Ready for B2 First 4th edition Teacher's

Book Ethan Mansur

Visit to download the full and correct content document:
https://ebookmass.com/product/ready-for-b2-first-4th-edition-teachers-book-ethan-ma
nsur/
Macmillan Education Limited The author and publishers are grateful for permission to reprint the
4 Crinan Street following copyright material:
London N1 9XW Extract on p19 from Dan Glaister, “Inside the daredevil world of
Companies and representatives throughout the world parkour, Britain’s newest, gravity-defying sport” (14 Jan, 2017),
Ready for B2 First 4th Edition Teacher’s Book ISBN 9781380052360 The Guardian © Guardian News & Media Ltd 2019; Extract on p54
Ready for B2 First 4th Edition Teacher’s Book with Teacher’s App from Tim Lott, “Ditch the grammar and teach children storytelling
ISBN 9781380052308 instead” (19 May, 2017) The Guardian © Guardian News & Media
Ltd 2019; Extract on p102 from Joe Sommerlad, “Black Friday 2018:
Text, design and illustration © Macmillan Education Limited 2021 How did the pre-Christmas shopping battle become an annual
Written by Ethan Mansur event?” (23 Nov, 2018), The Independent; Extract on p63 from Shaun
The author has asserted their right to be identified as the author of Walker, “Yakutsk: Journey to the coldest city on earth” (21 Jan,
this work in accordance with the Copyright, Designs and Patents 2008), The Independent; Extract on p135 from Marie Winckler, “On
Act 1988. your marks, get set... get lucky” (20 July, 2011), Evening Standard.
This edition published 2021 Data on p167: ‘The Facts’, Plastic Oceans © Plastic Oceans
First edition entitled “Ready for First Cert TB” published 2001 by International 2020, https://plasticoceans.org/; Ian A. Kane, et
Macmillan Education Limited. al., ‘Seafloor microplastic hotspots controlled by deep‑sea
circulation’ (20 Apr, 2020), Science © 2020 American Association
All rights reserved. No part of this publication may be reproduced,
for the Advancement of Science, DOI: 10.1126/science.aba5899;
stored in a retrieval system, or transmitted in any form or by
‘Information About Sea Turtles: Threats from Marine Debris’,
any means, electronic, mechanical, photocopying, recording, or
Sea Turtle Conservancy © 1996-2020 Sea Turtle Conservancy,
otherwise, without the prior written permission of the publishers.
https://conserveturtles.org/; ‘Factsheet: Marine Pollution’,
Teacher’s Edition credits: The Ocean Conference, USA, New York (5-9 June, 2017),
Original design by EMC Design Ltd Sustainable Development Goals © United Nations, https://
Page make-up by SPi Global Content Holding Pte. Ltd. sustainabledevelopment.un.org/; ‘Ocean Waste’, Cleaner Oceans
Cover design by Restless Foundation © Cleaner Oceans Foundation Ltd, December 2017,
Authors’ acknowledgements https://www.blue-growth.org/.
Data on p235: Simone M. Ritter, Sam Ferguson ‘Happy creativity:
I would like to express my deep gratitude to my wife, Antonia, and
Listening to happy music facilitates divergent thinking’ (6 Sept, 2017),
my two beautiful children, Lola and Dylan, for giving me the time
PLOS ONE © PLOS, DOI: 10.1371/journal.pone.0182210; © Swedish
I needed to write this teacher’s book properly. And I would also like
Trade Federation.
to thank Roy Norris for all his invaluable help and support during the
writing process, as well as everyone at Macmillan who was involved These materials may contain links for third party websites. We have
in the project. no control over, and are not responsible for, the contents of such
third party websites. Please use care when accessing them.
The publishers would like to thank Christina Anastasiadis
(International House Madrid), Enric Prieto Puig (English Way The inclusion of any specific companies, commercial products, trade
Sabadell), Louise Brydges (City School), Fari Greenaway names or otherwise does not constitute or imply its endorsement or
(IH Córdoba Sierra), Jo Johnson (CIC Escola D’Idiomes), Jeremy recommendation by Macmillan Education Limited.
Knight (Hopscotch English Academy), Hannah Beardsworth Ready for conforms to the objectives set by the Common European
(CLIC IH Seville), Violeta Chobotok (English Connection Barcelona Framework of Reference and its recommendations for the evaluation
Poblenou), Aidan Holland (British Council, Somosaguas Teaching of language competence.
Centre, Pozuelo de Alarcón), Sofija Berlot (Idiomes Tarradellas,
Barcelona), Claudette Davis (City School of English), Patrick Doherty
(City School), Rachel Kestell (Centro Idiomas Bilbao, Cámara
de Comercio Bilbao), Howard Evans (Eli Sevilla), Matt Winship
(M&M Language).
Student’s Book credits:
Text © Roy Norris 2021
Design and illustration © Macmillan Education Limited 2021
The author has asserted their right to be identified as the author of
this work in accordance with the Copyright, Designs and Patents
Act 1988.
Designed by EMC Design Ltd
Illustrated by Martin Sanders (represented by Beehive Illustration) on
pp22, 66, 131, 132, 165
Picture research by Emily Taylor
Full acknowledgements for illustrations and photographs in the
facsimile pages can be found in the Ready for B2 First Student’s
Book with Key ISBN 9781380018069.

Printed and bound in TBC

2025 2024 2023 2022 2021
10 9 8 7 6 5 4 3 2 1
CONTENTS

Student’s Book Contents II

Introduction IV

1 Lifestyle TB1

2 High Energy TB15

Ready for Use of English TB29

3 A change for the better? TB33

4 A good story TB47

Ready for Reading TB61

5 Doing what you have to TB67

6 Relative relationships TB81

Ready for Listening TB95

7 Value for money TB99

8 Up and away TB113

9 Mystery and imagination TB127

Ready for Speaking TB141

10 Nothing but the truth TB145

11 What on earth’s going on? TB159

12 Looking after yourself TB173

Collocations Revision Units 1–12 187

Ready for Writing Sample answers and Key TB188

 STUDENT’S BOOK CONTENTS
Language focus Vocabulary Word formation Pronunciation
1 LIFESTYLE Habitual behaviour Lifestyle Pronouncing
page 1 Be used to, get used to and Clothes questions
used to Get

2 HIGH ENERGY Gerunds and infinitives Music Affixes Vowel sounds

page 15 Sport

READY FOR USE OF ENGLISH page 29

3 A CHANGE FOR Comparisons Technology Nouns 1 Diphthongs
THE BETTER? Articles Expressions with as … as
page 33
4 A GOOD STORY So and such Films Participle Silent consonants
page 47 Past tenses and time linkers Take adjectives
and adverbs

READY FOR READING page 61

5 DOING WHAT Obligation, necessity The world of work en- prefix and Connected speech:
YOU HAVE TO and permission -en suffix intrusive sounds
page 67

6 RELATIVE Defining relative clauses Relationships Connected speech:

RELATIONSHIPS Non-defining relative clauses Describing people consonant-vowel
page 81 linking
Causative passive with have
and get
READY FOR LISTENING page 95
7 VALUE FOR Present perfect simple Shopping Contrastive stress
MONEY Present perfect continuous Paraphrasing and recording
page 99 Towns and villages
8 ON THE MOVE The future Make and do Adjectives Chunking
page 113 Contrast linkers Travel and holidays
Phrasal verbs

9 MYSTERY AND Modals for speculation and Give Adverbs Using intonation to
IMAGINATION deduction show interest
page 127 Reported speech
Reporting verbs

READY FOR SPEAKING page 141

10 NOTHING BUT Passives Crime and punishment Participle Stress-shift words
THE TRUTH Infinitives after passives Paraphrasing and recording adjectives
page 145 and adverbs
Phrasal verbs with out and up
11 WHAT ON Too and enough Weather Consonant clusters
EARTH’S GOING Conditionals Put
ON?
page 159

12 LOOKING Quantifiers Food and drink Nouns 2 Silent vowels

AFTER YOURSELF Hypothetical situations Health
page 173 Prepositions and gerunds

READY FOR WRITING page 188

Collocations page 187    Additional materials page 198    Ready for Grammar page 204

iv
Reading and Use of English
Part 7 Multiple matching
Part 2 Open cloze
Part 1 Multiple-choice cloze
Part 4 Key word transformation
Part 6 Gapped text
Part 3 Word formation
Part 2 Open cloze
Part 4 Key word transformation
Part 5 Multiple choice
Part 4 Key word transformation
Part 3 Word formation
Part 6 Gapped text
Part 4 Key word transformation
Part 3 Word formation
Part 2 Open cloze
Part 7 Multiple matching
Part 3 Word formation
Part 1 Multiple-choice cloze
Part 4 Key word transformation
Part 1 Multiple-choice cloze
Part 5 Multiple choice
Part 3 Word formation
Part 4 Key word transformation
Part 6 Gapped text
Part 2 Open cloze
Part 4 Key word transformation
Part 5 Multiple choice
Part 3 Word formation
Part 4 Key word transformation
Part 1 Multiple-choice cloze
Part 3 Word formation
Part 7 Multiple matching
Part 2 Open cloze
Part 1 Multiple-choice cloze
Part 4 Key word transformation
Part 5 Multiple choice
Part 4 Key word transformation
Part 1 Multiple-choice cloze
Part 7 Multiple matching
Part 6 Gapped text
Part 3 Word formation
Part 4 Key word transformation
Part 2 Open cloze
Part 7 Multiple matching
Part 2 Open cloze
Part 3 Word formation
Part 4 Key word transformation
Part 1 Multiple-cloze choice
Audioscripts page 234    Answer key page 252
Writing Listening Speaking
Part 2 Informal letter Part 3 Multiple matching Part 1 Interview
Part 2 Article Part 1 Multiple choice Part 2 Long turn
Part 2 Article Part 2 Sentence completion Part 1 Interview
Part 2 Informal letter Part 4 Multiple choice Part 2 Long turn
Part 3 Collaborative task
Part 4 Further discussion
Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 2 Article Part 3 Multiple matching Part 3 Collaborative task
Part 4 Further discussion
Part 2 Report Part 1 Multiple choice Part 1 Interview
Part 2 Review Part 2 Long turn
Part 2 Informal letter
Part 2 Letter of application Part 2 Sentence completion Part 1 Interview
Part 1 Essay Part 4 Multiple choice Part 2 Long turn
Part 2 Report Part 3 Collaborative task
Part 4 Further discussion
Part 2 Article Part 3 Multiple matching Part 1 Interview
Part 2 Informal email Part 1 Multiple choice Part 3 Collaborative task
Part 4 Further discussion
Part 2 Formal email Part 2 Sentence completion Part 1 Interview
Part 2 Informal email Part 4 Multiple choice Part 2 Long turn
Part 1 Essay
Part 1 Essay Part 1 Multiple choice Part 1 Interview
Part 2 Article Part 3 Multiple matching Part 2 Long turn
Part 2 Review Part 4 Multiple choice Part 1 Interview
Part 2 Report Part 2 Sentence completion Part 3 Collaborative task
Part 4 Further discussion
Part 2 Article Part 4 Multiple choice Part 1 Interview
Part 1 Essay Part 3 Multiple matching Part 2 Long turn
Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 2 Informal email Part 1 Multiple choice Part 3 Collaborative task
Part 4 Further discussion
Part 2 Report Part 3 Multiple matching Part 1 Interview
Part 2 Article Part 4 Multiple choice Part 2 Long turn
v
 INTRODUCTION
Welcome to Ready for B2 First, a course consisting
of both print and digital components designed
to help students prepare for Cambridge English
Qualifications: B2 First.
Student’s Book/Digital Student’s Book
Each of the 12 units in the Student’s Book provides
a balance and variety of activity types aimed at
improving students’ general English level. The exam
sections include a variety of tip boxes which
develop the language and skills students need to be
successful in the exam.
READY FOR GRAMMAR
2 Gerunds and infinitives
Gerunds
The gerund is used:
1 as the subject/object/complement of a sentence.
Subject: Reading in the car makes me feel sick.
Object: I find shopping for clothes really boring.
Complement: My favourite sport is swimming.
2 after prepositions.
I’m not very good at making things.
to is a preposition in get used to and look forward to.
I’m looking forward to seeing Millie again.
3 after certain verbs, e.g. admit, adore, avoid, can’t help,
can’t stand, consider, delay, deny, dislike, enjoy, feel
like, finish, give up, imagine, involve, keep, (don’t) mind,
miss, put off, prevent, regret, resist, risk, suggest.
Liz suggested going out but I feel like staying in.
4 after these expressions:
have (no) difficulty/problems/trouble (in), it’s/there’s no
use, it’s (not) worth, there’s no point (in).
If you have trouble getting to sleep, it’s no use crying.
The infinitive with to is used:
1 to express purpose.
I’m learning English to help me get a better job.
2 after certain adjectives, e.g. (It is/was etc.) difficult,
easy, important, lovely, (un)necessary, normal, (im)
possible, (un)usual, (I am/She was etc.) delighted,
disappointed, (un)happy, sad, surprised.
I was surprised to hear she had failed the exam.
3 after certain nouns, e.g. ability, chance, decision,
failure, idea, opportunity, plan, refusal, right, way.
It was a good idea to come to this restaurant.
4 after certain verbs, e.g. afford, agree, appear, arrange,
choose, decide, demand, deserve, hope, learn,
manage, offer, pretend, promise, refuse, seem, threaten.
He offered to give me a lift, but I decided to walk.
He promised not to tell anyone what she’d said.
With some verbs a direct object is needed, e.g.
advise, allow, enable, encourage, force, invite, order,
persuade, recommend, remind, teach, tell, warn.
My job enables me to use my language skills.
Some verbs can be used with or without a direct
object, e.g. ask, expect, help*, need, want, would like,
would love, would hate, would prefer.
I want to go home and I want you to come with me.
*help can also be used with an infinitive without to.
5 in place of a relative clause after phrases like the first/
the second, etc./the next/the last/the only + noun.
Marie Curie was the first woman to win a Nobel Prize.
The infinitive without to is used:
1 after modal verbs.
You can look at it, but you mustn’t touch it.
2 after help, let, make, would rather, had better.
We’d better leave – it’s late. I’d rather stay, though.
206
At the end of every unit, there is a two-page Review
containing revision activities and exam style tasks.
4 Review
Pronunciation Silent consonants
1 4.2 Compete the sentences with the missing words.
1 Did you
2 The book is a
3 For the role of the climate change
actor using prosthetics.
4 The -bound action hero
2 SPEAK Work in pairs. Compare your answers from Exercise 1. What can you deduce
about the pronunciation of the words?
3 4.3 Underline the silent consonants in these words. Then listen to check.
answer column design echo half handkerchief
knee lamb listen receipt scene
4 Each word you wrote in Exercise 1 contains at least one consonant which is not
pronounced. Underline the silent consonants.
BOOK
OF THE WEEK
5 Work in pairs. Compare your answers to Exercise 4.
6 SPEAK Work in pairs. Play four in a row. Use a pencil and the table below as your
board. If you correctly cross out the one silent letter in each word you get the space.
Your partner has to stop you getting four spaces in a row and get four in a row before
you. Rub out your answers and have another game.
guess answer
island knock
high could
sign wrong
ballet write
60
The book also contains five Ready for sections,
which provide students with information, advice
and practice on each of the four papers in the
examination.
vi
Verbs followed by a gerund or an infinitive with to
1 (quite/really) like, (absolutely/really) love/hate and
(much) prefer are usually followed by the gerund,
but the infinitive with to is also possible.
I absolutely love going/to go for long walks in the hills.
The infinitive with to is common after hate for specific
situations, and after like when it means be in the habit of.
I hate to interrupt, but we really must be going.
I like to have a shower when I get home from work.
2 begin, start, continue and intend can be followed by the
gerund or infinitive with to with no change in meaning.
She fell over and started crying/to cry.
3 forget, remember, mean, need, stop and try can be
followed by the gerund or the infinitive with to, but with
a change in meaning.
• remember + gerund = recall a previous action
I remember coming here when I was young.
forget + gerund is not often used for actions you do
not recall. Instead, not remember is used.
I don’t remember seeing Jim at the party.
remember/forget + infinitive = (not) remember what
you have to do
Remember/Don’t forget to feed the cat later.
• mean + gerund = involve
Dieting usually means giving up things you enjoy.
mean + infinitive = intend
I meant to phone the electrician but I forgot.
• need + gerund = (passive meaning)
This house needs painting. (= needs to be painted)
need + infinitive = (active meaning)
I need to get some new shoes.
• stop + gerund = no longer do something
I’ve stopped smoking: it’s too expensive.
stop + infinitive = interrupt one activity to do another
Let’s stop to buy some sweets on the way home.
• try + gerund = experiment to see what will happen
Try resting for a while: you might feel better then.
try + infinitive = attempt to do something
Alan tried to stop the thief as he ran away.
Expressing general preferences
(much) prefer + gerund or infinitive
I much prefer playing basketball to watching it.
I much prefer to play basketball rather than watch it.
Preferences on specific occasions
1 would (much) prefer + infinitive with to
I’d prefer to walk to school today rather than go by bus.
2 would (much) rather + infinitive without to
This has the same meaning as would prefer to.
I’d rather not talk about it at the moment.
I’d much rather do nothing all day than go to school.
Mahershala Ali won an Academy Award for
thriller called in London.
, the make-up department gave the
up the cliff in pursuit of the villain.
swords
Natasha Drake’s bestselling fantasy epic ‘1 Sords
and 2 casles’ recounts the life of King Fabian and his
3
hansome but 4 disonest sibling David, who is a
constant source of problems for his brother.
Gosts, goblins, elves and other fantastical creatures
5
populate the 6 iland kingdom, but what really
brings the book to life is the witty 7 rappor between
the main characters as they deal with one disaster
after another.
The rather 8 solem ending left everyone guessing as
to 9 wat 10 woud happen next. Well, the wait is finally
over – the sequel is being released next 11 Wenesday.
12
Althou some critics are already 13 douting 14 wether
it can match the success of the first instalment, all
15
sins point to it topping the charts once more.
hour talk debt two
wrist bomb knot cupboard
clothes whole light doubt
knife salmon muscle listen
scene debut sandwich foreign
6 6
Relative Relationships
RELATIVE RELATIONSHIPS Speaking Part 3 Collaborative task
1 SPEAK Work in pairs. Complete the speaking tasks below. Use the Useful language
box to help you. Imagine that a magazine for teenagers and young adults is going to
publish a series of articles giving advice about relationships. Below are some of the
relationships they want to include.
Talk to each other about what problems might arise in these relationships.
Boyfriends and girlfriends Parents and teenagers
What problems might arise
in these relationships?
Flatmates Brothers and sisters
Work colleagues
Vocabulary Relationships 2 Now decide which two relationships teenagers and young adults would be most
interested to receive advice on.
1 SPEAK Work in pairs. What do you think are the key ingredients of:
Useful language
a a good friendship? b a successful marriage?
2 Look at these sentences about a woman called Amy. Match a sentence beginning 1–6 Task 1
with an ending a–f. 1 Try to use some of the phrasal verbs from the Vocabulary section on page 82.
1 Nobody in the office gets a out of patience with her, too, and wants to move out. 2 Expressions for changing topic
2 Even Joe, the cleaner, fell b up trying to be friendly; Amy hardly speaks to her. Let’s talk about … first/next.
3 Her flatmate, Mia, has run c on with Amy. She’s just so unpleasant to work with. Shall we move on to … now?
4 Mia told me she had given d out their problems, but they’ll argue just as much. Task 2
5 And her boyfriend’s split e out with her. Amy said he always left her desk untidy. This relationship is far more less relevant to (young adults) than that one.
6 They’ll say they’ve sorted f up with her again – but they’ll get back together soon. (Teenagers) would have great/little/no interest in reading about that.
This one would have great/limited/no appeal to (teenagers).
3 Write the infinitive of each of the phrasal verbs from Exercise 2 next to its meaning.
1 end a romantic relationship with someone
3 Go to the Additional materials on page 199 and do the Speaking Part 4 task.
2 have a good relationship with someone
3 stop doing something you are trying hard to do
4 use all of something and not have any left Listening Part 3 Multiple matching
5 deal with a problem successfully
1 6.1 You will hear five short extracts in which people are talking about problems in
6 stop being friendly with someone after a disagreement Don’t forget!
their relationships with other people. For questions 1–5, choose from the list (A–H)
4 SPEAK Study the sentences in Exercise 2 then cover up the endings a–f. Take turns what each speaker says was the cause of the problem. Use the letters only once. Underline key
with your partner to read out the beginnings 1–6 and complete the sentences There are three extra letters which you do not need to use.
words and phrases
from memory. A the stress of working long hours in the eight options.
B the other person’s general lack of tolerance Listen carefully
5 Use the context in these sentences to help you work out the meaning of the phrasal
C having different ideas about how to keep someone occupied Speaker 1 1 both times before
verbs in bold.
D the other person’s lack of self-confidence Speaker 2 2 making your final
1 After Leo’s parents died, his aunt brought him up as if he were her own son.
Speaker 3 3 decision.
2 I was born in England but I grew up in France; I lived in Paris until I was 18. E not having enough time together
F the other person’s inability to adapt to a new role Speaker 4 4
3 Parents need great patience to be able to put up with teenagers’ changing moods.
G never having enough money Speaker 5 5
4 Amy cried when her dad told her off for breaking a glass; he sounded very angry.
5 My mum is my role model. I look up to her because of her kindness and tolerance. H the other person’s sense of injustice
6 Tim’s parents felt he had let them down. He’d repaid their generosity by stealing
2 SPEAK Work in groups. Which of the five speakers do you have most sympathy for?
from them. Why?
6 Write five sentences, each containing one of the phrasal verbs from Exercises 2 and
5. Leave spaces where the phrasal verbs should be.
7 Ask your partner to complete the sentences with the correct phrasal verbs.
82 83
READY FOR GRAMMAR
2 Gerunds and infinitives
1 Some verbs can be followed by a gerund and some 3 SPEAK Would/Do you enjoy going to a gym? Why/
others can be followed by an infinitive with to. Why not?
Complete the sentences with the correct form of the
The Language focus sections contain a referral to
verbs in brackets. One verb in each sentence will be a 4 Complete the second sentence so that it has a similar
gerund, the other an infinitive with to. meaning to the first sentence, using the word given.
Do not change the word given. You must use between
1 When I suggested (go) skiing on
two and five words, including the word given.
Sunday, Marta was very enthusiastic, so we’ve
1 It’s impossible for me not to laugh when he starts
the Ready for Grammar section with notes and
arranged (meet) at seven.
singing.
2 I can’t help (smile) when I see my dad
playing tennis. He’s had hundreds of lessons but he HELP
still hasn’t learnt (hit) the ball properly. I can’t when
3 Paul appears (enjoy) playing golf. He’s he starts singing.
extra activities at the back of the book.
even considering (buy) his own set of 2 I really don’t want to go out this evening.
clubs. FEEL
4 One of my cousins has promised
I really don’t
(take) me windsurfing as soon as I’ve finished out this evening.
(study).
3 Amy played much better than her opponent, so it
5 At first my parents refused (let) me go was unfair that she lost the match.
to karate lessons, but I kept (ask) and
DESERVE
eventually they agreed.
Amy the
2 Some verbs can be followed by more than one verb match, because she played much better than her
form. Choose the correct options to complete the opponent.
sentences. In some sentences, both options are
4 Rock stars often wear dark glasses so that people
correct.
don’t recognise them.
PREVENT
Rock stars often wear dark glasses
them.
5 It’s obvious he shot himself in the foot by accident.
11
11
MEAN
LOW ENERGY
Posted 30 mins ago
He obviously
himself in
Review
REVIEW
the foot. Reading and Use of English Part 2 Open cloze
6 I hate it when I’m ill.
For questions 1–8, read the text below and think of the word which best fits each gap.
STAND
Use only one word in each gap. There is an example at the beginning (0).
I ill.
So as some of you know, I’ve been trying (1) to lose /
Reading and Use of English Part 4 Key word transformation
A zero-waste lifestyle
losing some weight, but it’s not easy. I’ve stopped 5 Complete the second sentence so that it has a similar
(2) to buy / buying things like fizzy drinks and meaning to the first sentence. Use up to five words.
Complete the second sentence so that it has a similar meaning to the first sentence,
chocolate, but I know I need (3) to do / doing a lot 1 We’d prefer to come back later rather than wait here.
using the word given. Do not change the word given. You must use between two and
more. The problem is, losing weight means (4) to be / We’d rather five words, including the word given.
I am extremely concerned (0) ABOUT the amount of waste we produce. There is
being self-disciplined and I’m not very good at that. here.
1 It’s a good thing I spoke to you or I would have forgotten her birthday. much (1) much of it. It uses up natural resources, takes up landfill space and,
I really ought to start (5) to go / going to a gym as 2 I think it’s better to pay by cash than use a credit
IF in the case of plastic, makes (2) way into our oceans. So, I follow the three
well. I know it’ll help me (6) to get / get fit and I’ve card.
I would have forgotten her birthday to you.
Rs – reduce, reuse, recycle. I’m trying initially to generate as little rubbish (3)
been meaning (7) to join / joining one for ages, but I prefer possible, but my ultimate aim is to lead a zero-waste lifestyle.
I always forget (8) to do / doing anything about it. using a credit card. 2 I only wrote the letter because my mother made me do it.
Recycling is important, but I do (4) best to avoid disposable items in favour
The truth is, though, I don’t really like (9) to do / doing 3 I’d rather phone him than send an email. HAVE of reusable ones. So, for example, (5) of paper towels, serviettes and tissues,
a lot of physical exercise; I much prefer (10) to watch / If my mother hadn’t made me do it, the letter. I only ever use cloth ones. I always take several bags with me when I go shopping, and won’t
I’d prefer
watching others do it. So, I’ll probably just continue 3 I will help you only if you tidy your room. buy anything that’s wrapped or comes in a container (6) the wrapping or
send an email.
(11) to live / living life the same unhealthy way I’ve container can be reused. (7) I realise what I do won’t make a huge difference
4 She wants to stay in bed longer. NOT
always done. In fact, there’s a match on telly tonight; on its own, it might at least help to influence others. And if we all (8) our part,
She’d rather I will tidy your room.
I must remember (12) to order / ordering a pizza for it would undoubtedly have a positive effect on the environment.
up until later. 4 You can borrow it, but you must return it to me next week.
8 o’clock.
Go back to page 20. LONG Language focus Conditional sentences
You can borrow it it back to me next week.
5 The factory fumes are endangering the health of local residents. 1 If the weather (stay) good next weekend, we (probably/go)
PUT away somewhere.
2 Why didn’t you phone us? If I (know) you were coming, I
The health of local residents risk by the factory
(could/prepare) something special to eat.
207 fumes.
3 I (not/do) a bungee jump even if you (pay) me a million
6 If the sea wasn’t so rough, we could go out in the boat today.
pounds, so stop trying to persuade me.
ENOUGH
4 I thought this might happen. If you (take) the advice I gave you, you
The sea us to be able to go out in the boat today. (not/be) in this mess now.
5 Stop being naughty! I (send) you to bed early unless you
Vocabulary Weather (start) behaving yourself right now!
6 It was very kind of you. I don’t know what I (do) yesterday if you
Match each sentence beginning 1–8 with an appropriate ending a–h. (not/help) me.
1 She opened the door and a gentle a showers in the region tomorrow. 7 My printer’s getting old now, but it (usually/work) all right if you
2 Northern areas suffered torrential b seas to reach the safety of the port. (feed) the paper in manually.
3 A tree blown down by gale-force c breeze blew into the room. 8 I (go) to the cinema more often if I (have) the time, but
unfortunately it’s just not possible.
4 There is a possibility of scattered d sunshine, like a scene from a painting.
5 The valley was bathed in brilliant e clouds told us a storm was on its way.
6 The boat fought through rough f rain, which caused heavy flooding. Writing Part 2 Informal email
7 The appearance of angry-looking g skies and occasional showers.
You have received an email from your Irish friend, Liam.
8 It will be a grey day with overcast h winds blocked the road, holding up traffic.
Put
Complete each of the gaps in sentences 1–6 with one of the words from the box.
Use each word twice.
From: Liam
Subject: January trip
off on up I’m definitely coming in January. Shame you won’t be there then, but perhaps you
could give me some advice. What’s the weather like in your area at that time of year?
1 Put your hand if you want to ask a question. What sort of clothes should I pack and what can I do there?
Thanks
2 We’re putting a concert to raise money for charity.
Liam
3 That job I had in the butcher’s put me eating meat for life.
4 Could you put some music ? It’s too quiet in here.
5 When I’m next in London, could you put me for the night? Write your email in 140–190 words.
6 Never put until tomorrow what you can do today. For more information on writing informal emails, see page 193.
170 171
5 Review
Pronunciation Connected speech: intrusive sounds
1 5.3 In connected speech, an extra, ‘intrusive’ sound is sometimes added to link
vowel sounds in two different words. Look at these examples from the listening on
?
page 75, then listen and repeat.
1 Trying to ensure our teenage children do their fair share is no easy task.
/w/ /w/
2 But it’s best to try and avoid them before they actually happen.
/j/ /j/
3 …the chore itself is not negotiable … the job gets done sooner or later.
/r/ /r/
2 SPEAK Work in pairs. Look again at the examples in Exercise 1 and discuss when /w/,
/j/ and /r/ are added in connected speech.
3 Find two intrusive sounds in each of the following sentences.
1 They’ll get the idea eventually.
2 We always go upstairs on the bus.
Every unit also has a Pronunciation lesson with
listening and practice exercises, and games
3 I had to wear a tie and jacket for dinner.
4 I’d like to ask you about your latest film.
5 We saw a good drama on television last night.
designed to help avoid common B2-level
6 The only day it rained on holiday was Monday.
7 Everyone thought the exam was too easy.
8 We’re going on a tour of Canada in autumn.
4 5.4 Listen to check. Then practise saying the sentences.
pronunciation errors.
5 Find your way out of the maze by choosing any phrases with intrusive sounds /r/, /j /
and /w/.
lie on in and out go home they don’t piece and quiet
tennis and
come or go go out they are law and order
football
drama and
need to drink
music
three or four I agree in or out
Ready foR wRiting Ready foR wRiting
Writing Part 2 Article Writing Part 2 Email and letter (Informal)
come here do it want to eat I want glass of water You see this announcement in an international magazine. This is part of an email you receive from your English friend, Emma.
MY IDEAL JOB It was a brilliant holiday, but my health and fitness have suffered. Too many ice creams and
We’re interested to know what jobs people would most like to do. not enough exercise! You’re the healthiest person I know – can you give me some advice on
have some they can must go too late be there Write us an article telling us what your ideal job would be and why. how to get fit and healthy again?
The best articles will be published in next month’s magazine. Thanks
Emma
80 Write your article in 140–190 words.
Model answer Write your email in 140–190 words.
Model answer
interesting title to attract Working with wildlife – naturally!
reader’s attention
What else would a zoology student and keen nature photographer possibly want Hi Emma
opening sentence to do? Office jobs are dull, sales jobs are stressful and industry is out of the question.
brief, relevant Thanks for your email. It sounds as if you had a good time on your holiday – perhaps a
relevant to title The ideal job for me is that of a warden on a nature reserve. opening paragraph little too good! You definitely need to change some of those bad habits you picked up.
Can you imagine being outside all day, surrounded by nature and wildlife? You would hear language for
direct questions and Firstly, you should do some regular physical exercise. If I were you, I’d go jogging at least giving advice
the sound of birdsong rather than the noise of traffic, smell flowers and trees instead
statements addressed three or four times a week. You live in a beautiful area with lots of lovely country paths,
of exhaust fumes and cigarettes, and see peaceful rivers, not busy roads. You have to
to the reader use of linking words so there’s no excuse for not getting out and going for a run. It’s also a good idea to
admit, those are wonderful working conditions.
leave the car in the garage and walk to the shops instead. They’re not far from your
Importantly, with a job like this, I would be doing something I believe in, helping to house, and you’ll be surprised how much better you’ll feel as a result.
preserve the environment for future generations. And although I’d be far from built-up informal linking devices
a lively informal style And as I’m sure you realise, you should also change your diet. Try cutting down on fried
appropriately
throughout the article areas and large populations, I would still have contact with people through teaching
informal style food, butter, cheese and fatty meat – and cut out ice creams completely! Getting fit use of phrasal verbs
visitors to the reserve about nature conservation.
and healthy takes time, so be consistent and don’t give up after just a couple of weeks.
Of course, it’s not the best-paid job in the world. But I’d probably be able to afford to
I hope that’s useful. Good luck and let me know how you get on.
rent a small cottage with a cosy fireplace and a vegetable garden. It’s not everybody’s
idea of luxury, but personally, I couldn’t imagine anything better. a closing comment appropriate ending All the best,
David
Task
Either:
Task
a write your own answer to the
task above in 140–190 words; or MY IDEAL We’d like to hear about your ideal evening
out. Where would you go, who would you
This is part of an email you receive from your English friend, Simon.
EVENING
b answer the following question. Write your email in 140–190 words.
go with and what would you do?
OUT
You see this announcement in
your school’s English-language Write us an article answering these questions and Useful language for informal emails and letters
magazine. giving your reasons. We’ll print the three most
Beginning the email/letter Ending the email/letter
interesting articles in next month’s magazine. I won’t be here next week,
as I’ve rented a holiday Thanks for your email/letter. I hope that’s useful/helpful.
cottage with some It was great/lovely to hear from you. Let me know (what happens).
Write your article in 140–190 words. friends near the coast. That’s good news about/Pleased to hear Give my love/regards to (your mum).
Unfortunately, it looks as about (the new house) Looking forward to hearing from you.
Useful language for articles if it’s going to rain a lot, It’s a shame about/Sorry to hear about Hope to see you/hear from you soon.
Involving the reader Attitude adverbs so we want to take some (your exam).
games with us to play Closing phrases
Can you imagine …? Naturally, … Importantly, … (The holiday) sounds wonderful/terrible.
in the house. Can you All the best
Have you ever …? Personally, … (Not) surprisingly, … suggest any? How do you Giving advice and making suggestions
Bye for now
How would you feel if …? Interestingly, … Worryingly, … play them? If I were you, I’d/I wouldn’t (take some
Best wishes
Did you know that …? (Un)fortunately, … Thanks board games).
(Lots of) love
Just think … Simon Make sure you (take a pack of cards).
You have to admit … You could/should try (eating more fruit).
It’s (not) a good idea to (go on your own).
It’s best (not) to (do too much)
192 193
INTRODUCTION

3 A chAnge for the better?

Language focus Comparisons Vocabulary Technology

A chAnge for the better?
3
Find a mistake in each of the sentences and correct them. Replace the verb in italics with the correct from of a verb from the box which forms the
correct collocation with the noun(s) in bold.
1 It was by far the worse film I’ve seen for ages.
2 The town was slightly near than we thought. call comment communicate share take use
3 That boy is just as noisy than his brother.
use
4 The more time I have the more long I take to do things. 0 Whenever I communicate predictive text I end sending people absolute nonsense.
5 You ought to talk lesser and listen more. 1 Nowadays because of smartphones you can take the internet anytime, anywhere.
6 She is the sincerest person I’ve ever met. 2 Have you ever shared on a blog, online article or video?

Workbook/Digital Workbook
7 There isn’t much difference to my life and his.
8 This wasn’t so a good restaurant as I thought.
Articles
1 Choose a, the or no article (–) to complete the sentences.
1 My cousin has played a / the / – piano professionally for many years.
2 Go down a / the / – North Street and meet me at the coffee shop. It’s easier than
3 I wish Tom would call a headset when gaming – it’s so loud!
4 Most people stay in touch and comment with people via social media.
5 Sandra is always taking funny gifs and b on our group chat.
6 Unless you want to be a photographer it’s fine to make photos with your phone.
7 My aunt still prefers to communicate me using a landline.
8 Can you please stop sharing abbreviations in your messages – I have no idea what
you’re trying to tell me.

The Workbook has 12 units which provide

coming to my place.
3 Mr Raven’s a / the / – maths teacher. He’s great because he got me into it when I was Expressions with as … as
struggling.
1 Choose the correct word to complete the expression.
4 He was the youngest person ever to sail solo across a / the / – Atlantic.
0 The kids are sleeping so please be as quiet / long as possible when you come in.

consolidation of the language presented in the

5 Many famous British comedians attended a / the / – Oxford University.
1 As well / soon as I heard the phone, I got out of the bath.
6 I wanted to buy a dress and shoes. I ended up just getting a / the / – dress as I was
2 As many / long as five thousand students enrolled last year.
broke at the time.
3 As much / well as being an accomplished musician, he has a great voice.
7 He’s always asking to borrow a / the / – pen. It’s quite irritating because he never
returns them. 4 You can go to the party as far / long as you’ve finished the majority of your work.

corresponding unit in the Student’s Book. Each unit 8 A / The / – Dolphins appear to enjoy playing games with each other.
9 My brother is obsessive about the gym. He goes at least five times a / the / – week!

2 Match each sentence (1–9) to a rule about articles (a–i).

5 She’s the best woman for the position as far / much as I’m concerned.

2 Match the expressions (1–5) to a word or phrase with a similar meaning (a–e).
1 as long as a in addition to

also contains further exam practice and skills work.

a One of several things 2 as far as b immediately

b The second mention 3 as soon as c in my opinion

c Town name + building 4 as many as d provided

d With most streets, towns, cities and countries 5 as well as e a surprisingly large number of

There are useful Phrasal verb and Word formation

e A person’s job
f With musical instruments Word formation Nouns 1
g Plural of uncountable nouns
h Oceans, mountain ranges, deserts, rivers
1 Complete the table with the noun form of each
verb/adjective.
CONVERSATION CLUBS
Lists at the back of the book.
i Meaning ‘per’ in expressions
Verb/Adjective Noun
careless (1) carelessness More and more we read reports warning that (1) is
similar (2) increasing not just amongst older generation but also the young people.
appear (3)
The (2) does not seem to be addressing the issue
so some people have taken matters into their own hands and started
generous (4)
conversation clubs – meet-ups in local cafés where strangers can come for
explain (5) a coffee and a chat. One of the founders, Kerry Smith, spoke to us about
lonely (6) the clubs, ‘A few years ago I realised that I was leading an increasingly
exist (7) lonely (3) almost through (4)
govern (8) I suppose – losing touch with friends, not socialising after work … then
I had the idea to set up the club. Through the (5) of
2 Complete the news story with the correct form of local businesses – who helped with advertising and group discounts –
a noun from Exercise 1. it was surprisingly easy to set up. The biggest takeaway for me though
has been discovering the huge number of (6) between
myself and someone I would otherwise never have met.
22 23

A chAnge for the better?

A CHANGE FOR THE BETTER? Listening

1 Ask students to look at the photographs and discuss Play the recording twice and let students compare
the question. You can ask the students to do this their answers together between listenings.
in pairs before feeding back or do this as a whole
3 Students discuss the questions in pairs or small
class discussion. Ask a few questions if necessary to
groups. Have class feedback and make sure students
generate discussion, e.g. Have you ever seen robots
give reasons for their answers.
like this before? What do you think the two men
are doing?

Teacher’s Book
2 3.1 Focus the students attention on the Don’t
forget! box. Ask them What type of information is
likely to go in thefirst gap? Elicit that it will be a place
(country, city, etc). Explain that this is useful practice
for the exam, where they will be given 45 seconds to
read the task. They should use this time to predict
the type of answers they hear. Put students in pairs to
discuss the type of information that you might need to
write in the rest of the gaps.

AUDIOSCRIPT
Listening Part 2 Sentence completion
3.1
P = Paul
P: Hi, my name’s Paul and I’m going to talk to you about
Listening Part 2 Sentence completion the world robotics championship, RoboCup, which
I’ve been looking into on the Internet for a project
1 SPEAK You will hear an Australian student called Paul giving a talk about RoboCup, I’m doing. The competition is usually organised in a
an international robotics competition. Look at the photographs. What do you think different country every year, though it’s been held no
happens at this event? Ex 2 fewer than four times in Japan, which is where the
And the competition rules are really strict. Points
are taken off if a robot moves outside the area that’s
marked out on the stage, or if a team goes over
The Teacher’s Book is interleaved with pages of the
the time limit. They have a total of five minutes for
their performance, which includes setting it up and
introducing it, and then an extra minute to clear
Ex 2 up – so no more than six minutes altogether on the
Q6 stage. It’s all very quick, so there’s no chance for the
Student’s Book. The answers to all of the Student’s
Book activities are annotated on the exercises,
audience to get bored.
I saw some videos of some of the other events,
as well, like RoboCupSoccer, which is pretty
impressive. What amazed me most about it is
Ex 2
the fact that there are no radio signals, or remote

reading texts and audio scripts.

Q1 first event took place in 1997. The first time it was Q7 controls or any other kind of communication from
2 3.1 Listen to the recording and for questions 1–10, complete the sentences with hosted here in Australia was in 2000 in Melbourne. the designers – all the robots are autonomous.
a word or short phrase. Now, RoboCup is short for ‘Robot Soccer World They all communicate with each other and make
RoboCup was held for the first time in (1) Japan in 1997. Cup’, and actually, the ultimate aim of the event is their own decisions about what to do … almost like
The categories in the children’s competition are Soccer, OnStage and to encourage the development of robots which can human players – except the ones I saw kept falling
(2) Rescue/rescue . beat the Football World Cup champions by 2050. over for no apparent reason, which was quite funny

The procedural notes offer support to teachers on

Well, good luck with that, guys! But there are other to watch.
Paul says he didn’t watch any videos of teams performing a
challenges, too – including RoboCup@Home and I have to say, though, there was some pretty good
(3) magic show in the OnStage event.
RoboCup@Work in the adult competition, and the Ex 2 passing of the ball, but none of the teams had
Paul’s favourite video of an OnStage performance featured a robot dressed as a Ex 2
(4) . Q2 OnStage and Rescue categories in RoboCupJunior, Q8 what you could call a solid defence. Sometimes a
penguin which is for kids up to the age of nineteen. robot would kick the ball from one end of the pitch

how to deliver the lesson. There are also Teaching

Don’t forget!
Before you listen,
Team members in the OnStage event are interviewed about their involvement in the Let me just explain a little bit about the OnStage to the other, and the other team just stood by and
design and (5) programming of their robots. event. That’s where teams get the chance to show watched as it went into the goal! But hey, it’s good
The maximum total time each team can spend on the stage is what their robots can do through a stage show. And entertainment and a great way for the public to learn
(6) six/6 minutes. that can be anything from storytelling to a dance or about the latest developments in robot technology.
a theatre performance … or apparently, even a magic
Paul was impressed by the fact that the robots in RoboCupSoccer are all For me, though, RoboCup@Home seemed the most

tips from Roy Norris and ideas for Extra activities.

read the questions Ex 2 show, though I didn’t find any videos of that one on
(7) autonomous . Q3
educational event. For this one, designers have to
and think about the the Internet. The robots generally wear costumes Ex 2 interact with their robots, and the only way they
kind of information Paul says that all of the robot soccer teams he watched lacked a good Q9
and their designers can be part of the show, too. can do that is by voice. A kind of apartment is set
which might fit (8) (solid) defence .
Many of the performers I saw were dressed up as up in the venue and the robots have to follow their
each gap: is it, for In RoboCup@Home, designers have to communicate with their robots by using their
(9) . Ex 2 characters from films, but the star of the video I designers’ spoken instructions to perform a number
example, a place or voice(s)
Q4 enjoyed most was a robot in a penguin costume. It of different tasks. I saw them do things like open the
a number, a noun or Paul watched robots fetch objects from the kitchen and give them to was great fun and the audience loved it.
an adjective? Ex 2 curtains in the bedroom, or go into the kitchen and
their designer in another room of the apartment. But there’s also a serious side to the whole thing. Q10 get something like a bottle or a cup and take it back
You may hear For example, all the teams have a technical to the designer who was in the lounge.
information which 3 SPEAK Would you be interested in attending and/or taking part in RoboCup?
Why/Why not? interview with the judges, and each member has This kind of thing might become a reality in the
could fit the gap but Ex 2 to answer questions about the part they played
home in the future, so it’s really interesting to see
does not answer the Q5
Do you agree with Paul that robots ‘might become a reality in the home in the future’? in the design and programming of their robots. robots doing things in this context.
question. Why/Why not?

30 TB30

On-the-go practice
The Student’s App allows learners to practice
and perfect the language and exam skills in the
Student’s Book.
It also features 60 quick-fire Are you ready?
questions to help students with practical tips to
prepare for their exam day.

8 8
on the MoVe

ON THE MOVE
1 How did Rosie react after she received her exam results?

Classroom Presentation Kit

A She felt that her family could have been more supportive.
B She realised the goals she’d set herself had been unrealistic.
C She thought her exams might have been marked incorrectly.

Reading and Use of English Part 5 Multiple choice D She gradually changed the way she felt about her grades.
2 What does Rosie say was her reason for travelling?
1 SPEAK Work in pairs. You are going to read an article written by a woman called Rosie, A It would be more fun than working.
who went travelling as part of a gap year between school and university. Look at the
B It seemed like a good use of her time.
photographs. Where do you think each one was taken?

The Classroom Presentation Kit,

C It was a chance for self-improvement.
2 Read The trip of a lifetime to check your ideas from Exercise 1. D It would help her university application.

3 Read the text again and for questions 1–6, choose the answer (A, B, C or D) which you 3 What does Rosie say about her experience in the Peruvian orphanage?
think fits best according to the text. A She thought the owners were not doing enough for the children.

accessible through the Teacher’s

B She felt that her work was of little benefit to the orphanage.

THE TRIP OF A LIFETIME

C She sensed that the children did not appreciate her gifts.
D She had suspicions that the owners were corrupt.
4 What does ‘earned them bragging rights’ mean in line 43?

App, is designed to be displayed

A entitled them to receive special treatment
B made them feel fortunate to have survived
Rosie Casterton describes how she spent her gap year between school and university. C gave them the opportunity to impress people
D helped them appreciate the beauty of the country

on an interactive whiteboard (IWB)

I felt slightly ashamed when my exam results came out,
despite the loyal praise from my parents. The grades
were more than respectable, but they weren’t quite good
enough for the university degree course I was hoping to
5 do. I called the admissions office, asked them to reconsider,
The next six weeks we spent travelling around South America as part of
5 What does ‘which’ refer to in line 55?
40 a tour group. In Peru we went white water rafting, horse riding and then
sandboarding on dunes by the desert oasis of Huacachina. In Bolivia, A each country
some courageous, if foolhardy members of the group cycled down the B local tour companies
infamous Death Road. This no doubt earned them bragging rights for C transport and cultural trips

or projected onto a wall. It enables

but the reply was unequivocal – I hadn’t met the entry
requirements, so I should make alternative plans. I slowly
pulled myself together, gathered some perspective,
began to feel proud of my achievements and vowed
10 to turn disappointment into opportunity. I would take
years to come, though personally, I’m content with being able to tell
D making our own bookings
45 everyone that I saw the incredible Uyuni Salt Flats, vast plains of white
salt which stretch out as far as the eye can see. Then in Brazil we spent 6 In the final paragraph, Rosie suggests that she and
time exploring parts of the Amazon, before finishing the tour in Rio de her friend Lowri
Janeiro. A might have benefited from visiting fewer places.

teachers to play audio or show

time out to travel, then reapply the following year for a
different course.
50
It would be stretching the truth to say that I intended to
broaden my horizons, develop as a person, discover my
true self. Things may have turned out that way in the end,
After Rio we flew to South Africa, where we stayed for two weeks with B didn’t leave themselves enough time to relax.
friends in Johannesburg and Cape Town, and relaxed mostly, before
C should have spent less time in each place.
moving on to the third and final stage of our trip in Thailand, Vietnam
D took too many things with them.
and Laos; another continent, different cultures, new experiences. Unlike
in South America, nothing was pre-planned. We booked all the transport 3 SPEAK Work in groups. If you could take a year off

interactive Student’s Book and

15

but at the time, I knew only that I had a year on my hands,
and an extended trip abroad sounded like a worthwhile
way to spend it. Or at least part of it – I’d need to work first
to fund myself, so I took a job as a receptionist at a local
doctor’s surgery. It was a tough six months; the patients
and cultural trips ourselves using local tour companies in each country, school or work, what would you do? Where would
55 which added an element of spontaneity, and gave us more freedom of you go? How would you fund yourself?
choice and a greater sense of independence.
And yes, when it all came to an end, I did feel I’d developed as a person.

Workbook activities in class.

20
were very demanding and I often got shouted at, but it
gave me the opportunity to gain some work experience,
develop some useful skills, and importantly, save money
for the more enjoyable part of the year.
Travelling taught me so much. I learnt how to manage my money; I had
to be organised and continually think ahead; I became more flexible and
60 open-minded, readily adapting to a wide range of places, people and
their cultures. Perhaps Lowri and I overdid things in this respect; maybe
we should have heeded the old adage that ‘less is more’. We packed as

It is user-friendly and presents the

25 In the meantime, I managed to talk a friend from school
into coming with me – Lowri, who also failed to get the
grades she needed. After months of planning, we set
off for Cuzco in Peru, where we’d volunteered to work
for two weeks in an orphanage. I’m not sure what good
many countries into the four months as possible, and in doing so, gained
only a very general idea of life in each one. Still, I’m sure I’ll find time to go
65 back to some of them in the future. Won’t I?

lesson clearly to the whole class.

30 we thought we could do there. We took gifts of toys and
played with the children, but I don’t think our presence
was of much value. The owners didn’t expect a great deal
from us and seemed more interested in the money we’d
paid to be there, which went towards food, clothes and the

The Answer-by-answer reveal enables

35 upkeep of the building. Everything appeared unstructured
and disorganised, but the children were full of life and
clearly happy, so the orphanage was obviously doing
something right.

114 115

teachers to elicit student responses

and check answers one by one.

vii
 INTRODUCTION

Resource Centres Test Generator

The Resource Centres contain Wordlists with definitions, Teachers can create tests or use the prebuilt tests to
IPA and example sentences for all of the lexis in the assign to students. There are unit tests, and mid- and
Student’s Book Vocabulary sections. They also include all end-of-course tests for each level, testing vocabulary,
course Audio, Answer keys and Audioscripts. grammar, word formation and each part of the exam.

Overview of the Examination

Reading and Use of English 1 hour 15 minutes Listening about 40 minutes
Part Task Type Number of Task Format Part Task Type Number of Task Format
Questions Questions
1 Multiple-choice 8 A text with 8 gaps; there 1 Multiple 8 Short, unrelated extracts of
cloze is a choice of 4 answers choice approximately 30 seconds
for each gap. each with one or more
2 Open cloze 8 A text with 8 gaps, speakers. There are 3 options
each of which must be for each question.
completed with one 2 Sentence 10 A monologue lasting
word. completion approximately 3 minutes.
3 Word formation 8 A text containing 8 Candidates write a word or
gaps. The task is to short phrase to complete
complete each gap with sentences.
the correct form of a 3 Multiple 5 Five short monologues, each
given word. matching lasting approximately 30
4 Key word 6 Gapped sentences seconds. The extracts are all
transformation which must be related to a common theme.
completed using a given Candidates match extracts
word. with prompts.

5 Multiple choice 6 A text followed by 4 Multiple 7 An interview or

multiple-choice
questions with four
options.
6 Gapped text 6 A text from which
sentences have been
removed. Candidates
replace each of these in
the appropriate part of
the text.
7 Multiple 10 A text preceded by
matching multiple-matching
questions which require
candidates to find
specific information in a
text or texts.
Writing 1 hour 20 minutes
Part Task Type Number of Task Format
Tasks
1 Essay 1 Candidates are given an
essay title and notes to
(compulsory)
guide their writing.
2 3 A writing task with a clear
(candidates context, purpose for
writing and target reader.
choose one)
Candidates write one of
the following: article, email,
letter, report, review.
choice conversation between two
or more speakers lasting
approximately 3 minutes.
There are 3 options for each
question.
Speaking 14 minutes
Part Task Type Time Task Format
1 Interview 2 Candidates give personal
minutes information in response
to questions from the
interviewer.
2 Talking about 4 Each candidate talks about
photographs minutes two pictures for about 1
minute, and comments briefly
on the other candidate’s
pictures.
3 Collaborative 4 Candidates are given
task minutes instructions with written
prompts which they use for
discussion. Candidates speak
for about 3 minutes in total;
the giving of instructions
takes about 1 minute.
4 Further 4 The interviewer leads a
discussion minutes discussion which is related to
the topic of Part 3.

viii
1 LIFESTYLE
1 This first unit deals with the
LIFESTYLE
KEY LANGUAGE
Habitual behaviour
Be used to, get used to and used to
Lifestyle
Clothes
Get
PRONUNCIATION
Pronouncing questions
EXAM PRACTICE
Reading and Use of English Parts 1, 2, 4 & 7
Writing Part 2
Listening Parts 1 & 3
Speaking Parts 1 & 2
9781380018069_text.indb 1
SPEAKING Part 1 Interview
This speaking activity gives students useful practice
with the type of questions found in Part 1 of the B2
First speaking exam, where students are asked to give
basic personal information about themselves. It’s good
to regularly practice Speaking Part 1 questions, as the
more confidently and fluently students can answer the
questions in Part 1, the more confident they will be
going into the more challenging tasks to follow. These
particular questions about the students’ routines
offer the teacher the opportunity to get to know the
students at the beginning of the course. You may wish
to use the Speaking Part 1 cards on the Teacher’s
Resource Centre to extend this into a ‘Getting to
know you’ activity.
Put students into pairs to discuss the questions.
Monitor and provide support as necessary. After five
themes of lifestyles, routines
and clothes. This, and every
other unit of Ready for B2
First, gives the students the
opportunity to improve their
reading, writing, listening
and speaking skills. All the
activities are thematically
connected. The grammar and
vocabulary are taken from
the reading and listening
exercises, and students have
the chance to consolidate
this new language through
controlled and freer practice.
Read the unit objectives to
the class.
Speaking Part 1 Interview
Work with a partner. Discuss the questions.
1 What do you usually do at the weekend?
2 Describe your morning routine before you
go to school/college/work.
3 Do you ever meet up with your friends on
weekday evenings?
4 What is your favourite weekday?
5 What did you do yesterday evening?
How to go about it
• Do not answer just ‘yes’ or ‘no’ to the
examiner’s questions. Develop your
answers by giving reasons or examples.
• Do not learn long pre-prepared answers.
You are likely to sound unnatural and
you may not answer the questions
correctly.
02/07/2020 10:24
minutes, ask students to share something they learnt
about their partner. Board any good vocabulary that
surfaced during the activity. Note that too much error
correction right away can be intimidating, so focus
mostly on good language during your feedback in the
first few lessons.
ONLINE MATERIALS
Speaking Part 1 cards (Teacher’s Resource Centre)
Lifestyle questionnaire (Teacher’s Resource Centre)
Unit 1 Test (Test Generator)
Unit 1 Wordlist (Student’s/Teacher’s Resource Centre)
Unit 1 On-the-go-practice (App)
TB1
 1 LIFESTYLE
Vocabulary Lifestyle
1 Look at the verbs and adjectives that can all be used with the noun lifestyle to form
collocations. Collocations are pairs or groups of words that are often used together.

active luxurious

alternative outdoor
have
busy relaxed
live a/an lifestyle
chaotic sedentary
lead
comfortable simple

healthy stressful

Underline those adjectives which could be used to describe your lifestyle.

2 SPEAK Work in pairs. Compare your adjectives with your partner, explaining your
choices.
I have quite a healthy lifestyle at the moment. I’m eating sensibly and doing a lot
of exercise.

3 SPEAK Discuss the following questions. As in other parts of this book, common
collocations are shown in bold.
• Would you like to change your lifestyle? Why/Why not?
• Do you lead an active social life? What kinds of things do you do?
• What do you think is meant by the American way of life? How would you describe
the way of life in your country to a foreigner?
• What are some of the positive and negative aspects of our modern way of life?
In what ways, if any, was the traditional way of life in your country better?
• Why are people so interested in the private lives of celebrities? Do they interest you?

What might the people find difficult about their lifestyles?

1 2

2
Lead-in
The Speaking Part 1 questions on page 1 act as a lead-
in to the Vocabulary activities. A good transition to this
section is to think of an adjective or two that describe
the students’ lifestyles based on their answers to the
Speaking Part 1 questions, e.g. Well, it sounds like
some of you have a very busy lifestyle. An alternative
lead-in is to start with books closed and briefly describe
your lifestyle (or that of a typical teacher). Put three
choices for adjectives from Exercise 1 on the board. The
students listen and choose the best adjective.
Vocabulary
1 Students read the instructions. Check they
understand the meaning of ‘collocation’, as this term
is used throughout Ready for B2 First. One good
metaphor for collocations is relationships. Explain to
the students that, just like people, words have strong
relationships with certain other words and these
combinations of words spend a lot of time together,
just as you spend a lot of time with people that you
have a strong relationship with, such as your friends
and family. Focus the students’ attention on the
adjectives and check for understanding, e.g. Which
word describes the life of someone who is very rich?
Allow them time to do the task individually.
Teaching tip
Draw the students’ attention to the fact the
collocations appear in bold. Explain that this system
is used throughout Ready for B2 First. Suggest that
students use a separate notebook for new vocabulary
items, which can be organised by theme. For
homework, encourage students to record only the
new vocabulary (not all the words) from today’s lesson
LIFESTYLE
2 In pairs, the students discuss their lifestyles.
1
Throughout the course, encourage students to use
the SPEAK sections of Ready for B2 First as an
opportunity to develop their fluency by speaking as
much in English as they can. Remind them to provide
reasons and examples for their ideas, as well as
asking follow-up questions. Monitor the activity and
make note of any of the adjectives that are being
misused or mispronounced. Get feedback in open
class when they have finished.
Note that one typical problem for students from
all nationalities is ‘spelling pronunciation’, that is,
pronunciation errors due to the complexity of the
English spelling system. For example, in Exercise 1,
students may be tempted to pronounce the last two
syllables of comfortable as ‘table’, and the ‘ch’ in
chaotic as /ʧ/ rather than /k/.
3 Organise the students into small groups and ask
them to discuss the questions. Set a specific time
limit, say five minutes, and politely end the activity
by saying, OK, I’m sure you have more to talk about,
but I’m going to stop you there. Nominate a member
from each group to share ideas. Board any interesting
vocabulary that came up during the discussion.
in their vocabulary notebooks under the theme of
‘Lifestyles’ with an example sentence for each one.
Alternatively, ask student’s to make use of the
Wordlists on the Student's Resource Centre. You
could set a spelling test for homework or ask students
to revise the definitions of the words/phrases. Then
test students on these as a warmer in the next lesson.
TB2
1 LIFESTYLE
Speaking
1 Students read the instructions. Explain that Speaking
Part 2, or the Long Turn, is a speaking exam task in
which they will have a minute to talk about a question
and two photographs on their own. However, since
this is the first time they are doing this task, you won’t
be timing them. Focus on the How to go about it
box. Check understanding with a couple of yes/no
questions, e.g. Do you choose one of the photos to
talk about? (No). Now focus on the Useful Language
box. Explain that throughout Ready for B2 First the
phrases in these boxes have been carefully selected
to help get students using the type of language that
will help them do well on the exam. Put the students
Teaching tip
When useful language is provided, encourage your
students to produce it by having them choose one
or two specific phrases to use during the speaking
Extra activity
Ask the students to prepare role-plays based on the
photographs from the Speaking Part 2 task. Put the
students into pairs. One student is a journalist who is
interviewing people from different professions about
their lifestyles. The other student is one of the people
in the photographs (assign or allow them to choose
which one). Give the students some time to prepare
questions or answers about the following:
TB3
into new pairs. Allow them some time to plan what
they are going to say about their photos, for example,
one similarity, one difference, and then a few
reasons why the people’s lifestyles might be difficult
(Student A) or enjoyable (Student B).
2 Student A does the speaking task and then the
students switch roles. Monitor and make sure they
are not simply describing the photos, but rather
using the photos to help them discuss the question.
In your feedback, concentrate more on how well the
students carry out the task than on correcting errors,
because the focus here is to introduce students to
Speaking Part 2.
task. The partners who are listening can tick off the
expressions they hear.
• Daily routine
• What you like
• What you don’t like
• Why you chose this profession.
Students perform the role-play asking for and
giving details. Resist the urge to intervene unless
communication is breaking down.
Speaking Part 2 Long turn
LifestyLe
1
1 Look at the four photographs. They show people who lead different lifestyles.
Before you do the speaking task, read the information in the boxes below.
Student A: Compare photographs 1 and 2 and say what you think the people might find
difficult about their lifestyles.
Student B: When your partner has finished, say whether you like working / would like to
work in an office.

2 Now change roles.

Student A: Compare photographs 3 and 4 and say what you think the people might
enjoy about their lifestyles.
Student B: When your partner has finished, say which lifestyle you would prefer to lead.

How to go about it
Student A
In part 2 of the speaking exam you are not asked to describe the photographs in detail,
but to compare them. When doing this, comment on the similarities and differences:
Similarities: In both pictures …
Differences: In the first picture … whereas in the second one …
Student B
In the exam you have time to develop your answer fully and give reasons for
your opinions.

Useful language
Student A
I get the impression it’s a stressful life.
She might/may have to travel a lot.
I doubt that they have much time for a
social life.
They probably enjoy being outside.
I expect/imagine they prefer doing
physical work.
Student B
(I don’t think) I would like to be an
office worker.
I wouldn’t mind working in an office.
I’d prefer to have this lifestyle rather
than that one.
I’d rather ride a horse all day than work
at sea.

What might the people enjoy about their lifestyles?

3 4

3
1 LifestyLe

Reading and Use of English Part 7 Multiple matching

1 You are going to read an article in which four people talk about their lifestyles.
For questions 1–10, choose from the people (A–D). The people may be chosen more
than once.

How to go about it
• Read all the questions to see the kind of information you are looking for.
To help you, one part of section A has been underlined. Match this part to one of
the questions. Then look in the rest of section A for any more answers.
• Do the same for the other three sections. Underline the relevant parts of the text
as you answer the questions.
• If there are any questions you have not answered, scan the whole text again to
look for the information you need.

Which person
admits to having an untidy house? 1 A
would not recommend their lifestyle to other people? 2 D
likes the unpredictable nature of their work? 3 C
is not particularly keen on taking exercise? 4 A
has a lot of free time? 5 B
has achieved an early ambition? 6 D
usually has no trouble getting to sleep at night? 7 A
does not normally have to go far to get to their place of work? 8 B
says that people have the wrong idea about their work? 9 C
is considering introducing more stability into their life? 10 B

2 Find the following phrasal verbs in the text and use context to help you work out their
approximate meanings. The letters in brackets refer to the sections of the text in
which the phrasal verbs appear.
(sleep) a lot, because
leave I didn’t (sleep) enough before continue decide
turn up (A) set off (B) catch up on (B) carry on (B) make up my mind (B)
put off (C) settle down (B, C) grow up (D) come across (D) carry out (D)
discourage lead a more stable life become an adult find do
I once turned up late for a play I was in.
‘Turn up’ here means ‘arrive’.

3 SPEAK If you had to choose, which of the four people would you prefer to change
places with for a month? Why?

4
Lead-In
This reading task continues with the theme of lifestyles.
Ask the students to keep their books closed. Write or
project on the board: television and stage actor, ski and
snowboard instructor, farm vet, mountaineer and wind
turbine technician. Check understanding of vet and
wind turbine. Put the students in pairs and ask them to
think about how having these jobs would affect people’s
lifestyles. Feedback the activity in open class. On the
board, write any interesting vocabulary that comes up in
the discussion.
Teaching tip
For any challenging questions, take the time to explore
why students choose the wrong answer. This develops
Teaching tip
Although it would not be in keeping with the exam
style, Exercise 1 could be made more communicative
by setting up a jigsaw reading. Organise the students
into groups of four. Give each member a short time
to read one of the texts, i.e. Student A reads text A,
Student B reads text B, and so on. The students then
take turns giving oral summaries of their texts. This
Reading And Use Of English
LIFESTYLE
1
1 The students read the instructions. Focus their
attention on the How to go about it box. Elicit or
check understanding of vocabulary items in the
questions, such as untidy (1), unpredictable (3), keen
on (4). Point out that the parts of the text that give you
the correct answer do not usually include the same
words as the questions, but rather uses examples or
synonyms. As the students read, check to see they
are underlining the parts of the texts which provide
the answer. When finished, ask the students to check
their answers in pairs, justifying their choices using
the part of the text they underlined, before correcting
the exercise in open class.
valuable close reading skills that will help students
identify, and not fall for, distractors.
type of jigsaw activity is a nice way of integrating
speaking into lessons that are a bit heavy on reading.
It also helps students practice the valuable skill
of summarising the content of a text in their own
words, which is common in both academic and
professional contexts.
TB4
1 LIFESTYLE
2 Students read the instructions. Put the students into
pairs and allow them time to find the words together.
This could also be done as a race in teams. The first
team to find all the phrasal verbs in the text is the
winner. Together, students discuss the meaning of
the words in context. Nominate individual students to
explain the words. Try to choose students randomly
instead of going from one side of the room to another,
to ensure that all the students are paying attention
during this important feedback stage.
READY FOR GRAMMAR
READY FOR GRAMMAR
1 Habitual behaviour
Habitual behaviour in the present
A The present simple is used for habitual actions or
permanent situations in the present.
I go for a run twice a week. She lives near the park.
B Frequency adverbs are used to indicate how often an
action occurs. They are usually placed:
1 before the main verb.
I always go to bed before midnight.
2 after the verb to be or an auxiliary verb.
She is very often late for work.
They have rarely been seen together.
3 Usually, normally, generally, frequently, sometimes,
(very/quite) often and occasionally can also be
placed at the beginning of the sentence or clause.
Occasionally we go out for a meal, but usually we
eat at home.
NB (almost) always/never, (very) rarely/seldom and
hardly ever cannot be used in the same way.
4 Sometimes and quite/not very often can be placed at
the end of the sentence or clause.
You say some very hurtful things sometimes.
I don’t go to the cinema very often.
5 Adverb phrases such as now and again, from time to
time, twice a week and every day are placed at the
beginning or end of a clause or sentence, but not
between the subject and the verb.
I see Paul at work every day and from time to time
we have lunch together.
Alternatives
1 The present continuous + always is used to talk about
things which occur frequently and which the speaker
finds annoying.
He’s always complaining about something!
2 Adjectives can be used as an alternative to rarely,
normally and (not) usually.
It’s rare/normal/(un)usual/(un)common for him to eat
meat.
1 Be used to/get used to + noun or gerund
Be used to + noun/gerund means ‘to be accustomed to’.
She’s a nurse so she’s used to seeing sick people.
Get used to + noun/gerund means ‘become accustomed to’.
I want to leave Athens; I can’t get used to the heat.
TB5
3 Students discuss the question in pairs or small
groups. Note that these ‘personalisation’ speaking
tasks give the students the chance to talk about
their own ideas, feelings, preferences and opinions.
Make sure to leave time for these tasks in your lesson
plan, because this part of the lesson involves true
communication – that is, students communicating real
information about themselves.
3 Tend to + infinitive is used to make general statements
about the habitual actions and situations of groups of
people or individuals.
British people tend to drink tea rather than coffee.
I tend not to get up very early on Sundays.
4 Will + infinitive is used to talk about habitual behaviour.
Frequency adverbs can also be added.
She’ll sometimes spend the whole day reading.
5 It’s not like someone to do something is used to
suggest that the way a person has behaved is not
typical of their character.
I’m surprised Graham didn’t send me a card. It’s not
like him to forget my birthday.
(He doesn’t usually forget it.)
Habitual behaviour in the past
A The past simple is used for regular actions or habitual
behaviour in the past, often with a frequency adverb.
I hardly ever went away on holiday when I was young.
B Used to + infinitive is used to refer to past habits
and situations which no longer occur or exist now.
Frequency adverbs can be used for emphasis and are
placed before used to.
We used to have a cat, but he died last year.
I always used to walk to work until I bought a car.
Note the negative and question forms:
I didn’t use to like cheese. Where did you use to live?
NB use to cannot express present habitual behaviour.
I usually (not use to) play tennis twice a week.
C Would + infinitive is used to refer to past habits, but not
past situations. Frequency adverbs are placed after
would.
Habit: My father would often read to me when
I was a young boy.
Situation: I used to (not would) have a bicycle.
Stative verbs such as have (possession), be, live, like,
believe, think (= have an opinion), understand and know
are not used with would to refer to the past.
 THIS IS
LifestyLe
1
YOUR LIFE
Four more personal accounts in our series on lifestyles. This week
we focus on people’s work and how it shapes the way they live.

A Lucas Martín: television and stage actor

Normally I get out of bed around midday. I’ll sometimes go for a run after I get up, though it’s not Ex 1 Q4
really my idea of fun. I’m not a fitness fan, but I realise it’s important.
When I’m not rehearsing or on tour, afternoons generally involve reading scripts or learning lines.
My flatmates are also actors, so at home there are usually scripts lying all over the place. It’s a bit Ex 1
of a mess, I’m ashamed to say. I’m passionate about history, and if I’m working away from home, Q1
I’ll often spend the afternoon in a museum or historic building. I sometimes lose track of time, and
I once turned up late for a play I was in. I felt terrible, so now I always get to the theatre early; I’m
usually the first to arrive.
After a performance I eat and spend a few hours unwinding, so bedtime is often one or two in the
morning. I’m normally out like a light as soon as my head hits the pillow. Ex 1 Q7

B Maja Andersson: ski and snowboard instructor

I generally spend six months in Europe and six in New Zealand, but I’ve also worked
in Japan and Canada. Wherever I am, I love the fact that I usually live just a short walk Ex 1 Q8
from the slopes, so I can get up reasonably late and still have time for a decent breakfast
before setting off for work.
When I started out eight years ago, I used to teach groups of young kids. Now I’m fully
qualified, I tend to get the advanced classes, which I find more interesting. We get Ex 1 Q5
plenty of days off and when I’m not working, I go skiing by myself, or catch up on my
sleep – I have no problem spending the morning in bed!
I love the lifestyle, but I’m not sure I can carry on doing this for much longer. It might be Ex 1
time to settle down and get a more normal job, something steady and secure. I haven’t Q10
made up my mind yet, though.

C Reo Tanaka: farm vet

I used to have a dog and we’d go running together most mornings, but I gave him to my mum in
the end. I tend to be out all day, visiting farms, and it wasn’t fair to leave him alone. So now I don’t
get as much exercise as I’d like to.
I love my job, especially the variety and not knowing what you’ll be doing from one day to the Ex 1 Q3
next. But being a vet – any type of vet – is not what most people think. It’s not all cuddly lambs Ex 1 Q9
and cute little calves. We have to do some pretty unpleasant things sometimes, things which
might put some people off working with animals for life.
My mum wants to know when I’m going to find someone to settle down with, but it’s not
as if I have loads of free time to go looking. There’s not even room for a dog in my life,
so I don’t see how I’ll be able to fit marriage in.

D Ben Adams: mountaineer and wind turbine technician

As a child, I would tell everyone that when I grew up, I wanted to climb Everest. I’ve actually Ex 1 Q6
climbed it three times now, and I’ve also scaled four more of the fourteen peaks over
8000 metres.
And when I’m not on a mountain, you might come across me hanging on a rope from a wind
turbine, carrying out repairs to damaged blades at heights of up to 100 metres. That’s how I
make a living and pay for my climbing trips. I also sometimes get sponsorship from companies,
which provide funding and maybe food and equipment. In return, I mention the sponsors in
the talks I give and the articles I write when I get back from my climbs.
It’s a fairly unconventional way of life, and not one I’d actively encourage others to adopt – Ex 1 Q2
there’s a lot of danger involved – but it works for me. It’s precisely that sense of danger that
makes me feel alive.
5
1 LifestyLe

Language focus Habitual behaviour

1 Look at these two sentences from This is your life. Is the frequency adverb placed
before or after: immediately before the main
verbs go and get, but after the
a the main verb? b the auxiliary verb?
main verb be. after the auxiliary verb will (’ll)
I’ll sometimes go for a run after I get up.
I always get to the theatre early; I’m usually the first to arrive.

2 Read the sentence and cross out the two adverbs that are used in the incorrect
position.
Normally / Always / Sometimes / Never I get out of bed around midday.

3 Read the sentence and cross out the incorrect option.

Now I’m fully qualified, I tend to get / use to get / usually get the advanced classes.

4 Decide which of the following sentences 1–6 are grammatically incorrect. Change the
position of the adverbs to correct them.
1 I rarely go out on weekday evenings.
correct
2 I have usually my dinner in front of the television.
I usually have my dinner in front of the television.
3 Never I spend more than ten minutes doing my English homework.
I never spend more than ten minutes doing my English homework.
4 Someone is always telling me what to do and what not to do – it gets on my nerves.
correct
5 Hardly I ever play games on my phone – it hurts my eyes.
I hardly ever play games on my phone – it hurts my eyes.
6 It’s rare for me to go to bed before midnight and quite often I’ll stay up until two in
the morning.
correct
5 SPEAK Say whether or not the sentences in Exercise 4 are true for you.

6 Read these sentences from This is your life and answer the questions.
As a child, I would tell everyone that when I grew up, I wanted to climb Everest.
I used to have a dog and we’d go running together most mornings.
1 Can used to replace would/’d before tell and go? Why/Why not?
Yes, used to can be used to talk about both past states and past habits.
2 Can would replace used to before have? Why/Why not? No, would + infinitive without to can
refer to past habits, but not states. It is not used with stative verbs such as have to refer to the past.
7 Go to Ready for Grammar on page 204 for rules, explanations and further practice.

8 In the following paragraph, decide whether the underlined verbs can be used with both
used to and would (a), only used to (b), neither used to nor would (c).
b
When my brother and I were little, my mum (1) had an executive
a
position in a pharmaceutical company. She often (2) worked long
a
hours and sometimes (3) went away on business trips for two or
a
three days at a time. Our dear old gran (4) looked after us on those
occasions, but it wasn’t the same as having a mum around. We
b
(5) didn’t like her being away from home, but we never once
c b
(6) said anything, because we always (7) thought she was
happy in her work.
c
Then one day she (8) announced she was giving up her job to
c
spend more time with her family. My brother and I (9) were
delighted at the change in lifestyle, but I’m not sure about my mum:
a
she often (10) said afterwards that being a full-time mother was
harder than being a business executive!

9 Write six sentences comparing your life now with your life five years ago.
I used to be in a band, but I left a couple of years ago and now I hardly ever play
my guitar.

10 SPEAK Work in pairs. Discuss your sentences from Exercise 8. Ask follow-up
questions for more information.
What type of music did you use to play?
Why did you leave the band?

6
Lead-in
On the board, write or project two groups of words
1) the adverbs of frequency always, usually, sometimes,
never, and 2) the time expressions at the weekend, on
weekdays, in the morning, at night. In pairs, students
make sentences using language from both groups. This
activity is meant to test the students’ knowledge of
the grammar before presenting it, so while monitoring
make note of any strengths and weaknesses. You may
wish to extend this or alternatively use the Lifestyle
questionnaire on the Teacher’s Resource Centre at
this point.
Language focus
1–3 This grammar presentation gives students the
chance to work out the grammar rules themselves.
Give them a few minutes to do the exercises in pairs
and then elicit the correct answers in open class.
Ask the students to help you write rules on the
board based on the examples. They should contain
the following information: Adverbs of frequency are
usually placed before the main verb, but they go
after the be verb. Some adverbs like normally and
sometimes can go at the beginning of the sentence.
4 Students read the instructions. Do the first sentence
together. Ask students to do the activity individually.
Then ask them to pair check before correcting in
READY FOR GRAMMAR
1 Habitual behaviour
1 Underline the correct alternatives.
1 Always / Usually I set my alarm for seven o’clock,
but I very often / from time to time wake up before it
goes off.
2 Chloe has hardly / almost ever had a day off school
and she never is / arrives late.
3 My mum every day / always cooks lunch and my dad
normally / twice a week gets dinner ready.
4 You’re always / sometimes causing trouble these
days! You used / tend to be so well-behaved.
5 It doesn’t / isn’t like Sadie to be late; she use to be/
she’s usually so punctual.
6 We would / used to live in Shoreham-by-Sea, and it
was normal/normally for us to go to the beach after
school in summer.
2 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given.
Do not change the word given. You must use between
two and five words, including the word given.
0 She often went abroad on holiday before she got
married.
WOULD
She would often go abroad on holiday before
she got married.
1 They don’t usually arrive on time for anything.
TEND
They tend to turn/show up late for everything.
1 Be used to/get used to + noun or gerund
1 Write the words in the correct order. 2 In the first gap write either the correct form of be or get, or leave
LIFESTYLE
open class. Note that students may be less familiar
1
with hardly ever. If you’re working with a monolingual
class and you share or feel confident enough
with the students’ L1, ask them to translate it to
check understanding.
5 Students do the activity in small groups. Model by
explaining why one sentence is true or not for you.
6 Give the students a couple minutes to read the
instructions and think about the answers to 1 and 2.
Then elicit the rules to the board.
7 Direct the students to the Ready for Grammar
section on page 204 (see TB5 and below). However,
if your students seem to have a good grasp of the
grammar area, then you could set these exercises for
homework and go straight to Exercise 8.
8 Students complete the exercise individually and then
check in pairs. Ask them to justify their answers using
the grammar rules discussed in class and from page
204. Correct in open class and try to resolve any
lingering doubts.
9–10 While the students write their sentences for
Exercise 9, monitor and check their work. Note that
asking follow-up questions during pair work is a
good habit for your students to get into. Before the
students discuss their sentences, you may want to
put one of your own sentences on the board and elicit
possible follow-up questions.
Ready foR gRaMMaR
2 Our local greengrocer would close his shop on
Wednesday afternoons.
USE
Our local greengrocer did not/didn’t use to
open his shop on Wednesday afternoons.
3 I almost always go out on Saturday night.
EVER
hardly ever stay or
I am/’m hardly ever at home on Saturday night.
4 Anna rarely gets less than 70 per cent in her English
exams.
RARE
It is/’s rare for Anna to get less than 70 per cent in her
English exams.
5 Richard is normally very talkative, so I’m surprised he
was so quiet.
LIKE
I’m surprised Richard didn’t say very much because
not like Richard/him to be
it’s so quiet.
6 From time to time you might find me sitting in the
park reading a book.
AGAIN
and again you might come
Now across me sitting in the
park reading a book.
Go back to page 6.
TB6
1 LIFESTYLE
Vocabulary
1 You could make this into a game by setting a time
limit of two minutes. The pair with the most correctly
identified items of clothing wins.
Answers
a b
 elt; jacket; shirt; shoes; suit; tie; tie clip; trousers;
waistcoat
b b
 eanie/hat; gloves; jogging bottoms/ sweatpants;
socks; sweatshirt/hoodie; trainers (Also: headphones)
c belt; clutch purse; dress; (dangly) earrings
d boots; fleece coat; gloves; headband; jeans; scarf
2 After the students read the instructions, do the first
sentence together as a class. Students do the rest
of the exercise individually. Check and model the
pronunciation of scruffy /ˈskrʌfi/, casual /ˈkæʒuəl/ or
any other words the students find challenging.
3 For stronger groups, an added challenge is to have
the students cover Exercise 2 with their hand and
use the words or collocations to describe the photos
from memory.
Teaching tip
When teaching vocabulary, identify the words your
students are having trouble pronouncing and then do a
bit of choral repetition. First, say a word twice yourself.
The students just listen the first time. Then they repeat
AUDIOSCRIPT
Ex 1conditions like? I only buy from companies that sell
Listening Part 3 Multiple matching
1.1
Speaker 1 It’s unusual for me to buy brand new
Ex 1 clothes. I get most of what I wear from charity shops.
E necessarily any more guarantee of quality, but at least I
Some people think that anyone who buys things that
have already been worn by someone else can’t really
care much about clothes. But that’s not true – you
can find some pretty decent stuff in these places,
Ex 1designer clothes, but they do have to make me
even quite tasteful designer clothes that people,
for whatever reason, have decided they don’t want
anymore. And they only sell clothes that are in good
condition, often things that have only ever been worn
once or twice. You get to support good causes, too, of
course, because the money you spend goes to charity.
Speaker 2 Apparently, dressing smartly is supposed
to increase your self-confidence, but I’ve never felt
any different in a jacket and tie. And anyway, I’m not
Ex 1
the kind of person who spends time worrying about
B Ex 1 example, then I always have to get rid of an old one
what to put on in the morning. Some people take
ages, umming and ahhing over what to wear, but
I just throw on the first thing I find in my wardrobe
and that’s it. Job done. To be honest, I’d be happy
just wearing the same two or three T-shirts all the
time. The trouble is, I only have time to do my
washing once a week, so that wouldn’t work. I may
not be fashionable, but I’m not dirty.
Speaker 3 I get suspicious when I go into a clothes
shop and see that everything is incredibly cheap. If the
TB7
4 Encourage the students to use vocabulary from
Exercises 1 and 2, when appropriate. Remind them
that we use the present continuous tense, not the past
simple, to describe the clothes someone is wearing,
e.g. My partner is wearing jeans and a white shirt.
Listening
1 1.1 Since this is the first time they are doing this
type of listening, ask students a few concept check
questions after they have read the instructions. Ask:
How many different people will you listen to? (Five)
How many possible answers are there? (Eight). Now
focus on the What to expect in the exam box. In
pairs, give the students time to look at the options
and discuss alternative ways of expressing the
general idea contained in each sentence, e.g. I always
wear a business suit to work (option A). Play the audio
twice. Encourage students to justify their answers.
(See answers highlighted in the Audioscript below.)
2 Students discuss the question in pairs.
all together after the second hearing. After, nominate
individual students to listen to you again and repeat
the word.
prices are so low, then how much are the people who
made them getting paid? And what are their working
D ethical clothing, made by people who earn a decent
salary and work in a safe environment. I usually get
that kind of information online – it’s easy enough to
find. The clothes may not be as cheap and there’s not
can be confident that no one is being exploited.
Speaker 4 I spend a lot of money on clothes. I don’t
really care what they cost. They don’t have to be
H feel good about myself. I like to know that I can get
something out of the wardrobe and any feelings of
insecurity I have will just disappear as soon as I put
it on. Then when I get to work and someone says,
‘Hey, that shirt really suits you’, it gives me a big lift.
And I never wear the same thing more than once in
the same month. My colleagues have got used to
seeing me in something different every day.
Speaker 5 If I want to go out and get a new T-shirt, for
F
first. And I only do that when I can’t justify hanging
on to it anymore – either because it’s so scruffy I’m
too embarrassed to wear it, or it’s literally falling
apart at the seams. That’s why none of my clothes
ever end up in a second-hand shop. I replace them,
precisely because they’re no use to anyone – not
just me. I’ve been doing this for some time now, and
I’ve noticed that clothes used to last a lot longer;
the quality’s got gradually worse and I have to
replace things far more often than before.
Vocabulary Clothes
LifestyLe
1
a b
1 SPEAK Work in pairs. How many of the items of clothing
and accessories in the photographs (a–d) can you name?

2 Complete each gap with an adjective which is the

opposite of the one in bold in the same sentence.

baggy brand new casual

colourful scruffy unfashionable

1 Charlie bought a great second-hand designer

sweatshirt in Vintage Gear – it looks brand new .
2 Haven’t you got a more formal jacket? That one’s a little d
too casual for the wedding.
3 My sister prefers tight-fitting tops and jeans, whereas
I like everything to be really baggy .
c
4 Clothes that are considered trendy and worn by
everyone one year, are often unfashionable and too
embarrassing to be seen in the next.
5 She wore a plain grey dress to the awards ceremony.
We expected to see her in something far more
colourful .
6 As a farmer, I don’t have many smart clothes; I spend
most of my time in scruffy jeans and an old
T-shirt.

3 SPEAK Which of the adjectives in Exercise 2 could you

use to describe the clothes in the photographs? a formal; plain; smart
b baggy; casual; colourful (trainers) c designer (dress); formal; smart d baggy (fleece);
casual; colourful (scarf); tight-fitting (jeans)
4 SPEAK Work in pairs. Describe the clothes your partner is wearing.

Listening Part 3 Multiple matching

1 1.1 You will hear five short extracts in which people are talking about the clothes
they wear. For questions 1–5, choose from the list (A–H) what each speaker says.
Use the letters only once. There are three extra letters which you do not need to use.

What to expect in the exam

• You will not hear exactly the same words as those in sentences (A–H). Before
you listen, consider at least one alternative way of expressing the general idea
contained in each sentence.
A: I feel really comfortable in a white shirt and jeans, and that’s what I wear nearly
every day. Everything else seems to stay in the wardrobe.
• Each extract usually contains at least one distractor – a key word or expression
which could cause you to make the wrong choice. Pay close attention both times
you hear the recording.
For example, although Speaker 1 mentions designer clothes, C may not be the
correct answer.

A I tend to wear the same clothes all the time.

B I don’t really care what clothes I wear.
C I refuse to wear designer clothes. Speaker 1 E 1

D I’m careful to check the origin of the clothes I buy. Speaker 2 B 2

E I generally wear second-hand clothes. Speaker 3 D 3

F I only throw clothes away when absolutely necessary. Speaker 4 H 4

G I buy quality clothes that are guaranteed to last. Speaker 5 F 5

H I wear clothes that give me self-confidence.

2 SPEAK Look again at the ideas expressed in sentences A–H above. How true is each
one for you?
7
1 LifestyLe

Vocabulary Get
1 Read the extracts from the listening. Match each use of get, together with any
associated words in bold, to one of the meanings in the box.
6 3 1 2 4 5
arrive at become buy have the opportunity to obtain remove from

1 I get most of what I wear from charity shops.

2 You get to support good causes.
3 I get suspicious when … I see that everything on sale is incredibly cheap.
4 I usually get that kind of information online.
5 I can get something out of the wardrobe and any feelings of insecurity … will just
disappear
6 When I get to work and someone says, ‘Hey, that shirt really suits you’, it gives me a
real lift.

2 Underline the correct options to complete the phrasal verbs and expressions. There is
an example at the beginning (0).
0 That jumper looks so scruffy. When are you going to get away / along / lost / rid of it?
1 Here’s my phone number in case you need to get in talk / speak / touch / tact
with me.
2 He was a lovely man – a pity you never got the way / event / ability / chance to meet
him.
3 I asked Emma how much she got paid / earned / money / salary but she refused to
tell me.
4 Come on, hurry up and get moved / ready / ordered / fit! Your bus leaves in five
minutes.
5 Paul’s parents are concerned about his behaviour. He’s always getting into problem /
trouble / punishment / damage at school.
6 Amy was upset when her sister moved out, but she got out / off / by / over it
eventually.
7 I can’t speak French, but I always manage to get across / through / by / over with a
dictionary and a few gestures.
8 We got stuck / held / kept / halted in a traffic jam and missed the beginning of the
concert.

3 SPEAK Discuss the following questions.

• How quickly do you get ready for school/work in the morning?
• How do you get to school/work? How long does it take you to get there?
• Did/Do you often get into trouble at school? What was the worst thing you ever did?
• Have you got rid of all your childhood toys and books? Why/Why not?
• What sort of things do you do when you get angry? How quickly do you get over
your anger?

8
Lead-in
Put the following sentences on the board and tell the
students the missing word is the same for all three
sentences.
I tend to ______ new clothes for my birthday.
I usually ______ home from work around 8 o’clock in
the evening.
My best friend is going to ______ married next week.
Elicit the answer: get. Give them 10 seconds to study
the sentences and then erase them. Elicit the three
sentences back up to the board. Point out that, as seen
in these examples, the word get can have many different
meanings depending on which words it’s combined
with. These different meanings of get will be the focus of
the lesson.
Teaching tip
Normally we place word stress on the main verb in a
sentence, but with phrasal verbs the word stress falls
on the particle instead. Select two sentences from the
Extra activity
Put the students into groups of four or five. Assign
each group five vocabulary items from page 8.
Explain that the students are going to create a story
that includes five expressions or phrasal verbs with
get. Remind them that a good story has a beginning,
middle and end. The beginning introduces the
characters, setting and the problem or conflict. The
middle consists of an event or series of events related
Vocabulary
LIFESTYLE
1
1–2 Students read the instructions. Do the first
sentence in each exercise together in open class.
Get the students to pair check before eliciting the
correct answers. To make this type of exercise more
cognitively challenging for stronger groups, you could
tell the students not to write anything down when they
do the activity for the first time individually. They then
have to pair check their answers from memory.
3 Students discuss the questions in small groups.
During feedback, nominate a few students to tell you
what other members of their group said. Note that
students who watch films or TV series from North
America might ask you about gotten. People in the
United States and Canada use gotten for the past
participle of get in most cases, but people from other
English-speaking countries use got as both the past
and past participle forms.
exercises, e.g. I get that kind of information online.
She got over it eventually. Read them aloud and elicit
the difference.
to the problem or conflict. At the end of the story, the
conflict or problem is resolved. Go around and monitor.
Make sure each group’s story has a clear beginning,
middle and end. Regroup the students. They take turns
telling each other their stories. The students listening
have to listen for and write down the five vocabulary
items used in the story.
TB8
1 LIFESTYLE
Writing
1 Students read the instructions and the letter. In pairs,
they discuss the question.
2 Give the students time to read the letter quietly on
their own. Encourage them to put a tick next to the
advice they agree with.
3 Explain to the students that using these types of linking
words and expressions help ‘take the reader by the
hand’ and lead them through the ideas and messages
you are trying to communicate.
4 Students do the exercise individually.
Teaching tip
B2 First examiners are really only hard on errors that are
seen as being below the level expected or those that
impede communication. So these are the types of errors
Sample answer
Dear Tom,
It was great to hear from you! That’s a very important
choice to make, and I think you should think carefully
about it before choosing.
I’m certain you would enjoy working in a hotel and that
you would do it very well and, obviously, that would be
a great experience and you would earn a great deal of
money. However, it’s true you would be far from your
family and friends and, if you are not used to work many
hours, you will find it exhausting.
On the other hand, as your parents need help, if you stay,
you will be giving them a rest from work and also you will
Examiner comments
Content: All the content is relevant and informative.
The writer considers both options before advising Tom
which to choose.
Communicative achievement: The conventions of
letters are used appropriately. The opening and closing
comments are generally appropriate, although ‘A hug’
is not usual. The register is consistently informal and
the tone friendly and helpful.
Organisation: The letter is well organised into logical
paragraphs. A range of linking words is used, particular
at the beginning of sentences (However; On the other
hand; Because of that; In any case). However, there is
an over-reliance on and to link ideas within sentences.
AUDIOSCRIPT
Listening Part 1 Multiple choice
1.2
M = Man W = Woman
1 You hear two people talking about a friend of theirs.
M: How many houses has Mike got now?
TB9
Suggested answers
Paragraph 2: To give the advantages
and disadvantages of working as a ski instructor.
Paragraph 3: To outline the advantages of going
to university.
Paragraph 4: To advise Paula on what she should do.
Paragraph 5: To make some closing comments.
5 Have students look at the task and then focus
their attention on the How to go about it box. Put
students in small groups to come up with advantages,
disadvantages, and possible advice. Elicit ideas
from the class and show them how they could be
organised logically into paragraphs.
you should focus on while giving students feedback on
their writing. Particularly with the first piece of writing
students turn in, focus more on what they do well.
be in your city and in your free time you will be able to
hang out with your friends.
Because of that, in my opinion the best thing for you
to do is to stay at home and help your parents in the
shop. You will have more opportunities to travel abroad
when you are older.
In any case, regardless what you decide, I’m sure you
will have a great summer.
A hug
Lucía
187 words
Language: A reasonable range of everyday language
is used (e.g. think carefully; earn a great deal of money;
exhausting; have more opportunities to travel abroad;
hang out with your friends). Both simple and complex
forms are used with good control (e.g. if you stay, you
will be giving them a rest from work; the best thing for
you to do is to stay at home) and errors do not prevent
understanding (you are not used to work working;
regardless [of] what you decide).
Mark: Good pass
W: Well, there’s this one here, the flat in Brighton, the
cottage in Devon, and that villa of his in Spain. So,
four altogether.
M: Hmm. Easy for some, isn’t it?
W: I don’t know. I get the impression he’s fed up with it
all – always moving around. I wouldn’t be surprised
if he got rid of everything over here and lived in
Spain permanently.
M: Is that what he’s said he’ll do?
Writing Part 2 Informal letter
LifestyLe
1
1 SPEAK Read the following Writing Part 2 instructions.
What advice would you give Paula and why?
You have received a letter from your English-speaking
friend, Paula.

As you know, this is my last year at school, and I can’t

make up my mind what to do when I leave. My parents
want me to go to university, but I’d really like to work as a
ski instructor. What do you think I should do?
Thanks, Paula

Write your letter in 140–190 words.

2 SPEAK Read Hugo’s reply below to Paula’s letter,

ignoring the gaps. Do you agree with Hugo’s advice?
Why/Why not?

Dear Paula
It was great to hear from you. You’ve certainly got a difficult choice to make. I know how
much you love skiing and I’m sure you’d be a brilliant teacher, (1) but maybe you
should think more carefully about your future.
The good thing about being a ski instructor is that you could have an exciting lifestyle,
working in different countries, meeting lots of interesting people and doing something you
really enjoy. The trouble is, though, it’s not very well-paid work, and the career prospects are
not fantastic (2) either – you might still be in the same job in twenty years’ time.
On the other hand How to go about it
(3) , if you go to university, you’ll have more chance of getting a decent job
later. It’ll be great fun (4) as well , especially if you choose a university in a different Plan your answer
town and live away from home. carefully. For this
(5) So , if I were you, I’d do what your parents suggest and study for a degree. type of question, list
You could always work in a ski resort in the holidays – students get really long breaks! the advantages and
disadvantages of
(6) Anyway , good luck and let me know what you decide. Looking forward to hearing
each option.
from you.
Advantages of
All the best, working in parents’
Hugo shop: easy work; live
and eat at home …
Decide which of
3 Complete gaps 1–6 in the letter with the linking words or expressions in the box.
these points you
anyway as well but either on the other hand so will include in your
answer and what
4 What is the purpose of each of the paragraphs in Hugo’s reply? advice you will give.
Paragraph 1: To express an initial opinion on the choice that Paula has to make. Write your answer
using logical
5 Do the following Writing Part 2 task. paragraphs, a
You have received a letter from your English-speaking friend, Tom. variety of linking
devices, and a
Hi range of language.
Underline any
I’m not sure what to do during the summer holidays next year. My parents want me to help
expressions in
out in the shop they own, but I’d quite like to work in a hotel in your country – there are plenty
Hugo’s reply that
of jobs available. What do you think I should do?
you could use in
Write soon, Tom your own letter, e.g.
It was great to hear
from you.
For more information on writing informal letters, see page 193.

9
1 LifestyLe

Listening Part 1 Multiple choice

1.2 You will hear people talking in eight different situations. For questions 1–8, choose
What to expect in the best answer (A, B or C).
the exam 1 You hear two people talking about a friend of theirs.
The eight recorded What does the woman say about the friend?
extracts are either A He talks a lot about his lifestyle.
monologues or
B He leads a comfortable lifestyle.
conversations.
You hear each one C He may change his lifestyle.
twice. 2 You overhear a man talking to a friend on his phone.
The introductory Why is he phoning?
sentence is read A to persuade his friend to do something
out before each
B to ask for some information
recording.
C to change an arrangement
For question 1, for
example: you will 3 You hear a woman talking about her family’s financial situation.
hear the sentence What is she going to do?
You hear two A ask someone to help her
people talking B try to sell something
about a friend of
C look for a new job
theirs.
You will not hear the 4 You hear a man talking about his job.
question What does Who is the man?
the woman say A a hotel manager
about the friend?
B a hotel receptionist
or the three options
A–C. C a hotel doorman

As in all parts of the 5 You hear two people talking about the value of their time spent living abroad.
Listening paper, you What do they agree about?
will hear distractors. A It has helped them develop their personality.
B It has made them appreciate their own country.
C It has given them better job prospects.
6 You hear a man talking on the radio.
What is he doing?
A reviewing a book
B advertising a product
C reading a news report
7 You hear two people talking about the village they both live in.
What does the woman think of the village?
A People are not always very friendly.
B Some of the roads are dangerous.
C There are not enough children.
8 You hear a man talking about a country in which he once lived.
What surprised him about the people?
A the importance they give to clothes
B the type of food they eat
C their attitude to work

10
Listening
1.2 Give students time to read the How to go about
it box and the questions. Then play the recording twice.
AUDIOSCRIPT continued
W: Well, you know Mike. It’s not like him to talk much
Q1 about his plans. But he did say he might settle
down one day – stay in one place. And you know
how much he likes Spain.
2 You overhear a man talking to a friend on his phone.
M: I’m stressed out, to be honest, what with work
and all the problems with the house. I need
something to help me relax. … Well, yeah, I did
think about yoga, but the class is on Friday and I
play squash then. And then I saw they do pilates
on Tuesdays and Thursdays, which would be ideal
Q2 for me. … Yeah, I know you did. And actually, I
was wondering if you could tell me what it was
like, what sort of things you did. I had a quick look
online, but it’s always better to talk to someone
with firsthand experience.
3 You hear a woman talking about her family’s
financial situation.
W: We just about get by, but it’s a bit of a struggle.
I can only get part-time work and Frank lost his job
at the furniture factory last August. He’s sent off
loads of applications, but no luck so far. My mum
and dad could probably help out, but somehow it
doesn’t seem right borrowing from them. They’ve
been saving all their lives and I want them to enjoy
Q3 their money, now they’re retired. There’s nothing for
it but to put my car on the market and see if I can
get a decent price for it. The kids’ll just have to get
the bus in the morning.
4 You hear a man talking about his job.
M: I don’t get to wear a uniform – you know, with a cap
and all, like they do at some of the other hotels,
but I do wear a suit. A decent one – tailor-made –
not just any old suit. Inside, at the front desk they
reckon I look smarter than the boss. I’m not so
sure about that, but I do like to look good for the
Q4 guests – I’m the first person they see before they go
into the hotel. And I’ve got this long black overcoat,
as well – it can get pretty cold standing outside on
the steps in winter, I can tell you.
5 You hear two people talking about the value of their
time spent living abroad.
W: I’ve gained so much from these two years
living abroad.
M: Yeah, me, too. I reckon we’ll have no trouble finding
work when we get back home.
W: I’m not sure that’s true. But anyway, I was thinking
more about the benefits to me as a person.
LIFESTYLE
1
Q5 I’ve become much more tolerant since I’ve been
here, more willing to accept difference.
M: That’s what I mean. We’ve grown as individuals,
we’re more open-minded and independent, so that
makes us more employable.
W: Well, I admire your optimism. I just know that I’ll
miss being here.
M: It’s alright, but the whole thing has made me value
life at home more.
6 You hear a man talking on the radio.
M: The world today is faster and more dynamic than
when our great-grandparents were alive, but as a
result, life is often more stressful and unhealthy.
Self-help gurus offer people the hope of finding a
solution to their problems, improving their health
and wellbeing, and generally making their lives
Q6 better. The author of Back to Basics says his guide
will help you achieve all these things in a matter of
weeks. He’s lying – the only thing it’s good for is
sending you to sleep, and you’d be wasting your
money if you bought it and your time if you read it.
7 You hear two people talking about the village they
both live in.
M: Are you enjoying it here in the village?
W: Yes, I am. I think I know nearly everyone now.
When I came here last year everyone went out of
their way to introduce themselves and make me
feel welcome.
M: That’s good. So you feel comfortable here, then?
W: Yes, I do. And the children have settled in well, too.
Q7 I just get a bit nervous about the traffic sometimes.
M: What, on the main road?
W: Yes, and a couple of other spots as well. There are
certain places I won’t let the children go without me.
Some drivers just don’t slow down for them.
8 You hear a man talking about a country in which he
once lived.
M: On my travels I’ve had to get used to eating all
kinds of strange dishes, so I was prepared for their
rather unusual cuisine. If I was offered something
I knew I wouldn’t like, I used to cover it in lemon
and salt to hide the taste. And it’s a hot country, so
the slow pace of life and relaxed approach to work
Q8 were only to be expected. What I hadn’t anticipated
was their way of dressing. I’m not used to being
with people who take so much care over what they
wear and I felt quite scruffy by comparison. Colour,
style, fashion – it all mattered to them. I had no idea
before I went.
TB10
 typical of their character.

1
They have rarely been seen together.
I’m surprised Graham didn’t send me a card. It’s not
3 Usually, normally, generally, frequently, sometimes,
LIFESTYLE like him to forget my birthday.
(very/quite) often and occasionally can also be
(He doesn’t usually forget it.)
placed at the beginning of the sentence or clause.
Occasionally we go out for a meal, but usually we Ready foR
Lead-ineat at home. Habitual
with thebehaviour in the
grammar by this past
point, yougRaMMaR
could set this
A The pastfor
section simple is used and
homework for regular actions
go directly or habitual
to Exercise 5.
1 NB
Habitual
(almost)
Put students behaviour
always/never,
into groups A, B and(very) rarely/seldom
C. Group and
A has to behaviour in the past, often with a frequency adverb.
hardly ever cannot be used100 in the same way.group B, 5 Students discuss the situations in groups. Monitor
talk about how
1 Underline lifethe
was different
correct years
alternatives. ago; hardly
I2and
Our evertheir
local
check wentuseaway
greengrocer on holiday
would
of the when
close
target I wason
his shop
language. young.a
Make
4 Sometimes
1,000 years ago; andand quite/not
group very years
C, 10,000 often can
ago.beBoard
placed at B Used to
1 Always / Usually I set my alarm for seven o’clock, note of +any
Wednesdayinfinitive istoused
afternoons.
errors to refer
address to past
later. Elicithabits
their ideas for
a few ideas thetoend
getofthem
the sentence or clause.
started, e.g. 100 years ago and situations
a couple which
of the no longer
situations occur
as a class.or Finish
exist now.
with some
people used butto
I very
cross often / ocean
from time to time wake
nowupthey
before it USE
You
goes say
off. somethe bythings
very hurtful ship, but
sometimes. Frequency
corrective adverbs
feedback. can be used for emphasis and are
usually fly. Regroup students to report their original Our local greengrocer
IChloe
don’t has
go tohardly
the cinema very often. placed before used to.
group’s2ideas. / almost ever had a day off school open his shop on Wednesday afternoons.
5 Adverb
and shephrases
never issuch as now
/ arrives late.and again, from time to
Reading
We used toand have aUse ofheEnglish
cat, but died last year.
3 I almost always go out on Saturday night.
time, twice
Language
3 My mum focusa week
every day and everycooks
/ always day are placed
lunch andat
mythe
dad I always used to walk to work until I bought a car.
1 Students
EVER answer the question in pairs. Elicit a few
beginning
normally / or endaofweek
twice a clause
gets or sentence,
dinner ready.but not Note the negative and question forms:
ideas
I from the class. at home on Saturday night.
betweena the
1 Give students subject
minute and the
to look verb.
at the examples on
4 You’re always / sometimes causing trouble these I didn’t use to like cheese. Where did you use to live?
their own before
I see comparing
Paul at their
work every dayideas withtime
and from a partner.
to time 2 4Give the students time to read
Anna rarely gets less than thecent
70 per text.inAsk if any of
her English
days! You used / tend to be so well-behaved. NB
theiruse to cannot
ideas were express present habitual behaviour.
mentioned.
we have lunch class.
together. exams.
2 Discuss
5 It this in open
doesn’t In monolingual
/ isn’t like Sadie groups,
to be late; she use toifbe/ I usually
you share or usually
are familiar with the students’ L1, you RARE(not use to) play tennis twice a week.
3 Before doing the exercise, direct the students to the
she’s
Alternatives so punctual. C Would + infinitive is it
used toRemind
refer
could ask them to translate be used to and get used How
It to go about box.get less to past
70habits,
them
than to only
per but
cent innot
use one
her
6 We
The wouldcontinuous
present / used to live in Shoreham-by-Sea,
+ always and it
is used to talk about past situations. Frequency
Individually,adverbs arefill
placed after They
to 1check their understanding. word per gap.
English exams. students the gaps.
waswhich
things normal/normally for us and
occur frequently to gowhich
to thethe
beach after
speaker would.
then compare in pairs before checking in open class.
3 Elicitfinds
toschool
the board: be/get used to + gerund/noun
in summer. 5 Richard is normally very talkative, so I’m surprised he
annoying. would often
phrase. Contrast this with used to for past habits, 4 Habit:
In was
small My father
sogroups,
quiet. students read
discuss theto question.
me when Get
2 He’s always
Complete complaining
the second about so
sentence something!
thatto.
it has a similar brief I was a
feedback young
from theboy.
class.
which is followed by the infinitive without LIKE
meaning tocan
2 Adjectives thebe
first sentence,
used using theto
as an alternative word given.
rarely, Situation: I used to (not would) have a bicycle.
4 Direct
Dostudents
not change
normally and theReady
to(not)
the for Grammar
word given.
usually. You mustsection
use between I’m surprised Richard didn’t say very much because
Stative
it’s verbs such as have so (possession),
quiet. be, live, like,
(see below).
two andAlternatively, if your students
five words, including the wordare confident
given.
It’s rare/normal/(un)usual/(un)common for him to eat believe, think (= have an opinion), understand and know
6 From time to time you might find me sitting in the
0 She often went abroad on holiday before she got
meat. are not used with would to refer to the past.
married. park reading a book.
READY FOR GRAMMAR AGAIN
WOULD
1 Be used
She to/get
would used
often go to +on
abroad noun orbefore
holiday gerund Now across me sitting in the
park reading a book.
Be she
usedgot
to married.
+ noun/gerund means ‘to be accustomed to’.
1 They
She’s don’t usually
a nurse so she’sarrive
usedonto time for sick
seeing anything.
people. Go back to page 6.
GetTEND
used to + noun/gerund means ‘become accustomed to’.
Theyto leave Athens; I can’tup
I want getlate for to
used everything.
the heat.

1 Be used to/get used to + noun or gerund

1 Write the words in the correct order. 2 In the first gap write either the correct form of be or get, or leave
Begin each sentence with the word in bold. it blank. In the second gap write the correct form of the verb in
brackets. There is an example at the beginning (0).
0 trouble school? Did use into you at to get
Did you use to get into trouble at school?
1 bike school to to to a Lucy use used get
Life after retirement
204 Lucy used to use a bike to get to school.. To The Daily Times
2 got used morning to in up the She’s I enjoyed your article about the pros and cons of retirement in yesterday’s
getting early edition. I (0) used to own (own) a small grocery
9781380018069_text.indb 204 02/07/2020 10:36
She’s got used to getting up early in the . shop, where I worked for over forty years. Six months ago, I sold the
morning. business and started to draw my pension. I was looking forward to
3 every dad to to me My his clean Sunday retiring; I (1) used to dream (dream) about it and
used get car think how wonderful it would be not to have to work anymore. It’s not
My dad used to get me to clean his car
. that simple, though. I suppose I should (2) be or have gotused to
every Sunday.
4 paid worked didn’t much waiter he as to a having (have) so much free time by now, but I (3) am
when use Paul get just not used to being (be) able to do what I want, when I want.
Paul didn’t use to get paid much when he I can’t seem to (4) get used to not having (have) to get
.
worked as a waiter. up early every morning and I still wake up at six. When I had the shop, I
5 not doing are people Many work used spend
(5) used to (spend) ten hours a day there,
hard young to and to be honest, I miss the routine. However, I’ll have a new routine
Many young people are not used to doing.
soon; my wife and I have just become grandparents (to twins!) so no
hard work.
doubt we’ll have to start (6) getting/to get used to looking (look)
after children again. I’m certainly looking forward to that!
David Rumsey
Worthing

Go back to page 11.

205
TB11
9781380018069_text.indb 205 02/07/2020 10:36
Language focus Be used to, get used to and used to
LifestyLe
1
1 Look at the following sentences from the last extract in the listening. In which of them
does used to:
a mean ‘accustomed to’ b refer to past habitual behaviour?

1 On my travels I’ve had to get used to eating all kinds of strange dishes. a
2 If I was offered something I knew I wouldn’t like, I used to cover it in lemon and salt
to hide the taste. b
3 I’m not used to being with people who take so much care over what they wear. a

2 What is the difference in meaning between get used to and be used to?
If you get used to doing something, you gradually become familiar with doing something which is new to you.
If you are used to doing something, you are now familiar with it because you have done it before.
3 What form of the verb is used after be used to and get used to?
the gerund
4 Go to Ready for Grammar on page 204 for rules, explanations and further practice.

5 SPEAK Talk about all the things you have to get used to in the following situations.
• you start your first job • you get married
• you become famous • you have children
• you go on a diet • you move to another country
In a new job, you might have to get used to working together with other people.

Reading and Use of English Part 2 Open cloze

1 SPEAK What do you think are the key ingredients for a long life?

2 Read the text below quite quickly, ignoring the gaps. Are any of your ideas from
Exercise 1 mentioned?

3 For questions 1–8, read the text again and think of the word which best fits each gap.
How to go about it
Use only one word in each gap. There is an example at the beginning (0).
Before you decide
Home Blog Archives what the missing
word is, consider the
Blue zones® meaning of the whole
sentence, and the
In his book ‘The Blue Zones’, journalist and best-selling author Dan Buettner identifies five words both before and
regions in five different countries (0) WHERE people are thought to live longer and after the gap.
better (1) than anywhere else. The so-called blue zones are Okinawa in Japan, For gaps 1–3, key
Lomo Linda in California, the Greek island of Ikaria, the Nicoya Peninsula in Costa Rica and words have been
the Barbagia region of Sardinia, (2) which has the distinction of having the highest underlined to help
concentration of male centenarians (3) in the world. you make your
These five regions share a number of specific lifestyle habits. Inhabitants tend to grow decisions. No words
(4) their own herbs and vegetables, which keeps them active and moving around are underlined in the
naturally. They eat a mainly plant-based diet, especially beans, (5) such as fava, exam.
soy and lentils, and meat is consumed on average only five times (6)a/per/each/everymonth.
Loved ones come first, and people in blue zones (7) take good care of ageing
parents and grandparents, who live with younger family members, or at least nearby. Older
people remain healthier and it is less common (8) for them to suffer heart
disease and other illnesses associated with old age.

4 SPEAK Which of the lifestyle habits mentioned in the last paragraph are common to
your region? Are they part of your own lifestyle?
11
 1 REVIEW
Language focus Habitual behaviour
Complete each gap with a word from the box. You do not need to use all the words.

always almost hardly like never not tend

use used usual usually very will would

1 My grandad’s got a car, but he hardly ever uses it. He’ll only drive in good
weather.
2 Usually we play football on Sunday morning, but this week’s game is in the
afternoon.
3 This nocturnal bird is not often seen in daylight, so these early-morning
images are a rare treat.
4 It’s not usual for students to bring sandwiches; most eat in the school canteen.
5 We very rarely go into the town centre to shop these days; it’s far too crowded.
6 We tend not to go abroad on holiday; there are so many places to visit here in
this country.
7 When I was at school, I would often get into trouble for talking during lessons.
8 Where did your mum use to work before she retired?

Reading and Use of English Part 1 Multiple-choice cloze

For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits
each gap. There is an example at the beginning (0).

YOUNG ENTREPRENEURS
A growing number of school-going teenagers are using the internet to (0) D their pocket
money by selling clothes and accessories online. One shopping app has over seven million
users worldwide, (1) C many enterprising under-18s who have decided they would
(2) D work for themselves than look for a part-time job in a shop or restaurant.
Sixteen-year-old Eva Laidlaw, who has (3) B up in a family of successful business people,
buys second-hand garments then sells them via the app, more (4) A than not, at a decent
profit. ‘I get most of my clothes from charity shops and car boot sales,’ she says. ‘You can
(5) C across good quality items if you’re (6) A to spend the time looking.’
Katie Simmons is another young entrepreneur. (7) C on holiday in Tuscany three years
ago, she discovered that clothes sold in the markets there were extremely cheap. So, every
two months, Katie, now eighteen, (8) B for Italy and hunts for items she thinks will sell
easily at home. ‘I had intended to go to uni,’ says Katie, ‘but now I have a business to run.’

0 A advance B lift C rise D boost

1 A containing B consisting C including D introducing
2 A better B prefer C like D rather
3 A turned B grown C brought D raised
4 A often B ever C always D sometimes
5 A get B find C come D take
6 A prepared B disposed C organised D equipped
7 A Whereas B Whenever C While D Whether
8 A goes away B sets off C carries on D catches up
12
Reading and Use of English Part 4 Key word transformation
LifestyLe
1
For questions 1–6, complete the second sentence so that it has
a similar meaning to the first sentence, using the word given. Do
not change the word given. You must use between two and five
words, including the word given. Here is an example (0). What to expect in the exam

0 How long was your journey from London to Manchester? The second sentence of a transformation is a
TAKE paraphrase of the first sentence; it expresses
the same idea but with different words.
How long DID IT TAKE YOU TO get from
London to Manchester? Transformations test your knowledge of
grammar, vocabulary and collocation.
1 Why don’t you throw away that old coat?
In these transformations, all the language
RID which is tested appears in Unit 1, including
How about getting rid of that the Grammar reference on page 208.
old coat? More than one feature of grammar and/
2 I still find it strange to wear glasses. or vocabulary may be tested in a single
USED transformation.
I still haven’t got used to wearing glasses. In number 1, for example, consider:
3 He never asks when he borrows my things! – the verb and preposition used with the
word rid.
ALWAYS
– the form of the verb used after the words
He is always borrowing my things without asking!
How about.
4 Simon doesn’t usually drink coffee.
You must write at least two words and no
UNUSUAL more than five, and you cannot change the
It is/’s unusual for Simon to drink coffee. key word in any way.
5 Helen is not usually so pessimistic. In number 2, for example, you must include
LIKE the word used, and not use, uses or using.
It is not/n’t like Helen to be so pessimistic. In the exam, when you transfer your answers
to the separate answer sheet, you write only
6 I can’t wait to see you again.
the missing words in CAPITAL LETTERS.
FORWARD
I’m really looking forward to seeing you again.

Vocabulary Get
Match each beginning 1–7 with an appropriate ending a–g.
1 Please do not hesitate to get a ready. I won’t keep you waiting long.
2 Come in. I have to finish getting b the chance to go diving on a coral reef there.
3 I want to change jobs. I don’t get c in touch with our sales team if you have any questions.
4 I’m sorry I’m so late. My bus got d over my shyness and talked to a few people.
5 I don’t own a car; I can easily get e paid enough for the work I do here.
6 When we lived in Australia, I got f stuck in the snow and I had to walk.
7 I enjoyed the party once I had got g by without one. I just use public transport.

Writing Part 2 Article

Write a short article of 140–190 words about your lifestyle and how you feel about it.
You could include information about some of the following:
your daily routine your work or studies your free time activities
your social life your family life your eating habits

Use texts A–D in This is your life on page 5 for ideas on how to structure your article. Include
some of the vocabulary and grammatical structures you have studied in this unit
Please go to the Teacher’s Resource Centre for a Sample answer with Examiner comments for this Writing task.
For more information on writing articles, see page 192.

13
1 LIFESTYLE

2
1 LifestyLe

Pronunciation Pronouncing questions

1 1.3 Listen to two speakers asking the questions below. What differences do you
notice in the way they speak? Who is easier to understand?
1 Why do you like that film?
2 What do you want to talk about?
3 How did you do that?
4 Where did you live?

2 Read the information in the box to check your answers to Exercise 1.

Pronouncing questions
Many English speakers join words together when they speak quickly. In questions
with do/did + you, it can be difficult to hear whether the speaker is saying do or did.
• What do you want to do? /wɒʤə wɒnə duː/
• How did you travel? /haʊʤə trævəl/

3 1.4 Write down the four questions you hear.

1 Who do you want to speak to now?
2 Where did you go this morning?
3 When do you have to be there tomorrow?
4 Why did you say that earlier?
4 SPEAK Work in pairs. Practise saying the questions in Exercise 3 as clearly
as possible.

5 SPEAK Now say the questions in Exercise 3 joining the words together.

What to expect in the exam

One of the criteria for marking in the Speaking paper is Pronunciation. The examiner
will consider the following:
• Are the answers clear? Can the speaker be generally understood?
• Is the speaker’s intonation appropriate?
• Does the speaker use sentence stress correctly? Is word stress correct?
• Are individual sounds clear? Are they correctly produced?

14

9781380018069_text.indb 14 02/07/2020 10:25

Pronunciation 3 1.4 Play the recording at least twice.

4–5 Students read the instructions and practise saying
Understanding connected speech, in particular how
words are joined together in fast speech, is an important
listening skill.
1–2 1.3 In open class, discuss the differences and
who the students thought was easier and why. Note
that the surrounding context usually makes it clear
whether the speaker is saying did or do, even if the
difference is difficult to hear in a single utterance.
the questions. Note that in both fast speech and slow
careful speech, information words, such as nouns and
verbs, are usually stressed in English, while grammatical
words like prepositions, articles and auxiliaries are
usually unstressed, e.g. Where did you go this morning?
The last noun in a sentence usually receives more stress
than the other information words. You could practise this
by eliciting the stressed words in the sentences from
Exercise 3 on the board and doing some choral drilling.

TB14
2 HIGH ENERGY

2
Sport and music are
the themes of this unit.
Vocabulary related to these
two topics is contextualised
through the reading and
listening tasks, as well as the
important grammar point of
gerunds and infinitives.

HIGH ENERGY
Read the unit objectives to
the class.

KEY LANGUAGE Speaking Part 1 Interview

Gerunds and infinitives Work with a partner. Discuss the questions.
Music
1 When was the last time you played a sport?
Sport
2 Do you prefer individual or team sports?
Affixes
3 What are the three most popular sports in
your country? Why do you think they are
PRONUNCIATION popular?
4 How important is music in your life?
Vowel sounds
5 Do you like dancing to music?
6 What is your least favourite type of music?
EXAM PRACTICE
Don’t forget!
Reading and Use of English Parts 2, 3, 4 & 6
Writing Part 2 • Develop your answers by giving reasons
or examples.
Listening Parts 2 & 4
Speaking Parts 1, 2, 3 & 4

9781380018069_text.indb 15 02/07/2020 10:25

SPEAKING Part 1 Interview
Focus students’ attention on the picture. Board the
following question words: who, what, when, where,
why, and how. In pairs, students brainstorm some
ideas for each one, e.g. For who, they could be
amateur athletes. Bring the class back together to
share their ideas.
Both sport and music are topics that often come
up in Speaking Part 1. These questions will give the
students useful practice discussing these topics. You
could illustrate the importance of giving full answers
to questions with a demonstration. A student asks
you the first question twice. The first time give a
short, abrupt answer, e.g. Last weekend. The second
time give a fully developed answer that includes an
example or reason, e.g. Last weekend I played football
with my mates at a local pitch. We just get together
sometimes and play for fun. It’s not an official team
or anything.
Give students five minutes to discuss the questions
in pairs before getting whole class feedback. Write
any interesting vocabulary that comes up during the
conversation on the board.
ONLINE MATERIALS
Gerunds and infinitives dominoes (Teacher’s
Resource Centre)
Vowel sounds board game (Teacher’s Resource Centre)
Unit 2 Test (Test Generator)
Unit 2 Wordlist (Teacher’s Resource Centre)
Unit 2 On-the-go-practice (App)

TB15
 2 HIGH ENERGY
Speaking Part 2 Long turn
Don’t forget! 1 The photographs below show people listening to music in different situations.
Student A Student A: Compare the photographs and say why you think the people have decided to
Do not describe listen to music in these situations.
the photographs Student B: When your partner has finished, say where you like listening to music.
in detail; talk about
the similarities and 2 Now change roles. Go to the Additional materials on page 198 and do the Speaking
Part 2 task.
differences.
The second part of
the task is written Vocabulary Music
as a question above
the photographs. 1 All the words in each of the groups below can be used in combination with one of the
Student B words in the box. Write an appropriate word from the box in each of the gaps. There is
an example at the beginning (0).
Develop your
answer fully, giving guitarist in instrument live (adj) on play (v) playlist rock song
reasons for your
feelings or opinions. 0 band 3 download a 6 album
*pronunciation
a rock musician perform a song a live* /laiv/ performance
star mime a music venue

1 a lead 4 tour 7 the charts

a session guitarist on stage in concert
a bass the radio tune

2 a percussion 5 a track 8 create a

a wind instrument play a tune shuffle a playlist
a stringed a chord delete a

2 Complete each gap with an appropriate word combination from Exercise 1. There is
an example at the beginning (0).
0 Have you been to see a singer or a band perform in a live music venue ?
in concert/
1 Who would you most like to see perform live on stage ?
2 Have you ever performed or spoken on stage in front of an audience?
3 Can you play a tune on any instrument?
4 Can you sing in tune or do people cover their ears when they hear you?
5 Do you listen to songs that are in the charts or do you prefer less commercial music?
6 When you create a playlist, how do you decide which songs to include on it?

3 SPEAK Work in pairs. Discuss the questions in Exercise 2, giving as much detail
as possible.

Why have the people decided to listen to music in these situations?

16
Lead-in
Ask everyone to choose one photo on their phone (or
that they’ve brought from home) which they don’t mind
showing to their classmates. The students then get up and
walk around the room and do a ‘mingle’ activity, where
they have to show each other their photos and try to find
a connection between them. Encourage them to ask each
other questions and briefly discuss each other’s photos
before switching partners.
Speaking
1–2 This speaking task is about music, a topic which is
further explored in the vocabulary and listening activities
on pages 16 and 17. Get the students to read the
instructions and then focus on the Don’t forget! box.
Ask a few yes or no concept check questions: Do you
describe both photos in detail? (No) Do you compare the
photos? (Yes) Is this speaking task a dialogue between
you and a partner? (No). While the students do the task,
make notes on what they do well and what could be
done better. Look out for common problems, such as
not answering the question, only talking about one of
the photos, describing the photos in too much detail,
quickly running out of things to say, talking about the
photos with their partner etc. Give the students some
feedback on their performance in open class.
Vocabulary
HIGH ENERGY
2
1 Students read the instructions. Focus on the
example (0). Remind the students what a collocation
is. Rock band, rock musician and rock star are all very
common noun + noun collocations of the word rock.
Students could do this task individually and then pair
check. They could also do it in pairs and then check
their answers with another pair. Correct as a class.
Clarify the meaning of any vocabulary students are
unfamiliar with, such as chord (three or more notes
played together) or shuffle (to move things into a
different order). Elicit and drill the pronunciation of
chord /kɔːd/, percussion /pəˈkʌʃn/, stringed /strɪŋd/,
or any other words you think your students will have
trouble with.
2 Students do Exercise 2 as suggested. Correct as
a class. Give the students one minute to study the
vocabulary items in Exercise 1. Then ask them to
close their books and write down as many as they
can remember.
3 Put the students into new pairs and ask them to
discuss the questions. Monitor and make a note of
any emergent language you would like to exploit
during the feedback stage.

Teaching tip
Get students to do speaking tasks twice. It will give they can then incorporate into their second one. Ask
them the opportunity to do them better the second the students to reflect on their performance. What

ADDITIONAL MATERIALS
time. Task repetition is particularly useful after students went better (or worse) the second time? Why?
have received feedback on their first attempt, which

UNIT 2
Speaking Part 2 Long turn
The photographs below show people listening to music in different situations.
Student A: Compare the photographs and say why you think the people have decided to listen to music in these situations.
Student B: When your partner has finished, say where you like listening to music.

Why do you think the people have decided to

listen to music in theses situations?

Go back to page 16.

TB16
UNIT 5
2 HIGH ENERGY
Listening
1 Give students some time to discuss the questions
and then conduct brief feedback.
2 After the students have read the instructions and the
information in the What to expect in the exam box,
set up a role-play to check their understanding of the
task. Put the class in pairs and assign roles A and B.
A is a student in this class; B is a student from another
class who knows nothing about the B2 First listening
paper. Student A explains in their own words what to do
in this part of the test, while Student B asks questions.
Bonus points for students in role B who purposely
misunderstand, e.g. So let me see if I understand, I have
to listen and write down one word for each answer, right?
3 This exercise practises a useful exam strategy
for Listening Part 2. On the day of the exam, they
will only have 45 seconds to read the text and
AUDIOSCRIPT
Listening Part 2 Sentence completion
2.1
Hi, I’m Jack Suggs and on today’s programme we’re
going to take a look at what’s going on in the world
of music. Apparently, the average person in Britain
listens to around three thousand five hundred songs
a year. And in the case of young adults aged between
Ex 4
18 and 24, that figure is more than six thousand, an
Q1
average of about three and a half hours of music a day.
Music’s all around us – in shops, restaurants, gyms
and even in the workplace. Not so long ago, the idea
of employees listening to music in offices was almost
unheard of; now it’s becoming increasingly common.
Ex 4
Q2 In fact, almost as common as it used to be in factories,
where many employers have got rid of it because it
can be distracting, and an obvious safety risk.
In an office, though, it can be very beneficial,
depending on what you’re trying to achieve. According
to some recent research, if the work involves creative
thinking, then positive, stimulating music can help
Ex 4 you come up with original ideas. But if it’s anything
Q3 that requires problem-solving, then it’s better to work
without any noise at all – including music, of course.
Background music can also help increase business
in restaurants. There are music-streaming services
that design playlists to suit different types of
restaurants and their brand or image. In a study
carried out recently, one such service led to an
Ex 4 increase of roughly 11 per cent in the sales of
Q4 side dishes in one establishment, and orders
of smoothies and shakes rose by 15 per cent!
Restaurants have to be careful, though, because if
they get the music wrong or play it too loud, they
can put people off eating, and sales will fall.
And there’s some really interesting research that’s
been done by scientists at the University of Oxford.
They found out that traditional music played in
Indian restaurants can make the food taste up to
TB17
make predictions, but since this is the first time
encountering this task, give them as much time as
they need. When you elicit their ideas in open class,
make sure they justify them.
4 2.1 Allow the students to compare their answers
in pairs after the first and second time they listen (see
answers highlighted in the Audioscript below). Ask
how many of their predictions made in Exercise 3
were accurate.
5 Organise the groups so the students are with people
they have not yet talked to. During their conversation,
encourage students to share a snippet of their
favourite soundtrack (quietly!) using their phone.
6 Direct the students to the Additional materials
section on page 199 (TB18).
Ex 4
Q5
10 per cent hotter. They haven’t worked out exactly
why this is, yet, but it seems we associate the
fast beat and high-pitched, distorted sounds of
Indian music with high energy, and that reflects the
sensation of eating spicy food.
Now, if you like watching TV series, you may have
noticed that many directors nowadays tend not to
Ex 4
use famous musicians and composers to create the
Q6
soundtracks for their work, but turn instead to relatively
unknown artists – the band Survive in Stranger Things,
for example, or Mogwai for Les Revenants. And they’re
such an important part of the process that they often
compose the music before filming even begins, and so
help to shape the series that’s being made.
Ex 4
They also use technology to create their sound, so
Q7
there’s less need to hire large orchestras and big
studios these days. In fact, there’s a move away from
the dramatic sounds of the orchestra towards music
that doesn’t stand out so much, music that’s more in
the background so that it won’t distract the viewer.
Which is very different to what’s happening with video
games. Orchestras are an important element of these,
and composers like Eimear Noone, are in constant
demand. Eimear comes from Ireland, but has set up
Ex 4
Q8 home in California. She’s worked on games like World
of Warcraft and Legend of Zelda, which are played
by hundreds of millions of people, and she travels the
world performing sell-out concerts of her soundtracks.
Video game music is also played on the radio. On
the commercial station Classic FM, there’s a very
popular, one-hour programme which plays music
exclusively from games. Its name, appropriately, is
Ex 4
High Score and it’s presented by Jessica Curry, who
Q9
co-founded a game development company called
The Chinese Room and composed the music for the
game Dear Esther. Many classical music lovers were
sceptical at first, but the first series turned out to be
a huge success, so they made more programmes.
Now, on this programme, before we go on, you’re
Ex 4 going to hear a piece of jazz from somebody we all
Q10
normally associate with rock music, and I want you
to decide who it is we’re listening to.
Listening Part 2 Sentence completion
HigH energy
2
1 SPEAK Work in pairs or small groups. Discuss the questions.
1 What type of music do you like listening to?
2 How many hours do you think you spend listening to music each day?

2 Read these Listening Part 2 instructions and the What to expect in the exam box.

2.1 You will hear a man called Jack Suggs talking on the radio about music.
For questions 1–10, complete the sentences with a word or short phrase.

What to expect in the exam

• The words you read in the question may not be the same as the words you hear in
the recording. For example, in question 6 you read … directors of TV series avoid
using artists to write soundtracks, but you hear … directors
nowadays tend not to use musicians and composers to
create the soundtracks for their work.
• However, the word(s) you need to write are actually heard in the recording.
• For many of the questions, you will hear distractors, information which could fit
the gap but does not answer the question.
For question 1 below you will hear more than one number. Listen carefully to
ensure you choose the right one.
• You do not need to write more than three words for each answer.
• Minor spelling errors can be made (e.g. musicall) but the words must be
recognisable.
3 Possible answers
3 SPEAK Work in pairs. Read sentences 1–10 and discuss the type of information you 2 A plural noun, possibly referring to
types of places, buildings or events.
might need to write for each one.
3 A noun or gerund, perhaps an
1 will be a number, possibly quite a high one. activity, or possibly certain types of
people or objects.
4 2.1 Listen to the recording twice and complete the sentences.
4 Probably a type of food or drink.
Jack says that people in Britain aged between 18 and 24 listen to an average of over 5 The comparative of an adjective (after
(1) six thousand/6,000/6 thousand songs a year. even) describing food.
Jack says that music is no longer played in many (2) factories for 6 Probably an adjective describing
safety reasons. artists, though perhaps a noun to
form a compound noun.
The findings of one recent study recommend silence when doing work which involves 7 A noun, possibly plural, perhaps
(3) problem-solving/solving problems . with an adjective; something that
Jack says that sales of (4) side dishes increased by about 11 per cent musicians can use.
in one restaurant, when the right type of music was played. 8 Probably the name of a place, such
as a town or a country.
Scientists at Oxford University discovered that a certain type of music could make some
9 The name of a programme; there are
food taste even (5) hotter . numerous possibilities.
Jack says that many directors of TV series avoid using (6) famous 10 A style of music.
artists to write soundtracks.
Jack says that many musicians make use of (7) technology when
recording soundtracks for TV series.
Eimear Noone, a composer of video game soundtracks, lives in
(8) California .
Jack mentions a radio programme called (9) High Score , which is
dedicated to video game music.
Jack says he is going to play some (10) jazz music on his
radio programme.

5 SPEAK Work in groups. What is your favourite soundtrack from the following? Why?
• a film • a TV series • a video game

6 Go to the Additional materials on page 199.

17
2 HigH energy

Reading and Use of English Part 6 Gapped text

1 SPEAK Work in pairs. Look at the photographs of people doing parkour, and discuss
the questions.
1 What does parkour involve doing?
2 What type of people do it and what skills do you think are required?
3 What benefits does it have for participants?

2 You are going to read an article about parkour. Read through the base text (the main
text with the gaps). Are any of your ideas from Exercise 1 mentioned?

3 Six sentences have been removed from the article. Choose from the sentences A–G
the one which fits each gap (1–6). There is one extra sentence which you do not need
to use.
To help you, some words and phrases are written in bold. These show connections
between the language in the text and the language in the missing sentences. A number
of grammatical words such as he, its, their, this and those, are written in italics to show
further connections.
Note that these connections are not shown in the First examination.

How to go about it
• Check that the whole sentence fits in with the meaning of the text before
and after the gap.
• When you think you have found the correct missing sentence for a gap,
read the whole paragraph again to check that it fits.
• When you have finished the task, check that the sentence which you have
not used does not fit into any of the gaps.

4 SPEAK Work in groups. Discuss the questions.

1 Do you think parkour should be taught in schools? Why/Why not?
2 Are there any high-risk or extreme sports you would like to try?

18
 Lead-in
HIGH ENERGY

3 This is the first time students are encountering this

2
UNIT 5
Books closed. Divide the class into two teams, A and B.
type of reading task, so do take the time to familiarise
them with it. Before they read the instructions and the
Explain that each team has three minutes to write down How to go about it box, give the students a couple
Speaking
as many sports as they Partcan4think
Further
of, butdiscussion
they only get of minutes to look at page 19 and together with a
points for sports not also mentioned by the other team. partner discuss what they have to do in this task and
The SPEAK
team with the most points is the winner.
Following on from your discussion in the Part 3 task on page how 72,todiscuss
do it. Nominate a few students
these questions with your in open class
partner.
Give reasons for your answers. to share their ideas. Then get the students to read the
Reading and Use of English
1 Do/Did you disagree with any of the rules at your secondary school?
information on page 18 and report back on how many
of their ideas are included there.
1 Ask2 Should teachers
if anybody in thebeclass
allowed
hastoheard
imposeof strict punishments
parkour — or on pupils who break the rules?
As a class, find the missing sentence for the first gap
3 Someevenpeople think parents
the give teenagers too much freedom nowadays.
perhaps tried it. Put students into pairs together,Do you agree?
using the words in bold and italics. At this
and focus their attention on the photos. Give them a
4 What should be done to reduce the number of accidents on the roads? point, if you think your students are going to find this
few minutes to answer the questions. Instead of the reading challenging, tell them which sentence is not
5 Do you think it is ever justified to break the rules?
pictures, or in addition to them, you could find a short used (B) before they do the rest of the gaps.
6 Do you think sport
video on the internet. would be more interesting to watch if there were fewer rules?
4 While the students discuss the questions in
Go back
2 Allow to page 72.
the students no more than three or four minutes small groups, circulate and offer further ideas
to read the article. The idea is to read quickly to get where necessary.
the general idea. In open class, ask if any of their
UNIT 6
ideas are mentioned.

Speaking
Teaching tip Part 4 Further discussion
Ready
SPEAKfor Following
B2 First often provides
on from students in
your discussion with I put
Part 3 task on •page
theuseful 83,Adiscuss
because herequestions
these in the text it says
with your…
partner.
language to help
Give reasons forthem
your improve
answers.their performance on • It can’t be B because …
the1 Speaking
Would you paper.
preferThis same
to share logic
a flat can
with be applied
friends, or live with your parents?
• I ended up with A by process of elimination.
to any activity in class which involves speaking, for
2 What do you think is the ideal number of brothers and sisters to have?
example, checking answers in pairs. Useful language To come up with useful language, take a moment and
Is itchecking
for3pair possible to get on
could well with people who have very different opinions from us?
include: role-play the speaking task your students will be doing
4 Some people say that being a parent is the hardest job in the world. and ask Doyourself,
you agree?
what would I say? Put this useful
• What do you have / What did you put for number 1?
5 Should all schools be mixed-gender, with both boys and girls, languageor is single-sex
up oneducation
the board better?
so students can easily refer
• I have/put A.
6 Some companies allow their employees to work at home on one to it.
or more days of the week. Do you think this is
• Whata goodmade you choose A?
idea?
• I was doubting between A and B.
Go back to page 83.

UNIT 2
Listening Part 2 Sentence completion
1 Look at the listening script on page 235 and use the context to help you work out the meanings of the
phrasal verbs in red. 1 Possible answers
… we’re going to take a look at what’s going on in the world of music. go on = happen
‘Go on’, here, means happen. come up with = think of
carry out = do/conduct (a study)
2 SPEAK Talk about at least five of the following with your partner.
put off = discourage
1 a person you usually turn to for help if you have a problem
find out = discover
2 a place in the world where you would happily set up home if you could work out = manage to understand
3 a problem for which politicians need to come up with a solution soon turn to someone = go to someone for help
4 a moment that stands out as being particularly important in your life stand out = be easy to notice
5 a holiday that turned out to be a complete disaster set up home = begin living in a place
6 an activity you have been put off doing again because of a bad experience turn out (to be) = become
7 an interesting fact or piece of information that you have found out recently go on = continue
8 an experiment you carried out in a school science lesson which made an impression on you

Go back to page 17.

199

9781380018069_text.indb 199
TB18
02/07/2020 10:35
2 HIGH ENERGY
READY FOR GRAMMAR
READY FOR GRAMMAR
2 Gerunds and infinitives
Gerunds
The gerund is used:
1 as the subject/object/complement of a sentence.
Subject: Reading in the car makes me feel sick.
Object: I find shopping for clothes really boring.
Complement: My favourite sport is swimming.
2 after prepositions.
I’m not very good at making things.
to is a preposition in get used to and look forward to.
I’m looking forward to seeing Millie again.
3 after certain verbs, e.g. admit, adore, avoid, can’t help,
can’t stand, consider, delay, deny, dislike, enjoy, feel
like, finish, give up, imagine, involve, keep, (don’t) mind,
miss, put off, prevent, regret, resist, risk, suggest.
Liz suggested going out but I feel like staying in.
4 after these expressions:
have (no) difficulty/problems/trouble (in), it’s/there’s no
use, it’s (not) worth, there’s no point (in).
If you have trouble getting to sleep, it’s no use crying.
The infinitive with to is used:
1 to express purpose.
I’m learning English to help me get a better job.
2 after certain adjectives, e.g. (It is/was etc.) difficult,
easy, important, lovely, (un)necessary, normal, (im)
possible, (un)usual, (I am/She was etc.) delighted,
disappointed, (un)happy, sad, surprised.
I was surprised to hear she had failed the exam.
3 after certain nouns, e.g. ability, chance, decision,
failure, idea, opportunity, plan, refusal, right, way.
It was a good idea to come to this restaurant.
4 after certain verbs, e.g. afford, agree, appear, arrange,
choose, decide, demand, deserve, hope, learn,
manage, offer, pretend, promise, refuse, seem, threaten.
He offered to give me a lift, but I decided to walk.
He promised not to tell anyone what she’d said.
With some verbs a direct object is needed, e.g.
advise, allow, enable, encourage, force, invite, order,
persuade, recommend, remind, teach, tell, warn.
My job enables me to use my language skills.
Some verbs can be used with or without a direct
object, e.g. ask, expect, help*, need, want, would like,
would love, would hate, would prefer.
I want to go home and I want you to come with me.
*help can also be used with an infinitive without to.
5 in place of a relative clause after phrases like the first/
the second, etc./the next/the last/the only + noun.
Marie Curie was the first woman to win a Nobel Prize.
The infinitive without to is used:
1 after modal verbs.
You can look at it, but you mustn’t touch it.
2 after help, let, make, would rather, had better.
We’d better leave – it’s late. I’d rather stay, though.
206
TB199781380018069_text.indb 206
Verbs followed by a gerund or an infinitive with to
1 (quite/really) like, (absolutely/really) love/hate and
(much) prefer are usually followed by the gerund,
but the infinitive with to is also possible.
I absolutely love going/to go for long walks in the hills.
The infinitive with to is common after hate for specific
situations, and after like when it means be in the habit of.
I hate to interrupt, but we really must be going.
I like to have a shower when I get home from work.
2 begin, start, continue and intend can be followed by the
gerund or infinitive with to with no change in meaning.
She fell over and started crying/to cry.
3 forget, remember, mean, need, stop and try can be
followed by the gerund or the infinitive with to, but with
a change in meaning.
• remember + gerund = recall a previous action
I remember coming here when I was young.
forget + gerund is not often used for actions you do
not recall. Instead, not remember is used.
I don’t remember seeing Jim at the party.
remember/forget + infinitive = (not) remember what
you have to do
Remember/Don’t forget to feed the cat later.
• mean + gerund = involve
Dieting usually means giving up things you enjoy.
mean + infinitive = intend
I meant to phone the electrician but I forgot.
• need + gerund = (passive meaning)
This house needs painting. (= needs to be painted)
need + infinitive = (active meaning)
I need to get some new shoes.
• stop + gerund = no longer do something
I’ve stopped smoking: it’s too expensive.
stop + infinitive = interrupt one activity to do another
Let’s stop to buy some sweets on the way home.
• try + gerund = experiment to see what will happen
Try resting for a while: you might feel better then.
try + infinitive = attempt to do something
Alan tried to stop the thief as he ran away.
Expressing general preferences
(much) prefer + gerund or infinitive
I much prefer playing basketball to watching it.
I much prefer to play basketball rather than watch it.
Preferences on specific occasions
1 would (much) prefer + infinitive with to
I’d prefer to walk to school today rather than go by bus.
2 would (much) rather + infinitive without to
This has the same meaning as would prefer to.
I’d rather not talk about it at the moment.
I’d much rather do nothing all day than go to school.
02/07/2020 10:36
 HigH energy
2
daredevil
Inside the
world
of

PA R K O U R

An expression of attitude, exploring boundaries and

calculated risk, free running has official status in the UK.
Frazer Meek jumps down from a wooden platform and
jogs across the floor of the Fluidity Freerun Academy, a
huge warehouse in an industrial estate on the outskirts
of Cardiff. It is a wintry Thursday evening and there are
only a few people practising their leaps and swings on
the purpose-built equipment, designed to imitate the
bollards, railings and concrete building blocks of the
great urban outdoors.
In early 2017, the UK became the first country in the
Ex 3 world to recognise parkour as a sport. 1 D Its
D participants are capable of leaping to improbable
heights while almost always seeming to land, cat-like, on
their feet.
Also known as free running and art du déplacement, the
sport attracts thousands of mainly young, mainly male
Ex 3participants across the country. 2 A This includes
A the opening sequence of the James Bond film Casino
Royale, as well as advertising and music videos.
‘A lot of people from the pedestrian world don’t
Ex 3understand parkour,’ says Meek. ‘It’s not just about
G technique, it’s about the attitude. It’s about exploring
boundaries sensibly, seeing danger and calculating risk.’
3 G ‘I really hated conventional sports,’ he remembers.
‘I was a nervous kid who liked playing video games.
Then I started to come across it on internet forums, and it
seemed to be a lot of people who didn’t fit in with more
conventional stuff, shy people. That’s what appealed to
me about it.’
Some years ago, Meek got together with some like-minded Ex 3 C
spirits and rented a gym to practise parkour. Within weeks,
hundreds of kids were turning up. 4 C It is one of a
handful of purpose-built parkour centres in the UK, offering
a daily timetable ranging from ‘Little Ninjas’ for ages two to
four, to adult drop-in sessions.
Their business reflects the coming of age of a sport that
started in the late 1980s as little more than some friends Ex 3 F
playing around after school in a Paris suburb. 5 F An
early ambassador for parkour in the country, he appeared in
Jump London, the television documentary that introduced
the activity to a wider public in 2003 as he and two friends
leapt across the capital’s rooftops. He also played Mollaka, the
bomb-maker chased by Daniel Craig’s Bond in the memorable
sequence at the start of Casino Royale.
Participants point to the minimal equipment requirements Ex 3 E
as one of parkour’s advantages, arguing that now that it is
recognised as a sport, parkour can extend its work in schools.
This is a view echoed by Parkour UK chief executive Eugene
Minogue. ‘ 6 E It goes back to the core of what PE is about.’
Charlotte Blake is the chair of Free Your Instinct, a charity
that brings parkour to the field of mental health. It has, she
says, been an effective tool in helping people with anxiety,
depression and bipolar disorder to build resilience and
overcome the obstacles in their lives. ‘Parkour helps you to
move naturally within your environment and to develop a new
dialogue with your environment, to play with it and to open
up a world of opportunity,’ says Blake.

A Their interest has been propelled by parkour’s high profile on YouTube and in popular culture.

B Some highlight the apparent risks associated with parkour, but the organisation insists that the
injury rate is lower than in other sports.
C Later, in 2016, he set up Fluidity Freerun with fellow parkour enthusiast Craig Robinson and
a £50,000 loan.
D Parkour is defined as the discipline of moving ‘freely over and through any terrain using only
the abilities of the body’.
E Given the lack of outdoor space and the funding challenges, the great thing about parkour is
that all you need is a pair of trainers.
F One of those children, Sebastien Foucan, became president of Parkour UK, the sport’s
governing body.
G He started when he was just twelve years old.
19
2 HigH energy

Language focus Gerunds and infinitives

1 Look at the underlined words in the following extracts from the reading text. For each
one, explain why a gerund, an infinitive without to, or an infinitive with to is used.
1 … the UK became the first country in the world to recognise parkour as a sport.
1 to recognise: the infinitive with to is used in place of a relative clause after ‘the first’
+ noun. Here it means ‘the first country … which recognised parkour’.
2 Its participants are capable of leaping to improbable heights …
leaping: a gerund is used after a preposition, in this case, of.
3 I was a nervous kid who liked playing video games.
playing: a gerund is used after certain verbs, in this case, like.
4 … it seemed to be a lot of people who didn’t fit in with more conventional stuff…
to be: an infinitive with to is used after certain verbs, in this case, seem.
5 … Meek … rented a gym to practise parkour.
to practise: an infinitive with to is used to express purpose, the reason why something is done.
6 Parkour can extend its work in schools.
extend: the infinitive without to is used after modal verbs, in this case, can.
2 Go to Ready for Grammar on page 206 for rules, explanations and further practice.

3 One way of talking about your likes and dislikes is to use verbs such as love or hate,
followed by a gerund. Certain adjectives can also be used, together with a preposition
and a gerund.

In 1–6 below, complete the first gap with a word from box a, and the second gap with a
preposition from box b. The first one has been done for you.

a absolutely can’t don’t much quite really

b about at in of on with

1 I don’t really enjoy going for walks in the countryside; I just can’t get excited
about being in the open air, like some people.
2 I don’t mind listening to jazz now and again, but I wouldn’t be interested
in going to a concert.
3 I absolutely love cooking, and I’m especially fond of baking cakes.
4 I quite like watching basketball, but I’m not very good at
playing it.
5 I much prefer watching films at home; I’ve never been very keen
on going to the cinema.
6 I can’t stand playing board games with my family, but I never get bored
with playing games on my phone.

4 SPEAK How true are the statements in Exercise 3 for you?

5 Write eight sentences about your likes and dislikes using the verbs and prepositions
in Exercises 3. For each sentence, add an extra piece of information.
I’m very interested in watching birds. I can identify over a hundred different species.
I really hate going to shopping centres. There are too many people and I always seem
to get a headache.

6 SPEAK Work in pairs. Compare your

sentences from Exercise 5. Ask follow-up
questions for more information.
A: I’m very interested in watching birds. I can
identify over a hundred different species.
B: How did you learn to identify so many?
A: I’ve got several books about birds and
I watch a lot of videos on the internet.
B: When did your interest in birds begin?
A: When I was about eight, I was on holiday
in Scotland with my family and we saw an
eagle. It was so close I thought it was going
to attack us!

20
Language focus
1 Ask the students to look at the sentences from the
reading in pairs and, based on their own knowledge
of the grammar point, explain why one of the three
patterns is used. Explain that it’s OK at this stage if
they don’t know the reason. Go around the room and
prompt the students with questions, such as In 6,
what kind of word is can? (modal verb). Elicit a few
explanations from the students as a class, but don’t
tell them if they are right or wrong at this stage.
2 Direct the students to the Ready for Grammar
section on pages 206 and 207 (see below, TB19
and TB21). Give them time to read only the rules in
the column on the left and check their explanations
for the sentences in Exercise 1. Note that you only
need to do as many of the exercises in this section
as there is time for or that you think is necessary. It
is even possible to come back to exercises 3–6 later
and teach them as a separate lesson, as this section
can work independently. Since there are quite a few
READY FOR GRAMMAR
2 Gerunds and infinitives
1 Some verbs can be followed by a gerund and some
others can be followed by an infinitive with to.
Complete the sentences with the correct form of the
verbs in brackets. One verb in each sentence will be a
gerund, the other an infinitive with to.
1 When I suggested going (go) skiing on
Sunday, Marta was very enthusiastic, so we’ve
arranged to meet (meet) at seven.
2 I can’t help smiling (smile) when I see my dad
playing tennis. He’s had hundreds of lessons but he
still hasn’t learnt to hit (hit) the ball properly.
3 Paul appears to enjoy (enjoy) playing golf. He’s
even considering buying (buy) his own set of
clubs.
4 One of my cousins has promised to take
(take) me windsurfing as soon as I’ve finished
studying (study).
5 At first my parents refused to let (let) me go
to karate lessons, but I kept asking (ask) and
eventually they agreed.
2 Some verbs can be followed by more than one verb
form. Choose the correct options to complete the
sentences. In some sentences, both options are
correct.
LOW ENERGY
Posted 30 mins ago
So as some of you know, I’ve been trying (1) to lose /
losing some weight, but it’s not easy. I’ve stopped
(2) to buy / buying things like fizzy drinks and
chocolate, but I know I need (3) to do / doing a lot
HIGH ENERGY
rules to go through, the students may need some
2
help finding them. Check the explanations for the
sentences in Exercise 1 as a class.
3 After they read the instructions, give the students a
few minutes to complete the task individually. Correct
in open class. If there is time, students could quickly
quiz each other.
4 Students discuss the sentences in pairs. Get brief
open class feedback.
5–6 Monitor as the students write their sentences
individually and check their use of the target
language. Students could role-play the dialogue
before doing the speaking activity in order to provide
a model for how to ask follow-up questions. Circulate
and make note of any interesting emergent language
to address after the speaking task.
You may wish to use the Gerunds and infinitive
dominoes on the Teacher’s Resource Centre at
this point.
Ready foR gRaMMaR
3 SPEAK Would/Do you enjoy going to a gym? Why/
Why not?
4 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given.
Do not change the word given. You must use between
two and five words, including the word given.
1 It’s impossible for me not to laugh when he starts
singing.
HELP
I can’t help laughing when
he starts singing.
2 I really don’t want to go out this evening.
FEEL
I really don’t feel like going
out this evening.
3 Amy played much better than her opponent, so it
was unfair that she lost the match.
DESERVE
Amy didn’t/did not deserve to lose the
match, because she played much better than her
opponent.
4 Rock stars often wear dark glasses so that people
don’t recognise them.
PREVENT
Rock stars often wear dark glasses
them.
5 It’s obvious he shot himself in the foot by accident.
MEAN
He obviously
himself in
the foot.
6 I hate it when I’m ill.
STAND
I ill.
5 Complete the second sentence so that it has a similar
meaning to the first sentence. Use up to five words. TB20
1 We’d prefer to come back later rather than wait here.
2 HIGH ENERGY

2 Gerunds and infinitives

Lead-in
1 Some verbs can be followed by a gerund and some
Ready foR gRaMMaR

Monitor and try to write down one example of students

3 SPEAK Would/Do you enjoy going to a gym? Why/
others can be followed by an infinitive with to. 1) Why
agreeing,
not? 2) disagreeing politely, 3) giving opinions,
Books closed.
CompleteWrite
theor project on
sentences thethe
with board: What
correct makes
form of the 4) asking partners for their opinions, 5) giving reasons or
verbsWhy?
you happy? in brackets.
Give theOne verb in a
students each
fewsentence
minutes towill be a 4examples
Completeforthe
opinions.
secondShare thesesoexamples
sentence in aopen
that it has class.
similar
discussgerund,
in pairs.the other
Elicit an infinitive
a few with to.
ideas in open class. meaning to the first sentence, using the word given.
1 When I suggested (go) skiing on
Speaking
Do not change the word given. You must use between
Speaking two and five words, including the word given.
Sunday, Marta was very enthusiastic, so we’ve
Give the students time to read through the instructions
1 It’s impossible for me not to laugh when he starts
arranged (meet) at seven. and the What to expect in the exam box. Ask the class
1–2 Students read the instructions and the How to singing.
2 I can’t
go about helpSince this is the
it box. (smile) whenstudents
first time I see my dad whether the following statements are true or false to see
are doingplaying tennis. He’s
a Speaking Parthad hundreds
3 task, ask themof lessons but he
whether how HELP
well they’ve understood the task.
still hasn’t
the following learnt are true or false
statements (hit) the ball properly.
to check • ISometimes
can’t the examiner asks a question thatwhen
both
Paul appears
their 3understanding. (enjoy) playing golf. He’s he starts singing.
students can answer. (True)
evento
• It’s okay considering
disagree with your partner.(buy)(True)
his own set of 2 I really don’t want to go out this evening.
• Candidates can only talk to the examiner in this
clubs. FEEL
• In the exam, you will have four minutes in total for task. (False)
4 One of my cousins has promised
this task. (False)
(take) me windsurfing as soon as I’ve finished
• IIt’s
really don’t idea to fully answer the questions,
a good
out this evening.
• You should wait until task two to reach a
(study). instead of just saying yes or no. (True)
decision. (True) 3 Amy played much better than her opponent, so it
5 At first my parents refused (let) me go Organise the students
was unfair that she into groups
lost the of three. Nominate
match.
• In the
toexam,
karate the speaking
lessons, examiner gives you
but I kept a and
(ask) one student from each group to be the examiner, who
pieceeventually
of paperthey
withagreed.
the diagram for task 1 and the DESERVE
reads the questions.
question for task 2. (False) Amy the
2 Some verbs can be followed by more than one verb match, because she played much better than her
form. Choose the correct options to complete the opponent.
sentences. In some sentences, both options are
4 Rock stars often wear dark glasses so that people
READY
correct. FOR GRAMMAR
don’t recognise them.
PREVENT
Rock stars often wear dark glasses
to prevent people (from) recognising them.
5 It’s obvious he shot himself in the foot by accident.
MEAN

LOW ENERGY
Posted 30 mins ago
He obviously
didn’t/did not mean to shoot himself in
the foot.
6 I hate it when I’m ill.
STAND
I can’t/cannot stand being ill.
So as some of you know, I’ve been trying (1) to lose /
losing some weight, but it’s not easy. I’ve stopped 5 Complete the second sentence so that it has a similar
(2) to buy / buying things like fizzy drinks and meaning to the first sentence. Use up to five words.
chocolate, but I know I need (3) to do / doing a lot 1 We’d prefer to come back later rather than wait here.
more. The problem is, losing weight means (4) to be / We’d rather come back later than wait
being self-disciplined and I’m not very good at that. here.
I really ought to start (5) to go / going to a gym as 2 I think it’s better to pay by cash than use a credit
well. I know it’ll help me (6) to get / get fit and I’ve card.
been meaning (7) to join / joining one for ages, but I prefer paying by cash to
I always forget (8) to do / doing anything about it. using a credit card.
The truth is, though, I don’t really like (9) to do / doing 3 I’d rather phone him than send an email.
a lot of physical exercise; I much prefer (10) to watch /
I’d prefer to phone him rather than
watching others do it. So, I’ll probably just continue
send an email.
(11) to live / living life the same unhealthy way I’ve
4 She wants to stay in bed longer.
always done. In fact, there’s a match on telly tonight;
I must remember (12) to order / ordering a pizza for She’d rather not get
up until later.
8 o’clock.
Go back to page 20.

207

9781380018069_text.indb 207 02/07/2020 10:36

TB21
Speaking Part 3 Collaborative task
HigH energy
2
1 SPEAK Work in pairs. Here are some things that many people believe are important if
we want to feel happy. Talk to each other about how important these things are for our
personal happiness.

listening to good music being physically fit

How important are

these for our personal
happiness?

having good friends having a lot of money

doing a job you like

2 Now decide which two things are most important for our personal happiness.

How to go about it
• Part 3 is an interactive task. As well as giving your own opinions, ask your partner what they think, and respond
to their comments by agreeing, disagreeing or adding a further comment. Give reasons for your opinions.
• Do not start to make your decisions for task 2 while you are doing task 1. In the exam you will not know what
task 2 is until you have finished task 1.
• In task 2 you do not have to agree with your partner when making your final decision.
• In the exam you will have two minutes for task 1 and then one minute for task 2. However, while practising for
the exam, in the early units of Ready for First, you can allow yourself more time.

Speaking Part 4 Further discussion

SPEAK In Part 4 of the Speaking test the examiner will ask you questions which are
related to the topic in Part 3. Discuss the following questions.

What to expect in the exam

• A particular question may be directed specifically at you or your partner. Alternatively, you may both be asked the
same question and encouraged to discuss your ideas together.
• In either case, you are expected to give full answers to the questions asked, with reasons for your opinions.

• What other things make you feel happy?

• Do you think having longer holidays would make people feel happier?
• Some people say that the best way to be happy is to
make other people happy. What do you think?
• If something is making you feel unhappy, is it better to
talk about it with your friends or your family?
• Some people like listening to happy music when
they feel happy, and sad music when they feel sad.
Why do you think this is?
• Do you think it is possible to be happy all of the time?

21
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Catherine
herself
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Catherine herself

Author: James Hilton

Release date: October 3, 2023 [eBook #71786]

Language: English

Original publication: London: T. Fisher Unwin Ltd, 1920

Credits: Laura Natal Rodrigues (Images generously made available

by The Internet Archive.)

*** START OF THE PROJECT GUTENBERG EBOOK CATHERINE

HERSELF ***
 CATHERINE
HERSELF
By JAMES HILTON

T. FISHER UNWIN LTD

LONDON: ADELPHI TERRACE

First published in 1920

(All rights reserved)

 CONTENTS
chapter page
I. prelude 11
II. jeunesse 26
III. the first trant episode 41
IV. nocturne 51
V. disillusionments 64
VI. crescendo 77
VII. tragedy 91
VIII. post-mortem 101
IX. nothing but the truth 113
X. accelerando 125
XI. the second trant episode 141
XII. discontent 159
XIII. loneliness 174
XIV. hope enters 179
XV. success 192
XVI. allegro con fuoco 202
XVII. the crisis 236
XVIII. débâcle 244
XIX. afterwards 253
XX. still falling 270
XXI. fallen 276
XXII. mr. hobbs 284
XXIII. once again 295
XXIV. the last phase 302
CATHERINE HERSELF
 CHAPTER I
PRELUDE

§1
CATHERINE thought: Day is white, Night is black, but sometimes it
is half-white and half-black.... There were five knobs on the brass rail
of the bed: one of them would come off.... The baker came to the
door every night and said: “And how is Cathie?” ...
It was cold, and blue flames flickered on top of the coals in the
fire-grate. They said: “Lappappappap....” The Man tore off his collar
from the stud—“plock”—then he screwed off his boots—“Hr-rooch—
flop ... Hr-rooch—flop.” ... The mother said: “Cathie’s asleep: don’t
make such a noise.” ...
Then her mother carried her past the brown banisters up to
bed.... It was nearly black. The pumping-engine at the water-works
went: “Chug-chug ... chug-chug ... chug-chug-chug....”
There were five knobs on the brass rail of the bed....

§2
The Man was Father.
Every morning mother called upstairs: “John: come on! Past
eight”... and father said: “Just about to.” The sun fell in a slant over
the table and climbed up the wall. Father ate porridge and milk: he
went “Ooflip-oorooflip.”
The sunlight slid off the table on to the floor. There was nothing to
do except listen to the clock. It went “tick-tock—tick-tock”—then it
went “ticky-ticky.” ... The milkman said: “Mornin’, m’m. Lavly mornin’.
Thenk you, m’m. Mornin’, m’m.” ...
 The sunlight ran away....
The face of the man next door had a big bulge. Mother said it
was called a goitre. You had them in Derbyshire. The man’s name
was Jopson. All the street-children used to follow him singing “Old
father Jopson”—like this:

There were other fathers besides old father Jopson. There was
one whom Catherine had never seen. He was called “Ch-artinevin,”
but he was not like old father Jopson....
Every night her mother sang:

Now the day is over,

Nighties drawing nigh.

and made her talk to our father, Ch-artinevin. Only Ch-artinevin

never said anything in reply.
There were two places where little girls went to. One was
heaven, the other was hell. Hell was hot, heaven was cold. Heaven
was full of white tiles and marble-slabs, like a fish-shop. But hell
would be far too hot for you even if you were feeling cold. It would be
a pity to go to hell, especially in the warm weather. Sometimes her
father said: “O Hell!” ...

§3
Father was an elementary school teacher at the Downlands Road
Council School. In winter and on wet nights in summer he sat
indoors and put great sprawling ticks and crosses on exercise-
books. Sometimes he frowned while he was working: Catherine used
to watch him.
He was a little man and he wore cycling stockings under his
trousers. Every fine night he put on an old Norfolk tweed jacket and
went out into the garden with the two ends of the waistband dangling
behind him. He would bend down and make minute examinations of
plants. He would twine sweet-pea tendrils round their sticks.
Sometimes he would pounce upon a weed and remove it with cruel
precision.... On Saturday afternoons he took a bucket and went into
the roads to collect horse-manure. To Catherine Saturday afternoon
was always signalized by the hard scraping of the kitchen shovel on
the gritty surface of the roadway.
Mother was big and billowy. She kept her hair in papers during
the mornings and wore stays whose ribbed outline showed through
the back of her blouse. She talked more than father. At the Duke
Street Methodist Chapel she appeared in the front row of the choir,
whilst father took round the collection-plate. She was vaguely
religious and vaguely patriotic and vaguely sentimental. When she
said “John!” very slowly, father knew he had better be careful.
Catherine sat in the front pew on a Sunday morning, and
wondered what it was all about. Why had mother got her hat on? ...
Why did everybody come here once a week? What was the man in
the round box talking about? Her mother had said, “About God,
Cathie.” But he didn’t say God; he said Gahd. Sometimes Ch-
artinevin was mentioned and Catherine caught the words with
enthusiasm. It was plain that Ch-artinevin was a well-known
personage.
The little boy next to her had curly hair. He was eating
peppermints. During the prayer he kept taking them out of his mouth
to see if they got smaller. Once he gave her one. It was very nice,
but she cracked it during the benediction, and it was a loud crack.
Father stood at the door shaking hands with people. He said:
“Good evening, Mrs. Lawson”—“Good evening, Ethel”—“Good
evening, Miss Picksley, shall we be seeing you at the Band of Hope
on Tuesday?”
 And to Catherine he said:
“Go and wait in the back pew; there’s a Kermunion.”
A Kermunion, at any rate, was interesting....

§4
Father, being an elementary schoolteacher, did not send
Catherine to an elementary school. She went to Albany House
(principal, Miss Leary, L.R.C.P.). Miss Leary wore her hair in a knob
and said to Catherine: “Darling, if you do that again I shall have to
smack you hard.”
Catherine learnt: Solomon was the wisest man that ever lived;
Gibraltar belongs to England; the fear of the Lord is the beginning of
wisdom; Henry the First never smiled again; three barleycorns one
inch; the messenger rushed up to Wolfe saying, “They run, they
run!”—“Who run, who run?” cried Wolfe....
On wet winter days the fireguard was hung with steaming
clothes. The row of benches was a mere misty vista of wet noses
and pocket-handkerchiefs. Everywhere was the stench of damp
mackintoshes. Catherine sat by the window and looked through the
streaming panes. She could see Polly, who brought them cups of
cocoa in the middle of the morning, washing up the breakfast things
in the kitchen. Every now and then the water gurgled out of the
slopstone into the sink and made Jack, the black retriever dog,
cautiously open one eye in his kennel. Catherine liked Jack. He was
very staid and solemn, his sole dissipation being the crunching of
snails. Miss Leary said: “Catherine, I do declare you are looking out
of that window again! How often have I told you ...” etc., etc.
Every Friday afternoon as a special treat they had reading out of
a reading-book. It was not like “Pat sat on the mat: is that Pat’s
mat?” and the sentences about the cat and rat; it was a real book of
adventures, the adventures of a boy and his uncle at the seaside.
The avuncular relationship seemed to consist entirely in a readiness
to return prompt and plausible answers to all sorts of questions.
Uncle Tom and his nephew carried between them a complete outfit
of odds and ends, marbles, pieces of string, oranges, scissors, card-
board, cubes and prisms, even jars and glass-funnels, and it was
their custom to perform experiments with these upon all suitable
occasions, wherever they might chance to be. The observations of
passers-by, including park-keepers and bath-chairmen, were not
recorded. Local byelaws seemed never to impede them from digging
up roots and defacing flower-beds.

§5
Day followed on day and Catherine grew. As she walked by the
sides of brick walls her eye ran along the lines of mortar tapering into
the distance. Even she noticed how she kept rising brick by brick
until the mortar-line that her eye followed was somewhere between
four and five feet high. She left off her very childish habits, such as
walking on the cracks of the pavements.... She ceased to ask absurd
unanswerable questions about trams and buses; she stopped
lamenting if she failed to secure a window-seat in the train. But she
was still a child. She still sang out after old father Jopson.
She discovered that the second line of the hymn was not
“Nighties drawing nigh,” as she had naturally supposed, but “Night is
drawing nigh.” The discovery was a disappointment.
She began to read. She read Alice in Wonderland and The
Walrus and the Carpenter. She even began to write. At Albany
House she wrote in large copybook style: “Honesty is the best
policy.” Once also she wrote on the back of a birthday card: “Dear
Auntie Ethel, Many Happy Returns of the Day, from Your Affectionate
Niece, Catherine.” ... And on the wooden fence at the end of the
road she wrote in chalk: “Freddy McKellar is a Soppy Fool.”
She began to do naughty things. She played in the game of “last
across”; she hung on to the backs of passing motor-lorries. She
danced in the streets to the tune of itinerant barrel-organs.
Something may here be said of her appearance. She had hair of a
rich and fiery red, and eyes of a fierce compound of brown and
green. In the summer-time her face was freckles all over. She was
not good-looking, and few people would have called her even pretty.
But she was known everywhere in the vicinity of Kitchener Road as
“Cathie Weston, that red-haired girl.”

§6
In the Co-operative Stores the shopman kept her waiting out of
her turn. He had seen her sticking “transfers” on his shop-window
and he did not like her. The Bockley and Upton Rising Friendly Co-
operative and Industrial Society was an imposing institution with
patent bacon-slicers and profuse calendar-distributing habits. Behind
the polished mahogany counter the shopman fluttered about, all
sleek and dapper, and in front stood Catherine, tired and impatient.
There was a large co-operative almanac on the wall, and this she
used to peruse diligently, supplementing therefrom the meagre
knowledge of English history given her at Albany House. The
almanac introduced a sort of miscellaneous historical calendar—for
example: September 22nd. Battle of Zutphen, 1586. September
23rd. Massacres in Paris, 1789. Then in great staring red letters:
September 24th. Opening of the Head Office of the Bockley and
Upton Rising Friendly Co-operative and Industrial Society by Lord
Fitzroy, 1903. With absolutely no sense of historical perspective at
all, Catherine was quite prepared to believe that the last of these
was the most prominent because it was also the most important.
When Kitchener Road was first built, in the full-flood of the
Soudanese war-fever, it was for a time drowsily suburban. Then a
too enterprising religious organization built a tin-mission at one end
of it. The mission had a corrugated iron roof. Until then Kitchener
Road had not quite decided whether it would tend in the social sense
to rise or to fall. The corrugated iron roof forced a decision. Kitchener
Road fell, and fell rapidly. From drowsiness it degenerated into
frowsiness. A sleek off-licence appeared, with yellow-glazed tiles and
an ungrammatical notice board: “No beer to be drank on the
premises nor on the public highway.” Passing the tarred fence at the
upper end the pedestrian ran the whole gamut of flippancy and
indecency. And on the gate of the corner house could be seen—a
final tribute to disappointed hopes—that sultry hall-mark of
respectability: “No Hawkers, No Circulars, No Canvassers.” When
the headmaster of the Downsland Road Council School heard that
an intending pupil lived in Kitchener Road, he generally said: “I am
very sorry, but we have no more room. If I were you I should try at
Cubitt Lane.” ... The headmaster of the Downsland Road Council
School did not like the headmaster of the Cubitt Lane Council
School.... And on all the tram-standards in Bockley a handbill
declared that “On July 11th, at the Upton Rising Petty Sessions,
Gabriel Handcote, 21, and Richard Moulton, 19, both of Kitchener
Road, Bockley, were fined 40s. and costs for travelling on a
tramway-car with intent to avoid payment of fare.”

§7
Bockley was a sprawling urban district on the edge of the
metropolitan area. Itself and Upton Rising had spread till they
touched like adjacent blobs of ink on blotting-paper. But Upton Rising
was aristocratic, plutocratic.... Its inhabitants had first-class season-
tickets, wore spats, and read The Times on the 9.27 “Up.” They
became district councillors, bazaar-openers, hospital-subscribers
and such like. They wrote letters to the Bockley and Upton Rising
Advertiser complaining of municipal apathy in the matter of water-
carts. They said “Bockley must have a park to keep it out of
mischief,” and lo! Bockley had one, with “keep-off-the-grass” notices
and geometrical flower-beds, and a code of byelaws half a yard long,
and a constant clientele of old-age pensioners and children flying
paper windmills....
And in the meantime Bockley became conscious of its destiny. It
bore all the unmistakable signs of a township that expects to be
great some day—insurance agencies out of all proportion to the
population, a Carnegie library, and a melancholy statue outside the
Town Hall....
The origin of Bockley is simple and unconfusing.
 Somewhere early on in the latter half of the nineteenth century
the Great Eastern Railway Company, seeking parliamentary sanction
to extend its suburban lines to Bockley, was compelled by law to
carry workmen to and from Bockley and the City for twopence.... It
was that twopence which made Bockley....

§8
In the front room of No. 24, Kitchener Road there was a Collard
and Collard piano. It had jaundiced keys and a bosom of yellow silk
interlaced with fretwork. Most of the lower notes said “Hanng-g-g,”
and the five bottom ones all said the same “hang-g-g.” ... The piano-
tuner came. He was of the “ping-ping-wrench” and the “see-what-
can-be-done” variety. He said:
“It’s bin a good interment in its time.... Pity the dampness got in
it.”
Catherine watched him as he tightened the wires and prodded
the notes. At the end he played Thalberg’s “Home, Sweet Home,”
with variations.
That night Mrs. Weston said: “Now that the pianer’s bin tuned you
might start havin’ lessons.... I’ll see Mr. Monkhouse about it to-
morrer.”
And Catherine bought a shilling instruction book and learned: E G
B D F—Every Good Boy Deserves Favour....
Mr. Monkhouse was a versatile man. In the Bockley Advertiser he
announced: “Mr. Reginald Monkhouse has still a few dates vacant
during April and May for engagements as entertainer, expert
conjurer, pianist, accompanist or children’s lecturer Write Box 77.” At
Masonic dinners Mr. Monkhouse sang “Where did you get that hat?”
and other relics of the Victorian music-hall stage. Every evening from
8 till 11 he played the piano and conducted the orchestra at the
Victoria Hall, Bockley, vamping with his left hand and beating time
with the first finger of his right. And on Saturdays and at odd times
whenever possible he gave pianoforte tuition at the rate of sixpence
a lesson.... He was always shabbily-dressed, always good-
humoured, patient and not too conscientious. The little front parlour
where he lodged in Cubitt Lane was full of playbills and concert
programmes and signed menu-cards....
He gave Catherine a piece called “White Wings,” and initiated her
into a few elementary five-finger exercises. She was not particularly
apt in picking them up, but at the end of forty-five minutes he said:
“Good-night, my dear. You’ll be a female Paderewski before
long....”
Those were the days when a pianist had achieved the signal
distinction of becoming known to the man-in-the-street. Paderewski
was as well known as Krüger.

§9
Freddie McKellar and Catherine Weston were seated side by
side in the back bench of the Duke Street Schoolroom. The occasion
was a Band of Hope entertainment. Mr. Weston was on the platform,
surrounded by weird articles of glass and metal.
“I want you all to notice carefully,” he said. “Here I have a jar of
clean pure water. The little fellow who is gambolling about so
playfully inside it is a stickleback. He is having a fine time because
the water is so pure and fresh.... Now watch ... here I have a flask of
whisky.... I pour it into the water ... so.... I want you to watch very
carefully....”
Freddie McKellar, aged fifteen, bent his head slightly to the left in
order to see round the corner of Mrs. Mole’s hat. In doing so he felt
the soft spray-like touch of Catherine’s hair against his ear.... It was
not unpleasant.
Catherine was dreamily conscious that something tense was
going to happen.
“It doesn’t always work,” she whispered, vaguely, “some
sticklebacks like it.” ... She bent her head slightly to the right to
circumvent the obstruction of Mr. Mole’s shiny hairless head. To
Freddie McKellar it seemed that this time, instead of his ear touching
her hair, her hair had performed the more positive act of brushing
against his ear. The difference, though subtle, was not to be ignored.
“Now,” cried Mr. Weston, brandishing aloft his jar with the
stickleback inside it either dead or drunk or in some way
incapacitated for further movement, “if the effect of this foul spirit
upon this tiny animal is ...”
“There’s refreshments afterwards, ain’t there?” said Freddie,
sotto voce.
“Yes,” she whispered, hoarsely. The tragedy of the dying
stickleback, “butchered to make a Roman holiday,” had made her
unwontedly solemn.
... “Now,” proceeded Mr. Weston, “if somebody will kindly lower
the lights, I will show you on the screen some of the effects of strong
drink.... First of all, perhaps you would care to have a look at a drop
of whisky as it is seen through the lens of a microscope....”
The lights went out in successive “pops.”
Freddie McKellar’s left hand slowly closed over Catherine’s right
one.
“Ugh,” said Catherine, presumably at the horrible picture on the
screen. Then the thought came to her (she had had no experience of
such matters)—“He must be flirting with me.”
Simultaneously there came to Freddie McKellar (who, for his age,
had had considerable experience of such matters) the thought: “She
must be flirting with me.”
And at the same time Gladys Stockwell nudged Bessie Millar and
whispered: “Just look at Cathie Weston and Freddie McKellar ... at
their age, too....” (Gladys was twenty-three and unbeautiful.)
In the refreshment room afterwards Catherine and Freddie sat
together on a bench munching ham-sandwiches. You were only
expected to take one ham-sandwich, but Catherine had already