Unit 6
Contractions I’d and I’ll
The recording consists of six statements about
future careers or life choices. Listen and choose the
contractions you hear. Then listen again and repeat.
TRANSCRIPT AND ANSWERS
1 I’d definitely try to do a creative job.
2 I think I’ll try to work from home.
3 I don’t know about you but I’ll probably live abroad.
4 I’d never choose to do a nine-to-five job.
5 I’ll definitely have a career where I can help people.
6 I think I’d enjoy working for a major company.
Fast finishers
Teacher: ask students to write one more question for the
Career quiz, along with two possible answers.
6
Unit
Key language pp. 64–65
File
1 | p. 64
Teacher: ask students to match each of the functions they
have learned in Unit 6 with an example and the grammar.
Answers
Would you mind if I opened the window?
Would you mind if + past tense
2 talking about imaginary or unlikely situations when
the result is not certain
If I studied Science, I could become an engineer.
If + past tense... could / might + present tense
3 giving advice and opinions
If I were you, I would do a course in graphic design.
If I were you, I would... + present tense
4 talking about a desire in the present
I wish I could speak more languages
I wish / If only + past simple
Second conditional
2 | p. 64
Answers
1c 2e 3a 4g 5b 6f 7h 8d
3a | p. 64
TRANSCRIPT 26
1
TOM Hey! So, how did the interview, Charlotte?
CHARLOTTE It was a disaster! They gave the job to
someone else.
TOM Oh, no! Sorry to hear that.
CHARLOTTE Thanks. I don’t think my interview skills
are very good to be honest, I’m sure I
made a lot of mistakes. You know, I either
talk too much or don’t say enough.
TOM I bet the other person just had a bit more
experience that’s all. What did they ask
you?
CHARLOTTE So they asked me, “what would you do if
you had a difficult customer?” Like when
someone makes a complaint. I couldn’t
think of anything to say!
TOM Oh poor you! Better luck next time.
2
OPTICIAN Right, that’s the end of the test, Daniel.
DANIEL I’m going to need glasses, aren’t I?
OPTICIAN Well, yes… for distance, when you’re
driving, watching TV, that kind of thing.
DANIEL That’s a bit depressing, to be honest.
OPTICIAN It can’t be that bad, surely? What’s wrong
with glasses?
83
 Unit 6

DANIEL I hate them! I’d have laser eye surgery, if Answers

I could afford it. Conversation 1
3 1 Charlotte was at a job interview.
NAOMI Fran. I want to ask you something. I 2 She didn’t get the job.
don’t know what to do about Jay. 3 She was asked what she would do if she had a
FRAN You mean your brother, Jay? difficult customer.
NAOMI Yeah, that annoying guy who I happen to 4 Charlotte would find a job if she had better
be related to. Unfortunately. interview skills.
FRAN What’s up with him, then?
NAOMI The thing is, he’s always borrowing Conversation 2
money off me and never pays it back. 1 Daniel has just had an eye test.
FRAN Hmm, yeah, that is pretty awkward. 2 Daniel needs glasses.
Does he have the money? 3 He wanted to have laser eye surgery.
NAOMI I think so. He does have a job! 4 Daniel would have laser eye surgery if he could
FRAN No excuse then, really. What’s the afford it.
problem though? Why don’t you just ask
him! Conversation 3
NAOMI I know, I know. But there’s always some 1 She’s upset with her brother, Jay.
sob story, you know… the car needs 2 He keeps borrowing money and not paying it back.
fixing, he lost his phone, he has a credit 3 He always needs money for different reasons.
card bill to pay… 4 Fran would ask him to pay at the end of the month,
FRAN Naomi, you’re too soft. If I were you, I’d if she were Naomi.
ask him to pay you back at the end of
the month. And don’t lend him anymore. Conversation 4
NAOMI You’re right … 1 Harley is talking to his school counsellor.
2 He is going to study English.
4 3 He would prefer a 9–5 job.
COUNSELLOR So, Harley. I see you’re planning to study 4 Harley wishes he were good at Maths like his mum.
English at university. Have you thought
about what you might want to do for a
career? If you’re good at writing, how
Phrasal verbs
about journalism?
HARLEY I’m not sure. Journalism does seem 4 | p. 65
quite pressured. I’d prefer something
more 9–5. To be honest, I wish I were Answers
good at Maths like my mum. She’s an 2 build up
accountant. It’s well-paid once you’re 3 were talking about
qualified. 4 kick, around
COUNSELLOR It would help if you were taking Maths! 5 stood up for
HARLEY I know! I’m just saying… if only… 6 walk along
7 picked out
8 goes out
Answers
A3 B1 C4 D2 5 | p. 65

Answers
3b | p. 64 2 Adam gave it up last year.
Students: oral pairwork. 3 I ran into him in Rome.
4 Mark doesn’t get on with her.
5 Tamara really takes after her.
6 I tried to help him out when he had a problem.
7 I found it out on the radio.
8 Connor put it on before he went out.

84
 6

Unit
Talking about wishes WB Unit 6
Teacher: assign the exercises in the Workbook Unit 6 as
6 | p. 65
homework. Draw the students’ attention to the grammar
Teacher: there are no correct answers for this exercise, exercises available in e-book+.
but students should give sensible responses. You could do
this as a class activity if you wish, with students calling
out suggestions. The important thing is to make sure that Real communication
students use the correct construction If + past tense...
would + present tense. pp. 66–67
On the phone
Possible answers
2
3
If I were you, I would become a medical sales rep.
If I were you, I would become a forestry worker.
AUTHOR
chat
4 If I were you, I would become a farmer.
Talking effectively on the phone is an essential skill and
5 If I were you, I would become a doctor.
this lesson provides students with key telephone survival
strategies. Aisha is saving for a holiday and has taken a
summer job to earn some money. She has to answer the
7 | p. 65 towards B2 First Speaking Part 1
phone to clients and take messages, but she also takes
Students: oral pairwork.
a call about her holiday. Students are guided through a
Teacher: listen in on the students’ discussions to make sure
series of phone calls to analyse and practise skills, such
they are using the correct constructions.
as making calls and getting connected, answering the
phone, taking messages and asking for clarification. Don’t
Online activity forget to discuss the Random Fact about how often
8a | p. 65 people lie in phone conversations!
Students: oral pairwork.

8b | p. 65
Teacher: you could do this as a class discussion, with File
students giving examples of each verb as used in the context Teacher: focus on the structures introduced in the File on
of online activity. p. 66 which cover the functions of phone conversations. You
can ask the students how they would say these in their own
Possible answers language.
browse: to browse a website (can also be a noun)
follow: to follow a user (e.g. on Twitter, Instagram)
like: to like a comment / photo (can also be a noun)
Aisha’s summer job
post: to post a message in an online forum (also a noun) 1 | p. 66
subscribe / unsubscribe: to subscribe to / Students: work in pairs to read the email and answer the
unsubscribe from a blog or newsfeed questions orally.
tag: to tag a person in a post (can also be a noun)
trend: a topic / hashtag is trending (can also be a noun) Answers
vlog: to post a video (e.g. on YouTube) (can also be 1 She is working in the office of a company called Be
a noun) All Fashions.
2 She’s a secretarial assistant. She makes photocopies,
9 | p. 65 answers the phone and makes the tea for the boss.
3 Probably to earn money for her summer holiday in
Answers Ibiza.
1 followers
2 posted, likes
3 subscribe, channel Taking messages
4 tag
2 | p. 66
5 vlogs
Students: in small groups, ask each other the questions and
6 feed
note down the answers.
7 browser
8 trending
3 | p. 66
10 | p. 65
Teacher: tell students they will hear a business call in which
Students: oral groupwork.
Aisha takes down a message. Remind them that telephone
numbers are read one digit at a time in English, not in pairs

85
 Unit 6
or in groups. Play the recording once without stopping. Ask
students to write the headings of the form on p. 68 and to
fill them in during the second listening. Play the recording
again, pausing at appropriate points for students to note
down the answers.
TRANSCRIPT 27
AISHA Hello, Be All Fashions, can I help you?
JAMES Could I speak to Julia Aldridge, please?
AISHA Yes, could you hold the line a second?
JAMES Sure.
AISHA I’m afraid that Julia isn’t at her desk at the
moment. Would you like to leave a message?
JAMES Thanks. This is James Cohen from Pretty Things.
I’m going to be in the area tomorrow. I’d like
to show Julia our new season’s accessories. So
could she call me?
AISHA OK. I’ll tell her that. What’s your number?
JAMES 018635 453219
AISHA 018635 453219?
JAMES Yes, that’s right.
AISHA And how do you spell your surname?
JAMES It’s C O H E N.
AISHA C O H E N. OK. So, James Cohen from Pretty
Things is going to be in the area tomorrow.
And you want to show Julia your new season’s
accessories. You’d like her to call you.
JAMES Yes, please.
AISHA Thanks. I’ll let her know.
JAMES Bye.
AISHA Bye.
Answers
Name: James Cohen
Company: Pretty Things
Phone number: 018635 453219
Message: He’s going to be in the area tomorrow. Would
like to show you their new season’s accessories. Please
call him.
4 | p. 67
Teacher: tell students they will hear another business call
in which Aisha takes down a message. At first she makes
mistakes, then she corrects them. Play the recording once
without stopping. Play the recording pausing at appropriate
points for the students to note down the answers.
TRANSCRIPT 28
AISHA Hello, Be All Fashions, can I help you?
CLARICE Hello. I wonder if you can help me with an
enquiry.
AISHA I’ll try!
CLARICE I wanted to know what discount your company
gives to small shops.
AISHA Um… well… I think you need to speak to Mr
Kumar. Bear with me, please... sorry, but he’s
not in yet.
86
CLARICE Can I leave a message?
AISHA Of course. If you leave your details, I’ll get him
to call you back.
CLARICE OK. My name’s Clarice O’Doherty and I run a
shop in Cheltenham called Go 4 it.
AISHA Cool. Could you spell your name, please?
CLARICE Yes, it’s C L A R I C E O apostrophe D O H E R T Y.
AISHA O D O C H E R T Y?
CLARICE No, O’Doherty. O apostrophe D O H E R T Y.
There’s no C.
AISHA Sorry. And your shop is called?
CLARICE Go 4 it. That’s the number 4. Not the word.
AISHA Oh right. Cool. And your phone number?
CLARICE 02074 896499.
AISHA 02074 996499.
CLARICE No, 896499.
AISHA Sorry. 896499. So that’s Clarice O’Doherty from
Go 4 it. You would like to know what discount
we give to shops.
CLARICE To small shops.
AISHA Sure. Oh, hang on. Mr Kumar has just arrived.
Mr Kumar!
Answers
Name: Clarice O’Doherty
Company: Go 4 it
Phone number: 020704 896499
Message: wants to know what discount we give to
small shops
5 | p. 67
Teacher: play tracks 27 and 28 again: the students do
the task.
Answers
Track 27: Hello, (Be All Fashions) can I help you?,
Could you hold the line?, I’m afraid that
(Julia) isn’t at her desk, Would you like to
leave a message?, This is (James Cohen),
How do you spell your (sur)name?
Track 28: Hello, (Be All Fashions) can I help you? Bear
with me, Can I leave a message?, I’ll get him
to call you back.
6a | p. 67
Students: use the expressions they listed in activity 5.
Teacher: remind students to repeat the conversation
reversing roles. With weaker students, give an example of a
possible conversation with one student. The other can make
notes. Then they role play a similar conversation.
6b | p. 67
Teacher: with weaker students, write out the conversation
before performing it.
 6

A bad line
7 | p. 67
Teacher: tell students Aisha takes a business call on a bad
line and the caller’s words are not clear. Get them to read
the text and imagine what the missing words might be. Play
the recording pausing at appropriate points for the students
to note down the answers.
TRANSCRIPT AND ANSWERS 29
PAUL Hello, hello. I’d like to speak to Greg.
AISHA Sorry. The 1line’s very bad, could you speak up?
PAUL Yes. I’d like to speak to Greg Mitchell.
AISHA And what’s your name, please?
PAUL [crackle on line] Paul, Paul Walsh.
AISHA Sorry, I didn’t 2catch that.
PAUL [crackle again] Paul Walsh.
AISHA [crackle] I’m really sorry, Paul but I 3can’t hear
you.
PAUL Hello, hello? Are you there? Hello.
8 | p. 67
Students: reorder the sentences. This is the conversation
the previous caller, Paul, wanted to have with Aisha’s office.
Teacher: check answers by playing the recording.
TRANSCRIPT 30
PAUL Hello. This is Paul Walsh, again.
AISHA Hello, Paul. It’s a much better line.
PAUL Great. Can I speak to Greg Mitchell in the
Accounts department, please?
AISHA Yes, sure. I’m putting you on hold. Is that OK?
PAUL Fine. [pause]
AISHA Hello, is that Greg Mitchell?
GREG Speaking.
AISHA I’ve got Paul Walsh on the phone for you.
GREG Thanks. Put him through.
Unit
AISHA Yes, it is. No worries.
NICHOLAS Um, we’ve had to change the dates. The
flight to Ibiza isn’t available for the dates
you wanted. There is a morning flight a
day earlier. August 15th.
AISHA Oh, I see. Well, I think that’s OK. But I’ll
need to speak to the other person.
NICHOLAS Fine. I can hold the booking today. But
you’ll need to call me back by the end
of the day. You’ll lose it otherwise.
AISHA OK. That’s fine. I’ll call back later.
NICHOLAS Thanks.
AISHA [off the phone] Oh no!
Answers
1 He’s a travel agent.
2 Because they have had to change the dates of her
flight.
3 She needs to speak to the other person (Katie).
4 She needs to get back to Nicholas by the end of the
day, because otherwise they will lose their booking.
9b | p. 67
Teacher: with weaker students, ask them to write out the
conversations before performing them. Stronger students
can make brief notes and invent the conversations as they
go along.
Random Fact | p. 67
Teacher: ask students to read the information and to discuss
in pairs if they usually do the same.

Answers
1g 2e 3a 4c 5d 6h 7f 8b 9i

Aisha’s holiday
9a | p. 67
Students: listen to a conversation about Aisha’s holiday
arrangements.
Teacher: play the recording pausing at appropriate points
for the students to note down the answers.

TRANSCRIPT 31
NICHOLAS Hello, this is Nicholas from ABC Travel.
Can I speak to Aisha Rai, please?
AISHA Speaking. What can I do for you?
NICHOLAS Well, I’m calling regarding your booking
for Ibiza. Is this a convenient time?

87
 Unit 6
Real communication Unit 6
1 TRANSCRIPT AND ANSWERS
Jessamy is desperate for a job and calls Ross Watson, the
director of a model agency.
RECEPTIONIST Hello, Face It Model Agency. 1Can I
help you?
JESSAMY Yes, 2could I speak to Ross
Watson, please?
RECEPTIONIST Certainly. I’ll 3put you through to
him. I’m afraid 4he’s not at his desk
at the moment. I’ll try the studio.
I’m just putting you 5on hold. Sorry,
I’m afraid he’s not in the studio
either.
JESSAMY Could you ask him to 6call me,
please?
RECEPTIONIST Certainly.
JESSAMY It’s Jessamy here.
RECEPTIONIST Sorry, 7can you spell that, please?
JESSAMY JESSAMY.
RECEPTIONIST OK. Does he have your number?
JESSAMY Yes, he has. Do you know when
8
he’ll be back in the office?
RECEPTIONIST I’ve no idea, sorry. But I’ll 9pass on
your message as soon as I see him.
JESSAMY Thanks. Goodbye.
2 TRANSCRIPT AND ANSWERS
Jessamy finally gets to speak to Ross Watson, but she is having
trouble with her mobile phone.
ROSS Hello, 1Ross Watson speaking.
JESSAMY Hello, my name’s Jessamy. Do you
remember me? We met at…
ROSS Sorry, 2it’s a very bad line. Could
you 3speak up?
JESSAMY It’s because I’m on my mobile. Is it
a 4convenient time to talk?
ROSS Sorry, what 5did you say?
JESSAMY I said, are you busy right now? Can
we talk?
ROSS Well, I’m in the middle of
something, but if it’s quick…
88
Focus on fluency: The
world of work
chat
AUTHOR
Here students are exploring how language will be used
beyond the world of the classroom. Students may find
themselves in the future being asked to perform a job
interview in English and such a situation requires a particular
form of formal English. Indeed, the same sort of questions
tend to be asked in each interview. Thus students can
prepare beforehand by thinking about the sort of things
they will be asked, and the sort of responses that they
would give.
Many students in this age group lose interest in lessons
which relate to the world of work and employment, so the
lead-in to this lesson provides a humorous take on interview
situations to help engage students with the material.
1a | p. 68
Teacher: explain to students that at this stage they just need
to look at the picture and discuss the questions in pairs.
Students: oral pairwork.
1b | p. 68
Teacher: encourage students to cover their books and, in
pairs, come up with a list of suggestions they would make
for a friend going to a job interview.
1c | p. 68
Students: read the job interview tips and tick the ones you
already thought of in exercise 1b.
2a | p. 68
Teacher: tell the students they will hear the comments
of four interviewers about the candidates they have just
seen. Students should identify the mistakes made by the
interviewees. Play the recording once, while students
compare the comments with the advice listed in exercise 1.
TRANSCRIPT 32
A
He had no idea about our company. He didn’t know
where our head office is. He didn’t know the names of
our products. He didn’t know anything.
B
I liked her, but she said… er… she said she argued a lot
with her manager in her old job. That’s not good, is it?

C Example answer
So we did an online search for the candidates and we
found this guy. Look! This is his home page. Is that him…
at some crazy party? And… he’s dancing in this one.
Hmm, very interesting pictures.
D a month, from 11 a.m. to 4 p.m., and we pay €50
So, everyone looked very smart except for this guy, Jack
Fletcher. I mean, a T-shirt? I don’t think he really wanted
the job.
Answers
In interview A, the candidate hadn’t followed the second
piece of advice (find out everything you can about the
company).
In interview B, the candidate hadn’t followed the fifth
piece of advice (don’t complain about your old boss and
don’t say you have lots of arguments).
In interview C, the candidate hadn’t followed the last
piece of advice (take any bad photos or silly stories off
your web pages).
In interview D, the candidate hadn’t followed the first
piece of advice (wear smart, formal clothes).
2b | p. 68
Students: learn the type of questions frequently asked in
job interviews.
Teacher: play the recording for students to check
their answers.
TRANSCRIPT AND ANSWERS 33
1 Tell me about yourself.
2 What are your strengths and weaknesses?
3 What was your biggest achievement?
4 Where do you see yourself in five years?
5 How would you describe your personality?
6 Why do you want to work here?
7 What are your hobbies?
2c | p. 68
Students: oral pairwork.
Going for an interview
3a, 3b | p. 69
Students: in pairs, students prepare an interview based on
the information given. Perform the interview according to
the plan given.
Teacher: allow about twenty minutes for the whole activity.
6
Unit
A = Interviewer B = Interviewee
A Hello and welcome.
B Hello.
A We need people to sell tickets to the public at the
stadium. We are offering the job for two Saturdays
a day. Are you interested?
B Yes, I am.
A What is your present job?
B I work in a supermarket every Saturday for six
hours and I earn €9 per hour.
A That means you earn €54 for four Saturdays
a month. We are only offering two Saturdays a
month. Are you sure you want to work here?
B Absolutely, I love car racing.
A What are your weaknesses and strengths?
B I am very punctual and reliable. However, I talk a
lot to make customers welcome and this may slow
down the transaction.
A How would you describe your personality?
B I am very hard-working and enthusiastic.
A Where do you see yourself in five years?
B Competing in motor races. I want to be a driver one
day.
A Do you have any questions about this job?
B Yes, is there any chance of watching the races?
A Yes, you can watch them for free on the Saturdays
when you do not work.
B Great. And what breaks are there during the working
day?
A You have a break of one hour between morning
and afternoon sessions. So, thank you for coming.
Goodbye!
4 | p. 69
Students: swap roles and prepare an interview based on the
information given. Perform the interview according to the
plan given.
Teacher: allow about twenty minutes for the whole activity.
89
 Unit 65&6
Units
Language check
Example answer Language check
A = Interviewer, B = interviewee
A Hello and welcome. 1 | p. 70
B Hello.
A We need an assistant to help in our office at Answers
weekends. The work is three hours a day on 1d 2b 3a 4d 5c
Saturday and Sunday, 9 a.m.–12 p.m. And we pay
€12 an hour. Are you interested? 2 | p. 70
B Yes, I am.
A What is your present job? Answers
B I work in a fast food restaurant. I cook burgers on 1d 2e 3a 4b 5c
Saturday and Sunday.
A How much do you earn? 3 | p. 70
B €70 a day.
A So you would be earning less with us. Why do you Answers
want this job? 1 marshland
B I want to be a journalist when I leave school and I 2 plain
think this would be an ideal beginning. 3 rapids
A What are your weaknesses and strengths? 4 canyon
B I have good writing skills and a flair for good 5 jungle
stories. Hmm, my main weakness is too much
attention to detail. 4 | p. 70
A How would you describe your personality?
B I am very hard-working and enthusiastic. Answers
A Where do you see yourself in five years? 1 childcare worker
B Editing a magazine. 2 sports therapist
A Do you have any questions about this job? 3 computer engineer
B Yes, what specific tasks does it involve? 4 financial analyst
A The work involves answering the phone, helping 5 flight attendant
the journalists and photocopying.
B Is there any chance of doing some ghost-writing? 5 | p. 70
A We’ll have to see about that. Our journalists are
very particular about their articles. So, thank you Answers
for coming. Goodbye. 1 here
2 catch
5 | p. 69 3 repeat
Teacher: elicit feedback from the students on their 4 Bear
performance in the interview, and discuss strategies for 5 through
improvement. 6 wondering
7 love
8 pity
Cyber Homework Unit 6 9 nice
10 Let’s
Test: Unit 6 Test
6 | p. 70

Answers
Students’ own answers.

Skills Book
Teacher: See p. 91 for teacher’s notes, answer keys and
transcripts.

Test: Units 5&6 Progress test

90
Skills Book

Reading skills 1&2 Exam practice

• check understanding of a narrative text through a
Reading for specific information multiple-choice task

Warm up 2 | p. 113 towards B2 First Reading Part 5

• predict content of a text from photos and article title Teacher: ask students to read the advice in the Exam tips
box and then use it in exercise 2.
1a | p. 110 Students: multiple-choice reading activity to be done
Students: oral pairwork. individually or in pairs.

1b | p. 110 Answers
Teacher: allow students a few minutes to read the text 1C 2D 3A 4A 5D 6B
briefly and check if their prediction was correct.
Students: individual reading activity.
Over to you
Answers 3 | p. 111
B Students: oral pairwork.

Exam practice
• match questions to different parts of a text
Reading skills 5&6
Understanding text organisation
2 | p. 110 towards B2 First Reading and Use of
English Part 7, Trinity ISE II Task 2 Warm up
Teacher: ask students to read the strategies and advice • gather the sense of an article from extracts
in the Exam tips box, explaining that we can often use
scanning and prediction to find specific information
1a, 1b | p. 112
in a text, and look for synonyms to find the relevant
Students: reading activity, individually or in pairs.
information. Explain that students are going to read the text
in more detail to match the people in the article with the
Answers
information about them in the questions 1-10.
1T
2F
Answers
1 B 2 D 3 A 4 A 5 D 6 C 7 C 8 D 9 B 10 C
Exam practice
Over to you • fill gaps in a text to show understanding of structure
3 | p. 110
2 | p. 112 towards B2 First Reading Part 6
Students: oral pairwork.
Teacher: read the Exam tips box and tell students to use
the process outlined to match the sentences A-G with the
relevant point in the text.
Reading skills 3&4 Students: reading activity to be done individually or in
pairs.
Reading for main ideas
CEFR B2: I can understand contemporary literary prose. Answers
1F 2B 3E 4G 5A 6C
Warm up
• read a novel extract to find its main theme
Over to you
1 | p. 113 3 | p. 112
Students: individual reading activity. Students: oral pairwork.

Answers
B

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 Skills Book
Listening skills 1&2
Listening for opinion, feeling and
attitude
Warm up
• prepare for a multiple-choice listening task by finding
topic words in the questions and anticipate how to
interpret attitude and feeling
1 | p. 114
Students: oral and reading / writing pairwork.
Exam practice
• listen for specific information in conversations and
monologues
2 | p. 114 towards B2 First Listening Part 1
Students: listening activity to be done individually.
Teacher: ask students to read the strategies and advice in
the Exam tips box and go through the suggested process for
listening for specific information. Allow students to read the
information for 20 seconds. Then play the recordings once.
TRANSCRIPT 34
1 …And don’t forget that tomorrow morning the comedian
…I don’t know what I’m doing this evening actually. I
was meant to be going out with David but now he says
he’s too busy – he’s got an essay to write or something.
He’s always doing things like this. I mean, last week, we’d
arranged to go and see a film and so I turned up at the
cinema and he wasn’t there. So I waited and then at the
last minute he sent me a text to say he couldn’t make
it… I know, it’s really not fair. My mum says I should stop
seeing him but, well, you know, it’s not that simple…
It’s a long time since she had a boyfriend! And anyway,
David’s really good-looking!
2 WOMAN So what’s your apartment like?
MOTHER What time are you going to be home?
SON I don’t know. Not too late.
MOTHER What does that mean? Nine o’clock? Ten?
SON Something like that.
MOTHER Well you know you’ve got college
tomorrow, so you don’t want to get back
late. Your exams are coming up soon, too,
and you know how important they are.
SON Of course I know they’re important – but
I can still see my friends, can’t I?
MOTHER I’m not saying you can’t. I’m just saying
don’t throw away your opportunities
like your brother did. And look how
disappointed he is now. You only get one
chance in life…
SON It’s OK, I do know all that. But I have to
chill out sometimes.
92
3
I manage to get to the gym a couple of evenings a week
after work. It’s not far from the office, really, and I can
stop off there on my way to the station. It’s only been
open for about six months so it’s still pretty new – and
it’s got all the usual keep-fit equipment, you know, the
running machines and rowing machines and that kind of
thing. Not that I’m really into all of that. I mean, I want
to keep in shape, but the gym’s more of a social thing
for me. I go with some girls from the office. The best bit
of course is the hot tub and sauna. I love hanging out in
there with my friends. It’s pure bliss.
4
If my qualifications are good enough, I’ll be starting a
four-year course in medicine in September. I’ve wanted
to get into medicine for ages – I think since I was about
13 when I first started watching ER. I loved that. All
those glamorous surgeons and nurses running round
the hospital. There’s always an emergency in those
programmes! And I wanted to be a surgeon at first. It
looked so exciting! But I’d rather deal with people on
a day-to-day basis, you know, as a general practitioner,
rather than work in a hospital. You never know what’s
going to be wrong with people when they come to see
you. It isn’t just coughs, colds, sore throats, it’s about
helping people’s lives. It’s always going to be a challenge.
5
Jay Jackson takes a fascinating journey back to his roots
in East London. In conversation with uncles and aunts,
old school mates, ex-criminals and even members of the
local police force, Jay remembers many of the dramatic
moments in his life including: running away to sea at
the age of thirteen, singing in possibly the worst rock
’n’ roll band in the history of music, and his hilarious
misadventures with the police. So be prepared for
laughter when Jay Jackson Goes East on Thursday at
11.30 on Radio 4.
6
MAN Well, it isn’t quite what I wanted. You
know, I was really looking for somewhere
near the office. I’m so tired of commuting
and I just had this dream that I could be
home in, I don’t know, half an hour, and
wouldn’t be stuck in a train somewhere,
or in the traffic…
WOMAN Well, yes, I think we’d all love that.
MAN But I got somewhere fairly central all the
same. It’s not that near my job, but at
least I’m not out in the suburbs any more.
I couldn’t stand that. It used to take me
about an hour and a half to get home and
then there wasn’t anything to do when I
got there. It was so boring.
WOMAN So you’re happy now?
MAN Oh yeah, definitely. It’s a really lively area.
Come round and see it.
Skills Book

WOMAN I’d love to. Thanks. 1 | p. 115

7 Teacher: this warm-up activity gives students practice of
Hi, it’s Maria… What? No, I’m fine. Well, a bit tired
actually. We’ve had a really long day at school – and we
spent longer than we expected working on a project this
afternoon… I’m just calling to say I won’t be coming back
for dinner this evening. We’ve decided to go out for a pizza
together. I hope that’s OK… I’m sorry I couldn’t let you
know earlier but we only decided to do this 10 minutes
ago! I know it’s really late to tell you. I feel a bit bad about
it… OK, great. See you later. Bye.
8 g 2/3
I think it’s clear that Steven Byrne is one of the leading
filmmakers of the younger generation. He has an
astonishing visual imagination and creates amazing
special effects. His images and pictures stay in the mind
for days. And in his latest work, he has produced some
incredible scenes from a nightmare meeting on the New
York underground to a funny but terrifying conversation
between the president of the United States and an alien
who looks like a giant rabbit. Byrne is not only the director,
but he wrote the screenplay. And his characters and
dialogue are certainly more impressive than the novel he
based them on. I certainly expect to see Byrne winning
some prizes this year.
Answers
1 B
2 B
3 C
4 B
5 B
6 A
7 C
8 B
3 | p. 114
Teacher: allow students to listen to the extracts a second
time so that they can double-check their answers.
Over to you
4 | p. 114
Students: written and oral pairwork.
Listening skills 3&4
Listening for specific information 1
Warm up
• listen for numerical information
understanding numerical information.
TRANSCRIPT AND ANSWERS 35
a 223,000
b 56%
c 2,023
d 13 September 1983
e 3/5
f The 1950s
h 9.30 a.m.
Exam practice
• predict what type of information is needed to fill gaps in a
text
2 | p. 115
Teacher: explain that the first task is to work out what kind
of information is needed to fill in gaps in the leaflet about
Montaneza Falls. It is easier to listen for the information
you need if you know what you are listening out for.
Answers
a 5, 6, 8
b 7
c 1
d 3, 4
e 10
f 9
g 2
3 | p. 115 towards B2 First Listening Part 2
Teacher: play the recording so that students can now fill in
the gaps in the leaflet.
TRANSCRIPT 36
Learn to canyon on our amazing one-day trip to the
Montaneza Falls. A canyon is a deep narrow valley with
a river at the bottom and high cliff walls on both sides.
Canyoning is an exciting adventure sport. It involves
travelling down the rivers within a canyon. You will abseil,
swim, climb and walk to get from the beginning to the
end of your journey.
You don’t need any experience for this trip, although
you should be quite fit and healthy. Our experts will
teach you all the necessary techniques to complete the
journey. There are five waterfalls to abseil in this trip, the
highest of which is 30 metres high. You will also be doing
some rock climbing and some river swimming. All the
special equipment required will be provided by us. You
should wear good climbing boots, light clothes and bring
a waterproof bag for your phone or camera. It’s also a
good idea to bring along a change of clothes, as you will
be very wet by the end of the day.

93
 Skills Book

The price for this one-day trip is just 60 euros and that
includes a picnic lunch, the fees for your expert guide
and rental of the specialised equipment. Trips take place
on Mondays and Fridays from December through to
February and on Fridays only from March through to
May. During the rainy season, from June to November,
there are no trips.
ANNOUNCER SPEAKER B
Oh, a beach somewhere. Blue sky, a calm sea and
nothing at all to do. Just lying around, sipping cool drinks
and doing lots of swimming. I’m not bothered about a
smart hotel or anything. I’d just love complete relaxation
and the feeling of being miles away from noise and
smoke and stress.

ANNOUNCER SPEAKER C
Answers My mates and I are all quite active, so I think my ideal
1 climbing would be some kind of action-packed holiday. Mountain
2 healthy climbing or sailing or wind-surfing. Something like that.
3 five Lots of good, healthy food, some friendly people and
4 30 metres plenty of activities during the day. I’m not massively into
5 waterproof bag the night life, so that part of it wouldn’t really matter.
6 change of clothes
7 60 euros ANNOUNCER SPEAKER D
8 fees I’d just like to take the family to a little country cottage
9 Mondays somewhere or maybe stay on a farm. The children could
10 June go horse riding and play outside in the fresh air. I mean,
it would be lovely to have someone else do all the food
preparation and cleaning, but really, staying in a hotel
Over to you with young children is actually pretty stressful. You just
4 | p. 115 spend your time trying to get them to be quiet!
Students: written and oral pairwork.
ANNOUNCER SPEAKER E
Um. I do like museums and castles and, you know, erm,
historical stuff. Yeah, old houses and things like that. So
Listening skills 5&6 that would be good. Maybe to stay in some kind of old
haunted hotel. Wow, that would be so cool! Or perhaps
Listening for main ideas I’d be too scared. But anyway, something with loads of
history.
Warm up
• describe a photo and make speculations
Answers
1 | p. 116 1 B
Students: oral pairwork. 2 C
3 D
4 E
Exam practice 5 A
• match speakers’ descriptions to photographs and to
sentences
3 | p. 116 towards B2 First Listening Part 3
Teacher: ask students to read the strategies and advice in
2 | p. 116 the Exam tips box and then use them in exercise 3. Allow
Teacher: explain that students will hear five people talking students a few moments to read and answer the statements,
about their ideal holiday. They need to match each extract and then play the recording twice.
with the photo closest to the place described.
Answers
TRANSCRIPT 37 A 2
ANNOUNCER SPEAKER A B 4
I’m really interested in architecture, so I’d love to visit a C 7
city like Barcelona, which has all the Gaudi stuff. I’m not D 1
so keen on the hot weather, though, so it would have to E 5
be in the winter, as I think it gets pretty hot there during
the summer. I’d spend some time visiting the museums 4 | p. 116
and art galleries, and, of course, in the evenings I’d check Teacher: see if students can remember which speaker used
out the best restaurants and cafés in town. the listed expressions, and then play the recording again if
necessary.

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Skills Book

Answers Answers
2 Speaker D 1 Olivia
3 Speaker A 2 Franziska
4 Speaker E 3 Guy
5 Speaker B 4 Daniel
5 Rachel
6 Hannah
Over to you 7 Joshua
5 | p. 116 8 Lauryn
Students: oral pairwork.

3b | p. 118
Teacher: point out the Word focus box and ask students
Viewing skills 1 if they remember which items were described with these
adjectives.
Style Students: oral pairwork.
Teacher: play the Intermediate Intros video to students
to introduce them to the characters they will hear from in
this section. Viewing for language
4 | p. 118
Teacher: ask students if they noticed the tenses the speakers
Warm up used when they were talking about habits and preferences
1 | p. 118 in their clothing style. Look at the Fluency tips box where
Students: oral pairwork. some examples of talking about habits are listed. Allow the
students to try to fill in the gaps using the correct tense and
frequency adverb, before playing the clip again to check.
You might also point out the use of so as explained in the
Viewing for meaning
Fluency tips box.
2a | p. 118 [00:02]
Answers
Students: watch the video and and circle the items that the
1 never wear
speakers mention.
2 always wearing
Answers 3 usually wear
4 watch
skirt, top, make up, shirt, shoes, dress, jeans, earrings,
5 like to
T-shirt, jewellery, heels, shorts
6 like to
7 generally wear
8 might wear
2b | p. 118
Students: watch the video again and complete the speakers’
sentences.
Over to you
Answers 5a | p. 118
1 shoes Teacher: in preparation for activity 5b, ask students to talk
2 jewellery with their partners about their own fashion style, in the
3 jeans same way as the speakers in the video clips.
4 shorts, T-shirts Students: oral pairwork.
5 pair of jeans
6 shirt 5b | p. 118
7 dresses Students: in pairs, film each other describing their own
8 T-shirts fashion style.

3a | p. 118
Students: watch a third time, if necessary, and match a
name to each of the styles described.

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Viewing skills 2 Viewing for language

5 | p. 119
Family Teacher: point out the Fluency tips box focusing on the
use of present and past. Ask students to try to complete the
Warm up extracts using the correct tense, before playing the video to
1 | p. 119 check. Read the Fluency tips box on the use of pronouns
Students: oral groupwork, in preparation for the topic of and ask students to notice these when they watch the video.
the lesson.
Answers
1 have done
Viewing for meaning 2 been
3 means
2 | p. 119 [04:00] 4 do not have
Students: watch the video and match a name to each of the 5 taught
family situations described. 6 don’t talk
7 live
Answers
1 Gabriel
2 Daniel Over to you
3 Benedict 6 | p. 119
4 Franziska Students: in pairs, film each other describing their own
5 Joshua family situations, in the same way as the speakers in the
6 Elani video clips.
7 Kristel
8 Briar

Viewing skills 3
3 | p. 119
Memories
Teacher: explain to students that they will probably be able
to answer the true / false questions based on what they
remember from the first viewing of the video. They should
Warm up
do the activity in pairs, before watching the clip again to 1a | p. 120
check their answers. Teacher: all these words will crop up during the course
of this lesson, so familiarise students with them. Explain
Answers any unfamiliar ones or let students check them in a
1 F monolingual dictionary.
2 F
3 T 1b, 1c | p. 120
4 T Students: in pairs, spend a few moments inventing a story
5 F using as many of the words they can, then recount their
6 T story to another pair.
7 F
8 T
Viewing for meaning
4 | p. 119
Teacher: before presenting exercise 4, point out the words 2 | p. 120 [00:02]
in the Word focus box and explain any that are not familiar Students: watch the video and write the nouns from
to students. With stronger students, you may like to ask exercise 1a in the order they hear them.
them to do exercise 4 without playing the video again first.
Students: watch the video again and tick the countries Answers
speakers mention. garden, butterflies, pond, wolf, dog, train, trousers,
aeroplane, flight of stairs, thunderstorm, monkeys,
Answers bananas, broom, rocks, baboons, slingshots
Countries mentioned: the UK, Italy, Portugal, England,
Brazil, Ukraine, Greece, Spain, Switzerland
3a | p. 120
Students: watch the video again and do the matching
exercise.

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Skills Book

Answers Students: in pairs, film each other describing their own

1 Elani childhood memories, in the same way as the speakers in the
2 Guy video clips.
3 Olivia
4 Hannah
5 Rachel
6 Franziska
Viewing skills 4
7 Benedict Extreme
8 Lauryn
Warm up
1a | p. 121
3b | p. 120 Students: identify the pictures to prepare them for the topic
Teacher: point out the Word focus Adjectives box and of the lesson.
explain any words students do not know. Play the video
again so that students can answer the questions. Answers
1 skydiving
Answers 2 surfing
1 Dad and brother; they ran towards the ‘wolf’ to take 3 skiing
pictures. 4 jet skiing
2 He was listening to music; his trousers ripped 5 paragliding
when he fell in between the gap between the train 6 snowboarding
and the platform.
3 Her dad had an aeroplane and would take her
friends on flights around the village. 1b | p. 121
4 To lull Benedict to sleep so that he wouldn’t be so Students: discuss their attitude to extreme sports.
scared of the thunderstorm.
5 A broom.
6 On the border between Zambia and Zimbabwe; to
scare away the baboons.
Viewing for meaning
2 | p. 121 [04:16]
Students: watch the video and tick the expressions they hear.
Viewing for language
4 | p. 120 Answers
Teacher: give students time to look at the Fluency tips 1 
box and ask them to explain when the different verb forms 2 
would be used in a story. They should then try to complete 3 
the extracts using the correct verb form. Play the video 4 
again to allow them to check their answers. 5 
6 
Answers 7 
1 stopped 8 
2 fell
3 was standing 3 | p. 121
4 would have Students: put all the listed speakers into one of the three
5 would land categories based on their attitude to extreme sports.
6 ’d all jump
7 would come Answers
8 would run very important: Briar, Kahmal, Joshua, Elani, Olivia
9 were going worth doing: Hannah
10 were crossing unnecessary: Kristel

Over to you 4a | p. 121

5 | p. 120 Students: watch the video again and do the matching
Teacher: before assigning the activity, point out the exercise.
narrating techniques presented in the Fluency tips box. Ask
students to try to use these in their vlogs.

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Answers 3 | p. 122
1 Elani Students: watch a second time and match the speakers’
2 Kahmal names to the attitudes described.
3 Kristel
4 Hannah Answers
5 Benedict 1 Gabriel
6 Olivia 2 Joshua
7 Joshua 3 Kahmal
8 Briar 4 Kristel, Daniel, Benedict
5 Benedict
6 Briar
4b | p. 121
Students: pairwork discussion.
4 | p. 122
Teacher: encourage students to try to answer the questions
Viewing for language based on their recollection of the speakers’ attitudes and
experiences. Before playing the video again to allow them
5 | p. 121
to check their answers, point out the use of different and
Teacher: highlight that there are several ways to express
differently as presented in the Word focus box.
one’s opinion and show students the two examples in the
Fluency tips box. Then students do the matching activity. Answers
1 Everybody is different, but that’s not a bad thing. It
Answers
means that we’re all special in our own ways.
1c 2d 3e 4b 5a
2 She did voluntary work, looking at sea horses in
Cambodia and teaching in South Africa.
3 He stayed with some Maori people.
Over to you 4 She finds getting on a plane stressful, and going
6 | p. 121 somewhere new to live difficult.
Students: in pairs, film each other describing their own 5 He went on a safari, saw elephants, lions and
attitudes to extreme sports, in the same way as the speakers giraffes.
in the video clips. 6 She performs, and makes friends.

Viewing skills 5 Viewing for language

5 | p. 122
Travel Teacher: point out the example of repetition illustrationed
in the Fluency tips box. Ask students to try and fill in the
Warm up gaps in the extracts from the video.
1 | p. 122
Students: oral discussion in groups. Answers
1–4 the way
5–7 I love
Viewing for meaning 8–10 going somewhere
11–13 I’ve lived
2 | p. 122 [00:02]
Students: watch the video and number the places in the
order they hear them. Over to you
6 | p. 122
Answers Students: in pairs, film each other describing their own
1 Poland attitudes to travel, in the same way as the speakers in the
2 Cambodia video clips.
3 South Africa
4 New Zealand
5 Brazil
6 Kenya
7 Italy
8 Moscow
9 Amsterdam
10 Spain

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Skills Book

Viewing skills 6 Answers

1 contribute
Work 2 enjoy
3 change
Warm up 4 work
1 | p. 123 5 love
Students: oral pairwork. 6 work
7 finding

Viewing for meaning

5 | p. 123
2 | p. 123 [04:45] Teacher: discuss the Word focus box with students and
Students: watch the video and number the places and ideas check they understand the meaning of the words. The
in the order they hear them. exercise allows them to focus on how these are used. Play
the video again once they have filled in the gaps.
Answers
1 film production Answers
2 in a bar 1 fulfilling
3 interface engineer 2 enjoy
4 at a library 3 fulfilling
5 in a trainer shop 4 skills
6 give back to people 5 goal
7 give back to the environment 6 fulfilled
8 in shops 7 enjoy
9 customer service
10 an actress
Over to you
3a | p. 123 6 | p. 123
Students: watch again and match the speakers’ names to Students: in pairs, film each other describing their own
the attitudes described. attitudes to work, in the same way as the speakers in the
video clips.
Answers
1 Franziska
2 Lauryn
3 Briar
Speaking skills 1&2
4 Olivia Talking about yourself
5 Hannah CEFR B2: I can interact with a degree of fluency and
6 Joshua spontaneity that makes regular interaction with native
7 Rachel speakers quite possible.
8 Gabriel
Warm up
3b | p. 123 • match questions and answers related to interests and daily
Students: oral pairwork. routine

Viewing for language
4 | p. 123
Teacher: point out the examples that the speakers use for
giving advice or making recommendations, as illustrated by
the Fluency tips box. Ask students to try filling in the gaps
before playing the video to check.
1a | p. 125
Teacher: this activity will refresh students’ memory of
vocabulary used when discussing everyday topics.
Answers
1 c 2 a 3 f 4 e 5 d 6 g 7 b 8 j 9 i 10 h

1b | p. 125
Teacher: explain that in an interview or exam, students
should be ready to provide extra examples or more
information to complement their answers. Read the Exam
tips box. Explain that in this exercise, the sentences 1–5
could be added to five of the answers in exercise 1a.

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Students: write the letter of the appropriate answer in the 4 | p. 126
boxes. Students: in pairs, discuss each other’s performance in
activity 3.
Answers
1d 2c 3f 4e 5a

Speaking skills 5&6

Exam practice Conversation
• have a conversation about everyday topics
CEFR B2: I can take an active part in discussion in familiar
contexts, accounting for and sustaining my views.
2a | p. 125 towards B2 First Speaking Part 1
Teacher: in preparation for a pairwork conversation
in exercise 2b, ask students to make some notes about
Warm up
themselves on each of the topics listed. • recognise ways of agreeing and disagreeing in
conversation
2b | p. 125
Students: oral pairwork. 1 | p. 127
Teacher: this activity familiarises students with different
ways of keeping conversations going, by agreeing,
Over to you disagreeing, asking for an opinion or expressing one’s own.
Students should put the given phrases into one of these
3 | p. 125
four categories.
Students: in pairs, discuss each other’s performance in
activity 3. Answers
Agreeing: I think so, too.; I agree with you.;
Disagreeing: I see your point, but...; I’m not so sure.
Speaking skills 3&4 Asking for opinions: Do you agree? Would you like to
add anything?
Describing a photograph Expressing opinion: I think that...; In my opinion...

Warm up
2 | p. 127
• describe a photograph using written stimuli
Students: oral pairwork or class discussion.
1 | p. 126
Teacher: in preparation for the activity, go through the
phrases in the Useful language box and make sure that
Exam practice
students understand all the vocabulary. They should • use visual and written stimuli to structure a two-way
structure their description using the questions provided. conversation
Students: oral pairwork.
3 | p. 127 towards B2 First Speaking Part 3
Teacher: read the Exam tips box with the students and
Exam practice ask them to follow these suggestions in their pairwork
discussions.
• describe a photograph and use it as a visual prompt to
express personal experience and preferences
4 | p. 127 towards B2 First Speaking Part 3
2a, 2b | p. 126 towards B2 First Speaking Part 2 Students: come to a conclusion based on their discussions
in exercise 3 and report back to the class.
Students: oral pairwork.
Teacher: you could open this up to a class discussion, with
each pair presenting the outcome of their discussion. If
2c | p. 126
another pair agrees or disagrees, they should use one of the
Teacher: if students need help, provide a few questions of
constructions in the Warm up section to elaborate.
your own as prompts, such as Do you buy clothes online
or in shops? Do you prefer to shop alone or with friends or
family? Do you ever buy things that you never use?
Over to you
5a, 5b | p. 127
Over to you Students: follow the same procedure for their discussions as
in exercises 3 and 4.
3 | p. 126
Students: individual note-taking followed by oral pairwork.

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Skills Book
6 | p. 127 4 | p. 129
Students: in pairs, discuss each other’s performance in Teacher: encourage students to use some of the Useful
activity 5. language that they didn’t use in their previous emails.

Writing skills 1&2 Writing skills 3&4

Emails Descriptive writing
CEFR B2: I can write letters highlighting the personal signif-
icance of events and experiences. Warm up
• note the use of tenses, time expressions, linking words and
Warm up descriptions in a descriptive text
• summarise an advert to show understanding of the key
points 1a | p. 130
Students: oral pairwork to brainstorm ideas about the story
1 | p. 129 illustrated.
Teacher: you can assign this task, the aim of which is to
familiarise students with the text to be used throughout this 1b | p. 130
lesson, to students to work on individually or in pairs. Teacher: assign this task either to pairs or ask students to
work on their own.
Possible answer
Young leaders, aged 16–21, are required for at least 8 Answers
weeks to help run a variety of activities for children at an 2 First
American summer camp. 3 then
4 in the end
5 first week
Exam practice 6 the day before
7 After
• write an email in response to a job advert, using
8 As soon as
appropriate structures and expressions
9 ten to nine
10 While
2a | p. 129
11 When
Teacher: in preparation for the email that students will need
12 Eventually
to write in exercise 3, this activity gets them thinking about
the difference between formal and informal written phrases.
2 | p. 130
Answers Teacher: read the Exam tips box with students, reminding
them of how to make their sentences fuller with linking
Formal / neutral emails: full forms: I have; full sentences;
words and a variety of tenses.
linkers: however, On the other hand, etc.; closures: Yours
sincerely, Yours faithfully, Best wishes, etc.
Suggested answers
Informal emails: message abbreviations; exclamation
Adjectives: scary; late; terrible; first; new; good; locked
marks; emoticons; contractions: I’ve, it’s, etc.; slang;
Adverbs: badly; slowly; quickly
closures: See you soon, Bye, etc.
Linking words: first; then, in the end; but; as soon as;
when
Past perfect: hadn’t gone off; had criticised him; had
2b | p. 129
bought
Students: oral pairwork.
Past continuous: He was going to be...; he was
Teacher: you could provide prompts such as complaints, job
travelling; was
applications, letters to the bank etc.
Time: quarter past eight; ten to nine
Day: Saturday
3 | p. 129 towards B2 First Writing Part 2 and
Trinity ISE II Writing Task 4
Teacher: ask students to read the Exam tips box which Exam practice
explains how this lesson relates to a typical exam task. Go
• write a short story from an opening sentence, following
through the opening and closing phrases listed in the Useful
written notes and advice as a guideline
language box and explain their use if necessary. Students
should then read the advert for the American summer
camps job, and start writing their informal email, following
the plan outlined under the rubric.

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 Skills Book
3 | p. 130 2 | p. 131
Teacher: ask students to fill in the gaps to provide them Teacher: read the Exam tips introduction to articles. Then
with a checklist of advice which they can use in exercise 4. ask students to read the article on their own. Help with
vocabulary such as campus, vibrant, disruptive if necessary.
Answers
1 where Answers
2 at night 1 She argues that the presence of students is
3 age beneficial to a town or community.
4 character 2 Paragraph 2: students support the local community
5 beginning by spending and by creating jobs;
6 end Paragraph 3: students make the town more
7 follow lively, but should pay more attention to their
8 dialogue environment; Paragraph 4: the presence of students
leads to a more varied cultural life in a town;
Paragraph 5: concludes that the advantages of a
4 | p. 130 student presence outweigh the disadvantages.
Teacher: ask students to reread all the advice on the page 3 Adding: In fact, Another point, also, in addition,
about descriptive writing before starting to plan and write a What’s more
short story using one of the opening sentences given. Assign Contrasting: but, although, It is true that ... but,
this for homework if necessary. However, While I acknowledge that...
Giving examples: For example
Summarising: To sum up
Writing skills 5&6
Articles 3 | p. 131 towards B2 First Writing Part 2 and
CEFR B2: I can write an essay or report, passing on Trinity ISE II Writing Task 4
information or giving reasons in support of or against a Students: individual written work.
particular point of view. Teacher: tell students that they can follow a similar
structure to Miranda’s article and remind them that some
Warm up arguments that they might make are covered in her article
(noise, litter, lack of benefit to the community etc).
• note the content and language used in magazine and
4 | p. 131
newsletter articles
Teacher: this task can be set for homework if necessary.
1 | p. 131
Teacher: ask students to fill in the gaps to provide them
with a checklist of advice which they can use when they Word skills 1&2
come to write their own articles in exercises 3 and 4.
Word families
Answers
1 title Warm up
2 opening sentence • form nouns, verbs and adjectives in word families
3 question
4 paragraphs 1 | p. 133
5 topics Teacher: remind students that it is often useful to learn
6 ending vocabulary in word families, as well as motivating since
7 style students realise that they can acquire several words in one go!
8 reader Students: individual written work.
9 linking words
10 examples Answers
1 motivate 2 complain 3 educate 4 development
5 cruel 6 perform 7 destroy 8 connect 9 improvement
Exam practice 10 argument
• write two articles, one giving a point of view in response to
an article in a local paper, the other setting out two points
2 | p. 133
of view on a given topic
Teacher: ask students to suggest ways in which words can
be given an opposite meaning in English by the use of a
prefix. When a students learns or notes down an adjective,

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Skills Book
it can be useful to check its opposite at the same time. Read 2 | p. 134 towards B2 First Reading and Use of
the Strategies box on prefixes and suffixes. The different English Part 3
prefixes that serve the function of giving a word an opposite Teacher: read the Strategies box with students and discuss
meaning are practised in this activity. the strategies they can use for learning and retaining
Students: written work, either in pairs or individually. vocabulary for exams. Some of these strategies are used
in the following exercises. Although all the words students
Answers
need in this activity are verbs, you could point out the
un: unpleasant, unkind Exam tips box which gives strategies for gap-fill exam tasks.
in: incorrect, informal Students: written work, either in pairs or individually.
im: imperfect
il: illegal, illiterate Answers
ir: irregular 1 glanced 2 staring 3 glared 4 glimpsed 5 scanned
dis: disbelief
non-: non-fiction
3 | p. 134
Teacher: reiterate the benefit of learning a word within the
Exam practice context of a sentence and explain how example sentences
• select the correct form of words for gap-fill activities are used in dictionary entries.
Students: written work, individually or in pairs.
3 | p. 133 towards B2 First Reading and Use of
English Part 3 4 | p. 134
Students: individual written work. Students: written work, individually or in pairs.

Answers
1 unfriendly 2 informal 3 non-fiction 4 illegible Over to you
5 irresponsible 6 dishonest 7 antisocial 8 impatient 5 | p. 134
Students: oral groupwork.
4 | p. 133 Possible answers
Students: individual written work. Accessories: scarf, hat, gloves, bag, jewellery, watch,
purse, wallet
Answers Clothes: trousers, shirt, top, jumper, cardigan, pyjamas
1 motivating 2 solution 3 education 4 argument Footwear: trainers, slippers, boots, shoes
5 complaint Sportswear: sports socks, running shorts, hoodie, T-shirt

Over to you Word skills 5&6

5 | p. 133 Collocation
Students: written pairwork.
Warm up
• collocation / phrasal verb familiarisation activity
Word skills 3&4
1 | p. 135
Learning new words Students: oral or written work, in pairs or individually.

Warm up Answers
• discuss the use of dictionaries 1 c/d 2 f 3 g 4 c/d 5 b 6 e 7 a

1 | p. 134
Students: oral pairwork. Exam practice
• understand the meanings of collocations to complete a
multiple-choice cloze task and answer questions about
Exam practice the text
• use a dictionary to explore word groups and the different
meanings of related words

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2 | p. 135 towards B2 First Reading and Use of 1 | p. 136
English Part 1 Students: read the text individually or in pairs.
Teacher: in preparation for exercise 2, read the Exam tips Teacher: elicit information about the writers mentioned in
box with students which focuses on the multiple-choice the biography.
cloze task.
Students: individual written work. Possible answers
a born in New York 1819, read the classics
Answers voraciously, printer’s apprentice at 11, teacher,
1C 2C 3A 4D 5D 6A 7B 8D journalist from 1841, nurse during the Civil War
(1861–65), died in 1892
b celebrates modern city life and things of the
3 | p. 135 material world, rejects metre (and rhyme), using
Students: oral pairwork. only natural speech rhythm
c rejected at first by 19th-century Victorian society
Answers which accused him of immorality and lack of
1 after university decency; strongly influential with writers of the late
2 so that he could fix his bike if he had any problems 19th century like Oscar Wilde and of the 1950s and
3 by ferry 60s Beat Generation like Jack Kerouac
4 he ran into an old schoolfriend
5 in Genoa
2 | p. 136
Students: read the quotes individually or in pairs.
Over to you Answers
4 | p. 135 1P 2P 3N 4N 5P 6P 7P
Students: oral and written pairwork.

CULTURAL INFORMATION
Extensive reading 1-3 Leaves of Grass: during his lifetime, Whitman published
six editions of Leaves of Grass (some critics count nine
THE POETRY OF IDENTITY editions), each time adding new poems and revising old
ones. The poems in the last edition (1891–1892) had
CULTURAL INFORMATION grown from the initial 12 to about 400.
English and American literature and language have
been heavily influenced by the Authorised King James
3 | p. 136
Version of the Bible (1611). This is very noticeable in
Teacher: read the introduction with the students. Make
Walt Whitman’s poems, in allusions, alliterations, long
sure they understand what self refers to. Philosophers have
catalogues of images, the repetitive and entrancing
explored the meaning of self through the centuries giving
rhythm imitated from the Psalms. Whitman was also
definitions such as ‘the individual person’; ‘what make a
influenced by Homer’s Iliad and Odyssey, by Virgil’s
person different from other people as regards character,
Aeneid, by the poetry of Goethe (1794–1832), Dante
skills, non-physical characteristics’; ‘what makes a person
(1265–1321) and Shakespeare (1564–1616).
distinct from the world around him/her’.
Oscar Wilde (1854–1900), Irish playwright and
short-story writer. Famous works: The Canterville
Answers
Ghost (1887), The Happy Prince and Other Stories
1 The self and the poet’s relationship with nature and
(1888), The Picture of Dorian Gray (1891) and the plays
the universe.
Lady Windermere’s Fan (1892), The Importance of
2 Whitman sees himself both as an individual and as
Being Earnest (1895).
part of a spirit that permeates the universe.
The Beat Generation is a group of American writers of
the 1950s and 1960s, such as Allen Ginsberg (Howl,
1956), Jack Kerouac (On the Road, 1957) and William
Burroughs (Naked Lunch, 1959). They were bohemian,
non conformist, interested in all material experiences,
4a | p. 136 Extract A
while searching for a spiritual understanding which Teacher: read the lines with the students to make sure they
some of them found in Buddhism. The word beat understand the literal meaning of the words.
means ‘tired’ or ‘poor, at the margins of society’ but Students can find the definitions of some words in the
Kerouac used it also to mean ‘upbeat’ (full of happiness) Glossary on p. 136.
and ‘on the beat’ (as in music). If you wish, play the recording to familiarise the students
with the rhythm of Whitman’s poetry.

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Skills Book
pismire (an archaic word for ‘ant’), hinge (a metal fastening
TRANSCRIPT 38
used here to mean ‘a joint in the body’) sextillion (a number
See transcript on p. 137.
with 21 zeros, used here to mean ‘enormous quantities’).
Students can consult the Glossary at the bottom of the page
for difficult words. If you wish, play the recording so that
Answers
the students can hear the pronunciation of these words.
1 Perhaps in a green field, lying on the grass on a
sunny day. He is happy and ecstatic, but also in a
TRANSCRIPT 40
reflective mood.
See transcript on p. 137.
2 They were from the same land, America.
3 He is thirty-seven.
4 ‘Sing’ is used in the same sense as at the beginning Answers
of epic poems, i.e. ‘write about’, and it also has a
1d 2c 3b 4a
connotation of joyfulness. Here he probably means
‘I talk about myself’.
6b | p. 136
5 It is either America or the planet, or where he was
Teacher: students will find out that they can imitate
born.
Whitman’s verses, using simple imagery, everyday words, no
6 Because he feels that the atoms of his body and soul
rhyme or metre, but a good musical rhythm.
are part of the universe as is every other human
being on the planet.

4b | p. 136 Extensive reading 4-6

Students: make notes and write two or three short
paragraphs.
Teacher: point out how Whitman’s poetry can easily get us
thinking about our own life. The poet wants to bring everyday
life into the realm of poetry and totally involve the reader.
5a | p. 136 Extract B
Teacher: show students how the poet builds up a picture of
his world with catalogues of images, one next to the other,
apparently unconnected, but all part of the vast tapestry of
life. Students can consult the Glossary at the bottom of the
page for difficult words. If you wish, play the recording so
that the students can hear the crescendo in the rhythm of
these lines.
TRANSCRIPT 39
See transcript on p. 137.
JEROME K JEROME –  COMIC
GENIUS
1 | p. 138
Students: read the text individually or in pairs and answer
the questions.
Possible answer
He was probably a practical person, able to cope in any
situation in life, with a good sense of humour and no
prejudices. He wasn’t a typical Victorian in the sense
that he wasn’t a conformist in social matters, courting
a married woman and marrying her nine days after
her divorce. He was probably determined (he
overcame his poor background) and brave (he
volunteered to drive an ambulance for the French
army at age 55). He also enjoyed the good life.

Answers 2 | p. 138
1 identity Students: read the reviews and answer the question.
2 personal
3 experience Possible answers
4 influenced I expect it to be about the mishaps of the three
friends, the people they meet and the landscape of
the river banks.
5b | p. 136
Students: write a list of events related to their life.
Teacher: point out that, once again, Whitman shows us how 3a, 3b, 3c | p. 138
everything in our life has a meaning and is worth writing Teacher: you may want to play the recordings once right
about. through, while the students read the extract.
Students: read each part and answer the questions.

6a | p. 136 Extract C TRANSCRIPT 41, 42, 43

Teacher: comment on the peculiar lexical items the poet See transcript on p. 139.
uses, such as leaf of grass (instead of ‘blade of grass’),

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5 | p. 138
PART 1 Answers
Students: re-read the text and write a summary.
1 They had decided to get up early and jump into the
river for a swim.
Suggested answer
2 The cold wind and the chilly water.
On a cold morning, Harris, George and the dog refuse
3 Because it implies that water could be other than
to go for a swim. J decides he can at least throw water
’damp’ or that the men hadn’t realised it until that
over himself, climbs onto the bank and crawls along
moment.
the branch of a tree. Half way through he decides to
turn back, but he falls into the river and comes out
spluttering. He pretends it is an enjoyable experience.
PART 2 Answers
Later, while putting on a shirt, he drops it in the river,
1 Both Harris and George go back into the boat, one
and is very annoyed when George laughs at him. But
sorts out his trousers, the other puts his socks on.
the joke is on George as it is his shirt that has dropped
Montmorency gives out a howl.
into the river. (100 words)
2 The branch he was creeping along gave way and he
fell into the river.
3 He says he had a gallon of Thames water inside him.
6 | p. 138
4 No, he pretends it is lovely.
Students: oral pairwork then individual written work.
Teacher: you can ask them to read each other’s work in
PART 3 Answers pairs and / or to report to the class.
1 Because George laughs when J drops his shirt into
Answers
the river.
2 Because he realises the wet shirt doesn’t belong to Students’ own answers.
him, but to George.
3 At first he drops it accidentally, but the second time
possibly on purpose because George laughs so much.
4 Because he realises that it is his shirt that J has CLIL LITERATURE:
dropped into the river. LOVEBOOKS.COM
5 Probably because he hates the idea of wearing a cold
wet shirt.

4 | p. 138
AUTHOR
chat
Students: re-read the text and answer the questions.
Many companies sell books online and this provides
Answers a rich source of information for the reader including
blurbs, recommendations and reader reviews. Here
movement: pulled up, poked our heads out, get up,
are a series of bestsellers in the form of online reviews
fling off, throwing back, spring into, no rush, retiring
of a variety of book genres. Students match the
into, pulling on, get into, went back, plunge, going
recommendations with people looking for books,
down, throwing the water over, crept out, wormed my
choose the books they like the sound of, as if they were
way along, dipped down into, turned to, gave way,
browsing on the internet, and talk about a book they
went in, came to the surface, come in, got back into,
have read themselves. The focus in this lesson is on
jerked it into, was landing the shirt, struck me, let the
writing a succinct review, as if for a website. Later in the
shirt fall back into, change, springing up, go and dress
course we teach the ways in which people speak about
water: water, the river, swim, damp, chilly, plunge,
books. This is an ideal opportunity to get your students
snags, weeds, the edge, throwing water over myself,
doing extensive reading, preferably of simplified readers
dipped down into, splash, mid-stream, gallon of
so they don’t get discouraged by difficult language.
Thames water, surface, spluttered, jerked it into the
water, landing the shirt, fall back into the water
weather: the wind felt cold, It was bitterly cold, The
wind cut like a knife 1 | p. 143
insults: You are duffers, drivelling maniac of an Teacher: explain the difference between fiction (all
imbecile idiot, You silly cuckoo, You’re not fit to be in narratives of imaginary events), non-fiction (all writings
a boat of real events and facts) and other types which can be
verbs related to speech, laughter, shouting: said, sung imaginary (drama and poetry) or reference (dictionaries and
out, spluttered back, burst out laughing, laughed, encyclopaedias), or educational (children’s books to develop
pointed out, roared the louder, exclaim, yelled reading skills).

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Skills Book
Extra
You can conduct a class survey about reading habits.
CULTURAL INFORMATION
Harper Lee (1926–2016), American novelist, won the
Pulitzer Prize for her novel To Kill a Mockingbird (1960).
Jane Austen (1775–1817), one of the most loved
English authors of all times, wrote six novels: Sense
and Sensibility (1811), Pride and Prejudice (1813),
Mansfield Park (1814), Emma (1815), Persuasion
(1817), Northanger Abbey (1817).
Lionel Shriver (1957), American author, best known
for We Need to Talk About Kevin (2003) which won the
Orange Prize for Fiction in 2005 and was adapted into
a film.
S E Hinton (1948), American novelist, writes about
teenage rebellion and juvenile delinquency. The
Outsiders (1967) was made into a film directed by
Francis Ford Coppola in 1983.
M T Anderson (1968), American author, writes picture
books for children and novels for young adults. Feed
was published in 2002.
Nelson Mandela See Cultural information TB p. 31.
Joaquin Dorfman (1979), American author, brought up
in North Carolina and in Chile.
Frank Herbert (1920–1986), American science-fiction
writer. His most famous works are the six volumes of
the Dune saga.
2 | p. 143
Students: read the internet reviews and the summaries in
order to match them.
Answers
1e 2g 3h 4a 5f 6b 7c 8d
3 | p. 143
Students: reread the reviews and do the matching activity
in pairs.
Teacher: point out that there is one book that doesn’t have
a match. Can the students find out which? (Playing it Cool)
Answers
Serena: Pride and Prejudice
Dexter: Long Walk to Freedom
Louella: Dune
Milo: We Need to Talk About Kevin
Finn: Feed
Hattie: The Outsiders
Oscar: To Kill a Mockingbird
4 | p. 143
Teacher: this activity aims at encouraging students to read,
not just the summaries on p. 142, but the books themselves.
5a | p. 143
Teacher: write the suggested outline on the board:
Title:
Author:
Genre:
Where and when it was set:
The main characters:
Short summary:
Why you like it:
Ask students to choose a book they have read recently and
to set a summary out within this outline.
5b | p. 143
Students: in pairs, tell their partner about their book and
give reasons why they should read it.
Teacher: if you like, you could direct students to the File
on p. 124 of the Student’s Book for vocabulary and phrases
typically used when talking about books.
Project | p. 143
Teacher: ask students to write up their notes from 5a into
a short review in the style of those on the lovebooks.com
website. This task can be done in class or at home. Point out
that the reviews shown mainly give details of the genre, plot
and characters, rather than extensive details of the reader’s
view of the book. The latter will be dealt with in Unit 11 of
the Student’s Book.
Extra
• You can set up an English reading group. Ask your
students to read a book at home and to meet up
in class for a presentation and discussion. First
discuss these questions with your students:
1 How many groups can we form? (each group could
be of 4–6 people)
2 How often can we meet? (every week? every
fortnight? every month?)
3 What books can we read? (teenage fiction, some
non-fiction)
4 Where can we get the books? (school library, town
library, private ownership)
• Suggest books that can be read fairly quickly to
keep up the momentum of the group. You want
your students to feel highly motivated and to
report frequently on their reading.
• In preparation for the first meeting, ask the
students to write a few notes about the book
based on what they have learnt in this lesson.
• If you lead the discussion, you may want to ask
the readers:
What is the story about?
Who are the main characters?
What do you think of them?
How does the plot develop?
What do you think the author is trying to do?
How does the book relate to your experience?
107
 Skills Book

CLIL HISTORY: SLAVERY 2b | p. 145

Students: check their answers individually or in pairs.

AUTHOR
chat Answers
The European settlers in the Americas.
It started in the 16th century.
Continuing the theme of standing up for your rights,
They came from West Africa.
students learn about perhaps the greatest ever crime
12 million people were slaves.
against humanity: 12 million African people transported
The slave trade lasted 300 years.
across the Atlantic and forced into slavery, and the
They were transported to the Americas and the
campaign to stop it. It is more than 200 years since the
Caribbean.
slave trade was abolished and yet slavery is still an issue
The slaves worked in the plantations where cotton,
in the world today. In this lesson students read about key
sugar, tobacco and coffee were grown.
events in the history of slavery, and then compare them
They were treated very badly. They were given poor
with modern slavery situations outlined in a podcast.
housing and little food; they were often beaten and put
in chains; women were abused and children taken from
1 | p. 145 their mothers.
Yes, many slaves resisted during the crossing of the
Teacher: ask students to find each word in the article,
Atlantic and managed to steer the ships back to Africa.
to underline it and to provide a translation in their own
Others led rebellions in the plantations especially in the
language (resistance, independence, rebellion, abolition in
Caribbean.
paragraph d; objections, campaign in paragraph g).
The slave trade was abolished in the British colonies
Tell them that all sentences in the exercise but the last one
in 1807 and by Americans in 1808, although it did
provide a different historical context for these words.
continue later into the 19th century.
Answers
1  campaign 4 resistance
Extra
2  abolition 5 rebellion
Ask the students what they know about black
3 independence 6 objections
American slaves from literature and films. They can
search online for information on slave narratives and
Extra on abolitionist literature. Suggest they read one of the
narratives and prepare a book review.
Students should copy the expressions with their
Or they can read about/watch films like 12 Years
translation into their vocabulary notebook. They should
a Slave (2013, Steve McQueen), Django Unchained
then add an example sentence for each expression,
(2012, Quentin Tarantino), Amistad (1997, Steven
either from the article on p. 64 or from a monolingual
Spielberg) or Beloved (1998, from Toni Morrison’s
dictionary.
book) and write a film review.
Examples of websites they can consult:
2a | p. 145 http://antislavery.eserver.org/
Teacher: ask students to cover the text on p. 144 and https://www.britannica.com/art/slave-narrative
discuss the questions in groups. If the students are not
familiar with these historical events, conduct the discussion
at class level and write their answers on the board without 3a | p. 145
confirming if they are right or wrong. Students: do the matching task in pairs or individually.

CULTURAL INFORMATION Answers

25th March 2007 was the 200th anniversary of the
Abolition of the Slave Trade in the United Kingdom
and its colonies. William Wilberforce (1759–1833)
had given his famous abolition speech in the House of
Commons in 1789. However, the bill prohibiting the
buying and selling of slaves wasn’t passed until 25th
March 1807. The United States followed the example of
the UK in 1808 when Congress banned the importation
of further slaves from Africa. The trade was abolished,
but slavery continued to exist in the British Empire
until the Emancipation Bill of 26th July 1833. The
United States abolished slavery at the end of the Civil
War (1861–1865).
The slave route triangle: paragraph b
A slave ship: paragraph c
Slaves harvesting sugar cane: paragraph f
Extra
Ask the students to describe the illustrations in pairs.
They should start by saying This is a picture of…
followed by the headings in the book. Then they should
give details of the people and their actions or of the
route across the Atlantic.

108
Skills Book
3b | p. 145
Teacher: ask students to identify the paragraphs that deal
with the three topics:
triangular route: paragraph b
economic benefits: paragraph f
campaign against the slave trade: paragraph g
With weaker students, do the exercise orally with the class.
Stronger students can do the summary in writing, keeping
their books closed.
Possible answers
The slave traders followed a triangular route. They went
from Europe to West Africa where they sold goods and
bought slaves. They transported the slaves from West
Africa to the Americas and sold them to plantation
owners. Then they travelled back to Europe on the same
ships loaded with sugar, coffee, tobacco and cotton.
The slave trade brought economic benefits to Britain
because it helped to expand important ports and to
develop industries, business and finance.
From the 1760s, many public figures started to raise
objections to the slave trade on moral and religious
grounds. The abolition campaign, led by William
Wilberforce, achieved its goal in Britain in 1807 and in
the United States in 1808.
Teaching tip
Teach some strategies for writing a summary.
1) Read the text carefully and find its main idea. Read
it again and underline the major points supporting
the idea. Omit details, examples and unnecessary
explanations.
2) Write a draft beginning with the main idea, then list
major points and conclude with the importance of
what was stated. Be concise, use coordination and
subordination. Do not express your opinions, just
summarise what the writer says.
3) At the end, read your summary and check the content.
A summary should be about one quarter of the length
of the original. If your summary is too long, cut out
non-essential information and words.
4) Finally check for grammar, spelling and punctuation
errors and write a clean copy.
Word expander | p. 65
Teacher: remind students that collocation means a
combination of two or more words frequently used together
with a specific recognisable meaning.
Answers
1 filthy / overcrowded
2 cramped
3 lavish
4 religious / ethical
Negative connotations: filthy, overcrowded, cramped
4 | p. 145
Teacher: start a class discussion on modern-day slavery. Ask
the students if they think that the problem of slavery still
exists in modern times. How many countries in the world
still have forced labour? How does Western society benefit
from such inhumane treatment? What action is being taken
to expose the problem and to create better living conditions
for the workers?
Students: oral pairwork.
5 | p. 145
Teacher: check understanding of the terms often used in the
context of modern slavery. If necessary, students can research
them in a monolingual dictionary, an encyclopedia or on the
internet in order to give a definition or an explanation.
6 | p. 145
Students: individual listening task.
TRANSCRIPT 44
INTERVIEWER Joining me for our podcast today – Dr
Kate Lister, historian and campaigner
against modern slavery. So, first,
Dr Lister, let’s start with the most
obvious question – what is modern
slavery?
DR LISTER That’s a very good question. People
often ask, didn’t slavery end with
abolition in the 19th century? Well,
the answer to that is yes – and no.
Slavery has not been eradicated. It
continues in new forms and is still
harming people all over the world
today.
INTERVIEWER I see. Where are people working as
slaves?
DR LISTER Farms, construction sites, clothing
sweatshops – these are the places
where men, women and children may
be forced to work for many hours
each day, for little or no money and
in circumstances where they have no
free choice, forced to do as they are
told and threatened with punishment
as a way to control them. These
people are in slavery.
INTERVIEWER Is it the same as in the past, or has it
taken on new forms?
DR LISTER In the past, slavery was defined
as the trade of buying and selling
human beings. In a modern context
it is very much about exploitation.
Being forced to work and threatened
mentally and physically. It may involve
physical restraint and almost certainly
restrictions on where someone can go
and who they can talk to. Their human
rights and dignity is taken away.
109
 Skills Book
INTERVIEWER So you’re saying dehumanisation is
part of the process?
DR LISTER Very much so. I’ll give you an example.
Young women and girls may be forced
to marry an older man – often with
restrictions on what they can do,
where they can go, who they can talk
to. They are not a person anymore,
with any choices in their lives.
INTERVIEWER And what is the most widespread
form of slavery?
DR LISTER The most widespread form of modern
slavery is when people are in debt
and they are forced to work to pay
back the money they owe. In this
situation, people lose control over
their lives very rapidly.
INTERVIEWER And what about human trafficking?
Something we hear about quite often
in the news.
DR LISTER Yes, indeed. Human traffickers kidnap
or trick people – with the promise
of a job for example. Pretty soon
they are threatened with violence.
Then they are transported to a place
where they will almost certainly be
maltreated with no chance of escape.
INTERVIEWER And aren’t a lot of modern slaves
children?
DR LISTER Yes, that’s right. Children can very
easily be exploited and forced into
work in factories or as domestic
servants, child marriage or even into
war as child soldiers.
INTERVIEWER That’s very frightening. How many
people are slaves today?
DR LISTER Well, we estimate that around 40
million people around the world
are slaves – a quarter of whom are
children.
INTERVIEWER How does modern slavery happen – I
mean, who becomes a modern slave?
DR LISTER Yes, you might be forgiven for
thinking it couldn’t happen but
people of any age, race or gender
could be forced into slavery. But it
most commonly affects communities
who are vulnerable. Poverty and
unemployment can lead someone to
desperation – for example, they can
be easily tricked with the promise of
a job in another country that turns
out to be very different from what
was offered.
INTERVIEWER But aren’t there laws to protect
people from being forced into slavery?
Employment legislation and so on?
DR LISTER Well, that’s true up to a point. But
slavery is more likely to happen in
110
places where there is corruption,
war, or weak government where the
law is not always applied.
INTERVIEWER Dr Lister, thank you for answering
these questions. For more details visit
our website …[fade]
7 | p. 145
Teacher: before playing the podcast again, ask students to
read the questions listed in exercise 7. They can jot down
notes if they remember any answers from the first listening.
Answers
1 It is new forms of slavery harming people all over
the world today.
2 Farms, construction sites, clothing sweatshops.
3 It is now about exploitation: being forced to work
and threatened mentally and physically.
4 Yes; people’s choices are taken away from them and
their ability to decide what they can do, where they
can go, who they can talk to.
5 When people are in debt and are forced to work to
pay back the money they owe.
6 Traffickers kidnap or trick people, e.g. with the
promise of a job. They are threatened with violence
and are maltreated.
7 Yes. Children can easily be exploited and forced
into work, marriage or war.
8 Around 40 million people, a quarter of whom are
children.
9 It affects vulnerable communities; poverty and
unemployment lead people to be tricked.
10 Yes, but slavery happens in places where the law is
not always applied.
8 | p. 145
Teacher: ask students to try and incorporate some of the
words in exercise 5 in their pairwork discussions.
Project | p. 145
Students: in class or at home, students prepare a talk about
the history of slavery and modern slavery situations. They
can illustrate their talk with images, statistics or first-hand
accounts and narrative extracts.
Workbook KEY

UNIT 1 UNIT 2
Page 74 Page 79
Vocabulary Vocabulary
1 HAIR = dyed, dreadlocks, gel 1 to earn a job
CLOTHES = T-shirt, hoodie, mini-skirt, tights to make a mind
BODY = jewellery, make-up to break up a child
2 eye = make-up a bubbly generation
gold and platinum = jewellery a pointless football score
short, spiky = hair 2 2 around 3 bring up 4 bubbly 5 make an effort
nose = stud 6 motivated 7 work-life balance 8 on
3 Possible answer: 3 2d 3c 4c 5b 6d
The boy has brown curly hair. He has a small beard. He 4 2 put your mind to it
is wearing a white T-shirt and a blue short-sleeved shirt. 3 broke up
4 4 for the sake of it
5 opens doors
Pattern Material Colour Size and shape
flowery leather bright baggy
plain metal dull flared
Page 80
striped PVC light long Word expander: get
slim-fitting 2 got round
3 got together with
5 Possible answers: 4 got out of
Pattern: spotted, geometric, striped 5 hasn’t got over
Material: cotton, linen, wool, acrylic, silk 6 get through to
Colour: dark, pastel
Size and shape: skinny, short, cropped Focus: break up
2d 3b 4a
Page 75
Word expander: make and do Grammar
1 2 do 3 do 4 do 5 do 6 make 7 make 8 do 9 do 1 2 PS 3 PP 4 PS 5 PP
10 make 2 b1 c4 d5 e3
2 2 a promise 3 damage 4 some exercise 5 a mistake 3 1 A: bought B: ’ve had, ’s been
3 2 make 3 did 4 doing 5 are making/made 6 made 2 A: Have you seen B: saw
7 does 8 make 3 A: Have you met, ’s started B: met A: won
4 B: had, haven’t had
Focus: go out 5 A: have you lived, did you live B: shared
2c 3d 4a 6 A: ’ve just read B: ’ve never heard B: made B: ’ve
seen, didn’t recognise
Grammar
1 2 think 3 ’m working 4 ’m saving 5 live 6 surf Page 81
7 plan 8 ’m writing 9 ’m travelling 10 ’m starting 4 1 since 4 since
11 have 2 since, for 5 for, since
3 For 6 for
Page 76 5 1 B: ’ve been watching
2 A: ’ve locked, ’ve watered, ’ve finally packed
2 2c 3a 4b 5d B: ’ve been packing A: Has, arrived B: ’s been waiting
3 2 feel 3 are you thinking 4 suit 5 wants 3 A: ’ve been waiting B: ’ve been driving A: have just
6 ’re wearing started
4 2 ’s working 3 belongs 4 are turning 5 knows 4 B: ’s been using, ’s been taking, ’s walked/’s been
6 is starting / starts walking
5 A: Has, been B: have become
Countable Uncountable Always plural 6 2 F 3 F 4 T 5 F 6 T
culture gold jeans
fashion hair people
Page 82
style knowledge clothes Study skills
jewellery 1 2C 3A 4B
pollution 2 2 auditory 3 kinaesthetic 4 auditory 5 kinaesthetic
6 visual, auditory
6 2 Very few 3 a few 4 many 5 much, some 6 Very little 3 (V = visual, A = auditory, K = kinaesthetic)
7 2 many 3 much 4 a few 5 hardly any 6 lot of a V/K b V/A c K/A d K e A/V f K/V g A h V
7 very little 8 a little

111
 Workbook KEY

UNIT 3 6 hiking = trekking up mountains by foot

going on safari = driving through the desert in a jeep
4 2 excitement 3 rural 4 get on 5 crawl 6 enjoyable
Page 86 7 invent 8 dedication 9 suburb 10 walls
Vocabulary
Page 92
1 TOYS = game, soft toy, teddy, go kart(4),
rocking horse(6) Word expander: Reporting verbs
BABY FURNITURE AND EQUIPMENT = pushchair, 2 ordered 3 convinced 4 complained 5 persuaded 6 offered
high chair, play pen, pram, cot, bottle(1), dummy(3), 7 suggested 8 warned
nappies(5)
IN THE PLAYGROUND = slide, roundabout, sand pit,
see-saw, swing, climbing frame(2), tree house(7) Focus: expressions with up
2 1 d 2 a 3 f 4 c 5 g 6 b 2 d go 3 b look 4 a give
3 1 bottle 2 go kart 3 tree house
Grammar
Page 87 1 1 from something they had deep inside them – a desire,
a dream, a vision.
Word expander: -ing form 2 Michael Jordan said that when he stepped onto the
2 playing court, he didn’t have to think about anything. If he
3 to do had a problem off the court, he found that after he
4 writing played, his mind was clearer and he could come up
5 reading with a better solution. It was like therapy.
6 getting 3 Daniel Boone said that he had never been lost, but he
7 listening would admit to being confused for several weeks.
8 to buy 4 Neymar said that he played football to be happy,
because he loved it and wanted to play football.
Focus: expressions with out 5 Lewis Hamilton said he was trying to control himself
2d 3a 4b because he wanted to just park the car and jump out
and do cartwheels. The next dream was to win the
world championship.
Grammar 2 2 The flight attendant told the passengers that if there
1A 2 met 3 fell 4 were 5 discovered 6 had fallen 7 had met was no room in the overhead locker, they should put
8 had invented 9 realised 10 had happened their hand luggage under the seat in front of them.
1B 1 fell 2 woke 3 had arrived 4 had passed 5 woke 3 The flight attendant told the passengers that they
6 asked 7 had happened 8 answered 9 lost would shortly be serving them a light lunch and that
10 returned 11 had lost 12 had influenced after that they would be able to buy duty-free goods.
2 2 b 3 b 4 b 5 a 4 The flight attendant told the passengers that they had
reached their cruising altitude and that the captain
had turned off the seat-belt sign, so they could move
Page 88 about the cabin.
3 2 stopped 3 explained 4 gave 5 was sitting 6 saw 3 2 Kit asked him which jump had been the most
7 was asking 8 was making 9 was hiding 10 didn’t get exciting.
4 2 could have chosen 3 Natasha asked him if he had seen any wildlife.
3 could have danced 4 Callum asked him what had been the highlight of the
4 could have been trip.
5 could have got 5 Martha asked him if he had splashed down in the
river.
6 Aleks asked him if he hadn’t felt sick on the way down.
UNIT 4

7 Ruby asked him if he had missed her.
8 Dad asked him why he hadn’t written to him and his
mother.
Page 91
Vocabulary Page 93
1 2 harness 3 rope 4 hook 5 knot 6 laces 7 hammock 4 2 Dr Jamal reassured me that it would be over before I
8 parachute 9 paddle 10 board knew it.
2 1 helmet, harness, rope, hook, knot 3 Mrs Wilson reminded our class that our library books
2 board had to be handed in to her the next day.
3 helmet, paddle 4 Essie offered to help her grandmother with the heavy
4 helmet, harness, rope, hook, knot, parachute suitcase.
3 2 body boarding = lying down on a board 5 The doctor explained to me that when I had banged
windsurfing = standing up on a board my head, I had damaged the part of my brain that
3 water-skiing = on skis being pulled by a boat controlled my speech.
parasailing = attached to a parachute being pulled by 6 Mum warned me not to drop the vase. It was really
a boat or automobile valuable.
4 skateboarding = moving on a board with wheels 7 The teacher threatened the class that if they didn’t do
roller-blading = moving on boots with wheels the homework that day, he / she would keep them all
5 snorkelling = using a snorkel to breathe in air from in after school that Friday.
outside whilst under the surface of the water 8 Kai admitted to the police officer that he was the one
scuba diving = using an oxygen tank to be able to who had broken the window.
breathe deep down underwater

112
Workbook KEY
5 2 Arthur said he couldn’t go to bed for at least an hour.
3 Meghan said that she mustn’t forget that Mother’s
Day’s was coming up soon.
4 The reporter said that the police would investigate the
case of the missing businessman.
5 The doctor said that I shouldn’t eat so much meat.
6 2 if there is a shop in the museum?
3 if you sell T-shirts?
4 where the café is?
5 2 If you finish your homework, you can go out tonight.
3 Can you phone me when you arrive at the station?
4 As soon as I hear any news, I promise I’ll text you.
5 I won’t go to the party unless you go too.
6 It’s a fact. If the earth gets warmer, the ice caps will
melt.
7 I’m going to study Psychology when I go to my new
school.

Page 94 UNIT 6
Study skills
Page 103
1 B 1 C 4 D 2 E 6 F 5
2 2 a 3 c 4 b 5 d 6 a 7 b Vocabulary
1 2 politician 3 nurse 4 manager 5 volunteer
6 journalist 7 fashion designer 8 librarian
2 2 colleague = someone you work with in the same
UNIT 5 position as you
boss = someone you work with who has authority
over you
Page 98 3 nine-to-five job = permanent job 5 days a week
Vocabulary part-time job = job that you do 2/3 days a week
4 teacher = someone who teaches you in school
1 2 waterfall 3 forest 4 hills 5 lake 6 volcano 7 beach coach = someone who trains you in something
2 2 marshlands 3 heath 4 forest 5 fields 6 hills 5 office = somewhere you go to work
3 2 desert 3 desert 4 beach 5 volcano 6 waterfall business = a company for which you work
6 interview = to see if you are suitable for a job
Page 99 test = to pass an exam and gain a qualification
3 2 h 3 b 4 e 5 c 6 a 7 d 8 g
Word expander: get 4a b manager c politician d author e model f journalist
2 got … emails g secretary h architect
3 ’s getting better 4b 1 a 2 b 3 g 4 c 5 e 6 d 7 f 8 h
4 will get angry
5 got lost
6 get into Page 104
Word expander: take
Focus: give 2 took ages
2 c up 3 b in 4 a back 3 took up
4 took notes
Grammar 5 took control
1 I’m going to spend 6 take sugar
are coming
is going Focus: shout
we’ll see 2 b at 3 d about 4 a to
Is Sarah coming
she’s going to work
you’re going Grammar
Are you looking forward 1 2 remove 3 arrive 4 increase 5 create space
Will you miss 6 go higher 7 stop working 8 make smaller
you’re going to 9 move further apart 10 unfold
you’ll come 2 4 Turn the volume up, please.
I’ll 8 The body contains enzymes that break food down as
we’ll you eat it.
is going to do 10 Let’s spread this blanket out and have a picnic.
2 2 d 3 c 4 a 5 b 3 2 get away with
3 put up with
4 make do with
Page 100 5 stand up for
3 2 a 3 f 4 e 5 b 6 d 6 speak out about
4 1 If you stay with a local family, you’ll learn lots about 7 come up with
the culture. 4 2 a 3 a
2 If you take a sleeping bag, you’ll be able to sleep 5 a 3 b 1 c 2
anywhere!
3 If you take a debit card, you’ll be able to get cash in
most countries.
4 If you wear a hat, you won’t get sunburnt.
5 If you carry your money in a money belt, you’re not
likely to be mugged.
6 If you eat well-cooked food, you won’t get ill.

113
 Workbook KEY
Page 105
6 If I learn to speak English fluently…
If I take a gap year…
If I don’t do well in my exams…
If I meet my ideal partner next week…
7 2 I wish I knew the answer. / If only I knew the answer.
3 I wish I had an umbrella. / If only I had an umbrella.
4 I wish I could remember the way. / If only I could
remember the way.
5 I wish I played better. / If only I played better.
6 I wish I was/were more popular. / If only I was/were
more popular.

Page 106
Study skills
1 b
2 1 h 2 f 3 b 4 c 5 g 6 a 7 e 8 d
3 2 e 3 b 4 f 5 d 6 a

114