01OnScr Upper B2Plus Ts POL Con.

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Teacher’s Book

Virginia Evans – Jenny Dooley

01OnScr Upper B2Plus Ts POL Con.qxp_01OnScr Upper B2Plus Ts POL Con 12/5/18 2:26 PM Page 2

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk

© Virginia Evans – Jenny Dooley, 2018

Design and Illustration © Express Publishing, 2018

First published 2018

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without
the prior written permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-8088-8
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Contents
Introduction to the Teacher .............................................................................................................. p. 4

Module 1 ........................................................................................................................................ p. 8

Module 2 ........................................................................................................................................ p. 22

Module 3 ........................................................................................................................................ p. 37

Module 4 ........................................................................................................................................ p. 52

Module 5 ......................................................................................................................................... p. 67

Module 6 ......................................................................................................................................... p. 81

Module 7 ......................................................................................................................................... p. 96

Module 8 ......................................................................................................................................... p. 108

CLIL/Culture ................................................................................................................................... p. 123

Writing Bank Key .......................................................................................................................... p. 132

Tapescripts ..................................................................................................................................... p. 138

Evaluations .................................................................................................................................... p. 158

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Introduction to the Teacher
On Screen Upper-Intermediate B2+ is a modular secondary-
level course for learners studying British English at CEF
Level B2+. It allows a flexibility of approach which makes it
suitable for classes of all kinds, including large or mixed
ability classes.
On Screen Upper-Intermediate B2+ consists of eight
modules. Each module consists of six lessons plus
Language Focus and Progress Check sections. The
corresponding module in the Workbook provides the option
of additional practice.
COURSE COMPONENTS
Student’s Book – Workbook & Grammar Book –
Matura Workbook & Grammar Book
The Student’s Book is the main component of the course.
Each module is based on a single theme and the topics
covered are of general interest. All modules follow the same
basic structure (see Elements of the Coursebook).
The Workbook is in full colour and contains modules
corresponding to those in the Student’s Book containing
practice in all four language skills. It also contains Exam
Practice Section and a Grammar Bank with theory and
exercises. It can be used either in class or for homework
upon completion of the relevant unit in the Student’s Book.
The Matura Workbook & Grammar Book is for learners
preparing for the New Matura Exam at both Basic and
Extended levels. It is in full colour with modules
corresponding to those in the Student’s Book. It offers
systematic preparation for the Matura Exam through a
variety of exercises, Exam tasks and Exam tips.
Teacher’s Book and Teacher’s Resource Pack &
Tests Multi-Rom
The Teacher’s Book contains Teacher's Notes which
provide step-by-step lesson plans and suggestions about
how to present the material. This book also includes a
complete Key to the exercises in the Student’s Book and
the tapescripts of the listening material. The Tests, one per
module, are available for teachers to use as a formal means
of checking their Ss’ progress. There is also a full key to the
Tests, listening tasks & tapescripts as well as Resource
Material in the Teacher’s Resource Pack & Tests Multi-Rom.
Class Audio CDs
The Class Audio CDs contain all the recorded material which
accompanies the course. This includes the monologues/
dialogues and texts in the Listening and Reading sections as
well as the Pronunciation/Intonation section, and the material
for all listening tasks in the Workbook & Grammar
Book/Matura Workbook & Grammar Book.
4
Student’s Audio CD
The S’s Audio CD contains the main texts in the Reading
sections of the Student’s Book, Pronunciation/Intonation
tasks as well as the Listening tasks of the Workbook/Matura
Workbook for the purposes of homework and preparation.
ELEMENTS OF THE COURSEBOOK
Each module begins with a modular spread that contains: a
brief overview of what will be covered in the module,
pictures and words/phrases related to the theme of the
module, and exercises to practise the vocabulary
presented.
Each module contains the following sections:
Vocabulary
Pictures are employed to introduce Ss to the vocabulary of
each module. Vocabulary is practised through various types
of exercises. A particular feature of the book is the teaching
of collocations, which helps Ss remember vocabulary items
as parts of set expressions. (See Student’s Book Ex. 3,
p. 34). Ss also practise word formation, prepositional
phrases and phrasal verbs.
Grammar
• The grammar structures of each module are presented
by means of illustrations and clear and concise theory
boxes.
• Grammar exercises and activities reinforce Ss’
understanding of these items. There is also a Grammar
Reference section at the back of the Student’s Book
that offers more details.
Listening Tasks and Speaking Practice
• Ss can develop their listening skills through a variety
of tasks. These tasks employ the vocabulary and
grammar practised in each module, in this way
reinforcing understanding of the language taught in the
module.
• Controlled speaking activities have been carefully
designed to allow Ss guided practice before leading
them to freer speaking activities.
• The sections provide practice in real-life
communication. Standard expressions and language
structures associated with realistic situations are
extensively practised.
Pronunciation/Intonation
Pronunciation activities help Ss recognise sounds and
reproduce them correctly. Intonation activities help Ss
improve their intonation patterns.
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Study Skills
Brief tips, explanations, and reminders at various points
throughout each module help Ss develop strategies which
improve holistic learning skills and enable Ss to become
autonomous learners of the English language.
Reading texts
These texts practise specific reading skills such as
skimming, scanning, intensive reading for specific
purposes, understanding text structure, and so on. The
texts are usually exploited in four stages:
• a warm-up activity to intrigue students
• top-down activities (scanning and reading for gist)
• bottom-up activities (reading for detailed
understanding)
• oral reproduction (Ss outline the main points of the text)
Writing
The writing sections have been carefully designed to ensure
that Ss systematically develop their writing skills.
• A model text is presented and thoroughly analysed,
and guided practice of the language to be used is
provided.
• The final task is based on the model text and follows
the detailed plan provided.
• All writing activities are based on realistic types and
styles of writing such as letters, emails, descriptions,
essays, stories and summary writing.
Language Knowledge Section
This section follows every module and reinforces Ss’
understanding of the grammar and vocabulary from the
module. It also offers topic related tasks practising open/
multiple choice cloze texts, word formation and key word
transformations.
CLIL/Culture Spot sections
Each module is accompanied by a CLIL and a Culture Spot
section.
• Each CLIL section enables Ss to link the themes of the
module to a subject from their school curriculum, thus
helping them contextualise the language they have
learned by relating it to their own personal frame of
reference. Lively and creative tasks stimulate Ss and
allow them to consolidate the language they have
learnt throughout the module.
• In each Culture Spot, Ss are provided with cultural
information and read about aspects of English
speaking countries that are thematically linked to the
module. Ss are given the chance to process the
information they have learnt and compare it to the
culture of their own country.
Module Language Focus & Progress Check
These follow every module and reinforce Ss’ understanding
of the topics, vocabulary, and structures that have been
presented.
The material has been designed to help Ss learn new
language in the context of what they have already mastered,
rather than in isolation. In the Progress Check sections, a
grading scheme allows Ss to evaluate their progress and
identify their weaknesses. The objectives of the module and
the Ss’ achievements are clearly stated at the end of each
Progress Check section.
Grammar Reference section
This section offers full explanations and review of the
grammar structures presented throughout the book. It can
be used both in class and at home to reinforce the grammar
being taught.
Writing Bank
This section provides preparation of the writing task types
as they are presented in the Student’s Book. It contains
theory, plans, full-length model compositions and useful
language to help Ss produce successful pieces of writing.
Word List & Pronunciation Sections
A complete Word List contains the new vocabulary
presented in each module, listed alphabetically, with a
phonetic transcription of each word and explanation. The
Pronunciation Section familiarises Ss with the phonetic
transcripts and pronunciation of vowels, consonants,
diphthongs and double letters.
American English – British English Guide
An American English – British English Guide outlines and
highlights differences between the two main international
varieties of English.
Irregular Verbs
This provides students with a quick reference list for verb
forms they might be unsure of at times.
SUGGESTED TEACHING TECHNIQUES
A Presenting new vocabulary
Much of the new vocabulary in On Screen Upper-
Intermediate B2+ is presented through pictures. Ss are
asked to match the pictures to listed words/phrases.
(See Student’s Book, Module 1, p. 5, Ex. 1.)
Further techniques that you may use to introduce new
vocabulary include:
• Miming. Mime the word you want to introduce. For
instance, to present the verb sing, pretend you are
singing and ask Ss to guess the meaning of the word.
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• Synonyms, opposites, paraphrasing, and giving
definitions. Examples:
– present the word strong by giving a synonym:
“powerful”.
– present the word strong by giving its opposite:
“weak”.
– present the word weekend by paraphrasing it:
“Saturday and Sunday”.
– present the word famous for by giving its
definition: “very well-known (person or thing)”.
• Example. Examples place vocabulary into context and
consequently make understanding easier. For instance,
introduce the words city and town by referring to a city
and a town in the Ss’ country: “Rome is a city, but
Parma is a town.”
• Sketching. Draw a simple sketch of the word or words
you want to explain on the board. For instance:
tall
short
• Flashcards. Flashcards made out of magazine or
newspaper pictures, photographs, ready-made
drawings, and any other visual material may also serve
as vocabulary teaching tools.
• Use of L1. In a monolingual class, you may explain
vocabulary in the Ss’ native language. This method,
though, should be employed in moderation.
• Use of Dictionary. In a multilingual class, Ss may
occasionally refer to a bilingual dictionary.
The choice of technique depends on the type of word or
expression. For example, you may find it easier to describe
an action verb through miming than through a synonym or
definition.
Note: Check these words sections can be treated as
follows: Go through the list of words after Ss have read
the text and ask Ss to explain the words using the context
they appear in. Ss can give examples, mime/draw the
meaning, or look up the meaning in their dictionaries.
B Choral and individual repetition
Repetition will ensure that Ss are thoroughly familiar with the
sound and pronunciation of the lexical items and structures
being taught and confident in their ability to reproduce them.
Always ask Ss to repeat chorally before you ask them to
repeat individually. Repeating chorally will help Ss feel
confident enough to then perform the task on their own.
6
C Listening and Reading
You may ask Ss to read and listen for a variety of purposes:
• Listening for detail. Ss listen for specific information
after they have listened for gist. (See Student’s Book,
Module 1, p. 12, Exs 1 & 2)
• Listening and reading for gist. Ask Ss to read or listen
to get the gist of the dialogue or text being dealt with.
(See Student’s Book, Module 1, p. 7, Ex. 3. Tell Ss that
in order to complete this task successfully, they do not
need to understand every single detail in the text.)
• Reading for detail. Ask Ss to read for specific
information. (See Student’s Book, Module 1, p.7, Ex. 4.
Ss will have to read to the text in order to do the tasks.
They are looking for specific details in the text and not
for general information.)
D Speaking
• Speaking activities are initially controlled, allowing for
guided practice. (See Student’s Book, Module 1, p. 13,
Ex. 2 where Ss use the same structures to act out a job
interview.)
• Ss are then led to free speaking activities. (See
Student’s Book, Module 2, p. 29, Ex. 4 where Ss are
asked to express choice, prioritise and recommend,
provided with the necessary lexical items and
structures and are asked to express choice, prioritise
and recommend.)
E Writing
All writing tasks in On Screen Upper-Intermediate B2+ have
been carefully designed to closely guide Ss to produce a
successful piece of writing.
• Always read the rubric and model text provided and
deal with the tasks that follow in detail. Ss will then
have acquired the necessary language to deal with the
final writing task. (See Student’s Book, Module 1,
pp. 14-15.)
• Make sure that Ss understand that they are writing for
a purpose. Go through the writing task in detail so that
Ss are fully aware of why they are writing and who they
are writing to. (See Student’s Book, Module 1, p. 15,
Ex. 5. Ss are asked to write a story.)
• Make sure Ss follow the detailed plan they are provided
with. (See Student’s Book, Module 1, p. 15.)
• It would be well-advised to actually complete the task
orally in class before assigning it as written homework.
Ss will then feel more confident with producing a
complete piece of writing on their own.
F Assigning homework
When assigning writing tasks, prepare Ss as well as
possible in advance. This will help them avoid errors and get
maximum benefit from the task.
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Commonly assigned tasks include: – In closed pairs, get Ss to do the task.

Copy – Ss copy an assigned extract; – Go around the class and help Ss.
Dictation – Ss learn the spelling of particular words without – Open pairs report back to the class.
memorising the text in which they appear;
• Group work
Vocabulary – Ss memorise the meaning of words and
Groups of three or more Ss work together on a task or
phrases or use the new words in sentences of their own;
activity. Class projects or role play are most easily
Reading Aloud – Assisted by the S’s CDs, Ss practice at
done in groups. Again, give Ss a solid understanding of
home in preparation for reading aloud in class;
the task in advance.
Writing – After thorough preparation in class, Ss are asked
to produce a complete piece of writing. • Rolling questions
Ask Ss one after the other to ask and answer questions
G Correcting students’ work based on the texts.
All learners make errors – it is part of the learning process.
The way you deal with errors depends on what the Ss are I Using the Student’s Audio CD
doing. Dialogues, texts and Pronunciation sections are recorded
on the Student’s Audio CD. Ss have the chance to listen to
• Oral accuracy work: these recordings at home as many times as they want to
Correct Ss on the spot, either by providing the correct improve their pronunciation and intonation.
answer and allowing them to repeat, or by indicating
the error but allowing Ss to correct it. Alternatively, • S listens to the recording and follows the lines.
indicate the error and ask other Ss to provide the • S listens to the recording with pauses after every
answer. sentence/exchange. S repeats as many times as
• Oral fluency work: needed, trying to imitate the speaker’s pronunciation
Allow Ss to finish the task without interrupting, but and intonation.
make a note of the errors made and correct them • S listens to the recording again. S reads aloud.
afterwards. • All listening tasks in the Workbook/Matura Workbook
• Written work: are also included in the Student’s CD.
Do not over-correct; focus on errors that are directly
relevant to the point of the exercise. When giving J Using L1 in class
feedback, you may write the most common errors on Use L1 in moderation and only when necessary.
the board and get the class to attempt to correct them.
ABBREVIATIONS
Remember that rewarding work and praising Ss is of great
importance. Post good written work on a display board in Abbreviations used in the Student’s Book and Teacher’s
your classroom or school, or give “reward” stickers. Praise
effort as well as success. T Teacher p(p). Page(s)
S(s) Student(s) e.g. For example
H Class organisation HW Homework i.e. That is
• Open pairs L1 Students’ native etc. Et cetera
The class focuses its attention on two Ss doing the set language sb Somebody
task together. Use this technique when you want your Ex(s). Exercise(s) sth Something
Ss to offer an example of how a task is done. (See Ex. 5
on p. 78 of the Student’s Book.)
• Closed pairs
Pairs of Ss work together on a task or activity while you
move around offering assistance and suggestions.
Explain the task clearly before beginning closed
pairwork. (See Ex. 2 on p. 13 of the Student’s Book)
• Stages of pairwork
– Put Ss in pairs.
– Explain the task and set time limit.
– Rehearse the task in open pairs.

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Module 1 Work
In this module Ss will explore the topics of work, jobs, 1c Grammar in use 10-11
money, lifestyle and character.
Lesson Objectives: To revise/practise present tenses, to
Module page 5 revise/practise future tenses, to present/practise
defining/non-defining relative clauses, to practise key word
Lesson Objectives: To give an overview of the module, to
transformations
introduce key vocabulary for jobs
Vocabulary: Making a living (estate agent, lawyer, flight 1d Listening skills 12
attendant, mechanic, engineer, stockbroker, firefighter,
medical researcher, au pair, gardener, fashion designer, tour Lesson Objectives: To listen for specific information, to
guide, florist, sales assistant, builder, plumber, electrician); listen for key information, to learn the pronunciation of /h/
Phrases (career prospects, flexible hours, full-time job); Vocabulary: From scripts (footwear, separate,
Nouns (experience, qualifications, references, salary) approximately, ponytail, anorak, dungarees, backpack,
member of staff, situated, faint, adjust, animator, pursuit,
1a Reading 6-7 contemporary dance, determined, fluent, graduate,
motivate, contract, fee)
Lesson Objectives: To listen and read for specific
information, to read for key information, to answer 1e Speaking skills 13
comprehension questions based on a text, to write about
whether you would like to be a shark expert Lesson Objectives: To learn/practise situational language
Vocabulary: Verbs (marvel [at], highlight); Nouns (company, for a job interview, to act out a job interview, to make
bond, posture, encounter, perception, nightmare, dorsal fin, comparisons
snout); Adjectives (dedicated [to], mindless, rewarding);
Phrase (beyond the limits) 1f Writing 14-15
Lesson Objectives: To analyse a rubric, to identify
1b Vocabulary 8-9 beginnings and endings for formal letters, to analyse a
Lesson Objectives: To learn words/phrases related to jobs model, to learn/practise formal style, to practise error
& money, character, to learn idioms, to learn phrasal verbs, correction, to write a letter of application
to learn prepositional phrases, to practise word formation
Vocabulary: Jobs & Money (quit, retire, discontinue, Language Knowledge 1 16-17
abandon, earnings, profits, benefits, money, consumer, Lesson Objectives: To practise multiple-choice cloze, to
applicant, buyer, customer, note, notice, warning, letter, practise key word transformations, to practise word
partner, comrade, colleague, candidate, pension, perk, formation, to consolidate vocabulary and grammar
permit, promotion, trainee, worker, employer, employee, structures from the module
deal, direct, control, run, occupation, profession, trade,
work, vacancy, chair, post, situation, team, crew, personnel, Language Focus 1 18
people, dismiss, resign, fire, sack); Character (good-natured,
moody, sentimental, self-conscious, conservative, relaxed, Lesson Objectives: To consolidate vocabulary and
sensible, gullible, emotional, perfectionist, narrow-minded, grammar structures from the module; to practise word
easy-going, cold-hearted, soft-spoken, quick-tempered, big- formation
headed, thick-skinned); Idioms (a pain in the neck, have a
heart of gold, as hard as nails, behind the times, couch
Progress Check 1 19-20
potato); Phrasal verbs (run out of, put aside, take out, live by, Lesson Objectives: To read for specific information, to
cut down on, fill in) listen for specific information, to revise Everyday English, to
consolidate vocabulary & grammar structures from the
module, to write a letter of application

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1 Module
Module Objectives need training
stockbroker: indoors/well-paid/career prospects/
Read the title of the module Work and ask Ss to suggest
degree/need training
what they think the module will be about (the module is
firefighter: outdoors/well-paid/flexible hours/need
about jobs, money and character). Go through the
training
objectives list to stimulate Ss’ interest in the module.
medical researcher: indoors/well-paid/degree
au pair: indoors/poorly-paid/flexible hours
1 To introduce new vocabulary gardener: outdoors/poorly-paid/flexible hours
• Go through the list of jobs with Ss. fashion designer: indoors/well-paid/flexible hours
• Direct Ss’ attention to the people in the pictures tour guide: outdoors/poorly-paid/flexible hours
and elicit which job each picture shows. florist: indoors/well-paid
sales assistant: indoors/poorly-paid/flexible hours
Answer Key builder: outdoors/poorly-paid/flexible hours
1 medical researcher 4 sales assistant plumber: indoors/well-paid/flexible hours
2 au pair 5 stockbroker electrician: indoors/well-paid/flexible hours
3 fashion designer
Extra activity 4 To personalise the topic
Ss in pairs take turns to think of a job on p. 5 and tell Ask various Ss around the class to tell the class what
their partner what this person does without using the they would like to do for a living.
job title. The partner guesses the job (e.g. A: She sells
Suggested Answer Key
houses. B: Estate Agent.)
I would like to be a pilot for a living because I’d like to
travel and pilots are well-paid.
2 To introduce new vocabulary
• Ask Ss to look at the texts. Elicit what they are ( job Words of wisdom
adverts).
• Direct Ss’ attention to the quotation and ask Ss to
• Give Ss time to read the job adverts A-C and
discuss their opinion on what it means with a
complete them.
partner and/or give their opinion on it. Then ask
• Check Ss’ answers around the class. Elicit the
various Ss to tell the class.
meaning of any unknown word.
Suggested Answer Key
Answer Key
I disagree with the quote. I believe that a person should
A 1 qualifications 2 references
choose a job that they are happy to do, as this means
B 3 Full-time 5 salary that they will excel in it. If we do a job that is not suited
4 experience 6 enclosing for us, then this will affect our performance and the
results./ I agree with the quote. We can’t all have dream
C 7 flexible 8 arrange
careers so whatever we end up doing for a living we
should do it well and take pride in it.
3 To categorise jobs
• Alternatively, write the following on the board and
• Explain the task and read out the phrases in the list. ask Ss to copy it into their notebook:
Explain/elicit the meanings of any unknown words.
• Give Ss time to write their answers. Ask various Ss matter not do you does job it what, it do how you is
to tell the class. it.

Suggested Answer Key • Ask them in pairs to re-order the words to make a
meaningful sentence.
estate agent: indoors/well-paid/career prospects
• Ask various Ss to share their sentences with the
lawyer: indoors/well-paid/career prospects/degree/
class.
need training
• Ask Ss to open their books, direct them to the
flight attendant: indoors/well-paid/career prospects/
quotation and ask them to give their opinions on it
need training
in small groups. Then ask for a show of hands: who
mechanic: indoors/well-paid/career prospects/need
agrees/disagrees with the quotation.
training
engineer: indoors/well-paid/career prospects/degree/

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Module 1
1 a Reading
2 b)
•
•
To practise new vocabulary
Give Ss time to complete the sentences.
Check Ss’ answers.
1 To introduce the topic
Answer Key
• Direct Ss’ attention to the picture. Elicit what kind of
1 predators 4 adapt 7 immobility
job the person has (a diver, work with sharks; study
2 brought up 5 operation 8 encounter
sharks etc).
3 interpret 6 ferocious
• Read out the rubric in Ex. 1. Elicit answers from Ss
around the class.
3 To listen and read for specific information
Suggested Answer Key • Play the recording. Ss listen and follow the text in
I think the Sharkman’s job possibly involves studying, their books and check if the sentences in Ex. 2b are
feeding and playing with sharks. true or false.
• Check Ss’ answers.
2 a) To present key vocabulary Answer Key
• Refer Ss to the Word List at the back of their 1 T 5 F (locating and diving
books and give them time to look up the 2 F (fisherman) with great white sharks)
meanings of the words given. 3 T 6 T
• Alternatively elicit meaning by giving example 4 T 7 F (15 mins)
sentences, synonyms, antonyms or miming/ 8 T
drawing the meaning of the words.
The author’s intention is to inform.
Suggested Answer Key
brought up (v): raised 4 To read for specific information
encounter (n): facing; meeting • Ask Ss to read the questions 1-8 and the possible
operation (n): venture answers and then give them time to read the text
predators (n): animals that kill and eat other again and complete the task giving justifications for
animals their answers.
adapt (v): to adjust • Check Ss’ answers around the class.
ferocious (adj): violent, fierce, extreme
immobility (n): inability to move Answer Key
interpret (v): understand 1 C (ℓ. 1) 6 B (ℓ. 29-30)
2 D (ℓ. 8) 7 C (ℓ. 37-38)
Background information 3 D (ℓ. 10) 8 A (The author finds Mike’s
Gansbaai is a fishing village in South Africa. It is 4 D (ℓ. 12-13) job ‘thrilling’, ‘unique’,
known for its dense population of great white sharks. 5 A (ℓ. 21-22) ‘rewarding’ and ‘exciting’.)
The great white shark is the world’s largest fish. It Extra activity
can be about 6 metres (20 ft) long and weigh about Divide the class into two teams. Elicit character words
2,300 kilograms (5,000 lb). It lives about 30 years and by saying a letter of the alphabet and asking each team
feeds on fish and seabirds. in turn to call out a word beginning with that letter to
Other facts about sharks: describe someone’s character e.g. Give the letter S.
– A blind, deaf shark with no nose could still detect Team A: silly, B: stupid, A: serious, B: sensible, A:
you (if you were alive) because its head has jelly- sentimental, and so on. When a team cannot think of
filled canals which detect the electrical impulses another word, the other team gets a point. Continue
given off by all living bodies. with other letters.
– Killer whales also immobilise sharks by holding
them upside down until they suffocate. • Refer Ss to the Check these words box and
– Sharks almost never attack people – you’re 76 explain/elicit the meanings of the words or ask Ss
times more likely to be killed by a bolt of lightning to use their dictionaries and look them up.
than by a shark (according to US figures collected Alternatively ask Ss to try to explain the words in
over the last 50 years). context giving an example sentence; a
synonym/antonym or miming their meaning.

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Suggested Answer Key
company (n): (action of) being with others
beyond the limits (phr): above and beyond the normal
extent
bond (n): a strong connection and feeling of love and
friendship shared between people; relationship
posture (n): body position
dedicated [to] (adj): devoted; committed
encounter (n): unexpected meeting
perception (n): the ability to notice sth
mindless (adj): thoughtless
nightmare (n): bad dream
dorsal fin (n): the fin on the back of a sea animal that
helps it swim
snout (n): the nose of a shark
marvel [at] (v): to be amazed by sth
highlight (v): to attract attention to sth important
rewarding (adj): fulfilling; satisfying
5 To check comprehension
Read the questions aloud and elicit answers from Ss
around the class for each one.
Suggested Answer Key
1 Mike was a fisherman and a boat skipper.
2 He makes sharks stay stationary by rubbing their
snouts and hypnotising them.
3 Mike also gives lectures about shark conservation
and makes documentaries about them.
6 a) To consolidate new vocabulary through
synonymous words/phrases
• Read the words/phrases in the list and give Ss
time to find their synonyms in the text.
• Elicit answers from various Ss around the class.
Answer Key
Para A: jobs – occupations; desire – passion;
to watch – observe; to form – developed
Para B: slowly – gradually; to decode – interpret;
to change – adapt
Para C: meeting – encounter; fierce – ferocious;
bad dreams – nightmares
Para D: sometimes – occasionally; complete – total
Para E: to emphasise – highlight; to talk – lecture
b) To consolidate new vocabulary
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
1 Module
Suggested Answer Key
company (n): being with others
feared (adj): when people are frightened of sth
beyond the limits (phr): above and beyond the normal
extent
bond (n): relationship
developed (v): became more advanced
dedicated (adj): spending a lot of time doing sth
perception (n): the way sb thinks of sth
snout (n): the nose of a shark
marvel at (v): be amazed by sth
seeking (pres p): looking for
status (n): condition
demonstrating (-ing form): showing
7 To research a topic
• Explain the task and direct Ss to the website given.
• Assign the task as HW and check Ss’ answers in
the next lesson.
Suggested Answer Key
Mike often takes celebrities diving to see the sharks.
Divers get in a cage that is 3.5 metres long and fits 6
divers at a time. Each diver gets 30-45 minutes in the
cage. Mike’s boat is a 12.5 metre LeeCat and it can
carry 36 people but only 20 people go at a time. The
average shark dive trip is between 2½ to 4½ hours. The
trip starts from Kleinbaai Harbour. May to October is
the best time to see sharks.
To consolidate information in a text
Ask various Ss around the class to tell the class what
they have learnt from the text.
Suggested Answer Key
I learnt that sharks can be hypnotised. I learnt that the
great white shark is an endangered species. I also
learnt that sharks are sensitive creatures.
To express preference giving
reasons
• Read the task aloud and give Ss time to think of
their answers and write a short paragraph.
• Ask various Ss around the class to read their
paragraph to the rest of the class.
Suggested Answer Key
I would like to do Mike Rutzen’s job as I like working
outdoors and would enjoy swimming in the ocean with
sharks. After reading about them I am no longer afraid
of these creatures. It would be really amazing to
hypnotise a shark!
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Module 1
1 b Vocabulary
colleague (n): people one works with
candidate (n): person considered for a position

1 To consolidate vocabulary from a text 4 To present topic-related vocabulary

• Explain the task and give Ss time to complete it. • Explain the task.
• Check Ss’ answers. • Give Ss time to complete it.
• Check Ss’ answers. Elicit/Explain the meaning of
Answer Key
any unknown words.
1 natural 3 raise 5 limits 7 dedicated
2 close 4 bond 6 portray Answer Key
1 conservative 6 self-conscious
2 To consolidate new vocabulary 2 moody 7 good natured
3 perfectionist 8 relaxed
• Give Ss time to complete the task. 4 sentimental 9 sensible
• Check Ss’ answers. 5 gullible 10 emotional
Answer Key pension (n): retirement fund; regular sum of money
1 specialises 4 stars 7 ferocious from the state because of retirement
2 perception 5 marvel perks (n): special work benefits
3 interact 6 limits permit (n): official document that states that you may
do sth
3 To present topic-related vocabulary promotion (n): act of being given a more important job
trainee (n): person employed at a low level in a job in
• Explain the task.
order to learn the skills needed for that job
• Give Ss time to complete it.
worker (n): person employed in industry
• Check Ss’ answers. Explain the rest of the words.
employer (n): boss; person you work for
Answer Key deal with (v): to handle
1 retired 5 colleagues 9 profession direct (v): control; to be in charge of
2 profits 6 perks 10 position control (v): to have power over
3 customer 7 employer 11 personnel run a business (phr): to operate a company
4 notice 8 runs 12 resign occupation (n): job
profession (n): job that requires education/training
quit (v): to leave a job trade (n): buying and selling
retire (v): to stop working and receive pension work (Un): job
discontinue (v): to stop doing sth completely vacancy (n): job not filled yet
abandon (v): to leave a place/person etc; desert chair (n): person in charge of a meeting
earnings (n): money earned by working; income from post (n): work position
work situation (n): state (situations vacant – title of column
profit (n): money earned by a business after its in newspaper that advertises jobs)
expenses have been paid team (n): group of people who play together
benefit (from) (n): advantage crew (n): people working on a ship/plane
money (n): coins and bank notes personnel (n): staff
consumer (n): person who buys things people (n): men, women and children
applicant (n): person who applies for a post dismiss from (v): ask sb to leave a job
buyer (n): person who wants to buy sth resign from (v): leave a job
customer (n): shopper fire (v): to sack
note (n): a short letter sack (v): to fire; to dismiss from work
notice (n): a written announcement
warning (n): sth said or written to inform of possible
5 To present topic-related vocabulary
danger
(compound adjectives)
letter (n): message on paper
partner (n): person we are closely involved with in • Explain the task.
business, marriage etc • Give Ss time to complete it.
comrade (n): companion • Check Ss’ answers.

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1 Module
Answer Key Word formation text completion
1 minded 5 tempered Explain that Ss should first read the text quickly to get
2 going 6 headed a general idea what it is about. Ss then read the text
3 hearted 7 skinned sentence by sentence and try to decide what part of
4 spoken speech each missing word is (noun, verb, adjective,
adverb etc). They also think of possible
6 To practise idioms related to character prefixes/suffixes that are used to form various parts of
speech. Ss complete the text, then read the completed
• Give Ss time to do the task. text to see if it makes sense. Point out that correct
• Check Ss’ answers. Elicit explanations in Ss’ L1. spelling is required.
Answer Key
1 c 2 d 3 b 4 e 5 a
Suggested Answer Key
1 być utrapieniem
1c Grammar in use
2 mieć zł ote serce 1 a) To revise present tenses
3 być twardym jak skał a, być nieubł aganym,
• Explain the task and give Ss time to complete it.
być bez serca
• Check Ss’ answers.
4 być zacofanym
5 leniwiec Answer Key
1 have 8 keeps
7 To present phrasal verbs 2 have been working 9 haven’t had
3 conduct 10 have just informed
• Explain the task and give Ss time to complete the
4 suffer 11 are not working
sentences with the particles in the list.
5 starts 12 am taking
• Ask Ss to check their answers in Appendix 1.
6 don’t go 13 have already told
Answer Key 7 is evolving 14 are packing
1 out of 3 out 5 down on
2 by 4 on 6 out b) To identify use of present tenses
• Explain the task and give Ss time to match the
8 To learn prepositional phrases verb forms to the uses.
• Give Ss time to choose the correct preposition. • Check Ss’ answers and elicit the tense in each
• Ask Ss to check their answers in Appendix 2. case.
• Ask Ss to memorise these phrases. • Refer Ss to the Grammar Reference section
for more information.
Answer Key
1 on 4 in 7 for Answer Key
2 from 5 in 8 under 1 D present simple
3 for 6 for 9 with 2 B present perfect continuous
3 F present simple
4 D present simple
9 To practise word formation
5 F present simple
• Explain the task and give Ss time to complete it. 6 F present simple
• Check Ss’ answers on the board. 7 C present continuous
Answer Key 8 D present simple
9 G present perfect
1 maintenance (n) 6 careful (adj)
10 I present perfect
2 professional (adj) 7 unsociable (adj)
11 E present continuous
3 heights (n) 8 extended (adj)
12 H present continuous
4 dangerous (adj) 9 feeling (n)
13 G present perfect
5 windy (adj) 10 beautiful (adj)
14 A present continuous

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Module 1
2 To practise present tenses 5 To practise future tenses with personal
• Give Ss time to choose the correct verb tense. examples
• Check Ss’ answers. Ss should justify their answers. Explain the task and give Ss time to complete it, then
check Ss’ answers around the class.
Answer Key
Suggested Answer Key
1 works (permanent state)
1 on holiday in Australia.
2 leaves (timetable)
2 saved enough money to buy a PC.
3 are recycling (changing situation)
3 going camping with my friends.
4 are always forgetting (annoyance)
4 will go to the cinema tonight.
5 am thinking (considering) 5 will open the window.
6 is taking (fixed arrangement for near future)
7 looks (seems)
8 has been (action started in the past continuing up 6 To present and practise defining/
to now) non-defining relative clauses
9 have moved (unstated time) • Write or show the boxed example sentences on the
10 has been working (past action which have visible board. Point out that in the first sentence there are
results in the present – emphasis on duration) other people who are allowed to use cameras. The
11 has been running (emphasis on duration of an prohibition only applies to museum visitors. Point
action which started in the past and continues up out that adding commas to the first sentence would
to the present) make it mean that all people everywhere are not
12 have left (unstated time) allowed to use cameras and that all people
everywhere visit museums.
• Explain/Elicit the use of relative clauses. Refer Ss to
3 To revise future tenses the Grammar Reference section for more
• Explain the task and give Ss time to complete it. information.
• Check Ss’ answers and refer Ss to the Grammar • Give Ss time to complete the task and then check
Reference section for more information. Ss’ answers.
Answer Key
Answer Key
1 who/that
1 a future simple 2 whose
2 d going to 3 when
3 b future simple 4 whose – Lucy, whose contract expires next week, is
4 f going to looking for another job.
5 c future continuous 5 which/that
6 e future perfect 6 which – Paul’s new laptop, which cost him, £500,
7 g future perfect continuous has broken down.
7 who/that
4 To practise future forms 8 who – Ben, who is only 30 years old, owns his own
business.
Give Ss time to complete the task and then check Ss’
answers. Ss should justify their answers.
7 To practise who’s/whose
Answer Key
• Explain/Elicit that who’s can be who is or who has.
1 are taking (fixed arrangement)
• Give Ss time to complete the task and then check
2 will be hiking (stated future time)
Ss’ answers.
3 will have left (by the time)
4 will have finished (by Friday) Answer Key
5 will have worked/will have been working (by March) 1 whose 3 whose
6 will have typed (by noon) 2 who’s (who is) 4 who’s (who is)
7 will have arrived (by now)
8 is going to win (evidence)
8 To practise relative pronouns/adjectives
9 are going to have/are having (fixed arrangement)
using personal examples
10 will talk (wonder)
Elicit a variety of sentences from Ss around the class.

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1 Module
Suggested Answer Key
1 I like watching films that/which are funny.
2 I don’t like people who/that are rude.
1d Listening skills
3 I’ll never forget the time when I went diving with
1 a) To prepare for a listening task
sharks!
4 The hotel where I stayed was very close to the train • Direct Ss’ attention to the words in the list and
station. ask them to look them up in the Word List at
the back of their books.
• Explain that this will help them to get an idea of
9 To revise grammar structures
what they are going to listen to.
Explain the task and give Ss time to complete it, then
check Ss’ answers. b) To listen for specific information
Answer Key • Ask Ss to read the stem sentences.
1 whose/has not been 4 will send/have finished • Play the recording. Ss listen and complete the
2 will have interviewed/ 5 most/am thinking task.
whom
• Check Ss’ answers on the board.
3 have never met/who
Answer Key
10 To practise key word transformations A 1 footwear 3 bright pink
2 her mother 4 the ground floor.
• Explain the task and then give Ss time to complete
the sentences. Ask Ss to read the first sentence, B 1 terminal
then ask Ss to read the word in brackets and the 2 his son
gapped sentence. Tell Ss that the word in brackets 3 walking stick
as well as grammar structures contained in the 4 the Information desk on level one.
second sentence will help them do the task. Do
item 1 with Ss. Ask: What tense do we normally use The announcements are formal.
with since? (present perfect). Ask Ss to complete
the second sentence using the present perfect of 2 To listen for specific information
the verb needed to complete the second sentence
and since (has been two years since). • Ask Ss to read the sentences and find the key
• Ss work in closed pairs to do the task. words. Explain that this will help them do the task.
• Check Ss’ answers. • Play the recording with pauses for Ss to check their
answers.
Answer Key
1 has been two years 3 still hasn’t turned Answer Key
since 4 prettiest girl I’ve ever A 1 T 2 F 3 F 4 T 5 F
2 idea whose it 5 have had no news B 1 F 2 F 3 T 4 T 5 F

11 To practise present and future tenses 3 a) To prepare for a listening task

by talking about yourself
Direct Ss’ attention to the words in the list and ask
• Tell the Ss to read the task and then tell them that them to look them up in the Word List at the back
you are going to present yourself to the class and of their books.
that they have to listen carefully because you are
going to include (3) things that are not true. When b) To listen for key information
you’ve finished, they guess the (3) lies.
e.g.: I am a great saxophone player. I get up at 6.00 • Play the recording. Ss listen and complete the
and go for a run with my dog before having fish and task.
chips for breakfast. I come to school by helicopter • Check Ss’ answers.
and really enjoy teaching this class. On Tuesday Answer Key
evenings I play in a jazz band and on Fridays I go
At the moment Pamela is working in a travel agent’s.
out clubbing dressed as a gorilla. In the future I ...
and this weekend ... .
• Ask the students to do the same in groups and then
ask for a few volunteers to present themselves to
the class.

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Module 1
c) To listen for specific information A B
• Ask Ss to read the questions and possible Greet B. Ask if Confirm who you are
answers to familiarise themselves with the he/she is ... and greet B.
content of the interview. Explain that the Offer a seat. Present Express pleasure in
interview is through Skype. yourself. meeting A.
• Play the recording. Ss listen and complete the
Ask B to give personal Tell your age, what you
task.
details. are studying and why
• Check Ss’ answers.
Ask B to give a reason you need the job.
Answer Key why to be hired. Describe your character.
1 B 3 C 5 A 7 A Ask B about relevant Talk about your work
2 C 4 C 6 A experience. experience.
Ask B when he/she Say when.
4 To identify/practise the pronunciation of /h/ could start working. Thank B. Express hope
• Play the recording. Ss listen and repeat chorally or Thank A. Say you’ll you’ll be considered for
individually. be in touch. the post.
• Elicit in which words /h/ is silent.
• Monitor the activity around the class offering help if
Answer Key necessary.
hour, honest, when, honour • Ask some pairs to act out their dialogue in front of
the class.
Suggested Answer Key

1e Speaking skills A:
B:
Hello, you must be John Green.
Yes, good afternoon.
A: Please have a seat, John. I’m Ruth Gray.
1 a) To complete a dialogue B: Pleased to meet you.
• Read out the words/phrases in the list. A: So, tell me about yourself, John.
• Then give Ss time to read the dialogue and use B: I’m 20 years old, I’m studying at university and I
them to complete the gaps 1-5. need a job to help with living expenses.
• Play the recording for Ss to check their answers. A: Why should we employ you?
B: Well, I’m reliable, enthusiastic and I work well with
Answer Key others.
1 Have a seat A: Do you have any relevant experience?
2 tell me a bit about yourself B: Yes, I worked Saturdays in a clothing shop in the
3 Do you have any relevant experience city centre last summer.
4 when can you start A: OK. If I offer you the job, when could you start?
5 Thanks for coming in. B: Next week.
A: OK, thanks for coming in. I’ll be in touch.
b) To role play a dialogue B: Thank you for your time. I hope to hear from you
soon!
• Ss work in pairs, take roles and act out the
dialogue.
• Monitor the activity around the class and then 3 To complete a paragraph making
ask some pairs to act out the dialogue in front of comparisons
the class. Ask Ss to mind the intonation. • Ask Ss to look at the pictures and elicit which
professions are shown (taxi driver and doctor) and
2 To act out a job interview then elicit some ways in which they are different.
• Ask Ss to read the paragraph and choose the
• Explain the task and ask pairs of Ss to take roles
correct words to complete the gaps.
and act out a dialogue similar to the one in Ex. 1a
• Check Ss’ answers around the class.
using their own ideas and the useful language in the
box.
• Write this diagram on the board for Ss to follow.

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1 Module
Suggested Answer Key Answer Key
The pictures show a taxi driver and a doctor. Doctors 1 The target reader is someone at Brighton Summer
are highly paid and taxi drivers are not. Taxi drivers are Camp.
outside all day whereas doctors work inside. 2 I should include a formal greeting, the reason for
writing and where the position was seen advertised.
Answer Key
3 I will write two main body paragraphs. They should
1 Both 4 However 7 In addition contain information about what I am currently doing
2 but 5 but and give details of my work experience and
3 Although 6 as character.
4 A inappropriate (informal)
4 To compare two professions B appropriate (recipient is unknown and formal)
C although formal, inappropriate (we don’t know
• Go through the ideas given.
the person’s name)
• Explain the task and ask Ss to compare and
contrast the two professions shown using the ideas
and appropriate linkers. 2 a) To analyse a model and practise formal
• Check Ss’ answers around the class. style
Suggested Answer Key • Ask Ss to read the letter and replace the
phrases 1-8 with formal alternatives A-H.
Both bakers and firefighters have interesting jobs, but
• Check Ss’ answers.
their jobs differ in many ways. To start with, a baker’s
job is not as dangerous. Whereas, a firefighter’s job is Answer Key
hazardous and risky. Although once mastered there are 1 D 3 H 5 C 7 G
no new skills to be learned being a baker, working as a 2 B 4 F 6 A 8 E
firefighter requires constant training. Also, a baker has a
happy work environment whereas a firefighter can
witness people getting hurt. In addition, a baker must b) To write an alternative beginning/
work long hours every day compared to a firefighter, ending for a letter
who does shift work. Also, a firefighter has financial • Direct Ss’ attention to the model. Ask Ss to
security because he gets paid well. A baker, on the prepare their answers.
other hand, can be poorly-paid. • Elicit suitable alternative beginnings/endings
from Ss around the class.
Extension activity
Students in pairs choose two more jobs to compare in Suggested Answer Key
the same way. They prepare and write together the Dear Sir/Madam,
bullet points. Each pair then reads their comparison I am writing to apply for the position of group leader as
with phrases from the comparison box to the class, but advertised in yesterday’s College News. I am very
instead they replace the jobs with X and Y. So the text enthusiastic about this position as I enjoy working with
would begin ‘Both X and Y...’. At the end the class children.
guesses the two jobs. I would be grateful if you would consider me for the
post and I am able to attend an interview at any time. I
look forward to receiving your reply.

1f Writing Yours faithfully,

Anthony Milles

1 To analyse a rubric 3 To analyse the structure of a model email

• Ask Ss to read the rubric and look at the underlined Elicit what the content of each paragraph in the model
key words and then read the job advert. is from Ss around the class.
• Ask Ss to answer the questions. Refer Ss to the
Answer Key
Writing Bank for details, or ask questions to elicit
answers for questions 2 and 3 (e.g. Will you include A 4 B 3 C 2 D 1
a formal greeting? Yes. Will you include your full
name? No. etc).
• Check Ss’ answers around the class.

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Module 1
4 To practise error correction I am 19 years old and I am currently studying for a
• Go through the list of mistakes Ss should focus on. degree in Journalism at university. In addition, I enjoy
• Ask Ss to read the letter and correct the underlined creative writing.
mistakes. I am a reliable, hardworking and creative person. I am
• Check Ss’ answers around the class. also very interested in local current affairs and the local
community.
Suggested Answer Key I am available for an interview any day of the week. I
Dear Harold (incorrect greeting) can be contacted at 210-123-347 or my email
to apply for the position (language too informal) JohnSmith@yahoo.com. I look forward to hearing from
I consider myself to be fluent in (wrong preposition and you.
informal language) Yours faithfully,
I received a first-aid certificate (wrong tense) John Smith
I have been babysitting (wrong tense)
was (wrong tense)
Furthermore, last year (wrong punctuation)
I am a responsible, reliable and punctual person
Language Knowledge 1
(unnecessary words too informal)
1 To read for cohesion and coherence
I am available for an interview any weekday afternoon
(informal language) Multiple choice cloze
Yours sincerely (incorrect ending) Ask Ss to read the title and the text once to get
Lisa (+ surname) (incorrect ending) the general idea of what the text is about. Ss read
again paying close attention to the words before
5 To prepare for a writing task and after each gap, then look at the options given
and choose the best one. Ss read the completed
• Ask Ss to read the rubric and answer the questions.
text to see whether it makes sense.
• Elicit Ss’ answers from Ss around the class.
Answer Key • Give Ss time to read the text and choose the
1 A letter of application to The Leeds Times. correct word to fit in each gap.
2 Someone in the Personnel Department. Formal • Check Ss’ answers.
style is appropriate. Answer Key
3 I am writing to apply for the position of part-time
1 A 3 C 5 A 7 A 9 B 11 D
writer as advertised in yesterday’s edition.
2 B 4 B 6 B 8 D 10 C 12 A
4 I should include what I am doing now and give
details of work experience, character and interests.
5 I can start with Dear Sir/Madam and end with Yours 2 To practise sentence transformations
faithfully, + My full name
Key word transformations
Ask Ss to read the whole sentence, then look at
6 To write a letter of application
the key word. Ss think of the structure tested (e.g.
• Refer Ss to the Writing Bank on p. 141 (WB1) and passive, reported speech etc). Ss use the given
then give Ss time to complete the task using the word to complete the second sentence, then read
Useful Language box and their answers from Ex. 5. the completed sentence to see if it makes sense.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ • Explain the task and give Ss time to complete it.
answers in the next lesson. • Remind Ss not to go over five words and to use the
• Ask Ss to check their piece of writing against the word given in bold and capitals.
Checklist before they hand it in. • Check Ss’ answers.
Suggested Answer Key Answer Key
Dear Sir/Madam, 1 don’t feel like going 5 got rid of
I am writing to apply for the position of part-time writer 2 pick you up 6 I was given a lift
as advertised in yesterday’s edition of your newspaper. 3 no doubt 7 have run out of
I am very interested in this position as I would like to 4 blamed Peter for ruining 8 was wondering
follow a career as a writer.
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1 Module
3 To practise word formation methodology for (doing) sth (phr): the approach for
doing sth or solving a problem
• Explain the task and give Ss time to complete it.
a scheme for sth/to do sth (phr): a secret plan
• Then check Ss’ answers on the board. an Internet link to sth (phr): a highlighted and/or
Answer Key underlined word or phrase on a website that a person
can click on to get to a different website
1 choice 4 considerably
Internet connection to (phr): accessing a network of
2 surprisingly 5 reliable computers through a modem or other device
3 uncomfortable a radio/TV/computer network (phr): a group of
radios/TVs/computers that are connected to one
4 To practise grammar structures from another and can pass information back and forth
the module lose contact with sb (phr): to stop meeting or
communicating with sb
Give Ss time to choose the correct answer for each discover (v): to find
question and then check Ss’ answers. Ask Ss to justify reveal (v): to uncover or expose sth
their answers. expose sb to danger (phr): to put sb in a position
that is not safe
Answer Key uncover a plot (phr): to reveal or discover a secret plan
1 B 3 D 5 D 7 B 9 C 11 A a fitting reply/end (phr): an answer/result that is just
2 A 4 B 6 C 8 D 10 B 12 D or fair
matching (adj): complementary; going well together
1 pleased with with sth else
2 present perfect negative + yet suitable for sb (adj): proper or fitting
3 past simple + ago it is appropriate for sb to do sth (phr): it is the right
4 expect + to -inf (present simple) or best thing that sb does in a situation
5 present simple for states catch hold of sth (phr): to grasp sth that is falling or
6 -ing adj to describe what sth is like has been thrown
7 concession – whereas + clause grab sth (v): to take sth by force
snap (v): to break
8 both ... and
grasp (v): to hold sth tightly in my hands
9 whether (choice between two)
glance at/around/out of sth (v): to look quickly
10 some + noun at/around/out of sth
11 show up: come, appear peer at/through sth (v): to stare at sth
12 advice (should) glimpse sb/sth (v): to see sb or sth for only a moment
watch sb do/doing sth (phr): to look at and pay
5 To consolidate new vocabulary attention to sb doing sth
arrive at/in a place (phr): to come to the end of a
Give Ss time to choose the correct word for each gap journey and reach a location
and then check Ss’ answers. near land (phr): to come closer to land
reach a place (phr): to arrive at a location
Answer Key
approach sb/sth (v): to come close to or draw nearer
1 D 3 A 5 B 7 B 9 D 11 B to sb/sth
2 D 4 B 6 D 8 C 10 B 12 C permission to do sth (phr): receiving authorisation to
do sth
see to sth (phr v): to attend to sth admission to a place (phr): paying a fee to be allowed
guide sb (v): to lead sb to enter a location
turn to sb (phr v): to go to sb for help submission of proposals/applications (phr): giving a
lead to sth (v): to bring sth about proposal or application to sb or a group of people to
dig a hole/grave (phr): to make an opening in the earth be evaluated or reviewed
by moving soil using a shovel or other digging tool intermission (C n): a break during a performance
excavate a place (phr): to dig for archaeological count (v): to find a number of objects by adding them
artefacts one at a time
vanish (v): to disappear calculate (v): to find a solution by mathematical
bury a dead person/a treasure (phr): to put in a hole process
and cover with soil charge sb for sth (phr): to demand money from sb for
a strategy for doing sth/to do sth (phr): a plan goods or services provided
planning (U n): thinking about how to do a task or value sth at … dollars (phr): to give an estimate of the
solve a problem amount of money that something is worth

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Module 1
accomplish sth (v): to complete sth Answer Key
achieve sth (v): to reach a goal 1 for 4 out 7 on
manage to do sth (phr): to complete sth when the
2 by 5 on 8 in
circumstances are difficult
3 out 6 under
succeed in sth/doing sth (phr): to manage to do sth
very well
discern (v): to see sth that is unclear 3 To practise word formation
detect (v): to become aware of sb/sth unclear or out of
sight • Explain the task and give Ss time to complete it.
observe (v): to watch sb/sth carefully • Check Ss’ answers on the board. Point out correct
perceive (v): to see and understand sth spelling is required.
cater to (phr v): to satisfy sb’s needs Answer Key
equip (v): to provide tools that are needed for a
particular purpose 1 occupation (n) 5 unforgettable (adj)
provide (v): to give sb sth that they need 2 mysterious (adj) 6 perfectionist (n)
supply (v): to give sb a quantity of sth they want or need 3 relationship (n) 7 embarrassed (adj)
admit (v): to let in 4 possibility (n) 8 sensible (adj)
allow (v): to make sth possible; to let; to permit
let (v): to allow sb to do sth Grammar in Focus
approve (v): to judge sth to be right; to think well of
sth To consolidate grammar structures from
the module

Language Focus 1 •
•
•
Explain the task.
Ss complete the task.
Check Ss’ answers. Ask Ss to justify their answers.
1 To practise thematically related vocabulary Answer Key
• Give Ss time to complete the task. 1 doing (-ing after preposition)
• Check Ss’ answers. Explain any unknown words. 2 were (conditional Type 2)
3 like (similarity)
Answer Key 4 for (work + for)
1 observe 5 supply 9 approve 5 thinks (believes)
2 detect 6 provide 10 allow 6 in (superlative + in)
3 discern 7 equip 11 let 7 which (question word)
4 perceive 8 cater 12 admit 8 the (superlative)
9 studying (-ing after preposition)
discern (v): to see sth that is unclear
10 as (such as)
detect (v): to notice sth; to become aware of sth
11 in (interest in)
unclear
12 don’t like (conditional Type 1)
observe (v): to watch sth carefully
13 for (work for)
perceive (v): to see and understand sth
14 in (preposition)
cater to (v): to provide things needed; to satisfy a need
equip with (v): to give sb what needed e.g. tools
provide for (v): to give sb sth they want
supply (v): to give sb sth they need/want
admit (v): to let in
Progress Check 1
allow (v): to permit 1 To read for specific information
let (v): to permit; to allow sb to do sth
approve of (v): to like sth; to consent, to permit • Ask Ss to read the questions 1-6 and the possible
answers.
• Then, give Ss time to read the text and choose the
2 To practise prepositional phrases and correct answers.
phrasal verbs from the module • Check Ss’ answers. Ask Ss to justify their answers.
• Give Ss time to complete the task.
• Check Ss’ answers around the class.

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1 Module
Answer Key 5 To revise grammar structures from
1 A (ℓ. 6-8) 4 A (ℓ. 27-28) the module
2 D (ℓ. 12-14) 5 C (ℓ. 37-38) • Explain the task and give Ss time to complete it.
3 B (ℓ. 19-21) 6 C (ℓ. 45-48) • Check Ss’ answers.

Extra activity Answer Key

Ask Ss to write the following questions in their notebooks, 1 Have you heard, hasn’t answered
they may use the Internet to find out the answers. 2 am thinking, think
1 Which country has a parrot on its flag? 3 has started, have been looking, haven’t found
2 What’s wrong with you if you are ‘as sick as a parrot’? 4 are you doing, will be preparing, will finish
3 How many living species of parrots are there? 5 Have you been waiting, have just arrived
Around 150, 250 or 350?
4 What colour are parrots’ eggs? 6 To practise relatives
5 Where is Europe’s largest parrot park? • Explain the task and give Ss time to complete it.
Answer Key • Check Ss’ answers.
1 Dominica Answer Key
2 You’re very disappointed or depressed 1 when 3 whose 5 which
3 350 2 who 4 where
4 White
5 Tenerife
7 To write a letter of application

2 To revise everyday English notions/ • Explain the task and give Ss time to complete it.
functions • Check Ss’ answers.

Explain the task and give Ss time to complete it, then Suggested Answer Key
check Ss’ answers. Dear Sir/Madam,
I am writing to apply for the part-time position at your
Answer Key
restaurant as advertised on the college noticeboard. I
1 a 2 b 3 a am interested in this position as I wish to follow a career
in the restaurant business.
3 To listen for specific information I am 21 years old and currently studying for a degree in
• Explain the task and ask Ss to read the statements Business and Catering Management. I am also fluent in
1-5. English and Spanish.
• Play the recording. Ss listen and mark the I consider myself to be a reliable and hardworking
statements accordingly. person. I have also worked in a number of restaurants
• Check Ss’ answers. before.
I would be grateful if you would consider me for the
Answer Key position. I am available for an interview any day of the
1 F 2 T 3 F 4 T 5 F week. My contact number is 564-198-707. I look
forward to hearing from you.
Yours faithfully,
4 To consolidate vocabulary from the module
Steven Thompson
• Explain the task and give Ss time to complete it.
• Check Ss’ answers. Check your progress
Answer Key Ask Ss to assess their own performance in the unit
1 perception 6 personnel according to how competent they feel for each of the listed
2 company 7 assistant activities.
3 highlight 8 resign
4 designer 9 profits
5 encounter 10 retire

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Module 2 Travel & Shopping
In this module Ss will explore the topics of travel
experiences, money and shopping.
Module page 21
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary, to describe a travel experience
you had
Vocabulary: Travel experiences (skin, dramatically,
highlight, vividly, dark, noisy, lose sight of, dense, lush
vegetation, chaotic, feast, absolutely, unique experience,
entirely)
2a Reading 22-23
Lesson Objectives: To read for gist, to read for specific
information, to answer comprehension questions based on a
text, to summarise a text, to describe a place you have
visited as a tourist
Vocabulary: Verbs (colonise, boast [of], snooze, stroll,
sample, confide, chant, pray); Phrasal verbs (get by, give in,
put up); Nouns (instalment, emergency, challenge,
temptation, jet lag, lantern, downside, breeze, heritage sites,
monk); Adjectives (first-rate, commercial, dotted [with], vast,
stunning, nestled, overall); Phrases (just off the coast, gain
independence, loss of life, lasting impression, within easy
access of, elaborately decorated)
2b Vocabulary 24-25
Lesson Objectives: To learn words/phrases/idioms related
to travel, money, shopping, to learn phrasal verbs, to learn
prepositional phrases, to practise word formation
Vocabulary: Going places (archaeological sites, day trip,
guided tour, tasty local dishes, special deals, unforgettable
experience, youth hostel, steep cliffs, 2,000-year-old
remains, package holiday, seaside resort, self-catering
apartment, unspoilt countryside, weekend break); Travel
(exit, departure, leaving, retirement, board, embark, dock,
land, cancellation, delay, hold, jam, bumpy, rough, messy
tough, all-day, one-way, return, outbound, budget, account,
fund, allowance); Money (credit card, foreign currency,
exchange rate, instalments, traveller’s cheques); Shopping
(bargain, discount, credit, purchase, receipt, refund, rip-off,
value); Idioms (drive a hard bargain, have itchy feet, hit the
road, travel light, live out of a suitcase)
22
2c Grammar in use 26-27
Lesson Objectives: To revise/practise past tenses, to
present/practise used to – would – be/get used to, to
present/practise clauses of result, to revise/practise articles,
to practise key word transformations
2d Listening skills 28
Lesson Objectives: To listen for specific information, to
listen for key information, to learn the pronunciation of
diphthongs
Vocabulary: From scripts (overwhelming, sunstroke,
collapse, embarrassment, catch my breath, hand gesture,
archway, courtyard, check sth out, guaranteed, seafront,
promenade, overjoyed, premises, it’s the thought that
counts, shopaholic)
2e Speaking skills 29
Lesson Objectives: To learn/practise how to describe
things, to act out a dialogue about the loss of a bag in the
lost property office, to learn/practise the order of adjectives,
to express choice/reason, to prioritise, to recommend
2f Writing 30-31
Lesson Objectives: To analyse a rubric, to analyse a writing
model, to practise descriptive language, to learn adverbs of
degree/ manner/comment, to learn gradable adjectives, to
brainstorm for ideas, to write a story
Language Knowledge 2 32-33
Lesson Objectives: To practise open cloze, to practise
word formation, to practise key word transformations, to
consolidate vocabulary and grammar structures from the
module
Language Focus 2 34
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 2 35-36
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write a story
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2 Module
Module Objectives 2 To talk about a travel experience
• Read the title of the module Travel & Shopping and ask Ask various Ss around the class to tell the class about
Ss to suggest what they think the module will be about a travel experience they have had.
(the module is about travel experiences, money and Suggested Answer Key
shopping).
• You can introduce the topic by asking Ss these Last year, I visited Rome. I had a fantastic time soaking
questions: up the history of this ancient city. I visited all the top
1 What’s the difference between a traveller and a sights like the Coliseum, the Trevi Fountain, the Forum
tourist? What are the benefits of each type of trip? and the Spanish Steps. The highlight of the trip for me
2 Where would you most like to travel to? Why? though, was the Sistine Chapel in the Vatican. It was
absolutely amazing.
Suggested Answer Key
1 A traveller moves around independently, whereas a Words of wisdom
tourist goes as part of an organised group. Direct Ss’ attention to the quotation and ask Ss to
Travellers have more freedom of movement and discuss their opinion on what it means with a partner
experience more local life, but may be exposed to and/or give their opinion on it. Then ask various Ss to
more danger. Tourists may pay less for a package tell the class.
holiday and have group security, but may not meet
many locals. Suggested Answer Key
2 I’d love to visit China. I’m very interested in the I think this quote means that the world is a huge and
Chinese culture. magnificent place and that people should travel to
enjoy as much as they can of what it has to offer or their
• Go through the objectives list to stimulate Ss’ interest
life experience will be very narrow.
in the module.
Travelling broadens our horizons and reveals new
worlds to us just as reading does.
1 a) To introduce new vocabulary in context
• Go through the words listed before each text A- Background information
C and explain/elicit the meanings. Ss may look Edinburgh is the capital of Scotland, though
up the meanings of any unknown words in their Glasgow is bigger. Scotland is a different country to
dictionaries. England, with its own parliament; but it is part of the
• Give Ss time to read the texts A-C and complete UK.
the descriptions with the words provided. The Monkey Temple is in Jaipur, Rajasthan, India.
• Check Ss’ answers around the class. Damnoen Saduak is in Thailand.
Answer Key
A 1 highlight 4 vividly Extension activity
2 dark 5 skin
Ask Ss which of the three places they would most like
3 dramatically
to visit and why.
B 1 dense 3 noisy
2 lush 4 sight
C 1 absolutely
2 entirely
4 feast
5 unique
2a Reading
3 chaotic
1 To introduce new vocabulary

b) To match pictures to texts Ask Ss to look up the words in the list given in the
Word List at the back of their books or explain/elicit
Direct Ss’ attention to the pictures and elicit which
their meaning.
picture matches which text from Ss around the
class.
Answer Key
A 3 B 1 C 2

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Module 2
2 To imagine a scene using visual and audio
prompts
• Ask Ss to look at the picture and play the recording.
• Ask Ss to imagine they are in the place shown in the
picture and then elicit how they imagine they feel
and what they see/hear there based on the picture
and the sounds in the recording.
• Elicit answers from Ss around the class.
Suggested Answer Key
I can see statues of Buddha. I feel calm and relaxed.
I can hear monks chanting.
3 To read for gist
• Read out the Study Skills box.
• Ask Ss to read the text quickly and then elicit what
the text is about.
Answer Key
B argument
Background information
Siddhartha Gautama was born a Hindu prince in the
5th century BC in Nepal. He knew nothing of human
suffering till the age of 29 when he left his palace and
encountered aging, illness and death. Eventually,
through meditation he achieved enlightenment as to
the causes of suffering and how to eliminate it and
achieve Nirvana – a state of perfect peace of mind
free from ignorance, greed and hatred. He became
known as Buddha (the enlightened one).
4 To read for specific information
• Ask Ss to read the questions 1-8 and the possible
answers and give them time to read the text
carefully and choose the correct answers.
• Check Ss’ answers around the class and ask Ss to
justify their answers.
Answer Key
1 B (ℓ. 2-3) 5 C (ℓ. 32-33)
2 D (ℓ. 11-12, 14-15) 6 A (ℓ. 51-52)
3 B (ℓ. 17-18) 7 C (ℓ. 64-67)
4 B (ℓ. 23) 8 D (ℓ. 71-72)
• Refer Ss to the Check these words box and
explain/ elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Alternatively ask Ss to explain the words in context
giving example sentences or synonyms/antonyms.
24
Suggested Answer Key
instalment (n): episode/part
get by (phr v): to manage to live; to deal with things
despite difficulties
emergency (n): a dangerous, serious situation that
needs immediate action
challenge (n): a difficult situation that demands effort
first-rate (adj): very good; excellent
just off the coast (phr): not far from the coastline
colonise (v): to send people to live in another country
gain independence (phr): (of a country) to break free
from another country’s rule
loss of life (phr): when people die
boast (v): to talk about what one has done very proudly
(and in a way that annoys others)
commercial (adj): related to buying and selling things
temptation (n): sth that makes you do sth that you
shouldn’t
give in (phr v): to acknowledge defeat in a debate/
jet lag (n): feeling of tiredness after a long journey
between places that have a time difference
snooze (v): to sleep lightly for a short period of time
put up (phr v): to put sth on a wall so that it can be seen
lantern (n): a lamp in a metal frame with glass sides
and a handle on top so someone can carry it
downside (n): disadvantage
dotted (with) (adj): at random positions in an area
vast (adj): extremely large; huge
stunning (adj): amazing
sample (v): to try; to taste
lasting impression (phr): an effect/admiration that
continues to exist for a long time
confide (v): to tell sb sth secret
breeze (n): a gentle wind
nestle (v): to be in a safe position close to sth else
heritage sites (n): areas that are protected by UNESCO
because they are historically or culturally important
within easy access of (phr): not far away from
elaborately decorated (phr): having lots of detailed
attractive features
monk (n): a member of a group of religious men who
live together away from society
chant (v): to repeat a string of words or tune over and
over again
pray (v): to speak to a god either to ask for help or give
thanks
overall (adj): in general
04OnScr Upper B2Plus Ts POL Mod 2.qxp_04OnScr Upper B2Plus Ts POL Mod 2 12/5/18 2:30 PM Page 25
5 To answer comprehension questions on a
text
• Play the recording and ask Ss to follow the text in
their books.
• Give Ss time to answer the questions without
copying the information straight from the text.
• Check Ss’ answers around the class.
Suggested Answer Key
1 He had to spend a week on holiday in Sri Lanka on a
budget of £1,000. He did it with money to spare.
2 They told him about the destruction caused by the
tsunami and how difficult it was to rebuild their
homes and businesses with no money.
6 To consolidate new vocabulary through
antonymous words/phrases
• Read the words/phrases in the list and give Ss time
to find their synonyms in the text.
• Elicit answers from various Ss around the class.
Answer Key
Para A: excellent = first-rate
Para B: possesses = boasts
Para C: very tasty = delicious
disadvantage = downside
Para D: strong = lasting
Para E: amazed = astonished
Para F: generally = overall
7 To express a personal opinion
Read the rubric aloud and elicit answers from Ss
around the class.
Suggested Answer Key
I’d like to visit Sri Lanka to see the golden sandy
beaches in Unawatuna and go surfing. I would also like
to visit the Golden Temple of Dambulla and spend
some time in the caves.
To complete a summary of a text
• Ask Ss to write the headings into their notebooks
and make notes.
• Then ask various Ss around the class to present a
summary of the text to the class using their notes.
Suggested Answer Key
Place/Location: Sri Lanka just off the south coast of
India
Historical information: centre of Buddhist religion and
culture since ancient times, colonised by British in 19th
century, independence in 1948, 26-year civil war, war
ended 2009, tsunami 2004
2 Module
What David saw and did there: explored Colombo,
experienced Vesak festival, went on a bus south to
Unawatuna, stayed in hotel, tried Sri Lankan food, got
to know the locals, spent two days on the beach, took
train to Kandy, visited Golden Temple of Dambulla, saw
monks chanting, returned to Colombo, did some
shopping , got flight home
Reason to visit: relaxing beaches, amazing cultural sites
Suggested Answer Key
David Denton visited Sri Lanka just off the south coast
of India. It has been the centre of the Buddhist religion
and culture since ancient times. It was colonised by the
British in the 19th century. It gained its independence in
1948 after a 26-year civil war which ended in 2009.
There was also a tsunami in 2004.
David explored Colombo and experienced the Vesak
festival. He went on a bus south to Unawatuna and
stayed in a hotel. He tried Sri Lankan food and got to
know the locals. He spent two days on the beach and
then took the train to Kandy and visited the Golden
Temple of Dambulla. He saw monks chanting. Then he
returned to Colombo and did some shopping. Then he
took a flight home. He enjoyed the relaxing beaches
and the amazing cultural sites.
Extension activity
Read the text in the Suggested Answer Key and make
three mistakes. Ss correct them (Possible mistakes:
tsunami in 2008; stayed in a hostel; went to Kandy by car).
To write about a place you have
visited as a tourist
• Give Ss three minutes to think about a place they
have visited on holiday and write some sentences
about their visit.
• Ask various Ss around the class to read out their
sentences.
Suggested Answer Key
Last year, I went on holiday to Malta. It was amazing. I
visited the capital city Valletta and walked around Fort
Saint Elmo. I went on a boat trip to the Blue Grotto
which is a beautiful rock formation. I also went to the
neighbouring island of Comino and relaxed on the
beach.
2b Vocabulary
1 To consolidate vocabulary from a text
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
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Module 2
Answer Key exit (n): place where you can leave/the way out
1 consist 3 explore 5 sample departure (n): act of leaving a place
2 confided 4 suffered leaving (n): action of going from a place
retirement (n): the time when a worker leaves his job
and stops working completely
2 To consolidate new vocabulary
board (v): to embark
• Give Ss time to complete the task. dock (v): (for a ship) to sail into and stay at a port for a
• Check Ss’ answers. Explain any unknown words to period of time
Ss. land (v): (of a plane) to touch the ground
cancellation (n): when a scheduled journey is
Answer Key
cancelled
1 appeal 5 admitted 9 historical delay (n): when you have to wait longer than expected
2 temptation 6 accepted 10 ancient for a scheduled event
3 attraction 7 let (on) hold (phr): intentionally delayed
4 allowed 8 Historic jam (n): (of a vehicles) too many on a road that they
temptation (n): feeling to want to do sth can’t move
attraction (n): place of interest
appeal (n): attraction 6 To present and practise new vocabulary for
admit to (v): to allow to enter money
accept (the challenge) (phr): to say yes to; to consent to
• Explain the task and give Ss time to complete it.
allow to (v): to permit
• Check Ss’ answers.
let + inf without to (v): to allow
Answer Key
3 To present and practise topic-related 1 traveller’s 4 credit
vocabulary 2 currency 5 instalments
3 exchange
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
7 To present and practise new vocabulary
Answer Key
related to shopping
1 steep 4 tasty 7 remains
• Explain the task and give Ss time to read the text
2 youth 5 deals 8 guided
and fill in the gaps.
3 archaeological 6 day 9 unforgettable
• Check Ss’ answers around the class.

4 To present topic-related vocabulary Answer Key

1 purchase 5 rip-off
• Explain the task.
2 bargain 6 refund
• Give Ss time to complete it.
3 discount 7 receipt
• Check Ss’ answers around the class.
4 credit 8 value
Answer Key
1 self-catering 3 unspoilt 5 package Extra activity
2 weekend 4 seaside In teams Ss take turns to read words at random from
the 2b Word List for the other team to make a
sentence using the word. Each correct sentence gets a
5 To present and practise vocabulary related
point. The team with the most points wins.
to travel
e.g. Team AS1: guided tour
• Explain that task and give Ss time to complete it. Team BS1: While we were in Madrid we went on
• Check Ss’ answers. Explain/Elicit the meaning of a guided tour to see the sites.
the distractors. Ss can make sentences using the (1 point)
words. Team BS2: receipt
Answer Key Team AS2: Can I please change this shirt for a
bigger size? Here’s the receipt.
1 departure 3 delay 5 one-way
2 board 4 rough 6 budget

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2 Module
8
•
To present idioms
Ask Ss to read the sentences 1-5 and choose the
correct words.
2c Grammar in use
• Check Ss’ answers then elicit what the idioms 1 a) To present/revise past tenses
means from Ss around the class. • Explain the task and give Ss time to fill in the
Answer Key correct tense forms.
• Check Ss’ answers.
1 bargain (negotiate hard)
• Refer Ss to the Grammar Reference section
2 feet (likes to travel)
for more information.
3 road (set off)
4 light (take the essentials only) Answer Key
5 suitcase (live briefly in several places) 1 had been (past perfect)
Suggested Answer Key 2 was browsing (past continuous)
3 called (past simple)
1 stawiać twarde warunki
4 made (past simple)
2 nie móc usiedzieć w miejscu
5 was riding (past continuous)
3 ruszyć w drogę
6 grew up (past simple)
4 podróźować z niewielkim bagaźem
7 used to/would go (past habit)
5 źyc na walizkach
8 was sitting (past continuous)
9 was enjoying (past continuous)
9 To present phrasal verbs 10 had got (past perfect)
• Explain the task.
• Give Ss time to complete the task. b) To match the verb forms to the uses
• Ask Ss to check their answers in Appendix 1.
• Ask Ss to read the uses and match each one to
Answer Key the correct past tense.
1 check 3 set 5 take • Check Ss’ answers.
2 get 4 pick 6 stop • Refer Ss to the Grammar Reference section
for more information.
10 To learn prepositional phrases Answer Key
• Give Ss time to choose the correct preposition. • past continuous (was sitting)
• Ask Ss to check their answers in Appendix 2. • past simple (grew up)
• Ask Ss to memorise these prepositions. • past continuous (was browsing)
• past continuous (was sitting – was enjoying)
Answer Key
• past simple (called, made)
1 on 4 in 7 in • used to/would (used to/would go)
2 for 5 on 8 in • past perfect (had got)
3 down 6 off 9 for/on
• Elicit similarities and/or differences in Ss’ L1.

11 To practise word formation (Ss’ own answers)

• Explain the task and give Ss time to complete it.

Background information
• Check Ss’ answers on the board.
Bangkok is the capital of Thailand. The city’s day-to-
Answer Key day name is Krung Thep (pronounced Grung Tape). It
1 definitely 5 famous means City of Angels and is the beginning of the
2 independence 6 architecture official name, which is the longest place name in the
3 impressive 7 expensive world with 152 letters. Bangkok was the name of the
4 heights 8 trendy small fishing village that used to exist on the site
nearly 250 years ago. Bangkok/Krung Thep is the
only city in Thailand – almost 40 times larger than the
next biggest town.

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Module 2
2 To practise past tenses
• Explain the task and give Ss time to complete the task.
• Check Ss’ answers. Ss should justify their answers.
Answer Key
1 were boarding (action in progress at a stated time in
the past)
2 visited, went (past actions at a specific time in the past)
3 was shining (background information)
4 were having, started (past action in progress
interrupted by another past action)
5 were, had been shopping (past action – past action
that happened before another past action with
emphasis on duration)
6 hadn’t been waiting, landed (past action in progress
happening before another past action)
7 had finished, came (past action that happened
before another past action)
3 To practise the past simple and the present
perfect
• Elicit the difference in use of the two tenses. Write
on the board: I’ve met Jane. I met Jane yesterday.
Ask Ss which verb form describes an action that
happened at a stated time in the past (met). Give
Ss’ time to complete the task.
• Check Ss’ answers. Ask Ss to justify their answers.
Answer Key
1 haven’t been (since)
2 worked (stated time in the past)
3 rented (stated time in the past)
4 has never travelled (before)
5 have lost (time unstated)
4 To practise past tenses and word order
Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 Last winter we travelled to Finland.
2 At 7 o’clock yesterday evening, Jason was having
dinner.
3 Lisa was sleeping when I rang the doorbell.
4 Mike was tired because he had been working all day.
5 We had been living in Spain for two years before we
bought a house there.
5 To practise past tenses using personal
examples
• Explain the task and give Ss time to complete it.
• Elicit answers from Ss around the class.
28
Suggested Answer Key
1 I was listening to music / Jenny called.
2 walk to school.
3 the lights went out.
4 reading my book, I went to sleep / watching the
film, I had dinner.
5 went sunbathing every day.
6 a) To present/practise used to – would –
be/get used to
• Write on the board: I used to/would play/played
football when I was young. I’m used to walking
long distances. I’m getting used to living in the
big city. I used to have/had short hair when I was
young. Elicit that we use used to/past simple for
past habits; used to/would for repeated past
actions or routines. Focus Ss’ attention to the
grammar structures that follow be/get used to.
Refer Ss to the Grammar Reference section
for more details.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers. Ss should justify their answers.
Answer Key
1 would, used to 3 got used to 5 would
2 living, used to 4 used to
b) To practise used to – would – be/get
used to using personal examples
Elicit a variety of sentences from Ss around the class.
Suggested Answer Key
• When I was ten I used to play football. I also used to
go camping.
• When I was twelve I didn’t use to drive a car. I didn’t
use to drink coffee either.
• I am used to studying hard. I am also used to
cooking my own meals.
7 a) To present clauses of result
• Read the examples aloud and elicit which words
we use to show the results of a state/ action.
Answer Key
We use: As a result, Therefore, Consequently, such (a)
+ noun that, so + adjective that, verb + so + adverb that
to show the results of a state/action.
• Focus Ss’ attention to the examples with such,
so and elicit structures:
such a/an + adjective + Cn/plural noun
such + adjective + Un
so + adverb/adjective
04OnScr Upper B2Plus Ts POL Mod 2.qxp_04OnScr Upper B2Plus Ts POL Mod 2 12/5/18 2:30 PM Page 29
• Refer Ss to the Grammar Reference section
for more details.
b) To practise clauses of result
• Explain the task and give Ss time to complete it.
• Check Ss’ answers. Ss should justify their
answers.
Answer Key
1 such (+ adj + Un)
2 so (+ adj)
3 so (+ adj)
4 such an (+ adj + Cn)
5 so (+ adv)
8 To practise articles
• Elicit use of a/an – the. Write on the board:
This is a pen. (mention sth for the first time)
The pen is mine. (mention sth already mentioned)
• Refer Ss to the Grammar Reference section for
details about the use of a/an – the.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
1 a, a, –, an, –
2 –, the, –, the, the, a
3 A, –, a, the, A, the, the, the, an
4 a, the, the, a, –, –
9 To practise sentence transformations
• Explain the task and give Ss time to complete it.
• Check Ss’ answers. Ss should justify their answers.
Answer Key
1 haven’t seen David for (present perfect with for)
2 has been in Spain for (present perfect with for)
3 it since they returned (action finished in the past)
4 never been to such a (such a + adj + Cn)
5 used to work in (past habit)
6 has been learning French for (present perfect
continuous with for – emphasis on duration)
10 To consolidate grammar structures through
a chain story
Explain the task. Read out the story beginning and go
around the class eliciting the next sentence each time
from one S at a time until all the Ss have said a
sentence and/or the story has finished.
Suggested Answer Key
S1: … there was an announcement that said all flights
were cancelled.
2 Module
S2: Someone had made a bomb threat.
S3: Airport security evacuated everyone.
S4: We were really scared.
S5: Everyone waited outside until the bomb squad
came.
S6: It turned out to be a trick.
S7: We all missed our flights. etc
2d Listening skills
1 To prepare for a listening task
Direct Ss’ attention to the words in the list and ask
them to look them up in the Word List.
2 a) To listen for gist
Play the recording. Ss listen and answer the
question in the rubric.
Answer Key
He mistook an old lady’s house for a restaurant.
b) To listen for specific information
• Ask Ss to read the questions 1-8 and the
possible answers.
• Play the recording again. Ss listen and complete
the task.
• Check Ss’ answers.
Answer Key
1 C 3 C 5 A 7 A
2 A 4 B 6 C 8 B
Background information
Icaria/Ikaria is a Greek island in the Aegean, named
after Icarus, the son of Daedalus. The main story told
about Icarus is his attempt to escape from Crete by
means of wings that his father constructed from
feathers and wax. He ignored instructions not to fly
too close to the sun, and the melting wax caused him
to fall into the sea where he drowned. Icaria has the
highest percentage of 90 year-olds on the planet –
nearly 1 out of 3 people make it to their 90s.
3 To narrate a nasty or funny travel
experience; to personalise a topic
Ask various Ss around the class to tell the rest of the
class about something bad or amusing that happened
to them while they were on holiday.
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Module 2
Suggested Answer Key
Last year I went on holiday to the Costa Del Sol and I
got sunburnt really badly. I couldn’t go in the sun again
for a few days and my skin was really sore.
4 To prepare for a listening task
Direct Ss’ attention to the words in the list and ask
them to look them up in the Word List.
5 To listen for key information
• Ask Ss to read the statements A-F and then play
the recording. Ss listen and match the statements
to the speakers.
• Check Ss’ answers.
Answer Key
1 D 2 C 3 B 4 A 5 F
6 To narrate a shopping experience
Ask various Ss around the class to tell the rest of the
class about something that happened to them while
they were shopping.
Suggested Answer Key
Last month I went shopping for a new outfit for my
birthday with my mum. I had an idea of what sort of
dress I wanted, but I had no idea where to get it. We
went to the shopping mall, but I didn’t find anything I
liked. Then we went to the city centre and I found
something I liked but they didn’t have it in the right size.
My mum was tired and I was almost about to give up
when I remembered a shop that wasn’t on the main
high street. We went there and I found lots of lovely
dresses that I liked straight away. I tried lots of them on
and then I bought two. I was very happy and next time I
will go to that shop first.
7 To practise the pronunciation of diphthongs
• Play the recording. Ss listen and repeat chorally
and/or individually.
• Elicit one more word for each sound from various
Ss around the class.
Suggested Answer Key
fear bee pale fly
Extra activity
Dictate the following sentences twice at normal pace.
Ss write them down, compare their answers and then
practise saying them.
1 Clean sheets keep fleas from appearing near.
2 Don’t you hate to wait when you’re late, my mate?
30
3 Never fear – my dear.
4 Hi mighty guy – gonna fly?
2e Speaking skills
1 a) To complete a dialogue
• Explain the context of the conversation and then
ask Ss to read the missing sentences.
• Give Ss time to read the dialogue and match the
sentences to the gaps.
Answer Key
1 I’m trying to find my bag.
2 We’ve got several matching that description.
3 Is there anything else we could easily identify?
4 Actually yes.
5 Here it is.
b) To role play a dialogue
• Play the recording. Ss listen and check their
answers to Ex. 1a.
• Divide the class into pairs and ask them to take
roles and act out the dialogue.
• Monitor the activity around the class and then
ask some pairs to act out the dialogue in front of
the class.
Answer Key
The dialogue is informal.
2 To practise the order of adjectives
• Direct Ss to the table and explain the task. Refer Ss
to the Grammar Reference section. Give Ss time
to prepare their answers.
• Check Ss’ answers.
Answer Key
1 It’s an expensive old-fashioned black camera.
2 It’s a small white plastic bottle.
3 They’re brown leather cowboy boots.
4 It’s a beautiful round straw hat.
• As an extention Ss can describe objects around
them using no more than three adjectives for each
object (e.g. a small square, blue notebook).
3 To practise describing things
• Explain the task and ask pairs of Ss to take roles
and act out a dialogue similar to the one in Ex. 1a
using their own ideas.
• Write this diagram on the board for Ss to follow it.
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2 Module
A B A: Perhaps, but a more interesting option might be a
city holiday because there is more to see and do
Greet B. Respond and say what
there.
Ask what was in the you have lost (a bag) and
B: We shouldn’t overlook that it may be crowded and
lost item. where you last saw it.
expensive, though.
Ask for details. Respond and describe. A: You’re right. I think we should choose a holiday to a
Ask if there is anything Respond and describe. place with historical sites because we both like
else in the item. Respond and describe. history.
Ask if there were any Respond and describe. B: Yes. I don’t think we should go for a skiing holiday
electrical appliances. because neither of us knows how to ski.
A: We should definitely give a cruise a miss too
Respond positively. Express relief. Thank A.
because I get seasick.
Respond. B: Okay. So the most attractive options would be
either going on holiday to somewhere with historical
• Monitor the activity around the class.
sites or on a safari holiday.
• Ask some pairs to act out their dialogues in front of
A: Yes, I agree.
the class.
Suggested Answer Key
A: Good morning. Can I help you?
B: Oh good morning. I’m trying to find my bag. I left it
on the number 7 bus from St Annes to Freckleton
2f Writing
this morning. It’s a small black nylon one with a zip. 1 To analyse a rubric
A: We’ve got several matching that description. Can
Ask Ss to read the rubric and answer the questions 1-4.
you tell me what was inside it?
B: A pair of brown leather cowboy boots and a Answer Key
beautiful round straw hat. 1 I should start it with the sentence given.
A: Well, it seems you’re in luck. We’ve got a bag that 2 It is a 3rd-person narrative because the main
matches your description. Here it is. character is Jenny.
B: That’s a great relief. Thank you so much. 3 I should mainly use past tenses.
A: My pleasure. 4 It might be about a holiday where something went
wrong.
4 To express choice/reason; to prioritise; to
recommend 2 To analyse a model story
• Read out the rubric, direct Ss’ attention to the • Give Ss time to read the model story and fill in the
pictures and elicit what type of holiday each shows gaps with the correct form of the verbs in brackets.
(sightseeing, skiing, cruise, city break, safari, beach • Check Ss’ answers around the class.
holiday).
• Read out the questions and ask Ss to discuss them Answer Key
in pairs using the Useful Language in the box. (If 1 had arrived 5 had lost 9 handed
necessary give Ss an example using the first 2 was trying 6 ran 10 forgot
exchange in the dialogue in the Suggest Answer 3 began 7 was 11 felt
Key.) 4 had gone 8 had changed
• Monitor the activity around the class and then ask
some pairs to report back to the class. Background information
Suggested Answer Key Majorca is an island in the Mediterranean Sea. Palma
A: The least attractive destination for me is the tropical is its capital city. It is a very popular holiday
beach because I prefer to be more active on holiday destination.
than just lying on a beach.
B: I agree. The most attractive holiday for me would be
to go on a safari because I’d love to see wild
animals in their natural habitat.

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Module 2
3 To analyse a model; identify paragraph C 1 narrow 3 enthusiastic
content 2 traditional 4 colourful
• Ask Ss to read the model again and then match the
paragraphs to the content listed. 7 a) To present and practise the use of
• Check Ss’ answers. adverbs of degree/manner/comment
Answer Key • Explain the task and read out the examples.
1 C 2 A 3 D 4 B • Elicit answers from various Ss around the class.
Answer Key
4 To list the events in the order they At the beginning of a sentence (Unfortunately)
happened; identify chronological order of events before the adjective/adverb they modify (extremely)
• Ss in pairs list the events (see underlined phrases in before the verb (almost)
Suggested Answer Key). Check Ss’ answers and after the verb (slowly)
write them on the board.
• Ask Ss to use the words in the list and the list of b) To categorise adverbs
events to retell the story. • Explain the task.
• Ss tell their partners. Monitor the task around the • Give Ss time to complete it.
class. Invite some Ss to retell the story in front of • Check Ss’ answers on the board.
the class.
Answer Key
Suggested Answer Key
frantically (adverb of degree)
First Jenny discovered her passport was missing. Then certainly (comment)
she began to panic. Then she searched her pockets and shortly (manner)
ran down the narrow street to the café where she had breathlessly (manner)
been that morning. After she saw it wasn’t there she truly (degree)
remembered she had also visited the bank. She ran to
the bank and went up to the cashier. At that moment he
handed her passport to her. Finally, she smiled in relief. 8 To practise adverbs of degree/manner/
comment

5 To identify adjectives; identify descriptive • Explain the task.

language • Give Ss time to complete it in closed pairs.
• Check Ss’ answers around the class.
• Ask Ss to find the adjectives used with the nouns
given in the text. Answer Key
• Elicit answers from Ss around the class. 1 She screamed loudly at the sight of the tiger.
2 They returned home safely. / They returned safely
Answer Key
home. (also possible: rhetorical)
cosy café 3 I completely lost track of time and missed my bus.
narrow street 4 It was raining heavily throughout our whole trip.
pleasant smile 5 Fortunately, she found her keys and was able to
young man drive home.
terrible disaster 6 Luckily, he wasn’t badly injured in the accident.

6 To practise using descriptive language 9 To present/practise gradable adjectives

• Give Ss time to read the texts A-C and replace the • Read out the table and then give Ss time to
adjectives in bold with the ones given. complete the task by choosing the correct
• Check Ss’ answers around the class. adjectives in bold.
Answer Key • Check Ss’ answers around the class.
A 1 pleasant 3 lovely Answer Key
2 terrible 4 deafening 1 totally (non-gradable)
B 1 freezing 3 cosy 2 very (gradable)
2 heavy 4 blazing 3 extremely (gradable)

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4 absolutely (non-gradable)
5 totally (non-gradable)
6 fairly (gradable)
10 a) To prepare for a writing task
Explain the task, read the rubric aloud and give Ss
time to make notes under the headings given in
closed pairs. Elicit answers around the class.
Suggested Answer Key
When: last summer
Where: Gibraltar
Who: Ken
What: Ken couldn’t find his camera, he realised he had
lost it, he panicked, he looked for it at a café, he didn’t
find it, he went to the square, the ice cream vendor
gave him his camera
How: he felt grateful/relieved
b) To narrate a story
Refer Ss to the Useful Language box and then ask
various Ss to tell their story to the class using their
notes.
Suggested Answer Key
Ken looked in his backpack to find his camera, but it
wasn’t there. He began to panic. He searched his
backpack frantically. He had had it earlier that morning
when he took some photos. Maybe he had lost it at the
café in the centre. He ran to the café, but there was no
sign of his camera. Next he ran to the square where he
had eaten an ice cream earlier. He ran towards the
street vendors. The ice cream seller held up his camera.
Ken was completely relieved to have his camera back.
11 To write a story
• Refer Ss to the Writing Bank on p. 142 (WB2a) for
a model, useful language and writing tips and then
give Ss time to complete the task using their
answers from Ex. 10.
• Remind Ss to follow the plan.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Suggested Answer Key
Ken looked in his backpack to find his camera, but it
wasn’t there. It was early in the afternoon and he had
arrived in Gibraltar that morning and he wanted to take
some photos of the monkeys at the top of the Rock of
Gibraltar. Seeing his camera was missing, he began to
panic.
2 Module
First, Ken searched his backpack frantically. Certainly, he
had had it earlier that morning when he took some
photos of the buildings. Maybe he had lost it when he
was having coffee at the cosy café in the centre. Ken ran
downhill to the café, but there was no sign of his camera.
Next he remembered he had taken some photos of
some street vendors in the square and then he had
eaten an ice cream. He ran down to the square and
towards the street vendors. At that moment, the ice
cream seller held up his camera. “You forgot to take it
with you,” he said with a pleasant smile.
Ken felt truly grateful to the man for his honesty. He
was relieved to have his camera back.
• When Ss finish writing their story ask them to check
it against the Check List. Alternatively Ss, in closed
pairs, swap papers, and check each other’s piece
of writing.
Language Knowledge 2
1 To read for cohesion and coherence
Open cloze
Ask Ss to read the text quickly once to see what it is
about. Ss then read the text carefully, trying to fill
each gap. The missing words can be: adverbs,
auxiliary verbs, prepositions, pronouns,
conjunctions, etc. When Ss finish, they read the
completed text again to see if their answers are
grammatically correct and make sense in the
sentence and in the text.
• Give Ss time to read the text and think of a suitable
word to fit in each gap
• Check Ss’ answers around the class.
Answer Key
1 for 5 which 9 few
2 than 6 across 10 who
3 go 7 with
4 On 8 are
2 To practise word formation
Word Formation
Ask Ss to read the title and the text to see what it
is about. Ss decide what part of speech is needed
in each gap. Remind Ss that they may have to use
the word in the plural form or the negative form.
Ss think of possible prefixes and suffixes to form
the new word. Ss read the completed text to see
if it makes sense.
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Module 2
• Explain the task and give Ss time to complete it. Answer Key
• Then check Ss’ answers on the board. 1 B 3 A 5 D 7 A 9 A 11 A
Answer Key 2 D 4 A 6 C 8 C 10 D 12 B
1 growth 6 impressive
refuse (v): to decline to receive sth; to show
2 recently 7 commercial
unwillingness to do sth
3 popularity 8 generally
overcome my fears (phr): to prevail over the feeling of
4 Europeans 9 costly
being afraid
5 considerable 10 tourism
defeat (v): to beat sb in a war; to achieve victory
repair (v): to fix sth that is damaged
3 To practise sentence transformations not have a clue (phr): to not understand sth
• Explain the task and give Ss time to complete it. element (C n): a piece or component of sth
• Remind Ss not to go over five words and to use the minute (C n): a sixty-second period of time
word given in bold and capitals. every single detail (phr): all of the pieces of
• Check Ss’ answers. information about sb or sth
sweep through a place (phr): to move through a
Answer Key place quickly
1 hardly anything to do brush away (phr): to remove sth with hands lightly
2 you have a choice of / there is a choice of moving the object(s) with a sweeping motion
3 wished she had waited fly away (phr): to leave a place by going up into the air
4 are required to leave hurry (v): to rush; to move quickly
5 whether Lucy had enough money task (C n): an assigned job; a duty of sb's work
6 was prevented from taking off business (C n): an organisation that sells sth or offers
7 difficulty in changing a service in exchange for money
8 as soon as we arrived exercise (C n): an activity that demands physical or
mental effort
4 To practise grammar structures from run an errand (phr): to make a short trip in order to
the module perform a necessary job
flock (v): to group together and form a crowd
Give Ss time to choose the correct answer for each
sort out (phr v): to organise
question and then check Ss’ answers. Ask Ss to justify
arrange (v): to put a group of things in a specific order
their answers.
gather (v): to collect and bring together
Answer Key usual (adj): normal; habitual
1 A 3 D 5 C 7 B 9 D 11 A natural (adj): unchanged by outside interference; in a
2 C 4 D 6 B 8 D 10 B 12 B state of nature
ordinary (adj): common or normal
1 negative (not + either) commonplace (adj): average; dull or uninteresting
2 pronoun (possession) make an attempt (phr): to try to do sth
3 in case + present simple venture (v): to try to do sth that is dangerous or risky
4 go swimming trial (n): a test to determine whether sth is true/is as it
5 I would love to seems to be
6 sentence structure aim is + to inf struggle (v): to mentally or physically work through a
7 I’d rather you + past simple (unreal past – present) difficult situation
8 adjective order (size – colour – country of origin) wing (C n): a section of a building that branches off of
9 In spite of/Despite + noun the main structure
10 wish + could + past participle (wish for the past) section (C n): a part or segment of sth
11 (is nothing: isn’t anything) branch (C n): a business's local operating office or
12 I have been to (I’m back now) shop
I have gone to (I’m still there) extension (C n): an addition or enlargement of sth
seek advice (phr): to ask for help in determining what
5 To consolidate new vocabulary to do in a situation
pursue (v): to actively go after sth
Give Ss time to choose the correct word for each gap inquire (v): to ask sb about sth
and then check Ss’ answers.
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2 Module
question sb about sth (phr): to ask sb questions 4 To practise phrasal verbs and prepositional
about a situation or event phrases
appear (v): to become visible • Explain the task.
show (v): to display sth; to cause sth to be seen • Ss complete the task.
refer (v): to direct sb to a source of information or to • Check Ss’ answers around the class.
sb who can assist with a problem
report (v): to present myself and be ready for work Answer Key
consent to sth (phr): to agree to do sth; to give 1 off 3 up 5 from
permission for sth to be done 2 in 4 off 6 through
approve of sth (phr): to give a favourable opinion of
sth
5 To practise word formation
accept (v) : to agree to do sth; to receive something
permit sb to do sth (phr): to allow sb to do sth; to • Explain the task.
give permission to sb to do sth • Ss complete the task.
united (adj): being in agreement • Check Ss’ answers on the board.
mutual (adj): reciprocal; equally given and received Answer Key
common (adj): ordinary; plain
1 location 4 magical
joint (adj): shared with sb or several others
2 colourful 5 fascinating
3 temptation 6 accommodation

Language Focus 2 Grammar in Focus

To consolidate grammar structures
1 To consolidate vocabulary from the module
• Explain the task.
• Give Ss time to complete the task.
• Ss complete the task.
• Check Ss’ answers around the class.
• Check Ss’ answers. Ss should justify their answers.
Answer Key
Answer Key
1 fasten 4 change 7 catch
1 won’t forget (future simple in main sentence, before
2 use 5 board 8 miss
a time clause)
3 give 6 rent
2 took part (stated time – past action)
3 the (names of rivers + the)
2 To expand on vocabulary thematically 4 such (such + adj + Un)
related to travel 5 which (relative adj referring to words)
• Give Ss time to complete the task. 6 went (past action – stated action)
• Check Ss’ answers around the class. 7 has done (past perfect with for)
8 would live (past habit)
Answer Key 9 who (relative pronoun referring to a person)
1 flight 3 trip 5 voyage 10 has (stative verb)
2 excursion 4 journey

3 To practise phrases/collocations Progress Check 2

• Explain the task and ask Ss to copy the
spidergrams into their notebooks and complete 1 To read for specific information
them with the adjectives in the list.
• Ask Ss to read the questions 1-6 ad the possible
• Check Ss’ answers on the board.
answers.
Suggested Answer Key • Then give Ss time to read the text and choose the
sea: clean, dirty, open, calm, rough correct answers.
beaches: clean, dirty, sandy, secluded • Check Ss’ answers. Ss should justify their answers.
hotel: clean, dirty, five-star, seaside, family, luxurious
holiday: adventure, relaxing, seaside, package, family,
luxurious

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Module 2
Answer Key 6 To listen for specific information
1 C (ℓ. 3-4) 4 A (ℓ. 22-23) • Explain the task and ask Ss to read the sentences.
2 D (ℓ. 16-21) 5 D (ℓ. 23-24) • Play the recording. Ss listen and fill in the gaps
3 D (ℓ. 13-15) 6 C (ℓ. 32-33) 1-10 accordingly.
• Check Ss’ answers.
2 To consolidate vocabulary from the module Answer Key
• Explain the task and give Ss time to complete it. 1 children’s books 7 afternoon
• Check Ss’ answers. 2 lot 8 40 minutes
Answer Key 3 roads 9 way of life
4 locals 10 good luck
1 downside 6 stunning
5 tourists
2 package 7 currency
6 traditional handicrafts
3 nestled 8 elaborately
4 purchase 9 lapping
5 one-way 10 departure 7 To write a story
• Explain the task and give Ss time to complete it.
3 To revise past tenses • Check Ss’ answers.
• Explain the task and give Ss time to complete it. Suggested Answer Key
• Check Ss’ answers. As soon as Peter reached the hotel, he knew something
Answer Key was wrong. He reached into his pocket to pay the taxi
driver, but discovered that his wallet wasn’t there. He
1 had never stayed, get 4 such, sighed
started to panic immediately because it had all his
2 was shopping, for 5 used, knew
holiday money in it.
3 travelling, off
Peter searched his bag frantically. He knew he had had
it earlier that morning in the airport café. He explained
4 To revise clauses of result the situation to the taxi driver and asked him to take him
• Explain the task and give Ss time to complete it. back there.
• Check Ss’ answers. Peter ran into the café, but there was no sign of his
wallet. Next he remembered he had bought a
Answer Key newspaper from the kiosk. He quickly ran over towards
1 The shop offers such low prices that it is busy every the kiosk. At that moment, the newspaper seller held up
day. his wallet.
2 The restaurant staff behaved so rudely that we “You left it behind,” he said with a pleasant smile. Peter
complained to the manager. was astonished. He felt truly grateful to the man for his
3 She had such a lot of luggage that it didn’t fit in the honesty and completely relieved.
car.
4 The souvenirs cost so little that we bought many for Check your progress
our friends. Ask Ss to assess their own performance in the unit
5 The city has such busy streets that there are always according to how competent they feel for each of the listed
traffic jams. activities.

5 To revise everyday English expressions

• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 b 2 b 3 a

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Our World
In this module Ss will explore the topics of environmental
problems, social issues, natural disasters and the weather.
Module page 37
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary, to suggest solutions to
environmental problems and social issues
Vocabulary: Environmental problems & social issues
(overfishing, crime, poverty, war, famine, homelessness,
starvation, global warming, child labour, ozone depletion,
bullying, deforestation, overpopulation, illegal downloading
of songs/films); Other (exploitation, figure, fossil fuels,
greenhouse gases, average temperatures, weather
conditions, public transport, affects, basic needs, family
planning, standard of living)
3a Reading 38-39
Lesson Objectives: To listen and read for gist, to read for
specific information, to answer comprehension questions
based on a text, to give a presentation on Tuvalu, to
describe your feelings after a speech
Vocabulary: Verbs (spell, claim, emerge, import, outline);
Phrasal verb (draw up); Nouns (atoll, effect, soil, lack,
groundwater, drought, forefathers, proposal); Adjectives
(uninhabitable, contaminated, inevitable, significant,
emotional, brutal); Phrases (at risk, thermal expansion, grow
crops, geological makeup, home-grown food, due to, but
for, emergency shipment, sea levels)
3b Vocabulary 40-41
Lesson Objectives: To learn phrasal verbs, to learn
prepositional phrases, to practise word formation
Vocabulary: Environmental problems (industrial waste, oil
spill, greenhouse effect, exhaust fumes, ozone layer, rising
sea temperatures, endangered species, heat being trapped);
Natural disasters (evacuate, active volcano, clouds of ash,
eruption, earthquake hit, casualties, buildings collapsed,
aftershocks, stay outside); The weather (weather forecast,
downpours, torrential rain, bitterly cold, severe frost, minus
temperatures, blizzard, strong gusts); Social issues (poor
sanitation, famine, racial discrimination, war, illiteracy,
homelessness, gain access to, improved sanitation, lost
lives, affect)
3 Module
3c Grammar in use 42-43
Lesson Objectives: To present/practise reported speech
(reported statements, reported questions, reported
commands/orders, reported modals), to learn/practise
special introductory verbs, to practise key word
transformations
3d Listening skills 44
Lesson Objectives: To listen for specific information, to
pronounce /‰…/, /ø/, /u…/, /j/, to listen for key information
Vocabulary: From scripts (increasingly, struggle, addiction,
health risks, malnourishment, treatment centre, gain
employment, affordable housing, waiting list, merchandise,
legitimately, crack down, piracy, morality, law-abiding,
distribution)
3e Speaking skills 45
Lesson Objectives: To discuss an issue, to express
concern/disgust/hope, to act out a dialogue about poverty,
to compare & contrast pictures
3f Writing 46-47
Lesson Objectives: To analyse a rubric, to analyse a writing
model, to use linking words to join ideas, to expand prompts
into full sentences, to analyse structure of main body
paragraphs, to write an essay suggesting solutions to a
problem
Language Knowledge 3 48-49
Lesson Objectives: To practise multiple-choice cloze, to
practise key word transformations, to practise word
formation, to consolidate vocabulary and grammar
structures from the module
Language Focus 3 50
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module; to practise word
formation
Progress Check 3 51-52
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write an essay suggesting solutions to a
problem
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Module 3
Module Objectives b) To identify problems from descriptions
Read the title of the module Our World and ask Ss to Explain the task and elicit which problem each text
suggest what they think the module will be about (the is about.
module is about environmental problems, social issues, Answer Key
natural disasters and the weather.) Go through the
objectives list to stimulate Ss’ interest in the module. A – overpopulation
B – global warming
C – child labour
1 a) To introduce new vocabulary
(Ss’ own translations)
• Play the recording with pauses for Ss to repeat
chorally and/or individually.
• Elicit which phrases are environmental 3 To suggest ways to solve certain
problems and which are social issues from Ss environmental problems & social issues
around the class. Explain the task and give Ss a few minutes to write
Answer Key some sentences and then ask various Ss around the
class to read their sentences to the rest of the class.
Environmental problems: overfishing, global
warming, ozone depletion, deforestation, Suggested Answer Key
overpopulation I think we can stop deforestation by cutting down fewer
Social issues: crime, poverty, war, famine, trees and planting more trees than we cut down.
homelessness, starvation, child labour, bullying, I think we can stop overfishing by imposing fines and
overpopulation, illegal downloading of songs/films heavy penalties for fishermen who fish more quantities
than what is officially allowed. I also think we should
b) To match vocabulary to pictures breed more fish in fish farms for human consumption
and let the wild fish survive.
Elicit which picture shows which problem/issue
I think we can stop poverty by educating people and
from the list from Ss around the class.
helping charities and other organisations to help people
Answer Key in need.
A – global warming I think we can stop illegal downloading by educating
B – overpopulation people to stop uploading copyrighted material in the
C – deforestation first place.
D – illegal downloading of songs/films
E – child labour
Words of wisdom
F – poverty
Direct Ss’ attention to the quotation and ask Ss to discuss
what they think it means with a partner and/or give their
2 a) To present/practise new vocabulary
opinion on it. Then ask various Ss to tell the class.
• Go through the words listed before each text A-
Suggested Answer Key
C and explain/elicit their meanings. Ss may look
up the meanings of any unknown words in their I think the quotation means that the money we earn
dictionaries or in the Word List. help us cater for our needs but a life well-lived is one in
• Give Ss time to read the texts A-C and complete which we help each other.
the texts with the words provided.
• Check Ss’ answers around the class.
Answer Key
A 1 figure 3 planning
3a Reading
2 needs 4 living
1 a) To present new vocabulary
B 5 fossil 8 conditions • Refer Ss to the Word List and give them time to
6 greenhouse 9 transport look up the meanings of the words/phrases given.
7 temperatures • Then give Ss time to complete the sentences 1-
C 10 illegal 12 exploitation 6 and check Ss’ answers around the class.
11 affects
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3 Module
Answer Key groundwater (n): water that comes naturally from
1 war 4 water shortages under the ground
2 disasters 5 emigrated due to (phr): because of
3 soil, grow 6 cholera drought (n): a long period of time in which no rain falls
contaminated (adj): dirty or harmful (because of dirt,
chemicals or radiation)
b) To listen and read for specific
but for (phr): except for
information
emergency shipment (phr): a cargo of emergency
• Ask Ss to guess which sentences in Ex. 1a are supplies
true. forefathers (n): ancestors
• Play the recording for Ss to listen and follow the inevitable (adj): certain to happen and can’t be
text in their books and find out. prevented or avoided
• Check Ss’ answers. significant (adj): very important
draw up (phr v): to formulate/prepare sth in writing
Answer Key
proposal (n): a suggestion/plan
Sentences 3, 4, 5, 6 are true. emotional (adj): causing strong feelings
outline (v): to give the main ideas of sth
2 To read for cohesion and coherence brutal (adj): cruel, violent
• Ask Ss to read the sentences A-H.
• Give Ss time to read the text again and then choose 3 To answer comprehension questions on a
the correct sentence for each gap 1-7. text
• Check Ss’ answers around the class. • Plan the recording and give Ss time to read the text
Answer Key again and then answer the questions in their own
words.
1 C 3 B 5 A 7 E
• Ask various Ss around the class to share their
2 F 4 D 6 G
answers with the rest of the class.
• Refer Ss to the Check these words box and
Suggested Answer Key
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up. 1 Tuvalu is a low-lying country and as the sea levels
rise then more of the island becomes flooded. The
Suggested Answer Key soil is ruined by the salty seawater and the lack of
atoll (n): a landmass made from coral groundwater means a drought creates serious
at risk (phr): in danger water shortages.
effect (n): the result of an action on sth; mental or 2 They don’t want to leave the place where all their
emotional impression ancestors lived.
thermal expansion (phr): the act of getting bigger
because of heat 4 To think of an alternative title for the text
sea levels (n): the height of the sea water compared to
Elicit a variety of answers from Ss around the class.
the land
spell (v): to mean/result in sth Suggested Answer Key
claim (v): to believe sth to be true The nation that the sea is swallowing
uninhabitable (adj): unsuitable for people to live there
emerge (v): to come out from a place where you could
4 To consolidate new vocabulary through
not be seen
synonymous words/phrases
soil (n): the top layer of earth in which plants grow
grow crops (phr): raise plants to eat • Read the words/phrases in the list and give Ss time
geological makeup (phr): what sth natural is made of to find their synonyms in the text.
especially concerning rock • Elicit answers from various Ss around the class.
import (v): to bring into a country through legal means Answer Key
home-grown food (phr): edible crops grown in one’s
Para A: small = tiny
own country
Para B: not suitable for living = uninhabitable
lack (n): when sth is not available/ enough
Para E: ancestors = forefathers
to be expected = inevitable

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Module 3
Para F: important = significant To describe your feelings in an
passionate = emotional imaginary situation related to the topic
severe = brutal • Explain the task and give Ss three minutes to think
of their answers and write a few sentences. You
6 To consolidate new vocabulary through can ask Ss to watch Ian Fry’s speech
antonyms (http://www.youtube.com/watch?v=YgMTgQIDiFA)
• Read the words in the list and give Ss time to write then do the task.
antonyms for them. • Ask various Ss around the class to read their
• Ss check their answers in their dictionaries. sentences to the rest of the class.
• Elicit answers from various Ss around the class. Suggested Answer Key
Suggested Answer Key I felt really sorry for the Tuvalu people. I think we should
1 tiny ≠ huge all do as much as possible to stop climate change and
2 popular ≠ unpopular global warming by using less fossil fuels. I felt very sad
3 harmful ≠ safe about the future of the Tuvalu people.
4 import ≠ export
5 long ≠ short
6 significant ≠ insignificant
3b Vocabulary
To consolidate information in a text;
to give a presentation on Tuvalu 1 To consolidate vocabulary from a text

• Explain the task and elicit answers from Ss around • Explain the task and give Ss time to complete it.
the class as to what they learnt from the text. • Check Ss’ answers. Explain/Elicit any unknown
• Then give Ss time to look up further information on words.
Tuvalu on the Internet and present it to the class. Answer Key
• Alternatively, assign the task as HW and ask 1 infected 7 trust
various Ss to present their information to the class 2 poisoned 8 believe
in the next lesson. 3 contaminated 9 reject/rejected
Suggested Answer Key 4 polluted 10 declared
I learnt that Tuvalu is the 4th smallest country in the 5 count 11 rising
world. 6 depend
I learnt that Tuvalu is close to Australia and New
Zealand. 2 To consolidate new vocabulary
I learnt that atolls do not have any groundwater. • Give Ss time to complete the task.
I also learnt that Tuvalu is a member of the UN and the • Check Ss’ answers.
people are trying hard to save their land. • As an extension ask Ss to make sentences using
the phrases.
ICT Suggested Answer Key
Tuvalu used to be called the Ellice Islands. 10,544 Answer Key
people live there. Tuvalu covers 26 km2. The first 1 harmful 6 make
people to live on Tuvalu were Polynesian. Britain 2 spell 7 reduce
declared the islands a British protectorate under 3 grow 8 give
Captain Gibson of the HMS Curacao in 1892. The 4 desperate 9 moved
islanders voted for independence in 1974. Tuvalu is 5 draw 10 lead
now part of the Commonwealth and the United
Nations. 3 To present topic-related vocabulary
• Explain that task and give Ss time to complete it.
• Check Ss’ answers around the class.

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3 Module
Answer Key 5 To present/practise phrasal verbs
1 waste 5 layer • Explain the task and give Ss time to complete it.
2 spill 6 rising • Ask Ss to check their answers in Appendix 1.
3 effect 7 species • Check Ss’ answers around the class.
4 fumes 8 trapped
Answer Key
1 down 3 up 5 away
4 To present/practise new vocabulary
2 off 4 out 6 forward
• Explain the task and give Ss time to read the news
reports and complete the task.
6 To present/practise new vocabulary
• Check Ss’ answers around the class.
• Explain/Elicit the meaning of the words in the list or
Answer Key Ss may look them up in their dictionaries.
1 evacuate 6 casualties Alternatively Ss can check the meaning of any
2 active 7 collapsed unknown words in the Word List.
3 ash 8 aftershocks • Give Ss time to complete the task then check Ss’
4 eruption 9 outside answers.
5 hit
Answer Key
Suggested Answer Key 1 forecast 5 frost
abandon (v): to leave a place 2 downpours 6 minus
evacuate (v): (of people) to move away from a place of 3 torrential 7 blizzard
danger to somewhere where it is safer 4 bitterly 8 gusts
active volcano (phr): a volcano that may erupt any
time
7 a) To consolidate new vocabulary
awake (adj): not sleeping
powder (n): substance consisting of very fine, small Elicit which social issue matches which picture
particles from Ss around the class.
ash (n): the greyish - white or black powder left when Answer Key
sth is burnt
1 D 3 F 5 E
eruption (n): instance of hot rocks and ash exploding
2 A 4 C 6 B
out of the top of a volcano
explosion (n): a sudden and violent increase or
outburst of sth b) To suggest a solution for each problem
knock (v): to hit sth like a door in a fast action in order Ask various Ss around the class to suggest a solution
to get attention for each problem. Give an example first. (You can use
hit (v): to deliberately touch sb with a lot of force the answer in the Suggested Answer Key item 1)
(earthquake hits: earthquake affects people very badly)
casualties (n): people wounded/killed in an event Suggested Answer Key
sufferer (n): a person who feels pain 1 To solve the problem of war we could send UN
destroy (v): to cause so much damage to sth that it is negotiators to help sort out problems between the
completely ruined or doesn’t exist any more two countries.
collapse (v): to fall down 2 To solve the problem of poor sanitation we could
aftershock (n): tremors after an earthquake build sewers, provide a clean water supply and
afterthought (n): an idea which was not originally clean up rubbish.
intended but is thought of later 3 To solve the problem of homelessness we could
provide more homeless shelters.
Background information 4 To solve the problem of racial discrimination we
Montserrat is an island located in the West Indies. It could teach people to be more racially tolerant.
is also called the Emerald Isle of the Caribbean 5 To solve the problem of illiteracy we could build
because it resembles Ireland and some of its more schools and provide more teachers.
inhabitants came from Ireland. 6 To solve the problem of famine we could support
more charities and help people to grow drought
resistant crops.

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Module 3
8 To present/practise new vocabulary Answer Key
• Explain the task. 1 indirectly 6 manufacturers
• Give Ss time to read the texts and choose the 2 activity 7 symbolic
correct answers. 3 impossible 8 Basically
• Check Ss’ answers around the class. Explain/ Elicit 4 exactly 9 heating
any unknown words. 5 environmental 10 personally

Answer Key
A 1 gained 3 basic 5 lost
2 improved
B 1 ends
4 price
3 ruined
3c Grammar in use
2 affects 4 damaged 1 To present/revise reported speech
gain access to (phr): to find a way to get/have sth • Read the cartoon aloud, then read the examples.
win (v): to achieve a prize for coming first in a Elicit that direct speech is a person’s actual words
competition whereas reported speech is the exact meaning of
earn (v): to be paid for one’s job what a person said.
advanced (adj): complex; ahead of time • Explain/Elicit how tenses change in reported
corrected (adj): not wrong speech. Refer Ss to the Grammar Reference
improved (adj): better than before section for more information.
basic (adj): providing the starting point from which sth • Elicit the reported sentence in the joke and elicit its
can develop; simple direct equivalent.
primary (adj): main Answer Key
key (adj): most important
In reported speech the tenses change as follows:
price (n): amount of money one has to pay to buy sth
present simple ➝ past simple
bill (n): money one owes for goods/services
present continuous ➝ past continuous
money (n): coins or bank notes
present perfect ➝ past perfect
lost lives (phr): dead people
past simple ➝ past perfect
influence (v): to have an effect on sb
past continuous ➝ past perfect continuous
affect (v): to influence
future simple ➝ would
upset (v): to make sb unhappy
can ➝ could
ruin (v): to destroy
wreck (v): to damage; destroy Answer Key
spoil (v): to damage; do harm The forecaster said that on the one hand it might be fine,
injure (v): to hurt; wound but on the other hand it might be cold. (Reported speech)
hurt (v): to injure “On the one hand it may be fine, but on the other hand
damage (v): to harm; injure it may be cold,” said the forecaster. (Direct speech)

9 To present/practise prepositional phrases 2 To practise reported speech

• Give Ss time to choose the correct preposition in • Explain the task and give Ss time to complete the
each sentence. task. Ss work in closed pairs.
• Ask S to check their answers in Appendix 2. • Ask Ss around the class to read out their answers.
• Elicit answers from Ss around the class.
Answer Key
Answer Key
Pam said that she had been reading the paper on the
1 of 3 from 5 from 7 on way to work the previous day and she had found out
2 of 4 to 6 in 8 of that the number of homeless in the city had increased.
She said that it was dreadful that thousands of people
10 To practise word formation lived on the streets without help from anyone.
Helen said that she had joined her local environmental
• Explain the task and give Ss time to complete it.
group the week before and she felt great about the fact
• Check Ss’ answers on the board. Point out the
that she would be able to help in the struggle to protect
correct spelling if required.

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the Earth. She said that she had asked her friends to
join too and she was sure that they would also become
a part of that effort.
Adam said that he didn’t understand how there were
countries where people threw tonnes of food away, yet
in underdeveloped countries famine was killing people in
their thousands. He said that he hoped we could all work
together so that those people would have a better future.
3 To practise changing reported speech into
direct speech
• Explain the task and give Ss time to complete it.
• Check Ss’ answers and elicit when the tenses
remain the same.
Answer Key
1 “There is a story about the tsunami survivors in
today’s paper,” Alex said.
2 “Homelessness has increased by 15% since last
year” said the charity spokesperson.
3 “I wish our teacher would give us more time to finish
our projects,” said Jeremy. (tense remains the same)
4 “I’m trying to find information on global warming for
my essay,” she said.
5 “You may/might have to evacuate your village if the
flood waters rise,” the authorities said.
6 “There are going to be downpours tomorrow,” said
the weather forecaster.
7 “I took part in a tree-planting event two weeks ago,”
said Carmen.
8 “If I were you, I would check the weather before
going on the sailing trip,” said Sarah. (tenses remain
the same)
4 To present the rules for reported questions
and commands/orders
• Ask Ss to read the examples and then elicit the
missing words to complete the rules. Focus Ss’
attention on the words used to introduce reported
questions, commands/orders.
• Refer Ss to the Grammar Reference section for
more information.
Answer Key
1 the same question word 4 to-infinitive
2 if/whether 5 not
3 affirmative
• Elicit similarities and/or differences in Ss’ L1.
(Ss’ own answers)
3 Module
5 To practise reported questions –
commands/orders
• Explain the task and give Ss time complete it.
• Check Ss’ answers around the class.
Answer Key
1 Ian told me not to go out in the storm.
2 Vicky asked Mina if/whether she had seen that
report on global illiteracy.
3 She told him to be careful when he drove on the icy
roads.
4 Josh asked him how much it would cost him to
have solar panels installed in his house.
5 He told me to turn off the light when I left the room.
6 Alice asked her teacher where she could find
information on Tuvalu.
7 I asked them if/whether they had replaced the light
bulbs in their house with energy-efficient ones.
8 Judith told Ben not to put dirty bottles in the
recycling bin.
9 I asked them if/whether they would take part in the
beach clean-up the following weekend.
10 Maria asked Jane if/whether she knew what time
the lecture started.
6 To present/practise reporting modal verbs
• Read out the theory and refer Ss to the Grammar
Reference section for more information.
• Give Ss time to complete the task and then check
Ss’ answers.
Answer Key
1 Barry said he could take the old newspapers to the
recycling centre the next day.
2 Jenny told Adam he must/had to take those clothes
to the charity shop the following week.
3 I told him that he shouldn’t waste so much water.
4 My grandfather said that the world used to be a
much better place.
5 Sue said that Ellie must/had to be one of the most
generous people she knew.
6 Mum told them that they couldn’t play outside that
day because it was raining.
7 The weather forecaster said that the snowfall may/
might turn into a blizzard.
8 Charles and Stella told us that they would spend
their holidays in Italy that year.
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Module 3
7 To practise reported speech with special She asked John what he had done. John said that
introductory verbs he had played football in the park on Saturday and
• Explain the task and refer Ss to the Grammar he had visited his grandparents on Sunday.
Reference section for a list of special introductory
verbs. Focus Ss’ attention on the grammar

•
structures for each verb.
Give Ss time to complete the task and then check
Ss’ answers.
3d Listening skills
1 To present new vocabulary and prepare for
Answer Key
a listening task
1 Paul advised Brad not to drive without snow tyres in
those conditions. Ask Ss to look them up in the Word List at the back of
2 Kelly begged her parents to let her go skiing the their books.
following weekend.
3 He advised me not to get too close to the fire. 2 a) To listen for specific information &
4 She explained that she was late because she had identify speaking style
missed the bus. • Play the recording.
5 Jack promised to pick up Jill at 6:00. • Ss listen and answer the question.
6 Matthew apologised to me for lying.
7 Tina suggested taking the magazines to the Answer Key
recycling centre. The Coalition for the Homeless is one of the most
8 He agreed that driving to York was a good idea. active homeless charities in the USA.
9 Mike denied stealing the bag. The lecture is formal because the tone is polite and
10 He invited Ann to go with them. official, and it has advanced vocabulary, longer
sentences and uses the passive voice.
8 To practise key word transformations
Give Ss time to complete the task and then check Ss’ b) To listen for specific information
answers. • Play the recording. Ss listen and complete the
task.
Answer Key
• Check Ss’ answers on the board.
1 accused her of spreading
2 if/whether I had seen Answer Key
3 she may become a member 1 charity 6 alcohol
4 wondered whether he should tell 2 1% 7 dedicated
5 did not hurry, they would 3 goal 8 job training
6 to dispose of 4 below 9 government’s
7 refused to buy those 5 home address 10 for three

9 To practise reported speech c) To give reasons

• Explain the task and divide the class into groups of
three.
• Ask Ss to follow the instructions and then monitor
the task around the class.
• Ss swap roles so all Ss practise reported speech.
Suggested Answer Key
A: I went to the cinema on Friday night and then on
Saturday I went shopping. What did you do?
B: I played football in the park on Saturday and visited
my grandparents on Sunday.
C: Jane said that she had gone to the cinema on Friday
night and then on Saturday she had gone shopping.
Elicit answers from Ss around the class.
Suggested Answer Key
You should join this charity to help raise money for
addiction treatment centres and job training
programmes to help homeless people to rebuild their
lives.
3 To pronounce /‰…/ /ø/ /u…/ /j/
• Play the recording with pauses for Ss to listen and
repeat chorally and/or individually.
• Elicit one more word for each sound from Ss
around the class.

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Suggested Answer Key
/‰…/ first /u…/mule
/ø/ lunch /j/ unicorn
4 a) To present new vocabulary and prepare
for a listening task
Ask Ss to look them up in the Word List at the back
of their books.
b) To listen for specific information
Play the recording. Ss listen and answer the
question in the rubric. Elicit answers from Ss
around the class.
Suggested Answer Key
Musicians don’t make much money from the sales of
their records if fewer people are buying them and
instead, downloading them for free. Also, they have to
work longer and harder because they have to go on tour.
Various European governments have introduced laws
for copyright protection. They are targeting the people
who upload copyrighted material onto the Internet.
They have introduced fines and prison sentences. They
are trying to prevent people from copying music and
films so others cannot download it.
5 To listen for specific information
• Ask Ss to read the questions 1-8 and the possible
answers and find the key words.
• Play the recording. Ss listen and complete the task.
Ask Ss to compare their answers in closed pairs.
• Check Ss’ answers.
Answer Key
1 C 3 B 5 A 7 C
2 D 4 B 6 C 8 B
3e Speaking skills
1 a) To present situational language
Play the recording. Ss listen and repeat chorally
and/or individually.
b) To identify the functions of certain
expressions/phrases/sentences
Go through the phrases/sentences again and elicit
the function of each one and what emotion each
one expresses from Ss around the class.
3 Module
Answer Key
introduces a topic: Did you know that
asks about feelings: It really gets you down, doesn’t it?
expresses disgust: It’s just horrible! The very thought
of it makes me sick.
expresses hope: There is some hope, though. There
are reasons to be optimistic, then.
2 a) To complete a dialogue
Give Ss time to read the dialogue and use the phrases/
sentences in Ex. 1a to complete the gaps 1-6.
Answer Key
1 Did you know that
2 It’s just horrible
3 The very thought of it makes me sick.
4 It really gets you down, doesn’t it?
5 There is some hope, though.
6 There are reasons to be optimistic, then.
b) To check cohesion; to role play a dialogue
• Play the recording. Ss listen and check their
answers to Ex. 2b.
• Then ask Ss to take roles and read out the
dialogue in pairs.
3 To practise discussing an issue and
expressing disgust / concern / hope
• Explain the task and ask pairs of Ss to take roles
and act out a dialogue similar to the one in Ex. 2a
using the Useful Language and the prompts.
• Draw this diagram on the board for Ss to follow.
A B
Introduce topic; Express disgust;
express concern. express hope.
Agree; suggest a Agree with idea.
way to help.
• Monitor the activity around the class. Then ask some
pairs to act out their dialogue in front of the class.
Suggested Answer Key
A: I read somewhere that almost half the world lives on
less than $2.50 a day. It’s really depressing, isn’t it?
B: Oh, it’s just horrible! I hate to think about it. There is
some hope, though. According to a recent report,
the African economy has grown by 5%.
A: There are reasons to be optimistic, then. But I’d still
like to see governments doing more to tackle the
problem.
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Module 3
B: It’s not too late to make a difference. Why don’t we
join a charity organisation to help raise money for
poor people?
3f Writing
A: That’s a great idea. 1 To analyse a rubric
Ask Ss to read the rubric and then read the questions
4 To compare and contrast pictures aloud and elicit answers from Ss around the class.
• Ask Ss to look at the pictures and read the key
Answer Key
vocabulary. Explain any unknown words. Ss
compare and contrast the pictures in pairs and 1 F 2 T 3 F 4 T
answer the question in the rubric.
• Monitor the activity around the class and then ask 2 a) To analyse the structure of a model
some Ss to compare and contrast the pictures to essay
the class. • Give Ss time to read the model essay and then
Suggested Answer Key match the paragraphs (1-5) to the headings (A-E).
A: Well, both pictures show ways of saving energy and • Check Ss’ answers.
being environmentally friendly. Answer Key
B: Yes, picture 1 shows a solar panel which is a way of
A 2 B 5 C 4 D 1 E 3
producing a clean renewable source of energy
using the sun and picture 2 shows a woman
recycling which is a way of saving natural resources. b) To identify writing techniques
Both save energy. Read out the writing techniques and elicit what
A: That’s true, similarly solar panels give off no each one is and then elicit which one the writer has
pollution and recycling reduces waste because it used in the model.
prevents the waste of useful materials.
B: Yes, but in contrast, the installation of solar panels Answer Key
costs a lot. The writer asks a rhetorical question.
A: That’s true. Which one do you think is the most
effective way to help the environment? c) To identify writing styles
B: I think solar panels are more effective because they
Elicit the style of the essay with reasons.
reduce pollution straight away. They use renewable
clean energy and we can stop burning fossil fuels Answer Key
which pollute the atmosphere and harm the The essay is formal because it uses the passive voice,
environment. linkers, full forms and advanced vocabulary.
A: I think recycling schemes are the most effective
because they reduce waste and pollution straight
away and without them there would be rubbish 3 To practise linkers
everywhere and landfill sites would be full. Give Ss time to replace the words in bold with the
alternative linkers in the box and then elicit answers
5 To analyse two sample answers from Ss around the class.
• Explain the task and play the recording. Suggested Answer Key
• Ss listen and identify which speaker does which of To begin with – In the first place
the points 1-4. For instance – For example
• Check Ss’ answers. As a result – Consequently
Suggested Answer Key Secondly – In addition
The girl talks about both pictures, answers the For example – For instance
question, uses a range of vocabulary and sounds Consequently – In turn
natural, the boy doesn’t. Finally – Last of all
To give an example – For example
This way – Therefore
In conclusion – To sum up

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3 Module
4 To analyse a model essay In the first place, we could fight child labour by
prosecuting employers. This way, by employing
• Ask Ss to copy the table into their notebooks and
children they risk losing their business and going to jail.
then give Ss time to complete it as in the example.
As a result, they will stop using child labour.
• Check Ss’ answers on the board.
To begin with, we can help poor people by providing
Answer Key education in farming and engineering. In this way
people can learn useful skills such as growing crops
Expected and digging wells. As a result, people would be able to
Suggestion Supporting details
results
feed their families.
stop wasting 50% of food food provided
food produced per year to those in
7 a) To expand prompts into full sentences
thrown away – send need
to starving countries • Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
introduce new modern irrigation farmers
technology systems increase yield Answer Key
into farming – more food 1 One way to solve the problem of smog would be to
join a charity participate in raise money install filters on (factory) chimneys.
organisation fundraising events to buy food 2 Another effective solution would be arranging multi-
cultural events.
3 Last but not least, parents should start reading
5 To write alternative topic sentences stories to their children at a very young age.
Give Ss time to identify the topic sentences, then write
alternative topic sentences. Elicit answers from Ss b) To expand on supporting sentences
around the class. • Explain the task and give Ss time to complete it.
Suggested Answer Key • Ss can work in closed pairs. Ask Ss to use
appropriate linkers and phrases.
To begin with, it is essential that we stop wasting food. =
• Alternatively elicit ideas from Ss and write them
In the first place, stopping food wastage is essential.
on the board. Ss use the ideas to write their
Secondly, governments should help make farming
sentences.
more productive by introducing new technology. = In
• Elicit Ss’ answers around the class.
addition, introducing modern farming methods can
make a difference. Suggested Answer Key
Finally, individuals can join an organisation that helps 1 In this way, harmful fumes could be removed and so
the hungry. = Last of all, we can all join a charity to help fewer harmful chemicals escape into the
hungry people. atmosphere. As a result, the air would be less
polluted.
6 To match suggestions to supporting details 2 By doing this, people will be able to socialise with
and expected results and write main body paragraphs other people from different ethnic backgrounds and
realise that all people are similar. As a result, people
• Explain the task and give Ss time to match the will become more tolerant towards ethnic
phrases in the three columns to each other. minorities.
• Check Ss’ answers and then give Ss time to use 3 In this way, children become familiar with books
their answers to write full main body paragraphs. and think of reading as a positive experience. As a
• Monitor the activity then ask some Ss to read out result, they will look forward to reading more as they
their paragraphs to the class. grow up.
Answer Key
1 c iii 2 a ii 3 b i 8 a) To prepare for a writing task
Suggested Answer Key • Ask Ss to copy the headings into their
To start with we can reduce carbon emissions by notebooks and then go through the ideas and
carpooling. This would mean that less petrol will be give Ss time to complete the table with them.
consumed and there would be less exhaust fumes. As a • Check Ss’ answers on the board.
result, the atmosphere will be less polluted.

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Module 3
Suggested Answer Key Secondly, governments could assist with paying the
rent for those who cannot afford it. This would allow
Supporting Expected
Suggestion people on low incomes to get assistance. As a result,
details results
fewer people would become homeless.
donate money to funds used to homeless Finally, we could organise job training schemes for
charities open more people will have homeless people. This would help people to find work.
shelters & a safe & caring Consequently, they could afford a place to live.
hostels place to go To sum up, I believe that fighting homelessness is not
government assists people on low fewer people impossible. If people and governments work together,
with paying the incomes can become we can help to get people off the streets and into their
rent for people who get homeless own homes.
can’t afford it assistance
organise job
training schemes
help people
to find work
could afford a
place to live Language Knowledge 3
b) To write full paragraphs 1 To read for cohesion and coherence

• Explain the task and give Ss time to complete it. • Ask Ss to read the 4-word-options 1-12 and then
• Ask Ss around the class to read their give Ss time to read the text and choose the correct
paragraphs to the class. word to fit in each gap
• Check Ss’ answers.
Suggested Answer Key
Answer Key
We could donate money to charities. Then the funds
could be used to open more homeless shelters and 1 A 4 B 7 D 10 C
hostels. As a result, homeless people would have a safe 2 A 5 B 8 C 11 A
and caring place to go. 3 A 6 A 9 B 12 C
Governments could assist with paying the rent for those
who cannot afford it. This would allow people on low 2 To practise sentence transformations
incomes to get assistance. As a result, fewer people
• Explain the task and give Ss time to complete it.
would become homeless.
• Remind Ss not to go over five words and to use the
We could organise job training schemes for homeless
word given in bold and capitals.
people. This would help people to find work.
• Check Ss’ answers.
Consequently, they could afford a place to live.
Answer Key
9 To write an essay suggesting solutions to a 1 is in charge of organising
problem 2 take any notice of
3 was in 1896 that
• Refer Ss to the Writing Bank on p. 144 (WB3) for
4 left the lights on
more details and then give Ss time to complete the
5 in addition to organising
task using the plan, the Useful Language box and
6 was not as high as
their answers from Ex. 8.
7 could not come up with
• Ask Ss to check their piece of writing against the
8 is no difference between
Check List.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ 3 To practise word formation
answers in the next lesson. • Explain the task and give Ss time to complete it.
Suggested Answer Key • Then check Ss’ answers on the board.
Today, homelessness is a huge problem around the Answer Key
world. What can be done to deal with this problem? 1 loss 4 unsuitable
To start with, we could donate money to charities. Then 2 global 5 conservation
the funds could be used to open more homeless 3 financial
shelters and hostels. As a result, homeless people
would have a safe and caring place to go.

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3 Module
4 To practise grammar structures from break the law/an agreement (phr): to disobey a
the module law/to not do sth you have agreed to do
Give Ss time to choose the correct answer for each distribute sth among/to sb (phr): to pass out sth or
question and then check Ss’ answers. Ask Ss to justify spread sth
their answers. split the workload (phr): to divide work tasks between
two or more people
Answer Key insure against theft/damage (phr): to have an
1 B 3 D 5 A 7 C 9 D 11 B insurance plan that protects from theft, damage, etc.
2 A 4 C 6 A 8 A 10 D 12 A ensure that (phr): to make sure that
assure sb that (phr): to give sb a guarantee of sth; to
1 comparative + than
tell sb that sth is certain
2 by the time + past simple, past perfect
secure sth against sb/sth (phr): to free sth from risk
3 past continuous (action in progress in the past
of danger or attack
interrupted by another action)
owe sb money (phr): to be in debt to sb
4 concession (even though)
collect sth (v): to buy or gather objects as a hobby
5 adjective
possess sth (v): to own sth
6 just like (phr)
own sth (v): to have sth as personal property
7 adjective (flights that had been scheduled)
expect that (phr): to believe that sth is likely to happen
8 negative agreement (Neither + verb + subject)
wait for sb/sth/for sb to do sth (phr): to be in a state
9 verb -ing form (past continuous)
of expectation
10 inversion (not only + verb in the interrogative)
calculate how much sth costs (phr): to work out the
11 past tense (sequence of tenses)
cost of sth
12 safe from sth
anticipate changes/problems (phr): to expect that
changes/problems will occur
5 To consolidate new vocabulary seek refuge/asylum/revenge (phr): to try to get
Give Ss time to choose the correct word for each gap (refuge/asylum/revenge)
and then check Ss’ answers. investigate a crime (phr): to try to determine the
Answer Key cause of an illegal act that has been committed
important/crucial/decisive factor (phr): a most
1 C 3 B 5 C 7 A 9 A 11 A
important thing that contributes to a process or a result
2 D 4 A 6 B 8 C 10 D 12 A
with a view to doing sth (phr): because I'm planning
as much/soon/quickly as possible (phr): as much/ to do sth
soon/quickly as you can aspect (C n): a facet or distinct element of sth
achieve/fulfil/realise my potential (phr): to do as distinguishing feature (phr): a characteristic that is
much as my natural abilities make possible/do what I different from similar others
am capable of unless (conj): except for the condition that; if not
remaining passengers (phr): a group of people who or else (phr): otherwise
have not yet boarded a vehicle although (conj): even though
spare time/batteries/parts (phr): free time/ batteries otherwise (adv): or else
or parts that are not being used make adjustments to sth (phr): to make a change to
detect a change (phr): to become aware that sth is improve the function of sth
different make arrangements (phr): to organise things for sth
do/conduct research (phr): to study sth to happen
search for sb/sth (phr): to look for sb or sth do revision for an exam (phr): to study again before
locate sb/sth (v): to find sb or sth taking an exam
intensive course (phr): a curriculum designed to amendment (C n): improvement
teach a lot of material in a short period of time get the blame for sth (phr): to be wrongly considered
extensive collection (phr): a larger than average responsible for sth
group of objects that have been accumulated be at fault (phr): to be responsible for doing sth wrong
exhaustive (adj): thorough charge sb with sth (phr): to hold sb responsible for sth
all-inclusive holiday (phr): a vacation that includes all mistake sb for sb else (phr): to incorrectly believe
expenses that sb is a different person
share sb's views/beliefs (phr): to have the same
opinions and beliefs as sb else
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Module 3
Language Focus 3 Grammar in Focus
To consolidate grammar structures from
1 To consolidate vocabulary from the module the module
• Give Ss time to complete the task using their • Explain the task.
dictionaries to help them if necessary. • Ss complete the task.
• Check Ss’ answers around the class. Explain/Elicit • Check Ss’ answers. Ss should justify their answers.
the meaning of any unknown words.
Answer Key
Answer Key 1 made (past action happened at a specific time)
1 raise 3 rise 5 litter 2 would (reported speech)
2 arise 4 rubbish 6 waste 3 to (solution to)
4 closer (comparative implied: than this)
rise (v): to move upwards (the smoke rises)
5 is estimated (passive voice – impersonal structure)
raise (v): to lift sth (e.g. raise your hand)
6 will have run out (future present perfect with by the
arise (of problems) (v): to appear; emerge
end)
waste (n): anything which has been used and is not
7 such (such as)
needed anymore
8 to be (seem + to -inf)
litter (n): small pieces of rubbish on the ground
9 cleaner (comparative)
rubbish (n): trash
10 for (search for)

2 To practise word formation

•
•
Explain the task.
Ss complete the task.
Progress Check 3
• Check Ss’ answers on the board. Remind Ss that
1 To read for specific information
correct spelling is required.
• Ask Ss to read the questions 1-8 and the possible
Answer Key answers.
1 harmful 4 representative • Then give Ss time to read the text and choose the
2 uninhabitable 5 global correct answers.
3 significantly 6 expansion • Check Ss’ answers.
Answer Key
3 To practise phrasal verbs and prepositional
1 D (ℓ. 3-4) 5 D (ℓ. 26-28)
phrases
2 B (ℓ. 8) 6 B (ℓ. 31-32)
• Explain the task. 3 D (ℓ. 17) 7 C (ℓ. 37)
• Ss complete the task. 4 D (ℓ. 22-23) 8 C (ℓ. 39-46)
• Check Ss’ answers around the class.
Answer Key 2 To consolidate vocabulary from the module
1 of 4 at 7 from • Explain the task and give Ss time to complete it.
2 of 5 with 8 out • Check Ss’ answers around the class.
3 away 6 forward
Answer Key
1 casualties 5 outline
4 To consolidate vocabulary from the module
2 dependent 6 declare
• Give Ss time to complete the task using their 3 Exploitation 7 evaluate
dictionaries to help them if necessary. 4 blizzard
• Check Ss’ answers around the class.
Answer Key 3 To revise grammar structures from
1 harmful 5 climate 9 emotional the module
2 scientific 6 grow 10 brutal • Explain the task and give Ss time to complete it.
3 global 7 significant • Check Ss’ answers.
4 spell 8 draw

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3 Module
Answer Key 7 To write an essay suggesting solutions to a
1 had put up, from 4 to write, of problem
2 holding, for 5 to have put out, by • Explain the task and give Ss time to complete it.
3 is heating up, as Tell Ss that they can use ideas from the tapescript
for Exs 4 & 5 in 3d.
4 To revise reported speech • Check Ss’ answers.
• Explain the task and give Ss time to complete it. Suggested Answer Key
• Check Ss’ answers. Illegal downloading is a problem these days. What can
Answer Key we do to stop it?
Firstly, we can raise awareness about the problem.
1 that she had written the best essay in her class
Many people do not realise that what they are doing is
2 what the rate of illiteracy in Europe was
illegal so raising awareness can make them think about
3 his sister to help him with his essay
their actions. As a result, fewer people would commit
4 what they were going to do the following weekend
Internet piracy.
5 to pick me up from class the following day
Secondly, we can close down file sharing sites. This
6 that she might drop by later
would prevent people from copying music and films
7 deleting/having deleted the file
and make it harder for people to get hold of pirated
files. Consequently, illegal downloading would
5 To listen for specific information decrease.
• Explain the task and ask Ss to read the gapped Finally, we could introduce heavy penalties for copying
sentences 1-10. files. Fewer people would upload files and as a result
• Play the recording. Ss listen and choose the correct fewer people would be able to download them.
answers. All in all, I believe Internet piracy is hurting artists and
• Check Ss’ answers on the board. should be stopped. Hopefully, if we take action, we can
stop it.
Answer Key
1 a big concern 6 the environment Check your progress
2 increase 7 grow crops Ask Ss to assess their own performance in the unit
3 energy 8 protect according to how competent they feel for each of the listed
4 breed more animals 9 natural resources activities.
5 resources 10 recycled paper

6 To revise notions/functions
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
1 b 2 a 3 a

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Module 4 Moods & Feelings
In this module Ss will explore the topics of body language,
stages in life, moods & feelings and hobbies.
Module page 53
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary, to talk about what makes you
have certain feelings
Vocabulary: Body language (bite her lips, lower corners of
her mouth, rub his neck, scratch his head, stand with
crossed legs & folded arms, point his finger at sb, have
folded arms, yawn, bite her nails, have an open mouth and
raised eyebrows, have a broad smile); Feelings (bored,
happy, tense, surprised, scared, sad, doubtful, insecure,
frustrated, puzzled, angry)
4a Reading 54-55
Lesson Objectives: To listen and read for gist, to read for
specific information, to answer comprehension questions
based on a text, to summarise a text, to write about stress
Vocabulary: Verbs (minimise, secrete, handle, evolve,
ensure, distinguish, cure, embrace); Nouns (disease,
circumstances, hormone, flow, immune system, risk,
neurological disease, effect, workout, accomplishment,
industry, practitioner, counsellor, sensation); Adjectives
(chronic, inescapable, mild, functional, disheartened,
beneficial); Phrases (loud and clear, take a heavy toll, serve a
function, push to the limit, by far, professional assistance)
4b Vocabulary 56-57
Lesson Objectives: To learn words/phrases/idioms about
stages in life, moods & feelings, hobbies, to learn
prepositional phrases, to learn phrasal verbs, to practise
word formation
Vocabulary: Stages in life (gap year, pregnant, prime of your
life, senior citizens, toddler, upbringing, voting age, widow,
divorced, engaged); Verbs (renovate, improve, restore, value,
follow, pursue, seek, attempt, prolong, progress, prompt,
promote, satisfy, deserve, accept, fulfil); Adjectives (extra,
redundant, worthless, laid off, costly, invaluable, priceless,
worth); Moods & feelings (content, devastated, relaxed,
depressed, self-centred, satisfied, petrified); Hobbies (chess,
computer games, swimming, crossword puzzles, dancing,
extreme sports, fishing, golf, hiking, model making, a musical
instrument, photography, stamp collecting, t’ai chi); Idioms
(breathe new life into, full of life, that’s life, matter of life and
death, prime of my life)
52
4c Grammar in use 58-59
Lesson Objectives: To revise/practise modals, to present/
practise to-infinitive, the -ing form, to present/practise
tenses of the infinitive/-ing form, to practise key word
transformations
4d Listening skills 60
Lesson Objectives: To listen for specific information, to
listen for key information, to learn the pronunciation of
digraphs /S/, /tS/, /f/, /T/, /D/, to talk about your family
Vocabulary: From scripts (take up, obsessed with,
untroubled, confident, brain ticking, energetic, tunes,
invaluable, social element, social environment, inseparable,
wealth, poverty, inherit, genes, adopted, nurture, debate,
bond, adolescence, enhance)
4e Speaking skills 61
Lesson Objectives: To ask about/express feelings, to
express sympathy/regret, to act out a dialogue expressing
feelings/sympathy/regret, to express opinion and give
reasons
4f Writing 62-63
Lesson Objectives: To analyse a rubric, to analyse a writing
model, to expand prompts into full sentences, to write
sentences expressing opinion, to write supporting
sentences, to write an opinion essay
Language Knowledge 4 64-65
Lesson Objectives: To practise open cloze, to practise
word formation, to practise key word transformations, to
consolidate vocabulary and grammar structures from the
module
Language Focus 4 66
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 4 67-68
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write an opinion essay
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4 Module
Module Objectives 2 To personalise the topic
Read the title of the module Moods & feelings and ask Ss to • Read out the rubric and the example.
suggest what they think the module will be about (the • Ask Ss to make similar sentences using the words
module is about how people feel and ways they express in the list and tell their partners. Monitor the activity
their feelings.) Go through the objectives list to stimulate Ss’ around the class.
interest in the module. • Elicit sentences from Ss around the class.
Suggested Answer Key
1 a) To introduce new vocabulary The last time I felt angry was when I had an argument
Direct Ss’ attention to the pictures and then play with my brother.
the recording with pauses for Ss to listen and The last time I felt bored was when I was watching an
repeat chorally and/or individually. old film on TV last Sunday afternoon.
The last time I felt puzzled was when my chemistry
teacher tried to explain a difficult chemical reaction.
b) To match feelings to body language
The last time I felt happy was this morning when my
• Go through the words in the list and explain/ mum cooked eggs for my breakfast.
elicit their meanings or Ss may look them up in The last time I felt sad was when I found out that my
their dictionaries or the Word List. neighbour’s cat had gone missing.
• Read out the example and then elicit sentences
from Ss around the class.
To personalise the topic
bored (adj): uninterested
Read the rubric aloud and elicit a variety of answers
happy (adj): feeling pleased
from Ss around the class.
tense (adj): anxious; nervous
surprised (adj): astonished; amazed Suggested Answer Key
scared (adj): frightened Going on trips with my family makes me happy because
sad (adj): unhappy we have a great time together.
doubtful (adj): unsure Studying for exams makes me stressed because I am
insecure (adj): not confident about one’s abilities/ always keen to do well.
knowledge etc Walking down a dark lane late at night makes me
frustrated (adj): annoyed; discouraged; confused scared because someone might try to steal my money.
puzzled (adj): confused Watching romance films makes me bored because the
angry (adj): feeling strong dislike storyline is always predictable.
Answer Key
2 Sandy is lowering the corners of her mouth. She
must be feeling sad.
3 Tom is scratching his neck. He must be feeling
frustrated.
4 James is scratching his head. He must be feeling
puzzled.
5 Helen is standing with crossed legs and folded
arms. She must be feeling insecure.
6 Jane has folded arms. She must be feeling doubtful.
7 Ron is pointing his finger at someone. He must be
feeling angry.
8 Kate is yawning. She must be feeling bored.
9 Lyn is biting her nails. She must be feeling scared.
10 Laura has an open mouth and raised eyebrows. She
must be feeling surprised.
11 Sam has a broad smile. He must be feeling happy.

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Module 4
Words of wisdom Answer Key
1 B (ℓ. 3-4) 5 B (ℓ. 35-36)
Direct Ss’ attention to the quotation and ask Ss to
2 C (ℓ. 7-11) 6 A (ℓ. 45-47)
discuss what it means and/or give their opinion on it
3 C (ℓ. 18) 7 C (ℓ. 61-62)
with a partner. Then ask various Ss to tell the class.
4 C (ℓ. 24-30) 8 A (ℓ. 56-62)
Suggested Answer Key The author’s intention is to inform. The style of the text
I think that it means that when you live your life openly is semi-formal because it uses longer sentences,
and honestly without secrets or lies then you can be advanced vocabulary and passive forms as well as
truly happy. contractions and figures of speech.
• Refer Ss to the Check these words box and
explain/ elicit the meanings of the words or ask Ss

4a Reading to use their dictionaries and look them up.

Suggested Answer Key
disease (n): a serious illness
1 To introduce new vocabulary loud and clear (phr): very clear and easy to understand
• Refer Ss to the Word List at the back of their books minimise (v): to make less
to look up the meanings of the words/phrases circumstances (n): a set of conditions
given. chronic (adj): long term and serious
• Give Ss time to complete the sentences using the inescapable (adj): unavoidable
words. take a heavy toll (phr): to have a serious/bad effect on
• Check Ss’ answers around the class. sth
mild (adj): not strong
Answer Key secrete (v): to release slowly; to produce slowly
1 media 4 psychologists hormone (n): a chemical in the body
2 secrete 5 Practitioners serve a function (phr): to perform a task/job
3 immune system flow (n): the movement of a liquid
handle (v): to deal/cope with a problem/situation
evolve (v): to develop
2 To listen and read for specific information immune system (n): system consisting of all the
Play the recording. Ss listen and follow the text in their organs and processes in your body which protects you
books and find out which of the sentences in Ex. 1 are from illness and infection
true. risk (n): threat; danger
neurological disease (n): an illness related to the
Answer Key nerves
1 F (ℓ. 3-4) 4 T (ℓ. 32-33) effect (n): result
2 T (ℓ. 15-16) 5 T (ℓ. 48-49) workout (n): exercise; routine
3 T (ℓ. 25-26) ensure (v): to make certain
functional (adj): working
Background information distinguish (v): to tell the difference between two or
more things
Alzheimer’s disease is a progressive brain damaging
disheartened (adj): disappointed
illness that slowly destroys memory and thinking push to the limit (phr): to go to the extent that it
skills. In most people suffering from this disease, cannot go beyond
symptoms appear after the age of 60. accomplishment (n): achievement
by far (phr): more than the rest
beneficial (adj): helpful and good
3 To read for specific information industry (n): business
• Ask Ss to read the questions 1-8 and the possible professional assistance (phr): help from sb who is a
answers and give them time to read the text again professional in their field
and choose the correct answers. practitioner (n): sb who practises sth
• Check Ss’ answers around the class. Ss should cure (v): to heal; to cause a disease or illness to end or
justify their answers. disappear with medical treatment
counsellor (n): a person who gives advice on a
specified subject

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embrace (v): to accept
sensation (n): a general feeling
4 To answer comprehension questions based
on a text
• Give Ss time to answer the questions without
copying the information straight from the text.
• Check Ss’ answers around the class.
Suggested Answer Key
1 Certain hormones are released when we’re stressed
which prepare our bodies for action.
2 People are encouraged to believe that any type of
stress is a problem.
4 Module
To write about stress
• Read the task aloud and give Ss three minutes to
think of their answers and write a few sentences.
• Ask various Ss around the class to read their
sentences to the class.
Suggested Answer Key
Stress can be good for people because it can help to
energise us and give our brains a workout. Stress can
make us capable of dealing with problems more
effectively. The stress we put our bodies under when
we do physical exercise can actually make us feel
happy. It is good to feel this stress because we feel a
sense of achievement after we exercise.

5 To consolidate new vocabulary through

synonymous words/phrases
• Read the words/phrases in the list and give Ss time
to find their synonyms in the text.
4b Vocabulary
• Elicit answers from various Ss around the class. 1 To consolidate vocabulary from a text
Answer Key • Explain the task and give Ss time to complete it.
Para A: understandable = clear, reduce = minimise • Check Ss’ answers around the class. Explain any
Para B: situations = circumstances, persistent = unknown words.
chronic
Answer Key
Para C: roles = functions, deal with = handle
Para D: threat = risk, making sure = ensuring 1 evolved 4 assistance
Para E: tell apart = distinguish, achievement = 2 disheartened 5 embraced
accomplishment 3 beneficial 6 mild

To make notes and summarise a text 2 To consolidate new vocabulary

• Ask Ss to read the text again and make notes and • Give Ss time to complete the task.
then give Ss time to summarise the text. • Check Ss’ answers around the class. Explain any
• Ask various Ss around the class to read their unknown words.
summary to the class.
Answer Key
Suggested Answer Key
1 sort 4 handle 7 distinguish
We often read in the media about how bad stress is and
2 take 5 perceived
that we should do everything to avoid it. It can actually
3 deal 6 recognise
be quite good for us to experience a bit of mild stress
once in a while. It’s only chronic stress that can have handle (v): to cope with
negative effects. Stress actually energises us and helps deal with (v): to handle
us to deal with our problems. Stress can also help us in take care of (phr): to look after sb
the long term by strengthening our immune systems sort out (phr v): to do what is necessary to solve a
and exercising our brains. Distress and eustress are the problem
two main types of stress. Distress is the negative stress distinguish (v): to recognise the difference between
which makes us feel disheartened, but eustress is the two things
positive stress which makes us feel happy. The stress
recognise (v): to realise and understand that sth is true
management industry is responsible for encouraging
and accept the importance of it
the idea that any kind of stress is our enemy. They have
perceive (v): to see and understand sth
basically turned a routine part of life into a major health
concern that helps them make a lot of money. It’s
important that we recognise the difference between 3 To consolidate new vocabulary
chronic stress and mild stress. When we feel mild • Give Ss time to complete the task.
stress, it is doing us no harm, but if we’re suffering from
• Check Ss’ answers.
chronic stress, then it’s a good idea to look for help.
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Module 4
Answer Key costly (adj): costing a lot of money; expensive
1 daily 3 mild 5 deal 7 extent invaluable (adj): extremely useful
2 time 4 beats 6 push priceless (adj): being worth a lot of money
worth (v): (of a certain amount of money) having the
value
4 To present/practise topic-related
vocabulary
6 To present/practise new vocabulary
• Explain the task.
• Give Ss time to complete it. • Explain the task.
• Check Ss’ answers. • Give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
Answer Key
1 toddler 6 engaged
2 upbringing 7 pregnant 1 content 5 self-centred
3 prime of your life 8 divorced 2 devastated 6 petrified
4 gap year 9 senior citizens 3 depressed 7 relaxed
5 voting age 10 widow 4 satisfied

5 To present/practise topic-related 7 To present vocabulary for hobbies

vocabulary • Explain the task and ask Ss to copy and complete
• Explain the task. the spidergrams in their notebooks. Ss work in
• Give Ss time to complete it. closed pairs.
• Check Ss’ answers around the class. Explain any • Check Ss’ answers on the board.
unknown words. Answer Key
Answer Key go: swimming, dancing, fishing, hiking
1 improve 3 pursue 5 fulfil do: crossword puzzles, extreme sports, model making,
2 redundant 4 promoted 6 invaluable photography, stamp collecting, t’ai chi
play: chess, computer games, golf, a musical
renovate (v): to repair and improve sth and get it in instrument
good condition
improve (v): to become/make better • Read out the questions and the example answers.
restore (v): to put sth back into its original condition Elicit answers from Ss around the class.
again Suggested Answer Key
value (v): to think sb/sth is important and appreciate
In my free time, I go swimming. It makes me feel
them
relaxed when I am in the water. I also play computer
extra (adj): more than necessary
games in my free time. I feel satisfied whenever I win a
make redundant (phr): lay off
game.
worthless (adj): having no value to use
be laid off (pp): made redundant
follow (v): to do sth in the way you have been 8 To present/practise idioms
shown/told • Go through the idioms in the list and ask Ss to look
pursue (v): to follow (e.g. pursue your dreams) them up in their dictionaries.
seek (v): to look for • Give Ss time to use them to complete the
prompt (v): to encourage; to cause sentences.
prolong (v): to extend • Check Ss’ answers and elicit explanations for the
progress (v): to improve idioms.
get promoted (v): to be given a more important job or
rank in the organisation that one works for Answer Key
satisfy (v): to fulfil 1 matter of life and death (vitally important; very
deserve (v): to earn sth because of one’s good serious)
actions/qualities 2 that’s life (it’s inevitable)
accept (v): to say yes to an offer/suggestion 3 prime of my life (best age and physical condition; at
fulfil (v): to do what one said they would do your physical peak)

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4 Module
4 breathe new life into (revitalise; refresh sth old)
5 full of life (very energetic and active) 4c Grammar in use
Suggested Answer Key
1 kwestia życia i śmierci 1 To present modals
2 takie jest życie! • Give Ss time to read the jokes and then elicit what
3 w kwiecie wieku each of the modals means.
4 tchnąć w coś nowe życie / nowego ducha • Refer Ss to the Grammar Reference section for
5 być pełnym życia / werwy / energii more information.
Answer Key
9 To learn prepositional phrases mustn’t – to be not obliged to / aren’t allowed to
• Give Ss time to choose the correct preposition. could – to be able to
• Ask Ss to check their answers in Appendix 2 at the can’t – to not be able to
back of their books. should – to be better to / do you advise me to
• Check Ss’ answers around the class. ought to – had better / should / it’s a good idea
can – to be able to / Is it possible
Answer Key
may – to be possible to / it is possible
1 with 3 with 5 from
2 for 4 with 6 to
2 To match modals to meanings

10 To learn phrasal verbs • Explain the task and ask Ss to read the sentences
1-11 and the meanings A-K. Give Ss time to
• Explain the task and read out the particles in the complete the task in closed pairs.
list. • Check Ss’ answers around the class.
• Give Ss time to complete the task.
• Ask Ss to check their answers in Appendix 1. Answer Key
• Check Ss’ answers around the class. 1 E 4 F 7 G 10 K
2 A 5 D 8 J 11 H
Answer Key
3 B 6 C 9 I
1 down 4 up 7 apart
2 down 5 down 8 for
3 about 6 up 3 To practise modals
• Explain the task. Read out item 1 and focus Ss’
Suggested Answer Key
attention to aren’t allowed to. Refer ss to Ex. 2 and
1 ustatkować się; uspokoić się explain that this phrase (A) matches the modal verb
2 przekazywać in sentence 2 (mustn’t/can’t). Explain to Ss that
3 doprowadzić do, przynieść (np. sukces) while they are doing the exercise they need to focus
4 otworzyć się (przed kimś) their attention on such phrases which will help them
5 odprężać się, relaksować się do the task. Give Ss time to rewrite the sentences
6 zerwać ze sobą; rozpaść się using an appropriate modal.
7 załamać się • Check Ss’ answers around the class.
8 zakochać się w kimś
Suggested Answer Key

11 To practise word formation 2 Paul may be late for the party.

3 When I was ten, I couldn’t ski.
• Explain the task and give Ss time to complete it. 4 You should/ought to find a summer job and save
• Remind Ss that correct spelling is required. money.
• Check Ss’ answers on the board. 5 Julie doesn’t have to/needn’t apologise to me.
Answer Key 6 You should/ought to take up a hobby.
7 You mustn’t/can’t litter the streets.
1 miserable 6 emotionally
8 You can/may eat in here.
2 motivation 7 professional
9 May/Could I leave now?
3 effective 8 confidence
10 He has to wear a suit at work.
4 activity 9 imagination
5 recreational 10 positively

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Module 4
4 To present and practise the to-infinitive and
the -ing form
• Refer Ss to the fifth joke and ask them to identify a
to-inf and an -ing form (thinking of buying/want to
sell). Elicit which form follows modal verbs (inf
without to (e.g. mustn’t eat).
• Explain the task. Refer Ss to the Grammar
Reference section for more information.
• Give Ss time to complete the task and then check
Ss’ answers around the class. Ss should justify their
answers.
Answer Key
1 doing (dislike + -ing)
2 falling (can’t help + -ing)
3 to act (influence +to-inf)
4 think (inf without to after would)
5 Preventing (-ing as subject of verb)
6 to accept (want + to-inf)
7 feel (let + inf without to)
8 to resist (try + to-inf = attempt)
7 To present the tenses of the to-infinitive
and the -ing form
• Ask Ss to study the theory box and read out the
examples. Focus Ss’ attention to the different
tenses of the infinitive.
• Read out the first sentence in item 1. Explain that
it’s possible suggests that we should use may. Elicit
what tense is having is (present continuous) and
elicit the appropriate inf. form (be having). Read out
the example sentence.
• Refer Ss to the Grammar Reference section for
more information.
• Give Ss time to rewrite the sentences using the
modals in the list and then ask various Ss around
the class to read them out to the class.
Answer Key
2 can’t have apologised to Amy
3 must be at her office right now
4 may have forgotten about the party
5 should have arrived by now

5 To practise the to-infinitive and the -ing 8 To practise making deductions

form • Explain the task and direct Ss’ attention to the
• Explain the task. pictures and the phrases next to each one.
• Ss complete the task in closed pairs. Ss can refer to • Read out the example.
the Grammar Reference section for more • Give Ss time to complete the task and then check
information. Ss’ answers around the class.
• Check Ss’ answers around the class.
Suggested Answer Key
Answer Key A She is smiling, so she can’t be sad.
1 a locking 3 a to talk She should/must feel proud of herself.
b to call b talking She may start looking for a job.
2 a to arrange 4 a to invite She should/may go out later to celebrate her
b joining b playing accomplishment.
B She may have had an argument with someone.
6 To practise the to-infinitive and the -ing She is crying so she must feel very upset.
form using personal examples She can’t be happy.
Explain the task and give Ss time to complete it, then She may have failed her exams.
check Ss’ answers around the class. She may have done something wrong.

Suggested Answer Key

9 To practice key word transformations
1 ... listening to any kind of music, but I prefer rock
music. • Explain the task and give Ss time to complete it.
2 ... going to the cinema. • Check Ss’ answers around the class.
3 ... going camping in the summer. Answer Key
4 ... me to study medicine at university.
1 can’t have lied
5 ... obey the law.
2 don’t feel like going
6 ... my best friend to stop worrying about her exams.
3 may not meet
4 mind keeping your voice
5 no point in returning
6 has difficulty speaking

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4 Module
10 To practise modals using personal examples • Play the recording. Ss listen and check their
• Explain the task and give Ss time to prepare their answers.
answers then tell their partners. Monitor the task • Play the recording again with pauses for Ss to listen
around the class. and repeat chorally and/or individually.
• Elicit a variety of answers from Ss around the class. • As an extension ask Ss to suggest one more word
for each digraph.
Suggested Answer Key
Answer Key
I have to make my bed, take out the rubbish and keep
my room tidy at home. /S/ should, shy (shop)
At school I have to hand in my homework on time, /tS/ challenging, change (chop)
behave in class and study hard. /f/ physically, phrase (physics)
At school, I mustn’t chew gum, run in the corridors or /T/ thinking, things, healthy (thought)
misbehave in class. /D/ then, that, them (then)
I can ride a bike well, swim well and play basketball well.
3 a) To prepare for a listening task
Direct Ss’ attention to the words in the list and ask

4d Listening skills b)
them to look them up in the Word List.

To listen for specific information

1 a) To prepare for a listening task
Direct Ss’ attention to the words in the list and ask
them to look them up in the Word List.
b) To listen for key information
• Ask Ss to read the statements A-F.
• Play the recording. Ss listen and match the
speakers to the statements.
• Check Ss’ answers around the class.
• Play the recording. Ss listen and complete the
sentences 1-4.
• Check Ss’ answers around the class.
Suggested Answer Key
1 ... is an inseparable part of our lives.
2 ... can define our personalities.
3 ... people who you spend time with socially, who
you listen to, and who listen to you.
4 ... they understand them better than their families do.

Answer Key
4 To listen for specific information
Speaker 1 D Speaker 4 A
Speaker 2 B Speaker 5 F • Ask Ss to read the questions 1-8 and the possible
Speaker 3 E answers.
• Play the recording. Ss listen and complete the task.
• Check Ss’ answers around the class.
c) To express an opinion on the topic
Answer Key
Elicit answers from Ss around the class.
1 B 3 A 5 C 7 A
Suggested Answer Key 2 C 4 C 6 A 8 B
I think it’s important to have a hobby because it can be
relaxing and confidence building. Hobbies can also The interview is formal because it uses longer
help us to express our creativity and make friends. sentences, advanced vocabulary and passive forms.

2 To learn/practise the pronunciation 5 To talk about the importance of family/

of digraphs friends

• Write the phonetic symbols on the board and ask
Ss to copy them into their notebooks.
• Model each sound and explain/elicit which two
letters (digraphs) the symbols represent (See
underlined letters in Answer Key). Ask Ss to write
the words in the list under the correct phonetic
symbols.
• Initiate a class discussion where Ss talk about the
importance of family/friends.
• Elicit a number of opinions from Ss around the
class.
Note: The word family can be followed by a verb in the
singular when we refer to family as a whole, or a verb in
the plural if we refer to each member of it.

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Module 4
Suggested Answer Key A: Do you want to talk about it?
Both my family and my friends are very important to B: Well, I saw Adam being teased by some boys in
me. My family give me unconditional love and support class today.
and my friends understand me and share my interests A: Oh dear! What did you do?
B: I shouted at the boys, but I think I made things worse.
and experiences.
A: Really? You must have been really upset.
B: I was, but I should have just told the teacher and let
him handle it.

4e Speaking skills A: It’s over now. Don’t let it get to you.

B: I suppose you’re right.

1 a) To complete a conversation 3 To practise expressing opinions and giving

• Read out the words/phrases in the list. reasons
• Then give Ss time to read the conversation and
• Explain the task and read out the questions.
use them to complete the gaps 1-5.
• Give Ss time to look at the pictures and read the
Answer Key ideas and the useful language.
1 D 2 A 3 C 4 B 5 E • Ss work in pairs and discuss the questions giving
their opinion and justifying them by giving reasons.
b) To listen for confirmation and role play a Ask Ss to interact instead of monopolising the
dialogue dialogue. You can give Ss an example reading out
the first exchange in the Suggested Answer Key.
• Play the recording. Ss listen and check their • Monitor the activity around the class and then ask
answers. various Ss to share their opinions with the class
• Then Ss work in pairs, take roles and act out the giving reasons.
dialogue.
Suggested Answer Key
Answer Key A: The first picture shows a girl being bullied by a
The dialogue is informal because it uses everyday group of girls her age. She must feel very upset.
language, short forms and figures of speech. B: I agree. I would imagine that she feels sad because
she must feel isolated in this situation.
2 To role play a dialogue asking about/ Unfortunately, it’s very common in schools and I
think this is serious because bullying can have long-
expressing feelings and expressing sympathy/
lasting effects. The second picture seems to show a
regret
teenage girl quarrelling with her parents. How do
• Explain the task and the situation. you think she feels?
• Ss work in pairs, take roles and act out their A: In this situation, it’s important to try and stay calm. It
dialogue similar to the one in Ex. 1. can be very upsetting getting into an argument, but
• Write this diagram on the board for Ss to follow. it’s common for teens to argue with their parents.
It’s usually just a phase.
A B B: Yes, I agree. I don’t think it means they have a bad
Greet B. Ask about Express your feelings. relationship. The third picture shows a girl who is
B’s feelings. moving house. This can be a difficult time for
Ask B to talk about it. Tell A what happened. teenagers, too.
A: Yes, you’re right. I’m not sure how I would cope
Express sympathy. Say what you did.
with that. She is probably thinking about being away
Ask what B did. from her friends and having to settle in at a new
Express sympathy. Express regret. school and make new friends. I think this is a very
Express sympathy. Agree with A. stressful situation. What about the fourth picture?
B: It shows a girl failing a test. This can be a shocking
• Monitor the activity around the class and then ask experience and make you feel bad about yourself
some groups to act out their dialogue in front of the because you feel like a failure. It can also lead to low
class. self-esteem.
A: I know what you mean and some kids worry even
Suggested Answer Key
more about disappointing their parents.
A: Hi, Becky. What’s wrong? You seem upset. B: Yes. What about the last girl? She looks like she is
B: To be honest, I feel annoyed. feeling lonely. She probably needs to make some
friends.
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A: Sometimes, you just need someone to turn to for
help and there’s no one so you feel miserable and
unhappy. I think it’s very stressful.
B: Yeah. Which do you think is the most stressful
situation? I think I could deal with failing a test and
arguing with my parents but being lonely or bullied
is very tough.
A: I agree. I think being bullied is probably the worst
because it can be very upsetting and lead to
depression. I think moving house is probably
second because of the stress of having to leave all
your friends behind and make new ones.
B: Well, you can still keep in touch with people and tell
them about your new school and friends. Imagine if
you had no friends at all. I think being lonely is
worse than moving house
A: OK. I’d agree with that. Being bullied and being
lonely are the two most stressful situations, then.
4 To compare a model answer to your answer
Play the recording. Ss listen and compare their
answers to the answers they listen to.
(Ss’ own answers)
4f Writing
1 To analyse a rubric
Ask Ss to read the rubric and find the key words, Ss
then read the list of ideas. Elicit which ones they could
include in the essay.
Answer Key
Key words: old people, teacher, an essay on whether
old people should be put in care homes, expressing/
justifying your opinion (120-180 words)
Suggested Answer Key
I think ideas B, C ad E could be used in the essay.
2 To analyse a model article
• Ask Ss to read the headings A-E and then give
them time to read the model and match the
paragraphs to the headings.
• Check Ss’ answers around the class.
Answer Key
1 B 2 E 3 C 4 A 5 D
The model is formal because it uses advanced
vocabulary, full forms and an objective tone.
4 Module
3 To identify the writer’s opinion and suggest
alternative ways of expressing it
Elicit answers from Ss around the class. Refer Ss to the
Useful Language box in 4f.
Suggested Answer Key
In my opinion, I feel that
Alternatives: As far as I am concerned, Personally,
I believe that
4 To identify and practise linkers
Elicit the linkers the writer uses to introduce
viewpoints/ examples and reasons from Ss around the
class.
Suggested Answer Key
introduce viewpoints: Firstly, Furthermore, Moreover,
On the other hand (To start with, Secondly, In addition,
However)
examples/reasons: For example, For instance, (To
give an example of this)
5 To identify and suggest alternatives for the
topic sentences
•
•
Explain the task and give Ss time to complete it.
Elicit answers from Ss around the class.
Suggested Answer Key
Firstly, people in care homes do not have the best
quality of life. – To begin with, the quality of life for
elderly people in care homes is not very good.
Moreover, care homes damage people’s emotional
well-being. – In addition, elderly people’s emotional
health is badly affected by living in care homes.
On the other hand, care homes can sometimes be the
best option. – However, in some cases care homes can
be the best choice.
6 To write main body paragraphs
• Explain the task and go through the first set of
prompts and read out the example.
• Then give Ss time to read the prompts and
complete the task using phrases from the Useful
Language box.
• Check Ss’ answers.
Suggested Answer Key
1 Firstly, bullying affects school performance. For
example, students are unable to study well and may
avoid going to school. As a result, they lose the
opportunity to enjoy school activities.
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Module 4
Moreover, bullying can affect a student’s
personality. For instance, victims can develop
aggressive behaviour towards others or they may
feel depressed and lonely.
2 To begin with, having a hobby has health benefits.
For instance, a hobby can help to relieve stress
because it can make us feel calmer.
In addition, hobbies can help us feel connected to
people. For instance, we interact with other people
and share common interests. In this way, hobbies
help us fight loneliness.
3 On the other hand, some people insist that students
should not work, but focus on their studies. For
example, they could take out a loan for tuition fees
and other expenses or ask their parents to help with
expenses.
7 To practise expressing opinions
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Suggested Answer Key
1 In my opinion, it’s a good idea to help the elderly.
2 As far as I am concerned, teenagers should have
part-time jobs.
3 I believe children should be encouraged to
participate in team sports.
4 I would say that looking after a pet from an early age
shapes a person’s character.
5 The way I see it, life in big cities is very stressful.
6 I feel that bullying can seriously affect children’s lives.
8 a) To analyse a rubric and prepare
for a writing task
Read the rubric aloud. Elicit what the topic is about
(importance of friends).
b) To identify positive/negative viewpoints
to prepare for a writing task
• Ask Ss to read the viewpoints and decide which
ones are positive/negative. Ss work in closed
pairs.
• Check Ss’ answers around the class.
Suggested Answer Key
positive: 1, 3, 4, 6 negative: 2, 5
c) To write supporting reasons/examples
to prepare for a writing task
Give Ss time to complete the task and then check
Ss’ answers.
62
Suggested Answer Key
1 For example, when you have a problem at home,
friends can often relate to your experiences. This
way you feel you have someone to turn to.
2 For example, they can use peer pressure to get you
to do things that you shouldn’t. As a result, you
could get into trouble.
3 For instance, they can help us have the confidence
and self-belief to achieve our ambitions. This way
we feel stronger and encouraged.
4 For example, people usually feel lonely when they
don’t have people to share their experiences with.
Having a friend means that you don’t feel lonely.
5 For example, they can get scared and leave you
alone to face your problem. As a result, you feel
lonely and betrayed.
6 For example, they accept your personality and
character and not try to change it. This way they
don’t make you feel stressed. Your personality and
character are the reasons why they want to spend
their time with you.
9 To listen for specific information to prepare
for a writing task
Play the recording. Elicit which viewpoints are
mentioned and how they are supported.
Answer Key
Viewpoints 1, 2, 3, 4, 5 are mentioned.
4 When people are surrounded by their friends, they
will always feel part of a group.
2 Peer pressure can make you do things you
shouldn’t.
3 Friends can help us have the confidence and self-
belief to achieve our ambitions.
5 When you feel depressed, your friends might be
with happy people.
1 Close friends listen to us or try to cheer us up when
we feel down.
10 To write an opinion essay
• Refer Ss to the Writing Bank on p. 145 (WB4) and
then give Ss time to complete the task using the
Useful Language box and their answers from Exs
8 and 9. Ask Ss to check their piece of writing
against the Check List.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
06OnScr Upper B2Plus Ts POL Mod 4.qxp_06OnScr Upper B2Plus Ts POL Mod 4 12/5/18 2:32 PM Page 63

4 Module
Suggested Answer Key Answer Key
“Friendship is a single soul dwelling in two bodies,” 1 of his good performances
wrote Aristotle. Life may have been different in 2 what caused Helen to stop
Aristotle’s time, but the role of friendship has remained 3 I wouldn’t listen to
the same. I believe that it is important for every person 4 succeeded in becoming
to have friends in their life. 5 apologised for letting
Firstly, friends can give us the courage to pursue our 6 become a professional actor
goals. For instance, they can help us have the 7 have had no news / haven’t had any news / haven’t
confidence and self-belief to achieve our ambitions. heard any news
That way we feel stronger and encouraged. 8 get on well with / get along well with
In addition, friendship reduces the risk of suffering from
loneliness. For example, when people are surrounded 4 To practise grammar structures from
by friends, they will always feel like they belong to a the module
group. This means that they will have people to share
their experiences with. Give Ss time to choose the correct answer for each
On the other hand, some friends may encourage question and then check Ss’ answers. Ask Ss to justify
reckless behaviour. For example, they can use peer their answers.
pressure to make you do things you shouldn’t. As a Answer Key
result, you could get into trouble.
1 C 3 D 5 C 7 D 9 B 11 B
All in all, I feel that friends are very important in our lives.
2 B 4 A 6 B 8 A 10 B
True friends are always there when you need them.
1 not once + verb in the interrogative

Language Knowledge 4 2
3
4
adjective + though + Subject + verb
neither (refers to two)
hope + to -inf
5 wish + past perfect (refers to the past)
1 To read for cohesion and coherence
6 sorry + to -inf = regret
• Give Ss time to read the text and think of a suitable 7 -ing form used as Subject
word to fit in each gap 8 too + adj + to -inf (negative meaning)
• Check Ss’ answers. 9 (following meaning of first sentence)
10 consider sb + to -inf
Answer Key
11 congratulate sb on sth
1 from 5 because 9 also
2 when 6 for 10 his
3 as 7 with 5 To consolidate new vocabulary
4 can 8 not Give Ss time to choose the correct word for each gap
and then check Ss’ answers.
2 To practise word formation Answer Key
• Explain the task and give Ss time to complete it. 1 D 3 D 5 A 7 A 9 C 11 C
• Then check Ss’ answers on the board. 2 C 4 B 6 C 8 C 10 A 12 A
Answer Key
give a demonstration (phr): to show sb how sth
1 loss 6 popularity works
2 expectation(s) 7 fascinating with a view to doing sth (phr): planning to do sth
3 accidentally 8 relationships a striking illustration of sth (phr): a vivid example of
4 difficulty 9 instability sth
5 ambitious 10 emotional on display (phr): placed in view of sb or a group of
people in order to be seen
3 To practise sentence transformations sth shows that (phr): sth gives a clear indication that;
• Explain the task and give Ss time to complete it. sth is proof that
• Remind Ss not to go over five words and to use the display (v): to present sth
word given in bold and capitals. it appears that (phr): the understanding of the
• Check Ss’ answers. circumstances leads one to believe that

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Module 4
it seems that (phr): the impression that one gets is that the positive/negative aspect of sth (phr): the
be shoved (v): to be given a sudden and/or violent positive/negative distinct characteristic of sth
push by sb see sth out of the corner of my eye (phr): to catch a
be pushed (v): to be given encouragement and advice glimpse of sth without turning my head to it
guiding me in a specific path from my point of view (phr): in my opinion
be ordered (v): to be given instruction that must be group (v): to organise items into categories according
followed to their characteristics
be urged (v): to be given strongly-worded advice seize an opportunity (phr): to take advantage of a
sth is wasted (phr): sth is misused or used chance
inappropriately gather information/evidence/signatures (phr): to
dead battery (phr): a battery with no power remaining collect from different places
be gone (phr): to no longer be present earn a living (phr): to make enough money to live
be beat (phr): to be exhausted make arrangements (phr): to organise and prepare
code of conduct (phr): a set of behaviour rules which for an event or undertaking
a group or organisation follows make an appointment (phr): to arrange a scheduled
system of/for doing sth (phr): the process or meeting
mechanisms to do sth make a commitment (phr): to promise to do sth
in a series (phr): in a group of objects, events or have an agreement (phr): to have made a formal
people that come one after the other in succession decision with sb, which both parties must keep
serve as a model (phr): to be an example of the
highest standard that people want to copy
succeed in doing sth (phr): to accomplish what I set
out to achieve
Language Focus 4
be easy/hard to please (phr): it's easy/hard for sb to
make me happy 1 To consolidate vocabulary from the module
satisfy the criteria (phr): to meet the standards that • Give Ss time to complete the task.
have been set or to fulfil requirements • Check Ss’ answers around the class. Explain any
perform an experiment/a task/a function (phr): to unknown words.
carry out an experiment/a task / to fulfil a function
Answer Key
be covered with sth (phr v): to be under a layer of sth
sth is closed off by sth else (phr): sth is blocked from 1 reduce 8 experiences
entrance or passage by sth else 2 lower 9 sampled
be surrounded (v): to be confined or encircled on all 3 shrunk 10 assist
sides by sb/sth 4 minimise 11 serve
be circled (v): to be in the centre of a group of people, 5 decreased 12 fulfil
animals, etc that form a circle 6 face 13 attend
sth casts its shadow somewhere (phr): sth makes an 7 feel
area dark because it has come in between a light minimise (v): to lower sth to the lowest possible level
source and the area reduce (v): to become smaller
in the shade (phr): out of the sunlight lower (v): to reduce the amount, degree etc
stain (C n): a discoloured area of sth that has been decrease (v): to cause to become less
soiled shrink (v): to become smaller in size
disappear without (a) trace (phr): to disappear experience (v): to be in a particular situation
without leaving behind any signs of what had feel (v): to have an opinion; believe
happened sample (v): to taste
be strengthened (v): (of a structure) to have face (v): to deal with a problem that will affect you
reinforcement or fortification added serve (v): to be used
be promoted (v): (of product) to be advertised assist (v): to aid; to support
be encouraged (v): to be given positive reenforcement attend (v): to see into; to take care of
and advice fulfil (v): to make sth come true
be cheered on (phr v): to be given encouragement
from the wrong angle (phr): from an unhelpful
perspective when viewing a problem

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4 Module
2
•
To consolidate vocabulary from the module
Give Ss time to complete the task.
Progress Check 4
• Check Ss’ answers around the class.
1 a) To read for specific information
Answer Key • Ask Ss to read the questions 1-8 and the
1 resulted 5 treat possible answers.
2 ensure 6 perceive • Then, give Ss time to read the text and choose
3 push 7 lies the correct answers.
4 handled • Check Ss’ answers.
Answer Key
3 To practise phrasal verbs and prepositional
1 B (ℓ. 5-7) 4 A (ℓ. 31-32)
phrases
2 B (ℓ. 12-14) 5 D (ℓ. 35-36)
• Explain the task. 3 B (ℓ. 18-20) 6 D (ℓ. 53-55)
• Ss complete the task.
• Check Ss’ answers around the class.
b) To consolidate information in a text by
Answer Key answering comprehension questions
1 on 3 up 5 for • Give Ss time to look through the text again and
2 to 4 against 6 to answer the questions in their own words.
• Check Ss’ answers around the class.
4 To practise word formation Suggested Answer Key
• Explain the task. Ask Ss to identify what part of 1 Chris Gardner had a very difficult upbringing. He
speech each gap asks for. grew up living in poverty. He was treated badly and
• Ss complete the task. was looked after by people who weren’t his parents.
• Check Ss’ answers around the class on the board. 2 Chris Gardner’s journey from poverty to wealth
Answer Key began when he noticed a man in a red Ferrari and
asked him how he had become so wealthy. When
1 poverty (n) 4 passionate (adj) the man said he was a stockbroker, Chris decided
2 satisfaction (n) 5 appearances (n) to do all he could to become a successful
3 unemployed (pp) 6 wealthy (adj) stockbroker, too.

Grammar in Focus
2 To consolidate vocabulary from the module
To consolidate grammar structures from • Explain the task and give Ss time to complete it.
the module • Check Ss’ answers around the class.
• Explain the task.
Answer Key
• Ss complete the task.
• Check Ss’ answers. Ss should justify their answers. 1 push 5 upbringing 9 fulfil
2 beneficial 6 redundant 10 lower
Answer Key 3 cure 7 serves
1 with (blessed with) 4 immune 8 petrified
2 was growing up (past action in progress)
3 had (wish for the present) 3 To revise to-infinitive and -ing forms
4 whom (relative)
5 to (according to) • Explain the task and give Ss time to complete it.
6 have read (present perfect – recently) • Check Ss’ answers.
7 happier (comparative + than) Answer Key
8 being (enjoy + -ing)
1 making, down 4 invented, for
9 would (conditional Type 2)
2 in, have done 5 be sleeping, can
10 between (shared by two)
3 to go, on

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Module 4
4 To revise modals 7 To write an opinion essay
• Explain the task and give Ss time to complete it. • Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class. Tell Ss to get ideas from the tapescript in Ex. 1 in
4d.
Suggested Answer Key
• Check Ss’ answers.
1 Can/May I borrow your laptop for a few hours?
2 You should/ought to take up a hobby. Suggested Answer Key
3 Students mustn’t/can’t talk during the examination. There are many different reasons why people take up a
4 Niles may have quit his job because it was too hobby, but everyone benefits from it. In my opinion, it is
stressful. important for everyone to have a hobby for a number of
5 You don’t have to/needn’t cheer me up. I’ll be fine. reasons.
6 Helen can solve even the most challenging Firstly, a hobby can stop you from feeling stressed. For
crossword puzzles. example, the time you spend on your hobby allows you
to use your mind creatively. This means that you feel
5 To listen for specific information relaxed.
In addition, hobbies are a great way to learn new skills.
• Explain the task and ask Ss to read the sentences For instance, you may discover a hidden talent you had
1-10. for making things. The more activities people discover
• Play the recording. Ss listen and complete the they can do, the more confidence they will have in
sentences. themselves, too.
• Check Ss’ answers. On the other hand, some people say that hobbies are a
Answer Key waste of time. They believe that certain hobbies, such
as stamp collecting and model making, are only for
1 raise awareness 6 PSHE classrooms
people who do not have any friends whereas others are
2 doesn’t exist 7 school environment
too expensive to take up.
3 student welfare 8 submit poems
All in all, I would say that having a hobby is very
4 get involved 9 a prize
beneficial. Everyone can find a hobby which interests
5 short play 10 share their experiences
them and can make them feel relaxed and creative.

6 To revise notions/functions Check your progress

• Explain the task and give Ss time to complete it. Ask Ss to assess their own performance in the unit
• Check Ss’ answers. according to how competent they feel for each of the listed
Answer Key activities.
1 a 2 b 3 a

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In this module Ss will explore the topics of film/theatre,
TV/radio, music/the arts and newspapers/magazines.
Module page 69
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary
Vocabulary: Art reviews (landscapes, national gallery,
classical ballet, crowd, rock hits, released on DVD, theatre
classic, stage, perform live, spectacular lighting, newest
releases, exhibition, focus on, works of art, inspired by, art
movements, exhibit, perform, full house, audience, cast)
5a Reading 70-71
Lesson Objectives: To read for gist, to read for specific
information, to answer comprehension questions based on a
text, to summarise a text, to talk about a special film
Vocabulary: Verbs (influence, apply, enhance, integrate,
interact, absorb); Nouns (animation, visual effects, virtual
images, light year, reflector, landscape, headgear, muscle,
simulation camera, production stage); Adjectives (three-
dimensional, lifelike, surrounding, groundbreaking); Phrases
(computer-generated imagery, humanoid tribe, realistic
movement, truly authentic, field of knowledge, state-of-the-
art technology, lead the way)
5b Vocabulary 72-73
Lesson Objectives: To learn words/phrases related to the
arts, film/theatre, TV/radio, music, newspapers/ magazines,
to learn idioms, to practise word formation, to learn phrasal
verbs, to learn prepositional phrases
Vocabulary: The Arts (act, author, cameraman, canvas,
chapter, drama, dressing room, episode, harmony,
instrument, melody, oils, fiction, novel, paintbrush, painting,
portrait, premiere, publisher, rehearsal, screenwriter, series,
single, special effects, stage, stunt); Film/Theatre (career,
appear in films, audiences, challenging roles, outstanding
performances, earned, awards, gifted); TV/Radio (highlights,
convincing performance, current affairs, weather forecast,
forget one’s lines, sports coverage, documentary, viewing
habits); Music (record an album, release a single, backing
singers, composer, download music from online music
stores, book tickets for a concert, box office); Newspapers/
Magazines (glossy magazine, morning paper, tabloid
newspaper, columns, editorial, headlines); Idioms (bring the
house down, keep one’s feet on the ground, sing one’s heart
out, steal the show, sweep the board)
Art 5 Module
5c Grammar in use 74-75
Lesson Objectives: To revise/practise the passive, to
change from the active to the passive, to present/practise
personal/impersonal passive constructions, to revise/
practise the causative form, to learn reflexive/emphatic
pronouns, to practise key word transformations
5d Listening skills 76
Lesson Objectives: To listen for specific information, to
listen for key information, to pronounce oo /U/, /u…/, /ø/, /O/
Vocabulary: From scripts (upcoming, in the flesh, venue,
growl, unreleased, standing ovation, countless awards, main
role, supporting cast, story spans, breathtaking
performance, realistic make-up and costumes, acting talent,
worth renting)
5e Speaking skills 77
Lesson Objectives: To decide what to watch on TV, to
make suggestions, to express likes/dislikes and agree/reject
suggestions, to act out a dialogue deciding what to watch
on TV, to compare and contrast photos
5f Writing 78-79
Lesson Objectives: To analyse a rubric, to analyse a writing
model, to practise language related to reviews, to practise
recommending, to write a review
Language Knowledge 5 80-81
Lesson Objectives: To practise multiple-choice cloze, to
practise key word transformations, to practise word
formation, to consolidate vocabulary and grammar
structures from the module
Language Focus 5 82
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 5 83-84
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write a review
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Module 5
Module Objectives Suggested Answer Key
Read the title of the module Art and ask Ss to suggest what I think that it means that a picture can say much more
they think the module will be about (the module is about than a text can. I think that’s true because pictures can
various forms of art such as cinema, theatre, music, painting express a lot of emotion.
etc.) Go through the objectives list to stimulate Ss’ interest
in the module.

1 To introduce new vocabulary

5a Reading
Direct Ss’ attention to the pictures and elicit which form
1 To prepare for a reading task
of art each one shows.
Refer Ss to the Word List at the back of their books
Suggested Answer Key and give them time to look up the meanings of the
1 art exhibition words/phrases given. Alternatively elicit the meaning of
2 ballet performance any unknown words.
3 rock music concert
4 TV crime series
2 a) To introduce the topic
5 theatrical play / performance
• Read out the Study Skills box and point out
that this tip will help Ss to improve their reading
2 a) To introduce new vocabulary in context
skills.
• Go through the words listed before each text A- • Read out the questions in the rubric and ask Ss
C and explain/elicit their meanings. Alternatively, to say what they know about the film Avatar and
Ss may look them up in their dictionaries or the think of questions about it.
Word List. • Elicit questions from Ss around the class and
• Give Ss time to read the texts A-C and complete write three of them on the board.
the reviews with the words provided.
Suggested Answer Key
• Check Ss’ answers around the class.
Avatar is a 3D science-fiction film.
Answer Key
1 Where was the film set?
A 1 live 3 lighting
2 Who was the film directed by?
2 stage 4 releases
3 What was so special about the special effects in the
B 1 exhibition 4 inspired film?
2 focused 5 movements
3 works 6 exhibits
b) To listen and read for gist/specific
C 1 performed 3 audiences information
2 full 4 cast Play the recording. Ss listen and follow the text in
(Ss’ own translations) their books and see if they can answer the
questions.
b) To match reviews to headlines Suggested Answer Key
Elicit which review matches which headline in Ex. 1. 1 It was set in the imaginary world of Pandora.
2 It was written and directed by James Cameron.
Answer Key
3 The film used CGI and 3D technology to create
A 3 B 1 C 5 digital characters with detailed human expressions
in realistic landscapes.
Words of wisdom
3 To read for specific information
Direct Ss’ attention to the quotation and ask Ss to
discuss what it means with a partner and/or give their • Ask Ss to read the questions 1-8 and the possible
opinion on it. Then ask various Ss to tell the class. answers and give them time to read the text again
and choose the correct answers.

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5 Module
• Check Ss’ answers around the class and ask Ss to 4 To answer comprehension questions on a
justify their answers with examples from the text. text
Answer Key • Give Ss time to read the text again and answer the
1 D (ℓ. 7-9) 5 C (ℓ. 41-44) questions in their own words without copying the
2 B (ℓ. 12-13) 6 D (ℓ. 47-48) information straight from the text.
3 C (ℓ. 26-27) 7 B (ℓ. 57-60) • Check Ss’ answers around the class.
4 A (‘special’) 8 B (ℓ. 62-64) Suggested Answer Key
• Refer Ss to the Check these words box and 1 It took Cameron a long time to produce Avatar
explain/ elicit the meanings of the words or ask Ss because the technology he needed to make the film
to use their dictionaries and look them up. totally realistic was not available. He had to wait for
some of the technology to be invented and he
Suggested Answer Key
invented some himself so that he could make the
computer-generated imagery (phr): images made by film the way he wanted to make it.
computer graphics 2 He developed a special 3D camera. He used a
influence (v): to have an effect on sth virtual camera and a simulation camera to create a
three-dimensional (adj): having three dimensions 3D Fusion camera.
animation (n): process of making films in which
drawings or puppets appear to move
5 To consolidate new vocabulary through
apply (v): to use
synonymous words/phrases
enhance (v): to improve
visual effects (n): images created with special • Read the words/phrases in the list and give Ss time
equipment to find their synonyms in the text.
virtual images (n): images made with computers that • Elicit answers from various Ss around the class.
seem real Answer Key
light year (n): the distance that light can travel in one
Para A: affected = influenced, was developed = came
year
along
humanoid tribe (phr): a group of people that have
humanlike bodies with one head, two arms and two Para B: broadly = widely, join together = combine
legs Para C: produce = develop, really = truly,
reflector (n): sth that has a surface that reflects light combined = integrated
realistic movement (phr): movement that looks real Para E: fascinate = absorb, sense = feeling,
landscape (n): a scene in the countryside made available to the public = released
headgear (n): apparatus worn on the head
muscle (n): a piece of elastic body tissue that can be
tightened or relaxed to produce movement To summarise a text
truly authentic (phr): very real • Explain the task and ask Ss to read through the text
lifelike (adj): almost real again and write down the main idea in each
field of knowledge (phr): subject area paragraph in note form.
integrate (v): to mix/join with A CGI and 3D computer graphics have enhanced
surrounding (adj): all around visual and special effects in virtual images.
simulation camera (n): a special camera used to film B Cameron didn’t have the needed technology to
animated sequences film Avatar.
production stage (n): the area in a studio where a film C Cameron managed to create lifelike characters
is produced but he wasn’t satisfied.
state-of-the-art technology (phr): the very latest D Cameron developed the first 3D camera to
technology combine live action scenes and CG scenes.
interact (v): to communicate with E The technology used to make the film will be
absorb (v): to interest sb a great deal and take up all used for other projects.
their attention and energy
groundbreaking (adj): very new and different from • Ss then use their notes to summarise the text.
other things • Ask various Ss to give a summary of the text to the
lead the way (phr): be the first to do sth rest of the class.

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Module 5
Suggested Answer Key 3 To consolidate new vocabulary
CGI and 3D computer graphics have enhanced visual • Give Ss time to complete the task.
and special effects in virtual images. Avatar combined • Check Ss’ answers around the class.
all the media and made advances in the technology. • As an extension ask Ss to make sentences using
James Cameron had to wait for technology to catch up the completed phrases.
to his imagination. He wanted the digital characters to
be completely lifelike so he created special headgear to Answer Key
record facial expressions and used experts in different 1 greatly 6 eye
fields to help make the world of Pandora more realistic. 2 virtual 7 closely
He also developed the first 3D camera to combine live 3 box-office 8 step
action scenes and CG scenes – the 3D Fusion camera. 4 animated 9 fields
Avatar gave the audience a feeling of interaction on the 5 facial 10 production
film like never before. The technology used to make the
film will be used for future projects. 4 To present and categorise topic-related
vocabulary
To write about what makes Avatar • Explain the task and ask Ss to write the art forms into
a special film their notebooks as headings. Write them on the board.
• Give Ss three minutes to think about their answers • Give Ss time to complete the task and write each
and write a few sentences. noun under the correct heading.
• Ask various Ss around the class to read out their • Check Ss’ answers on the board.
sentences to the class. Answer Key
Suggested Answer Key Art: canvas, oils, paintbrush, painting portrait
I think Avatar is a special film because it successfully Music: harmony, instrument, melody, rehearsal, single
combines live action scenes and CG scenes. The world TV: act, cameraman, drama, episode, premiere, series,
of Pandora is very lifelike and believable. special effects, stunt
Literature: author, chapter, drama, fiction, novel,
publisher, series
Theatre: act, drama, dressing room, premiere,
5b Vocabulary rehearsal, stage, stunt
Film: act, cameraman, drama, premiere, screenwriter,
series, special effects, stunt
1 To consolidate vocabulary from a text
• Explain the task and give Ss time to complete it.
5 To present/practise topic-related
• Check Ss’ answers around the class.
vocabulary
Answer Key • Explain the task and give Ss time to complete it.
1 integrate 4 equipped • Check Ss’ answers around the class.
2 copy 5 enhance
3 developed 6 authentic Answer Key
1 career 5 outstanding
2 appearing 6 earned
2 To consolidate new vocabulary
3 audiences 7 awards
• Give Ss time to complete the task. 4 roles 8 gifted
• Check Ss’ answers around the class.
Answer Key 6 To present/practise topic-related
1 come 4 interact vocabulary
2 led 5 recording • Explain the task and give Ss time to complete it.
3 combined 6 applied • Check Ss’ answers around the class. Elicit/Explain
the meaning of any unknown words.

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5 Module
Answer Key 9 To present/practise idioms
1 current 5 viewing • Explain the task and ask Ss to look up the
2 forecast 6 lines meanings of the idioms in their dictionaries.
3 documentary 7 highlights • Give Ss time to complete the task in closed pairs.
4 coverage 8 convincing • Check Ss’ answers around the class.
Answer Key
7 To present/practise topic-related
1 sang her heart out
vocabulary
2 stole the show
• Explain the task and give Ss time to complete it. 3 brought the house down
• Check Ss’ answers around the class. Explain/Elicit 4 keep his feet on the ground
the meaning of any unknown words. 5 swept the board
Answer Key Suggested Answer Key
1 recording 4 composer 1 zaśpiewać, wkładając w to całe serce
2 released 5 download 2 przyćmić resztę obsady, ściągnąć na siebie całą uwagę
3 Backing 6 book, office 3 rozbawić / rozśmieszyć widownię
record (v): to put sounds/images onto a tape so that 4 mocno stać na ziemi
they can be seen and heard later 5 zgarnąć wszystko (np. wszystkie nagrody)
tape (v): to record
document (v): to record the details of an event/process 10 To practise word formation
perform (v): to act; to entertain audiences • Explain the task.
let (v): to allow • Give Ss time to complete it. Remind Ss that correct
release (v): to make sth available to buy spelling is required.
backing (adj): support • Check Ss’ answers on the board.
support (n): help given to sb specially in a difficult
situation Answer Key
prop (n): an object used by the actors performing in a 1 amazing 6 movements
play 2 collection 7 installation
composer (n): person who writes music 3 international 8 significance
conductor (n): a person who directs an orchestra 4 visitors 9 Entrance
choir (n): group of people singing together 5 different 10 daily
download (v): to copy sth into a computer’s memory
copy (v): to produce sth that looks like the original
11 To practise collocations
book (v): to reserve
hold (v): to keep • Explain the task and give Ss time to choose the odd
save (v): to put aside word out that does not collocate.
box office (phr): place you buy tickets • Check Ss’ answers around the class.
post (n): position Answer Key
1 top 3 amused 5 satisfied
8 To present/practise topic-related 2 true 4 broadsheet
vocabulary
• Explain the task and give Ss time to complete it. 12 To present phrasal verbs
• Check Ss’ answers around the class.
• Explain the task.
Answer Key • Give Ss time to complete the task in closed pairs.
1 glossy 4 columns • Ask Ss to check their answers in Appendix 1.
2 morning 5 editorial • Check Ss’ answers around the class.
3 tabloid 6 headlines Answer Key
1 out 3 off 5 off
2 up 4 down

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Module 5
13 To learn prepositional phrases 3 To practise the passive with by/with
• Give Ss time to choose the correct preposition. • Read out the box.
• Ask Ss to check their answers in Appendix 2. • Explain the task and give Ss’ time to complete the
• Check Ss’ answers around the class. task.
• Check Ss’ answers around the class.
Answer Key
1 on 3 on, in 5 of Answer Key
2 out of 4 out of 1 by 3 with 5 with
2 with 4 by 6 by

5c Grammar in use 4 To practise the passive

• Explain the task and give Ss time to write the verbs
1 To present/revise the passive in the correct passive form.
• Ask Ss to look at the passive verb forms in bold • Check Ss’ answers around the class.
under the pictures and then ask Ss to study the
Answer Key
table and read out the example sentences.
• Elicit the difference between a passive sentence 1 is called 6 are provided
and an active sentence. (An active sentence follows 2 has been announced 7 being supervised
the pattern of subject – verb – object while a 3 is said 8 are scheduled
passive sentence is subject – verb – agent. The 4 be taught 9 is charged
object of the active sentence becomes the subject 5 are invited
of the passive sentence. The verb of the active
sentence takes on a passive form. The subject of 5 To practise the passive
the active sentence becomes the agent of the
• Explain that passive sentences can often be written
passive preceded by ‘by’ or it can also be omitted
in more than one way.
completely if the agent is unimportant or unknown.
• Explain the task and give Ss time to complete it.
We use the passive to emphasize the action rather
• Check Ss’ answers around the class.
than the person who did it.)
• Refer Ss to the Grammar Reference section for Answer Key
more information. 1 a ... was granted a scholarship by the Arts Fund to
• Elicit when we cannot omit the agent. study Fine Arts in the USA.
Answer Key b ... was granted to James by the Arts Fund to
study Fine Arts in the USA.
We can’t omit the agent when the agent is important to
2 a ... was awarded to him for his competition entry.
the meaning of the sentence.
b ... was awarded a prize for his competition entry.
• Elicit similarities and/or differences in Ss’ L1. 3 a ... collection has been offered to the university
(Ss’ own answers) by the museum for a limited time.
b ... has been offered the entire collection by the
museum for a limited time.
2 To practise changing the active to the 4 a ... will be given £100 by the Young Artists
passive Society for his sculpture.
• Explain the task and give Ss time to complete it. b ... will be given to John by the Young Artists
• Refer Ss to the Grammar Reference section for Society for his sculpture.
help if they need it.
• Check Ss’ answers around the class. 6 To present personal/impersonal
Answer Key constructions
1 The gallery’s window was broken by a vandal. • Read out the examples in the theory box and then
2 Is music taught in your school? elicit how personal/impersonal constructions differ.
3 All the tickets for the concert have been sold. • Refer Ss to the Grammar Reference section for
4 The theatre will have been restored by May. more details.
5 The new arts centre will be opened by the mayor.

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5 Module
Answer Key • Give Ss time to complete the task.
A personal passive construction uses a personal • Check Ss’ answers around the class.
pronoun/noun as the subject of the sentence whereas Answer Key
an impersonal passive construction uses ‘it’.
1 itself 3 themselves 5 ourselves
• Elicit similarities and/or differences in Ss’ L1. 2 yourself 4 himself 6 yourself
(Ss’ own answers)
10 To practise key word transformations
7 To practise personal/impersonal passive • Explain the task and give Ss time to complete it.
constructions • Check Ss’ answers around the class.
• Explain the task and give Ss time to complete it. Answer Key
• Check Ss’ answers around the class.
1 doesn’t like being asked
Answer Key 2 has had a painting stolen
1 a ... is believed to be in town. 3 are being developed by
b ... is believed that the famous singer is in town. 4 are having our hedge reshaped
2 a ... is said to have been a hit. 5 got a famous architect to
b ... is said that the new X-men film was a hit.
3 a ... is thought to be closing down. 11 To practise the passive by describing
b ... is thought that the art gallery is closing down. a historic building
4 a ... is thought to have created an excellent plot.
• Explain the task and give Ss time to complete it.
b ... is thought that the writer has created an
• Check Ss’ answers.
excellent plot.
5 a ... are said to be so lifelike. Suggested Answer Key
b ... is said that the sculptures are so lifelike. The Cathedral of Santa Maria is located in Seville in
Andalusia. It is built in the Gothic style. It was
8 To present/practise the causative completed in the early 16th century. It was designed by
Alonso Martínez, Pedro Dancart, Carles Galtés de Ruan
• Read out the theory box and explain that the
and Alonso Rodríguez. It was made a UNESCO World
causative is used to say when sb does sth for us
Heritage Site in 1987. Christopher Columbus is buried
rather than when we do sth for ourselves.
there.
• Explain how we form the causative (have + object +
past participle) and then refer Ss to the Grammar
Reference section for more information.
• Give Ss time to complete the task in closed pairs
and then check Ss’ answers.
5d Listening skills
Answer Key 1 a) To prepare for a listening task
1 I’ll have her book tickets for the concert.
Read the rubric aloud and ask Ss to look up the
2 Jude has had his new book published.
meanings of the words/phrases in the Word List.
3 The museum will have the new extension designed
by an architect.
4 Ken had his violin stolen last night. b) To listen for key information
5 Tom is having his sculptures exhibited by an art • Ask Ss to read the sentence stubs 1-4.
gallery. • Play the recording. Ss listen and complete the
• Elicit similarities and/or differences in Ss’ L1. sentences.
• Check Ss’ answers around the class.
(Ss’ own answers)
Answer Key
9 To present/practise reflexive/emphatic 1 Tom Waits
pronouns 2 interview Tom Waits for a magazine
3 his new album Real Gone
• Ask Ss to read the theory box and explain when we 4 the piano
use reflexive/emphatic pronouns.

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Module 5
2
•
•
To listen for specific information
Ask Ss to read the gapped sentences 1-10.
Play the recording. Ss listen and complete the task.
5e Speaking skills
• Check Ss’ answers on the board. 1 a) To complete a situational dialogue
Answer Key • Explain the task and ask Ss to read out the
phrases in the list.
1 jazz programme 6 17 years
• Give Ss time to read the dialogue and match the
2 he was six years old 7 his ticket
phrases to the gaps 1-7.
3 Closing Time/an album 8 remarkable
4 in 1987 9 the piano
5 California 10 a live album b) To listen and check answers and to role
play a dialogue
Background information • Play the recording.
Tom Waits is an American singer-songwriter, • Ss listen and follow the dialogue in their books
musician, actor and composer. He was born in 1949 and check their answers.
and he taught himself to play the piano. Waits has a • Ss then take roles and act out the dialogue in
very distinctive voice. Some of his most famous pairs.
albums are: Closing Time, Blue Valentine, Rain Dogs
Answer Key
etc.
1 What do you feel like watching
2 Let me check
3 To practise the pronunciation of oo 3 I’m not really in the mood
/U/, /u…/, /ø/, /O…/ 4 How about the quiz show
5 I’d rather not watch the football
• Play the recording with pauses for Ss to listen and
6 I don’t know
repeat chorally and/or individually.
7 I can’t stand
• Elicit other words for each sound from Ss round the
class. • Elicit the style of the dialogue.
Suggested Answer Key Answer Key
/U/ book, look, cook /ø/ blood, flood, flooding The dialogue is informal because it uses short forms,
/u…/ too, soon, gloom /O…/floor, door, moor everyday language and has a friendly tone.

4 To prepare for a listening task 2 To role play a situational dialogue

• Read the rubric aloud and ask Ss to look up the • Explain the situation, ask Ss to read the TV guide
words/ phrases in the Word List at the back of their and then direct Ss to the Useful Language box.
books. • Ss then work in pairs, take roles and act out a
• Elicit the author’s intention. dialogue similar to the one in Ex. 1.
• Write this diagram on the board for Ss to follow it.
Answer Key
The author’s intention is to inform. A B
Ask B what to watch Suggest sth and
5 To listen for specific information on TV? give a reason.
• Ask Ss to read the questions 1-8 and the possible Agree. Suggest watching Express dislike.
answers. sth else afterwards. Suggest other.
• Play the recording. Ss listen and complete the task. Express like but insist Suggest watching
Ss compare their answers in closed pairs. on your suggestion. sth and recording
• Check Ss’ answers. Agree. what A suggested
Answer Key to watch after.
1 B 3 B 5 C 7 C
• Monitor the activity around the class and then ask
2 A 4 C 6 B 8 C
some pairs to act out their dialogue in front of the
class.
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5 Module
Suggested Answer Key 4 To express personal preferences
A: What do you want to watch on TV tonight? Explain the task and ask Ss to tell their partners. Elicit
B: Let’s watch The Antiques Roadshow at 6:30. I’m answers to the questions from various Ss around the
very fond of antiques programmes. class.
A: That’s fine by me. How about watching Emmerdale
after that? Suggested Answer Key
B: Soap operas aren’t my cup of tea. Let’s watch the I enjoy rock concerts more than ballets. Rock concerts
comedy Watson & Oliver on BBC2. are more exciting. I also like going to the cinema,
A: Sounds good, but that’s not on till 7:30 so we can playing computer games and going to dance clubs.
watch it after Emmerdale.
B: Hmm I don’t know. Why don’t we watch The One
Show and record Emmerdale for you to watch
later?
A: OK.
5f Writing
1 To analyse a rubric
3 a) To compare and contrast two pictures • Elicit what we can review (film, performance, CD,
• Direct Ss’ attention to the pictures and explain DVD, computer game etc)
the task. Go through the Ideas box and explain • Ask Ss to read the rubric and answer the question
any unknown words. in closed pairs.
• Ss complete the task in closed pairs using the • Check Ss’ answers around the class.
ideas in the box. Answer Key
• Monitor the activity around the class and then
a, b, d, e, h,
ask some pairs to act out their dialogues in front
of the class.
2 To read for specific information
Suggested Answer Key
Give Ss time to read the model and check their
A: Well, both pictures show forms of entertainment
answers to Ex. 1.
that are performances.
B: Yes, picture 1 shows a rock concert and picture 2
shows a ballet performance. 3 To analyse the structure of a model review
A: A rock concert is an energetic performance whereas a • Explain the task and give Ss time to read the model
ballet is more of a cultural event. What do you think? again.
B: Yes, and a rock concert is usually in a packed arena • Ss match the paragraphs to their content.
and involves noisy crowds and deafening noise • Check Ss’ answers.
whereas a ballet is in a theatre and has orchestral
music, elegant costumes and expressive movements. Answer Key
B: That’s true. On the other hand, rock concerts have Para 1: gives information about the title, name of the
amazing lighting effects while ballets are more director and genre
atmospheric. Para 2: gives the main points of the plot
A: Who do you think would appreciate rock concerts? Para 3: comments on the acting, music and special
B: Well, people who like rock music would like rock effects
concerts. Para 4: contains the author’s opinion
A: I agree. Ballets have complicated themes and are
suited to a more cultured audience. 4 To practise topic-specific vocabulary
B: That’s true.
• Explain the task.
• Give Ss time to complete it in closed pairs and then
b) To analyse a model answer check Ss’ answers around the class.
Play the recording. Ss listen and compare their
Answer Key
answers to the model answer and compare it to
their own. 1 shot 4 twists
2 directed 5 based
(Ss’ own answers) 3 tells 6 played

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Module 5
5 To practise topic-related vocabulary Answer Key
• Explain the task. 1 put it down
• Give Ss time to complete it and then check Ss’ 2 is well worth watching
answers around the class. 3 miss it
4 glued to the screen
Answer Key 5 sure to be this year’s biggest hit
1 develops 6 returned 6 would definitely recommend
2 original 7 sequel
3 page-turner 8 special effects b) To practise language of
4 sell-out 9 soundtrack recommendation
5 audience
Ss talk in pairs and recommend a book/film to their
partner using the phrases in Ex. 7a.
Background information
Robert Downey Jr. is an American actor born in Suggested Answer Key
1965 in New York, US. He is well known for playing A: I read The Hunger Games and it was so fascinating
the title character in Iron Man (2008) and Iron Man 2 that I couldn’t put it down.
(2010). He has also starred in: Chaplin (1992), Tropic B: Then you should see the film. It is sure to be this
Thunder (2008), Sherlock Holmes (2009) and its year’s biggest hit.
sequel in 2011. A: Have you seen it?
Guy Ritchie. is an English screenwriter, producer and B: Yes. It is well worth watching.
film director. He was born in 1968 in Hatfield,
Hertfordshire, England. He is best known for directing 8 To prepare for a writing task
Snatch (2000), Revolver (2005), Sherlock Holmes
• Ask Ss to write the headings into their notebooks
(2009) and its sequel.
and then make notes under them about a film they
Jude Law is an English actor. He was born in 1972 in
have seen recently.
Lewisham, London UK and he has starred in: The
• Elicit various answers from Ss around the class.
Talented Mr Ripley (1999), Enemy at the Gates (2001),
Cold Mountain (2003), Alfie (2004), The Aviator Suggested Answer Key
(2004), The Holiday (2006), Sherlock Holmes (2009) Background information: Contagion, thriller, directed
and its sequel. by Steven Soderbergh, very famous cast – Matt Damon,
Sherlock Holmes is a fictional detective created by Kate Winslet, Laurence Fishburne, Gwyneth Paltrow
Scottish author Sir Arthur Conan Doyle. Plot summary: A deadly disease breaks out and an
Professor Moriarty is a fictional character created international team of doctors try to deal with the
by Sir Arthur Conan Doyle. He is the enemy of outbreak and trace its origins
Sherlock Holmes and a criminal mastermind. Special features: tense and gripping plot, great acting,
shocking ending
Recommendation: I really enjoyed this film. I would
6 To practise topic-related vocabulary definitely recommend it.
• Explain the task.
9 To prepare for a writing task
• Give Ss time to complete it and then check Ss’
answers around the class. • Refer Ss to the Useful Language box and give Ss
time to write sentences about the film using the
Answer Key
adjectives in Ex. 6.
1 characters 4 genre • Check Ss’ answers around the class.
2 plot 5 special effects
3 soundtrack 6 end Suggested Answer Key
Contagion is a thriller.
7 a) To practise recommending a film/book The film stars Matt Damon, Kate Winslet, Laurence
Fishburne and Gwyneth Paltrow.
• Ask Ss to read the phrases in the list and then
It’s set mainly in Hong Kong and the USA.
use them to complete the sentences.
It’s about the victims of a deadly disease that breaks
• Check Ss’ answers around the class.
out and the international team of doctors who try to
deal with the outbreak and trace its origins.
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5 Module
The film is directed by Steven Soderbergh. Period. In 1970 Picasso produced a painting
The cast play their roles very convincingly. different from anything anyone had done ever
The plot is absolutely thrilling. before. This is how Cubism started. Both Picasso
It has a shocking ending. and Pollock are exceptional painters.
I would highly recommend it. / Don’t miss it.
2 To practise sentence transformations
10 To write a film review • Explain the task and give Ss time to complete it.
• Refer Ss to the Writing Bank and then give Ss time to • Remind Ss not to go over five words and to use the
complete the task using their answers from Exs 8 & 9. word given in bold and capitals.
• Remind Ss to follow the plan. • Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’
Answer Key
answers in the next lesson. Ask ss to check their
piece of writing against the Checklist. 1 if he could look 5 be handed in
2 how long the play 6 do you mind if
Suggested Answer Key 3 always takes place 7 you fancy going out
Contagion is a thriller directed by Steven Soderbergh. It 4 gets on my 8 begin in the near
is set mainly in Hong Kong and the USA.
The film stars Matt Damon, Kate Winslet, Laurence 3 To practise word formation
Fishburne and Gwyneth Paltrow. It is about the victims
of a deadly disease that breaks out and the international • Explain the task and give Ss time to complete it.
team of doctors who try to deal with the outbreak and • Then check Ss’ answers on the board.
trace its origins. Answer Key
The cast play their roles very convincingly and the plot
1 dislikes 4 attention
is absolutely thrilling. I was glued to the screen right up
2 impressive 5 appearance
to the shocking ending.
3 proud
Contagion is a great thriller. I really enjoyed this film. I
would highly recommend it.
4 To practise grammar structures from
the module
Language Knowledge 5 Give Ss time to choose the correct answer for each
question and then check Ss’ answers. Ask Ss to justify
their answers.
1 To read for cohesion and coherence
Answer Key
• Ask Ss to read the 4-word-options 1-12 and then
give Ss time to read the text and choose the correct 1 A 3 C 5 C 7 B 9 B 11 A
word to fit in each gap 2 D 4 A 6 B 8 A 10 B 12 C
• Check Ss’ answers. 1 such a + adj + noun
a) Answer Key 2 I (used as Subject)
3 prefer sth to sth else
1 D 4 B 7 D 10 A
4 past simple + ago
2 B 5 D 8 A 11 B
5 other than: except for
3 B 6 A 9 C 12 C
6 wish for sth we want to have been different
7 look forward to + ing form
b) Suggested Answer Key 8 Subject + be considered + to -inf (passive personal
Pablo Picasso was born on October 25, 1881 in structure)
Málaga, Spain and died on April 8, 1973 in Mougins, 9 past continuous (past action in progress interrupted
France. by another past action)
He is the creator of Cubism and one of the most 10 passive voice (refers to the present)
influential artists of the 20th century. Although a 11 one used instead of a noun when it is clear what
relatively poor student, he displayed a prodigious thing we are referring to
talent for drawing at a very young age. His adult 12 indirect question
career is broken into the Blue Period, and the Rose

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Module 5
5 To consolidate new vocabulary
Give Ss time to choose the correct word for each gap
and then check Ss’ answers.
Answer Key
1 C 4 A 7 D 10 C 13 C
2 A 5 C 8 D 11 A
3 C 6 D 9 D 12 D
reserve ticket/table/room (phr): to book
be situated in (phr): (of a building) to be located in a
place
be stored in (phr): to be packed in a place when not in
use
a place is packed with people (phr): a place is filled
to the point of overcrowding
declare sth (to be) independent/illegal (phr): to
officially state that sth is free/unlawful
announce (v): to officially inform people about sth
state (v): to say or write sth formally and clearly
vote for/against sb/sth (phr): to express my
preference in an election
stiff behaviour/competition/penalty (phr): unfriendly
behaviour/tough competition/strict penalty
stressed (adj): feeling tension and distress
tense relations (phr): the dealings between two
groups that have become strained and rather hostile
tight schedule (phr): a plan for determined tasks or
jobs that includes very little or no free time
explore possibilities (phr): to look into different options
search for sb/sth (v): to look for sb/sth
research into sth (v): to study in depth in order to find
and learn information about sth
inquire about sth (v): to try to find information about
sth by asking questions
all over the place (phr): not well-organised
be the centre of sb's universe (phr): to be the most
important person to sb
all over the world (phr): in every place on the Earth
globe (C n): a sphere; the planet Earth
in a sentence (phr): in a few words
expression of sympathy/thanks (phr): sth that we
Language Focus
say, do or write to show that we sympathies with
sb/we are grateful to sb
running/radio commentary (phr): a continuous
spoken description of an event/a description on the
radio
inappropriate remark (phr): sth sb says that is rude or
improper
fly away (phr v): (of birds) to leave a place by going up
into the air
hoover (v): to clean a place with a vacuum cleaner
brush sth off/from sth else (phr): to remove sth with
a brush/my hand
sweep across a place (phr): (of the wind) to move
quickly and forcefully through a place
78
local/general elections (phr): the act of voting for the
local or state authorities
mixture (C n): the result of combining substances
blend (C n): (of tea, tobacco, coffee) a uniform mixture
of combined substances
wide selection of sth (phr): a large variety of items
available
stay the same/stay put (phr): to continue to be in a
particular state or place
restate (v): to say sth again in a new way
continue to do sth/doing sth (phr): to not stop doing
sth
remain (v): to continue to be
note sth (v): to pay careful attention to sth
recognise sb/sth (v): to understand sth from past
knowledge or experience
notice (v): to observe sth; to realise sth
realise (v): to understand correctly
allow sth to happen (phr): to let sth happen
tolerate sth (v): to let sth happen without prohibiting it
consent to sth/to do sth/to doing sth (phr) = to give
permission or agree to sth/to do sth
let sth happen (phr): to allow sth to happen
tease sb about sth (phr): to make fun of sb with
regard to sth
release sb from sth (phr): to set sb free from sth
seize a chance/an opportunity (phr): to take
advantage of an opportunity
ease the tension (phr): to reduce hostility or conflict
between two groups
enlarge a photograph (phr): to make a larger copy of
a picture
increase awareness about sth (phr): to improve
people's knowledge about sth
broaden the mind/my horizons (phr): to increase my
ability to understand people and experience new
things
the gap widens (phr): there is a growing difference
5
1 To consolidate vocabulary from the module
• Give Ss time to complete the task.
• Check Ss’ answers around the class. Explain/Elicit
any unknown words.
Answer Key
1 top 4 translated
2 peak 5 subtitled
3 prime 6 dubbed
prime time (phr): peak viewing times (USU 9 pm)
peak (n): top (of a mountain)
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5 Module
top billing (phr): in a show/film when sb is advertised Answer Key
as the most important actor 1 forward (put forward to)
dub (v): to change the sounds/speech on a film to a 2 have enjoyed (present perfect with over the
different language decades)
subtitle (v): have closed captions of the speech on the 3 is seen (passive)
screen specially in another language 4 who (relative)
translate (v): to change words into a different 5 appealing (adj)
language 6 are invited (passive)
7 that (in order that)
2 To consolidate vocabulary from the module 8 guessing (keep sb + -ing form)
9 will happen (future: simple with next)
• Give Ss time to complete the task.
10 styled (causative)
• Check Ss’ answers around the class.
Answer Key
1
2
combine
graphic
6
7
realistic, detailed
apply
Progress Check 5
3 enhance 8 live action
1 To read for specific information
4 animated 9 surrounding
5 fusion • Ask Ss to read the questions 1-5 and the possible
answers.
• Then give Ss time to read the text and choose the
3 To practise phrasal verbs and prepositional
correct answers.
phrases
• Check Ss’ answers. Ss should justify their answers.
• Explain the task.
• Ss complete the task. Answer Key
• Check Ss’ answers around the class. 1 D (ℓ. 3-6) 4 A (ℓ. 35-37)
2 C (ℓ. 24) 5 A (ℓ. 38-43)
Answer Key 3 B (ℓ. 34-35)
1 on 3 out of 5 of
2 in 4 out
2 To consolidate vocabulary from the module
• Explain the task and give Ss time to complete it.
4 To practise word formation
• Check Ss’ answers around the class.
• Explain the task.
• Ss complete the task. Remind Ss that correct Answer Key
spelling is required. 1 highlights 5 episode 9 released
• Check Ss’ answers around the class. 2 outstanding 6 office 10 cast
3 chapter 7 tabloids
Answer Key 4 lead 8 affairs
1 historian 4 attractive
2 specialist 5 coverage
3 To revise the passive
3 noticeably 6 rehearsals
• Explain the task and give Ss time to complete it.
Grammar in Focus • Check Ss’ answers around the class.

To consolidate grammar structures from Answer Key

the module 1 The work of art has been appraised by an art expert.
2 The concert venue was filled with thousands of
• Explain the task.
fans.
• Ss complete the task.
3 The special effects for the film were created by a
• Check Ss’ answers. Ss should justify their answers.
team of talented artists.
4 Art in my school is taught by Mrs Thomas.
5 She will be presented with an award. / An award will
be presented to her.

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Module 5
4 To consolidate grammar from the module 6 To revise functions/notions
• Explain the task and give Ss time to complete it. • Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class. • Check Ss’ answers.
Answer Key Answer Key
1 is believed, for 4 out, is dedicated 1 b 2 a 3 a
2 will be, on 5 in, was stolen
3 restored, on 7 To write a book review
• Explain the task and give Ss time to complete it.
5 To listen for specific information • Check Ss’ answers.
• Explain the task and ask Ss to read the sentences
Suggested Answer Key
1-10.
• Play the recording. Ss listen and complete the One Day is a drama and romance novel written by
sentences. David Nicholls. It is set in England and the story takes
• Check Ss’ answers on the board. place on the same day every year for 20 years.
The main characters are Emma and Dexter. It’s about
Answer Key their friendship and the various life experiences they have
1 book/work of fiction from when they first meet at university until the present.
2 the two main characters The story is interesting and original. It is sometimes
3 survival funny and sometimes sad. I was gripped from the
4 wealthy nobleman beginning right up to the shocking ending.
5 died One Day is a great book. I really enjoyed it and the story
6 turned upside down stayed with me for a long time after I read it. I would
7 separately highly recommend it.
8 rebuild
9 warm and interesting Check your progress
10 bring you to tears Ask Ss to assess their own performance in the unit
according to how competent they feel for each of the listed
activities.

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Food & Health 6 Module

In this module Ss will explore the topics of health problems,
illnesses, accidents & injuries and food & nutrition.
Module page 85
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary
Vocabulary: Health problems (burn my hand, have the
measles, have a headache, have backache, pull a muscle,
break my arm, have a cough, sprain my ankle, have a fever,
graze my knee, have a sore throat, have toothache, rest,
cream, wound, plaster, ice pack, X-ray, aspirin, cough syrup)
6c Grammar in use 90-91
Lesson Objectives: To revise/practise conditionals/wishes,
to present/practise mixed conditionals, to practise key word
transformations
6d Listening skills 92
Lesson Objectives: To listen for specific information, to
listen for key information, to learn word stress
Vocabulary: From scripts (pass down, crops, genes, resist,
intellectual property law, seeds, potential)

6a Reading 86-87 6e Speaking skills 93

Lesson Objectives: To listen and read for gist, to read for
specific information, to answer comprehension questions
based on a text, to give a presentation on poisonous foods,
to develop research skills
Vocabulary: Verbs (slip, capture, discourage, thrive, decay,
lurk); Nouns (oil, cyanide, spy, pip, colonists, stem, stomach
upsets, solanine, export, coma, tumour); Adjectives
(chopped, sliced, bitter, illegal, heat-processed, crushed,
chewed, innocent, carcinogenic, raw, peckish); Phrases
(razor-sharp knives, fatal combination, deadly secret, highly
poisonous, deadly poison, self-defence system, potentially
fatal, to be fooled by, in particular, bite to eat)
6b Vocabulary 88-89
Lesson Objectives: To learn words/phrases related to
illnesses, accidents & injuries, food & nutrition, to learn
idioms, to learn phrasal verbs, to learn prepositional
phrases, to practise word formation
Vocabulary: Illnesses, accidents & injuries (sore throat, nose
run, common cold, stiff neck, terrible cough, temperature,
fever, the flu, headache, sharp pain, blurred vision, nausea,
red rash, painkiller, food poisoning, allergic reaction, relieve,
recover, heal, apply, cure, prescribe, treat, diarrhoea,
bloated, cramps, migraine, hives); Food & nutrition (bitter,
creamy, hot and spicy, crunchy, sweet, salty, sour, bland,
grated, peeled, cut, throw, pour, sprinkle, melt, boil, rise, stir,
mix, add, fry, grill, cook, bake, spread, poach, beat, whisk,
stew, roast, bake, bite, chew, swallow, sip, raw, ripe, rotten,
fresh); Idioms (have a big mouth, be a pain in the neck, pull
sb’s leg, have a sweet tooth)
Lesson Objectives: To ask for/give advice, to act out a
dialogue asking for/giving advice, to compare & contrast
photographs
6f Writing 94-95
Lesson Objectives: To analyse a rubric, to analyse a writing
model, to practise formal linkers, to expand prompts to full
sentences, to justify arguments, to write a for-and-against
essay
Language Knowledge 6 96-97
Lesson Objectives: To practise open cloze, to practise
word formation, to practise key word transformations, to
consolidate vocabulary and grammar structures from the
module
Language Focus 6 98
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 6 99-100
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write a for-and-against essay

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Module 6
Module Objectives
Read the title of the module Food & Health and ask Ss to 6a Reading
suggest what they think the module will be about (the
module is about food, health problems and illnesses.) Go 1 To introduce key vocabulary from a text and
through the objectives list to stimulate Ss’ interest in the prepare for a reading task
module. Refer Ss to the Word List at the back of their books
and give them time to look up the meanings of the
1 a) To introduce new vocabulary words/phrases given.
Direct Ss’ attention to the pictures and then play
the recording with pauses for Ss to repeat chorally 2 a) To present new vocabulary for fruit and
and/or individually. vegetables
• Ask Ss to look at the pictures and read the
b) To introduce/activate new vocabulary words in the list and match them.
• Check Ss’ answers.
• Go through the advice in the list and explain/
elicit the meanings of any unknown words. Answer Key
• Read out the example and then elicit sentences 1 almonds
from Ss around the class about which advice 2 Death Cap mushroom
matches which health problem. 3 Shiitake mushroom
Suggested Answer Key 4 Destroying Angel mushroom
5 white button mushroom
2 L If you have the measles, you should stay in bed
6 apricot
and rest.
7 apple
3 I If you have a headache, you should take an aspirin.
8 peach
4 E If you have backache, you should lie down for
9 tomatoes
half an hour.
10 potato
5 A If you pull a muscle, you should rest it for a few
days.
6 F If you break your arm, you should go to the b) To listen and read for gist
hospital for an X-ray. Play the recording. Ss listen and follow the text in
7 G If you have a cough, you should take some their books and find out how the foods in the
cough syrup. pictures can be dangerous.
8 D If you sprain your ankle, you should put an ice
pack on it. Answer Key
9 H If you have a fever, you should drink a lot of They can be poisonous.
water and juice.
10 C If you graze your knee, you should clean the 3 To read for specific information
wound and put a plaster on it.
11 G If you have a sore throat, you should drink some • Ask Ss to read the statements 1-6 and give them
hot tea. time to read the text again and mark the statements
12 K If you have toothache, you should see a dentist. accordingly.
• Check Ss’ answers around the class and ask Ss to
justify their answers with examples from the text.
Words of wisdom Answer Key
Direct Ss’ attention to the quotation and ask Ss to 1 T (ℓ. 7-8) 3 T (ℓ. 13-14) 5 F (ℓ. 25-26)
discuss what it means with a partner and/or give their 2 F (ℓ. 11-12) 4 F (ℓ. 20-22) 6 T (ℓ. 26-27)
opinion on it. Then ask various Ss to tell the class.
• Elicit the style of the text.
Suggested Answer Key
Answer Key
I think that it means that health is the most important
The text is semi-formal because it has advanced
thing in life and not money. I agree with it because
vocabulary, longer sentences and passive forms as well
without good health we cannot do the things that we
as contractions, figures of speech and a friendly tone.
want to and life is not enjoyable.

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• Refer Ss to the Check these words box and
explain/elicit the meanings of the words.
Alternatively, ask Ss to use their dictionaries and
look the words up.
Suggested Answer Key
razor-sharp knives (phr): very sharp cutting utensil
oil (n): a liquid used for cooking
slip (v): to lose balance and fall
fatal combination (phr): two or more things that when
mixed can kill
deadly secret (phr): information that is dangerous to
know
highly poisonous (phr): very toxic
chopped (pp): cut into small pieces with a knife
sliced (pp): cut into equal thin pieces
bitter (adj): having a bitter sharp taste
cyanide (n): a powerful poison
deadly poison (phr): a toxic substance that can kill
spy (n): a person whose job is to find out secret
information about another country organisation
capture (v): to catch
self-defence system (phr): a means of defending
discourage (v): to try and make sb feel less confident
in their choices
illegal (adj): against the law
heat-processed (adj): treated with heat/high
temperatures
pip (n): a seed from inside a fruit
crushed (adj): ground/pressed until flat
chewed (adj): crushed by the teeth
colonists (n): people who go to another country which
is a colony to live
stem (n): the thin and long part of the plant on which
the flowers and leaves grow
stomach upsets (phr): stomach ache, diarrhoea and
vomiting
solanine (n): a poisonous chemical (found in potatoes)
export (n): a product that is produced in one country
but sent to be sold in other countries
coma (n): a long period of unconsciousness
potentially fatal (phr): able to kill in certain
circumstances
to be fooled by (phr): to be tricked/deceived
innocent (adj): harmless
thrive (v): to grow strong and healthy
decay (v): to rot; to be gradually destroyed by a natural
process
in particular (phr): especially; particularly
carcinogenic (adj): likely to cause cancer
raw (adj): uncooked
tumour (n): a mass of diseased cells which might
cause a lump or illness
peckish (adj): slightly hungry
6 Module
a bite to eat (phr): a snack or small meal
lurk (v): to hide and wait somewhere
4 To read for specific information
• Ask Ss to read the questions and the possible
answers and look at the text again and choose the
correct answers.
• Check Ss’ answers.
Answer Key
1 A (ℓ. 33) 2 D (ℓ. 42-44)
5 To answer questions on a text
• Give Ss time to read the text again and answer the
questions without copying the information straight
from the text.
• Check Ss’ answers around the class.
Suggested Answer Key
1 Bitter almonds contain the deadly poison cyanide.
Spies have been known to take this poison to kill
themselves and avoid being captured.
2 Tests have been carried out on mice which showed
that feeding them with mushrooms causes them to
develop more tumours.
3 The symptoms of solanine poisoning are weakness
and confusion followed by a loss of consciousness
and then death.
6 To consolidate new vocabulary through
synonymous words/phrases
• Read the words/phrases in the list and give Ss time
to find their synonyms in the text.
• Elicit answers from various Ss around the class.
Answer Key
Para A: deadly = fatal, toxic = poisonous
Para B: kinds = varieties, deter = discourage
Para D: safe = harmless, tasty = delicious
Para E: puzzled = confused
Para F: moist = damp, rotting = decaying,
uncooked = raw
7 ICT To develop research skills
• Explain the task and refer Ss to the Internet to look
up in formation about poisonous foods.
• Give Ss time to research the topic and write about it
and then ask various Ss to tell the class.
• Alternatively, assign the task as HW and ask Ss to
tell the class in the next lesson.
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Module 6
Suggested Answer Key
Cherries. Like apples, peaches and apricots, cherries
also contain hydrogen cyanide. It is released by
6b Vocabulary
chewing or crushing the stone. Symptoms of poisoning 1 To consolidate vocabulary from a text
can range from headaches, dizziness and vomiting to
• Explain the task and give Ss time to complete it.
coma.
• Check Ss’ answers around the class.
Cashews. These contain a deadly chemical (urushiol).
This is the same poison that is found in poison ivy and it Answer Key
can kill if ingested. 1 chopped 3 weak 5 decays
Red kidney beans. Red kidney beans contain a toxic 2 trace 4 crushed 6 peckish
agent (phytohaemagglutinin) which can cause food
poisoning. Soaking and then boiling is necessary before
2 To consolidate new vocabulary
they can be eaten. Undercooked beans can be even
more poisonous than raw ones. Give Ss time to complete the task. Check Ss’ answers
Chillies. Eating a few chillies won’t hurt you but eating around the class. Explain any unknown words.
a lot may prove fatal. The chemical they contain Answer Key
(capsaicin) is so strong you can get a stinging sensation
1 fell 3 took 5 Raw
when you rub your eyes after cutting chillies. Police use
2 swallow 4 seeds
it in the form of pepper spray.
dive (v): to jump into water head-first
To consolidate information in a text fall into a coma (phr): to become unconscious
Elicit how to avoid being poisoned by the foods in the drop (v): to fall
text from Ss around the class. Allow Ss some time to swallow (v): to cause food to go from the mouth down
prepare their answers. to the stomach
crunch (v): to eat sth by making a loud crushing sound
Suggested Answer Key (e.g. bone)
We can avoid being poisoned by almonds by making munch (v): to chew food noisily (e.g. an apple)
sure the ones we eat have been heat-processed to take a quick look (phr): to look quickly
remove the poison. We shouldn’t eat too many apple poisonous (adj): toxic
pips. We can make sure we don’t eat any part of the raw (adj): uncooked
stem and leaves of tomatoes. We mustn’t eat any green unprocessed (adj): raw
potatoes and we must avoid drinking potato leaf tea.
Finally, we should never eat raw mushrooms.
3 To consolidate vocabulary from the text

To identify the writer’s purpose and • Explain the task.

write about how useful the information in the text is • Give Ss time to complete it.
• Check Ss’ answers around the class.
• Give Ss time to think about the writer’s purpose • As an extension ask Ss to make sentences using
and write a few sentences about the usefulness of the phrases.
the information presented in the text.
• Ask various Ss around the class to read their Answer Key
sentences out to the class. 1 kitchen 4 upsets 7 mushroom
Suggested Answer Key 2 deadly 5 innocent 8 self-defence
The writer’s purpose is to inform us in an entertaining 3 pips 6 damp
way about foods we may not realise are poisonous and
to suggest ways we can avoid any unpleasant effects 4 To consolidate new vocabulary
from eating them. The information in the text is useful • Explain the task.
because it mentions specific precautions we can take • Give Ss time to complete it.
to avoid food poisoning, such as making sure certain • Check Ss’ answers around the class. Explain any
foods like mushrooms are cooked. unknown words.

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6 Module
Answer Key Answer Key
1 munch 3 lick 5 sip 1 G Lemons taste sour.
2 crunch 4 snack 2 A Black coffee tastes bitter.
3 H Cauliflower tastes bland.
lick (v): to move one’s tongue across the surface of sth
4 E Melon tastes sweet.
snack (v): to eat a small amount of food
5 F Pepperoni pizza tastes salty.
sip (v): to drink in small amounts
6 D Raw carrots are crunchy.
7 C Chilli peppers taste hot and spicy.
5 To present/practise topic-related vocabulary 8 B Butter is creamy.
• Explain the task.
• Give Ss time to read the extracts and complete 9 To present new vocabulary
them with the words in the lists.
• Explain the task.
• Check Ss’ answers around the class.
• Give Ss time to complete the task in closed pairs.
Answer Key • Check Ss’ answers around the class. Explain/Elicit
A 1 throat 5 cough the meaning of any unknown words.
2 nose 6 temperature Answer Key
3 cold 7 fever
1 grated, sprinkled 3 fry 5 Beat
4 neck 8 flu
2 boil, add 4 bake 6 Roast
B 1 headache 5 rash
• As an extension ask Ss to play in teams. One team
2 pain 6 painkiller
mimes the meaning of a word in Ex. 9, the other
3 vision 7 poisoning
guesses which word it is. Each correct answer gets
4 nausea 8 reaction
a point. The team with the most points is the
winner.
6 To present/practise topic-related vocabulary
• Explain the task. 10 To present new vocabulary
• Give Ss time to complete it.
• Explain the task.
• Check Ss’ answers around the class. Explain any
• Give Ss time to complete the task.
unknown words.
• Check Ss’ answers around the class. Explain any
Answer Key unknown words.
1 prescribed 4 Apply 7 cured Answer Key
2 relieve 5 heal
1 bit 4 chew 7 ripe
3 treats 6 recovered
2 sipped 5 rotten 8 fresh
3 swallow 6 raw
7 To present/practise new vocabulary
• Read out the words in the list and explain/elicit their 11 To present idioms related to body parts
meanings.
• Explain the task and give Ss time to look up the
• Give Ss time to complete the sentences.
meanings of the idioms in the Word List.
• Check Ss’ answers around the class.
• Give Ss time to complete the task.
Answer Key • Check Ss’ answers around the class.
1 bloated 3 nausea 5 diarrhoea Answer Key
2 migraine 4 cramps 6 hives
1 mouth 3 leg
2 neck 4 tooth
8 To present/practise new vocabulary
Suggested Answer Key
• Explain the task and give Ss time to look up the
1 za dużo gadać, nie potrafić trzymać języka za zębami
meanings of any unknown words in the Word List.
2 być utrapieniem
• Ss complete the task in closed pairs, then check
3 nabierać kogoś
Ss’ answers by asking various Ss to tell their
4 lubić słodycze
sentences to the class.

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Module 6
12 To present phrasal verbs If you had taken the spoon out of the cup first, that
• Explain the task. wouldn’t have happened. = Type 3 (unlikely to happen
• Give Ss time to complete the task in closed pairs. in the past)
• Ask Ss to check their answers in Appendix 1. • Elicit similarities and/or differences in Ss’ L1.
• Check Ss’ answers around the class. (Ss’ own answers)
• As an extension ask Ss to choose a phrasal verb
from Ex. 11 and draw an image to illustrate its
meaning. Ss show their drawings to their partner 2 To practise conditionals
who have to say which phrasal verb is illustrated. • Explain the task and give Ss time to complete it.
Answer Key • Check Ss’ answers.
• Elicit which type of conditional each sentence is
1 put 3 cut and where a comma should be used.
2 come 4 passed
Answer Key
13 To learn prepositional phrases 1 are not – type 1 (comma after well)
2 don’t get – type 1 (comma after education)
• Give Ss time to choose the correct preposition. 3 had known – type 3 (comma after come)
• Ask Ss to check their answers in Appendix 2. 4 will miss – type 1 (comma after hurry)
• Check Ss’ answers around the class. 5 would you do – type 2 (comma after day)
Answer Key 6 hurts – type 1 (comma after hurts)
1 in 3 in 5 in 7 in 7 would take– type 2
2 for 4 with 6 on 8 with 8 would have told – type 3 (comma after news)
9 climbed – type 2
10 gave – type 2
14 To practise word formation
• Remind Ss that correct spelling is required. Explain 3 To practise alternative ways of expressing
the task and give Ss time to complete it. the conditional type 1
• Check Ss’ answers on the board.
• Explain that the words in brackets can be used to
Answer Key express hypothesis. Give Ss time to join the
1 extensively 6 depression sentences.
2 entertainment 7 healthier • Check Ss’ answers around the class.
3 strangers 8 strengthen
Suggested Answer Key
4 unsuitable 9 activities
5 feelings 10 temptation 1 She will get better as long as she takes the medicine.
2 Unless children start doing more exercise, the
problem of childhood obesity will continue.
3 I will help you with your maths homework on
6c Grammar in use condition that you help me with French.
4 Even if she is telling the truth now, I still don’t
believe her.
1 To present/revise conditionals 5 Providing that you exercise and eat a balanced diet,
• Direct Ss’ attention to the cartoons and ask them to you will stay healthy.
read them and find examples of conditionals. Elicit 6 Unless you are careful, you could really hurt
how conditionals are formed and how they are yourself.
used.
• Refer Ss to the Grammar Reference section for 4 To practise conditionals
more information.
• Give Ss time to complete the sentences using their
Answer Key own ideas.
So that nobody will recognise them if something goes • Check Ss’ answers around the class.
wrong. = Type 1 (likely to happen in the present/future)
Suggested Answer Key
What would you do if I told you that you had one month 1 you should go on a diet.
left to live? = Type 2 (unlikely to happen in the present) 2 you break a bone.
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3 you shouldn’t run a marathon.
4 you should see a dentist.
5 you should see a doctor.
6 you would have felt better.
5 a) To present mixed conditionals
• Give Ss time to study the table and read the
examples. Explain how mixed conditionals are
formed.
• Refer Ss to the Grammar Reference section
for more information.
• Elicit similarities and/or differences in Ss’ L1.
(Ss’ own answers)
b) To practise mixed conditionals
• Explain the task. Do item 1 with them. Write the
sentence on the board and underline didn’t start
and is panicking. Elicit that the first clause refers
to the past so we need a Type 3 conditional,
whereas the second sentence refers to the
present so we need a Type 2 conditional. Elicit
answer and write it on the board.
• Give Ss time to rewrite the sentences.
• Check Ss’ answers around the class.
Answer Key
1 If he had started studying earlier, he wouldn’t be
panicking about his exam.
2 If they were interested, they would have joined the
chess club.
3 If she hadn’t been at the gym all day, she wouldn’t
be exhausted now.
4 If he had made an appointment, he could see the
doctor.
5 If she weren’t so clumsy, she wouldn’t have broken
the vase.
6 If they left the gym an hour ago, they will be home
now.
6 To present wishes/unreal past
• Direct Ss’ attention to the cartoons and ask them to
find all sentences that express a wish. Help Ss to
complete the rules.
• Refer Ss to the Grammar Reference section for
more information.
Answer Key
1 past simple 2 past perfect 3 would
10
• Elicit similarities and/or differences in Ss’ L1.
(Ss’ own answers)
6 Module
7 To practise wishes/unreal past
• Explain the task and give Ss time to complete it in
closed pairs.
• Check Ss’ answers around the class.
Answer Key
1 would tell 4 lived
2 hadn’t eaten 5 hadn’t twisted
3 had studied 6 didn’t feel
8 To practise wishes/unreal past
• Explain the task and read the example aloud.
• Give Ss time to complete the task.
• Check Ss’ answers around the class.
Answer Key
2 I wish I hadn’t broken my toe. If I hadn’t broken my
toe, I could play football.
3 I wish I didn’t have a fear of water. If I didn’t have a
fear of water I would take up swimming.
4 I wish I wasn’t/weren’t allergic to dogs. If I wasn’t/
weren’t allergic to dogs, I would get one.
5 I wish I could join the gym. If it wasn’t so expensive,
I would join the gym.
6 I wish the bus had come on time. If the bus had
come on time, I wouldn’t have been late for work.
7 I wish my brother didn’t invite friends over all the
time. If he didn’t invite friends over all the time, I
would be able to concentrate on my studies.
8 I wish I could have a pet. If my parents would let me
have one in the flat, I could have one.
9 I wish I hadn’t slept in. If I hadn’t slept in, I wouldn’t
have been late for my exam.
10 I wish I’d gone to the doctor. If I’d gone to the
doctor, I’d feel better now.
9 To practise wishes/regrets with personal
examples
• Explain the task and read out the examples. Give
Ss time to complete the task.
• Check Ss’ answers around the class.
Answer Key
I wish/If only I were rich. I wish/If only I had a bike.
I wish/If only I hadn’t lost my keys. I wish/If only I had
passed my exams.
I wish/If only I were thinner. I wish/If only I could drive.
To practise sentence transformations
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
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Module 6
Answer Key • Play the recording again with pauses for Ss to
1 only the bus would arrive repeat chorally and/or individually.
2 more people would ride Answer Key
3 didn’t have so much
• ideal • benefits • overweight • imagine • reduce
4 as long as you stick
• illness • diabetes • ailment • physically • drastically
5 provided you give them back
• definitely
6 unless you eat

4 To prepare for a listening task

11 To consolidate grammar structures
Read the rubric aloud and ask Ss to look up the
• Give Ss a few minutes to revise the grammar
words/phrases given in the Word List.
structures in 6c and complete the sentences.
• Ask various Ss around the class to read out their
sentences to the class. 5 a) To listen for specific information

Suggested Answer Key • Ask Ss to read through the questions 1-7 and
the possible answers.
… I wouldn’t feel so sick today.
• Play the recording. Ss listen and choose the
… I would be fitter and healthier.
correct answers.
• Check Ss’ answers around the class.
• Play the recording with pauses if necessary.

6d Listening skills Answer Key

1 B 3 B 5 B 7 B
1 To prepare for a listening task 2 A 4 B 6 C
Ask Ss to read the rubric aloud and the questions 1-8
and find and underline the key words. b) To express an opinion on the topic

Suggested Answer Key Read the rubric aloud and elicit opinions from Ss
around the class.
1 man, club, meet people, get fit, lose weight
2 woman’s job, nutritionist, writer, personal trainer Suggested Answer Key
3 exhibition make boy feel, inspired, disgusted, I think GM foods are a good idea. I think they can solve
depressed the problem of world hunger, help the environment and
4 woman talking daughter, permission, complain, reduce the use of chemicals and pesticides on crops so
advice they are healthier.
5 described, modeling, advertising, consumer
6 why woman become artist, love art, tradition, talent
c) To produce for-and-against written
7 man feel, focused, scared, excited
arguments
8 traveller cross desert, jeep, camel, foot
Ask Ss to collect information, then discuss the
question.
2 To listen for specific information
• Play the recording. Ss listen and choose the correct Suggested Answer Key
answers. Many European governments struggle with their
• Check Ss’ answers. attitudes towards GM foods. On the one hand, there is
so much research that shows how much benefit they
Answer Key
can be to society. On the other, the newspapers and TV
1 C 3 A 5 B 7 A are full of emotional language that is very anti GM
2 B 4 C 6 C 8 B foods. People are worried about the environmental
impact of GM crops and some are actively
3 To present/practise word stress campaigning against any form of GM. Because of this,
most governments are waiting for public opinion to
• Ask Ss to read the words in the list and decide
settle down before they make any public comments at
which is the most stressed syllable in each word.
all.
• Play the recording. Ss listen and check their answers.

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6 Module
6 e Speaking skills
Suggested Answer Key
A: Hi. Harry. How’s things? Have you got any plans for
tonight?
1 a) To complete a situational dialogue B: Fine thanks. Actually I’m just on my way home to
cook dinner.
• Explain the task and ask Ss to read out the A: Really? Home-cooked food is so time consuming.
phrases in the list. B: I know, but it’s cheaper to cook at home and I know
• Give Ss time to read the dialogue and match the what the ingredients are unlike with processed food
phrases to the gaps 1-5. or ready meals.
A: You’re right, but it requires cooking skills and I don’t
b) To listen and check answers and to role have any.
play a dialogue B: Why don’t you go on a cookery course?
• Play the recording. A: I’m not sure that’s a good idea. That would be
• Ss listen and follow the dialogue in their books expensive.
and check their answers. B: OK, then. How about buying a step-by-step
• Ss then take roles and act out the dialogue in cookery book for beginners?
pairs. A: I suppose that would work. I guess I should make an
effort to make home-cooked food.
Answer Key B: How about coming to my place for dinner and I’ll
1 How’s things? show you how to make a few basic recipes.
2 Takeaway food is so unhealthy. A: I’d love to. Thanks a lot.
3 You’re right, but it’s tasty.
4 That would be too expensive for me. 3 a) To compare and contrast two pictures
5 I suppose that would work.
• Direct Ss’ attention to the pictures and explain
the task. Go through the list of ideas.
2 To role play a situational dialogue asking • Ss complete the task in pairs using the key
for an giving advice vocabulary given. Remind Ss not to monopolise
• Direct Ss to the Useful Language box and explain the conversation.
the situation. • Monitor the activity around the class and then
• Ss then work in pairs, take roles and act out a dialogue elicit a variety of statements from Ss around the
similar to the one in Ex. 1a for the situation presented. class comparing and contrasting the activities in
• Write this diagram on the board for Ss to follow it. the pictures.
Suggested Answer Key
A B
A: Well, both pictures show people doing healthy
Greet B. Ask about Reply. Explain that
activities that are good for them.
plans for tonight. you are going home
B: Yes, picture 1 shows someone running and picture
Express surprise. Say to cook. 2 shows two people preparing a healthy meal.
what you don’t like Express A: Both activities are good for your health because
about it. understanding. Give physical exercise is good for a healthy heart and
Agree but explain reasons why you do lungs and healthy eating can improve energy levels
why you don’t do it. it. and reduces the risk of diseases. What do you think?
Give advice. B: Yes. Also, both exercise and healthy eating can
Respond to advice. control your weight and help maintain a healthy
Reject giving reasons. Give another piece weight, don’t you think?
Respond positively. of advice. A: That’s true. Physical exercise can also improve your
Accept invitation. Invite A home. mood and help you sleep so I think exercising is the
best way to stay healthy.
• Monitor the activity around the class and then ask B: Perhaps, but without a healthy diet, exercise can
some pairs to act out their dialogue in front of the only do so much.
class. A: You’re right.
B: I think both physical exercise and healthy eating are
necessary for a healthy lifestyle.
A: I agree.

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Module 6
b) To analyse a model answer Answer Key
Play the recording. Ss listen and compare their 1 Without a doubt 6 To begin with
answers to the model answer and compare it to 2 Firstly 7 Secondly
their own. 3 Moreover 8 This is because
4 As a result 9 To conclude
(Ss’ own answers) 5 On the other hand
The essay is written in formal style appropriate for the
4 To answer topic-related questions
topic.
Read out the questions one at a time and elicit answers
from various Ss around the class.
b) To analyse the structure of a model essay
Suggested Answer Key
Elicit which paragraph contains what from Ss
1 I like swimming the best. It makes me feel energised
around the class.
and relaxed at the same time.
2 Yes, I think most of them do because many Answer Key
teenagers play a sport at school and also in their A 3 B 4 C 2 D 1
free time.
3 I think people like eating junk food because it is
quick and convenient and because it tastes good. c) To write alternative topic sentences
4 Generally, no I don’t. I choose something from the Elicit which the topic sentences are. Give Ss time to
menu that looks or sounds good to eat. write alternative topic sentences and then elicit
answers from Ss around the class.

6f Writing Suggested Answer Key

1 To analyse a rubric
• Ask Ss to read the rubric. Elicit which the key words
are.
• Give Ss time to answer the questions and then
check Ss’ answers around the class.
Answer Key
Key words: animal testing in the interests of medical
research, teacher, essay discussing advantages and
disadvantages of doing medical experiments on
animals, justifying answers, 120-180 words
1 No they should be presented in separate
paragraphs.
2 formal style
3 with examples or justifications
4 a topic sentence
5 in the conclusion
There are a number of advantages to animal testing. –
Animal testing has some benefits.
On the other hand, using animals in medical research
has its drawbacks. – However, there are some
disadvantages to animal testing.
d) To identify a writing technique
Elicit which technique the writer has used (a rhetorical
question; using a quotation; addressing the reader
directly) and then ask Ss to suggest an alternative
beginning for the essay.
Answer Key
The writer has used a rhetorical question.
Suggested Answer Key
There is a saying, “The ends justify the means.” Is this
argument, enough, though, when it comes to animal
testing in medical research?

2 a) To read a model essay and practise 3 To practise linkers

linkers
Give Ss time to choose the correct linkers from the
• Give Ss time to read the model essay and choose choices in bold and then elicit answers from Ss around
the appropriate linkers in closed pairs. the class.
• Check Ss’ answers around the class.
Answer Key
1 As a result 4 As well as
2 This means that 5 In conclusion
3 This is due to the fact that

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4 a) To expand prompts into full sentences
• Explain the task. Give Ss time to complete it.
• Check Ss’ answers around the class.
Suggested Answer Key
1 To begin with, a personal trainer can design a fitness
programme to suit your individual needs. For
example, if you want to tone specific muscles, the
trainer can recommend the correct exercises for you.
2 Firstly, going on a diet can sometimes mean that
you put the weight back on when you stop.
Consequently, dieters may feel discouraged and
frustrated.
3 In the first place, a short 20-minute nap every day
can make you feel calmer. This is due to the fact
that the body’s stress hormone levels are reduced
after a nap.
b) To write topic sentences
Give Ss time to think of appropriate topic sentences
for the supporting sentences in Ex. 4a. Ss work in
closed pairs. Elicit answers from various Ss around
the class.
Suggested Answer Key
1 There are a number of advantages to hiring
a personal trainer.
2 Dieting has some disadvantages.
3 There are a number of benefits to napping.
5 To practise supporting arguments
• Ask Ss to read the arguments for and the
arguments against dieting and think of relevant
justifications in closed pairs.
• Then give Ss time to use phrases from the Useful
Language box and write full paragraphs. Remind
Ss that they need to start each paragraph with an
appropriate topic sentence.
• Ask various Ss around the class to read out their
paragraphs to the class.
Suggested Answer Key
There are a number of arguments in favour of dieting.
Firstly, achieving a healthy weight can help you live a
longer, healthier life. This is because there is less stress
on your body. Secondly, losing weight can improve
your self confidence. This is due to the fact that you will
feel better about yourself. Finally, eating less costs less.
Consequently, you will save money by reducing the
amount of food you buy.
On the other hand, there are also some disadvantages
to dieting. To start with, people can use unhealthy
methods to achieve weight loss. For example, crash
6 Module
diets where the person eats very few calories can be
dangerous. In addition, people can take dieting too far
and become underweight. This can be just as unhealthy
as being overweight. Finally, it can take some time to
see results. Consequently, dieters may feel
discouraged and frustrated.
6 a) To prepare for a writing task
Ask Ss to read the rubric and the arguments and
then elicit which arguments are for and which
arguments are against the topic.
Answer Key
For: 3, 4, 5 Against: 1, 2, 6
b) To practise supporting arguments
Give Ss time to think of appropriate justifications for
each argument. Ss can use ideas from the
tapescript for Ex. 5a in 6d and then ask various Ss
around the class to read their answers aloud.
Suggested Answer Key
1 Modifying the DNA of a plant is interfering with
nature.
2 The companies who produce them own the rights
to them and can set any price they want.
3 It can produce crops that can survive droughts and
pests and so prevent famine.
4 It doesn’t require the use of chemical pesticides so
it reduces pollution.
5 They can save money on pesticides and crop
spraying machinery. Also, farmers would have
bigger harvests because the crops would not be
lost to insects or bad weather.
6 GM foods have not been around for long enough to
see if there are any long term health effects of
eating them.
c) To listen for specific information
Play the recording and elicit what justifications the
speakers give for each argument from various Ss
around the class.
Answer Key
1 Modifying the DNA of a plant is interfering with
nature.
2 The companies who produce them own the rights
to them and can set any price they want.
3 It can produce crops that can survive droughts and
pests and so prevent famine.
4 It doesn’t require the use of chemical pesticides so
it reduces pollution.
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Module 6
5 They can save money on pesticides and crop Answer Key
spraying machinery. Also, farmers would have 1 the 5 no 9 no
bigger harvests because the crops would not be 2 up 6 from 10 has
lost to insects or bad weather. 3 when 7 at
6 GM foods have not been around for long enough to 4 much 8 that
see if there are any long term health effects of
eating them.
2 To practise word formation
• Explain the task and give Ss time to complete it.
7 To write a for-and-against essay
• Then check Ss’ answers on the board.
• Refer Ss to the Writing Bank and then give Ss time
to complete the task using the Useful Language Answer Key
box and their answers from Ex. 6. 1 regularly 6 accessible
• Remind Ss to follow the plan, not to use short forms 2 transportation 7 difficulty
and to start each main body paragraph with a topic 3 confidently 8 easiest
sentence. Ask Ss to start their piece of writing using 4 respectfully 9 fitness
one of the writing techniques. 5 safety 10 beneficial
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ 3 To practise sentence transformations
answers in the next lesson.
• Explain the task and give Ss time to complete it.
Suggested Answer Key • Remind Ss not to go over five words and to use the
The topic of GM foods is controversial because people word given in bold and capitals.
have strong opinions on it. However, which argument is • Check Ss’ answers.
the strongest: for or against?
Answer Key
GM food technology definitely has advantages. Firstly,
it can help fight world hunger. It can produce crops that 1 ambition is
can survive droughts and pests and so prevent famine. 2 of no interest to
Secondly, it is environmentally friendly. It does not 3 Kate enjoys as much as
require the use of chemical pesticides so it reduces 4 caused Martin to take up
pollution. 5 to be keener on
However, there are also some disadvantages. Firstly, 6 not only healthy but (also)
GM food production is an unnatural way to grow crops. 7 nothing wrong with eating
Modifying the DNA of a plant is interfering with nature. 8 no comparison between
In addition, GM foods could cause health problems.
They have not been around for long enough to see if 4 To practise grammar structures from
there are any long term health effects of eating them. the module
All in all, although there are disadvantages to GM Give Ss time to choose the correct answer for each
foods, I think they are a good idea. I think they can question and then check Ss’ answers. Ask Ss to justify
solve the problem of world hunger, help the their answers.
environment and reduce the use of chemicals and
pesticides on crops so they are healthier. Answer Key
1 B 3 D 5 A 7 D 9 C 11 C

Language Knowledge 6 2 A

1
4 C 6 C

such a/an + adj + noun

8 B 10 C 12 A

2 mind + -ing form

1 To read for cohesion and coherence 3 tell sb not to ...
• Give Ss time to read the text and think of a suitable 4 -in form as S
word to fit in each gap 5 as though + past simple (unreal past – present)
• Check Ss’ answers. 6 as long as + clause
7 not only + verb in the interrogative (inversion)
8 appear + to inf continuous form (changing situation)
9 more and more + adj

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10 without fail
11 present simple (state)
12 help yourself (expression)
5 To consolidate new vocabulary
Give Ss time to choose the correct word for each gap
and then check Ss’ answers.
Answer Key
1 C 4 A 7 D 10 C 13 D
2 B 5 C 8 B 11 D
3 C 6 B 9 A 12 B
earn a living/a salary/money (phr): to work in order to
get money to buy the things I need / my wages
get money for doing sth (phr): to earn money by doing
sth
gain weight (phr): to become heavier
take action (phr): to physically do sth
a chance to do sth (phr): an opportunity to change a
situation
career opportunities (phr): possibilities of employment
have/show potential (phr): to have/demonstrate that you
have the ability to achieve sth in the future
mark the occasion (phr): to do sth to signify that a
certain event is special
growth of crime/economy (phr): the increase of sth in
size, amount or degree
extension of a building (phr): the act of adding to a
building
expansion of metals/an industry (phr): the act of
increasing in size, amount or range
enlargement of a photograph (phr): the act of taking an
original and making a copy, but on a larger scale
fine sb for sth (phr): to charge sb money for breaking a
rule or law
charge sb with a crime (phr): to formally accuse sb of
breaking the law
accuse sb of sth (phr): to claim that sb has done sth bad
judge sb by sth (phr): to form an opinion about sb based
on sth you have heard or seen
impose a sentence on sb (phr): (of a judge) to announce
the official punishment to the accused
a plot to do sth (phr): a plan to carry out an idea, usually
illegal
a proposal for sth/to do sth (phr): a formal or official
suggestion
an attractive/interesting proposition (phr): a suggestion
or offer which sounds good
determine to do sth (phr): to decide to do sth
Language Focus
locate (v): to find where sth is
a town/building is situated (phr): a town/ building is in a
certain place
position (v): to put an object in a certain place
convince sb of sth/sb to do sth (phr): to make sb
believe sth/to persuade sb to do sth
justify doing sth (phr): to state my reasons for doing sth
6 Module
confirm my fears/suspicions/doubts (phr): to find out I
was right to have negative feelings about sb/sth
prove to sb that (phr): to show sb without a doubt
solve a crime/a puzzle/a mystery (phr): to find out who
committed a crime/to find the answer to a puzzle/a
mystery
complete a test (phr): to finish an exam
write a book/an article (phr): to create a long piece of
writing/a short section in a magazine or newspaper
fill in a form/the gaps (phr): to write all the necessary
information/the missing items
sth is targeted at sb (phr): sth is meant for a certain
group of people
directed towards sth else (phr): to aim sth in a particular
direction
sth is intended for sb (phr): sth is meant for sb
a letter is addressed to sb (phr): a letter is sent to sb
ample room/space (phr): more than enough room/
space
enough to do sth (phr): sufficient to do sth
plenty of sth (phr): lots of sth
stacks of work/money (phr): a large amount of
work/money
restore an old building (phr): to bring an old building
back to its original state
renew a contract/licence/passport (phr): to apply for a
new contract/licence/passport because my old one has
expired
revise plans (phr): to review and change plans
replace sth with sth else (phr): to get rid of sth and put
a new one in its place
twist my ankle (phr): to turn my ankle suddenly and hurt
it
slip on the ice (phr): to lose my footing on an icy surface
and fall
drop sth (v): to let go of sth by mistake so that it falls
bump into sb/against sth (phr): to accidentally meet
sb/hit sth
return of sth (phr): the act of taking sth back to the shop
where I bought it
compensation for sth (phr): the money paid to me
because sth bad happened to me
replacement of sth (phr): the act of giving sth in place of
sth else that was broken or was of poor quality
full refund (phr): the return of all the money paid for
goods or services because they were broken or of poor
quality
6
1 To practise theme based vocabulary
• Give Ss time to complete the task in closed pairs.
• Check Ss’ answers around the class.
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Module 6
Answer Key Grammar in Focus
1 wet 3 alcohol 5 full
To consolidate grammar structures from
2 dairy 4 vitamin
the module
• Explain the task.
2 To consolidate vocabulary from the module
• Ss complete the task.
• Give Ss time to complete the task. • Check Ss’ answers. Ss should justify their answers.
• Check Ss’ answers around the class. Explain any
unknown words. Answer Key
1 am writing (action happening now)
Answer Key
2 have been feeling (present perfect continuous with
1 course 4 servings 7 injury for)
2 helping 5 sickness 3 to (belong to)
3 portion 6 illness 4 or (one or another)
serving (n): an amount of food enough for one person 5 don’t do (conditional Type 1)
portion (n): a piece/share of sth 6 make (phrase: make friends)
helping (n): quantity of food for one person at a meal 7 had (wish for the present)
course (n): one part of a meal (e.g. main course) 8 myself (expression)
illness (n): the fact or experience of being ill 9 were (conditional Type 1)
sickness (n): illness usually involving vomiting
injury (n): physical harm or damage to the body
Progress Check 6
3 To consolidate vocabulary from the module
• Give Ss time to complete the task. 1 To read for specific information
• Check Ss’ answers around the class. • Ask Ss to read the statements 1-6.
Answer Key • Then give Ss time to read the text and mark the
statements accordingly.
1 breathing 4 concussion 7 sweet • Check Ss’ answers. Ss should justify their answers.
2 vast 5 immediate
3 digestive 6 illness Answer Key
1 T
(uses saliva ... nests)
4 To practise phrasal verbs and prepositional 2 T
(served with ... potatoes)
phrases 3 F
(when they hear its ingredients)
4 F
(made of animal fat, contains salmon eggs, fish,
• Explain the task. berry)
• Ss complete the task in closed pairs. 5 T (react ... appreciation)
• Check Ss’ answers around the class. 6 T (banned)
Answer Key
1 in 4 to 7 to 2 To read for specific information
2 down with 5 from 8 out • Ask Ss to read the questions and the possible
3 with 6 in answers.
• Then give Ss time to read the text and choose the
5 To practise word formation correct answers.
• Explain the task. • Check Ss’ answers. Ss should justify their answers.
• Ss complete the task. Remind Ss that correct Answer Key
spelling is necessary. 1 C (some people ... leave some on)
• Check Ss’ answers on the board. 2 B (go for it)
Answer Key
1 tiredness 4 significant 3 To revise notions/functions
2 massive 5 unhealthy • Explain the task and give Ss time to complete it.
3 consciousness • Check Ss’ answers around the class.
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6 Module
Answer Key 7 To write a for-and-against essay
1 b 2 b 3 a • Explain the task and give Ss time to complete it. Ss
can use ideas from the tapescript in Ex. 6 Progress
4 To consolidate vocabulary from the module Check 6.
• Check Ss’ answers.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class. Suggested Answer Key
Answer Key We all know that exercise is good for us and one way to
keep fit is to join a gym. However, is going to the gym
1 sip 5 crunchy
the best option?
2 illness 6 swelling
There are many benefits to going to a gym. Firstly, you
3 irritability 7 heal
have access to all the proper equipment. For example,
4 Poach 8 relieve
you can use weights and exercise machines and gyms
have personal trainers to offer help, advice and
5 To revise conditionals support. In this way, you can exercise in a way that
• Explain the task and give Ss time to complete it. suits you. In addition, gyms have long opening hours.
• Check Ss’ answers around the class. This means that you can exercise at a time that fits
around your schedule.
Answer Key On the other hand, there are some disadvantages to
1 would see, out 5 wouldn’t be, with gyms. Firstly, gym memberships are expensive. They
2 do, ate 6 on, would taste can be costly and usually the fees go up every year.
3 out, will find 7 with, have joined Secondly, exercising at a gym can be boring. You are
4 hadn’t bumped, on 8 had paid, to stuck indoors repeating monotonous exercises.
All in all, there are both pros and cons to exercising in a
6 To listen for specific information gym. If someone cannot exercise in the open air, then
the gym is the best option to keep fit.
• Explain the task and ask Ss to read the gapped
sentences 1-10. Check your progress
• Play the recording twice. Ss listen and complete the
sentences. Ask Ss to assess their own performance in the unit
• Check Ss’ answers on the board. according to how competent they feel for each of the listed
activities.
Answer Key
1 encourage people
2 muscle strength
3 key points
4 outdoor pursuits
5 imaginary routes
6 better
7 feel obliged
8 make an excuse
9 exercise mat
10 stick to your schedule

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Module 7 Civilisations & Science
In this module Ss will explore the topics of unexplained
mysteries, ancient civilisations, UFOs, space and science &
technology.
Module page 101
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary
Vocabulary: Unexplained mysteries (be associated with,
aliens, extraterrestrial, ancient city, ocean floors,
supernatural force, press release, sank, evidence, strange
occurrences, unexplained disappearances, hit international
headlines)
7a Reading 102-103
Lesson Objectives: To listen and read for gist, to read for
specific information, to talk and write about a mysterious
place you would like to visit
Vocabulary: Verbs (guard, construct, exceed, encode,
decompose, gather. Amplify, accomplish, taunt); Nouns
(monoliths, constellation, landing strip, awe, summit, feat,
burial ground); Adjectives (massive, sheer, confronted);
Phrases (be in the presence of, religious significance, set
eyes on, shake head in disbelief, perfectly aligned, raise
questions, provoke feelings, healing site)
7b Vocabulary 104-105
Lesson Objectives: To learn words/phrases related to
mysteries and ancient civilisations, UFOs and space, to
learn phrasal verbs, to learn prepositional phrases, to learn
idioms, to practise word formation
Vocabulary: Mysteries and ancient civilisations (mysterious
powers, ancient civilisations, unlock the mystery, concrete
evidence, fake carvings, unsolved mysteries, Mayan temple,
joining, remote locations, complicated works of art,
conquered, declined, expanded, extended, worshipped,
flourished); UFOs (aliens abduction, close encounter, UFO
sightings, strange occurrences, extraterrestrial, spacecraft,
alien being); Space (land on the moon, emit light, rotate on
its axis, launch into space, orbit the sun, travel at speeds,
galaxy, law of gravity, constellation, solar system, light years,
shooting star, space exploration, space shuttle); Idioms (a
cock and bull story, behind closed doors, to be in the dark,
the truth will [come] out)
96
7c Grammar in use 106-107
Lesson Objectives: To revise comparisons, to present
inversion, to revise/practise clauses, to practise key word
transformations
7d Listening skills 108
Lesson Objectives: To listen for specific information, to
pronounce /øf/, /Åf/, /O…/, /u…/, /´/
Vocabulary: Planetarium (dome-shaped ceiling, wonders of
universe, distant galaxies, soar, in depth); UFO Day (alien
encounters, debris, desert, speculation, experimental,
wreckage, simultaneously, literate, extraterrestrials)
7e Speaking skills 109
Lesson Objectives: To make suggestions, to act out a
dialogue making suggestions and agreeing/disagreeing, to
compare pictures
7f Writing 110-111
Lesson Objectives: To analyse a rubric, to analyse a model,
to practise linkers, to write a report
Language Knowledge 7 112-113
Lesson Objectives: To practise open cloze, to practise
word formation, to practise key word transformations, to
consolidate vocabulary and grammar structures from the
module
Language Focus 7 114
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 7 115-116
Lesson Objectives: To read for specific information, to
revise situational language, to listen for specific information,
to revise/consolidate vocabulary & grammar structures from
the module, to write a report
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7 Module
Module Objectives
Read the title of the module Civilisations & Science and ask 7a Reading
Ss to suggest what they think the module will be about (the
module is about unexplained mysteries, ancient civilisations, 1 To introduce key vocabulary from a text and
UFOs and space.) Go through the objectives list to stimulate prepare for a reading task
Ss’ interest in the module. Refer Ss to the Word List at the back of their books
and give them time to look up the meanings of the
1 a) To introduce new vocabulary words/ phrases given.
• Direct Ss’ attention to the texts and the words in
the list in the rubric and give Ss time to use the 2 a) To practise new vocabulary in context
words to complete the texts. Give Ss time to complete the sentences using the
• Check Ss’ answers. words/phrases from Ex. 1 and then check Ss’
Answer Key answers.
1 ancient 7 occurrences Answer Key
2 sank 8 supernatural 1 giant stone monoliths 3 accuracy
3 floors 9 hit 2 clearly visible 4 burial ground
4 evidence 10 release
5 associated 11 extraterrestrial
b) To listen and read for gist
6 disappearances 12 aliens
• Refer Ss to the text on pp. 102-103 and the
structures in the pictures.
b) To match texts to mysteries
• Elicit which structure each sentence in Ex. 2a
• Go through the mysteries 1-5 and elicit what, if may be about.
anything, Ss know about each one and then • Play the recording. Ss listen and follow the text
elicit which ones the texts match. in their books and check.
• Check Ss’ answers.
Answer Key
Answer Key
1 A 2 B 3 C 4 D
A 3 B 4 C 1
3 To read for specific information
2 To speculate about an incident
• Ask Ss to read the questions 1-15 and give them
Ask Ss to read text C again and elicit Ss’ guesses time to read the text again and mark the questions
about what they think may really have happened. with the correct letters.
Suggested Answer Key • Check Ss’ answers around the class and ask Ss to
justify their answers with examples from the text.
I think aliens landed on Earth and the American military
covered the incident up./ I think it is all a myth and perhaps Answer Key
the incident involved a secret warplane or weapon and 1 D 4 A 7 D 10 A 13 C
that’s why the US army tried to hide the truth. 2 C 5 C 8 C 11 D 14 D
3 B 6 B 9 A 12 C 15 C
Words of wisdom • Refer Ss to the Check these words box and
Direct Ss’ attention to the quotation and ask Ss to explain/elicit the meanings of the words or ask Ss
discuss what it means with a partner and/or give their to use their dictionaries and look them up.
opinion on it. Then ask various Ss to tell the class. Suggested Answer Key
Suggested Answer Key monoliths (n): large stone statues
I think that it means that the best thing about civilisation guard (v): to watch sth and protect it
is peace and the worst thing is war. I agree with it construct (v): to build
because in a truly advanced society peace should reign (be) in the presence of (phr): to be near/in the
and there should be no need for war. Obviously, we are company of sb/sth
not that advanced yet.

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exceed (v): to go above and beyond sth 5 To consolidate new vocabulary
constellation (n): an arrangement/ group of stars in the • Explain the task and give Ss time to complete it.
sky • Check Ss’ answers.
religious significance (phr): how important sth is to a
certain religion Answer Key
landing strip (n): a rough runway for planes to land 1 isolated 5 clearly 9 complete
massive (adj): very large 2 honour 6 landing 10 ancient
awe (n): wonder/ amazement 3 accomplish 7 shake
set eyes on (phr): to see sb/sth for the first time 4 burial 8 stone
sheer (adj): used to emphasis how great or powerful a
quality/feeling is
To consolidate information in a text
shake head in disbelief (phr): to be shocked/ stunned
by sth Ask various Ss to tell the class two things they have
summit (n): the top of a tall building/ mountain, etc learnt from the text.
encode (v): to hide a code within sth Suggested Answer Key
perfectly aligned (phr): to be accurately lined up with
I learnt that the Great Pyramid has special powers such
sth
as preventing food from rotting and sharpening dull
decompose (v): to rot
razor blades.
gather (v): to collect together
I also learnt that Stonehenge may have been a healing
amplify (v): to make sth louder/stronger
site.
raise questions (phr): to have so many uncertain
things about it that people ask questions
confronted (adj): be faced with To express a personal opinion
provoke feelings (phr): to arouse emotions and • Give Ss time to think about the questions in the
feelings in sb rubric and then write a few sentences.
accomplish (v): to achieve sth • Ask various Ss around the class to read their
feat (n): a difficult deed sentences out to the class.
taunt (v): to tease or make fun of sb
burial ground (n): a place where dead people are Suggested Answer Key
buried in the ground I would like to visit The Great Pyramid of Giza the most.
healing site (phr): a place where people go to be It seems very impressive to look at and all the mystery
cured of a disease because they believe the place has surrounding it makes it a very interesting place. I would
special healing powers like to see for myself if it has special powers.

4 To consolidate new vocabulary through

synonymous words/phrases
• Read the words/phrases in the list and give Ss time
7b Vocabulary
to match the definitions to the words in bold in the
1 To consolidate vocabulary from a text
text.
• Elicit answers from various Ss around the class. • Explain the task and give Ss time to complete it.
• Check Ss’ answers round the class.
Answer Key
faraway = distant Answer Key
dot = be spread across 1 disbelief 4 drop 7 raise
surreal = strange 2 massive 5 aligned 8 amplify
exceeded = went beyond 3 works 6 constellations
visible = can be seen
depict = show 2 To consolidate new vocabulary
significance = importance
awe = respect Give Ss time to complete the task. Check Ss’ answers.
level = flat Answer Key
confronted = faced 1 decompose 3 admit 5 exceed
accomplish = achieve 2 guard 4 dot 6 taunt
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3 To present and practise topic-related Answer Key
vocabulary in context 1 system 4 years 7 exploration
• Explain the task. 2 star 5 shuttle 8 galaxy
• Give Ss time to complete it. 3 gravity 6 constellation
• Check Ss’ answers round the class.
Answer Key 8 To present/practise phrasal verbs
1 carvings 5 temple 9 fake • Explain the task.
2 remote 6 unlock 10 powers • Give Ss time to complete the task.
3 joining 7 civilisations 11 unsolved • Ask Ss to check their answers in Appendix 1.
4 concrete 8 complicated Check Ss’ answers round the class.
Answer Key
4 To present/practise topic-related 1 out 3 forward 5 down
vocabulary related to ancient civilisations 2 across 4 up
• Explain the task.
• Give Ss time to complete it. 9 To present/practise prepositional phrases
• Check Ss’ answers round the class.
• Explain the task.
Answer Key • Give Ss time to complete the task.
1 extended 4 worshipped • Ask Ss to check their answers in Appendix 2.
2 flourished, declined 5 conquered Check Ss’ answers round the class.
3 expanded Answer Key
1 over 3 into 5 from
5 To present/practise topic-related 2 with 4 of
vocabulary related to UFOs
Suggested Answer Key
• Explain the task.
1 spór na temat czegoś, kontrowersja dotycząca czegoś
• Give Ss time to read the extract and complete it
2 porozumieć się z, kontaktować się z
with the words in the list.
3 wpaść do, rozbić się
• Check Ss’ answers round the class.
4 w poszukiwaniu czegoś
Answer Key 5 nie pozwolić komuś na, uniemożliwić komuś
1 sightings 4 spacecraft (zrobienie czegoś)
2 occurrences 5 extraterrestrial
3 abduction 6 encounter 10 To present idioms
• Explain the task.
6 To present/practise topic-related • Give Ss time to complete the task.
vocabulary related to space • Ask Ss to check their answers in the Word List.
• Explain the task. Check Ss’ answers round the class.
• Give Ss time to complete it. Answer Key
• Check Ss’ answers round the class.
1 story 2 doors 3 dark 4 truth
Answer Key
Suggested Answer Key
1 land 3 rotates 5 orbits
1 bajeczka
2 emits 4 launched 6 travel
2 za zamkniętymi drzwiami
3 nic nie wiedzieć (o czymś)
7 To present/practise topic-related 4 prawda wyjdzie na jaw
vocabulary related to space
• Read out the words in the list and explain/elicit their 11 To practise word formation
meanings.
• Explain the task and give Ss time to complete it.
• Give Ss time to complete the sentences.
• Check Ss’ answers on the board.
• Check Ss’ answers round the class.

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Answer Key • Remind Ss to add any necessary words.
1 excitedly 6 exploration • Check Ss’ answers round the class.
2 anticipation 7 death Suggested Answer Key
3 qualified 8 investigation
2 faster, faster 7 more advanced
4 participant 9 unusually
3 the least 8 less
5 students 10 machinery
4 well-presented as 9 as far
5 the most publicised
6 The further/farther, the darker

7c Grammar in use 5 To practise comparing places

1 To present/revise comparisons
• Direct Ss’ attention to the jokes in the cartoons and
the examples 1-6 and ask them to explain how we
form the comparative and the superlative.
• Refer Ss to the Grammar Reference section for
more information.
Answer Key
The comparative is formed by adding ‘-er’ to one-
syllable adjectives and ‘more’ to adjectives with two or
more syllables. The superlative is formed by adding ‘-
est’ to one-syllable adjectives and ‘the most’ to
adjectives with two or more syllables.
• Elicit similarities and/or differences in Ss’ L1.
(Ss’ own answers)
2 To practise comparative/superlative
adjectives/adverbs
• Explain the task and read out the example and then
give Ss time to complete the task.
• Check Ss’ answers round the class.
Answer Key
2 more convincingly 4 the most easily
3 the most amazing 5 farther/further
3 To practise comparative/superlative
adjectives/adverbs
• Explain the task and read out the example and then
give Ss time to complete the task.
• Check Ss’ answers round the class.
• Refer Ss back to the texts on pp. 102-103 and ask
them to write sentences comparing the places
using the adjectives in the list.
• Check Ss’ answers by eliciting a variety of
sentences from Ss around the class.
Suggested Answer Key
The Great Pyramid and Stonehenge are older than the
Nazca Lines.
Easter Island is the most remote of all the places.
Stonehenge is large, but the Great Pyramid is the
largest structure.
All the structures are puzzling, but the mystery of the
Nazca Lines is the most puzzling of all.
I think the Moai are more magnificent than Stonehenge.
The Moai are very impressive, but the Great Pyramid is
the most impressive structure of all.
The Great Pyramid covers a vast area, but the Nazca
Lines cover the vastest area.
6 a) To present inversions
• Direct Ss’ attention to the joke in the cartoons
and the examples and ask them to explain how
we form inversions. Draw Ss’ attention on the
interrogative form of the verb in inversions.
• Refer Ss to the Grammar Reference section.
Answer Key
Inversions are formed by changing the word order of a
sentence, usually to emphasise the subject or the verb.
• Elicit similarities and/or differences in Ss’ L1.
(Ss’ own answers)

Answer Key
b) To practise inversions
2 less than 4 earlier
3 the most imaginative 5 the most famous • Explain the task.
• Give Ss time to complete it.
• Check Ss’ answers round the class.
4 To practise comparative/superlative
adjectives/adverbs
• Explain the task and read out the example and then
give Ss time to complete the task.
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Answer Key
1 had the sun set when we saw the first shooting star
2 was he by the sight of the Great Pyramid that he
7d Listening skills
couldn’t speak 1 To prepare for a listening task
3 she studied history, she would have known about
Read the rubric aloud and ask Ss to look up the words/
the Aztecs
phrases given in the Word List.
4 do we see Saturn and Mercury in the sky together
5 is he an astronaut but he’s a university professor as
well 2 To listen for specific information
• Ask Ss to read the questions 1-5 and the possible
7 To practise clauses answers.
• Play the recording. Ss listen and choose the correct
• Explain the task and read out the example and then
answers to the questions. Check Ss’ answers. You
give Ss time to complete it.
can play the recording again with pauses for Ss to
• Refer Ss to the Grammar Reference section for
check their answers.
more information.
• Check Ss’ answers round the class. Answer Key
Answer Key 1 B 2 B 3 C 4 B 5 A
2 Christa McAuliffe was part of the Challenger crew The dialogue is semi-formal because it has formal
despite not being a trained astronaut. elements (long sentences, advanced vocabulary) and
3 We went to Egypt in order to see the pyramids. informal elements (short forms).
4 Our professor talks as if he believes aliens really
exist. 3 To listen for specific information
5 The mission to Mars was cancelled due to
insufficient funds. • Ask Ss to read the questions 1-5 and the possible
6 The purpose of Stonehenge is such a complex answers.
mystery that no one has been able to solve it. • Play the recording. Ss listen and choose the correct
answers to the questions. Check Ss’ answers. You
can play the recording again with pauses for Ss to
8 To practice key word transformations check their answers.
• Explain the task and give Ss time to complete it.
Answer Key
• Check Ss’ answers round the class.
1 C 2 D 3 C 4 A 5 C
Answer Key
The coverage is semi-formal because it has formal
1 in case there is
elements (long sentences, advanced vocabulary) and
2 to avoid damaging
informal elements (short forms, everyday language).
3 so as not to
4 prevent the university suspending
4 a) To present/practise the pronunciation of
/øf/, /Åf/, /O…/, /u…/, /´/
9 To consolidate grammar structures
Go through the phonetic symbols and model each
• Give Ss a few minutes to revise the grammar
sound and then elicit which word containing -ough
structures in 7c and write a few sentences using
matches each sound.
them.
• Ask various Ss around the class to read out their Answer Key
sentences to the class. /øf/ - enough
Suggested Answer Key /Åf/ - cough
/O…/ - bought
Roswell is the most mysterious event related to UFOs.
/u…/ - through
The Great Pyramid is bigger than Stonehenge.
/´/ - thorough
Such a mystery is the Bermuda Triangle that no one has
solved it yet.

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b) To listen for confirmation and practise B: Well, I think it would be a good idea to organise
pronunciation some day trips to science museums.
• Play the recording for Ss to check their A: That’s a great idea. And what do you think of this?
answers. Perhaps we could show DVDs of science
• Play the recording again with pauses for Ss to documentaries.
repeat chorally and/or individually. B: I’m not sure about that. Don’t get me wrong but
maybe doing actual experiments would be more
interesting.
A: You’ve got a point. Why don’t we inform students
7e Speaking skills that science is a good future career path?
B: I couldn’t agree more. Let’s go and tell the science
teacher our ideas.
1 a) To complete a situational dialogue
• Explain the task and ask Ss to read out the 3 To compare and contrast two pictures
phrases in the list.
• Give Ss time to read the dialogue and match the • Direct Ss’ attention to the pictures and explain the
phrases to the gaps 1-8. task.
• Ss complete the task in pairs.
Answer Key • Monitor the activity around the class and then elicit
1 We’ve got to 4 This way 7 you’re right a variety of statements from Ss around the class
2 let’s 5 be a good idea 8 couldn’t comparing and contrasting the activities in the
3 I suggest 6 get me wrong agree pictures.
Suggested Answer Key
b) To role play a dialogue
A: Well, Picture A shows an art gallery. It has a lot of
Ss take roles and act out the dialogue in pairs. large paintings on the walls and there is a crowd of
people looking at them.
2 To role play a situational dialogue making B: Yes, it may be the national gallery of a country
suggestions and agreeing/disagreeing because the paintings look like they are hundreds of
• Direct Ss to the Useful Language box and explain years old.
the situation. A: You could be right. They are probably by famous
• Ss then work in pairs, take roles and act out a artists and worth a lot of money.
dialogue similar to the one in Ex. 1a for the situation B: Picture B on the other hand shows a museum. The
presented. Draw this diagram on the board for Ss to exhibits are in glass cases and there are lots of
follow. people in the background looking at them.
• Monitor the activity around the class and then ask A: I think this must be part of an Egyptian exhibit
some pairs to act out their dialogue in front of the because it looks like Egyptian statues of pharaohs
class. and birds. What do you think?
A: You’re right. At both places people walk around and
A B look at things so they are quite similar.
Greet B. State topic. Make a B: Yes, but at an art gallery you can only see paintings
Ask for ideas suggestion. whereas at a museum you can lots of different
things.
Agree. Suggest sth Disagree. Give
A: That’s true. At the gallery the paintings are rather
else. reasons.
big and they are high on the walls in a large room,
Agree. Suggest sth Agree with A. but at the museum the exhibits are smaller and they
else. Suggest presenting are displayed in small groups in glass cases. I think
your ideas to the it’s easier to see things at the gallery than at the
teacher. museum, don’t you think?
B: Maybe. Do you think art galleries can be interesting?
Suggested Answer Key A: Yes, I think if you like art, they can be very
interesting. You can see famous paintings and learn
A: Hi. Steven. So we’ve got to attract more students to
about different artists and art movements. What do
join the college’s science club. Have you got any
you think?
ideas?
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B: I agree. I also think that art galleries can teach us 2 To read a model report and match headings
about things from the past because they are often to paragraphs
the subjects of old paintings. • Give Ss time to read the model and choose the
A: That’s a good point. I think museums can be appropriate heading for each paragraph.
interesting if you like history because you can learn • Check Ss’ answers.
lots about the past.
B: I agree. I think you can learn about many different Answer Key
aspects of life in the past from a museum because 1 A 2 B 3 D 4 E 5 C
you can see everyday items that people used such
as coins, jewellery, vases and so on. You can also Examples of formal style:
see weapons in some museums. passive (would be attracted)
A: That’s right. Museums can teach us many things full forms (it would be, we would give)
about ancient civilisations and how people used to long sentences (Secondly, I believe ..., after-school
live because they are full of artefacts and objects. activities., Despite the fact ... on weekdays.)
We can learn about our own culture’s history and objective tone (The aim of this report is to give ..., One
about ancient cultures from around the world. What suggestion would be ...)
do you think? advanced vocabulary (consider, suitable, particularly,
B: Yes, I agree. despite, involve, recommend, remain, opportunity,
cultural interest, attracted, enjoyment)

4 To analyse a model answer

3 To analyse the structure of a model report
Play the recording. Ss listen and compare their
answers to the model answer and compare it to their Elicit which paragraph performs each of the functions
own. listed from Ss around the class.

(Ss’ own answers) Answer Key

a – Paras 2, 3 & 4
5 To answer topic-related questions b – Para 1
c – Para 5
Read out the questions one at a time and elicit answers
from various Ss around the class.
4 To match linkers to functions
Suggested Answer Key
Direct Ss’ attention to the underlined linkers in the
I would like to visit the art gallery because I really like report and then elicit which ones perform which
art. I am not very interested in history so I think the functions from Ss around the class.
history museum would be rather boring for me.
Answer Key
list points – In the first place, Secondly, Finally

7f Writing make concessions – despite the fact that

add emphasis – particularly
express opinion – I feel, I believe, I strongly
1 To analyse a rubric recommend, in my opinion
make suggestions – One suggestion would be
• Ask Ss to read the rubric. Elicit which are the key express cause and effect – This way, By doing this,
words and ask Ss to underline them. As a result
• Give Ss time to answer the questions and then
check Ss’ answers.
5 To expand prompts into full sentences
Answer Key
• Explain the task. Give Ss time to complete it.
Key words: culture club, club director, make club more • Check Ss’ answers.
popular with teenagers, write a report making
suggestions, publicity, opening hours, activities, 120- Suggested Answer Key
180 words 1 One of the main reasons that teenagers do not buy
Science Magazine is because it contains articles
1 A 2 B 3 B
that are too complicated for younger readers.

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2 One solution would be to publish a teenage edition • Alternatively, assign the task as HW and check Ss’
of the magazine. answers in the next lesson.
3 In this way we could include articles that are more • You can ask Ss to swap papers and evaluate each
suitable to teenagers. other’s piece of writing.
4 Secondly, many teenagers are not aware that the
Suggested Answer Key
magazine exists.
5 It would be a good idea to hand out leaflets Introduction
advertising the magazine. The purpose of this report is to suggest ways to attract
6 As a result, more teenagers may consider buying more teenagers to the science museum.
the magazine. Leaflets
To start with, I think that it would be a good idea to
6 To practise linkers distribute leaflets advertising the museum around the
local high schools. This way, young people would find
• Explain the task and read out the linkers in the list.
out about the museum and they may want to go.
• Give Ss time to complete it.
• Check Ss’ answers. Reduced Admissions
Secondly, the museum could also offer discounts to
Answer Key
students. For examples, reduced admission prices or
1 Doing this special group rates could be offered. This would attract
2 it would be a good idea more young people there and also encourage schools
3 especially, In this way to plan school trips to the museum.
4 To begin with
5 I am convinced Audio-visual exhibits
6 Despite the fact that Finally, as young people are interested in technology,
interactive exhibits related to new technology would be
attractive to teens. In addition, it is my opinion that
7 a) To prepare for a writing task
audio-visual exhibits with light and sound displays
Ask Ss to read the rubric. would attract their attention and be lots of fun
encouraging them to visit the museum often.
b) To listen for specific information Conclusion
• Play the recording. To sum up, by distributing leaflets, offering reduced
• Ss listen and make notes on the suggestions admission prices and interactive exhibits related to
and the expected results. technology and audio-visual exhibits, we can make the
• Ask various Ss to tell the class. science museum more attractive to teenagers.

Answer Key
distribute leaflets around the local high schools –
people would find out about the museum and may
Language Knowledge 7
want to go
offer discounts to students e.g. reduced admission 1 To read for cohesion and coherence
prices/ special group rates – attract more young people • Give Ss time to read the text and think of a suitable
to go there and encourage schools to plan school trips word to fit in each gap.
to the museum • Check Ss’ answers round the class.
interactive exhibits and audio-visual exhibits with light
and sound displays – attract more teens Answer Key
1 such 5 that 9 from
2 to 6 was 10 so
8 To write a report
3 by 7 in
• Refer Ss to the Writing Bank and then give Ss time 4 ago 8 later
to complete the task using the Useful Language
box and their answers from Ex. 7.
2 To practise word formation
• Remind Ss to follow the plan, to not use short forms
and to give each paragraph a suitable heading. • Explain the task and give Ss time to complete it.
• Check Ss’ answers. • Then check Ss’ answers on the board.

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Answer Key Answer Key
1 significant 6 Unfortunately 1 C 4 A 7 D 10 D 13 A
2 discovery 7 controversial 2 A 5 B 8 C 11 B
3 recognition 8 variety 3 D 6 B 9 C 12 C
4 completely 9 extraordinary
5 valuable 10 developments climate change (phr): significant and lasting changes in
global weather conditions and patterns
air pollution (phr): harmful or dangerous gases released
3 To practise sentence transformations into the atmosphere
• Explain the task and give Ss time to complete it. atmosphere (U n): the emotional environment dominant
• Remind Ss not to go over five words and to use the in a group of people
word given in bold and capitals. bad manners (phr): rudeness or improper behaviour due
to poor social skills or ignorance
• Check Ss’ answers round the class.
be assigned sth (phr): to be given a task to do
Answer Key be supplied with sth (phr): to be provided with sth
1 would rather watch be denied sth (phr): to be refused sth
be issued with sth (phr): to receive sth that is distributed
2 must have broken
to many
3 been involved in Medicine since
novelty (C n): sth new or unique
4 was not easy for him take turns doing sth (phr): two or more people do sth
5 reputation does this scientist have one after the other
6 plan to publish sth makes a difference (phr): sth has an effect; sth
7 accused Brian of copying causes change
8 is advisable to read for a change (phr): in order to do sth different
sth depends on sth else (phr): sth is determined by sth
else
4 To practise grammar structures from rely on (phr v): to trust sb for help or support
the module count on (phr v): to depend on sb for help or support
Give Ss time to choose the correct answer for each be subjected to sth (phr): to be made to experience sth
question and then check Ss’ answers. Ask Ss to justify unpleasant
their answers. roll over (phr v): to turn my body from the position of
lying on my back to that of lying on my stomach
Answer Key the room/my head is spinning (phr): to feel as if I'm
1 A 3 C 5 C 7 C 9 A 11 D about to collapse
2 D 4 B 6 B 8 B 10 C 12 D a unique twist (phr): a way of doing sth differently from
the usual method
1 Should + subject + inf without to (inversion/ a turn of phrase (idm): a way of saying sth
conditional Type 1) urban development (phr): plans to expand, change or
2 suggest + that -clause/ suggest sb + inf without to re-design a city
rural setting (phr): a place in the countryside
3 -ing form as subject
suburban railway (phr): a train service that connects a
4 if + present simple (conditional Type 1)
city with its surrounding area
5 well-paid (adj) residential area (phr): a section of a city in which people
6 from which = where live, and there are no commercial or industrial buildings
7 apart from (aware of one aspect) vanish into thin air (idm): to disappear without a trace
8 question warm up (phr v): to prepare for physical activity
9 due to the fact + that clause the colour runs (phr): the colour of clothes spreads from
10 thanks to = due to, because of one piece to another
11 living = being alive, not dead the snow melts (phr): the snow becomes liquid because
12 find it difficult to = have difficulty in of a heat source
run a business (phr): to be in charge of a business
set a goal (phr): to determine what I must try to achieve
5 To consolidate new vocabulary throw a party (phr): to plan and host a social gathering
Give Ss time to choose the correct word for each gap make it big (phr): to be very successful
football/cricket/rugby pitch (phr): a playing field for
and then check Ss’ answers.
team sports, such as football, cricket, rugby

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football/cricket/baseball field (phr): a flat piece of land Answer Key
used for playing certain sports, such as football, cricket, 1 of 4 forward 7 up
baseball
2 off 5 across
tennis court (phr): a rectangular space with markings to
3 from 6 with
indicate the boundaries in which the game of tennis is
played
golf course (phr): an area of land with holes for playing 3 To practise word formation
golf
meet up with sb (phr v): to go to an arranged place to • Give Ss time to complete the task.
meet sb • Check Ss’ answers on the board.
see to sth (phr v): to make sure that sth is done Answer Key
present sb with sth (phr): to give sth to sb in a formal
ceremony 1 disbelief 5 expectations
face facts (phr): to accept the truth and the 2 decompose 6 intriguing
consequences of a situation or action 3 significance 7 researcher
hinder sth (v): to make it difficult for sth to happen 4 massive 8 explanation
prohibit sth (v): to not allow sth to happen
prevent sb from doing sth (phr): to stop sb from doing Grammar in Focus
sth
withhold sth (v): to not allow sb to have sth To consolidate grammar structures from
wedding ceremony (phr): an event in which two people the module
get married
• Explain the task.
hold a feast (phr): to prepare a large meal to celebrate an
event with guests • Ss complete the task.
anniversary (C n): the recurring date of a special past • Check Ss’ answers around the class. Ask Ss to
event that is noted and celebrated justify their answers.
festivities (pl n): a celebration or party of a holiday or
Answer Key
special occasion
be accompanied by sb (phr): to have a companion to go 1 was built (past passive form)
with 2 the (the + people)
follow the example/lead of sb (phr): to do the same 3 collapsed (past simple = actions happened one
thing as sb after the other)
escort sb around sth (phr): to show sb around a place 4 at (at the summit)
lead sb to do sth/to sb doing sth (phr): to cause sb to 5 did (past simple – sequence of tenses)
do sth 6 why (the reason why)
7 most incredible (superlative form with the)

Language Focus 7 8 only (not only – inversion)

9 now (refers to the present)
10 limits (present simple – sequence of tenses)
11 damaging (avoid + -ing form)
1 To consolidate vocabulary from the module
12 still remains (present simple – refers to the
• Give Ss time to complete the task. present)
• Check Ss’ answers around the class.
Answer Key
1
2
uncover
invent
5
6
sign
design
9
10
summit
point
Progress Check 7
3 recover 7 pattern 11 top 1 To read for gist and comprehension
4 discover 8 symbol 12 peak
• Ask Ss to read the headings A-G.
• Then give Ss time to read the text and match the
2 To practise phrasal verbs and prepositional headings accordingly.
phrases • Check Ss’ answers around the class.
• Give Ss time to complete the task. Answer Key
• Check Ss’ answers around the class.
1 D 2 F 3 C 4 G 5 E 6 A

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7 Module
2 To revise everyday English expressions Answer Key
• Explain the task and give Ss time to complete it. 1 interesting ... did I become
• Check Ss’ answers around the class. 2 I still have difficulty ... would ask
3 have I watched ... the most important
Answer Key
1 great idea
7 To write a report
2 a good idea
3 me wrong • Explain the task and give Ss time to complete it.
• Check Ss’ answers.
3 To consolidate vocabulary from the module Suggested Answer Key
• Explain the task and give Ss time to complete it. Introduction
• Check Ss’ answers around the class. The purpose of this report is to suggest ways to
encourage more students to study science subjects at
Answer Key university.
1 remote 4 shuttle 7 abduction
2 gravity 5 sightings 8 launch Curriculum
3 taunts 6 awe Firstly, I believe that the secondary school curriculum
should change to make science subjects more
interesting to students. For example, if students had the
4 To listen for specific information chance to do more experiments and carry out research
• Explain the task and ask Ss to read the questions that shows science in action, I think they would be
1-6 and the possible answers. more interested in the subject.
• Play the recording. Ss listen and choose correct
Career Opportunities
answers.
Secondly, I think it would be a good idea to make
• Check Ss’ answers around the class.
secondary students more aware of the career
Answer Key opportunities that studying science at a higher level can
1 A 3 C 5 D offer. For example, if they were aware that science
2 C 4 B 6 B graduates have a greater chance of finding high-paid
jobs than graduates in art subjects at home and abroad
they may choose to study science at university.
5 To practise clauses
Conclusion
• Explain the task and give Ss time to complete it.
To sum up, if students become more involved in
• Check Ss’ answers around the class.
science subjects at secondary school and become
Answer Key aware of the fact that they can have a well-paid career
1 He studied astrophysics so that he could become as a scientist, I believe more students will choose to
an astronaut. study science at university.
2 In spite of the fact that it was dangerous, he joined
the space mission. Check your progress
3 The ancient Egyptians lived thousands of years ago, Ask Ss to assess their own performance in the unit
yet some of their technology was very advanced. according to how competent they feel for each of the listed
4 She believed Stonehenge would never give up its activities.
secrets. Nevertheless, she devoted her life to
studying the structure.

6 To practise comparatives and inversions

• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.

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Module 8 Education
IIn this module Ss will explore the topics of education,
school subjects, and types of schools.
Module page 117
Lesson Objectives: To give an overview of the module, to
introduce key vocabulary
Vocabulary: School subjects (science, ICT, art, state/
private/ primary/secondary/public/nursery school, sixth form
college)
8a Reading 118-119
Lesson Objectives: To listen and read for gist, to read for
cohesion and coherence, to compare two schools, to talk
and write about why you would like to attend the NYHS
Vocabulary: Verbs (occupy, expand, fulfil, measure,
navigate, thrive, stimulate); Nouns (gateway, syllabus, oyster,
freshman, founder); Adjectives (vibrant, former, low-income,
accessible, resounding); Phrases (get a glimpse of)
8b Vocabulary 120-121
Lesson Objectives: To learn words/phrases related to
education and types of school, to learn prepositional
phrases, to learn phrasal verbs with run, to practise word
formation
Vocabulary: Education (enrol on a course, do homework,
have lessons, get low/high marks, pay attention to the
teacher, study, Maths/Music/History, take/pass/fail/retake/
have/sit a test/ an exam, drop out, leave, apply, graduate,
course, curriculum, programme, schedule, certificate,
degree, diploma, qualification, schoolboy, learner, pupil,
student, end, term, deadline, period, grades, marks, passes,
results, class, lecture, lesson, seminar, headmaster,
professor, teacher, tutor); Types of school (private, state,
specialist, secondary, independent, vocational, grammar,
boarding, language, comprehensive, single-sex school);
Other (learn by heart, feel peer pressure, course intended to
help, full dress rehearsal, accredited by, school noticeboard,
compulsory subjects, distance learning, intensive language
course, attend lessons)
108
8c Grammar in use 122-123
Lesson Objectives: To revise modals for ability/ requests/
permission/suggestions/offers, to make deductions/
assumptions, to practise key word transformations
8d Listening skills 124
Lesson Objectives: To listen for specific information, to
pronounce /I/, /i…/, /aI/
Vocabulary: From scripts (valid, discipline, promote,
practical, conduct, equal footing, peers, clique, burden,
impose, dress code, adhere, stifle, infringement)
8e Speaking skills 125
Lesson Objectives: To express opinion and uncertainty, to
speculate, to act out a dialogue asking for opinions,
expressing opinions, expressing uncertainty and speculating
and agreeing/disagreeing, to compare photographs
8f Writing 126-127
Lesson Objectives: To analyse a rubric, to analyse a model,
to practise linkers, to write topic sentences, to write an
opinion essay
Language Knowledge 8 128-129
Lesson Objectives: To practise multiple choice cloze, to
practise key word transformations, to practise word
formation, to consolidate vocabulary and grammar
structures from the module
Language Focus 8 130
Lesson Objectives: To consolidate vocabulary and
grammar structures from the module, to practise word
formation
Progress Check 8 131-132
Lesson Objectives: To read for specific information, to
listen for specific information, to revise situational language,
to revise/consolidate vocabulary & grammar structures from
the module, to write an opinion essay
10OnScr Upper B2Plus Ts POL Mod 8.qxp_10OnScr Upper B2Plus Ts POL Mod 8 12/5/18 2:35 PM Page 109
Module Objectives
Read the title of the module Education and ask Ss to
suggest what they think the module will be about (the
module is about education, school subjects and types of
schools.) Go through the objectives list to stimulate Ss’
interest in the module.
1 a) To introduce the topic and brainstorm
for topic-related vocabulary
• Give Ss a one-minute time limit to write down as
many school subjects as they can think of and
then compare their lists with their partners.
• Ask various Ss around the class to say school
subjects from their lists aloud until as many as
possible are mentioned.
Suggested Answer Key
Algebra, Art, Biology, Chemistry, ICT, Drama, English,
French, Geography, Geometry, German, History,
Design & Technology, PSHE, Literature, Maths, Music,
PE, Physics, Science, Social Studies, Spanish, Italian,
etc
b) To describe pictures
• Direct Ss’ attention to the pictures and ask
various Ss to describe them.
• Elicit which school subject each picture shows.
Suggested Answer Key
In picture 1 there is a student and a teacher in a science
lab. They are both wearing white lab coats. The student
is sitting at a desk in front of a microscope. The teacher
is holding a book and talking to the student. The
subject must be Science, in particular, Biology.
Picture 2 shows a row of students sitting in front of
computers. A teacher is showing one student how to
do something on the computer with the mouse. The
subject must be ICT.
Picture 3 shows a young girl standing in front of an
easel painting a picture. She is holding a palette and a
paintbrush. Behind her there is another student. I think
he is painting a picture too. The subject must be Art.
2 To introduce new vocabulary in context
• Direct Ss’ attention to the words in bold in the texts
and explain/elicit the meanings. Ss may look them
up in their dictionaries.
• Give Ss time to read the texts and choose the
correct words.
• Check Ss’ answers around the class.
8 Module
Answer Key
1 state 3 secondary 5 nursery
2 primary 4 private 6 sixth
The posts are informal because they use short forms
and simple short sentences.
3 To talk about types of schools
Ask various Ss around the class to talk about the types
of schools there are in your country.
Suggested Answer Key
In my country we have preschools, primary schools,
middle schools and high schools. Most of them are
state schools, but there also some private schools.
Children start school at 6 and finish high school at 18.
4 To listen and make notes and compare two
types of school life
• Play the recording. Ss listen and make notes.
• Then ask various Ss around the class to tell the rest
of the class similarities and differences between
their school life and Slava’s school life.
Suggested Answer Key
state school, school specialises in science, 6 days a
week, few hours every day
subjects: Economics, Geography, History, ICT, PE,
Social Studies, Algebra, Geometry, studies extra
Physics, Maths and Chemistry, enjoys studying the
subjects that will help in his future career
Slava goes to a state school and I go to a state school,
too. Slava goes to a school that specialises in science,
but my school doesn’t specialise in any subject. Slava
goes to school six days a week but I only go to school
five days a week. Slava studies Economics and Social
Studies whereas I don’t study those subjects. Slava
studies Geography, History, ICT, PE, Physics, Maths
and Chemistry and I study those subjects too. Slava
spends more time studying the subjects he thinks will
help in his future career, whereas I spend equal time on
all subjects.
To analyse a quotation
• Read the quotation aloud and elicit Ss’ ideas as to
what it means.
• Give Ss a three-minute time limit to write down a
few sentences and then ask various Ss around the
class to read their sentences out to the rest of the
class.
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Module 8
Suggested Answer Key
I think this quote means that students should value their
schooldays as they are very important in life. They are
not just a stage we go through before we start our real
lives. I think it also means that the purpose of life is to
continually improve oneself through education and
learning new things.
8a Reading
1 To introduce the topic
Refer Ss to the Word List and give them time to look
up the meanings of the words/phrases given. Elicit the
L1 equivalents.
(Ss’ own answers)
expand (v): to increase in size, number, amount or
importance
fulfil (v): achieve a goal
syllabus (n): the topics covered in a course of study
oyster (n): a type of shellfish
measure (v): to use a device to discover the
proportions/size/amount of sth
low-income (adj): having little money to live on
accessible (adj): easily reached
resounding (adj): great; impressive
freshman (n): a student in the first year at a high
school or university (in the USA)
navigate (v): to find your way at sea by using a map
founder (n): a person who established an institution or
organisation
thrive (v): to grow and develop well; to flourish
stimulate (v): to make sb feel interested or
enthusiastic about sth

4 To read for comprehension

2 To read for gist
• Read out the Study Skills box and explain that this
• Ask Ss to read the first sentence in each paragraph
tip will help Ss to complete the task successfully.
and elicit what they think the text is about.
• Play the recording and give Ss time to read the text
• Play the recording. Ss listen and follow the text in
again and answer the questions in their own words
their books and find out.
and then check Ss’ answers around the class.
Suggested Answer Key
Suggested Answer Key
The text is about a public high school in New York that
1 ... by ferry
offers students a unique educational experience.
2 ... Marine Science, Maritime History and
Environmental Conservation and other practical
3 To read for cohesion and coherence water-based skills
• Explain the task and ask Ss to read the text and the 3 ... have practical lessons outside studying
missing sentences A-H. organisms in the harbour and doing experiments
• Give Ss time to complete the task. with the water
• Check Ss’ answers. 4 ... is to improve the environment in the harbour and
help more sealife to live there
Answer Key
1 E 3 A 5 C 7 D The author’s intention is to inform.
2 G 4 F 6 H
5 To consolidate new vocabulary through
• Refer Ss to the Check these words box and
synonymous words/phrases
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up. • Read the words/phrases in the list and in the rubric
and give Ss time to match them.
• Elicit answers from various Ss around the class.
Suggested Answer Key
Answer Key
gateway (n): the place you go through to get access
to a certain area previous = former
vibrant (adj): exciting, active looked after = tended
occupy (v): to take up space in an area to prepare for = train
get a glimpse of (phr): to see a small part of sth; not wealthy = low-income
to see sth briefly grew = thrived
former (adj): previous; having previously been in
another state

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6 To introduce ‘true friends’
• Read out the Study Skills box and explain that this
tip will help Ss to complete the task successfully.
• Elicit true friends from the text from various Ss
around the class.
(Ss’ own answers)
7 To write derivatives
• Explain the task and read out the example.
• Give Ss time to complete it using their dictionaries if
necessary.
• Check Ss’ answers on the board.
Answer Key
dedicate (v) – dedication (n), dedicated (adj)
renovate (v) – renovation (n), renovated (adj)
compete (v) – competition (n), competitive (adj)
provide (v) – provision (n), provisional (adj)
excel (v) – excellence (n), excellent (adj)
8 Suggested Answer Key
Email
To: Matt Brown
Title: New school buildings
Matt,
The first day in the new school buildings went really
well. We’re out on Governor’s Island now. It’s a really
cool place for a school. I had to take a ferry to get there
this morning. The window in my class looks out over
the ocean too. I have classes in marine science and
conservation, but unfortunately they still make me do
mathematics. We started to learn how to build a boat
this morning and then I fed the fish in the lab. There are
only 10 of us in my class and we’ve all started our
rowing training. By the time the regatta starts, I should
be really good.
See you soon,
Jack
To compare your school with the
8b Vocabulary
school in the text
1 To consolidate vocabulary from a text
• Ask Ss to write the headings in their notebooks and
make notes about their school and the NYHS under
each one of them referring back to the text as
necessary.
• Ask various Ss around the class to talk about the
similarities/differences between the two schools
using their notes.
8 Module
Suggested Answer Key
Location: in the city vs in New York Harbour
Curriculum: normal school subjects vs practical water
skills and maritime subjects and lots of lessons outside
Students: over 1000 vs 400
Teachers: probably similar
Activities: regular school activities, e.g. concerts,
school plays, sports events vs scuba diving, charity
sailing regatta, oyster farming, etc
My school is in the city whereas the NYHS is on an
island in New York Harbour. At my school we follow the
national curriculum which includes normal school
subjects such as Maths, History, Geography, etc but at
the NYHS they also learn practical water skills and
maritime subjects. They also have a lot of their lessons
outside while at my school almost all of our lessons are
indoors. There are over 1,000 students at my school
but the NYHS has only 400. I think the teachers are
probably similar in a lot of ways. However, at the NYHS
they have a lot of interesting activities such as scuba
diving, a charity sailing regatta and oyster farming, but
at my school we just have regular school activities such
as concerts, school plays and sports events.
To express preference giving
reasons
• Give Ss time to think about why they would like to
go to this school and write some sentences.
• Ask various Ss around the class to read out their
sentences.
Suggested Answer Key
I’d like to go to the NYHS because I would love to study
outdoors and I am very interested in conservation
particularly of maritime wildlife. I would also really enjoy
learning how to scuba dive and taking part in the
rowing competitions!
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 vibrant 3 dedicated 5 tend
2 motivated 4 former 6 sample
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Module 8
2 To consolidate new vocabulary Answer Key
• Give Ss time to complete the task. 1 graduated 3 degree 5 deadline 7 lecture
• Check Ss’ answers. Explain any unknown words. 2 course 4 student 6 passes 8 tutor
• As an extension ask Ss to write sentences using the Suggested Answer Key
other option, then tell their partner or the class.
drop out (phr v): to leave school/university/college
Answer Key without finishing your studies
1 opportunity 4 houses 6 participate leave (v): to go
2 ordinary 5 inspired, 7 raise apply (v): to submit an application
3 distinguishes curriculum 8 accessible curriculum (n): the subjects that are taught in a school
programme (n): a course of studies
Suggested Answer Key schedule (n): timetable; a series of lessons on a
1 There’s a possibility that we will visit New York this particular subject
summer. certificate (n): an official document you receive when
2 He meets his friends on a regular basis. you have completed a course of study/training
3 This fence separates our garden from our diploma (n): a document showing that you have
neighbours. completed a course of study and practical training
4 The art gallery hosts an exhibition of paintings by qualification (n): sth which is awarded when you
local artists. successfully finish a course or pass an exam
5 His parents encouraged him to participate in the schoolboy (n): a boy who goes to school
competition. According to the programme the learner (n): sb who is getting knowledge about a
match starts at 7.00. particular subject
6 He is involved in politics. pupil (n): a child at school
7 Rise up and repeat after me. student (n): a person studying at university/college
8 There aren’t any art classes available at the end (n): the final part of a period
moment. term (n): one of the three periods of time that a
school/university year is divided into
3 To consolidate new vocabulary period (n): any of the parts of time a school day is
divided into
• Give Ss time to complete the task.
grade (n): a letter given for school work or in an exam
• Check Ss’ answers.
that shows how well sb has done (Grade A)
Answer Key mark (n): (in the UK) a number for academic work
1 provides 3 train 5 facilities (80/100)
2 dedicated 4 holds pass (n): a successful result in an exam
result (n): mark/grade you get in an exam
class (n): a group of students being taught together
4 To present and practise topic-related
lesson (n): a period of instruction at school
vocabulary
seminar (n): a discussion group with a professor and a
• Explain the task. small group of students at university
• Give Ss time to complete it. headmaster (n): (in the UK) the head male teacher at a
• Check Ss’ answers. school
Answer Key professor (n): a teacher at university
teacher (n): sb who gives lessons at a school
1 e 3 g 5 f 7 d
tutor (n): a teacher at a university/college
2 c 4 b 6 a

6 To present/practise topic-related
5 To present/practise verbs related
vocabulary
to education
• Explain the task and give Ss time to complete it.
• Explain the task.
• Check Ss’ answers around the class. Explain/ Elicit
• Give Ss time to complete it.
the meaning of any unknown words.
• Ask Ss to check their answers in their dictionaries.
• Then ask Ss around the class to give explanations
for the rest of the words.

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8 Module
Answer Key 10 To practise vocabulary related to education
1 private 3 vocational 5 language • Explain the task and give Ss time to complete it.
2 specialist 4 boarding 6 single-sex • Check Ss’ answers.
Suggested Answer Key • As an extension ask Ss to make sentences using
the other options. Check Ss’ sentences round the
private school (phr): a school that parents pay tuition
class.
fees
state school (phr): a school run by the government Answer Key
that provides free education 1 organised 4 join
specialist school (phr): a school focusing on a 2 attends 5 practises
particular area of education e.g. music 3 volunteered 6 specialises
secondary school (phr): a school for students
between 11 to 16 or 18
11 To present/practise phrasal verbs with run
vocational school (phr): a school which provides
training and teaches skills for particular professions • Explain the task and direct Ss’ attention to the
grammar school (phr): a school in Great Britain for phrasal verbs with run in the diagram.
students 11-18 who have high academic ability • Give Ss time to complete the task.
boarding school (phr): a school where children can • Ask Ss to check their answers in the Word List.
live and study during the academic year Answer Key
comprehensive school (phr): a secondary school for
1 across 3 out of
boys and girls of all abilities over 11
2 into 4 away
single-sex school (phr): a school where either girls or
boys are taught
12 To learn/practise forming nouns relating to
people
7 To practise vocabulary related to education
• Read the theory aloud.
• Give Ss time to complete the task.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
• Check Ss’ answers on the board.
Answer Key
Answer Key
1 heart 6 noticeboard
1 scientists 3 teacher
2 peer 7 compulsory
2 visitors 4 comedians
3 intended 8 distance
4 rehearsal 9 intensive
5 accredited 10 attend

8 To learn prepositional phrases

8c Grammar in use
• Give Ss time to choose the correct preposition. 1 a) To present modals (ability/requests/
• Ask Ss to check their answers in the Word List. permission/suggestions/offers)
Answer Key • Ask Ss to read the examples 1-7 and elicit any
1 for 3 in 5 on similar structures in Ss’ L1.
2 in 4 on 6 from • Refer Ss to the Grammar Reference section
for more detail.
9 To practise verbs related to education (Ss’ own answers)
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
1 cheating 3 got 5 handing
2 failed 4 enrolled 6 acquire

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Module 8
b) To check understanding 5 To practise making deductions/
• Ask Ss to read the cartoons and then give Ss assumptions
time to complete the task. Ask Ss to use the • Ask Ss to read the examples 1-4. Elicit infinitive
phrases in brackets in example sentences (1-7). verb forms that follow each modal and elicit that all
• Check Ss’ answers. sentences refer to the past. Refer Ss to the
Grammar Reference section for more detail.
Answer Key
• Elicit answers to the questions in the rubric from Ss
Could – Is it possible for you to around the class.
Can – are you able to
Can’t – I am not able to Answer Key
Can – are you able to We use must have to say we are sure that something
Would – Is it possible for you to happened.
We use can’t/couldn’t have to say we are sure
2 To practise modals something didn’t happen.
We use might/may have to to say that it’s possible/
• Ask Ss to read the sentences 1-10 and choose the probable that something happened/didn’t happen.
correct modal.
• Check Ss’ answers.
6 To practise modals for deductions/
Answer Key assumptions
1 Could 5 Could 9 Can Explain the task and give Ss time to complete it and
2 was able to 6 Might 10 is able to then check Ss’ answers.
3 Can 7 Shall
4 May 8 may Answer Key
1 must 4 must 7 may
3 To practise modals 2 can’t 5 may not 8 must
3 could 6 must
• Ask Ss to read the sentences and replace the
words in bold with modals from Ex. 1a.
• Check Ss’ answers. 7 To practise modals for deductions/
assumptions
Answer Key
• Explain the task and read out the example. Draw
1 Can/Will/Would/Could you lend me your pencil? Ss’ attention to the infinitive tense form.
2 Shall we go to the gym? • Go through sentences 2-8 with Ss and ask them to
3 You can’t/may not eat in the classroom. identify the verb tense forms. Explain that this will
4 Can/May/Might/Could we leave an hour earlier? help them decide what infinitive verb form to use.
5 They were able to pass the exams.
6 She can speak French. 2 failed: past simple ➝ past infinitive: have failed
7 Shall/Can/Could/May I help you with your homework? 3 is feeling: present continuous ➝ present
continuous infinitive: be feeling
4 will be seeing: future continuous ➝ present
4 To practise modals
continuous infinitive: be seeing
• Explain the task and read out the example and then 5 wasn’t: past simple ➝ past infinitive: have been
give Ss time to complete it. 6 lost: past simple ➝ past infinitive: have lost
• Check Ss’ answers. 7 will be promoted: future simple passive ➝
Suggested Answer Key present passive infinitive: be promoted
8 was studying: past continuous ➝ perfect
2 Could you help me with my school project, please? continuous infinitive: have been studying
3 Would you mind checking my answers, please?
4 Can you sign the school report, please? • Give Ss time to rewrite the sentences.
5 Might/May I use the phone to call my parents, please? • Check Ss’ answers round the class.
6 We could organise an environmental day at the
school.
7 Shall I help you with your project?
8 May I put some posters on the wall, please?

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8 Module
Answer Key Answer Key
2 She must have failed her test. 1 B 3 C 5 A
3 He may be feeling ill. 2 C 4 B 6 B
4 We may not see him tomorrow.
The dialogue is informal because it uses short forms,
5 She can’t have been at school yesterday.
everyday expressions, simple grammar structures and
6 She may have lost her papers.
short sentences.
7 She might be promoted to headteacher.
8 She might have been studying at the library.
3 To prepare for a listening task
8 To practise making deductions • Read out the Study Skills box and explain that this
tip will help Ss improve their listening skills.
• Explain the task and read out the example. Ask Ss
• Direct Ss’ attention to the words in the list and ask
to use the phrases next to each picture to make
them to look them up in the Word List.
deductions. Ss work in pairs.
• Elicit answers from Ss around the class.
4 To listen for key information
Suggested Answer Key
• Explain the task and ask Ss to read the statements
A They must be sitting an exam now. They must have
A-F. Point out that the recording does not contain
prepared well. They might be feeling stressed. They
the sentences as they are, but Ss are expected to
must know the answers.
listen for synonymous phrases.
B They must be having a lesson. They must know the
• Play the recording. Ss listen and complete the task.
answer. They can’t be feeling bored. They must be
• Check Ss’ answers.
enjoying the lesson.
C They can’t be in a café. They must be in the library. Answer Key
They must be researching a topic. They might find Speaker 1 D Speaker 4 B
the subject interesting. Speaker 2 F Speaker 5 E
Speaker 3 A
9 To practise key word transformations
• Explain the task and give Ss time to complete it. 5 To consolidate information from
• Check Ss’ answers. a listening exercise

Answer Key Ss work in pairs and tell their partner their opinion on
school uniforms giving reasons.
1 may be accepted 4 might/may not have
2 can’t have cheated in 5 can’t have caught Suggested Answer Key
3 must have been I think school uniforms remove the pressure of what to
wear each day. They also reduce the likelihood of peer
pressure, bullying and discrimination based on what a

8d Listening skills person is wearing. On the other hand, they rob students
of their individual freedom to express themselves.

1 To prepare for a listening task 6 To practise pronunciation of /I/, /i…/, /aI/

Direct Ss’ attention to the words in the list and ask • Ask Ss to copy the table into their notebooks.
them to look them up in the Word List. • Play the recording. Ss listen and tick the sounds
they hear.
2 To listen for specific information • Play the recording again for Ss to check their
answers.
• Ask Ss to read the questions 1-6 and the possible
• Play the recording again with pauses for Ss to
answers.
repeat chorally or individually. Check Ss’ intonation.
• Play the recording. Ss listen and choose the correct
answers. Play the recording again with pauses for
Ss to check their answers.
• Check Ss’ answers.

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Module 8
Answer Key 3 To practise expressing opinion/ uncertainty
and speculating
/I/ /i…/ /aI/
life ✓ • Direct Ss to the useful language table and explain
nothing ✓ the task.
uniform ✓ • Ss then work in pairs, take roles and act out a
identify ✓ dialogue expressing your opinion on attending
easier ✓ private or state school similar to the one in Ex. 2a
using the ideas presented and the useful language.
• Write this diagram on the board for Ss to follow.

8e Speaking skills A
Ask B if decided which
B
Reply. Express
school he/she is going to. preference.
1 To introduce the topic of a dialogue
Express surprise. Express Express surprise.
Read out the questions in the rubric and elicit answers
your preference about Ask for reason.
from Ss around the class.
favourite type of school. Express uncertainty,
Answer Key State reasons. giving reasons.
A gap year is when a student takes a year off from
Disagree giving reasons. Disagree giving
his/her studies to travel and have new experiences
Disagree giving reasons. reasons.
usually before starting university.
Express uncertainty.
(Ss’ own answers)
• Monitor the activity around the class.
2 a) To read for specific information Suggested Answer Key
• Read out the questions in the rubric and then A: Have you decided which high school you are going
play the recording. to?
• Ss listen and follow the dialogue in their books B: No, not yet. I’m thinking about going to a state
and find out the answers. school, though.
Answer Key A: Are you? In my opinion, private schools are better.
B: Really? Why?
John argues that a gap year is a bad idea because Jane
A: Well for one thing, they have modern facilities and
may decide not to go to university, she will be a year
equipment. They can afford to buy better books and
behind her friends, and it may harm her chances of
supply up-to-date computers whereas at a state school
getting into a good university. Jane responds that she
students may have limited access to learning materials.
will be more committed to studying, she will have time
B: I’m not really sure about this. Tuition fees at private
to decide what she wants to study and that she does
schools are very expensive and the cost of
not mind being a year behind her friends. She also
attending a state school is low.
believes that if she volunteers or does some charity
A: That may be true, but at a private school there is a
work, she will increase her chances of getting into a
lower student-teacher class ratio than at state
good university.
schools where the class sizes are much larger.
The dialogue is informal because it uses short forms, B: I suppose so, but at state schools there is a more
short sentences and everyday expressions. diverse student body with kids from different
backgrounds.
b) To role play a dialogue A: I take your point, but private schools have a more
• Divide the class into pairs and ask them to take challenging curriculum.
roles and act out the dialogue. B: I’m sorry, but I think that this only means that there
• Monitor the activity around the class and then is also high pressure to succeed.
ask some pairs to act out the dialogue in front of
4 To compare two pictures
the class.
• Direct Ss’ attention to the pictures and explain the
task.

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• Go through the list of ideas and ask Ss to use these
phrases to complete the task in pairs. Monitor the
activity around the class and then elicit a variety of
statements from Ss around the class comparing
and contrasting the activities in the pictures.
Suggested Answer Key
Picture A shows a student studying on his own on a
computer. He is probably at home and perhaps he is
doing an online course. Picture B on the other hand
shows a teacher and some students in a classroom.
She is holding a paper in her hand and she is talking to
one of her students.
One of the main pros of e-learning is that you can study
at your own pace and at any time of the day so it fits
easily around your lifestyle. However, with classroom-
based learning, the lessons are at set times so you have
to organise your day around your studies and not the
other way around. Another benefit of e-learning is that it
doesn’t matter where you live as your learning options
are not determined by geographic location. In contrast,
students have to travel to school or college and add
commuting time to their day.
On the other hand, one of the drawbacks of e-learning is
that it requires a lot of self-motivation and discipline and
there is little support whereas with classroom-based
learning students get motivation from their teacher and
fellow students to study. Also, with e-learning there is no
social interaction and students may experience feelings
of isolation and loneliness. In comparison, classroom-
based learning offers much more social interaction.
5 To identify useful language in a model answer
Play the recording. Ss listen and make notes of any
useful language the speaker uses in their comparison.
Answer Key
One of the main pros of, Another benefit of, However,
In contrast, On the other hand, In comparison, One of
the drawbacks of, Also
8f Writing
1 To analyse a rubric
Ask Ss to read the rubric and answer the questions.
Answer Key
1 My teacher
2 I should use formal style. This means full forms,
advanced vocabulary and no everyday English.
8 Module
2 To analyse a model essay
Give Ss time to read the model essay and then elicit
which paragraph matches what content from Ss around
the class.
Answer Key
1 E 2 D 3 B 4 A 5 C
3 To categorise linkers
• Ask Ss to write the functions in their notebooks as
headings and look through the model again and
find the linkers the writer has used and write them
under the headings.
• Check Ss’ answers on the board and then elicit
synonymous ones from Ss around the class.
Suggested Answer Key
list viewpoints: In the first place, Secondly, (Firstly, In
addition)
introduce examples: For example (For instance)
introduce opposing ideas: However (On the other hand)
conclude: To conclude (In conclusion)
4 To substitute topic sentences
Elicit which are the topic sentences in the model and
then ask Ss to think of suitable alternatives. Elicit
answers from Ss around the class.
Suggested Answer Key
In the first place, online learning offers a flexible study
programme. /To start with, online learning offers a
study programme that can be tailored to the individual.
Secondly, studying via the Internet is cheaper. /
Furthermore, studying online costs less.
However, some people say that online courses make it
more difficult to share and discuss ideas./ On the other
hand, some people argue that online courses don’t
allow people to share and discuss ideas easily.
5
•
•
To practise linkers
Go through the table with Ss.
Explain the task and give Ss time to complete it and
then check Ss’ answers.
Answer Key
1 On the other hand 4 This is why
2 In particular 5 since
3 To begin with 6 This is because
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Module 8
6 To expand notes into supporting sentences
• Explain the task and give Ss time to write
appropriate supporting sentences using the
prompts given and linkers from the table on p. 126.
• Check Ss’ answers by asking various Ss to read out
the paragraphs.
Suggested Answer Key
1 For example, when boys and girls fully interact they
learn from each other’s behaviour. In this way, it
prepares children for future relationships at work, in
marriage and so on.
2 This is because in smaller classes, the teacher can
spend more time with each student. Furthermore,
fewer pupils are easier to discipline and the teacher
can concentrate more on teaching.
3 For this reason, you may fall behind in your lessons
and as a result get lower grades in exams. Moreover,
doing two things at once can be tiring and stressful.
7 To prepare for a writing task and match
reasons/examples to viewpoints
•
•
Ask Ss to read the rubric.
Give Ss time to read the viewpoints 1-3 and the
Language Knowledge
reasons/examples a-c and complete the task.
• Elicit answers from various Ss around the class.
Answer Key
1 a 2 c 3 b
8 To write an opinion essay
• Give Ss time to complete the task using the Useful
Language box and their answers from Ex. 7. Refer
Ss to the Writing Bank for more details.
• Remind Ss to follow the plan, to use full forms and to
start each main body paragraph with a topic sentence.
• Check Ss’ answers.
• Alternatively ask Ss to swap papers and check
each other’s essay against the points in the
Checklist.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Suggested Answer Key
Studying abroad is becoming more and more popular.
In my opinion, I think it offers a number of benefits to
students.
To start with, students learn to be more independent.
For example, by being away from their parents for the
first time they learn how to solve problems on their
own. This in turn develops self-confidence.
Secondly, studying abroad allows students to
experience a new culture. For example, they can learn
about foreign customs and traditions. They can also
practise speaking a new language and make new friends.
On the other hand, some people argue that students
may feel lonely and homesick. For example, students
may miss their family and friends back home. They may
also not have anyone close to share their problems with.
All in all, I personally believe that students would find
studying abroad a positive experience. They have the
chance to develop new skills and have new experiences.
9 To check/evaluate a piece of writing
• Explain to Ss what they should take into account
when evaluating a piece of writing.
• Allow some time for Ss to read through their
partners’ writing.
• Discuss as a class the Ss’ comments and evaluations.
• Give Ss’ feedback.
(Ss’ own answers)
8
1 a) To read for cohesion and coherence
• Ask Ss to read the 4-word-options 1-12 and
then give Ss time to read the text and choose
the correct word to fit in each gap.
• Check Ss’ answers around the class.
Answer Key
1 A 3 D 5 A 7 D 9 C 11 C
2 C 4 B 6 C 8 B 10 C 12 A
b) To combine information read and
produce a piece of writing
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Suggested Answer Key
Dear Sam,
In your last email, you said you’re having trouble
balancing your schoolwork and free time. I thought I’d
tell you what works for me.
Firstly, I agree that free time is essential. You have new
ideas when you are relaxed, and come back to work
fresh and energetic. But I’m talking about real free time,
which we use properly, and which we know we deserve.
If I know I have put off work, I can’t really enjoy my free
time until I’ve done it. I’m sure you know what I mean!
So, what I do is make one list of the studying I have to

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8 Module
do, and then another list of the things I want to do in my 4 part of action (-ing form)
free time. When I have done something on the first list, I 5 indirect question
reward myself with something from the second. This 6 get sb to do sth for me (causative)
way, I get the work done and enjoy my free time. You can 7 few + ( n = almost no)
explain the system to your parents, so they understand 8 wish + would (wish for sth that may not happen)
that you’re managing your time, and won’t bother you. 9 nobody = not anybody
It’s important to be self-disciplined. If other people 10 deny + -ing form
interrupt you, you need to have the confidence to say:
‘not now, I’m working’, or ‘not now, I’m relaxing’. Also, 5 To consolidate new vocabulary
when you stop working, try to do something different.
For instance, if you’ve been studying on a computer Give Ss time to choose the correct word for each gap
screen, don’t play a computer game to relax! and then check Ss’ answers.
After a week or two, you should find you’ve got into a Answer Key
good habit, and you’ll naturally organise your time well.
1 B 4 C 7 A 10 A 13 C
I hope this helps.
2 A 5 A 8 D 11 D
Yours,
3 D 6 A 9 C 12 C
Darren
give a tip (phr): to give an extra amount of money to a
2 To practise sentence transformations waiter, driver, etc to thank them for services provided
make a donation (phr): to give money or goods to
• Explain the task and give Ss time to complete it.
help a person or an organisation
• Remind Ss not to go over five words and to use the
make a fortune (phr): to make a large amount of
word given in bold and capitals.
money and assets like houses, cars, etc
• Check Ss’ answers around the class.
win/get an award (phr): to win a prize for sth you
Answer Key have achieved
1 be handed in 5 got rid of soon (adv): after a short period of time; quickly
2 rather you didn’t 6 were informed of early (adv): not late
3 Amy ages to find 7 loses her temper when late (adv): after the arranged time
4 do you mind if 8 was impossible for Dennis to once (adv): on only one occasion; one time
reserve (v): to arrange for sth to be kept for the use of
a particular person
3 To practise word formation
observe (v): to watch sb/sth carefully
• Explain the task and give Ss time to complete it. deserve (v): to be worthy of sth
• Then check Ss’ answers on the board. preserve (v): to keep sth the same or prevent it from
Answer Key being damaged or destroyed
remove (v ): take sb/sth away from a place
1 proud 4 ensure
revert to (v): to go back to a past situation
2 knowledgeable 5 unable
convert into (v): to change the appearance, form or
3 encouragement
purpose of sth into sth else
restore (a building, works of art) (v): to repair sth so
4 To practise grammar structures from that it returns to its original condition
the module sth slips my mind (v): to forget sth
Give Ss time to choose the correct answer for each change my mind (v): to have a different opinion about
question and then check Ss’ answers. Ask Ss to justify sth from the one you used to have
their answers. pass my time (v): to do sth in order to stop yourself
becoming bored
Answer Key miss (v): to fail to attend sth, or to be too late to catch
1 B 3 A 5 D 7 B 9 B a bus, etc
2 C 4 D 6 C 8 D 10 D can’t stand (phr): to dislike; can’t bear
allow (v): to permit
1 although + clause (concession) endure (v): to suffer sth unpleasant, difficult or painful
2 what ... that ... without complaining
3 by next month + future perfect suffer from (v): to be badly affected by disease, pain
or unpleasant emotions
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Module 8
skill (C n): a particular ability Answer Key
technique (C n): skill or ability in a particular field 1 holds 11 Exercising
ability (C n): the physical or mental skill needed to do sth 2 stage 12 rebuilt
capability (C n): the ability or power to do sth 3 kept 13 restore
exposed (adj): not covered or protected 4 maintains 14 renovating
reachable (adj): easy to reach 5 opportunity 15 refreshed
usable (adj): able or fit to be used 6 possibility 16 rank
accessible to sb (adj): easy for sb to find, reach, use 7 advantages 17 asset
or enter 8 favour 18 quality
freezing (adj): extremely cold 9 train 19 distinction
frosted (adj): covered with a thin layer of ice 10 practised
frozen (adj): (of food) kept at a very low temperature to
preserve it hold a competition (phr): to organise an event
frost (U n): a thin white layer of ice formed on surfaces keep (v): to make sb stay in a certain place
when it is very cold maintain (v): to cause a situation to continue
strain my eyes (phr): to make my eyes tired by looking stage (v): to organise and present a play, concert, etc
at sth for too long in favour of (prep phr): to approve of or agree with sth
stretch my arms/legs (phr): to make part of your possibility (n): likelihood; probability
body straighter and longer opportunity (n): a chance
burden sb with problems (phr): to give sb a advantage (n): a positive point; a benefit
responsibility, a duty, etc that causes worry, difficulty train (v): to instruct
or hard work practise sth (v): to do sth repeatedly in order to improve
stress (v): to put emphasis on sth exercise (v): to do physical activity
authorize (v): to give sb official permission for sth renovate (v): to repair and paint an old building so that
notify (v): to formally or officially inform sb about sth it looks in good condition again
testify (v): to say what you know or think is true in a restore (v): to bring back sth to its former condition
court of law rebuild (v): to build sth again after it has been destroyed
certify (v): to formally or officially say that sth is correct refresh (v): to renew
or true quality (n): a high standard
pose a danger/threat/problem (phr): to create a asset (n): a person or thing that is useful or valuable to
situation which could cause harm sb/sth
present a problem (phr): to cause a problem distinction (n): high quality/excellence
face a threat (phr): to have to deal with a situation rank (n): the position that sb has in the army, navy,
that can cause danger police, etc
meet a deadline/goal (phr): to complete a task by a lieutenant (n): a military rank
specific time, which has already been agreed upon credentials (n): achievements and experiences which
urban (adj): belonging or relating to a town or city make sb suitable for a specific job
country (adj): in or relating to areas that are away from
towns or cities; rural 2 To practise phrasal verbs and prepositional
local (adj): relating to an area where you live phrases
neighbouring (adj): located or living near or next to a
• Explain the task.
person or place
• Ss complete the task.
• Check Ss’ answers.

Language Focus 8 Answer Key

1 into 3 across 5 away
2 on 4 from
1 To consolidate vocabulary from the module
• Give Ss time to complete the task.
• Check Ss’ answers around the class. Explain any
unknown words.

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8 Module
3 To practise word formation Suggested Answer Key
• Explain the task. Ask Ss to read the text and 1 She went to a school for boys only because there
identify what part of speech each gap requires. wasn’t a school for girls that allowed her to study
• Ss complete the task. Engineering. Then she went on to become one of
• Check Ss’ answers on the board. Italy’s first female doctors so not many women went
to university in those days.
Answer Key 2 Traditional educational methods are guided. The
1 scientist (n) 5 specialists (n) Montessori method is different because it allows
2 conductor (n) 6 writers (n) students to work things out for themselves and they
3 appealing (adj) 7 occupations (n) can progress at their own speed.
4 librarian (n) 8 helpful (adj)
2 To listen for key information
Grammar in Focus
• Explain the task and ask Ss to read the statements
To consolidate grammar structures 1-10.
from the module • Play the recording. Ss listen and fill in the gaps
• Explain the task. according to what they hear.
• Ss complete the task. • Check Ss’ answers.
• Check Ss’ answers. Ss should justify their answers. Answer Key
Answer Key 1 headteacher
1 have been (perfect infinitive) 2 new students
2 used (past habit) 3 Arts
3 prepared (causative) 4 autumn
4 had (past model) 5 twice
5 on (prep. phr) 6 high marks
6 on (prep. after focus) 7 lessons
7 was obliged (passive) 8 6 and 9 pm
8 had never missed (reported speech) 9 free
9 having been (-ing form after a preposition) 10 school secretary’s office
10 would have complained (conditional Type 3)
3 To revise notions/functions

Progress Check 8 •
•
Explain the task and give Ss time to complete it.
Check Ss’ answers.
Answer Key
1 a) To read for specific information
1 b 2 a 3 a 4 a 5 b
• Ask Ss to read the missing sentences A-H.
• Then give Ss time to read the text and choose
4 To consolidate vocabulary from the module
the correct sentence for each gap.
• Check Ss’ answers. • Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 F 3 A 5 D 7 E Answer Key
2 B 4 H 6 G 1 secondary 6 connection
2 heart 7 sample
3 accessible 8 hold
b) To answer comprehension questions on
4 vocational 9 distinguish
a text
5 peer 10 enrolled
• Give Ss time to answer the questions referring
back to the text as necessary.
5 To revise modals
• Remind Ss to paraphrase the information in the
text. • Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class. • Check Ss’ answers.

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Module 8
Answer Key 8 To write an opinion essay
1 Can 6 Could • Explain the task and give Ss time to complete it.
2 Can 7 May • Check Ss’ answers.
3 may 8 couldn’t
4 May 9 was able to Suggested Answer Key
5 Shall 10 could Today there are a number of fee-paying schools that
offer students a private education. In my opinion,
attending a private school can be very beneficial.
6 To practise prepositional phrases
Firstly, a private school gives students access to
• Explain the task and give Ss time to complete it. modern facilities and equipment. For example, they
• Check Ss’ answers. have better books and supplies than state schools as
Answer Key well as up-to-date computers.
Secondly, students are offered a more challenging
1 into 4 away
curriculum and lower student-teacher ratios than state
2 on 5 on
schools. This means that they can study more
3 about
interesting subjects and get more attention from their
teachers.
7 To practise modals However, some people say that private schools put too
• Explain the task and give Ss time to complete it. much pressure on students to succeed. In addition,
• Check Ss’ answers. they are very expensive.
In conclusion, I believe private schools can offer
Answer Key students a number of advantages. However, not
1 Could/Can/May/Might I borrow your dictionary? everyone can afford them.
2 You can’t use your mobile phones in class.
3 Can/Could/Shall/May I help you with your project? Check your progress
4 I couldn’t finish the Maths test on time. Ask Ss to assess their own performance in the unit
5 Could/Can/Will/Would you give me a ride home? according to how competent they feel for each of the listed
6 Shall we meet in the school canteen? activities.

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1 CLIL: Careers
1 To introduce the topic
Read the information aloud to the class.
2 To analyse the structure of a CV
• Ask Ss to read the headings and give Ss time to
read the CV and label each section correctly.
• Check Ss’ answers around the class.
Answer Key
1
2
3
Personal Details
Education
Employment
4 Other Skills
5 Personal Interests & Achievements
6 Referees
3 To read for specific information
• Ask Ss to read the questions 1-4.
• Give Ss time to read the CV and answer the
questions.
• Check Ss’ answers around the class.
Answer Key
1 Alan’s job at the time of writing is as a part-time
sales assistant in Stone’s Bookshop in Chester.
2 Alan chose to mention the specific personal
interests in his CV as they show that he is
considerate, likes helping others and is intelligent.
3 Alan learnt to speak French at Westfield Secondary
School.
4 The referees’ contact details are given so that a
potential employer can contact them for a reference
and check that the work history details are correct.
1 Culture Spot
1 To read for specific information
• Elicit what, if anything, Ss know about London taxi
drivers.
• Give Ss time to read the text and find out the
answer to the question in the rubric.
Answer Key
To get their licence, a taxi driver will usually study for 3
years and then take a test called ‘the Knowledge’. It is
very difficult and often takes up to 12 attempts to pass
it.
CLIL/
Culture key
2 To compare two similar jobs
Ask Ss to look up information about taxi drivers in their
country and compare them to London taxi drivers. Ask
various Ss to tell the class.
Suggested Answer Key
Spanish taxi drivers have to pass a test similar to ‘the
Knowledge’ , which is also very difficult. They have to
buy their licence from an existing taxi driver – perhaps
someone who is retiring. The licence is very expensive
to buy.
2 CLIL: PSHE
1 To predict the content of a text and read for
gist
• Read the rubric aloud and give Ss time to read the
text and find out the answer to the question in the
rubric.
Answer Key
I think a responsible tourist is someone who does not
harm the environment of the place they visit and
contributes to the local economy. Also, a responsible
tourist is respectful and responsible and aims to
minimise their waste and limit the amount of energy
they use.
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
preserve (v): to protect
contribute (to) (v): to give sth towards sth else
scarce (adj): rare
generate (v): to produce
imported (adj): brought into a country from another
country to be sold
economic benefits (phr): things that help the financial
situation of a country; advantages measured in
financial terms
support (v): to help
2 To read for specific information
• Ask Ss to read the sentence stubs 1-3 and then give
Ss time to read the text again and complete them.
• Check Ss’ answers around the class.
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CLIL/
Culture key
Suggested Answer Key
1 ... reuse, recycle or reduce the amount of waste
they create.
2 ... can help a visitor be respected.
3 ... buy local produce and products and stay in
locally-owned accommodation.
3 To consolidate information in a text
Elicit a variety of answers from various Ss around the
class as to what they learnt from the text.
Suggested Answer Key
I learnt that it is important to be a responsible and
considerate tourist. I also realised that in many
destinations, commodities such as electricity and water
may be scarce and shouldn’t be wasted.
To personalise the topic
Allow Ss some time to write a few sentences on the
topic. Elicit a variety of answers to the question in the
rubric from various Ss around the class.
Suggested Answer Key
I consider myself to be a responsible tourist as when I
visit other countries, I try to make sure that I contribute
to the local economy and stay in locally-owned
accommodation. I also make sure that I do not drop
litter and re-use products such as plastic water bottles.
2 Culture Spot
1 To read for specific information
• Read the rubric aloud and then give Ss time to read
the text and find out the answers to the questions.
• Check Ss’ answers around the class.
Answer Key
The West Highland Way is a long-distance walking
route that begins just outside the city of Glasgow in
Scotland and continues almost 100 miles to a town in
the mountains called Fort William. You can expect to
see scenic glens, beautiful lakes and tall mountains
such as Ben Nevis.
2 To talk/write about a walking route in your
country
Read the rubric aloud and ask Ss to look up
information about a walking route in their country. Ss
work in groups. Ask various Ss to tell the class.
124
Suggested Answer Key
Pyrenees and the Grande Randonné 10 – France
The GR 10 is a famous hiking route that runs parallel to
the border with Spain for 866 km from the Atlantic to
the Mediterranean. It passes through beautiful natural
habitats and picturesque villages. Most people only do
parts of it, but experienced walkers complete the route
by staying overnight in trekkers’ huts and eating at
Basque restaurants along the way. Many people
choose to walk from Sainte-Engrâce to Cauterets. This
takes a week and gives the walkers magnificent views
of the 2,507 metre Pic d’Anie and passes through the
pretty town of Lescun. The most difficult parts of GR 10
involve difficult uphill and downhill sections, including
some that take a whole day to climb up and down
1,200 metres so you’ll need strong boots and good calf
muscles.
3 CLIL: Geology
1 To introduce the topic and read for specific
information
• Ask Ss to read the sentences 1-7 and then ask Ss
to read the text and find out which ones are true.
• Check Ss’ answers around the class.
Answer Key
Sentences 2, 3, 4, 5, 6 are true.
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
geothermal activity (phr): activity connected with the
heat inside the Earth
geothermal energy (phr): energy produced by the
heat inside the Earth
supply (v): to give; to make sth available
hot springs (phr): flow of hot water from deep in the
Earth
key component (phr): main element of sth
formation (n): the making of sth by nature
erupt (v): (of a volcano) to throw out burning rocks, lava
etc
underground (adv): below the surface of the Earth
plumbing system (phr): series of pipes that allow
water to move from one place to another
magma (n): molten rock
heat source (phr): sth that produces high
temperatures
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channel (n): a narrow passage
water pressure (n): the force at which water comes
out of the ground/tap
boiling point (n): the point at which water starts to boil
supercharged (adj): full of energy
crevice (n): a large crack or opening in a rock
release (v): to let go; to set free
diminish (v): to reduce in importance; intensity
2 To consolidate information in a text
by describing how geysers work
Ask various Ss around the class to describe how
geysers work using the words in the Check these
words box.
Suggested Answer Key
Geysers occur where there are high levels of
geothermal activity. Heat from deep below the Earth’s
surface creates geothermal energy which supplies
power to volcanoes and is also a key component in
creating a geyser. Heat, water and an underground
plumbing system must be present for a geyser to
erupt. High water pressure causes the water to rise in
temperature above its normal boiling point, which
eventually results in a release of steam at the Earth’s
surface. This may only stop when the water supply
diminishes or the temperature cools.
3 ICT To give a presentation on how
volcanoes work
• Explain the task and give Ss time to look up
information on the Internet about how volcanoes
work covering the points in the rubric. Ss work in
groups.
• Ask various Ss around the class to present their
information to the class.
• Alternatively, assign the task as HW and ask Ss to
give their presentations in the next lesson.
Suggested Answer Key
A volcano is a landform (usually a mountain) which is
found at a point where tectonic plates meet and where
molten rock and gas erupts through the surface of the
Earth. There are around 1,510 active volcanoes in the
world and around 80 under the oceans. When two
plates collide, one section slides on top of the other
while the other is pushed down. When this happens,
magma in the form of lava, ash and gases are squeezed
up between the two plates and out through the top of
the volcano.
CLIL/
Culture key
3 Culture Spot
1 To read for specific information
• Give Ss time to read the text and answer the
questions in the rubric.
• Check Ss’ answers around the class.
Answer Key
Yellowstone National Park is mostly in the American
state of Wyoming, although it also stretches into two
other states. It is famous for its wildlife and natural
beauty including the Old Faithful Geyser. When it was
established, it was the first national park in the world.
2 To write a short text about a national park
in your country
• Explain the task and give Ss time to collect
information from the Internet about a national park
in their country.
• Remind Ss to include the name, location and
special features of the place.
• Ask various Ss around the class to read their text to
the rest of the class.
Suggested Answer Key
In Poland, there are many great national parks. One
particularly popular park is Kampinos, located in the far
east of Poland. For many thousands of years, the
ancient people used to fish and hunt in the swamps,
rivers and pine forests of the area and today Kampinos
National Park is home to many endangered species of
flora and fauna. There are many rare animals to be
found in the National Park, including moose, beavers
and lynx.
4 CLIL: PSHE
1 To introduce the topic and to read for gist
Direct Ss’ attention to the picture and give Ss time to
read the text. Elicit answers to the questions in the
rubric from various Ss around the class.
Suggested Answer Key
I think it would be awful to be bullied. It would really
affect my confidence and academic performance. We
can deal with bullying in several ways. The most
effective way is to work together to change children’s
attitudes towards bullying. For instance, teachers could
talk about the issue during class time and parents could
discuss the subject with their children at home.
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CLIL/
Culture key
2 To read for specific information
• Ask Ss to read the sentence stubs 1-8 and then
give them time to read the text again and complete
them.
• Check Ss’ answers around the class.
Suggested Answer Key
1 ... rejected and isolated.
2 ... an anti-bullying school environment.
3 ... from occurring in the first place.
4 ... engage students in a discussion about bullying.
5
6
7
... control their own behaviour and environment.
... defuse a situation quickly.
... a child fights back.
8 ... addressing the problems that lead to bullying.
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
rejected (adj): not accepted by a group
isolated (adj): being alone and away from others
emotional well-being (phr): good mental health
bystander (n): sb who sees sth but does nothing
intervene (v): to intentionally become involved in a
difficult situation in order to improve it from getting worse
approach (n): a way of doing sth
proactive (adj): taking positive action before
a problem arises
strategy (n): a plan of action
reactive (adj): taking action once a problem has arisen
defuse (v): to take the tension out of a situation
aggravate (v): to make a situation worse
mentor (n): sb who gives help and advice over
a period of time
aggression (n): anger; hostility
3 To act out a situational dialogue giving
advice
• Explain the situation and the task.
• Divide the class into pairs and ask them to act out a
dialogue giving advice to sb who is being bullied
taking turns and swapping roles.
• Monitor the activity around the class and then elicit
advice from various Ss around the class.
Suggested Answer Key
A: What’s wrong Angela? You look upset about
something.
B: Well, some girls at school keep on teasing me and
calling me names.
A: Oh no. That’s terrible. I used to be bullied when I
was in secondary school, too. It was awful, but
thankfully, I managed to deal with the problem.
126
B: Really? Do you have any advice you could give me?
Personally, I was thinking of confronting them.
A: No, I don’t think that’s a good idea. I recommend
that you speak to a teacher first. That’s what I did.
They will definitely give you support. Also, another
good idea is to ignore the girls completely. If you
show them that they aren’t bothering you, they will
probably just stop.
B: OK. Thanks for your advice.
4 Culture Spot
1 To read for specific information
• Give Ss time to read the text and answer the
questions in the rubric.
• Check Ss’ answers around the class.
Answer Key
The ACE organisation helps people who are homeless
to find work. It gives homeless people the opportunity
to earn enough money to get off the streets.
2 To give a presentation on a homeless
organisation
• Elicit a similar organisation and ask Ss to collect
information about it. Ss work in groups.
• Ask various Ss to present their information to the
class.
• Alternatively, assign the task as HW and ask Ss to
present their information in the next lesson.
Suggested Answer Key
In England there is an organisation similar to the ACE
programme. It is called ‘The Big Issue’. It is an
organisation that was founded by John Bird and
Gordon Roddick in 1991. It was inspired by ‘Street
News’, a newspaper sold by homeless people in New
York. Bird and Roddick decided to help the homeless
by creating a newspaper that could be sold by needy
people on the streets of London. The newspaper is now
published in eight countries and written by professional
journalists. It is the world's most widely circulated
street newspaper and continues to offer homeless
people the opportunity to earn an income and help
them get off the streets.
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5 CLIL: Art
1 To describe a painting and read for specific
information
• Direct Ss’ attention to the painting and elicit
descriptions of it from Ss around the class.
• Ask Ss to read the text and then elicit which
technique has been used in the painting.
Suggested Answer Key
The painting by Georges Seurat shows a sunny day and
a small sailing boat on a lake, possibly in a park.
Answer Key
He painted it using a technique known as Pointillism.
2 To read for specific information
• Ask Ss to read the statements 1-6.
• Give Ss time to read the text again and then mark
the statements accordingly.
• Check Ss’ answers.
Answer Key
1 T 2 F 3 T 4 T 5 F 6 F
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
subject (n): topic; theme
vivid (adj): bright
distinctive (adj): noticeable; easily recognisable
application (n): the act of applying sth onto sth else
art movement (n): a particular style of painting
in one’s prime (phr): at one’s peak
notable (adj): remarkable; extraordinary
coined by (phr): made up by
scope (n): range
distort (v): twist/change
geometric form (phr): a form relating to standard
shapes
expressive (adj): showing your feelings
predecessors (n): sb who had a position before sb
else
decipher (v): to work out what sth says
mock (v): to tease
connotation (n): implication
fall under (phr): be affected/influenced by sb/sth
3 To consolidate information in a text
Ask various Ss around the class to tell the class about
Pointillism.
CLIL/
Culture key
Suggested Answer Key
Pointillism is a form of Post-Impressionism and was
developed by an artist called Georges Seurat. It uses a
system of tiny dots to paint a picture. This technique
relies on the viewers’ mind being able to assemble the
dots into shapes and forms. The term Pointillism was
originally used to mock artists who used this technique.
4 ICT To give a presentation on
Impressionism
• Ask Ss to use the Internet to collect information on
Impressionism and to find out about the points in
the rubric.
• Give Ss time to prepare their presentations and
then ask various Ss to present their information to
the class.
• Alternatively, assign the task as HW and ask Ss to
give their presentations in the next lesson.
Suggested Answer Key
Impressionism was a 19th-century art movement that
was started by a group of Paris-based artists. The name
of the movement comes from the title of a painting by
Claude Monet, Impression, Sunrise. Impressionist
paintings use small, thin brushstrokes and show
changing light conditions, movement and ordinary
subjects. Impressionism came about partly in reaction
to photography which artists felt devalued the skill of an
artist in reproducing reality. There were many famous
painters who were part of this movement including
Edward Manet, Auguste Renoir, Camille Pissarro and
Edgar Degas.
5 Culture Spot
1 To read for gist and specific information
• Elicit what, if anything, Ss know about Tolkien and
then give Ss time to read the text and answer the
questions in the rubric.
• Check Ss’ answers around the class.
Answer Key
J.R.R. Tolkien was an English writer and poet. He was
also a professor of English Language and Literature at
Oxford University. He is best remembered for writing
‘The Lord of the Rings’ books.
2 To write a short biography on a famous
writer
• Elicit various famous writers from Ss’ country and ask
them to choose one then give them time to look up
information about them and write a short biography.
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CLIL/
Culture key
• Ask various Ss to read their biographies to the
class.
• Alternatively, assign the task as HW and ask Ss to
give their presentations in the next lesson.
Suggested Answer Key
A very famous writer from Scotland is Sir Arthur Conan
Doyle. He created the famous detective Sherlock
Holmes. Conan Doyle was born on the 22nd May, 1859
in Edinburgh. Before he became famous for his writing,
Conan Doyle was a doctor. He used his time in
between seeing patients to write stories. Conan Doyle
died from a heart attack on 7th July 1930 but his books
are still popular today and there have been many films
made about the adventures of Sherlock Holmes.
6 CLIL: PSHE
1 To read for gist and specific information
• Direct Ss’ attention to the picture.
• Then give Ss time to read the text and answer the
questions in the rubric.
• Check Ss’ answers around the class.
Answer Key
Food labels contain nutritional information about a
particular product. This information includes the
ingredients in the product as well as the amount of fat,
protein, etc the product contains.
2 To read for specific information
• Ask Ss to read the sentence stubs 1-7 and then
give them time to read the text again and complete
them.
• Check Ss’ answers around the class.
Answer Key
1 … food labels
2 … nutrients, vitamins and minerals found in a product
3 … the RDA (recommended daily allowance)
4 … heaviest to lightest
5 … listed in brackets
6 … they are less than 0.5 grams per serving
7 … put nutrition facts and the list of ingredients on
food products
• Refer Ss to the Check these words box and
explain/ elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
technical (adj): complicated
nutrients (n): substances that help living things to grow
ingredients (n): foods that are used to make a
particular dish
128
component (n): part
vitamin (n): natural substance necessary for human
growth
mineral (n): chemical necessary for human growth
fats (n): substances that contain a lot of calories found
in animals & plants and used in food
carbohydrates (n): substances in food (bread, pasta,
etc) that provide the body with energy
protein (n): substance in food (cheese, meat, fish, etc)
that help the body grow
consume (v): to eat
intensively (adv): vigorously; in a way that involves
a lot of effort in a short time
manufacture (n): to make/build sth
substance (n): material
serving size (phr): the amount of food given to
a person to eat
3 To consolidate information on a text
Elicit what Ss learnt from the text from various Ss
around the class.
Suggested Answer Key
I learnt that labels on food products contain information
that tells us what ingredients and what amount of
nutrients are found in a product. I also learnt that
people have different nutritional needs which depend
on the individual’s weight, age, height and gender.
4 ICT To prepare a healthy diet plan
• Explain the task and ask Ss to look up information
on the Internet about healthy eating and prepare a
daily diet plan.
• Ask various Ss to present their diet plan to the
class.
• Alternatively, assign the task as HW and ask Ss to
present their diet plans in the next lesson.
Suggested Answer Key
My daily diet plan should include a wide variety of
nutritious foods. I am an 18-year-old male and so I
should consume an average of 3,152 calories daily. I
should get these calories by eating plenty of fruit and
vegetables and cereals including bread, rice and pasta.
My daily diet should also include lean meat, fish and
poultry. Drinking plenty of water is also important and I
should try not to eat too many fatty foods or too much
salt.
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6 Culture Spot
1 To read for gist and specific information
• Elicit what, if anything, Ss know about Meals on
Wheels. Then give Ss time to read the text and
answer the questions in the rubric.
• Check Ss’ answers around the class.
Answer Key
The Meals on Wheels organisation was set up in Britain
during World War II but since then it has spread around
the world. The organisation organises the delivery of
nutritious hot meals to elderly people, war veterans and
people with disabilities. It also provides lunch clubs,
community centres and transport services.
2 To write a short text about an organisation
• Elicit any similar organisations in Ss’ country.
• Give Ss time to collect information about it and
write a short description of it comparing it to ‘Meals
on Wheels’.
• Ask various Ss around the class to read out their
piece of writing to the rest of the class.
• Alternatively, assign the task as HW and ask Ss to
share their answers in the next lesson.
Suggested Answer Key
In England we have a charity called ‘FoodCycle’.
FoodCycle was started in 2008, much more recently
than Meals on Wheels. It was founded by a Canadian
man named Kelvin Cheung. FoodCycle helps people in
local communities by setting up groups of volunteers
who collect surplus produce, for example, from
supermarkets or restaurants. FoodCycle volunteers
then use this food to prepare nutritious meals in unused
professional kitchen spaces. These meals are then
served to those in need in the community. It is similar to
Meals on Wheels because it provides meals to people
who need them and it does something helpful in the
community.
7 CLIL: Science
1 To introduce the topic and read for gist
• Elicit what, if anything, Ss know about comets and
where they come from.
• Give Ss time to read the text and find out.
CLIL/
Culture key
Answer Key
Comets are large chunks of ice in space. They were
formed from dust particles, carbon dioxide and water
vapour and transformed from gas to ice and then
collided together to form comets.
2 To read for specific information
• Ask Ss to read the statements 1-8.
• Give Ss time to read the text again and mark the
statements accordingly.
• Check Ss’ answers around the class.
Answer Key
1 NS 3 T 5 T 7 T
2 F 4 F 6 F 8 T
• Refer Ss to the Check these words box and
explain/elicit the meanings if the words or ask Ss to
use their dictionaries and look them up.
Suggested Answer Key
chunk (n): a large piece of sth
galactic (adj): relating to a galaxy
diameter (n): the measurement across a circular object
solar system (n): a sun and its surrounding planets
infancy (n): the time period when sb/sth is very young
dust particle (n): a minute piece of sth
vapour (n): gas
collide (v): to crash into sth
absorb (v): to take sth in gradually
carbon dioxide (n): a gas formed when carbon is
burned
analogy (n): a comparison between two similar things
to explain an idea
core (n): the centre of sth
tar (n): a thick black substance
concentration (n): a large amount of sth in the same
place
orbit (v): to travel in a curved path around a planet
streak (n): a long thin mark that is easily noticeable
gravity (n): the force that attracts objects to each other
and makes things fall to the ground
3 To consolidate information in a text
Elicit a variety of answers from Ss around the class.
Suggested Answer Key
I learnt that comets are mostly ice. I learnt that they were
formed when the universe was very young. I learnt that
when the ice turns to water vapour because of the heat
of the sun, that is what we see as the tail of the comet.
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CLIL/
Culture key
4
•
To give a presentation on a famous comet
Ask Ss to work in groups and give them time to
collect information from the Internet on a famous
comet.
• Ss then present their information to the class.
• Alternatively, assign the task as HW and ask Ss to
give their presentations in the next lesson.
Suggested Answer Key
Halley’s comet is a famous comet that passes the Earth
every 75 years. You can see it with the naked eye when
it passes. It has been observed by people since 240 BC
and it has been recorded by ancient Babylonians and
Medieval Europeans. The first person to notice that it
was the same comet reappearing every 75 years was
the English astronomer Edmond Halley and that’s
where it gets its name from. It last appeared in 1986
and will appear again in 2061. It is made up of water,
carbon dioxide, ammonia, dust and ice.
7 Culture Spot
1 To read for specific information
• Give Ss time to read the text and find out the
answer to the question.
• Check Ss’ answers around the class.
Answer Key
The Hawaiian Islands were formed by lava pouring out
from volcanoes under the Pacific Ocean. The lava cooled
into rock which built up and formed the land. The
mountains rose up out of the sea due to volcanic activity.
2 To write about a UNESCO World Heritage
site in your country
• Give Ss time to collect information from the Internet
on a World Heritage site in their country.
• Ss then write a short summary including the points
mentioned and read it out to the class.
• Alternatively, assign the task as HW and ask Ss to
give their presentations in the next lesson.
Suggested Answer Key
The Giant’s Causeway in County Antrim in Northern
Ireland is a natural formation of interlocking basalt
columns. It was formed by volcanic activity thousands
of years ago. The columns are hexagonal and range in
size, some up to 12 metres tall. The tops of the
columns form stepping stones and tourists can walk
over them. The myth states that a giant built the
causeway to walk to Scotland to fight another giant but
when he saw how big he was, he ran away and ripped
up the causeway behind him.
130
8 CLIL: Literature
1 To introduce the historical context and
to read for gist
Ask Ss to read the introduction and then elicit
suggestions from Ss around the class as to what life
was like in Victorian times for children.
Suggested Answer Key
Life was very hard for children from poor families in
Victorian times. If they lived in a workhouse, their
accommodation was almost like being in a prison and
there was very little food.
2 To read for specific information
• Ask Ss to read the sentence stubs 1-5.
• Give Ss time to read the text and complete them.
• Check Ss’ answers.
Answer Key
1 ... fed oatmeal in a large stone hall.
2 ... the tortures of slow starvation.
3 ... said he might eat the boy who slept next to him.
4 ... more oatmeal.
5 ... horrified.
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Suggested Answer Key
public (adj): belonging to the state
institution (n): a large organisation
bare (adj): without decoration or anything else
split up (phr v): to separate
counter (n): a work surface in a kitchen
pour (v): to make a substance flow from one container
into another
oatmeal (n): a thin soup of oats and water
polish (v): to clean sth until it shines
stare (v): to look intently at sth/sb
devour (v): to eat hungrily
compose (v): to make sth by combining things together
suffer (v): to feel physical or mental pain
torture (n): to make sb feel pain
starvation (n): when sb suffers from extreme hunger
hint (v): to show indirectly what you think/want
companion (n): friend
tender (adj): young
position (v): to put in a place
whisper (v): to speak in a very quiet voice
wink (v): to close one eye as a signal to sb
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nudge (v): to push sb with your elbow
desperate (adj): eager to do anything to change sth
bad
misery (n): deep sorrow and suffering
advance (v): to move forward towards sb
pale (adj): without colour
gaze (v): to stare
astonishment (n): shock and surprise
cling onto (v): to hold onto sth tightly
aim at (v): to try to hit sth
blow (n): a hit or punch
depict (v): to show
hang (v): to kill sb as punishment for a crime by tying a
rope around their neck and dropping them from a
height
3 To write an imaginary account of life
in the workhouse from Oliver Twists’ point of view
• Explain the task and give Ss time to complete it.
• Ask various Ss around the class to read their diary
entries to the rest of the class.
Suggested Answer Key
Every day is very hard. I am always hungry as the
oatmeal they give us is never enough and our master
won’t give us more. Sometimes I can’t get to sleep at
night because of the sound of other children crying.
The days are just as bad; long hours and difficult work
in the factory. I can’t wait to grow up and escape from
this place!
CLIL/
Culture key
2 To write about a famous university in your
country
• Explain the task and give Ss time to look up
information about a famous university in their
country and prepare a presentation on it.
• Remind them to cover all the points in the rubric.
• Ask various Ss around the class to present the
university to the rest of the class.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Suggested Answer Key
In Scotland there is a famous university called the
University of Glasgow. It is older than Harvard as it is
the fourth oldest university in the English speaking
world. It was founded in 1451. Like Harvard though,
many famous people have studied and worked there,
such as the inventor James Watt and several British
Prime Ministers. Also like Harvard it is currently ranked
in the top 20 best universities in the world.

8 Culture Spot
1 To read for gist and specific information
• Read the rubric aloud and elicit what, if anything, Ss
know about Harvard University.
• Give Ss time to read the text and say when it was
founded.
Suggested Answer Key
Harvard University is the oldest higher learning
institution in the USA. Many famous and successful
people have studied there. It was founded in 1636.

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Writing
Bank key

Writing Bank 1 2
•
To analyse a model story
Give Ss time to read the story again and answer the
questions.
1 To practise formal style
• Check Ss’ answers around the class.
• Go through the theory box and the Useful
Language box. Answer Key
• Explain the task and give Ss time to read the letter 1 He mentions the time, the place and what he was
and complete it. doing.
• Check Ss’ answers around the class. 2 When the journalist calls his hotel room.
3 small village, cobbled streets, very expensive
Answer Key
camera, local police station, cosy hotel room, soft
3 a 6 c 1 e 2 g voice
5 b 7 d 4 f 4 wandering aimlessly, looked carefully, asked (me)
politely, looked for (it) desperately, thanked (me)
2 To analyse the structure of a model letter heartily
5 He felt satisfied.
• Ask Ss to read the headings and match them to the
paragraphs in the letter.
• Check Ss’ answers around the class. 3 To order events in a story

Answer Key • Explain the task and ask Ss to read the events A-H
and put them in they order they appear in the story.
1 B 2 C 3 D 4 A
• Check Ss’ answers around the class.

3 To write an alternative beginning/ending for Answer Key

the letter A 5 C 1 E 2 G 8
B 7 D 4 F 6 H 3
• Give Ss time to write an opening and closing
paragraph for the letter.
• Ask various Ss around the class to share their 4 To write an alternative ending for a story
answers with the rest of the class. • Give Ss time to write an alternative ending
Suggested Answer Key paragraph for the story.
• Ask various Ss around the class to share their
I am writing with regard to the position of part-time
answers with the rest of the class.
library assistant as advertised on the college
noticeboard. Suggested Answer Key
I wish to be considered for this vacancy. He thanked me gratefully and invited me to spend the
I would be happy to attend an interview at any time. rest of my holidays in his villa in Italy. I felt very happy.
I can be contacted by telephone from 8 am to 8 pm
every day. I look forward to hearing from you.
Writing Bank 2b
Writing Bank 2a 1 To identify the tenses in a description
• Go through the theory box and the Useful
1 To read a story for structure and order
Language box.
of events
• Ask Ss to read the model and elicit the tenses the
• Go through the theory box and the Useful writer has used.
Language box.
• Give Ss time to read the story and put the Answer Key
paragraphs into the correct order. The writer has mainly used the future modal tense
• Check Ss’ answers around the class. because he/she describes an ideal holiday destination.
Answer Key
A 3 B 1 C 4 D 2

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2 To identify adjectives/adverbs used
in a description
Go through the words/phrases in the rubric and elicit
the adjectives/adverbs used to describe them from Ss
around the class.
Answer Key
waves gently splashing on the beach, warm sunlight
shining, the sandy beach, clear blue skies, open-air
markets, tasty local dishes, traditional restaurants,
trendy nightclubs, luxury five-star hotel, comfortable
room, well-equipped gym, sit lazily by the hotel pool,
favourite book, fresh air, modern facilities
3 To listen for specific information
• Ask Ss to write the headings into their notebooks.
• Play the recording. Ss listen and make notes.
• Check Ss’ answers around the class.
Suggested Answer Key
Place: Brighton
Location: on the south-east coast of England about an
hour from London
What to see: the Royal Pavilion, an Indian-style palace
dating from the early 19th century, Palace Pier with
funfair and amusement arcades, beautiful sea views
Writing Bank
What to do: shopping in the trendy shops in the town’s
shopping centre, walked round all the old antique
shops in the narrow lanes, went clubbing, ate some
great food at some fashionable restaurants
Feelings/thoughts recommendation: If you ever get
the chance, you should go. Brighton has something for
everyone
4 To write a description of a place
• Explain the task and give Ss time to think of a
place, make notes under the headings in Ex. 3 and
write their description. Alternatively Ss use the
notes in Ex. 3.
• Ask various Ss to read their descriptions to the
class.
• Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Suggested Answer Key
Place: Barcelona
Location: Catalonia, north-east Spain
What to see: the Sagrada Família, Las Ramblas,
Picasso Museum, Joan Mirfi Foundation
What to do: shopping in the trendy shops, walk around
all the old shops in the narrow lanes, go clubbing, eat
some great local food at some fashionable restaurants
Writing
Bank key
Feelings/thoughts recommendation: If you ever get
the chance, you should go. Barcelona has something
for everyone
Suggested Answer Key
Kraków in southern Poland, is a large cosmopolitan
city. It is the perfect destination for a city break.
Kraków has several tourist attractions which are worth
visiting. Among these is the historic centre, which is a
World Heritage Site. Another famous attraction in
Kraków is Wawel Castle with its amazing architectural
elements. People of all ages can enjoy walking around
this amazing castle. There are plenty of parks to visit in
Kraków, too. The Planty Park and Park Krakowski are
two very popular ones.
There are a lot of things to do there. Kraków is great for
shopping. Visitors can walk around all the shops in the
Old Town. In the evenings they can visit the theatre or
the opera or eat some great local food at traditional
restaurants.
Kraków is a beautiful, historic city that has something to
offer everyone. Whatever your age or taste it is the ideal
choice for a visit.
3
1 To analyse a model essay
• Go through the theory box and the Useful
Language box.
• Give Ss time to read the model and then elicit what
each paragraph is about.
Answer Key
Para A: introduces bullying and its causes
Para B: suggests extra staff to supervise break times
Para C: suggests clear rules against bullying
Para D: teachers should talk to victims, bullies and
parents to offer support
Para E: summarises opinion
2 To identify and suggest alternatives for the
topic sentences
• Elicit the topic sentences in the essay and then give
Ss time to think of suitable alternatives.
• Check Ss’ answers around the class.
Suggested Answer Key
Para B: One way of solving the problem is to provide
better supervision of pupils.
A simple solution would be to better supervise
pupils.
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Writing
Bank key
Para C: Secondly, teachers must formulate clear rules
against bullying.
In addition, a clear anti-bullying policy should
be established.
Para D: Lastly, communication is extremely important.
Finally, it is vital that teachers discuss the
problem.
3 To write supporting sentences
• Give Ss time to think of suitable supporting
sentences.
• Check Ss’ answers around the class.
Suggested Answer Key
1 For example, there are charities in every community
which provide the homeless with food and shelter.
In this way, a small proportion of people in poverty
can be helped.
2 For instance, offices and schools could install
recycling bins outside their buildings. In this way,
fewer trees would need to be cut down.
3 For example, when ordering fish in restaurants or
buying it in supermarkets, people could make it
clear that they will only eat non-endangered fish
species. In this way, fish populations that are
threatened with collapse could slowly begin to
recover.
4 For example, mankind could establish settlements
on the moon or elsewhere in the solar system that
would support millions of human beings. In this
way, Earth would not become overpopulated and
remain a hospitable place for its remaining
inhabitants.
Writing Bank 4 4
1 To practise linkers/opinion words
• Go through the theory box and the Useful
Language box.
• Give Ss time to read the model and choose the
correct linkers/opinion words from the choices in
bold.
• Check Ss’ answers around the class.
Answer Key
1 agree 5 Nevertheless
2 Firstly 6 For example
3 Additionally 7 To conclude
4 Therefore
134
2 To analyse the structure of a model essay
Elicit what each paragraph is about from Ss around the
class.
Answer Key
Para A: states writer’s opinion
Para B: first viewpoint and reasons says media
attention is part of being famous
Para C: second viewpoint and reasons states many
celebrities try to attract attention
Para D: third viewpoint and reasons states that media
attention is unfair to celebrities children
Para E: restates topic and writer’s opinion
3 To identify and suggest alternatives for the
topic sentences
• Elicit which are the topic sentences in the essay
and then give Ss time to think of suitable
alternatives.
• Check Ss’ answers around the class.
Suggested Answer Key
Para B: Firstly, facing the media is part of being
famous and comes with the job.
To start with, fame and celebrity go hand in
hand.
Para C: Additionally, many celebrities actually court the
media to attract attention to themselves.
In addition, celebrities deliberately attend
events where the media will be present.
Para D: Nevertheless, some claim that exposure to the
media may adversely affect celebrities’ lives.
On the other hand, the media can show no
respect to a celebrity’s private life.
To write an alternative beginning/ending
using a writing technique
• Give Ss time to complete the task using one of the
techniques in the theory box.
• Ask various Ss around the class to read out their
answers to the rest of the class.
Suggested Answer Key
Why is it that celebrities use the media to achieve fame
and then when they have it they want the media to go
away? It seems to me like celebrities want to be able to
turn the media attention on and off at their convenience,
but unfortunately for them it does not work like that.
All in all, I believe celebrities have to understand that
media attention is part and parcel of the celebrity
lifestyle. After all, as the old saying goes, ‘If you can’t
stand the heat, get out of the kitchen!’
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Writing
Bank key
5 To write supporting sentences Answer Key
• Give Ss time to think of suitable supporting alternative rock band, rousing opening song,
sentences. interesting range of pace and mood, fantastic
• Check Ss’ answers around the class. numbers, characteristic vocals, superb guitar playing,
huge video screens, unforgettable solo
Suggested Answer Key
1 For example, they have made mistakes and learnt
from them so they can advise their children not to
make the same ones.
Writing Bank 6
2 Everyone likes people who can make them laugh
and having a sense of humour makes people more 1 To analyse the structure of a model essay
attractive in the eyes of others. • Go through the theory box and the Useful
3 Their busy lifestyles do not always allow time to Language box.
develop personal relationships. Also, they have to • Give Ss time to read the model and then elicit what
be careful who they open up to because it may each paragraph is about.
appear as the headlines in the paper the next day.
Answer Key
Para A: introduces the topic
Writing Bank 5 Para B: the advantages of vegetarianism and
justifications
Para C: the disadvantages of vegetarianism and
1 To analyse the structure of a model review justifications
• Go through the theory box and the Useful Para D: summary and writer’s opinion
Language box.
• Give Ss time to read the model and then elicit what 2 To suggest alternatives for the topic
each paragraph is about. sentences
Answer Key • Elicit the topic sentences in the essay and then give
Para A: who, what and where the event was Ss time to think of suitable alternatives.
Para B: overview of the performance • Check Ss’ answers around the class.
Para C: details of the performance Suggested Answer Key
Para D: recommendation
Para B: Vegetarianism has a number of advantages.
The writer used past tenses to talk about the event he There are some points in favour of becoming a
attended in the past and present tenses to give his vegetarian.
recommendation of the band and say how he feels Para C: However, there are also disadvantages to not
about them. eating any meat.
On the other hand, there are some points
2 To identify a recommendation and suggest against vegetarianism.
a suitable alternative
• Elicit the author’s recommendation and then give 3 To replace linkers/words with suitable
Ss time to write an alternative. alternatives
• Elicit answers from Ss around the class. • Give Ss time to read the model again and think of
suitable replacements for all the linkers in bold.
Suggested Answer Key
• Check Ss’ answers around the class.
The Chilis are still ‘red hot’. They’re a must-see band ...
Suggested Answer Key
The Red Hot Chili Peppers are well-worth seeing if you
Firstly – To start with
get the chance. You won’t regret it.
For example – For instance
Secondly – In addition
3 To identify adjectives This is because – This is due to the fact that
Read the rubric aloud and elicit answers from Ss However – On the other hand
around the class. For one thing – Firstly
such as – like
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Writing
Bank key
Consequently – As a result For example – For instance
Another argument against – In addition Doing this would – As a result
To sum up – In conclusion Lastly – Finally
think – believe For instance – For example
In this way – By doing this
4 To write full supporting sentences To conclude – To sum up

• Ask Ss to read the topic sentences and look at the

prompts.
• Give Ss time to use the prompts to write full
sentences in support of the topic sentences.
• Check Ss’ answers around the class.
Suggested Answer Key
• Firstly, if we grow them ourselves we can be sure
that they are organically grown without the use of
chemicals. This makes them very healthy for us.
Also, working in the garden, digging and planting, is
a very good opportunity to get some exercise. This
will help us get fitter.
• To start with, it is very time consuming and you will
not get a big crop yield for the time spent growing
and looking after the plants. Secondly, digging is
not easy to do and it can result in physical
discomfort and injuries.
3 To identify the language of making
suggestions
Elicit answers from various Ss.
Suggested Answer Key
I suggest ...
I am convinced ...
It would be a good idea to ...
4 To identify examples of formal style
Elicit examples of formal style from various Ss around
the class.
Suggested Answer Key
passive (be given away), full forms (would be, is to),
formal structures (would benefit from, could be
offered), advanced vocabulary (encompass, presence,
enticing, etc)

Writing Bank 7 5 To write an alternative conclusion

• Give Ss time to rewrite the conclusion.
1 To read for content/structure
• Ask various Ss around the class to share their
• Go through the theory table and the Useful answers with the rest of the class.
Language table.
Suggested Answer Key
• Explain the task and ask Ss to read the sentences
1-3 and then give them time to read the model. To sum up, by using the powers of advertising, making
• Elicit answers from Ss around the class. special offers available and offering more interesting
exhibits to visitors, more people will come to visit the
Answer Key Planetarium.
1 Conclusion (para 5)
2 Purpose (para 1)
3 Advertising, Special Offers and Exhibits Writing Bank 8
2 To practise linkers
1 To practise linkers
• Give Ss time to read the model again and then
• Explain the task and give Ss time to read the essay
complete the task.
and complete it.
• Check Ss’ answers.
• Check Ss’ answers around the class.
Suggested Answer Key
Answer Key
The purpose of this report – This report aims to
1 However 5 Some people argue that
To begin with – Firstly
2 Firstly 6 However
I suggest – It would be a good idea to
3 As a result 7 In conclusion
Doing this would mean – This way
4 Secondly
Secondly – Also
I am convinced – I strongly believe

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Writing
Bank key
2 To analyse the structure/content 2 The skills they acquire and the qualifications they
of a model essay achieve help increase their employment
Ask Ss to read the essay and elicit what each opportunities.
paragraph is about. 3 As a result, they can cover their academic fees and
personal expenses and study at a pace that suits
Answer Key them.
Para 1: states the topic (school uniforms) and the
writer’s opinion (they are beneficial)
Para 2: mentions the first benefit of school uniforms
and justification
Writing Bank 9
Para 3: mentions the second benefit of school uniforms A To practise imperative forms for giving
and justifications instructions
Para 4: presents an opposing viewpoint and reason • Explain any unknown words to Ss and ask them to
Para 5: restates the writer’s opinion do Ex. A.
• Allow some time for Ss to complete the task and
3 To substitute topic sentences for suitable then check Ss’ answers in class.
alternatives Answer Key
• Explain the task and give Ss time to complete it. A 1 Boil 4 Remove 7 Add
• Check Ss’ answers around the class. 2 Cut 5 Pour 8 put
3 Slice 6 mix 9 Serve
Suggested Answer Key
To begin with, school uniforms do not distract students
from their studies. B To analyse structure/content of model
Furthermore, school uniforms make schools safer. instructions
However, others argue that school uniforms do not • Ask Ss to read the model and go through the
allow children to express their personalities as they Useful Language box with them. Explain any
have to wear what they are told. unknown vocabulary.
• Instruct Ss to make use of the imperative form of
4 To substitute opening/closing paragraphs verbs when writing or giving instructions.
for suitable alternatives
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Suggested Answer Key
Have you ever thought what school would be like without
uniforms? I think it would cause problems. It seems to me
that school uniforms are beneficial in a number of ways.
To sum up, it is my strong belief that school uniforms
are necessary and helpful for students. After all, don’t
students have enough to deal with without adding the
worries of safety and what to wear?

5 To write supporting sentences

• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Suggested Answer Key
1 Furthermore, students have the opportunity to see
the world and what it has to offer. This in turn may
influence their decision as to what they want to
study when they pursue higher education.

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Tapescripts
Module 1 – Work
1d – Exercises 1b & 2 (p. 12)
Announcement A
A lost child has just been found in the footwear department
on the second floor of the building, where she got separated
from her mother. She’s approximately three years old and
she’s got long straight blonde shoulder-length hair worn in a
ponytail, freckles and brown eyes. She is wearing a red
anorak, a white T-shirt and blue denim dungarees. She’s
also carrying a bright pink Barbie backpack. Would her
mother please contact any member of staff or, alternatively,
come and collect her from the Customer Enquiries Desk
which is situated on the ground floor just opposite the
restaurant. Thank you.
Announcement B
An elderly passenger has been reported missing from the
terminal building. Mr Brendan Maguire was last seen two
hours ago, sitting at a table in the self-service café on Level
Two while his son went to buy refreshments. Mr Maguire is
aged 85, of average height and build, with white hair,
thinning on top, and a white moustache. He was wearing a
dark blue raincoat, brown trousers, a grey scarf and grey
gloves. He walks with the aid of a walking stick. If you have
seen anyone fitting this description, please contact Airport
Security next to the Information Desk on Level One.
Exercises 3b & 3c (p. 12)
A: Good morning, Pamela. Nice to meet you.
B: Thank you. It’s nice to meet you too.
A: We seem to have a good connection. I can see and hear
you fine. How about you?
B: You sound a bit faint. Let me just adjust the volume …
A: Can you hear me now?
B: Yes, that’s much better thanks.
A: OK then, I think we’re ready to start. I see from your
letter of application that you’re interested in applying for
one of the hotel animator jobs we have on offer here at
‘Holiday Fun’. Could you tell me why you think you’d be
suited for a position like this?
B: Well, I believe a job which involves entertaining tourists
would give me the opportunity to enjoy my two favourite
pursuits – dancing and foreign travel.
A: I see. It says on your CV that you studied contemporary
dance. Hotels are always glad to employ dancers. Have
you actually done any dancing professionally?
B: I did belong to a dance company, yes, and we used to
put on shows regularly. Unfortunately, I had to stop as
they started touring all over the country. I couldn’t go
with them. It was a shame, but I was determined to finish
my degree in foreign languages.
138
A: Ah yes, a knowledge of foreign languages is highly
desirable for this position. I see you studied Spanish and
Italian. Which one do you think you’re better at?
B: My Spanish is fluent, and I can get by quite comfortably
in Italian as well.
A: Hmm … at the moment you’re working in a travel
agent’s, correct? How long have you been there?
B: Six months. I deal with customers phoning in with
enquiries.
A: And didn’t you think you might like to rejoin the dance
company after you graduated?
B: Well, it did cross my mind. But frankly, it would have
been difficult to make ends meet on the salary the dance
company was offering.
A: As a hotel animator, you’d be working with the hotel
guests, not only to entertain them, but also to get them
involved in activities too: sports, quiz nights, song and
dance competitions, that sort of thing. Public relations is
a very important part of the job, in fact.
B: Oh, I’m told I have good people skills. In the third year of
my degree, I went to Spain to work as a teaching
assistant. I got on extremely well with the children. My
role was to motivate them to do their lessons, but I also
learnt to be a sympathetic listener, which helped me deal
with their individual needs.
A: Well, as you’re interested in travel, I could offer you a job
in Italy at a five-star seaside hotel from June until early
September. You’d be part of a team of eight working
under an experienced animator.
B: That sounds great. I’m good at water sports, too, if that
would be a help!
A: Very possibly. Now, all our animators are very hardworking.
It’s an eight-hour-a-day job, six days a week. Would that be
a problem for you?
B: No, I don’t mind at all. What about accommodation?
A: The hotel provides it free, and three meals a day are
included. The salary is 800 euros a month.
B: That sounds very reasonable. When exactly would I
need to be available to start?
A: The hotel contract is from the 1st of June. However, we
would need to see you here at the agency for two weeks
of practice sessions beforehand. That would mean being
here on the 15th May.
B: That’s fine with me. Is there a fee for the sessions?
A: No, they’re free of charge. We’ll look forward to seeing
you then, Pamela, shall we?
B: Yes, thank you very much.
Progress Check 1 – Exercise 3 (p. 20)
Host: Welcome to ‘The Right Job’ the programme that
spotlights different careers in order to help you find the job
that is right for you. Today our guest is Liam Davis a
paramedic from London. Hello Liam.
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Liam: Hi.
Host: Please tell us as much as you can about being a
paramedic.
Liam: Well, first of all I just want to say that I love my job. It’s
very challenging but also very rewarding. Every day is
different in terms of the wide range of patients we treat. In
London there are people of all ages, races and religions but
also every situation is different, too and it’s not all about
saving lives. I work shifts which can be days or nights. An
average shift is around 9 hours but they can vary from 8 to
12 hours.
Host: What’s a day in your life like?
Liam: If I’m on an early shift, I start at 5 am. The first thing
we do is check the vehicle and make sure the equipment is
ready and it’s stocked with supplies. Once we’ve got
everything we need on board we wait for the first call which
usually comes in quite quickly. Yesterday, for example, the
first call was at 5:15 am from an elderly man who was
unwell. It was difficult to communicate with him because he
was confused so we took him to hospital for some tests.
The next call was a road accident. The patient was a young
woman who had been knocked down and had a broken leg
and a concussion. We put a neck collar on her and strapped
her to a back board and took her to casualty. After that we
had a teenager with breathing difficulties brought on by an
asthma attack and we gave him oxygen but he didn’t need
to go to hospital. There were 5 or 6 other callouts so it was a
fairly busy day, but I prefer it that way.
Host: So how did you know you wanted to be a paramedic?
Liam: I knew that I didn’t want to work 9-5 or work indoors.
I was interested in medicine and I’d taken some first-aid
courses which I’d enjoyed but I didn’t necessarily want to be
a doctor or a nurse. Then it occurred to me that being a
paramedic would give me the chance to help people but still
be out and about. It’s the perfect job for me. It isn’t an easy
option, though. Working shifts is tiring and sometimes you
have to deal with aggressive patients and difficult situations,
but it’s really rewarding work. There aren’t many jobs that
allow you to make a meaningful difference to someone’s life.
Host: Thanks Liam. That was very interesting and
informative. So if you want to be a paramedic ….
Module 2 – Travel & Shopping
2d – Exercises 2a & 2b (p. 28)
Presenter: Today’s show is about unusual travel
experiences. Why not call in to the show or email us with
some of your stories. But, first, our studio guest this
afternoon is travel writer, Craig White. Craig, what’s life as a
travel writer like?
Guest: Well, as a travel writer, all my trips are actually for
work. If I don’t travel and write, then I don’t get paid. My
holidays are usually spent at home relaxing with my family.
Tapescripts
Most people probably think that it’s a dream job, but it can
be exhausting and lonely.
Presenter: What’s the most unforgettable experience
you’ve had in your travels?
Guest: Well, there have been quite a few, but there is one
which sticks in my mind the most.
Presenter: Could you describe it for the listeners?
Guest: Yes, of course. I was just a young writer at that time.
I didn’t have much experience in travel writing. Anyway, I
was travelling around some of the Greek Islands to write
some articles for a travel guidebook. One of the last islands I
had to visit was a place called Ikaria. I had been working for
three weeks and I was really worn out. The summer heat
was overwhelming. I wasn’t used to such high temperatures
back then.
Presenter: Did you come down with sunstroke? Many of us
have experienced something similar.
Guest: Well, I probably would have had I not stopped to
rest. I was up in a lovely, but remote, mountain village. Most
of the villages on the island are located lower down on the
coast, but this one was way up a mountain. The air was thin
up there as well.
Presenter: I’m beginning to think you’ll collapse at some
point in this story.
Guest: I nearly did from embarrassment, but we’ll get to
that. So, at that point, I knew I had to catch my breath. I
decided to find a place to sit and get something to eat. I saw
a couple of tables in a quiet lane which was shaded by
some large trees. One of the tables had some dishes left on
it, so I knew immediately that I had found some kind of
restaurant.
Presenter: We’ve had an email from a listener about a
terrible experience he had with food poisoning on holiday. Is
that the path you’re going down?
Guest: Far from it. An elderly woman came out to my table
and spoke to me. I didn’t understand a word, of course. She
didn’t speak English, so I used some hand gestures to
indicate that I was putting food into my mouth. She smiled
and said some things. I’ve no idea what she said, but she
seemed happy and walked off.
Presenter: It’s easy to interpret eating hand gestures. I
think they are quite universal. Did you manage to order what
you wanted from the menu though?
Guest: That’s where the story gets interesting. I wasn’t
given a menu and I hadn’t ordered anything in particular.
Regardless, five minutes later the woman appears with
plates of food. There was a salad, a plate of cheese, little
spinach pies, bread and lots of fish. I still had plenty of
money, so I wasn’t worried about the cost, but I thought it
was a lot of food for one person.
Presenter: Were you tempted to say that you didn’t want all
of the food?
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Tapescripts
Guest: Not at all. I was really enjoying the food. The woman
was constantly smiling and encouraging me to eat more. I
managed to finish the lot. It was really tasty, but I also didn’t
want to offend her. Anyway, when I was finished, I decided
to go into the restaurant to pay. I walked through a small
archway into a courtyard. But then, ... then, I noticed that
the path led to a small house. I looked all around and there
was no restaurant.
Presenter: What happened? Did the restaurant just
disappear into thin air?
Guest: It was so embarrassing. The woman walked out her
kitchen and I tried to offer her money. She wouldn’t take it.
In fact, she gave me more food to take with me. I felt really
silly. Needless to say, the village got a great write-up in the
guidebook. I just hope I didn’t encourage other people to go
there for free dinners.
Presenter: That’s quite a remarkable story, Craig. OK. So,
after the break, we’ll be hearing more from Craig and some
listeners will be telling us their stories, too.
Exercise 5 (p. 28)
Speaker 1
When I was a young child, I often used to go shopping with
my parents in the city centre. My parents would always tell
me to stay close and not to disappear. One day in particular,
we were walking through a department store when I saw
some video games nearby. I went over to check them out.
After a couple of minutes, I looked around and couldn’t see
my parents anywhere. It just felt like hundreds of strangers
were surrounding me. I remembered my parents telling me
to stay where I was if I ever got lost. That’s just what I did,
but I felt severely panicked. A few seconds later my mum
grabbed me and told me not to disappear like that again. I
was so relieved! And I never got lost again!
Speaker 2
Every summer, I go to the Welsh coast on holiday. There are
some really beautiful beaches there, although the weather is
never guaranteed to be great. It’s become a tradition for me
to buy a new summer hat every time I visit. I’m quite happy
to spend a bit of money on hats and I’m always keen to
have the latest fashion. There’s a particular shop along the
seafront where I go every year. A lovely lady called Cathy
had always run the shop, but last year I was shocked to find
the shop wasn’t there. I was walking along the promenade
feeling dejected when, suddenly, I saw a sign reading
‘Cathy’s Hat Shop’. I was overjoyed when I found out that
she had moved into a bigger premises because her
business was doing so well.
Speaker 3
I went to a flea market for the first time with my friend last
month when we visited London. She told me I’d have to
bargain with stall owners to get better deals on things. I
found a really nice bracelet and I thought I’d give it a try. I
asked the stall owner how much it would cost and he
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quoted me a ridiculous price. I offered a much lower amount
for it. He lowered his price a little, but I told him it was still
outrageous and stuck to my original offer. I must have upset
him, though. He ended up shouting at me and even called
me a thief! My friend explained how bargaining works after
that, but it was too late to get my bracelet.
Speaker 4
I was at the airport, just about to return home from a
business trip, when I realised that it was Valentine’s Day.
There was still time before the gate opened, so I ran around
the airport shops looking for a romantic gift. The only thing I
could find was a teddy bear with a love heart on the soles of
one of its feet. It seemed a little pathetic, but it’s the thought
that counts, isn’t it? Anyway, when I gave it to my wife, she
pressed the love heart on the teddy bear’s foot and it played
her favourite song. She said that I was so romantic, but the
truth is that I was really lucky!
Speaker 5
I spent the day with my sister in the city yesterday. We don’t
have a lot in common, but we usually get on fine. Her
trouble, though, is that she is a huge shopaholic. We made a
deal that we’d spend the first half of the day shopping and,
for the second half, we’d go bowling and watch a film at the
cinema. So, we spent the whole morning and most of the
afternoon in the shopping mall. The place was crowded with
shoppers because the sales were on and my sister bought
loads of bargains. The bowling alley and cinema are in the
same mall, but the thing is that when it came to my part of
the day, I just felt too exhausted! I told my sister, “Let’s go
home. I can’t spend another second here.” So that’s what
we did!
Progress Check 2 – Exercise 6 (p. 36)
Presenter: Welcome back to Holidays of a Lifetime. Today,
the spotlight is on Thailand. With us in the studio is best-
selling children’s book author, Julia Brent. Julia, before the
break you were telling us about your experiences out there
visiting exotic temples, jungle trekking and scuba diving.
What else is good to do in Thailand?
Julia: I think the moment has come to mention the fabulous
floating markets there. There are a huge number of them
across the country. Unfortunately, I only managed to visit
two.
Presenter: So the novelty lies in the fact that they’re on the
water, right?
Julia: Yes, they have their roots back in the nineteenth
century, when towns and villages had fewer roads. Markets
grew up around a network of canals and waterways and
farmers sold their produce from boats. With today’s modern
supermarkets, many of these closed – only to reopen as
tourist attractions.
Presenter: What were the ones you visited like? Were they
similar?
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Julia: Not at all. The first one – the Pattaya Floating Market –
is what I just said, very much a tourist trap. The Wat Takien
Floating Market, on the other hand, is much more the real
deal. You hardly see a foreigner there, just the locals!
Presenter: OK, so tell us a bit about the first one.
Julia: The Pattaya Floating Market is located close to the city
of Pattaya, about 2 hours’ drive from Bangkok. It opened in
2008 and is the largest market of this kind in Thailand. The
canals were awash with boats, all jostling against each other!
Some were full of tourists and others belonged to traders
selling their produce – fruit and vegetables, kitchenware, toys
– whatever you could imagine. You just reached across from
your boat to theirs to buy something!
Presenter: Did you buy anything interesting?
Julia: To tell you the truth, not really. There were too many
tacky touristy souvenirs. I would have preferred it if they had
sold more traditional handicrafts. The food was amazing,
though. There were stalls everywhere you looked selling
noodle dishes, fried bananas, coconut ice cream – you
name it! And it was so cheap!
Presenter: Sounds wonderful! What else did you do there?
Julia: They put on some great cultural shows every afternoon.
I was lucky enough to see an authentic Thai dance and martial
arts display.
Presenter: How did all that compare with the market at Wat
Takien?
Julia: Like I said, things were much quieter there, even
though it’s only about 40 minutes by car from Bangkok.
People were just getting on with the everyday business of
buying and selling and didn’t seem to notice me as a tourist!
For example, I wanted to take a boat tour to explore further
up the canals and had difficulty finding a guide to take me! If
that had been Pattaya, I would have been swamped with
offers.
Presenter: I can imagine! So overall, which market did you
prefer?
Julia: Wat Takien, definitely. For me, it captured an aspect
of traditional Thailand you don’t find in Pattaya. I mean, you
get a greater understanding of the local way of life. The old
women there sit calmly in their boats actually making their
handicrafts on the spot. I bought quite a few, as I like to
support local people in that way.
Presenter: Is there anything else visitors shouldn’t miss
while they’re at Wat Takien?
Julia: Something which I found interesting – not to say, unique –
was the temple, which is just next to the market. The entrance is
through a huge tiger’s head. You go underground where monks
are praying under the temple. They do this because they say it
brings good luck. To make your exit, you come up on the other
side through an equally large and colourful dragon’s head.
Presenter: How fascinating! Well, I’m afraid that’s all we
have time for. Julia Brent, thank you so much for coming in
to share your travel shopping experiences with us today.
Julia: Thank you for having me.
Tapescripts
Module 3 – Our World
3d – Exercises 2a & 2b (p. 44)
Good evening, everyone, and thank you all for coming. My
name is Nathan Sharp and I work for Coalition for the
Homeless, one of the most active homeless charities in the
USA. Homelessness remains a huge problem for many
countries both in the developed and developing world. In
the USA, for instance, some experts estimate that the
number of homeless people could be as high as one
percent of the total population. Coalition for the Homeless
tries to help these people on a number of fronts. For one, we
set up shelters and provide food, clothes and blankets for
those sleeping on the streets. But that’s not all; our goal is
not just to make life a little more bearable for the homeless;
we want to help them get off the streets permanently. But
how can we do this? Well, that’s what I'd like to talk to you
all about today.
But before we can talk about solutions to the problem of
homelessness, we have to understand its causes. Just why
do people become homeless? To many of us, it would seem
unthinkable that one day we could end up living on the
street. But the harsh truth is that many homeless people
once went to college, had jobs and led comfortable lives.
So, what causes all this to change? The leading reason
people become homeless is poverty. In the USA, around 12
percent of the population lives below the poverty line. And
although most of these people have homes, they are
constantly struggling to pay the rent and buy food. The loss
of a job, therefore, often spells disaster. With no money to
pay rent, and no support from friends or family, often the
only option is to live on the streets.
And after a person becomes homeless, it becomes
increasingly difficult for them to rebuild their lives. For one,
most companies will refuse to interview applicants who do
not have a home address. Also, many homeless people
become addicted to alcohol or drugs after living on the
streets. In fact, about two-thirds of homeless Americans
struggle with some form of addiction, making it very difficult
for them to find employment. Added to this are the health
risks associated with malnourishment and having to live
without protection from extreme weather conditions, again
making it very challenging to find or even do work.
So, with all these problems in mind, what can be done to
help homeless people rebuild their lives? Well, in my
opinion, we need to deal with the problem of homelessness
in a step-by-step fashion. And the first step is helping those
homeless people who suffer from addictions. There are
some addiction treatment centres in the USA, but very few
of these are dedicated to the homeless. I think setting up
such centres would go a long way towards helping
homeless people off the streets.
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Secondly, job training centres are very important to helping
homeless people. The charity I work for, Coalition for the
Homeless, runs the First Step Programme. It gives
homeless people the opportunity to take courses, teaching
a variety of job skills and also works with local businesses to
offer homeless people paid work experience. By joining
such programmes homeless people have a better chance of
gaining employment and earning the money they need to
pay rent.
Lastly, and in my opinion most importantly, we need to
make affordable housing available to homeless people and
to the general public as well. By doing so, we will not only
make it easier for homeless people to get off the streets, but
we will also prevent a considerable amount of people from
becoming homeless in the first place. Since charities do not
usually have the funds to build or buy property, it’s the
responsibility of governments to do more in this area. At the
moment, most governments in North America and Europe
offer some affordable housing, but usually not enough. In
the USA, for instance, those who qualify for affordable
housing have to wait on average three years before they get
to the top of waiting lists.
All in all, more needs to be done to help the homeless in our
countries. Becoming homeless can be a soul-destroying
experience. It’s up to all of us to bring hope to these people
and help them rebuild their lives. Thank you all for listening.
Exercises 4b & 5 (p. 44)
Jane: Today, we’re going to discuss the illegal downloading
of music and films. We have our regular guest, Charlie
Shields, editor of the Internet magazine NetKnow, to
discuss the rights and wrongs of downloading. Welcome
back to the show, Charlie.
Charlie: Thank you, Jane.
Jane: Nowadays, with the financial crisis here, are the film
studios and recording studios fearing what might happen if
people continue to illegally download their merchandise
instead of legitimately buying it?
Charlie: Well, Jane, we’ve actually featured this subject a lot
in our magazine over the last couple of months. It has been
a hot topic since several file sharing websites have been
closed down. Some governments around the world are
trying to crack down on Internet piracy, as they call it now,
and this has caused people to discuss the morality of illegal
downloading again. Certainly, musicians are feeling the
effects of illegal downloading. People don’t buy records
anymore; they just download them, and then transfer the
songs onto their MP3 players. So then, musicians depend
on making money from touring. Touring means the artists
have less time to record new albums and have to work
harder and longer for their money. On top of that, people are
wary of spending money on concert tickets at this time. For
these reasons, the big recording studios seem to be very
concerned about illegal downloading at the moment.
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Jane: You mentioned that file sharing websites have been
closed down. Can you explain a bit more about this and
how the artists and studios feel about this?
Charlie: A lot of people, including musicians and actors
themselves, say that websites like these are a good thing.
Internet users being able to download songs and films for
free will allow the songs and films to reach a wider audience
than they ever could in high street shops. The problem with
Internet piracy, or any other type of piracy for that matter, is
essentially an economic problem. If the artists don’t make
the money from the work they have put in to create their
music or film, then they won’t be able to continue working
creatively. They’ll have to find other ways of making money.
A successful feature film will be downloaded by millions of
Internet users, but it will also be seen by millions of viewers
in cinemas around the world. People will buy the DVDs for
the extras, too. The reality is, though, that the public who
pay for cinema tickets and DVDs are paying more to cover
the costs of those who are not paying.
Jane: Do the people who illegally download think they are
doing anything wrong?
Charlie: The truth is that most people think they are entitled
to download films and music because it’s there to be
downloaded. They get upset when file sharing websites are
closed down. They tend to view the creators as commercially
successful regardless, and that by downloading an album or
film, no one is being harmed. But, that is not true. Last year,
the largest music retailer in Britain’s high streets had to close
down 10% of its stores. That’s a lot of jobs gone, and a lot of
albums that won’t ever be sold again. And, it’s not the
biggest bands or singers that suffer the most. If a musician is
not a chart success, then you are actually stealing everything
from them. They might not be able to create new music
because they don’t earn enough. Then, the people who
actually buy the albums have to pay more, and concert
tickets become more expensive. These rising costs for law-
abiding consumers actually encourage more and more
people to turn to illegal downloading as the answer. It’s all a
bit of a mess in the end.
Jane: Do you think that the illegal downloaders are acting like
spoilt children? They're so used to being given everything on
the Internet now; they're used to listening to music for free;
they’re used to watching films for free ... without paying the
artist ... that they just expect it to carry on like that.
Charlie: I think because everybody's on the Internet, and
the music and films are also on the Internet, nobody feels
like they’re actually stealing. People don't look at it in the
same way as physically walking into a shop, putting a DVD
in your jacket pocket, and then walking out. That’s basically
what they’re doing, but they don’t see it that way at all. Even
if people do understand that it’s wrong to download these
things for free, they know it’s there and that everyone else is
doing it. It’s like a disease. It has just spread so far that it
seems impossible to control at the moment.
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Jane: So, how can illegal downloading be stopped? Is it
down to the industries themselves or should governments
take responsibility?
Charlie: The biggest problem for online law enforcement is
that the Internet is a global network, but each country has
separate laws governing the Internet and copyright. There
are some international agreements in place regarding
copyright protection, but it’s very difficult to enforce on the
Internet. It’s important to get the message across that it is
illegal and that it’s affecting the independent artists more
than the commercially successful ones. Governments are
targeting the uploaders. They want to stop this practice by
preventing people from copying the music and films in the
first place. The copying and distribution of a CD, for
example, could lead to a hefty fine or even imprisonment. In
1997, almost 80 million music singles were sold in the UK.
Over ten years later, less than 9 million singles were sold.
Internet piracy is hard to police, but if the people who
provide illegal material are stopped, then people will have no
free material to steal. Then, it may be possible to see a
return to legitimate music sales.
Jane: How can people who are used to illegal downloading
get used to paying for music and films again?
Charlie: This is, perhaps, the biggest challenge. While the
Internet is the root of this particular problem, it is also the
solution. Most people who download illegally believe one
person can’t make a difference. But, millions of people
acting the same way do make a difference. The truth is that
you can actually download songs and films for really low
prices on the Internet. Not only will you have legitimate
copies that will fund the creative people who make music
and films, but you will have a better quality download, too.
You can buy a music album for a quarter of the price you
would pay for a CD in a shop. These days, you can even
store your legitimate music online as back-up, so that you
never lose it. You don’t have to worry about the CD
scratching. You will own your own copy of the album for the
rest of your life. And, personally, the best thing is that you
will never have to worry about the law turning up at your
door.
Jane: OK. It’s time for a quick break. Then, Charlie and I will
be back to take questions from callers. Do you download
music and films? Do you do it legally or not? That’s after the
break ...
3e – Exercise 5 (p. 45)
Speaker 1
In Picture A I can see solar panels. These produce energy.
Solar energy is good because it won’t run out. So, I think it’s
very important for the future. Also, it’s good for the
environment because it’s better than fossil fuels. So, all in
all, it’s the best source of energy out there.
Tapescripts
Speaker 2
In Picture A I see panels. I think these are the panels that are
used to convert sunlight into electricity. In Picture B, I can
see a woman who is recycling. She is putting something into
a recycling bin, probably at a recycling centre. By doing so,
she is preventing the waste of useful materials. I think both
of these pictures show ways we can help the environment,
but the most effective way is through solar power. In my
opinion, it’s very important for us to find and use renewable
sources of energy, since fossil fuels are running out fast.
This way, we can become less dependent on fossil fuels as
their quantities decrease.
Progress Check 3 – Exercise 5 (p. 52)
Presenter: Environmental journalist, Adele Dickson, has just
published a book about why overpopulation is a key issue
facing the world today. Welcome to the studio, Adele. What
inspired you to write a book on overpopulation?
Guest: My parents were quite knowledgeable about global
populations and consumption levels. It was quite a big
concern in the 1960s and 70s. For some reason, people lost
interest in the issue and just forgot about it. But, my father
still used to bring it up from time to time. He was a cattle
farmer and he would often talk about how the world would
need more people like him to feed the increasing
populations around the world. He would then explain that
there would be no space for farmers like him to raise cattle
because there would be too many towns to support the
overpopulated world. So, overpopulation was always
something I had in my mind. In the last few years, I’ve
noticed that people are talking about it again.
Presenter: Can you just give us a few ideas of what types of
problems will arise because of overpopulation?
Guest: Well, all of our environmental problems are linked in
some way. It seems that the common factor in all of this is
mankind. Therefore, having more people on the planet is
going to increase other environmental problems. Take
climate change, for example. A larger global population will
need to produce and consume more energy. There will be
more waste, more pollution and more environmental
damage. Another concern is overconsumption. More people
need more food. To make more food, we need to plant more
crops, harvest more fruit and vegetables, and breed more
animals for their meat. We’d have to overpopulate the world
with farm animals. We’d be using more of the world’s
resources just for ourselves. It’s not practical at all.
Presenter: Many people have the idea that overpopulation
means that there are too many people in the world’s poorest
countries and that it’s not a problem we have to worry
about. What do you think of that?
Guest: Overpopulation is something we have to concern
ourselves with, but not in the way that many people would
have you believe. Why do some people try to convince us
it’s the fault of poorer countries? It’s the rich world which
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Tapescripts
over consumes. The poorest people, in the poorest
countries, generally use less of the planet’s resources and
create far less waste and pollution. In fact, we’ve even seen
how human populations can be beneficial to the
environment. Take the Machakos region in Kenya, for
instance. The whole area was on the verge of becoming a
desert. With their increasing population, however, the local
community were able to organise irrigation and water
supplies to grow crops on the arid land. Looking at the
Machakos region today, you wouldn’t describe it as arid.
This just goes to show that populated areas in poorer
countries can often be more self-sustaining than we can be.
Presenter: That’s very interesting. There are some
controversial ideas for dealing with overpopulation. What
would you suggest would be the best way to deal with this
key issue?
Guest: Like you said, a lot of the ideas for tackling the issue
of overpopulation are controversial. That’s because they
can be seen to discriminate against particular nations or
people. We have to remember that our priority should be to
protect other human beings while preserving the planet
where we live. Increasing populations offer greater
workforces and more brain power. They don’t have to cause
more environmental problems. We have to learn to reduce
our energy waste, save our natural resources and to sustain
ourselves more locally. If everyone could live within their
means, then a bigger population can be sustained without
having a greater impact on our planet. For me, this is the key
to tackling overpopulation – to provide people with the
knowledge to help the planet and its increasing population
to survive.
Presenter: OK. Thank you, Adele.
Guest: Thank you. Good bye.
Presenter: And, Adele’s new book, which, of course, is
printed on recycled paper, is called Overpopulation and is
going to appear in all good bookstores this Friday.
Module 4 – Moods & Feelings
4d – Exercise 1b (p. 60)
Speaker 1
I used to be so stressed all the time. Like most other people,
I was working 40 hours per week. But, I couldn’t stop
thinking about work when I got home. I found it difficult to
relax and would often have trouble sleeping at night. A
friend of mine suggested that I take up a hobby as it would
help to focus my mind on other things. Well, I thought about
the things I’d enjoy doing and I decided I’d like to take up
something involving art and crafts. I went to my local
bookshop and found a book about making paper flowers. I
was good at it. I learned everything in the book and then I
started making all sorts of things from paper flowers. I make
floral lights for my friends these days and they love them.
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Since I got obsessed with flower making, I’ve been
completely untroubled. I think hobbies are really important
for helping us stay calm.
Speaker 2
So many people work hard all day and then sit in front of a
TV all night to unwind. Don’t get me wrong, I watch TV, too,
but I think there are much healthier things to do in your free
time. In my opinion, it’s really important to keep your mind
alert. I feel like too much TV just kills my brain cells. I don’t
have one particular hobby. I like to start a new hobby every
six months to a year. Scientists have discovered that
starting new hobbies can improve your memory. Just
recently, I started playing an ancient Chinese board game. It
took me a few weeks to fully understand the rules because it
was quite complicated. Now, I feel quite confident playing
other people. Learning the new rules and memorising
different opponents’ game styles really got my brain ticking.
So, I say, don’t be a couch potato – try to be a busy bee
instead!
Speaker 3
I spent so much time studying for my exams before the
summer that I stopped exercising completely. I think I barely
left the house for two months other than to attend school. I
don’t think it’s healthy to stay indoors too much, especially
when you’re young like me. Anyway, over the summer I
decided to start yoga classes and do some light jogging in
the park. I wasn’t depressed before, but I was getting
worried about my weight. Sitting all day with my nose in my
books really wasn’t helping my waistline. Not only have I
controlled my weight better since doing a bit of exercise, but
I feel a lot more energetic, too. Teenagers’ lifestyles often
involve sitting down for long periods, so I think it’s really
important that we should all try and get moving from time to
time.
Speaker 4
My parents were getting angry with me all the time. I kept
getting into trouble inside and outside of school. My
guidance teacher is a nice man. He talked to my parents
and told them that teenage boys can often get a bit restless.
He said that my behaviour was probably just a phase, but
that there were various things they could try to help keep me
out of trouble until I matured. One of the suggestions was to
encourage me to learn a musical instrument. They bought
me an electric guitar and an amplifier. At first, I tried to learn
a couple of tunes myself. It took a lot of work to get the hang
of it. Eventually, when I was a bit more comfortable, I got
some tuition from a private music teacher. He taught me
how to read music and how to play all the chords properly.
Before I knew it I could play well and I joined a band. One
day, I was sitting at home with my parents and they
remarked on how I hadn’t been in trouble since I started
learning to play the guitar. I hadn’t even thought about it, but
they were right. I guess I was just bored before. Learning a
musical instrument was invaluable to me.
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Speaker 5
I retired from the police force a few years ago. It was strange
to stop working all of a sudden. It felt like there was a huge
gap in my life. I think I missed being around all my
colleagues the most. I worked with a great team of people
and, suddenly, I was missing the social element of work.
The job itself got more difficult as I got older, so I enjoyed
the time to relax. I just didn’t enjoy it at home alone. The
best thing I ever did was to sign up to a t’ai chi class. I
started with just a couple of classes every week. I met so
many people in a similar situation to me. The exercises are
so relaxing, physically and emotionally. The most significant
difference, though, was being part of a good social group
again. Now, I attend t’ai chi classes 5 days per week.
Exercises 3b & 4 (p. 60)
Presenter: I’d like to welcome our next guest who is here to
talk about the importance of friends and families in our lives.
Dr Jacobs is a psychologist who has written several books
related to how our social environment affects us. Welcome,
Dr Jacobs. First of all, can you tell us how important it is to
have friends and family in our lives?
Guest: Good afternoon, Becky, and thank you for inviting
me to your show. Let me start by discussing the role of
family in our lives. What is family? The dictionary definition
states that a family is a social group composed of children
and parents, but a family is more than this simplistic
explanation. For me, family is an inseparable part of our
lives. It is the origin of our very existence. It is like a
marriage: we are partners in good times and bad, in wealth
and in poverty, and in sickness and in health. Not only are
our families responsible for the fact that we are here, but as
we grow up, families are what define our personalities.
Presenter: If I can just interrupt you for a second. Do you
mean that the environment in which we are raised at home
can affect the person we become?
Guest: Yes. Both genetic and environmental conditions play
major roles in our development. Our family is where we
inherit our genes and, during the formative years of our lives,
our family is where we learn how to walk, to talk, to interact,
and so on. This results in most people inheriting
personalities and opinions from family members.
Presenter: Will an adopted child be more likely to end up
with the personality of one of their ‘birth parents’ or one of
their ‘adopted parents’?
Guest: This nature versus nurture debate has been going on
for years now. This argument could continue until we’re blue
in the face, but, in my opinion, the environment plays a
significantly greater role in the foundations of our
characters.
Presenter: OK. And can you tell us briefly what impact
friends can have on our lives?
Guest: Well, I should start by emphasising that there are
many different types of friends as well as various stages of
Tapescripts
friendship. An individual might go through their lives making
hundreds of friends, but it’s possible that only a few, or even
none, of them will be friends forever. People often regard
acquaintances or colleagues as friends. But, true friends are
people who you spend time with socially, who you interact
with; you listen to them and they listen to you; they are
people you choose to be with.
Presenter: Would you say that friends are people you can
rely on?
Guest: Yes, I’d say that is a good way of characterising
friendship. We meet so many people who we call friends
during our lives, but we share a very close bond with very
few of them. But, those people we do find a great friendship
with are essential in our lives. They provide social support.
They are able to help us deal with problems with our families
or secrets that we can’t discuss with our families. We share
our experiences at school and our emotions with our
friends. In our adolescence, especially, we are more likely to
turn to our friends because we feel they understand us
better. They help take the pressure off that we can feel our
families create. Friends, even those who we only have for
short periods of our life, also introduce us to new ideas.
They can challenge the ideas that we have formed with our
families.
Presenter: So, finally, what is more important to a person:
their friends or their family?
Guest: I think that a comparison between friends and family
is inappropriate. They serve different functions. Also, family
members can often be our closest friends and our closest
friends can be like family. Our parents are our first teachers
and they help us to understand life better. Our relationships
with siblings establish how we cope with competitiveness,
cooperation and such like. Through interaction with
relatives, we learn how to socialise and make friends. Then,
as we meet more and more people, we fine tune our
capabilities and enhance our chances of finding friends who
share the same interests with us. I wouldn’t say that family is
more important than friends. I would just argue that family is
what shapes and determines who we become in the first
place, and that then influences the type of friends we’ll have
later in life.
Presenter: I’m afraid that’s all we’ve got time for today.
Thank you Dr Jacobs. And now to the news headlines at 4
o’clock with Lindsey.
4e – Exercise 4 (p. 61)
Girl: The first picture shows a girl being bullied or teased by
a group of girls her age. She must feel very sad.
Boy: I agree. I would imagine that she feels sad because
she must feel isolated in this situation. Unfortunately, it’s
very common in schools and bullying can have long-lasting
effects. The second picture seems to show a teenage girl
quarrelling with her parents. How do you think she feels?
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Girl: In this situation, it’s important to try and stay calm. It
can be very upsetting getting into an argument, but it’s
normal for teens to argue with their parents. It’s usually just
a phase.
Boy: The third picture shows a girl who is moving house.
This can be a difficult time for teenagers, too.
Girl: Yes, you’re right. She is probably thinking about being
away from her friends and having to settle in at a new
school. What about the fourth picture?
Boy: It shows a girl failing a test. This is any teenager’s
worst nightmare. It can be disappointing enough having
failed, but the worst thing is knowing that you’ve
disappointed your parents, too.
Girl: Yes, that must feel bad. What about the last girl. She
looks like she feels lonely. She probably needs to make
some friends.
Boy: Yes, that’s what it looks like. Sometimes, you just need
someone to turn to for help. It can be miserable being alone.
Perhaps, she could make friends by joining a sports club.
Girl: Alright. So, which two situations do you think are the
most stressful? I think bullying is the worst situation, but I
think failing a test and feeling lonely are just as bad as each
other. I think I could deal with the other two situations.
Boy: I’m not sure how I would cope with failing a test. So, I
would say that bullying and failing a test are the two most
stressful situations.
Girl: I’d agree with that. Bullying and failing a test are the
two most stressful situations, then.
4f – Exercise 9 (p. 63)
Male: You’ve got a lot of friends, Mary. Why do you think
friendship is important?
Female: Well, there are many reasons why we need friends.
Firstly, friendship reduces your chances of feeling lonely.
When you are surrounded by friends, you will always feel
part of a group.
Male: I guess you’re right. But, some friends can encourage
reckless behaviour. For example, they can use peer
pressure to get you to do things that you shouldn’t and you
could get into trouble.
Female: It is possible, I suppose, but we have to use our
commonsense in those situations. I believe friends can give
us the courage to make the right choices and pursue our
goals. They can help us have the confidence and self-belief
to achieve our ambitions.
Male: That’s a good point. But, what about in the bad
times? Do you believe friends are likely to stick around when
the going gets tough? For example, when you feel
depressed and need help, wouldn’t your friends rather be
with happy people.
Female: I’m sure that’s true for some people, but I wouldn’t
call them true friends either. Real friends want to support us.
Personally, I feel that close friends always help us to open up
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and share our problems. When we’re feeling down, they will
either listen to us or try to cheer us up. They can even do both.
Male: Well, I can see why you’ve got so many friends, Mary.
You’re such a positive thinker.
Progress Check 4 – Exercise 5 (p. 68)
Presenter: Welcome to this special podcast from Greenhills
High School. I’m going to discuss a bullying initiative with
my fellow student, Josh Pikes. Good afternoon, Josh. Can
you start by telling us why we’re making this special
podcast?
Guest: Yes, sure. This is national anti-bullying week, and we
want to make sure that all the students know and
understand why this week exists. About ten years ago,
hundreds of students from around the country came
together to take action against bullying. It was suggested
that every school in the country participate in an anti-
bullying week to raise awareness of bullying inside and
outside of schools. Quite often, nothing is said about
bullying in schools. That doesn’t mean it doesn’t exist. This
week is intended to keep the issue to the fore, to keep
school standards high and to protect student welfare.
Presenter: And what kinds of things will we see in our
school during anti-bullying week.
Guest: Hopefully, we won’t see any bullying. But, in all
seriousness, we never want to see bullying in our schools.
There will be posters up on the school walls which will give
people advice. We will also have lots of activities in which
students can get involved. My favourite activity is the drama
group one. Basically, anyone who wants to come along will
join one of several groups of students in making a short play
about bullying. These groups of students will have to create
and perform all elements of the play. The plays will be in
front of the whole school in the assembly hall on
Wednesday morning, the third day of anti-bullying week.
Presenter: How do you think these plays will help deal with
bullying?
Guest: First of all, by being watched by all the students, the
play will have brought the issue of bullying to their attention.
The key to any campaign is raising awareness. So, after the
plays are performed, there will be discussions held in the
PSHE classrooms. Our fellow students will be asked about
their interpretations of the performances. It’s a good way to
start discussions about such a serious subject. It will help
students to relate what they’ve seen to how situations really
occur in the school environment.
Presenter: That sounds like a great plan. I hope it works.
Are there any other interesting activities taking place?
Guest: Yes, there will be many things happening. Students
will be encouraged to submit poems into the anti-bullying
poetry competition. The English department are going to
give the students guidelines and ideas for writing the poems.
It should be fun. I told you already that there will be posters,
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but there will be a poster competition, too. The best poster
and poem will win a prize. There are going to be lots of
special shows on our school radio podcasts, but I’m sure
you knew that already. There are so many things happening.
I think it’s going to be an exciting week at school.
Presenter: It’s not often you hear a student say that! So,
why do you think it will be such a successful week?
Guest: A bullied child can feel completely isolated from the
rest of the school. The effects of bullying are long-lasting on a
person. You may never completely recover from it
emotionally. These activities are a way for young people to
share their experiences. They will help students to feel
involved with their peers. Now that anti-bullying week is an
annual event, we hope that the school environment it helps to
create will be one of tolerance and respect. All the activities
this week are aimed at bringing us all together. If we can work
together, have fun together and move forward together, then
there is no reason for bullying to exist any more.
Presenter: Well, Josh, you’ve got me excited about
everything that will be happening, too. And for anyone who
would like to find out more about anti-bullying week, you
can check out all the details and links on our school
website. Thank you, Josh.
Module 5 – Art
5d – Exercises 1b & 2 (p. 76)
Gill: Good evening listeners. This is The Entertainment
Show with Gill Parker. Today we’re talking to John Ledley,
presenter of the successful TV jazz programme, The Blue
Note. Welcome to The Entertainment Show, John.
John: Thank you, Gill. It’s a pleasure to be here.
Gill: Now, you are here tonight to talk about a concert you
attended last night that was very special to you. Can you
start by telling us why this concert was so special?
John: Well, it was a live performance by the legendary
singer-songwriter, Tom Waits. I can remember the first time
I heard the distinctive voice of Tom Waits on his album
Closing Time. My father was a jazz and blues fanatic and he
had a good collection of records. He played music every
evening when he was relaxing after work. I must have been
six years old the first time I heard him playing Closing Time.
I didn’t really discover the rest of Waits work until I was in
my late teens in the early 1990s. By then, I was already
building up quite an extensive CD collection of my own. I
bought all his albums, from Closing Time, which had been
recorded in 1973 up to The Black Rider soundtrack, which
had just been released. From this moment, it was my dream
to see Waits performing live on stage.
Gill: So, did you go to see your music idol in concert back
then?
John: No, unfortunately I didn’t. I remember looking at
upcoming gigs at the time and he was not listed to play that
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year. I decided to look back at when he last performed in
England to get an idea of how often he goes on tour. Well, I
found out that he hadn’t played a live show in this country
since his Big Time tour in 1987. I feared then that I’d never
see Waits in the flesh. During the 1990s, he started doing a
lot more work composing film soundtracks or even playing
acting roles in films. I convinced myself that I was born in the
wrong generation to appreciate Waits as a music performer.
Gill: We all know how big a fan you are of Tom Waits.
You’ve performed some of his songs yourself on your own
music show. So, how long did you have to wait before you
finally saw your idol on stage?
John: Well, in the late 90s, I was a young music journalist,
and I was lucky enough to interview Tom Waits for a
magazine. I was in California for the interview, but he wasn’t
playing any live shows at the time. I told him to come on tour
to England soon so I could see him perform live. I mustn’t
have been very persuasive though, because he didn’t tour
Europe at all in those next few years. But, eventually, he came
to London’s Hammersmith Apollo, which is a fantastic live
music venue, in 2004 as part of his Real Gone tour. It had
been seventeen years since he last performed in England and
all the tickets sold out in half an hour. I was doing well with my
career in the music industry at the time, so I was fortunate
enough to get a free ticket. It was the best night of my life. He
growled through his songs in that deep, throaty voice of his.
He conveyed so much emotion in his music, his voice, and his
gestures. His theatrical movements were also very humorous
at times. I saw that he was a real showman. I had expected so
much from him ... and he didn’t let me down.
Gill: You didn’t have to wait seventeen years for him to return to
England. So, what can you tell us about last night’s concert?
John: Well, it’s very difficult to describe just how good a
performance he gave. This time, he played a wider variety of
songs. In 2004, he had been promoting an album that had
just been released, but this concert was filled with a mixture
of his old classics and some rare and unreleased songs. The
audience was so excited before he started to play that they
gave Waits a standing ovation as he entered the arena. You
could see that Waits takes a lot of the energy from the
crowd and puts it back into his performance. He sang in his
usual deep, growling voice. He sat down to play the piano
on some of his older ballads. He played his newer stuff, too,
which is still inspired by old blues and soul sounds, mixed
with his own vocal noises acting as a percussion instrument
more than a singing voice. It was a remarkable performance
especially for a man in his mid-sixties.
Gill: It sounds like a unique concert experience, John. Can
you describe some other aspects of the concert? What
about the staging? The other musicians?
John: Waits has composed for films and musical plays, so
you could expect his staging to be quite theatrical. At last
night’s concert, it was not. The stage was only filled with the
instruments and amps for the music. There was not much in
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the way of lighting around the stage. The lights were kept
quite low for most of the concert, but the music was
amplified to a deafening level. Waits has regular musicians
who record and play live with him. The theatrics are all
supplied by Waits himself. He knows exactly how to prepare
the audience for the songs. He is just great.
Gill: I know the answer to my next question, but I’ll ask
anyway. Would you recommend our listeners to go and see
this performance?
John: I would certainly recommend that listeners go and
see Tom Waits perform live. The only problem is that the
rest of his shows are sold out and we don’t know when he
will next return to this country to perform. The good news is
that last night’s performance will be released as a live
album, and there will also be a DVD made of this tour, which
will include the best bits from all his shows. You may also be
glad to hear that Tom has agreed to come onto my TV show
on Sunday evening to play a couple of his songs.
Gill: I’ll definitely watch that. That’s all we’ve got time for just
now. Thank you to our guest, John Ledley. We hope to have
you back in our studio again soon.
John: Thank you, Gill.
Exercise 5 (p. 76)
Presenter: Here’s Anna Hudson again to tell us this week’s
DVD releases. What have you got for us today, Anna?
Guest: Well, first of all, I want to recommend The Iron Lady.
It’s a 2011 biopic of the former British Prime Minister,
Margaret Thatcher. The film was directed by Phyllida Lloyd
and has received countless awards since its release. With
most of the praise going to the star of the film, Meryl Streep,
who plays the main role of Thatcher herself. There is also a
strong supporting cast including some familiar faces of
British cinema, such as Jim Broadbent and Richard E Grant.
Presenter: Can you just tell us briefly what the film is
about? I mean, what part of Thatcher’s life does it cover?
Guest: First of all, The Iron Lady may not be a work of
fiction, but film audiences should always understand that
there is only so much truth that can be included in any film.
Some details are omitted because of the length of a film
compared to a lifetime and others are missing because they
are not deemed to be important to the overall mood of the
film. The story spans Thatcher’s life from her teenage years
until her eighties. The film is presented from an arbitrary day
from her life in recent years, and retells the story of her past
through flashback sequences. We see her as a teenager,
the daughter of a grocer. We see the young lady who
entered politics in the 1950s. And, we witness how she met
and began a life with her husband, Denis Thatcher. The
young Thatcher is played convincingly by Alexandra Roach.
Having learned about the influences of the emerging
politician, the film then skips to the 1970s and focuses on
Thatcher’s time as leader of the Conservative party. Meryl
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Streep stars both as Thatcher in her political prime, as well
as the vulnerable, present day octogenarian. So, the film
covers a large portion of Thatcher’s life and, for this reason,
it is unable to focus on precise details of any particular
moment of her life.
Presenter: Can you tell us more about the performances of
the actors who played Margaret Thatcher?
Guest: Let me start with the young Thatcher. Alexandra
Roach gives a fine performance as a powerful and single-
minded young woman. She shows vulnerability, too, and in
her early relationship to Denis Thatcher, you see her
emotional dependence on his support. It’s difficult to
describe how good a performance it is because we don’t
really know what Thatcher was like at that time. Meryl
Streep, however, gives a breathtaking performance of the
Thatcher that the public knows so well. There are people
who make a living out of doing impersonations of politicians.
This might be the best likeness I’ve ever seen, though. There
is no doubt, whether you like the film or not, that Meryl
Streep is a great actor and deserved all the praise and
awards she achieved from playing this demanding role. The
most interesting part of the film, in my opinion, is the way
Streep plays Thatcher growing into power and becoming the
woman who would dominate British politics for fifteen years.
Presenter: For what other reasons did you enjoy The Iron
Lady?
Guest: Besides the performances of the cast, the other
details which seemed crucial to the success of this film were
the realistic make-up and costumes. There was no need for
digital special effects, but it was quite remarkable how
much the actors could be made to look like their characters.
I’d never have envisaged Meryl Streep being Thatcher. So,
on top of her fine acting talent, being given the correct look
only helped the performance seem more authentic and
believable. The same can’t be said of the film sets. Not
every political scene looked like it was actually filmed in a
government building or parliament.
Presenter: Were there any drawbacks to the film?
Guest: Well, there were a few. Perhaps, the most
disappointing aspect of the film is that it glosses over most
of the controversial moments of Thatcher as Prime Minister.
The story just doesn’t get into details of any single political
event because there were too many to get through in so
much of her life. However, there were some very clever
references made to these moments. Clearly, the director
realised that not everything could be covered and thought of
other ways to include little nods to other events. For
instance, at the beginning of the film, we see the elderly
Thatcher buying a carton of milk from a grocery store. She is
heard to remark about how expensive the milk is. I think this
was an attempt at irony by the director, as it was Thatcher
who ended free milk cartons being given to every school
child in England. So, though the film doesn’t cover this
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story, it is hinted at in the most subtle way. Basically, the
more a viewer knows about Thatcher’s time in power, the
more he or she will take from the film, I believe.
Presenter: So, would you recommend that everyone should
see this film?
Guest: I don’t know if everyone would like this film. It’s
interesting for women because you can see the story of a
woman who gained so much respect in a typically male
dominated world. It’s worth watching for people who are
interested in British politics. However, it might not be very
enjoyable for people who were opposed to Thatcher,
because it does show her in a positive light. In my opinion,
the director is not trying to show Thatcher as a hero. I think
she’s trying to show what a remarkable achievement it was
for a lower middle class woman to become leader of the
Conservative party and Prime Minister of the United
Kingdom. What the film undoubtedly offers is an interesting
study of aging, disappointments and the loss of power, and,
most importantly, a stunning performance by Meryl Streep.
Presenter: OK. So, The Iron Lady sounds like it’s well worth
renting on DVD, but it might not be everyone’s cup of tea.
What other DVD are you recommending today, then?
5e – Exercise 3b (p. 77)
A: Well, both pictures show forms of entertainment that are
public performances.
B: Yes, picture 1 shows a rock concert and picture 2 shows
a ballet performance.
A: A rock concert is an energetic performance whereas a
ballet is more of a cultural event.
B: Yes and a rock concert is usually in a packed arena and
involves noisy crowds and deafening noise whereas a
ballet is in a theatre and has orchestral music, elegant
costumes and expressive movements.
A: That’s true, also rock concerts have amazing lighting
effects whilst ballets are more atmospheric.
B: Who do you think would appreciate rock concerts?
A: Well, ordinary people who like rock music would like
rock concerts because they are easily understood and
part of popular culture.
B: I agree. On the other hand, ballets have complicated
themes and are suited to a more cultured audience.
Progress Check 5 – Exercise 5 (p. 84)
Presenter: It's National Book Week and we're reviewing
exciting literature every day this week. Today, we've got the
literature columnist, Fiona Gray, to talk to us about a novel
written by Terry Pratchett. Can you give us some
background information on the book, please?
Guest: Yes, sure. This is a work of fiction called Nation by
the prolific fantasy author, Terry Pratchett. It is set on an
island during the 19th century at a time when a terrible
plague has spread. The two main characters of the book are
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a girl named Daphne and a boy called Mau. The book tells
the tale of their survival after a series of tragic events and
how they help to rebuild their nation.
Presenter: That sounds very interesting. Can you tell us a
little bit more about the two main characters?
Guest: Well, Daphne is the daughter of a wealthy nobleman.
In fact, before the Plague, her father was an heir to her
country's throne. Mau is from a more humble background.
He has been away on a distant island and he returns to
discover that everyone he knows has died while he was
away. The reader feels sympathetic to both characters
whose lives are turned upside-down by events in the book.
You want to find out where they will end up and if they will
finally overcome their circumstances.
Presenter: I appreciate that you don't want to give too
much away. Are you able to give us an idea of how the story
progresses for these characters?
Guest: Yes, just a little. I won't give too much away and spoil
it for anyone who might go out and buy the book. The book
begins quite slowly as we're learning about our protagonists.
Their stories are told separately at the beginning, which
keeps you guessing as to how their lives will become related.
After the first few chapters the characters and the settings
have been given - that's when the book really starts to come
to life. Then, we witness the characters striving to live in the
most difficult times imaginable. The book then moves on to
them playing roles in trying to rebuild their country. I think it
would be unfair to say much more about the story now.
Presenter: Well, you've certainly teased me enough. I think
I'll be going to the bookshop later this afternoon. So, would
you recommend this book to our young listeners?
Guest: I would highly recommend this book to all teenagers.
I think most adults would enjoy the story, too. The characters
are warm and interesting, and you really want to see them
come out on top. It's one of those books that you'll be glad
you read. I felt so satisfied when I put the book down. I even
wished that it could have been longer. It’s a must-read book.
It can bring you to tears one minute, and the next you're
rolling around in laughter. And any fans of Terry Pratchett
who are wondering if he has lived up to his usual standards,
then I have to inform you that he has. He may even have set
his standards higher.
Presenter: There you go then. That's quite a recommendation.
Thank you for speaking to us today, Fiona. And tomorrow,
we've got Craig Beattie in to talk about a classic Dickens novel.
Module 6 – Food & Health
6d – Exercise 2 (p. 92)
1 Why did the man join the club?
A He wanted to meet new people.
B He needed to get fit.
C He wanted to lose weight.
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I’d been thinking about joining the club for a while, but
it’s not easy when you’re overweight and shy about
meeting new people. Joining a gym wasn’t for me,
though, so this seemed the best option. Now, I’m glad I
did it. The people are really friendly and there are all
shapes and sizes so I don’t feel self-conscious at all.
We follow the diet plan and exercise together. I’m
already a few pounds lighter and I feel great.
2 What is the woman’s job?
A a nutritionist
B a writer
C a personal trainer
I help people to become the person they want to be.
We can all change our appearance by losing or gaining
weight, training and exercising to change our body
shape, even having plastic surgery but that’s all
superficial. I help people to make changes where it
really counts - on the inside. I mainly produce self-help
guides but I also give lectures and seminars to help
people set personal goals and achieve them to make
their lives more fulfilling and to become better people.
3 How did the exhibition make the boy feel?
A inspired
B disgusted
C depressed
I’d heard that this artist was very dark and created
shocking images. I thought the exhibition would be
disgusting and make me feel like throwing up, but I was
still curious to see for myself. Some of the pieces were
pretty gloomy and some were disturbing and sad, but
when I looked beyond the obvious, I felt that each
piece had an element of hope to it. Perhaps it was
unintentional by the artist, but I came away feeling
quite positive and I’ve already started sketching down
a few ideas for a school art project next month.
4 Why is the woman talking to her daughter?
A to give permission
B to complain
C to give advice
Just because Katy thinks something is a good idea
doesn’t mean you have to do it. You should pay less
attention to Katy and make your own decisions. She’s a
nice girl, but I’m worried that she’s too bossy and one
day she might get you into trouble or even put you in
danger. If I were you, I’d try to expand my circle of friends
to include more people who are not so easily persuaded
to do silly things. What about joining a club or a sports
team together? That way you can both hang out with
other kids and Katy won’t be so attached to you.
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5 What is being described?
A the modelling industry
B a new way of advertising
C a new type of consumer
Open a magazine these days and chances are you’ll
see more than one model over 60. This is because
older women are being recruited by top model
agencies to advertise the brands that women born in
the 1950s and 60s are buying. The spending power of
this market, also called ‘the silver pound’ in reference
to the silver-hair of the older generation, is estimated to
be around í29 billion a year on fashion alone. This
consumer market is not new but it is growing and to
exploit it to the fullest, brands are becoming aware that
they need to portray an image which their consumers
can relate to.
6 Why did the woman decide to become an artist?
A because of her love of art
B to follow a family tradition
C because she had natural talent
There wasn’t a particular moment when I decided this
was the job I wanted. My mother was very enthusiastic
about art. She loved to paint and sculpt and she didn’t
care if they weren’t any good because she simply loved
creating them. I, on the other hand, didn’t really have
that much interest in it until my art teacher entered the
class into a local competition and I won first prize. I
realised that I was good without really trying and so I
went to art school for an easy degree. Then when
people started to offer me money for my work I didn’t
see any reason to turn it down.
7 How does the man feel while he is competing?
A focused
B scared
C excited
At first, it was really difficult to overcome the nerves
and concentrate on the race. The crowd always yell
excitedly and that can be really off-putting. I used to
get butterflies in my stomach every time and be on
edge. A kind of stage fright, I guess. Now, I just zone
everything out. Once the starter’s pistol goes off I don’t
hear anything except my heart beating and my feet
hitting the track until I reach the finishing line.
8 How will the traveller cross the desert?
A by jeep
B by camel
C on foot
I’ll admit that a 4 x 4 jeep is probably the quickest, the
most convenient and the most comfortable option and
that’s fine. But to really see the wonders of the Arabian
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desert you have be able to look 360Æ around all the time
and stop at watering holes and spend a couple of nights
under the stars in a Bedouin camp. I would love to do it
on foot, with a guide, but to do it properly, it would take
weeks. I will have to settle for as much as I can cover in
ten days on a camel. It won’t be as challenging as
walking but I think I will enjoy it all the same.
Exercise 5a (p. 92)
A: Welcome back to the Environment Show. I’m joined now
by Professor Kate Sanders, a lecturer in food science at
the University of London. Kate is going to tell us a little
about GM foods. Professor Sanders, firstly, what does
GM stand for?
B: GM food is genetically modified food. This means that
the DNA of the food has been changed. Let me start by
explaining that term; DNA. It’s something that most
living organisms, including humans, have. To put it
simply, DNA is the acid found in most living cells that
decides what characteristics are passed down to us, in
the case of humans, from our parents. So, if a human
grows tall or has blonde hair, it’s because of his or her
DNA. And just like humans, a plant has DNA which
similarly determines what characteristics it develops. But
scientists are able to change the DNA of plants, or
crops, by adding or deleting specific genes. This causes
them to grow differently than before with characteristics
that make them easier to produce.
A: That’s very interesting. So what is one of the benefits of
GM food?
B: Well, around the world a huge amount of crops are
destroyed because of plant diseases or insects. One way
of tackling this problem is by spraying them with
chemicals which protect them from harm. These
chemicals, however, are generally very expensive and
cause a lot of harm to the environment. The machines
which spray these chemicals, for instance, use a huge
amount of fuel, adding considerably to the carbon
footprint of the farming industry. Also, some of these
chemicals have been proven to kill bees and pollute local
water systems. GM crops have had their DNA changed
so that they are more capable of resisting plant viruses
and damage from insects themselves. GM crops mean
that farmers no longer need to buy and spray chemicals.
A: That’s fascinating. So GM foods are an environmentally-
friendly way to produce crops.
B: Yes, they certainly are. In fact, since the introduction of
GM food technology in the early 1990s, experts estimate
that about 200,000 tonnes of insecticide have not been
sprayed thanks to farmers planting GM crops with built-in
insect resistance instead. And as well as causing farms to
emit far less greenhouse gases, this has also saved
farmers a considerable amount of money.
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A: What is another point in favour of GM foods?
B: GM foods can play a big role in helping to fight world
hunger. At the moment, the world is facing a food
catastrophe. With rising populations some experts think
that by 2030 we will need to increase food production by
50% in order to feed the world’s population. It’s quite a
task, but if we can grow GM foods that are free from
disease and harm from insects and which do not require
farmers to pay for chemicals, world hunger may be a
thing of the past.
A: So, how popular is GM food technology today?
B: Well, in 2010 around fourteen million farmers worldwide
grew GM crops. This added up to 10% of the total
amount of crops harvested that year.
A: But, since GM foods have such clear benefits, why are
some people against growing GM crops?
B: Well, there are a number of arguments people have
against GM foods. The first argument is that many people
believe that genetic modification goes against nature and
man should not interfere with the natural order of things.
The second is that GM foods could lead to health
problems. They believe that we don’t yet know the long-
term effects GM foods may have on the human body
even though no negative effects have shown up till now.
A: I see. What other arguments do people have against GM
foods?
B: Well, another concern that people have is that GM food
technology is controlled by a very small number of
companies. You see, when a new, genetically modified
plant is created, it is subject to intellectual property law.
This means that, just like you can’t perform and sell a CD
of a famous musician’s song, companies that did not
create GM seeds are not allowed to produce and sell
them. Some worry that because GM technology is
controlled by such a small number of companies, they
can control the prices of seeds very easily. If prices of
seeds are raised, for instance, farmers might have no
choice but to buy them at that price since no other
companies would exist to offer cheaper, more
competitively-priced seeds. Governments need to do
something about this before such problems arise.
A: So what would you like to see happening with GM food
technology in the future?
B: Well, personally, I think GM food technology has the
potential to play a huge role in fighting world hunger. But
for this to happen people have to change their attitudes
towards GM food technology. At the moment, people
seem to be against GM food production without
knowing much about it. Because it's unnatural it must be
dangerous, they seem to think. It's up to all of us to
change this opinion. Many lives could depend on it.
A: Professor Sanders, it's been extremely interesting
talking to you today. Thank you very much.
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6e – Exercise 3b (p. 93) A: Well, many crops are destroyed because of diseases or
insects and so traditional crop production involves
A: Well, both pictures show people doing healthy activities
spraying the crops with chemical pesticides. These are
that are good for you.
usually harmful to the environment and can stay in the soil
B: Yes, picture 1 shows someone running and picture 2
for a long time and get into the water supply. Also, farmers
shows two people preparing a healthy meal.
employ crop dusting aeroplanes and crop-spraying
A: Both these activities are good for your health because
machinery which create exhaust fumes and air pollution.
physical exercise is good for a healthy heart and lungs
B: I hadn’t thought of that. I suppose it is more economical
and healthy eating can improve energy levels and
for farmers to use GM crops, too. They would save money
reduces the risk of diseases.
on pesticides and crop spraying machinery and fuel. Also
B: Yes. Also, both exercise and healthy eating can control
without the problems of insects, bad weather and
your weight and help maintain a healthy weight.
diseases that normal plants face then their harvests would
A: However, physical exercise can also improve your mood
be much bigger and they could have more crops to sell.
and help you sleep so I think exercising is the best way
A: That’s right. So there are some clear benefits to GM food
to stay healthy.
production: It’s economical, environmentally friendly and
B: Perhaps, but without a healthy diet, exercise can only do
can end world hunger.
so much.
B: Yes, but there are also some worrying disadvantages,
A: You’re right.
too because it’s unnatural, it could endanger health and
B: I think both physical exercise and healthy eating
seeds could be very expensive.
together give someone a healthy lifestyle.
A: I guess this is a controversial issue that people will
A: I agree.
continue to have different opinions on for some time.
B: I totally agree with you on that!
6f – Exercise 6c (p. 95)
A: So what do you think about GM food production? Progress Check 6 – Exercise 6 (p. 100)
B: I think it’s unnatural. Gene modification is messing about
Presenter: We’re talking to fitness instructor, Nicki Taylor,
with nature and I don’t think we should interfere with the
this morning. She’s telling us about the benefits and the
natural order of things. I mean, just because we can
drawbacks of joining a gym. So, first of all, Nicki, could you
change the DNA of something doesn’t mean we should.
tell us why it’s a good idea to join a gym.
A: I suppose you have a point. Do you think GM foods
Guest: Yes, of course. To begin with, as a fitness instructor,
could cause health problems?
I always want to encourage people to exercise. If you join a
B: Yes, I do. I think changing the genetic makeup of a plant
gym, you have the opportunity to do many different types of
that we eat could be harmful to the human body in ways
exercise in one place. For example, you can work on
we don’t know about yet. I think we have to wait and see
weights machines to increase your muscle strength and
what the long term effects of eating GM foods may be.
then later you can do some aerobic exercise on the spinning
A: Well, I think GM food production can help fight world
machines and treadmills. So, the great thing is that when
hunger. I think that if we can develop crops that can
you are at the gym, you can work on all the key points
grow in harsh environments and resist droughts and
required to stay fit and healthy.
pests then famines can be avoided. Famines are the
Presenter: Well, that sounds great. But, aren’t there any
main cause of starvation in developing countries. With
disadvantages to doing all that exercise in a gym?
GM crops people in developing countries can always
Guest: You know what, I think when people are getting
grow food to feed themselves.
back to fitness, the gym is fine by itself. However, I always
B: Perhaps, but don’t forget about the economics. GM
encourage my clients to combine gym exercise with outdoor
seeds could become very expensive in the future. If a
pursuits when they become more confident. For instance,
company owns the rights to a certain type of GM seed –
treadmills can simulate all sorts of imaginary routes which
such as a drought resistant crop seed – then they can
take you up and down hills, but nothing beats actually
sell it at any price they want because nobody else has
cycling or running up and down real hills outside. Exercising
the rights to produce the same seed. Companies want to
while breathing fresh air and facing other challenges, such
make money so it’s possible that starving people would
as strong winds or a hot sun, makes the experience much
still be starving because they wouldn’t be able to afford
more beneficial.
to buy the seeds.
Presenter: I suppose you’re right. And most people spend
A: That’s an interesting point but I still feel that there are
their whole day stuck indoors working, so getting outside for
benefits to GM food production. For example, it is friendlier
exercise is probably a good thing emotionally, too. So, why
to the environment than standard crop production.
should any of us even join a gym at all?
B: How so?
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Guest: Doing regular circuits in the gym will help you to
build up muscle strength and you can improve your
balance. One of the biggest advantages to joining a gym,
though, is that you feel obliged to exercise. If you say to
yourself, “I’m going to go jogging every morning,” it’s very
easy to make an excuse not to go. However, when people
have gym memberships, they’re usually much stricter with
themselves. They make a schedule and they stick to it.
Presenter: Why is that?
Guest: Well, the main factor is that they have paid for a gym
membership. If you know you have to pay a certain amount
of money every month, then you want to know that you will
get your money’s worth. People usually won’t miss a
workout because they don’t want to feel they have thrown
their money away.
Presenter: Is it expensive to join a gym then?
Guest: Yes, it usually is. If you want to join a nice gym, then
you’ll normally have to pay quite a lot of money. This is
another disadvantage. Not everyone can afford to give up
that much money every month to exercise. But there are
alternatives for these people. If you can afford to, then join a
gym. If you can’t, you can get an exercise mat for your house
and make yourself do sit-ups, push-ups and other stretches
every morning and evening; go jogging in the park a couple of
mornings per week. You can manage to exercise just as
much. The key is to make sure you stick to your schedule. If
you are strict with yourself and keep to your schedules, then
you get fit and stay fit. At the end of the day, the most
important thing is to be healthy. If you spend a lot of money
on a gym membership in order to stay fit, and you don’t have
enough money for other things like entertainment and
socialising then your emotional health probably won’t benefit.
Presenter: OK. Thanks, Nicki. We’ll talk to you a little more
after a quick break. [Fade out]
Module 7 – Civilisations & Science
7d – Exercise 2 (p. 108)
Good afternoon. As you all know, we’re taking a trip to the
Peter Harrison Planetarium at the Royal Observatory in
Greenwich tomorrow. So, today, I’d like to tell you a little about
the planetarium and what you can expect to learn there. Let
me start by describing what a planetarium actually is.
Basically, like most planetariums, the Peter Harrison
Planetarium projects a variety of images from space onto a
dome-shaped ceiling. These images are usually photographs
taken from space telescopes that orbit the Earth.
Simply by looking up, you will be taken on amazing journeys
through the wonders of the universe. You will be transported
to distant galaxies, witness stars being born, land on other
planets in our solar system and even soar into the heart of
the fiery Sun.
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However, you won’t just be there to enjoy the amazing
imagery. I want you all to take notes about the planets, stars
and galaxies you observe. And afterwards, please use your
notes as well as any information you can find online, to tell
the story of the journey you took. Let me make that clear. I
don’t want you to describe the trip to the planetarium.
Instead, you should write your piece as though you actually
travelled around the Universe in a spaceship. You’ll
definitely need to be imaginative and try to be as in depth as
possible, too! We will visit the planetarium on Tuesday next
week, so I want your stories handed in by the following
Friday. Is that understood?
Exercise 3 (p. 108)
Are you interested in UFOs and stories of alien encounters?
Then, maybe you should pay a visit to the Roswell UFO
Festival and celebrate UFO Day! Hi, I’m Donald Burns, and I’m
here in Roswell to find out what exactly UFO Day is all about.
On this day, July 2nd, in 1947, strange debris was found in the
desert close to the town. There was a lot of speculation at the
time about where this mysterious material came from. The US
Air Force claimed that an experimental surveillance balloon had
crashed at the site. But many locals, questionably, in my belief,
believed it was from the wreckage of an alien spaceship and
began to tell their stories to the national newspapers. Since
then, the town of Roswell has been closely connected to
stories of alien lore and has appeared in many novels and
Hollywood films such as Independence Day in 1996.
Whether or not you believe, since 2001, groups of people
around the world have met on July 2nd to look to the skies
in search of something unexplainable. Millions of eyes
watch the sky simultaneously, but, as you can see, there are
plenty of other activities arranged to celebrate the day, too.
All the alien-enthusiasts here are wearing T-shirts which
read, ‘The truth is out there’. People are waving neon green
lights round and drinking bright green fruit drinks which they
call ‘alien juice’. And, here we can see a group of teenagers
sending small helium balloons up into the sky. Inside the
balloons, the teens have written messages for any literate
extraterrestrials to read. Messages such as ‘Please, come in
peace!’ and ‘E.T. Did you make it home?’ are being sent.
Next July 2nd, why don’t you, too, go outside with some
friends and family and look out for flying saucers in the sky?
7e – Exercise 4 (p. 109)
A: Well, Picture A shows an art gallery. It has a lot of large
paintings on the walls and there is a crowd of people
looking at them.
B: Yes, it may be the national gallery of a country because
the paintings look like they are hundreds of years old.
A: You could be right. They are probably by famous artists
and worth a lot of money.
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B: Picture B on the other hand shows a museum. The
exhibits are in glass cases and there are lots of people in
the background looking at them.
A: I think this must be part of an Egyptian exhibit because it
looks like Egyptian statues of pharaohs and birds.
B: I think you’re right. At both places people walk around
and look at things so they are quite similar.
A: Yes, but at an art gallery you can only see paintings
whereas at a museum you can see lots of different things.
B: That’s true. At the gallery the paintings are rather big and
they are high on the walls in a large room, but at the
museum the exhibits are smaller and they are displayed
in small groups in glass cases. I think it’s easier to see
things at the gallery than at the museum.
A: Maybe. Do you think art galleries can be interesting?
B: Yes, I think if you like art, they can be very interesting.
You can see famous paintings and learn about different
artists and art movements. What do you think?
A: I agree. I also think that art galleries can teach us
something about religious and political views from the
past because they are often the subjects of old paintings.
B: That’s a good point. I think museums can be interesting if
you like history because you can learn lots about the past.
A: I agree. I think you can learn about many different
aspects of life in the past from a museum because you
can see may everyday items that people used such as
coins, jewellery, vases and so on. You can also see
weapons in some museums.
B: That’s right. Museums can teach us many things about
ancient civilisations and how people used to live
because they are full of artefacts and objects. We can
learn about our own culture’s history and about ancient
cultures from around the world.
A: Yes, I agree.
7f – Exercise 7b (p. 111)
A: I think it would be a good idea to distribute leaflets
advertising the museum around the local high schools.
This way, young people would find out about the
museum and they may want to go. What do you think?
B: Yes, that sounds like a good idea. The museum could
also offer discounts to students in the form of reduced
admission prices or special group rates to attract more
young people to go there and encourage schools to plan
school trips to the museum.
A: That’s a very good idea.
B: What about attractions inside the museum itself? Have
you got any ideas?
A: Well, I think young people are interested in technology
so interactive exhibits related to new technology would
be attractive to teens.
B: I agree. I also think that audio-visual exhibits with light
and sound displays would attract their attention and be
lots of fun.
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A: Yeah, me too. I think teenagers would want to see
exhibits like that.
B: So we agree leaflets and reduced admission prices
would attract more teenagers.
A: Yes. Also, interactive exhibits related to technology and
audio-visual exhibits would attract more teenagers, too.
Progress Check 7 – Exercise 4 (p. 116)
A: Welcome back to the Education Show on 103.7 FM. I’m
joined on the line now by Doctor Penelope Scott,
lecturer in Physics at Birmingham University. Doctor
Scott is with us to discuss a report released by the
Ministry of Education today that shows a decrease in the
number of students studying science subjects at
university level. Doctor Scott, can you tell us exactly
what these statistics teach us?
B: Certainly Bill. Well, according to the report, over the last
decade, there has been a five percent drop in the
number of students studying science subjects, such as
biology, chemistry and physics, at university. On first
impression, there might not appear to be a problem;
after all, a five per cent drop is not considerable. But the
fact is that ten years ago, there were not many students
studying science subjects at university to begin with. In
2002, for instance, only 16 per cent of undergraduates
were studying science subjects; now even less.
Therefore, the country’s science community is very
concerned about these findings.
A: But what is there to worry about? For instance, is there a
lack of science graduates in the country’s work force at
the moment?
B: Yes, there certainly is. According to one recent survey, 58
per cent of employers have difficulty finding qualified
applicants from the UK to fill their scientific posts. This
includes jobs at pharmaceutical companies and companies
researching alternative forms of energy, for example. It’s
clear to me that if we don’t have qualified scientists to fill
these sorts of positions, the country is going to suffer.
A: You’re right. But is there anything that can be done to
tackle this problem?
B: Yes, I think so. For one, we’ve got to make science in
secondary schools more interesting for students. For too
long, science has been taught incorrectly, making it dull
and difficult for students to pass. It’s not the fault of
teachers; all they can do is teach the curriculum handed
to them by the Ministry of Education. Instead, I’d like to
see this curriculum changed. For example, we should
offer students the chance to do experiments and carry
out research that shows science in action rather than
just on a textbook page. By linking science to real life we
can get students interested in science at a young age,
so that hopefully they will continue studying science
subjects at third level.
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A: And what else do you believe we could do to encourage
students to study science subjects at university?
B: Well, I think we’ve got to make secondary students
aware of the career opportunities that studying science
subjects at third level can provide. In my personal
opinion, students leaving secondary school are not
made to realise how important their choice of university
subject can be for the rest of their lives. For instance,
compared to graduates in literature, language, and art-
related subjects, graduates in science subjects have a
much greater chance of finding high-paid jobs at home
and abroad. I’m not going to be so cold as to suggest
that students should choose their university degree
based only on job prospects; of course students should
choose subjects that they have a passion for, too. But
it’s worth keeping long-term goals in mind, and this is
what I’d like career guidance teachers to emphasise to
students, particularly those in their final year of
secondary school.
A: You’ve certainly made some good points, Dr Scott. But
how do you suggest we can put them into action?
B: Well, ultimately, it’s up to politicians to put policies in
place that will cause real change. But I also believe that all
of us can play a part in encouraging more students to
study science at university levels. I myself have recently
launched a website, www.sciencematters.com, which
aims to teach science in a fun, interactive way to primary
school students aged 7 to 12. The world needs scientists,
and through this website, I like to think I’m doing my part
in making this possible for the future.
A: Dr Scott, I appreciate the time you’ve taken out to talk
with us and hope you’ll join us again soon.
Module 8 – Education
Exercise 4 (p. 117)
I’m in grade 10 at a state school that specialises in science.
Some schools run five days a week from Monday to Friday,
but the school I go to runs six days a week. That means I
have to go to school on Saturdays, too. I don’t really mind
though, because it means I have fewer hours of school every
day. All state schools offer the same subjects such as
languages, sciences, Economics, Geography, History, ICT,
PE, Social Studies, Algebra and Geometry and so on, but
different schools specialise in different subjects and they offer
more hours of study in that subject. There are English
schools, science schools and technology schools for
example. English schools have 5-6 hours of English a week
and science schools have more hours of Physics, Maths and
Chemistry. I enjoy science and I hope to work in a science-
related field so I think it’s great to spend more time studying
the subjects I enjoy and that will help in my future career.
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8d – Exercise 2 (p. 124)
A: Anna, you spent a year of your undergraduate degree
studying abroad, didn’t you?
B: Yes, that’s right Nathan. I spent my second year
studying in Copenhagen.
A: That’s what I heard. The reason I’m asking is I’m thinking
about applying for a grant to spend a term abroad in
Barcelona next year, but before I make my decision, I
wanted to speak to some people who have done the
whole ‘study abroad’ thing. You don’t mind, do you?
B: Of course not.
A: Great, well, I was just wondering how did you find the
whole experience? I mean was it everything you hoped it
would be? Or did it fall short of your expectations?
B: It exceeded my expectations. I can honestly say I learnt
more about life and about myself in that one year than I
had up to that point in my life. I can’t recommend it
enough. If you have the chance, you should do it.
A: You must have faced some difficulties though, or found
some things challenging?
B: Of course. It took a while to get used to living with my host
family, for example, and I missed my friends back home
quite a lot at first. But I’d say the hardest thing was
balancing study with my new social life. There were so
many exciting new things I wanted to do being in a new
country that I found it really hard to motivate myself to do
my coursework. The first term I was away, I actually almost
failed a couple of classes! It wasn’t that the coursework
was difficult. I’d been scared it might be, as some people
had told me that European universities are tougher than
ours. But I found the level to be about the same. The
workload was greater but the difficulty was the same.
A: So what were the best things about the whole experience?
B: Well, meeting new people obviously and learning about
a whole new culture. But then there were things I didn’t
expect. Things like how independent I became and how
much more confident I got. Living overseas on your own
really challenges you. It makes you grow up. I didn’t
even understand how much I had matured until I got
back to Australia.
A: I’m concerned about the cost of living abroad. Did you
work while you were over there? And was it easy to find
a part-time job not speaking the language fluently?
B: Yes, I did take a part time job. I worked in a pizza
parlour. I wasn’t serving the customers though; I was
just making the pizza so I didn’t need to speak good
Danish. The reason I got the job was some of my Danish
friends who were working there recommended me for it.
I don’t know if I would have got it otherwise as my
Danish was very basic. But, yes, if you can, it’s a good
idea to get a job, because if you’re anything like me, it’ll
make your time abroad more pleasant as you’ll have the
money to do the things you want to do. And, of course
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an added bonus is your language skills do end up
improving and you meet a lot of new people.
A: So what was it like coming back home after a year away?
B: Well, when I first got back, I was on cloud nine for about a
week. But then, I felt really depressed being back. And it
became obvious really quickly that my friends didn’t like
listening to what a great time I had had. I guess they were
jealous, in a way…so I ended up not being able to talk to
them about my experience. It was about six months
before I got used to life here again. Unfortunately, getting
depressed when you come back home is pretty common.
It’s a phenomenon known as ‘reverse culture shock’, and
although it doesn’t affect every returning student, there’s
a chance it could happen to you.
A: Thanks Anna. You’ve definitely given me some things to
think about.
B: No problem, Nathan. And don’t hesitate to come and
talk to me again if you have any more questions.
Exercise 4 (p. 124)
Speaker 1
Uniforms make it easier to identify those who are not from a
school and therefore increase security. This is what I
consider to be the only valid argument in favour of school
uniforms. Admittedly, uniforms offer only limited protection
from trouble-making members of the public. If someone
from outside the school wanted to get inside the school
grounds to cause trouble, it would not be difficult for them
to get their hands on a uniform – where there is a will, there
is a way. Still, any measure, no matter how small its effect, is
better than nothing, so I see the identification of students
within school grounds as well as outside as a valid
argument in favour of uniforms.
Speaker 2
As a teacher, I’m in favour of uniforms because I believe
they increase discipline. Uniforms serve as an ever-present
visual reminder to pupils of the rules in the school. We
carried out a survey at our school and found that the
majority of the parents of our pupils also believed school
uniforms improve discipline and promote good manners
among pupils. Uniforms also have practical benefits when
students are outside school grounds. Being readily
identified with a particular school makes students more
aware of their conduct while travelling to and from school,
leading them to act more considerately to other passengers
on buses and trains.
Speaker 3
A common argument in favour of uniforms is they prevent
students from being judged on how they look. In other words,
they’re a great social equaliser. Rich kids, poor kids – they all
wear the same clothes, so they’re all on an equal footing. To
me, this argument is pretty weak. Students find countless
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ways to pass judgement on the appearance of their peers –
clothes are just one way. Even if everyone wears a uniform,
students will still judge their classmates on their hair style,
weight, accessories, skin colour, height … the list is endless.
Clothes are not the only way people judge others so uniforms
do nothing to reduce the problem of cliques or bullying.
Speaker 4
I often hear people say they’re in favour of uniforms because
they’re cheaper than buying clothes so they reduce the
monetary burden on parents. To me, this is mistaken.
Uniforms may be cheaper than branded or designer
clothing, but they are definitely not cheaper than street
clothing. As long as you don’t care about a particular brand,
buying clothes for a year is far less expensive than buying a
uniform. What’s more, uniforms alone don’t take care of all
the clothing requirements of students. Along with uniforms,
parents need to buy clothes for their children to wear after
school as well as at weekends. Needless to say, this
imposes an additional expense.
Speaker 5
It’s my opinion that uniforms prepare students for life after
education when most will be expected to dress smartly and
appropriately for work, adhering to a corporate dress code. I
think uniforms teach students the concept of professionalism,
which is very important. We can’t all just do whatever we want
in life, and uniforms teach students this. Of course, some
people argue the opposite. They say students should be
allowed to express themselves through what they wear
because we are all individuals; that it is wrong to stifle a
person’s individuality and creativity. But I really disagree.
Wearing a uniform isn’t an infringement on personal freedom!
It’s simply teaching students to be professional.
8e – Exercise 5 (p. 125)
One of the main pros of e-learning is that you can study at
your own pace and at any time of the day so it fits easily
around your lifestyle. However, with classroom-based
learning the lessons are at set times so you have to organise
your day around your studies and not the other way around.
Another benefit of e-learning is that it doesn’t matter where
you live as your learning options are not determined by
geographic location. In contrast, students have to travel to
school or college with classroom-based learning and so they
have to add commuting time to their day.
On the other hand, one of the drawbacks of e-learning is
that it requires a lot of self-motivation and discipline and
there is little support whereas with classroom-based
learning students get motivation from their teacher and
fellow students to study. Also, with e-learning there is no
social interaction and students may experience feelings of
isolation and loneliness. In comparison, classroom based-
learning offers much more social interaction.
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Progress Check 8 – Exercise 2 (p. 131)
Quiet now, everyone! Would you all take your seats, please?
Fine … that's better. My name is Mr Stoat and I'm the
headteacher here at St Martin’s School. I'd like to take this
opportunity to tell all the new students a bit about the
school and about some of the rules that we've got. So,
firstly, as you all know, St Martin’s is dedicated to providing
the best education possible and that is achieved through
our excellent curriculum. Unlike other boarding schools, St
Martin’s is also a specialist school with its primary focus
being on the Arts.
The school year is divided into two terms – the autumn term
which starts next week and continues up till December 2nd,
and the winter term which lasts from January 5th to June
12th. You will sit exams twice over that time period, once at
the end of each term, and you must achieve high marks in
every subject if you wish to get your diploma in the final year.
All lessons are compulsory – you must attend each and every
one of them. Study hours are from 6 pm to 9 pm every
evening unless you have theatre or music rehearsals. And I
believe that is about it. … Oh, there are many excellent
sports facilities here at St Martin’s and you may make use of
any of them – the pool, the gym, the basketball court and so
on – whenever you find you've got some free time on your
hands. And, finally, you may pick up your timetables at the
school secretary's office in the morning, anytime after 9. A
good academic year to you all!
Tapescripts
Writing Bank 2b – Exercise 3, p. 143 (WB2b)
A: Hi, Paul. How was your trip to England? Did you have a
good time?
B: Hi, Andy. Yes, thanks it was fantastic. Brighton is an
amazing place.
A: Whereabouts is it?
B: It’s a large town on the south-east coast of England
about an hour from London. It’s got plenty of tourist
attractions to visit. I went to the Royal Pavilion which is
an Indian-style palace dating from the early 19th
century. I also visited the lively Palace Pier that’s got a
fantastic funfair and amusement arcades. The beautiful
sea views from the coast were amazing, too.
A: It sounds amazing. What else did you do?
B: Well, I did plenty of shopping in the trendy shops in the
town’s shopping centre and I had a great time walking
round all the old antique shops in the narrow lanes. The
nightlife was fantastic, too. I went clubbing and I ate
some great food at some fashionable restaurants.
A: You’re so lucky.
B: If you ever get the chance, you should go. Brighton has
something for everyone. You can go shopping and
sightseeing or you can relax and enjoy the sea air away
from the city.
157
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Evaluations
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Formative Evaluation Chart

Name of game/activity: ..................................................................................................................

Aim of game/activity: .....................................................................................................................

Module: ............................................. Unit: ..................................... Course: ..........................

Students’ names: Mark and comments

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Evaluation criteria: c (green) w (yellow) n (red)

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Cumulative Evaluation
Student’s Self Assessment Forms

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself.
• talk about jobs and money
.................................................................................................................................................
• describe lifestyles
.................................................................................................................................................
• talk about character
.................................................................................................................................................
• talk about habits/routines
.................................................................................................................................................
• describe a typical weekday
.................................................................................................................................................
• talk about future plans
.................................................................................................................................................
• act out a job interview
.................................................................................................................................................
• compare jobs
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• listen for specific information
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences giving reasons why I like a job
.................................................................................................................................................
• write a letter of application for a post
.................................................................................................................................................
• analyse a rubric/model
.................................................................................................................................................
• correct mistakes in a piece of writing
.................................................................................................................................................
• use formal style
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 2

Go through Module 2 and find examples of the following. Use the code to evaluate yourself.
• describe a travel experience
.................................................................................................................................................
• talk about travel
.................................................................................................................................................
• skim a text to get the main idea
.................................................................................................................................................
• talk about money
.................................................................................................................................................
• talk about shopping
.................................................................................................................................................
• narrate a story
.................................................................................................................................................
• describe things
.................................................................................................................................................
• express choice/reason – prioritise/recommend
.................................................................................................................................................
• listen for specific information
.................................................................................................................................................
• narrate a shopping experience
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences describing a place I visited as a tourist
.................................................................................................................................................
• write a story
.................................................................................................................................................
• use descriptive language in stories
.................................................................................................................................................
• brainstorm for ideas
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 3

Go through Module 3 and find examples of the following. Use the code to evaluate yourself.
• talk about environmental problems and social issues
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• collect information using the Internet
.................................................................................................................................................
• talk about natural disasters
.................................................................................................................................................
• talk about the weather
.................................................................................................................................................
• report someone’s actual words
.................................................................................................................................................
• listen for specific information/gist
.................................................................................................................................................
• discuss an issue – express concern/disgust/hope
.................................................................................................................................................
• compare and contrast pictures
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences suggesting ways to solve environmental problems and social issues
.................................................................................................................................................
• write an essay suggesting solutions to a problem
.................................................................................................................................................
• use linkers to join ideas
.................................................................................................................................................
• write main body paragraphs
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 4

Go through Module 4 and find examples of the following. Use the code to evaluate yourself.
• describe a person’s feelings based on body language
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• find the main ideas in paragraphs
.................................................................................................................................................
• describe stages in life
.................................................................................................................................................
• talk about moods and feelings
.................................................................................................................................................
• talk about hobbies
.................................................................................................................................................
• express necessity, ability, permission, obligation
.................................................................................................................................................
• make deductions
.................................................................................................................................................
• listen for specific information
.................................................................................................................................................
• ask about/express feelings – sympathy – regret
.................................................................................................................................................
• express opinion giving reasons
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences giving reasons why stress is good for people
.................................................................................................................................................
• write an opinion essay
.................................................................................................................................................
• write sentences expressing opinion
.................................................................................................................................................
• write supporting sentences to expand the main idea of the topic sentence
.................................................................................................................................................
• use formal style
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 5

Go through Module 5 and find examples of the following. Use the code to evaluate yourself.
• talk about various forms of art
.................................................................................................................................................
• set a purpose for reading a text
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• summarise a text
.................................................................................................................................................
• talk about TV/radio
.................................................................................................................................................
• talk about music
.................................................................................................................................................
• talk about the media
.................................................................................................................................................
• emphasise actions rather than the person who did them
.................................................................................................................................................
• arrange for someone to do sth for someone else
.................................................................................................................................................
• listen for specific information/gist
.................................................................................................................................................
• suggest/express likes/dislikes – agree/reject
.................................................................................................................................................
• compare and contrast photos
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences giving reasons what makes a film special
.................................................................................................................................................
• write a review
.................................................................................................................................................
• recommend a film/book
.................................................................................................................................................
• brainstorm for ideas and organise them under headings
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 6

Go through Module 6 and find examples of the following. Use the code to evaluate yourself.
• talk about health problems and give advice
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• collect information using the Internet
.................................................................................................................................................
• talk about illnesses, accidents and injuries
.................................................................................................................................................
• talk about food and nutrition
.................................................................................................................................................
• talk about real situations likely to happen in the present/future
.................................................................................................................................................
• talk about imaginary situations in the present/past
.................................................................................................................................................
• express wishes for the present/past
.................................................................................................................................................
• express regret
.................................................................................................................................................
• listen for specific information
.................................................................................................................................................
• ask for/give advice
.................................................................................................................................................
• compare and contrast pictures
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences explaining the writer’s purpose and how information in a text can be useful
.................................................................................................................................................
• write a for-and-against essay
.................................................................................................................................................
• analyse a model
.................................................................................................................................................
• use linking words to join ideas
.................................................................................................................................................
• expand prompts into full sentences
.................................................................................................................................................
• write sentences to support arguments with reasons
.................................................................................................................................................

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CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 7

Go through Module 7 and find examples of the following. Use the code to evaluate yourself.
• talk about unexplained mysteries
.................................................................................................................................................
• read for specific information
.................................................................................................................................................
• talk about ancient civilisations
.................................................................................................................................................
• talk about UFOs
.................................................................................................................................................
• talk about space
.................................................................................................................................................
• compare people/things/places
.................................................................................................................................................
• invert word order of subject and auxiliary to give emphasis
.................................................................................................................................................
• express purpose, reason, contrast, manner
.................................................................................................................................................
• listen for specific information
.................................................................................................................................................
• make suggestions – agree/disagree
.................................................................................................................................................
• compare places of cultural interest
.................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write sentences justifying choice of a place to visit
.................................................................................................................................................
• write a report
.................................................................................................................................................
• use linking words/phrases to join ideas
.................................................................................................................................................
• expand prompts into full sentences
.................................................................................................................................................

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CODE
**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 8

Go through Module 8 and find examples of the following. Use the code to evaluate yourself.
• talk about education
.....................................................................................................................................................
• talk about school subjects
.....................................................................................................................................................
• compare their school life to another person’s
.....................................................................................................................................................
• complete sentences
.....................................................................................................................................................
• identify five friends in a text
.....................................................................................................................................................
• read for specific information
.....................................................................................................................................................
• form nouns referring to people
.....................................................................................................................................................
• express ability
.....................................................................................................................................................
• make requests/suggestions/offers
.....................................................................................................................................................
• ask for permission
.....................................................................................................................................................
• make deductions/assumptions
.....................................................................................................................................................
• listen for specific information/detail
.....................................................................................................................................................
• improve listening skills
.....................................................................................................................................................
• pronounce words containing /I/ /i…/ /aI/
.....................................................................................................................................................
• express opinion/uncertainty
.....................................................................................................................................................
• speculate
.....................................................................................................................................................
• compare photographs
.....................................................................................................................................................
Go through the corrected writing tasks. Use the code to evaluate yourself.
• justify preferences
.....................................................................................................................................................
• analyse the rubric
.....................................................................................................................................................
• identify paragraph content
.....................................................................................................................................................
• identify linkers
.....................................................................................................................................................
• link ideas
.....................................................................................................................................................
• write structured paragraphs
.....................................................................................................................................................
• write an opinion essay
.....................................................................................................................................................

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Progress Report Cards

Progress Report Card

.............................................................. (name) can: Module 1

very well OK not very well

talk about jobs and money
describe lifestyles
talk about character
talk about habits/routines
describe a typical weekday
talk about future plans
act out a job interview
compare jobs
read for specific information
listen for specific information
write sentences giving reasons why I like a job
write a letter of application for a post
analyse a rubric/model
correct mistakes in a piece of writing
use formal style

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Progress Report Card

.............................................................. (name) can: Module 2

very well OK not very well

describe a travel experience
talk about travel
skim a text to get the main idea
talk about money
talk about shopping
narrate a story
describe things
express choice/reason – prioritise/recommend
listen for specific information
narrate a shopping experience
write sentences describing a place I visited as a tourist
write a story
use descriptive language in stories
brainstorm for ideas

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Progress Report Card

.............................................................. (name) can: Module 3

very well OK not very well

talk about environmental problems and social issues
read for specific information
collect information using the Internet
talk about natural disasters
talk about the weather
report someone’s actual words
listen for specific information/gist
discuss an issue – express concern/disgust/hope
compare and contrast pictures
write sentences suggesting ways to solve environmental
problems and social issues
write an essay suggesting solutions to a problem
use linkers to join ideas
write main body paragraphs

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Progress Report Card

.............................................................. (name) can: Module 4

very well OK not very well

describe a person’s feelings based on body language
read for specific information
find the main ideas in paragraphs
describe stages in life
talk about moods and feelings
talk about hobbies
express necessity, ability, permission, obligation
make deductions
listen for specific information
ask about/express feelings – sympathy – regret
express opinion giving reasons
write sentences giving reasons why stress is good for
people
write an opinion essay
write sentences expressing opinion
write supporting sentences to expand the main idea of the
topic sentence
use formal style

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Progress Report Card

.............................................................. (name) can: Module 5

very well OK not very well

talk about various forms of art
set a purpose for reading a text
read for specific information
summarise a text
talk about TV/radio
talk about music
talk about the media
emphasise actions rather than the person who did them
arrange for someone to do sth for someone else
listen for specific information/gist
suggest/express likes/dislikes – agree/reject
compare and contrast photos
write sentences giving reasons what makes a film special
write a review
recommend a film/book
brainstorm for ideas and organise them under headings

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Progress Report Card

.............................................................. (name) can: Module 6

very well OK not very well

talk about health problems and give advice
read for specific information
collect information using the Internet
talk about illnesses, accidents and injuries
talk about food and nutrition
talk about real situations likely to happen in the
present/future
talk about imaginary situations in the present/past
express wishes for the present/past
express regret
listen for specific information
ask for/give advice
compare and contrast pictures
write sentences explaining the writer’s purpose and how
information in a text can be useful
write a for-and-against essay
analyse a model
use linking words to join ideas
expand prompts into full sentences
write sentences to support arguments with reasons

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Progress Report Card

.............................................................. (name) can: Module 7

very well OK not very well

talk about unexplained mysteries
read for specific information
talk about ancient civilisations
talk about UFOs
talk about space
compare people/things/places
invert word order of subject and auxiliary to give emphasis
express purpose, reason, contrast, manner
listen for specific information
make suggestions – agree/disagree
compare places of cultural interest
write sentences justifying choice of a place to visit
write a report
use linking words/phrases to join ideas
expand prompts into full sentences

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Progress Report Card

.............................................................. (name) can: Module 8

very well OK not very well

talk about education
talk about school subjects
compare their school life to another person’s
complete sentences
identify five friends in a text
read for specific information
form nouns referring to people
express ability
make requests/suggestions/offers
ask for permission
make deductions/assumptions
listen for specific information/detail
improve listening skills
pronounce words containing /I/ /i…/ /aI/
express opinion/uncertainty
speculate
compare photographs
justify preferences
analyse the rubric
identify paragraph content
identify linkers
link ideas
write structured paragraphs
write an opinion essay

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