RICHMOND

NOW
YOU!
Student’s Book contents ........................................ 2
Welcome to NOW YOU! ...................................... 4

STUDENT’S BOOK
Unit 3 Real life stories ......................................... 6
Review and Pairwork ............................. 16
Transcripts ............................................. 17
Unit 4 Film reel ................................................ 18
Review and Pairwork ............................. 28
Transcripts ............................................. 29
Project Vlog ...................................................... 30
Grammar reference and Wordlist ....................... 31

WORKBOOK
Unit 3 Answer key and transcripts ..................... 32
Unit 4 Answer key and transcripts ..................... 34

Unit 3 Notes, ideas, feedback .......................... 36

Unit 4 Notes, ideas, feedback .......................... 38

TEACHER’S
BOOK 3
 STUDENT'S BOOK CONTENTS

GET STARTED! page 6  • Future with going to and will  • Too and enough  • Present perfect

Unit Grammar Vocabulary Speaking Listening

1
IDENTITY Subject and object Style Talking about identity, Descriptions
pronouns Clothing clothing and style of styles and
Present continuous: Pronunciation /ʌ/ interests
page 10 Identity
future arrangements

2
CELEBRATIONS Indirect questions Celebrations Discussing festivals and Information about
Relative clauses Stereotypes celebrations celebrations
Pronunciation /ʊə/ around the world
page 18 Generation Z

3
REAL LIFE Present perfect and Adjective and Talking about Information
STORIES past simple preposition pairs I achievements and about inspiring
Time expressions Activism experiences people
page 28 Success Pronunciation /b/
and /v/

4
FILM REEL Passive voice: present Film making Discussing films and film Information
simple Animation making about films and
Past perfect Pronunciation /p/, film making
page 36 Phrasal verbs
/pl/ and /pr/
Plots

5
WEATHER Modal verbs: could, Weather Talking about different Facts about
REPORT might, should and Extreme weather types of weather weather and its
had better Pronunciation /tʃ/ effects
Global warming
page 46 Wish and If only and /ʃ/

6
IN THE NEWS Passive voice: present, Newspapers Discussing the news and Adverts and
past and present perfect Advanced adjectives advertising information
Adjective order Pronunciation /ə/ about the media
page 54 Journalism

7
A BIT OF Modal verbs: should Career steps Asking for and giving Conversations
ADVICE have, could have and Adjective and advice about advice
must have preposition pairs II Pronunciation /h/ and life steps
page 64 Tag questions Giving advice

8
MOTIVATION Wish with past perfect Goals Talking about ambitions Conversations
Zero and first conditional Personal development and goals about personal
Pronunciation /g/ development
page 72 Mindfulness
and /w/

9
SKILLS Verb patterns Sports & equipment Talking about sports and Information
Second conditional Adverbs of manner hobbies about talents,
Pronunciation sports and
page 82 Guinness World Records
word stress hobbies

Unit reviews • External exam practice pages 90 - 98 Pairwork pages 99 - 106

2

2
• There was and There were  • Used to
Reading
Language in context: Just
who do you think you are?
Core values Identity and
belonging
Language in context:
How true are your
country’s stereotypes?
Core values Openness
Language in context:
Talented people
Core values Self-belief
Language in context:
The eight basic film plots
Core values Imagination
Language in context:
An ever warmer world
Core values Environmental
awareness
Language in context:
What’s new in the news?
Core values Information and
responsibility
Language in context:
Ask Andrea
Core values Vulnerability
Language in context:
Mindfulness
Core values Emotional
awareness
Language in context:
Guinness World Records
Core values Exploiting your
talents
Grammar reference pages 107 - 115
Writing Culture and communication Project
A profile Presentation
Rites of passage
Focus on pronouns and on diversity
Idioms and expressions with clothes
determiners pages 26 - 27
Pairwork Interpreting a timetable
21st century skills
Challenging
A blog entry stereotypes
Winter solstice
Focus on linking language I Go beyond
Idioms and expressions for travel Pre-presentation nerves
Pairwork Exchanging
information
An autobiography Vlog
What next?
Focus on language for life pages 44 - 45
Idioms and expressions for ambition
events 21st century skills
Pairwork Requesting information
Decision-making
Go beyond
Pirate radio
A film review
The silver screen
Focus on film vocabulary Idioms and expressions for
emotional reactions
Pairwork Summarising stories
A formal letter News programme
Drop, cover, hold
Focus on modal verbs pages 62 - 63
Idioms and expressions with weather
21st century skills
Pairwork Analysing clues
Social responsibility
Go beyond
An article Targeted advertising
Oyez, oyez, oyez!
Focus on headlines Idioms and expressions about
communication
Pairwork Comparing opinions
An email Talk show
Best of luck
Focus on language for advice Idioms and expressions for giving pages 80 - 81
21st century skills
advice
Time management
Pairwork Interpreting stories
Go beyond
An essay Talk shows
The future is now
Focus on linking language II Idioms and expressions about
motivation
Pairwork Completing information
A speech Review
Strange sports
Focus on word formation Idioms and expressions with the Study styles
word ball
Pairwork Asking and
answering questions
Irregular verbs and wordlists pages 116 - 120
3
3
 WELCOME TO NOW YOU!
Richmond NOW YOU! provides you with all the tools and support you need to take control of your English language learning.
This course will take you from A1 to B1+ of the Common European Framework of Reference for Languages (CEFR).

Lessons 1 and 2 • Grammar, vocabulary and listening

1
1
8.2 In unit 1 you will: Grammar and vocabulary 8.2
1.1
IDENTITY describe different clothing types and styles.
❚

1 Unit menu lists what you’re going to learn

❚ practise using subject and object pronouns.
❚ use the present continuous to talk about the future.
❚ write a profile.
4 Complete with the correct object pronoun.
SUBJECT PRONOUNS Listen and check.

in each unit. 2
I wear casual
1.1 Vocabulary and listening VOCABULARY TOOLS
clothes, she
wears retro
I You He She It You We They
1 Claire: Lee and I have tickets for the concert
Adjectives ending in -able, -ish or -y often mean clothes. next week. Do you want to come with 1…?
PETER’S VLOG: Evolving fashion trends ‘having the quality of’ e.g. fashionable, stylish, Jack: Thanks, but I’m not sure. I’ll call 2… later
OBJECT PRONOUNS
trendy.

2 Lesson focus on language and skills.

and confirm.
He loves
ripped jeans, 2 Pete: Wow, Anne! Is this present from 3…?
Me You Him Her It You Us Them

3
2 Listen and choose the correct option. he wears them Skinny jeans! Thanks, I love 4….
all the time. Anne: Great! I hope they’re the right size.
Grammar reference page 107
1 Bohemian, or ‘Boho’ style, includes lots of 3 Eve: I haven’t seen Alice for ages. Have you
1
handcrafted / man-made clothes. The garments spoken to 5…?
3 Look at the picture and use the words to complete

3 Vlogs provide the context for the unit.

are often extravagant and use 2 exotic / simple Ben: No. She’s got a new boyfriend and
patterns and textures. The style usually consists of the text.
she spends all her time
bright colours and baggy or 3 tight / loose fabrics. flannel plain stripy stylish tie-dye with 6….
Discuss the questions.
4 Karl: Hey, I love your

The optional Flipped Learning tasks encourage

1 How do your parents dress? 2 Casual dressers are attracted to 1 simplicity / beanie!
Here’s a photo of me and my friends. We are
2 How has fashion changed since your parents fashion and comfort. 2 High heel shoes / Jeans and Daisy: Thanks!
wearing a mix of casual clothes and streetwear,
were young? a 3 T-shirt / shirt tend to be the standard uniform My uncle sent
I guess. That’s my friend Jack, on the left. I love
3 What styles and types of clothing of people who like casual clothes. They tend to spending time with him and I think he’s really 1…. 7…
to 8… from
are ‘timeless’? keep it 4 simple / complicated and wear the same He’s addicted to 2… T-shirts. I really like the one America.

you to take control of your learning.

Flipped Learning
accessories with whatever they have on. he’s got on here. That’s me in the middle of the
1 In pairs, match the words with the pictures and photo. I’m on my friend Lucy’s back. I hang out with
explain your decision. 3 Chic clothes are modern, fashionable and 1 exotic / her every weekend. She’s wearing her favourite
3…
comfortable. The style is a statement of quality and shirt and a 4…, black headband. Our friends
bohemian casual chic streetwear Tom and Jacob are in the background. Jacob is the
sophistication. These clothes tend to be 2 well-tailored /

4 Exercises and activities give you a variety of

baggy with a timeless, 3 classic / complex design and one carrying a skateboard. And that’s Tom next to
a clean, straight lines. him. I absolutely love Tom’s 5… T-shirt. The pink
and purple colours are so bright. I guess we wear
Pronunciation: /ʌ /

6
pretty trendy clothes!

4
4 Streetwear style comes from 1 American / English

ways to practise what you are learning.

5 Listen and repeat.
surf and skate culture and has been influenced by
2
edgy / complicated styles of music like rock, punk /ʌ/ punk, us, haircut, fun, subculture, but
and hip-hop. People who like this trendy style often
wear 3 graphic / plain T-shirts, ripped jeans and 6 NOW YOU! Answer the questions in pairs.
leather jackets. They like hoodies, beanie hats and

5 Lesson objectives tell you the language

1 What is your fashion style?
tight-fitting, 4 skinny / baggy jeans. 2 Do people usually have one, defined style?
b
3 What kind of style do you think you’ll have
when you’re an adult?
d

goal of each lesson.

Do all exercises in your notebook

Do all exercises in your notebook

PROJECT TASK 1 Presentation on diversity
❚ Get into teams of 3. Write a list of the types of clothing people wear in your city. Find information about people’s

6 Pronunciation exercises help to perfect

clothing and what style means to them. Interview people if you can.
c
❚ Think of a city that is very different to yours. Find pictures and information online about how people dress
there. What are the style similarities and differences between the two cities?
❚ You will include this information in a presentation in the final task. ➔ Workbook page 20

your spoken English.

FAST FINISHERS Write a paragraph about your style.

5 10 Style and clothing / Subject and object pronouns Workbook pages 4 and 5 11

1.2 Listening and vocabulary Grammar and vocabulary 1.2 7 Learning to learn tools provide you with tips
1 Listen and complete the table.

Who …
Cinema festival Food truck festival
Todd and Laura …
Halloween party
PRESENT CONTINUOUS: FUTURE ARRANGEMENTS
Use the present continuous to talk about future plans with time expressions like at 8:00, later, in the summer, at the weekend.
Affirmative Negative
10 and tricks for more effective learning.
9
Where School hall … … I am I am not

8 Fast finishers ensure you make the most of

When … … 8:00pm, 25th October having dinner with coming to the party on
He/She/It is He/She/It is not
friends tomorrow. Saturday.
You/We/They are You/We/They are not
Yes/No questions Wh- questions

your time in class.

Am I am I
going after
Is he/she/it meeting Tina tonight? Where is he/she/it
school?
Are you/we/they are you/we/they
Grammar reference page 107

11 9 Grammar tables show the structures with clear

4 Complete the email with the correct form of 6 NOW YOU! In pairs, make, accept or reject
the verb. plans. Use the examples, tickets and useful
expressions to help you.
To: Kirk From: Claire
What are you doing

examples. The Grammar reference at the back

I don’t know yet. Why?
Hey Kirk!
next Thursday?
My new school is great! There are lots of things
to do. Tomorrow morning, Maggie, Louis and I Do you want to go to
the cinema with me? Sure, I’d love to!

of the Student’s Book takes a detailed look at

1…
(take part) in a comic exhibition. Next Friday,
3 NOW YOU! In pairs, ask and answer I 2… (go) to the theatre. Louis 3… (perform) in a
LISTENING TOOLS version of Dracula! There’s a party afterwards, but
LAUGHTER LOUNGE

questions about your plans for next week.

7
Get ready for a listening exercise by quickly skim I 4… (not go) because my mum won’t let me. It’s LAUGHTER LOUNGE

form and use.

reading the questions beforehand. If you know so unfair!
Student A: What are you doing on Monday? 7

the topic and what kind of information you need Anyway, when 5… (come) to visit?
D
today
admits one:

to find, it makes the task easier. Hugs,

Thursday at 7.30PM – Lindley’s Field
Mullsborough
Ridgehill VS
JUNIOR LEAGUE SEMI-FINAL

JUNIOR LEAGUE SEMI-FINAL

Student A Claire
Ridgehill VS
Mullsborough
2 Listen again and say if the sentences are true or Thursday at 7.30PM – Lindley’s Field

Tuesday: meet my team to work on project

10 Grammar animations show you how the

false. Correct the incorrect sentences.
1 Sam is not going to the film festival. Wednesday: run in park with friend 5 Listen and answer the questions.
2 Sam is going to his grandmother’s Thursday: help little brother with homework 1 What is Laura planning? Useful expressions To accept plans:
❚ Sure, I’d love to!
70th birthday party. Friday: go to the dentist 2 Who is she inviting to the event? To make plans:
❚ Sounds great!

grammar works in an appealing and visual way.

3 Laura is going to the food truck festival. ❚ Do you want to
Sunday: cook lunch with cousin 3 Who is bringing the sandwiches? Who is
come to the match
4 Laura is working at her uncle’s cake truck. bringing the crisps? To reject plans:
tomorrow? ❚ Sorry. I can’t, but
5 Kathy is organising a Halloween party. 4 Where is the event taking place? ❚ Let’s watch a film thanks anyway!
6 Kathy is not going to dance. 5 What is Anya doing the day of Laura’s birthday? tonight! ❚ I’d love to, but…
Student B 6 Is Anya joining the others in the end?
Monday: get my hair cut
Wednesday: have dinner with neighbours PROJECT TASK 2 Presentation on diversity 11 NOW YOU! exercises challenge you to put your
Do all exercises in your notebook

Do all exercises in your notebook

Thursday: visit grandma

knowledge to practical use.

Find information on the four most popular events in your city. Think about the kind of person that might attend

12
Saturday: go to a party ❚

these events and what they might wear.

Sunday: fly to Norway on holiday
❚ Repeat the same activity with four events from your chosen second city.
❚ Compare the events in the two cities.

12 Project tasks develop and build towards a final

❚ You will include this information in your presentation later. ➔ Workbook page 20
FAST FINISHERS Write a paragraph about your
plans for next week.

8 presentation over two units.

12 Questions / Present continuous: future arrangements Workbook pages 6 and 7 13

Lesson 3 • Reading
?
1.3 Reading Reading 1.3
?
?
?
?
? ? ?
?
YOU ?
1 In pairs, look at the photos and describe ? ?
1
READING TOOLS

? JUST WHO DO
the people’s styles. Where possible, answer comprehension questions ? ?
using your own words. Don’t copy sections of
a
the text. THINK YOU ARE? ?
2 Read the text on page 15 and say which

2
subculture you think the people in the pictures from The word ‘teenager’ first appeared in the USA in the 1940s. Before then, you were a child and then you

1 Exercises and activities provide

exercise 1 represent. became an adult. In 1941, high-school enrolments went from 28% in 1920 to 80% and older children
spent more time socialising together and creating their own culture. The US economy was booming, and
3 Read the text on page 15 again and answer these children also had money to spend. Marketers saw a golden opportunity and created the teenager, a
the questions. new demographic group with its own unique interests and style.

guidance and focus before reading,

1 How did high school education affect the
‘creation’ of the teenager? Even in the early days, teenagers began to split into ‘subcultures’: groups that share common interests,
often different to those of the mainstream. Here are some of the most important subcultures in
2 What is a subculture?
recent history:
b 3 Where does the term ‘mod’ come from?

while reading and after reading.

4 What do you understand by the term
‘mainstream’?
5 What does the article say that hippies and
punks reject?
MODS PUNKS
4 Find the words in the text and match them to

2 Reading texts expose you to a variety

their meanings. Mods emerged as a subculture Punk culture began in the 1970s
1 enrolment 3 opposed in the UK in the late 1950s, and and was one of the most important
got their name from their taste artistic movements in the UK.
2 booming 4 rejected
for modern jazz (and later Punks were anti-authoritarian
and wore clothes and

of styles and genres and show the

a disagreed with or fought against soul, ska and R&B). They
were also known for hairstyles that reflected this.
b refused to accept
their stylish dress and They often wore leather
c producing a lot of money quickly motor scooters, and clothes and had short,
d registration for a school or a course were rivals to the rockers, dyed hair. They also invented a
c another influential subculture of the time. fast, simple type of rock music with political themes.

vocabulary and grammar in context.

5 Answer the questions in pairs.
1 What other groups or subcultures can you think of?
2 Do you think of yourself or your friends as
belonging to any subcultures?
3 What do you think will happen in the future with HIPPIES HIPSTERS

3 Core values help you to develop skills

regard to subcultures?
Hippy culture was a The term ‘hipster’ became
CORE VALUES Identity and belonging
3 movement that started in
the 1960s. Hippies rejected
materialism and authority,
popular in the 2000s and
refers to people who consider
themselves different (and often

for understanding and respecting the

6 How do you think these things affect your and opposed war. They superior) to the mainstream.
embraced spirituality taken A hipster spends time
d sense of identity?
from Eastern philosophy and developing unique interests
various other sources. They and a keen sense of style,
advertising celebrities family

people around you.

usually had long hair and favouring the trendiest clothes
Do all exercises in your notebook

Do all exercises in your notebook

wore loose, colourful clothes. available at any given time.

friends gender hobbies

interests (music, books, films, etc.)

nationality people around you
FAST FINISHERS Write a description of one of the
subcultures you thought of in exercise 5, question 1.
talents These subcultures have helped young people define their identities. Some of the groups are still present in
today’s culture, and you may recognise people you know in them. However, it seems likely that the future
will see a new range of subcultures, even more varied and fascinating than those that came before.

14 Language in context / Identity Workbook pages 8 and 9 15

Learning to learn tools

4
Listening tools Speaking tools Reading tools Writing tools Vocabulary tools

4
 1.4 Writing

3
Lesson 4 • Writing
A profile of me and my best friend Did you notice?

1 1
Focus on pronouns and determiners
Decide which pair of famous friends the
4 Find words or phrases in the profile that mean…
1 to become comfortable in new surroundings
2 from that moment on
sentences refer to.
1 They both live in the sea. 3 to like or be enthusiastic about something
2 Both of them have other artistic people in their family. (3 phrases)
4 despite the fact that
3 Neither of them has worked at the Krusty Krab.
4 They live next door to each other.
5 Neither of them spoke English in their first
TV appearances.
5
NOW YOU! ➔ Workbook page 10

PLAN Use the questions in the model or think of

4
Penelope Cruz three of your own. Plan your answers to help you
SpongeBob and Patrick and Salma Hayek
write a profile of yourself and a friend.

1 Focus on takes a closer look at key language items – Where did you meet?
Friends since birth, same primary school,
different secondary schools but still friends

from the reading and writing texts.

– What kinds of things do you do together?
Basketball team – I’m better, go to sports
centre, listen to music, generally hang out
– What do you like best about them?
2 Match the pronouns and determiners with their use. A lot of fun, kind, can trust with secrets

2 Model texts provide you with a framework to use

1 both 2 each other 3 neither

a to express a reciprocal action or relationship

b to mean not one or the other WRITING TOOLS

as a reference.
c to mean one and the other Use the model texts to help improve your writing.
Copy the style and structure and look for words or
3 Read the profile and say who is who in phrases to use in your own writing.
the photograph.

6 WRITE Use your plan to write your profile. Try to

3 Did you notice? highlights useful language you can

B E S T MAT E S : make your writing interesting to someone who does

Sam and Danny 7

not know you.

CHECK Read your profile and check that it follows

include in your writing.

your plan and is interesting and easy to read.
How did you become friends?
We met when I first came to the secondary school
we both go to. I was a bit nervous being the new boy.

2
Danny helped me settle in and we’ve been friends PROJECT TASK 3

4 NOW YOU! Plan, write, check guides you through

ever since. Presentation on diversity
What do you have in common? ❚ Look at the information you have collected so far.

Do all exercises in your notebook

We’ve got a similar sense of humour and we make each If you are missing pictures or information, complete
other laugh a lot. We’re also both really into music, your research.

the process of producing your own text.

although he’s a fan of hip-hop and I’m crazy about indie
rock. He’s always got his headphones on. Neither of us
really cares about fashion like some of the kids at our
school, although I love my black denim jacket.
How would you describe each other?
I’d say he’s easy-going, positive and generous,
and he’s always there when you need him. And I
hope he’d say the same about me!
❚ Research definitions of diversity online and think
about how people create their own identity.
❚ Write a definition of diversity in your own words
and then combine your ideas to make one
definition. You will include this in your presentation.
➔ Workbook page 20

16 A profile / Pronouns and determiners

Lesson 5 • Culture and communication

Culture and communication 1.5
Idioms and expressions
Rites of passage
2 Match the expressions you heard with the meanings.
1 burn a hole in your pocket

1
2 roll up your sleeves
3 have ants in your pants
4 shake in your boots
2
1 Culture videos give you a window on the world from Discuss the questions.
a When you feel very afraid.
b When you urgently want to spend the money
you have.

a cultural perspective.
c When you get ready to do a difficult task.
1 When do think someone becomes an adult?
d When you can’t sit still due to excess energy
2 How do you celebrate ‘coming of age’ in your or nerves.
country?
3 What times in the life of a person are usually
SPEAKING TOOLS

2 Idioms and expressions highlight natural, everyday language

celebrated?
4 What do you think makes the perfect party?
1 Listen and choose the correct option. Check your
Listen to native speakers and try to imitate them.
This will help you to improve your pronunciation
and intonation.

and phrases.
answers in pairs.
3 In groups of three, use the headings below to
1 What does Rose want to do first?
plan an event that everyone in your class would enjoy.
a Book the DJ. Use the idioms from exercise 2.
b Reserve the venue.

3 Pairwork provides communicative tasks to practise the target

2 What does Liz want to do first? Event: … Location: … Tasks: …
a Book the DJ.
b Reserve the venue.
4 NOW YOU! Discuss these questions in pairs.
3 What venue do they want to book?

language in line with CEFR mediation descriptors.

a The school hall. 1 When you have some money, do you save it
b The hotel in the village. or does it burn a hole in your pocket?
2 When you have an important task, do you
4 Who is Henry scared of?
procrastinate or roll up your sleeves straight away?
a The Head Teacher.
3 Do you have a friend who always has ants in

4 Unit reviews help you to revise the language from the unit
b His mum.
their pants?
4 Have you ever seen a film that made you shake
in your boots?

and practise for external exams.

5 Wordlists help you to revise the main vocabulary from the unit.

Do all exercises in your notebook

4
PAIRWORK
Unit 1 Review page 90

5
Student A: go to page 99
Wordlist pages 117–120
Student B: go to page 103

Idioms and expressions with clothes Workbook page 11 17

Project

Project Units 1 and 2

PROJECT: Presentation on diversity
GO BEYOND
PRE-PRESENTATION NERVES
6 1 Recap looks back at the project tasks you have
RECAP

1 completed throughout the two units.

❚ In this project, you have researched
TASK 1
information and opinions about
different subcultures, styles and
celebrations, and you have thought
TASK 2
Research and compare the styles of Human bodies are incredible. When your body recognises
a threat, your nervous system prepares to fight or run away.
clothes from two different cities.
Adrenaline pumps through your blood, your senses are alert
Compare popular events in these and your heartbeat speeds up. You are ready to go!

2 Final task brings all the project tasks together in a

about the definition of diversity.
❚ In units 1 and 2 you learnt to use object
TASK 3
pronouns when talking about and
describing people. You learnt how to
cities. Say who attends them. Feeling nervous is an evolutionary reaction that’s programmed
into our bodies. The problem is that our bodies can’t tell the
Define diversity in your own words. difference between a crocodile attack or a Maths exam. But the
good news is that anyone can learn techniques to help them
control nerves.

use present continuous to talk about
TASK 4
the future, and you know how to use
indirect questions and relative clauses.
TASK 5
❚ Now you’re ready to present your
final presentation.
Choose and research two different
traditional celebrations. To fight nerves:
❚ Step 1 – Learn how to recognise the signs that you are
Find more information about the nervous. For example, sweating hands, dry mouth, shaky
celebrations and compare them.
voice, etc.

3 Useful expressions provide a list of useful phrases

information to the class! ❚ Step 2 – Sit still in a quiet place for a few minutes and give
Write a slogan about diversity and your feelings your full attention. Let your body know that you
TASK 6
a summary to close your presentation. have heard the message.
❚ Step 3 – Take a few deep

2 to incorporate into your final presentation.

breaths, in through your
FINAL TASK: Create your presentation nose and out through
your mouth.
❚ You are going to use presentation software to share the information you USEFUL EXPRESSIONS
have found. Decide which software you’re going to use, for example Remember: A reasonable

3
PowerPoint or Prezi. Introducing the topic amount of nervousness is

4 21st century skills shows you how the skills you are
Today we’d like to talk about… a logical response and may
Think about the responsibilities of each member of the team and choose
❚
❚
even help you to complete
someone to present the following: Referring to the visual aids tasks better.
The introduction, where you introduce your topic and the members of ❚ This image shows…

developing can be used outside of the classroom.

your group and grab your audience’s attention. ❚ As you can see in this picture…
The body, where you develop the topic. Answer the questions in pairs.
Showing the organisation
1 Did you get nervous when you did your project presentation?
The conclusion, where you review the main aspects.

5
❚ First, then, finally.
2 Do you get nervous easily? What makes you nervous?
❚ Allow people to ask questions at the end and always thank the audience! This takes us to the final part of 3 What do you think are the top 5 most stressful situations in life?
❚

5 Evaluation helps you to evaluate individual and

the presentation.

EVALUATION
4
team performance.
21ST CENTURY SKILLS
Answer the questions in your team.
Challenging stereotypes
1 What did you learn from completing
During the evolutionary process, the human brain this project?
Do all exercises in your notebook

Do all exercises in your notebook

learnt to notice things that were different or new.

2 How did you feel when you were

6 Go beyond takes a closer look at an aspect of

Our bodies learnt to become nervous of talking in front of your class?
new people, in case they were dangerous. 3 Were the roles of each member of
Unfortunately, some people are still nervous of the group given correctly?
new people today. 4 Has the project changed how you

the project theme.

That’s why it’s important to meet lots of different feel about other people?
kinds of people and challenge stereotypes.

26 Workbook pages 20 and 21

XX 27

In unit 1 you will:

1
8.2 describe different clothing types and
styles.

IDENTITY
RICHMOND
❚
pronouns.
❚ practice using subject and object
about the
use the present continuous to talk

Workbook
❚

future.
❚ write a profile.

NOW
correct forms of
2 Complete the sentences using the
1.1 Vocabulary and listening the words.
RICHMOND

(fashion).
1 Read and choose the correct option. 1 I think that I’m very
outfits.
I spend a lot of time planning my

CITY
wears a lot of
2 Pete’s style is quite casual. He
Your Your jeans and T-shirts and prefers his
clothes to be

YOU!
(comfort).
NOW YOU!

to be
In my city, we prefer to dress 3 Some of my friends don’t want
(trend). They dress in second-

In full colour with extra practice, expanded

casually. People usually wear
outfits.
1
… T-shirts and … jeans.
2 hand clothes and love retro or unusual
were very
The most important thing is 4 When they were young, my parents

grammar reference and wordlists.

(style).
comfort! Peter, Vancouver
(edge).
5 Rita’s style is very
In general, people’s style is She wears ripped jeans and leather
jackets.

very chic here in Paris. You often

Access to extra interactive practice based on

speakers.
3 Listen and match the styles to the
see people wearing … clothes and
3
There is one option you don’t need.
their outfits are usually timeless a bohemian
1 Steven b casual

real-world situations available with the Workbook.

and 4… .
2 Claudia c chic
Matilde, Paris
3 Brock d streetwear
My city has a lot of different styles.
4 Listen again and complete the sentences.
Some people’s style is quite

bohemian, and they like to wear 1 The radio programme is about

s .
extravagant clothes with
5
… patterns, bright colours and 2 Steven prefers things that are
or u .
6
… accessories. Philippa, San Francisco s
is really
3 Ken thinks that Claudia’s outfit
b complicated c common
1 a plain .
c baggy t

3
a uncomfortable b tight

WORKBOOK
2
c flowy
3 a well-tailored b stripy 4 Claudia usually wears b

5
b handcrafted c classic
4 a second-hand j and leather jackets.
b simple c modern
5 a exotic
b tie-dye c complex 5 Brock likes to wear p
6 a handcrafted
t and jeans.

6 Brock’s m usually buys his

clothes.

object pronouns
4 Style and clothing / Subject and

5
 3
8.2
REAL LIFE
STORIES

Language objectives Skills objectives

Grammar Speaking
Present perfect and past simple •S  tudents talk about their interest in sports.
•S tudents practise using the present perfect and the past • Students ask and answer questions about things their
simple in affirmative and negative sentences, and in classmates have done and places their classmates
Yes/No questions. have been.
• Students ask and answer questions about TV and
Time expressions
cinema.
• Students learn time expressions with the present perfect
• Students discuss what they know about two well-known
and the past simple.
people.
• Students discuss their opinions on success.
Vocabulary • Students discuss and order tips for increasing self-
belief.
Adjectives and preposition pairs I: affected by, aware • Students talk about times when they worked hard or
of, destined for, good at, influenced by, interested in, made an effort.
involved in
• Students focus on adjective and preposition pairs for Pronunciation: Students learn how to position their teeth
describing influential people. and lips to make the /b/ and /v/ sounds.
Activism: activist, Ambassador, campaign, education, Pairwork: Students use various mediation techniques
equality, fair-trade, gender, health, inspire, issues, natural in order to complete the biography of a famous person.
disasters, poverty, social, the UN, women’s rights
• Students practise talking about activism and charity work.
Success: attention, award, charisma, creativity, Listening
determination, distinctive, luck, originality, physical
appearance, powerful, talented •  tudents
S listen for specific biographical information.
• Students learn vocabulary for talking about success, • Students listen and answer questions about goals.
particularly related to cinema and music. • Students listen to the past simple in context.
• Students listen to idioms and expressions in context.

Idioms and expressions

Reading
Ambition: give something your all, fight tooth and nail,
have your heart set on something, go the extra mile • Students
 read two biographies and identify what the
•S tudents look at idioms and expressions for talking subjects have in common.
about ambition and competition. • Students read two biographies and answer questions
on the subjects.
• Students scan the text to find specific words.
Recycled language
Core values: Students read about and discuss how to
Past simple - affirmative, negative, questions; regular and increase self-belief.
irregular verbs.

Writing
•S  tudents practise writing questions using the past
simple.
• Students plan, write and check an autobiography for
their future selves.

Focus on language for life events: award, degree,

graduated, apprenticeship, career

6
 8.2
UNIT OVERVIEW

Learning to learn tools

 LISTENING TOOLS Students practise listening for
 PEAKING TOOLS Students practise supporting their
S
contractions in the present perfect affirmative.
answers with examples and extra information to
Students also try to guess answers before they
develop confidence.
begin a listening exercise.

 RITING TOOLS Students write down the most

W
 EADING TOOLS Students practise reading first for
R
important word pairs and grammar connections
gist, and second for details.
relating to new words they learn.

 OCABULARY TOOLS Students learn the importance

V
of learning words together with other words and
structures that they combine with, for example
adjectives and prepositions.

Project objectives: Vlog

Task 1 Students decide who they are going to interview for their vlog and plan the questions they are going to ask.
Task 2 Students rehearse and film the interview.
Task 3 Students prepare, read and film a celebrity biography.

Audiovisual objectives
Vlog: Students watch and listen to Holly talk about her favourite celebrity.

Culture: Students watch and listen to Holly talk about what she will do after secondary school.

Grammar animations: Students watch an animated video on the unit grammar.

Key competences Resources

LC
Linguistic • Workbook
pages 28-31, 34, 35 • Teacher’s i-solutions
MST
Mathematical and Science and Technology Also available to download from
pages
 30-33 www.nowyou.richmonddigital.net
• Student’s Book audio
DC
Digital
pages 29, 31, 34 • Workbook audio
• Vlog worksheet
SCC
Social and Civic
pages 28, 30, 34, 35 • Culture video worksheet
•V
 ocabulary worksheets – reinforcement, consolidation,
CAE
Cultural awareness and expression extension
pages 28-30 •G
 rammar worksheets – reinforcement, consolidation,
extension
LL
Learning to learn
• Tests – consolidation, extension
pages 28, 29, 30, 31, 32, 34
• Worksheet audio
IE
 ense of initiative and entrepreneurship
S • Test audio
pages 30, 31, 32, 33, 34, 35

➔ See pages xxx for more on Key competences 7

7
 3.1 Vocabulary and listening

3
8.2 In unit 3 you will: In unit 3 you will: Grammar and vocabulary 8.2
3.1
REAL LIFE ❚ talk about achievements andabout
❚ talk

practise using the present

experiences.
achievements and experiences.
perfectusing
❚ practise and the
pastpresent
simple perfect
tenses. and past simple tenses.
STORIES
❚
❚ use time expressions to
❚ talk aboutexpressions
use time the past. to talk about the past.
❚ write an autobiography.
❚ write an autobiography.

PRESENT PERFECT AND PAST SIMPLE

Use the present perfect to talk about Use the past simple to
2 Use the adjectives and prepositions to complete
3.1 Vocabulary and listening the text. Compare your answers in pairs.
❚
❚
experiences without saying when they happened.
something that started in the past and continues to the present.
❚ give more information about an experience.
❚ say when something happened.

Affirmative Negative Affirmative Negative

HOLLY’S VLOG: My favourite celebrity
Discuss the questions.
1 Is there a celebrity who inspires you?
What have they achieved?
2 Which do you think is more important,
talent or ambition?
3 Do celebrities have a responsibility to use their
fame for good?
VOCABULARY TOOLS
Some words are often used together, so you
should learn them in pairs. For example, the
adjective and preposition pairs on this page.
1 Listen and complete.
Emma Watson is an actress
who is well known for her
role as Hermione Granger
in the Harry Potter films.
However, most people
are not aware 1… her
other talents.
She is interested 2…
women’s rights and has been a UN Women
Do all exercises in your notebook
affected by aware of good at
interested in involved in I have been to Europe a I went to Paris and visited the I didn’t go to school so I didn’t
few times. I haven’t been to Asia. Eiffel tower. see you.
She has played tennis since He has never played tennis. They won a competition We didn’t buy the book
2010. last month. yesterday.
John Legend is another celebrity who uses fame
to help others. Although he is a famous singer and Yes/No questions Yes/No questions
songwriter, John is also an activist for the issues he Have you ever been to a concert? Yes, I have. Did you go to the cinema last month? Yes, I did.
is 1…. Has she ever been to France? No, she hasn’t. Did they eat pizza on Sunday? No, they didn’t.
He wants people to be 2… social issues like poverty, Grammar reference page 109
education, health and gender issues. John has
also been 3… projects aimed at helping people 4… 5 Use the words to complete the text.
SPEAKING TOOLS
natural disasters. Listen and check.
Support your answers with examples and
Not only is he 5… singing, song writing, dancing award debut deficiency ground interesting information to practise your English and
and acting, he also works hard to make the world a humble icon develop your confidence.
better place.
Argentinian football player 7 NOW YOU! Discuss the questions in pairs.
Flipped Learning Lionel Messi made his 1… in Make sure you use the correct verb form.
2004. He has become an 1 Have you ever been to an important sports game?
2…
in the history of football. 2 When was the last time your country won an
When he was a child, important competition?
he suffered from a growth 3 Who has been the best sportsperson in your
hormone 3…. country’s history so far?
Due to his height, he learnt to 4 Did you play a team sport when you were younger?
keep the ball on the 4… and became
known for his unique style. He has even
3 Correct the prepositions in each sentence. won the FIFA World Player of the Year 5…
Despite his success, he has always been 6…
PROJECT TASK 1 Vlog
Listen and check.
1 She is good of English. and shy. ❚ Get into pairs. You are going to create some
2 My brother is interested at space travel. videos for your own vlog. Think about the devices
3 The teacher is aware by the problem. and tools you need to make your videos.
6 Choose the correct option.
4 Who were you influenced from when you were ❚ Your first video will be an interview with a person
a child? 1 My favourite player didn’t play / hasn’t played at you admire. In your pairs, think about who you
the weekend. will interview and write the questions you will ask
5 We’re collecting money for people affected
2 Have you ever met / Did you meet a famous player them. You will film the interview in task 2.
at the earthquake. in the summer?
➔ Workbook page 38
3 I have never seen / didn’t see a live football match.

Do all exercises in your notebook

Goodwill Ambassador since 2014. She has
led HeForShe, a campaign which encourages
men to get involved 3… the fight for gender
equality. She also works with a fair-trade fashion
brand that respects its workers and the planet.
Thousands of teenagers all over the world have
been influenced 4… her. She is destined 5…
greatness.
Pronunciation: /b/ and /v/ 4 I have never / ever played a full game of football.
5 Did you watch / watched the game on
4 Listen and repeat. Where are your teeth and
the television?
your lips when you make the sounds?
6 He hasn’t went / been to the new stadium.
1 ban / van 3 best / vest
2 berry / very 4 boat / vote
FAST FINISHERS Write a paragraph about a
famous person that inspires you.

28 Adjective and preposition pairs I / Activism / Present perfect and past simple Workbook pages 22 and 23 29

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ANSWER KEY

Pages 28-29 5 1 debut

1 1 of 2 icon
2 in 3 deficiency
3 in 4 ground
4 by 5 award
5 for 6 humble

2 1 interested in 6 1 didn’t play

2 aware of 2 Did you meet
3 involved in 3 I have never seen
4 affected by 4 never
5 good at 5 watch
6 been
3 1 good at
2 interested in 7 Students’ own answers
3 aware of
4 influenced by
5 affected by

4 1 ban / van
2 berry / very
3 best / vest
4 boat / vote

8 See page 17 for transcripts


LESSON FOCUS
Grammar Present perfect and past simple
Vocabulary Adjective and preposition pairs; Activism
Listening Achievements and success
Speaking Talk about sports
Project task 1 Plan an interview
Preparation Vlog worksheet for each student
HOLLY’S VLOG: my favourite celebrity
• In pairs, ask students to compare/complete the
Before you watch exercises on the Vlog worksheet.
• Show students Holly’s Vlog and ask them to check/
complete the While you watch exercises on the
worksheet. If students are completing the exercises for
the first time, they will need to watch the vlog twice.
• In pairs, students compare answers.
• In small groups, tell students to compare/complete
the After you watch exercises on the worksheet.
➔ See page xxx for Flipped Learning ideas
Warmer
Write the following jobs on the board: Actor, Singer,
Footballer. In pairs ask students to think two or three people
that are famous for each job and five words they associate
with each job, e.g. money, awards, training, etc. Ask students
to call out their examples and make a list on the board.
VOCABULARY TOOLS
Tell students that certain adjectives combine with
certain prepositions to form important, frequently used
structures, and that it is useful to learn the adjective and
prepositions in pairs.
1 1.20 Tell students to look at the photo of Emma
Watson and the Actor list on the board – can the
words on the list be associated with her? Tick (✓) any
words on the list that students think do. Students then
complete the exercise.
2 Tell students to look at the photo of John Legend and the
Singer list on the board – can the words on the list be
associated with him? Tick (✓) any words on the list that
students think can. Students then complete the exercise.
3 1.21 Once student have listened, they can then
correct the sentences in pairs.
Pronunciation
4 2.13 Tell your students that the letters b and v
are pronounced very differently in English. Press
your lips together and point at your mouth while you
demonstrate the b sounds. Then place your upper front
teeth on your bottom lip and point at your mouth while
you make the v sound. Ask students to do the same.
Grammar and vocabulary 3.1
FAST FINISHERS Students can complete this
exercise alone or in pairs.
PRESENT PERFECT AND PAST SIMPLE
Draw students’ attention to the Grammar table. Remind
students that they can use this as a quick reference when
completing exercises.
Show students the Grammar animation and/or refer
students to the Grammar reference on page 109 of their
Student’s Book for further information on form and use.
➔ See page xxx for Flipped Learning ideas
5 1.23 Tell students to look at the photo of Lionel
Messi and the Footballer list on the board – can the
words on the list be associated with him? Tick (✓) any
words on the list that students think can. Students then
complete the exercise.
6 Ask students to remember the difference between the
present perfect and the past simple, and when they
should use each tense. If necessary, tell them to look at
the Grammar table again. Students then complete the
exercise.
SPEAKING TOOLS
Tell students to look at the Actor, Singer, Footballer list
that they made at the start of the lesson. Ask student to
call out any extra information they discovered about
Emma Watson, John legend and Lionel Messi. Students
then read the Speaking tool.
7 NOW YOU! Before students discuss the questions,
ask them to write two extra pieces of information for
each answer in their notebooks. Students then discuss
the questions in pairs and use their extra information.
PROJECT TASK 1
Vlog
Organise students into pairs. Explain to students that
they are going to create a vlog which they will film
themselves. They will need to think about the devices
and tools they will need in order to do this.
The first video will be an interview with a person they
admire. Students should decide who they will interview
and write the questions.
Tell students that they need to keep their projects notes
together in their Workbook (page 38) or in their own
notebook.
➔ See page xxx for more on Project-based Learning
FURTHER PRACTICE
Workbook pages 22-23
• Grammar reference and practice pages 86 and 94
• Wordlist and exercises pages 99 and 103 9
Remind students to do all the exercises in their notebook 9
 3.2 Listening and grammar
3.2 Listening and grammar Grammar and vocabulary 3.2

TIME EXPRESSIONS
Expressions used with present perfect Expressions used with past simple
Use for to talk about a period of time like days, weeks, Use ago to talk about how long before now
months, etc. something happened.
How long have you studied English? When did Alison arrive?
I’ve studied English for five years. She arrived ten minutes ago.
Use since to talk about a specific time like 1995, April, Use expressions like last month, in the 1960s,
my first day of school, etc on Wednesday, etc.
John has worked here since Christmas. We went to the cinema last Wednesday.
Grammar reference page 109

LISTENING TOOLS 6 Choose the correct option.

Before listening, read the text and guess the 1 The Harry Potter theatre production has been
answers. This way, you will be more prepared running for / since a few years.
when the audio starts. 2 Batman has protected Gotham City for / since
many years.
2 In pairs, write the questions
2 In pairs,
for these
writeanswers.
the questions for these answers. 3 Jennifer Lawrence has been an actress for / since
LISTENING TOOLS
1 She has been interested
1 She
in fashion
has been
since
interested
she in fashion since she 5 Listen and complete. she was 16 years old.
We sometimes contract the present perfect was a child. was a child. 4 The Twilight Saga has earned millions of dollars
affirmative in spoken language. Listen carefully
for these contractions. 2 The first item she designed
2 Thewas
first aitem
jacket.
she designed was a jacket. Will Smith has been a well- for / since 2008.
I have = I’ve been to France. 3 She presented her first3 collection
She presented
at her her first collection at her known actor 1… decades. 5 Toy Story has been popular for / since more than
She has = She’s eaten insects. graduation in 1995. graduation in 1995. He began his career as 25 years.
4 No, she has never used
4 No,
fur orshe has never used fur or a rapper 2…. He won a
Grammy Award 3…, when 7 NOW YOU! Ask and answer questions
1 Complete the sentences with the correct form leather in her designs. leather in her designs. with a partner using the information.
he was only 20 years old.
of the verb. Listen and check. 5 Yes, she has designed5 Yes, she has designed He became famous as an 1 How long / The Simpsons / on television? (1989)
collections for the Olympics
collections for the Olympics actor around thirty years 4…. 2 When / Jurassic Park I / released? (1993)
and the Paralympics. and the Paralympics. 5…
then, he has starred in award-winning 3 How long / Tom Hanks / a famous actor?

1
Eleanor ‘Ellie’ Simmonds … (win) two gold medals
for Great Britain in the 2008 Summer Paralympics. films such as Independence Day. His first Oscar (about 30 years)
nomination was for Best Actor for his role in Ali 6…. 4 When / first Star Wars film released?
3 Copy and complete the
3 table.
Copy and complete the table.
(over 40 years)
2
He has been one of the most recognisable faces in
Interview your classmates.
Interview your classmates.
She … (be) only 13 years old in 2008. Hollywood 7… a very long time. 5 When / first Spider-Man film made?
FIND SOMEONE FIND SOMEONE (almost 20 years)
NAME EXTRA DETAILS
NAME EXTRA DETAILS
WHO… WHO…

3
So far, Ellie … (win) gold, silver and bronze
has bought music … has bought music How long has The Simpsons been on television?
medals. She … (set) many new world records. …
What did they buy? What did they buy?
online. online.
went to a stadium … went to When
a stadium It’s been on television since 1989.
4 In 2014, she … (visit) Kampala in did they …
go? When did they go?
last year. last year.
Uganda and … (make) a film for charity.
watched a watched a
documentary on TV … documentary
… on TV … …

5 Since her trip, Ellie … (speak) about the last month. last month.
problems of living with no access to safe water. has been to a … has been…to a … …
concert recently. concert recently.
… … … … … …
Do all exercises in your notebook

Do all exercises in your notebook

… … … … … …

4 NOW YOU! In 4 pairs, tellNOW

your YOU!
partnerInabout
pairs, tell your partner about PROJECT TASK 2 Vlog
the information you found.
the information you found.
❚ In pairs, check the questions you have written for your interview and correct any errors. Write each question
Daniel has bought music Daniel
online.has bought music online. clearly on a separate piece of card.
What did he buy? What did he buy?
❚ Role-play the interview so you can practice asking the questions.

FAST FINISHERS Write a paragraph about what ❚ When you are ready, film your interview. You will edit the video in the final task. ➔ Workbook page 38
you have done so far this year.
30 Time expressions / Questions Workbook pages 24 and 25 31

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ANSWER KEY

Pages 30-31 6 1 for

1 1 won 2 for
2 was 3 since
3 has won; has set 4 since
4 visited; made 5 for
5 has spoken
7 1 How long has The Simpsons been on television? It’s
2 Suggested answers: been on TV since 1989.
1 How long has she been interested in fashion? 2 When was Jurassic Park I released? It was released in
1993.
2 What was the first item she designed?
3 How long has Tom Hanks been a famous actor? He’s
3 When did she present her first collection? been a famous actor for about 30 years.
4 Has she ever used fur or leather in her designs? 4 When was the first Star Wars film released? It was
5 Has she ever designed a sports collection? released over forty years ago.
5 When was the first Spider-Man film made? It was
3 Student's own answers made almost 20 years ago.

4 Student's own answers

5 1 for
2 in the eighties
3 in 1989
4 ago
5 Since
6 in 2002
7 for

10

10 See page 17 for transcripts


LESSON FOCUS
Grammar Time expressions
Vocabulary Sport and film
Listening Sporting achievements
Speaking Asking and answering questions
Project task 2 Prepare and film an interview
LISTENING TOOLS
Write a list of contracted forms on the board (e.g.
I’m, She’s, We don’t, It wasn't, etc.) and ask students
to tell you the long form (e.g. I am, She is, We do
not, It was not, etc.). Remind students that we use the
long form in more formal situations.
Warmer
Get students to look at the photo at the top of the page
and ask what it shows (a group of British Olympians and
Paralympians). Ask them to write as many Olympic sports
as they can in a minute. See who can come up with the
most, and who can think of the most unusual sports.
1 1.24 See if they can identify Ellie Simmonds in
the line-up and say what sport she won medals in
(swimming). Get the students to look at the sentences
and say which tenses they’ll use to complete them
(present perfect and past simple). Refer them back to
the Grammar table on page 29 if they need to identify
when to use each. Students then complete the exercise.
2 Check if any students recognise Stella McCartney
and, if not, get them to skim read the sentences to see
what her profession is (fashion designer). Elicit the first
question as an example and then get the students to
complete the exercise.
3 Model the exercise by asking students, ‘Have you
bought music online?’ until a student says yes, and ask
them the ‘EXTRA DETAILS’ question. Then get students
to copy the table into their notebooks, write the name
of the student who answered yes in the first name box
and their answer to the extra question in note form.
Elicit and practise the questions they need for the rest
of the table and a couple more questions from the
students. Students then complete the exercise.
4 NOW YOU! After the exercise, get students to
report any information they found interesting.
FAST FINISHERS Students can complete this
exercise alone or in pairs.
Grammar and vocabulary 3.2
TIME EXPRESSIONS
Draw students’ attention to the Grammar table. Remind
students that they can use this as a quick reference when
completing exercises.
Show students the Grammar animation and/or refer
students to the Grammar reference on page 109 of
their Student’s Book for further information on form and
use.
➔ See page xxx for Flipped Learning ideas
LISTENING TOOLS
Get students to look at the first sentence in the text in
exercise 5 and guess the answer. Encourage them
to notice the Grammar table to get their answer, but
don’t confirm the answer yet. Get them to read the
listening tool and ask them if they feel more confident
about doing the listening task correctly having
prepared the first answer.
5 1.25 Get the students to continue reading and
guessing the answers. Encourage them to consult the
Grammar table and to justify their answers. Then play
the audio for them to check.
6 Call out a series of time periods and specific times at
random and get students to say ‘for’ for the periods
and ‘since’ for the specific times. Students then
complete the exercise.
7 NOW YOU! Get the students to close their books.
Put the question prompts on the board and elicit the
questions. Elicit possible answers and correct students’
grammar but don’t give them the answers. Then get
students to open their books and ask and answer the
questions just using the prompts in the book. Elicit full
sentence answers at the end of the exercise and ask
what information students found surprising.
PROJECT TASK 2
Vlog
Students need to check the questions they wrote for the
interview. Students should then role-play the interview
so they can practise asking the questions. When
students are ready, they can film the interview.
Tell students that they need to keep their projects notes
together in their Workbook (page 38) or in their own
notebook.
➔ See page xxx for more on Project-based Learning
FURTHER PRACTICE
Workbook pages 24-25
• Grammar reference and practice pages 86 and 94
• Wordlist and exercises pages 99 and 103
Vocabulary and Grammar worksheets available
to download and edit from
www.nowyou.richmonddigital.net
➔ See page xxx on how to work with Mixed-ability classes 11
Remind students to do all the exercises in their notebook 11
 3.3 Reading
3.3 Reading Reading 3.3

TALENTED
TALENTED PEOPLE
PEOPLE
1 In pairs, discuss what you know about the
two people in the biographies. CORE VALUES Self-belief

READING TOOLS 6 In pairs, read the tips for increasing your

Read texts twice in order to understand them fully.
Read the first time for ‘gist’ or general meaning.
Then read again and pay attention to the details.
2 Read the biographies and make a list of the
things that Tim Burton and Beyoncé Knowles have
in common.
3 Read the biographies again and answer the
questions.
1 Who had their talent recognised when they
were a child?
2 Who got a job as a result of work produced
during their education?
3 Who had creative differences with their bosses?
4 Who had more success after a change of name?
5 Who has a style that’s unusual in their industry?
4 Find these words in the text and decide if they
are related to cinema, music or both.
audience character choir
direct genre perform record
science fiction studio
5 Discuss the questions in pairs.
1 Do you have a favourite singer or a favourite film
director? Who are they and what do you like
about them?
2 Which of these factors do you think are most
important in the success of a film director?
What about a pop singer?
self-belief. Order them from most to least
Timothy William Beyoncé Giselle effective and say if you think they would
Burton was born Knowles was born on 4 work for you.
on 25 August, 1958 in September, 1981 in Houston,
a Visualise your ideal version of yourself.
Burbank, California. He Texas, and began performing
b Say a positive personal affirmation like
was an introverted child at an early age. She sang with
church choirs throughout her ‘I deserve to be happy and successful’ out
who was interested in loud every day.
childhood. She also went to
painting, drawing and
a special high school for the c Do something that scares you to help
films.
performing arts. overcome your fears.
When he graduated d Join a team and learn a new sport or skill.
from high school, he She was only eight years e Set goals for yourself that you know you
went to the Californian Institute of the old when she and her friend Kelly Rowland can achieve.
Arts, and his work there attracted the attention auditioned for a girl band called Girl’s Tyme. f Set difficult goals for yourself that you’re not
In 1996, they changed their name to Destiny’s
of Walt Disney Studios. In 1980, he went to work sure you can achieve.
Child, and very soon they became one of the
there as an apprentice animator, but they found g Ignore all the negative things in life.
his work too dark and frightening for children. most popular R&B acts of all time.
h Spend lots of time focusing on the positive
In 1989, he left his comfort zone and accepted Around this time, Beyoncé also started a solo things in life, and try to improve the
career as an artist and an actress. Her first solo negative things.
the role of director for Batman, but he had
problems with the producers. They wanted album, Dangerously in Love, was number one i Help someone else with a problem.
Batman to be a masculine all-American hero, in the US charts and has sold over ten million j Leave your comfort zone. Do something
but Burton wanted the character to have a more copies since its release in 2003. Since then, she completely new and challenging for you.
complex and vulnerable personality. The film has sold over 100 million records, appeared k Eat healthily, sleep plenty and get exercise.
made $100 million in the first 10 days, and it has in several big films, introduced a couple of
influenced the superhero genre ever since. women’s fashion lines and won over 300
awards. She has also been involved in raising
Since then he has directed some of cinema’s money for disaster relief, job creation and
most successful fantasy and science fiction films, women’s rights, among other causes.
including Edward Scissorhands.
She has often been called ‘the most powerful
Burton’s stories, with their imagination, humour female in entertainment’.
and humanity, appeal to both adult and child
audiences. In the film industry, he is truly one of
a kind.

charisma creativity

determination originality

physical appearance

Do all exercises in your notebook

Do all exercises in your notebook

3 Does success always require hard work?

Are some people successful just because
they are lucky?
4 Do you think that it is necessary to leave
your comfort zone to achieve success?
FAST FINISHERS Write a list of tips about how
to be successful.

32 Language in context / Success Workbook pages 26 and 27 33

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ANSWER KEY

Pages 32-33
1 Student's own answers

2 Student's own answers

3 1 Beyoncé
2 Tim Burton
3 Tim Burton
4 Beyoncé
5 Tim Burton

4 Cinema: character, direct, science fiction

Music: choir, record
Both: audience, genre, perform, studio

5 Student's own answers

6 Student's own answers

12

12 See page 17 for transcripts

 Reading 3.3
LESSON FOCUS
Language in context Success
Core values Self-belief
Preparation Some celebrity magazines or pictures of
celebrities, including photos of Tim Burton and Beyoncé

Warmer
Show the students the magazines or photos and see who
they can recognise. Give them a minute to write down as
many celebrities as they can. Then get them in pairs to
write what professions they have. Elicit which professions
feature most.

1 Show students the photos of Tim Burton and Beyoncé

and see if they can identify them and their jobs. Ask
what else they know about them. Then get them to scan
the text to confirm their answers.

READING TOOLS
Ask students to tell you what the texts are about (short
biographies of two talented people who have a few
things in common). Tell them that they have just read for
‘gist’ and get them to read the Reading tool to clarify
what this means.

2 1.26 Get them to note the things they have in

common, to compare answers and to say what they
think is interesting.

3 Tell students they are now going to answer more

specific questions about differences between the two
that will require them to read the texts in more detail.

4 Put the headings Cinema, Music and Both on the

board and elicit the first answer. As students complete
the exercise, encourage them to find any unfamiliar
words in the text so they can try and guess the
meaning from context. Confirm correct guesses.

5 Encourage students to use information from the

text to justify their answers. Elicit class answers about
favourite singers and directors and what factors
contribute most to artistic success in general.

CORE VALUES Self-belief

6 Discuss choices for the most and least effective

tips and get the class to reach a consensus on the
three most useful tips.

FAST FINISHERS Students can complete this

exercise alone or in pairs.

FURTHER PRACTICE
Workbook pages 26-27
➔ See page xxx for more on Literature and drama 13

Remind students to do all the exercises in their notebook 13

3.4 Writing
3.4 Writing
An autobiography for your future self
Focus on language for life events
1 Match the sentences and check that you understand
the underlined words.
1 At the age of 12, Tony won an award
2 Danni wanted to do a degree
3 Eva studied hard and graduated
4 Steve did an apprenticeship
5 Emily had a very successful career
a with honours from her university.
b as a saleswoman before becoming a teacher.
c at a record company and loved it.
d in science, but she wasn’t accepted.
e for best young writer in his town.
2 Read the biography and answer the questions.
1 What year is Samantha imagining herself
to be living in now?
2 What does she imagine her main
achievements as being?
Samantha Smith was born
in 2005 in Liverpool, in the
UK. She was a sociable
student who was quite
good at sports. In fact, she
broke the school record for
the 100m in her final year.
She got a degree in business at Oxford
University and found a job managing a clothing
shop after graduation. Around the same time,
she started making clothing from recycled
material out of her parents’ garage. They were
very popular and soon she was able to buy
her own shop and sell only her own clothing
brand. Since then, she has won several
fashion awards and her Samsrags label is
famous worldwide.
But Sam is also known for her charity work
Do all exercises in your notebook
and has raised money for campaigns that fight
poverty and improve education at a national
level. Is it possible that now, at the age of 40,
she’s considering a career in politics?
34 An autobiography / Language for life events
ES0000000068218 849895_SB3_unit3_pages028-035_96478.indd 34
ANSWER KEY
Page 34
1 1e 2d
2 1 2045
2 Having a successful recycled clothing brand
and charity work.
3 1 in; get 3 win
2 do; in 4 raise
4 Student’s own answers
5 Student’s own answers
6 Student’s own answers
PROJECT TASK 3
Vlog
Tell students to get into pairs to make a celebrity
biography for their vlog. Get them to decide who to
choose and what information to include and to take
notes to plan the biography before writing it. Encourage
them to practise reading before they film themselves.
Tell students that they need to keep their project notes
together in their Workbook (page 38) or in their own
notebook.
14 ➔ See page xxx for more on Project-based Learning
14 Remind students to do all the exercises in their notebook
LESSON FOCUS
Did you notice?
3 Complete the sentences. Use exercise 1 and the
Focus on Language for life events
biography to help you.
1 You can do a degree … a subject and if you Writing An autobiography for your future self
complete it, you … a degree.
2 You can … an apprenticeship … something.
3 You can … an award, a prize or a competition.
4 You can earn money by working, and you can
Project task 3 Research, write and film a celebrity biography
organise an event to … money for charity.
5 You can have a career … politics or sales
or … a politician or a salesperson, for example.
Warmer
NOW YOU! ➔ Workbook page 28
4 PLAN Imagine yourself at 40 years old. Think about
what you would like to have achieved by then and
Ask the students to imagine themselves at the age of 40
imagine you have been successful. Plan three or
four paragraphs for an autobiography for your
and write questions on the board like: What were your
childhood ambitions?; What did you study or train for?;
future self.
WRITING TOOLS What was your first job?; Did you face any problems in
your early career?; What is your job now?; How successful
When you learn a new word, make a note of
the most important word pairs and grammar
connections that relate to it. Then practise these
are you?; Have you won any awards?; What else do you
pairs and connections in your writing.
5 WRITE Use your plan to write your autobiography.
do?; What aspirations do you have for the future? Put them
Try to use some of the key vocabulary from
this page. in pairs to answer the questions, and encourage them to
6 CHECK Check that you have followed your plan
and used key vocabulary correctly.
think big in their answers.
Focus on linking language
PROJECT TASK 3 Vlog
1 Tell students to match the sentences about the five
❚ In pairs, choose a famous person. You are going
to make a celebrity biography for your vlog.
people and guess the meanings of any unfamiliar
❚ Think about what elements you would like to
include and search for up to date information
about the person. Classify the content into
paragraphs and write the biography.
Finally, film yourselves reading the celebrity
words from context. Check their understanding by
giving definitions and having them tell you the words.
❚
biography. You will edit the video in the
final task.
➔ Workbook page 38
2 Get students to look at the photo and scan the text
quickly to tell you what Samantha’s job is (fashion
designer). Answer the first question together and get
students to note their answers to the second.
14/01/2020 15:32:10
Did you notice?
3 See how many of the gaps the students can fill without
3a 4c 5b looking back at the text. Then get them to confirm any
answers they didn’t know by re-reading.
4 PLAN Ask students what information the different
paragraphs in the model text contained (Childhood,
Education and work, Other activities and future).
Remind students of their answers to the questions in the
5 in; as
warmer and get them to plan their answers into similar
paragraphs.
WRITING TOOLS
Tell students to read the Writing tool and discuss
why this would be helpful. Tell students that this is
something they should remember when they reach
the ‘check’ stage.
5 WRITE Before students start writing, make a checklist on
the board of any grammar, vocabulary or punctuation
and any other language elements they should consider.
6 CHECK Once students have checked their own biographies,
they can swap with a partner and check theirs.
FURTHER PRACTICE
Workbook page 28
See page 17 for transcripts
 Culture and communication 3.5
Culture and communication 3.5 LESSON FOCUS
What next? 2 Complete the sentences. Use the verbs in the
correct tenses. Listen again and check. Idioms and expressions Ambition
be do finish
perform start
forget
want
know
win Listening Matching pictures with stories
1 We … to clean up my local park for a long time.
2 We … at 9:00am and … until 6:00pm! We were
exhausted!
Speaking Telling stories about experiences
3 We … each other since primary school.

Discuss the questions.

➔ Workbook page 28
40 years old. Think about
ve achieved by then and
ccessful. Plan three or
obiography for your
1 Would you like to go to university?
2 Does education cost a lot of money in
your country?
3 Should everyone go to university?
4 Can people be successful without getting a
university degree?
1 Listen and order the pictures.
Answer the questions.
1 What did Alison really want to achieve?
4 I … my first tournament when I … 10 years old.
5 Since then, we … lots of interviews.
Preparation Culture worksheet for each student
6 A few hours ago, I … in our school play and I …
any of my lines.
Idioms and expressions
3 Match the expressions you heard with the meanings.
1 give something your all
2 fight tooth and nail What next?
3 have your heart set on something
4 go the extra mile

rd, make a note of

2 Why did James’ team have a lot of competition?
3 What did Melanie and her classmates do that
a To want something a lot.
b To make a huge effort to do something.
• In pairs, ask students to compare/complete the What I
airs and grammar
. Then practise these
was extra work?
4 When did Tim make a particularly big effort?
c To do more than is required of you.
d To use all your energy and resources to
know... exercises on the Culture video worksheet.
our writing.
achieve something.
a
4 NOW YOU! In groups of three, talk about
• Show students the Culture video and ask them to
check/complete the What I learned... exercises on the
rite your autobiography. a time when you…
vocabulary from
1 gave something your all.

ve followed your plan

2 fought tooth and nail for something.
3 set your heart on something.
worksheet. If students are completing the exercises for
orrectly. 4 went the extra mile.
the first time, they will need to watch the video twice.
• In pairs, students compare answers.
b
d

• In small groups, tell students to complete/discuss the

person. You are going
phy for your vlog.
you would like to
o date information
the content into
Do all exercises in your notebook
What I wonder... exercises on the worksheet.
biography.
c
ng the celebrity
video in the ➔ See page xxx for Flipped Learning ideas
➔ Workbook page 38 PAIRWORK
Unit 3 Review page 92
Student A: go to page 100
Wordlist pages 117–120
Student B: go to page 104

Idioms and expressions for ambition Workbook page 29 35

Warmer
Write the following achievements on the board and see
if students can match them with the people from the unit:
ES0000000068218 849895_SB3_unit3_pages028-035_96478.indd 35 14/01/2020 15:32:13

ANSWER KEY e.g. UN Women Goodwill Ambassador (Emma Watson),

FIFA World Player of the Year Award (Lionel Messi),
Page 35 over 100 million records (Beyoncé). You might want to
1 Suggested answers: add some fictitious future achievements from students’
1 c, She wanted to clean up her local park. autobiographies from page 34.
2 b, Because they were playing the best team in the area. 1 Ask students what they think the people in the photos
3 a, They worked at the weekends. a-d have achieved. Play the audio and get them to
4 d, Because he remembered all his lines. check if they were right and to answer the questions.

2 1.27 Ask students which story the first sentence

2 1 have wanted 4 won; was comes from (Alison’s – photo c). Ask them which verb
2 started; didn’t finish 5 have done would fit and in which tense. Tell them to refer back to
3 have known 6 performed; didn’t forget the Grammar table on page 29 to check whether they
should use the present perfect or past simple tense in
each. Then play the audio and check their answers.
3 1d 2b 3a 4c
Idioms and expressions
4 Student’s own answers 3 Get students to do the exercise from memory. If they
need it, help them by playing the audio with the
sentences again or simply reading out the sentences
containing the expressions for context.

4 NOW YOU! Get students to do the exercise in

groups of three, and then ask members of the groups to
report something another member said.

FURTHER PRACTICE
Unit 3 Review page 92
PAIRWORK pages 100 and 104
Workbook page 29
• Includes Reflect on your learning self-assessment Tell students that they have the same text but with different
• Wordlist and exercises pages 99 and 103 parts missing and they must ask each other questions
Tests available to download and edit from to complete the text. Elicit the first question and let them
www.nowyou.richmonddigital.net continue. Give them time to write their questions if they
need it. 15
➔ See page xxx for more on Assessment

See page 17 for transcripts Remind students to do all the exercises in their notebook 15
 Unit 3 Review
Unit 3 Review
1 Read the text and choose the correct option.
I have been writing for six months and I absolutely love
it. It’s not always easy, but it’s fun. When I’m writing,
I don’t think about anything else. It’s great because
I forget about any problems in my life. I read a lot.
A writer I really admire is Neil Gaiman. I have read all
his books and comics.
1 Ezra loves writing because
a it stops him worrying about anything in his life.
b he imagines he is in a comic.
c he wants to inspire other people.
d he thinks it is easy.
2 When he was a child
a Ezra’s dream was to be a writer.
b Ezra’s dad wanted him to be a vet.
c Ezra didn’t know he was good at writing.
d Ezra wanted to be a scientist.
2 Listen and complete the sentences with
one or two words, or a number.
1 At school, Ari didn’t think she was … Maths.
2 Ari had private classes on … mornings.
3 Ari finished her degree … years ago.
4 The company Ari worked for won an award in
the … year of her apprenticeship.
Do all exercises in your notebook
5 Ari has been an architect for … years.
3 Work in pairs. Take it in turns to ask and
answer the questions.
1 What were you interested in five years ago?
2 What are you good at?
3 Have you ever won an award or a prize?
4 Who do you admire?
92 External exam practice
ES0000000068218 849895_SB3_endmatter_pages090-106_96495.indd 92
ANSWER KEY
Page 92
1 1b 2c
2 1b 2e
3 Student’s own answers
4 Student’s own answers
16
16 Remind students to do all the exercises in their notebook
When I was younger, I didn’t know that I wanted to be
a writer. I wanted to be an astronaut. But I wrote and
drew a lot; mostly comics about humans travelling
in outer space, based on my favourite TV shows.
I enjoyed writing but I didn’t know if I was good at
it. And I didn’t think it could be a job! My mum is a
scientist and my dad is a vet. They have both been
very supportive of my writing.
A year ago, my English language teacher suggested
I enter a short story competition. I was very surprised
when I won! It made me feel more confident about
my writing. The first prize was a ten-week course in
creative writing. It was a real honour to receive the
award. I had to speak in front of a lot of people. That
was hard because I’m quite shy, but thankfully my
English teacher was there to support me.
I have written every day since then. Last June,
I signed a publishing deal. The last six months have
been a time of personal growth for me. My debut is
a collection of short stories. They’re all about humans
travelling in outer space! It’s coming out next year.
If I become a famous writer, I want to remember to
keep my feet on the ground.
3 When he won the award, Ezra
a felt confident speaking at the ceremony.
b knew his story was the best.
c had difficulty speaking at the ceremony.
d thanked his English language teacher.
4 Choose the best summary.
a Ezra explains how to write a short story.
b Ezra tells the story of how he became a writer.
c Ezra gives advice on how to become a writer.
d Ezra explains how to stay humble when you
are famous.
4 Write an article about a person you admire.
Answer the questions in the article.
EXAM TIP
Write full, descriptive answers to the questions.
You will give more information if you have
question words (why, when, where) in your
head while writing.
❚ Who is the person?
❚ What have they achieved?
❚ How have they inspired you?
14/01/2020 15:36:15
3b 4a
3d 4a
Pairwork
Pairwork
Unit 3 Student A
1 Read the biography. You and Student B have the same text, with different information missing.
Ask Student B questions to help you complete your text.
2 Answer Student B’s questions to help them complete their text.
Keanu Reeves was born on 1… in Lebanon and grew up in Canada.
He is good at 2…. Although he is known for his acting, he is also
a talented musician and author.
He started his career 3… by acting in adverts and theatre
productions. Keanu became famous in the 1980s, when he starred
in the film Bill & Ted’s Excellent Adventure. He also starred in
The Matrix and John Wick. He was awarded with a 4… on the
Hollywood Walk of Fame in 2005.
Keanu is also known for 5…. His sister, Kim, had leukaemia and
Keanu was inspired to launch a cancer charity. He has donated
huge amounts of money to cancer research.
PageUnit100
4 Student A
1 Complete the sentences below using the passive voice in the present simple.
1 A boy … (bite) by a spider and gets superpowers.
2 A fish … (steal). The fish … (find) by his father and his father’s friends.
3 A lion … (kill) by his brother. The lion’s son … (help) by singing animals.
Pairwork
4 A boy … (tell) that he is a wizard by a man with a beard.
2
UnitRead
3 the
Student
sentencesB aloud to Student B. They should try to guess the films that are being described.
The answers are:
1 Read
1 Spider-Man Finding
the biography. You and 2Student A Nemo The different
have the same text,3 with Lion Kinginformation missing.
4 Harry Potter
Answer Student A’s questions to help them complete their text.
3 Listen to Student B’s sentences and try to guess the films they are describing.
2 Ask Student A questions to help you complete your text.
4 Think of three more (well known) films and describe them for Student B.
Keanu Reeves was born on 2nd September 1964 in Lebanon and grew up
in 1…. He is good at many things. Although he is known for his acting, he is
also a talented musician and 2….
Do all exercises in your notebook
He started his career in the early eighties by acting in adverts and theatre
productions. Keanu became famous in 3…, when he
starred in the film Bill & Ted’s Excellent Adventure.
He also starred in The Matrix and John Wick. He was
honoured with a star on the Hollywood Walk of Fame
in 4….
Keanu is also known for being a very generous person. His sister,
Kim, had leukaemia and Keanu was inspired to launch a cancer charity.
He has donated huge amounts of money to 5….
100 CEFR Mediation External exam practice
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Unit 4 Student B
Page1 104 Complete the sentences below using the passive voice in the present simple.
1 A dangerous event … (plan) by a bad person. The world … (save) by a British spy.
2 A dangerous space weapon … (design) by a man who has lost his children.
3 A huge gorilla … (take) from an island and causes problems in a city.
4 A powerful ring … (give) to a little man with hairy feet.
2 Listen to Student A’s sentences and try to guess the films they are describing.
3 Read your sentences aloud to Student A. They should try to guess the films that are being described.
The answers are:
1 James Bond 2 Star Wars 3 King Kong 4 Lord of the Rings
4 Think of three more (well known) films and describe them for Student A.
Do all exercises in your notebook
104 CEFR Mediation
ES0000000068218 849895_SB3_endmatter_pages090-106_96495.indd 104 14/01/2020 15:37:02
See page 17 for transcripts
 Unit 3 Transcripts
Page 28, exercise 3
1.12
1 She is good at English.
2 My brother is interested in space travel.
3 The teacher is aware of the problem.
4 Who were you influenced by when you were a child?
5 We’re collecting money for people affected by the
earthquake.
Page 35, exercise 1 and 2
1.27 and 1.28
1 Alison: I have had my heart set on cleaning up my local
park for a long time. So, last Saturday, my friends and I
decided to do it. We started at 9:00am and didn’t finish
until 6:00pm. We were exhausted! But it was worth it. The
park looks great now!
2 James: My school’s basketball team played a great game
yesterday. We’ve known each other since primary school
and are a strong team. Anyway, yesterday was tough. We
had to fight tooth and nail because we were playing the
best team in the league. In the end, we won by two points.
3 Melanie: In 2018, my classmates and I won a Young
Entrepreneur Award. Since then, we have done lots of
interviews and our product has become famous. We
worked very hard to win the award. In the weeks before
the competition, we went the extra mile and worked at the
weekends, too.
4 Tim: I’m so happy! A few hours ago, I performed in
our school play and I didn’t forget any of my lines! This
is a big deal for me because I have always had trouble
remembering lines. But I gave it my all in the last three
rehearsals and it paid off. Woohoo!
Page 92, exercise 2
2.38 I have always been interested in how things
are constructed. When I was at school, I was good at
Art and Science. I thought I was terrible at Maths. It was
my dream to become an architect. I knew that I needed
Maths to do a degree in architecture. I talked to my
parents. They didn’t have much money, but they paid for
a private Maths tutor once a week, on Saturday mornings.
It turned out that I wasn’t bad at Maths at all! The tutor
was great. I had classes for two months and she gave me
a lot of confidence. I went to university to do a degree in
architecture. The course took five years to complete. I loved
it and I learnt a lot. I became aware of many international
styles of architecture. I graduated six years ago, and I
came top of my class!
All my life, I have been interested in looking after the
planet and protecting the environment. I started an
apprenticeship with a group of architects, designing and
building environmentally friendly houses. In the second
year of my apprenticeship, we won an award. It was a
real honour to go to the award ceremony. Some of the
best modern architects in the world were there. I started
working as an architect three years ago. I have had my
own company since last summer. It hasn’t been easy, but it
has been an amazing experience. I have designed many
beautiful houses, including my own, which I built two
years ago. If you believe in yourself, you can achieve your
dreams!
17

Remind students to do all the exercises in their notebook 17

 4
8.2
FILM REEL
Language objectives
Grammar
Passive voice: present simple
•S tudents practise using the passive voice simple in the
present simple.
Past perfect
• Students practise using the past perfect.
Vocabulary
Film making: actor, cast, costume, crew, genre, make-up,
plot, prop, screenplay, script, sound, soundtrack, special
effects, stunt
• Students learn vocabulary for describing films.
Phrasal verbs: dress up, let down, pick up, throw away,
walk out
•S tudents learn and practise separable and inseparable
phrasal verbs.
Plots: breaking social barriers, coming of age, conflict,
enemy, escape, facing nature, fall in love, fictional,
good against evil, hero, journey, love story, mythical,
overcoming the odds, revenge, science-fiction, villain,
war
• Students learn vocabulary related to typical film plots.
Animation: by hand, CGI, create, draw, edit, fibreglass,
film, pattern, photograph, pictures, plastic, shade, shot,
stop-motion, technique, texture, wood
• Students learn vocabulary for talking about different
types of animation in film.
Idioms and expressions
Emotional reactions: laugh your head off, be on the
edge of your seat, burst into tears, get goose bumps
•S tudents look at idioms and expressions for talking
about emotional reactions.
Recycled language
Present simple, past simple and past participles
18
18
Skills objectives
Speaking
• Students say what they can see in pictures related to
film.
• Students learn and then talk about how animated films
are made.
• Students discuss examples of types of films with certain
characteristics.
• Students discuss features of films that they have
reacted to personally.
• Students discuss the importance of imagination.
• Students discuss their emotional reactions to things.
Pronunciation: Students learn how to position their lips
and tongue to make the /p/, /pl/ and /pr/ sounds.
Pairwork: Students use various mediation techniques
in order to match film plot summaries in the passive
voice with their films.
Listening
•S  tudents listen for information about film making.
• Students listen to the passive voice in a context of film
animation.
• Students listen to phrasal verbs in context.
• Students listen to a personal anecdote in order to take
notes to retell it using the past perfect.
• Students listen to idioms and expressions in context.
Reading
•S  tudents read an article about 8 summaries of film
plots to match them with their headings.
• Students read an article to identify specific features of
film plots.
• Students scan the text to find specific words.
Core values: Students think of and discuss examples
of effective use of imagination in film and the value of
imagination in the wider world.
Writing
• Students practise using phrasal verbs in sentences.
• Students rewrite a story in their own words.
• Students plan, write and check a film review.
Focus on film vocabulary: awards, cast, directed,
screenplay, soundtrack, starring
 8.2
UNIT OVERVIEW

Learning to learn tools

 PEAKING TOOLS Students practise using new language
S  LISTENING TOOLS Students learn to listen for
in personalised contexts to help them remember it. information expressed in different ways.

 EADING TOOLS Students practise using headings to

R  RITING TOOLS Students practise engaging the
W
help them understand the general meaning of a text. reader without giving spoilers in a review.

 OCABULARY TOOLS Students practise processing

V
vocabulary in different ways to help remember it.
Students learn to distinguish separable phrasal verbs
from inseparable ones.

Project objectives: Vlog

Task 4 Students plan, research and write a film quiz.
Task 5 Students write anecdotes and film each other’s reactions to them.
Task 6 Students write a film review and record themselves reading it.

Audiovisual objectives
Vlog: Students watch and listen to Peter talk about a class short film project.

Culture: Students watch and listen to Peter talk about the Toronto International Film Festival.

Grammar animations: Students watch an animated video on the unit grammar.

Key competences Resources

LC
Linguistic • Workbook
pages 36-39, 42, 45 • Teacher’s i-solutions
MST
Mathematical and Science and Technology Also available to download from
pages
 36, 37 www.nowyou.richmonddigital.net
• Student’s Book audio
DC
Digital
pages 37, 39, 42 • Workbook audio
• Vlog and worksheet
SCC
Social and Civic
pages 40, 41 • Culture video and worksheet
•V
 ocabulary worksheets – reinforcement, consolidation,
CAE
Cultural awareness and expression extension
pages 36, 37, 40-43 •G
 rammar worksheets – reinforcement, consolidation,
extension
LL
Learning to learn
• Tests – consolidation, extension
pages 36, 38, 40, 42, 43
• Worksheets audio
IE
 ense of initiative and entrepreneurship
S • Tests audio
pages 37, 39, 42

➔ See pages xxx for more on Key competences

19

19
 4.1 Vocabulary and listening

4
8.2 In unit 4 you will: In unit 4 you will: Grammar and vocabulary 8.2
4.1
FILM REEL talk about films and film making.
❚ talk about films and film making.
❚
❚ use the past perfect. ❚ use the past perfect.
❚ practise using the passive voice.using the passive voice.
❚ practise
❚ write a film review. ❚ write a film review.

PASSIVE VOICE: PRESENT SIMPLE

2 Match the words in bold in exercise 1 to the
4.1 Vocabulary and listening
PETER’S VLOG: Lights, camera… action!
Pronunciation: /p/, /pl/ and /pr/
Discuss the questions.
3 Listen and repeat.
1 What is your favourite film? Why do you like it?
2 Is there a kind of film you don’t like?
3 Do you prefer to watch films at home or at
the cinema?
Flipped Learning
The passive voice is used to focus on the object of an action. It is formed with be + past participle.
definitions below.
Use the passive voice when the ‘doer’ of the action is not known, not important or not obvious.
Active Passive
1 The words that are spoken in a play or film.
Affirmative The author writes a story. The story is written.
2 A style or category of art.
3 Artificial sound and images in a film. The production company doesn’t announce the actors The actors aren’t announced before they sign the
Negative
before they sign the contract. contract.
4 The sequence of events that make a story.
5 The clothing worn by the actors. Question How does the sound director choose a song? How are the songs chosen?
6 The people who work on a film, behind the scenes. Grammar reference page 110
7 All of the actors in a film.
5 Complete the text using the passive voice. 7 Rewrite these sentences in the passive voice.
8 The script of a film that includes the acting
Listen and check. 1 The producers pay the actors huge amounts
instructions.
of money.
In traditional animation, the pictures 1… (draw) Actors are paid huge amounts of money.
by hand onto plastic sheets. Then, the pictures 2…
2 How do the writers develop a storyline?
(photograph), and the photographs 3… (edit) into
3 Panels of experts nominate films for awards.
/pl/ plot, play, plastic a film. In modern studios, the images 4… (create)
4 Specialist artists add textures, shades and
/pr/ production, prequel, prop using computer-generated imagery, also known
as CGI, or techniques like stop-motion. patterns to the images.
/p/ part, post, performance
5 Why do animation studios use scale models?
Stop-motion animation … (film) using long camera
5

4 In pairs, say what you can see in the pictures. shots. The camera 6… (stop), the model is moved
VOCABULARY TOOLS slightly and then the camera 7… (start) again.
Processing new vocabulary in different ways When the recording is finished, the model looks like it
makes it easier to remember. Use this trick to help is moving.
you when you study for an exam.

1 Listen and choose the correct option.

8 NOW YOU! Close your books. In pairs, talk
Most people enjoy watching films and have about how animated films are made. Use the
passive voice and vocabulary from this section.
a favourite 1 soundtrack / genre, whether it’s horror
or romance. But how are films made? Well, first,
So, first the story is written. Then…
the story is created and the 2 stunt / screenplay
is written. The screenplay is the full version of the
3
script / crew, with all the directions included. Then the pictures are drawn. What next?
The 4 plot / prop of a film can come from many 6 Use the verbs below to complete the sentences using
places, from true life or a work of literature. the passive voice. PROJECT TASK 4 Vlog
Then the actors for the film, also known as the make need provide record use ❚ You are going to write a short film quiz in pairs.
Do all exercises in your notebook

Do all exercises in your notebook

5
make-up / cast, is chosen. The 6 special effects /
1 A lot of people … to make an animated film. ❚ Research information and create the questions
crew is also selected at this time. These are the
2 The most profitable animations … by Pixar for your quiz. The questions could be true/false,
people who work the cameras and choose the multiple choice, etc. Be creative!
actors’ 7 plot / costumes and 8 make-up / genre. and Disney.
3 Plastic, fibreglass and wood … to make Finally, join together with another pair to
Nowadays, the 9 screenplay / special effects are ❚

stop-motion models. film yourselves doing the quizzes. Take turns

often created on a computer. Also, dangerous
4 Usually, the main character’s voice … by conducting the quizzes and being contestants.
10
stunts / scripts are usually filmed using
a famous actor. You will edit your video in the final task.
motion capture suits and a green screen. ❚
5 The audio … in a studio after the animation
is finished. ➔ Workbook page 38
FAST FINISHERS Write a paragraph
about the plot of your favourite film.
36 Film making / Animation / Passive voice: present simple Workbook pages 30 and 31 37

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ANSWER KEY

Pages 36-37 4 Student’s own answers

1 1 genre
2 screenplay 5 1 are drawn
3 script 2 are photographed
4 plot 3 are edited
5 cast 4 are created
6 crew 5 is filmed
7 costumes 6 is stopped
8 make-up 7 is started
9 special effects
10 stunts 6 1 are needed
2 are made
2 1 script 3 are used
2 genre 4 is provided
3 special effects 5 is recorded
4 plot
5 costume 7 1 Actors are paid huge amounts of money. (example
6 crew provided)
7 cast 2 How is a storyline developed (by the writers)?
8 screenplay 3 Films are nominated for awards (by panels of experts).
4 Textures, shades and patterns are added to the
images (by specialist artists).
3 /pl/ plot, play, plastic
5 Why are scale models used (by animation studios)?
/pr/ production, prequel, prop
/p/ part, post, performance
8 Student’s own answers

20

20 See page 29 for transcripts


LESSON FOCUS
Grammar Passive voice: present simple
Vocabulary Film making; Animation
Listening Film making and animation
Speaking Talk about animation in films
Project task 1 Write a film quiz
Preparation Vlog worksheet for each student
PETER’S VLOG: Lights, camera… action!
• In pairs, ask students to compare/complete the
Before you watch exercises on the Vlog worksheet.
• Show students Peter’s Vlog and ask them to check/
complete the While you watch exercises on the
worksheet. If students are completing the exercises for
the first time, they will need to watch the vlog twice.
• In pairs, students compare answers.
• In small groups, tell students to complete/discuss the
After you watch exercises on the worksheet.
➔ See page xxx for Flipped Learning ideas
Warmer
Think of a film your students will know and tell them
you are going to give some key names, words or
phrases associated with the film so that they can guess.
(For example, animation, supervillain, minions, Gru –
Despicable Me.) Have the students continue the game.
VOCABULARY TOOLS
Ask students what they need to know in order to be
able to remember and use new vocabulary correctly:
spelling, pronunciation, its component parts, lexical
field, synonyms and antonyms, etc. Remind them that
the more different things they notice about a word,
the more likely they are to remember it accurately.
1 1.29 Give students time to read and guess the
correct words from their current knowledge of film
vocabulary. Tell them there are definitions of the words
in the next exercise they will do and get them to pay
attention to the pronunciation of the words as they
listen and check.
2 After students have done the exercise, check their
pronunciation as they read out the answers.
Pronunciation
3 1.30 Write the ‘p’, ‘pl‘ and ‘pr’ on the board
and get the students to pronounce each. If they have
difficulty, show them where your lips and tongue are
as you say the sounds. Students then do the exercise.
Grammar and vocabulary 4.1
4 Draw students’ attention to the pictures and ask
which words from exercise 1 they can see (special
effects, cast, stunts), and then get them to say what
they think is happening in the picture. Encourage them
to use full sentences and to speculate.
PASSIVE VOICE
Draw students’ attention to the Grammar table. Remind
students that they can use this as a quick reference when
completing exercises.
Show students the Grammar animation and/or refer
students to the Grammar reference on page 110 for
further information on form and use.
➔ See page xxx for Flipped Learning ideas
5 1.31 Ask students what the text is about
(animation) and which three types are mentioned
(traditional, CGI and stop-motion). Do the first example
together and get students to complete the exercise. Tell
them that at the end of the lessons they will have to try
to remember the information about how animated films
are made.
6 Tell students that this exercise gives them more
information about animated films.
7 Give students more time for this exercise and help them
if necessary by finding the subject of the sentences
together as a class.
8 NOW YOU! To help students do this exercise,
write keywords on the board to help them remember
(e.g. story / write, pictures / draw / photograph,
photographs / edit, images / create / using computer,
camera / stop, model / move, camera / start again,
etc.) You may want to have one of each pair keep
and notebook open so they have the answers to check
against the other and then swap roles.
PROJECT TASK 4
Vlog
Put students in pairs to research and write the quiz.
Encourage them to ask questions with answers that
other students may know and will want to know.
Tell students that they need to keep their projects notes
together in their Workbook (page 39) or in their own
notebook.
➔ See page xxx for more on Project-based Learning
FURTHER PRACTICE
Workbook pages 30 and 31
• Grammar reference and practice pages 87 and 94
• Wordlist and exercises pages 99 and 103
Vocabulary and Grammar worksheets available to
download from
www.nowyou.richmonddigital.net
21
➔ See page xxx on how to work with Mixed-ability classes
Remind students to do all the exercises in their notebook 21
 4.2 Vocabulary and listening
4.2 Vocabulary and listening Grammar and listening 4.2

1 Listen and complete the text with the
phrasal verbs.
Carla here! The
last time I went to
the cinema it was a
disaster! The film I
wanted to see was
sold out, so I had to
choose one at random. I 1… the
tickets and waited for my friend Abby. She was very
late, and I was starting to think she was going to 2…,
when I saw someone wearing a panda costume! I had
told Abby that I was going to 3… for the cinema, and
she said she would too. She thought I meant to wear
a costume!
She apologised for being late, went to the bathroom
and took off the costume. The film was awful! People
started to 4… of the cinema because it was so bad.
I didn’t have a good time, but poor Abby had had a
terrible day. And she couldn’t even return the costume
because she had 5… the receipt by mistake!
2 Say if the sentences are true or false. Correct the PAST PERFECT 7 Put these events from the anecdote in order.
false sentences. Check your answers in pairs.
Use the past perfect to refer to an event that happened
1 Abby picked up the cinema tickets. before another event in the past. It is formed with had + a The girl picked the spider up.
2 Carla was worried Abby was going to let past participle. b The girl saw a poster looking for film extras.
her down. When we arrived, the film had started. c The taxi arrived.
3 Both girls dressed up for the cinema. Affirmative
The film started, then we arrived. d They shot the scene.
4 People walked out of the cinema because I tried to buy my ticket but I had lost e The girl bought a tarantula.
Abby was dressed up. Negative my money.
5 Abby accidentally threw away the receipt for I lost my money, then I tried to buy a ticket.
8 Listen and take notes using the verbs. Look at
her costume. the photos to help you understand.
Question Had your friends seen the film before?
Grammar reference page 110 break down do dream have
3 Match the phrasal verbs with the meanings.
1 dress up 4 throw away
6 Read and choose the correct option. Listen and perform take tell want
2 let down 5 walk out
check.
3 pick up
a To fail or disappoint someone.
One day I 1 had walked / was walking down the
b To leave suddenly because you are upset.
street and I saw a poster with a big spider on it.
c To collect something.
I love spiders and I 2 had bought / bought a pet
d To dress in formal clothes or a special costume. tarantula a few months before. The poster was
e To put something in the bin. an advert for a film being made in my city and
they 3 needed / had needed a spider to use
VOCABULARY TOOLS in a scene. I 4 had sent / sent an email to the
Remember that some phrasal verbs are separable, address on the poster and they called me the
next day!
and some are not. Make a note of this information.
Inseparable: walk out I 5 arrived / had arrived early on the day of
Separable: dress up, let down, pick up, throw away filming, they 6 sent / had sent a taxi to my
house to pick us up.
4 Complete the sentences below with the phrasal After they 7 had shot / shot the scene, I went
verbs from exercise 2 in the correct form. to pick my Tarantula up and I found her
surrounded by a group of famous actors!
1 I’m hungry, why don’t we go and … a pizza?
They all wanted to hold her, as most of them
2 I always feel really self-conscious when I …. 8
haven’t held / hadn’t held a tarantula before.
3 I … of the concert because it was so bad. It was such an exciting day!
4 My brother forgot to come to my performance,
he ….
5 I always keep my old tickets, I hate to ….

5 NOW YOU! Write your own sentences using

the phrasal verbs. In pairs, read your sentences
without the phrasal verbs and ask your partner to
guess them. 9 NOW YOU! Write the story in your own words.
Use the past perfect and your notes to help you.
I have never … of a cinema in
the middle of a film.
Do all exercises in your notebook

Do all exercises in your notebook

PROJECT TASK 5 Vlog
‘walked out’?
❚ Write about something funny, embarrassing or scary that has happened to you. Don’t show your anecdote
to your partner.

FAST FINISHERS Write about the last film or

❚ In your pairs, film yourselves reading your anecdotes to each other. Your partner will react to your story
and should ask you questions about it.
concert you saw. Use the phrasal verbs.
❚ You will edit the video in the final task. ➔ Workbook page 39

38 Phrasal verbs / Past perfect Workbook pages 32 and 33 39

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ANSWER KEY

Pages 38-39 5 Student’s own answers

1 1 picked up
2 let me down 6 1 was walking
3 dress up 2 had bought
4 walk out 3 needed
5 thrown away 4 sent
5 arrived
2 1 F Carla picked up the cinema tickets. 6 had sent
2T 7 had shot
3T 8 hadn’t held
4 F People walked out of the cinema because the film
was so bad. 7 e, b, c, d, a
5T
8 Student’s own answers
3 1d 2a 3c 4e 5b
9 Student’s own answers
4 1 pick up
2 dress up
3 walked out
4 let me down
5 throw them away

22

22 See page 29 for transcripts


LESSON FOCUS
Grammar Past perfect
Vocabulary Phrasal verbs
Listening Film and TV anecdotes
Project task 5 Write an anecdote and tell it on camera
Warmer
Write these words on the board: cinema, tickets, meet
friends, seats, noise. Ask students to think of things that
they usually do when they go to the cinema and things that
can go wrong (e.g. going to the wrong cinema, forgetting
to buy tickets, not being able to find their friends, someone
sitting in their seat, people next to them making a lot of
noise).
1 1.32 Draw attention to the pictures and ask
students to quickly scan the text to find out how they’re
connected with the story. Students then complete the
exercise.
2 Tell the students to guess the meaning of any
vocabulary they don’t understand, and point out that
they will check meanings in exercise 3.
3 Help students by drawing their attention to the context
of the phrasal verbs in exercise 1.
VOCABULARY TOOLS
Ask students subject and object questions about the
phrasal verbs (e.g. Who picked up what? and point
out that the object ‘her’ in ‘let her down’ separates
the phrasal verb. Have students read the Vocabulary
tool and tell them that all separable verbs have
objects and that if the object is a pronoun it must
separate the phrasal verb. Give them examples and
practice if you have time: Where do you pick up
tickets? You pick them up at the cinema. What don’t
you want to do to a friend? Let her/him down. What
do you do to rubbish? Throw it away.
4 Remind students not to forget the object in the phrasal
verbs.
5 NOW YOU! Encourage students to think of
personal sentences to help them remember the new
vocabulary. You could add that the sentences should
be a mix of true and false sentences and that the
student listening must also guess whether it’s true or
false.
FAST FINISHERS Students can complete this
exercise alone or in pairs.
Grammar and listening 4.2
PAST PERFECT
Draw students’ attention to the Grammar table. Remind
students that they can use this as a quick reference when
completing exercises.
Show students the Grammar animation and/or refer
students to the Grammar reference on page 114 for
further information on form and use.
➔ See page xxx for Flipped Learning ideas
6 1.33 Ask students what connection the picture
might have to the topic of film. Get them to skim read
to see if they were right. Students then complete the
exercise.
7 Make sure students know they have to order the events
as they happened, not as they are mentioned in the
story. Draw a timeline on the board if you think it
helps.
8 1.34 Ask students what they think can break
down (machines or vehicles). Ask them to predict what
happens in the story.
Help students by writing the words on the board with
a bit of extra context: (not know what) want (to do),
(teacher) tell (me about an apprenticeship), do (plays
at school), (actor's car) break down, have (auditions),
(never) perform, (director) tell (me to try), (get it on first)
take.
9 NOW YOU! Check students’ use of tense as they
write their stories. Once they’ve finished, you could get
them to try to retell them in pairs just from their notes.
PROJECT TASK 5
Vlog
Review the stories the students have heard in the unit
and ask if something similar has happened to them.
Encourage them not to tell their partners their stories
until they’ve written them so that their reactions on
filming will be more natural.
Tell students that they need to keep their projects notes
together in their Workbook (page 39) or in their own
notebook.
➔ See page xxx for more on Project-based Learning
FURTHER PRACTICE
Workbook pages 32 and 33
• Grammar reference and practice pages 87 and 94
• Wordlist and exercises pages 99 and 103
Vocabulary and Grammar worksheets available
to download from
www.nowyou.richmonddigital.net
➔ See page xxx on how to work with Mixed-ability classes 23
Remind students to do all the exercises in their notebook 23
 4.3 Reading

8
4.3 Reading Reading 4.3
The

EIGHT
1 In pairs, read the glossary of film terms and 2… This one is obvious: 4… This kind of story
think of an example of each. two people meet and fall in
3…
This plot involves includes a character who
love. The lovers are often
overcoming adversity and stands up to something wrong
franchise: a series of films with similar titles and characters mis-matched – perhaps one
achieving success. Films based in society. In science-fiction
poor and one rich, or each
films, the main character

BASIC
sequel: a film that continues the story of another film on sports often have similar plots;
from families or communities
prequel: a film that precedes the story of another film the protagonist usually overcomes is often trying to escape or
in conflict.
adversity to win a competition. change a dystopian scenario.
spin-off: a film or TV show involving characters
from another
remake: a new version of an old film

READING TOOLS film plots 5… These stories revolve around

Headings help you to get an idea of the general
meaning of a text. Make sure you understand the
headings first and try to predict what the text might
be about.
2 Read and match the headings with the
descriptions of the movie plots.
Breaking social barriers Coming of age
Facing nature Good against evil Love story
Overcoming the odds Revenge War
3 According to the article, decide which film plots…
1 can contain a happy ending.
2 can end badly.
3 can be about a real-life story.
4 can be seen in different film genres.
5 might not have a good effect on the audience.
6 involve the protagonist learning something
about themselves.
4 Find these things in the article.
1 three genres of film
2 four words for types of character
3 two words meaning types of conflict
4 two things a character has to face
5 In pairs, name films with these eight plots
and say why you have chosen them. Use the
great battles; real, fictional or mythical. Real
6… In this narrative, the protagonist is
wronged by a villain and goes to seek their
battles from history have sometimes been revenge. It doesn’t usually end well for the villain,
We live in the golden age of the movie turned into propaganda films, showing one nor sometimes for the protagonist. This plot is
franchise. From James Bond, to Harry Potter
side as heroic and the other as the enemy. quite common in Westerns and modern action
and Star Wars. There are sequels, prequels, Nowadays, many films deal with the effects films, and there is usually quite a lot of violence.
spin-offs and remakes. Are we telling the of war on soldiers and society in general.
same stories over and over again? Since the
beginning of cinema, we have created films that
8…
belong to eight basic plot categories. Nature is all powerful, and natural
disasters are devastating in these plot lines.
7… Here, a young character faces challenges Often, a character must face the harsh realities
that will help them become an adult. Many of these of the natural world and sometimes, they must
1… A hero is confronted by evil films portray an adult looking back at themselves as escape or survive. The protagonist often goes
and defeats it. They are often an ordinary a child and remembering an event that helped them through a journey of self-discovery as the plot
person who finds inner strength during come of age. develops.
their battle against evil, which is usually a
villain or some kind of monster.
CORE VALUES Imagination
6 In groups, think of as many examples of
these as you can.
1 a film character that you could relate to
2 a film that helped you understand a type
of person very different from you
3 part of a film that you thought was silly
or unrealistic
4 a film that annoyed you because you had
read the book
5 a scene in a film that had lots of suspense
7 Discuss the statements below. Do you
agree? Why/Why not?
1 Imagination is important when you watch

Do all exercises in your notebook

Do all exercises in your notebook

pictures to help you. a film.

2 Films don’t develop your imagination
as much as books.
3 Imagination is more important
than knowledge.

FAST FINISHERS Compare two films you like.

Say how the plots are similar or different.

40 Language in context / Plots Workbook pages 34 and 35 41

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ANSWER KEY

Pages 40-41
1 Student’s own answers

2 1 Good against evil

2 Love story
3 Overcoming the odds
4 Breaking social barriers
5 War
6 Revenge
7 Coming of age
8 Facing nature

3 Student’s own answers

4 1 science-fiction, Western, action

2 protagonist, hero, villain, monster
3 war, battle
4 challenges that will help them become an adult,
the harsh realities of the natural world

5 Student’s own answers

6 Student’s own answers

7 Student’s own answers

24

24 See page 29 for transcripts


LESSON FOCUS
Language in context Plots
Core values Imagination
Preparation Pictures or posters of films, if possible one
that’s part of a franchise
Warmer
Show the pictures or posters to the class and choose one
that you can speak about for a while. Tell the class you’re
going to speak as long as you can without hesitation and
get them to time you and stop you when you hesitate. Then
get them to do the same exercise in pairs or groups. Tell
them that they can say anything they know about the film
but they mustn’t give any spoilers.
1 Elicit an example of a franchise and get the students to
complete the exercise in pairs.
READING TOOLS
Check students remember the word ‘plot’ in the heading
and get them to guess what the article is about. Point
out the headings in exercise 2 and check that they
understand them.
2 1.35 Students skim read the text to complete the
exercise.
Reading 4.3
CORE VALUES Imagination
6 The purpose of this exercise is to show
students how our imagination is engaged in films
(see notes for exercise 7). Encourage them to
think of at least one example for each and give
reasons.
7 For the first statement, draw on their
answers to exercise 6 to show the importance of
imagination in film. Imagination is an extension of
our knowledge of the world; we know how things
we see work and extrapolate that knowledge to
speculate on things we haven’t seen. When a
film jars with how we imagine a situation should
play out, it annoys us. But good films engage
our imagination and can help us empathise with
others and help us understand things beyond our
immediate experience. Good books do the same
and allow more room for the imagination. Tell
them that the last quote is from Albert Einstein.
FAST FINISHERS Students can complete this
exercise alone or in pairs.

3 Give students more reading time to do this exercise

and make sure they understand there can be more than
one answer for each question.

4 This is mainly a vocabulary exercise. Check students’

pronunciation of the answers.

5 Suggestions from the films in the photos: Alive

(Facing nature), The Hunger Games: Mockingjay –
Part 2 (Revenge), Billy Elliott (Breaking social barriers),
Braveheart (War), The Karate Kid (Overcoming the
odds), Inside Out (Coming of age), Titanic (Love story)
Spider-Man (Good against evil). Tell students that many
films contain aspects of more than one of the plots, and
encourage them to find the aspects and give reasons
for their opinions.

FURTHER PRACTICE
Workbook pages 34-35
➔ See page xxx for more on Literature and drama 25

Remind students to do all the exercises in their notebook 25

4.4 Writing
4.4 Writing
LESSON FOCUS
A film review
Focus on film vocabulary
Did you notice?
3 Answer the questions about the style and structure
Focus on Film vocabulary
1 In pairs, complete the sentences and try to identify
the films.
of the review.
1 What is the purpose of each of the paragraphs? Writing A film review
2 Which tenses are used to describe the plot?
awards cast directed screenplay 3 What two ways are used to mention the cast?
soundtrack starring
1 This film about virtual reality was … by Steven
4 What features of the film does the writer praise?
Project task 6 Write and record a film review
Spielberg and released in 2018.
NOW YOU! ➔ Workbook page 64
2 … Tom Cruise as a special agent, this film is the
sixth installment in the series. 4 PLAN Choose a film and use the questions to plan

Warmer
3 This biographical film about Freddie Mercury won paragraphs for a film review.
lots of …, and featured an amazing …. 1 Would you recommend the film? Who would you
4 The …, of this superhero film includes Bradley recommend it to?
Cooper. The …, has some hilarious dialogue.
2 Read the film review and copy and complete
2 What did you particularly like or dislike about
them film? Tell students to turn the Wordlist on page 118. Think of
a film and choose three words from the Wordlist to use
the fact file. 3 What other details do you think a reader should
know about the film (genre, director, cast, etc.)?
4 What can you say about the plot without spoiling
in describing it. Try to use at least one of the words from
Film: … Cast: …
the ending?
Genre: … Plot category: …

Director: … Recommended? … WRITING TOOLS

Give your reader enough information to decide
exercise 1. Ask students to tell you the film and which three
if they want to watch the film, but don’t tell them
everything.
words you used. Then get them to do the same in groups
Rogue One: A Star Wars Story or pairs.
5 WRITE Use your plan to write your review.

Focus on linking language

The Star Wars science-fiction series is back with
Rogue One. Directed by Gareth Edwards, this prequel
takes place just before the first film.
Research scientist Galen Erso, played by Mads
6 CHECK Check that you have followed your
plan and that you have given clear reasons for
recommending the film or not.

1 Students complete the exercise.

Mikkelsen, is forced to build a superweapon called
the Death Star for the evil Empire. Galen’s wife is killed
and their daughter Jyn (Felicity Jones) leads a group
of rebels who will PROJECT TASK 6 Vlog
attempt to destroy

2 Ask if anyone has seen the film and, if so, what they
the Death Star. ❚ In your pair, choose a film. You are going to
Newcomers to the film yourselves reviewing it.

thought of it. Students complete the exercise. Compare

series can enjoy a ❚ Research and write notes to help you talk about it;
diverse cast and a who is in the film, where it was filmed, what the
classic story of good story is about, etc.
versus evil. If you’re
the review with students’ own opinions.
Do all exercises in your notebook

❚ Film your review together. Use your notes to help

already a fan, you’ll you but don’t read directly from them.
find it maintains the
feel of the series, ❚ You will edit the video in the final task.
with wide sweeping
shots of space and
dramatic music.
❚ Next, do the final task on page 44.
➔ Workbook page 39 Did you notice?
3 Point out that film reviews follow similar styles and
structures and have the students complete the exercise.
42 A film review / Film vocabulary

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4 PLAN Ask the students to think of films they think they
ANSWER KEY could review. Remind them they don’t need to like the
film they're reviewing but that their opinion should be
Page 42 clear in the review.
1 1 directed – Ready Player One
2 Starring – Mission Impossible WRITING TOOLS
3 awards; soundtrack – Bohemian Rhapsody Tell students to read the Writing tool. If there’s a film
4 cast, screenplay – Guardians of the Galaxy you know everyone has seen (or any story they all
know), use it as an example of what they could write
in the review and what not to write.
2 Film: Rogue One: A Star Wars Story
Genre: Science-fiction
Director: Gareth Edwards 5 WRITE Before students start writing, make a checklist on
Cast: Mads Mikkelsen, Felicity Jones the board of any grammar, vocabulary or punctuation
Plot category: good versus evil and any other language elements they should consider.
Recommend? Yes 6 CHECK Once students have checked their own film
reviews, they can swap with a partner and check theirs.
3 1 1st: introduction; 2nd: plot synopsis; 3rd: specific
reasons for recommendation
2 The passive voice and the present simple PROJECT TASK 6
Vlog
3 The phrase ‘played by’ and the name of an actor in
parentheses
Tell students to get into pairs to choose a film to review.
4 The cast, the classic story, maintains feel of the other If you like, let them choose one that they’ve used in
films in the series, shots of space, dramatic music their writing. Remind them they’re reviewing the film
to camera, and make sure they make notes to use
4 Student’s own answers in giving the review and don’t write full sentences to
simply read out.
Tell students that they need to keep their project notes
5 Student’s own answers together in their Workbook (page 39) or in their own
notebook.
6 Student’s own answers
➔ See page xxx for more on Project-based Learning

FURTHER PRACTICE
26 Workbook page 36

26 Remind students to do all the exercises in their notebook See page 29 for transcripts
 Culture and communication 4.5
Culture and communication 4.5 LESSON FOCUS
The silver screen 2 Read and choose the correct answer.
Listen again and check. Idioms and expressions Emotional reactions
1 Bill had a good time because
a the film was good.
b the film made him laugh.
Listening Matching pictures with stories and multiple-
c he likes romantic films.
2 John had agreed to watch the film because
choice sentence completion.
a he likes horror films.
b he hadn’t seen it before. Speaking Discussing emotional reactions to things.
➔ Workbook page 64 c his sister asked him to.
Discuss the questions. 3 Cathy and her friends were upset because
se the questions to plan 1 Have you ever been to a film festival? a the film was boring.
w. 2 Can a film change the way you feel about b the film was moving.
the film? Who would you the real world? c there was no popcorn.
3 Do you enjoy black and white films? 4 Louise wasn’t excited about the film because she
ly like or dislike about
The silver screen
4 Should foreign language films be subtitled a had seen it before.
or dubbed? Why? b doesn’t like watching films at home.
ou think a reader should
c doesn’t like action films.
nre, director, cast, etc.)?
t the plot without spoiling Idioms and expressions
• In pairs, ask students to compare/complete the What I
LISTENING TOOLS
Remember that in listening exercises, the 3 Match the expressions you heard with the meanings.
information is often expressed in a different way

nformation to decide
to how it is written on the page. 1
2
laugh your head off
be on the edge of your seat know... exercises on the Culture video worksheet.
m, but don’t tell them 3 burst into tears
1 Look at the photos, listen and take notes.
Complete the sentences.
4 get goose bumps
a When you suddenly begin to cry.
• Show students the Culture video and ask them to
rite your review. b When you laugh very hard or for a long time.
c When you get bumps on your skin because you
check/complete the What I learned... exercises on the
ve followed your
en clear reasons for
are afraid, nervous or cold.
d When you are very excited about or interested worksheet. If students are completing the exercises for
the first time, they will need to watch the video twice.
not. in something.

SPEAKING TOOLS
BILL CATHY Practise new language by talking about your
own life. This helps you to remember expressions
and vocabulary.
• In pairs, students compare answers.
4 NOW YOU! Discuss the questions in pairs.
• In small groups, tell students to complete/discuss the
1 When is the last time you laughed your head off?
What made you laugh?
What I wonder... exercises on the worksheet.
2 What kind of films keep you on the edge of Do all exercises in your notebook

JOHN LOUISE your seat?

1 Bill chose the film because ….
2 John usually doesn’t watch horror films
because ….
3 Do you burst into tears easily? When was the
last time you cried?
➔ See page xxx for Flipped Learning ideas
4 Do you get goose bumps? When?
PAIRWORK

Warmer
3 Cathy was shocked because …. Unit 4 Review page 93
Student A: go to page 100
4 Before they put the film on, Louise …. Wordlist pages 117–120
Student B: go to page 104

Idioms and expressions for emotional reactions Workbook page 37 43 Mime an emotion (amused, sad, frightened, excited, tense,
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bored, etc.) and have the students guess which one it is.
Write several emotions on the board for students to choose
ANSWER KEY from and have them continue the activity in groups.

Page 43
1 1 his brother had recommended it. LISTENING TOOLS
2 they really scare him. Have students look at the two listening exercises and
3 she hadn’t expected to be so moved. say in which exercise the Listening tool is particularly
helpful (exercise 2).
4 didn’t think it was going to be very good.

2 1b 2c 3b 4c 1 1.36 Tell students to look at the pictures in the

order they appear in the audio – Bill, John, Cathy and
3 1b 2d 3a 4c Louise – and say which emotion the people are feeling.
Students then complete the exercise.

4 Student’s own answers 2 1.37 Remind students of the Listening tool and give
them time to read the questions and note their answers.
Then play the audio for them to check. Ask them if
they remember exactly what was said in the audio to
PAIRWORK pages 100 and 104 compare with the correct answers.
TTell students that they each have some very short
summaries of films to complete and read aloud for their Idioms and expressions
partners to guess the films. 3 Ask the students which expression came from which
speaker (1 was Bill, 2 Louise, 3 Cathy and 4 John)
For answers to the passive exercise, see page 28.
and then get them to complete the exercise. You could
For exercise 4, encourage students to copy the style of the also highlight other language related to emotions that’s
sentences and use passive sentences. used in the audio (Bill – hilarious, glad; John – scare,
terrified; Cathy – shocked; Louise – bored).

FURTHER PRACTICE SPEAKING TOOLS

Unit 4 Review page 93 Tell students that exercise 4 is an opportunity to
Workbook page 37 practise this.
• Includes Reflect on your learning self-assessment
• Wordlist and exercises pages 99 and 103 4 NOW YOU! Model one of the questions with
Tests available to download and edit from a personal answer of your own to motivate them.
www.nowyou.richmonddigital.net Encourage them to ask questions of you and of each
other as they do the exercise. 27
➔ See page xxx for more on Assessment

See page 29 for transcripts Remind students to do all the exercises in their notebook 27
 Keanu is also known for 5…. His sister, Kim, had leukaemia and
Keanu was inspired to launch a cancer charity. He has donated
huge amounts of money to cancer research.

Unit 4 Review Pairwork

Unit 4 Student A
Unit 4 Review
1 Complete the sentences below using the passive voice in the present simple.
1 A boy … (bite) by a spider and gets superpowers.
1 Work in pairs. You are going to the cinema. Look and decide which film to see.
2 A fish … (steal). The fish … (find) by his father and his father’s friends.
3 A lion … (kill) by his brother. The lion’s son … (help) by singing animals.
EXAM TIP 4 A boy … (tell) that he is a wizard by a man with a beard.
Don’t make a decision quickly. Discuss each option in detail. Respond to your partner’s ideas and ask questions.
2 Pairwork
Read the sentences aloud to Student B. They should try to guess the films that are being described.
The answers are:
CAPTAIN CAPABLE A comedy about a failed superhero 1 Spider-Man 2 Finding Nemo 3 The Lion King 4 Harry Potter
Unit 3 Student B
TO THE TOP OF THE WORLD Documentary about climbing Mt Everest 3 Listen to Student B’s sentences and try to guess the films they are describing.
THIS SPACE TREK: THE VOYAGE OF THE DOOMED Episode 3 of the science fiction franchise 1 Read the biography. You and Student A have the same text, with different information missing.
4 Think of three more (well known) films and describe them for Student B.
Answer Student A’s questions to help them complete their text.
Animation about a young girl with an
WEEK’S SAM THE INVINCIBLE amazing imagination
2 Ask Student A questions to help you complete your text.
RELEASES THE ROAD TO FRANKSTON Drama about a group of friends growing up
in a small town

Do all exercises in your notebook

Keanu Reeves was born on 2nd September 1964 in Lebanon and grew up
2 Read and write one word for each gap. in 1…. He is good at many things. Although he is known for his acting, he is
also a talented musician and 2….

A trip to the movies
Last night, my older brother and I went to the cinema to
see the first film in the The Lord of the Rings trilogy. He
1…
already seen it and he wanted me to see it because he
knows I like fantasy. We picked 2… the tickets early so we
didn’t have to stand for too long in the queue.
The film is directed 3… Peter Jackson, who I’ve heard is
a very good director, so I had high expectations. It didn’t
He started his career in the early eighties by acting in adverts and theatre
productions. Keanu became famous in 3…, when he
let me 4…. It’s true that the plot is quite complicated and starred in the film Bill & Ted’s Excellent Adventure.
the film is very long; a couple of people even walked He also starred in The Matrix and John Wick. He was
5…
before the end. But I thought the fantasy world was honoured with a star on the Hollywood Walk of Fame
fantastic and the special 6… and make-up were amazing. in 4….
If you like fantasy and you haven’t seen it, I highly
Keanu is also known for being a very generous person. His sister,
recommend it.
100 Kim,
CEFR had leukaemia and Keanu was inspired to launch a cancer charity.
Mediation
He has donated huge amounts of money to 5….

3 Listen to an interview with a young filmmaker and choose the correct answer. ES0000000068218 849895_SB3_endmatter_pages090-106_96495.indd 100 14/01/2020 15:36:44

1 Why did Steve make a film?
a His parents had given him a camera.
b A film club at school inspired him.
c He had always wanted to make a film.
Page 100
4 Before she acted in Steve’s film, Mia
a had acted in other films.
b had written a film script.
c had directed other films.

2 The film is about 5 The film was shot

a a person who throws away their mobile phone. a in Steve’s bedroom. Unit 4 Student B
b a place where mobile phones aren’t allowed. b in an old village.
1 Complete the sentences below using the passive voice in the present simple.
c a person who is transported to the past. c at Steve’s school.
1 A dangerous event … (plan) by a bad person. The world … (save) by a British spy.
3 Steve’s grandparents 2 A dangerous space weapon … (design) by a man who has lost his children.
a helped Steve to make the props. 3 A huge gorilla … (take) from an island and causes problems in a city.
b are actors in the film. 4 A powerful ring … (give) to a little man with hairy feet.
c provided music for the soundtrack.
2 Listen to Student A’s sentences and try to guess the films they are describing.
4 Write a story that begins with this sentence. Do all exercises in your notebook
3 Read your sentences aloud to Student A. They should try to guess the films that are being described.
When Lucy woke up, everything had changed. The answers are:
1 James Bond 2 Star Wars 3 King Kong 4 Lord of the Rings
5 Work in pairs. Take it in turns to ask and answer
the questions. 4 Think of three more (well known) films and describe them for Student A.
1 What was the last film you saw at the cinema?
2 Did you like the film?
3 Had you heard anything about it before you

Do all exercises in your notebook

went to see it?
4 Have you ever walked out of the cinema?

External exam practice 93

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ANSWER KEY 104 CEFR Mediation

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Page 104
14/01/2020 15:37:02

1 Student’s own answers

ANSWER KEY
2 1 had 3 by 5 out Page 42
2 up 4 down 6 effects Answers to passive exercise:
Student A: 1
 is bitten; 2 is stolen; is found;
3 1b 2c 3c 4a 5b
3 is killed; is helped; 4 is told
Student B: 1 is planned; is saved; 2 is designed;
4 Student’s own answers
3 is taken; 4 is given

5 Student’s own answers

28

28 Remind students to do all the exercises in their notebook See page 29 for transcripts
 Unit 4 Transcripts
Page 65, exercise 4 back in time. When she wakes up everything is different.
For example, in the past there were no mobiles or
1.34 I’ve just come back to school after one of the best computers because nobody had invented them yet.
summers of my life. Back in May, I really wasn’t sure what I Interviewer: The film really looks like it is set in the past.
wanted to do. My teacher told me about an apprenticeship Where did you find the costumes and the props?
at a TV production company, I applied, and I got the Steve: The props and the costumes came from my
position. She thought I would be interested because I had grandparents. They helped me a lot. They had a lot of old
done several plays at school and had got quite a bit of clothes and things from their grandparents, which they
praise. had kept for a long time. The clothes were perfect for the
Something amazing happened during the first week of the film. And a lot of their old music is played in the film’s
apprenticeship. I was on set with the camera operators, soundtrack, too.
sound technicians and director and we were waiting for Interviewer: Can you tell us about the cast?
the actor to arrive to begin filming an ad. When it was Steve: Most of the actors are friends from school. The
almost time to start shooting, the actor called and said main actor, Mia, is a friend from film club. Before I made
his car had broken down and that he wouldn’t make it on the film, she had talked a lot about being an actor. She
time. The director was worried and asked us if we had any showed me some short films she had acted in. I thought she
ideas. I immediately thought about suggesting myself as a was brilliant, and I asked her to star in my film. Some of
replacement actor, but I wasn’t sure… I had had a couple the scenes in the film are written by Mia.
of auditions before, but I’d never performed on camera.
Nevertheless, I raised my hands and suggested I give it a Interviewer: Where is the film shot?
try. The director told me to go ahead and… it went really Steve: Most of the scenes are filmed in an old village in
well! In the past, it had always taken me a few takes to get the countryside. The special effects are done by me on
it right, but that day we got the ad on the first take! my computer in my bedroom. The film was edited in the
computer room at my school. I hadn’t edited a film before.
I went on to act in three other ads during the summer and I Mrs Green, who runs the film club, taught me a lot.
have another audition next week. It looks like my dream is
coming true!
Page 43, exercises 1 and 2
1.36 and 1.37
1
My friend Tom and I saw a great comedy last night. It was
hilarious! We really laughed our heads off. Tom didn’t think
it was going to be very good, but I decided to watch it
anyway because my brother had recommended it. I’m so
glad he did!
2
My sister asked me to watch a horror film with her the
other day, even though she knows I don’t usually want
to because they really scare me. And this one was no
different. The story really gave me goose bumps. I was so
terrified I nearly walked out of the living room a few times.
3
My friends and I had heard about a really sad drama and
we decided to watch it yesterday. Jenny picked up some
popcorn on the way to my house, and we sat down to
watch it. I was shocked. I hadn’t expected to be so moved!
About fifteen minutes in, we all burst into tears.
4
I was so bored yesterday. My mate Christine suggested
watching an action film she had heard about. I didn’t think
it was going to be very good before we put it on, because
action isn’t my favourite genre. Well, I was so wrong! We
were on the edge of our seats the whole time! Ten out of
ten!

Page 93, exercise 3

2.39 Interviewer: I’m talking to young director Steve
Smith, who has made a short film. Can you tell us why you
made a film, Steve?
Steve: Well, I’m very imaginative. I have always written a
lot of stories. My mum is a director and she had a camera
at home, but I hadn’t used it and I hadn’t thought about
making a film before. Last summer, I joined a film club at
my school. That’s where it all started. I realised that a lot of
my stories could be made into films.
Interviewer: Can you explain what the film is about?
Steve: Yes. It’s based on a short story I had written about 29
time travel. A girl drops off on the bus and is transported

Remind students to do all the exercises in their notebook 29

 PROJECT: Vlog

Project Units 3 and 4

PROJECT: Vlog
GO BEYOND

RECAP PIRATE R DIO

❚ In this project, you have recorded Before modern-day podcasts and vlogs
Plan and write questions for an interview with
videos for a vlog; an interview, a TASK 1 allowed us to make and broadcast shows
a person you admire.
celebrity biography, a human-interest from our homes, people had to be a little
anecdote and a film quiz and review. more inventive. In 1960s England, legal radio
TASK 2 Check, prepare and film the interview.
stations did not play rock or pop. So, music
❚ In units 3 and 4 you talked about lovers turned to Radio Caroline, a pirate
achievements and experiences. You TASK 3 Research, write and film a celebrity biography.
station that operated off the coast of England
wrote a biography and a film review. from 1964 until 1990, when their boat sank.
Plan, research and write a film quiz. Film the
You also practised three different ways TASK 4 quizzes in groups of four. In general, radio frequencies are regulated
of talking about the past. You know
how and when to use the passive by governments, who issue licences allowing
Write anecdotes. Film yourselves reading stations to broadcast. Pirate radio stations,
voice, too. TASK 5 and reacting to them. however, operate without a legal licence.
❚ Now you’re ready to edit and present They might be part of a political movement,
your vlog to the class! TASK 6 Make notes and film a review of a film. or they may just be run by amateurs who
enjoy sharing their ideas or music with
others. Sometimes, they broadcast legally in
one country, but their signal crosses illegally
into another country. Although later pirate
stations operated on land, the first pirate
FINAL TASK: Edit and present your vlog stations broadcast from boats and offshore oil
❚ Create a catchy name for your vlog. You could also write a catchphrase to platforms. At sea, they could avoid national
use when you are presenting the different videos. laws and this is where the ‘pirate’ name
USEFUL EXPRESSIONS came from.
❚ Find special effects and background music to add where you think
necessary. Introducing Introducing
❚ Hello everyone! ❚ Hello everyone!
❚ Watch the videos you have filmed. Think about the order you will present
❚ I’m (name), this is (name)
❚ I’m (name), this is (name) and
and
them in. Remember that you can use specialist software, or simply name
you’re watching (vlog name).
you’re watching (vlog name).
and save the files in the order you want to show them.
❚ Use the useful expressions and film yourselves introducing, ending and Connecting Connecting
connecting the different videos. ❚ Coming up next, we will…
❚ Coming up next, we will…
❚ When you are ready, play your vlog to your classmates. Remember to
❚ Next, we’ll be talking to…
Next, we’ll be talking❚to…
answer the evaluation questions about them while you watch. Ending Ending
❚ Catch
Catch us again next week
❚ us again next week for…
for… EVALUATION
❚ ❚ Well everyone, that was…
Well everyone, that was…
Answer the questions while
you listen.
21ST CENTURY SKILLS 1 List two of each vlog’s strengths and
two things you would improve.

Do all exercises in your notebook

Do all exercises in your notebook

Decision-making 2 Rate the vlogs. Which was the most

Answer the questions in pairs.
Sometimes we make decisions based on interesting/amusing/professional?
logic, and sometimes we make decisions 3 Decide which vlog was the best and 1 Have you ever listened to a pirate radio station?
based on feeling and intuition. say why. Would you like to?
4 When you have finished listening, 2 Do you think that the government should control radio
For effective decision-making, it’s always
good to start with the facts and be combine your answers with your frequencies? Why?
logical. Once you’ve done that, ask partner’s and agree on your decisions. 3 What other means of communication are controlled
yourself how you really feel about the by the government? How?
decision. 4 How are modern day podcasts and vlogs similar to
pirate radio stations?

44 Workbook pages 38 and 39 45

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RECAP GO BEYOND
Tell students to read the information carefully and make Before students read the text, ask them to look at the
sure that they have all their notes (see Workbook pages title Pirate Radio and say what they think it refers to. Use
38-39) and material. the pictures to help them. Ask when they think the top
FINAL TASK: Edit and present your vlog picture was taken and what the connection with the boat
Students must now edit the videos that they have recorded is. Get them to read the text to check their answers.
in their pairs and present them together as a vlog. The questions can be discussed in pairs or the students’
Remind students that they should try to create a style that project groups.
unifies all of the videos into one vlog. Help students as
much as you can for ideas of how to edit the individual
videos to create this, with whatever effects and music they
can use to achieve this. They should also think of how to
link the videos – who’s presenting which part, whether they
want a catchphrase to give it an identity, etc.

USEFUL EXPRESSIONS

Remind students about the key grammar and

vocabulary they have looked at in units 3 and 4
along with the language provided.

21ST CENTURY SKILLS

Tell students to read the information and discuss why

this would be helpful for their presentation.

EVALUATION
Before students discuss the questions as a group, give
students time to prepare notes about their experience in
the project. Remind students to be supportive and give
constructive criticism where appropriate, with ideas on
how to make things better.

30

30 Remind students to do all the exercises in their notebook

 GRAMMAR REFERENCE AND WORDLIST

Unit 3 Grammar reference Unit 4 Grammar reference

Present perfect and past simple Passive voice: present simple

Use the present perfect to talk about Use the past simple to The passive voice is used to focus on the object of an action. It is formed with be + past participle.
❚ experiences without saying when they happened. ❚ give more information about an experience. Use the passive voice when the ‘doer’ of the action is not known, not important or not obvious.
❚ something that started in the past and continues to the present. ❚ say when something happened.
Active Passive
Affirmative Negative Affirmative Negative
Affirmative The author writes a story. The story is written.
I have been to Europe a I went to Paris and visited the I didn’t go to school so I didn’t
The production company doesn’t announce
few times. I haven’t been to Asia. Eiffel tower. see you. Negative The actors aren’t announced before they sign the contract.
the actors before they sign the contract.
She has played tennis since He has never played tennis. They won a competition We didn’t buy the book
2010. last month. yesterday. Question How does the sound director choose a song? How are the songs chosen?
Yes/No questions Yes/No questions In a passive sentence, the subject is not the We also use the passive so that we can start the sentence
Have you ever been to a concert? Yes, I have. Did you go to the cinema last month? Yes, I did. agent (the person or thing that does the action). with something known to the listener or reader and end it with
Has she ever been to France? No, she hasn’t. Did they eat pizza on Sunday? No, they didn’t. The object of an active sentence becomes the something we think is surprising or new.
subject of a passive sentence. Did you know that most of the world’s cars are made in China?
We don’t use the present perfect to give specific details about a past event, especially if we say when the event agent object (The word ‘China’ is the new information here.)
occurred. We use the past simple. Active: Children write the stories.
We form the present simple passive with the present simple of
My aunt gave me this scarf as a birthday present. Passive: The stories are written by children. be + past participle.
I swam with dolphins on my trip to Mexico. subject agent
The desks are cleaned every morning.
I bought this key ring in New York. Football is played in almost every country in the world.
We often use the passive when we consider the
NOT I’ve bought this key ring in New York. action more important than the agent, so it is
useful when we talk about science, technology We can also use can or can’t in the passive, simply by adding
We often start a conversation in the present perfect and then give more information with the past simple. be + the past participle. We can form the passive of all modal
or processes.
Have you ever been to the USA? verbs in this way.
The songs are recorded in a studio, and then
Yes, I have. I went with my parents to New York last summer. We had a great time! they’re converted into CD format and sent to be Olives can’t be eaten straight off the tree.
packaged and distributed. The bottle must be closed tightly or the drink loses its fizz.
Time expressions

Expressions used with present perfect Expressions used with past simple Past perfect

Use for to talk about a period of time like days, weeks,
months, etc.
How long have you studied English?
I’ve studied English for five years.
Use since to talk about a specific time like 1995, April,
my first day of school, etc
John has worked here since Christmas.
Use ago to talk about how long before now
something happened. Use the past perfect to refer to an event that happened before another event in the past. It is formed with had + past participle.
When did Alison arrive? When we arrived, the film had started.
She arrived ten minutes ago. Affirmative
The film started, then we arrived.
Use expressions like last month, in the 1960s, I tried to buy my ticket but I had lost my money.
on Wednesday, etc. Negative
I lost my money, then I tried to buy a ticket.
We went to the cinema last Wednesday.
Question Had your friends seen the film before?

The present perfect is usually used with time
expressions like:
since + day/date/month/year/moment in the past
for + period of time
I’ve been a member of the tennis club since 2017.
I attended a sports camp during the summer holidays. The past perfect is formed with had + past participle, and we
NOT I attended a sports camp during two weeks. often use the contracted forms of the affirmative and negative.
I had finished my homework when you called. = I’d finished
The present perfect is also used with time expressions
my homework when you called.
which refer to a time that hasn’t finished yet, like today,
this month, this year, recently. She had not been to Iceland before last winter = She hadn’t
been to Iceland before last winter.
We can also use the past perfect to explain a
situation or give a reason.
I was nervous because I hadn’t flown in a plane
before.
I had already eaten a sandwich, so I wasn’t hungry.

Do all exercises in your notebook

NOT I’ve been a member of the tennis club since
Do all exercises in your notebook

The past simple is used with time expressions that refer Past perfect questions are used in the same
three years ago.
to finished times in the past, like: We use the past perfect to talk about something that happened situations as the affirmative and negative forms.
Jenny has known Samantha for five months. before something else in the past. The verb that is expressed in We use the contracted form (hadn’t) in negative
❚ in + year
NOT Jenny has known Samantha since five months. the past perfect indicates which action happened first. short answers in the past perfect. however, we do
❚ on + day or date
Marie had left the café when we arrived. not use the contracted form (I’d, you’d, he’d, etc.) in
In general, we use for with periods of time (three ❚ at + time of day affirmative short answers.
months, a minute, a long time) and during with named Marie left we arrived
❚ following when Had the weather improved when you got to the
time periods (summer, the holidays, Christmas). Colin sat down to watch TV when he had finished his dinner.
❚ last + week, month, year beach? No, it hadn’t.
I attended a sports camp for two weeks. Colin finished dinner sat down to watch TV
Had you started driving when I called? Yes, I had.
NOT Yes, I’d.
Workbook pages 93–96 109 110 Workbook pages 93–96

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Irregular verbs Wordlist

be
INFINITIVE PAST SIMPLE
was/were
PAST PARTICIPLE
been leave
INFINITIVE
left
PAST SIMPLE PAST PARTICIPLE
left
UNIT 3 UNIT 4
Adjective and preposition pairs I Film making
become became become let let let
begin began begun lose lost lost affected by actor prop
aware of cast screenplay
bite bit bitten make made made
destined for costume script
break broke broken mean meant meant good at crew sound
bring brought brought meet met met influenced by genre soundtrack
build built built pay paid paid interested in make-up special effects
involved in plot stunt
buy bought bought put put put
can could — read read read Activism Phrasal verbs
catch caught caught ride rode ridden activist inspire dress up
choose chose chosen ring rang rung Ambassador issues let down
come came come run ran run campaign natural disasters pick up
cost cost cost say said said education poverty throw away
equality social walk out
cut cut cut see saw seen
fair-trade the UN
do did done sell sold sold gender women’s rights Plots
draw drew drawn send sent sent health breaking social barriers hero
dream dreamt/ dreamt/ set set set coming of age journey
dreamed dreamed Success conflict love story
shoot shot shot
drink drank drunk attention enemy mythical
show showed shown
drive drove driven award escape overcoming the odds
shut shut shut
charisma facing nature revenge
eat ate eaten sing sang sung creativity fall in love science-fiction
fall fell fallen sink sank sunk determination fictional villain
feel felt felt sit sat sat distinctive good against evil war
fight fought fought luck
sleep slept slept
originality Animation
find found found smell smelt/smelled smelt/smelled physical appearance by hand pictures
fly flew flown speak spoke spoken powerful CGI plastic
forget forgot forgotten spend spent spent talented create shade
get got got stand stood stood draw shot
give gave given steal stole stolen edit stop-motion
go went gone fibreglass technique
sweep swept swept
film texture
grow grew grown swim swam swum pattern wood
have had had take took taken photograph
hear heard heard teach taught taught
Do all exercises in your notebook
Do all exercises in your notebook

hide hid hidden tell told told

hit hit hit think thought thought
hold held held throw threw thrown
hurt hurt hurt understand understood understood
keep kept kept wake woke woken
know knew known wear wore worn
lay laid laid win won won
learn learnt/learned learnt/learned write wrote written
116 Irregular verbs 118 Workbook pages 102–104

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31

Remind students to do all the exercises in their notebook 31

 WORKBOOK Unit 3 Answer key and Transcripts
Page 22 5 1 How long have you had this award?
1 1 in 2 by 3 at 4 in 5 of 2 How long have you worked here?
3 How long have they been interested in acting?
2 1 interested in 4 affected by 4 How long has Jack lived in Hollywood?
2 involved in 5 good at 5 How long have we worked on this presentation?
3 aware of
6 1 I have had this award for a long time.
3 1T 2F 3T 2 I have worked here for many years.
3 They have been interested in acting since they were
seven years old.
4 1 teenager 4 Jack has lived in Hollywood since he was a child.
2 built something useful 5 We have worked on this presentation for a few
3 bad at months.
4 how to recycle
5 70 plastic bags 7 Student’s own answers
6 create something from plastic
Page 26
Page 23 1 1 inspires 5 creative
5 1c 2b 3a 4d 5e 2 award 6 ambitious
3 support 7 powerful
6 1 humble 4 debut 4 visualise
2 shy 5 honour
3 award 2 1c 2a 3b

7 1b 2a 3b 4b 5b 6b 3 1T 3L 5T 7L
2M 4M 6M 8T
8 1 Did Alex play tennis last Saturday? Yes, he did.
2 William been to Morocco; he hasn’t 4 1 interested 4 inspiring
3 Jenny and Tom seen the new stadium; they have 2 originality 5 determination
4 the team lose the match; they didn’t 3 creativity
5 Mya become famous in 2012; she didn’t
6 France ever won the World Cup; it has Page 28
1 Student’s own answers
Page 24
1 1 arrived 6 haven’t seen 2 Student’s own answers
2 flew 7 didn’t pack
3 took 8 has lived 3 Student’s own answers
4 Have; been 9 has written
5 started 10 did; pass Page 29
1 1a 2b 3b 4b
2 a✓ b✓ d✓
2 1 gone the extra mile
3 1 F. He has seen it 11 times. 2 fight tooth and nail
2T 3 had my heart set on it
3 F. Tom wins the pass. 4 have given it your all
4T
5 F. He wins 12 tickets.
6 F. One artist has won 27 Grammy Awards.
7T

Page 25
4 1 almost ten years 4 my first day of school
2 2005 5 in the 1960s
32 3 ago 6 last week

32 Remind students to do all the exercises in their notebook


Page 22, exercises 3 and 4
11 and 12
Jamie: What are you reading, Paula?
Paula: It’s an article about teenagers who are involved in
projects in their local communities.
Jamie: What kind of projects?
Paula: Projects to make the world a better place. Did you
know that there is a teenager in West Africa who studied to
become an engineer without going to school or university?
Jamie: What an achievement!
Paula: That’s not all. Then he built a machine from recycled
materials to bring electricity to his village. He’s even started
his own community radio station. He also wants to start a
school there in the future.
Jamie: Wow. That’s incredible! What an inspiring story.
What could we do to help our local community?
Paula: Well, one thing we could do is make people aware
of the importance of recycling. Supermarkets still use a lot
of plastic and I don’t think people around here are very
good at recycling.
Jamie: What about creating a campaign? Just like we did
about social justice issues last year. We can give people
tips about how to recycle properly. We could publish the
tips on social media platforms so everybody can share
them.
Paula: I think that would be a great start. What about
collecting plastic products and making them into something
else, too? I read about how one teenager used 70 plastic
bags that she found on the streets to make colourful belts
and wallets. I think that’s something we could do and it
would be fun!
Jamie: Perfect! I’m going to ask our teachers if we can give
a presentation at school about it. Or… wait! What about
a competition to make things out of plastic? We could offer
prize money for the best entry to motivate students.
Paula: What a great idea! Re-creations! In fact, that’s what
we can call our campaign!
WORKBOOK Unit 3 Answer key and Transcripts
Presenter: Next question. Lara, what are the Golden
Raspberry awards?
Lara: I’m not sure. An awards ceremony where celebrities
talk about… their favourite fruit?
Presenter: Wrong answer. Tom?
Tom: It’s an awards ceremony where they decide which are
the worst films of the year, and why.
Presenter: Correct! Tom, you win 12 tickets to a cinema of
your choice!
Tom: Amazing! That’s a lot of films I can see!
Presenter: Now, this is our final question. Lara, what is the
greatest number of Grammy Awards one singer has ever
won in one night?
Lara: Oh no! I don’t know! 32?
Presenter: I’m so sorry but that’s not correct, Lara.
Lara: No…!
Presenter: Sorry, we have to pass the question to Tom.
Tom: Is it 27?
Presenter: Correct again Tom! You have won a brand-new
mountain bike worth £1,000!
Tom: Woah!
Presenter: And that’s all we have time for today, folks. I’ll
see you again in two weeks time because this time next
week I’ll be on holiday, lying on a sandy beach in …

Page 24, exercises 2 and 3

13 and 14
Presenter: Welcome to The Big Time, the game show
that tests just how much you know about the worlds of
film, music and all things celebrity. Our contestants today
are Lara and Tom. They will compete to win a range of
amazing prizes, but more about those later. Hi guys, are
you ready to play?
Lara: Yes!
Tom: We’re ready!
Presenter: Great. OK, first question. How many awards
has the famous film Titanic won?
Lara: I know!
Presenter: Go ahead, Lara.
Lara: It’s 12... no wait… 14!
Presenter: Oh, that’s the wrong answer. Tom, what do you
think?
Tom: It’s 11. The same amount of times that I’ve watched it.
Presenter: Correct! Now, for an extra point Tom, when was
the film released?
Tom: It was released in 1997! The same year that I was
born!
Presenter: Correct. Tom, you win a year long pass to the
Natural History Museum.
Tom: Wow! Great! There’s a brilliant exhibition of
dinosaurs I want to see there! 33

Remind students to do all the exercises in their notebook 33

 WORKBOOK Unit 4 Answer key and Transcripts
Page 30 4 1 A fifteen-minute short film.
1 1 cast; crew 2 Get started today.
2 props 3 In a quiet place (where you feel creative).
3 special effects 4 To collect ideas.
4 stunts 5 Believe in yourself.
5 dialogue; soundtrack
6 script; screenplay Page 33
7 costumes; make-up 5 1 b; had shot 4 a; hadn’t bought
2 c; had been 5 e; had walked out
2 1 soundtrack 3 f; had dressed up 6 d; hadn’t sung
2 make-up 5 stunts
3 costumes 6 special effects 6 1 had sent 4 hadn’t shot
4 cast 7 crew 2 had remembered 5 hadn’t thought
3 had finished
3 1d 2b 3e
7 1 had left 4 had heard
4 1 very long 2 had thrown away 5 hadn’t bought
2 really tired 3 hadn’t told
3 the actors
4 really sad Page 34
5 lunch 1 1 remakes
2 franchise; sequels; prequels
Page 31 3 spin-offs
5 1 are taken 4 are created 4 reboot
2 are added 5 is known
3 is used 6 are drawn 2 1 months of the year that Antarctica is in darkness
2 number of organisms in the Great Barrier Reef
6 1 are made in China 3 year the Ratatouille Disneyland Paris attraction opened
2 is written (by students)
3 are actors chosen 3 1b 2c 3c 4a 5a
4 isn’t worn (by most students)
5 is watched (by a lot of people) 4 1 destination 3 villain 5 landmark
6 is not accepted 2 protagonist 4 darkness 6 unforgettable

7 1 are filmed 4 are drawn Page 36

2 is created 5 are edited 1 Student’s own answers
3 are written 6 is recorded
2 Student’s own answers
8 Student’s own answers
3 Student’s own answers
Page 32
1 1 dress up 4 walked out Page 37
2 throw away 5 pick me up 1 1 laugh your head off; b
3 let down 2 be on the edge of your seat; d
3 burst into tears; a
2 1 dress up 4 let down 4 get goose bumps; c
2 pick up 5 throw away
3 walked out 2 1 burst into tears
2 got goose bumps
3 1c 2b 3a 3 on the edge of my seat
4 laughed my head off

34

34 Remind students to do all the exercises in their notebook


UNIT 4 TRANSCRIPTS
Page 30, exercises 3 and 4
16 and 17
Mum: Hi kids. How was your school trip today?
Terry: Really interesting, Mum. I can’t believe we went to a
film set. An actual film set! We got to see the cast and crew
working on a film. And guess what?
Mum: What?
Jane: Now we all want to work in the film industry! I want
to be a make-up artist. I watched the make-up artists work
today and it was fascinating. It was definitely my favourite
part of the trip. Although days on a film set are very long. I
was really tired at the end of the trip!
Mum: I’m not surprised, Jane. Their days are long. And
what about you, Terry? Do you still want to be a stuntman?
Terry: No, I’ve decided that I don’t want to be a stuntman.
Did you know that lots of films don’t even use specialist
stuntmen anymore? So, I’ve decided that I’m going to be
a director one day. My favourite part of the trip today was
watching the director give advice to the actors. I was really
sad when they said that it was time to leave!
Mum: Well, I have to say that I’m glad you don’t want to
perform stunts. It’s quite dangerous. What about you Ricky?
Do you still want to be an actor?
Ricky: Hmm. I’m not sure anymore. I thought that I was
destined for fame in front of the cameras but now I’m not
sure. My favourite part of today was lunch!
Mum: Well, I guess the world of film isn’t for everyone.
Ricky: Oh, I still want to work on films, but I think that I
want to be a screenplay writer.
Mum: Really?
Ricky: It would be the perfect thing for somebody like me.
I don’t want to spend all day in one place. I was so bored
by the end of the trip today!
WORKBOOK
Workbook Unit 4 Answer key and Transcripts
Page 32, exercises 3 and 4
18 and 19
Teacher: OK, class. Today, instead of our usual English
class, screenplay writer and acting coach Daisy Williams
is going to talk to you. Remember that next week, you will
shoot a fifteen-minute short film that will be shown at the
end of term. So, pay attention!
Daisy: Hi guys, I’m Daisy. I’m here today to tell you how
to write an effective script. My first tip is easy. Get started
today! A lot of people don’t feel confident enough to write
a script. But in fact, the hardest part is getting started. My
advice is to find a quiet place where you feel creative and
start writing. Next, my second tip. Create interesting scenes
that keep the audience’s attention. Don’t include boring
scenes that make your audience fall asleep. Think about
what emotions your main characters will experience, like
being angry, frightened, happy or sad and create a story
around this. Any questions so far? Yes, what’s your name?
Jim: Jim. My problem isn’t finding time to write. It’s just
that I don’t have any ideas! How can I find things to write
about?
Daisy: Great question, Jim. I always carry a notebook with
me everywhere I go to collect ideas.
Elena: I have a question! I’m Elena. I love writing and I
have a lot of ideas for interesting characters and stories,
but I don’t want to show my stories to other people. I
don’t think that people want to read a script written by a
teenager. What advice can you give me?
Daisy: My first piece of advice is simple: believe in yourself.
I think that everyone has great ideas and I’m sure you do
too. In fact, I have read some really good scripts written
by teenagers that tell stories about teen lives in a way that
adults can’t. Start by showing your stories to a good friend
to build your confidence and join a writing group.
35
Remind students to do all the exercises in their notebook 35
 Unit 3 Notes, ideas, feedback

36

36 Remind students to do all the exercises in their notebook

 Unit 3 Notes, ideas, feedback

37

Remind students to do all the exercises in their notebook 37

 Unit 4 Notes, ideas, feedback

38

38 Remind students to do all the exercises in their notebook

 Unit 4 Notes, ideas, feedback

39

Remind students to do all the exercises in their notebook 39