New Close Up B2 Plus Teachers Book

TEACHER’S BOOK
Close-up
NEW
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B2+
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Billie Jago
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LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

LEARNING
National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
New Close-up B2+ Teacher's Book, 3rd Edition copyright owner.
Author: Billie Jago
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Publisher: Rachael Gibbon Design are registered trademarks of the National Geographic Society
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Printed in United Kingdom by Ashford Colour Press

Print Number: 01 Print Year: 2021

Contents
Student’s Book Contents p4
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Welcome to New Close-up p6
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Unit walkthrough p9
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Unit 1 p 20
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Unit 2 p 32
Unit 3 p 44
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Unit 4 p 55
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Unit 5 p 66
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Unit 6 p 78
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Unit 7 p 90
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Unit 8 p 102
Unit 9 p 114
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Unit 10 p 125
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Unit 11 p 137
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Unit 12 p 149
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Workbook answer key p 161

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Student’s Book contents
Reading Vocabulary Grammar Listening
choosing the best senses and feelings; present simple and present listening for gist;
1 A feast for
the senses
option; multiple choice
with one text
personality continuous; present perfect
simple and present perfect
continuous
matching prompts to
spoken text
p5
Live well, study well: stressful situations; managing stress
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narrowing the options; history past simple and present writing the words
2 It’s all in matching ten sentences perfect simple; past simple you hear; sentence
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the past and past perfect simple completion
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p17
Video: Ancient Mesopotamia
looking for links; renting and buying; future forms review; reading the task;
3 Make matching paragraphs building and design future continuous, future multiple choice with
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yourself at to gaps perfect and future perfect
continuous
three extracts
home! p29 Live well, study well: who am I? finding your identity; acceptance of yourself and others
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identifying opinion; clothes; clothes the passive listening to a long text;
4 Ita glove
fits like matching four prompts shopping
to texts
multiple choice with one
interview
p41
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Video: Earthships
reading the question; the news and reported statements; distractors; sentence
5 Have you
seen the
multiple choice with
one text
h journalism; politics reported questions, offers,
requests and commands
completion
news? p53
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Live well, study well: giving a presentation; coping with nerves
eliminating the wrong holiday -ing form and infinitives looking for key words;
6 The back
of beyond
answers; matching
paragraphs to gaps
accommodation matching prompts to
spoken text
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p65
Video: Matthew Henson
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Similar or different?; theatre and cinema; emphatic structures (1): understanding gist;
7 Opening
night
matching four prompts books
to texts
do / did; negative inversion multiple choice with
three extracts
p77
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Live well, study well: getting creative; thinking outside the box
finding the information illness and treatments modals of ability; recognising distractors;
8 Wellbeing
p89
in the text; multiple
choice with one text
modals of speculation
and deduction; modals
of obligation and advice
multiple choice with one
interview
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Video: Namibian eye clinic

understanding general computers and zero, first, second and checking the sense;
9 It’s a meaning; matching ten technology third conditionals; sentence completion

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technical sentences mixed conditionals
issue p101 Live well, study well: the working world; wellbeing at work
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skimming; matching employment relative clauses using deduction;
10 A working
life
four prompts to texts matching prompts to
spoken text
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p113
Video: Photographing gauchos in Patagonia
looking at structure; city development and phrasal verbs; prepositional double negatives;
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Streets matching paragraphs restoration verbs and phrasal multiple choice with
ahead to gaps prepositional verbs three extracts
p125
Live well, study well: social responsibility; thinking about others
recognising synonyms; communication modifying comparatives and preparation for listening;
12 Talking
points
matching ten sentences superlatives multiple choice with
one interview
p137
Video: Detroit’s urban beekeepers
Review units 1–12 pp149–160 Communication activities pp180–183

Grammar reference pp161–179 Vocabulary reference pp184–195

Speaking Grammar Use your English Writing
talking about yourself; keeping time expressions word building; adjectives with writing to give advice; informal
talking; interview prepositions; idioms; thinking about letters and emails; managing
meaning; multiple-choice cloze your time; writing an informal
letter
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ways of studying; working past continuous and past perfect phrases with time; education and culture; linking
collaboratively; collaborative task continuous; past simple, would analysing the gap; word formation words and expressions; reading
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or used to the task; writing a discursive
essay
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living in cities; giving yourself future time expressions idioms; expressions with put; filling accommodation; structure and
time; discussion every gap; open cloze style in a report; thinking about
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your reader; writing a report
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fashion; comparing; reporting with passives; clothing idioms; compound nouns fashion; structuring a for and
photo comparison causatives and collocations; prepositions; against essay; writing a for
keeping the same meaning; and against essay; checking
sentence transformation your work
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discussing current events; reporting verbs collocations with news; phrasal news and the media; formal
using your time well; verbs; lastly, at last, in the end and writing; using complex language;
collaborative task
h eventually; multiple-choice cloze writing a discursive essay
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travel and tourism; justifying your verb + -ing form or to + infinitive; understanding the context; tourism; being concise;
opinions; discussion sense verb + object + -ing form or open cloze brainstorming; writing a report
infinitive; verb + object + -ing form
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or to + infinitive
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entertainment activities; using emphatic structures (2): cleft collocations; word formation reviewing a book, film or TV
your own words; presenting sentences; tag questions series; structuring a review;
options making an evaluation; writing a
review
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ways of keeping fit; reaching a modals for past necessity; describing likelihood; word focus: sports facilities; structuring
decision; collaborative task modals for hypothetical past; take; collocations: illness and injury; a proposal; focusing on the
modals for past speculation eliminating duplicated information; purpose of a task; writing a
sentence transformation proposal
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discussing technology; listening other expressions for expressions with keep; technology technology; using informal style
to your partner; discussion conditionals; inversion with idioms; adjectives with prepositions; in an article; using the material in
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conditionals word building; open cloze a task; writing an article

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jobs; listening and taking present participle clauses; past idioms with work; prepositions; studies and training; language
notes; discussing options and and perfect participle clauses word building; prefixes and suffixes; in formal letters or emails;
presenting your decision word formation describing your achievements;
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writing a formal letter or email
places to live and work; linkers: conjunctions and idioms; phrasal verbs; collocations; places in a town; descriptive
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making the right choice; prepositions; linkers: adverbs sentence transformation language; planning your writing;
photo comparison writing a review
studying English; making a good gradable and non-gradable collocations related to speech; communication; giving examples
impression; interview adjectives; so and such, too and phrasal verbs with talk; idioms; and reasons; achieving the best
enough keeping a vocabulary notebook; scores; writing a discursive essay
multiple-choice cloze
Irregular verbs p196 Speaking reference pp205–206

Writing reference pp197–204

WELCOME TO NEW CLOSE-UP
With each new edition of Close-up we have listened to teachers’ feedback about what works well and where they would
like more support. This has enabled us to build on the elements of the series that teachers and learners value the most,
while developing winning new features that will make you glad you chose New Close-up.
Teachers told us they can rely on Close-up to provide:
• comprehensive skills development with a rich range of tasks to actively develop students’ reading, listening, speaking
and writing skills.
• a clear structure with well-signposted pages, so that students know what the objectives of each lesson are and what is
expected of them.
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• a strong focus on exams and developing students’ skills and confidence to improve their chances of success.
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• authentic and informative National Geographic content that helps students connect with their world as they transition
from their teens into adulthood.
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What’s new in New Close-up?
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• The content of each unit has been extensively revised to be up-to-date, engaging and aligned with the global viewpoint
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of today’s students. A clear new design helps students and teachers navigate each unit with ease.
• Exam tasks and tips in the Student’s Book and Workbook have been updated to reflect changes to international exams.
An all-new ExamView® test generator provides further opportunity for students to familiarise themselves with the exam
formats and prepare for exam success.
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• Brand-new Live well, study well lessons focus on life and study skills to help equip students with the competencies
they need to manage their academic and personal lives. Students engage with texts and useful tips on topics such as
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managing stress, social media and friendships. Activities are designed to promote independent thought and stimulate
discussion. Each lesson culminates in a project that encourages learner autonomy and provides opportunities for
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students to practise presentation skills and working in a team.
• Every Student’s Book contains six fascinating new videos to give students the opportunity to engage with authentic
audio-visual content. These videos were selected to expand students’ knowledge of the world they live in, while
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accompanying tasks in the Student’s Book aid comprehension and promote further discussion of the topic.
• In line with the latest CEFR benchmarking, New Close-up includes at least two mediation activities in each unit. Notes
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on how to approach these and get the most out of them are included in the Teacher’s Book. (See further notes on this
feature on page 7.)
New Close-up overview

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FOR STUDENTS
Student’s Book
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• Twelve topic-based units with a range of tasks that actively develop students’ reading, listening, speaking and
writing skills.
• Exam Tips that provide step-by-step advice and strategies for how best to approach exam tasks, and Exam Tasks that
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provide the opportunity to put the advice into practice.

• Useful Language boxes in the speaking and writing lessons that support students with appropriate language when
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completing communicative tasks.

• Opportunities for discussion and personalisation in the Your Ideas sections.
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• Review pages (at the back of the Student’s Book) which consolidate the vocabulary and grammar taught within each unit.
Students can use the Can do statements to check their progress.
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• Extensive reference material at the back of the Student’s Book includes:

- a Grammar reference giving detailed explanations to support the grammar focus within each unit;
Writing reference with a summary of the important points to remember for each genre of writing, as well as
- a
a checklist;
- a Speaking reference bringing the Useful Language presented throughout the course together in one place;
- a Vocabulary reference highlighting key vocabulary for the relevant Cambridge exam.

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Workbook
• The Workbook provides additional practice of the vocabulary and grammar covered in the Student’s Book, as well as
providing further content-rich exercises based around the unit topic.
• Each Workbook unit continues the focus on exam practice, with Exam Reminders that reinforce the Exam Tips learned in
the Student’s Book. Students then have the opportunity to consolidate what they have learned with an Exam Task of the
same type as the one in the Student’s Book.
• Twelve Review pages are included at the back of the Workbook, allowing students to check their progress.
Online Practice NEW TO THIS EDITION
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• The mobile-compatible Online Practice allows students to continue their studies at home or when on the move.
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• The Online Practice revises the language covered in the Student’s Book units and provides additional exam-style tasks.
• The teacher interface allows teachers to set up classes, assign work and review students’ performance.
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• The Online Practice is designed to be assigned to students when they have completed each unit of the Student’s Book.
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• Students can also access the eBook via the Online Practice.
• Information on how to access the Online Practice platform can be found on the inside front cover of the Student’s Books
(for those students who have purchased the Student’s Book with Online Practice and Student’s eBook version of the book).
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FOR TEACHERS
Teacher’s Book
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The New Close-up Teacher’s Book is an easy-to-use resource that provides support for all teachers using the course, no
matter their level of experience.
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Inside the redesigned and revised Teacher’s Book, you will find the following features and resources:
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Easier, Extension and Fast finisher tasks
Each unit contains plenty of ideas to help both weaker and stronger students. ‘Easier’ boxes give useful tips on how to
provide extra support and guidance for students that need it. These tips can also function as useful warm-up ideas and / or
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to assess students’ existing knowledge. ‘Extension’ boxes provide further exercise ideas that will challenge able students
and help teachers make the most of the rich, authentic content. ‘Fast finisher’ tasks support teachers with ideas for short,
fun exercises that will keep students busy while they wait for their classmates to complete their work.
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Mediation skills notes

Mediation can seem daunting to many students and teachers. In New Close-up, we demystify this skill and build classroom
confidence.
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Every Student’s Book unit contains activities that develop students’ mediation skills. These are highlighted in the Teacher’s
Book, and teachers are supported with clear notes that explain what aspect of mediation is featured and how the activity
can be used.
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Once a teacher becomes familiar with the types of activities that practise different mediation skills, they will be able to
apply the principles to similar exercises. In this way, the mediation skills provided can be used to form a bank of knowledge
that can be applied as students progress through the course. For example, collaborating to construct meaning is a type of
mediation (see p21) and the principle can be applied to other texts throughout the course. This gives students a wealth of
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practice which will equip them well for academic exams and develop their ability to communicate effectively in a range of
situations.
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Grammar guide
The Grammar guide presents the grammar points in a simple and clear way. Teachers can use the guide to explain the
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grammar rules and give students example sentences, without the need to look for this information elsewhere.
Teaching tips
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Teaching tips are provided in every unit and include a range of useful devices to get the most out of an activity, advise the
teacher on how best to approach a particular topic, or help with the quirks of the English language.

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Classroom Presentation Tool
• The Classroom Presentation Tool (CPT) is easy to use and contains the Student’s Book pages, Workbook pages and all
accompanying audio and video.
• In addition, some of the Easier, Extension or Fast finisher activities in the Teacher’s Book can be launched from the CPT
and are identified by stars at the end of the notes on the Teacher’s Book. ‘Easier’ ones (called ‘Preparation’ on the CPT)
are identified by black stars next to the activity number on the CPT and should be used before the exercise. ‘Extension’
and ‘Fast finisher’ ones are identified by a white star in a black circle and can be found on the left of the last item of an
activity, to be launched after the exercise has been completed.
ExamView® NEW TO THIS EDITION
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• ExamView® is a flexible assessment program that allows teachers to administer ready-made tests and customise or
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create their own tests.
• ExamView® can be used to evaluate students’ progress after each unit, after a number of units, at the mid-course or
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end-of-course point.
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FOR TEACHERS AND STUDENTS
Companion Website
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The course website (ELTNGL.com/newcloseup) includes sections for teachers and students with additional learning
resources, professional development support and audio and video files from New Close-up. It includes:
• Teacher’s Book PDFs
• Pacing Guides to adapt New Close-up to your timetable and learning needs
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• New Close-up Online Teaching Toolkit – an implementation guide and lesson plans to support teachers delivering
online lessons
• CEFR correlations h
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• Ready-made unit and progress tests
• Grammar and vocabulary worksheets
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• Student’s Book video and audio

• Live well, study well videos for students, with author Katherine Stannett
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• Workbook audio
Self-study
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• New Close-up is accompanied by an interactive eBook, a comprehensive Workbook and Online Practice material that
allows students to continue their studies at home.
• Additionally, within the Student’s Book there are plenty of opportunities for self-study and home learning. For example,
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videos can be assigned as homework; students can be encouraged to research topics further online, and projects on the
Live well, study well page can be completed outside the classroom. The rich, authentic content of the course means that
there is endless scope for extension activities around the topics.
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• Students can also be directed to the companion website to access the course audio and video – including additional
Live well, study well videos – enabling them to study from home.
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Components
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FOR STUDENTS FOR TEACHERS

Student’s Book Teacher’s Book
Student’s Book with Online Practice and Student’s eBook Classroom Presentation Tool
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Workbook ExamView® Assessment Suite

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Unit walkthrough
Each unit begins with an
engaging photo that works
with the unit title to introduce
students to the topic.
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It’s all in the past 2
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A visitor takes photos in front of an exhibit in the

National Museum of Anthropology, Mexico
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1 Work in pairs. Look at the photo and

discuss the questions.
1 What do you think this exhibit might be?
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2 Which historical sites around the world

would you most like to visit?
2 Work in pairs. Discuss the questions.

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1 Why do you think many cities have

museums to tell people about local
history? Do you think they are interesting?
2 Do ancestors come before or after you?
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Do you think your ancestors influence who

you are?
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Warm-up questions engage

students and promote
discussion. The Teacher’s Book
notes include background
information on the photo.

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The Reading lesson begins with The focus of
warm-up exercises to introduce each lesson is
key vocabulary and get students shown at the top
thinking about the topic. Students of each page.
are encouraged to relate the
topic back to their own lives and
provide personal responses.
Target grammar and vocabulary
is presented through engaging
reading texts from a variety of
genres. These texts use the
target language in natural and
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appropriate linguistic contexts
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and provide a model for
language production.
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2 Reading narrowing the options; matching ten sentences
Why study history?
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2.1
1 Work in pairs. Discuss the questions. 5 Now complete the Exam Task.
1 Do you think history is an important subject to A Penelope J Corfield C Dr Alice Taylor
study? Why? / Why not? Exam TASK History is inescapable. It is the study of the past and 40 Historians are trained to analyse what they read
2 What special skills do you think are necessary to be Matching ten sentences the consequences of the past on the present. Far from carefully. This means not just reading, looking at or
a historian? being a ‘dead’ subject, it connects things through listening to a source but questioning it. Historians ask
You are going to read a magazine article in which
time and encourages its students to take a long questions of their material: Where does it come from?
four historians say why it is important to study
2 In the article on page 19, four different historians history. For questions 1–10, choose from the
view of such connections. All people and cultures Who wrote it, designed it, wanted it? Who paid for it
say why it is important to study history. Read the are ‘living histories’. To take a few obvious examples: and why? How powerful and successful was this kind
historians (A–D). The historians may be chosen more
article quickly and answer the questions. communities speak languages that come from past of source or message? What kinds of evidence, data and
than once.
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generations. They live in societies with complex perception lie behind different views? In a world where
1 Does it include any of your ideas from Exercise 1? Which historian makes the following statements? cultures and traditions that have been created over fake news can influence people’s choices, the methods
2 Whose opinion do you think is most interesting? 10 hundreds or even thousands of years. People use of the historian are needed more than ever before.
1 Learning about history means that we can
technologies that they themselves have not invented. 50 However, historians aren’t just people who analyse
understand the background to many other
3 Read the sentences (A–D) from the article on
important subjects.
And on a biological level, each individual is born with sources; we have to think about the phenomenon of
page 19. Then look at statement 1 in the Exam their own personal version of the human genome – a society itself, in all its varieties, and communicate what
Task. Which sentence is closest in meaning to the
statement?
A So understanding the connections between past h

2 We interact with history on a daily basis through
our words and the objects that we use.
3 Historians have to consider where they get their
data from.
set of instructions which contains all the information
needed for us to grow and develop. This genome has
evolved during the entire life of the human species.
So understanding the connections between past and
we think about it. Regardless of what period or place
a historian specialises in, all historians and students of
history have to think about how the society they are
studying operates. Not only the economic foundations of
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and present is a basic requirement for a good 4 The writer doesn’t believe that we often find present is a basic requirement for a good understanding that society but also how it justifies its very existence.
understanding of the condition of being human. identical situations today to those that existed of what it means to be human.
in the past. D Jennifer Llewellyn and
B Moreover, history is important because it includes 5 Things that happened in the past still have an B Robert Denning Steve Thompson
every other field of human knowledge. effect on things that happen today. 20 Knowledge of the past, and how past events affected For as long as human beings have studied history, some
6 There are some common concerns and topics people differently, can create an understanding in the people have dismissed it as a foolish indulgence – a
C Regardless of what period or place a historian which have always been present, throughout present of how people in different social or financial 60 strange but worthless fascination with vanished
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specialises in, all historians and students of history history. classes and groups feel and behave, even when their societies and dead people. This attitude was
have to think about how the society they are history may be different from our own. Moreover, demonstrated by American industrialist Henry Ford,
7 One important area of study for historians is the
studying operates. history is important because it includes every other who in 1916 said that ‘History is more or less bunk
way that society works.
field of human knowledge. There is a history behind art, [nonsense] …’. Ford’s negative view of history, while
8 Some people claim that there is very little point literature, maths, economics, biology and engineering. not uncommon, is narrow and misguided. History
D History certainly does require study of the past –
in studying history. None of those fields developed entirely on their own. certainly does require study of the past – but this
but this only enhances your understanding of the
modern world. 9 By studying history we can relate better to On the contrary, they developed within broader only enhances your understanding of the modern
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people who are different to us. 30 political, social, cultural and religious contexts and were world. Most history courses focus on common themes
10 Identifying false information is an important skill influenced by those contexts. However, historians don’t and issues – for example, the ways in which people,
4 Read the Exam Tip. Then read the first paragraph today. believe clichés such as ‘history repeats itself’ or ‘those 70 communities and nations interact; the nature of power
of the article and decide which sentences in the who ignore history are forced to repeat it’. In very rare and leadership; the difficulties of government and
Exam Task can be matched with it. situations, we believe that knowledge of the past can economic management; the impact of war and conflict
6 Write these adjectives from the text next to the tell us what to do or what to avoid in the present, but on societies; and the relationships between different
Exam TIP correct definitions. the circumstances are rarely exactly the same as they classes, wealth, property and labour. These themes,
Narrowing the options complex entire foolish inescapable were in the past. Instead, we believe that a thorough issues and challenges remain unchanged in human
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• For this task, you have to match sentences misguided vanished worthless understanding of the past will help present leaders make societies. Only the people, places and details change.
with four or five different texts or four or five well-informed decisions based on all available data.
paragraphs in a longer text. 1 impossible to avoid word Use a dictionary to find definitions or synonyms for
these words from the text:
• Read the task instructions first and the title 2 no longer there, disappeared Students in India visit Agra Fort, ancient residence focus take a long view of (phr) perception (n)
of the emperors of the Mughal Dynasty. cliché (n) indulgence (n)
of the text. This will give you an idea of the 3 of no, or very little value
context. Then read paragraph A carefully. Read
4 involving lots of different parts,
each of the sentences and mark ‘A’ by any
complicated
sentence that seems to match this first text.
5 complete, whole
• Continue with the remaining paragraphs. You
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will probably find that you have matched some 6 very silly and stupid
sentences with more than one text. Read these 7 incorrect, based on wrong
sentences and texts again carefully. Only one information
text will accurately match the information,
attitude or opinion stated in each sentence.
• To check your answers, read through the your If you could choose any period in
sentences one more time and underline the ideas history to study, which period would you
information in the matching texts for each
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choose? Why?
sentence.
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The ‘Word Focus’

Students are The Exam Task gives provides a glossary of
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provided with an students the opportunity words that are important

Exam Tip to help to test themselves with to the meaning of the
them tackle the tasks aligned with those text but are above
Exam Task. Each they will encounter in the target CEFR level.
tip teaches them international exams. Students are encouraged
a new strategy Students will grow in to work out the meaning
for exam success confidence as they of words from the
which they can become more familiar context before checking
apply directly to with exam formats, them in the Word
the Exam Task preparing them for Focus, as this is also an
that follows. success on the big day. important exam skill.

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The Vocabulary Vocabulary introduced on the
lesson focuses on key page is often presented in a
language required text-level exercise that enables
to achieve success in students to see the new language
exams and in the world in a meaningful context and
beyond the classroom. provides them with additional
reading comprehension practice.
2 Vocabulary
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history
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1 Read the text and write the words in bold next 2 Cross out the word that does not belong in
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to the correct definition (1–10). each group.
1 revolution civil war campaign
2 firearm election bow
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3 monument demonstration rebellion
4 prehistoric contemporary exhibit
5 kingdom monarchy imperial
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3 Complete the sentences with the correct form of
one of the words from Exercise 2.
1 The Smithsonian Museum in Washington D.C.
is one of the biggest museums in the world, with
more than 137 million .
2 The Cueva de los Manos cave paintings in
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Argentina date back to times and are
at least 9,000 years old.
3 There is a presidential in the US every
four years.
THE HISTORY OF THE SUIT
OF ARMOUR h 4 A is the sudden and violent change
of a political system or ruler.
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5 The Great Pyramid of Giza in Egypt is one of the
What do you imagine when you hear the term ‘suit
most famous in the world.
of armour’? Some people think of a rich aristocrat
6 The Terracotta Army is a collection of 8,000 statues
from medieval times, wearing metal protection,
of soldiers in Shaanxi, China, which were buried
carrying a long sword in one hand, and a shield with the emperor to be his guards.
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to protect him in the other. But in fact, armour

has been around on the battlefields of the world 4 Choose the correct options to complete the text.
for much longer than you may think. In 2014,
archaeologists discovered armour made out of Our shared family history
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animal bones in Russia. They think it belonged to a Researching our family history and finding out about
Siberian warrior more than 4,000 years ago, during our 1 ancestors / successors has become increasingly
the Bronze Age. And around 2,000 years ago, popular, especially now that genealogical 2 heritages /
soldiers of the Roman Empire also wore a form of archives – historical records such as lists of births,
deaths and marriages – are often available online.
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armour, made out of pieces of metal and leather.

You might discover that you are the 3 descendant /
generation of a member of the 4 aristocracy / kingdom
or, on the contrary, that your great-great-grandfather
1 : the period from 3000 to 1200 BCE was not part of the 5 ruling class / dynasty but in fact
2 : the period from 500 to 1500 CE a 6 president / labourer who worked on the land.
na
3 : an object carried by soldiers to Whatever you find out, learning about your family tree
prevent themselves from being hit can help you to form a 7 connection / cause with the
4 : a person who has experience in past. In fact, we are all more closely 8 related / similar
fighting in wars than you may think. Scientists believe that all humans
5 : people who study ancient cultures share at least one common ancestor, who lived just a
io
by studying things they left behind few thousand years ago.

6 : a number of countries that are
ruled by one person
7 : places where people fight, or your • Would you like to find out more about
at
fought in the past ideas your family history? Why? / Why not?
• Do you think it would be interesting to
8 : protection worn by soldiers, made
be an archaeologist? What do you think
of metal, leather or other materials
would be difficult about the job?
N
9 : a weapon with a handle and a

long, sharp blade
10 : a person from the highest social
class in society
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The ‘Your Ideas’ feature

appears throughout the
course. It provides prompts
for students to talk in pairs
or groups about the topic
with reference to their own
experiences and views.

11
Grammar is presented The Grammar reference
in the context of the is found at the back of
unit topic. Exercises the book. It provides a
progress from useful summary of the
controlled practice grammar point, with
to more challenging extended explanations
tasks. and additional examples.
Grammar
g
past simple and present perfect simple; past simple and past perfect simple
n
Past simple and present perfect simple Past simple and past perfect simple
ni
1 Read the message and complete the rules (a–d) 3 Match the sentences (1–2) with the paraphrases
with past simple or present perfect simple. (a–b). Then complete the rules with past simple
or past perfect simple.
ar
Hi Ferdi! 1 When the king arrived, the villagers gathered in the
I’ve just come back from an amazing weekend in square.
Tallinn, in Estonia. Have you ever been there? It’s 2 When the king arrived, the villagers had gathered in
fantastic! I spent a month in Tartu two years ago, the square.
Le
but I’ve never been to the capital before. a The king arrived, then the villagers gathered in the
Let’s meet up soon and I’ll tell you all about it. square.
Sofia xx b The villagers gathered in the square, then the king
arrived.
a We use the to talk about finished • We use the 1 to describe a series of

actions in the past, often with a fixed time. events in the order they happened.
ic
b We can use the to talk about • We use the 2
to describe an action
actions in the past when we don’t give a time. that happened before an action that has already
c We often use the to talk about very been mentioned.
recent actions.
d We can use the
hto introduce
an experience we’ve had but we use the
• We often use the 3
the completion of an action.
to emphasise
ap
to give more details. Grammar reference page 2.2, p163
Grammar reference page 2.1, p162 4 2.2 Listen to the sentences and write the
correct sequence of events for each sentence.
2 Choose the correct options to complete the text.
a 1 They started to walk home.
gr
2 They found a Roman coin.

b We went to the museum.
We read about the ancient Greeks.
eo
c The emperor died.

His son disappeared.
d The warrior raised his sword.
He heard the people cheering.
lG
e The soldiers entered the house.

The man escaped.
f The demonstration finished.
Queen The police arrived.

na
Nefertiti 5 Choose the correct options to complete the text.
The Aztecs, a nomadic tribe, 1 travelled / have

The bust of Queen Nefertiti is famous around the travelled to Mesoamerica (now South Central Mexico)
world. It’s a statue of the head and shoulders of a in the early 13th century. They 2 built / had built their
io
beautiful queen who 1 lived / has lived in Egypt over capital city, Tenochtitlán in 1325 and 3 started / had
three thousand years ago. Some historians believe started to farm the land. When the Spanish soldier
that Nefertiti 2 became / has become Pharaoh after Hernán Cortés and his army 4 arrived / has arrived in
her husband Akhenaten 3 died / has died, but they
at
Mexico in 1519, the Aztecs 5 became / had become

4
found / have found no evidence to prove this. powerful rulers of more than five million people and
Archaeologists think that the sculptor Thutmose 6
developed / had developed a sophisticated system
5
made / has made the bust, as it was discovered in of agriculture. Their civilisation 7 hasn’t survived /
N
his workshop. Many people 6 created / have created didn’t survive the Spanish invasion, but even today we
replicas of the sculpture, which is now one of the use words that 8 have come / had come from the Aztec
most copied works of ancient Egypt. language, like avocado, chocolate and chilli.
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Students complete ‘rules’ Regular listening

which articulate what they exercises give students
have learned through the opportunity to hear
the process of guided new vocabulary and
discovery. grammatical structures.

12
Pairwork exercises give The Listening and Speaking
learners the opportunity lessons always culminate in an
to develop their speaking Exam Task. After working their way
skills and encourage them through the carefully scaffolded
to review and evaluate exercises on the page, students
each other’s work. will be able to tackle the Exam Task
with confidence.
2 Listening
g
writing the words you hear; sentence completion
n
1 Work in pairs. Where and when do you think the 5 2.4 Now listen and complete the Exam Task.
ni
photo on this page was taken?
Exam TASK
2 Read the sentences. Think about what kind of
information is missing in each gap. Sentence completion
ar
You will hear a student called Tomoko Myers
1 The Berlin Wall was demolished in . talking about visiting the Berlin Wall. For questions
2 A caused the early opening of the 1–8, complete the sentences with a word or short
border between East and West Berlin. phrase.
3 The announcement of a new which
Le
permitted people to cross from East to West Berlin Trip to Berlin
was made by Günter Schabowski. After the talk, Tomoko will tell participants how
4 Schabowski should have also mentioned a special to access a (1) about her visit to
application process for people who wanted to Berlin.
the border. Tomoko compares West Berlin to
(2) which was surrounded by
ic
3 2.3 Listen and complete the sentences in East Germany.
Exercise 2. Use one to two words in each gap.
According to the East German government, the
wall was constructed in order to (3)
4 Read the Exam Tip. Then look at each gap in the
h
Exam Task carefully and think about what kind of
word or words might fit.
in Europe.
Between 1949 and 1961, most people travelled
ap
from East Germany to West Germany for
Exam TIP (4) reasons.
Writing the words you hear
Legal visitors from East Berlin to West Berlin
• In this type of task, you will listen to one long
included people who no longer worked and
monologue and complete sentences about it.
a small minority of residents who were
The monologue will be ‘informational’.
gr
(5) by the East German

• Read the task instructions and the gapped government.
sentences first to understand the context. Then
try to predict what kind of words are missing. Tomoko was especially interested to find out
• The words around each gap will probably about some people who had escaped through
eo
paraphrase the words in the monologue. a (6) .

However, you must fill the gap with exactly Tomoko and her friends cycled to the Square
the word or words that you hear. Do not try to of 9 November 1989, which was on
paraphrase. For example, in the task, you see: (7) of Berlin.
Rick was particularly worried about .
In the monologue you hear: They felt (8) when they visited
lG
One area of real concern was the weather. the first place that was opened on the border
The words particularly worried about in the between East and West Berlin.
sentence mean the same as one area of real
concern in the monologue. So the missing
words are the weather.
• Read the completed sentences and check that
na
they are logical and grammatically correct.

io
at
N
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017-027_CU3e_B2+_SB_34017_U02.indd 22 01/07/21 1:40 PM
Task types in the Listening lesson

build in complexity to guide students
towards successful completion of the
Exam Task. The audio tracks use the
unit vocabulary and grammar, giving
students the opportunity to hear them
in new contexts.

13
The Speaking lesson Speaking topics focus
provides plenty of on functional language
opportunities for essential for ‘real-life’
students to put the communication, as well
target language to use. as success in exams.
Speaking
g
ways of studying; working collaboratively; collaborative task
n
4 Now work in pairs. Complete the Exam Task.
ni
Use the Useful Language to help you.
Exam TASK
Collaborative task
ar
Here are some different ways in which students
study and a question for you to discuss. First you
have some time to look at the task.
Talk to each other about the advantages and
Le
disadvantages of studying in these different ways.
Now decide which two ways of studying are the
best.
What are the

People working in the British Library, London, UK advantages and discussing
ic
watching
disadvantages of ideas with
videos
studying in these a friend
1 Work in pairs. Look at the different types of different ways?
study resources and discuss the questions.
apps books
h
online articles
online practice activities listening to reading lots
ap
one-to-one discussions with your teacher podcasts of books
making your
podcasts slide presentations videos
own notes
1 Which resources have you used in the last week?
2 Which did you find most helpful / least helpful?
gr
3 Are there any you would like to use but don’t have Useful LANGUAGE
access to?
Positive responses
2 Work in pairs. Read the Exam Tip. Then discuss That’s a really interesting idea.
the questions. Use phrases from the Useful That’s a good point.
eo
Language to show that you are listening to I hadn’t thought of that.

your partner. Prompting your partner
1 What differences are there between the way we Could you explain a bit more about … ?
study today and how people studied 60 years ago? Do you agree with me about … or do you have a
lG
2 Do you think that the way we study today is different opinion?

better? Why? / Why not? When you say … , do you mean … ?
Interrupting politely
Exam TIP I’d like to add …
Working collaboratively
Just to give my own point of view here …
• In this task, you have to work collaboratively
na
Sorry to interrupt, but …

with your partner. This means that you should
listen to your partner’s suggestions, respond to Asking for a decision
them and try to add more ideas. Look at your So, in general, do we agree that … ?
partner when they are talking. I think we can all agree that … , don’t you?
• Try to make sure that both you and your partner Shall we make our final decision then?
io
speak for a similar amount of time.

• If your partner isn’t saying much, encourage
your
them by asking some questions. If you feel that
your partner is not giving you a fair chance to • How do you usually study? Do your
ideas
at
speak, use strategies to interrupt them politely. friends study in the same way?
• Do you think that different people study
better in different ways? Why? / Why not?
3 2.5 Listen to two students discussing question
1 from Exercise 2. Look at the Useful Language
N
box and tick (✓) the phrases the students use.

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The Useful Language box provides

students with key expressions and The Speaking Exam Tasks
functional language that they can provide great all-round
put to direct use when completing exposure to the exam
the Exam Task. process.

14
The second Grammar
lesson in the unit
introduces a new
grammar point as well
as revising the previous
grammar input.
2 Grammar
g
past continuous and past perfect continuous; past simple, would or
used to
n
Past continuous and past perfect Past simple, would or used to
continuous
ni
4 Read the sentences (1–3). Then choose the
1 Read the sentences (1–5). Which verbs in bold correct option to complete the rules (a–c).
are past continuous (PC) and which are past
1 We used to live in the country, but now we have a
perfect continuous (PPC)?
ar
flat in the city centre.
1 It was very wet in the garden because it had been 2 A: When you were younger, you would get up at
raining earlier. five o’clock every morning.
2 It was raining hard and the wind was blowing. B: Not every morning! I didn’t use to get up early
Le
3 I was trying to finish my history project when I at the weekend!
heard a noise outside. 3 She was scared of the dark when she was younger,
4 She had been trying to finish her history project for but she isn’t any more.
two hours.
a We can talk about past habits / past states with
5 While I was trying to finish my project, my sister used to or would or the past simple. Both used
was singing loudly outside. to and would emphasise that this is no longer
ic
true.
2 Read the explanation and match the sentences in b We can talk about past habits / past states with
Exercise 1 (1–5) with the uses (a–e). used to or the past simple, but not with would.
h
The past continuous and the past perfect continuous
can both describe an action that was in progress at a
c We usually use used to instead of would for
questions and negative sentences about past
habits / past states.
ap
past time.
Grammar reference page 2.4, p164
The past continuous is used:
a to set a scene or create an atmosphere. 5 Choose the correct options to complete the text.
b with the past simple to describe an interrupted
action.
gr
c to describe several activities that were

happening in the past.
A family anecdote
The past perfect continuous is used:
d to emphasise how long an activity took up to a
eo
point in the past.

e to explain the cause of a situation in the past.
Grammar reference 2.3, p163
3
lG
Complete the sentences with the past continuous

or past perfect continuous form of the verbs.
1 I was tired because I (study) all night.
2 Some people (climb) over the wall
My grandmother is a fantastic wildlife photographer.
while others (celebrate).
When she was a child, she 1 used to live / would live
na
3 They (watch) the documentary on TV in India. She loved looking at the wildlife and 2 would
when the electricity went off.
often take / was often taking photos with her father’s
4 The women (demonstrate) outside camera. One day, she 3 was trying / had been trying
the town hall since the early morning. to photograph some birds in the garden. She
5 The lecturer (give) an interesting talk 4
was lying / had been lying in the grass and watching
io
and the students (take) notes. the birds for more than an hour when she suddenly
6 We (wait) for our friends for half an noticed a snake. It 5 was moving / had been moving
hour when they finally arrived. quickly along the ground towards her. She wanted to
7 The wind (howl) and the waves run away but she couldn’t get up quickly because she
at
(crash) against the rocks as we walked 6

was keeping / had been keeping still for so long. So
down to the shore. instead, she started taking photographs of the snake.
8 Civilisations in Latin America (build) After a while, it disappeared, and my grandmother
N
pyramids for about 2,500 years when the Spanish was safe. We 7 were looking / had been looking at
arrived in the 16th century. those photographs just last week and even though
they’re very old, they’re still amazing.
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The grammar points covered in the

unit are often consolidated in a text-
level exercise, guiding students to
successfully identify and produce the
target grammar appropriately.

15
The Use your English lesson
introduces new vocabulary and
focuses on common expressions,
idioms and phrasal verbs. This is
particularly useful for many exam
tasks.
Use your English
g
phrases with time; word building; analysing the gap; word formation
n
Phrases with time Exam TIP
ni
1 Look at these phrases with time. Use the correct Analysing the gap
phrase to complete the sentences (1–6). • In this task you have to change a given word
into the correct form to complete the text.
at times behind the times
ar
• Read the whole text first to get a general
for the time being high time understanding of the meaning.
it’s only a matter of time take your time
• Then look at the gaps. Think about what word
1 My dad’s so – he doesn’t even have a form you need to complete the gap, and
whether you need to make the word negative.
Le
mobile phone!
2 It’s we bought some new reference • You might need to add a prefix (e.g. happy
books for the library. – unhappy) or a suffix (e.g. entertain –
entertainment) or even both.
3 I’m working at the supermarket , but I
hope to get a job at the museum in the near future.
4 , I wonder if I should have taken Exam TASK
ic
history as my main subject. Word formation
5 You don’t need to make a decision today – Read the text below. Use the word given in
. CAPITALS at the end of some of the lines to form a
6
h
before someone gets hurt on those
stairs – they’re so dangerous!
Word building
word that fits in the gap in the same line.
Rapa Nui, or Easter Island, is a small
island in the Pacific Ocean which is
ap
famous for the Moai statues. There
2 Complete the table with the correct form. are nearly 1,000 statues, made from
(1) stones which weigh MASS
Verb Noun Person up to 74,000 kilogrammes.
advise
gr
One common (2) is that STAND

construct the statues are just heads. This is
because with the (3) MAJOR
descend of the statues, only the heads are
discover
(4) , while the bodies VISION
eo
are buried in the earth. Many of the

exhibit statues stand in rows with their backs
(5) the sea. FACE
investigate
One of the biggest mysteries was
research how these statues were transported.
lG
(6) ____________ have recently RESEARCH

3 2.6 You will hear three people talking. Choose discovered that the statues can
the correct word from Exercise 2 to describe the easily be ‘walked’ by three teams
job of each speaker. pulling on ropes, and this is now
the most (7) ____________ accepted WIDE
Speaker 1:
theory. This, and other mysteries
na
Speaker 2: of the statues, were explored

Speaker 3: recently in an (8) ____________ in a EXHIBIT
museum in Manchester, UK.
4 Read the text in the Exam Task quickly and
choose the correct sentence (a–c). Then read the
io
Exam Tip.
a The Moai statues are giant heads standing on the
ground in rows.
at
b The Moai statues are often buried in the ground, so

parts of their bodies are hidden.
c The Moai statues have giant legs and feet and
stand on platforms.
N
5 Now complete the Exam Task.

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25
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The Use your English lesson

always culminates in an Exam Task
that allows students to put the
language they have just learned
into practice.

16
The Writing lesson gives The Learning Focus After finishing the Exam
students the opportunity feature provides Task, students complete
to demonstrate their newly students with useful the Reflection Checklist.
gained language skills tips on how to This useful tool gets
through a variety of writing approach the writing students to revisit and
tasks, including emails, topic. Examples of review their work to
blog posts and stories. useful words and ensure that they have
phrases give students done everything required
the building blocks to of them. This encourages
write with confidence. self-reflection and the
practice of peer reviewing
as students talk about their
g
work with a partner.
n
ni
ar
2 Writing education and culture; linking words and expressions; reading the task; writing a
discursive essay
Le
Your class has attended a college meeting on how 4 Read the essay again. Find words that mean: 6 Complete the Exam Task. Use the Useful
Learning FOCUS Language to help you.
to improve the library facilities. You have made the Paragraph 1
Linking words and expressions notes below:
When you write a formal essay, you should use a
1 extremely important Exam TASK
variety of linking words and expressions to connect How to improve the library facilities 2 making more modern
Writing a discursive essay
ideas. To contrast different ideas, you can use • install more comfortable seating 3 money given to an organisation
nevertheless, while, whereas, conversely, on the one Your class has attended a community discussion on
hand … on the other hand. These phrases have slight • invest in better technology Paragraph 2 how to encourage more people to attend your local
differences in meaning. • subscribe to online magazines and newspapers 4 enough museum. You have made the notes below:
ic
• Nevertheless means ‘despite this fact’. 5 mainly
The current library is old and uncomfortable. How can we encourage higher attendance at the
Some opinions expressed in the meeting:
Nevertheless, it is very popular. Paragraph 3 museum?
‘Students need a pleasant place to study.’
• On the one hand … on the other hand is usually 6 different • visit schools to speak to students
used to present two opposing points of view. ‘Students need to use technology in their research.’
7 correct • make a publicity video
On the one hand, the library is old and
uncomfortable. On the other hand, it is popular.
• Whereas, while and conversely express a difference
between the first thing mentioned and the second.
The current library is old and uncomfortable,
h
‘Students can access online newspapers and
magazines at home.’
Write an essay discussing two of the ideas in your

notes. You should explain which idea is most 5
Paragraph 4
8 make something possible
Read the Exam Tip. Then look at the three focus

• improve the website
Some opinions expressed in the discussion:

‘Young people don’t know about the museum.’
ap
whereas the ICT suite has the latest equipment.
important, giving reasons in support of your answer. points in the Exam Task. Choose two points to
While the current library is old and uncomfortable, ‘A video will help to highlight some of the exhibits.’
the ICT suite has the latest equipment. You may, if you wish, make use of the opinions include in your essay.
The current library is old and uncomfortable. expressed in the discussion, but you should use ‘The current website is slow and dull.’
Conversely, the ICT suite has the latest equipment. your own words as far as possible. Exam TIP
Write your answer in 220–260 words. Reading the task Write an essay discussing two of the suggestions in
your notes. You should explain which suggestion
1 Rewrite each pair of sentences as one sentence, • In this task, you are given three focus points, but
you are in favour of, giving reasons in support of
using linking words from the Learning Focus. 3 Read this essay which a student wrote for the you should only write about two of them. Take
your answer.
gr
Then work in pairs and compare your sentences. task in Exercise 2. Has the student followed the time to read the three focus points carefully
instructions? and think about what you can say about each of You may, if you wish, make use of the opinions
1 Museums can teach us a lot about history. Many them. Choose the two points about which you expressed in the discussion, but you should use
young people aren’t interested in visiting them. After attending a college meeting about improving have the most to say. your own words as far as possible.
the library facilities, I would like to share some of • Read the opinions – they might help you
Write your answer in 220–260 words.
2 There are always huge queues at the college my opinions. There is no doubt that the library is to think of more ideas. However, make sure
canteen. The quality of the food is not very good. a vital and popular part of our college, not only as that you don’t repeat the phrases used in the
eo
a resource centre, but also as a quiet place where

opinions in your essay. 7 Complete the Reflection Checklist. Then discuss
students can study. Nevertheless, it is definitely in • You will always be asked to state which of your answers with your partner.
3 A large amount of money has been spent on the two suggestions you are most in favour
updating college facilities. Students complain need of improvement and updating and there are
of. Remember to give clear reasons for your REFLECTION CHECKLIST
about the lack of face-to-face tuition. two areas which would benefit from extra funding. choice.
The first suggestion is that the college could install How did you do? Tick ✔ the sentences that you
more comfortable seating. The current seating is think are true.
4 The history department organises popular study
very old and there isn’t sufficient space for the high Useful LANGUAGE I used linking words to connect my ideas.
lG
trips every summer. The geography department

has cancelled its last three excursions. numbers of students that use the library. While the Introducing the topic I wrote about two of the focus points in
library should primarily be a place for study, students There has recently been some discussion about … the task.
often spend long periods of time working there, so It is generally accepted that … I used appropriate language for a
5 There is very little funding for the arts. A lot of comfortable seating and an increase in the number of There is little doubt that … discursive essay.
money is invested in sport.
seats would be a useful improvement. I expressed my opinion in the final paragraph.
One area of concern for (the community / our
An alternative possibility is that the college invests college / society) ...
in better technology. The computers in the library
2 Read the example writing task. Are the
are quite old and are increasingly slow. Furthermore,
Many people have expressed the opinion that …
statements true (T) or false (F)? After attending a discussion on … I would like to
na
the WiFi signal in the library is very poor, making it explore some of the points ...
1 You shouldn’t write more than 260 words. difficult to do online research there. Most courses Concluding the essay
2 You should include your opinion about all three expect students to access accurate information and
Having considered both options, in my opinion …
points. it is therefore important that the library provides
In conclusion, I believe that …
3 You should state which point you support. technology that allows them to do this.
On balance, I would argue that …
4 You mustn’t use any of the ideas from the opinions. Having considered both suggestions, I feel that the
Taking all this into consideration, …
college should spend its money on better technology
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for the library. This will enable students to keep up to

date with the latest developments in their subject area.
26 27
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017-027_CU3e_B2+_SB_34017_U02.indd 26-27 23/08/21 3:57 PM

N
©
To prepare students
for some Exam Tasks,
an example writing
task and model The Useful Language
answer are provided. box gives students
This demonstrates helpful phrases and
to students what is expressions that they
required of them in can use to complete the
the Exam Task. Exam Task.

17
Units 2, 4, 6, 8, 10 and 12 The ‘Before you
contain a Video lesson. watch’ exercise
Exercises on the page introduces the topic,
help students with new engages students
vocabulary to support their and activates prior
understanding of the video knowledge.
content.
2 Video Ancient Mesopotamia
n g
ni
ar
Le
h ic
ap
The ruins of the ancient city of Babylon, Mesopotamia
Before you watch After you watch

gr
1 Work in pairs. Discuss the questions. 3 1 Complete the summary of the video with
these words. Then watch the video again and
1 Look at the photo. What part of the world do you
check your answers.
think this is?
eo
2 Babylon was one of the world’s first civilisations. astronomy fertile innovation languages
What do you think makes a ‘civilisation’? palaces settlements soil thrive
While you watch Mesopotamia was a 1 plain between

the Tigris and Euphrates rivers. The area had a stable
2 1 Watch the video. Choose the correct option
lG
to complete the sentences. climate, rich 2 and a good supply of fresh

water, meaning that agriculture could 3
1 Mesopotamia was inhabited for 6,000 / 12,000 here. About 6,000 years ago, some of the small
years. agricultural 4 developed into cities,
2 It benefitted from a mainly peaceful population / which were almost constantly at war.
a good climate.
The Mesopotamians built incredible 5 ,
na
3 Mesopotamians developed a mathematics system

developed advanced mathematics and studied the
based around the number 60 / 360.
stars in the sky. Their most important 6 ,
4 Their mathematics system also helped them to however, was the development of a writing system
study astronomy / literacy.
which used simple pictures drawn onto wet clay.
5 They divided the year up into periods of time Over time, this system was adapted for many other
io
which were named after famous Greeks / 7

.
constellations of stars.
The invasion of Babylon in 539 BCE was the beginning
6 ‘Cuneiform’ is the name of the Mesopotamian
of Mesopotamia’s fall, but its developments in literacy,
writing / trading system.
at
law, maths and 8 still benefit society today.

7 The Mesopotamians started using written symbols
as a way of counting valuable goods / clay tablets.
8 Even today, we all see some amazing your What do you think we can learn today by
ideas
N
Mesopotamian buildings / use ideas developed

studying ancient civilisations?
by the Mesopotamians.
28
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‘While you watch’ The ‘After you watch’

exercises are designed to exercise often requires ‘Your Ideas’ invites
aid comprehension of the students to complete a students to give a
video. These exercises summary of the video. personal response to
can be used to assess This encourages them the video and have the
students’ understanding to engage with the opportunity to put the
and determine how many details of what they new vocabulary they
times to show the video. have seen. have learned to use.

18
Units 1, 3, 5, 7, 9 and 11 contain a The main topic The Mind your Mind feature
Live well, study well lesson which is introduced via focuses on different aspects of
introduces a life / study skill and a a variety of text social and emotional wellbeing.
linked wellbeing topic. It is types (infographics, Students engage with authentic
designed to help equip students articles, quizzes, etc.) information and useful tips
with the skills they will need which are designed on issues such as managing
to manage their personal and to provoke thought stress, coping with nerves and
academic life and future career. and conversation. thinking outside the box.
1 Live well, study well
g
stressful situations; managing stress
n
1 Work in pairs. What kind of things make people Mind your Mind
feel stressed? Think about work, studies and Managing stress
ni
personal life.
There are ways that you can manage
stress in your life so that it doesn’t make
2 Do the quiz. Then compare your answers with you feel overwhelmed. Here are some things to try.
your partner. Do you and your partner react
• Be aware of the situations that make you feel
ar
differently to stress?
stressed, e.g. exams, social events, friendship
problems, speaking in class.
How do YOU deal with stress? • Find strategies that work for you when faced
with these situations. Some people may like to
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practise meditation or mindfulness, others may
1 When I feel stressed, I …
a want to cry.
find exercise, playing music or doing another kind
of hobby helpful.
b get very angry. • If a particular situation is making you feel stressed,
c breathe deeply until I calm down. pay attention to your feelings and try to express
them. Talking to a friend or family member can
2
help you feel better.
ic
If I’ve had a bad day, I eat …
a some chocolate to cheer myself up.
b nothing – I’m too upset. 5 Work in pairs. Stress is often considered to have
a negative impact on people. Can you think of
3
c a balanced meal.
When I feel worried about something, I … h ways that moderate stress can have positive
benefits?
our
ap
a need more sleep than usual. PROJECT 1 y t
b can’t sleep at all. projec
Work in pairs. Roleplay a conversation with a
c try to keep to my normal sleep routine. friend who is feeling stressed because they
are about to leave home and start university.
4
gr
If I’m feeling overwhelmed with work, I … • Think about what the friend might be anxious about
a work even harder. in this situation, e.g. making friends, packing up and
b give up because I can’t concentrate on moving, finding their way in a new place, missing
anything. people at home.
• Discuss strategies that can be used to manage their
eo
c stop and go for a short walk.

stress.
5 If I feel particularly anxious about something, I …

a prefer to deal with it on my own.
• Practise your conversation and then act it out in front
of the class.
b discuss it with as many people as possible. PROJECT 2

lG
c talk about it with one or two close friends. Reflect on how you deal with stress.
• Think of a stressful situation that you dealt with
successfully.
• Make notes on what you did and why you think it
worked well.
na
• Write a list of tips for you to refer to next time you feel
stressed.
Useful LANGUAGE
3 Work in pairs. Look at the quiz again and discuss
io
Offering support to others

the questions.
How about trying … ?
1 What do your answers tell you about your strategies I’m sure you’ll find that …
for dealing with stress?
You know, you could always …
at
2 Are there any options in the quiz that you think Just try to remember that …
could be helpful to you?
Reflecting on useful strategies
4 Read the Mind your Mind information. What kind I find it really helps to ...
N
of situations cause you most stress and which It can be useful to ...
strategies do you think you could try?
One thing that has really worked for me is ...
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‘Your project’ gives students the opportunity to
demonstrate what they have learned and to
Critical-thinking practise presentation skills. Two projects are
exercises encourage Students can always given for students to choose from.
students to reflect on use the Useful One requires students to work in a team and
the topic, interrogate Language box one can be done alone or at home as part of
the information and as a handy self-study. This allows the teacher to be flexible
see its relevance to reference for depending on time limitations and the needs
their own lives. their project. of their students.

19
1 A feast for the senses
Reading: choosing the best option; Grammar: time expressions
page 5
multiple-choice with one text Use your word building; adjectives with
Vocabulary: senses and feelings; personality English: prepositions; idioms; thinking
Grammar: present simple and present about meaning; multiple-choice
continuous; present perfect simple cloze
and present perfect continuous Writing: writing to give advice; informal
g
letters and emails; managing your
Listening: listening for gist; matching
time; writing an informal letter
n
prompts to spoken text
Live well, stressful situations; managing
Speaking: talking about yourself; keeping
ni
study well: stress
talking; interview
ar
Unit Opener page 5 EXTENSION: In pairs, students discuss which senses
they use for activities in their daily routine (e.g. taste –
Le
In the photo eating breakfast, sight / hearing – in class, touch / sight –
A woman arranges pastries in a display cabinet in a playing computer games). Then, they rank the senses
bakery in Paris, France. Paris is the capital city of France, from 1 (the one they use the most often) to 5 (the one
a country which is famous for its food, and particularly they use the least often).
ic
for its bread and pastries. The photo is taken through the
window of the bakery, and in the reflection you can see EASIER: Brainstorm the jobs or activities in question 2
the building opposite. and write them on the board. Ask students to explain
1
h why the people might need these senses.
ap
• Students discuss the questions in pairs. 2
• Get feedback. • Show the photo and article on page 7. Students say what
they see (some people smelling coffee) and what they
gr
EXTENSION: In pairs, students discuss why sight is think the article might be about.
important when it comes to food. Elicit ideas (e.g. if the • Students read the title and the article, then compare
food looks nice, we are more likely to buy it or want to their answers in pairs.
eo
eat it; by looking at food we can get an idea of how it • Get feedback. Model the pronunciation of hierarchy
might taste). /ˈhaɪəˌrɑː(r)ki/.
FAST FINISHERS: Students note down other examples
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2 of hierarchy in society (e.g. in the workplace, at school, in

• In pairs, students do the exercise. a family).
• Get feedback. Ask students to say the incorrect detail
they added. ANSWER
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EASIER: Before the exercise, in pairs, students discuss c

what they can see in the photo (e.g. a woman, a word focus
reflection of a building, pastries). Students then do the
io
• In pairs, students work out the meaning of the words in

exercise with another pair, who say what the incorrect bold, then use a dictionary to check their ideas.
detail is. • Get feedback. Ask some students how many words they
at
worked out correctly, and which other words helped

EXTENSION: Ask If this photo was taken in your
them do this.
country, what famous or traditional food do you think it
N
would show? Students discuss their ideas in pairs. Get 3

feedback. • Go through the Exam Tip.
©
Reading pages 6–7

choosing the best option; multiple choice with one text
1
• Ask What senses are you using right now? Elicit ideas.
• In pairs, students discuss the questions. Give examples
for question 2 if necessary (e.g. smell – perfumier,
taste – chef, hearing – musician, sight – designer,
touch – carpenter). Get feedback.

20
Exam TIP • Students discuss their own backgrounds and make
Choosing the best option suggestions on what they could learn from the ideas in
the text. Encourage them to ask questions to maintain
• Explain that throughout the course, students will learn the focus of the discussion, e.g. Do you have a musical
strategies to help with the different exam tasks. background? Do you think it helps you describe
• In a multiple-choice task, students should underline sounds. Do you find it difficult to talk about smell?
or highlight key words in each question to help them • This mediation skill can be practised throughout the
find similar words or phrases in the reading text. course by encouraging students to work together to
• Remind students that the questions are in the order work out the meaning behind the words and ideas in a
of the text, and this should help them find the section text, then using the language in their own contexts.
that gives the answer to each question. For question 1,
g
the answer is likely to be in paragraph 1 or 2.
• Tell students to read the whole sentence when they your
ideas
n
choose their answer to make sure it sounds correct. • In pairs, students discuss the questions.
They should leave time at the end to check what is • Ask them to say what they find it easier
ni
mentioned in the text matches their answer choices. to describe: sounds, tastes, feelings, sights
or smells, Encourage them to explain why. Get
feedback.
ar
• Students do the exercise. Get feedback. Elicit the key
words in the first question (ability to talk about sounds).
SUGGESTED ANSWERS Vocabulary page 8
Le
The study revealed that cultures which particularly valued Senses and feelings
their specialist musical heritage were able to describe
sounds better, even when non-musicians were tested. 1
• As a class, brainstorm different verbs with a similar
ic
4 1.1
meaning to see and understand (e.g. notice, recognise,
realise, watch).
Exam TASK
Multiple choice with one text h • Students complete the matching exercise, then compare
their answers in pairs.
ap
• Students do the Exam Task. Remind them to • Get feedback. Model the pronunciation of the words in
underline the key words and identify which part of the bold, particularly perceive /pə(r)ˈsiːv/, interpret /ɪnˈtɜː(r)
text refers to each question. prɪt/ and identify /aɪˈdentɪfaɪ/.
gr
• Students check their answers in pairs. Get feedback.

EXTENSION: Students write three sentences using
three of the words. In pairs, students take turns to read
ANSWERS
their sentences to their partner, omitting the verb. Their
eo
1C 2A 3D 4B 5B 6A partner says what the missing verb is.

TEACHING TIP: Remind students that they have a FAST FINISHERS: Students write sentences about what
limited amount of time to complete a multiple-choice
lG
is happening in the photo using the words. Give an

task, and a lot of information to read. Encourage example if necessary (e.g. The boys are trying to identify
them to use strategies for managing their time such what they can see on the leaf. They are looking at
as underlining key words in questions, scanning each something that cannot be detected by the human eye).
paragraph to understand its general meaning, and
na
identifying which part of the text refers to each question. ANSWERS

Remind students to use the context of a sentence to try 1b 2d 3a 4e 5c 6f
and figure out any unknown words, and only do this if
io
the word is essential to answering a question. Finally, 2

remind them to leave time to check their answers when • Ask How would you feel if someone broke your phone?
they finish. How do you feel when you have lots of work to do? Elicit
at
ideas.
1.1 • Students do the exercise, then compare their answers
N
As reading text on page 7. in pairs. Get feedback. Model the pronunciation of the
words eager /ˈiːɡə(r)/, reluctant /rɪˈlʌktənt/ and ecstatic
MEDIATION SKILLS /ɪkˈstætɪk/.
©
• Collaborating to construct meaning is a form of EASIER: Do the first item as a class (furious). Students
mediation. complete the remaining items in pairs.
• Students will need to work together to develop their
ideas and discuss the ideas in the text. EXTENSION: For each word, students brainstorm things
• Encourage students to make notes on the relationship that can produce this emotion. For example, you might
between culture and the senses mentioned in the text be furious if someone is late, if someone is rude to you,
(e.g. cultures with a musical heritage describe sounds etc. Go around the class until students cannot think
better; all cultures found smell difficult). of any more ideas for the first word, then go on to the
next word.

21
ANSWERS 5
1 furious 4 emotional 7 jealous • In pairs, students discuss the questions. Encourage them
2 overwhelmed 5 eager 8 reluctant to explain their answers.
3 ecstatic 6 tense • Get feedback.
Personality EXTENSION: In pairs, students choose three feelings

and answer these questions:
3 When have you felt like this?
• Students read the words in the box. Elicit the word type What made you feel that way?
(adjective).
• Students complete the sentences, then compare their
your
answers in pairs. Get feedback. • In pairs, students discuss the question. Check ideas
g
understanding of pick up on (to react to
FAST FINISHERS: Students write three sentences about
n
something you have noticed).
themselves using the words. Encourage them to give
• Ask them to discuss ways to tell how someone is
examples (e.g. I’m an optimistic person, because I always
ni
feeling (e.g. body language, energy levels, facial
try to see the positive side of a situation.).
expressions). Get feedback.
ar
ANSWERS
1 sensitive 5 optimistic
2 moody 6 pessimistic Grammar page 9
Le
3 chatty 7 self-confident Present simple and present continuous
4 outgoing 8 unconventional
GRAMMAR GUIDE: present simple and present
TEACHING TIP: To expand students’ vocabulary,
continuous
ic
encourage them to use an online dictionary to find
any common synonyms (similar words) and antonyms Present simple Present continuous
(opposites) for vocabulary they learn, e.g. facts and general truths actions in progress at the
chatty: talkative (syn); reserved, quiet (ant)
outgoing: extrovert (syn); introvert, shy (ant)
h Wood comes from trees. time of speaking
I’m having dinner now.
ap
permanent situations temporary / changing
4 1.2 Pat works for the situations
• Play the recording. Students choose one adjective to council. I’m studying to be a vet.
gr
describe each person. Tim is growing up fast.

• Play the recording again for students to check their habits / repeated actions annoying habits
answers.
eo
I swim every day. He’s always complaining!

• Get feedback. Ask students to explain their answers.
future events based on fixed arrangements for the
ANSWERS timetables future
Tanya: chatty Our train leaves at 2 p.m. We’re moving next month.
lG
Igor: pessimistic narratives (stories, sports descriptions of pictures

Dmitri: outgoing commentaries, jokes) And in this one Jim and
Viktor: unconventional The Happy Prince smiles. I are walking in Vienna.
Nadia: self-confident
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Spelling: present simple he / she / it

1.2
• If the infinitive ends in -s, -sh, -ch, -x, -o, we add -es.
B: Oh, I like that photo on your phone! Is that your
I watch TV. He watches TV.
io
family?
• If the infinitive ends with a consonant + y, we
G: Yes, that’s right. Look, that’s my sister, Tanya. She
remove the y and add -ies.
never stops talking! You can see, she’s got her mouth
at
I try. She tries. / I play. She plays.

open even while I’m taking the photo!
B: And who’s the man standing next to her? Spelling: -ing form
N
G: That’s her husband, Igor. He’s frowning … as usual! • Most verbs, we add -ing:
He was probably worried about something … he wear wearing
always expects the worst. And the little boy in front • One-syllable infinitives ending in one vowel + one
©
of Igor is their son, Dmitri. consonant, we double the consonant before -ing.
B: How old is he? sit sitting
G: Um, I think he’s … six? He’s so sweet and really • Two-syllable infinitives ending in one vowel + one
friendly. He’s always happy when he’s with other consonant, we double the consonant before -ing if
people. And then the really tall guy – the one the stress is on the second syllable.
standing behind Tanya – that’s my uncle Viktor. admit admitting vs enter entering
B: Hmm … that’s an interesting hat he’s wearing. • Infinitives ending in -l, we double the -l.
G: Mmm. He does love wearing very odd clothes! And dial dialling
his wife, my aunt Nadia, she’s the one in the green • Infinitives ending in -e, we remove the e.
dress. She wears amazing clothes too! I’d be worried Make making
that I’d look silly, but she just knows she looks great!

22
Stative verbs ! REMEMBER
• Elicit examples of stative verbs (e.g. like, hear,

Verbs that describe states rather than actions are not
normally used in continuous forms. These include believe, forget), and examples of verbs which
verbs to describe: can be stative and action verbs (e.g. be, think,
• emotions (dislike, hate, like, love, need, prefer, have).
want, wish) • Students write a pair of sentences using a verb
• senses (appear, feel, hear, see, smell, sound, taste) which can be either a stative or action verb. One
• a state of mind (agree, believe, doubt, forget, guess, sentence should be in the present simple and
one in the present continuous.
imagine, know, mean, recognise, remember, seem,
• Students take turns to read their sentences to a
suppose, suspect, think, understand)
partner. Their partner explains the difference in
• possession (belong, have, own, possess)
g
meaning between the sentences.
Additional stative verbs are consist and contain.
• Alternatively, write the following sentences on
n
Some verbs can be both stative and action verbs but
the board:
with a different meaning, e.g. be, expect, have, see,
1 I think the film was great. / I’m thinking about
ni
smell.
booking tickets for the film.
Jim is very silly. (usual behaviour)
2 Dark chocolate tastes strong. / The chef is
Jim is just being silly. (now, not usual behaviour)
ar
tasting the new dish.
Other verbs that can be both stative and action verbs
3 I have a new car. / I’m having a great time.
are: agree, appear, doubt, feel, hear, imagine, look,
4 I see what you mean. / She’s seeing her mum
measure, taste, think, weigh.
Le
tomorrow.
• In pairs, students explain the difference in the
TEACHING TIP: After each grammar point, the Student’s meaning of the verbs in each pair of sentences.
Book gives the page number of the relevant summary Get feedback.
ic
in the Grammar reference at the back of the book.
Encourage students to consult these summaries to revise 2
grammar or for support when they do the exercises. • Students do the exercise, then compare their answers in
1
h pairs. Get feedback.
ap
FAST FINISHERS: Students write sentences 1, 3, 4,
• Students decide if the sentences are present simple or 6 and 7 as questions in the appropriate tense (1 Do
present continuous. Then, they complete the rules with you always take the bus to college?; 3 Is your brother
the correct tense.
gr
always borrowing your stuff without permission?; 4 Does

• Students compare their answers in pairs. Get feedback. Georgios work at a research lab near the university?;
Elicit the form of the present continuous (be + verb -ing). 6 Is he studying psychology in Düsseldorf?; 7 Does your
eo
EASIER: Before the exercise, students read sentences 1 flight depart from Gate 15 at 10.45?).
and 3. Elicit the names of the tenses (1 – present simple,
3 – present continuous) and tell them to underline the ANSWERS
lG
verb forms. Elicit what time each sentence relates to 1 always take
(e.g. 1 something permanent, they always live there; 2 sleep
3 in the future). In pairs, students then match the 3 ‘s always borrowing
sentences with the rules, before completing the exercise. 4 works
na
5 ‘s visiting
EXTENSION: Students write two sentences in the 6 ‘s studying
present simple about their usual routine and two 7 departs
sentences in the present continuous about what they’re 8 are you playing
io
doing today (e.g. I usually have English on Friday

afternoon. I’m meeting a friend after school today to Present perfect simple and present perfect
continuous
at
play badminton).
ANSWERS GRAMMAR GUIDE: present perfect simple and

N
present perfect continuous

a PS b PC c PC d PS e PS f PC g PC h PS
Present perfect simple Present perfect
continuous
©
states that started in the actions that started in the

past and continue now past and continue now
I’ve been awake all Dan has been playing
night. football all evening.
to say how many to say how long
I’ve studied in many I’ve been studying here
countries. for three years.

23
B: That’s probably a good idea. I haven’t played my
the result of something the result of a process new computer game yet, so maybe I’ll do that for
which happened in the which might be continuing a bit.
past I’ve been learning A: Or take the dog for a walk.
I’ve passed my exam – Spanish for 15 years. B: Hmm, I don’t know about that. He’s already been on
I’m so happy! three walks today. Look at him! He’s exhausted.
for a finished action for a recent finished or
when we don’t say when
I’ve read all the books
unfinished action
Owen has been helping
Listening page 10
you gave me. me with my painting. listening for gist; matching prompts to spoken text
g
We also use the present perfect simple with
superlatives and ever and expressions like the first / • Elicit synonyms for the words students already know,
n
second time. (e.g. glad – happy, pleased; certain – sure).
This is the best book I’ve ever read. • Students do the matching exercise, then compare their
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It’s the first time I’ve talked to him. answers in pairs. Get feedback.
Some common verbs can be used in either tense, with FAST FINISHERS: Students write the verb and noun
ar
no difference in meaning, to talk about general facts forms of concerned (concern, concern), irritated (irritate,
which are long term, e.g. work, study, live, stay. irritation), amazed (amaze, amazement), astonished
He’s worked / He’s been working here for a long time. (astonish, astonishment), annoyed (annoy, annoyance)
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My neighbour has lived / has been living here for and appreciative (appreciate, appreciation) in a table in
years. their notebooks. They use an online dictionary to check
their answers.
ic
ANSWERS
• Students do the exercise, then compare their answers in 1c 2d 3f 4b 5a 6e
pairs.
• Get feedback.
h TEACHING TIP: Encourage students to look for the
verb, noun and adjective form of new vocabulary and
ap
EXTENSION: Students write four sentences about keep a note in their notebooks. Tell them to underline
themselves – two using the present perfect simple and or highlight any prefixes or suffixes that are added to
two using the present perfect continuous. In pairs, they root words to help them remember new vocabulary and
gr
take turns to read their sentences to their partner and notice any patterns.
match the rules (a–f) with their partner’s examples.
2
eo
ANSWERS
• Elicit or teach quote (the words that someone else has
1e 2f 3b 4d 5a 6c said or written).
• Students do the exercise, then compare their
4 1.3
lG
answers in pairs. Get feedback. Ask students to

• Students do the exercise. Play the recording for them to
explain their choices. Elicit the meaning of downside
check their answers. Get feedback.
(a disadvantage).
EASIER: Do the first item as a class. Students do the
EXTENSION: Explain that in listening tasks, students
na
remaining items in pairs.

may need to identify the speakers’ attitude or how they
feel. The speaker may express one viewpoint, then use
EXTENSION: In pairs, students discuss these questions:
a linking word or phrase to contrast their opinion. As
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• How long have you been studying English?

a class, brainstorm other words or phrases that show
• What’s the best place you’ve ever been?
• What’s the strangest food you’ve tried? a contrast or change (e.g. but, although, on the other
hand, initially … now).
at
• What series have you been watching recently?
ANSWERS ANSWERS
N
1 read 4 had 1 b (The sentence starts with however, which introduces

2 been working 5 played an opposing point of view.)
3 been trying 6 been 2 a (The speaker had hoped to see lots of people, but
©
didn’t.)
1.3 3 b (The sentence begins with at first, which means
A: Have you read this science journal article about the the speaker now has a different point of view than
five senses? before.)
B: No, I haven’t had time. I’ve been working on this 4 b (No longer means the person doesn’t feel the same
physics problem all afternoon. My sister’s been trying way as they did before.)
to help me, but I still don’t understand it!
A: Oh, well, maybe you should do something
completely different. I’m sure you’ll feel better when
you’ve had a little break.

24
3 ANSWERS
• Go through the Exam Tip. 1F 2H 3B 4C 5D 6H 7E 8B 9D 10 A
Exam TIP 1.5

N: You will hear five short extracts in which people talk
Listening for gist about changes that have happened in their lives.
• Explain that in this task, students will listen to five Look at Task 1. For questions 1–5, choose from the
speakers. Each speaker will talk about their own list (A–H) the main change in each person’s life.
situation or experience, but the overall topic will be Now look at Task 2. For questions 6–10, choose
the same. Students will need to answer both the first from the list (A–H) how each speaker feels about
and second parts of the task. the change in their life. While you listen you must
• Check understanding of gist (general understanding). complete both tasks.
g
Tell students that the first time they listen, they can Speaker 1
n
listen to the gist of what the recording is about and I always loved living in a big city. The bright lights, the
make a note of any potential answers. When they noise – I thought it was the most exciting place to be.
ni
listen for a second time, students should finalise their But then, about six months ago, I saw an advert for a job
choices. as a caretaker of a really remote Scottish island. I applied
• Although one approach is to listen and answer Task
ar
for a laugh, to be honest, and then I got the job! At first,
One first, then Task Two the second time, remind
I thought I’d go absolutely crazy. I’m one of only twenty
students there will be no time in between the
inhabitants and our food is delivered by boat once a
recordings to read the answer options in Task Two.
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week. Do I miss life in the city? Hmm. I miss my friends,
• Students discuss the question in pairs. Get feedback. of course. I thought I’d be bored, but actually it’s worked
out really well. I’m fitter than I’ve ever been, I’ve read
4 1.4 loads of books and I’ve learned all about the wildlife
• Play the recording. Students choose the best description, here. It’s fantastic.
ic
then check their answer in pairs. Speaker 2
• Get feedback. Ask What words or phrases did the I was so looking forward to leaving home. I’d got a
speaker say to help you choose your answer? (I’m
h
not self-confident, I nearly gave up, I was genuinely
place at a really good university; I was excited about my
ap
course and I couldn’t wait to start living independently
astonished … , I’m so pleased with myself).
by myself – going out when I wanted to, meeting new
EASIER: Before listening, students underline the key people. But it’s been a bit of a struggle. Although I’m
words in each description and discuss in pairs if the pretty outgoing, and have made lots of friends, I still
gr
feeling in each sentence is positive or negative miss my family more than I expected. It’s also been quite
(1 positive – proud; 2 negative – disappointed; challenging for me to organise my study time, so I didn’t
do as well in my end-of-term exams as I was hoping. But
eo
3 positive – wasn’t surprised).

I think things are really starting to get better now, and
ANSWER I’m feeling confident about next term.
1 Speaker 3
lG
When my grandad died, last autumn, my grandma came

1.4 and stayed with us for a while. She was so lonely, and
I’m not hugely self-confident, so it was a really big it was lovely to have her with us. And then … she just
deal for me to make a video of my song and send it decided that she didn’t want to go back to her own
na
in. I recorded all the different parts myself – it took home. We were really delighted, and we love having her
ages, but I enjoyed it, even though it was a challenge. I here. She’s been teaching my brother how to knit, she
nearly gave up several times, but then I thought I would helps look after my little sister and she makes the most
io
always regret it if I didn’t just go for it. I was genuinely amazing bread. But there are some downsides as well.
astonished when my song was chosen to go through to She hates the music I listen to and she’s always making
the final. I didn’t win first prize, but I’m so pleased with comments on the clothes I wear, but I couldn’t imagine
at
myself for taking part. our house without her now.
5 1.5 Speaker 4
N
I think we made the decision after watching a

Exam TASK documentary about climate change. We’ve always
had a car and not really thought about it, but then we
©
Matching prompts to spoken text started to talk about whether it would be possible to
Play the recording. Students complete the task, then do without it and two weeks later we sold the car. We
check their answers in pairs. Get feedback. definitely have to plan ahead more now. The bus service
isn’t too bad here, but it takes longer than driving. We
walk and cycle a lot more, so we’re getting much fitter! It
isn’t easy, and I’m not sure that we’re saving any money

25
either, because the bus is quite expensive, but it feels • Students do the exercise, then compare their mind maps
like the right thing to have done. in pairs. Get feedback.
Speaker 5
EASIER: Before the task, create a mind map on the
Up until about three months ago, I was working for a
board as a class for one of the topics. Elicit ideas for
small bookshop. The job was fine – I got to chat to the
leisure time (e.g. spending time with friends: going to
customers, help them choose the right books, find out
the cinema, hanging out; fitness: doing exercise, playing
about new publications. But my boss was a bit moody
sports). Remind students they should talk about as many
and difficult to get along with and I still dreamed of
different areas within the topic as they can, and not just
being an actor. Then an old friend from drama school
focus on one.
got in touch and asked if I wanted to join her theatre
company. It’s a tiny company – just four of us in total.
3 1.6
g
We travel around the country performing at schools
and community centres. Every day is different, and I am • Check understanding of geographical facts (facts about a
n
grateful for that, even though I know I’ll never be rich place, e.g. climate, location, type of place).
and famous in this job. • Play the recording. Students do the exercise.
ni
• Get feedback.
N: Now listen again.
EXTENSION: Elicit what the speaker said on each point
ar
Speaking page 11
(1 she went to visit her grandparents; 4 it’s one of her
favourite places, she recommends it; 5 she likes the
talking about yourself; keeping talking; interview wonderful views, fresh air and mountains; 6 you can go
Le
skiing; 8 a village, mountains, a National Park).
1
• In pairs, students discuss the question. Get feedback.
ANSWERS
EXTENSION: Ask If the speaking exam topic was 1, 4, 5, 6, 8
ic
studying, what things might you talk about? Give ideas
E: Tell me about a recent holiday.
if necessary (e.g. plans for future studies, preferred
S: Well, last year I visited my grandparents in Slovenia.
what they could talk about for each topic. h
subjects, ways of studying). In pairs, students discuss
They live in a beautiful village called Mojstrana. It’s
one of my favourite places. It’s near the Julian Alps,
ap
TEACHING TIP: Remind students that in this part of the so you can see the mountains from the village and,
exam, they will be asked about themselves. Tell them they of course, you can go skiing there. In fact, although
will be marked on the language they use, and not how it’s not a big place, many famous Slovenian skiers
gr
interesting the situation is that they describe. It’s usually come from Mojstrana and there is even a Museum of
easier to talk about something that actually happened Skiing – the Slovenian Alpine Museum in the village.
rather than something imaginary, but if students really It’s on the edge of the Triglav National Park and the
eo
can’t think of anything, they can answer the question and scenery is just stunning. So, if you love wonderful
develop their answers with something related to the topic views, fresh air and mountains, I would definitely
of the question (e.g. I don’t often go on holiday, but if I recommend visiting Mojstrana.
lG
did, I’d like to go to Canada because …) 4

• In pairs, students answer the question.
2 • Get feedback. Ask them to say what their partner did
• Go through the Exam Tip. well and suggest ways they could improve their answer.
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Exam TIP EASIER: Before students discuss the question, give them
Keeping talking time to make notes.
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• Explain that this part of the exam is a warm-up.

Students can talk about themselves and become 5
comfortable with the examiner before more difficult • Go through the Useful Language.
at
tasks. It is a chance for them to gain some easy marks. • Students make notes of their ideas.
• Remind students not to answer with just yes or no.
EXTENSION: In pairs, students discuss the questions.
N
They should develop their ideas by adding extra

Encourage them to use the Useful Language. If students
information (e.g. I’m from the south east of Spain, near
the coast). Tell them to make sure their ideas always have access to video or audio recording equipment,
they could record themselves answering the questions.
©
relate to the question and they justify their answers.

For example: E: What subjects do you enjoy studying? Then, they listen back later and write two things they
S: I find history fascinating, because … ; E: What sort did well and two things they could improve (e.g wider
of work would you like to do in the future? S: I’d like to vocabulary, better pronunciation, use of tenses).
be a teacher, as I’m passionate about …
TEACHING TIP: Useful Language boxes are designed
• Tell students not to write down or memorise their
to teach or revise language ‘chunks’ and phrases that
answers in advance, because it won’t sound natural.
students can use in speaking and writing activities. Go
Encourage them to learn key words or make notes
around common topics as preparation. through the language in these boxes and elicit example
sentences to check understanding.

26
6 1.7 ANSWERS
1 she moves / she’s moved to Budapest
Exam TASK 2 he’s come home
Interview 3 he sees you
4 she’s switched off her computer
• Explain that students are going to role play this part of
the speaking exam. They will hear the questions on the
recording and, in pairs, take turns to say their answers. GRAMMAR GUIDE: time expressions with present
• Remind them to use the Useful Language in their and past tenses
answers. Present and past Present continuous
• Play the recording. Pause between each question to simple
give time for students to give their answers.
every day / week / now, at the moment, right
g
• Get feedback.
summer now, today, currently, for
n
once / twice a week / the time being,
FAST FINISHERS: Students brainstorm ways they month / year this week / month / year
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could have improved their answers to the questions. sometimes, usually, always (annoying habits)
Encourage them to think about their pronunciation, often, always, rarely, I’m sitting on the train at
grammatical structures, tenses used, range of vocabulary never, frequently, hardly the moment.
ar
and length and development of answers. ever
I rarely watch TV.
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1.7
Past simple Present perfect
How do you spend your time when you’re not studying?
last month / year / for, since
Where do you think you’ll be living in five years’ time?
winter, etc. yet, never, always, so far
How do you keep in touch with your family and friends?
yesterday three / four times, many
ic
your two weeks / four times, lately, recently,
• Individually, students think of tips for keeping ideas months / years ago already, just, still, before
calm, then share their ideas with a partner. in 1997 / June / the past I’ve been to France three
h year times, but I haven’t been
ap
We met at school in to Paris yet.
Grammar page 12 2001.
time expressions Adverb position
gr
• We put before, lately, recently and yet at the end of

GRAMMAR GUIDE: time expressions to talk about
a sentence or clause.
the future
• We put already, just, still, ever and never before the
eo
• We can use the time expressions if, until, when, after, main verb they relate to, but after the auxiliary or
as soon as and before to talk about the future. the verb be. However, we put still before a negative
• We use will in the main clause and the present auxiliary, e.g. I still have your book, but I still
simple or present perfect simple after the time
lG
haven’t given your book back.

expression. We can’t use will after the time • The adverbs yet and still have a similar meaning
expression. in negative sentences, but only still can be used
I’ll talk to you when I phone later. in affirmative sentences. Still means a situation is
She’ll get in touch after she’s landed. (at any time
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continuing, whereas yet means something expected

after the action of landing has completed) has not happened.
I’ll tell you when I’ve spoken to him. (at any time
after the action of speaking to him has completed)
io
3
• Students do the exercise, then compare their answers in
1 pairs. Get feedback.
at

pairs. Get feedback. ANSWERS
a present simple and past simple
N
EASIER: Elicit the form and uses of the present perfect b present continuous
(have / has + past participle). c present perfect
d past simple
©
FAST FINISHERS: Students write two sentences about

themselves using the time expressions and will / won’t. 4
ANSWERS answers in pairs. Get feedback.
present simple, present perfect
EXTENSION: In pairs, students write three sentences
2 in any of the tenses, then swap their sentences with
• Students complete the sentences, then compare their another pair to add an appropriate time expression.
answers in pairs. Get feedback.

27
ANSWERS • Students complete the table, then compare their
1 lately 3 usually 5 already answers in pairs.
2 ago 4 always 6 hardly ever • Get feedback. Elicit the spellings of the words.
5 EASIER: Before the task, write these words on the

• Students do the exercise. Get feedback. board: creative, interesting, frightened, hopeless,
stressful, untidy, impossible, uncertain, international.
EASIER: Before the exercise, students underline the Elicit the prefixes and suffixes. Students use these
time expressions used in each sentence. Elicit the tense prefixes and suffixes to do the exercise in pairs.
each expression is used with. Encourage students to use
Exercise 3 to help them. FAST FINISHERS: Students choose one set of words
and write an example sentence for each, to practise
g
EXTENSION: Students change sentences 2, 3 and 4 using each word form correctly. Give your own example
to make them about themselves (e.g. My sister made if necessary (e.g. I’m a caring person; Drive carefully, the
n
an amazing curry for dinner last night). In pairs, students roads are icy).
take turns to tell their partner their sentences.
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EXTENSION: In pairs, students work out the negative
ANSWERS and positive adverb forms of care and doubt (carefully,
ar
carelessly; doubtfully, undoubtedly), then check their
1 still haven’t replied 4 has
answers with a dictionary.
2 made 5 Have you read
3 ‘re currently studying 6 did you give
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ANSWERS
6 1.8 1 taste 6 careful 11 relax
• Students do the exercise, then compare their answers in 2 tasteless 7 careless 12 relaxing
pairs. 3 tasty 8 satisfy 13 doubt
ic
• Play the recording for students to check their answers. 4 care 9 satisfied 14 doubtful
Get feedback. 5 caring 10 dissatisfied
EXTENSION: In small groups, students take turns to

h
say a time expression. The person to their left makes a
Adjectives with prepositions
ap
sentence using the time expression. Repeat the steps for 2
all the time expressions in Exercise 6. • Elicit some examples of prepositions (to, for, in, at,
about, etc.). Write afraid, famous, worried, interested
and related on the board. Elicit the prepositions that
gr
ANSWERS
follow these adjectives (afraid of, famous for, worried
1 for 4 as soon as
about, interested in, related to). Explain that adjectives
2 just 5 always
are often used with only one preposition.
eo
3 last night 6 already

• Students choose their answers, then compare in pairs.
1.8 Get feedback.
A: Where have you been? I’ve been trying to call you
lG
for the last hour! EXTENSION: In pairs, students discuss these questions:
B: I’m really sorry. My guitar lesson’s only just finished! • Have you ever been dissatisfied with something
A: Oh, OK. Well, I wanted to ask you about the data for you’ve bought?
our science presentation. • What jobs are you responsible for at home?
na
B I sent it to you last night. Didn’t you receive it? • Are you sensitive to other people’s feelings?
A: No, I didn’t. And you know we have to give this
ANSWERS
presentation as soon as we get into school tomorrow.
1 on 4 with 7 about
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B: I’m so sorry. There must be a problem with my email.

My computer’s always crashing. 2 about 5 about 8 about
A: OK, well, maybe you can come round to my house 3 to 6 for
at
this afternoon and we can work on it together. I’ve

TEACHING TIP: Adjectives with prepositions can be
already written the introduction, so it shouldn’t take
very difficult to learn as they often don’t follow a rule.
too long.
N
Encourage students to keep a list of adjectives with

prepositions in a particular section in their notebooks to
Use your English page 13
add to throughout the course.
©
Word building 3
• Check understanding of criticism (when someone says
1 something is bad or could be improved).
• Check understanding of root word (the basic form of a
word to which we can add prefixes and suffixes to make
a different word form). Elicit some examples of suffixes
to add to a root word to make an adjective (e.g. -ive, ANSWERS
-ful, -less, -ed, -ing), and prefixes to make an adjective 1 dissatisfied 4 careless
negative (e.g. in-, un-, de). 2 responsible 5 dependent
3 doubtful 6 sensitive

28
Idioms Writing pages 14–15
4 writing to give advice; informal letters and emails;
• Ask students to define what an idiom is (informal managing your time; writing an informal letter
language that has a different meaning to the meaning
of the words in the expression). Elicit any idioms they
already know.
Learning FOCUS
• Students do the matching exercise, then compare their Informal letters and emails
answers in pairs. Get feedback. • Emphasise that in a writing task, it’s important to use
the correct register (formal, informal, semi-formal) for
EXTENSION: Students choose three idioms and include the type of task. Ask What could be the issues with
them in three example sentences. In pairs, students take writing to a teacher in an informal, colloquial style
g
turns to read their sentences to their partner, omitting the in your own language? Elicit ideas (e.g. they may
idioms. Their partner guesses what the missing idioms offend the teacher, they may not be taken seriously).
n
are. Elicit examples from the class (e.g. My sister can be a • Ask students how they would start a letter or email
pain in the neck. She’s so annoying at times.).
ni
to complain about something. Elicit ideas and write
them on the board. Ask How would you start if you
ANSWERS were writing to a friend? Elicit ideas and write those
ar
1f 2c 3a 4e 5b 6d on the other side of the board.
• Elicit examples of phrasal verbs (give up, get
5 on with, etc.) and contractions (I’ve, she’s, we’d,
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• Go through the Exam Tip. etc.). Ask Do you usually use phrasal verbs and
contractions in formal writing? (no) How about in
Exam TIP informal writing? (yes).
• Elicit other characteristics of informal language
Thinking about meaning
ic
(e.g. idiomatic phrases, contractions, informal words,
• Explain that in this exam task, there is a short text exclamation marks).
with eight gaps and four possible answers for each.
h
The main focus of the task is vocabulary, particularly
‘chunks’ of language or set expressions such as 1
ap
idiomatic phrases.
• Tell students to choose the answer that has the right MEDIATION SKILLS
meaning in the sentence, but also fits grammatically • Adapting language for the audience is mediation.
gr
with the words around the gap, for example, an • This exercise develops students’ writing skills and
adjective that is used with the preposition that understanding of register as they change language
follows, a transitive verb if it’s followed by an object. from a formal to an informal register.
eo
If they are unsure, encourage students to start by • During feedback, ask students which words or features
eliminating options they know are definitely incorrect. make the first sentences formal (1 delighted, receive
• Remind students to leave time at the end to read the 2 I was so sorry, unwell, no contractions 3 I look forward
text again, including their answers. They should check to 4 emphasis with do, keep me informed 5 thrilled).
lG
if they sound correct and make any final changes.

• Do the first item with the class (It was great to get your
letter).
Exam TASK • Students complete the remaining sentences, then
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compare their answers in pairs. Get feedback.

Multiple-choice cloze
• Students complete the Exam Task, then compare their EXTENSION: Students use the bracketed words to
answers in pairs. write their own sentences. Encourage them to use the
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• Get feedback. language in a different context. Elicit examples from the

class, e.g. I was over the moon when I passed my driving
at
EXTENSION: In pairs, students discuss these questions: test. Let me know when you’re free to meet.
• Do you think you’re a supertaster? Why? / Why not? ANSWERS
• What tastes do you find disgusting? Why?
N
• Do you think the smell of food affects its flavour? 1 great to get
Why? / Why not? 2 to hear that you’d been / you were ill
3 Hope to hear
©
ANSWERS 4 Let me know

5 were all over the moon
1D 2A 3C 4A 5D 6B 7C 8A
2
• Students read the task. Check understanding by asking
Why is Becca writing? (to tell her friend about her new
job and to ask for advice).
• In pairs, students answer the questions. Get feedback.
ANSWERS
1 congratulations on the new job 2 music and sport

29
3 7
• Students read the letter, then discuss the question in the • Students read the checklist and tick the things they did.
same pairs as Exercise 2. Get feedback. • In pairs, they discuss their checklist, then make any
necessary changes to their task.
FAST FINISHERS: Students read the letter again and
underline or highlight words or phrases they could EXTENSION: Pairs read each other’s letters and tick the
recycle and use in their own informal letter or email (e.g. things their partner has included, using the Reflection
phrasal verbs, adjectives). Encourage them to make a Checklist.
note of these in their notebooks.
4 Live well, study well page 16
g
• Check understanding of paraphrase (the same thing said
in a different way). stressful situations; managing stress
n
• Students read the letter again and do the exercise, then Useful vocabulary
compare their answers in pairs.
ni
• Get feedback.
balanced meal (phr): a combination of the food groups
EXTENSION: In pairs, students discuss these questions: cheer (someone) up (phr v): to make someone feel
ar
• Do you like exercising alone or are team sports more happier than they were
your kind of thing? express feelings (phr): to say your emotions and how
• Are there any activities you get a lot out of? you feel
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meditation (n): giving your attention to one thing to
ANSWERS achieve a calm and relaxed state
mindfulness (n): being aware of your body, mind and
1 As you know
feelings to create a sense of calm
2 I’m sure you’d get a lot out of
ic
moderate (adj): neither too much nor too little
3 pop in
pack up (phr v): to gather all your things together
4 more your kind of thing
strategy (n): a plan for achieving success
5
6
you could look into
You’re bound to h
ap
TEACHING TIP: The Useful Vocabulary lists can be used
5 in several ways. You could:
• Go through the Exam Tip. • write the words on the board and elicit their
Exam TIP
gr
meanings, teaching or explaining the others

• print and give the list to students as a reference
Managing your time • ask students to identify categories (or do it for them)
• In some writing exams, students will write two texts.
eo
and group the words in lists, tables or mind maps

One task is usually an essay, and the second is often a • introduce the vocabulary throughout the lesson when
choice of several options, usually including a letter or it’s useful. Start by eliciting expressions students know
an email. and then introduce the new vocabulary.
lG
• Before they write, students should spend five to ten

minutes making a plan. Remind them that an informal 1
letter or email should include a friendly introduction, • In pairs, students discuss the question. Get feedback.
three or four paragraphs, as in the example, and an
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informal ending. SUGGESTED ANSWERS

• Students should spend around 25 minutes writing and making decisions about the future, having
save five minutes at the end to check their work. disagreements with friends or family, exams, when they
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aren’t in control of a situation, a lot of homework

• Students look at the Exam Task and make a paragraph
plan. Then they compare plans in pairs. 2
at
• Check students remember the meaning of overwhelmed

6 (from the Vocabulary on page 8).
• Go through the Useful Language box. • Students do the quiz, then compare their answers in
N
pairs and discuss the question.

Exam TASK • Get feedback.
Writing an informal letter
©
EXTENSION: Encourage students to add any other

• Students complete the Exam Task. Remind them to options if they have a different answer for the questions.
use their paragraph plan and the Useful Language. Discuss as a class if anyone else also uses these
• Students exchange their writing with a partner, then techniques.
discuss if they made any similar suggestions.
• Get feedback. Ask What suggestions did your partner
make? 3
• In pairs, students discuss the questions.
• Get feedback. Elicit if students know any other positive
ways of dealing with stress.

30
4 • Students should make notes on the steps they took to
• Go through the Mind your Mind information. manage the stressful situation, then produce their list.
• Elicit or teach meditation and mindfulness (see the • Encourage them to present the list in the form they
definitions in the Useful Vocabulary box). prefer (e.g. written, using images or diagrams).
• Students do not have to share their lists with the class,
TEACHING TIP: The Mind your Mind information is
though you may wish to check they have produced
designed to give students information or ideas about something.
issues that affect their wellbeing and encourage them to
reflect on and think about what is good for them. Explain
that to mind something is to take care of or look after
it. Your mind is the part of you that makes it possible to Review page 149
think, feel emotions and know about things. Ask What
g
does ‘mind your mind’ mean? (to pay attention to the TEACHING TIP: You can use the review:
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way you feel, and act in a way that is positive for your • as informal assessment, making sure students know it
mental health). isn’t an exam and that they won’t be working in pairs
ni
• as revision, for additional practice and consolidation
• In pairs, students discuss the question. Encourage them • as homework.
to think about the ideas they thought of in Exercise 1.
In the classroom, you can administer it in different ways:
ar
• Get feedback. Ask Do you already do any of these
things? • one exercise at a time, checking answers as a class
• a section (Vocabulary then Grammar) at a time. You
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EASIER: Elicit the strategies for dealing with stress from could set a time limit for each section, e.g. ten minutes
the Mind your Mind information before students discuss • the entire review as one task.
the question (meditation, mindfulness, exercise, music, Encourage students to reflect on their achievements
hobbies). and weaknesses and decide which boxes to tick at the
ic
bottom of the page.
5
• Elicit or teach moderate stress (not too much and not ANSWERS: VOCABULARY
too little stress).
• In pairs, students discuss the question. h 1
ap
• Get feedback. Ask students to explain their answers. 1 outgoing, eager 4 ecstatic, unconventional
2 sensitive, reluctant 5 moody, furious
your 3 self-confident, jealous
roject
gr
• In groups, students read through and

choose a project. Project 1 is pairwork and p 2
involves roleplaying a conversation with a 1d 2a 3b 4e 5c
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stressed friend while Project 2 is individual

work and involves writing a list of tips to deal with 3
personal stress. 1 doubtful 4 relaxation
Project 1 2 caring 5 sensible
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• In pairs, students brainstorm a list of things their 3 taste 6 satisfaction

friend might be stressed about in the situation.
ANSWERS: GRAMMAR
• Students make a list of strategies for dealing with
the problems they mentioned in their brainstorm.
4
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Encourage them to use the ideas from the Mind your

1 he‘s always copying 4 They‘re playing
Mind information, the quiz in Exercise 2 and any
2 departs 5 walks
other methods they use.
3 sleep 6 I‘m studying
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• Students prepare and practise a conversation about

the situation. Remind them to use the phrases for 5
suggestions from the Writing lesson (e.g. How 1 ‘s never left 4 ‘s moved
at
about … ? If I were you, I’d …). 2 ‘s been building 5 ‘ve just got
• Students present their conversations to the class. You 3 ‘ve been listening 6 ‘ve been trying
could also get them to create a poster to illustrate
N
their suggestions. The poster could include different 6

strategies for dealing with stress, positive quotes and 1 I’m sorry, but I haven’t finished my homework yet.
images. 2 I’ll call you back after I’ve had lunch.
©
Project 2 3 She spoke to him last Saturday.

• Students work individually to think about a recent 4 As soon as they see/’ve seen him, they’ll guess what
stressful situation. If they need help to think of an he’s done.
idea, students can discuss in pairs first. Encourage 5 Right now, I‘m making a cake for my niece.
them to think about the ideas from Exercise 1 and
strategies for dealing with stress from the Mind your
Mind information.

31
2 It’s all in the past
Reading: narrowing the options; matching
page 17
Grammar: past continuous and past perfect

ten sentences continuous; past simple, would or
Vocabulary: history used to
Grammar: past simple and present perfect Use your phrases with time; analysing the
simple; past simple and past English: gap; word formation
perfect simple Writing: education and culture; linking
g
Listening: writing the words you hear; words and expressions; reading
the task; writing a discursive essay
n
sentence completion
Speaking: ways of studying; working Video: Ancient Mesopotamia
ni
collaboratively; collaborative task
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Unit Opener page 17 • Pairwork discussion tasks and Your ideas tasks can be
used throughout the course to practise this mediation
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In the photo skill further.
A woman poses as a friend takes a photo in the • In pairs, students discuss the questions.
National Museum of Anthropology, Mexico. Behind her • Get feedback. Elicit the meaning of historian (someone
is a replica of the Pyramid of the Feathered Serpent, who studies or writes about events in history). Elicit
ic
from Teotihuacan, Mexico. At its height, estimated to other jobs ending in -ian (e.g. electrician, politician,
be between 100 BCE and 650 CE, Teotihuacan was mathematician, musician, beautician).
probably the largest city in the pre-Columbian Americas,
covering eight square miles. The Pyramid of the
h
Feathered Serpent is the third largest pyramid at this site.
EASIER: For question 2, ask What sorts of things do
ap
historians do? (e.g. do research, read different records
and documents, analyse old objects and ancient sites,
1 present arguments for how and why things happened,
• In pairs, students look at the photo and discuss the teach, write books or papers).
gr
questions.
• Get feedback. Ask What do you know about Mexico? EXTENSION: In pairs, students discuss these questions:
(e.g. it is in the southern part of North America; it was • What periods of history have you studied before?
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home to civilisations such as the Maya and the Aztecs; • Do you find history interesting? Why? / Why not?
the people built pyramids and lived in large cities).
SUGGESTED ANSWERS
2
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2 A good memory, analytical skills, research skills,

problem-solving skills, a knowledge and understanding
• Get feedback. Model the pronunciation of ancestor
of people and culture, communication and writing skills
/ˈænsestə(r)/.
2
na

• Show the photo and article on page 19. Students say
• Do you like visiting museums? Why? / Why not?
what they see (a group of people walking next to a
• Is there a museum in your town or city? What can
beautiful building) and how they think this is related to
io
you see there?

history.
• Do you know anything about your ancestors?
• Students read the article, then answer the questions.
• Get feedback. Elicit the ideas students discussed in
at
Reading pages 18–19 Exercise 1 that also appear in the article.

narrowing the options; matching ten sentences word focus
N
1 • In pairs, students work out the meaning of the words in

bold, then use a dictionary to check their ideas.
MEDIATION SKILLS • Get feedback. Ask some students how many words they
©
• Encouraging conceptual thought is mediation. guessed correctly, and which words helped them do this.
• In this exercise, students discuss if they think history is • Elicit or teach evolve (to change over time), justify (to
an important subject to study. They should give reasons show there is a good reason for something), dismiss (to
for their answers. As they work together, they should refuse to accept something might be true or important)
build on their partners’ ideas and ask their partner and enhance (to improve something).
questions to encourage them to clarify their opinions,
give reasons for their views or expand on their thinking.
Elicit some ideas for phrases students can use, e.g.
Why do you think …? Can you explain that a bit more?
Can you give an example?

32
3 EXTENSION: Students choose a topic.
• Students do the exercise, then compare their answers in • an important historical object that vanished
pairs. • a foolish mistake made by someone from the past
• Get feedback. Elicit why the meanings of the other • an object from the past that would be worthless today
statements are different. They research their topic and make notes. In small groups,
ANSWER students share the stories they found.
B – because ‘every other field’ and ‘many other
ANSWERS
important subjects’ have a similar meaning.
1 inescapable
4 2 vanished
• Go through the Exam Tip. 3 worthless
g
4 complex
Exam TIP 5 entire
n
6 foolish
Narrowing the options
ni
7 misguided
• After reading the first paragraph, students may be
able to match a few sentences with it. To make sure your
• In pairs, students discuss the question. ideas
ar
their answers are correct, they should underline the
specific words or phrases in the article that match the • Get feedback. Ask students to say what
key ideas in the sentence. people in the future might learn about the time
we live in today.
Le
• They should then look at each paragraph in turn and
skim the paragraph to find any information related
to the sentences, making a note of any sentences
they think match the paragraph and underlining the
relevant words or phrases.
Vocabulary page 20
ic
• If a sentence seems to match more than one history
paragraph, students need to read carefully and 1
h
decide which paragraph matches the most closely.
For example, for sentence 1, Paragraph B and D both
• Before reading, ask students What is the man wearing
in the photo? Why did people use to wear this? (for
ap
look possible, but D mentions the focus of history protection) What material is it made of? Elicit ideas.
courses and world issues, whereas B mentions specific • Students do the exercise, then compare their answers in
subjects: there is a history behind art, literature, pairs.
maths, economics, biology and engineering.
gr
• Get feedback. Model the pronunciation of the

• Remind students to use any time at the end to check
words in bold, particularly armour /ˈɑː(r)mə(r)/,
their answers.
medieval /ˌmediˈiːv(ə)l/, sword /sɔː(r)d/ and archaeologist
eo
• Students do the exercise, then compare their answers in /ˌɑː(r)kiˈɒlədʒɪst/.

ANSWERS 1 Bronze Age
lG
2, 5 2 medieval times
3 shield
5 2.1 4 warrior
5 archaeologists
na
Exam TASK 6 empire

Matching ten sentences 7 battlefields
8 armour
• Students complete the Exam Task.
io
9 sword
• Play the recording. Students listen and read and
10 aristocrat
check their answers.
at
• Get feedback. Elicit the words or phrases in the article 2

that helped them choose their answers. • Do the first item with the class. Elicit why it does
not belong in the set (revolution and civil war both
N
ANSWERS involve fighting, usually across a whole country, while a

1 B 2 A 3 C 4 B 5 A 6 D 7 C 8 D 9 B 10 C campaign is a course of action to achieve a goal).
• Students do the task, then compare answers in pairs.
©
2.1
Get feedback. Elicit reasons why each word does not
As reading text on page 19. belong in the set.
6 EASIER: Do another example with the class. Then, write
the definitions for these words on the board to help
pairs. Get feedback.
students with their answers.
EASIER: Before the exercise, choose a student to read rebellion (violent action by a group of people trying to
the first sentence in paragraph A. Elicit the answer. change something), exhibit (to display something in
Students use the context of the paragraph to help them public or (as a noun) an object that is part of an exhibition)
with their answers. and monarchy (a country ruled by a king or queen).

33
ANSWERS
1 campaign
Grammar page 21
2 election – firearm and bow are both weapons Past simple and present perfect simple
3 monument – demonstration and rebellion are both
actions taken by a group of people in order to GRAMMAR GUIDE: past simple and present perfect
make change simple
4 exhibit – prehistoric and contemporary are both Past simple Present perfect simple
adjectives relating to a time something that actions that happened at
5 imperial – kingdom and monarchy are both nouns happened at a specified an unspecified time in the
relating to countries ruled by a king or queen time in the past past
3 My sister wrote a book We’ve visited Argentina.
g
• Students complete the sentences, then compare their last year.
to give detail about past
n
answers in pairs. to introduce experiences
• Get feedback. Check understanding of ruler (the leader experiences in your life
ni
of a country). … but I only stayed for I’ve been to Paris before
three weeks. …
EXTENSION: In pairs, students choose three of the
past routines and habits, actions that began in
ar
words from Exercise 2 and write three sentences.
and actions that finished the past and are still in
They can use dictionaries or the internet to help them.
in the past progress
Pairs share their sentences with another pair, e.g. The
Le
As a child, I often rode Anna has gone to the
prehistoric era refers to human history before records
my bike in the park. shop. (She is still there)
began; Our country once had a monarchy; The most
famous monument in my country is … actions that happened something that happened
one after the other in the past but has
ic
TEACHING TIP: Get students using new language She got off the bus and consequences for the
by encouraging them to write their own sentences or walked home. present
discussion questions to share with, or ask, a partner. This He’s broken his leg.
h
gives students the opportunity to use the language for
themselves, whilst practising their speaking or writing
with the time with the time expressions:
ap
expressions: yesterday, ever, never, recently,
skills. Where possible, encourage students to write about last night / week / lately, just, only just, until
themselves or something personal to them. month … , one week / now, up to now, so far, in
month / year … ago, the last week / month /
gr
ANSWERS in 2010 / 2012 … , on year, for, since, already,

1 exhibits 4 revolution Saturday / Sunday … yet
2 prehistoric 5 monuments
eo
3 election 6 imperial
4 1
• Check understanding of family tree (a diagram that • Students do the exercise, then compare their answers in
lG
shows how different people in a family are linked, often pairs.

including several generations). • Get feedback. Ask What is the form of the present
• Students do the exercise, then check their answers in perfect simple? (have / has + past participle) How about
pairs. Get feedback. the past simple? (regular verbs end in -ed; irregular verbs
na
can vary).
FAST FINISHERS: Students make a note of new
vocabulary and write their own definitions, using the EASIER: Complete the first rule as a class. Elicit the
io
text and an online dictionary if necessary. finished action in the message (spent a month) and the
time expression (two years ago). Students complete the
ANSWERS remaining rules in pairs, then check their answers with
at
another pair.
1 ancestors
2 archives FAST FINISHERS: Students find the time expressions
N
3 descendant used in the message and use them in their own personal
4 aristocracy sentences.
5 ruling class
©
6 labourer ANSWERS
7 connection
a past simple
8 related
b present perfect simple
your c present perfect simple
• In pairs, students discuss the questions. ideas d present perfect simple, past simple
• As a class, make a list of skills students think
archaeologists should have.

34
2 TEACHING TIP: It can sometimes be helpful to illustrate
• Ask What can you see in the photo? Where do you think the use of tenses with a time line like the one below.
it is from? Elicit ideas. Students can see which action happened first and which
• Students do the exercise, then compare their answers in action happened second. Encourage students to draw
pairs. Get feedback. their own illustrations in their notebooks to help them
remember the use of different tenses.
EXTENSION: In pairs, students research a historical
The class had started when he arrived.
discovery and write a short paragraph using the past
simple and present perfect simple. They can use the text past now future
in Exercise 2 as a model. Students share their text with
another pair. class he
g
started arrived
ANSWERS
n
1 lived 3
2 became • Students do the exercise, then compare their answers in
ni
3 died pairs. Get feedback.
4 have found
5 made EXTENSION: Ask these questions to check
ar
6 have created understanding: In sentence 1, which action happened
first or did they happen at the same time? In sentence
Past simple and past perfect simple
Le
2, which action happened first? Had the villagers finished
gathering when the king arrived in sentence 2?
GRAMMAR GUIDE: past simple and past perfect
simple ANSWERS
ic
Past perfect simple 1 past simple
We use the past perfect simple to: 2 past perfect simple
• talk about something that happened before a certain 3 past perfect simple
point in the past. h 4 2.2
ap
I’d eaten lunch by the time he arrived. • Check students remember warrior (a fighter/soldier) and
• talk about a past event that happened before demonstration from the vocabulary lesson.
another action in the past. We use the past simple • Play the recording. Students do the exercise, then
for the later action. The clauses can be inverted with
gr

no difference in meaning.
Anna had already left when I arrived at her house. ANSWERS
= When I arrived at her house, Anna had already a 1, 2
eo
left. b 2, 1
• emphasise the completion of an event. c 1, 2
The painters had finished decorating the house. d 1, 2
lG
Past simple e 2, 1
f 1, 2
We use the past simple to:
• talk about things in the order they happened. 2.2
I got home, did my homework then went to bed.
na
a They had started to walk home when they found a

Time expressions with past perfect simple Roman coin in the middle of the field.
b Before we went to the museum, we had read about
• The past perfect simple makes it clear that the action
the ancient Greeks.
io
happened before the main action, therefore we

c When the emperor died, his son left the palace and
often use it without a time expression.
disappeared.
• After time expressions that make the order of the
at
d After the warrior had raised his sword, he heard the

events clear (e.g. after), we can use the past simple
people cheering.
or the past perfect simple with no difference in
meaning. e When the soldiers entered the house, the man had
N
After the guests had arrived, we all sat down. escaped.

After the guests arrived, we all sat down. f When the police arrived, the demonstration had
• To emphasise that something is completed, we often finished.
©
prefer to use the past perfect simple. 5

After I’d finished work, I rang Laura. • Students do the exercise, then compare their answers in
pairs.
• Get feedback. Elicit the meaning of nomadic (moving
from one place to another) and tribe (a group of people
who live together and share the same language, culture
and history).

35
when the border between East Berlin and West Berlin
EXTENSION: Write the following question and
was opened to everyone. However, the wall wasn’t
situations on the board.
actually taken down until 1990, and in fact, you can still
What had just happened?
find the ruins of parts of the wall in Berlin today. Many
1 Your friend was late to class and didn’t have any
people don’t know that the sudden opening of the
books or pens.
border on the ninth of November happened too soon
2 You saw your teacher in the classroom, laughing.
because of a mistake! The East German politician Günter
3 You saw your friend running in the opposite direction
Schabowski spoke at a press conference and declared
to his house.
that there would be a new travel law allowing people
4 Your mum was angry and your brother / sister was
to cross the border. He was then supposed to say that
crying when you got home from school.
there would be a special application process before
5 Your friend was wearing your favourite jacket.
people could go from East to West Berlin. However, he
g
In pairs, students write their own sentences about what hadn’t had time to read the announcement properly,
n
they think had happened to cause the situations, using and instead he said that the borders would open
the past perfect simple and past simple. Give an example, immediately. Within half an hour, people from both East
ni
(e.g. My friend had woken up late and left her house in a and West Berlin rushed to the wall and began crossing
hurry.) Pairs share their ideas with another pair. to the other side.
ar
ANSWERS 4
• Go through the Exam Tip.
1 travelled 5 had become
Exam TIP
Le
2 built 6 had developed
3 started 7 didn’t survive
4 arrived 8 have come Writing the words you hear
• In this part of the listening exam, students hear a
monologue that lasts around four to five minutes.
ic
Listening page 22 They will hear the recording twice. Before they listen,
writing the words you hear; sentence completion students have 45 seconds to look at the task and think
1 h about possible answers.

• As they listen, students complete the sentences on
ap
• Show the photo. In pairs, students discuss the question. the exam paper. The words that they write in the gap
• Get feedback and explain what the photo shows (the must be the exact words the speaker uses, spelled
Berlin Wall in Germany, taken on 10 November 1989 correctly.
• The answers will either be a word, a short phrase, a
gr
when people were allowed to travel between the two

parts of Germany for the first time since 1961 – an event number or a date.
usually referred to as the fall of the Berlin Wall). • The sentences in the task are in the same order as the
information in the listening.
eo
2
• Check understanding of demolished (destroyed). • Students read the Exam Task and think about what type
• Students do the exercise. Explain that they only need to of information is missing, then discuss their predictions in
lG
decide what type of information is missing, and not the pairs.

exact answers. Students compare their answers in pairs. • Get feedback. Elicit reasons for their answers.
• Get feedback. Ask students to explain their choices.
5
na
EASIER: Tell students to look at the words before the 2.4

gaps to help them think about what word form usually
follows them. Do the first item with the class, then Exam TASK
students do the remaining items in pairs.
io
Sentence completion
ANSWERS • Play the recording.
• Students complete the task, then check their answers
at
1 a date / year in pairs. Get feedback.

2 a noun (e.g. a reason / event)
3 a noun (e.g. law / decision)
N
4 a verb EXTENSION: In class or for homework, students

research an historical monument in their own country
3 2.3 and why it’s important. If practical, they can work in pairs.
©
• Play the recording. In the next class, students share their findings in small
• Students complete the sentences, then compare their groups.
ANSWERS
ANSWERS
1 video 6 tunnel
1 1990 3 travel law
2 an island 7 the outskirts
2 mistake 4 cross
3 save peace 8 emotional
2.3 4 economic
One of the most important events of the twentieth 5 trusted
century was the fall of the Berlin Wall in 1989. This was

36
2.4
N: You will hear a student called Tomoko Myers talking
Speaking page 23
ways of studying; working collaboratively;
about visiting the Berlin Wall. For questions 1–8,
complete the sentences with a word or short phrase. collaborative task
T: Hi everyone. My name’s Tomoko Myers and I want to 1
talk to you today about my recent trip to Berlin to do • Ask What can you see in the photo? Elicit ideas.
some research on the fall of the Berlin Wall in 1989. I’m • In pairs, students discuss the questions. Get feedback.
studying European history as part of my degree and
together with two other students in my study group, I FAST FINISHERS: Students decide what resources
spent a few days in Berlin, finding out more about this from Exercise 1 they prefer to use to study each subject:
fascinating part of German history. Although I haven’t history, science, maths and English.
g
written up my full report yet, we did make a short video
about the trip, and I’ll give you the link to that at the end 2
n
of this talk. • Go through the Exam Tip.
Everyone knows that the Berlin Wall, which was
ni
43 kilometres long, divided East Berlin and West Exam TIP
Berlin. However, surprisingly, many people are unaware
Working collaboratively
that West Berlin before 1989 was like an island in the
ar
middle of East Germany. Actually, 120 kilometres of wall • In this part of the speaking test, students will work
completely encircled West Berlin, making it very difficult with one or two other students. If there are two
students, they will have two minutes to discuss the
Le
for residents of the city to travel to any other parts of
West Germany. ideas. If there are three students, they will have three
The Berlin Wall was a powerful symbol of the divide minutes. They will then have a further minute to agree
between the communist countries of eastern Europe and on the best two options.
the western, democratic, capitalist countries. The East • It’s important for students to show they can
ic
German government said that by building the wall, in communicate and collaborate effectively. Elicit
questions students could use to find out their
1961, they would save peace in Europe. But the reality
h
was that since 1949, when Germany was divided into
East and West, more than two point five million East
partner’s opinion, e.g. Do you agree? What do you
think? How about you?
ap
Germans had moved to West Germany. Some of these • Go through the phrases in the Useful Language box.
people moved for political reasons, or to reconnect with Elicit which ones are useful for showing that you are
family members, but the main motivation for this flow listening (Positive responses – although the phrases in
gr
from East to West was economic. Prompting your partner also show you were listening,
A very few trusted citizens and people who had already but didn’t understand or need clarification).
retired were permitted by the East German government • Students discuss the questions. Get feedback.
eo
to cross the border from East to West for short visits.

However, for most East Germans, travelling to West EASIER: Before the task, brainstorm resources people
Berlin was not allowed. During this time, there were used to use to study in the past that are different from
numerous attempts to cross over into the west – some today (e.g. books, encyclopedias, libraries).
lG
successful and some unsuccessful. About 5,000 East

Germans managed to reach West Berlin safely, but
another 5,000 were captured, and 191 were killed during 3 2.5
• Play the recording. Students do the exercise, then
the actual crossing. We learned about many of these
na

attempts during our visit to the Mauer Museum. There
• Get feedback. Students read the Useful Language box
were some amazing stories about people who escaped
again and tick any phrases they want to use in their own
by hot air balloon, and even by submarine, and I was
discussions.
io
particularly fascinated by the diary of three men who had

built a tunnel under the wall between Christmas 1971 EXTENSION: Elicit the speakers’ answers to the question
and New Year 1972.
at
and if their ideas were similar to those they discussed

As well as spending many hours in the museum, we also with their partner.
went on a cycle tour of the wall. Of course, we visited
N
the famous ‘Platz’, or Square of 9 November 1989, even ANSWERS

though, being on the outskirts of the city, it’s quite a
I hadn’t thought of that.
distance from the centre of Berlin. The crossing here was
When you say … do you mean
©
the first place along the border to be opened on the

That’s a really interesting idea.
ninth of November 1989, and more than 20,000 people
Sorry to interrupt, but
crossed the Bösebrücke bridge from East Berlin to West
That’s a good point.
Berlin during that evening. There’s a small exhibition at
the Platz, and it was actually quite an emotional moment 2.5
for us to see the place that marks the beginning of such A: Well, the most obvious thing to say is that we use
an important event. online resources today, and of course our parents
Well, now I’d like to move on to talk about some specific and grandparents didn’t have those. So, I think that
documents we looked at … means that we actually know a lot more, because we
N: Now listen again. have access to so much information.

37
B: Hmm, I hadn’t thought of that. Although, I would
also say that because we can always go online to your
check things, perhaps our memories aren’t as good. • In pairs, students discuss the questions. ideas
A: When you say our memories aren’t as good, do you • Elicit all the ways different students study and
mean we’re not good at memorising facts? write them on the board. How many people use
the same study methods and resources?
B: Yes, that’s exactly what I mean.
A: That’s a really interesting idea. But, I’m not sure I
agree. After all, we have to memorise so many facts
for all our exams. We can’t access the internet when
Grammar page 24
we’re doing tests and I think the exams we do today Past continuous and past perfect continuous
are more difficult than the ones my parents took. For
example … GRAMMAR GUIDE: past continuous and past perfect
g
B: Sorry to interrupt, but I’d just like to make the point continuous
n
that when we learn facts for exams, it’s short term. I We use either the past continuous or the past perfect
mean, we can just forget them the day after the exam. continuous for actions that were in progress at a time in
ni
A: Hmm, yes, that’s a good point. the past.
4 Past continuous
ar
We use the past continuous:
MEDIATION SKILLS • to give background information in a story.
• Facilitating collaborative interaction is mediation. In those days, we were living on Oak Street.
Le
• In this exercise, students will need to work together • for actions in progress at the same time in the past.
to discuss the advantages and disadvantages of each I was working while Tim was reading.
point and develop their ideas. • with the past simple to show one action interrupting
• Encourage them to make suggestions and ask another.
ic
their partner questions to maintain the focus of the I fell over while I was skiing.
discussion, e.g. What sort of videos would be helpful
Time expressions
for studying? How about documentaries on a particular
subject? If we’re studying history, we can watch
h
historical documentaries to give us information and we
• as, while or a specific time, e.g. yesterday at 8 p.m.;
last week; three years ago.
ap
can make notes. As I was cooking dinner, the email arrived.
• Students will continue to practise this skill throughout Past perfect continuous
the course. Whenever they collaborate on a task,
gr
We use the past perfect continuous:

remind them to ask questions about their partner’s
• for actions that were in progress up to a point in the
opinions to participate actively in the task.
past.
Mia had been watching the news when I phoned.
eo
Exam TASK • to show the cause and effect of an action or situation

that continued up to a point in the past.
Collaborative task I was so tired because I’d been studying every
lG
• Give students time to read the task and ask any night.
questions they have. • to say how long an action continued up to a point in
• Explain they have two minutes to discuss the the past.
advantages and disadvantages, then one minute for I had been living in France for ten years when
na
the final decision. I met Tom.

• Students complete the Exam Task in pairs. Remind
them to use the Useful Language. We do not normally use verbs that describe states
• Get feedback. Ask What did you do well? What rather than actions in the continuous form (see Unit 1
io
phrases did you use to encourage each other to page 23).

speak? Did you speak for an equal amount of time? I had already known José for years when we started
at
• Give feedback. On the board, write down examples working together. (not I had already been knowing ...)
of what students did well and any errors they made.
Elicit corrections for any errors. Time expressions
N
• for, since, before, after, by the time, up to now /

EXTENSION: Students complete the collaborative then, until
task again, but with a different partner. This time, ask She’d been staying at her friends’ house for six
©
students the same question, but give five different months before she could afford her own place.
options: using apps, reading online articles, looking at
slide presentations, online practice activities, revising
your notes. 1
TEACHING TIP: Give students the opportunity to pairs.
complete tasks with different partners. This allows them • Get feedback. Ask What is the verb form for the past
to interact with a variety of learners and to learn from continuous? (was / were + -ing), How about for the past
each other. Exercises can be repeated or adapted to use perfect continuous? (had + been + -ing).
with a different partner.

38
EASIER: Compare sentences 1 and 2. Ask What is • states that existed for a long time in the past.
the form in bold in each sentence? (1 had + been + I used to be shy.
-ing form; 2 be + -ing form). Remind students of the • questions and negative sentences about past habits.
past perfect simple and present continuous. Ask What I didn’t use to play football when I was little.
auxiliary verb do we use in a continuous form? (be) And Did you use to go to the cinema often?
in a perfect form? (have). Students complete the exercise
in pairs. Would
We use would + infinitive in positive sentences for:
FAST FINISHERS: Students identify any other tenses • actions that happened regularly in the past. We
in the sentences (1 past simple: it was very wet; 3 past usually say when they happened.
simple: I heard a noise). As a child, I would go to that café every Saturday.
g
We don’t use would for past states.
ANSWERS
n
1 PPC 2 PC, PC 3 PC 4 PPC 5 PC, PC
4
ni
2 • Students do the exercise, then compare their answers in
• Students match the sentences with the rules, then pairs. Get feedback.
ar
EASIER: Check understanding of state (the way things
EXTENSION: In pairs, students discuss the differences are rather than actions, e.g. appearance, possession,
in meaning between sentences 1 and 2, and 3, 4 and
Le
feelings and opinions).
5 (1 The rain happened earlier and has now finished.
The result is a wet garden. 2 The rain and wind were EXTENSION: Students write two true sentences and
continuing at a point in the past. It’s setting the scene. one false sentence about themselves using used to,
3 Something interrupted the speaker studying. 4 The would and the past simple. In small groups, students
ic
focus is on the duration of her studying. 5 Two actions share their sentences. The group decide which
are happening at the same time.). Get feedback. sentences are false.
ANSWERS h ANSWERS
ap
1e 2c 3b 4d 5a a past habits
b past states
3 c past habits
gr
answers in pairs. Get feedback. 5

ANSWERS • Do the first item with the class. Elicit why this is the
eo
answer (because live is a state).

1 had been studying • Students do the exercise, then compare their answers in
2 were climbing, were celebrating pairs. Get feedback.
3 were watching
lG
4 had been demonstrating EXTENSION: In class or for homework, students write a

5 was giving, were taking paragraph about something that happened in the past
6 had been waiting to themselves or someone they know. Students use the
7 was howling, were crashing text in Exercise 5 as a model. Encourage them to use the
na
8 had been building past continuous, past perfect continuous, used to, would
and the past simple where possible.
Past simple, would or used to
io
ANSWERS
GRAMMAR GUIDE: past simple, would or used to
1 used to live 5 was moving
Past simple 2 would often take 6 had been keeping
at
3 was trying 7 were looking

We use the past simple:
4 had been lying
• for actions that happened regularly in the past (we
N
can also use would here).

When I was young, I went to camp every summer.
• for actions that happened only once in the past.
©
When we use the past simple in this way, we need to Phrases with time
give details about the time we refer to.
We visited the US in 2006.
1
• for states in the past.
I was the tallest in my class until I was ten.
Used to FAST FINISHERS: Students write their own personal
We use used to + infinitive for: sentences using three of the expressions.
• actions that happened regularly in the past,
EXTENSION: In pairs, students discuss the meaning of
particularly if they no longer happen.
each of the expressions. Encourage them to write their
I used to take the bus to school.
own definitions in their notebooks.

39
ANSWERS 4
1 behind the times • Show the photo. Elicit what students can see and if they
2 high time know anything about the place.
3 for the time being • Students skim the text and choose the correct
4 At times description of the Moai statues.
5 take your time • Go through the Exam Tip.
6 It’s only a matter of time
Exam TIP
Word building Analysing the gap
2 • This type of task tests students’ knowledge of
• Check students’ understanding of exhibit from the prefixes, suffixes and word forms. Explain that in this
g
Vocabulary lesson. task, there is a short text with eight gaps and a word
for each gap which needs to be changed to complete
n
• Students complete the table, then compare their
answers in pairs. Get feedback. the text.
• Students will need to have a good understanding of
ni
EASIER: Before the exercise, elicit common suffixes to the text and should remember that a negative form of
form the name of a person (-ist, -ian, -ar, -er, -or, -ant). the word may sometimes be needed.
ar
Students work in pairs to complete the table. • Remind students to write a word which has the right
meaning in the sentence and fits grammatically with
ANSWERS the words around the gap, (e.g. a / an / the + noun,
Le
be + adjective / -ing form).
advice, adviser
• If a word is spelled incorrectly, this will affect their
construction, constructor marks.
descent, descendant • Remind students to read the text first, ignoring the
discovery, discoverer gaps. They should read through the text again at the
ic
exhibition, exhibitor end to check their answers makes sense.
investigation, investigator
3
research, researcher
h ANSWER
ap
2.6
b
• Explain students will hear three people talking about
their jobs. Play the recording. TEACHING TIP: A good way for students to prepare
• Students do the exercise, then compare their answers in for this exam task is to keep a table in their notebooks
gr
pairs. Get feedback. of root words with their different word forms (e.g.
noun, verb, adjective, adverb) as well as any positive or
EASIER: Before listening, write the three jobs on the negative forms of each word. Remind students to add to
eo
board. Elicit what someone in each job does and where their table at regular intervals.
they might work.
ANSWERS 5
lG
1 adviser Exam TASK

2 researcher
3 investigator Word formation
na
• Students complete the Exam Task, then compare their

2.6 answers in pairs.
1 • Get feedback. Check they have spelled the words
Yes, if you want to study medicine, you definitely do correctly.
io
need to get very good exam results in chemistry, biology

and physics. However, I would also suggest that you EXTENSION: In pairs, students discuss these questions:
at
think of other related careers – how about pharmacy, for • Do you know of any other archaeological sites around
example? the world?
2 • What famous statues are there in your country?
N
• Have you ever been to an interesting exhibition?

I’ve been looking into this area of history for about
ten years now. I’ve read a lot of the original material
ANSWERS
©
produced at the time, and of course, I’ve visited many

museums and spoken to the experts there. 1 massive
2 misunderstanding
3
3 majority
At the moment, we don’t know who stole this exhibit 4 visible
from the museum. But we are interviewing suspects and 5 facing
checking out all the CCTV footage. I’m sure we’ll have a 6 Researchers
better idea very soon. 7 widely
8 exhibition

40
Writing pages 26–27
ANSWERS
1 T
education and culture; linking words and expressions; 2 F (two points)
reading the task; writing a discursive essay 3 T
4 F (you may use the ideas but should use your own
Learning FOCUS words)
Linking words and expressions 3
• Ask students what different kinds of essays they have • Students read the essay, then discuss the question in
written (e.g. opinion essays, for-and-against essays). pairs. Get feedback.
Elicit ideas for how an essay should be organised
SUGGESTED ANSWER
(e.g. an introduction, one paragraph in favour of
g
the argument and one paragraph against, or one Yes, the essay includes two of the points in the notes
paragraph for each point in a task, and a conclusion (comfortable seating and better technology). It also
n
paragraph). mentions the opinion that students need to use
technology in their research, and the writer expresses
ni
• Ask How can you link similar or contrasting ideas
together? (using linking words or expressions). Elicit the idea in their own words. It says which idea the writer
examples of words or phrases to add further ideas thinks is the most important, and explains why. The essay
ar
(additionally, furthermore, as well as … , moreover, is 241 words long, in line with the instructions
not only … but also) and words or phrases to
contrast ideas (e.g. despite / in spite of + - ing, in FAST FINISHERS: Students read the essay again and
Le
contrast (to), unlike). underline or highlight the linking words or phrases.
• Remind students they should also use phrases
to order their ideas if they make more than one 4
point. Elicit words or phrases they could use (e.g. • Students find the words in the essay, then compare their
ic
first / firstly, second / secondly, another / a further answers in pairs. Get feedback.
reason … , in conclusion, finally).
EASIER: Do the first item with the class and elicit where
1 h they found the word (vital, paragraph 1, line 4). Students
complete the remaining items in pairs.
ap
• Students rewrite the sentences, then compare their
ANSWERS
EXTENSION: Write these topics on the board: studying 1 vital
gr
history, visiting historic places, giving money to maintain 2 updating

historic sites. Students write one sentence giving their 3 funding
opinion for each of the topics. Remind them to use 4 sufficient
eo
appropriate linking words from the Learning Focus box. 5 primarily

6 alternative
7 accurate
lG
SUGGESTED ANSWERS 8 enable

1 While museums can teach us a lot about history, many
young people aren’t interested in visiting them.
5
2 The quality of the food at the college canteen is
na
not very good. Nevertheless, there are always huge Exam TIP
queues.
3 On the one hand, a large amount of money has been Reading the task
io
spent on updating college facilities. On the other • In many writing exams there is a compulsory essay
hand, students complain about the lack of one-to-one task. Therefore, it is important students feel confident
tuition. writing essays.
at
4 The history department at the college organises • In this type of task, students should read the three
popular study trips every summer. Conversely, the points given to them and choose two ideas they
geography department has cancelled its last three feel they can develop. If it helps them, encourage
N
excursions. students to make a few notes to help them choose.

5 There is very little funding for the arts, whereas a lot However, they should spend no longer than five
of money is invested in sport minutes planning their essay.
©
• In the conclusion, students should summarise their

2 ideas but also offer their final opinion of which idea
• Students read the task, then discuss the statements in they most agree with and why they agree with it. The
pairs. Get feedback. conclusion can be short (one or two sentences).
FAST FINISHERS: Students make a note of the correct • Students look at the Exam Task and choose two points.
answers to the false statements (2 you should only Then they compare their choices in pairs and explain
discuss two of the ideas; 4 you can use the ideas but why they chose them.
express them in your own words). • Ask students to read the Useful Language box and tick
any phrases they’d like to use in their essay.

41
6 ANSWERS
1 Ancient Babylon was around 60 miles south of what is
Exam TASK now Baghdad, in Iraq.
Writing a discursive essay 2 Possible answers include: cities, government to
• Students complete the Exam Task. Remind them organise society, writing, art and music, social
to use the Useful Language and linking words and structure, religion
phrases. While you watch
7 2 1
• Students read through the checklist and tick the things • Play the video. Students watch to get a general idea of
they did. the topic.
g
• In pairs, students discuss their checklist, then make any • Play the video again. Students do the exercise, then
necessary changes to their task. check their answers in pairs.
n
• Get feedback. Check understanding of astronomy and
EXTENSION: Students work in pairs, read each other’s literacy (see Useful vocabulary).
ni
essays and tick the things their partner has included,
ANSWERS
using the Reflection Checklist.
ar
1 12,000
TEACHING TIP: Keeping a portfolio of their work is a 2 a good climate
good way to motivate students. At the beginning of 3 60
Le
the course, give each student a folder where they can 4 astronomy
collect their writing. At the end of each term, allow 5 constellations of stars
students to choose their favourite piece. These can then 6 writing
be displayed in the classroom, or can be shared with 7 valuable goods
ic
parents, family members or other teachers. 8 use ideas developed by the Mesopotamians
After you watch

Video page 28 h 3 1
ap
Ancient Mesopotamia • Students complete the summary.
• Play the video again for students to watch and check
Useful vocabulary their answers.
gr
ANSWERS
agriculture (n): farming
astronomy (n): the study of the universe, e.g. space, the 1 fertile 5 palaces
moon, planets, stars. 2 soil 6 innovation
eo
civilisation (n): a society that has developed a culture 3 thrive 7 languages

and structure 4 settlements 8 astronomy
constellation (n): a group of stars forming a pattern in your
lG
the sky • In pairs, students discuss the question. ideas

dotted (adj): in many areas or parts of a place • Get feedback. Ask students if they know of
envy (n): the feeling of wishing you had something any other things ancient civilisations did or
another person has created that we still use or have today
na
fertile (adj): good for producing a large quantity of (e.g. concrete – Romans, paper – ancient China).
fruits, vegetables and other produce
inhabit (v): to live in a place
EXTENSION: For homework, students research and
io
innovation (n): a new idea

write a paragraph about another ancient civilisation.
literacy (n): the ability to read and write
Encourage them to include where they lived, what the
plain (n): a large area of flat land
at
environment was like and their innovations.

settlement (n): a place where people come to live
soil (n): the brown material on the ground in which
1
plants grow
N
thrive (v): to grow, develop or be successful The story of writing, astronomy, law – the story of
warfare (n): the activity of fighting a war, and the civilisation itself – begins in one place. Not Egypt, not
weapons that are used Greece, not Rome … but Mesopotamia.
©
Mesopotamia is a historic region situated on a fertile

Before you watch plain between the Tigris and the Euphrates rivers. For
five millennia, this small strip of land, situated in what is
1 today Iraq, Kuwait and Syria, brought about innovations
• Show the photo. Students say what they see and how that would change the world forever.
old they think the place in the photo is.
• In pairs, students discuss the questions. Get feedback. Inhabited for nearly 12,000 years, Mesopotamia’s stable
• Check understanding of civilisation (see Useful climate, rich soil and steady supply of fresh water made
vocabulary). Elicit any other ancient civilisations students it ideal for agriculture to develop and thrive. About
know or have heard of, (e.g. Ancient Egyptians, the Incas). 6,000 years ago, seemingly overnight, some of these

42
agricultural settlements blossomed into some of the
world’s first cities.
Review page 150
In the period between 4000 and 3100 BCE, ANSWERS: VOCABULARY

Mesopotamia was dotted with city-states, all
competing with one another. Despite near-constant 1
warfare, innovation and development thrived. The 1 ancestor 4 aristocrat
Mesopotamians built on a monumental scale, from 2 archaeologist 5 warrior
palaces to giant temples known as ziggurats. They 3 descendant 6 labourer
also developed advanced mathematics, including a
system with the number 60 as its base, which created a
2
1 exhibition 5 shield
60-second minute, a 60-minute hour and a 360-degree
2 discoveries 6 prehistoric
g
circular angle.
3 Bronze 7 connection
n
The Babylonians also used their sophisticated system of 4 sword
mathematics to study astronomy and map the sky. They
3
ni
divided one Earth year into twelve periods. Each was
named after the most visible constellations in the sky 1 matter 4 behind
– a tradition later adopted by the Greeks to create the 2 being 5 high
ar
zodiac. 3 take 6 At
But perhaps the most impactful innovation to come out ANSWERS: GRAMMAR
Le
of Mesopotamia was literacy. What began as simple
pictures scrawled into wet clay to keep track of goods 4
and wealth developed into a sophisticated writing 1 ‘ve seen
system by the year 3200 BCE. This writing system 2 studied
3 has just told
ic
would come to be called cuneiform in modern times
and proved so flexible that, over three thousand years, 4 hasn’t found
it would be adapted for over a dozen different major 5 ‘ve already visited, came
languages.
h 5
ap
But Mesopotamia’s success, and in particular that of 1 saw, we had taken
the rich state of Babylon, also attracted envy. In 539 2 went, had spoken
BCE, the Persian king Cyrus conquered Babylon and 3 watched, had read
took control of the whole of Mesopotamia. Eventually 4 had completed, they gave
gr
Mesopotamia would fade, like its kings, into the mists of

history, and its cities and texts would sink beneath the 6
sands of Iraq. 1 had been teaching, decided
eo
2 were singing
But its ideas would continue in literacy, law, maths, 3 was watching, was preparing
astronomy, and the gift of civilisation itself. 4 had been talking, realised
lG
5 used to live
na
io
at
N
©

43
3 Make yourself at home!
Reading: looking for links; matching Grammar: future time expressions
page 29
paragraphs to gaps Use your idioms; expressions with put;

Vocabulary: renting and buying; building and English: filling every gap; open cloze
design Writing: accommodation; structure and style
Grammar: future forms review; future in a report; thinking about your
continuous, future perfect and reader; writing a report
g
future perfect continuous Live well, finding your identity;
n
Listening: reading the task; multiple choice study well: acceptance of yourself and others
with three extracts
ni
Speaking: living in cities; giving yourself time;
discussion
ar
Unit Opener page 29
• Students then read the first paragraph of the article and
Le
check which problems are mentioned.
In the photo EASIER: Brainstorm housing problems as a class before
In Brøndby Garden City, on the outskirts of Copenhagen, the exercise (e.g. not enough affordable homes for
houses and sheds are arranged in circles, with gardens young people, rental costs too high, areas with poor
ic
in the interior of the circle. The plots were originally set quality housing).
up as allotments with sheds, for people to have access
EXTENSION: In pairs, students discuss whether they
h
to a garden in the city, but houses have been added to
the Garden City over the years. People can live in the think their town or city could benefit from the housing
ap
houses from April 1st to October 1st and at weekends project in the article.
throughout the year. Built in 1964, the architect’s idea
was to increase social interaction and build a sense of 2
community between city residents. Copenhagen is the
gr
capital city of Denmark, which is located in Northern MEDIATION SKILLS

Europe.
• Processing text in speech is mediation.
eo
• In this exercise, students summarise the key information

1 from the article to answer the question. They use their
• Show the photo. In pairs, students discuss the questions. own words to discuss the different ways in which these
• Get feedback. Ask students if they would like to live houses are unusual. Encourage students to explore the
lG
in a place like this. Check understanding of allotment ideas by comparing more traditional methods of house
(a small piece of land you can rent and use for growing building, and how the housing market usually functions.
vegetables). • Students can practise this mediation skill throughout
the course by summarising the content of other reading
2
na
texts or online articles using their own words. They

should be expected to summarise and explain opinions
and ideas as well as key information.
Elicit the meaning of bungalow /ˈbʌŋɡəˌləʊ/ (a house all
io
on one level), and chalet /ˈʃæleɪ/ (a house made of wood, • Students read the whole article quickly, then discuss the
with a steep roof, usually found in mountain areas). question in pairs. Get feedback.
at
EASIER: Before the exercise, elicit or teach high-rise SUGGESTED ANSWERS

(tall, with many levels), bungalow (see definition above), They are built in 24 hours; they are made by a 3D
N
residential (an area with only houses) and chalet (see printer; they are cheap but also strong and resilient;
definition above). the residents have input into their design; the houses
will be available to those who need them the most (not
©
EXTENSION: In pairs, students discuss what type of those who pay the most).
building and area they live in.
TEACHING TIP: Scanning is a useful skill for finding
specific information. Explain that reading the first
Reading pages 30–31 sentence of each paragraph is a good way to get a
looking for links; matching paragraphs to gaps general idea of what a text is about. Then they can go
back and read specific paragraphs in detail in order
1 to find the information they are looking for. Remind
• In pairs, students discuss the questions. students that they won’t have a lot of time in the exam,
• Get feedback. Ask students to explain their answers to so scanning for information is a key skill.
question 2.

44
3 FAST FINISHERS: Students make notes of any new
• Students do the exercise, then compare their answers in vocabulary in their notebooks. Encourage them to
pairs. Get feedback. underline the stressed syllables in the words to help
them with pronunciation.
EASIER: Elicit the key words from summary 1 (3D printer
cannot do) and ask which paragraphs mention 3D printers EXTENSION: In pairs, students discuss these questions:
(A, C, D, G). Students read the first line of each paragraph • Would you like to live in one of these houses? Why? /
and say which is the correct answer. Encourage them to Why not?
explain why. In pairs, students repeat the steps with the • Do you think there are any downsides to building
remaining items. houses like this?
• Would you prefer to live in a big community, or in a
ANSWERS
g
house far from others? Why?
1C 2G 3D 4B 5A 6F 7E
n
ANSWERS
4 1D 2F 3A 4E 5B 6G
ni
3.1
Exam TIP As reading text on page 31.
ar
Looking for links
your
• This task is an article with six missing paragraphs. • In pairs, students discuss the questions. ideas
Le
Students need to decide which paragraph belongs in • Ask them to say what they like the most about
each gap. There is one extra paragraph. the place where they live and give reasons for
• The task tests students’ understanding of the text their answer.
structure and the development of ideas.
• As students read the main text, they might find it
ic
helpful to note some key words for each paragraph
to remind them of the main ideas. They should then Vocabulary page 32
h
look at each gap in turn and highlight any reference
words that may help them with their answer (e.g. use
Renting and buying
ap
of pronouns referring back, use of verb tenses, linking 1
words showing cause and effect or a contrast). • As a class, brainstorm the advantages and disadvantages
• When they are sure of an answer, it is a good idea to of renting and buying a property.
gr
write the gap number next to the paragraph, so they • Students do the exercise in pairs.
don’t choose any paragraphs twice. • Get feedback. Check understanding of terraced house
• When they finish, they should read the text through (a house joined to other houses on both sides). Model
eo
once more to make sure everything makes sense, and the pronunciation of the words in bold, particularly
that the reference words in the text fit logically and spacious /ˈspeɪʃəs/, refurbished /riːˈfɜː(r)bɪʃt/ and
grammatically with their chosen paragraph. vacant /ˈveɪkənt/.
lG
• Students do the exercise, then compare their answers in EXTENSION: In pairs, students discuss the correct
pairs. Get feedback. answers for the false statements. Ask them to discuss
which of the two properties they would prefer to live in.
ANSWER
Encourage them to give reasons for their answers.
na
a 3D printer – paragraph A
word focus FAST FINISHERS: Students write their own definitions
for the words in bold in their notebooks.
io
bold, then use a dictionary to check their ideas. ANSWERS

• Get feedback. Ask some students how many words they
worked out correctly, and which other words helped 1 T 7 F (vacant)
at
them do this. 2 F (shared courtyard) 8T

3 T 9T
5 3.1 4 F (spacious) 10 T
N
5 T
Exam TASK 6 F (in need of renovation)
Matching paragraphs to gaps
©
TEACHING TIP: When students learn new vocabulary,

• Students complete the Exam Task, then compare their encourage them to write down the part of speech of each
answers in pairs. new word. When the word is a verb, they should also write
• Get feedback. Ask Did the Exam Tip help you
down whether it is regular or irregular. For nouns, they
complete this task? Check students understand what
should write down if it is countable or uncountable.
the reference words in each paragraph of the article
refer to in the answer paragraphs.
• Play the recording for students to listen to the whole 2 3.2
article with the missing paragraphs in place. • Play the recording. Students complete the summary,
then compare their answers in pairs.
• Get feedback. Ask students to explain the meaning of
the words.

45
EASIER: Play the recording once all the way through EASIER: Before the exercise, review the meanings and
for students to listen with their books closed. Then word forms of each word as a class, then ask What type
play it again as students read the summary, stopping of word do you need in gap 1? How do you know?
after the key information they need for the gaps (e.g. (a noun because it follows the). Elicit the answer
10% deposit, mortgage from the bank). Explain that (exterior). Students fill the remaining gaps in pairs,
the information in the summary is not always in the first deciding what type of word they need, then writing
same order as on the recording. Supply a copy of the their answers.
audioscript if students still need help.
ANSWERS
EXTENSION: In pairs, students identify and underline
1 exterior 4 décor 7 courtyard
the words or phrases which collocate with the words in
2 interior 5 layout 8 homeowners
g
the box (become a homeowner, pay a deposit, take out a
3 spacious 6 overlook
mortgage, let out a room, find a tenant). Encourage them
n
to make a note of these phrases in their notebooks. your
ni
ANSWERS • Ask them to say if they think it will be easier
1 homeowner or harder for young people to buy a house in
ar
2 deposit the future. Encourage them to give reasons for their
3 mortgage answers.
4 repayments
Le
5 let
6 tenant Grammar page 33
3.2 Future forms review
M: Have you decided if you’re going to buy the house?
ic
W: Yes, I’m definitely going ahead. I’ve got enough GRAMMAR GUIDE: future forms
money for a 10% deposit, and I can get a mortgage
from the bank.
h
M: That’s great news! You’ll be a homeowner at last!
Future simple (will)
We use will:
ap
Will the repayments be expensive? • for future predictions based on opinion.
W: Yes, they will. But I’ve decided to let out the second I think our team will win the match.
bedroom, so then I’ll get some rent and that will • for offers, promises, threats or other decisions made
gr
help me with the monthly payments. at the time of speaking.

M: Good idea. Have you found a tenant yet? I’ll help you with your bags.
W: No … I haven’t bought the house yet, remember! If you call him, I won’t speak to you again.
eo
M: Sorry! Well, if you do go ahead and buy it, let me • to describe future facts.
know. My niece is looking for a room to rent and The shops won’t be open tomorrow.
she’d be a wonderful tenant. • to ask someone to do something.
Will you ask the teacher for me?
lG
Building and design

Be going to
3 We use be going to:
• Students do the exercise, then compare their answers in • for near-future predictions based on evidence or
na
pairs. present situations.

• Get feedback. Explain that décor can be pronounced It’s going to rain this afternoon.
either /ˈdeɪkɔː(r)/ or /ˈdekɔː(r)/. • for plans and intentions that are already decided.
We’re going to have dinner together later.
io
FAST FINISHERS: Students use a dictionary to find

definitions for the words they didn’t use (extension and Present simple
loft) and write a sentence using each word (e.g. The loft We use the present simple for timetabled or scheduled
at
in my house is where my parents store old furniture and events in the future.
toys. We’ve built an extension on the back of the house The lesson starts at 11 a.m. tomorrow.
N
so we can have a much bigger kitchen.).

Present continuous
ANSWERS We use the present continuous for definite plans and
©
future arrangements.
1 foundations He’s picking up Ahmed from the airport tomorrow.
2 floor plan, layout
3 conservation, décor • There is often little difference between be going
4 crane to and the future use of the present continuous.
However, when we use the present continuous, we
4 are implying that the plans are more fixed.
• Students complete the text, then compare their answers I can’t meet up. I’m seeing my parents. (= it’s fixed
in pairs. and can’t be changed)
• Get feedback. Ask students to say whether they would
like to live in a place like this and give reasons for their
answers.

46
1 • to say how long a state will have continued at a
• Students complete the rules, then match the sentences.
point of time in the future.
• Students compare their answers in pairs. Get feedback.
Tomorrow, I will have worked here for two years.
EASIER: Before the exercise, compare sentences 1, 2, 3 Future perfect continuous
and 7. Ask Which form is used in each sentence? (1 be We use the future perfect continuous (will + have +
going to 2 the future simple will 3 the present continuous been + -ing form):
7 the present simple) and write them on the board. • to say how long actions will have continued at a
Students match the sentences with the rules in pairs. point in the future.
When I finish school, I will have been studying
EXTENSION: Students write a personalised sentence
English for more than ten years.
using each future tense, then share their sentences with
g
a partner, e.g. I think I’ll pass the grammar test next Time expressions
week. The next series of my favourite programme starts
n
Some common time expressions with the future perfect
on 13 May. simple or continuous are in / by (2030), in a
ni
day’s / week’s / month’s time, by then, next week /
ANSWERS month / year.
1 the future simple (will) In a week’s time, I will have passed my driving test.
ar
2 be going to By 2023, I’ll have been studying my degree for
3 the present simple three years.
4 the present continuous
Le
1e 2a 3g 4d 5c 6b 7f
4
2 • Students do the exercise, then compare their answers in
• Students do the exercise, then compare their answers in pairs. Get feedback.
ic
EASIER: Before the exercise, elicit the forms of the
FAST FINISHERS: Students match the rules in Exercise 1 present perfect (have / has + past participle), present
with the sentences (e.g. 1: a prediction based on
h
evidence; 2: a definite arrangement for the future).
perfect continuous (have / has + been + -ing form) and
present continuous (be + -ing form). Write them on the
ap
ANSWERS board. Elicit what we need to add to change these to the
corresponding future forms (will).
1 You’re going to fall – a prediction based on evidence
gr
2 are starting – a definite future arrangement ANSWERS

3 opens – a future timetabled event
4 will – a fact about the future 1 we‘ll be starting
2 we‘ll have packed
eo
5 I’m going to take – a plan for the future

6 I’ll visit – a promise 3 we‘ll have been driving
7 will be – a prediction about the future 5
lG
3 • Students match the sentences with the rules, then

complete the rules.
• In pairs, students talk about their future plans.
• Get feedback. Find out what the most popular holiday • Students compare their answers in pairs. Get feedback.
plans are.
FAST FINISHERS: Students use the time expressions in
na
sentences 1–3 to write sentences about themselves (e.g.

Future continuous, future perfect and By the end of next week, I will have been working on my
future perfect continuous science project for a month).
io
GRAMMAR GUIDE: future continuous, future perfect ANSWERS

and future perfect continuous
at
1 c – future perfect continuous

Future continuous 2 a – future continuous
We use the future continuous (will + be + -ing form): 3 b – future perfect
N
• for actions that will be in progress at a specific time

in the future. 6 3.3
We’ll be visiting my parents that weekend, so we • Students complete the sentences with the correct form
©
can’t make it to the party. of the verbs, then compare their answers in pairs.
• for future plans and arrangements for continuous • Play the recording for students to check their answers.
actions. Get feedback.
In tomorrow’s meeting, we’ll be talking about the
new project. EXTENSION: In pairs, students discuss these questions:
• What do you think you will be doing this time
Future perfect simple tomorrow?
We use the future perfect (will + have + past participle): • By the time you are 30, what do you think you will
• for actions that will be completed before a specific have done?
time in the future. • By this time next year, how long will you have been
By this time next month, I will have finished my studying English?
degree.

47
ANSWERS ANSWERS
1 ‘ll be working 1 F (he loves reading about it) 2 T 3T
2 Will you have finished
3.4
3 won’t have completed
4 will you have been studying M: I love reading about interior design and looking
at pictures of those beautiful restored houses with
3.3 amazing décor, but I have to admit that actually
A: This time next year I’ll be working for an architecture doing the hard work – building, painting, decorating
company in Tokyo. and so on – it’s not for me.
B: That’s really exciting! Will you have finished your W: Fair enough. Each to their own, I guess. Personally,
studies by then? I love it.
A: No, I won’t. The job is part of my university degree.
g
I won’t have completed my studies until the year 3
n
after next.
B: Wow! How long will you have been studying by then? Exam TIP
ni
A: Seven years! Degrees in architecture take much
longer than most other degrees. Reading the task
• In this task, students listen to three short recordings.
your
ar
Each extract lasts for around 45 seconds, and
• In pairs, students discuss the questions. Get ideas students hear each extract twice before listening to
feedback.
the next.
Le
• Remind students not to choose an option because it
EXTENSION: Students write three questions – one in includes a word they hear. They should listen to the
each tense – to ask about their classmates’ future plans whole conversation as the speaker may change their
and predictions, e.g. In five years’ time, what do you point of view or develop a point.
ic
want to have done? (e.g. passed a driving test, learned
how to play an instrument) Where do you think you will • Students do the exercise, then compare their answers in
be living in five years’ time? How long will you have pairs. Get feedback.
h
been living in your house this time next year? Students SUGGESTED ANSWERS
ap
walk around the room and take turns to ask and answer
1 positive aspect of the work
with at least three different classmates. Get feedback.
A doing renovations professionally
B saving, money
gr
C personal achievement
Listening page 34 2 think, doing the renovations
reading the task; multiple choice with three extracts A prefers, current job
eo
B doesn’t, desire, himself

1 C doesn’t, would like, by himself
pairs. Get feedback. 4 3.5
lG
EXTENSION: Write the following statements on the Exam TASK

board: Multiple choice with three extracts
• It’s better to buy a house that needs to be refurbished
na
• Play the recording. Students complete the Exam Task,

than something you don’t need to do work on.
then check their answers in pairs.
• It’s important for a house to overlook something
• Get feedback. If students have doubts, read the
beautiful.
relevant section from the audioscript.
io
In pairs, students discuss if they agree or disagree with

the statements using the phrases from the exercise (e.g.
ANSWERS
A: You can’t put too high a price on having a nice view.
at
B: I do get what you mean, but …). 1C 2B 3A 4B 5A 6C

3.5
ANSWERS
N
N: You will hear three different extracts. For questions

1c 2a 3e 4d 5b 1–6, choose the answer (A, B or C) which fits best
according to what you hear. There are two questions
2 3.4
©
for each extract.

• Play the recording. Students complete the task, then
Extract One. You hear two friends talking about a
house renovation. Now look at questions 1 and 2.
• Get feedback. Elicit the words or phrases that helped
M: How’s the house renovation going, Tessa?
them with their answers. Elicit the meaning of manual
W: Not too bad, thanks. Of course, it’s turning out to
labour (physical work).
be more expensive than I’d originally planned, but I
EASIER: Before listening, students underline the key guess that’s just inevitable. Even though I’m doing a
words in each statement, then compare their answers lot of the work myself.
in pairs.

48
M: I don’t know how you manage it. After all, your day
job is pretty exhausting, isn’t it? And then to come your
home and start demolishing walls and installing • In pairs, students discuss the questions. ideas
basins … it wouldn’t appeal to me! • Ask them to say what jobs they’re responsible
W: Well, I agree, it’s not exactly relaxing. But on the for at home at the moment.
other hand, I get a real sense of satisfaction from
feeling that I’m doing stuff myself, even though I do
make a lot of mistakes. And I’m learning a lot about Speaking page 35
building. In fact, I reckon I could probably go into living in cities; giving yourself time; discussion
this as a career if I ever got tired of teaching.
M: Really? Do you think you’d actually enjoy renovating 1
other people’s houses, though? It’s not the same as
g
working on your own. • Get feedback. Ask students to explain their answers.
n
W: Yes, that’s a good point. Well, anyway, I just keep
reminding myself that this time next month I’ll have EXTENSION: As a class, brainstorm the things that
ni
finished the kitchen. make somewhere a good place to live (e.g. lots of green
M: And then you can invite me round for dinner! spaces, good public transport, good schools, low crime).
ar
N: Extract Two. You hear two friends talking about a flat 2 3.6
for rent. Now look at questions 3 and 4. • Play the recording. Students complete the sentences,
M: What have you decided about that flat you saw last then compare their ideas in pairs. Get feedback.
Le
weekend?
W: Hmm, I’m still not sure. It was pretty spacious and EASIER: Before the task, give students time to read the
I certainly can’t complain about the rent, but I’m a sentences. In pairs, they predict what type of information
little concerned about the area. is missing from each gap. Play the recording and pause
ic
M: Well, yes, that is important. I mean you really have to after the first conversation to go through the answers
feel safe in the place that you live, especially as you’ll (access, find work, public transport). Play the rest of the
h
sometimes be getting home late in your new job.
W: That’s not actually the problem. It’s more that there’s
recording, pausing after each conversation.
ap
just not a lot going on there. I’m sure it’s the perfect ANSWERS
place for families with young kids – you know, parks, 1 access, find work, public transport
playgrounds, picturesque little cafés, all that sort of 2 police, lighting, poverty
stuff. And that’s fine ... but not for me. I want to be 3 pollution, rules, restoring
gr
somewhere a bit more vibrant, a bit more lively.

3.6
M: I do get what you mean, but I reckon that in the long
run you’d get used to it. It might seem dull to you 1
eo
now, but you can’t put too high a price on a nice E: What are some of the advantages of living in a city?
quiet place when you’re trying to get to sleep on a G: Well, one obvious advantage that I can think of is the
Friday night. access to places like restaurants, theatres, cinemas
lG
N: Now listen again. and other kinds of leisure activities.

N: Extract Three. You hear two people talking about a B: Yes, that’s a good point. Although, that’s not the
new housing development. Now look at questions 5 most important thing from my point of view. For
and 6. me, the key advantage is that it’s often easier to find
na
W: Have you seen the plans for the new housing work in cities.
development by the canal? G: That’s true. And, of course, public transport is usually
M: Yes, I have. I think it’s a really positive move. I mean, better than it is in rural areas.
io
the developers are going to include lots of green 2

spaces and I like the design of the houses. E: How can we make our cities safe places to live?
W: Hmm. Well, I can’t say I agree. The thing is, we G: Hmm, that’s a difficult question. I definitely think we
at
already struggle around here with not enough should have more police on the streets. What do
schools, and massive amounts of traffic on the roads. you think?
Adding another two hundred houses is just going to
N
B: I’m not so sure about that. But I do think that it

make things so much worse. would help if street lighting were improved. The
M: But you have to bear in mind that people need other thing to consider is that crime is often linked to
places to live! Sure, it would be great to have fewer
©
poverty.
cars on the roads and small class sizes, but we can’t G: Yes, I hadn’t thought about that. So what you’re
just think about ourselves. Sometimes we need to saying is, that if we try to support people who really
make sacrifices for the benefit of society. And there’s need help in our cities, we can also make the streets
a real problem with homelessness in this area … I safer?
think this development could help. B: Exactly.
W: Seriously? Have you seen the prices?
M: I know some of the properties are expensive, but
30% of the housing in that development is social
housing aimed at the poorest in the community.

49
3 where you live, but you can’t change where it is.
E: What improvements would you like to make to your Don’t you agree, Hugo?
nearest big town or city? H: Let me think about that. So, are you trying to say
G: Well, personally, a big issue for me is pollution in that you think location is even more important than
my city. There’s a lot of traffic, so I would like to the size of the place where you might live?
see stricter rules about driving cars and vans in the A: Yes, that’s right.
centre. H: Hmm, well, I’m not sure I agree. For me, I’d really
B: Yes, and also we’d need to improve public transport, prefer to live somewhere quite spacious. I can’t bear
so that people have an alternative. Also, there are being in small spaces.
some very beautiful buildings in our city, but some of
them are quite dirty or they need repairs. So, I think 4
we should spend some money on restoring them.
g
G: That’s a really good idea. Because, then, more MEDIATION SKILLS
n
tourists might visit and that would actually bring • Encouraging discussion of concepts is mediation.
more money into the city. • In this exercise, students discuss an exam-type question
ni
using the suggestions supplied. As they listen to their
3 3.7
partner, they should build on what their partner says
• Go through the Exam Tip. and ask questions to encourage their partner to clarify
ar
their opinions, give reasons for their answers or expand
Exam TIP on their view. Elicit some ideas for phrases students
Giving yourself time can use from the Useful Language box and from the
Le
• In this part of the exam, the examiner will ask recording, e.g. Why do you think that? Could you give
questions directed at both candidates. They should an example? Can you explain that a bit more? Are you
give their opinion and encourage their partner to trying to say that … ; What did you mean when you
express their point of view. said … .
ic
• Ask students how they feel when they are asked • Pairwork discussion and Your ideas tasks can be used
questions in an exam-type interview. Explain that it’s throughout the course to practise this mediation skill
further.
h
normal to feel nervous and that it’s useful to practise
strategies for dealing with this and gaining time while
• In pairs, students discuss the question. Get feedback.
ap
they think about what they’re going to say. They can
ask the examiner to repeat the question, or ask for 5 3.8
clarification of a question. They can also use filler • Play the recording. Students complete the questions,
words or expressions, or start by saying the question
gr
then compare their answers in pairs. Get feedback.

themselves, e.g. Hmm … what’s the most important
thing to think about when choosing a place to live? ANSWERS
Well, for me … Students read the Useful Language 1 renting, owning
eo
box for other ideas. 2 live on your own, share a house

• Students should discuss their ideas with their partner 3 know someone well
until the examiner stops them. If they run out of 4 safe, clean housing
lG
things to say, they can ask their partner if they have

any other opinions, e.g. So do you agree? Is there 3.8
anything else? 1 Which is preferable – renting a house or owning a

house? Why?
na
• Play the recording. Students do the exercise. Get 2 Would you prefer to live on your own or to share a
feedback. house with other people? Why?
3 Do you think it’s important to know someone well
FAST FINISHERS: Students make a note of the phrases before you share a house with them? Why? / Why
io
from the Useful Language box they’d like to remember not?

for their speaking exam. 4 Do you think it’s likely that in the future everyone in
at
the world will have safe, clean housing?

ANSWERS
That’s an interesting question; Let me think about that; 6
N
So, are you trying to say that …

Both students give quite well-developed answers
Exam TASK
despite initial difficulties. Discussion
©
3.7
• In pairs, students complete the Exam Task and discuss
the questions in Exercise 5. Remind them to use
E: Anna, what is the most important factor when you’re
phrases from the Useful Language box if they need
thinking about a place to live.
time to think.
A: Sorry, could you repeat that, please?
• Encourage them to ask questions to elicit their
E: Yes, of course. What is the most important factor partner’s point of view.
when you’re thinking about a place to live? • Get feedback.
A: Oh, um, well, that’s an interesting question. I think
the location is really important. I mean, you can do
a lot of things to change the interior of the place

50
your
3
• In pairs, students discuss the questions. ideas • Students choose the correct options, then compare their
• Ask them to say what they would find difficult answers in pairs. Get feedback.
about sharing a house with friends, and what
EXTENSION: In pairs, students write a response to the
they would find enjoyable.
email, using as many future time expressions as they
can but omitting a word from each time expression (e.g.
I’m so happy to hear you’re moving into your new flat.
Grammar page 36 You’re ___ to love living in that neighbourhood as there’s
future time expressions always so much going on. I’m due ___ move out soon
too). Pairs give their email to another pair to complete.
g
GRAMMAR GUIDE: future time expressions
ANSWERS
We can use a number of time expressions with be to
n
refer to the future even if we’re talking about the past. 1 about
• We use be bound to + infinitive to talk about a 2 due
ni
future event which we are sure will happen. 3 on the point
The blue team is bound to win. They have all the 4 on the verge of
ar
best players.
• We use be due to + infinitive to talk about
4
scheduled events in the future.
Le
The show is due to start at 7.30 p.m.
• We use be on the point of + -ing form or be on the EASIER: Do the first item with the class (is bound to be
verge of + -ing form to describe events that are really angry). Students do the remaining items in pairs.
going to happen very soon.
ic
The company was on the verge of closing. ANSWERS
She was on the point of leaving her job when she
1 ‘s bound to be really angry
was offered the promotion.
h
• We use be to + infinitive to talk about future formal
obligations or to give formal instructions.
2
3
on the verge of going out
is to make a decision
ap
The students are to put their pens down as soon as 4 is due to call me tomorrow at midday
the bell rings for the end of the exam. 5 ‘re to go ahead once these floor plans are approved.
You are to meet with our clients in the meeting 6 was on the point of buying some new curtains when I
found this material.
gr
room at 9.30.
1 Use your English page 37

eo
• Students complete the rules, then compare their answers Idioms

in pairs. Get feedback.
1
lG
EASIER: Choose a student to read the first sentence • Elicit the topic of the idioms (house / home).
aloud. Ask When does the phrase in bold refer to: past, • Students complete the sentences, then compare their
present or future? (future) Has the other person seen the answers in pairs. Get feedback.
colour for the walls? (not yet) Does the speaker think the
na
other person will like the colour? (yes). Match be bound FAST FINISHERS: Students write personalised
to with the correct rule as a class (d). Students work in sentences using the idioms (e.g. When my friends come
pairs to complete the remaining items. over to my house, they always make themselves at home
io
and help themselves to snacks and drinks.).

ANSWERS
a be on the point of / be on the verge of
at
• Do you make yourself at home when you visit a

b be to friend’s house?
c be due to • Is there anyone you get on with like a house on fire?
N
d be bound to • Where have you visited that felt like a home from
home?
2
©
• Students match the sentences, then compare their

ANSWERS
1 on the house
FAST FINISHERS: Students complete the following 2 make yourself at home
prompts so they are true for them: 3 get on like a house on fire
• My friends are bound to … 4 close to home
• I’m on the verge of … 5 home from home
• Some students in the class are due to …
ANSWERS
1c 2a 3e 4b 5d

51
Expressions with put Writing pages 38–39
2 accommodation; structure and style in a report;
• Students do the exercise, then compare their answers in thinking about your reader; writing a report
EXTENSION: In pairs, students discuss synonyms or Learning FOCUS

definitions for the phrases in the exercise and make a
Structure and style in a report
note in their notebooks.
Possible answers: • Some exams include a report option in the writing
1 make (an offer) section.
2 make a house available for purchase • The task will outline what information the report
g
3 save money should give. The different points in the task should
4 construct be covered in different paragraphs, for example:
n
Paragraph 1 – describe the situation, 2 – explain the
5 object to something
problems, 3 – make recommendations.
6 postpone
ni
• Ask What is the purpose of a report? (to inform, to
7 give your attention to something
state facts, to describe problems and offer solutions)
8 live with something unpleasant
How is a report different to other genres of writing?
ar
(It needs to be objective and not personal. It has
ANSWERS
a practical purpose and is directed at somebody
1 in 4 up 7 to specific.)
Le
2 on 5 down 8 up • Ask Do you think a report is formal or informal?
3 aside 6 off (formal) What type of language or structures should
you not use in a formal report? (contractions, idioms,
3 colloquial language).
ic
• Go through the Exam Tip. • Students should give their report a main heading,
and each paragraph should have a separate heading
Exam TIP
Filling every gap h to explain the purpose of each section.
ap
• Explain that in this exam task, there is a short text with 1
eight gaps and no answer options. • Students read the task and report. They do the two parts
• If students are not sure about what answer to put for a of the exercise, then compare their answers in pairs.
gr
particular gap, they can skip it and go back to it later. • Get feedback. Elicit the meaning of dormitory (a large
At the end, if they are still not sure, they should write room with many beds).
in a guess.
eo
• Remind students to use any time at the end to read EASIER: Students work in pairs to organise the report
through the completed text, check their answers and and mark each new paragraph. Get feedback on
make any final changes. this stage first before they then go on to match the
headings.
lG
Exam TASK EXTENSION: In pairs, students discuss if they would like

Open cloze to stay at the youth hostel from the report. Encourage
• Students complete the Exam Task, then compare their them to give reasons for their opinions.
na
answers in pairs.
• Get feedback. ANSWERS
Introduction: The main purpose ...
io
EXTENSION: In pairs, students discuss which words My stay: I stayed at the …

before and after the gaps helped them with their Description of facilities: The youth hostel has got …
answers. Evaluation of facilities: Our dormitory was spacious …
at
Recommendations: In my opinion, the hostel …

ANSWERS 2
N
1 be 4 on 7 themselves • In pairs, students look at the second example task and

2 up 5 be 8 add / give discuss the questions. Get feedback.
3 times 6 if
©
ANSWERS
TEACHING TIP: New expressions often come up 1 a charity
when students are completing open cloze tasks. In 2 describe your work and accommodation, explain any
the feedback stage, it is a good idea to write these problems, suggest improvements
expressions on the board and encourage students to 3 suggest any future improvements
practise them. For example, elicit one or two example
sentences for (six) times the speed of … .

52
3 6
• Students read the report, then write headings for each • Students read through the checklist and tick the things
paragraph. they did.
• Students compare their answers in pairs. Get feedback. • In pairs, students discuss their checklist then make any
necessary changes to their report.
EASIER: Students read the text and, in pairs, discuss
what each paragraph is about. Then, they come up with EXTENSION: Pairs read each other’s reports and tick the
a title for each paragraph and compare their ideas with things their partner has included, using the Reflection
another pair. Checklist.
EXTENSION: In pairs, students read the reports

in Exercises 1 and 3 and underline the phrases for
Live well, study well
g
page 40
introducing a report and making recommendations. They
then read the Useful Language and tick the phrases they finding your identity, acceptance of yourself and
n
found in the reports. Students discuss which phrases others
ni
they think are very formal and less formal.
Useful vocabulary
SUGGESTED ANSWERS
ar
count someone as (phr): to see someone in a particular
1 Introduction
way
2 The building project
identity (n): the things that make a person different to
3 The accommodation
Le
other people
4 Problems
look up to (phr): to respect or admire
5 Recommendations
tradition (n): a belief or way of acting that people,
4 families or groups have followed for a long time
ic
• Go through the Exam Tip. principle (n): a rule or idea that has an influence on how
something is done
Exam TIP values (n): the beliefs that influence the behaviour and
Thinking about your reader h way of life of a group or community
ap
• Students should spend around five minutes planning
what to include in each paragraph before they start. 1
It is important that they take into account who their • In pairs, students discuss the questions.
gr
report is aimed at during the planning stage.

• Explain that they always need to give appropriate
recommendations or suggestions at the end of their 2
• Choose students to read parts of the text aloud.
eo
report. Elicit phrases for making formal suggestions,

e.g. I’d recommend … , Perhaps you could Students think about their answer to the question, then
consider … , It may be useful / a good idea to … , compare their ideas with a partner.
You may want to think about … Students read the • Get feedback. Ask Did you and your partner have the
lG
Useful Language box for more ideas. same ideas? Are the four ideas a helpful way to think
about what makes you ‘you’?
• Students do the exercise. Get feedback.
EXTENSION: Students add any other things they think
make up their identity.
na
FAST FINISHERS: Students make a note of headings

they could use for their paragraphs.
3
ANSWERS • In pairs, students discuss the questions.
io
describe accommodation, explain problems, suggest • Get feedback. Ask Do you do different activities with
improvements your different groups of friends?
at
5 4
• Go through the Mind your Mind information.
Exam TASK
N
• Students discuss the question in pairs. Get feedback.

Writing a report EXTENSION: In pairs, students discuss these questions:
• Students complete the Exam Task. Remind them to • What activities make you feel good?
©
use the Useful Language. • Do you have any friends that you’re different to, but
• Students exchange their report with a partner, then get on very well with?
discuss if they made any similar suggestions or • What piece of advice would you give someone who
recommendations. feels pressured into being a certain way?
• Get feedback. Ask What problems did your partner
talk about? What suggestions did they make?

53
5
• In pairs, students discuss the questions. Get feedback.
Review page 151
ANSWERS: VOCABULARY
your
projec
t 1
choose a project. Project 1 is pairwork and 1d 2e 3f 4c 5g 6a 7b
involves finding a list of common interests
with a classmate, while Project 2 is individual 2
work and involves making a spider diagram of their 1 overlooks 4 spacious
own identity. 2 renovated 5 ensuite
Project 1 3 furnished 6 vacant
• Individually, students brainstorm a list of their hobbies
g
and interests. 3
• In pairs, students compare their lists and identify the 1c 2a 3f 4b 5e 6d
n
hobbies or interests that are the same. Then tell them ANSWERS: GRAMMAR
ni
to underline the ones that are different. Encourage
them to explain why they like each activity and give
details on each one.
4
1 are you doing 5 is
ar
• Students prepare a poster to show their similarities
2 I’ll stay 6 I‘ll help
and differences. They should illustrate their ideas with
3 it’s going to be 7 you‘ll
images and text. The poster could include ideas for
Le
4 I‘m going to
why it’s important to be yourself and not try to be the
same as everyone else. 5
• In the next lesson, ask pairs to share their posters with 1 will be packing
the class. 2 will have finished packing
ic
Project 2 3 will be watching
• Students work individually to think about their sense 4 will have left, will be driving
of self, and draw a spider diagram to illustrate what
makes them who they are.
h
• Encourage them to make notes on the topics in the
5 will have been unpacking
6
ap
text in Exercise 2 as well as their culture, traditions 1 point 4 to
and any other important things about themselves, 2 about 5 bound
before creating their diagram. 3 due
gr
• Tell them to add any extra details about each point

they mention (e.g. what they enjoy doing with their
friends, something their family often does together,
eo
when they do their hobbies).

• Students do not have to share their diagrams with
the class, though you may wish to check they have
produced something.
lG
na
io
at
N
©

54
4xIt fitsxxxxxx
like a glove
Reading: identifying opinion; matching
page 41
Grammar: reporting with passives; causatives

four prompts to texts Use your clothing idioms; compound nouns
Vocabulary: clothes; clothes shopping English: and collocations; prepositions;
Grammar: the passive keeping the same meaning;
sentence transformation
Listening: listening to a long text; multiple
choice with one interview Writing: fashion; structuring a for and against
g
essay; writing a for and against
Speaking: fashion; comparing; photo
essay; checking your work
n
comparison
Video: Earthships
ni
Unit Opener 2 4.1
ar
page 41
• Check understanding of art critic (a person that writes or
In the photo gives reviews of art).
Le
A woman is wearing a dramatic red and purple outfit
made of various recycled materials, created by the discuss their ideas in pairs. Get feedback.
designer Kang Yen-ling. He uses environmentally-friendly EXTENSION: Individually, students answer these
material in his designs and the model is sitting in front questions, then compare their answers with a partner.
ic
of a wall made of recycled glass bottles. This design was • What was Frida Kahlo inspired by?
part of a fashion show in Taipei City. • What did she often wear?
• What do people believe about what she wore?
1
• Students discuss the questions in pairs.
h • What types of paintings did she often do?
ap
• Get feedback. Elicit the meaning of material (cloth or 4.1
fabric, or in general something you make things from) The Mexican artist, Frida Kahlo, was born in 1907.
and creation (something that has been created / made). She was inspired by her heritage and wore her own
gr
FAST FINISHERS: Students note down what items they interpretation of traditional Mexican clothes, with long,
think might make up her dress, (e.g. a mask, old curtains, brightly-coloured skirts, patterned blouses and heavy
jewellery. She also often wore flowers or ribbons in her
eo
other people’s clothes, feathers).

hair. Some people believe that she wore these bright
colours and long skirts to hide her disability and to
2 focus people’s attention on her head and shoulders. She
lG
• In pairs, students discuss the question. Get feedback. created one hundred and forty-three paintings, fifty-five
EASIER: Before the exercise, brainstorm items of of which are self-portraits. Her self-portraits show her
clothing you might wear on each occasion and write distinctive sense of fashion but also use various objects
them on the board, e.g. a suit, a tie, a jumper, trousers, and symbols to represent her pain.
na
a dress. 3
• Show the photo and text on page 43. Students say what
EXTENSION: In pairs, students discuss and describe any
they see (colourful outfits on display in a glass case with
io
traditional clothes from their country or other countries

someone walking past).
they know about. Encourage them to show pictures if
possible. Get feedback.
at

ANSWERS
Reading
N
pages 42–43 1a 2b 3b 4a
identifying opinion; matching four prompts to texts 4
• Students discuss the questions in pairs. Get feedback.
©
1
• Show the photo. In pairs, students talk about the photo EXTENSION: In small groups, students discuss other
and discuss the questions. Get feedback. people who have become more famous after their death.
EASIER: Discuss the first question as a class. Then, show
some images of Frida Kahlo’s paintings.
EXTENSION: Ask Do you think fashion is related to art?

In what ways?

55
5
Vocabulary page 44
Clothes
Exam TIP
1
Identifying opinion • As a class, brainstorm different items of clothing and
• Before students read the text, they should read the accessories that students are wearing today.
statements, underline key words and think about what • Students complete the definitions, then compare their
the question is asking. In question 1, for example, answers in pairs.
they need to find a reviewer with a similar point of • Get feedback. Model the pronunciation of ribbon
view to reviewer A, on the point that the possessions /ˈrɪbən/, cuff /kʌf/ and lining /ˈlaɪnɪŋ/.
had more importance in the exhibition than the art.
g
They should think of clues they might find in the text, EXTRA ACTIVITY: To reinforce the language, draw a
e.g. words or phrases such as more / less important, simple outline of a jacket. Label the collar, cuffs, hood,
n
secondary, take first / second place. lining and zip with the letters a–e. In pairs, students
• Once they have read the statements, they can look at match the words with the parts of the jacket.
ni
one question at a time and find the paragraph which
matches the idea. If they think there is more than one FAST FINISHERS: Students write sentences about what
they are wearing using the words (e.g. My jacket has a
ar
possible answer, encourage them to make a note next
to the paragraph. Remind them that each paragraph black collar and cuffs. It has a silver zip, a black hood,
can be chosen more than once. and lining which is made of cotton.).
Le
• Students do the exercise, then compare their answers in ANSWERS
pairs. Get feedback. 1 collar 5 lining
word focus 2 zip 6 ribbon
ic
• In pairs, students work out the meaning of the words in 3 hood 7 buckle
bold, then use a dictionary to check their ideas. 4 cuff
• Get feedback. Ask some students how many words they 2
h
worked out correctly, and which other words helped • Students do the exercise, then compare their answers in
ap
them do this. pairs.
6 4.2 • Get feedback. Model the pronunciation of the words,
heel /hiːl/, bead, /biːd/, bow /bəʊ/, ragged /ˈræɡɪd/ and
Exam TASK
gr
loose /luːs/.
Matching four prompts to texts EASIER: Do the first item as a class (catwalk – d).
• Students complete the Exam Task, then compare their Students complete the remaining items in pairs.
eo
answers in pairs.
• Play the recording for students to listen and read and EXTENSION: For homework, students use a dictionary
check their answers. Get feedback. to note down the meanings of the words.
lG
ANSWERS
FAST FINISHERS: Students decide if they would like
to go to this exhibition or not and the reasons for their 1 catwalk – d
answer. Get feedback. 2 vest – b
na
3 waterproof – a
TEACHING TIP: When going over the answers to 4 ragged – c
matching tasks, it is often easier to go through the
Clothes shopping
io
sections in order rather than going through the

questions in order. For example, ask Which statements
match Reviewer A? rather than What is the answer for 3
at
number 1? Going over the answers in this way makes it • Students choose the correct options, then compare their
easier to correct students’ mistakes. answers in pairs. Get feedback.
N

ANSWERS • Do you always keep the receipt when you buy things?
1C 2B 3C 4A Why is it important?
©
4.2 • Have you ever bid on anything online?

As reading text on page 43. • How often do you browse for clothes online?
your ANSWERS
• In pairs, students discuss the questions. ideas 1 exchange 5 loyalty card
• Ask them to do a quick illustration of their 2 price tag 6 checkout
own self-portrait by drawing on a piece of 3 purchase 7 bids
paper. 4 refund 8 browsing
• Students present their ideas in small groups and
describe the objects they would include.

56
4 1
• Students discuss the questions in pairs. Get feedback. • Choose a student to read out the first sentence and elicit
the rules on how to form the passive.
5 4.3
• Students complete the exercise, then check their
• Play the recording. Students do the exercise, then answers in pairs. Get feedback.
• Get feedback. Check understanding of purchase from ANSWERS
the recording (something that you buy). 1b 2a 3d 4c
EASIER: Before listening, write the answers in a random 2
order around the board. Explain these are the words • Students choose the correct options, then compare their
students need to use. answers in pairs. Get feedback.
g
ANSWERS EXTENSION: Students correct the errors in the following
n
1 zip 3 plain 5 loyalty card sentences:
2 lining 4 refund 6 discount 1 Tickets to Frida Kahlo’s exhibition can being found
ni
online. (can be found)
4.3 2 I remember be taught how to design clothes.
ar
A: Hello, can I help you? (remember being taught)
B: Oh, hi, yes. I bought this jacket yesterday, but the 3 Most of my friends hate to buy second-hand clothes.
zip has already broken, and there’s also a hole here, (hate buying)
Le
look, in the lining. 4 My sister is excited about be taken to a real fashion
A: Oh dear, yes, I can see that. Well, would you like to show. (about being taken)
exchange it? We have some other jackets here …
B: No, thanks – they’re not really my style. A bit too ANSWERS
ic
plain. I’d like a refund, please. a formal
A: Yes, of course. How did you pay – cash or card? b infinitive
B: I used my debit card. c to + the infinitive
h
A: No problem. Well, if you’d like to come to the
checkout, I’ll process that for you now. Can I interest
d -ing
ap
e to + infinitive
you in our loyalty card? For every £50 you spend,
you get a 10% discount on your next purchase. 3
B: Not right now, thanks. • Students do the exercise, then compare their answers in
gr
pairs.
• Get feedback. Elicit the meaning of invoice (a document
Grammar page 45 giving details of something that must be paid for) and
eo
the passive stock (products available to buy).
GRAMMAR GUIDE: the passive EASIER: Do the first item with the class. Then, in pairs,
students identify the verb in each sentence they need
lG
We use the passive in formal situations:

to change to the passive. They complete the exercise in
• when the person doing the action is unknown or
pairs.
unimportant.
£5,000 has been stolen.
ANSWERS
na
• to be more impersonal and objective, particularly in

academic writing. 1 will be sent to you tomorrow
The results of this research have been discussed in 2 is being mended at the moment
several papers. 3 being taught how to knit by his grandmother
io
• to emphasise the action or the object rather than 4 to be promoted soon

the agent. 5 might have been designed by her uncle
6 were being sold at the market yesterday
at
The house was built by my grandfather.

7 must be sold off
We use the passive with certain verbs and expressions,
8 being forced to wear smart clothes at work
and with modal verbs. Depending on the verb, it may
N
be necessary to use a passive -ing form, infinitive or 4

to + infinitive. • Students complete the text, then compare their answers
My boss likes being kept updated. in pairs. Get feedback.
©
We’ve asked to be informed as soon as possible.

Crimes can be reported by calling this number. EASIER: Do the first two items as a class (1 are being
With some verbs we use to + infinitive + object. This produced 2 will be sold). Students do the remaining
structure is usually used with reporting verbs such as items in pairs.
advise, agree, ask, encourage, expect, invite, order,
FAST FINISHERS: Students write sentences about the
persuade, promise, remind, say, tell. It is also used with
photo using the passive voice, e.g. A hat is being sewn
see, hear, make and believe.
(by a man). The hat is made of recycled plastic.
She was made to wear a coat.
He was advised to finish the essay.

57
MEDIATION SKILLS
2
• In pairs, students discuss the meanings of the words in
• Processing text in speech and summarising the main bold.
points of a text is mediation. • Get feedback. Elicit the meaning of ethical (following
• In this extension activity, students summarise the main principles of right and wrong) and justified (done with a
points of the text. They can make notes about the most good reason).
important details to help them explain the information
in their own words to a partner. Encourage them to 3 4.4
give examples from their own experience to help • Play the recording. Students do the exercise, then
explain the main points. compare their answers in pairs. Get feedback.
• Students can be given further practice of this skill by
asking them to explain arguments, opinions or points of EXTENSION: In pairs, students discuss a time:
g
view expressed in written texts or in spoken recordings. • they were convinced by someone or something.
• they were proud of something they’d done or
n
EXTENSION: In pairs, students summarise, in their achieved.
• they defended somebody or something.
ni
own words, the main arguments the writer makes about
the impact of fashion on the environment and what • they denied something they were accused of.
environmental groups or designers are doing to improve
ar
the situation. Get feedback. ANSWERS
1a 2b 3a
ANSWERS
Le
4.4
1 are being produced
A: Although I was really thrilled to get a job in the
2 will be sold
fashion industry, I couldn’t help worrying that I was
3 to be offered
encouraging people to buy more unnecessary clothes.
4 have been made / are made
ic
B: Now, looking back on it, I realise that I probably
5 may not be valued
could have made some better choices in those first few
6 could be thrown away
months.
7 being worn / having been worn
8 are mended h C: I know that my designs aren’t the cheapest around,
but I would argue that high standards are always worth
ap
9 is wasted
paying a little extra for.
10 can be recycled
your 4
gr
• In pairs, students discuss the question. ideas • Go through the Exam Tip.
• Get feedback. Ask Do you often keep the
clothes you buy for long periods of time? What
Exam TIP
eo
do you do with old clothes you don’t wear anymore? Listening to a long text
• In this task, students listen to an interview.
• The task has six questions. The questions are in the
Listening
lG
page 46 same order as the recording. Usually, each question

corresponds to one of the questions that is asked by
listening to a long text; multiple choice with one the interviewer.
interview • Before listening, students have one minute to read
na
1 the questions and underline any key words.

• Students discuss the question in pairs. Get feedback.
• Students underline the key words in the questions. Get
EASIER: Ask students to think back to the previous feedback.
io
lesson. Ask Is fast fashion good for the environment 5 4.5

or not? (not). Does that mean it’s sustainable or
at
unsustainable? (unsustainable) How could fashion be Exam TASK

more sustainable? (e.g. donating or recycling unwanted
clothes, using second-hand clothes and materials, Multiple choice with one interview
N
repairing clothing rather than throwing it away). • Play the recording. Students complete the Exam Task.
• Get feedback.
EXTENSION: As a class, brainstorm the negative effects
©
of fast fashion, (e.g. we use more clothing than we need

and throw clothes away quickly; workers are often low
paid, sometimes with poor working conditions).
SUGGESTED ANSWER
Sustainable fashion refers to clothing that has been
designed, made and distributed in ways which are
environmentally-friendly.

58
hours with very few breaks. And so much material
FAST FINISHERS: Give students a copy of the
was being wasted as well.
audioscript and tell them to make a note of any new
I: So what did you do after that?
vocabulary, (e.g. sustainability, artisans, craftsmanship).
L: The first thing was that I started thinking about
Encourage them to use the context of the sentence to
how all the wasted fabric could be used to make
work out the meaning, then check their definitions in a
clothes, rather than being thrown away. And I
dictionary.
also talked to the factory workers about how their
EXTENSION: In pairs, students discuss their answers working conditions could be improved. I went back
and the reasons for their choices. to the company I was working for and made some
suggestions about how we could make changes.
ANSWERS I: And what was their response?
L: At first, they really weren’t interested. They were
g
1C 2A 3D 4A 5B 6C
very focused on their profit margin – they wanted
n
4.5 to produce clothes as cheaply as possible and then
N: You will hear an interview in which two fashion sell them quickly to make a profit. But I persuaded
ni
designers, Antonio and Li Na, are talking about their them that there was a market for more sustainable
careers. For questions 1–6, choose the answer (A, B, clothes which had been produced in factories with
C or D) which fits best according to what you hear. better working conditions. So now I have my own
ar
I: I have in the studio with me today two fashion fashion line with this company and all the clothes
designers who have made a real difference to the that we make are produced with the offcuts from the
manufacturing process.
Le
way that we think about sustainability and fast
fashion – Antonio Santos and Li Na Chen. Antonio – I: So the offcuts – those are the pieces of material that
can we start with you – what first got you interested are usually thrown away when clothes are being
in sustainable fashion? made?
A: Well, I’ve always loved fashion – since I was a really L: Exactly. And we also visit the factories much more
ic
young boy, and so I knew that I wanted to study frequently to check on the working conditions and
fashion at university. I loved the course, but I didn’t make sure that the people there are working in a
h
really have a sense of direction. I suppose I hadn’t
yet discovered my style. Then, when I graduated,
safe environment.
I: Very interesting. So, we just have time for one final
ap
I spent some time with a co-operative in São question for you both – what next? What are your
Paulo. The designers there were working alongside hopes for the future of fashion? Antonio?
local artisans to produce jewellery and interior A: Well, I’m hoping that people will start buying local.
Think about where your clothes come from. If they
gr
design products. It was really wonderful to see this

traditional craftsmanship being used in the designs have to be transported halfway across the world to
and to know that the workers were being paid fairly reach your wardrobe, that’s incredibly bad for the
environment. Support your local industries and small
eo
for their work. I became passionate about using local

craft workers and incorporating traditional art in my independent businesses.
own fashion pieces. L: Well, I can see your point, but I would also say that
I: So … what happened next? some countries really depend on the fashion industry
lG
A: Good question! Well, first of all, I spent about six for their economy, and to provide jobs for people.
months travelling around Brazil doing research: So, I would say that in my vision of the future, people
meeting with artisans all around the country, talking will just think a bit harder about how their clothes are
to them, finding out how they worked, looking at the made and the impact on the planet. What materials
na
materials they used and so on. But, you know, I also have been used in the production of these clothes?
needed to make a living! So during this time, I wrote I want people to take some time when they choose
a very successful blog and I began to build a social a new item of clothing. Make sure it’s something that
io
media profile. That helped fund my travels, and it you really love, and that it’s well made.
also started to build interest in my brand. I: That’s great – a lot of things to think about there.
I: And then you put on your first show … Thank you so much, Antonio Santos and Li Na Chen.
at
A: Yes, my first show in Rio de Janeiro, with clothes And now, let’s move on to …
made from eco-friendly silk and cotton and N: Now listen again.
N
decorated with hand-sewn beads, using traditional

TEACHING TIP: The audioscript can be used in many
methods. And it was a big success!
different ways. You can use it to support students by
I: I’m going to turn to Li Na now, because your story is
allowing them to read and listen to the recording at the
©
quite different, isn’t it?

same time. You can also give it to students after they’ve
L: Oh yes. I started off working for a big company as a
listened for them to check their answers, find new words
clothes designer. I was designing clothes that were
or phrases, answer further comprehension questions
mass produced and sent out to some of the most
or identify grammar in context. You could also use it
popular high-street shops around the world. It was
to practise pronunciation by choosing new words or
hard work – fast and fun, but ultimately it didn’t
phrases for students to repeat.
mean much. I went to visit one of the factories where
some of my designs were being produced and I
was really shocked at the conditions there for the
workers. They were badly paid and worked long

59
Speaking page 47
4.6
In both photos, it looks as if the people are making
fashion; comparing; photo comparison clothes, but while in the first photo there are a lot of
people and they’re in a factory, in the second photo
1 there is just one person. From her surroundings, I would
• Ask How confident would you feel in a speaking exam if
the topic was clothes and fashion? What sorts of things guess that she’s working from home, or maybe she works
might you be asked to talk about? in a small shop.
• In pairs, students discuss the questions. Get feedback. In the first photo, I imagine that the people work here
full-time and they might have to do the same task again
2 and again, so it could be very repetitive. The people
• Students choose the options, then compare their ideas may feel pleased that they have a good job, but I should
g
in pairs. think that they must also feel quite bored if they have
• Get feedback. Do not confirm answers at this point. to make the same thing every day. In the second photo
n
Elicit any other points students would make about the you can see some beautiful fabrics behind the woman.
pictures. It looks like a more creative kind of job, and perhaps
ni
she makes clothes for individual clients. So, I think she
EASIER: Before the task, brainstorm things students can probably feels more satisfied in her work than the people
see in the photos and write any vocabulary on the board in the factory, although she probably doesn’t get a
ar
(e.g. factory, sewing machine, material, factory worker). weekly wage if she’s self-employed.
The other important difference is that the first photo
ANSWERS
Le
shows lots of people working together, so they would be
1 it looks as if able to talk to each other and it might be quite sociable.
2 While The woman in the second photo is on her own, so it
3 may, I should think, must might be quite lonely.
4 I would guess
4
ic
4.7
5 probably
3 4.6 Exam TASK

h
• Play the recording for students to check their answers to Photo comparison
ap
Exercise 2. • Go through the Useful Language box.
• Go through the Exam Tip. • Put students into A / B pairs. Play the recording.
Students then turn to page 181 and take turns to
Exam TIP
gr
choose two photos and talk about them. Remind

them to focus on comparing the photos and to
Comparing answer the follow-up question.
eo
• In this task, students compare two photos. Students • Encourage students to take notes while their partner
sometimes begin their answer with In the first picture is speaking. After each round, ask What did your
I can see … but in the second picture I can see … partner do well? Do you have any advice for your
However this is not the most efficient way to organise partner?
lG
their response. It is better to begin by saying Both

photos are very similar because … or The two photos 4.7
both show … These phrases are useful because they
I’m going to give you three pictures. I’d like you to talk
set the students up to make a comparison.
na
about two of them on your own for about a minute. Here

• Students should then answer the question they are
are your pictures. They show people buying clothes.
asked, which often requires them to make predictions
and speculations about the photos. They should make I’d like you to compare two of the pictures and say why
it clear using phrases for speculation. Elicit ideas, e.g. people might choose to buy clothes in this way, and
io
It looks as though, possibly / potentially. what the disadvantages may be for them.
• Students should speak until the examiner stops them.
TEACHING TIP: By asking a slightly different question,
at
If they run out of things to say about the question

the same photos can be used multiple times. This gives
they’ve been asked, they could make a general point
students additional practice and also prevents the
about the content or give a personal response related
N
tasks from becoming repetitive. Use these additional

to the question, e.g. The photo shows how difficult it
questions for the photos in this lesson.
would be to make clothes in an environment such as
this. I wouldn’t like to work in a factory because … What might be the advantages and disadvantages of
©
working in these ways?

• Play the recording again. Students discuss the question What do you think would be most interesting about
in pairs. Get feedback. this job?
ANSWER
your
Yes, the student compares the two photos, talks about • In pairs, students discuss the questions. ideas
the similarities and differences, and speculates about • Then ask Do you know how to mend or fix
what might be happening, using clear language for anything else? What?
speculating.

60
ANSWERS
EXTENSION: Write the following pairs of alternatives
on the board. In pairs, students discuss which one they 1 is thought that Christian Dior was one of the greatest
usually do and explain the reasons for their choices. designers
• mending your clothes vs buying new clothes 2 was claimed that the clothes were
• wearing something different every day vs often 3 is expected that the store will be
wearing the same things 4 is said that he has bought more than a hundred pairs
• shopping online vs shopping in a physical shop of trainers
5 was believed that sustainable fashion would become
Grammar page 48 GRAMMAR GUIDE: personal passive

We can also use a personal passive structure to express
Reporting with passives
g
a generalised opinion. The subject of the reported
clause (e.g. the criminal) becomes the subject of the
n
GRAMMAR GUIDE: reporting with passives passive sentence.
We can report what people in general are saying or People believe the criminal has escaped.
ni
thinking using a passive reporting verb. This is more The criminal is believed to have escaped.
formal and impersonal than an active sentence. When • We use subject + be + past participle of reporting
ar
we use a passive reporting verb, we don’t say who is verb + to + infinitive in the personal passive. We
doing the saying or thinking. cannot use that.
• We use it + be + past participle of reporting verb + We know that many people have been fired.
Le
that + clause in the impersonal passive. Many people are known to have been fired.
It is rumoured that the couple are separating. • The verb be is in the same tense as the reporting
• The clause after that stays the same as in the active verb in the active sentence.
sentence. It does not need to change. People say the company makes sustainable clothing.
They announced / It has been announced that they
ic
The company are said to make sustainable clothing.
are moving to Paris.
• We use the verb be in the same tense as the 3
reporting verb in the active sentence.
The company argued that they were the mosth • Students do the exercise, then compare their answers in
ap
successful in history.
It was argued that the company was the most ANSWERS
successful in history. 1 to + infinitive 2 do not use
gr
• Some common reporting verbs to talk about what

people have said are: agree, announce, argue, claim, 4
confirm, estimate, predict, propose, report, say, • Students complete the sentences, then compare their
eo
suggest.
• Some common reporting verbs to talk about
EXTENSION: In pairs, students write their own
mental processes are: assume, believe, consider,
sentences using the personal passive and the topics from
expect, feel, hope, know, recognise, suppose, think,
lG
Exercise 4, (e.g. The shops are believed to be staying

understand.
open later next week. Designer clothes are said to be
• We can also use: demonstrate, discover, establish,
found only in one area of our city.)
find, observe, see and show.
ANSWERS
na
1 1 are known to be very expensive

• Students read the sentences and choose the correct 2 is thought to start tomorrow
answers, then check their answers in pairs. Get feedback. 3 was assumed to be a failure
io
4 were understood to be closed on Sunday.

FAST FINISHERS: Students write the tense next to each
pair of sentences (1 past simple 2 future simple Causatives
at
3 present simple). GRAMMAR GUIDE: causatives

We use the verbs have and get in passive causative
N
ANSWERS
sentences to say that one person asked / paid another
a past
person to do something. We can use it in a variety of
b verb be
©
tenses. When we want to mention the agent, we use

c the same as
by.
2 We use have + object + past participle:
• Students complete the sentences, then compare their • to describe arrangements.
answers in pairs. Get feedback. My office had security cameras installed.
• to describe unpleasant events and experiences.
EASIER: Elicit the reporting verbs in each sentence I had my car broken into last week.
(1 think 2 claim 3 expect 4 say 5 believe) then do the first
item as a class, following the rules in the grammar box. We can also use get + object + past participle to
Students do the remaining items in pairs. describe arrangements, but it’s more informal.
I got an app installed on my phone.

61
We can also use have or get in an active causative, Use your English page 49
when we want to emphasise who did something. Clothing idioms
• We use have + person + infinitive when someone
orders or employs someone to do something. 1
I had the mechanic mend my car. • Students complete the sentences, then compare their
• We use get + person + to + infinitive when someone answers in pairs.
persuades someone to do something, often • Get feedback. Model the pronunciation of glove /ɡlʌv/,
unwillingly. and sleeves /sliːvz/.
The police got the suspect to confess.
EASIER: As a class, discuss definitions for each of
5 the idioms. Encourage students to write them in their
g
• Students do the exercise, then compare their answers in notebooks.
n
EXTENSION: Students write personalised sentences
ANSWERS using the idioms (e.g. I’ve got a project due next week.
ni
1a 2c 3a 4b I need to roll up my sleeves / pull my socks up and get
it done.).
6 4.8
ar
• Play the recording. Students complete the sentences, ANSWERS
1 hat 5 glove
Le
EXTENSION: Students say whether have can be 2 socks 6 sleeves
changed for get in each sentence (and vice-versa) 3 pocket 7 boots
(1 yes: had the zip on her jeans mended; 2 no: the 4 belt 8 shirt
person was employed to mend his clothes; 3 yes: had
Compound nouns and collocations
ic
her sister lend her her red skirt; 4 no: the person was
employed to make the waistcoat).
2
ANSWERS
h • Brainstorm examples of compound nouns or adjectives
that students already know (e.g. bedroom, whiteboard,
ap
1 get the zip on her jeans mended
haircut).
2 had a woman mend his clothes
• Students match the words, then compare their answers
3 get her sister to lend her her red skirt in pairs. Get feedback.
4 had a waistcoat made
gr
4.8 EXTENSION: In pairs, students brainstorm discussion

B: What are you going to wear to Daria’s party next questions based on the words (e.g. Do you often go
window shopping? What sorts of clothing do people
eo
weekend?
G: Oh, I’m really not sure. I wanted to get the zip on my get tailor made? Do you buy clothes that are on trend?).
jeans mended, but I don’t think I’ll have enough time Give students five minutes to talk about the questions
now. with a new partner.
lG
B: My dad knows a woman who does mending and

alterations. He’s had her mend lots of his clothes. ANSWERS
Why don’t I get her details for you? 1f 2d 3a 4h 5g 6b 7e 8c
G: Oh, that’s really sweet, but it’s probably a bit late for
na
that now. I think I’ll try to get my sister to lend me Prepositions

her red skirt with the silver beads.
B: Good plan. 3
io
G: What about you? What are you going to wear? • Students complete the sentences, then compare their
B: Hmm. I had this really cool waistcoat made for my answers in pairs. Get feedback.
brother’s wedding and I’ve always wanted to wear it
at
FAST FINISHERS: Students write any new vocabulary

again, so I think I’ll wear that with my black jeans.
in their notebooks. Encourage them to write their own
TEACHING TIP: Sometimes, students confuse causatives example sentences using the phrases.
N
with other uses of have and get. Emphasise that these

are not the same as other uses (e.g. have as an auxiliary ANSWERS
in the present perfect, or get in adjectival constructions 1 out 3 of 5 in
©
such as get tired and get hungry). 2 on 4 for 6 to
your
• In pairs, students discuss the three things. Get ideas
feedback.
• If students don’t have any personal experiences,
ask what kinds of things they have or get done for
them at home or in their daily lives (e.g. I get my
clothes washed by my parents. I have my hair cut by a
hairdresser every six weeks.).

62
4 • In the next paragraph, they should present the
points on one side of the argument, giving reasons
Exam TIP for each point. Many people prefer to state the
weaker arguments in this paragraph, so the third
Keeping the same meaning paragraph and conclusion can focus on their own
• This type of task tests students’ knowledge of opinion.
collocations, phrasal verbs and fixed expressions, • In the third paragraph, students should state the
and also certain grammar points (e.g. the passive, opposing opinions, again giving reasons for each
conditionals, impersonal structures). point they make.
• Remind students to make sure they write their • Remind them to use linking words to connect their
sentence in the same tense as the first sentence. For ideas. Elicit examples (e.g. furthermore, moreover,
g
example, in this question: not to mention (the fact that)).
The dress was far too small for me. • In the final paragraph, they should close the
n
ENOUGH argument by stating their opinion, but still in a
The dress … for me. formal and balanced way. Elicit words or phrases
ni
if students write The dress isn’t big enough for me, students know for giving a balanced argument, then
it is incorrect because the original sentence is in check if they appear in the Useful Language box. If
ar
the past. The correct answer is The dress wasn’t big any new phrases are elicited, encourage students to
enough for me. add these to the box.
• Remind them to read the pairs of sentences when
Le
they finish to check what they have written has the 1
same meaning as the original sentence. • Students complete the matching exercise, then compare
their answers in pairs. Get feedback.
TEACHING TIP: The best way for students to prepare for
ANSWERS
ic
this exam task is by keeping lists of collocations, phrasal
verbs and fixed expressions, as well as the grammar 1b 2c 3a 4d
points they study at this level. Encourage them to
2
h
organise their notebook into sections to record different
types of language together. Remind them to update
• Show the example task at the bottom of the page.
ap
these sections at regular intervals.
ANSWERS
Exam TASK 1b
gr
2 No, but they should use at least one.

Sentence transformation
• Students complete the Exam Task, then compare their MEDIATION SKILLS
eo
answers in pairs.
• Get feedback. Check that they followed all the • Explaining data in writing is mediation.
instructions. • In this extension activity, students discuss and write
sentences about the significance of the data presented
lG
in the exam task. Elicit phrases for describing data to

ANSWERS
help students structure their discussion, (e.g. more than
1 pull your socks up half of … , the majority of … , less than half of …).
2 is believed to be • You can give students further practice of this mediation
na
3 being taken around the exhibition skill by encouraging them to look at English-language
4 will be assumed that essays, news articles, or articles or research papers that
5 the suit turned out to be include graphic data.
6 the drop of a hat
io
EXTENSION: Students look at the data in a and b in the

Writing example task and, in pairs, write sentences explaining the
at
pages 50–51
significance of the data (e.g. Only 40% of our clothes are
fashion; structuring a for and against essay; writing a
worn regularly, which means we do not really use over
for and against essay; checking your work
N
half of our clothes. This represents a waste of resources.).
Learning FOCUS 3
©
• Explain that in a for and against essay, students must • Students read the essay, then discuss the question in
discuss both sides of an argument in an objective pairs. Get feedback.
way. In the concluding paragraph they should say
why they find one side more convincing than the FAST FINISHERS: Students read the letter again and
other. underline words or phrases they could recycle and use
• The introductory paragraph should state the topic in their own essay, e.g. Many people would say … ,
to be discussed. Students should not express an however, furthermore, the positive effect of this is …
opinion in this paragraph. Students then compare this with the Useful Language
box and tick the phrases that are used in the model
essay.

63
• Students read their essay again and check for errors.
EASIER: Before the exercise, in pairs, students
• Get feedback. Ask Did you make any changes to your
brainstorm some positive and negative sides of fast
work?
fashion. Once they have completed the task, they
discuss which of their ideas were mentioned in the essay. TEACHING TIP: Students will be more likely to
remember to check their writing once they finish if they
ANSWERS have a list of things to look out for. Students could
b work in pairs or small groups to write their own writing
checklist or you could write one as a class. Elicit ideas
4 of what the checklist could include, e.g. punctuation:
• Students read the essay again and find the words, then capital letters, commas / semi-colons, full stops; spelling.
compare their answers in pairs. Encourage students to write it at the back of their
g
• Get feedback. notebooks so they can find it easily, or you could print it
out and stick it in the classroom.
n
FAST FINISHERS: Students make a note of the
vocabulary in their notebooks and underline the stress in
8
ni
each word to help them with pronunciation (experiment,
occasional, affordable, excluded, appalling, value). • Students read through the checklist and tick the things
they did.
ar
ANSWERS • In pairs, students discuss their checklist then make any
1 value
Le
2 affordable EXTENSION: Pairs read each other’s essays and tick the
3 experiment things their partner has included, using the Reflection
4 excluded Checklist.
5 appalling
ic
6 occasional
5 Video page 52
h
• Students choose one or two pieces of information from
the Exam Task and plan their essay. Remind them to use
Earthships
ap
the structure presented in the Learning Focus. Useful vocabulary
6 automobile (n): a car
gr
Exam TASK can (n): a container for holding food or drink

cistern (n): a container for holding water
Writing a for and against essay compound (n): an area surrounded by fences or walls
eo
• Students complete the Exam Task. Remind them to that contains a group of buildings
use the Useful Language. conservative (adj): using less than the real or expected
amount
conscious (adj): noticing that a particular person or
lG
EXTENSION: For homework, students write their own

thing is present and being aware of it
essay for the topic in Exercise 2. Remind them to check
contrived (adj): designed to produce a particular result
through their work once they have finished.
and not seeming to happen naturally
evolve (v): to develop gradually
na
7 funnel (v): to put something through an object with a

• Go through the Exam Tip. wide opening at the top and narrow at the bottom
Exam TIP generate (v): to produce something (e.g. energy)
io
life raft (n): a type of boat that is used for emergencies

Checking your work power (v): to provide something with energy and the
• Remind students of the importance of checking their ability to operate
at
writing for careless errors. sewage (n): waste, typically from people’s bodies
• Ask What do you think you should check for when tyre (n): a thick, rubber cover that fits around the wheel
N
you read through your writing? Elicit ideas (e.g. of a bicycle, car, truck, etc.
spelling, punctuation, tenses, grammatical structures, utility bills (n): the gas, water, electricity you pay for
prepositions). Tell students that they could lose marks every month/year for running your home
©
for careless mistakes if they do not take the time to

check what they’ve written.
• If they have 30 minutes to write their essay, students
Before you watch
should spend around 25 minutes writing and save five 1
minutes at the end to check their work. • Show the photo. Ask What can you see? What do you
think this place is?

64
While you watch to recycle, and has ended up the best way I know
of to build, regardless of recycling.
2 2 The community’s set up to have about 130 homes,
• Play the video. Tell students not to answer the questions and there’s probably 65 out there.
at this stage, just to watch to get the general idea of the W: I love living here. I like that you have to be very
topic. conscious living in an Earthship, conscious of what
• Play the video again. This time, students complete the the sun is doing, conscious of the weather. My
exercise, then check their answers in pairs. Get feedback. cistern’s full right now, but you’re conservative –
you don’t take a half-an-hour shower. The planter
EASIER: Before watching, students read the questions is in my home, I live with my plants … um … I love
and underline the key words. that.
MR: I think tradition and culture, you know, are nice;
g
EXTENSION: In pairs, students discuss why the false
statements are false (1: He says he isn’t going to argue they should be in magazines or on coffee table
n
(to try to convince people). 3: He said ‘why don’t we try books, but they shouldn’t be in our way of
to build out of garbage?’ 4: The community is set up for evolution, and they are. Tradition and culture are
ni
130 homes; there are probably 65. 5: She is conservative two of our biggest enemies in my opinion. They
with the water and doesn’t take half-an-hour showers.). stop us from evolving.
W: It seems that it would catch on because as things
ar
ANSWERS get more desperate – it’s got to!
1F 2T 3F 4F 5F 6T your
Le
• In pairs, students discuss the question. Get ideas
After you watch feedback.
• Ask students to say if they think these houses
3 2
will become more common in future and explain the
• Students complete the summary, then check their
ic
reasons for their answers.
answers in pairs.
• Play the video again. Students watch and check their
answers.
ANSWERS
h Review page 152
ap
1 argue 5 cost ANSWERS: VOCABULARY
2 garbage 6 utility
3 wind 7 weather 1
gr
4 snow 8 evolution 1 lining 4 bows

2 hood 5 heels
2
3 collar 6 shoelaces
eo
MR: People look at this and call it a Mad Max

compound. 2
W: ‘What the heck, these people live like this? 1 to 4 on
lG
MR: You know, and I’m not gonna argue with them. 2 on 5 out
Like I’m not going to argue with the people 3 of
dancing on the top level of the Titanic before the
iceberg crash. If people don’t see disasters in their 3
1c 2f 3a 4h 5e 6d 7g 8b
na
horizon, you can’t convince them of that, they’re

gonna have to see it on their own and I’m just ANSWERS: GRAMMAR
making life rafts right and left.
N: Imagine living in a home that costs you nothing to 4
io
heat or cool, imagine building this home yourself, 1 can be worn

imagine no utility bills, imagine Earthships. 2 expected to bring out
at
An Earthship is a passive solar home made out of 3 being complimented

natural and recycled materials. The major building 4 being folded
component of an Earthship is used automobile 5 is believed to be working
N
tyres. An Earthship’s power is generated by the

sun and wind. Rain and snow is caught on the roof 5
and funneled into a cistern. 1 It is believed that
©
M: Heat comes from the sky, water comes from the 2 It was claimed that
sky, sewage can go back into biology. I mean, 3 The costs are understood to be
we don’t need all these systems that men have 4 It is assumed that
created. 5 These jeans are said to be
MR: The first can house was made in 1972 and I found
myself fresh out of architectural school and I 6
just said well, hell, we build out of trees, but we 1 repaired 3 cut
don’t want to get rid of them, and we want to get 2 fix 4 to mend
rid of garbage, why don’t we try to build out of
garbage? It started to be kind of a contrived effort

65
5 Have you seen the news?
Reading: reading the question; multiple Grammar: reporting verbs
page 53
choice with one text Use your collocations with news; phrasal
Vocabulary: the news and journalism; politics English: verbs; lastly, at last, in the end and
Grammar: reported statements; reported eventually; multiple-choice cloze
questions, offers, requests and Writing: news and the media; formal writing;
commands using complex language; writing a
g
Listening: distractors; sentence completion discursive essay
n
Speaking: discussing current events; using Live well, giving a presentation; coping with
your time well; collaborative task study well: nerves
ni
Unit Opener EXTENSION 2: Students make a checklist of things to
ar
page 53
look out for when checking if a news item is true or not;
In the photo for example, check the sources (where it’s posted, who
Le
A room full of photographers are standing and sitting in wrote it), check whether other sites are reporting the story,
two rows behind their cameras. There are lots of wires look at any images to see if they’ve been changed, etc.
on the floor, and all of the cameras are standing on
tripods. Some of the photographers are pointing and 2
ic
waving. This photo was taken in Mumbai, India at a press • Show the photo and article on page 55. Students say
conference during the Indian elections. Mumbai is a what is happening in the photo and how they think it
large, important city, with a population of 20 million, and relates to the article (the ground has been painted to
it is situated on the west coast of India.
h look like a crevasse and people are pretending to fall
into it. It’s hard to tell what’s real and what is an illusion).
ap
1 Check understanding of crevasse (a very deep crack in
• Students discuss the questions in pairs. ice or rock).
• Get feedback. Ask students to say the positive and • Students read the text quickly then choose a summary.
gr
negative things about working as a journalist or • Get feedback.

photographer. For example, with both jobs, you get to ANSWER
work in lots of different places rather than working in
eo
b
an office; as a journalist you may have to ask difficult
questions, but you might write about interesting stories; 3
as a photographer you might have to spend a long • Go through the Exam Tip.
time waiting for a shot, but your shot might be shared
lG
globally. Exam TIP

2 Reading the question
• In the same pairs, students discuss the questions. • Ask Why should you read the text first? (to get a
na
• Get feedback. general understanding of what it’s about).

• Then, students should read the questions and
EXTENSION: In their pairs, students research a recent highlight or underline any key words. Ask Which
io
headline news story from around the world. They make questions are incomplete sentences? (2, 3, 4, 5, 6).
notes, then summarise the story to another pair. Remind students that the whole sentence, and not
just the answer option, has to match what is written in
at
the text.
Reading pages 54–55 • Once students have read the questions, they should
look for the part of the text that relates to each
N
reading the question; multiple choice with one text question. Ask Are the questions in the same order as
1 the information in the text? (yes).
• Students should read the relevant part of the text and
©
• Ask How often do you read or listen to the news? Get

feedback from round the class find information that they think answers the question.
• Students discuss the questions in pairs. Get feedback. Once they have chosen their answer, they should
underline that part of the text so it is easier to come
EXTENSION 1: As a class, brainstorm the reasons why back to check their answers when they finish.
disinformation can be harmful.

66
ANSWERS • Get feedback. Model the pronunciation of conference,
1 paragraph 1 /ˈkɒnf(ə)rəns/, analysis /əˈnæləsɪs/ and anonymous
2 paragraph 2 /əˈnɒnɪməs/.
3 paragraph 3
EASIER: Do the first two items as a class. Students do
4 paragraph 4
the remaining items in pairs.
5 paragraph 5
6 paragraph 6 EXTENSION: In pairs, students discuss what they think
any of the words mean and how they are related to the
word focus news and journalism.
bold, then use a dictionary to check their ideas. ANSWERS
g
• Get feedback. Ask some students how many words they 1 interest 5 analysis
worked out correctly, and which other words helped 2 conference 6 source
n
them do this. 3 news 7 review
4
ni
5.1 4 affairs 8 release
2
Exam TASK
ar
• In pairs, students complete the exercise. Get feedback.
Multiple choice with one text
EXTENSION: In pairs, students invent news stories to
Le
complete these sentences.
answers in pairs. 1 We’ve just received some breaking news that …
• Play the recording for students to listen to the text (e.g. the local sweet factory is giving away free
and check their answers again. Get feedback. sweets for an hour at lunchtime today)
2 An anonymous source has revealed that … (e.g. the
ic
ANSWERS customer who won a round-the-world trip was, in
1B 2C 3B 4A 5D 6A fact, an employee of the company)
h
FAST FINISHERS: Students write sentences using the
3 A news conference is being held by … to …
4 A press release was issued by … because …
ap
words in the Word Focus.
ANSWERS
• Why do you think false news stories spread more 1 current affairs
gr
quickly than real news? 2 in-depth review

• Have you ever believed a story then later found out it 3 human interest
wasn’t true? What was it? 4 breaking news
eo
• Do you think it will be easier or harder to detect false 5 press release

news stories in the future? Why? 6 political analysis
7 news conference
lG
5.1 8 anonymous source

As reading text on page 55.
3
your • Students complete the text, then compare their answers
• In groups, students discuss the questions. ideas in pairs.
na
They find out how many people in the class • Get feedback.
have done this, and why.
EASIER: Before the exercise, in pairs, students identify
io
the form of each word in the box. They look up any

EXTENSION: For homework, students look for a real words they don’t know in a dictionary. Then they
news story, and invent a fake news story. They present a complete the exercise together.
at
short summary of each story in small groups in the next

class. The group decides which story is real and which is FAST FINISHERS: Students write the words and their
fake. form in their notebooks, then write their own definitions.
N
EXTENSION: Ask Do you think we will soon see the end

Vocabulary of printed news? Why? / Why not?
©
page 56
The news and journalism ANSWERS
1 broadcast
1 2 panel
• Elicit examples of compound nouns (e.g. classmate,
3 journalism
seafood, bus stop, self-confidence). Remind students
4 subscribers
that compound nouns can be one word, two separate
5 trustworthy
words or hyphenated.
• Students do the exercise, then compare their answers in 6 circulation
pairs. 7 contribute
8 Call in

67
Politics 5.2
F: And we have some breaking news, just coming in
4 now from our political editor. Tom?
• Students complete the sentences, then compare their T: Thanks Frieda. Yes, we’ve just heard that there
answers in pairs. is apparently a lot of opposition from within the
• Get feedback. Model the pronunciation of the words in government to the environmental policy changes
brackets, particularly electorate /ɪˈlekt(ə)rət/, propaganda which they’ve been trying to push through this week.
/ˌprɒpəˈɡændə/ and constitution /ˌkɒnstɪˈtjuːʃ(ə)n/. F: Really? Do we have any names?
T: No, we don’t. The report is from an anonymous
EXTENSION 1: Elicit the meanings of the words (activist:
source, and we don’t know who within the
a person that takes part in activities intended to achieve
government is opposing the proposed changes, but
political or social change; electorate: everyone who
g
we do know that there is a general feeling, among
is allowed to vote in an election; manifesto: a formal
many party members, that the government made
statement which outlines the aims and plans of a group
n
promises to the electorate about the environment in
or organisation; councillor: a member of the council that
its manifesto, and it is now breaking these promises.
governs a place; diplomat: an official who represents
ni
F: And of course, the proposed policy has been
their government in a foreign country; opposition:
controversial anyway, hasn’t it?
disagreement with a plan or policy; policy: a set of plans
T: Absolutely, Frieda. As you know, climate change
ar
or actions agreed on by a government; dictator: someone
activists have been saying for some days now that
who uses force to keep power in a country; propaganda:
such a major change to policy should be put to the
information, often false, that is spread to influence
Le
public in a national referendum.
people’s ideas and beliefs; constitution: laws or principles
F: Well, that’s something to think about. Thanks Tom.
for a country; referendum: when everyone in a country can
Now, moving on to the weather …
vote to make a decision about a particular subject).
your
EXTENSION 2: Students write three sentences including ideas
ic
words from the exercise. They read the sentences to • Get feedback. Find out which is the most
their partner, omitting the word. Their partner says popular type of news students read.
h
what the missing word is, e.g. Environmental (activists)
were protesting in the streets at the weekend about the
ap
pollution in inner cities. Grammar page 57
TEACHING TIP: When students do group or pairwork, Reported statements
gr
circulate to provide assistance, making notes of any

errors or good examples of the target language. After GRAMMAR GUIDE: reported statements
getting feedback, put examples of errors on the board
Use
eo
and elicit corrections, then share good examples of the

target language. • When we tell somebody what another person said,
we can use direct speech or reported speech. In
ANSWERS direct speech, we give the exact words the person
lG
1 activist, politics said. When it is written, we use inverted commas.

2 manifestos, electorate He said, ‘I don’t care what you think!’
3 diplomat, councillor • When we use reported speech, we don’t give the
4 opposition, policy exact words the person said, but we give the general
na
5 dictator, propaganda idea.

6 referendum, constitution He said that he didn’t care what she thought.
Form
5
io
• Students complete the text in pairs. Do not check In reported speech, the tense of the verb usually shifts
answers at this point. one step back.
at
‘I love my job.’ She said (that) she loved her job.

EASIER: Before the exercise, students read the text and ‘The meeting was interesting.’ He said (that) the
discuss, in pairs, which type of word they think fits in meeting had been interesting.
N
each gap. Do the first gap as a class (adjective). ‘We can come early.’ They said (that) they could
come early.
6 ‘I’ll be late’ She said she would be late.
©
5.2
• Play the recording for students to check their answers. However, we don’t use backshifting in the following
• Get feedback. Ask students to say which words they did situations.
not use (dictator, propaganda). • With the past perfect simple, past perfect continuous,
would, should, could, might, ought to, used to and
ANSWERS had better.
1 anonymous 5 manifesto ‘You ought to work harder.’ She said I ought to
2 opposition 6 activists work harder.
3 policy 7 referendum • When the reporting verb is in a present tense, or the
4 electorate present perfect.
‘It’s a bad idea.’ Jim says it’s a bad idea.

68
• When the sentence is still true, or is about
3
• Students write the sentences in reported speech.
something still in the future.
Remind them to change pronouns and other words if
‘You can’t be late’ Our boss said we can’t be late.
necessary. They then check their answers in pairs. Get
Changes to time, place and pronouns feedback.
• Words relating to time and place often change. ANSWERS
Pronouns and possessive adjectives also change.
1 had released a statement about their actions
‘I’m busy now.’ Jack said he was busy then.
2 had been marching towards the government
‘I can come tomorrow.’ Gina said she could
buildings
come the following day.
3 they might be there until the following day
‘We’re here!’ They said they were there.
4 the news conference would begin that afternoon
g
Reported questions, offers, requests and
n
1 commands
ni
pairs. Get feedback. GRAMMAR GUIDE: reported questions, offers,
EASIER: Before the exercise, write the following on the requests and commands
ar
board: Questions
1 When we give the exact words someone has said.
In reported questions, the verb follows the subject, as
Le
2 When we report what someone has said.
in ordinary statements. We do not use question marks.
Ask students which definition matches reported speech
• To report a question with a question word, we use
(2), and which matches direct speech (1). Ask Does the
the same question word.
email extract use reported or direct speech? (reported
‘Where is your office?’ My friend asked where
speech) Are the sentences in the exercise reported
ic
my office was.
speech or direct speech? (direct speech). Students
• To report a yes / no question or an offer, we use if or
complete the exercise in pairs.
whether.
ANSWERS h ‘Do you like your job?’
My parents asked if / whether I liked my job.
ap
1 saw you 3 shares ‘Would you like a cup of coffee?’
2 is 4 be She asked if / whether I would like a cup of coffee.
2
gr
Offers, requests and commands

• Students do the exercise, then compare their answers To report requests, we use ask + object + (not) + to +
in pairs. Get feedback. Elicit that the change in tenses is infinitive.
called backshifting.
eo
‘Don’t tell anyone.’ She asked me not to tell

ANSWERS anyone.
To report orders or commands, we use tell + object +
1 goes back one tense 2 past perfect
(not) + to + infinitive.
lG
! REMEMBER
• Elicit examples of adverbs of time and place

‘Don’t do that!’ He told me not to do that.
We can also report offers using offer + to + infinitive.
‘I can lend you this book if you like.’ He offered to
(e.g. now, then, here, there), pronouns (he, she,
lend me his book.
na
it, they) and demonstratives (this, that).

• Students write a pair of sentences in direct
speech. They should include either an adverb of
time and place, a pronoun or a demonstrative.
4
io
• Elicit the purpose of each sentence (1 a command,

Students swap sentences with a partner, who
2 a question, 3 a question, 4 a request).
rewrites the sentence in reported speech.
• Students match the sentences with the rules. Get
at
• Students check their sentences in pairs.

feedback. Ask Which reporting verb do we use for
• Alternatively, write these sentences on the board.
commands? (tell); Which reporting verb do we use for
Students rewrite them in reported speech.
N
requests? (ask).
1 ‘My sister is a journalist,’ said Anna. (Anna
said (that) her sister is a journalist.) FAST FINISHERS: Students write the heading Reported
2 ‘I went on holiday last week,’ said Tim. (Tim speech with three subheadings (offers, requests,
©
said (that) he had been on holiday the week commands) in their notebooks. They write the form
before.) of each sentence in each column, and then their own
3 ‘I have a singing lesson today,’ he said. (He example sentence for each.
said (that) he had a singing lesson that day.)
4 ‘I think it might rain this afternoon.’ she said. ANSWERS
(She said that she thought it might rain that
1b 2d 3c 4a
afternoon.)
• Get feedback. Ask students to explain the 5
changes they made in each sentence to a • Students rewrite the sentences, then compare their
partner. answers in pairs. Get feedback.

69
EASIER: Before the exercise, as a class, identify which 3 5.3
of the sentences are questions, offers, requests or • Go through the Exam Tip.
commands (1 question 2 command 3 question
4 request 5 question). Students complete the exercise in
Exam TIP
pairs. Distractors
• Elicit the meaning of distractor (a word or phrase that
EXTENSION 1: Write the following on the board: sounds like the right answer, but isn’t). It’s important
• online shopping vs going to the shops to try to understand the whole of what the speaker
• watching or listening to the news vs reading the news says, and not choose an answer because it includes a
• beach holidays vs adventure holidays word the speaker says.
Students walk around the class and ask questions of • Explain that often, the speaker will correct what
g
their classmates (e.g. Do you prefer online shopping or they have said, or mention something very similar
going to the shops? ). Get feedback. Nominate students to one of the answer options, then change their
n
to report on their conversations (e.g. I asked Louisa position. However, they can also start by giving the
whether she preferred online shopping or going to the important information, then follow it with a distractor.
ni
shops. She told me that she prefers online shopping Students should listen to the whole section and try to
because …). understand the whole meaning of what the speaker is
ar
saying before writing their answer.
EXTENSION 2: For homework, students find a press • Elicit some phrases someone might use to change
release or a breaking news article online, written in the direction of the conversation, e.g. in fact, actually,
direct speech. They rewrite the main points of the article
Le
what I meant was ...
using reported speech and bring it to the next lesson
to share with a partner. Alternatively, they could watch • Play the recording. Students complete the sentences,
a news story and write reported statements on what the then compare their answers in pairs. Get feedback.
journalist said.
ic
EASIER: Play the first item then pause the recording.
ANSWERS Elicit the answer (straightforward) and the distracting
1
2 h
asked me why I had been talking to that reporter
told me not to vote for that party
word used (challenging). Play extract 2 and repeat the
steps (researched; written). Play the rest of the recording
ap
3 asked (me) if I had checked my sources for students to complete the remaining items.
4 asked me to rewrite that article
EXTENSION: Ask students what the distractors were
5 asked me if I would be at the press conference the
and how they knew these were not the correct answers.
gr
next day
Write any useful signalling words or phrases on the
board (in reality, the problem wasn’t so much … , but at
Listening the last minute …).
eo
page 58
distractors; sentence completion ANSWERS
1 1 straightforward (distractor: challenging)
lG
• Students say what they can see in the photo. 2 researched (distractor: written)
• Then, in pairs, they discuss the questions. Get feedback. 3 town hall (distractor: hospital)
4 fun (distractor: boring)
2 5 recipes (distractor: food photographs)
na
• In pairs, students discuss what they think the words

mean. 5.3
• Get feedback. Ask students to say what the word form is 1 Although I was warned that moving to this new
of fanbase (n), tweet (v or n) and follower (n). position would be very challenging, in reality, it was
io
pretty straightforward.
EXTENSION: In pairs, students discuss these questions: 2 The problem with the content they created wasn’t so
at
• Do you tweet? Why? / Why not? much that it was written badly, but more that it was
• Do you think it’s important to have a lot of followers poorly researched.
on social media? Why? / Why not? 3 We had been told that the press conference would be
N
• In which ways can social media journalists generate held at the hospital, but at the last minute the location
engagement with their articles? was changed to the town hall.
4 People often think that my work is a lot of fun, and
©
SUGGESTED ANSWERS while that’s true most of the time, of course there are
1 the fans of a person, considered as a group boring parts as well.
2 to make videos, blogs, etc. to share online 5 I had been developing my blog for several years and
3 to get people interested in your content had a very loyal fanbase who loved my recipes, but
4 a short message written on Twitter actually when I moved away from that and started
5 someone who follows your social media channels posting food photographs, I saw a huge increase in
followers.

70
4 I mentioned before. Really, creating successful
• Students read the sentences in the Exam Task and content – in whatever medium – is all about telling
decide what type of words are missing from the gaps, a story, and that’s one of the things you have to
then try to predict possible answers. They then compare learn to do as a journalist.
their answers in pairs. As a social media journalist I need the same set
• Get feedback. of skills. But I’d say that the main difference with
social media journalism is that my job is much
EASIER: Discuss the first gap as a class. Ask What type more varied and I’m creating a lot of different
of word do you find after ‘a’? (a noun), What category of types of content. Sometimes I might be writing an
word do you think this will be? (a job), Why? (trained as). article for a blog, but I might also be producing
Students discuss what information they think completes videos, writing short tweets about breaking news
the remaining sentences in pairs. Remind them, however, or ongoing stories, and I’m communicating all
g
that the answer will often not be something obvious, so the time with followers of the news company I
n
they should not become fixed on hearing a particular represent. So it’s important for me to relate to our
answer. followers and to know how to connect with them
ni
– and that can include people from a wide range
of age groups and backgrounds. I actually do a lot
5 5.4
of interacting with them – responding to feedback
ar
and replying to queries, that kind of thing, and it’s
Exam TASK important to cultivate those relationships. But it’s
also interesting to watch what people have to say
Le
• Play the recording. Students listen and complete the
Exam Task. Encourage them to take notes if they are and how they respond to the content that I’ve put
unsure of an answer. out there.
• Get feedback. Explain any answers that students There are some difficult sides to this job. One
found difficult to get and any distractors they noticed. thing about social media is that it’s important to
ic
If necessary, show students the recording script or constantly generate engagement with the content
give them a copy. you produce. This means thinking of ways readers
ANSWERS h can interact with the stories by sharing them or

making comments. This tells us how popular a story
ap
is. Another challenge is the fact that social media is
1 photographer
always ‘on’, and so, to some extent, am I. I mean,
2 interview
it’s not like writing an article and sending it off, then
3 telling a story
you can go home and forget about it. I have to be
gr
4 videos
constantly monitoring for updates to a story, seeing
5 backgrounds
what people are saying about it, and scanning
6 updates
social media for any stories relevant to my areas of
eo
7 bullying
interest.
8 kindness
Although I’m employed by a well-known news
5.4 company, I publish content under my own name
lG
N: You will hear a woman called Gabi Suarez talking and I have a bit of a fanbase, which is usually really
about her job as a social media journalist. For nice. Most people are lovely and have interesting
questions 1–8, complete the sentences with a word things to say, so it’s quite rewarding to have these
or short phrase. ongoing relationships. But some people can say
na
G: Hello. I’m Gabi Suarez and I’m going to talk to you some pretty awful things online when they know
today about my job as a social media journalist. I that they can stay anonymous. I’ve been the target
should just explain a bit about what that means – of bullying and there have also been rumours
io
I’m a journalist, but instead of working principally spread about me that are completely untrue. All I
through the medium of newspapers, or radio and can say is that the best thing to do is to rise above
TV news, my work is mainly carried out through it. These kinds of people are often looking for
at
social media. attention and they want you to react with anger.
I actually started out in newspapers as a Instead, I always try my hardest to respond with
kindness.
N
photographer after studying photography at

university. Then I retrained to be a journalist, Well, I hope I’ve given you some idea of my work
which I know is a job that many young people are as a social media journalist. Has anyone got any
questions?
©
interested in. One of the main skills I learned back

then was how to research information and interview N: Now listen again.
people – asking the right questions to really
your
get at the heart of a story and get an in-depth
understanding of it, and particularly getting an • Ask them to say what skills a social media
idea of the human interest angle. Then, obviously, I journalist might need.
needed really good writing skills. So, that’s not just
being able to write correctly, but also structuring
information so that it’s easy for the reader to follow,
and knowing how to engage people’s interest,
for example with the human-interest element, like

71
EXTENSION: For homework, students research other 3
jobs related to social media (e.g. sales and marketing
jobs, an influencer, a social media analyst) and prepare
Exam TASK
a short presentation to share with the class or in small Collaborative task
groups. • In pairs, students complete the Exam Task. Remind
them to use the Useful Language.
• Use a timer to monitor the duration of the task. Stop
Speaking page 59 students when two minutes have passed and and tell
them to move onto making a decision.
discussing current events; using your time well; • As a class, discuss how they think their discussion
collaborative task went, and how many of the points they managed to
g
discuss.
1
n
• Show the photo at the bottom of the page. Use it to
elicit language related to newspapers, e.g. headline, EXTENSION: Students discuss the following collaborative
ni
article, front page. task, but with a different partner. This time, they discuss:
• In pairs, students discuss the questions. What personal qualities do you think are needed to do
• Get feedback. Make a list of the different news sites these jobs?
ar
students use or know and encourage them to say why social media journalist
they use that particular channel or site. photographer
entertainment reporter
Le
2 newspaper editor
• Go through the Exam Tip. sports journalist
Then students decide which two jobs they think would
Exam TIP be the most challenging.
ic
Using your time well
• Elicit how long students have for this part of the your
ideas
exam.
h
• Explain that the examiner will be listening to their
• In pairs, students discuss the question.
• Ask them to say if they often talk about
ap
use of language rather than focusing on how many current events with their friends or family.
points they’ve mentioned. The examiner will be
listening for the way students negotiate, how they
Grammar
gr
respond to what their partner says, how they agree or page 60

disagree with their partner and how they engage in
reporting verbs
the discussion. Remind students it is better to have a
eo
good, in-depth discussion about three or four of the

points rather than rushing through them. GRAMMAR GUIDE: reporting verbs
We use different reporting verbs with different
• Check the meaning of gossip columnist (someone who structures.
lG
writes articles about the private lives of famous people).

verb + to + infinitive
Go through the Useful Language box. Ask students to
tick any phrases they would like to use in their discussion e.g. agree, claim, decide, refuse, offer, promise, refuse,
for the example task. threaten
na
• Students complete the task in pairs. ‘I won’t help you.’ She refused to help us.
• Get feedback. Ask students how easy or difficult it was to verb + object + to + infinitive
complete the task within the time limit.
e.g. advise, ask, dare, encourage, invite, order,
io
EASIER: Before the task, in pairs, students make notes persuade, remind, warn
of their ideas. Then they complete the task with a ‘You should make up with your friend.’
at
different partner. She encouraged me to make up with my friend.

verb + -ing form
EXTENSION: Students complete the task again with
N
another partner. This time, they choose three of the e.g. admit, deny, mention, recommend, regret, suggest
phrases from the Useful Language box for their partner ‘I didn’t cheat!’ He denied cheating.
to use. verb + preposition + -ing form
©
e.g. admit to, apologise for, complain of, confess to,

insist on
‘I’m sorry I hurt your feelings.’
He apologised for hurting my feelings.

72
verb + object + preposition + -ing form
3
e.g. accuse someone of, blame someone for, answers in pairs. Get feedback.
congratulate someone on, warn someone against
‘What a high mark! Well done!’ FAST FINISHERS: Students write seven headings in their
She congratulated her brother on getting a high notebooks across the top of a double page spread. The
mark. heading of each column is the form of each reporting
verb structure (as in the grammar box on page 60).
verb + that clause
Students write verbs which follow each structure in each
e.g. admit, agree, announce, claim, complain, decide, column. Encourage them to add to their list when they
demand, deny, explain, insist, promise, propose, come across other reporting verbs.
recommend, request, suggest
g
‘I won’t be able to come with you.’ ANSWERS
He announced that he wouldn’t be able to come
n
1 encouraged 5 apologised
with us.
2 denied 6 accused
ni
verb + indirect question (if / whether) 3 asked 7 decided
e.g. ask, enquire, wonder, question 4 promised
ar
‘Is she thinking of changing her career?’
He enquired whether she was thinking of changing
4
her career.
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verbs that can be used with more than one structure
EASIER: Students read the first item. Elicit what the
e.g. admit, claim, insist, promise, recommend, remind,
function of the sentence is (to ask a yes/no question).
suggest, threaten, warn
Ask What word/s do we need when we report a yes/no
She reminded me to return the library book. / She
ic
question? (if / whether); Does this structure follow
reminded me that I needed to return the library book.
‘enquire’? (yes). Ask students to complete the sentence.
Students do the remaining items in pairs.
1 h EXTENSION: Students choose three of the verbs from
ap
• Elicit examples of structures that follow verbs, e.g. agree
+ to + infinitive, like + -ing form. Exercise 4 and write their own examples – one sentence
• Students complete the rules, then compare their answers in direct speech and the other in reported speech, e.g.
in pairs. Get feedback. Explain that when students learn My friend said, ‘I’m sorry that I cancelled our plans.’
gr
a reporting verb, they also need to learn the structure My friend apologised for cancelling our plans.
that goes with it.
ANSWERS
eo
EASIER: Do the first two items as a class. Choose 1 if / whether we had listened to the news that morning
students to read the example sentences aloud, then 2 me / us not to stay out too late
elicit the structure (a verb + to + infinitive; b verb + -ing 3 to make sure the story went viral
lG
form). Students do the remaining items in pairs. 4 the man of being responsible for the car crash
5 he had cheated in the test
EXTENSION: In pairs, students discuss any other verbs 6 reading human interest stories
they know that follow these patterns. Get feedback. 7 lying to me / us
na
ANSWERS
5 5.5
a to + infinitive e object
b -ing form f that • Play the recording, twice if necessary.
io
c preposition g if • Students complete the sentences, then compare their

d object answers in pairs. Get feedback.
at
ANSWERS
2
• Students choose the correct option, then compare their 1 asked Billy where he had been
N
answers in pairs. Get feedback. 2 claimed he had been

3 accused him of eating
EXTENSION: In pairs, students use sentences 2, 5, 4 denied eating
©
6 and 7 to write sentences with their own ideas 5 warned him not to lie
(e.g. I wondered if Dan had chosen the photos for our 6 admitted lying
presentation; I suggested going to the cinema this 7 insisted that he hadn’t
weekend). Get feedback. Check students are using the
5.5
correct structure after each verb.
M: OK, Billy. Where were you at ten o’clock last night?
ANSWERS B: I was asleep in bed.
M: I don’t think so. I think you were in the kitchen,
1 on checking 5 to hold
eating the cake that was in the fridge.
2 to write 6 subscribing
B: I wasn’t eating the cake. That’s so unfair! Dad
3 that 7 if
probably ate it when he came home.
4 of spreading
M: Don’t lie to me. You know I’ll find out!

73
B: OK, it’s true that I lied about being asleep. I was 3
actually playing a computer game. But I didn’t eat • Students complete the sentences, then compare their
the cake, honestly! answers in pairs. Get feedback.
6 ANSWERS
• Students complete the sentences, then share their 1 have a word with 4 call for
answers with a partner. Get feedback. 2 make sense 5 come up with
3 clear up 6 get across
EXTENSION: Students write the following verbs
on small, individual pieces of paper: admit, regret,
apologise for, recommend, persuade, encourage,
Lastly, at last, in the end and eventually
complain, congratulate someone on. Students fold 4
g
the papers up then take turns to choose one and say a • Students do the exercise, then compare their answers in
sentence in reported speech, using the reporting verb. pairs. Get feedback.
n
Their partner checks if their structure is correct. Repeat • Point out the different position of the words in the
the steps for the remaining verbs. sentence (lastly goes at the beginning of a sentence or
ni
clause; at last and in the end go at the beginning or end
of a sentence or clause; eventually can go immediately
Use your English
ar
page 61 before the main verb in a sentence, or at the beginning
of a clause).
Collocations with news
Le
EXTENSION: In pairs, students discuss the differences in
1 meaning between the words and phrases. Get feedback
• Review what a collocation is (two words commonly used (eventually is used when something happens at the
together). end of a long process or period of time; lastly is used
• Students complete the sentences, then compare their to mention one more thing in a list of things; in the end
ic
answers in pairs. suggests a conclusion after a long and difficult process;
• Get feedback. Elicit the meaning of union (an at last is used when something happens that you’ve
h
organisation that protects workers in a particular
industry) and wages (money you earn for working).
waited a long time for).
ap
ANSWERS
FAST FINISHERS: Students write personalised
sentences using the idioms, e.g. I need to break the bad 1 eventually 3 lastly
news to my sister that our holiday has been cancelled. 2 At last 4 in the end
gr
ANSWERS
5
1 old news Exam TASK
eo
2 welcome news
Multiple-choice cloze
3 break the bad news
4 Breaking news • Students read the title. Ask How do you think this
lG
5 that’s news to me might be related to the news? Then they read the text
6 spread the news quickly to see if their ideas were correct.
Phrasal verbs answers in pairs.
na
• Get feedback.
2
• Elicit some examples of phrasal verbs (e.g. turn down, EXTENSION: In pairs, students discuss these questions:
give up, take off ).
io
• Do you agree with the first sentence in the text?

• Students do the task, then compare their answers in Why? / Why not?
pairs. Get feedback. • Why do you think bad news is often reported more
at
than good news?

EXTENSION: Draw this grid on the board. • Do you know of any news sources that post a lot of
make sense come up with get (something) good news?
N
across
clear up have a word call for ANSWERS
something (with)
©
1B 2A 3D 4A 5D 6C 7B 8A
Put students in pairs, A and B, to play the game. To win
a square, students must make a correct sentence using your
the phrasal verb correctly in a sentence. When they win • In pairs, students discuss the question. ideas
it, they write their name in the square. The student to • Get feedback. Elicit different ways someone
win the most squares wins the game. In the case of a tie, could help explain a complex idea (e.g. using
the first student to make a sentence with the collocation illustrations, writing it down, giving examples).
welcome news wins.
ANSWERS
1d 2f 3a 4e 5b 6c

74
5.6
1 In my opinion, there are both advantages and
news and the media; formal writing; using complex disadvantages to social media.
language; writing a discursive essay 2 The importance of current affairs for our daily lives is
clear.
3 The news is read online by large numbers of people.
Learning FOCUS 4 Over 50% of the global population owns a phone.
Formal writing 5 For these reasons, I believe that online news is
• Explain that a discursive essay explores different preferable to printed news.
sides of a given topic. In this task, students will be
given three points and they should write about two 3
• Students read the example task, then do the exercise
g
of them. There are also three opinions expressed
about a particular topic which students do not and compare their answers in pairs.
• Get feedback. Ask students if they agree with the ideas
n
necessarily need to mention.
• Students should think about what language to use mentioned in the example essay.
ni
before they start writing their essay. Ask What should EXTENSION: Students discuss the purpose of each
you not use in formal writing? (e.g. contractions,
paragraph (c: introduction – introducing the topic;
colloquial / informal language, abbreviations).
ar
a: discuss first benefit – keep us up to date with the
• Check students understand the information about
news; d: discuss second benefit – connects us to people
nominalisation. Write the following examples on the
around the world; b: conclusion – personal opinion and a
board, and ask students to change the sentences to
Le
recap of the main arguments).
use the noun instead of the verb form.
1 The number of people with a smartphone has FAST FINISHERS: Students underline any linking words
increased by 20%. (There has been a 20% increase in or structures from the sample essay they can use in their
the number of people with a smartphone.)
ic
own essays.
2 The managers of the company decided to employ
more staff. (The decision was taken to employ more
ANSWERS
staff.)
h
3 The scientists analysed the data, which revealed 1c 2a 3d 4b
ap
a change in online habits. (An analysis of the data
revealed a change in online habits.)
4
pairs.
1
gr
• Get feedback. Model the pronunciation of undoubtedly

/ʌnˈdaʊtɪdli/, integral /ɪnˈteɡrəl/ and consciously
MEDIATION SKILLS /ˈkɒnʃəsli/.
eo
• Adapting language for a different purpose is mediation.

FAST FINISHERS: Students write their own personalised
In this exercise, students rewrite sentences in a more
sentences using four of the words.
formal style.
lG
• This skill can be practised throughout the course by

ANSWERS
asking students to rewrite information for a different
audience or purpose. 1a 2a 3b 4a 5b 6b
• Students could also do this at home using online
5
na
materials on a subject of interest.

• Choose a student to read out the first sentence and elicit Exam TIP
a more formal way of saying it, using the given words.
io
• Students rewrite the remaining sentences, then compare Using complex language
their answers in pairs. Get feedback, but don’t check • When students look at the task, they should think
at
answers yet about what words, phrases and structures they can
use. For example, the Exam Task talks about the
2 5.6
importance of understanding current affairs, so they
N
• Play the recording. Students check their answers. should think of synonyms for important, as this word
Get feedback. will likely be used a number of times in their essay.
Elicit ideas, e.g. essential, integral, key.
©
EASIER: Show the sentences from the audio on the • Remind students to use linking words and phrases to
board for students to read at the same time as they listen. structure their ideas. They read the Useful Language
and tick any phrases they might want to use in their
SUGGESTED ANSWERS essay.
See audioscript • Before students begin writing, they should make
a plan, including words, phrases and grammar
structures they want to include.
• Remind students to begin their essay with an
introduction, then to include one point from the task
in each paragraph and finish with a conclusion.

75
• Students do the exercise, then compare their plans and 1
words in pairs. • In pairs, students discuss the questions.
• Get feedback. Write any suggestions of advanced-level • Get feedback. Elicit specific examples of what students
words on the board and encourage students to write did to prepare and write them on the board.
them in their notebooks.
EXTENSION: In pairs, students talk about how they felt
EASIER: Write the following words on the board. In when they gave the presentation or talk, what they used
pairs, students look up advanced-level synonyms: to present their information and who they presented to.
well-informed (educated, knowledgeable)
understand (comprehend, know about)
opinion (point of view, viewpoint, perception, theory,
2
• In pairs, students read the tips on giving a presentation,
assumption)
g
then do the matching exercise.
justify (defend, advocate, validate)
• Get feedback.
Students work in small groups to think of any other
n
common words they may need synonyms for. FAST FINISHERS: Students rate the tips in order of
ni
how important they think they are to remember when
6 preparing to give a presentation (1 = not important,
4 = very important).
Exam TASK
ar
Writing a discursive essay EXTENSION: Encourage students to add any other
useful tips for preparing for a presentation or talk.
Le
• Remind students to use the Useful Language and
their advanced-level words.
ANSWERS
• Students write their essay.
1b 2c 3d 4a
7 3
ic
• Students read through the checklist and tick the things • In pairs, students discuss the questions. Get feedback.
they did.
h
• In pairs, students discuss their checklist, then make any
4
• Go through the Mind your Mind information.
ap
• Students think about the question, then share their ideas
EXTENSION: Students exchange essays with a partner with a partner.
and tick the points in the Reflection Checklist that their • Get feedback. Remind students to give reasons for their
gr
partner has done. answers.
TEACHING TIP: When giving back written work, 5

eo
give students a few minutes to look at the errors they • In pairs, students discuss the questions. Get feedback.
made and write out each sentence or phrase correctly
in their notebooks. Encourage them to review these MEDIATION SKILLS
errors periodically to stop them from making the same • Managing interaction in a group discussion is
lG
mistakes more than once. Students can use colours to mediation. In Project 1, students work in small groups
keep track of what is correct and what is incorrect, or and every member of the group can contribute towards
they can use a marking system such as SP = spelling, managing the interaction.
P = punctuation, WT = wrong tense, etc. • Students need to make sure everyone is included in the
na
discussion and is able to contribute ideas, for example,

by allocating roles and asking questions to encourage
Live well, study well page 64 quieter students in the group to contribute.
io
• Brainstorm phrases for inviting suggestions and

giving a presentation; coping with nerves allocating turns, e.g. What do you think? Do you have
Useful vocabulary any ideas? Who wants to start? / Shall I start? I think it’s
at
your turn now.

• Remind students to use any language for collaboration
assignment (n): work you must do as part of your
that they have written in their notebooks.
N
studies
• This mediation skill can be practised in any group
focus (n): something that a person is concentrating on
project or discussion.
or paying attention to
©
nerves (n): a feeling of worry or anxiety

overview (n): a description of the main features or
points
recap (v): to repeat the main points of something
sip (n): a small amount of a drink
visuals (n): drawings, photographs or images that help
explain something

76
our
y Review page 153
roject
choose a project. Project 1 is group p ANSWERS: VOCABULARY
work and involves planning and giving a
presentation, while Project 2 is individual work 1
and involves planning and recording a presentation. 1 conference 5 electorate
2 policy 6 opposition
Project 1 3 review 7 activists
• Students brainstorm the things about the local area 4 manifesto
they want to include in their presentation.
• They should focus on three or four main points 2
1 subscriber 4 councillor
g
and decide how they are going to present them
(e.g. a slideshow, a sketch, a video, a poster). Their 2 diplomat 5 dictator
n
presentation should include a description of the local 3 anonymous source
area and images.
3
ni
• Encourage students to make sure every student in
the group has a role and something to say when 1 make 4 for
presenting. 2 across 5 come
ar
• In the next lesson, students present their ideas. 3 up 6 have
Project 2 ANSWERS: GRAMMAR
Le
• Students work individually to think about a free-time
activity that they could give a presentation on. 4
• Encourage them to plan their presentation and 1 shouldn’t have written that article
decide what they want to include, e.g. facts about the 2 had been giving a speech when the news broke
activity, why they enjoy it, how often they do it. They 3 might be able to lift the ban the following month
ic
should decide how they are going to present their 4 hadn’t heard any more news about the plans
ideas (e.g. a slideshow, a sketch, a poster). 5 wouldn’t be attending the following day’s meeting
present to another student. h

• Students can record their presentation or they can
5
ap
• Encourage students to say what they think their 1 to send 4 what
partner did well and what could be improved. 2 not to reveal 5 there were
Students can use the tips in Exercise 2 to help them 3 if they had heard
gr
give feedback.
6
1 agreed 4 confessed
2 insisted 5 accused
eo
3 advised 6 wondered
lG
na
io
at
N
©

77
6 The back of beyond
Reading: eliminating the wrong answers;
page 65
Grammar: verb + -ing form or to + infinitive;

matching paragraphs to gaps sense verb + object + -ing form or
Vocabulary: holiday accommodation infinitive; verb + object + -ing form
or to + infinitive
Grammar: -ing form and infinitives
Use your understanding the context; open
Listening: looking for key words; matching
English: cloze
prompts to spoken text
g
Writing: tourism; being concise;
Speaking: travel and tourism; justifying your
brainstorming; writing a report
n
opinions; discussion
Video: Matthew Henson
ni
Unit Opener page 65 EXTENSION: Put two sets of pairs together – A and
ar
B. Pair A makes a list of other activities which might
In the photo be done on an eco-holiday, (e.g. learning the local
language, eating at local restaurants). Pair B makes a list
Le
This mountain shelter, called Bivak Pod Skuto, is located
at over 2,000m above sea level in the Slovenian Alps in of other activities which are not good to do on an eco-
Central Europe. It is near Skuta mountain, close to the holiday, (e.g. eating at chain restaurants, going jet-skiing).
town of Kamniška Bistrica. It is free to stay in and can They share their ideas with the other pair.
accommodate up to ten people. The cabin was built in
ic
2015 to provide shelter to hikers and was designed to TEACHING TIP: This type of exercise can also be
withstand extreme weather conditions. The design was a organised as a pairwork debate. In this case, student
h
collaboration between architects from Slovenia and the
UK, and students from the Harvard University Graduate
A should argue in favour of going to touristy beaches
and student B should argue against it. You could also
ap
School of Design in the US. ask students to debate hunting animals and riding
elephants. In the feedback stage, students share their
real opinions.
1
gr

SUGGESTED ANSWERS
• Get feedback. Ask students if there are any remote areas
in their country. a, c, e, f
eo
2 2
• In pairs, students discuss the words. • Show the photo and article on page 67. Students read
• Get feedback. Model the pronunciation of foyer /ˈfɔɪeɪ/ the article quickly, then discuss the question in pairs. Get
lG
and chalet /ˈʃæleɪ/. feedback.

ANSWERS
EASIER: Students use a dictionary to look up any words
they are unsure about. Stay in local people’s houses
na
Learn to cook local cuisine

EXTENSION: Brainstorm any other words for places Go kayaking
to stay, parts of a hotel or adjectives to describe Trek through the forest
accommodation that students know.
io
3
• Students do the exercise in pairs.
• Get feedback. Elicit the meaning of hydroelectricity
Reading
at
pages 66–67 (using water to produce electricity), mining (getting coal

eliminating the wrong answers; matching paragraphs or metal from under the ground) and timber (wood used
N
to gaps for building houses or making furniture).

SUGGESTED ANSWERS
1
Local tourist guides, the benefits of hydroelectricity and
©
• Elicit the meaning of eco-holiday (an environmentally

friendly holiday). the construction of an artificial lake are the least likely
• Students discuss the question in pairs. Get feedback. to be covered, because the sentence before the gap
talks about a forest, and the sentence after the gap talks
EASIER: Write the following statements on the board: about a tourist development.
Doesn’t respect animals. Doesn’t respect the local
environment. Shows interest in local culture. Shows
interest in the local environment. As a class, ask students
to say which statement describes each activity.

78
4 5 6.1

Exam TASK
Exam TIP Matching paragraphs to gaps
Eliminating the wrong answers • Students complete the Exam Task, then compare their
• Remind students to read the text first to get a general answers in pairs.
understanding of what it is about. Then they read the • Get feedback. For each sentence, ask students what
paragraphs. words helped them match the paragraphs to the gaps.
• Students need to read the sentence before and after • Play the recording for students to listen to the
the gap to make sure they both make sense with complete text and check their answers.
the paragraph. If they do not, they can eliminate this
g
option. Ask which topics seem most likely for the FAST FINISHERS: Students write sentences about the
n
paragraph for gap 1 (destruction of the rainforest or text using the words from the Word Focus, (e.g. The
ethical tourism, linking with the paragraphs before writer stayed in a timber bungalow on the edge of a lake.)
ni
and after).
• If more than one paragraph seems to be a possible EXTENSION: For homework, students search online for
match, students should go on to the next gap and other eco-friendly holidays and choose one to present
ar
come back to this one later. It’s a good idea not to in the next lesson. Ask them to explain what people can
choose an option too quickly as it can cause problems do, where they can stay and what they can learn about
later on. the local people and environment.
Le
• Ask What other thing can you look for to help you find
the correct paragraph? (linking words, e.g. however, ANSWERS
before, after; pronouns or determiners referring back,
1C 2E 3F 4A 5D 6G
e.g. he, she, it; that, this, those).
ic
• When they finish, students should read through the 6.1
text with their paragraphs in place and make any final As reading text on page 67.
changes.
h • In pairs, students discuss the questions.
your
ideas
ap
• Ask What other country would you like to
visit to find out about the local people and
environment?
ANSWERS
gr
A (It doesn’t link to the topic of the forest in the line

before or ‘these developments’ in the sentence after Vocabulary page 68
eo
the gap. It refers to an elephant sanctuary rather than

a place for people to stay.) holiday accommodation
B (It doesn’t link to the sentences around the gap;
the topic is cities and how tourists damaged the
1
lG
• Show students the photo and title of the text. Ask if

environment.)
they know anything about Stockholm (it’s the capital city
D (Chet is mentioned much later on in the text.) of Sweden, it’s in Northern Europe, it’s made up of 14
E (The paragraph starts with ‘The lake’, which has not islands and more than 50 bridges).
been mentioned in the text before the gap.)
na

F (The sentence refers to ‘the dam’, which has not been pairs. Get feedback.
mentioned in the text before the gap.)
G (The paragraph says ‘after eating the delicious food’, EXTENSION: In pairs, students discuss these questions:
io
and food is not mentioned in the text before the gap.) • Do you like going on outings with a tour guide when
you go on holiday? Why? / Why not?
word focus • Do you like going to touristy places or less
at
• In pairs, students work out the meaning of the words in well-known places? Why?
bold, then use a dictionary to check their ideas. • Would you prefer to stay somewhere luxurious on
N
• Get feedback. Ask some students how many words they your holiday, or somewhere more modest? Why?
them do this. ANSWERS
©
1 outings 5 villa
2 luxurious 6 full-board
3 bed and breakfast 7 modest
4 touristy 8 self-catering
2
answers in pairs.
• Get feedback. Elicit the meaning of pagoda (a building
traditionally built in Asia, with several levels).

79
W: Our rates are very reasonable – just £120 per night.
EXTENSION: In pairs, students discuss if they agree with
Or £150 if you stay in our luxury lodge, with a hot
sentences 4, 6 and 8 and give reasons for their answers,
tub in the garden!
(e.g. I disagree with sentence 4. I prefer going out and
trying local food in local restaurants or markets.). M: Hmm. I don’t know. It’s my wife’s birthday, you see.
We just wanted to book somewhere full-board, to be
FAST FINISHERS: Students write three personalised honest. Neither of us wants to do any cooking this
sentences using three of the words. weekend!
W: Well, why don’t I book you into the lodge, and then
ANSWERS if we get a cancellation in the hotel, we can upgrade
1 luxurious 5 villa you to a hotel room. And our hotel restaurant is
2 outing 6 touristy open from 7 in the morning until 11.30 at night, so
g
3 modest 7 bed and breakfast you could still have all your meals there if you don’t
4 full-board 8 self-catering want to cook.
n
M: OK, then. Yes, could you book us into the luxury
3
ni
lodge for two nights?
pairs. Get feedback. your
ideas
ar
• In pairs, students discuss the questions. Get
EXTENSION: In pairs, students make a note in their
feedback.
notebooks of the words they didn’t use and try to give a
definition, using a dictionary to help them if necessary.
Le
EXTENSION: For homework, students create an advert
ANSWERS for their dream destination using the text in Exercise 1 as
a model. Students bring their adverts to the next lesson
1 honeymoon (it’s a type of holiday and not a place to
and present them in small groups.
stay)
ic
2 sunburn (it’s something you get from too much sun –
the other things protect you from the sun)
Grammar
h
3 upgrade (it means to get something better, e.g. a
better seat on a plane or a better room – the other
page 69
-ing form and infinitives
ap
words mean prices)
4 itinerary (it’s a plan for a holiday – the other words
GRAMMAR GUIDE: -ing form and infinitives
refer to having space for someone, e.g. at a hotel)
gr
5 homestay (it’s a type of accommodation – the other -ing form to + infinitive

words are nouns for people) as the subject of a to explain purpose
sentence or clause I came to ask you a
4
eo
Running keeps you fit. question.

after prepositions after some adjectives,
5 6.2
I’m not good at playing e.g. easy, difficult, afraid,
lG
• Play the recording. Students complete the sentences, tennis. scared, happy, glad,
then compare their answers in pairs. pleased, sad
• Get feedback. I’m so glad to see you!
EASIER: Before the exercise, in pairs, students predict after the verb go when after too + adjective or
na
what information might complete each gap. After we talk about activities adjective + enough
students have listened, you could give them a copy of the We’re going camping I’m too tired to go to
audioscript to help them complete any missing answers. next week. the gym.
io
It’s hot enough to go

ANSWERS swimming.
after certain verbs and after certain verbs and
at
1 weekend 4 rates, luxury

2 vacancies 5 full board, birthday phrases phrases
3 self-catering 6 upgrade I miss playing football. I promised to work
N
She’s having problems harder.

6.2 finding a job.
W: Hello, Royal Hotel, can I help you?
We use the infinitive (without to):
©
M: Oh, yes please. I can’t get into your website for • after modal verbs and semi-modals.
some reason, and I was just wondering if you have I’m sorry, but I must leave right away.
any rooms free for next weekend? • after had better and would rather.
W: Next weekend. Let me see. No, I’m really sorry, we You’d better be on time.
don’t have any vacancies, not here in the main hotel. I’d rather go home now.
But we do have some availability in our self-catering We can use help with or without to, and the meaning is
lodges. Would you be interested in finding out the same.
about those? She helped me to bring in my bags.
M: Well, I’m not sure. How much do they cost? She helped bring in my bags.

80
1 • Students complete the text, then compare their answers
• Students complete the rules, then compare their answers in pairs. Get feedback.
ANSWERS Why is it important to find out about the culture of the
a consider d should g difficult country you visit? (e.g. to understand the world better, to
b before e would rather enhance your communication skills, to be respectful of
c sorry for f decide their customs and traditions)
Apart from the ways given in the text, how can you learn
TEACHING TIP: Students may find it difficult to remember about the local culture of the place you visit? (e.g. stay in
which verbs are followed by to + infinitive and which are and visit places other than major cities, go to local shops
followed by an -ing form. Knowledge of these verbs can and restaurants, learn some of the local language, do
g
help students speak more confidently and do well on some volunteering)
exam tasks such as sentence transformation. Point out
n
that we often use -ing forms to talk about an emotion, an ANSWERS
ni
experience or process (e.g. I enjoy running. He spends 1 to find out 6 experience
time practising the piano.), while we use to + infinitive to 2 using 7 to cook
talk about a future result, such as a decision (e.g. I planned 3 giving 8 prepare / to prepare
ar
to go out for dinner. We arranged to pick you up.). 4 to promote 9 visiting
5 to ensure 10 to hear
2
Le
answers in pairs. Get feedback. Listening page 70
FAST FINISHERS: Students write new sentences using looking for key words; matching prompts to
spoken text
ic
the verbs in brackets in Exercise 2.
ANSWERS
1
1 checking 4 come h
7 renting
• Show the photo. In pairs, students look at the photo
and discuss the question. Remind them that a holiday is
ap
2 to stay 5 spending 8 to plan called a vacation in American English.
3 organising 6 swimming • Get feedback.
3 EASIER: Write the following on the board: backpacking,
gr
• Students do the exercise, then compare their answers in business trip, safari. Ask students to say what type of
pairs. Get feedback. travel the photo shows (backpacking). Elicit a definition
or explanation of the word (travelling from place to place
eo
EASIER: Do the first item with the class. Ask What with all your belongings in a backpack, usually staying in
type of word is ‘must’? (a modal verb) Is it followed by cheap accommodation and using public transport).
the infinitive or the -ing form? (the infinitive) Why? (all
modals are followed by the infinitive). Elicit the first EXTENSION: Students discuss whether many
lG
sentence. Students do the remaining items in pairs. backpackers visit their country and which places they visit.
EXTENSION: In pairs, students take turns to choose
a word from the grammar box in Exercise 1 for their 2
na
partner to use in a sentence, being careful to use the • Students do the exercise, then compare their answers in
correct form. For example, Student A: Important. pairs.
• Ask students to explain the differences.
Student B: When you travel, I think it’s important to
io
learn a few words in the language of the country you’re ANSWERS

visiting. 1 S: In both sentences, they thought about travelling by
bus, but then travelled a different way.
at
ANSWERS 2 D: Sentence a means that the points they made

1 must confirm your booking by the end of today before contrast with the opinion that follows (i.e.
N
2 waiting to hear whether her holiday has been there were lots of positive things about the holiday,
cancelled but they didn’t enjoy it). In sentence b, the points
3 After boarding the plane, they made before explain why they didn’t enjoy the
©
4 talented at surfboarding holiday.

5 stupid to lose your passport on the first day of your 3 D: In sentence a, the speaker thinks the best thing
holiday to do is to book through the holiday company. In
6 instead of flying sentence b, the person thinks it’s a bad idea to book
through that company.
4 4 D: In sentence a, the speaker is expecting it to be
• Students read the title of the text and say what they cold. In sentence b, the person is not expecting it to
think it is about. be cold.
• Students scan the text to check. Elicit the meaning of
5 S: In both sentences, the speaker didn’t expect the
indigenous (people who are originally from a place, not
experience to be very good and it was better than
tourists, visitors or people who have moved there from
they thought it would be.
somewhere else).

81
3 6.3
• Tell students they are going to listen to five people • Would you like to travel around a country by bus?
talking about situations related to travel. Why? / Why not?
• Play the recording. Students write the number of the • Would you like to go on an active holiday? Why? /
speaker next to the adjective that expresses how they Why not?
feel, then compare their answers in pairs. • What are the positive and negative things about
• Get feedback. Ask students to say which words or going to an all-inclusive resort?
phrases were synonyms for the answer options (a it
wasn’t as good as I was hoping it would be; b Isn’t that ANSWERS
awful of me?; c Thank goodness; d There’s no doubt
1D 2E 3H 4A 5B 6 E 7 A 8 B 9 C 10 F
about it; e It’s so annoying!).
g
6.4
EXTENSION 1: In pairs, students discuss their own
N: You will hear five short extracts in which people are
experience and what situations might make them feel
n
talking about recent holidays. Look at Task One. For
each of these emotions.
questions 1–5, choose from the list (A–H) the main
ni
EXTENSION 2: Give students a copy of the audioscript. reason each speaker gives for choosing this holiday. Now
They underline the words or phrases that tell them how look at Task Two. For questions 6–10, choose from the
ar
the speaker feels. list (A–H) how the speaker felt about the holiday. While
you listen you must complete both tasks.
ANSWERS Speaker 1
Le
a3 b4 c5 d2 e1 My last holiday was to Malaysia. We travelled around by
bus, which was a great way to see the country and also
6.3 to meet the people. It was like a mixture of sightseeing
1 It’s so annoying! The website crashed just as I was but also just relaxing as well. The highlight of the trip
ic
about to confirm my booking. was actually the day we spent at Tanjung National Park.
2 There’s no doubt about it. The plane leaves at It’s tiny and difficult to get to, so there weren’t too many
5.30 tomorrow morning. people there, and we saw some amazing animals. I think
h
3 It wasn’t terrible, it just wasn’t as good as I was
hoping it would be.
it was the best holiday I’ve ever been on. And the funny
thing is that we’d originally intended to go to India, but
ap
4 Do you know, I’ve only just realised that they speak then my flatmate found this amazing deal – really good
three languages in Switzerland! Isn’t that awful of me? value, so we changed our minds, and I’m so glad we did.
5 Thank goodness you’re here! I thought you were Speaker 2
gr
going to miss the train! When my girlfriend suggested that this year we took a
staycation and stayed at home, I wasn’t too keen. But
4 I went along with it because I’d chosen our holiday
eo

the year before. And actually, I was embarrassed to
Exam TIP discover how much there was around me that I’d never
seen before. We did a different outing every day, and
lG
Looking for key words we set ourselves other challenges too, like trying a
• Ask What should you do before listening? (underline new dish every day – not necessarily eating out, but
the key words in the options). experimenting with cooking at home, and learning a few
• Remind students that they may hear synonyms of the new sports. I’ve now discovered that I’m pretty good
na
words in the options, or longer phrases that express at climbing after we spent a day at our local climbing
the opinion or attitude of the speaker. Elicit some centre. Having said all that, I’ll probably still want to get
phrases that might express the feelings in Exercise 3. away next year for a proper holiday.
• Students look at option H in Task One. Ask What are
io
Speaker 3
some synonyms you might hear for ‘itinerary’? (e.g.
If you’re into active holidays, you couldn’t do better than
travel plan, agenda, route, programme, timetable).
going to the place we were at last year. It was a special
at
• Students read the instructions for Task One and Task

sports resort – they had the most amazing facilities
Two. Elicit what each task is asking them to listen for
– Olympic sized pool, tennis courts, running tracks,
(1 the speaker’s reason, 2 the speaker’s feeling).
dance studios – and basically you can just choose your
N
• Students do the exercise, then compare their answers in programme and do whatever sports you want to do.
pairs. Get feedback. That was what really attracted me to the place – being
©
able to create my own fitness programme for the week.

5 6.4 Of course, feeling part of a community and making new
friends were also factors. In fact, I’m meeting up next
Exam TASK week with a couple of people who were doing the same
Matching prompts to spoken text yoga class as me.
• Play the recording. Students complete the Exam Task, Speaker 4
then compare their answers in pairs. This year we stayed with our cousins up in the
• Get feedback. If students have doubts about any mountains. They’ve got a really lovely cabin there – it’s
of their answers, read the relevant section from the fairly basic and very remote, but the views are awesome
audioscript. and it’s just so quiet and relaxing. In fact, we go there
every year and we really love it. But I’m not sure if I’ll

82
go back again next year. I just feel maybe it’s time to
try something completely different, perhaps a city MEDIATION SKILLS
break, visiting lots of museums and soaking up some • Discussing opinions in pairs involves collaborating to
culture. Or a beach holiday. Although, of course, I’ve construct meaning. This is mediation.
been so lucky because I’ve never had to pay for my • In this exercise, students have to read the opinions,
accommodation, so it’ll probably be a bit of a shock decide whether they agree or disagree with the
when I find out how much holidays usually cost. statements, then present their ideas and justification to
Speaker 5 a partner. Their partner should ask questions to invite
So, last summer, we left it really late to book a holiday reactions, encourage further development of ideas and
and pretty much all we could find was one of those maintain the focus of the discussion.
• Elicit questions that students can ask during the
all-inclusive deals at a big resort in Mexico. We basically
discussion (e.g. What do you think? Do you agree?).
g
didn’t need to leave the resort for the whole week!
• In future lessons, this mediation skill can be practised in
Everything was included – food, drinks, entertainment
discussions and practical collaborative tasks.
n
… I have to admit that I’ve always thought something
like that sounded awful … you know, you should go out • Students do the exercise in pairs.
ni
and experience the real country, but it was just so lovely • Get feedback. Ask students to justify their answers using
to have everything organised for me. The place was the phrases in the Useful Language box.
really well-run, our room was beautiful and the food was
ar
fantastic. In fact, I’ve already booked a week at the same EASIER: Before the task, give students time to read the
place for next year! sentences and make notes about whether they agree
Le
N: Now listen again. or disagree with statements, and the reasons for their
opinion.
Speaking page 71 3
• Students do the exercise in pairs. Get feedback, but
ic
travel and tourism; justifying your opinons; discussion
don’t confirm their answers yet
1 4 6.5
questions. h
• In pairs, students look at the notes and discuss the
• Play the recording for students to check their answers.
Get feedback.
ap
• Get feedback. Model the pronunciation of infrastructure
/ˈɪnfrəˌstrʌktʃə(r)/ and elicit the meaning (the systems ANSWERS
and services that a country uses, e.g. transport, power 1D 2A 3A 4D 5D 6A
supplies).
gr
6.5
ANSWERS
B: I don’t think it’s true, really, that the only way to
1 negative: b, c, e and h; positive: a, d, f and g
eo
experience the culture of a country is to stay with a

local family. The way I see it is that there are lots of
2 different ways to experience culture. I mean, a local
family is only going to give you one perspective,
lG
isn’t it?
Exam TIP G: Hmm, well, yes, but it’s a real perspective. As far as
Justifying your opinons I’m concerned, staying with people who are actually
• In discussion tasks, the examiner is interested in from the area is a unique way to understand daily
na
seeing whether students can communicate naturally, life. I feel that’s probably because you’re sharing
express their opinions and justify them. their house and their food. You’re seeing their reality,
• Students will have around four minutes for the not something that’s specially put on for tourists.
io
discussion. The questions will be related to the topic B: I understand what you’re saying, but on the other
of the collaborative task. hand, when you go to visit museums or historic
• Tell students that by justifying their opinion, they will buildings, the information about those places is
at
be extending their response and ensuring they have a provided by real experts. That’s not something you
more in-depth discussion. Remind them to stick to the can learn by staying with local people.
N
topic, and ensure they are answering the question. G: But that’s only one part of culture. The reason I say
• Elicit phrases for giving an opinion and phrases for that is because, actually, you can find out a lot of
justifying it. Students look at the Useful Language box that information from books or online. But an expert
and tick any phrases they didn’t think of.
©
can’t help you understand what it feels like to wake

• Remind students to interact with their partner to up in another person’s house, or to smell the food
develop the discussion. They should comment on and that they’re cooking or to watch the games that their
reply to what their partner says. Elicit phrases students children are playing.
could use to acknowledge what their partner has said
(e.g. That’s a good point, I didn’t think about that, I
see what you mean.).

83
5 6.6 ANSWERS
1 different
Exam TASK 2 the same
Discussion 2
• Play the recording. Pause after each question and • Students choose the correct option, then compare their
allow students one minute to discuss their answers. answers in pairs. Get feedback.
Remind them to use the Useful Language.
• Get feedback. Ask Did your partner justify their EASIER: Do the first item as a class. Choose two
answers? What phrases did he/she use? students to read sentences 1 and 2 aloud. Ask In
which sentence did they finish swimming? (1), In which
sentence did they stop doing something else in order
g
EXTENSION: For homework, students find an article to start swimming? (2). Students complete the remaining
items in pairs.
n
or video in English online that discusses the negative
effects tourism can have. Students write down the main
EXTENSION: Organise the class into pairs and number
ni
points and the justification for the ideas expressed. In
the next class, they share their findings with a partner. them A, B and C round the class. Allocate a verb to each
Encourage them to write any useful phrases in their pair (A forget, B remember, C try). In their pairs, students
ar
notebooks. write two sentences with their verb – one followed by
the -ing form and the other followed by to + infinitive.
6.6
Then put pairs A, B and C together to explain the
Le
differences in meaning to the group.
1 Do you think that travelling to different countries is
the best way of learning about the countries? Why? /
ANSWERS
Why not?
2 Do you think that the tourism industry is good or bad 1 swimming
ic
for a country? Why? 2 to swim
3 How important do you think it is to be able to speak 3 to tell
4 spending
the language of a country that you visit?
h
4 What are some of the benefits of travelling by 5 looking
ap
yourself? Would you like to? Why? / Why not? 6 to find
5 What are the different things that affect people’s 7 cancelling
choice of holiday destination? 8 to cancel
gr
your
Sense verb + object + -ing form or infinitive
• In pairs, students discuss the questions. ideas
GRAMMAR GUIDE: sense verb + object + -ing form
eo
• Ask them to say what activities they would

do in their own country or region if they took a or infinitive
staycation. We use sense verbs (e.g. see, hear, watch, notice) with
an object followed by either the infinitive or -ing form.
lG
The meaning is slightly different.

Grammar page 72
• We use the infinitive to refer to a whole completed
event.
Verb + -ing form or to + infinitive He heard the man say he was in trouble.
na
• We use the -ing form to refer to actions or events in

GRAMMAR GUIDE: verb + -ing form or to + infinitive progress.
I heard her talking to the teacher about why she
• Some verbs can be followed by an -ing form or to
io
+ infinitive with no change in meaning, e.g. begin, hadn’t been in school.

bother, continue, hate, like, love, start. • We can also use the -ing form to emphasise that an
action is repeated.
I loved tennis as a child, and I continued playing /
at
I watched her walking up and down the street for

to play as an adult.
• Some verbs can be followed by an -ing form or to + at least half an hour.
• We use an -ing form after can or could + a sense
N
infinitive, but the meaning changes, e.g. forget, go

on, remember, stop, try. verb.
They went on talking late that night. (They I could hear someone walking behind me.
©
continued talking.)
They went on to talk about his new book. (They
had been talking about something else, and then
3
• Students choose the correct option, then compare their
started talking about his book.)
1 FAST FINISHERS: Students make a note of any other

• Elicit some verbs followed by -ing or to + infinitive. sense verbs they know (e.g. feel, see, watch, notice).
1 -ing form
2 infinitive

84
Verb + object + -ing form or to + infinitive 6 6.7
• Students complete the conversations, then compare
GRAMMAR GUIDE: verb + object + -ing form or to their answers in pairs.
+ infinitive • Play the recording for students to check their answers.
• Some verbs can be followed by object + to Get feedback. Point out that help can be used with the
+ infinitive, e.g. advise, allow, ask, command, infinitive or to + infinitive and the meaning is the same.
encourage, expect, get, help, order, prefer, It may be easier for them to remember this as one of the
recommend, remind, request, teach, tell, want. set of verbs that take to + infinitive.
The teacher told me to go and get some books
EXTENSION: In pairs, students look at Grammar
from the cupboard.
• We can also use would hate, would like and would reference 6.4 on page 170. Give each pair three verbs
from the section. Students create a sentence with each
g
prefer + object + to + infinitive.
We’d like you to know how much we appreciate of the verbs they’ve been given.
n
what you did.
I’d hate you to leave early. ANSWERS
ni
• Some verbs can be followed by object + -ing form, 1 to pack, to check
e.g. dislike, hate, imagine, involve, keep, mind, not 2 to join, calling
like, prevent, remember, resent, risk, stop. 3 to book, enjoying
ar
He dislikes me working so far from home. 4 playing, (to) pack, packing, to finish
Note: a few verbs can be used with an object + 6.7
Le
infinitive (without to). We use let + object + infinitive 1 A: Oh no! I forgot to pack our passports.
to say that we give permission for someone to do B: That’s so annoying! I reminded you to check last
something. In the passive we use be allowed to to night.
express the same meaning. 2 A: I’ve invited Lena and Dmitri to join us on our trip
ic
My teacher let us leave early. We were allowed to to the forest tomorrow.
leave early. B: That’s cool. Have you tried calling Marek as well?
We use make + object + infinitive to say that someone
h
is forced to do something, but in the passive we use
to + infinitive.
I’m sure he’d love it.
3 A: Somehow, our cousins have persuaded Uncle Ben
ap
to book a beach holiday.
My parents make me study. I am made to study B: Really! I can’t imagine him enjoying that much. He
(by my parents). can’t even swim!
4 A: Could you stop playing that game and help me to
gr
pack our cases.

4 B: Sorry, of course I’ll help! I started packing, but I
• Students complete the rules, then compare their answers
got distracted and forgot to finish.
eo
EXTENSION: Write these words on the board: allow,

expect, imagine, prefer, prevent, remind. In pairs, Use your English page 73
lG
students discuss which verb form follows an object after understanding the context; open cloze
these verbs (allow, expect, prefer, remind + object + to +
infinitive; imagine, prevent + object + -ing form). 1
• Students match the phrasal verbs with their definitions,
na
ANSWERS then compare their answers in pairs. Get feedback.

a to + infinitive FAST FINISHERS: Students write a sentence about
b -ing form themselves using two of the phrasal verbs.
io
5 ANSWERS
at
answers in pairs. Get feedback. 1b 2e 3d 4c 5f 6a
FAST FINISHERS: Students draw two columns in their 2

N
books with the headings Verb + object + to + infinitive, • Students complete the sentences, then compare their
and Verb + object + -ing form. They write the verbs from answers in pairs.
• Get feedback. Elicit the meaning of sun stroke (an illness
the exercise in the correct column. Encourage them to
©
caused by your body temperature getting too high).

add to this page as they come across other verbs that
use these structures. EXTENSION: In pairs, students discuss these questions:
• Does it usually take you a lot of time to settle into
ANSWERS something new?
1 to book 4 visiting • Have you ever had an important event or match
2 spending 5 to check called off? What happened?
3 chatting 6 to take • If you wanted to buy something and there was a long
queue, would you join the queue and wait or would
you decide not to bother?

85
ANSWERS ANSWERS
1 settled in 4 held up 1 of 5 one
2 fit in 5 line up 2 off 6 might / may / could
3 call off 6 lead to 3 same 7 so
4 Between 8 the
3
• Students do the exercise, then compare their answers
in pairs.
• Get feedback. Students explain the meaning of the
expressions.
tourism; being concise; brainstorming; writing a
report
EASIER: Choose a student to read the first sentence.
g
Give students two answer options and elicit which one
they think is correct (e.g. in the same boat or off the Learning FOCUS
n
beaten track?). Repeat for each item (e.g. 2, smooth Being concise
sailing or in the same boat?).
ni
• Remind students that a report is analytical and much
less personal than other types of writing, such as an
EXTENSION: Students complete these sentences with
article or an essay, so the language should reflect
ar
their own ideas. this and be more formal and concise.
1 … drives me up the wall because … • Tell students to include a sub-heading for each
2 A time I went the extra mile was … paragraph to keep their report clear and easy to
Le
3 When things aren’t smooth sailing, I … navigate. They can also use bullet points when listing
any positive or negative points or recommendations.
ANSWERS
1 off the beaten track (= far away from the places that 1
ic
people usually visit) • Students read the paragraph, then discuss the question
2 in the same boat (= in the same difficult or unpleasant in pairs.
situation)
h
3 smooth sailing (= easy, without any difficulty or
• Get feedback. Check students identified the main issues
with the text (e.g. it needs to be more direct and to the
ap
problems) point, it’s too wordy, too informal, too personal).
4 drive me up the wall (= annoy, irritate)
5 have itchy feet (= want to travel to different places) EXTENSION: In pairs, students discuss what
6 go the extra mile (= make a special effort, do more responsibilities a person might have if they worked in
gr
than just what is necessary) a Tourist Information Centre.
4 SUGGESTED ANSWERS
eo

Sentence 1 should be cut: the first part is irrelevant to
the task, the rest is too personal and the information
Exam TIP about the work experience doesn’t belong in the
lG
Understanding the context introduction.

• Encourage students to highlight any words before or The purpose of the report should be stated at the
after each gap that may give them a clue. Elicit any beginning.
helpful words around the first gap (scared, flying). The language could be more formal and to the point.
na
Ask What type of word often follows an adjective and

is followed by an -ing form? (preposition). Elicit the
2
answer (of ).
MEDIATION SKILLS
io
• When they finish, tell students to read through the

text, including their answers, to check it makes sense • Streamlining a text is mediation.
grammatically. They should also check their spellings. • In this exercise, students rewrite the paragraph. This
at
involves expressing the same information in fewer

words and more appropriate language, eliminating
Exam TASK personal opinions and sentences that do not contribute
N
Open cloze relevant information.

• Students can start by underlining the key information
they want to include. Encourage them to rewrite this
©
answers in pairs.
information in their own words, linking ideas together
• Get feedback. Ask Which words around the gaps
to form a coherent paragraph.
helped you with your answers?
• This mediation skill can be practised throughout
the course by asking students to identify the key
EXTENSION: In pairs, students discuss their answers to information in texts and write it as a summary. Exercise
the first two questions in the text. They say whether they 3 also gives further practice of this skill.
know anyone else who doesn’t like flying.
• Students write their paragraph, then compare it with a
partner. Get feedback.

86
SUGGESTED ANSWER 6
The main purpose of this report is to evaluate my recent • Go through the Exam Tip.
work experience at the Lima Tourist Information Centre
and to make recommendations for ways to increase Exam TIP
training opportunities in the future.
Brainstorming
3 • Ask students how long they think they should spend
• Students complete the exercise, then compare their planning before they write (around five minutes).
answers in pairs. • Write the following on the board: You recently visited
• Get feedback. a newly opened tourist information centre and the
manager has asked you to write a report about your
EASIER: Do the first item as a class. Students do the experience. Brainstorm some positive and negative
g
remaining items in pairs. ideas students could mention if they were to write this
n
report (e.g. positive: great city centre location, lots
SUGGESTED ANSWERS of useful information, clearly laid out and displayed;
ni
1 The Information Centre was frequently busy and it negative: staff not very knowledgeable about the
was therefore difficult to pay enough attention to area, unable to book excursions).
individual customers. • Ask students how they think a report should
ar
2 My colleagues at the centre were helpful and gave be structured (introduction, two or three main
me useful training in customer relations. paragraphs, conclusion). Remind them that there
3 Much of the information requested by customers should be a separate paragraph for each point
Le
could have been supplied in a free map. mentioned in the task. Use the Exam Task as an
4 I suggest that the centre occasionally opens to the example and elicit what should be included in
public later and uses this time for training purposes. each paragraph (1 Introduction to the report, 2
the activities you did, 3 how well the holiday was
4
ic
organised, 4 any future changes).
• Students read the example task and do the exercise, • Students read the Useful Language box and tick the
then compare their answers in pairs. phrases they would like to include in their report.
h
• Get feedback. Ask questions to check understanding,
e.g. What do you need to write a report about? What • Students brainstorm their ideas in groups. Get feedback.
ap
kind of recommendations should you make?
7
ANSWERS
Exam TASK
gr
three-week training programme, tour guide,

helping tourists with … problems, advising … places Writing a report
to visit, write a report about your experience, evaluate • Students complete the Exam Task. Remind them to
eo
the programme, point out … problems, suggest changes use the Useful Language.
5
• Students read the report, then discuss the questions in TEACHING TIP: Writing tasks can be given as
lG
pairs. Get feedback. homework, or can be organised as timed activities in

class. As students get closer to their exams, it can be
FAST FINISHERS: Students underline any useful words helpful for them to practise writing tasks under exam
or phrases in the example report to help them structure conditions.
na
their own writing (e.g. linking words, phrases for giving

suggestions). 8
• Students read through the checklist and tick the things
ANSWERS
io
they did.
1 the Athens Tourist Agency • In pairs, students discuss their checklist then make any
2 gaining experience in dealing with tourists’ queries necessary changes to their task.
at
and giving information about places of interest

3 excellent training, extremely impressed with, well- EXTENSION: Students swap their report with another
organised, friendly student. They read each other’s report and tick the
N
4 They didn’t have time to do extra reading or research. things their partner has included, using the Reflection
5 that the agency gives its trainees two hours per week Checklist.
of study time away from the front desk
©

87
Video page 76
After you watch
Matthew Henson 3 3
• Students complete the summary.
Useful vocabulary • Play the video again for students to check their answers.
• Get feedback.
cabin boy (n): a boy who worked on a ship as a servant
in the past EXTENSION: In small groups, students research and
civil war (n): a war fought between different groups of prepare a short presentation on another winner of the
people in the same country Hubbard medal. Their presentation should include the
dog sledder (n): someone who drives a vehicle pulled following:
by dogs, used for carrying things over snow • name of the recipient
g
contribution (n): something a person does to make • why they received the medal
something successful • information about their background.
n
expedition (n): a long journey for a specific purpose, Students present their findings to another group or
often to a distant place the class.
ni
honour (n): a prize given to someone because they
have achieved something important ANSWERS
ar
Inuit (n): people who live in northern Siberia, Canada, 1 explorer
Alaska and Greenland, or a language spoken by these 2 Civil War
people 3 ship’s crew
Le
invaluable (adj): extremely useful 4 store
mission (n): an important piece of work that a person or 5 navigator
people do for an organisation 6 Inuit
overlooked (adj): when something fails to be noticed 7 customs official
ic
pass away (phr v): to die 8 recognised
store clerk (n): a person who works in a shop
valet (n): a person whose job it is to look after 3
someone’s clothes and cook their meals

h Who was the first person to reach the North Pole? You
might think it was Robert Peary or Frederick Cook;
ap
however, the title could actually belong to an African
Before you watch American explorer named Matthew Henson.
1 Born in 1866, only a year after the end of the Civil War,
gr
• Show the photo. Ask students to say what they can see, Henson grew up in Maryland. Forty-three years later,
then elicit what they know about the North Pole (it’s the some believe he became the first person to set foot on
northernmost point of the Earth and one of the points the North Pole.
eo
around which the Earth rotates; it’s in the Arctic Ocean; At just 13 years old Matthew Henson left home and
it’s almost always covered in ice). joined a ship crew as a cabin boy. He travelled the
• In pairs, students discuss if the statements are true or world and learned to read and write. In 1887, Henson
lG
false. Get feedback. was working as a store clerk in Washington D.C., where
he met the explorer Robert Peary. Peary hired him as a
EXTENSION: In pairs, students discuss why people valet, and the two men began a working relationship that
might want to visit the North Pole. lasted for over two decades and half a dozen voyages.
na
Henson proved invaluable as an expert dog sledder,

ANSWERS hunter, craftsman and navigator, who even became
1T 2T 3F 4F 5F fluent in Inuit. Their team also included four Inuit guides
who helped them in their mission.
io
While you watch The explorers made several failed attempts before they
finally reached the North Pole in 1909. Legend has it
2 3
at
that Henson and two of the Inuit men arrived at the Pole
• Play the video. Tell students not to answer the questions 45 minutes before Peary – likely making one of them the
at this stage, but just watch to get the general idea of first to set foot on the North Pole. Henson later said, ‘I
N
the topic. think I am the first man to sit on top of the world.’
• Play the video again. Students complete the sentences,
Peary’s achievements were recognised by the National
then check their answers in pairs. Get feedback.
Geographic Society when he returned. He was awarded
©
ANSWERS the first ever Hubbard Medal, National Geographic’s

1 1866 highest honour. But Henson’s contributions were mostly
2 13 overlooked by the scientific community. Henson went on
3 1887 to work as an official in the US Customs House in New
4 four York City, and passed away in 1955. It wasn’t until almost
5 1909 a century after Peary was given the Hubbard Medal that
6 forty-five Henson was awarded the same honour.
7 1955

88
Review page 154
ANSWERS: VOCABULARY
1
1 bed and breakfast 5 modest
2 self-catering 6 touristy
3 luxurious 7 outings
4 villas
2
1 porter 4 tariff
g
2 inn 5 vacancy
n
3 sunblock / suncream
ni
1 in 4 off
2 up 5 up
ar
3 to 6 in
ANSWERS: GRAMMAR
Le
4
1 to join 4 thinking
2 looking 5 to do
3 get 6 cancelling
ic
5
1D
6
2S 3S 4D 5D
h
ap
1 to stay 4 to make up
2 to pack 5 being asked
3 travelling 6 spending
gr
eo
lG
na
io
at
N
©

89
7 Opening night
Reading: similar or different?; matching four
page 77
Grammar: emphatic structures (2): cleft

prompts to texts sentences; tag questions
Vocabulary: theatre and cinema; books Use your
Grammar: emphatic structures (1): do / did; English: collocations; word formation
negative inversion Writing: reviewing a book, film or TV series;
Listening: understanding gist; multiple choice structuring a review; making an
g
with three extracts evaluation; writing a review
n
Speaking: entertainment activities; using your Live well, getting creative; thinking outside
own words; presenting options study well: the box
ni
Unit Opener • Play the recording again. Students complete the
ar
page 77
summary, then compare their answers in pairs. Get
feedback.
In the photo
Le
The Legong dance is said to have originated in the EASIER: Before the exercise, in pairs, students read the
19th century as a form of royal entertainment. It can paragraph and predict what kind of information they
now be seen on stages and in venues throughout Bali. need to complete each gap, e.g. 1 a year, 2 a noun
Performed by three dancers, the duration of the dance (e.g. a type of company).
ic
and the style of movement depend on the story they are
telling. There are around 15 different types of Legong ANSWERS
dance. 1 1941 2 newspaper 3 poor 4 lonely 5 twenty-six
1 h 7.1
ap
• Show the photo and the caption. Students discuss the Many people still think that Citizen Kane is the best film
questions in pairs. that has ever been made. It was released in 1941 and
• Get feedback. Ask students if there are any traditional tells the dramatic story of Charles Foster Kane, a very
gr
dances in their country. successful newspaper owner, from his poor childhood
up until his death as a rich, but lonely old man. The
2 character of Kane was based on several famous
eo
• In pairs, students discuss the questions. Get feedback. newspaper owners of the time. Orson Welles was only
twenty-six years old when he directed, produced and
EASIER: Before the exercise, elicit genres of theatre or starred in the film.
film and check understanding, e.g. comedy, romance,
lG
horror, thriller, action. 3

EXTENSION: In pairs, students discuss their favourite
film or theatre show and explain their reasons. Exam TIP
na
Similar or different?
Reading pages 78–79 • In this task, students match four questions with four
different short texts or sections of a longer text.
io
similar or different?; matching four prompts to text • In the text, the writer may use phrases such as in my
experience / view … or I think … , or use adjectives to
1 express their personal opinion.
at
• Students discuss the questions in pairs.

• Students read questions 1 and 2 in the Exam Task.
• Get feedback. Find out if anybody has seen Citizen
Ask if they are looking for a similar or different opinion
Kane.
N
(1 similar, 2 different). Elicit phrases for agreeing or

EXTENSION: In pairs, students look at the photo in disagreeing with an opinion that students might see
Exercise 2 and discuss what they think the film might in the Exam Task.
©
be about. If any students have seen it, they can try

to give a very brief summary of the story. This will be • Students read the Exam Task, then discuss the question
checked in Exercise 2. in pairs.
• Get feedback. Elicit the words or phrases that helped
ANSWERS students with their answers (1 expresses a similar view,
2 has a different opinion, 3 shares reviewer B’s opinion,
1a 2b 3c
4 agrees with).
2 7.1 ANSWERS
• Play the recording. Students check their answers to 1, 3, 4 similar
Exercise 1. 2 different

90
4 • Get feedback. Explain that the word wright is an old
• Students do the exercise, then compare their answers in word for someone who makes things, e.g. a wheelwright,
pairs. a playwright. It isn’t connected to the word write, but
• Get feedback. Students say the key words they it has the same pronunciation. There are also several
underlined. job words with the word write, e.g. script writer, screen
writer. Students should be careful not to confuse the two
ANSWERS spellings.
Question: effectiveness, inexperienced
Review B: this cast is about as perfect as any seen in a FAST FINISHERS: Explain that one of the compound
film, and only a few of its members had previously been words uses a hyphen. Students predict which word
on screen it is then use a dictionary to check their answer
(award-winning).
g
word focus
ANSWERS
n
bold, then use a dictionary to check their ideas. 1g 2f 3a 4e 5b 6c 7d
ni
2
them do this.
ar
answers in pairs.
5 7.2 • Get feedback. Make sure students write the compound
words correctly as one word or hyphenated.
Le
Exam TASK EXTENSION: Students complete these sentences with
Matching four prompts to texts their own ideas.
• Students complete the Exam Task. Remind them that • An award-winning film / TV show I’ve seen is …
they may be able to answer the first question already, • A soundtrack I like is …
ic
based on their initial reading in Exercise 4. • I think … is a masterpiece because …
• Students check their answers in pairs. Play the • A famous playwright I’ve heard of is …
recording. Students listen and read.
• Get feedback. Ask students to say which wordsh ANSWERS
ap
or phrases in each review helped them with their 1 soundtrack
answers. 2 blockbuster
3 playwright
gr
EXTENSION: In pairs, students discuss these questions: 4 award-winning

• Do you like tense films? Why? / Why not? 5 spotlight
• Which film have you seen which has an excellent cast? 6 screenplay
eo
• Which film have you watched that ‘kept you alert at all 7 masterpiece
times’?
3
ANSWERS • Students choose the correct option, then compare their
lG
answers in pairs.
1B 2A 3D 4B
• Get feedback. Model the pronunciation of rehearsal
TEACHING TIP: When students explain their answers, /rɪˈhɜː(r)s(ə)l/ and sequel /ˈsiːkwəl/. Remind students that
encourage them to reference the part of the text where movie is American English. In British English, we use the
na
they found the information. For example, instead of word film.

saying For number 1, I have review B, they can say I EXTENSION 1: In pairs, students use a dictionary to
chose review B for question 1 because the writer says … check the meaning of the incorrect words. Then they
io
7.2
write example sentences using the words.
As reading text on page 79. EXTENSION 2: Write these sentences on the board:
at
1 I loved that film, but it’s a pity there’s only one. There
your should be a ___. (sequel)
N
2 It’s important to tell the audience about the

• Get feedback. Ask them to say what films character’s ___ so they can understand the choices
from today might still be discussed and she makes. (back story)
debated 50 years from now.
©
3 The ___ of the film was when the hero took action
against the villain. (climax)
4 The mountains behind the actors provided a beautiful
Vocabulary page 80 ___ for the performance. (backdrop)
Theatre and cinema 5 A comic is a type of ___ novel. (graphic)
6 The film The Goldfinch was ___ in 2019. (released)
1 Students choose the incorrect words from Exercise 3 to
• Draw two columns on the board with the headings complete the sentences (shown in brackets).
theatre and cinema. With their books closed, students
brainstorm words related to each topic.
• Students complete the exercise, then check their
answers in pairs.

91
ANSWERS
1 adaptation, classic
Grammar page 81
2 dress rehearsal, opening night Emphatic structures (1): do / did

3 road
4 cast GRAMMAR GUIDE: emphatic structures (1): do / did
5 interval We use emphatic do or did in the present simple and
past simple. We use it in spoken rather than written
4 English and do or did is almost always stressed. We use
• Students complete the text, then compare their answers it:
in pairs. • to add emphasis to a sentence and to make a point
• Get feedback. Ask students to say if they have seen or more forcefully.
would like to see the musical Hamilton. I do work really hard, even if my boss doesn’t
g
ANSWERS realise it.
n
• to contradict what someone has said or correct a
1 award-winning
misunderstanding.
2 adaptation
ni
Max: ‘Jo doesn’t like sci-fi films.’ Jo: ‘I do like sci-fi
3 cast
films, but I prefer comedies.’
4 playwright
In present simple affirmative sentences we use do /
ar
5 opening night
does + infinitive of the main verb.
6 masterpiece
He really does love her.
7 released
In past simple sentences, we use did + infinitive.
Le
She did cook dinner last night.
Books We don’t use do or did with modal verbs.
5 I can swim well. (not I do can swim well.)
• Students do the exercise, then discuss the meanings of In other tenses, we can add emphasis in the same way
ic
the words in bold in pairs. by using the full form of the auxiliary verb, and stressing
• Get feedback. Model the pronunciation of folk /fəʊk/. it in speech.
FAST FINISHERS: Students make a note of any new h I have seen Jim! I saw him yesterday.
I am listening to you! I’m just checking my phone at
ap
words in their notebooks. They underline where the the same time.
stress is in each word (autobiography, novelist, folk tale,
illustrations, moving, hilarious, anecdote).
1
gr
7.3
ANSWERS • Play the recording. Students listen and read the
It isn’t All about Me: 4, 6 conversations. Then they complete the rules and
eo
From the Mountains to the Sea: 1, 5 compare their answers in pairs.

On call: 2, 3 • Get feedback. Choose students to read the sentences,
autobiography: a book about the life of the author stressing the emphatic do or did.
novelist: a person who writes novels (long, fictional
lG
stories) EXTENSION: Write these sentences on the board.

folk tales: stories that are traditional in a particular In pairs, students identify the errors and rewrite the
country sentences.
1 I did gave in my essay on time. (the main verb should
na
illustrations: drawings
moving: making you feel emotional or sad be in the infinitive: I did give in my essay on time).
hilarious: very funny 2 I like do painting, but I don’t often get time to do it.
anecdotes: stories (usually spoken) about real things that (‘do’ in wrong place – I do like painting, …).
io
happened 3 He do speak quite good English. (‘do’ should be

‘does’ as it’s third person – He does speak quite
6 good English).
at

ANSWERS
EXTENSION: In pairs, students discuss the last
N
1 affirmative 2 spoken 3 stressed

blockbuster they watched and what they thought of it.
7.3
1 A: Are you still reading the same book? You don’t
©
your read very quickly, do you?

• In pairs, students discuss the questions. ideas B: I do read quickly – this is just a very long book!
• Get feedback. Ask them to say how often they 2 A: What did you think of the film?
watch films at home compared to at the cinema. B: I didn’t think the acting was very good, but I did
like the soundtrack.
3 A: Hurry up! We’re going to miss the show!
B: I’m sorry, but I did say I might be late.

92
2 7.4 4
• Students do the exercise in pairs. • Students complete the rules, then compare their answers
• Play the recording for students to check their answers. in pairs. Get feedback.
Get feedback.
ANSWERS
EXTENSION: Students write their own responses to the a beginning c second
sentences in 1–5 using emphatic do or did. b auxiliary, main d formal
FAST FINISHERS: Students write two of their own
ANSWERS
sentences using negative inversion.
1 I do cycle to college, but not when it’s raining.
2 I don’t like the location, but I do think the seats are EXTENSION: Write these sentences on the board.
g
very comfortable. Students find four mistakes and rewrite the sentences.
3 I did tell you they would be expensive! 1 I’m so happy. Never I have received such great
n
4 I did see it! I went to see it with Lucia. feedback. (have I received)
5 No, but I did get a selfie with the leading actor. 2 Under no circumstances can you take photos during
ni
7.4
the performance. (correct)
3 Never in a million years I didn’t think I’d see you here.
1 A: You don’t cycle to college, do you?
(did I think)
ar
B: I do cycle to college, but not when it’s raining.
4 Not only you are late, but you also forgot your
2 A: What do you think of the new cinema? homework. (are you)
B: I don’t like the location, but I do think the seats
Le
5 Not since 2010 it rained so much. (has it / had it
are very comfortable. rained)
3 A: I can’t believe how much these tickets cost!
B: I did tell you they would be expensive!
! REMEMBER
ic
4 A: But you didn’t even see that film! • Write these sentences on the board. Students
B: I did see it! I went to see it with Lucia. rewrite them in the passive.
5 A: Did you meet the playwright after the play?
h
B: No, but I did get a selfie with the leading actor.
1 Leonardo da Vinci painted the Mona Lisa in
the 1500s. (The Mona Lisa was painted in the
ap
1500s by Leonardo da Vinci.)
Negative inversion 2 The businessman Thomas Andrews designed
the Titanic. (The Titanic was designed by the
GRAMMAR GUIDE: negative inversion businessman Thomas Andrews.)
gr
We can put certain negative words and expressions • Get feedback. Ask What is being emphasised
at the beginning of a sentence for extra emphasis, in each sentence? (see underlined words in the
particularly in more formal writing. When we do this, answers above)
eo
the word order after the negative adverb / phrase

changes to auxiliary verb + subject + main verb: 5
Not only is it raining, but there is lightning too! • Students complete the exercise, then compare their
lG
If there is no auxiliary verb, we use do / does / did. answers in pairs. Get feedback.
Rarely do I go to the gym. ANSWERS
After hardly, we use when to connect the two clauses;
after no sooner … , we use than. 1 I had seen the film did I read the book
na
Hardly had I got home from work when my work phone 2 about halfway through the book did he realise that it
started ringing. was set in the future
No sooner had the match started than I got injured. 3 could we listen to the soundtrack
4 have we been to a dress rehearsal
io
5 could anyone deny that the film is a classic

3 6 had the show started than he fell asleep
• Students read the sentences and discuss the question
at
FAST FINISHERS: Students make a note of the sentence

Listening page 82
N
structure of the emphatic sentences. understanding gist; multiple choice with three extracts
1
©
ANSWERS • Brainstorm phrases for agreeing and disagreeing.

1a 2b 3a • In pairs, students do the exercise. Get feedback. Explain
that speak for yourself is usually used after someone
expresses an opinion that they assume everyone agrees
with (e.g. ‘We had a really boring trip.’ ‘Speak for
yourself! I had a great time!’).

93
EXTENSION: Write these prompts on the board: 4
1 reading a book vs watching a film • Go through the Exam Tip.
2 sci-fi films vs comedies
3 watching a film at the cinema vs at home
Exam TIP
Students work in pairs. Student A gives an opinion using Understanding gist
the prompt in 1 (e.g. I think I prefer reading a book in • Remind students that in this Exam Task, there will be
the evening than watching a film.). Student B then uses three extracts with three different conversations, and
a phrase from Exercise 1 to respond (e.g. Well, each there may be a lot of information to deal with.
to their own. I don’t read much and I’d much rather • Students should try to quickly identify the purpose of
watch a film.). Students switch roles and have a similar each question, e.g. identifying the speaker’s attitude
conversation for each prompt. or opinion.
g
• The first time students listen to the recording they
ANSWERS should focus on understanding the gist of the
n
1D 2A 3D 4D 5A 6A conversation. If they think they heard the answer,
they should make a note of it. They can finalise their
ni
2 answer on the second listening.
• Students match the words, then compare their answers • Remind students that the questions may not be in the
ar
in pairs. Get feedback. order they hear them, and the speakers will probably
not use the same words as in the questions.
FAST FINISHERS: Students underline where the stress
Le
is in each of the words (convincing, committed, bizarre,
• Students look at the Exam Task, then discuss the
stunning, dedicated, attractive, realistic, strange.
question in pairs.
EXTENSION: In pairs, students discuss a place they’ve • Get feedback. Elicit the purpose of each gist question.
been that was stunning, something they are committed
ic
ANSWER
to, and a bizarre film / TV show they’ve seen.
Questions 1, 2 and 4
ANSWERS
1c 2a 3d 4b h 5 7.6
ap
Exam TASK
3 7.5
• Play the recording. Students choose the correct answers, Multiple choice with three extracts
then compare their answers in pairs. • Remind students that each extract will be played
gr
• Get feedback. Choose a student to read sentence 4. twice before they hear the next one.
Explain that in this sentence, actor refers to a female, • Play the recording. Students complete the Exam Task.
and that gendered words such as actress or waitress are • Get feedback. Ask them if the Exam Tip helped them
eo
now not commonly used. with each question.

ANSWERS
TEACHING TIP: It can be helpful to read from the
lG
1 worked very hard

audioscript after the recordings have been played. This
2 disagree
strategy is particularly helpful in questions related to the
3 confused
speaker’s opinion, attitude or emotions because you can
4 believable
exaggerate the speaker’s words to help students choose
na
7.5 the correct answer.

1 A:3 How did your brother do in his exams?
B:3 Not bad at all. Mind you, he’s a very committed ANSWERS
io
student, so I’m not exactly surprised. 1B 2A 3C 4B 5B 6C

2 A:3 The costumes in the play were stunning. 7.6
at
B:3 Each to their own, I guess. I thought they were

N: You will hear three different extracts. For questions
completely over the top.
1–6, choose the answer (A, B or C) which fits best
3 A:3 What did you think of the film last night? according to what you hear. There are two questions
N
B:3 It was quite bizarre. I didn’t really have a clue what for each extract.
was going on. Extract One. You hear two friends talking about a
4 A:3 I thought she gave a very convincing performance play they have just seen.
©
last night. Now look at Questions 1 and 2.

B:3 You can say that again. Astonishing. W: What did you think of the play then?
M: It was … interesting. All the reviews were so
positive, weren’t they? But I have to say that I
thought the dialogue didn’t always work. I don’t
know why, but I just couldn’t really get involved in
the story.

94
W: Hmm, I know what you mean. I actually thought the something that you do every day – having tea with
script was great, as was the acting, so, I don’t know, your family. It showed me how a bit of imagination
I should have got more out of it than I did. There can really change the way you look at the most
was just something lacking. ordinary situations.
M: I think maybe it was just that I didn’t care enough N: Now listen again.
about any of the characters. It wasn’t that they
weren’t realistic … they were … but I didn’t really your
warm to any of them. • In pairs, students discuss the questions. ideas
W: Do you know what, I think you’ve hit the nail on the • Get feedback. Ask students to say whether
head there. That was exactly my problem too. They they have read any of the children’s books their
were all such convincingly awful people. Sometimes, classmates mention.
you just want to see someone on stage who’s
g
actually nice!
Speaking
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M: Oh well, it was still an evening out. I don’t regret page 83
going.
entertainment activities; using your own words;
ni
W: No, me neither. It’s always good to see live theatre,
even if the tickets are a bit pricey. presenting options
1
ar
Extract Two. You hear two friends talking about a • In pairs, students discuss the questions. Get feedback.
course that the woman is taking.
Now look at Questions 3 and 4.
Le
EXTENSION: As a class, brainstorm any other factors
M: How’s the drama course going, Nadia? Are you still which are important to consider when organising an
enjoying it? event, e.g. guest list, dress code, music, time / day.
W: Well, it has its ups and downs. I absolutely loved the
first term. I learned so much and it was just great 2
ic
to meet people who shared my interests and were • In pairs, students discuss which points they think are
really into the same subject. But things are definitely positive and negative. Get feedback.
h
getting more challenging now. Apart from anything
else, there are just so many books and plays to read. EXTENSION: In pairs, students discuss which activity
ap
I really can’t see how I’ll find time to read all of these they would like to do and explain the reasons for their
texts and write my essays and attend rehearsals. choice.
I don’t know. It just all feels a bit overwhelming at
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the moment. SUGGESTED ANSWERS

M: I remember feeling like that as well about halfway Negative points
through my first year. But look, I think that’s a good Ten pin bowling: centre is quite cold and not very clean
eo
sign. It shows you’re taking the course seriously and Funland Theme Park: no drinks or snacks included,
that you are really committed to it. theme park gets very busy, cost £18.00
W: Yeah, I suppose that’s true. And after all, I’m not in
any danger of getting bored, so that’s got to be a 3
lG
good thing! So don’t worry, I’m not about to drop • Students do the exercise, then compare their answers in
out. I’ve just got to find the best way of managing pairs. Get feedback, but don’t confirm their ideas yet.
my workload.
N: Now listen again. FAST FINISHERS: Students add any other ideas about
na
Extract Three. You hear two people talking about a the two activities in Exercise 2, e.g. The price for the
children’s book. activity is quite reasonable (B).
io
W: Ooh look, I meant to show you this book! My 4 7.7
mum sent it to me last week. She found it in my • Play the recording. Students listen for the phrases in the
notes and check their answers.
at
old wardrobe. It used to be my absolute favourite

when I was about six or seven years old. Look at the • Get feedback. Ask how many people’s answers were the
illustrations … they’re stunning, aren’t they? same as the student doing the task.
N
M: Oh yes, they are beautiful. But I don’t know how

you can remember which books you read when you EXTENSION: Ask students if any other positive or
were six. I love reading, but I don’t even have any negative points were mentioned.
©
memory of what I read last week! EASIER: Give students a copy of the audioscript to read
W: Yes, well, that’s because of the kinds of books while they listen and check their answers.
you read. I mean it’s all thrillers and stuff, isn’t it?
I bet if you read something that was a bit deeper, ANSWERS
something that really made you think, you might
1 TP 2 TP 3 B 4 B 5 TP 6 TP
remember it for a bit longer.
M: So this book from your childhood … that was
something that made you think?
W: Look, it might sound a bit crazy to you, but yes,
it did! It was just this magical mix of a bizarre
situation – a tiger turning up at your house – and

95
7.7
Exam TASK
So, one possibility is that we book a game of bowling
at the local bowling centre on a Thursday evening after Presenting options
class. This option has several advantages – the price • In the same A/B pairs as Exercise 5, students do the
for each student is quite low – only £8.50, and it’s also Exam Task. Remind them to use the Useful Language
very close to the college, so students could walk there. and to make notes of what their partner says.
Another plus point is that snacks and one drink per • Get feedback.
student are included in the cost. However, there are also
some negative things to bear in mind. Although the EXTENSION: Students change partners and do the task
centre is cheap, it is quite cold and not very clean. Also, again, using the other set of options. Students A now
the students would only be able to play two games in present the points of Student B and vice versa.
g
total – each game lasting one hour, so it wouldn’t really
be enough entertainment for the whole evening.
your
n
Another option is to visit the Funland Theme Park for • In pairs, students discuss the question. ideas
the day on Saturday. The theme park is further away, so • Ask them which activity they would least like
ni
students would have to travel by minibus for 45 minutes, to do and to give reasons for their answer.
and the trip would also be more expensive – £18.00
ar
per student. However, although no snacks or drinks are
provided, the ticket price does include all the rides. The
trip would take the whole day, so even though the price
Grammar page 84
Le
is higher, I think it represents good value for money. Emphatic structures (2): cleft sentences
On the other hand, because it’s on a Saturday, it will
probably be very crowded, as the theme park usually GRAMMAR GUIDE: emphatic structures (2):
gets very busy at the weekends. cleft sentences
ic
We use cleft sentences to focus on a particular part of
5 the sentence and add emphasis.
• Go through the Exam Tip. There are different types of cleft sentences.
h
Exam TIP Cleft sentences starting with a wh- clause
ap
clause with wh- word + be + emphasised word or
Using your own words
phrase
• Students need to think about how best to explain What annoyed me was his aggressive attitude.
gr
their information to their partner. Remind them to • The information we want the listener to focus on is at
paraphrase the language. It can be helpful to group the end of the sentence.
the positive and negative points together (e.g. I think What I didn’t understand was the relationship
eo
X is a good option because … and … . The negatives between the characters.

are … and … , but overall I think it’s a better • We often use verbs expressing an emotion or a
alternative). response to something, e.g. adore, dislike, enjoy,
• Ask students to look at Exercise 2 again and explain expect, hate, impress, like, love, need, prefer, want.
lG
one positive and one negative thing about each • Instead of what, we can use phrases, such as the
activity in their own words (e.g. The bowling centre thing that, the reason why, the person who, the place
is more affordable, but it wouldn’t last very long so I where, the day when, etc.
don’t think it’s such a good option.). The person who told me about the competition
na
• Ask Why is it important to make notes about was José.

what your partner says? (so they can discuss the
options later). Cleft sentences with it:
io
It + be + emphasised word or phrase + relative clause

• Students read the Exam Task. It was the rain that cancelled the match.
• Put students into A/B pairs. Student A looks at page 180 • the information we want the listener to focus on is in
at
and Student B looks at page 183 to do the exercise. the middle of the sentence.
A: You organised the event, didn’t you?
6 B: No! It was Alonso that organised the event.
N
We use cleft sentences in both spoken and written

MEDIATION SKILLS English.
• Listening and taking notes is mediation.
©
• In this Exam Task, students need to take notes about

the key points from their partner’s options as they listen
to their partner’s explanation.
• This mediation skill can be practised throughout the
course by encouraging students to take notes about
the information in recordings or about information
given by a partner in pairwork tasks.

96
1
• Students complete the rules, then compare their answers Verb in the sentence Question tag
in pairs. Get feedback. be, auxiliaries, modals: same verb:
You’re not Sam, are you?
EXTENSION: Write the following sentences on the They haven’t been to Rome, have they?
board. In pairs, students identify the errors and rewrite She can swim, can’t she?
the correct sentences.
present and past simple: correct form of do/did:
1 It was Wu left her bag on the bus. (It was Wu who left
He lives in New York, doesn’t he?
her bag on the bus.)
I met you at Ben’s party, didn’t I?
2 The thing that we liked most the scenery. (The thing
(that) we liked most was the scenery.) imperative: will:
Don’t spend all your money, will you?
g
3 What I want a nice cold drink. (What I want is a nice
cold drink) Call Aunt Sheila, won’t you?
n
• Irregular question tags:
ANSWERS I am: Sorry, I’m always late, aren’t I?
ni
a at the end Let’s (= let us): OK, let’s all calm down, shall we?
b be • When the subject is a determiner or an indefinite
pronoun, the subject in the question tag needs to
ar
c in the middle
be adjusted:
2 Everyone works hard, don’t they?
• Students do the exercise, then compare their answers in That wasn’t a clever thing to say, was it?
Le
EASIER: Elicit the sentence structure for a wh- clause

3 7.8
• Play the recording. Students answer the questions, then
cleft sentence and write it on the board, then do the compare their answers in pairs.
ic
first item as a class. Students do the remaining items • Get feedback. Ask students to say the sentences with
in pairs. rising or falling intonation.
h
EXTENSION: In pairs, students identify the stressed
word in each cleft sentence, then practise saying them
ANSWERS
ap
a2 b1
(1 didn’t expect, 2 the soundtrack, 3 loved, 4 amazed,
5 ending, 6 most important, 7 love, 8 friend’s phone). 7.8
1 He’s the director of Inception, isn’t he?
gr
ANSWERS [rising intonation]

1 What I didn’t expect was the death of the main 2 He’s the director of Inception, isn’t he?
character halfway through! [falling intonation]
eo
2 It was the soundtrack that was the best thing in

the film. 4
3 What she loved was the descriptions of the • Students complete the rules, then compare their answers
lG
countryside.
4 The thing that amazed us was the acting of the ANSWERS
little girl.
a rising b falling
5 It’s the ending that always makes me cry!
na
6 The thing that is most important in a good film is 5

the screenplay. • Students do the exercise in pairs. Get feedback.
7 What I’d love to do is make a film adaptation of
this book. EASIER: Choose students to read sentences 1 and 5.
io
8 It was my friend’s phone that started ringing in the Ask Why is there a positive tag question in sentence 1?
middle of the film! / It was in the middle of the film (because the sentence is negative – ‘didn’t’) Why is there
at
that my friend’s phone started ringing. a negative tag question in sentence 5? (because the
sentence is positive).
Tag questions
N
FAST FINISHERS: Students change the sentences

GRAMMAR GUIDE: Tag questions from affirmative to negative, and vice versa, and add
the correct tag (e.g. You read her autobiography,
©
Tag questions are short questions at the end of a didn’t you?).

sentence. We use them to invite someone to respond,
or to check what we said is correct. EXTENSION: Explain that when we answer a tag
We use an affirmative question tag after a negative question, we reply to the overall question, regardless of
sentence, and a negative question tag after an whether the tag is positive or negative. Check students
affirmative sentence. understand how to answer the following question:
You’ve already seen the film, haven’t you? (Yes, I have,
There aren’t many people here, are there? or No, I haven’t.). In pairs, students take turns to ask and
You’ll be at the volleyball practice later, won’t you? answer the questions.

97
6 7.9 Word formation
• Play the recording. Students check their intonation for
the sentences in Exercise 5. 3
• Get feedback. Ask students to model some of their • Explain that in this exercise, students may need to add
answers. a suffix, remove a suffix or change an existing suffix.
Ask students to identify the suffixes on the words in the
7.9 exercise (1 -ed, 2 -al, 3 -tic, 4 -ing 5 -al, 6 -ing, 7 -, 8 -ical).
1 You didn’t read her autobiography, did you? • Students do the exercise. Suggest they remove the suffix
2 You didn’t read her autobiography, did you? and decide whether a different suffix is needed, or if the
3 She can’t come tomorrow, can she? root word is already a noun.
4 She can come tomorrow, can’t she? • Students compare their answers in pairs.
5 The film’s about to start now, isn’t it? • Get feedback and discuss the meaning of the nouns.
g
6 The film isn’t about to start now, is it?
EXTENSION: Students use the nouns or adjectives to
n
7 write three questions to ask a classmate, e.g. Do you like
• Students do the exercise, then compare their answers in going to the theatre? Do you ever read critics’ reviews?
ni
pairs. Get feedback. What film have you seen that was really tense? In pairs,
students take turns to ask and answer each others’
ar
EXTENSION: In groups, each student writes a statement questions.
on a piece of paper (e.g. It’s a lovely day today). They
take turns to choose a piece of paper and make a ANSWERS
Le
tag question by adding a tag to the sentence. Other 1 animation 5 sensation
members of the group answer the question. 2 critic / criticism 6 support
3 drama 7 tension
ANSWERS
4 lead 8 theatre
ic
1 won’t be very good, will it
2 have bought the tickets, haven’t you 4
3 should leave early tomorrow, shouldn’t we • Students complete the sentences, then compare their
4
5
did receive my message, didn’t he
isn’t sold out, is it h answers in pairs. Get feedback.
• Explain that in sentence 2, people often say the lead
ap
which has the same meaning as leading role.
Use your English page 85 EASIER: Before the exercise, elicit if students think
each gap needs a noun or an adjective. Then students
gr
Collocations complete the exercise in pairs.

1 ANSWERS
eo
• Students complete the exercise, then compare their

answers in pairs. 1 tension 5 sensational
• Get feedback. Elicit the meaning of convey (to 2 lead, supporting 6 drama
3 animated 7 theatre
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communicate ideas or feelings indirectly), harsh

(unpleasant or difficult) and rave (to speak or write in an 4 critics
enthusiastic way about someone or something).
5
FAST FINISHERS: Students look up the pronunciation of
Exam TASK
na
the words in a dictionary and practise saying them.

Word formation
ANSWERS
• Remind students they saw this task in Unit 2. Ask
io
1d 2g 3c 4a 5f 6h 7b 8e What do you need to do with the root words?

(change the form to complete the gap on the same
2 line) What could you add to a word to change its
at

form? (a prefix or suffix).
• Students complete the Exam Task, then compare
N
EASIER: Check students’ understanding of the their answers in pairs.

collocations by asking questions, e.g. Is a rave review • Get feedback. Check the spellings of the words.
a positive or negative thing? Which expression means
©
that everyone knows or is aware of something? Which EXTENSION: In pairs, students use the words and
collocation refers to the main actor in a film? collocations from the lesson to discuss the photo, e.g.
This is a very tense scene. The passengers are facing the
ANSWERS harsh reality that the ship is about to sink.
1 high expectations, rave reviews
2 common knowledge ANSWERS
3 harsh reality 1 reliable 5 unfortunate
4 captured the imaginations 2 lower 6 undoubtedly
5 leading role 3 reality 7 supporting
6 feature film 4 earnings 8 possibility
7 convey, emotion

98
Writing pages 86–87 FAST FINISHERS: Students identify the two examples
reviewing a book, film or TV series; structuring a of inversion in the text (Paragraph 1 – One place that
review; making an evaluation; writing a review I’ve always dreamed of visiting is … ; Paragraph 3 – even
more interesting were the friendships that she made
Learning FOCUS during her journey).
Structuring a review ANSWERS

• Ask Do you read reviews? What things are 1 Because he/she has always wanted to visit Siberia.
often reviewed? (films, books, TV shows, hotels, 2 stubbornly independent and full of determination
restaurants, etc.) What is the purpose of a review? 3 coming face to face with a large brown bear
(to express an opinion about something). 4 that it gives the reader a fascinating view of the
g
• Explain that a review should be clearly organised. Siberian people and culture
Ask What should the first paragraph be? (an 5 anyone who wants to find out more about Siberia
n
introduction) What is the purpose of an introduction?
(to engage the reader, to say what you are 4
ni
reviewing). • Students discuss the question in pairs. Get feedback.
• Explain that in the second paragraph, they should
5
ar
give more details about what they are reviewing.
Elicit what information you might give if you were • Go through the Exam Tip.
reviewing a film (e.g. where it’s set, the outline of the
Exam TIP
Le
story, an overview of the characters, the message
behind it). Making an evaluation
• After that, students can express their personal
opinions. Remind them to justify any points they give • Students often worry that they need to discuss real-life
and to use linking words or phrases to connect their examples, but if they can’t think of a real example that
ic
ideas. answers the question, it’s OK to invent something.
• In the final paragraph, students should say whether • Remind students that if they are writing a film or book
review, they should not just retell the story, but should
they do or don’t recommend the thing they are
h
reviewing, giving reasons for their opinion. Elicit express their opinions about the events or characters,
ap
phrases for making recommendations. for example.
• Explain that real reviews usually include both positive
and negative points, but the balance does not need
1 to be fifty-fifty.
gr
• Students read the sentences and match two with each • Remind students to consider their audience and
paragraph in the Learning Focus box. where the review is going to be featured when
• Students compare their answers in pairs. Get feedback. deciding how informal the language should be and
eo
when making a recommendation.

FAST FINISHERS: Students write definitions for the
following words: biopic (a film based on the events of
someone’s life), debatable (not certain because people • Students find and underline the phrases in the review.
lG
have different opinions about it) and upbringing (the • Get feedback. Ask students to read the phrases in the
way parents look after their children and teach them to Useful Language box and tick the ones they might use in
behave). They can use a dictionary to help them. their own review.
ANSWERS
na
ANSWERS
I was impressed by …
1 Recommendation 5 Personal opinion For me, however, even more interesting were …
2 Personal opinion 6 Overview
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3 Introduction 7 Overview 6
4 Recommendation 8 Introduction
MEDIATION SKILLS
at
2 • Expressing a personal response to a creative text is

• Students read the example task, then discuss the
questions in pairs. mediation.
N
• Get feedback. Ask students to explain where in the text • In this Exam Task, students give their reactions to the
the writer answered the questions. characters, plot and storyline as part of the ‘personal
opinion’ section of the review.
©
ANSWERS • In future lessons, this mediation skill can be practised

Yes; paragraph 3 says what the student learned and why by encouraging students to write or discuss personal
they enjoyed it responses to other books, films, stories or TV shows
either written in English or their own language.
3
• Students answer the questions, then compare their
answers in pairs.
Exam TASK
• Get feedback. Students say where they found their Writing a review
answers in the text. • Students plan their review, including expressions from
the Useful Language box, then write their review.

99
EXTENSION: For homework, students write a review for 4
the example task in Exercise 2. • Go through the Mind your Mind information.
TEACHING TIP: Students usually know many adjectives, • Get feedback. Ask Are you good at thinking outside
but they often neglect to include them in exam tasks. the box?
Remind them that using interesting adjectives is a good
EXTENSION: Ask What other small changes could you
way to help their writing stand out. Once students have
make in your life? Brainstorm ideas (e.g. walking up the
finished their first draft, they should reread their work
stairs instead of taking the lift, going for a walk at the
and try to find places where adjectives can be added.
beginning or end of the day, trying a genre of film / TV
show you wouldn’t normally watch).
7
g
they did. 5
n
• In pairs, students discuss their checklist, then make any • Choose a student to read the two questions aloud.
necessary changes to their task. • Students discuss the questions in pairs, or speak to two
ni
or three of their classmates.
EXTENSION: Students exchange their review with a • Get feedback. Ask Did you say the same as anyone you
partner and tick the things their partner has included, spoke to, or were your answers different? Point out that
ar
using the Reflection Checklist. everybody is different and it’s good for students to be
aware of this.
Le
Live well, study well your t
projec
page 88 In groups, students read through and choose
getting creative, thinking outside the box a project. Project 1 is group work and involves
thinking of creative ways to promote alternative
ic
Useful vocabulary transport, while Project 2 is individual work and
involves planning a birthday event for a friend.
chores (n): jobs that must be done regularly, often at
home h Project 1
• First, students brainstorm greener forms of transport.
ap
doodle (n): a pattern or picture you draw when you are
Then they research and make notes about how places
bored
have successfully encouraged people to use these
greener (adj): better for the environment
modes of transport.
obstacle (n): a difficulty or problem that prevents you
gr
• The group then discuss ways they can encourage

from achieving something
people to cycle or walk to school. They brainstorm
rewarding (adj): giving you pleasure or satisfaction
their ideas, then choose the best three ideas.
think outside the box (phr): to think in an original or
eo
• Students choose how they want to present their

creative way
findings and plan to the class (e.g. poster, slideshow,
infographic). They should illustrate their ideas with
1 images and text.
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• In pairs, students discuss the question. • In the next lesson, you could ask groups to share their
• Get feedback. Ask students to give examples of times presentations with the class.
they have been creative. Project 2
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EXTENSION: In pairs, students discuss what creative • Students work individually to plan an unusual birthday
things they have done today. event for a friend and make a poster or presentation
to explain it.
• Students think of a friend they would like to plan
2
io
a party for, then make notes on each bullet point.

• Students read the article, then discuss the question
Encourage them to add any extra details (e.g. why
at
they have chosen this place, the food they will eat,
EXTENSION: In pairs, students discuss which of the four the activities they will do).
ideas (A–D) they need to work on the most and suggest • They should think of how they will present their plans.
N
three ways they can do this (e.g. B – take more risks, be • Students do not have to share their poster or
more decisive, follow my goals). presentation with the class, though you may wish to
check they have produced something.
©
3
• In pairs, students discuss the questions, then share their
ideas in small groups. Get feedback.

100
Review page 155
ANSWERS: VOCABULARY
1
1 dress 4 opening
2 graphic 5 road
3 award 6 folk
2
1 harsh 4 high
2 leading 5 common
g
3 captures 6 rave
n
3
ni
1 animated 4 dramatic
2 tension 5 supporting
3 critical 6 sensational
ar
ANSWERS: GRAMMAR
Le
1 You did see that film when it first came out, didn’t
you?
2 I don’t buy many books, but I do borrow a lot from
the library.
ic
3 She does seem very upset about something, but I
don’t know what.
h
4 He’s not a fan of sci-fi films, but he does love Alien.
5
ap
1 has she written two novels, she’s also released a
poetry collection
2 have I felt so disappointed in a film
gr
3 enjoyed more than anything else was the soundtrack

4 the director who decided to set the story in Scotland
5 she had given the interview did most people change
eo
their minds
6 surprised her was the ending
6
lG
1 didn’t enjoy the film, did you

2 ‘ve read this book, haven’t they
3 isn’t coming to the theatre tonight, is he
na
4 has been successful, hasn’t it

io
at
N
©

101
8 Wellbeing
Reading: finding the information in
page 89
Grammar: modals for past necessity; modals

the text; multiple choice with for hypothetical past; modals for
one text past speculation
Vocabulary: illness and treatments Use your describing likelihood; word focus:
Grammar: modals of ability; modals of English: take; collocations: illness and injury;
speculation and deduction; eliminating duplicated information;
g
modals of obligation and advice sentence transformation
Writing: sports facilities; structuring a
n
Listening: recognising distractors; multiple
choice with one interview proposal; focusing on the purpose
ni
of a task; writing a proposal
Speaking: ways of keeping fit; reaching a
decision; collaborative task Video: Namibian eye clinic
ar
Unit Opener page 89
8.1
Le
T: Hi, and welcome to … ‘I bet you didn’t know that!’
Today, we have Dr Judy with us. Dr Judy, you’ve just
In the photo
written a book about sleep.
A man is jumping into the water at Polperro, Cornwall,
J: Yes, I have. It’s all about how important sleep is and,
UK. He is wearing a wetsuit and other divers are watching
ic
while I was writing it, I learned some amazing facts.
him from the pier. Polperro is a fishing village and popular
T: Interesting … Now, I never remember my dreams,
tourist destination on the south-west coast of England.
but according to your book, we all dream a lot!
h
Cold water swimming has become popular in the UK at
places like this. It has been shown to be good for the
J: That’s right, Tim. You might not remember your
dreams when you wake up, but you do dream. In fact,
ap
immune system, for circulation, for decreasing stress and
on average, we spend 600 hours a year dreaming!
improving mental health. Average sea-water temperatures
T: Fascinating. I believe you also did some historical
at Polperro are between 8 and 14 degrees centigrade.
research?
gr
J: Yes, I did. And one thing I discovered is that,

1 although today most of us go to bed at night and
• Students look at the photo and discuss the questions in then get up in the morning, it wasn’t always like that.
eo
pairs. In the seventeenth century, most people would sleep

• Get feedback. Elicit the meaning of the lesson title: for a few hours and then get up to read or socialise
wellbeing (a state when you feel good in yourself from with friends. After a couple of hours, they’d go back
being in good health and happy, etc). Ask students if
lG
to bed again for another few hours of sleep.

they would like to do the activity in the photo.
T: How extraordinary! And there’s a very interesting
2 chapter on animals and sleep. Is it true that some
• In pairs, students discuss the options to complete the animals never fully sleep?
na
sentences. J: Absolutely, Tim. Whales and dolphins, for example,

• Get feedback. Elicit the meaning of hay fever (an allergy are only ever half asleep. One side of their brain
caused by pollen), sling (a piece of cloth to support your stays awake so that they can still rise to the surface of
arm if it’s injured) and model the pronunciation of asthma the water to breathe.
io
/ˈæsmə/. T: Remarkable. Now, let’s talk a little bit about the

importance of sleep. In your book, you explore …
ANSWERS
at
1 spring 2 food 3 breathing 4 sling EXTENSION: In pairs, students discuss what was
the most interesting information in the interview. Get
N
feedback.
Reading pages 90–91
finding the information in the text; multiple choice 3 8.2
©
with one text • Students do the true / false exercise, then compare their
answers in pairs.
1 • Get feedback. Ask students to say where they found
• In pairs, students discuss the question and complete the information to back up their answers in the text.
exercise. Get feedback, but don’t confirm the answers yet.
EASIER: Students work in pairs. One student is
2 8.1 responsible for finding information for sentences 1 and
• Play the recording. Students check their answers to 2, and the other is responsible for sentences 3 and 4.
Exercise 1. Get feedback. They share their answers with their partner.
ANSWERS FAST FINISHERS: Students find the correct answers for
1 600 2 17 th
3 Whales the false statements.

102
ANSWERS
• They can start by underlining the key information about
1 T the stages of sleep that they want to include in their
2 F (We all go through different stages of brain activity.) notes. They should then think about the best way to
3 F (We don’t move during REM sleep.) present the information, for example by using different
4 T headings and bullet points, or using a flow chart.
8.2 • Students could display their information around
As reading text on page 91. the class and discuss which way of presenting it is
the most effective.
4 • This mediation skill can be practised using long
• Go through the Exam Tip. informative texts or online articles.
Suggested answer
Exam TIP
g
Non-REM sleep
Finding the information in the text
n
1 falling asleep – lasts a few minutes
• If the question doesn’t tell students where to look for 2 light sleep – heart rate and breathing slows,
ni
the answer, they should look for words or phrases that temperature falls
paraphrase the key words in the question. 3 deep sleep = slow wave sleep:
• When students find the part of the text they think – breathe deeply
ar
has the answer, they should underline it, then check – important for health
which answer option is the closest to the information – some people sleep walk
in the text.
Le
REM sleep
• Remind students that the whole answer option has to – 70–90 minutes after falling asleep
be correct, not just part of it. – eyes move
– breathing speeds up
• Students read the final question in the Exam Task, then – we dream
ic
discuss the question in pairs. Get feedback. – body becomes paralysed
ANSWER
the last paragraph h your
ap
word focus • In pairs, students discuss the questions. ideas
• Get feedback. Ask students to brainstorm
• In pairs, students work out the meaning of the words in suggestions to help someone fall asleep.
gr

them do this. Vocabulary page 92
eo
illness and treatments

5
1
Exam TASK
lG
• Brainstorm words on the topic of illness.

Multiple choice with one text
answers in pairs.
• Remind students to read the questions and underline
• Get feedback. Model the pronunciation of diarrhoea
the key words. If they think they can answer some of
na
/ˌdaɪəˈriːə/, faint /feɪnt/ and poisoning /ˈpɔɪz(ə)nɪŋ/.

the questions already, based on their initial reading,
remind them to check their answers carefully. FAST FINISHERS: Students sort the words into the
• Students complete the Exam Task, then compare their following groups: treatments (transplant, stitches),
io
answers in pairs. symptoms (diarrhoea, dizzy, faint, itchy, rash, swells) and
• Get feedback. illnesses (allergy, food poisoning, hay fever). Ask Which
word does not fit into a category? (scar).
at
FAST FINISHERS: Students write example sentences

using the words in bold. EXTENSION: Write allergy and food poisoning on the
board. In pairs, students discuss which of the words are
N
EXTENSION: For homework, students write a summary related to the headings and explain why, e.g. allergy –
of the article. They say if any of the points surprised hayfever, itchy, rash, swells.
them.
©
ANSWERS
ANSWERS 1 diarrhoea, food poisoning
1B 2D 3C 4A 5D 6B 2 hay fever, itchy
3 allergy, swells, rash
MEDIATION SKILLS 4 scar, transplant
• Breaking down complicated information is mediation. 5 dizzy, faint
• As an extension to the Exam Task, ask students to 6 stitches
reread the information about the different stages of
sleep (in paragraph 4) and present it in a clear format
that makes it easier to understand.

103
2 A: Look, I’ll take you home now. Even if it’s just a mild
• Students complete the exercise, then compare their form of flu, you’d be better off in bed.
answers in pairs. Get feedback. B: It’s so annoying. I’m usually pretty resistant to
whatever illnesses are going around. I can’t
EASIER: Write these definitions on the board: remember the last time I had a cold.
1 physically fit and healthy A: I’m sure you’ll feel better soon. Just rest, take
2 serious / bad some painkillers and drink plenty of water.
3 get better
4 easily spread from one person to another 4
5 not likely to catch an illness
answers in pairs.
6 make short, quick movements
• Get feedback. Model the pronunciation of fracture
g
In pairs, students choose the two words in each group
/ˈfræktʃə(r)/.
in Exercise 2 which match the definition and say which
n
word does not. Get feedback. ANSWERS
1c 2f 3a 4e 5b 6d
ni
FAST FINISHERS: Students write the word form next
to each set of words (1 adjective 2 adjective 3 verb 5 8.4
4 adjective 5 adjective 6 verb). • Play the recording. Students do the exercise, then
ar
• Get feedback. Ask students what the physiotherapist in
TEACHING TIP: Encourage students to write down
the photo might be doing or saying.
Le
related word forms whenever they learn new vocabulary.
These forms may include noun, verb, adjective and EXTENSION: Students identify where the stress is
adverb forms, as well as antonyms and other forms. in each word (physiotherapist, surgeon, paramedic,
psychiatrist, nutritionist).
ic
ANSWERS
1 unfit ANSWERS
2 mild
3 infect h a5 b4 c2 d3 e1
8.4
ap
4 non-infectious
5 vulnerable Speaker 1
6 scratch I give people advice about the best food to eat so that
they can be healthy.
gr
3 8.3
Speaker 2
• In pairs, students complete the conversation. More than I travel to emergency situations to help people who
one word might be possible. are sick and injured. If necessary, I then take them to
eo
• Play the recording for students to check their answers. hospital.

Get feedback.
Speaker 3
EASIER: Write these words on the board: 1 mild, severe I treat people who have mental illnesses.
lG
2 itching, shivering 3 non-infectious, catching 4 infect, Speaker 4

heal 5 severe, mild 6 resistant, vulnerable. Students I perform operations on people.
choose their answers from the words. Speaker 5
na
People often come to see me if they have pain in their

EXTENSION: In pairs, students take turns to discuss one muscles, or if they have a sporting injury. I can advise
of the health issues from Exercise 1 with a partner, using them about special exercises they should do.
the conversation as a model.
io
6
ANSWERS • In pairs, students discuss the questions. Get feedback.
at
1 severe
2 shivering your
3 catching • Get feedback. Find out how many students in
N
4 infect the class have broken a bone.

5 mild
6 resistant
©
EXTENSION: For homework, students write five

8.3
sentences using at least five of the words from the
A: Are you OK? You don’t look very well. lesson.
B: No, I feel awful. I’ve got a severe headache and
I’ve been shivering all morning.
A: Oh no! It sounds like you’ve got flu.
B: Do you think so? Oh dear, it might be catching.
I don’t want to infect anyone else. I should have
stayed at home.

104
Grammar page 93
Modals of speculation and deduction
Modals of ability GRAMMAR GUIDE: modals of speculation and
deduction
GRAMMAR GUIDE: modals of ability We use various modal auxiliary verbs + infinitive to
• We use could + infinitive to talk about general ability make speculations or deductions in the present.
in the past. We also use be able to, but it is a little
more formal. possibility could, may, might
I could / was able to ride a horse when I was ten. (not sure if She could be on her way.
• We use be able to after verbs which take the infinitive something is The class may / might be
or -ing form. true) cancelled.
He likes being able to do what he wants.
g
certainty (sure must
• We use was able to (not could) and manage to to something is That must be her sister. They look
n
talk about ability on specific past occasions. We use
true) so similar.
couldn’t, wasn’t able to and didn’t manage to to talk
ni
about inability. Manage to + infinitive suggests that impossibility can’t
something was achieved despite difficulties. (sure something Those can’t be your sunglasses,
I couldn’t / wasn’t able to / didn’t manage to find isn’t true) because yours are on your head!
ar
out how much it cost.
• We use succeed in + -ing form to describe ability or
inability for something difficult in a specific situation.
3 8.5
Le
• Play the conversation. Students complete the rules, then
She succeeded in passing her exam!
• We use be capable of to talk about the maximum
• Get feedback. Ask What form of the verb do you need
limit of someone or something’s abilities.
after the modal auxiliary? (infinitive without to).
She’s capable of so much more than she’s doing
ic
now. ANSWERS
1 can’t, could, may 2 must 3 can’t
1
h
• Students read the text and complete the rules, then
8.5
B: Where’s Theo? He said he’d meet us here at six
ap
o’clock.
• Get feedback.
G: I don’t know. Do you think he could be at the gym?
ANSWERS B: No, he can’t be at the gym. It isn’t open on Thursday
gr
a could, was able to evenings. I suppose he may just be running late.

b couldn’t G: Oh dear. Have you tried calling him? He might have
c manage to, succeed in forgotten that we were supposed to meet up this
eo
d be able to evening.
B: You know, I think you’re right. He must have
2 forgotten. In fact, look! This has just come up on my
lG
• Students do the exercise, then compare their answers in social media. He’s at the football match with Lukas!
pairs. Get feedback. G: Uh oh! He’s in trouble.
FAST FINISHERS: Students write personalised 4

• Students look at sentence 1. Ask Do you think Thea is
na
sentences using these prompts:

I couldn’t believe … certain her friend has hay fever or is she unsure? (unsure).
I should be able to … • Students complete the exercise, then compare their
I remember being able to … answers in pairs. Get feedback.
io
I succeeded in …
EXTENSION: Write these situations on the board. Each
ANSWERS one has more than one possible interpretation. In pairs,
at
students come up with explanations about what is

1 couldn’t
happening. Get feedback. As a class, decide on the best
2 be able to
N
explanation for each situation.

3 could / was able to
• Your friend tells you they feel dizzy.
4 was able to • You see your neighbours carrying a sofa across the
5 being able to street.
©
6 succeeded in • You see someone who looks almost identical to your

teacher.
TEACHING TIP: Modal verbs often come up in exams.
Encourage students to review the notes they have taken ANSWERS
about modals frequently to improve their performance in
1 could
exam tasks.
2 can’t
3 might
4 might not
5 can’t
6 must

105
Modals of obligation and advice Listening page 94
GRAMMAR GUIDE: modals of obligation and advice recognising distractors; multiple choice with one
interview
Obligation
• We use must / mustn’t + infinitive to talk about rules. 1 8.6
You must be at school before the bell rings. • Elicit or teach amputation (to remove part of someone’s
• We use have to, need to and (not) be allowed to + body in an operation) and adaptive (changing in order to
infinitive to talk about rules and obligations made by deal with new situations).
other people. • In pairs, students complete the text.
We’re not allowed to walk home. We have to get
• Get feedback. Elicit the meaning of impairment (when
the bus.
g
a part of your body is unable to do something fully),
• We use not have to, not need to or need not to
mobility (the ability to move part of your body) and
n
say there is no obligation (i.e. we can do what we
cerebral palsy (a medical condition caused by damage to
choose).
the brain, affecting movement and speech).
ni
You don’t have to / need to bring anything to the
• Ask Do you know who the athlete is in the photo?
picnic.
(Paralympian Keita Sato from Japan).
ar
Advice
• We use must to make strong recommendations and
• Do you think it is important to have the Paralympic
invitations.
Le
Games? Why? / Why not?
You must visit me if you come to LA!
• Can you name any Paralympic athletes from your own
• We use should / shouldn’t to ask for and give advice.
country?
We can also use ought to in an affirmative sentence,
but not a negative or a question.
ANSWERS
ic
You should / ought to go to the dentist if you have
toothache. 1 adaptive 4 amputations
• We use be supposed to to talk about other people’s 2 disabled 5 intellectual
expectations.
They were supposed to tell us what happened ath 3 disabilities 6 non-disabled
ap
8.6
the meeting. The Paralympic Games is an adaptive sports event
• We can use could to make suggestions which are not for disabled athletes. Examples of disabilities include
as strong as should. visual impairments, amputations, mobility limitations
gr
You could ask her how she feels. or cerebral palsy as well as intellectual disabilities. The
Paralympic Games is one of the biggest international
5 sports events, with over 4,000 athletes taking part.
eo
• Students complete the exercise, then compare their Disabled athletes can also compete in the Olympic
answers in pairs. Get feedback. Games against non-disabled athletes.
ANSWERS 2
lG
8.7
1 don’t have to / be allowed to • Play the recording. Students choose the correct options,
2 don’t have to / be allowed to then compare their answers in pairs. Get feedback.
3 should / shouldn’t
EXTENSION: Give pairs a copy of the audioscript. They
na
4 be supposed to
5 must / mustn’t identify the distractors in the recording which might
make someone think the opposite answer is correct,
6 e.g. … but I didn’t really start entering competitions until
io
• Students complete the sentences, then compare their I was in my teens.

ANSWERS
at
EASIER: Do the first item as a class. Students complete

the remaining items in pairs. 1 as a young child
2 didn’t have
N
EXTENSION: In small groups, students write the 3 doesn’t feel

following on small pieces of paper: supposed to, 8.7
allowed to, ought to, have to, should, must, be able to,
©
I’ve been crazy about swimming for as long as I can

couldn’t. Students take turns to choose a piece of paper
remember, but I didn’t really start entering competitions
and make a sentence about themselves using the word
until I was in my teens. And then I’d been competing
or phrase.
for several years before I even thought about getting
some private coaching. That made all the difference
ANSWERS
though, and I got into the national team when I was
1 supposed, allowed 4 have seventeen. Initially, I was overwhelmed by how much
2 have, should 5 shouldn’t I had to do. The training was very intense. But my
3 ought 6 must coach was always there to remind me how far I’d come
already.

106
3 swimming. And in fact, I think I was sixteen, and it
• Go through the Exam Tip. was my swimming coach who mentioned that he was
starting a wheelchair basketball team, and he asked
Exam TIP if I wanted to try out for it.
I: And did you love it right from the start?
Recognising distractors Ka: I did love it, but initially I felt really slow! I mean
• Ask students to explain what distractors are. some of the players on that court were phenomenal.
• Write the first sentence from the audioscript in I’m good at throwing and shooting baskets, but I
Exercise 2 on the board as an example and ask really had to improve my skills so that I could catch
students to look at Exercise 2, sentence 1. Ask Did up with some of the other girls there. I’ll just say that
she compete when she was a young child? (no) Did I put in a lot of practice. I mean, a lot of practice.
she like swimming when she was a child? (yes). What’s But you know, that’s the thing with any sport.
g
the distractor here? (I didn’t really start entering Doesn’t make a difference whether or not you have
n
competitions until I was in my teens.) a disability, if you want to get good at it, you have
• Remind students to think carefully about what the to put in the work. And I was so lucky to have very
ni
question is asking, and to listen to the whole section supportive parents, who were prepared to get up
before answering. at 5.30 three times a week and drive me to practice
• When they listen the second time, students should while I was still at school.
ar
check they haven’t chosen the distractors by mistake. I: Wow! 5.30! That is impressive. Turning to Kofi now
It can be helpful to think about why the other options … Kofi, tell us a little about yourself.
are incorrect. Ko: Hi there. I’m a track athlete, 100 and 200 metres.
Le
I had my left leg amputated just below the knee
when I was about a year old. So basically, I grew up
4 8.8
with a prosthetic leg. And like Katie, I’ve been into
sports for as long as I can remember. In fact, I was a
Exam TASK
ic
member of my school football team – that’s a non-
Multiple choice with one interview disabled team – for five years before I even thought
• Students complete the Exam Task.
h
• They have one minute to look at the questions and
about looking into adaptive sports. And I was on the
school athletics team as well. The thing is … I love
ap
underline key words. to run, so I just got into anything where I could be
• Play the recording. Remind students to listen to the moving as fast as possible.
whole sentence before choosing their answer. I: What made you decide to move away from non-
disabled sports and into adaptive sports?
gr
• Get feedback.
Ko: To be honest with you ... funding. Most people
in adaptive sports need some pretty specialist
EXTENSION: Write these words from the audio on
equipment. So although – I’m not going to lie –
eo
the board: phenomenal, shooting baskets, prosthetic,

funding at the grassroots level is pretty awful, once
grassroots, elite. Give students a copy of the audioscript
you move up into the elite teams, I’m glad to say
to find the words. They use the context to work out the
that at last things are beginning to change. A local
meaning, then check their ideas in a dictionary.
lG
business funded my running blade, which was

incredibly expensive. That made a huge difference
ANSWERS
to my development as a runner. I now also have
1C 2C 3D 4A 5A 6B weekly sessions with a personal trainer, which means
na
8.8 that I can really focus on my technique.

N: You will hear an interview in which two athletes, Katie I: Do you have to get up at 5.30, like Katie, to get your
and Kofi, are talking about their sport. For questions practice in?
io
1–6, choose the answer (A, B, C or D) which fits best Ko: Ha, well my family will tell you that I’m not a fan
according to what you hear. of early mornings, but yes, I’m at the track every
I: Today we’re interviewing two up-and-coming morning before work, five days a week and I put in
at
athletes who have their sights firmly fixed on the some hours at the gym as well.
next Paralympics. Welcome, Katie and Kofi. I: OK, that’s very impressive! So, Katie, you’re at
university at the moment, is that right?
N
Ka/Ko: Hi / Hello
I: Katie, let’s start with you. Your sport is wheelchair Ka: Yes, I’m in my final year studying sports technology
basketball. Have you been a wheelchair user all your – which is basically the design and manufacture of
sports equipment. My uni is very sports-oriented, so
©
life?
Ka: I have cerebral palsy, which I’ve had since birth. But I there are fantastic facilities and training opportunities
don’t use a wheelchair all the time. Of course, I use it here, which is great.
in my sport, but my home is actually not adapted for I: Awesome, and how about you, Kofi?
a wheelchair, and I don’t need to use a wheelchair Ko: I’m working as a teaching assistant at a local school,
at all there. For getting around outside … well, then helping coach the football team. I’m so lucky
I am dependent on it, especially as I currently don’t because the school – and the students actually –
drive. have been incredibly supportive of my track career
I: How did you first get into wheelchair basketball? and my progression, so at the moment this is the
Ka: I’ve always loved sport! All kinds of sport. You perfect job for me.
name it – I’ve tried it! I’ve done judo, weightlifting,

107
I: Final question now for both of you. What does the • In pairs, students complete the exercise.
future hold? • Get feedback. Ask Did you reach an agreement? Did you
Ko: Competing in the next Paralympics is every athlete’s disagree on anything? How did you deal with it?
dream, of course. But I’m also really passionate
about sports education. I’ve visited a few schools EASIER: Before the exercise, brainstorm ideas for each
and sports clubs locally to talk to the kids there point and write students’ ideas on the board, e.g. You
about my experiences and I would love to do more can still eat healthy food such as fruit and vegetables if
of that. you don’t have much money.
Ka: Yeah, like Kofi – like every disabled sportsperson
I know, I would absolutely love to represent my 3
country at the Paralympics! However, I do also need
to get a job. I’ll be graduating in July and I’ve got Exam TASK
g
an internship with a big sports brand starting in
Collaborative task
n
September. With my degree, I’d really love to work
on making sports wheelchairs even lighter, faster and • In pairs, students complete the Exam Task. Remind
ni
more affordable for players like me. them to use the Useful Language.
I: Well, best of luck to both of you, and thank you so • Get feedback. Ask Did you reach a decision? What
much for coming along today. Now turning from Useful Language did you use?
ar
sport to transport, last week …
N: Now listen again. EXTENSION: Give students an additional collaborative
Le
task for further practice.
Your school is trying to encourage students to become
Speaking page 95 more physically active. Talk to each other about how
ways of keeping fit; reaching a decision; effective each suggestion would be in getting students
collaborative task to do more sports and exercise.
ic
• starting an after-school running club
1 • building new tennis courts
2
h
• In pairs, students discuss the questions. Get feedback. • starting a school football team
• taking weekly trips to the local swimming pool
ap
• increasing the number of fitness classes in the school
timetable
MEDIATION SKILLS Now decide which two things would get the largest
• This exercise reminds students to use mediation skills number of students doing more physical activity.
gr
to collaborate effectively, in particular being sensitive

to different perspectives, responding to suggestions
your
politely and proposing alternatives.
ideas
eo
• In pairs, students discuss the question. Get

• The Useful Language gives them some polite phrases feedback.
to help them do this. • Ask students to say what they can see in the
• Remind students to use phrases for collaborating photo and say what other sports people often do
lG
effectively that they have written in their notebooks and with friends.
to add phrases from the Useful Language box to be
used in future tasks.
• Go through the Exam Tip. Grammar

na
page 96
Exam TIP Modals for past necessity

Reaching a decision
io
GRAMMAR GUIDE: modals for past necessity

• Students are not always sure how to handle We use didn’t need to + infinitive or needn’t have +
disagreements in collaborative tasks. It doesn’t matter past participle to talk about something that wasn’t
at
if they disagree, as long as they explain their opinions necessary in the past.
and eventually come to a conclusion in the final part • We use didn’t need to to say that something wasn’t
of the task.
N
necessary and it might or might not have happened.

• If students can’t agree on the same two points, they I didn’t need to study today.
should reach some sort of compromise, e.g. they each I’m happy you came to help, but you didn’t need to.
choose their preferred option.
©
• We use needn’t have + past participle to say

• Remind students to be polite and avoid overly direct that something wasn’t necessary, but it definitely
comments to respond to their partner; e.g. instead happened.
of I think you’re wrong, students can say I don’t really You needn’t have worried about me. (You were
agree. worried, but it wasn’t necessary.)
• Students read the Useful Language box and tick the
phrases they’d like to use in their exam task.
1

108
ANSWERS 8.9
1 Katya, Rudi G: Did you enjoy the bike ride yesterday?

2 Bella B: Yes, I did. We went past your house actually! You
should have come too. You would have really
2 enjoyed it!
• Students complete the rules, then compare their answers G: Did you get wet? It poured with rain in the
in pairs. Get feedback. afternoon.
B: Yes, I did. I shouldn’t have forgotten my waterproof.
EXTENSION: Write these sentences on the board. In G: You could have come round to my house and
pairs, students identify the errors and rewrite the correct borrowed mine!
sentences. B: I didn’t think of that. I ought to have called you when
1 You didn’t need bring any food. We have enough.
g
it started raining.
(didn’t need to)
2 He needn’t have cook so much for the four of us. 4
n
(needn’t have cooked) • Students complete the rules, then compare their answers
ni
3 You needn’t bought another ticket for the show. in pairs. Get feedback.
(needn’t have bought)
ANSWERS
4 I didn’t need to got up early yesterday. (didn’t need
ar
to get) a could have
b would have
ANSWERS c should, ought to have
Le
d ought to have
1 Didn’t need to
2 Needn’t have 5
Modals for hypothethical past
ic
GRAMMAR GUIDE: modals for hypothetical past
EASIER: Do the first item as a class, then elicit the past
We use some modal verbs + have + past participle
when we imagine a past where things happened h participle forms of the verbs in brackets. Students do the
remaining items in pairs.
ap
differently.
FAST FINISHERS: Students write their own personal
past possibility could have sentences using the modal verb structures in the
We could have gone on holiday. sentences.
gr
(but we didn’t)
imagined result would have ANSWERS
I would have passed that exam if I’d 1 didn’t need to pay
eo
studied more. (but I didn’t) 2 shouldn’t have forgotten

regret or should have, ought to have 3 would / could have won
criticism of I should have taken your advice. 4 needn’t have brought / didn’t need to bring
lG
somebody (but I didn’t) 5 would have hated

else’s action He ought to have known better.
Modals for past speculation
(but he didn’t)
na
GRAMMAR GUIDE: modals for past speculation

3 8.9 We use some modal verbs + have + past participle to
• Play the recording. Students do the exercise, then speculate about the past.
io

possibility could have, may have, might have
EXTENSION: Write the answers for Exercise 3 on (not sure if She could have been stuck in traffic.
at
the board. Students use these phrases to write their something We might / may have left it at home.
own sentences, then share their sentences in pairs, was true)
(e.g. I should have come to school early today as I certainty must have, can’t have
N
had something to print out. I would have enjoyed the (sure My phone’s gone. I must have lost it.
weekend more if I’d seen my friends.). something He can’t have been there. I saw him at
©
was or home.
ANSWERS wasn’t true)
1 should have come
2 would have enjoyed
3 shouldn’t have forgotten TEACHING TIP: Students often confuse the meanings
4 could have borrowed of must have and can’t have. Emphasise that must have
5 ought to have called means you are sure something happened, and can’t
have means you are sure something didn’t happen or it
is impossible.

109
6 Collocations: illness and injury
• Students choose the correct options, then compare their
answers in pairs. Get feedback. 3
EXTENSION: In pairs, students discuss what they answers in pairs.
think is happening in the photo, using modal verbs for • Get feedback. Elicit the meaning of immune system (the
speculation. way your body protects you against disease).
ANSWERS FAST FINISHERS: Students underline the words in the

sentence that the gapped words collocate with, e.g.
1 might 3 must 5 may twist my ankle, build up your immune system.
2 can’t 4 Could 6 must
g
TEACHING TIP: Explain that collocations are useful to
7 learn because they are ‘chunks’ of language. It is easier
n
• In pairs, students discuss the situations. Remind them
to use these chunks than to try to put together individual
to use a range of speculating verbs from Exercise 6. Get
words, and this helps make your speech sound more
ni
feedback.
natural and fluent.
EXTENSION: Write these situations on the board. In
ar
small groups, students take turns to speculate about ANSWERS
what could have happened in each situation. Get 1 twisted
feedback. 2 diagnosed
Le
• Music is playing very loudly when you get home. 3 sustained, discharged
• The classroom is very messy. 4 build up
• The camera on your phone won’t turn on. 5 contracted
• Two of your friends aren’t talking to each other.
4
ic
Use your English Exam TIP
Describing likelihood
page 97
h
ap
Eliminating duplicated information
1 • Write the following on the board:
• Brainstorm words or phrases students know for saying It wasn’t a good idea for you to stay up late before
your exam.
gr
something is possible.
• Students complete the sentences, then compare their SHOULDN’T
answers in pairs. Get feedback. You ___ late before your exam.
eo
Elicit which words can be crossed out in the first

FAST FINISHERS: Students underline the words before sentence as they already appear in the second
the gap that are often used before each phrase, e.g. sentence (you, late before your exam) and which
There’s a good chance that, The chances are. words complete the gap (shouldn’t have stayed up).
lG
• Ask What does this task type often test? (verb

ANSWERS
patterns, fixed expressions, phrasal verbs, etc.).
1 good chance that • Students may need to use a word or expression that
2 wouldn’t bet on it
na
is the opposite of that in the original sentence. Write

3 strong probability the following on the board and elicit the second
4 chances are sentence.
5 believe it when I see it My sister doesn’t do as much sport as she used to.
io
LESS (My sister does less sport than she used to)
Word focus: take
2
at
Exam TASK
answers in pairs. Sentence transformation
N
• Get feedback. Ask Which expression means ‘to disagree • Students complete the Exam Task, following the
with’? (take issue with), ‘to accept something’? (take on suggestions in the Exam Tip.
board), ‘to believe what someone is saying’? (take your • Get feedback.
©
word for it), ‘to pay attention to something’? (take note

of), ‘to produce the intended results’? (take effect). ANSWERS
1 needn’t have arrived so early
EXTENSION: In pairs, students write their own 2 must have broken
sentences using the phrases and omit the noun. They 3 I’ll believe it/that
give their sentences to another pair to complete. 4 your advice on board
5 taken issue with
ANSWERS 6 build up your
1 issue 4 board
2 word 5 effect
3 note

110
ANSWERS
1 benefit 4 affordable
sports facilities; structuring a proposal; focusing on 2 fundamental 5 discouraged
the purpose of a task; writing a proposal 3 outdated 6 investing in
Learning FOCUS 4
Structuring a proposal
• Ask What is the purpose of a proposal? (to suggest Exam TIP
changes that could be made) Do you think it’s formal
or informal? (formal) Explain that proposals are Focusing on the purpose of a task
similar to reports, but a report analyses a situation • Students need to ensure they are writing with their
g
and often recommends changes. A proposal focuses specific audience in mind. Remind them to underline
on a problem and identifies a solution. the important information in the task. Ask students to
n
• Ask How many paragraphs should you write in identify the key details in the task in Exercise 2 as an
ni
a proposal? (4) What should you include in the example (proposal for the local government, explain
introduction? (a clear sentence that states the aim of why the sports centre should be kept, suggest how it
the proposal). Elicit the purpose of the second and could be improved, who will use the facilities).
ar
third paragraphs (2 gives an overview of the current • In order to persuade the reader, students should
issues, 3 makes recommendations to improve give examples that illustrate why their suggestion
the situation), and the conclusion (make final makes sense. For example, to argue that the school’s
Le
recommendations and summarise your opinion). computer facilities need to be upgraded, a proposal
• Elicit the features of formal language (e.g. passive might explain that technology is a useful tool for both
constructions, impersonal language). teachers and students to do research and complete
their work.
ic
• Remind students to use neutral language and to
1 use impersonal structures such as it is said / thought
• Students read the sentences and complete the task. that … or Many people agree that … , etc.
• Get feedback.
h • Students answer the questions. Then they read the Exam
ap
FAST FINISHERS: Students decide where in a proposal Task and answer the questions before comparing their
they might find each sentence (paragraphs 1, 2, 3 or 4). answers in pairs.
• Get feedback.
gr
ANSWERS
ANSWERS
1a 2b 3b 4a 5a 6b
1 the college
2
eo
2 which facilities could be improved and how; how this

• Students read the task, then complete the proposal. will benefit students and staff
Students compare their answers in pairs. Get feedback.
5
lG
ANSWERS
1f 2a 3c 4e 5d 6b Exam TASK
EASIER: In pairs, students look at the missing sentences Writing a proposal
na
and number them according to which paragraph they • Go through the Useful Language.
might find them in (e.g. d – ‘I would suggest that’ • Students plan their proposal, including expressions
makes a suggestion, so it would probably be found in from the Useful Language box.
paragraph 3 or 4). Students complete the task in pairs. • Students complete the Exam Task. Remind them to
io
ensure they answer all the points in the question.

FAST FINISHERS: Students underline any words or
phrases in the text they could use in their own proposal 6
at
(e.g. for instance, although, this proposal aims to …). • Students read through the checklist and tick the things
they did.
N
3 • In pairs, students discuss their checklist then make any

• Students read the proposal again and complete the necessary changes to their task.
exercise, then compare their answers in pairs.
©
• Get feedback. Students say where they found their EXTENSION: Students exchange their proposal with
answers in the text. a partner and tick the things their partner has included,

111
Video page 100
ANSWERS
1 crossed 5 eye camp
Namibian eye clinic 2 hospitals 6 spread
Useful vocabulary 3 independence 7 connected
4 state 8 fortunate
apartheid (n): the political system that existed in the 4
past in South Africa and Namibia, in which only white I: Welcome to our popular programme. And now
people had political rights and power we have a special guest in from Oshakati State
cataract (n): a condition affecting your eyes in which Hospital.
you gradually lose the ability to see NS: Thank you Mendeshi. My name is Ndeshi Shikulo. I
eye opening (adj): surprising but teaching you am here to tell our people we are going to have an
g
something new eye camp at Oshakati State Hospital. We are here
eyepatch (n): a piece of cloth used for covering one eye to invite all the elder people, or everybody who is
n
independence (n): when a country gains freedom from at home that is not seeing to come and see us at
another country or organisation
ni
the eye clinic.
internship (n): a temporary job someone takes in order HN: My name is Dr Helena Ndume. I was born during
to get experience in the area they want to work in the apartheid system, where the education was
ar
ophthalmologist (n): a doctor who is an expert in different for the black people and white people.
illnesses of the eyes We left the country with three of my friends. We
plough (v): to turn the soil before putting seeds into it crossed into Zambia.
Le
refugee camp (n): a place where people who have I ended up in the refugee camps, where we
escaped their country live built hospitals. We built our own schools. And
regain (v): to get something again that you lost we started going to school there. We had
spread like wildfire (phr): when information becomes mathematics, history, geography, English and all
ic
known by more and more people very quickly that. It was completely eye opening. I ended up
going to university in Leipzig, Germany, to study
medicine.
Before you watch
1
h When independence came to Namibia, I came
ap
back home, I started my internship. I was the only
• Show the photo and elicit descriptions. Then choose a ophthalmologist working for the state.
student to read out the caption. Ask Did you know it was You have to know that back then it is the belief
possible to cure blindness? that when you are old you go blind. And that is
gr
• In pairs, students discuss the questions. Get feedback. God’s willing. Nothing can be done about it. When
I started the eye camp, just 82 patients came.
EXTENSION: Take a class vote on what students would Because they say, ‘If you go there, that young girl
eo
miss the most if they lost their vision. is going to destroy your eyes.’ But then the 82 that
we operated on spread the message like wildfire.
While you watch The following year we couldn’t control the crowd.
lG
They came in their thousands. Everybody now

2 4
wanted to be operated on. ‘We have doctors and
• Play the video. Tell students not to answer the questions now we can see.’ No money in this world can pay
at first, but just watch to get a general idea of the topic. for the happiness of someone who was blind, and
na
• Give students time to read the sentences. suddenly you take off that eyepatch and they say,
• Play the video again. Students complete the exercise, ‘Doctor, I can see.’
then check their answers in pairs. Get feedback. If I had to tell you the stories they tell you after they
regain their sight, we would spend the whole night
io
EXTENSION: In pairs, students discuss the correct

here. ‘Doctor, now that I can see, I’m going to work
answers to the false statements (2 They built their own
hard and plough a lot of food.’ ‘Doctor, now that I
schools; 3 She studied medicine in Leipzig, Germany;
at
can see, I’m going to see my grandchildren that I

5 Only 82 patients came).
haven’t seen for five, six years.’ Or a mother, who
has given birth and she never saw her baby, came
N
ANSWERS
to see the child after cataract surgery.
1T 2F 3F 4T 5F 6T All of us went through difficult times during the
liberation struggle and the refugee camps. And that
After you watch
©
is also what has connected us together, that we must

3 4 go back and help, just like we were helped.
• Students complete the summary, then compare their We have to have a culture of giving back to
answers in pairs. less fortunate people, so that they can also be
• Play the video again. Students watch and check their transformed just like I was transformed.
answers. Get feedback.
your
• Students discuss the questions in pairs. ideas
• Get feedback. Ask students to say what area
they would work in if they wanted to work in
medicine or nursing e.g. eyes, surgery, physiotherapy.

112
Review page 156
ANSWERS: VOCABULARY
1
1 acute 4 dizzy
2 rash 5 toned
3 scar 6 vaccine
2
1 twisted 4 paramedics
2 agony 5 discharged
g
3 fracture 6 physiotherapist
n
3
ni
1d 2e 3a 4c 5b
ANSWERS: GRAMMAR
ar
4
1 couldn’t 4 could / was able to
Le
2 being able 5 be able to
3 managed to
5
1 supposed 4 may
ic
2 needn’t 5 have
3 allowed 6 ought
6 h
ap
1 could have come
2 would have loved
3 must have practised
4 can’t have broken
gr
5 might have gone

6 shouldn’t have been
eo
lG
na
io
at
N
©

113
9 It’s a technical issue
Reading: understanding general meaning;
page 101
Grammar: other expressions for conditionals;

matching ten sentences inversion with conditionals
Vocabulary: computers and technology Use your expressions with keep;
Grammar: zero, first, second and third English: technology idioms; adjectives
conditionals; mixed conditionals with prepositions; word formation;
open cloze
Listening: checking the sense; sentence
g
completion Writing: technology; using informal style in
an article; using the material in a
n
Speaking: discussing technology; listening to
task; writing an article
your partner; discussion
ni
Live well, the working world; wellbeing
study well: at work
ar
Unit Opener page 101 Reading pages 102–103
Le
understanding general meaning; matching ten
In the photo sentences
A man is working in Facebook’s data storage centre in
Luleå, northern Sweden. This is Facebook’s first data 1
ic
centre outside the US and is located on the edge of • In pairs, students read the definition, then discuss the
the Arctic Circle. The warehouse opened in 2013 and, questions.
according to Facebook, it is the most energy-efficient • Get feedback. Ask students to say if they think AI is a
h
computing facility ever built. Winter temperatures in
this area are -20°C, and freezing air is pumped into the
good or bad thing.
ap
building – acting as a natural coolant – while hot air EASIER: Before students discuss the questions, check
generated by the servers circulates out. The data centre understanding of chatbot (a robot that you have an
runs on hydroelectric power generated by the nearby online conversation with, e.g. to resolve a problem) and
gr
Lule river. elicit examples of different GPS systems students use.
EXTENSION: Write students’ answers to question 1 on

1
eo
the board. Then, for homework, students search online

• Show the photo and the caption. Students look at the
for how AI is used in our daily lives. In the next lesson
photo and discuss the questions in pairs. Get feedback.
they compare their findings in small groups.
2
lG
• In pairs, students discuss the questions. TEACHING TIP: Artificial intelligence and technological
• Get feedback. Ask students to say if there are any developments are often in the news. Discussions of
advantages or disadvantages of being an early adopter topics like this are a good opportunity to bring in
(e.g. advantages: you can influence the technology
na
authentic materials such as news articles, blog posts or

if it’s still being developed, you can get access to the social media posts.
technology first; disadvantages: new technology can
often be expensive, you may get bugs or problems with
2
io
a new or evolving product).

• Elicit ideas for question 1 (e.g. in teaching, writing, caring
EASIER: Before the exercise, elicit the meaning of the professions).
at
cloud (a place to save and access things remotely over • In pairs, students discuss the questions.
the internet – not saved on a computer’s hard drive). • Get feedback. Elicit the most popular ideas for what
robots will be able to do.
N
SUGGESTED ANSWERS
EASIER: Before the exercise, check understanding of
1 An early adopter is a person who starts using a rights. Elicit examples of the rights most humans have,
©
product or technology as soon as it becomes (e.g. freedom from poor treatment, right to liberty and
available. security, no punishment without trial).
2 Advantages: the files don’t take up space on your
computer; you won’t lose important files if your
computer is damaged. Disadvantages: your files could
be hacked, you might have to pay a subscription.

114
3 EXTENSION: Students summarise the predictions made
• Go through the Exam Tip. by each journalist in the article.
Exam TIP
ANSWERS
Understanding general meaning 1 B 2 D 3 A 4 C 5 E 6 A 7 C 8 E 9 D 10 B
• In this Exam Task, it’s a good idea for students to
9.1
make a note of the purpose of each paragraph next
to it as they do the first quick read. As reading text on page 103.
• They should underline key words in the questions to
help them focus on the information they need to find, your
then identify the paragraph where they think they • In pairs, students discuss the questions. ideas
g
might find the answer. Remind them not to choose • Get feedback. Ask students to say if there
a paragraph because it uses the same words as the are any downsides to the way AI is used, as
n
question. The question and the text section should mentioned in the text.
express the same idea.
ni
• Students should underline where they found their EXTENSION: In pairs, students have a debate. Student
answers in the text so they can check them when they A thinks AI will change the future of the world for the
finish.
ar
better, and Student B thinks AI will only make our future
• Students scan the text, then complete the exercise. They lives worse. Students discuss their points of view. Put two
compare their answers in pairs. Get feedback. sets of pairs together to share what they discussed.
Le
EASIER: Students work in pairs. One student is
responsible for matching 1 and 2, and the other student
matches 3 and 4. They then share their answers and
Vocabulary page 104
computers and technology
ic
match the final paragraph together.
1
ANSWERS
1E 2D 3A 4B 5C h • Students brainstorm different technological devices they
often use. Then write the words computer / laptop on
ap
the board. Elicit any vocabulary they know related to
word focus these words.
• In pairs, students work out the meaning of the words in • Students complete the exercise, then check their
bold, then use a dictionary to check their ideas. answers in pairs.
gr
• Get feedback. Elicit the meaning of store (to keep

4 9.1
something to be used later).
Exam TASK
eo
ANSWERS
Matching ten sentences 1 format 4 folder
• Students complete the Exam Task. Remind them to 2 export 5 select
lG
underline key words in the questions. 3 navigate 6 drop-down menu

• Play the recording. Students listen and read again and
check their answers. 2
• Ask Were there any questions which may have • Students complete the sentences, then compare their
na
referred to more than one part of the text? How did

you choose your final answer?
• Is your computer well-organised, with different folders
io
FAST FINISHERS: Students write sentences about for different purposes?

the text using the words in bold, (e.g. When there’s • Have you ever had a new phone or laptop that was
a chat function on a website, often the responses are difficult to navigate?
at
automated.)
ANSWERS
N
1 folder 4 format
MEDIATION SKILLS
2 drop-down menu 5 navigate
• Writing a short summary of a text is a way of processing 3 select 6 export
text in writing, and is mediation.
©
• As an extension to the Exam Task, students 3

summarise the article, summarising each journalist’s • Students do the matching exercise, then compare their
predictions about how AI might develop and what answers in pairs.
the consequence of this might be. They can start • Get feedback. Ask questions to check understanding,
by underlining the key information they want to e.g. Which word means to access a computer without
include in their summary. They should then rewrite permission? (hack) Which word means to move up and
the information in their own words to form a coherent down? (scroll).
summary.
• In future lessons, this mediation skill can be practised
by looking at other texts or online materials such as
news articles and summarising the key information.

115
EXTENSION: Write these prompts on the board: 6
• It’s important to have strong passwords so … • In pairs, students give instructions to complete the tasks.
• If I have no more space on my computer, I … • Get feedback. Choose students to share their
• If I want to look at a different picture on my phone, I instructions with the class.
need to …
• To move something from one document to another, I your
can … • In pairs, students discuss the questions. ideas
In pairs, students discuss how they would finish the • Get feedback.
sentences.
EXTENSION: Students complete these prompts with
FAST FINISHERS: Students make a note of the past their own ideas.
tense of the verbs (all +-ed except cut – cut).
g
• I usually use Bluetooth to / for …
• I sometimes take screenshots of …
ANSWERS
n
• If I was hacked, …
1f 2d 3a 4b 5c 6e • If you were to scroll through my recent search history,
ni
you would find …
4
ar
answers in pairs.
• Get feedback. Elicit or teach that RAM stands for Grammar page 105
‘random-access memory’ and it is a device’s short-term Zero, first, second and third conditionals
Le
memory. It is said as one word, /ræm/, rather than
individual letters. USB is pronounced as three individual
letters /ˌjuː es ˈbiː/.
GRAMMAR GUIDE: zero, first, second and third
conditionals
ic
FAST FINISHERS: Students write three or four personal
sentences using the words from the exercise. We use the zero conditional to talk about:
• an action that always happens, something that is
ANSWERS
h always true or to give instructions. We can use when
or if.
ap
1 Bluetooth 5 screenshots
2 graphics 6 spreadsheets If we buy less plastic, we can help the environment.
3 RAM 7 read-only We use the first conditional to talk about:
4 USB 8 compatible • an action or situation that will probably happen now
gr
or in the future. We can use a modal verb in the main

5 9.2 clause instead of will.
• Students complete the conversations, then compare If you want to find out more, you’ll need to come to
eo
their answers in pairs. the talk!

• Play the recording for students to check their answers. We use the second conditional to:
Get feedback. • talk about a present action or situation that is unreal,
or something that is unlikely to happen.
lG
EASIER: Students identify the type of word that is needed If I had more money, I would / could / might buy a
in each gap. Then they complete the exercise in pairs. better laptop.
• give polite advice.
ANSWERS
If I were you, I would contact the police about the
na
1 RAM, uninstall hacker.

2 hacked, screenshot We use the third conditional to talk about:
3 Bluetooth, swipe • imagined past events or situations that didn’t
io
4 cut, pasted, graphics happen.

9.2 If you had saved your files, you wouldn’t have lost
all your work. (you didn’t save your files, so you lost
at
1
A: Can you help me? My computer’s so slow. your work).
B: It probably hasn’t got enough RAM. You should
N
uninstall any programs you don’t use very often.

2
1
• Students complete the matching exercise, then check
A: I think someone’s hacked my website. There’s a their answers in pairs. Get feedback.
©
strange message on the home page.

B: Can you send me a screenshot of the message? EXTENSION: Students match the sentences with the
3 types of conditional in Exercise 2.
A: How do I switch on Bluetooth on my phone?
B: You just need to swipe up and then you’ll see the ANSWERS
icon.
1b 2e 3a 4c 5d
4
A: This isn’t your own work, is it? You’ve just cut and
pasted it from a website.
B: Well, yes, that’s true. But I did create all the graphics
to illustrate it.

116
2 • if we mix clauses from a second + third conditional,
• In pairs, students match the conditionals with the uses. we are describing an imagined present in relation to
They can use the sentences from Exercise 1 to help a past event.
them. Get feedback. If you spent less time playing computer games, you
might have passed the exam.
EXTENSION: Write these sentence parts on the board.
A range of tenses can be mixed to have each clause
Students match the sentence parts, then say which
refer to different times, but the most common pattern is
conditional is used in each sentence.
mixed third / second or second / third.
1 If you don’t save your work, … (d, 1st)
2 If you had more time, … (a, 2nd)
3 If you click this button, … (c, 0) 4
4 If you hadn’t lost your phone, … (b, 3rd)
g
• Students match the sentences with the descriptions,
a you could teach me how to export a file. then compare their answers in pairs. Get feedback.
n
b you would’ve been able to call me.
c you can print the page. EASIER: Do the first item as a class. Ask Which clause
ni
d you’ll lose your changes. refers to the past? (1) What time period does the second
clause refer to? (the present), then elicit the answer.
Students do the exercise in pairs.
ar
TEACHING TIP: Remind students that in a conditional
sentence, the two clauses can go in either order with no EXTENSION: Students write three of their own mixed
change in meaning. However, when the if clause goes conditional sentences. They give them to a partner who
Le
first, they need to include a comma: If you copy the text, explains the meaning of the sentences and whether each
you can paste it in a new document. > You can paste the clause refers to the past, present or future.
text in a new document if you copy it.
ANSWERS
ic
ANSWERS 1c 2f 3e 4b 5d 6a
1d 2a 3c 4b
5 9.3
3 h
ap
pairs.
answers in pairs. • Play the recording for students to listen and check their
• Get feedback. Ask them to say what type of conditional answers. Get feedback.
each sentence is.
gr
EXTENSION: Ask students which time each clause refers

EASIER: Elicit the structure of the second half of each to (1 present, future; 2 future, present; 3 past, present;
sentence, e.g. 1 had + past participle (past perfect). 4 past, present; 5 present, past).
eo
Students look at the rules in Exercise 2 and say which

conditional uses the past perfect (third). Students ANSWERS
complete the first item, then do the remaining items 1 understood
in pairs.
lG
2 were going to go
EXTENSION: In pairs, students write the following 3 wouldn’t be paying
prompts on small pieces of paper: 4 had been able to
If I were you, … 5 wouldn’t have got
na
If I go out tonight, … 9.3

When I go out with my friend, …
A: What’s Maya going to study at university?
If I hadn’t met my best friend, …
B: Well, if she understood statistics, she’d be going
io
If I could go anywhere on holiday, …

to study data science. But instead, she’s opted for
Students take turns to choose a piece of paper and
computer science.
complete the sentence with their own ideas.
at
A: I think computer science will be very useful. If I were

going to go to university now, I’d probably choose
ANSWERS
that subject. There are lots of jobs in computer
N
1 Would you have chosen 5 gets science.

2 tell 6 save B: Yes, good point. Actually, I wish I were better at
3 wouldn’t live 7 had to computer science. Maybe if I’d taken my computer
©
4 don’t want 8 didn’t read science lessons at school more seriously, I wouldn’t
be paying someone else to fix all my computer
Mixed conditionals problems now. And if I’d been able to fix my
GRAMMAR GUIDE: mixed conditionals computer last night, I’d be working now instead of
chatting to you.
We use mixed conditionals in situations where the two
A: Ah, well, it’s good to take a bit of time off, though,
clauses refer to different times. For example:
isn’t it? If you took a break every now and then, you
• if we mix clauses from a third + second conditional,
wouldn’t have got so stressed over the last couple
we are contrasting an imagined event in the past with
of weeks.
a present result.
If you’d taken my advice, you might be happier now.

117
Listening page 105
concrete box I’d been working in for the last six months.
With my experience, I could stay where I am and move
checking the sense; sentence completion up the ladder to become a senior developer in a few
years’ time. That would be the easy option. What I’d
1 really like to do, though, is to teach game design. It’ll
• Brainstorm jobs in technology that students know.
mean going back to college to get some teaching
• Students match the jobs with the descriptions, then
qualifications, and I’m not the best student in the world,
but I think it’ll be worth it.
• Get feedback. Ask them to explain in their own words
what each job entails. 5
ANSWERS • Go through the Exam Tip.
Exam TIP
g
1b 2e 3d 4c 5a
n
Checking the sense
• Students discuss the questions in pairs. • In this task, students should write the exact words
ni
• Get feedback. Ask Which of these jobs would you least they hear.
like to do? Why? • Remind students to read the instruction first to get a
general idea of the topic.
3
ar
• The words students write must complete the sentence
• Students read the sentences and, in pairs, predict the logically and grammatically, so they should check they
types of words that are missing from the gaps. have written the correct form of the word.
Le
• Get feedback.
TEACHING TIP: It is useful for students to predict what
ideas in pairs. Get feedback.
types of words are missing in any gapfill exercises. In
pairs, they can discuss what type of word is needed 6
ic
9.5
grammatically, and make predictions on the possible
answer, using their grammatical knowledge to help Exam TASK
often by a verb). h
them, (e.g. a / an / the will be followed by a noun, to
Sentence completion
ap
• Play the recording. Students complete the Exam Task.
• Get feedback. Ask Which sentences did you find the
4 9.4
most difficult to complete? Were there any answers
• Play the recording. Students complete the sentences, where you had to use your grammatical knowledge to
gr
then compare their answers in pairs. help you?

• Get feedback.
eo
EASIER: Play the recording a second time. Pause after EXTENSION: In small groups, students come up with an
each paragraph for students to discuss what they heard idea for a new app. They put together a presentation on
with a partner, then complete the sentences. the details of their idea. They should include the purpose
of the app, who would use it, the price and how they
lG
ANSWERS would market it. Groups present their idea to the class.
1 3D animation
2 anxious ANSWERS
na
3 spaceship 1 mathematics 5 community

4 teach game design 2 silly game 6 second year
3 intensive coding course 7 worried
9.4 4 language 8 little brother
io
When I was sixteen, my computer studies teacher at

9.5
school recommended that I did a week-long game
design course during my summer holidays. The course N: You will hear a software engineer called Katya talking
at
was amazing. We covered graphics (that was the part about how she got her job. For questions 1–8,
I found the trickiest), photography (which I loved), and complete the sentences with a word or short phrase.
N
most crucially, 3D animation. K: Hi everyone! My name is Katya and I work as a

After the course, I knew that I really wanted to make a software engineer for one of the biggest tech
career out of games design, and luckily enough one of companies in the world.
©
my tutors helped me get an internship with a small local Most people think that in order to get my kind
games developer. Now, looking back, I realise that this of job, you have to study computer science or
was an incredible opportunity, and I should have been computer engineering at university. Well, you might
more grateful to my teacher, but at the time I was just be surprised to find out that my subject was actually
really anxious about mixing with real professional games mathematics … and, in fact, I never completed my
developers. degree. While I was in my first year of studies I got
I was there for six months before I got an interview at a an idea for an app. It wasn’t anything of great social
much bigger company – this time for a proper paid job. I value, I’m afraid; I wasn’t trying to change the world!
remember getting there really early – like an hour before It was just inspired by a silly game that my friends
the interview – and just staring up at this huge place that and I used to love playing. I thought – maybe I could
looked like a spaceship! It was very different from the make an app out of this, so I did some research and I

118
couldn’t see anything similar out there on the market.
I didn’t want to give my idea to someone else to
Exam TIP
develop, so I decided to teach myself how to code. I Listening to your partner
really would have loved to take some evening classes • After the collaborative task, students take part in a
as well, or go on some intensive coding course, but discussion where each student answers two to four
frankly, I was a student, and I just couldn’t afford it. questions on a topic linked to the collaborative task.
So, I searched online and found a free tutorial, which • This part of the exam allows students to show their
pretty much taught me everything I needed to know. ability to exchange information, express and justify
Coding is like learning a language and, to be fluent, their opinion and agree or disagree with their partner.
you have to practise every day, so that’s what I • Students need to listen to their partner’s responses,
tried to do. I would say that when you’re trying to as the examiner or the candidate may ask for their
learn anything new, there are three really important opinion.
g
factors – motivation, resources and community. • Remind students they should neither dominate the
conversation, nor sit back and say nothing.
n
I had my motivation, and the resources were all
available online. But community was maybe the most • Play the recording. Students discuss the question in
ni
important part of the process. I joined online groups pairs. Get feedback.
on social media and through different websites, so
that when I had a problem, I was able to ask for help EXTENSION: Play the recording again. Students write
ar
and to swap ideas with other people. That was an down the questions the girl asked the boy to encourage
absolutely vital part of my journey. him to speak and any useful phrases for agreeing (What
Anyway, I worked really hard on my idea over do you think? Do you know what I mean? Yes, that’s a
Le
the summer holidays after my first year and good point. Yes, as you’ve said …).
then I launched my app just as I was starting my
second year. It just started climbing up the charts ANSWERS
immediately, and the more popular it got, the more he girl. The boy doesn’t respond to what she says, he
T
ic
people were talking about it. And then, I think it was just carries on with his own arguments.
around the beginning of October, I got an invitation
h
to speak at a big tech conference. It was a really
exciting time. I’d never really spoken in public before
9.6
B: So, I think that it’s easy to waste time playing
ap
– so I was expecting to feel really nervous, but in computer games. I mean, they’re very addictive,
fact, although I was worried about it beforehand, aren’t they? But that doesn’t mean that they’re
once I stood on the stage and started talking about always a waste of time. Firstly, they can really help
my app, I became very confident because I could you relax if you’re feeling stressed.
gr
sense that the audience were interested and wanted G: Yes, that’s a good point. Although, I would also
to hear my story. say that sometimes they can make you feel more
As you probably know, the video of my presentation
eo
stressed! For example, if you’re playing some kind of

went viral and within a couple of weeks, I’d had game where someone is chasing you … that can be
job offers from several of the big tech companies. quite stressful. What do you think?
I spoke to my parents, and to my lecturers at B: Another point is that you can actually develop some
lG
university, but it was actually my little brother who useful skills by playing computer games, for example
said to me, ‘If you don’t take this opportunity now, hand–eye co-ordination or problem-solving skills.
you’ll always regret it.’ And I think that was probably G: Yes, as you’ve said, you can develop useful skills. In
the best advice I’ve ever been given. fact, there’s a whole range of computer games that
na
So now, let me tell you a little bit more about … have been designed in order to train your brain – like
N: Now listen again. puzzles and games that involve strategy. Do you
know what I mean?
io
B: In general, I think that playing computer games has

Speaking page 107 more positive than negative points.
discussing technology; listening to your partner;
at
TEACHING TIP: It is a good idea for students to

discussion
be familiar with the format of the exam they will be
1 taking. This can help them focus on their strengths and
N
• In pairs, students rank the technologies, then compare weaknesses, and feel more relaxed during the exam.
their answers with another pair. Help students with this by regularly asking questions
• Get feedback. Elicit the meaning of drone (an aircraft such as: How many sections are there in your speaking
©
controlled from the ground). exam? Which section does this task correspond to?
EXTENSION: Pairs discuss if there are any other

technologies they would add to the list and where they
3 9.6
• Play the recording again. Students do the exercise, then
would fit in their rankings. compare their answers in pairs. Get feedback.
2 9.6 EXTENSION: Give pairs a copy of the audioscript.

• Go through the Exam Tip. Students discuss how the boy could improve his answers,
then roleplay the discussion.

119
ANSWERS
1B 2G 3B 4G 5B
Grammar page 108
Other expressions for conditionals
4
GRAMMAR GUIDE: other expressions for
MEDIATION SKILLS conditionals
• This exercise reminds students to use mediation skills • In zero and first conditional sentences, we can use
to collaborate effectively, in particular being sensitive provided (that), providing (that), on condition that
to different perspectives, listening to each other, and as long as instead of if.
responding to opinions and proposing alternative I will do the shopping provided that / providing
points of view. that / on condition that / as long as you help me.
• In first and second conditional sentences, we can use
g
• The Useful Language gives them some polite phrases
to help them do this. unless instead of if not.
n
• Remind students to use phrases for collaborating We won’t improve unless we work harder.
effectively that they have written in their notebooks, • We can use otherwise instead of an if clause.
ni
and to add phrases from the Useful Language to be Try to use less plastic. Otherwise, the oceans will
used in future tasks. become even more contaminated.
• We can use suppose or supposing to ask questions.
ar
• In pairs, students discuss the questions. Remind them to Suppose / Supposing my phone breaks, how will I
use the Useful Language. contact you?
• Get feedback. Ask students to explain their answers and • We use wish + past perfect simple or continuous to
Le
say which of the Useful Language phrases they used. talk about a past situation we are not happy with, or
to say how we would like something to be different.
5 9.7
I wish I hadn’t bought that expensive phone and
then dropped it!
Exam TASK
ic
• We can use it looks as if / it looks as though to say we
Discussion think something is likely.
I’ve just received a phone call and it looks as if /
then discuss the questions in pairs. h
• Play the recording. Students complete the questions,
though I have to work late this evening.
ap
• Get feedback. Ask What did your partner do well?
Did they show they were actively listening?
1 9.8
• Play the recording. Students complete the sentences,
gr

• Can technology help you study? Why? / Why not?
• What are some of the dangers of social media? ANSWERS
eo
• Should children have access to the internet? Why? / 1 it looks as if

Why not? 2 I wish I hadn’t
3 Supposing
ANSWERS 4 Provided, Otherwise
lG
1 the next big technological advance 5 As long as, unless

2 our future use of technology
9.8
3 learn a language online
4 using mobile phones to communicate A: You’re looking a bit down.
na
B: I’ve just checked my bank balance and it looks as if I

9.7 can’t afford a new laptop. I wish I hadn’t spent all my
1 What do you think will be the next big technological money on that 3D printer. Supposing I had bought
io
advance? something cheaper? I wouldn’t have spent so much

2 Are you optimistic or pessimistic about our future use money, and now I’d be able to afford the laptop.
of technology? A: Oh well … provided you save carefully over the next
at
3 Do you think it’s possible to learn a language online? few months, you should have enough money by
4 What are some of the disadvantages of using mobile September. Otherwise, you’ll have to put up with
phones to communicate? your current laptop until next year.
N
B: Yeah, I suppose so. Still, as long as I’m careful, it should

your last until then … unless someone drops it again!
ideas A: I didn’t drop it. The cat knocked it off the table.
©

• Have a class vote to find the most popular B: Sure.
piece of technology.
2
EASIER: Choose students to read the sentences in

Exercise 1 to help them do Exercise 2 as a class. After
eliciting each answer, elicit additional examples that
illustrate the use of the words in bold.

120
ANSWERS ANSWERS
1 a, e 2b 3d 4g 5f 6c 1 should 3 had
2 were 4 not
3
• Students complete the exercise, then compare their 6
answers in pairs. Get feedback. • Students complete the exercise, then compare their
answers in pairs. Tell them they should change sentences
EXTENSION: In pairs, students write three of their own 1 and 5 to a conditional first.
sentences using a conditional expression in each. They • Get feedback.
omit the conditional expression and swap sentences
with another pair for them to complete (e.g. My friend EASIER: Do the first item as a class. Students do the
lost my notebook, so ____ I’ll have to buy a new one. – remaining items in pairs.
g
it looks as if).
ANSWERS
n
ANSWERS 1 Had he followed the instructions
ni
1 As long as 5 I wish I hadn’t 2 Should you experience any problems
2 it looks as if 6 Supposing 3 Were they to watch the video
3 otherwise 7 Provided you’ve 4 Were your computers not so unreliable
ar
4 Unless 5 Had she not refreshed the page
4
Use your English
Le
• Students complete the sentences, then compare their page 109
ideas in pairs. Get feedback.
Expressions with keep
Inversion with conditionals 1
ic
• Elicit sentences or phrases using keep (e.g. I keep
GRAMMAR GUIDE: inversion with conditionals
making the same mistakes, I like to keep fit.).
We use inversion with conditionals in very formal and
polite language. h • Students match the phrases with the definitions, then
ap
• In first conditional sentences, we replace if with
should and change the verb to the infinitive form FAST FINISHERS: Students write example sentences
(without to). using the expressions.
Should he pass the entrance exam, he’ll be able to
gr
take the coding course. ANSWERS

• In second conditionals, we replace if with were and 1b 2e 3d 4a 5c
change the verb to to + infinitive.
eo
Were he to tell anyone, we would be in trouble. 2

• In third conditionals, we leave out if and invert the • Students complete the questions, then discuss in pairs.
subject and the auxiliary.
ANSWERS
lG
Had you told me, I could have been prepared.

• To make the sentences negative, we add not after 1 their cool 3 a low profile
the subject. We do not use contractions in a negative 2 your word 4 track of
inverted conditional.
Technology idioms
na
Had you not called me, I would’ve come anyway.

3
5 answers in pairs.
io

• Get feedback. Elicit the meaning of oiled (when oil is
used to make something move easily) and wavelength
at
(the radio wave used by a particular radio station).

EASIER: In pairs, students discuss which conditional is
used in each sentence, e.g. 1 – third. Encourage them to
FAST FINISHERS: Students underline the words in
N
use the Grammar Reference on page 175 to help them.

the sentence that the gapped words collocate with,
Then they complete the rules in pairs.
e.g. running like a well-oiled machine, be on the same
EXTENSION: Write the following prompts on the board. wavelength.
©
Students put the words in the correct order to make

EXTENSION: Write these definitions on the board.
conditionals with inversion.
Students match them with the expressions, then
1 invested / money / had / we / our …. we’d be better
off now. (Had we invested our money …)
1 used sarcastically to mean something is not very
2 more / people / should / get/ drones … there will need
difficult.
to be more laws around how and where to use them.
2 thinking in a similar way
(Should more people get drones …)
3 the most modern and advanced technology
3 camera / we / buy / new / were / to / a ... we’d be
4 a long way in front
able to take better pictures. (Were we to buy a new
5 very efficiently
camera ...)

121
ANSWERS ANSWERS
1 it’s not rocket science 1 what 5 on
2 on the same wavelength 2 that 6 keep
3 cutting edge 3 the 7 order
4 light years ahead 4 like 8 though
5 like a well-oiled machine
Adjectives with prepositions Writing pages 110–111

technology; using informal style in an article; using the
4 material in a task; writing an article
• Students choose the correct prepositions, then compare
their answers in pairs.
g
• Get feedback. Remind students to make a note of Learning FOCUS
any new adjective / preposition combinations in the
n
Using informal style in an article
appropriate section of their notebooks.
• Writing an article is very different to writing an essay.
ni
• Explain that aware of can also be followed by a noun
(e.g. Are you aware of the problem? ). In an article, students are expected to persuade the
reader of their point of view rather than examine
ar
EXTENSION: Students write three of their own sentences both sides of an argument. Students’ ideas will be
using one of the adjectives in each, with the correct more persuasive if they support their opinions with
preposition. Students compare their sentences in pairs. reasons and examples from their experiences.
Le
• They can use quotes or refer to research to make
ANSWERS their ideas sound more reliable, but the language
should remain informal.
1 for 4 of
2 at 5 with
ic
3 on 1
• Students read the sentences and complete the task.
Word building
5 h • They then discuss their ideas in pairs, giving reasons for
their answers. Get feedback.
ap
• Students complete the table, then check their answers in
FAST FINISHERS: Students decide in which section of
pairs.
• Get feedback. Remind them to make a note of any new an article they would find each informal sentence.
gr
vocabulary in their notebooks. EXTENSION: Remind students of what they learned

in Unit 5 about nominalisation. Elicit examples of
FAST FINISHERS: Students underline where the stress nominalisation from the sentences (1 increasing use,
eo
is in each word (1 autonomous, autonomy; 2 chemical, positive development; 2 there are concerns that; 3 with
chemistry; 3 electronic, electronics; 4 energetic, the increase of … there will be growth in …).
energy; 5 experimental, experiment, experimentation;
6 mechanical, mechanics; 7 private, privacy; 8 secure, ANSWERS
lG
security; 9 technological, technology; 10 theoretical,

1 a F: In my opinion, increasing use, development
theory).
1 b I: There’s no doubt in my mind
EASIER: Students work in pairs to complete the table. 2 a I: it’s only a matter of time, !
na
2 b F: There are concerns that

ANSWERS 3 a I: take on, boring jobs
1 autonomous 6 mechanical 3 b F: With the increase of, growth in
io
2 chemical 7 privacy
3 electronics 8 secure
2
• Students read the example task, then complete the
4 energy 9 technological
exercise. They then compare their answers in pairs.
at
5 experimental 10 theory • Get feedback. Ask students to correct the false

6 statements.
N
Exam TASK MEDIATION SKILLS

• Explaining data in speech or writing is mediation.
©
Open cloze
• In this extension exercise, students discuss the data in
• Students complete the Exam Task. Remind them to
the visuals and explain the significance of the figures in
look at the words before and after the gap, and to
both speech and writing. They first make notes of the
read through the whole text when they finish.
key information individually, then discuss the data with
• Get feedback. Ask Did looking at the words before
a partner. Encourage them to say what the data tells
and after the gap help you?
them about the advantages and disadvantages of using
technology for completing homework.
EXTENSION: In pairs, students discuss what the • You can give students further practice of this mediation
advantages and disadvantages are of The internet of skill by encouraging them to look at English-language
things. news articles online that include graphic data.

122
EXTENSION: Students note down the key information 5
from the visuals in Exercise 2. Then, in pairs, they discuss Exam TASK
the data that they would include in their article.
Writing an article
ANSWERS • Students complete the Exam Task. As they have
45 minutes in the exam to write their article, this
1 F (you must include at least one piece of information)
could be done for homework instead of in class.
2 T (give your opinion)
3 F (it will be read by people who read the school 6
newspaper) • Students read through the checklist and tick the things
they did.
3 • In pairs, students discuss their checklist, then make any
g
• Students read the article, then do the exercise in pairs.
• Get feedback.
n
EXTENSION: Students exchange their article with a
EXTENSION 1: Students underline any other useful
ni
partner and tick the things their partner has included,
words or phrases they could use in their own article, e.g. using the Reflection Checklist.
How many times a day do you … ?, therefore, however,
ar
I am in favour of … They write a plan for the model
article and say what information was included in each
paragraph. Live well, study well page 112
Le
the working world; wellbeing at work
EXTENSION 2: Elicit how the article starts (with a
rhetorical question – a question that doesn’t require a Useful vocabulary
response). Ask Why might it be useful to start with a
rhetorical question? (to engage the reader). Elicit other appropriately (adv): in a way that is suitable or right for
ic
examples (e.g. Have you ever … ? What would life be a particular situation
like if … ? What do you think about … ?). interact (v): to communicate with one another
SUGGESTED ANSWERS h outgoings (n): the money you have to spend regularly,
for example on rent or bills
ap
fter all: used to add information that shows what you
A paycheck (n): the money you receive from your job
have just said is true (American English)
On top of this: used to add to the point mentioned punctual (adj): arriving at the time agreed on
gr
previously willing (adj): happy to do something when someone

Having said that: used to express contrast from the asks you
previous points
eo
The fact is that: used for emphasis to highlight an

important point
1
• In pairs, students discuss the question. Encourage
Digital native: people that have grown up using
them to think about the everyday things that might be
technology
lG
different, (e.g. having to dress smartly, travelling to work,

Move with the times: as technology changes, people
having set working hours). Get feedback.
should adapt to the changes
EXTENSION: Students discuss whether the transition
4 from being a student to working is a difficult one to
na

make. Ask students to explain their answers.
Exam TIP
2
io
Using the material in a task

• Students read the information and match the advice with
• Students need to read the task carefully to understand
each quote. They compare their answers in pairs.
what the purpose of the article is, who the audience
at
• Get feedback. Ask them to explain what they think the

is and what they need to include.
information means by being friendly and willing to help.
• Direct students to the Useful Language box and the
Ask Who should you be friendly to, who could you help?
phrases to introduce a quote. Emphasise that they
N
Why is this important?

must keep the original wording for the quote itself.
• Ask students to look again at the student’s example EXTENSION: Brainstorm other ways people can make
article in Exercise 3. Ask them to identify a figure the
©
a good impression at work, (e.g. making friends with

student has used from the example task, and how colleagues, working hard), then brainstorm things
they linked it to the point made before and after it someone might do that would give a bad impression
(e.g. Paragraph 2: … not all students are in favour (e.g. taking too long a lunch break, doing online
of the plans … In fact, research carried out in 2021 shopping during work hours).
showed that …).
• Students read the Exam Task and do the exercise. Get ANSWERS
feedback. a4 b3 c1 d2

123
3
Review page 157
ANSWERS: VOCABULARY
4
• Go through the Mind your Mind information. 1
• Students answer the question, then compare their ideas 1 hacked 4 refreshing
in pairs. 2 format 5 read-only
• Get feedback. Ask students to explain the benefits of 3 folder 6 select
their tips.
2
5 1 privacy 4 experimental
• In pairs, students discuss the questions. Get feedback. 2 autonomous 5 mechanics
g
3 energy 6 theoretical
MEDIATION SKILLS
n
• Summarising content from one language to another is 3
ni
a way of processing text in speech, and is mediation. 1 word 4 profile
• In Project 2, students interview people in their own 2 cool 5 eye
language and make notes of the answers they hear. 3 track
ar
They then summarise their findings in their own words ANSWERS: GRAMMAR
in English, using their notes.
• Students can be given further practice of this skill
4
Le
by asking them to interview people or conduct
1 hadn’t fixed
research outside the classroom in their own
2 would have asked
language, then summarising and explaining the
3 were designing
information in English.
4 would have bought
ic
5 had read
your t
projec 5
choose a project. Project 1 is group work
and involves giving advice, while Project 2
h 1 unless
ap
2 provided
is individual work and involves interviewing 3 wish
people about their jobs. 4 Supposing
5 otherwise
gr
Project 1
• In small groups, students brainstorm ideas for each
problem. They can use some of the information from 6
1 Had I studied computer science at university, I would
eo
the page and their own ideas. Remind them to use

the Useful Language. have designed my own app.
• Students then decide on the best two or three pieces 2 Were she to hear about this, she would be absolutely
of advice for each problem. Encourage them to ask furious.
lG
each other questions to come to an agreement, e.g. 3 Should you want to buy a new computer, I’ll be happy
Do you agree? What do you think? to help you.
4 Had they not uninstalled the program, the computer
Project 2 would have crashed.
na
• Students write questions they could ask someone 5 Should he call again, I’ll pass on your message.
about their first job.
• They interview older friends or family members for
homework. Remind them to use the Useful Language.
io
• Students may need to ask the questions in their own

language, then report back their findings in English.
at
N
©

124
10
x xxxxxx
A working life
Reading: skimming; matching four prompts
page 113
Grammar: present participle clauses; past

to texts and perfect participle clauses
Vocabulary: employment Use your idioms with work; prepositions;
Grammar: relative clauses English: word building; prefixes and
suffixes; word formation
Listening: using deduction; matching
prompts to spoken text Writing: studies and training; language in
g
formal letters or emails; describing
Speaking: jobs; listening and taking notes;
your achievements; writing a
n
discussing options and presenting
formal letter or email
your decision
ni
Video: Photographing gauchos in
Patagonia
ar
Unit Opener page 113 EXTENSION: Students discuss whether they would like
Le
to do any of the jobs and say why / why not.
In the photo
A woman plays with a baby panda while people look 3
on and take photographs. This photo was taken at the • Go through the Exam Tip.
ic
Bifengxia Giant Panda Base in Sichuan Province, China.
The centre was established in 2003, with the purpose of Exam TIP
raising, breeding and rescuing pandas. It is now home
h
to over 20 giant pandas. Visitors can go to the centre to
see pandas in a natural environment.
Skimming
• Skimming is a key skill for exams, as it helps students
ap
make the best use of their limited time. When
skimming a text, it is useful for students to be aware
1 that the first sentence of a paragraph is usually a
• Students look at the photo and discuss the questions in
gr
topic sentence which indicates what the focus of the

pairs. paragraph is.
• Get feedback. Ask them to describe the job in the photo • Remind students to only look at the content words as
and say what skills or qualities someone would need for
eo
they skim (e.g. nouns, verbs and adjectives).

this job. • Remind them to read the questions carefully and
2 underline the key words.
lG

• Get feedback. Model the pronunciation of entrepreneur pairs. Get feedback.
/ˌɒntrəprəˈnɜː(r)/ and internship /ˈɪntɜː(r)nˌʃɪp/.
EASIER: Students work in pairs. One student underlines
EASIER: Before the exercise, elicit the meaning of the key words in A and B, and the other student
na
internship (a temporary job that a person takes in order underlines those in C and D. Then they share their
to get experience) and set up (to start). answers.
io
EXTENSION: Ask Do you think that if a person gets word focus

paid a lot of money for their job, they enjoy it more?
What are some of the reasons someone might do an
at
internship? What job would you be willing to do for little

money? 4
N
• Students match the summaries with the text sections,

EASIER: Before the exercise, choose students to
©
skimming; matching four prompts to texts read each summary aloud. Elicit the meaning of job
1 satisfaction (feeling happy at work) and bear in mind
• In pairs, students do the quiz. Get feedback. (consider). Students do the exercise in pairs.
2 ANSWERS
• Elicit the meaning of each job. 1D 2B 3A 4C
• In pairs, students discuss the jobs, deciding which ones
would be the best for them.
• Get feedback.

125
5
• Students read the text and do the exercise, then
Vocabulary page 116
compare their answers in pairs. employment

• Get feedback. Students say where in the text they found 1
their answers. • Students read the advertisements and do the exercise.
Point out that the context of the paragraph will help
FAST FINISHERS: Students write their own personal
them understand the meaning of the words.
sentences using the words and phrases (e.g. I should
• Students check their answers in pairs.
place more faith in myself and my abilities).
• Get feedback. Model the pronunciation of personnel
/ˌpɜː(r)səˈnel/ and recruitment /rɪˈkruːtmənt/.
ANSWERS
g
1 on the cusp of (line 2) FAST FINISHERS: Students identify the stress in
2 place faith in (line 36) each word (vacancy, finance, administrator, invoices,
n
3 reflect (line 53) suppliers, human resources, agency, sick leave,
4 the bigger picture (line 57) recruitment, personnel).
ni
6 10.1 EXTENSION: In pairs, students identify the verb form
of supplier (supply) and recruitment (recruit), the noun
ar
Exam TASK for a person for recruitment (recruiter) (a person doing
recruitment), recruit (a new member of an organisation)
Matching four prompts to texts
and agency (agent) and the adjective form of vacancy
Le
• Students complete the Exam Task. Point out that
(vacant).
there may be paragraphs which do not match any of
the questions. EASIER: Students read the adverts and definitions. Ask
• Play the recording. Students listen and read again and Using the texts to help you, which of the words refer to a
check their answers.
ic
person? Which word or words refer to a team of people
or department? Which word refers to illness? Students
EXTENSION: Write these statements on the board: then do the exercise in pairs.
• I often think strategically. h ANSWERS
ap
• I would rather work in a buzzing office than from
home. 1 agency 6 vacancy
• I have no aptitude for numbers. 2 finance 7 sick leave
In pairs, students discuss if they agree or disagree with 3 human resources 8 supplier
gr
the statements and give reasons for their answers. 4 invoices 9 personnel
5 recruitment 10 administrator
TEACHING TIP: As students get closer to taking their
eo
exams, it can be helpful to practise reading tasks under 2

exam conditions. Give students a few moments to study • Students complete the sentences. Explain they may have
their notes about the task type, then ask them to close to change the noun from singular to plural or vice versa.
lG
their Student’s Book. Set a time limit for completing the • Students compare their answers in pairs. Get feedback.
task. When students have finished, tell them how many
EASIER: Before the exercise, check understanding
marks they would have received in the real test.
of statistical analysis (collecting and checking data to
find patterns and trends), let someone down (to make
na
ANSWERS someone disappointed by not doing what they hoped)

1A 2D 3B 4B and literary (relating to books or writing).
io
10.1 EXTENSION: In pairs, students discuss this question:

As reading text on page 115. Would you prefer to work in finance, human resources or
as an administrator? Why?
at
your
• In pairs, students discuss the questions. ideas ANSWERS
N
• Get feedback. Ask them to say what jobs they 1 finance

might like to do in the future. 2 human resources
3 sick leave
©
EXTENSION: For homework, students write a summary 4 vacancies

of the points of view they agree with from the text. 5 invoice
6 recruitment
7 administrator
8 personnel
9 supplier
10 agency

126
3 10.2 4
• Play the recording. Students complete the email, then • Students discuss the questions in pairs.
compare their answers in pairs. • Get feedback.
• Get feedback. Explain that résumé is often used in
American English, whereas in British English people EXTENSION: In small groups, students debate
usually say CV. question 2 with another group. One group agrees with
• Ask questions to check understanding, e.g. Which word having a minimum wage, and the other group does
means something is boring? (tedious) Which word or not. Encourage them to brainstorm their ideas before
words refer to how much someone is paid? (minimum expressing their opinion and justifying their answers.
wage) Which word refers to an extra payment? (bonus)
Which word means something is very busy? (hectic).
your
ideas
g
EXTENSION 1: In pairs, students write example • Get feedback. Have a class vote to find out
n
sentences to show the meaning of the words in the how many prefer each option.
exercise.
ni
MEDIATION SKILLS Grammar page 117
ar
• Summarising information and relaying it in speech is relative clauses
mediation.
• In this second extension exercise, students begin by GRAMMAR GUIDE: relative clauses
Le
identifying the parts of the audio that are related to
why Cara left her job, the things she says about her We use relative clauses to give more information about
new job and what she did to find it. Then students people, things and places.
summarise the information in their own words.
Defining relative clauses Non-defining relative
ic
• This mediation skill can be practised with other
clauses
audio material by asking students to summarise key
information and relaying the details to a partner. • give essential • give extra information
h
EXTENSION 2: Students summarise the key points from
information
• not separated using
• separated using
commas
ap
the audio in their own words. They should include: commas • cannot use that as a
• the two reasons why Cara left her job • can use that instead of relative pronoun
• the three things Cara says about her new job who or which Ms Jones, who lives next
gr
• the three points she mentions about finding her Ms Jones is the teacher door, is my teacher.
current job. who / that helped me.
They then share their summary with a partner. • In defining relative clauses, we can omit the relative
eo
pronoun if it is not the subject of the clause. Whose

ANSWERS or where can never be omitted.
1 résumé 5 hectic This is the friend (who) I told you about.
lG
2 placement 6 tedious That’s the hotel where we stayed.

3 intern 7 supervisor • When the relative pronoun is the object of a
4 bonus 8 minimum wage preposition, the preposition can come before whom
or which. This is very formal.
10.2
na
The woman to whom I sent the email was on

M: Cara, I was wondering … why did you leave your holiday.
last job? • It is more common to leave the preposition in its
W: Well, first of all, the salary was terrible. I was on the original position, and leave out the relative pronoun.
io
minimum wage, even though I was well qualified. The woman (who) I sent the email to was on
And then my supervisor was always criticising me. holiday.
M: Oh, that sounds awful. So what’s your current job
at
like, then?
W: Much better! I mean, it’s hectic – I don’t have a
1
• Students complete the matching exercise, then discuss
N
moment’s break, but I’d rather it were like that than

the questions in pairs.
really tedious and boring. I get on well with my
• Get feedback. Write who, where, which, whose,
colleagues and, although the salary isn’t much better,
whom on the board and ask students to use them in a
©
I get a bonus every month if I make my sales target. sentence.

M: That sounds great. How did you find it?
W: I emailed my résumé to lots of different companies EXTENSION: Students write two sentences – one with
and just asked if I could possibly get some job a defining relative clause and one with a non-defining
experience there. I finally got a placement at this relative clause. They exchange their sentences with a
textile company as an unpaid intern for three partner, who says which type of relative clause is used in
months. And when the three months were up, they each sentence.
offered me a full-time job!

127
ANSWERS ANSWERS
1a The ‘a’ sentences are more formal.
2b
1 contains a defining clause 5
2 contains a non-defining clause • Students choose the options to complete the rules, then
2 ANSWERS
in pairs. Encourage them to refer to the sentences in 1 informal
Exercise 1. Get feedback. 2 formal
3 before
EXTENSION: Write these sentences on the board.
6
g
Students complete them with the correct relative
pronoun. • Students complete the exercise, then compare their
n
1 I have a friend ___ sister is a pilot. (whose) answers in pairs.
• Get feedback. Ask students to say which sentences are
ni
2 The job at the supermarket, ___ I applied for last
week, has already been filled. (which) formal and informal.
3 Susan, ___ lives next door to my parents, works in
FAST FINISHERS: Students write two sentences about
ar
recruitment. (who / that)
the photo using relative pronouns (e.g. This is a film crew
4 Don’t go in the room ___ your dad is working.
that is filming in Germany).
(where)
Le
EXTENSION: In pairs, students complete the sentence
ANSWERS I’d like a job which … in as many different ways as
1 non-defining they can.
2 defining
ic
3 non-defining ANSWERS
1 a in which I had put the application
3
• Students complete the exercise, then compare their h b (which) I had put the application in
2 a to whom she gave the job
ap
answers in pairs. Get feedback. b (who) she gave the job to
3 a for which he prepared
EASIER: Students complete the exercise in pairs.
b (which) he prepared for
Encourage them to say the sentence aloud with and
4 a to whom Nico is talking
gr
without the relative pronoun to help them choose their

b (who) Nico is talking to
answers.
5 a for which they work
eo
b (which) they work for

ANSWERS
6 a with whom he shares an office
1 No (The relative pronoun is the subject of the relative b (who) he shares an office with
clause – the verb comes directly after the relative
lG
pronoun.) TEACHING TIP: Explain that relative pronouns are

2 ✓ (The relative pronoun refers to the object of the often tested in the open-cloze sections of exams. In this
relative clause (the careers advisor).) section, there is often one question where they need
3 No (You can’t leave out where.) to decide which relative pronoun to write in the gap.
na
4 ✓ (The relative pronoun refers to the object of the Students should revise the rules about relative pronouns
clause (the summer job).) periodically to ensure they get maximum points for these
5 ✓ (The relative pronoun refers to the object of the questions in their exam.
clause (the agency).)
io
We can leave out the relative pronoun when it is the

object of the clause. However, we cannot leave out
Listening
at
where in a relative clause. page 118
4 using deduction; matching prompts to spoken text

N
• Students tick the formal sentence in each pair, then 1

compare their answers in pairs. • Students do the exercise, then compare their answers in
• Get feedback. Elicit what makes each sentence more pairs. Get feedback.
©
formal.
EXTENSION: Students discuss if there are any other
EASIER: Do the first item as a class. Choose a student to reasons why someone might choose a job, (e.g. job
read the first two sentences aloud. Elicit ideas about the satisfaction, it challenges them, to contribute to society,
answer. Students complete the remaining items in pairs. to help others).
EXTENSION: Write the following on the board: apply
for, speak to, be in. In pairs, students choose one of
the verbs + preposition and write a formal and informal
sentence using a relative clause.

128
2 10.3 4 10.5
• Explain that students are going to hear five people • Students now listen to Speaker 2 from the same task.
speaking about their jobs. • Play the recording. Students answer the questions.
• Play the recording. Students complete the exercise, then Get feedback. Ask how many students had to change
compare their answers in pairs. Get feedback. their mind about their answer to Exercise 3 and why.
EASIER: Before listening, give students time to read the ANSWERS

sentences. In pairs, they brainstorm some words they Speaker 1: A (I’m beginning to worry)
might hear. Speaker 2: B (that’s not going to hold me back,
Nothing’s going to stop me now)
EXTENSION: Play the recording again. Students make
a note of the phrases they used to help them with their 10.5
g
answers, e.g. 1 I’ve finally come to realise … 2 It doesn’t Speaker 2
seem to matter what I say … . Well, it’s my last day at school and, honestly, I am feeling
n
ready for this! I’m not ungrateful for my education, but
ANSWERS I don’t think it really taught me what I actually need to
ni
1 wasn’t know to survive in the world. That’s not going to hold me
2 has back, though. Nothing’s going to stop me now!
ar
3 incorrect
4 understands
5 10.6
5 isn’t Exam TASK
Le
10.3 Matching prompts to spoken text
1 I’ve finally come to realise that I’m not cut out for a • Before students listen, they should underline the key
high-pressure job. words and think about what words or phrases the
ic
2 It doesn’t seem to matter what I say to my manager – speakers might use.
she always listens to someone else’s ideas. • Play the recording. Students listen and complete the
3 I’d been led to believe that this was a six-month Exam Task. Get feedback.
contract. h
ap
4 It’s taken me a while to understand the recruitment EXTENSION: Elicit the jobs from the recording and write
process. them on the board: diversity officer, mechanic, volunteer
5 I guess I ought to be happy that the office is so for a wildlife charity, administrator, human resources.
close to my home, but I actually miss having that Students rank them from 1 (the one they’d most like to do)
gr
commuting time to prepare for the day ahead. to 5 (the one they’d least like to do), then compare their
lists in pairs and explain their answers.
3 10.4
eo

ANSWERS
Exam TIP 1E 2A 3G 4C 5D 6E 7H 8A
9 C 10 B
lG
Using deduction
10.6
• In this task, students will hear five different speakers
talk on the same topic. N: You will hear five short extracts in which people
• Students can do one task on the first listening and are talking about their jobs. Look at Task One. For
na
the other task on the second listening, or make notes questions 1–5, choose from the list (A–H) how each
of their ideas for both tasks on the first listening and speaker got their job. Now look at Task Two. For
confirm their answers the second time round. questions 6–10, choose from the list (A–H) how the
io
• They should make a note of their ideas and listen speaker feels about their job. While you listen, you
to the whole recording before choosing their final must complete both tasks.
answer. Speaker 1
at
• Remind them to check they have not repeated any of I studied law at university, but before the course even
the letters or left any questions unanswered. ended, I realised that I didn’t actually want to be a
lawyer. Then one day, in my final year, I bumped into an
N
• Play the recording. Students complete the exercise, then

old friend of my sister’s who was working as a diversity
officer for a big company. So that’s looking at the
• Get feedback. Do not confirm answers at this point.
inclusion of people of different ethnicities, religions,
©
10.4 social backgrounds and so on. Her job sounded

Speaker 1 interesting and I asked if I could shadow her for a
I can’t believe that I’m about to leave school! It’s been couple of weeks. We got on really well, and I loved the
something I’ve been looking forward to for so long, work, so I was thrilled when she offered me a job as her
and I’ve always been so sure that I would go out there assistant. It’s certainly not as well paid as the law career
and prove myself to the world. But now it’s so close, I’m I’d planned, but I’ve come to realise that things like job
beginning to worry a bit about how I’ll cope. satisfaction are more important than money.

129
Speaker 2
I didn’t do brilliantly at school, because I’ve always
Speaking page 119
had problems with reading, but I was determined that jobs; listening and taking notes; discussing options
it wouldn’t hold me back. I got a job when I was just and presenting your decision
sixteen, at my uncle’s garage, learning about car and
motorbike repairs. The other guys at the garage used 1 10.7
to tease me at first, because I was a girl in a typically

male job, but honestly, once they saw that I could work MEDIATION SKILLS
as hard as them, they accepted me and we all got along • Listening and note-taking is mediation.
fine. But I wanted to improve my technical knowledge, • Emphasise that students need to identify and note
so I actually went back to school – I went to college to down the key information, not try to write every word.
get some vehicle mechanic qualifications and guess • Students can be given further practice of note-taking
g
what? I was top of the class! That proved to me that I using recordings throughout the course. Students can
also practise at home by listening to podcasts or online
n
had the ability to succeed in exams and I could do what I
wanted to do. videos in English and taking notes.
ni
Speaker 3
• Students read the job advertisement. Ask Where might
I don’t know how many careers advisors I’ve seen over
you find a job advert? What qualifications or experience
the past couple of years, and how many articles I’ve read
ar
would you expect a good candidate for this job to have?
about finding the best job for you. But it doesn’t seem
• Play the recording. Students make notes about each
to matter – whatever I try I just get frustrated and bored
candidate, then compare their ideas in pairs.
really quickly. So now I’ve decided to work as a volunteer
Le
• Get feedback. Explain that this is a task from the
for a wildlife charity for a year. I did quite a lot of online Michigan ECPE exam.
research into all sorts of different charities and this
looked like an interesting opportunity. The place I’ll be EASIER: Play the recording once for students to
working for is small and not very well-known, so I think understand its general meaning. Then write the following
ic
that I’ll actually make a difference for them. Plus it’ll just words down one side of the board: age, qualifications,
give me a chance to think about what I really want to do. experience, languages, extra information, and write the
Speaker 4
h
When I started this job last summer, it really felt like the
three names: Maria, Klaus, Nadia across the top. Play the
recording again for students to note down their answers
ap
opportunity of a lifetime. Although it was just an ad on for each candidate under the headings.
a local website, over one hundred people applied for
it, and I couldn’t believe that I was the one who actually 10.7
got the job. But I have to say that the reality of the day-
gr
B: Well, this candidate, Maria, is twenty-two years old.

to-day isn’t quite what I’d been led to believe at the
She has a qualification in project management and
interview. I mean, my colleagues are very friendly, and
she’s been working as a sales assistant for a small
it’s a really cool place, but I was really hoping to have a
eo
boutique for the last three years. She speaks English

lot more direct communication with customers, instead
and Spanish.
of just endlessly looking at survey results and filling out
G: This candidate is called Klaus. He is twenty-five.
forms. Well, anyway, I guess I should be grateful to have
lG
He has just completed a two-year qualification in

a job at all.
marketing. Before that, he worked as a costume
Speaker 5
designer for a small theatre company. He speaks
I have to be honest and admit that it’s taken me a while
German and a little English. In his free time, he
to get used to this job. The thing is, it’s non-stop, from
na
enjoys making his own clothes.

the moment I get in in the morning, until I walk out
B: This candidate is Nadia and she’s thirty-one. She is
the door at the end of the day. But amazingly, I’ve now
already working for the small clothes company as
discovered that I thrive in this kind of environment.
an administrator but would like to move over into a
io
Funnily enough, I didn’t even apply for this job – I was

marketing role. She’s very popular at the company.
working in the human resources department and then
She speaks English, Arabic and French.
the boss asked if I could take on this role for a couple
at
of months. After panicking for the first couple of weeks, 2

I asked for some extra training and that really helped. I • In pairs, students discuss the candidates. Encourage
realised that I was actually pretty good at this job and
N
them to use their notes to help them. Get feedback.

decided to transfer here permanently.
N: Now listen again. EASIER: Brainstorm the advantages and disadvantages
©
of each candidate and write them on the board. Then, in

pairs, students discuss their opinions about each person
and choose the best person for the job.
3 10.8
• Students are going to listen to the next stage of the task
in Exercise 1.

130
EXTENSION: Write Positives and Negatives on the 6
board. Play the recording again. Students note down any • In pairs, students discuss the candidates and choose the
useful phrases to match each heading (positives: gives best one. Encourage them to use the Useful Language.
her a big advantage, another point to bear in mind; one • Get feedback. Ask Were your notes effective enough to
final, important advantage that we wanted to highlight; help you have a good discussion?
negatives: the disadvantage). 7
ANSWERS Exam TASK
Boy: 1, 4
Girl: 2, 3 Part 2: presenting your decision
• Students read the task.
g
10.8 • First, they decide on the four strongest reasons for
B: We have chosen Nadia for the job. We both agreed their choice, from their discussion in Exercise 6. They
n
that Nadia’s experience of working for the company then choose two reasons each to present to the gym
gives her a big advantage over the other two owner. Remind students they must only speak English
ni
candidates. It means she has a good knowledge of during their planning stage. They can now refer to
the fashion industry. She is also familiar with how the their information sheets.
• Students present their decision to the class or
ar
company works, which will save them a lot of time
in training, and she is happy with the workplace and to another pair. They must be as persuasive and
gets on with the people there. Another point to bear convincing as possible.
Le
in mind is that the company is looking for someone • Ask the class Did they convice you of their candidate?
well-organised and efficient, and those are qualities Why? / Why not?
associated with administrative work.
G: The obvious disadvantage with Nadia is that she EXTENSION: Encourage students to ask questions to
ic
doesn’t have any direct marketing experience. each presenting pair.
However, we discussed this together and came to
the conclusion that as she works as an administrator
h
for the company, she has probably worked with the
marketing department, and she is keen to move
Grammar page 120
ap
into marketing. One final, important advantage Present participle clauses
that we wanted to highlight is that she speaks three
languages, and her English is particularly good. GRAMMAR GUIDE: present participle clauses
gr
4 In a participle clause, a participle can replace the subject

• In pairs, students look at their notes and brainstorm and verb of a sentence only if the subject of both
reasons to give Klaus the job. Encourage them to clauses is the same. Participle clauses can add extra
eo
expand on the information and develop their arguments. information in fewer words and in a more elegant style.
• Get feedback. She didn’t know about the test, so she hadn’t revised.
> Not knowing about the test, she hadn’t revised.
lG
EASIER: Project the audioscript about Klaus from

Participle clauses often carry a meaning that is not
Exercise 1 or hand out copies. Then brainstorm ideas as
stated, usually an implied sense of a reason, condition,
a class and write students’ ideas on the board for pairs to
result or time.
use in their discussion.
na
Participle clauses do not have a specific tense. This is

5 understood by the verb in the main clause.
• Go through the Exam Tip. We often find participle clauses in written texts.
Exam TIP • If the verb in the sentence is active, the subject and
io
verb are replaced by a present participle.

Listening and taking notes Walking to school, Kyle lost his keys. (= As he was
at
• Explain that in this Exam Task, it is very important for walking …)

students to listen to their partner and take effective • In a negative participle clause, we use not before the
notes to use in their discussion. Students will not be able participle.
N
to see their partner’s information during their discussion Not knowing where to go, she asked for directions.
so they will be dependent on their own notes. (= Because she didn’t know …)
• After students have reached a decision, they have to Participle clauses often follow prepositions, e.g. after,
©
present their decision to the examiner and convince

before, instead of, on, since, in spite of, or when and
the examiner of their recommendation.
while.
After cooking, you need to wash the dishes.
Exam TASK Since getting the job, Markus has been happier.
Part 1: discussing options
• Students read the first part of the Exam Task and 1
turn to the relevant page to read their information. • Students read the sentences and do the matching exercise,
They then do the task in pairs. Remind them to group then compare their answers in pairs. Get feedback.
together the positive and negative points.
• Get feedback.

131
ANSWERS
• If the verb is passive, the subject and verb are
1c 2d 3a 4b replaced by having been + past participle.
2 Having been told what he needed to do, Julian
• Students complete the rules, then check their answers in finally started working. (= Once he had been told)
pairs. Get feedback. • In negative perfect participle clauses, we can use
both not and never.
EASIER: Elicit the verbs in the participle clauses in Not having expected that question, I wasn’t sure
Exercise 1 (glancing, dealing, disappointing, knowing). what to say.
Ask Do all these verbs take the same form? (yes). Elicit Never having thought about that issue, I had to do
the form (-ing form). Ask who the subject is in each some research.
participle clause, e.g. Who glances at her phone? (Anna),
g
Who will deal with customer queries? (you). Students 4
then complete the rules in pairs.
n
• Write on the board: I have worked here for five years.
Elicit the tense of the sentence and the verb forms
ni
ANSWERS (present perfect; have + past participle). Ask how the
1 doesn’t change 2 the same as 3 before past participle is formed (verb + -ed, or irregular forms),
then ask students to find the past participle clauses in
ar
3 the exercise.
• Students complete the sentences using a present • Ask students which sentences use a perfect participle,
participle clause, then compare their answers in pairs. and how it is formed (having + past participle).
Le
Get feedback.
ANSWERS
EASIER: As a class, identify the verbs to be used in 1 PE 2 PA 3 PE 4 PA
the participle clauses (1 feel, 2 drop, 3 start, 4 chew).
5
ic
Students complete the exercise in pairs.
• Students choose the words to complete the rules, then
EXTENSION: Students write four sentences of their own check their answers in pairs.
h
with participle clauses, using Exercise 1 and Exercise 3 as
models. They could try to incorporate the four functions
• Get feedback. Point out that sentence 3 has two
participles (the sentence is passive; be follows the
ap
in Exercise 1. perfect participle so it changes to a past participle).
ANSWERS ANSWERS
1 passive
gr
1 Feeling nervous
2 dropping all the documents on the floor 2 before
3 Starting next month 3 active
eo
4 Chewing his sandwich 4 passive

5 been
Past and perfect participle clauses
6
lG
GRAMMAR GUIDE: past and perfect participle clauses • Students complete the exercise, then compare their
Past participle clauses replace a clause with a passive answers in pairs. Get feedback.
verb. We use past participle clauses:
EXTENSION 1: Elicit which structures are past
• with a similar meaning to an if clause.
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participles (PA), perfect participles (PE) and present

Told properly, your story could really scare people.
participles (PR) (1 PA, 2 PE, 3 PA, 4 PR, 5 PA, 6 PE).
(= If you told your story properly …)
• to give a reason for an action. EXTENSION 2: Write these prompts on the board:
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Disappointed by the result, Clara called her parents. 1 After I have … , I usually …
(= because she was disappointed …) 2 Because I am … , I like …
• to add information about the subject of the main 3 If you aren’t … , you shouldn’t …
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clause. Students write sentences, then exchange their sentences

Produced by a local company, the clothes will be on with a partner. They rewrite their partner’s sentences
sale in June.
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using a participle clause (e.g. After I have lunch, I usually

Perfect participle clauses chat with my friends. Having had lunch, I usually chat
with my friends.).
• We can use a perfect participle clause when one
©
action is completed before another action. If the verb

ANSWERS
is active, the subject and verb are replaced by having
+ past participle. 1 Owned
Having finished the assignment, Hamid decided to 2 Having spent
watch TV. (= After he had finished …) 3 Founded
4 Taking
5 Sold
6 Having been helped

132
ANSWERS
1 growth
Idioms with work 2 increase
3 increasingly
1 4 rely
5 reliable
answers in pairs.
6 / 7 production / producer (also ‘product’)
• Get feedback. Ask students to explain what the idioms
8 productive
mean, using the context of the sentences.
9 productively
• Ask Do you have any idioms similar to this in your
language? 4
g
FAST FINISHERS: Students write two or three personal
sentences using the idioms. Exam TIP
n
EXTENSION: In pairs, students discuss these questions: Prefixes and suffixes
ni
• What gets you worked up? Why? • Students should make sure they are familiar with the
• Do you think it’s easy for someone to work their way common suffixes for different word types.
up in a big company? Why? / Why not? • At least one word in the task usually needs a prefix.
ar
• Is there anything you’re doing currently that is a work Elicit some common prefixes (e.g. un- dis- re- ir- il-).
in progress? If a sentence does not make sense with the first word
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they think of, it may be that the opposite word is
ANSWERS needed (e.g. happiness > unhappiness).
1 got, worked up
2 work in progress • Students read the Exam Task and make a note of their
3 do the donkey work ideas, then compare their ideas in pairs.
ic
4 worked her way up
EXTENSION: In pairs, students brainstorm words with
5 do the dirty work
suffixes for people (e.g. -ist: – artist, dentist, receptionist,
6 make light work of
h scientist; -ian: comedian, electrician, historian, musician).
ap
Prepositions
5
2
• Students complete the exercise, then compare their Exam TASK
gr
answers in pairs. Word formation

• Get feedback. Model the pronunciation of eligible • Students complete the Exam Task, then check their
/ˈelɪdʒəb(ə)l/ and derived /dɪˈraɪvd/. Remind students
eo

that prepositions are always followed by the -ing form or
a pronoun + noun.
EXTENSION: In pairs, students discuss whether they
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EASIER: Before the exercise, elicit the meanings of would like to be a digital nomad and give reasons for
incapable (unable to do something), accustomed their answers.
(used to) and derived (obtained from something else).
Students do the exercise in pairs. ANSWERS
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1 increasingly 5 locations
EXTENSION: In small groups, students write the
2 employers 6 reliable
adjectives from the exercise on small pieces of paper.
3 growth 7 surprisingly
They take turns to choose a word and make a sentence
4 8
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inexpensively productive
using the correct preposition.
ANSWERS Writing
at
pages 122–123
1 of 4 for studies and training; language in formal letters or
2 to 5 from emails; describing your achievements; writing a
N
3 with 6 in
formal letter or email
Word building
©
Learning FOCUS
3 Language in formal letters or emails
• Students complete the table, then compare their
answers in pairs. Get feedback. • Formal letter or email writing is a useful life skill, as
well as being needed for some exam writing tasks.
EASIER: Write the suffixes they will need on the board: • Ask For what reason might you need to write
-th, -ly, -y, -able, -ion, -er, -ive, -ively. Point out that one a formal letter or email? (to apply for a job, to
of the words does not change from its noun to verb form complain, etc.).
and that they may need to change the spelling of a word • Achieving the correct register is very important for
before adding the suffix. formal letters or emails. The tone should be polite
and not too personal.

133
ANSWERS
• Ask How can you leave a positive impression at the
1e 2b 3c 4a 5d
end of your letter or email? (e.g. thank the reader
for his or her time, explain how he or she can get in 5
touch, say that you are looking forward to hearing • Students do the exercise, then compare their answers in
from them). pairs.
• The traditional convention is that you should end • Get feedback. Encourage them to make a note of any
a letter with Yours faithfully if you do not know the formal language in the appropriate section of their
name of the person and Yours sincerely when you notebooks.
do know their name.
ANSWERS
1a 2b 3b 4b 5a 6a 7b 8b 9b
1
g
• Students read the sentences and do the matching 6
n
exercise, then compare their answers in pairs. • Go through the Exam Tip.
• Get feedback.
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Exam TIP
EXTENSION: Ask Why is it important to practise formal
letter or email writing? Have you ever written a formal Describing your achievements
ar
letter or email in your own language? For what purpose? • When applying for a job, students will often have to
write a ‘covering letter’ to accompany their CV.
• Explain that this should be tailored to the job they’re
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TEACHING TIP: In lessons focusing on formal language
applying for. It should explain why they are interested
or writing, it is useful to incorporate authentic materials
in the job and outline the skills they have that are
into your lessons as a way of motivating students and
relevant to the job.
showing them they are learning ‘real’ English. For
• Ask students to look at the Useful Language and
ic
example, in this lesson, bring in a few examples of letters adapt the phrases to suit their own experience
and emails, some formal and some informal, and look at (e.g. In 2019, I took part in …).
the similarities and differences. • Explain that in a real-life situation, students may have
ANSWERS h to include a reference. Elicit the meaning (a statement
ap
from someone you know or have worked with, giving
1c 2a 3d 4b information about your experience and skills).
2 • Students answer the questions, then compare their notes

gr
• Students read the example task and underline the key in pairs. Get feedback.
words, then compare their answers in pairs. Get feedback.
7
3
eo
• Students discuss the questions in pairs. Get feedback. Exam TASK

ANSWERS Writing a formal letter or email
• Students complete the Exam Task, either in class or
lG
1 the principal of the college

for homework.
2 to say why you deserve a grant to study at the college
• Remind them to use the Useful Language.
3 evidence that you are enthusiastic and hard-working;
details of why you deserve a grant and how you
8
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would benefit
4 they did.
• Students read the letter and match the paragraphs with • In pairs, students discuss their checklist, then make any
io
the descriptions, then compare their answers in pairs. necessary changes to their task.
• Get feedback. Elicit or teach that a gazette /ɡəˈzet/ is an
old word for a newspaper, sometimes used in the name EXTENSION: Students exchange their letter with a
at
of a newspaper. partner and tick the things their partner has included,
N
EASIER: In pairs, one student matches descriptions 1

and 2, and the other student matches descriptions 3 and
4. They match 5 together and share their answers.
©
EXTENSION: Ask What phrase does the writer use

to introduce their reason for writing? (I am writing
about …), Has the student used any participle clauses?
(Before starting university, giving conversation practice)
What phrases did they use to close the letter? (I hope
you will … I look forward to hearing from you).

134
Video page 124 your
Photographing gauchos in Patagonia • In pairs, students discuss the question. ideas
• Get feedback. Have a class vote to find out
how many students would like to do Tomás
Useful vocabulary
Munita’s job. Elicit ideas of other places or subjects
for a photographer or videographer to record.
challenge (n): something difficult to deal with or
achieve
edit (v): to make changes to a document or video EXTENSION: For homework, students research if other
freak out (phr v): to become or make someone feel countries have people similar to gauchos. They choose
angry, panicked or frightened a country, then make a note of the information they find.
gaucho (n): a term often used in Argentina for a skilled They should find the answers to the following questions:
g
horseman, similar to a cowboy What are they called? What do they do? How do they
incredibly (adv): extremely travel around? Students present their research in the
n
muddy (adj): used to describe soft, wet earth following class.
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on assignment (phr): doing a job, particularly reporting
for a newspaper or TV station, etc. 5
passage (n): a long narrow area with walls on each side The sky is beautiful here because you have all these
ar
that leads from one place to another clouds, but that means that the light is changing
power (n): energy for operating equipment and constantly.
machines We are in Patagonia in southern Chile photographing a
Le
run over (phr v): to hit someone or something with a group of gauchos hunting wild bulls. It’s so difficult for
vehicle them to keep them in a fenced area so, after years, and
tough (adj): strong, used to difficulties even generations, they go out into the wild and they are
very difficult to catch.
ic
Suddenly you see the dog just running away. Then it’s
Before you watch when you have to really catch up and be careful because
1
h
• Show the photo. Without reading the caption, elicit
you can make a mistake, well, easily on your horse. This
narrow passage in the cliff, they really freak out with
ap
descriptions of the photo. Then choose a student to read that, and since we’re carrying 22 horses – trying to take
out the caption. photos doing this is just … it was almost impossible.
• Show a map of the world and point out the location of I had to put the rope under my arm and try to take a
picture! All these muddy places – you cannot stop to
gr
Patagonia, Chile. Ask Would you like to visit here?

• Students discuss the questions in pairs. Get feedback. take photos of them going through. The guy in front of
you is going through the mud, then it’s your turn and
While you watch there is no room for you to stop. If you stop in front of
eo
the horse then it can run over you.

2 5 I fell five … six times in total on this assignment.
• Give students a moment to read the questions. Bulls and even cows are extremely dangerous. Even after
lG
• Play the video. Tell students not to answer the questions, they are tied, if you are looking at a bull twenty metres
but just watch to get a general idea of the topic. away it can be right over you in just a second or two.
• Play the video again. Students complete the exercise, There are two challenges here: one is to survive the
then check their answers in pairs, Get feedback. bulls, the other one is power. I usually edit every day
na
ANSWERS when I’m on assignment so I get to understand what I

am getting and what I’m missing, just to make sure that
1b 2b 3a 4b 5a 6a
everything is OK in the camera, just to see the pictures,
io
that they are fine, that there is no dust inside, to make

After you watch sure that I’m getting the photos.
3 5 They are extremely tough people, but they are incredibly
at
• Students complete the summary, then compare their nice, which is a very special mixture. It’s like the
answers in pairs. landscape here in Patagonia. It is very beautiful, but it’s a
very tough place to live in.
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answers. Get feedback.
ANSWERS
©
1 passage 5 challenge
2 freak out 6 power
3 muddy 7 assignment
4 run over 8 miss

135
Review page 158
ANSWERS: VOCABULARY
1
1 agency 4 hectic
2 placement 5 résumé
3 administrator 6 resources
2
1 eligible 4 presented
2 involved 5 incapable
g
3 accustomed 6 derived
n
3
ni
1c 2f 3a 4d 5b 6e
ANSWERS: GRAMMAR
ar
4
1 who
Le
2 that
3 Who cannot be omitted.
4 Where cannot be omitted.
5 Which cannot be omitted.
6 which
ic
5
1
2
Sitting down at her desk
Looking after recruitment h
ap
3 earning a big bonus
4 Not understanding the spreadsheet
6
gr
1 Having failed 4 Paid

2 Reorganised 5 Having been given
3 Reading 6 Not feeling
eo
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na
io
at
N
©

136
11
x xxxxxx
Streets ahead
Reading: looking at structure; matching
page 125
Grammar: linkers: conjunctions and

paragraphs to gaps prepositions; linkers: adverbs
Vocabulary: city development and restoration Use your idioms; phrasal verbs; collocations;
Grammar: phrasal verbs; prepositional verbs English: sentence transformation
and phrasal prepositional verbs Writing: places in a town; descriptive
Listening: double negatives; multiple choice language; planning your writing;
g
with three extracts writing a review
n
Speaking: places to live and work; making the Live well, social responsibility; thinking about
right choice; photo comparison study well: others
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Unit Opener SUGGESTED ANSWERS
ar
page 125
1 The plants are growing on a rooftop in a city
In the photo 2 They are being grown without soil
Le
A view of the harbour and skyscrapers in Dubai Marina. 3 This method is cleaner and more efficient than using
Dubai is part of the United Arab Emirates (UAE), and soil, and the plants will be less heavy.
its neighbouring countries are Saudi Arabia and Oman. 2
Opened in 2003, Dubai Marina is an affluent residential • Students do the exercise in pairs. Get feedback.
ic
neighbourhood with many shops and restaurants. Dubai
Marina Mall, one of the main shopping centres in Dubai, ANSWERS
is also located here. Dubai is home to the world’s tallest Five: Nature Urbaine, Paris; Pasona Urban Farm, Tokyo;
h
building, the Burj Khalifa, standing at 828 metres. Sprout Hub, Singapore; Emile Street Community
ap
Research Farm, Houston, Texas; Merwehaven dairy farm,
1 Rotterdam, Netherlands
pairs. FAST FINISHERS: Students make notes next to each
gr
• Get feedback. Ask students to say the positive and paragraph of what the paragraph is about.
negative things about living in a skyscraper.
3
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EASIER: Before the discussion, students say what they • Go through the Exam Tip.
can see in the photo. Elicit words such as skyscraper,
marina and yachts. Exam TIP
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Looking at structure
2
• Elicit a definition of vibrant (lively and exciting). In pairs, • This part of the exam tests students’ ability to follow
students discuss the questions. the development of a text. They need to be aware of
the different topics covered in each section in order to
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• Get feedback. Elicit the meaning of cosmopolitan

(a place influenced by many different countries and find the paragraphs that logically fit in with the flow of
cultures, or where there is a population of different ideas.
cultural backgrounds). Explain this can often be confused • Elicit some ideas about how this article is structured (it
io
with metropolitan, which refers to a large city and things describes a series of different urban farms around the
typically found in large cities (e.g. a population over world).
500,000). • Ask students to look at the first paragraph in the
at
text and identify the topic (it introduces the general

EXTENSION: In pairs, students discuss which other idea of urban farming), then ask them to look at
N
cities they think are cosmopolitan, in their country or the first gap and the sentence that follows and say
around the world. what they think the missing paragraph will be about
(it introduces the first urban farm of the article: The
©
farming method used here …).

• To complete the rest of the task, students should pay
attention to the words before and after each gap, and
looking at structure; matching paragraphs to gaps also any other clues in the text, (e.g. words or phrases
indicating time, cause and effect, paraphrasing,
1 determiners to refer back to someone or something,
• Show the photo on page 127. Students discuss the use of pronouns, verb tenses).
questions in pairs. • Finally, students should read the text again to make
• Get feedback. sure that it flows.

137
pairs. Get feedback. your
SUGGESTED ANSWERS • Get feedback. Ask them to say whether they
A: The volunteers, community think there will be more urban farms in the
B: Still in Asia … south of Japan, school, residents, future and give reasons for their answers.
plant their own …
C: Another farming method EXTENSION: For homework, students research other
D: Take Nature Urbaine in Paris, for example, rooftop ways nature is being brought to cities (e.g. rooftop
farm gardens, green walls, container gardens, vertical forests).
E: The farm’s founders, growing food on the water They make notes then bring them to the next class to
F: The farm, community spirit, built-up urban areas share in small groups.
g
G: on the other hand, special lighting … , office block,
meeting rooms
n
word focus Vocabulary page 128
ni
• In pairs, students work out the meaning of the words in city development and restoration
1
ar
4 11.1
• Students do the matching exercise, then compare their
answers in pairs.
Exam TASK
Le
• Get feedback. Model the pronunciation of municipal
Matching paragraphs to gaps /mjuːˈnɪsɪp(ə)l/.
• Students complete the Exam Task, then compare their • Explain that restore is often used for antiques or old
answers in pairs. objects (e.g. I’d like to restore this old clock which
belonged to my grandfather).
ic
• Get feedback. Ask which words or phrases helped
FAST FINISHERS: Students identify the form of each
them match the paragraphs.
h word (verbs: demolish, preserve, neglect, restore;
adjectives: run-down, municipal, car-free; noun:
ap
MEDIATION SKILLS landmark).
• Amplyifying a dense text is mediation.
• In this extension exercise, students need to paraphrase EXTENSION: Students write a description of places in
the key language about the purpose of an urban farm, their town or city. Their description should include three
gr
then give additional reasons and explanations. These or four words from the exercise.
are useful mediation skills.
• Elicit an explanation of the farm in Paragraph B. ANSWERS
eo
Students explain the key points and give examples 1d 2g 3c 4f 5a 6b 7h 8e

of what the farm does and their own ideas about why
it’s beneficial (e.g. This farm is located in the busy city 2
lG
of Singapore in a repurposed building. It provides • Students do the exercise, then compare their answers in
spaces for locals to have an allotment to grow their pairs.
own produce. People can have access to fresh fruit • Get feedback. Check understanding of the words
and vegetables, which are often more nutritious than (conservation area: an area of land that is protected
na
bought produce because they are fresher and picked from being damaged; isolated: a long way from other
as soon as they’re ready). places; warehouse: a big building where a large amount
• Students can start by underlining the information of goods are stored; congestion: being crowded with
they want to include. Encourage them to rewrite the people or vehicles; densely populated: with many
io
information in their own words, linking ideas together people living in a small area; landfill site: a large hole in
to form a coherent paragraph. They should also use the ground where waste is buried).
at
persuasive language.
FAST FINISHERS: Students use a dictionary to find the
• This mediation skill can be practised by asking students
to identify the key information in complex texts and meanings of the words they didn’t use (retail park: an
N
rewriting it as a persuasive paragraph. area where there are several large shops together in one
place; vibrant: lively and exciting (they came across this
in the unit opener); spread out: covering or distributed
EXTENSION: Students choose one of the places
©
across a large area). They then write example sentences.

mentioned in the article and write a paragraph about
what the place does, including their own opinions and EXTENSION: In pairs, students discuss these questions:
explanations for why the farm grows things in this way. • Is there often a lot of congestion in your town or city?
They should try and persuade the reader why the farm How could it be turned into a car-free zone?
fulfils an important role. • Are there any conservation areas in your town or city?
If not, where can you go to find an area like this?
ANSWERS • How often do you visit a landfill site? What do you
1D 2G 3B 4F 5A 6E take there?
11.1

138
ANSWERS
EXTENSION: In small groups, students debate if
1 conservation area 4 congestion gentrification is a good or bad thing. Half the group
2 isolated 5 densely populated agrees with gentrification, and the other half does
3 warehouse 6 landfill site not. Encourage them to brainstorm their ideas before
expressing their opinions and justifying their answers.
3 11.2
• Students read and complete the conversation.
• Get feedback. Grammar page 129
EASIER: Before the exercise, students discuss the form of Phrasal verbs
each word, then complete the conversation in pairs.
g
GRAMMAR GUIDE: phrasal verbs
ANSWERS
n
Phrasal verbs consist of two parts: a main verb and an
1 retail park 3 warehouse 5 run-down adverb particle. Sometimes, there are two particles.
ni
2 chain stores 4 restored 6 vibrant When the particle is added to the verb, the verb takes
on a different meaning.
11.2
Phrasal verbs are very common in English, often in
ar
A: Have you moved to the new office yet?
B: Yes, we moved last year. It’s next to the retail park, informal language.
so there are plenty of places to go shopping in our Transitive phrasal verbs
Le
lunch break, although there aren’t any independent • Transitive phrasal verbs take a direct object and are
shops – they’re all chain stores. separable, i.e. the particle can be placed after the
A: Right. Is there anything else round there? verb or after the object.
B: Well, we’re much closer to the warehouse, so if we Can you turn up the music? (particle after the verb)
ic
have any supply issues, we can call them and get Can you turn the music up? (particle after the
more stock sent over within an hour. object)
A: And what happened to your old office building?
h
B: It’s going to be restored and turned into flats.
A: Really? That’s cool. It’s amazing how that area has
• If the object is a pronoun, the particle must be
placed after the object.
ap
Jaime switched on the TV. > Jaime switched it on.
changed. It used to be so run-down, but now it’s • If the direct object is a long phrase, we usually put
quite an exciting, vibrant place. the particle immediately after the verb rather than
at the end of the long phrase. This is because the
4
gr
particle is important for the understanding of the

• Check understanding of antonym (the opposite verb, so the sentence is easier to follow if the two
meaning). words are not too far apart.
eo
• Students do the exercise, then check their answers in He’s putting forward some plans for the new
pairs. school building.
• Get feedback. Model the pronunciation of ruin /ˈruːɪn/ (not He’s putting some plans for the new school
and the word stress in developed.
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building forward.)
EXTENSION: In groups of four, students roleplay a • If the verb is modified by an adverb, the adverb
meeting about this situation: There is a very old building, must come before the verb or at the end of the
which is run-down and has been neglected over the past clause.
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ten years. The local council want to demolish the building She quickly put on her shoes / put her shoes on.
in order to build a high-rise block with 50 flats. The local She put on her shoes / put her shoes on quickly.
residents are not happy with the proposal and want the Intransitive phrasal verbs
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building to be restored and used as a community space. • Intransitive phrasal verbs do not take a direct object.
Students take one of these roles: two local councillors, The verb and particle are inseparable.
two local residents and roleplay the meeting. Get My car has broken down.
at
feedback. Ask What conclusion did you all come to? I usually wake up at 7 a.m.
ANSWERS
N
1S 2S 3A 4A 5A 6S 1
• Students complete the exercise in pairs. Get feedback.
5
©
• Students discuss the questions in pairs. Get feedback. EXTENSION: In pairs, students make a note of synonyms
or meanings for the phrasal verbs in Exercise 1 (put off:
your postpone; carry out: do; hold up: delay; break down:
• In pairs, students discuss the questions. ideas stop working; check out: look at).
Encourage them to use the vocabulary from
the lesson (e.g. with gentrification, run-down ANSWERS
places are renovated, neglected buildings are a informal e before
restored or demolished). b cannot f after
• Get feedback. Elicit the verb and adjective form of c must
gentrification (gentrify, gentrified). d either before or after

139
2 EXTENSION: Write these phrases on the board:
• Students complete the exercise in pairs. They decide if • look after someone
one sentence is better than the other, or if both sound • look like someone
equally correct. • get rid of something
• Get feedback. Students explain their answers using the • cut down on something
grammar box in Exercise 1. • feel like something
ANSWERS Students write their own personalised sentences using
the phrases.
1 both a and b are correct (the object (tomorrow’s
meeting) is not a very long phrase so it can go before
ANSWERS
or after the particle)
2 a is a better sentence because the object is a long a does not
g
phrase (some new rules on cycling in the city centre), b always, after
n
so it’s best to put the particle immediately after the
TEACHING TIP: If students find it difficult to recognise
verb and before the object
the difference between a prepositional verb and a
ni
3 a is correct, b is incorrect (the object is a pronoun (it)
phrasal verb, it can be helpful to make a note of and
so it must come between the verb and particle)
learn phrasal verbs with an object (e.g. look something
4 both a and b are correct
ar
up, call something off ). This reminds students that an
5 a is correct, b is incorrect (the object is a pronoun (it)
object can go before the particle but doesn’t have
so it must come between the verb and particle)
to. Remind students to make a note of this in their
Le
notebooks when they learn new phrasal verbs.
Prepositional verbs and phrasal prepositional
verbs 4
• Students write the sentences, then compare their
ic
GRAMMAR GUIDE: prepositional verbs and phrasal answers in pairs. Get feedback.
prepositional verbs
EASIER: Look at the first pair of sentences, and elicit
Prepositional verbs
h
Prepositional verbs consist of a verb and a preposition
the words from the first sentence that do not appear in
the second sentence (found a solution to this problem).
ap
which cannot be separated from each other. The Elicit the phrasal verb (sort out) and the answer (haven’t
addition of the preposition to the verb does not you sorted this problem). Students underline the verb or
usually significantly change the meaning of the verb, verb phrase they need to paraphrase in each sentence
gr
compared to phrasal verbs. The preposition relates (2 leave, 3 be caused by, 4 search for, 5 must be
more to the object than the verb (e.g. get off the bus). completed). Students complete the exercise in pairs.
Prepositional verbs always have an object directly after
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EXTENSION: Write these phrases on the board: catch

the preposition. The object can be a pronoun, a noun
up with, cut down on, deal with, do without, get on
phrase or an -ing form.
with, listen to, look after, look forward to, look up to. In
I’m looking after her while her parents are at work.
pairs, students write four questions using the phrases,
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He’s dealing with a lot of stress at work.

then work with another pair to ask and answer their
I can’t cope with looking after six small children on
questions (e.g. Who do you get on well with? Did you
my own.
catch up with anyone last weekend? What couldn’t you
Phrasal prepositional verbs do without?).
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Phrasal prepositional verbs consist of a verb + adverb

+ preposition. They always have a direct object, which ANSWERS
comes after the preposition. 1 sorted this problem
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In this type of phrase, the verb takes on a new 2 did he set off / out
meaning. 3 can lead to
We’ve run out of milk. (= we don’t have any left) 4 look this information up / look up this information
at
I need to get rid of these old clothes. (= throw away) 5 fill in this form / fill this form in
You should really cut down on the sweets you eat.
N
(= reduce)
Listening page 130
double negatives; multiple choice with three extracts
3
©
• Students do the exercise, then compare their answers in 1

pairs. • Students do the exercise, then compare their answers in
• Get feedback. Elicit examples of any other phrasal pairs. Get feedback.
prepositional verbs students know (e.g. look up to, get
on with, watch out for).

140
ANSWERS
• Would you say the population of your town or city is 1 doesn’t hate 3 expected
diverse? Why? / Why not? 2 realise 4 has
• Is it common where you live for people to interact 11.4
with each other on public transport?
1 It isn’t that I dislike the shop. I’m just not convinced it’s
FAST FINISHERS: Students write the form of each word right for this part of town.
(adjectives: cutting-edge, diverse, handy; phr verb: fit in; 2 The directors are not unaware of the problems that
noun: pressure; verb: interact). they might have to deal with.
3 Not unexpectedly, there was a lot of bad feeling about
ANSWERS the decision.
4 Adam isn’t unused to this kind of criticism.
g
1a 2a 3b 4b 5b 6a
2 4 11.5
n
11.3
• Check understanding of stand out (to be easy to notice
Exam TASK
ni
because it’s different). Ask What’s the opposite of ‘stand
out’ in Exercise 1? (fit in). Multiple choice with three extracts
• Play the recording. Students choose the best answer, • Give students one minute to read the questions.
ar
then compare their answers in pairs. Get feedback. • Play the recording. Students complete the Exam
Task. Remind them to listen carefully for any double
EXTENSION: Ask Is there a building in your town or city
Le
negatives.
you particularly like? Why? • Get feedback.
ANSWER
2 EXTENSION: Write these topics on the board:
ic
• living in the country vs living in the city
11.3 • restoring old buildings vs building modern, cutting-
I know that the architect was under a lot of pressure to edge buildings
h
come up with something that was really cutting-edge, In pairs, students discuss which of the two options they
ap
you know, very contemporary and different. And I do prefer and explain their reasons.
think that she achieved that, even though you might
look at it from the outside and see something quite ANSWERS
traditional. What’s so interesting about it is that it actually 1B 2A 3C 4B 5A 6B
gr
reflects the diverse nature of the neighbourhood, so you

11.5
can see influences from so many different cultures, and
yet, it really fits in with the historic feeling of the place. N: You will hear three different extracts. For questions
eo
1–6, choose the answer (A, B or C) which fits best

3 11.4 according to what you hear. There are two questions
• Go through the Exam Tip. for each extract.
lG
Extract One. You hear a man telling a woman about

Exam TIP his move to the city.
Double negatives
W: When are you moving, Mark?
• Explain that students may hear double negatives in a
na
M: Next weekend. I’m so looking forward to moving

listening exam when speakers express an attitude or into town. Of course, my new place is much smaller
opinion. Double negatives are used when someone than where I am now, but it’s right in the city centre.
wants to be more subtle with what they’re saying, or W: I’m not sure I could cope with city life. Don’t you
io
are unsure about their opinions or reluctant to make a

worry about all the noise and pollution? I mean, I
strong statement.
know the location’s handy … but still …
• Write the following sentence on the board: He’s not
at
M: Yes, but you know as well as I do that there are

unconvincing. Ask What are the negative words?
other problems when you live in the country. You’re
(not, unconvincing) Does the speaker mean ‘he isn’t
always complaining about the pressure of having
convincing’? (no – two negative words together have
N
to catch a train every day, everyone in the village

a positive meaning, so the speaker means he is quite
knowing everything about you, having to make a
convincing).
trip into town any time you want something more
©
• Explain that students are going to listen to some double exciting than a pint of milk. And it’s pretty noisy in
negative sentences. the countryside too. I get woken up every morning
• Play the recording. Students complete the exercise, then at five when the farmer drives his tractor past my
check their answers in pairs. Get feedback. bedroom window. I won’t miss that when I move!
W: Ha … that’s hardly the same as hearing sirens
EASIER: Project the audioscript or give students a copy throughout the night. Still, I suppose, to be fair, I’ve
to help them choose and explain their answers. never lived in a busy city and I’m never likely to, so I
guess I don’t know what it’s really like.
M: Well, come up and visit me once I’ve unpacked all
my furniture and then you can find out!

141
Extract Two. You hear part of a discussion
Speaking page 131
programme in which two journalists are talking about places to live and work; making the right choice;
bringing nature into cities. photo comparison
M: Helping city dwellers interact with nature has
1
• Elicit language for expressing preferences (e.g. I’d prefer
proven benefits for mental health. In fact, we’re
to … , I’d rather … , I like the idea of … , X appeals to
already seeing so many diverse success stories.
me more than Y because …).
We can rethink our attitude towards architecture
so that offices and tower blocks in the future will
be designed to bring the natural environment into EXTENSION: Students discuss any old, historic cities or
our buildings. We can make our cities green and
g
modern cities that they know in their country or around
encourage the return of wildlife. With all these the world.
n
opportunities to develop, it’s an exciting time.
W: That all sounds very worthy, but what I’m concerned 2
ni
about is how much you’re actually involving the • Show the photos. Ask students to say what they can see
communities in all this. So, you mention wildlife in (people at work in their offices).
our cities – but is that always positive? Urban foxes, • Students work in pairs and use the prompts to make
ar
for example, can be a real problem – they’re noisy sentences about the photos.
and they tear open rubbish bags and leave litter • Get feedback.
all over the streets. They’ve been known to attack
Le
pets and even small children. And talking about EASIER: Before the discussion, brainstorm words for
architecture – really, we need to focus on dealing each photo and write them on the board (e.g. 1 high-
with poverty and unemployment in our cities, before rise, formal; 2 informal, casual, relaxed ).
we start spending money on making offices look
ic
pretty for people who actually have jobs. EXTENSION: Students say which of the environments
N: Now listen again. they would prefer to work in and give reasons for their
answers.
new art gallery. h
Extract Three. You hear two people talking about a
TEACHING TIP: In this part of the exam, students speak
ap
for one minute without interruption. If students are
W: What do you think of the new art gallery? It’s pretty
nervous about speaking for this long, they may need
amazing, isn’t it?
plenty of practice. Help them prepare thoroughly each
M: Amazing … erm. It certainly stands out. I mean,
gr
time they do the task, so they have plenty of ideas ready

it isn’t exactly invisible. But I’m not sure whether
to talk about. As they improve, encourage them to speak
that’s a good thing or not. It doesn’t seem to be
for slightly longer when they do practice activities in class.
part of our culture, it doesn’t say anything about our
eo
When students realise that they are capable of speaking

heritage, it’s just a big, bold building. I would have
for longer amounts of time, it improves their confidence.
been much happier if the architect had thought
about how the gallery would fit in to the local area. It 3 11.6
lG
could still look different but at the same time reflect • Play the recording. Students listen then discuss the
the city’s history. question with their partner.
W: I take your point. You’re absolutely right that it • Get feedback. Elicit the meaning of suburb (an area on
doesn’t really say much about our city. But on the the edge of a city, where there are lots of houses).
na
other hand, it’s had so much attention that it’s bound

11.6
to bring in loads of tourists, and surely that can only
be a good thing for everyone. That part of the city Both pictures show people working in an office, but
whereas the people in the first picture are in a very
io
has been so run-down for so long, and this might

actually help bring it back to life again. And it might formal environment, in the second picture it seems much
inspire other architects to design more cutting-edge more relaxed and informal. In the first picture it looks as
at
buildings in the area. if the woman who is standing up is giving a presentation

N: Now listen again. to the other people. The office looks as if it’s in a high-
rise building in a big busy city, because it’s high up and
N
your I can see lots of buildings through the windows. The

• In pairs, students discuss the question. ideas people in the second picture might not all work for the
• Get feedback. Students say if the building same company – perhaps they just share an office space.
©
they live in stands out from or fits in with the I don’t know if this office is in a city or in the countryside;
rest of the buildings around it. perhaps it’s in a town or a suburb and people work here
rather than commuting into the city. I like the view from
the office in the first picture, and I’m sure the facilities are
amazing, but I think I would prefer to work in the office
in the second picture. The woman is smiling and it looks
like a nice relaxed environment, while the office in the
first picture seems less friendly.

142
4 your
• Get feedback. Students say whether they’ve
Exam TIP been to places like those in the photos and
Making the right choice what they did or saw there.
• In this Exam Task, students show their ability to
organise their ideas, express themselves and justify
their ideas. It’s important for them to choose the Grammar page 132
photos that will give them the most to say.
• Remind students that they need to compare the Linkers: conjunctions and prepositions
photos and make speculative statements, rather than
g
just describe what they see. GRAMMAR GUIDE: linkers: conjunctions and
prepositions
n
• Students read the Useful Language box and tick any
phrases they want to use in their own discussion.
Conjunctions
ni
• Elicit phrases for talking about similarities and
differences (e.g. An important similarity is … , Another Conjunctions are linking words that connect ideas in
similarity is … , A key difference is … They can also a sentence. We can use them at the beginning or in
ar
use phrases such as First of all … , Secondly … and the middle of a sentence, and they are followed by
Finally …). a clause. When they are used at the beginning of a
• Students must allow time to answer the main sentence, we place a comma before the second clause.
Le
question. If they do not leave enough time for this, Different conjunctions are used for different purposes.
they may lose marks.
reason contrast
• They should try to keep speaking until the examiner
tells them to stop. because, as, since, so but, though / although,
ic
Because the air even though
• Students look at the Exam Task, turn to page 182 and conditioning was Although it was raining,
choose their photos. broken, we were all we still had fun. / We still
5 11.7 h boiling. / We were all

boiling because the
had fun even though it
was raining.
ap
air conditioning was
Exam TASK broken.
Photo comparison
gr
Prepositions
• Put students in A / B pairs. Students look at the
Prepositions can also link two ideas in a sentence. We
photos they chose in Exercise 4. Play the recording.
can use them at the beginning or in the middle of the
• Students take turns to talk about their photos. Remind
eo
sentence, followed by a noun, a noun phrase, an -ing

them to compare the photos and make predictions
form or the fact that + clause. If a preposition is used at
using the Useful Language. They ask and answer their
the beginning of a sentence, we use a comma before
follow-up question.
the second clause.
lG
• Get feedback. Ask Did your partner describe,

compare and speculate about the photos? What did reason contrast
you think was good about their response? because of, due to, on despite, in spite of
account of Despite missing the bus,
na
TEACHING TIP: Speaking tasks are a good opportunity Due to the weather, the she still arrived on time. /
for students to learn from one another. Give match was cancelled. / She still arrived on time
opportunities for them to provide feedback on their The match was despite missing the bus.
io
partner, saying what they did well and if they could cancelled due to the
have done anything differently (e.g. use a wider range weather.
of vocabulary, pay attention to their intonation). This
at
can help students improve their speaking skills by being

aware of what they need to work on, and build their
confidence by hearing positive comments from a peer.
1
N
• Students read the sentences and do the exercise, then

EXTENSION: Students discuss which of these types of check their answers in pairs. Get feedback.
places they have in their town or city.
©
FAST FINISHERS: Students rewrite the sentences

with the clauses in a different order (1 Because of the
11.7 conservation area rules, the owners couldn’t replace the
I’m going to give you three pictures. I’d like you to talk windows. 2 The owners couldn’t replace the windows
about two of them on your own for about a minute. since the building was in a conservation area. 3 The
Here are your pictures. They show people visiting owners replaced the windows despite being in a
different places in a city. I’d like you to compare two of conservation area. 4 The owners replaced the windows,
the pictures and say why people might be visiting these although the building was in a conservation area).
places and how the places benefit the people who live
there. ANSWERS
1R 2R 3C 4C

143
2 4
• In pairs, students complete the rules. Get feedback. • Students read the sentences and complete the
information, then check their answers in pairs.
EXTENSION: Write these sentences on the board. • Get feedback. Check students remember eco-friendly
Students find four mistakes and give reasons for their (causing as little harm as possible to the environment).
answers.
1 Because of the new development their beautiful view FAST FINISHERS: Students choose four adverbs – one
had now gone. (missing comma after ‘development’). from a, one from b, etc. They write four of their own
2 The teacher carried on speaking despite that the sentences using the linkers.
class had finished. (despite the fact that the class had
finished). ANSWERS
3 She was happy to be back in the office because, she’d
g
1 however 3 therefore
been working from home for too long. (comma is 2 similarly 4 furthermore
incorrect, no comma needed).
n
4 The building was so run-down, it had to be knocked 5
ni
down since. (The linker can only go at the beginning or • Students choose the options to complete the rules, then
in the middle of the sentence. In this case, it should be check their answers in pairs. Get feedback.
at the beginning as the first clause gives the reason.)
ar
ANSWERS
ANSWERS 1 two sentences 2 second 3 comma
1 since 3 because of 6
Le
2 although 4 despite • Students complete the text, then compare their answers
in pairs.
3 • Get feedback. Ask Has your town or city conserved
much of its regional architecture?
ic
ANSWERS EASIER: Before the exercise, elicit the purpose of each
h
1 Despite (though would need to be followed by a clause)
2 Since (due to would need to be followed by a noun
linker in the box (contrast: although; reason: because
of, since; similarity: similarly; result: consequently; extra
ap
information: furthermore).
phrase or -ing form)
3 Although (in spite of must be followed by a noun EXTENSION: Write these prompts on the board:
phrase or -ing form) 1 Although some people work in high-rise office
gr
4 as (because of must be followed by a noun phrase or buildings, …

-ing form) 2 Because of gentrification, …
5 on account of (since would need to be followed by a 3 There are now urban farms being developed to
eo
clause) introduce nature into cities. Moreover, …

6 In spite of (although would need to be followed by a 4 Cities are expanding. Consequently, …
clause) In pairs, students complete the sentences with their own
lG
ideas.
Linkers: adverbs
ANSWERS
GRAMMAR GUIDE: linkers: adverbs
1 Furthermore 3 Because of 5 since
na
We can use adverbs to connect ideas in two sentences. 2 Although 4 Similarly 6 Consequently
We use the adverb at the beginning of the second
sentence, followed by a clause. We use a comma after
the adverb. Use your English
io
page 133
contrast similarity Idioms
however, nevertheless, similarly, equally, in the
1
at
even so same way • In pairs, students complete the sentences.

We’ve replaced the This supermarket’s always • Get feedback. Ask them to explain what the idioms
N
doors. However, we’ve busy. Similarly, the one mean, using the context of the sentences.
kept the same windows. across the street can be • Ask Do you have any similar idioms in your language?
crowded.
©
result give extra information FAST FINISHERS: Students write two or three sentences
about themselves, or expressing their own opinions,
therefore, consequently furthermore, moreover,
using the idioms.
The house is up for sale. besides
Therefore, we’ll be The company has a new
ANSWERS
moving soon. CEO. Moreover, I now
have a new manager. 1 middle-of-the-road 4 right up your street
2 out on the town 5 the man in the street
3 go to town 6 on the streets

144
Phrasal verbs EXTENSION: In small groups, students come up with
2 a list of ideas for helping them remember phrasal verbs
• Students complete the matching exercise, then compare and their meanings (e.g. flashcards, creating online
their answers in pairs. quizzes, writing them in sections in their notebooks). Get
• Get feedback. Ask Do you know of any buildings that feedback.
have been pulled down in your town or city? Have you
ever had something come off that you didn’t expect to? ANSWERS
1 spite of being 4 is right up his
EXTENSION: In pairs, students decide which phrasal 2 to set off / out 5 even so, I don’t
verbs are transitive and which are intransitive (transitive: 3 due to the 6 to pull down
pull down, put someone up; intransitive: come up, come
g
off, stand for).
n
ANSWERS
places in a town; descriptive language; planning your
ni
1e 2b 3a 4c 5d writing; writing a review
3
Learning FOCUS
ar
• Students complete the sentences. Explain they may
need to change the verb form or object pronoun.
Descriptive language
• They compare their answers in pairs. Get feedback.
Le
• Students should think about what language to use
EXTENSION: Students write three of their own before they start writing their review. As an example,
sentences using three of the phrasal verbs, omitting the elicit language related to good food (e.g. tasty,
preposition. They give their sentences to a partner to delicious, sweet, spicy).
complete with the correct word. • Explain that students should try and use more
ic
advanced language such as strong adjectives or
ANSWERS an adverb + adjective to add more detail to their
1 putting me up / going to put me up
2 comes off 4 stands for h description. Elicit any intensifiers students know
(e.g. amazingly, completely, exceptionally, incredibly,
ap
particularly, unusually), then elicit combinations
3 come up 5 pull down
with adjectives to describe food (e.g. really tasty,
4 absolutely delicious, too sweet, terribly spicy).
gr

1
Collocations
eo
5 MEDIATION SKILLS
• Students do the exercise, then compare their answers in • Adapting language is mediation.
pairs. Get feedback. • In this exercise, students need to adapt the language
lG
to make the descriptions more interesting, using the

ANSWERS suggestions in the box.
1 centrally – c 4 development – b • This mediation skill can be practised by students
2 renewal – e 5 inner – d adapting authentic texts from online news sites or
na
3 planning – a blogs, or by replacing adjectives in their own previous

writing tasks.
EXTENSION: Write these prompts on the board:
1 Something in my town / city which is centrally located • Students read the sentences and replace the underlined
io
is … words. They then compare their answers in pairs. Get

2 Some of the problems of town planning in my city feedback.
are …
at
3 We could improve inner city areas by… FAST FINISHERS: Students write three of their own
In groups, students discuss how they would finish the sentences using the descriptive language in the box.
N
sentences. They can describe something real or invent a situation.
EXTENSION: Students find examples of real-life

6 reviews of food, films or presentations. They identify the
©
descriptive language used and say whether they think

Exam TASK the writer used a wide range of vocabulary. Encourage
Sentence transformation them to write down any new language.
• Students complete the Exam Task. Encourage them
to think about the linkers from the previous lesson. ANSWERS
• Get feedback. Elicit the meaning of rush hour (a 1 mouth-watering 4 adequate, outrageous
time of day when there are lots of cars on the road 2 engaging, hilarious 5 terrifying
because people are travelling to and from work). 3 tragic 6 devastating / tragic

145
2 6
• Choose a student to read out the example task. • Go through the Exam Tip.
Exam TIP
ANSWERS
Planning your writing
1 students who go to the college
2 informal • It is important to answer the questions in the task.
3 why they love their favourite building and what it’s Students should plan carefully how they are going to
used for address each point.
• Remind them that a review should be interesting and
3 engaging. In their plan, they can make a note of any
• Students read the example answer, then complete the useful phrases or descriptive language to use in their
g
exercise. review.
• Students compare their answers in pairs. Get feedback. • Once students have finished their review, they should
n
reread their work and look for places where they can
FAST FINISHERS: Students identify which words add extra description or change any grammatical
ni
absolutely could be used with (stunning, fascinating, structures to something more complex. Write the
charming, massive). following sentence on the board: I like the design
ar
of the museum. I also like how they always have a
EXTENSION: Students describe one of these places, different weekly exhibition. Elicit an alternative version
using the language from the exercise. The place can be using inversion (e.g. Not only do I find the design of
Le
real or invented. the museum very attractive, but I also like …).
• a museum
• a shopping centre • Students read the Exam Task, then write their plan. They
• a house compare their plans in pairs.
• Ask What descriptive language or Useful Language did
ic
ANSWERS you include in your plan?
1 significant
7
2
3
stunning
shabby h Exam TASK
ap
4 fascinating
5 charming Writing a review
6 massive • Students complete the Exam Task. Remind them to
gr
use the Useful Language.

4
• Students read the review again and complete the
EXTENSION: Students exchange reviews with a partner.
eo
exercise. Get feedback.

They underline any sentences where they think their
EASIER: In pairs, one student looks at paragraphs one partner could add more description.
and two, and the other student looks at paragraphs
lG
three and four. Then they share their answers. 8

ANSWERS they did.
1 Having said that • In pairs, students discuss their checklist, then make any
na
2 In fact necessary changes to their task.

3 For me
4 pass through, check out EXTENSION: Students exchange their review with a
io
5 using the Reflection Checklist.

• Choose a student to read the paragraph aloud.
at
• Students do the exercise in pairs, then compare their

answers with another pair.
• Get feedback. Ask Which words did you replace? What
N
descriptive language did you use?
EASIER: Do the exercise as a class. Elicit the language

©
in the paragraph which should be replaced, then

brainstorm descriptive language to replace it (e.g. It’s
got a nice lake → There’s an absolutely stunning lake …).

146
Live well, study well page 136 5
social responsibility; thinking about others • Get feedback. Acknowledge that things we do for
Useful vocabulary people or at home can sometimes depend on our
culture.
impact (v): to affect or influence
initiative (n): an action that is intended to solve a
your
t
projec
problem • In groups, students read through and
litter (n): rubbish that people drop, e.g. food wrappers, choose a project. Project 1 is group
plastic bottles work and involves thinking of after-school
network (n): the group of people that are around you or activities for younger children, while Project 2
is individual work and involves making a poster about
g
in your life
role model (n): someone whose behaviour is someone who has made an impact.
n
considered to be a good example for people to copy
Project 1
poverty (n): a situation when someone does not have
• In small groups, students brainstorm some activities
ni
enough money to pay for their basic needs
they could offer younger children that they would
scale (n): the size of something compared to something
enjoy, then discuss how they can use their own talents
else (on a small scale = in a small way)
ar
and experiences to contribute to the activities.
• Students choose the top activity, then present their
1 ideas to the class. They can choose how they want to
Le
• Introduce the topic of the lesson. Ask What do you think share their ideas (e.g. slideshow, poster).
‘social responsibility’ means? (when people have a duty • Remind them to use the Useful Language.
to act in the best interests of their environment and • Students who are watching the presentation say
society). which activity idea they like the best and explain their
ic
• Students discuss the saying. reasons.
• Get feedback. Students explain their answers (It means
Project 2
that we are responsible for making the world into the
place we want to live in.).
h • Students think of someone who has helped
contribute towards a local or global problem. If they
ap
2 cannot think of anyone, they can research someone
• Students read the information and answer the question. online.
They then share their answers with a partner. • Once they have chosen someone, they make a poster
about the things the person has done.
gr
• Get feedback. Ask Which of the things in the text could

you do to be more socially responsible? • Their poster should include who the person is, where
they are from, what they did, and what issue they
EXTENSION: In small groups, students think of one helped with. Encourage them to use illustrations
eo
more way of being socially responsible to add under or images on their poster. Remind them to use the
each heading (e.g. with friends and family: check in with Useful Language.
them more and ask if they need anything; globally: find a • Students could share their work with a partner or in
lG
cause I feel passionate about and find out what I can do small groups.
to contribute). Get feedback.
3
na
4
• Read out the first paragraph of the Mind your Mind
io
information. Elicit the meaning of network (see Useful

vocabulary). Ask Who’s in your network?
at
• Choose one or two students to read the rest of the Mind

your Mind information to the class.
• Students think about the exercise questions, then
N
compare their ideas with a partner.

• Get feedback.
©

147
Review page 159
ANSWERS: VOCABULARY
1
1 high-rise 4 run-down
2 vibrant 5 neglected
3 car-free 6 congestion
2
1 up 4 off
2 down 5 for
g
3 up
n
3
ni
1 housing development 4 urban renewal
2 inner city 5 town planning
3 centrally located
ar
ANSWERS: GRAMMAR
Le
1 look it up
2 depending on you
3 carry out the necessary repairs
4 came across this article
ic
5 get off the train
5
1 due 4 because h
ap
2 Although 5 account
3 despite 6 spite
6
gr
1c 2a 3d 4b
eo
lG
na
io
at
N
©

148
12
x xxxxxx
Talking points
Reading: recognising synonyms; matching
page 137
Grammar: gradable and non-gradable adjectives;

ten sentences so and such, too and enough
Vocabulary: communication Use your collocations related to speech;
Grammar: modifying comparatives and English: phrasal verbs with talk; idioms;
superlatives keeping a vocabulary notebook;
multiple-choice cloze
Listening: preparation for listening;
g
multiple-choice with one interview Writing: communication; giving examples and
reasons; achieving the best scores;
n
Speaking: studying English; making a good
writing a discursive essay
impression; interview
ni
Video: Detroit’s urban beekeepers
ar
Unit Opener page 137
ANSWERS
The article mentions sending smoke signals, telling
stories through songs, written language, printing press,
Le
In the photo
Three men play chess in a café while drinking coffee in emojis, Egyptian hieroglyphics, eye contact, hand
Buenos Aires, Argentina. They have a chess clock on the gestures, facial expressions, body posture, email, social
table, so they can keep track of the time it takes each media post, text messages.
player to take their turn. Buenos Aires is the capital of 3
ic
Argentina, on the southeastern coast of South America. • Go through the Exam Tip.
1 h
Exam TIP
ap
pairs. Recognising synonyms
• Get feedback. Ask them to say what activities they often • Ask Should you choose an answer based on a word
do with friends, and what online platforms they use to appearing in both the text and answer option? (no).
gr
communicate with their friends. • Use sentence 5 in the Exam Task as an example.
Elicit the key words in sentence 5 (knowledge, words,
2 speak, language). Ask Which paragraphs mention
eo
• In pairs, students discuss the questions. Get feedback. languages? (A, E). What does A say about languages?
(how many languages are in existence) What does E
EASIER: Before the exercise, elicit the meaning of say about language? (speaking a language is more
controversial (subjects or opinions people disagree about than translating the words).
lG
or disapprove of) and conflicting (different or opposing).

EXTENSION: In pairs, students discuss these questions: pairs. Get feedback.
• If you and a friend disagree on something, what do
SUGGESTED ANSWERS
na
you usually do to resolve it?

• What other ways might someone resolve a conflict 1 … isn’t possible to multitask effectively: at the same
with a friend? time, simultaneously, (C)
2 … connections, essential: a basic need to
io
communicate (A)
3 … don’t have to witness, results of actions: … rather
at
than having to deal with the other person’s reaction

recognising synonyms; matching ten sentences face-to-face (D)
4 … ways, convey meaning haven’t altered: remain,
1
N
forms of communication (A)

5 … need more than, knowledge, words, speak,
• Get feedback. Elicit the meaning of gesture (a movement
that communicates a feeling or instruction) and model language: … much more than translating the words (E)
©
the pronunciation /ˈdʒestʃə(r)/. 6 Etiquette, communication, isn’t the same: … socially

acceptable (C)
2 7 … do, more important, say: 70%, communication,
• In pairs, students complete the exercise. Get feedback. non-verbal (B)
8 Technology, broadened opportunities, communicate:
EASIER: Brainstorm ideas as a class, (e.g. sign language, see … on screens, talk, thousands of miles away (B)
body language, facial expressions, gestures, music, art). 9 Communication, third party, not as effective as person
Students read the article to check their ideas. to person: meaningful, speak directly (E)
10 … written messages, making us less empathetic:
care less about other people’s emotions (D)

149
4 • In this extension exercise, student discuss social
• Students find the words and phrases in the article and conventions in their own culture and potential areas
choose the definitions, then compare their answers in of difficulty for visitors to their country. This will help
pairs. students in intercultural interactions.
• Get feedback. Students say where they found their • If the class includes students from different cultural
answers. backgrounds, mix students up so they work with
people from a different culture. This will involve
EASIER: Do the first item as a class. Students do the additional mediation skills as they discuss differences
remaining items in pairs. and similarities in their cultures. Remind them to be
FAST FINISHERS: Students write their own personal open to different perspectives.
sentences about communication using the words. • This mediation skill can be practised whenever
g
students use reading or listening material about
different cultures. Make the most of these opportunities
ANSWERS
n
to encourage them to be open and accepting of
1 essentially 6 something that stops differences in attitudes and behaviour.
ni
2 comparable to you from concentrating • In any discussion, being sensitive to other people’s
3 complicated 7 end views and ideas will also contribute to this mediation
4 advantage 8 understanding of skill.
ar
5 how we stand or sit
word focus EXTENSION: In pairs, students discuss conventions in
Le
• In pairs, students work out the meaning of the words in their country that may be different from conventions
bold, then use a dictionary to check their ideas. elsewhere. They discuss what tone of voice would be
considered friendly or rude, the different ways people
5 12.1
are addressed (e.g. older people) and gestures for
ic
greeting people. They say what could be difficult for
Exam TASK people visiting their country.
Matching ten sentences
• Students complete the Exam Task. h SUGGESTED ANSWER
ap
• Play the recording. Students listen and read again to Intercultural communication means to successfully
check their answers. communicate with people from different cultures and
• Ask Did it help to look for synonyms and paraphrases backgrounds.
in the text?
gr
2
EXTENSION: In small groups, students discuss if they
answers in pairs.
agree or disagree with sentences 1, 2, 5, 7, 8 and 10.
eo
• Get feedback. Explain that articulate is also a verb, and

Get feedback.
that the verb /ɑː(r)ˈtɪkjʊleɪt/ is pronounced differently to
the adjective /ɑː(r)ˈtɪkjʊlət/.
ANSWERS
lG
1C 2A 3D 4A 5E 6C 7B 8B 9E 10 D EXTENSION: Ask questions to check understanding,

12.1
e.g. If I communicate in sign language, what type
of communication do I use? (non-verbal), If I give an
opinion which I know many people disagree with, what is
na
it? (controversial).
your
• Get feedback. Ask them to say what form of ANSWERS
io
communication they think they use the most. 1 convention 6 articulate

2 understanding 7 tone
3 non-verbal 8 gestures
at
Vocabulary page 140 4

5
expectations
impression
9 convey
10 controversial
communication
N
3
1 • In pairs, students complete the exercise.
• Students discuss the question in pairs, then check their • Get feedback. Explain that challenge can be both a noun
©
answers in the text. and a verb.

• Get feedback. Ask Do you agree with the ideas in the
text? Why? / Why not? FAST FINISHERS: Students write the form for each word
(verb: relent, submit, contradict, challenge, provoke,
MEDIATION SKILLS
concede, settle, object, resolve; adjective: hostile,
• Facilitating pluricutural space is mediation. The text in open-minded, inflexible; noun: agreement, consensus,
Exercise 1 focuses on the importance of understanding confrontation, challenge).
and appreciating different body language, gestures and
ways of communicating in different cultures, and how
these could result in misunderstandings or cause offence.

150
12.2
• Do you enjoy confrontation or do you prefer to avoid I: What did you think of yesterday’s debate, Marie?
it? Why? M: Well, I couldn’t believe how hostile some of the
• If someone says something that you strongly disagree people in the audience were. They asked some really
with, would you object or keep your opinions to tough questions.
yourself? Why? I: Yeah, but that’s fair enough, isn’t it? I mean, the
• Do you consider yourself an open-minded person? speakers defended their ideas really well, and they
Why? / Why not? must be used to people objecting to their opinions.
M: Do you think they managed to persuade anyone
ANSWERS to reconsider their views, though? It’s a very
controversial topic, after all.
1 confrontation (a negative word, meaning when
g
I: Hmm, no, probably not. I don’t like to generalise,
people argue)
but I think most people came to that debate with
2 contradict (say someone is wrong: the others mean to
n
their minds already made up one way or another.
accept defeat)
They wanted to hear the arguments that confirmed
3 concede (give in or accept something is true)
ni
their point of view, and then they got annoyed when
4 object (be opposed to something)
the other side challenged it.
5 open-minded (willing to consider new ideas)
ar
4 your
• Get feedback. Ask students to say what topics
Le
they would be interested in seeing debated
and which topics they would feel passionate about
FAST FINISHERS: Students write four sentences using
debating.
words they didn’t choose.
ic
EXTENSION: In pairs, students discuss sentence 5. They
say if they agree or disagree and discuss ways in which Grammar page 141
people can challenge their own views.
h modifying comparatives and superlatives
ap
ANSWERS
GRAMMAR GUIDE: modifying comparatives and
1 object 4 consensus
superlatives
2 contradict 5 challenge
3 resolve 6 open-minded • We can make comparatives stronger or weaker by
gr
adding certain words. Much, far, a lot, significantly,

5 considerably and way make the meaning stronger.
• Students complete the text, then compare their answers Slightly, a bit and a little make the meaning weaker.
eo
in pairs. The museum was far more crowded than I thought

• Get feedback. Ask students to say why communication it would be.
skills are important in a school environment. • We can make superlatives stronger by adding easily,
lG
by far and by a long way. These phrases can be

EASIER: Before the exercise, students identify the form added either before or after the superlative.
of each word (noun, verb, etc.), then complete the text This is easily the biggest dessert I’ve ever had.
in pairs. This is the biggest resort I’ve ever been to, by far.
na
ANSWERS 1
1 convey 5 resolve • Students read the sentences and blog post, then do the
2 impression 6 challenge exercise.
io
3 articulate 7 confrontation • They compare their answers in pairs. Get feedback.

4 non-verbal 8 consensus
at
EASIER: Before the exercise, review comparative and

6 12.2
superlative structures in the Grammar reference on page
• Explain that students are going to listen to a 178. Ask questions to elicit what students know.
N
conversation between two people speaking about a

language-learning debate. FAST FINISHERS: Students write the correct answers for
• Play the recording. Students choose the words, then the false statements (see Answers).
©

ANSWERS TEACHING TIP: Both students and first language users
1 defending 4 confirm of English can find fewer and less confusing. Fewer
2 objecting to 5 persuade is used with countable nouns (e.g. buildings, people,
3 generalising 6 reconsider problems) and less is used with uncountable nouns (e.g.
time, effort, energy).

151
ANSWERS 4
1T • Students complete the rules, then check their answers in
2 F (The writer expected more people: There were far pairs. Get feedback.
fewer people than I had expected.)
3 F (They are only slightly cheaper: the tickets were EXTENSION: Ask questions to check students’
slightly more expensive than similar events) understanding (e.g. In sentence 1, does she think she’s
4T more tolerant than she actually is? (yes), In sentence 2, is
5T the new phone easier to use? (no)).
2 ANSWERS
• Students complete the rules, then compare their answers a just as … as
in pairs. They refer to the sentences in Exercise 1. Get
g
b as much as, as many as
feedback.
c not quite as
n
EXTENSION: Write these words on the board: d nowhere near
sleep, exercise, homework, time, energy, food.
ni
Students write personal sentences using the words and
5 12.3
• Students look at the example in 1. Explain there is more
modifying comparatives and superlatives (e.g. I have than one possible answer for each sentence.
ar
considerably more homework to do this week than last • In pairs, students take turns to make sentences.
week.). • Play the recording for students to check their answers.
• Get feedback. Ask Did you make the same sentences as
Le
ANSWERS you heard in the recording?
1 comparative
2 superlative FAST FINISHERS: Students write two sentences – one
3 comparative comparing two books they’ve read, and one about two
ic
family members – using comparative or superlative
3 structures.
h ANSWERS
ap
EXTENSION: In pairs, students say whether they agree 2 He isn’t quite as articulate as his sister. / He is almost
or disagree with sentences 3 and 4 and explain why. as articulate as his sister. / He is nearly as articulate as
his sister.
3 The scientist’s book was quite as amazing as the
gr
ANSWERS
philosopher’s book. / The scientist’s book was just as
1 by far the most open-minded
amazing as the philosopher’s book.
2 to be slightly more interesting
eo
4 This film is a lot / considerably / far / way scarier than

3 Easily the most exciting thing that can happen
the one we saw last week.
4 is considerably more difficult
5 Jan is by far / easily the most talkative of the three
sisters. / Jan is the most talkative of the three sisters
lG
GRAMMAR GUIDE: modifying comparisons with by a long way.

as … as
We can also modify comparisons using as + adjective / 12.3
adverb + as or not as / so ... as. 1 This essay is nowhere near as controversial as your
na
• We use quite as … as or just as … as to show that last essay.

two things are very similar or identical. This essay isn’t nearly as controversial as your last
This restaurant is just as lovely as you said it would essay.
2 He isn’t quite as articulate as his sister.
io
be.
• We use not quite as … as, nearly as … as or almost He’s almost as articulate as his sister.
as … as to show there are slight differences between He’s nearly as articulate as his sister.
at
two things or people. 3 The scientist’s book was quite as amazing as the
Your presentation was almost as / nearly as good philosopher’s book.
as mine! The scientist’s book was just as amazing as the
N
• We use nowhere near as … as, nothing like as … as philosopher’s book.

or not nearly as … as to emphasise differences. 4 This film is a lot scarier than the one we saw last week.
This place is nowhere near as modern as it This film is considerably scarier than the one we saw
©
looked in the photos. last week.

We use as much … as with uncountable nouns, and as 5 Jan is by far the most talkative of the three sisters.
many … as with countable nouns to compare amounts Jan is the most talkative of the three sisters by a long
or quantities. way.
I don’t make as much money in my new job as in my
old one.
There aren’t as many people here as last time.

152
your Exam TIP
• Get feedback. Ask them to repeat the Preparation for listening
exercise for a TV show or series they’ve • Explain that this task is usually the longest part of a
watched, and a song they’ve heard. listening exam. It is important for students to follow
the development of the interview or discussion and
recognise when the speaker moves onto a different
Listening page 142
point.
• As there will only be a few seconds before the
preparation for listening; multiple choice with one recording starts, students should focus on the
interview question stems to help them know what to listen for.
g
• They can check and confirm their answers the second
1 time they listen.
• In pairs, students read the definition, then discuss the
n
questions. • Students read the questions and underline the key
ni
• Get feedback. Elicit the stress (polyglot). words.
• They compare their answers in pairs. Get feedback.
EXTENSION: Ask What is a person called if they speak
4
ar
two languages? (bilingual). 12.5
FAST FINISHERS: Students make a list of other ways Exam TASK
Le
they think someone can become fluent in a language
(e.g. live in the country that speaks the particular Multiple choice with one interview
language, watch films / TV in that language). • Play the recording. Remind students they will hear the
interview twice.
2 • Students complete the Exam Task.
ic
12.4
• Play the recording. Students do the matching exercise, • Get feedback.
then check their answers in pairs.
h
• Get feedback. Ask students to explain their answers. MEDIATION SKILLS
ap
EASIER: Before listening, elicit the meanings of the • Processing text in writing is mediation.
• In this extension exercise, students listen to the
words.
speakers and decide how they feel or what their
attitude is towards learning languages. Then they
gr
ANSWERS
write the speakers’ opinions in their own words, using
1d 2b 3a 4c evidence from the recording.
• Students can be given further practice of this skill by
eo
12.4
asking them to explain, in writing, arguments, opinions
Speaker 1 or points of views expressed in written texts or spoken
I do know what you mean, it’s really tough trying to recordings.
speak on the phone in another language. I think it’s
lG
because you can’t see the other speaker, so you don’t

get any clues from the body language. You’ll probably EXTENSION: Play the recording again. Students listen
get more confident if you keep practising, though. and take notes, then write an overview of the speakers’
opinions from the recording, using their own words.
na
Speaker 2 Alternatively, give this task for homework by giving

Look, I’m impressed with your conviction. It’s great that students a copy of the audioscript to use instead of
you feel so optimistic about it. But I just can’t quite see listening.
how you’ll be able to pass this exam in a month’s time
io
when you’ve missed so many lessons. ANSWERS

Speaker 3 1A 2C 3B 4C 5D 6C
at
I’ve put so much work into this and I’m definitely not
12.5
going to give up, but sometimes it just feels as if I’m
N: You will hear an interview in which two polyglots,
N
not making any progress at all in my language learning,

however hard I try. Hanna and Lucas, are talking about learning
languages. For questions 1–6, choose the answer
Speaker 4 (A, B, C or D) which fits best according to what you
©
Sure, I understand that others may think we’re crazy to hear.

think of moving there when we don’t even speak the I: In today’s podcast I’m going to be talking to two
language, but there is very little doubt in my mind that polyglots who, I hope, are going to share with us
we’re doing the right thing. their top tips for learning a new language. Welcome,
Hanna Larsen and Lucas Cho! Lucas, let’s turn to you
3 first. Many people believe that you can only really be
• Go through the Exam Tip. fluent in a language if you learn it as a child. Would
you agree?
L: No, I wouldn’t. If you look at the statistics, it’s true
that there is an advantage to starting to learn a

153
language earlier in life. However, there are plenty very basic level, because they’re not challenging
of late learners who do manage to achieve fluency. themselves to go out there and communicate with
Really, it’s about how much time you’re prepared other people. Equally, I know people who’ve never
to put into it. The key thing about learning a new even left their home town, let alone their country of
language is to do a little practice every single day. birth, and yet have managed to achieve fluency in
Twenty minutes of practice a day is far more effective several other languages.
than putting in one three-hour session a week. And I: OK, now I have a fairly controversial question for
you don’t have to be sitting at your desk to practise. you both. Why should we bother to learn languages
Listen to an audio course while you’re travelling to today? After all, with translation apps, maybe we can
work or college; practise speaking out loud as you just let the technology do the work?
prepare your dinner; run through some flashcards L: Well, if you don’t want to learn a language, then fair
while you’re lying in the bath. enough, an app can be very handy. But if you visit a
g
I: Hanna, what are your thoughts? country and you make an effort to speak to people
n
H: Oh, I’m with Lucas there, a hundred per cent. They from that country in their native language, they will
say practice makes perfect for a reason. But, at the appreciate that. They will recognise the effort you
ni
same time, I would stress that perhaps the most are making. When I think of the friendships I’ve
powerful tool in your language toolkit is motivation. made across the world, I’m so glad that I’ve made
Language learning should be fun and exciting so the effort to learn these different languages.
ar
that you look forward to your practice sessions. If H: I couldn’t agree more. Apps have their place and
you’re not enjoying the process, think about using they can be incredibly useful. But I genuinely believe
a different book or app. Remember that different that the sense of achievement that you get from
Le
people enjoy learning in different ways, so what learning a new language and communicating with
might be fun for one person isn’t necessarily so others using that language is worth all the time and
for another. The other thing is to set yourself some hard work.
achievable targets. I want to speak Mandarin I: Well, thank you both so much for coming along
ic
fluently, for example, isn’t realistic. But, I want to today, and good luck with the next language you
learn fifty new words by the end of this week, is. decide to learn!
h
When you achieve your goals, you feel good about
the experience and you want to carry on learning.
L: Dzie̜kuje̜!
H: Arigatō gozaimashita.
ap
That’s a powerful way to keep your motivation going. N: Now listen again.
I: Now, one thing that I hear all the time from
language learners is that they get to a certain level your
and then they get stuck. Achieving fluency seems to • In pairs, students discuss the questions. ideas
gr
be a real barrier. Lucas – any advice? • Get feedback. Ask What other languages
L: Once you’re at upper-intermediate level, you would you like to learn? Why?
should really be using not just textbooks or online
eo
courses but also authentic material – material that’s

aimed at people who speak that language as their Speaking page 143
first language. This is where it really does get fun, studying English; making a good impression; interview
lG
because you can start to choose the topics that

appeal to you. I’m not particularly interested in 1 12.6
sport, for example, so I’m unlikely to want to read • Play the recording. Students discuss the questions in
a long article about a football match. On the other pairs. Get feedback.
na
hand, I love music, so I’ll be far more likely to make

an effort to understand a blog about my favourite EASIER: After listening, elicit how someone can sound
band or the lyrics of a song that I love. So listen to interested and engaged in a conversation (e.g. by using
io
podcasts and radio programmes, watch films, TV positive adjectives or phrases, by using a lively tone of
shows and documentaries, and you should get to voice, varying intonation).
the point where you’re not consciously translating
at
EXTENSION: Brainstorm things students enjoy about

what you’re reading or listening to into your first
learning English.
language, you’re simply understanding it. That’s the
moment when you can start to achieve fluency.
N
ANSWERS
I: Lucas, you’ve spoken about the passive elements of
the language – reading and listening. Hanna, what 1 Student A: they use varied intonation which sounds
about speaking the language? lively and interested and they develop their answer.
©
H: Well, the best way to get better at speaking a 2 Student B: their speech is very flat and they use basic,
language … is to speak it! I know that sounds repetitive language.
obvious, but I’m also aware that it can be quite 12.6
scary at first. However, you really have to be brave
E: What do you enjoy most about studying English?
sometimes. And now that we have video calls, it’s
never been easier to practise speaking to people Student A: I love the fact that studying English has
who speak the language that you’re learning. allowed me to talk to so many people from different
You don’t have to live in the country to become countries. I really enjoy speaking English and I do like
fluent. I know people who have been living abroad having lots of opportunities to practise it … both in the
for years and still haven’t progressed beyond a classroom and at home. I’m also quite passionate about

154
reading, and although I don’t really read whole books
in English, I get a lot of pleasure from reading online
Exam TASK
articles. Interview
Student B: There are lots of things I enjoy about studying • Put students into A / B pairs. Play the recording.
English. For example, I enjoy reading books and • Students take turns to answer the questions.
newspapers in English and I also like the fact that I can • When students are listening to their partner, they
watch English films and TV programmes and understand should think about each point, then give feedback.
them easily. Another thing I like about studying English is • Get feedback. Ask What did your partner do well?
that I can learn the lyrics to English songs and sing them, What could they improve?
because I enjoy playing the guitar and singing.
EXTENSION: After the task, elicit answers to the
2
g
12.6
questions from different students in the class. The rest of
• Play the recording again. Students do the exercise, then the class listens and gives feedback.
n
discuss the questions in pairs.
• Get feedback. Ask Why shouldn’t you repeat the same
ni
12.7
words? (to show you have a range of vocabulary and to
sound more interesting to the listener). 1 How do you think English will be useful for you in the
• Explain that like and love are low-level words, and future?
ar
that students should use more advanced words and 2 Is travelling to a different country the best way to
more descriptive language. Students look at the Useful learn a language?
Language and tick any phrases they’d like to use. 3 What do you think is your greatest achievement?
Le
4 What was the most important thing you learned at
EXTENSION: Brainstorm different ways to talk about school?
things you like, (e.g. be keen on, be passionate about, 5 Who do you listen to more, your friends or your
entertaining, interesting, fascinating). family?
ic
6 Who in your family has the biggest influence on you?
ANSWERS
your
Student A: 1, 2, 3, 4, 5
Student B: 2, 3 h • In pairs, students discuss the questions.
• Get feedback. Ask students to say if they’ve
ideas
ap
ever watched or listened to an interesting
3 interview and who or what it was about.
• Students answer the question in pairs.
• Get feedback. Ask What did your partner do to sound
gr
interested and engaged? What language did they use?

Grammar page 144
4 12.7
eo
• Go through the Exam Tip. Gradable and non-gradable adjectives

GRAMMAR GUIDE: gradable and non-gradable
Exam TIP adjectives
lG
Making a good impression Adjectives can be categorised as either gradable or

• Ask What are some ways of making a good non-gradable.
impression the first time you meet someone? Elicit
Gradable adjectives
ideas such as making eye contact, smiling, being
na
engaged and interested in what they’re saying, using • Gradable adjectives can vary in intensity and can be
gestures. Explain that these things are also important used with modifiers such as a little, extremely, terribly,
in an exam. so, fairly, very, etc.
io
• The examiner will ask students questions about The students were being extremely noisy.
themselves, and they should respond promptly, with • They have comparative and superlative forms.
spontaneous and complete answers – never with just The starter was tastier than the main course.
at
one or two words. Remind students that if a question Non-gradable adjectives

is difficult, it’s OK to hesitate, but they should try to
• Non-gradable adjectives cannot vary in intensity.
N
say as much as they can.

They are often used alone.
• Write the following question on the board: What do
I’m exhausted.
you like doing in your free time? Elicit some complete
Her communication skills were excellent.
©
responses.
• They can be used with non-grading adverbs such as
• Remind students that using a variety of tenses
absolutely, completely, utterly and totally.
and a wide range of vocabulary will create a good
impression on the examiner. We felt completely overwhelmed.

155
The modifiers really, fairly and pretty can be used with EXTENSION: Write these sentences on the board.
both gradable and non-gradable adjectives. Students find four mistakes and give reasons for their
We’re pretty pleased with our results. answers.
Your new house looks really fantastic. 1 The presentation was very brilliant. (brilliant is a non-
The word quite is usually used with gradable adjectives. gradable adjective and cannot be used with very)
When it is used with non-gradable adjectives, it means 2 The price of the course was absolutely expensive.
absolutely. However, this use is formal. (absolutely is used with non-gradable adjectives)
The weather was quite nice today. (= fairly nice) 3 It was a slightly fantastic discussion. (fantastic is a
I’m sure you’re quite wrong. (= very wrong) non-gradable adjective and cannot be used with
slightly)
1 4 At our first meeting, I was quite impressed by the
g
• Students read the description and do the exercise, then candidate. (correct)
check their answers in pairs. Get feedback. 5 His controversial opinion made me completely angry.
n
(completely is used with non-gradable adjectives)
EASIER: Do the first two words as a class. Ask What
ni
words come before ‘interesting’? (much more). So is ANSWERS
it gradable or non-gradable? (gradable) What about 1 small 4 terrified
ar
‘stunning’? (used with absolutely, non-gradable). 2 surprised 5 good
3 vast 6 invaluable
ANSWERS
Le
Gradable: interesting, good, successful so and such, too and enough
Non-gradable: stunning, magnificent, hilarious
GRAMMAR GUIDE: so and such, too and enough
2 so and such
ic
• Students complete the rules, then check their answers in
We use so and such to communicate emphasis. They
pairs.
• Get feedback. Explain that really is very common in are stronger than very. We use so with adjectives or
spoken English.
h adverbs, and such with nouns.
• We can use so + adjective or adverb, or with a
ap
TEACHING TIP: Use the grammar notes above to point determiner (much / many / few / little).
out that quite is most commonly used with gradable His answers were so well developed.
adjectives, but it can also be used with non-gradable There is so much time to do the project, we don’t
gr
adjectives. When it is used with non-gradable adjectives, need to start now.

it has a very different meaning (e.g. quite exceptional = • We can use such (+ adjective) + noun.
absolutely exceptional). He’s such a great person.
eo
• We can also use so and such with a that-clause to

ANSWERS describe the characteristics that led to a particular
result.
1 can 3 can’t
We were both so busy that we couldn’t meet up.
lG
2 can 4 can’t
We had such a nice time that we decided to go
3 again.
• Students complete the text, then compare their answers too and enough
in pairs.
na
• We use too + adjective / adverb or too + much /

• Get feedback. They say which adjectives they didn’t use.
many + noun to communicate excess, or the idea
that we have more of something than is necessary.
EASIER: Before the exercise, students discuss, in pairs,
The festival was too expensive.
io
which adjectives are gradable and which are non-

You’ve put too much sugar in my coffee.
gradable. They then do the exercise in pairs.
• We use adjective / adverb + enough or enough
at
FAST FINISHERS: Students write four personalised + noun to say that we have the right amount of
sentences using the gradable and non-gradable something. Not enough means that we have less
adjectives. than we need.
N
It’s warm enough to sit outside.

I don’t have enough time to come with you.
• Structures with too and enough are often followed by
©
to + infinitive.
I’m too tired to go out tonight.
We have enough petrol to last the journey.

156
4 Phrasal verbs with talk
• Students read the sentences and complete the rules,
then compare their answers in pairs. Get feedback. 2
EASIER: Choose students to read the sentences aloud. answers in pairs. Get feedback.
Ask what words are used after so and such (1 so + many;
2 such + adjective + noun; 3 so + adverb; 4 so + little). EXTENSION: In pairs, students discuss the meanings of
Students complete the rules in pairs. the phrasal verbs (1 to discuss something thoroughly;
2 to convince someone not to do something; 3 to reply
EXTENSION: Students write three or four sentences quickly and rudely; 4 to persuade; 5 to talk continuously
about one of the following topics. They should include at without allowing the other person to respond; 6 a
least one example each of so, such, too and enough. phrase used to introduce a new but connected topic of
g
• a presentation they’ve given or seen conversation).
• communicating with someone by message or email
n
• communicating with someone who speaks a different TEACHING TIP: When students learn new words,
language encourage them to write them in the infinitive. This will
ni
help keep their notes consistent.
ANSWERS
ar
a so c too ANSWERS
b such d enough 1 over 4 round
2 out 5 at
Le
5 3 back 6 of
• Students look at the photo and say what they think the
text is going to be about. Idioms
• They complete the text, then compare their answers in
3
ic
• In pairs, students do the exercise. Get feedback.
EXTENSION: For homework, students write about a
h
teacher they used to have or something they enjoyed at
school when they were younger. They should include so,
EXTENSION: Give students one minute to memorise
the idioms and their meanings. Then tell them to close
ap
such, too and enough. Students bring their text to the their books. In pairs, students write down as many
next lesson to share in small groups. idioms and their meanings as they can remember. The
first pair to write down all five correctly is the winner.
gr
ANSWERS
1 such 4 so 7 too ANSWERS
2 so 5 so 8 enough 1a 2b 3b 4a 5a
eo
3 such 6 so 9 such
4
Use your English
lG
page 145
Exam TIP
Collocations related to speech
Keeping a vocabulary notebook
1 • Remind students that before the exam, they should
na
• Students do the exercise, then check their answers in revise their notes and the vocabulary they have been
pairs. writing down throughout the course.
• Get feedback. Point out that you can also give a speech. • For the multiple-choice cloze task, students should
io
revise fixed expressions and patterns such as verbs

EXTENSION: Ask Have you ever:
followed by certain prepositions and verbs followed
• given a speech?
by an -ing form or an infinitive.
at
• conducted a debate?
• Remind students that in this type of task, all the
• given a presentation?
options are designed to be similar, but only one will
Students explain their answers.
be grammatically correct and make sense in the text.
N
ANSWERS • Students discuss their ideas in pairs.

1 deliver 4 have • Get feedback. Elicit any other suggestions (e.g. have
©
2 make 5 give a special page for collocations, one for phrasal verbs
3 conduct 6 hold and one for idioms; write words with the same word
form together; use colour coding or spider diagrams;
write example sentences). Ask Will you use any of these
suggestions to organise your own vocabulary notebook?

157
5 2
Exam TASK
Multiple-choice cloze Exam TIP
• Students skim the text to get a general idea of what it Achieving the best scores
is about, then complete the Exam Task. • Ask What do you think examiners are looking for
• They compare their answers in pairs. when they mark your writing? Get feedback. Students
• Get feedback. Check comprehension of the incorrect look at the Exam Tip box to check their ideas. Check
answers as well as the correct answers. understanding of the different categories by asking
questions, e.g. What are you being marked on in
EXTENSION 1: Ask Do you think you’d be a good ‘language’?
g
public speaker? Why? / Why not? • Content: this means how well students have
n
completed the task and whether they’ve done what
EXTENSION 2: In pairs, students discuss these they were asked to do.
ni
questions: • Communicative achievement: examiners will be
• In what situations do people make small talk? looking to see if students have used the appropriate
• When you have a problem, do you find it helpful to tone (e.g. a formal or informal register), if the writing
ar
talk it over with friends or family? is appropriate for the task and if students’ ideas are
• Have you had second thoughts about anything clearly expressed and hold the reader’s attention.
recently? If so, what was it? • Organisation: examiners mark students on their
Le
• Do you think you’re quite set in your ways, or are you ability to produce a logical, cohesive and well-
interested in trying new things? structured essay.
• Language: examiners look at the range of vocabulary,
ANSWERS the grammatical structures used, and the accuracy of
ic
1C 2A 3C 4D 5A 6D 7C 8C the language students use.
• Each of the four points are marked on a scale of 0–5,
with 0 being the lowest and 5 being the highest.
Writing pages 146–147 h • Students read the task and discuss the question in pairs.
ap
communication; giving examples and reasons; They should give marks out of five for each category.
achieving the best scores; writing a discursive essay • Get feedback. Ask them to give reasons for their scores.
SUGGESTED ANSWER
gr
Learning FOCUS
The essay does well on all four criteria, and would be
Giving examples and reasons likely to score 4 or 5 on each point.
eo
• Ask When you state a point of view in an essay, why

is it important to give examples? (to justify your 3
argument, to persuade the reader of your point, to • Students complete the text, then check their answers in
show there is evidence or you have experience to pairs.
lG
support your claim). • Get feedback. Students read the Useful Language for
• Remind students that their essay should be well other ways of introducing points and giving examples.
organised. They should start with an introduction,
FAST FINISHERS: Students underline each reason or
then develop their arguments in the subsequent
na
example given by the writer.

paragraphs. They should finish their essay with a
conclusion to summarise their points and give their EXTENSION: Ask Do you agree with the points stated in
own opinion. the text? Why? / Why not?
io
• Remind students to use a range of expressions to

give reasons and examples to avoid being repetitive.
ANSWERS
• It can be useful for students to make a note of the
at
reasons for their arguments in their plan before they 1 Having attended 4 Similarly
write their essay. 2 There is no doubt that 5 Another point
3 One important factor 6 On balance
N
1 4
• Students read the task and answer the questions. Get
Exam TASK
©
feedback.
Writing a discursive essay
EXTENSION: Ask Which two ideas would you include if
you were writing this essay? Why? • Students read the Exam Task then plan their essay.
Their plan should include the main topic for each
paragraph, including reasons and examples and
ANSWERS
words and phrases from the Useful Language.
1 Two • Students write their essay.
2 No; you can, but you should use your own words as • When they finish, students look at the Exam Tip again
much as possible. and check their essay.
3 Minimum 220, maximum 260

158
5 After you watch
they did. 3 6
• In pairs, students discuss their checklist, then make any • Students complete the summary, then compare their
necessary changes to their task. answers in pairs.
EXTENSION: Students exchange their essay with a answers. Get feedback.
using the Reflection Checklist. EXTENSION: Ask Are you interested in nature? What
aspects of nature are you interested in?
ANSWERS
Video
g
page 148
1 vacant 5 educating
Detroit’s urban beekeepers 2 transforming 6 conservation
n
3 remedies 7 nature
Useful vocabulary
ni
4 typical 8 leader
bankruptcy (n): when a person or business cannot pay your
ideas
ar
what they owe • In pairs, students discuss the question.
expose somebody to something (v): to introduce ideas • Get feedback. Ask What other animals or
or activities to somebody so they can learn more about things are important to conserve? Why?
Le
them
foreclosure (n): taking someone’s property because 6
they failed to pay the money back that they borrowed Detroit is a place of, like, innovators, creatives. It’s a
to buy it great place to come and start over again. I think it’s
ic
leadership (n): the position of being in charge of an definitely important for people who belong to that
organisation or country community to, kind of, help rebuild it.
non-profit (adj): describes an organisation that works to
help people rather than making money
h
pollinate (v): to transfer pollen from one flower to
During the crisis and during the foreclosure and
bankruptcy of Detroit, a lot of people lost their homes
ap
another so that they produce seeds and moved out. Unfortunately, within our area the city
pollinator (n): an insect or other animal that transfers is not building any new homes. By activating these
pollen from one flower to another vacant spaces and transforming them into urban farms,
gr
raw (adj): food which is not cooked or bee farms, we’re able to have vast amounts of fresh
vegetables that our bees and our pollinators can cross
pollinate to provide for the community.
Before you watch
eo
All my life I’ve been born and raised here, in the Motor
1 City. My grandmother would always create home
• Show the photo and elicit words to describe it. Ask Why remedies whenever me and my brother would get sick.
lG
are bees so important? So when I got sick in December, I went back to those
• In pairs, students complete the exercise. Get feedback. methods. I came across the power of local raw honey,
ANSWERS from a local store in Ferndale Michigan. When that
worked, it like … it clicked. Like, OK, let’s study more
1 75%
na
about this honey and its medicinal properties. Since

2 50,000
we started, it has been the year of the ‘yes’! When
3 25,000
opportunities come, we say ‘yes’, and it has helped us
4 one twelfth
get to this!
io
While you watch We’re definitely changing the typical stereotypes of

beekeeping, particularly here in America, you typically
2
at
6
don’t see too many beekeepers of colour. By my interest
• Play the video. Tell students not to answer the questions,
I’m gonna help inspire others that they can do the same
but just watch to get a general idea of the topic.
N
thing.
• Play the video again. Students complete the exercise,
then check their answers in pairs. Get feedback. It’s important to, um, expose our children to something
they … that I know they’re not familiar with. For one,
©
EASIER: Before watching for the second time, students we never know where it might take them. A lot of these
read the sentences and check any words they aren’t children have never even seen a honeycomb before,
sure of. and they have very little knowledge of bees, so it feels
great to educate them on the importance of honeybee
ANSWERS conservation.
1 lost
Growing up as a kid, it wasn’t cool to be into science,
2 urban farms
or to keep bees, or to be outside in nature, so we really
3 medicine
didn’t see a lot of those positive figures or people out
4 beekeepers of colour
there, so I think it’s important for someone like me to be
5 have never seen a honeycomb before
6 didn’t come across many positive role models

159
in a position of leadership, to inspire other people that
it’s cool to learn about science, it’s cool to give back to
your environment and your community.
Review page 160
ANSWERS: VOCABULARY
1
1 tone, impression
g
2 understanding, confrontation
3 settle, reconsider
n
4 articulate, inflexible
5 challenge, object
ni
2
1 making 4 conducting
ar
2 give 5 have
3 hold
Le
3
1d 4b
2a 5c
3e
ic
ANSWERS: GRAMMAR
4
1 by far 3 considerably h
ap
2 easily 4 slightly
5
1 many 4 nowhere
gr
2 just 5 very
3 absolutely 6 nearly
eo
6
1 so
2 enough
lG
3 such
4 enough
5 so
6 too
na
7 too
8 such
io
at
N
©

160
Workbook answer key
Unit 1 Exercise 3
1 lately 3 recently
READING 2 at the moment 4 currently
Exercise 1 Exercise 4
Because some of the wrong answers may seem to be 1 recently 4 for 7 still
correct the first time you read them. 2 already 5 always 8 yet
g
3 hardly ever 6 currently
Exercise 2
Exercise 5
n
1C 2A 3C 4A 5B 6D
1 are normally 6 shows
VOCABULARY
ni
2 ’ve/have been doing 7 are always smiling
Exercise 1 3 ’re/are studying 8 have been presenting
1 detected 4 identify 4 discussed 9 spoke
ar
2 sensed 5 perceived 5 means
3 interpreted USE YOUR ENGLISH
Le
1 overwhelmed 4 furious 1 caring 3 sensible 5 careless
2 eager 5 ecstatic 2 insensitive 4 doubtful 6 doubtfully
3 emotional
ic
Exercise 2
Exercise 3 1 on 5 to
1 unconventional 3 chatty 2 about 6 with
2 optimistic 4 moody
h 3 for
4 with
7 of
ap
GRAMMAR 1
1 leaves 4 looks 1 ✗ – it means you are well informed and prepared
gr
2 is always reminding 5 I’m meeting 2✓

3 are doing 6 feels 3 ✗ – it means they are really annoying or boring
4 ✗ – it means they are very rational and practical
eo
Exercise 2 5 ✗ – it means you’ve seen or heard this thing too

1 tastes 4 live many times
2 perceive 5 belongs 6 ✗ – it means you’re really happy about something
3 ’m/am trying 6 ’s/is always complaining
lG
Exercise 4
Exercise 3 That the word fits with the text around it and that it fits
1 ’ve/have never had 5 ’ve/have been working grammatically
2 ’ve/have always known 6 ’ve/have written
na
3 ’ve/have been having 7 have told Exercise 5

4 have been feeling 8 ’ve/have been trying 1A 2C 3C 4D 5B 6B 7C 8A
LISTENING WRITING
io
overall meaning 1I 2 N/F 3I 4 N/F 5 N/F
at
1B 2A 3E 4F 5H Possible answers: 2 So sorry to hear that … 4 Hope to
N
6 B 7 F 8 C 9 A 10 D hear from you soon. 5 You’re bound to enjoy it.
GRAMMAR 2 Exercise 3
©
3
Exercise 1
1 starts 4 leaves 7 I’m sending Exercise 4
2 until 5 after 8 already How about trying … , you could do worse than … , why
3 I’ve finished 6 have not give … a go?, If I were you, I’d ...
1 starts 3✓ 5 have paid Count the exact number of words
2✓ 4 gets 6 have left

161
Sample answer: 1 lasted 6 had been trying
Hello Nina 2 had lived 7 fell
Thanks for writing back to me. It’s great that things 3 had grown 8 has managed
are going well for you. I was sorry to hear about your 4 had/have ever seen 9 have continued
classmate though. If I were you, I’d try to do something 5 were 10 have found
about it as the longer this goes on, the worse it is for you.
LISTENING
I think you could do worse than talking to your classmate
directly and telling him how you feel about him being Exercise 1
moody so often. That way you could understand if Paraphrases and synonyms of the words and expressions
there’s anything going on that’s making him so moody. in the listening
g
Maybe he’s having a difficult time at home or just
particularly sensitive to what people say at certain times. Exercise 2
1 diving classes 5 19th/nineteenth century
n
By getting to know him better, you could offer some
support or the chance for him to talk to someone. I think 2 our past 6 firearms
ni
that would be the best way to deal with the situation, so 3 ruins 7 illegal operators
why not give it a go? 4 our ancestors 8 breathe correctly
If you think that’s going to be difficult though, how about
ar
GRAMMAR 2
trying to interpret your classmate’s moods? Maybe you
could learn to sense when he’s having a bad day and is Exercise 1
1 had been waiting 4 had you been living
Le
likely to be in a bad mood? That would help you avoid
saying certain things that could start an argument, for 2 was doing 5 had been worrying
example. 3 had been snowing 6 was living
Anyway, if I were you, I’d talk to some other classmates Exercise 2
about it to see if they’ve noticed the same thing. If you
ic
1 had been thinking 5 were attending
can’t get things to change, maybe you could ask the
2 had been working 6 had been fighting
teacher to move you next to somebody else for a bit.
3 had been living 7 were waiting
Keep in touch h
Don’t worry, I’m sure you’ll sort this out in no time at all.
4 were working 8 was hoping
ap
Alex Exercise 3
1 used to belong 5✓
2 used to have 6✓
UNIT 2
gr
3✓ 7✓
4 There never used to be 8 Did you use to like
READING
Exercise 4
eo
Exercise 1 1 used to love

Read everything again and find the sentence that exactly 2 would usually come/usually used to come
matches the text 3 was riding
lG
Exercise 2 4 had been raining

1 A 2 C 3 D 4 A 5 B 6 C 7 D 8 A 9 B 10 C 5 had been walking
6 would often find/often used to find/was often finding
VOCABULARY 7 was starting
na
Exercise 1 8 were standing

9 had been looking
1 empire 4 battlefield
10 was feeling
2 aristocrat 5 sword
io
3 warrior USE YOUR ENGLISH

at
1 rebellion 5 bow 1 At 3 matter 5 high/about

2 monument 6 demonstration 2 being 4 take 6 behind
3 contemporary 7 election
N
4 imperial 8 campaign
Exercise 2
1 descendant 6 exhibitors
Exercise 3 2 advisor 7 investigation
©
1 heritage 5 descendant 9 kingdom 3 advice 8 constructors

2 archives 6 labourers 10 revolution 4 investigators 9 sensor
3 ancestors 7 generations 11 ruling class 5 discovery 10 exhibition
4 related 8 aristocracy
Exercise 3
GRAMMAR 1 Think about what kind of word is needed
1 have just spoken 5 were 1 commonly 5 archaeologists
2 has decided 6 have indicated 2 impressive 6 monarchy
3 was 7 haven’t chosen 3 construction 7 Researchers
4 contacted 8 checked 4 historically 8 hidden

162
WRITING GRAMMAR 1
Sample answer: 1 will look 5 runs out
1 arrange a weekly language ‘brunch’ with invited 2 starts 6 Are you going to tell
speakers 3 is going to be 7 won’t
2 Practise the language and improve fluency by 4 will work 8 I’m going to visit
discussing a film in a relaxed way.
Exercise 2
Exercise 2 1 will have finished 4 will have arrested
Students’ own answers 2 ’ll/will be doing 5 ‘ll/will be seeing
Exercise 3 3 will be refurbishing 6 ‘ll/will have been living
g
Linking words and expressions: Nevertheless, On the Exercise 3
one hand, On the other hand, While
n
1 ’ll/will have been working
Exercise 4 2 will be helping
ni
Repeating the original ideas 3 ’ll/will have decorated
4 ’ll/will be starting
Exercise 5 5 will have come
ar
Sample answer: 6 will be moving
The student association has been organising events
LISTENING
throughout the year and we still have a small amount of
Le
the budget provided by the school to spend on an end- Exercise 1
of-year activity. There has been some discussion about Because this does not automatically mean the option is
what would be most appropriate and I would like to correct
share my opinions on these.
ic
One option would be to visit a local historical site. While Exercise 2
some students may see this as boring, it offers the 1C 2B 3C 4C 5A 6B
h
chance for students to learn something and to see first-
hand something they studied in class. This would help
GRAMMAR 2
ap
justify the expense to the school as well. Exercise 1
An alternative would be to organise a games and activity 1 bound 4 are to
day where students could take part in outdoor team 2 due to 5 on the point of
games. This would give students the chance to have a 3 on the verge of 6 bound to
gr
fun day together after the exam period and would be

Exercise 2
something to look forward to. Nevertheless, this would
involve quite a lot of organising, especially if we need to 1 are bound to have
eo
rent equipment and offer prizes. 2 is due to come out

Having considered both options, I personally feel that 3 is to speak/is due to speak
the trip to a historical site would be the better option. 4 was on the point/verge of leaving
lG
While a games day would probably be more enjoyable 5 was due to open
for students, we need to remember that the school 6 is bound to cause
student association was set up to offer after-school Exercise 3
educational and social activities, so it seems a good idea 1 will you be spending
na
to organise something linked to both these aspects. 2 ’ll/will be staying

3 ’ll/will be helping
UNIT 3 4 won’t have finished
io
5 ‘ll/will have done

READING 6 ’ll/will be taking
7 will you be looking
at
Exercise 1 8 ’ll/will have been studying

pronouns, determiners, linking words or time phrases
USE YOUR ENGLISH
N
Exercise 2
Exercise 1
1D 2G 3A 4B 5E 6C
1 close 4 house
©
VOCABULARY 2 from 5 make

3 house
Exercise 1
1 spacious 5 furnished 9 mortgage Exercise 2
2 ensuite 6 Tenants 10 maintaining 1 to 4 in 7 up
3 refurbished 7 repayments 2 up 5 away 8 down
4 exterior 8 let 3 off 6 on
1 foundations 4 floor 7 layout Grammatical words and vocabulary items
2 crane 5 loft 8 conservation
3 extension 6 décor

163
Exercise 4 VOCABULARY
1 since 4 bound/likely 7 with Exercise 1
2 most 5 on 8 capable
1 buckle 5 waterproof
3 by 6 put
2 lining 6 beads
WRITING 3 hood 7 plain
4 ribbon
Exercise 1
Suggested answers: Exercise 2
1 Introduction 1 catwalk 5 flowery
2 Description of host family and accommodation 2 zip 6 cuffs
3 Evaluation of host family and accommodation 3 heel 7 soles
g
4 Recommendations 4 collar
Exercise 3
n
Exercise 2
Students underline: I found the bus system a bit 1 refund 4 exchange 7 bid
ni
confusing and never knew if I had the right ticket; The 2 purchase 5 loyalty card 8 debit card
programmes were quite difficult to understand and there 3 price tag 6 browse
were no subtitles to help
ar
GRAMMAR 1
Who you are writing the report for 1 to invite 5 to be informed
Le
Exercise 4 2 being worn 6 was hearing
Sample answer: 3 had been sold 7 heard
Introduction 4 will be refunded
ic
I recently spent three days at Bellevue Hotel and the Exercise 2
main purpose of my report is to check whether the hotel 1 being shown how to repair
and its accommodation are up to the standards we 2 are checked
require.
Description of hotel
h 3 being made to wear
ap
4 is thought to be closing
Bellevue is a 3-star hotel located on the seafront. It is 5 must have been created
a family-run hotel and it has been in operation for over
30 years. It has 45 rooms on three floors and a suite on Exercise 3
gr
the top floor. The décor is a little dated and some of 1 are offered 4 should be made
the corridors are a little dark due to brown walls and red 2 must be sold 5 being advertised
carpets. 3 expect to be given
eo
Hotel reception and check-in LISTENING

I arrived on a Saturday morning and there were five
people in front of me waiting to check in. There was only Exercise 1
lG
one person on duty, so I had to wait over 15 minutes to The use of certain adjectives
check in. The person I spoke to on reception was friendly
and politely answered all my questions about my stay. Exercise 2
Rooms 1C 2C 3B 4A 5D 6A
na
I inspected several rooms and found them all to be bright GRAMMAR 2

and spacious. My room had a terrace overlooking an
internal garden. The main problem with my room was that Exercise 1
I could hear people walking in the corridor and this woke 1I 2P 3P 4I 5I 6P
io
me up at times. The décor of the room is similar to the Exercise 2

general condition of the hotel and appears a little dated.
1 I got my brother to help me with the exercises.
at
Recommendations
2 I’m having the heels repaired on my favourite boots.
Taking the above factors into account, the hotel is
3 Have you got someone to replace the zip yet?
currently not up to the standard of the other hotels we
4✓
N
work with. However, the location is excellent and if the

5 Can’t you have someone buy it for you?
owners are willing to carry out some refurbishments, we
6 They’re having an expert check the real value.
should consider this hotel as an option for next season.
©
Exercise 3
1 I have had my new earphones stolen.
UNIT 4 2 She is going to get a new dress made.
3 I got my brother to drive us to the station.
READING
4 I got a friend to design this poster for me.
Exercise 1 5 You should have a specialist check your eyesight
Because they may be expressing different opinions every few years.
Exercise 2
1B 2C 3D 4A

164
USE YOUR ENGLISH
UNIT 5
Exercise 1
READING
1 hat 4 belt 7 glove
2 socks 5 sleeves 8 shirt Exercise 1
3 pocket 6 boots Because some of the answers may be true but not
Exercise 2 answer the specific question
1 buying 4 measure 7 conscious Exercise 2
2 service 5 trend 8 shopping 1C 2D 3C 4B 5A 6D
3 margin 6 made
VOCABULARY
Exercise 3
g
1d 2f 3c 4a 5b 6e Exercise 1
1 release 4 analysis 7 review
n
Exercise 4
2 news 5 source 8 conference
That you have the right tense and all the original content 3 affairs 6 interest
ni
1 fits you like a glove 4 are still in fashion
ar
1 call in 4 contribute 7 subscribers
2 are thought to last 5 is believed (that)
2 journalism 5 panel 8 trustworthy
3 will be assumed (that) 6 being bought
3 broadcast 6 circulation
Le
WRITING
Exercise 3
Exercise 1 1 constitution 5 dictator
Students’ own answers 2 Activists 6 propaganda
3 referendum 7 policy, manifesto
ic
Exercise 2 4 opposition 8 electorate
Sample answers: for: convenient; against: return by post
GRAMMAR 1
Exercise 3
A and C h Exercise 1
ap
1 (that) he had worked for the news channel for over
Exercise 4 twenty years
Check for mistakes and that your essay makes sense and 2 the new manifesto would be out the following month
is well-organised
gr
3 (that) the number of subscribers to their current affairs

Exercise 5 magazine had gone up the year before
Sample answer: 4 they hadn’t been expecting that kind of reaction
eo
Nowadays, it is impossible to avoid images and adverts 5 they would discuss the referendum in the next/
for expensive designer clothes. These may put a lot of following call-in programme
pressure on people, especially the young, to conform. 6 they would discuss the need for an in-depth review
However, it is also true that these images may give them the following day
lG
useful ideas on how to look good and ultimately feel Exercise 2

more self-confident.
1 told me to leave early as there would be lots of traffic
One clear and obvious disadvantage of showing perfect
people wearing expensive clothes is that they may 2 told Luke to make sure the journalist was trustworthy
na
make people feel unhappy and dissatisfied with the way before he did the interview
they look and the clothes they have. Surveys show that 3 asked who was going to be on the panel that evening
86% of young people experience similar feelings. An 4 asked if anyone had actually read their manifesto
5 asked if anything interesting had happened at the
io
additional drawback is that parents may feel pressure to

buy their children clothes they cannot afford. This may news conference the day before
lead to arguments over what clothes they should be 6 told her friend not to waste his/her vote on the
at
buying, something three quarters of teenagers report as small parties

being a problem. LISTENING
While it is true that showing expensive brands and
N
designer clothes can create feelings of dissatisfaction, Exercise 1

it can also be argued that images of fashion can help Whether or not they are there as distractors
young people look better by giving them positive
©
ideas on how to dress well and look good. One clear Exercise 2
advantage is that buying nice clothes helps a person feel 1 interesting developments
confident in social situations and this may be particularly 2 internet
beneficial for some. 3 (busy) working weekend
Regardless of these advantages, it remains true that 4 soft
young people are very strongly influenced by media 5 strong criticism
images. Presenting clothes that are out of their reach 6 guarantees
will probably make them feel insecure about themselves. 7 job prospects
It would be far better to oblige advertisers to show 8 engineering expert
realistic images of people wearing clothes they can
genuinely afford.

165
GRAMMAR 2 large number of people they find at voting stations,
which could mean a long wait. Regarding this issue, a
Exercise 1
solution may be to introduce voting by mobile phone
1 suggest 5 remind via a special app. Not only would this be of immediate
2 promise 6 blame for benefit, but it would also take advantage of technology
3 advise 7 admit sb to that young people are used to managing.
4 explain Another important point to consider is that young
Exercise 2 people often mention that they are unclear about what
1 demanded 5 warned 9 if different candidates are proposing. Similarly, they report
2 against 6 mentioned 10 making that political parties make little effort to involve them
3 refused 7 whether in discussing and creating their policies. This could
be helped by organising more small-scale meetings
g
4 admitted 8 increasing
between young people and candidates so they can have
Exercise 3
n
an open exchange of views on what the most important
1 1 warned against publishing 2 insisted on checking questions are.
ni
3 suggested doing On balance, I think the easiest and most direct way
2 4 encouraged me to apply 5 advised me to send to increase the number of young people voting is to
6 reminded me that make the whole process easier. While more exchanges
ar
3 7 wondered if/whether 8 promised to send 9 refusing with candidates are useful as a long-term solution, the
to comment introduction of fast and convenient voting apps would
4 10 admitted giving 11 apologised for causing bring about immediate benefits and get more young
Le
12 denied taking/receiving people involved.
USE YOUR ENGLISH
Exercise 1 UNIT 6
ic
1 welcome news 4 breaking news
READING
2 that’s news to me 5 old news
3 break the bad news
Exercise 2
h
6 spread the news Exercise 1
To make sure it fits logically in the text
ap
1 have 3 for 5 across Exercise 2
2 sense 4 up 6 up 1C 2A 3F 4G 5B 6D
gr
1 in the end/eventually 3 At last
Exercise 1
2 eventually 4 Lastly
eo
1 luxurious 4 villa
Exercise 4 2 bed and breakfast 5 outings
1B 2C 3D 4C 5B 6A 7D 8B 3 Full board 6 touristy
lG
WRITING Exercise 2
Exercise 1 1 holiday rep 4 homestay 7 honeymoon
2 rate 5 sun cream 8 guest house
Student’s own answers
3 vacancy 6 porter
na
Exercise 2
Exercise 3
She’s discussing point 3 (Most of the topic/news stories
1 inn 5 itinerary
are aimed at adults).
2 availability 6 sunblock
io
Exercise 3 3 tariff 7 sunburn

Sample answer: by paraphrasing: young people find 4 upgrade
at
many of the issues are irrelevant to them GRAMMAR 1

Linking words: Moreover, In addition to this
Exercise 1
Exercise 4
N
1 to travel 3 receiving 5 arranging

That it needs to be clear and easy to understand 2 spending 4 to look 6 have
Exercise 5
©
Exercise 2
Sample answer: 1 us to do 3 to take 5 setting off
There has been much discussion recently regarding 2 check 4 thinking 6 staying
the fact that there are lower numbers of young people
voting in important national elections or referendums Exercise 3
and this apparent lack of interest seems to be a growing 1 spending 4 checking in 7 to visit
problem. 2 to find 5 to be 8 decide
One key reason given is that young people do not find 3 getting 6 sitting
it convenient to vote as the opening times for voting
stations may not match their school or work schedules.
Furthermore, they are not encouraged to vote by the

166
LISTENING Exercise 3
Exercise 1 Sample answer: Most of the hotels are located on the
seafront and access may be difficult at certain times and
Think of synonyms or different ways of expressing the
in busy periods. They are small family-run hotels and
same concept
some may find them a little too basic in terms of facilities
Exercise 2 since the local 3-star definition does not correspond to
1F 2C 3E 4D 5H our own. The self-catering apartments have very few
6C 7F 8 E 9 A 10 G kitchen utensils and no sheets or towels were provided
in several. Some owners were unable to speak any
GRAMMAR 2 language other than their own and this could cause
Exercise 1 problems for some of our clients.
g
1 to inform 5 packing Exercise 4
2 to call 6 to stay/staying Highlight the main points to include in your report
n
3 asking 7 going
4 to take 8 to fly/flying Exercise 5
ni
Sample answer:
Exercise 2
Following the introduction of the new scheme to reduce
1 waiting 3 talking 5 raining
ar
the number of cars in the town centre, I have been asked
2 happen 4 go 6 speaking to assess the effects of the scheme and suggest future
Exercise 3 improvements.
Le
1 getting 3 phoning 5 saying The scheme
2 to accept 4 enjoying 6 to arrive Bike rental is available at the following points:
- Seafront – 20 bikes
Exercise 4 - Main square – 50 bikes
ic
1f 2e 3d 4c 5a 6b - External car parks – 30 bikes
The Shuttle bus runs every fifteen minutes from:
Exercise 5
- the ten largest hotels
1 to accompany
2 saying
6 going
7 getting h - designated points around the town.
The App is free to download and available in four
ap
3 arguing 8 to get different languages.
4 to hear 9 treating Tourist feedback
5 serving 10 to change Most visitors indicated that they found the scheme
gr
USE YOUR ENGLISH well-organised and useful as it gave them several

alternatives to taking the car into the centre. Several of
Exercise 1 the participants expressed dissatisfaction, however, that
eo
1 settle in 3 call off 5 fit in with there were too few bikes available and others mentioned
2 hold up 4 lead to 6 line up that they were unable to board the shuttle bus due to
Exercise 2 overcrowding. One negative point about the App was
that it showed available parking spaces but did not
lG
1 smooth sailing 4 get itchy feet

provide directions as to the exact location of these.
2 driving me up the wall 5 in the same boat
Improvements
3 off the beaten track 6 go the extra mile
There is a clear need to increase the availability of
Exercise 3
na
alternatives to personal car transport in the busy

Just one summer periods.
Suggestions
Exercise 4 - double the number of bikes available and install new
io
1 beaten 5 mean/involve rental points

2 up 6 looking/searching - arrange more shuttle buses at critical times, such as
3 boat/situation 7 such mid-morning and in the early evening when demand
at
4 lead 8 let is high

WRITING Finally, the App is useful for visitors but needs to be
N
integrated with an interactive map so people can find

Exercise 1 the available parking spots easily.
Sample answer: Paragraph B uses shorter sentences and
©
makes the report layout clearer. Paragraph A includes

some unnecessary detail, for example about the beauty UNIT 7
of the place, and is repetitive: about the places I visited,
in several of the places I visited READING
Suggested answers: Because you need to know whether you are looking for a
1 mainly on the seafront, difficult to reach with luggage similar or opposite opinion to the one given
2 different to our own
Exercise 2
3 sheets or towels provided, do not speak
other languages 1B 2C 3C 4D

167
VOCABULARY USE YOUR ENGLISH
1 masterpiece 4 spotlight 1 role 4 reviews 7 reality
2 an award-winning 5 soundtrack 2 imagination 5 feature 8 emotion
3 playwright 3 expectations 6 knowledge
1 backdrop 4 sequel 7 sci-fi 1 tension 4 animation 7 leading
2 opening night 5 interval 8 climax 2 criticism 5 sensational 8 dramatic
3 adaptation 6 release 3 supporting 6 theatrical
g
1 autobiography 5 illustrations 1 excitement 4 dramatic 7 reality
2 novelist 6 anecdotes
n
2 acting 5 rehearsal 8 unlikely
3 folk tales 7 hilarious 3 tension 6 adaptation
ni
4 moving
WRITING
GRAMMAR 1
Exercise 1
ar
Exercise 1 the introduction is missing; A Recommendation
1 Yes, it did win the prize. B Overview C Personal opinion
2 No, actually I did enjoy it.
Le
3 I do eat it when nothing else is open. Exercise 2
4 Actually, they did appear together briefly towards Opinion: I was particularly impressed by, I found it both
the end. moving and sincere
5 No, but she did say one or two of the scenes are very Recommending: if you enjoy theatre and seeing all the
ic
similar to what really happened. issues involved in creating it, then No Child… is perfect
6 No, but I do remember the director’s name. for you; I would recommend it to anyone
Exercise 2
h
1 it got to the halfway stage did I start enjoying the film
Exercise 3
Suggested answer: B is more personalised and
ap
2 it won an award at the festival did the film become immediately attracts the reader’s interest more than A.
a success
Exercise 4
3 do films deal with such a controversial topic
gr
To know which style you should use

4 have we had so many people queueing to see a film
5 had the play started than people started looking at Exercise 5
their phones The Cousins is the latest novel by Karen M. McManus
eo
6 did this affect her performance and follows three cousins, Milly, Aubrey and Jonah, as
LISTENING they spend the summer on the island where their rich,
elderly grandmother lives. The same grandmother who
lG
Exercise 1 sent their parents away years before and told them never
That the information you hear may be in a different order to come back.
to the questions. The back story is the key to this novel. Why exactly did
Exercise 2 the grandmother cut all links with her family after telling
na
them ‘You know what you did’. This element of mystery

1C 2B 3C 4A 5A 6B
and several plot twists keep the reader engaged until
GRAMMAR 2 the very end. The book touches on the complicated
relationships and secrets that can lie behind any family.
io
Exercise 1
The story is told alternately from the three teenagers’
1 really shocked me was the poor quality of the point of view, giving us some insight into their thoughts
camera work
at
as well as their fears and insecurities.

2 was the final scene that moved me the most What stood out for me was the different personalities of
3 amazed me was the passion of the leading actors the cousins and the relationship between them. Aubrey
N
4 surprises me the most is that the director agreed to was my favourite, but Jonah also fascinated me with all
do the film his secrets. I also really enjoyed the seaside location and
5 I’d love to watch is the original version of this film the idea of summer freedom, whilst not forgetting the
©
Exercise 2 dark side of the family that threatens to surface at any

1 is quite long, isn’t it? minute.
2 ’re/are going to see the film at the weekend, aren’t we? Overall, The Cousins is an exciting novel that will
3 ’ve/have bought the tickets for the opening night of surprise you in several ways. I would recommend this
the film, haven’t you? to any young reader who is looking for a mystery book
4 won’t be in the original language, will it? that keeps you guessing but is also not too complicated.
5 didn’t enjoy filming the outdoor scenes, did they? Existing fans of Karen M. McManus will definitely not
be disappointed by a carefully planned story, believable
Exercise 3 characters and a perfect pace throughout the book.
1 Yes, they are 3 Yes, there is
2 No, he couldn’t 4 No, she wasn’t

168
UNIT 8 USE YOUR ENGLISH
Exercise 1
READING 1 chances are
Exercise 1 2 strong probability
Highlighting the relevant part 3 believe it when I see it
4 good chance that
Exercise 2 5 wouldn’t bet on it
1C 2B 3D 4B 5A 6B
Exercise 2
VOCABULARY 1c 2d 3e 4a 5b
g
1 stitches 5 faint 1 stitches
2 food poisoning 6 itchy
n
2 build up
3 hay fever 7 rash 3 diagnosed
ni
4 swell 8 allergy 4 discharged
Exercise 2 5 sustained, twisted
6 contracted
ar
1 toned 6 catching
2 unfit 7 shiver Exercise 4
3 severe 8 contagious Check that both the grammar and the meaning are
Le
4 heal 9 mild correct
5 acute 10 scratch
Exercise 5
Exercise 3 1 didn’t need to go
1 trauma 4 pandemic 2 can’t have been
ic
2 agony 5 fracture 3 might be
3 vaccine 6 clinic 4 (will) take effect
GRAMMAR 1
h 5 wouldn’t bet on it
6 took issue with
ap
Exercise 1
WRITING
1 was able to 5 being able to
2 be able to 6 succeeded in Exercise 1
gr
3 couldn’t 7 managed to 1A 2B 3A 4B 5B
4 was able to 8 could
Exercise 2
Exercise 2
eo
2 and 3: introduction; 1 and 5: outline the current

1 don’t have to 4 not allowed to situation; 4: desired outcome
2 supposed to 5 mustn’t
3 should Exercise 3
lG
Sample answer: I recommend that we introduce a mobile

Exercise 3 clinic that visits the main square on several pre-arranged
1 must 5 may days. It would be beneficial for local people to receive
2 might 6 might basic treatment or advice without the need to travel.
na
3 can’t 6 could Moreover, it would be advisable to arrange special

4 must minibus transport for the same people. A telephone or
LISTENING email system needs to be introduced to easily book this.
io
The speaker may be referring to something different By maximising the benefits of your proposals
at
from the option. Exercise 5

Exercise 2 Sample answer:
Introduction
N
1C 2B 3D 4A 5B 6D
The aim of this proposal is to examine how we can
GRAMMAR 2 successfully use the available budget to improve
©
Exercise 1 students’ wellbeing.

Current situation and why it needs to change
1 could have gone 4 shouldn’t have gone
There are currently very few facilities that students can
2 didn’t need to call 5 ought to have stayed
use at the college to relax and socialise with other
3 needn’t have taken 6 would have come round
students and most go straight home after lessons as
Exercise 2 there is nowhere comfortable for them to meet up. In
1 must have lived 4 must have got addition, students feel they could be given more support
2 must have made 5 can’t have been when they are having difficulties with their studies and
3 might have broken 6 must have forgotten that it would be useful to speak with other students in a
similar situation.

169
Suggestions and recommendations LISTENING
We believe that a comfortable open space needs to be
Exercise 1
created for students to have the opportunity to chat to
other students. The funds available should therefore Predict what word might be needed
be used to create this common area, complete with Exercise 2
the purchase of games such as table football and table 1 new headquarters 5 cleverer
tennis to create a relaxed environment. There are several 2 Online theft 6 online sellers
storage rooms that could easily be converted for this 3 large organisations 7 their instincts
purpose. In addition, it would be useful to invite experts 4 into the trap 8 victims of cybercrime
to give students advice on improving their study skills
and openly discuss any difficulties they are having. This GRAMMAR 2
could be extended to creating study groups among
g
Exercise 1
students, using the new common area, where people
1b 2a 3d 4f 5e 6c
n
can exchange experiences and give each other support.
Any important points that seem to be affecting a number Exercise 2
ni
of students could then be referred to the college 1 unless 4 otherwise
authorities. 2 provided that 5 I wish
3 it looks as if 6 Supposing
ar
UNIT 9 Exercise 3
1 I wish we hadn’t decided to go.
Le
READING 2 Supposing we tried calling/to call them?
Exercise 1 3 It looks as if we’re going to win.
4 Unless you get home early, we won’t be able to go to
Come back and try to answer it later
the cinema.
ic
Exercise 2 5 Your test will be fine provided that you check
1 D 2 A 3 D 4 C 5 B 6 C 7 A 8 B 9 D 10 B everything before handing it in.
VOCABULARY
h Exercise 4
1 Had you listened to me, you wouldn’t have
ap
Exercise 1
downloaded the wrong files.
1 export, format 3 navigate 2 Should you get lost, you can use the maps app to
2 drop-down menu 4 select help you.
gr
Exercise 2 3 I wouldn’t know how to manage were someone to

1 swipe 4 hacked take my smartphone away from me.
2 refresh 5 scroll 4 Had we not shared our files online, everything would
eo
3 cut and paste 6 uninstall have taken much longer.

5 Had you known about the risks, would you have gone
Exercise 3 ahead anyway?
1 spreadsheet 4 compatible 6 Were your computer to crash, would you know how to
lG
2 RAM 5 screenshot fix it?

3 USB 6 read-only
Exercise 5
GRAMMAR 1 1 We won’t go ahead with the booking unless we don’t
na
Exercise 1 get confirmation from you.

2 Had they not saved everything on a USB, they would
1 read
have lost all their files during the computer hack.
2 knew
io
3 Had it not been for you, we wouldn’t be in

3 keep
this situation.
4 ’d /would have downloaded
4✓
at
5 wouldn’t have managed

5 I wish you hadn’t exported all my files. I can’t find
6 ’ll/will find
them now.
7 ‘d/would be able
N
USE YOUR ENGLISH

Exercise 2
1 zero 5 third Exercise 1
©
2 second 6 first 1 your cool 4 track of

3 zero 7 second 2 an eye out for 5 your word
4 third 3 a low profile
1 ’d/would be arriving 4 wouldn’t need 1 edge 4 machine
2 wouldn’t have occurred 5 ‘d/had bought 2 science 5 years
3 ‘d/would have checked 6 ‘d/would be travelling 3 wavelength

170
Exercise 3 So, responsibility lies on both sides when it comes to
1 of 4✓ preventing students from copying from the internet.
2 with 5 at Online resources are useful, so the key lies in more
3 on awareness of the problem among students and greater
use of available technology by teachers to limit the
Exercise 4 opportunities.
1 experimental 5 chemical
2 privacy 6 security
3 mechanical 7 energetic UNIT 10
4 electronics 8 autonomous
READING
Exercise 5
g
1 access 5 edge Exercise 1
2 used 6 at To get the main idea of an article to see if we want to
n
3 that/which 7 up continue reading it
4 kept 8 track/control
ni
Exercise 2
WRITING 1D 2D 3A 4C
ar
No, but you need to use at least one piece Exercise 1
Exercise 2
Le
1 finance 6 invoices
Students should tick sentences 1, 4 and 5. (In sentence 2 2 agency 7 sick leave
the language is informal and appropriate, but the 3 an administrator 8 recruitment
information is different to the source (just over vs well 4 suppliers 9 human resources
over). Sentence 3 does not indicate the source and the 5 personnel 10 vacancy
ic
language is too similar to the original sentence.) Exercise 2
Exercise 3 1 minimum wage 5 hectic
h
1 Formal 2 Informal 3 Informal 4 Informal 5 Informal 2 placement 6 supervisor
ap
(quote formal) 3 résumé 7 bonus
4 intern 8 tedious
Exercise 4
To include the source and to make sure the quote fits GRAMMAR 1
gr
well in your article Exercise 1

Exercise 5 1 who 4 which 7–
2– 5 where 8 where
eo
Sample answer:
The amount of information available online has taken 3 who 6 who
off in the last twenty years and will continue to increase. Exercise 2
Whilst having lots of information available at your
lG
1 I: The person (who) I spoke to was the human

fingertips is great, it’s not hard to imagine that this could resources manager. F: The person to whom I spoke
be used in the wrong way by students when they have was the human resources manager.
to write essays or do projects, and recent surveys show a 2 I: The design agency (which) I sent my résumé to
majority do so.
na
works for several large companies. F: The design

As the teacher suggests, there is great temptation to agency to which I sent my résumé works for several
copy and paste a few lines from someone else while large companies.
writing a paper. This isn’t in anyone’s interest, as the 3 I: The finance company (which) my cousin works for is
io
whole point of writing an essay or a project report is more than 100 years old. F: The finance company for
to come up with your own ideas and express your own which my cousin works is more than 100 years old.
thoughts in your own words. The statistic that almost
at
4 I: The job (which) she applied for was in marketing.

sixty per cent of students present work that is not their F: The job for which she applied was in marketing.
own is really depressing. 5 I: The interview which I prepared for went well.
N
What can be done about this? I believe there are two F: The interview for which I prepared went well.
ways to overcome the problem. Firstly, students need
to be made aware of the problem of just copying other LISTENING
©
people’s words and how this goes against the principles Exercise 1
of academic writing. Teachers should spend lesson time
To check at the end if you have already matched one of
explaining what they expect of students and getting
these options to another speaker.
students to recognise what is acceptable and what is not.
The second thing is to keep a closer eye on students’ Exercise 2
work for copying and pasting. Students are often quicker 1D 2F 3G 4H 5A
to use new technology, so it’s clearly up to teachers to 6 C 7 E 8 H 9 B 10 F
keep up to date. Research indicating that only one tenth
of teachers use any kind of automatic software to check
whether students’ work is their own is pretty amazing
and suggests they need to do more.

171
Exercise 1 Give an example to show evidence of the skill
1 Being late for the interview Exercise 5
2 disappointing her parents and friends Dear Sir or Madam
3 Not knowing which job to choose I am writing in response to the announcement on your
4 Glancing at my watch website regarding a person to make the documentary
5 Not having much time about young people and work.
6 not expecting what would happen next I am a 20-year-old Argentinian student living in Buenos
Exercise 2 Aires and I would really like to be involved in this project.
Not only am I good at organising, but I also have
1 Having read the report
relevant experience in interviewing people.
g
2 Presented well
I volunteer at an acting school for teenagers. In my
3 Founded in the 1970s
role there, I am responsible for booking the hall
n
4 Done correctly
that we use every week and for letting the group
5 Having visited the production area
ni
know who is needed where and at what time for the
Exercise 3 weekly rehearsals.
1 Having been warned 4✓ When I was at school, I also took several extra-curricular
ar
2 Not knowing 5 Being classes in cinema and theatre making. This has enabled
3 knocking 6 Having done me to develop my knowledge of creating and editing
short films.
Le
Exercise 4 I have very good communication skills, thanks also to my
1 Being chosen experience working as a reporter on our college radio
2 Started station, which is run by a group of students. As part of a
3 Having been introduced busy operation, I often contact people and do interviews
ic
4 checking with them. Most recently, I made a podcast about the
5 Being place of traditional arts and crafts in modern society.
6 having noticed For these reasons, I really believe that I would be the right
USE YOUR ENGLISH h person for this exciting project. I hope you will consider
ap
my application and I look forward to hearing from you.
Exercise 1 Victor Flores
1 progress 3 light 5 up
2 way 4 donkey 6 dirty
UNIT 11
gr
Exercise 2
1 used to 4 involved in READING
eo
2 incapable of 5 eligible for

3 derived from 6 presented with
Exercise 1
Synonyms, linking words and understanding the
Exercise 3 general structure
lG
1 growing 4 products
2 reliable 5 reliance
Exercise 2
3 increasingly 6 productive 1C 2F 3A 4G 5B 6D
VOCABULARY
na
Exercise 4
Usually, yes, but on some words you may need to use Exercise 1
both 1 demolished 4 run-down 7 preserve
io
Exercise 5 2 car-free zone 5 landmark 8 municipal

3 neglected 6 restoring
1 creativity 5 unbelievable
2 growing 6 successfully Exercise 2
at
3 uncompetitive 7 specialists 1 conservation area 5 landmark

4 reliance 8 recruitment/recruiting 2 congestion 6 isolated
N
WRITING 3 vibrant 7 densely-populated

4 landfill 8 chain stores
Exercise 1
©
Paragraph B has the right level of formality and clearly

Exercise 3
explains what the email is about. 1 built up 4 high-rise
2 sprawling 5 developed
Exercise 2 3 ruined
Ending A has the right level of language and confirms
GRAMMAR 1
the request for a refund.
Exercise 1
Exercise 3
1I 2I 3I 4S 5I 6S
Sample answers: 1 later than expected 2 really poor
3 I consider this completely unacceptable 4 I would be Exercise 2
grateful if you could refund my money 1T 2I 3T 4T 5I 6T

172
1 A or B 2B 3 B 4 A or B 5 A or B 6B Sample answer: One place that I really love to visit is the
food district. It is full of really unusual buildings, stunning
Exercise 4
architecture and a mix of incredibly diverse shops and
1 broke into 4 lead to people. I absolutely love walking there on warm summer
2 look up 5 sort out evenings and being able to eat utterly mouth-watering
3 fill in 6 depends on street food. It is also great to listen to relaxing street
LISTENING music and visit some completely amazing restaurants.
I think people come here to enjoy the incredibly
Exercise 1 peaceful and friendly atmosphere.
Whether it is part of a double negative construction
Exercise 4
g
Exercise 2 To organise these into well-formed paragraphs
1A 2C 3B 4C 5B 6C
n
Exercise 5
GRAMMAR 2 Sample answer:
ni
Exercise 1 There is an area in my town called the old market, which
1 Despite 3 Because of 5 Although was once a vibrant indoor food and vegetable market
ar
2 because 4 since 6 because of up until about thirty years ago. Although it is really
run down and rather isolated now, I still feel it has the
Exercise 2 potential to become a popular local meeting place.
Le
1 despite 4 In spite of The market building is a fine example of 18th century
2 Although 5 because of architecture with an absolutely stunning main hall and
3 due to the fact that two upper floors. It is full of charming iron railings and
has a massive glass roof. Unfortunately, the arrival of
Exercise 3
ic
retail parks and other large shops meant that fewer and
1 Nevertheless 4 Therefore fewer people were prepared to make the journey on foot
2 due to 5 Similarly or by bike to the market as they had done in the past.
3 Furthermore
USE YOUR ENGLISH
h Not only did the owners close it down, but they then
refused to properly maintain the building, which they
ap
were supposed to do as it is a protected building.
Exercise 1 It is utterly depressing to see such a fine place reduced
1 man 3 go to 5 the streets to such a shabby state. However, I still go there at the
gr
2 middle of 4 right up 6 on the weekends as I love the wonderfully peaceful surrounding

Exercise 2 area too. My proposal to the council would be to take it
over and to completely restore the building to its former
1 pull down
eo
glory. It is the perfect site for a family entertainment

2 do away with
centre, which is currently missing in our town. They could
3 put someone up
set up some small shops and cafés as well as providing
4 came up/has come up
free play facilities for children. The result would be a
lG
5 stands for
welcome meeting space for families when the weather is
6 comes off
bad, especially during the winter.
Exercise 3
na
1 town planning
2 inner city UNIT 12
3 urban renewal
READING
4 centrally located
io
5 housing developments Exercise 1

Exercise 4 Because, despite the antonym, the meaning might be
at
the same
1 put you up 4 on account of
2 right up your street 5 go to town Exercise 2
N
3 to sort (out) 6 Due to the fact (that) 1B 2C 3A 4D 5E 6D 7A 8B 9E 10 C

WRITING VOCABULARY
©
1 totally good 3 completely funny 1 controversial 6 non-verbal
2 utterly nice 4 totally ill 2 impression 7 articulate
Exercise 2 3 an expectation 8 conveying
4 conventions 9 understanding
Sample answers: good – absolutely amazing; nice –
5 tone 10 gestures
incredibly nice; lovely – absolutely lovely; interesting –
absolutely fascinating; strange – really weird; quite good
– totally stunning

173
1 open-minded 6 relent Alphabetically, by topic or type of word
2 challenge 7 consensus
Exercise 5
3 hostile 8 inflexible
4 object 9 contradict 1B 2C 3B 4B 5D 6A 7A 8C
5 concede 10 confrontation, settle WRITING
Exercise 1 1 The main reason for this is
1 by far 4 by a long way 2 such as
2 considerably 5 by far 3 Take
4 for instance
g
3 significantly 6 slightly
n
1 is considerably easier/less difficult face-to-face meetings;
Supporting opinions: easier to look at documents
ni
2 by far the most flexible
3 a little better whilst sitting around a table together, easier to resolve
4 way longer than problems quickly
ar
5 is far less enjoyable than Exercise 3
Exercise 3 To make sure you include only relevant information
Le
1 This is nothing like as difficult as communicating Exercise 4
through gestures only. Sample answer:
2 She’s not nearly as expressive as her younger sister. Living with a host family can be a wonderful experience
3✓ both from a language and a cultural point of view.
ic
4 It’s just as straightforward as it has always been. However, there are also plenty of opportunities for
5 This year’s exhibition is nowhere near as varied as misunderstandings to occur, especially as the guest is
last year’s.
LISTENING h probably on their first experience abroad.
One important factor to bear in mind is that
ap
misunderstanding may be based on simple daily habits
Exercise 1 and it is inevitable there will be some small problems
Read the question carefully and understand its focus during a student’s stay. The most important thing is for a
student to notice what the other members of the family
gr
Exercise 2
do or don’t do, for example at meal times. Similarly, it
1B 2C 3D 4A 5B 6C
would be a good idea to talk with the hosts about what
GRAMMAR 2 they expect by asking, for example, ‘I noticed you were
eo
a little surprised when I got up from the dinner table

Exercise 1
the other evening. Was that something unusual?’ This
1 very 3 utterly 5 absolutely will help both sides appreciate each other’s habits and
lG
2 absolutely 4 very 6 very routines better.

Exercise 2 Secondly, appearing open and willing to chat can help
1 surprised 5 normal avoid giving the impression of being unfriendly or
2 invaluable 6 useful uninterested. Students shouldn’t worry about making
na
3 astonished 7 rude mistakes but rather be ready to talk about themselves

4 amazing and their home country. Both sides should then try to
find other topics that are fun and interesting to talk
Exercise 3
io
about and this will greatly help improve the student’s

1 so 5 such language skills.
2 such 6 enough On balance, I feel that creating a relaxed atmosphere
at
3 too 7 enough where the host family and student can exchange
4 too ideas freely is the biggest potential benefit from these
experiences, while misunderstandings over habits and
N
USE YOUR ENGLISH

rules of the house can be easily cleared up through
Exercise 1 open dialogue.
1 delivered 3 had 5 hold
©
2 make 4 conduct 6 given

Exercise 2
1 over/through 4 of/about
2 out 5 back
3 into 6 round
Exercise 3
1 set in their ways 4 on their side
2 have second thoughts 5 twist their arm
3 out of the question

174
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TEACHER’S BOOK

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

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National Geographic Learning, © 2022 Cengage Learning, Inc.

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Visit National Geographic Learning online at ELTNGL.com

Printed in United Kingdom by Ashford Colour Press

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Student’s Book Contents p4

Workbook answer key p 161

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Video: Namibian eye clinic

9 It’s a meaning; matching ten technology third conditionals; sentence completion

technical sentences mixed conditionals

skimming; matching employment relative clauses using deduction;

Review units 1–12 pp149–160 Communication activities pp180–183

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conditionals word building; open cloze a task; writing an article

writing a formal letter or email

Irregular verbs p196 Speaking reference pp205–206

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New Close-up overview

provide the opportunity to put the advice into practice.

completing communicative tasks.

• Extensive reference material at the back of the Student’s Book includes:

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Online Practice NEW TO THIS EDITION

Mediation skills notes

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ExamView® NEW TO THIS EDITION

• Student’s Book video and audio

FOR STUDENTS FOR TEACHERS

Workbook ExamView® Assessment Suite

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A visitor takes photos in front of an exhibit in the

1 Work in pairs. Look at the photo and

2 Which historical sites around the world

2 Work in pairs. Discuss the questions.

1 Why do you think many cities have

Do you think your ancestors influence who

017-027_CU3e_B2+_SB_34017_U02.indd 17 01/07/21 4:32 PM

Warm-up questions engage

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A So understanding the connections between past h

017-027_CU3e_B2+_SB_34017_U02.indd 18-19 23/08/21 3:57 PM

The ‘Word Focus’

provided with an students the opportunity words that are important

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to protect him in the other. But in fact, armour

armour, made out of pieces of metal and leather.

by studying things they left behind few thousand years ago.

9 : a weapon with a handle and a

017-027_CU3e_B2+_SB_34017_U02.indd 20 01/07/21 1:39 PM

The ‘Your Ideas’ feature

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a We use the to talk about finished • We use the 1 to describe a series of

2 They found a Roman coin.

c The emperor died.

e The soldiers entered the house.

Queen The police arrived.

Nefertiti 5 Choose the correct options to complete the text.

The Aztecs, a nomadic tribe, 1 travelled / have

9 It’s a meaning; matching ten technology third conditionals; sentence completion