Vision L4 Teachers Guide

1
VISI N
4
TEACHER’S GUIDE
B2 JESSICA FINNIS
4120517 Vision TB4.indb 1 27/04/2020 14:49

acknowledgements
1 Back cover photograph: Oxford University Press building/David Fisher
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom The publisher is grateful to the following teachers for their contribution to the
development of Vision: Agnieszka Adasiewicz-Zawadzka, Anita Bartocha,
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First published in 2020
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isbn: 978 0 19 412049 4 Pack
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isbn: 978 0 19 412051 7 Teacher’s Guide
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isbn: 978 0 19 412435 5 Teacher Online Practice
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isbn: 978 0 19 412034 0 Teacher’s Resource Centre
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isbn: 978 0 19 412018 0 Classroom Presentation Tool
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00a Vision TB4 front matter.indd 2 02/06/2020 13:11

VISI N
Level 4 B2
Contents
Syllabus 4
Introducing Vision 6
Unit walkthrough 8
Introduction unit 24
Unit 1 This is me! 32
Unit 2 Ups and downs 44
Unit 3 Sport and society 58
Unit 4 Change and progress 70
Unit 5 Look before you leap 84
Unit 6 Technology: Risk and reward 96
Unit 7 Art and protest 110
Unit 8 Local and global citizenship 122
Vocabulary booster 136
Grammar booster 152
Extensive reading 172
Irregular verbs 178
Audio script 179

Unit 0.1 0.2 0.3 0.4
Introduction Nature Running on empty Standing out Pulling your weight
p.4 • Present tense review • Narrative tenses • Future tense review • Conditionals review
• Present tenses with future • Health and nutrition vocabulary • Jobs and employment • Household chores vocabulary
reference vocabulary
• Geographical features
vocabulary
1 Vocabulary 2 Grammar 3 Life skills 4 Speaking
1 Hidden talents
Vocabulary: Skills and interests
Past perfect simple and past
perfect continuous
Emotional intelligence Preliminary interview / Photo
Vocabulary: Emotional intelligence description
This is me! Group discussion Strategy: Giving full answers
p.12 Presentation video Phrasebook: Speculating and
deducing (1)
Language review p.22 Word list p.23 Vocabulary booster p.116 Grammar booster p.137
2 Family dynamics
Vocabulary: Relationships
Advice, obligation and necessity
Possibility, probability and
Bouncing back
Vocabulary: Coping with
Stimulus-based discussion /
Guided conversation
Ups and downs WORD POWER Present continuous certainty challenges Phrasebook: Speculating and
+ always deducing (2), Making suggestions
p.24
Presentation video and offering advice
WORD POWER had better
Skills trainer 1 p.36 Reading Multiple choice Listening Multiple matching Use of English Sentence completion Speaking Preliminary interview
3 Inspirational people
Vocabulary: Challenges and role
Verb patterns
Verb + object + infinitive / -ing
Disagreeing respectfully
Vocabulary: Being assertive
Photo description / Guided
conversation
form
Sport and models WORD POWER Figurative language: Phrasebook: Raising a difficult
hot and cold topic, Clarifying your point,
society Group discussion Disagreeing politely
p.38
4 Home sweet home

Vocabulary: How we live
Future continuous, future perfect Mediation: Identifying and
simple, future perfect continuous analysing trends
Preliminary interview / Stimulus-
based discussion
Time prepositions
Change and WORD POWER Phrasal verbs Phrasebook: Talking about trends Phrasebook: Responding to news,
Phrasebook: Comparing sets of Talking about traditions and trends
progress data in the past
p.50 Strategy: Reply questions
Skills trainer 2 p.62 Reading Multiple matching Listening Multiple choice Use of English Open cloze Speaking Stimulus-based discussion
5 Should I stay, or should I go?

Vocabulary: Seeking your fortune
Passive: all tenses
Group work
Ts and Cs apply
Vocabulary: Terms and conditions
conversation
Look before Phrasebook: Talking about shops
and shopping, Problems with
you leap goods, Consumer issues
p.64 Strategy: Register
6 Tech and the environment

Vocabulary: Environmental issues
First and second conditional
Conditional conjunctions
Your digital footprint
Vocabulary: talking about your
Preliminary interview / Stimulus-
based discussion
Technology: Risk Group discussion Class presentation digital footprint WORD POWER Advanced causative
forms
and reward
p.76
Skills trainer 3 p.88 Reading Missing sentences Listening Multiple choice Use of English Word building Speaking Photo description Writing For and against essay
7 What a performance!
Vocabulary: Performing arts
Reported speech
Reported speech: when the
Who do ideas belong to?
Vocabulary: copyright and
conversation
Art and protest Presentation video tenses don’t change plagiarism Phrasebook: Discussing a scandal
Reported questions – informal, Reporting a situation
p.90
Group role-play – formal
WORD POWER The subjunctive
8 Bringing people together

Vocabulary: Local community
Participle clauses
Conjunctions and prepositions
I hear what you’re saying ...
Vocabulary: Debate and
Stimulus-based discussion /
Guided conversation
Local and global Presentation video diplomacy Phrasebook: Engaging with ideas,
Showing interest and asking
citizenship follow-up questions
p.102 Strategy: Active listening
Skills trainer 4 p.114 Reading Multiple choice Listening Multiple matching Use of English Key word transformation Speaking Guided conversation
Grammar booster pp.132–151 Great Poles pp.152–157 Extra speaking tasks pp.158–159 Irregular verb list p.160
4
01 CPT 4Vision
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0.5 0.6 0.7 0.8
On the road Gone, but not forgotten Emergency! Life hacks
• Phrasal verbs • Quantifiers and articles review • Relative clauses review • Modals review
• Travel arrangements vocabulary • Technology vocabulary • Emergency vocabulary • Image and appearance vocabulary
5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

Finding your thing Used to, would and past The coming-of-age novel Interview: with a young writer A forum post
Vocabulary: Sense of identity simple Vocabulary: Describing plot and Four speakers: favourite Language focus: Talking about
Group discussion character fictional characters memories, character and
Strategy: Listening for the order introducing an unexpected twist
Culture video
of events
Staying well Past modals The Duke of Edinburgh’s Award Six speakers: the great An email to a friend
Vocabulary: Health and Needn’t have / didn’t Vocabulary: volunteering outdoors Strategy: Adding information in
wellbeing need to Group discussion Four speakers: trips and brackets or commas
holidays Language focus: Adding
Culture video
Strategy: Identifying context tension
Writing Formal letter

Problems in modern sport Advanced comparatives Breaking barriers, smashing Four speakers: Online activities A newspaper article
Vocabulary: Sports training and records Interview: Advantages of sport Strategy: Using contrast
problems Vocabulary: Believing in yourself Strategy: Adverbs and attitudes Language focus: Setting the
Group discussion Presentation: Great Poles: Wanda scene and describing mood,
Presentation video Rutkiewicz Reflecting other views and
opinions
Culture video
Beyond school Articles Urban development Four speakers: Changes in your A formal letter
Vocabulary: Education Quantifiers Vocabulary: Decline and neighbourhood Language focus: Stating your
WORD POWER Auxiliary do for Class survey regeneration Three speakers: The future of opinion, Introducing your ideas,
emphasis Strategy: Distinguishing between fact, your neighbourhood Giving additional arguments
Group presentation opinion and attitude WORD POWER Emphasis
Presentation video Group discussion

Culture video
Writing Newspaper article

Money matters Passive: advanced forms Cultural exchange Interview: Burgernomics A for and against essay
Vocabulary: money Group discussion Vocabulary: International initiatives Mediation Topic sentences
WORD POWER Words that are Presentation: Great Poles: Ludwik Strategy: Drawing conclusions Strategy: Evaluating your
different parts of speech Łazarz Zamenhof from what we hear statements
Group discussion Group discussion Phrasebook: Generalising and
Culture video
Presentation video making statements less certain
Game changers Third conditional The next giant step for humankind Conversation: extreme sports A newspaper article
Vocabulary: Gadgets, Mixed conditionals Strategy: Referencing Six speakers: Space exploration Language focus: Expressing
inventions and innovations Vocabulary: Space travel Class presentation cause and effect
Presentation video Group discussion
Culture video
What’s it all about? Reporting verbs Dystopian fiction Interview: Who owns my face? A formal letter
Vocabulary: Interpreting art Structures with reporting Vocabulary: democracy and protest Four speakers: Life, politics Strategy: Use of persuasive
Group discussion verbs Strategy: Metaphor and indirect and art adjectives
description Presentation Language focus: Register
Presentation: Great Poles: Czesław
Miłosz
Culture video
Global problems, global Emphasis Youth project texts Three extracts: Global issues An opinion essay
solutions Negative adverbials and Vocabulary: Community projects Four speakers: Getting involved Thesis statements
Vocabulary: Global village inversion Presentation Strategy: Understanding Phrasebook: Talking about a
Group discussion informal natural speech problem
Culture video
Group discussion
Writing Opinion essay
Student’s Book syllabus 5
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14:49
Introducing Vision vocabulary is best learned (How Vocabulary is Learned – Webb &
Nation, 2017, OUP). Core vocabulary, wherever possible, is taken
from the Oxford 3000 – a list of the words which have most value
Methodology to learners. Vocabulary is recycled throughout the course, and
activities are included which encourage students to develop different
Vision is a new 5-level course for Polish teenagers working towards the
aspects of word knowledge, such as word formation, affixation and
Matura exam, and has been developed to give them the tools they
collocation. There is a set of Extensive listening practice at the back of
need for exam success. But more than that, Vision is a new course for
Student’s Books 1–3 allowing students to listen for pleasure, and to
young people preparing for adult life in the globalised, digital world of
notice core vocabulary being recycled in the context of a story.
the 21st century. Vision provides them with the communication skills,
learning strategies and life skills that will help them to navigate and Support for speaking
succeed on their chosen path. Wherever your students choose to go, Vision places a strong emphasis on developing a range of active
Vision will help them fulfil their potential! Vision offers: communication skills to equip students to respond confidently in
• Life Skills lessons in every unit to equip students with invaluable different situations.
strategies for success in school and beyond. Throughout the course, and in every lesson, students have varied
• Speaking lessons with carefully staged activities and a opportunities for speaking practice. Through regular practice,
phrasebook of useful expressions. students get used to responding to new ideas and expressing their
• Critical Thinking Opportunities to encourage students to think opinions on a broad range of topics in English, building confidence
more analytically and consider topics from different perspectives. and allowing them to articulate what they really want to say.
• Mediation activities to help students develop a range of key Speaking is built into each lesson, from the engaging unit openers that
language skills to clearly convey information to others. activate students’ prior knowledge of a topic, to the spoken output tasks
• Four videos in every unit to provide fun, flexible content to use that build on what students have learned in the lesson and allow them
during class, or as homework to introduce or consolidate learning. to personalize and activate it, taking ownership of their learning.
• Accessible topics to engage teenage learners – from Teachers using Vision can take advantage of an important new feature
embarrassing clothes stories to cybercrime. – Think and share routines. This is a set of ideas which aim to help
• Vocabulary Boosters providing further core vocabulary practice support and develop students’ critical thinking. The inclusion of Think
for each of the dual unit topics, including review, consolidation and share routines gives structure and support to regular speaking
and extension exercises to suit all levels of ability. activities and makes topics more engaging and meaningful for
students by developing a culture of thinking in the classroom.
• Polish grammar explanations and glossaries to provide extra
support. In video and reading presentation lessons, students are given the
opportunity to learn and use Real English – idiomatic modern
• Online Practice allows students to access a flexible bank of phrases, which can help to make their spoken language feel more
CEFR-aligned, skills-focused material designed to expand students’
natural, and sound more fluent.
learning and provide 15–20 hours of additional practice.
Dedicated Speaking Lessons in each unit also provide structured
Teaching and learning is a collaborative process! In developing Vision
tasks and practical phrase banks, so that students have a clear
we have been able to draw on the expertise and experience of a
framework in which to express their ideas. The speaking lessons
fantastic team of educators and specialists. We are grateful to our
are thematically linked to the Life Skills lessons, so that students
team of teacher-readers who offered their insights and feedback
are working with topics and language that they have recently
throughout the writing process. The exam-preparation content and
encountered, and which are directly relevant to their lives. While
practice was developed in partnership with Matura consultant, Ilona
providing targeted exam practice, the speaking lessons set achievable
Kozłowska. The underlying pedagogy is based on expertise and
goals and give students the tools and strategies to achieve them.
research from specialists in Oxford.
These are the key features of the Vision methodology: Mediation
Vision aims to provide students with the tools they need to become
Development of life skills proactive users of English, able to adapt their skills and help others to
Vision features a Life Skills lesson in every unit to equip students with understand each other. In the modern world, where English is often
the skills they need to prepare for life beyond the English classroom, used as a lingua franca, language learners may be called upon to
whether in their: use their skills to facilitate communication between others. The term
• personal life (digital competence skills, making yourself Mediation covers a range of skills including translation, interpretation,
understood, managing money, etc.) summarising and recording, which are invaluable in the real world,
• career (team work skills, analyzing data, preparing for a job and can be actively learned and practised in the classroom.
interview, etc.) Through each level, students encounter tasks designed to practise
• further education (time management, effective prioritizing). different sub-skills of mediation. For example, considering how
something they have heard or read about in English could be
Support for mixed ability classes communicated in Polish, or vice versa; interpreting and combining
Through its appropriate CEFR-levelling, Vision ensures that content information from two sources, to inform someone of the key facts, or
is manageable for all students, but there are also opportunities for analyzing and expressing information contained in charts, maps and
more confident students to take their learning a step further through diagrams. In level 3, further work helps students to think consciously
the Extend exercises in the Vocabulary booster pages at the end of the about what mediation entails: transmitting information without
book, and also through the photocopiable materials. changing its core meaning, or reflecting a personal view. Doing this
The teaching notes provide differentiated activities, allowing teachers effectively means that students really have to focus on the meaning
to give students an element of choice, appeal to different types of of a message and question their own understanding. It pushes them
learners, and provide challenging tasks for more confident students to analyze and decide what is key and what can be paraphrased.
and simplified tasks for less confident students. It requires them to be disciplined in transmitting someone else’s
message, without adding or changing information. In learning the
Practical approach to vocabulary acquisition skills associated with mediation therefore, students are pushed to
develop a deeper understanding of language, how it works, and how
The practical approach to vocabulary acquisition which the course
we use it to express ourselves.
authors have adopted is based on current research about how
6 Introducing Vision

Use of digital media • 8 Skills trainer pages with appropriately levelled tasks that reflect
Vision is a course for today’s teenagers – digital natives with a keen the format of the questions in the Matura exam
understanding of the possibilities of technology. The use of digital • unit Word lists with Polish translations and a pronunciation guide
content throughout the course will appeal to teacher and students • a section of 8 Introductory lessons that teachers can use to revise
alike in its variety and flexibility for learning. key structures presented at lower levels
• a section of Extensive listening to expose students to longer
The Classroom Presentation Tool allows teachers to play and
amounts of audio material, and to engage and motivate them
replay any part of the integrated presentation material, directly from
through the suspense of the story
the screen, so that all the digital material is available in one place.
• a Grammar booster section with reference tables and extra
Additional listening activities, or pronunciation models are also
grammar practice exercises
embedded in the on-screen presentation so that the pace of the
• student online access to video and audio material
lesson can be easily adapted to the needs of the group.
Each unit features one video presentation of core material, setting Workbook
the new language in a real-life scenario, to make it as relevant as The Workbook contains:
possible. The videos and reading presentations also prefigure the next • exercises to consolidate and practise the material presented in the
grammar point, so that students see it in context, right from the start. Student’s Book
The two flipped classroom grammar presentation videos support • 8 How to learn vocabulary pages to help students develop
the detailed grammar presentation. These are available to students strategies and study skills to become more autonomous learners
online, as well as in the classroom, so that the content of the lesson • student online access to video and Workbook audio material
can be prepared, taught and reviewed as flexibly as possible. In • access codes students can use to access a bank of Online Practice
this way, the traditional approach can be “flipped,” or reversed materials covering topics and skills from the core curriculum
because students can come to the classroom with a prepared level
of understanding, which allows the teacher to build on this study, Student’s website
and make the best use of valuable class time. The animations and From the website, students can access:
explanations provide a relatable context for the new grammar, • video (presentation videos, culture documentaries, flipped
making it clear and accessible for self-study and later for revision. classroom grammar presentations)
Additional culture videos extend the cultural content of each unit, • audio material for the Student’s Book and Workbook
and can provide further stimulating practice that can be used when
required. Classroom Presentation Tool
Students can access course video and audio online to facilitate self- Teachers can use the Classroom Presentation Tool to show Student’s
study. There is also an opportunity for further practice through the Book content on screen and teach with it in an interactive way. It can
bank of skills-focused Online Practice materials, so that students with be used either on an interactive whiteboard or on a data projector
different learning preferences can find the study pattern that suits them. with a laptop or PC. It contains:
• video (presentation dialogues, culture documentaries)
Preparation for the Matura exam • interactive activities
Vision is built on thorough, targeted preparation for the Matura • round-up activities
exam. The syllabus was developed to reflect up-to-date curriculum • audio material (listening material to accompany the Student’s
requirements, and cover all the topics that the exam board specifies. Book as well as a pronunciation guide for the wordlists)
Vision thoroughly prepares students for both the Basic and Extended
levels of the Matura exam. Exam skills are woven through the units
Teacher’s Guide
to build students’ confidence and familiarity with the tasks while The Teacher’s guide contains:
allowing them to concentrate on solid language learning. The unit • a tour of a Student’s Book unit
themes have been chosen to prepare students for topics covered in • ideas to support teachers with mixed ability classes
the exam, but also to provide informative content and motivating • answers to all the Student’s Book material overwritten on reduced-
topics that teenagers will want to discuss and express their opinions size Student’s Book pages
about. Targeted exam practice lessons at the end of each unit allow • audio and video transcripts
students to really focus on exam technique, and provide tips and • background cultural information
strategies for success on the day. • access codes teachers can use to access the Online Practice
Throughout the course, the approach to exam preparation is gradual materials, assign work to students, and then track their progress
and systematic. The amount of Matura practice material increases in • access codes for the Classroom Presentation Tool and Teacher’s
each level as students get closer to the final exam. Vision covers the full Resource Centre
curriculum for the Basic Matura by the end of level 2. In level 3, units Teacher’s Resource Centre
1–4 are oriented towards the Basic Matura, but there is coverage of the
Teachers can use the Teacher’s Resource Centre to access:
Extended Matura texts and task types in units 5–8 of this level. Levels 4
and 5 offer further preparation for Extended Matura candidates. • Workbook answer key
By ensuring that students and teachers are not bombarded with
• tests (progress tests, short tests, cumulative tests, diagnostic tests
and a placement test)
exam practice early on, but rather acquire the skills they need whilst
engaging with motivating content, when the time comes to take the
• photocopiable support materials
Matura exam, students will feel thoroughly prepared but still fresh
• audio for Student’s Book, Workbook, tests and photocopiable
materials
and invigorated.
• culture video worksheets
• mock Matura exams
Overview of course components • Matura flashcards
Student’s Book • mediation pack
• literature worksheets
The Student’s Book contains: • life skills projects
• 8 teaching units
• Vocabulary booster pages providing practice of core vocabulary,
along with mixed ability activities offering the chance to review
and extend the vocabulary
Introducing Vision 7

Lesson 1
Lesson 1 introduces the first topic of the unit and key vocabulary and grammar, through an engaging presentation
video or article.
A video still or photo

and lead-in questions A Can do statement sets the
introduce the topic and learning outcomes for the lesson.
prepare students for a
video or listening. The
open-ended questions
develop students’
ability to think critically
and provide valuable
practice opportunities
for the Extended Matura
speaking exam.
The key vocabulary is

Students answer a gist presented and practised
question to give them a with the focus on a
purpose for watching the practical approach to
video or listening to the vocabulary acquisition.
audio and to check their
general understanding.
The video dialogue is

also available as an audio
track.
A short comprehension
exercise checks students’
understanding of the key
The Vocabulary booster is
elements of the video or
signposted.
listening.
Real English exercises

expose students to
authentic, colloquial
language from the video.
The Classroom Presentation Tool The Classroom Presentation Tool provides

provides round-up activities for interactive activities for teachers to use in class
teachers to show in class on an on an interactive whiteboard to activate the
interactive whiteboard. Real English expressions.
8 Unit walkthrough
00b Vision TB4 walkthrough.indd 8 02/06/2020 13:22

Vocabulary booster lesson
The Vocabulary booster caters to mixed-ability groups and is at the back of the Student’s Book. Lower-level
students can concentrate on the core set in the Practise section, as well as revising vocabulary from the same topic
set in the Review exercises, whilst higher-level students can challenge themselves by doing the Extend exercises.
The new core vocabulary

is reinforced through
Review exercises review written Practise exercises
and practise related topic that check students’
vocabulary from previous understanding.
levels.
Extend exercises introduce

a set of above-level
vocabulary to challenge
higher-level students
and extend the core
vocabulary set.
Speech bubbles signpost

speaking activities using
the new vocabulary.
 Art and protest

I can understand a vlog about the performing arts. .
What a performance!  REAL ENGLISH Complete the phrases in bold

with the words below.
 a Can you remember?
e Match the types of away bear for thing up wild with
www.oup.com/elt/vision/media
performance from
the video (1–4) to the
descriptions (A–D).
1 a theatre production What shall we do tonight? Tyler
2 a dance production
3 a festival How about going to that
Will jazz club on Queen Street?
4 a circus
A It has rock bands and dancing. Jess Wow – that’s 1a card!
B It uses virtual reality, and one critic called it a
I know, but 2
masterpiece. me while I explain. I went there for my dad’s
C The production is based on the work of a birthday last year. I wasn’t expecting to like it,
scientist. It involves people with disabilities. but I was really 3blown by the
music! And – here’s the 4 –
D It’s a contemporary version of a traditional Will it’s really cheap for under-eighteens too!
form of entertainment.
OK. You’ve convinced me! I’m
b  Now watch or listen again and 5
it. Tyler
check your answers.
Jess Me too. Let’s go!
 Find words in Ex 1 that mean …
1 a performance in front of an audience (n):
 Choose the correct Polish translations (A or B) for the
bold phrases in Ex 4.
2 broadcast on the internet as it happens (v):
1 A niepoważny pomysł B bardzo nietypowy pomysł
3 a person whose job it is to give 2 A być cierpliwym B próbować zrozumieć
their opinion on works of art (n): 3 A poruszony, wzruszony B pod wrażeniem
i podekscytowany
4 a work of art that is the best of its type (n): 4 A pozwól mi wyjaśnić B co najważniejsze
5 A chcąc(y) spróbować B na znak zgody,
5 modern (adj): w porozumieniu
 MEDIATION Look at the advert for an event that you
 Choose the correct alternative. would like to go to. Then complete the message to an
English friend.
REVIEW
I don’t normally like traditional drama,

but I decided to keep an open 1mind / The Arts Cinema: Lightworks 9 p.m. – this is no
thought when I went to see Adam Porter’s ordinary cinema visit! Keep an open mind as you
theatre 2masterpiece / adaptation of his experience this conceptual piece involving film,
novel The Way We Are at the Civic Theatre a live orchestra and special effects.
last week. The 3topic / subject matter
is the life of an ordinary family through
the 20th century. Normally I prefer more Hi Sandra,
intellectual, conceptual 4pieces / parts, There’s an event on Saturday that I’d like to see. It’s a
but the performances were excellent, and and it’s called
the 5tragic / critic ending really moved me. . It’s on at a
Grab a ticket while you can! venue called
and it starts at .
Do you want to come? I’m interested in it because
.
 VOCABULARY BOOSTER Now practise Performing arts

vocabulary on page 120.
84 OALD vocabulary app
Vision WB4.indb 84 11/03/2020 15:22
The Teacher’s Guide provides at-a-glance guidance for each The Workbook provides consolidation and practice of what the
lesson, with warm-up activities and teaching tips, which students have learned in class and encourages autonomous learning.
include ideas for differentiation, optional activities, and The OALD vocabulary app is available to students who buy the
suggestions for catering for mixed-ability classes. workbook. It provides further practice of the core vocabulary in
lessons 1 and 5.
Unit walkthrough 9

Lesson 2
Lesson 2 introduces the first grammar structure of the unit, through sentences extracted from the video dialogue
or listening activity in Lesson 1.
A Can do statement sets

the learning outcomes for
the lesson.
A grammar presentation
box focuses on the
meaning and usage
of the key grammar
structure. The exercises
encourage students to
notice and work out for
themselves the grammar
form and rules.
The Grammar booster is

signposted.
Consolidation of the
grammar is usually
provided through a
listening exercise.
Students practise
manipulating the form of
Mediation tasks allow
the grammar structure.
the use of some L1 in
situations reflective
of real life. The tasks
train students to act as
intermediaries between
people who are unable
to understand each other
directly.
The Classroom Presentation Tool provides

interactive activities for teachers to use in
class on an interactive whiteboard or a data
projector with a laptop or PC.
10 Unit walkthrough

Grammar booster lesson
The Grammar booster, with more detailed grammar explanations, more examples and further practice, is at the
back of the Student’s Book. This is an important in-class and outside-class resource for students.
The translated
grammar
explanations
make English
grammar
accessible to
students of all
levels.
Additional practice of the

grammar is provided through
a variety of task types.
I can report what others have said and asked. .

Grammar
Reported speech: when the tenses
Reported speech don’t change
GRAMMAR BOOSTER SB 148149
 Read the statements, look at the reporting verb
 Read the report of a theatre production. Then and then tick (✓) the correct reported version:
write the direct speech. A or B. In one case both versions are possible.
1 1 ‘I don’t like the show, but I think it could be a
NEW MESSAGE
A wide range of
success,’ said Helen.
My friend told me that he’d been to see the A Helen said that she didn’t like the show, but she
musical Hamilton in London the previous week. thought it could be a success.
He said that he’d been to lots of theatre B Helen said that she didn’t like the show, but she
productions in his life, but that this was the best
photocopiable
thought it could have been a success.
he’d ever seen. He said that they used hip-hop 2 ‘People’s tastes are different,’ I always say.
music to tell the story of the American revolution, A I always say that people’s tastes are different.
but that even people who didn’t particularly like B I always say that people’s tastes were different.
hip-hop would still enjoy it.
worksheets can be
3 ‘I’ve got tickets for the performance on Saturday,’
said Cathy.
‘I went to see A Cathy said that she had tickets for the
performance on Saturday.
found on the Teacher’s

B Cathy said that she’s got tickets for the
performance on Saturday.
4 The critics are saying: ‘It’s a masterpiece.’
A The critics are saying that it was a masterpiece.
’ B The critics are saying that it’s a masterpiece.

5 ‘I wouldn’t go to a dance show if you paid me,’
said George.
Resource Centre. They are
designed to reinforce the
A George said that he wouldn’t have gone to a
dance show if you’d paid him.
 Rewrite the statements as reported speech. B George said that he wouldn’t go to a dance
1 ‘I’ve just seen a terrible film,’ said David. show if you paid him.
David said
learning students do in
.  Write the questions in reported form.
2 ‘You’ll enjoy the show if you keep an open mind,’ 1 Me to Jane: ‘Are you going to Glastonbury?’
said Samantha to Fiona. I asked Jane .
Samantha told 2 Zoe to Emily: ‘What do you think about classical
the classroom. Additional

. music?’
3 ‘The tickets are selling fast because the critics all
love the production,’ I said to my friend. 3 Sophie to Ryan: ‘Why did you write that bad review?’
I
Grammar practice
4 Chris to Matthew: ‘Do you want to see Cirque de
. Soleil?’
4 ‘We’re going to see a performance of Macbeth,’
said Sarah and Jake to me.  Write a reported version of the dialogue in your
Sarah and Jake
worksheets are available

notebook.
.
Cassie Have you ever been to an opera?
5 ‘I can’t come with you to the concert,’ said Bella.
Tom No, I haven’t. I think I’d hate it!
Bella
Cassie You should keep an open mind about it.
.
for download from there.

I’m going to see an open-air production of
6 ‘I’m taking my little brother to the circus,’ said Joe.
Carmen next weekend. The tickets only cost
Joe
£10. Do you want to come?
.
Tom Which language is it in?
Cassie They’re doing it in English. You might enjoy it,
but you won’t know unless you come!
Cassie asked Tom …
85
Vision WB4.indb 85 11/03/2020 15:22
Workbook Lesson 7.2
Unit walkthrough 11

Lesson 3
Lesson 3 introduces a useful life skill to help students prepare for life beyond the English classroom, and provides
an interesting context in which to practise English.
A Can do statement sets Listening or reading texts

the learning outcomes for present the life skill topic
the lesson. in different ways to give
further ideas for students
to consider.
Lead-in speaking
exercises encourage
Students focus on the
students to start
vocabulary they will need
thinking about the
when developing the life
life skill topic. The
skill or talking about it.
develop students’
Speaking activities allow
the students to explore
speaking exam.
the new vocabulary and
discuss the ideas from the
lesson.
A short written or oral

Round up exercise
consolidates students’
understanding of the life
skill presented, and helps
them to think about its
relevance to their own
lives.
. I can understand issues of copyright and plagiarism.
Life skills Who do ideas belong to?  There are three missing questions in the
interview. Match questions A–E to gaps 1–3.
 Read the interview with Chloe Yates, a vlogger, There are two questions that you do not need.
ignoring the gaps. What type of vlog does Chloe A How important is the use of music in your videos?
have? How is it different from other vlogs of B What would you say to a student who was
that type? struggling with some work and who wanted to
buy an essay from the internet?
Interviewer So, Chloe, your vlog doesn’t C How do you avoid getting into trouble over issues
Interview
concentrate on shopping, gaming, or make-up, like those?

but on how to study and how to do exams! Why D What advice would you give to someone starting
do you think it’s become so popular? out as a vlogger who wanted to use similar
Chloe Well, I think it’s because I try to be creative techniques?
with graphics, music and video. I don’t just talk E How would you describe your connection with
to the camera. your viewers?
Interviewer 1
 Complete the categories with the highlighted
Chloe Well, for a start, I’d tell them to be very, very words and phrases from the interview.
careful about piracy. When a lot of people start 1 Types of creative ideas: ,
out vlogging, they aren’t aware that you can get ,
into a lot of trouble if you use images, logos, or 2 Stealing creative ideas: ,
music without permission. Some people don’t , ,
realise that it’s a kind of theft. 3 Borrowing creative ideas legally: ,
Interviewer Sure. I’ve heard that you even need , ,
to be careful about things like slogans. 4 Protecting creative ideas: ,
Chloe That’s right. Some people have even made
their catchphrases into legal trademarks!
 According to the interview, what should you do if
Interviewer 2
you want to …
Chloe Well, most importantly, I create my own 1 use a copyright-free music sample in a video?
music for my videos! You can get a lot of
copyright-free music samples on apps like 2 use someone else’s song in a video?
GarageBand, so I experiment with those. It’s
more creative, and you don’t have the trouble of
3 use a direct quotation or paraphrase someone’s
getting a licence or giving an attribution.
ideas in an essay?
Interviewer That actually all links in with your
latest vlog, doesn’t it? 4 pay for some ready-made schoolwork online?
Chloe Yes, it does. This week is all about
avoiding plagiarism in your essays and other
schoolwork – about what you should do if you
 ROUND UP Find a blog or vlog online that
want to use a direct quotation from someone,

interests you. Answer the questions about it.
or even just paraphrase their ideas – which is 1 What is the blog or vlog about?
basically just to state clearly where you’ve taken
those ideas from.
Interviewer 3 2 Why do you like it?
Chloe I’d say don’t do it – it’s all a scam.
3 Does it use images, music, or video that other

people have created? If so, does it tell you who
created them?
The Classroom Presentation Tool provides 4 Do you think the creator of the blog or vlog has
followed copyright rules correctly? Why / Why not?
interactive activities for teachers to use in class

on an interactive whiteboard to practise core 86
vocabulary. Vision WB4.indb 86 11/03/2020 15:22
Workbook Lesson 7.3
12 Unit walkthrough

Lesson 4
Lesson 4 is a skills lesson designed to develop students’ confidence and fluency in speaking. Students are guided
to ensure that they know what to say and how to say it, whilst building on the life skills lesson through oral exam
type tasks.
A Can do statement sets the

learning outcomes for the lesson.
Listening tasks give

The photos and recycled students the opportunity
vocabulary provide to hear language in
the springboard and context in preparation for
preparation for the topic. the speaking activities.
The Phrasebook gives

students functional
phrases to use in the
speaking activities.
Interesting and engaging Students build on the

photos stimulate Phrasebook phrases
discussion. activating prior
knowledge.
Guided conversation
or roleplay and Extra
speaking tasks provide
students with the
opportunity to express
their opinions related
to the photos and
topics, and to use the
expressions in an exam-
style task.
I can discuss an issue of cheating. .
Speaking Photo description  Match the bold phrases in the dialogue (1–4) to
their more formal equivalents (A–D).
 Look at the photo and answer the questions. A I suspect I could guess.
B I’ve discovered something quite shocking.
C There’s something suspicious going on.
D A rumour is circulating.
WORD POWER The subjunctive

 Tick (✓) the sentences where the verb forms
in bold are correct because they are in the
The Online Practice

subjunctive form. Correct the other sentences.
1 It’s important that she listen to us.
1 Write a description of the photo. 2 I recommend that they be given a chance to

explain their viewpoint.
2 Do you think that the T-shirts in the photo are

genuine? Why / Why not?
3 I’m sure that lots of songs be used on videos
every day without permission.
materials are a flexible
resource designed to
4 The teachers suggested that he take a break
from studying.
3 What was the last item of clothing that you bought?
Did you care if it was a famous brand or not? 5 It’s terrible that Laura plagiarise a lot of work
expand on the learning

from the internet.
6 It’s a shame that this student never use citation

Guided conversation properly in her essays.
students do in the
  Read and listen to the dialogue. What
7 It’s vital that we be shown some evidence
is the rumour? How does it involve something
of his cheating.
possibly illegal?
classroom. Additional
8 I’d tell the truth if I be him.
Simon Hey, Sasha. I’ve got some serious gossip!
1
Sasha What is it?  Read the Matura task and write the dialogue
Simon Well – have you seen all those designer between you and the teacher in your notebook.
Speaking practice
T-shirts that everyone from school seems to Use appropriate formal language.
be wearing at the moment?
Sasha The ones with the logos? Yes! How can You and some other students from your school
people afford them? entered a national writing competition with a
activities are available to

Simon Well, 2it’s just a rumour, but apparently Evie’s large cash prize. Lee, a boy from your school, won
got a bunch of them at home and she’s the prize. You’ve heard from your friend Martha
selling them. I heard it from Josh that she’s that Lee must have copied his winning article
offering them to people for £10 each. from the internet, because she’s found the same
Sasha So they can’t be genuine, then? article online. Talk to the teacher who organised
Simon No way. 3There’s something fishy going on.
They must be fake ones. I’ve no idea where
she got them from.
Sasha 4I bet I know. Her parents have got that
your competition entries.
• Explain what the problem is.
• Tell the teacher what the rumour is, and who
told you.
students there.
clothes shop on the high street. • Explain why you think the rumour is true.
Simon It has to be illegal, doesn’t it? Selling fake • Discuss with the teacher what should happen
branded clothes like that? They must be next.
copyright.
Sasha Yes. I’d think that it’s a form of piracy. And I also  MEDIATION Imagine that you need to discuss
think it’s important that somebody tell her that. the situation in Ex 5 with an English friend instead
Simon Hmm, well, I won’t be saying anything, but of with a teacher. Follow the steps again, but this
if I were her, I’d be worried in case I got into time write the dialogue using informal language
trouble. instead of formal phrases. 87
Vision WB4.indb 87 11/03/2020 15:22
Workbook Lesson 7.4
Unit walkthrough 13

Lesson 5
Lesson 5 introduces the second topic of the unit and key vocabulary and grammar, through a reading
presentation text.
Lead-in questions A Can do statement sets

introduce the topic and the learning outcomes for
prepare students for the lesson.
A short exercise checks
the reading text. The
comprehension of
the text.
develop students’
practice opportunities The key vocabulary is
for the Extended Matura presented and practised
speaking exam. with the focus on a
practical approach to
vocabulary acquisition.
Students can listen to the

reading text to answer a
Think and share
gist question.
critical thinking
routines encourage
active reasoning and
explanation, with the
opportunity for students
to think about their ideas
before sharing them with
a partner.
. I can understand an article about interpreting art.
What’s it all about?  Complete the dialogues with the correct option: A, B or C.
1 X What did you think of the exhibition?
 Choose the correct alternative. Y
X I agree, I thought it was really boring.
A I thought there were lots of fascinating pieces.
B There were lots of striking pictures.
C The pictures were all really mindless.
I went to the Tate Modern art gallery in London 2 X
for the first time last week. The first thing that Y Not really. I don’t think it’s shocking at all.
impressed me was the architecture. It’s a really
A Is this photo controversial, in your opinion?
1
striking / mindless building that used to be a
power station. The Tate Modern is well known
B Do you find this photo neutral?
for exhibiting some challenging and sometimes C Why was everyone shocked by that photo?
2
controversial / vocal pieces. I needed to write 3 X What do you think is the message of this painting?
an essay for school on modern art, but I didn’t Y
have much knowledge of the subject, so I went X You’re right. It’s very political.
to the gallery with a 3political / neutral, open A Well, the artist isn’t usually very vocal.
mind. B I think it’s a critique of modern society.
A lot of the pieces in there were very difficult C The use of colour is wonderful.
to understand, but one work of art really
struck me. It was a combination of video  Look at the pieces of art (A and B) and answer the
and sculpture. Apparently, the artist is very questions.
4
critique / vocal in her opposition to climate 1 Which of the adjectives in Ex 1 would you use to
change, and most of her art deals with this describe and give your opinion of each one?
issue. I thought that this particular artwork
5
protested / conveyed its message really well. 2 Which other adjectives could you use?
Although it was challenging, I enjoyed my visit
to the Tate Modern. I’d rather look at artworks 3 What message do you think the artist is trying to convey
that make me think than at a load of (if any)?
6
vocal / mindless pictures of flowers
and landscapes.
 In your notebook, write a description of both works of
art, and your opinion of them. Use the adjectives in Ex 4
 Complete the information with the missing and other phrases on this page.
prepositions.
 VOCABULARY BOOSTER Now practise Interpreting art
vocabulary on page 121.
Katya Schmidt often uses video and A
sculpture to protest 1 climate
change and to make a political statement
2
the causes of global warming.
This piece, Landfill, offers a timely critique
3
our modern throwaway culture, and
provides an insight 4
the possible
future effects of our current actions. The message
B
that Schmidt wants to convey with this piece is
that waste is killing the planet.
The Classroom Presentation Tool provides

88 OALD vocabulary app
closer activities for teachers to show in
class on an interactive whiteboard.
Vision WB4.indb 88 11/03/2020 15:22
Workbook Lesson 7.5
14 Unit walkthrough

Lesson 6
Lesson 6 introduces the second grammar structure of the unit, through sentences extracted from the reading text
in Lesson 5.

A grammar presentation
the lesson.
box with exercises
focuses on the meaning
and usage of the key
grammar, and encourages
students to work out the
rules for themselves.
Listening activities allow

students to listen to the
grammar in context and
explore the structures
further.
Students practise
manipulating the form of
the grammar structure.
Guided communicative
practice of the new
grammar structure is
provided in a Think and
share activity giving
students the chance to
think about their ideas
before sharing them with
a partner.
I can report what people have said in a variety of ways. .

Grammar
The Grammar booster is Reporting verbs
GRAMMAR BOOSTER SB PP. 149150
 Complete the text with one word in each gap.
In 2013 a Chinese artist called Pei-Shen Qian was
accused 1 committing one of the
biggest art scams in history.
 Read the dialogue. Then complete the reported
signposted. version of it. Choose the correct reporting verb

each time, and write the correct form of the verbs
in brackets.
Qian had been living in New York for a number of
years when he was spotted selling his art in the
street by Spanish art dealers the Diaz brothers. They
A wide range of
were impressed by Qian’s talent and encouraged
2
to paint copies of works by modern
masters like Jackson Pollock and Mark Rothko.
Chat
Qian, who painted the copies in his garage, was
photocopiable
Amy
originally paid a few hundred dollars for each
You should go and see that new one, but after he spotted one of his paintings in a
photography exhibition at the Westgate Manhattan art show, he demanded that the brothers
Gallery this weekend. I loved it! 3
him more money, and his fee was
worksheets can be
Dev increased to $9,000 per painting.
Maybe. But do you know what? I’m really What Qian didn’t know was that the Diaz brothers
embarrassed to tell you this, but I’ve never were telling famous art galleries 4 the
been there! paintings were authentic, and selling them for a total
found on the Teacher’s

Amy of $33 million.
It’s a great place. I really think you should When the crime was discovered, Qian confessed
go and give it a try tomorrow. What did you 5
painting the pictures and faking their
do today? I bet you’ve just been playing on
the Xbox all day!
age, but he denied even 6 the names
Resource Centre. They are

of the painters that he was copying. He insisted
Dev 7
his innocence, and he 8
OK, OK – I’ll do it! And I haven’t just been
the Diaz brothers for the crime instead. Shortly
playing on the Xbox all day today, actually.
I’ve been working on my art assignment! afterwards, Qian moved back to China, escaping justice.

 Complete the sentences with the correct form of
the words in brackets. Do not change the word
Amy 1promised / recommended that Dev should
order. Add words if necessary. You can write up to
go and see the new photography exhibition at the
five words in each gap.
Westgate Gallery that weekend. Dev 2admitted /
learning students do in
1 They invited all the leading art critics
denied that he 3
(come) the
(never go) there. Amy 4insisted / promised
exhibition.
that he should go and give it a try the
2 Everyone congratulated her
following day. Dev 5insisted / promised that
the classroom. Additional

(win) the prize.
he 6
3 I advised (him /
(do) it. He 7admitted / denied that he
apply) an art college.
8
(play) on the
4 They requested
Xbox all day, and he 9recommended / explained
(we / leave) immediately.
Grammar practice
that he 10 (work)
5 You need
on his art assignment.
(apologise / cause) all that trouble.
 Choose the correct alternative. 6 People often criticise modern art
1 I promised to buy / buying tickets for the (be / difficult)
worksheets are available

exhibition and we agreed to meet / meeting understand.
outside the gallery. 7 Cathy is so boring. She’s always
2 The artist was threatening to cancel / cancelling (boast / about / have) more
the show until someone suggested to have / money than anyone else.
for download from there.

having the exhibition at a different venue. 8 You warned
3 My friend recommended to visit / visiting the (me / not / touch) the sculpture, but I didn’t listen!
sculpture park, and she offered to take / taking
me there at the weekend.
4 The man denied to steal / stealing the painting
and refused to answer / answering any more
questions.
89
Vision WB4.indb 89 11/03/2020 15:22
Workbook Lesson 7.6
Unit walkthrough 15

Lesson 7
Lesson 7 is a two page skills lesson designed to develop students’ confidence and fluency in reading. Two or three
thematically related texts focus on an element of culture from an English-speaking country, enabling students to
draw comparisons with life in their own country.
Lead-in questions A Can do statement sets

introduce the the learning outcomes for
topic and prepare the lesson.
students for the
reading text.
Students can
listen to the
reading text to
answer a gist
question.
Reading texts are carefully

constructed to motivate and
extend students’ cultural
knowledge.
. I can understand a text about poetry and protest. I can listen to people discussing the arts. .
Reading
CULTURE
 Read the text below. There are four missing  Match the writers below to descriptions 1–6. Listening
CULTURE
sentences. Match sentences A–E to gaps

Benjamin Zephaniah Bob Dylan Gwenno
 Complete the paragraph with the words below. 1–4. There is one sentence that you do not  Make a list of the performing arts you know.
Do you remember?
Kate Tempest Kendrick Lamar Percy Shelley

need. Which ones do you like most? Why?
authority citizens democracy dictatorship harsh A Today’s protest poetry comes with a
inhuman regime undemocratic rulers 1 is a contemporary rap artist who
contemporary beat in the background too. uses rap to make political statements.   You will hear three texts twice. Choose
B If we count song lyrics as poetry, it’s 2 is from a minority background
In a dystopian novel, a 1 , distorted the correct answer: A, B or C.
obvious that it never really went away. and is studied by students in Britain.
version of modern society is portrayed. 2 1 Who is the woman?
C Poetry and song are often used to ‘spread the 3 writes in languages that not
has often broken down and has been replaced by an A a critic B a dancer C a theatre director
word’ and promote a culture when its words many people can understand.
3
system such as a 4 , 2 What crime was Mr Naismith guilty of?
are no longer used on a day-to-day basis. 4 won an international award
where the 5 of a society treat its A making fake copies of designer items
D The protest song provided a way of usually given to more literary writers.
6
in an 7 way. Often, a hero B importing fake designer goods
responding to tragic events of the 20th 5 has written poetry books and
arises to challenge the 8 of the ruling C selling fake designer goods at a market
century. performs poetry over a musical background.
9
, and their struggle provides the main 3 What is the purpose of the recorded message?
E The idea might seem strange to those of
subject matter of the book. 6 had revolutionary beliefs that A to announce the cancellation of a theatre
us today whose idea of poetry is the verse
were unusual in his society. production
inside a Valentine’s card.
 Read the strategy on Student’s Book page 97. B to tell customers with tickets to a cancelled
Power,
Underline three sentences in the text that use theatre production what they should do
The hippie era of the 1960s and 70s Zephaniah’s work has achieved such words with these definitions in a metaphorical C to tell customers with tickets to a cancelled
brought in another age of revolution and status and popularity that his poems theatre production how they can get a refund
way.
produced a large variety of protest songs, can now be found in national English
PROTEST
many of them using war and pacifism literature exams. 1 something explosive and dramatic that   Choose the correct endings to these
as their subject matter. In a move that Another area where poetry is thriving is destroys things statements about the texts. Listen again and check.
was seen as controversial by some, Bob among the world’s minority languages. 2 caused a sudden, exciting change in 1 Human Noise is a dance adaptation of a play /
Dylan, the most famous protest singer 4
The minority Celtic languages of 3 enjoying success some poems.
of his era, was even awarded the Nobel the UK – Welsh, Gaelic and Cornish – 2 The woman thinks that Human Noise is better than /
 What is your opinion of poetry and rap?
and …
prize for literature in 2016 ‘for having are all currently riding high, with songs
created new poetic expressions within not as good as the 2017 production, Falling.
Answer the questions.
poetry
and poetry at the heart of their revival.
the great American song tradition’. For example, the National Eisteddfod 3 Mr Naismith denied the crime at first /
1 Do you enjoy studying the poetry of the past?
Today, the protest song has found its of Wales – a music and poetry festival admitted the crime immediately.
Why / Why not?
current home in rap music, with artists in the Welsh language – attracts 6,000 4 The police warned the public not to buy / report
such as Kendrick Lamar referencing performers each year, and the half-Welsh, fake designer goods.
racism, violence and the Black Lives half-Cornish singer Gwenno, whose
D
uring times of social change 5 The performance of Romeo and Juliet has been
Matter movement in their lyrics. parents insisted that English be banned 2 Do you think that song and rap lyrics are a type
and revolution, which art form 3
English performer and poet Kate from the house, makes electronic cancelled because not enough tickets were sold /
of poetry? Why / Why not?
should a passionate artist Tempest has shaken the worlds of albums in both languages and has been someone isn’t well.
turn to in order to make a political literature and popular music with harsh credited with encouraging people in 6 All ticket-holders for Romeo and Juliet need to
statement? These days, we might think spoken-word critiques of modern culture Cornwall to take an interest in their remember their booking reference /
of documentary film-making, or even a spoken over an electronic soundtrack. near-dead language. As she pointed 3 Would you go to a performance by a young
piece of striking street art, like Banksy’s. apply for a refund.
She’s an award-winning published out in an interview: ‘When you have political poet? Why / Why not?
But at the beginning of the 19th century, author, yet also has albums in the charts minoritised cultures, there’s this real   You are going to listen to a lecture
the medium of choice was … a poem. and has performed at Glastonbury and desire to keep creating in them. Because about a record-breaking painting. What record do
1
But during the Romantic era, other festivals around the world. She has no one’s going to do it for you.’ you think it broke? Listen to the lecture and check
a poem was dynamite. The English been described as ‘a poet for people who
Romantic poets used poetry as a method
So, forget about those dusty books you Culture video: your answer.
don’t read poetry, a rapper for people were made to study at school and keep
of protest – to demand that equal rights who don’t listen to hip-hop’. Banksy
an open mind about poetry. It’s alive and
be available to all. Percy Shelley in
In a similar way, Jamaican British well, and it still has something to say.
The Classroom Presentation Tool

particular – a controversial, vegetarian,
atheist revolutionary – rocked Europe
poets Linton Kwesi Johnson   Listen again and complete the details
and Benjamin Zephaniah about the painting and its recent history.
with his angry political poems that
made a name for themselves
criticised rulers and governments for Title: Salvator Mundi
performing their poetry to the
treating their citizens badly.
rhythms of Jamaican reggae. Possible artist: 1
provides interactive activities for

So how has protest poetry developed in Their works provide an often Important years:
the 200 years since the Romantic poets uncomfortable insight into
tried to change the world? 2
From their experience as immigrants
2
: discovered in New Orleans
the 17th to the 19th centuries, the streets in Britain, and also comment 3
: declared authentic
were full of people selling satirical songs on wider political and 4
: exhibited in London
teachers to use in class on an

about the political stories of the day, environmental issues.
and in the early 20th century, 2017: sold for 5$
GLOSSARY
jazz and blues songs gave a satirical satyryczny, 6

: exhibition in Abu Dhabi cancelled
voice to African Americans prześmiewczy
Reasons for its authenticity: the 7 used
and allowed them to protest lyrics tekst piosenki
and the 8 9
employed in it.
interactive whiteboard to practise

about racial inequality. thrive kwitnąć
minoritised w mniejszości Reasons to doubt it: 10 or imitators
90
could have painted it; too much 11 . 91
core vocabulary.
Vision WB4.indb 90 11/03/2020 15:22
Vision WB4.indb 91 11/03/2020 15:22
Workbook Lesson 7.7
16 Unit walkthrough

Lesson 7
More detailed
comprehension of the
Students practise text is checked through
listening for gist to a variety of exam-style
encourage them to listen tasks to help prepare
for general meaning. students for the Extended
Matura exam.
Students answer
questions on a reading
strategy or a topic linked
to the reading texts. The
Students are encouraged
develop students’
to work out the meaning
of highlighted words in
the text from the context.
speaking exam.
Students are given the

opportunity to relate
Culture videos extend
to the text personally
the cultural content of
making comparisons
the lesson topic and
to their own lives and
are accompanied by
culture.
worksheets.
In Units 3, 5 and 7 there is an Extensive reading lesson

focusing on a ‘Great Pole’. The texts are written by Polish
teenagers and are linked to the culture topic of the unit.
They feature an often unsung hero from Polish history.
Unit walkthrough 17

Lesson 8
Lesson 8 is a skills lesson designed to develop students’ confidence in listening, with practice of exam style tasks.
A Can do statement sets the

learning outcomes for the lesson.
Students do a listening
comprehension task.
Students answer
questions with a topic link
to the listening texts. The
develop students’ Students engage with the
ability to think critically text and discuss their own
and provide valuable ideas.
speaking exam.
Students do their own

Students practise research linked to
listening for gist to the topic to create a
encourage them to listen presentation.
for general meaning.
I can listen to people discussing the arts. .

CULTURE
 Match the writers below to descriptions 1–6. Listening

Benjamin Zephaniah Bob Dylan Gwenno
 Make a list of the performing arts you know.
Kate Tempest Kendrick Lamar Percy Shelley
Which ones do you like most? Why?
1 is a contemporary rap artist who
uses rap to make political statements.   You will hear three texts twice. Choose
2 is from a minority background the correct answer: A, B or C.
and is studied by students in Britain. 1 Who is the woman?
3 writes in languages that not A a critic B a dancer C a theatre director
many people can understand. 2 What crime was Mr Naismith guilty of?
4 won an international award A making fake copies of designer items
usually given to more literary writers. B importing fake designer goods
5 has written poetry books and C selling fake designer goods at a market
performs poetry over a musical background. 3 What is the purpose of the recorded message?
6 had revolutionary beliefs that
The Online Practice materials are

A to announce the cancellation of a theatre
were unusual in his society. production
 Read the strategy on Student’s Book page 97. B to tell customers with tickets to a cancelled
Underline three sentences in the text that use theatre production what they should do
C to tell customers with tickets to a cancelled
a flexible resource designed to

words with these definitions in a metaphorical
way. theatre production how they can get a refund
1 something explosive and dramatic that   Choose the correct endings to these
destroys things statements about the texts. Listen again and check.
expand on the learning students

2 caused a sudden, exciting change in 1 Human Noise is a dance adaptation of a play /
3 enjoying success some poems.
2 The woman thinks that Human Noise is better than /
 What is your opinion of poetry and rap?
not as good as the 2017 production, Falling.
Answer the questions.
3 Mr Naismith denied the crime at first /
do in the classroom. Additional

1 Do you enjoy studying the poetry of the past?
admitted the crime immediately.
Why / Why not?
4 The police warned the public not to buy / report
fake designer goods.
5 The performance of Romeo and Juliet has been
Listening practice activities are

2 Do you think that song and rap lyrics are a type
cancelled because not enough tickets were sold /
of poetry? Why / Why not?
someone isn’t well.
6 All ticket-holders for Romeo and Juliet need to
remember their booking reference /
3 Would you go to a performance by a young
available to students there.

apply for a refund.
political poet? Why / Why not?
  You are going to listen to a lecture
about a record-breaking painting. What record do
you think it broke? Listen to the lecture and check
Culture video: your answer.
Banksy
  Listen again and complete the details

about the painting and its recent history.
Title: Salvator Mundi
Possible artist: 1
Important years:
2
: discovered in New Orleans
3
: declared authentic
4
: exhibited in London
2017: sold for 5$
6
: exhibition in Abu Dhabi cancelled
Reasons for its authenticity: the 7 used
and the 8 9
employed in it.
Reasons to doubt it: 10 or imitators
could have painted it; too much 11 . 91
Vision WB4.indb 91 11/03/2020 15:22
Workbook Lesson 7.8
18 Unit walkthrough

Lesson 9
Lesson 9 is a skills lesson designed to develop students’ confidence and fluency in writing. In level 4, students write
a social media post, an email, a news article, a formal letter, a for and against essay and an opinion essay.

the lesson.
Lead-in questions This exercise focuses on

introduce the topic of useful phrases from the
the lesson. The open- text that students can use
ended questions develop in their own writing.
students’ ability to think
critically.
The Language focus box
highlights and practises
useful phrases.
A short exercise checks

students’ understanding Students are directed to
of the model text. write a text, with clear
instructions on how to
structure it.
The model text provides Students plan their

support and guidance for writing, making notes to
the students’ own writing, help them organise their
with examples of key ideas and activate the
phrases in context. topic vocabulary.
Check your work boxes

encourage students to
review their written work.
This exercise focuses

students on the structure
and cohesion of the text.
. I can write a formal letter.
Writing A formal letter
Dear Ms Campbell,
A I’m writing to you 1for the organising committee for this

summer’s Young Voices Festival. The festival features all
the most exciting contemporary writing by and for young
people. I 2want to invite you to appear at the festival and
perform some of your electrifying stand-up poetry.
B We already have a large number of inspirational
The Online Practice

exhibitors and booksellers and publishers coming to
the festival, and there will be a variety of events for
amateur writers, but 3we think it’s sad that we do
not, at present, have any readings or performances by
professional writers on the programme.

 a Read the strategy on Student’s Book page 99.
C
4
You probably have some questions: we suggest Then underline four positive adjectives that
that you perform any work of your choice, and for as Bethany uses in her letter to make her proposal
long as you think appropriate. We would welcome a more persuasive.
question-and-answer session with the audience after
resource designed to
the performance, but that would not be essential. b Think of four alternative adjectives that could
5
What we’re also suggesting is having copies of your replace the adjectives you underlined.
books for sale.
D
6
It would be great if you’d back our vibrant new arts  a You are going to write a formal letter (200–250

festival. We 7really think that your presence there
words) using some of the phrases in Ex 3. Read
would raise awareness of your work and would prove an
the task.
inspiration to other young writers. Please reply when
8
you have had a chance to consider our proposal. Write a letter asking a local business to sponsor a
students do in the
Yours faithfully, theatre or music production that you want to put
on. Describe what you will use the money for, and
Bethany Radford explain why it is a worthwhile event and what the
benefits would be to a sponsor.
Bethany Radford
 Read the letter. Who is Bethany writing to, and

b Before you write, make notes on information
to include in your letter.
• Invent the basic details of an interesting
Writing practice activities
why? theatre or music production.
• Consider what elements of the production you
would need sponsorship money for.
• Consider why the production would be good
 What is the purpose of each of the four
are available to students

for the community.
paragraphs of the letter?
• Consider what positive consequences there
A
would be for a sponsor.
B
C
c Now write the letter in your notebook.
there.
D
 Match the bold phrases in the letter (1–8) to their  CHECK YOUR WORK Did you …
formal equivalents (A–H). include all the elements in the task?
A feel sure use appropriate formal language?
B In anticipation of your use positive adjectives to reinforce your
C it seems a shame message?
D on behalf of use reporting verbs correctly?
E We hope you will support check your spelling and grammar?
F We look forward to hearing from you
How well did you do? Try to improve your letter!
G We would also like to propose
H would like to
92
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Workbook Lesson 7.9
Unit walkthrough 19

Lesson 10
Lesson 10 is a review lesson of the grammar and vocabulary presented and practised in the unit.
Students look back at the Can do statements at the top of the pages which describe the learning outcome of each lesson
in this unit. The exercise gives students an opportunity to reflect on what they have learned and what they are now able
to do, and if necessary to consider which areas still require further practice. Be prepared to supply students with one of the
photocopiable worksheets from the Teacher’s Resource Centre to give them targeted practice in areas of weakness.
The vocabulary from

The grammar presented
the unit is reviewed
in lessons 2 and 6 is
and practised both at
reviewed. The exercise
sentence and text level.
gives the teacher and
students an opportunity
to check what has been
learned and what needs
further practice.
Speech bubbles signpost

fun speaking activities
which encourage
students to use the unit
vocabulary.
I can remember and use the language I learned in this unit. .
Language review  Complete the words.

1 You need to be either for this proposal or
Grammar against it. You can’t just remain
 Complete the second sentence so that it has the same t .
meaning as the first sentence. Use the word given in 2 In a y,
brackets but do not change its form. Use no more than citizens have the right to choose the
five words, including the word given. government every few years.
3 There’s been another protest by
1 ‘Don’t be late,’ she said to me. (TOLD)
schoolchildren g
She late.
the government’s environmental policy.
2 ‘What time are you picking me up tonight?’ Jane asked us.
4 I thought the g adaptation
(WHEN)
of War Horse was better than
Jane wants to know
the film.
up tonight.
5 Can you help me think of a catchy
3 ‘Have you seen Jack?’ I asked Emily. She said no. (IF)
l for the school art
I asked Jack,
exhibition?
and she said no.
6 Be careful about any strange email you
4 ‘I don’t know anything about the break-in,’ the man said to
receive – it might be a m.
the police. (DENIED)
7 The word pretty doesn’t quite
When the police spoke to him, the man
v the same idea as
the break-in.
beautiful.
5 ‘Follow your dreams,’ my parents always say to me.
8 These letters d
(ENCOURAGED)
an insight into what he was feeling at
My parents have
the time.
my dreams.
6 The police are saying I caused the accident. (BLAMING) Mark: /8
The police
 Complete the sentences with the correct
causing the accident.
form of the words in brackets.
7 ‘Well done, you won the tennis tournament,’ the head
1 In music we’re studying a
teacher said to me. (CONGRATULATED)
(concept) piece by
The head teacher
Schoenberg – to be honest, it sounds
the tennis tournament.
awful.
8 ‘I’m sorry I forgot your birthday,’ Dave said to Mary.
2 Laura is now one of the BBC’s top political
(APOLOGISED)
(comment).
Dave
3 The government has complained about
her birthday.
piracy and the (thief ) of
Mark: /8 intellectual property.
4 The people voted and the result was clear.
Vocabulary It would be (democrat)
 Choose the correct alternative. not to accept the result.
Aldous Huxley’s dystopian novel Brave New World, published in 5 The comedian will always be remembered
1932, is often compared to George Orwell’s 1984, but although for his famous (catch)
the two books have 1controversial / striking similarities, they ‘Lovely to see you!’
have a rather different feel and focus. Huxley portrays a society 6 It’s OK to use other people’s ideas in
where all the 2citizens / occupants are born in laboratories, and your essays if you make the proper
are bred specially so that some will join the intelligent ruling (attribute).
class and others will be workers acting like 3mental / mindless 7 Bill Bryson’s book about Australia is one
of his most (humour)
The Classroom Presentation

robots. The 4rulers / commentators of this ‘World State’ are
ten ‘controllers’, but the society is not as 5inhuman / total as works.
Orwell’s violent 6territory / dictatorship, and individuals are 8 Have you got a driving
kept calm and happy by being given a mind-numbing drug. (license)?
In writing the book, Huxley was making a 7statement / Mark: /8
Tool provides closer activities for presentation about his fears for the future, the growth of huge
industrial complexes and the Americanisation of culture, and
the book provides an 8insight / understanding into his feelings
about the place of the individual in a modern scientific world.
Total: / 
teachers to show in class on an Mark: /8

93
interactive whiteboard.
Vision WB4.indb 93 11/03/2020 15:22
Workbook Lesson 7.10
20 Unit walkthrough

Lesson 11
Lesson 11 presents the Word list from the unit and can be used in conjunction with the How to learn vocabulary
lesson in the Workbook. The Workbook lesson provides strategies for autonomous learning outside the classroom.
The Word list is

organised by topic
so that students
can easily find and
review the unit
vocabulary.
The part of speech

for each word is
given in brackets.
. How to learn vocabulary

The phonetic
script for each Cognates
Strategia
Sprawdzanie pisowni wyrazów pokrewnych
word is given to
W językach angielskim i polskim występuje wiele
 Read sentences 1–3. What do the underlined
words have in common? Choose the correct
wyrazów pokrewnych; jednak bardzo rzadko są one
zapisywane w ten sam sposób, a prawie nigdy nie są tak
Strategy boxes
answer: A, B or C.
help students with provide useful
samo wymawiane. Wiele z nich to słownictwo z wyższego
1 He’s always very enthusiastic and eager to help. poziomu i aby je poprawnie wypowiadać, musisz
sprawdzić ich wymowę. Możesz odsłuchać nagranie
2 This website only produces cultural stereotypes.
pronunciation. pointers for
wymowy w angielskim słowniku online. Możesz również
3 We should fight for democracy. korzystać z funkcji rozpoznawania mowy na swoim
A The words have the same stress pattern. telefonie, aby sprawdzić, czy prawidłowo wymawiasz
Audio is available B The words look and/or sound similar in Polish.

C The words are spelled incorrectly.
słowa. Powiedz na głos angielskie słowo. Jeśli wypowiesz
je poprawnie, telefon je rozpozna. developing skills
on the Classroom for effective
Wszystko o słownictwie
Wyrazy pokrewne
Wyrazy pokrewne to słowa w różnych językach, które
Presentation
mają wspólne korzenie, skutkiem czego wyglądają lub
brzmią podobnie. Na przykład, opera – opera,
orchestra – orkiestra, political – polityczny, itd.
vocabulary
Tool to provide learning, both at
a pronunciation  a Read the strategy. Then use your phone to
home and in the
guide for all words  Read the information above. Match the Polish
words (A–J) to definitions 1–10. Then write the
check the pronunciation of the words. Record
yourself saying the words. classroom.
and phrases in the English cognates.
1 C perspective – a particular attitude towards
1 temperature
2 psychology
9 naive
10 bouquet
something; a way of thinking about something
Word list.
3 cocoa 11 athlete
2 – a person who takes part in a 4 sociology 12 wi-fi
sport or other activity for enjoyment, not as 5 autograph 13 massage
a job 6 hypothetical 14 finances
3 – the quality of being faithful in
your support of somebody or something
7 phenomenon
8 ego
15 echo
16 rhythm
Students practise
4 – the ability to understand
another person’s feelings, experience, etc.
b Tick (✓) the words in Ex 3a which are
pronounced as you expected.
the strategy using
the unit Word list.
5 – to give somebody the desire,
The translations make the confidence, or enthusiasm to do something

well
 Look at the categories. Can you think of more
examples of cognates? Add them to the
6 – the government where a ruler
vocabulary accessible to
categories and check their pronunciation.
has complete power over a country, often
gained using military force hockey
students of all levels. 7 – causing a lot of angry public
discussion and disagreement comedy TV
sports
8 – an act of copying another programmes
person’s ideas, words, or work and pretending and types
that they are your own of films
9 – dishonest or illegal behaviour,
especially of people in authority
The Online Practice
10 – to put something valuable
or important in a dangerous situation,
doctor
in which it could be lost or damaged
Students are given A empatia H inspirować resource designed to
jobs
guidance about expand on the learning
B korupcja I plagiat school
C perspektywa J amator subjects and
D kontrowersyjny branches of
different things E
F
ryzykować
lojalność
studies
students do in the
comedy
they should focus G dyktatura
on when learning 94
Vocabulary practice
new vocabulary. Vision WB4.indb 94
activities are available to
11/03/2020 15:22
students there.
The Classroom Presentation Tool provides closer

activities for teachers to show in class on an
interactive whiteboard.
Unit walkthrough 21

Skills trainer
After every two units there is a double page Skills trainer lesson with task types that are commonly found in the
Extended Matura exam. Students practise exam tasks and learn to employ strategies for approaching them.
The Strategy boxes

provide useful pointers
for developing exam skills.
Each strategy builds on
previous skills lessons and
students can develop the
strategies they need for
success in the Extended
Matura exam.
The first exercise in each

section focuses students
on the strategy and
prepares them to answer
the main exam-type task.
Skills trainer .
Use of English Speaking

Strategia
Strategia
Uzupełnianie zdań z luką Opis zdjęcia / Rozpoznawanie i opisywanie

W tego typu zadaniach w luki należy wpisać brakujący fragment Gdy twoim zadaniem jest przedstawienie
zdania, wykorzystując przy tym wyrazy podane w nawiasie. sytuacji widocznej na zdjęciu, możesz opisać
Powstałe zdanie powinno być logiczne i poprawne gramatycznie. znajdujące się tam osoby na wiele sposobów:
The Online Practice

Można zmieniać formę podanych wyrazów oraz dodać wyraz lub opisując ich położenie na zdjęciu – in the middle,
A wide range of
dwa. Konstrukcja, jakiej należy użyć, może zależeć również od on the left, at the top / bottom, in the top left
fragmentu występującego po luce, więc koniecznie przeczytaj corner / bottom right corner itd.
całe zdanie. z perspektywy – in the foreground, in the
background
 Read the strategy and note how your answers will be

odwołując się do stroju – the girl in the red dress,
photocopiable materials can

different because of what follows the gap. Complete the the man in the blue jacket
sentences with the correct form of the words in brackets. odwołując się do ich cech fizycznych – the girl
with the blonde hair, the man with the big nose
1 My brother says that
stosując przymiotniki – the old woman, the tall boy
(if / he / learn) Spanish at school, it will be useful for when
be found on the Teacher’s resource designed to

stosując imiesłowy – the man sitting on the floor,
he goes to Spain on holiday. the girl talking to the man
2 My brother says that stosując zaimki względne – the woman who is
(if / he / learn) Spanish at school, he could have applied talking on the phone
for that job in Madrid.
Resource Centre. They are  Uzupełnij zdania wyrazami podanymi w nawiasach

w odpowiedniej formie. Nie zmieniaj kolejności podanych
wyrazów. Jeśli trzeba, dodaj inne wyrazy. W każdą lukę
możesz wpisać maksymalnie pięć wyrazów.
1 Not (have / be / metro)
before, I found it quite difficult to get to where I wanted.
2 The new theatre, which (only /
just / complete), has quickly become the cultural centre of
students do in the
learning students do in the classroom and to deepen
the town.
3 Surprisingly,
(it / John / win) the
race – not Peter, who came third.
classroom. Matura Practice and broaden their

4 Alex is such a perfect husband. Not
(only / can / cook), he does all the washing-up as well.  Read the strategy. Then complete the
description with the words below.
Listening at in in it on talking sitting
tests and Matura flashcards knowledge. Additional

Strategia
Słuchanie w celu określenia kontekstu wypowiedzi

W zadaniu na rozumienie ze słuchu z testem wielokrotnego
1
the foreground,
wyboru z trzema opcjami odpowiedzi należy przede wszystkim 2
the centre of the picture
określić ogólną wymowę tekstu, a nie skupiać się przesadnie 3
the right, the policeman
na szczegółach. Pytania będą dotyczyły kontekstu wypowiedzi,
are available for download Listening, Speaking,

na przykład tego, kim są rozmówcy, dlaczego prowadzą
4
the uniform is 5
rozmowę, o czym dyskutują, czy też gdzie rozmowa się odbywa. to some people 6 on the
ground. 7
looks as if he’s asking
 Read the strategy. When you listen for the first time, look them to move.
Reading and Writing

only at the questions so you know what to focus on. Then
from there.
see if your answer matches any of the options.  Przyjrzyj się zdjęciu. Wybierz trzy widoczne
na nim osoby i zastanów się, kim są, co
  Usłyszysz dwukrotnie trzy wypowiedzi. Wybierz robią w chwili uwiecznionej na fotografii,
poprawną odpowiedź: A, B lub C. jak się czują itd.
practice activities are

1 The girl is talking to … 1
A a student. B her parent. C a teacher. 2
2 What does the speaker express as an opinion rather than 3
a fact?
 Odpowiedz na pytania. Zapisz odpowiedzi
available to students there.

A Keating knew a lot about restoring old paintings.
w zeszycie.
B Keating’s actions can be partly justified.
C Keating’s paintings are worth a great deal. 1 Are there any issues you feel strongly
3 The lecturer explains to the students … about and might protest about?
A one reason why the book seems so easy to believe. 2 Tell me about a demonstration you have
B what the main political message of the book is. been on yourself or have seen on TV.
C where the author got her ideas from. 107
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Workbook Lesson 8.12 focuses on different skills and task types

to those practised in the Student’s Book.
22 Unit walkthrough

Skills trainer
Specific Use of English

strategies offer students
support for this part of
the exam.
Guided preparation for

the writing task allows
A warm up activity students to think carefully
prepares students to about what they will write
complete the main for the task allowing them
listening task. to fulfil their maximum
potential.
Unit walkthrough 23

Exercise 2
Review an upcoming TV
programme.
Exercise 3
Sea and coast: coast, sea,
ocean, beach, bay, cliff,
iceberg, island
Fresh water systems: river,
lake, waterfall
Land features: mountain,
coast, forests, rainforests,
beach, valleys, hills, rocks,
cave, desert, island, wood
Exercise 6
1 are putting up 2 are
arriving 3 organise
4 starts 5 follow 6 are
digging
Exercise 7
C
Exercise 8
1 I’m filming 2 starts
3 opens 4 ’re meeting
The present simple is used for
the schedules in 2 and 3. The
present continuous is used
for future plans.
Exercise 10
1 starts F 2 ’re meeting F
3 volunteer 4 close
5 are using
6 ’re working F
Exercise 2 e 1.02 Exercise 7 e 1.04 • On the board, write the headings:

• Focus students’ attention on the text Audio script page 179 Country / Habitat / Migration habits /
and ask: Where might you see this type of Interesting facts
text? (e.g. a newspaper, magazine). What Exercise 11 • Students choose an animal and work in
do you think the title means? (e.g. moving • Ask students if they can name any pairs to research it and make notes under
from one place to another). other migratory animal – for example the headings. They then use their notes to
blue whale, white stork, wildebeest – and write a paragraph.
Exercise 3 e 1.03 make a list on the board.
Further practice • In groups, students take turns to
Audio script page 179
present their animal. Ask: Which animal
Workbook page 4 did you find the most interesting?
24 Introduction unit
4120517 Vision TB4.indb 24 23/04/2020 10:01

Exercise 2
RED-S (Relative Energy
Deficiency Disorder in Sport)
is a condition where the body
doesn’t have enough energy
and starts to shut down.
Exercise 6
He teaches the dangers of
training too hard to other
young athletes.
Exercise 7
1 have been working 2 ’ve
always been 3 ’ve been
studying 4 ’ve learned
Exercise 8
1 were training 2 dieting
3 was cycling 4 broke
5 went 6 had lost 7 had
damaged 8 have been
educating 9 have
recovered
Exercise 3 e 1.06 Exercise 5 e 1.07 Exercise 9

Audio script page 179 Audio script page 179 Differentiation
Mixed ability Differentiation Give weaker students a skeleton text
Divide the class into mixed-level pairs. Weaker students check their answers to use for their answers. Ask stronger
Tell them to write definitions of five of against the audio script. students to write a short blog post
the words using the phrases. Join two about their achievements.
pairs together to take turns to give their Exercise 6 e 1.08
definitions for the other pair to answer. Audio script page 179 Further practice
Workbook page 5
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Exercise 2
It is encouraging students to
think about what they will do
when they leave school and
to take up an internship or
work experience programme.
Exercise 3
People: employer, candidate,
interns
Getting a job: apply for a job,
work experience, develop
skills, working together
At work: full-time position,
work part-time, place of work
Education and experience:
qualifications, relevant
experience, get an interview,
CV, full-time education
Time and money: working
hours, apprenticeship,
internship, co-operating,
working together, working
conditions, salary, wages
Exercise 6
1 ’ll be 2 might take
3 ’ll focus 4 ’m going to
look for 5 ’m not going to
work 6 might be 7 ’ll be
8 will look
Exercise 7
jealous
Exercise 8
1 He’s going to relax.
2 She’s going to do an
internship. 3 No
4 A future employer will be
impressed. 5 It’s going to
be hot and he can relax.
Exercise 1 Exercise 3 e 1.10 Exercise 10

• Focus students’ attention on the photo. Audio script page 179 • Ask students to suggest the different
Ask: What is his job? (engineer) types of work experience they might do –
Exercise 7 e 1.11 for example, in a café, as a shop assistant,
Exercise 2 e 1.09
• Ask students what advice they have Audio script page 179 volunteering with animals, etc.
been given about applying for and Exercise 9
getting a job. • Ask students what advice they found
Further practice most useful from the text.
Workbook page 6
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Exercise 2
striver = a motivated person
skiver = a lazy person
Exercise 6
unload the dishwasher, take
the rubbish out, tidy up and
hoover the living room, mow
the lawn
Exercise 7
1 They’ll be home in about
an hour.
2 He’d mow the lawn.
3 He’ll feel disappointed.
4 Everything gets worse.
5 If you plug it in, it works.
6 It will take them (three)
hours.
Exercise 3 e 1.13 • Ask them if they can tell you the forms Exercise 8
• Check students know all the chores and the rules. Mixed ability
before they do the exercise. • Students read the rules to check. Divide the class into mixed-level pairs.
Audio script page 179 Exercise 6 e 1.14 Ask them to make notes before they do
Exercise 4 Audio script page 179 the task: What would you like to ask and
• Ask students to look at the questions in say? How do you say it in Polish / English?
the quiz and identify the conditionals. Which useful phrases can you use?
Further practice
Workbook page 7
4120517 Vision TB4.indb 27 23/04/2020 10:01

Exercise 2
to pass on what they’ve
learned and stop other
people from getting into
trouble
Exercise 3
1 miss a connection, get lost,
gets cancelled
2 hire a car
3 book tickets,
download … app, travel
insurance
4 local currency
5 get to a new destination
Exercise 5
set off, look back (on), pass
on, get into, take out, pay
off, use up, save up, sort out,
blend in, carry on
Exercise 6
Transitive: look back on [i]
pass on [s] get into [i] take
out [s] pay off [s] use up [s]
save up [s] sort out [s]
Intransitive: set off blend
in carry on
Exercise 7
1 look back on
2 sort the problem out
3 set off
4 blend in with the locals
5 used all the money up
Exercise 9
1 come up with 2 give up
3 find out 4 get back
5 rush into 6 stick
together
Exercise 10
1 come up with 2 cut
back on 3 hang out with
4 watch out for
Exercise 2 e 1.15 Exercise 5 Exercise 9 e 1.17

• Tell students to scan the text quickly Differentiation • Group students into pairs and ask them
and ask: How many pieces of advice does Give weaker students the definitions to to think how each sentence might be
she give? (four) match. completed. They listen and check their
Exercise 3 e 1.16 predictions and complete the sentences.
Exercise 8 e 1.17 Exercise 11
Audio script 179
Audio script 180 • As a class, brainstorm a list of topics for
Further practice travelling – for example, food, transport,
Workbook page 8 accommodation, safety, language and
culture. Tell students to choose three
topics and write a tip for each.
4120517 Vision TB4.indb 28 23/04/2020 10:01

Exercise 2
A 2 B 1 C 3 D 6
E 4 F 5
Exercise 3
memory stick: floppy disk
the internet: teletext pager:
smartphone typewriter:
laptop Walkman and
cassette tape: music app
VHS tape: on demand TV
Exercise 7
the typewriter

• Focus students’ attention on the words • After students have done the exercise, Audio script page 180
in the box and ask: What is the function / divide them into pairs with one book
use of each of the things? open in front of them. Exercise 10
• Tell them to take it in turns to cover up • Ask students to tell you about any new
Audio script page 180 gadgets they know of that are being
a word in one of the sentences in Ex 6.
Their partner has to say what the covered developed but aren’t yet for sale.
word is. Further practice
Workbook page 9
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Exercise 2
To give advice to people on
emergency procedures.
For anyone who witnesses or
is involved in an accident or
emergency situation.
Exercise 6
1 operator 2 paramedics
3 hospital 4 dial
5 location 6 accident
7 fire service 8 police
9 hang up 10 first aid
Exercise 7
A skateboard accident.
The injured boy needs an
ambulance.
Exercise 8
(all are defining)
1 which you requested
2 where the accident
happened
3 that you’re calling on
4 that you’re calling about
5 whose ankle is hurt
Exercise 9
1 A skate park, which
opened just a few months
ago, is popular with kids of all
ages.
2 The accident, which
happened on Saturday
afternoon, involved two
friends.
3 A boy, who fell off the
ramp, was treated by
paramedics at the scene.
4 The other boy, who was
more badly hurt, was taken
to hospital in an ambulance.
5 A girl, who witnessed
the accident, called the
ambulance.
6 Both the boys, who are
expected to make a full
recovery, are both looking
forward to going back to the
skate park soon.
Exercise 6 e 1.22 Can you tell me about the incident that Mixed ability
Audio script page 180 you’re calling about? Are they conscious? Is As a class, build up an example dialogue
it possible to speak to the boy whose ankle and write it on the board.
Exercise 7 e 1.23 is hurt?).
• Ask students what questions the Group students into pairs to do the
operator asks (Which service do you Audio script page 180 role-play using the dialogue on the
require? Is the patient breathing? What’s Exercise 10 board. As they are doing the role-play,
the location that you are calling from? And • Ask the students to suggest a few rub off a few words and phrases from
Further practice what’s the number that you’re calling on? emergency situations and make a list on the dialogue.
Workbook page 10 the board.
4120517 Vision TB4.indb 30 23/04/2020 10:01

Exercise 2
Ear piercing. The advice is to
get it done by a professional.
Exercise 3
makeover, hairstyle, hair
dyed, ear piercing, tattoo
cosmetic surgery: to have
surgery to change your face
or body for beauty reasons
fake tan: a spray or cream to
make you look sun tanned
false nails: ‘nails’ to stick on
top of real nails
shaved head: a head with all
the hair removed
Exercise 5
Rules: You mustn’t use metals
you must do an allergy test
24 hours before use
You have to go to a
professional for this.
you have to be 18 or over …
studios must check your age
Recommendations: You
needn’t pay salon prices to
have your hair dyed.
You should head to the
kitchen!
you shouldn’t have it
somewhere you can’t hide it
You should think carefully
about it.
Exercise 7
A tattoo.
Because it’s expensive to
have done and remove.
Exercise 10
1 You’d better / You must
2 don’t have to / don’t need
to
3 You don’t need to / have to
4 You shouldn’t
5 must
6 you should / you’d better
Exercise 3 e 1.25 Exercise 7 e 1.26 • Ask students to come up with some

• Ask students if they’ve ever had or Audio script page 180 creative style tips for their category. Tell
considered any of these ideas. Ask: Why them to use their own experience and
do you think people have these makeovers? Exercise 11 their imagination.
Is it peer pressure or personal style? Do you • Divide the class into five groups and • The groups take turns to present their
know of any disaster stories connected with assign them a makeover category, for tips to the class before having a class
these ideas? example hair / body / cosmetic surgery. vote on the most useful and the most
Audio script page 180 unusual ones. Further practice
Workbook page 11
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Exercise 3a
His sister
Exercise 3b
1 He loves skateboarding.
He’s hooked on it. It’s his
thing.
2 Because she was feeling
down and she had been
bothering him to try for ages.
3 She was really good. She
was a natural.
4 His sister has got better
and better at skateboarding.
Exercise 3c
1 a natural 2 It rocks
3 pick (something) up
4 epic fail 5 rumble
Exercise 4
Events: memorable
day, remarkable story,
unexpected twist
Responses and feelings:
be over the moon, cheer
someone up, drive
(someone) crazy, feel down,
get on someone’s nerves,
hooked on (something),
ridiculous idea
Exercise 6
1 feeling down
2 ridiculous idea
3 hooked on
4 driving … crazy
5 unexpected twist
6 memorable day
7 remarkable story
8 over the moon
Exercise 1 Exercise 3b r e 1.27 Exercise 5

• Divide the class into same-level pairs to Mixed ability • Give students a few minutes to plan and
discuss the question. Write key words on Weaker students choose two of the make notes.
the board. questions to answer. Don’t forget! There is additional mixed-
Exercise 3a r e 1.27 ability vocabulary practice on page 116.
• Students also check if they hear any of Exercise 4 e 1.28
the words that were written on the board Audio script pages 180–181 Exercise 8
Further practice in Ex 1. • You can find the teaching notes for the
next part of this lesson on page 136.
Workbook page 12 Video script page 180
32 Unit 1
4120517 Vision TB4.indb 32 23/04/2020 10:01

Exercise 1
1 had been watching
2 had been bothering
3 had moved, had been
feeling
4 had been bugging
5 ’d imagined
6 had never skated
Exercise 2
1 zakończonych 2 przed
3 imiesłów czasu przeszłego
4 dłuższych 5 przed
1 PPC 2 PPC 3 PPS, PPC
4 PPC 5 PPS 6 PPS
Exercise 3
Rule 1 – sentence 3
Rule 4 – sentences 1, 2 and 4
Rule 6 – sentences 2 and 3
Exercise 5
1 I hadn’t agreed
2 had promised
3 had been teasing
4 had decided
5 had been waiting
6 had surprised
State: agree promise decide
surprise
Action: tease wait
Exercise 6
A woman offered to help his
sister and she did really well.
Exercise 7
1 ’d been travelling
2 had forgotten
3 had already gone
4 we’d been waiting
5 had noticed
6 she had been training
Warm up for Exercise 1 Exercise 5 Exercise 8

• Ask: What is remarkable about Toby’s • Ask: What’s the difference between state Differentiation
sister? verbs and action verbs? (action verbs can Weaker students choose the three
Exercise 4 be used in continuous tenses but state phrases and take a few minutes to
• Ask students to cover the second halves verbs cannot). prepare what they are going to say.
of the sentences – A, B and C – and see Exercise 6 e 1.29 Further practice
if they can finish them. They uncover the Audio script page 181 Grammar booster
second halves to check and match. page 137
Workbook page 13
Unit 1 33
4120517 Vision TB4.indb 33 23/04/2020 10:01

Exercise 3
1 They have been interested
since the mid-1990s.
3 People with high EQ are
good at this.
4 EQ also helps you to
understand your own
emotions.
Exercise 4
1 looking in 2 looking in
3 looking in 4 looking out
5 looking out
Exercise 5
1 strengths
2 weaknesses
3 state of mind
4 criticism
5 justified
6 circumstances
7 lose your temper
8 judgement
9 long-term goals
10 expressing
11 interactions
12 maintains
13 blame
14 stereotypes
15 perspective
Exercise 6
1 Use your judgement.
2 By helping you understand
what’s important and
identifying your strengths.
3 It helps you to see other
people’s perspective.
4 Saying thank you and
apologising.
Exercise 2 e 1.30 Exercise 5 e 1.31 Differentiation

Audio script page 181 • Ask students to work out the meanings Before students do the exercise, ask
of the words from context before for the Polish translation of the words
Exercise 3 e 1.30 checking in a dictionary.
• Ask students to answer the questions in bold and write them on the board.
before they listen and check. Students then check their translations
as they complete the sentences.
Mixed ability
Further practice Tell weaker students to choose three of
the true/false sentences.
Workbook page 14
34 Unit 1
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Exercise 1
1 self-awareness
2 self-control
3 motivation
4 empathy
5 social skills
Exercise 5
what appears to be
It looks like …
she looks as if …
I’d say she seems …
We could assume …
Exercise 4 • Divide the pairs again into same-level Exercise 5 e 1.32

• Students look at the photo and make pairs to describe the photo and answer Audio script page 181
a list of any useful vocabulary. Group the questions.
students into mixed-level pairs to share Exercise 6
Exam tip
their vocabulary. Stronger students can Tell students to describe the overall Differentiation
help weaker students with key phrases picture first and then move on to talking Tell weaker students to choose four
and vocabulary. about the details. phrases from the Phrasebook to use in
the discussion. Further practice
Workbook page 15
Unit 1 35
4120517 Vision TB4.indb 35 23/04/2020 10:01

Exercise 2
1 is more confident
2 doesn’t get bullied any
more
3 is more creative
4 is proud of herself
Exercise 4
passionate about
overwhelmed by
distracted by
absorbed in
Exercise 5
1 passionate about
2 absorbed in
3 single-minded
4 aggressive
5 sensitive
6 distracted by
7 mature
8 wise
9 overwhelmed by
Exercise 3 Exercise 4 e 1.34 Don’t forget! There is additional mixed-

• Tell students to read through the titles Mixed ability ability vocabulary practice on page 117.
and match the ones they find easiest first. Mixed-ability pairs work out the
• Tell them to check the two they don’t meanings, using available resources,
Exercise 8
need to make sure they don’t fit and why. such as bilingual and monolingual
• You can find the teaching notes for the
next part of this lesson on page 137.
dictionaries, to check their answers.
Further practice
Workbook page 16
36 Unit 1
4120517 Vision TB4.indb 36 23/04/2020 10:01

Exercise 1
1 used to 2 used to
3 used to 4 didn’t use to
5 would
Exercise 3
You can use would in
sentences 2 and 3 in Ex 1
because they describe
actions not situations.
Exercise 5
1 used to be
2 would / used to tease
3 would / used to worry
4 would / used to pretend
5 would / used to practise
6 would / used to work on
7 would / used to imagine
8 would / used to keep
9 didn’t use to bother
Exercise 6
She was afraid of the dark.
She started to go to a
nature club. She got more
confidence and wasn’t afraid
anymore.
Exercise 7
1 I used to be really afraid of
the dark. (was also possible)
2 I would sleep with a light
on. (used to and slept also
possible)
3 I was terrified for years.
4 I didn’t use to go camping
or go on school trips.
(wouldn’t and didn’t go also
possible)
5 We would study insects
and animals, and learn about
their habits. (used to and
studied also possible)
6 After that, my friends and
I would spend hours in the
woods, waiting to see a fox,
or a badger. (used to and
spent also possible)
Exercise 4 • After the students have done the Differentiation

• Divide the class into mixed-level pairs to exercise, ask if anyone has a similar Ask weaker students to choose four of
compare their answers and allow stronger experience about a fear that they used to the topics to talk about. Ask stronger
students to clarify any misunderstandings have when they were a child. students to think of two additional
that weaker students may have. Audio script page 181 topics to talk about – for example,
Exercise 6 e 1.35 something they did with family, games Further practice
Exercise 8
• Ask students to look at the photo and • Before the students do the exercise, ask they played, feelings they had, etc. Grammar booster
ask: What’s the animal? (a fox) them to tell you a few things that have page 138
changed since they were children. Workbook page 17
Unit 1 37
4120517 Vision TB4.indb 37 23/04/2020 10:01

Exercise 2
It explains the stages of life
from past to future.
Exercise 3
The features of a coming-of-
age novel.
The development from
childhood to young
adulthood. The focus is on
one main character, who is a
teenager or young adult.
Exercise 4
They have different styles
and are from different social
groups and places. The
greasers fight but the socs try
to stay out of trouble.
Socs: jet setters, West Side,
rich, good and bad. Socs are
richer, more destructive and
have a better reputation
because they are high class.
Exercise 2 Exercise 3 e 1.36 Exercise 4 e 1.37

• Discuss metaphors with the class and • On the board, write Coming of age. Ask • In pairs, students look at the picture and
ask if they can come up with any. Allow students what they think it means. Take discuss what they think the group is like,
answers in L1. answers in L1 and reformulate them into what they do together, etc. Allow them to
• Divide the class into pairs and ask them English. Write their ideas on the board. do this in L1 to help them understand the
Further practice to read the quotation and draw a picture • Students read the text first to check text better. During feedback you can help
Workbook page 18 to represent it. The pairs use their picture their ideas. them to reformulate their ideas in English.
to discuss the questions.
Culture video: Novels
for teenagers
38 Unit 1
4120517 Vision TB4.indb 38 23/04/2020 10:01

Exercise 7
1 contentious
2 protagonist
3 happy-go-lucky
4 grinning
5 firm
6 loyalty
7 tight-knit
8 conflict
9 use his head

• Students try to finish the sentences Differentiation • Divide the class into mixed-level pairs
before looking at the options. Tell them Tell weaker students to choose six words and give each pair one of the themes.
to cross out the options they know that they are interested in and check • Once students have made notes, put
are incorrect and then to focus on the their meanings. In mixed-ability groups students with the same theme into
remaining options. students share their answers and help groups to share their answers.
each other with the words they didn’t
choose.
Unit 1 39
4120517 Vision TB4.indb 39 23/04/2020 10:01

Exercise 2
The anti-hero / -heroine,
because she loves their
complicated psychology and
that she can really surprise
the reader with these types
of characters.
Exercise 6
1 the past
2 a hypothetical future
Exercise 7
When I was little …
One day …
A couple of years ago …
… then I went back …
My favourite character is …

Audio script page 181 Audio script pages 181–182 • Ask the students if they know the films
and books described. Ask which heroes
Exercise 4 Exercise 8 e 1.40 they like of the four described.
Mixed ability • Ask students to identify the extra
statement and do the exercise before they Differentiation
Divide the class into mixed-level pairs. Give weaker students a copy of the
Stronger students help to reformulate listen again.
audio script to support them.
Further practice ideas into English.
Workbook page 19
40 Unit 1
4120517 Vision TB4.indb 40 23/04/2020 10:01

Exercise 1
friendship bracelets, Rubik’s
cube, fidget spinner,
collecting / trading cards
Exercise 2
1 making slime
2 She found some old
photos.
3 She watched videos on the
internet.
4 She is determined.
5 She is going to study
chemistry.
Warm up for Exercise 1 Exercise 6a Exercise 6c

• Ask: Have you ever participated in an • Divide the class into mixed-ability • Ask students to write a first draft.
online discussion forum? What was it groups of four to discuss each key point Remind them not to worry about accuracy
about? What topics interest you? and make notes. at this stage but to concentrate on getting
Exercise 4 Exercise 6b their ideas onto paper.
Differentiation Mixed ability
Stronger students choose a phrase from Give weaker students a basic skeleton
each heading and complete them so text for support. Further practice
they are true for them. Workbook page 20
Unit 1 41
4120517 Vision TB4.indb 41 23/04/2020 10:01

Exercise 1
1 I’d broken
2 she’d had
3 I had been trying
4 Jack had never been skiing
5 he had forgotten
6 I had been borrowing /
had borrowed
Exercise 2
1 f 2 f 3 When I was
younger, I hated salad / used
to hate salad. 4 Didn’t he
use to … 5 f 6 I didn’t
use to do much exercise …
Exercise 3
1 is hooked on 2 get on
my nerves 3 cheer her up
4 is driving me 5 has been
feeling a 6 over the moon
Exercise 5
1 protagonists 2 conflict
3 controversial 4 happy-
go-lucky 5 grinning
6 tight-knit 7 loyalty
8 navigate
Exercises 1, 2, 3, 4 and 5 • Tell students that they cannot move circles any mistakes in the other group’s
• Divide the class into same-level groups onto the next exercise until each exercise work or changes their own work if any
of four. has been checked and corrected. answers are different and they believe the
• Explain that they are going to work in • Monitor the groups as they work but other group’s answers are correct.
their groups to complete each exercise. don’t correct their answers; just make a • The groups then call you over for a final
Each student in the group must complete note of the common errors. check before they can move on to the
the exercises and the whole group should • After each group has completed an next exercise.
Further practice have the same answers. exercise, they give one of their books to • Repeat this procedure for all exercises.
another group, who looks, compares and
Workbook page 21
42 Unit 1
4120517 Vision TB4.indb 42 23/04/2020 10:01

Study skills How to learn vocabulary Study skills
The How to learn vocabulary Workbook Before students do the How to learn Vocabulary mind maps are a useful way
lesson for Unit 1 gives practice in using vocabulary page in their Workbooks to record adjectives and prepositions.
adjectives with dependent prepositions. for homework, ask them which They help learners to focus on the
prepositions adjectives often take and connections. Ask students to choose a
make a list of them on the board. Ask preposition and draw a mind map to
them to circle any adjectives in the illustrate the adjectives that can go with
word list. the preposition. Further practice
Workbook page 22
Unit 1 43
01_Vision_TB4_Unit_1.indd 43 23/04/2020 14:23

Exercise 2a
Lisa: competitive
Keira: hardworking
brother: spoiled
Exercise 2b
F Keira is going to university
and will be back at Christmas.
F Fin is the youngest.
T
F She is competitive with
Keira.
Exercise 2c
1 secret weapon
2 cross
3 level-headed
4 binge-watch
5 long for
Exercise 3
1 is always / forever checking
2 is always / forever playing
3 are always / forever taking
4 is always / forever
forgetting
Exercise 5
Interactions: calm down,
close to, fall out (with
someone), talk something
over, make up (with
someone), give in, leave
(someone) alone
Personality / behaviour:
attention-seeking, spoiled,
responsible, high achiever,
show off
Exercise 6
1 close to 2 fall out
3 give in 4 talk something
over 5 make up 6 left
alone 7 calm down
8 high achiever 9 spoiled
10 show off
11 responsible
12 attention-seeking
Warm up for Exercise 1 Exercise 5 e 2.07 Exercise 8

• Write family on the board. In groups, • Once students have listened and • You can find the teaching notes for the
students have one minute to write words checked their answers, play the audio next part of this lesson on page 138.
they associate with family. again for them to repeat, paying attention
Exercise 2a r e 2.06 to pronunciation and stress.
Video script page 182 Audio script page 182
Don’t forget! There is additional mixed
Further practice ability vocabulary practice on page 118.
Workbook page 24
44 Unit 2
4120517 Vision TB4.indb 44 23/04/2020 10:01

Exercise 1
1 should; shouldn’t
2 mustn’t 3 have to; must
4 don’t have to; don’t need
to; needn’t 5 be supposed
to
Exercise 2
1 should 2 needn’t /
doesn’t have to / doesn’t
need to 3 supposed to
4 mustn’t / shouldn’t
5 have to
Exercise 3
1 umiejętność
2 pewność
3 niemożliwe, możliwości
4 prawdopodobnie
5 prawdach
Exercise 4
1 might 2 must 3 can’t
4 be able to 5 can
Exercise 5
She thinks Keira is having fun
but is homesick.
Exercise 7
1 you should
2 aren’t supposed to
3 doesn’t need to
4 can’t be
5 must be
Warm up for Exercise 1 e 2.08 • Ask stronger students to support Exercise 5 e 2.09
• Ask: What are the positive things Lisa weaker students with explanations in L1 Audio script page 182
says about her sister leaving home? (She if necessary.
doesn’t have to share a room, she needn’t Exercise 8
Exercise 4
keep her music quiet, she can binge-watch Differentiation
her favourite series in bed.) Differentiation Weaker students choose one situation Further practice
Give weaker students the missing and prepare what to say.
Audio script page 182 modals to choose from. Grammar booster
Exercise 2 page 139
• Divide the class into mixed-ability pairs Workbook page 25
to compare their answers.
Unit 2 45
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Exercise 1
Success and failure are not as
important as carrying on and
trying again.
Exercise 2
building resilience, recover
Exercise 4
B’s
Exercise 5
1 setbacks 2 define
3 deal with 4 trust
5 get through 6 self-
esteem 7 accept the fact
8 unavoidable 9 build
resilience 10 surround
yourself

Differentiation Audio script page 182 Differentiation
Students work in same-level pairs and Mixed ability In mixed-level groups of four, each
read the questions to each other, noting Give weaker students the option to read group discusses one question. After a
down their partner’s answers. They work a copy of the audio script as they listen. minute, a student from each group joins
out their partner’s score and discuss another group. Repeat the procedure.
together what they think they mean. Exercise 5 e 2.11 The student returns to their first group
Further practice Audio script page 182 to report back.
Workbook page 26
46 Unit 2
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Exercise 4
Calling in to see her, buying
a card, doing a virtual trip,
planning another trip and
sending her details in a card
with flowers.
Exercise 5
If I were you, I would /
wouldn’t
Perhaps we should call in
might (would probably) work
… always works for me
There’s nothing worse
than …
The sooner … the better
I think the best thing might
(would) be …
Whatever you do, don’t …
We’d better …
Exercise 6
They’d better order the
flowers or they won’t arrive
by Saturday.
Warm up for Exercise 1 Exercise 2 Exercise 4 e 2.12

• Ask students what phrases they know Differentiation • Ask: How do the friends feel? Write
for speculating and deducting. Make Weaker students choose three phrases students’ suggestions on the board.
a list on the board. Students read the and plan their answers. • Play the audio for students to check
Phrasebook to see if any of their phrases if the two friends said the same things.
are included. Stronger students try to use each phrase Ask students to identify any options they
in their answers. mentioned.
• Play the audio again to check. Further practice
Audio script page 182 Workbook page 27
Unit 2 47
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Exercise 2
It’s time to do nothing, to
let your brain recharge and
reset.
Exercise 3
1 someone’s thoughts – an
internal monologue
2 sleep problems, stress;
possibly depression and
addiction
3 get some exercise, eat a
balanced diet
4 Our brains can relax and
use the time to process the
stimulation of the day.
Exercise 4
1 burnout 2 good mental
health 3 mental to-do list
4 constantly 5 regrets or
anxieties 6 anxieties or
regrets 7 internal
monologue 8 mental
health problems
9 depression or addiction
10 addiction or depression
11 wellbeing

• Ask the students if they can answer any Audio script page 183 ability vocabulary practice on page 119.
of the questions before they read the text
again. Differentiation Exercise 7
Ask stronger students to write the • You can find the teaching notes for the
different parts of speech for the next part of this lesson on page 139.
following words: constantly, anxieties,
regrets, depression, addiction.
Further practice
Workbook page 28
48 Unit 2
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Exercise 1
1 could have 2 can’t
3 ought (not) to have
4 should have 5 might
have
Exercise 3
1 must have 2 can’t have /
couldn’t have 3 should
have / ought to have
4 ought to have / should
have 5 could have / might
have
Exercise 4
They are concerned that Jeff
is working too hard and is
stressed; he needs to take a
break.
Exercise 5
1 should have called
2 might have gone
3 might have left
4 were supposed to meet
5 can’t have gone
6 should have finished
7 ought to have come
8 can’t have eaten
9 must have heard
Exercise 6
I needn’t have rushed.
Exercise 7
1 needn’t have studied
2 needn’t have 3 f 4 f

• Before students listen, ask them what Differentiation Mixed ability
they think when their friends don’t Give weaker students the missing In mixed-level pairs students think
answer their phone when they call them modals. They choose the correct one to about what they want to say in L1.
and what might have happened. complete each sentence. Ask them how they would say this in
Audio script page 183 English, using modals. Assign them Further practice
Play the conversation again, pausing
after each sentence. A and B to do the exercise in same-level Grammar booster
pairs. page 140
Workbook page 29
Unit 2 49
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Exercise 2
challenging yourself: C
helping others: A, B
identifying your strengths:
A, B
keeping fit: A, C
making successful plans: A, C
recognising your own
achievements: A
setting goals: A, C
working as a team: A, C
Exercise 1 Mixed ability Exercise 5

• Students think about their answers Divide the class into three groups and • Before they do the activity, students
individually first. Divide the class into give each group five of the words to read the texts quickly. Ask: Who worked
same-level pairs to discuss the questions work out the meanings. One student with animals? (1) Who is more confident
Further practice and agree on their top three. from each group joins a new group now? (3) Who worked with different
Workbook page 30 Exercise 4 e 2.17 of three to teach each other their five kinds of people? (1) Who worked with
words. children? (2) Who wasn’t sure they could
Culture video: The Audio script page 183
commit? (3)
Duke of Edinburgh’s
Award
50 Unit 2
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Exercise 5
1 volunteering 2 made …
commitment 3 gained
experience 4 loneliness
5 isolated 6 cause
7 make a difference
8 meet … demands
9 acquired … skills
Exercise 6
1 młodzieży 2 rozwijać
umiejętności 3 brązową,
srebrną i złotą 4 trzy
miesiące 5 na wyprawę
biwakową 6 uprawiać
sport 7 pomagać innym
8 moglibyśmy udać się na
wędrówkę 9 podaniach o
pracę
Exercise 6 Exercise 7 Optional activity

Differentiation • Ask students to suggest some Tell students to choose a skill or physical
Give weaker students the missing programmes they know about in Poland. activity that they would like to do.
information in English to translate and Tell them to think about sports clubs, Divide the class into groups to explain
complete the text. In pairs, stronger language schools, charities, animal their choices and the benefits they think
students translate the email into welfare, school programmes, etc. Divide this would bring to their life now and in
English. the class into mixed-ability groups to the future.
discuss the questions.
Unit 2 51
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Exercise 2
facing challenges
Exercise 8
Speaker 2. His car got stuck
on a narrow track.
Speaker 4. He joined a group
of new friends for a picnic.

Audio script page 183 • Before they listen, ask students what Mixed ability
differences they would expect to hear Divide the class into groups to discuss
Exercise 4 for the contexts – for example, formal question 1 or 2. Regroup them to share
Differentiation or informal, a monologue or a dialogue, different answers and then discuss
Stronger students prepare a role-play, different expressions, etc. question 3.
giving advice to a speaker in Ex 3. The Audio script page 183
Further practice pairs act out the role-play for the class
to guess the situation.
Workbook page 31
52 Unit 2
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Exercise 2
They’ll go straight to the
beach.
Exercise 4
Author comment: (you
guessed it!)
Background facts: (never
seriously, though!)
(it drives Mum crazy!)
Exercise 5
1 We all sat down at the
table. I was sitting opposite
my cousin Luke (you’d like
Luke; he’s a bit of a rebel).
2 Alicia decided to set the
table with the best plates.
They were a wedding present
to my parents (they’re old
and very valuable).
3 We’d spent hours in the
kitchen, getting everything
ready. Everyone had worked
really hard (except Leora; she
was on her phone).
Exercise 6
Perhaps she should have
phoned them once more.
Section C: I’ll never forget
what Dad said next. He
suggested going to the
beach,
You’ll never guess what
happened next. The
restaurant was full …
… and everyone fell silent
and just stood there until
Dad suggested going to the
beach café.
Warm up for Exercise 1 Exercise 3 Exercise 7b

• Write Extended family on the board and • Before they do the exercise, ask Differentiation
ask: Who are extended family members? students what the purpose is of each Give weaker students an outline to
(grandparents, aunts, uncles, cousins, paragraph. Tell them to order and use the support their planning, e.g. Family
nieces and nephews) paragraph descriptions to make a plan. members / Holiday plans and results / An
event / Future arrangements. In pairs,
they make notes under each heading.
Further practice
Workbook page 32
Unit 2 53
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Exercise 1
1 needn’t / don’t need to
worry
2 can’t be that
3 ought to think
4 it might not rain
5 must be feeling
6 are supposed to be doing
Exercise 2
1 should have done
2 must have been
3 needn’t have
4 have to have any / need to
have any
5 should / could / ought to
have told me
6 couldn’t have
Exercise 3
1 resilience 2 unavoidable
3 setback 4 show off
5 made up 6 gave in
Exercise 4
1 wellbeing 2 mental
3 constantly 4 burnout
5 anxieties 6 monologues
7 addiction 8 depression
Exercises 1, 2, 3, 4 and 5 • There is no time limit as the focus is on • For students who choose to work
• Students can work in groups or supporting and learning from each other. individually, don’t set a time limit, and
individually. If they are working in groups, Monitor the groups as they work but don’t monitor and help as necessary. Ask them
explain that each student must complete correct their answers; just make a note of to find another student with whom to
the exercise in the book. They cannot common errors. compare and check their answers.
move on until each exercise has been • Put a dot next to the answers students
checked and corrected. This will stop need to redo to encourage them to notice
Further practice dominant students from taking over. and correct their own mistakes.
Workbook page 33
54 Unit 2
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The How to learn vocabulary Workbook Encourage students to write CN You could suggest that students make
lesson for Unit 2 gives practice in (compound noun) or CA (compound a separate list of compound nouns for
compound adjectives and nouns. adjective) next to the compound words each unit in their vocabulary notebook.
Explain that students have to learn if when they record them.
they are hyphenated or separate words.
Further practice
Workbook page 34
Unit 2 55
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Exercise 2
1 A 2 B 3 C 4 A
5 A
Exercise 2 Exercise 3
Exam tip Exam tip
Tell students to cross out the answers To identify the main point that each
they know are incorrect first. speaker is making, students listen first
for the general meaning to see if any of
Differentiation the sentences match. They listen again
Weaker students answer three for key words to make their choices.
Further practice questions they feel confident about.
Workbook page 35
56 Unit 2
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Exercise 3
A closer relationships
B expanded, group
C more self-confident
D achieve an ambition
E relaxation
Exercise 5
1 stopped to have a break
2 to feel proud of yourself
3 hadn’t been feeling well
4 are supposed to be
Exercise 4 e 2.24 Exercise 5 • Give students preparation time.

• Play item 1. Pause for students to • Read through the strategy with the • Divide the class into mixed-level pairs to
discuss the correct option in pairs. students. Tell them to complete the ask and answer their questions.
• Play the rest of the audio. Tell students exercise individually and then compare Differentiation
to identify the extra answer and match their answers with a partner. Work with weaker students and ask
the ones they can before listening again. Exercise 6 them to suggest questions. Encourage
Audio script pages 183–184 • Read through the strategy with the them to correct any errors.
class.
Unit 2 57
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Exercise 2
Because they inspire us to
achieve more.
Exercise 3
1 People’s achievements
make us aware of our
possibilities.
2 A role model can be used
in all aspects of our lives.
Exercise 5
1 makes people aware of: D
2 inspired, fight the
injustice: F
3 admired: C
4 trailblazer … show
leadership: A
5 positive impact: G
6 mentor: E
7 looked up to …
cooperate: B
Exercise 2 e 2.25 Exercise 4 e 2.26 Don’t forget! There is additional mixed-

• Ask: Why do we need role models? Audio script page 184 ability vocabulary practice on page 120.
Make notes on the board. Students read
and listen to see if any of their ideas are Differentiation Exercise 7
mentioned. Once stronger students have worked • You can find the teaching notes for the
out the meanings of the words from next part of this lesson on page 140.
Exercise 3
context, they write definitions in bold
• Ask students if they can answer any of or give examples of their use. They
Further practice the true/false sentences before they read
compare their definitions in mixed-level
Workbook page 36 the article again.
groups.
58 Unit 3
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Exercise 3
1 a means to pause to think
a bit more about something;
b means not to think about
something any longer
2 a has a future meaning;
b means that we can
continue to be role models.
Exercise 6
Stephen Hawking and Jane
Goodall
Exercise 8
Sentences 3 and 6
Exercise 10
1 inspired me to study
2 didn’t expect him / her to
live
3 encouraged other people
to succeed
4 expected her / him to give
up
5 spent a lot of time
observing

• Divide the class into mixed-ability pairs • Ask students to listen to the • As an example, complete the sentences
to compare their answers. Ask stronger conversation. Ask: What are they talking for yourself.
students to support weaker students with about? (an exam) Who inspires the • Give students time to prepare their
explanations in L1 if necessary. speakers? Play the audio again to check. answers. They share their sentences in
Audio script page 184 pairs. Further practice
Grammar booster
page 141
Workbook page 37
Unit 3 59
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Exercise 4
lose my cool, in the heat of
the moment
Exercise 5
hot-headed, keep a cool head
Exercise 8
1 We all get emotionally
involved with things that are
personal or important to us.
2 They have no place in a
reasonable discussion.
3 Use sentences beginning
with ‘I’.
4 Rolling your eyes, pulling
faces, turning away
5 Don’t just wait until it’s
your turn to speak again.
Listen and show that you’re
thinking.

Differentiation Audio script page 184 • Ask students how they disagree
Tell weaker students to cover the respectfully in Polish. Ask what advice
Mixed ability they would give an English person about
options and complete the sentences for Offer weaker students the audio script
themselves. They look to see if any of being respectful in an argument. Tell
to read as they listen. Stronger students students to read the advice A–E and see if
the options match their ideas. discuss their scores and decide if they any of it is similar to theirs.
are a provocateur or a peacemaker.
Further practice Audio script page 184
Workbook page 38 Exercise 6 e 2.29
60 Unit 3
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Exercise 3
Household jobs
Exercise 5
There’s something I wanted
to have a chat about.
(opening the discussion)
I hope you don’t mind my
asking this, but … ( not
doing household chores)
Can I have a word with
you, please? (opening the
discussion)
What I’m trying to say is … (a
request)
One thing I feel strongly
about is … (taking
responsibility)
My (fundamental) point
is … (the main point of their
argument)
I understand what
you’re saying, but …
(understanding another
point of view)
I know you said that, but …
(making an alternative point)
Exercise 8
I’m sorry, but I don’t think
that’s a very good idea.
I understand what you’re
saying, but …
I understand your argument,
but …
I know you said that, but …
It’s important to show the
speaker that you are listening
and following the discussion.

Mixed ability • Ask a few students to share their Differentiation
Give students time to prepare their answers from Ex 2 about an argument Divide the class into mixed-level pairs.
answers. Divide the class into mixed- they had before you play the audio. Each pair chooses a situation and
ability pairs to ask and answer the Audio script pages 184–185 students write a short dialogue using
questions. In same-level pairs they tell the audio script as a model if they like.
each other what their first partner said. Students do the role-play using their
dialogue. Further practice
Workbook page 39
Unit 3 61
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Exercise 1
1 Cheering her football
team.
Exercise 3a
sexism high salaries
cost of tickets cheating
fan violence drugs
pressure on athletes
Exercise 3b
A Ryan B Abby C Max
Exercise 5
1 gender inequality
2 doping scandals, banned
substance
3 ordinary fans
4 amateur athletes,
sponsorship deals
5 corruption scandals
6 cut … pay
7 aspiring athletes
8 fair play
Exercise 3a r e 2.32 Exercise 4 e 2.33 Exercise 7

• Play the video with no sound, pausing • Go through the words and check that • You can find the teaching notes for the
occasionally to ask which issue students students understand their meanings. If next part of this lesson on page 141.
think the participants are talking about necessary, give the L1 translations.
and why. Audio script page 185
Video script page 185
Don’t forget! There is additional mixed
ability vocabulary practice on page 121.
Further practice
Workbook page 40
62 Unit 3
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Exercise 2
1 (2) 2 (3) 3 (1)
Exercise 3
1 more, more expensive;
more, more spectacular
2 as corrupt; bigger, bigger
3 more popular, the better
4 bad as; more, more critical
5 fewer, fewer
6 as cheap as
Exercise 4
sexism and doping
Suggested answer: She
concludes that things are
getting better and she is
hopeful for the future.
Exercise 5
1 the less convinced
2 more and more frequent
3 more and more successful
4 just as famous as
5 more and more
sophisticated
6 the better
7 as bad as
Exercise 6
1 much 2 slightly
3 exactly 4 slightly
5 nothing like
Exercise 1 e 2.34 Exercise 5 Exercise 7

Differentiation • Tell the students to read the sentences Mixed ability
Play the video from Lesson 3.5 again. and see if they can complete them before Group students into same-level pairs
Students watch, check their answers they listen again. to write their podcasts. They take turns
and complete the sentences. Exercise 6 to present them. You could record each
• Before they do the exercise, ask students one and upload it to the class site for Further practice
Exercise 4 e 2.35 to read the Look out! box. Then read out everyone to listen to and comment on. Grammar booster
Audio script page 185 the underlined words and ask them to tell page 142
you a modifier with the same meaning. Workbook page 41
Unit 3 63
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Exercise 1
1 He’s finishing a race.
2 He wasn’t a professional
athlete; he was a medical
student.
3 Yes. It was a new speed
record for running a mile.
4 Bannister breaks world
record by running a mile in
under four minutes.
Exercise 2
Achievements in sport.
Exercise 3
Football and tennis.
Warm up for Exercise 1 Exercise 4 e 2.36 Exam tip

• Find some photos of different sports • Do the first gap as an example with the Tell students to look for clues on either
stars competing, winning awards, class. Divide the class into mixed-level side of the gap. Explain that words
Further practice working with young people, looking pairs to do the exercise. like pronouns and conjunctions are
Workbook page 42 happy and sad, etc. Ask: What’s just important. Tell them to read the text
Great Poles page 152 happened? How do they feel? again to check that it makes sense with
Culture video: their chosen sentences.
Breaking barriers in
sport
64 Unit 3
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Exercise 6
1 relate to someone
2 physical training
3 mental attitude
4 low expectations
5 psychological barrier
Exercise 8
If we don’t believe in
ourselves, we won’t know
what we can achieve. Yes.

Audio script page 185 • Write a couple of inspirational quotes Mixed ability
on the board, for example: Work hard Give students a skeleton outline
Differentiation in silence and let success make the noise.
Tell stronger students to work out the of a presentation as a model, e.g.
Believe in yourself; you will be unbelievable. Introduction, Main points, Conclusion,
meanings from context. In mixed- Ask students which ones they think are
ability groups, stronger students ‘teach’ Recommendations and write some
helpful. useful language on the board for them
the new vocabulary using L1 and/or
definitions and explanations. to use.
Unit 3 65
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Exercise 2
It’s obvious: clearly, naturally,
obviously
It’s surprising: apparently,
astonishingly, surprisingly
It’s unfortunate: sadly,
unfortunately,
In my opinion: frankly,
honestly
Exercise 3
Speaker 1: clearly: has a
strong opinion on following
celebrities
Speaker 2: unfortunately,
obviously: can see both
views, thinks too many
people spend too much time
on social media
Speaker 3: apparently,
honestly, unfortunately,
frankly: appreciates others’
views but strongly disagrees
with following influencers
Speaker 4: honestly: feels
strongly that sports people
have a positive impact

• Ask students to name any Polish or • Ask students whether the guest Mixed ability
international influencers they know of. mentions any of the ideas they discussed Divide the class into groups and tell
Ask why they think they are influencers in Ex 5. students to imagine they are a famous
and what they think their aim is. • Students copy and complete the mind celebrity or sports star. Give them
Exercise 3 e 2.38 map before they listen again. some questions to guide them in their
Audio script page 185 Audio script pages 185–186 preparation. In their groups, students
Further practice write a blog post and post it online for
Workbook page 43 the class to comment on.
66 Unit 3
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Exercise 3
2 The writer describes
Marta’s skill and how she’s
inspired other girls.
3 In paragraph 2.
4 In paragraph 3.
5 The writer accidentally
got to meet her hero by
sharing an umbrella with her.
The writer’s excitement at
going to see and then meet
her hero contrasts with her
feelings about the obsession
with celebrities stated in the
introduction.
6 That it’s not necessarily a
bad thing to ignore advice.
Exercise 4
Introduction: The writer
wasn’t interested in meeting
celebrities but she wanted to
see Marta.
Conclusion: The writer says
people say you shouldn’t
meet your heroes, but she
doesn’t believe that now.
Exercise 6a
Personal experience and
opinion.
Exercise 2 Mixed ability Differentiation

• Focus students’ attention on the photo. In mixed-ability groups of four, students Give weaker students an outline for the
Ask if they know who she is, why she discuss the content of their article and introduction and conclusion and some
might be influential and who she might how to write their ideas in English. useful phrases to include.
influence. Encourage stronger students to help Tell stronger students to look back at
Exercise 6b weaker students. Ex 3 and to check their article to make
• Ask students what kind of events they sure they have included the same
could include – for example, a superhero points. Further practice
convention, a Q and A etc. Workbook page 44
Unit 3 67
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Exercise 1
1 to become a great scientist
2 to have a break
3 to give me my money back
4 taking your bike
5 seeing them on the table
6 to buy one
7 don’t want you to see
8 began / started to play
Exercise 3
1 injustice 2 corruption
3 inequality 4 leadership
5 trailblazer 6 cooperate
Exercise 4
1 up 2 back 3 change
4 cool 5 stand 6 dread
Exercises 1, 2, 3, 4 and 5 • There is no time limit as the focus is on • For students who choose to work
• Ask students to choose to work in students supporting and learning from individually, don’t set a time limit and
groups or individually. If they are working each other. Monitor groups as they work monitor and help as necessary. Ask them
in groups, explain that each student must but don’t correct their answers; just make to find another student with whom to
complete the exercise in the book. They a note of the common errors. compare and check their answers.
cannot move on to the next exercise • Put a dot next to the answers they need Exercise 6
until each exercise has been checked to redo to encourage students to notice • Divide the class into same-level pairs to
Further practice and corrected. This will stop dominant and correct their own mistakes. share their words.
students from taking over.
Workbook page 45
68 Unit 3
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The How to learn vocabulary Workbook Divide the class into groups. Give each Tell students that a lot of idioms have
lesson for Unit 3 gives practice in group a sentence with an idiom, e.g. I colours, animals or parts of the body
recognising deceptive idiomatic failed my exams; now I’m in hot water. in them. You could suggest that they
language. Explain to students that She shouted at me out of the blue. Ask make a separate list in their notebook of
they have to learn the meanings of the students to work together and come up idioms related by category.
idioms and not to take them literally. with a definition for their idiom before
checking it in a dictionary. Further practice
Workbook page 46
Unit 3 69
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Exercise 2
The title refers to tenants in
urban locations looking after
properties for their owners.
Exercise 3
1 They look after the
building and stop squatters
from moving in.
2 low rent, quirky interiors,
community spirit
3 no security, the building
might not have basic facilities
Exercise 5
Noun: office block, tenant,
landlord, references, lifestyle
choice, guarantee, obligation,
facilities
Verb: occupy, restore
Adjective: abandoned,
affordable

• Ask students if they can remember any Audio script page 186 ability vocabulary practice on page 122.
of 1–3 before they read again.
Differentiation Exercise 8
Exercise 4
• Read through the Word Power box Divide the class into mixed-level pairs • You can find the teaching notes for the
and ask them how else they could next part of this lesson on page 142.
with the class. For each phrasal verb, ask
categorise the words – for example,
students to come up with a sentence that
people, places, money.
Further practice illustrates the meaning.
Workbook page 48
70 Unit 4
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Exercise 1
A will be living
B will have been renting
C will have prepared
Exercise 3
1 will be moving out
2 will be staying
3 will have moved
4 will have bought
5 will be tidying …
decorating
6 will be doing
Exercise 4
1 By the end of this year,
we will have been studying
English for twelve years.
2 By next month, I won’t
have been living in a city for
five years.
3 By this time next year, I
will have been studying at
university for two years.
4 By midnight tonight, we
will have been playing this
computer game for six hours.
5 By this Saturday, he will
have been training for the
marathon for five months.
Exercise 5
Ben will be living on a boat
and Aisha will be moving into
her own flat but living with
her parents first.
Exercise 6
1 By Saturday, Ben and Aisha
will have been living at the
school for one year.
2 On 1st March, Aisha will be
moving out.
3 By 1st March, Ben will have
moved out.
4 On 4th March, Ben will be
moving onto the boat.
5 From March, Aisha will be
living with her parents.
Exercise 7
1 It will have become flats
for wealthy people.
2 some rich strangers
3 on a boat 4 for five years

• Ask students to look back at the article • Focus students’ attention on the photos. • Tell students to write sentences with
and underline any future forms before Ask them what they can see and if they the ideas before they discuss them.
they complete the sentences. Ask if they can imagine living there. Then group them into different, mixed-
can identify the future forms. Audio script page 186 ability pairs to report their first partner’s
answers. Further practice
Grammar booster
page 143
Workbook page 49
Unit 4 71
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Exercise 2
Prices are ten times higher
than they were in the 1960s.
Exercise 5
1 increased dramatically
2 upward trend, going up
3 steady increase, steady
increase 4 steady decrease
Exercise 6
A connection between two
sets of data that follow the
same pattern.
Exercise 7
The increase we see … This
increase … is mirrored in the
increase … More people eat
ice cream and more people
die in the water during the
summer. The ice-cream
doesn’t cause drowning.
The summer is what links the
data.

Audio script page 186 • Focus students’ attention on each • Ask students what they think a
graph. Ask if they can remember any of correlation might be. Accept their answers
Exercise 3 e 3.10 the phrases the speakers used to describe in L1, reformulate them and write them
Mixed ability the graphs and data, and if any of those on the board. Students listen and check.
Offer weaker students a copy of the phrases are in the Phrasebook. Audio script page 186
audio script to read while they listen.
Further practice
Workbook page 50
72 Unit 4
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Exercise 1
Graduation, breaking a leg,
engagement, buying first
house.
Breaking a limb is the odd
one out.
Exercise 3
I hear / see congratulations
are in order!
Congratulations on your
engagement / graduation.
Sorry to hear your bad / sad
news.
My deepest sympathies.
My sincere condolences.
Exercise 6
1 Do they?
2 Did she? What’s that?
3 Are they? Why’s that?
4 Is it?
Exercise 4 Exercise 7 Exercise 8

• Tell the students to look at the • Ask the class to list some popular Differentiation
questions first and make a list of traditions in Poland. Ask: What do you Tell weaker students to write sentences
vocabulary and phrases that will be useful do at Christmas? / when you have a visitor with the phrases from the Phrasebook
in their answers. to your house? / when someone is in to use in the discussion. Stronger
Exercise 5 e 3.12 hospital? / for a wedding or birth? students change partners, choose a
• Students see if they can match the different idea and repeat the activity.
sentences before you play the audio. Further practice
Unit 4 73
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Exercise 2a
1 C 2 B 3 A
Exercise 2b
1 E 2 D 3 B 4 A
5 C
Exercise 5
B
Exercise 6
1 I do want to go travelling
at some point, but it’s not a
priority right now.
2 I do worry about the cost
of doing a degree.
3 My brother does work
hard – he just pretends to be
lazy.
4 If you want to take a gap
year, do talk to someone first.
Exercise 2a r e 3.13 Exercise 5 Exercise 6 e 3.15

Video script pages 186–187 • Read through the Word Power box with Audio script page 187
the students. Write sentences A–C on the
Exercise 3 e 3.14 board. Say the sentences, stressing do Don’t forget! There is additional mixed-
Audio script page 187 in B to highlight the emphasis. Students ability vocabulary practice on page 123.
Mixed ability repeat. Say the sentences from the Word Exercise 8
With students in mixed-ability pairs, call Power box with the stress on do and does • You can find the teaching notes for the
Further practice out the educational nouns. Pairs race to for the students to repeat. next part of this lesson on page 143.
Workbook page 52 complete the phrases.
74 Unit 4
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Exercise 3
1 a, the, the 2 the, the, the
3 the, – 4 –, – 5 The,
the 6 a, the
Exercise 4
Get a job in town and help
his friend starting her own
business.

• Play the video again for the students to Differentiation • Tell students to look at the answers
hear the sentences in context. Give weaker students the missing they collected and prepare a short
Exercise 4 e 3.17 quantifiers in random order before they presentation to the class. They should
listen again. Stronger students discuss make statements using quantifiers.
which other quantifiers can be used in Further practice
each sentence. Grammar booster
page 144
Workbook page 53
Unit 4 75
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Exercise 2
A guidebook
B local newspaper
C autobiography

• Ask students which areas of their town / • Ask the students what they know about • Tell students to underline the key
city they would describe as being in urban London and its famous places. Focus their vocabulary in the questions, e.g.
decline or regeneration and what the attention on the photos and tell them to dangerous, upsetting, multi-cultural, not
signs are, e.g. derelict buildings, closed scan the three texts to identify the three limited. Then tell them to find phrases in
Further practice shops, graffiti or new developments, publications. the text that have similar meanings.
Workbook page 54 trendy shops, rent and property price
rises.
Culture video: Urban
gentrification
76 Unit 4
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Exercise 3
2a Text C.
2b Text B. (Because text C is
a blog and text B is a
newspaper article.)
3 dusty makes them
sound old and not cool like
retro; classic sounds like a
collectors’ item but obsolete
implies no one would want
to buy the item and it wasn’t
useable; over-priced suggests
that the food is not only
expensive but is also being
charged at more than it’s
worth.
4 The writer feels that
gentrification is for the
rich, focusing on currently
fashionable places and things
aimed at tourists rather than
cultural, traditional things.
Exercise 5
1 converted 2 destroy
3 industrial 4 polemical
5 poverty 6 residential
7 thriving 8 lack of
investment 9 luxuries
10 local resident
Exercise 6
1 industrial 2 poverty
3 destroyed 4 residential
5 local residents
6 converted 7 luxury
8 thriving 9 polemical
10 lack of investment
Exercise 7
3

Audio script page 187 • Tell students to decide which • Make sure students have time to
statements they are sure don’t fit any prepare individually what they want to
Exercise 6 of the four texts. Ask them to underline say before you arrange them into groups.
• Focus students’ attention on the photo in all four texts where they found the
and title and ask them what they think agreement, e.g. 1A: pushing property prices
the text is about. Tell them to read the … up and up.
text without worrying about the gaps.
Then they work out what information is
missing and check with the definitions
in Ex 5.
Unit 4 77
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Exercise 1
To be optimistic and see only
the good things about a
situation in the past.
Exercise 2
Speaker 1
Exercise 2 e 3.20 Mixed ability Exercise 6 e 3.21

Audio script page 187 On the board, write a key ? = possible /! Audio script pages 187–188
Exercise 3 e 3.20 = definitely not / = correct. Tell students Exercise 8
• In pairs, tell students to see if they can to use the key to grade their answers.
Tell them to identify the key vocabulary Differentiation
match any of the statements before they Weaker students rewrite one quotation
listen again. in the statements and think about
words they are listening for. in a simplified way. Stronger students
Further practice find similar quotations in Polish.
Workbook page 55
78 Unit 4
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Exercise 2
The letter was written to
protest about planned
development in a city centre.
Renovation.
Exercise 3
1 I am writing to …
2 I have seen the notices …
3 I firmly believe most of us
have warm memories …
4 It provides many young
people with Saturday jobs
and entertainment …
5 Additionally, more and
more …
6 What I would like to
suggest …
7 I hope you will consider
my suggestions. Yours
faithfully, …
Exercise 5
1 What we are asking for is a
delay while funds are raised.
2 All (that) we want is (to
have) a debate on the matter.
3 What we are saying is that
we feel it is a mistake.
4 All (that) we want (to do)
is to protect the character of
the town centre.
Exercise 6a
Express dissatisfaction and
make a suggestion.
Exercise 6b first draft and make any changes in • There is no time limit for the activity.
• Remind students that reading the task relation to the notes before rewriting it. The focus is on the students working
carefully is very important. Ask them to • Ask them to swap their letters with a together and learning from each other.
tell you what they have to do without partner and underline any errors. • Monitor the groups as they work and
them looking at the book. • Ask them to write one thing at the make notes of their errors to go over at
Exercise 7 bottom of the letter that they liked about the end of the class.
• Read through the Check your work it and one thing that could be improved.
points and ask students to look at their Further practice
Workbook page 56
Unit 4 79
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Exercise 1
1 ’ll have been renting
2 won’t have finished
3 ’ll be living
4 ’ll have been learning
5 ’ll have sold
6 ’ll be playing
Exercise 3
1 lifestyle 2 facilities
3 abandoned 4 affordable
5 an obligation
6 guarantee 7 reference
Exercise 4
1 dropped 2 pursue
3 writing 4 got 5 take
6 doing 7 applying
8 spent
Exercise 5
1 dramatic 2 industrial
3 sharply 4 downward
5 residential 6 poverty
7 steadily 8 investment
Exercises 1, 2, 3, 4 and 5 • There is no time limit for the activity; • For students who choose to work
• Ask students to work in groups or the focus is on the students working individually, as with the groups, don’t
individually. If they are working in groups, together. Monitor the groups as they set a time limit but monitor and help
explain that each student must complete work. When you are correcting completed as necessary. Ask them to find another
each exercise in the book. The students exercises, make notes of the errors. student with whom to compare and
cannot move on to the next exercise until • Put a dot next to each of the answers check their answers.
you have approved the previous exercise students need to redo to encourage them
Further practice and all corrections have been made. to notice and correct their own mistakes.
Workbook page 57
80 Unit 4
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The How to learn vocabulary Workbook On the board write: Positive / Negative. Ask students for suggestions on how
lesson for Unit 4 gives practice in Divide the class into mixed-level pairs they could record the connotations of
connotations. Explain to students and give them a couple of minutes to words, e.g. formal, informal, slang, rude,
that they have to be aware of the come up with as many adjectives for inappropriate in certain situations, etc.
connotations of words and whether each category as they can.
these are negative, positive or neutral.
Further practice
Workbook page 58
Unit 4 81
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Exercise 3
Specific information: 1, 2, 3, 4
Recording as a whole: 5
Exercise 2 Exercise 4 e 3.26 Exercises 5

Differentiation • Ask students which question they • Go through each of the questions and
Weaker students choose two of the would choose to answer first and why. elicit an example word for each category
questions and find the two texts to Suggest number 5 as it is a gist question. (A students, B information, C angrily,
match. Stronger students underline the Play the audio for them to answer D by learning).
sentences in the texts which helped question 5. Before listening again, ask Exercise 6
them match. them if they can answer any of the other • Tell students to look at the words on
Further practice questions. either side of the gaps and to check back
Workbook page 59 Audio script page 187 to Ex 5 to complete the text.
82 Unit 4
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Exercise 5
A designers B furniture
C easily D accommodating
Exercise 6
1 Designers 2 furniture
3 accommodating 4 easily
Exercise 7 Exercise 8 the study tour was – What you did –

Differentiation • Tell students to read the task and Identify a problem with the tour – Offer
In mixed-level pairs, students take turns ask a few questions to check their two suggestions – Conclusion. Tell them to
to be the candidate and answer one understanding, for example: What write a first draft.
of the questions. Their partner is the information do you need to include? • Ask students to read each other’s article
examiner and gives feedback. (information about the study tour). and make suggestions for how they could
• Draw a flow chart on the board to help make it more interesting with different
students plan their writing, for example: adjectives and phrases.
An introduction – Details of when / where • Students write their final draft.
Unit 4 83
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Exercise 2
A design B IT
C starting a business
Exercise 5
1 apply for a visa
2 emigrate, settled
3 labour market
4 make, competitive,
prospects
5 take risks
6 established, growth
industries
7 flexible
Exercise 4 e 3.28 Exercise 5 Don’t forget! There is additional mixed-

Audio script page 188 • Divide the class into seven same-level ability vocabulary practice on page 124.
groups and assign each group one of the
Differentiation questions to discuss. Tell one student Exercise 7
Give weaker students definitions of from each group to join a different group. • You can find the teaching notes for the
the words in bold to match. Once the The student asks the new group his/her next part of this lesson on page 144.
stronger students have worked out question. Repeat the activity until all
their meanings from context, they write seven questions have been discussed.
Further practice definitions or examples for the words
Workbook page 60 in bold.
84 Unit 5
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Exercise 4 e 3.29
1 The plane tickets were
given to me. / I was given the
plane tickets.
2 The stolen car was sold to
my cousin. / My cousin was
sold the stolen car.
3 The job was offered to
me by the company. / I was
offered the job by the
company.
4 The documents had been
emailed to the consulate
weeks ago. / The consulate
had been emailed the
documents weeks ago.
Exercise 6
1 His flights were booked,
the plans for the business trip
were finalised.
2 The application still hadn’t
been approved.
3 Your visa application has
been rejected.
4 No. No one he knew had
ever been denied a visa.
5 Five days later.
6 Never submit a form if
the details aren’t checked.
Don’t book a business trip
or a holiday until all your
paperwork is approved.
Exercise 1 Exercise 3 4 I would have emigrated, but I had

1 were encouraged (past simple) 1 Her prospects have been improved by just been offered such a good job that
2 was being left (past continuous) getting a good degree. I decided to stay.
3 ’d been convinced (past perfect) 2 I was advised to apply for a visa as 5 He worried that his emails to the
4 haven’t been processed (present soon as possible. embassy were being ignored.
perfect) 3 My sister is being encouraged to apply 6 English is taught in most primary Further practice
5 will be contacted (future with will) for a transfer to the New York office. schools now. Grammar booster
6 may be attracted (modal verb) 7 All your travel arrangements will be page 144
7 are being pulled (present continuous) sorted out by the company. Workbook page 61
Unit 5 85
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Exercise 1
To read the small print or
terms and conditions.
On a guarantee for a product
or a contract for a service.
Exercise 2
1 a social network
2 25%
3 to hand over their first-
born child
4 two professors
5 read the small print / terms
and conditions
Exercise 5
1 short-term loan
2 interest rate 3 terms
and conditions 4 genuine
5 warranty information
6 proof of purchase
7 prove 8 refund
9 receipt 10 returns policy
11 faulty 12 obligation
Exercise 2 e 3.30 Exercise 4 e 3.31 Exercise 5 e 3.32

Audio script page 188 • Ask students what they think ‘Mostly Mixed ability
As [Bs or Cs]’ in the quiz means. Play the Divide the class into mixed-ability pairs
Exercise 3 audio for students to check their ideas
• Students compare and explain their and encourage peer teaching.
before they agree or disagree with what
answers with a partner. Tell them to add their own score says about them. Audio script page 189
up how many As, Bs and Cs they got.
Audio script pages 188–189
Further practice
Workbook page 62
86 Unit 5
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Exercise 3
1 We can see two women at
a counter.
2 I think perhaps the other
one is a customer.
3 It looks like the woman on
the right is returning an item.
4 The customer looks
unhappy with the solution.
5 I think the cashier
doesn’t look helpful and
understanding.
Exercise 5
A It’s too big. B It shows
an error message. C The
packaging is damaged.
D It’s stained. E It doesn’t
switch on. F There’s a
button missing.
Exercise 6
The customer doesn’t have a
receipt and isn’t happy with
the offer of a voucher.
Exercise 7
I want to bring this back. /
I’d like to return this.
I didn’t want it in the first
place. Someone gave it to
me. / It’s an unwanted gift.
I was given it for my …
I don’t have the receipt. /
I’ve lost the receipt / proof of
purchase.
Give me my money back. /
I think I have the right to /
should be entitled to a
refund.
That’s not what I want. /
I’m not satisfied with the
solution you’ve proposed.
You’re not very helpful. /
I’m disappointed by your
customer service.

• On the board write the three headings • The students compare their answers, Differentiation
in the Phrasebook. then listen again to check. Give the students a copy of the audio
• Elicit examples for each heading and Audio script page 189 script. Ask them to underline the
make a list on the board. inappropriate phrases and choose
• Students check the Phrasebook to see if Exercise 6 e 3.34
replacements from the Phrasebook
they had similar answers. Audio script page 189 before they practise the dialogue.
Further practice
Workbook page 63
Unit 5 87
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Exercise 2a
The no-spend challenge
Exercise 2b
1 to be approved for a store
card
2 She wanted new trainers
but had run out of money.
3 to pay for driving lessons /
fund her degree
4 You can buy things you
need but not things you just
want.
Exercise 2c
1 have a confession to make
2 an awful lot 3 window
shopping 4 feel sorry for
yourself 5 wish me luck
Exercise 3
1 Wish me luck!
2 window shopping
3 feel sorry for yourself
4 have a confession to make
5 an awful lot
Exercise 4
1 household bills 2 get
into debt 3 make sacrifices
4 pay off
5 recent purchases
6 (your) spending habits
7 non-essentials 8 run out
of money 9 take control of
your finances 10 put
money towards
Exercise 5
purchase = noun
essential = noun
sacrifice = noun
fund = verb
Exercise 6
1 You might have to make a
few sacrifices. (noun)
2 We have emergency
money to fund unexpected
expenses. (verb)
3 If you want make a
purchase, click ‘buy it now’.
(noun)
4 Groceries and bills aren’t
non-essential items, and
aren’t part of the no-spend
challenge. (adj)
Warm up for Exercise 1 Exercise 2 r e 3.35 Exercise 5 e 3.37

• On the board write: money. Divide the Video script page 189 Audio script page 189
class into teams and tell each team to
write as many words associated with Exercise 4 e 3.36 Don’t forget! There is additional mixed-
money as they can in three minutes. Audio script page 189 ability vocabulary practice on page 125.
• Focus students’ attention on the video Differentiation Exercise 8
stills and ask what they can see. Ask: Why Give weaker students the L1 translations • You can find the teaching notes for the
Further practice is Lisa happy in one picture and shocked of the words to support them in the next part of this lesson on page 145.
in the other? Divide the class into pairs to exercise.
Workbook page 64 discuss answers to the questions.
Once stronger students have completed
the exercise, pair each one with a
88 Unit 5 weaker student to check their answers.
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Exercise 2
1 was recently reported
2 is often considered
3 are rumoured to be
4 ’s commonly thought
5 likes being / to be criticised
6 should be encouraged
7 must be paid
8 are spent
9 is left
Exercise 3
She is finding it hard but it’s
going well. She’s going to go
inter-railing.
Exercise 4
1 expect to be congratulated
2 must be said
3 have been inspired
4 to be described
5 must have been
6 ’s often said
7 needs to be encouraged
Exercise 5
2 It is often thought that our
generation isn’t used to hard
work.
3 It is said that young people
are apathetic.
4 It was expected that
future generations would be
wealthier than their parents.
5 It is reported that under-
25s have never appreciated
culture.
6 It is considered that
millennials aren’t interested
in politics.
Exercise 6
2 Our generation is often
thought not to be used to
hard work.
3 Young people are said to
be apathetic.
4 Future generations were
expected to be wealthier
than their parents.
5 Under-25s are reported
to have never appreciated
culture.
6 Millennials are considered
not to be interested in
politics.

• Focus students’ attention on the Differentiation Mixed ability
photo. Ask: How good do you think your Support weaker students by giving In small mixed-level groups, students
generation are at saving? How do you save them the correct verbs for each prepare a short talk on their answers
money for something you want? sentence so that they can focus on using advanced passive forms. The
Exercise 3 e 3.38 the form. groups take turns to present their Further practice
Audio script page 189 answers. Tell the groups who are listening Grammar booster
to be prepared to ask a question or make page 145
a comment at the end of each talk. Workbook page 65
Unit 5 89
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Exercise 1 Divide the class into pairs to work Exam tip
• Tell students that you are going to together and complete the quote. Tell students to look at the intentions
dictate a quote but that they can’t write Exercise 3 e 3.39 first and think about what they expect
anything until you finish. Say the quote. • Focus students’ attention on the photos to read before they read the three texts.
Further practice Tell students to write any words / phrases on pages 70 and 71 and ask them what Once they have matched the texts and
Workbook page 66 that they remember. they can see. Tell them to look at each text intentions, they read the texts again to
Great Poles page 154 • Tell students to put down their pens heading and say what they think the texts check.
and then say the quote again. Students are about.
Culture video: The write additional words and phrases.
Erasmus Programme
90 Unit 5
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Exercise 7
Erasmus
1 grant
2 an academic year
3 scheme
4 behind the idea
5 promotes
6 participants
7 broaden their horizons
8 reflects
9 break down
10 recognised

Differentiation • Tell students to see if they can work • Give students time to prepare their
In pairs, weaker students choose three out the meanings of the words from answers individually, then divide the class
of the questions to discuss. Tell them to context first and then to check them in a into mixed-level pairs to share their ideas
prepare their answers in L1 if necessary. dictionary. before changing to same-level pairs to
They then find a different partner with • In small groups, students each take share and discuss again.
whom to discuss their questions. turns saying the definition of a word. The
rest of the group then guesses the word
from its definition.
Unit 5 91
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Exercise 2
1 no 2 B 3 Because he
knows a lot about the
economics of currency.
4 He talks about
burgernomics.
Exercise 4
1 That you can get American
fast food practically
anywhere in the world.
2 Because it’s the most
commonly eaten fast food
item.
Exercise 6
She is giving advice about
travel money.
1 heard a great podcast on
an
2 It might have some useful
advice
3 looking up your bank’s Ts
and Cs
4 charge you for taking
money
5 every time you pay with a
card
6 when it would be better to
use cash
7 exchange
8 the different cost of living
9 can cost six euros!

• Explain to students that it’s important Mixed ability • Give students a copy of the audio script
to listen for the general topic and Tell students that they can control to support them.
underlying message, not just the key the audio. On the board, write: pause, Exercise 6 e 4.03
vocabulary, as the words may be used in a rewind, fast forward. Tell students that Audio script page 190
different context. they can ask you to do any of these
Audio script pages 189–190 actions as many times as they need to.
Further practice
Workbook page 67
92 Unit 5
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Exercise 2
2 It introduces the topic and
is more formal.
Exercise 5
Generalising:
Generally speaking …
Broadly speaking …
To a great extent …
To some extent …
In most / many / some
cases …
The data / evidence (strongly)
suggests / shows …
Making statements less
certain:
It’s possible that …
Perhaps …
It may be true that …
It appears to show …
The data / evidence seems
to suggest …
Exercise 7a Exercise 7b Differentiation

Mixed ability • Tell students to break down their Give weaker students an outline essay
Divide the class into two groups and ideas into different paragraphs. In each with sentence starters.
assign one group pros and the other paragraph, they explain one idea in
Work with students to build up their
group cons. Subdivide the groups into detail, providing relevant examples, and
drafts before they write their essays
mixed-ability pairs. Tell them to discuss start another paragraph for a new idea.
individually.
the pros / cons and make a list. Remind them to link ideas between
different paragraphs logically. Further practice
Workbook page 68
Unit 5 93
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Exercise 1
1 are / have been issued
2 has been taught
3 was rebuilt
4 is still being considered
5 hadn’t been fixed
6 were being finalised
7 will be left
Exercise 2
1 said to be one
2 are thought to have come
3 was not considered
unusual
4 wants to be noticed
5 should be taught
6 was thought to be
7 it has to be dealt
Exercise 1, 2, 3, 4, 5 • There is no time limit for the activity; • For students who choose to work
• Students choose to work in groups or the focus is on the students working individually, as with the groups, don’t
individually. If they are working in groups, together. Monitor groups as they work. set a time limit but monitor and help
explain that each must complete the When you are correcting completed as necessary. Ask them to find another
exercise in the book. They cannot move exercises, make notes of the errors. student with whom to compare and
on to the next exercise until you have • Put a dot next to each of the answers check their answers.
approved the previous exercise and all students need to redo to encourage them
Further practice corrections have been made. to notice and correct their own mistakes.
Workbook page 69
94 Unit 5
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The How to learn vocabulary Workbook On the board, write parts of some Tell students that it can be useful to
lesson for Unit 5 gives practice in using collocations from the course in a learn groups of collocations that go with
collocations. Explain to students that random order. certain verbs, e.g. make, do. Students
there are no rules and they will often be Ask students to match the different can use mind maps or other strategies
different from Polish collocations. parts to make the collocations before to make notes of the collocations in
checking their answers in a dictionary. their notebooks.
Further practice
Workbook page 70
Unit 5 95
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Exercise 2
It can refer to the high
price of technology in both
financial and environmental
terms.
Exercise 3
1 Raw materials for parts
and packaging, power
for factories, and fuel for
transport.
2 When it is in use.
3 The energy it takes to
power data centres to meet
demand.
4 To switch to renewable
energy resources.
Exercise 4
1 alternative fuels
2 hydroelectric power,
renewable sources
3 raw materials, limited
resources
4 disposed of
5 carbon footprint
6 deforestation,
endangering
7 supply, energy crisis
8 consumption, reuse
Exercise 1 Audio script page 190

Don’t forget! There is additional mixed-
• Divide the class into pairs to make their Differentiation ability vocabulary practice on page 126.
lists and ask a few pairs to share their Divide the class into mixed-level
answers. pairs and ask them how they could Exercise 8
Exercise 4 e 4.09 categorise the words – for example, • You can find the teaching notes for the
• Once students have listened and types of power, negative / positive next part of this lesson on page 146.
checked their answers, play the audio environmental effects.
Further practice again for them to repeat, paying attention
Workbook page 72 to pronunciation and stress.
96 Unit 6
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Exercise 2
1 If the global temperature
rises more than two degrees,
there will be serious
environmental damage.
2 We would make a
difference if we tried to
reduce our carbon footprint.
3 If governments
encouraged alternative fuels,
more businesses would use
them.
4 If deforestation continues
at the current rate, many
animals will be endangered.
5 If we recycled technology,
it would be better for the
environment.
6 We will have an energy
crisis if we don’t reduce our
mass consumption.
Exercise 6
headphones sold via a
contract
Exercise 7
1 If we go on like this, we
will be facing a mountain of
e-waste.
2 As long as we keep buying
the next model, companies
will continue to sell them to
us.
3 If companies made things
to last, they would sell fewer
products.
4 Even if just a small part
broke, the headphones
would be useless.
5 Supposing a better version
is available, you will get an
automatic upgrade.
6 On condition that you send
your old headphones back
to be recycled, they will send
you a new pair!

• Ask students if they can give you any • Ask students a few questions to check Mixed ability
examples of conjunctions before they do comprehension, for example: What’s the In mixed-ability groups, give students
the exercise. biggest problem with technology? (buying time to research environmentally
Exercise 5 and replacing gadgets) What is the reason friendly gadgets. They write and
• Students translate both sentences. Ask for this? (companies create products that illustrate an advert for one. Stick the Further practice
if the meaning changes and how. don’t last). adverts on the wall. Students choose Grammar booster
Audio script page 190 one they would buy. page 146
Workbook page 73
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Exercise 1
You might give away the
answers to your security
questions.
Hackers could use the
information to access your
accounts.
Exercise 2
It’s a record of all your online
activity, from creating a social
media profile to browsing
the web.
Exercise 3
1 Even if you don’t use social
media, you still have a digital
footprint.
4 Old posts and photos stay
available on line for ever.

• Focus students’ attention on the photo Differentiation Audio script page 190
and ask what they can see. Group them For weaker students, change the true/
into mixed-level pairs to discuss the Exercise 8
false sentences to yes/no questions to • Ask students to share their answers and
question. guide them, for example: Do you create to come up with a class contract poster
Exercise 2 e 4.11 a digital footprint in everything you do on for responsible online behaviour. Stick the
Audio script page 190 the internet? poster to the wall for reference.
Further practice
Workbook page 74
98 Unit 6
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Exercise 6
Problem: There are lots of
people in the photo and they
might not want their image
posted online.
Solution: send the photo in a
private message.
Warm up for Exercise 1 Exercise 5 Exercise 6 e 4.14

• On the board write: Five Ps. Ask what • Tell the students to rank the advice • Ask which speaker is more aware of
the ‘Five Ps’ might stand for in terms of a individually first. online privacy and digital footprints (the
digital footprint. • Divide the class into pairs to discuss girl).
• The students read and check their their ranking and agree an order. Audio script pages 190–191
answers. • Join three pairs together to agree
an order before reaching a whole class Exercise 10 e 4.15
consensus. Audio script page 191 Further practice
Workbook page 75
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Exercise 2b
1 electric cars 2 virtual
reality 3 artificial
intelligence 4 drones
Exercise 2c
1 a fad 2 game changer
3 don’t have / haven’t got a
clue 4 take something for
granted
Exercise 3
1 don’t have a clue
2 a fad / fads 3 game
changer 4 take, for
granted
Exercise 4
1 be made redundant,
replace workers
2 artificial intelligence,
revolutionise transport
3 alternative career, stay
relevant
4 be innovative, significant
innovation
5 increase efficiency, virtual
reality
6 automatic updates,
distance learning
Exercise 5
1 was about the most
significant innovations
2 the changes we’re going to
see
3 are going to revolutionise
transport
4 an impact on distance
learning
5 make workers redundant
6 look for alternative careers
Exercise 2a r e 4.16 Exercise 4 e 4.17 Exercise 7

Video script page 191 • Focus students’ attention on the • You can find the teaching notes for the
headlines and ask what they think each next part of the lesson on page 147.
Exercise 2c article might be about.
• Play the video / audio again, pausing
after each of the phrases. Ask: How do you Audio script page 191
say this in Polish? Don’t forget! There is additional mixed-
• Students check their translations and ability vocabulary practice on page 127.
Further practice do the matching exercise.
Workbook page 76
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Exercise 1
1 had seen, would have
thought
2 had learned, would have
been
Exercise 2
Imaginary situation: If people
had seen …
Result: they would have
thought …
Imaginary situation: If people
had learned …
Result: it would have been …
Exercise 3
1 hadn’t gone, wouldn’t have
seen
2 would have got, had
booked
3 hadn’t bought, wouldn’t
have spent
4 had known, would have
invited
5 had remembered, would
have picked up
Exercise 6
1 If my driving school hadn’t
offered it, I wouldn’t be using
VR to learn to drive.
2 He wouldn’t have bought a
drone if they weren’t cheaper
now.
3 If my mum didn’t love old
cars, she would have bought
a modern hybrid.
4 If they hadn’t replaced
the cashiers with machines,
my sister would still have a
Saturday job.
5 If they had released a
newer model, I wouldn’t still
be using my old smartphone.
Exercise 7
Past innovations
Exercise 9
1 If I hadn’t crashed my
brother’s drone, I wouldn’t
feel guilty.
2 If the first electric cars had
worked very well, they would
have become popular.
3 If the latest smartphones
weren’t so expensive, I would
buy one.
4 If the Wright brothers
hadn’t made flight possible,
we wouldn’t be able to fly all
over the world.
5 If antibiotics hadn’t been
discovered in 1928, lots of
lives wouldn’t have been
saved.
• On the board, write the form: If + past • Ask students to identify which clauses Differentiation
perfect, … would + have + past participle. refer to the present and which refer to Tell weaker students to choose three
• Ask students for a few examples of third the past. of the inventions. In pairs, stronger
conditional sentences. Exercise 7 e 4.19 students take turns to say the first
clause of a sentence for their partner to Further practice
say the second clause. Grammar booster
page 147
Workbook page 77
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Exercise 1
Neil Armstrong was talking
about walking on the moon.
Exercise 2 Ask: What’s the first date and what’s the last Exercise 4 e 4.20
• Ask students what a timeline is (a line date? (A and F). • Tell students to read the sentences
showing a period of time with important • Tell students to draw their own timeline before and after the gaps before they
events marked) and why they’re useful and, with a partner, discuss and add the read A–E. Tell them to discuss what
(they are an easy way of illustrating events. information could be missing.
Further practice chronological events). Exercise 3 • Students read sentences A–E and
Workbook page 78 • Draw a line on the board and ask • Ask students to explain the title and the number the ones they are sure about.
students what information they should photos before they read and check. For the ones they aren’t sure about,
Culture video: Space write below the line (the dates). tell them to try each option and ask
exploration
102 Unit 6
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Exercise 5
(non-)existent
(non-)existence
exploration
explorer
impossible (im)
possibilities
(im)possibility
representative
misrepresent
(mis)representation
Exercise 6
1 existence 2 simulation
3 field 4 training exercises
5 mission 6 important
aspect 7 test subject
8 large-scale experiment
9 representative 10 space
exploration 11 endless
possibilities
Exercise 7
1 the ISS
2 international collaboration
3 space exploration
4 the MARS-500 project
Exercise 8
1 large-scale experiment
2 mission 3 training
exercise 4 simulation
5 fields 6 test subjects
7 important aspect
8 representatives 9 space
exploration 10 existence
11 endless possibilities
themselves: Does it make sense? Does it fit Exercise 6 e 4.21 Exercise 7

grammatically and cohesively? Are there Audio script page 191 • Read the strategy with the class and
pronouns and conjunctions that give any remind students that this is an Extended
clues? Mixed ability Matura-style task. Explain that it’s
Divide the class into two groups and important for them to understand the
Exercise 5
give each group six of the highlighted relationships between sentences and
• Ask students to suggest a few suffixes words. In pairs within the groups,
and prefixes first, for example -tion, -ity, parts of the text and to notice the parts of
students work out the meanings using speech and cohesive devices.
-ance, im- and mis- – and write them on
the context and any other resources.
the board.
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Exercise 3
2012: THE YEAR when the
documentary was made
39: kilometres – the height
from which he jumped
100: kilometres – considered
to be the edge of space
1,357: kilometres per hour –
the speed at which he was
travelling
Exercise 6
travelling in space, tourism
and even living on the
International Space Station.

• Divide the class into pairs. Ask students • Divide the class into three groups and Differentiation
to predict what the numbers refer to assign each group a question to discuss. Tell stronger students to choose one
before they listen to check. One student from each group then moves of the questions to post on an online
Audio script pages 191–192 to another group to report their answers. forum. They write the question and
Exercise 6 e 4.24 post it and the first comment. Tell other
Audio script page 192 students to leave comments.
Further practice
Workbook page 79
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Exercise 2
Yes, it includes both elements
of the task. It would get a
high mark because it’s well
organised, cohesive and
includes a range of tenses
and vocabulary.
Exercise 4
1 You don’t buy anything
made of plastic, or packaged
in plastic.
2 He / She couldn’t have a
sandwich because of the
plastic packaging and was
late for football because
he / she had to buy a metal
water-bottle.
3 Little changes can have big
effects.
Exercise 5
Introduction: introduce the
topic
1 background information
2 explain what happened
3 summarise and give a
concluding thought
Exercise 6
1 owing (cause)
2 result (effect)
3 the more (effect)
Exercise 7
1 Due to the technology we
throw away in landfill, there
is pollution in those areas.
2 Our addiction to
technology leads to us forget
to do other activities.
3 The longer kids spend
online, the more isolated
they can feel.
Exercise 2 constitutes a set of sentences rather than Exercise 8b

• Use the school writing scheme or, a text, basic content only, student has not • Ask students to close their eyes and
as a class, come up with one – for completed the task. imagine it’s a technology-free day.
example, A = accurate, completed task Exercise 5 Ask them to visualise answers to a few
in full, organised well, interesting; B = • Refer to Lesson 3.9, Ex 3. Ask students questions, e.g. What do you do when you
a few basic errors, lacks organisation, questions 2, 3, 4 and 6 about the text. wake up / on the way to school? How do
both elements not included; C = lots you read the news? What do you do if you
of grammar and vocabulary errors, are asked a factual question? Further practice
• Remind them to use conjunctions.
Workbook page 80
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Exercise 1
1 Even if we stopped
2 Supposing you had to
3 even if we have
4 if everyone drove
5 unless we reduce
6 on condition that you do
Exercise 2
1 wouldn’t be, hadn’t made
2 hadn’t left, would be
sitting
3 would have contacted, had
known
4 could have saved, had put
in
5 was / were, could have
helped
6 might have stolen, hadn’t
noticed
Exercise 4
1 alternative
2 resources
3 renewable
4 hydroelectric
5 footprint
6 consumption
7 deforestation
8 endangers
Exercises 1, 2, 3, 4 and 5 compares and circles any mistakes or • Divide the class into three teams and
• Tell students that they can choose to changes their own work if any answer give them five minutes to compare their
work alone, with a partner or in groups of is different and they believe the other answers and agree on an answer.
four. They work through the exercises at answer is correct. • Teams take turns to choose a question
their own pace. The groups or individuals • To feed back on Exs 3 and 4, draw a 4 x 4 to answer. If the answer is correct, the
who finish first can go on to Ex 6. table on the board. Number each square team wins that square. If the answer is
• Monitor students’ work and make notes to correspond to a question, e.g. 3.1, 3.2, wrong, the next team takes a turn. The
Further practice of any common errors. 4.1, 4.2, etc. objective is for teams to win three squares
• Students give their books to another in a row.
Workbook page 81 student, pair or group, who looks,
106 Unit 6
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Study skills How to learn vocabulary Word list
The How to learn vocabulary Workbook Ask students to suggest words with Once students have done the How to
lesson for Unit 6 gives practice in affixes. affixes and write them on the board. learn vocabulary Workbook page, ask
Explain that an affix (e.g. prefix and Give them a couple of minutes to see if them to go through the word list in the
suffix) is a set of letters added to the they can work out the meanings of the Student’s Book and highlight any words
beginning or end of a root word to affixes. with affixes.
modify its meaning.
Further practice
Workbook page 82
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Exercise 2 Exercise 4 e 4.29 • Before listening again, ask students
• Ask students to look at the gaps • Ask students which question they if they can answer any of the other
and work out if the missing sentence would choose to answer first and why. questions.
connects grammatically or if it is a logical Suggest that question 2 maybe a good Audio script page 192
connection. For example, in question start as it is a gist question. Play the audio
1, numbers and The newcomers are on for the students to answer question 2.
either side of the gap. Ask students which
Further practice sentence relates to these words logically
(A: needed workers and welcomed them).
Workbook page 83
108 Unit 6
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Exercise 5
1 unbreakable
2 environmentally
3 respectful
4 competitively
Exercise 6
Question 1: B
Question 2: C
Question 3: A
Exercise 7 Exercise 8 • Draw a flowchart on the board with

• Students look at the photos individually • Tell students to look back at Lesson headings, for example: The main point of
and make a note of useful vocabulary and 5.9 to review for and against essays and the essay, Arguments in favour, Arguments
phrases to describe them. Then divide the useful phrases. against, Summary of the main arguments
class into pairs to do the task. Exercise 9 and conclusion.
• For the follow-up discussion questions, • Students read the task. Ask: What type • Ask students to read each other’s
give the students time, individually, to of text do you have to write? (an essay). first drafts and make suggestions for
make notes of ideas, phrases and words to What’s the topic? (living and working improvements to their final draft.
include. Then divide the class into mixed- abroad).
level groups to discuss the questions.
Unit 6 109
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Exercise 2a
Cirque du Soleil. Because it
sounds interesting and will
appeal to everyone.
Exercise 2b
1 Finlay said he thought
a trip to the circus was the
perfect treat.
2 A critic said Frogman was a
masterpiece.
Exercise 2c
1 a wild card 2 up for
3 blown away 4 bear with
me 5 here’s the thing
Exercise 4
1 tragic 2 conceptual
piece 3 critic
4 adaptation 5 subject
matter 6 masterpiece
7 contemporary
8 production 9 live-
streamed 10 have / keep
an open mind
Exercise 5
1 adaptation 2 emotional
3 tragic 4 live-streamed
5 production 6 subject
matter 7 accessible
Exercise 2a r e 4.30 Exercise 3 Don’t forget! There is additional mixed

Video script pages 192–193 Differentiation ability vocabulary practice on page 128.
Exercise 2c r e 4.30 Give weaker students the Polish
Exercise 4 e 4.31
translations for them to match.
Mixed ability Audio script page 193
Stronger students work in pairs to write
Before doing the task, pause the audio
a short dialogue including at least three Exercise 7
or video after each phrase and ask
students what the phrase means.
of the phrases. • You can find the teaching notes for the
Further practice next part of this lesson on page 148.
Workbook page 84
110 Unit 7
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Exercise 4
1 Mum said she had really
enjoyed the show last night.
2 The review says the
production is so bad that
customers are asking for their
money back.
3 He said he is booking the
tickets tonight.
4 Dad said he hoped we’d
booked something that
everyone would enjoy.
5 The TV presenter said the
director is from Poland.
6 He said we could go and
see an opera.
Exercise 5
1 Mum asked Lisa if she had
enjoyed the performance
and Lisa said she had. (1, 2, 3)
2 Fin asked dad if he was
asleep in the second half.
Dad said he wasn’t. (4)
3 Keira asked where they
should go for dinner after
the show. Dad said the curry
restaurant. (1)
Exercise 6
No
Exercise 7
1 Lisa asked Karen if she had
been to see Hamlet at the Old
Fire Station. She said she had.
2 She asked her what
she had thought of the
production. She said it was
OK.
3 She asked her if she
thought the special effects
were good. She said they
weren’t.
4 She asked her who she
had gone with. She said her
grandparents.
5 She asked her if she
thought they had enjoyed
the show. She said she hoped
so.
6 She asked her if she would
recommend the show to
her friends. She said she
wouldn’t.

• Play the video, pausing after each of the • Ask students to look through the Audio script page 193
sentences to elicit the missing words. sentences and tell you which ones need
Audio script page 193 the tense to change when reporting them
(1 and 4). Tell them to check their answers
with the grammar notes in Ex 3. Further practice
Grammar booster
page 148
Workbook page 85
Unit 7 111
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Exercise 1
© = copyright
TM = trade mark
Exercise 5
1 Copyright protects artistic
works. A trademark protects
things associated with a
brand.
2 Piracy is stealing and
recording music or films.
Plagiarism is copying. Theft is
stealing things. A scam is an
illegal trick.
3 A slogan is a short,
memorable phrase. A logo
is a symbol that represents
a company. A catchphrase
is something someone
says a lot which becomes
associated with them and
their brand.
4 A licence is a permit from
an authority to own or use
something. An attribution
says who produced an
original work. A citation is a
quote from or reference to an
academic paper, etc.
5 A direct quotation is the
reuse of words from another
source, with quote marks. A
paraphrase summarises an
idea. To reference an idea
means to mention it.
Exercise 2 Mixed ability Exercise 8

Differentiation Ask weaker students if they would like Differentiation
Students work in same-level pairs and to read the audio script while they In three mixed-level groups, each group
read the questions to each other, noting listen. Stronger students make notes discusses one question. After a minute,
down their partner’s answers and to justify why the correct answers are one student from each group joins
justifying their own answers. correct. another group. After another minute,
they go to the third group.
Further practice Exercise 3 e 4.34
Workbook page 86 Audio script page 193
112 Unit 7
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Exercise 7
1 B 2 C 3 D 4 A
5 E 6 F
Exercise 2 Exercise 4 e 4.36 Differentiation

Mixed ability Audio script page 193 Work with weaker students to create
Weaker students work in pairs to Exercise 8 a skeleton dialogue. In pairs, they
prepare descriptions of both photos. • Ask students if the conversation is complete the dialogue and practise it
Tell them to list useful vocabulary, then formal or informal (formal) and which with and without the script. Then pair
group them in different pairs to take Phrasebook they will need to use (Ex 7). them up with stronger students to
turns describing the photos. complete the task again.
Further practice
Workbook page 87
Unit 7 113
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Exercise 3
The Mona Lisa by Leonardo
da Vinci; Pablo Picasso and
his painting Guernica; a
painting of child labour by
Banksy.
Exercise 4
1 To make a political
statement / to protest about
the German bombing of
Guernica.
2 As a protest about
the German bombing of
Guernica.
3 It has to be understood by
commuters passing by.
4 They provide a humorous
critique of current events.
5 He is anonymous.
Exercise 5
1 conveys 2 a humorous
critique 3 provides an
insight into 4 makes a
(political) statement
5 neutral 6 vocal
7 striking 8 mindless
9 protest about

• Write Pablo Picasso and Banksy on the Differentiation ability vocabulary practice on page 129.
board and ask the students what they Ask stronger students to write the
know about the two artists, e.g. where Exercise 7
Polish translations of the highlighted
they are from and what they are famous words. In mixed-level pairs, students
• You can find the teaching notes for the
for, before they answer the questions. next part of the lesson on page 149.
discuss the meanings and share their
definitions and translations.
Further practice
Workbook page 88
114 Unit 7
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Exercise 5
1 She boasted about
winning first prize in the
school art competition.
2 He encouraged me to try
to sell my paintings.
3 He promised to come to
the exhibition with me.
4 He recommended visiting /
that I should visit the art
gallery.
5 She requested that I didn’t
show the painting to anyone.
6 She blamed her parents for
stopping her being an artist.
Exercise 7 e 5.04
A painting was shredded at
an auction once the bid had
been agreed. Banksy.
Exercise 8
1 The auctioneer requested
that the people should make
up their minds.
2 He invited people to make
one last bid.
3 The press accused the
auction house of knowing
about the stunt.
4 They criticised the artist for
destroying their work.
5 The auction house denied
knowing about the shredder.
6 They promised to find
out who had destroyed the
painting.
7 He confessed to being
responsible for the stunt.
8 He admitted that he had
wanted to protest about the
art business.
9 The buyer confessed to
being shocked when she
saw her new painting self-
destructing.
10 She insisted on keeping
the work.
Exercise 9
1 threatened to call
2 demanded that the gallery
return 3 suggested going /
suggested that we go
4 advised grandma to insure
5 blamed graffiti artists for
damaging

He promised that he hadn’t 1 Davey admitted that he had broken the garden 1 refused to make
destroyed the painting. sculpture. 2 invite him to come
He insisted that he hadn’t … 2 Lila promised that she would go to the art exhibition 3 deny being involved
He explained that he’d with me. 4 insisting on remaining
destroyed … 3 Zainab insisted that I should go to the Picasso exhibition. 5 blame him for doing the Further practice
He admitted that he’d … 4 Max denied that he had lost the tickets for the show. damage Grammar booster
He recommended that we 5 Nina explained that the / my computer was on because 6 He suggested that viewers page 149
destroy the painting … she had used it to check her emails. should find … Workbook page 89
Unit 7 115
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Exercise 2
a dystopian future
Exercise 1 they think go with which extract and why. to find the exact answer at this point but
• Ask the students if they know any other Ask what they think the first text might be to get a general idea by skimming for the
symbols – for example, the peace sign, about. Ask if anyone has seen The Hunger information.
the extinction symbol, etc. You could Games movie and what it’s about. • Check students’ ideas, then give
show a few and ask the students what Exercise 3 them more time to complete the task
Further practice they mean. • Tell students to underline the key words individually before checking in pairs.
Workbook page 90 Exercise 2 e 5.05 in the sentences. Then give them three
Culture video: • Write the titles of the two extracts on minutes to identify where they might find
Banksy the board. Ask students which pictures the answer in the text. They don’t need
116 Unit 7
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Exercise 4
Prim told Katniss she couldn’t
go.
Katniss told Prim to let her
go.
Gale told Catnip to go up.
Effiie congratulated Katniss
and asked her what her
name was. She told her it was
Katniss Everdeen.
Exercise 5
Metaphor: The protocol has
become rusty. (the protocol
doesn’t work well any more)
Simile: She’s wrapped her
skinny arms around me like
a vice. (Prim hugged Katniss
very tightly)
Exercise 6
1 democracies
2 undemocratic 3 regimes
4 dictatorships 5 citizens
6 authorities
7 commentators 8 harsh
9 inhuman 10 rulers
Exercise 7
They are all Polish writers.
Many of them have
won awards and are
internationally recognised.

• Write the following metaphors and • If there is time, students can research • As a class, brainstorm some films and
similes on the board and ask students to one of the people and make notes of the novels that students know and make a
identify which is which: Tom’s eyes were most important details. list on the board. Write the headings:
ice as he stared at her. The curtain of night • Divide the class into groups so that Introduction / The characters / The plot /
fell on us. (metaphors) They are as different each student has a different person. They What you like about it. Tell students to
as night and day. This dress fits like a glove. share their information and discuss the write notes under each heading.
(similes) questions.
Unit 7 117
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Exercise 1
1 confirmatory bias
2 interpreting history
3 no platforming
4 your digital footprint
Exercise 2
A interpreting history
B confirmatory bias
C no platforming
D your digital footprint
Exercise 6
1 interpreting history
2 your digital footprint
3 confirmatory bias
4 no platforming
Exercise 3 e 5.07 answer any of them before they listen Exercise 6 e 5.08
• Remind students that this is a gist again. Audio script page 194
exercise so they just have to listen for the • On the board, write a key (? = possible, ! =
main idea. definitely not, * = correct) for the students Exercise 7 e 5.08
to grade their answers. • Ask students to see if they can do the
Audio script pages 193–194 matching exercise before they listen
• Tell students to identify the key
Exercise 4 e 5.07 vocabulary in the statements and think again. Tell them to see if they can identify
• Divide the class into pairs. Tell students about words they should listen for. the extra statement first.
Further practice to read the questions and see if they can
Workbook page 91
118 Unit 7
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Exercise 2
Asking permission and
details of how they’ll pay.
Exercise 4
The letter isn’t as interesting
and has less effect on the
reader.
Exercise 6
I am writing to you on behalf
of …
I’d like to request your
permission to …
It has come to our
attention …
It seems a shame …
We would like to propose
that …
In anticipation of your
questions …
We have already taken advice
from …
We hope you will support our
initiative.
We feel sure that …
We look forward to hearing
from you.
Exercise 7a
ask permission to organise a
festival
describe the benefits for the
community
Exercise 1 Exercise 7b Differentiation

• Focus students’ attention on the photo • Students work individually to make Give weaker students these headings to
and ask what they can see and what they their notes and plan their letter. You could support their writing:
think the event is. suggest that they use a mind map to
Introduction and opening, Proposal,
Exercise 3 organise their notes.
Explanation of why the proposal should
• Before they do the exercise, ask • Ask students to write a first draft using be accepted, Closing.
students what the purpose of each the formal phrases in Ex 6. Remind them
paragraph is. that at this stage they shouldn’t worry Further practice
about accuracy.
Workbook page 92
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Exercise 2
1 invited us to stay with him
this summer.
2 warned me not to touch
the dog.
3 advised me to have a few
days off.
4 refused to give them any
more money.
5 encouraged me to apply
for a place at university.
6 denied (that he had
been) driving at more than
50 km/h.
7 blamed the goalkeeper for
losing the match.
8 congratulated the artist on
winning the prize.
Exercise 3
1 critics 2 adaptation
3 masterpiece 4 tragic
5 production
6 contemporary 7 subject
8 live 9 mind
Exercise 4
1 references 2 paraphrase
3 citations 4 trademarks
5 plagiarism 6 piracy
Exercise 5
1 political 2 harsh
3 critique 4 authority
5 controversial 6 vocal
7 protest 8 regimes
Exercises 1, 2, 3, 4 and 5 will stop dominant students from taking • Put a dot next to the answers students
• Students can work in groups or over. need to redo in order to encourage them
individually. If they are working in groups, • There is no time limit for the activity; to notice and correct their own mistakes.
explain that each student must complete the focus is on the students working • For students who choose to work
the exercise in the book. The students together and supporting and learning individually, as with the groups, don’t
cannot move on to the next exercise until from each other. Monitor groups and set a time limit and monitor and help
you have approved the previous exercise make notes of their errors to go over at as necessary. Ask them to find another
Further practice and all corrections have been made. This the end of the lesson. student with whom to compare and
check their answers.
Workbook page 93
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The How to learn vocabulary Workbook On the board, write: Technology / Ask students for suggestions about
lesson for Unit 7 gives practice in Cognates. Divide the class into mixed- how they could record the cognates to
cognates. Explain that there are many ability pairs and give them a couple of enable them to remember the English
cognates in Polish and English but minutes to come up with suggestions, pronunciation, e.g. use the phonetic
that the way they are written and e.g. anti-virus, internet, multimedia. script, refer to an online dictionary with
pronounced can be very different. audio, mark stress, etc.
Further practice
Workbook page 94
Unit 7 121
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Exercise 2a
Because he found news of
world affairs gloomy.
Community projects are
inspiring and bring people
together.
Exercise 2c
1 sick 2 shout out
3 it turns out
Exercise 3
1 it turns out 2 shout out
3 sick
Exercise 4
1 get involved 2 welfare
3 integrated 4 be
respectful 5 worship
6 tolerant 7 diverse
8 collaborative effort
9 break down stereotypes
10 asylum seekers
Exercise 2a r e 5.13 Exercise 5 Don’t forget! There is additional mixed

Video script page 194 Mixed ability ability vocabulary practice on page 130.
Exercise 2b Divide the class into mixed-ability pairs
Exercise 6
to role-play the situation. Encourage
Differentiation them to ask each other questions and
• See notes on page 150.
Weaker students choose two of the to make up some of the answers if
questions to answer. necessary.
Further practice
Workbook page 96
122 Unit 8
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Exercise 1
1 working, Founded
2 Listening 3 Having
taken part 4 Feeling
5 Encouraged
Exercise 2
1 Encouraged by a friend, I
visited the homeless shelter.
2 Watching the presentation,
he realised his phone wasn’t
switched off.
3 Thinking it sounded
interesting, he decided he
might get involved.
4 Having been to one event,
he started to go regularly.
5 Having been to the House
of Religions, lots of people
are more tolerant.
6 Used creatively, theatre
can bring diverse groups
together!
Exercise 3
1 volunteering with a local
animal charity
2 deciding to help out at the
library
3 walking around town
4 reading their leaflet
5 looking for it online
Exercise 4
It provides a hot meal for
the homeless. It’s also a food
bank and collects toys and
clothes.
Exercise 5
1 Wanting 2 Having seen
3 working 4 Founded
5 Having done 6 sitting
7 Getting involved
Exercise 2 Exercise 6 Differentiation

• Once students have completed the • Elicit different types of projects – for Weaker students write their answers
exercise, ask them to match the sentences example, soup kitchens, teaching English in pairs, then change pairs and share
to the rules in Ex 1. to refugees, animal shelters, community their ideas. Stronger students imagine
Exercise 4 e 5.15 workshops – and make a list on the board. they have worked at the project they
• Ask students which social issues they chose and write three sentences with Further practice
think need to be addressed. Give them participle clauses. Grammar booster
time to prepare their answers in pairs. page 150
Workbook page 97
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Exercise 1
1 get 2 hold 3 stand
Exercise 4
1 B 2 A 3 C
Exercise 5
The approach is to be
respectful of other people’s
views and use debate to
express opinions.
Exercise 6
1 values
2 set your differences aside
3 confrontation
4 compromise
5 engage with
6 different perspectives
7 judgements
8 informed position
9 contrary to
10 offensive
11 challenge prejudice

• Focus students’ attention on the photos • Ask students what advice they would • Tell students to summarise the
and ask them what they can see. give about debating successfully. Make a situations and ask them if they have
Exercise 4 e 5.16 list on the board. ever been in similar situations. If any of
• Once students have completed • Tell students to read the text and see if them have, ask them what happened.
the matching exercise, ask them to any of their ideas are mentioned. Divide the class into pairs to discuss their
identify the phrases in the audio that answers.
Further practice helped them.
124 Unit 8
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Exercise 1
They aren’t factual.
Exercise 4
I hear what you’re saying.
That’s an interesting
perspective, but …
I think we’re going to have to
agree to disagree.
What if we look at it through
their eyes?
I hadn’t considered that
aspect.
… this is something I feel
strongly about.
Exercise 3 e 5.19 Exercise 5 • Give students time to prepare their

Audio script page 195 • Students look at the photos in Ex 3 answers for Ex 5 before discussing them
and make a list of any useful vocabulary in pairs.
Exercise 4 e 5.19 and phrases they remember from the
• Focus students’ attention on the Exercise 8 e 5.20
listening.
headings and ask them to suggest some • Group students into mixed-level pairs to Audio script page 195
phrases they would use for each one. share their vocabulary.
• Regroup students into same-level pairs Further practice
to do the task in Ex 3.
Workbook page 99
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Exercise 2
Doctors Without Borders.
The name means that the
volunteer doctors can travel
anywhere and give treatment
to patients.
Exercise 3
1 The elderly, young and
poor. They don’t have the
resources to get through a
crisis.
2 It was founded in Paris in
1971 to help victims of war,
disease, disasters or poverty.
3 The organisation is neutral
and non-political, so can they
can access sensitive areas.
Exercise 4
1 crisis 2 encounter
3 violence 4 suffering
5 Armed conflict 6 aid
agencies 7 famine
8 disaster relief
9 negotiate
Exercise 3 • Divide the class into small groups to Don’t forget! There is additional mixed-
• Ask students to compare their answers do their research, making sure they have ability vocabulary practice on page 131.
in pairs before doing whole-class access to the internet.
feedback. • Ask groups to present their organisation Exercise 7
Exercise 5 to the class. • You can find the teaching notes for the
• Ask students if they know of any • Ask students which organisation they’d next part of the lesson on page 151.
similar Polish organisations that work like to work for.
Further practice internationally.
Workbook page 100
126 Unit 8
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Exercise 6
1 Never have I seen such
poverty.
2 Under no circumstances
should people starve.
3 Not only should aid focus
on addressing poverty but
also the cause of poverty.
4 Rarely have I experienced
real hunger.
5 No sooner had information
about the crisis been
reported than donations
were flooding in.
Exercise 7 e 5.23
The agency was set up to
send food packages from
America to Europe in the
aftermath of World War II.
Now it’s one of the largest
global aid organisations
combating poverty.
Exercise 8
1 In no way was it originally
intended as a long-term
venture.
2 Not only did they provide
food aid but also medical and
educational aid.
3 One thing that has proved
successful is CARE’s model for
cooperative microfinance.
4 Rarely have people in
these communities had
access to finance before.
5 At no time in the cycle of
the loan does the money
leave the local community.
6 No sooner has the
entrepreneur paid back their
loan than your money is
credited back to you.
Exercise 1 Exercise 3 conflict, not the Exercise 4 hospital is the medical

1 All 1 It was food parcels ordinary people. 1 One place where aid supplies from DWB.
2 The people that they brought, not 4 It was last week agencies are working is 4 The people who kept
3 One organisation medical supplies. that the food parcels Afghanistan. the hospital open were
4 What 2 It was in 1971 that arrived, not yesterday. 2 The thing that makes the local doctors.
5 It is, that the organisation 5 It’s my mum who many disaster situations 5 The thing that creates Further practice
6 A place where started, not 1981. works with DWB, not much worse is poverty. the most suffering is Grammar booster
3 It is the politicians my dad. 3 One thing that that armed conflict. page 151
that I blame for the has really helped the Workbook page 101
Unit 8 127
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Exercise 1
They are both community
projects.
Exercise 1 Exercise 5 e 5.24 • Check students’ ideas, then give

• Divide the class into same-level pairs to • Tell students that this is an Extended them more time to complete the task
discuss the questions. Matura-style task. Tell them to underline individually before checking in pairs.
Exercise 2 key words in the sentences and then give Differentiation
• Ask what students think about the them three minutes to identify where in Ask students to rank their answers:
Further practice project and if they think a project like this the text the answer might be. They don’t one tick = It’s a guess,
Workbook page 102 would work in their own towns to solve need to find the exact answer at this two ticks = I’m not very sure,
issues faced by young people there. point. three ticks = I’m 100% sure this is correct.
Culture video: Sport
for kids
128 Unit 8
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Exercise 4
Both provide safe, affordable
spaces for disadvantaged
children, both are inclusive
and both have received
official recognition.
Exercise 7
1 remarkable
2 appealed to 3 restricted
4 excluded 5 official
6 sports facilities
7 emphasis 8 accessible
9 unaffordable
10 unofficial network
11 stability 12 impact
Exercise 6 e 5.26 Exercise 9 Then group the class into mixed-level

Differentiation • Ask the class: What are teenagers pairs to discuss their answers and plan
Tell weaker students to choose six interested in nowadays? How can we their projects. Finally, join three pairs
words that they are interested in and encourage young people to be more active? together and ask them to take turns
check their meanings. Divide the class What makes young people get involved in presenting their project.
into mixed-ability groups to share their activities and clubs? • Students should listen and respond
answers. • Give students time to prepare their politely before deciding which project
answers individually, in L1 if necessary. they would be interested in joining.
Unit 8 129
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Exercise 2
1 extinction and endangered
species 2 epidemics
3 equal international
development
Exercise 3
1 ensure survival of species
2 increase global health
3 improve internet access
Exercise 6
Speaker 1: Rule 2
Speaker 2: Rule 4
Speaker 3: Rule 1
Speaker 4: Rule 3
Exercise 7
1 Liverpool 2 Glasgow /
Edinburgh 3 Cardiff /
Swansea 4 Belfast
5 West Country
Exercise 8
1 supporting disabled crew
members on a sea voyage
2 giving money to CARE
International
3 helping the homeless
4 a community allotment
Exercise 2 e 5.27 Exercise 7 e 5.29 Exercise 9 e 5.30

Audio script page 195 • Ask students about different accents in Differentiation
Poland and get them to give you a few Give weaker students a copy of the
Exercise 6 e 5.28 examples of the differences in regional audio script to support them. Stronger
Audio script page 195 pronunciation. students make notes about each
Audio script page 195 speaker to help them make their choice
Exercise 8 e 5.30 and then discuss with their partner.
Further practice
Workbook page 103
130 Unit 8
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Exercise 2
She / He can see both
the advantages and
disadvantages of the power
station and thinks there
should be a compromise.
Exercise 3
Sentences starting
On hearing … and
However …
Exercise 4
1 introduces the main theme
of the essay
2 presents the negative
effects of climate change
3 presents the arguments for
the proposed power station
4 restates the arguments
and gives a conclusion
Exercise 5
Paragraph 1: At no time in
history …, On hearing of
plans …
Paragraph 2: One aspect
… (that) we can’t deny …,
The simple truth is …
Paragraph 4: It’s (dialogue)
that’s needed, not (protest).
Exercise 6a
Educational value and social
impact
Exercise 3 Exercise 6b Exercise 7

• Before they do the activity, ask students • Ask students to write a first draft. • Read the Check your work points. Ask
what they think is the purpose of a thesis Remind them that they shouldn’t worry students to make any changes to their
statement. about accuracy at this stage but should first draft before rewriting it.
Exercise 6a instead concentrate on getting their ideas • They swap essays with a partner,
• Ask a few students what their initial onto paper. underline any errors and write one thing
reaction is to the project. Ask: How will they liked and one thing to improve.
it help? What are the advantages and Further practice
disadvantages? Workbook page 104
Unit 8 131
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Exercise 1
1 Founded 2 Walking
3 Having been 4 having
5 Given 6 taking
7 breaking 8 Built
Exercise 2
1 would I have expected
such
2 are we supplying shelter
but
3 no time have I
4 have I come across
5 was Paris where
6 thing they need most
7 sooner had the UN left
8 no circumstances should
Exercise 5
1 relief 2 unaffordable
3 network 4 remarkable
5 violence 6 agencies
Exercises 1, 2, 3, 4 and 5 • Tell students that they cannot move • After each group has completed an
• Divide the class in same-level groups onto the next exercise until you have exercise, they give one of their books to
of four. Tell them they are going to work approved the previous exercise and all another group, who look, compare and
together in their groups to complete each corrections, if necessary, have been made. circle any mistakes or change their own
exercise. Explain that each student in the • There is no time limit for the activity; work if any answers are different and they
group must complete the exercise in the the focus is on students working together. believe the other group’s answers are
book and that they should work together Monitor groups as they work together correct. The groups call you over for a final
Further practice so that they all have the same answers. and make a note of any common errors. check before doing the next exercise.
Workbook page 105
132 Unit 8
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The How to learn vocabulary Workbook On the board, write the following In order to use nominalisation
lesson for Unit 8 gives practice in noun sentences: The rapid increase in effectively and successfully, it is
phrases. Explain that using complex student numbers is causing concern. The important that the students can form
noun phrases and nominalisation helps rise of the planet’s temperature is a result the correct noun from a verb. Suggest
to create variety in writing and prevents of global warming. Ask students to that they review parts of speech and
repetition. highlight the nominal phrases. affixes and keep a record of verbs and
their noun forms. Further practice
Workbook page 106
Unit 8 133
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Exercise 1 Exercise 3 Exercise 4 e 5.35
Differentiation • Tell students to underline the key • Play the audio for the students to write
Encourage students to underline the information that they need to listen for in their answers before comparing with a
parts of the text that correspond to the each option. partner.
answers. In pairs, they check and agree • Tell them to think in pairs about • Play the audio again for them to check.
on their final answers. different ways they could say these key Audio script page 196
points.
Further practice
Workbook page 107
134 Unit 8
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Exercise 3
A present perfect
B past simple passive
C present perfect
D past simple
E past simple passive
Exercise 5
1 me a hand
2 the other hand
Exercise 6
1 an open mind
2 apologised for
3 invited us to stay
4 to be made aware

• Ask students if the exercise is about • Tell students to look back at Lesson 5.9 • Tell students to plan the essay fully,
grammatical construction or vocabulary to review topic sentences. including the topic sentences.
(vocabulary). • Divide the class into mixed-ability pairs • Encourage them to look back through
• Ask students how they could record to write the topic sentences. the unit for useful vocabulary and phrases
these types of phrases in their vocabulary in the unit and to review opinion essays in
notebook (in a group of phrases featuring Lesson 8.9.
the word hand).
Unit 8 135
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Exercise 1
love, be into, don’t mind,
don’t like, can’t stand, hate
Exercise 2
1 doing sport 2 travelling
3 hanging out with friends
4 studying 5 dancing
6 chatting online
7 listening to music
8 playing computer games
9 shopping 10 cooking
Exercise 4
1 was over the moon
2 get on my nerves
3 feeling down
4 cheer him up
5 hooked on snowboarding
6 remarkable story
7 unexpected twist
8 driving us crazy
9 ridiculous idea
10 memorable day
Exercise 7
1 a science genius
2 a natural
3 a gifted
4 born to be
5 in a class of his own

• Before students do the exercise, divide • Divide the class into mixed-level pairs to Differentiation
the class into groups of four. With books compare their sentences and to see if they To challenge stronger students, ask
closed, give students two minutes to can find one thing they have in common, them to cover the phrases in the box
write as many activities and interests as in terms of their likes and dislikes. and see if they can complete the text.
they know. They then check to see if any Then they uncover the phrases to check.
of their activities are the same as in the
Further practice pictures. Exercise 7 e 2.03
Workbook page 108 Audio script page 196 Audio script page 196
136 Vocabulary booster
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Exercise 1
I am … competitive,
enthusiastic, honest, patient,
physically fit, quick to learn
I am good at … dealing
with people, following
instructions, taking the
initiative, working under
pressure
Exercise 4
Personality: aggressive,
mature, sensitive, single-
minded, wise
Reactions / interests:
absorbed in, distracted by,
overwhelmed by, passionate
about
Exercise 5
1 single-minded
2 sensitive 3 passionate
about 4 absorbed in
5 (not) mature 6 wise
7 overwhelmed by
8 aggressive 9 distracted
by
Exercise 7
1 get into something
2 get a kick out of
something 3 get to grips
with something 4 go crazy
5 get your teeth into it
6 go too far 7 go off
something 8 go through
the motions 9 go
overboard 10 get it
Exercise 8
1 get into 2 go crazy
3 got a kick out of
4 got to grips
5 getting my teeth into
6 go off it 7 get it
8 go too far
9 going through the motions
10 go overboard

Differentiation Audio script page 196 Mixed ability
Arrange students into groups of four. Differentiation Write the Polish translations of the
Tell students from each group to swap Weaker students choose five of the words on the board. Ask students how
all their personal statements with phrases, look them up in a dictionary they might say them in English.
another group. The groups look at the and then do the exercise.
personal statements from the other
group and decide who they think would Further practice
be best for the job. Workbook page 109
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Exercise 1
1 has a crush 2 go out
3 get on 4 well 5 split
up 6 get back together
7 were in love
Exercise 4
Agreeing: see eye to eye, be
on the same wavelength (as
somebody)
Starting an argument: have a
bone to pick, lock horns
Ending an argument: have
the last word, offer / accept
an olive branch
Not taking sides: let bygones
be bygones, sit on the fence
Exercise 6
1 an olive branch
2 the last word
3 the same wavelength
4 sit on the fence
5 lock horns
6 bygones be bygones
7 bone to pick
8 eye to eye
Exercise 1 e 2.20 Exercise 4 e 2.21 Mixed ability

Audio script page 196 • Ask students if they know any Polish Divide the class into pairs and tell them
idioms for the same categories. to write a Polish idiom, in Polish, on a
Exercise 2
Audio script page 196 piece of paper. They swap with another
Differentiation pair, who write the English translation
Divide the board in half and write the underneath. The original pair check the
first and second part of the phrases translation.
Further practice on different sides of the board. Ask
students to match the words.
Workbook page 110
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Exercise 1
1 breath: H
2 fit: G
3 diet: F
4 junk food: A
5 cut down: E
6 stamina: D
7 flexibility: B
8 strength: C
9 weight: I
10 confidence: J
Exercise 3
1 anxiety 2 burnout
3 to-do list 4 internal
monologue 5 addiction
6 regret 7 mental health
problems 8 wellbeing
9 depression
10 constantly 11 good
mental health
Exercise 6
They are opposites.

Audio script page 196 • Before students do the exercise, write Audio script page 196
on the board the suffixes -ty, -sion, -tion,
Exercise 2 -ive and -ious. Mixed ability
Differentiation • Ask students to tell you words using Divide the class into mixed-level groups.
Arrange weaker students in groups each suffix and write them on the Tell the groups to make up a short story
of four. Give them time to prepare board. Elicit how the suffixes change the of no more than 200 words using six of
their answers. Allow them to use L1 meaning. the words from Ex 6.
Further practice
if necessary. Ask stronger students
to come up with some reasons why Workbook page 111
exercise may not be good for us.
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Exercise 1
1 under pressure
2 frustrated 3 cope with
4 challenges
5 determined 6 discipline
7 confidence 8 convinced
Exercise 3
1 trailblazer 2 make
people aware 3 admire /
look up to 4 mentor
5 show leadership
6 inspire 7 positive
influence 8 positive
impact 9 looked up to /
admired 10 fighting …
injustice
Exercise 4
1 a sports star, who I’ve
always looked up to
2 with injuries in
3 but he was determined
4 to make people aware of
his problems
5 are honest about the
challenges they face
6 shows real courage and
leadership
7 inspire us to think
positively
8 confidence in ourselves
9 have a positive impact
Exercise 5
Positive: renowned, eminent,
prominent
Neutral: high-profile,
legendary
Negative: infamous,
notorious, scandalous,
disreputable

Audio script page 196 • Students read the email, ignoring the Audio script page 196
Polish translations, to get a general idea
Exercise 3 of the meaning and to think about what Exercise 6
Differentiation information is missing and how to say it • In mixed-level groups, students take
Weaker students look back at Lesson in English. turns to make sentences about a celebrity
3.1 on page 38 or their vocabulary • Students then compare their ideas with without saying their name. The group has
notebooks to refresh their memories the Polish translations and choose their to guess who it is.
Further practice
about role models and trailblazers best options.
Workbook page 112 vocabulary.
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Exercise 2
People: athlete, coach, player
Places: court, field, ice rink,
pool, stadium, track
Equipment: ball, bat, helmet,
knee-pads, racket, stick
Exercise 4
A banned substances
B gender inequality
C sponsorship deals
D ordinary spectator
E aspiring athlete
F corruption scandal
Exercise 6
Noun phrases: arbitrary rules,
ground rules, the golden rule,
unwritten rules
Verb phrases: abide by the
rules, bend the rules, enforce
the rules, establish the rules

Audio script page 196 Audio script page 196 Mixed ability
Exercise 5 Exercise 7 Students face each other in two lines
• Ask students what information they and discuss each statement with the
Differentiation person opposite. The student at the
should include in the first paragraph and Weaker students choose four
write a guide on the board, for example: end of one line moves to the other end
statements. Stronger students write so everyone is opposite a new partner.
Eye-catching headline / Introductory one more statement. Divide the class
sentence / Main points of the story. Repeat. Further practice
into same-level pairs to compare their
• Ask students to suggest a first rankings. Workbook page 113
paragraph for the photo in Ex 6.
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Exercise 2
1 compact 2 (an) urban
3 quirky 4 studio
5 Charming 6 rural
7 narrow lane 8 spacious
9 high-rise 10 practical
Exercise 4
1 lifestyle choice
2 affordable 3 abandoned
4 facilities 5 tenants
6 landlord 7 restore
8 office block 9 occupy
10 references
11 guarantees
12 obligations
Exercise 5
1 anywhere affordable to live
2 moving into an empty
office block
3 if the landlord is looking
for other tenants
4 facilities like a kitchen and
showers
5 can get a reference
6 a strange lifestyle choice
7 occupying an abandoned
building
Exercise 6
1 E 2 C 3 B 4 F 5 G
6 D 7 A
Exercise 7
1 mortgage 2 first-time
buyer 3 relationship status
4 household income
5 monthly outgoings
6 deposit 7 terms and
conditions

Audio script page 196 Differentiation Mixed ability
Exercise 5 Tell stronger students to choose four Arrange students into two mixed-ability
of the words and to write an example groups of buyers and estate agents
Mixed ability sentence for each one. to do a roleplay. Each group thinks of
If students are having difficulties with questions to ask before they roleplay in
the exercise, give them the seven Audio script page 196 pairs. They swap partners and repeat.
Further practice missing English phrases to match to the
Polish.
Workbook page 114
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Exercise 1
1 internship, apprenticeship,
work experience 2 fees,
application form 3 campus
4 certificate, degree
5 professor, undergraduate,
candidate 6 tuition, course
Exercise 3
1 do an apprenticeship
2 take out a loan 3 spend
a fortune 4 apply for
funding 5 get a
scholarship 6 Taking a gap
year 7 get a part-time job
Exercise 6
1 documentation
2 exaggerate 3 admission
4 supervisor 5 intake
6 halls of residence
7 prestigious
8 acceptance
Exercise 7
1 exaggerate
2 Prestigious
3 acceptance
4 documentation 5 halls
of residence 6 intake
7 supervisor 8 admission
Warm up for Exercise 1 e 3.24 Exercise 5 Exercise 6 e 3.25

• On the board write education and ask • Have a class discussion about the Audio script page 196
students to suggest words related to the process of applying for university and for
topic. Ask them if any of the words they jobs. In same-level pairs, students write Mixed ability
came up with are in the box in Ex 1. three important pieces of advice they Call out the Polish translations for words
Audio script page 196 would give to younger students in Poland. from the lesson. In mixed-ability groups
the students race to say the words in
English.
Further practice
Workbook page 115
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Exercise 1
1 challenging 2 live
abroad 3 The job involves
4 effort 5 achievements
6 Full-time 7 candidates
8 work experience 9 CV
10 personal statement
11 interviews 12 hire
13 part-time
14 qualifications 15 wages
Exercise 3
1 emigrate 2 settle
3 apply for a visa 4 on
offer 5 growth industry
6 be competitive in the
labour market 7 be flexible
in your approach
8 established 9 prospects
10 take a risk
Exercise 5
1 minimum wage
2 annual leave 3 suffer
from discrimination
4 maternity / paternity leave
5 flexible working hours /
flexi-time 6 overtime
7 shift work 8 freelancer /
contractor
Warm up for Exercise 1 e 4.04 Exercise 2 Exercise 4

• Ask the students to read the job Differentiation Mixed ability
adverts, ignoring the gaps. In groups of four, students read Tell students to imagine that they want
• Ask them which job they would be another group’s statements and decide do a year’s work experience in the USA.
interested in applying for and why. how relevant they are and whether In mixed-level pairs, they write notes in
Audio script pages 196–197 they would call the applicant for an the two columns, then compare with
interview. They write their feedback on the ideas in Ex 3.
Further practice the statement.
Exercise 5 e 4.05
Workbook page 116
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Exercise 1
1 start-up 2 product
3 make a loss / make a profit,
supply / demand
4 customers, entrepreneurs,
suppliers 5 business plan
6 advertising
Exercise 3
1 run 2 get 3 control
4 bills 5 off 6 make
7 purchases 8 non
9 spending
Exercise 5
1 exchange rate 2 market
rate 3 index 4 cost of
living 5 transaction
6 fixed rate 7 currency
markets 8 indicator
Exercise 6
1 cost of living
2 exchange rate
3 indicator 4 fixed rate

Audio script page 197 • Write the words from Ex 3 on the board Differentiation
and tell students to close their books. Weaker students work in pairs to write
Exercise 3 Divide the class into mixed-level pairs. their sentences. Stronger students write
Differentiation Say one of the words and the pairs race to similar sentences to those in Ex 6 and
Stronger students tell their partner make a connection. swap them with their partner to answer.
about some of the activities in the Exercise 5 e 4.07
exercise they have done, for example: Further practice
Last week I bought three non-essential
items. Workbook page 117
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Exercise 1
1 fossil fuels 2 climate
change 3 landfill site
4 throw away 5 recycle
6 reduce packaging
7 pollution 8 consume
energy 9 waste water
Exercise 2
1 renewable sources,
hydroelectric power
2 carbon footprint,
consumption
3 deforestation, endangered
4 dispose of, reused 5 raw
materials, limited resources
6 energy crisis, supply
7 alternative fuel
Exercise 3
1 biodegradable
2 compostable 3 carbon
neutral 4 single-use
5 low-impact
6 sustainable
The odd one out is single-
use because it describes
something that has a
negative impact on the
environment.
Exercise 4
1 biodegradable
2 sustainable
3 compostable
4 carbon neutral
Warm up for Exercise 1 e 4.25 Exercise 3 e 4.26 Exercise 4

• Show students a variety of photos Audio script page 197 Mixed ability
depicting environmental issues – for To avoid students guessing, tell them
example, deforestation and polluted Differentiation
Ask stronger students to justify why to underline any unknown words in the
rivers – and discuss the issues as a class. product descriptions and to use any
• Ask: What are some solutions to these they chose their odd one out. In pairs,
ask them to discuss the positive / resources they have to find the meaning
issues? How can we help? What do you before they do the exercise.
think is the biggest threat to our planet? negative impact of each issue on the
Further practice environment.
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Exercise 1
1 memory stick 2 wireless
mouse 3 external hard
drive 4 anti-virus program
5 touchscreen
Exercise 2
1 transfer photos 2 click
on an icon 3 back up files
4 protect software
5 interact
Exercise 4
1 distance learning
2 replace workers, be made
redundant 3 significant
innovation, artificial
intelligence
4 revolutionise transport,
automatic updates
5 virtual reality, alternative
career 6 be innovative,
stay relevant 7 increase
efficiency
Exercise 6
Developing a product:
market research, preliminary
sketch, source materials
Improving design: identify
defects, operational
prototype
Identifying customers:
market research
Finding suppliers: market
research, source materials
Marketing: market research,
promote core message
Starting to sell: product
launch

Audio script page 197 Mixed ability • Give students time to read through the
Before doing the exercise, dictate the sentences individually and tick the ones
Exercise 3 they agree with and make notes about
first part of each collocation. Students
Differentiation write the second word. They check why they agree with them.
Group weaker students into pairs to answers in mixed-level pairs. • Divide the class into mixed-level pairs to
choose three gadgets and to write discuss their choices.
sentences to describe them. Then join Exercise 6 e 4.28 Further practice
two pairs together. Each pair reads out
their sentences for the other pair to
guess.
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Exercise 1
1 opera 2 concert
3 novel 4 exhibition
5 musician 6 compose
7 artist 8 street performer
9 book-signing
10 orchestra
Exercise 3
1 production
2 masterpiece
3 Keep an open mind
4 contemporary
5 live-streamed
6 subject matter
Exercise 6
1 flat 2 sophisticated
3 simplistic 4 profound
5 subtle
2, 4 and 5 are positive

• Ask the students if they have been to Mixed ability Differentiation
any events recently, what they were and Ask students to find events and Weaker students prepare notes about
what they enjoyed about them. performances in their town. Stronger a film, play or book. Stronger students
• Ask the class which event they think students help weaker students prepare questions to ask. Students then
sounds most interesting and why. formulate their ideas in English. ask and answer questions in mixed-level
Audio script page 197 pairs.
Further practice Exercise 5 e 5.10
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Exercise 1
1 in the centre
2 perspective 3 on the
right 4 focus on 5 bright
colours 6 on the left 7 in
the background 8 in the
foreground
Exercise 3
1 vocal 2 striking
3 convey 4 protest about
5 mindless 6 provide an
insight 7 neutral
8 make … statement
Exercise 5
1 depict 2 metaphor
3 abstract 4 symbolic
5 figurative 6 cliché
7 interpret

• Show the students a few different Mixed ability • If you have access to the internet, tell
contemporary and old works of art and Write the words on the board. students to do some research about
ask them to describe them, saying which Students discuss their meanings in their artist and make notes. They use the
ones they like and why. mixed-level pairs. Allow them to use biography of Frida Kahlo as a model for
Audio script page 197 L1 to encourage weaker students to their own writing.
participate. Exercise 5 e 5.12
Audio script page 197 Further practice
Workbook page 121
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Exercise 1
1 homeless 2 addiction
3 binge-drink 4 poverty
5 gang 6 unemployed
7 vandalise 8 scam
9 mugger 10 isolated
Exercise 3
1 diverse 2 getting
involved 3 integrated
4 tolerant 5 break down
stereotypes 6 welfare
7 refugees 8 collaborative
effort 9 worship
10 respectful
Exercise 4
1 do some volunteering
2 get involved in 3 diverse
groups of people 4 local
kids, old people or refugees
5 more integrated in society
6 collaborative effort
Exercise 5
1 economic migrants,
job-seekers, long-term
unemployed
2 displaced people,
economic migrants
3 single-parent families,
young parents
4 elderly residents, retired
people
Warm up for Exercise 1 e 5.31 Exercise 4 Exercise 5 e 5.32

• Ask students to tell you some social Differentiation Audio script page 197
issues that their own town faces and Ask stronger students to write a reply to
make a list on the board. Exercise 6
Lina, saying what they like and don’t like • Have a class discussion about the
• Tell them to cover up the definitions about her project idea and telling her
and to discuss with a partner the different ethnicities there are in Poland
when they can meet up to check it out. and how difficult or easy it is for different
meanings of the issues in the wordpool
before they match. ethnic groups to integrate.
Further practice
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Exercise 1
1 avalanche 2 earthquake
3 landslide 4 hurricane
5 flood 6 national election
7 protest 8 strike
Exercise 3
1 crisis, armed conflict
2 aid agencies, negotiate
3 disaster relief, famine,
suffering 4 encounter,
violence
Exercise 5
the old, the young, the
disabled, the isolated or
lonely
Exercise 6
NATO: North Atlantic Treaty
Organisation
UNGA: United Nations
General Assembly
IMF: International Monetary
Fund
EFTA: European Free Trade
Association
IOC: International Olympic
Committee
Exercise 7
1 NATO 2 UNGA 3 IMF /
IOC 4 EFTA 5 IOC / IMF
Exercise 8
1 The United Nations
General Assembly
2 The International
Monetary Fund
3 The International Olympic
Committee
4 The North Atlantic Treaty
Organisation
5 The European Free Trade
Association

Audio script page 197 • Tell students to review articles by • Ask students what each organisation in
looking back at Lesson 4.6 and the Ex 7 does, using L1 if necessary.
Exercise 4 Grammar booster on page 144.
Differentiation Exercise 7 e 5.34
In pairs, weaker students choose two of
the statements and discuss their ideas,
in Polish if necessary, to prepare for the Further practice
discussion. Divide the class into mixed-
ability groups to discuss the statements. Workbook page 123
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152 Grammar booster
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154 Grammar booster
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156 Grammar booster
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Warm up for 1.2 • Divide the class into mixed-level pairs
• On the board, write these rules for the to complete the gaps with either past
past perfect simple and the past perfect perfect simple or past perfect continuous.
continuous: We use ___ (past perfect Mixed ability
simple) to talk about an event or activity Divide the class into mixed-level pairs
that happened before another past event to do the 1.2 exercises so that stronger
and ____ (past perfect continuous) to talk students help weaker students.
about an activity that lasted for a certain
period of time before another past event.
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Exercise 1
1 We’d been standing
2 haven’t seen 3 had been
watching 4 hadn’t been
living 5 I’d already done
6 other people had already
got there.
Exercise 2
1 had had 2 had been
running 3 had known
4 I had been looking
5 had promised 6 hadn’t
realised
Exercise 3
1 had been travelling
2 hadn’t been training long
3 had only answered
4 had woken up
5 had been dancing for ages
6 had been a postman
Exercise 1
1 used to 2 didn’t use to
3 Did he use to 4 used to
5 would / used to 6 lived
Warm up for 1.6 • Group students into mixed-ability pairs Mixed ability
• On the board, write the following to discuss the difference in meaning Divide students into mixed-level groups
sentences: I used to be a keen reader when between the two sentences (1 used to for to do Ex 2. This enables weaker students
I was a child. I would always have a book in a past situation, 2 would for a past habit to analyse and work out the rules for
my hand. or activity). themselves. You could allow students to
use L1 to facilitate this.
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Exercise 2
1 E 2 B, E 3 A
4 C 5 D 6 C
Exercise 3
1 would always try
2 use to get / be distracted
3 used to do
4 used to drive
5 didn’t use to be
6 would go to
Warm up for 2.2a and 2.2b 4. Things that people think are real or It’s sunny today, he can’t be cold. (2)
• Write the following headings on the expect to happen He must be worried about something. (2)
board for students to copy: • Dictate these sentences for students to • Students compare their answers then
1. Something that is possible now or in the write under the correct heading: check with the Grammar booster page.
future The exam should be quite easy. (2)
2. Something we strongly believe or we When I finish, I’ll be able to relax! (3)
think is generally true He might be cold, or he may be ill. (1)
3. Something that will be possible in the It’s supposed to rain later. (4)
future
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Exercise 1
1 mustn’t 2 You’d better
not 3 You’re not supposed
to 4 must 5 ought to
6 don’t have to
Exercise 2
1 You mustn’t eat in class.
2 You ought to try our ice
cream.
3 Most people should do
more exercise.
4 You’re supposed to put
your books back before
leaving the library.
5 You need to pay for the
school trip by 21 March!
6 You’d better not take a
form if you’re not in the
school play.
Exercise 3
1 Will Sam be able to come
to the party?
2 It shouldn’t take a long
time to see the doctor.
3 I won’t be able to do the
maths test today.
4 Could dad still be at work?
5 Do we have to stay at
home all week?
6 Dan might not bring his
new DVD to school.
Exercise 1
1 can’t have 2 must have
3 needn’t have 4 can’t
have 5 wasn’t supposed to
6 ought to have listened
Exercise 2
1 might have been
2 could have got
3 shouldn’t have taken
4 were supposed to give /
have given us
5 ought to have gone
6 couldn’t have heard
Mixed ability Warm up for 2. 6 a child crying next to a toppled bicycle, a

Divide the class into same-level pairs • Show students some photos and ask group of students cheering.
for them to work together through the them what they think happened just • Encourage students to use past modals,
exercises at their own pace. before the photo was taken. Try to include for example: They might have missed the
photos that have clues and some that are train. They must have had an accident. He
more speculative – for example, someone could have fallen off his bike. They could
standing on an empty station platform, have just graduated.
someone standing next to a crashed car,
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Exercise 3
1 3 2 6 3 2 4 5 5 4
6 1
Exercise 1
1 to inform 2 playing
3 to bring 4 learning
5 watching 6 hiding
Exercise 2
1 sitting 2 to lock
3 to get 4 go 5 writing
6 Helping
Warm up for 3.2 4. I remembered locking the door. game of tennis. 2: I already said she was
• On the board, write the following I remembered to lock the door. selfish / I’m saying now that she’s selfish.
sentences: 5. I forgot meeting her at the event. I forgot 3: I couldn’t eat them / I tasted them.
1. I stopped playing tennis at 3 p.m. to meet her at the event. 4: I remembered that I’d locked it in the
I stopped to play tennis at 3 p.m. • Divide the class into mixed-level groups past. / I didn’t forget to lock it. 5: I didn’t
2. I regret saying she was selfish. I regret to to discuss the differences in meaning remember that I’d met her. / I arranged to
say she is selfish. between the pairs of sentences. meet her but I forgot.)
3. I tried to eat the insects. I tried eating the (1: I finished playing / I finished
insects. something else I was doing to start a
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Exercise 3
1 admitted taking
2 refused to let
3 recommended seeing
4 offered to help
5 avoid going
6 never remember
Exercise 1
1 nowhere 2 slightly
3 comfortable 4 even
5 least 6 roughly
Warm up for 3.6 Mixed ability

• Divide the class into two teams. Ask if there are any students who feel
• Say an adjective or adverb – for that they need to review advanced
example, healthy – and tell students to comparatives before they do the
come up with the longest comparative exercises. Students who want to review
sentence that they can. The first team to form a group. Refer them back to Unit 3,
write the longest (correct) sentence on Lesson 3.6.
the board wins a point.
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Exercise 2
1 nearly 2 even
3 slightly 4 difficult
5 just 6 nothing
Exercise 3
1 relaxed 2 quietest
3 reasonable 4 healthiest
5 harder, better 6 talented
Exercise 1
1 will have gone 2 will be
driving 3 will have been
studying 4 be reading
5 have received it 6 have
changed
Exercise 2
1 ’ll have been going
2 will have finished 3 will
be using 4 will have been
travelling 5 will be lying
6 ’ll have got
Warm up for 4.2 Mixed ability Say a grammatically incorrect sentence

• Say these sentences starters one by one: On the board, write the tenses: with that tense. If students can correct
This time tomorrow … By next year … By Future continuous (25 points) / Future it, they get the number of points
5 p.m. today … By next month… Students perfect simple (50 points) / Future perfect assigned.
take turns to finish the sentences so that continuous (100 points). Then wipe off the category and the
they are true for them.
Group students into two teams. The first second team plays.
team chooses a tense.
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Exercise 3
1 ’ll have been playing
tennis 2 ’ll be living
3 won’t have finished eating
4 will have been married
5 won’t have done 6 Will
you have finished
Exercise 1
1 the people 2 the
Netherlands 3 shoes (no
article) 4 the Alps
5 a use 6 the car keys
Exercise 2
1 F 2 D 3 C 4 B
5 A 6 E
Exercise 3
1 much 2 a little
3 a bit 4 many
5 a few 6 enough
Warm up for 4.6 I’ll probably have to get (a) part-time job Warm up for 5.2
• Read the following text and say ‘beep’ to pay for (the) degree. In (–) America, • Label three chairs present simple passive,
instead of the words and gaps in brackets. (–) university is for (the) rich. I might work past simple passive and future passive.
Students shout out the missing words (if as (a) tutor for (–) high-school students, • Students take turns to sit in a chair and
any). I’ve been accepted at (a) university and I hope to apply for funding from (the) use the construction to make a sentence.
on the other side of (the) Atlantic, in (the) university, too. Ask the rest of the students to correct any
United States! It’s in (–) Boston. It’s one grammatical errors.
of (the) most famous universities in (the)
world! I’m going to do (a) degree in Physics.
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Exercise 1
1 will be 2 Was 3 been
4 was sent 5 was awarded
to 6 be available
Exercise 2
1 has been stolen
2 won’t be awarded
3 were given
4 are being repaired
5 has been given
6 will be sent the letter by
the students in Class 6
Differentiation Warm up for 5.6 (The rules have been explained to you five
Underline the errors in Ex 1 for weaker • Play noughts and crosses with the times.)
students. In pairs, stronger students following verbs: explain, present, send,
write two more incorrect sentences to design, repair, award, discover, invent.
swap with another pair to correct. • Students each choose a verb. Say
a tense for them to make a passive
sentence using the tense you give them,
for example: explain and present perfect.
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Exercise 1
1 is 2 are 3 be 4 to
5 It 6 have
Exercise 2
1 was stolen from the
2 will have been invented
3 should have been cleaned
4 our seats had been taken
5 cannot be lifted by
6 is known to be good
Exercise 1
1 D (1) 2 E (2) 3 A (1)
4 C (2) 5 F (0) 6 B (0)
Exercise 2
1 you won’t get into trouble
2 I’d go to the
3 it takes many years
4 he played in the match
5 the temperature reaches
6 I’d tidy your room
Exercise 3
1 though 2 Supposing
3 provided 4 if 5 unless
6 condition
Warm up for 6.2 • Assign students a letter from A to C and Mixed ability
• Divide the class into three mixed- tell all students with the same letter to sit Once students have completed the
ability groups, A–C. Assign each group together. In their new groups, students exercises, divide the class into mixed-
a conditional tense (first, second, third) explain their rules to each other. ability groups of six and ask them to
and tell them to refer to Unit 6 and write check their answers together.
a summary of when the conditional
and form are used. For example: First
conditional. We use the first conditional to
describe a real or probable future situation.
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Exercise 1
1 had played, you have won
2 had done, have got
3 had given, have gone
4 had grown up, you have
been
5 had received, have known
6 had done, you have
applied
Exercise 2
1 (past) C (present)
2 (present) A (past)
3 (present) F (past)
4 (past) B (present)
5 (past) D (present)
6 (past) E (present)
Warm up for 6.6 • The next student uses the second half
• Ask students to sit in a circle in groups of the sentence to write a new if clause.
of eight with a piece of paper each. He or she then folds the paper to hide the
• Say a sentence starter, for example: If I previous sentence, so that only the new
was the president, I … . Students complete if clause is showing, and passes it to the
the if clause. They fold the paper so the if person on their right.
clause cannot be seen and pass it on their • This process continues until the paper
right. makes its way back to the original
students.
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Exercise 3
1 had spent
2 had reminded
3 hadn’t forgotten
4 hadn’t spent
5 would, have bought
6 had / hadn’t told
Exercise 1
1 told 2 saying 3 said
4 told 5 told 6 said
Warm up for 7.2 • Group students into mixed-level pairs

• Write the following direct-speech to change the sentences into reported
sentences on the board: He said, ‘I’ve speech. Tell them to check their answers
finished my job interview.’ She says, ‘I’m against page 148.
waiting for the bus now.’ He said, ‘I’ve been
here for ten minutes.’ He says, ‘I might get
the job, but I can’t be sure.’
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Exercise 2
1 she lives in Bristol
2 Dad had gone to the shops
3 to pass the salt
4 she might have left the
keys at home
5 would give them a hand
with that box
6 she would give it to the
teacher for me
Exercise 3
1 I’d done 2 the next day
3 told me that / said that
4 would give 5 it wasn’t
raining 6 were
Exercise 1
1 announced 2 offered
3 denied 4 apologised
5 congratulated
6 suggested
Differentiation Warm up for 7.6

Tell weaker students to read the • Tell students to work in pairs or small
sentences in Ex 2 and discuss with groups. With books closed, make direct-
their partner which tense the reported speech statements (use those in the
speech statements need to be in before Grammar boxes). The first group to give
they do the exercise. you a correct reported statement with an
appropriate reporting verb (for example,
explain, agree, suggests, congratulate)
wins a point.
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Exercise 2
1 accused me of taking his
2 thanked me for giving her
3 apologised for not going
4 recommend going to / that
I should go to see
5 agreed to go to
6 promised (that) she
wouldn’t forget
Exercise 1
1 (participle clause) C
2 E (participle clause)
3 F (participle clause)
4 A (participle clause)
5 B (participle clause)
6 (participle clause) D
Exercise 2
1 C 2 C 3 B 4 A
5 C 6 B
Warm up for 8.2

• Divide the class into two teams. Ask one
student from each team to come to the
board together. Say the base form of a
verb. The first student to write the correct
past participle wins a point for their team.
Repeat.
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Exercise 3
1 This is the man selling ice
creams at the festival.
2 Having finished my
homework, I went to the
cinema.
3 My friend found a picture
lost more than five years ago.
4 There are some students
studying in that room.
5 Having heard that
new song, I wouldn’t
recommend it.
6 Having been built, your
new house will be really big.
Exercise 1
1 What 2 One / The 3 It
4 All 5 What / All 6 The
Exercise 2
1 was last weekend that /
when Dan gave Ella some
flowers
2 It was Sam who / that
crashed the car into a tree
3 was a new phone that Ben
got for his birthday, not a
bicycle
4 was Barbados that
Gemma and Ella went to, not
Bermuda
5 Theo forgot was his
homework
6 Susanna got rid of was her
old car
7 you need to buy is a new
computer
8 you should find is your
passport
Mixed ability Warm up for 8.6

Divide the class into mixed-ability pairs • On the board, write the following
to do Ex 3. Ask weaker students to tell sentence: Sam bought a new laptop
stronger students how they would last week.
change the sentences. Then, stronger • Ask students to work in pairs to write
students say how they would change it the sentences in three different ways with
and discuss their answers. different degrees of emphasis. They then
check against page 151.
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Exercise 2
Motivations: Family when she
was younger. A mountaineer
she met at university. Proving
women could climb as well
as men. To be the first Polish
climber to reach the summit
of Everest.
Obstacles: She had to
overcome the challenges of
difficult climbs, the fact that
she was a woman and people
doubting her abilities.
Exercise 4
Spread her wings: To spread
your wings means to use
your abilities to do new and
exciting things.
Having her head in the
clouds: To have your head
in the clouds means to
daydream / live in a fantasy
world.
Baptism of fire: A very
difficult first experience of
something.
It only poured salt on the
wound: To pour salt on a
wound means to make a bad
or difficult situation even
worse.
Having her head in the
clouds is the pun because
it has a double meaning:
she literally had her head
in the clouds when she was
climbing mountains, and
figuratively her only thoughts
were about climbing.

• Write the title Reaching new heights on • Before the class does the exercise, • Ask students what they think about
the board and ask students what they arrange students into mixed-level pairs Wanda. Ask: What do you think was her
think the text might be about. Ask if they and ask them to write three questions most important achievement? What was
know any famous mountaineers and if that they would like answered about her biggest challenge? What adjectives
they have heard of Wanda Rutkiewicz. Wanda Rutkiewcz. Tell students to would you use to describe her? (ambitious,
read the text to see if it answers their single-minded, brave)
questions.
172 Extensive reading
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Exercise 4 Differentiation Exercise 5a
• Ask students what figurative language Give weaker students the meanings of • Divide the class into mixed-level groups
is (words or phrases that have a meaning the phrases to match. In pairs, stronger to write the questions. Tell them to think
different to their literal one). students think of a different situation about the following themes – gender
• Refer students back to the title of where they could use each of the issues, equipment, environmental issues,
the article and ask what the figurative phrases – for example, someone leaving current records.
meaning is (achieving greater things). home to go to university (spreading
their wings).
4120517 Vision TB4.indb 173 23/04/2020 10:03

Exercise 2
1 He grew up in a
multicultural community
where lots of different
languages were spoken.
He was multilingual at
the age of 14. He felt
misunderstandings were
often due to language
barriers between people.
2 He would probably feel
disappointed that Esperanto
isn’t more widely spoken
but understand that at
least there was a common
language in which people
can communicate.
3 Kiel vi fartas? – How are
you?
Ĉu vi pensas, ke vi ŝatus
kuniĝi kun ili? – Would you
like to join the Esperanto
community?
Exercise 1 country or met a tourist in their town. Ask: Differentiation

• Before students do the exercise, write What can you do to help break through a Allow weaker students to choose one of
the title Breaking through the language language barrier? (mime, use a translation the statements and work with a partner,
barrier on the board. Ask students if they app, ask a friend to mediate) in L1, to prepare their answers. Then
have had any language barrier problems tell them to find another partner and
and what happened – for example, discuss with them the statements they
when they were on holiday in a foreign chose.
4120517 Vision TB4.indb 174 23/04/2020 10:04

Exercise 2 Differentiation Exercise 5
• Tell students to look up the meanings Stronger students write a topic sentence • Ask students why they would or
of the Esperanto questions using a for a second paragraph of their choice wouldn’t like to learn Esperanto and
translation website. and compare it with their partner’s make a list of their answers on the board.
Exercise 4 before comparing it with the text. They choose one reason why they would
• Before students do the exercise, ask and one reason why they wouldn’t like
what a topic sentence is. They could to learn the language to use in their
look back at Lesson 5.9 to review topic paragraph.
sentences if necessary.
4120517 Vision TB4.indb 175 23/04/2020 10:04

Exercise 2
They would all be on the
right of the diagram.
Exercise 3
1 His writing was
controversial and critical of
the Polish government. His
work was censored in Poland
so he moved to France. His
most famous book was
about life under totalitarian
regimes. This won him the
Nobel Prize, which resulted in
Poland accepting him back.
The new democratic system
of Poland is often credited to
his writings.
2 It meant he couldn’t live
in Poland because he was
disliked by the communists
in power at the time.
Exercise 4
It’s well written, informative
and balanced.
Exercise 5
A But let’s not jump ahead.
B not knowing that the most
meaningful moment in his
career and life was just about
to come.
C Encouraged by that
success,
D Unfortunately (or
fortunately, depending on
your point of view),

• Ask students to compare their diagrams • Focus students’ attention on the photo Differentiation
with a partner and justify their opinions. and ask if they know who the figure is Weaker students write five questions
and what they know about him. Ask what about Czesław. They read the text to see
the quote says about Czesław’s attitude if they can answer them and research
to poetry (it’s for social and historical any unanswered questions on the
comment). internet.
4120517 Vision TB4.indb 176 23/04/2020 10:04

Exercise 6 Exercise 7
Mixed ability • As a class, brainstorm some Polish and
In small groups, students search for international protest singers and artists
a quotation in Polish. They discuss and make a list on the board. Ask students
its meaning, paraphrase it and make if they know what each of them protests
notes on its meaning in English about.
before comparing it with the English • They research in same-level pairs, then
equivalent. give their presentations in small groups.
4120517 Vision TB4.indb 177 23/04/2020 10:04

178 Irregular verbs
4120517 Vision TB4.indb 178 23/04/2020 10:04

Audio and video Lesson 0.2, Page 5, Ex 5 e 1.07
Karl Well, here’s my RED-S journey.
Presenter Time and money
Speaker place of work,
Lesson 0.4, Page 7, Ex 6 and 7
e 1.14
scripts In my early twenties, I got into apprenticeship, internship, Ben Who’s the text from?
running. I started training hard, and cooperating, working together, Valerie Mum. Oh no!
Introduction I was losing weight gradually. When
I had lost a bit of weight, my times
working hours, working conditions,
salary, wages
Ben What’s up? Is everything OK
with Mum and Dad?
Lesson 0.1, Page 4, Ex 3 e 1.03 improved, so I worked hard and Valerie Yes, except … they’re
Presenter Sea and coast Lesson 0.3, Page 6, Ex 7 and 8
lost a bit more. Then it became an e 1.11 coming home early! Mum says if
Speaker sea, coast, ocean, bay, cliff, obsession. By the end of 2018, after the traffic isn’t bad, they’ll be here
iceberg, island Daisy It feels great to have finished
a year of dieting and training I had our exams. How did you do? in about an hour.
Presenter Fresh water systems lost 30% of my body weight, and Ben The kitchen! The dishwasher
Speaker river, lake, waterfall Tom Pretty good, I think. And I’m
I was pushing myself harder and so glad they’re over and I can enjoy is full – and we haven’t taken the
Presenter Land features harder every session. It’s a thing rubbish out!
Speaker mountain, coast, forest, the summer. I’m going to kick back
that all sports people do, isn’t it? and have a lazy few months. I might Valerie And the living room! You
rainforest, beach, valley, hills, rocks, We are trained to dig deep and give said you would tidy up and hoover
cave, desert, island, wood even go on holiday. I definitely
it everything, but I had gone too far. won’t be working hard! I’m going to when your friends left, but you
Lesson 0.1, Page 4, Ex 7 and 8 Then, one day, I realised I could have the best summer imaginable! didn’t!
e 1.04 hardly get out of bed. I just didn’t Do you have any plans? Ben Oh no! And I forgot …
Dani OK, so are we happy about have the energy. I had pushed Daisy Well, I’m not going to have a Valerie What now?
what we’re doing over the next few myself too hard. I know that now. lazy summer; I’m going to be quite Ben I also said I would mow the
days? But that day, I hadn’t realised the busy. When you’re relaxing next lawn if the weather forecast was
Russ Yeah, I think so. The crabs seriousness of the problem. I went week, I’ll be starting an internship good. If Dad decides to have a
have started moving, so this to the doctor for some tests, and with Ferrari. barbecue this evening, he’ll be
afternoon I’m filming them leaving the results were … scary. Tests Tom Wow! That sounds so cool. disappointed.
their burrows in the forest. showed my body had lost almost What will you be doing? Valerie Right! We need a plan! I’ll
Dani Remember the live all its energy reserves. And my Daisy It’s a full-time position for do the kitchen if you do the living
transmission starts at 7 p.m., so bones were so weak … I was in two months. I’ll be working with room.
make sure you’re all set up and my early 20s and I had bones like the marketing team. Ben OK. OK! Where’s the hoover?
ready by then. someone in their 80s. My body was Tom So you won’t get to drive one! Valerie Don’t panic. If you panic,
Russ Yeah, and the show ends at exhausted. It was shutting down. I Daisy I doubt it – I don’t have a everything gets worse!
8 p.m., so I should be back here by can tell you now, that was the worst licence! But I might get to sit in Ben Right. Don’t panic. Hoover the
eight o’clock to do some editing. day of my life! But I pulled through. one. At my interview they said living room. Valerie! The hoover is
Dani After you’ve finish editing, we And I’m getting better! that part of the job will be to broken!
can all get something to eat. Lesson 0.2, Page 5, Ex 6 and 7 work together with the design Valerie Oh, Ben … If you plug it in,
Russ Sure. I think the restaurant e 1.08 and communication teams on it works!
closes at 10 o’clock so I should have And since that day, I have been promotional photos for a new car. Ben Ha ha! Oops. Hey! I’ve got an
plenty of time. working with Layla and other Tom That is so cool! I wish I was idea. If we check the traffic app,
Dani We can’t be out too late, young athletes to tell people about going to spend my summer we’ll know how long their journey
though. I have to be up early in the the dangers of training too hard. working at Ferrari! How did you get will take.
morning to pick up the four-by- I’ve always been keen on sports, that job? Valerie Good idea! Where’s my
four. The car hire place opens at and I understand why people Daisy Well, when I’ve finished phone? OK, if I type in the name of
eight. want to train hard, but we have to studying and have got the the hotel, it will show me the route.
Russ So tomorrow are you moving learn to train safely. RED-S is still qualifications I need, I want to work Wow!
the equipment? a relatively unknown condition, in marketing, but it’s not easy to Ben What? What?
Dani Yes, then our first shoot but it’s serious, and people need get a job without some relevant Valerie Chill out! Look! The traffic
tomorrow afternoon is at the road. to know that they are putting experience of the marketing is terrible. If this is right, it will take
We’re meeting the rangers at two themselves at risk. It’s particularly industry. So I was looking online them hours to get home.
o’clock. common among runners, cyclists for a marketing job I could do over Ben Let me look … Three hours!
Russ Right – to film the red river of and dancers, but it can affect sports the summer, and when I saw Ferrari Cool!
crabs flowing over the tarmac! That people in all disciplines. We need to advertising I just had to apply! Valerie Wait – what are you doing?
will look great! take our health seriously. Tom That will look great on your Ben Chilling out. We’ve got hours.
Dani Remember we want to be I’ve been studying sports nutrition, CV! It’ll really stand out. Any future Lesson 0.5, Page 8, Ex 3 e 1.16
ready when they start walking too. Sports nutrition is about much employer will be impressed you 1
onto the empty road, so as soon as more than just cutting out the junk worked for Ferrari! I’ll be on holiday Presenter Three problems with
you see them coming near, start food and fizzy drinks. It’s about while you will be working hard, but travelling
filming. giving your body the energy it I’m jealous! I might not have the Speaker miss a connection, get
Russ And when the first one walks needs to do what you’re asking it to best summer imaginable after all! lost, get cancelled
onto the road I’ll zoom right in for a do. I’ve learned the hard way, but Daisy I’m really excited. It’s going
close-up shot. 2
I am determined to help others to to be brilliant. But I’m sure you’ll Presenter One way to travel
Dani The road will be a good avoid my experience. have a good summer too, Tom!
background for a close-up. I must Speaker hire a car
Lesson 0.3, Page 6, Ex 3 e 1.10 According to the weather forecast,
remember to bring the big zoom it’s going to be hot! That’s good 3
lens! That reminds me: next week, Presenter People Presenter Three things you can do
Speaker employer, candidate, beach weather. You’ve worked hard
when we film by the sea, will you for your exams; you can take time to prepare
need the waterproof camera? intern Speaker book tickets, download an
Presenter Getting a job to relax.
Russ Yes, I think it would be a good Tom Hmm … I might just go app, travel insurance
idea to have one just in case. Can Speaker work part time, apply for a
job, work experience, develop skills, online, actually. Which websites 4
Rebecca bring it? were you looking at? Presenter One thing that you need
Dani That’s a good point. Her plane working together
Presenter At work Lesson 0.4, Page 7, Ex 3 e 1.13 for the country you’re visiting
lands at 3.00 p.m. on Wednesday. Speaker local currency
That will be faster than shipping it. Speaker full-time position load the dishwasher, tidy up, wash
Presenter Education and up, do the ironing, walk the dog, 5
Russ Great. Let’s get going! Presenter An action that you do
experience clear the table, take the rubbish
Lesson 0.2, Page 5, Ex 3 e 1.06 Speaker qualifications, relevant out, put away clothes, mow the repeatedly while travelling around
Speaker diet, junk food, fizzy experience, get an interview, CV, lawn Speaker get to (a destination)
drinks, raw fruit, vegetables, full-time education
protein, fats, carbohydrates, calories
Audio and video scripts 179
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Lesson 0.5, Page 8, Ex 8, 9 and
10 e 1.17
their parents and grandparents.
They have grown up with gadgets
Operator 2 Is it possible to speak to
the boy whose ankle is hurt?
Unit 1
Hey guys! It’s Trina here. Signing in that earlier generations didn’t even Girl Um, not right now. He’s kind Lesson 1.1, Page 12, Ex 3 r e
for this week’s podcast and travel dream of. But can today’s young of … distracted. 1.27
update. OK, thanks for all your people recognise the technology Operator 2 OK. Help is on the way. OK. Um, hi! I’m Toby. So, welcome
comments on my latest blog! It was that their parents grew up with? Stay on the line and I’m going to to my new channel! Right. This is
great to hear from so many people In a recent study 2,000 children ask you some more questions. my first video, and today I want to
who are planning exciting trips this and young people aged between tell you a story. No! Wait! It’s great.
Lesson 0.8, Page 11, Ex 3 e 1.25
year! Several of you asked for more six and eighteen were shown In fact, it’s a remarkable story!
Speaker makeover, hairstyle, hair
tips, so I’ve come up with a few examples of old technology to find Listen – you’re going to love it. It
dye, ear piercing, tattoo, cosmetic
more! Here goes: out if they knew what it was for. has an unexpected twist!
surgery, fake tan, false nails, shaved
One: Cut back on tech. Seriously! I Here are some of the answers. Five OK, so this is me. I like lots of things,
head
know we all love our gadgets, but billion floppy disks were sold every but I really love skateboarding
the more you take with you, the year in the early 1990s. Today, more Lesson 0.8, Page 11, Ex 7 and 8 – and I rock! Yeah … well, I’m
more you risk losing. You don’t have than half the kids had no idea what e 1.26 OK, right? But the point is, I love
to give tech up totally, but leave the a floppy disk is, but some of them Anita Hi, Jess? I’ve got some doing it. I’m completely hooked
expensive camera and the laptop at identified it as the Save icon on the exciting news! I can’t wait to tell on skateboarding. I take my
home and use your phone instead. computer. The pager was up next, you! board everywhere, and basically,
Two: Plan! Do your research before but 86% of the children couldn’t Jess Ooh – that sounds exciting! whenever I can, I hang out at the
you go, and find out as much as recognise this gadget, although What’s going on? skate park with my friends.
you can when you are there. Check they are still used in hospitals. The Anita Well, you know Jack and I Enter my little sister. I know what
timetables when you’re setting off same was true for teletext – only have been together for six months? you’re thinking: ‘Aw, a sweet little
on day trips and make sure you 14% of the children knew what it Jess Yes, sure. I remember he asked sister,’ right? Wrong! One day,
know what time the last bus or was. The majority had no idea what you out after my birthday party. she had been watching me and
train goes back. In fact, I suggest this service was. What’s up? Don’t tell me you’ve had my friends, and she decided she
you wear a watch! That way, if your Interestingly, the music cassette another argument. wanted to try skateboarding. No
mobile battery runs out, you still was unfamiliar to nearly half the Anita No, not an argument. We’ve way! That’s my thing! But if you
know the time. children, but 75% recognised the decided something! We’re going to have a little sister, you may know
Three: Once you’ve made a plan, record player – perhaps because get matching tattoos! that they can really drive you
tell someone you trust. Drop a vinyl is becoming popular again. Jess Matching tattoos? Anita, have crazy! I tried everything. I tried to
WhatsApp message to your mum, At 63%, nearly two-thirds of the you thought this through? pretend that girls don’t skate. What
or let the hostel know where you’re children recognised video tapes, Anita Yes, I’ve had this design in a ridiculous idea that was! I told
going and when you think you’ll but for 37% it was a total mystery. mind for weeks. It’s really cool. I’ve her she’d get hurt; that didn’t work,
get back. That way, if something Finally, the object that 83% of done a drawing. Hang on – I’ll send either!
goes wrong, people will be looking the children recognised was the you a photo. Finally, when she’d been bothering
for you sooner rather than later. typewriter. A large majority of the Jess I don’t mean the design. I me for ages, I gave in and let her
Four: Don’t count on others. It’s fun children knew it was a machine for mean the whole idea. Don’t you come along. Actually, I also knew
to hang out with new friends, but writing. think you ought to wait? that her best friend had moved
not everyone is reliable! Don’t rush Anita Wait? I don’t know what you away and she had been feeling
Lesson 0.7, Page 10, Ex 6 e 1.22 mean. You have to be 18, don’t you?
into plans that you’re not happy down, so … although she can
Speaker: accident, dial, operator, So I’m old enough.
with. Although you may feel like really get on my nerves, I wanted
police, fire service, location, Jess Well, yes. You are. And I mean,
you’re missing out, there will be to cheer her up. We hung out with
paramedics, hang up, first aid, I like Jack and everything, but six
other opportunities to have fun! my friends. I showed her some cool
hospital, ambulance service, months isn’t a long time – and a
Five: Finally, look out for your tricks and then, because I was tired
call back, get cut off, get into tattoo will last a lifetime!
friends. If you are travelling in a and she had been bugging me all
difficulties, injured, pick up Anita … but so will our love.
group, stick together! Watch out day, I let her have a go.
for one another in busy places and Lesson 0.7, Page 10, Ex 7 and 8 And anyway, I can always have it OK. Remember when I said I
wait for each other when you’re on e 1.23 removed. rocked? Well, the thing is, this girl
the move. Make sure you all know Operator 1 Hello. Emergency Jess Oh, wow. Do you know how can skate! OK, there were some
how to get in touch if one of you Services Operator. Which service do much that costs? I think you’d hilarious mistakes and some epic
gets separated. You can download you require? better do some more research. fails. Er, that was me. Anyway, I had
apps that help you find people, so Girl An ambulance! I need an Anita OK, hang on … tattoo imagined she might try it and then
that you can easily rejoin the group ambulance! costs … Oh, that’s expensive leave me alone, but honestly, she’s
if you do get separated. Operator 1 OK. Thank you. I’m Jess Yes and that’s just the tattoo. a natural! She had never skated
OK, I think that’s it for today! I don’t connecting you to the service Now look up the cost of removal. before that day, but she picked it
want to freak anyone out, telling which you requested. Anita OK, I’m doing it now. Hmm. up like she was born to do it. And
you about all the terrible things Girl Right. Oh. Right. Yes. Wow. OK, that’s more than I since that memorable day, my
that might happen. It’s a wonderful Operator 2 Hello. Ambulance expected. annoying little sister has just got
world out there, and the vast service. Is the patient breathing? Jess You see? I mean, I love the better and better. If she keeps this
majority of people that you meet Girl Yes … they are. design, and it’s really romantic and up, she’ll soon have sponsorship
are friendly and honest. Travelling Operator 2 What’s the location that everything, but … I think you ought deals as well as prizes. I’m so proud
can be a fantastic experience, you are calling from? to think twice before doing it. of her. OK, I’m just a tiny bit jealous.
and with preparation and a bit of Girl Um. I’m at the place where the Anita Perhaps you’re right. But This was my thing, remember. But
planning, you can stay safe. Safe accident happened. It’s the skate what am I going to tell Jack? seriously, I am mostly just super
travels, everyone! park on Green Road. Jess Well, you know he’s saving up happy for my talented little sister.
Operator 2 And what’s the number for a scooter. You should just tell So, there you go. That was my story
Lesson 0.6, Page 9, Ex 3 e 1.19 that you’re calling on? him how expensive it’s going to be! today! Cool, huh? So what can you
Speaker anti-virus programme, Girl Right, er … 07332 456 789 Anita Well, but … that’s so do? I bet you have a talent! Don’t
external hard drive, laptop, memory Operator 2 Thanks. Now, can you unromantic. forget to share your stories in the
stick, music app, on demand TV, tell me about the incident that Jess OK, well then you should think comments! And if you haven’t
printer, smartphone, the internet, you’re calling about? of something else instead. Can you already subscribed, click here to see
wireless headphones, wireless Girl It’s an accident. A skateboard get matching rings or something? more cool and inspiring stuff! Until
mouse accident. Two kids have had a crash Anita Yes, that’s a good idea. next time … be cool!
Lesson 0.6, Page 9, Ex 7 and 9 on the skate ramp.
e 1.20 Operator 2 OK. Are they conscious?
Presenter Events
It’s a well-known fact that children Girl Um, yes, they are, but one of
Speaker memorable day,
and young people are often more them is badly hurt. I think he might
remarkable story, unexpected twist
confident using technology than have broken his ankle.
180 Audio and video scripts
4120517 Vision TB4.indb 180 23/04/2020 10:04

Presenter Responses and feelings strong people skills and links to use to go camping or go on school Interviewer Yes, the word I hear
Speaker be over the moon, cheer career and personal success. Think trips, and if a friend invited me to a lot is anti-hero. Can you explain
someone up, drive (someone) about the people you know. Do sleep over at their house, I would that for our listeners?
crazy, feel down, get on someone’s you know someone who is a good find an excuse not to go. Then one Ava Sure. Well, the anti-hero – or
nerves, hooked on (something), listener? Someone who seems to day I joined a club at school. It was anti-heroine, I suppose – is the
ridiculous idea understand how you’re feeling and a nature club and we used to do character who we can identify as
Lesson 1.2, Page 13, Ex 6 and 7 who offers good advice? Are they lots of interesting things. We would the book’s protagonist – the main
e 1.29 a good decision maker? Someone study insects and animals, and character. But he or she is not
OK, so today was pretty amazing! who considers a situation carefully, learn about their habits. But then completely good or completely
But it didn’t start well. We went but also trusts their instincts to help one day, we got a letter to take bad. An anti-hero is a character full
to a skate competition, and it was them make good decisions? These home. It was about a nature walk of conflicts.
miles away. We had got up at five people are showing signs of high in the local forest. At night. I was Interviewer But to be a hero, even
in the morning and we were all emotional intelligence. terrified! But I was also determined an anti-hero, they must have some
really tired, and when we’d been Put simply, emotional intelligence to go! That night I was so nervous – good characteristics, to make them
travelling for about two hours is the ability to recognise emotions I was worried I would be too scared different from the villains, right?
Charlotte suddenly started to and feelings and to understand the to go. The walk started while it was Ava Yes, and anti-hero is not a bad
look worried. Mum stopped the effect that they have on you and on still light, and – of course – it got or malicious person. They may be
car and we checked and realised other people. Looking in at yourself, darker and darker. But the funny in a difficult position due to their
that Charlotte had forgotten her recognising your own emotions, thing is, I didn’t notice. I was totally life circumstances, so they may
board. Epic fail there, sis! Well, we and the effect they have on your absorbed by the spiders, and birds have loyalty to someone who is a
had already gone too far and we behaviour and your interactions. and all the fascinating animals villain, but they basically have good
couldn’t go back and get it, so we Looking out at other people, we were seeing. And from then motivations, and they try to do the
decided to carry on and see what understanding both the effect of on, I wasn’t scared anymore! After right thing, even if sometimes they
happened. your emotions upon them and that, my friends and I would spend do it in the wrong way.
We were at the registration desk, recognising their emotions to help hours in the woods, waiting to see Interviewer OK, that’s interesting.
and we’d been waiting for ages to you to understand why they may a fox, or a badger. We would go And which is your favourite type of
sign up to explain the situation to be behaving in a certain way. It may on camping trips and stay out all character to write? Because I must
someone when a young woman sound like a pretty basic human night with our notebooks and our say, some of your villains are rather
came over. She had noticed that skill, but it is so important for all our cameras. I wouldn’t say I’m wise interesting, too!
Charlotte was looking sad and she human interactions and all those now, but I’m more mature, and Ava Well, thank you. Yes, I love
wanted to help. Charlotte explained situations where we have to work when I look back on how scared I writing a good villain. I think they
that she’d forgotten her board. with others and be part of a group used to be, I wish I could tell myself have to be believable, you know?
She was disappointed because or society. Which, when you think that it was all in my head! I’m much But I do think the anti-hero is
she had been training really hard. about it is most of the time! High more confident now, and I don’t where my heart lies. I love the
She’d heard there might be some emotional intelligence is important have to make up excuses not to go complicated psychology of an
important people there, and this in building and maintaining out after dark! anti-hero, and I like the fact that
was a really important day. The relationships with others, and Lesson 1.8, Page 20, Ex 2 and 3 you can really surprise your reader.
woman just smiled. She said, ‘You’re also in managing your own e 1.39 It’s an interesting game, creating
Charlotte Amis, right?’ It turned out internal identity – self-awareness Interviewer Well, I’m pleased to a character with real human flaws
she had been watching Charlotte’s can help us manage stress, cope welcome a special guest to the and difficulties.
videos on YouTube, and she had with negative emotions, and feel programme today, we’re going to Interviewer Well, if your latest story
wanted to meet her! The woman comfortable inside our own heads. spend some time with the writer is anything to go by …
was a talent scout from one of the You can start to see why it might be Ava James, who has just won a Lesson 1.8, Page 20, Ex 7 and 8
big teams. She arranged for my a useful skill! And the good news is, prestigious short story prize for e 1.40
sister to borrow a board so that she you can learn it! her story ‘The Remarkable Truth’. 1
could take part in the competition. Lesson 1.4, Page 15, Ex 5 e 1.32 Welcome to the programme, Ava. When I was little, I was obsessed
We watched the whole Well. We can see two young Ava Thank you! with Spider-Man. I had watched
competition, and it was really cool, women. They appear to be on Interviewer Well, the remarkable all the films, but it was the comics I
but by the time it was Charlotte’s holiday. Maybe it’s their gap year. It truth is, Ava, you’re currently only was totally hooked on. I would read
turn the skaters had been getting looks like they’re lost – the woman 21, and yet you are already being them over and over – and drive my
better and better and the tricks on the left is pointing at a map and considered a serious writer and family crazy telling them all about
they were doing were harder and she’s shouting at the other woman, someone to watch for the big the adventures of Peter Parker,
harder. I knew Charlotte had been so I’d say she seems to be pretty literature prizes in the near future. and how he became Spider-Man.
practising, but I was pretty nervous. angry. In fact she’s really losing her Ava Well, it’s kind of you to say so! I wanted to be like him so much!
Finally, it was her turn. Mum and temper. We could assume that it’s Let’s see what happens! One day my mum found me with a
I were on the edge of our seats. It the other woman’s fault, but we Interviewer OK – well, that’s a jar of spiders. I had been collecting
was only when she finished that don’t really know that. The other very modest answer! Now, your them all day. I had picked each one
I realised I had been holding my woman looks really sad. She looks stories are getting a lot of attention up, and hoped that it would bite
breath the entire time! It felt good as if she is going to cry. This is really because of the characters, what me, so that I could become like my
to breathe! She went out there and not the best way to deal with the would you say about that? hero! Needless to say, it didn’t work,
made us proud! We were over the situation! They should try to discuss Ava Well, I suppose it’s because and Mum made me release them
moon! their situation calmly. But it might I don’t write the classic hero and all at the bottom of the garden.
Lesson 1.3, Page 14, Ex 2 and 3 be too late for that. They really need heroine – the good guys – versus Looking back, I’m not sure that I
e 1.30 to calm down. You might think that the classic villains – the bad guys. thought about it too much. Peter
Everyone has heard of IQ, the test other people passing by would My characters tend to be a bit Parker is lonely and he doesn’t
score that indicates a person’s level notice her shouting at her friend. more complex than that. I read a have a great life, but he does get
of intelligence. A high IQ score Lesson 1.6, Page 17, Ex 6 and 7 lot when I was a child, and I used to be Spider-Man! And he was the
suggests strong learning ability and e 1.35 to get frustrated with characters first real teenage superhero. He
often links to academic success. I used to be really afraid of the dark. in some of the classic stories. I just represented teenagers and their
But have you ever thought about I mean, really afraid. I would sleep felt that were too simplistic. So I concerns in the 1960s. I guess that’s
your EQ? Since the mid-1990s with the light on, and I drove my started watching people in real pretty cool.
scientists and psychologists have brother crazy asking him to check life, and I find myself wondering 2
been increasingly interested in under the bed. I know lots of kids about how people’s characters have A couple of years ago, me and my
the idea of emotional intelligence are scared for a while, but then they developed. Because really, most brother read the Witcher stories
and the effect it can have on our get over it. Not me. I was terrified people aren’t completely bad or by Andrzej Sapkowski. We were
lives, our careers and our personal for years. It sounds silly and maybe completely good. We all have flaws, hooked on them and we would
relationships. High EQ reflects not important, but it meant I didn’t and weaknesses. It’s what makes us get totally absorbed in the world
interesting.
4120517 Vision TB4.indb 181 23/04/2020 10:04

of Geralt of Rivia as he hunted keep my music quiet, and I can 6 I remember thinking I must be as about things that happen. It’s
monsters on the continent. We binge-watch my favourite series good as her! normal to feel bad for a while if bad
played the computer games, in bed if I want to! But somehow, 7 He doesn’t need to do anything things happen.
and even used to have the board I think I might miss her. Me and at home. Six: Don’t be afraid to talk about
game! We were over the moon Keira are only a few years apart, 8 We have to! We’ve shared a room your problems with the people
when they made the TV series. My so we’re often seen as a unit ‘the for the last ten years! you’re closest to. Ask someone you
brother always thought he would girls’. That can be pretty annoying, Lesson 2.2, Page 25, Ex 5 and 6 trust for help, advice and support if
like to be like Geralt – passionate if I’m honest, because we’re quite e 2.09 you need it.
about his objectives in life, single- different! Yeah, we’ve got a brother Lisa I just got a long message from Lesson 2.3, Page 26, Ex 5 e 2.11
minded and not distracted by too, but he’s much younger, and we my sister, Keira, who is at university. 1 setbacks
the petty arguments of others. tease him and tell him he’s spoiled. It sounds like she’s having fun, but 2 define you
Personally, I prefer Ciri. She’s quite He doesn’t need to do anything I think she must be feeling a bit 3 deal with
a complicated character – you at home. He does have his uses, homesick. I know it can be tough in 4 trust
could say she’s the anti-heroine. though, because if anyone can the first few weeks. She wrote a lot 5 get through
Not only is Ciri a girl warrior, but by persuade Mum to do something, about missing our room – and even 6 self-esteem
becoming a witcher she is breaking like get a takeaway pizza for dinner, missing Finlay. She can’t possibly 7 accept the fact
conventions by doing things that it’s Fin. He’s our secret weapon! remember how annoying our little 8 unavoidable
girls are not meant to do. I don’t Anyway what was I saying? Ah, brother is! – Just kidding, Fin! I told 9 build resilience
think I want to be quite as mean yes! Keira is the oldest. She’s a high her she should join a club – that 10 surround yourself
and aggressive as she is though! achiever and she works hard. She’s way she’ll meet lots of people.
pretty responsible, she’s smart and Lesson 2.4, Page 27, Ex 4, 5 and
3 Anyway, it turns out she’s joined the 6 e 2.12
A character I really love is Katniss level-headed and I think she should athletics club, and she’s going to an
do really well at university. Beata It’s such a shame that Tasha
Everdeen from the Hunger Games event this week, and Usain Bolt is can’t come to London with us.
trilogy. I had seen all the films Then there’s me – the middle child. going to be there. Usain Bolt! He’s
Actually, I read somewhere that Katy I know! She must be gutted.
before I realised that they were a superstar. I told her get a photo Have you spoken to her?
based on books – then I went back we’re supposed to be the attention with him – or get his autograph, so I
seekers. Beata No, I haven’t. I tried to call,
to the beginning and read all the really hope she’s able to ask him. Fin but she must have switched her
books, and they’re even better. Anyway, I’m always trying to keep will go crazy. Anyway, she should
up with Keira. I remember thinking I phone off.
So the character I’m talking about be home for the weekend in a few Katy Oh dear. Perhaps we should
is the girl in the books, really. I must be as good as her! I think that’s weeks, so we can catch up then. I’m
where I get a lot of my motivation call in after school and try to cheer
guess you could say they’re kind sure she’ll have settled in by then. her up?
of extreme coming-of-age novels. from, to be honest! But the thing
is, I’m pretty close to Keira. Of Lesson 2.3, Page 26, Ex 3 e 2.10 Beata Hmmm – I think if she’s not
In the novels, Katniss has to take Have you ever heard the phrase picking up the phone, she must be
part in the cruel, dangerous Hunger course, we fall out with each other
sometimes. She’s forever telling ‘When the going gets tough, the pretty gutted. Let’s do something
Games and she has to be really tough get going’? That’s about nice to surprise her.
tough to survive. I’m not saying I’m me what to do! And just last week
we had a huge row because she resilience. It’s not necessarily about Katy We could buy a card and send
really anything like her, but I think being tough but it is about not it from London?
she’s a great character and really wanted to take my favourite jacket
with her to uni. I was really cross giving up. Beata But then it won’t get there
well written! Resilience is important because until after the weekend.
4 until I remembered it was hers.
Anyway, the point is, we do argue, it helps us to keep going – when Katy Yeah – you’re right. What
My favourite character is a classic. things get tough, we stay on track about if we take her on a virtual
I’m sure he’s one of the most but after a while, we both calm
down and make up. We have to! towards our goals. It helps us trip? We can create a message
famous characters in the world. deal with setbacks and difficult group and send her messages and
He’s short and funny looking and We’ve shared a room for the last
ten years! So, for all we argue and situations and it helps us develop photos, so she feels like she’s with
he’s very, very old. But he’s very, and grow because we can learn us?
very wise! Can you guess who I’m compete – or, well, I compete – it
seems like a really long time until from situations by seeing the Beata Mmm – I don’t know. I think
talking about? It’s Yoda! From the positive side. I’d be trying not to be too jealous.
Star Wars films! Yeah. I don’t want to Christmas! I’m going to miss having
my sister around. Some people find it easier than Seeing us having fun might just
be like Yoda – I mean, I don’t fancy others, but you can learn to be make it worse.
living in a swamp for hundreds of What’s your family like? Do you
wish you had more brothers and more resilient – you can practise Katy But it would let her know
years or wearing the same robe. thinking about setbacks in a way we’re thinking of her?
Well, anyway … But Yoda is a great sisters? Or do you long for some
peace and quiet? Send me some that will help you bounce back. So, Beata Well – that’s true. I guess it
character because he is so wise. how can you build your resilience? might work! If I were you, I’d ask her
He understands emotions and the photos! I’d love to see them! Have
fun, friends! And subscribe! Here are some simple ideas. if she wants us to do that. There’s
negative effects that fear and anger One: When life gets tough or you nothing worse than getting loads
have on people. It might sound Lesson 2.1, Page 24, Ex 5 e 2.07 make a mistake, don’t focus on of messages when you’re missing
silly, but Yoda gives some very good Presenter Interactions the negatives – think about all the out.
advice! We can all be inspired by Speaker calm down, close to, fall things you’re good at. Focus on the Katy Yeah – that’s a fair point. But I
him! out (with someone), talk something positive! really wanted it to be a surprise.
over, make up, give in, leave Two: Think back to times when Beata Well – you know what, I
Unit 2 (someone) alone
Presenter Personality or behaviour
you have experienced problems think the best thing might be to
Lesson 2.1, Page 24, Ex 2 r e before. Remember that you found a plan another trip. It’s not that far,
Speaker attention-seeking, spoiled, way to cope with them, and things and we could just go with a few
2.06 responsible, high achiever, show off
Lisa Hi, I’m Lisa. How’re you doing? improved, even if it was difficult at friends next time. We could order
Thanks for checking out my new Lesson 2.2, Page 25, Ex 1 e the time. some flowers with a card and a
vlog! Hey – here’s my new logo! 2.08 Three: There’s no getting around message about the new trip and
So today I’m thinking about 1 Although I guess she’s supposed it – challenges are a part of a full get them delivered on Saturday.
family and family dynamics. That’s to be coming home for Christmas, and exciting life. But try to look at Katy That’s a nice idea. When I
because it’s all changing around … every challenge as an opportunity. missed the big volleyball game last
here. My sister Keira’s just gone 2 … so I mustn’t throw out her It’s not just a problem but a chance month, I tried to cheer myself up
to university, and I’m not sure stuff or anything. to learn, grow and shine! by thinking I’d be able to go to the
how I feel about that. I mean, it’s 3 But I needn’t keep my music Four: Don’t hang around with next one.
great. I don’t have to share a room quiet, … people who criticise or upset you. Beata Yeah – positive thinking
anymore. Although I guess she’s 4 I don’t have to share a room Spend time with positive people always works for me!
supposed to be coming home for anymore. who like you for who you are. Katy Well, we’d better order the
Christmas, so I mustn’t throw out 5 … she’s smart and level-headed Five: Understand that it’s OK to flowers – the sooner the better
her stuff or anything. But I needn’t and I think she should do really well sometimes feel upset or down to get them delivered when we
at university.
4120517 Vision TB4.indb 182 23/04/2020 10:04

want. Oh – and if you want it to be Lesson 2.8, Page 32, Ex 2 and 3 Boy 2 Really? I didn’t think it was couldn’t turn around and eventually
a surprise, whatever you do, don’t e 2.18 that bad. It was a bit cold at first, got his car stuck between the walls
mention it to Marcie! She can’t keep 1 but then it was OK. on either side of the track. His
a secret to save her life! OK guys. Listen up. We’re nearly at Boy 1 That’s all right for you to say! rushed decision to drive down the
Beata OK – this is great. I think it’s the start of the trail. Please make Boy 2 What do you mean? track resulted in a cold night in the
really going to cheer Tasha up. sure you take all of your stuff out Boy 1 I know you were sleeping OK car when he was unable to get the
Lesson 2.5, Page 28, Ex 4 e 2.14 of the mini-bus and double-check because you were snoring! That’s doors open. Local police have again
1 burnout you’ve got everything you need. why I hardly slept at all! warned locals and holidaymakers
2 good mental health Remember – no mobile phones or Boy 2 What? I don’t snore. to obey the road signs. Now, over to
3 mental to-do list electronic devices! You need to read Boy 1 Oh well then, there must Darren in the weather studio to see
4 constantly the map, and navigate yourselves have been a rhinoceros in the what’s…
5 regrets or anxieties to the checkpoint and on to the campsite last night. That’s the only 3
6 anxieties or regrets campsite where we’ll meet up reasonable explanation! OK, so today on this morning’s
7 internal monologue this evening! You have to do this Boy 2 Ha ha, very funny. You’re kind show we’re talking about the
8 mental health problems independently. We are not allowed of grumpy this morning! Oh look – importance of planning if you are
9 depression or addiction to help you, and you must get there and it’s raining. going to get the best from your day
10 addiction or depression using your own energy. It goes 6 trip to the city. We all like to head
11 wellbeing without saying that hitchhiking is Girl 1 Yuck! This is disgusting. I can’t into the city at the weekend, to visit
Lesson 2.6, Page 29, Ex 4 and 5 against the regulations! All right. eat this! the museums, to take in a show, to
e 2.15 Here we are. Good luck! Girl 2 Well you’d better eat it, or shop, or simply to enjoy a coffee
Alex Hey, Dylan, have you spoken 2 you’ll be hungry later. We’ve still amongst the hustle and bustle.
to Jeff lately? Girl Hurry up! You’re so slow. got a long way to walk today. Whatever you plan to do – planning
Dylan Um, no. I should have called Boy OK, OK! I’m coming. Girl 1 But this is just a bowl of … is the important word. If you only
him last night, but I was finishing Girl Look, I’m sorry, but we Actually, what is it? I can’t even tell have a day to enjoy the city, you
an essay, and by the time I’d estimated we’d be at the campsite what it’s supposed to be! need to know what time attractions
finished, I thought he might have by four o’clock. We have to put Girl 2 It’s porridge. It’s a nutritious open, how to find them, and how
gone to bed. the tents up – and cook, and option with lots of energy. It’s made long it takes to get from one part
Alex Oh. I’ve been trying to call and everything! At this rate, we might of oats and powdered milk. of the city to another. You need to
I can’t get through. not get there before dark! Girl 1 It’s grey. And slimy. know what is on and pre-book for
Dylan Hmmm. He might have left Boy All right! It’s just – Ouch! Girl 2 Yeah. you’re right. It is kind of shows, exhibitions and restaurants.
his mobile at school. Girl What’s wrong? horrible. I crushed up a chocolate Doing some research and planning
Alex I suppose so. It’s just we were Boy I wish I’d worn my old hiking bar and added it to mine. your trip will make the difference
supposed to meet up after school boots. These ones are new and Girl 1 Did it make it better? between a good day out and a
and go to the skate park, but I’ve they’re hurting my feet. Girl 2 Not really – in fact I wish I’d great day out! Now we have a caller
been waiting here for twenty Girl Really? You should have worn just eaten the chocolate bar. on line one with some ideas of
minutes. them for a few days before the Girl 4 Hmmm. I think I’ll do that what to do in London.
Dylan Well he can’t have gone expedition! Here – look. I’ve got instead! 4
home. His stuff is still in the lab. I some plasters in my bag. You can’t Lesson 2.8, Page 32, Ex 6 and 7 Hi, Jamie. This is Ryan. When you
think he’s working on that science just keep on walking. e 2.19 get this message, give me a call. So,
assignment. Boy Thanks – If only I’d thought … 1 um, you know I was going to go
Alex Still? He should have finished 3 Hello and welcome back! Well, take the sightseeing bus trip today
that by now! He was working on it Boy Oh no! today I am thinking about my last then meet you later in town? Well,
over the weekend. Girl What’s up? travel experience, and I can tell you, it didn’t work out as I expected. I
Dylan Yeah, and yesterday before Boy I’ve just hunted through my it just about put me off travelling started the tour, but the bus was
school. entire backpack, and I can’t find it! I for life. Nothing went according to really hot and packed. And that
Alex Hmm. I think he’s getting can’t have left it at home? plan. And I spent weeks and weeks bus tour was so busy with, like, ten
really stressed. He needs to take a Girl What? What are you talking planning every last detail, only to minutes at every attraction. I was
break. about? have it all fall apart. I can’t believe it. constantly looking at my watch!
Dylan Yes. He ought to have come Boy The saucepan! I can’t cook a To give you a summary: My bus was So, when we got off at the river, I
to the lake with us on Saturday, to substantial meal if I have nothing to delayed and I missed my train. My didn’t get back on and just took a
chill out. cook it in! hostel did not have the sea view I walk down the shore. I was sitting
Alex Well, let’s go and get him! Girl Oh. Have you looked in the had booked and despite what the daydreaming with my feet in the
He can’t have eaten anything yet. tent? Someone might have tidied website had said, the hotel was water when some young travellers
I think we should all go and get a up? certainly not just a five-minute walk rowed up in a boat. We got
snack. He can finish his project later. Boy They might have. Did you from the beach. It rained non-stop chatting, and they asked me to join
Dylan Hey, look! He must have bring any cooking pots? for five days and I lost my bag. And them for a picnic. You must come
heard you mention food! Here he is! Girl Well – there’s a frying pan here, that got me thinking … down and meet them. They’re really
Alex Hey, Jeff. You need to take a but that’s all I’ve got. fun! It’s really nice and cool down
2
break. Let’s go and have a burger or Boy If only I’d checked my list again here and we’ll be here all afternoon.
That was Angela reporting from
something! before we set off! And it’s so relaxing just messing
London. Thanks, Angela. And
Lesson 2.7, Page 31, Ex 4 e 2.17 4 about by the river and not really
finally, a story to make us all stop
1 volunteering Guys? Guys! There’s something doing much. Anyway – when you
and think! A holidaymaker was
2 make a commitment in my tent! I think it’s eating my get this, call me back. Bye.
found this morning stuck in his car
3 meet the demands biscuits! What am I going to do! between two stone walls on a steep Skills trainer 1, Page 37, Ex 4 e
4 acquiring a skill They’re my favourite kind – and pedestrian walkway down to the 2.24
5 experiences gained dinner might have been nutritious beach. The man was finally helped 1
6 relevant but it wasn’t very nice Oh! I can’t out by local people who pulled the I took up riding because it was
7 make a difference sleep in there! Hey, get out! Out! Oh car free with a tractor. He admitted something I’d always wanted to do,
8 cause no. It might be in my sleeping bag. that the previous evening he had and after a couple of years I got my
9 loneliness What if it’s a fox? It might bite me! spotted the track and decided to own horse, and it’s been amazing.
10 cut off from Ugh! What am I going to do! I wish I drive down it to the beach. He had I’m not really talking about the
11 isolated hadn’t left the door open. ignored a ‘No cars’ sign, saying that convenience factor; I mean, it’s nice
12 satisfy conditions 5 there was nobody about and he that I can go out whenever I want,
13 substantial meal Boy 1 Wow! What a night! I hardly thought it was only a few hundred but being responsible for an animal
14 nutritious options slept at all! metres to the beach. When the is just so special. You know, I used
15 realistic estimate track became narrow and steep he to be, like, the girl at the back of
4120517 Vision TB4.indb 183 23/04/2020 10:04

the class who never put her hand Lesson 3.2, Page 39, Ex 6 and 7 Lesson 3.3, Page 40, Ex 3 and 5 stressed out at the moment and I
up. But the thing is, when you e 2.27 e 2.28 need to prioritise this. I will make
take on something difficult and Girl That was quite a difficult exam! Mostly As: You clearly have an effort to do the things you’ve
succeed – and looking after a horse Who did you write about in the confidence in yourself and your talked about.’
is a big thing, if you do manage, it last bit? views. That’s great. Make sure you Number 4: Use respectful language.
makes you feel really good about Boy You mean the essay about also take time to listen and give Nobody wants to hear that their
yourself, and you want to take on someone you admire? others space to express themselves. opinion or belief is stupid. Even
new things. Girl Yes. I admire so many people Mostly Bs: You’re passionate and if you think so, find another way
2 – but it was difficult to decide who you believe in your own values. to convince them. If you show
I’ve really enjoyed the last few to choose. It’s fine to express yourself, but respect for someone else’s ideas,
months I’ve spent in the climbing Boy I know, me too. I wrote about try not to be hot-headed. Perhaps they are more likely to do the same
club. Basically, it involves going the person who inspired me to sometimes you need to take a step for yours. And be careful that your
out into the mountains for a day study maths. back. Try to put your emotions to body language is saying the same
or two most weekends, and there Girl Oh. Who’s that? one side and keep a cool head. thing. Rolling your eyes, pulling
are literally hundreds of different Boy Hmm. I hardly dare to tell Mostly Cs: You’re a peacemaker faces or turning away doesn’t show
climbs to choose from, and some you, because it sounds as if I’m and your friends value your laid- that you’re listening respectfully.
of them can be pretty scary. But comparing myself to him! back attitude. But you sometimes Which brings us to …
we always go in the same group of Girl No – go on! That’s what role forget to prioritise your own needs. Number 5: Listen respectfully!
four, and spending that much time models are for. Although you may dread making Don’t just wait until it’s your turn to
together, you start being able to tell Boy OK. Well. I decided to write a fuss, make sure you speak up for speak again. Try to listen to what
what everyone’s feeling, and if you about Stephen Hawking – the yourself when you need to. the other person is saying and
can see that someone is frightened, famous mathematician. He was Lesson 3.3, Page 40, Ex 6 e 2.29 show that you’re thinking about it.
you can be there to support them. studying at Cambridge when he 1 hesitate A discussion – even an argument
The thing is, we all rely on each found out that he had a terrible 2 speak up for myself – should be an exchange of ideas.
other, and when you put your life illness. The doctors didn’t expect 3 emotionally involved Remember, you might be right, but
into other people’s hands, it does him to live for very long. I admire 4 change the subject you might even change your mind!
create a very special bond between him because he refused to give 5 dread It’s not easy to disagree, but
you. up! He struggled to walk and 6 can’t stand sometimes it’s necessary and if we
3 he couldn’t speak after a while, 7 behind my back can disagree respectfully, without
The thing I like about being in and eventually he had to use a 8 propose hurting people’s feelings then
the tennis team is winning. No, computer to communicate, but he 9 challenge we’re a big step closer to finding a
seriously, I’m not actually that continued to study and became 10 risk solution. Thanks for listening! Be
competitive, what I really like one of the greatest mathematicians nice to each other, folks!
of our time! And he encouraged Lesson 3.3, Page 40, Ex 7 and 8
is the time we spend together e 2.30 Lesson 3.4, Page 41, Ex 3 and 5
after the matches we have. They other people, to succeed too. I e 2.31
think that’s why I like him so much. OK, welcome to the afternoon
usually provide us with drinks podcast! And today we are talking 1
and sandwiches and stuff, and I included my favourite quotation
about arguing – having a difference Boy Um, Mum, have you got
it’s just good fun sitting around – Hawking said: ‘However difficult
of opinion – and how we can do it a minute? There’s something I
just chatting and maybe meeting life may seem, there is always
without losing our cool. Yeah, we’ve wanted to have a chat about.
some new people. Don’t get me something you can do and succeed
all been there. It’s easy to lose your Woman Oh. Yes – of course. Are you
wrong, though – I do really like the at.’ I think that’s great!
temper in the heat of the moment all right?
matches as well, especially if the Girl That’s cool! I wrote about a
and say something you regret. And Boy I’m OK. Mum, I’m just a bit
result is really close and you have to scientist, too.
even if you dread arguing, and stressed about school at the
fight like mad. Boy Who’s that?
avoid it by changing the subject, moment.
Girl I wrote about Jane Goodall, the
4 or leaving the room, there are Woman Yes, well you have got
biologist who studied chimpanzees
I used to think of music as a sort times when something needs exams.
in the wild in Africa.
of solitary activity, and I think to be discussed, and the people Boy I know, but I hope you don’t
Boy Are you considering studying
that’s probably because I played involved don’t agree. The thing is, a mind my asking this, but …
chimpanzees, then?
the piano. I mean, I still do, and difference of opinion doesn’t need Woman Go on.
Girl No! Well – not just
actually it’s nice not having to rely to be a conflict. Boy Well, I’ve got homework and
chimpanzees, but I hope to become
on anybody else, and if you want So here are five simple tips to help an exam to study for, and I’m just
a zoologist, and if I could work in
to go and play you can. But then I keep those discussions calm and really tired. Um … What I’m trying
Africa like Jane Goodall did, that
took up the violin, that was three reasonable. Here we go! to say is, would you mind if I didn’t
would be amazing. I admire her
years ago – no, four – and so I got Number 1: Stay calm. This can be do my jobs this week, so I can focus
courage, because she agreed to
to join the orchestra, and it’s just difficult, as we all get emotionally on my schoolwork?
go and work in the jungle, even
such a different experience. I can’t involved with things that are Woman Hm. I understand what you
though she didn’t really have any
tell you how many people I’ve met personal, or important to us. It’s OK are saying, but I want you to keep
proper training. I think people
through it, and you do get to know to be passionate about something, walking the dog in the morning.
expected her to give up, but she
them well because when you’re but the first rule is: keep a cool Dad and I will do the washing up
worked out there for years and she
preparing for a concert for example, head and try to stay calm. when it’s your turn,
made some important discoveries.
you literally spend hours and hours Number 2: Argue with the idea, Boy Right.
In fact, Jane Goodall’s lack of formal
together. So that’s been a massive not with the person. Don’t make it Woman I’m not being difficult,
training became an advantage. She
change for me. personal. Insults have no place in a Lukas, but I think that the fresh air
did things her own way. She spent
reasonable discussion. Remember will be good for you. You mustn’t
a lot of time observing the animals,
Unit 3 and she saw things that other what it is that you’re talking about
and stay on topic.
just study all the time. And also, he’s
your dog, and you know that one
Lesson 3.1, Page 38, Ex 4 e 2.26 biologists hadn’t noticed. But her
Number 3: Use sentences thing I feel strongly about is taking
1 showing leadership real message is about conservation.
beginning with ‘I’ to say what you responsibility for animals.
2 makes people aware of I included a quotation, too. ‘Only
think, or how something makes Boy OK. Thanks, Mum. You’re right.
3 trailblazers if we understand, can we care.
Only if we care, will we help. Only you feel. Don’t start talking about 2
4 look up to what the other person does or says
if we help we shall be saved.’ Her Dad Leora? Leora! Leora, can I have
5 inspire – or has done or said in a previous
work meant that scientists started a word with you, please? OK, Leora,
6 mentor discussion. An argument that starts
thinking about animal conservation are you listening? What are you
7 admire using sentences that start with, ‘You
in a new way. doing?
8 fighting injustice always …’ is not useful. So, instead Leora Dad! I’m just watching this
9 have a positive impact of ‘You’re always nagging me about video. Look, it’s nearly finished.
10 cooperate stuff that doesn’t matter!’, try ‘I feel
11 be a positive influence
4120517 Vision TB4.indb 184 23/04/2020 10:04

Dad All right, well, it’s finished now. Abby And it’s bad for sport in of them died. But now they’re the social media profiles. I don’t need
Leora Dad! You switched it off! I general, too, because it’s basically exception. So aspiring cyclists can this kind of manipulation!
was watching that! just as bad as cheating, isn’t it? look up to their heroes again. 4
Dad Well, I know you said that, We used to talk about fair play So, I know there are problems, but I Well, I follow quite a few people
but listen, here’s what I’ve been – or there’s even that phrase think there’s cause to celebrate too! actually. I have a few sports people
watching. I’ve been watching the about unfair play, where we say All in all, the situation is not as bad who I follow regularly. I read their
grass grow in the garden and the something is ‘not cricket’. It means as you might think! blogs and I watch their videos. I
bins overflowing in the kitchen. that sport should be the best Lesson 3.7, Page 45, Ex 5 e 2.37 think there’s this idea that if you
Leora Sounds like you’ve been example of good behaviour. But I’m 1 gradually improved want to achieve something, you
wasting your time, Dad. not sure that’s true anymore. 2 psychological barrier need a mentor, right? But where
Dad Don’t be cheeky, Leora! My Lisa Wow! OK, that was 3 mental attitude am I going to meet a sports star
fundamental point is, those are really interesting, and not so 4 physical training to ask their advice? So I follow
your jobs and you haven’t done encouraging, really. But I think 5 legendary victory them online, and honestly, I think
any of them. If you were studying, there were some really good points. 6 negative stereotypes they can have a positive impact! I
I might understand, but you’re So what do you think? Get in touch 7 low expectations mean, I know you hear a lot about
just wasting your time watching with your thoughts, and hey! Don’t 8 fulfil (your) potential celebrities promoting dangerous
rubbish on the internet. forget to subscribe to my channel, 9 relate to someone diet products and stuff – and I
Leora You’re just always on my case if you haven’t already. Have fun, 10 overcome obstacles think that’s wrong, but I don’t see
these days! friends! a problem with following people
Lesson 3.8, Page 46, Ex 3 and 4
Lesson 3.5, Page 42, Ex 3 r e Lesson 3.5, Page 42, Ex 4 e 2.33 e 2.38 with similar goals and interests.
2.32 1 doping problems It can be a really encouraging
1 community. And you know, if you
Lisa How are you doing guys? 2 cut pay
Yeah, so, um, I follow quite a few do think it’s just about marketing,
Today’s topic is sport. 3 sponsorship deal
people online. Just people who I you don’t have to keep following
I. Love. Sport. I love it! I play sports, I 4 ordinary fan
admire or I find inspiring. A couple them!
watch sports on TV, I go to matches 5 corruption scandals
of celebrities, but also just normal
and I read about sport online. Yep. 6 gender inequality Lesson 3.8, Page 46, Ex 6 and 7
people who have interesting
I’m a sports fanatic. But for all the 7 banned substances e 3.02
ideas. There’s this one girl, she’s
good things about sports, you have 8 amateur player Host Hey! Welcome to the show
a blogger; I guess you could call
to acknowledge that sport has its 9 aspiring athletes – and if you’re new here, welcome
her an influencer – I mean she has
problems. Sometimes it seems like 10 fair or unfair play to the channel. (If you like what
millions of subscribers, so clearly
nearly every week there’s a new Lesson 3.6, Page 43, Ex 4 and 5 you hear, please do subscribe!) So,
someone is interested in her
scandal– from doping problems in e 2.35 in the next couple of episodes I’ll
opinions. Anyway, she campaigns a
athletics to gender inequalities and Lisa Well, that was really be focusing on the topic of sport
lot about animal rights issues, and
fan violence in football. So I want interesting! Thanks to everyone and exercise. There was a major
she follows a vegan diet. It’s about
to know, is sport broken? I asked a who got in touch! People have study out recently that says we
saving the planet, right? I don’t see
few people to share their thoughts such different views, and it gave aren’t doing enough, so I wanted to
how that can be a bad thing!
about the problem in sport today. me a lot to think about. It seems explore the reasons and encourage
Max Well, I think you can sum it up 2
that we have a lot of questions everyone to get out there, and
in a single word: money. The more OK, um, I have a few social media
about modern sport, from doping get involved, lead healthier lives
money there is in sport, the bigger profiles, I guess. I mean I’m on
problems to gender inequality, and enjoy sports. So this morning
the problem. I think we should cut Instagram and Twitter – and I still
too little investment at the bottom I have invited Dr Alex Singh in to
footballers pay, for a start! They have a Facebook page, but I don’t
and too much money at the top. start the ball rolling by telling us,
have sponsorship deals, as well as really use it any more. I wouldn’t
It’s certainly true that sport has its What’s good about sport? Welcome
their contracts from their clubs. say I spend a lot of time online, but
problems. Dr Singh!
They get far more in a month than I do log on once in a while to see
But is it broken? The more I think Dr Singh Thank you!
I make in a year! And yet for fans what’s going on. Unfortunately, I
about it, the less convinced I am! Host So, obviously we all know that
ticket prices are getting more and think that lots of people spend far
Yes, it seems like the news stories sport is good for our health, if we
more expensive. It’s just business, too much time on social media, and
are more and more frequent. want to keep fit and stay in shape,
business, business. No wonder we they get tied up in issues without
But I’m an optimist! I think that’s but do you think sport has other
see the kinds of shady deals and really looking into them. Obviously
because people are starting to talk benefits?
corruption scandals we’ve seen there are lots of bloggers and
about the issues more. And that Dr Singh Well, frankly, yes I do.
when there’s so much money at vloggers who are genuine, who
means we’re much closer to solving Sport has many other benefits.
stake. And it’s exactly the same if have interesting ideas, but I think
the problems. Clearly the physical health benefits
you just want to do sports, too. more and more you see people just
For example, on the issue of gender of sport are well known, but sport is
They say everyone can get involved, trying to go viral, or make money.
inequality, I think we’ve come a becoming more and more valuable
but the truth is, it takes a lot of time I can’t look up to those people! I’d
long way. Women are becoming for mental health, too. Many people
and money to do sport. Basically, rather spend real time with my real
more and more successful in sport. use sport for relaxation – whether
the richer you are, the better your friends!
It wasn’t so long ago that women they’re playing it or watching it on
chances. Uh! Don’t get me started! weren’t allowed to compete in 3 TV – but doctors are increasingly
Yes, I think money is the problem in events like marathons, or even in Oh my gosh. I have just been prescribing it for conditions such
sport today! the Olympics! But today female reading an ‘influencer marketing’ as depression. It can really have a
Ryan Well, doping is a huge sporting heroes are just as famous site – they’re the people who positive impact!
problem, isn’t it? And it seems as men. Look at the Williams tell you how to use so-called Host That’s great. These days we’re
like it’s getting worse and worse. sisters, or Marta Vieira Da Silva, the influencers to sell your products. talking much more about mental
Nearly every season there’s footballer. That’s a great thing for So apparently, worldwide, over health, so it’s good to have some
another investigation into banned girls everywhere. three billion people are using social solutions.
substances. But the quicker they And when it comes to doping, I media. And these marketers say Dr Singh Yes, I agree. Unfortunately,
ban something, the quicker there’s agree, there are problems but, that, ‘Inevitably these people look in modern society more and more
a new drug on the scene. And it’s again, we’re dealing with it! The up to influencers on social media people talk about feeling lonely
not just a problem in professional tests for banned substances to guide them with their decision and isolated. But sport can help
sports. There’s such a pressure are getting more and more making.’ Honestly, that made me with that, too. Sport is a great way
to win that amateur players or sophisticated. I think one day soon, feel kind of cross. Do we really to connect with other people,
aspiring athletes feel like they doping will be a thing of the past! need to be told what to think? too. So it can help people to make
need to start doping, too to give And the sooner they stop it, the Unfortunately, they seem to see us friends and find other people with
them the edge. It’s a dangerous better sport will be. In the early as just drones waiting to be told a common interest.
trend, because these harmful drugs days of cycling, so many riders were what is the next big thing! Frankly, Host That’s a great point. Now, I
have long-term consequences for taking banned substances, some it makes me want to delete all my know that when I was at school,
people’s health.
4120517 Vision TB4.indb 185 23/04/2020 10:04

sport was one of my favourite Ben Oh well. I hope they enjoy it! 3 Lesson 4.4, Page 53, Ex 5 and 6
lessons. I gained a lot of self-esteem But they won’t have as much fun This table shows us that over six e 3.12
and I think I learned a lot in PE. Do as we did! decades there has been a gradual 1
you think sport has an important Aisha No, that’s true. Do you know increase in the age of first-time Girl 1 My cousin just graduated
role in education? where you’re going next? buyers, and this is mirrored in the from a school in Stockholm. Look
Dr Singh Absolutely! I think we Ben Yeah. I’ve found somewhere steady increase in time it takes to – these are the photos from her
have always been aware of the really cool! save a deposit. graduation!
value of sport in education. That’s Aisha OK – what kind of property 4 Girl 2 Which one is your cousin?
why schools include PE as part of is it? OK, here we see the changing Was it a sailing school?
the curriculum. Ben Well, it’s not really a property. marital status of people buying Girl 1 No! In Sweden graduating
Host Yes, although astonishingly Or, I mean, it’s not really a building. houses over the last sixty years. students wear white sailor hats on
we hear of more and more schools Aisha What is it? You’re not moving There is a steady decrease in the the last day of school.
where sport is becoming optional, into a bus or something are you? number of married couples. I think Girl 2 Do they? I’ve never heard of
or they just aren’t making time for Ben No – not a bus; it’s a boat! this reflects a wider trend in society. that!
it. That seems short-sighted to me. Aisha Cool! Fewer people are choosing to get Girl 1 Yes, and then they all take
Dr Singh I agree – it’s a terrible Ben Yes. I’m pretty excited. I’m married than they did in the past. part in noisy parades through their
mistake! The value of learning moving in on the 4th of March. And town. It looks like a lot of fun!
about team work and cooperation for the next few years I’ll be living
When two sets of data follow 2
teach us a lot about interacting on a boat on the canal. It’s really
the same pattern, we call this Girl Look – my aunt just got
with people and working together. pretty down there, and the rent is
correlation. A common mistake that engaged. She asked her boyfriend
Learning to play sports in school – affordable.
people make when they compare to marry her.
whether it’s football, or hockey or Aisha That’s cool! My plans are
two sets of data is to make a false Boy Did she? That’s great. I guess
any of the other traditional sport nowhere near as fun.
link. If we are studying two trends they’re not very traditional, then?
gives us such important skills for Ben Oh. Where are you going?
that seem to mirror each other, or Girl Well, kind of! They live in
later life. Aisha Well, I’ve been doing this
show a correlation, we may make Ireland. In Ireland it’s traditional for
Host And what about individual a long time. In fact, by my next
the mistake of thinking that the two women to propose marriage on a
sports? birthday I’ll have been living in
patterns, or events are linked in a ‘leap day’.
Dr Singh Well individual sports are weird shared houses for five years.
cause-and-effect relationship. They Boy What’s that?
important for personal growth. We It’s been fun, but I’m ready to move
confuse correlation with causation. Girl The extra day in a leap year –
learn to push ourselves to achieve on.
There are many situations that can the 29th of February.
our potential. And we learn a lot Ben OK. What’s your plan?
be used to illustrate this mistake, 3
about winning – and losing. More Aisha Well, by Christmas I’ll have
but the classic example is about Boy Lots of traditions seem
really valuable life lessons. saved enough money for deposit
ice cream sales. When do people to involve salt. In Spain when
Host That’s great. Thanks, Dr Singh for my own flat. I can’t believe I’ll be
buy ice cream? Imagine you are someone moves into a new home,
for coming and kicking off this buying my own home at last!
going to make a graph that shows they are given a gift of salt.
week of sports topics! Next week, Ben Wow! Good for you!
the volume of ice cream sales Girl Are they? Why’s that?
I’ll be meeting a sports psychologist Aisha Yes – I mean, it’s not huge.
across the year. You’re going to see Boy Well – I think salt used to be
with strategies for staying positive It’s one of those new developments
an increase in ice cream sales in really expensive, so it’s symbolic.
and visualising success. In the they’ve built near the station.
summer and when it’s hot. It’s like saying ‘we hope your new
meantime, I’d love to hear from you Ben The flats made of shipping
Now then, comparing this with home will have little luxuries’ or
– so do please message me on my containers? They’re amazing!
other sets of data, researchers something.
blog with your ideas for how sport Aisha Yes – exactly. They’re not
noticed that if you look at a graph Girl Hm. I think I would prefer
benefits us – both as individuals huge. Each flat is made of two
of ice cream sales across a year, and flowers!
and as a society! Remember – this shipping containers. But they’re
also a graph showing the number 4
is a genuine information blog. I’m really well designed.
of people who die in accidents Boy Are there any British traditions
not trying to sell you anything, or Ben That’s great, but it’s a while
in water for the same period of for people moving into a new
make you do anything. Just good until Christmas.
time, the graphs may follow a very home?
information – what you do with it is Aisha Yes – that’s the flaw in the
similar pattern! The increase in Woman Well, in Britain it’s
up to you! plan. For the next few months I’ll be
ice cream sales is mirrored in the traditional to hold a house-
living at home with Mum and Dad.
increase in accidental deaths in
Unit 4 Ben Oh, hey – that’s not so bad!
Aisha No, you’re right. The facilities
water. There is a correlation!
warming party when you move
into a new home.
Lesson 4.1, Page 50, Ex 5 e 3.08 But does ice cream cause drowning? Boy Is it? Why is it called a house-
are better than an abandoned
Presenter Noun The increase we see here in ice warming party?
office block for a start!
Speaker office block, tenant, cream sales seems to correspond to Woman Well, in the past, before
Ben I’ll bet! Do you remember
landlord, references, lifestyle an increase here in drownings. houses had central heating, guests
those corridors – the whole place
choice, guarantee, obligation, But the answer is, of course not! would bring wood for the fire as
was always freezing cold!
facilities We need to look for a common a gift.
Aisha Yes. I don’t miss that! And
Presenter Verb factor. When do people buy ice Boy Oh, I see!
from the beginning of next year, I’ll
Speaker occupy, restore cream? More people eat ice cream
be living in my own place. I can’t Lesson 4.5, Pages 54, Ex 2 r e
Presenter Adjective in hotter weather. They also swim
wait! 3.13
Speaker abandoned, affordable more and take part in water sports
Lesson 4.3, Page 52, Ex 2, 3 and in hotter weather. There’s the real Toby Hi! Welcome back! It’s been
Lesson 4.2, Page 51, Ex 5 and 7 5 e 3.10 a while. Sorry, school is getting
e 3.09 link! Summer! Ice cream does not
1 cause drowning. Correlation is not way too serious at the moment.
Aisha Hey – wow! On Saturday So, today I’m trying to make some
we’ll have been living here in this The price of first-time purchases causation.
has increased dramatically over This isn’t a serious example, but choices. It’s coming up to exams.
school for a year. But the big question is – what’s
Ben Yes – a whole year! But this the last 60 years. Prices today are you can see the idea. People
approximately ten times what they analysing data may often want to next? Most of my friends seem
time next month, we’ll have moved to have a plan. Several of them
out, and they will be rebuilding this were in the 1960s! see a link between two events or
phenomena, but you have to be have offers from universities or
place. That’s kind of sad. 2
careful to make sure you haven’t apprenticeships lined up. A few
Aisha Hmmm. I’ll be moving out on OK, This graph is based on actual
made this common mistake. So of them are going travelling, and
the 1st of March. What about you? prices across 60 years. There are
remember! Correlation is not some are applying for jobs, or
Ben I’ll have moved out by then. one or two quite dramatic crashes,
causation! getting part-time jobs. And me? I
I’m going on the 27th of February. but in general it’s an upward trend.
just don’t know, yet. So I asked a
Aisha And by next year some rich Prices are going up and up.
few people for ideas, to try to figure
strangers will be living here! out my options. Hey, you know
4120517 Vision TB4.indb 186 23/04/2020 10:04

what? Doing this in the library was 3 My brother does work hard – he no one was on the phone to my a long time ago! That’s normal. Now
a really dumb idea! just pretends to be lazy. mum! I like the fact that I can get food
Sonny I know what you’re going 4 If you want to take a gap year, do 2 from twenty different countries,
through! I thought long and hard talk to someone first. Yes, this is the street. I can see and there’s a hospital up the road
and I think I’ve decided to do Lesson 4.6, Page 55, Ex 4 and 5 our house here on the left. It that’s full of modern equipment!
an apprenticeship in catering. I e 3.17 looks quite small when I look at That’s progress. That’s change! You
can’t afford university fees, and I Toby Well, that was really it now, but it always seemed so have to go with it.
didn’t want to take out a loan and interesting! I thought all of my big to me! I suppose the rent was Lesson 4.8, Page 58, Ex 6 and 7
end up with a lot of debt. I didn’t friends were going to apply to affordable on one salary – because e 3.21
think I’d get a scholarship. So, university, but it seems like there we were tenants, you see. The 1
an apprenticeship means I’ll be are a lot of different options landlord used to come round every Older man Excuse me. What are all
learning practical skills and working out there. I’m pretty sure an week to collect the rent. That got these posts in the ground?
at the same time. And another part apprenticeship is not for me. I think difficult when the factory closed. Young man Oh, hello. Um, they’re
of it is training, so by the end I’ll I do want to go to university, but You see this big building in the planning markers. This is a new
have all the qualifications I need, I need a little more time to think background? It’s abandoned now, housing development.
too. Yeah. I think that’s the best about what I want to study. A few isn’t it? Or are they redeveloping Older man A housing
option for me! of my friends are taking gap years, it? They’re always redeveloping development? It’s a field. With
Melissa I have a plan! I’ve been and I think I might go down that something! And look – this little plants and animals. I walk my dog
accepted at a university on the route. I don’t think I’ll go travelling building at the back of the house. here.
other side of the Atlantic in the though, I haven’t got a lot of That was the bathroom! I bet you Young man Well, it is now, but by
United States! It’s in Boston. In savings, and I need to earn some can’t imagine that – an outside this time next year, there will be
fact, it’s one of the most famous money so that I can support myself toilet! Yes, the house certainly 200 new houses.
universities for science in the world! at university. So, at the moment my didn’t have all the comfort and Older man 200 new homes! That’s
I’m going to learn from the best! big plan is to get a job in town. I’ll facilities that our modern houses insane! When was this decided?
I’m going to do a degree in physics. have to see what’s available, but have now! Ooh – I wouldn’t go Young man The local council put
I’ll probably have to get a part- there are several agencies, and a lot back to those cold winters. Give me signs up about it ages ago. The
time job to pay for the degree. In of adverts on the internet, so I think central heating any day! planning decision came through
America, university is for the rich! I’ll find something that’s OK. And 3 last month. We’re starting on
I might work as a tutor for high then, at the same time, I’m going I’ve seen lots of people coming Monday.
school students and I hope to apply to help my friend Liora out. She’s and going in this neighbourhood, Older man It can’t be happening.
for funding from the university, too. the one that’s starting a business. I I can tell you! I’ll have been living Young man It’s happening. Too late
Then, I’m going to do a master’s think that will be a really interesting here for 50 years next spring! now, I’m afraid. Now excuse me,
degree – and after that, I’m going experience, and I can learn so much That’s half a century! But the whole I have to continue taking these
to go on to do a PhD! about what it’s really like to try neighbourhood has changed. The measurements.
Anna Well. I considered going to to make a company grow. In the people have changed! It used to be 2
university, I’ve even filled in the meantime, I’ll need to put a lot of a lovely street – families in every In other news, the government
forms a few times … but it’s just work into my application for next house – and we all knew each has announced the creation of five
not for me. Maybe I’ll come back to year. I know I might feel a bit left other. If you ever had a problem new towns in the south-west of
it, but for the moment I’ve decided behind when most of my friends go or you needed anything, you just the country. These purpose-built
to take a chance and start my own off on a big adventure, but I need to had to ask. And it was quiet – it was towns will be designed around
business in my parents’ garage! I be sure I’m doing the right thing. respectable. There were never any the needs of modern families
figure in a year’s time, I’ll either be
Lesson 4.7, Page 57, Ex 5 e 3.19 problems like you see on TV these and workers with shops, schools,
running a successful business – or
1 converted days. People kept their houses doctor’s surgeries and post offices
back here applying for courses or
2 destroying tidy and the kids all went to the as part of the development, so
jobs. But what have I lost? I think it
3 industrial local school. It was a good school that the resources of existing
will be a good experience! Hey…
4 polemical too. I remember one boy got into towns will not be stretched. In
does anyone wanna buy one of my
5 poverty university! I can’t help thinking that two years’ time, it is planned that
T-shirts?
6 residential the school isn’t as good as it was. 20,000 new homes will have been
Toby Well – wow! It seems like
7 thriving They don’t teach them properly any built across our region to meet
people have lots of different ideas
8 lack of investment more. Well … no wonder nobody the housing needs of the growing
and dreams! That’s cool! Gotta go!
9 luxuries can get a job! It’s not like it used population. It’s part of a plan to
But remember if you’re enjoying
10 local resident to be. tackle the housing shortage which
these videos and you want to see
more, don’t forget to subscribe to Lesson 4.8, Page 58, Ex 2 and 3 4 has been welcomed by the local
my channel – I’d love to know what e 3.20 Well, my family moved here when government.
you and your friends are up to, so 1 I was ten. We aren’t from here 3
do drop me a line if you want to. I grew up round here, you know. originally. We moved because my I get so wound up when I hear
Later, friends! But I left home when I was dad got a job in the area, and that people telling my generation that
seventeen. I couldn’t wait to get was that. I hated it at first! I hated everything is going to be terrible! I
Lesson 4.5, Page 54, Ex 3 e 3.14 being the new kid at school, and
1 do an apprenticeship away! There wasn’t anything wrong think we forget that lots of things
particularly, but I wanted more! I having to make friends all over have got a lot better. We have
2 take out a loan again. I sulked and complained
3 get a scholarship had big dreams of the big city, and better healthcare – they can do
when I got a job in London, off I and wanted to go back to our old amazing things in hospitals these
4 get a part-time job house. But after a while I got used
5 apply for funding went! It was different then. It was days – and we eat better food and
easier to find somewhere to live to it! I made friends, and I did well more of us are staying in education
6 do a master’s degree at school. And I’m still here after
7 do a PhD and you could still afford to pay the longer than any generation that
rent in those days! I never really all this time! And since we moved went before us! Yes, things are
8 spend a fortune in, all kinds of other people have
9 drop out of college went back to the village. Only to different. I’m not going to get a
visit – Christmas and Mother’s Day, moved in – and out. That’s what job when I’m eighteen and stay
10 take a gap year happens in a city. I’ve seen the
11 write a personal statement you know, the normal holidays. I in it until I retire – but thank
just found village life a bit … small. neighbourhood change, but I’m goodness for that! I want to try
12 pursue your dreams not going to sit here and tell you
Everyone knew everyone else, lots of different things, and lead a
Lesson 4.5, Page 54, Ex 6 e 3.15 what’s better and what’s worse. I full, varied life! I believe we have
which I suppose you might say
1 I do want to go travelling at have good memories – personal opportunities! They might be
was a good thing, but I just felt like
some point, but it’s not a priority memories – like the smell of the different opportunities to the ones
everyone knew everyone else’s
right now. bakery across the road or the that our parents and grandparents
business! In London, I could make
2 I do worry about the cost of sound of the milkman early in the had, but we still have a lot to look
the lifestyle choices I wanted, and
doing a degree. morning. All that’s gone, but it was forward to. Of course no one knows
4120517 Vision TB4.indb 187 23/04/2020 10:04

what the future holds, but previous Man So when students finish from twenty different countries, missed his flights. All the plans had
generations didn’t either! That’s not their course with you, what sort of and there’s a hospital up the road been ruined. A travel expert was
a reason to be scared, it’s a reason careers do they go on to? that’s full of modern equipment! sympathetic to the story. It’s clear
to be excited! The future is ours! Helena Well, I suppose the dream That’s progress. That’s change! You that it was a simple mistake. But his
Let’s take it! would be working for the United have to go with it. advice is simple, too. Never submit
Skills trainer 2, Page 62, Ex 4 e Nations and solving something a form if the details aren’t checked.
3.26 like the Arab–Israeli conflict, but
those jobs are few and far between,
Unit 5 And don’t book a business trip or a
holiday until all your paperwork is
Man Hi, and I’d like to welcome Lesson 5.1, Page 64, Ex 4 e 3.28
Helena Watson, who is here to talk although former students do approved.
sometimes let us know about 1 apply for a visa
about the university course she 2 emigrate Lesson 5.3, Page 66, Ex 2 e 3.30
teaches on conflict and mediation. opportunities they’ve come across. Well, good morning. You know
But a lot of the students we get 3 settle
Helena Hi! 4 growth industry that old saying, ‘If something
Man OK first things first, what on our course have already done a seems too good to be true, it
law degree; what they learn here is 5 established
exactly do you mean by conflict 6 on offer probably is’? I believe it’s even
and what does a mediator do? obviously very helpful for that, but more relevant today, as we live in a
the same applies to people going 7 make someone competitive
Helena Well conflicts are basically 8 labour market world of constant advertising and
disagreements. They could be into management or personnel or promotions. We all need to think
even teaching. 9 take risks
political, or at the office or in a 10 prospects about what we’re really buying, or
family situation – almost anything, Man And probably in ordinary daily signing up for.
life as well. 11 flexible
really – and they happen when So today we’re talking about terms
two people or groups of people Helena Yes, absolutely. At the Lesson 5.2, Page 65, Ex 5 and 6 and conditions. Did I hear you
have two very different goals. end of the day, it’s about people, e 3.29 yawn? Well, it’s true they aren’t
Let’s say there’s one apple. I want and that’s how I got interested in Have you ever travelled to the USA? written with entertainment in
it for myself and don’t want you it in the first place, because I am If you have, then you will know mind, but here’s an example that
to have any. You disagree; you a people person. It’s always been that there is one question on the might make you think. In the
don’t think that’s fair and you really, really interesting. forms – one box to tick – that is USA not so long ago, a new social
want the opposite. That’s when a 3 always answered the same way. network was being advertised
third person, someone completely I’ve seen lots of people coming The correct answer is ‘no’. But here’s to college students. It sounded
independent, might be able to and going in this neighbourhood, the story of a traveller who got that fun – and hundreds of students
guide us to a solution, and that is I can tell you! I’ll have been living question wrong. signed up to join it. As part of the
the role of a mediator. Or we can here for 50 years next spring! Karl Jennings was looking forward sign-up process there was the
just fight and the strongest person That’s half a century! But the whole to his trip to the United States. usual box that had to be ticked – ‘I
wins. Which is what we generally neighbourhood has changed. The His flights were booked and the have read and agree to the terms
used to do, but it’s unlikely to people have changed! It used to be plans for the business trip were and conditions,’ blah blah blah –
provide an answer in the long run. a lovely street – families in every finalised. He just had one more whatever, right? It’s all the same.
Man So is this concept of having house – and we all knew each job to do: complete his visa Only 25% of the students clicked to
a mediator something that is other. If you ever had a problem application. He decided to do it look at the terms and conditions,
relatively recent? or you needed anything, you just online. It was a quick and simple and ultimately everyone signed
Helena No, not at all. I mean, had to ask. And it was quiet – it was process – easier than going to the up to join the network and accept
people have had conflicts and respectable. There were never any consulate in London. It wasn’t until whatever was in the small print.
disagreements since the beginning problems like you see on TV these a few weeks later that he began to As a consequence, 543 students
of time, and it was the Ancient days. People kept their houses think something had gone wrong. committed to handing over
Greeks, and later the Romans, who tidy and the kids all went to the The application still hadn’t been their future first-born child to
came up with the idea that the local school. It was a good school approved. the company behind the social
sides involved in a conflict should too. I remember one boy got into Then one day came the response network, in paragraph 2.3.1. It was
talk to each other and come to an university! I can’t help thinking that from the authorities: ‘Your visa all there in the small print, but
agreement themselves. Before that, the school isn’t as good as it was. application has been rejected.’ the students who looked at the
in a lot of traditional societies, you They don’t teach them properly any Karl asked friends and family, and contract didn’t actually bother to
would bring your problem to the more. Well, no wonder nobody can no one he knew had ever been read it!
wise man or the head of the village get a job! It’s not like it used to be. denied a visa. It must have been Luckily for them, the social
and he would make a decision a mistake – it really should have network, and the contract behind
4 been a formality. It certainly was a
one way or the other and that was Well, my family moved here when it, were not genuine; they were part
that. But that was more like being mistake! When Karl had completed of an experiment that was being
I was ten. We aren’t from here the application online, there was a
a referee or a judge, and that’s not originally. We moved because my run by two professors, to study our
quite the same thing. question, ‘Are you a terrorist?’, and online behaviour. But the message
dad got a job in the area, and that he had answered ‘no’ – of course!
Man What sort of people make was that. I hated it at first! I hated is clear. We don’t read the small
the best mediators? What are you But then as he used the mouse to print, do we? And in some cases,
being the new kid at school, and scroll to the next question, he didn’t
looking for in students who apply having to make friends all over there may be consequences!
to come on the course? notice that the answer had scrolled,
again. I sulked and complained too. It had scrolled to tick, ‘Yes’ Lesson 5.3, Page 66, Ex 4 e 3.31
Helena It helps if you are patient and wanted to go back to our old Mostly As: You’re impulsive and
and can give people the chance instead. It was such a simple error
house. But after a while I got used and so clearly a mistake! perhaps a bit impatient, and you
to explain how they feel even if to it! I made friends, and I did well think about what is happening
you can see immediately what When he realised what had
at school. And I’m still here after happened, Karl thought, ‘It’s OK – it now, more than about the future.
they need to do to sort things out. all this time! And since we moved Try to think things through a bit
But I think the key thing, even if will be sorted out easily! I can still
in, all kinds of other people have go on my business trip. But he was more – you might save some
you’re faced with what looks like moved in – and out. That’s what money, and you could save yourself
a completely straightforward wrong! The immigration process in
happens in a city. I’ve seen the the USA – and many countries – is bigger problems, too!
situation, is that you have to be neighbourhood change, but I’m Mostly Bs: You’re aware that there
aware of things like people’s body very strict. And Karl’s mistake was
not going to sit here and tell you considered very serious. He had to are sometimes hidden costs, or
language and mood because you what’s better and what’s worse. I details that you should take notice
need to work out whether they are travel to London and prove it was
have good memories – personal an error. of. You try to be careful but you
telling you the truth. If you get that memories – like the smell of the don’t always have the time to do
wrong, you won’t understand the Finally, after several interviews and
bakery across the road or the over three hundred pounds in fees, the research. Think about making
real problem, and obviously that’s sound of the milkman early in the the extra effort – especially if you
going to make things very difficult the mistake was corrected and five
morning. All that’s gone, but it was days later the visa was issued. But are buying something expensive.
to sort out. a long time ago! That’s normal. Now Mostly Cs: You’re on it! You’re a
it was too late for the trip. Karl had
I like the fact that I can get food careful consumer and you know
4120517 Vision TB4.indb 188 23/04/2020 10:04

your rights! You investigate the Ts & a snack – it gets pretty expensive. Lesson 5.5, Page 68, Ex 5 e 3.37 Guest Yes, international travel
Cs and make sure you know what I have an allowance, and I do jobs 1 So I rang the helpline and was usually involves exchanging money
you’re buying! Keep up the good like babysitting to make money for read a list of purchases. – swapping your Swedish krona for
work! the stuff I want. But, I’m not sure I’m 2 So really most of my spending is Japanese yen, or trading in your
Lesson 5.3, Page 66, Ex 5 e 3.32 really responsible with my money. on non-essentials. Polish złoty for US dollars.
1 short term loan I don’t like being told I can’t have 3 But I have to make sacrifices. Host Yes – and there can be a lot
2 interest rates something! 4 I could put it towards something to take in. It can be so confusing!
3 terms and conditions I turned 18 not so long ago – and important, like driving lessons or You have to watch the markets to
4 genuine my biggest dream? I desperately funding my degree, for example. understand the exchange rate, and
5 warranty information wanted to be approved for a store Lesson 5.6, Page 69, Ex 3 and 4 even then you are likely to have to
6 proof of purchase card. That’s like a credit card, from e 3.38 pay a fee when you change money.
7 prove a shop that you use a lot … The Lisa Hi, guys. Lisa here. Well, it’s Guest Yes, indeed. This is one area
8 refund thing is, it’s not free money! Credit day 10 of my no-spend challenge where Terms and Conditions apply!
9 receipt card bills have to be paid off too, or and it’s going OK! I don’t expect You need to be quite well-informed
10 returns policy you’ll quickly get into debt. I didn’t to be congratulated yet, but I am and understand what’s on offer!
11 faulty get one in the end. feeling quite proud of myself! It Host And then, your money goes
12 obligation Anyway, at the end of last month, must be said, though, I wouldn’t further in some countries than in
I wanted to buy some new trainers have got through this alone! Three others, because the cost of living
Lesson 5.4, Page 67, Ex 3 e 3.33 – but I found out I’d run out of of my friends have been inspired to is lower there. So it’s hard to know
1 We can see two women standing money. I panicked. My account join in, and it’s much more fun as what the exchange rate actually
by the window display. must have been targeted by a group! means. It’s difficult to make a direct
2 One of them is a cashier. I think criminals. So I rang the helpline and And I’ve been doing some research comparison.
perhaps the other is a manager. was read a list of purchases. They and chatting online to other people Guest: Yes, and that’s where this
3 It looks like the woman on the all sounded pretty familiar. I hadn’t who are doing this. You know, it comes in.
right is trying to make a purchase. been robbed – I’d spent the money really isn’t fair for our generation to Host That? It’s a burger. I thought it
4 Perhaps the goods are faulty myself. be described as bad savers! There was your lunch!
or clothes are damaged, but the And it made me think. It’s reported are hundreds of us trying to get Guest Ha ha! No, this is a standard
customer looks happy with the that in the UK, we spend over through this challenge, and change unit in a global currency exchange
solution. £1,000 a year each on new clothes. our spending habits for the better! system!
5 I think the cashier looks really That’s an awful lot of money! If I And everything is so expensive Host It’s … well. It’s a Big Mac. And
helpful and understanding. could save it instead, I could put these days! it’s cold. I’m not sure it’s worth that
Lesson 5.4, Page 67, Ex 6 and 7 it towards something important, So anyway, I haven’t bought any much.
e 3.34 like driving lessons or funding my non-essentials for ten days! And Guest We’ll see! I suppose
Customer Hello. I want to bring this degree, for example. And there’s I’ve been earning money, too. I did everyone’s heard of economics. But
back. more. In this country we buy and some babysitting last weekend, have you heard of burgernomics?
Assistant OK, sure. Can I ask why throw away far too many clothes. and I looked after our neighbours’ Since the 1980s economists have
you’re returning it? The trend for so-called ‘fast fashion’ pets while they were on holiday. been using the price of a Big Mac
Customer I don’t like it. is known to have caused serious So when I first looked at my bank to check against the exchange
Assistant I see. Would you prefer a environmental damage. I don’t balance this morning, I thought a rate and compare the real cost of
different colour, perhaps? want to be responsible for that! mistake must have been made. I’ve living in different countries. The
Customer No, I wouldn’t. I didn’t So, a week ago, I decided to try a saved some money already! And Big Mac Index was introduced
want it in the first place. Someone no-spend challenge. It’s a way of I’ve already decided what I want to by the Economist magazine in
gave it to me. taking control of your finances and put it towards. I’m going inter- 1986, and over thirty years later
Assistant Right. Well, if you can just hopefully changing your spending railing next summer! It’s often said it is still helping us understand
give me the proof of purchase, we habits. The rules are simple: you that travel is best done when you’re international currency markets.
can sort that out for you. can buy things you need, but not young, so I intend to get out there Host Right. But how?
Customer I can’t. I don’t have the things you just want. I don’t have and see the world. Well, Europe Guest Well, if I tell you that a Swiss
receipt. household bills to worry about anyway! franc is worth 0.99 US dollars at
Assistant Well, OK. That’s no yet, so really most of my spending OK, well, I’d better go. I’ve got market rate then you might think
problem. I can see that it’s still in its is on non-essentials. For a month, to go and feed the cats! But get that the dollar and the franc have
original packaging. In that case, I I’ve committed to not spend any in touch and tell me about your about the same value. But we can
can offer you a store voucher. money on new clothes, food and saving challenges and your plans. use burgernomics to see if this is
Customer I don’t want a store drinks in town, having my hair Everyone needs to be encouraged the correct rate in the real world. In
voucher. Give me my money back. done and going out to places like once in a while. And if we all help America the cost of this burger is
Assistant Right. Um. I’m sorry. I the cinema. Sounds boring, right? each other, we can do this thing! five dollars fifty cents. So, using the
can’t do that. We need to have the But I have to make sacrifices. The exchange rate I just gave you, you
receipt to issue a refund. point isn’t to stay at home and feel Lesson 5.7, Page 71, Ex 6 e 3.40 would think that in Switzerland,
Customer That’s not what I want. sorry for yourself; the point is to 1 pilot a scheme the burger would cost around the
You’re not very helpful. figure out how you can have fun 2 behind the idea same in francs. But the price of a
Assistant Well, I’m afraid I don’t without spending all the time! And 3 breaking down Big Mac in Switzerland is six francs
have the authority to issue a refund. if you can do it for a month, you can 4 promote fifty, which is about 18% more.
Perhaps you’d like to speak to my change your spending habits for 5 reflect So you can see that the exchange
manager? good! Wish me luck! I’m not saying 6 academic year rate suggests that the franc is
Customer Yes, please. it’s going to be easy! All right! Have 7 broaden their horizons undervalued on the exchange
free fun, friends! 8 participants rate; the franc is worth more
Lesson 5.5, Page 68, Ex 2 r e 9 grant
3.35 Lesson 5.5, Page 68, Ex 4 e 3.36 and the cost of living is higher in
10 recognise Switzerland.
Lisa Hey. Lisa here! How’s it going? 1 household bills
So, what shall we talk about today? 2 get into debt Lesson 5.8, Page 72, Ex 2 and 3 Host Wow! OK. And does this work
Yes, today I want to tell you about 3 make sacrifices e 4.02 across the world?
an experiment I’ve signed up 4 pay off Host OK, so today I’ve got a Guest Well, it’s not the most
for. But first, you need to know 5 recent purchases special guest here with me, and serious system, but it gives us an
a little bit more about me. OK, I 6 spending habits we’re talking about international idea that most people can relate
have a confession to make: I love 7 non-essentials economics and comparing the to. But in answer to your question,
shopping. It’s one of my favourite 8 run out of money value of currencies in different there are a few problems with
things, and even when I promise 9 take control of your finances countries around the world. the international Big Mac Index.
I’m just window-shopping, I’ll 10 put money towards Keeping control of your finances For example in India, where cows
usually come home with something while travelling can be quite a are considered sacred and people
small, plus stopping for a coffee or complicated business!
4120517 Vision TB4.indb 189 23/04/2020 10:04

don’t eat beef burgers, the Chicken 6 deforestation, endangering passively. We’re all adding to our gym, vet, bank, etc. with a query to
Maharaja Mac is used instead. 7 supply, energy crisis digital footprint. help them access your accounts. It’s
And in many countries in Africa, 8 consumption, reuse It’s useful to think about the called phishing and it’s a growing
where McDonald’s has hardly any Lesson 6.2, Page 77, Ex 6 and 7 difference between active and problem. Thousands of people
restaurants, comparison is difficult, e 4.10 passive interaction. Your digital every year are victims of fraud like
so the Kentucky Fried Chicken We know we have a problem with footprint is built up in two different this.
Index is used there instead. technology. We buy and replace ways. There’s the active profile – the Finally, there’s the question of your
Host The KFC Index. Well, there you gadgets and appliances at an things you ‘do’, for example creating public image. We are becoming
go, folks. We learn something new alarming rate, and very few of a social media profile, posting increasingly aware that what
every day! them get recycled. If we go on like updates, photos or comments, we put onto the internet stays
Lesson 5.8, Page 72, Ex 6 e 4.03 this we will be facing a mountain playing online games, or writing a there forever. So if you’re tagged
Well, here we are again on Money of e-waste and an environmental blog. But then there’s the passive in a photo, or you share a joke,
Monday, and today we are talking disaster. transfer of information, which is or you comment on a story, that
about travel money. Whether you’re Part of the problem is that more difficult to see. interaction – which may only
travelling abroad for holidays or for technology is evolving so fast. Your passive footprint is made up be relevant or important for
work, we all know that we end up And as long as we keep buying of the traces that you leave every five minutes of your life – will
spending – sometimes a bit more the next model, and the next time you visit a site, browse the be available for people to see,
than we expected. So what can we model, companies will continue internet for products, or read news potentially forever.
do to keep control of our finances to sell them to us. In fact, many stories. Websites use a number And it may have consequences.
when we’re out of the country? products are designed to break, or of strategies, including cookies, Online searches are a standard part
My first tip – and you’re not going be replaced in a short space of time to ‘scrape’ data from your online of the recruitment process these
to like this, folks – is read the small – it’s a marketing strategy. In the activity, which may be valuable to days. Those photos from that party
print! You might have had a bank past, products were made to last. advertisers and others looking for two years ago are there for any
account with the same bank for But if companies made products to information about you. That’s how potential employer to find. Does
years, but do you keep up to date last, they would sell fewer products. the advertisers know you might it reflect the image you want to
with their terms and conditions? It’s not an attractive option for want those trainers or that phone, portray?
If you don’t, you’re not alone, but businesses. not those baby clothes and that Our actions on the internet have
reading up before you go could Globally we throw away 15 million pension plan. consequences in the real world. We
save you a lot of money. For kilos of headphones a year. If Many sites make money through need to take our digital footprint
example, you might be charged for you could change that, wouldn’t ‘traffic’ – how many people visit the seriously!
taking money out of an ATM – is it you try? Supposing there was a site – and by targeted advertising Lesson 6.3, Page 78, Ex 6 e 4.12
a fixed rate or a percentage? If your way to keep a product, and only – showing you products that you 1 active or passive interactions
bank charges you five euros every replace the part that’s broken, want to buy (because then you’re 2 background check
time you get money out, then wouldn’t that be a better solution? more likely to buy them!) 3 be aware
you’re better off taking out more It’s a question that two friends So from your previous activity, they 4 browse
cash at one time. in Holland asked themselves. may already know a lot about you! 5 exposed to hacking
So, is it better to use a card? Well, Tom Leenders and Dorus Galama Just by browsing the internet we 6 inactive
that all depends, too! Many banks realised that they were buying leave behind clues like our taste in 7 obligatory information
add a surcharge of about one euro several pairs of headphones a year. music, or clothes and what we’re 8 privacy settings
for a foreign transaction. So again, Even if just a small part broke, the looking for at the moment. That’s 9 traces
for a larger amount, like a hostel headphones would be useless. your passive footprint. 10 transfer of information
bill or a train ticket, it’s not so bad, And if they sent them back to the And when we actively give
information like creating a profile, Lesson 6.4, Page 79, Ex 6 and 7
but if you’re making lots of small factory, they would wait for weeks e 4.14
purchases, then cash is more cost (and often there was no way to fix filling in our personal data, or
choosing the answers to a quiz, Boy Hey, look – I took a great video
effective. them, anyway). of Sonja’s birthday barbecue. Shall
OK then, how much is your money The friends decided to work on a or responses to a survey, they can
be used and even sold as valuable we put it online?
worth? If you’re travelling in the new design, where none of the Girl It’s cool! I think Sonja will love
Eurozone, you might expect that to parts are glued together, and they data.
Have you ever heard the phrase, ‘If it, but there were a lot of people
be a no-brainer, right? Wrong! The can easily be taken apart. They there and unless everyone is happy
cost of living across Europe varies started a company in 2015 to bring the product’s free, then you aren’t
the customer; you’re the product’? with it, I don’t think we should
considerably, so your Euros will go their idea to the market. You don’t share it on social media.
further in Porto than in Paris! And buy the headphones – you have a Free quizzes, games, apps and
social media sites are gathering Boy Really? I was just going to
whatever currency you’re using, be contract. The contract guarantees tag a few friends – people we
aware that some things are more that if a part of the headphones information about you all the time.
And some of the sites or ‘bots’ that know. As long as we ask everyone’s
expensive in other countries, or breaks, they will replace it. And permission, I don’t see a huge
just harder to get so don’t make supposing a better version is are gathering your data may not
want to sell you something – they problem. It’s just a barbecue. Just
any assumptions, or you might available? You will get an automatic some kids having fun. No one else
have a surprise bill. You might have upgrade, on condition that you may be looking for other ways to
get your money. is even going to be interested!
heard of the Big Mac Index? Bear in send your old headphones back to Girl I suppose, but I’m not sure.
mind that, while a Big Mac here in be recycled and they will send you Security is a major concern.
Information that you give away in a It’s coming up for the summer and
Ireland costs four euros 67 cents, in a new pair! people are applying for summer
Switzerland it’s almost 40% more. It’s a simple idea, but a brilliant quiz or silly social media post, may
not seem important, but it can be jobs and university and stuff. Even
A cappuccino from a well-known one. Unless we start to change the if we asked everyone today, they
American chain in Berlin at six way we make, buy and dispose of valuable to companies that want
to know about your choices and might not want the video online
euros is nearly twice the price of products, technology will cost us forever.
the same drink in Milan! Check the the earth! preferences. Facts like your date of
birth, your mother’s name before Boy I think you’re getting too
prices before you order! Lesson 6.3, Page 78, Ex 2 and 3 worried about this. Providing
she got married, your grandparents’
e 4.11 everyone’s accounts are on the
Unit 6 How many websites have you
names, and the place you grew up
– even the name of your first pet – highest privacy setting, it should be
Lesson 6.1, Page 76, Ex 4 e 4.09 visited today? How did you interact can be valuable parts of a puzzle for fine! Who’s going to see it? Just our
1 alternative fuels with them? How many adverts a criminal who intends to steal your friends.
2 hydroelectric power, renewable did you see? Whether you’re an identity or your bank details. Girl Well, yeah – and their friends.
sources Instagram addict or totally social- The more information about you We don’t really know who will
3 raw materials, limited resources media-phobic, whenever we go that is on the web, the easier it is see it. And supposing someone’s
4 disposed of online, we’re all interacting with to steal your identity, or call you on account gets hacked – then what
5 carbon footprint the internet – either actively or the phone and pretend to be your will we do?
4120517 Vision TB4.indb 190 23/04/2020 10:04

Boy Wow – you’re really serious have become part of our everyday 3 alternative career, increase in homes, other electric gadgets
about this, aren’t you? lives without us really noticing, and efficiency started to be produced that used
Girl Well, yes. I mean, you can see which are the game changers – the 4 significant innovation, be the same wiring. So really, if electric
inside the whole house, and … ones that will totally change how innovative lightbulbs hadn’t been invented,
Boy OK, OK! I get it. I’ll just send it we do things? Which gadgets are 5 virtual reality, stay relevant we wouldn’t have all the other
to Sonja in a private message! just fads? What will stay relevant? 6 distance learning, automatic electric gadgets and machines that
Lesson 6.4, Page 79, Ex 10 e And what’s coming next? What do updates we take for granted!
4.15 you think? Lesson 6.6, Page 81, Ex 7 and 8 But do you know what’s the most
Hm. Well, I think it’s a nice idea to Max I think the most significant e 4.19 surprising thing in the top ten? At
make a souvenir of the event. It innovation of our times is the Toby Did you know that in 1913, number 10 is the electric car! I was
can be fun to look back on times smartphone. If people had seen Scientific American magazine asked surprised by that! I thought electric
like these in the future. But I must a smartphone back in 1995, their readers more or less the same cars were a new invention, but
say, I am not so convinced by some they would have thought it was question that I asked in my vlog? they’re really just an innovation.
of these options. The choice is astonishing! But these days, They asked them to suggest the ten If they had had better batteries in
between live streaming the event everyone just expects to be able most significant inventions of their the early 20th century, they would
on social media, creating a social to surf the web, get automatic time. And it’s interesting, because have continued to develop the
media album where everyone at updates from friends, and even although it’s over 100 years ago electric car. And battery technology
the party is tagged and getting pay for stuff – all on a device they now, there are some similarities in is one of the biggest problems with
some photos printed. can carry in their pocket. Yeah, the answers. modern electric cars. Did you know
I think my least favourite is the can you imagine how different our My friends talked about transport, we’ve been trying to solve this
streaming idea. I don’t imagine the daily lives would be if smartphones communication, medicine, problem for over 100 years?
party will be too wild or anything, hadn’t been invented? machines and entertainment and Lesson 6.7, Page 83, Ex 6 e 4.21
but unless everybody’s happy with Abby I think electric cars are going here are the top ten inventions that 1 existence
it, I don’t think we should share to be part of our everyday lives. Scientific American readers chose. 2 simulation
it on social media like this. You They’re innovative, and they’re The top invention was the wireless 3 fields
hear stories about parties getting better for the planet, but they’re telegraph. For readers in 1913, 4 training exercises
crashed by people who aren’t already familiar, so people will that must have been a bit like the 5 mission
invited. I don’t think this option adapt quite easily. But the game internet. It was revolutionary in 6 important aspect
is good. Also, even if we asked changer is going to be self-driving its time! It allowed people to get 7 test subject
everyone today, they might not cars. That’s the invention that’s almost instant news and updates 8 large scale experiments
want the video online forever. going to revolutionise transport! from around the world. If it hadn’t 9 representatives
I think that creating an album is Self-driving vehicles are going to been invented, it would have 10 space exploration
probably normal for events and increase the efficiency of transport taken weeks to communicate with 11 endless possibilities
parties these days – but there are everywhere! America, for example.
Ryan I … I haven’t got a clue. I Lesson 6.8, Page 84, Ex 3 and 4
a lot of photos. There’s sure to be The aeroplane and the car both e 4.23
one that somebody doesn’t like! think we’re gonna see more and made it into the top ten. Can you
more applications for virtual Ben Hey, Sam. What are you
I suppose, as long as we asked imagine living without those two watching? Looks exciting!
everyone’s permission, I don’t reality. It has so much potential. For inventions? If the car hadn’t been
distance learning, for example, or Sam Yeah, it’s a documentary from
see a huge problem. Providing invented, we would still be using 2012 – it’s about Felix Baumgartner.
everyone’s accounts are on the for people who need to work with horses for transport. Or steam
expensive or dangerous equipment He wanted to beat the record for
highest privacy setting, it should engines! Both were much slower doing the highest sky dive.
be fine. But then, we’re coming up – they can learn without the risk. than the car. And aeroplanes have
Imagine – if people had learned to Ben Oh, cool. How high did he go?
to the end of our school days, and made transport so much faster Sam Um, nearly 39 kilometres.
lots of us are applying to college. fly planes using VR 100 years ago, and safer. If we hadn’t developed
it would have been a much safer Ben 39 kilometres! That’s crazy!
Maybe we should be extra careful. aeroplanes, it would take days to That must be nearly in space!
I mean, supposing someone’s option! cross Europe and weeks to get to
Anna I think the game changer is Sam Well, it’s not really nearly in
account gets hacked, then what Australia! space. I checked. Unless he’d gone
will we do? going to be AI, artificial intelligence. For entertainment, they chose
It’s already there in factories and in to 100 kilometres, it isn’t really
So that leaves me with this option – motion pictures – that’s films to considered to be the edge of space.
having the photos printed. Printing other workplaces. I think within my you and me – and the phonograph
lifetime robots will replace workers But it was really high! He did have
lots of photos seems like it might or record player. These were quite to wear a space suit.
be expensive, but I actually quite in lots of jobs, and many people amazing to the people of 1913!
will be made redundant. They will Ben How did he get up there? Did
like this idea! And the thing about They made entertainment portable! he jump out of a plane?
printed photos is that you can have to retrain and find alternative We would only have live music
careers. But I’m sure we’ll still need Sam No – normal planes don’t
make fun things with them, like and theatre, if someone hadn’t even fly that high. He went up in a
cards or whatever. We could get highly trained people to keep invented these ways of recording
everything working! space capsule attached to a huge
everyone to share the best photos performances! balloon.
they took, so that we have a nice Toby Sorry. There are so many As far as medical advances were
innovations in technology, aren’t Ben Oh, OK. So did he beat the
selection. Provided that anyone concerned, they mentioned the record?
who wanted copies gave me the there? I think all of those are really X-ray. Did you know that the X-ray
good suggestions. My idea is Sam Well he broke three of the
money, I wouldn’t mind ordering was invented by a German, Dr four records he wanted to break. He
them. I think actually this option is drones. I think they’re going to be Röntgen, in 1895? Marie Curie
everywhere. First, they were just beat the record for the height and
my favourite! It could make a nice developed his work and went on he beat the record for speed – he
leaving present, too. expensive Christmas presents, but I to create mobile X-ray stations that
think they’ve already had an impact was falling at 1,357 kilometres per
Lesson 6.5, Page 80, Ex 2 r e were used on the front lines of hour!
on filming for TV shows and vlogs. World War I. If Röntgen and Curie
4.16 I’m sure we’re going to see more Ben That’s an incredible speed! It
Toby Hey guys! What’s up? Since hadn’t developed the technology of must have been terrifying!
and more of them. What’s your X-rays, many more soldiers would
I got up this morning, I’ve used so idea? Send me your comments. Sam Yes – even if you had trained
many different kinds of technology! have died. and done simulations, I think it
And hey, if you haven’t already, click And here’s one thing we probably
And it made me think about all the here to subscribe to my channel! would be quite different to really
things that technology can do now, all take for granted: the electric do the jump!
Until next time, be cool! lightbulb! Can you imagine life
that we probably take for granted. Ben 1,357 kilometres per hour! I
Even a generation ago, my morning Lesson 6.5, Page 80, Ex 4 e 4.17 without electric light? Lightbulbs can’t even imagine that speed.
would have been so different. So 1 be made redundant, replace allowed us to work and relax at Sam Oh, and he got the record for
that made me think: what are the workers any time of the day or night, in the furthest distance in free fall –
most significant innovations of 2 artificial intelligence, safe, bright light. And because falling without a parachute.
our time? Which are the ones that revolutionise transport electric lights were introduced
4120517 Vision TB4.indb 191 23/04/2020 10:04

Ben So what was the fourth learn a lot more about the universe space offers. And as of December Young man Yes, well, it is cashmere.
record? and our own planet if we continue 2018, over 700 people had booked Man I don’t actually think that
Sam He didn’t beat the record for to do research and experiments in to fly into the atmosphere, when there’s a hole in the wool itself.
the longest falling time. That is space – but the idea of going and the dream finally becomes a reality. It hasn’t been eaten by mice or
still held by Joe Kittinger. He was a living on another planet doesn’t Man And what is the dream, then? anything. It’s just that this bit where
captain in the US Air Force, and he seem right to me. I mean, we What have they booked? the sleeve joins the rest of it seems
did it in 1960! He was the first one have this planet. We know it has Mina Well, from the shuttle, they to be coming undone.
to try it. limited resources and yet we still will see views of the Earth from Young man Even so, that’s not
Ben Wow! He must be really brave! endanger the environment with space and experience several meant to happen, is it? It’ll have to
Sam Yes, and then there’s this guy, our consumption and our selfish minutes of the weightlessness that go back.
Alan Eustace – he jumped in 2014 actions. I just don’t think we should astronauts experience. But this Man I’ve got the receipt and
and he beat the height record. He be allowed to go and start again comes with quite a price tag! Each everything, so I don’t imagine it’s
jumped from nearly two and a half somewhere else! Supposing we did ticket has cost around 200,000 going to be a problem.
kilometres higher. He’s a computer as much damage on Mars as we dollars, so I think it will be a while Young man No, the only thing is
scientist. have on Earth. Then what? Would before the likes of you and me are you need to speak to someone in
Ben A computer scientist? That’s we just move onto the next planet? popping into space for a day out. authority who is authorised to deal
not what I expected! So what are I don’t think we should think about Man You’ve got that right, Mina! with this kind of thing, but I can
they doing it for? Is it just for the the other planets in the solar Well, next let’s find out what the point you in the direction.
excitement? system as just places that we can weather has in store. Man Thanks. That’d be great.
Sam Well, I think that’s a part of it, make use of and then throw away! 6 3
but they are also doing research. We should be more respectful! I think space exploration is One of the topics that we’ll be
They were looking at the effect that 4 amazing! It has already taught us covering this term is language
the jump would have on his body Can you imagine what it would be so much – and lots of the products acquisition, because some people
as well as developing equipment. like to be setting off on a mission to and things we take for granted would argue that it’s our use
It’s something to do with the space Mars? You know it’s going to take were developed for astronauts. of language that is the most
tourism industry. almost two years to get there, and, If they hadn’t put astronauts on significant factor that defines us as
Ben I get it. If more and more if you had the option of coming the ISS, we wouldn’t have some humans. Of course, other animals
people travel into space, then they back, it would take two years to amazing technology down here on use sounds to communicate
need to be sure that the equipment get home, too. After a certain Earth – for example, memory-foam messages and emotions, but I
is safe. time, you would probably lose mattresses and smart ovens that don’t think it can be argued that
Sam Yes – I think I’ll wait a few communication with Earth, so the you can control via the internet. Oh, this amounts to the same thing as
years to be sure, though! only people you could talk to would and cordless vacuum cleaners! They our use of language. We will also
Ben Yes, me too. I’m not a be your crew mates. Even if you may not be game changers, but the be looking at how children learn
daredevil! got on with them, you’d probably fact is, the need to develop things language, and it always amazes me
Lesson 6.8, Page 84, Ex 6 and 7 have to work really hard not to for the space environment pushes that young children have this ability
e 4.24 fall out with them after a while. designers and engineers to think to learn something as complex
1 And no one really knows what it more creatively. And some of the as a language, and manage to
As far as I see it, one of the major would feel like to be that far away. inventions are really important. For do so with almost no difficulty
arguments against a space colony Astronauts on the ISS talk about example, solar cells for collecting whatsoever. That will take us to the
– humans living on another planet, their emotions when they see solar energy are really important study of how we learn a foreign
that is – is just the cost. The ISS is Earth from the windows – on the if we want to use more renewable language, and a look at some of the
already considered to be one of the one hand it seems far away, but on energy sources. They were theories about the ways in which
most expensive things ever made, the other hand it is comforting to developed for use in space. that process may differ from the
but I’ve read estimates for a mission be able to see it. The fact is, I don’t Skills trainer 3, Page 88, Ex 4 e ways in which we learn our first.
to Mars that say it would cost 500 think anyone knows if they would 4.29
billion dollars even if we just sent a be strong enough to go to Mars! I
know I wouldn’t volunteer!
1 Unit 7
small crew on a one-way mission. I managed to get myself in a bit of a Lesson 7.1, Page 90, Ex 2 r e
Five hundred billion dollars! It’s 5 mess with one of those credit cards 4.30
more money than you can imagine! Man OK. And in other news, this they persuade you to get in some Lisa Hi everyone. How’re you
2 year is apparently going to be the of those big department stores. I doing? Have you done anything fun
Girl I heard they are serious about year that space tourism finally tend to avoid promotional offers lately? Cos that’s today’s topic.
a mission to Mars. They might even becomes a reality. We’ve got our but the sales woman said this was OK, so here’s the thing … Oh, wait!
be looking for volunteers in the science editor, Mina, here with us a really good deal, and if I signed OK! It’s Mum’s birthday soon, and
next few years in the studio. So, are you ready to up for a store card, I wouldn’t have we want to surprise her. She really
Boy That’s crazy! Who would book your next holiday, Mina? to pay anything that day. The other loves the theatre and concerts –
volunteer to go to Mars? Mina Ha ha. Well, it’s certainly thing she said was the interest you know, stuff like this: ‘A fabulous
Girl Well, I would! It’s an amazing closer than ever. But I don’t think I’ll rate was 0% for a year, and I’d stage adaptation of the prize-
opportunity. be swapping Spain for space any get a discount on anything else I winning novel.’ But the thing is,
Boy But everything I’ve read says time soon! In fact space tourism has bought. You’re probably thinking I none of this is really my cup of tea.
that the first missions would be been a reality for a number of years should’ve realised the whole thing I mean, I enjoy concerts, but I mean
incredibly risky. It might be a one- now. The first space tourist took a was too good to be true, but it all like festivals with rock bands and
way mission. trip to the ISS in 2001 and following seemed fine until a year later, when dancing. I don’t really know where
Girl I just think it would be the in his footsteps, another six people the interest rate went up to 25%, to start. I messaged the others to
most amazing adventure. I mean, went up over the next eight years. which I’d forgotten about. And so, ask for suggestions. Right. Keira
if you think about any explorers, However due to safety issues and a because of that and the fact that I says she would be up for anything,
they don’t have guarantees that number of other factors, no more hadn’t paid the whole debt off, the as long as it’s fun. And Finlay said
they’re coming back. Look at the space tourism followed for ten bank hit me with a charge of £50 he thought the circus would be a
early sailors! That was incredibly years after that. But recently, flights because I didn’t have enough in my perfect treat for anyone. So you
dangerous! to the edge of space have been account to pay the extra. can see I’ve had some really useful
Boy Yes, and lots of them didn’t trialled. input from the family! Thanks, guys!
2
come back! We only learn about the Man The edge of space. That’s not Luckily, I’d already asked some
Man I bought this the other day,
ones who were successful! quite a holiday camp on the moon, friends for their ideas.
and look, there’s already a small
Girl Hmm. Well. I think it would be then? Sonny Give the theatre a go! You
hole here.
the biggest adventure! Mina No, I think people’s ideas of don’t have to go and see some
Young man Oh yes, I see what you
space tourism and the reality are tragic drama from hundreds of
3 mean. That’s really not on, is it?
perhaps still quite different! But years ago. Or something serious
I think space exploration is one Man No, and it cost a huge
many people are just excited by the with challenging modern subject
thing – I mean, I’m sure we will amount.
thrill, the adventure that a trip into
4120517 Vision TB4.indb 192 23/04/2020 10:04

matter! The play I’d recommend Lisa Oh. Did you think that the brand. It doesn’t mean they own Deb If I were you, I would find out
is called Frogman. It’s a really cool special effects were good? the words! But it does mean you whether it’s true of not before you
modern theatre production! They Karen I’m not sure what the critic can’t use them to sell something, do anything. But I think it’s vital
blend theatre and technology to means by special effects. There because they are legally part of her that the teachers be made aware
tell the story, and the audience were some fancy lights when brand. The answer is B. The brand of it.
wears virtual-reality headsets! Ophelia was in the water. is protected from other people Alice Well, I guess you’re right,
Critics say that it is an extraordinary Lisa Oh. Who did you go with? making money from it. But that but what if it is just a rumour? You
piece of theatre. One even called Karen I went with my doesn’t stop some people. Big know how people like to gossip
it a masterpiece! Surely that can’t grandparents. Grandma loves brands get copied all the time. and make stuff up!
be bad? going to the theatre! It was their So, question 4. In theory, any of Deb Well, you get your results
Melissa Well my suggestion is a Christmas present. these answers is possible, but the tomorrow. If they all get good
bit of a wild card, I think! Just bear Lisa Do you think they enjoyed the most likely scenario is C. Illegal grades, there’s something fishy
with me, and keep an open mind! show? copies look right, but they are going on. Then I would insist that it
My friend is in an amazing modern Karen Well – I hope so! Grandpa scams – bad copies of the real be investigated. You worked really
dance production at the moment, fell asleep in the second act, but I thing. Look carefully – slogans hard for that test. It’s not fair.
and it’s really interesting. All the think Grandma enjoyed it. (those short memorable phrases) Alice Hmm. You’re probably right.
musicians are from the British Lisa So, would you recommend are often spelled incorrectly or the Lesson 7.6, Page 95, Ex 7 and 8
Paraorchestra, which is made up of this show to your friends? logo (the symbol that represents e 5.04
musicians who all have a disability Karen To be honest, I don’t think that brand) might not be quite In October 2018 an art auction was
of some kind. The reviews I read I would! If you want my honest right. in progress. A painting was being
said that the production celebrates opinion, I don’t think the critic was Question 5. OK, who owns ideas? sold, and the bids for the painting
the work of disabled artists. It’s a at the theatre last night. I didn’t see They can’t be protected as easily as were getting were higher and
conceptual piece and it’s being her, and what she says about the a brand or a logo, but that doesn’t higher. The auctioneer requested
live-streamed. Apparently it’s based show just doesn’t fit. My guess is, mean we can steal them, either. that the people should make up
on the ideas of a famous physicist she looked at the website and just In academic studies, correctly their minds. He invited people
called Richard Feynman. OK, maybe made up her review. referencing someone’s ideas is to make one last bid. ‘Sold for
it’s too complicated for a family Lisa Wow! That’s terrible! I wonder really important – especially as one million pounds!’ One million
evening out – but think about it! It’s if you’re right! your studies get more serious. pounds!
pretty cool! Lesson 7.3, Page 92, Ex 3 e 4.34 Universities take plagiarism really The room went quiet and
Max I agree with Finlay, actually! OK, well, how did you do on the seriously. Plagiarism is copying then something extraordinary
Didn’t he say he wanted to go to quiz? Let’s see. another person’s words, ideas or happened. The painting began
the circus? Well, it doesn’t have to Question 1. This is a simple answer. work and pretending it’s your own. sliding downwards and it came
be an old-fashioned circus with It’s B. Definitely illegal. Lots of If you want to paraphrase or make out the bottom of the frame in
clowns and animals, and all that people might tell you it’s C, but a direct quotation, or just discuss thin strips. The painting was being
stuff. Have you heard of the Cirque the fact is, by streaming from someone’s ideas, you need to learn shredded by a mechanism in its
du Soleil? Their website says they’re unauthorised websites, you are how to give a citation – that’s frame. It was half destroyed when
a contemporary circus and they put effectively stealing from the film saying where the ideas come from. the mechanism broke. Everyone
on the most amazing shows! Just production company. This is theft. So the answer is B. was stunned!
check it out – you’ll be blown away Many people around the world see Lesson 7.4, Page 93, Ex 4 and 6 The press accused the auction
by their skills! video piracy as a crime without a e 4.36 house of knowing about the
Lisa Wow! OK. That’s a broader victim, because they see how much Alice Hey, Deb. I’ve got some stunt. They criticised the artist for
range of recommendations than money is in Hollywood. But the fact serious gossip to tell you! destroying their own work. The
I expected! Everything from is, most of the people who work Deb Really? Is it about Mel and auction house denied knowing
virtual theatre to contemporary on films are just ordinary people Ryan? I already know they’ve split anything about the shredder. They
dance. I think they all sound really – they’re sound technicians and up! promised to find out who had
interesting, but I’m going to go make-up artists. If we steal from Alice Have they? No, it’s not about destroyed the painting.
with Max’s suggestion. Cirque du the industry, we make it harder for them. It’s more serious than that! Before long the artist made a
Soleil sounds like everyone will find them to make a living. You’ll never guess what I found out! statement to the media. He
something to like. And my little Right. Question 2. What should Deb OK, go on then. confessed to being responsible
brother will get his way as usual. you do? Copyright protects artistic Alice You know I’ve been stressing for the stunt. He admitted that he
OK. I’m going to go online and works, like songs or books. You about biology and studying every had wanted to protest about the
book tickets now. Have fun, friends! need to pay to use the things that night. art business and the high prices
Lesson 7.1, Page 90, Ex 4 e 4.31 people have created. So here you Deb Oh yes. Mrs Francis suggests of art. Banksy – of course it was
1 tragic have a choice it’s either A or C. that you use an online trainer to Banksy! – has always wanted to
2 conceptual piece If you really want that song that revise. Do you use it? remain anonymous, but his stunts
3 critic everyone is singing right now, Alice Um, yeah, but that’s not the have always got him lots of media
4 adaptation chances are it won’t be available point. I think a few of the students attention. However, this stunt
5 subject matter to use for free, so make sure you in my class cheated on the big didn’t work and the painting wasn’t
6 masterpiece get a licence, which is a permit exam! completely destroyed. The painting
7 contemporary from an authority to own or Deb Alice! You didn’t cheat, did is now so famous that it is worth
8 production use something and include the you? I mean, I know you were more than the million pound price
9 live-streamed attribution – that means including stressed, but … it had just sold for!
10 have or keep an open mind information about who wrote the Alice No, but listen, Deb, I didn’t! The buyer confessed to being
Lesson 7.2, Page 91, Ex 6 and 7 song, or has copyright. However, if It happened in a chat group, and I shocked when she saw her new
e 4.33 you’re prepared to be flexible there wasn’t part of it. painting self-destructing. But she
Lisa Oh, hi Karen. You went to are collections of music extracts Deb Oh, OK. So how do you know? insisted on keeping the work. After
see Hamlet at the Old Fire Station, and images that are available Alice Well, it’s just a rumour, but I all, it is now a piece of art history.
didn’t you? to download and use for free. heard it from Lila, and she said they It’s the first artwork to be created
Karen Yes, I did. We were there last This means you can still create were laughing about it afterwards. live during an auction. It now has
night. It was the first night of the something cool, without breaking Deb Really? a new name. It’s called Love is in
new production. any copyright! Alice I bet I know what happened. the bin.
Lisa It got great reviews. What did Question 3. A trademark protects They stole the exam from the Lesson 7.8, Page 98, Ex 3 and 4
you think of the production? things associated with a brand, like teacher’s desk and put it online! e 5.07
Karen Um, it was OK, I suppose. I their logo or design. Taylor Swift Deb Oh. What are you going to do? Host Thanks. And now to our guest
didn’t think it was much better than chose to protect her catchphrase. Alice I don’t know, but if it’s true, this morning. Liam Bolan has come
the one we did at school! A catchphrase is something that a it’s so unfair! I worked really hard into the studio today to talk about
person says a lot and it becomes for that test.
associated with them and their
4120517 Vision TB4.indb 193 23/04/2020 10:04

copyright. Right, well, shall we Lesson 7.8, Page 98, Ex 6 and 7 will share stories that show how fixing homes for people who don’t
start? e 5.08 we are damaging the planet, and have anywhere safe to live.
Liam Good morning! Well, let me 1 a health freak will share stories Founded in America, they now
tell you a story! What is history? A list of facts that about the effects of a new exercise have projects in the UK and all over
Host OK. we learn about the past? This war regime. If the stories reflect what the world. They work to improve
Liam It’s about a group of friends at was fought between these dates. we believe, or hope is true, we are the welfare of people living in
university. They saw an advert one This king died in this year. It seems less critical and less likely to ask run-down housing by providing
day for a free photo shoot. like an obvious question, in many questions. And if we share it among new, safe housing with toilets
Host Oh, yes. I’ve done one of ways. History is full of facts that like-minded friends, the story takes and clean water. The houses are
those. The photos were great. every high school student should root and gains credibility. In our built by volunteers and locals
Liam Well, keep listening. The know. 1914–1918 – World War I. bubble, no one is questioning the working together. They’re a great
friends went to the studio, signed 1066 – the Norman invasion of ideas. collaborative effort! So this year
the paperwork, smiled for the Britain by William the Conqueror. 4 Paul and his brother Tom went to
camera. It was bit of fun and a 1776 – the end of the American And another university has Cambodia to work with Habitat
student promotion. They recall it Revolution, or the end of the cancelled a speaker at the last for Humanity building some safer
was something to do with an art American War of Independence. minute because of fears that their houses there.
project, or the photographer’s It depends on your point of view. presence might cause offence. They even met some cool
portfolio, but they didn’t ask too Same battles. Same generals. We The idea of ‘no platforming’ has Cambodian kids who are into
many questions. And then it was are talking about the same ‘facts’, been around since the 1970s, skateboarding! Wild! Listening to
forgotten. Until one day, several but the interpretation of them is when people with hateful views Paul’s story, I started to feel much
years later, one of them – let’s call different. were prevented from public more positive again! So, I thought
her Alia – got a phone call. The language we use to report speaking. In the last few years it I’d ask my friends online if they
Host A phone call? an event can lead to a different has become a more widespread knew of any more positive good-
Liam Yes, from a friend in Canada. understanding of those ‘facts’. And phenomenon, which is causing news stories about different people
He had seen a familiar face on an people have a world view that is concern for supporters of free getting along in local communities
advertising poster. He got in touch influenced, one way or another, by speech. Suggesting that the issue near them. And you know what?
to say, ‘Hey, this looks just like the facts they are taught. This is just was one of security concerns, They did! Here’s a shout out to a
you!’ and sent the photo over as a one example, but history textbooks the head of the student union few of them!
message. throughout – well, history – are full defended her decision to cancel Aisha told me about a community
Host OK. Was it a coincidence? of them. And it begs the question, the debate, referring to the hate theatre group in Bristol who work
Liam Well, it didn’t look just like what is history? What’s you answer? mail the speaker had received. She with all kinds of diverse people –
Alia; it was Alia. Her face was being 2 apologised, saying, ‘We regret that old people, young people, refugees
used as part of the immigration And finally, tonight’s episode of the event has been cancelled, but and asylum seekers, disabled
information campaign. It was the the award-winning series Black in view of the internet trolling that people, anyone who feels isolated
photo from the portrait shoot in Mirror is looking at social media both the university and the speaker or lonely. Anyone can get involved.
college. profiles and how they might outlive has suffered since the event was And having taken part in the
Host Oh. What did she think about us. The dark satirical series looks publicised, we feel that it cannot go workshops and stuff, people feel
that? at how our society is evolving, ahead. No one should receive death integrated and happier! It’s a pretty
Liam Well, at first it was pretty and our new dependence on threats for simply expressing their cool idea, don’t you think? Feeling
funny. She didn’t mind so much. technology. Tonight’s story is set it opinions – however controversial.’ curious, Aisha went to see a play
But soon other messages started in a dystopian future not far from The students denied that they were they put on. She said it was great!
coming in from around the world. our own reality. It imagines a world using these concerns to effectively Then, from Switzerland, my friend
Alia’s face was also part of an in which people can be recreated ‘no platform’ the speaker after Mischa told me about a place called
advertising campaign for dentists, from the social media information protests on campus last week. the House of Religions in Bern,
a face cream – even a fake dating they have left behind. The hero is a where eight different religions
profile. Eventually she did a
reverse image search and found
recreation – a product of artificial Unit 8 share a building. Different groups
aren’t always tolerant of each other,
intelligence and virtual reality, Lesson 8.1, Page 102, Ex 2 r e
50 different versions of the picture. created from his social media and don’t try to mix, but here
And by now Alia had stopped 5.13 they’re all under one roof! There are
profiles and posts. In a time where Toby Hi guys. It’s me, Toby, again
laughing and started wondering, in the real world we have seen film individual spaces for the different
who owns my face? and today I’m going to share some religions to worship in their own
stars from the 60s star in modern cool and inspiring stuff that I’ve
Host The photographer! adverts, and Amy Winehouse ways. Then there are shared spaces
Liam Yes – that’s right! When they been finding out about. where people can get together and
launching a tour eight years after So, the thing is, I really like to watch
went for the shoot, they’d signed a she died, you have to ask, is this find out about each other’s cultures
document giving him the rights to the news and keep up to date with and take part in community events
life imitating art, or are we close to world affairs and even local issues.
the image. It was there in the small making Black Mirror’s predictions and festivals celebrating diversity
print! And he had sold Alia’s photo But you know how sometimes in the community. Everyone is
come true? everyone is just gloomy, with
as part of a set. She had no way to respectful, and getting to know
control who used her image – or 3 nothing but bad news on the TV? people really breaks down
what they sold with it. Have you ever liked or shared Well, I was feeling a bit like that and stereotypes.
Host Was she upset? something on social media that then I bumped into my friend Paul. It’s great to hear these positive
Liam Well. She contacted the turned out to be fake news? If you He was down at the skate park. stories of projects that bring
photographer and requested that use social media, chances are you I haven’t seen Paul for ages, so I people together. Encouraged to
he stop selling her image. The will have seen some fake news, asked him what he’d been doing, get involved, we can all make
photographer was understanding or been part of a conversation and he told me he had been a difference. I am feeling so
and he agreed not to sell her image about it, even if you didn’t share it building houses – in Cambodia! I inspired, I’m going out now to find
to anyone else. But the photos yourself. Some of it is so ridiculous. told him I thought that was sick, something I can get involved in!
are already out there, and Alia You have to wonder why people and asked him how he ended up See you all soon. Be cool – and
keeps finding new appearances. have fallen for it, but they do. Social doing such a crazy thing. It turns remember to be excellent to one
She insists that she does not hold media culture makes it easy to out that last year, when he did another!
the photographer responsible, or spread false ideas, and people are his Duke of Edinburgh Award,
often lazy in their fact-checking. Lesson 8.2, Page 103, Ex 4 and 5
blame him for the problem, but he volunteered here in the UK.
But there may be something else at e 5.15
she wants other people to think Working with a charity called
work. It’s called confirmatory bias. Toby Wanting to make a difference,
twice. Read the small print. Ask the Habitat for Humanity, he got
We are more likely to notice, believe I asked around in our local area.
questions and don’t give away the involved in a community housing
and share stories that reflect what There are lots of great projects
rights to your face! project. Habitat for Humanity do
we already believe about the world. going on! There’s an after-school
Host It’s good advice! So, if you … all kinds of stuff like building and
So an environmental campaigner club at the mosque that helps
4120517 Vision TB4.indb 194 23/04/2020 10:04

young refugees to integrate by You know this is something I feel Boy 1 Listen, don’t worry if you Girl They might not be stupid, but
teaching extra English lessons really strongly about. can’t make the start. Just come they don’t always check stuff. And
and helping them to meet people Girl 2 I’m not arguing. I’ll check along. We need to stand up and what if we look at it through their
their age. I heard about a great out the ingredients. If there’s be counted, man. It’s a national eyes? They think you believe it, so
music project too – they make unsustainable palm oil in this emergency! they take it more seriously.
instruments out of recycled objects chocolate bar, I’ll try to buy another Boy 2 Gosh, well. Perhaps we’ll just Matt Ha ha! What a joke!
and get together to play in a kind. But right now, I think we need have to agree to disagree. Hey, did Girl Sorry, Matt, but I think you
rubbish orchestra! Being interested to take a step back and reassess. you catch the match last night? need to take this seriously. I
in music, I thought that sounded I’ve already bought this one. It’s Lesson 8.4, Page 105, Ex 3 and 4 mean, I don’t want to go on about
fun. There’s so much going on, done. I’m going to eat it. e 5.19 it, but this is something I feel
when you look! Girl 1 You just don’t care, do you? strongly about. There’s so much
1
Having seen lots of people sleeping You’re just a mindless consumer! misinformation out there. And
Matt Oh, hi Luke. How’s it going?
rough on the streets though, I 2 some of the stuff you’re posting
Luke Hi Matt. I’m OK thanks.
wanted to do something that Uncle Honestly! Have they got could be … well, some of it is
Matt I’m hungry! I hope there’s
helped the homeless. I heard about nothing better to do? I mean, every pretty extreme.
something good for lunch for once.
a soup kitchen and food bank time I drive past, they’re there, just Matt It’s satire! Oh my gosh! I never
Luke I see you posted another one
working out of the church centre in sitting around. Doesn’t anybody thought anyone would take it
of your big conspiracies online last
Daintree Road, so I decided to go have jobs anymore? Or care about seriously. I hadn’t considered that
night.
along and see what it was all about. schoolwork? aspect.
Matt Oh yeah – the biggest secret
Although it’s run from the church, Girl Uncle Ted, I think you’re being Girl Well, I don’t know. Anyway, I
no one wants you to know about?
it is supported by volunteers from unfair. How do you know it’s always just wanted to say something.
Tough stuff.
many religions. the same people? 3
Luke Yeah, that one was pretty
Traditionally, a soup kitchen Uncle I told you – they’re always Sarah Hey, Luke! It’s Sarah.
scary, huh? I mean the way
provides a hot meal to homeless there. Morning, noon and night. Luke Oh, hi Sarah! What’s up?
people are being controlled and
people who may not have access to Just sitting in the park. And I bet it Sarah Um, I just wondered – are
everything. You’d have to be an
hot food during the day. Founded was them who vandalised the bus you online?
idiot to think that was true!
in the 1970s, the Daintree Centre shelter. Luke No. I logged off a while ago.
Matt Are you kidding? You just
has been feeding people in need Girl That’s an interesting I’m watching a film.
can’t see it, because they’ve already
for decades. But since the financial suggestion. But the bus shelter is Sarah Oh. Because, um, you’ve
got you! This is exactly what it’s all
crisis in 2008, they have been on the other side of town. I read kind of started something!
about!
providing other services as well. that a car drove into it. Those kids Luke What do you mean?
Luke OK, that’s an interesting
Now they run a food bank, too for had nothing to do with it! Sarah Well, you know you
perspective, but I think you need to
families in financial difficulty. And Uncle Well – you can see they’re responded to Matt’s post. The thing
look at the facts. How would they
they collect clothes and toys, too. the criminal type! All that coloured about the secret organisation …?
do that? Why would they do that?
On entering the hall, I was hair and what is this fashion for? Luke Yeah. Gosh, he’s always
Who are they? It just doesn’t make
immediately struck by how busy Woman Come on now, Ted. sharing such rubbish! And this one
sense.
it was – and how friendly the They’re just young. Let’s talk about just tipped me over the edge. Some
Matt Oh my gosh! They’ve got you!
atmosphere was, too. Everyone something else. of his posts are pretty extreme. I
You’re a drone!
smiled and said hello. And once Girl Hang on – what if we look think people are taking it seriously.
Luke OK. I think we’re going to
I explained that I wanted to at it through their eyes. There is Sarah Well, you’re right about
have to agree to disagree on this
volunteer, everyone was ready to literally nothing for young people that! There’s a huge number of
one. But I think you should do some
show me what to do. to do in this town. Nothing! So, comments on there now. I wonder
more research.
The evening went by really quickly. of course they get together and if you should have thought about
Matt Whatever, drone!
It always does when you’re learning do … nothing! what you wrote.
Luke Ooh. Pizza – good! I’m
something new, doesn’t it? But Uncle Well – when they’re not Luke What? I just wrote …
starving! Did anyone see that video
having done a shift with all those vandalising bus shelters, that is! Sarah I know what you wrote: ‘This
of the UFOs in Russia? That was
great people, I was keen to go Young people today are just lazy. is fake news, you stupid idiots.’ Did
something!
back and spend more time there. Girl Well, that’s your opinion, but you think that it was going to make
And sitting at home that night, I 2
I can’t agree. Me and my friends people see your point of view? Log
reflected on how lucky I am. Matt Well, that maths test was
aren’t lazy! on and see how that went.
Getting involved with a community almost impossible! I’m pretty sure
Woman Well, that was delicious. Luke I’m logging on … Oh. Yeah, I
project is one of the most positive I failed it!
Does anyone have room for see what you mean. They’re pretty
things I’ve done! Girl Yeah, me too. It was tough!
dessert? angry.
Um, Matt – I wondered … You
Lesson 8.3, Page 104, Ex 4 and 8 3 Sarah Yes. I know what you were
know that stuff you posted online
e 5.16 Boy 1 Hey, mate! Did you see that trying to do, but insulting people
last night? Do you actually believe
1 post I tagged you in this afternoon? in such a public space isn’t the way
it?
Girl 1 Wait! Don’t eat that! Boy 2 Um, yes. I saw it. to do it.
Matt All that stuff about the secret
Girl 2 Don’t eat what? This Boy 1 So – are you going to come organisation and the undercover Lesson 8.4, Page 105, Ex 8 e
chocolate bar? along to the protest? It’s this forces? No. It’s nonsense. But it sure 5.20
Girl 1 Yes! That chocolate has palm Saturday. Me and some friends are gets people going! 1 Smart phones should be banned.
oil in it. And palm oil is pushing going to be there. You should come Girl So, you’re just doing it to get a 2 National service should be
endangered orang-utans to the along. reaction? To wind people up? compulsory.
edge of extinction. Boy 2 You know what? It’s not Matt Yeah. It’s so clearly rubbish. I 3 Older people are destroying the
Girl 2 Right. OK. I hear what you’re really my thing. Um, you know, mean, no one would take that stuff planet.
saying, but if I don’t eat it, what all that political stuff. I wish you seriously, right? 4 All international travel should be
should I do with it? wouldn’t … Girl Yeah. Right. I hear what you’re stopped.
Girl 1 Well, I don’t know how Boy 1 Come on! We need everyone saying. It’s rubbish. But, you see, 5 Politics is pointless.
you could eat it, when it’s part of we can get! This thing is getting the thing is, I think some people Lesson 8.6, Page 107, Ex 7 and 8
the problem. You’re part of the out of hand, and we need to send a are taking it seriously. From the e 5.23
problem. strong message to the government responses and comments. I just Founded in 1945, CARE is one
Girl 2 OK, listen, I agree that palm to say, ‘Stop! We won’t tolerate this think you have to be a bit careful of the oldest humanitarian aid
oil is a problem, but if I don’t eat anymore!’ with what you share. organisations fighting global
this, then I have to throw it away. Boy 2 Oh, listen, I hear what you’re Matt You’re serious? You think poverty. In no way was it originally
Isn’t that worse? saying. I guess your friends are people believe that stuff? Wow! I intended as a long-term venture,
Girl 1 What? Are you arguing with quite passionate about this. It didn’t think anyone in class was rather it was set-up to send food
me about this? I don’t believe it. must be difficult, but I really can’t that stupid. packages from America to Europe
support …
4120517 Vision TB4.indb 195 23/04/2020 10:04

in the aftermath of World War II. But Amanda Yes, that’s right. It’s right to clean water, food and has been in a wheelchair all his
from 1950 through to the 1970s estimated that currently one in shelter. Safety from violence and life, and he said that the voyage
CARE started delivering other five plant species worldwide are the freedom to express your ideas really made him feel integrated and
types of humanitarian aid. Not threatened with extinction, but are often suggested. But what valued, making use of his personal
only did they provide food aid but preserving seeds in a seed bank about the right to access the skills and strengths. Well, never am
also medical and educational aid, provides an effective way to save internet? Rarely has this made I happier than when I am near the
amongst others. plants for future research and re- the top ten in the traditional list sea, so last month I signed up and
Then, in the late 1970s, CARE introduction. of things that we need to survive took a voyage from Plymouth to A
evolved to become CARE Man Wow! That’s interesting. I and advance. In our modern world, Coruña, in Spain. Crew members
International, as it named is today, understand that it started as a however, we are increasingly are buddied up in pairs of differing
one of the largest global aid project to save plants that naturally conducting a part of our lives abilities, and I was with Sarah who
organisations combatting poverty. grow in the UK? online. The internet is a major was a far better sailor than me!
Central to its approach, CARE Amanda Yes. In 2009 the source of news, of information, 2
believes that lasting improvements Millennium Seed Bank achieved a way to keep in contact with Last year for Christmas I received
to people’s lives can only be its goal of storing all but a handful people and a means of finding lots of presents. That’s great, but I
achieved through change rather of the UK’s native plant species, opportunities. That’s why a growing began to feel like it was too much
than simply aid. Not until the making the UK the first country global initiative has been launched – that we ended up just buying
underlying causes of poverty have in the world to have preserved its to try to make fast, reliable and, each other gifts for the sake of it.
been addressed (it believes) can botanical heritage. crucially, affordable internet access Do you know what I’m saying? So
poverty be overcome. Man And how many seeds do you available to everyone. It’s quite a this year, wanting to do something
One thing that has proved have here overall? revolutionary idea. Twenty years different, I asked my family not
successful is CARE’s model for Amanda Well, in 2007 the MSB ago, living in a rural location to get me anything but to look
cooperative microfinance helping banked its billionth seed and had or a developing nation, access at the microfinance initiative at
communities help themselves banked 10% of the world’s wild to information, education and CARE International. So instead of
to develop and grow. What they plants by 2009. The current goal research resources would have perfume and new clothes, I got
do is create Village Savings and for the Millennium Seed Bank is to been severely limited. Nowadays, some microfinance loans! And to
Loans Associations, which are conserve 25% of the world’s plant with an internet connection, there my mind they were a much better
small groups of people who save species by 2020. are so many more opportunities for present! I often donate money to
and borrow together. The group’s Man Wow! That’s amazing! people all over the world to learn charity, but I think the best way of
savings are used to provide short- 2 and advance. Working together, helping people is to give them the
term loans within the community In December 1979, it was officially governments and some of the opportunity to help themselves.
and the interest is divided between confirmed that the potentially biggest global corporations are For example, I have just re-invested
the savers. The community is deadly infectious disease smallpox trying to make affordable, reliable one of those loans in a business in
trained to manage the system with had been eliminated worldwide internet universally accessible. Malawi. I chose a young woman
no outside help. Rarely have people by a collaborative effort, involving Lesson 8.8, Page 110, Ex 6 e there called Josie, who is running
in these communities had access to doctors and scientists. This historic 5.28 a small village shop. She needed
finance before, so this scheme gives eradication took twelve years 1 So when my cousin James spent money to buy new stock. If her
them an opportunity to start or of coordinated global action. a week sailing. I had to find out shop is a success, her children can
expand a small business to improve Since then, through vaccination more. stay in school.
their life. At no time in the cycle of programmes, a number of diseases 2 The best way of helping people 3
the loan does the money leave the have been eliminated from large is to give them the opportunity to I’ve supported a local homeless
local community. regions of the world. Measles was help themselves. charity for years. I always give
CARE also runs a scheme that successfully eliminated regionally 3 No sooner had we arrived on the money to their appeals, and I
allows any one of us to help in the Americas in 2002, and rubella night of the sleep out … collect for the food bank, too.
entrepreneurs in developing in 2015. 4 I’m definitely going to do it again But this year, wanting to do
countries. You can help someone However, in recent years, progress next year! something more, I signed up to
who does not have a lot to has slowed. European efforts to [second option] do the Centrepoint sleepout. I
improve their life by starting or eliminate measles were damaged Do you know what I’m saying? mean, 103,000 young people faced
developing their business. All by the MMR vaccine controversy, Lesson 8.8, Page 110, Ex 7 e problems with homelessness in
that you need to do is go to the started in the 1990s. The MMR 5.29 the UK last year. That’s a problem
website, choose an entrepreneur controversy started with the 1 It’s great round here. There’s a we’ve got to do something about!
from a selection chosen by CARE publication of a fraudulent paper real sense of community. I wanted to engage with the issues
and choose how much to lend. in a medical journal. It falsely 2 It’s great round here. There’s a of youth homelessness more, and
The website is updated so that linked the MMR vaccine to the real sense of community. really put myself in their position,
you can see how your chosen development of autism. The paper 3 It’s great round here. There’s a to try to understand what it feels
entrepreneur’s business is growing has since been fully retracted and real sense of community. like to sleep rough. Well, no sooner
and transforming their life. No acknowledged as utterly false. The 4 It’s great round here. There’s a had we arrived on the night of the
sooner has the entrepreneur paid author of the paper was found real sense of community. sleep out than it started to rain,
back their loan than your money is guilty of serious professional 5 It’s great round here. There’s a and it didn’t stop until the morning
credited back to you. You can then misconduct. He can no longer work real sense of community. after. I felt like I didn’t sleep a wink!
choose to keep your money, donate as a doctor in the UK. However,
Lesson 8.8, Page 110, Ex 8 and 9 Of course, one night in a damp
it to CARE or lend it to help another as a result of the paper, and the
e 5.30 sleeping bag in no way compares
entrepreneur to help themselves misinformation circulating online, to a winter on the streets, but it
out of poverty. what happened was that people 1 helps people to understand. And
Lesson 8.8, Page 110, Ex 2 and 4 were put off getting their children I have always loved sailing – those we raised money for the charity
e 5.27 vaccinated with a combined big old-fashioned ships which in sponsorship, too. I’m definitely
1 vaccine for three serious diseases: make me think of adventure and going to do it again next year!
Man OK, I’m here at the Millennium measles, mumps and rubella. In my exploration. So when my cousin
James spent a week sailing on a 4
Seed Bank in England and I’m opinion, further campaigns spread
traditional sailing ship I had to find Every weekend I can be found
meeting Amanda, who is going to via social media have prevented
out more. James went sailing with down at my local community
show us around. So, Amanda, what people from taking up vaccines.
the Jubilee Sailing Trust who take allotment. Not until I’m outside
is the Millennium Seed Bank? You’re It means that outbreaks of these
crews of disabled and non-disabled amongst nature, planting seeds
storing seeds here, in case the diseases are seen again in places
people on voyages aboard their and growing vegetables can I really
plants in the wild are endangered that had been safe.
ships. On board, everyone can build relax! My community allotment is a
by global events or by climate 3 space in the middle of the city, that
change – is that right? What are basic human rights? confidence make friends and be
useful members of the crew. James used to be wasteland and has now
People might list things like the been transformed by volunteers
4120517 Vision TB4.indb 196 23/04/2020 10:04

into a food-growing community 4 Girl 1 That’s great. They get on Vocabulary booster 3.5, Page
garden and learning environment. There’s not that many women that really well. 121, Ex 2 e 3.05
People from diverse backgrounds go to prison in this country, not Girl 2 Hey, I heard that Tanya and Presenter People
including students, elderly people compared to men, but, you know, Ben have split up. Is it true? He Speaker athlete, coach, player
and anyone else who wants to, can I did some stupid things, I’m not must be really upset. Presenter Places
come along to meet, socialise and proud of it, and that’s where I went. Girl 1 Yeah, I heard that too. Maybe Speaker court, field, ice rink, pool,
grow vegetables. We learn about Anyway, when I came out I wanted they’ll get back together though. stadium, track
native species and environmentally to change, wanted to do something They’ve done this before! Presenter Equipment
friendly ways of producing food, good, and here I am now working Girl 2 I hope so. I thought they Speaker ball, bat, helmet,
along with sharing our knowledge for this lovely theatre company. were in love! knee-pads, racket, stick
and our plants in our own local Jenny and Anne started it 20 years Vocabulary booster 2.1, Page Vocabulary booster 3.5, Page
seed bank. Everyone from the ago, and the only people they take 118, Ex 4 e 2.21 121, Ex 6 e 3.06
community is welcome to come on are people like me who have Presenter Agreeing 1 abide by the rules
along, get their hands dirty and get just been released from prison. I’ve Speaker See eye to eye 2 arbitrary rules
involved. got a part in their latest play, and Be on the same wavelength 3 bend the rules
Skills trainer 4, Page 115, Ex 4 we’ve been all over the country to Presenter Starting an argument 4 enforce the rules
e 5.35 schools, prisons and small clubs, Speaker Have a bone to pick 5 establish the rules
basically telling our different Lock horns 6 ground rules
1
stories. Mostly we get quite a Presenter Ending an argument 7 the golden rule
I have a number of different places
friendly reception, maybe because Speaker Have the last word 8 unwritten rules
where I play, partly because I like
people can see our stories are real. Offer or accept an olive branch
the variety, and also shopkeepers Vocabulary booster 4.1, Page
can get pretty unpleasant if they Presenter Not taking sides 122, Ex 2 e 3.22
find you on their doorstep day Vocabulary booster Speaker Let bygones be bygones Compact apartment in an urban
after day. Some of the café owners Vocabulary booster 1.1, Page Sit on the fence location. This quirky studio
can get very angry too. I have a 116, Ex 2 e 2.02 Vocabulary booster 2.5, Page apartment offers quick access to
folding stool I sit on, so I can work 1 doing sport 119, Ex 1 e 2.22 shops and transport.
anywhere, and I get out my guitar, 2 travelling 1 get out of breath Charming cottage to rent in rural
put a hat down on the pavement to 3 hanging out with friends 2 get fit setting. Located at the end of
collect any money people want to 4 studying 3 go on a diet a narrow lane, with a spacious
give, and then I start. I tend to play 5 dancing 4 give up junk food garden and views across fields.
classical guitar because that’s what 6 chatting online 5 cut down on sugar Opportunity to live in a new
people seem to like, so I give it to 7 listening to music 6 build up stamina high-rise building in the heart of
them. At least that’s what seems to 8 playing computer games 7 improve flexibility town. Modern flat with a surprising
make me the most money. 9 shopping 8 increase strength amount of practical space and
2 10 cooking 9 lose weight views across the city.
I guess I’m pretty lucky, you know, Vocabulary booster 1.1, Page 10 gain confidence Vocabulary booster 4.1, Page
cos the centre here’s been open 116, Ex 7 e 2.03 Vocabulary booster 2.5, Page 122, Ex 6 e 3.23
since I was I don’t know maybe 1 a science genius 119, Ex 6 e 2.23 1 first-time buyer: nabywca swojej
nine or ten … and maybe you 2 a natural 1 alarmed pierwszej nieruchomości
remember, there were some bad 3 a gifted 2 reassured 2 relationship status: stan cywilny
riots here a few years back, and 4 born to be 3 stunned 3 household income: dochód
gangs – like, everyone was in a 5 in a class of his own 4 thrilled gospodarstwa domowego
gang, and you could get in real Vocabulary booster 1.5, Page 5 charmed 4 deposit: kaucja
trouble if you were in the wrong 117, Ex 1 e 2.04 6 exasperated 5 mortgage: hipoteka, kredyt
place at the wrong time. But like I Presenter I am … 7 furious hipoteczny
said, I’m lucky cos that was before Speaker competitive 8 serene 6 terms and conditions: warunki
my time, and this community enthusiastic 9 upbeat 7 monthly outgoings: miesięczne
centre is like another home. We honest 10 gloomy wydatki
do sport, I sometimes help with patient Vocabulary booster 3.1, Page Vocabulary booster 4.5, Page
the younger teams, we get to physically fit 120, Ex 1 e 3.03 123, Ex 1 e 3.24
play matches, see films … and quick to learn 1 under pressure 1 internship, apprenticeship, work
sometimes we go on trips – like, a Presenter I am good at … 2 frustrated experience
few weeks ago we got to visit a real Speaker dealing with people 3 cope with 2 fees, application form
farm. Amazing! I got to feed the following instructions 4 challenges 3 campus
actual cows – that was so cool. taking the initiative 5 determined 4 certificate, degree
3 working under pressure 6 discipline 5 professor, undergraduate,
I honestly never imagined that I 7 confidence candidate
Vocabulary booster 1.5, Page
would use a food bank like this. I’ve 8 convinced 6 tuition, course
117, Ex 7 e 2.05
always been independent, and I’m
1 get into something Vocabulary booster 3.1, Page Vocabulary booster 4.5, Page
a single mother, but I had a good
2 get a kick out of something 120, Ex 5 e 3.04 123, Ex 6 e 3.25
job in the personnel department at
3 get to grips with something Presenter Positive 1 documentation
the car factory. When it closed, so
4 go crazy Speaker renowned 2 exaggerate
suddenly like that, it was a terrible
5 get your teeth into something eminent 3 admission
– it was impossible to get another
6 go too far prominent 4 supervisor
job. Anyway, with no money at all
7 go off something Presenter Neutral 5 intake
coming in, I’ve had to come here for
8 go through the motions Speaker high -profile 6 halls of residence
the last two months. The first time,
9 go overboard legendary 7 prestigious
I was afraid they might be mean,
10 get it Presenter Negative 8 acceptance
might look down on me, you know,
Vocabulary booster 2.1, Page Speaker infamous Vocabulary booster 5.1, Page
but everyone’s so nice. They ask
118, Ex 1 e 2.20 notorious 124, Ex 1 e 4.04
about your situation, find out what
Girl 1 Lily has got a crush on that scandalous 1 challenging
you need. Actually it was one of
new guy in the class. I don’t get it – disreputable 2 live abroad
the volunteers who told me about
this new job I’ve got, starting next he’s not that good looking. 3 the job involves
Monday. Who knows? If everything Girl 2 He’s OK. Have you heard? 4 effort
goes OK, maybe I’ll come back and Andy asked Jane to go out with him 5 achievements
help out here myself. and so they are together now.
4120517 Vision TB4.indb 197 23/04/2020 10:04

6 full time Vocabulary booster 6.5, Page Vocabulary booster 8.1, Page
7 candidates 127, Ex 1 e 4.27 130, Ex 1 e 5.31
8 work experience 1 memory stick 1 homeless
9 CV 2 wireless mouse 2 addiction
10 personal statement 3 external hard drive 3 binge-drink
11 interviews 4 anti-virus program 4 poverty
12 hire 5 touchscreen 5 gang
13 part-time Vocabulary booster 6.5, Page 6 unemployed
14 qualifications 127, Ex 6 e 4.28 7 vandalise
15 wages 1 identify defects 8 scam
Vocabulary booster 5.1, Page 2 market research 9 mugger
124, Ex 5 e 4.05 3 operational prototype 10 isolated
1 minimum wage 4 preliminary sketch Vocabulary booster 8.1, Page
2 annual leave 5 product launch 130, Ex 5 e 5.32
3 suffer from discrimination 6 promote core message 1 economic migrants, job seekers,
4 maternity or paternity leave 7 source materials long-term unemployed
5 flexible working hours or Vocabulary booster 7.1, Page 2 displaced people, economic
flexi-time 128, Ex 1 e 5.09 migrants
6 overtime 1 opera 3 single-parent families, young
7 shift work 2 concert parents
8 freelancer or contractor 3 novel 4 elderly residents, retired people
Vocabulary booster 5.5, Page 4 exhibition Vocabulary booster 8.5, Page
125, Ex 1 e 4.06 5 musician 131, Ex 1 e 5.33
1 start-up 6 compose 1 avalanche
2 product 7 artist 2 earthquake
3 make a loss, make a profit, 8 street performer 3 flood
supply, demand 9 book-signing 4 hurricane
4 customers, entrepreneurs, 10 orchestra 5 landslide
suppliers Vocabulary booster 7.1, Page 6 national election
5 business plan 128, Ex 5 e 5.10 7 protest
6 advertising 1 moving: flat 8 strike
Vocabulary booster 5.5, Page 2 poetic: prosaic Vocabulary booster 8.5, Page
125, Ex 5 e 4.07 3 subtle: obvious 131, Ex 7 e 5.34
1 exchange rate 4 profound: superficial 1
2 market rate 5 sophisticated: simplistic The North Atlantic Treaty
3 index Vocabulary booster 7.5, Page Organisation: NATO
4 cost of living 129, Ex 1 e 5.11 2
5 transaction 1 bright colours The United Nations General
6 fixed rate 2 in the background Assembly: UNGA
7 currency markets 3 in the centre
8 indicator 3
4 in the foreground The International Monetary Fund:
Vocabulary booster 6.1, Page 5 focus on IMF
126, Ex 1 e 4.25 6 perspective
1 fossil fuels 7 on the left 4
2 climate change 8 on the right The European Free Trade
3 landfill site Association: EFTA
Vocabulary booster 7.5, Page
4 throw away 5
129, Ex 5 e 5.12
5 recycle The International Olympic
1 depict
6 reduce packaging Committee: IOC
2 metaphor
7 pollution 3 abstract
8 consume energy 4 symbolic
9 waste water 5 figurative
Vocabulary booster 6.1, Page 6 cliché
126, Ex 3 e 4.26 7 interpret
1 biodegradable
2 compostable
3 carbon neutral
4 single-use
5 low-impact
6 sustainable
4120517 Vision TB4.indb 198 23/04/2020 10:04

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1

4120517 Vision TB4.indb 1 27/04/2020 14:49

Join Oxford English Learning Exchange! Take part in regular

00a Vision TB4 front matter.indd 2 02/06/2020 13:11

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1 Vocabulary 2 Grammar 3 Life skills 4 Speaking

4 Home sweet home

5 Should I stay, or should I go?

6 Tech and the environment

8 Bringing people together

5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

Writing Formal letter

Presentation video Group discussion

Writing Newspaper article

Writing Opinion essay

Student’s Book syllabus 5

4120517 Vision TB4.indb 5 24/03/2020

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00a Vision TB4 front matter.indd 7 02/06/2020 13:12

A video still or photo

The key vocabulary is

The video dialogue is

Real English exercises

The Classroom Presentation Tool The Classroom Presentation Tool provides

00b Vision TB4 walkthrough.indd 8 02/06/2020 13:22

The new core vocabulary

Extend exercises introduce

Speech bubbles signpost

 Art and protest

What a performance!  REAL ENGLISH Complete the phrases in bold

I don’t normally like traditional drama,

 VOCABULARY BOOSTER Now practise Performing arts

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A Can do statement sets

The Grammar booster is

The Classroom Presentation Tool provides

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Additional practice of the

I can report what others have said and asked. .

found on the Teacher’s

’ B The critics are saying that it’s a masterpiece.

the classroom. Additional

worksheets are available

for download from there.

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Workbook Lesson 7.2

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A Can do statement sets Listening or reading texts

A short written or oral

. I can understand issues of copyright and plagiarism.

concentrate on shopping, gaming, or make-up, like those?

want to use a direct quotation from someone,

3 Does it use images, music, or video that other

interactive activities for teachers to use in class

vocabulary. Vision WB4.indb 86 11/03/2020 15:22

Workbook Lesson 7.3

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A Can do statement sets the

Listening tasks give

The Phrasebook gives

Interesting and engaging Students build on the

I can discuss an issue of cheating. .

WORD POWER The subjunctive