Get B1+

INVOLVED Teacher’s Book

with Teacher’s App

Ursula Mallows Patricia Reilly

www.frenglish.ru
Macmillan Education Limited
4 Crinan Street
London N1 9XW

Companies and representatives throughout the world

Get Involved! Teacher’s Book B1+ ISBN 978-1-380-06516-2

Get Involved! Teacher’s Book B1+ with Teacher’s App ISBN 978-1-380-06892-7

Text, design and illustration © Macmillan Education Limited 2021

Written by Ursula Mallows and Patricia Reilly

The authors have asserted their right to be identified as the authors of this work in
accordance with the Copyright, Designs and Patents Act 1988.

First published 2021

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of
the publishers.

Original design by Wild Apple Design Ltd

Page make-up by SPi Global
Cover design based on the Student’s Book design by Designers Educational Ltd
Kahoot! and the K! logo are trademarks of Kahoot! AS.

The authors and publishers would like to thank the following for permission to reproduce
their photographs:
Getty Images/Buyenlarge p8(bl), Getty Images/E+/mgkaya p5(laptop), Getty Images/
hudiemm p5(tablet), Getty Images/Lorne Thomson p8(tl), Getty/moment/d3sign
p5(mobile); Jade Productions Pty Ltd p8(mr); Macmillan Education Limited pp4(br),
9(tr,mr); Shutterstock/Artelia p4(tr).

Additional sources:
Data on p44, Taylor Redd, Nola, ‘What Is Dark Matter?’ (19th July 2019), space.com
Data on p44, ‘The Kryptos Sculpture Solutions’, UC San Diego, maths.ucsd.edu
Data on p44, ‘Understanding the Misterious Aztec Sun Stone’ (11th March 2014),
Kids Discover, kidsdiscover.com
Data on p44, Radford Benjamin, ‘The Crop Circle Mystery: A Closer Look’ (10th June
2017), Live Science, livescience.com

These materials may contain links for third party websites. We have no control over, and
are not responsible for, the contents of such third party websites. Please use care when
accessing them.

The inclusion of any specific companies, commercial products, trade names or otherwise
does not constitute or imply its endorsement or recommendation by Macmillan Education
Limited.

Printed and bound in TBC

2025 2024 2023 2022 2021

10 9  8  7 6  5    4      3     2      1

www.frenglish.ru
 Contents

Welcome to Get Involved! page 4

Activities bank page 6

Course overview page 8

Student’s Book contents page 10

STARTER
What do you know?  page 12

1 Making music page 18

2 Friends for life? page 31

3 Mysteries page 44

4 What next? page 57

5 Environment page 70

6 Crimes and consequences page 83

7 Time flies! page 96

8 Sport page 109

9 Look what you know! page 122

Audioscripts page 130

Videoscripts page 139

3
www.frenglish.ru
 Welcome to Get Involved!
The world today is constantly changing. How can you, as teachers, ensure that your students are
ready to face the future – a future in which most of them will work in jobs that don’t even exist
yet? A teacher can empower students with the skills they need to succeed and thrive in that world.
Get Involved! will support you with this task as it gives teenagers the tools to build skills for the real
world of the future.

Super skills: The World Economic Real-world competence: The real-world competence-
Forum identified four competences based approach to learning uses factual content,
that can equip today’s students to peer review and self-reflection as well as scaffolded
succeed. The skills of collaboration, language skills to engage teens. Reading texts focus
creativity, communication on real-world people, places and events, and have
and critical thinking provide been carefully selected to engage students in the
the foundations to be able to topic, while critical thinking activities are structured
adapt and thrive in our changing world. In addition from lower order thinking skills (remembering,
to the 4Cs, social and emotional competences are understanding, applying) to higher order thinking skills
essential to students’ development. Our carefully crafted (creating, evaluating, analysing).
methodology allows students to develop these super
skills while learning English.

W DYT ?
Collaborative projects:
Each unit opens with
a What do you think?
question encouraging (What do you think?)
students to reflect on
the topic. The end-of-unit projects lead students to
create a collaborative response to the question, putting
into practice the knowledge and language gained in
the unit. A unique approach to projects, including the
Graphic organiser summary, makes project work easy
to do in class and encourages all students to get involved
in large classes. Super skills are developed step by step
with each project, and learner autonomy is encouraged
as students analyse and reflect on their work through
self-evaluation steps.
Inclusive classroom: Every-ability features support The subskill features cover a wide range of strategies to
different learner types and encourage all students to develop students’ skills.
succeed. A variety of approaches support differentiated
Media rich content: The course offers a wide variety
learning. Workbook activities have been carefully graded
of high-quality videos.
with star ratings to reinforce and stretch students’ learning,
and the Teacher’s Resource Centre offers graded tests • Videos ranging from vlogs and tutorials to original
and worksheets to complement the syllabus. documentary clips present the topic and target
language in an engaging format designed to pique
Whole-class engagement teens’ interest. Video skills activities develop
B
is integral to each R
A I N students’ video literacy and viewing skills, helping
TEASER
lesson. Brain teaser Everywhere you them to analyse video content and understand the
go, I am always
puzzles based on target with all the peo
those who are
ple who you lov
with you. I’m
e and also with purpose of the video.
strangers. Withou
grammar, with a focus enemy is no lon
is no longer you
ger your enemy
t me, your
, and your friend
r friend.
on visual clues, mental What am I?
• Situational dialogue
arithmetic and logic, videos feature teens using
allow students to show functional language in
their talents in the classroom. Peer review in productive real-life scenarios, and
skills can be used to pair stronger and weaker students to presenting key language
encourage individual and collaborative development. in context with the aim of
helping students with their
9829_text.indb
28

This Teacher’s Book offers you further ideas for

own speaking.
mixed‑ability classes, through reinforcement and challenge 11/03/2020 18:58

features as well as extra activities. • Project videos model project outcomes in a variety
of contexts to frame students’ own responses.

4
www.frenglish.ru
How Get Involved! can support your teaching
Get Involved! is a highly flexible course designed to support you in a variety of teaching and learning scenarios – in
the classroom, on the go and in remote learning environments. A full digital offer is available through The Macmillan
Education Teacher App where you can find all your lesson and class management resources in one place, including:

Classroom Presentation Kit

Vocabulary 3

3 Mysteries 3
Starter 3
1
A C
Grammar
4 Match the words in the box to the definitions.
disappointing dramatic entertaining
Mysteries Modal verbs of deduction 3 Complete the text with present or
past modal verbs of deduction or speculation
puzzling unbelievable and speculation (affirmative or negative) and the verbs
1 not as good as you had hoped for or expected 1 Choose the correct option. in brackets.
2 too unlikely to be true Vocabulary 1 Dima isn’t at home, he always plays tennis on
3 enjoyable or fun to do Friday. He must be/must have been at the sports

WDYT?
4 exciting and impressive centre now.
What makes a Descriptive adjectives 3 Read the review and replace the
2 My phone isn’t working. It can’t be/can’t have
5 confusing or difficult to understand or solve underlined expressions with the adjectives
(What do you think?) good mystery? 1 Match the extreme adjectives in the box to in the box. There are two extra words.
been the battery because I’ve just charged it.
5 Work in pairs. Talk about books or films
photos 1–8. 3 Clara looks happy! She must pass/must have
using the adjectives in exercises 3 and 4. amusing disappointing dramatic entertaining passed her exams.
Vocabulary: extreme ancient awful delighted exhausted inspiring puzzling realistic unbelievable
adjectives; descriptive D
I loved A Spy in the House! It’s entertaining
4 I can’t find my glasses. I can’t leave/can’t have
freezing huge tiny unforgettable left them at home because I definitely had them
adjectives; adverbs of manner, and original.
place and time on the bus.
One of my favourites is the last Harry 1 2 3 Films to see 5 Sandra isn’t at drama club today. She might be/
Grammar: modal verbs of Potter book. It’s thrilling and frightening.
deduction and speculation; Following the success of Pokémon might have been ill or she could be/could have
past perfect
B 6 19 Listen to four people talking. Which
Go, there is now a new film called
Pokémon Detective Pikachu, starring
been on holiday, either is possible. The Yonaguni Monument
Reading: a magazine article 6 Phoebe and her brother Ben want to get a
of the photos are they describing? Which Ryan Reynolds. It’s a mystery film
about modern-day mysteries dog. Actually, they might get/might have got The Yonaguni Monument off the coast of Japan has
adjectives do they use? with a difference and it’s very one already because they were looking at pets puzzled scientists. It is a collection of huge rocks under
Listening: a podcast about 1 enjoyable or fun. As you’d expect,
ancient yesterday. the sea. Why is it so curious? Some people think they
the Voynich manuscript it’s got a comedy side too and there are
VIDEO SKILLS 4 5 6 1 might be (be) a natural phenomenon, and
Speaking: expressing lots of 2 funny moments. Twenty-one-year-old Tim’s 2 Complete the conversation perhaps they formed because of an earthquake.
certainty and doubt E father, Detective Harry Goodman, has disappeared.
with can’t, could/might or must. However, others think perhaps humans 2
Tim decides to find him and meets Pikachu. It’s
Writing: a narrative (make) them – they believe it’s more likely because the
3 confusing because, unlike other humans, Tim can That photo 1 must lines of some of the shapes are very precise. There are
Project: write and act out a understand Pikachu. Pikachu is his father’s old partner be fake. Surely it isn’t real?
film script square rocks and a star-shaped platform which they
and the pair set off to find him. Things become really
argue that an earthquake 3 (create) – it
4 exciting and tense when they end up in Ryme City, It is real! It’s a snapping turtle and it had spent would have been impossible. Professor Kimura has
a place where humans and Pokémon live together. two weeks in the ground by a dry lake. studied the rocks and because of this he is certain they
7 8 The combination of live action and animation is brilliant
4 (be) man-made and they definitely
VIDEO SKILLS I’ll always and surprisingly, it wasn’t too 5 difficult to believe. Look at all that earth on its back, it 2 5 (be) the result of an earthquake. He
remember this!’ I won’t tell you how it ends, but it definitely isn’t be heavy! It definitely 3 go fast while thinks the monument is around 2,000 years old and
6 worse than expected! it’s carrying that. Is it in England, do you think? that people 6 (build) it above water
7 Watch the video. What scenery and
Video skills p37 1 entertaining 4 because they 7 (do) it underwater – it
nature do you see?
Extreme adjectives Teens recommend
2 5
No, it 4 be England because those would have been far too difficult. Another theory is
turtles don’t live there. It 5 be the USA
Can you recommend a good mystery book or film? 8 Work in pairs. Discuss the questions. that the monument 8 (be) evidence for
1 Look at the words in the box. Which are used … 3 6 or it 6 be Canada, I’m not sure. the lost continent of Mu. There is one thing, however,
1 What type of video is this?
amazing ancient awful delighted exhausted Watch The Maze Runner. It’s about a boy who has to
a an advert for a travel agency 2 Choose the correct option. 4 Answer the questions for you. Use
that everyone agrees on – the Yonaguni Monument is
escape from a maze. There are frightening bits, but it’s a I’m sure it 7 be hungry unforgettable!
freezing huge tiny unforgettable b a travel vlog 1 The film was really brilliant – I thought it was some of the words from exercises 1–3.
really thrilling and original story. Very enjoyable! after not eating for two weeks.
inspiring/disappointing. It made me want to
Real-world speaking p43 c a mini documentary 1 What have you read, seen or heard recently that
1 to describe how people feel? 2 to describe things?
I loved Ingo! Sapphire and her brother Conor live by the 2 What makes the video interesting and
change the world!
was thought-provoking? Why? Definitely! 4 Complete the sentences about you.
sea. One day, Sapphire follows Conor and discovers Ingo, 2 The plot was based on facts and ordinary 1 My best friend must have been delighted when
2 Describe the photos using the words in exercise 1. What do you know a fascinating world under the sea. It’s a realistic story and
attractive? Think about music, images and
situations – I totally believed it because it was
colour. .
about them? there are some amusing bits too. 2 Do you like watching frightening films? Why/Why
realistic/entertaining. 2 Right now my parents might
• a pyramid • Aztec sun stone • crop circles 3 Who do you think the audience for the
3 The characters were curious/frightening people,
not?
video is? .
• dark matter • Kryptos sculpture Ink is an unforgettable book! It’s about a curious world
very unusual and interesting.
with two societies: people who tattoo their life events on 3 Our teacher can’t have
4 The book made me think about some important 3 Do you prefer realistic or fantasy stories? Why?
.
Project pp46–47 Descriptive adjectives their skins and the ‘blanks’ who don’t. They fear each
other, but should they? It was really inspiring and thought- ideas – it was really puzzling/thought-provoking. 4 My friend definitely can’t
provoking. 5 The story is exciting and there’s a lot of action. 4 What’s the best film you’ve ever seen? Why did
3 Read the text and check the meaning of the adjectives in bold. .
Don’t miss this thrilling/unbelievable film! you like it?
5 My classmates could have
36 Pronunciation: Word stress in longer words p116 37 6 I’ve never read anything like it before, it’s a really .
amusing/original story.
9781380065155_text_P36-47.indd 36 09/01/2021 09:11 9781380065155_text_P36-47.indd 37 09/01/2021 09:11
20 Grammar reference and practice  Resource centre 21

9781380029867_text_P20-27.indd 20 25/01/21 5:37 PM

9781380029867_text_P20-27.indd 21 25/01/21 5:37 PM

A digital Student’s Book and Workbook with fully interactive activities. Audio and video are embedded and the
answer key for each activity is accessible at the touch of a button.

Homework Manager Teacher’s Resource Centre

Assign homework and set helpful reminder notifications
for students using the Student’s App to complete the
tasks in time for the next class.

Progress Tracker
Monitor students’ progress and development.

Access a wealth of supplementary resource material

Test Generator and worksheets to support your students’ needs.

On-the-Go Practice

Encourage students to reinforce their vocabulary and

grammar knowledge, and collect rewards through
course-aligned bitesize activities all designed for
mobile use.

Create bespoke tests for students of every ability.

Alternatively, download our pre-prepared two-level
tests in PDF or Word and customise to your own
needs. Test language and real-world knowledge, and add
an exciting and fast-paced competitive element to
class revision.
Go to www.macmillanenglish.com/kahoot

5
www.frenglish.ru
 Activities bank
Audioscript
These activities are designed to work with a variety
of vocabulary or grammar points, so you can use Dictogloss pair/groupwork listening

them in the classroom again and again. Some of A listening and transcription task that utilises a video or
them are also suggested as lesson Warmers and audio clip the students are already studying.
Extra activities in the teaching notes. Play a short section of a video or listening text again
The activities can act as a quick time-filler or be (perhaps 30–40 seconds) for students to write down
extended for in-depth practice of a key point. They key words and short phrases. In pairs or small groups,
require minimal preparation. students race to reconstruct the dialogue from memory
using all of their notes. Play the video/audio again, if
necessary. The pair/group who comes up with a text that
Alphabet race groupwork vocabulary
is the most similar to the original wins.
An adaptable game for encouraging students to broaden To increase the level of challenge, use a completely
their vocabulary range. new clip.
Put students into small teams and ask them to think of
a word for each letter of the alphabet for a vocabulary First to five pair/groupwork vocabulary
set you want to revise. Tell students not to get stuck on a
letter and to move on if they can’t think of a word. Set a grammar
four-minute time limit (or more/less depending on your A racing game to practise vocabulary or grammar structures.
class’s ability and the difficulty of the set), give regular
time updates, then when the time is up ask students to Read out a category related to the vocabulary set or
count their words. grammar structure you want to practise. Pairs or small
groups race to think of five words for each category.
The team with the most correct words wins the game. When The first ones to complete the task shout out ‘First to
checking answers, write some of the words on the board five’. Check their answers. If the words are correct, they
if students can use them in an activity later in the lesson. win a point. Then give the class a new category and
repeat. The pair or group with the most points wins
Chain sentences whole class the game.
In larger classes, assign five points to those who
vocabulary grammar
complete first, four points to second place, etc. and one
A creative, confidence-building game that could also be point to everyone who completes their list. Use peer
played in smaller groups. checking if necessary.
The teacher starts by saying a sentence using target grammar
or vocabulary. The teacher points to a student who has to Hot seat whole class vocabulary
use the last key piece of information/word/action/phrase
in a new sentence using the target grammar structure(s). A team racing game that can get a little noisy!
Then another student continues in the same way, etc. Divide the class into two teams. Ask a volunteer from the
e.g. Teacher: I was walking home when I saw a football. first team to sit in a chair with his/her back to the board,
facing the class. Write a word from the unit on the board
Student 1: I was playing with the football when I saw a bike.
so that the volunteer can’t see the word. His/her team
Student 2: I was riding the bike when I met my friend. gives clues for him/her to guess the word in a minute
This activity can be adapted to become Chain questions using synonyms, antonyms and definitions, etc. A correct
where the teacher starts off with a question using target guess gets a point for their team. Swap teams and repeat
grammar or vocabulary. A student answers the question with a new word, changing the volunteer every time. The
then asks another student a different question using the team with the most points wins the game.
same target grammar/vocabulary, and so on.
In my opinion groupwork speaking
Charades whole class vocabulary
A debate task that encourages students to be able to present
An active favourite for practising vocabulary. both sides of an argument.
Put the class into small groups. Have one student from Set up the activity in groups of three for students to ask
one team come up to the board and act out (with no opinion questions on topics relevant to the unit you are
noise and no props) an item of vocabulary or a phrase for working on. The first student asks an opinion question
his/her team to guess. They have 20 seconds to guess it. and the other two students must respond. One must give
A correct guess gets a point for their team. If they fail, the a positive response and the other a negative, irrespective
other teams can try to steal the point. of their own opinion. If you have a particular speaking
Then a member of the next team comes up and does the subskill you’d like them to practise, point this out to them.
same thing. Remind students to give reasons for their opinions to
Optional: You can offer the chance to double their points encourage them to debate each topic.
if the student guessing can also spell the word correctly
on the board.

T6
6
www.frenglish.ru
 Activities
Videoscript
bank
directions from the centre, and elicit words related to the
Memory game whole class
topic. Write these words at the end of each ‘branch’. You can
vocabulary grammar extend the exercise by eliciting other related vocabulary.
See the spidergram below for examples. Colour, symbols
A game to practise vocabulary or grammar as a class. and images all help to show the organisation of the
The first player begins by saying a sentence containing subject, and they aid memorisation. Have students copy
target vocabulary or grammar, e.g. I went shopping and the spidergram onto a full page of their notebook, and
I bought a banana and some cereal. They point to the next they can add to it as they learn new vocabulary.
person who has to repeat the beginning and add a new Once students are familiar with how spidergrams work, they
item: I went shopping and I bought a banana, some cereal can be tasked with creating their own in their notebooks.
and some cheese.
Students can make new sentences if they wish, but they
must say the original one first. round apple

Students continue until someone makes a mistake or

types of
can’t remember, then they pass their turn to another adjectives
fruit
student, who can start a new sequence if they wish.
red
fruit orange

No points, please! pair/groupwork

vocabulary
parts of
A game to widen vocabulary. fruit
The aim of the game is to score as few points as possible.
In pairs or small groups, students brainstorm five peel seeds
vocabulary items connected to a topic (e.g. personal
qualities). Write down five vocabulary items on the
topic yourself. When everyone has finished, read out
your words to the class. Students score two points for Spidergram sentences pairwork
every word that other groups have come up with and vocabulary
zero points for any unique words – one that nobody
else comes up with. Check understanding of any more An activity to encourage students to use spidergrams as
difficult or unusual vocabulary. Encourage students to jumping off points for effective further language practice.
record words that are new to them or they had forgotten. Draw a simple spidergram on the board with a key word
You could also do this with grammar terms, e.g. irregular in the middle and perhaps five associated words on a
verbs, or with speaking phrases, e.g. the Key phrases of branch each.
two or three units. Challenge students, in pairs, to think of a sentence using
each of the words, on the subject of the word in the middle.
Snowman whole class vocabulary It can be a defining sentence or just a model sentence.
A board game to review vocabulary or introduce a new topic. Give them a time limit (perhaps 30 seconds per sentence
you want them to produce).
Draw a snowman on the board (two or three snowballs,
two eyes, a nose, a mouth, two stick arms, three buttons, When checking answers, decide if you want to correct
and a hat). Choose a key word you want students to focus grammar or overlook it at this stage – often this is a
on. Draw dashes on the board to represent the letters. Ask vocabulary activation task so grammar is not the focus.
students to suggest letters of the alphabet to guess the
secret word. If they guess a letter in the word, write it in Spot the mistake whole class
any spaces where this letter occurs. If they guess a letter
that doesn’t exist in the secret word, the snowman begins grammar
to melt – first his buttons fall off (all at once, otherwise it A simple but effective way to check what students do and
gets too long), then his mouth, then his nose and his eyes, don’t know about a grammar point.
etc. until he has completely melted and disappeared.
Put students into teams of four or five. Write a sentence
You can also ask students to guess a phrase, on the board using key grammar. Students confer in their
e.g. _ / _ _ _ _ / _ _ _ _ _ _ _! “I love Snowman!” teams and quickly decide if the sentence is grammatically
correct or incorrect. If the sentence is incorrect, students
Spidergram whole class vocabulary must come up with the correct sentence. The first team to
tell you the right answer wins a point. Repeat with further
Spidergrams (also known as mind maps) can help students sentences. The team with the most points at the end wins.
discuss and record vocabulary in a visual way, to aid
memorisation. This activity encourages students to utilise This can also be played with factual mistakes rather than
them in their own vocabulary recording. grammatical ones, or with spelling mistakes, collocation
errors, etc.
Write a word or phrase in a circle in the centre of the board,
e.g. fruit. Then draw a few main topic lines radiating in all
T7
7
www.frenglish.ru
 Get INVOLVED
Collaborative projects
Collaborate with your classmates to develop your
problem-solving skills in the WDYT? projects.
Become an expert on a topic and
get involved with others in your class.

W DYT ?
(What do you think?)

Real-world content
Learn about culture while you learn
English. Get Involved! is full of real-world
content, so go online and learn more
about the people, events and places in
the book.

Super skills
Get Involved! helps
develop your critical thinking,
collaboration, creativity and
communication skills, which are
essential for life in the 21st century.

CRITICAL THINKING
COLLABORATION

COMMUNICATION CREATIVITY

9781380065155_text_P01-05.indd 2 25/01/21 9:58 PM

8
www.frenglish.ru
 money.
the start of the
Plan and prep
are a ts feel better at
5 The studen
party school day.
ics didn’t help.
Sp ea ki ng to people in polit
Study for an ex
am 6
hat did the
th e mini-articles again. W
t for 4 Read am spirit?
5 Buy a presen
eop le achiev e? Was there te
som eo ne p

6 Tidy up your Building

be droom skills for the real world
the words in
ions and match
Read the opin 7.
definitions 1–
bold with the
He ne ve r pa Social and emotional learning
ss es the ball. His ow
n selfishness
better player.
m becoming a
prevents him fro e words in
Get Involved! helps er
you
be ca us edevelop
she strategies
th e de to
finitions 1–5 with th
e’s a great team
pl ay 5 Match
dealSh alw
with
ay s fin social
ish es everythisituations
ng for us. and gives you
bold in the the
text.
ng
vocabulary you need to discuss emotions eps when walki
1 take long st
meone
It’s tough that
to work youwith soor others experience. 2 rubbish ain position
e to ey e.
if you don’t see
ey 3 put in a cert
rest about
w el l, te am bu ilding 4 co ncern and inte
ork really
For a team to w irit. something
rta nt to create team sp e energy and be
able
is impo
5 to have mor
ps, but there’s to think clearly
e of te n to ld to work in grou
We’r on.
amwork going
rarely much te

draw cartoons
It’s a w in
he
-w
lo
in
ve
sit
s,
ua tio
Feli writes the ca
Media-rich content
n! Harry gets to
ptions, which sh
e’s
w hi ch geth er.
t everything to
good at, and I pu Get Involved!
videos help you with critical thinking,
communication and project presentations and improve 7 PM
30/10/20 5:0
76 your video literacy skills.
Access On-the-GoRPractice g on your phone through the
t_P68-96.indd
76 4 eadin
1
380029867_tex Macmillan Student’s App and improve your English with
w
An intervie
gamified content. a li fe ti m e
nce of
A n e x p e ri e
rsity unive
fore starting
ost often be Renwick spen
t
students, m a lot! Keelie
taken out by
time ve learned p year.
is a period of , you will ha during her ga
A gap year e you return South Africa
job . By the tim
cons er vation project in
or their first g on a na ture
s volunteerin
three month project? perienced gu
ides
choose this work with ex

Inclusive
di d yo u e, you could nt to me.
How – on this on
cts was importa
ich
various proje re there, wh
I researched while you we
be ne fits of your work
and see the ur gap year
? vels.
u pay for yo to fund my tra

classroom How did yo as possible

vin g as m uch money
sa
a local café, ild a 1.7 km
I worked in hts? helping to bu
ha t w er e the highlig ou de st m oments was ro ad to the map
W e of my pr added the
hausting! On ing when we FA C TS
Show your strengths and talents by Work wa s
road. It took
oft en ex
a few weeks
and it was m
hu ge
os t re wa
variety of an
rd
imals, like an
telope an d Af ric an wild
G A P YE A R
people betw
een
sa w a 230,0 00
putting your investigative skills and logic and drove alo
dogs – there
ng it. We
are only 50 0 lef t in South Africa!
help your ca
reer ?
best of diffic
ult situations
.
• Over
the ag es of 18 an d 25 take a
developed to make the gap year.
e skills you
to the test with Get Involved! Brain teasers.
rn
How will th m wo rk sk ills and how wo rld be ing able to lea ir studies mor
e
ing tea ng
an y skills, inc lud
at to do – in the worki • 66% took the s.
lop ed m lea rn wh es s. ter wa rd
I deve d to quickly e key for su
cc seriously af
Learn at your own pace with graded Workbook When we ar
rived, we ha
re m ember infor
mation and
be flexible ar
loped • 80% thoug
ht a gap ye
ar ma
job
new sk ills ,
p year ? un ive rsity. I de ve
e lik ely to get a
activities and The longer read. d a ga ed for g m m or
recommen l much bette
r prepar
ich I’ll be us
ing durin the
Would you one ye ar an d fee reful ly, wh
n so much in to budget ca
Yes! I’ve grow and learning
rsonal skills
su ch as interpe
lighted in
ne w sk ills
and after. the box high
my degree the words in s 1–5.
B N 3 Find e definition
R I TEASER ch them to th
A photo and re
ad the the text. Mat war
rpersonal re
1 Look at the did Keelie go? highlights
inte
W here budget fund
I asked the same question all day long, but introduction. ople
between pe
She went to relationships
people replied with a different answer every time. terview and 1 involving
ten to the in interpersonal that costs
They insisted that they were telling the truth, and I Read and lis
7 ntences. for something
2 b to complet
e th e se
2 to provid
e the money
can confirm that their answers were always correct! choose a or th e proj ec t
lunteered on end money
1 Keelie vo e way you sp
What was my question? months. 3 to plan th or pleasure
a fo ree
r th
u satisfaction
. 4 giving yo of an event
b for a year excitin g pa rts
ked in a café 5 the most
2 Keelie wor ples
k experience. 3 ognising exam
a to get wor
money to pa
y for her trip. Subskill: Rec a senten ce : Fo r example,
b to get th
e ing of , incl
lp ed to bu ild At the beginn a sentence: like, such as
Keelie he m id dl e of
3 The road In the the
9781380065155_text_P01-05.indd 3 dy on th e m ap. 25/01/21 9:59 PM kill and answer
a was alrea etres long. Re ad the Subs r giving ex
ly two kilom 4 ing expressi
ons fo
b was near questions us te rview.
g the in
an wild do ion from
4 The Afric and informat the road she
helped
a is a rare an
imal.
W ha t di d Keelie see on 9
see. 1
www.frenglish.ru a co m m on animal to
b is Keelie d help
he gap year, lop that coul
 READING AND
UNIT VOCABULARY GRAMMAR
CRITICAL THINKING
STARTER What do you Vocabulary: health and well-being, personal qualities, extreme adjectives, travelling, learning
know? techniques
Page 6

11 Making music Music and performance Present perfect simple and present An infographic
Feelings and emotions perfect continuous Music and your brain
WDYT ? How can music
bring people together? What music and when? Question tags Subskill: Recognising
Questions with prepositions
informal writing
Page 12

2 Friends for life? Describing people Defining and non-defining relative An online article
Friends and acquaintances clauses Where’s your doppelgänger?
WDYT ? What personal Things that friends do Reflexive pronouns and each other
characteristics help us to Subskill: Topic sentences
get on with others? Personality quiz

Page 24

3 Mysteries Extreme adjectives Modal verbs of deduction and A magazine article

Descriptive adjectives speculation Modern-day mysteries
WDYT ? What makes a Adverbs of manner, place Past perfect
good mystery? Subskill: Guessing
and time
meaning
Page 36 Moai heads, the pride
of Rapa Nui
4 What next? Future goals, plans and Future continuous and future An article
aspirations perfect Surprising things that teens
WDYT ? What do you Verb + preposition Future modals can do!
think you will be doing in
combinations Future time clauses
one/two/five/ten years’ Subskill: Recognising
time? Choosing your future examples
Page 48

5 Environment The environment The passive An article

Protecting the planet be allowed to, let, make Could your wardrobe help
WDYT ? What can you do Materials Impersonal phrases save the planet?
to be greener?
Park clean
Page 60 Subskill: Identifying the
central idea

6 Crimes and
consequences
Crime and criminals Conditionals: zero, first, second and A news article
Cyber-crime third Criminal creatures!
Crime in fiction Conditionals with unless
WDYT ? What would you Subskill: Recognising
I wish and If only
change if you could make synonyms
the rules?
Page 72

7 Time flies! Reporting verbs Reported speech A timeline

Idioms and expressions Reported questions Filling time through the
WDYT ? Time: how do about time decades!
people fill time, save it and
waste it? Wasting time Subskill: Recognising time
references
Page 84

8 Sport Sports Gerunds and infinitives An article

Doing sport Quantifiers A message of hope
WDYT ? How can sport Benefits of sport
be a force for good? Subskill: Scanning
Race to the Pole
Page 96

9 Look what you

know!
Vocabulary and Grammar review Reading: review of subskills

Page 108
Pronunciation p116 Project planner p118

9781380065155_text_P01-05.indd 4 25/01/21 9:59 PM

10
www.frenglish.ru
 REAL-WORLD
LISTENING WRITING PRONUNCIATION PROJECT
SPEAKING
Grammar: present simple and present continuous; modal verbs (present and past); past simple, past continuous, used to;
present perfect and past simple; future tense review

Short interviews about Talking about A review Words starting s + Give a presentation about
music in public spaces feelings consonant a singer or band that you think
Subskill: Giving
brings people together
Subskill: Understanding recommendations Intonation in
the speaker’s attitude question tags Communication
Giving a presentation
A radio programme Reaching an An email about a /w/ and /h/ Create a podcast giving
about online and agreement problem advice to listeners about their
Word stress with
offline friends friendship problems
Subskill: Informal phrasal verbs
Subskill: Inferring linkers Collaboration
meaning Empathy

A podcast Expressing A narrative Word stress in Write a film script for a scene
about the Voynich certainty and doubt longer words from a mystery story or film
Subskill: Making
manuscript
your writing more Weak forms with Creativity
Subskill: Using key interesting past perfect Using a variety of creative
words to predict thinking techniques

A phone conversation A formal A formal email /g/ and /dʒ/ Write and edit your CV to
between two friends conversation apply for a part-time job
Subskill: Indirect Weak forms with
who are going to visit
questions have to Communication
each other
Demonstrating your skills and
Subskill: Taking notes strengths
while listening

A radio programme Comparing and A blog /ʃən/ Choose a green issue and
about cleaning up contrasting design a leaflet for a campaign
Subskill: Writing
beaches to raise awareness
a blog
Subskill: Collaboration
Understanding Being flexible
paraphrase
A radio phone-in about Talking about A for-and-against Intonation in Discuss the rules of your
online fraud and cyber- problems and essay conditional class/school and decide how
crime solutions sentences you would change them
Subskill: Using
Subskill: Identifying connectors of Critical thinking
speakers’ intentions addition and Cause and effect
contrast

A quiz Discussing A report Intonation in Interview a person from the

about time points of view reported questions past and report what he/she told
Subskill: Talking
you
Subskill: Avoiding about statistics
distractors Creativity
Using your imagination

A podcast Describing an An opinion essay /e/ /iː/ and /eɪ/ Make a video of your candidate
about sports that are event for Sports Star of the Year
Subskill: Using a /θ/ and /ð/
good for you
dictionary Critical thinking
Subskill: Answering Choosing and using reliable web
true/false questions sources
Listening: review of subskills Speaking: review of Key phrases Writing: review of subskills

Phrasebook p122 Irregular verbs p126

9781380065155_text_P01-05.indd 5 25/01/21 9:59 PM

11
www.frenglish.ru
 STARTER What do you know?

Look after yourself! RMF

Student’s Book pp6–7 3 • Review what phrasal verbs are before

Lesson aims Students revise vocabulary related to health students identify them. To help students,
and well-being and review the present simple and present you could tell them that there are six
continuous and present and past modal verbs. phrasal verbs to find.
Reinforcement Tell students to find the
Warmer phrasal verbs in context in the questionnaire as
Write look after on the board and elicit the meaning of this will help them with the meaning.
the phrasal verb. Note to students that we can say look
after someone (e.g. a child, an elderly relative, a pet) or look Challenge Ask students to cover items 1–5
after yourself. Though similar in meaning, the former has a and write their own definitions first, before
more practical sense, whereas the latter also has mental uncovering and matching.
and emotional connotations. • After checking answers, ask if they know
Ask students to write three things they do to look after the meaning in this context for the one that
themselves. Ask them to share their ideas with a partner.
wasn’t used. (work out = to exercise (usually at
the gym))
Vocabulary: health and
Exercise 3
well-being
1 cut down on 2 cut out
1 1 See the audioscript on p130.
3 take care of 4 chill out
• Give students time to read through the phrases 5 meet up (with) work out (not used)
and check the pronunciation and meaning by
asking them to discuss each one in pairs before Extra activity
confirming with a dictionary. Ask students to write five health goals for the year, using
• Clarify any phrases students don’t understand. phrasal verbs from exercise 3, e.g. I will cut down on
watching TV, I want to cut out junk food, I’m aiming to meet
Exercise 1 up with friends every weekend, etc.
1 out  
2 fit  3 down  4 cut  5 stressed  6 mood Ask them to write them in their notebooks and review
them throughout the year, asking them if they have been
able to keep to their goals or if they want to adapt them.
Extra activity
Ask students to add to the list they made in the Warmer 4 • Students do the task.
with ideas from the box in exercise 1. • Follow-up questions:
How does Michael’s school compare to ours?
2 • Students copy and complete the three diagrams How would you have answered the questionnaire?
in their notebooks.
• Ensure students understand that the number of Exercise 4
branches off each circle reflects how many items 1 At his school, students can talk to their tutors if they have a problem.
they should be assigning to that category. 2 He suggests having outdoor gym machines in the playground.
Challenge Ask students to add one more idea 3 Yes, it does.
4 He suggests having a ‘chill-out’ space at school where students can go
to each diagram.
to relax.
Exercise 2
diet: cut out sugary snacks, cut down on fast food
fitness: keep fit, work out
relaxation and well-being: take care of yourself, feel stressed, meet up with
friends, spend time outdoors, get enough sleep, chill out, improve your mood

12
www.frenglish.ru
 Starter

Grammar: present simple 8 • Read through the sentences first, and have
students say whether a past or present tense
and present continuous is needed and if the sentence contains advice,
5 • Ask students to read the examples and tell you obligation, etc.
what they can remember about how the tenses • Part way through the task, write on the board
are used. how many possible answers there are for each
• Students do the task. question to provide support for students.
Exercise 5 Exercise 8
1 The present continuous is for actions in progress. 1 had to 2 couldn’t
2 The present simple is for habits and routines. 3 must/have to/should 4 didn’t have to/couldn’t
3 Time expressions: 5 don’t have to 6 mustn’t/shouldn’t
With present simple: twice a week (+ for example, often, never, hardly
ever, sometimes, always, once a month, etc.) 9 • Ask students to think about what they discussed
With present continuous: now (+ for example, today, right now)
after exercise 4 (if they did the follow-up
questions).
Fast finishers
• Remind them to use modal verbs in
Ask students to find other examples of present simple and their answers.
continuous in the questionnaire and note why each one
is used. Get online
Have students research schools and colleges that have
6 • Go through the sentences and ask what tense is an interesting or new approach to well-being. Ask them
used in each and why. to look at diet and food, exercise, how they help students
relax, etc. Ask them to use the information they find to
• Check students are confident writing negative help with their discussion in exercise 10.
sentences with the frequency adverbs from the
exercise using the present simple, by writing an 10 • Students compare their answers, then think of
example on the board, e.g.: ways their school could improve students’
I don’t usually work out every day. well-being.
Exercise 6 • After students have discussed with a partner,
open the discussion up to the class and identify
Suggested answers:
2 We don’t study English six times a week. We study English … two or three popular ideas. Write the ideas on
3 I’m not sitting next to the teacher at the moment. I’m sitting next to … the board. Promote further discussion.
4 I don’t usually work out every day. I (never) work out./I work out … Further practice
5 I don’t often meet up with friends on Sunday evenings. I often meet up with • Vocabulary ➔ On-the-Go Practice
friends on …
6 We aren’t finishing exercise 8 now. We’re finishing exercise 6.
• Vocabulary worksheets (basics and standard) ➔
Teacher’s Resource Centre
• Grammar reference and practice ➔ Teacher’s
Grammar: modal verbs Resource Centre
(present and past) • Grammar ➔ On-the-Go Practice
• Grammar worksheets (basics and standard) ➔
7 • Before doing the task, close books. Ask students Teacher’s Resource Centre
what they can remember about how modal
verbs are used, plus any examples they can Homework
think of. Following on from the discussion in exercise 10,
ask students to write a paragraph summarising the
• Have them read through the questionnaire and suggestions for improving their school’s approach to
identify the modal verbs. (can’t, have to, could, students’ well-being.
should, can, don’t have to, should, would, can)
• Ask students to think how they are used in the
context before copying and completing the
table in exercise 7.

Exercise 7
1 can’t  2 have to   3 don’t have to   4 should

13
www.frenglish.ru
Starter

5 • Students do the task.

Explorers Get online
Student’s Book pp8–9 Ask students to go online and find out about one other
ambassador for the Scouts movement. Ask them to find
Lesson aims Students review vocabulary related to out about their achievements and personal qualities.
explorers and travelling and listen to a presentation.
Students review extreme adjectives, past simple, past Exercise 5
continuous, used to and present perfect.
1 He grew up in Jamaica/the Caribbean and London.
2 He decided to go on an expedition after a life-changing experience/after an
Warmer
experience of gang violence.
Give students 1–2 minutes to name a famous explorer
3 He saw seals and polar bears while he was walking to the North Pole.
and where they explored.
4 When he arrived at the North Pole, he took photos, cooked hot soup and called
Ask them to look at the title of the fact file and say if they base camp.
know anything about Dwayne Fields (e.g. where he’s from, 5 Caleb thinks that Dwayne is inspirational because he was the first black British
what parts of the world he has done expeditions in, etc.). person to travel to the North Pole/because he is an ambassador for the Scouts
and is inspiring a new generation of explorers.
Vocabulary: personal
qualities Vocabulary: extreme adjectives
1 • Read through the qualities in the box. Check 6 See the audioscript on p130.
3

students’ understanding by asking them to use • Students do the task.

each adjective in a sentence. Exercise 6
Challenge Ask students to think of three 1 This is an amazing story. 2 Dwayne had an unforgettable trip.
additional adjectives and write sentences for 3 The North Pole is a huge area of ice. 4 It’s freezing there.
why explorers would or wouldn’t need that 5 I’d be exhausted if I walked to the North Pole!
personal quality.
ABCD
Fast finishers Extreme adjectives
Ask fast finishers to read through the words in the box Tell students that we don’t use rather, a little, very or a bit
again and mark the stressed syllable in each word. with extreme adjectives. To add emphasis we use absolutely,
completely, utterly. We can also use pretty and really.

Exercise 1
Extra activity
Suggested answers: Ask students to work in pairs and write a short paragraph
I don’t think they need to be talented because it’s more important that they’re practical. about a trip or expedition using the extreme adjectives.
Explorers have to be sensible because they have to make important decisions.

2 • Students do the task. Vocabulary: travelling

3 2 See the audioscript on p130. 7 • Give students time to read through the words.
• Before listening, tell students there are no right or Review the difference in meaning first.
wrong answers, but they should try to note down ABCD
examples or reasons for choosing any quality. journey/tour/travel/trip
• Play the audio and have students do the task. • Journey (noun) describes going from one place to
another. It usually describes a longer distance:
Exercise 3 The journey takes about three hours.
Suggested answers: Dwayne is brave/curious/enthusiastic/sensible/ • Tour (noun and verb) describes going around
confident/practical. a particular building, estate, country, etc. It is
commonly used for a guided experience:
4 • Before doing the task, ask students to predict The tour of the castle was fascinating.
what type of information is needed for each gap • Travel (verb and noun) is usually used to describe
(e.g. place, date, number, etc.). going to another place in general:
I travel somewhere new every year.
Exercise 4
• Trip (noun) describes going to another place and
1 Jamaica/the Caribbean 2 London 3 (more than) 600 returning. It’s commonly used to describe a shorter
4 22 5 -40/minus 40 period of time:

We took a short trip to Stratford.
14
www.frenglish.ru
 Starter

Exercise 7 Exercise 10
journey – noun; can be a verb but is uncommon 1 was reading 2 saw 3 were celebrating
tour – noun 4 began 5 took 6 was lying
travel – usually verb, only noun when talking about travel in general,
e.g. ‘Travel broadens the mind’.
trip – noun Grammar: present perfect
Suggested answers: and past simple
It’s a four-hour journey back home. 11 • Review how the present perfect is formed
We went on a tour around Italy.
in negative and affirmative sentences and in
My parents often have to travel with work.
Last year we went on a school trip to France. questions if necessary.
• Check answers and write the suggestions for
time expressions in question 3 up on the board
Grammar: past simple, past in two lists, to clarify which are used with past
continuous, used to simple and which are used with present perfect.
8 • Students do the task. Exercise 11
Reinforcement Draw a timeline for each 1 the past simple   2 the present perfect   3 when, Since
sentence and ask students if it shows a single Other time expressions:
completed action, a longer one or two actions With present perfect: already, ever, for, just, never, since, yet
happening at the same time. With past simple: ago, last … , yesterday

Exercise 8 12• Go through the questions and identify which

1 c – used to + infinitive tense is to be used. Review any past participles.
2 b – past simple Reinforcement Write the questions for 1 and 2
3 a – past continuous for the action in progress, past simple for the
on the board after a few minutes and have
completed action
students check their questions against them if
necessary before continuing the exercise.
9 • Students do the task.
Exercise 12
Fast finishers
Have fast finishers practise question forms and short 1 Has Jade been to the South Pole yet? Yes, she has.
answers for used to by asking and answering about the 2 Where did she celebrate New Year last year? She celebrated New Year in the
sentences in exercise 9: Antarctic/in Antarctica.
3 Has she ever been to Everest Base Camp? Yes, she has.
Did he use to live in Canada? No, he didn’t.
4 When did she travel there? She travelled there when she was 12.
5 Has Jade already had lots of adventures? Yes, she has.
Exercise 9
ABCD
2 He didn’t use to play in the snow. He used to play in the forest. been vs gone
3 He didn’t use to train in the mountains. He used to train in/at the gym. Remind students that when using the present perfect,
4 He didn’t use to be a Scout ambassador. He used to be a Cub Scout. been is used to describe completed visits, when you have
been away and then returned. If someone has visited a
10• Ask students to look at the photo and say if place but not yet come home, gone is used.
they know anything about her or if they can
guess what she has achieved. Don’t provide Extra activity
answers – ask them to read to find out. Have students write two extra questions about the text in
• When checking answers, ask students why they exercise 10, one using the past simple and one using the
chose each tense. present perfect. Then have them ask a partner.
(1 past continuous because this action was in progress
while another one happened 2, 3 past simple because 13• Give students a few minutes to think about their
this action interrupted another action that was in own travel experiences and adventures and to
progress 4, 5 past simple because this is a single make notes.
completed action 6 past continuous because this
action was in progress while another one happened) • Ask them to use the phrases in the left-hand
box to help them. Also point out the right-hand
box, which helps them think about what sort of
questions to answer in their notes.

15
www.frenglish.ru
Starter

• Encourage them to look for opportunities to Get online

use the past simple and present perfect; they Divide students into small groups and assign each one a
may also be able to use some of the extreme topic of podcasts, video tutorials or apps. It doesn’t matter
adjectives and travelling words from earlier. if more than one group has the same topic. Ask them
• Nominate students to share their to research the best ones for learning English based on
partner’s experiences. reviews plus their own experiences.
Have them report back their ideas and recommendations
Further practice to the rest of the class.
• Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics and standard) ➔ Grammar: future tense review
Teacher’s Resource Centre
• Grammar reference and practice ➔ Teacher’s 3 • Students do the task.
Resource Centre Reinforcement Allow students to do the
• Grammar ➔ On-the-Go Practice activity in pairs.
• Grammar worksheets (basics and standard) ➔ Challenge Students think about the difference
Teacher’s Resource Centre in usage in each sentence ahead of exercise 4.
Homework Fast finishers
Ask students to write down three questions they would
Ask fast finishers if they can write questions for the
ask Jade Hameister or Dwayne Fields using any of the
sentences in exercise 3, e.g. Do you think you will pass your
tenses they covered in the lesson. Ask them to research
exams in June?
and write down the answers if possible or create their
own if they can’t find the information.
Exercise 3

Good intentions future simple (will), be going to, present continuous (for future), present simple
(for future)

Student’s Book p10 4 • After checking answers, check that students

Lesson aims Students learn vocabulary related to
are confident with forming each tense (e.g. in
learning techniques and review future tenses. negative sentences, with different subjects, etc.).

Exercise 4
Warmer
Books closed. In pairs, have students think of any things 1 b – future with will (often used after think/believe)
they do to help them learn vocabulary. 2 d – be going to
Ask them to think about things they did in the classroom 3 e – present continuous for future
throughout the previous level of the course (e.g. ways 4 c – present simple for future
to record and remember new words) and outside the 5 a – future with will (promises and spontaneous decisions)
classroom (e.g. watch films with English subtitles, etc.).
Ask them to say which methods were helpful. Nominate 5 • Read through the sentences and identify as a
pairs to share some of their ideas. class if they’re predictions, arrangements, etc.
Exercise 5
Vocabulary: learning 1 ’m revising 2 does 3 will get
techniques 4 ’ll 5 ’re going to speak

1 • Students read the text; choose a different

student to explain the meaning of each of the Extra activity
words in blue. Ask students to write one example for each of a–e in
• Ask students if any of the ideas came up in their exercise 4 that is true for them.
discussions in the Warmer.
2 6 • Ask students to read through the speech
• Read through the speech bubbles and ask bubbles. Then ask them to make notes of
students how they could complete the
questions they want to ask their partner.
questions using phrases from exercise 1.
• After nominating pairs to share some of their • Ask students to ask and answer in pairs, using
examples from the extra activity where relevant.
answers, ask students to think of some advice
they would give their partner to help them with
studying English vocabulary.

16
www.frenglish.ru
 Starter

Further practice • After checking answers, ask students which

• Vocabulary ➔ On-the-Go Practice sort of features they enjoy doing, or think they’ll
• Vocabulary worksheets (basics and standard) ➔ enjoy doing, and why.
Teacher’s Resource Centre
• Grammar reference and practice ➔ Teacher’s Exercise 2
Resource Centre 1 e 2 b 3 g 4 h 5 c 6 d 7 a 8 f
• Grammar ➔ On-the-Go Practice
• Grammar worksheets (basics and standard) ➔ 3 • Before doing the task, ask students to look
Teacher’s Resource Centre at the contents pages and see how they are
structured as this will help them with some of
Homework
the questions.
Ask students to write five intentions for improving
English, together with how they are going to achieve • Give students time to read the questions.
them, in their notebook. • Then set the clock for two minutes and tell
Have them return to their intentions and predictions students to find (or check) as many answers as
throughout the term and ask themselves if they need possible in that time.
to adapt their techniques and approach in order to
achieve them. Exercise 3
1 8 (plus Starter unit and Look what you know unit) 2 12 3 Vocabulary
What’s in this book? 4 pp134–135 5 4 6 contents 7 Unit 9 8 Project planner

Student’s Book p11 Extra activity

Ask students to look through the book and write three
Lesson aims Students are introduced to the content and extra questions about the content. Then have them swap
structure of the book. with a partner for them to find the answers.

Warmer 4 • Read through the topics listed. Then tell

Ask students to review their intentions and predictions
students to match with Units 1–8 as quickly as
from the previous lesson.
they can. Ask them to raise their hand when
Then ask them to look through the book and find lessons
they’ve finished.
and topics that might help them achieve their goals. Ask
them to look at the contents page and think what things • After checking answers, ask students to order
they think they’ll find interesting. Nominate students to the topics starting with the one they are most
share their ideas with the class. looking forward to studying. Ask them to give
1 • Ask the class to look at the photos and describe reasons why they are interested in each topic.
to a partner what they think they show. Ask Exercise 4
them to think about what type of language
might be linked to each photo. A Unit 8   B Unit 6   C Unit 2   D Unit 7
E Unit 3   F Unit 5   G Unit 4   H Unit 1
• Give students time to find the photos in the
book and have them find any information about Homework
each picture. Set a time limit if necessary. Ask students to look through the Projects and write
which one they think will be the most useful, the most
Exercise 1 interesting and the most challenging and why.
1 Latitude Festival, p20 2 Dark matter, p36
3 A Tamagotchi, p86 4 Krakow, p53
5 A shoplifting seagull, p75 6 Harry, Niamh and Terence, p27
End-of-unit further practice Starter

7 A recycling machine, p64 8 Kylian Mbappé, p97

• Diagnostic test ➔ Teacher’s Resource Centre
• Communication games ➔ Teacher’s
2 • Read through features 1–8 as a class. If students Resource Centre
studied a previous level, ask them if they can
• Wordlists ➔ Teacher’s Resource Centre
remember what type of exercise the feature
contains and which lesson they usually come in.
• Student’s Book audio and audioscripts ➔ Teacher’s
Resource Centre
• Tell students to read through Unit 1 then match
the features with a–h.

17
www.frenglish.ru
 1 Making music

Vocabulary
Student’s Book pp12–13 Suffixes for musical jobs ABCD

Lesson aims Students learn about music and talk about • Write the answers to exercise 1 on the board and
their musical preferences. ask students what they notice about the endings.
• Underline -er, -ist, -ian and -or. Explain that these
Warmer suffixes are commonly used for nouns describing
Play an Alphabet race on the topic of singers and bands. jobs and that students will need to learn each
(See Activities bank, p6, for full instructions.) one individually.
(Suggested answers: ABBA, Beyoncé, Coldplay, Drake, Extra activity
Eminem, Florence and the Machine, George Michael, etc.)
With books closed, put the students into teams to play a
game. You will need a piece of paper for each group.
WDYT? How can music bring people
together? Make four columns on each piece of paper and write one of
the four job endings -er, -ist, -ian and -or at the top of each.
Check the meaning of bring together (= to create a
Read out the following music nouns and verb and ask the
situation in which people meet and do something
students to work with their team to choose which column
together, especially when they would not usually
to write each one into to form musical jobs.
do so).
drum ➔ drummer
Elicit one or two examples from the class, e.g. sharing
an experience at a concert, learning an instrument piano ➔ pianist
together, etc. music ➔ musician
Tell students that they will return to this question at compose ➔ composer
the end of the unit. guitar ➔ guitarist
sing ➔ singer
Music and performance cello ➔ cellist
conduct ➔ conductor
1  Students do the task. violin ➔ violinist
• Share with students the information below on
Suffixes for musical jobs. 2 • Students do the task.
Challenge Ask for ideas about what a • Provide students with any words they may need
person who plays the drums might be called. for kinds of music, instruments or jobs.
(drummer) Drill the word with the whole class
and ask students to identify which syllable is • Monitor pairs and note any language errors.
stressed. (drummer) • Write on the board the errors you noted while
monitoring. Keep all errors anonymous to avoid
Exercise 1 embarrassment. Ask students to correct the
Types of music: classical music, jazz (pop, rap, heavy metal, reggae, indie, errors, either in pairs or as a class activity.
folk …) 3    Before doing the quiz, allow students access
Musical instruments: drums, keyboard (guitar, violin, piano, trombone, to a dictionary, and ask them to record the
saxophone …) definitions they look up in their notebooks.
People in music: composer, DJ, guitarist, musician (band, singer, keyboard Reinforcement Allow less confident students
player …) to work together. Also encourage students to first
Other music words: orchestra (concert, concert tickets, radio) try to use the context to figure out the meaning.
Students’ own answers
• Point out that some of the bold items contain two
words (e.g. sound quality). They will need to look
up both words and put the meanings together.
Concentrate on these when checking answers.
• Students then do the quiz individually and
check their results using the final box.
18
www.frenglish.ru
 1
4 • Students do the task.
Reinforcement Allow less confident students VIDEO SKILLS
to work in pairs for this task.

Exercise 4
7 See the videoscript on p139.

Nouns: audience, hit, lead singer, live album, lyrics, performance, playlists, sound
• Before watching the video, point out that
quality, support band the video is called What music and when?
Ask students to predict what it will be
Both: record, release, tour
about. Then after watching the video
Verbs: perform, sell out
silently, ask them if their ideas have changed
and to give reasons for their answers.
ABCD Encourage them to think about text,
Changing stress for nouns and verbs
• Discuss how the word stress can change when the images and equipment (e.g. headphones
same word is used as a verb or a noun. and mobile phone) seen in the video.
• Write on the board the word record. Say the verb • Then watch the video with sound.
form of the word to the class and clearly stress the • Follow-up questions:
second syllable. (record) Ask students to identify What instrument does Amelia play? (guitar)
which syllable is stressed. (the second) Then say the
How does Amelia describe rock and classical
noun form of the word and clearly stress the first
syllable. (record) Again, ask students to identify the music? (rock music: great, loud, energetic;
stressed syllable. (the first) classical music: relaxing)
• Drill the different pronunciations with the class. What music genres do they talk about? (rock,
classical, dance and jazz)
Extra activity 8 • Students do the task.
Write some more words on the board which are stressed
differently when used as nouns and as verbs. Ask the class
to guess how to pronounce each: Exercise 7
(Point out to students that many of these words they will It’s about music and studying and the different types of music that people like.
only know in one of their forms (usually the noun), not
both at the moment.)
verb noun verb noun Exercise 8
increase increase invite invite Suggested answers:
decrease decrease object object 1 A vlog is normally created to share experiences, thoughts and ideas with
an audience.
permit permit subject subject
2 Young people can identify with vloggers because they are often the same
update update present present age and come from a similar background. Young people often share the
upgrade upgrade project project same interests as the vloggers. Vlogs are popular because they are short,
entertaining and often funny. The vloggers are also often physically attractive
5 • Encourage students to make a guess about their and portray a pleasant and engaging personality.
3 Students’ own answers
partner, and remind them there is no right or
wrong answer. Further practice
6 • Students do the task. • Vocabulary ➔ Workbook p4
Fast finishers
• Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics, standard and higher) ➔
Pairs take turns giving more information and explanations
Teacher’s Resource Centre
about the statements in exercise 5.
Homework
Ask students to choose one or two statements from
exercise 5 and write an explanation to support their opinion.

19
www.frenglish.ru
1
Exercise 5
Reading and critical 1 F alse – When you listen to music, you use many different parts of the brain.
thinking (para 1, lines 1–4)
2 True (para 2, lines 6–7)
3 False – Hearing an old favourite song can bring back memories (but this won’t
Student’s Book pp14–15
necessarily happen). (para 3, lines 7–9)
4 No information – It doesn’t say if people who play music also speak
Lesson aims Students learn to understand specific details in
another language.
an infographic and discuss opinions about listening to music.
5 No information – We are not told how long adults spend listening to music.
6 True (para 4, lines 10–12)
Warmer 7 True (para 5, lines 1–5)
Play Charades to practise music vocabulary from the 8 No information – The text only says that being in an audience and performing
last lesson. can also improve mood.
(See Activities bank, p6, for full instructions.)
(Suggested vocabulary: DJ, guitarist, lead singer, drums, Subskill: Recognising informal writing
keyboard)
Tell students that recognising informality in writing will
help them understand the main purpose of the text. For
An infographic the purposes of text analysis in school and in exams, there
are certain characteristics that students must learn to
1 • Students do the task. recognise as specific to informal writing.
2 • Check students understand memory (= the 6 • Students do the task, by underlining and
ability to remember things) and movement
numbering each answer in the text or in
(= how somebody moves their body) first.
their notebooks.
• Afterwards, have a short class feedback session Challenge Point out to students that the rubric
for students to share their ideas.
says ‘at least one’, so ask confident students to try
3 • Check students understand what an infographic to find all the instances of each characteristic.
is (= a visual representation of data or
information) and point to the one on p15. Exercise 6
• Ask students how many sections there are in Suggested answers:
the infographic on p15 and what the section contractions: … they’ve only been speaking languages for 200,000 years.
headings are. (six: Thinking, Focus, Memory, talking to the reader: Background music … can help you concentrate.
Language, Physical ability, Mood) asking the reader questions: Have you ever felt happier …?
• Students do the task. exclamation marks: That’s about 6,280 songs a year! Listen to music!
colloquial language and idioms: Want to exercise for longer?
Exercise 3
not mentioned: your dreams, movement 7 • Elicit examples of formal texts (e.g. reports,
essays, official documents, news articles) first.
4 Students do the task.
4
Exercise 7
• When checking answers, ask students to specify
where the answer is in the text. It wouldn’t be an infographic, but a text that focuses on developing arguments. It
would use the third person (not you), present facts and analyse them. There would
Exercise 4 be no exclamation marks or colloquial language or idioms.
1 solving problems, making decisions and planning
2 Stay alert and concentrate for longer. 8 • Word work Students do the task.
3 Music activates the parts of the brain involved in controlling memory. • When checking answers, drill pronunciation.
4 You’ll be better at grammar and pronunciation in a foreign language.
5 house, hip hop, pop and disco Exercise 8
6 When you listen to music, the brain releases dopamine. This makes you 1 alert (adj) 2 distracts (v) 3 process (v)
feel good. 4 occasion (n) 5 beats (n) 6 strengthens (v)

5 • Students do the task.

Fast finishers
Ask fast finishers to write two more sentences based on
the infographic. One sentence should be true and the
other should be false. They can then share these later.

20
www.frenglish.ru
 1
Extra activity Critical thinking
Tell students to take turns making sentences using one of 1 P eople who listen to music are better at solving problems, making decisions and
these words plus a target word from exercise 8. planning; background music can help you concentrate; listening to music improves
If you prefer, run this as a teamwork racing game. Give memory; people who play a musical instrument are better at learning grammar
extra points for creative ideas and for perfect grammar. and pronunciation of foreign languages; listening to music distracts the brain
(Suggested answers: Weddings are the perfect occasion and helps you to exercise for longer; when you listen to music, the brain releases
for a family to have fun together. My favourite song has a dopamine – the ‘feel-good’ chemical.
strong beat that I love dancing to. When I’m studying for 2 Students’ own answers   3 Students’ own answers
an exam, I get distracted very easily. Going to the gym will
help strengthen your muscles. The factory near me can
process 3,000 shoe orders a day. My new puppy is so alert
Further practice
and smart, but he gets tired easily too.)
• Reading ➔ Workbook p8
• The longer read ➔ Teacher’s Resource Centre
9 • Remind students to take turns asking and • Accessible reading worksheet ➔ Teacher’s
answering and use natural conversation Resource Centre
reactions like Yes, me too, Oh really? and I see. Homework
Reinforcement Encourage students to make Ask students to write a short description for the playlist
a few notes on their answers before they they created in Critical thinking exercise 3. Ask students
start speaking. to include:
1 why they chose the songs
• Have a short class feedback session. Ask
students to vote on whether they should be 2 how the playlist makes them feel
able to listen to background music at school 3 when/where they (will) listen to the playlist
and to explain why.
Get online
Ask students to find another infographic relating to music
(a search for ‘music infographic’ should give lots of choices).
CRITICAL THINKING
Ask them to choose three interesting facts and share these
with the class.
1 • Remember (LOT) Give students
3–4 minutes to answer the question. Allow
students to refer to the infographic if they
can’t remember enough details. Nominate
Grammar
students to share their facts.
Student’s Book p16
2 • Apply (HOT) Ask students to think carefully
about the questions and make notes on their Lesson aims Students learn how to use the affirmative,
answers without looking at the infographic negative and question form of the present perfect simple
this time. and present perfect continuous.
• 
Nominate different students to share their
personal reactions to music. Ask students if their Warmer
answers support the facts in the infographic. Write Have you ever felt happier after listening to music? on
• 
Follow-up questions: the board.
What music … Do a class poll to see what students’ experiences are.
doesn’t help you study?
Ask students if they remember the specific songs that
doesn’t make you feel happy?
made them happier. Then ask students to identify the
doesn’t make you want to continue exercising?
main verb (felt) in the question and its base form. (to feel)
3 • Create (HOT) Students could work in pairs
to complete this task.
• 
Remind them to think about their answers to
Present perfect simple and
question 2 above and create a playlist. present perfect continuous
• 
If time is short, assign a, b or c to different 1 • Students do the task.
students or pairs.
• Ask students to match the explanations 1–3
with the examples in the box. (1 I’ve never sung
on stage. 2 I’ve been here for two hours. 3 I’ve seen
Shawn Mendes in concert.)
Exercise 1
1 experiences  2 states   3 time

21
www.frenglish.ru
1
2 • Students do the task in pairs or individually. Exercise 5
Fast finishers 1 present perfect continuous
2 present perfect simple
Ask students to complete prompts 1–4 with a different
verb and information about themselves.
6 • Read the text aloud to the class or nominate
Exercise 2 students to read alternate sentences (ignoring
the gaps). Then elicit the first answer by
1 listened to … 2 heard … asking concept questions: Has Ebony stopped
3 has/hasn’t written … 4 have/haven’t seen …
achieving? (no) Will she achieve more? (yes)
Students’ own answers
Reinforcement Tell students to use the
3 • Have three students read the sentences. timeline in exercise 5 to help.
• Ask concept questions to elicit the difference in Exercise 6
form to the present perfect simple:
1 has achieved 2 has been producing
Do both forms use have? (yes)
3 has been working 4 has produced
How many verbs does the present perfect simple have
5 has been experimenting 6 has just started
before the main verb? (one)
How many verbs does the present perfect continuous
have before the main verb? (two) – What are the two 7 See the audioscript on p130.
5

verbs? (have, been) • Students do the task.

• After checking answers, ask students to read
each rule again and decide which examples Exercise 7
reflect each rule. (Point out that some match to 1 listened listening 2 perform performed
more than one.) (Rule 1 = example 1; 3 been listening listened 4 learning been learning
Rule 2 = example 3; Rule 3 = examples 2 and 3)
8 • Monitor while students do the task and correct
Exercise 3 any errors on the spot.
1 past, present   2 are not   3 repeated • Have a short feedback session by asking the
questions in exercise 7 to different students.
4 • Students do the task. 9 • Put the class into teams and allow them
five minutes to solve the puzzle.
Exercise 4
• After two minutes, if no one has solved the
1 haven’t been listening 2 hasn’t been practising 3 has been making
puzzle, draw a timeline on the board with NOW
on the right-hand side (see below). Suggest that
ABCD
State verbs and continuous tenses they place the names on the line.
Explain to students that state verbs are not usually used in • After three minutes, suggest that unfinished
continuous tenses. This is because state verbs describe a teams leave number 1 to the end.
state or condition, such as an emotion or a thought, rather
than an action. Examples of state verbs are hate, know,
• After four minutes, write the following numbers
love, need, remember, understand and want. onto your timeline on the board:
________________________________________
6y  4y NOW
5 • Students do the task.
• Draw a timeline with empty boxes for present • Check ideas as a class, before confirming the
perfect continuous and present perfect simple on answers by writing them into the timeline.
the board. Allow students to copy the timeline Exercise 9
and elicit the answers for the boxes.
Alex (longest), Carla, Ben, Debbie (shortest)
PRESENT PERFECT CONTINOUS TENSE
Subject + HAVE / HAS BEEN + Verb-ing + Object
Further practice
• Grammar ➔ Workbook p5
PAST NOW FUTURE
PRESENT PERFECT SIMPLE TENSE • Grammar reference and practice ➔ Teacher’s
Subject + HAVE / HAS + Verb-3 + Object Resource Centre
• Grammar ➔ On-the-Go Practice
• When checking answers, ask students to say
which example demonstrates each answer. • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre

22
www.frenglish.ru
 1
Homework 2 • Students do the task.
Ask students to ask the questions in exercise 7 to another
English speaker or a friend/family member. Tell them Exercise 2
to write up their answers using the correct form of the A angry
present perfect simple and the present perfect continuous. B calm/content/happy/joyful/optimistic/satisfied
C embarrassed
Get online D scared
Ask students to go online and research Wondagurl. E calm/content/happy/joyful/optimistic/satisfied
Encourage students to listen to her music and choose a F surprised
favourite song, or say why they don’t enjoy her music. G sad/pessimistic
H bored/lonely

Vocabulary and 3 • Before listening, remind students there are

Listening no correct answers and to choose whichever
adjective describes their feelings best.
Student’s Book p17 4 • Check students understand abstract (= existing
in the mind, not related to physical objects).
Lesson aims Students learn and use words related to
feelings and emotions and learn how to understand the Exercise 4
attitude of a speaker. -ment: content – contentment
-ness: calm – calmness, happy – happiness, lonely – loneliness, sad – sadness
Warmer
Draw a simple smiling face on the board (or show a picture -ism/-ion: optimistic – optimism, satisfied – satisfaction
of a smiling emoji). Elicit what the emotion is. (happy) Repeat other: angry – anger, bored – boredom, scared – fear, jealous – jealousy,
with a sad face. surprised – surprise, sympathetic – sympathy
Put students into small groups to draw three faces or
emojis, each showing a different emotion or feeling.
Extra activity
(They can’t use happy or sad.)
Put students into small teams and designate a column on
Groups show their faces to the class and the class guesses
the board for each team. Say one adjective from exercise 1.
the emotion.
Teams decide on the correct noun version, and one
designated student runs to the board and writes the noun
Feelings and emotions into their column. The first student/team to write the word
correctly wins a point. Repeat for the other words.
1 • Ask students what part of speech the words in
the box are. (adjectives) 5 • Students do the task.
• Put students in small groups to work together
and share the meanings of new words or look Short interviews
them up in a dictionary.
6 • E xplain that questions 1–3 are interview
• Ask students if each word is positive or negative. questions, and they are going to listen to
Extra activity the responses.
After drilling the pronunciation of the words, put students • Check the meaning of busker (= someone who
into pairs and write the stress patterns in bold below on performs music in the street and asks for money).
the board. Ask students to put the words into the correct
category. Check answers and drill again, if necessary.
• Students read the questions and guess what
• •• ••• different opinions the speakers might have.
7 See the audioscript on p130.
bored happy satisfied
calm jealous ••• • Students listen and make notes.
kind joyful embarrassed • Students compare their notes in pairs.
sad lonely •••• Culture note
scared •• optimistic Busking (or street performing) began in medieval Europe.
content pessimistic Merchants would have buskers perform outside their business
surprised sympathetic to attract customers. The buskers would receive money from
the customers. Today, there are many types of busking and
some countries welcome it, while others have made it illegal.

23
www.frenglish.ru
1
Subskill: Understanding the
speaker’s attitude Grammar
First, quickly check students understanding of attitude
(= someone’s opinions or feelings expressed through what Student’s Book p18
they say and how they say it). Tell students that we can
understand a speaker’s attitude in these ways: Lesson aims Students learn how to use question tags and
their choice of language (e.g. positive or negative words) questions with prepositions.
tone of voice (e.g. angry or excited)
volume of voice (e.g. quiet or loud) Warmer
speaker’s body language, such as facial expressions and gesturing Books closed. Tell students you will dictate one question
that they should write down.
7 • Before listening, ask students to read each
Say: The music isn’t for the shoppers, is it?
description and underline the words describing
feelings and emotions. (a embarrassed b angry Ask students to repeat the question back for you to write
it on the board.
c surprised d calm e boredom f sympathetic)
If students have not written/understood the comma
• Students listen and compare answers in pairs. before the question tag, add it to the question.
Reinforcement Ask students to choose three Then ask students to identify the punctuation (comma
descriptions and listen for those three only. and question mark), verbs (isn’t, is), nouns (music, shoppers)
and preposition (for).
Exercise 7
1 d 2 b 3 a 4 f 5 c Question tags
8 • Students do the task and, if possible, recall the 1 • Students do the task.
words or phrases used by the speakers. Exercise 1
Exercise 8 1 agrees 2 be 3 after 4 negative, affirmative
1 True
2 False – Slow pop music makes people buy things on impulse. Extra activity
3 False – It is not illegal to listen to music without headphones. Ask students to write the opposite (negative or positive)
4 False – International Busking Day takes place in 100 cities worldwide in July. for each example question. Do the first as an example:
5 True
The music isn’t for the shoppers, is it? ➔ The music is for
the shoppers, isn’t it?
9 • Students discuss in pairs. Remind students that (were, weren’t haven’t seen, have
there are no incorrect answers. doesn’t have, does has/’s bought, hasn’t)
Further practice didn’t sing, did
• Vocabulary ➔ Workbook p6
• Vocabulary ➔ On-the-Go Practice 2 • Refer students back to the rules in exercise 1 in
• Vocabulary worksheets (basics, standard and higher) ➔ order to encourage self-correction.
Teacher’s Resource Centre 8 See the audioscript on p131.
• Listening ➔ Workbook p9 • Students listen and check their question tags.
• Listening worksheet ➔ Teacher’s Resource Centre • Then listen again for the intonation.
• Pronunciation ➔ Student’s Book p116
• Pause the recording after each question and
Pronunciation p116 Intonation in question tags Ex. 1 ask students to decide if the intonation goes up
or down in the tag. Ask students to listen again
The intonation goes up at the end for real questions. and repeat.

Pronunciation p116 Intonation in question tags Ex. 2

Fast finishers
Ask students to write answers and give reasons.
The intonation goes down at the end when asking for confirmation.

Exercise 2
Homework
Ask students to choose five nouns and five adjectives that 1 have you   2 isn’t it   3 do you   4 wasn’t it   5 didn’t you
relate to feelings and emotions and write sentences. The intonation goes up in the tag.

24
www.frenglish.ru
 1
ABCD
Intonation in question tags Research
• Explain to students that the intonation of a question tag
goes up for ‘real’ questions when an answer is necessary: Encourage students to find out the year the
We have English this afternoon at 2, don’t we? organisation was founded, where they are based/
where they work and a little about their aims and
Yes, we do. their work. Ask students to share their research.
It isn’t raining again, is it?
No, it isn’t.
• And it goes down when the answer is already known: Culture note
The weather’s horrible today, isn’t it? Playing for Change representatives travel the world
We’re going to be busy tonight, aren’t we? looking for street musicians. They believe that music breaks
down boundaries. They have a foundation which funds
Extra activity music and art schools.
Musicians Without Borders believes in using music to
Study the language note with students, then practise
build peace and enable social change. Their musicians visit
choosing the correct intonation for these question tags:
areas of conflict to spread their message that ‘war divides,
Answers known: music connects’.
1 She’s Russian, isn’t she?
2 The supermarket was full, wasn’t it? Further practice
Real questions:
• Grammar ➔ Workbook p7
3 You don’t know the way to London, do you?
• Grammar reference and practice ➔ Teacher’s
Resource Centre
4 We will be able to go on the day trip, won’t we?
• Grammar ➔ On-the-Go Practice
3 • Students do the task. • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
Reinforcement Drill questions with individual • Pronunciation ➔ Student’s Book p116
students to encourage correct intonation.
Pronunciation p116 Intonation in question tags Ex. 3
Questions with prepositions 1 confirmation 2 real question 3 real question 4 confirmation
4 • Elicit examples of prepositions, then have
students do the task. Homework
Ask students to write answers to the questions in exercise 5.
Exercise 4 Say they should write at least ten words for each answer,
expanding with additional information.
1 b   2 c   3 a

5 9 See the audioscript on p131.

• Students do the task.
Reinforcement Help less confident pairs by
correcting and modelling correct intonation.

Exercise 5
1 up   
2 to   
3 to   4 from   
5 in   
6 about

6 • Before students do the task, run a couple of

examples with some confident students.
7 • Students do the task.
Exercise 7
1 connects 2 did it start 3 has been bringing 4 were
5 made 6 have uploaded 7 haven’t they 8 have attended

25
www.frenglish.ru
1
Extra activity
Real-world speaking Ask students to practise the dialogue in pairs. Give them
time to play both roles.
Student’s Book p19
Nominate one or two pairs to act the dialogue to the class.
Lesson aims Students learn and practise Key phrases to Encourage natural intonation.
talk about feelings.
4 • Before the task, ask students to identify and call
Warmer out the nouns relating to feelings and emotions
Write (and read aloud) the four sentences below on (e.g. anger) and then the adjectives (e.g. angry).
the board: Correct any pronunciation errors and drill some
I can’t wait! of the phrases.
You seem upset.
Exercise 4
I felt hurt.
I feel much better now. Is everything all right?
Ask students to decide if the sentences are positive or How long have you been feeling like this?
negative. Confirm answers by putting a positive sign or a To be honest, …
negative sign next to each sentence. I’ve been a bit upset about it.
(positive: I can’t wait! I feel much better now. negative: You I feel much better now!
seem upset. I felt hurt.)
5 • THINK Ask students if they have recently been
Talking about feelings to a concert and elicit a few details (e.g. who,
1 • Before doing the task, ask students to describe where, when, how did they feel). Ask students
the people and situation in the photo, by asking: to think about their favourite band/singer and
Are they friends? How old are they? choose a few words to describe how they would
feel if they couldn’t get tickets.
Exercise 1
• PREPARE In pairs, ask students to compare
They’re at a concert. They probably feel excited. their answers and use their conversation to
prepare their dialogue.
2 Students do the task, before comparing the • Remind students to use at least two phrases
answers in pairs. from each category in the Key phrases box.
• Follow-up questions: Reinforcement Allow students to note any
(You will probably need to write these on the phrases they don’t understand and answer any
board and allow students to watch the video a questions as you monitor pairs preparing ideas.
second time.)
How does Aisha know Matt isn’t OK? (The tone of his
• PRACTISE Before students begin practising,
encourage them to read through the Peer
voice and he looks unhappy even though he says
review section in exercise 6, so that they know
I can’t wait.)
what their classmates will be looking and
Who did Matt want to go to the concert with? (Ben)
listening for when they perform.
What is Aisha’s solution? (She suggests that Ben
watches the band with them and that he should talk to • Monitor while students do the task, and
Ben the next day.) encourage students to use the intonation
practised in exercises 3 and 4.
Exercise 2 • PERFORM When watching their peers,
Matt’s feeling upset. A friend (Ben) told Matt he didn’t want to go to the concert, encourage students to think carefully about
but Matt’s just seen him in the queue. He’s been upset for a while because Ben each Peer review question in exercise 6 and to
doesn’t want to meet up. make notes.
Reinforcement Less confident students
3 • Ask some students to take turns to read out the may find pre-recording their dialogue less
Key phrases before watching the video again. overwhelming than performing it in front of the
Exercise 3 class. Allowing them this option when possible
may yield better results.
1 asked    
2 wants    
3 weeks    
4 tomorrow

26
www.frenglish.ru
 1
6 • Peer review After each performance, ask Exercise 2
the class to share their ideas. Remind students 1 Latitude Festival, in July at Henham Park, Suffolk (paragraph 1)
this is a good opportunity to help each other 2 Positive things: variety of music, good sound quality, special effects, fantastic
improve through positive feedback and performances at the Sunrise Arena. Best thing: the Teen Area (paragraph 2)
constructive criticism. 3 There should be more showers, and bottled water was too expensive.
(paragraph 3)
• When all performances are complete, go 4 Yes, reviewer recommends it, especially to teenagers who love music and
through the Key phrases in exercise 4 and check trying new things. (paragraph 4)
which were used in the dialogues – was one
phrase very popular or was one not used?
Fast finishers
Further practice Students makes notes about all the things they would like
• Speaking ➔ Workbook p9 about the festival.
• Phrasebook ➔ Student’s Book p122
Homework
3 • Elicit ideas for paragraph 2 by asking: Does the
Ask students to rewrite their dialogue using different reviewer talk about good things or bad things
Key phrases. about the festival in paragraph 2? (good)
Optional: If it’s an option to use time in the next lesson, • Students do the task individually. Remind
have students leave gaps in their new dialogue just like students to use their answers from exercise 2 to
in the original. Students complete each other’s dialogues help them.
and check their answers.
• Students compare ideas in pairs before
Get online confirming ideas as a class. As you are
confirming answers, write the paragraph plan
Ask students to find concerts in their city that they would
like to attend or to research information about their on the board (it will be useful for exercise 6).
favourite singer/band’s latest or future concert. • Ask students if the review is largely positive or
negative. (positive)

Writing Exercise 3
Paragraph 2:
Student’s Book pp20–21 Describe the good things.
Paragraph 3:
Lesson aims To learn and practise writing a review,
Mention any bad things.
including giving recommendations.
Paragraph 4:
Sum up and give your recommendation (positive or negative).
Warmer
Put students in small groups. Give them three minutes to
brainstorm as many positive and negative things about Culture note
going to a music festival as they can. Elicit one positive Latitude hosts around 40,000 people each day, but it is
example (e.g. chance to see your favourite singer) and nowhere near the largest – Glastonbury Festival is the
one negative example (e.g. expensive tickets) to start their world’s largest music and performing arts festival. Around
brainstorming. 130,000 tickets are available for sale each year, and they
Compare ideas as a class and see which group had the usually sell out within an hour of being released online.
most positive and negative things.

A review Subskill: Giving recommendations

Explain to students that recommendations can also consist
1 • Before the task, ask students to look at the of recommending people not to go somewhere or not to do
photo and identify the audience and the stage. something. These expressions can be used in many alternative
Ask students if they think the audience are topics, such as learning languages (You should definitely take
enjoying themselves. this class.), hobbies (Make sure you download the latest game.),
travel (It’s well worth making a list of clothes you need.), etc.
• Students do the task in pairs or small groups.
2 • Students do the task. 4 • Students do the task and underline the
expressions in the review.
Reinforcement Allow students to work in
pairs. Then each student answers two of the • Ask students where the expressions could be
questions, and they share their answers. placed in the paragraph plan on the board.
(paragraphs 2, 3 or 4)

27
www.frenglish.ru
1
Exercise 4 • Allow students time to make any further
amends to their review.
If you enjoy watching new music talent, don’t miss the Sunrise Arena.
Teenagers should definitely check out the Teen Area. Further practice
• Writing ➔ Workbook p10
I’d recommend this festival, especially to teenagers …
• Writing competence ➔ Teacher’s Resource Centre
Make sure you buy your ticket early, as they sell out fast.
It’s well worth going to Latitude. Homework
Ask students to create an advert for the concert or music
5 • Students do the task. festival they reviewed. Students should create a simple
poster for the advert and include the name, dates and
• Check answers with the class, paying close other important information.
attention to the changes in word order and the Ask students to include up to three of the expressions
omitted words. from exercise 4 (in complete sentences) in the text.
• Check students understand usage by asking:
Get online
Are the expressions at the beginning or the end of
the sentence? (beginning) Ask students to research a music festival they would like to
attend. Ask students to find out the locations, dates and cost
Which expression needs a pronoun before it? (You of tickets, plus three interesting things about the festival.
should definitely …)

Exercise 5
Project
1 Don’t miss the support band.
2 Make sure you see this band live. Student’s Book pp22–23
3 I’d recommend (going to) this festival, especially if you like indie music.
4 It’s well worth buying a ticket. Lesson aims Students prepare and give a presentation
5 You should definitely stand at the front. using correct grammar and vocabulary as well as
appropriate communication skills.
6 • THINK Encourage students to work individually
for this task. Remind students to use ideas from Warmer
the Warmer, if they wish. Ask students to look at the Graphic organiser on p118.
• PREPARE Monitor and assist by checking Give them five minutes to discuss with a partner what
students are following the paragraph plan and they learnt about music and what they enjoyed most
about the unit.
using suitable Key phrases.
• WRITE Before writing, refer students to the
three questions in the CHECK section plus WDYT? How can music bring people
together?
the Peer review questions in exercise 7. Ask
Point out to students that this is the same WDYT?
them to make sure they take these points into question that they were asked at the beginning of the
consideration when writing. unit. Have students discuss with a different partner.
Reinforcement As you monitor, allow Give students time to look through the unit and their
individual students to ask you questions about notebook to reflect on the useful language they have
the task or the language. learnt that can help them answer this question.
• CHECK When students have finished writing, Then ask them to think about the different topics
ask them to answer the three questions. If related to music bringing people together that they
have learnt about in the unit:
necessary, give students a few more minutes to
self-correct their review. An infographic about music and the brain (p15)
Interviews about music in public places (p17)
7 • Peer review Put students into pairs for this task.
Rock School promoting peace in a community (p18)
• Ask students to read their new partner’s review Latitude Festival (p20)
and answer the three questions. Encourage
students to include positive comments as well Which of these help to bring people together? How do
they do this? (Suggested answers: they give people
as negative ones. a shared interest; they show people the importance of
Reinforcement Briefly check some of music and of humanity over other things like fighting;
the students’ reviews are following a clear they make people happy together; they bring people of
paragraph plan. different nationalities together)
• Allow time for students to receive their own Ask how their ideas have developed since the
review back and to discuss the comments with beginning of the unit.
their partner.
28
www.frenglish.ru
 1
TASK • Monitor and help, by checking the group is
Read through the task and learning outcomes as a class. including the information listed in exercise 3.
Tell students that they are going to use their ideas from • Decide what presentation technique or
the WDYT? discussion to prepare their presentation.
computer program is appropriate to your
Check students understand the meaning of teaching situation. Alternatively, ask if students
communication skills (= the ability to share ideas effectively).
could produce a PowerPoint presentation
1 See the videoscript on p139. similar to the way the Model project works.
• Read out the question. Then play just the
introduction of the video (the first 30 seconds up STEP 3: CREATE
to at the end of our presentation). Check students 6 • Give students time to take turns sharing their
understand that the presenters won’t identify information.
who they are talking about and students will have • Refer students back to the outline in exercise 2.
to guess who it is. Tell them to raise their hands Ask groups to make their own presentation
when they think they know who the person is, outline and choose their roles.
but do not confirm any answers until the end of
Reinforcement Point out to students that they
the video.
don’t have to write out full sentences like in
• Ask: Was the presentation clear? Did you know what A–D in the Model project. Presenting with notes
to expect in each section? allows you to connect with your audience.
• Ask students for their opinion of the presentation. • Ensure that students also assign the introduction
Exercise 1
and conclusion of their presentation to someone.
7 • Ask groups to decide which part of the
Rihanna
presentation each of the Key phrases should
be used in. Check ideas as a class. See also the
STEP 1: THINK Extra activity for practice of intonation.
2 • Refer students to extracts A–D located on Extra activity
p23, and read through them together. Use the Model each Key phrase and ask students to listen to the
Model project notes to help explain what they word stress and intonation you use. Ask them to underline
must produce. the words you stress and to decide if your intonation sounds
• Check students understand the interested or bored (make sure it is interested in every case!).
following vocabulary: Our presentation today is about …
achievement ban foundation charity First we’re going to … then we’d like to … and finally we’ll …
We’ll be happy to answer any questions at the end.
Exercise 2
Let’s start by …
1 A 2 D 3 C 4 B
Now we’d like to move on to …
In this part of the presentation, we …
3 • Students do the task, using their answers from
exercise 2 to help them. OK, that’s the end of our presentation.

Exercise 3 8 • Students can work individually to write their own

basic biographical details, how the singer brings people together, sections, then come together to ensure that they
main achievements, an interesting introduction fit together to create a cohesive presentation.
• Monitor and check groups are following the
presentation outline and are including Key
STEP 2: PLAN phrases in their plan.
4 • Give students a short amount of time to decide
on which singer or band that has made a STEP 4: PRESENT
difference they will research. If necessary, assign 9 • Before they practise, ask students to each read
a singer/band to groups to avoid disagreements the questions in the Final reflection, then to
and time-wasting while they decide. think about these as they practise and ensure
5 • If necessary, assign the parts of the presentation that they fulfil the criteria for each.
to students (see the outline for the Model
• Give groups time to practise and to make any
project in exercise 2) but encourage students to changes. Monitor and answer any queries.
work together and make decisions collectively.

29
www.frenglish.ru
 1
10 • Students do the task.
End-of-unit further practice 1
Reinforcement Have groups give their
presentation to one other group only. Ask the • Social and emotional competence ➔ Workbook
other group to make notes on the outline of the pp68–69
presentation and the Key phrases used. • Exam trainer ➔ Workbook pp84–94
11 • Peer review Once each presentation has • Progress test (standard and higher) ➔ Teacher’s
concluded, allow time for each group to Resource Centre
receive positive feedback from the class and to • Communication games ➔ Teacher’s
answer any questions. Resource Centre
• Give the class time to answer questions 1 and 2. • CLIL and Culture worksheets ➔ Teacher’s
Resource Centre
Model project • Evaluation rubrics ➔ Teacher’s Resource Centre
The model on p23 shows a poster about a famous • Wordlists ➔ Teacher’s Resource Centre
female singer with three extracts from a presentation • Student’s Book audio and audioscripts ➔
about her. The presenters use the extracts as a ‘script’ Teacher’s Resource Centre
for their presentation. More experienced presenters can
use short notes or even just a few words or pictures to • Workbook audio and audioscripts ➔ Teacher’s
remind them of what to say. Resource Centre
For the layout, ignore the extracts A–D (which are there • Workbook answer key ➔ Teacher’s
as an oral model only). Students should take note of the Resource Centre
large photo of a person, with short facts surrounding it.
The poster will be the focus of the audience’s attention so
it should be attractive.
The text on the poster is short, highlighting only the most
interesting information. Each extract covers a different topic.
Language: To talk about the star’s past actions, perfect
tenses are used.

1 FINAL REFLECTION
• Ask students to answer the questions individually
first and then to compare answers with their
group. Encourage students to give reasons and
examples to support their answers.
• If students have chosen anything other than the
smiley face, ask them what they think they can do
differently next time to improve.

Beyond the task

• Prompt students to think about different aspects of
music, e.g. lyrics, communities, events, expression and
discuss ideas as a class.

Further practice
• Super skills ➔ Workbook p10
Homework
Ask students to reflect on their presentation and think
about what went well and what could be improved.

Get online
Ask students to go online and find more information
about the Clara Lionel Foundation, such as when it was
founded and who receives help from the foundation.

30
www.frenglish.ru
 2 Friends for life?

Vocabulary
Student’s Book pp24–25 2 • Share with students the information below on
negative prefixes for personal characteristics.
Lesson aims Students learn how to use vocabulary related
to personal characteristics, friends and acquaintances. Reinforcement Allow students to work in pairs.
• Drill the pronunciation of each negative
Warmer adjective. Pay attention to correct word stress.
Books closed. Write the letters N I D Y E F L R on the board. The stressed syllable is highlighted in bold:
Ask students to unscramble the letters and identify the unreliable, unfriendly, unkind, unsociable
word. (friendly)
dishonest, disloyal
Ask students if the word describes someone’s appearance
(no) or someone’s character (yes). intolerant
Put students in groups to brainstorm as many positive immature, impatient
words to describe character as they can. Allow them to irresponsible
use a dictionary if you like.
Exercise 2
You could also set a time limit of one minute.
Elicit some words from each group and write them in un-: unfriendly, unkind, unsociable
a word cloud on the board. You can use them for the dis-: disloyal
WDYT? discussion below. in-/im-/ir-: immature, intolerant, irresponsible

WDYT? What personal characteristics help

us to get on with others? Negative prefixes ABCD

Check the meaning of to get on with (= to have a • Students have already met some negative prefixes
good relationship with). Elicit or give the opposite in B1. Remind them that we add a prefix to the
phrase. (to not get on with someone) beginning of the word, but do not make any
other changes.
If you did the Warmer, discuss with students the
words from the word cloud that they think are most • Elicit or remind students which adjectives take im-
important for getting on with people. and ir-:
Remind students that they will return to this
n im- – adjectives beginning with m or p
question at the end of the unit, to see how their n ir- – adjectives beginning with r (Note that reliable
ideas have developed. is an exception to this.)
• Tell students that un- is a very common negative
prefix but that aside from these patterns, students
Describing people will simply have to learn how to form words with
negative prefixes individually. It is a common area
1  larify to students that they can choose more
C for errors, so encourage students to keep good
than one word for each photo and that some vocabulary records.
words might be used multiple times.
• Have students work in pairs to discuss Extra activity
each photo. Ask pairs to take turns saying the positive and negative
• After checking ideas, ask students what is forms of each adjective in exercise 2: one student says the
the form of the words (adjectives) and if they positive form and the other says the negative.
are positive or negative (positive). Ensure that Ask students if the word stress changes between the
all students understand all of the words by positive and negative forms.
concept-checking. (No – the prefix doesn’t affect the word stress.)

• Direct students back to the word cloud on the

board. Elicit any new adjectives and add them to Friends and acquaintances
the cloud. 3  Ask students to find an example of classmates in
• You could also add a positive or negative the photos (photo F). Students then do the task
symbol next to the words to show if they are in pairs.
positive or negative.
31
www.frenglish.ru
1
2
• Encourage students to share their ideas • Pause the recording after each speaker to
about the meanings and to find examples in allow students time to make notes and
the photos. Ensure students have access to compare answers.
dictionaries, if possible. • When checking answers to the second task,
• When students are finishing, remind them to also ask students to identify the words with negative
discuss which people they think are not friends. prefixes (irresponsible, unkind, unfriendly) and the
• When checking answers, correct any errors in word in the superlative form (kindest).
pronunciation and drill the words with the class.
Exercise 7
Exercise 3 1 c, reliable, kindest 2 a, irresponsible, unkind
Suggested answers: 3 d, friendly, sociable 4 b, unfriendly
A sibling B rival/opponent
C best friend/mate, close friend, travel buddy D next-door neighbour 8 • Students do the task. Encourage them to use as
E teammate/rival/opponent F classmate/close friend many of the adjectives from exercises 1 and 2
as possible.
Extra activity • Have a short feedback of ideas and check
Ask students which words are negative. (enemy, for correct pronunciation of the target
opponent, rival) language again.

4 • Students do the task. Encourage them to talk VIDEO SKILLS

about different relationships.
5 • Students do the task.
9 See the videoscript on p139.
Exercise 5 • Students watch the video and note down
1 sibling 2 relative 3 flatmate/roommate 4 opponent the questions.
5 rival 6 acquaintance 7 stranger 8 colleague • Check answers by nominating individual
students to say each question.
Extra activity • Then ask: What were Louise’s answers
Ask students to write definitions for colleague (= someone you to the questions? (1 She tells secrets to her
work with), next-door neighbour (= someone who lives in the sisters first. 2 Nico is her rival at computer
house/apartment closest to your home) and travel buddy (= a games. 3 honesty)
friend who you travel with or who you meet while travelling). • Follow-up questions:
(You will probably need to write these on
6 • Give an example of your own to the class: the board and allow students to watch the
I think a friend should be kind. video a second time.)
• Then ask a more confident student for Why does Louise tell secrets to her sisters first?
another example. (They give her really good advice.)
Which adjectives does Nico use to describe
• Students continue to discuss the ideas in pairs or Louise? (competitive, honest, loyal)
small groups. Remind students that there are no How many answers does Louise think she will get
incorrect answers because this is an opinion task. right? (three)
7 12 See the audioscript on p131.
10 • Ask students if they have ever done a
• Before listening, check students understand the personality quiz, either about themselves
task. Ask: Are the people talking about someone or a friend.
they know or are they talking about themselves? • For the first question, give pairs a few
(someone they know) minutes to discuss before eliciting ideas
• Tell students they will listen twice: the first time, from the whole class.
students should identify which person the • Before students do the second question,
speaker is talking about (a–d). ask them what the topic of the questions
• After checking answers to the first task, ask should be. (personality and information about
students what they should listen for the second the friends) Nominate pairs to share their
time. ((the form of) the adjectives from exercises 1 and 2) questions with the class.

32
www.frenglish.ru
 2
1
Exercise 9 Exercise 2
Who does your friend tell secrets to? Who are your friend’s rivals? What quality 1 seven 2 seven billion 3 three
does your friend most admire in a person?

Subskill: Topic sentences

Exercise 10 Identifying the topic sentences will help students to
1 Vloggers normally make ‘friend quiz’ video to attract viewers to their YouTube achieve a general understanding (= the gist) of a long text.
channel and make money from the ads on the channel. Quizzes are a fun However, also remind students that reading the
way of getting a friend involved in a vlogger’s YouTube channel. They are also topic sentence is not a substitute for reading the rest
relatively easy and inexpensive to make. of the paragraph!
2 Students’ own answers
3 • Set students another time limit for the task
Further practice in order to keep the focus on identifying the
• Vocabulary ➔ Workbook p12 topic sentences.
• Vocabulary ➔ On-the-Go Practice • Do not check answers until after exercise 4.
• Vocabulary worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre Exercise 3
1 paragraph 3 2 paragraph 2 3 paragraph 1
Homework
Following on from exercise 8, ask students to write a short
description of the three people they described. If you 4 13 Students do the task and compare their
like, you can also have them add descriptions of the two answers in pairs before confirming with the class.
categories they didn’t choose in exercise 8. • Encourage students to share their thoughts
on the most surprising thing they read. Give
your own example, e.g. doppelgängers feeling
Reading and critical an ‘instant connection’ with each other (final
thinking paragraph, lines 5–6).
5 • Word work Students do the task.
Student’s Book pp26–27 • Correct any pronunciation errors of the target
language when checking answers.
Lesson aims Students learn about doppelgängers and
how to identify topic sentences (in an online article) and Fast finishers
practise using indefinite pronouns. Ask fast finishers to write an example sentence for two of
the bold words.
Warmer
Close books. Write the word doppelgänger on the board.
Ask students if the word is English (no) or what language Exercise 5
they think it could be (German). Encourage and praise all 1 beat 2 challenged
ideas. Do not confirm any ideas as correct or incorrect. 3 bump into 4 have (nothing more) in common
5 searched far and wide
An online article
1 • Open books. Check the meaning of origin Extra activity
(= where something came from or started). Close books. Put students into pairs. Tell them you will tell
them a story that will include some missing words. (You
• Students read the dictionary extract and check
can make a ‘beep’ sound for the gap or just say ‘gap’ – see
their ideas from the Warmer.
answers in square brackets below.) Each gap is one word
from exercise 5.
Exercise 1
I bumped [into] an old classmate last week. It was great to
It comes from German. see her!
She told me she’s still a fan of gaming – it’s nice to know we
2 • Students do the task. Set a time limit to still have something in [common].
encourage students to read efficiently and find When we were younger, she [challenged] me on my favourite
the specific information for the questions. game and I thought I’d win, but I didn’t. She [beat] me!
We swapped numbers, but when I got home, I searched far
and [wide] for her number and I couldn’t find it.

33
www.frenglish.ru
1
2
6 • Remind students that indefinite pronouns Critical thinking
are used to refer to non-specific people, things
Suggested answers:
or places; they are not used for specific or 1 The stories mentioned are generally positive. In Niamh’s story there was some
exact information. rivalry, but all between friends.
• Students do the task. 2 Santana made a new friend; Niamh found her ‘soulmate’; Niamh set up a
business related to doppelgängers.
• When you have checked answers, ask students
3 People could accuse you of something that you didn’t do, because
to look at the sentences and identify the they thought you were someone else/they could arrest the wrong
indefinite pronoun in each. Ask them to say person for a crime; you could be very disappointed if you met your
whether it refers to people, things or places. doppelgänger but didn’t like them; you could find out that your
(1 Everyone – people 2 somewhere – place doppelgänger is really your relative, which could cause problems in
3 anywhere – place 4 something – thing) the family.

Exercise 6 Further practice

Suggested answers: • Reading ➔ Workbook p16
1 they’re unique 2 have a doppelgänger • The longer read ➔ Teacher’s Resource Centre
3 Niamh’s website 4 Many doppelgängers • Accessible reading worksheet ➔ Teacher’s
Resource Centre
7 • Check the meanings of siblings, rival,
acquaintance and relative. Then ask students to Homework
Ask students to write a few sentences describing what
do the task without referring to the text.
a doppelgänger is and how some people meet theirs.
• When checking answers, ask students to confirm Ask them to think of some questions they would like to
the location of the answers or information in ask their own doppelgänger, e.g.:
the text. What are your hobbies?
Reinforcement Allow less confident students What food do you like? What are your favourite subjects?
to refer to the text if they need to.
Get online
Exercise 7
Ask students to go online and find an example of a news
1 b (para 1, lines 4–7) 2 c (para 2, lines 4–5) story about doppelgängers. Ask them to make notes of
3 a (para 2, lines 9–10) 4 c (para 3, lines 7–8) some basic information (e.g. names, countries, ages) plus
any interesting background to the story and share with
the class.
8 • Students do the task.
Allow students to show pictures of the doppelgängers,
if appropriate.
CRITICAL THINKING

1 • Understand (LOT) Give students

3–4 minutes to read the text again. Tell
Grammar
students that they are now reading for details
Student’s Book p28
about the stories (compared to reading for
topic sentences in exercise 3) so should read a
Lesson aims Students learn how to use defining and
little more slowly.
non-defining relative clauses and relative pronouns
• 
Ask students to put up their hand if they think and adverbs.
the stories are generally negative or positive.
2 • Apply (HOT) Ask students to refer back to Warmer
the text and find examples to support their Books closed. Remind students of the doppelgängers
answers to question 1. Allow students to work article (p27). Then write these sentences on the board,
in pairs, if necessary. leaving gaps for the words in square brackets. Tell
3 • Analyse (HOT) Students could work in pairs students that the sentences begin with a person’s name.
or small groups to do this task. If necessary, [Santana] met a stranger in a mall [who] looked exactly like her.
elicit or give an example to the class, e.g.: [Niamh]’s website is a place [where] people can look for
n Your doppelgänger might be a bad person their doppelgänger.
and other people could then think you are
the bad person.

34
www.frenglish.ru
 2
1
Defining and non-defining Exercise 4
relative clauses Yes, they would.

1 • Do the first example as a class. Ask students

ABCD
who the relative clause refers to, Santana or the Non-defining relative clauses
stranger? (the stranger) Explain that unlike a defining relative clause, a non-defining
• Students then work individually and compare clause does not offer essential information about a noun; it
answers in pairs before checking as a class. is just extra. Therefore, it is always surrounded by commas.

Exercise 1 5 • When checking answers, ask students to dictate

a stranger (who), people (whose), the videos (which), a website (where) the complete sentence and to try using the
intonation you modelled in exercise 4.
ABCD
Defining relative clauses/Relative Exercise 5
pronouns and adverbs
2 M y best friend, whose birthday is on the same day as mine, is three hours
Explain that defining relative clauses start with a relative older than me.
pronoun/adverb: who, whose, which, where, when and 3 Last summer, when we were doing our exams, it was really hot.
that. The clause gives essential, important information 4 My sister’s flatmates, who also study law at university, are really friendly.
about the noun: it helps define it. 5 The city of Ankara, which is the capital of Turkey, is in Asia.

2 • Remind students to refer to the Relative pronouns 6 • Briefly revise whether a non-defining relative
and adverbs box while they do the task. clause uses commas or not (it does), before
students do the task individually.
Fast finishers
Ask students to decide which relative pronouns or adverbs Exercise 6
could be changed to that in phrases 1–5. (2, 3, 4)
2 M o Salah, who is a famous footballer, scored 44 goals in one year for
Liverpool./Mo Salah, who scored 44 goals in one year for Liverpool, is a
Exercise 2
famous footballer.
1 where 2 which/that 3 when 4 who/that 5 whose 3 A few years ago, when he was visiting his hometown, Mo Salah met
his lookalike.
3 • If necessary, ask students to suggest which 4 Photos of the lookalikes, which went viral on social media, show how similar
relative pronoun would be used in each they are./Photos of the lookalikes, which show how similar they are, went viral
on social media.
sentence (2 where 3 who/that 4 which/that 5 when)
5 In the village of Nagrig, where he is from, Mo Salah has built a school and
and then allow students to continue with joining a hospital.
the sentences.
• After checking answers, draw students’ Reinforcement Allow students to work in
attention to the changes in the sentence pairs, and provide further support by doing
structure. Ask students in which sentences the another example with them.
relative pronoun replaces a subject (1 His 3 They)
or an object of the sentence (2, 4, 5). Get online
Ask students to go online and find Mo Salah and his
Exercise 3 doppelgänger. Ask students to decide if they look alike
or not.
2 T hat’s the house where my best friend used to live.
3 They’re my teammates who/that play rugby with me. 7 • Put the class into teams and allow them five
4 That was the match which/that our opponents won.
minutes to solve the puzzle.
5 2018 was the year when my niece was born.
• If necessary, give other clues at the end of
4 • Before students do the task, read aloud the each minute.
example sentences to the class, using slightly I am not a person – I am a thing.
The first letter of my name is ‘a’.
lower tone for the non‑defining relative clause
and slight pause before and after it. • The last clue: You can’t breathe without me. Then
demonstrate breathing in and out.
• To review, share the information below.
• Check final ideas as a class.

35
www.frenglish.ru
1
2
Exercise 7 • When checking answers, correct any
pronunciation errors and drill as necessary.
air/oxygen
Exercise 2
Further practice 1 tell (you) the truth 2 forgive 3 keep in touch
• Grammar ➔ Workbook p13 4 judge someone 5 make (you) laugh 6 support
• Grammar reference and practice ➔ Teacher’s
Resource Centre Extra activity
• Grammar ➔ On-the-Go Practice Ask students to consider if they have or had friends who
• Grammar worksheets (basics, standard and higher) ➔ match any of these types.
Teacher’s Resource Centre
• Pronunciation ➔ Student’s Book p116 3 • Ask students to read the information in the box,
then share with them some more information
Pronunciation p116 /w/ and /h/ Ex. 2 from the box below on Learning phrasal verbs.
the first column, /w/ Refer students back to the text to now use the
remaining bold words to complete the table.
Homework • When checking answers, ask students to read
Ask students to complete the sentences: the exact words from the text and ask them to
1 The actor [who] I like the most is … then confirm if the phrasal verb is separable
2 The place [where] I feel most relaxed is … or inseparable. (cheer you up: separable; fall out with:
3 The time [when] I feel happiest is … inseparable; hang out with: inseparable)
4 The job [which] I would most like to do is …
Exercise 3
Separable: cheer (someone) up
Vocabulary and Inseparable: fall out with (someone), hang out with (someone)
Listening ABCD
Learning phrasal verbs
Student’s Book p29 • Students have already met phrasal verbs in B1.
Revise what a phrasal verb consists of: a verb and
Lesson aims Students learn and use separable and a preposition(s) (or particle(s)) that create a new
inseparable phrasal verbs related to friends and learn meaning when combined together.
how to infer meaning when listening.
• Explain that students will need to learn whether
a phrasal verb is separable or inseparable on an
Warmer individual basis.
Play Snowman to practise personal qualities vocabulary
from p24. • Encourage students to keep a vocabulary record
that includes the phrasal verb in a sentence, e.g. My
(See Activities bank, p7, for full instructions.) best friend never lets me down. This will help students
(Suggested vocabulary: honest, loyal, mature, remember the usage and correct form and is more
reliable, sociable) memorable than simply recording let down (separable).

Things that friends do A radio programme

1 • Before students read the text, briefly elicit what 4 14See the audioscript on p131.
words they would use to describe themselves as
a friend. • Tell students to read all of the topics first.

• Students read the text and choose which type • Encourage students to recall words or ideas that
of friend they are. Allow students to choose helped them choose the two correct topics.
more than one category, as they may be a Exercise 4
different type of friend to different people.
online and offline friends, friends and money
2 • Point out that there are more bold words
than needed for this task, so ask them to think
carefully about which words are correct.

36
www.frenglish.ru
 2
1
Subskill: Inferring meaning Further practice
Revise what inferring meaning is by asking • Vocabulary ➔ Workbook p14
concept‑check questions: • Vocabulary ➔ On-the-Go Practice
Do we use the speaker’s exact words to infer meaning? • Vocabulary worksheets (basics, standard and higher) ➔
(No – there is no need to infer meaning if the speaker has Teacher’s Resource Centre
told you what he/she means. We infer meaning when the • Listening ➔ Workbook p17
exact words are not the same as in the question.) • Listening worksheet ➔ Teacher’s Resource Centre
Do we use ideas or other clues expressed by the speaker to • Pronunciation ➔ Student’s Book p116
infer meaning? (Yes – we may use our prior knowledge
about a situation to infer meaning or we may hear clues Pronunciation p116 Exercise 1
that provide additional information.)
1 on   2 out   3 out   4 down
5 • Play the recording twice: ask students to listen
and make notes on the answers the first time.
Homework
Reinforcement Allow students to speculate Ask students to use three phrasal verbs in exercise 3 to
before listening again to confirm. write a short description about a friend.
• Play the recording a second time and ask
students to check or revise their ideas.
Grammar
Challenge On the second listen, ask students
to note down one or two more points from the Student’s Book p30
radio programme that they found interesting.
Lesson aims Students learn how to use reflexive pronouns
Exercise 5 and each other.
1 Two radio presenters (a boy and a girl) are talking to each other.
2 They are in a radio studio. Warmer
3 They are colleagues./They get on well together. Books closed. Tell students you will dictate one question
4 They’re talking about friendship/about online and offline friends. that they should write down:
5 We hear a listener’s voice near the end. What do you see yourself doing in five years’ time?
Allow students to compare in pairs. Then ask students to
6 • Ask students to recall or guess what the missing repeat the question back to you and you write it on the board.
information is and encourage all ideas. (Praise students for correct spelling of yourself, if offered.)
Ask pairs to discuss the question or, if appropriate for your
• If necessary, play the recording again.
class, ask students to walk round the class and ask the
Exercise 6 question to five other students.

1 five
2 500 Reflexive pronouns and
3 (any two of) playing online games, practising languages together, meeting each other
people who are going through a similar situation, it can be easier to make
friends online if people are shy in real life 1 • Read the reflexive pronouns to the class and ask
4 you can’t necessarily trust people – they might not be who they say they are if each one is singular or plural.
5 friendship and money
6 her friend buys her lots of expensive presents, and she can’t spend as
• Do the first sentence as an example with the
class, before students do the rest.
much money
Exercise 1
Extra activity
1 himself 2 herself 3 itself 4 yourselves 5 themselves
Put students into pairs or small groups. Ask students to None of the forms are the same.
discuss if they agree with sentences 1–4 in exercise 6.

7 • Ask your class to write two numbers (1 ideal

number of online friends; 2 ideal number of
offline friends), and then ask them to raise their
hands for different groups of numbers, e.g.
Who thinks the ideal number of online friends is
more than 50? More than 100? 200?

37
www.frenglish.ru
1
2
ABCD ABCD
Subjects and objects each other
• To help with reflexive pronouns, revise what the Tell students that each other is a reciprocal pronoun.
subject and object of an action is. Write on the board: Explain the meaning of reciprocal (= you do something
Tom promised Anna that he’d visit soon. for someone and they do the same for you). Each other is
often used when talking about friendship.
• Elicit who is the subject (Tom) and who is the object
(Anna). Then replace the word Anna with himself.
5 • Remind students to use the boxes in exercises 1
• Again, ask students who is the subject (Tom) and
and 4 to help them.
who is the object (Tom).
• Explain to students that a reflexive pronoun helps to Exercise 5
emphasise or explain who or what is doing an action.
1 each other 2 each other 3 themselves
4 each other 5 itself
2 • Students do the task.
• When checking answers, ask students to explain 6 • Students do the task.
why they matched each option.
(1 third person, female, singular; 2 first person, plural; Challenge Ask students to add additional
3 second person, singular; 4 third person, plural; 5 third descriptions about what a good friend should/
person, male, singular) shouldn’t do.
• Books closed. Read the sentence beginnings Exercise 6
1–5 to the class. Ask students to recall which
reflexive pronoun follows each beginning. Suggested answers:
They should support each other. They shouldn’t be jealous of each other. They
Exercise 2 shouldn’t fall out with each other. They should talk to each other. They shouldn’t
fight with each other. They should look after each other.
1 c   2 e   3 a   4 b   5 d

7 • Read aloud the text to the class or nominate

3 • For question 1, elicit the correct form of the verb different students to read aloud each sentence.
teach. (taught)
Reinforcement Encourage students to go Exercise 7
through this process for each question: 1 is there 2 which 3 who 4 whose
Who is the subject of the question? 5 when 6 herself 7 has already 8 ’ve been thinking
Which reflexive pronoun follows this subject?
Which tense is being used?

Exercise 3
Research
1 taught yourself 2 see yourself 3 enjoy yourselves Allow students time to explore the Post Pals website
4 hurt yourself 5 record yourselves and learn more about what Post Pals is and does.
Students’ own answers Encourage them to read the FAQs.
Then ask students to find at least three suggestions
4 • Ask students to look at the pictures and ask: and to choose their favourite.
Do the pictures show people with gifts? (yes) Reinforcement Direct students to the How you can
Which picture shows someone giving a gift? (A) help tab and then the Guide to writing post page.
Which picture doesn’t show someone giving
a gift? (B) Culture note
• Check answers, then read the final line in the Post Pals is a simple and valuable way for young
box with students and discuss what it means. people to volunteer to help others. It can be a one off
Feed in information from the box below on or regularly.
each other. There are many charities that offer opportunities for
• Ask students if each other is used in the same teenagers to volunteer. These charities may be local
place in the sentence as a reflexive pronoun. to where the teenager lives or even in another country.
(Yes, usually after the main verb.) For teenagers, it is an opportunity to learn new skills and
build confidence in new situations.
Exercise 4
Further practice
1 B  2 A • Grammar ➔ Workbook p15
• Grammar reference and practice ➔ Teacher’s
Resource Centre

38
www.frenglish.ru
 2
1
• Grammar ➔ On-the-Go Practice Extra activity
• Grammar worksheets (basics, standard and higher) ➔
Tell students to focus on Monica and Ryan’s facial
Teacher’s Resource Centre
expressions while watching the video with no sound.
Homework Elicit if they think the characters are making suggestions,
Ask students to write out answers to the questions in agreeing and disagreeing or checking with others. Point
exercise 3 using full sentences and a reflexive pronoun. out that facial expressions can help us understand what
someone is saying.

Real-world speaking • Ask students to read the US➔UK note. Point out
that in British English, the isn’t used when we are
Student’s Book p31 talking about the use or general idea of places,
e.g. hospital, school, university. The is used to
Lesson aims Students learn and practise Key phrases to refer to a specific hospital, school, etc.
reach an agreement.
3 • After the task, elicit which phrase isn’t used.
Warmer Reinforcement Tell less confident students they
Tell students about a favourite gift you received, perhaps don’t need Enjoy yourselves! in the exercise.
for your last birthday. Put students into groups to describe Challenge Students complete the gaps from
a favourite gift they have received. Groups choose their memory before watching the video again to
favourite gift from their discussion and report to the class. The check their answers.
class then considers all the gifts and votes for their favourite.
Fast finishers
Reaching an agreement Encourage students to read through the dialogue and
check their answers are correct.
1 After the task, ask students if they think
comics is the best gift or if they would give
something different. Exercise 3

• Follow-up questions: 1 I completely forgot! 2 It’s not his thing.

(You will probably need to write these on the 3 That’ll make him laugh! 4 Let’s do it!
board and allow students to watch the video a
second time.) 4 15 Students do the task. Play the recording
What were Ryan’s suggestions? (Sudoku puzzle book again, if necessary, and encourage students to
and a video game) be as expressive as possible when saying the
Why did Monica suggest a comic? (It would make Key phrases.
him laugh.)
Do they reach an agreement? (Yes, they do.) • Ask: Are there any phrases you don’t understand?
Give students the chance to brainstorm as a
Exercise 1 class any they don’t understand. Help with those
They decide to buy a couple of comics. they find it difficult to decipher.
Extra activity
2 • Direct students to the Key phrases box and give Ask students to take turns saying the Key phrases in pairs.
them time to read the phrases. Nominate a few students to say a Key phrase to the class
• Quickly ask students: How many categories of and reward all attempts at good intonation.
phrases are there? (three)
• Students do the task and compare answers in
• Ask students to practise the dialogue in pairs,
using the correct intonation. Allow plenty of
pairs, before confirming as a class.
time to swap parts and read again.
Exercise 2 5 • THINK Brainstorm some gift ideas with
What about … ? students (e.g. books, DVDs, comics, clothes).
Why don’t we get (him) (a comic)? If you wish, give an example of gifts you
would and wouldn’t choose for a friend of
Yes, that sounds like a great idea!
yours, and explain why. Ask students to do the
Yes, sounds good to me.
task individually.
Sudoku isn’t really (his) thing.
Does that sound OK?
• PREPARE Remind students to use at least
two phrases from each category in the Key
What do you think?
phrases box.

39
www.frenglish.ru
1
2
• PRACTISE Before students begin practising, Culture note
encourage them to read through the Peer A podcast is a digital audio file that people access through
review section in exercise 6, so that they know the internet. People usually download an episode or a
what their classmates will be looking and series of podcasts and listen to them at a time and place
listening for when they perform. that is convenient.
• Monitor while students do the task, and
encourage students to use the intonation Exercise 1
practised in exercise 4. Suggested answer:
• PERFORM When watching their peers, problems related to friends, e.g. friends falling out with each other, being jealous
encourage students to think carefully about of each other, worrying about each other – maybe also relationships with
boyfriends/girlfriends, problems with parents about how much time teens are
each Peer review question in exercise 6 and to
allowed to spend with their friends, etc.
make notes.
Reinforcement Less confident students 2 • Before students do the task, ask the following:
may find pre-recording their dialogue less Who is writing the email? (Tom)
overwhelming than performing it in front of the Who is he writing to? (Sally)
class. Allowing them this option when possible Are they friends? (No, Sally is a presenter on a podcast.)
will yield better results. Reinforcement Allow students to work in
6 • Peer review After each performance, ask the pairs and remind them not to worry about any
class to share their answers. The students who unknown words for this task.
performed can confirm or correct the answers. • Give students time to read the email and find
Further practice out what the problem is. Encourage students to
• Speaking ➔ Workbook p17 underline key words.
• Phrasebook ➔ Student’s Book p122 • Students compare answers and underlined
parts of the text in pairs, before eliciting some
Homework example answers from around the class.
Ask students to rewrite the dialogue, replacing each of
Student B’s gapped answers with another appropriate Fast finishers
Key phrase.
Make notes on advice you could give Tom.

Writing Exercise 2
Suggested answer:
Student’s Book pp32–33 Tom is worried about his friend Joe, who doesn’t keep in touch with him anymore.
Lesson aims Students learn and practise writing an email
about a problem, including using informal linkers. 3 • Briefly revise the difference between a
defining relative clause (gives essential information
Warmer that defines the noun; no commas) and a
Books closed. Write All about life on the board and tell non‑defining relative clause (gives extra but not
students that this is the title of a (fictional) podcast essential information about the noun; the phrase is
for teenagers.
between commas).
Give pairs or small groups one minute to brainstorm
what topics the podcast might include, e.g. money, study, • Ask students to identify the relative pronouns in
siblings, friends and music. the sentences. (1 who 2 which 3 which 4 who 5 who)
Have a brief feedback session to share ideas. Accept all • If you wish, do sentence 1 as an example with
answers, and acknowledge that the title leaves the topic the class. Ask students to provide evidence.
of the podcast purposefully broad, so they can cover any (We know Sally gives advice on the podcast because
aspects of teenage life. her name and email is in the advert.)

An email about a problem Exercise 3

Suggested answers:
1 • Put students in pairs, or set up a class discussion 1 gives advice on the podcast
if you prefer. Ask students to look at the advert 2 is called ‘All about life’, is preparing a special edition about friends
and think about possible problems together. 3 is about one of his friends
4 used to be close friends, don’t see each other much now
5 is in Tom’s sister’s class at school, says that Joe hardly ever goes out now

40
www.frenglish.ru
 2
1
4 • As students do the task, ask them to underline • Run an example: ask the class to suggest a
the words and phrases that helped them decide possible problem, or use one you have thought
on their answers. of (e.g. you are always tired) and elicit some
ideas about why it’s a problem (e.g. can’t
Exercise 4 concentrate or study, too tired to meet friends
1 c   2 a   3 d   4 b or do exercise).
• PREPARE Ask students to read the paragraph
plan and say if the emails in exercises 2 and 6
Subskill: Informal linkers
follow this plan. (yes)
Explain to students that informal linkers help writers
to organise and structure their writing. It helps readers • Monitor and assist by checking students are
understand when the writer wants to continue talking following the paragraph plan and using suitable
about a topic and to give more detail or when the writer Key phrases.
wants to start talking about a new topic. Challenge Ask more confident students
Informal linkers can be used in any type of informal to add another relative clause and two more
writing, e.g. informal emails, blog posts, text messages vocabulary items related to friends, etc.
and stories.
• WRITE Before writing, refer students to the
Extra activity four questions in the CHECK section plus
Ask students what other phrases can be used to end an email the Peer review questions in exercise 8. Ask
to someone you don’t know well (i.e. a semi-formal email). them to make sure they take these points into
(Kind wishes, Kind regards) consideration when writing.
• Remind students to follow the paragraph plan
5 • Draw students’ attention to the two examples and write four separate paragraphs.
in the table. Elicit how So gives more detail • CHECK When students have finished writing,
about the topic (It introduces the friend and explains ask them to answer the four questions. If
the two of them used to be close friends but are no necessary, give students a few more minutes to
longer close.) and how Anyway changes the topic self-correct their review.
(Tom was talking about how ‘Joe’ let him down, and
then says he is worried about ‘Joe’.).
8 • Peer review Put students into pairs for
this task.
• Students do the task. • Ask students to read their new partner’s email
Reinforcement Tell students that there are and answer the two questions.
four words to give more detail about a topic and
two to change topic.
• Allow time for students to receive their own
review back and to discuss the comments with
• Check answers with the class, and ask students to their partner.
explain what extra detail is given (I mean: explaining
they didn’t fall out; To be honest: explaining that he felt
• Allow students time to make any further
amends to their review.
let down; Basically: explaining that he wants to support
Joe) or what the new topic is (Well, that’s enough Further practice
about: to say that he’s looking forward to Sally’s reply). • Writing ➔ Workbook p18
• Writing competence ➔ Teacher’s Resource Centre
Exercise 5
Homework
To give more detail about a topic: I mean, To be honest, Basically
Ask students to write a short reply to their partner’s email
To change topic: Well, that’s enough about giving advice about the problem their partner described.
Elicit examples of language used for giving advice and
6 • Students do the task. write them on the board for students to copy and use at
home. Add these if they don’t come up:
Exercise 6
You should … (+ infinitive)
1 Basically 2 Anyway What about … (+ -ing)?
3 To be honest 4 Well
Have you tried … (+ -ing)?

7 • THINK Students work individually for this task. Get online

• Remind them they can use ideas from the Ask students to go online and choose one podcast (or
Warmer as well as exercise 1 (e.g. siblings – I don’t more than one) that they would like to listen to. Ask them
get on with my sister). to tell the class why they chose that podcast.

41
www.frenglish.ru
1
2
What is the topic of the next podcast? (problems related
Project to exams)
What did they forget to do at the end? (Stop recording.)
Student’s Book pp34–35
Exercise 1
Lesson aims Students prepare and create a podcast, Friends who have fallen out and don’t speak to each other anymore.
using appropriate grammar and vocabulary as well as A girl who has had problems working with other classmates. They don’t listen to her.
demonstrating empathy.

Warmer STEP 1: THINK

Ask students to look at the Graphic organiser for this unit
on p118. Give them five minutes to discuss with a partner
2 • Refer students to the model podcast script
what they learnt about friendship and what they enjoyed on p35.
most about the unit. • Remind students not to worry about unknown
words but to read for the main idea or purpose
of each paragraph.
WDYT?
What personal characteristics help
us to get on with others?
Exercise 2
Point out to students that this is the same WDYT?
question that they were asked at the beginning of 1 b  2 a   3 d   4 c
the unit.
Give students time to look through the unit and their 3 • If possible, place less confident students with
notebook to reflect with their partner on the useful two more confident students for this task.
language they have learnt that can help them answer • Allow groups a few minutes only to choose two
this question. friendship problems. Point out that they don’t
Then ask them to think about the different topics need to be real. You may wish to encourage
surrounding friendship that they have learnt about in students to stick to entirely false scenarios to avoid
the unit: subsequent discussions becoming too personal.
Positive and negative personal characteristics (pp24–25)
An online article about doppelgängers (p27) STEP 2: PLAN
Types of friends (p29)
4 • Read the proverb aloud, then give students time
How many friends we need/want (p29) to read the Super skills tips by themselves.
The charity Post Pals (p30)
• Ask students to discuss each of the three
How to reach an agreement in a discussion with a questions in pairs for one minute.
friend (p31)
Ask students if the different topics have prompted them
• Elicit any ideas students have about what
to think about their own relationships and how they empathy means.
get on with people in a different way and, if so, how. • Explain the proverb if necessary.
• Ask students to find the word you or your in
each Key phrase. Tell them this shows that the
TASK
speaker is valuing the other person’s position
Read through the task and learning outcomes as a class.
or viewpoint.
Tell students that they are going to use their ideas from
the WDYT? discussion to prepare their podcast. 5 • Drill the phrases, using suitable intonation.
Tell students that they will discuss the meaning of Tell students that intonation is another way of
empathy later in the lesson. expressing empathy. (See the box below.)
ABCD
1 See the videoscript on p140. Intonation for empathy
• Before the task, ask students to look at the Tell students that changing the pitch of your voice to a
photo. Elicit what equipment the students have lower tone and/or speaking slightly more slowly can help
in front of them. (microphones) speakers express empathy. This change in intonation
shows the speaker is sincere and is trying their best to
• Follow-up questions: understand the other person’s point of view.
(You will probably need to write these on the
board and allow students to watch the video a • Allow students to take turns practising saying
second time.) the Key phrases in their groups.
What do they do at the beginning of the podcast? (They
check the material and discuss the plan for the show.)
6 • Students do the task. Check they are using the
tips and the Key phrases.

42
www.frenglish.ru
 2
1
STEP 3: CREATE
7 • Ask students to read the questions in the Final 2
1 FINAL REFLECTION
reflection and to think about these as they plan
and record their podcast. Give groups time to • Ask students to answer the questions individually
practise and to make any changes. first and then to compare answers with their
group, as most of the questions relate to the
8 • Tell students that there are many examples group’s collaborative work. Encourage students
of free software (and also free web hosts) to give reasons and examples to support their
available online which students can use to edit answers. For example: We followed the instructions
their podcast. very carefully.
• If students have chosen a neutral or frowning
STEP 4: PRESENT face, ask them what they think they can do
differently next time to improve. Remind
9 • Tell students which way you would like them to students that there is a project in each unit,
present their podcast, i.e. through the host site so they can aim for improvement with Unit 3’s
or played as an audio file. project. Point out, too, that there will likely be
10 • Peer review Ask students to make notes for many other opportunities in the students’ lives
each question as they listen to the podcasts. for them to utilise empathy, and they should aim
to do so when they can.
• Alternatively, choose just three groups’ podcasts
to listen to, and have groups take turn listening
to each of the podcasts, e.g. Group 1 listens to Beyond the task
Podcast A while Group 2 listens to Podcast B and • Write the categories on the board and elicit examples
Group 3 listens to Podcast C, then the groups from the class.
each listen to a different podcast.
Further practice
• Ask students to answer questions 1 and 2 after • Super skills ➔ Workbook p18
listening to each podcast, so that they can give
feedback and ask questions at the end. Homework
Ask students to choose a problem from the unit
• Only ask students to name those that they gave (e.g. the fake bestie p29, being in hospital p31, the
a 4 or a 5 to. end of a friendship p32) and then complete each of
the Key phrases on p34 with a suitable ending for the
Model project problem chosen.
Layout: The model on p35 shows a script for a podcast
called Teen Life. The podcast script has four parts and
starts and ends with some music. The podcast script End-of-unit further practice 2
1
shows who will speak in the different parts of the
podcast. There are sections of the script missing – it • Social and emotional competence ➔ Workbook
demonstrates the structure of the podcast, but doesn’t pp70–71
include the specific emails and consequent discussions • Exam trainer ➔ Workbook pp84–94
(these can be found on the video and in the full • Progress test (standard and higher) ➔ Teacher’s
videoscript). Resource Centre
Text: There are four main parts to the podcast script. The • Communication games ➔ Teacher’s
first part is an introduction: it includes the name of the Resource Centre
podcast, the name of the presenters and the topic of the
• CLIL and Culture worksheets ➔ Teacher’s
podcast. The second part introduces a guest and includes
Resource Centre
a discussion about the first email/problem. The next part
is a discussion about the second email/problem. The final • Evaluation rubrics ➔ Teacher’s Resource Centre
part is a conclusion: the co-host repeats the name of the • Wordlists ➔ Teacher’s Resource Centre
podcast, reminds listeners about the next podcast and • Student’s Book audio and audioscripts ➔
thanks people for listening. Teacher’s Resource Centre
Language: The speakers use suitable language to • Workbook audio and audioscripts ➔ Teacher’s
introduce the podcast (Welcome to …), people (we’re Resource Centre
going to talk with …) and a new section (Now, we’ve time • Workbook answer key ➔ Teacher’s Resource
for …). They also conclude the podcast with suitable Centre
language (You’ve been listening to … Catch up with us
again … Thanks for listening!).
When discussing the problems in detail (not in the script),
speakers will use Key phrases to express empathy.

43
www.frenglish.ru
 3 Mysteries

Vocabulary
Student’s Book pp36–37 Extreme adjectives ABCD

Lesson aims Students learn how to use vocabulary for • Extreme adjectives are words that give an extra
describing things and how people feel. emphasis to something, e.g. angry is a normal
adjective, while furious is an extreme adjective that
Warmer describes when someone is really angry.
Books closed. Write the letters Y E M S Y R T on the board. • When we use extreme adjectives, we can say
Ask students to unscramble the letters and identify the really or absolutely but not very, e.g. He was really/
word. (mystery) If you like, write on the board: If something absolutely furious.; He was very furious.
can’t be explained, it’s a m _ _ _ _ _ _. Check or clarify the
meaning, if necessary. 2 • Clarify to students that they can choose more
Ask students what they think of when they see or hear than one word for each photo and that some
the word mysteries, e.g. strange, afraid, big. Write students’ words might be used multiple times.
suggestions in a word cloud on the board. You can use Reinforcement Allow less confident students
them for the WDYT? discussion below. to work with more confident ones.
• Ask the questions with the whole class and
WDYT? What makes a good mystery? encourage them to say as much as they know
about each photo.
If you did the Warmer, discuss with students the
words from the word cloud that can be used to talk • Share the information in the Culture note with
about a good mystery. the class.
Discuss with the class any ideas they have. Encourage Exercise 2
them to explain their ideas and point out there is no
‘right’ answer. A – dark matter B – Kryptos sculpture C – a pyramid
Remind students that they will return to this D – Aztec sun stone E – crop circles
question at the end of the unit to see how their ideas
have developed.
Culture note
A Dark matter is material that cannot be directly
Extreme adjectives observed, which does not emit light or energy. Scientists
calculate that around 80% of the mass of the universe
1  rainstorm with the class any extreme adjectives
B is dark matter. It is a mystery because scientists have
they remember. been unable, so far, to prove its existence, although
from observing the movement of the stars, they are sure
• Drill the pronunciation of the extreme
it exists.
adjectives. Pay attention to correct word stress.
B Kryptos is a 4-m-high metal sculpture by James
• Check the answers with the class by writing two Sanborn. It was installed in the grounds of the CIA (Central
lists on the board and asking students to give an Intelligence Agency) Headquarters in 1990. The 1,800
example sentence to show the meaning. characters contain messages in code. Three of the four
sections have been solved, but the final section still
Fast finishers remains a mystery.
Have students write the normal adjective that goes with C There are pyramids in many different countries
each extreme adjective, e.g. tired – exhausted. Then around the world, and scientists have investigated
students share them with the class. how ancient people could have built these huge very
(good/interesting – amazing, old – ancient, bad – awful, precise structures. There is a lot of mystery about their
happy – delighted, tired – exhausted, cold – freezing, big – origin and function. Although perhaps the most famous
huge, small – tiny, memorable – unforgettable) pyramids are in Egypt, the photo shows a Mayan pyramid
in Guatemala.
Exercise 1 D The Aztec calendar stone or sun stone was carved
from lava during the 15th century, and it was found buried
1 awful, delighted, exhausted in Mexico City 300 years later. It is huge – about 4 metres
2 amazing, ancient, awful, freezing, huge, tiny, unforgettable across – and weighs about 24 tons! Although scientists

44
www.frenglish.ru
 3
1
don’t know exactly how it was used, they do know that it Extra activity
predicts solar eclipses.
Write the five groups in the Pronunciation box above in a
E Crop circles are strange patterns, often circular in design, list on the board, without marking the stress. Go through
that appear mysteriously in farmers’ fields. Most occur in each word and ask students to tell you the number of
Britain, but there have been crop circles in other countries. syllables and the stress, then mark it on by underlining.
Nobody knows for sure who or what makes them, but
Students copy the list into their vocabulary books.
there have been many theories about their origin. The
image in the Student’s Book is of crop circles in Slovenia. If you like, ask students to add more words to each group.

5 • Students do the task.

Descriptive adjectives • Nominate some pairs to feed back to the class
3  Read the Teens recommend text on p37 with the about the books and films they discussed.
class or nominate different students to read out 6 19 See the audioscript on p132.
a sentence or section each.
• Before listening, check students understand
• Allow students to use dictionaries if you like. the task.
Then check the meaning of the words with
• Tell students they will listen twice: the first time,
the class. students should identify which four things the
• Drill the nine adjectives in bold with the class. speakers talk about and in what order.
Extra activity • After checking answers to the first part of the
Students work in pairs or small groups and say which of
task, ask students what they should listen for
the three recommendations for a good mystery book or the second time (which adjectives they use to
film they think is most interesting, explaining their reasons. describe the things).
• Pause the recording after each speaker to allow
4 • Students do the task. students time to make notes.
Challenge Students cover the definitions and Reinforcement Tell students speaker 1 uses
give definitions for any of the words they know three adjectives, and speakers 2, 3 and 4 all use
before reading the definitions given. two adjectives.
• Do the pronunciation exercises in the • When checking answers to the second task, ask
Pronunciation section on p128, which covers students if they agree with the speakers.
words from exercises 3 and 4.
Fast finishers Exercise 6
Fast finishers write definitions for the words in 1 A – dark matter (puzzling, curious, dramatic)
bold (frightening, thrilling, original, etc.) in the Teens 2 E – crop circles (frightening, fascinating)
recommend text. 3 B – the Kryptos sculpture (thought-provoking, entertaining)
4 C – a pyramid (curious, disappointing)
Exercise 4
1 disappointing 2 unbelievable 3 entertaining
4 dramatic 5 puzzling VIDEO SKILLS

ABCD
Pronunciation 7 See the videoscript on p140.
• Remind students that when they learn new words, • Play the video without sound for students
they should mark the stress – they should underline to focus on the scenery.
the stress when they record a new word and write
the number of syllables, e.g. amazing (3). This is • Write the following numbers on the board
particularly important in long words. and elicit what they refer to: 7,000 (km from
• They should also mark silent letters or syllables – a New Zealand to Rapa Nui), 1,000 (almost 1,000
good way to do this is to put brackets round the statues all over the island), 8 (the bodies are
silent letters or syllables, e.g. (k)now, choc(o)late, etc. probably 7 or 8 metres underground).
1 syllable: thought • Follow-up questions:
2 syllables: thrilling, fright(e)ning, puzzling Why are they popular icons? (their expressions
3 syllables: amusing, dramatic, curious, inspiring, provoking and size)
4 syllables: original, realistic, fas(c)inating, What can be found under the sea? (a replica of a
disappointing, entertaining
Moai statue that was used in the film Rapa-Nui)
5 syllables: unbelievable

45
www.frenglish.ru
1
3

8 • Students ask and answer the questions Reading and critical

in pairs.
thinking
• Nominate pairs to share their ideas for
questions 2, and elicit more opinions from Student’s Book pp38–39
the rest of the class.
• Elicit from students where in the world Lesson aims Students learn about two modern mysteries,
they would like to visit and where they practise guessing meaning from context and try to solve
a mystery.
learnt about that place.
Warmer
Give students the normal adjectives and ask them to come
Exercise 7 up with the extreme adjective equivalent from last class:
Suggested answers: beaches, cliffs, rocks, green fields with grass and palm trees, (good/interesting – amazing, old – ancient, bad – awful,
hills, mountains, the sea and marine life happy – delighted, tired – exhausted, cold – freezing,
big – huge, small – tiny, memorable – unforgettable)
Exercise 8 Then ask: Which adjectives would you not use to describe the
two photos on p39?
1 c
2 Suggested answer: There is a lot of green which is a colour associated with
relaxation, calm, tranquillity, growth, freshness and reflection. A magazine article
3 Suggested answer: people who are interested in travel, history, nature
and anthropology
1 • Students do the task. Remind them that
predicting from titles and photos will help
them read the texts.
Culture note
Rapa Nui, also known as Easter Island, is located in the Pacific • When checking answers, listen to their ideas,
Ocean. It is home to almost 1,000 large statues, most of which but do not confirm or correct them until after
were carved in volcanic rock. They weigh about 86 tons and exercise 2.
are about 10 m tall. The first statues date from about 700 CE. Exercise 1
Further practice They are both mysteries.
• Vocabulary ➔ Workbook p20
• Vocabulary ➔ On-the-Go Practice 2 • Read the options with the class and then
students discuss them in pairs.
• Vocabulary worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre • Nominate different pairs to say what they think.
• Pronunciation ➔ Student’s Book p116 Encourage them to explain their ideas as fully
as possible.
Pronunciation p116 Exercise 1 • Give students a time limit, e.g. one minute, to
amazing 3 amusing 3 curious 3 disappointing 4 dramatic 3 scan the texts and check their guesses. Make
enjoyable 4 fascinating 4 inspiring 3 original 4 realistic 4 sure they are scanning, not reading every word.
unbelievable 5 unforgettable 5
Exercise 2

Pronunciation p116 Exercise 2 Text A d   Text B d

••• (3(3 syllables):

syllables): curious
••• amazing, amusing, dramatic, inspiring
Subskill: Guessing meaning
•••• (4(4 syllables):
syllables): fascinating
•••• enjoyable, original When students read, they are likely to come across words
•••• (4 syllables): disappointing, realistic they do not know. Remind them that after following the
••••• (5 syllables): unbelievable, unforgettable steps in the Student’s Book, they can then check their
guesses in a dictionary. They should practise guessing
Homework meaning every time they read.
Ask students to write a short description of one or two of Point out that it is not necessary to understand every word
the photos, including at least four of the new vocabulary in a text to understand its general meaning. Checking
items from the lesson. every single new word in a dictionary can make reading
laborious and doesn’t help students practise for real-life
situations when they don’t have access to a dictionary.

46
www.frenglish.ru
 3
1
3 • Word work Ask: How can these steps help you about the figures is that they might be the work of …
Ego Leonard but he hasn’t confirmed if this is true so b is
guess the meaning of a word?
not possible and the correct answer is a.)
(They help you focus on using what you do know and
can find out from the text to work out the meaning.) Exercise 5
• Students find the words in the texts and then do 1 a (text A, line 3) 2 b (text A, lines 5–6) 3 a (text A, lines 8–9)
the exercise. 4 b (text B, line 2) 5 a (text B, lines 12–14)
Reinforcement Students work in pairs.
• When checking answers, ask what helped them Extra activity
guess correctly. Students work in pairs and write three to five
comprehension questions about the text. They swap with
• Remind them to use these steps with new words
another pair and answer the questions, then correct the
in any text they read.
answers together.
Fast finishers
6 • Students do the task.
Ask fast finishers to follow the steps with any other new
words in the text. Then they share their guesses with • Discuss the questions as a class.
the class.

CRITICAL THINKING
Exercise 3
1 a 2 b 3 a 4 b 5 b 6 a 1 • Understand (LOT) Give students
three to four minutes to read the second story
4 Students do the task and compare their
20 again and find the possible explanations.
answers in pairs before confirming with 2 • Analyse (LOT) Ask students to explain
the class. the two theories and say why they are/are
not possible.
• Encourage students to say where they found the
answers in the text. • 
In pairs, they think of other possible solutions
to the mystery and then share these with the
Exercise 4 whole class. Encourage students to ‘think
outside the box’ – to think of unlikely or odd
1 False – Blue dogs were seen in Mumbai, India. ideas, because sometimes mysteries do have
2 False – All the dogs were ‘street dogs’ without owners. odd explanations. They should try to be
3 False – The dye factory was only three kilometres away. creative with their thinking.
4 False – Ego Leonard is the name he calls himself.
5 True 3 • Evaluate (HOT) Students, individually or in
pairs, decide on a solution and give reasons to
justify their choice. Encourage students to be
5 • Students do the task. as creative as possible – they can choose any
Challenge Students try to answer before solution as long as they can justify it.
looking back at the text to check.
• When checking answers, ask students to explain
their choices, giving evidence from the text. Critical thinking
(1 Local people were puzzled and worried because 1 S ome people thought it was an advertising stunt, and another theory is that
they had seen the dogs, not because of the photos, the figures are the work of the artist Ego Leonard as protest about the amount
so b is not possible. The photos created international of plastic in our seas.
interest, Soon, people from all over the world wanted 2 It is not possible that they were an advertising stunt by the company Lego
to know what had happened, so the correct answer as the company have said they were not responsible. Ego Leonard hasn’t
is a. 2 The text says that nobody had ever seen dogs confirmed if he made them or not. Other solutions might be that someone
there, where there refers back to the river, so the correct else created them for a joke or a scientist created a machine to make things
answer is b. The distance between the river and dye bigger but the experiment went wrong.
factory is stated, but not as a reason for the river not 3 A solution could be that the figures fell off a ship that was transporting them
being the cause of the dogs’ colour. 3 The text says illegally. This would explain why they were found on beaches around the
the dogs must have gone in the water to cool off, world and why nobody had claimed responsibility.
meaning they were hot and wanted to get cooler, so
the correct answer is a. It doesn’t say anything about
them drinking the water, so b is not possible. 4 Since Further practice
the text says It can’t be a dramatic advertising stunt, • Reading ➔ Workbook p24
a is impossible. The text says the figures are 1.8 m tall, • The longer read ➔ Teacher’s Resource Centre
which means the same as nearly two metres tall, so the • Accessible reading worksheet ➔ Teacher’s
correct answer is b. 5 The text says that one theory Resource Centre
47
www.frenglish.ru
1
3
Homework • Additional info to share with confident students if
Ask students to imagine they saw one of the things in they ask for further clarification:
the photos (a blue dog or a giant man) and write a few n may can also be used instead of could/might, but
sentences describing what they saw and how it made it is more formal.
them feel. n  To say something is definitely not true in the
past, both can’t and couldn’t are correct, e.g.
Get online People can’t/couldn’t have painted the dogs – that’s
Ask students to go online and find out about mystery impossible. (This is covered in more detail further
shopping or mystery dining. What are they? Students down the page.)
make notes, including some speculation about what
these jobs must/might/can’t be like. 2 • Remind students to refer to the grammar box
Encourage students to show pictures, if appropriate. and rules in exercise 1 to help them.
Fast finishers

Grammar Ask students to write more sentences about the photo, e.g. It
must be daytime because it has light. The girl could be on her way
home. It can’t be winter because the trees have leaves on them.
Student’s Book p40

Lesson aims Students learn how to use modal verbs Exercise 2

of deduction and speculation to talk about the present 1 could/might, could/might 2 must
and past. 3 can’t 4 might/could, might/could
5 must 6 can’t
Warmer
Books closed. Ask students what they remember about ABCD
couldn’t
the Modern Day Mysteries article (p39). Then write these
sentences on the board: • Refer students back to the grammar table in exercise 1
1 The blue dogs can’t/must be a new species. to look again at the can’t/couldn’t sentences at the
bottom. Explain that it is possible to also use the
2 The dogs can’t/must have rolled in puddles of blue dye. past form of can’t (couldn’t) when we want to say
3 The giant man can’t/might be the work of Ego Leonard. something in the past is definitely not true:
In pairs, students choose the correct answers. Point out Lego can’t/couldn’t have made the giant figures.
these modal verbs are used to show how certain we are That’s impossible.
that something is true or happened. • Importantly, students should not confuse this with
(1 can’t 2 must 3 might) could (in affirmative) which is used to say something is
possible – can cannot be used in these circumstances.
Modal verbs of deduction Point out the could example in the exercise 1
examples box and discuss how its meaning differs.
and speculation
1 • Read the sentences as a class. 3 • Focus attention on the photo of the man and
ask questions: Does he look happy or sad? (happy)
• Students then work individually to
complete 1–4. Why? What might have happened? Listen to their
ideas but do not confirm or correct them.
• Students compare answers in pairs before
checking as a class. Share the information in the • Students do the task individually or in pairs.
language box below with the class. Challenge Students write more sentences
about the photo in exercise 2 using modals +
Exercise 1 past forms.
1 definitely 2 possibly 3 definitely not 4 present, past
Exercise 3

Modal verbs of deduction and speculation ABCD 1 can’t/couldn’t have had 2 might/could/must have won
3 might/could/must have got 4 might/could/must have heard
• Explain that when looking at evidence and wanting 5 might/could have asked, must have said
to say one’s certainty that something is true or
not true, the modal verbs must, might, could and
couldn’t are used.
• Deduction is thinking like a detective to reach a
logical conclusion, and speculation is guessing
about something.

48
www.frenglish.ru
 3
1
4 • Look at the photo with the class and encourage
them to make speculations and deductions Vocabulary and
•
about it (without reading the text).
Students do the task.
Listening
Exercise 4 Student’s Book p41
1 might/could be Lesson aims Students learn and use adverbs of manner,
2 might/could be place and time and learn how to use key words to predict
3 must like when listening.
4 can’t be
5 can’t/couldn’t have taken
Warmer
6 might/could be
Play Snowman to practise personal qualities vocabulary
7 might/could have done
from p24.
(See Activities bank, p7, for full instructions.)
5 • Read the puzzle with the class and explain that
(Suggested vocabulary: honest, loyal, mature,
they can ask you as many yes/no questions as
reliable, sociable)
they like.
• Put the class into groups and allow them two to
Adverbs of manner, place
three minutes to speculate about the situation
and note down any questions they have. and time
• Answer the questions, but if someone asks a 1 • Read out the title and ask: What are adverbs?
Wh- question, remind them they can only ask (words or expressions that give more information about
yes/no questions. or modify the verb)
• If necessary, give other clues to help them think • Read the sentences and elicit what the words in
of questions: bold in the examples are. (adverbs)
If there were other people in the lift, he went all the way
to the top floor. • Students do the task, in pairs if you prefer.
There was a physical reason why he pressed the button • Read the box below and answer any questions.
for the fifth floor. Ask students to make notes about the position
• If nobody guesses, explain the answer. of each type of adverb.

Exercise 5 Exercise 1

The man was very short. In the evening he pressed the button for the fifth floor 1 place 2 time 3 manner
because he couldn’t reach any higher, so he had to get out and walk.
ABCD
Where does the adverb go?
Further practice
• Grammar ➔ Workbook p21 • Adverbs of manner and place usually come after the
main verb:
• Grammar reference and practice ➔ Teacher’s Resource They drove slowly.
Centre
• However, when the verb has an object, the adverb of
• Grammar ➔ On-the-Go Practice manner comes after the object (or it can also come
• Grammar worksheets (basics, standard and higher) ➔ before the main verb):
Teacher’s Resource Centre He touched the book carefully. He carefully touched the
book. He touched carefully the book.
Homework
Students choose a photo and write at least three sentences
• Most adverbs of time go at the start or end of
the clause:
making deductions and speculations about it, e.g. the
We saw it yesterday.
photo on p42.
Today, I read the book. / I read the book today.
• However, some usually come before the main verb.
These include just, already, ever, never and eventually:
Have you ever seen that film?
I’ve just seen it.

2 • Before reading, have students describe the

photos and what the objects are.
• Students read and complete the text.

49
www.frenglish.ru
1
3
• Give students time to find any additional Challenge On the second listen, ask students
adverbs in the text. to make notes of interesting points.
Reinforcement Tell students to look for two
Exercise 5
adverbs of time and two adverbs of manner.
1 False – There are drawings of plants, people and scientific ideas.
Exercise 2 2 True
3 False – It first became famous when Wilfrid Voynich bought it in 1912.
1 quickly 2 inside 3 in 1912 4 False – Da Vinci can’t have written the book because it was written before he
Adverbs of manner: smoothly, well was born.
Adverbs of time: around 100 BC, in 1900 5 True
6 False – The Ardic family say they have decoded about 300 words.

A podcast 6 • Students do the task.

Subskill: Using key words to predict
Extra activity
Knowing and thinking about the key words before
listening will give clues about the topic and content of the In pairs, students role-play the interview, using what they
listening text. Even if the predictions are wrong, having have learnt/can remember.
ideas to check is better than no ideas at all.
Further practice
3 • Explain the podcast is about the Voynich • Vocabulary ➔ Workbook p22
manuscript (in exercise 2). Ask: What do you • Vocabulary ➔ On-the-Go Practice
remember about it? (Suggested answers: It is • Vocabulary worksheets (basics, standard and higher) ➔
written in an unknown language. Nobody knows if it is Teacher’s Resource Centre
a lost language or a code. The manuscript was bought
by Wilfrid Voynich in 1912.) • Listening ➔ Workbook p25
• Listening worksheet ➔ Teacher’s Resource Centre
• Read out the key words in the box and check
meaning as necessary. Homework
• Do an example with the class. In question 1, Ask students to write example sentences about their
the answer is probably b because the key week using adverbs of manner, place and time to show
the rules for word order.
words include code, decode and mysterious so it
probably isn’t a language like Latin.
• Discuss the answers by asking different students Grammar
what they think. Encourage them to give
reasons. Listen to their ideas but do not confirm Student’s Book p42
or correct until after exercise 4.
Lesson aims Students learn how to use the past perfect.
Exercise 3
1 b – key words include ‘unknown language’ (so it can’t be Latin) and ‘code’ Warmer
so perhaps the language is in code and nobody knows anything about it. Books closed. On the board, write randomly in a word cloud:
‘Mysterious’ is also a key word, so not a language people know. I looked at my phone I got dressed I had breakfast
2 a – key words say ‘solve’ and ‘experts’. b is unlikely to be correct as it is not Tell the class these are three things you did this morning. Ask
linked to key words. what order you did them in. Explain that when we only use
3 a – key words include ‘partially’ and ‘decode’, so it is possible. If ‘partially’ the past simple tense, the order of events is not indicated.
wasn’t a key word, then b could be correct.
Then write: I got dressed after I had looked at my phone. Ask:
Which thing happened first? How do you know? (I looked at
4 21 See the audioscript on p132. my phone happened first because it is in the past perfect.)
• Students do the task. Remind them to listen for
the answers to the questions in exercise 3. Past perfect
• Check the answers. Ask if anyone changed their 1 • Read the example sentences to the class.
answers after listening and why. Ask which tense the verbs in bold are (past simple)
5 • Before listening again, give students time to and which tense the verbs in blue are (past perfect).
read and answer true/false questions.
• Students do the task.
• Play the recording and ask students to check
• Answer any questions and then share the
or revise their ideas, before comparing in
information in the box below with the class.
pairs. Encourage them to give reasons (see
underlining in the audioscript for guidance). • Have students read the box about the short form
of had, and share the last part of the box below.
50
www.frenglish.ru
 3
1
• On the board, write: Challenge Students first cover up the options
I’d seen the film. I’d love to see that film. and try to work out the possible answers. Then
Ask: What is ’d short for in each sentence? (I’d seen = they check their ideas.
I had; I’d love to see = I would)
• Monitor while students complete the task,
Exercise 1 helping as necessary.
1 before 2 after 3 had
Exercise 4
1 b 2 a 3 a 4 b 5 b 6 a 7 b 8 a
Past perfect ABCD

• Explain to students that when talking about

two or more actions in the past, the past perfect Research
can be used to clearly indicate the sequence of
event. Compare: Allow students time to do research by themselves and
answer the questions.
I got to the bus stop. The bus left.
Then ask students to share what they have found.
I got to the bus stop after the bus had left. (I didn’t get the bus.)
Reinforcement Any students struggling to find
After I had got to the bus stop, the bus left. (I got the bus.)
or understand explanations can come up with their
• In the first sentence, it is not clear in which order own theories.
the things happened. However, by using the past
perfect in the second and third sentences, the order
of events becomes clear. Further practice
• Grammar ➔ Workbook p23
2 • Students do the task. • Grammar reference and practice ➔ Teacher’s Resource
• Read the Time expressions box with the class and Centre
elicit examples to write on the board. • Grammar ➔ On-the-Go Practice
Exercise 2 • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
1 hadn’t heard 2 had looked 3 hadn’t thought 4 had, learnt
• Pronunciation ➔ Student’s Book p117
3 • Look at the photo with the class. Before they read, Pronunciation p117 Exercise 1
ask: What do you know about these statues? Where
are they? Why are they a mystery? We only stress had in the negative.

• Remind students to use the box in exercise 1 to

Homework
help them as they work through the task. Ask students to write three to five sentences about their
day using the past perfect.
Exercise 3
1 arrived
5 moved
2 had never seen
6 used
3 made
7 had already done
4 After
8 after Real-world speaking
Student’s Book p43
Extra activity
Lesson aims Students learn and practise Key phrases to
Write the questions below on the board and ask students
express certainty and doubt.
to complete them with the past simple or past perfect
form of the verbs in brackets. Check the answers, then
students ask and answer in pairs. Warmer
Books closed. Mime not being able to find an object (e.g.
1 What ___ (you/already/do) this morning before you ___ your mobile phone) and looking for it. Students watch
(come) to school? and guess what the situation is.
2 ___(you/study) English before you ___ (start) at this school? Tell students that this lesson is about losing things.
3 ___ (you/meet) your best friend before you ___ (be) ten
years old?
4 What ___ (you/do) yesterday evening before you ___ (go)
Expressing certainty
to bed? and doubt
(1 had you already done, came 2 Had you studied,
started 3 Had you met, were 4 had you done, went) 1 • Books open. Clarify the difference between
losing something and misplacing something
4 • Ask students to look at the image and speculate (misplacing is generally less permanent – it is
about what might be happening. likely it will turn up).

51
www.frenglish.ru
1
3
• Discuss the questions with the class. Encourage • Also ask students to look at the Real-world
students to give full answers. grammar box at the bottom of the page. Check
2 Before the task, look at the photos with the class, students understand the use of modal verbs of
then students read the questions and try to guess speculation and deduction here, and refer back
the answers. Check they know the meaning of to the Grammar lesson on p40 if necessary.
locker (= a wooden or metallic cupboard to store • Ask students to practise the dialogue in pairs,
personal things like books and clothes). using the correct intonation. Allow plenty of
• Play the video and allow students to compare time to swap parts and read again.
answers in pairs before checking with the class. Exercise 4
• Follow-up questions: I’m not absolutely certain.
(You will probably need to write these on the You definitely didn’t use them then.
board and allow students to watch the video a
They might be in your bag.
second time.)
I’m sure they’re not there.
Did Sam use his headphones at lunchtime? (No, he
didn’t because he was at film club.) I wonder if they’re in your locker?
How does Sam know they aren’t in his bag? (He has I doubt that they’re there.
looked in his bag three times.) Well, maybe they’re in your pocket.
What was Sam doing on the way to school? (talking Perhaps I didn’t!
to Alex)
5 • THINK Encourage students to help their friend
Exercise 2
think of where they might have left the item.
1 He can’t find his headphones.
2 They think he might have left them at home.
• PREPARE Remind students to use at least
two phrases from each category in the Key
phrases box.
3 • Nominate two confident students to read aloud
the dialogue, ignoring the gaps. • PRACTISE Before students begin practising,
encourage them to read through the Peer
• Ask students if Sam finds his headphones (no)
review section in exercise 6, so that they know
and if he brought them to school. (maybe)
what their classmates will be looking and
• Students do the task and compare answers listening for when they perform.
in pairs.
• Monitor while students do the task, and
• Play the video again for students to check their encourage students to use the intonation
answers before confirming with the class. practised in exercise 4.
Fast finishers • PERFORM When watching their peers,
Fast finishers try to add one to two more suggestions from encourage students to think carefully about
Julia about where the headphones might be and answers each Peer review question in exercise 6 and to
from Sam. make notes.
Reinforcement If students are performing in
Exercise 3 class, they can use their written dialogues to
1 lunchtime  2 bag  3 books  4 always  5 school help them.
6 • Peer review After each performance, ask the
4 • Direct students to the Key phrases box and give class to share their answers. The students who
them time to read the phrases. performed can confirm or correct the answers.
• Quickly ask students: How many categories of Further practice
phrases are there? (two) • Speaking ➔ Workbook p25
• Ask: Are there any phrases you don’t understand? • Phrasebook ➔ Student’s Book p123
Give students the chance to brainstorm as a
Homework
class any they don’t understand. Help with those Ask students to rewrite the dialogue, replacing the Key
they can’t decipher between them. phrases with other ones and replacing other words and
• Drill the Key phrases, encouraging students to phrases, e.g. changing headphones to schoolbag.
be as expressive as possible.

52
www.frenglish.ru
 3
1
• Point out that every time they write a narrative,
Writing they should make notes about the answers to
these questions before they start writing. This
Student’s Book pp44–45 will help them prepare their story.
Lesson aims Students practise writing a narrative. Exercise 2
1 Sam and Rachel
Warmer 2 in a village somewhere
Books closed. Write A mysterious stranger on the board 3 In the future. It says ‘During the Fall we lost technology, medicine, machines’
and tell students that this is the title of a story that they so it probably happens after our time. ‘The Fall’ seems to have been some kind
are going to read the first part of. Write four to five events of disaster.
from the story in mixed order and ask students to decide 4 A mysterious boy arrives and things in the village start to get better.
on their order: 5  Rachel hears the mysterious boy singing a strange kind of music and hears
a The stranger never spoke. him ‘speak’ – but he doesn’t speak out loud.
b A girl heard some strange singing.
c Someone knocked on the door in a snow storm. Subskill: Making your writing more
d There was a catastrophe that affected all technology. interesting
e Someone surprisingly got better after an illness. Explain to students that when they write a narrative, it isn’t
Share ideas but do not confirm answers at this stage. only the story plot that matters. Readers will be put off if
the language is repetitive and will find it less interesting.
A narrative To engage the reader, they should use as broad a range of
language as possible.
1 • Ask students to quickly read the story and As well as the ideas mentioned in the Student’s Book,
check their guesses from the Warmer. suggest that students add dialogue. This ‘breaks up’ the
(1 d 2 c 3 a 4 e 5 b) text and can be used to show character and move the plot
• Feed back with the class, pointing out that the forward. This can also be people’s thoughts.
correct answer is not the order in which they Then he spoke. (He said hello and smiled. ➔) ‘Hello, Rachel,’
are reported in the story, but the order in which he smiled.
they happened. Ask: How is the story different to I looked around but I couldn’t see anyone. (I didn’t know where
what you imagined? they were. ➔) ‘Where is everyone?’ I wondered.

Reinforcement Allow students to work in 3 • Students do the task.

pairs and remind them not to worry about any • Check with the class.
unknown words for this task. Challenge Ask students to suggest
• Students do the task. Point out that this paragraph alternatives from the text for each of the
plan works for all narratives of this type. examples they gave in exercise 3.
• Follow-up questions:
Why did Rachel think the boy must have walked a long Exercise 3
way? (He looked exhausted.) Suggested answers:
Why did she call the boy ‘Sam’? (because he never descriptive adjectives: huge, fascinating, frightening, curious, exhausted
spoke, so she invented a name for him)
dialogue: ‘But he can’t be from the north!’
What was ‘the Fall’? (some kind of worldwide
disaster, etc.) different tenses: saw (past simple), was walking (past continuous),
had come (past perfect)
Exercise 1 modals of deduction and supposition: must have walked, Could he have done
1 the middle paragraphs (2–5) adverbs of manner, place and time: manner: hard, quickly, clearly
2 the last paragraph place: outside, there
3 the first paragraph time: When, During, One day

Extra activity 4 • Read the example and check students

understand the task. Tell them to tackle one task
Students work in pairs and take it in turns to retell the
story from Sam’s point of view. Encourage them to add at a time.
any extra details they want. • If you like, do the matching of words in the
box and underlined adjectives with the whole
2 • Give students time to read the story again and class first.
answer the questions. They can underline the • Students complete both parts of the task.
parts of the text that give the answers.

53
www.frenglish.ru
1
3
Exercise 4 • PREPARE Remind students to look at the
paragraph plan before organising their notes.
2 We were delighted to receive an unexpected present.
3 When I touched the curious box, it was freezing. • Monitor and assist by checking students are
4 My story about a mysterious box is unforgettable. following the paragraph plan.
5 After these unbelievable events, we were exhausted. • WRITE Before writing, refer students to the
6 The strange box looked ancient. four questions in the CHECK section plus
the Peer review questions in exercise 8. Ask
Extra activity them to make sure they take these points into
Students write three to five more sentences using the consideration when writing.
extreme adjectives from the box and the adjectives from • CHECK When students have finished writing,
the Vocabulary lesson on p36. If you like, they can use the ask them to answer the four questions. If
photograph on p44 to help them think of ideas.
necessary, give students a few more minutes to
self-correct their narrative.
5 • Do the first sentence as an example with the class.
8 • Peer review Put students into pairs for
• Students do the task. this task.
Exercise 5 • Ask students to read their new partner’s
1 As Alex touched the box, his heart beat fast.
narrative and answer the four questions.
2 One cold dark evening, someone knocked on the door, so I opened it. • Allow time for students to receive their own
3 When we saw the box, we didn’t know what to do. review back and to discuss the comments with
4 After I (had) opened the box, something unexpected happened. their partner.
5 While we were looking at the box, we heard a strange sound.
• When answering the question about whether
they like the story, remind students to give
Fast finishers positive feedback as well as negative and to
Students join each pair of sentences in as many different think about providing constructive negative
ways as they can, e.g. When Alex touched the box, his heart feedback, i.e. feedback that gives the writer
beat fast./After touching the box, Alex’s heart beat fast. One something to improve on.
cold dark night, I opened the door after/because someone
had knocked on it. • Allow students time to make any further
amends to their narrative.
6 • Students do the task and compare in pairs. Further practice
• Check answers with the class, praising correct • Writing ➔ Workbook p26
word order and use of students’ own ideas. • Writing competence ➔ Teacher’s Resource Centre
Exercise 6 Homework
Suggested answers: Ask students to write the next episode to the story on
As Alex touched the box gently, his heart beat fast. p44. Remind them that this doesn’t have to finish the
story – it should just be the next section.
One cold dark evening, someone knocked loudly on the door, so I opened it.
After I’d opened the box slowly, something unexpected happened. Get online
While we were looking carefully at the box, we heard a strange sound. Ask students to go online and find the names of some
famous mysterious stories – what are they about?
7 • Look at the photo with the class and ask
students to describe the box. Ask: What do you
think is inside? How would you feel if you received Project
this box? Students note down their ideas.
• Read the text with the class and check Student’s Book pp46–47
students understand.
Lesson aims Students prepare and create a scene from
• THINK Students work individually for this task. a mystery story or film, using appropriate grammar
Make sure they understand they have to answer and vocabulary as well as a variety of creative thinking
all the questions in exercise 2. Monitor and help techniques. They film their scene or act it out in class.
with answering the questions as necessary.
Warmer
Reinforcement Remind students who find
Ask students to look at the Graphic organiser for this unit
creative thinking hard that they are only writing on p119. Give them five minutes to discuss with a partner
the start of a story. They don’t need to create a what they learnt about friendship and what they enjoyed
whole story or have all the answers. most about the unit.
54
www.frenglish.ru
 3
1
• Remind students not to worry about unknown
WDYT? What makes a good mystery? words but to read the script and find examples
Point out to students that this the same WDYT? of the features.
question that they were asked at the beginning of Reinforcement Tell students there is only
the unit. one feature that is not in the script in the
Give students time to look through the unit and their Model project.
notebook to reflect with their partner on the useful
language they have learnt that can help them answer
• When checking answers, ask about the style
used for each feature, e.g.:
this question.
How do you write descriptions of where/when things
Then ask them to think about the different topics related happen? (in capital letters, in brackets)
to mysteries that they have learnt about in the unit: How do you write notes about actions?
The pictures of various mysteries in the Vocabulary (in italics, in brackets)
lesson (p36–37)
An magazine article about two modern-day mysteries (p39)
• Point out that using different styles and fonts
makes the film script clear and easy to follow.
Two mysterious objects: the Antikythera mechanism and
the Voynich manuscript (p41) • Go through the Model project notes with the
The moai and fish rain (p42) students.
A mystery story (p44) Exercise 2
Ask students to share with the class how their
thoughts about a good mystery have developed full descriptions of costumes, details of how the characters should say each line
since the beginning of the unit. Have them
consider what the elements of a good mystery are, STEP 2: PLAN
is it intrigue/mystery, scariness, the fact that many
mysteries remain unexplained, etc.? 3 • Allow pairs a few minutes to discuss the
questions together.
TASK Exercise 3
Read through the task and learning outcomes as a class.
1 C harles and Marie enter the cell at the beginning. At the end, they try to
Tell students that they are going to use their ideas from
escape with the prisoner.
the WDYT? discussion to prepare their film script.
2 The reader doesn’t really know what’s happening. The prisoner is wearing a
Tell students that they will learn about different creative mask so the reader doesn’t know who he is.
thinking techniques later in the lesson.
1 See the videoscript on p140. 4 • Point out they will only be writing one short
• Draw students’ attention to the questions scene that is a very small part of a film or book
before they watch the video. After watching, ask or invent their own story.
students to discuss the questions with a partner 5 • Give students time to read the Super skills tips
and elicit answers. and Key phrases. Check meaning and briefly
• Ask the class if they have any questions about discuss how following the tips could help.
the story after watching the video and if they • Drill the Key phrases before students practise in
would like to find out what happens next. Ask if their groups.
this video would make them watch the film or 6 • Remind groups they are not telling the whole
read the book and why. story. It is important to choose a small part of
• See the Culture note for some background the story that has an element of mystery that
information about The Man in the Iron Mask. they are comfortable acting out.

Exercise 1
• Groups do the task.

Suggested answer: She could be the prisoner’s daughter, niece or sister. STEP 3: CREATE
7 • Give students time to read the How to …
STEP 1: THINK content and to think how the tips can help
with their plans.
2 • Before reading the group’s film script, read the
list of features with the class. • Ask students to read the questions in the Final
reflection and to think about these as they write
• Ask: Which of these do you think will be in the film
their film script.
script? Listen to their ideas but do not confirm
or correct.

55
www.frenglish.ru
 1
3
• Remind them to look again at the model and
use the correct style. They should also refer to 3
1 FINAL REFLECTION
exercise 2.
8 • Tell students that there are many examples of • Ask students to answer the questions individually
free software available online which students can first and then to compare answers with their
use to edit their film. (You might wish to choose group, as most of the questions relate to the
one and have everyone use the same one.) group’s collaborative work. Encourage students
to give examples to support their answers.
• Give groups time to film their scene or practise
• If students have chosen a neutral or frowning
acting it out. face, ask them what they think they can do
differently next time to improve.
STEP 4: PRESENT • Point out, too, that there will likely be many other
9 • Groups present their film or act out their scene. opportunities in the students’ lives for them to
use different creative thinking techniques, so
10 • Peer review Ask students to make notes for remembering ways they could improve their
each question as they watch the film scenes. creative thinking could help them in other areas
• Ask students to answer questions 1 and 2 after of their life too.
each film scene so that they can give feedback
and ask questions at the end. Beyond the task
• For question 3, suggest that the audience gives • Discuss the questions with the class or, if you prefer,
each scene a score out of 5. This will help them students discuss in pairs or small groups.
to choose a winner at the end. Further practice
• Super skills ➔ Workbook p26
Model project
Layout: The model on p47 shows a film script for a scene Homework
from a mysterious story. The model demonstrates how to Ask students to write a short description of the scene
style a film script correctly so that it is easy to follow. immediately before or after the scene in the model. If you
Text: Different colours and styles are used to show the like, they could write out the script.
different parts of the script: descriptions of where/when
things happen are set out in grey capital letters; blue 3
1
italics introduce each character and their appearance;
End-of-unit further practice
purple italics give information about what’s happening in
• Social and emotional competence ➔ Workbook
each scene; orange italics in brackets show what effects
pp72–73
are needed; and black bold capitals indicate who is
speaking at any time. • Exam trainer ➔ Workbook pp84–94
Language: The characters use suitable language to make • Progress test (standard and higher) ➔ Teacher’s
deductions and speculations (e.g. It can’t be./Yes, it could Resource Centre
be. Or could it be a trick?) and the language is suitable for • Units 1–3 test (standard and higher) ➔ Teacher’s
the time the film scene is set in. There are questions to Resource Centre
draw listeners in (e.g. Antoinette, my darling Antoinette, her • Communication games ➔ Teacher’s
mother?) and exclamations for dramatic effect (e.g. What? Resource Centre
No!/Help!/At least let me see your face!). • CLIL and Culture worksheets ➔ Teacher’s
There is also variety in the way lines are delivered – varying Resource Centre
tone and pauses as well as a voice-over and direct speech. • Evaluation rubrics ➔ Teacher’s Resource Centre
Culture note • Wordlists ➔ Teacher’s Resource Centre
Alexandre Dumas (1802–1870) was born in France. His
• Student’s Book audio and audioscripts ➔
Teacher’s Resource Centre
best-known works are the novels The Count of Monte Cristo
and The Three Musketeers. • Workbook audio and audioscripts ➔ Teacher’s
Resource Centre
Dumas wrote The Man in the Iron Mask in the mid-1800s.
Before that, in 1771, the French philosopher Voltaire wrote • Workbook answer key ➔ Teacher’s Resource Centre
about a real prisoner in an iron mask in the Bastille prison.
This inspired Dumas’ story.
There have been many theories about who the prisoner
really was, but this still remains a mystery.
In 1998, a film based on Dumas’ story starring Leonardo
DiCaprio was made.

56
www.frenglish.ru
 4 What next?

Vocabulary
Student’s Book pp48–49 Fast finishers
Lesson aims Students learn how to use vocabulary Ask fast finishers to add one more goal to each oval in
related to their goals, plans and aspirations for the future. the diagram.

Warmer • Have students show their diagrams to a partner

Books closed. Write the unit title on the board. Ask and discuss the similarities and differences
students to predict with a partner what they think they between their selections.
will learn about in the unit. • Then ask volunteers to make comparisons for
Then ask students to look at the images on p48 and give the class, e.g. Alice wants to rent a flat in 5–10
them a set time to describe what they can see. years’ time but I want to do this earlier.
Elicit some words from each pair and write them in a • Ensure that no negative/positive judgement is
word cloud on the board. You can use them for the laid upon students’ varying decisions by their
WDYT? discussion below.
classmates.
•
WDYT? What do you think you will be doing
in one/two/five/ten years’ time?
After checking ideas, ask students to say if there
are any things they definitely want to achieve by
Check that students understand the question
a particular age and any things they are not so
refers to the future and that it actually asks four concerned about.
different questions. Get online
Ask students to think how old they will be at each of
Ask pairs to choose two or three of the expressions from
the stages in the question. Remind them to use the
the box and research the average age for doing this in
pictures and any vocabulary they came up with in the
their country.
Warmer to help them.
Ask students to compare the average age to the age they
For each age, nominate one or two students to share
are hoping to achieve this goal/plan by and report back to
any ideas but don’t spend too much time discussing
a partner or to the class.
with the class as students consider their futures in
detail again in exercise 1. 2 Check the meaning of the unknown words.
Remind students that they will also return to this
question at the end of the unit, to see how their ideas Fast finishers
have developed. Ask fast finishers to put the new expressions in the right
places for them in the diagram on p48.
Future goals, plans and 3 • Students do the task.
aspirations 4 • Ask students to match the definitions they are
1  heck the pronunciation of the words before
C more confident with first before moving onto
students copy and complete the diagram into ones they are less sure of.
their notebooks. • Review the pronunciation of US English résumé
• Note that students can just write ‘less than /ˈrezjuːmeɪ/ if appropriate.
5 years’ time’, ‘5–10 years’ time’ and ‘more than Reinforcement Circulate while students are
10 years’ time’ in each oval, rather than the writing, and if they are struggling with any
full question. definitions, provide an example sentence with
• They can position the ovals as they wish in their the word in context.
notebooks; it is not necessary for them to be in a
Exercise 4
row or to be overlapping.
Reinforcement Allow students to look any
1 b   2 a   3 e   4 d   5 c
words up in the dictionary if necessary.

57
www.frenglish.ru
1
4
Extra activity • Follow-up questions:
(You will probably need to write these on
Ask students to use 2–3 of the words/expressions from
the board and allow students to watch
exercise 4 and to write new sentences that are true for
them. Model a few examples: the video a second time.)
What results did the girl get? (four As)
I’ve done an exchange with another student in France.
Why does she want to go to university? (She
I think an apprenticeship is more useful for me than a degree. wants to do research.)
I need to update my CV. Why do young people want to do apprenticeships
in a cyber lab? (earning a (really good) salary,
5 25 See the audioscript on p133. having no debt)
• Before listening, give students time to read 8 • When students have discussed the
through the plans in the box and write them questions, nominate pairs to share
into their notebooks. their answers with the class. Elicit other
• Remind students the person who says the opinions from the class and discuss.
word/phrase isn’t necessarily the person who • If there is time, students could investigate
plans to do it. any of the topics they wanted to know
• Play the audio, pausing after each phrase, if more about.
necessary, to give students time to write the
correct name. If you would prefer not to pause Exercise 7
the audio, tell students just to write B or A.
students queueing for their exam results, getting their exam results, comparing
• Follow-up questions: their exam results, a student being interviewed, students talking about their exam
What does Ben want to study and why? (catering results, young people working and being interviewed in a cyber lab, two parents
because he loves cooking) being interviewed
Where does he want to do a part-time job? (a café
or restaurant)
What A levels does Alice want to do? (maths, physics Culture note
and IT) Grades in the UK A Levels exams are: A*, A, B, C, D, E. An
What does she want to study at university? A* is the best possible result and an E is the worst grade
(computer science) that can be achieved.
Exercise 5 Further practice
Ben: apply for a vocational course, get a part-time job, write a CV • Vocabulary ➔ Workbook p28
Alice: go to university, do a degree, travel round the world • Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics, standard and higher) ➔
6 • Students do the task. Teacher’s Resource Centre
• When asking for feedback, encourage students • Pronunciation ➔ Student’s Book p117
to give examples relating to themselves or
their peers. Pronunciation p117 /g/ and /dʒ/ Ex. 2
/g/: degree, glider, legal, go
/dʒ/: gym, just, generation, enjoyable
VIDEO SKILLS
Homework
Ask students to think about part-time jobs, voluntary
7 See the videoscript on p141. work and exchanges and write one or two reasons why
• Before the task, elicit which options are each of these would/wouldn’t be a good idea for them to
do alongside their studies.
open to students when they finish school.
(go to university, get a job, do an apprenticeship,
travel abroad) Ask students to look at the
photo and predict what the video will
be about.
• Students do the task. After checking their
answers, elicit if their predictions about
the content of the video were correct.

58
www.frenglish.ru
 4
1
Subskill: Recognising examples
Reading and critical Explain to students that a writer will often give examples

thinking to back up or expand on a fact he/she has provided or to

make an abstract idea more concrete.
Students should appreciate that often other examples
Student’s Book pp50–51 are possible to the ones given, but the writer will have
been selective.
Lesson aims Students learn about surprising things
There are a number of ways of introducing examples in
teens can do in different countries and how to recognise
English which students should try to become familiar with.
examples in a text.
4 • Students do the task.
Warmer
Write 16 years, 17 years, 18 years on the board. Ask Fast finishers
students to say what things they can do at each age in Ask fast finishers to reword some of the examples they
their country that they couldn’t do the year before and found in the text using another appropriate phrase.
write ideas on the board under each age. Ask students
how they think these compare to other countries. Exercise 4
For example (paragraph 2, including (paragraph 3, like (paragraph 4)
An article
1 • Before doing the task, review any irregular past 5 • Students work in pairs to ask and answer the
questions. Encourage students to use phrases
participles of the phrases in the box
to give examples and model a sentence to help
(got, had, ridden).
them do this, if necessary.
• Then in pairs, students explain the meaning
Challenge Students answer the questions
of the expressions and say which ones
from memory before reading the text again to
they’ve done.
check their answers.
• When asking students for feedback, ask them at
what age they can do these things in their country Exercise 5
and add ideas to the lists from the Warmer. Suggested answers:
1 You can vote at the age of 16 in Austria, Brazil, Ecuador and Scotland.
Extra activity
2 You can get a learner’s driving licence before you’re 15 in American states like
Ask students to consider the things from exercise 1 they Alaska and Wyoming.
haven’t done yet but want to do and say at what age they 3 You can be a blood donor at the age of 17 in Japan, Canada and the UK.
would like to do them. 4 Until the age of 18, all young people in the UK must continue with some kind
of education, such as an apprenticeship or part-time vocational course.
2 • Set a short time limit for this first reading task to 5 Sixteen-year-olds can make changes to their appearance such as having their
encourage students to read efficiently. ears pierced.
• Remind students to use the photos to help them.
6 • Word work Students read through the
• When checking answers, ask students
phrases and definitions before doing the task.
if they have done any of the additional
Encourage students to use the contexts given in
activities they found.
the text to help them decide the meanings.
Exercise 2 • Correct any pronunciation errors of the target
language when checking answers.
Expressions from exercise 1: ride a moped, get your driving licence, have/get
your ears pierced, dye your hair, work part-time Exercise 6
Expressions from the text: vote, give blood, fly a glider 1 c   2 d   3 a   4 e   5 b

3 26 Before reading the text again, tell students

to read the sentences and underline any Extra activity
key words that might help them place the Ask students to write an example sentence for two of the
sentences correctly. phrases from exercise 6.
• When checking answers, ask students if they
7 • Before reading the text again, ask students to
found any facts in the text surprising and why.
read through the first parts of the sentences and
Exercise 3 see if they can remember any information from
the text to complete them.
1 b   2 f   3 d   4 c   5 a   6 e
• Students do the task.
59
www.frenglish.ru
1
4
Exercise 7 Culture note
1 vote until you’re 25 The age at which different cultures recognise adulthood
2 in Britain without your parents’ permission at 16 is varied. Although 18 years is used in most countries for
3 ride a moped at 15 in many countries the majority of purposes, there are many exceptions. For
4 you donate one pint of blood example, in Iran and Saudi Arabia, 15 is the age of majority;
5 at the age of 16 in Britain without your parents’ permission in Cuba it’s 16; and in North Korea it’s 17. In the United
States, you can drive at 16 but can’t drink until you are 21.
8 • Read through the examples in the bullet points. Meanwhile in Scotland recently, 16- and 17-year-olds
Check students understand the task. Ask them were permitted to vote in a referendum on the country’s
independence, which led to a wider discussion about
to consider things such as safety, physical
voting age and the rationale behind any decisions about it.
and emotional maturity, the consequences of
Though there are different factors feeding into decisions
making the age older/younger, etc. Refer to the
about legal ages, one argument relates to adolescents’
Culture note. brain development. Teenagers’ judgement in situations
• When checking answers, ask students to say that call for discussion, thought and consultation with
how their ideas compare with the legal ages in others is often as mature as that of adults by the age of 16.
their country. Ask them if they think the legal Psychologists refer to this as ‘cold cognition’. However,
ages might change in the future. teens’ judgement in situations with heightened emotions
(referred to as ‘hot cognition’), like time or peer pressure,
is unlikely to be as mature as that of adults until they are a
Exercise 8
few years older.
Suggested answer:
In my country (Spain) I think we have to be 18 to do most of these things, Further practice
e.g. vote, drive and give blood. However, it’s legal to ride a moped at the age of 15 • Reading ➔ Workbook p32
if our parents agree. Most girls have their ears pierced when they are babies! There • The longer read ➔ Teacher’s Resource Centre
are some things I’m not sure about, such as what age we can fly a glider or get a
• Accessible reading worksheet ➔ Teacher’s
part-time job.
Resource Centre

Homework
CRITICAL THINKING Ask students to write a short paragraph about what rules
they would have in their own country and what age they
1 • Remember (LOT) Give students would allow people to do particular things.
3–4 minutes to read the text again. Allow them to use their ideas from exercise 8 and
Tell students that they should read carefully encourage them to add their own.
this time to make sure they find all the
examples given. Get online
2 • Understand (HOT) Ask students to refer Ask students to choose one or two of the things teens
back to the text and find examples that can do from the article and research the legal ages that
compare different countries. Remind students teenagers can do these things in other countries around
of words/phrases used for giving examples the world.
and for making comparisons. Put students in groups and have them share what they
3 • Analyse (HOT) Students could work in pairs found out. Ask one student from each group to share any
or small groups to do this task. Ask students fact they found particularly interesting or surprising.
to discuss which countries they think have the
‘right’ legal ages for each topic mentioned.

Critical thinking
1 vote, fly a glider, drive, give blood, work, change your look
2 In Britain you can fly a glider solo at 14, but you can’t fly a plane with an
engine until you’re 18; you can ride a moped at 15 in many countries, but
you can’t drive until later – however, in Alaska and Wyoming, you can drive
a car at 15.
3 Students’ own answers

60
www.frenglish.ru
 4
1
3 • Students do the task.
Grammar Reinforcement Break down the exercise
into stages:
Student’s Book p52 n First, ask students to choose if their answer
Lesson aims Students learn how to use the future will be affirmative or negative.
continuous and future perfect. n Then ask them to note the past participle for
each verb (use the irregular verb list on p134
Warmer if needed).
Remind students of the text from p51. Then write these n Then have them write their full sentences.
sentences on the board:
Imagine how many lives you will have saved by the time Exercise 3
you’re 30!
2 will/won’t have finished
Even if you won’t be working full-time for another few 3 will/won’t have found
years, […] 4 will/won’t have rented
Ask students what activities or actions the sentences refer 5 will/won’t have travelled
to. (voting, giving blood, working part-time) 6 will/won’t have improved
Ask students if the three sentences refer to the past,
present or future (future) and if they know the name of Extra activity
any of the tenses used. (first conditional, future perfect,
future continuous) In pairs, have students ask and answer questions about
their sentences in exercise 3:
By the age of 28, will you have finished studying?
Future continuous and No, I won’t.
future perfect
1 • Students do the task. 4 • Students do the task.
• Point out that they are just to add a preposition
Exercise 1 (the words in blue), and not a whole phrase.
1 be  2 have • After checking answers, ask students to say
if they think any of the sentences will be true
ABCD for them.
Future perfect
The future perfect is used to look back at a completed Fast finishers
action from a point even further in the future. A timeline
Ask fast finishers to choose two or three of the sentence
can help to illustrate this point, by marking the action and
beginnings in exercise 4 and change them so they are true
the point in time the speaker is speaking from. The word by
for them.
is often used to state the point that’s further in the future.

2 • Do the first sentence as an example. Exercise 4

• After checking answers, check students are 1 In   2 By   3 At   4 By   5 (At)
confident with the difference in use between
the tenses by asking Is the action finished or in 5 • Ask students to read the example sentence first
progress at the time mentioned in the sentence? before completing the task individually.
(still in progress; if it were finished, they would use the Reinforcement Tell students to check the
future perfect instead) preposition and look back at the table in
Challenge Students write an affirmative and a exercise 4 to help them.
negative example for each sentence.
Exercise 5
Exercise 2
2 will be having his first driving lesson
Suggested answers: 3 will have become legal adults
1 At 8:30 tomorrow morning, I will be travelling to school. 4 will be doing work experience
2 In August, I will be going on holiday.
3 This time next week, I will be studying English.
4 In ten years’ time, I will be working.
5 At six o’clock this evening, I will be doing my homework.
6 At midnight tonight, I will be sleeping.

61
www.frenglish.ru
1
4
6 • Students do the task.
Extra activity
Vocabulary and
Have students mingle with the rest of the class and ask Listening
a question from exercise 6 to another student before
moving to talk to another student. Set a time limit, then Student’s Book p53
nominate students to say who they talked to and what
they found out. Lesson aims Students learn and use verb and preposition
combinations and learn how to take notes while listening
7 • In pairs, give students three minutes to solve the to a phone conversation.
Brain teaser.
Warmer
• Count down each minute, for example: Ask students to look at the title and images from the
Two minutes left! article in exercise 1, then discuss with a partner anything
• If necessary, give other clues at the end of each they know about the two cities (e.g. country, weather,
minute, for example: food, landmarks).
You don’t need to calculate how many days are in a
year – there is an easier way! Verb + preposition combinations
The clue is in the fact that we sleep for one third of
each day … 1 • Before students read the text, ask them to read
And therefore we also sleep for one third of each week, through the information box at the top of the
one third of each month, one third of each year … page. Give students some examples, e.g. sun
• Check final ideas as a class, before confirming cream protects you from being burnt; we are
the answer if no one has guessed it yet. waiting for the bus. Tell students that they will
find some more common ones in the text.
Exercise 7
• Students read the text and then answer the
33 years (one third of 99 years) questions with a partner.
Further practice • Ask students to tell their partner why they
• Grammar ➔ Workbook p29 chose either city, then have a class vote on the
• Grammar reference and practice ➔ Teacher’s preferred destination.
Resource Centre
Exercise 1
• Grammar ➔ On-the-Go Practice
San Francisco is in the USA and Krakow is in Poland.
• Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre Students’ own answers

Homework Extra activity

Ask students to write a timeline showing four or five stages
Close books. Write the below questions on the board. Ask
of what they do when they get home from school (e.g. do
students to work in pairs or small groups to answer the
homework, call friends, make dinner, go to a class). Then
questions about the text. Then allow them to open their
ask them to write a summary of what they do using at
books to check answers.
least two examples of each future perfect and continuous,
e.g. By 6:30 pm I will have done my homework. 1 What is San Francisco surrounded by?
2 In what month does San Francisco have 14 hours
of sunshine?
3 What do you need to bring to go in the water?
4 Which two places should you visit in Krakow?
5 Is the weather in winter in Krakow similar to the weather in
San Francisco?
(1 the ocean 2 July 3 a wetsuit 4 the Market Square and
Wawel Castle 5 No, it’s much colder in Krakow.)

2 • Students copy and complete the table.

Challenge Students cover up the text before
attempting the exercise. Then they read the text
again to check their answers.

62
www.frenglish.ru
 4
1
Exercise 2 If necessary, play the recording again and pause
after each part containing the information.
1 about   2 on   3 from   4 for   5 with
Exercise 6
Extra activity 1 Piotr and his mother 2 in the lake 3 in May
Ask students to choose three verb + preposition 4 San Francisco 5 in 1989
combinations and create sentences about their city.
Further practice
3 • Give students time to read through the • Vocabulary ➔ Workbook p30
questions and make notes for their answers. • Vocabulary ➔ On-the-Go Practice
Then have students work in pairs to ask • Vocabulary worksheets (basics, standard and higher) ➔
and answer. Teacher’s Resource Centre
Reinforcement Nominate different students • Listening ➔ Workbook p33
to ask you each question first so less confident • Listening worksheet ➔ Teacher’s Resource Centre
students have heard a model answer for each
Homework
question before considering their own. Ask students to research if their town is twinned with
anywhere in the world (lists of these can be found
A phone conversation on Wikipedia) and to write approximately 50 words
comparing the town with their own.
4 27 See the audioscript on p133.
If their town is not twinned, ask students to write about a
• Tell students to read both the summaries town/city they think would be a good twin, giving reasons
before they listen. Remind them that while
both summaries will make sense, they should
choose the one that represents the whole Grammar
conversation better.
Student’s Book p54
• Encourage students to recall words or ideas that
helped them choose the correct summary. Lesson aims Students learn how to use future modals
and future time clauses.
Exercise 4
b Warmer
Revise present modals with the class. With books closed,
ask students to work in pairs and write two modal verbs
Subskill: Taking notes while listening for ability or possibility, three for obligation and necessity
Discuss with students some situations where taking and two for no obligation or necessity. (ability/possibility:
notes while listening can be useful (e.g. when making can, be able to; obligation/necessity: must, have to, need to;
appointments, travel arrangements) and what information no obligation/necessity: don’t have to, don’t need to)
they should and shouldn’t include. Tell students that they Set a time limit then check students’ suggestions before
can usually miss out articles and prepositions. allowing them to open their books to check the table in
Discuss ways they can abbreviate words while listening exercise 1.
which they can then review and expand on later.
5 • Before playing the recording, ask students to Future modals
read through the options. Ask students if they
1 • Ask students to read through the future column
can remember any answers from the first time
of the table before answering the question.
they listened, but don’t confirm at this stage.
• Tell students that we express can/can’t and must
• Play the recording another time to allow
in the future by using will/won’t be able to and
students time to review their answers.
will have to/will need to.
Exercise 5 • Ask students to look back at the text in exercise 1
1 17:30 2 apply for visa 3 Monday
on p53 and find all the future modals.
(you’ll be able to take part in water sports; you’ll need
4 swimming trunks 5 hiking boots 6 get money
to wear a wetsuit; you’ll also be able to try the local
cuisine; you’ll need to bring warm clothes; you’ll be
6 • Before answering the questions, check with able to go hiking)
students what type of information they need
(i.e. a person, a place). Exercise 1
• Encourage students to answer from memory, and can/can’t and must
allow them to compare answers with a partner.
63
www.frenglish.ru
1
4
Extra activity 4 • Before doing the task, ask students to go
Ask students to rewrite the future modals in the through the sentences and note any time
present tense. expressions from exercise 3.
(you’ll be able to take part in water sports>you can/are Exercise 4
able to take part in water sports; you’ll need to wear a
1 ’ll learn, ’m 2 leave, ’ll apply
wetsuit>you have to/need to/must wear a wetsuit; you’ll
3 won’t look, get 4 ’ll make, move
also be able to try the local cuisine>you can also/are also
5 finishes, ’ll go 6 won’t stop, retire
able to try the local cuisine; you’ll need to bring warm
clothes>you need to/have to/must bring warm clothes;
you’ll be able to go hiking>you can/are able to go hiking) 5 • Ask students to first read the title and look at
the pictures and predict what the three young
2 • Remind students to use the future modals even people want to be doing in three years’ time.
if in some cases using the present modal would • When doing the task, allow students to refer
have the same meaning. back to previous grammar lessons.
• When checking answers, ask students to say • When checking answers, encourage students to
which ones are true for them. say why the other option was incorrect.
Reinforcement Encourage students to go Challenge Ask students to complete the
through this process for each sentence: exercise in ‘exam conditions’, i.e. within a time
Does the sentence suggest ability/possibility or limit and without help.
obligation/necessity?
Is it an affirmative or negative sentence? Exercise 5

Exercise 2 1 need 2 be able to 3 is

4 have to 5 be doing 6 have finished
1 won’t be able to 7 which 8 must be 9 finish
2 will have to/need to 10 ’ve been working 11 have visited 12 won’t
3 won’t need/have
4 will need/have
5 will be able to
Research
Students’ own answers
Have students reread the texts and consider one
area of their future plans. They should research it and
Future time clauses discuss their findings in pairs.
3 • Ask students to note all the tenses in the
examples before completing the rules. Further practice
Fast finishers • Grammar ➔ Workbook p31
Ask fast finishers to write alternative sentence endings for
• Grammar reference and practice ➔ Teacher’s
Resource Centre
the examples in the box.
• Grammar ➔ On-the-Go Practice
Exercise 3 • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
1 present simple 2 future simple • Pronunciation ➔ Student’s Book p117

A common error ABCD Homework

Ask students to imagine a friend is coming to visit from
Students can mistakenly use a future tense after a future another country. Ask them to write three sentences telling
time clause (due to L1 interference). To clarify the rule, write them what to expect using future time clauses and giving
the following sentence pairs on the board and ask students them advice about what to bring using different future
to tick the correct ones: modals. Write the following examples on the board:
When the film ends, I’m going to bed. (correct) When you arrive, you’ll be tired so we’ll have a relaxed day.
When the film will end, I’m going to bed. (incorrect) We’ll be able to go to the outdoor concert.
As soon as I’ll finish cooking, I’ll help you. (incorrect) When we go camping, you won’t have to use a sleeping bag
As soon as I finish cooking, I’ll help you. (correct) because it’ll be hot.

64
www.frenglish.ru
 4
1
3 • Give students time to read through the
Real-world speaking Key phrases.
• Then play the video again and have students
Student’s Book p55 raise their hands whenever they hear a
Lesson aims Students learn and practise Key phrases for Key phrase.
a formal conversation.
Exercise 3
Warmer All of them
Play a game of Snowman (see Activities bank, p7,
for full instructions) to find the word abroad. Check Get online
pronunciation and meaning. Ask students to look for some videos of interviews or
Ask students if they are considering studying abroad in formal conversations with young people online and note
the future and why. down any of the Key phrases they use. Have students try
to note down any other words or phrases and share them
A formal conversation with the class after doing the task. Confirm any meanings
if necessary.
Extra activity
4 • THINK Locate the questions in the dialogue
Before watching the video for the first time, tell students as a class. Ask students to note the tenses used
they will watch a videochat between a language teacher
and the fact that Bea often gives additional
and a student. The student wants to go abroad to study
at the teacher’s school. They are discussing the student’s
information rather than one-word answers.
level of English. • Tell students they don’t have to be studying
Ask students to predict two or three questions that might English and can create another context. Ask
be asked. After watching the video one or two times, ask students to do the task individually.
students if any of their predictions were correct. • PREPARE Ask students to write their dialogue
using some of the Key phrases.
1  ive students time to read the question before
G
playing the video. • PRACTISE Before students begin practising,
encourage them to read through the Peer
• Ask students when/where Bea studied abroad.
review section in exercise 5, so that they know
(exchange trip two years ago with a Spanish family)
what their classmates will be looking and
• Follow-up questions: listening for when they perform.
Has Bea only learnt Spanish in school? (No, she did a
summer course last year.) • Monitor while students do the task, and
Has Bea passed her advanced exam yet? (No, but encourage them to use the intonation practised
she will hopefully have passed it by the time the in exercise 3.
course starts.) • PERFORM When watching their peers,
Exercise 1 encourage students to think carefully about
each Peer review question in exercise 5 and to
yes
make notes.
5 • Peer review After each dialogue, ask the
2 • Give students time to read the conversation class to share their answers and feedback. Ask
and note the gaps before watching again. the students who performed how they could
Remind students to think about what type of improve their dialogue if they were going to do
word might fit the gap and what they need to it again. Encourage positive feedback as well
listen out for. as constructive criticism.
Challenge Students complete the gaps
Further practice
from memory before watching to check
• Speaking ➔ Workbook p33
their answers.
• Phrasebook ➔ Student’s Book p123
• Draw students’ attention to the Real-world
grammar box. Ask them what tenses are shown Homework
in the examples. (future continuous, future perfect) Ask students to research different places and things they
Ask students why they think each tense is used. can study abroad. Ask them to make a plan for where
they could go, how long for and what they could do. Give
Exercise 2 them ideas for interesting things they could study, e.g.
English, painting, sport of any kind.
1 two  2 nine   3 abroad   4 Spanish

65
www.frenglish.ru
1
4
3 • Draw students’ attention to the examples of
Writing direct and indirect questions. Have them notice
key words (e.g. main verb, noun, Wh- question,
Student’s Book pp56–57 auxiliary verb).
Lesson aims Students learn and practise writing a formal • Then ask students to choose the correct answers
email, including indirect questions. in the rules.

Warmer Fast finishers

Draw students’ attention to the question at the top of the Ask fast finishers to write answers for the two questions
first advert: in the Subskill notes (When do the projects begin? Can we
What will you be doing this summer? choose the accommodation?).
Ask students to discuss their plans with a partner and then
nominate different pairs to share ideas with the class. Exercise 3
1 different from
A formal email 2 don’t use
3 if
1 • Give students a set time to read the two adverts
and answer the question.
Extra activity
• When checking the answer, check the meaning
of grant (= an amount of money that the Write the following indirect questions with common errors
government or an organization gives you for a on the board and have students correct them:
specific purpose and does not ask you to pay 1 I was wondering when do we get our exam results?
back) and expenses (= money that you spend as 2 Could you tell me where is the project?
part of your job that your employer later gives 3 Do you know when did the project start?
back to you). (1 I was wondering when we get our exam results.
2 Could you tell me where the project is?
Exercise 1 3 Do you know when the project started?)
B
4 • Before doing the task, identify the indirect
questions as a class. Students then change the
2 • Remind students that they don’t have to match sentences independently.
the parts in the order given, so they could start
with the ones they are more sure of. Exercise 4
Reinforcement Allow students to work in pairs 1 I ndirect: I was wondering if we can choose what kind of environmental
to complete the task. project we do.
Direct: Can we choose what kind of environmental project we do?
Exercise 2 2 Indirect: I’d also like to know if I could get a grant for travel expenses.
Direct: Could/Can I get a grant for travel expenses?
1 g 2 c 3 a 4 h 5 d 6 e 7 f 8 b
5 • Do the first one as an example with the
Extra activity class before students complete the rest
Ask students to write an opening paragraph for an email independently.
responding to the first advert using the greetings and Reinforcement Remind students to refer
standard phrases given. back to the examples in the Subskill note to
help them.
Subskill: Indirect questions Fast finishers
Explain to students that indirect questions are often Pair fast finishers up and have them correct each other’s
used in English in formal communications. Though they answers. Refer them back to exercise 3 to help them.
are more ‘wordy’, they sound more polite and are more
appropriate for job applications, covering letters, etc.
Exercise 5
Give students practice by writing direct questions on the
board and asking them to read them aloud. Then have 1 if the accommodation is free
students help you change them to indirect questions and 2 when the job starts
have students notice how they sound different. 3 if I’ll have to send my CV
4 what the activities are

66
www.frenglish.ru
 4
1
6 • THINK Students work individually for this task.
• Ask them to consider the questions Sam asked Project
in her letter and whether they need to write
similar questions here. Ask students to underline Student’s Book pp58–59
key information in the advert and decide what Lesson aims Students write and edit their CV to apply for
additional things they would want to know a part-time job.
(e.g. Where is it? What type of accommodation?
How many hours of activities a day? What type Warmer
of activities?). Ask students to look at the Graphic organiser for this unit
• PREPARE Ask students to look at the sections on p119. Give them five minutes to discuss with a partner
listed for the email and to check these against what they learnt about opportunities for the future and
what they enjoyed most about the unit.
Sam’s email. Have students think of the three
pieces of information they think are most
important and plan the order they are going to WDYT? What do you think you will be doing
in one/two/five/ten years’ time?
request them in their email.
Ask students to look at the question again and
• WRITE Before writing, refer students to the discuss it with a partner.
four questions in the CHECK section plus
Ask them to think about the different options
the Peer review questions in exercise 7. Ask that they have learnt about (studying abroad,
them to make sure they take these points into volunteering, etc.) and to think about what they read
consideration when writing. about other young people from different countries
• Remind students to follow the paragraph plan and to consider which of these things they want to
in the model and write five separate sections. have achieved by each stage in the future.
Give students time to look through the unit and their
• CHECK If necessary, give students a few more
notebook to reflect with their partner on the useful
minutes to self-correct their review based on language they have learnt that can help them answer
their answers to the four questions. this question.
7 • Peer review Put students into pairs for this task. Ask whether their ideas and thoughts about their
• Ask students to read their new partner’s future have developed or changed since the
email and answer the three questions. beginning of the unit and, if so, in what way.
Encourage positive feedback as well as
constructive criticism. TASK
• Allow time for students to receive their own Read through the task and learning outcomes as a class.
review back and to discuss the comments with Ask students to think about any job applications they
their partner. may have done already and if they’ve had to put together
a CV. Ask them to think what things they included and
• Allow further time to make any required
how they organised their material.
amends to their email.
Further practice
1 See the videoscript on p141.
• Writing ➔ Workbook p34 • With books closed, read the question to
• Writing competence ➔ Teacher’s Resource Centre students before they watch the video.
• With books still closed, write the following
Homework headings on the board in jumbled order
Ask students to write a short reply from Imelda Green to
their partner’s email giving the requested information
for students to match them to each of the
about the placement. Remind students to use indirect sections: personal information, personal
questions and more formal language. statement, key skills, education and qualifications,
relevant work experience, your interests.
Get online • Follow-up question:
Ask students to go online and find any information about What did she do after writing her CV? (She checked
voluntary positions or summer jobs in their area. Ask them spelling, grammar and the general presentation of
to think whether they would consider applying and what the CV.)
benefits the experience may have.
Exercise 1
six parts

67
www.frenglish.ru
1
4
STEP 1: THINK STEP 2: PLAN
2 • Look through the jobs as a class. Discuss 5 • Refer students to p131 and ask them to read
what type of things you would have to do in through the tips on writing a CV.
each position. • Ask students to work in pairs and think of any
• Have students consider the pros and cons in other advice they can think of.
pairs before making their decision. • Give them time to write individually and to
3 • Give students time to read through Katy’s CV review their ideas with their partner.
and the notes alongside it. 6 • Give students time to read through the Key
• Ask students to say which job they think she is phrases and tips in the Super skills box.
applying for and to point out the places in the • Ask students to practise the Key phrases aloud,
CV that informed their choice. replacing the information in brackets with
information that is relevant to them.
Exercise 3
STEP 3: CREATE
Cat-sitter – She has tailored her personal statement, skills and experiences to
that position. 7 • Give students time to read Katy’s CV again and
prepare their own, working individually now.
Monitor and give help as necessary.
Extra activity
• Remind students to think about what job they
Ask students to read Katy’s CV again and discuss with are applying for (either the one from exercise 2
a partner how their CV would be similar or different for or an imagined one they would be interested
each section, e.g. I’m like Katy because I’m confident and
in) and to consider which things to make more
well-organised, but I don’t really have a passion for animals.
I speak English and French too and I also speak Spanish and prominent in their CV for the particular role.
some German. I’m a keen photographer like Katy but I’m not
sporty – I prefer music and creative hobbies. STEP 4: PRESENT
8 • Ask students to read through the Did you know?
4 • Have students read through the questions fact. Ask them if they find this surprising.
carefully before answering the questions.
Encourage students to underline the relevant parts
• Students swap CVs and start to read. After ten
seconds shout stop. Ask students what they
in the CV or to write their answers in note form.
noticed about the CV in ten seconds.
• After checking answers, discuss the Model project
in detail with the class using the notes. • Ask students what changes they could make
to their CVs to ensure they make a good
• Focus on students’ responses to question 5. Ask impression in a short amount of time.
students how they think Katy could improve her (Suggested answers: make sure the personal
CV to make her a better candidate for the job. statement is short and relevant to the job; make sure
font is clear and the headings are relevant; include any
Exercise 4
information that makes you unique in the personal
1 three (address, phone and email) statement, not further down the document)
2 She states her passion for animals and her intention to pursue a career working 9 • Peer review Ask students to make notes for
with animals.
each question as they read through their partner’s
3 communicating with people/animals
4 part-time dog-walking and pet-sitting, voluntary work at an animal CV. Ask them to say if they think their partner is
rescue centre a strong candidate for the job and how they can
5 Yes – She has relevant skills and experience and lots of enthusiasm. improve their CV to put them in a better position.

Model project
Extra activity
The Model project on p59 shows the CV of a girl applying
Ask students to look at Katy’s skills, experience and for a cat-sitting job.
interests again and to make some suggestions about Layout: Each section is given a heading where relevant.
other jobs and careers that might suit her, giving reasons, After her personal information, she includes her ‘personal
e.g. She could work in conservation because she loves statement’ containing information about her key skills
animals and won a prize for biology. She could run a business and objectives and tailored to the particular position.
photographing or videoing people’s pets because she can use Note that the personal information can include a date of
photo and video editing software. birth, but some people choose not to include it if they
feel it is not relevant or could hinder their chances of
getting an interview. Likewise, it is considered a personal

68
www.frenglish.ru
 4
1
choice to include a photo of yourself with a CV. Employers
are not allowed to ask for one, so people usually make a End-of-unit further practice 4
1
choice as to whether it could help their application.
The next part covers her relevant skills and is subdivided into • Social and emotional competence ➔ Workbook
further sections (team work, communication, languages, pp74–75
etc.). In the following part, she lists her education, including • Exam trainer ➔ Workbook pp84–94
any exams, qualifications and achievements, starting • Progress test (standard and higher) ➔ Teacher’s
with the most recent first. Grades can also be included Resource Centre
here. After the section on Education, she lists her relevant • Communication games ➔ Teacher’s
work experience including the place, years worked and Resource Centre
key responsibilities. The final section covers her interests,
where she briefly outlines what she does in her spare time. • CLIL and Culture worksheets ➔ Teacher’s
Resource Centre
Text: The tone of language used in a CV needs to be
precise, clear and formal. It is better to avoid colloquial or • Evaluation rubrics ➔ Teacher’s Resource Centre
casual language. • Wordlists ➔ Teacher’s Resource Centre
Language: A CV contains a variety of tenses reflecting • Student’s Book audio and audioscripts ➔
past achievements, present interests and facts and Teacher’s Resource Centre
future goals. The use of future perfect and continuous is • Workbook audio and audioscripts ➔ Teacher’s
helpful to highlight qualifications, etc. that will have been Resource Centre
achieved by the time the job begins. • Workbook answer key ➔ Teacher’s
Resource Centre
4 FINAL REFLECTION
• Ask students to answer the questions individually
first and then to compare answers with a
partner. Encourage students to give reasons and
examples to support their answers. For example,
I checked my CV thoroughly and ensured it made a
good first impression. I used a future perfect to talk
about my exams in the summer.
• If students have chosen a neutral or frowning
face, ask them what they think they can do
differently next time to improve. Remind
students that this project is one that they
definitely should return to, because they
will need a CV in the coming years, so they
will have every opportunity to improve their
CV‑writing skills.

Beyond the task

• Ask students to tell a partner what they hope to be
able to add to their CV in the future.

Further practice
• Super skills ➔ Workbook p34
Homework
Ask students to look at some job adverts online and
choose one they would like to apply for in the near future.
Ask them to rewrite their personal statement so it’s more
suitable for the job and then to note other changes they
would make to their CV to make it stand out for that
particular position.

69
www.frenglish.ru
 5 Environment

Vocabulary
Student’s Book pp60–61 2 • Give students a minute to think about their
answers to the questions before discussing in
Lesson aims Students learn how to use vocabulary
pairs or small groups. Remind them that they
related to the environment and protecting the planet.
must give reasons for their answers.
Warmer
Books closed. Write the unit title Environment on Protecting the planet
the board.
3 • Ask students to look at the photos and elicit or
Put students in groups to brainstorm the topic. Ask: What explain what they show. Write these words on
do you know about it? What do you think about when you
the board to help them:
hear the word? Tell them to create a word cloud in their
A solar power, B wind farms, C deforestation, D recycling
group, then have them add their ideas to a class-wide
clothes, E planting a tree, F using pesticides, G water
word cloud on the board.
shortages because of climate change, H pollution in
Allow them to use a dictionary if you like, but don’t let the rivers and seas
vocabulary and discussion get too abstract.
Set a time limit of one or two minutes.
• Elicit or teach the meaning of eco-friendly
(= good for the environment) and discuss the
questions with the class.
WDYT? What can you do to be greener?
• Add any useful words the students mention
on the board and drill pronunciation of all
Check the meaning of greener (= more
new vocabulary.
environmentally friendly/eco-friendly).
If you did the Warmer, encourage students to use the Exercise 3
words in the word cloud to suggest ways they can
live a greener life. Ask students if they think it is easy Problems: C, F, G, H
or difficult to be green. Eco-friendly solutions: A, B, D, E
Remind students that they will return to this question
at the end of the unit, to see how their ideas 4       Point to the two posters headed DO and DON’T.
have developed. Ask: What are they? (lists of advice of things students
should/shouldn’t do to be eco-friendly)
• Students do the task. If you like, they can
The environment use dictionaries.
1 Read the words in the tables with the class and • When checking answers, correct any errors in
check whether any of the words came up in the pronunciation and drill the bold words and
students’ word cloud in the Warmer. phrases with the class.
• Remind students about collocations (= words
Exercise 4
that typically go together).
• Elicit an example or two before students Photo A: Increase solar power
Photo B: Build wind farms
complete the task.
Photo C: Don’t cut down trees and destroy forests
Reinforcement Allow less confident students Photo D: Don’t throw away old clothes – If you don’t need them, give them
to work in pairs. to charity
• Drill pronunciation as necessary. Photo E: Plant trees
Photo F: Don’t use pesticides
Exercise 1 Photo G: Find out about global warming and climate change
Photo H: Don’t pollute rivers, seas and oceans
give up plastic, look after the environment, plant trees, reduce pollution/reduce
Students’ own answers
waste, recycle waste/recycle plastic, save water
Other suggested answers: pick up litter, reuse things, save electricity, turn down
the heating, turn off lights, take bottles/cans/paper to the recycling

70
www.frenglish.ru
 5
1
Extra activity 6 31 See the audioscript on p134.

Write the stress patterns    • •

•/• on the board and explain
that they show two-syllable words that stress the first
• Before listening, do the sentence completion
and check answers.
•
syllable ( •) and two-syllable words that stress the second • Tell students they will hear a short interview
•
syllable (• ). Elicit an example of each from the posters,
and then give students a time limit in pairs (e.g. three
where Kamil gives his opinion about the
minutes) to find as many words as they can in the posters
statements 1–6. They have to listen and decide if
to add to each category. he agrees or disagrees.
When discussing answers, point out that in two-syllable • After checking answers, discuss with the class
words, it is more common for the first syllable to their opinions on each statement. Remind
be stressed. them there are no ‘correct’ answers; it is their
(Possible answers: opinions. Encourage them to give reasons for
• • species, gadgets, solar, power, global, warming,
climate, landfill, rivers, oceans, rubbish
their opinions.
Exercise 6
•
• protect, destroy, reduce, pollute, increase (verb),
instead, reuse) 1 throw away
2 repurpose
5 • Tell students that all of the words they are 3 protect
4 pollute
looking for are in bold.
5 destroy/cut down
Challenge Students try to do the task first 6 ban
without looking back at the posters. After they He agrees with 2, 3, 4 and 5. He disagrees with 1 and 6.
finish they can look back and check.
• Students do the task. Extra activity
• Discuss the question with the class. Call out a verb (ban, recycle, protect, plant, use, build,
• Follow-up questions: increase, find out about, cut down, destroy, reduce, pollute,
Should everyone have to use solar power by law? throw away, mend, repurpose) and nominate a student
Do you ever mend your clothes or repurpose old things? to say a correct collocation, e.g. reduce – deforestation.
Should governments do more to protect Do a few more examples, then students continue in
endangered species? pairs, taking turns to call out a verb, their partner says a
collocation, e.g.:
Exercise 5 Student 1: ban
1 deforestation 2 global warming 3 endangered species Student 2: ban plastic bags … cut down
4 climate change 5 renewable energy 6 pesticides Student 1: cut down trees
7 wind farms 8 solar power 9 landfill
Students’own answers 7 • Read the examples together and check students
understand the task – they should look at only
Extra activity the Dos poster.
On the board (or on individual pieces of card), draw Challenge More confident pairs could look
eight small spidergrams (or more if you have space). In at the Don’ts poster as well. (Note that they will
the centre of each one, put one of the verbs from the
have to compare with another pair who also
suggested answers below, e.g. ban, recycle, reduce, find out
about, etc. Divide students into teams and give each team
looked at both posters.)
a different coloured pen. Teams have to add a noun/noun • Students do the task. Encourage them to give as
phrase to as many verbs as they can. They can do this as full reasons as they can for their choices.
a race or in turns. For extra points, ask them to mark the
word stress (shown in bold). Quickly check collocation.
• Have a short feedback session of ideas and check
pronunciation of the target language again.
(Suggested answers: ban plastic bags/pesticides, recycle old
clothes/old things, protect endangered species, plant trees,
use renewable energy/pesticides, build wind farms, increase
solar power, find out about climate change/global warming,
cut down trees, destroy forests, reduce landfill/deforestation/
global warming, pollute rivers and seas, throw away old
clothes, mend old clothes, repurpose old clothes/old things)

71
www.frenglish.ru
1
5

VIDEO SKILLS Reading and critical

thinking
8 See the videoscript on p141.
• Ask students to look at the photo and say Student’s Book pp62–63
what they can see. Elicit why they think
Lesson aims Students learn about capsule wardrobes
Louise has the things she has.
and how to identify the central idea in a text.
• After they watch and answer exercise 8,
check if their predictions were right. Warmer
• Ask students if the parks they go to are clean Books closed. Play No points, please!
and if they would participate in park clean. (See Activities bank, p7, for full instructions.)
9 • Students do the task. Topic: clothes and accessories, e.g. trousers, tie, jacket …
To ensure that they are covered, your list should be
five of the items from the Reading text: jeans, top, belt,
Exercise 8 tie, jewellery.
We see a teenager in her garden with a table full of litter in front of her, a map of Write all the words the class mentions into a word cloud
Britain, a photo of a beach, photos of people collecting rubbish on a beach and on the board as you do the scoring.
photos on mobile phones of plastic people have collected.
An article
Exercise 9 1 • Open books. Students do the task and compare
Suggested answers: in pairs.
text: The on-screen text helps us to understand the language. For example, when
the vlogger says ‘I saw people taking part in a beach clean’ we see a caption with Exercise 1
the text, ‘#beachclean’. This caption aids comprehension. Suggested answers: mend, pesticides, pollute, recycle, repurpose, reuse, save
images: Photos help us to understand language. For example, when the vlogger water, throw away, waste
says, ‘In Cornwall, people are encouraged to pick up litter every time they go to
the beach’, we see photos of people collecting litter on a beach. These images aid 2 • Ask students to read the two answer options
comprehension. before reading the article.
the presenter: The vlogger speaks clearly and slowly. She speaks directly to the • Point out the word ‘quickly’ in the rubric, then
camera so we can see her lips and facial expression which aids comprehension. set a short time limit to encourage students to
She speaks in an enthusiastic and engaging way. Her body language is very open
scan the text and not read in detail or worry
and positive. She smiles and makes eye contact. She gestures a lot which aids
comprehension. about unknown vocabulary.

Exercise 2
Further practice
• Vocabulary ➔ Workbook p36 2
• Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics, standard and higher) ➔ Wardrobe ABCD
Teacher’s Resource Centre
• The word wardrobe can mean two different things:
• Pronunciation ➔ Student’s Book p117
1 the piece of furniture where you hang your clothes
Pronunciation p117 /ʃən/ Ex. 2 2 all the clothes you have
• In the text, wardrobe is used in the second sense
pollution, deforestation, emission, suspicion, comprehension, education
and refers to clothes rather than furniture.
The stress always falls on the syllable directly before /ʃən/.

Homework Subskill: Identifying the central idea

Following on from exercise 7, ask students to write their Identifying the central idea of a text is a useful skill when
list of the advice in order from most to least important students read longer texts with multiple paragraphs.
and explain the reasons for their choices. Explain that it is not the same as identifying and
understanding topic sentences – topic sentences are the
main idea of a paragraph, while the central idea relates to
the whole text. Each paragraph develops a different aspect
of the central idea.
3 • Students do the task.
72
www.frenglish.ru
 5
1
Exercise 3 Extra activity
1 b  2 a   3 b   4 a Put students into pairs to do a role-play. One is a reporter
and the other is an expert in capsule wardrobes. Give
4 • Word work Read the definitions with the class students 3–5 minutes to look through the text again
for ideas then prepare what they are going to say. The
and check understanding.
reporter interviews the expert, and then they swap roles.
• Set students another time limit for the task Have students record themselves, then play their videos
in order to avoid distractions with any other back for the class to watch.
unknown words or grammar.
• Check answers with the class.
Fast finishers CRITICAL THINKING
Ask fast finishers to write an example sentence for some
of the words. Those who finish first write more and those 1 • Remember (LOT) Give students
who finish later write fewer. a minute to note down what they remember
and compare in pairs. If they are struggling,
give 2–3 minutes to read the text again. Ask:
Exercise 4
Where in the text will you find the information?
1 outfits 2 manufacturing 3 harmful (in the section ‘Make your wardrobe greener’)
4 staple 5 accessories 6 unwanted Tell students to read and check or identify
the steps.
5 • Students do the task. 2 • Analyse (HOT) Ask students to answer the
• When checking answers, correct any questions and compare in pairs. If you like,
compare answers with the whole class.
pronunciation errors, particularly words and
phrases from the vocabulary sets on pp60–61. 3 • Create (HOT) Students work individually
to do this task. If necessary, elicit or give an
Challenge When checking answers, ask example to the class, saying the item and your
more confident students to answer the ‘false’ reasons for keeping it, e.g. I would definitely keep
questions, reading out their correction and my favourite jeans. I wear them all the time and
saying where in the text they found the answers. they’re in good condition. They’ll last for years.

Exercise 5
1 
False – Growing enough cotton for one pair of jeans takes 15,000 litres of Critical thinking
water. (para 2, lines 4–6) 1 Y ou organise your wardrobe and put anything you don’t wear to one side.
2 True (para 3, lines 1–2) Then you don’t buy anything new for three months. After three months,
3 True (para 4, lines 2–3) you donate or recycle things you haven’t worn. Then you start creating your
4 
False – In the UK, 235 million items of clothing will be thrown away and end capsule wardrobe and don’t buy anything new unless you are sure you really
up in landfill. (para 4, lines 8–9) need it, it is good quality, you will wear it regularly and it will combine well
5 
False – In a capsule wardrobe you have a few items of clothing and use them with the rest of your wardrobe.
to make as many different outfits as you can. (para 5, lines 3–6) 2 Suggested answer: I’ve probably got around 100 things. I’ve worn
6 True (para 6, lines 1–2) everything, but I’ve got a pair of shoes I bought for a party that I’ve only
worn once.
6 • Students do the task. 3 Suggested answer: I would definitely keep my brown boots because I wear
them a lot in winter.
• When checking answers, ask different students
to read out each answer and say where in the
Further practice
text they found the information.
• Reading ➔ Workbook p40
Exercise 6 • The longer read ➔ Teacher’s Resource Centre
1 saving endangered species, using renewable energy or reducing deforestation • Accessible reading worksheet ➔ Teacher’s
2 100 billion new pieces of clothing Resource Centre
3 three Olympic pools
Homework
4 37 items
Ask students to choose 10–15 interesting words from the
5 three months
text. Then they write a text using those words. It can be a
6 three: one casual pair, one smart pair and one in-between pair
story, news report or poem.

73
www.frenglish.ru
1
5
Get online The negative passive and passive infinitive ABCD
Ask students to go online and find out more about • In the negative passive, not usually comes after be.
statistics on numbers/items of clothes that are bought/ However, in future negative passives with be going to,
made/thrown away in their country or worldwide. it comes before going to, and in future passives with
Ask them to make notes to share with the class. Allow will, it comes after will:
students to show pictures, if appropriate. Jeans aren’t made here.
People weren’t told about it.
• The passive infinitive is used after modal verbs and
Grammar certain other verbs – these include:
want, hope, expect, need, going (as in be going to)
Student’s Book p64
It is formed using (to) be + past participle:
Lesson aims Students learn how to use the passive (present Plastic bags shouldn’t be thrown away.
simple, past simple, future with will, future with be going to) He hoped to be accepted onto the course.
and the passive infinitive.
2 • Remind students to refer to The passive box in
Warmer exercise 1 while they do the task.
Books closed. Do a Dictogloss (see Activities bank,
p6, for full instructions) with these sentences: Fast finishers
1 Every year, 1.2 billion pairs of jeans are manufactured worldwide. Students look back at the text and try to write more passive
2 In the UK, experts predict that 235 million items of clothing sentences using the information, e.g. 4Ocean bracelets are
will be put in landfill. made using rubbish. Almost 500g of rubbish are used to make
3 Thirty-two kilos of CO2 were used to make one pair of jeans. each bracelet. They can share their sentences with the class.
The winning students write the sentences on the board.
Underline the verb forms, then ask: What verb forms are Exercise 2
these? (the passive) 1 was started 2 are made 3 is made 4 were paid
Why are they used? (because we do not know who did the 5 were created 6 were removed 7 are employed 8 is used
action or it is not important)
3 • Students do the task.
The passive • After checking answers, draw students’
attention to the position of not in the
1 • Draw students’ attention to the information in
negative sentences.
The passive infinitive box before they begin the
exercise. Do the first question as a class. Exercise 3
• Students then work individually to match 1 will, be sent  2 Are, going to be improved
the others. Make sure they understand that 3 will not/won’t be mended 4 will be made
they should just change the forms in blue to
negative, not the whole sentences. 4 • First, read the sentences and ask if the answers
• Read The passive infinitive box with the class, will be affirmative or negative.
share information from the second half of the box
Exercise 4
below, find a passive infinitive in the examples,
e.g. to be done, and answer any questions. 1 isn’t going to be repaired
2 aren’t going to be recycled
Exercise 1 3 will be cut down
1 c  2 a   3 d   4 b 4 won’t be stopped (by the government)
Negative form: 5 is going to be used (by people)
a weren’t used by farmers
b isn’t going to be done Extra activity
c aren’t produced After writing the sentences, students transform the
d won’t be thrown away affirmative answers (3, 5) into negative answers and the
negative answers (1, 2, 4) into the affirmative.
(1 The TV is going to be repaired. 2 These newspapers are
going to be recycled. 3 Lots of trees won’t be cut down.
4 Water pollution will be stopped. 5 More renewable
energy isn’t going to be used.)

74
www.frenglish.ru
 5
1
5 • Briefly revise with the class when to use active
and when to use passive, if necessary. Vocabulary and
Reinforcement While the class are working,
monitor whether they have correctly identified
Listening
which sentences are active and which are Student’s Book p65
passive. If you like, write the numbers of the
active sentences (1, 3, 7) on the board to help. Lesson aims Students learn and use words to talk about
materials; they study how to use nouns as adjectives and
Exercise 5 become aware of how to infer meaning when listening.
1 give 2 are accepted
3 get 4 are given Warmer
5 were installed 6 are scanned Play Snowman to practise materials students should
7 adds 8 be used already know.
9 are going to be installed 10 will be used (See Activities bank, p7, for full instructions.)
Suggested vocabulary (recycled from A2+): metal, silver, gold,
Get online wool, cotton, paper, wood, glass, plastic
Ask students find out more about which cities or countries
are using recycling in exchange for free travel. Materials
6 • Put the class into pairs and elicit or teach the 1 • If you did the Warmer, students write their lists and
meaning of coal. Then read the puzzle and compare in pairs before checking with the class.
check students understand what to do. • If you didn’t do the Warmer (or you only covered
a few words), you may like to do the list with
• Tell the class they have five minutes to solve
the whole class.
the puzzle and count down each minute, for
example: Three minutes left! Exercise 1
• If necessary, give a clue at the end of each Suggested answers:
minute. Encourage them to make guesses glass, paper, plastic, wood
whenever they like (not to wait till the end):
Clues: 1 The coal was for decoration. 2 There was a 2 33 See the audioscript on p134.
carrot on the ground too. 3 It was winter. 4 The coal,
scarf and carrot fell to the ground when it got warmer. • Students check the meanings with a dictionary
or with the class. Make sure students are not
Exercise 6 producing extra syllables, e.g. foam = one syllable
They are all things you could use to decorate a snowman. with a dipthong, not two.
Answer: A snowman was built there and all the things were used to decorate it – • Before reading, highlight the question in blue
the coal was used for the eyes and the mouth, and the scarf round the snowman’s and elicit or explain the meaning of break
neck. When the snow melted, they fell to the ground. down (= separate into parts, undergo chemical
decomposition). Look at the words in the box.
Further practice Can students guess how long any of them take
• Grammar ➔ Workbook p37 to break down?
• Grammar reference and practice ➔ Teacher’s
Exercise 2
Resource Centre
• Grammar ➔ On-the-Go Practice 1 cardboard
2 leather
• Grammar worksheets (basics, standard and higher) ➔
3 foam
Teacher’s Resource Centre
4 aluminium
Homework 5 nylon
Ask students to write sentences, one in each tense of the
passive (present simple, past simple, future with be going 3 • Students do the task in pairs.
to, future with will), in the affirmative and negative and
as questions. They can write them about themselves or
something related to the unit topic.

75
www.frenglish.ru
1
5
4 • Read the Nouns as adjectives box in the Student’s 7 • Students do the task.
Book with the class. To check understanding, • Remind students to listen for the paraphrases
ask volunteers to suggest one or two more from exercise 6. Play the recording again.
examples of nouns being used as adjectives.
Reinforcement When checking answers, ask
• Students do the task. less confident students to tell you the item
Fast finishers numbers of the true statements. (2, 3, 5)
Ask students to write more sentences using different materials Exercise 7
from the box in exercise 2 as adjectives, e.g. I’ve got a denim
jacket. Cardboard boxes can be recycled. Fishermen use nylon nets. 1 
False – In the past, people thought it wouldn’t be necessary to recycle
plastic./Years ago, it was thought that recycling plastic wouldn’t be necessary.
2 True
Exercise 4
3 True
1 leather jacket 4 False – You can choose where and when you clean up a beach.
2 aluminium tins 5 True
3 It’s a stone sculpture.
4 They’re nylon nets. 8 • Students read the sentences and note down any
5 It’s a foam cushion. answers before comparing in pairs.
• Play the recording again for students to check or
A radio programme complete the sentences.
Challenge Ask students to note down one
5 34 See the audioscript on p134.
to two extra interesting pieces of information
• Look at the photo with the class and ask while they listen and check. Have them share
questions: these with the class after checking answers.
Where is the person? (on the beach)
What is in the basket? (rubbish) Exercise 8
How long do you think it took to collect this amount
of rubbish? 1 9%.
2 name of Carolina’s campaign.
• Play the recording and remind students they do 3 Spain and India (and many other countries).
not need to understand everything. 4 over 7.6 million times.
• While checking with the class, encourage 5 are interested in the future of the planet.
students to recall any words that helped them.
9 • Students discuss the question in pairs before
Subskill: Understanding paraphrase feeding back to the class.
Elicit or remind students that paraphrase means using different
words to express/explain what someone has said or written. Get online
Comprehension questions may use synonyms, antonyms Ask students to research other beach clean-up campaigns.
or just different phrasing, e.g. I couldn’t understand what he Are there any in their country? How big is the problem
said = his words made no sense. in their country? They make notes and share information
Reading the comprehension questions before listening with the class.
and thinking how else they might be expressed is a good
way to prepare for listening. Further practice
• Vocabulary ➔ Workbook p38
6 • Read the Subskill with the class, including in the • Vocabulary ➔ On-the-Go Practice
box above, and answer any questions.
• Vocabulary worksheets (basics, standard and higher) ➔
• Do the first word as an example with the class. Teacher’s Resource Centre
Point out they have to read all the sentences • Listening ➔ Workbook p41
as the words do not come in order. Ask: Which
• Listening worksheet ➔ Teacher’s Resource Centre
sentence is the equivalent in? (sentence 5) What is it?
(the majority) Homework
Ask students to write a brief description of their house,
Exercise 6 bedroom, furniture and/or belongings, using the
1 the majority of 2 in the past materials from exercises 1 and 2.
3 specific 4 more than
5 aged from 13 to 30 years old 6 begin a beach clean-up campaign

76
www.frenglish.ru
 5
1
Exercise 3
Grammar 1 make 2 let
Student’s Book p66
4 • Point out that both options are grammatically
Lesson aims Students learn how to use be allowed to, let and correct, so students must choose the most likely
make and impersonal phrases. answer for the situation.
• Do an example with the class. Ask: Is the first
Warmer situation about permission or obligation? (permission)
Books closed. Tell students you will dictate three
questions that they should write down:
• Students do the task.
Are you allowed to go to bed when you want? Exercise 4
Do your parents make you tidy your room? 1 made 2 makes 3 doesn’t let 4 lets
Do your parents let you decorate your room how you want?
Students compare in pairs. Then ask students to repeat the Extra activity
questions back to you and you write them on the board.
Students read the sentences in exercise 4 again and mark
(Praise students for correct spelling of allowed, if offered.)
if they are true (T) or false (F) for them. Elicit possible
Ask pairs to discuss the questions. Feed back with the class. questions or write the following ones on the board:
Do you buy your own clothes?
be allowed to, let, make Do you have to clean your room every weekend?
1 • Do the task with the class. If you like, share When you go to your friend’s house, who chooses what to do?
the relevant information from the language In your last English class, did you choose your partner?
box below. Then they ask and answer in pairs to find out about their
• Point out that be allowed to is a passive form. partner. Pairs feed back to the class.
ABCD
be allowed to
• The verb allow is most often used in its passive form Impersonal phrases
be allowed to to talk about permission. 5 • Students do the task.
I am allowed (by my parents) to walk home. = I can do • After checking answers, share the information in
this if I want.
the language box below with the class.
I wasn’t allowed to walk home. = I couldn’t do this.
Exercise 5
• Students may also come across allow used actively:
My parents allow me to walk home. = I can do this if I want. 1 can 2 clause

2 • Students do the task. Impersonal phrases ABCD

Reinforcement Tell students to find the two Tell students that say and tell can be used with it in
past time expressions to help them identify the their passive forms when we do not know or are not
past sentences. (sentence 1: when you were 12 years interested in who spoke. This makes the sentence
old, sentence 4: last year) Then they decide what impersonal – it is a more ‘neutral’ and formal way of
expressing the idea:
form of be to use in the first gap. (is or are)
Active: People say that the climate is changing.
• Check the gap-fill answers before students ask
Impersonal: It is said that the climate is changing.
and answer the questions.
Active: People thought that pollution wasn’t important.
Fast finishers Impersonal: It was thought that pollution wasn’t important.
Ask students to think of more questions using be allowed
to and to ask their partner. 6 • Students do the task.
Challenge Students give the answers, saying
Exercise 2
why they used the present or past.
1 Were, allowed to go 2 Are, allowed to use
3 Is, allowed to go 4 Were, allowed to stay out Exercise 6
1 Ten years ago it was thought that plastic pollution wouldn’t be a problem.
3 • Students do the task. 2 It is said that climate change is getting worse.
3 It is thought that many more animals will become endangered.
• When checking answers, remind students the 4 Many years ago it was said that global warming didn’t exist.
past form of let is also let.

77
www.frenglish.ru
1
5
7 • Monitor while students do the task. Feed back Why does Marta recommend the second phone?
on common errors when checking answers. (It’s green and it’s a great deal.)
3 • Before the task, ask students to read the
Exercise 7
dialogue in pairs and decide what type of word
1 is thought 2 haven’t worked 3 were invited 4 makes is needed in each gap. Elicit what types of
5 analyses 6 will be affected 7 who 8 might be word the words in the box are. Ask students to
complete the task individually.
Further practice • Students watch the video and check
• Grammar ➔ Workbook p39 their answers.
• Grammar reference and practice ➔ Student’s
Resource Centre Fast finishers
• Grammar ➔ On-the-Go Practice Students read the dialogue again and find two examples
• Grammar worksheets (basics, standard and higher) ➔ of grammar from the unit. They then share their answers
Teacher’s Resource Centre with the class.
(The case is made of recycled plastic.
Homework It lets you take amazing photos.)
Ask students to write four to six more sentences with be
allowed to, make, let that are true for them.
Exercise 3
1 waste 2 recycled 3 quality 4 thinking
Real-world speaking
4 • Read the Key phrases with the class. Give
Student’s Book p67 students the chance to brainstorm as a class any
they don’t understand. Help with those they
Lesson aims Students learn and practise Key phrases for can’t decipher between them.
comparing and contrasting.
• Students do the task.
Warmer
Exercise 4
Write the following questions on the board for students
to discuss in pairs or small groups. Feed back with the These two are more eco-friendly than most other phones.
class after they have finished. I’d say they’re as good as most smartphones.
What did you buy? Oh, the cheaper, the better!
Were you happy with it? Not only is it green, but it’s also great value.
Did you take long to decide?
Extra activity
Comparing and contrasting Ask students to practise saying the dialogue in pairs,
practising sentence stress and intonation.
1 • Focus students’ attention on the photos. Elicit
what they see. Then, ask how they think the two • Also ask students to look at the US ➔ UK
photos could be connected. phrases under the Key phrases and check
• Discuss the question as a class. Tell them to understanding.
imagine they are going to buy a new phone. Elicit • Tell students that in the UK, people often
factors they may consider before buying one, refer simply to their ‘mobile’ rather than
e.g. price, quality, speed, if it is eco-friendly, etc. ‘mobile phone’. In the USA, people refer to a
Make a word cloud on the board with their ideas. cell phone as either a cell or a phone. Cell is the
2 After watching the video, students compare shortened form of cellular.
their answers in pairs, using the word cloud on 5 • THINK Ask students to do the task individually.
the board, before confirming as a class.
• PREPARE Remind students to use at least two
• Follow-up questions: phrases for comparing and contrasting and at
(You will probably need to write these on the least one passive form to talk about how green
board and allow students to watch the video a each product is.
second time.)
• PRACTISE Before students begin practising,
What are the benefits of the first phone? (creates less encourage them to read through the Peer
waste, recycled case and easy to repair) review section in exercise 6, so that they know
Does Laura want to spend a lot on the new phone? what their classmates will be looking and
(No, she doesn’t.) listening for when they perform.

78
www.frenglish.ru
 5
1
Monitor while students do the task, and • After checking answers, share information about
encourage students to use the intonation bamboo bikes from the Culture note below.
practised in exercise 4.
Exercise 1
• PERFORM When watching their peers,
encourage students to think carefully about Yes. She calls them ‘amazing’ and says at the end that they are ‘definitely the way
to go’, as well as giving lots of positive information about them.
each Peer review question in exercise 6 and to
make notes.
Culture note
Reinforcement Students may find
pre‑recording their dialogue less overwhelming Bamboo bikes are not new. However, steel quickly
than performing it in front of the class. Allowing became a more popular material for bike making because
steel bikes were easier to mass-produce. Now, bamboo
them this option when possible will yield
bikes are becoming increasingly popular as a ‘green’
better results. alternative to traditional bikes. Bamboo is made from
6 • Peer review After each performance, ask the interwoven fibres so it is extremely durable, and, unlike
class to share their answers. The students who metal, it doesn’t stress from wear and tear.
performed can confirm or correct the answers. 2 • Students do the task.
Challenge Ask students to try to spot the
grammar from the unit as well as the Key phrases. Fast finishers
Check the meaning of any unknown words. If you like,
Further practice
they can explain the meaning(s) to the class.
• Speaking ➔ Workbook p41
• Phrasebook ➔ Student’s Book p124 Exercise 2
Homework 1 e  2 a   3 c   4 f   5 b   6 d
Ask students to compare two gadgets they have, have seen
or have read about, using as many Key phrases as they can.
Subskill: Writing a blog
Writing Elicit or explain to the class what a blog is (= a regularly
updated website, usually written by one person).
The language should reflect the fact a blog ‘talks’ to the
Student’s Book pp68–69 reader and usually uses I and you. It is usually informal
Lesson aims Students learn and practise writing a blog about and uses appropriate punctuation (e.g. contractions,
an environmentally friendly product in the correct style and to exclamation marks) and may address questions to the
learn to use informal connectors of addition and contrast. reader (e.g. Have you ever wanted to be greener? Now’s
your chance!).
Warmer 3 • Read the Subskill information with the class and
Books closed. Write My green inspiration on the board and add more information from the box above.
tell students that this is the title of a (fictional) blog. Check
students understand what a blog is. Confirm the meaning • If you wish, do sentence 1 as an example with
of inspiration. the class.
Give pairs or small groups one minute to brainstorm what • When checking answers, encourage students
topics the blog might include, e.g. environmentally friendly to explain as fully as possible. If necessary, refer
technology, new products, green issues, campaigns. them back to the points in the Subskill.
Have a brief feedback session to share ideas. Accept all
Exercise 3
answers, and acknowledge that the title is purposefully
broad, so the writer could potentially cover any 1 S o, bamboo bikes are definitely the way to go! (exclamation mark, use of
interesting aspect related to the environment. colloquial language ‘way to go’)
2 You can get pretty much any type of bike you want – mountain bike, racing
A blog bike, hybrid … (talk directly to the reader using ‘you’, informal language ‘you
can’ instead of ‘it is possible to’, ‘get’ instead of ‘obtain’)
1 • Ask students to look at the photos and the first 3 There are lots of websites where you can buy kits that contain everything you
two lines (next to ‘By Greengirl’). Ask: need. (talk directly to the reader, friendly tone, informal language)
Who is Greengirl? (the blog writer) 4 Next week I’ll be writing about sunglasses. (contraction)
What is her blog about? (people or things that are 5 You can design your own as well! (informal linker ‘as well’ instead of ‘in
helping the environment) addition’, informal language, talking directly to the reader)
How often does she write it? (once a week)
• Students do the task.

79
www.frenglish.ru
1
5
Extra activity Exercise 5
Before doing exercise 4, write the connectors as well as, also, 1 A s well as being very strong, skateboard wood is flexible./Skateboard wood
plus, or, too, but, as well on the board. Ask students to find is very strong as well as being flexible.
examples in the blog on p68. Elicit an example for or and too. 2 You don’t need to use plastic or much metal.
(They’re a great choice if you care about the environment, 3 The frame is made of wood so it’s eco-friendly, plus there are some great designs.
plus there are some top-class ones. 4 The sunglasses look cool and also no trees were cut down to make them.
As well as being lighter than most metal bikes, they’re Students’ own answers
smooth to ride.
I hit a hole in the ground, but I hardly noticed it. 6 • THINK Students work individually for this task.
You can design your own as well.
I saw that some companies also run workshops. Reinforcement Students could write their
You can design your own or buy a kit. blog about the sunglasses in exercise 5 – all of
The bikes are eco-friendly too.) the information being provided on the page will
make the task simpler.
4 • Students do the task and compare answers • PREPARE Students follow the steps.
in pairs.
• Monitor and assist by checking students are
Challenge Ask students which are connectors using the model to help and that they are using
of addition and which are connectors of contrast. at least three connectors.
(addition – as well as, as well, also, plus; contrast – or, but) • WRITE Before writing, refer students to the
Exercise 4 four questions in the CHECK section plus
the Peer review questions in exercise 7. Ask
1 plus 2 As well as 3 as well
them to make sure they take these points into
4 also 5 or 6 but
consideration when writing.

Connectors of addition and contrast ABCD • CHECK When students have finished writing,
ask them to answer the four questions. If
• Draw attention to the position of the connector in necessary, give students a few more minutes to
the sentences. self-correct their review.
• Also point out which follow a comma (plus, but) or 7 • Peer review Ask students to read their
need a comma between the two clauses (as well as).
partner’s blog and make notes on the
• Point out that as well = too, but as well as = in addition to. two questions.
• Demonstrate that after as well as the verb is in the
gerund form. • Allow time for both students to receive their
own review back and to discuss the comments
5 • Read the fact file with the class and check with their partner. Remind students of the
students understand. importance of positive feedback alongside any
negative comments. Point out that ‘negative’
• Do an example with the class. Students look comments should always be as constructive
back at the model blog on p68 and find as well as possible.
as. Then they dictate the sentence for you to
write on the board. Help as necessary. • Allow students time to make any amends to
their review.
• Students do the task.
Further practice
Challenge Ask students to try to rewrite each
• Writing ➔ Workbook p42
sentence using a different connector. They can
do this while working on each sentence, or
• Writing competence ➔ Teacher’s Resource Centre
verbally at the end when checking answers. Homework
• Check answers by nominating students to dictate Ask students to find an eco-friendly blog they like.
the sentences. After writing on the board, elicit or They write a short summary of it or record a video of
themselves talking about it. They should use at least three
point out the use of commas and word order.
connectors in their summary or video.

80
www.frenglish.ru
 5
1
STEP 1: THINK
Project 2 • Read the list with the class and check meaning.
Student’s Book pp70–71 • Students discuss in pairs, or if you prefer, do the
task with the whole class.
Lesson aims Students choose a green issue and • Do not check answers until after exercise 3.
design a leaflet for a campaign to raise awareness,
using appropriate grammar and vocabulary as well as Exercise 2
demonstrating flexible thinking. All except: a detailed history of the issue, text in long paragraphs with no headings
Warmer Text in short paragraphs with headings or bullet points makes it easier to follow.
Photos make it more motivating to read. A general introduction to the issue and
Ask students to look at the Graphic organiser for this unit
statistics give people the factual information they need, while easy practical
on p120. Give them five minutes to discuss with a partner
what they learnt about the environment and what they advice means they can take action.
enjoyed most about the unit.
3 • Refer students to the model leaflet on p71.
WDYT? What can you do to be greener? • Students do the task in pairs. Clarify that some
of the points won’t be in the model.
Ask students to look at the question again now and
discuss it with a partner. If possible, have students Exercise 3
work with a different partner this time.
Suggested answers:
Give students time to look through the unit and their attractive photos: There are colourful images of fruit and vegetables.
notebook to reflect with their partner on the useful
statistics about the issue: 30% of food is wasted; almost 50% of fruit and
language they have learnt that can help them answer
vegetables produced are never eaten; in Europe, 29 million tonnes of dairy products
this question.
are wasted every year; in America, 60 million tonnes of food, worth $162 billion,
Then ask them to think about the different topics are wasted every year; globally, 30% of cereal products are thrown away every
related to the environment that they have learnt about year – 286 million tonnes!
in the unit on how they can play a role in being greener:
a general introduction to the issue: The first section ‘Why is food waste a
Advice on protecting the planet (pp60–61) problem?’ is a general introduction.
An article about capsule wardrobes (p63) easy practical advice on what people can do: the ‘What can you do?’ section
4Ocean and transport in return for recycling (p64) bullet points make it easier to follow: There are a number of bullet points
Marine pollution and beach clean-ups (p65) on the page.
Comparing and contrasting green products (p67)
Bamboo bikes (p68) STEP 2: PLAN
Sunglasses made from recycled materials (p69)
Ask how their ideas have developed since the
4 • Students do the first part of the task and check
beginning of the unit and if they have been
the order with the class.
influenced to make changes based on what they’ve • Discuss the answers to the other two questions
read and discussed in class. with the class. Point out that they can use this as
a general plan for their leaflet, plus the features
in exercise 2.
TASK
Read through the task and learning outcomes as a class. Exercise 4
Tell students that they are going to use their ideas from c, a, b
the WDYT? discussion to prepare their leaflet.
Students’ own answers
Tell students that they will learn about flexible thinking
later in the lesson.
5 • Have them look at the tips on p132. Read the
1 See the videoscript on p142. options in the box with the class.
• Students watch the video and answer the • Pairs choose an issue and do their research.
question. Then ask students how many main • Encourage them to not just copy information
sections there are (two) and what they are called. but make notes.
(Could your food save the planet? and Reducing food
waste to fight climate change!) STEP 3: CREATE
Exercise 1 6 • Read the Key phrases with the class and drill
food waste them, using suitable intonation.
• Allow students to take turns practising saying
the Key phrases in their pairs.
81
www.frenglish.ru
 1
5
Being flexible ABCD are used to make it more informal and reader-friendly.
The reader is also ‘invited’ to participate (Imagine …).
• Tell students that flexible thinking is very useful in In the advice section, instructions are given using
planning and in solving problems.
imperatives (Don’t buy too much food. Serve smaller
• When planning, students should know what they portions. etc.).
have to do and decide the best way to do it.
• They should break a problem down into pieces and
think of the best solution for each piece. 5 FINAL REFLECTION
• Students can also take breaks, listen to music or
move on to a different part of the project and then • Ask students to answer the questions individually
come back to the part that they are finding tricky. first and then to compare answers with their
partners. Encourage them to give reasons and
7 • Have students think about the questions in Final examples to support their answers. For example,
reflection when creating their leaflet. Our leaflet was very informative and we made it
motivating for people to read.
• Have pairs practise talking about their leaflet,
• If students have chosen a neutral or frowning
reminding them that they should use their own
face, ask them what they think they can do
words to explain the ideas from it. differently next time to improve. Remind
students that there is a project in each unit,
STEP 4: PRESENT so they can aim for improvement with Unit 6’s
8 • Pairs practise their presentations and give each project. Point out, too, that there will likely be
many other opportunities in the students’ lives
other feedback. Monitor and give further help.
for them to be flexible in their thinking, and they
9 • Pairs present their leaflets and pass them round should aim to do so when they can.
for the class to read after they have finished
their presentation. Allow time for questions after
Beyond the task
each presentation. • Ask students to discuss ideas in pairs and ask the class
10 • Peer review Ensure students have had time to to vote for the best idea.
absorb and consider all the leaflets before they
are asked to review them. Further practice
• Super skills ➔ Workbook p42
• Give time for students to give their feedback.
If you like, have a class vote for the best leaflet Homework
and the best practical advice, and display all Ask students to write a short dialogue using at least three
their work. of the Key phrases.

Model project 5
1
End-of-unit further practice
Layout: The model on p71 shows the inside of a leaflet
about the environmental issue of food waste. On the cover • Social and emotional competence ➔ Workbook
of the leaflet (not shown in the model), there would be an pp76–77
interesting photo and large title to get people’s attention.
• Exam trainer ➔ Workbook pp84–94
Text: The first page gives basic facts about the issue with
some statistics to illustrate the facts, plus a photo. The
• Progress test (standard and higher) ➔ Teacher’s
Resource Centre
second page gives practical advice about what people
can do about the issue. On the final page (not shown • Communication games ➔ Teacher’s Resource
in the model), there might be links for people to find Centre
more information. • CLIL and Culture worksheets ➔ Teacher’s
The information is presented in a format that is easy Resource Centre
to follow – bullet points, headings and numbering are • Evaluation rubrics ➔ Teacher’s Resource Centre
used to organise the information. Colour is also used • Wordlists ➔ Teacher’s Resource Centre
effectively in the sub-headings in ‘What can you do?’ to
make the most important information stand out.
• Student’s Book audio and audioscripts ➔
Teacher’s Resource Centre
Language: Language is simple and sentences are
generally short. Headings are useful and set as rhetorical
• Workbook audio and audioscripts ➔ Teacher’s
Resource Centre
questions to help organise the information (Why is …
a problem?/Did you know?/What can you do?). • Workbook answer key ➔ Teacher’s Resource
Centre
The reader is addressed directly (That way you always have
fresh food), and questions (Crazy, right?/Did you know?) and
exclamation marks (An incredible 30% of food is wasted!)

82
www.frenglish.ru
 6 Crimes and consequences

Vocabulary
Student’s Book pp72–73 Extra activity
Lesson aims Students learn how to use vocabulary Ask students to imagine they are the criminal and then the
related to crime and criminals and discuss appropriate witness/victim in each scenario, and say what they would
punishments and consequences. be feeling when the crimes were committed.

Warmer 2 38See the audioscript on p135.

Books closed. Write the unit title on the board. Ask • Give students time to read through the words in
students to predict with a partner what they think the the box and remind them of pronunciation.
unit will be about.
• Draw students’ attention to the vocabulary
Ask students why these two words go together. (because point in the box and read through the example
every crime has a consequence) Ask students to think who
sentence. Ask students if they can come up with
the consequences of a crime might affect. (the criminal,
the victim and the wider society)
any other common places to rob and things to
steal, e.g. They robbed a museum and stole some
precious jewellery.
WDYT? What would you change if you
could make the rules? • Remind students to look before and after the
Read through the question together and have gaps to help them choose the correct word.
students think of the different ways they could apply
Exercise 2
the question, e.g. at school, in their city, in their
county/state, in their country or globally. 1 escape 2 suspicious
Introduce the idea of being too strict or too lenient 3 arrested 4 detectives
and give students time to think about how their 5 guilty 6 stolen
country might compare to other countries in this
respect. Remind them of any vocabulary that came 3 • Remind students to look back at the contexts
up in the Warmer and help with any other vocabulary of each word in the stories to help them with
the students need. Drill all new vocabulary chorally the task.
and individually. Ask students to make any notes
of their thoughts and return to them when they Fast finishers
consider their answers to exercises 5 and 6. Have students use the words from the box in exercise 2
Remind students that they will return to this that weren’t used to complete the text (prison, punish, rob,
question at the end of the unit to see how their ideas victim) and create sentences with them. When checking
have developed. answers with the class after exercise 3, use some of the
sentences to demonstrate the correct part of speech.

Crime and criminals Exercise 3

1 • Give students a set amount of time to read 1 suspicious, guilty 2 victim, detective
through the crime stories quickly and match the 3 prison 4 rob, steal
correct ones.
• More confident classes could say or note down 4  Tell students that the ‘criminal’ column is for the
what they think is happening in cartoons B and C name given to the person who does the crime.
before reading and matching. With less confident • Before doing the task, ask students if they can
classes, you could focus just on cartoon A. remember any of the words from the stories
to go in the gaps. Remind students to look for
Exercise 1 words with similar beginnings to help them.
1 B   2 C   3 A

83
www.frenglish.ru
1
6
Reinforcement Allow students to work in pairs.
VIDEO SKILLS
• When checking answers, drill the pronunciation
and ask students to note the correct stress in
each word by underlining it. 8 See the videoscript on p142.
Exercise 4 • Before watching the video with sound,
check students understand the words
1 burglar 2 smuggling 3 shoplifter 4 theft suspect (= someone the police think
5 robbery 6 vandalism 7 murder
committed a crime), DNA (= this contains
genetic information) and fingerprints
Extra activity (= pattern of lines on fingers).
To prepare for exercise 5, brainstorm ideas that could
influence how serious they think a crime is, e.g. number
• After the task, ask students to watch again
of victims, violence?, cost of damage, value of anything
and list the crime words from pp72–73
stolen, repeat crime? Write the students’ ideas on the they can see or hear in the video. (crime,
board in a word cloud with How serious is a crime? in detective, murder, robbery, criminal, arrest,
the middle. guilty, prison)
• Follow-up questions:
5 • Introduce the idea of more/less serious crimes. (Write these on the board and allow
• After students have had time to discuss their students to watch the video a second time.)
ideas, ask them to order the crimes from Who is the fictional detective who appears in the
most to least serious, then have a class vote video? (Sherlock Holmes)
on each, with pairs raising their hand for the Who wrote Sherlock Holmes? (Sir Arthur
one they had listed as most serious, and in a Conan Doyle)
second vote for the one they had decided as What genre is Sherlock Holmes? (crime fiction)
least serious. 9 • After doing the task, ask students if
6 • Explain the meanings of the phrases in the box. they would use any other adjectives to
Ask students if they have the punishments in describe the video.
their country and what crimes they think they
are usually given for.
Exercise 8
• Ask students to think of any other common
punishments they can think of. murder, robbery, theft, cyber-crime

• When asking pairs for their ideas, ask students

to say if they think the criminals would Exercise 9
have got that punishment for the crime in Suggested answers:
their country. 1 It’s a documentary.   2 It’s informative.
7 39 See the audioscript on p135.

• Before listening, give students time to read Culture note

through the options. Ask students to predict Sir Arthur Conan Doyle was born in Edinburgh,
what they think the outcome was for each. Scotland in 1859. He studied medicine and worked as a
doctor afterwards. In 1886, he published his first book
• After checking the answers, ask students if they
A Study in Scarlet, and the main characters were Sherlock
think the consequences were appropriate, and if Holmes and Dr Watson. He wrote over 60 plays, novels
not, what they would suggest. and short stories about these characters.
Exercise 7 Further practice
1 c   2 d   3 b   4 f   5 a   6 e • Vocabulary ➔ Workbook p44
• Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre

Homework
Remind students of how social media played a role in story
D. Ask students to go online and find any other examples
of when social media has helped bring a criminal to justice.
Ask them to write a brief description of the crime, the part
social media played and the consequence for the criminal.
84
www.frenglish.ru
 6
1

Reinforcement Suggest words and phrases Subskill: Recognising synonyms
students can search for in English to help them, e.g. Explain to students that a writer will often try to use
crimes solved by social media, social media helps different ways of saying the same thing. This is to avoid
police find criminal, social media used by police. repetition and awkward-sounding sentences.
Ask students to read through the example given with the
word rats. Explain that the word can be replaced by another
Reading and critical with the exact meaning, a similar meaning, an ‘umbrella’
term (e.g. rodents), a name or a pronoun (e.g. they).
thinking Refer students back to the first paragraph in the article and
ask them to change all the words possible back to rats and
Student’s Book pp74–75 then to reread the text to see how it sounds.

Lesson aims Students read a news article about

4 • Students do the task.
animals that have ‘committed’ crimes and learn how to Fast finishers
recognise synonyms.
Ask fast finishers to think about synonyms in their own
language for the animals mentioned in the texts.
Warmer
Give students short descriptions of crimes and ask them
to come up with the crime and the criminal in each case. Exercise 4
See answers in brackets below. the cat = the feline smuggler
illegally taking goods or people in or out of a country the bird = the thief, the law-breaking seagull, the seagull
(smuggling, smuggler)
stealing things from a shop (shoplifting, shoplifter) 5 • Word work Students do the task.
the act of deliberately damaging things, especially public Reinforcement When students have had a
property (vandalism, vandal)
chance to complete the task unaided, quietly
the crime of entering a building illegally in order to steal write the words up on the board in a different
things (burglary, burglar)
order from the definitions so struggling
a more general term for the crime of stealing (theft, thief) students can do the task as a matching exercise.
the crime of taking property or money illegally
(robbery, robber) • Alternatively, start by just writing on the board
which paragraph they can find the answer in.
killing another person deliberately (murder, murderer)
Then add the words later.

A news article Exercise 5

1 • Check that students understand the difference 1 stolen goods 2 witnessed 3 law-abiding
between options a and b, then give them a 4 suspect 5 law-breaking
short amount of time to consider any examples
before asking for volunteers to share their ideas. Extra activity
2 40 Before reading and listening, ask students to Divide the class into small groups and assign one of the
look at the photos of the animals and predict three stories from the article to each of them. Tell students
they have to rewrite the article changing a minimum of six
what crimes they may have committed or
words, but without changing the meaning. Allow students
helped solve. to use dictionaries. When they have finished, have one
• When checking answers, ask students if person from the group read out the article to the class for
they have heard of any of the stories or any other students to note the words that have been changed.
similar ones. Give students time to write down the alternative words
they have learnt from other groups.
Exercise 2
All match description a. 6 • Students do the task either individually or in pairs.
• As an alternative, you could set this up as a
3 Reinforcement Check students understand quiz and have students in small groups with
the words feline and law-abiding first. their books closed. Award points for each
• Students do the task. correct answer.

Exercise 3
1 d 2 a 3 c

85
www.frenglish.ru
1
6
Exercise 6 Critical thinking
1 near Tinsukia in Assam, India Suggested answers:
2 nearly $20,000/€18,000 1 The rats ate money which wasn’t theirs – theft. The cat was smuggling objects
3 at the prison gates in Arapiraca, Brazil into a prison. The bird was stealing crisps from a shop – theft.
4 Attached to the cat’s body were a mobile phone and charger, memory cards None of the animals were probably aware that they were committing a crime.
and batteries. 2 People were probably involved in the crime with the cat, as the objects were
5 at a newsagent’s shop in Aberdeen, Scotland attached to the cat’s body.
6 cheese-flavoured Doritos 3 Students’ own answers

7 • Remind students that words from each option

will appear in the text but they should consider Culture note
if the meaning is the same in each. In most countries, dogs are the animal of choice to help
police solve crimes. Specially bred canines are used to assist
• To support less confident classes, you could police forces mostly with suspect apprehension, detection
direct students to the relevant line in the text of illegal items or search and rescue operations. These dogs
(e.g. for question 1: If they hadn’t discovered the are often referred to as ‘sniffer dogs’.
problem, the rats would have eaten more money.) While there are some historical accounts of animals being
and ask them to consider who they refers to. tried and punished in a ‘human’ system for crimes, it is
uncommon for animals to be held criminally responsible
Exercise 7 in any official sense, though they may face consequences
1 b (para 1, lines 7–9) 2 c (para 2, lines 9–11) for their actions (e.g. dogs being euthanised for violent
3 a (para 2, line 9) 4 c ( READ MORE box) attacks) or be detained if causing problems to people. Most
arguments and discussions around the subject are based
on animals’ (in)ability to understand and act upon human
8 • Before the exercise, pre-teach any vocabulary law and to respond to any consequence or punishment in
that may be useful for each question. (See a way that would be beneficial to society.
Culture note)
(Suggested answers: 1 defaced, torn, ripped, put in Further practice
washing machine 2 sniffer dogs, detection 3 report to • Reading ➔ Workbook p48
shop manager, video the incident)
• The longer read ➔ Teacher’s Resource Centre
• When they have had time to discuss all the • Accessible reading worksheet ➔ Teacher’s
questions, ask students if their partners had any Resource Centre
particularly interesting stories for question 1.
Homework
Ask students to read the Did you know? box on p74.
Then ask them to find any information about the biggest
CRITICAL THINKING
burglary committed in their country. Ask them to find out
when the crime was committed, if anyone was caught,
1 • Understand (HOT) Give students
what they stole and what the value was and what the
three to four minutes to read the text again. punishment for the criminals was.
Tell students that they should ‘read for detail’
this time to make sure they find all the Get online
examples given. Ask students to look for any
evidence that the animals might have been Ask students to work in groups of three and look at the
aware that what they were doing was ‘wrong’ ‘Read more stories …’ section under the article. Ask
and didn’t want to be caught. students to choose one of the first two stories each (The
parrot that witnessed a murder or The dog that caught a
2 • Analyse (HOT) Ask students to refer back burglar) to research further and find any information about
to the text and consider how humans were where these stories took place, the role the animal played
involved in each crime. Ask them to find and the consequences that the criminals faced. Have
relevant evidence in the text that humans students report back what they have found out to the rest
were involved in committing the crime (rather of their group.
than resolving it or witnessing it).
3 • Evaluate (HOT) Students could work in
pairs or small groups to do this task. Ask
students to think of what factors there are
when considering criminal responsibility
(e.g. intelligence, ability to feel for victims,
understanding consequences of crime,
knowing ‘right’ from ‘wrong’, understanding
right/wrong in the same way as humans.

86
www.frenglish.ru
 6
1
3 • Do the first sentence as an example with the
Grammar class, if necessary.
Challenge Give students a time limit.
Student’s Book p76
Reinforcement In pairs, students consider
Lesson aims Students learn how to form and use zero, whether each gap describes a situation or
first, second and third conditionals. consequence. Don’t confirm answers yet. Then
students complete the text individually.
Warmer
Exercise 3
Before starting the lesson, check what students already
know about conditionals from previous levels. 1 build 2 will be 3 climb 4 don’t walk 5 goes 6 will find
Write the beginnings of some sentences on the board, e.g.:
If someone steals from a shop in our city, … 4 • Remind students to use the second conditional
If I become a police officer, … to complete the sentences.
If they smuggled a rare animal into the country, … Exercise 4
If I had caught the burglar, …
Suggested answers:
Ask students to complete the sentences with appropriate 1 would tell the police. 2 would tell an adult.
endings. Circulate to see which structures students are 3 would tell a security guard. 4 society would be more dangerous.
using accurately to help you plan the focus of the lesson.
5 • Break the tasks into steps:
Conditionals: zero, first, ■ First, ask students to say what did happen in
second and third each event, then change those into negatives.
1 • Students do the task. Then ask students to consider the imagined
■

consequences for the things that didn’t

Exercise 1 happen (e.g. Robbers steal diamond.).
Zero conditional: c Finally, ask students to look at how to connect
■

First conditional: a the two parts of the sentences, where to

Second conditional: d position the word if and whether to use
Third conditional: b affirmative/negative structures.

ABCD Exercise 5
The third conditional
Suggested answers:
Tell students to practise the third conditional by writing a
1 If police hadn’t stopped the robbers, they would have stolen a huge diamond.
timeline of events from their past and discuss what would
2 If the parrot hadn’t witnessed the crime, the murderer wouldn’t have been arrested.
have happened if they’d made different decisions.
3 The shop wouldn’t have identified the thieves if they hadn’t had CCTV.
4 The authorities wouldn’t have fined the tourist if he hadn’t jumped in the fountain.
2 • Tell students that these sentences come from
the news article on p75.
• When checking answers, have students identify Conditionals with unless
the type of conditional used. 6 • Students do the task.
Fast finishers Exercise 6
Students create new endings for 1–4 in exercise 2. first conditional

Exercise 2 7 • Study the information box first.

1 c   2 d   3 a   4 b • Rewrite the first sentence as an example.
• Tell students that unless can go in the second
half of the sentence, but here it replaces the
if clause. Note that one half of the sentence
changes from positive to negative and vice
versa, the other doesn’t.

87
www.frenglish.ru
1
6
Exercise 7
1 Unless you break the law, you won’t go to prison./You won’t go to prison unless
Vocabulary and
you break the law. Listening
2 Unless you study hard, you won’t pass your exams./You won’t pass your exams
unless you study hard. Student’s Book p77
3 Unless I finish my project, I won’t go out tonight./I won’t go out tonight unless
I finish my project. Lesson aims Students learn and use words and phrases
4 Unless you use a password, your account isn’t secure./Your account isn’t secure connected to cyber-crime and learn to identify speakers’
unless you use a password. intentions in a radio phone-in.
5 Unless we finish the exercises, our teacher won’t be happy./Our teacher won’t
be happy unless we finish the exercise. Warmer
Write the word cyber-crime on the board and have
Extra activity students work in pairs to come up with a definition.
Nominate different pairs to give their suggestions and
Write the following on the board using unless and have
write a correct one on the board.
students rewrite the sentences without using it:
(Suggested answer: a crime committed using the internet – for
1 Unless it rains, we’ll go to the beach tomorrow. example, stealing someone’s personal information or
2 He won’t get angry unless you make lots of noise. introducing harmful programs into someone’s computer)
3 Unless you leave the door open, they won’t escape!
(1 If it doesn’t rain, we’ll go to the beach tomorrow. Cyber-crime
2 If you don’t make lots of noise, he won’t get angry.
3 If you don’t leave the door open, they won’t escape!) 1 • Before students read the text, explain the meaning
of the word scammer (= someone who tries to
8 • In pairs, give students three minutes to solve the cheat people, especially by tricking them into
Brain teaser. paying for non-existent goods or services). Ask
students to look at the headline and the photo
• Count down each minute.
and predict what the article might be about.
• If necessary, give other clues:
• Give students time to read through the words in
Remember the weather might have changed.
What would happen if it was snowing first then sunny later? the box, then complete the text.
• Check final ideas as a class. • After checking answers, ask students if they
think their grandparents would trick them in this
Exercise 8 way and if they would be conned by them.
At the time of the murder, there was snow on the ground. The footprints would • Follow-up questions (with books closed first):
have been in the snow (not on the grass), so they would have disappeared when 1 Why did the grannies want to con their own
the sun came out and the snow melted. grandchildren? (to show how easy it is for anyone to
be a victim of online fraud)
Further practice 2 How many of the grandchildren fell for the scams?
• Grammar ➔ Workbook p45 (four out of five)
• Grammar reference and practice ➔ Teacher’s 3 What does the article say you shouldn’t you
Resource Centre do online? (turn off filters for spam or junk mail, give
• Grammar ➔ On-the-Go Practice out full login details)
• Grammar worksheets (basics, standard and higher) ➔ Exercise 1
Teacher’s Resource Centre
1 click 2 attachment 3 phishing 4 protect
• Pronunciation ➔ Student’s Book p117 5 login 6 fraudster 7 junk 8 bullying
Pronunciation p117 Exercise 2
2 • Have students read the advice in the Word
The rule in conditional sentences is that the first clause always rises and the second
families box. Ask students if they have any other
falls, no matter which way round the clauses are.
tips for when they learn a new word.

Homework • Give students time to read the article again if

Ask students to read the article on p75 again. Ask them necessary before completing the table.
to identify the third conditional sentence in the first
paragraph, then to write two other third conditional
sentences to describe the second and third paragraphs.

88
www.frenglish.ru
 6
1
Fast finishers • Then have students practise listening and
repeating the phrases, paying attention to tone,
Ask fast finishers to use their dictionaries to check the
volume and intonation.
pronunciation of the words in the table. When the rest of
the class has finished, have fast finishers tell the rest of the Exercise 5
class how to say the words.
1 b   2 d   3 a   4 e   5 c
Exercise 2
6 • Give students time to decide their answers
1 hacker(s) 2 a scam 3 to con before playing the audio again for students to
4 bullying 5 fraudster
check. See underlined audioscript for guidance
as to answers.
3 • Give students time to read through the
questions and make notes about their opinions. Exercise 6

• Have students work in pairs to ask and answer. Suggested answers:

1 False – Jake’s grandma lost money in an online scam.
Challenge Encourage students to ask
2 True
follow-up questions, e.g. What happened? Was 3 False – Shakir doesn’t recommend using public Wi-Fi hotspots, because he
the scammer caught? How did the victim feel? Did was hacked.
they contact the police? 4 False – Moira’s friend has been bullied online.
5 True
Extra activity
Ask students to work in pairs and think of one more
Further practice
piece of advice for protecting yourself from online fraud
• Vocabulary ➔ Workbook p46
or bullying.
• Vocabulary ➔ On-the-Go Practice
A radio phone-in • Vocabulary worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
4 41 See the audioscript on p135. • Listening ➔ Workbook p49
• Ask students if they listen to radio phone-ins. • Listening worksheet ➔ Teacher’s Resource Centre
• Ask if they think it’s useful to hear from
Homework
members of the public on serious discussions Ask students to consider what they have learnt
and why. in the lesson and write three or four sentences
• Give students time to read through the topics saying how they already protect themselves from
first and check they understand each crime. cyber-crime or will protect themselves from
cyber-crime in the future.
Exercise 4
online fraud, phishing scams, hacking, cyber-bullying
Grammar
Subskill: Identifying speakers’ intentions Student’s Book p78
Explain to students that if they can identify the why (i.e. the
intention or purpose of someone speaking), then it may Lesson aims Students learn how to use I wish and If only.
help them understand the what (i.e. the meaning of what
he/she is saying). Warmer
Ask students to write one wish they have for the future
Explain that in different languages and cultures, tone,
and one regret about the past. They can write them as
volume and intonation don’t always indicate the same
simply as they like.
intentions, so they should pay attention to how English
speakers communicate. After a few minutes, ask students for their ideas.
Don’t correct or focus on accuracy at this point, but after
5 • Ask students to read through phrases 1–5 and exercise 3 you can ask students to return to their ideas
identify any positive/negative words or phrases and rewrite them using the grammar they will learn in
they know are common in specific situations. this lesson.
Then ask students to match them with
the intentions.
• Play the audio again for students to check
their answers.

89
www.frenglish.ru
1
6
I wish and If only 4 • Ask students to read through the sentences
and identify if they are wishes or regrets before
1 • Ask students to complete the information. rewriting them.
• After checking answers, check students Reinforcement Write the answers to the first
understand the meaning of hypothetical.
part of the task (identifying past/future wishes
Then ask some volunteers how they would
vs past regrets) on the board after a few minutes
complete the sentence I wish I were …
for students to refer to before rewriting.
for themselves.
Challenge Ask students to add some extra
Exercise 1 information to each of the sentences they have
1 past simple rewritten, e.g. I wish I were 18! Then I’d be able
2 past perfect to vote!
Exercise 4
Extra activity 2 If only/I wish I were 18 already! = present wish
Play the audio from the previous lesson again and have 3 If only/I wish I had used a strong password. = past regret
students raise their hands if they hear I wish/If only … Ask 4 If only/I wish I hadn’t forgotten to log out of my account. = past regret
them if the speaker is talking about present/future wishes 5 If only/I wish I could drive a car. = present wish
or past regrets. 6 If only/I wish I had a new bike! = present wish
(If only my grandma had been a Scammer Granny (past
regret), I wish people wouldn’t do it at all (present wish), If 5 • Before students look at the text, ask if they
only I’d known that before I was hacked (past regret), I wish know in which city there are more bikes
I knew how to help her (present wish), I wish we could keep
than people.
chatting (future wish))
Exercise 5
2 • Students do the task. Remind them to use 1 are stolen 2 ’ll need 3 unless 4 allowed
exercise 1 to help them. 5 did 6 where 7 ’d known 8 have taken
Exercise 2
1 had 2 were 3 could
Research
4 hadn’t fallen 5 had 6 hadn’t clicked
Give students time to research borrowing bikes and
ABCD scooters in their own city. If it’s not possible, ask them
I wish vs I hope
to research cities where they can and to find out if the
It is common to confuse wish and hope in English, often scheme has been a success or not.
because of L1 interference. Tell students that they have
Ask them to share their information with a partner
similar meaning to express desire for something, but
and say whether they think it would benefit them
hope usually expresses a desire that is possible or likely to
and why.
happen, whereas wish is normally used to express a desire
that is less likely or impossible.
Further practice
3 • Students do the task. Remind them to note the • Grammar ➔ Workbook p47
tense used in each sentence. • Grammar reference and practice ➔ Teacher’s Resource
• After checking answers, return to their Warmer Centre
wishes and regrets if you wish, and have • Grammar ➔ On-the-Go Practice
students rewrite them using I wish and If only. • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
Fast finishers
Ask fast finishers to write additional sentences for what Homework
they might be wishing in each situation in exercise 3, Ask students to write a present/future wish and a past
e.g. in question 2, I wish I’d studied more. regret (not the same ones as in the Warmer) and include
a reason why this is what they’re wishing for and the
consequence of the thing they regret.
Exercise 3
2 knew 3 had understood 4 was/were
5 didn’t have 6 had done

90
www.frenglish.ru
 6
1
• Follow-up questions:
Real-world speaking What does Bea wish she had done? (used a better lock)
What does she wish she hadn’t done? (left it there)
Student’s Book p79 Why should she call the police? (so she can claim on
insurance and the thief can be caught)
Lesson aims Students create a dialogue using Key Does Bea think the bike will be found? (No, she doubts it.)
phrases for talking about problems and solutions. Exercise 2
All the Key phrases are used.
Warmer
In pairs, have students look at the photo of friends and
the bike. Ask them to discuss the following questions: 3 • Read through the words in the box and check
1 What do you think has happened? the pronunciation of doubt (silent b) /daʊt/ and
2 What should the two friends do now? mobile (emphasis on first syllable) /ˈməʊbaɪl/.
3 Have you ever been in a similar situation? Reinforcement Tell students which two words
aren’t needed.
Talking about problems • Play the video again, if necessary, for students to
check their answers.
and solutions
• Draw attention to the Real-world grammar box
1  sk students to read the question. Point out
A and ask students to read the examples. Ask
that the answer has more than one point. Check students if the examples refer to present wishes
students understand plan of action (= next steps or past regrets.
to be taken) and claim on the insurance (= ask
the insurance company for money for the Fast finishers
stolen bike). Explain that in this context, the Ask students to add two extra sentences or speech
expression fingers crossed means that you’re bubbles to the dialogue (in any place) using the two
wishing for good luck and for something additional words from the wordpool.
specific to happen. It is often accompanied by
a gesture – the speaker crosses their second Exercise 3
finger over their first finger, and holds them 1 bike 2 lock 3 report
facing upwards. Ask students if they have seen 4 call 5 doubt
the emoji for this on their phones.
• Warn students that there is more than one part Extra activity
to the answer. In pairs, students come up with suggestions for what
Challenge Ask students if they think the plan happened next, e.g. Bea’s bike was found but was damaged
of action is a good one, or if they would do or She reported it to the police but it was never found or She
things differently or in a different order. saw it being sold on a website, so she forwarded the details to
the police.
• After checking answers, ask students if the plan
of action was similar to any ideas they had in 4 • THINK In pairs, have students think of
the Warmer. the problem they are going to focus on in
Exercise 1 their dialogue.

Call Bea’s mum; report the theft to the police. • PREPARE Ask students to write their dialogue
using some of the Key phrases.
2 • Read through the Key phrases as a class, • PRACTISE Before students begin practising,
focussing on intonation. Check students encourage them to read through the Peer
understand the meaning of consoling someone review section in exercise 5, so that they know
(= trying to make someone feel better when what their classmates will be looking and
they are unhappy or disappointed). listening for when they perform.
• Play the video again for students to make a list • PERFORM When watching their peers,
of the Key phrases they hear. encourage students to think carefully about
each Peer review question in exercise 5 and to
make notes.

91
www.frenglish.ru
1
6
5 • Peer review After each dialogue, ask the class 2 • Ask students not to reread the article in detail
to share their answers and give feedback. again at this stage but to look for key words and
phrases that help them.
• Ask the students who performed how they
could improve their dialogue if they were going Challenge Students look at the essay again
to do it again. Encourage positive feedback as without looking at a–d and consider the
well as constructive points. purpose of each paragraph before checking
against the exercise.
Further practice
• Speaking ➔ Workbook p49 Exercise 2
• Phrasebook ➔ Student’s Book p124 1 d   2 b   3 a   4 c
Homework
Ask students to remember a problem from another pair’s
dialogue and to write a plan of action/next steps for how Subskill: Using connectors of addition
they would help to solve it. and contrast
Students may remember some connectors such as
and, but, also and or used in Unit 5, but here they will
Writing learn some more, slightly more formal ones to be used
specifically in formal contexts.
Student’s Book pp80–81 Tell students they need to pay attention to the connectors
used, their position in a sentence and the structures used
Lesson aims Students learn and practise writing a after them.
for-and-against essay, including formal connectors of
addition and contrast. 3 • Students copy the table into their notebooks
and complete it with the bold words
Warmer and phrases.
Write the word cyber-bullying on the board and give
students two minutes to work in pairs and come up with
• In less confident classes, allow students to work
some examples of cyber-bullying.
with a partner and discuss whether the words/
phrases show addition or contrast.
Nominate pairs to give their suggestions and write them
on the board. Fast finishers
Ask students to propose solutions for the issues (using Ask fast finishers to write one argument for making
language from the previous lesson where possible). cyber-bullying illegal and one against, using one
Ask students if they would report cyber-bullying to the connector of addition and one connector of contrast.
police and if they know what powers the police have in
their country to stop cyber-bullying. Exercise 3
Addition: furthermore, in addition, moreover, not only … but also
A for-and-against essay Contrast: however, on the other hand, nevertheless
1 • Give students a set time to read the text and
answer the question. 4 • Before doing the task, read the title of the
• When checking the answer, ask students if essay with the class. Give students two or three
the writer only includes arguments for her/his minutes to brainstorm some of the rules in their
opinion or if she/he writes a balanced answer school and discuss them.
for both sides and includes other people’s • Ask students if they agree with the writer on any
points of view too. Then ask students if they or all of his/her points.
agree fully, partially or not at all with the writer, Reinforcement Students identify the two
giving their reasons. ideas in each question first and say whether the
Exercise 1 second adds to or contrasts with the first.
For Exercise 4
1 Moreover 2 Although 3 not only
4 However 5 also 6 On the other hand

92
www.frenglish.ru
 6
1
5 • Students read through the for and against 7 • Peer review Put students into pairs for
arguments in the box before adding others from this task.
exercise 4.
• Ask students to read their partner’s essay and
• When answering the second question, have answer the questions given. Encourage positive
students think about what they know about feedback as well as constructive criticism. Ask
other schools in their city, or schools they have students to say to what extent they agree with
seen on TV, and how the rules differ from their the ideas in their partner’s essay.
own and how the students there might feel. Ask
• Allow time for students to receive their own
them to add at least one more for and one more review back and to discuss the comments with
against argument. their partner.
Exercise 5 • Allow further time to make any required
For: 1, 3, 5    Against: 2, 4, 6 amends to their essay.
More arguments:
Culture note
For: Rules prepare you for work in the future, as most workplaces have rules.
Against: Some school rules are much too strict or old-fashioned. Cyber-bullying is the word used for any form of bullying
that uses technology to threaten, upset or distress a
person. It can occur through emails, text message, social
Extra activity networking sites, chat rooms and interactive video games
Ask students to think of three of their school rules that and in other areas. Examples can include posting offensive
they would keep and three that they would either change comments or photos, sending threatening or abusive
or lose completely, giving their reasons why. emails or creating fake profiles to embarrass or blackmail
another individual.
6 • THINK Students work individually for this task. In the UK, cyber-bullying is not considered a crime in
itself, and it is not covered by any specific law. However,
• Ask them to consider their responses to the particular acts of cyber-bullying can sometimes be
writer in exercises 4 and 5 and their feelings considered a criminal offence under other laws covering
about their own school rules. Ask them to areas such as harassment, malicious communications,
decide whether they are for or against but to obscene publications, etc.
remember to weigh up the arguments on both
sides in their essay. Further practice
• Writing ➔ Workbook p50
• Have students look again at the introduction
• Writing competence ➔ Teacher’s Resource Centre
and conclusion for the essay on p80 and note
the things they should include as well as the Homework
phrases used. Ask students to take the opposite point of view (i.e. for/
• PREPARE Ask students to organise their notes against) for the essay question from the lesson. Ask them
to review their essay plan and then write a second essay.
into four paragraphs and to think of phrases for
adding and contrasting ideas that they could Get online
use for each.
Ask students to work in pairs or small groups. Allocate
• WRITE Before writing, refer students to the each group a different country and have them research
four questions in the CHECK section plus the country’s laws or responses to cases of cyber-bullying.
the Peer review questions in exercise 7. Ask Then have groups report back to the class on what they
them to make sure they take these points into have found. (See Culture note above.)
consideration when writing.
• Remind students to follow the paragraph plan
in the model and write four separate sections.
• CHECK If necessary, give students a few more
minutes to self-correct their review based on
their answers to the four questions.

93
www.frenglish.ru
1
6
STEP 1: THINK
Project 2 • Explain the expression mother tongue and the
concept of a charity box (= a box into which
Student’s Book pp82–83
people pay a small fine that then goes to a
Lesson aims Students rewrite the rules for their class and chosen charity). Ask students to say in what
present their ideas. ways the rules have changed.
Exercise 2
Warmer
Ask students to look at the Graphic organiser for this unit They have added a new rule (rule 6).
on p120. Give them five minutes to discuss with a partner They have added a consequence for breaking each rule.
what they learnt about crime and consequences and They have expanded some of the rules to make them clearer (mobiles in class,
what they enjoyed most about the unit. you mustn’t be late).

3 • Give students time to read through the Key

WDYT? What would you change if you
could make the rules? phrases. Explain the meaning of the phrasal
verb put (someone) off (doing sth) (= discourage)
Ask students to look at the question again now and
discuss it with a partner. If possible, have students if necessary.
work with a different partner this time. 4 • Have students read through the questions
Give students time to look through the unit and their carefully before answering the questions.
notebook to reflect with their partner on the useful Encourage students to underline the relevant
language they have learnt that can help them answer parts in the rules or to write their answers in
this question. note form.
Then ask them to think about the different topics • After checking answers, discuss the Model project
related to rules that they have learnt about in the unit: in detail with the class using the notes on p83.
Crime and criminals (pp72–73) • Follow-up questions:
Criminal creatures (p75) Question 1: (if students answered no): How would you
Meet the ‘Scammer Grannies’! (p77) adapt the rule?
Question 2: Who would enforce the rules and
Should cyber-bullying be illegal? (p80)
consequences in each instance?
Ask them to think about the rules and laws of their Question 3: How would you decide fairly what to do for
own town or country and the consequences and the the one class each month?
ones they felt weren’t currently appropriate. Ask:
Would you change the rules or just the consequences? Extra activity
What do you feel would be the effects of the changes you In pairs, ask students to make a list of negative
want to make? consequences and positive rewards that they have
Ask whether their ideas have developed since the experienced in rules at school, in part-time jobs, in clubs or
beginning of the unit. at home. Ask them to consider which they think have been
most effective in achieving a goal or doing the right thing.

TASK STEP 2: PLAN

Read through the task and learning outcomes as a class. 5 • Put students in groups and have them work
Ask students to think about the school rules they through stages 1–3. Ask students to consider
considered in the Writing lesson and how they felt what the consequences and rewards are
about them. currently and who enforces them.
1 See the videoscript on p142. 6 • Students do the task.
• Students do the task. • Ask students to look again at the examples in
• Ask: Are the rules similar to those in our class? the Model project and think if these would work
What do you think of their six rules? or how they could be adapted.
Exercise 1 STEP 3: CREATE
They have six rules. 7• Refer students to p132 and ask them to
read through the tips on how to make rules
and consequences.
• Ask students to use appropriate Key phrases in
their group discussion.

94
www.frenglish.ru
 6
1
• Make sure students agree on their rules and
consequences. If necessary, suggest that
students write between five and ten rules.
6 FINAL REFLECTION

8 • Give students time to write up their rules • Ask students to answer the questions individually
and consequences. first and then to compare answers with their
group. Encourage students to give reasons and
• You could suggest dividing up the task, with
examples to support their answers, e.g. Other
each student writing one or two rules. If they groups understood and agreed with our rules and
do this, remind them to leave time to compare thought our consequences would be effective in
together, to ensure the tone is consistent. ensuring they were followed.
• Remind students to use appropriate language • If students have chosen a neutral or frowning
(e.g. modal verbs and conditionals). face, ask them what they think they can do
• Encourage the group to check each differently next time to improve. Remind
other’s writing. students that this project is useful in considering
how they respond as individuals to rewards and
consequences, and they should think of the
STEP 4: PRESENT
effectiveness of both if they are asked to produce
9 • Ask students to think how they are going to their own rules and consequences for any
present their rules, e.g. a different student other situation.
covers each rule or one student reads a rule;
another says the consequence. Beyond the task
• Ask them to predict any questions they may be • Ask students to think of any rules or laws they would
asked and to think as a group how they would change in society and how they would adapt them.
answer them. Ask them to consider local, national and international
laws and rules.
• Ask students to read through the Peer review
questions to ensure they are ready for what their Further practice
audience will be looking for. • Super skills ➔ Workbook p50
10 • Groups take turns to present. If the class is large, Homework
have groups present to two or three other Ask students to think of something they do outside of
groups rather than to the whole class. school (e.g. a course or a hobby) and think of two or three
11 • Peer review Ask students to make notes new rules they would introduce or adapt for it and any
for each question as they listen to other consequences or rewards they would use.
groups’ rules.
• Afterwards, ask them to decide which rule they End-of-unit further practice 6
1
would choose to enforce that they don’t already
have and why.
• Social and emotional competence ➔ Workbook
pp78–79
Model project • Exam trainer ➔ Workbook pp84–94
Layout: The model on p83 shows both old and new rules • Progress test (standard and higher) ➔ Teacher’s
for a French class, with additional consequences. Resource Centre
Text: The new rules and consequences have a clear title • Units 4–6 test (standard and higher) ➔ Teacher’s
and, in comparison to the old rules, have been numbered Resource Centre
and expanded on. There are only 6 rules, so the list is not • Communication games ➔ Teacher’s
too lengthy, and each rule is under 25 words. Each rule is Resource Centre
stated in the first sentence, followed by any exceptions to • CLIL and Culture worksheets ➔ Teacher’s
the rule. After the rule, a consequence/reward is stated. Resource Centre
Language: The language used in a list of rules needs • Evaluation rubrics ➔ Teacher’s Resource Centre
to be easy to follow. The use of modals and negatives
need to be clear and accurate so a reader knows what is
• Wordlists ➔ Teacher’s Resource Centre
acceptable, optional, prohibited, etc. The first conditional • Student’s Book audio and audioscripts ➔
is used throughout to outline the consequences of Teacher’s Resource Centre
breaking or abiding by rules. • Workbook audio and audioscripts ➔ Teacher’s
Resource Centre
• Workbook answer key ➔ Teacher’s Resource Centre

95
www.frenglish.ru
 7 Time flies!

Vocabulary
Student’s Book pp84–85 2 • Students do the task.
Lesson aims Students learn how to use reporting verbs Extra activity
related to time. Ask students to work in pairs and write a short dialogue
using one of the quotes from the page in context.
Warmer Write the following on the board as an example and ask
Write the unit title on the board. Ask students to work in students which quotes could fit in the final gap:
pairs and discuss the following questions: Person A: What are you going to do this summer?
What does the expression ’Time flies when you’re having Person B: Oh, I don’t know. I think I’d like to do some
fun’ mean? (It means time seems to go a bit quicker when voluntary work with animals but I haven’t applied for
you’re enjoying yourself.)
anything yet …
Are there any similar expressions in your own language? Person A: (Time waits for no one!/There’s no time like
Do you know any other English expressions related to time? the present!)
(Suggested answers: Better late than never; just in time!;
the early bird catches the worm) 3 Before doing this exercise, give students time to
• Point out to students that people often use the read the information in the Reported speech box.
shortened version of the first expression (and • Read through the verbs in the box and remind
the unit title) ‘Time flies!’. You could ask students students that they are often used when
to think about exercise 1 at this stage before reporting what someone has said. Point out that
developing their ideas with the WDYT? question. different structures are used after each one, so
they need to pay attention to this.

WDYT? Time: how do people fill time, save

it and waste it?
• Write example sentences for agree/advise/
admit to draw attention to the structures, e.g.
Students read through the question and think of He agreed to go to the police station; They advised
how they could answer it for themselves but also for him to tell the truth; He admitted that he had taken
people around them. the money.
Check students understand the differences between Reinforcement For any students that are
the three ways to use time: to fill time is usually used struggling, write example sentences on
for activities which were less necessary or desired
the board to give them the opportunity to
than other ones and something was needed to ‘fill’
empty hours, to save time means to do something decide the correct column before you confirm
more efficiently to cut overall time spent and to waste the answers.
time means to use time badly and unproductively.
Fast finishers
If students did the Extra activity after exercise 2, ask them
Reporting verbs to see what they can remember about reported speech
from B1 level by rewriting their dialogue using reported
1 • If students did the Warmer, they will already speech, e.g. She asked what I was going to do in summer.
have begun thinking about this question.
• Ask students to think of any contexts they might Exercise 3
use it in, e.g. when you realise it’s nearly the end verb + to: promise, refuse, offer
of the term/year, when you discover how long verb + object + to: ask, tell, invite
it’s been since something significant happened. verb + that: explain, say, suggest
Exercise 1
People say‘time flies’because time passes quickly (usually meant when you’re having a
good time and time seems to pass more quickly than usual).

96
www.frenglish.ru
 7
1
Reporting verbs ABCD Exercise 5

• Point out that some of the verbs given can follow two 1 reported 2 denied 3 claimed
different patterns, usually with the same meaning. 4 insisted 5 confirmed 6 adding
For example: I advised him that he should go to the The police might arrest the business partner, since her fingerprints would also be in
police/I advised him to go to the police; He admitted to the office, and she might want to frame him for a murder that she had committed.
the crime/He admitted that he did the crime.
6 • Students do the task.
• Remind students that the word that can be omitted in
the examples above without a change to meaning. Exercise 6
• It’s worth highlighting or reminding students of some verb + that
of the common errors when using reported speech.
Write the incorrect versions of the following on the
board and have students suggest how to correct 7 44See the audioscript on p136.
them. For example: She said me she would go > She • Before listening, ask students to think of
said (that) she would go (we don’t use an object with to common places or situations where they
say); I explained him that I was busy > I explained to him would hear, for example, someone announce
(that) I was busy (we use to + object with to explain); something or complain about something, etc.
She suggested me to go > She suggested (that) I go. (after
to suggest, we use (that) plus subject + verb. Exercise 7
1 complain 2 recommend 3 announce 4 reply 5 insist
4  ive students time to read through the verbs in
G
the box.
Reinforcement Write example sentences on VIDEO SKILLS
the board using any verbs students are finding
difficult to match, so they can use the context to 8 See the videoscript on p143.
help them.
• Before they watch the video, ask students
Challenge Students tell a partner what they if they recognise the vlogger. (It’s Amelia
think is the meaning of the word (using their from Unit 1 – she spoke about playlists.)
first language is fine) before checkΩing against
the definitions given.
• After watching the video, ask students
to watch again and to list any reporting
• When checking answers, drill the pronunciation verbs they hear. (explain, claim, admit, insist,
and ask students to note the correct stress in suggest, say)
each word.
• Follow-up questions:
Exercise 4 (You will probably need to write these on
a reply b complain c recommend the board and allow students to watch
d announce e argue f point out the video a second time.)
Where is Lara based? (the USA)
Extra activity What was Lara doing in her spare time? (spending
a lot of time on her phone, watching a lot of
In pairs, have students write definitions and example
TV shows)
sentences for the remaining six verbs. Then allow them to
use their dictionaries to check. Why does Jamal find mindfulness helpful? (It helps
him focus on the present.)
5 • Check/review the meaning of murder, arrested, • Ask students if they ever have the same
crime scene and fingerprints before students read problem as Lara and what other advice
the article. they could give her.
• Tell students that in most instances, both verbs 9 • When they have discussed question 1,
will be grammatically correct but they should nominate pairs to share their answers
think carefully about the meaning and which with the class.
option makes more sense or is more likely. • Before reading question 2, elicit some
• Follow-up questions: problems teenagers have. Write all of
Did the man admit that he did the crime? (No, he denied it.) their ideas on the board. Then, read the
Did his business partner agree with his version question and allow students to discuss in
of events? (No, she didn’t.) pairs. Ask pairs to share their ideas with
What evidence did the police find? (fingerprints) the whole class.

97
www.frenglish.ru
1
7
Exercise 8 • After reading and then checking answers,
Lara hasn’t had much free time in the last year, but she hasn’t been really busy either.
ask students if any of the answers
surprised them.
She should get a bullet journal to help organise her time. She should try mindfulness.
Exercise 2
Exercise 9
1 T (Rubik’s Cube: lines 2–3) 2 T (Mario Bros: lines 3–7)
1 
Vloggers make advice videos as they are cheap and easy to create. They are 3 F (Furby: lines 4–5) 4 F (Facebook: lines 1–3)
also a very effective way of encouraging viewers to interact with the videos 5 T (Pokemon Go!: lines 2–3)
by asking them to give advice. These types of videos get a lot of views and the
vloggers get money from their YouTube channel. Young people can relate to
the types of problems discussed on advice videos. Vloggers often encourage Subskill: Recognising time references
their viewers to give their own advice and this. Explain to students that time references are important
2 Students’ own answers because events won’t always be mentioned in
chronological order. These time references can be fairly
Further practice general, e.g. In the 1990s, or more specific, e.g. the next day.
• Vocabulary ➔ Workbook p52 Note that ‘early,’ ‘mid’ and ‘late’ don’t have strict definitions
• Vocabulary ➔ On-the-Go Practice when it comes to decades.
• Vocabulary worksheets (basics, standard and higher) ➔ 3 • Students do the task.
Teacher’s Resource Centre
Fast finishers
Homework Ask fast finishers to use two time references to make a
Ask students to choose one of the verbs from exercise 4 comparison between something they did to fill their time
that wasn’t used in exercise 7 and to write a short extract when they were younger compared to now, e.g. In the
or dialogue to demonstrate it. early 2010s, I played outside a lot, but nowadays I have to fill
my time with studying.
Get online
In pairs, ask students to look at some English language
Exercise 3
news websites. Ask them to find a news story reporting a
crime and to highlight any reporting verbs used that they’ve after just two years, currently, In the early 1980s, Nowadays, since then, Soon
looked at in the lesson. Ask them to write a short summary afterwards, The following year, Three years later, Twenty years after
of the crime and report the main points back to the class.
4 • Students do the task.
Reading and critical Exercise 4

thinking 1 in the early 1980s

4 By 2007
2 Nowadays
5 in the 1990s
3 2004
6 20 years later

Student’s Book pp86–87

5 • Before completing the sentences, ask students
Lesson aims Students read a timeline about games and what type of information they are looking for
learn to recognise time references. (e.g. person’s name, country, year).
Exercise 5
Warmer
Ask students to tell a partner how they like to fill their 1 Ernö Rubik 2 Nintendo
time. After a few minutes, ask them if they think their 3 1998 4 Mark Zuckerberg
answers would be different from young people in the 5 more than 800 million people
1990s, 1980s or 1970s and how.
6 • Word work Students do the task.
A timeline Reinforcement Ask students to read through
the text again and find the words in context to
1 • Students do the task. help them.
• Ask the class when they think these things were
invented/popular. Don’t confirm answers at Exercise 6
the moment. 1 correct
2 45 If students are unfamiliar with any of the 2 
A video arcade is a place where people used to watch films play
things discussed, give a brief description computer games.
without giving away any answers. 3 correct
4 A millennium is a period of a hundred thousand years.
5 correct

98
www.frenglish.ru
 7
1
Extra activity
why they think they might use them – in what
To consolidate the meaning of the words in exercise 6,
circumstances, etc.
have students discuss these questions:
3 • Evaluate (HOT) Ask students to think about
1 What have been the most popular crazes with teens in the
‘wasting time’ and ‘saving time’. Remind them
last two years?
that there isn’t a set definition of wasting time
2D  o you think going to video arcades was more sociable and their ideas may be different from someone
than playing on consoles at home? else’s. Ask them to note pros and cons of each
3 Have you ever regretted buying a ‘must-have’ gadget? thing (e.g. it’s relaxing, it improves concentration,
4W  hat do you think was the most important historical event it’s a way to communicate, it improves hand-eye
of the last millennium? coordination, it can be a sociable activity,
5W  hat things/people do you think will make a comeback sometimes people need to ‘switch off’) before
next year (e.g. music artists, fashion styles, toys, they evaluate whether things are a waste/a
gadgets, etc.)? good use of time.

7 • Before doing the task, read through the

questions as a class and see what they can Critical thinking
remember from their previous readings. Do not
1 Rubik’s Cube, Mario Bros, Furby, Facebook and Pokémon Go!
confirm answers at this point. 2 Rubik’s Cube: a cube with coloured squares that you manipulate so that all
• Tell students they should ensure their answers mini-squares of the same colour are together on each side of the main square
are accurate by reading the text again carefully. Mario Bros: a video game about two brothers, Mario and Luigi
Furby: a robotic gadget that could actually speak its own language
Exercise 7 Facebook: one of the first social networking sites where people post photos and
information about themselves for family and friends to see and comment on
1 M ore than 350 million Rubik’s Cubes have been sold.
Pokémon Go!: a game whereby people had to use GPS on their mobiles to
2 The main characters are the brothers Mario and Luigi (who are plumbers), and
find augmented reality creatures outside
their enemies are strange creatures that live under New York.
3 Students’ own answers
3 Furbies could speak Furbish and they could learn English. (They could also
learn other languages, depending on where the toys were sold, but this is not
mentioned in the text.) Culture note
4 Every day, around the world, people spend 950 million hours on Facebook. The yo-yo is believed to have been invented in China,
5 One argument for Pokémon Go! is that it gets people outside doing though the first time the name was used in print wasn’t
exercise. One argument against it is that people are distracted looking at their until 1916 in the Scientific American Supplement. The term
phone while playing and could have an accident. yo-yo is said by some to come from the Filipino word for
come-come or to return. The design and materials used
8 • Before the exercise, check students recognise have changed over the centuries. In the 1960s, plastic
what is shown in each picture and how each yo-yos started to be manufactured. In the 1980s, the craze
item was/is used (see Culture note). spread with the first yo-yo taken into space by NASA.
The Tamagotchi™ is an egg-shaped plastic pet that the
• For the decades listed in the box that aren’t
owner has to keep alive with constant care and attention.
represented with an image, ask the class what It was first launched in 1996 and was popular at the time. It
toys/games they would choose. has made a ‘comeback’ in 2019, appealing to both children
and nostalgic adults alike.
CRITICAL THINKING The space hopper (as it’s most commonly called in UK
English) is a bouncy rubber ball that you can sit and jump
on while holding onto two handles. The idea was patented
1 • Remember (LOT) Give students
in Italy in 1968 and in the USA in 1971. Its popularity took
3–4 minutes to read the text again. Tell
off in the 1970s, when it became something of a national
students that they should read carefully
craze in the UK.
this time to make sure they find all the
examples given. Further practice
• Ask students if they fill their time in any • Reading ➔ Workbook p56
similar ways. • The longer read ➔ Teacher’s Resource Centre
2 • Understand (HOT) Ask students to refer • Accessible reading worksheet ➔ Teacher’s
back to the text as they write their descriptions. Resource Centre
Ask them to think about the following:
how the items are used
how much time they think people spend
using them

99
www.frenglish.ru
1
7
Homework 2 • Have students confirm the correct tense to use
Ask students to talk to a parent or grandparent about a in reported speech before they begin.
‘craze’ or ‘must-have’ gadget or toy from their past. Ask
Exercise 2
students to research it and write a short paragraph about
it to fit in the correct place on the timeline on p87. They 1 number of users had reached one billion
can use the images on p86 for inspiration. 2 had found her old school friends on Facebook
3 couldn’t survive without social media
Get online 4 the next craze would be virtual reality
Divide the class into five groups (depending on class size)
and allocate one of the things from the article to each Time/place references in reported speech ABCD
group. Ask them to go online and find out some more
information about how each thing is currently considered/ • Point out that time and place references sometimes
used, etc., e.g. Are these products still manufactured? How have to be changed in reported speech. With regard
many are sold each year? What type/age of people still use to time, teach students some of the more common
them? Do you think they will make a comeback? What other changes, e.g. now > then; today > that day; here > there;
similar products of sites have they influenced? Have them this > that; tomorrow > the following day, the next day,
share their facts with other groups. the day after; next week > the following week, the next
week, the week after; ago > previously, before; tonight >
that night. Write some example in direct speech on
Grammar the board (e.g. I want to go now!) and ask students to
change them to reported speech including the correct
time/place reference.
Student’s Book p88
• If we are in the same place when we report something,
Lesson aims Students learn how to form and use then we do not need to make any changes to place
reported speech. words. But if we are in a different place when we report
something, then we need to change the place words.
Common changes include here > there, this > that.
Warmer
Ask students to work in pairs and answer the following
questions about the reading text from the previous lesson: 3 • Before doing the task, remind students
Which of the ways to fill time do you think is most useful? Do they should change verbs, pronouns
you use your time in any similar ways? What things do you and punctuation.
think people will remember from this decade in the future? Reinforcement Students can work through
Don’t ask for feedback at this stage, but after students the task in stages, in pairs, and follow
have completed the first three exercises of the lesson, you this procedure:
could ask them to report their partner’s answers to the
1 Identify which tenses to use.
class or another pair.
2 Decide on other things that are going to change
(e.g. pronouns, punctuation).
Reported speech
3 Choose a suitable reporting verb for each sentence.
1 • Students do the task. Then have them rewrite independently.
Challenge Students cover the ‘Reported
speech’ section of the first table and see if Fast finishers
they can change the three sentences of direct Have fast finishers find an appropriate message from a
speech correctly before uncovering to check friend or family member on their mobile phone. When
their answers. the rest of the class has finished, have students relay the
message using reported speech.
Exercise 1
1 past simple   2 past perfect   3 had to Exercise 3
Suggested answer:
Extra activity Paul said (that) he was going into town the following day because he had to fix his phone.
He said that he had dropped it and (that) the screen had broken. He told me that he would
Write the following on the board: 1 ‘I’m reading …’ call me when he was there. He said that we could meet for lunch.
2 ‘I studied …’ 3 ‘I have to …’ Ask students to complete the
sentences so they’re true for them. Then swap notebooks
with a partner who has to rewrite the sentences in
4 • Give students time to read the examples and
reported speech. answer the questions.
Exercise 4
1 ask, offer, tell   2 ask (us), tell (me)   3 suggest

100
www.frenglish.ru
 7
1
5 • Before doing the task, identify the function and
refer students back to the table in exercise 4 to Vocabulary and
check the correct word patterns.
Listening
Exercise 5
1 to give us an example 2 we should work in pairs Student’s Book p89
3 to help me 4 not to start exercise 7 yet
Lesson aims Students learn idioms and expressions about
time, how to understand idioms/sayings and how to avoid
Extra activity distractors when listening to a quiz.
Ask students to reflect on the lesson to this point and work
in pairs to report one offer, one request, one suggestion and Warmer
one command if possible, e.g. My partner offered to lend me his Books closed. Give students 1–2 minutes in pairs to
pen; She asked us to share our ideas with the class; The teacher remember any of the expressions relating to time from
suggested that we do the exercise in pairs; He told us not to use pp84–85 before allowing them to check.
our dictionaries.

6 46See the audioscript on p136.

Idioms and expressions
• Ask students to read through a–d and think about about time
what tenses might come up in the direct speech. 1 • Read the expressions as a class. Discuss their
• Play the audio for students to match. meanings but don’t confirm answers yet.
• When checking answers, ask students if they • Tell students to refer back to the first lesson
can remember what was said in the messages. of the unit to remind themselves of any other
• Play the audio again for students to check. expressions in English they may have thought of.

Exercise 6 Exercise 1

1 a   2 a   3 c   4 b Suggested answers: tell the time, what time is it?, it’s time to go!, spend/waste time

7 • In pairs, give students three minutes to solve the 2 • Students read the contents of the box and
Brain teaser. the example. Explain to students that idioms
can’t be taken in their literal sense. The term
• Count down each minute, for example:
‘saying’ is broader and can cover idioms and
Two minutes left!
more literal expressions too. Read through some
• If necessary, give other clues: of the examples in exercise 1 to emphasise the
Can you think of a question you ask regularly
fact that the literal meaning is not important,
throughout the day?
What thing(s) changes throughout the day? or often even sensible in many cases, e.g. time
doesn’t actually fly, it just seems to pass quickly.
• Check final ideas as a class, before confirming
the answer if no one has guessed it yet. • Depending on your discussions earlier in the
unit, some of exercise 2 may be a review.
Exercise 7
• When discussing students’ answers, ask them
What time is it? which of the idioms they came up with in their
own language are used most/least frequently.
Further practice 3 • Students do the task.
• Grammar ➔ Workbook p53
Exercise 3
• Grammar reference and practice ➔ Teacher’s
Resource Centre 1 There’s no time like the present. 2 Better late than never!
• Grammar ➔ On-the-Go Practice 3 Time will tell! 4 You can’t turn back the clock.
• Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre 4 • Students do the task.
Challenge Students cover the expressions
Homework
Ask students to find an interview in English with a and do the task from memory before
celebrity or public figure. Ask them to summarise the main uncovering to check.
points using reported speech. • After checking answers, have students say
which expressions they agree with and why.

101
www.frenglish.ru
1
7
Exercise 4 Research
1 manage your time 2 be on time
3 be (just) in time 4 run out of time Put students in small groups and allocate them one
5 make time for (someone/something) type of calendar (e.g. Gregorian, Julian, lunar, solar,
Chinese) or leap years to research.
Ask them to find out about the origins of the
Extra activity calendar/leap years and where they’re still used.
Ask students the following questions and note down their After students have had time to research, mix up the
answers. Then share their answers with a partner. groups and have them share their findings.
1 Do you wish you could turn back the clock? Why?
2 When was the last time you felt like time was flying? What Further practice
were you doing? Were you having fun? • Vocabulary ➔ Workbook p54
3 Are you usually on time for things? • Vocabulary ➔ On-the-Go Practice
4 Do you often run out of time in exams? How could you • Vocabulary worksheets (basics, standard and higher) ➔
manage your time better? Teacher’s Resource Centre
5 Who or what do you try hard to make time for? • Listening ➔ Workbook p57
• Listening worksheet ➔ Teacher’s Resource Centre
A quiz Homework
5 47 See the audioscript on p136. Ask students to choose five of the sayings from exercise 1
and then write five mini-dialogues or sentences
• Check the meaning of ‘time zone’, then have containing each one.
students guess the answer.
• Play the audio (just as far as ‘OK, next question.’)
then check students’ answers. Ask students if Grammar
they heard any of the other options mentioned.
Student’s Book p90
(yes – seven is mentioned)
Lesson aims Students learn how to form and ask
Subskill: Avoiding distractors reported questions.
Explain to students that in a multiple-choice listening
exercise, they are likely to hear at least one of the incorrect Warmer
answers mentioned. Tell students to read through the In pairs, ask students to think about the quiz from the
options carefully before listening and then to note down previous lesson and write down the questions and
what is said about any options during the first listen. They answers they can remember.
should then check their notes against the question to see
Then allow them to turn back to p89 to check
which one provides the best answer.
their answers.
6 • Ask students to read the questions and answer
options carefully. Ask them to think whether Reported questions
they already know any of the answers. Check
they understand ‘turn on its axis’ in item 4. 1 • Students do the task.
Challenge Students can look at the examples
Exercise 6
and try to deduce the rules for reported
1 c   2 b   3 b   4 a questions regarding tense, punctuation, if/
whether and word order before using the
7 • Before playing the audio, ask students to questions below the table to help them.
ask and answer the questions in pairs from
Fast finishers
memory first.
Students can change the two questions from the quiz
Exercise 7 that don’t appear in exercise 1 (questions 2 and 3)
1 no into reported questions. (He asked what we call the
2 It takes less than 24 hours for the Earth to rotate on its axis. That’s why there’s study of measuring time. He asked which calendar most
a leap year nearly every 4 years. countries use.)
3 three out of five questions
4 a diary Exercise 1
5 her family 1 yes 2 no 3 when we report yes/no questions
4 The word order is like an affirmative sentence.
5 Do/Does/Did isn’t used in reported questions.

102
www.frenglish.ru
 7
1
2 • Remind students to pay attention to word Extra activity
order, tenses and punctuation when rewriting Ask students to make notes on where/when they would
the questions. go if they could time travel. In pairs, have students ask and
Reinforcement Do the first one as an example answer questions about what they would do.
for students, demonstrating how to use the Then have them report their partner’s answers to another
exercise 1 questions as a checklist. pair or to the class. For this part, students don’t need to
use conditionals and can use simpler reporting structures,
Exercise 2 e.g. She told me she wanted to go back to the 19th century
1 if/whether next year would be a leap year and meet her great-great-grandparents.
2 what a nanosecond was
3 how many babies were born every second Culture note
4 if/whether the 13th Doctor was a man or a woman
Doctor Who is a British sci-fi television programme
5 who had invented the first clock
produced by the BBC. It first aired in 1963 and shows a
Time Lord called ‘The Doctor’ travel through time in his/her
ABCD ‘TARDIS’ with various companions fighting various enemies.
Intonation in reported questions
The Doctor is able to physically renew his/her body and
• In English, the intonation of reported questions usually appearance, which has helped explain why many different
falls at the end.
actors have been able to take on the role over the years.
• Drill pairs of direct and reported questions so students
can hear and copy the different patterns. 6 • In pairs, ask students to take turns asking and
answering the questions as The Doctor.
3 • Go through the example with the class and have
the students point out the punctuation, word Exercise 6
order and pronoun changes. 1 Planet Gallifrey 2 900–2,000 years old
3 by TARDIS 4 Leonardo da Vinci, Einstein
Exercise 3
2 ‘How old are you?’ 3 ‘How do you usually travel?’
4 ‘Have you met a lot of famous people?’ Research
Give students time to do their research, either
4 • Students do the task. individually or in pairs if you prefer.
5 • Before reading the text, ask students if they Then, if students already did the Extra activity, ask
have ever seen Doctor Who and what they know students to say whether their initial guesses were
about the TV programme. correct. If they didn’t, check their answers now.
• When checking answers, encourage students to If answers differ, discuss the sources used and decide
say why the answer they chose was correct. whether one source is more reliable than another.

(1 who is correct as a relative pronoun describing a

person. 2 The present perfect is correct as the writer Further practice
is describing something in the past that is still true. • Grammar ➔ Workbook p55
3 to + verb used after allow 4 told is correct as there is no • Grammar reference and practice ➔ Teacher’s
to before me so it can’t be said. 5 … was going to be … Resource Centre
is correct as statements go ‘one step back’ in reported
speech. 6 Singular past simple tense is correct. 7 Present
• Grammar ➔ On-the-Go Practice
perfect is correct as referring to events in the past that will • Grammar worksheets (basics, standard and higher) ➔
continue. 8 I wish … is used with past simple to describe Teacher’s Resource Centre
present wishes. 9 The second conditional with would • Pronunciation ➔ Student’s Book p117
is used as the situation is unlikely or impossible. 10 The
future continuous is needed to describe a situation in the Pronunciation p117 Exercise 1
future that will be in progress, not completed.) 1 ‘Can you repeat the question?’ She asked if I could repeat the question.
Exercise 5 2 ‘Who invented the calendar?’ He asked who invented the calendar.

1 who 2 has been 3 to stay 4 told 5 was going to be

6 was 7 has met 8 could 9 would travel 10 will be watching Pronunciation p117 Exercise 2
1 They asked if you were ready.
2 I asked what time the film started.
3 He asked whether it was raining.

103
www.frenglish.ru
1
7
Homework • Ask students which word wasn’t needed and
Ask students to find an interview in English with one of if they can think of a sentence which uses it
their favourite celebrities or public figures. Ask them to that could be included in the dialogue. (‘hate’
write a paragraph reporting three to four of the questions isn’t needed.)
and answers using reported speech. • Ask students to watch the video again and
to focus on Ryan and how he pauses before
Real-world speaking replying, to consider Monica’s opinion. Point out
that while they disagree with each other, they
Student’s Book p91 respect each other’s opinions and they don’t
raise their voices.
Lesson aims Students create a dialogue using Key
phrases for discussing points of view. Exercise 3
1 love 2 a waste of time 3 great 4 silly 5 different
Warmer
Ask students what they remember about the TV programme Extra activity
Doctor Who that they read about in the grammar lesson. Ask
students if they can remember the genre. (sci-fi) In pairs, students come up with suggestions for what
happened next, e.g. Ryan decided to go to the film and in the
Then have students talk to a partner about what they end he really enjoyed it.
think of the sci-fi genre and whether it’s one they would
choose to watch/read, giving their reasons why/why not.
After a few minutes, nominate students to report back on
4 • THINK Individually, have students read the
what their partner said and to say whether or not they agreed. topics and decide what their opinion is on each
one. Check students know that cosplay is when
people dress up in costumes of characters
Discussing points of view from films, comics, etc. and usually then meet
1 Ask students to watch the video and say if they at conventions.
agree or disagree with any of the opinions given. • Ask students to use words from the box in
• Follow-up questions: exercise 3 to help them make some notes.
Do Ryan and Monica have the same opinion on • Then in pairs, have students look at their ideas
sci-fi films? (No, they don’t.)
and choose a topic where they have different
Who has already seen the film? (Monica’s sister)
What do Monica and Ryan agree about? (that it’s OK opinions, if possible.
to have different opinions and everyone has to make • Ask them to expand on their reasons and to
up their own mind) think if they know anyone else with the same
2 • Read through the Key phrases as a class, focusing opinion who they can refer to in their dialogue.
on intonation. Note the use of reported speech • PREPARE Ask students to write their dialogue
when describing other people’s opinions. together using some of the Key phrases.
• Point out the difference outlined in vocabulary Encourage them to think of one point where
between US and UK English, i.e. that we say ‘movie’ they agree with each other.
in American English and ‘film’ in British English. • PRACTISE Before students begin practising,
• Play the video again for students to say the Key encourage them to read through the Peer
phrases they hear. review section in exercise 5 so that they know
what their classmates will be looking and
• Students read the dialogue in pairs taking turns
in each role. listening for when they perform.
• PERFORM When watching their peers,
Exercise 2
encourage students to think carefully about
all of them each Peer review question in exercise 5 and to
make notes.
3 • Read through the words in the box before 5 • Peer review After each dialogue, ask the
students complete the dialogue. class to share their answers and feedback. Ask
Reinforcement Have students note the part of students if they had similar points of view to
speech of each of the words in the box before either of the students performing. Ask the
they listen. students who performed how they could
improve their dialogue if they were going to do
• Play the video again for students to check
their answers. it again. Encourage positive feedback as well
as constructive.
104
www.frenglish.ru
 7
1
Further practice Exercise 3
• Speaking ➔ Workbook p57
a the main body b the conclusion c the introduction
• Phrasebook ➔ Student’s Book p125
Homework
Ask students to choose another topic from the Subskill: Talking about statistics
Skills boost box and write reasons for being for and When writing a report, statistics are very useful to back
against it, including the opinions of others too, using up any statement or provide evidence to a point that has
reported speech. been made. Explain to students that they can use precise
percentages (e.g. 25%) or they can modify these if they
are not entirely sure (e.g. around/approximately 25%). If
Writing percentages don’t work out neatly, they can say one in
seven (i.e. one in a total of seven), etc.
Student’s Book pp92–93 Other more general ways of referring to quantity can be
phrases such as the majority/minority (of the class/people)
Lesson aims Students learn and practise writing a report meaning over/under 50%. Before doing exercise 4, revise
about a survey including statistics. a few fractions, percentages and expressions to help
students (e.g. ¼ = one in four = a quarter = 25%).
Warmer 4 • Students look through the percentages and
In pairs, ask students to read the title of the report. Ask them
to work in pairs and predict what questions the writer asked
expressions of quantity and list them in order.
her class and what they think the survey results will be. There may be differing answers here as it’s
Nominate pairs to share their answers but don’t confirm
slightly subjective.
anything at this stage. Fast finishers
Ask fast finishers if they can find any additional ways of
A report expressing the quantities in the box (e.g. 80% = four out of
five; 95% = almost all).
1 • Ask students to think of a recent normal
weekday (not necessarily yesterday, as stated in
Exercise 4
question 1, if yesterday wasn’t a typical day) and
answer the questions. Suggested answer: the minority, 25% (one in four), 50% (half of the people),
more than half, a large proportion, 80% (eight out of ten), 95% (the vast majority)
• Ask students to compare their answers with a
partner to see if they have similar schedules. 25% = one in four, half of the people = 50%, more than half, eight out of ten =
80%, the (vast) majority = 95%
Challenge Students can add another question
to the survey and then add their answers.
5 • Students read the report again and rewrite the
Extra activity statistics. Remind students there may be more
Ask students to represent their average school day visually than one possible solution.
(e.g. with a pie chart), then have them put together Reinforcement While students work through
another visual for their average weekend. exercise 5, write the statistics from the report up
In pairs, have them compare their days and say if/how on the board. After a few minutes, add a hint for
they would like to change how they spend their time. rewriting each one, for example, write the ‘%’ sign,
‘less than’.
2 • Give students time to read the report and
compare with their own answers. This may take Exercise 5
students some time. Suggested answers:
• Ask students if any of the answers are the same 60% = six in ten/six out of ten/more than half
as theirs and if any of their predictions from the 10% = one in ten, one out of ten, the minority
Warmer were correct. eight out of ten = 80%, the majority, a large proportion
3 • Before reading again, ask students to read a–c 20% = two in ten, two out of ten
and see if they can remember how the report
was structured. 6 • Ask students to read through the two questions
in the survey but not the results initially. Ask
• Give students time to read the report again and
them to think how they would answer the
answer the questions.
question. Have them discuss their own answers
• Ask if they think the structure was clear with a partner.
to follow.

105
www.frenglish.ru
1
7
• Still in pairs, ask students to predict what the • Allow further time for students to make any
survey showed before reading the answers required amends to their report.
to check. Further practice
• Writing ➔ Workbook p58
Fast finishers
• Writing competence ➔ Teacher’s Resource Centre
Ask fast finishers to note down how the statistics in the
survey could be reported in different ways. Homework
Ask students to research how young people spend their
7 • THINK If both options are practical in your time doing a specific activity in their country (e.g. sport,
classroom, students choose which of the two going online, socialising, studying, sleeping) and then
tasks they want to do. If not, tell students which compare it with another country. Ask them to write a
option you would like them to do. short report comparing the two. Remind them to include
statistics where possible.
• If students choose the survey, give them time
to circulate and ask questions. Decide whether
they are just going to ask other students doing Project
task a or if they should survey the whole class
(ensuring that students doing task b aren’t Student’s Book pp94–95
disturbed as they work).
Lesson aims Students conduct an imaginary interview
• PREPARE Both students doing a and b tasks
with someone from the past and report it to the class.
will need to work though this part. Ask students
to organise their notes into three sections. Warmer
For the first section, b-task students will have Ask students to look at the Graphic organiser for this unit
to create an answer for how the data was on p121. Give them five minutes to discuss with a partner
collected. Refer all students back to the report what they learnt about filling, saving and wasting time
on p92 to look at the length and language used and what they enjoyed most about the unit.
in introductions and conclusions. Remind them
to use a variety of ways of reporting statistics.
WDYT? Time: how do people fill time, save
it and waste it?
• Note that students who chose task b will
probably be ready to write up their report Ask students to look at the question again now and
sooner. If you would like students to all be discuss it with a partner. If possible, have students
writing at the same time, you could delay work with a different partner this time.
b-task students by asking them to swap their Give students time to look through the unit and their
preparation notes here and check with each notebook to reflect with their partner on the useful
other that they have included the necessary language they have learnt that can help them answer
this question.
information for each section.
Then ask them to think about the different topics
• WRITE Before writing, refer students to the related to time that they have learnt about in the unit:
two questions in the CHECK section plus Timeline: filling the time through the decades! (p87)
the Peer review questions in exercise 8. Ask
Idioms and expressions about time (p89)
them to make sure they take these points into
Time travel … Doctor Who (p90)
consideration when writing.
How we spend our time on school days (p92)
• Remind students to follow the section plan in
Ask whether their ideas have developed since the
the model and write three separate sections.
beginning of the unit. Have they become more aware
• CHECK If necessary, give students a few more about how they fill, save and waste time?
minutes to self-correct their report based on
their answers to the two questions.
8 • Peer review Put students into pairs for this
TASK
task. Note that question 3 is really only relevant • Read through the task and learning outcomes
for students who are reading a ‘task a’ report. as a class. Ask students how what they have
• Ask students to read their partner’s report and studied in this unit will help with this task (they
answer the questions given. Encourage positive will use reporting verbs and reported speech).
feedback as well as constructive criticism. 1 See the videoscript on p143.
• Allow time for students to receive their own • Before the task ask the class if they know who
review back and to discuss the comments with Cleopatra was. Elicit what they know about her
their partner. and write it on the board.
106
www.frenglish.ru
 7
1
• After watching the video, ask students how STEP 3: CREATE
many of their ideas were mentioned in the video.
6 • When they have read the How to … tips, give
• Ask students some questions about the students time to research the person they have
interview: Did you think it was interesting? Would chosen. Ask them to think of some questions
you have chosen this person to interview? Why/ which are particularly relevant to that person
Why not? What question would you have asked? as well as general ones. Remind students that a
• Ask students to watch again and to write proportion of their answers will be created, and
down any reporting verbs they hear. (tell, ask, that’s fine, but they should try to include some
explain, recommend) facts too, where possible.
Exercise 1 • Set up the classroom so students can carry out
their interviews. Allow them to use their phones
five questions to record the interview if possible, or have them
make notes if not.
STEP 1: THINK 7 • Let students know the possible options for
reporting their interview. They could make a
2 • Students read quickly through the Model
video report if time allows (like on the video) or
project and answer the question.
write their interview up as an article as in the
• Discuss the Model project in more detail using Model project. How students present their report
the notes, ensuring students understand all the of the interview will impact the time needed in
stages of the task. the next stage of the task. If you want all students
• Ask students why they think it’s a good idea to to present in the same way, then give them the
make a plan before an interview. feasible options at this stage or be prepared for
different groups to finish at different times.
Exercise 2
A before B after
• Remind students that both of them should
contribute equally to this part.
3 • Ask students to look at the Model project and STEP 4: PRESENT
note the grammatical structures in A and B.
8 • Ask students to think how they are going to
Exercise 3 report their interview to the class (e.g. play their
A: d irect statements and questions video, read out their report), to check their use
B: reported statements and questions of reported speech and decide who is going to
read each part.
STEP 2: PLAN 9 • Ask students to read through the Peer review
questions before they take turns reporting
4 • Give students time to read through the Super their interviews.
skills box.
• Ask students to look at the tips and say if they
10 • Peer review To enable them to answer

agree with Einstein’s quote. Ask them to think of question 1, ask students to make notes as they
a time when they came up with an original idea listen to each interview.
or plan. • After all interviews have been reported, ask the
• Confirm the meaning of brainstorm and think class which person they found most interesting
outside the box. Then play the video and have and nominate students to ask and answer their
students tick or underline the Key phrases used. additional questions.
• Ask students if they think the students in the Model project
video explored lots of different ideas and came Layout: The model on p95 shows an imaginary plan and
up with something original. report of an interview with Cleopatra. The presenter has
5 • Give students time to brainstorm their ideas research photos to accompany their presentation and has
using the tips and Key phrases. Ask them to think made the material colourful and engaging.
of someone from history who was important but Text: Part A sets out the interviewer/interviewee’s names,
may not be so well known. Circulate to check location and date. There is then a short paragraph for
that students have chosen different people. opening phrases, the five questions listed, followed
by closing phrases. It is assumed that this is before the
interview took place. The interview transcript is not
included – this would be filled in during the interview, in
note form.

107
www.frenglish.ru
1
7
Part B is a three-part summary of the interview with
an introduction outlining the person, time and place, End-of-unit further practice 7
1
followed by a report of the questions and answers and
ending with a summary of how the interviewers felt • Social and emotional competence ➔ Workbook
about their subject and what they learnt. This could be pp80–81
presented in writing or verbally. • Exam trainer ➔ Workbook pp84–94
Point out that in part A students should be sure to • Progress test (standard and higher) ➔ Teacher’s
leave enough space to write notes as they conduct the Resource Centre
interview. In part B, point out the photos and suggest • Communication games ➔ Teacher’s Resource Centre
that including a visual or two to help explain who/where/
what they are talking about is always a good idea. • CLIL and Culture worksheets ➔ Teacher’s
Resource Centre
Language: The language used in part A is in the present
simple/present perfect tense, with questions listed in • Evaluation rubrics ➔ Teacher’s Resource Centre
direct speech. • Wordlists ➔ Teacher’s Resource Centre
Part B reflects on the event using the past simple and • Student’s Book audio and audioscripts ➔ Teacher’s
reported speech/questions to relay the interview back. Resource Centre
In both parts, fairly formal language is used because the • Workbook audio and audioscripts ➔ Teacher’s
interviewers don’t know their subject well (part A) and a Resource Centre
report always requires formal language (part B). • Workbook answer key ➔ Teacher’s Resource Centre

7 FINAL REFLECTION
• Ask students to answer questions (giving reasons
and examples) individually first before comparing
in a group. For example, I enjoyed imagining
being someone else and creating their answers but
I found forming reported questions quite difficult, so
I needed to revise how to do this.
• If students have chosen a neutral or frowning
face, ask them what they think they can do
differently next time to improve. Remind
students that this project is useful in considering
how they respond as individuals to rewards and
consequences, and they should think of the
effectiveness of both if they are asked to produce
their own rules and consequences for any
other situation.

Beyond the task

• Ask students to think about how they’ve used
technology throughout the day today. Ask them
how their experiences would have been different if
technology didn’t exist, e.g.:
Would the event have taken longer?
Would you have saved time?
Would you have had more interaction with people?

Further practice
• Super skills ➔ Workbook p58
Homework
Ask students to think of another famous person they
would like to interview and write three more questions.
Ask them to research and to try to write ‘realistic’ answers.

108
www.frenglish.ru
 8 Sport

Vocabulary
Student’s Book pp96–97 Extra activity
Lesson aims Students learn and practise words to talk Students work in pairs. They take turns to call out a sport
about sports and doing sport and watch a video about and their partner must respond as quickly as possible with
an adventurer. the correct collocation, e.g.:
Student 1: swimming
Warmer Student 2: go swimming … basketball
Books closed. Write the following words on the board: Student 1: play basketball … gymnastics
win, fan, game, match, competition, goal, team, practise.
Student 2: do gymnastics … tennis
Check meaning and ask what topic all the words are
connected to. (sport)
2 Reinforcement Before beginning the task,
Ask students to name different sports and their favourite
help students decide what form of the verb they
sports stars for each sport. Why do they like these sports
stars? Are they known for anything besides doing sport? need in each question.
For example, footballer Cristiano Ronaldo regularly • Tell students to ignore the speech bubble
donates money to charity. text for now – they will use it for the feedback
stage later.
WDYT? How can sport be a force for good? • When students have had time to write some
questions, nominate different students to give
Point out that ‘force’ means a powerful influence. Elicit examples and check students are using the
that ‘a force for good’, therefore, refers to something correct verb forms. Provide more time if necessary.
that can make good things happen.
Ask students if they have any suggestions about how
• Encourage students to ask and answer as
many different questions as possible with
sport can be a force for good. Don’t offer solutions – tell
students that they will learn more about the topic and their partner.
return to the question at the end of the unit. • Have students read the speech bubble on the
right. Then nominate different students to
report back to the class about their partners.
Sports
Fast finishers
1 Students do the task. Students change partners and continue asking as
Challenge Ask students if they can think of a many different questions as possible, using the cues
general rule for which sports go with each verb. in exercise 2.
(Suggested answer: ‘play’ is used with ball games and
competitive sports where you play against someone, Culture note
often in a team; ‘go’ is used with activities that end in American athlete Isaac Jean-Paul has a condition which
-ing (except boxing, weight training); ‘do’ is used with affects his sight. He wanted to play basketball, but when he
non-team sports and activities without a ball.) was 18, he wasn’t selected for his college team. He decided
to start track and field athletics instead. He’s won several
Exercise 1
World Championship medals, including gold for high jump
Suggested answers: and bronze for long jump.
play: basketball, handball, tennis From Britain, Rachel Atherton is a five-time World
go: cycling, hiking, surfing Champion mountain bike downhill racer. She started
mountain biking when she was 11 years old, and her
do: gymnastics, judo, karate
brothers, Dan and Gee Atherton, are also mountain bikers.
Kiko Matthews is a British adventurer. She used to be
a science teacher and took up rowing a few years after
a serious illness. During her training, she had to have an
operation on her brain but soon recovered.

109
www.frenglish.ru
1
8
Chloe Kim is an American snowboarder. After competing Exercise 5
successfully in both the World Cup and the X-Games, she
1 won 2 beaten 3 hold
became the youngest Olympic snowboard star at age 17.
4 compete 5 support
Kylian Mbappé is a French professional football player. He
was trained by his father who is a football coach. He started
playing professionally when he was just 16 years old and 6 • Before they begin, point out that some verbs
first played for the French national team at age 17. He won have a similar but not identical meaning.
the FIFA World Cup best young player award in 2018. Write win/beat, game/match, play/practise/
train. Encourage students to explain
Doing sport the differences.
3  Before they begin the task, discuss the photos Exercise 6
with the class. Ask: What sports are these? 1 beats 2 win
What is easy or difficult about doing these sports? 3 game 4 match
Do you know any sports stars who do these sports? 5 trained 6 play
• Students read the texts. Check the meaning and
pronunciation of the words in bold. ABCD
Confusing words
• Students do the task independently. • You win something (a match, a competition), but you
Challenge After reading the texts once, beat someone (another team, another athlete).
students try to answer the questions from • Game can be a type of sport (Basketball is a great
memory. Then they can check. game. What games do you play at school?) and for an
event in a competition (They lost the first game). Match
Exercise 3
means a game where players compete (We’re playing a
1 France   2 snowboarding 3 Rachel Atherton hockey match later).
4 Isaac Jean-Paul 5 Kiko Matthews • Play means ‘take part in a sport’ (Let’s play volleyball).
Practise means ‘take part in an activity regularly to
4 • Remind students that collocations are words get better at it’ (I must practise scoring goals; I’m not
that are often used together. very good yet). Train means ‘practise a sport regularly
before a competition or match’ (We’re training for
• Do an example with the class. Students scan the the championship).
texts quickly until they find the verb support and
find the rest of the collocation (support a team). • Check the answers before students discuss.
• Encourage students to complete the answers
before looking at the texts. VIDEO SKILLS
Exercise 4
1 a team   2 an event   3 a team 7 See the videoscript on p144.
4 a goal    5 a record    6 a competition • Before watching the video, elicit if students
win: a match/game/championship/title/medal/event/trophy feel it is good to have challenges. Elicit
lose: a match/a game/a competition some examples of good challenges they
have had and succeeded in completing.
Extra activity • After the task, elicit which of the activities
Students write example sentences using the collocations in the video they would like to do.
from the texts.
• Follow-up questions:
What did Richard Parks do before becoming an
5 • Before starting, tell students to read the adventurer? (professional rugby player)
sentences carefully to decide which verb and How long does it take him to reach the South
verb form to use. Pole? (29 days, 19 hours, 24 minutes)
• Nominate students to feed back to the class 8 • Students do the task.
about their partner.
Fast finishers
Students can ask further questions, e.g.:
1 Do you usually score lots of goals? How did you feel when
you scored?
2 What sport would you most like to win a medal for? Why?

110
www.frenglish.ru
 8
1
Exercise 7
Activities: a man putting on skis, playing rugby, climbing, cycling,
Reading and critical
mountaineering, arriving at an airport and saying goodbye to his parents, doing
Nordic skiing, running, mountain-biking, putting up a tent, cooking, preparing
thinking
food, talking in a tent and arriving at the South Pole
Student’s Book pp98–99
Record broken: He breaks the British record for reaching the South Pole from the
Antarctic coast in the fastest time. Lesson aims Students learn about the Refugee Olympic
Team, how to scan a text and practise scanning for
Exercise 8 specific information.
Suggested answers:
1  Factual information, e.g. maps, real-life clips, interviews, presenter, Warmer
formal style. Close books. Give students one minute to write down
2 Students’ own answers all the new sports words they can remember from the
3 music: The music is very dramatic and suspenseful and builds to a crescendo previous lesson.
at the end of the video. Assign 1 point for each correct word. The winner is the
  images: Some are interesting and shown quickly to grab our attention. Others of person with the most points.
the Antarctic are shown for longer which makes them more significant.
  colour and light: The colours are bright and brilliant. The bright white of the
Antarctic is stunning.
An article
  story: The story is short, exciting and suspenseful which grabs our attention. 1 • Open books. Give students time to look at
We keep watching to see if Richard breaks the World Record. the photos and think about the questions
before discussing.
Further practice • Students make predictions. Do not confirm or
• Vocabulary ➔ Workbook p60 correct their ideas.
• Vocabulary ➔ On-the-Go Practice
• Vocabulary worksheets (basics, standard and higher) ➔
• Students write five words. When checking
answers with the class, encourage them to
Teacher’s Resource Centre
explain their ideas. Do not confirm or correct
• Pronunciation ➔ Student’s Book p117 their ideas.
Pronunciation p117 /e/ /iː/ and /eɪ/ Ex. 2 Exercise 1
/e/ let: athletics, event, medal Suggested answers: competition/compete, game, athlete, medal, win,
/iː/ be: beat, compete, team Olympic Games
/eɪ/ make: game, play, train
2 • Read the dictionary extract and discuss the
Homework questions with the class. Encourage them to
Students write their own example sentences/definitions answer as fully as possible.
of the new vocabulary to show the meaning.
Subskill: Scanning
Get online
When students have to answer questions with specific
Students find out more about one of the sports stars in the information, they don’t need to read the whole text in
text and make notes. If you haven’t already, share some of detail. They should read the questions and identify what
the info in the Culture note with them before they start. they have to find (e.g. a name, a place) and then scan the
text. It is particularly effective when looking for numbers,
words with capital letters, dates, names, etc.
However, also remind students that scanning the text
is not a substitute for reading the whole text carefully!
Sometimes reading in detail is what’s required.
3 • Set a time limit for the task in order to keep
the focus on finding the answers quickly and
avoiding distractions with any unknown words
or grammar.
• Do not check answers until after.

111
www.frenglish.ru
1
8
Exercise 3 6 • Students read the sentences and try to answer.
1 South Sudan, Syria, the Democratic Republic of Congo, Ethiopia • Students read the text again and check their
2 ten answers, noting where in the text they found
3 the International Olympic Committee the answers.
4 people who had to leave their homes but not their country, 40 million
5 Pierre de Coubertin
• Check answers by asking students to read out
the relevant part of the text. For false sentences,
students read out the correct version.
4 50After reading and listening, students compare Reinforcement When checking answers,
their answers in pairs before confirming with ask less confident students to answer the
the class. true questions.
• Ensure that students also show where in the text
Exercise 6
they found the answers.
1 False – There were also athletes who did judo. (intro, lines 3–4)
• Encourage students to share their thoughts on
2 False – They competed under the Olympic flag. (intro, lines 4–5)
the most surprising thing they read. Give your
3 True (para 1, lines 7–8)
own example, e.g. There are 25 million refugees 4 True (para 2, lines 4–6)
worldwide … (paragraph 2). 5 False – The team didn’t win any medals. (para 3, lines 2–4)
Exercise 4 6 False – There will continue to be a Refugee Team. (para 4, lines 1–5)

1 ‘… came from four different countries …’

2 ‘The 10 team members competed … ’ 7 • Read the sentence beginnings and check
3 ‘The International Olympic Committee (IOC) created … ’ students understand them. Do an example with
4 ‘… people who have been forced … ’ the whole class.
5 ‘The founder, Pierre de Coubertin … ’
Challenge More confident students do the
task without referring back to the text, then use
5 • Word work Students do the task. the text to check their answers.
• Correct any pronunciation errors of the target Exercise 7
language when checking answers.
1 represent their country at the Olympics and win medals
Fast finishers 2 increasing/growing
Ask students to write example sentences for at least two of 3 people from all over the world
the words. 4 the problems refugees have to deal with
5 won’t be necessary
Exercise 5
1 draw attention to   2 facing   3 flee
4 crisis      5 forced  6 promote CRITICAL THINKING

1 • Remember (LOT) Give students

Extra activity 3–5 minutes to read the text again
and write their answers.
Close books. Put students into pairs. Tell them you will read
out sentences with missing words. (You can make a ‘beep’ • After checking answers, you could follow up
sound for the gap or just say ‘gap’.) Each gap is one word by discussing the following:
from exercise 5. How do you think the Olympics achieve its aim?
People protest because they want to draw [attention] to How successful do you think it is?
different problems. 2 •  Apply (HOT) Ask students to decide which
The purpose of many sports clubs is to [promote] a healthy activity to include. Encourage them to be
active lifestyle. imaginative, and remind them to think
Young people today are [facing] many difficulties. how the activity reflects the purpose of the
Olympic Games. Allow students to work in
I didn’t want to do it, but they [forced] me to do it against
pairs, if necessary.
my will.
3 • Evaluate (HOT) Students could work in pairs
We must do something about the global warming [crisis].
or small groups to do this task. Feed back with
The refugees had to [flee] from their homes because it was too the class. If you like, have a class vote on the
dangerous to stay. best idea.

112
www.frenglish.ru
 8
1
Critical thinking
1 r unning, swimming, judo. The Olympics aims to promote international peace
Grammar
through sport. It is a way to educate people.
2 Students’ own answers Student’s Book p100
3 Suggested answer: I would include computer games, but only ones that
Lesson aims Students learn about different uses of
are not violent and which teach people things like cooperation, kindness and
gerunds and infinitives and practise using them correctly.
other skills. I would include it because people could play online and get to
know other players from different countries.
Warmer
Books closed. Ask students what they remember about
Research the Refugee Olympic Team article (p99). Then write the
sentences below on the board (without underlining the
Allow students time to find out about two of the verbs) for students to say if they are true or false or there
athletes from the first Refugee Olympic Team. Tell was no information:
them that the official Olympics website is a good The IOC decided to continue having a Refugee Team at the
starting point. Olympics. (true)
If you haven’t already done so, share with the class The founder, Pierre de Coubertin, suggested creating the
information from the Culture note. refugee team. (false)
Then ask students to share what they have found out Then underline the verb forms (as above) and ask why
with the class. we use the infinitive or gerund. Do not confirm or correct
their ideas at this point.
Culture note
The Refugee Olympic Team first competed at the Gerunds and infinitives
Olympic Games in Rio (Brazil) in 2016. It was created to
draw attention to the global refugee crisis and convey
1 • Point out that gerunds are the -ing form of the
a message of solidarity and hope to millions of refugee verbs, used like a noun. Do an example with
athletes worldwide. Ten athletes were chosen from 43 the class.
possible candidates. They were from: • Students then work individually and compare
Syria: Rami Anis (swimming), Yusra Mardini (swimming) answers in pairs before checking as a class.
Democratic Republic of the Congo: Yolande Bukasa Mabika Share the information in the language box
(judo), Popole Misenga (judo) below with the class as necessary.
Ethiopia: Yonas Kinde (athletics) • Read the Verbs that take the gerund or infinitive
South Sudan: Yiech Pur Biel (athletics), James Nyang box with the class. Point out that this is an
Chiengjiek (athletics), Anjelina Nadai Lohalith (athletics), Rose exception – that in most cases, only one of the
Nathike Lokonyen (athletics), Paulo Amotun Lokoro (athletics) two is grammatically correct.
Further practice Exercise 1
• Reading ➔ Workbook p64
• The longer read ➔ Teacher’s Resource Centre 1 b  2 d   3 c   4 f   5 a   6 e
• Accessible reading worksheet ➔ Teacher’s
Resource Centre ABCD
Gerunds and infinitives
Homework • Knowing when to use an infinitive or gerund can be
Ask students to write a few sentences describing what tricky. In some cases, it is clear, like in rules 1, 3, 4 and 6.
a refugee is and what problems they face. Ask them to • It is more difficult after another verb because some
think of some things they could do to help refugees their verbs are followed by the infinitive, some are followed
age in their country, e.g. Give them information about by the gerund and a few can be followed by either
things to do locally. with no change of meaning.

Get online 2 • Remind students to refer to the two grammar

Ask students to find an interesting or inspiring news story boxes while they do the task.
about the Olympics. Point out that the official Olympics
website is a good source. Ask them to make notes of some • Read the Verb + object + infinitive box with the
basic information, plus any interesting background to the class and answer any questions. Point out the
story, and share with the class. object is either a noun or a pronoun.
Allow students to show pictures, if appropriate.

113
www.frenglish.ru
1
8
Exercise 2 • Check the answer as a class.
1 playing 2 swimming 3 doing/to do Andy Beth Carlos Daniela
4 competing 5 to do 6 to get volleyball ✓ ✗
swimming ✓
3 • Read out the example question, paying basketball ✓ ✗ ✗
attention to intonation. Check students can
karate ✗ ✗ ✗ ✓
form all the questions correctly.
• Students do the task.
Exercise 6
• Nominate different students to feed back to the
Andy likes basketball. Beth likes volleyball. Carlos likes swimming. Daniela
class, saying what they found out.
likes karate.
4 • Read the examples and check students
understand meaning by asking questions,
e.g. What is the difference between the first two Further practice
• Grammar ➔ Workbook p61
sentences? Which is talking about the past? (the
first one) When is the second talking about? Is it • Grammar reference and practice ➔ Teacher’s
the past? (No, it’s the future.) Resource Centre
• Grammar ➔ On-the-Go Practice
• To review, share the information from the
language box below with the class. • Grammar worksheets (basics, standard and higher) ➔
Teacher’s Resource Centre
Exercise 4 • Pronunciation ➔ Student’s Book p117
1 gerund  2 infinitive  3 gerund, infinitive Pronunciation p117 /θ/ and /ð/ Ex. 2
1 /θ/: athlete, both, thing, think 2 /ð/: breathe, either, the, they, this
ABCD
A change of meaning
• There are a few verbs that can be followed by either Homework
an infinitive or a gerund, but the choice changes the Students write their own example sentences for each rule
meaning. Remember, forget and stop are the main three in exercises 1 and 4.
verbs that act this way.
• The gerund is used to talk about the past or the end Get online
of an activity: Ask students to find out more about Jagger Eaton. They
I remember starting school. could watch a video of him skateboarding or an online
I’ll never forget eating pizza in Italy. interview with him. Then ask: What did you think?
It stopped raining.
• The infinitive is used to talk about the future or purpose:
I must remember to buy bread later.
Vocabulary and
Don’t forget to take your umbrella tomorrow. Listening
I stopped to have lunch. (= I stopped in order to have lunch.)
Student’s Book p101
5 • Students do the task individually, before
comparing answers in pairs. Lesson aims Students learn and use nouns and adjectives
related to benefits of sports and learn how to answer true/
Exercise 5 false questions when listening.
1 watching 2 to train 3 to learn 4 testing
Warmer
5 competing 6 to win 7 to compete 8 to win
Books closed. Students do an A–Z race on the sports.
(See Activities bank, pp6–7, for full instructions.)
6 • Put the class into teams and allow them five (Suggested answers: athletics, basketball, cycling, diving,
minutes to solve the puzzle. (e), football, gymnastics, hockey, ice-skating, judo, karate,
• Count down each minute, for example: Three long jump, mountain climbing, netball, (o), parkour,
minutes left! (q), rowing, skiing, tennis, underwater rugby, volleyball,
windsurfing, (x), yoga, zumba)
• Draw the grid below on the board empty.
Then add the information in clue 1 to Beth’s
column. Then add the information in clue 2 to
Carlos’ column.

114
www.frenglish.ru
 8
1
Benefits of sport A podcast
1 • Look at the photos in exercise 2 with the class 4 51 See the audioscript on p137.
and, if necessary, write the sports on the board. • Play the recording once. Students do the task.
• Check students understand all the phrases and
Exercise 4
do an example with the class, e.g. Skiing can be
an individual sport or a team sport. It’s an outdoor They discuss all of them.
sport and generally it’s a winter sport. If you can
travel, it could be a year-round sport, but most Subskill: Answering true/false questions
people only ski in winter. Encourage full answers. Point out that speakers may use synonyms to say the same
• Students do in pairs feed back to the class. things, as well as paraphrase and antonyms.
2 • Teach or check meaning of the words in the box After underlining the key words, ask students to express
and practise pronunciation as necessary. the sentences in their own words, e.g. When you play
football, you get better at making decisions.
• Students read the poster.
5 • Students do the task.
Fast finishers
• Encourage students to explain their answers.
Students write a description of a sport – or one of the
sports from the poster – using the words in the box (and Challenge On the final listen, ask students to
the phrases from exercise 1, if you like), without saying the note points they found interesting.
name of the sport. When the rest of the class finish, they
Exercise 5
read out their description for students to guess the sport.
1 True
3 • After reading the information in the box, share 2 False – You should start by swimming a few lengths and then increase the
information from Word families. number slowly.
3 False – The podcaster says that cycling has become really popular in recent years.
Reinforcement Students can work in pairs. Pair
4 False – It doesn’t take much time to make good progress.
two less confident students together or pair less 5 True
confident students with more confident ones.
Exercise 3 6 • Point out the missing numbers are all in
2 confident 3 coordinated 4 fit 5 flexible the podcast.
6 focused 7 strong 8 skilful • Play the recording again and if necessary pause
Suggested answers: and confirm the answer after each part.
Accuracy is important in basketball. If you are accurate, you will score lots of points.
Exercise 6
My confidence got better from practising. I feel much more confident now.
You can improve your fitness by running. If you run a lot, you will get really fit. 1 30  2 1,013   3 3   4 40   5 2018
Flexibility is important for gymnasts. They have to be really flexible.
You need to be focused if you want to be good at a sport. Most athletes work on 7 • Students do the task.
their focus so they don’t get distracted during competitions.
Extra activity
Rowers are often very strong. They work on strength during training.
Have a class discussion about the most interesting sport to
A lot of football players are very skilful. They use their skill to take the ball past players. try. Encourage students to explain their choices.

Word families ABCD Further practice

• Vocabulary ➔ Workbook p62
• Encourage students to keep a vocabulary record in full
sentences, e.g.: • Vocabulary ➔ On-the-Go Practice
Accuracy is important to score goals in basketball. • Vocabulary worksheets (basics, standard and
higher) ➔ Teacher’s Resource Centre
Practising scoring goals helps you become more accurate.
• Listening ➔ Workbook p65
• This will help students remember the usage and
correct form and is more memorable than simply • Listening worksheet ➔ Teacher’s Resource Centre
recording accurate (adj) – accuracy (noun). Homework
Ask students to use words in exercises 2 and 3 to write a
short description of the benefits of doing particular sport.

115
www.frenglish.ru
1
8
2 • Students do the task.
Grammar Exercise 2
Student’s Book p102 1 Few 2 lots of 3 not many 4 several
5 not much 6 a few 7 plenty of
Lesson aims Students learn how to use quantifiers.
3 • Focus students’ attention on the rules and elicit
Warmer their ideas.
Books closed. Write two prompts on the board:
How much … ?    How many … ? • Students read the examples and do the task.
In pairs, students think of three different ways to • Explain to the class the information in the box
complete each question. Nominate different pairs to give below and answer any questions. If you drew
their questions and elicit when we use much/many. the diagram (in the language box on the left) on
(much is used with uncountable nouns; many is used with the board, you may wish to add too much/too
plural countable nouns.) many, enough and not enough to it.
Ask pairs to answer the questions or ask students to walk
Exercise 3
round the class and ask their two questions to five other
students. Feed back as a class. 1 c  2 a  3 b

Quantifiers not enough, enough, too much/too many ABCD

1 • If you haven’t discussed it already in the Warmer, • Too much, too many and not enough are followed
ask the class what quantifiers are and encourage by nouns:
them to explain with examples. There are too many people here. There isn’t enough food.
• Do the first rule as an example with the class. • It’s grammatically correct to use adjective + enough or
enough + noun:
• Read the few/a few box with the class and elicit
He’s old enough to drive a car.
more examples.
I’ve got enough money to buy it.
Challenge Ask students to number the
• For not … enough, the adjective goes before enough:
sentences in the grammar box in order, starting
He’s not tall enough to reach the top.
with the sentence that describes the biggest
amount and finishing with the sentence(s) that
describes the smallest amount. 4 • Read the first sentence with the class and elicit
(Suggested answers: 1 Most towns and cities have some possible endings.
lots of/loads of/plenty of indoor pools. 2 Several • Students do the task.
listeners asked about rowing. 3 Start by swimming a
Reinforcement Tell students to underline the
few lengths. 4 Few gymnasts will go on to professional
level. 5 There’s not much time left. 6 Not many people
quantifiers and look back at the grammar boxes
like the idea of training outside on a cold day.) in exercises 1 and 3 to help them decide how to
continue the sentences.
• If you like, draw the diagram (in the language
box below) on the board and answer any 5 • Students do the task.
questions. Exercise 5
Exercise 1 1 c  
2 b  
3 a  4 b  
5 b  
6 a  
7 c  
8 c
1 countable 2 uncountable 3 countable, uncountable 4 affirmative
Culture note
ABCD Menna Fitzpatrick (b. 5th May 1998) is a British alpine
Quantifiers
skier. She is visually impaired and learnt to ski by following
Quantifiers describe the number or amount of things: her dad. She skis with a guide, Jennifer Kehoe. In 2016,
they became the first British skiers to win the overall World
 few /not much/ a few several lots of/loads of/
Cup visually impaired title. In the 2018 Winter Paralympic
not many plenty of
Games, they won a gold medal, two silver medals and a
bronze medal, and Menna become Britain’s most successful
Winter Paralympian athlete.
Extra activity
Students write their own example sentences using
the quantifiers.

116
www.frenglish.ru
 8
1
Further practice Exercise 3
• Grammar ➔ Workbook p63
1 win  2 scored   3 team  4 match
• Grammar reference and practice ➔ Teacher’s
Resource Centre
• Grammar ➔ On-the-Go Practice 4 • Draw students’ attention to the Key phrases
• Grammar worksheets (basics, standard and higher) ➔ box and ask them to read the phrases. Ask: How
Teacher’s Resource Centre many cateogries of phrases are there? (two)

Homework
• Ask: Are there any phrases you don’t understand?
Give students the chance to brainstorm as a
Ask students to write sentences about a sport or sports
star using all the different quantifiers. They should write class any they don’t understand. Help with those
one sentence for each quantifier. they can’t decipher between them.

Exercise 4
Real-world speaking The start was slow
The crowd went wild. Everyone was clapping.
Student’s Book p103 You’ll never guess what happened!
Lesson aims Students learn and practise Key phrases to … by the time the match finished …
describe an event and talk about their feelings. I’ll never forget …
It was so exciting.
Warmer
Tell students about an exciting sports event you went to
or watched. Include the following: Extra activity
why it was exciting  sk students to take turns saying the Key phrases in pairs.
A
who won Nominate a few students to say a Key phrase to the class
and praise all attempts at good intonation.
how you felt
Write these on the board. • Students do the task.
In pairs or small groups, ask students to tell each other
about a sports event they went to or watched on TV. They
• Also ask students to look at the Real-world
should include the points above.
grammar box at the bottom of the page. Check
students understand the use of the infinitive,
and refer them back to the Grammar lesson on
Describing an event p100 if necessary.
1 • Encourage students to give full answers to the • Ask students to practise the dialogue in pairs,
questions, stating their reasons. using the correct intonation. Allow plenty of
2 Students do the task. time to swap parts and read again.
• Follow-up questions: Fast finishers
(You will probably need to write these on the
Pairs of fast finishers can close books and try to recreate
board and allow students to watch the video a the dialogue from memory, checking in books if necessary.
second time.)
What was the crowd doing? (clapping and cheering)
Why couldn’t Elif go to the match? (She had to buy a
5 • THINK Brainstorm some ideas for sports events
present for her sister.) students could talk about. If you wish, give an
When did they score the final goal? (one minute before example yourself. Point out it can be a school
the end of the match) sports event or even a team practice session.
Ask students to do the task individually.
Exercise 2
• PREPARE Remind students to use at least
They are at home. They’re talking about a football match.
two phrases from each category in the Key
phrases box.
3 • Direct students to the words in the box and give • PRACTISE Before students begin practising,
them time to read them. Before students do the encourage them to read through the Peer
task, tell them to read the dialogue and identify review section in exercise 6, so that they know
which part of speech is needed in each gap. what their classmates will be looking and
(1 verb in the past 2 verb 3 noun 4 noun) listening for when they perform.
• Ask students who won the match, Aisha and
Elif’s team or the other team. (Aisha and Elif’s team)

117
www.frenglish.ru
1
8
• Monitor while students do the task, and 2 • Share information from the additional tips
encourage students to use the intonation above, then students do the task.
practised in exercise 4. • Give out dictionaries or allow students to access
• PERFORM When watching their peers, an online dictionary, making sure they all use
encourage students to think carefully about the same one.
each Peer review question in exercise 6 and to • Check answers with the class. Remind them
make notes. to use dictionaries regularly to improve
6 • Peer review After each performance, ask the their writing.
class to share their answers. The students who Reinforcement Allow students to work in pairs.
performed can confirm or correct the answers.
Exercise 2
Further practice
• Speaking ➔ Workbook p65 1 b (apart is followed by from) 2 b (correct spelling)
• Phrasebook ➔ Student’s Book p125 3 a (the verb infinitive only has 1 ‘s’, while the adjective has 2 – focussed. The verb
can have double ‘s’ in other forms: focusses, focussed)
Homework 4 a (great is an adjective which means ‘very good’, greatly is the adverb. Here you
Ask students to rewrite the dialogue, using different need the adjective)
Key phrases.
Extra activity
Writing Bring dictionaries to class, or if students have access to
online dictionaries, allow them to use these. Ask them to
Student’s Book pp104–105 find out different information, e.g.:
1 the past participle of understand
Lesson aims Students learn and practise writing an 2 the meaning of the phrasal verb sum up. Is it transitive
opinion essay and using a dictionary to help them improve or intransitive?
their writing.
3 the spelling of enthusiastic
Warmer Pairs can then generate their own questions and swap
Books closed. Write the essay title on the board: with another pair.
In sport, winning is everything. (1 understood 2 sum up = give a summary; it can
be transitive or intransitive, though it is usually
Tell students that this is the title of an opinion essay. Give
transitive 3 enthusiastic)
pairs or small groups one minute to brainstorm what
ideas the essay might offer for agreeing or disagreeing.
Have a brief feedback session to share ideas. Accept
3 • Read the paragraph descriptions with the class.
all answers, and point out that there are no ‘correct’ Before matching, ask students to say what they
answers – an opinion essay is about what they think. think the correct order is.
• If you wish, look at paragraph A and ask
An opinion essay students to identify the correct description. (3)
1 • Students do the task. • Students complete the task.
• Ask if Omer mentions any of the ideas they • After checking answers, point out that
thought of during the Warmer. this paragraph plan is valid for all opinion
essays. Encourage them to note it down in
Exercise 1
their notebooks.
He disagrees.
Exercise 3
1 D   2 B   3 A   4 C
Subskill: Using a dictionary
Dictionaries can be a very useful resource for students,
particularly dictionaries specially designed for language
4 • Ask students to read the expressions and think
learners, e.g. https://www.macmillandictionary.com/ of any words or phrases they know with the
same meaning as 1–6.
Remind students that if they don’t have their own
dictionary, online dictionaries can be easily accessed and Fast finishers
can help them with grammar, as well as checking spelling
Students can note down other useful words or expressions
and meaning.
in the essay, e.g. for several reasons, Firstly, I disagree, I
strongly believe.

118
www.frenglish.ru
 8
1
Exercise 4 • Allow time for students to receive their own
1 Traditionally 2 Nowadays 3 In my view/I would argue that/
review back and to discuss the comments with
I think that/I strongly believe that/For me 4 In addition/Furthermore their partner.
5 Some people say that 6 To conclude • Allow students time to make any further
amends to their opinion essay.
5 • Read the sentences with the class and help with Further practice
any unknown words. • Writing ➔ Workbook p66
• Point out that in each case there is more than • Writing competence ➔ Teacher’s Resource Centre
one correct answer. Encourage students to look
back if they are not sure. Homework
Ask students to write an essay expressing the opposite
• Students do the task. point of view.
Reinforcement Tell students that the sentences
follow the typical order of an opinion essay. They Get online
can look at the model text on p104 to help them. Ask students to find out more about one of the sports
stars on pp96–97.
Exercise 5
1 Traditionally/In the past 2 Nowadays/Today 3 Some people argue that/
Some people say that 4 In my view/In my opinion/I think/I believe/It seems to
me that 5 In my opinion/In my view/I think/I believe/It seems to me that, What Project
is more/In addition/Furthermore 6 To sum up/To conclude/In conclusion
Student’s Book pp106–107
6 • Read the task and the statement with the class.
Lesson aims Students prepare and create a video, using
• Tell students they will work individually for appropriate grammar and vocabulary as well as using
this task. critical thinking skills to evaluate web sources.
• THINK Give them time to decide on their
opinion. If they are undecided, writing the list of Warmer
pros and cons might help them to decide. Ask students to look at the Graphic organiser for this unit
on p121. Give them five minutes to discuss with a partner
• Remind them they can use ideas from exercise 5 what they learnt about sport and what they enjoyed
if they want. most about the unit.
• PREPARE Ask students to look back at
the paragraph plan in exercise 3 and use
these as headings. They can also refer to the WDYT? How can sport be a force for good?
model essay. Review the meaning of the phrase ‘force for good’.
• Monitor and assist by checking students are Ask students to look at the question again now and
following the paragraph plan and using suitable discuss it with a partner.
Key phrases from p103. Give students time to look through the unit and their
• WRITE Before writing, refer students to the notebook to reflect with their partner on the useful
four questions in the CHECK section plus language they have learnt that can help them answer
this question.
the Peer review questions in exercise 7. Ask
them to make sure they take these points into Then ask them to think about the different topics
related to sport that they have learnt about in the unit:
consideration when writing.
Sporting greats (pp96–97)
• Remind students to follow the paragraph plan
An article about the Olympic Refugee Team (p99)
and write four separate paragraphs.
Jagger Eaton (p100) and Menna Fitzpatrick (p102)
Challenge Ask students to include additional
Benefits of sport, advantages of different sports (p101)
language items, e.g. another gerund or infinitive,
two more vocabulary items related to sport. How to describe sports events and feelings (p103)
Giving opinions about a topic related to sport (pp104–105)
• CHECK When students have finished writing,
ask them to answer the four questions. If Ask how their ideas have developed since the
beginning of the unit. Encourage students to think
necessary, give students a few more minutes to
about which sports stars and organisations make
self-correct their opinion essay. sport a force for good.
7 • Peer review Put students into pairs for this task.
• Ask students to read their new partner’s essay
and answer the two questions.
119
www.frenglish.ru
1
8
TASK web sources. (Those students who did B1 level
Read through the task and learning outcomes as a class. will have covered some of this already.)
Explain that in some countries people vote every year for • Explain that there is a lot of false information on
a Sports Star of the Year – a sports star who has done a lot the internet and they should follow the tips to
for sport. In Britain, for example, there is a Sports Personality help them avoid it.
of the Year vote. This is the students’ opportunity to choose
the sports star they think deserves an award. • Ask students to read the Key phrases. Remind
them that using ‘flat’ intonation makes the
Tell students that they are going to use their ideas from
speaker sound uninterested, so they should use
the WDYT? discussion to help them decide who to talk
about in their video.
rising intonation at the end of the questions and
vary their tone. Drill the phrases, using suitable
1 See the videoscript on p144. intonation and tone.
• After the task, ask students to watch the video • Allow students to take turns practising saying
again and to write down all the prizes Sam Kerr the Key phrases in their groups.
has won. (Golden Boot, Australian Women’s Player of
the Year and Young Australian of the Year) STEP 3: CREATE
Exercise 1 6 • Pairs discuss how they will divide the research,
making sure to cover all the areas in exercise 2.
She’s from Australia.
7 • Ask students to read the questions in the Final
reflection and to think about these as they plan
STEP 1: THINK their video.
2 • After students order the parts, refer them to the • Go round as they are working and help with
Model project on p107 and explain these are organisation as necessary. Remind them to
follow the correct order of information in
part of a video presentation.
their presentation. They should look back at
• Remind students not to worry about unknown exercise 2 to help them if necessary.
words but to read the texts and match them
8 • Give groups time to practise and to make any
with the descriptions.
changes. Tell students that there are many
Exercise 2 examples of free software (and also free web
hosts) available online which students can use
1 c  2 b  3 a  4 e  5 d
to edit their video and add music.
• Students create and edit their videos, making
Extra activity them as interesting and attractive as possible.
After checking answers, ask students to read the model
again and to note down any useful words or phrases STEP 4: PRESENT
they could use, e.g. we’d like to present to you a truly
exciting … /… is a hugely talented international star/ 9 • Students read the questions in the Peer review
Through sport, … is helping to … /we believe … is the ideal and then the pairs show their videos to the class.
candidate for Sports Star of the Year. If you prefer, this can be done over several classes.
10• Peer review Ask students to make notes of the
STEP 2: PLAN good points of each video as they watch to help
3 • Students do the task. them answer the three questions.
• Ask students how a video without these • Discuss students’ answers, reminding them
elements would be (it would be far less interesting to focus on the positives, giving reasons for
and not as attractive to watch). their answers.
Exercise 3 • Have a class vote to choose the winner of the
Sports Star of the Year.
all except diagrams and graphs
Model project
4 • If possible, place less confident students with a Layout: The model on p107 shows extracts from a video
more confident student for this task. presentation of a candidate for a sports award. There
are five parts, although the video contains an additional
5 • Give students time to read the Super skills tips
section that isn’t in the model – the model demonstrates
by themselves.
the structure of the video but doesn’t include everything.
• Elicit any ideas students have about why Photos are used to illustrate each section and to make
it is important to choose and use reliable meaning clear. Students could also include video clips.

120
www.frenglish.ru
 8
1
Text: There are five main parts to the videoscript: Further practice
1 introduction: it includes the name of the presenters and • Super skills ➔ Workbook p66
their candidate for the award
2 a short summary of the star’s career Homework
3 a description of what the star is like Ask students to write a short dialogue of two people
4 information about awards the star has won discussing information they have found online about a
5 a conclusion: the presenter gives reasons why the star is sports star, using at least two of the Key phrases on p106
the ideal candidate for the award and following the steps given in the tips.
Language: Students will find useful phrases in each
of the sections, which they could reuse. See the Extra End-of-unit further practice 8
1
activity on p109 to encourage students to pick these out
for use in their own presentations. • Social and emotional competence ➔ Workbook
Point out that there are examples of gerunds and pp82–83
infinitives and quantifiers, e.g.: • Exam trainer ➔ Workbook pp84–94
Sam only started playing … • Progress test (standard and higher) ➔ Teacher’s
She moved to America to play … Resource Centre
After playing … • Units 7–8 test (standard and higher) ➔ Teacher’s
There aren’t enough players like her. Resource Centre
• Communication games ➔ Teacher’s
Culture note Resource Centre
Sam Kerr was born on 10 September 1993 in Australia. • CLIL and Culture worksheets ➔ Teacher’s
She plays for Australia at a national level. Resource Centre
She used to play Australia rules football (AFL), but when • Evaluation rubrics ➔ Teacher’s Resource Centre
she was 12 she had a few injuries and she stopped playing • Wordlists ➔ Teacher’s Resource Centre
and started playing soccer. Five years later, when she was
• Student’s Book audio and audioscripts ➔
17 she played in her first World Cup and she has played in
Teacher’s Resource Centre
two more since then.
• Workbook audio and audioscripts ➔ Teacher’s
She has played for teams in Australia, the USA and the UK.
Resource Centre
• Workbook answer key ➔ Teacher’s Resource Centre
8 FINAL REFLECTION
• Ask students to answer the questions individually
first and then to compare answers in pairs.
Encourage students to give reasons and
examples to support their answers. For example,
We organised the information very carefully,
following a plan.
• If students have chosen a neutral or frowning
face, ask them what they think they can do
differently next time to improve. Point out, too,
that there will be many other opportunities
in the students’ lives for them to research
information and they should aim to always use
reliable sources.

Beyond the task

• Ask students to discuss the question in pairs or small
groups. Prompt with questions:
In what ways might sport be a force for good?
In what ways might sport have a negative effect?
• Elicit arguments from the groups.

121
www.frenglish.ru
 9 Look what you know!

Vocabulary
Student’s Book p108 4 • Students do the task. Give them time to look
back through their books, if necessary, and
Warmer
Play First to five with some or all of the vocabulary sets in compare in pairs.
the book. (See Activities bank, p6, for full instructions.) Challenge Encourage students not to look
Draw students’ attention to the unit title, making the link that back through their books until they have tried to
revision is reviewing what you know. Explain that they are add words to each set from memory.
going to consolidate what they have learnt throughout this
level of the course in the following lessons.
• When checking answers, ask students to say
which unit they are in.
1 • Do an example with the class. Exercise 4
Reinforcement Point out that one is a verb (3),
Suggested answers:
two are expressions with a verb (2, 7), four are
1 Better late than never! Make time for someone/something. Be on time.
nouns (1, 4, 6, 8) and one is an adjective (5). 2 surprised, satisfied, sympathetic, joyful
Exercise 1 3 confident, accurate, skilful, fit
4 conman, spam, junk mail, identity theft
1 shoplifter 2 pollute rivers and seas 5 carefully, quickly (adverbs of manner), indoors, nearby (adverbs of place),
3 argue 4 lead singer eventually, yesterday (adverbs of time)
5 amusing 6 athlete 6 deal with, worry about, participate in
7 do work experience 8 next-door neighbour 7 let someone down, lie, tell the truth, hang out with someone,
forgive someone
2 • Before students do the task, ask them to 8 nylon, foam, leather, sand, bamboo, denim
read through a–h. In pairs, students say what
vocabulary they can remember from each one. Extra activity
(This will be easier if students did the Warmer You could turn exercise 4 into a game of No points,
above – leave more time if they didn’t.) please! (See Activities bank, p7, for full instructions.)
Exercise 2
1 f  2 e  3 g  4 a  5 c  6 h  7 d  8 b
5 • Look at the photo with the class. Ask:
Who is this? (Carolina Marín)
What is she famous for? (She’s a top badminton player.)
3 • For each one, elicit why the word or expression
is the odd one out and ask students to name the • Students share any information they know
about her.
vocabulary set the other three words belong to.
Write this on the board for students to refer to in • Students read the text quickly before reading
exercise 4. again and choosing the answers.

Fast finishers
• Follow-up questions:
What did she want to be before she started playing
Ask students to write another ‘odd one out’ set similar to badminton? (a flamenco dancer)
exercise 3 to swap with a partner. What did she win at the Rio Olympics? (a gold medal)
What happened in 2019? (She had to withdraw from a
Exercise 3 competition due to an injury.)

1 go running – The others are idioms or expressions about time. Exercise 5

2 entertaining – The others are feelings and emotions. 1 b  2 a  3 c  4 c  5 b  6 a  7 a  8 c
3 champion – The others are all benefits of sport/physical qualities.
4 teacher – The others are related to cyber-crime.
5 funny – The others are adverbs (of manner, place or time).
Homework
6 feel good – The others are verbs with dependent prepositions.
Ask students to go online and research another famous
7 ask you – The others are things friends do/don’t do.
sports person and find five interesting facts about
8 blackboard – This is an object, the others are materials. him/her.

122
www.frenglish.ru
 9
1
3 True – The text says ‘Shannon and Cheriece are …
Reading both world-class athletes. They’ve only been running
competitively since … ’, so they are both runners.
Student’s Book p109 4 True – The text says, ‘Shannon studied biomedical
science and Cheriece studied business
Warmer management’, so they studied different subjects.
Write the title of the reading text, News in brief, on the 5 True – The text says Ciara ‘didn’t know anyone’, so
board. Elicit or check the meaning of in brief (= using as she didn’t know Cordelia.
few words as possible and without many details).
6 False – The text says the video ‘has been viewed
Ask: Where else can you get news in brief? over 70,000 times’, so many people watched it.
(Suggested answers: radio news bulletin, websites with
7 False – The text says they ‘tried to steal $100,000’
short news stories, etc.)
but the thief’s friend left ‘After collecting about $900’.
Where do you read or listen to longer news stories?
8 False – The text says ‘police were waiting to arrest him’
1 • Before students do the task, explain to them (the thief’s friend) and ‘They then arrested the thief
that there are no right or wrong answers. who phoned the bank’, so both men were arrested.)
• Elicit the different subskills onto the board. Fast finishers
Unit 1 – Recognising informal writing;
Unit 2 – Topic sentences; Unit 3 – Guessing meaning; Students can write more true/false questions about the texts.
Unit 4 – Recognising examples; Unit 5 – Identifying When the rest of the class finish, they ask their questions.
the central idea; Unit 6 – Recognising synonyms;
Unit 7 – Recognising time references; Unit 8 – Scanning Exercise 4
2 5 5
Without reading 1–4, students look at the 1 False – The plastic makes the roads stronger.
photos and headlines and share their ideas with 2 False – The text only says some roads have been built using it.
3 True
the class. Encourage them to explain their ideas.
4 True
• Check answers with the class. 5 True
6 False – It was viewed over 70,000 times.
Exercise 2 7 False – The thief asked for $100,000, but the friend only managed to get $900.
1 B   2 D   3 C   4 A 8 False – They arrested the thief and his friend.

3 • Read the words with the class and ask: Extra activity
What kind of words are these? (Reference words – they
refer back to people, things, times, places or ideas Ask students to write a one-sentence summary for each
already mentioned in the text.) news story.
Why is it important to know what they refer to? (This
allows us to understand the sentence. If we do not 5 • Word work Students do the task.
know what they refer to, it is harder to follow.)
• For classes who might struggle to produce their
• Students do the task. own definitions, read out the definitions in the
Exercise 3 Answer key in a jumbled order for students to
match them with the words in bold in the texts.
1 d   2 c   3 b   4 e    5 f   6 a
Exercise 5
4 • Students read the sentences and then look at crisis (n) – an urgent, difficult or dangerous situation
the texts and do the task.
turned (v) – to reach a certain age
Challenge Students try to answer the bumped into (v) – met by chance
questions without looking at the texts.
law-breaking (adj) – describing someone who breaks the law
• When checking answers, elicit the sentences flee (v) – escape very quickly
that helped students decide if the sentences
were true or false.
(1 False – The text says ‘MacRebur recycles plastic that
6 • Students do the task.
would otherwise end up in landfill’, so it helps solve Homework
the problem of plastic waste. Ask students to write personalised sentences for the
2 
False – The text says, ‘The product has already been words in bold in exercise 5.
used on roads in the UK,’ but it does not say that all
roads are now built with recycled plastic. It goes on
to say that ‘Perhaps one day all roads everywhere
will be laid using recycled plastic.’

123
www.frenglish.ru
1
9
Get online 3 • Ask students to read the text and then do the
In small groups, students choose one of the news stories task, individually or in pairs.
and research more details. (For D they might want to • Remind students to decide whether each
research ‘bank robberies gone wrong’, rather than just this answer forms a defining or non-defining
story.) Students share information in their groups. relative clause.
• After checking answers, ask students what they
Grammar know about Alfie Templeman or if they have
heard any of his songs. Share the information in
Student’s Book pp110–111 the Culture note as appropriate.

Warmer Exercise 3
Write these grammar structures on the board: 1 who (ND) 2 whose (ND) 3 when (D) 4 where (ND)
1 present perfect simple, present perfect continuous 5 which/that (D) 6 which (ND) 7 where (D) 8 whose (D)
2 reciprocal pronouns, each other
3 question tags, questions with prepositions Culture note
4 defining and non-defining relative clauses Alfie Templeman (b. January 2003) is a British songwriter
In pairs, students work together to write an example and musician. He plays drums and guitar as well as singing
sentence for each grammar point. When a pair has vocals. He played every instrument heard on his EP Like an
finished, they shout ‘Stop’. If all their sentences are correct, Animal (released 2018). He taught himself to record and
the pair are the winners. If you prefer, students can shout produce music tracks when he was just 13 years old.
‘Stop’ after each number 1–4, rather than at the end.
(Suggested answers: 1 I’ve written a song. I’ve been practising For further help with the grammar in this section, return to
it all morning. 2 We helped ourselves to cake. They gave each pp16, 18, 28, 30.
other a present. 3 You went to the concert, didn’t you? Did she
turn the music off? 4 That’s the school which my best friend Units 3 and 4
goes to. John, who has lots of friends, is in my class.)
1 • Students look at the photo and make guesses
Units 1 and 2 about it, e.g. The buildings might be part of a
film. It can’t be easy to get there.
1 • Students do the task.
• Check answers by asking different students to Exercise 1
read out a bubble each. 1 could be 2 can’t have been 3 must have used
4 might have built 5 must be 6 can’t be
Exercise 1 7 must enjoy 8 must be
1 have you been doing 2 ’ve been writing/have been writing
3 haven’t finished 4 ’ve written/have written 2 • When students have structured the questions,
5 ’ve finished/have finished 6 Have you been practising check answers.
7 ’ve been practising
Fast finishers
Extra activity Fast finishers write more questions using the future perfect
and future continuous. They ask them in the pairwork or
Students practise the dialogue in pairs. If you like, some
afterwards to the whole class.
pairs can act it out for the class.
Exercise 2
2 • Students do the task.
1 What will you be doing at this time tomorrow?
Fast finishers 2 Will you have left school by the end of next year?
Ask students to write similar questions, e.g. You play in a 3 Where will you be living in ten years’ time?
band, don’t you? Do you and your best friend listen to each 4 Will you have got a job by the age of 20?
other? What are you thinking about? 5 Will you be lying on the beach on 1st January?
6 Will you have got married by the age of 30?
Students’ own answers
Exercise 2
1 aren’t you 2 each other 3 to
4 off 5 did you
Students’ own answers

124
www.frenglish.ru
 9
1
3 • Students do the task and compare answers Exercise 2
in pairs. 1 Do your parents usually let you watch TV before you do your homework?
2 Are you allowed to go out with your friends every weekend?
Exercise 3
3 Does your teacher make you learn vocabulary every lesson?
1 get, will phone 2 will be able to 4 When you were younger, were you allowed to go to school by yourself?
3 leave, will get, won’t go 4 have to 5 Did your parents make you tidy your room last weekend?
5 won’t watch, finish 6 will buy, am 6 Did your brother or sister let you borrow anything last month?
Students’ own answers
For further help with the grammar in this section, return to
pp40, 42, 52, 54. 3 • Students complete the text individually
or in pairs and compare with a partner or
another pair.
Units 5 and 6
• Check the answers with the class and encourage
1 • Ask students to quickly read the text and say students to explain their answers, e.g. 1 It says
what it is about. (recycling plastic to make smart he is in prison, so he’s talking about a present
cycle paths) situation, so the verb must be in the past
• For less confident classes, do the first two simple – I wish I wasn’t.
together and highlight that the first uses the
passive form and the second uses the active. Exercise 3
Reinforcement Students work in pairs to 1 wasn’t/weren’t  2 hadn’t arrived   3 wouldn’t have caught
complete the text. 4 hadn’t decided   5 were  6 would cook
7 cook/am cooking   8 feel  9 had trained
Exercise 1 10 wouldn’t have got 11 is 12 won’t commit
13 get out of 14 will train 15 could
1 is generated/are generated 2 recycle
3 will be created 4 was built
5 will be/is going to be installed 6 are encouraged For further help with grammar in this section, return to
7 isn’t wasted 8 is made pp64, 66, 76, 78.
9 is thought 10 will use
Units 7 and 8
Extra activity 1 • Students do the task.
In teams, students write follow-up questions. Elicit a few
examples and write them on the board, or use these: Exercise 1
How many tonnes of plastic are generated by Europeans every 1 S he insisted on going with him./She insisted that she would go with him.
year? (25 million tonnes) 2 They replied that they had to go.
How much plastic is recycled every year – 30% or 50%? (30%) 3 He recommended going to that restaurant.
4 Simon complained that Amanda never helped him.
What are the benefits of the smart path? (People are
5 The girl denied doing it.
encouraged to get more exercise; old plastic isn’t wasted.)
6 She argued that it was my fault.
With books closed, two teams exchange questions and
score a point for each correct answer.
If you prefer, collect the questions and play as a whole Fast finishers
class, with teams answering in turn. Ask students to write a list of other reporting verbs they
could use in these sentences.
2 • Students read the question cues. (Suggested answers: announce, remind, point out,
remark, etc.)
Reinforcement Elicit which verb they should
use for each question. 2 • Do an example with the class. Elicit or remind
(1 let 2 allow 3 make 4 allow 5 make 6 let)
students what to do if there is no question word
• After students have written the questions, check (use ‘if’ to introduce the questions).
they have formed them correctly.
• Students do the task.
Challenge Students write one to three
more questions.
• Check answers and highlight any
common errors.

125
www.frenglish.ru
1
9
Exercise 2 • When discussing afterwards, do not confirm or
correct. Add any other useful words and phrases
1 her friends/them if they had ever been to Rome
to the board.
2 me if my sister liked rap music
3 me where Sam and Angela were going on holiday 3 56 See the audioscript on p137.

4 Sue/her what she had done the day before. • Play the audio for students to complete the task.
Elicit which words and phrases in exercise 2 they
3 • Students do the task. heard and point out that listening for gist is an
Exercise 3 essential listening skill.
1 to lock 2 Doing 3 to play Exercise 3
4 borrowing 5 to have 6 going, not to go 1 C  2 D   3 A   4 B
7 to buy 8 running, to walk
4 • Highlight that here students will need to listen
For further help with grammar in this section, return to for details – a number, place, etc. Remind them
pp88, 90, 100, 102. that they should ignore anything that does not
sound relevant and home in on the specific
Homework information they need to complete the task.
Give students a situation, e.g. My friend isn’t talking to me,
I’ve got no money. Make sure the situation is quite open to • Give students time to read the sentences before
leave lots of options to write about it. Ask them to write a you play the audio again.
similar text to the one in exercise 3 in Units 5 and 6, using • With less confident classes, elicit what type of
I wish/If only and conditional sentences. information is needed to fill each gap.
(1 a number 2 a place 3 a time 4 a product
Listening 5 a country 6 a number 7 a number 8 a phrase)
• Remind them that if they are asked to write
Student’s Book p112 down a number, they should listen for phrases
related to numbers, e.g. How much? How many?
Warmer
Books closed. Ask students to work in pairs, A and B. Exercise 4
Student As open their book and describe one of the four 1 440 million 2 secret location 3 next year
photos. Student Bs draw exactly what they describe. 4 surfboards 5 China 6 46,000
Then they compare. Repeat with more than one photo if 7 15 8 a fast beat
time allows.
Afterwards, ask: In which country do you think each photo 5 57 See the audioscript on p138.
was taken? Why?
• Highlight that underlining key words before
Listen to their answers but do not correct or confirm. listening is an important subskill to help them
Write any useful vocabulary on the board, e.g. snake,
predict the kind of information they need to
desert, studying, mobile phone. This will help students in
exercise 2. listen out for.

1 • In pairs, ask students to look back at the eight • Play the audio again for students to check their
answers. Check their answers and elicit the key
subskills and decide which ones they find most
words and phrases that helped students decide
useful and say why. Remind students that there
on their answers.
are no right or wrong answers.
Unit 1 – Understanding the speaker’s attitude; Exercise 5
Unit 2 – Inferring meaning; Unit 3 – Using
1 a  2 c   3 b   4 a   5 a
key words to predict; Unit 4 – Taking notes
while listening; Unit 5 – Understanding paraphrase;
Unit 6 – Identifying speakers’ intentions; Extra activity
Unit 7 – Avoiding distractors; Unit 8 – Answering Students make a list of the tips given in the Listening
true/false questions and say what they would change about their morning
2 • Before students do the task, ask them to read routines, if anything.
the instructions and say what type of listening
subskills they will use here. (predicting information, 6 • Give students enough time to review the four
using visual clues to help guess the themes of what they news stories and order them from most to least
are going to be listening to, key words and phrases) interesting by themselves before they discuss
with a partner.

126
www.frenglish.ru
 9
1
Homework • Different pairs can perform their dialogue for
Students write a brief summary of one of the news stories the class.
A, B, C or D. They can go online to research and include
new information in their text.
4 • THINK Ask a volunteer to read out the
three situations.
• In pairs, ask students to choose one of the tasks
Real-world speaking and make notes.
• PREPARE Encourage students to use the Key
Student’s Book p113 phrases they have learnt while they prepare
their dialogue.
Warmer
In pairs, ask students to think of as many real-world situations
• With less confident classes, brainstorm words
and phrases for each situation and write them
as they can where it is necessary to speak English. Set a time
limit of two minutes. Ask students to total up the number of on the board.
situations and ask the winning pair to read their list out. Elicit Reinforcement Encourage students to
other situations students have thought of. look back to the relevant unit to find useful
1 • Elicit what is happening in photos A–F. vocabulary and help with writing their dialogue.
(Reaching an agreement – Unit 2; Describing an
• Students do the task. event – Unit 8; Talking about feelings – Unit 1)
• Give students a minute to think of phrases • PRACTISE Give students time to write and
students remember for each situation and then practise their dialogue. If students record their
compare in pairs. Tell them not to look back dialogues, they can listen to themselves and
through their books yet. correct their own mistakes.
Reinforcement Give students an example for Challenge Discourage students from writing
each situation in a jumbled order (see Answer out their dialogue word for word; instead
key) to match with the situations. Ask students suggest they work just from notes.
to think of one more example for each situation.
• PERFORM Before students perform or play
Exercise 1 their recordings, ask them to read the Peer
review questions in exercise 5 and make notes
1 E  2 C   3 A   4 D   5 F   6 B
as their classmates read their dialogue.
2 • When everyone has finished matching the • Students read out or play their dialogues to the
questions and answers, check with the class. class or in small groups.
• Elicit if the intonation is rising or falling on 5 • Peer review Remind students to make notes
questions 1–6. on each question while their classmates perform.
(rising intonation on yes/no questions – 3, 4, 6; falling • After each dialogue, nominate students to say
intonation on Wh- questions – 1, 2, 5) which Key phrases were used, what the pair
• Drill as necessary. Students practise the mini did well and give a constructive suggestion
dialogues in pairs. for improvement.
• Students do the second task. Homework
Ask students to imagine they went to a sports event and
Exercise 2 took photos. They then write a dialogue where they are
1 d (situation 5 ‘discussing different points of view’) showing a friend the photos they took.
2 e (situation 1 ‘talking about problems and solutions’)

Writing
3 a (situation 4 ‘talking about feelings’)
4 f (situation 6 ‘reaching an agreement’)
5 c (situation 3 ‘describing an event’)
6 b (situation 2 ‘comparing and contrasting’) Student’s Book p114

3 • Elicit in which situation students might hear/use Warmer

the expressions (a formal phone conversation or Write on the board in a random order the stages of
writing in bold below.
online videochat), and try to imagine a scenario
In pairs, students order the stages from first to last. Check
where they could all be used in one dialogue.
their answers and highlight some key tasks for each stage
Reinforcement Students can look back at (in brackets):
the Real-world speaking dialogue in Unit 4 to Think of ideas (brainstorm language)
help them.

127
www.frenglish.ru
1
9
Think about text type (format, register and phrases) • THINK Ask students to look at Tasks A and B.
Organise ideas (draft main points and paragraphs) Elicit the main characteristics of each type
Write (if possible, write one or two draft versions of text:
before finalising) opinion essay – semi-formal, viewpoints on topic
Review (check grammar and punctuation; check you have supported by answers
answered the question) blog post – informal, chatty, enthusiastic, giving
reasons for choices
Peer review (raises an awareness of audience, ideally
students would incorporate feedback and produce a • Refer students back to the relevant unit in
final draft) the Student’s Book to follow the Skills boost
instructions for their chosen text type.
1 • Before students do the task, ask them to look at (blog post – Unit 5; opinion essay – Unit 8)
the list of text types a–h and discuss:
when someone would write these types of texts • PREPARE If students choose the opinion
to whom they would write them essay, encourage them to make a paragraph
where they would expect to find them plan and incorporate Key phrases into their
(Suggested answers: a magazine, a website, an online plan. If they choose a blog, encourage them
shopping site b for yourself, for other people to read to follow a Question and Answer format, as
and enjoy c for a magazine, story competition, etc. demonstrated in Unit 5, or to choose a different
d to apply for a course or a job, to a colleague, to a suitable format.
newspaper, etc. e to a friend, a member of family, an
advice page, etc. f in an exam, for homework g for a
Challenge Remind more confident students
specific audience, to present facts about a situation, that if they want to write two paragraphs for
project or process/in a research paper, for work h a the main body of their text and expand on their
journalist/in a(n) (online) newspaper, etc.) notes in PREPARE, they are welcome to do so.
• Students do the task and compare in pairs. • WRITE Before students write, ask them to read
the Peer review questions in exercise 4 so that
• When checking, ask them to explain their
reasons and elicit Key phrases and features they are aware of the criteria their peers will use
that helped them match the texts with to assess their texts.
the descriptions. • Students write their blog or opinion essay.
(Suggested answers: 1 d – a formal email: Dear • CHECK Ask students to read the questions and
Mr Pilling, I am writing in response to … I would review their texts.
be grateful if … 2 f a for-and-against essay: formal 4 • Peer review Remind students to consider
style, I am in favour of … Many people, however,
the Peer review questions when their partner
believe that … are not a good thing. 3 a – a review:
I’d recommend … 4 h – an opinion essay: formal
is writing.
style, Some people believe, In my view … 5 e – an • After all the students have received peer
email about a problem: I’m worried about my friend, feedback, nominate students to discuss, in
What should I do? 6 c – a narrative: adverbs, variety general terms, whether their classmates used
of adjectives, narrative tenses 7 g – a report: % results correct grammar, vocabulary and punctuation
and figures, we asked how many hours, just one in and what type of suggestions they made to help
ten people … 8 b – a blog: informal style, talking to
their partner improve their text.
the reader (you), I thought I’d do a post about … )
Exercise 1 Homework
Ask students to write a neat version of their text
1 d  
2 f  3 a  4 h  5 e  6 c  7 g  8 b
for homework.
2 • Students do the task.
• For those students who struggle with the task, Review game
give them plenty of time to look back at the unit
and remind themselves about what they learnt. Student’s Book p115

Exercise 2 Warmer
Prepare three to six posters with different headings, e.g.:
1 text 5 2 text 1 3 text 3 4 text 2
5 text 4 6 text 8 7 text 7 8 text 6 In English this year, I have enjoyed …
Students’ own answers I need to revise …
The most interesting thing I’ve learnt …
3 • Go through the stages in the Skills boost In the holidays, I …
with students.

128
www.frenglish.ru
 9
1
A good English book/film I’ve read/seen is … Review game
I’d love to visit …
1 60 million. It’s worth $162 billion.
In class, give students time to write something on each 2 more than 800 million people
poster and then mingle and read each other’s comments. 3 16 years old (14 with your parents’ permission)
4 a friend who acts like your best friend, making plans and promising to keep in
Class set-up:
touch, but who will always let you down
Set-up 1: ‘Lucky dip’ quiz
5 she’s worked with Jay-Z, Rihanna, Drake and Lil Uzi Vert. She’s a record
• Prepare 16 pieces of paper labelled 1–16 and put producer.
them in a small bag. 6 b
7 There are nine time zones.
• Divide the class into pairs. 8 Dwayne Fields. He walked more than 600 km.
• Give pairs time to discuss all the questions in 9 Locals called it ‘Sam’ and customers paid for the stolen goods.
the Review game, returning to the units as 10 planet Gallifrey
necessary to find the answers. 11 He’s Jagger Eaton and he started skateboarding when he was five years old.
12 c – Bahaa is from Egypt.
• When students have finished, combine pairs to 13 It was raining fish.
make groups of four. Ask a volunteer to pick a 14 c
piece of paper (a ‘lucky dip’), without looking, 15 b
from the bag. Pairs take it in turns to answer 16 They are five grandmothers helping to fight cyber-crime. They try to con their
the question that corresponds to each number own grandchildren to make them aware of the dangers of scams.
drawn from the bag.
• Continue until all the numbers have Timings and props:
been drawn. You could use various props with the Review game:
Egg timer: Give students 30 seconds to confer with their
Set-up 2: Board game
team before a spokesperson says the answer.
• Project the game board onto the board at the Scoring sounds: Add a funny scoring sound for correct
front of the class. Use magnets as playing pieces, and incorrect answers.
or draw pen marks to show the position of each
Homework
team as they move around the board.
Ask students to write about their year and learning English. If
• Divide the class into teams. You could you like, this can be a letter to themselves that they can read
encourage them to think of a team name. again at the start of next year. Write some prompt questions
• Teams take it in turns to move around the board on the board to help students structure their texts.
(starting just next to square 1) using a dice What did you think about the coursebook?
or spinner. Were there any parts of the course that were really easy/difficult?
• Team members take turns to answer the question What was your favourite activity? Why?
on the square they have landed on. Choose What would you do differently if you were doing this year again?
whether you give the team one minute to find the What would you like to improve next year? How are you
answer in their books, or whether you give them going to do it?
time before the game begins to do some research.
Challenge To lengthen the game, have teams End-of-unit further practice 9
1
go back three squares if they get a question
• Exam trainer ➔ Workbook pp84–94
wrong. Or reduce the value of 4, 5 and 6 on
the dice to 1, 2 and 3 – so the maximum step
• End-of-year test ➔ Teacher’s Resource Centre
forward is three squares. • Wordlists ➔ Teacher’s Resource Centre
Reinforcement Students can be permitted • Student’s Book audio and
audioscripts ➔ Teacher’s Resource Centre
to hand over their question to a team member
if they don’t know the answer. However, their
team will have to step back one square if they
do this.
• Below are the question numbers and their
corresponding unit reference numbers:
1(U5), 2(U7), 3(U4), 4(U2), 5(U1), 6(U5), 7(U7),
8(Starter), 9(U6) 10(U7), 11(U8), 12(U2), 13(U8),
14(U3), 15(U1), 16(U6)

129
www.frenglish.ru
1 Audioscript

Starter Unit and he decided that he wanted to get away

to go to a huge open space where he could
1
really relax and spend time outdoors. So he
Vocabulary: health and well-being, exercise 1 p6 started training at the gym, and then he went
Interviewer: Hi Michael. Are you starting a new on practice trips to Norway and Canada, before
school now? finally beginning his Arctic journey.
Michael: No, I’m not. I’m studying at the same school Dwayne and his teammates walked more than
as last year. 600 km in 22 days to reach the North Pole.
While they were walking, they suffered freezing
I: How does your school look after your well-being?
temperatures as low as minus 40 degrees, but
M: We can talk to our tutor if we have any problems. Ex 5.3 they also had unforgettable experiences such
I: Has your school got a ‘relaxation room’ where you can Ex 5.4 as observing seals and polar bears. When they
go to chill out? arrived at the North Pole, they took photos,
M: No – we can’t relax at school. If we want a quiet cooked some hot soup and called base camp on
space, we have to go to the library. their special satellite phone.
I: How often do you usually do PE, and what do you do? Ex 5.5 Dwayne Fields is an inspiration to me
M: We do PE twice a week – usually basketball, football, because he was the first black British person
athletics … to travel to the North Pole. That makes me
feel that we must all follow our dreams! Also,
I: How could PE be improved? Dwayne has become an ambassador for the
M: We should have outdoor gym machines in the Scouts – he used to be a cub scout when he
playground so we can keep fit during break times. You was young – and so he’s also inspiring a whole
don’t have to work out for long, but every little helps! new generation of future explorers!
I: Do you usually have lunch at school?
3
M: I eat at school every day, but I don’t always have the
canteen food – I sometimes bring sandwiches. Vocabulary: extreme adjectives, exercise 6 p8
I: Is it possible to eat healthy food at school? 1 This is an amazing story.
M: They should definitely cut down on the fast food 2 Dwayne had an unforgettable trip.
options in the canteen. They should also cut out the 3 The North Pole is a huge area of ice.
unhealthy snacks from the vending machines! 4 It’s freezing there.
I: What suggestions would you make to improve the 5 I’d be exhausted if I walked to the North Pole!
well-being of students at school?
M: It would be great to have a ‘chill-out’ space at school Unit 1
where we can go if we feel stressed. Also, I’ve heard that
some schools are getting pet dogs nowadays because 5
animals can help to improve your mood! Grammar, exercise 7 p16
I: Thank you Michael. 1 What music have you been listening to lately?
2 2 Have you ever performed in public?
3 Have you ever listened to any rap songs?
Vocabulary: personal qualities, exercises 3 and 4 p8
4 How long have you been learning English?
Caleb: My presentation today is about the
Arctic explorer Dwayne Fields. I’m going to talk 7
about his achievements and his background
and why I think his experience is inspiring. Vocabulary and Listening, exercises 6, 7 and 8 p17
Dwayne Fields has walked to the North Pole, and Interview 1
he’s planning an expedition to the South Pole Interviewer: What do you think of music in
as well. But it’s amazing because Dwayne says public spaces?
Ex 5.1 that he isn’t a fan of the cold – he used to live Speaker 1: I don’t mind it. I love music when I’m
in the Caribbean! He was born in Jamaica, and travelling home. There are a few underground
he moved to London when he was six. While stations that play classical music. It’s a great idea.
he was growing up in the city, he didn’t spend I: Why?
much time out in the countryside. But he always
loved nature, and as a young child he used to Sp 1: I find it really relaxing, especially if I’ve had
spend a lot of time in the forests in Jamaica. a stressful day. Music has that effect, doesn’t it?
So why did Dwayne decide to become an I: Do you think everyone enjoys it?
explorer and go on an expedition to the North Sp 1: Well, they interviewed hundreds of
Pole? Well, he says he had a ‘life-changing’ passengers, and everyone said the same – it
Ex 5.2 moment when he was a teenager. He was the Ex 8.1 made them feel less stressed. Plus, in the stations
victim of a terrifying episode of gang violence, that play classical music, there have been fewer
robberies and less vandalism too!
130
www.frenglish.ru
 Audioscript 1
Interview 2 Ex 8.5 Sp 5: Well, I love British pop … I’ve been
Interviewer: What do you think of music in listening to a lot of Imagine Dragons recently.
public spaces? Ex 8.5 I: But they’re from America, aren’t they?
Speaker 2: It’s so annoying! I think it should Sp 5: Really? Wow! I had no idea!
stop, especially in shops. The music isn’t there
for the shoppers, is it? 8
I: So who is the music for? Grammar, exercise 2 p18
Sp 2: The shops! … They use music to make 1 You’ve never played a musical instrument, have you?
people spend more money! 2 Jazz music is fantastic, isn’t it?
I: But how? 3 You don’t like singing, do you?
Sp 2: Well, all the research shows that slower 4 The last English class was fun, wasn’t it?
music makes people stay in shops longer and 5 You went to that school for five years, didn’t you?
Ex 8.2 buy more things. And slow pop music makes
people buy things on impulse … things they 9
don’t need. And of course faster music makes
Grammar, exercise 5 p18
people shop faster, so that’s good, for example,
in a busy clothes shop. Plus, if you like the 1 When your favourite song comes on the radio, do
music, you don’t mind queueing so much. you turn the volume up?
Interview 3 2 What music do you like dancing to?
Interviewer: Should people listen to music on 3 If you have a problem, who do you talk to?
public transport? 4 Where do you come from?
Speaker 3: Definitely. I listen to music on the 5 What kind of music are you interested in?
bus, but I always use headphones and keep 6 What are you thinking about?
Ex 8.3 the volume down. Legally you don’t have to
wear headphones, but who wants to hear other
people’s music on a bus or train? There was one
Unit 2
time, though … 12
I: What happened? Vocabulary, exercise 7 p25
Sp 3: Well … my favourite song came on … 1 Teen 1: Yeah – I’ve known her since I was five.
I: Did you turn the volume up? She was my best friend in primary school and
Sp 3: Yes, but that wasn’t the worst thing. she’s been my best friend ever since! She’s totally
reliable – I mean, she’s always there for me – and
I: Wait … You sang along to the song, didn’t you? she’s the kindest person you’ll ever meet …
Sp 3: Yes! People laughed. It was awful. 2 Teen 2: Someone I don’t really get on with? Well,
I wanted to disappear! Bart is one of my classmates. He’s always getting
Interview 4 into trouble – he’s kind of irresponsible and to be
Interviewer: What do you think of music in honest he can be pretty unkind. He’s not a friend
public spaces? of mine …
Speaker 4: I don’t have a problem with it. 3 Teen 3: My family? Well, I’ve got a really big family,
I’ve been busking for three years and I think with loads of cousins. But let me tell you about one
busking has a positive effect on people. I’ve of my relatives – Aunt Rupinder. She’s so friendly!
seen people do kind things for others after She’s a really sociable person, and she’s always
listening … I think it’s because listening organising big family parties …
together brings people together. 4 Teen 4: We used to have the worst next-door
I: And buskers entertain people, don’t they? neighbours at our old house! Honestly, they were so
Ex 8.4 Sp 4: Yes! There’s even an International Busking unfriendly! They never used to say hello, and they
Day now. It’s celebrated in over 100 cities had these big dogs that were pretty terrifying!
around the world in July. 14
Interview 5
Vocabulary and Listening, exercises 4 and 5 p29
Interviewer: What do you think of music in
public places? Presenter 1: So, last week we talked about the
six types of friend that we all need – and the
Speaker 5: I don’t mind the fact there’s music, one we don’t! Today we’re talking about another
I love music … but most of what they play is friendship topic: ‘online’ and ‘offline’ friends …
just awful! It’s usually so bland, so blah, you
know? They should play better bands. Presenter 2: Yes, we often surround ourselves
Ex 6.1 with lots of so-called ‘friends’, don’t we? But
I: What kind of music do you usually listen to? according to a recent study, we only have space
in our life for five close friends!

131
www.frenglish.ru
1 Audioscript
P 1: Really? So am I one of your five, buddy? We Unit 3
get on well, don’t we? And we’ve known each
19
other for – well, three months now!
P 2: Ha! Well, I’d call you my ‘best colleague’ Vocabulary, exercise 6 p37
… but I’m not sure I’d share all my secrets with 1 Speaker 1: Scientists have found it puzzling for years.
you yet. When they studied space and the planets and stars,
P 1: Well, I love hanging out with you here they started to believe that the universe contains
in the studio anyway! We enjoy ourselves, more matter than we can see. They call it ‘dark matter’
don’t we? because it doesn’t give off light or energy. That’s curious.
P 2: We do indeed! Anyway, let’s get on with the They still don’t know exactly what it looks like. I think this
question: Can people call themselves friends if image looks really dramatic with the light and shapes!
they’ve never actually met each other in person? 2 Speaker 2: They’re strange patterns that appear
Are virtual friends just acquaintances or ‘real’ during the night in farmers’ fields. Some of the
friends? What do you think? patterns are quite complicated and they usually
form a circle – that’s why they’re called crop circles.
Ex 6.2 P 1: Well, according to this survey, the average
Brit has 500 online friends – that’s a lot, isn’t it? There are lots of books and blogs about them, and
they even appear in films. Some people find them
P 2: It is! But perhaps they’ve never met most of frightening, because nobody knows for sure how
those people … they happen, but I think they’re fascinating!
P 1: Exactly. And they don’t even have to get 3 Speaker 3: It’s a metal sculpture by an American
Ex 6.3 on with each other in real life! Ha ha! Seriously artist called Jim Sanborn, with letters of the alphabet
though, there are some advantages with online in it. It contains four messages in a code. People have
friends. I mean, you can find people who share discovered the solution to three of the messages,
your interests … but not the fourth. It’s thought-provoking. I think it
Ex 6.3 P 2: Yeah, like people who play online games … combines art and mystery really well. It’s entertaining.
Ex 6.3 P 1: Yes, or people who practise foreign 4 Speaker 4: There are some really famous ones in Egypt,
languages with each other … but they are found in many different countries. I think
Ex 6.3 P 2: Yeah, people can cheer each other up if this one is probably in America, maybe Mexico. It’s
they’re going through similar difficulties … curious that they were built all over the world. They all
have the shape of a triangle and they’re built with huge
Ex 6.3 P 1: Hmm, and if you’re not very sociable, then
the online world can be a place where it’s easier stone blocks. They’re thousands of years old. How did
to make friends! these ancient people move the stones and construct
these amazing pyramids? It’s a mystery! I’ve visited
Ex 6.4 P 2: That’s true, but can you always trust people one in Mexico, and it definitely wasn’t disappointing!
online? I mean, a stranger might completely lie
about his or her identity! 21
P 1: Yes – it’s definitely easier to know if Vocabulary and Listening, exercises 4 and 5 p41
someone is telling you the truth in person.
Presenter 1: Hi and welcome to ‘That’s
P 2: What about you? Are you someone who’s fascinating’. In these podcasts, we talk
got a lot of online friends? about – yes, you guessed – fascinating things.
P 1: Hmm, let’s just say that I’ve promised Today is all about a fascinating book, perhaps
myself I’ll make more effort with my ‘real-life’ the most mysterious book in the world! It’s a
friends this year! curious book, called the Voynich manuscript.
Ex 6.5 P 2: Well, our time’s nearly up – let’s look ahead Ex 5.1 Presenter 2: The book, or manuscript, is
quickly to next week, when we’re going to 240 pages long. It contains writing and
talk about friendship and money. Here’s one drawings. The drawings are done beautifully.
listener’s dilemma: They show plants and people and different
Listener: ‘Hi! I know I shouldn’t complain about areas of science, such as biology and astronomy.
receiving gifts, but … well, it’s becoming a Tests have shown that it was written between
Ex 6.6 problem for me! I mean, my best friend and 1404 and 1438.
I often give each other little gifts – but the P 1: Wow, that’s old! Is there anything else that’s
things she buys are getting more and more special about it?
expensive, and I feel bad ’cause I can’t buy her Ex 5.5 P 2: It’s written in an unknown language, and
such nice presents. I don’t want to fall out with although many people have tried, nobody has
her, but how can I tell her the truth?’ been able to read what it says. I had never seen
P 1: What about you? Let us know if you’ve the language before I looked at the book.
got any money-related dilemmas with your P 1: Is it an invented language or code?
friends, siblings or relatives! … Until then, enjoy
Ex 5.2 P 2: It’s unlikely. The writer wrote the text
yourselves and see you next week!
smoothly and there aren’t any mistakes. That

132
www.frenglish.ru
 Audioscript 1
suggests that the writer knew the language very B: I’d like to study catering I think. I love cooking!
well; it must have been a language they spoke A: Wow, cool!
themselves. If someone was writing in code or
B: But first I’ll look for a part-time job during the
an invented language, they would pause a lot to
summer – it’ll be good to get some experience in a
‘translate’ words, not write smoothly.
café or a restaurant.
P 1: What about the characters … are they
A: Good idea!
random?
B: Yeah – the careers advisor gave me some good advice
P 2: Not at all. Experts say the 170,000
about writing my CV. So hopefully I’ll get a job! Anyway,
characters aren’t random; they appear in
what about you – how did your careers session go?
patterns, like patterns you find in any language.
A: Oh, it was good – quite useful, actually!
P 1: The contents of the book are just one of the
mysteries. Another is … where did it come from? B: So what’s the plan?
Ex 5.3 P 2: It first became famous in 1912 when a book A: Well, next week I have to choose my A-level subjects.
dealer called Wilfrid Voynich bought it. That’s I’m going to do maths, physics and IT.
how it got its name, the Voynich manuscript. B: Wow, impressive! Then what?
However, we know that Emperor Rudolf II had A: Well, I’ll pass my exams – hopefully! – and then I’ll go to
bought it years before Voynich found it. university and do a degree in computer science, probably.
P 1: So, how did Voynich come to buy it? Had B: Sounds great! So what’s the plan for five years’ time,
he heard about it and then tried to find it? do you think?
P 2: Nobody knows! The fact is the manuscript A: Oh, in five years’ time, I might travel round the world.
disappeared for over 250 years! I’ll need a break after all that studying!
P 1: Well, what about the author? Do we know
27
who wrote it?
Ex 5.4 P 2: No. People used to think it could have Vocabulary and Listening, exercises 4 and 5 p53
been the artist Leonardo da Vinci or the British Piotr: Hi Brad!
philosopher Roger Bacon. Others believed that Brad: Hey – good to see you!
Voynich invented the language himself. However,
none of them could have written it because they P: You’ll be arriving this time next week – you’d
all lived after the book was written. better give me your flight details!
P 1: Has anyone managed to decode any of it? B: Yeah. I arrive at half past five at the main
Krakow airport …
Ex 5.6 P 2: Well, a family from Canada, Ahmet Ardic
Ex 6.1 P: Great! My mum finishes work at four so she’ll be
and his two sons, now say they might have
partially decoded the manuscript. They’ve been able to drive us. You won’t have to catch the train.
working on it together for three years. They B: Thanks. So, I’m starting to prepare for the
believe it was written in an ancient Turkish trip – what will I need to bring?
language. They say they’ve slowly decoded over P: Well it depends on the weather … but
300 words, enough vocabulary to understand August is usually warm so you won’t need to
around 30% of the book. Ex 6.2 bring many clothes. You’ll need to bring your
P 1: Are they right? swimming trunks, though – if it’s fine, we’ll be
P 2: We don’t know for sure yet. Curiously, able to go swimming in the lake …
Ahmet Ardic first saw the manuscript four B: OK.
years ago – he hadn’t heard of it before. He P: And some hiking boots maybe? I mean, for
discovered it online by chance. walking in the mountains. We’ll probably go to
P 1: Will he solve the mystery? Many people the Tatras. It’s not far from Krakow.
hope so, but others want this remarkable B: Gotcha. Swimming trunks and hiking boots.
manuscript to remain a mystery! Sounds good!
P: Great! Is there anything you want to do while
Unit 4 you’re here?
25 B: Yeah. I’ve never been to Krakow so I’d like to
see the sights!
Vocabulary, exercise 5 p49
P: Definitely. I’ll take you to the main square,
Alice: Hey, how did your careers advice session go, Ben? Ex 6.3 Wawel Castle, all that. It’s a shame you weren’t
Ben: It was OK – although I’m still not sure what I want here in May for ‘Juwenalia’ – it’s a big student
to do, to be honest. festival. Have you heard about it?
A: Do you think you’ll stay at school next year or not? B: No, but Krakow has loads of students, doesn’t it?
B: Probably not. I think I’ll apply for a vocational course P: Yes – more than 100,000! But they won’t
at college. have come back from summer break. There’ll be
A: Oh yeah, what do you fancy? more tourists than students.

133
www.frenglish.ru
1 Audioscript
B: Yeah! So what about sports? You’ll have to I: OK … Number 4 … ‘The government should make
take me to a soccer game when I’m there! sure companies don’t pollute rivers and seas with
Ex 6.4 P: Yes, definitely! And will you take me to the chemicals and other waste.’
baseball when I come to San Francisco? K: Yes, that’s definitely true. There should be better laws.
B: Sure! I’ll have passed my driving test by then, I: OK … Number 5 … ‘When people destroy forests, it
so we’ll be able to go wherever we want! can cause serious problems.’
Ex 6.4 P: Sounds great. I’d love to visit the Alcatraz K: I think that’s true … I think without trees, the rain can
prison! I’ve seen it in the movies. move the earth and then it’s hard for things to grow. It’s
B: Sure, we can take a trip there. not good for animals and plants.
P: Great. I: And finally, number 6 … ‘It’s impossible to ban plastic
bags. People will always use them.’
B: Hey – remember to apply for your visa as
soon as you can, won’t you? It can take a while. K: What?! I don’t agree at all! Some countries such
as China and Kenya have already banned them, and
P: Oh, yes. Thanks for reminding me! Hey, I was
it’s working!
wondering. We don’t need to worry about
earthquakes, do we? 33
Ex 6.5 B: No, don’t worry! There hasn’t been a major
Vocabulary and Listening, exercise 2 p65
quake in San Francisco since 1989. We’ll be fine!
Presenter 1: Today we’ll be talking about marine
P: Phew! pollution and hear what can be done about it. Marine
B: Hey, I won’t be able to Skype this weekend. pollution is a huge problem. Did you know there are
I’m going to the mountains so I won’t have 18,000 pieces of plastic litter per square kilometre of
internet until I get home … our oceans, and that every year thousands of marine
P: No problem. I’ll call you on Monday? animals are killed by it?
B: Great. Chat soon then. Hey, one last thing! Presenter 2: That’s not all … the rubbish in our oceans
Will I need to get some euros? isn’t just there now – it takes years for it to break down.
P: We don’t use euros here. We use złoty! But For example … cardboard boxes can take between
you won’t need to get money in advance. We three months and five years to break down. Leather shoes
can do it when you get here … take 25–40 years, and foam cups take around 50 years.
B: OK, thanks! Chat Monday then, see you soon! P 1: If you think that’s bad … it gets worse. Aluminium
cans take 200 years to decompose!
P: Bye!
P 2: And nylon fishing nets take … over 600 years! It’s
clear that we need to stop ocean pollution now! Of
Unit 5 course, marine pollution doesn’t just stay in the ocean – it
31 ends up on our beaches.
Vocabulary, exercise 6 p61 34
Interviewer: Hi, would you mind doing a short
Vocabulary and Listening, exercises 5 and 7 p65
interview? It’s about the environment and environmental
problems. It’s for some research I’m doing. Presenter 1: On a typical beach, you’ll find
everything from glass bottles, nylon nets,
Kamil: Sure.
aluminium cans and cardboard to old leather
I: I’m going to read out six statements, and I’d just like your shoes! When Carolina Sevilla went to the beach
view on each one. You can say if you agree or disagree, in Costa Rica, she was shocked at how much
and what you do. Here’s the first statement … ‘It’s OK to rubbish there was on the beach … but the
throw away clothes – it’s too much work to mend them.’ worst thing was the amount of plastic.
K: Well, I don’t think it’s OK to throw away clothes, definitely Presenter 2: Many countries make people
not … they end up in landfill and that’s not good. But I’m recycle paper, glass and tins, but they’re not
not very good at mending them. I usually give clothes so good on plastic recycling. Since 1950 we’ve
I don’t need to friends. It’s a bit lazy, I suppose. produced 8.3 billion tons of plastic and 6.3
I: OK, thanks. Number 2 … ‘It’s a good idea to repurpose billion tons of it is now waste. Worldwide, we’ve
things, for example, make old clothes into a bag.’ only recycled 9% of it – just 9%!
K: I totally agree with that – in fact, my friend made a Ex 7.1 P 1: Years ago it was thought that recycling
bag from my old jeans last month! She watched a video plastic wouldn’t be necessary. Today we know
on YouTube and learnt how to do it. that plastic waste is a huge problem for the
I: That’s great! OK, number 3 … ‘It’s not young people’s environment, but people are still allowed to
job to protect endangered species.’ throw away plastic. It should be illegal.
K: Well, I think young people are the future, so we should P 2: So where does it all go? 79% of plastic waste
fight for our future. We have to help save endangered Ex 7.2 ends up in landfill or in our oceans. In fact, it is
species. Of course, the government should pass laws too. said that over eight million tons of plastic ends
Yeah, the government should do a lot more. up in our oceans every year. How? People throw
134
www.frenglish.ru
 Audioscript 1
it in rivers, or it is blown into rivers from landfill Sp 1: A criminal was already in prison for a different
sites, and people throw rubbish into the sea from crime when he had a heart attack and confessed that he
boats. Of course, people on boats aren’t allowed was also guilty of murder. The 50-year-old thought he
to put rubbish in the water, but they do. That’s wouldn’t live to face his punishment, but he survived.
why we get so much plastic on our beaches. Sp 2: Two shoplifters became victims of theft while
Ex 7.3 P 1: When Carolina realised the size of the they were shoplifting in a general store in Ogden, Utah.
problem, she decided to do something. She A stereo was stolen from their vehicle in the car park.
started a campaign on Instagram, a campaign
called 5minutebeachcleanup. Every day, she 39
posted a photo of the plastic she picked up on Vocabulary, exercise 7 p73
a walk along the beach. In less than two years, Speaker 1: When a Lancashire couple returned from
it had over 21,000 followers on Instagram and holiday, they were shocked to find a burglar asleep in
over 7,500 followers on Facebook. their bed. He had cooked dinner, done the washing and
P 2: People all over the world send Carolina tidied the house. The home-owners locked the door
their beach clean-up photos and she shares so he couldn’t escape. He admitted burglary and the
them on her Instagram feed. There are photos theft of food and was ordered to pay a £200 fine. The
from America, Australia, Spain, India and many couple didn’t want to punish him, as he had not stolen
other countries. Sharing their photos makes anything, and he didn’t have anywhere to live.
people feel part of something bigger.
Speaker 2: A man was stopped for smuggling at
P 1: Why did the campaign become so popular? Guangzhou Baiyun Airport in China when X-ray
Well, Carolina made a video which quickly went operators became suspicious. The traveller had tried to
viral and was watched over 7.6 million times. smuggle his pet turtle through security by hiding it inside
Her video really made people think about the a KFC sandwich. The smuggler was allowed to catch his
problem – and, more importantly, gave a simple flight, but he was told that his turtle couldn’t travel on
Ex 7.4 solution that anyone could follow. Also, the the plane. He agreed to leave his pet with a friend.
campaign lets people choose when and where
they clean up beaches. You choose! Sp 1: When a Glasgow man tried to rob a shop holding
a cucumber covered in a black sock, he was seen by
P 2: Using Instagram was a good idea, too. an off-duty policeman. The officer arrested him for
Ex 7.5 Most users are between 13 and 30 years old, so
attempted robbery. The robber was sentenced to 40
the campaign reached young people, people months in prison for assault with intent to rob.
who are interested in the future of the planet.
They’re also the people who know how to use Sp 2: When detectives in Florida posted a ‘wanted’
technology and are comfortable using it. photo of a suspected vandal, he wasn’t happy with
the picture, so he sent them a selfie. The man, who
P 1: Beaches worldwide are benefitting from
was wanted for vandalism and arson, got more than
Carolina’s campaign. So, next time you go to
2,000 ‘likes’ for his photo. The vandal and arsonist didn’t
the beach, spare five minutes to pick up plastic
escape justice. Thanks to the shares and posts on social
rubbish. You can make a difference!
media, he was soon arrested.
Unit 6 Sp 1: A criminal was already in prison for a different
crime when he had a heart attack and confessed that
38 he was also guilty of murder. The 50-year-old thought
Vocabulary, exercise 2 p72 he wouldn’t live to face his punishment, but he
survived. The murderer was found guilty and now faces
Speaker 1: When a Lancashire couple returned from a life sentence in prison.
holiday, they were shocked to find a burglar asleep in
their bed. He had cooked dinner, done the washing and Sp 2: Two shoplifters became victims of theft while they
tidied the house. The home-owners locked the door so were shoplifting in a general store in Ogden, Utah. A
he couldn’t escape. stereo was stolen from their vehicle in the car park. The
shoplifters had to go to court for shoplifting. They had
Speaker 2: A man was stopped for smuggling at
tried to steal products worth about $25, and the value of
Guangzhou Baiyun Airport in China when X-ray
the goods stolen from their car was about $60.
operators became suspicious. The traveller had tried
to smuggle his pet turtle through security by hiding it 41
inside a KFC sandwich.
Vocabulary and Listening, exercises 4 and 5 p77
Sp 1: When a Glasgow man tried to rob a shop holding
a cucumber covered in a black sock, he was seen by Presenter: Hello and welcome to Radio
an off-duty policeman. The officer arrested him for YouthZone! In today’s programme we’ll be talking
attempted robbery. about online fraud and cyber-crime. We’d love to
Sp 2: When detectives in Florida posted a ‘wanted’ hear your experiences! Call us on 012 454545!
photo of a suspected vandal, he wasn’t happy with the So, our first caller is Jake, from Leeds. Hello?
picture, so he sent them a selfie. The man, who was Jake: Hi! Well, I’ve just been reading about
wanted for vandalism and arson, got more than 2,000 the ‘Scammer Grannies’ and I wanted to say
‘likes’ for his photo. that this is a fantastic idea – well done to all
135
www.frenglish.ru
1 Audioscript
the Scammer Grannies! They’re really raising 46
awareness of online fraud and showing us all
Ex 6.1 how to protect ourselves. If only my grandma Grammar, exercise 6 p88
had been a Scammer Granny! If she’d known 1 Announcer: Do not leave baggage unattended.
about this, she wouldn’t have lost loads of All unattended baggage will be removed.
money in a phishing scam. 2 Man: Hey! Could you ring me back as soon as you
P: Gosh, sorry to hear that. But it sounds like get this message? Thanks!
you’ll be able to teach your grandma a thing or 3 Shop Assistant: Hello, can I help you? Are you
two! OK, our next caller is Eliza. Hello? looking for anything in particular?
Eliza: Hi! Well, I don’t agree with your previous caller. 4 Teen: OK, so why don’t we meet at midday, then we
It’s never a good idea to trick people – especially can go there together?
Ex 6.2 your own family! I’ve been the victim of one
of those scams on social media, where all your 47
friends get fake messages. It’s horrible! I wish Vocabulary and Listening, exercises 5 and 6 p89
people wouldn’t do it at all, full stop! Host: Hello and welcome to Quiz Time on Radio
P: Thanks Eliza, point taken! OK, now over to Zone! Today’s quiz is all about TIME! Last week
Shakir, calling from London? we asked you – our listeners – if you wanted to
Ex 6.3 Shakir: Yeah, hi! I just wanted to warn people take part, and today’s lucky contestant is Rachel
about using Wi-Fi hotspots. People don’t realise, from Manchester. Hello Rachel!
but hackers can get hold of your login details if you Rachel: Hi!
use them in a public place. If I were you, I’d avoid H: Welcome! So, let’s get started. Remember, if
Wi-Fi hotspots altogether unless you have extra you want to play along at home, just download
security. If only I’d known that before I was hacked! the app. See if you can beat Rachel … Time will
P: Gosh, yes – watch out for the hackers! Great tell! OK, here’s the first question. Take your time!
tip! Now, over to Moira … Are you ready?
Moira: Hello there! Yeah – as well as talking R: Yes, I’m ready!
about scams, we also need to talk about H: How many time zones are there in the USA?
cyber-bullying. I think we ought to have much Five, seven or nine?
Ex 6.4 stricter laws for cyber-bullies. A friend of mine R: Sorry, did you ask how many time zones
is being bullied online and it’s horrible. I wish there were in the world, or in America?
I knew how to help her. The bullies wouldn’t do H: Just in the USA. Five, seven or nine?
it if they knew they’d get arrested, would they? R: Err … I’m guessing seven?
P: Thanks, Moira. I think our next caller would Ex 7.1 H: No, sorry – it’s nine! OK, next question. Which
like to add to that? Hello Maxi? famous time traveller travels in a TARDIS? Is it
Ex 6.5 Maxi: Yes. I just want to say there’s loads of Hermione Granger, Marty McFly or The Doctor?
information about cyber-bullying online, so R: Ah, that’s easy. It’s The Doctor, in Doctor Who!
don’t suffer in silence! If your last caller goes to H: Correct! Next question: What do we call
the Kidscape website she’ll find out how she the study of measuring time? Is it etymology,
can help her friend … there are also lots of tips horology or metronomy?
about protecting yourself from online fraud … R: Measuring time? Oh, that must be metronomy!
P: Yes, all the relevant links are on our web page. H: Sorry, the correct answer is horology.
Well, I wish we could keep chatting but we have A metronome is an instrument for measuring
to take a break now. Don’t go away! time …
R: Ah, OK.
Unit 7 H: Right! What do we call the calendar that most
44 countries use today? Is it the Julian calendar, the
Gregorian calendar or the lunar calendar?
Vocabulary, exercise 7 p85
R: Sorry, can you repeat the options?
1 Woman: So I’m really not happy with it at all. Can H: Yes, I asked what our calendar was called: the
I have a refund? Julian, Gregorian or lunar calendar?
2 Teen 1: So, you really ought to see this film! It’s R: Er … Oh, I don’t know … the Julian? No, the
definitely the best film I’ve seen this year! Gregorian … aargh, I’m not sure!
3 Announcer: The next train to depart from platform 6 H: The time is ticking … have you decided?
is the 12:22 express train to Heathrow Airport. R: The Gregorian?
4 Teen 2: So you’re Spanish? H: Just in time! Yes, it is the Gregorian calendar.
Teen 3: No, I’m not. I’m from Mexico. OK, here’s the last question: How long does it
5 Teen 4: No, honestly, I don’t want it. You can have it. take for the Earth to make a complete turn on
Please have it! its axis? Is it less than 24 hours, 24 hours exactly
or more than 24 hours?
136
www.frenglish.ru
 Audioscript 1
R: Well, it’s a day isn’t it, so it must be … three months, their brains were the same size as
H: Careful! I’m asking if it takes more than, less people three years younger than them.
than, or exactly 24 hours. M: Fascinating. Did you know that gymnastics
Ex 7.2 R: Oh! Of course! It’s a bit less than 24 hours, isn’t is also excellent for your brain? It really improves
it? That’s why we have leap years! concentration and mental focus. Physically, it
improves flexibility and accuracy – you have to
H: Exactly! It takes 23 hours, 56 minutes and 4.2
Ex 5.4 get the moves just right. It doesn’t take much
seconds, to be precise! And now we’ve run out time for gymnasts to make good progress, so it
Ex 7.3 of time. Well done, Rachel, that’s three out of five
can be very motivating, although few gymnasts
Ex 7.4 so you can’t complain! You win our special Radio
will go on to a professional level.
Zone diary to help you manage your time!
A: I don’t like many winter sports, but skiing is
Ex 7.5 R: Ah, thank you, that’s great! Can I just say a
particularly good for fitness – skiers are about
quick hello to my family? I promised to say hi to 40% fitter than the average active person,
my brother Jake and my mum and dad who are even fitter than runners, meaning they’re
all listening. extremely healthy. Skiing improves balance and
H: Of course – hello family! Well, it’s time to go to coordination. It’s an outdoor sport, of course, so
the ads now. Time flies when you’re having fun! you get loads of fresh air. And being outdoors
We’ll be back shortly for more fun and games … in winter is good for your mood.
M: If you want an outdoor water sport, rowing
Unit 8 is a great option. It has several health benefits.
51 It’s good for building strength, stamina and
coordination. You have to stay focused too, so it’s
Vocabulary and Listening, exercises 4 and 5 p101 Ex 5.5 good for your brain also. Not many people like
Michael: Welcome to the latest episode of the idea of early morning training on a cold day,
Fitness Fanatics podcast with me, Michael and so if you don’t fancy rowing outdoors, many
McDonald, and my co-presenter Andrea sports centres have rowing machines. There
Anderson. This week we’re talking about which are even indoor rowing competitions – the first
sports would be best for you. Experts are World Indoor Rowing Championship was in 2018!
worried that people spend too much time in A: So, that’s it for today. In our next podcast we’ll
front of screens and they don’t spend enough be looking at some other more unusual sports,
time doing sport. They say that not enough including the mysterious ‘dragon boat racing’.
people participate in sport. Why is that? Well, Meanwhile, have a go at something new!
too many people stop doing sport because
they don’t enjoy it. However, finding the right Unit 9
sport might motivate you to continue.
56
Andrea: Thanks, Michael. Personally, I love
Ex 5.1 playing team sports with my friends. If you want Listening, exercises 3 and 4 p112
to improve your general fitness, then volleyball 1 Presenter: The song ‘Africa’ was released
and basketball are good for building stamina by the band Toto in 1982, but decades
and coordination, reducing stress and making Ex 4.1 later it’s still incredibly popular. The official
decisions. Because they’re team sports, they YouTube video has been watched more
have a social side. If that’s important to you, than 440 million times and there are many
then consider joining a local club. cover versions. That’s why it was chosen
M: Great, Andrea. I prefer sports that are by artist Max Siedentopf for an installation.
more relaxing. If you’re like me, and want to Ex 4.2 The installation is at a secret location in the
try a gentle sport to get fit and reduce stress, desert in Namibia in Africa. The project is
consider swimming. It’s great for your heart and called Toto Forever and aims to play the
Ex 5.2 helps build strength. Start by swimming a few song on loop forever. Seven white boxes are
lengths and slowly build up the number. Just set in the sand, six in a circle outside a box
30 minutes swimming twice a week is a great in the middle. This middle box has an MP3
workout. If a typical 50m pool isn’t long enough player on it, playing the song. The other six
for you, then try the pool in Algarrobo in Chile boxes support speakers. The whole thing
which is 1,013 metres long! runs on solar-powered batteries. Will it last
A: 1,013 metres? 50 metres is long enough for forever? The materials are designed to last as
Ex 5.3 me! Now, what about cycling? This has become long as possible, but no doubt the sand will
really popular in recent years – it’s a great eventually destroy it.
outdoor sport, and it’s easy to get started on 2 Teen girl: I’ve just heard that I’ve got the
short, flat routes. It’s good for coordination and Ex 4.3 grades to do the course of my dreams! What
balance, of course, and for your brain. Our brains will I be doing this time next year? I’ll be
get smaller as we get older, but researchers studying Surf Science and Technology at a
found that after people had cycled regularly for college in Cornwall, in the south of England.

137
www.frenglish.ru
1 Audioscript
I knew I wanted to go to university, but you our tips on everything. Today, it’s morning
courses like business, engineering or routines. For many of us, there never seems
medicine definitely weren’t for me. If I’d to be enough time in the morning. Getting to
done a course like that, I wouldn’t have school on time is a challenge. However, there
finished. I wanted a practical course. are things you can do to make your morning
Learning how to surf isn’t part of the course, routine go smoothly.
sadly, and you don’t spend any time at Speaker 2: First, put your phone in your
Ex 4.4 the beach! You study the sport of surfing backpack or bag. It’s all too easy to pick up
and surfing businesses – for example, you your phone in the morning and check your
learn about the design and production of messages or social media, and then, suddenly
surfboards, event management, surfing 15 minutes or longer has gone by and you’re
culture and history and even about the running late. If you put it in your bag, then you
environment and how humans affect it. Ex 5.1 won’t be tempted to look at it. You are only
I think it sounds fascinating and I can’t allowed to check your phone after leaving
wait to start! the house. If you think you’ll be tempted, then
3 Newsreader: Mystery surrounds the switch your phone off the night before. Yes, off!
appearance of a dangerous snake in Texas, Sp 1: Another tip is to wake up to music. Get a
USA. Of course, it’s not unusual for poisonous radio alarm clock or set your phone to play your
snakes to be seen in Texas – rattlesnakes favourite song. That way, you’ll wake up happy.
live there. Luckily, most people can survive Be sure to choose a happy song with a fast
rattlesnake bites. But this wasn’t a rattlesnake; it beat – not only will it boost your mood, it will
Ex 4.5 was a cobra! Cobras are extremely dangerous also make you more likely to move faster. And
and are not native to America. They are found definitely don’t use the ‘snooze’ button on your
in Asia, in countries such as India, Thailand and Ex 5.2 alarm. Get up when the alarm goes. Staying in
Ex 4.6 China. In India alone, 46,000 people die every bed for an extra five or ten minutes isn’t a good
year from snake bites. This cobra frightened idea – you won’t really get any more rest and
residents in a block of apartments when it you could make yourself late. You probably won’t
somehow managed to crawl through the go back to sleep, and if you do go back to sleep
fence. Fortunately, it was caught. Where did when you have to wake up in five minutes, you’ll
it come from? It certainly didn’t come from feel awful. So, get up when your alarm goes.
a zoo. The authorities think someone might
Sp 2: It’s easy to forget things in the morning – a
have bought it illegally to keep as a pet. Either
book you’ll need, sports things, homework …
they must have let it go or it escaped. Nobody
Packing your bag the night before is a good way
has claimed the cobra, which is not surprising
to make sure you have everything. Also, you can
as it is illegal to keep poisonous snakes.
write yourself a weekly checklist. For example, on
4 Speaker 1: For many of us, there never Tuesdays I need: sports kit, snack, water bottle
seems to be enough time in the morning. Ex 5.3 and maths homework. Another thing that works
Getting to school on time is a challenge. is to write a note on a post-it and stick it to the
However, there are things you can do to front door. That way, you’ll see it just before you
make your morning routine go smoothly. leave the house. This is especially useful if you
Speaker 2: First, put your phone in your need to take something you don’t normally take.
Ex 4.7 backpack or bag. It’s all too easy to pick up Ex 5.4 Sp 1: Talking about the night before … before
your phone in the morning and check your you go to bed, put out the clothes you’ll be
messages or social media, and then, suddenly wearing the next day, including your shoes,
15 minutes or longer has gone by and you’re then you won’t be running around looking for
running late. If you put it in your bag, then you things in the morning. There’s nothing worse
won’t be tempted to look at it. You are only than trying to find a shoe or your tie when you
allowed to check your phone after leaving the know the bus will be leaving in ten minutes!
house. If you think you’ll be tempted, switch Ex 5.4 Likewise, if you take your own lunch to school,
your phone off the night before. Yes, off! make it and pack it the night before. Then you
Sp 1: Another tip is to wake up to music. Get only need to put it in your bag. Easy!
a radio alarm clock or set your phone to play Sp 2: Plan your routine. Are you going to have
your favourite song. That way, you’ll wake up breakfast before or after you get dressed? Are
Ex 4.8 happy. Be sure to choose a happy song with a you going to shower first? Make a plan and stick
fast beat – not only will it boost your mood, it Ex 5.5 to it. Work out how many minutes you need to
will also make you more likely to move faster. do each thing, for example, 10 minutes to have
57 a shower, 5 minutes to get dressed, 15 minutes
to have breakfast … and so on. Use a timer – it
Listening, exercise 5 p112 will ring so you know exactly what time it is,
Speaker 1: Hi and welcome to Top Tips for and if you need to speed up.
students! In these podcasts we’ll be giving Sp 1: That’s it for now, hope these tips help!
138
www.frenglish.ru
 Videoscript 1
Unit 1 Teen boy: Now we’re going to move on to her
Vocabulary video p13 main achievements.
What music and when? Teen girl: She’s one of the best-selling artists in the world.
Teen boy: She’s sold over 280 million records
Amelia: Hey, it’s Amelia here. Welcome to my vlog!
worldwide. She’s had more than 14 number one hits
So, I’m the lead guitarist in The Sugar Puppets and my and over 30 top-ten hits in the US and the UK.
bandmates and I have been playing together for about
Teen girl: She’s the only artist in the world who’s done
three years. It’s a small rock band and we’re not famous …
that this century! She’s won many awards for her music.
yet! Alice plays the keyboard and Jamie plays the drums.
Teen boy: OK, you should have an idea of who she is
But I haven’t played much recently because I’ve been
now. In this part of the presentation, we’ll look at how
studying for my exams.
she brings people together.
Instead, I’ve been listening to classical music to help
Teen girl: She’s done four big concert tours worldwide,
me focus.
bringing audiences together to enjoy her live
Rock music is great when you want to have fun, but it is performances. These have sold out!
loud and very energetic! Listening to an orchestra is just
Teen boy: But she’s also brought people together in
so relaxing, which is perfect for when you’re studying
different ways. She’s been doing charity work for many
and stressed.
years. She started the Clara Lionel Foundation, CLF, in 2012.
So now my playlist is full of classical music!
Teen girl: OK, so that’s the end of our presentation. Can
And that got me thinking – what’s the most unusual anyone guess who we’re talking about?
music on your playlist? I asked a couple of my vlogger
Teen boy: Did you guess right?
friends and here’s what they said!
Teen girl: Does anyone have any questions?
Louise: Hello, it’s Louise. And the most unusual track on
my playlist is called Pump it up. I’m totally addicted to it! It’s
a dance track and I don’t really listen to dance music, but Unit 2
it’s just perfect for the gym! Every time I hear it, I want to Vocabulary video p25
exercise! That’s why I’ve been going to the gym so much! Personality quiz
Nico: Hi Amelia, it’s Nico. That is a very good question. Nico: Hey, it’s Nico! Have you ever done any of those
And I’ve got an answer for you – it’s a jazz song named friendship quizzes online? You know, the ones where
Round Midnight. My dad’s always loved jazz – I’ve never one friend answers questions about their best friend
been into it. But when he plays that song at home, I just and then discovers what the real answer is. Well, I love
have to listen to it. Now I’ve got it on my own playlist and them! So, today I’m going to answer three questions
I listen to it all the time! about my best friend, Louise!
Amelia: Oh, thanks for the music suggestions, guys! I’ll Louise: And then I’m going to reveal the real answer!
have to check them out. Ready, Nico?
Now, back to studying. Ummm, what to choose? Nico: Yep! I’m ready! The challenge is on! OK, question
Ah, Beethoven’s Ninth Symphony. Awesome! Bye guys! number one is – who does your friend tell secrets to?
This is easy. I mean, I’m Louise’s closest friend, so she
Project video p22 tells me everything!
Teen girl: Hi everyone! Our presentation today is about Louise: Sorry Nico, that’s wrong! You are my closest
our favourite singer and how she brings people together. friend, but I always tell secrets to my sisters first. My
Teen boy: But first, you’ll have to guess who she is. siblings always give me really good advice!
Teen girl: Ready? Nico: OK … got that one wrong. Moving on! Let’s
Teen boy: First, we are going to talk about the artist’s go straight to question number two. Who are your
personal life, and then we are going to move on to her friend’s rivals? Oh, good question! Umm, Louise is super
main achievements. competitive. She plays sport and she hates losing to her
Teen girl: And finally, we’ll explain how this famous opponents. When we play computer games together,
singer brings people together. even I am a rival!
Teen boy: We’ll be happy to answer any questions at Louise: Hey, that’s not true! OK, it might be a little bit
the end of our presentation. true. But we’re friendly rivals!
Teen girl: She was born in Barbados in 1988. She Nico: So, I’m right! One point for me! And question
started singing when she was just seven years old and number three is – what quality does your friend most
she has been singing since then! admire in a person? Umm, let me see … I think Louise
Teen boy: She likes experimenting with different really admires honesty. She’s very honest and very loyal
sounds including pop and hip hop. She has recorded herself, and that’s what she expects from other people too.
some great dance songs, and some of her most famous Louise: Yeah, you’re right, I really admire people who
songs include Diamonds, Umbrella and We Found Love. are honest. That’s why we’re best friends, Nico!
Teen girl: Do you have any idea who she is yet?

139
www.frenglish.ru
1 Videoscript
Nico: Aww, that’s sweet. And I’ve got two points! Unit 3
Louise: Not bad! But I’m going to get three points Vocabulary video p37
when I answer the questions about you! Moai heads, the pride of Rapa Nui
Nico: See – I told you she was competitive!
Narrator: Rapa Nui, or Easter Island, is a small island in
Project video p34 the middle of the Pacific Ocean. It’s hard to reach and
Dr. Baker: Right, Jack and Alice, are we ready to do hard to recognise. Or is it?
this podcast? Te: Definitely recognise these two.
Alice: Yes, I think so. Everyone’s got their own mic, right? Alvaro: Yeah they’re the most famous statues I think.
Jack: And a script! They’re in the cover of magazines, they’re in the cover
Alice: OK. So Jack’s going to start with a short introduction of books … a lot of commercials.
to the podcast, and then I’ll introduce you as Dr. Baker. Narrator: These Moai heads are well-known around
Jack: OK, so, here we go! Welcome to the Teen Life the world. Their unique expressions and sheer size have
podcast! First of all, let’s introduce ourselves – we’re Jack made them into popular icons everywhere.
and Alice, and we’re your hosts today. Coming up we Te: There’s something about seeing them in postcards or
have a special edition which is all about friendship, and on the television, but when you’re actually standing here,
we’ll be dealing with your problems! there’s something, sort of, quite powerful about them.
Alice: Yes – We’re going to be reading some of the emails Narrator: Te Radar has travelled all the way from New
you’ve sent us, and we’re going to talk with Dr. Baker, Zealand, 7,000 kilometres, and is excited to see the place
who’s an expert in psychology! where the statues live. There are hundreds of them,
Dr. Baker: Hi everyone! almost a thousand all over the island. They were built
hundreds of years ago and seem to watch over the island.
Alice: OK, so let’s get going and read the first email,
which is about friends who have fallen out. Alvaro: Well, that was their mission, to look after
the people.
Jack: ‘It says: ‘Hi. I wonder if you can help with a problem
I have with a friend. So, this friend – let’s call him Paul – has Narrator: Although it is the heads that are famous, the
made some new friends, and he hangs out with them Moai are full-body statues. Some of their bodies were
more than with me. He doesn’t speak to me much buried with the passing of time.
anymore. I feel a bit lonely, and I don’t know what to do.’ Alvaro: This is only the top of it. If you could imagine
Alice: So Dr. Baker, what do you recommend? the whole body underneath, it’s buried. It is probably
seven or eight metres further down.
Dr. Baker: Hmm … Well, a lot of teenagers often have
this problem, don’t they? Have you tried speaking to Narrator: This was also the location where the 90s film
him? Does he know how you feel? Rapa-Nui was made. The film left behind some amazing
props. The most spectacular is hidden underwater. The
Jack: That’s good advice. clear waters of the Pacific allow visitors full views of
Dr. Baker: It’s important to be honest with friends and one of the Moai replicas made for the film. They never
talk to them. Maybe he doesn’t know how you feel or removed it because it was too big and heavy! And if the
thinks you don’t like his new friends and don’t want to replica was too big and heavy to move, it makes you
spend time with them. think: How did they manage to create so many of these
Alice: I agree with that. gigantic statues hundreds of years ago?
Jack: Now we’ve time for another email. This one Te: In many ways it is one of the last great mysteries of
is from Maria and she says that she’s been finding the world.
it difficult to work together with some classmates
recently. She feels that her classmates don’t listen to Project video p46
her opinions. Jack: Hello. We are going to be performing an extract
Dr. Baker: That’s another difficult situation. Again, from The Man in the Iron Mask.
communication is important. You should talk to them. Teen girl: I will be playing the guard and the prisoner
Let them know how you feel about this. Be positive, as there’s only three of us. Jack will be playing Charles,
and say that it’s important to consider everyone’s and Alice will be playing Marie. We hope you enjoy.
opinion and point of view. If that doesn’t work, maybe Charles: Is this the place? Hurry, man, let us in.
you should talk to a teacher. Guard: Five minutes, then you must leave.
Jack: You’ve been listening to the Teen Life podcast – Marie: Sir, I have been looking for you for a long time.
we hope you’ve enjoyed it! Catch up with us again next My name is …
time, when we’ll be discussing your problems related to Prisoner (Voiceover): Antoinette, is that you? Is that really
exams. Thanks for listening! you? It can’t be. That’s impossible! They told me you were
Alice: That sounded great! dead! For a moment I thought … Who are you, and what
Dr. Baker: Yeah, well done! do you want?
Jack: Wait – is this thing still on?

140
www.frenglish.ru
 Videoscript 1
Marie: My name is Marie Lavelle – at least I thought Narrator: And it’s not only young people who are
that was my name. But now I think that might not be excited about apprenticeships. Parents are starting to
my real name. My mother, Antoinette, died recently and see the benefits, too.
I found some papers … Parent 1: ‘Uh, I suppose I’m a bit old-fashioned, but that’s
Prisoner (Voiceover): Antoinette, my darling what I was brought up with. And he has broken out of
Antoinette, her mother? Yes, it could be. Or could the mould, but I’m glad that he has, er, succeeded.’
it be a trick? Narrator: Its success stories like these that are going to
Prisoner: Papers? What did your mother look like? encourage more students to consider all of the options
Charles: Sir, we wish to help you. This young lady open to them. So when the time comes, they can be sure
believes that she might be related to you. But we must they’ve made the best decision about their future careers.
know your true identity! Project video p58
Prisoner: I cannot do that. It would put us all in danger. Katy: Hi everyone! Today I’m going to show you all my CV.
Marie: At least let me see your face! Charles can take My CV has six parts. I’ve started with my personal
your mask off. information at the top, including my name and
Guard: What? No! You didn’t say anything about taking address. I’ve also added my email address and phone
off his mask. You must leave now. number underneath.
Charles: Come with us! Then here I’ve continued with my personal statement.
Guard: Help! The prisoner is trying to escape! I’ve given a summary of key skills and my objectives for
Alice: Cut! Yes, that was brilliant! the next year. These are all relevant to the position I’m
applying for. I’ve kept it short and made it clear.
Unit 4 In the next section, I’ve included my key skills. For
Vocabulary video p49 this, I had to think about my position and focus on the
skills I think I will need. For example, I’m good at working
Choosing your future
with other people and I have good communication skills.
Narrator: It’s that time of year again! Students are I’ve also mentioned that I speak English and French and
waiting patiently to get the results of their exams. have good IT skills.
What news will they receive? Some will receive good Then, I’ve written about my education and qualifications.
news … while others will be disappointed. They are all I’ve talked about what I’m studying now, the specific
waiting to see what the future will bring. Will they go to exams I’m going to be taking and an award I won.
university? Or perhaps do an apprenticeship? In today’s
world, the choice isn’t always easy. Getting a degree In the next section, I have referred to relevant work
at university won’t necessarily give you all the skills experience. I’ve included voluntary work as well as
you need for today’s job market. Of course, for some part-time work and explained how this has helped me.
students, university is still the best option. Finally, I’ve mentioned my interests and hobbies that
Girl 1: ‘I got four As and I’m going to Oxford University demonstrate my skills. But of course, I haven’t talked
in October … to do, erm, psychology.’ about my social life!
Narrator: But why university and not an After writing all of that, I checked the spelling, grammar
apprenticeship? and the general presentation of the CV.
Girl 1: ‘’Cos, erm, in the future, I think I want to do Good luck with your applications!
research so, yeah, university for me.’
Narrator: These young people, however, have chosen Unit 5
a different route. They see an apprenticeship in a cyber Vocabulary video p61
lab as a better option for their future. In this lab, they are Park clean
getting hands-on training in online security. The work is Louise: Hi guys! I just got back from my holiday in
interesting and challenging. But what do you think the Cornwall a few days ago. It’s in the south-west of
main reason for their choice is? England and the beaches are amazing down there.
Girl 2: ‘The top thing is obviously earning a salary – a And now I’m back and I am feeling inspired! Every
really good salary – erm, secondly, there’s no debt. All time I went to the beach, I saw people taking part in
of my friends are in a huge load of debt and I have no a ‘beach clean’.
debt on me.’ In Cornwall, people are encouraged to pick up litter
Boy 1: ‘I managed to buy a house when I was 20 years every time they go to the beach! Then they post
old so that was, er, sort of super awesome.’ photos of what has been collected on social media.
Narrator: Apprenticeships like these are becoming more These beach cleans have become really popular and
popular because young people can see immediate results. they’ve reduced the amount of waste on beaches all
Boy 2: ‘I’m learning, I’m earning, I’m winning and I don’t over the country. So, I’ve decided to do it too.
have any debt.’

141
www.frenglish.ru
1 Videoscript
The only problem is, I live here – 300 miles from Unit 6
Cornwall and almost 100 miles from the coast! Vocabulary video p73
But I’m not giving up! Instead, I’ve started my town’s first Crime in fiction
ever park clean. And this is what I collected! Plastic bags,
bottles, cans … all this litter had just been left there! Narrator: The real world of crime is never entertaining.
But in the world of fiction, it is always a bestseller – many
It just looks horrible! And it’s really bad for the
people love thrillers and detective stories.
environment. You should see the water in the park’s
pond. It’s disgusting! And some of the earliest and most successful crime
stories featured this fictional detective – Sherlock Holmes.
I’m sure you guys have similar problems in parks near
Sherlock Holmes was created by the author Arthur
you. So, why not come and join me?
Conan Doyle in 1887. In his stories, a crime, like a murder
All you have to do is pick up as much litter as you can or a robbery, is committed and Sherlock is hired to solve
every time you go to the park. the case. He and his loyal assistant, Dr Watson, travel to
Then, before you throw it away, take a picture, post it the crime scene, hunt for clues, interview the suspects
online and tag it with the hashtag #myparkclean. and eventually catch the guilty criminal. The stories were
Let’s get this going! If we can clean the beaches, we can exciting, entertaining and introduced readers to real
clean the parks too! modern scientific techniques, like examining a crime
scene and dusting for fingerprints. The popularity of
Project video p70 Sherlock Holmes gave birth to the genre of crime fiction
Julia: Hello! Today we’re going to talk to you about and today there are thousands of books, films and TV
this leaflet we made. We’ve decided to talk about food shows dealing with crime in different ways. Just like in
waste, as we believe it’s a very important topic. the original Sherlock stories, these usually begin with a
Theo: We wanted to make this leaflet look colourful crime, then there’s an investigation, before a suspect is
and attractive, so we chose green for the background. arrested, and if they’re found guilty, they’re sent to prison.
Julia: We also chose some bright and pretty photos of Modern crime fiction also focuses on technology, but
different types of fruit. this has changed a lot over the last century. Now, many
Theo: Now as you can see, we have included two crime stories show detectives examining crime scenes
main sections. These are called ‘Could your food for DNA or fighting against cyber-crime. Arthur Conan
save the planet?’ and ‘Reducing food waste to fight Doyle’s Sherlock Holmes stories influenced a lot of
climate change!’ today’s crime fiction. His hat, his magnifying glass – even
Julia: Do these give you an idea of what the leaflet is his address – are still famous today, and his adventures
about? Do they make you want to read more? continue to entertain people all over the world.
Theo: Hopefully your answer is yes! Project video p82
Julia: We also added clear headings within each section … Katy: Hi! Today we’re going to talk to you about our
Theo: … which are ‘Why is food waste a problem?’, ‘Did new rules and consequences for our French class.
you know?’ and ‘What can you do?’. These make the Katy: This is rule number one.
leaflet easier to read. Theo: Bonjour, Katy. Comment ça va?
Julia: In the part about why food waste is a problem, Katy: I’m very well, thank you. Oh no! Not again!
we give an example to help people understand what
Theo: Everyone must speak French at all times. If you
food waste is and the consequences of producing and
speak in your mother tongue, you’ll have to put a coin
wasting too much food.
in a charity box each time.
Theo: In the ‘Did you know?’ section, a number of facts
Theo: This is rule number two.
and figures are given that show how much food is
wasted around the world. Katy: Theo, can you check what the capital of
Switzerland is on your mobile?
Julia: As you can see, in the ‘What can you do’ part,
we’ve included some easy practical advice to reduce Theo: Sure! Just let me send this message first. Oh no!
food waste. For example, we have two things you Not again!
shouldn’t do: ‘Don’t buy too much food’ and ‘don’t Katy: Students are allowed to bring mobiles into class
throw food away’. for research, but nothing else.
Theo: And four things you should do: ‘Serve smaller If you use your mobile phone for anything but research,
portions,’ ‘organise your cupboards and fridges’ … you will have to leave it in a box.
Julia: ‘Store your food correctly, and understand dates.’ Katy: This is rule number three.
Theo: So, this is our leaflet. We have talked about why Theo: Katy, where’s your homework?
food waste is a problem, and given you some ideas to Katy: I did my homework, but I haven’t got it because
improve the situation. We hope it was useful. my dog ate it.
Julia: Does anyone have any questions?

142
www.frenglish.ru
 Videoscript 1
Theo: You must do your homework on time. If you on the present, so he was enjoying his time rather than
don’t do your homework on time, you have to write an worrying about wasting it!
explanation in French about why you didn’t do it. So, Lara, I hope these ideas help! Of course it’s useful to
Theo: This is rule number four. organise your time, but it’s really important to enjoy it too.
Katy: Theo, why are you late again? Remember – time you enjoy wasting is never wasted!
Theo: There were no buses because of the snow. Project video p94
Katy: But it’s the middle of June! Jack: Hi everyone. This is our reported interview. So as
Theo: Is it? you know, we had to choose a famous person from the
Katy: You mustn’t be late for class unless you have a past to interview. We decided to interview Cleopatra,
note from a parent or a doctor. If you’re late for class, because we think she was a fascinating character. Here
you’ll have to stay after school for the same number of are the five questions we decided to ask her.
minutes you were late. Alice: The first question was ‘Can you explain your job
Katy: This is rule number five. and what you’re working on now?’
Theo: Could you help me with this exercise, Katy? Jack: The next question was ‘Can you tell us how you
Katy: No, I’m not going to help you, and nobody else is like to spend your free time?’
going to help you because nobody likes you! Alice: Then we asked her ‘How many languages do
Theo: Bullying will not be tolerated. If anyone bullies you speak?’
another student, they will have to go to the head Jack: The fourth question was ‘What would you
teacher’s office. recommend to visitors to your country?’
Theo: This is rule number six. Alice: And the last question we asked Cleopatra was ‘If
Katy: I passed my test! you could look to the future, how do you imagine life in
Theo: Me too! I’m so happy! the 21st century?’
Katy: If we study well and pass our tests, we will choose Jack: Now, we’re going to report what we learnt from
what we do in one class each month. our interview.
Theo: So these are our new rules and their consequences. Alice: She told us that she was the Queen of Egypt, and
We think they’re going to work really well. at that moment she was making new laws and building
new temples.
Jack: Then we asked her how she liked to spend her
Unit 7 free time.
Vocabulary video p85
Alice: She explained that as she had four children she
Wasting time didn’t have much free time but that she liked to eat, rest
Amelia: Hi everyone. This video is especially for one of and play board games.
my followers in the US. Her name is Lara and she sent Jack: She also told us that she loved watching the cats
me an email looking for some help. walk around the royal palace.
I don’t want to read the whole thing, but I’ll explain the Alice: Then we asked her, ‘Is it true that you can speak a
situation and if you have any comments or words of lot of languages?’
advice, just post them below. Jack: She told us that it was true – she spoke many
So, in her email Lara explained that in the last year she languages including Egyptian, Hebrew, Arabic, Greek
hadn’t had much free time. and Latin.
But she claimed that she hadn’t been particularly Alice: Next we asked her what she would recommend
busy either. to visitors to Egypt.
So, what was she doing? She admitted that she’d spent Jack: She told us that she’d recommend the Library of
a lot of time on her phone and watching TV shows, but Alexandria as it was the best library in the world.
insisted that this wasn’t the real problem. Alice: And she would also recommend the Pyramids at
The real problem is that she doesn’t organise her time well! Giza because they were so spectacular.
Lara, I get it. We’ve got so many things to do and we Jack: Finally, we asked her how she imagined life in the
never have enough time. And sometimes, we waste 21st century.
time doing silly things! Alice: She told us she imagined that people would live
So, my idea is to get a bullet journal – like this! It’s really in houses in the sky.
helped me! It’s like a diary or a to-do list and really helps Jack: So, to sum up, we would say that Cleopatra was a
you set goals and prioritise what you want to do. fascinating person, and we learned a lot about Ancient
And I can see that one of my regular Egypt from her.
followers – Jamal – has a really good idea too. Alice: Thank you for listening! Do you have any questions?
He’s suggested mindfulness, where you take time to
enjoy the moment. He said it helped him to focus more

143
www.frenglish.ru
1 Videoscript

Unit 8 Sarah: Sam is a skilful player, who is always focused on

Vocabulary video p97 the field, and she’s very accurate.
Race to the Pole Jack: I love watching Sam in action! Here you can
see her do her famous backwards flip, which she
Narrator: Richard Parks is ready to risk his health and sometimes does after she scores a goal.
even his life to break a new world record.
Sarah: Sam wins matches, and she’s happy to sign
A former professional rugby player, he suffered from a autographs and take selfies with every person who
career-ending injury and is now an extreme athlete and wants one. There aren’t enough players like her!
adventurer. He is about to set off on an epic journey. He
Jack: Sam won the National Women’s Soccer League
wants to become the fastest ever to reach the South
Golden Boot award in 2017. The Golden Boot is for the
Pole from the Antarctic coast.
player who scores the most goals in a season. Sam won
Richard: It’s that challenge, it’s that sometimes survival, it again in 2018 – that’s a record!
that I love.
Sarah: Sam’s won several more awards, including the
Richard’s father: Take care! Two months to go! Bye! Australian Women’s Player of the Year award and Young
Richard’s mother: As a mother you do have concerns Australian of the Year.
and I spent all morning crying. Jack: Through sport, Sam is helping to change attitudes.
Richard: This is it. She is proving to young people that women’s football is
Richard’s friends: Two, one … Here he goes! Go an exciting game with top-class players and that women
Richard! Go on Richard! Wow, wow, wow! can play just as well as men.
Narrator: Richard has been training for a year, by Sarah: Sam is an international role model for women’s
facing some of the toughest challenges in the world: a sport who inspires young people to follow their dreams.
230-kilometre race through the jungle, an ultra triathlon Jack: For these reasons, together with her many
and a mountain bike race through the Himalayas. But successes, we believe that Samantha Kerr is the ideal
was all this preparation enough? candidate for Sports Star of the Year.
Richard: What have I got for tea tonight? Ah! Check this Sarah: OK. Thanks for watching! Bye!
out! Thai green curry. Jack: Bye!
Cook: What sort of calories are you needing per day?
Richard: Well I’m working on 5,500 or 6,000 calories a day.
Cook: And how is that broken down?
Richard: Well the best part of 3,000 calories are from
these meals that we’re cooking now. And then you’ve
got things like drinks and chocolate bars and sweets
and all the other bits.
I’m really happy today. I feel like I’m in it now. The last
three days have been three big days.
Narrator: Richard realises he won’t break the world
record, but he pushes on.
Richard: It’s an incredible feeling, to be so close.
Narrator: He makes it to the South Pole, and breaks the
British record.
Project video p106
Sarah: Hello! I’m Sarah.
Jack: And I’m Jack. We’d like to present to you a truly
exciting footballer for Sports Star of the Year.
Sarah: Samantha Kerr is from Australia, and she is a
hugely talented international star.
Jack: Sam only started playing football when she was
12 years old, but she has already achieved a lot. She first
played professionally in 2008.
Sarah: When she was 15, she played for Australia’s
national team for the first time in a game against Italy.
Jack: After playing for various different teams in
Australia, Sam moved to America to play for the Chicago
Red Stars.

144
www.frenglish.ru